The educational record of the province of Quebec, 1 juillet 1947, Juillet - Septembre

[" ace oi - ca x Ea Lu A cit re te \u201c\"PECIAL RADIO ISSUE OFF [57C6C$ E 38 / nm THE CC EDUCATIONAL RECORD PUBLISHED OF THE i QUARTERLY PROVINCE OF QUEBEC RAR D Vol.LXIII No.J JULY - SEPTEMBER, 1947 2 2 I # Ë 22 20 2 7; 2 | 7 A bi É fl 7 A i) i | 6 A 7 fl a 2 % A wt GE i + ; 5 ! Ge 5 4 \u20ac # v7 Eo en % th 7 Re [1 7 EE J 7 2 D 2 A pi 5 Et fi il % pi Z Er ge A .i a 4% as, 3 2 a & 7% > i A { = A ee 7 a £2 5 EE: 2 ss \u2014 Ge LISTENING TO CBC SCHOOL BROADCASTS IN THE CLASS ROOM En Courtesy of the CBC and Milne Studios % E ne Ron RY PANN ue Ha Ln. pi RAR LN Hs SE OLD SIR JOHN * I \u201cOld Tomorrow\u2019 people would say, Ah, there were giants in his day.Patriot, prophet, leader of men, Pray God we see his like again.A Statesman worthy to take his stand Among the noblest of any land.Laid in his grave these many years; Ever remembered with smiles and tears.Faults and failings had old John A.But he had a way.II So rare a way he could all persuade.Bitterest foes into friends he made.\"Twas he, when disasters on Canada poured, Proclaimed the acceptable year of the Lord.And who is there of the lesser throng Dare cast a stone though he did wrong, If zeal than discretion stronger proved?Much is forgiven who much hath loved.His cause was of his life a part For he had a heart.III À kindly heart that scorned to hate And valued the lowly as the great.In cot and mansion the country \u2019round Treasured mementoes of him are found.With merry jest, quick repartee, Ready for any occasion he.Brother to all in common things, Courtier acclaimed at courts of kings, Ambassador to loose or bind, For he had a mind.IV An ample mind that could realize Things obscured to the seeming wise, To him was granted the vision sublime, That dazzled faith and daunted time.Men trusted him whate\u2019er he said, And followed blindly where he led.Eloquent?Not so very, yet Could any who heard him e\u2019er forget ?His course he shaped towards the highest goal, For he had a soul.v À fearless soul that soared aloft On wings of power while doubters scoffed.Unselfish to yield or firm to stand, As best might further the work in hand.For Love, he held, and Loyalty Greater by far than Liberty.Naught cared he for personal gain, Country and Sovereign\u2014to these twain He pledged himself to the uttermost length, For he had a strength.VI With heart and mind and soul and strength To God he turned.And when at length His course was run, men could all say, He had fought his fight to the latest day.He laid the groundwork of our state; Once weak and slight, he made it great.Him wil' we follow, now as then, Serve, as he served, our fellowmen.Praise, love, honor, be lavished upon Old Sir John.\u2014Mildred Low.*Sir John A.Macdonald (1815-1891), First Premier of Canada.\u2014\u2018\u201cA British Subject I was born; a British Subject I will die\u201d. \u2014\u2014\u2014 SPF THE EDUCATIONAL RECORD July - September, 1947 CONTENTS Page Editorial.100000 00404 ae e eee ea ee a ee a ea ea ae a ea san + 130 Radio and Youth.W.P.Percival 132 CBC Policy and Plans in Educational Radio.R.S.Lambert 138 School Broadcasting in, Canada.ee 144 Frequency Modulation.A.M.Patience 151 Bread Still Floating on the Waters.L.T.Bird 157 Tom Maclnnes.William Arthur Deacon 161 Safe Driving.LL LL LL a ae ae ae W.L.Shurtleff 167 A Year of Guidance.Orrin B.Rexford 169 Teaching Fiction in the High School (Part D.C.Wayne Hall 171 Heads of Departments.Dudley B.Wilson 176 Changes in Inspectorate since 1932.Lewis J.King 180 Summary of the Minutes of the Administrative Commission of the Pension Fund.eee eee LL La AA AA A Aa Ra ae 184 Books ReEviews.02000 LL La LL L LA LA A AA Ra Aa a a 186 RONA PIE THE EDUCATIONAL RECORD A quarterly journal in the interest of the Protestant Schools of the Province of Quebec, and the medium through which the proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in its Nes and Official Announcements.W.P.Percival, Editor, Department of Educa- ion, Quebec.- Authorized as second class mail, Post Office Department, Ottawa.! Vol.LXIII QUEBEC, JULY - SEPTEMBER 1947 No.3 EDITORIAL SPECIAL RADIO ISSUE Radio plays such a leading part in spreading information and giving services that many people have come to look upon it as essential to their daily lives.Radio is also finding an important place in many classrooms.Into a large number, however, it has not yet been introduced.This special radio issue marks an attempt to interest teachers in the development of school broadcasting by showing the programmes that are being broadcast and some of the techniques of radio.\u2018School Boards, Home and School Associations, Women\u2019s Institutes and others may be able to help the schools by purchasing radios.Since the conclusion of the war, manufacturers have turned their attention to peace-time business and have placed machines on the market that are adapted to school use.The Department of Education will help School Boards by making grants to those schools that purchase suitable apparatus.For some years past, the Canadian Broadcasting Corporation through its National Advisory Council on School Broadcasting has been publishing \u201cYoung Canada Listens\u201d.Every teacher may secure a copy upon application to the Department of Education.The programmes listed in this publication should be of interest to teachers and pupils.They will be heard in Quebec during the 1947-1948 session over the.following stations: CBM, Montreal, CKCV, Quebec, CBV, Quebec, CKTS, Sherbrooke, CHLT, Sherbrooke, CHNC, New Carlisle, CKRN, Rouyn.The brodcasting stations, of course, make special efforts to present the broadcasts and give time over the air for this purpose which they could easily sell.They naturally wish to know the reactions of the teachers.For example, Mr.A.Gauthier, Manager of CKTS, Sherbrooke, says that he considers it a public service to broadcast these programmes, and would like to know how they are received.He states that his station has been broadcasting these programmes for two years and has never received a single letter concerning them.Perhaps the school boards, teachers and pupils will recognize the public service that the stations are giving by writing to them expressing appreciation once in a while.PR A RR RR SO OR OT I EE EE EDITORIAL 131 AUTOMOBILES MUST STOP Attention is drawn to the report of the digest of the address delivered at Derby Line, Quebec, by Dr.W.L.Shurtleff.The Protestant Committee asked that the Motor Vehicles Act of the Province be changed so that the driver of a vehicle when approaching the front or.4 rear of a school bus that has come to a stop upon a highway outside the limits of 8 a municipal corporation, while in the act of receiving or discharging any school É child, shall stop not less than ten feet from the school bus.The Committee also E : asked that no school bus driver should start his bus until after any child who may have alighted thérefrom had reached a place of safety.5 \u201cThe Government, however, passed a wider measure in which it is provided that: \u201cWhen a motor vehicle overtakes an autobus which is stationary for the A purpose of taking on or discharging one or more passengers, the operator of such i vehicle shall not drive beyond or meet such autobus nor shall the operator of such kB | autobus start same until all passengers are taken aboard or, as the case may be, gE v those who have alighted have reached the side of the road.This provision shall E not apply within the limits of a city or a town.\u201d Teachers and School Boards should take note of the new law themselves, inform all bus drivers of the Act and bring it to the attention of senior pupils and others interested.PR * | A CHANGE IN REGULATION 82 (d) ; : Regulation 82 (d) of the Regulations of the Protestant Committee has been PE | amended by Order-in-Council to read as follows: gE No candidate shall give or receive assistance of any kind from anyone in answering the examination questions, nor shall be communicate in any manner whatsoever with any other candidate.Any candidate who is found to be guilty of any of the above offences shall be immediately dismissed from the examination room.The plea of accident or forgetfulness shall not be received.The incident shall be reported immediately to the Department of Education for review.EXAMINATION FOR INSPECTOR\u2019S CERTIFICATE I give notice that, in accordance with Regulation 104 of the Regulations of the Protestant Committee, an examination for the Inspector\u2019s Certificate will be held in Montreal, on Saturday, September 6th.Candidates should send to me, at least thirty days before the time appointed for the examination, the documents referred to in Regulation 105.W.P.PERCIVAL, Director of Protestant Education.Erratum in the School Calendar 1947-1948 On page 103 of the last issue of the Educational Record it was stated that the schools will close on December 3, 1947.This should read December 23.4 * 8 f EDUCATIONAL RECORD RADIO AND YOUTH Youth is fond of radio.Countless boys and girls hasten home from school, refusing to participate even in games in order that they shall not miss their favorite radio programmes.Radio competes on favorable terms with the preparation of homework for the next school day.It far exceeds in popularity the playing of musical instruments, solving puzzles and even playing the phonograph.What is this that keeps adolescents in its clutches for an average of two and a half to three and a half hours per day?It is a rich diversity of programme that comes over the air with the twist of two fingers.The programmes are multitudinous and there is no accounting for taste.They bring information, recreation, music, wit, drama.Many programmes are prepared expressly for children and they appear to have increasing appeal as the technique improves.Popular songs, music and comic strip characters lead in favour.Children like wild west and detective stories, humour, adventure, and quiz programmes.They are particularly pleased when the scenes are laid in far-off lands.Girls like romantic adventure, sentimental stories, tales of family life as well as popular songs and.dance programmes.Both sexes listen to thrillers and sports news.Many teachers listen to radio broadcasts.When they report them in the class they can be sure of attentive audiences.The probabilities are good that some of the pupils will have listened to the same programme and, if discussion follows, an interesting and informative period is bound to result.Sometimes such lessons are more valuable than the regular class assignments and they may be remembered longer.Broadcasts are generally well prepared, carefully rehearsed and delivered by experts in the field.They are therefore worth listening to.Everything about a broadcast is usually the best procurable, and that should be the standard always.The voice of the broadcaster should be clear, rich and cultured, the phrasing of the sentences, diction, pronunciation and enunciation should be perfect and serve as models for all who listen.In these ways he should exemplify the teaching of Dr.Charles W.Eliot, one of the most successful Presidents of Harvard University: \u201cI recognize but one mental acquisition as an essential part of the education of a lady or gentleman\u2014accurate and refined use of the mother tongue.\u201d In addition to being a means of mental stimulation, the radio can inform far better than most parents or teachers.This is because thousands of the cleverest and best informed people in the world are working in the radio industry.In this way, the radio helps the formation of attitudes and appreciations far beyond the vista of the average parent or teacher.It can stimulate creative thinking because the speakers have had time to prepare the addresses that they deliver.It can vivify events both of the past and present and can dramatize in a way that is beyond the reach of the ordinary individual.Sound effects of superb quality produce effects that add immensely to the value of the presentation.The radio can formulate and crystallize opinion on almost any topic.Here then is a powerful factor that must be considered in our national life.How much can a child learn in 365 days at an average of three hours per day ?To what kind of programme should he be encouraged to listen?Should there RADIO AND YOUTH 133 N be any control over the broadcasts?These are questions that all thoughtful people should try to answer, and they are of particular interest to the parents and teachers of these listeners.Broadcasting to children is a feature of modern school life.The broadcasts are diffused during school hours and are intended to add to the knowledge of pupils and to deepen their appreciations.The aim is to make the broadcasts so valuable that no school can afford to omit them from the day\u2019s routine, that no pupil will want to miss them, and that the teachers will feel that they interpret and substantially reinforce their teaching.In order to compete for school time, the broadcasts must prove their worth.They should have little difficulty in doing so because the experts take their time to write the scripts well, sometimes using days or weeks to prepare a manuscript that will be produced in half an hour or less by other experts who are specially skilled in reading, acting, or otherwise performing.The types of programme most suitable for school use and from which pupils will be bound to derive profit are: 1.Historical events and well known characters, described keenly or in dramatic form.Such presentations can awaken or deepen appreciation of any event in Canadian or other history.2.Stories of life in various parts of Canada or elsewhere, of cities, and people.3.Descriptions of developments in science and the arts.4.Dramatic literature.5.Such new features of school life as Guidance, Visual Education and community activities.6.News of the day such as an address by the King, the Prime Minister or an outstanding authority.The national broadcasts for the current season consist of the following topics: (a) Canadians at Work, being impressions and word pictures of the Canadian industries of grain, shipyards and shipping, plywood, mining and wood pulp.They will deal with the people as well as the industries, and will emphasize such personal qualities as pride of workmanship, dignity and self respect of labour.(b) Four Canadian Poets: E.J.Pratt, interpreter of the sea, Duncan Campbell Scott, interpreter of Nature and forest life, Audrey Alexandra Brown, creator of a standard of excellence in poetic phraseology, and Earle Birney, idealist and patriot.(c) Gentlemen Adventurers, being the careers of famous explorers, pioneers and governors, from Radisson to Sir George Simpson, who have helped to build the Canadian West.(d) Hamlet\u2014Shakespeare\u2019s play in full, produced by the artist who staged Macbeth so brilliantly last year.(e) A Visit to Parliament Hill, being a series of historical episodes, and talks with living figures in the Federal government.(f) Canadian Legends, being a series of dramatizations based on Canadian folk-lore.In addition to the national broadcasts, the Departments of Education of the several provinces have developed their own series.These are less general in nature than the national programmes and tend to reflect more closely the courses of study in the respective provinces. 134 EDUCATIONAL RECORD In Ontario and Protestant Quebec the Provincial programmes consist of: Story periods for Juniors, including narratives of well known folklore tales and dramatizations, Social Studies including sketches of Joseph Brant, Tecumseh and Pontiac, Health, Music, Science, Classics, English, French and Mathematics.For French speaking Quebec there is an elaborate programme in Art, Literature, Science, History, Natural Science, Musie, and Bible Studies.The Maritime provinces and Manitoba also present programmes in both of the official languages of Canada, in an endeavour to supplement the course of study in this subject, particularly by stressing the oral aspect.The English speaking programmes consist of stories from Canadian History, English, Music, Geography and Agriculture.In British Columbia the broadcasts on health are of particular interest.| In order that the programmes may be used to the best advantage, it is essential that the teacher use all her skill to prepare herself and her pupils for the lesson and that, immediately after the broadcast, a period be allotted for discussion when all the highlights can be brought out and developed, and their relationship to other lessons can be made clear.Broadcasts are not intended as ends in themselves but as a means of stimulating pupils to think, to ask questions and to be encouraged to read extensively on the subjects of good broadcasts.Teachers are learning the advantages of broadcasting.Naturally they have to be made familiar with the benefits of radio and to be won over to its purposes.The best way of getting their cooperation in this connection is by soliciting their ideas concerning the type of programme that they would welcome most.Summer workshops and summer courses for teachers form admirable media for securing and disseminating information regarding the purposes and techniques of successful broadcasts.Such courses will supply teachers with correct criteria for evaluating school programmes.Criteria obtained in this manner will mean the avoidance of snap judgments of programmes based on insufficient information and will enable teachers to present the programmes to pupils in the correct light.The programmes prepared for the schools $hould also be of interest to parents, who should be informed of the content and purposes of the broadcasts.Good principals and teachers are anxious to let parents know what is going on in the schools, for as they have knowledge they will grow to appreciate.There is probably no better method of cooperation for the average parent and school than by the discussion of pertinent broadcasts.Good programmes and their purposes can be enjoyed at home and talked of afterwards.Thus the pupils can benefit further from the opinions of their parents and the additional information that they can give.Radio and its purposes should be discussed at teachers\u2019 meetings.The favorable attitude of the principal and supervisors will mean much, for they can make or mar the service in the individual schools.Success can only come from the cooperation of all concerned.Radio is no flash in the pan which can POOR ILE | RADIO AND YOUTH 135 be dismissed with a wave of the hand or a supercilious nod of the head.It is here to stay.Now that the war has ended and expert attention can be devoted to the refinement of instruments and programmes, though the programmes are good already, great improvements can be expected.The Canadian Broadcasting Corporation won two first awards in 1946 from the American Exhibition of Educational Programmes for the presentation of Shakespeare\u2019s \u201cJulius Caesar\u2019 and \u201cHere\u2019s Your Health\u201d.The former particu arly was described as | being \u201cexecuted on a superbly high level of production.\u201d In 1947 the CBC Programmes won four top awards and three honourable mentions from the same Exhibition.The citation for the broadcast \u2018\u2018Animals and Birds of Canada\u2019 describes the series as \u2018\u201c\u2018a superb example of school broadcasts combining effective radio techniques and nature study.\u201d It adds, \u201cDesigned for grades three to six level, this programme has enough showmanship to attract older age groups as well.\u201d The citation of \u201cAdventures in Magic\u201d and \u201cCuckoo Clock House\u2019\u2019 reads: \u201cThere is refreshing sincerity and naturalness to these programmes, proving that children\u2019s programmes can be vividly entertaining without being sensational, and informative without being dull.\u201d Teachers should capitalize upon the delight of children in radio to search the newspapers and other sources of information to find programmes that will be of advantage to them, and advise the children of the broadcasts.The screen has aroused the interest of many in history, biography and books.The English film production of King Henry V, starring Laurence Olivier, has stimulated old and young to a re-reading of Shakespeare and a deeper realization of his exceptional talents.The radio likewise presents many delightful characters of the past, and pupils should have opportunities to bring good programmes to the attention of the other members in their class.While a child intently listens to the radio, he learns.Memory, imagination, emotions, feelings and other mental activities all play their part as the broadcast is heard.The school must take advantage of good radio programmes to .teach pupils the things that they should learn in the manner that is so acceptable to them, rendered as they are by the keen and skilled artists engaged for the purpose.This appreciation of radio by children has been realized since the day that Walter Damrosch started to send his wonderful music programmes over the air more than twenty years ago.The average teacher can scarcely hope to 4 compete with such clever specialists, so great is the ability, artistry and skill of the powerful masters of their subjects whose voices and performances come over the air.The teacher should never fear that he will be displaced by the radio or the film.On the contrary, good radio and film programmes bring the teacher into greater prominence.The interest of the pupils is aroused by the teacher\u2019s introduction to the programmes.Their state of mental readiness to learn becomes assured by a teacher who prepares well for the coming programme.He 3 who has the sympathy of a cooperative class will find his prestige great'y increased | as he answers the questions of the class afterwards and suggests sources of reading to clinch and extend the learning that has reached the pupils by means of these modern means of teaching. EDUCATIONAL RECORD Educators must keep pace with the times.They must realize that we live in a changing world.Twenty-five years ago radio was relatively little known.Broadcasting, however, has long since passed the toy stage and is today a necessity of life, being available in four-fifths of our homes.Using radio in the classrooms is an art, but, like art in all its forms, it yields great satisfaction only when the results are those desired.After all the technical details have been resolved, the teacher must prepare the class for the broadcast.Afterwards, he must be ready for questions.These phases require intellect, knowledge and an appreciation of pupil difficulties.The result, however, is growth for both teacher and pupils.I often think that the teachers of the next generation will be better than those of the present because they will be more experienced in dealing with modern procedures and equipment.The present young generation is so used to listening to radio that it knows its techniques and has a broad background of information that many older teachers do not possess because they do not know the full setting.Teachers who can appreciate the interests and tastes of their pupils will have great influence over them (other things being equal).The lesson for teachers is plain.The good teacher of today knows that he must be familiar with the reading interests of pupils.The wide awake teacher is equally convinced that he must be aware of their radio interests.On the North American continent, advertisers spend a quarter of a million dollars a year for advertising over the radio.This provides thousands of people with jobs as script writers, actors, musicians, producers, engineers and technicians.Many pupils in the schools today imagine themselves in some of these jobs in the future.The activities of the pupils should not be confined to receiving broadcasts.They should also be trained to broadcast, both by \u201cmake believe\u201d and in reality.They should be taught to do everything from writing the script to producing the broadcast in all its details of administration and dramatic presentation.Such broadcasts may begin with imaginative newscasts.In these the best that is in the pupils should be cultivated so that they will be able to go to the microphone in due course.These may be followed by broadcasts about particular holidays: Thanksgiving, Hallowe\u2019en, Christmas and Easter.The benefits to those who participate in radio broadcasting are: 1.They will learn that only the best can go on the air and that if they want to take part in broadcasts they must develop any special abilities that they may have.2.They will appreciate the difficulties of broadcasters and will have some experience in selecting the finer points of broadcasting.3.They will learn that clear enunciation and correct pronunciation are essential for good listening.4.Those who are good mechanically can deepen their technical knowledge.Those who can direct can try to improve themselves in that respect.Those who wish to write the script must improve their English style, words, phrases and forms of expression.Those who wish to speak over the radio, while avoiding nasality and all faults of speech, must develop pleasing voices, manners that will appear pleasant over the air waves, and good tonal qualities.Their RT PE COR OI RADIO AND YOUTH 137 pronunciation and enunciation must be improved till they reach a state as near perfection as possible.Each individual should learn that for specialized jobs they must develop special abilities.This fact is worth knowing, and might be learned better through the radio than by any other means.5.Group work and cooperation may be learned well by means of the radio.All know that the whole impression is what counts, and that it is useless to try to be individualistic.The work may be motivated easily by the desire of all to do well.Individuals can try again and again until they reach a stage -that will please a good critic.From this also, pupils will learn that the unwilling one does not get a part and that cheerfulness and determination are required in order to win places.6.\u201cPolishing up\u201d is a vital feature of broadcasting that should be carried over into all life activities.From this, pupils should learn that only the best is good enough.Criticism of school rehearsals should be keen but kindly.It should be sought from those most competent to judge.Such criticisms must be constructive.The criticism too frequently given that \u201cIt was awful\u201d is useless.Why it was bad should be pointed out and sugggestions should be made for its improvement.Radio can thus be shown to be of the utmost significance for the development of school work.It may be that schools will lead the way to the intelligent criticism of radio that is necessary.Critical book, magazine and newspaper reviews have helped literature greatly.Criticism can help radio too if undertaken wisely.W.P.PERCIVAL.THE LADDER OF SUCCESS 1009, \u2014 I did.909, \u2014 I will.809, \u2014 I can.70% \u2014 I think I can.60% \u2014 I might.50% \u2014 I think I might.40% \u2014 What is it ?30% \u2014 I wish I could.20% \u2014 I don\u2019t know how.109, \u2014 I can\u2019t.0% \u2014 I won°t.\u2014New York Commercial. 138 EDUCATIONAL RECORD CBC POLICY AND PLANS IN EDUCATIONAL RADIO Richard S.Lambert, CBC Supervisor of Educational Broadcasts, Toronto.Every year in May there is held, at Columbus, Ohio, the Annual Institute for Education by Radio, which is attended by a thousand or more experts in all aspects of educational radio from all parts of the North American continent.This \u201cparliament\u2019\u2019 of radio educators holds annual exhibitions and issues awards to the finest educational programmes on the air in all classes, ranging from elementary and high school broadcasts through children\u2019s programmes to adult education, drama, news, and \u2018\u2018feature\u2019\u2019 programmes of a cultural type.Any regular visitor to this Institute must have been struck by the high proportion of these awards that have been made during the past four years by the American judges to programmes originating from CBC studios in Canada.The judges\u2019 citations of these programmes are worth reading.They call attention to the originality, freedom and boldness of content of our Canadian educational programmes, and to the high level of technical excellence achieved in their production.These citations have caused quite a flutter in American newspapers, such as \u201cVariety\u201d, and in U.S.network circles.They imply some casual connection between the high quality of our educational and public service output and the nature of our radio system, which puts national ownership and public service motives first, and commercial motives only second.Nor is this high regard for our educational achievements confined to our friends south of the.border; it is shared by our British kinsmen across the sea, as was testified by Miss Mary Somerville, B.B.C.Director of School Broadcasts, during her recent visit to Toronto.One reason for the rapid progress we have made in our school broadcasting is the soundness of the arrangement on which it is based.Since the CBC is not an educational authority, it follows the policy of putting school broadcasts on the air only with the definite backing of provincial Departments of Education.This backing is not merely of a \u201cgood-will\u201d order; it is expressed in the most concrete of terms\u2014hard cash.When the CBC invites a Department of Education to present broadcasts aimed at the schools of that province, it does so on the understanding that while the CBC will provide free time on the air, and the necessary studio production and network facilities, the Department of Education concerned will not only plan the content of the programme, but will also foot any expense that may be incurred for acting, writing or musical talent required in its execution.This plan of sharing costs has both advantages and disadvantages.The advantage is that the Department is thereby led to take a keen, active, supervisory interest in the programmes, and to feel responsibility for their utilization and evaluation in the schools.The disadvantage is that, in the early stages, a certain amount of rather amateurish, or academic material.may find its way onto the air through lack of radio experience on the part of the educators concerned.However, this is a fault time cures.The continuing equal partnership between educators and radio officials leads to increased mutual respect and ae a Ee ET ALTAR CBC POLICY AND PLANS IN EDUCATIONAL RADIO 139 understanding between the two parties.Educators acquire a radio sense, while broadcasters gain greater comprehension of the type of production likely to succeed in a classroom.In Canada, we are now reaping the fruits of this collaboration.In all parts of the Dominion school programmes are going on the air which need fear no comparison in excellence with those given in any other part of the English speaking world.It is true that Great Britain, with her much longer experience (over twenty years) of school broadcasting, and her much greater allocation of time (over two hours per day) to school broadcasting on the BBC air, has a lead that we can hardly hope to catch up quickly; but considering the size of Canada, the difficulties caused by broadcasting in five different time zones, and the comparatively slender resources at the disposal of the CBC, we have no reason to be ashamed of our achievements.In the United States, it is hard to find anywhere school broadcasts of a higher standard than the best of our Canadian school broadcasts.At present a minimum of thirty minutes school broadcasting is available daily to all radio equipped schools in all provinces in the Dominion.In some cases (Maritimes and Ontario) more time than this is available.In French- speaking Quebec, CBC\u2019s Radio Collège provides over five hours per week of educational broadcasts in French; but these are aimed chiefly at high school and college level, while, in the rest of Canada, school broadcasts are planned chiefly for elementary and junior high school grades.The financial contributions made by the Departments of Education naturally vary according to their size and population.Ontario, as the richest province, spends most.Over $15,000 is budgetted for during the coming year.On all days of the week, except Friday, school broadcasts are planned on a provincial or inter-provincial basis.Both in the Maritimes and in the West, the Departments of Education have come together and co-operated in providing school broadcasts on a common curriculum basis.But on one day of the week \u2014 Friday \u2014 all nine provinces unite to plan for the CBC, a thirty-minute programme of national school broadcasts, which is heard from coast to coast on the largest network of stations available for any single programme (over 45) put on the air today by the CBC.The planning of these National School Broadcasts is done through a National Advisory Council on School Broadcasting, set up by the CBC in 1943 upon the advice of the Canadian Education Association.On this Council are represented not only the nine Departments of Education (or ten, if we count Quebec as double), but also the Canadian Teachers Federation, the Canadian Federation of Home and School, the National Conference of Canadian Universities, and the Canadian Trustees Association.The Council meets annually in March, receives the reports and evaluations of the past season\u2019s national school broadcasts and plans ahead for the coming year.The past five years have naturally been a period of experimentation.CBC technical resources were limited by wartime restrictions.Schools found it difficult to buy receivers.Personnel available for broadcasting was scarce, both in the executive and in the creative (scriptwriting, producing and acting) fields.These hampering conditions, however, are now passing away with the return to i 140 EDUCATIONAL RECORD normal peacetime conditions.Consequently a considerable expansion is taking place, and a sustained effort is being everywhere made to raise the standard of the broadcasts.From the outset, the purpose and character of national school broadcasts has been different from the purpose and character of provincial school broadcasts.The latter were planned in the closest possible relation to local courses of studies.The former have been planned with the broader aim of strengthening Canadian citizenship in our schools.Since the national school broadcasts are less closely related to the regular curriculum, they have been more experimental; yet they also need to reach a higher standard of excellence, in order to justify their utilization in classrooms.Occasionally, the Advisory Council itself has recommended to the CBC subjects which were hard to make effective on the air as aids to classroom teaching.However, there have been other recommendations that have lead to notable success.This applies to the three series on Canadian Art, given from 1945 to 1947 in collaboration with the National Gallery of Canada at Ottawa, and also to the recent series for junior grades, \u201cAnimals and Birds of Canada\u2019, whose effectiveness was greatly increased by the pictorial aids supplied to schools by the Royal Ontario Museum.This series was one of those which received a special award at the Columbus Institute in May, 1947.The accompanying citation described it as a \u201csuperb example of school broadcasts, combining effective radio techniques and nature study.\u201d In the secondary school field, outstanding success has been achieved by the broadcasts of Shakespeare\u2019s plays in virtually complete form.\u201cJulius Caesar\u201d and \u2018Macbeth\u2019 have already been dealt with in this way.\u2018\u2018Hamlet\u201d is to come in the Spring of 1948.High Schools in all parts of the Dominion have shown their enthusiasm for these Shakespeare performances, which enable students who are studying the plays in class to hear them given by professional actors under expert direction and without cuts, confusing sound effects, or other drawbacks.These successes in National School Broadcasts have been parallelled by similar successes in provincial school broadcasts.In the next school year, every province will be providing music appreciation broadcasts for its schools, both for juniors and for seniors.French language lessons have also become a feature of the programmes in every region.British Columbia has given birth to many original and outstanding programmes in the field of social-studies, literature and extra-curricular activities.Manitoba has won awards for its speech-train- ing broadcasts, and the Maritimes for the Junior Music broadcasts.Ontario has made a success of broadcasts on Health, Guidance, Mathematics (motivation), and History.Saskatchewan has produced splendid broadcasts in Popular Science.Prince Edward Island has contributed radio lessons in Agricultural Science (given personally by her Deputy Minister of Education).Everywhere, in short, experiment is going on; new subjects are being tried out, and fresh approaches made to older subjects.Besides these national and provincial aspects, Canadian school broadcasting has a well developed international side.For the past five years exchanges of programmes have taken place between the CBC and CBS American School of CBC POLICY AND PLANS IN EDUCATIONAL RADIO 141 the Air.Two or more of the courses of the School of the Air are heard on Canadian networks at the specific request of individual Departments of Education.Conversely, the CBC contributes to the School of the Air five or six programmes each year which are heard throughout the United States.Last spring, these Canadian contributions took the form of a \u2018Canada Week\u201d, during which the daily broadcasts of the School of the Air were given up to originations from Montreal and Toronto.These dealt with Canadian music, history, geography, literature, and current affairs.The experiment was so successful that it is to be repeated next year.Through this exchange of programmes, American and Canadian children (and their parents) are given the opportunity to learn more of the other\u2019s distinctive problems and ways of life.In Ontario, the School of the Air broadcasts are used to supplement the provincial on two days a week, thus enabling the full resources of the Department and of the CBC to be concentrated on giving the highest possible standard of excellence to the provincial broadcasts on the other two days.It is worth pointing out that there is proportionately more school broadcasting now going on in Canada than in the United States, where the schools in more than half of the states in the country do not enjoy any regular provision of school broadcasts.Undoubtedly, Canada enjoys this relatively more advanced position to the happy combination of a nationally-owned system of public broadcasting with cooperation from privately-owned radio stations and responsible participation on the part of the Departments of Education.However, while most of the Departments of Education now employ a Director or Supervisor of School Broadcasts, much of the detailed work of production is left to CBC personnel (national and regional).Vancouver, Winnipeg, Toronto, Montreal and Halifax are all used by the CBC as production centres for school broadcasts.This means that a team of experienced radio educators is gradually being built up in Canada.These meet annually under the Advisory Council to exchange ideas and assess past achievements.The CBC gives publicity to national school broadcasts in detail, and to provincial school broadcasts in outline, in its annual publication \u201cYoung Canada Listens\u2019, which is distributed free through the Departments of Education to teachers.Besides this, the Departments also publish their own provincial manuals which, in many cases, give detailed advice to teachers on how to utilise the broadcasts.More spade work needs to be put in, both here and in the evaluation of the programmes.As yet, school broadcasting cannot be said to have become an accepted part of the training of new teachers in our Normal Schools; and until this is done, utilisation is likely to remain on a somewhat \u2018\u201cpatchy\u2019\u2019 basis.However, there is one encouraging sign of progress here.Formerly, it was a common error among teachers to suppose that school broadcasts were intended in some way to substitute for classroom teaching.Nowadays, all inspectors make it clear to their teachers that listening to radio in the classroom is not an easy alternative to hard work, either on the part of the teacher or of the students.Utilisation is indeed the core of success in classroom radio.No standard formula can be applied to all cases, but teachers have to work out their own technique, which \u2018varies from subject to subject, and from grade to grade.They must exchange [RISA 142 EDUCATIONAL RECORD their \u2018\u2018utilisation experiences\u201d at summer courses, and institutes, and gradually build up a body of skills in the handling of radio lessons in proper relation to other classroom work.Turning to the future, we may now outline some forthcoming developments in Canadian school broadcasting.Plans for next year\u2019s National series include not only a continuation of the successful course on Canadian poets begun last year, but the introduction of several new subjects.Among these are five dramatised broadcasts on the history of the Canadian West as mirrored in the story of the Hudson\u2019s Bay Company and its leading figures.There will be a short series entitled, \u201cA Visit to Parliament Hill\u2019\u2019, in which some of our democratic parliamentary institutions will be dramatised and the connection shown between the past struggles which gave them birth, and the ever present need of vigilance in defending.them today.Another experiement will be the broadcasting of four \u2018actuality\u2019 programmes describing visits to leading Canadian industries including Halifax Shipyards, B.C.Plywood, Manitoba Grain Farming, and Northern Ontario Mining.John Fisher will be the commentator in this series.Another new feature will be a series of dramatisations of well known Canadian Legends, aimed at junior grades, (3 to 6).It has long been recognised that there is more time available for listening to school broadcasts in junior grades than in senior grades and high school.Recently, the example of the successful \u2018Kindergarten of the Air\u2019\u2019 broadcasts of the Australian Broadcasting Commission has called attention to the possibilities of a similar development in Canada.This idea has been taken up enthusiastically both by the Canadian Federation of Home and School and by the Junior League.It has also had strong backing from the Women\u2019s Institutes.The Junior League has provided a substantial fund to enable an experimental series of kindergarten and nursery school programmes to be broadcast over CBC networks in eastern Canada next fall.This experiment will be watched with great interest by Departments of Education, and it is hoped that it will lead the way to regular provision of this kind of pre-school and kindergarten broadcasting.These national programme plans for 1947-48 are matched by corresponding new developments in provincial school broadcasting.Here experiment is proceeding continuously, a good example being Manitoba\u2019s recent summer term series stimulating pictorial and artistic expression among school students through the broadcasting of suitable music programmes.Next year the Ontario Department of Education will undertake a high school series covering the history of British drama, and illustrated by dramatised excerpts from famous plays.These two examples are typical of the new ground that is being broken in all provinces.At the same time steps are being taken to improve methods of evaluating school broadcasts to provide increased opportunity for training teachers in utilisation of radio in their classrooms, and to install more and better receiving equipment in schools.In the international sphere, plans are being developed for a new exchange series of school broadcasts between CBC and leading municipal and state-owned school radio systems of the United States.These broadcasts will dramatize CBC POLICY AND PLANS IN EDUCATIONAL RADIO 143 characteristics of leading cities and regions in both countries and show the local differences in ways and attitudes of living.This series is entitled, \u201cWe Live Together\u201d.Initial steps are also being taken to lay the foundations of future exchanges of school broadcasts among countries of the British Commonwealth.Conversations have been opened up with the school broadcasting departments of the BBC and the Australian Broadcasting Commission for this purpose.From all the foregoing it can be perceived that Canadian School Broadcasting is not static but is rapidly progressing in all directions.The educational standards set by broadcasters and their colleagues in the Departments are steadily being raised.In some centres, (such as London, Ontario; and Kit- chener-Waterloo, Ontario) interesting and valuable experiments with \u2018\u2018radio work-shop\u201d activities (extra-curricular) among high school students are being carried on.The approach of FM, in Canadian radio has presented our educators with a new challenge\u2014whether or not they will take advantage of the new frequencies and new technical advantages offered by this medium of transmission.So far the response has been somewhat disappointing, yet interest is wide-spread and many educators are only waiting to see more clearly through the initial difficulties before they take action.The traditional Canadian policy of letting others make the running at the start of the educational race and then coming in strongly at the finish, has much to be said for it.The primitive assembly of the ancient Athenians was nothing more than a mass meeting of such citizens as could, and would, attend.Such a fluctuating body was only effective when dominated by some outstanding personality capable of giving to its shifting composition a temporary coherence.With the disappearance of its presiding genius Athenian democracy became as feckless, cruel and as incapable of coherent policy as any other mob the world over.The Roman Senate was an assembly of ex-magistrates.It was not popularly elected from time to time, and therefore was unrepresentative.Its members held office for life and so the Senate had some general coherence of purpose\u2014 but the characteristic device of a representative Cabinet, pursuing a line of policy over a series of years and maintaining control over the organs of executive government, was beyond the achievement of Roman genius.The French Revolution produced its own.assembly\u2014unconstitutional, but for a time powerful, ruthless, and cruel.This, at least nominally, was popularly elected, and a strong party caucus eventually gave coherence and purpose to its deliberations.But the inadequacy of its control over the executive organs of Government made it, in a warlike age, the easy prey of the dictator.The later Continental democracies developed Cabinets in control of the executive, and responsible to Parliaments.But the multiplicity of parties robbed these Cabinets of authority, and the absence of any power of appeal to the electorate left them at the mercy of the shifting tides of intrigue.Quinton Hogg.RC 144 EDUCATIONAL RECORD - SCHOOL BROADCASTING IN CANADA INFORMATION FOR TEACHERS FROM CBC HEADQUARTERS PART I.\u2014Programme Planning 1.How the Programmes are Organised.At the present time, in all parts of Canada, there are radio programmes of an educational character, designed to be heard in school classrooms, on the air five days a week during term-time.These broadcasts are usually of 15, 20 or 30 minutes\u2019 duration, and are heard at different times in different regions to suit the needs of the schools.The season for school broadcasts extends roughly from October to April each year with recesses at Christmas and Easter.These school broadcasts are usually provided through cooperation between provincial Departments of Education and the CBC.They take the following forms: (a) Provincial.Provincial Departments of Education interested in using radio in their schools collaborate with the CBC on the basis of: 1.Provision by the Department of programme plans, scripts, casts and other talent necessary for suitable production.2.Provision gratis by the CBC of time on the air, wire-line service, studio and production facilities.(b) Inter-Provincial.Schemes of regional collaboration between Departments of Education have been established: in the east, between the three Maritime provinces; in the central provinces Ontario supplies programmes for its own needs and those of the Quebec Protestant school; and in the west, between the four western provinces.In each area there is a regional inter-departmental committee to plan the programmes with a CBC regional official to give help in carrying them out.Most of the provinces also have school radio committees on which the views of teachers, and teacher-parent organisations are represented.In certain provinces, the Department of Education employs a full-time official to take care of school radio matters.(ec) National.Once a week, on Fridays, the CBC provides a nation-wide broadcast to the schools with the aim of strengthening the sense of Canadian citizenship in boys and girls of elementary and high school age.These broadcasts are planned with the help of a National Advisory Council of School Broadcasting consisting of representatives of each of the nine Departments of Education, the Universities, the teachers, the Home and School Federation, and the School Trustees.This Council holds its annual meeting usually in March, at which plans are laid for National School Broadcasts during the coming school year.(d) International.At the request of individual Departments of Education, the CBC makes available to schools in certain areas educational broadcasts from the United States, e.g.CBS American School of the Air.Other International exchanges of school broadcasts with Britain, U.S.A., ete., are being planned.2.The Purpose of School Broadcasts.School broadcasts are not intended to be substitutes for classroom teaching but to serve as supplements ! SCHOOL BROADCASTING IN CANADA 145 E to it.They aim at stimulating the child\u2019s imagination, widening his horizon 1 and increasing his background knowledge.In particular, they are designed to | bring to rural schools an enrichment which they cannot obtain by other means.E Most of the provincial school broadcasts are closely related to the school | curriculum in the particular province or region.Es The National School Broadcasts, on account of provincial diversities, cannot 7 be so closely tied in with the school curriculum.They aim at supplying material E which the individual province cannot so effectively supply for itself, in particular - fo material which helps to develop the sense of common Canadian citizenship in i the rising generation.3.The Times of School Broadcasts.Owing to the differences in time zones, it is impossible to put a National School Broadcast on the air simultaneously in all parts of the Dominion.To secure nation-wide distribution of this series, these programmes must first be transcribed and are then shipped to regional centres for delayed broadcast at times that suit school needs.Each year, the CBC consults with Departments of Education to determine Es what times suited to local school needs can be made available on the air for school broadcasts.Unfortunately, on account of varying time-tables, no time suits all gi schools.The CBC is faced with many complex problems connected with net- Bi work administration and commercial considerations which make it dfficult LL to allocate times solely to suit school convenience.Up to the present, however, the requests of the provinces for time have been reasonably met.There are cases where, in order to hear programmes which they wish to hear, teachers may have to make some re-arrangement of their school time-table.Problems of local difficulty should be reported to the appropriate Department of Education.4.How the Broadcasts are Distributed.When a time suitable for school broadcasts has been agreed upon between the CBC and the Departments of Education, the CBC endeavours to arrange to have the programmes carried by as many local and regional stations as are necessary to give effective coverage.Some of the stations due to carry the programmes will be CBC-owned stations; others will be privately-owned.The CBC Station Relations Department offers the school broadcasts to the private stations concerned, and urges them to carry them as a public service.The response of the private stations has, in general, been enthusiastic and generous.They sacrifice many half-hours of time which might have been sold to advertisers, in order to help the schools.In return they expect the education suthorities and the teachers to do their utmost to see that full advantage is taken of the broadcasts and that they are used effectively in classrooms.Private stations are always glad to hear from schools in their locality regarding the school broadcasts.Sometimes local influence will induce a station which has not hitherto carried these broadcasts to include them on its schedule.In any case, station managers like to hear from teachers whether these programmes are appreciated in school or not.Sometimes local stations help to publicize the school broadcasts among school principals and teachers.The cost of the wire lines which carry the programmes over a network of stations is borne by the CBC.It represents a considerable item of expense. 146 EDUCATIONAL RECORD 5.Planning and Production of School Broadcasts.As indicated above, the subjects of school broadcasts are planned by the Departments of Education; or in the case of the National School Broadcasts, upon their advice.Many of the programmes are presented in dramatised form requiring the services of a professional scriptwriter, actors, musicians, etc.In other cases, the broadcasts are written and delivered by school teachers, sometimes with the assistance of senior students.In all cases, the broadcasts aim at reaching professional standards of radio which will bear comparison with other radio programmes on the air at the same time.Every programme, therefore, goes through the following stages: (a) Planning.\u2018This is done by the education authorities with technical advice and assistance from CBC.(b) Scriptwriting.An outline of each proposed broadcast is drawn up showing the ground to be covered and the kind of radio treatment to be used.The necessary research is carried out by educators and the scriptwriter then prepares his draft, which is approved by the education authorities.(ec) When a school programme goes on the air, it is directed by a producer supplied by the CBC.He has to deal with the problems of timing, acting, music, sound effects and so forth.6.Publicity.In order to give teachers advance information about future school broadcasts, both the CBC and the Departments of Education issue manuals or booklets which are distributed free among teachers.The CBC publishes once a year in August \u201cYoung Canada Listens\u201d which gives a full syllabus of the National School Broadcasts together with a brief synopsis of provincial school broadcasts in various parts of the Dominion.Most of the individual provinces also publish manuals of their own, giving complete syllabus of whatever school broadcasts the Department provides for its own schools.In some: cases, these particulars are printed in the Departmental school journal.From time to time, special leaflets, memoranda, pictorial aids, and display posters are issued by Departments or by the CBC to supplement school broadcasts.Details of these are usually given in the manuals referred to.The CBC also publishes a \u201cMonthly Guide\u2019 to forthcoming broadcasts of educational and cultural value.This, like the manuals already mentioned, can be had free on application from any interested teacher.7.Utilisation of School Broadcasts.There is no one \u2018\u2018right\u201d method of utilizing a school broadcast as a supplement to teaching in a classroom.Each type of broadcast in each subject requires its own technique of handling, (including preparation before the broadcast and follow-up after it), on the part of the teacher.So far, these techniques have been developed on an experimental basis only.For guidance in utilization of school broadcasts, teachers naturally look to their Departments of Education.Pooling of experience among teachers using school broadcasts is desirable.Teachers who have experimented successfully with programme utilization in their classrooms should pass on their methods to others. SCHOOL BROADCASTING IN CANADA 147 Most Departments of Education now make special provision for the training of'teachers in utilization of radio, either in their Normal School or in special summer courses.Certain Universities, such as Queen\u2019s University, Kingston, Ontario, also offer Summer courses in script-writing, radio production, etc., for the benefit of teachers.Evaluation of the results of school broadcasts is secured by various methods, e.g.questionnaires to teachers, especially of \u201clistening posts\u2019 in key schools, etc.Wherever possible, teachers should make reports to their Department at the conclusion of a series of school broadcasts.In some cases, teachers wish to have copies of the scripts of broadcasts for further study, or to play back transcriptions of the programmes if available.Unfortunately, copyright restrictions make it difficult at present to meet this need.The copyright of most broadcast scripts lies with their author, and where a script is presented in dramatized form with or without music, there are union rules which prevent its unauthorized reproduction.The CBC maintains a small Seript Exchange from which copies of certain of the best school scripts may be borrowed by teachers, without permission to perform in public.\u2018 PART IIl.\u2014Script-Writing Very few broadcasts to schools go on the air without previously-written scripts.À script is necessary both to ensure accurate and balanced content of the broadcast and to ensure correct timing of the programme.Most school scripts have to be prepared many weeks, or even months, ahead of the date of broadcast, in order to give time for thorough revision.: A script may be of various kinds, simple or complex.The simplest type of script is the manuscript of a talk.More complicated is the text of an interview or dialogue.Still more complicated is the script of a forum or round table discussion.Lastly, there is the full blown dramatic presentation, played by professional actors.Combining Entertainment and Instruction.A school broadcast must combine an entertaining form with an instructive content.Its prime purpose is to aid the teacher in his classroom work.If the programme is not entertaining, it will not hold the student\u2019s attention, and all the time, trouble and expense spent on the broadcast will not be justified.On the other hand, if it is merely entertaining, the time spent by the students in listening to it will be largely wasted.Every script-writer, therefore, has to achieve a balance between these two considerations.This makes script-writing for schools not easier but more difficult, in most ways, than script writing for ordinary commercial or non-commercial programmes.Sometimes the script-writer is a classroom teacher, sometimes a professional writer.As a rule, where a programme is presented in dramatized form, a professional is employed.In either case, considerable preliminary planning and instruction are necessary.This takes place at one or more conferences, at which are present, beside the script-writer himself, the CBC Supervisor of School Broadcasts or his representative, a representative of the provincial Department of Education (if the broadcast is a Provincial School Broadcast), or of the Nat- 148 EDUCATIONAL RECORD tional Advisory Council on School Broadcasting (if the broadcast is a National School Broadcast), and a specialist in the teaching of the subject of the broadcast.The producer who is to direct the programme should also be present.The educational representatives are primarily concerned with determining the content of the broadcast; the CBC representatives mainly with the radio form of the programme.These two factors, however, cannot be altogether isolated, as they interact on one another.There are some subjects, related to the school curriculum for instance, which are quite unsuitable for radio treatment; others can be more successfully treated in one particular way than in another.Conditions of Classroom Listening.On the other hand, the scriptwriter has to take account of the physical conditions of classroom listening.Classroom listening is quite different from home listening.The student audience is liable to distraction by movement and sound.Often the receiver may not be perfectly adjusted acoustically to the size of the classrrom; and sometimes it is not perfectly tuned to the broadcast.The writer must adjust his technique to the necessity of ensuring that every word of his script will be clearly heard in the classroom.This means sacrificing the more complex type of sound effect, avoiding running music or other \u201ceffects\u201d behind speech, eliminating difficult words, long speeches, slang and so forth.Since \u201cflashbacks\u201d are liable to confuse younger pupils, they should be used sparingly.As a rule the scenes will follow one another in strict chronological order.The form of the script is, of course, affected by the size of the budget allocated to its production.This will determine such points as the number of actors that can be used and the amount of live music (if any) that can be introduced.Instructing the Script-writer.The instruction given to the scriptwriter usually specifies the number of concrete pieces of information which it is desired should be retained in the minds of the students who hear the broadcast.Care is taken not to load up scripts with a mass of statistical or factual matter, as experience has shown that most of this cannot be assimilated by the pupil at one hearing.If two or three main points are \u201cput across\u2019 clearly and completely in a fifteen or twenty minute broadcast, the programme may be said to have justified itself.Scripts are usually first written in draft form, and revised one or more times, in accordance with educational needs.Wherever possible, the advice of a practising teacher is sought in order to ensure that the script will fit into recognized classroom teaching methods.Above all, emphasis is laid on accuracy of material and simplicity of expression.PART IIl.\u2014Producing School Broadcasts The person who supervises the presentation of the broadcast \u2018in the studio is generally, in CBC parlance, termed the producer.He will have been called into consultation with the writer and the Supervisor of Educaional Broadcasts, before the script is written, and perhaps have suggested revisions of a technical nature.His real work begins, however, when he receives the finished script.His first act is to edit it for production.The writer may have called for certain li k SCHOOL BROADCASTING IN CANADA 149 technical effects which the producer considers awkward or impractical, or he may have asked for more actors than the budget can afford.The producer rectifies these matters and the script is then multigraphed.If there is to be no live music, the producer must spend a good deal of time searching through recordings for appropriate musical cues.If there is live musie, however, the producer and a musician consult together.The producer indicates what he requires and the musician is engaged to write the necessary score and play or conduct it during the broadcast.The producer then books a studio, bearing in mind the size of cast and orchestra, if any, and the acoustical response desired.At the same time, he orders any special facilities that may be needed, such as filter microphones, and sound effects equipment.As a rule, he will also discuss any special effects with the sound effects man assigned to the programme, Casting and Dramatization.The next step is one that requires a good deal of thought.Who will best play the part of each character in the play ?John Smith would be ideal for the role of Columbus, and Bill Jones is just the man for the King.The producer calls them but finds that Smith is already engaged for another programme to be presented at the same time over another network.This obviously makes Smith unavailable.What is not so obvious is that is may also make Jones the wrong man for the King.Perhaps the heart of the play is a lengthy and highly dramatic scene between Columbus and the King, and Smith and Jones were ideal for the respective roles because their voices contrasted well, and their talents also were well-matched.Suppose then that the producer casts a third actor named Brown as Columbus, since he too is well-suited to the part.Brown and Jones may have very similar voices, so that it is difficult to tell them apart over the air.Or Brown may have an intense style of delivery, and Jones the reverse, so that they do not sound well together.Is the producer to keep Brown and pass over Jones, or vice-versa?In other words, selecting the actors, or \u2018\u2018casting the script\u201d, requires knowledge of the various actors\u2019 capabilities and an ability to visualize them in a given part as well as considerable time and planning, and a certain amount of good luck.Rehearsals.When the actors are called, they are notified when to appear for the rehearsal and for the broadcast.It is customary to rehearse a half-hour programme for three hours, usually on the same day as the broadcast.At the rehearsal, the producer distributes copies of the script and informs the actors what parts they are playing.The leading characters will probably have received copies of the script a day or so before, so that they may come to the rehearsal having some familiarity with their roles.The producer may read the play to the cast, commenting on the characters, and describing his conception of them.The next step is to have the actors run through the script, on microphone, each of them reading his proper part.This rehearsal, without music, gives the producer an approximate timing, and enables him to cut or lengthen the script as required.The incidental music is rehearsed separately and, when this has been done, scenes in which music and speech are closely interwoven may be rehearsed a number of times until the producer is satisfied with the effect.A dress re- Eb alata Ma IIH NES As ca: i dcr DLL BOL et ME Pasta IE MY 150 EDUCATIONAL RECORD hearsal follows, complete with music.Any final adjustments regarding the timing of the programme are then made, (these may include last minute alterations of detail in the script) and any scenes which have given special difficulty may be rehearsed again.This is known as \u201ccleaning up\u2019 the show.During the actual broadcast, the producer sits in a booth, separated from the cast and musicians by sound-proof glass.He watches the clock constantly and controls the programme by indicating his wishes by a code of visual signals.One signal will mean, \u201cGet closer to the microphone\u201d, another \u201ctake more time\u2019, another \u201cspeak now\u201d (after a pause), and so forth.At twenty seconds before the end of the broadcast period, the producer signals the announcer to give the network cue, \u201cThis is the Canadian Broadcasting Corporation\u2019, and the programme is over, though not necessarily done with.Later, a recording of the broadcast may be listened to and criticized, with a view to improving the next programme.IMPORTANT NEW LAW OF UNIVERSE DISCOVERED One of the greatest enigmas of modern physics has just been solved by a United Kingdom scientist.Professor Blackett of Manchester has described to the Royal Soc'ety researches which provide evidence for a new law of the universe.This law establishes a connection between the theory of electromagnetism and that of general relativity as well as linking electricity and magnetism with gravitation.The absence of any such observed link has long been one of the most baffling puzzles which has exercised the best scientific brains the world over since Einstein first propounded his General Theory of Relativity in 1915.Professor Blackett told an audience of eminent physicists, astronomers and mathematicians how for a number of years he had been studying the effect of the earth\u2019s magnetic field on the intensity of the cosmic rays which are deflected by it as they sweep into the earth from outer space.The result of these researches has led him to put before the world evidence for what is in fact a new Jaw applying equally to the largest stars and to the infinitesimal neutron of the atom itself.His theory is that rotating bodies\u2014including the Earth, Sun and the stars\u2014 produce magnetic fields by virtue of their spinning motion.This law, which it may well be possible to test by laboratory experiment, thus establishes for the first time a definite relation between gravitation and magnetism.Professor Blackett has reduced this cosmic principle to terms of a simple equation comprehensible by all with scientific and mathematical training.This discovery, the importance of which it is imposs ble to exaggerate, will start a whole new trend of scientific thought and experiment.It has given great impetus to further research on the physics of the earth and the stars as related to the behaviour of cosmic rays.pre = \u2014 \" - FREQUENCY MODULATION 151 \u201cFREQUENCY MODULATION\u201d An Improved Radio Aid to Education A.M.PATIENCE General Superintendent, Radio Division, RCA Victor Company Limited HEAT RAYS AUDIBLE SPECTRUM LIGHT RAYS (16-16,000 CYCLES) X-RAYS : COSMIC RAYS STANDARD sroavcasting FM.BAND A + _Y_.= T olan | Zw | S| | olZ VERY ULTRA SUPER LOW ZE |S| HIGH HIGH HIGH HIGH | BEING FREQUENCIES 2 |Z FREQ'S FREQ'S FREQ'S FREQ'S EXPLORED (LF) 21S] (WF) (vnr) (unr) (sur) | MISC.GOVT.2 I | SERVICES, ETC.| © 13 wl 30,000 545 200 100 10 IM I0CM ICM CM METERS M M M M .10 KC $50 1500 30,000 NC 300 3000 30,000 (10.000 cycLes) KC KC (30m) MC MC MC THE RADIO SPECTRUM \u2014» FIG.1 Radio, as a tool of education, is not something new.It has been used effectively in the field of education for at least ten years, but its use has been limited by high cost, lack of broadcasting facilities, and the uncertainty of consistent and noise-free reception.However, with the introduction of the Frequency Modulation system of broadcasting, (popularly referred to as FM), a low cost, reliable day and night radio service can now be provided.What is FM?How does it differ from the broadcasting system we have been accustomed to?Why is a new broadcasting service necessary ?These are some of the questions which you will be asking and which I shall attempt to answer in the limited space at my disposal.First, let us see why a new broadcasting service is necessary.WHY IS A NEW BROADCASTING SERVICE NECESSARY?Exclusive Broadcasting Channels: Up to now, educational services have had to depend on stations in the standard broadcasting band.\u2018These stations have collaborated with educationists in providing some fine educational programme, and there is reason to believe that this service will be continued.Nevertheless, it is safe to assume that the amount of time which these stations can devote to education must be limited.If we are to make the most effective IRI TRIO TR RRA 152 EDUCATIONAL RECORD use of radio as an educational medium, we shall require much more broadcast time than the standard broadcasting stations could afford to give.In cities where the greatest progress has been made in the use of radio in education, special stations have been built which are used exclusively for this purpose.But the crowded condition of the standard broadcasting band rules out any possibility of additional stations in this band.Fortunately, broadcasting is no longer limited to the narrow standard band.As a result of intensive research and development work, the usable part of the radio spectrum has been steadily extended until it now extends from the audible spectrum at the low frequency end almost to the visible spectrum at the high end (see Figure 1).Consequently, a great many additional broadcasting channels have been opened up for new services such as education.In fact, twenty channels have been set aside for the exclusive use of educational broadcasting i in the Very High Frequency (VHF) Band.Greater Economy: In the VHF band where the new educational channels are located we are fortunate in being able to use the new noise-free FM system.An FM transmitter of only 250 watt power, equipped with an aerial of suitable design and height, would be capable of providing a better day-time service than many of our high-powered stations in the standard broadcasting band.Since additional transmitters would have to be built to give a complete educational service, the use of FM would thus represent an important saving, not only in capital expenditure, but in cost of operating and maintenance.Furthermore, it would permit the use of a larger number of low-powered stations strategically situated for uniform coverage in all locations.Noise-Free Reception: The new FM system offers a number of very important advantages which make it particularly well suited for school-room work.For example, it has been referred to as a \u2018\u2018noise-free\u2019\u2019 system.For all practical purposes this is true.FM reduces noises caused within the receiver as well as other noises originating outside the receiver, such as those caused by sparking electrical apparatus, auto ignition systems and the like.In the standard broadcasting system both sound and noise modulate the radio wave in the same manner, (Amplitude Modulation or AM), and since they are both within the audible range, it is not possible to separate them.Consequently, the noise is heard in the loud-speaker along with the desired sound.Only when the programme sound component is many.times greater than the noise can the effect of the noise be considered tolerable.When noise becomes too objectionable it can be reduced somewhat by adjusting the tone control.When we do this we sacrifice fidelity by narrowing the musical range.It is important to note that noise suppression in an FM receiver is accomplished without affecting the musical range.FM receivers are so designed that amplitude modulated noise components of the radio wave are suppressed before they reach the loud-speaker, as long as they do not exceed fifty percent of the programme or sound components (frequency modulated).Such severe conditions would be abnormal but the effects can be minimized and often eliminated by the installation of a suitable antenna.Although a built-in antenna is often quite satisfactory, an outside antenna is generally desirable in order to benefit fully from the many advantages of the FM desire de FREQUENCY MODULATION 153 system.When this simple precaution has been taken, an FM receiver will have negligible, if any, background noise when reception in the standard broadcasting band is quite objectionable.Interference from Other Stations: Everyone has experienced the annoying effect of interference from other broadcasting stations.This condition is particularly bad in certain localities and in certain sections of the standard broadcasting band, and this is not surprising when we consider that almost one thousand stations have been crowded into 106 channels.Someone has said that the crowded broadcasting band might be compared to a roadway capable of handling 106 cars in a given length of time when a thousand cars attempt to pass in the same period\u2014someone would be sure to get a bent fender or lose a hub cap.PICCOLO t, [ Pi INSTRUM FRENCH HORN \u2014 fs BASE CLATINE 1 i 3 BASSOON .3 ASS TUBA r°KETTLE DRUM-+ t p Tone : +\u2014+\u2014{vwouH Vi .\u2014 pur cm Ge INSTRUME rit Tone \u2014\u2014\u2014 = pi r -\u2014 TI ou- L.SANE | ; 3 > HUMAN | ; bi +4 221 Ereme ALTO | ÈS, voic dros SrA FT $3 [1] A 1 | out F6 6 vb) toa Vg 10,000 12000 8 | re | IMITS OF HUMAN EAR SEnsiTiviTrY-\u2014\u2014 The requirements for effective elimination or reduction of interference by other stations should be the same as for noise interference.But only at the very high frequencies employed by FM can such requirements be met consistently.The very high frequency FM waves resemble visible light rays in some respects.This is to be expected when we consider that FM frequencies approach that part of the spectrum occupied by light waves (see Figure 1).They tend to travel more or less in straight paths from the transmitter to the receiver, and their effectiveness decreases rapidly at earth levels beyond the horizon.It may, therefore, be said that the range of an FM station is limited by the horizon as measured from the elevation of the transmitting antenna.It is because of this fortunate characteristic that FM stations may be so located, and frequencies allocated, that inter-station interference would be eliminated.No Sky-Wave Distortion or Fading: A part of the radiation from all radio transmitters travels skyward and penetrates the upper sky regions where this \u2018\u201csky-wave\u2019\u2019, as it is called, contacts reflecting layers of the Ionosphere, which tend to bend the relatively low frequency standard broadcasting waves back to earth.In general, the very high frequency waves employed by FM penetrate beyond the Ionosphere layers and are rarely reflected back; only the direct \u201cground\u201d\u2019 waves reach the receiving antennas.In contrast to the line-of- sight radiation characteristics of FM, standard broadcasting waves which reach a receiving antenna may include a reflected sky wave component as well as the ground wave.If the reflected wave returns within the service area of the trans- 154 EDUCATIONAL RECORD mitter, distortion or fading will result because the reflected wave, travelling a more circuitous route, reaches the receiver out of step with a signal component that has previously reached the receiver by way of the more direct ground wave.The effect is similar to interference from another transmitter operating on the same channel frequency but carrying different programme material.When the sky wave is reflected at a more obtuse angle it may return to the earth at a point hundreds, and occasionally thousands, of miles distant to distort reception there on receivers tuned to one of the \u201clocal\u201d stations of that area which shares the same channel frequency as the interfering station.At intermediate points, fading in and out results from the constant change in the height and reflecting characteristics of the Ionosphere layers.It is due to these reflected waves that most of the inter-station interference, distortion and fading is experienced in the standard broadcasting band.These same reflected waves however, account for the long-distance night-time service which standard broadcasting stations can offer, erratic though it may be.Because individual FM stations cannot provide this long-distance nighttime service, some remote localities may have to depend on standard broadcasting until a chain of low-powered stations can be built and interconnected by short wave relays which would then permit wide coverage and programme pick-up from any desired point in the system.Then, too, localities which are not adequately served by local broadcasting facilities could benefit from the operation of local low-powered FM stations.Although the very high frequencies used in FM are not reflected from the Ionosphere, they are subject to reflection by objects in their paths, such as buildings, hills, ete.In fact, it is quite possible for them to bounce from one object to another, taking circuitous routes to the receiver.Whenever this occurs, distortion and fading may result, if corrective measures are not taken, just as in the case of multi-path reception of standard broadcasting waves which have been reflected from the Ionosphere.Except in isolated cases this can be prevented by erecting a suitable antenna.The antenna plays a much more important role in the FM system than it does in standard broadcasting and greater care must be taken in its installation.Full Symphonic Range Transmitted: Figure 2 shows the nature of the sounds to be reproduced.From this it will be seen that, for high fidelity reproduction, a broadcasting system must be capable of transmitting and reproducing the entire scale of audible sounds from 16 to 16,000 cycles (vibrations per second).Because of the crowding of the standard broadcasting band it is ne- * cessary to limit the sound range of the standard broadcast receiver to 5,000 cycles, cutting off all the harmonics which are essential for true and brilliant reproduction.If the sound range is widened much beyond 5,000 cycles the receiver will accept some of the energy of broadcasting stations operating on channels adjacent to that to which the receiver may be tuned.FM broadcasting is not so restricted.Unlike the standard broadcasting channels, the FM channels are wide enough to accommodate the full sound range of 16,000 cycles.Consequently it is not necessary to limit the sound range of the FM receiver as in the standard broadcasting band.The importance of this feature of FM in the teaching of music appreciation must be realized.Such a system, faithfully reproducing the symphonic range of audible frequencies, FREQUENCY MODULATION 155 obviously represents a standard of excellence far exceeding that of the 5,000 cycle range of the standard broadcasting band.FM, therefore, may play a very important part in teaching true music appreciation as opposed to music satisfaction.FM can, and will fulfill this mission, however, only in response to public demand; for without affecting any of the other features of the system, worthwhile savings in equipment cost can be made by limiting the sound range transmitted and reproduced.FM offers unlimited possibilities in tonal reproduction; but we shall get no more than we pay for.Full Dynamic Range Possible: In addition to reproducing tonal values, a sound system must also reproduce sound levels or loudness values.In the new FM system there is practically no limitation to the range of sound levels.In the classroom, and in our homes, we would not want to take full advantage of this feature.For example, we would not want the passing of a freight train to be reproduced at its natural sound intensity.For auditorium use, it will be possible to reproduce symphonic music in all its brilliance, from soft muted violin passages to the mounting fortissimo of the mighty climax.Even in the smallest room, reproduction will be more natural because a wider range of sound levels may be reproduced without increasing the average sound level.A wide range of sound levels can be reproduced, by an FM receiver, without raising the upper limit because of the great reduction in background noise.This makes it possible to drop the lower limit of the sound level range a corresponding amount.In fact, greater listening satisfaction is possible at a much lower average sound level on FM than is possible on the standard broadcasting band.SUMMARY 1.FM provides broadcasting services over various distances up to a maximum of about 100 miles, day or night, depending on the power of the transmitter, the height of the antenna, and other factors which might be revealed by an engineering survey.Within a large part of the maximum radius of FM stations, the services rendered are technically superior to those in the standard broadcasting band, except after darkness when \u2018\u2018clear channel\u201d standard stations can serve listeners in rural and remote districts hundreds of miles distant.\u20182.FM transmitters can provide better day-time service than most standard broadcasting stations of considerably greater power.3.FM is practically free from natural static.It is operated in the very high frequency band of the radio spectrum which, inherently, has less interference than the lower frequency band assigned to standard broadcasting, and what exists in this band is effectively suppressed by the FM system.4.FM suppresses other interfering noises such as those developed within the receiver, and man-made electrical interferences which originate in sparking electrical equipment.5.The ability of the FM system to suppress interfering noises means that less signal strength is required at the receiver for acceptable broadcast reception than in the case of standard broadcasting.Hence, transmitters of much lower power and lower cost may be used.\u2019 6.Should an FM receiver be located where signals from two stations on the same frequency may tend to cause interference, the weaker signal will be re- 156 EDUCATIONAL RECORD jected provided that the stronger signal has at least twice the strength of the weaker signal.7.FM permits high fidelity transmission covering the entire range of audible sounds.This is because the channels assigned to FM broadcasting stations easily accommodate this range.They are several times wider than the present standard broadcasting channels.8.FM is capable of providing a much wider range of sound levels than AM, closely approaching the symphonic range.9.The fact that the very high frequency used in FM broadcasting have the same range as the day range reduces the shared channel interference which standard broadcasting experiences at night.This feature of FM, together with the fact that the FM system rejects interfering signals more effectively than the standard broadcasting system, means that FM stations may operate on the same transmission frequency with less mileage separation than standard broadcasting stations.Hence, it would be possible to cover wide areas of the province with strategically located transmitters which could be operated independently or linked together as a relay chain whenever desired for important special broadcastings originating at any point in the link in much the same way that our standard broadcasting chains operate today, except that radio links would be used in place of the expensive wire links.CONCLUSIONS Possibly not since the invention of printing has there appeared a device so significant and revolutionary in the field of education as in the invention of the radio.Radio has done for the spoken word what the invention of printing accomplished for the written word.The widespread use of printed materials in schools and elsewhere has made us, in the past, a visually-minded race who learned largely through the eye.We came to depend greatly on vision, neglecting the possibilities of learning through the ear.The radio has opened up to us a new range of learning which, in recent years, has proved to be one of the most effective media for mass education used to date.Along with visual aids in classroom teaching, radio will be used more and more as research and actual practice determine the best way to use it as a teaching aid.It is very significant that educators are giving serious consideration to the use of radio at this time when new frequency allocations are being made in connection with the introduction of FM.With this introduction, and before allocations have been completed, educators now have an opportunity to claim frequency allocations which they can develop exclusively for educational use.Fortunately, too, the use of FM on these new bands will provide the kind of service necessary for schoolroom use\u2014practically free from distracting noises and other interference, increased tonal qualities and reliable daytime reception equal to the night-time service.Because considerably less power is required for FM, stations can be built at less cost than AM stations, so that even a small community can have its own station free from interference.There is a great demand for these new FM bands.If they are to be used for education, they must be spoken for and developed.Failure to do so may » mean the loss of an opportunity that may never come again. BREAD STILL FLOATING ON THE WATERS 157 BREAD STILL FLOATING ON THE WATERS U L.T.Bird, B.Sc.(Eng.), Co-Chairman, Radio Committee, # Quebec Federation of Home and School Associations, L Montreal # Occasionally science and industry produce something that is of direct # value to the teachers but there is little evidence of any enthusiastic demand for A such products.There is one in particular whose slow acceptance prompts the writing of this article.This child of science and industry is the use of electromagnetic radiation for the simultaneous transmission of intelligence to scattered points.This reads like those terribly cumbersome phrases that bog down the layman when he dips enquiringly into technical literature.It is used here deliberately, not for the purpose of impressing the reader but for the purpose of Ei avoiding the use of the commonly accepted terms.These, by association have become specialized and degraded.By their connotation they act as a powerful initial deterrent to the use of this incomparable educational tool.There are gL other and more rational reasons for the cautious approach of the teacher but this En association is undoubtedly the common if superficial repellant.The generally accepted name of this wonder is \u2018\u2018radio-broadcasting\u201d.To all but an extremely Fi small minority, this may mean \u201centertainment\u201d, \u201cmusic\u201d, \u201cadvertising\u201d, \u201cnews i bulletins\u2019\u2019, \u201csoap operas\u2019, \u2018symphony concerts\u2019, \u2018cheap humor\u2019\u2014any or all of these, depending on the point of view.No matter how keen may be the conscious mind, the repeated association of the words \u201c\u2018radio-broadcasting\u201d M with these ideas sets up a barrier against a normal approach to the subject in connection with formal education.The inevitable response is identical with that towards luxury and amusement.The unformulated but firm decision, before a thought is expressed, is \u201clet us concentrate first on teaching, and when our problems are solved we will consider any reasonable form of relaxation and entertainment that may assist the student\u201d.In this attitude parents and teachers alike are defeating themselves by pre-judgment of a case which it would well repay them to study.Radio can, (and has demonstrated that it can) so expand the scope and power of a given teaching organization that, even if there were no \u201cteacher problem\u2019 such as be-devils the work of all education authorities to-day, it would still be folly to neglect it.With present teacher shortages it seems incredible that an outspoken demand for such aid has not arisen on all sides.The truth is that not many teachers are aware of the ultimate possibilities of radio in education, and many are suspicious of possible harm to themselves and to their pupils.Most of these suspicions are based on incomplete knowledge or definite misconceptions.The use of radio as a means for direct teaching seems to -have developed with the most promise in the city of Cleveland in the United States.There the Board of Education owns and operates its own radio station which is in continuous operation throughout the school-day everyday of the week.The trans- ; mitter is housed in one of the school buildings selected for its geographical posi- es tion in relation to all the other schools.The antenna is carried by a tall mast f.erected close to the school.The studios are located in the Board of Education Bi Fy 158 EDUCATIONAL RECORD building in down town Cleveland, and are connected by telephone line to the transmitter which operates on the Frequency Modulation system.With a radio station within its own control, the teaching staff can ensure that everything that is transmitted is correlated with the school curriculum and is a help rather than a problem to the class teacher.The majority of the scripts are in fact the direct product of their own teachers who, throughout the years that their station has been operating, have developed a skill and a technique not only in writing radio lessons but also in preparing notes to assist the class teacher to lead up to the radio lesson before it commences and to follow up the ground covered after it is over.The ideal teacher is a dramatic artist.He is not satisfied with scattering seeds by the wayside or on stony ground.On the other hand \u201c\u2018forcible-feeding\u201d techniques are abhorrent to him.Lessons prepared with imagination and presented with dramatic skill can rouse that elusive thing called \u201cinterest\u201d and ultimately develop it into enthusiasm.With this achieved, education becomes a self-sustaining procedure.But what prospect has the class teacher of approaching his own ambitions in this respect?With his most apt pupils and in his own favorite subjects he frequently and amazingly succeeds.He sees the establishment of young men whose absorption in their chosen field, (whether it is their means of livelihood or not) is the source of that primary satisfaction which makes life for them ever sparkling, new, and profitable.Most of them are happy to trace the awakening of their first interest to the infectious enthusiasm of a mentor whether school-teacher, parent, or chance acquaintance and, by the very nature of things, the school-teacher it is most likely to be.But there is a reverse side to this picture.Antipathy can be set up as swiftly, surely and effectively as enthusiasm, albeit by processes that are more deliberate.There are no statistics available but few would deny that for practically everyone some phase of human thinking or emotion has been made for ever distasteful by reason of some unfortunate experiences in the initial approach.Not only may a teacher fail to inspire the interest of the pupil but, feeling it incumbent upon him to use any means in his power to \u2018produce immediate results\u201d, he may, by his whole attitude, ensure that his subject will for ever be repugnant to his pupil.Such a condition may or may not be directly attributable to the shortcomings of the teachers but certain it is that it occurs all too frequently as a result of the limitations within which teachers are bound to work.It is hardly possible for any teacher to be a dramatic inspiration to his class for five hours a day, five days a week.There are certainly not enough hours left out of each twenty-four, nor sufficient reserve of energy in any one person, to prepare the kind of presentation that teachers know they occasionally achieve.The possibilities, where a well-integrated radio system serves a large group of schools are immediately evident.The planning of a series of radio lessons in any one subject can be allotted to one or two individuals, expert in the subject and skilled in the art of radio presentation.They may have at their disposal equipment and resources out of all proportion to those available to the class teachers.They may use a number of contrasting voices to point their argument; they may introduce ideas after the Socratic method by question and answer; they may bring home the significance of their subject matter by dramatic a a BREAD STILL FLOATING ON THE WATERS 159 production and each series of lessons can economically be planned by making them a full-time responsibility for a number of people with time, energy, and imagination adequate to the task.It should be noted, however, that they do not supplant the class teacher nor usurp his position in relation to the students.This misconception of the role of radio has been another powerful factor in the comparatively reluctant approach of education toward it.Like all misconceptions it has no possible basis in fact.It pictures every student, in every class, listening hour after hour to an impersonal voice issuing from an uninspiring mechanical contraption called a loudspeaker, with the teacher reduced to the status of a policeman to maintain order or enforce attention.Fortunately, such a prospect is neither desirable nor even practical.One might as well assume that the text-book could completely dominate the school-room.Even if the elimination of the teacher was ever at any time the objective of any educational crank, it is extremely improbable that it could be remotely achieved even by the most stupendous technical efforts.In the most advanced use of radio in which a radio transmitting station is kept in operation throughout the school day, the objective is to provide the student with one radio lesson per week in each subject.For that one radio lesson, the radio voice is at work for only part of the period allotted to the subject.Before it is heard, the teacher is engaged in a leading-up process, being well armed with a foreknowledge of the radio lesson that is to come.He is ready with demonstration apparatus, a prepared blackboard, or equipment or properties which the students themselves will manipulate.When the radio lesson is over, and for several lessons thereafter, the teacher is reaping the reward of the stimulus which the radio lesson has provided.His status with his pupils was not lowered but raised by the introduction of textbooks.The same is true of radio as a teaching aid.Teachers who were initially and understandingly hostile to radio, who have been given complete freedom to use or disregard radio lessons prepared especially for the courses they were teaching, have gradually but surely reached the position where they are firm supporters of the radio system.The final criterion however, in any appraisal of educational systems of equipment, is its effect upon the pupil, and this standard of judgment must apply to radio as to all else.Since radio is merely a mechanism it cannot be sald to be intrinsically good or bad for the pupil without some reference to how the mechanism is employed.Without doubt it can make educators more effective.If therefore, they are wise and have the welfare of pupils as their primary objective it must follow that the pupils themselves will profit.Anything that inspires the pupil\u2019s imagination and sets his mind to enquire for himself must be wholly for his good.If the class teacher can do this entirely unaided, it is well.But practical use of radio has amply demonstrated that when the teacher's work is closely integrated step by step with the work of the radio producer \u201csomething new has been added\u201d.The influence of a second, a third or any additional number of personalities engaged in teaching a subject is wholly to the benefit of the pupil.A single text-book no matter how honest or a single teacher no matter how conscientious is a danger to any child.It is natural for young children to say \u201cI know it is right because teacher said so\u201d.But a con- PENSER SELL Eh hbeE Ih ULHRA, 160 EDUCATIONAL RECORD tinuation of this attitude is a symptom of the failure to educate.Even recourse to a text-book as a final authority is {to be deplored if it indicates inability to think independently or judge critically.One of the most effective teachers of all time deplored the authoritarian use of the phrase \u201cit is written\u201d especially in the mouths of well-meaning people.The treatment of school subjects by radio introduces new aspects and speaks with new and ever changing voices so as to bring home the universality of truth and its independence of the exponent.Certain kinds of educational radio productions have led to the all too-frequent assumption that the role of the pupil when radio is in use is necessarily passive.This type of production 1s similar in conception and make-up to the commonly known radio entertainment programme where (except possibly in the advertising) there is no challenge by the speaker to such response from the listener as is commonly the case in good radio-teaching.Anyone who has seen a class respond to a singing teacher, a foreign language teacher, or even an elementary physics teacher with action of the most positive kind will appreciate: this point.Once the student has become accustomed to making his own contribution to the rapport between the radio artist and himself each radio lesson becomes an opportunity for the exercise of his imagination.Finally, radio can add to the efforts of teacher and text-book by relating school work to the real world of to-day.That our children in years to come will be called upon to decide issues not yet discussed in any text-book is self-evident.Mankind seems to have reached a climax in his evolutionary progress.At a time when scientific and industrial developments have made the decisions of governments of the most critical importance to the human race, the spread of democracy has based governmental power on the wisdom and judgment of the majority of the citizens.The tacit assumption has been that, should the judgment of the people be in error, its consequences will react upon them and bring about a corrective influence.The question now arises\u2014what if these consequences be cataclysmic?To-day\u2019s adults were introduced to the rise of the use of steam power by the cosy little story of James Watt and the kettle.Our children already have been introduced to the possibilities of nuclear energs, but by no such pretty picture.Scientific men are being attacked for their part in divising such powerful mechanisms.They reply with justification that the multiplication of man\u2019s power is not of itself an evil thing and, being by nature an inarticulate group, they hope silently for the day when their devices will be used by those in power for the sustaining of life, the assurance of liberty, and the pursuit of happiness.With all of these matters education is deeply concerned.The true teacher is accustomed to following his ideals without expecting immediate return either to himself or to his profession.He may justifiably feel proud of achievements of his past pupils and almost by habit assumes their products are for the benefit of mankind in general and not for him in particular.He casts his bread upon the waters.It may on occasion be necessary for someone outside his circle to point out to him that, after many days it has returned. TOM MacINNES 161 TOM MacINNES William Arthur Deacon, B.A., LL.B., Toronto At eighty years of age, Tom MacInnes is still the great unknown of Canadian poetry, though one of the few whose work is likely to be read by future generations.Our only picaresque poet did not fit into the Roberts-Carman- Lampman-Scott group of his contemporaries, whose Nature lyrics found their real inspiration in the hope of the nation rising out of Confederation.These published early.Roberts\u2019 Orion was in print when he was twenty.Maclnnes wrote nothing till he was over thirty and little before he was forty.The bulk of his work was completed at the age of fifty-one though his new volume, In the Old of My Age, will be published in the fall of 1947 and will contain one hundred pages of his best verse written since 1935.A public that had gradually learned to admire temperately the decorous lines in praise of Grand Pré and The Chopping Bee did not know what to make of a boisterous fellow, who said: I only wish I knew some great Exultant vice to stimulate What spark of life remains to spend.Canadian readers lacked the maturity of perception to see that the poet was not exactly praising vice but regretting that it was too dull and tawdry and shoddy to be sung in lusty cadences.It is true that Service\u2019s Songs of a Sourdough were at the height of their popularity when MacInnes published Lonesome Bar, based on his Yukon experiences; but the book appeared obscurely in Montreal in 1909, when nobody expected anything remarkable from a Canadian writer.We have only to turn to the refrain of Lone Wolf Lament to discover that MacInnes was quite as tough as Service: Wow! Hear me howl! For Shad and Pete and George and Jack Who took the long trail and left no track! O, never a one of them all comes back, And the winter-time is here! Wow! Hear me howl! For Olive and June and white Irene, And the Mexican Kid and little Corinne: Daughters of joy who have not been seen This many and many a year! I'm a lone old wolf and I've lost my pack, And the winter-time is here! Wow! Hear me howl! But the virility of MacInnes went far beyond the narrow limits of physical adventure, beyond the petty naughtiness that was casually included in the wide sweep of his heterodoxy.With jaunty stride and debonair glance, he swung along with a hearty joy in life that was based on a serene religious conception beyond the mental horizons of his prospective readers.His most characteristic line is: Singing on my careless way to God Forty years ago this country was entirely encased in the Puritan tradition which is best defined in the fact that Puritans were against bear-baiting, not i.in 5 M 3 162 EDUCATIONAL RECORD because it hurt the bear but because it gave pleasure to the spectators.To show his independence of thought, Maclnnes boasted that he was the only Canadian disciple of Lao Tsze, the Chinese sage.He did, in fact, publish an excellent treatise on the philosophy of Lao Tsze, under the title The Teaching of the Old Boy.It was not his sober theology that left his public cold, but the fact that his original ideas were expressed in rollicking language.A happy religious outlook was commendable, is unusual; but to approach God \u2018\u2018carelessly\u2019\u201d\u2019 was impious.Well, there is no piety in this man\u2014in any accepted sense.His supreme sin was to express himself in gay songs made up of idiomatic phrases, cunningly woven into superb lyrics.Not even in his verse patterns would he be conventional, but he devised his own forms, as in the villanelle and mirelle.Mirelle of the Good Bed There's nothing so good as a good bed When a body is over and done with day! I'd like a place to lay my head In a clean room, unfrequented And dark, unless for a moon-ray.* * * But a lady I know might come between Laughing, and lead me far astray On the flowery edge of a wild ravine a Where wild cascades of waters green Ae Flash in the pleasant light of Maya Thus let me dream the night away, a.Or slumber dreamless with the dead! Life may resume, but now I say, Being too weary of the day, There\u2019s nothing so good as a good bed! Born at Dresden, Ontario, on October 29, 1867, of old Canadian stock, the poet was the son of Senator Thomas Robert McInnes, later Lieutenant-Governor of British Columbia.Christened Thomas Robert Edward McInnes, the boy elected to be know as Tom MacInnes.He graduated from the University of oT Toronto in 1889 and married Laura Hostetter, of Niagara U.E.Loyalist stocka Becoming a lawyer in 1893 in British Columbia, he had little in the way of ordinary practice, but served the Canadian Government, notably in drafting immigration and anti-narcotic legislation and performing valuable secret missions » to China.He was in the Arctic during the Klondike gold rush, and is said to have played the piano in a Skagway dance hall for one winter.At a latter stage in China, where he became acquainted with Oriental philosophy, he found himself penniless in Canton.Noting the impossible congestion in the narrow streets of the world\u2019s most congested city, surrounded by its forty-foot wall, MacInnes determined to make money by a system of modern transportation.First he demanded one hundred dollars to explain his ideas to the City Council.When he had told them he wished to tear down the walls, rip out whole streets and instal an electric railway system, they enquired the cost.He countered with a demand for a $2,000 deposit to cover the expenses of a Vancouver engineer\u2019s trip to prepare estimates.Oddly, everything worked out well.The city of 2,250,000 people with streets varying from four feet to a \\ BE RTA I TI EI En me\" TOM MacINNES 163 maximum of twelve feet in width, got its street cars, and the poet for some years served as director of the railway company.During the past twenty years, he has lived in retirement in Vancouver.Out of such experiences, traditional Canadian poets were not made in the nineteenth century, and few have emerged at any time.The heart of the work of MacInnes lies in his ballades.One critic, comparing these with the work of Villon, who invented the form in fifteenth century France, has shrewdly remarked: \u201cOnly Villon wrote such ballades; but his voice was forever thin, plaintive and appealing.MacInnes sings in a deep bass, and he is seldom afraid, and never quite hopeless.\u201d Thus we have this unique combination of French poetic form, Chinese philosophy and the incurably optimistic Canadian temperament.What is un- Canadian about MacInnes is his effervescence.Tom bubbles.Dr.Samuel Johnson\u2019s school friend, meeting him in later years explained: \u201cI ,too, tried to be a philosopher, but cheerfulness was always breaking through.\u201d MacInnes never even tried for dull rectitude nor long-faced sobriety; and his reckless, happy-go-lucky air, based on deep religious conviction, is a note we have sadly lacked in Canada.Ballade of Youth Remaining Pardon if I ravel rhyme Out of my head disorderly! Forgetting how the rats of time Are nibbling at the bones of me! But while upon my legs I'm free Out in the sunlight I intend To dine with God prodigiously: Youth is a splendid thing to spend! Here\u2019s to the man who travels still In the light of young discoveries! Here's to the fellow of lusty will, Who drives along and hardly sees For glamor of great realities The doom of age! This line I send To all who sing hot litanies: Youth is a splendid thing to spend! But \u2019tis not all a matter of years: \"Tis a way of living handily In a game with Life, while yet appears A glory near of victory; With ventures high and gallantry Twinkling round the nearest bend Where damsels and fine dangers be: Youth is a splendid thing to spend! Fellows, come and ride with me Swiftly now to the edge of the end, Holding the Stars of Joy in fee! Youth is a splendid thing to spend! Note the exclamation marks, how many here and so few elsewhere in Canadian literature.Tom exlaims, he shouts his messages.One can almost hear Foster Hewitt broadcasting: \u201cHe shoots! he scores!!\u201d\u201d Because life excites Mac- Innes, he excites us; and how refreshing to have an emphatic poet, so passionately addicted to the major chords! Surely, a country like Canada, with its great prairies, mountains, waterways and incorrigible distances should produce writers whose voices rise to our vast occasions.RRR On TE gist SE if, 100000 164 EDUCATIONAL RECORD | To more than keep oneself alive Is the way to live when all is said: To sight a prize, and chase and strive ith strong will and cunning head For something surely more than bread, Or from the bitter steal the sweet, And steal it while the risk is red\u2014 This is the fate that I would meet.To conquer finely, or to sink Debonair against defeat, This is the rarest grace I think\u2014 This is the fate that I would meet.The kinetic energy of these lines lures the commentator to endless quotation.One reads aloud a single poem of MacInnes and goes on to a dozen.Here are no puzzles of symbolism to cramp enjoyment.Ballade of the Free Lance Let me face some bright hazard Against this rowdy world for you! A foe to strike, a friend to guard, Or the looting of some rascal crew, O, the likes of this I'm taking to As on my way I make advance, And queer vicissitudes come through, Full of adventure and multiple chance! So far, you see, I've not been slain: Tho\u2019 now and then I\u2019ve sought to raid Some richly opportune domain, Only to find the plan I made Baffled by engine or ambuscade: But I salute the circumstance, And slip aside; O the World is laid Full of adventure and multiple chance! And while I'm free to ride ahead, With here or there some prize in view, Few dangers of the way I dread, Tho\u2019 oft my hungriness I rue: Still, betimes a crust will do Cracking fine to nonchalance, And every day the World is new, Full of adventure and multiple chance! For me the road of many direction\u2014 For me the rhyme of long romance! For me the World of imperfections\u2014 Full of adventure and multiple chance! Fantasy, if you like, has supplied MacInnes with some of his most haunting poems, though he claims he is recording astral experiences.This is true of the most quoted Damozel of Doom, The Gardens of Oblivion and the most popular Zalinka.Some of these are tender, some chilling in their evocation of the horrible.MacInnes\u2019 creative power in dramatic scenes has yet to be discussed; but it never will be while products of the imagination are regarded as mere frivolities.From this group the most winsome is the lengthy Amber ands, the richness of which lies in its variety, hardly to be glimpsed from fragmentary quotation: TOM MacINNES 165 In a luminous valley once I awoke To the amber sound of lutes; And I ate of the bread of a sylvan folk, \u2019 With elvish herbs and savory roots, E.And I drank of the innocent wines e Made by their maidens from mandarin fruits Pluekt from low-lying luxurious vines In the somnolent heart of the valley.* * * * With chilling breath and bitter rime p Cometh soon the winter-time: Ah, see how she hath grown so frail, Her form so slight, her face so pale! I fear the gnomes of Niffelheim Will take her craftly, And in a vault with marble stayed, : M Where long-forgotten saints have prayed, Her delicate body will be laid, ; Cover\u2019d with greenery: + While down the ragged silver steep i: x + * *# El.Where the gnomish waters creep E Somnolent, sonorous, deep, With her ancient friends Lost to thee her soul shall sleep Till the legend ends! Nay, gentle maid, for thy heart\u2019s ease, Venture with me far over the seas, And we shall go free of their wizard hands, Away and away in the amber lands! * * * * ae Ra A From Mozambique I sought Zambar On board an old felucea: And night the Mosque in the Moon Bazaar I got me a chanted hookah; Its outer bowl was all inseribed With golden arabesqueries, And eryptie formules founded on The amorous songs of Solomon, Or Paynim mysteries.* * * * TEAR eT Ee, ARAL ITER Eo sis And lands unknown yet lie between The roots of Ygdrasil.And what of that garden Hesperides, Forgotten this long, long while ?And the palmy cliffs of Hy-Brasil And good Saint Brendan's Isle?And they tell in Arabian histories Of venturings to ravish me, And delectable zones of heathenry Down under the lost Indies! When it comes to a search for what MacInnes believes, however, we are driven inevitably back on the ballades.The materialism current in his time is - neatly denied by the intuition of The Ballade of the Mystic and the Mud: If I from universal mud By chance malign came bubbling Uncouthly into flesh and blood, Ugly, futile, struggling, All in mud again to bring\u2014 Why then at heart of me What is this that needs must sing ?There is no end to mystery.MINISTERE DE LA JEUNESSE * * * + Lists MS A ES 166 EDUCATIONAL RECORD If I, a mere automaton In a brief and paltry play, Am but a group of atoms drawn Powerless upon my way To mud again, as savants say\u2014 Why then at the heart of me What is this that needs must pray ?Brother, kneel intuitive To a stone if you will, or a carven tree! And sing and laugh and pray\u2014and live! There is no end to mystery.From In Errantry we take the great confession, himself as he sees himself, the credo of his poetic destiny: Because I'm drunken with unknown nectars, From ways made over-strait I turn; in sooth My heart is only half inclin\u2019d to truth Of learned scrolls and saintly calendars: Bald Science misses, and Religion mars What I have found, tho\u2019 blundering and uncouth, For I was wronged with Wonder in my youth, And dazed with visions of forbidden stars.Tom Maclnnes now old, but still smiling and unrepentant, ranks in poetic skill with the best craftsmen we have produced.Over the span of his life, his printed work has only averaged five pages a year\u2014four hundred in all.His books are: : Lonesome Bar and Other poems (Yukon).1909 In Amber Lands.20202000204 00402 e see aa aa ea san 0 6 1910 Rhymesof a Rounder.cco.1913 The Fool of Joy (Ballades, ete.).1918 Complete Poems (Ryerson Press).1923 The Teaching of the Old Boy (Lao Tsze) Dent.1927 In the Old of My Age (New poems) Ryerson.1947 The House of Commons as we know it is based upon the two-party system.If you gathered 640 men and women together, each elected by his fellow citizens as the most worthy person to represent the district, irrespective of policy or political opinions, you would, no doubt, get an assembly very representative of the nation in the sense that the objects in a museum are representative of the things they are there to exemplify.But you would not get a House of Commons, nor any body capable of conducting national business of any kind.But the House of Commons is not elected on any such haphazard system.It is the result of a deliberate choice, based on a system of election calculated if not designed to give the largest organized minority in the country a decisive voice in its affairs.At by-elections freak candidates have, and often rightly, a chance of success.But at a general election the good sense of the British people, coupled with an electoral system based on single-member constituencies, rightly divines that the voters have to deal not with ideal possibilities but practical alternatives; and that because a general election occurs only once every few years they must guide their choice on the broadest possible lines.Quinton Hogg. SAFE DRIVING 167 bE SAFE DRIVING* | 1 Dr.Shurtleff asserted that there were many laws affecting the driving and ZA equipment of autos that were not well known or very well observed.As an instance, he cited the case of the law that requires the dimming of lights, when i meeting another car.The average motorist does not know, said the speaker, i that if the oncoming driver does not dim his lights, it is up to you to stop so as ig to avoid an accident if the lights dazzle you.Judges have held that the driver who did not stop was equally responsible for the accident.3 If you sell your car, you and the purchaser must both sign the transfer | and notify the department of the sale; otherwise you can be held reponsible for the actions of the purchaser.If you are meeting or passing a car and there are pedestrians, cycles or animals on the road, they are entitled to eight feet of i space between you and them\u2014something that is nearly impossible to give on many roads.Your horn must be in working order, and you are legally required to sound it at curves, intersections, when entering a street or where there is 1 danger, but you are not supposed to sound it needlessly.Your brakes must be kept in good repair and able to stop your car quickly.Law courts require the car to be under control of the driver all the time.You are required to give ji: the other fellow one-half of the road.If you leave your car, it must be locked.If you are entering a highway, or entering traffic, after having parked your car, it is your responsibility to see that the way is clear and that you are not endangering other cars or persons already on the road.You are not to park your car on the pavement, at the brow of a hill or on a curve.En When passing another car, you must sound your horn, see that the road is | clear ahead and not turn too soon to the right after passing.Rs Speed limits are forbidden in excess of 50 miles per hour on hard surfaced roads, 40 miles on graveled roads and 20 miles in curves, level crossings, front of schools and in commercial districts.Furthermore, the law says: \u201cAny speed or imprudent action which would endanger life or property is prohibited\u201d.If you intend to stop or slow down you should extend your arm downwards; in turning to the left extend it horizontally and with the forearm uplifted when turning to the right.In the event of a collision the driver is presumed to be at fault and must rebut that presumption or be held liable for damages.Speaking of damages, Dr.Shurtleff said that the driver and owner of the automobile are jointly and severally responsible.The employer is jointly and severally responsible with his employee for damage done by him in the course of his duties.A friend riding with the owner of a car can recover damage from the owner for injury if it is caused by the act, negligence or want of skill of the owner.The speaker drew attention to an amendment to the Motor Vehicle Act passed at the last session of the legislature prohibiting drivers outside of cities and towns to pass an autobus while passengers are embarking and the autobus to start until all passengers have reached the other side of the road.Dr.Shurt- *Report of an address delivered by Dr.W.L.Shurtleff at Derby Line on May 24, 1947. PEL TA RAH EARNER 168 EDUCATIONAL RECORD leff said that this legislation originated from a request by the Protestant Committee for legislation that would protect pupils from injury by automobiles.while entering or disembarking from a school bus.In concluding his talk, the speaker said that when an accident happens you should give your name and address, show your license if it is asked for, and above all else get every possible detail of the accident.The position of the cars involved, how far any of them travelled after the accident, road conditions, witnesses names and addresses, and every particular that could be of any possible aid.This information should be written down as the case might not be settled for a year, and the details should be established beyond doubt so that the resultant decision would be fair and accurate.Canadian manufacturers, during and since the war, have fully realized the vital importance of production.The output of Canadian factories was more than doubled in order to provide for the needs of the armed services and the civil population, not only of Canada, but also of allied countries.At the end of hostilities, all the knowledge, all the experience of management, all the skill and capacity of over a million employees and all the equipment and machinery of a vast, war-expanded industrial system were available to change over to peacetime conditions, in order to supply speedly, products for home and foreign demands.During the six war years, Canada\u2019s capacity for industrial output was vastly increased and diversified.New plants produced metals and alloys not previously manufactured in the Dominion.Machine tools, synthetic rubber, plastics, radar, precision instruments, textiles, and a host of other goods were turned out in a fraction of the time previously required for their manufacture.But since the war\u2019s end, even in many of those plants which have already been streamlined with modern machinery for the expeditious manufacture of essential goods, the rate of man-hour production has actually declined.This condition naturally results in higher prices.\u2018I wonder if it is realized that three out of eight people in Canada depend for their livelihood directly on Foreign Trade.In some Provinces, the ratio is as high as sixty per cent.Man-hour production must with the aid of modern machines and up-to-date methods properly applied, keep pace with increased wages.If it does not, unemployment, loss of markets, and depression will follow.Colonel H.S.Lakin, President, Canadian Manufacturers Association.The Rev.Canon A.R.Kelley, Secretary of King\u2019s Hall, Compton, will be glad to supply, from their over stock, copies of the National Geographic Magazine for 1925-1946 that may be missing from the files of school libraries.TE AR RS a EE NTI A YEAR OF GUIDANCE 169 A YEAR OF GUIDANCE Orrin B.Rexford, M.A., Vice-Principal, Commercial High School, Montreal.During the school year of 1946-47 Guidance has assumed a new importance in the high schools of the Montreal area.Each school has developed its own programme, and, though the teachers have discussed their common problems, there has been no attempt to impose a uniform organization.If may be of interest to see just how a guidance programme took form at the Commercial High School.Two members of the staff of the School had Guidance as a part-time duty.Miss M.E.Nelson, with wide teaching experience, studied Guidance at Columbia, University during the summer of 1946.The writer, with no special training in this field, had some experience of guidance work in the Directorate of Army Education during the recent war.| The problem of Guidance in this School was studied early in the year.It was obvious that the pupils, when they selected a commercial course, had within certain limits already made a choice of career, but it was also obvious that within the limits set by their choice there remained a great variety of lines of development.The purpose of the programme was, therefore, to supply the enquiring pupil with full and accurate data regarding a wide range of possible occupations.It was clear that there was need for advice and that the needed advice could not all be given by the teacher.Some of it would have to be procured from those who were actually engaged in this or that occupation.Mere advice, however, would not be enough.Experience, if it could be secured, would be still more valuable.It was with this in mind that the Principal and Guidance officers of the School met with the Executive Committee of N.O.M.A., the National Office Management Association.The meeting took the form of a very pleasant dinner, and the upshot of it was that fourteen volunteers from among the pupils of the School spent five days of Easter week gaining experience in offices in the city.Sixteen firms, through N.O.M.A., expressed their readiness to cooperate in this experiment, and one other office entered into the experiment by direct arrangement with the School.* The report of the pupils when they returned to school after the Easter break showed how much the firms had done to make this brief experience valuable.Though experience is very valuable, yet information and advice on the subject of careers has also its appropriate value.To secure this information and advice for the pupils, the morning of Thursday, April 17, was set aside for our School Career Conference.This was to serve the needs of Grades X and X I *The business firms offering to cooperate through N.O.M.A.in the Easter week employment were: Howard Smith Paper Mills, Ltd.; R.C.A.Victor Company, Ltd.; Henry Morgan & Co., Ltd.; Northern Electric Company, Ltd.; Royal Bank of Canada; Dominion Stores Ltd.; Consolidated Paper Corporation Ltd.; Shawinigan Water & Power Co.; Imperial Tobacco Co.of Canada, Ltd.; Canadian Pacifie Railway; Sun Life Assurance Co.of Canada; Charles E.Frosst & Co.; Canadian Industries Ltd.; Robin Hood Flour Mills Ltd.; Kraft Foods Ltd.; National Breweries Ltd.Arrangement was made directly with the Religious Education Council of Quebec.> 170 EDUCATIONAL RECORD The whole School played its part in this conference.A committee of eight teachers carried through all the detailed arrangements.The Art Room contri- .buted a fine display of career posters.A special exhibit of career and guidance books and pamphlets was shown in the Library.Student chairmen and secretaries for the various sections were appointed and instructed as to their duties.The Commercial Laboratory handled very successfully the extensive correspondence involved.At an assembly attended by all the pupils and members of the staff and a number of invited guests, Dr.John S.Astbury, a member of the Protestant Committee of the Council of Education, opened the day\u2019s proceedings with an appropriate address.There followed two periods of nine sections each in which speakers dealt with particular Careers such as Secretarial Work, Accountancy, Nursing and Teaching, and answered any questions that were asked.Here again the School was much indebted to the very willing cooperation of business firms and social agencies.Some twenty people with excellent experience in their particular occupations gave most generously of their time and: experience to make our first career conference a success.Because of lack of accommodation, most of our pupils are in Grades X and XI.For their work in Grades VIII and IX most of them have attended William Dawson, Strathearn and Peace Centennial schools.It is, therefore, a problem of educational guidance to prepare them for choosing the courses best suited to their needs when they enter Grade X in our School.With the Career Conference well and truly completed in the morning of April 17, the afternoon of that day was used for a gathering of the pupils of our own School, of William Dawson and of Strathearn who intend to enter our Grade X next September.Peace Centennial was not involved since it takes pupils to the end of Grade VIII only.At this gathering the courses available to our pupils were outlined.School Parliament and other school activities were described by pupils.Talks by teachers of the various departments were given to interested groups.Finally (was there some taint of bribery in this ?) the pupils were introduced to our very cramped cafeteria and sampled its ice cream, this time without paying for it! Cooperation among the three schools made possible the success of this project, which should help all pupils entering our Grade X in September to make an intelligent choice of courses.Among the many other parts of our guidance programme may be mentioned individual interviews, testing, class discussions and the placing of individuals or small groups in touch with people who can give them sound advice.Guidance has always been a part of the good teacher\u2019s job.The new development means that upon the guidance people has been placed the responsibility of aiding the class teacher, when called upon, of making suitable material available to pupils and teachers, and of taking the lead in activities on the school level that will relate school work more closely to the world outside the school.Like other new developments in school life, the introduction of a guidance programme is a gradual process, but in many schools a beginning has been made and an ever-growing use of the facilities available may be looked for in the years to come.a ee ae pet OC AU A TEACHING FICTION IN THE HIGH SCHOOL (PART I) 171 TEACHING FICTION IN THE HIGH SCHOOL (Part I) C.Wayne Hall, M.A., Supervisor of English in Protestant Schools There is no one method of teaching fiction in the high school grades.The ; approach to a novel may be decided by such factors as the size of the class, its En interests and ability.It may also be determined by the teacher\u2019s personality, 4 since two equally gifted teachers may succeed with: widely divergent methods.4g The adequacy of the library, the number of extra-curricular activities, the degree : fi of sophistication of the community, and the attitude of the pupils are all impor- # tant considerations.Successful methods are not imposed on a class but grow 4 out of the experience and needs of the pupils.There is only one general rule: the greater part of any novel or short story 2 should be read independently by the pupil.This is not only economy of class | E.time, but it is usually the best preparation for future enjoyment of reading.It is i: essential to the success of the course that the pupil will learn to find pleasure in 3 his own contact with books.The teacher and the other pupils may add to that pleasure by raising interesting points for discussion and by exchanging their impressions of the characters and the action.Further fun is also to be had by g reading certain parts of the novel together.Most chapters take on new signi- ne ficance when they are presented orally, and the enjoyment of the group stimulates that of the individual.However, the bulk of the reading should be done by the pupil at his own rate.If for no other reason, this can be justified by the i fact that he should form the habit of reading a novel rather than that of listening Ei to one.This implies that the pupil must be able to read.His rate should be at least 250 works a minute when he enters high school.With easy narrative material, it may be considerably higher.If the pupil's rate is low or if his comprehension is poor, the reading of the novel becomes in most cases a laboured process, time absorbing and uninteresting.Consequently, before the study of high school novels can approximate the aims of the course, the pupil must be able to read with average ease.Aside from that, he must either possess or develop early in the course such related abilities as those of drawing inference, of interpreting symbolism, and of generalizing from single incidents.; If the pupil does not possess such abilities, the teacher is well advised to give a course in remedial or developmental reading before starting to teach the novel.Time lost at the beginning of the term can easily be made up by the increased ease with which the pupil covers his work.The added enjoyment in his reading will, of itself, be sufficient to make the work progress better.Literature and reading are closely correlated.However, the course in literature must not become merely a medium for the development of reading skills.Once the work on the novel has begun, the teacher should be free to concentrate on the raising of the pupil's ability to understand prose fiction rather than being forced to concern himself with instruction in reading.Many agree that the very best course in the novel or the short story is the independent reading of material of the pupil\u2019s own choice.Such a course would TR RE IRAN ERAS NRA NNT 172 EDUCATIONAL RECORD have the advantage of being real for the pupil because he would be dealing with books which interest him and which, consequently, can make a contribution to his enjoyment by stirring his imagination and stimulating his thought.Under such circumstances, the pupil would concentrate sufficiently on each book to develop many of the abilities which must otherwise be induced by clever teaching.His attitude towards literature would be a wholesome one and his habits in handling the novel in school would transfer naturally to his leisure time and to his reading as an adult.This type of course, however, is not very practical in large classes.There is too much difficulty in assisting each pupil in a wise choice of reading and even greater difficulty in following his progress and in seeing that the activity does not become merely a time-filling device.Aside from this, reading of a pupil\u2019s own choice may not result in a progressive development of taste or ability.Certain types of literature often remain unsampled by the child, and books which do not appeal to him instantly are in danger of being discarded regardless of the contribution which they might make to his enjoyment or understanding.In many free reading courses, all but the most capable pupils follow the traditional line of least resistance.Consequently, it seems that the best approach under present teaching conditions may be the middle way.This would consist of teaching certain novels or stories on the course to the entire class as a springboard for the pupil\u2019s independent reading.After the class has spent possibly three to six weeks in the reading and discussion of a story (and, thereby, in developing skill in interpreting and handling such material) the teacher should allow another two or three weeks for the reading of a story of the pupil\u2019s own selection.During this period of independent work, pupils would have the opportunity of applying and fixing skills which had been developed through lessons with the entire class.The following suggestions for the teaching of fiction are based on the presumption that such a combination of class activity and individual reading is possible.Introduction: It is natural to expect that a pupil will need help when he is beginning to read a novel that is new to him.The introductory chapters are usually the most difficult.The characters and the setting are strange to the pupil, the theme is unknown, and the plot has not unfolded sufficiently to carry the reader with its action.The teacher can assist the class through this initial difficulty by giving them a number of guide-questions which will direct their attention to the significant facts or even by reading the first chapter or so to the pupils.The choice between these two will depend largely on the ability of the group.However, once the pupils begin to enjoy the action and to feel acquainted with the characters and at home in the setting, they should be encouraged to read ahead by themselves.The best introductory material is usually to be found in the opening chapters of the novel itself.There are very few books which require preliminary lessons to prepare the pupil for the author\u2019s own introduction to the tale.Some teachers seem to think that they must list and describe the characters in advance or that they should tell part of the plot.This only takes the fun out of the story for the reader.Other teachers insist on spending a period or two in a dismal review of the author\u2019s life.Such a procedure will seldom make pupils eager to read the tale.Frequently, of course, an interest in the writer\u2019s life will be aroused TEACHING FICTION IN THE HIGH SCHOOL (PART I) 173 by the reading of the story.At that point there is sufficient motivation to make it profitable for some pupil to look up the facts and report them to the class.If any introductory material is provided, it should be designed to pique the pupil\u2019s curiosity.Allusions to mysterious underground or secret service activities may be used to foster interest in The Tale of Two Cities or The Inn of the Two Witches; tropical scenes and descriptions of the difficulties of life at sea may form a good backdrop to Typhoon or The Mutiny of the Bounty; or carrying the pupils in imagination to the court of Charles II or to life on the slave galleys may serve as suitable oral blurbs for a Margaret Irwin or a Sabatini.\u2018This brings life to the book and helps to introduce it to a receptive audience.Reading: The reading of a novel in school should follow as closely as possible the method which would be used by an adult reader of the same book.Pupils should not be expected to proceed in lock-step.What would be more irritating than to have to wait for a neighbour to let us know when we could read the next chapter of a thrilling novel?Once the work on the novel has begun, pupils should be allowed ample time to complete the novel within two or three weeks of independent reading.The devices which have been used to arouse and sustain interest are strained beyond their capacity if the initial reading is spread over a longer period.Discussion and the re-reading of certain sections will follow more successfully because the author has first had a fair chance to appeal to his reader in his own way.This does not preclude the reading of certain selections from the novel to the class.In spite of the fact that the pupils are reading ahead at their own rates, the teacher might present a certain chapter in order to remove difficulties or to prepare the pupils for what is to follow.Naturally, such chapters would be read by the teacher when the majority of the pupils are ready for it.That means that the better pupils may have covered the material by themselves.However, the oral presentation will often reveal to such pupils many subtleties which they had missed in their first reading.The weakest members of the class, on the other hand, will be helped over the hurdle in anticipation of the trouble.They may even, in fact, be told enough of the tale to enable them to continue from the portion which the teacher presented.As a result, certain pupils may never read the entire book.However, it is better for them to have been carried along pleasantly with the other members of the class than to become convinced that they cannot do the work and are not interested in literature.Reading short extracts to the class\u2014descriptive paragraphs, pieces of lively dialogue, some especially humorous or pathetic passages\u2014has another purpose.The pupil is expected to grow in ability to handle such passages satisfactorily.Since he cannot develop this ability in retrospect, such development must be concurrent with the initial reading.As a result, the teacher may frequently begin the period by reading a few passages orally.This will be followed by a brief discussion in which the outstanding features of the selection are pointed out.The pupil then continues with the story from the point which he had reached in his own reading and tries to find another example of the same technique.In this way, while he is still reading the story, he becomes conscious of cleverness in humour, beauty in description, and skill in the handling of dialogue or characterization. épi pata Mia Lea ip aaE stabi iistiiaiu iti ietit hlstaalaal 174 EDUCATIONAL RECORD Occasionally the teacher will read a short selection orally, solely that the class may enjoy it together.Often pleasure is increased by contagion.The teacher\u2019s evident appreciation, as revealed in his reading, and the response which this wakens in the class make the experience worthwhile.Many of the escapades in Pickwick Papers or the more serious moments in Lord Jim will live longer if the enojyment is shared by others.Such reading to the class should only rarely be done by the pupils.The relay-reading of a novel\u2014the process by which each pupil reads a paragraph or a page in turn\u2014cannot possibly arouse enthusiasm or further understanding.There is no sustained mood, no consistent emphasis on the essential feature, no unity in the progress of the tale when it is read by several in turn.In fact, there will most likely be sufficient stumbling and muffling of sentences to make the whole experience unprofitable.Occasionally, pupils should read favourite passages to the class, but only after preparation.Then they will be in a position to show their own pleasure in the drama of the narrative or in the melody of the words to the other pupils.Such an exercise should be constructive for all; but oral sight reading by pupils will seldom achieve any goal other than that of filling the period.Discussion: Concurrently with the initial reading, the teacher should plan lessons which are designed to further the pupil\u2019s understanding of the novel as a type of literature.These should not attempt to present a complete study of the novel in each grade.Instead, certain aspects of appreciation should be listed as a syllabus which would provide for gradual development through the high school years.The following is a possible arrangement of material for a four- year course: Grade VIII 1.Brief discussion of interesting or outstanding features of the book 2.Plot: (a) How was interest aroused ?: (b) How was interest sustained ?(¢) The climax (d) The ending .happy or otherwise ?(e) Was the story probable ?3.What was the cause of conflict in the story ?(Every plot deals with some form of conflict) Grade IX (Grade VIII topics together with the following) 4.Characterization: (a) Characters revealed by what they do, what they say, what others say about them.(b) Stock characters: hero, heroine, villain, low comedy characters, ete.Co (¢) Are the characters true to life, individualistic?Is a : single trait emphasized, or is the character well- developed ?Co ; (d) Is the narrator a major or minor character in the story, or does the author tell it in the third person ?Grade X (Grade VIII and IX topies together with the following): Co .5.What type is the novel or short story on the course?Realistic, romantic, psychological, historical, biographical, satirical, sentimental, ete.6.What is the author\u2019s major purpose?What is the theme, the mood ?Where were these noted ?How were they developed ?7.What relation exists between plot, setting, and characters?How has the unity which is essential to the short story been maintained in the handling of plot, setting, and characters?8.Distinction between the main and the sub-plots.9.Use of contrast in characters, in actionne TIPE 9 Wa apr oA #, - m\u2014\u2014\u2014\u2014\u2014 re TEACHING FICTION IN THE HIGH SCHOOL (PART I) 175 i Grade XI (Topics for the first three years together with the following): 10.The importance of the theme.Is it timely, trite, universal, trivial, ete.?| 11.Style: (a) General effect.Whimsical, strong, tense, unhurried, crisp, lyrical, ete.?(b) Effective use of dialogue?(e) Vivid descriptions ?(d) Type of humour ?12.Rating the novel.If such a graded scheme is followed, lessons on the teaching of the novel or short story (as distinguished from those which introduce the novel or provide solely for pupil assistance and guidance in reading) would have three aims; to further interest in the novel, to further understanding of the particular type of novel, and to relate the novel to life.Lessons which might be appropriate to these aims will be outlined in a later article.Mr.B.de Rougé, Secretary-General of the League of Red Cross Societies, writes from Geneva, Switzerland, as follows: The Junior Red Cross Advisory Committee of the League of Red Cross Societies, which met in Paris from May 14 to 17 last, desirous of paying tribute to the very important part played by the teaching body in the development of the Junior Red Cross in the fifty-one countries forming a world membership of thirty-two million, unanimously voted the following resolution: \u201cThat this committee expresses its warm appreciation and its gratitude to the members of the teaching body who, through their understanding, their goodwill and their initiative have contributed in very large measure to the success and the extension of the work of the Junior Red Cross.\u201d The Secretariat of the League of Red Cross Societies, in bringing this resolution to your attention, associated itself with this expression of gratitude on the part of the Advisory Committee, for it has long been aware of the great services rendered by the teaching body in the successful development of the Junior Red Cross.The Junior Red Cross Advisory Committee was created in 1946 to supervise the development of the movement and the improvement of the methods used for carrying out its programme of health, service and international goodwill.It is composed of educators and Junior Red Cross Directors representing the Red Cross and Red Crescent Societies of the following countries: Belgium, Canada, Czechoslovakia, France, Great Britain, Panama, Sweden, Turkey, U.S.S.R.and the United States.I shall be grateful if you will communicate this resolution to the members of the teaching body in Quebec.It is not given to the cleverest and the most calculating of mortals to know with certainty what is their interest.Yet it is given to quite a lot of simple folk to know every day what is their duty.There is no more far-seeing investment for a nation than to put milk, food and education into young children.Extracts from Winston Churchill\u2019s Speeches. 176 EDUCATIONAL RECORD HEADS OF DEPARTMENTS Dudley B.Wilson, B.A., Inspector of Schools.In schools where enrolment figures pass the one thousand mark, there results proportionately a staffing problem for the high school principal.Additional teaching staff means an increased load in duties pertaining to administration, organization and supervision.The principal who has a broad conception of the importance of his functions, not only as head of the school, but also as a leader in the community, realizes the necessity for intelligent, effective and democratic participation in all phases of community life.However, he finds that the larger the student body becomes, the less able he is to cope satisfactorily with both phases of his position.Were he to devote his time wholly to the performance of routine school duties, he would gradually lose his valuable and important contact with the community at large.Too great a stress cannot be placed on the importance of providing pupils with sufficient opportunities to develop well rounded and well developed personalities, so that they may acquire the ability and the willingness to act better in situations that will confront them in post-school life.The principal is one of those upon whom the responsibility devolves for the provision of these opportunities through adequate extra-curricular activities, and through the school curriculum.Education is a process of growth and development towards maturity.The function of the school is to supply instruments for this growth and development.The techniques employed are the concern of each teacher who should not be considered as infallible, but who requires leadership, guidance and supervision in the proper evaluation of his techniques.It is natural for such a person to seek a higher authority when faced with a major problem in connection with his daily tasks.In a school where the principal is occupied mainly with office administration, clerical tasks and community problems, there is a danger that the teacher without leadership, guidance or supervision will muddle along to the detriment of the pupils placed in his charge.Absolute individuality in teaching methods is undesirable from the standpoint of efficient and effective teaching.Under such conditions integration cannot possibly be obtained.Thus, much valuable time is wasted which otherwise could have been employed purposefully.The setting up of the departmental system in High Schools would do much to alleviate a situation of this type.In larger High Schools, there often exists a tendency on the part of teachers to regard themselves as infallible.Instances may be found of outmoded teaching methods, of slavish adherence to one particular kind of text, of reluctance of teachers to conform to new standards.Achievement tests are prepared, designed to follow a pattern truly individualistic in nature, having little or no connection with future needs and requirements of pupils.It is not uncommon to find two teachers with identical assignments in the same grade unable to agree in the matter of an appropriate test in the subject.Such disagreement is often due to lack of co-operation, to limited supervision and the absence of a competent authority.Complaints are frequently voiced by teachers of the next PRR sas , HEADS OF DEPARTMENTS 177 grade that not all pupils have been adequately prepared in the fundamentals.The principal hears of these complaints only in an indirect way, for professional etiquette restrains the person complaining from making a direct and formal statement to the head of the school.A department head would be responsible for the efficient teaching of the subject or subjects of his department.It would be one of his duties to prevent criticism of this sort from becoming possible.E One should think of each department as a unit at the head of which there E is one person entrusted with the instructional activities of that department.As E the responsible head of the school, the principal should act in the role of co- 3 ordinator and correlator of the activities of the department head.The delega- BE tion of supervisory and advisory powers to a department head can by no stretch E of the imagination be interpreted as signs of weakness or of lack of ability on the part of the principal.It should be viewed as an indication of a far sighted educational policy to ensure that the needs of the pupils have been studied and weighed in order that the maximum growth and development of each pupil will be the final outcome.No principal can devote sufficient time to personal interviews with all pupils registered in his school.The best he can hope to do is to become acquainted superficially with the worst behaved and the exceptionally bright.Counselling of pupils tends to be neglected but, with department heads to provide assistance, this function of the school assumes its rightful place in the educational programme.The department head has better opportunities than the principal for studying pupils and, in consultation with other department heads, can assist pupils in solving their problems.eR A dee He cab Education as a whole must not remain static.The same is true of departments in a school.There is need of a definite policy outline with clearly defined alms and, in the preparation of this outline, knowledge of the needs of pupils in the several departments should be regarded as paramount.When a policy has been formulated and adopted great care should be exercised to see that it will be successful, that it does what it purports to do, that it conforms to the general requirements of the school.With the passage of time there may be need for a certain amount of modification or of revision, as any policy to be successful 09 must be dynamic.This modification or revision will be the task of the depart- fi: ment head.To assist in this task teachers should be invited to offer suggestions i and to make criticisms.Such a procedure will ensure active and interested participation by all members of the staff.Jacobson and Reavis in \u201cDuties of a School Principal\u2019, state that \u201cthe improvement of curriculum materials is generally considered one of the most important supervisory responsibilities of the principal.\u201d From this statement one naturally concludes that the improvement of curriculum materials is not the duty of the principal but merely one of his supervisory responsibilities.He could by no stretch of the imagination be regarded as a specialist in every subject; therefore his responsibility in the above depends on his ability to organize the staff into groups and to instruct these groups concerning the enrichment and continuous revision of the curriculum.Time will not permit him to do more than act in a supervisory capacity although such a task is a major educational problem.Eagerness and willingness on the part of the teachers to parti- 178 EDUCATIONAL RECORD Z cipate are not indicative of their ability to do successfully this delicate and scientific task.Under the guidance of each department head definite instruction, direction and objectives could be given to teacher groups assigned to work on this project that would result in practical and efficient solutions.To obtain the required objectives in a high school it would be essential to outline the duties and responsibilities of each department head.Arrangements should be made to lessen his teaching load as compared with that of class teachers.Experts recommend that not more than four periods daily should be devoted to classroom teaching by the department head, since he requires time for conferences with teachers and pupils under his jusridiction, for supervision, for administrative tasks, for work on courses of study, and for consultation with the principal.Perhaps, one of his most important functions is that of supervising, where he observes the work of the pupils and teachers in order to be able to discuss authoritatively what is being accomplished in his special field.He is thus brought into close contact with those in his department, and is competent to supply information regarding courses of study, progress of pupils and efficiency of teachers.Through the department head the principal becomes more conversant with school problems and requirements: his knowledge of what is happening in the school will be greatly enhanced.If the department head has been assigned well defined duties, if he is properly directed in their performance, there should be no adverse criticism to the effect that he is domineering, autocratic and inclined to assume more authority than is his right.The selection of the proper person for the position as head of a department is of vital importance, and should not be decided hastily, but should be made only when the utmost thought and consideration are given to the essential qualities necessary for the task.The fundamental qualification should be superior ability as a teacher with the requisite academic preparation.Seniority in a school should have relatively little bearing on the decision.The person selected should be a specialist in the field, and should have breadth of education in other fields as well.Otherwise, his conception of the functional importance of the subject may tend to be too restricted.Too great an emphasis on the acquisition of subject matter as the ultimate goal in education would tend to prevent de- 1 sirable integration and correlation between subjects.The department head 1 must always keep before him the objectives of education.He must be enthusiastic, patient, understanding, and have the ability to inspire confidence; in short, he must possess definite qualities of leadership.Recommendation from a board member or from a politician should not influence the final decision a as to the choice of suitable department heads.The school principal knows the : 2 type of person suitable and desirable for this important position.He should a.be invited to consult with the Superintendent, and his opinions and recom- 3 1 mendations should be given careful consideration.3 Some disadvantages may result from organizing the school into depart- i: a ments, but such disadvantages are the result of weakness in organization within the school or the unwise selection of a department head.Sufficient time must be provided for the performance of supervisory and administration duties.1 The head of a department must possess adequate professional education; his LE de gia ts eh ¥ HEADS OF DEPARTMENTS 179 visits to classrooms must be to study pupil needs; he must develop some theory that he thinks effective; he must be competent to diagnose pupil difficulties and to suggest proper remedial measures.If he does not possess these, adverse criticism may be levelled at the school and the institution of departments may be looked upon unfavourably.Advantages resulting from departmentalization outweigh disadvantages.An attempt has been made to present arguments in favour of the scheme by a discussion of its need and importance in the rapidly expanding high school.One of the imponderables is its success, for a survey of schools where this type of system is in force will reveal problems dissimilar to those in other communities.Such a survey would serve to indicate the weaknesses which should be avoided, the steps that should be taken to ensure proper organization, and the best procedure that should be used in selecting department heads.Departmentalization of the school, then, would result in improved teaching methods and techniques.There would be better integration of subjects.Pupils would benefit from the greater personal contact with the principal\u2019s representatives and from the study of their personal problems.Organized supervision would be provided for teachers, to their advantage.Curriculum study and revision would be carried on systematically and effectively.The principal\u2019s load would be lightened so that he could devote his time proportionately to organization, administration and community problems.To ensure success, duties and responsibilities of department heads must be clearly defined and all appointments must be carefully made.CHILDREN Children have neither a past nor a future.Thus they enjoy the present\u2014 which seldom happens to us.Bruyère.Too much cannot be done towards guarding and guiding well the germinating and inclining thought of childhood.Mary Baker Eddy.Who feels injustice, who shrinks before a slight, who has a sense of wrong so acute, and so glowing a gratitude for kindness, as a generous boy ?, Thackeray. EDUCATIONAL RECORD CHANGES IN INSPECTORATE SINCE 1932 Lewis J.King, Inspector, District No.2.Boundaries: An exact comparison of my inspection district as it is today with what it was in 1932 is difficult because of the changes in the extent of territory included.In 1932 all Elementary schools north of the St.Lawrence from Buckingham to Beaupré, with the exception of regions to the far north, made up my inspectorate.In 1947 the inspectorate is all the Elementary and Intermediate schools north of the St.Lawrence, between Templeton and Three Rivers, with the exception of Brownsburg.For clearness, this report deals only with changes and conditions in the territory of the district as it is today.Statistics: In 1932 there were seventy-eight one room Elementary schools and twelve with two or more teachers.Ten one room schools have been opened since that date.These figures include one Intermediate and three High Schools in the territory, that are not part of the inspectorate.Nine schools have been closed for lack of pupils but there have been a number of consolidations, so that in 1947, forty-two one-room schools and sixteen with two or more teachers serve the territory.Lachute Consolidation: Nineteen Hundred and Thirty-Two was the first year of consolidation in Lachute, but this was only partial.Since then seven other neighboring schools have been closed and the pupils conveyed to and from the High School.A fleet of buses, two of them modern forty-five passenger school buses, and several others, the gift of the Provincial Transport Company, with two modern snowmobiles for the winter months, carry pupils to and from school each day.Probably only three more schools in this area can come into this consolidation to make it complete.' : Grenville Consolidation: In the Grenville-Calumet area \u2018there were, qd in 1932, ten one-room schools.Two at least were original log buildings.q All were poorly lighted, all had outside toilets, all were poorly furnished and a all but two were disgracefully dirty and neglected.The date written in the dust on a classroom wall would remain distinguishable for many years.There was nothing in my former inspectorate, the Gaspe Coast, as much to be deplored as these schools.The germs of consolidation were sown in talks with the boards, ratepayers and teachers.No request was made by the Department that these schools 2 be repaired until finally the board was faced with the alternative either of re- |.placing several of the buildings or accepting a grant of fifty per cent of the cost 7 of a new consolidated school.Serving this area to-day are a five teacher Inter- q: mediate School in Grenville and a three teacher school in Kilmar.Both have 3 running water, drinking fountains, flush toilets, excellent natural and artificial lighting and janitor service, and they teach higher grades.The school in Gren- ville has an auditorium and large grounds so that it is becoming a social centre ' | TT A RE I RT RR RR ARTE RAAT EE CHANGES IN INSPECTORATE SINCE 1932 181 for a more united community.The possibilities for the future are limited only by the pupils\u2019 ambition to use the facilities offered.I do not think there are many who would care to go back to the old system.Namur Consolidation: Namur is a center of Belgian French Protestants and it is the most recent example of centralization.In the country around are some progressive farmers, but on some of the by-roads there is destitution.On the whole the Protestant people are poor and the valuation of Namur and the neighboring municipality of Ste.Valerie de Ponsonby is low, but there are many children.In 1932 the W.M.:S.of the United Church operated a hostel for children beyond walking distance, and they also contributed to the salary of the principal of this two-room school.Most of the pupils in the hostel came from the neighborhood but some came from such places as Montreal and Ottawa.A few years ago the Department of Education undertook to supplement further the efforts of the local board, so that the W.M.S.might be relieved of the necessity of contributing to the school and be enabled to give more assistance to the hostel.It is understood that the hostel will provide accommodation first of all to children from Namur and surrounding municipalities and at such rates as to permit the poorest to attend school.This year, 1947, Namur is a four- teacher Intermediate School of 96 pupils.Brookdale school in Ste.Valerie de Ponsonby is closed and pupils are conveyed ten and one half miles over hilly, narrow, unimproved roads to Namur.It is expected that this project will: (1) Improve educational facilities in this district and make them available to many that have hitherto been denied.(2) Make this community a source of supply for French Specialists.(3) Prove that auto-trucks and snowmobiles can convey pupils long distances satisfactorily over rough Laurentian country.Remaining One-Teacher Schools:Most of the remaining one teacher schools have been rebuilt or improved, but one or two are as disgraceful as any in 1932.No money is available from the Department for their replacement or improvement but, when the time comes, grants will be recommended to have pupils conveyed to larger centres.There are only four old-type outside toilets, all others having been replaced by hydro-septic, chemical or flush toilets.Many of the old stoves in the centres of the classrooms have been replaced by furnaces, and some boards are trying out oil heaters.School libraries have been improved and, as in the rest of the Province, the pupils have free textbooks.Double desks have given place to single desks mostly of the moveable chair type in nearly all schools, and all schools have good blackboards.Visual Education: Visual education has been improved by the introdu- tion of a moving picture machine in Montebello and moving talking picture machines in Ste.Agathe, Arundel, and Rosemere.\u2018St.Eustache and Kilmar also have the use of machines.No doubt this is only the beginning of the movement.a PERS ER pee x\u201c Mt EE Sa PRR M6 CRI PIRE RR 182 EDUCATIONAL RECORD County Central School Boards: No single event has caused more stir in my Inspectorate than the County Central School Board law.Mr.George Y.Deacon, of the Protestant committee, has given his time and energy freely and beyond the call of duty to explain the principles and provisions of the law to ratepayers and school boards all over the counties of Argenteuil, Two Mountains, and Papineau.Not all hearers were converted.Enough opposition remained so that a number of boards in each county withdrew and there was enough disagreement, to make lively discussions and, in some cases, the friction produced heat.The net result has been that the Protestants of these two counties have become school-conscious.Two central boards are getting established, setting up bookkeeping systems, assuming responsibilities, dealing with routine matters, also with some pressing problems and, in general, getting into position to improve educational opportunities.Already much has been done.Centralization has beer accelerated; unnecessary boards have disappeared by union; teachers have been given more security and a salary scale; the burden of education is being more evenly distributed and pressing problems are not allowed to lie dormant.Problems Of This Inspectorate: (1) Montreal Suburbs.In the section of this inspectorate bordering Montreal, a new problem has arisen.Montreal citizens built summer cottages in St.Eustache sur le Lac, Plage Laval, Rosemere, St.Rose and Terrebonne Heights.When housing shortage became acute in the city, many of these cottages were made permanent residences.Moreover, many men working in the city found that with improved transportation facilities the suburbs are better locations for homes than is the city and have built houses there.The result has been that each of these school boards is faced with a problem of expansion.St.Eustache replaced a one-room school in the hall at the back of the church, with a modern two-room building.The first year a third teacher had to be engaged and placed in a room fitted up in the basement.This year a fourth teacher uses the other half of the basement.A two-room addition to the school is nearly ready but it is outgrown before it has been completed, and next year the basement will still be in use.The story is the same in Rosemere.The one-room school which served the community for many years recently gave place to a modern three-classroom school in consolidation with St.Rose.This year the assembly hall is used as a fourth classroom.Terrebonne Heights this year opened a temporary classroom with 38 pupils.If the board builds a two-room school they may find next Fall that they have pupils enough for three or four teachers.(2) Protestant Property not supporting Protestant Schools: There are hundreds of thousands of dollars worth of property in the Laurentian district between Shawbridge and Ste.Agathe but few Protestant children.Most of etre CHANGES IN INSPECTORATE SINCE 1932 183 this property belongs to Montreal owners, and the valuation increases each year.This territory must be organized so that Protestant property will support Protestant schools.Teachers: On all sides there is improvement but the supply of qualified teachers has dwindled\u2014drawn off to other positions.Too late for the immediate present, salaries have risen.Retired teachers have come back and are giving good service, but many schools are taught by immature boys and girls, some receiving as much as $1,000 a year, a princely sum compared with the $450 or $500 received by qualified teachers in 1932.Helping Teachers: The situation will no doubt be remedied in due course but, in the meantime, valuable service is being rendered by Mrs.Donald McCabe, Helping Teacher.Mrs.McCabe is not only assisting teachers with methods and classroom management but she is enthusiastic and her enthusiasm is contagious.Beginners who would otherwise be discouraged and take up other work will turn their thoughts to Macdonald College, and graduate teachers will find their work more interesting and worth while because of the Helping Teacher.Summary: There have been improvements in buildings and equipment since 1932; weak one-room schools have been consolidated and unnecessary boards abolished; two County Central Boards have been organized and a Helping Teacher visits the schools of the district; but the most significant change is the aroused interest and school consciousness of the people.Sure, there is need of social intercourse, Benevolence, and peace, and mutual aid Between the nations in a world, that seems To toll the death bell of its own decease And by the voice of all its elements To preach the universal doom.Cowper Canadians could sell much more than they are producing now in the factories, mines, forests, fisheries and farms.Hundreds of buyers are visiting Canada, looking for goods, equipment, materials, food and services.Canada is one of the few remaining storehouses in a hungry world and, consequently, her position has been economically favourable in that we have the things which other nations want and need.J.T.Stirrett, Gen eral Manager, Canadian Manufacturers\u2019 Association. 184 EDUCATIONAL RECORD SUMMARY OF THE MINUTES OF THE ADMINISTRATIVE COMMISSION OF THE PENSION FUND OF OFFICERS OF PRIMARY EDUCATION August 27 and November 20, 1946.Pensions granted to teachers 56 years of age and over: Marie Lydia Flynn, Marie Délia Gagné, M.Laurianne Harbour, Marie Catherine Martin, Emérentienne Dassylva, Violet B.Ramsay, Elizabeth V.Gotto, Mary C.G.Hankinson, Gertrude E.Evans, Katie MacKinnon, Mary H.Ross, Isabel Archibald, Irène C.Feilde, Marie Rose Blanchette, Margaret L.Wright, Isabelle Quinn, Mary Helena Brown, Corrine L.Larivière, Enid Egan, Eda M.Nelson, Mabel C.Wright, Alice C.Smith, Marie Rose Achim, Rose Anne Bergeron, Ivy J.MeMillan, Annie E.Refford, Ernestine Desilets, Winnifred E.Brown, Florence L.Petts, Marie Noléa Paquette, Marie Célina Fallu, Elizabeth Young, Etta Cough- lin, Gertrude Wilson, Edith Claire Soles, Ethel L.Wain, Marie L.Archambault, Rose-Anna Couture, Lillias W.Colquhoun.Pensions granted to teachers under 56 years of age, due to sickness: Laetitia A.Bergeron, Virginie Soulard, Marie Eva Canuel, Gladys G.Buckland, Marie Elodie Leblane, Mildred E.Woolfrey, Marie C.Alice St.Pierre, Hortense Boulais, Angélique Archambault, Marie Louise Dubé, Doris P.Ward, Béatrice Dickey, Rose Emma Beau- champ, Marie Lucienne Lapointe, Marie Jeanne Giguère, Géraldine Robert, Alice Landry, Clotilde Cossette, Lucienne Larivière, Marie Elisabeth Fournier, Alexandrine Paradis, Flore Boldue, Emérentienne Champagne, Marie-Rose A.Boutin, Muriel A.Upton, Marie- Anne Boisvert, Beryl M.Porter, Maria Simard, Marie Béatrice Cartier, Clara J.Mountford, Marie-Blanche Lapierre, Cécile Lévesque.Pensions granted to begin at 56 years of age: Marie Alice Lacasse, Gertrude Peterson, Hazel E.Racicot, Marion G.Watson, Marie E.Alice Dion, Eva Schinek, Mrs.Arthur Gouin (née Marguerite Houle), Alice Dubeau, Marie-Alice Lacasse, Alice Dumais.Pensions granted to teachers 60 years of age and over: Joseph McCarthy, Napoléon Turcotte, J.Ernest Bérubé.Pensions granted to teachers under 60 years of age, due to sickness: J.Arthur Sauvé, Frederick Kneeland, Joseph Colpron, Joseph Octave Perron, Solyme Cabana.Requests for reimbursement of Stoppages granted: Germaine Arsenault, Laura Anna Boudreault, Ruth Jessie Bardley, Germaine Brecht, Fernande Campeau, Orpha Caron, Marie Anne Rachel Déry, Agathe Drouin, J.Edwina Ducker, Marguerite Durand, Marguerite Durand, Jeanne Fagnan, Marie Albina Fournel, Marie Anne Célina Gagnon, Denise Gillain, Florida Grenier, Diana Guertin, Thérèse Lapointe, Alice Norwood, Lucile Pla- mondon, Aldéa Renaud, Germaine Rioux, Rose de Lima Tremblay, Maude Wark, Mary Marguerite Cotter, Terence Teixeira, Germaine Mercille, Katie Allger, Léa Babin, Régina Beaudry, Armand Bécotte, Martina Berry, Cécile Boileau, Bernadette Bourgeois, Roma Dagneau, Germaine Demers, Alexandre Gagné, Simone Gagnon, Aurore Gauthier, Melvin Graham, Audrey Kilroy, Alice Larouche, Emma Larouche, Flora MacKinnon, Marie Louise Poulin, Esther Randolph, Simone Tardif, Florida Thomas, Constance Wardrope, Marguerite Gagner, Madeleine Beaudet, Cécile Beaulieu, Gilberte Boisvert, Laurianne Camiré, Jessie Campbell, Jean Charles Chartrand, Geneviève Desjardins, Régina Duranceau, William Farrier, Louis Philippe Goulet, Theresia Keller, Clara Hormer, Marguerite Labonté, Mirian Laing, Iréne Lapointe, Hortence Lawrenge, Cécile Lemieux, Mary Maxwell, Anne Marie Ménard, Bernadette Morin, Dora Morin, Maria Nadeau, Stella Norton, Laura Pelletier, Mary Ann Robertson, Anna Marie Rochette, Juliana Savard, Helena Smith, Mildred Grace Heavers, Mme Edgar Sénécal, Dorothy Anderson, Mildred Baker, Gabrielle Beauregard, Avis Blake, Jeannette Blanchette, Anne Marie Buteau, Aline Charpentier, Julienne Chouinard, Marie Rose Alba Côté, Marie Flore Couture, Philomène Cyr, Bertrude Dalpé, Alice De Grandpré, Alice Dessureaux, Helen Downs, Dolorès Duchesne, Myrtle Dunlop, Emilienne Durocher, Noella Fréchette, Hermine Gendron, Alberta Giroux, Françoise Grenache, Lucienne Harvey, Ruth Jones, Mabel Kane, Lucienne Landry, Bertha Larivière, Régina Larocque, Annette Lessard, Laurette Lessard, Madeleine Lévesque, Marie Anne Lévesque, Helen MacKenzie, Philomena McAndrew, Yvonne Montreuil, Dorothy Owen, Simonne Poulin, Alice Riendeau, Florence Rioux, Gertrude Rioux, Homer Scoggan, Chris- tiana Smellie, Yolande Usereau, Marion Watson, Janet Wells, Lucienne Poulin, Germaine Primeau, Ludivine Richard, Aline Séguin, Angéline Smith, Elzire Therriault, Thérèse Valois, Mary Vera Wight, Gertrude Baribeau, Alvonna Beauregard, Gertrude Bellemare, Lorraine Bouchard, Esther Boudreau, Laurette Brosseau, Laurette Chevrier, Louisette Collette, Madeleine Demers, Esther Dubé, Jeannette Dufour, Lucille Ferland, Lucienne Fortier, Béatrice Franckun, Marie-Laure Gagné, Claire Gibbons, Freda Giroux, Berthe Goyer, Yvette Grondin, Lorette Handfield, Annie Harris Kathleen Hawley, Margaret Higginson, Erma Jones, Gabrielle Lachance, Marie-Jeanne Lafontaine, Lucille Larose, Georgette Lavoie, Eva Lévesque, Albina Michel, Mildred Morrison, Alice McInnes, Céline Noreau, Florine O\u2019Keefe, Yvonne Pelletier, Marie-Ange Pépin, Frances Raider, Marie- Louise Robert, Mary Ross, Jacqueline Schwartz, Jessie Soles, Evelyn Stevens, Gladys te i IDE IP PERRIER sante) ADMINISTRATIVE COMMISSION OF THE PENSION FUND 185 Sullivan, Irène Thibault, Gilberte Vaillancourt, Marie-Blanche Archambault, Yolande Archambault, Eveline Berry, Yvette Brault, Cécile Brunet,Eugénie Chapados, Sophronie Chapados, Elma Copeland, Marie-Flore Desrosiers, Alice Dufresne, Mary Rose Devine, Marie-Jeanne Flynn, Marie-Cécile Fraser, Angéline Gauthier, Ricarda Girouard, Patrick Kierans, Joseph-Edouard Labbé, Juliette Lanthier, Annette Lapointe, Eugénie Laquerre, Annette Lefebvre, Alice Martin, Héliane Paquet, Robert Arthur, Armande Bergeron, : Florence Besner, Jeanne-d\u2019Are Bilodeau, Marguerite Bilodeau, Albertine Boily, Yvonne Boutin, Elizabeth Bruce, Cécile Brunelle, Gladys Christison, Georgette Cyrenne, Lucienne : Gagnon, Maurice Galvin, Alberta Genest, Emérentienne Grégoire, Marie-Ange Grondin, K Kathleen Harvey, Muriel Hoskin, Lewena Kerr, Isabelle Lafontaine, Irma Lajeunesse, | Marcelle Laurier, Julie-Anna Lavoie, Alice Lortie, Elizabeth MacDougall, Mary Elizabeth : Malone, Margaret Marcou, Frances Marlow, Ruth Merrill, Kathleen O\u2019Donnell, Berna- E.dette Ouellet, Mathilda Pomerleau, Gertrude Poulin, Marie-Eva Prévost, Martine Prud\u2019- git Homme, Anne-Marie Raymond, May Helen Rillie, Simone Rochefort, Philoméne Salvas, Rt Fernande St.Germain, Thérèse Tremblay, Claire Trépanier, Alice Veilleux, Béatrice Ward, E Frances Weeks, Clara Whalen, Lucille Arsenault, Alphonsine Breton, Annie Bryant, Elsa Eu Cameron, Yvette Caron, Marguerite Chapados, J.C.Chartrand, Lorraine Cloutier, Mary bi! Conway, Eleanor Copeman, Ernestine Desrosiers, Jeanne Douville, Edna Gilbert, Gwyneth i Johnson, Marguerite Larocque, Aline Landry, Antoinette Leblane, Suzanne Martel, Jane br B.McDonald, Doris Merryfield, Doris Milne, Yolande Morin, Antoinette Poisson, Lau- rette Picard, Aline René, Helen Ross, Iréne Saindon, Bernadette Savard, Emilia Savoie, Katie Scott, Hedwidge Simard, Alma Tardif, Léopold Théberge, Elizabeth Tomalty, Margelle rouzin, Bertha Trottier, Juliette Vallée, Célina Walsh, Muriel Elsie Ward, Juliette anthier.Pensioners who died during the year 1945-1946: Napoléon Brisebois, Virginie Gaboury, J.H.Hunter, Gertrude Mabel Short, Maude Clarke, Anne-Marie Lussier, Marie- Emélie L\u2019Abbé, Malvina Vermette, Agnès McKenzie, Georgiana Bessette, Emélie Picard, Eva Bérubé, Susan MeKinnon MacFarlan, Marie-Eugénie Miville, Alphonsine Lalonde, Louise Newhart, Marie-Laure Gravel, Adéline Archambault, Henry Fry Armstrong, Marie- Blanche Raymond, Joséphine Archambault, Marie-Laure Labelle, Marie-Rose Hébert, Oliver T.McCutcheon, Marie Rioux, Georges Albert Stanton, Délina Forest, Carmélite Laplante, Philippe Turcotte, Alfred Bonneville, Jessie Haggart, Robéa Cornellier, Eva Bissonnette, Rebecca Avery, Azilda Paquin, François-Xavier Guay, Marie-Louise Dostaler, h J.Evariste Genest-Labarre, Thomas S.Banks, Elizabeth Matthieu, Mme J.Cyprien Dupuis, J.Ernest Brabant, Maria Coutu, Emma Lachance, Claire Jean, Anne Carpentier, William Paradis, Elisabeth Ouellet, Helmina Noel, Pensions accorded for one year only: Sauveur A.Ferland, Eugénie Bourgeois, Elmire I.Hamel, Hélène Armitage, Eva Taylor, Armand Giroux, Helen Embury, Louis Philippe Paré, Marie Alice Guay, Adèle Nadeau, Germaine Lesage, Graziella Ouellet, Marie Dorilda Béchard, Gabrielle Dorion, Marie Reine Renaud, Marie Blanche Côté, Cécile LaHaye, Marguerite Chartrand, Rose St.Michel, Marie Claire Gravel, Clarinthe Grenier, Eva Labelle, Mathilda Williamson, Marie Anne Roy, Marie C.Harper, Léonard Rainville, Léa Beaupré, Marie Lauréa Cloutier.im ra es Sefer A Cl mates = Pensions not renewed: Marie Anne Blanchette, Florentine Lebeau, Florence Robertson, Marie Ange Gagnon, Alice Dumais, Marie Laurette Chainey, Germaine Tessier.Requests for pensions refused: Irene Lahaie, Marie Reine Michard, Yetta Silver, Mrs.Achille Brochu (née Yvonne Poulin), Mrs.Paul Gillet (née Dorila Riendeau), Véronique Gariépy, Marie Anne Dubord, Mrs.Rember J.Ward (née Mary Isabelle Gilbert).Permission granted to pay back stoppages: Lyla E.Cook, Célestine Laflamme, Laurette Toupin, Marie-Ange Fortin, Norman Smyth, Francis MacKenven, Marie-Louise Tremblay, Laura Gaudreault.Permission to pay back stoppages refused: Berthe Gagnon, Charles Plamondon, Marie-Rose Lapierre.The request of Mr.Jules Leclerc whose wife died before he had paid the pension arrears - was answered by the commission who stated that a teacher who has undertaken to pay the arrears to secure a half-pension for his wife must pay the full sum that he has promised to pay.Children under eighteen years of age whose mother is dead and whose father dies, having the right of a pension, have the right to a half-pension.The Principal of St.Helen\u2019s School, Dunham, asked that the teachers of the school be permitted to participate in the teachers\u2019 pension scheme.The request was granted.STATEMENT OF RECEIPTS AND DISBURSEMENTS Stoppages on salaries of teachers from grants payable to municipalities (R.S.Q., 1941, ch.59, ss.535, 541 and 545).a a aan $ 341,021.59 Stoppages on salaries of School Inspectors (R.S.Q., .6,607.22 1941, ch.59, ss.535, 541 and 545).S.Q., 1941, ch.59, ss.535, 541 and 545).3,858.56 Receipts: Stoppages on salaries of Normal School Professors (R. 186 EDUCATIONAL RECORD Stoppages on salaries of teachers of Colonization schools (R.S.Q., 1941, ch.59, ss.535, 541 and 545) 2,235.06 Stoppages paid directly by teachers (R.S.Q., 1941, ch.59, ss.535, 541 and 545).47,864.25 Stoppages on salaries of teachers paid directly by school boards (R.S.Q., 1941, ch.59, ss.535, 541 and 545) 256,748.42 $ 658,335.1 Disbursements: Pensions 908,579.74 Reimbursements 97,390.88 Administration: Salaries, travelling expenses and medical examina- 1,885.72 1,007,856.34 Excess of Expenditure over Revenue Paid from the Consolidated Revenue Fund of the Prov- / i 349,521.24 349,521.24 $ 1,007,856.34 BOOK REVIEWS The Old Architecture of Quebec, by Ramsay Traquaire, is a lifetime study of the buildings erected in New France from the time of the earliest explorers to the middle of the nineteenth century.Starting with the building of the habitations at Ste.Croix, Port Royal and Quebec, the author describes in careful and detailed fashion the early monastic buildings, the General Hospital, the Ursuline Convent, the fortified manors, the Chateau de Ramezay, the Towers of the Fort des Messieurs and the numerous churches that still grace Quebec.One hundred and seventy-nine plates are included No work could be more authentic or more beautifully produced.Published by the Macmillan Company, 324 pages, $10.00.The Humanities in Canada, by Watson Kirkconnell and A.S.P.Woodhouse, is a thorough going report and a fine exposition of the place held by the Humanities in the various colleges and universities of Canada.Practically all that can be said concerning the humanities is told including history of the colleges and such institutions where they are taught, the curriculum, enrolment, post-graduate studies and salaries of teachers.The recommendations, if followed, would greatly strengthen the teaching of the humanities.The condensed list of publications and work in \u2018progress is very valuable.Published by the Humanities Research Council of Canada, 287 pages, $3.00.Easy Crafts, by Ellsworth Jaeger, contains sixty-four handicraft projects to be made with inexpensive and easily procurable materials.A page of illustration is followed by a page of simple explanation for such crafts as making a wood whistle, willow basket, totem toys, Taian pottery, and eskimo mittens.Published by the Macmillan Company, 129 pages, $1.95.Come a Singing, a collection of thirty Folk Songs by Marius Barbeau and Arthur Bourinot, contains the air of the songs of the Canadian provinces as well as many that are more general, such as \u201cBlow the Man Down\u201d and \u201cOld King Cole\u201d which will be found useful for schools.The illustrations by Arthur Lismer add greatly to the attractiveness of the book.Printed by the King\u2019s Printer, Ottawa, 59 pages, paper cover, 75 cents.Grand\u2019Mère Raconte is à collection by Marius Barbeau of eleven folk tales written in the French language, with vocabulary, lists of idiomatic expressions and exercises following each.Written in humorous vein they should have great appeal to young people.Published by Longmans, Green and Company, 105 pages, 75 cents.A Book of Better Stories, edited by W.F.Langford, is a collection of twelve stories by such English classical authors as Sir Walter Scott, Robert Louis Stevenson, Thomas Hughes and Charles Lamb, such modern English, Canadian and American writers as Sir Arthur Conan Doyle, Alan Sullivan, Ryerson Johnson and Robert Murphy.Junior High School pupils will get many pleasant moments from its pages.Published by Longmans, Green and Company, 172 pages, 75 cents.Summary of Practical Life, by Pollack, Carr and Ledbetter, is a workbook which every senior high school pupil can study to advantage.It endeavours to eliminate poor usage, triteness, misused works, and verbosity from the language of the reader.The sections on grammar, punctuation and spelling should prove very helpful to almost all young people.Published by the Macmillan Company, 144 pages, paper cover, 60 cents.Text-Workbook on The Geography of World War II, by Leonard A.Packard and Bruce Overton, is a very well written explanation of the war from its causes.to the United Nations Conference at San Francisco on June 25, 1945.It also explains many new inventions such as radar.The many maps and map studies, and the questions following each section are bound to lead to interesting class discussions.Published by the Maec- millan Company, 220 pages, $1.05, paper cover. prennent nes MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 187 MINUTES OF THE FEBRUARY MEETING OF THE PROTESTANT COMMITTEE Offices of the Protestant Board of School Commissioners, Montreal, February 28, 1947.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, Mr.R.Eric Fisher, Dr.C.L.Brown, Dr.F.Cyril James, Mr.George Y.Deacon, Mr.Harry W.Jones, Mrs.T.P.Ross, Mr.W.Q.Stobo, Rt.Rev.John Dixon, Hon.G.B.Foster, Dr.W.L.Shurtleff, Dean Sinclair Laird, Mrs.A.Stalker, Mr.T.M.Dick, Mrs.Roswell Thomson, Mr.D.C.Munroe, Dr.J.S.Astbury, and the Secretary.Apologies for absence were received from Dr.A.H.McGreer, Senator C.B.Howard, Mr.Leslie N.Buzzell, Dr.S.E.McDowell, Hon.Jonathan Robinson and Dr George Kilpatrick.The minutes of the previous meeting were read and approved.After the Chairman had announced the resignation of Hon.G.F.Gibsone as a member of the Committee, it was moved by Dr.Astbury, seconded by Dean Laird and resolved that a letter be sent to Judge Gibsone regretting that he had found it necessary to resign after more than four years of membership and thanking him for his services.The report of the D rector of Protestant Education contained the following information: (1) There are many pressing needs for the construction of Protestant schools, the estimated cost under the Montreal Protestant Central School Board being $16,600,000 and in other parts of the Province $3,000,000; (2) The enrolment in Grade XII during the current session is 479; (3) Mr.Robert Peck has tendered his resignation as Supervisor of French; (4) The average marks of Grade XII students in June 1946 was 5.49, less than those they had received in the Grade XI examinations in June 1945; (5) Fourteen school buses are now owned by School Boards for the transportation of pupils to Protestant schools, replacing those in service by private owners; (6) Household Science is now offered in foprteen of the forty-four rural high schools of the Province; (7) The number of unqualified persons granted permission to teach during the current session is 204, and seventeen schools have not been opened ow ng to the inability of the Boards concerned to find teachers; (8) The helping teachers appear to be meeting with success.He recommended that the French Summer School next July be held for a period of five weeks.The report was received and the recommendation accepted on the motion of Dr.James.It was further decided to ask Mrs.McCabe, helping teacher in Mr.King\u2019s Inspectorate, to make a report to the Committee next Fall.The following Examiners were recommended for 1947 and approved on the motion of Mr.Munroe, seconded by Dr.James: Grade XI: English Composition: Prof.H.R.C.Avison; English Literature: Mr.C.W.Hall; French (2 papers): Mr.R.A.Peck; History: Mr.E.C.Woodley: Chemistry: Mr.O.G.Parsons; Physics: Mr.L.Unsworth; Elementary Algebra: Prof.H.Tate; Geometry: Prof.A.V.Richardson; Latin: Prof.C.H.Carruthers; RO ENN SERIES RS EDUCATIONAL RECORD Extra English: Prof.J.M.Paton; Biology: Dr.A.N.Langford; Geography: Mr.H.D.Wells; Trigonometry: Mr.R.A.Patterson; Intermediate Algebra: Prof.Edward Rosenthall; Bookkeeping: Prof.D.R.Patton; Household Science: Miss F.I.Honey; Typewriting and Office Practice: Mrs.Wilda Kingsland; Stenography and Secretarial Practice: Mrs.Wilda Kingsland; Music: Prof.F.K.Hanson; Art, Courses A & C: Prof.John Bland; Art, Course B: Miss Helen M.Buzzell; Instrumental Music: Dr.R.deH.Tupper; Agriculture: Mr.A.A.Hanson; Industrial Arts: Mr.R.L.Guild; German and Greek: McGill University.History\u2014In the event that Mr.E.C.Woodley, due to correction of other papers, should be unable to read papers in Grade XI History, Mr.Charles Hewson was nominated as Assistant Examiner in June.Grade XII: English Composition: Mr.C.W.Hall; English Literature: Dr.E.Owen; French: Mr.R.A.Peck; Extra English: Mr.C.W.Hall; History & Social Studies: Mr.E.C.Woodley; Latin: Prof.A.W.Preston; Chemistry: Prof.R.R.V.Nicholls; Physics: Dr.Wm.Rowles; Biology: Dr.Homer Scoggan ; Algebra: Prof.Edward Rosenthall; Analytical Geometry: Prof.H.Tate; Trigonometry: Mr.R.A.Patterson; Art: Miss Helen M.Buzzell; Music: Prof.F.K.Hanson; Geography: Miss D.Seiveright; German: McGill University.Assistant Examiners: English Composition: Mr.J.G.S.Brash; English Literature: Miss Ruth Low; French (2 papers): Miss Elise Boucher; History: Miss A.E.McMonagle, Mr.G.K.Gregg; Chemistry: Dr.G.H.Guest; Physics: Mr.E.Storr; Latin: Mr.H.H.Worsfold.A report was presented from the Central Board of Examiners which read in part as follows: \u201cThat the Board, having considered the recommendations received from a special committee appointed by the Principal of McG 11 University, approves (a) of the admission of veterans to the Departments of Education at McGill and Bishop\u2019s Universities, provided that they hold degrees in Arts, Science or Commerce from approved universities.This means that any or all of the conditions named in Regulation 129 (f) of the Regulation of the Committee may be waived for veterans where necessary; (b) of the desirability of making some concessions to veterans seeking admission to the Elementary and Intermediate classes who may not have met the full qualifications.\u201d After Dr.F.Cyril James, Principal of McGill University, had stated that that University was willing to offer special courses in education for veterans next summer, it was moved by Dean Laird, seconded by Mr.Dick and resolved that this Committee welcomes the information announced by the Protestant Central Board of Examiners to the effect that veterans who have degrees in Arts, Science, or Commerce will be eligible for admission to courses leading to High School Diplomas without necessarily complying with the academic prerequisites stipulated in regulation 129(f).This Committee further approves the announcement that special consideration will likewise be given to veterans who apply for admission to the Elementary and Intermediate Classes in the School for Teachers.The subcommittee named to consider the feasibility and desirability of organizing summer schools for these purposes and, if possible, to proceed with the institution of them was Dr.James, Dean Laird, Hon.G.B.Foster, Dr.Kilpatrick, Mr.Buzzell and Mr.Munroe, with power to add to their numbers. MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 189 The report of the Legislative Sub-Committee contained the following recommendations: (1) That to regulation 24 the following be added: \u201cThe school calendar shall be promulgated annually by the Director of Protestant Education.\u201d (2) That regulation 26 be replaced by the following: \u201cThe holidays shall be as follows: Every Saturday and Sunday; Thanksgiving Day; a period of not more than ten school days and not less than seven school days at Christmas; the day designated by the Dominion Government as Remembrance Day; Good Friday and the week following Easter Day; two days between Christmas and Easter at the discretion of the school boards; May 24th; such days as are proclaimed by authority or by the Director of Protestant Education; and two days upon which the Provincial Association of Protestant Teachers of Quebec meets yearly.It is further provided that school boards may declare not more than three additional days\u2019 holiday each session.\u201d (3) That the King\u2019s Bir hday in June be not a school holiday unless a statutory holiday is declared by the Federal Government.(4) That the Montreal Protestant Central School Board should be informed that there appears to be no necessity for a change in the school law, because school boards can ask teachers to sign contracts whenever they wish in advance of June 1st.(5) That any alteration of Articles 232 and 233 of the Education Act would not necessarily involve a change in Article 235.If, however, the Montreal Protestant Central School Board should require the amendment of the articles named, it was resolved that the Director of Protestant Education should write to the Roman Catholic Committee, to ascertain whether they would have any objection to the amendments that may be contemplated.(6) That a proposal by the Provincial Association of Protestant School Boards to amend article 371 be referred back to the Legislative Sub-Committee.(7) That the following recommendations for revision in the 1940 edition of the Education Act be submitted to the government: Article 38, after \u2018sessions\u2019 on line 2 the word \u2018and\u2019 should be deleted and the following should be added: \u2018prescribe the length of notice of regular and special meetings to be given to each member thereof, set the\u201d.Article 40, delete section 2 which reads: \u2018Such special meetings shall be called by a notice, given at least eight days before that fixed for the meeting, to each member thereof.\u201d The report was received and the recommendations adopted on the motion of Dr.James, seconded by Mr.Jones.The report of the Education Sub-Committee contained the following recommendations: (1) That the Director of Protestant Education should be granted discretion to change editions of textbooks, to agree to increases of prices where necessary, and even to change textbooks when deemed advisable.In cases where publishers make excessive demands, however, the Director should protest.(2) That the Director of Protestant Education be given the authority to make the necessary adjustments in The Al Bright Story Readers.(3) That the Montreal Protestant Central School Board be authorized to experiment further with the New Health and Growth Series for Grades IV to VII.(4) That the course as outlined by the Health Sub-Committee of the Curriculum Committee of the Provincial Association of Protestant Teachers of Quebec be approved and tentative approval be given to the textbooks recommended so that any school that has adequate staff and equipment and whose board applies to the Director of Protestant Education may be given permission to teach the course a 12 4 i na SR ee Tete TS ES == Ace EDUCATIONAL RECORD in Grades VIII and IX.It is provided, however, that such schools should report in due time on the suitability of the books and the course.(5) That the report be forwarded to the Medical Sub-Committee and that for this purpose Mrs.Thomson and Mr.Munroe be added to the Sub-Committee.(6) That a course on Health in these grades be offered at Macdonald College Summer School if suitable arrangements can be made.(7) That the experimental use of \u201cCanada and Canadian Neighbours\u2019 be allowed in Grade V in certain Montreal and other schools.(8) That the following books be \u2018considered for replacing Denton and Lord\u2019s \u201cA World Geography for Canadian Schools\u201d, the \u201cOntario High School Physical Geography,\u201d and Tarr and von Engeln\u2019s \u201cNew Physical Geography\u2019\u2019.Bradley: \u201cWorld Geography\u2019; Pickles: \u201cThe World\u2019; Stembridge: \u201cThe World\u2019; and Carter & Brentnall: \u201cMan the World Over.\u201d (9) That a committee be set up to study the matter further and to revise the syllabus in Geography.The committee named was Mr.Munroe (Chairman), Miss Edith Baker, Miss G.A.Fletcher, Mr.H.D.Wells, Mr.H.G.Ferrabee, Mr.D.E.Pope, Miss D.J.Seiveright, Prof.G.H.T.Kimble, with the Chairman of the Sub-Committee and the Director of Protestant Education ex-officio.\u201d (10) That the revised courses of study for Household Science in Grades VIII to XI submitted by Miss Honey and Miss Pinel be approved.(11) That the Director of Protestant Education be asked to confer with Miss Honey and Miss Pinel concerning a revision of the courses in Grades VI and VII and that Mrs.Stalker and Mrs.Thomson be requested to attend the meeting.(12) That the following changes be approved in the course of study for Arithmetic: (1) Grade I\u2014That \u201cNumber Facts to 10\u201d be deleted from the Arithmetic required; (2) Grade IT \u2014 That \u201cNumber Facts to 18\u2019 be substituted for \u201cNumber Facts to 20.\u201d (13) That the request of the publishers of \u201cNew Pathways to Science\u2019\u2019, presently authorized for supplementary reading, be replaced by the Craig Science series, and that the Wonderworld of Science series be refused but that further study be made of the matter.(14) That the letter of the Director of Protestant Education in which he stated that the proposed revision of Burt\u2019s Romance of Canada was unsatisfactory was approved; that in the meantime the matter be left in his hands and that, when he finds a suitable book, he should bring the matter again before the Sub-Committee.(15) That certain proposed changes in Trigonometry namely (a) the inclusion of pages 219-222 and 244-250 of Hall and Knight, and (b) the exclusion of pages 252 and 253 be left to the Chairman, Dr.Astbury and the Director of Protestant Education who should see the original committee and be given power to make the changes deemed advisable.(16) That a committee be set up to study the Grade XII History course but, in the meantime, to make no changes for 1947-1948.The committee named was Mr.Mun- roe, Dr.Astbury, Dr.Kilpatrick, Mr.Murray, with the Chairman of the Sub- Committee and Director of Protestant Education ex officio, and with power to add such teachers of History as they may decide upon.(17) That Professor W.H.Hatcher be asked to write a new Grade XII Chemistry syllabus and that when completed it should be forwarded to Mr.Munroe and submitted to the next meeting of the sub-committee.(18) That, pending the appointment of a supervisor of Mathematics and Science, it was decided to grant to the schools the right to allot 15% of the marks in Chemistry and Physics, and 25% of the MINUTES OF THE FEBRUARY MEETING, PROTESTANT COMMITTEE 191 marks in Biology for laboratory work, but not for laboratory books alone, this to become effective in the session 1947-48.\" (19) That the specialists concerned be asked to enumerate the aspects of the laboratory work to be expected and that this should be published in the Handbook for Teachers and the syllabus.(20) That the resolution of the Protestant Committee of March 9th, 1945, be reaffirmed, asking for the appointment of a Supervisor of Mathematics and Science, and that representations for the appointment be made to the Government.(21) That fifteen minutes be granted to students to read the Grade XI Literature paper because of its complexity.It was provided, however, that the students may not write in their answer books before the expiration of the first fifteen minutes (22) That the Mathematics and Biology courses be numbered I and II for Grade XII.In general, however, students may not be allowed to repeat a course which they have already passed.Exceptions may only be allowed on the express recommendation of the Principal of the school concerned.(23) That the investigation of the teachers\u2019 estimates of the work of the pupils and the marks obtained in the School Leaving examinations be continued for another year and that, in the meantime, copies of the report for June 1946 be forwarded to the Provincial Association of Protestant Teachers of Quebec.(24) That the request of Mr.R.O.Bartlett that permission be given to Miss Ruth Lamartine to substitute German for Latin in the High School Leaving examinations be granted, without creating a precedent.(25) That the course in Spanish for High Schools, prepared by the\u2018 Curriculum Cômmittee of \u2018the P.A.P.T., be placed on the agenda for the next meeting of the sub-committee.The report was adopted and the recommendations approved on the motion of Mr.Dick/ seconded by Mr.Murray.Inspector Lewis J.King reported upon conditions in his inspectorate.The Chairman thanked him for his address and for preparing two maps of his district which told a significant story.The Rural Sub-Committee presented a suggested scale of salaries for rural teachers which had been drawn up by the Provincial Association of Protestant Teachers of Quebec and informed the Protestant Committee (1) that the subcommittee is favorable to the principle of a-salary scale being formulated for teachers outside of the metropolitan area of Montreal; (2) that the scale proposed.by the Provincial Association of Protestant Teachers be given to the press with the request that it be published; (3) that the proposed scale be submitted to all the school boards concerned as well as to the Quebec Municipal Commission.The sub-committee also reported that a meeting had been held to consider changes proposed in the Act 8 George VI, Chapter 15, and recommended that the report be referred to the Legislative Committee.The sub-committee further drew attention to the whole hearted and very efficient support given by all the members of the Inspection staff of the Department of Education in furthering the formation of Protestant Central School Boards in the Province; as they have given largely of their own time and energy in addition to carrying on their many other duties the sub-committee recommended that this expression of appreciation be confirmed by the Protestant Committee and that a copy of the resolution be forwarded to the individuals concerned.The recommendations were approved on the motion of Mr.Deacon, seconded by Mr.Jones.- EDUCATIONAL RECORD Mr.Car.eron stated that a precedent had been set whereby the term of office of the Chairman should be ended after five years of service and that, as he was favorable to the procedure, he suggested that a committee be appointed to bring forward the name of his successor.Mr.Cameron stated that the subcommittee should report at its convenience, and that members of the sub-com- mittee should themselves be eligible for the nominat on.The committee he appointed was Dr.James (Convener), Mr.Murray, Dr.McGreer, Mr.Fisher, Mr.Deacon, Mr.Dick, and Dr.Kilpatrick.A motion by Mr.Fisher that, if possible, facilities be arranged for the training of specialists in Manual Training and Agriculture was referred to the special committee appointed to investigate the High School Leaving examinations.There being no further business the meeting adjourned to reconvene in Quebec in May at the call of the chair.W.P.PERCIVAL, A.K.CAMERON, Secretary, Chairman.UNITED NATIONS WEEK The United Nations Association in Canada, in common with similar bodies in Britain and the United States, is sponsoring a United Nations Week from September 14th to 20th.Many national organizations and many of the churches are co-operating with the United Nations Association in this matter.Civic demonstrations and special programmes are being held by many branches of the U.N.Association in Canada in the larger cities.The purpose of holding a United Nations Week is to focus public attention on the General Assembly meeting that starts on September 16th, and particularly upon Canada\u2019s part in it.At the same time it will emphasize the part that the individual has to play in United Nations if the association is to succeed.Teachers are asked to emphasize the work of the United Nations during that week.Children may pass on information to their parents that will greatly assist in the observance of this week and urge the importance of U.N.FOURTH NATIONAL HEALTH WEEK The Fourth National Health Week, sponsored by the Health League of Canada, will be held from February 1st to 7th., 1948.Literature with suggestions for co-operation will be sent to the press, radio and film organizations, schools, churches, Home and School Associations, Women\u2019s Institutes, Service Clubs and other organizations throughout Canada in due course. A VERY EXCPETIONAL ESKIMO Shall I tell you a few of the things I know Of a very exceptional Eskimo ?The tale I shall ask you to take on trust, For strange things happen and always must, And some of the strangest ever known Occur far up in the Arctic Zone.In the Arctic Zone by the Great North Pole This Eskimo lives in a scooped-out hole In a great snow-bank that is mountain-high \u2014 If you reached the top you could touch the sky!- - But his clothes he views with a greater pride, They are all white fur, with the fur inside.When he wishes his friends to come to dine He calls them up on the Polar Line To say, \u2018Please come at the hour of two And partake of a dish of sealskin stew, With codfish oil and a water-ice And a blubber-pudding that\u2019s very nice.\u2019 When he goes to ride, he starts his sleigh And never stops for a whole long day \u2014 Lickety-whiz-z-z! Down a slope of white! And a reindeer carries him back at night.While the polar bears from his path he warns By blowing one of the reindeer\u2019s horns! When he goes to bed it is not enough To hide his nose in a bearskin muff, But his ears he wraps, if it\u2019s very cold, In a feather-bed, and I have been told That he toasts his head \u2014 for it really seems, If he didn\u2019t, the cold might freeze his dreams ! Isabel Ecclestone Mackay.Ee re cr er ~ _ _ mas \u201ca ee \u201cie %; % 2 i 0 3 = = = see = & = 2 CEE THE NEW STOP SIGNAL TO APPROACHING VEHICLES RICHMOND-DRUMMOND-ARTHABASKA SCHOOL BUS SHOWING x \u201d A "]