The educational record of the province of Quebec, 1 octobre 1949, Octobre - Décembre

[" ame, otitis.pe > pr VC SN FA rm I.aimes.-_ mecs Cr linet, AS re A TWEET Cir FU ht pe A Le AV GF MOT TO BE TA 4 pe 5, i; bs por ve z A 07 $ Kem THE 3 LIBRARY \u201c \u2014_\u2014 EDUCATIONA > WN no RECORD PUBLISHED OF THE éfARTERLY PROVINCE OF QUEBEC 4 OCTOBER - DECEMBER, 1949 Vol.LXV, No.OLD ; SE ft 33 1 EE ui 3 > M | % % À % ae oi Re a 3 » 4 5 a HE ; > % Fe | 4 V5 gn CFC | Fs i a i = sss ee 5 à 2 Gé ir Hh al di oe EE va dr Prd an Ht 00 4 = INTERVIEWING PRIZEWINNERS IN THE QUEBEC FEDERATION OF HOME AND SCHOOL ART CONTEST + -ul ge Is\u2019 2 ES @ Pa ae VJ EET La ;, ua Ru AE.lira.BB dian re n - \u201ceT Ny AR S| Ÿ Lu pépins rod es KEEPING CHRISTMAS It is a good thing to observe Christmas day.The mere marking of times and seasons, when men agree to stop work and make merry together, 1s a wise and wholesome custom.It heips one to feel the supremacy of the common life over the individual life.It reminds a man to set his own little watch.now and then, by the great clock of humanity which runs on sun time.But there is a better thing than the observance of Christmas day and that is keeping Christmas.Are you willing to forget what you have done for other people and to remember what other people have done for you; to ignore what the world owes you and to think of what you owe the world; to put your rights in the background and your duties in the middle distance and your chances to do a little more than your duty in the foreground; to see that your fellowmen are just as real as you are and try to look behind their faces to their hearts, hungry for joy; to own that probably the only good reason for your existence is not what you are going to get out of life but what you are going to give to life; to close your book of complaints against the management of the universe and look around you for a place where you can sow a few seeds of happiness\u2014are vou willing to do these things even for a day?Then you can keep Christmas.Are you willing to stoop down and consider the needs and the desires of little children; to remember the weakness and loneliness of people who are growing old; to stop asking how much your friends love you and ask yourself whether you love them enough; to bear in mind the things that other people have to bear on their hearts; to try to understand what those who live in the same house with you really want, without waiting for them to tell you; to trim your lamp so that it will give more light and less smoke and to carry it in front so that your shadow will fall behind you; to make a grave for your ugly thoughts and a garden for your kindly feelings, with the gate open\u2014are you willing to do these things even for a day?Then you can keep Christmas.\u201d Are you willing to belive that love is the strongest thing in the world\u2014 stronger than hate, stronger than evil, stronger than death\u2014and that the blessed life which began in Bethlehem nineteen hundred years ago is the image and brightness of the Eternal Love ?Then you can keep Christmas.And if you keep it for a day, why not always ?But you can never keep it alone.Henry Van Dyke. THE EDUCATIONAL RECORD October - December, 1949 CONTENTS Page Editorial.LL LL ae ee A4 A A A a ea a ea a ea ae 194 What of Tomorrow ?.iii.W.P.Percival 196 Canada and Intellectual Reconstruction.Vincent Price 200 Lachute High School Music Programme.Earl S.Morrison 206 Spelling in Grades II and III.Blanche Stewart 210 Building Better Understanding Between Canada and the United States.oe H.G.Ferrabee 215 Noon Hour Activities At Ormstown High School.David C.Munroe 221 At Three Rivers High School.J.A.B.McLeish 222 At Knowlton High School.J.E Perry 224 Organization of a Guidance Programme.J.D.Jefferis 227 Report of Helping Teacher.May Hextall 230 Algebra in Grade IX.Frances KE.Crook 235 Films for Christmas Programmes.238 Book Reviews.PP 239 Intermediate and High School Directories, 1949-1950.241 Summary of the Minutes of the Administrative Commission of the Pension Fund of Officers of Primary Edueation .249 Minutes of the April and May Meetings of the Protestant Committee .250 Printed by the Quebec Newspapers Limited, Quebec. | THE EDUCATIONAL RECORD E- A quarterly journal in the interest of the Protestant Schools of the Province of Quebec, i and the medium through which the proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in the be and Official Announcements.W.P.Percival, Editor, Department of Education, Quebec.Authorized as second class mail, Post Office Department, Ottawa.Vol.LXV QUEBEC, OCTOBER - DECEMBER 1949 No.4 EDITORIAL THE FILM LIBRARY The Film Library of the Department of Education is continually being expanded to provide teachers with films that will help them to teach better, assist pupils in understanding their work better and enable them to remember the lessons for a longer period of time.Many films added recently are intended for the teacher himself rather than for classroom use.Notable among these is a series of three films designed to supplement the textbook \u2018Student Teaching\u201d by Schorling.These are: Learning to Understand Children (5543A\u201445 minutes); Broader Concept of Method (5544A\u201430 minutes), and Maintaining Classroom Discipline (T-979 \u2014 15 minutes).These films bring fresh insight for the teacher into methods of diagnosing the difficulties of problem children, planning remedial procedures to deal with many types of maladjustment, developing a mutually satisfying control of a class and creating and utilizing student interest.Because they go beyond the scope of the ordinary textbook in describing and dramatizing principles and techniques, these films have a strong human appeal and any one of them should prove an interesting addition to the programme of a local teachers\u2019 association meeting.Notable Canadian contributions to the field of child psychology are the recent productions entitled Feeling of Rejection (T-881) and Feeling of Hostility (T-876) which have been produced by the National Film Board for the Mental Health Division of the Department of National Health and Welfare.These twenty-five minute films show that emotional maladjustments of adults often may be traced to unsatisfactory childhood and school experiences.A third film in the series, entitled Feeling of Over Dependency, will be available shortly.Persons unfamiliar with the remarkable change that has taken place in the schools within recent years should see the film Protestant High Schools of Quebec (T-834) which is now ready for distribution.This is a revision of an earlier film of the same title, and a sound track has been added to it in order to add to the information and interest.The film includes all new school buildings and additions constructed to July, 1948.Forty minutes long and in colour, the film indicates the new emphasis being placed on the teaching of physical educa- Hl i iN ie 5 i me hid 45 va i i H pil 4 pi SS RIE RT AOI EDITORIAL 195 tion, household science and music in the schools and the attention being given to such essentials for healthful and happy school experiences as modern lunch rooms, well lighted classrooms, up-to-date hygienic facilities and ample play space.Another feature of the Film Library to which the atterition of teachers is especially directed is that borrowings are not now restricted to one set of films a week.In an effort to meet the demands, the supply of films in the Library has been materially increased, with the consequence that the regulation reading \u201cThree films may be ordered at one time\u2019 has been broadened by the addition of the words \u201con each requisition\u201d.Schools may thus send in requisitions from different teachers simultaneously or from the same teacher on successive days if desired.Requisitions signed only by classroom teachers are entirely acceptable to the Film Library, provided the signature of the principal is not required by school policy.In all cases, films may be kept one week and should be returned prepaid without having been rewound.The Film Library is glad to cooperate in meeting the many requests from the schools for films suitable for Christmas programmes.The official responsible for the operation of the Library cannot be expected, however, to select the programmes or to reserve films for these occasions.All films in the Library have been selected for their educational value and the number having general appeal, particularly to young children, is limited.Consequently, in order to avoid disappointments, requests for films for Christmas programmes should list a large number of alternative titles.Because of the numerous requests for this type of film at the Christmas season, special orders for more than three films at a time from one teacher cannot be met.For the convenience of teachers a list of titles of films which have been particularly well received by children is published on page 23% of this issue.It is advisable not to confine requisitions to these titles, however, as the demand for them will be particularly heavy, as is always the case with newly listed films.Many teachers have intimated that, if a policy of reserving films were adopted, more effective use could be made of the Library.A study of the problems involved in instituting such a system, however, leads to the conclusion that the results are likely to be just the opposite.Such a system must ensure delivery of films to a school at a certain date.In order to keep such a pledge, however, the film could not safely be lent to another school in the fortnight preceding.Since films may be returned to the Library in four, eight, or even twelve days when allowance is made for travel to and from distant points.Many films would thus remain on the shelves for several days under such a system, even though other schools might be waiting to see them.The Film Library recognizes that, to be of maximum use, a film must be available to the teacher at the time it is needed.Securing it one week earlier or two weeks later does not satisfy.To meet the increasing demands, the Department has purchased a number of copies of each title that may be expected to meet the needs. 196 EDUCATIONAL RECORD WHAT OF TOMORROW * It is always a pleasure to rejoice with those who do rejoice and to be glad that effort has had its reward.This large assembly of parents and friends of the school is here tonight to congratulate the graduates and to let them feel that they have well-wishers standing beside them cheering them and encouraging them to go forward.No one can graduate from this school who does net possess certain qualities and qualifications.He must have attended school fairly regularly and have done a certain amount of work.He must have a measure of determination and persistence, having fought against undue distractions and stuck to his task.A few years ago the highest grade taught in this school was Grade XI.That was the graduating class.Now we have the students of Grade XII graduating also.I hope that, as the years go by, more and more students will look towards the completion of Grade XII in this school as formerly they looked upon Grade XI as the end of their high school course.Actually more students are enrolling in Grade XII in this school today than registered in the Commissioners High School for Grade XI about twenty years ago.I am wondering what you are thinking as you sit here tonight \u2014 what you think of the courses you have had, of your teachers and of your school.You have had time to think since you wrote your examinations last June.You are old enough to reflect upon all the activities of the school and to think of your own part in them.Did you profit by your attendance here?More important still, perhaps, did the school profit by your attendance?Was the school spirit advanced because of your presence here ?What of tomorrow?Whither are you wending ?What qualities will be required of you?What characteristics have you built up to enable you to weather the storms that must inevitably come ?The present rarely satisfies us.As soon as one hurdle is passed we hurry to jump the next.This is particularly true of youth.There is a glamour about the future that makes youth desire to hurry onward.The prospect is alluring and youth must reach out towards it.Henry Ward Beecher said: \u201cEvery tomorrow has two handles.We can take hold of it with the handle of anxiety or the handle of faith\u2019\u2019.Taking hold of the handle of anxiety shows a measure of immaturity, of unpreparedness.The handle of faith has behind it maturity and preparedness.Mother's apron- string was very long and very close to you as young boys and girls.Its length diminishes as you grow older.Though it should be within reach at your age, its length should be so short now that you should have to make a conscious effort to reach it \u2014 and when you need it mother will throw it towards you readily.As the apron-string recedes, however, have you developed legs on which you can stand without support from her?If those legs have been afflicted by any form of mental or moral infantile paralysis and are still weak you had better take some form of therapeutic treatment to give you the strength you need.*Address delivered at the Closing Exercises of the Quebec High School on October 28, 1949. WHAT OF TOMORROW ?197 It has often been said that the older generation cannot tell the younger generation anything.Youth wants to go its own way and usually does so.This is very natural and we know the reason.It is because there is something else in nature that is very strong; that is, that youth must retain its independence and its initiative.These are vital factors in self preservation and growth.If it were otherwise the human race would lose some of its most valuable characteristics and would soon \u2018\u2018stick in the mud\u201d.Fathers and mothers would keep the child\u2019s hands off the hot stove and out of boiling water if they could.They would keep youth from social and moral errors if they could.Many do so \u2014 to their eternal credit.That is the benefit of being brought up in a good home.That is why a good home is the best place for bringing up children.There is, however, in many children, a stubbornness that is akin to waywardness and perversity.If they do not overcome this tendency while they are young the world usually will teach them a lesson in the hard way.It is far more satisfying to learn while you are still young to take hold of the handle of faith than to fall into errors that will only arrest your growth.Youth\u2019s worst fault perhaps, is that, if its road is too smooth, and if good fortune and success come to it too easily or too rapidly, there tends to grow up an undue sense of security and egotism that leads to overstress of one\u2019s own importance.That is the source of the downfall of many a person.In proportion to its degree he becomes obnoxious to others.\u2018Oh, what a fall was there, my countrymen!\u201d We have seen this happen to others many times and those who have a sadist complex rejoice to see it.But we never think it can happen to us! To try to anticipate and prevent experiences of this kind is the business of the home and of the school.This is one reason why we are trying to keep young people at home and in school so much longer than we did formerly.In years gone by young people naturally stayed at home on the farm or in the small town, with the consequence that many were much more fully fledged before they left the nest than they are in the industrial city of today.The State recognizes this difference in our mode of living and is anxious that the years of schooling shall be extended until young people develop a fitting degree of maturity.For this purpose the functions of the school of today have been so greatly expanded and its objectives have changed in two important respects.The purpose of the school is not now solely to teach the three R\u2019s and have pupils memorize set lessons.Its character has been changed so that children may now learn how to think for themselves and may also have greater opportunities for learning how to govern themselves rightly.This is why the essential function of the school is so frequently emphasized to be for the building of character, rather than knowing that (x + y)?= x?+ 2xy + y\" or that the formula for sulphuric acid 18 H,S0,.It is interesting to observe that suitable opportunities are now offered in good schools for developing the main characteristics of mankind.Occasions for displaying energy, interest, initiative, ambition, self control, honesty, as well as other social and moral traits occur constantly both in the classroom and on the playground.On the other hand opportunities also arise for the exhibition of anti-social and anti-moral traits for we find there the lazy, shiftless, delinquent and dishonest as well as those who push other children around.This is an im- 198 EDUCATIONAL RECORD portant reason why we need well trained teachers \u2014 not only those who can teach formal lessons but those also who, moulded themselves by the disciplines of life, can shape others as the Eternal Potter would have them formed.Many pupils \u2014 possibly a majority \u2014 leave school without having acquired a real love of knowledge or the habit of searching for it.They have recited their lessons, satisfied the teacher and gone home contentedly forgetting much if not all of what they have learned.This has continued day in and day out for years.After the formal procedure for learning has been observed, off these young people go affected only to a small degree by the schooling to which they have been exposed.Whatever may have been the character of your schooling, those carefree days should have passed.In future what you learn you must take more seriously.There is no teacher now for those who have left school to satisfy, and those in Grade XII should have put away such childish practices.You should now be your own taskmasters.If you have profited at all by your school life and wish to succeed you will never be lenient with yourself.Such students will be glad to walk the uphill path that leads to the city of light.The individual progresses as society does, here a little, there a little.No one develops continuously and in a uniform manner.Now there is no growth; now there is a leap.Some leaps are small, others long.Yesterday there was no challenge to be met.Tomorrow there may be one that will test all your resources.The manner in which you individually meet your challenges determines your worth.If you are subject to easy defeat you will disappoint those who are anxious for you to succeed.Only if you stand up and meet the challenge in a manly way will you show the mettle of your pasture.Science today 1s making enormous conquests over Nature, subduing the seas, conquering the air and wresting secrets from physical matter.Is man making corresponding conquests over himself ?It is safe to say that, in general, the answer is a distinct negative.The fact that there is so much crime in the world has shown that man\u2019s conquest over himself has not kept pace with his change from rural to city life that followed the industrial revolution.Though he can invent the most amazing calculating machines, aeroplanes and weapons of destruction, he has proved that he has but an indifferent command over himself.He may be a delinquent at fourteen, a confirmed alcoholic at twenty and a renegade at twenty-five.The one thing of which men and women seem to be most incapable just now is continued thought of their own best welfare and control of their impulses and emotions.Man may have everything that goes to make him happy and self sufficient such as sound health, good houses, sanitation, electric lights, but none of these nor all of them combined seem to give him the self control needed.The result is confusion, much bodily suffering and agony of spirit.The fact that there is so much uneasiness in the world and such constantly recurring international crises is proof positive that man can unlock the secrets of nature more easily than he can make suitable changes in his own social and ethical conduct.The fact that man has to fight so hard for his freedom bears testimony that Freedom itself walks this earth on pitifully wobbly feet.The fault, dear Brutus, is not in our stars but in ourselves! WHAT OF TOMORROW ?199 Is there hope that man will find a way out of this demoralizing chaos ?Yes, there is! But he will do so only if he returns to the fundamental principles of life and learns to live the upright life, to conquer bis selfish spirit, to learn that he is one of God\u2019s creatures, that he must live and let live and not try to despise other people or trample them beneath his feet.These are serious thoughts, but not too serious for graduates of a high school.These are facts of our generation and the sooner we face them the greater are the chances that the ugly and revolting forces of destruction will be subdued, both those in our very midst where we can readily exert our influence as well as those abroad, over which our control, though much more remote and feeble, may nevertheless still be effective.Every young person graduating from high school looks forward eagerly to getting out into the world.He feels that he has grown his flying feathers and longs to be off.He thinks he is going to be successful in whatever he turns his hand to.Too often, however, he does not scrutinize himself to find the qualities that tend against his success.Too many young people today are looking for things to be given to them and for success to come to them without effort.You must learn that in order to be successful you must provide yourself with the right tools \u2014 the right characteristics and the right attitudes.When we speak of success we must define our terms.What do we mean by success?Most people, boys especially, define it in monetary terms.How much money will this job bring now and eventually?The money objective cannot be discounted.It is one of the main things men work for and, so long as our present system lasts, money is going to be an objective.I shall go further and say that, no matter what kind of a society we live in, the accumulation of possessions is going to be a main objective.Pride of ownership, however, is only one measure of success.Much sounder objectives of life are the gaining of satisfaction from our work and exerting an influence for good.The number of these satisfactions and influences is legion.Examples are: 1.The joy of accomplishment; 2.The joy of watching others develop through our efforts; 3.The relief from pain, either mental or physical that we can bring to others.Wise men and women will ponder these thoughts as they think of tomorrow and the part they will be playing in its affairs.W.P.PERCIVAL.READING CLINIC INSTITUTE The Seventh Annual Reading Clinic Institute at Temple University has been announced for the week of January 30th to February 3rd, 1950.The programme for 1950 entitled Basic Reading Materials and Practices is the first of a series of three.In 1951 the second of the series will be Systematic Sequences Jor Reading Instruction.In 1952 the topic will be Prevention and Correction of Reading Difficulties.The enrolment is limited by advanced registration.Further information may be obtained from the Director of the Institute, Dr.E.A.Betts, Temple University, Philadelphia 22, Pennsylvania. EDUCATIONAL RECORD CANADA AND INTELLECTUAL RECONSTRUCTION Vincent Price, M.A., K.C., Chairman, Canadian Council for Reconstruction through UNESCO In time of war, as wars are now conducted, it is the intellectual life, the mind of a nation which is the very first to suffer and it is the last to recover when the fighting is over.During the last war there was abundant evidence of that most important fact.The destruction and forced closing of schools and institutions of higher learning, the wanton burning and looting of libraries, the wrecking of families and home-life, the wholesale liquidation of teachers, professors, scientists and religious leaders, which took place in the Nazi-occupied lands combined to tear down and destroy the things of the mind and the spirit.Today, four and one half years since the fighting has ceased, Europe shows the result of a gigantic and feverish reconstruction effort.This result has been accomplished, in part, by the heroism and determination of the war-devastated countries themselves, and, in part, by outside help.In order to appreciate the impact of Canada\u2019s contribution towards this work of reconstruction, it is well, and indeed necessary, to recall in a brief word the tragic situation in which most of the countries of Europe found themselves in the spring of 1945.In Belgium nearly one-half of all the elementary schools were either partially or wholly destroyed.Typical of the destruction to university libraries was the loss at Louvain of one thousand manuscripts dating earlier than the year 1500 and at Liege of 50,000 books from the great Library of Science, Commerce and Economics.In Holland where many educational institutions were completely wrecked, some 70,000 Dutch children were deprived of schooling until the work of reconstruction could be undertaken.Normandy and other parts of France suffered grievous cultural losses with the destruction of schools, works of art, cathedrals and libraries that lay in the path of battle.In Italy, Greece and Poland the fighting and occupation produced extensive property damage and produced widespread problems of reconstruction.Conditions in Germany itself, in Yugoslavia and other Balkan countries were appalling.Thus it was that, at the end of the war in 1945, the nations of Europe as well as other countries around the world had to cope with three gigantic problems: 1.A Material Problem: Rebuilding and re-equipping thousands upon thousands of schools and higher educational institutions.2.A Human Problem: Re-shaping the lives of millions of children and young people who had been without normal education and, what is equally if not more important, without normal home life.3.A Mental and Spiritual Problem: Restoring intellectual life and thought among the people of those lands; rebuilding the devastated minds; instilling self-confidence and renewing faith in themselves and in the fundamental things of life, such as the concept of freedom and the value of the individual personality.Fortunately, during the latter part of the war, some of these baffling problems had been under consideration at meetings of the Allied Ministers of Education who were in London, and an informal organization had then been set up. CANADA AND INTELLECTUAL RECONSTRUCTION 201 Following the birth of the United Nations at San Francisco, in June 1945, this informal organization of the Allied Ministers blossomed out into UNESCO, the United Nations Educational, Scientific and Cultural Organization, which came into being at a Preparatory Conference in London, in November 1945, at which Canada was represented.It was at this Conference that the participating nations adopted as one of the guiding principles of UNESCO the challenging and now historic words: Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.The first general Conference of UNESCO, held at Paris in November 1946, gave top priority for its 1947 programme to Reconstruction in the educational, scientific and cultural fields.The Conference set an objective of one hundred million dollars as a fund for reconstruction purposes in the war-devastated lands.Canada, though a charter member of UNESCO, has no National Commission or National Coordinating Body, as called for or recommended by the UNESCO constitution.Thus it happened that, when an urgent call came to Canada from UNESCO to share in this emergency effort of intellectual reconstruction, the Department of External Affairs invited the United Nations Association in Canada to call a conference of national voluntary organizations interested in this work.At this Conference, which was held in Toronto in July 1947, some sixty national organizations were represented.The outcome was the creation of the Canadian Council for Reconstruction through UNESCO, generally known now throughout Canada as CCRU.The purpose of CCRU, as set forth in its Charter, is to assist, through UNESCO and otherwise, the relief and rehabilitation of education, science and culture, at all levels, in war-devastated countries.CCRU\u2019s public campaign for funds was eventually merged with that of the United Nations Appeal for Children under the name \u2018Canadian Appeal for Children\u201d.In that campaign, which was held throughout Canada in the early part of 1948, the teachers and the pupils of our schools played a most active and outstanding part.The result of the Appeal was that CCRU received as its share from the people of Canada, the sum of approximately $933,000 with which to help in the worldwide task of educational relief and rehabilitation.At its first Annual Meeting, held in Ottawa in May, 1948, CCRU adopted a bold and comprehensive plan.Five major projects were undertaken: 1.The School Project; 2.Scientific Equipment for damaged Universities; 3.Canada- UNESCO Fellowships; 4.Canadian Book Centre and \u201cThe March of Books\u201d; and 5.The Creative Arts Project.The School Project: Because of the urgent need of elementary school supplies, this Project was given top priority in the CCRU programme.It was apparent that a large measure of assistance should go as quickly as possible to schools and to children of school age.During the Canadian Appeal for Children special charts entitled \u201cHelp us to go to School\u201d had been widely used throughout the schools in Canada.It was decided to send these charts, completed by the school children of Canada, with the school boxes, to the school children in individual classrooms in the war-torn lands. EDUCATIONAL RECORD 20,000 boxes of basic school supplies were sent to the classrooms of ten needy countries.Picture a pile of school note-books, one above the other, five miles high! Visualize 650 tons of the supplies used in elementary schools \u2014 ink, paper, pencils, pens, erasers, rulers, note-books, drawing-paper, crayons, etc.\u2014 enough to fill 28 railroad freight cars! In each of the 20,000 boxes there were also placed reproductions of Canadian paintings and copies of \u201cA Pocketful of Canada\u201d, and \u2018Morceaux Choisis d\u2019Auteurs Canadiens\u201d.The ordinary retail value of the contents of each one of these boxes was $26.15.The cost to CCRU was a total of $11.6714 per box, of which the contents represented $9.63, Canadian freight and packing $1.7314 and overseas freight and insurance 31 cents.The purchasing, packing, shipping and distribution of these school boxes was an outstanding achievement, made possible by the close cooperation and devoted service of many people and agencies.An assembly line for packing was set up in a Montreal warehouse.Work had to be rushed to completion before the close of navigation last year at that Port.While this was underway, a nearby warehouse, separated from the CCRU building only by the width of a narrow lane, caught fire and collapsed.Quick action by the Montreal Fire Department fortunately saved all the school box supplies from any damage either by water or fire.Free ocean shipping was secured for substantially all the boxes, thus making a saving to CCRU estimated at $28,000.Each of the boxes bore two stickers with the CCRU crest on a white maple leaf, and the name \u201cCanada\u201d.The distribution of the 20,000 boxes was arranged in each of the ten countries in such a way as to ensure that letters from the recipient schools in Europe would come back to the Canadian classrooms from which the school charts had been forwarded.The Canadian Missions abroad assisted the distribution of the boxes through the Ministries of Education in the various beneficiary countries.Hundreds of letters of appreciation have been received.They have been recorded, translated where necessary, and sent on to the appropriate Canadian schools.I believe that the links of friendship represented by the sending and receiving of these 20,000 school boxes and confirmed by letters in many languages may be the basis for a lasting and understanding friendship on a personal basis between the children of individual schools.Teachers as well as students were remembered in the School Project.Five thousand parcels containing food, woollen suiting, and knitting wool were sent to 5,000 individual teachers.The teachers were selected by the World Organization of the teaching profession and distribution was made through the agency of Canadian \u201cCARE\u201d.This part of the school project cost $50,000.The complete School Project brought practical help to some 800,000 school children and 25,000 teachers, at an overall cost of slightly under $300,000.Scientific Equipment for Damaged Universities: During the war years it was apparent that there would be a very great need on the part of universities and scientific institutions for scientific equipment to replace the vast amount which had been destroyed, damaged or looted by the enemy.In the first CCRU budget a sum of $150,000 was set aside for university and scientific reconstruction.The CCRU Committee on University Reconstruction was confronted with two major problems: first, to determine upon a selected list of institutions CANADA AND INTELLECTUAL RECONSTRUCTION 203 of higher learning, known to have suffered grievously as a result of the war, and to which practical assistance might be extended; and second, to ascertain the type of equipment most urgently required.The Reconstruction Department of UNESCO furnished valuable information to assist the Committee in the solution of these problems.We were fortunate in that Dr.Adrien Pouliot, Dean of the Faculty of Science, Laval University, and Vice-Chairman of the Executive Committee of CCRU, was able to make a field survey during the summer of 1948 in several of the European countries.As a result of these reports, the Committee recommended the allocation of credits of $3,000 each to a selected list of twenty-five institutions of higher learning in ten countries, on the understanding that these credits were to be used for the purchase of urgently needed scientific equipment.The allocations by countries were as follows: France, 8; Belgium, 2; The Netherlands, 2; The Philippines, 1; Italy, 5; Greece, 2; Norway, 2; Austria, 1; Malta, 1; Ethiopia, 1.On the basis of a request, a special grant of $15,000 was made to the Pasteur Institute in Paris.At a ceremony in Paris on January 5th, 1949, a letter conveying this grant was formally handed over to the Director of the Institute.The Canadian Ambassador to France and representatives of UNESCO were present and the proceedings were recorded for broadcasting throughout France.Another feature of the University Project is that ninety-three institutions, distributed over a very wide area, have been offered for a three year period ten subscriptions each to selected periodicals of learned and professional bodies.After consultation with the International Student Service and with the Fédération Canadienne des Universitaires Catholiques a sum of $25,000 has been allocated for assistance to needy university students for the purchase of food, clothing and medical supplies.This sum will be spent largely in Canada, and the responsibility for distribution is being assumed by World Student Relief, Geneva.Canada-UNESCO Fellowships: Sixty-four Fellowships are being awarded to sixty-four persons.The Fellows who hold positions of responsibility in their own lands are coming to Canada from fifteen countries and will remain here for periods of from six to eight months.Then they will return to their own lands after the period of study and after seeing and sharing our way of life.It is important that we should make these visiting Fellows welcome while they are here, and I am happy to say that several national organizations have offered to assist in this very worth-while undertaking.The stipend for each individual Fellow has been fixed at an average amount of $2,500.The Fellowships are not limited to those in academic life only, but include personnel in press, radio and films, government administrators, teachers, engineers, artists and others.The five broad classifications of fields of study are: Education, Mass Media, Social Science and the Humanities, Science and Technology, and Creative Arts.The Fellowships Committee of CCRU has undertaken a long and arduous task which must continue for some time.Effective plans have been necessary not only for the selection of the Fellows, but also for travel arrangements, insurance, skilled counselling as to study plans, and placement in Canada.The 204 EDUCATIONAL RECORD procedures adopted were settled after consultation with several outstanding organizations having experience in this field, including the Rockefeller Foundation, the Carnegie Corporation, the Institute of International Education and the British Council.The Committee has also had the advantage of the guidance and assistance of the various professional organizations participating in the CCRU programme.The first Fellows arrived in Canada in June of this year; several more are now here, and the majority should reach this country during the autumn months of 1949.Canadian Pook Centre and \u201cThe March of Books\u201d: The \u201cMarch of Books\u201d Campaign which took place throughout Canada last winter and early spring will result in the carrying of thousands of selected books from the people and the libraries of Canada to the people and the libraries of Europe to help in filling the great losses to which I have already referred.The success of the Book Centre Project has been the result of splendid cooperation between the Canadian Library Association and CCRU.A Joint Book Project Committee was formed in the summer of 1948.In September, 1948 the Canadian Book Centre was established at Halifax, where the Department of Public Works had made available without cost a building conveniently situated near the steamship docks.This centre was formally opened by the Lieutenant Governor of Nova Scotia on February 4, 1949.The Campaign known as \u201cMarch of Books\u201d or \u201cEn Avant les Livres\u201d to provide books for \u201chungry minds\u201d in the war-torn lands aroused a genuine and widespread interest throughout Canada.Screening of the books collected in local centres was undertaken by members of the Canadian Library Association using specially prepared criteria of selection and utility.Up to the end of June, 1949 more than 150,000 items suitable for replenishing the destroyed libraries had been received at the Halifax Book Centre.These books have now been sorted, classified and listed.The lists have been circularized in European and other libraries.The staff of the Canadian Book Centre is now engaged in dispatching these books to the devastated libraries according to their needs.Creative Arts Project: It was realized at the outset that any comprehensive plan of assistance in intellectual reconstruction must include assistance in the fields of creative art.Accordingly, the sum of $46,200 was set aside for practical aid to the painters, sculptors, musicians, writers, erchitects and workers in the crafts.After a careful review of the existing needs, the Creative Arts Committee recommended that art materials, purchased in the United Kingdom, should be distributed by the UNESCO National Commissions, or other appropriate bodies.This aid will help to supply mature individuals working in the creative arts with the much needed materials and tools of their crafts.Creative artists of all countries have a peculiar instinct for understanding each other and a bond of sympathy which transcends political, racial, and language barriers.It is this particular quality of unity which the Creative Arts Project has aimed to foster and develop.No finer achievement could be encouraged and the results are more far-reaching than can be imagined.The Canadian Arts Council not only provided the Creative Arts Committee for CCRU, but also during the Canadian Appeal for Children sponsored a Travelling CANADA AND INTELLECTUAL RECONSTRUCTION 205 Exhibition and auction of Canadian Art.This exhibition did a great deal to arouse interest in the CCRU Reconstruction Programme among the general public.It also produced a very substantial financial return.Canadians should be interested to learn that the Creative Arts Project is, to a very large extent, the first effective assistance given to creative artists in war-devastated countries.In 1948 the CCRU gave the sum of $16,500 towards the expenses of an International Summer Seminar organized by the Canadian Committee of International Student Service.This seminar was held at Ploen, Germany.The Council received authoritative reports as to its success and its importance in helping to rebuild the devastated minds and in creating links of friendship and understanding between European and Canadian students.Consequently in 1949 the Council made a grant of a similar sum for another Student Seminar which this year was held in Holland.No part of CCRU funds was used to pay the travelling expenses of Canadian students attending these seminars.Each of the projects involves different considerations, methods of handling and time for execution.In the case of each of the five major projects a special committee of Canadian authorities and specialists in the particular field involved has served voluntarily in advising upon and working out the detailed plans.The work of CCRU was undertaken in 1947 when the reconstruction needs of war-town lands were very great.In one sense the contribution from Canada in the shape of food, clothing, books and the materials by which education, science and culture may be revived, has gone only a little distance towards meeting these tremendous needs.In another sense the recognition that this assistance has come from the people of Canada has made a lasting impression upon the people of many lands.In the past two years the needs of reconstruction have altered considerably in form and character, but the need for understanding and for \u201cpeoples speaking to peoples\u2019 which is the essence of UNESCO\u2019s reconstruction work, will continue as a vital problem in education, science and culture in the international field.These are days of uncertainty and tension.The \u201cOne World\u201d which we hoped to see has become a divided world.While we in Canada, as well as the peoples of other countries, are thinking in terms of our own security, vital as that is, let us never forget one basic fact: The only effective way to ensure the triumph of the freedom of the mind and spirit and all those great principles for which UNESCO stands is to provide the people of the war-town lands with a means and a way of life that is better, so that they may be free to live, free to learn, free to think and free to act.That is the challenge which brought CCRU into being and it is the challenge which remains before the people of Canada as they face the future.I believe that all teachers should be completely accurate in such matters as grammar and syntax, punctuation, and spelling, and that it should be one of their prime aims to instil similar habits of accuracy into their pupils in the schools.It would be a pity if they thought of this as useless pedantry: loose, imprecise composition is surely a sign of loose, imprecise thinking; and clear, accurate thinking is a sine qua non.Professor G.I.Duthie. 206 EDUCATIONAL RECORD THE LACHUTE HIGH SCHOOL MUSIC PROGRAMME Earl S.Morrison, B.Sc., Lachute High School, Lachute Music affects human beings favourably both in their intellectual and emotional activity.It \u2018tones up\u2019 the mind and the body, increases quickness of perception, and prepares one for a worthy use of leisure time.Because of its influence in causing an immeasurable increase in human happiness, music has come to be more and more commonly regarded as an indispensable subject in all types of schools and an ever larger place is being accorded it in school programmes.Because of the many values to be derived from school music, the music programme has recently been expanded in Lachute High School.We have stressed appreciation as the basic aim of music education and have sought to arouse in the pupils a love of music.All the singing, instrumental music and listening have this as their motivation and aim.As a result, music has become a popular activity in the school.It has added greatly to the school spirit and has improved the pupils\u2019 relationship with the school staff.The music programme is separated into three main parts: (1) the prescribed course of music from grades I to VIII, (2) the glee club in grades IX, X and XI, and (3) instrumental music throughout the school.The last two phases of our music programme are at present chiefly extra-curricular in character.The Course of music in grades I to VIII.The music curriculum as outlined by the Department of Education is followed generally in the first eight grades although, because of the lack of an organized music programme for many years, we have had difficulty in following the course of study completely in the higher elementary grades.Two periods a week are now being devoted to music in the first six grades and one period in grades VII and VIII.The eight grades, divided into eleven classes, are taught by three of the class teachers who have become qualified either in their teacher training course or through private instruction.In order that these teachers may be released from their classes for music, some of their subjects are taken by other class teachers.The music programme consists of (1) singing, by note and by sight reading, along with some necessary theory and (2) music listening with the aid of two new record players and an adequate supply of records.Rhythm band instruments are now on order and will be incorporated into the work next year.The High School Glee Club.The greatest advance in music appreciation, I believe, has been accomplished by the High School Glee Club.It has a short history of five years and in that time a genuine interest in choral and classical music has been developed among the majority of pupils in the high school.The Glee Club was organized five years ago, as a Friday afternoon activity.It was offered in conjunction with art and public speaking classes during the last hour of the school day.Possibly because both of the last two activities seemed to demand more individual initiative, sixty-five of the ninety pupils then in high school decided to join the Glee Club.For a few months the work was slow because of the novelty of the enterprise and the lack of enthusiasm.In 207 THE LACHUTE HIGH SCHOOL PROGRAMME the second term, however, with the encouragement given by the inspector, and the opportunity for the Glee Club to sing in the two-thousand-voice choir at the sixth Victory Loan Rally in Montreal interest began to grow.The pupils responded to the Victory Loan invitation by learning a number of favourite songs in four parts.When the Glee Club went to Montreal to take part in the massed choir, they found to their surprise that all the pieces were being sung in four parts with alto-tenors instead of tenors.That night our older tenors had to soar to new heights or fall by the wayside! That spring we gave our first annual concert to a Lachute audience.Since then, the Lachute High School Glee Club has increased in membership and in the repertoire of good choral numbers.Each year the Glee Club has given to the public a Christmas Carol concert and a Spring Choral concert and has participated in a large number of other programmes including the annual school opening.The concerts have been well attended and the interest and enthusiasm of both the Glee Club and the audiences have increased.It is not considered effeminate in Lachute to sing.The hockey stars and all the presidents of the Students\u2019 Councils have been among our valuable men singers.The club has sung classical numbers such as Gloria in Excelsis, Love Divine, Panis Angelicus, and Goin\u2019 Home; Negro Spirituals such as Set Down Servant and De Glory Manger; and the very popular Fred Waring arrangements of Onward Christian Soldiers, Twas the Night Before Christmas and Down the Wind.Many difficulties have had to be surmounted.Because Lachute is a consolidated school, after-school and evening practices are impossible.The boys and girls have separate practices one noon hour per week; then on Friday there is a combined practice in the last 45 minutes of the day.The membership in the Glee Club is not selected.At the beginning of the school year, the voices are classified according to their range.There have been a few who have sung \u201coff key\u2019 but they have not been excluded and are generally helped by the large number of voices.Some have been helped individually.Sight reading is not taught, but it has been learned incidentally by a good nucleus of the choir, so that from the Glee Club have come ladies\u2019, mixed and male quartets.Instrumental Music.Instrumental music is only one and one-half years old but in that time rapid strides have been made in interest and enthusiasm, even though proficiency in instruments has not yet been attained by very many.Although we have not had our instrumental programme recognized as a high school leaving subject, we are following the course as outlined.Students who are at present studying instruments other than the piano number over sixty.These include thirty-seven violins, seven clarinets, eight trumpets, four trombones, two saxophones and three percussion instruments.For teaching purposes we have divided the instruments into four violin, one clarinet, two trumpet, one trombone, and one percussion class.Teaching in groups does not permit very much individual attention, but it enables us to do ensemble work from the beginning and in all classes we play in two, three and four part harmony.Two of the teachers on the staff look after most of the violin instruction. Het qu 208 EDUCATIONAL RECORD All the brass, woodwind, and percussion instruments were incorporated into a band after the first few months and they have followed a beginners\u2019 band course.The best of these players along with the best of the string group were chosen to form an orchestra.Both the band and orchestra have progressed marvelously and have played many times in public.The band has already led a district Boy Scout Parade in Lachute and has marched with the local Legion in their annual church parade.While all the boys and girls are either part of the band or string groups, they have the orchestra as their objective.The music students are chosen chiefly on the basis of their interest.They are given an opportunity to try the various instruments and are advised according to their aptitudes.Violin students commence in grade five while those playing wind instruments begin in grade seven.When the idea of instrumental music arose, we decided to make a plea to the surrounding communities for any idle instruments.We uncovered an amazing variety of instruments including old cornets, a valve trombone, and even a piccolo and a flute.Most of these ,however, were not in suitable condition for playing.We asked the parents through interested pupils to buy their children instruments, with the promise that we would teach them.As a result, all the smaller instruments were privately purchased.The Rotary Club gave us $100 and the Lion\u2019s Club donated a clarinet.With a donation from the Legion we bought the necessary music stands.A former band organization of Browns- burg lent us drums and has promised the use of an alto and a bass horn for this school term.The Glee Club Concert proceeds of the last two years have amounted to approximately $700.00.These funds have enabled us to purchase music and to allow most of the pupils to buy their instruments on the instalment plan.The school board also lent us a little reserve which was returned as the payment came in from the students.The school now owns about $400 worth of instruments, most of which have been bought by student-earned money.A sizeable fund has been built up to purchase music, and from this we have also ordered pins for the Glee Club and purchased Community Concert tickets so that pupils may have the opportunity to hear visiting artists.Our instrumentalists are divided into groups for purposes of instruction.The timetable has been arranged so that the seven instrumental classes may be taken at different times each week.By using this rotating time-table, a pupil does not miss any one subject more than once in five or six weeks.Furthermore, as these periods have been taken during the spare periods of the music teacher, the instrumental classes have interfered very slightly with the teacher-pupil time-table.What has been done at Lachute High School has been accomplished by amateur music teachers.The results have been gratifying and have enthused the teachers so that we look forward to greater things.Next year we hope to increase the brass section of the band by six instruments and to keep the other sections of the band up to strength.We shall continue with the instrumental course as outlined by the Department of Education, looking forward to the time when it may be recognized as a High School leaving subject.We also hope in the next year or so to have a local festival of music within the central school Le THE LACHUTE HIGH SCHOOL PROGRAMME 209 unit of Argenteuil and Two Mountains.Choral and rhythm band work has been done at Arundel and Morin Heights and early this year a musical group from Lachute participated in a fine school concert at Morin Heights.We hope shortly to be able to have a day of music with groups participating from all the schools in this area.The music in the school has had a noticably beneficial effect upon the students in their school attitude and in their interest in music.This enthusiasm and interest have carried over into the community.The attendance at all the school concerts bears this out.Comments from the community are very favourable.Since music has gained a real foot-hold in the school, there has arisen in the community an adult string orchestra, a men\u2019s choir and a Community Concert Artist Series.It is impossible to estimate how much the school has contributed to the formation of these new community endeavours, but the changed attitudes and the renewed interests in the school have undoubtedly been a starting place for such activities.The results of our efforts at the school has been mainly music appreciation.Since we do not consider ourselves experienced tutors, we may not turn out first- rate musicians, but I believe that one or two pupils have already been stimulated to pursue their instrumental studies beyond their high school training.All the pupils have enjoyed the corporate activities of the band and orchestra and many have now attained a new leisure-time activity.A teacher can very well carry on a programme like this with a minimum knowledge of instruments if he can read music, play the piano and sight-read readily.Along with this there are the requirements of patience, a generous devotion of spare time, a willingness to help the pupils whenever they wish, a love of children and a love of good music.MAKING TEACHING FELT The feltboard, a simple and effective tool for making learning easier and more lasting, is reported by Arthur C.Stenius of Wayne University in a recent issue of the Nation\u2019s Schools.The device makes use of a well known fact that pieces of some textile fabrics will adhere to other pieces of the same fabric when placed on them.Felt pieces are cut out by teachers and placed on boards covered with felt.The technique does away with tacks, pins, etc., and has the added advantage over bulletin boards and blackboards that the youngest elementary or pre-school tot can use it.Teachers who make use of feltboards report a variety of effective uses, says Mr.Stenius.One instructor cut out words denoting prepositions \u2014 be- .tween, under, near, etc.\u2014 and standing by the board signified correct uses of the words by placing them at various points on a felt representation of a meadow scene.Another uses them for safety education, manipulating felt children, autos, and stoplights in crossing situations.Still another reported the felt- board came in handy for fractions, having children manipulate felt parts of the whole. EDUCATIONAL RECORD SPELLING IN GRADES II AND III Blanche Stewart, Lecturer in Kindergarten and Primary Methods, Macdonald College Observations on the Teaching of Spelling: Throughout Canada, Britain and the United States much dissatisfaction is at present being expressed with regard to spelling achievement in schools.As a result of my own observations I offer the undermentioned factors as contributing to this deficiency.In by far the great majority of schools spelling is not taught; it is tested.The general practice followed by teachers is the assignment of spelling for home study or memorization.On the following day the assignment is written for testing purposes by the pupils and corrected by the teacher.In those cases where the percentage of error is high, it is not unusual for teachers to demand that the papers revealing unsatisfactory accomplishment be borne home by the defaulters for the addition of parental signatures.In my opinion the purpose of such a practice on the part of teachers is solely to indicate to parents that their supervision of homework is not being executed in a satisfactory manner.Teachers adopting such a procedure regard achievement in spelling as the responsibility of the home and not that of the school.In those schools where a few minutes are devoted to the spelling words of the day, the time is mainly devoted to the loud and raucous repetition of the letter sequences of the words under consideration.It is my belief that little or no benefit is derived from such a procedure.Some teachers give intensive but dreary practice in the usage of the spelling words.Using words in sentences given orally does not require the careful word scrutiny which is essential for the accurate representation of the word in written exercises.Many teachers strive solely for a high percentage of \u2018\u2018perfects\u2019\u201d in the weekly spelling list, to be commended with stars or other extrinsic rewards.Nevertheless, in the compositions written by the \u2018\u2018spelling-perfects\u2019 it is by no means unusual to find distorted and unrecognizable representations of words which previously were produced accurately in column form.The criterion of spelling success is not the percentage of words the child spells correctly in a list but how he spells when he writes.Perfection in column spelling is worthless if it does not function when used in creative or reproductive writing practice.Spelling is often presented as a subject with little or no relationship to other subject fields.Writing in his autobiography Friedrich Froebel made the following observation: \u201cI do not know with what study the teaching of spelling was connected, but I think it was not connected with any: it hovered in the air.\u201d Almost a hundred years after the death of Froebel we must confess that spelling still remains in the curriculum as a disjointed, disconnected subject.In an article published in the Elementary School Journal (June 1948) Gertrude Hildreth deplores the lack of relationship between the many facets of the language arts programme: \u201cSpelling and reading are related through vocabulary.Learning to read and to spell both require the ability to discriminate among words visually.Spelling requires word study: so does word recognition in reading.The general- A a ee a ans a i te IE SPELLING IN GRADES II AND III 211 izations about word forms and word-building which are learned in reading are the same as those needed in spelling.\u201d Too great a proportion of time is devoted to spelling bees whereby those children who are least proficient in the subject receive less practice and attention than those whose skill and knowledge are satisfactory or superior.Spelling as taught in the schools is a subject where frequently little attempt is made to provide for individual differences and capacities.The mastery of an essential core of words should be required from all children, but since spelling is not to function as a content subject within itself but as a tool to be used in written expression, individual spelling lists should be developed for those children revealing superior linguistic ability to supplement the minimum essential lists in order to make provision for their writing needs.The greater the fluency of expression in writing the greater will be the pupil\u2019s need for words with which to express himself.He will need words in his writing that the less-talented or slow-learn- ing child will probably never need to use.Opportunity consequently should be given to those children for whom the basic list gives negligible difficulty to learn to spell those additional words required for his writing needs.Suggestions for the Elimination of Deficiencies in the Teaching of Spelling : Study words should be presented contextually in interesting themes and not in lists of unrelated words.When the spelling lesson is introduced by means of an interesting story an opportunity is given to the pupils for the expression of their own related experiences.Greater meaning also is given to the specific study words when presented in a story and consequently the learning of them becomes more purposeful.The check on proficiency in spelling should not be confined to the reproduction of word lists but should be appraised by their application in the writing of short compositions or \u2018stories\u2019 related to the spelling theme for the week.Learning to spell should be motivated through giving pupils frequent opportunities for writing.The teaching of spelling should never be relegated to parents but should be recognized as a school responsibility.In place of vocal or written repetition of the words under consideration and nebulous instructions on the part of the teacher to \u201cstudy the words\u201d, systematic word study procedures should be followed, if optimum and lasting value is to result from the study of spelling.Such a plan should be designed to parallel the reading and language programmes and to articulate with units of work in which the students are engaged.Oral and written exercises in word study will necessitate close attention to word construction and careful scrutiny of word forms.Sensitivity to slight similarities and differences in word forms will be developed in accordance with the basic skill requirements of the reading programme.Abilities developed through phonetic and structural analysis techniques should be strengthened in their application to word study procedures and practices in spelling study.To supplement the minimum spelling requirements additional words should be supplied for pupils revealing superior linguistic ability.These children require wider and fuller scope in learning to satisfy their writing needs.Adaptation of the Quance Speller for the Functional Presentation of Spelling Integrated with the Other Facets of the Language Arts Programme: EDUCATIONAL RECORD Alphabetical listing of the total words presented for the year\u2019s assignment.Tabulation of those words presented as separate and distinct learning patterns which could be derived through phonetic and structural analysis skills and presented in one learning situation.Listing of sequential skills developed in phonetic and structural analysis in the basic reading programme.Tabulation of reading themes presented in the basic reading programme.Selection of associated words from the total Quance spelling vocabulary for weekly assignments.: Arranging of words selected for weekly study assignments in interesting story themes paralleling the reading topics of the basic text.Composition of word study exercises to be worked by the children in the learning and assimilation of the words under consideration.A Sample Weekly Lesson Plan and Teaching Procedure for Grade II : THE SQUIRREL Beneath a picture of a squirrel eating a nut appears the following story: Look at the red squirrel in the tree! He likes to sit on a branch and eat nuts.See him hold the brown nut in his paws! Very soon he will crack it with his sharp teeth.New Words: look, tree, sit, eat, hold, nut, will, sharp.Monday \u2014 Readiness or Preparation Day The child becomes familiar with his spelling words by meeting them in a story in which they are used with meanings appropriate to his age level.The day\u2019s lesson should include the following: (a) Picture Interpretation: Oral discussion on the picture.(b) Reading the Story: Discussion of the story supplemented by children\u2019s own knowledge and experience relating to the topic.(¢) Locating the Spelling Words: The words are written below the story in the same order in which they are used in the context.Each word is pronounced carefully by the teacher and repeated by the children.As each new word is located, the sentence in which it appears may be read aloud by individual children.(d) Clarification of Word Meanings: In the early word lists meaning difficulty will rarely be a problem, however care should be taken to ascertain if meanings are clearly understood as words increase in difficulty.(e) Copying the new words: Supervised writing of the words in children\u2019s exercise books.Tuesday \u2014 Study Day (a) Oral exercises What two letters are alike in look ?Change the l toe.Say the new word.What is the last letter in the word ?Change the k to p.Say the new word.What vowel sound do you hear in tree ?Is it long or short?What letters make this sound?Find another word in your story which has two e\u2019s in it and rhymes with tree.Look at the word sit.What little word do you hear in it?Is the vowel in sit long or short?Change the s in sit to h and say the new word.How many vowels do you see in eat?How many do you hear ?What vowel sound do you hear?Is it long or short?Add s to eal.Say the new word.Add s to the beginning of the word eat.Say the new word. SPELLING IN GRADES II AND III 213 What little word do you hear in the word hold?Change the h to t.Say the new word.What vowel do you see in the word nut?Is it long or short?Say a word that rhymes with nut.What letter will you add to nut to make it mean more than one?Find this word in the story.7.What two letters do you see at the end of will?How many l\u2019s do you hear ?Change the w to h.Say the new word.8.What two letters do you see at the beginning of sharp?Change the p to k and you will get the name of a huge fish.Say the new word.Written Exercise for Children 1.Fill in the blank with one of your spelling words.on a chair.Is the vowel in this word long or short?Change the first letter in the word to f and make a new word to fill the blank in this sentence: Tom ate good meals and played outdoors.Blunt means the opposite of one of your spelling words.Write that word What two letters come at the beginning of this Write a word beginning with these two letters to fill the blank in this sentence.When Ann went out she the door quietly.What two letters are alike in the word look Add \u201cing\u201d to look and write the new word Add\u2018\u2018ed\u201d\u2019 to look and write the new word Using look and the two new words you made fill in the blanks in these sen- in the cupboard for his skates.for his shovel, but he could not find it.Father said, \u201cI will help you for the shovel.\u201d Write the little word you hear in the word hold Change the \u201ch\u201d in hold to \u2018\u2018e\u201d and write the new word Add\u2018\u2018ing\u201d\u2019 to hold and write the new word Write the word that rhymes with hold which will be used to fill the blank in this sentence.Father his car for fourteen hundred dollars.Change the \u2018\u2018w\u2019\u201d\u2019 in will to \u201c\u2018f\u201d\u2019 and write the new word Write the two letters that come at the end of each of these words Do you hear a sound from each of these letters ?.each blank in these sentences with a word that rhymes with will.The robin was sitting on the window The robin was holding a worm in his Jack and Jill went up the What two letters are the same in the word tree?Do you hear a long vowel sound in the word ?.What letters make that sound 2.Write the word that means more than one tree Change the \u2018\u2018tr\u2019\u201d\u2019 to \u2018Îr\u2019\u201d\u2019 and write the new word What vowel do you see in the word nut?.Do you hear a short vowel sound in the word nuit?Add \u2018\u2018s\u2019\u201d\u2019 to the end of the word nut.Write the new word Fill in each blank with nut or nuts.How many letters are in the word eat?Which letter is silent ?.Is the vowel sound in eat long?How many vowels do you see in the word eat?How many do you hear ?.Add \u201cing\u201d to the word eat.Write the new word Wednesday \u2014 Integration or Application Day An oral language lesson will be taken on the spelling theme of the week.Following this the children will be required to write short stories or compositions on the topic.These will be corrected in preparation for the following day\u2019s work.The pupils should be encouraged to incorporate in their themes the new spelling words for the week. ABR AOE 214 EDUCATIONAL RECORD 3 Thursday \u2014 Hard Work Day 4 For those children of average or below average ability this day\u2019s lesson will consist of reteaching those words that appear to be causing general difficulty.The words requiring further study will be compiled from the records kept by the teacher of those errors in study words which recur most frequently in the compositions written by the children.The correct impression of each misspelled word 3 should be written clearly by the teacher on the individual composition papers.is Before further study is initiated, these words should be recorded in a special section of each child\u2019s exercise book for future reference and review purposes.3 The study procedures (oral and written) outlined for Tuesday\u2019s work should be à continued in modified form with those words which have presented difficulties.i For those children who found no difficulty in applying the study words in their compositions, but who used a wider vocabulary than their less talented classmates, opportunity should be given to study the additional words used which have caused greatest common difficulty.As was done in the case of the weaker 9 children, the correct representation of the words missed in the composition themes should be inserted by the teacher.These corrections should be recorded by the individual pupils in their exercise books for future reference.Those E misspelled words common to many compositions which are considered to be of i practical use for written expression should serve as the content of the word 18 study lessons for the children with special aptitudes.Oral and written exercises 4 should be given to establish accuracy in the reproduction of these additional 1 words.With both groups time should be found for working with individual pupils on their particular spelling needs.Friday \u2014 Test Day Sentences in which the study words or the study words plus an inflectional 2 ending have been omitted should be constructed for this day\u2019s work.The words .À should be used with the same meaning associations as were presented in the theme 0 for the week.The exercise may be taken orally with the children whereby the : missing word will be named but its letter sequence will not be repeated.Following this practice the pupils will be required to write the missing word in each i sentence.The entire sentence may be written by each pupil thereby giving an | opportunity to integrate spelling ability with handwriting skill.A record of A | the errors made in completing tbis exercise should be retained by the teacher for future review purposes.oe thi 3 Le Exercise Er 1.Baby.\u2026.\u2026.\u2026.\u2026uusessesrce her dinner with a spoon.i .2.In fall the leaves on the maple.ST are red.We 3.Mother cut the cake with a very.knife.i 4.In the game of \u2018\u201c\u2018Hide-and-Seek\u2019 Betty.for Tom in the hall cupboard.i 5.The children gave some.cccccoc.to the monkey at the zoo.i 6.Tomorrow Dick.go to a birthday party.A 7.\u201cPlease.my basket while I tie my shoe laces.\u201d 8.Ann likes to.beside Daddy in the front seat of the car.he i 5 a eT a hy as a a et a AS EE A OI RIDE BUILDING BETTER UNDERSTANDING BETWEEN CANADA AND THE U.S.215 BUILDING BETTER UNDERSTANDING BETWEEN CANADA AND THE UNITED STATES H.G.Ferrabee, B.A., West Hill High School, Montreal.\u201cPeople seem readier to work against something than for anything.\u201d This was the way a farmer summed up the troubled world in a recent conversation.Those who read the newspapers will be ready to agree with him: Communism against Capitalism, Socialism against Free Enterprise, Labour against Management; and almost everyone is drawn into the battle against one or the other, rather than for the system or group favoured.In this negative scene the presence of any positive effort to maintain and strengthen international relations already based on solid personal friendships is cheerful and encouraging.Such is the work of the Canada-United States Committee on Education.In 1944 the American Council on Education, supported by the Carnegie Endowment for International Peace, called together a representative group of American and Canadian educators.Aided by the Canada and Newfoundland Education Association, the Canadian Teachers\u2019 Federation, the Canadian Council of Education for Citizenship, and the National Council of Canadian Universities, sixteen were chosen \u2018\u2018to discuss the possibilities of education as a force to strengthen and improve the good relations existing between the two countries\u2019.This conference at Montreal decided that there was a job to be done, and nominated a committee \u2018\u201cto carry out projects conducive to the end in view.\u201d So the Canada-United States Committee on Education came to be.Why do Canadian educators feel that the activities of this international committee are needed, in view of the good feelings generally held by the peoples of Canada and the United States towards each other?Professor Charles E.Phillips, of the University of Toronto, Canadian Co-Chairman, answers the question in this way: first, these happy relations did not always obtain, and could change quickly unless a solid foundation of knowledge and understanding is built; second, an example is given to the rest of the world which may induce other countries in North America and overseas to follow; third, Canada, in this field as in others, can interpret the Old World to the New because of its place half way between the two in national outlook.The Canada-United States Committee on Education, unlike some other international educational organizations which have not been free from political influences, is a voluntary movement, supported by the Carnegie Foundation for World Peace and the Canadian Citizenship Council, with Secretary and offices provided by the Canadian Education Association.There are eighteen ordinary members plus 150 consultants in Canada and the United States.The American Co-Chairman is Dean James B.Edmonson, School of Education, University of Michigan.Up to the summer of 1949, the projects of the Committee had been principally along the lines of speaking engagements, correspondence, teacher exchange, pupil exchange, and studies of textbooks.During the past summer a Canada- United States Workshop was offered at the University of Michigan Summer Session as part of an interdepartmental programme entitled, \u201cAmerican-Canadian fu.on ana \u2019 TA Ju bn ie, fi hi Fc ho ds, ih tn 4 4 TE ES 216 EDUCATIONAL RECORD Relations\u201d.It was the privilege of the writer to attend this Workshop as representative of the teachers on the staff of the Montreal Protestant Central School Board.Differences in the philosophies and aims of education in Canada and the United States are obvious, and it was a fortunate circumstance that brought Dr.Margaret Koopman of the Central Michigan College of Education to be in charge of the Canada-United States Workshop.Her guidance and advice in the various enterprises which members of the group undertook, as well as her presentation of workshop technique to the Canadians, who were, some of them, inclined to be skeptical towards a method unlike the more formal practice of University courses, proved sound and sensible.It would be hard to find three personalities in the field of education who could give students a better ingight into the trend of education in Canada and the United States, as well as the ways in which the approach of the two countries differ, than Dean Edmonson, Dr.Phillips, and Dr.Koopman.The enrolment in the Workshop was disappointing, even though the small number gave a better opportunity for individuals to undertake a large share of the group projects, and to get to know fellow workers in an informal, friendly atmosphere.American teachers numbered four, three from Michigan and one from Alabama; while there were nine Canadians, one a school board member, two normal school instructors, four English speaking teachers from Montreal and Toronto, and two French speaking Brothers from Montreal.Despite the lack of representation from farther east and west, there was considerable diversity of background and viewpoint, the \u201cmelting pot\u2019 sometimes contrasting markedly with the \u2018\u201cmosaic\u2019\u2019.Yet withal there was genuine congeniality.The Canada-United States Workshop met Monday through Friday, from one to five in the afternoon, for six weeks.Workshop technique allotted part of this time for full group discussion, or for talks from resource persons called in from the University or elsewhere.The rest of the period was devoted to work in small committees, attendance at special lectures, film screenings and evaluations, and a refreshment period in the kitchen of the University High School\u2014 always well attended! Members of the group chose aspects of American- Canadian relations in which they had especial interest, and also undertook projects which would be useful to the Canada-United States Committee on Education.A partial list of enterprises includes a presentation of political party platforms on the Canadian Election Day, a radio-type play from the pen of a Canadian member, put on for students of the School of Education, two public showings of Canadian films, and compilations of lists of useful materials for teaching about the two countries.Field trips and social outings did a great deal to balance the classroom work with experiences which cannot be provided in school.Only by genuinely off-the-record exchanges of opinion, even when these serve to bring out differences rather than similarities, can one begin to build up reliable bases for understanding and respect.And, of course, for understanding the mechanical genius of Americans, no media can duplicate the impact of seeing the cars rolling off an assembly line at nearly one a minute, or clambering for an hour through the maze of black and fiery orange in the rolling mill of an automobile plant.TT RFT AE YAY FTW BUILDING BETTER UNDERSTANDING BETWEEN CANADA AND THE U.S.217 Those who have attended summer schools outside Canada or who have travelled in pursuit of a special hobby will know the value of meeting people who have a similar vocation or interest.There is an immediate point of contact, and from this the way is open for new friendships and experiences.In the student body of a summer school, however, one is apt to meet only a section of the community, and to get a false impression of how \u2018the people\u201d think and act.So it was a happy circumstance, albeit the sordid one of stretching the dollar, that placed the writer on a camp site in the Waterloo Recreation Area operated by the Michigan Department of Conservation, for the six weeks of the Workshop Programme.In this setting one is irrestibly drawn into conversation with people who share the great North American preoccupation with the outdoors, but otherwise have all kinds of jobs and points of view.Automobile executives and plant foremen, craftsmen and convict labourers, restaurant operators and truck drivers, owners of luxurious trailers and little families camping in pup-tents, all meet on an equal and friendly footing in the free (or very inexpensive) lodging provided by the State as part of a growing concern with the business of \u201cconserving people\u2019 as well as natural resources.From this cross-section, which may well be at least as accurate as that sampled by the pollsters, it was possible to supplement information and impressions gained from the Workshop, and to form an idea of the daily living which underlies the high-sounding, but vague phrase, \u201cthe American way of life\u201d.With the background, organization, purposes, personnel and resources sketched above, what, then, were some of the findings of the summer\u2019s investigation?Since this writing is an attempt to show where strengths and weaknesses lie in American-Canadian relations, and how the former may be increased and the latter diminished, let us consider three questions: 1.What is taught in schools?2.What knowledge and attitudes are common in adult life?3.What are the most effective ways of building a sound basis of mutual understanding.First, the school approach.Without a scientific study of the entire educational picture in Canada and the United States it is hard to do more than generalize.However, it seems fairly safe to say that there is a trend in the United States to devote more time to community and State social studies, and that little of the recent (even since 1812!) history of Canada or of current events in this country is studied in American schools.In Canadian schools the history and geography of the United States are probably more familiar, and the influence of radio, movies, newspapers and magazines ensures some knowledge of current happenings and outstanding figures on the American scene.There are, of course, very definite exceptions to such a broad statement, probably the most important being those in which exchanges have been made between the two countries for educational, cultural, or sports purposes.The value of interchanges varies considerably, depending not so much on the formal instruction involved as in the purposes and conditions of the visits.Getting people face-to-face is not enough: they must have a prior understanding of the reasons for the differences they will meet, and this is best provided by classroom study.In addition to being equipped to understand their neighbours, visitors should also have a common point of interest with their hosts if maximum benefits are to be derived. RO AA OO ES 218 EDUCATIONAL RECORD These two pre-requisites will transform \u201csitting duck\u2019 tourists into intelligent travellers.The inclusion in text books of sections or chapters designed to provide a basis of mutual understanding between Americans and Canadians would certainly help to overcome antagonisms founded on ignorance.Lacking these, however, there is no need to wait for new books, or revisions of old ones.The teacher with active enthusiasm for international friendship and sympathy can set the right note in classroom discussions, based on his own travels and observations, and reinforced by study of such authorities as are listed at the end of this article.The use of films and other materials suggested will be found particularly helpful.Organized and sponsored field trips, visits, camps, and the like are successful to the extent they make possible living together, learning to like the other fellow and respect for his point of view without necessarily sharing it.The founding of a friendly, sympathetic and unprejudiced attitude towards the people of the neighbouring country in school children will do much to prevent some of the more glaring adult misconceptions, without destroying the ability to judge critically.A visit to another country should fulfill two purposes: enlarge appreciation of the admirable characteristics and institutions of the other people, and, at the same time, make one increasingly aware of the good features in the life of one\u2019s homeland.Such perceptions are at the adult level, and in this area there is much to be done.Two fairly prevalent opinions met in talk with Americans and Canadians were: \u201cAmerican education is like their beverages: all froth at the top, and nothing underneath.\u201d \u201cOne thing I don\u2019t like about Canadians \u2014 they\u2019re backward.A man living next door to a stream will use oil lamps and carry water.\u201d Obviously, these are based on no scientific study, no statistics, but result from fuzzy thinking born in isolated cases or illogical comparison.Educational people have a job to do here, on both sides of the line, and to do it thoroughly, all informational resources should be used, government, adult education, university and school, plus all the media of communication we have at our disposal in a world of mass advertising.Canadians, generally, are the more anxious to understand and to be understood.Indeed, perhaps they over-emphasize this, so that the American wonders why Canadians cannot simply accept the high compliment of being taken for granted in the United States, and let it go at that.Canadians are sensitive about their national characteristics, however, without being quite certain just what they are, and, conditioned by a less benign climate, tend to share some of the European attitude towards American material prosperity.Americans, used to being the butt of adverse criticism from all sides, allow much of it to slide off their backs, listening patiently to their detractors and continuing to go out of their way to be friendly and helpful.The role of the educator in promoting better American-Canadian relations at the adult level is really no different from that of any other well-disposed and well-informed citizen.We should begin with a much wider and unprejudiced understanding of our own country; and there is a wealth of material available from which to obtain this.We should belie the American claim that Canadians i a ee ee ae BUILDING BETTER UNDERSTANDING BETWEEN CANADA AND THE U.S.219 are cold and aloof by cultivating and maintaining friends in the United States.We should keep a clear picture of the two countries as separate yet complementary units in the world pattern, freely recognizing the immense contributions which come from association with the United States while not losing sight of the value of our own.; Coming to the third and last question, what are the most effective ways of building a sound basis of mutual understanding, it was most apparent that the biggest impression made on the members of the Canada-United States Workshop was derived from the personalities of the other members.The best way to build good relations is to engage in a common task and enjoy common social occasions.The former engenders mutual respect, the latter good companionship.Next to the prolonged association which is possible in summer school sessions and similar meetings, the shorter visits made by athletic groups, school bands, scouts, youth clubs and school classes offer scope for setting up desirable attitudes in young people.To ensure a positive accomplishment, preparations are necessary and the visitors should be entertained by families rather than by institutions.A good deal of useful work can be done by the teacher envisaging the travel done by pupils in summer holidays with their parents or friends.Discussion and explanation of such experiences will be likely to evoke more enthusiasm than the time-worn chose of writing on \u201cMy Summer Holiday\u201d.In history, geography and social studies classes, there are many opportunities to show how Canada and the United States bave grown up side by side, how they are alike and in what ways they differs.The sphere of economics is probably the touchiest area in international discussions to-day.Americans often feel that Canada is not getting the most out of her natural resources, while Canadians dislike seeing raw materials flowing across the border to be processed in the United States.A study of this problem would be a worth-while project in senior high school.The Committee on Materials of the Canada-United States Workshop found plenty to work with.A list of inexpensive literature on Canada and one on the United States will very likely be distributed by the Canada-United States Committee on Education.Among the films, which were the writer's particular assignment, the choice was wide in American titles, but more limited on the Canadian side.A list of films suitable for illustrating American-Canadian relations was compiled from titles available in the Audio-Visual Centre of the University of Michigan, the Canadian Consulate in Detroit, and the National Film Board office in Chicago.This is appended to the present article, and most of the films will be found in the library of the Department of Education at Quebec.FILMS SUITABLE FOR TEACHING AMERICAN-CANADIAN RELATIONS (Note: descriptions of films available from the Department of Education, Quebec, will be found in the Catalogue and Supplement of the Film Library.) 1.For REGIONAL GEOLOGICAL BACKGROUND, films like Norteastern United States (T-527) and Maritime Provinces of Canada (T-620).2.For HISTORICAL BACKGROUND, COMPARISON AND CONTRAST, films like Discovery of Canada (Q-132), Puritans of Massachusetts Colony (T-225), and Westward Movement an the United States (T-449).i bre 220 10.na fi hi i 5 = i EDUCATIONAL RECORD For OCCUPATIONS, treated from the human aspect, films like New England Fisherman (T-318), Corn Farmer (T-232), Wheat Farmer, Irrigation Farming (T-802), Orange Grower (T-235), (United States); and Gaspé Cod Fisherman (T-598), Fur Country (T-435) (Canada).For INFLUENCE OF GREAT RIVERS, films like Great Lakes (T-468), River of Conant (T-662), (Canada); and Mississippi (Upper and Lower), The River, (United tates).For URBANIZATION, films like Growth of Cities (T-768), The City (T-479), New York City (T-102), Washington D.C.(T-101), (United States); and Montreal Tercentenary (T-654), Ottawa (T-131), Ottawa on the River, (T-454), (Canada).For CONSERVATION, films like There\u2019s More Than Timber in Trees (T-579), Harvests for Tomorrow (T-461), (United States); and Tomorrou\u2019s Timber (T-713), Windbreaks on the Prairies (T-714), (Canada).For ETHNIC GROUPS, TOLERANCE, films like Man, One Family, Peoples of Canada (T-336), The Negro Farmer (T-459), and Iceland on the Prairies (T-665).For CHILDREN\u2019S ACTIVITIES, films like Colonial Children (T-228), Teen Age Farm Hand, (T-669), (United States); and French Canadian Cnildren (T-242), Early Start, (Canada).For CO-OPERATION, YOUTH MOVEMENTS, films like Lessons in Living (T-664), The People\u2019s Bank (T-583), (Canada); and Make Way for Youth, (United States).For ART MOVEMENTS, films like Canadian Landscape (T-692), West Wind (T-698), (Canada); and Making of a Mural (United States).The three books which have received highest rating for interpreting the underlying spirit of the United States of America are:\u2014 Beard: Rise of American Civilization; Whitman: Leaves of Grass; and Sandberg: Lincoln: the Prairie Years.RETENTION OF STUDENTS IN SCHOOL, IN ELEVEN CANADIAN CITIES JA Grade Calgary |Edmonton| Regina |Winnipeg Montreal St.John Halifax A rr E: VI 100.0 160.0 100.0 160.0 100.0 1C0.0 100.0 il VIII 91.8 91.1 95.2 88.4 82.6 64.4 73.0 a X 85.6 79.9 92.8 79.5 63.6 44.9 44.9 a XI 73.5 71.0 78.5 64.2 46.4 29.0 35.0 | Loss, A VI-XI 26.5 29.0 21.5 35.8 53.6 71.0 65.0 3 Eleven Five U.S.| All Grade [Vancouver Toronto Hamilton Ottawa Cities Cities Canada a VI 100.0 100.0 100.0 160.0 100.0 100.0 100.0 E- VIII 92.9 103.6 75.7 98.8 90.7 .81.5 i x 75.0 71.9 69.6 98.5 72.8 83.6 51.0 i: XI 59.7 52.8 47.1 86.8 56.8 72.3 37.2 4 XII 47.3 39.2 33.7 67.5 42.9* 66.4 30.0 a Loss, \u2019 ÿ VI-XII 52.7 60.8 66.3 32.5 57.1 33.6 70.0 RE *Based on four cities.Report of the Canadian Research Committee on Practical Education.a i a EIRE VOICE CTI NOON HOUR ACTIVITIES 221 NOON HOUR ACTIVITIES AT ORMSTOWN HIGH SCHOOL David C.Munroe, M.A., Director of the School for Teachers, .Macdonald College The lunch period is one of the most important in the programme of many schools.Some of our urban elementary schools are situated so that many or all of the pupils may return home for lunch, but even the urban high schools, and, to a far greater extent, our new composite rural schools draw their students from a wide area and this makes it necessary for a large number of children to spend the lunch period at school.The supervision of the lunch-room and of various activities during the recreation period place added responsibilities on the staff, and efforts have been made in many schools to use this opportunity to extend and improve the educational experiences of the school.The enrolment at Ormstown High School is about two hundred and twenty in Grades I to XII.Of these, two-thirds come to school daily on our six buses, and throughout most of the year there are at least one hundred and seventy eating lunch at school.For the benefit of these, a short lunch period is desirable, so that the school day may be as short as possible; but for the minority who eat lunch at home it is necessary to provide a period of at least an hour.After a good deal of experiment and discussion among the staff and students, the lunch period was fixed at an hour and ten minutes.While the children brought cold lunches of sandwiches from home, it was found that fifteen or twenty minutes was a suitable period for the lunch itself and during the autumn and summer the students usually ate in groups scattered around the playing fields.Close supervision was neither possible nor necessary, except to enforce a reasonable degree of neatness.During more than half the year, however, it was necessary for the children to eat indoors which meant using a basement play-room-assembly hall, where the atmosphere was anything but attractive.The introduction of a school cafeteria last year has greatly improved this part of our programme.A full-course meal is served daily at a cost of twenty-five cents and all our pupils now have their meal in class groups at cafeteria tables.The principal and two teachers who are on supervision duty join the senior students at the head table and our school lunch period has become a pleasant, friendly experience through which we may teach lessons in social conversation, neatness, co-operation and table manners.Under the new plan the lunch period has been extended to about thirty minutes, thus reducing the length of the recreation period.The activities conducted during the recreation period are planned by the Student Council and the staff, and the variety has been seriously limited by lack of space.We have always made it a rule to provide a Study Room throughout the year, so that any students who wish to prepare class-work may do so.This is probably desirable in a school where many of the students have fairly heavy home responsibilities.Otherwise there are the seasonal differences which one would expect to find in an activities programme.In the autumn, provision is made for track and field, rugby, basketball and volleyball on the school playing 222 EDUCATIONAL RECORD fields; in winter, a school rink is maintained for the younger children, while the senior boys and girls hockey teams have practice periods at the town rink; in the summer, the softball diamonds are in constant use.Some of these activities are organized in a \u2018House Programme\u2019 which is planned by the students, with volunteer assistance from the staff.When the weather is suitable, students are encouraged to spend the recreation period out-of-doors, and those not taking part in the games usually spend the time as spectators or in other activities on the grounds.During the seasons when the weather is unsuitable for outdoor activities, a variety of instructive programmes have been arranged with reasonable success.Monday is \u201cLibrary Day\u201d.The school librarian and a student committee are on duty in the Library and children who wish to borrow or return books may do so.A wide assortment of current magazines, provided by the Student Council, is also available.Tuesday is reserved for meetings of various groups.Both the Girl Guides and Boy Scouts hold meetings of their Courts of Honour and sometimes of instructional groups.Two \u201cGym Clubs\u201d were operated one year for senior boys and girls who wished to do special tumbling and pyramid exercises.An entertainment movie is shown every Wednesday and this usually attracts most of the student body.Thursday is \u201cGames Day\u201d.The Student Council has provided a number of games such as checkers, Chinese checkers, croquinole, and ping pong.House competitions are frequently arranged to give added interest.On Friday there is a social dancing period.This is intended to teach the children of junior high school age some of the lessons of social adjust- \u2018ment.The arrangements for moving furniture and provision of music are made by each of the \u2018Houses\u2019 in turn and a teacher who was particularly interested in student guidance volunteered to supervise.In addition to these activities, a special games period is arranged daily for the little children.This is under the leadership of volunteers from among the senior girls and has been very successful.Students in Grades XI and XII who are considering entrance to the School for Teachers are particularly encouraged to assist in this programme.Undoubtedly this programme has placed a heavy responsibility upon the teachers, two of whom are on duty each day, but it does bring to their assistance a number of student leaders who carry out their duties remarkably well.We cannot claim that it has been completely or continuously successful.It requires some adjustment each year to meet new interests and new needs.Nevertheless, if it has taught our pupils to assume responsibility and discharge it faithfully, to employ their leisure wisely and profitably, and to supplement the work of the class-room with varied and informal experiences, it has enriched the life of pupil and teacher alike.NOON HOUR ACTIVITIES AT THREE RIVERS HIGH SCHOOL J.A.B.McLeish, M.A., Former Principal, Three Rivers High School The need for noon hour activity is not as striking in a small city school like that of Three Rivers as in a rural consolidated high school where great numbers of the student body are brought in by school bus or snowmobile, and remain by iv 0e 7 \u201c ; =! Kae em bd tes NOON HOUR ACTIVITIES 223 necessity at noon hour.Nonetheless, there is a noon hour problem in the Three Rivers High School, and the various ways in which attempts have been made to meet this may be of some use to other principals and teachers.A considerable group of students live at a point sufficiently distant by train from the city to require their staying at noon.Others are permitted to stay because of the awkwardness of reaching, and returning from, their homes on the outskirts of the city, as well as those who have special family reasons including the absence of parents, or illness of the mother of the family.In general, the number of students remaining never exceeds eighty, but an average of sixty throughout the year would appear to be normal.To this, in considering the noon-hour problem, must be added the problem common to all schools of children who, because of adverse home conditions or for other reasons, return to school as soon as possible after finishing lunch at home.The principle in vogue at Three Rivers is that, where possible, the facilities of the school should be fully exercised to make creative activity feasible for students staying at the school.When the stipulated time for eating in the school lunch room is over, students are required to go outside to the playing-fields where they use the school athletic equipment \u2014 particularly football and baseball equipment in fall and spring \u2014 or the school rink, which is open only to the noon lunch group during the noon period.The playground equipment, originally purchased for the grounds on the advice of the Inspector of High Schools, has proved highly useful, and the supervising teachers keep a judicious eye on its operation.The school gymnasium is open to specified older groups throughout the year from November through April for badminton, and the school showers and locker rooms are also open to these students.Full use has been made of these facilities by students at noon, and the level of conduct has been of a high order.It has been the practice for students using indoor equipment to spend a designated period of time outdoors first.À notable contribution to the success of a noon hour programme in the past two years was that contributed by the woodworking department, where the instructor, who brought his own lunch, conducted a special class for boys at noon.This proved to be a most happy contribution to the whole programme, and is a fine instance of a creative project.Other teachers who are in the school, and who felt able to do so, supervised and participated in badminton, softball, and track training.One group of boys and girls practised regularly at noon, under supervision, in track and field during May and early June.Such pupils were not able to participate in the early-morning or the after-school training periods.The Three Rivers High School building is a fine new structure which was designed with less emphasis on indoor playroom space in the basement than has been the rule in many older structures.This trend has support in experiments in the United States, Great Britain, and elsewhere.The indoor basement playroom has its values, but it is apt to provide an unimaginative catch-all for the noon hour problem.It may become a centre of noise and risk of injury without the compensations of creative activity if the children are not restrained.Again, it may provide an artificial, non-creative atmosphere if pupils are closely checked and confined simply to sitting in the bare room and walking about. 3 224 EDUCATIONAL RECORD In the Three Rivers High School, one of the playrooms was converted into an indoor moving-picture theatre, and noon periods for a number of months during the late fall and winter months were featured by the showing of films of a highly- | 3 informative and interesting nature, but which were not specifically suitable for I $ the regular classroom film programme.Again, \u201crequest films\u201d were a feature.- On many occasions the students requested a further showing of films already dealt with in the classroom, and attendance at these repeat showings reached as high as 150 pupils, who returned at ten minutes to one o\u2019clock for the showing.| It was understood that the continued showing of the films depended upon the conduct of the student audience, which included elementary as well as high school | students, and their co-operation in this regard was highly satisfactory.Inci- A dentally, the \u201clate problem\u2019 at noon virtually disappeared, although this was not j the original purpose of the noon film programme.Once again, voluntary help went far toward making this a success.The two staff film supervisors, and four senior boys, rotated services to make a highly-worthwhile programme.Except in notably bad weather, the principle is followed of requiring the noon hour lunch group to remain outside at play and games.In bad weather, ' i rather than having this group in a basement playroom, the plan was adopted of ) i dividing the children into groups, some going to the library, some to projects, i i some to woodworking and gymnasium, and others to games or art work under a the care of senior high school girls and with the over-all checking of supervising | ; staff members.One has to administer a school building of the type now being | = erected throughout the province to appreciate how much less of a task all this is A than it may sound.The fine surroundings, sound-proof flooring, and spaciousness ' i contribute notably to an atmosphere which makes staff and students alike reach A as it were for the highest spirit, and contribute mutually to one another\u2019s benefit.| À In regard to bad weather days, it was agreed by the staff council that staff mem- pie i bers would make a practice of returning earlier to the school at noon on such days to relieve the responsibility of the supervising teacher.Throughout, staff ; ä co-operation has done much to minimize the noon hour problem at the Three Rivers High School.| a Because of the pressure of work on the staffs of most active schools, the noon 3 hour period can never perhaps be utilised to its full.This short outline may À however, serve to suggest that the proper attitude to take toward such problems, as that of idleness at the noon hour, is to see not a burden, but an opportunity.A In a worthwhile school of high spirit, the presence of pupils under such cireum- i stances can be the joy of companionship rather than the chore which otherwise might be made of it.NOON HOUR ACTIVITIES AT KNOWLTON HIGH SCHOOL J.E.Perry, M.A., Supervisor, Brome County Central School Board ae A For many years the accepted method of solving the noon-hour problem in 2 most high schools has been to impose upon the members of the staff certain super- À visory duties which have been an annoyance to pupils and teachers alike, but as long as the former refrained from injuring one another or from defacing the MT LS TP RTT TTR SPF TPIT) dT Ly a a tL ed ae tt FOR POP OR IE FSF NYY STF RARTITTENR WHE) NOON HOUR ACTIVITIES 225 building, conditions were accepted as satisfactory.In this regard I think that Knowlton High School has followed the accepted practice.As our theories and practices of education have changed, however, we have begun to realize that the noon hour can and must become an important part of the school programme.This is particularly true of Knowlton, where nearly three hundred pupils of the school are transported by school bus and consequently spend their noon hours at school.We have not developed a noon-hour programme which we consider satisfactory, but are aware of the problem and have taken steps to meet the challenge it imposes.Consequently this will be as much an outline of what we propose to do as an account of what we have already accomplished.A preliminary survey showed that some good work was already being done.Our music teacher whose energy, enthusiasm, and love of music are contagious, had organized a teen-agers choir in which a considerable number of pupils participated during two noon-hour periods a week.Some supervised sports were also being encouraged but, as is usually the case, pupil participation was limited.In the primary grades the teachers were making a creditable effort to keep the children occupied.We could not, however, shake the feeling that our programme was failing to reach the majority of pupils staying at school, particularly that we were failing to reach the pupils who most needed help and guidance, namely, the shy child on the one hand and, on the other, the child of boundless energy capable of getting himself and others into mischief.In our efforts to find a solution to this problem we adopted a policy which we feel will pay dividends.Rather than impose a programme from the office we decided to give the teachers, and later the pupils, an opportunity to make suggestions and to participate in the project.To this end a staff meeting was called and the whole question was placed quite frankly before the teachers.We were pleased to find that several teachers were aware of the situation and welcomed an opportunity to express their opinions as to what was wrong with our noon hours.A lively and interesting discussion followed and it became apparent that the teachers were unanimously agreed that a worthwhile programme could and should be planned.There was not complete agreement as to how this should be accomplished or as to what activities were worthwhile, but we were encouraged to see even the less vocal members of the staff participate in the discussion from which two proposals emerged: 1.That we should appoint a committee to study the different proposals which had been made and to make recommendations which should be discussed at a subsequent meeting: 2.That the pupils themselves, through the Student Council, should be given an opportunity to participate.Four teachers were appointed to this committee and the £ tudent Council was asked to appoint three students.The teacher-student committee held two sessions and made the following recommendations: 1.The pupils of the intermediate and High School grades should be asked to offer suggestions for noon-hour activities, the necessary information being obtained by the student council; 2.Since school programmes often over-em- phasize activities which demand considerable physical effort, and to satisfy a wider variety of interests and thus insure greater pupil participation, the following typical non-athletic activities should be included: a.Educational and is, Er E fe BA HE mm in A 18 J A 5 5 SRL 226 EDUCATIONAL RECORD recreational films; b.Sing-songs (one day a week) to practice school yells, songs for out-of-town bus trips, ete.; c.Quiet games such as parchesi, checkers, etc., d.Bingo for larger group participation; e.Clubs of various kinds, e.g.calf clubs, hobby clubs, dramatic clubs and junior choir, etc.; f.Dancing classes to instruct older pupils to dance; g.Organization of Boy Scout, Girl Guide groups, etc.3.Since many pupils interested in sports come to school by bus and consequently have little opportunity outside the regular Physical Training periods to participate, some of the following sports activities should be worked into: the noon-hour programme: a.shuffle board and ping-pong; b.volley ball; c.wrestling and boxing.These activities are of general interest and allow for participation at most age levels.d.In addition inter-class and inter-bus basketball, hockey, softball, ete.programmes should be organized.It was not the intention of the committee that all of these activities should be introduced into the school, but rather that from these suggestions a start might be made.It was realized that no satisfactory programme can be established overnight, but must be the result of careful planning, hard work, and continuous growth, changing as the needs of the school change.HOCKEY LEAGUE OF THE PROVINCIAL ASSOCIATION OF PROTESTANT SCHOOL BOARDS The Hockey League was organized by Dr.Earl Draper of Bedford, P.Q., in 1934, consisting of approximately twelve school teams.Dr.Draper resigned from the Bedford School Board in 1936 and Dr.C.L.Brown of Ayer\u2019s Cliff and Jas.E.Conners of Magog took charge of the league.Since that time it has been operated by Mr.E.Conners, assisted by Mr.B.W.Draper of Bedford, P.Q.About 18 to 20 school teams compete each season, but the League did not fune- tion during the war years owing to shortage of gas and tires.Until 1946 the school teams competed for the Vilas Cup, but since then the P.A.P.S.B.Cup has been held by the winners for one year.The name of the school and the year are engraved on the side of the cup and fifteen arm badges are given to the members of the winning team with the following words printed on them \u2018Champions P.A.P.S.B.Hockey League\u2019.The year also is stated.A schedule of games is made up in groups of not less than two schools, in Eastern and Western divisions.In 1948-1949 Richmond High School won the Eastern section and Macdonald High School the Western.In the final game at Granby, Macdonald were the winners by the score of six to three and thereby became the holders of the cup for a year.All final games are hotly contested and the type of hockey played is equal to the best in any league of Juniors. ORGANIZATION OF A GUIDANCE PROGRAMME 227 ORGANIZATION OF A GUIDANCE PROGRAMME J.D.Jefferis, M.A., Ph.D., Bishop\u2019s University, Lennoxville With the increased emphasis on Guidance activities in our schools, an ever-growing number of our teachers are reading books or taking courses in Guidance.As they do so, some of them grow confused and discouraged at the multiplicity of techniques suggested, and say to themselves; \u201cWe could never attempt all this.\u201d They are probably right, but there is no reason for discouragement.Even if a complete Guidance programme cannot be established in any particular school, parts of one may be made to function profitably.One of the basic principles of Guidance is that there cannot be one standard programme of Guidance suited to every school.Guidance always stresses the note of individuality, and each school has its own individuality, which means that it has its own unique and peculiar needs.For successful operation, it is necessary to realize that Guidance is an integral part of the work of the school, not an adjunct to it imposed from outside.There is need for co-ordination, so that all the resources of the school may be brought to bear on the problems of the individual pupil, and that the assistance given to him may be unified.This co-ordination is the organization of the programme.In so far as education and Guidance overlap, Guidance is the concern of all those who are involved in the educative process, and it is essential that all should co-operate in it.Particularly the programme demands the co-operation of all the teachers on the school staff.Definite responsibilities for separate parts of the programme may be placed on individual teachers; each of them must know not only what his responsibilities are, but also how his share of the work contributes to the whole.Current trends seem to be towards separating the Guidance programme from school administration, and, instead, towards relating it more closely to the teaching function of the school.In the future it is likely that we shall see fewer specialists working as specifically \u201cGuidance personnel\u201d, but more class-room teachers taking a more active part in Guidance work.As there is no standard programme, it will be perfectly reasonable to omit particular techniques which do not seem suited to the individual school, to the community which it serves, or to the stage of development which the current programme has reached.Obviously it will be wise not to start off with too ambitious a programme, but to begin with those Guidance functions which the school has undertaken in the past, though they probably do not yet bear any Guidance labels, and to add to them little by little, as opportunity and need prescribe, yet integrating each part into the whole work of the school.Thus the type of programme will grow out of, and be suited to, the size and type of school and the nature of the community.The small school, with an enrollment of under 200 pupils, has certain obvious advantages.It is relatively easy for the teacher to get to know his pupils.It will not be long before he is acquainted with their home backgrounds and their personal interests and ambitions; all members of the staff may well be able to 3 bo piss ee EES mal HER GR SO SIRE IRR EN Rah 228 EDUCATIONAL RECORD contribute data which will serve in helping solve some individual\u2019s personal problems.It is not difficult to keep in touch with local vocational opportunities and establish helpful relations with local industry.The small school will offer plenty of chances for friendly informal counselling and individual help.On the other hand, there are difficulties in setting up an elaborate programme, the chief one being lack of time; probably all members of the staff, including the Principal, will be teaching every period and there will be no time, for instance, for filling up elaborate record forms.It will not normally be possible for any one teacher to specialize in Guidance work and direct the programme.Cooperation is the answer to the problem; a staff Guidance committee, perhaps, can apportion various areas, so that one teacher feels himself particularly responsible for the collection and preservation of Occupational Information, another for undertaking and keeping records of the Testing Programme.The larger school, with an enrollment of 200 to 500, will probably be able to have a specialist devoting at least half his time to Guidance work and taking general charge of the programme, though the co-operation of the rest of the staff will still be necessary.It will be easier to provide options in the curriculum which will offer a wider range of choice to pupils, thus making preparation for different fields of employment more feasible, and there will be a greater choice of extra-curricular activities for the pupils.Yet contact between teachers and pupils will probably be less intimate, and personnel work will be more difficult.Here the need for Guidance is even greater, and a more thorough and formal programme will eventually be put into operation.If the school is a separate Elementary School, most of the work will be in the field of educational Guidance, showing the pupils what opportunities lie ahead of them, and preparing the way for a smooth transition from the Elementary to the High School, always a hazardous junction point on the educational railway.There will be less opportunity for Vocational Guidance, though some group work in Occupations can very profitably be attempted in Grade VII.Special difficulties face the Consolidated High School in a rural area.The greater the radius on which their homes are located, the harder is it to obtain information about the pupils\u2019 background and to get to know them personally, for the transportation system will probably prevent opportunities for closer contact in informal ways at the end of the school day; the bus must leave on schedule, and that\u2019s an end of it.There is the likelihood, too, of a certain amount of parental opposition to Guidance work, on the mistaken but not infrequent assumption that Guidance is mainly a device to get boys off the farm and into the city factory and to take girls away from home to business offices.This, of course, 1s a distorted picture.The majority of rural youngsters will remain on the farm, and will probably be better adjusted to their life there because of what the Guidance programme has done for them.It will be a mistake to expect all schools in one Larger Unit or County Area to have identical programmes because they are under the control of one Central Board.Each will have its own needs.One advantage that such a system may offer is the possibility of a trained Guidance specialist who can spend part of his time visiting the different schools in the area, to encourage the teachers in each school, direct, their work when necessary, and help them solve technical problems.PV DIR EE REA D Ee \u2014 TT ORGANIZATION OF A GUIDANCE PROGRAMME 229 Thus the hypothetical ideal programmes described in text books or by lecturers unacquainted with our local Quebec problems may be quite impossible and even undesirable in any specific school, and yet valuable contributions may be made to the school\u2019s services by a judicious selection from the wealth of Guidance techniques available.RESEARCH STUDIES FOR LOAN School Boards and other organizations may be interested in the following list of research studies made by educationists with the aid of C.E.A.Research Council Grants-in-aid.Copies of these studies are available on loan from this offices.Those interested in borrowing any particular report (or reports) should write to the C.E.A., 206 Huron St., Toronto 5, giving the name and number of the report(s) required.A Study of Reliability of Tests and Examinations: By Drs.R.W.B.Jackson and J.A.Long.(Study No.1) The Application of the Fisher Variance Technique: By Dr.R.W.B.Jackson.(Study No.2) Construction of Standardization of Achievement Tests in Silent Reading: By Dr.M.F.Minkler.(Study No.4) Statistics Relating to Provincial School Systems of Canada: By Drs.R.W.B.Jackson, M.A.Cameron, and J.E.Robbins.(Study No.5).Evaluation Techniques in the Social Studies: By Dr.H.E.Smith.(Study No.6).An Investigation Designed to Find a Personality Test which could be Used as a Measure of Aptitude for Teaching: By Dr.Henry Bowers.(Study No.7).The Development of Diagnostic Materials in Study Habits and Skills of High School Pupils: By Drs.S.R.Laycock and D.H.Russell, (Study No.10).Teachers\u2019 Pension Schemes in Canada: By Mr.H.W.Creelman.(Study No.11).Construction of a Primary Group Test of Intelligence: By Dr.R.W.B.Jackson and Miss K.Hobday.(Study No.13).An Evaluation of New Materials in the Course in Geometry in the High Schools of Alberta: By Dr.A.J.Cook.(Study No.14).larger Units of Administration in Canada: By Mr.J.R.S.Hambly and Mr.J.W.Gilles.tudy No.15).School Achievement of Nova Scotia Pupils: By Professor A.S.Mowat.(Study No.16).A Study of Certain Methods of Diagnosis of Personality and Temperament: By Mrs.R.M.Anthony.(Study No.17).A Statistical Evaluation of the Educational Needs, Taxpaying Abilities, Educational Efforts, and Educational Achievements of the Canadian Provinces: By Dr.K.F.Argue.(Study No.18).Study of Data Obtained from Ten Years\u2019 Intelligence Testing in the Ottawa Public Schools; 1981-1940: By Dr.Florence Dunlop.(Study No.19).(This study was published in the Canadian Journal of Psychology, Vol.1, No.2, June, 1947; and Vol.II, No.1, March, 1948).The Selective Character of Secondary Education: By Dr.M.E.LaZerte.(Study No.21).A Preliminary Study of Spelling Readiness: By Dr.D.S.Russell.(Study No.22).La Méthode de Rorschach appliquée à un groupe de délinquants: By Brother Luke.(Study No.24).Available in French only.The Effect of Various Types of Music on Test Performance of Secondary School Pupils: By Mr.J.Merrell.(Study No.27).Les Examens Otis-Ottawa d\u2019Habileté mentale \u2014 Examens intermédiaries, Formules À et B By Rev.R.H.Shevenell.(Study No.29).Available in French only.Epreuve collective d\u2019Habileté mentale générale: By Rev.Paul l\u2019Archevêque.(Study No.80).Available in French only.A Five-Year Study of Attainment of Beginning Grade X Students; A Study of Fundamentals in Vocabulary, English Usage, Social Studies, Science and Mathematics: By Dr.C.Samson.(Study No.32).A Study of Comparative Attainments of Matriculation Candidates in the Various Provinces of Canada: By Dr.M.E.LaZerte.(Study No.33).Test de Vocabulaire; Etude expérimentale du Vocabulaire compris par les enfants dans les livres écrits par les adultes: By Brother Bertrand.(Study No.34).Available in French only.Les enfants déficients de U'ouie et leur développement mental et social: By Brother Dominique.(Study No.38).Available in French only.L\u2019 Inventaire de la_Personalité \u2014 Brown-Ottawa: By Rev.R.H.Shevenell.(Study No.40).Education of the Slow Learner: By Mr.George MacDonald.(Study No.45).Optimum Load for Supervisors: Mr.Selwyn A.Miller.(Study No.46).(This study was published in Canadian Education, Vol.I, No.3, June, 1946). ss Se se vers x ats Goldie en actes 230 EDUCATIONAL RECORD REPORT OF HELPING TEACHER May Hextall, Sutton In beginning my work as Helping Teacher in 1946, I had the advantage of knowing a large part of that section of the Eastern Townships in which I was to work.Though, like John Burroughs, I had been \u2018as local as a turtle, and content to plod about in my acre of ground,\u201d and though in my 23 years of teaching experience I had taught in only four schools, all of them in Brome County, I had a fair knowledge of Shefford and Missisquoi Counties as well.This was of great assistance in establishing contacts in the rural areas, and helped to do away with the feeling of strangeness which may hamper one from doing one\u2019s best work.I was also fortunate in being personally acquainted with Inspector Wells, inspector of the region and in receiving from him the benefit of his knowledge and wide experience.Any success I have enjoyed during the past three years has been due in great measure to this unfailing kindness, encouragement, and assistance, and I should like to pay tribute to him in acknowledging my debt of appreciation and gratitude.| My main work has been to give help to inexperienced and unqualified teachers on the following points: 1.Planning a suitable classroom time table; 2.Giving demonstration lessons in all subjects; 3.Checking on needed text books, manuals, maps, workbooks, and supplies; 4.Giving copies of suitable classroom tests in various subjects; 5.Explaining proper use of manuals; 6.Demonstrating the use of visualaids;7.Advising and encouraging the use of the Professional Library and professional magazines; 8.Assisting in preparing records; 9.Observation of teacher and teaching methods.Time-Table Planning: Most teachers in rural schools endeavour to follow the model time table given in the Handbook, but are often at a loss to know how best to divide the time allotted for each subject among the various grades.Before beginning my work I consulted a former teacher who had been extremely successful in rural school management, and with her help compiled a time table which gave in more detail a workable method of time division for four classes or seven grades.That time table travels with me, and with adaptations is in use in many schools.In classrooms with fewer grades, the time table problem is simpler and more easily handled.Demonstration Lessons: A teacher of many years experience once said to to me, \u201cI wouldn't be in your position for a million dollars.You have to be ready to teach any subject in any grade at any time, don\u2019t you?\u201d The answer is \u201cYes\u201d, but of course common sense enters into the picture too, and while I pride myself on never refusing a request for a demonstration lesson, there are times when preparation is absolutely necessary.In some schools I teach for an entire day, while the teacher observes, and later we decide together where the programme can be improved.Unfortunately, some teachers, while extremely willing to have me teach, are not so ready to observe, and prefer to use the time correcting tests or exercise books, or even writing letters! For that reason I sometimes find it more satisfactory, if I am to be in the school several days, for the teacher and me to alternate the work. REPORT OF HELPING TEACHER 231 When taking work in any school, I try to use the material available in the school.Often I find excellent maps tucked away in the cupboard, while the pupils struggle to learn geography from the meagre small-scale maps in the text book.In many schools, too, the library will be found to contain books useful for reference purposes, but the teacher has not had the time to check them to find which will be of use.I also make it a point to use the manuals, which to me are an absolute necessity for the proper teaching of reading.I am inclined to place a great deal of stress on the use of manuals, and this leads to the next type of work on my list.Checking Supplies, Textbooks, Manuals, Etc.: When many of the authorized textbooks are lacking, the fault may often be placed at the door of the local secretary.The plea, \u201cWe ordered our Readers in September, and they haven\u2019t come yet,\u201d when you know that schools in other districts had their orders filled, leads one to suspect slackness somewhere.There has been a great improvement during the past three years in the attitude of School Boards toward the buying of manuals; most schools now are well supplied with them.I find that schools under a County Central Board, with an interested and competent supervisor, are better furnished with textbooks, manuals, and other supplies than schools under local boards.One reason of course is that it is possible in the larger unit to move books and supplies from one school to another as the need diminishes or increases.I have found some schools so poorly supplied with materials for art work that the teachers have had to make up the deficiency or do without.Too often they do without.Giving Copies of Tests: Most inexperienced qualified teachers, as well as those on permit, have little knowledge of the techniques of test-making and often ask for help; while occasionally an experienced teacher has become dissatisfied with her method of testing and asks for new ideas.This is one of the most difficult parts of my work, for classes and teachers vary so widely in ability that a test which may be perfect for one situation is useless in another.I find the Departmental examinations excellent models for Grades Six and Seven, but in the lower grades, especially where classes are combined, it is difficult to outline a testing programme that will meet a variety of situations.As an example, in Grade Five, or, if classes are combined, in alternate years in Grade Four, a child studies the geography of Canada.He does not study about his own country again until he is in High School, and as you know a large percentage of our rural pupils do not attend High School.The examination given in Grade Four then must test the knowledge he has gained and which may have to serve him for the rest of his life.How much can a Grade Four pupil be expected to know about his own country in comparison with what the average Canadian citizen should know ?This is but one instance of the difficulties in preparing suitable test material.Explaining Use of Manuals: I try to get the teachers to look upon the manuals as a help, a real teaching aid.To many teachers, the manuals represent more work, more hours of preparation, while the greater amount accomplished and the better results obtained are entirely overlooked.I do hope that every teacher in training is being given explicit instructions in the use of all the manuals recommended for use in the elementary school, and that their value is stressed sufficiently so that all certificated teachers are definitely manual-conscious. SE ST SE RER SE I ES QE EC EE EE EE de RE DEN NE SE Ra DE Sa RE SE IE ES SF EE EE EE EE LSC alba EFM, 232 EDUCATIONAL RECORD Use of Visual Aids: In rural schools these are mainly pictures, and an enterprising teacher can soon acquire a fine collection.They are especially necessary in primary work; my own collection of pre-primer picture travels with me during September and October as an encouragement to the teacher to make a set for herself.One intermediate school has a projector, and a few rural elementary schools occasionally have the opportunity of seeing some of the National Film Board movies.In one school where this is the case, the teacher orders films from the Film Library for the time when the National Film Board representative will be at the school, and these are shown on the projector.Use of Professional Library and Professional Magazines: This is a point on which I feel very strongly, and I have mentioned it in my bi-monthly reports to the Department.Too few teachers can be persuaded to part with the subscription rate for even one magazine, and as for buying books to help them in their work, it is out of the question.There is a question on the form which is to be returned to the inspector on June 1st which asks, \u201cWhat professional books or magazines have you read this year?\u2019 Form after form will read: \u201cEducational Record,\u201d (supplied free), and \u2018\u201cTeachers\u2019 Magazine,\u201d (official organ of the P.A.P.T., with subscription rate included in membership fee.) I always have two or three professional magazines with me, and try by suggestion and example to show how useful they can be in a classroom.Some teachers are making good use of the authorized magazines, and others need to be given suggestions as to possible ways in which they may supplement the text books.If teachers would take the time to look through the magazines and find what is applicable to current situations, their usefulness would be greatly increased.* Assisting in Preparing Records: At the beginning of the school year I am asked for help in making out the School Journal, and here as in many other situations it is necessary for the inspector, supervisor (if any), and helping teacher to be in accord as to methods of marking.Computing average attendances, completing attendance and statistical records, and making the correct entries in the permanent record are all items which require attention.Irecall a visit to a teacher who has a total of fifty-two years teaching experience to her credit.When I looked at her permanent record, I asked her if she had ever used the generally accepted method of leaving sufficient space between the pupils\u2019 names to contain the full year\u2019s record for each pupil, instead of copying the names for each term.Later, when we were discussing her work and mine over a cup of tea, I remarked that I could get far more help from her, with her long and successful experience, than I could give her, and she replied, \u201cMy dear, you have given me practical help already, by showing me an easier and better way to keep my records, and by giving me an opportunity to discuss teaching and teachers with someone from another district with a different outlook.\u201d Remarks such as those are one source of the inspiration which makes a helping teacher feel that her work is worthwhile.Observation of Teacher and Teaching Methods: A teacher is seldom at her best when under observation, especially if she thinks it is critical observation.So the first thing to do is to establish a friendly relationship and show that the term \u2018Helping Teacher\u201d in our official designation means just what it says.I have found that one of the best ways of doing this is to be at the school before REPORT OF HELPING TEACHER 233 nine o'clock and have a few minutes of friendly chat.As the first lesson after the opening exercises is usually a Scripture lesson, I ask what particular selection is being taught.Then I say, \u201cWould you like me to take the lesson ?I love to teach Scripture,\u201d and the teacher, sometimes in a surprised tone, but always with a relieved expression, says, \u2018Oh, yes, if you would!\u201d And as I do enjoy teaching Scripture, we are both happy, and the teacher has an opportunity to discover that the helping teacher is really going to help.When criticism or correction of teaching methods is necessary, one needs a large supply of tact and diplomacy.Criticism naturally is never done before the class, no matter how glaring the faults or how great the amount of misinformation being passed on to the pupils.On the contrary, I always find something in the teacher\u2019s work to praise in the hearing of her pupils, and I believe in being generous with praise at all times, for few teachers receive enough of it.As one primary teacher said to me last winter, \u201cYou have given my ego the biggest lift by your visit that I have had since I began to teach.Your encouragement was exactly what I needed.\u201d When dealing with the pupils, tact is necessary too.I am still surprised at the speed with which the children accept my presence as part of the school routine.It is not unusual for little six-year-olds to come to me for help with their \u201clook and say\u201d words before I have been in the room ten minutes.The older pupils bring their difficulties to me for help with their solution, and it is easy to see that I have their confidence.Much of this friendly attitude is due to the way in which the teacher has prepared them for my visit.I am always careful not to usurp the teacher\u2019s position of authority; while answering freely questions from pupils dealing with school work, I refer all requests for any form of privilege to the teacher.\u2018You must ask Miss Smith,\u201d soon shows those who hope to gain permission for some rare or forbidden privilege that it is useless to expect it, and bolsters the teacher\u2019s prestige at the same time.Travelling and Accommodation: Travelling from place to place is done by train, bus, and taxi.My work has been so arranged that the most inaccessible places are first on the list, so that the roads will be passable, while during the winter months those schools in the larger, more easily reached centres are visited.Sometimes a spice of danger adds to the interest, as I remember one February morning when a sudden change of temperature following a thaw had made the highway a sheet of transparent ice.The taxi failed to make the first hill out of town, and after several attempts slid to the wrong side of the road, perilously near a deep ditch.In the chilly rain which was falling I held the jack with hands and feet braced against it while the driver crawled about adjusting chains.The slightest slip of jack or car would have meant serious injury, certainly to the driver, and, ag I realized afterwards, to myself as well.With the building of power lines into the rural areas, and as the homes become equipped with modern conveniences, accommodation is improving.The same is true of the schools.No one can say that a transformer mounted on a pole is a beautiful object, but to me it is very attractive when it is beside a school.For comparison, in 1946-47, of the 27 elementary schools visited in my district, six were wired for electricity; in 1948-49, of the twenty-five elementary schools visited, sixteen were wired.Several schools have radios, and most teachers make use of them for teaching purposes. Eee EE 3 234 EDUCATIONAL RECORD In addition to the types of work outlined above, there is another variety À a of help that a helping teacher, is able to give, especially to teachers in one-room | or isolated schools.This is the sense of being part of a large organization, the , 3 members of which are working together in one of the most important tasks in the world.I can bring to those teachers the news of what is happening in the wider fields of education, and show how each of us is affected by it.Many of i 4 the older teachers who have been out of the profession for several years delight a in the opportunity of picking up the threads from their former teaching years, | 1 while the younger teachers are often surprised to learn of the hours and days of | i effort given freely by fellow teachers to improving standards and conditions in ¥ i the profession.I am continually urging teachers to take part in the work of their local associations, for by doing so they will begin to realize how much they | a owe to the Provincial Association, and be prepared to assume a share in that or- 3 ganization too.When a teacher takes his or her full share in these duties, the rewards received in wider interests and helpful and friendly contacts more than repay for the time and effort spent.CBC SCHOOL FOR PARENTS How to guide teen-agers to greater emotional maturity will be the theme of the 1949 CBC School for Parents whih will be heard on Thursdays beginning p November 3rd.The speaker will be S.R.Laycock, Dean of Education of the University of Saskatchewan.The talk on physical health will be given by Dr.TA Wallace Grant of Winnipeg.Following are the sub-titles of the talks on How to : Guide Teen-Agers in the CBC Series: A Dec.& To Enjoy Recreation Dec.22 To Acquire Health Habits ov + Dec.15 To Choose a Career Dec.29 To Find a Life Purpose.js 4 MAPS OF NEWFOUNDLAND A copy of the pictorial map of Newfoundland which appeared on the front | cover of the special Newfoundland Issue of the Educational Record may be | fi: obtained free by teachers who write to The Globe and Mail, King Street, Toronto.i A convenient order form is found on page 47 of Young Canada Listens.ite i Copies of a coloured pictorial map of Newfoundland and Labrador issued i by the Imperial Oil Company may be obtained by writing to Imperial Oil Touring A Service, Toronto 1, Ontario.N i ORGANIZING THE SCHOOL LISTENING PROGRAMME a In schools with more than one classroom it may be advisable to have a A radio timetable drawn up for the school.One person might be placed in charge i of the machine to be responsible for its being sent to the proper classroom when the programme is on the air.In that way no teacher would disturb another and would be assured of having the radio in the room at the right time.This would also serve to remind the teacher of programmes suitable for the class.eae a nT ee 0 OT As RAAT ALGEBRA IN GRADE IX 235 ALGEBRA IN GRADE NINE Frances E.Crook, M.A., Vice-Principal, Ormstown High School Of the three divisions of ninth grade mathematics, Algebra perhaps lends itself most easily to a conventional approach.The text is well arranged, with good explanatory material, and in general there is a sufficient amount of practice in various skills.Most teachers, however, probably find it necessary to emphasize further certain processes and to provide supplementary work.In this article I should like to indicate some of the points which are emphasized and typical exercises which have been used in the ninth grade in our school During the first few weeks of the year it seems necessary, with most classes, to provide a review of the rules of signs in the four fundamental operations.One method of doing this is by using the blackboard for a rapid oral exercise in addition for a few days, continuing to the other operations on later days.At an early stage in this practice a short test could be used to ascertain the pupils who have already achieved perfection in these skills.Practice should be continued by the others.The better pupils can then try to develop greater speed as well as accuracy, perhaps using mimeographed sheets and a key for practice and self-testing.Considerable interest is held in most classes by simple charts showing the goals reached.Another type of activity which appears to require emphasis is that involving substitution of values.Here again a good start can be made at the beginning of the year in the work on equations.Most pupils seem to have difficulty in checking equations by substitution and a few lessons on the subject seem to be indicated.Oral exercises involving substitution only in a graded series of equations should be used before the pupils attempt to substitute in equations they have solved themselves.Emphasis will be needed on substitution of negative and fractional values, and on substitution in equations involving parentheses.A roughly graded set of types which might be used is given below: 1.Isx = 2arootofx \u2014 2 = 5;of x + 2 = 5;o1 2 + x = 4?2.Does x = 34 satisfy the equation 4x + 4 = 7,5 = 7 \u2014 3x?3.Isx = \u2014 3 the correct solution of 2x + 3 = 8x \u2014 5; of 4(2 + x) = 7 + x?4.Does x = \u2014L4 satisfy 2x \u2014 4 = \u20145; 2(x + 3) = 5; 5(3 \u2014 2x) = 20?5.[sx \u2014 Oaroot of 5x \u2014 2) + 3 (x \u2014 3) = 6 \u2014 7x ?ofx \u2014 5 + 2x \u2014 2 = x \u2014 7: Substitution of values in equations is closely related to the use of formulae, and here also supplementary work is needed, for the text does not contain many examples of this kind.Simple exercises can be used to illustrate the use of negative numbers, parentheses, and zero in such substitutions, as indicated below: 1.If v = a2, find v when a = 0, 5, 114, \u20143.2.Ifv = 1 \u2014 b, find v when b = 1, \u20141, 14, 0.3.Ifv = 5(a \u2014 3), find v when a = 0, \u20142, 3, 5, 24.4.If v = ab + \u20ac, find v when a = 0,b = 5,e = \u20143.5.Ifa = 3,b = 5,¢ = \u20142, find v when v = ab2; when v = a(b \u2014 e).c 3c A third type of substitution occurs in problem solving.The habit of checking results with the conditions of the problem should be encouraged.Giving problems which are not in the text and having pupils make up their own problems \u201c3 nn HH Hi 4 ih Ae Hi JH SE RS CER es TA RRR FR 236 EDUCATIONAL RECORD both help to develop skill in this kind of checking.In this connection there should be discussion of answers which are unreasonable and hence may indicate an error or an insoluble problem, such as fractional values for integers, negative values for ages or lengths.Problems which are not easily recognizable as belonging to standard types and sets of problems of different kinds should be given to help prevent pupils from following forms of solution blindly.Much of this practice might consist of asking for the equations only and not for a complete solution, for the setting up of the equation is the aspect of problem solving which causes the greatest amount of difficulty.Much can be done in Grade Nine to lay a firm foundation for the work of later grades by emphasizing basic principles in the study of fractions and equations.There frequently seems to be confusion in the minds of pupils as to the difference between solving an equation and simplifying an expression, and much of this difficulty can probably be traced to a lack of understanding of the fundamental ideas presented in Grade Nine.Practice in recognizing equivalent forms and in avoiding common errors may be given in exercises like the one which follows.The pupils are asked to tell which of the pairs are equivalent in meaning, and for those which are not, and to give another expression with the same meaning as the first.l.ax \u2014 1 and x \u2014 1 3.2 \u2014 2a \u2014 2b and 2(\u2014a \u2014b) a 2.\u2014aand (x \u2014 a) 4.6 =3x \u20146 and 3x =0 2 A large part of the work of Grade Nine depends on a knowledge of factoring, and here practice should be given in recognition of types and in the application of standard methods to these types.The introductory work should include emphasis on the relation between multiplication and factoring; in some classes an arithmetical approach will be found useful.Writing different possible combinations of factors, as: 56 = 8x7 =4x2x7 =4x14 or 4x9 =2x2x3x3=6x6 will be of assistance later in factoring trinomials and may help to make clear the meaning of factoring.Recognition of perfect squares and expressions which are the difference of two squares is also essential, and board work of this type may help: (a) Which of these are the squares of binomials ?1.x2 \u2014 10x + 25 2.x2 \u2014 5x + 25 3.x2 \u2014 10x \u2014 25 4.x2 \u2014 10x + 25y2 (b) Which of these are factorable ?1.x2 \u2014 10y2 2.x2 4 100y2 3.x2 \u2014 25y 4.x2 \u2014 25 5.4x2 \u2014 100y2 From practice of this kind the pupils can be led to form rules for the recognition of these and other types.Frequent review is needed as each new type is introduced, for the methods learned earlier are easily forgotten.Short exercises involving 9.combination of types should be used often to supr lement those given in the text.Algebra is in general a subject in which more teaching and more testing should be done.Having a good text available tends to give the teacher the feeling that little formal teaching need be done, but continual repetition of basic PRAIRIE RENAN TE ALGEBRA IN GRADE IX 237 rrinciples and careful teaching of each new step is necessary.In our school, a brief test is given after each new topic and charts are kept showing the standards reached.Those who show reasonable mastery are allowed to continue or to do supplementary work, while the others must repeat the test at least once after further teaching and additional practice.This need not lead to difficulty with grouping, and it does seem to provide an incentive to reach higher standards.Bibliography : Butler and Wren: The Teaching of Secondary Mathematics (McGraw-Hill).Breslich: Problems in Teaching Secondary School Mathematies (University of Chicago Press).Additional exercises Smith, Reeve, Morss: Text and Tests in Elementary Algebra (Ginn).Smith, Reeve, Morss: Exercises and Tests in Algebra Through Quadraties (Ginn).National Couneil of Teachers of Mathematies: À Source Book of Mathematical Applications (17th Yearbook.) Burnett and Grosswege: Learning Activities in Elementary Algebra (College Entrance Book Company).WORLD YOUTH FORUM COMPETITION Following the success of the World Youth Forum held in Great Britain in the spring of this year, a second forum is being planned for 1950 The purpose of the Forum is to give students from different countries\u2014last year thirteen countries were represented\u2014an opportunity to meet and know one another and thus to form a nucleus of enlightenment, friendship and understanding which .may leaven a suspicion ridden world.The United Nations Association in Canada is seeking two suitable students to represent Canada.Delegates will be flown to England (arriving on March 10 and remaining until May 16) at the expense of the Toronto Daily Mail, who, with the Council of Education in World Citizenship, is a joint sponsor of the Forum.Free hospitality will be provided during the students\u2019 stay in England.Delegates must pay their own fare to the airport and must bring thirty shillings per week pocket money.In order to be eligible candidates must have reached their sixteenth birthday by January 1, 1950 but must not have reached their nineteenth birthday, and they must have at least one more term at school on their return to their own country.Delegates will be selected on the basis of: (a) An essay on the topic \u201cMy Country and World Peace.\u201d (It is suggested that the candidates might consider the contribution their country can make to the betterment of the world).The recommended length of the essay is 1,500 - 2,500 words.(b) A confidential report from the principal of the school.(c) An autobiography of about 300 words.(d) A personal interview.The winning essay from each school, together with the autobiography, a medical certificate and two copies of a recent photograph must be submitted to Miss K.E.Bowlby, National Secretary, United Nations Association in Canada, 163 Laurier Ave.West, Ottawa, Ont., by December 31st.Further information may be obtained by writing to the above address. a qui \u2018.id i i: He for i TE Hh 238 EDUCATIONAL RECORD FILMS FOR CHRISTMAS PROGRAMMES The following are films to which reference is made on page 195 of the Editorial.Only a few of the films are directly related to Christmas but teachers who are planning to use films in their Christmas programmes should find the list useful since these films have been enjoyed by children of varied ages.T-969 T\u2014962 T-959 T-952 T-950 T-930 T-929 T-926 T-923 T-922 T-921 T-919 T-914 T-912 T-911 T-909 T-908 T-900 T-899 T-895 T-890 T-888 T-882 T-880 T-878 T-874 T-871 T-867 T\u2014865 T-864 T-863 T-862 T-861 T-859 T-845 T-839 T-838 T-837 T-814 T-765 T-761 T\u2014758 T-751 T-746 T\u2014739 T\u2014736 Sandy Steps Out Elephants Riding High in the Rockies Canadian Headlines of 1948 Ice Cream Birds of the Dooryard Birds in Winter Freighter at Sea Wood Thrush, The Robin, The Bluebird, The Circus People Summer on the Farm Day at the Fair Spring on the Farm Shep \u2014 The Farm Dog Magic Food Thrill River Bill Garman, Twelve Year Old Business Man Winter Olympic Thrills Unfinished Rainbows Bear and its Relatives Three Little Bruins Make Mischief Christmas Carols You Bet Your Life Meat on the Move Railroading Live Teddy Bears Alice in Wonderland Heidi Treasure Island Tale of Two Cities Adventures of Huckleberry Finn Kidnapped Wind From the West, The David Copperfield \u2014 The Boy Songs of Stephen Foster Johnny Minds His Manners Bushland Fantasy Butterflies Canadian Headlines of 1946 The Story of Dr.Jenner Heir to the Throne Newfoundland, Sentinel of the Atlantic Common Animals of Woods Deer and Its Relatives T-44 T-\u201443 T-71 T-734 T-719 T-718 T-715 T-713 T-712 T-711 T-709 T-704 T\u2014702 T-693 T-689 T-678 T-673 T-669 T-653 T-646 T-644 T-643 T-637 T-622 T-611 T\u2014606 T-600 T-582 T-579 T-565 T-518 T-495 T-490 T-462 T-428 T-379 T-355 T-310 T-273 T-255 T-242 T-229 T-169 T-136 T-120 T-105 T-32 Grey Owl's Little Brother Robinson Crusce Feeding Time At The Zoo Growth of Flowers The Night Before Christmas This is our Canada Play in the Snow Tomorrow\u2019s Timber The Chimp\u2019s Adventure Three Little Bruins in the, Woods Track Meet Thrills Life on the Western Marshes Camouflage in Nature Trappers of the Sea Care of Pets Builders of the Broad Highway Children of Holland Teen Age Farm Hand Eskimo Summer Let\u2019s All Sing Together Tina, a Girl of Mexico Sugar Short Stops Three Little Kittens Campanions Wild Elephant Round-up Desert Vietory Train Busters There's More Than Timber In\"Trees All Together, Seven Wise Dwarfs Teddy Bears at Play Our Foster-Mother, The Cow I Never Catch A Cold It Doesn\u2019t Hurt Children of Switzerland High Over the Borders Children of China Animals of the Zoo Santa Claus Story Ice Carnival French Canadian Children Black Bear Twins Grey Owl\u2019s Strange Guests A Day at the Zoo Grey Squirrel Camera Thrills in Africa The Adventure of Bunny Rabbit NN BOOK REVIEWS 239 BOOK REVIEWS Webster\u2019s New Collegiate Dictionary incorporates the knowledge gained in over a century of dictionary-making experience.In preparation for over four years, this dictionary contains more than 125,000 of the most useful words in the language.These include hundreds of new words, particularly those concerning aeronautics, chemistry, electronics, nuclear physics and medicine.Derivations are recorded, synonyms are dealt with so as to clarify finer shades of meaning and many antonyms are included.A biographical section gives facts concerning over 5,000 famous men and women.This is a feature of the Collegiate dictionary and will be indispensable to teachers who accustom themselves to using it.Rules for punctuation, the use of capitals, abbreviations, the vocabulary of rhymes and other features of the best dictionaries are included.Over 2,300 terms are illustrated.The pro- nounecing gazetteer contains more than 10,000 place names.1,209 pages, $5, (or $6 thumb- indexed).Distributed by Thomas Allen Ltd., 266 King Street West, Toronto.English, a Course for Human Beings, by Eric Partridge, will be most beneficial for pupils of 14 to 18 or 20 years of age.The course from beginning to end is very comprehensive and thorough.The first chapter deals with pronunciation.Though English is spoken differently in England, America and Australasia those who use the language must try to learn how to do so in a manner that will be understood universally.Similarly every chapter strives to be practical.The section on story writing is pithy: \u201cSet the scene; come to the point and stick to it; the point made, leave it quickly and cleanly\u2019.The sections on paraphrase and precis writing are particularly good and pupils who follow their teaching will be richly rewarded.At the end of each chapter are exercises that illustrate the text, many of which will test the abilities of the readers.Published by Winchester Publications, 173 pages, 18/6.Developmental Teaching, by James L.Mursell, is an attempt to show teachers how they can work most effectively.In it the author strives to apply psychology to good lesson- planning as directly and realistically as possible.All the learning a child does should be a vital and constructive influence in his growth.Accordingly, educational problems should be thought of in terms of concrete situations.Emphasis is placed on what must be done in the classroom rather than what ought not to be done, as, for example, when people say that memorization should not be stressed.An illustration of what must be done is that pupils must develop the will to learn, to respond to challenges, and to think in terms of performance.Other chapters deal with language development, relational and objective thinking, social understanding, aesthetic responsiveness, and motor abilities.Published by MeGraw- Hill, 274 pages, $4.25.The Story of Canada, by George W.Brown, Eleanor Harman and Marsh Jeanneret, is a story history intended to interest children of 9 to 14 years of age.The stories are treated chronologically, beginning with \u2018\u2019The White Man Comes to Canada\u2019, \u201cThe First Canadians\u2019\u201d\u2019 \u2014 the story of the native Indians, \u201cThe Coming of the French\u2019 and the Missionaries.The book is one of the most interesting ever written for young children.After the history of Canada has been related, the chief industries of the country are recounted, namely, the growing of wheat, the fishing industry, fur trapping and farming, mining of all descriptions, lumbering and the development of water power.The illustration, are very numerous.Published by the Copp Clark Company, 433 pages, $3.00.I Want To Teach, by Kenneth M.Roach, is an exposition of the practice of teaching which can be used as a guide book by beginning teachers and will be of great interest to guidance counsellors.It contains much information about the profession, e.g.\u2018\u201cTeaching 1s not a job to be picked up casually\u201d.Keenness for the job is perhaps more essential for teaching than for any other.Burning the midnight oil sounds well but pays poor dividends.Exercise but don\u2019t overdo it.Read along right lines.Teachers in training schools are often successful craftsmen rather than learned professors.\u2018\u2018Good discipline does not depend on severe penalties\u201d.There are many other such statements which illustrate the worth of the book for all concerned with teaching.In fact it is as useful a compendium as any that has been published recently.Published by the University of London Press, (Clarke Irwin and Company, Agents), 76 pages, 55 cents, paper cover.To Be A Teacher, by H.C.Dent, is written by a teacher of fifteen years\u2019 experience.The author makes a difference between \u2018\u2018taking up teaching\u201d and \u2018\u2018becoming a teacher\u2019 and avers that far too many persons remain in the profession throughout their working lives who have no chance of becoming real teachers.Some do not even try to be.Others who should enter the profession do not.One reason is that too low an estimate is put upon the profession by society and as a consequence the standards for admission are low.The book is remarkably candid as, for instance, when it says: \u201cIf a teacher is sufficiently slick and dishonest there is absolutely no necessity for him to do a stroke of work from the moment the school closes in the afternoon until several moments after it opens next morning\u2019\u2019.Such persons are not teachers but only \u201cprison warders.\u201d Every page is full of truisms of interest to teachers and the public in general and many teachers will be stung into greater activity by reading it.Published by the University of London Press, 115 pages, $1.25. SPIP ue 240 EDUCATIONAL RECORD __ Sing Hey Ho, by Kinley, Kurth and McManus, is a selection of ninety-two songs, with their melodies, suitable for young children.These refer to Everyday Happenings, Old Stories and Tunes, The Out of Doors, Birds, Tiny Creatures, Animals and Bed-Time.Though many will appear new there are several old favourites, including Oranges and Lemons, Yankee Doodle and the Cradle Songs of Brahms and Schubert.The collection contains Christmas carols and hymns, and concludes with the National Anthem and O Canada.Published by Clarke, Irwin and Company, 154 pages, $1.10.Castle of Quebec, by Joan Elson Morgan, is a description of the Chateau St.Louis and of its successor the Chateau Frontenac, which now sits proudly on the heights of Quebec facing the Citadel.The first named was completed in its earliest form in 1647 and the second in 1893.Both have been ornaments of the city and centres of its life since their establishment.The purpose of the book is merely to record incidents connected with the chateaux.Though much history is contained in the pages the author never deviates from her aim.Some excellent photographs of the old and new buildings are included.Published by J.M.Dent & Sons, 186 pages, $3.00.The Champlain Road, by Franklin Davey McDowell, is the story of the martyrdom of the Jesuit missionaries during the conquest of Huronia, in the Kawartha Lakes district of Ontario, by the Iroquois.This is a piece of good fiction in which the characteristics of the Hurons and Iroquois \u2014 women as well as men \u2014 are faithfully depicted.The records of Father Raguenau are interspersed to give fidelity to the narrative.Some of Father Brébeuf\u2019s descriptions also appear, such as: \u201cAnd what of the winter?For fully five months you shall be confined to a bark cabin open to sky, breathing a smoky atmosphere, benumbed with cold, with a number of Indians annoying you from morning till night\u201d.The life of Frenchmen living among the Indians is accurately portrayed as well as the manner in which Indian maidens wooed.Published by the Macmillan Company of Canada, 338 pages, $3.50.King Lear, by John M.Lothian, is a scholarly appraisal of one of Shakespeare\u2019s greatest plays.The author has called the play \u2018\u2018the most marvellous and moving piece of dramatie literature in the whole world\u201d.Well he proves his assertion by his analysis! The additions that Shakespeare makes to the predecessors of his play \u2018link the two originally separate stories\u201d.\u201cCorruption seethes and boils over\u2019 in Shakespeare's work and the whole is shaped \u2018to a catastrophic conclusion\u2019 as \u2018rebellious Youth\u201d is \u201ccruelly anxious to take over from Age\u201d.By such means Shakespeare transmutes a fairy story into a masterpiece.The author of this commentary reveals the meaning of the play, its significance and structure and how necessary the Fool became to Lear after he had banished Cordelia.The Fool's wisdom it is that tells Lear that he has lost the reality he was and has now become a shadow.Altogether this is a piece of masterly writing upon which the University of Saskatchewan professor is to be highly congratulated.Published by Clarke Irwin and Company, 101 pages, $1.50.05 When Coyote Walked the Earth, by Corinne Running, contains adaptations of stories told by the Indians of the Pacific Northwest.They deseribe in fanciful language what the animals talked about and did before man inhabited the earth.Coyote supposedly rules all the animals and he was therefore chosen to prepare for the Indians, \u201cfor the animals knew that some day the Indians would be coming to live in the land\u201d.The author tells that the animals named the mountains such as Mount Rainier, Mount Adams and Mount St.Helens.They determined the length of day and night, found the origin of spring and of fire, ete.Altogether the stories are delightful and, if well narrated, will fascinate children.They are also interesting because they are based on authentic Indian material.The illustrations are modern and novel.Published Henry Holt and Company, 71 pages, $2.75.Across Canada, by Clare Bice, consists of eight stories for children of about 10 to 12 years of age describing the lives of people in the various provinces and territories of Canada from a boy\u2019s and girl\u2019s point of view A remarkable amount of information is given in this book in a very simple form.Life in the fishing villages of Nova Scotia is described, maple sugar making in Quebec, the farms of Ontario, the harvest of the western prairies, the Buckhorn ranch in Alberta, the animals in the mountain regions, forestry operations in British Columbia and the dogteams of the northern wilderness.The book is extremely well illustrated by the author.Original pictures in four colours illustrare an eastern fishing village, maple syrup making, a farmyard, a prairie \u2018combine\u2019 herding cattle, a mountain pass, the forest welath of British Columbia and a Komatik drawn by dogs.Published by the Macmillan Company of Canada, 122 pages.$2.75.5 The Book of Beautiful Places, by D.J.Dickie, is a description of the cities, town and rural districts of Canada.Starting at Halifax, the author describes that city, then Charlottetowa, Fredericton, Quebee, Montreal and all the other chief centres to Vancouver and Victoria.The rural districts are included in the descriptions of Lunenburg, Cape Breton, the Tidal Bore at Moncton, the Kawartha lakes and other sports are sketched.The book is written in chatty fashion and is the outcome of two journeys across the country.Though it does not pretend to go into an exhaustive history of any place.The book does give a good deal of information in very readable fashion.The illustrations are numerous, that of Fort Garry from the air being particularly beautiful.Published by J.M.Dent & Sons, 220 pages, $0.60 per copy or $0.50 in lots of five or more.PO AR AR ET AIO INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1949-1950 241 HIGH SCHOOL DIRECTORY \u2014 1949-1950 ARVIDA : / ASBESTOS-_\u2014* DANVILLE : .AYER\u2019S CLIFF : AYLMER : BEDFORD : BUCKINGHAM : BURY : COATICOOK : -COOKSHIRE : COWANSVILLE : DRUMMONDVILLE : EAST ANGUS : - GRANBY : - HOWICK : HUDSON : HUNTINGDON : KENOGAMI : .\u2014 KNOWLTON : H er, Miss Mary MacLellan, Miss Melba McBain, Miss Liela Smyth, Miss Dora Hanna, Miss Jessie Armstrong, Miss Doris Kerr, Miss Gladys Palaisy, Miss Betty Brown, Mr.Gerald Johnson, Mr.Lorris Balecom, Mr.C.A.Balfry.Mr.George/L.Rothney, Mr.Robert W.Cally, Mr, John/C.1SS Murray, rs.Kathleen F.Smith, uriel Fraser, Mrs.Marjorie Barlow, Mrs.Ruby Nicholls, Mrs.Irene Mitchell, Mrs.Alice Andrews, Mrs.Agnes Morrison, Miss Joyce Bennett.Annie Miss Rosamond Smith, Miss Catherine tewart, Miss Gwendolyn Pitman, Mrs.Mildred Wheeler, Miss Florence Gilbert, Miss Mabel Fraser, Miss Norma ( Clouston, ) Mr.Clarence §.Kendall.Mr.E.S.Peach, Mr.Ross Goldie, Miss Jean Higginson, Mrs.Phyllis Parkington, Miss Ruth Kelly, Miss Ruth Hodgins, Mrs.Lynda Kennedy, Mrs.G.Boucher, Miss Violet Grimes.Mr, W.W.Heath, Mrs.W.W.Heath, Miss Siona Brandt, Mrs.R.Tinkler, Mrs.Martha Crawford, Miss Joan Beerwort.Mr.J.Clifford Moore, Mr.Robert H.Smith, Miss Marjorie F.McDowell, Miss Elizabeth Reudy, Miss Jean Sicard, Mrs.Sarah Ethel MacEwen, Miss Margaret Bernice MacLeod, Miss Florian Erma Dahms, Miss Hazel S.Ireland, Miss Lois Hodgins, Miss Verda May Thompson.Mr.G.King Amog, Miss Florence Keene, Miss Rebecca Me- Intyre, Mrs.Lena McGee, Mrs.Lillian MeFaul, Mrs.Eugenia Dawson, Mr.Bruce P.Smaill.Mr.J.Lee Heath) Miss Verna Gilbert, Miss Jean P.Donaldson, Mrs.Ethel M.Davis, Miss F.Marjorie Waldron, Miss Evelyn Stevenson, Miss Rosamond Smith.Mr.Gordon W.E/ McElroy, Miss Louisa Elliott, Mrs.Muriel V.Barter, Miss M.Ardelle Burns.\u20ac { : Mr.John N., Wood, Mr.Lloyd R/ Patch, Mr.Gordon/ B\u20266yn, Mr.Alfre eng, Miss Katharine M.MacIntosh, Mrs.Bernice MeClatchie, Miss A.Janette Bullard, Mrs.Mary MeCutcheon, Miss Marion Phelps, Miss Madelene Wells, Mrs.Alice Fulford, Mis.Ruth Bibby, Mrs.Evelyn Lewis, Miss L.Grace Shufe!t, Miss Isabelle Brouillet, Miss Margaret MacDougal.Mr.J./ Lloyd MacKeen, Mr.William Morgan Munroe, Miss Elizabeth Albright, Miss Grace Beaton, Miss Dolena Nicholson, Mr.Lyndon Walsh, Miss Florence Malboeuf, Miss Olive Stewart, Miss Doris Welch, Mrs.Blanche Peterson.Mr.R.Barton Carr, Miss N.Marchant, Miss J.C.Lowry, Mrs.C.Caswell, Mrs.Irene Howes, Mrs.Myrna MacAulay.Mr._ Malcolm J./Dunsmore, Mrs.Lillian E.Pollard, Mrs.Alice E.Girard, Miss Elizabeth A.Bunt, Miss Margaret A.Boa, Miss Maud E.Primerman, Mrs.Christina E.Armour, Miss Lyla E.Primmerman, Miss Frances E.Stanton, Miss Geraldine B.Lane, Miss Ruby H.Primmerman, Miss Mary K.Miller, Mr.Wilfrid L.Anderson, Mr.John D.Sava Mr.K.Ll Farquharson, Miss yra MeKell, Miss Christine Robinson, Miss Fame M eGerrigle.Miss Grace Ford, Miss Shirley Craig, Miss Elizabeth Macdonald, Mr.Henry Welburn.\u2026 Mr.Donald S.Rattray, Mrs.Sara C.Lane, Miss.Pre G.Parkes, Mrs.Barbara Aird, Miss Gertrude A.Grapes, Mrs.Mary E.Parsons, Miss Jean Briers, Miss Jean M.Ferguson, Mr.J.A.Turpin, Miss Audrey F.Ascah, Mr.Harold C.Frizzell, Mrs.M.E.Waldron, Miss Greta H.Wall, Miss V.J.Davis, Miss Helen Fletcher.Mr.Jas.B.Macmillan, Miss Marion MacDonald, Mrs.Marjorie MacGregor, Mrs.Norma Robb, Miss Mary Pringle, Miss Jean Muir, Mrs.Margaret Mack, Miss Mable MacMillan, Mrs.Ruth McLean, Miss Isabel MeDougall, Miss Arline Melntosh, Mr.Lionel Upton.Mr.Frank D.Heath, Mrs.Florence Helleur, Miss Jeannette MacKinnon, iss Marjorie Helleur, Miss Sheila Maclaren, Miss Eileen Moore.Mr.J.Edwar erry, Miss Muriel S.Horner, Miss Gwyneth D.Stapleton, Mrs.Muriel S.Carmichael, Miss Jean M.Tracey, LACHUTE : LA TUQUE : LENNOXVILLE : MACDONALD : MAGOG : NEW CARLISLE : NORANDA : NORTH HATLEY : ORMSTOWN : QUEBEC : \\ CoN Vemnon Miss Marjorie Machum, Miss Jean MacLeod, Mr.A.9PA.MacMillan, Miss M.E.McLellan, Miss M.Penner, Mrs.PL oo A EE - Youn ND : RIVERBEND : ST.LAMBERT : EDUCATIONAL RECORD Miss Amy F.Corrigan, Miss Marjorie A.Lewis, Mis.Laura P.Wright, Miss Elizabeth M.Hastings, Miss Marion S.McCrea, Mrs.Kathleen O.Call, Mrs.Beryl C.Hadlock, Miss Audrey B.Bradshaw, Miss Winnifred M.White, Miss Esther L.Farnsworth, Mr.Frank A.Trecantin, Mr.Wilfred W.McCutcheon, Miss Jean C.Stevenson, Mr.Glendon P.Brown, Miss Martha E.Hopkins, Miss Kathleen E.Small, Mr.Merton C.Tyler.Mr.Frederick H.J.Royal, Mr.A.E.Thompson, Mr.B.A.Millar, Mr.KE.S.Morison, Miss M.K.Baugh, Mrs.F.Smith, Mr.G.P.Grant, Mrs.N.Rogers, Miss V.Elliott, Miss G.Styles, Mr.M.M.Templeton, Mrs.H.M.McDonell, Miss M.H.Mac- Lachlan, Miss M.J.Farnsworth, Mrs.M.E.Armstrong, Mrs.A.Walker, Mts.E.R.Graham, Mrs.S.Kerr, Miss D.Leroy, Miss Grace McMahon, Mrs.E.Dixon, Miss Gertrude McMahon, Miss F.Murdoch.Mr.Bruce Kirwin, Miss Mary Bisson, Mrs.Edna Cooper, Mrs.rtin, Miss Velma Barkhouse, Miss B.Joyce Geldart./ Mr.Everette E: Denison, Miss Eileen M.Ennals, Mrs.Margue- rife Miss C.Dresser, Miss Dorene F.Bennett, Miss Elsie I.Boyes, Miss Ursula A.Bozer, Miss Marion Montgomery, Miss Marion A.Reed, Mrs.Ella F.Hoy, Miss Kathleen Harper, Miss_Lyndall R£ Jackson, Mr.Ronald R.Brigden, Mrs.Eunice Smith, Miss Jean Scarth, Mrs.Bertha A.Bell.Mr.Malcolm Davies, Mrs.E.Butler, Miss L.Chapman, Mrs.C.Cook, Mr.J.A.Haughton, Mrs.E.Heslop, Miss I.Heusser, Miss J.Inglis, Mrs.M.G.MacRae, Miss Jessie Snaden, Miss Ruth G.Sprenger, Miss Grace Revel, Miss Elaine Wade, Mrs.M.D.Whitman Mr.Stephen J Olney, Mis.Thelma Leney, Miss Bessie L.Mitson, Riss Ann Spencer, Mrs.Eileen MeGill, Miss Shirley E.Soule, Miss Lucv H.Brown, Miss Carlotta Perkins, Miss D.Mildred Parsons, Mr.Clifton MV.Leney, Miss Eleanor B.Labonté.Miss Mabel A.Young, rs.Karlene (Gilker, Miss Lorna Henderson, Mr.Kenneth Lee, Miss Geraldine Annett, Miss Lulu LeBroeq, Miss Claribel Bisson, Miss Nina Zubka, Mrs.Delcie Fair- service.Mr.R.Walter Rowse, Mr.D.F.R.Wilson, Mr.Paul A.J.Irwin, Mis.W.H.Rowse, Mi.Wm.H.Tuke, Miss Eunice M.Tannahill, Miss M.L.Leonard, Mr.G.H.V.Naylor, Mrs.M.Hyndman, Miss Gladys MacKay, Miss Lillis E.Baker, Mrs.W.C.Rivett, Miss A.E.Foss, Miss A.A.Boyce, Mr.Cameron L.Dickson./ Mr.Gordon E.Samson, Mrs.Marian Hamilton, Mrs.Frances Loach, Miss Thelma Gilbert, Miss Muriel Riley, Mrs.Helen Pike.Mr.E.A.King, Mr.Erle G.Clark, Miss Genevive Cullen, Miss Frances Crook, Miss Shitley Cumming, Miss Moira Duthie, Mrs.Willa Hooker, Miss Nadine Ingalls, Mrs.Margaret E.Lindsay, Miss Anne Page, Miss Dorothy Phillips, Miss Ruth Proctor.Mr.D.S.McMullan, Miss Lydia Aboud, Mr.R.C.Amaron, pr T.A.Cleland, Mrs.T.A.Cleland, Mr.D.V.Cuming, Mr.W.Ewald, Mr.J.R.Harlow, Mr.R.D.Hutchison, Mr.À.D.W.G.Price, Mrs.E.M.Ritchie, Mr.E.M.Rumney, Miss A.L.Sudspury, Miss Alice Trevis.Mr.L.F.So ille,e Mr.K.H.Annett, Mr.David H.Hill, Mr.Melvin J.Butler, Mr.Robert Brown, Miss Kathleen Brown, Mrs.Arthur Lenker, Miss Viola Noble, Miss Hazel Sims, Miss Rut acDonald, Miss Helen Driver, Miss Muriel Watt, Mrs.Inez Fallona, Mrs.Hazel H.Carson, Mrs.Winnifred Alexander.Mr.Stanley N.P u, Mrs.J.W.Jeakins, Mr.Charles Belle- Isle, Mrs.arles Belle-Isle.Mr.Hobert G.Greene, Mr.Charles E.Amyot, Mrs.Hazel E.Buist, Miss Sylvia L.Burton, Miss Betty Lou Chapman, Miss Jessie G.Cockerline, Miss Freda I.Howie, Mr.Ian K.Hume, Mrs.M.Eleanor Johnston, Miss Grace J.Lamb, Miss Ethel A.LeBroeq, Miss Dorothea E.MacKay, Miss Helen J.MacLeod, Mrs.Mary MeGuire, Miss Eileen M.Montgomery, Miss Jane I.Norris, Miss June Organ, Miss Margaret Pendlebury, Miss Phyllis E.Powell, Miss Florence S.Ray, Miss Ruth M.Sargeant, ; INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1949-1950 243 i y SAWYERVILLE : SCOTSTOWN : SHAWINIGAN FALLS : SHAWVILLE : _- SHERBROORE : .- STANSTEAD COLLEGE : \u2014 SUTTON : '.~ THETFORD MINES : THREE RIVERS : VAL D'OR: VALLEYFIELD : \u2014 WATERLOO : BARON BYNG : Miss Doris Sarrasin, Mrs.Vida M.Shean, Miss Barbara H.Smith, Miss Rita J.Standish, Mrs.Ruth Still, Mrs.Dorothy S.Taylor, Mr, Earl Y.Templeton, Mr.Edward A.Todd, Mrs.Grace L.Walker, 's.Grace Waddell, Miss Lois Wells, Mrs.Bertha M.Wilde, Mr.Algernon G.Theriault.Mr.William E.Marshall, Miss Eleanor Rick, Miss Ruth Riddell, Mrs.Sydney Coates, Miss A.M.Stockdale, Miss Helen Petchey, Miss Thelma B,\u201dParker, Mr.Kenneth C.Fraser.Mr.Gordon W.Buchapany Miss D.P.Cullen, Miss F.P.Smith, Mrs.Marion Coote Miss Janet H.S.Rose, Mrs.Hilda S.MacRae.Mr.G.Arnold McArthur, Mr.J.Everett Fisher, Mr.John G.Leggitt, Mrs.Anne E.Bulman, Miss Marion S.New, Miss Florence McCurdy, Miss Marguerite Doyle, Miss Mary A.Me- Mahon, Miss Elizabeth Macklem, Miss Muriel Tolhurst, Miss Ada Evans, Miss Florence Fraser, Miss Hazel Brown, Miss Gwyneth Quinn, Mrs.Kathleen Love.Mr.John A.Tolhurst, Mrs.Iva Dale, Mrs.Audrey Hodgins, Miss Beulah Findlay, Miss Eleanor Alexander, Miss Orla Mee, Mrs.Iva Armstrong, Mrs.Fern Strutt, Miss Ellen Bronson, Miss Clara Strutt, Mr.Ray Martin, Mr.James Gordon, Miss Joyce Wilson, Miss Erma Robinson.Mr.Wright W.Gibson, Mr.E.W.J.Porter, Mr.G.A.Rockwell, Mr.R.L.Gale, M:.A.M.Brown, Mr.J.R.Beattie, Mr.G.E.McClintock, Miss Marjorie Crawford, Mrs.Enid Reid, Miss M.Enid Hopper, Miss Elizabeth Hennigar, Mrs.Doris Conley./ Mr.E.C.Amaron, Mr.S.F.Abbott, Miss M.A.O.Battersby, Miss P.J.Brown, Miss J.Farwell, Miss C.Flint, Miss A.C.Fuller, Mr.A.P.Gordon, Mrs.W.T.Green, Mr.D.M.Hackett, Miss G.Hutley, Mrs.M.W.Johnston, Mr.R.A.Kennedy, Miss G.M.Libby, Miss C.J.Locklin, Mr.L.C.MacPherson, Mr.F.H.Stanton, Mrs.R.,M.Wharram.Mr.Russell Currie-Millé, Mrs.M.G.Thornton, Miss Hildred Vail, Miss Alice O\u2019Brien, Miss Lois Sparling, Mrs.Donald Hastings, Miss Flore Godue, Mrs.Lorne Church.Mr.Stuart L.Hodgé, Mr.John 5.issn, Mr.Norman F.Bradtey, Mr-Jonn A.MeCammon, Miss Pearl Seeley, Miss Elsa Boyle, Mrs.A Mr.Percy N.Hartwick, Mrs.Lottie Bradley, Miss Winona I.Brooks, Miss Verna MeBain, Miss Marjorie Elliot, Miss Alice M.Hubhard, Miss Janis E.Bullard, Mr.William E.Bowker, Miss Leola Stark, Mr.Arnold P.Ryder, Mrs.Agnes R.Stevens, Miss Flsie Salter, Mr.Robert P.Chodat, Mrs.Helen S.Lewis, Miss Violet Simpson, Mr.William Estabrooks.Mr.A.W.G.Gessell, Miss Elizabeth Maw, Miss Shirley Chute, Miss Janet Hood, Miss Grace Smith, Mr.Hugh Brown, Mr.Ralph Turner, Mr.Arthur P.Campbell, Mrs.Pearl Craven, Mrs.Marjorie J.Kelly, Mrs.A.W.Gilbert Gessell.Mr.John A.Ferris, Miss C.Lois Elliot, Mrs.Alberta Ferris, Miss Marylene Fritch, Mr.John C.Gaw, Miss Genevieve L.Getty, Miss Aileen N.Payne, Mrs.Blanche Peck, Mr.Eric H.Rumsby, Miss Ivy C.Whalley, Mis.J.A.Ferris.Mr.Osborne F.Pickford, Miss Myrtle E.Cullen, Miss Ruth .ompson, rs.Clara M.Boyd, Mrs.Margaret Stretch, Miss Helen L.Hills, Miss Tacy C.Sutton, Miss Ruth G.Smith, Mr.John G.Chapman, Miss Elsie L.Kezar, Mr.Malcolm W.Johnstos; Miss Catherine E.Grillin, Mr.John D.Back.Mz.R.A.Patterson, Mr.G.F.Henderson, Mi.John F.Austin, Mr.Arnold D.Bent, Mr.James C.Calder, Mr.George M.Cameron, Mr.Lewis D.Conway, Mr.Donald S.Dufty, Mr.John W.Dunn, Mr.W.Ellwood Fletcher, Mr.Ross H.Ford, Mr.Robert W.Herring, Mr.Edward P.Hoover, Mr.Frederick T.Jackalin, Mr.Thomas H.G.Jackson, Mr.William E.Jones, Mr.Arthur J.Latham, Mr.George D.Lessard, Mr.Orlo E.Lewis, Mr.Walter V.Lewis, Mr.Oswald J.Lummis, Mr.Donald A.McLean, Mr.James K.MeLetchie, Mr.William J.Moiley, Mr.Rosmore H.Ransom, Mr.Amos Saunders, Mr.Baxter G.Spracklin, Mr.Hugh M.Stewart, Mr.William S.Watson, Mr.David N.Zweig, Mr.Arthur Henderson, Mr.Eric Iles, Mr.James Briegel, Mrs.Leah Bai Sherman, Miss Evelyn Berman, i 244 EDUCATIONAL RECORD Mrs.Ida Patterson Clarke, Miss Margaret J.H.Deery, Mrs.Maude B.Graham, Miss Amelia Hecht, Miss Frances ID.Katz, Miss Eileen F.Keane, Miss Elizabeth P.Mott, Miss Dorothy Al Posner, Miss Janet E.Rvan, Miss Annie D.Savage, Miss Mavis B.Smith, Miss Ruby M.Walsh, Miss Vida Mann.COMMERCIAL : Mr.O.B.Rexford, Mr.J.T.Allan, Mr.L.W.Blane, Mr.R.M.Calder, Mr.A.S.Cockhill, Mr.W.M.Firth, Mr.J.H.Greig, Mr.A.S.H.Hankinson, Mr.L.G.Hopper, Mr.A.W.Magee, Mr.R.C.Saunders, Mrs.C.H.Brennan, Miss L.A.Campbell, Miss L.S.Davis, Miss B.H.Drew, Miss F.M.Dumaresq, Miss P.L.Bastman, Miss K.I.M.Flack, Mrs.5.D.Fraser, Miss E.B.Hutchison, Miss N.Irwin, Miss B.A.Lax, Miss M.Maec- Naughton, Miss J.Marsters, Miss E.Massy-Bayly, Miss M.E.Nelson, Miss N.A.Osler, Mrs.A.S.Walker, Miss F.G.Whiteley.HIGH SCHOOL OF Mr.Leonard Unsworth, Mr.William E.Baker, Mr.Stanley MONTREAL : Balaban, Mr.Cluny P.Batt, Mr.Harcld Bott, Mr.John R.Byers, Mr.Richard F.Callan, Mr.James B.Cameron, Mr.James D.Campbell, Mr.John H.Cilev, Mr.Georze K.L.Doak, Mr.James G.Eaton, Mr.Norman Ellis, Mr.Gavin T.P.Graham, Mr.Issac F.Griffiths, Mr.Lorne D.Hamilton, Mr.Brenton M.Holmes, Mr.Lee D.Hutton, Mr.Gerard V.Hyland, Mr.Jack E.Irwin, Mr.Thomas McLean Kerr, Mr.Gilbert H.King, Mr.Norman J.Kneeland, Dr.Harry D.Lead, Mr.Gordon M.Le- Claire, Mr.John R.LeRoy, Mr.Lyle C.Lighthall, Mr.Harry P.Lockhart, Mr.Stanley G.Lumsden, Mr.Douglas MacKenzie Lunan, Mr.Allan A.McGarry, Mr.Alfred T.McKergow, Mr.Hilton D.McKnight, Mr.Gordon A.Potter, Mr.Norman E.Pycock, Mr.Robert L.Reeves, Mr.Robert F.Rivard, Mr.George L.Thomson, Mr.Louis Tomaschuk, Mr.William Seth Trenholm, Mr.Earle W.Worby, Mr.Henry E.Wright, Miss Grace A.Fletcher, Miss Hazel McMillan, Miss Ann M.Munn, Mr.Norman A.Campbell, Mr.T.Grant McGregor, Mr.Alfred E.C.McCurdy, Mr.Robert J.Mullins, Mr.James F.Briegal, Mr.Lewis V.Elvin, Mr.William J.Hislop, Mr.Ribton C.Jonas, M:.Peter M.Me- Farlane, Mr.Fred S.Urquhart.HIGH SCHOOL FOR Miss J.Grace Gardner, Miss E.Doris Bain, Miss M.Edith GIRLS : .Baker, Miss L.Hope Barrington, Mrs.Doris E.Boothroyd, Miss Mildred M.Couper, Miss Isabella M.Davis, Miss F.Margaret Diek, Miss Violet L.Duguid, Miss Charlotte L.Forster, Miss Gladys M.Fraser, Miss Margaret I.Garliek, Miss Iris M.Hamilton, Miss Kathleen E.Johnson, Miss Muriel A.Keatinz, Miss F.Elizabeth Kemp, Miss Anna V.C.Kerr, Miss Muriel E.Kerr, Miss Kathleen W.Lane, Miss Edith G.Lynch, Miss B.Jean MacDonald, Miss Mona G.MacLean, Miss Elizabeth F.MacLeod, Miss Irene S.J.Martin, Mrs.M.Josephine E.Martin, Mrs.Marion A.Mayhew, Miss Sheila E.E.McFarlane.Miss F.Irene McLure, Miss Alice E.Miller, Miss Mona Morley, Miss Phyllis J.Mott, Miss Edith Petrie, Miss Vera Porritt, Miss Madelyn D.Robinson, Miss E.Christine Rorke, Miss Dorothy J.Ross, Miss Thelma M.Rough, Miss Ruby E.J.Smith, Mr.James B.Speirs, Miss Winifred Thompson, Miss M.Phyllis Vallotton, Miss Frances E.Watson, Miss Elizabeth M.Weston, Miss Elsie C.Wright, Miss Ann G.Davidson, Miss Dorothy R.Mathewson.PEACE Mr.George Brown, Mr.Steohen Armstrong, Mrs.Eleithe J.CENTENNIAL : Belyea, Miss Helen V.Brown, Miss Irene W.Dombroski, Mr.W.Harrv Findlay, Miss Peggy Janet Hill, Mr.John A.Howden, Mr.Eric W.Iles, Miss Elizabeth F.Macleod, Miss Isobel A.McEwen, Mrs.Barbette T.Marwick, Mr.Hugh J.Purdie, Mr.Arthur R.Seammell, Miss Marjorie B.Sellars, Miss Edith Wal- ridge.STRATHEARN Mr.Charles B.Ogden, Mr.James C.Seott, Miss Lorna W.Allen, Miss Katherine E.Bradwell, Mrs.Aldeth E.Clark, Mrs.Helen Demuth, Miss Barbara Dougherty, Miss Dorothy Goldstein Miss Frances Greer, Miss Barbara N.Knowles, Miss Sylvia Lifitz, Mrs.Zelda J.Litovsky, Miss Elsie M.MacFarlane, Miss Marguerite A.Martin, Miss Bertha H.McPhail, Miss Eileen J.MecKyes, Miss Bertha J.Merovitz, Miss Eileen M.Phelan, Miss Marjorie E.Pick, Miss Fannie Ratner, Miss Dorothy E.Somers, Miss Marjorie S.Streit, Mrs.Lillian D.Weldon, Miss Jean E.TT TI I WIP A ee a i SRE INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1949-1950 245 WILLIAM DAWSON: WEST HILL : LACHINE : MONTREAL WEST : MOUNT ROYAL : Wighton, Miss Mabel Biltcliffe, Mr.Wallace Bursey, Miss Ruth Chinn, Miss Muriel D.Field, Miss Dorothy Hatton, Miss Dorothy Mowat, Miss Evelyn M.W.Swingland.Mr.Thomas W.Dick, Mr.Ronald W.L.Hagerman, Mr.CIif- ford C.Awcock, Mr.Angelo E.Bartolini, Mr.C.Howard Bradford, Mr.Gordon F.Brasford, Mr.Scott A.Brown, Mr.Norman I.Crawford, Mr.H.Malcolm Doak, Mr.Gordon W.Fraser, Mr.John A.Howden, Mr.George Marcus, Mr.Albert B.Mason, Mr.Neil McDermid, Mr.Hugh M.Patton, Mr.George E.W.Shearman, Mr.Thomas Stewart, Mr.Allan D.Talbot, Mr.John H.Taylor, Miss Alice S.Bruce, Miss Margaret E.Cunningham, Miss Rita V.DePierro, Miss Margaret R.Dodds, Miss G.Olive Dupre, Miss Annie Mae Findlay, Miss Mary H.Ford, Miss Gladys E.Hambleton, Miss Sydney R.Hamilton, Miss Elizabeth L.Harrison, Miss Corinne E.Lamert, Miss J.Lucille Lefebvre, Miss Margaret B.Perowne, Mrs.Ann Peterson, Miss Gladys Smirle, Miss Marion G.Smith, Miss Ann C.Stewart, Mrs.Lorna M.Stewart, Miss Rosalene Zahalan, Miss Menna Hughes, Miss Jessie V.M.Emo.Mr.Gordon H.Heslam, Mr.Alan Aitken, Mr.Alfred D.G.Arthurs, Mr.John MeL.Black, Mr.Victor S.Carr, Mr.Ernest C.Carter, Mr.A.Roy Chesley, Mr.Earl E.C.H.Corey, Mr.Gordon L.Drysdale, Mr.Herman A.Ebers, Mr.Robert D.Ewing, Mr.Harold R.W.Goodwin, Mr.A.Norman Harris, Mr.Charles G.Hewson, Mr.Jack W.Jardine, Mr.Harry D.Morrison, Mr.Linden H.B.Peebles, Mr.Keith S.Pitcairn, Mr.C.A.Irving Racey, Mr.George F.Savage, Mr.James F.Shupe, Mr.Edward Storr, Mr.H.Irwin Stutt, Mrs.Florence M.Campbell, Miss Jessie M.Clarke, Miss Amy M.Collie, Miss Irene M.Dunn, Mrs.G.Eileen Eastman, Miss Annie I.Fraser, Miss Muriel, J.Graham, Miss Vida Mann, Miss Muriel E.Martin, Miss Christina M.Morton, Miss Annie D.Moss, Mrs.C.Grace E.McCullagh, Miss Joyce E.MeLelland, Miss M.H.Joy Oswald, Miss Mary C.Sutherland, Miss Evelyn C.E.Wilson, Miss B.Mary Wright, Mr.Lennox W.Beauprie, Miss Olive A.Parker, Miss Mary E.Dumbell, Mr.Harrison S.Jones, Mr.Ernest A.Robinson, Mr.William O.Searle, Miss E.Hilda Bell, Mr.E.R.Boyd, Mr.H.G.Ferrabee, Mr.R.S.Kneeland, Mr.R.B.Oulton, Mr.J.N.Parker, Mr.J.R.C.Tozer, Miss E.B.Baker, Miss M.Gilmore, Miss I.A.McEwen, Miss L.McLaurin, Mrs.A.Peterson, Mrs.A.Pokorny, Miss E.M.Winter.Mr.Kiel H.Oxley, Miss M.Armstrong, Miss J.Boyd, Miss J.Brothers, Miss G.Campbell, Miss M.Craze, Miss S.Grover, Miss P.M.Gyton, Miss E.M.Hetherington, Miss M.Jamieson, Miss A.K.Keith, Miss H.D.Keith, Miss M.A.Keith, Miss M.Laurin, Miss M.Macdonald, Miss L.P.Martin, Miss M.Martin, Miss H.L.Mitchell, Mrs.J.P.McRae, Mrs.A.MeWilliam, Miss Elizabeth Bunting, Mr.E.Davidson, Mr.T.Hardie, Mr.C.N.James, Mr.E.Johnston, Mr.D.Kneen, Mr.A.L.Macumber, Mr.F.McLearon, Mr.S.S.Nason, Mr.R.S.Patterson, Mr.E.Spiller, Mr.D.G.Wallace, Mr.G.Wood, Miss A.Murchie, Miss J.Muir, Mrs.M.E.Poirier, Mrs.D.Rutherford, Miss K.illett.Mr.Otto G.Parsons, Mr.Basil C.White, Mrs.R.Joy Murray, Mr.W.Donald Y.Doyle, Mr.Victor L.Doleman, Mrs.Agnes M.Towne, Mr.Dugald R.Sarty, Miss Grace E.Henry, Mr.Henry J.Miles, Mrs.Frances Gulliksen, Mr.Arthur E.Lariviére, Miss Betty Tate, Mr.Allan A.R.Ramsay, Miss Margaret C.Craze, Miss Grace E.Hawthorne, Mrs.Mary C.M.Hendry, Miss Mary E.Rodger, Miss Daisy Anne Hawker, Miss Erma H.Vibert, Miss Eleanor M.Young, Miss Eleanor K.Burgess, Mrs.Mina Snyder, Miss Dora Almond, Mrs.Winona Driscoll, Mr.Bernard N.Shaw, Dr.Edward C.Powell, Mrs.M.Rae Stuart, Miss Beryl E.Field, Mr.E.A.Robinson, Mr.John G.Ringwood, Miss Geneva A.Jackson, Mr.Wm.Arthur Wilkinson, Mr.Donald R.Stevenson.Mr.George F.Watts, Mr.Eric Essex, Mr.G.J.H.Hunter, Mr.J.C.Logan, Mr.R.G.Anderson, Miss E.Palmer, Mrs.V.Richards, Miss C.Harrison, Miss J.Gwynne, Mrs.N.Winder, Mrs.P.V.Wright, Dr.D.Buchanan, Mr.D.Hughes, Mrs.A. 246 STRATHCONA ACADEMY (OUTREMONT) : ST.LAURENT : VERDUN : WESTMOUNT (SENIOR) : WESTMOUNT (JUNIOR) : EDUCATIONAL RECORD Belyea, Miss E.Rollit, Miss F.Robertson, Miss G.L.Powell, Mrs.E.Prowse, Mrs.D.M.Neale, Miss N.Law, Mrs.M.R.Davis, Miss J.Skinner, Mr.James Briegel, Mrs.R.M.Curry, Miss A.Favier, Miss A.Horobin, Mrs.G.F.H.Hunter, Mrs.A.Peterson, Mr.J.J.Sims, Mr.L.D.Smith, Mrs.H.Vair, Mrs.P.Bennett.Miss M.Cameron Hay, Mr.F.W.Cook, Mrs.M.J.Joyce Miss Julia E.Bradshaw, Miss Eleanor I.Jones, Mrs.C.W MeCuaig, Miss Dorothy M.Roberts, Miss B.L.Cowper, Miss Almeda Thompson, Mrs.G.E.Lough, Miss Margaret K.Swanson, Miss Edith I.Finlayson, Mrs.R.Wensley, Miss Gladys A.Cullen, Miss Edith M.Swanson, Mrs.A.Aitken, Miss F.M.Wallace, Mr.E.W.V.Deathe, Mr.H.W.Jordan, Mr.W.F.Russell, Mr.M.A.Ross, Mr.W.I.Cook, Mr.William Lindsay, Mr.Ralph J.Eaton, Mr.R.H.Bott, Mr.G.R.Ryder, Mr.W.G.S.Stafford, Mr.M.D.Gile, Mr.G.L.McCutcheon, Mr.C.J.Udell, Miss Audrey E.Speirs, Mr.Carl Little, Miss E.Osgood, Miss G.E.Hibbard, Miss E.Boucher, Miss R.Boucher, Mrs.T.Cooper, Mr.H.W.Biard, Miss Helen M.Poole, Mr.H.C.Brennan, Miss Barbara McPherson, Mrs.William Lindsay.Mrs.Mabel A.Perry, Mrs.Ruth Carpenter, Mrs.Edna Kerr, Miss Jane Elliot, Miss Eileen Whitehouse, Miss Ruth Hughes, Miss Barbara Loweryson, Mrs.Doris Devine, Mrs.Marjorie Watt, Miss Freda Parker, Miss Lily Gallant, Miss Beulah Halero, Mr.Athanasios Kalpakis, Mr.Glendon Partridge, Miss Frances LaPenna, Mr.J.N.B.Shaw, Miss Mary Cameron, Mr.Gerald Taylor, Miss Muriel Prew, Miss Eileen Keane, Mr.Stephen Armstrong, Miss Norah McCarthy, Mr.George H.Elsey, Mr.John Howden, Mrs.Betty Hunter, Miss Shirley Moss.Mr.Harold E.Grant, Miss C.B.Boomhour, Miss J.M.Sheperd, Miss E.M.Coveydue, Mrs.N.Franklin, Miss F.R.Cole, Mr.R.M.Mercer, Mr.A.E.Holloway, Mr.J.H.Fransham, Miss A.W.Lamb, Miss D.E.Dugan, Mr.M.Craig, Miss A.M.Hamilton, Mr.G.S.Tomkins, Miss J.M.Mills, Mr.A.M.Smith, Mr.E.H.Hall, Mr.A.C.Ironside, Mr.L.F.Bennett, Mrs.G.G.Wilde, Miss A.O.Jackson, Miss J.Hayward, Mr.F.H.Owen, Mr.T.Jones, Mr.G.O.Lee, Mr.G.G.Hall, Mr.P.M.Mulock, Miss M.K.Morrison, Miss J.N.M.Snyder, Miss A.L.MePhail, Miss I.J.Hasley, Mr.A.P.Watson, Mr.A.G.Donaldson, Miss A.E.MeMonagle, Miss G.P.Pinneo, Miss M.H.Laird, Miss L.F.MeGregor, Mr.W.E.McCurdy, Mr.O.E.White, Mr.D.G.Cumming, Mr.K.R.Cunningham, Mr.W.H.Chodat, Miss M.J.Watt, Miss G.G.Markwell, Mr.W.Osterman, Mr.L.Blane, Miss M.Mitchell, Mr.W.L.MacDonald, Mrs.L.Judah, Mr.J.A.Weatherbee.Mr.Roland O.Bartlett, Mr.Arthur J.Buckmaster, Mr.Lewis H.Davies, Mr.Peter F.Dyck, Mr.J.Douglas Lawley, Mr.David E.MacLean, Mr.Kenneth L.MacTavish, Mr.Donald W.McRae, Mr.Gifford J.Mitchell, Mr.Lawrence P.Patterson, Mr.Robert A.Peck, Mr.Burt S.Schaffelburg, Mr.Edgar W.Smith, Mr.John K.Snyder, Mr.Parker L.Wearing, Miss Gladys M.Banfill, Miss Lydia Davison, Miss Meredith H.Dyke, Miss Millicent A.Dyke, Miss Ruby Hopkins, Miss Dorothy E.King, Miss M.Joan Macmillan, Miss Agnes B.Ross, Miss Ruth Sherman.Mr.Charles H.Savage, Mrs.Louella M.Baird, Miss Hazel Bryan, Mrs.M.Joyce Chapman, Miss Lois M.Cochrane, Miss Ethel L.Egerton, Miss Jean M.Hawthorne, Miss Vera M.Jamie- son, Mrs.Lilian M.Lancey, Miss T.Doris Lawlor, Miss Catherine S.MacKenzie, Miss M.Mildred MacKenzie, Mrs.Annie R.McKay, Miss Rachel G.Smart, Miss Donalda D.Smith, Miss Ruth E.I.Smith, Miss Elizabeth S.Wales, Miss Yvonne A.Wilson, Miss Helen W.Wright, Miss Helen McRae, Mr.Howard W.Atwood, Mr.Angus M.Bernard, Mr.Robert J.Berry, Mr.John M.Bovyer, Mr.Daniel H.Chodat, Mr.Cedric S.Douglas, Mr.Francis N.Fleming, Mr.A.Gerald Fraser, Mr.Richard T.Germaney, Mr.Kenneth Hill, Mr.William S.Horsnall, Mr.Ernest A.Hutchison, Mr.Kenneth H.Murray, Mr.Shirley E.MeKyes, Mr.Morley J.Oke, Mr.James H.Patrick, Mr.Winslow M.Shufelt, Mr.Donald M.Smith, Mr.L.Reginald Steeves, Mr.Donald T.Trenholm, Mr.Malcolm A.Turner., .RAIN INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1949-1950 247 INTERMEDIATE SCHOOL DIRECTORY \u2014 1949-1950 ARUNDEL : Mr.Melvin Graham, Miss Mary M.Smith, Mrs.Miriam Cooke, Mrs.Harry Johnston, Mrs.Edward Craig.BAIE COMEAU : Mr.Kenneth L.Nish, Miss Jean I.Parke, Miss Nancy J.Douglas, Miss Irene Ployart, Miss Laura W.Woodley, Mrs.M.Mitchell.BEAUHARNOIS : Miss Mary Poole, Mrs.Viola E.Shepherd, Miss Jean E.Brown, Miss Lois Elliot.v BEEBE : Miss May Scott, Mrs.Lura Rickard, Miss Laura Gill, Mrs.Doris Holmes, Mrs.Olive Blampin, Mr.William French.BELLE ANSE : Miss Doris B.Nelson, Miss Mildred G.Harbour.vBISHOPTON : yMrs.Flora H.McIntyre, Mrs.Lillian P.Olson, Mrs.Verlie C.Gilbert.BLACK CAPE : Miss Joan Fairservice, Miss Fern Fairservice, Miss Hazel Morrison.BROWNSBURG : Mr.Dennis Staniforth, Mrs.Robert Todd, Mrs.Ruby R.Kennedy, Miss Janet Montgomery, Miss Maria Karahalios, Mrs.Lulu Dixon, Mrs.Reta Staniforth, Mr.Henry B.Raap, Miss Marjorie Edwards, Mrs.Mildred Morrison.CAMPBELL\u2019S BAY : Mr.J.Allen Young, Miss Ella Cooke, Miss Muriel Smith, Mrs.Kenneth Smith.CLARENCEVILLE : Miss Edith Hastings, Mrs.J.C.Brown, Mrs.M.M.Beerwort, Mrs.Violet Hislop.DOLBEAU : Mr.Basil Beaton, Miss Verna Hall, Miss Kathryn Livingstone.DUNDEE : Mr.William James Millar, Mrs.Mary S.Gardiner, Mrs.Ruth A.Fraser.ESCUMINAC : Mrs.Isabella Ward, Miss Eleanor MacWhirter, Mrs.Myrtle err.FARNHAM : Mrs.Martina A.Hill, Miss Louise G.Hall, Miss Adelaide N.Hall, Miss Shirley J.Brown.1OFITCH BAY : ~ Mr.John G.McGibbon, Miss Ethel May Wilson, Mrs.Ellen E.Smith, Mrs.Bernice C.Crawford.FRELIGHSBURG : Mrs.Bertha G.Fortin, Mrs.Ester Wescott.GASPE : Mrs.J.M.A.Runnalls, Mrs.Maynard Miller, Mrs.Howard eTouzel.GASPE BAY SOUTH : Mrs.Beatrice E.Coffin, Mrs.Alice G.Eden, Mrs.Doris Eden, Mrs.Sybil Eden, Miss Vera Coffin.GATINEAU : Mr.Walton L.Snell, Mrs.Gladys Cameron, Miss Isabel Mac- Callum, Miss Edith MacCallum, Miss Irene Abraham.4 GEORGEVILLE : Mr.N.L.Currier, Miss J.A.Davidson, Miss L.P.Hamm.GRAND Miss Lois E.Robertson, Mrs.Patricia W.Miller, Mrs.Percy CASCAPEDIA : Barter.GRENVILLE : Mr.A.J.McGerrigle, Miss Elaine Meredith, Mrs.Lillian B.Murphy, Miss Eileen Hoare, Mrs.Robina E.Dumouchel, Mr.Harry H.MacKrith.10 HATLEY : Mrs.Muriel E.McClary, Miss Mildred Scott, Miss Phylis Suitor.HEMMINGFORD : Mr.Ronald M.Bruce, Mrs.Florence Barr, Mrs.Doris Cookman, Mrs.Ruby H.Sample, Miss Helen Seller, Miss Elizabeth Brown.HOPETOWN : Mrs Pbylis D.C.Ross, Miss Greta L.Romier, Mrs.Eileen A.McRae.HULL : Mr.Norman A.Todd, Miss Eileen Wetmore, Miss A.C.Dowell, Miss A.Cooke, Mrs.M.Marguerite Hamilton, Mrs.Hazel Sally, Miss Elsie Theobald, Miss Ruth Wallingford, Mrs.Valma Hansen, Mr.Rheal St.Pierre, Mrs.Edith True.INVERNESS : Mrs.Cora Mimnaugh, Miss Lois Haskett, Mrs.Marjorie Wright.ISLAND BROOK : Mrs.Hazel K.Burns, Mrs.Ruth Morrow.ISLE MALIGNE : Mr.J.N.Fortier, Miss Anna Graham Meclver, Mrs.R.C.Muir.KILMAR : Miss D.M.Clark, Miss M.Dixon, Miss S.Jopp, Mr.B.Kelly, rs.D.Swail.KINNEAR\u2019S MILLS : Mr.W.Edward Dolloff, Miss Dawn Huckins.0% MANSONVILLE : _Mrs.Carrie E.H.Spicer, Miss Marion E.Atwell, Mrs.E.Pauline Tibbits, Miss Ethel Ruth Banfill.MATAPEDIA : Mr.Gordon Adams, Miss Gertrude Adams, Mrs.Kaltha Riggs, Mrs.Lorena Fraser.MeMASTERVILLE : Mr.Reginald Arthur Carson, Miss Marilyn Richardson, Miss Jocelyn Anne Wickenden, Mrs.Beverly Kathleen Osborne.7 « MEGANTIC : \u2014Mrs.John E.MacDonald, Miss Calixa M.MacKenzie.MORIN HEIGHTS : Mr.Marven L.Blakely, Miss Marjorie C.Kingsborough, Mrs.Enid C.Bell, Mrs.Violet Seale, Miss Barbara Joan Addy. 248 EDUCATIONAL RECORD = NAMUR : Mr.Andrew Emmett, Miss Betty Welburn, Mrs.Evelyn E Poulter, Mrs.Helene Malboeuf.i NEW RICHMOND : Mr.A.K.Campbell, Mr.Orville R.MeColm, Miss Eileen = Powell, Miss Helen MacWhirter, Mrs.Winnifred Sinclair.8 POINTE CLAIRE : Mr.I.M.Stockwell, Mrs.Grace Mathewson, Miss D.Brayne, E Mrs.Ethel Hay, Miss Anne Gilker, Mrs.Ruth Curran, Mrs.J.pi: Evans, Mrs.I.A.M.Ouellet, Miss Grace McOuat, Miss S.I.bi Lenfesty, Miss S.Edey, Mrs.L.Perras, Mrs.Verda Minshall Mr.Lucien Perras, Mr.J.Baugh.RAWDON : Mr.Francis Elton Butler, Mrs.Marion Agnes Williamson, Mrs.Lillian Elinor Parkinson, Miss Geraldine Emily Cockburn.ROUYN : Mrs.Mina B.Duncan, Mrs.Mary M.Papke, Miss Edythe A.Aiken, Miss Mary Seman, Mrs.Needa J.Heatherington, Miss Ada M.Kerr, Miss Florence M.Duffy.STE AGATHE DES Mr.J.H.Jacobsen, Miss May Doherty, Miss Liette Deleuze, MONTS : Miss Janet Cockerline.ST.JOHNS : Mr.Arthur Williams, Miss Claire Duval, Mrs.Sylvia Cameron, Mrs.Wanita Upton, Miss Elizabeth Cooke.9 SOUTH DURHAM : Mr.Raymond Montague, Mrs.Elsie Montgomery, Miss Gladys u Rocher.STANBRIDGE EAST: Miss Inez R.Planinshek, Mrs.C.Irene Phelps, Mrs.Gwendolyn Thornton, Mrs.Maude M.Laycock.VALCARTIER : Mr.Louis George Brooks, Mrs.Elma Larsen, Miss Margaret MeBain.WAKEFIELD : Miss Esther M.England, Mrs.Olive MacIntosh, Miss Dorothy i E.Walsh, Mrs.Edmund Brown, Mrs.Hazel Gibson.9 WATERVILLE : , Mrs.Viola L.Gage, Mrs.Beulah F.Burnell, Mrs.Marjorie Bler, Mrs.Hélen MeElrea.q + WINDSOR : _- Mr.A.R.M.Roy, Miss A.M.Boisvert, Miss Thelma R.Mills, Miss Marion Christie.YORK : Mr.Lorne R.Hayes, Mrs.Curtis Miller, Mrs.Dorothy L.Patterson, Mrs.Mabel Eagle.SPECIAL BRISTOL : Miss Jean D.Neville, Mrs.Gwen Smith.DIXVILLE : Mrs.Helene Parker, Mrs.M.G.Beaton.DONNACONA : Mr.Winston F.Prangley, Miss Eileen Elliott.GLEN SUTTON : Mrs.Earl Bullock, Miss Jean Reid.JRON HILL : Mrs.Ona Sanborn, Miss Joan Dix.JOLIETTE : Miss Lillian V.Ross, Mrs.Mary S.Copping.LACOLLE : Mr.Alden J.Scott, Mrs.Florence S.Rogers.METIS BEACH : Mrs.Bessie N.Campbell, Miss Reta Firth.PHILIPSBURG : Miss Muriel Rexford, Miss Clara J.Mountford.A TEACHER SPEAKS I must not interfere with any child, I have been told.To bend his will to mine, or try to shape him through some mold Of thought.Naturally as a flower he must unfold.Yet flowers have the discipline of wind and rain.And though I know it gives the gardener much pain, I\u2019ve seen him use his pruning shears to gain More strength and beauty for some blossoms bright.And he would do whatever he thought right To save his flowers from a deadening blight.I do not know \u2014 yet it does seem to me That only weeds unfold just naturally.Alice Gay Judd. SUMMARY OF THE MINUTES OF THE ADMINISTRATIVE COMMISSION 249 SUMMARY OF THE MINUTES OF THE ADMINISTRATIVE COMMISSION OF THE PENSION FUND OF OFFICERS OF PRIMARY EDUCATION November 29th and 30th, 1948.Pensions granted to teachers 56 years of age and over: Marie Louise Lemelin, Juliette Brault, Blanche Monette, Blanche Leblane, Edith R.Campbell, Flora M.Stewart, Elizabeth G.Gass, Margaret E.MeCurren, Marie Ange Lavallée, Joséphine Bélanger, M.Lucienne Morin.Pensions granted to teachers under 56 years of age, due to sickness: Jessie M.Carter, Marie Bérubé, Marie Louise Anna Massicotte, Elodia Carbonneau, Lydia Audet, Aldéa Duplin, Julianna Lemieux, Rose Aimée Ferland, Antonia Beaudoin, Marguerite Boissonnault, Alice Blanchet, Angèle Côté, Juliette Larouche, Marie Elizabeth Lévesque, Marie Adèle Beaulieu, Germaine Vermette, Annette Routhier, Léonie Talbot.Pensions granted to teachers under 60 years of age, due to sickness: Lionel H.5 Bent, Joseph Alphonse Routhier, Geo.L.Thomson, Jean Baptiste Despins, Napoléon Jévesque.Request for reimbursement of Stoppages granted: Frank Adams, Rose Yvette Ally, Elizabeth Anderson, Yvette Audy, Patricia Beaupré, Alice Bonneau, Fernande Boucher, Lucille Coiteux, Irvin Cooper, Alice Cossette, Joséphine Couture, Lucille Daoust, Gabrielle Decourval, Gertrude Demers, Anne Marie Deschambault, Eliane Desrosiers, Mary Dumas, Marguerite Dumas, Etiennette Fortin, Véronique Gariépy, Marguerite Gauthier, Gemma Gilbert, Joseph Albert Girard, Laurette Guay, Rose Aimée Lafrance, Yvonne Lessard, Jeanne d\u2019Are Métivier, Ann McDonagh, Phoebe McOuat, Berthe Ouellet, Alice Pellerin, Marie Anne Pelletier, Marie Laure Prémont, Adrias Ricard, Laura Rozon, Noella Slavas, Jane Scott, Agathe Séguin, Luce Simard, Angélina Thériault, Monique Thibault, Antoinette Tremblay, Amanda Berthelot, Eva Boissonnault, Pauline Bourret, Lucien Boyer, Muriel Jean Brook, Annette Cadotte, Fernande Cardin, Phélonise Charest, Thérèse Chicoine, Marguerite Chouinard, Noella Corriveau, Oetavie Dubé, Florida Dubois, Solange Duprés, Philomène Fallu, Bernadette Gagnon, Yvette Gingras, Jeannette Guillemette, Jeanne d\u2019Are Houde, Hénédine Lacroix, Alice Laganière, Alfrédine Langlois, Rose Alma Laporte, Albert Lessard, Emilia Marcoux, Berthe Michaud, Gisèle Mousseau, Alma M.Patrick, Yvette Pellicelli, Gertrude Rondeau, Ulrie Reid Russell, Claire Simard, Ethel Smith, Marguerite Tanguav, Anna Théorêt, Mabel Truell, Annette Villeneuve, Marie Rose Allard, Juliette Beaulieu, Denise Beaupré, Diana Boisvert, Annette Boucher, Agnès Bris- sette, Blandine Bureau, Madeleine Deshaies, Marie Blanche Dion, Irène Dubé, Thérèse Dumont, Yvette Faucher, Marie Jeanne Ferland, Gratia Francœur, Françoise Gosselin, Marguerite Guay, Ruby Hayes, Marie Anne Hémond, Alma Lagacé, Yvonne Langevin, Marcelle Lebel, Fernande Lévesque, Florence Marchand, Fernande Mathieu, Veronica MeGinn, Marie Blanche Morisset, Berthe Ouellet, Gisele Ouimet, Simone J.Raymond, Eva Therrien, Fleur Ange Thibeault, Germaine Tremblay, Aline Turgeon.Pensioners who died during the year 1947-1948: Léda Lapointe, Marie Louise Coté, Edouardina Blais, Charlotte Kearns, Joséphine Chamberland, Evariste Béland, Caroline McCoy, Arthémise Lavigne, Césarie Dionne, Mrs.Warren A.Kneeland, Joseph Louis Tramblay, Etta Coughlin, Alma Bishop, Marie Anna Faucher, Auxilia Lemieux, Mina Alicia Coombe, Florence Drummond, Cordélie Bourque, Cordélie Esther Rondeau, Hervé Lalonde, Mary Justine Hall, Amy Kathleen Smith, Agnes Symington, Henriette Fradet, Amanda Vézina, Adélie Bouffard, Helena Millan, Arthémise Dion, Paméla Facette, Clorinde Beauchamp, Philomène Ouellet, Bathilde Chabot, Levi Moore, Mrs.James Mabon, Robert Hewton, Albina Picard, Philomène Côté, Corinne Laberge, Marie Anne Lacharité, Jane Knox MeCurdy, Elizabeth Boisvert, J.Maxilien Brousseau, Rose de Lima Plouffe, Rose Anna Giroux, Georgiana St.Cyr, Annie Prouty, Peter Paul Griffin, Louis Denis, Marie Alice Cêté, Victoria Dubois, Adélaide Morissette, Berthe Roch, Lily, Lamb, Valéda Des- gagnés, Mrs.J.H.Hunter, Howard Nicall, Elizabeth Patterson, Emma Marie Lavallée, Ida Marie Côté, Joseph Georges Bouchard.Dealing with People Efficient leaders are careful in dealing with people.They take many precautions which are neglected by lesser men, because they know that only through other people is it possible for them to succeed.There are no persons so insignificant but may some day have it in them to be of use to you, and to quote Edmund Burke on the other side of the matter: \u201cThere are critical moments.when they who are too weak to contribute to your prosperity may be strong enough to complete your ruin.\u201d Royal Bank Monthly Letter. 250 EDUCATIONAL RECORD MINUTES OF THE SPECIAL APRIL MEETING OF THE PROTESTANT COMMITTEE Offices of the Montreal Protestant Central School Board, April 11th, 1949 On which day was held a special meeting of the Protestant Committee.Present: Dr.G.G.D.Kilpatrick, in the Chair, Mr.Howard Murray, Mr.A.K.Cameron, Senator C.B.Howard, Mr.R.Eric Fisher, Dr.R.H.Stevenson, Dr.C.L.Brown, Dr.F.Cyril James, Mr.George Y.Deacon, Dr.S.E.Me- Dowell, Mrs.T.P.Ross, Honourable G.B.Foster, Honourable C.D.French, Mr.John G.Rennie, Dr.Sinclair Laird, Mrs.A.Stalker, Mr.T.M.Dick, Mrs.Roswell Thomson, Dr.J.S.Astbury, Mr.D.C.Munroe and the Secretary.Apologies for absence were received from Rt.Rev.Bishop Dixon, Mr.Leslie N.Buzzell, Mr.Harry W.Jones, Dr.W.Q.Stobo, Mr.W.E.Dunton, Dr.W.L.Shurtleff, and Mr.John P.Rowat.The meeting was called to hear the report of the special sub-committee appointed to consider the appeal of the St.Lambert Protestant School Board in accordance with the provisions of the Act 8 George VI Chapter 15 Section 39.The telegram from the St.Lambert Board was read as well as Article 39 of the Act 8 George VI Chapter 15.Upon receipt of the telegram referred to, the Chairman announced that he had appointed the following committee: Honourable G.B.Foster as Chairman, Dr.Sinclair Laird, Dean of the School for Teachers, and Mr.D.C.Munroe, representative of the Provincial Association of Protestant Teachers.The report read as follows: \u201cThe undersigned were appointed as a special Sub-Committee by resolution passed by your Committee on February 25th, 1949, to consider and report on the appeal to your committee of the St.Lambert Protestant School Board.The Sub-Committee desires to report to you that it has received the representation of the Appelant Board as well as those of the Chambly County Protestant Central School Board at hearings which were held on March 23rd and March 29th, 1949.The memorandum of the Protestant Board of Commissioners of St.Lambert to the Sub-Committee as well as the brief of the Chambly County Protestant Central School Board are attached hereto to form part of the present report.The Sub-Committee is completely satisfied that all the actions of the Chambly County Protestant Central School Board have been transacted in a perfectly legal manner and that the said board has not exceeded its legal powers.\u201d The following Resolutions were presented by the Honourable G.B.Foster, seconded by Dr.F.Cyril James and passed unanimously: 1.That, without expressing an opinion on the merits or demerits of either individual, the Protestant Committee directs that the services of both Mr.Cook and Mr.Shufelt be dispensed with at the end of the 1948-1949 session.2.That, having ascertained from the Director of Protestant Education that the services of Mr.H.G.Young, Inspector of Superior Schools, could be made available, the Protestant Committee directs that, as a temporary measure, and without calling into question the constitutional rights of the Chambly County MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 251 Protestant Central School Board in the appointment of a Supervisor, Mr.Young shall be the Acting Supervisor of the Chambly County Protestant Central School Board for the session 1949-1950.3.The Protestant Committee directs that the approval of Mr.Young be.obtained before contracts are signed by the Chambly County Protestant Central School Board to fill the vacancies existing for a Principal and such other teachers as may be needed for the session 1949-1950.The Chairman thanked the committee for the courteous and skillful manner in which they had performed a delicate task.The Honourable C.D.French was appointed as a member of the Sub- Committee on Grants, Mr.John G.Rennie to the Rural Sub-Committee, and Mr.John P.Rowat to the Legislative Sub-Committee.W.P.PERCIVAL, G.G.D.KILPATRICK, Secretary.Chairman.MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE Parliament Buildings, Quebec, May 11, 1949.On which day was held the regular quarterly meeting of the Protestant Committee of the Council of Education.PRESENT: Dr.G.G.D.Kilpatrick, in the Chair, Mr.Howard Murray, Mr.A.K.Cameron, Mr.R.Eric Fisher, Dr.R.H.Stevenson, Mr.George Y.Deacon, Mr.Harry W.Jones, Mrs.T.P.Ross, Dr.W.Q.Stobo, Honourable C.D.French, Mr.John P.Rowat, Mr.John G.Rennie, Dr.Sinclair Laird, Mrs.A.Stalker, Mr.T.M.Dick, Mrs.Roswell Thomson, Dr.J.S.Astbury, Mr.D.C.Munroe, and the Secretary.Apologies for absence were received from Senator C.B.Howard, Dr.C.L.Brown, Mr.Leslie N.Buzzell, Dr.F.Cyril James, Dr.S.E.McDowell, Rt.Rev.John Dixon, Hon.G.B.Foster, Mr.W.E.Dunton, and Dr.W.L.Shurtleff.The minutes of the February and April meetings having previously been circulated were approved on the motion of Mr.Murray.The report of the Director of Protestant Education contained the following information: (1) The decision reached by the Protestant Committee at the special meeting held on April 11th had been communicated to the School Boards of St.Lambert at a joint meeting on the evening of that day, and letters had been received from the Secretary stating that no appeal would be made against the decision of the Protestant Committee; (2) Mr.H.G.Young will be released from his duties in the Department of Education to allow him to act as Supervisor of the Chambly County Protestant Central School Board from July 1st while retaining his position as Inspector of Superior schools; (3) A redistribution of the districts of inspection will be submitted to the Protestant Committee at its next meeting; (4) The Legislature had passed with amendment Chapter 27 of the statutes of 1949 having included the words \u201cand Intermediate\u201d after , 068 252 EDUCATIONAL RECORD \u201cprimary complementary\u2019 the consequence being that school boards may levy fees of not more than fifty cents per month in the Elementary grades and not more than $1.00 per month in the Intermediate grades.The Legislature had also passed a bill now known as Chapter 27 decreeing that every school board and the employees of every school board must each recommend to the Provincial Secretary before June 30th, 1949 a person who shall act for each body as a member of the council of arbitration, the third member being appointed by the Lieutenant-Governor-in-Council; (5) The revised regulations of the Protestant Committee were officially approved by the Lieutenant-Governor-in-Council on March 10th; (6) A conference had been held between the staff of the School for Teachers and members of the Department of Education on April 12th to 14th; (7) New and higher salary scales have been set up by the Montreal Protestant Central School Board, the effects of which are already being felt throughout the Province; (8) New school buildings have recently been completed and opened officially in Riverbend, Beauharnois, and Drummondville.The Gault Institute, Valleyfield, has been completely renovated and officially opened.Other school buildings are under construction and plans are being drawn for others; (9) Some of the significant improvements in Protestant education during the past two decades have been: (a) Vastly improved school buildings for High, Intermediate and Elementary schools; (b) An entirely new system of hygienic facilities for rural elementary schools; (c) The addition of teacherages in four schools; (d) Greatly improved systems of lighting, both natural and artificial; (¢) New type Audio-Visual equipment has been introduced including a Film Library, projectors, radios and phonographs; (f) A large Professional Library has been built up; (g) À Summer School for Teachers has been established at Macdonald College; (h) The French Summer School course has been extended and transferred to Macdonald College; (7) School Boards have been invited by many means to increase teachers\u2019 salaries, including substantially higher annual grants; (7) ~ School Boards have been induced to buy their own buses and snowmobiles, and some now own fleets of seven or more; (k) The courses of training for teachers have been extended by a year in the case of High School, Intermediate, and Elementary diplomas: (I) The courses of study have been improved and text books of much better character and quality have been authorized and several optional subjects have been added to the course of study; (m) The consolidated school movement has been extended greatly; (n) Nine County Central School Boards have been formed and the composite High School instituted; (0) Helping teachers have been employed by the Department of Education; (p) Health services have been improved and two nurses have been employed; (¢) Hot lunches and noon hour supervision have been introduced.(10) A message was sent to the Protestant schools asking them to celebrate the entrance of Newfoundland into Confederation on March 31st and a programme was suggested.There was a ready response from the schools.The report also contained the recommendation that the Drummondville school be raised from Intermediate to High School status dating from April 30th, 1949 when it was officially opened.The report was received and the recommendation approved on the motion of Mr.Dick, seconded by Mrs.Ross.Le et te ee a se ase a A nt ae at A dest at a ld PROS MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 253 Mr.Howard Murray asked that the motion of which he had given notice concerning the amendment of regulation 120 be allowed to be carried over to the September meeting.On the motion of Dean Laird, seconded by Mr.Dick a recommendation was made that in future the grant for the Kindergarten Training classes in Montreal shall be increased to $800.00 per annum.The report received from the Central Board of Examiners read as follows: (1) Following a report received from the special committee appointed to consider the application of Sir George Williams College for recognition of its credits, the Central Board of Examiners at a special meeting held on March 27th, 1949 passed the following motion: \u201cThat the motion passed at the meeting named above be approved, reading as follows: Because Sir George Williams College has received a charter from the Government of the Province of Quebec, and because this Committee has satisfied itself by interviews and by other investigations concerning the nature and content of the courses offered by the College, a recommendation should be made to the Central Board of Examiners that Sir George Williams College be recognized as an approved university within the meaning of regulation 129g of the Regulations of the Protestant Committee for the purpose of allowing students to enter the course in education leading to the High School diploma.\u201d (2) \u201cThat the regulation which requires candidates for the Intermediate diploma to pass in ten papers in Grade XI and also to hold a Senior High School Leaving certificate or its equivalent cannot be relaxed in any way.\u201d (3) The reference from the Protestant Committee that the Central Board of Examiners consider the request of the Provincial Association of Protestant Teachers for establishing a Canadian Teacher\u2019s Certificate which would enable the holder to teach in any province of the Dominion of Canada was considered.No decision was reached, but the opinion expressed was that a proposal concerning a Canadian Teachers Certificate from the Provincial Association or Protestant Teachers, the Canadian Teachers\u2019 Federation, of the Canadian Education Association should be submitted to the different provinces for action.The report was received on the motion of Mr.Munroe.It was moved by Mr.Munroe and resolved that pending reports from the other provinces, the Quebec authorities should formulate their views concerning the proposed Canadian Teachers\u2019 certificate and forward them to the Canadian Education Association and the Canadian Teachers\u2019 Federation.For this purpose the Central Board of Examiners should be asked to formulate its conditions and report to the Protestant Committee at its earliest convenience.A petition was received from the Board of School Commissioners of Pine- hurst and East Greenfield applying for membership in the Chambly County Protestant Central School Board.On the motion of Mr.Cameron, seconded by Mr.Jones, the application was approved and it was resolved that the necessary steps should be taken to secure their admission to the county unit desired.A letter was read from the Executive Secretary of the Provincial Association of Protestant Teachers together with the proposed salary scale for teachers not under the control of the Montreal Protestant Central School Board.The Chairman was authorized to appoint a special committee to consider the matter 254 EDUCATIONAL RECORD and to report at the next meeting.The Chairman named Mr.Rennie as Convener, other members being Dr.J.S.Astbury, Mr.D.C.Munroe, Mr.W.E.Dunton, Mrs.Stalker and Dr.Stevenson with the Chairman and the Director of Protestant Education as ex-officio members.A further letter from Mr.Ginn was read concerning Acts 10 George VI, Chapter 41 as amended by 11 George VI, Chapter 22, the Act to Ensure the Progress of Education, and the Act 13 George VI, Chapter 26 respecting municipal and school corporations and their employees.On the motion of Mr.Munroe, seconded by Mrs.Thomson, this correspondence was referred to the Legislative Sub-Committee.As Dr.Laird\u2019s term of office as Dean of the School for Teachers will terminate on August 31st, and as the term of office of Mr.David Munroe, his successor, as teachers\u2019 representative continues until October, it was moved by Mr.Dick, seconded by Dr.Astbury, that Dr.Laird\u2019s Associate membership in the Protestant Committee be continued until October.Carried.The report of the Rural Sub-Committee recommended: (a) That the grant to the McGill travelling libraries be increased from $250 to $500 for the session 1949-1950.The recommendation was accepted on the motion of Mr.Fisher, seconded by Dean Laird; (b) That the Protestant Committee recommend to the Government that the necessary legislation be passed to enable County Central School Boards to take over the property of local school boards and to issue bonds accordingly, provided that unanimous requests are presented to the Central Boards by the local boards concerned in each case.This recommendation was considered together with the report of the Legislative Sub-Committee which asked that a policy be established by the Protestant Committee and that subsequently the Legislative Sub-Committee would word the necessary amendment to the Act.On the motion of Mr.Rennie, seconded by Mr.Murray, it was resolved: that this Committee approves the principle of promoting an amendment to the Act 8 George VI, Chapter 15, to permit the transfer of assets from local boards to central school boards, and asks the Legislative Sub-Com- mittee to suggest a suitable amendment and report at the September meeting.Both reports were adopted as amended on the motion of Mr.Dick, seconded by Mr.Cameron.The report of the Education Sub-Committee contained the following recommendations: (1) \u201cThe Children\u2019s Fairy Book\u201d should be removed from the English course in Grade II and the reading of selections by the teacher should be substituted for the use of a single prescribed literature text in that Grade.(2) \u201cUsing Our Language\u2019 should be authorized experimentally; (3) In addition to the \u2018\u2018Pupil\u2019s Own Vocabulary Speller\u2019\u2019 the revised edition of the Quance Spellers and \u201cMy Speller\u201d\u2019 should be authorized for experimental use next session; (4) The authorization for \u201cCaribou Arithmetics\u201d should be withdrawn and should be replaced for experimental purposes by the Canadian edition of \u201cLiving Arithmetic\u201d; (5) \u201cTimes and Places\u201d, \u201cDays and Deeds\u201d, and \u201cPeople and Progres\u201d should not be given full authorization but the Highroads to Reading series should remain as the authorized text for Grades IV to VI; (6) The experiments in Handwriting should be continued; (7) The syllabus in Agriculture should be authorized together with \u2018Canadian Agriculture for High Schools\u201d.Projects in MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 255 some divisions of the work should be required and a maximum of 20 per cent of the marks should be awarded for this work in the High School Leaving examinations commencing in June, 1950.In the High School Leaving examinations pupils should be responsible for the work of Grades VIII to XI but there should be sufficient options on the paper to allow pupils to pass in the work of Grade XI only; (8) \u201cBiology for You\u2019 should be the only text retained in Grade XI; next session, all others being removed from the course in Grades X and XI; (9) The Biology Sub-Committee should be reconvened and asked to submit a detailed outline of the laboratory requirements in Grades X and XI as well as a revision of the course for Grade XIII; (10) \u201cJulius Caesar\u2019 should be removed from the course of study in Grade XI and be replaced by \u201cMacbeth\u201d in 1949- 1950 in accordance with the cycle already accepted; (11) \u201cCreative English\u201d and \u201cA Treasury of English Verse\u201d should be removed from the course of study in Grade XI at the end of the current session; (12) Black and Conant, \u201cA New Practical Chemistry\u201d should be removed from the course of study; (13) The course of study in Art for Grade XII for 1949-1950 shall be as follows: (a) A written examination in the knowledge, appreciation and history of Art.(Value, 50 marks); (b) A portfolio of not fewer than ten specimens of work that has been done by the pupil himself must be submitted to the Art examiner.This should contain at least five examples of drawings and paintings of any topic which should be judged not only for proficiency of performance, but also as evidence of understanding of form, structure and colour harmony.There must also be at least five sketches for group composition, in black and white or in colour, stressing the elements of design.The sketches referred to may have been executed in the Art Room.(Value, 50 marks); (c) The course shall be open to pupils in all schools that are propelty equipped and staffed for the purpose; (d) No pupil shall be allowed to take the course in Grade XIT who has not passed the course in Grade XI; (14) The request that consideration be given to certain text books in Geography for Grades IV, VI and VII should be referred to a group consisting of the P.A.P.T.Geography Committee, Mr.Dick, Dean Laird, Dr.Astbury, Mr.Munroe, and the Director of Protestant Education; (15) As the Gregg Publishing Company has revised its shorthand manuals, the Director of Protestant Education should write to the schools concerned and be given full power to make changes of texts or prices as he may see fit; (16) In connection with the request of the Macmillan Company for an increase in the prices of certain textbooks, the Director of Protestant Education should be given full power to make such changes of texts or prices as may be advisable.The report was received and the recommendations adopted on the motion of Mr.Dick, seconded by Dean Laird.The report of the Board of the Order of Scholastic Merit contained the following recommendations for the awards of the Order: First Degree: Mrs.Corinne Brennan, Commercial High School; Miss Violet Grimes, Aylmer High School; Miss Harriet McCammon, Ballantyne School, Montreal West; Miss Jeannette MacKinnon, Kenogami High School; Miss Clara E.Strutt, Shawville High School ; Miss Irene Younie, Herbert Symonds School, Montreal. 1H 256 EDUCATIONAL RECORD Second Degrees: Miss Grace D.Findlay, William Dawson High School, Mr.G.F.Henderson, Vice-Principal, Baron Byng High School; Miss Florence Law, Primary Supervisor, Montreal; Miss E.Christine Rorke, Vice-Principal, High School for Girls; Mr.Dudley Wilson, Inspector.The report was received and the recommendations approved on the motion of Mr.Fisher, seconded by Dean Laird.Mr.John G.Rennie was added to the Legislative Sub-Committee.On the motion of Mr.Cameron, seconded by Dean Laird it was resolved to recommend to the Lieutenant-Governor-in-Council that Mr.D.C.Munroe be appointed a member of the Central Board of Examiners in accordance with Article 60 of the Education Act.A letter was read from the Clerical Secretary and the Lay Secretary of the Synod of the Diocese of Montreal recommending: (1) \u201cThat this Synod urge the Education Authorities in Curriculum and Text Books to emphasize Rural Life as a fuller life\u201d; (2) \u201cThat this Synod urge upon the Education Authorities the appointment of a Guidance Councillor for Rural Schools.\u201d The first resolution was referred to the Education Sub-Committee and the second to the Rural Sub-Committee.On the motion of Mr.Fisher, seconded by Dean Laird, the Director of Protestant Education was requested to call a meeting of Central School Boards next September with a view to recommending changes in the act respecting Central School Boards in certain counties of the province.Inspector G.R.Lessard presented a report on activities in his district of inspection.He was thanked very cordially by the Chairman.There being no further business, the meeting then adjourned to reconvene in Montreal, on Friday, September 30th unless otherwise ordered by the Chair.W.P.PERCIVAL, G.G.D.KILPATRICK, Secretary.Chairman.SPECIAL SCHOOL MUSIC BROADCAST In order to give parents, teachers and students an opportunity of sampling the excellent music work that is being done in Canadian schools today, we have arranged through the courtesy of Miss Gertrude McCance, Supervisor of School Broadcasts, Manitoba Department of Education, for a special pre-Christmas program of school choral music to be given from Winnipeg on Friday, December 23rd.This broadcast will be carried to all parts of the country and will be heard in Ontario and Quebec at 9.45 a.m.Eastern Standard Time.The Christmas programme will be given by the Kelvin (Winnipeg) High School Choir, under the direction of Miss Gladys 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