The educational record of the province of Quebec, 1 octobre 1952, Octobre - Décembre

[" F3 Tec SSE APE = ar andl?my Se cell ta hd A = pe ES WEE hi = fl th Sp.OFF a.A Fo =, 157 [ ad & 4 E58 NA fs THE LC 74 Le DUCATIONAL RECORD 4 # 4 PUBLISHED OF THE QUARTERLY UEBEC PROVINCE OF Q 1, ig \u201cA ; : ; [ No.4 OCTOBER - DECEMBER, 1952 Vol.LXVIII, a oa a Re 7 i a i! Bi A a £5 a 2 2 | Zs pt i: or Zr pr 3a 5 A some ag 5 | Ee 7 ry + tu Si Sn ; 5 7 4 i 55 fi t | hs Zi | Bi 5 Hi = 1 in Li ih 5 i | kL 25 a : i a | i ES ih FREE: i Bt A i i PLAYGROUND, STE.AGATHE HIGH SCHOOL i i ENE.NY pt | pt ne as =+ \u2014\u2014 es t ae 0 ES ht \u2014 \u2014 am me ai i.\u2014\u2014 PRI wr XEE i ~~ te PET SUR (NNN) La ne am NR FTINT He t Hi muse avast .hn {i VE CHRISTMAS, 1903 O, the sea breeze will be steady, and the tall ship\u2019s going trim, And the dark blue skies are paling, and the white stars burning dim; The long night watch is over, and the long sea-roving done, And yonder light is the Start Point light, and yonder comes the sun.O, we have been with the Spaniards, and far and long on the sea; But there are the twisted chimneys, and the gnarled old inns on the quay.The wind blows keen as the day breaks, the roofs are white with the rime, And the church-bells ring as the sun comes up to call men in to Prime.The church-bells rock and jangle, and there is peace on the earth, Peace and good will and plenty and Christmas games and mirth.O, the gold glints bright on the wind-vane as it shifts above the squire\u2019s house, And the water of the bar of Salcombe is muttering about the bows.O, the salt sea tide of Salcombe, it wrinkles into wisps of foam, And the church-bells ring in Salcombe to ring poor sailors home.The belfry rocks as the bells ring, the chimes are merry as a song, They ring home wandering sailors who have been homeless long.John Masefield. THE EDUCATIONAL RECORD October - December, 1952 CONTENTS Page Editorial.AAA AAA 194 Taking Time by the Forelock.W.P.Percival 196 William Macdonald \u2014 Financier, Philanthropist, Educator; Part I.a Le ea a na aa ea ae nee O.E.White 201 Strive Always for Perfection.1010000000 cases aan Sinclair Laird 206 The Needs of Canadian Children.H.R.Matthews 209 A Hundred Aids to Teaching.Mrs.Donald McCabe 213 Using the Assembly Hall (a) Knowlton High School.J.E.Perry 217 (b) Valois Intermediate School.couuu.L.G.Perras 219 (¢) Van Horne Elementary School.E.G.Cochrane 221 The Preadolescent at Home and at School.R.O.Brander 225 Six Problems in the Teaching of Bookkeeping.G.P.Hillmer 231 Summary of the Minutes of the Administrative Commission of the Pension Ce ee 235 New Films and Filmstrips.cc.iii 237 Book Reviews.iii ee ana 238 Intermediate and High School Directories \u2014 1952-1953.241 Minutes of the May Meeting of the Protestant Committee.250 Index of Articles Published in the Educational Record, January-December, 1002 ee a 256 Printed by the Quebec Newspapers Limited, Quebec RT RR THE EDUCATIONAL RECORD À quarterly journal in the interest of the Protestant Schools of the Province of Quebec, and the medium through which the proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in the Minutes and Official Announcements.W.P.Percival, Editor, N.W.Wood, Assistant Editor, Department of Education, Quebec.Authorized as second class mail, Post Office Department, Ottawa.Vol.LXVIII QUEBEC, OCTOBER DECEMBER 1952 No.4 EDITORIAL SAFETY EDUCATION Far too many accidents are occuring in the home, on the street, in the shop or office, in the woods.Children are easy victims.They do not have the experience needed to warn them sufficiently about standing on shaky stepladders, climbing and jumping from unreasonable heights, or darting imprudently across the highway.The consequence is that sprains, bruises, cuts, and other serious accidents occur all too frequently.Every year in Canada thousands of lives are sacrificed and a million people injured as the result of accidents.The number of deaths from traffic accidents is often posted in large cities to induce the citizens to avoid taking risks and so reducing the hazards.During the year 1949, the latest for which figures are available, no fewer than 85,040 persons in Quebec were hurt sufficiently to have their injuries reported for claims to the Workmen\u2019s Compensation Commission.The greatest single cause of fatal accidents apart from those caused by motor vehicles used to be those occurring in industry.In Canada in 1946 there were 346 such deaths.So productive have been the safety measures taken, however, that in 1949 this number was cut down to 244.On the contrary the number of deaths in Canada caused by traffic accidents is increasing, hav/ng risen from 1709 in 1940 to 2430 in 1949.The increase in Quebec is outstanding, the deaths having risen from 434 in 1940 to 648 in 1949, a growth of almost fifty per cent.The automobile is a splendid means of transportation.In the hands of a careful driver it is a very useful servant and gives much pleasure.When driven by a careless person, however, or one who is thoughtless of life and limb it becomes a potential killer.Experiments have shown that the mere teaching of safety rules or the coining and use of slogans are not very effective means of reducing accidents.More efficient methods consist of exercises giving direct experience of taking care and of doing things properly.Opportunities should therefore be supplied to young people to dramatize potential accident situations and to hear talks from such individuals as fire chiefs and policemen.What these men say makes a tremendous impression upon children and breeds respect for their callings.Doctors and nurses may be asked to talk to pupils on occasion.Such equipment as fire extinguishers may be demonstrated under skilful direction.Problems concerning safety should be discussed in the class when certain incidents arise or as preventive measures are found to be needful.No matter EDITORIAL 195 how trivial the results of an accident may be, if it illustrates a dangerous or common situation it will well merit the time spent in pointing out the consequences that might have followed.The school principal is responsible not only for the discipline of the school.He has some responsibility also for seeing that safety measures are adopted and that they are sound and practical.The conduct of the pupils towards one another must be such that no harm shall come to others through pranks or practical jokes.That the responsibility has limitations is understood.It is not unusual, for example, for a teacher to explain to pupils the necessity of exercising care in crossing a street only to have the pupils dash out of school and straight into the path of an approaching automobile.Some films are good for helping teachers to make lessons in safety education live.Those in the Film Library of the Department of Education are: Fire Wise T-129 SAFETY IN THE Home T-781 Heaps Up T-833 SEEING GREEN T-429 Lire Saving T-59 Tae Case or Tommy Tucker T-1204 LirE SAVING\u2014RESUSCITATION T-457 WHAT'S YOUR SarFery 1.Q.?T-1213 Oars AND PApnLES T-968 You BET Your Lire T-878 SAFE DRIVING: STREETS AND You CAN Beat THE A-BoMB T-1246 Hicaways T-1252 Much safety education is taught in our schools, much more than many parents think.Specific references follow to discussions of traffic safety in the authorized texts: Grade IV \u2014 Healthful Ways, pp.194-205: Safety on the Street and Road; Safe Outdoor Play.Grade V \u2014 Let's Be Healthy, pp.204, 206-7: Safety on the Street; Rules for Bicycle Riders.Grade VI \u2014 Habits Healthful and Safe, pp.197-204: Bright Children Practice Safety (Deals chiefly with traffic safety).Grade VII \u2014 Growing up Healthily, pp.243-252: Bicycles, Boats Streetcars and Buses.Grade VIII \u2014 A Sound Body, pp.151-170: Preventing Accidents (Deals chiefly with traffic safety).Grade IX \u2014 Health in a Power Age, pp.145-162: Accidents (Chiefly traffic accidents).So serious has the traffic problem become that the Government of the Province of Quebec has announced new policies in the hope of reducing traffic accidents.So emphatic is the Government in this respect that even those not directly affected should listen and take heed.All new drivers must undergo tests before receiving permission to drive an automobile.The law will be amended so as to set lower speed limits and to allow the municipalities of the Province to set even lower limits within their borders.Teachers should seek opportunities to explain the new laws and their purposes to the pupils.School assemblies provide such occasions.Lessons of this type will help children to understand their responsibilities and cooperate more fully with the authorities.The teaching of safety, with the necessary accompanying practices and drill upon safety measures, is a striking example of the many duties undertaken by good teachers today in addition to the teaching of the 3 R\u2019s. 196 THE EDUCATIONAL RECORD TAKING TIME BY THE FORELOCK * It was inevitable that Aylmer should develop and the schools with it.Situated so near our capital city of Ottawa and in so favourable a location from every point of view it has naturally been looked upon with favour as a residential district.Your School Trustees deserve great credit for the manner in which they have faced the problem of the rapidly expanding population of Aylmer and vicinity.They realize that, no matter what sacrifices may be necessary, they must furnish educational facilities for all within their borders in order that the children may be fully prepared for life and be capable of grasping its full richness.New conditions such as are being experienced here call for new ways of training young people to meet them.I appreciate greatly the honour bestowed upon me and the Department of Education by your School Board in allowing me to lay the corner stone for this magnificent new High School.This I now do with the following words: To the glory of God and with a humble prayer that He will bless this building for the good of the people of this community, I declare that the corner stone to the Aylmer High School is well and truly laid.When completed, this new school will consist of five classrooms, a science room, a combination gymnasium-assembly hall, lunch room, teachers\u2019 room, principal's office, etc.A companion building to the elementary school close by, it should serve the children and community of Aylmer for two or three generations.A corner stone is a uniting force, joining together two walls of a building.It has, however, become a symbol of strength, security and stability.Strength, security and stability are needed by our citizens, our schools and our children.In unity there is strength.The Protestants of this district have united in order that there may be a strong, healthy and robust school in Aylmer in which the pupils can assemble in adequate numbers, with many pupils in each grade so that each individual may take advantage of the diverse courses that can be offered.This is the strength of our consolidated and central school movement whereby, because of adequate registration in each grade, some can take Latin, others Household Science, others Industrial Arts, etc.There is security in our centralized schools.Protestants may plan with assurance to stay in these centralized school districts, knowing well that there will be adequate educational facilities for their children.This will give stability to such districts as English and French speaking Canadians recognize that each has need of the other and that there is room for both.The Government of the Province has made a substantial grant towards the building of this school.It sends its cordial greetings for the future.The Department of Education is intensely keen on the building of these new schools that are going up all over the Province.It is doing its best to see that every Protestant child in this Province has the opportunity to go to a good school, so that he may receive a good education which will enable him to live a good and useful life.For this purpose these magnificent buildings are being erected, * Address delivered at the ceremony of Laying the Corner Stone of the Aylmer High School, July 14th, 1952.\u2014 J TAKING TIME BY THE FORELOCK : 197 schools where the whole tone is lofty inside and out, schools where the beauty and serviceableness of the buildings may be expected to create beauty and stability of personal character.The story of the building, extension and remodelling of our High Schools is full of interest.In Montreal there are the new and spacious Mount Royal, Rosemount and West Hill (Monklands) High Schools as well as several elementary schools.Outside of Montreal fifteen of our forty-four rural High Schools have been greatly extended and completely renovated to be like new, seventeen have been built entirely anew and nine others are being constructed or added to now including yours in Aylmer where the corner stone is being laid today, and Magog, where the corner stone was laid last Saturday.This accounts for forty-one of the fourty-four rural High Schools that have been constructed or reconstructed since 1930.In addition many intermediate and a few elementary schools are being built at present.These buildings are made in the most substantial style.Almost every one of the new schools is constructed of brick, steel and reinforced concrete and thus completely fireproof.Parents can now rest assured that the danger to children from fire in school has been eliminated entirely, so far as we can see.School principals are telling me that there is no problem of discipline in these new schools.The excellent surroundings have created an atmosphere of good citizenship, of co-operative living, and of desire to pull together for the benefit of the whole.These new schools have created in pupils the desire to have their spirits harmonize with the surroundings, to work for the betterment of the school and for one another.I am glad that your School Board decided to place a gymnasium-assembly hall in this building.Such an area is a comparatively recent feature of our schools.In 1930 only one of our forty-four rural High Schools possessed an adequate gymnasium-assembly hall.Today gymnasiums are already built or in course of construction in thirty-three of these forty-four High Schools and next year the number is likely to be raised to thirty-six.Thus over eighty per cent of our rural High Schools have now or shortly will have gymnasiums.The remaining eight are almost all small schools, and it may be that they will not have these facilities for some years to come.A gymnasium is a most useful part of a school.Possession of a gymnasium marks an important difference in the character of a school.Without such a play area there can be little going on in the school except the regular class studies.With a gymnasium the aspect changes from all work to part work and part play.If it be true that all work and no play makes Jack a dull boy, then possession of the gymnasium should smarten up many a Jack \u2014 and many a Jill too, for girls today take part in sport just about as much as boys.Moreover, possession of a gymnasium-assembly hall means that the school can be used as a community centre.It is bad economics for a school building to be used only from 9 A.M.to 3:30 or 4:00 P.M.Why should the school be closed every evening and all through the summer?Surely intelligent citizens can find some use for the first class facilities in our schools either for lectures or for sport or for some other kind of community activity. 198 THE EDUCATIONAL RECORD It is imperative that our High Schools possess gymnasiums.If there are no such facilities most of the children will permanently lose the possibility of participating in indoor sport.That is a considerable loss.Such play space is particularly needed for boys and girls of 14, 15, 16 and 17 years of age in High School grades.The High School is usually the only place in our rural towns where our Protestant pupils can get these benefits.Others may go to other institutions nearby after they graduate from elementary school, but our pupils in general have only McGill and Bishop's universities to which they can go, and these are frequently far from home.Most of our towns have hockey rinks but if pupils have not had a gymnasium in their school, the graduates will naturally fall behind those students coming from elsewhere who have had the opportunities of playing badminton, volleyball and all the other games that can best be played indoors.What a boon the well conducted gymnasium is to young people at the week end in the winter! How their characters can be developed for the better by participation in such sports! Children learn, perhaps through defeat in sports, that effort must be made, that play must be clean, that one must never try to take unfair advantage, and that the rules of the game must be followed implicitly.How much better is this than idly blowing bubbles or making facetious remarks at passers-by! This school, moreover, has an extensive outdoor playground.The possession of adequate playgrounds is another feature of our new Protestant High Schools.Of our forty-four rural High Schools few could be said to possess adequate playing space twenty years ago.Today thirty-three have abundant land and cnly five of the forty-four High Schools can have their playing fields described as poor.By means of games a player learns that he is only one person, and thus only a part of a team.He must therefore keep healthy in body and mind so that he may be able to play his part and \u2018keep his head\u2019, with his temper under strict control.He must learn to be a good sport \u201cplaying the game\u2019 conscientiously even if it means failing to make spectacular plays and even losing the game.Through the assembly hall the pupils learn the aims of the school and of the principal.Through it they come to know members of other classes, and learn at first hand of the many activities and undertakings of the school.They become acquainted with the leading school pupils and their accomplishments.Through these they are often inspired to follow worthy examples.During the school assembly many pupils participate in activities which they could not undertake in their classroom in the same manner.They learn to stand ktefore large audiences as they share in opening exercises, singing, plays or demonstrations.These inspire confidence which might be difficult to acquire otherwise.The standard of presentation is usually much higher in the assembly hall than in the classroom, with the consequence that much more serious effort is usually called for there.The assembly hall is a place in which school spirit can be fostered and developed.Though much has been said against the \u2018\u2018school tie\u201d the fact is that symbolism plays a large part in all the undertakings of mankind.School spirit 1s a most desirable factor in school life.When pupils are very proud of TAKING TIME BY THE FORELOCK .199 their school they do all in their power to assist in its development.They wish to establish good traditions, traditions of loyalty to the school, the principal and the teachers.They desire to build good standards of scholarship, to recognize the achievements of teachers and pupils in class and other activities, to form loyalties with one another, to establish relationship with classes of preceding and succeeding years, to build up a reputation for good conduct and good sportsmanship, and, in general, to make the school a shining example of what a good school stands for and should be.We are all satisfied that pupils go to school to learn.But the connotation of the verb \u2018\u201c\u201cto learn\u2019 has been greatly extended.Just as pupils of one hundred years ago would gasp amazedly at our new temples of learning such as this building soon will be, so the meaning of \u201cto learn\u2019 has been greatly extended from mere institutions where memorization held sway to centres to which the child comes for his full development.In spite of everything that can be said in favor of the introduction of extra curricular activities into a school, however, they continue to meet strong opposition from some quarters.Such activities are looked upon by many as frivolous, time wasting and extravagant features of school life.Almost anyone even today can secure hearty approval from an audience by declaring that the school is a place to learn and not for a pupil to fritter away his valuable time chasing baubles.In the school and out of it, such a person continues, the pupil should work at his lessons, make himself proficient in the 3 R\u2019s, and learn to take life seriously.There is just enough truth in such criticisms and denunciations to keep one from being over-optimistic concerning the introduction in school of extra curricular activities for all.The undeniable fact is that many young people throw themselves wholeheartedly into such activities to the detriment of their studies for they make the activities their chief or even their sole goal.Many young people fail to keep the balance they should between play and work with the consequence that they do not put enough time on their studies and thus lose their year \u2014 sometimes with dire consequences.Here is just where the influence of the school is needed and where a school staff, keenly interested in the welfare of all the pupils and in their all round development, should point out forcefully the relative values of life.Their constant contacts with pupils from the curricular and extra curricular phases of life should serve as balance wheels to keep the young folks rightly adjusted.Such efforts by conscientious teachers are worthy of the greatest consideration and should be stoutly supported by public opinion.Expenditures for school buildings of the type that will shortly stand on this ground, and taxation for schools is by no means wasted money.It is insurance.The school provides even job insurance for the child.It also makes him richer mentally for the world which he must face and I hope that he will thus be much stronger morally and physically for the battles of life that lie ahead of him.The life of tomorrow will proceed at a much more rapid pace than it has ever done in the past.This fact must not be overlooked by any parent or by any school teacher or administrator.Young people will need more anchors than they have ever had to give them feelings of security and a REC ET 200 THE EDUCATIONAL RECORD 4 stability in the days of rapid change that are upon us.They will need not only the subject matter that has been given to our generation but also they must have a philosophy of life that will secure them to those sound principles that have endured through the ages \u2014 love of country, trust in one\u2019s fellow man and the fact that truth, justice and integrity of character are fundamental values.We cannot have our children handicapped because they have not been prepared for this new era.On the contrary the Protestants of this Province have taken Time by the forelock and are preparing their children for the future with a zest that is worthy of their best traditions.Other places may be short of school buildings, but Protestant Quebec has taken thought for its children, with the result that adequate provision is being made for their reception in school.The Department of Education appreciates greatly the efforts of the School Commissioners of Aylmer.We hope that, as they see this building nearing completion from day to day, they will feel repaid for their courage, patience and persistence.W.P.PERCIVAL UNIVERSITY CREDIT FOR COURSES IN THE SCHOOL FOR TEACHERS As reported in the April-June issue of the Educational Record, Sir George Williams College has decided that for students taking courses during and after the academic year 1950-1951 a maximum credit of four and one half courses will be allowed towards a university degree for the Elementary Certificate and five courses for the Intermediate Certificate.The College has now announced further that for persons who completed their training at the School for Teachers prior to 1950-1951 credit will be allowed for two full courses in education.For those who qualified for teaching certificates between 1943 and 1950 an additional half credit will be allowed in Fine Arts.- RISING COSTS NECESSITATE AN INFORMED PUBLIC Education costs are increasing and will continue to increase if children are to be given a broader curriculum, better school buildings, and more highly qualified teachers.The need of carrying on a good public relations policy to obtain the necessary financial support for these things should not merely be recognized, but should also be adequately met.Many of us frequently fail to realize that what is to us a reasonable and even necessary course, considering the information at our disposal or procedures which have evolved, may be quite inexplicable or highly unreasonable to someone else without this information.It is therefore essential that school boards endeavour to keep the public well-informed about the aims of a modern school system and the developing methods of achieving these aims.The work done in schools has always been important.In a time of rapidly rising costs what others think is being achieved by the school programme is not necessarily what professional educators and school boards think; a frank realization of this, with a reconciliation of opinion where possible, is perhaps more important now than ever before.C.E.A.Newsletter.RRR ATR IO REAR AA WILLIAM MACDONALD \u2014 FINANCIER, PHILANTHROPIST, EDUCATOR 201 WILLIAM MACDONALD \u2014 FINANCIER, PHILANTHROPIST, EDUCATOR Part 1 Orville E.White, M.A., Verdun High School.In 1848 a Prince Edward Island youth of sixteen shaped the beginning of a career which has had few equals.He had repudiated the Roman Catholic religion, and family antipathy to his ideas brought about a crisis which forced him to leave school and to seek employment.Working in the counting-houses of Quebec, where the proprietors often looked upon the training offered as being more valuable than any monetary reward, he suffered in penury for at least four years.Here he lived a life of such extreme thrift that it coloured his whole career.At twenty-one he opened a small commission business in Boston, exporting goods to Canada.In a letter written at that time, he stated, \u2018I shan\u2019t stop until that signature is Gold wherever it may go.\u201d He had such courage, shrewdness and determination to overcome all obstacles in his path, that ultimately he made good his boast, his signature did become as good as gold.When twenty-three he returned to Canada and opened an oil importing business in the Montreal area.This proved a lucrative field, for the records indicate that he soon was clearing a net profit of about five hundred pounds sterling a month.A few years later he turned his interests to the manufacture of tobacco products.In this business he was phenomenally successful, becoming one of Canada\u2019s foremost financiers.He was elected a director of several companies, including the Bank of Montreal, and to the Board of Governors of McGill University.In 1898 he was knighted and the spelling of his name was changed from the older form of \u201cMcDonald\u201d to that by which he has become best known, \u2014 \u201cSir William C.Macdonald.\u201d Our recognition of Sir William Macdonald as a great man should not be made upon the basis of his exceptional rise to wealth and his successful industrial enterprises.These were to his credit and testify to his thrift, integrity and shrewd business sense.Other men have attained great wealth but few have left so worthy a memorial behind them.Few have demanded so little recognition of their philanthropies.Avoiding publicity whenever possible, he quietly slipped away from convocations or assemblies if he anticipated that they were about to extend to him an expression of gratitude for his gifts.So retiring and lacking in ostentatious ways was he that but few have realized how very much he achieved through his altruism.For a period of forty-seven years, Sir William poured his money lavishly into educational projects.Though the total ran into millions of dollars, it is surprising to find that his name and work are not yet commonly known.Even those institutions that were most liberally endowed have but little record of his work.No books, not even reports or digests, have been published upon the liberality of this great Canadian.To study the full import of this one man's effect upon education in Canada one must read through hundreds of the annua reports of the provincial departments of education, noting the brief comments therein, usually but a line or two, and to these add the observations of those yeh EN EEE 202 THE EDUCATIONAL RECORD few educationists still living who were associated with Sir William Macdonald.To compile a list of the known donations, scholarships, funds and endowments, five pages were required.If his known benefactions of nearly fourteen million dollars are any true indication, then we can assume that he was approached by many organizations and groups requesting aid, and it is equally probable that few worthy cases were ever refused.It is known that he was the anonymous donor whereby many needy students were aided while attending McGill University.It can further be assumed that these unrecorded sums would amount to a further sizeable figure.While Sir William was reserved and kept himself much in the background, his able assistant and administrator, Dr.James A.Robertson, was of the very opposite nature.For many years Dr.Robertson was employed as director of the various educational programmes sponsored by Macdonald.Trained in politics, an excellent speaker and a prolific writer, he sought every means to publicize the work.Here too Macdonald\u2019s name was never emphasized.He was indicated very briefly and simply as being the founder or benefactor of each movement.Press clippings and a few published articles by Robertson have aided in piecing together the fabulous story of these two men, one a finan- cier-industrialist, the other a scientist-politician, and, together, educationists of the highest order.Brought up on a farm in Ontario, Robertson\u2019s interest in scientific agriculture brought him early recognition, first as a professor at the Ontario Agricultural College.By the age of thirty-nine, he had achieved the high post of Dominion Commissioner of Agriculture and Dairying.At that stage, in 1898, he embarked upon his association with Sir William Macdonald\u2019s educational schemes.As a director of the Bank of Montreal, Sir William had noted that the greatest prosperity occurred in those areas where the dairy industry predominated.He was of the opinion that the lack of good schools in many rural areas was a major factor in preventing farmers from developing the true potentialities of their farms.Robertson too, had preconceived ideas upon this subject.He was convinced that in education lay one of the keys to a healthy national development.He often stated that, in his estimation, there were only three really important professions: farming, homemaking and teaching.Given adequate attention to these, he reasoned, everything else would fall into its proper position.He had conceived a number of ways in which the rural population might benefit and, through his public office, he had already inaugurated some of his farm programmes before he met Sir William.The lack of adequate funds had proved the main stumbling block to Robertson\u2019s plans.Within a short time after their meeting, the two men were deeply involved in Canada-wide programmes of rural education, using funds supplied by Macdonald.The first programme which resulted from this liaison was that of the Macdonald Seed Grain Competition.School children across Canada were encouraged to select superior seeds from their parents\u2019 grain crops, and to plant these in segregated plots.The seeds from these plants were judged and, after further selection, were again planted.This process was carried on through a three year programme.Many rural teachers aided their students with this project.A total of $10,000 was made available to these young farmers as prizes for the WILLIAM MACDONALD \u2014 FINANCIER, PHILANTHROPIST, EDUCATOR 203 various district competitions.The programme was such a success that the selected strains showed an average increase of eighteen percent in the number of grains per hundred heads and an overall increase of twenty-eight percent in weight.Eight years later the Dominion Government reported that the new practice of selecting seed, an outgrowth of the Macdonald competitions, had by then increased farm crops by half a million dollars annually.The development of government seed grain agencies and the enhanced profit to Canada as a whole is of a value which can only be left to the imagination.With the seed grain competition successfully launched, other projects weré organized to run simultaneously.At that time, 1900, manual training as a school subject was receiving a great deal of publicity.Educationists in the United States particularly, and in France, Sweden and England, were giving prominence to a movement of \u2018learning by doing\u2019\u2019 and of \u2018\u201chand-mind\u2019\u2019 training.At Truro and Halifax in Nova Scotia, and at Kingston and Woodstock in Ontario; such courses were being provided by the local boards.The Macdonald Manual Training Fund was organized to provide demonstration shop centres in cities across the Dominion.It was conceived that these manual training centres would provide the object lesson whereby other cities and towns, as well as rural districts, would be encouraged to develop similar facilities.Demonstrators went throughout the provinces expounding the principles and advantages of offering manual training in the schools.Robertson visited the United States and Europe in his search for instructors.Ultimately this experiment cost an estimated $150,000.In all, there were equipped, staffed and maintained for a period of three years no less than forty-five manual training centres.Every province benefited from this movement.At the end of the three year period, those school boards that agreed to continue with the work, were permitted to retain all their equipment without charge.In forty-one such cases this agreement was carried out, while four centres were closed.Most of the instructors remained in Canada pioneering their work.Many rose to important educational positions within the respective provinces.The hundreds of industrial arts centres in our elementary and high schools today speak well for the vision of these men.Robertson has been called the \u201cFather of Manual Training in Canada\u201d and certainly Macdonald was its godfather.Home-making and the study of domestic science for girls was also accorded importance in Sir William\u2019s calculations.The developments in this field were of a most permanent character and have served to elevate that study as much or even more than was true of manual training.For the study of domestic science, Sir William provided the funds for the development of two training schools for teachers of this work.The hundreds of young women who have, in this fashion, received a high standard of training have in turn spread their theories across the Dominion.The prestige which generally is accorded to the subject of domestic science in our schools must be attributed to these early provisions for an adequate reparation of the teachers in this work.Initial work began in 1902, when Sir William authorized Dr.Robertson to make an offer to the government of the Province of Ontario whereby the sum of$175,000 was provided on condition that it be used for the erection of two buildings at the Ontario Agricultural School at Guelph.One building was to be a residence ade ce Le 204 THE EDUCATIONAL RECORD for women students and the other a training school specifically for domestic science, with added facilities for the training of teachers in nature study and in manual training.The government agreed to maintain the buildings and to offer therein the suggested courses.Thus it was that the Macdonald Institute came into being.It remains to this day an outstanding school for the training of domestic science teachers.The courses in nature study and manual training were discontinued after a few years.With the foregoing projects well organized, Macdonald initiated what became known as the Macdonald Rural School Fund.Here the two men hoped to be able to demonstrate all their theories for the improvement of the rural schools.A number of rural consolidated schools were provided, one each in Ontario, New Brunswick, Nova Scotia and Prince Edward Island.The theory of consolidating school districts had heen promoted by educational realists for several years before, but the anticipated cost had discouraged any such action in Canada.Experiments in the United States were proving that consolidation was the answer to increased student interest, improved attendance and even of economy in some cases.Macdonald was faced with the general apathy of the farmers toward any improvement in either schooling or in agricultural methods.There was active opposition to any thought of an increase in school taxes and there were many petty controversies over the location of the schools and the consolidation of boards and school districts.In the face of these discouraging signs, Robertson and Macdonald proceeded with their generous programme.Each school was known as the Macdonald Model Consolidated School.In each case the location of the school was approved by the provincial department of education and served to take the place of several one room schools of that area.Each of the four schools had several classrooms, an assembly hall and special rooms for manual training, domestic science and nature study.In addition to these new and impressive buildings, each district was supplied with teams and vans with which to bring the children to school.The salaries of the teachers and of van drivers, as well as all other maintenance costs, were provided for a period of three years from the Macdonald Fund.Each district continued to contribute the same school taxes that had been assessed prior to consolidation.At the end of the first three year period, the assistance was offered for a further three year period.Approximately $500,000 was invested in this experiment from the Macdonald Rural School Fund.Generally speaking, the results of consolidation were found to be all that had been anticipated.Parents, students and teachers were all favourably impressed.Children struggled to attend these schools rather than to remain away.Despite the aid offered and the full recognition of the success of the venture by provincial authorities, the school in Prince Edward Island was closed at the conclusion of the period of assistance.The demonstration school was boarded up and training reverted back to the old one room schools of the district.It is a sad reflection upon the provincial authorities that they did not come to the aid of the districts involved.In any event,the school was never again used, and it ultimately fell into such a state of disrepair that it had to be dismantled.Though the school taxes on many of the small farms in the district amounted to less than one dollar per year, the short-sighted policy which made these men | | Aa ONE WILLIAM MACDONALD \u2014 FINANCIER, PHILANTHROPIST, EDUCATOR 205 refuse the slightest increase in their taxes for school purposes must be construed asan indication of the general level of education and comprehension which existed in those days in that poverty stricken province.It was a sad blow to Mae- donald to find his plans failing so unjustly in his native province.In the other three locations, the model schools were very successful, and they provided the incentive for provincial action upon similar lines.In Nova Scotia, smaller and less pretentious schools were found to be more suitable to the finances of the districts.Within a few years twenty-two of these units were constructed.In New Brunswick the original plan was followed relatively closely, with four large units developed similar to the Macdonald school.The plan was received with greatest favour, however, in Ontario and, within a few years, an extensive development of both small and large consolidated schools was seen.During this period when the Rural School Fund was in operation, one phase of the plan provided for the development of nature study courses and the organization of the school garden movement.Five men were given an extended course during a period of more than a year, studying at Cornell, Chicago and Columbia University in the United States, and completing their training at Guelph, Ontario.These men organized the nature study courses at the consolidated schools and also gave lectures and demonstrations of the school garden technique at surrounding schools.For three years, teachers from all the five eastern provinces were offered short term scholarships that covered all expenses for study at the Macdonald Institute in nature study and school gardening methods.School boards throughout the provinces were offered special grants by Macdonald where such school gardens were organized, while special bonuses were offered for the teachers who taught this course to a satisfactory standard.The cessation of the scholarships and special grants for these nature study courses marked a relatively quick decline in the interest of teachers in such work.The experiment had little lasting effect though, for from time to time we note a revival of interest in this work.The difficulty of maintaining the gardens through the summer months has made it difficult to develop a prolonged interest in s.ich work.It is not difficult to suggest the benefits which have accrued from Sir William's experiments in rural education.The concept of the rural consolidated school has been widely accepted by school authorities everywhere.An improved programme of practical studies for girls and boys, coupled with a much improved academic standard and a social and civic enlightenment has made rural schooling a vastly superior process to that of the preceeding years.Macdonald\u2019s vision has grown far beyond his initial experiments, for Canadian students, both urban and rural, have benefited in full measure.Macdonald and Robertson both deserve places in Canada\u2019s \u201cHall of Fame.\u201d Friends have I found in far and alien places, Beauty and ardour in unfamiliar faces, But first in my heart this land I call my own ! Canadian am I in blood and bone! Charles G.D.Roberts.ET TR TT TR Ie 206 THE EDUCATIONAL RECORD STRIVE ALWAYS FOR PERFECTION Sinclair Laird, D.Paed, LL.D., Former Dean of the School for Teachers.By their achievements in sports, architecture, literature, sculpture, mathematics and philosophy, the ancient Greeks have \u2018profoundly affected our modern life and civilization and still deserve our deepest study and sincerest admiration and even imitation.For they have had an undying influence on all subsequent ages.The Greeks created ideals of culture, and by their variety, spontaneity, versatility and freedom of character as well as by their insatiable curiosity they amaze us by their rapid development in so many skills and crafts, arts and sciences, aesthetics and literary classics.Naturally they approached the problem of education with a clear appreciation of the principles governing human life and the laws of our physical and intellectual powers.This nation of artists, statesmen and philosophers knew \u2018that education was a creative idea for the development of man, a moulding of human abilities and character in accordance with an ideal: In hand, foot and mind built foursquare without a flaw.This ideal of perfection is the description given by a poet of the era of Marathon and Salamis.Plato also uses this idea of \u201cmoulding\u201d as the potter moulds clay and the sculptor carves marble into preconceived forms.The ideal of perfection is implicit in all their statues, buildings, education, philosophy, and literature.The masterpieces of this great age are known as \u201cclassical\u201d in the timeless sense.We understand their athletic ideal from Pindar\u2019s hymns of victory, the statues of the Olympic victors, and the images of the gods which show what the Greeks thought about physical and spiritual perfection.The work of the educator as the Greeks have interpreted it is that of a plastic artist, and the essence of the real learner is active energy just as the athletic contest exercises physical strength and agility and produces all-round bodily development.Bulging arm muscles without harmonious development of the whole body were considered malformation.So sensitive were the Greeks to physical beauty that wind instruments which required puffing cheeks were despised, whereas stringed instruments which allowed the player to accompany his own songs were favoured.Greek culture was centred in the whole man \u2014 in his external appearance and conduct and in his inner nature.Good tn bodily development and good in character was the Greek phrase for a \u2018\u2018gentleman\u201d\u2019.In Homer, the Greek ideals of the leaders were surpassing strength, martial prowess, intellectual ability and superiority, moral or spiritual qualities, a sense of duty and honour, highmindedness and magnanimity.Perfection in these qualities was the ideal of what we may call knighthood.In the Iliad VI, 208, Glaucus says his father, Hippolochus, advised him: Always to strive for perfection and excel all others.These words are as good advice today as they were in the Homeric Age.School mottoes are an interesting reflection of a school\u2019s ideals.In one Scottish high school which I attended the motto was Labor omnia vincit: Every- STRIVE ALWAYS FOR PERFECTION 207 thing can be overcome by hard work.In another, where I taught, the motto Spe et labore was translated by the Headmaster as Work hard and there may be some hope for you, and by a teacher as If you want anything, work hard for it.While Homer deals chiefly with heroes and nobility, another poet, Hesiod, in his Works and Days describes the life and work of the common people, the peasants, farmers, shepherds and sailors, whose chief virtues are work, patriotism, loyalty, practical wisdom, vocational lore, and the moral and social maxims compressed into proverbial phrases.Besides these, there was the ideal of Justice.Hesiod begins his poem with a hymn and a prayer, then warns against strife and injustice and declares that heaven will protect the just cause.His creed was righteousness and work.The theme of both Homer and Hesiod is striving for perfection, and the union of work and justice.This perfection is also exemplified in Greek artistic achievements, many of which have come down to us, alas, in ruined condition.The Parthenon, a temple on the mountain at Athens, is an example of careful attention to details and striving to reach perfection.Many refinements were introduced by the architects to correct optical illusions.Long horizontal lines of masonry, if straight in reality, would appear to sag in the middle.So these were made slightly convex so as to appear optically level.Tn the east and west facades, this amounted to a rise of 2.61 inches, and on the lateral facades to 4.39 inches.Pillars in vertical lines would, if geometrically vertical, appear to fall outwards.So the angle columns lean inwards 2.65 inches, and the axes of all the columns if produced upwards would meet one mile up in the air.Optically however they seem upright.In addition, a curving outwards along the outline of the column shafts was designed to counteract the optical illusion which gives a shaft bounded by straight lines the appearance of curving inwards.Even though this amounted only to 34 of an inch in a height of 34 feet, it was important.Furthermore angle columns were set closer together and were stouter, as it was found that they appeared thinner against the open sky than those which were seen against the stonework of the temple wall.These are typical of the extraordinary efforts by ancient Greek architects to achieve perfection.Even their geometrical knowledge was used to advantage in artistic designs, where certain ratios or proportions are applied to line and surface division, Greek temples seem to have been designed in certain proportions repeated throughout the building.So much is this the case that Vitruvius stated that the proportions of any ruined Greek temples or statuary could be calculated from the measurements of any remaining fragment such as a column or triglyph.Their commonest proportion is known in Euclidean geometry as the problem of dividing a line into two parts so that the smaller part bears the same proportion to the larger part as the larger part bears to the whole line.This is known as the golden mean.This golden mean is 1:1.618 and is the constant factor in the progression 1, 1.618, 2.618 etc.Approximately this equals the series 8, 13, 21, 34, 55, 89.The logarithmic spiral of a discoid shell is a natural growth curve based on this constant ratic.It applies also to rectangles and exists in the great masterpieces of the Erectheum and the Parthenon at Athens.The pine cone, sunflower, seed pods, and sea shells all show this natural design based on these proportions.Many French Canadian Catholic churches have the same Ll EE EE CRE RENE SE ET TEE 208 THE EDUCATIONAL RECORD proportions in their foundations and walls and steeples.Many Italian churches and paintings are based on the same spacial ratios in design.One of the parables in Plato\u2019s Republic is the parable of the metals.He asserts the existence of individual differences in human beings and says that education is not only a system of training but also of testing to discover the kind of metal in the composition of the boys.After preliminary education, tests are given and those who cannot pass them, have only copper in their composition and must be turned into workers and craftsmen.But if they pass, they are given further training and further tests in a secondary education.If they do not pass, they have silver in their composition and must become soldiers and defenders of the country.If they pass, however, they receive superior training for they have gold in their composition and must be given training to become governors or rulers in the state.This concept of education is both personal and social: it is meant to develop each individual to his maximum limits, but always for the social good.That is another idea behind school activities which are designed by teachers, and desired by parents, namely: to make the most of one\u2019s talents in body, mind and spirit to fit one to take his part in our social world and our national welfare.If we are leaders we shall need all the high qualities of the Homeric heroes.If cast in other types of work or human endeavour we shall also need the Greek mixtures of work and justice.Perhaps in this modern age the blessing of work is not sufficiently realized.The doctrine of more pay for less work will produce its own disasters.What then is the message of the ancient Greeks to our modern age?It is that our education must concern itself with harmonious development of our body, mind and character; that it must be directed to individual improvement for community purposes; that the ideal must be perfection in every phase of life and activity; that perfection only comes from hard work and attention to details; that leaders must be chosen from the best people who must be worthy of their high destiny; that others must equally use their talents for their own good and the welfare of society.When the young Greek reached the age for his compulsory two years of military training, he had to take an oath, before he could take his place as an adult in the state.Unfortunately today we give votes to our people without any oath of loyalty or devotion.Here is the ephebic oath solemnly sworn by these young Greeks: I will not disgrace my sacred weapons nor desert the comrade who is placed by my side.I will fight for things holy and things profane whether I am alone or with others.I will hand on my fatherland greater and better than I found it.I will hearken to the magistrates and obey the existing laws and those hereafter established by the people.I will not consent unto any that destroys or disobeys the constitution, but will prevent him, whether I am alone or with others.I will honour the temples and the relizion which my forefathers established.So help me Aglauros, Enyalios, Ares, Zeus, Thallo, Auxo, Hegemone.We can all ponder over this message from ancient days and admire the spirit and ideal of Greek education which is so different from the treachery, tyranny and injustice of some modern totalitarian states.Let us all work together to maintain our individual freedom and culture, by practising the ideals of human dignity, loyalty and perfection in all we are and do.Let us maintain the spirit of the Olympic Games, and the Greek idea of citizenship.a PORE rid rit we GTR RE at ae PEER SEE Eee EE a Fe SHOT THE NEEDS OF CANADIAN CHILDREN 209 THE NEEDS OF CANADIAN CHILDREN H.R.Matthews, M.A., Guidance Consultant, Protestant School Board of Greater Montreal.From time to time it is well that the organizations which have to do with the training and welfare of Canadian children \u2014 and the school is not the least of these \u2014 pause for a moment to review the basic child needs which they are trying to meet.In the hands of these organizations, the most important of which are the home, the school, and the church, rests the destiny of Canadian children.This is not empty hyperbole.The future happiness of our children È and the future population of our mental hospitals and our penitentiaries depend ô in no small degree upon what they do or do not do.Before we can list the needs of Canadian children, I think we have to ask ourselves a more fundamental question, and that is \u201cWhat kind of Canadian gE adult do we want?\u2019 \u2018What are the aims of child training?\u201d Until we have E determined these aims, we cannot talk about needs and methods.It seems to 3 me that much discussion and argument in education regarding curricular content and methodology does more to obscure than enlighten because it is not carried on in the light of a clear picture of educational aims.Like Leacock\u2019s horse, it tends to gallop off in all directions.To whom shall we turn to find an answer to this question?To the theologian?To the psychologist?To the classicist?As a matter of fact, the ; representatives of most of the arts and sciences are at present fighting a battle E over this very point.The struggle illustrates very well the tremendous logical i fallacy which we, in the field of education, must try at all costs to avoid.It is the fallacy of the false dichotomy \u2014 of the false either \u2014 or.On the one hand, there are those \u2014 many of them victims of the Old Oaken Bucket delusion with E nostalgic memories of the little red schoolhouse \u2014 who scream that the Freudians E have taken over Education, and that our schools are turning out a generation Eg of well-adjusted morons.On the other hand, there are those who reflect sadly on the psychopathic scholars of the little red schoolhouse.To their mind, gE the ideal school is a play-therapy centre, and a liberal education is an harmonious fe: and nicely-balanced relationship between the Id and the Super-Ego.Both ge these positions are ridiculous.There are very few either-or\u2019s in this world, very few blacks and whites.With all due respect to the human sciences, to help us solve the problem of aims, we must turn to the arts.These disciplines investigate our world of values.They seem to be best qualified to tell us what our children ought to be.Then we must turn to the sciences.They are best qualified to tell us whether our children can be what we wish, and to tell us how this can be brought about.Let us then address ourselves to the question \u201cWhat kind of Canadian adult do we want ?\u201d 1.We want an adult who is loyal to the ideals of our democratic society ; one who has learned how to live most and serve best.Education has not investigated sufficiently the techniques for the teaching of democracy and citizenship in our schools, but that does not say that these techniques cannot be found FRERE PERMET AE EE EEE STE 210 THE EDUCATIONAL RECORD out.All too often in classes on \u201c\u2018citizenship\u2019\u2019, we give our students either a false picture of society, or our own idealized picture of society as we think it ought to be.Such \u201ceducational\u201d endeavors often leave the graduate disillusioned and more ill-equipped to face his world than he would have been with no \u2018\u2018training\u2019\u201d in \u201c\u2018citizenship\u201d.All too rarely do we give to our students a body of techniques whereby they can investigate their world intelligently.The organizations which have to do with the training of children can produce an adult with the sure and steady conviction that the state was made for man \u2014 not man for the state.It is said that the A-bomb is our first line of defence against communism from without.It is just as true that education is our first line of defence against communism from within.2.We want an adult who can make independent decisions and accept the responsibility for them.Our teaching methods are still largely concerned with teaching the child what to think, and are not sufficiently geared to teach the child how to think.We have still a long way to go to implement the recommendation laid down in the final report of the Research Committee on Practical Education entitled Better Schooling for Canadian Youth \u2014 That teaching methods be such as to deveop in pupils the ability to use the scientific method of enquiry in order that they may learn to weigh issues and arrive at logical conclusions on the basis of sound and reliable evidence.Certainly this aim cannot be implemented by having pupils memorize the causes of the war of 1812 and the principal parts of the verb scribo \u2014 important as these may be.3.We want an adult who has learned how to live happily and comfortably with himself and with other people.The population of our mental hospitals and penitentiaries, the number of broken homes, and the number of unhappy adults are witnesses to our monumental failure so far as this objective is concerned.Techniques can be worked out so that this aim may be achieved.Such techniques can be found that will result in giving to the child an inner strength of personality that will enable him to face his problems more adequately.More and more in education we are beginning to realize our deficiencies in this area.Perhaps they are no better expressed than in the words of a teacher of High School English quoted by Schorling in his book Student Teaching: I have taught in high school for ten years.During that time I have given assignments\u2019 among others, to a murderer, an evangelist, a pugilist, a thief and an imbecile.The murderer was a quiet little boy who sat on the front seat and regarded me with pale blue eyes; the evangelist, easily the most popular boy in the school, had the lead in the Junior play; the pugilist lounged by the window and let loose at intervals a raucous laugh that startled even the geraniums; the thief was a gay-hearted Lothario with a song on his lips; and the imbecile a soft-eyed little animal seeking the shadows.The murderer awaits death in the state penitentiary; the evangelist has lain a year now in the village churchyard; the pugilist lost an eye in a brawl at Hong Kong; the thief, by standing on tip-toe can see the windows of my classroom from the county jail; and the once gentle-eyed little moron beats his head against a padded wall in the state asylum.All of these pupils once sat in my room, sat and looked at me gravely across worn brown desks.I must have been a great help to those pupils \u2014 I taught them the rhyming scheme of the Elizabethan sonnet and how to diagram a complex sentence.This is not to be construed as a condemnation of the teaching of English.But the one without the other is of little value.4.We want an adult who has developed, insofar as his capacities permit, an insight into the true, the beautiful and the good, without which life is robbed THE NEEDS OF CANADIAN CHILDREN 211 of much of its meaning.Now that sounds like a platitudinous statement if ever there vas one, and yet I think it has to be said.Let us not forget that the child is more than a chemical equation on the hoof, that he is more than a chance collocation of atoms.Let us not forget that our world is composed of both facts and values.Let us not forget that, although we cannot put love, i justice and mercy on a chemical balance and weigh them, they are just as real E as oxygen and atom bombs.5.We want an adult who, insofar as his capacities permit, has an acquaint- E ance with the cultural, literary, and scientific traditions of his society.This is i the primary aim of education, and the prerequisite for its implementation is a thorough grounding in the three R\u2019s.It is not the primary purpose of this article to examine the work of education in this area.Let it suffice to say that E in the opinion of the writer, we are doing a far better piece of work on the three R\u2019s than we did a generation ago.Having stated the aims, let us turn to the means.Here we must consult the scientist.He is the expert in methodology; he is the one who says, if A then B.If this is the kind of adult you want, then this is what you must do.E If we in education read our sciences correctly, the main needs of children are the following: 4 1.Children need parents with more insight and more knowledge in the dynamics of child behaviour.Far too many Canadian parents think that E just because they are biologically capable of having children, this endows É them with God-given insight as to how these children should be brought up.Far too many Canadian parents still look askance at the science of psychology and rely on common sense.The trouble with common sense is that everybody thinks he has it, and everybody has a different idea as to just what it is.One parent, a believer in rigid discipline, will punish his child unmercifully.He will justify his behaviour by saying that, if you spare the rod you will certainly spoil the child.\u201cThat\u201d, he says, \u201cis only common sense.\u201d Another parent, E who tends to over-protect her child \u2014 someone has characterized such parental E concern as \u2018\u201csmother love\u2019\u2019 \u2014 will rear a child with all the characteristics of a EL hot-house plant.She will say that it is only common sense to love and protect A your child.The only common sense worthy of the name is that which has g stood the acid test of scientific investigation.It is time that more scientists É came out of their ivory laboratories, rolled up their sleeves, and devised means ; of giving the information they have and the techniques at their command to the common people insofar as is possible.This information must be available at the grass roots level.2.Children need teachers with more insight and knowledge in the dynamics of child behaviour.Let me hasten to point out, however\u2014that education has come a long way since the days of the birch rod and the caning bench.Our teachers today are better trained and better paid than they have ever been, but they are still under-trained and underpaid.Society still reserves the best training and the most competence for the builders of its houses and factories.Society is still seemingly content that the moulders and contrivers of the personality of our children have less training and hence less competence, less reward and hence less native ability.I I CN TAN CTT 212 THE EDUCATIONAL RECORD 3.Children need a society more appreciative of their importance as children.The most important asset of any community is not its fine buildings and its spacious homes but its children.The topsy-turvy value system of our society, however, obscures this elemental truth.When football coaches are paid more than college presidents, and a good strip-tease artist can make more in a week than a good school teacher can in a year, it is not to be wondered that the inherent worth of human personality is held in such small regard.4.Children need more psychological services in their schools.Educators must work out techniques for using more fully the information available from the human sciences: psychology, sociology and psychiatry.More may be necessary so far as the physical appraisal of the child is concerned, but certainly much more is necessary so far as the personality appraisal of the child is concerned.We must make more use of these services in order to find and care for our deviate children\u2014those who deviate far from the norm intellectually as well as those who deviate far from the norm emotionally.5.Children need more social and recreational facilities.One school with which I am acquainted has in the past five years seen fifteen of its graduates become criminals.In the area it serves, some 359, of the homes are broken.The area has three clubs, all understaffed, and the staff members all overworked and all underpaid.I have no idea what this horrid human and economic waste costs society.But I like to think of what would happen if one-tenth of that amount were spent on prevention, of what its effects would be on the mental health of the school population.But that has not yet come about.Millions for care and cure, but nickels and dimes for prevention.6.Children need adult specialists who co-operate much better than they do at present.The child is not segmentalized into little sections, each one the peculiar property of the psychiatrist, the psychologist or the clergyman.The more these specialists quarrel and snipe at each other from a distance, the worse it is for the child.The more they co-operate, the better it is for the child.7.Children need more co-ordination of effort between home and school.Parent-teacher associations do not provide the complete answer to this.Far too many parents still criticize the school without consulting it and, I am afraid, that sometimes we in education are too inclined to say \u201cLook at the home; what can you do?\u201d But the more mother, father and teacher can come together, the better it will be for the child.8.Children need a more vital religion.Man has accumulated a host of values since he first crawled out of the primeval muck and set his face towards the stars.Their brightness, however, has been somewhat dimmed by the impact of a machine civilization and two world wars.I do not pretend to know the answer, but it is certainly our task to work out adequate techniques for the nurturing and fostering of ideals in the minds of our children.This, then, is the challenge which we face.Let us not imagine that it can be met and solved in a day.Even if we work hard, it will perhaps be too late for our children.But perhaps it will not be too late for our children\u2019s children.Perhaps, if we do our work well, Happy children of children we fathered and cherished Shall see noble vistas of freedom before them, On the roads we built well for the love that we bore them. A HUNDRED AIDS TO TEACHING 213 A HUNDRED AIDS TO TEACHING Mrs.Donald McCabe, B.A., Assistant Supervisor of English, Department of Education.A wealth of free and inexpensive teaching aids is available from industrial firms and government sources.In many instances a four-cent stamp and the effort of writing a letter is all that is required to bring pictures, pamphlets and charts into the classroom to supplement textbooks, films and library books, and thus enrich the Course of Study.In other cases the costs are nominal.Pupils who are learning to write business letters may use their skills in a practical situation by corresponding with the firms, but it is à matter of courtesy to the addressee to use school stationery and to see that the letter is countersigned by the teacher or principal.The list of addresses following this article is not exhaustive but is merely representative of the types of materials which can be obtained.Specific titles are printed in italics.Some of the items go out of print or out of stock very quickly.It is therefore wise to ask to have current releases sent to the school.As the collection grows it will be necessary to have a simple filing system.Tabbed manila folders filed alphabetically under such subject headings as agriculture, automobiles, aviation, birds, Canada (geography of), Canada (history of), etc, and kept in the central library will help bring order out of what might otherwise be chaos.These may be borrowed in the same way as are books.Any materials which are especially useful for particular grades may be made part of the classroom library.Teachers who wish to explore the field of inexpensive visual aids beyond the scope of this listing are referred to numbers 7, 13, 20, 38 in the following list for materials on books; to 8, 81 for aids in science; to 11 for health; and to 24, 26, 27, 48, 75, 80, 82, 99 for bibliographies of sources of material.1.Addressograph-Multigraph Co.of Canada, 1152 Bay St., Toronto, Ont.Bookkeeping Simplified.2.Affiliated Aetna Life Companies, Hartford, Conn.Pamphlets and charts on first aid, food, hygiene, safety (free).3.Aluminum Co.of Canada, Ltd., 1700 Sun Life Bldg., Montreal.How the Saguenay River Serves Canada.Meet the Company (free).4.Aluminum Goods Manufacturing Co., Manitowoe, Wisconsin.Exhibit of aluminum process in making a sprinkler (free).5.American Can Co., Home Economics Section, 92 King St.E., Hamilton, Ont.Pamphlets on food (free).6.American Institute of Baking, Consumer Service Dept., 1135 W.Fullerton Ave., Chicago, Ill.Charts and pamphlets on bread (free).7.American Library Association, 50 E.Huron St., Chicago, Ill.Materials on library services (various prices).8.American Museum of Natural History, Central Park West at 79th St., New York 24, N.Y.Pamphlets and pictures (various prices).9.American Seating Co., Ninth and Broadway, Grand Rapids 2, Michigan.Charts on posture (free).10 Anaconda American Brass, Ltd., New Toronto, Ont.Charts.Copper.Copper, Common Coinage of the World.11.Associated Milk Foundations, 24 Bloor St.E., Toronto.Health Education Materials 1961-62 (free).12.Association of Casualty and Surety Companies, Accident Prevention Dept., 60 John St., N.Y.Pamphlets on safety (free).13.Association for Childhood Education, 1200 Fifteenth Ave., N.W., Washington 5, D.C.Materials for children and teachers (various prices).14.Australian High Commissioner\u2019s Office, 100 Sparks St., Ottawa.Materials and maps. 214 15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32 33.34.35.36.37.38.39.40.41.43.44.45.THE EDUCATIONAL RECORD Automobile Manufacturer's Association, 320 New Center Bldg., Detroit 2, Michigan.Pamphlets (free).Belgian Government Information Centre, 630 Fifth Ave., New York 20.Excellent pamphlets on various aspects of Belgian life.; L Bell Telephone Co.of Canada, 1050 Beaver Hall Hill, Montreal.Alexander Graham Bell.Film Catalogue.Other materials (free).Co Botter Business Bureau, University Tower Bldg., Montreal.Booklets on consumer education.Biceycle Institute of America, Inc., 122 East 42nd St., New York 17.Charts and pamphlets on the use of bicycles (free).Book Society of Canada, Ltd., 112 Richmond St., W., Toronto 1.Information on Students\u2019 Book Society.(Inexpensive reprints, some very good).British American Oil Co., Ltd., Toronto.School project kit on oil refining.California Fruit Growers\u2019 Exchange, Sunkist Bldg., Los Angeles 54, California.Charts and pamphlets on citrus fruit growing (free).Canada Life Assurance Co., 230 University Ave., Toronto.Pages from the Past.(\u201cFirsts\u201d in Canada).Canadian Association for Adult Education, 143 Bloor St.W., Toronto.Program Aids from Business and Industry (free).Canadian Chamber of Commerce, 530 Board of Trade Bldg., Montreal 1.Bulletins on the conduct of meetings.(free) Canada, Land of Hope ($.40).Chemurgic Booklets (free).Know Your Government ($.40).Others.Canadian Citizenship Council, 46 Elgin St., Ottawa.So We May Know More.Reading list of more than 40 pamphlets at $.50 or less on Canada, citizenship, and democracy).Canadian Council of Education for Citizenship, 166 Marlborough Ave., Ottawa.Educational Aids Available from the Representatives of Overseas Governments tn Canada, ($.10).Guide to Reading on Canada, ($.50).Teaching Aids Obtainable from Departments of the Government at Ottawa, ($.10).Canadian International Paper Co., Sun Life Bldg., Dominion :Square, Montreal 2.Pamphlets on forestry.Canadian Library Association, 46 Elgin St., Ottawa.Book lists.Candian Life Insurance Officers Association, 302 Bay St., Toronto.Pamphlets on saving.Canadian Manufacturers\u2019 Association, 67 Yonge St., Toronto.Pamphlets on publie relations.Canadian Metal Mining Association, 12 Richmond St.E., Toronto.Wealth from the Canadian Shield (free).Canadian Pulp and Paper Association, Sun Life Bldg., Montreal.Pamphlets on orestry.Canadian Spool Cotton Co., 421 Pie IX Boulevard, Montreal.Pamphlets on sewing.Canadian Westinghouse Co., Ltd., Hamilton, Ont.Pamphlets on food.Carling Conservation Club, Waterloo, Ont.Carling\u2019s Portfolio of Candian Birds.Conservation for To-morrow\u2019s Holiday.J.I.Case Co., Inc., 700 State St., Racine, Wisconsin.Pamphlets on good farm practices (free).Center for Children\u2019s Books, University of Chicago, 5835 Kimbark Ave., Chicago 37, Illinois.Bulletin of the Children\u2019s Book Center.Reviews of children\u2019s books published monthly except August.Also listed are magazine articles and materials of interest to teachers.$1.75 a year.Cheques payable to the University of Chicago Library.Christie, Brown and Company, Ltd., 202 King St., E., Toronto.Map and Booklet on Newfoundland.Church and Dwight Co., Sun Life Bldg., Dominion Square, Montreal.Useful Birds of America (free).Committee on Evaluation of Comic Books, Lock Box 1486, Cincinnati, Ohio.An Evaluated List of Comic Books.($.03, minimum order 4) F.E.Compton & Co., 1000 North Dearborn St., Chicago 10, Illinois.Seven Stories High, (children\u2019s books).Learning to Use Your Encyclopedia.Folklore.Shelter and Housing.Libraries \u2014 from Ancient to Modern Times (free).C.G.Conn, Ltd., Elkhart, Indiana.How to Care for Your Instrument, (wind instruments, $.10).Practical Problems in Building Wind Instruments.Range Chart for Band and Orchestra Instruments.The Stars and Stripes Forever, (facsimile of Sousa\u2019s manuscript).: Consolidated Mining and Smelting Co.of Canada, Ltd., 215 St.James St., W., Montréal.Set of samples of ores, metals, and fertilizer products.Co Copp Clark Co., Ltd., 495-517 Wellington St., W., Toronto.Curriculum Correlation of Cadmus Books with (1) The Basic Readers of the Curriculum Foundation Series, (2) The Ginn Basic Readers, (3) The Alice and Jerry Basic Readers.Time Chart of Canadian History Events (free). 46.47.48.49.50.51.52.53.54.55.56.57.58.59.60.61.62.63.64.65.66.67.68.69.70.71.72.73.74.75.76.77.78.79.80.81.A HUNDRED AIDS TO TEACHING 215 Copper and Brass Research Association, 420 Lexington Ave., New York 17.The Spirit of Paul Revere.Corning Glass Works, Laboratory and Pharmaceutical Sales Dept., Corning, N.Y.Frederick Banting.Henry Cavendish.John Dalton.Antoine Lavoisier.Father Nieuwland.Louis Pasteur.Joseph Priestley (free).Crawley Films Ltd., 19 Fairmont St., Ottawa.Directory of Sources of Free Sponsored Films in Canada (free).; Cunard Steamship Co., Ltd., 230 Hospital St., Montreal.Pamphlets on steamships.A.B.Dick Co., 5700 West Touhy Ave., Chicago, Ill.How to Plan and Publish a School Newspaper.Distillers Corporation \u2014 Seagrams Ltd., 1430 Peel St., Montreal 2.Canada and the United States.Canada \u2014 The Foundations of Its Future (Leacock).Evaporated Milk Association, 307 North Michigan Ave., Chicago, Ill.Pamphlets and cartoons on milk as a food (free).French National Railroads, 5717 Notre Dame de Grace Ave., Montreal.Pictures and posters of France.French National Tourist Office, 610 St.James St., W., Montreal.Excellent pictures, pamphlets and maps of France.Gaylord Bros., Inc., Library Supplies, Syracuse, N.Y.How to Use the Library (free).General Mills, Inc., Consultant in Charge of Educational Relations, Dept.of Public Services, Minneapolis 15, Minn.Charts and pamphlets on food (free).General Motors, Dept.of Public Relations, Detroit, Mich.A Power Primer.ABC\u20198 of Hands Tools.Other pamphlets on machines and industry (free).Good Housekeeping, 57th St.at 8th Ave,, New York 19.Pamphlets for household science classes.Graham\u2019s Business College, 4914 Sherbrooke St., W., Montreal.Sixty Ways to Improve Your Personality (free).H.Ph Heinz Co., Pure Food Products, Pittsburgh 30, Pa.Food charts.Paniphlets on food.Holstein-Friesian Association of America, Extension Service, 1 South Main St., Brattle- boro, Vermont.The Judging Manual of the Holstein-Friestan Association of America.Selecting Your Club Calf.Illinois State Library, Springfield, Ill.Illinois Libraries (free).Magazine on libraries, with one article on school libraries in nearly every issue.Imperial Life Assurance Co., Toronto, Ont.A Few Facts (Canadian trees).Imperial Oil Ltd., Toronto.Maps of the Provinces of Canada.Interior, Dept.of, Division of Territories and Island Possessions, Washington, D.C.Alaska.Guam, Marianas Islands.Hawaii.Virgin Is.Interior, Dept.of, National Park Service, Washington, D.C.24 pamphlets on U.S.national parks (free).S.C.Johnson & Son, Ltd., Brantford, Ont.Pamphlets on care of furniture and floors.LIFE Educational Service, Time and Life Bldg., 9 Rockefeller Plaza, New York 20.Reprints of \u201cWhat's in a Picture\u2019 series (free).The Atom\u2014A Primer for Laymen, g10.Memorable Victories in the Fight for Justice, ($.10).American Revolution, Maemillan Co., 20 Bond St., Toronto 2.Teachers\u2019 Service Bulletins in Reading, Geography, English (free).McKinley Publishing Co., 809-811 N.19th St., Philadelphia 30, Pa.The Contemporary World (simulated newspaper as of the following dates \u2014 1066, 1190, 1215, 1347, 1415, 1453, 1492, 1521, 1546, 1588, 1603, 1620, 1649, 1688, 1713, 1740, 1763, 1793, 1815, 1830, 1848, 1870: price, $.10 per copy; 20 or more, any assortment, $.05 each) MeLennan Travelling Library, Macdonald College, PQ.Catalogue of juvenile books.Metropolitan Life Insurance Co., Canadian Head Office, Ottawa.Many fine pamphlets on health heroes, diseases, safety, poster making, ete (free).Byron S.Moon Co., Ine., Bureau of Educational Services, 401 Broadway, New York 13, N.Y.Charts and pamphlets on automobiles (free).Mutual Life of Canada, Waterloo; Ont.Official Arms of the Provinces of Canada.National Gallery of Canada, Ottawa.Reproductions, publications and educational material.New Brunswick International Paper Co., Dalhousie, N.B.Trees and Forests in Nature Study Programme.These Are Your Forests.Northern Eleetric Co., Ltd., P.O.Box 6125.Montreal, P.Q.Forward with Canada (A series of booklets telling the story of Canada).Office Specialty Manufacturing Co., Ltd., Newmarket, Ont.Filing Instruction Course.What Period Do You Belong To?(bookkeeping).O'Keefe Foundation, O'Keefe House, 297 Victoria St., Toronto.Canada Unlimited (dates, reading list, free).Pan-American World Airways, 28-19 Bridge Plaza North, Long Island City 1, N.Y.Pan-American World Airways Teacher (units on countries, bibliographies, sources of material \u2014 free).P.A.P.T.Magazine, April.1952 issue.Article on pp.46-47 for science materials. 216 THE EDUCATIONAL RECORD 82.George Peabody College for Teachers, Division of Surveys and Field Services, Nashville, Tenn.Free and Inexpensive Learning Materials.($.50).83.Dr.Elizabeth Pilant, Ball State Teachers\u2019 College, Muncie, Indiana.Materials on American folklore.84.Protestant School Board of Greater Montreal, 3460 McTavish St., Montreal.Free and Inexperiensive Teaching Aids Available from Canadian Sources, ($.10).85.Quebec North Shore Paper Co., 680 Sherbrooke St.W., Montreal 2.Don\u2019t Shoot or Fish (Conservation).86.Resources and Development, Dept.of, National Parks Branch, Ottawa.Pamphlets on tourist attractions in Canada.87.Riverside Books, Ltd., St.Lambert, Quebec.Monthly list of available Penguin, Puffin and Pelican books.88.Royal Bank of Canada, St.James St., Montreal.Monthly letters (free).89.Science Research Associates, 228 South Wabash Ave., Chicago 4, Ill.Life Adjustment Series (8.40 each, yearly subseription to series $3.50).90.Sears, Roebuck & Co., Consumer Education Division, Dept., 703, Chicago, Ill.Pamphlets on good buymanship.91.Secretary of State, Dept.of the, Ottawa.The Armorial Bearings of the Dominion of Canada.The Arms of Canada (free).92.Shawinigan Water and Power Co., 600 Dorchester St.W., Montreal 2.Shawinigan Brieflets (on power development).93.Shell Oil Co.of Canada, Ltd., P.O.Box 400, Terminal \u201cA\u201d, Toronto 1.Montreal East Refinery.Panorama of Lubrication.Shell Products for Successful Farming (free).94.Swift and Co., Agricultural Research, Chicago, Ill.Pamphlets on agriculture, botany, domestic animals (Elementary Booklets) economics, geology, grains, industry (free).95.Tea Bureau, Bank of Montreal Bldg., Toronto.The Story of Tea.96.Transport, Dept.of, Meteorological Division, 315 Bloor St.W., Toronto.Maps and pamphlets on weather forecasting.97.Underwood Corporation, 135 Victoria St., Toronto, Ont.At Your Fingertips, Your Keys to Success (free).98.Union Pacific Railroad, Suite 350, Rockefeller Center, 626 Fifth Ave., New York 18.Coloured pamphlets on various states and national parks.99.United Kingdom Information Office, 10 Albert St., Ottawa.Maps, posters, photo- poster series, pamphlets, $2.50 per package.100.G.R.Welch Co., Ltd., 1149 King St., W., Toronto 1.Agents for National Recreation Association.Books and pamphlets on sports and games.101.Woman\u2019s Day, 19 West Forty-Fourth Street, New York 18.Excellent coloured charts.Flags of the United Nations, ($.25).Wild Flowers, ($.35), The Kingdom of Childhood, ($.25).How to Identify Our Airplanes, ($.15).Enlarged reprints of magazine covers, 6 for $.35.BRITISH PACKAGE A teaching kit entitled the \u2018British Package\u2019\u2019 consisting of 4 maps, 12 posters and 6 booklets may be purchased from the United Kingdom Information Office, 275 Albert Street, Ottawa, for $2.50.Patterned after the popular \u201cCommonwealth Package\u2019\u2019 prepared a few years ago, the British Package is intended to be of direct essistance in familiarizing pupils with life in Great Britain and North Ireland.POSTER MAP OF NEW ZEALAND An attractive coloured poster map of New Zealand measuring 30 inches by forty inches can be purchased from the office of the High Commissioner for New Zealand, 107 Wurtemburg Street, Ottawa, for 25 cents.Colourful symbols indicate the main areas of primary and secondary production, main cities and provincial centres, ports, railways, recreational areas and so on.Some statistical information is also provided.The map is framed by a number of small pictures depicting mainly New Zealand\u2019s native flora and fauna and some of the best known tourist attractions.Pa seu ndon matt oocooe nono USING THE ASSEMBLY HALL 217.USING THE ASSEMBLY HALL AT KNOWLTON HIGH SCHOOL J.E.Perry, M.A., Principal Knowlton High School, Knowlton, Quebec.During the past few years there has been a marked change in our ideas of what the school should attempt to do for the individual child.During the same time the role which the school plays in the life of the community has also assumed wider significance.The result is that in the modern school the assembly hall plays a far greater part not only in the programme of the school itself, but also in the life of the community, than it did in the school of the past.This trend has added further responsibility to those already assumed by the Principal and his staff, who at frequent intervals, must take time out to ascertain whether or not the assembly hall is being used to best advantage.On them also falls the added duty of guiding the public in the use of school facilities in order that the life of the community may be enriched.Few schools today enjoy the luxury of an assembly hall apart from the gymnasium.Knowlton High School is fortunate in having in addition to a combined gymnasium-auditorium a projection room which seats one hundred and fifty pupils.This room has proved a great asset to our school.Not only does it provide excellent facilities for showing films, but it is useful for small assemblies which can be held without disrupting the Physical Education programme carried on in the gymnasium.The use made of our gymnasium-auditorium for school purposes varies little from that of other schools in the province.From eight-thirty in the morning until five in the afternoon, it is bustling with life.The activities for the day often start with an inter-house or inter-bus-route basketball game.Usually the players on the school teams do not play in these games, but gain valuable training by officiating as referees, scorers, and time-keepers, thus leaving more opportunities for the average player.With some pupils participating actively and others as an audience, the rough and tumble pre-school period in the morning becomes a directed and purposeful activity.After the nine o\u2019clock bell has rung and the opening exercises have been held, pupils begin to arrive at the gymnasium for their regular classes in physical training.Anyone who thinks that this part of school programmes is a luxury because the pnpils \u201cwaste time\u2019 playing games, would soon change his opinion if he watched the different groups participate.Even to the casual observer it becomes obvious that far from being an unorganized waste of time, a definite purpose lies behind every activity.This purpose may not always be understood or be fully appreciated by pupils, but it is there.Our school doctor has expressed keen satisfaction at the improvement in the posture of the pupils during the past years.In addition to improving their physical and muscular condition, the pupils have learned a great deal about working together as a group, about good sportsmanship and about developing self-control.During the noon hour and after classes in the afternoon the pupils continue to compete in such extra curricular activities as basketball, volleyball, badminton, and gymnastics.The badminton club is a student activity spon- A EG DO OC 218 THE EDUCATIONAL RECORD- sored by the student council.Occasionally teachers join the pupils for a friendly game which usually results in mutual enjoyment and greater respect.School activities in the evening are usually restricted to Friday and Saturday.During the winter months the Friday evening basketball game is a centre of interest for the whole community as many parents join the pupils in cheering the home team.These games are often very exciting, and are usually characterized by good team play and clean sportsmanship.Other activities also draw many parents to the school, such features as the June Prom, the band concerts, operettas, debates and commencement exercises usually enjoying crowded houses.When the school at Knowlton was first proposed the claim was advanced that the new school should become a community centre.Since there is no other suitable hall in Knowlton for assembling large groups of citizens, there is a constant demand for the use of the school facilities.The following gives some idea of the regular use which the community makes of the school during the week.On Monday evening the Farm Forum group uses the library and household science room.The Girl Guides hold their weekly meetings on Tuesday evenings.The Knowlton Community School meets every Tuesday night for eight weeks following the Christmas holidays.Approximately one hundred adults from Knowlton and surrounding areas attend classes in Music Appreciation, Conversational French, Art instruction in oil and water color, sewing, cooking, glove making, bridge, wood-working, welding and metal work.On occasion this programme is supplemented by introducing an outside speaker or by sponsoring some form of social evening.On Wednesday evening the Carpet bowling club uses the gymnasium.Carpet bowling is becoming increasingly popular in the Eastern Townships \u2014 especially where curling facilities are not available.In May the local club sponsored a bonspiel which was attended by some 150 players from points as far away as Sherbrooke and Coaticook.The Boy Scouts and Cubs also met in the basement on Wednesday evenings.On Thursday night the teachers and their friends enjoy a friendly game of badminton after the town basketball team has completed its practice session at 8:15 P.M.In addition to the regular weekly programme other gatherings are held during the winter such as the following, which show that Knowlton High School truly a \u201clighted school house\u2019.About three times a year Farm Forum rallies are held and are attended by approximately four hundred persons.The programmes are varied.At one meeting, Dr.H.Hannam, President of the Canadian Federation of Agriculture, spoke to the group on several problems which are of concern to all farmers.Other activities at these rallies have included Square dancing, films, and discussion groups, followed by the inevitable coffee, sandwiches, and cake.One church group sponsored a concert by a male choir from a neighboring community.Later, a cooking demonstration by the Canadian Westinghouse Company was held.Many groups use the school for committee meetings, such as the Kindergarten committee, the Boy Scout committee, Girl Guide Mother Association, Brome County Agriculture Society, Junior Chamber of Commerce, Jersey Breeders Association, Farm Forum, and Livestock Producers Association. USING THE :ASSEMBLY HALL 219- During the past year the focal Rebekah Lodge, and the Junior Chamber of Commerce held district conventions, attended by large numbers of delegates.Dances: are held by many groups: the Oddfellow Lodge, Rebekah Lodge, Junior Chamber of Commerce, Farm Forum, and the Knowlton Hockey Club.On one occasion a Roman Catholic church group engaged the Cafeteria for a \u201c500\u201d party.From the above outline it is evident that the assembly hall is a valuable asset to the community.As time goes on the people of Knowlton and the surrounding area will realize more and more that in our Protestant towns and villages the school assembly hall-gymnasium has truly become a vital part of our way of life, USING THE ASSEMBLY HALL AT VALOIS INTERMEDIATE SCHOOL L.G.Perras, B.A., Principal Valois Intermediate School, Valois.Pupils, teachers and the community have grown to look upon the assembly hall at Valois Intermediate School as an effective medium for enriching the course of study, for promoting school spirit and building community goodwill.As in many other schools our Assembly Hall was designed and built to serve both as a gymnasium and an auditorium.Without such a hall it would not have been possible to include physical education in the school programme, and thus the important part it plays in building strong, healthy bodies would be lost.Among the advantages of having .a systematic course in this subject that we have noticed has been a decided improvement in the posture of pupils.At the present time, our physical education teacher is conducting a good-posture campaign which is correlated with the classroom work and publicized with posters made by children.Elementary and intermediate schools sometimes have difficulty in promoting that certain intangible called \u201cschool spirit\u201d.Possibly this is partially due to the fact that in some schools young pupils do not share enough experiences as a group outside of the classroom.Our weekly assembly provides a valuable opportunity for bringing all the pupils of the school together.At these assemblies, among other things, special achievements or meritorious action of an individual or group may be brought to the attention of the school.Here, too, pupils have opportunity of gaining poise and self-confidence by being allowed to lead the assembly in responsive prayer and singing.Unrehearsed concerts in which each class has a chance to present some feature from their regular classwork arouse keen interest in the pupils.On various occasions classes have demonstrated choral speaking, a song from the music course, a French play, and so on.Such projects require little time and our teachers consider them educational experiences that are well worth-while.Without the assembly hall, our programme of extra-curricular activities would be far less effective.Under the present conditions our students use the gymnasium four afternoons a week after school hours.Here, under the direction of the physical education and other teachers, pupils receive coaching in various sports.The school teams compete with other schools in basketball and hockey leagues and thus help to build a good school spirit. 220 - THE EDUCATIONAL RECORD À visitor to the school will frequently find a class in the assembly hall practising singing.Teachers usually find it easier to teach the more difficult songs with the help of the piano rather than with the pitch pipe or the tuning fork in the classroom.Perhaps the incidental use of the assembly hall is the least-known of its many advantages.Our grade one pupils consider it a treat to be able to go to the auditorium for their setting-up exercises.With the help of music, simple exercises are transformed into rhythmic activities.Obviously, such activities could not be carried out as easily in the limited space of the classroom.Similarly the assembly hall provides excellent facilities for choral speaking.When grouping is necessary, less time is required to lead the children to the auditorium than to move desks and other equipment in the classroom.In the course of their work in a number of subjects classes occasionally undertake special projects such as learning a play.We have found that pupils work at these tasks with much greater zest and enthusiasm when they know that, if it is well done, parents will be invited to see the performance.Besides stimulating endeavour, this custom gives the class teacher an additional opportunity to meet the parents of her pupils in a desirable environment and with conerete evidence before them of what is being done in school.The stage can be particularly helpful in providing facilities for enacting plays and dialogues in French that have been rehearsed in the classroom.French songs frequently become more meaningful to both the actors and spectators when the words are enacted.Our Grade III pupils enjoy dancing while they are singing \u2018\u2018Sur le Pont d\u2019Avignon.\u201d Many of our pupils come to school by bus and must leave immediately after school hours.For those pupils special activities are provided during the noon hour.At the beginning of the school year certain students are selected to form a \u201cLeaders\u2019 Corps.\u201d These leaders are given special instruction and a number became sufficiently competent in certain sports to referee inter-class games.This procedure lessens the problem of supervision during the lunch recess and gives valuable training both to the leaders and the participants.The extra-curricular programme, however, is not limited to sports.School concerts are presented in connection with special events.Recently, under the sponsorship of a community club and in conjunction with another school, a public speaking contest was arranged.In the preliminaries held in the classrooms each pupil participated as part of his oral work in language.The semifinals and finals, however, were held in the assembly hall before the whole school.In order that teachers may have an opportunity to benefit personally from the assembly hall the schedule for the use of the gymnasium has been arranged so that one afternoon is set aside each week for the teaching staff.As a result, our teachers use the gymnasium for playing badminton after school hours every Tuesday.In a district such as this, where teachers cannot meet easily after school hours, the rushed noon-hour is often the only time when they can relax together and share experiences outside of their work.It is particulary helpful at Valois, therefore, to have an appointed time and place where the staff can gather for planned recreation.: Cen DT vu USING THE ASSEMBLY HALL 221 The school board hold the point of view that the community should use the assembly hall as extensively as possible outside of school hours.As a result the auditorium is used in the evening at least four times a week and every week-end, thus permitting the taxpayers as individuals to derive benefits from their substantial investment.One important advantage in this practice is that the assembly hall has proved to be a medium for promoting good public relations between the school and the community.It is somehow easier to interest the parents in school affairs when the building is one which they themselves use frequently and which is an integral part of their community life.Satisfied parents who use the school as a community centre are unlikely to regard the assembly hall as a costly room for gymnasium classes a few hours a week.On the contrary, they tend to become the school\u2019s staunchest supporters.USING THE ASSEMBLY HALL AT VAN HORNE ELEMENTARY SCHOOL E.George Cochrane, B.A., Assistant-Principal, Van Horne School, Montreal.A modern auditorium, combining all the features of which little theatre groups dream, is Van Horne\u2019s claim to uniqueness among the sixty elementary schools of Montreal.Possession of this splendid auditorium has been accepted as a challenge and a responsibility by all the members of the staff.The seats provide for the seating of 479 pupils, approximately one third of the school enrolment.The sloping floor enables everyone to have a perfect view of the stage which is wide and deep and equipped with modern lighting and a rich blue curtain.The whole room has been scientifically soundproofed with the happy result that the acoustics are well-nigh perfect.Despite swollen classes and a curtailed programme in Grades I and II, the school has used the auditorium to advantage in many ways.Regular Monday morning opening exercises for pupils of Grades IV to VII were held during the Spring term, each class taking its turn at planning and carrying out the programme of worship.The programmes comprised Bible readings, hymn singing, and dramatizations of Bible stories.A few pertinent remarks by the school principal customarily conclude these assemblies.Pupils appeared to enjoy the sessions together and to look forward to them as a pleasant change from the regular classroom opening exercises.Individual classes or groups of classes use the assembly hall frequently for many purposes.Teachers have found, for example, that pupils do better when their debates are held in the auditorium rather than their own classroom.Particularly is this true when another class of the same grade is invited to hear the battle of words.When a class has been working on a dramatization of some story in history or reading the auditorium is really appreciated.How much more satisfying it is to stage the production in the assembly hall than in the classroom! Here there is ample room for scenery, a real curtain, hundreds of seats to gaze upon \u2014 everything that the heart of a young Thespian could desire.casa cent dgen ane 222 THE EDUCATIONAL RECORD French plays are frequently presented.The promise that the children will be permitted to stage their play in the auditorium if their work comes up to a satisfactory standard seems to inspire many of the pupils to Herculean efforts.The whole project provides ample and varied opportunities for learning.In addition to the mastery of the French play, invitations must be written and delivered to other classes who might be interested in seeing the production, and a special invitation is sent to the principal.A seating plan is drawn up and pupils, called \u201chosts\u201d in the planning stage for the sake of bolstering their egos, act as ushers.Posters advertizing the event and scenery are made in art periods.A glossary of unfamiliar words is sometimes prepared and distributed to the guests a couple of days before the play is staged.A news item about the production is written for the classroom newspaper.Finally, after all is over, a quarter of an hour is set aside for pupil evaluation of the entire project.The pupils are thus urged to criticize logically and to express themselves grammatically and clearly.The mock trial is particularly adaptable to auditorium presentation.One Grade VII class last year put Joan of Arc on trial and reversed the verdict of history by acquitting the indomitable Maid of Orleans.The manner in which these seventh year students assumed the roles of judge, lawyers, accused, witnesses and jury was indeed a revelation.The auditorium has proved ideal for assembling large groups of pupils for special purposes.At an assembly held last session , for example, a lieutenant from the Montreal Police Department spoke on safety and two excellent films were shown.By being able to bring together approximately 500 children at a time, the planning of the safety programme of the school was tremendously simplified.To obviate the danger that the points driven home so vividly in the programme might be quickly forgotten, teachers followed up the topic with lessons on safety in their classrooms.The result was the establishment of many safety committees, language work based on the theme, and the painting of eye-arresting posters.There is probably no time during the school year that the auditorium is more appreciated than during the Christmas season.When the walls are decked with the traditional boughs of holly, the setting for a Christmas concert is perfect.Such a concert is, of course, presented only after weeks of tiring and painstaking rehearsal, but the end attained is well worth the trouble.The programme itself is built mainly on the regular classroom work, the result being a happy blend of music, art, handwork, language and, frequently, French.The school choir plays a prominent part by providing a medley of popular Christmas carols.Pupils with artistic ability assist in designing and making scenery, a chore which they tackle with almost unbelievable zest and originality.The would-be Lawrence Oliviers and Vivien Leighs are given an opportunity to display their acting talents in plays and skits.The elocutionists show off their abilities in recitations.Choral speaking invariably forms a part of the programme.Acting as master of ceremonies is a senior pupil who has a little more poise and self- confidence than his comrades, and a voice which has either completed the metamorphosis accompanying adolescence or has not yet embarked upon that trying period when a syllable enunciated in the most manly of baritones is likely to be ET OO Ca arr LL ES USING THE ASSEMBLY HALL 223 followed by a shrill soprano blast.The whole programme adds up.to a youthful and thoroughly refreshing breath of Christmas which serves as a tonic for both pupils and teachers.Education Week last year was the occasion for a public speaking contest for the members of the four Grade VII classes.After preliminaries in each of the classes, two candidates from each room were selected.They spoke on the Friday afternoon before all the sixth and seventh year students and teachers.The eight speakers rose to the occasion magnificently.Each spoke on some subject connected with education and it was evident that they had all done some very serious thinking.Graduation from elementary school is not considered to be much of a feat in these days of compulsory education, but it is, nevertheless, a memorable milestone in the academic career of every boy and girl.The teachers at Van Horne like to have their graduates leave school with a definite feeling of accomplishment.A simple but impressive graduation ceremony, held in the school auditorium on the last day of school in June, provides an opportunity for the principal to congratulate the pupils on obtaining an elementary school leaving certificate, to advise them to continue their education, and to wish them well in whatever endeavours they may choose to follow in later years.The presentation of the diplomas is, of course, the highlight of the entire proceedings.At the same assembly two Awards of Honour, are presented annually to the boy and the girl in the graduating class who have contributed most to the school, and who have best combined the qualities of honour, sportsmanship and scholarship.The awards take the form of very handsome pins.Van Horne has an extensive after-school sports programme which gives to boys of Grades IV to VII plenty of opportunity to learn to participate in such sports as basketball, hockey, soccer, softball, and track and field.The emphasis is always on good sportsmanship and enjoyment rather than upon winning.At the same time the pupils are taught to play games well and according to the rules rather than in an unorganized and haphazard fashion.To improve their knowledge of the rules and techniques of their favourite sports, regular sports clinics are held.To these an outstanding coach or player is invited.The guest customarily speaks of the rules of the sport and then proceeds to give the youngsters pointers on how to play the game.This is followed by a session of questions and answers which may wind up as an autograph party.The school has been fortunate in being able to secure as guest speakers such well known sports personalities as Billy Reay, of the Montreal Canadiens, Joey Richman, basketball and track and field coach and former halfback with the Montreal Alouettes, and Ernie Mundey, referee-in-chief of the Quebec Senior Hockey League.Such an auditorium as that of the Van Horne school places the speaker in full view of his audience and gives ample room for demonstrations on the stage.Sometimes the clinics take the form of film screenings.The auditorium is used also for the presentation of athletic crests and letters to those boys and girls who have had the good fortune and the ability to be on championship inter-class teams or on one of the school teams.Usually some outstanding figure in the world of sport is invited to the school to make the presentations.These visitors usually say a few words on good sportsmanship and Le 224 THE EDUCATIONAL RECORD point out that one of the essential factors for success in athletics, as in studies or business, is perseverance.Coming from the lips of the athletic idols of the day, this advice is readily accepted by the youngsters.The fact that the auditorium is equipped with a projection booth permits the showing of entertainment films to large groups of pupils after school hours.Such films are shown once every two weeks during the fall and winter.They provide the pupils with an opportunity to see wholesome film fare.Programmes at which a large part of the school assembles contribute to the development of school spirit in a way that is not always obvious.Meeting together to share in the enjoyment of talks, films, and special programmes, pupils gradually acquire a feeling of belonging, of \u201coneness,\u201d which is a necessary ingredient in the establishment and maintenance of the right type of school spirit.Many outside organizations rent the auditorium for the staging of plays, dancing, and other programmes in the evening.Heading the list of evening users is our Home and School, whose members are able to sit on comfortable, upholstered seats rather than the hard, uncompromising wood which is the lot of most such associations.The first year the school was in operation, the Trinity Players staged The Bridge on two successive nights.It is anticipated that in the future the auditorium will be utilized even more than at present.Two plans which are being considered are the formation of a school drama group, which would afford boys and girls interested in acting an opportunity to learn something about the intricacies of the theatre, and the holding of monthly assemblies for senior pupils te which outstanding guest speakers will be invited.The Van Horne School auditorium has become a pleasant and truly educa~ tional part of our pupils\u2019 school life.The staff is confident that it will become even more so in the future.TOURS TO GREAT BRITAIN AND IRELAND WITH EXTENSION TO THE CONTINENT The Overseas Education League of Canada has arranged for a limited number of teachers to visit England during the summer of 1953.The sailing dates from Montreal are June 26th.and July 3rd.and the dates of return in Montreal, August 18th.and 25th.The cost is $800 and $700 respectively.Both include continuous trips in England and Scotland.Ireland is also included for the first party.An extension to Holland, France and Switzerland will cost $275.Full particulars may be obtained from the Overseas Education League of Canada, 505 Time Building, Winnipeg, Manitoba. \u2014 THE PREADOLESCENT AT SCHOOL AND AT HOME \u2018225 THE PREADOLESCENT AT SCHOOL AND AT HOME R.O.Brander, St.George\u2019s Elementary School, Quebec The problem of adjusting himself to the school environment presents many difficulties to the preadolescent from nine to twelve years of age.The normal child leaves the close family circle to spend five or six hours with several dozen strangers who have their own ideas which may or may not coincide with his.The school is a specialized environment from which the more difficult aspects of the adult world have been taken.How is he going to accept this new life ?Will he fight or flee, be self-assertive or submissive, enjoy or dislike?Fortunately group-life is a universal characteristic of mankind.Like adults, children derive satisfaction from securing approval and avoiding disapproval of others.Fortunately, too, most attitudes can be modified, and a wise teacher can greatly influence for the better those whose attitudes may be directed towards the wrong goals.It takes great skill and understanding on the part of the teacher to plan a programme that meets the needs of the preadolescent class.In a class of from thirty-five to forty pupils, individual differences are recognized of course, but work has to be planned to meet the average needs and abilities of the group.In boys\u2019 classes, this age group is now showing more interest; they like being busy, belonging to gangs or groups, enjoy reading comic books \u2014 sometimes disguised within the covers of a geography or reading book \u2014 and appreciate \u201cman talk\u201d with adults.However, they may be over-critical of parents, teachers, and classmates \u2014 sometimes to a point of embarrassing frankness.They resent authority, but yet expect and want help from teacher and parent.Scolding and nagging seem to make matters worse.At this age they may use bad language, be most uncooperative and untidy.They love rough and tumble games, and boys who have been sent off to school looking like little gentlemen turn up in class an hour later looking the opposite.As one child psychologist has said, \u201cThis is a period of disorganization.\u201d A child\u2019s relationship to his teacher is of the utmost concern to him.He likes to continue the friendly atmosphere of home on his arrival at school.It takes experience for a teacher to know just how friendly he may be and still keep control of the class, for children are very ready to take advantage of the too friendly teacher.The preadolescent is very shrewd and observing.On entering a new class he takes perhaps a day or two to size up his teacher, and to decide just what kind of year he will have.Sometimes it takes a week to decide and make plans with his pals before they really decide to work for or against the teacher.If he has already formed an opinion, it doesn\u2019t take long to show like, dislike, fear, respect or boldness.The wise teacher knows when and what to overlook, and children often think they are \u201cputting one over\u201d on teacher when really he or she is just ignoring a spasm of juvenile behaviourism.Ridicule, belittling, shaming, and sarcasm have no place in a friendly classroom.The child\u2019s attitude towards school is greatly influenced by his conduct at home.If he is happy, courteous, responsible, and neat at home, he will carry these qualities into the classroom.But if he is otherwise, he will act towards his teacher as he does towards his mother and father, and is very resentful 226 ci THE EDUCATIONAL RECORD when this attitude is checked by punishment.It is usually this latter type who takes home the tall tales of punishment only slightly less than those meted out in the Spanish Inquisition.Between the school and home a fertile little mind can multiply real or fancied injustices as inaccurately as it did at the blackboard earlier in the day.A wise parent must realize this, but there are some who don\u2019t.A little chat between the parent and the teacher can clear up most difficulties.After four o\u2019clock is the best time for parent teacher discussions, for a fifteen minute chat during school hours means that not only the child\u2019s class time is lost but that of thirty others is lost as well.The preadolescents\u2019 attitudes towards each other are complex.They make friends easily, quarrel and make up easily, and hold very little spite.Boys who fight on the school grounds and are sent to the office, may spend the time on their way planning a story which will absolve both of them \u2014 and after à warning, return to play, the best of friends.It is not easy for the preadolescent with his exuberant spirits to see why there are so many rules for school conduct.To him, they are just something a cranky teacher has made up to spoil the fun.He spends a very busy five hour school day at work and at play with the friends of his choice, sometimes leaving in his wake a mess of torn paper, discarded parts of lunches and other debris.Trying to develop a sense of responsibility and respect for public property is one of the teacher\u2019s more difficult tasks.The group play of preadolescents is a pleasure to see and is a good way of letting off steam.Most children ignore racial and national differences among their classmates, providing they are good mixers and easy to get a long with, but at this age there is often a feeling of antagonism between boy and girl groups.Learning is always directed towards a goal which is desired for one reason or another.That reason may be nothing more than a desire to please the teacher, or it may be to meet a more basic need.Most pupils have real pride in achievement, and if we can build up their faith in their ability to solve their problems, they will show real improvement.Unfortunately, an impatient adult tendency to \u201cspoon feed\u201d, and supply solutions and answers as a line of least resistance gives the lazy pupil an easy way out \u2014 one that he is quite ready to adopt and to develop into a habit.In a class of this age group, about one- third will have well-prepared daily work \u2014 organized and done all by themselves.Half the remainder have passable work, while there is the usual group who have done little or nothing.This last group with serene faces offer the same excuses year after year in the belief that they are stating something original and that no teacher in his right mind would doubt them.Sometimes a few after-school periods or a little extra help will put them on the right track again.Often boys are too shy, or think they will be thought \u201cdumb\u2019\u2019 by their classmates if they confess they don\u2019t understand certain problems.A wise teacher soon recognizes this, and a quiet, private discussion may clear up many difficulties without putting the pupil in the spotlight before the class.Preadolescents react well to praise and encouragement and there is always something well done by every pupil for which he can be complimented, and which will fill him with a sense of pride of achievement.~ The preadolescents\u2019 attitude towards .their school is an admirable one.They are usually intensely loyal to it as it is a part of their life, and they have Sl PRIT EEE = + se =.A DIO ru oe oc LUCHA RE SSAC A THE PREADOLESCENT AT SCHOOL AND AT HOME 227 very little use for rival schools and pupils.Pupils of ten and eleven years of age like to take part in their school\u2019s extra-curricular activities such as concerts, displays and cadets and are proud when their school gets a special mention for achievement.The school athletic teams whether good or bad receive their whole-hearted and noisy support.They do reserve the right to criticize their school, and their teachers, but woe betide a pupil from another school voicing criticism.If teachers and parents can give children of this age warm affection, a sense of belonging, and can recognize their individual personality needs, giving them a chance to be independent, they can help them to pass through these difficult years without too much strain.No one picture can be presented that will be true of all preadolescent children.Children change as they grow, of course , but sometimes their behaviour changes are so marked that we who are charged with their care become disturbed unless we know the underlying reasons.Parents of children in grades five or six will know what this means.As the school year goes on, the children\u2019s appearance and attitudes change in a way that is amazing to behold \u2014 perplexing at times, it must be confessed, but most interesting.The school has a most important place in the life of the preadolescent, but in comparison with the home, it occupies a minor position.The home is the background of learning, and the example set there influences the direction and depth of learning.If parents are ambitious for their children, and show them encouragement, they may expect them to do well in school.On the other hand, if the parents are unconcerned or uninterested, if they condemn their children, or the teachers, or the school system, their children tend to be indifferent or rebellious at school.The home example affects the preadolescent\u2019s learning in many ways.If he hears unsuitable language, gossip and criticism of others, sees discourteous actions, and is part of a nagging and quarrelsome household, his attitude at school is bound to be effected.Teachers can easily spot the child who comes from a successful home.He is bright, alert, self-confident, and, above all, happy.A child whose home is not successful presents many difficult problems, for his unhappiness shows in many ways: an apparent inability to learn, lying, cruelty, defiance, and sometimes delinquency.A child receives only a small part of his education at school.He gets a great deal more at home, and picks up more yet from friends, the radio, and from reading.If parents do a good job, they will see that the child learns only good things at home.The preadolescent needs to meet and play with children his own age.He is a hero worshipper and likes to attach himself to older boys who may be flattered by a following, and be willing leaders of mischief or undesirable habits.The insecure child may try to buy his way to popularity if he feels neglected at home, and often he isn\u2019t too careful where he gets the money.Encouraging him to bring his own age gang to his home to play, or the joining of organized boys\u2019 groups in the Cubs, Scouts, or Y will help, but criticism and scoldings about his friends will only build up resentment, and sly meetings with the undesirable group will follow.20 228 THE EDUCATIONAL RECORD À proper attitude towards health is developed at home too.Healthful habits regularly practised by parents are naturally copied by their children.The preadolescent is not too fussy about his personal cleanliness, clothing, or appearance, and he requires constant checking regarding baths, clean underclothing, school wear, etc.Lack of home supervision is very apparent in a crowded classroom after an hour or two.Most children, too, have to be encouraged to establish good habits of rest and sleep.Many factors are involved here of course: the blaring radio, poor sleeping facilities, over-stimulating outside activities, and irresponsible discipline.A preadolescent should go to bed in a happy frame of mind, and not after a family row.Regular rising and bedtime hours should be encouraged as children who are sleepy and tired get little from their schooling.Homework is often a source of controversy.Do you have a child who blandly states on his arrival at home, \u201cNo homework tonight\u201d, or \u201cI did it all in school\u201d?Occasionally this may be true, but usually there is enough assigned work in grades five and six to keep him busy for an hour to an hour and a half.A child who has developed the habit of a regular period of home study will find high school life much easier for there his assignments call for much home preparation and study.In a preadolescent group, I find only about one-third will have well-prepared daily work.These boys belong to the fast learner group, and work quickly and purposefully, getting much of their written homework done in their desk work periods.The slow learners and procrastinators will attempt to do very little, preferring to put off all work until they reach home.Here they may continue to put off tasks or state they already have it done.However, if the conscientious slow learner really applies himself to his work for an hour, and still can\u2019t finish, he should be permitted to put his books aside.The understanding teacher will give him credit for what he has done, and will encourage him to speed up his homework efforts.Of course, if Cub night, Choir practice, and other activities take up part of his spare hours \u2014 as they do \u2014 the home study schedule should be adjusted but it should not be omitted altogether.Home conditions have a great deal to do with the quality of the preparation.Does the student have a room where he may spend this hour uninterrupted by radio, telephone calls, or family chatter?If not, perhaps some definite spot can be set aside for him, and a little consideration given to him for this homework period.Certainly he should have a place for his books and supplies, as a child of this age likes to have special places to call his own.Undue stress should not be laid on keeping that work place tidy.Some parents work much harder during that homework period than their children.We teachers sometimes appreciate this help, but a preadolescent soon learns that Dad or Mother will do the problems eventually, if bothered long enough.The best advice to parents is, \u2018Help, but do not do\u2019.Better yet, tell your child to go to his teacher and ask to have that puzzling part made clear.That is what teachers are for, and such help will readily and quietly be given if asked for.One big help at home for the inquisitive child is a good set of reference books.Children like to look up information and impart it to others, and it is surprising how few homes do have a suitable set available for growing children. copnoouos cop A en nAAAnRcOceno A THE PREADOLESCENT AT SCHOOL AND AT HOME 229 .One important attitude that should be developed at home is that towards punctuality.Children coming into class even five or ten minutes late will ruin all planning for that period.Of course those who must travel long distances have an excuse, but pupils living within walking distance of the school should be able to plan their home routine so they may be at school before the bell rings.Then, too, there are those who are at school half an hour too early.Any child who leaves school at noon, goes home, eats his lunch, and is back again half an hour early hasn\u2019t developed a proper attitude towards health and rest.Digestive juices are influenced by the emotions; so the conditions under which meals are eaten are of great importance.A knowledge of the personalities of the members of the household in which the child lives is very important for a teacher.This knowledge cannot but help make a difference in the teacher\u2019s attitude and limits of patience.It may not be altogether possible for the teacher to change to any great extent an undesirable home environment, but he or she can do much to give the child the help and support most needed when there is an understanding of home conditions.Some causes of disturbing home influences are economic troubles, inadequate housing, too many relatives, \u201cin-law\u201d interference, war-time separations, or long illnesses.There is also the easy-going, over-indulgent parent who takes little interest, and the overpowering parent who has such organization and control at home that the child is completely lacking in ability to be self-reliant and seli- thinking at school.There are, too, parents whose only apparent concern is that their child rank higher than the neighbour\u2019s child and they make life so miserable for their own child that he becomes a nervous wreck from the nagging, scolding, and shaming.Reactions in the children of such parents, happily not to common, are most apparent to teachers who are then faced with the problem of what to do about them.They wonder if it will be possible to discuss matters with the parent in a friendly way with mutual respect and sympathy for each other\u2019s opinions, for only when home and school work together can the child achieve his best.Parents, like teachers, pupils and everyone else appreciate recognition.Their children are their most precious possessions, and any praise a teacher may bestow on the children gives pleasure at home.A negative remark or action, however, is considered by parents as a reflection on themselves, and no doubt makes them feel as a teacher does when the principal or another teacher reprimands a pupil in his class.Sometimes parents take out their feelings on the child, others condemn the teacher in front of the child, or contact the Principal or even the School Board rather than discuss the question with the teacher involved.If a child is allowed to listen to, and take part in, home criticism of his teacher, he is developing a poor attitude towards acceptance of responsibility for wrong doing and the punishment involved.Teaching methods have changed since most present day parents of pre- adolescents went to school, just as living conditions and home attitudes have changed in the past ten to fifteen years.Many home and school problems might be adjusted if parents and teachers could meet more often to discuss the needs : and characteristics of the pupils.Through such meetings, parents.may learn : 230 THE EDUCATIONAL RECORD just what programme is being used for the guidance of their children, and teachers will learn something of the parent-child relationship and home conditions.What kind of child do parents and teachers hope that their training will produce by the eleventh year?Among other things, the normal eleven year old child should be able to read suitable books with ease and understanding.He should be able to use tools and enjoy making things.He should enjoy singing and acting, and have a good general knowledge of school subjects.He should have a regard for other people\u2019s feelings, a sense of responsibility, good manners, the ability to distinguish between right and wrong, and be truthful.This sounds like a tall order for the eleven year old, but with proper guidance, and good example at home and at school, perhaps he can be helped to achieve these standards.The home and school have joint responsibility for a child\u2019s development, and what happens to him in either place affects his total behaviour.In order to help him develop into a well-balanced individual, the home and school must cooperate in working out a suitable programme of activities and experiences.Too often contact between home and school is of a formal and strained sort.Yet the common interest in the well-being and development of the child should make them close allies.Individual parent-teacher conferences are one of the most satisfactory ways of making this possible.Until the teacher has established a working relationship with the parent little can be accomplished.Then, if the teacher truly understands child behaviour, he will be able to lead such conferences into constructive planning which may make life easier at home and at school for the preadolescent pupil, the parent, and himself.NATIONAL HEALTH WEEK, February 1-7, 1953 The Health League of Canada in co-operation with the Department of National Health and Welfare and the Provincial Departments of Health and of Education is sponsoring the Ninth National Health Week for February 1-7, 1953.The purpose of the week is to arouse the interest of all citizens in good health.Editorial and advertising material for use of publications and advertisers, special announcements for use by radio stations and sponsors, and similar material for other media will be available for distribution in January.Teachers who are not already on a regular Health League of Canada mailing list, and wish to receive material for this event, or who may wish for further information may write to: Health League of Canada, 111 Avenue Road, Toronto 5, Ontario.All our actions and affections in this life show that we do not attain our ultimate end here, but that everything connected with us, as well as we ourselves, has another destination.For whatever we are, do, think, speak, contrive, acquire, or possess contains a principle of graduation, and, though we mount perpetually and attain higher grounds, we still continue to advance and never reach the highest.Comenius.Ere bd i SIX PROBLEMS IN THE TEACHING OF BOOKKEEPING 231 SIX PROBLEMS IN THE TEACHING OF BOOKKEEPING G.P.Hillmer, B.A., Inspector of Vocational Education, Department of Education, Toronto, Ont.The two problems that most concern the teacher of bookkeeping are maintaining standards, and grading and examining the work of pupils.In the maintenance of standards the teacher is of course, the mostimportant factor.In order that he may carry out his work most effectively the bookkeeping teacher should have in addition to a sound professional training in the fields of pedagogy and accounting, actual office experience.He should keep in close touch with local firms and their practices.He should know the kinds of jobs his pupils will be called upon to fill.He should be at least partly responsible for job placement in the bookkeeping field, matching the individual pupil to the requirements of the job.Furthermore he should follow up the career of the student, not only from personal interest, but also to diagnose difficulties which might have been anticipated and eliminated in the classroom.A teacher should also be a skilled blackboard technician.The quality of his blackboard work will, in large measure, determine the quality of the exercises in the pupils\u2019 work books.There is no excuse for poor penmanship, hastily drawn forms, or any other practices which might be labelled slovenly craftsmanship.Pupil cooperation is essential if standards are to be maintained.Good standards include good penmanship and careful ruling.My own opinion is that pupils should be allowed to use fountain pens, if they are a type approved by the teacher.We might as well recognize the fact that they are used in offices, and make sure that our pupils are equipped with ones suited to the work.All details, especially full dates, should be complete on all business forms and books of account.Pupils should be trained to do their best work on the first attempt, and to correct errors properly, rather than to do a rough copy, correct it, and rewrite it.If standards are to be kept at a high level, the teacher must be fully aware, at all times, of the quality of the work being produced by the student.My own belief is that all pupils\u2019 work should be checked carefully and graded, but that the teacher should not do all the detailed checking.Pupil auditors do a competent job, and are proud to assume the responsibility; it is excellent training for them.A part of the checking should be done by totals; where errors have occurred, the teacher should indicate that the total is wrong, and should insist upon pupils finding their own errors and correcting them.Some teachers use a rubber audit stamp effectively.They divide the work into checking units of approximately equal value, and each unit of acceptable quality is stamped.If a term mark is required, each pupil counts the number of audit stamps to his credit, and the teacher equates the totals in terms of his marking scheme.The audit stamp has a genuine stimulating effect, and pupils work hard to earn it.In preparing the formal baokkeeping examination, the teacher is faced with the task of eliminating cumulative errors, or of devising a marking scheme 232.- THE EDUCATIONAL RECORD which does not impose a severe penalty for cumulative errors.The simplest method is to select a number of unrelated problems, each covering a small area of the subject matter.There is value, however, in giving a periodic examination involving a complete set.A fairly long time is necessary for such testing, and I have known at least one teacher who has experimented with a two day bookkeeping examination.Whatever your means of testing, remember this.Your bookkeeping mark is only one of perhaps a dozen individual subject marks, and it should have several important characteristics.It should be a reasonable yardstick, not only of knowledge but of achievement; it should stimulate rather than discourage; it should form a harmonious part of the overall marks pattern of the school, and it should be intelligible to the parents.My third problem is that of ascertaining what industry expects from the school.In Ontario we encourage the schools to keep in close touch with local business.While we are not always successful, we can point to many positive achievements through the initiative and effort of progressive teachers in visiting local offices and establishing valuable working relationships with office managers.The cooperation established between local chapters of the National Office Managers\u2019 Association, the Chamber of Commerce, the education committees of various service clubs and other organizations could be a subject for an entire paper.Suffice it to state that many fine results have been achieved through such cooperation.With mutual understanding comes tolerance and the replacement of criticism by constructive effort to eliminate weaknesses.Readers would do well to acquaint themselves with the report, \u2018Education for Office Workers,\u201d prepared by the Canadian Research Committee on Practical Education.This survey, the result of five years\u2019 study, undertaken with the cooperation of the National Office Management Association and the Canadian Chamber of Commerce, embraced 328 firms across Canada, with a total of 33,845 office employees.The offices ranged in size from the very small ones with one to fifteen employees to large ones with over 1,000 employees.The following details, gleaned from the report, are of interest to bookkeeping teachers: 1.In Quebec, only 187, of all office employees have jobs involving hand bookkeeping, and 29, have jobs involving machine bookkeeping.2.Although 34% and 3% of the employees in banks do hand and machine bookkeeping respectively, in manufacturing offices the figures, which are rather startling to teachers, are 99% and 29,.These figures are for Canada as a whole.3.In small offices across Canada 25% and 12% of the office employees do hand and machine bookkeeping respectively; in very large offices the figures are 139% and 1%.4.When employers were asked to indicate in what respects they have been seriously dissatisfied with commercial skills of high school graduates, 209, of the Quebec employers expressed dissatisfaction with hand bookkeeping skills, 209, with machine bookkeeping, and 24 9%, with business machine work.Itisinteresting to note, however, that 399, expressed dissatisfaction with writing, 369%, with arithmetic, 27% with ability to organize work, and 129, with ability to follow instructions.These last are all closely related to bookkeeping instruction.Only 29, of the employers were critical of the ability of graduates to apply bookkeeping theory.; 5.Finally, in Quebee, 77% of the employers thought that hand bookkeeping should be taught in high school commercial courses, 55% wanted instruction in caleulating machines, and 29% in machine bookkeeping.This leads naturally into our next problem, \u2018Does the bookkeeping teacher know the specific practices followed in local offices ?\u201d : SIX PROBLEMS IN THE TEACHING OF BOOKKEEPING 233 I should like to mention a study of bookkeeping practices made in London recently.The bookkeeping staff of the H.B.Beal Technical and Commercial High School met in committee with members of the London chapter of the National Officers Managers Association.A detailed questionnaire was prepared, and after revision by the Research Committee of N.O.M.A.was sent to 215 firms, all of whom had previously been contacted by telephone.The duplicating and mailing operations were performed by four students of the school; replies were received by the chairman of the Research Committee of N.O.M.A.and were forwarded to the school for compilation by the same four students, under the direction of members of the staff.Replies received from 114 firms, which included retail and wholesale establishments, manufacturers, banks, and service businesses showed that: 1.Most of the firms reporting deposit all cash daily, make all payments by cheque, and keep a petty cash fund for sundry small payments.2.The general practice is to avoid using a Bills Receivable journal.Instead, some record is kept of the draft, but no journal entry is made until the draft is paid.3.Only 60% of the firms use ledger accounts for recording accounts payable.About 209, use a voucher system.Ten percent make a note of cheques issued in the purchase journal and then total the amounts unpaid to find their accounts payable, and about 5% file the purchase invoices as their record.4.Only 209, of the firms use the T account form of ledger ruling.5.Seventy eight of the firms replying rated neatness and accuracy first, as the most desirable of three characteristics in a student to be selected for a bookkeeping position.Thirty-two firms rated knowledge of fundamental theory first, and fourteen firms rated ability in mathematics in first position.I do not suggest that we should attempt in our teaching to train our pupils for specific firms.But studies such as these will help to release the teacher from strict adherence to the textbook, to adapt the classroom practices to those commonly found in the area, and to indicate alternative practices which are acceptable.The fifth problem, \u201cHow can we design the best possible courses of study\u201d is partly answered.When we know what business expects from us, when we know the bookkeeping practices employed, and when we know the kinds of jobs found in the community, the course of study develops naturally.I draw attention, however, to two problems which exist in the construction of courses.The first is concerned with the whole approach to the study of bookkeeping.Should we jump immediately into the balance sheet approach and develop the theory of double entry bookkeeping, or should we begin with a general course in recordkeeping, with emphasis on the use of business papers and their entry in various types of journals?Both methods have their advantages and their disadvantages.In Ontario there is no uniformity among teachers.But I think all are agreed that a formal, theoretical approach leaves much to be desired unless it incorporates a study of business problems which arise, and unless at least some of the sets incorporate the detailed work found in first preparing the business papers and then making the necessary entries for them.The other problem has to do with individual differences of students.We have brilliant pupils who will become accountants and office managers.We also have pupils of more limited ability who, if trained to do neat, accurate work, can achieve real success and satisfaction in the routine jobs of the larger 234 THE EDUCATIONAL RECORD offices.We owe our best efforts to both groups of pupils.The large school can provide different courses for different classes.The teacher in the smaller school has pupils of a wide range of abilities in one class.Fortunate is the school which possesses teachers with the ability and desire to organize their instruction so that all pupils may achieve to the best of their ability.This is probably the most difficuit and the most challenging opportunity which confronts us in education.The last problem to be dealt with here is, \u2018How can we correlate courses of study in different subjects ?\u201d Perhaps we encounter this problem most frequently in the large schools.In this age of specialization, teachers of one subject are apt to overlook the possibilities of relating their subjects to those going on in other classrooms.Do you, as bookkeeping teachers, sit down with other teachers to organize a business problem which will be undertaken concurrently and cooperatively in à number of different classrooms ?So many of our bookkeeping sets start out with a statement such as, \u201cJohn Jones starts a business, investing $10,000 cash\u201d and proceed with a series of transactions to be entered in journals.Let me suggest that the set might begin in the economics or the merchandising class.If John Jones plans to start a hardware business in your town, what are the local problems?Can he get a suitable store building?How much competition is there already?Has he the proper qualifications for the job?Has he enough capital to make a start?What effect will present-day trade conditions, such as inflation and controls, have on his business ?When he is launched in business, transactions begin to flow.There is a lease on his store to be worked out.There are invoices to be typed under the supervision of the typewriting teacher, after the extensions have been made in the arithmetic or the business machines classroom.There are cheques and deposit slips for the penmanship class, and a variety of letters for dictation to the shorthand class.And as each new problem arises, there is an opportunity for a special report to be prepared in the English class.Such correlation is difficult.It involves many teacher conferences, and perhaps a good deal of overtime.But it pays enormous dividends in all subjects of study, and raises bookkeeping from the status of a routine skill subject to that of thought-provoking and highly motivated general education.Nothing disturbs an atmosphere of learning and study more than a lack of self-control on the part of the teacher.It immediately undermines his self- confidence, and young people are quick to feel such a condition.Once this is found out, the teacher\u2019s ability to command discipline in his classroom wanes.Not only is emotional stability important from the pupil\u2019s point of view but it is essential for the preservation of the teacher\u2019s mental health.None will deny that the teaching profession effects a very great nervous strain on its personnel \u2014 a tension that some will definitely not be able to stand despite other factors contributing to their possibilities of success.M.G.de Jersey. pouvions mo I HES OGRE OOOO ORL SALI eo iii, 27 EE ZEEE SUMMARY OF THE MINUTES OF THE ADMINISTRATIVE COMMISSION 235 SUMMARY OF THE MINUTES OF THE ADMINISTRATIVE COMMISSION OF THE PENSION FUND OF OFFICERS OF August 25th.1951 and November 21st.1951 Pensions granted to male officers sixty years of age and over: J.-Charles-A.Arsenault, Guy Douxchamps, Pierre Marchand, Joseph-Roch Bélisle, Antonio Prince, J.Walter Lefebvre, Neil McDermid, Arthur Therrier, Cedric S.Douglas, David E.MacLean, Reginald-A.Petterson, Henry-Charles Brennan, Georges Goulet, Henry Dumaresq, Leslie Francis Bennett, Allan A.McGarry, Herbert John C.Darragh, Herbert M.Dunne, J.Henry Lane.Pensions granted to male officers under sixty years of age for reasons of health: J.-B.Parenteau, Conrad Bernier, Joseph-Louis Bouchard, Paul-Emile Lévesque, Alfred Lacroix, Omer Dulude, Joseph-Elphège Gagnon, Joseph-Evariste Schelling, Hermann Brazeau, J.-Denis Hamel, Toussaint Monchamp, François-Xavier Bonin, J.-Jules Veer, Didier Riopelle, Gaston Lasalle, Georges Harel, George J.-N.Plouffe, J.-R.Dion, Maxime McAlear, Emile Sarrazin, Antoine W.DeGrâce, Emilien St-Denis.Pensions granted to female officers fifty-six years of age and over: Mina-B.Farrer, Joséphine Gaudreau, Léda-Marie Séguin, Emérentienne Dassylva, Marie-Anne Fournelle, Marie-Gratia Lebeuf, Bernadette Michaud, Vera Theresa O\u2019Hara, Sarah L.Mabe, Marie-Yvonne Fortin, Cecilia J.Argue, Ruby May Goff, Marie-Alice Rainville, Mercédès Grégoire, Georgie-Anne Beaudoin, Rosa Hébert, Marie-Alice Lacasse, Grace M.Libby, Corrine B.Hardman, Alice May Brownrigg, Alice Simard, Elisabeth Prévost, Alice C.Dresser, Anne-Marie-Eugénie Pelletier, Florence G.Howard, Lillian-C.-A.Roy, F.Agnes Posner, J.Margaret Robinson, Katharine M.MacIntosh, Marie-Joséphine Alexandre, Maude Fortin, Florence Eileen Brown, Marie-Claire Fauteux, Grace Edna Hawthorne, Margaret MacDolald, Maria Lafrenière, S.Margaret Runk, Helen E.Guiton, Elga M.Lemesurier, Rachel Gladys Reed, Annie D.Moss, Helen Grace Lanskail, Frances B.Greer, Eugénie Leduc, Helen I.Huffman, Madge M.West, Marion A.McNaughton, Edith May Scott, Grace MacFadyen, Irène King Younie, Irène Pelletier, Eveline Lebel, Marion G.Watson, Béatrice Daoust, Winifred Bassett, Margaret Morison Brown, Geneviève Lapor.te Margaret Kathleen Miller, Délima Comtois, Arthémise Roy, Eva Genest, Marie-Anne Dubord, Louise Emélie St-Cyr, Elise Thibault, Célestine Sauvageau, Arminta C.McDowell, Alberta Tétrault Pensions granted to female officers under fifty-six years of age for reasons of health: Marie-Edesse Blanchard, Rose-Aimée Lemay, Laurette Duchesne, Marie-Anna- Alma Brunelle, Lucina Lafleur, Grace McOuat, Lumina Lalancette, Florentine-A.Brasseur, Mabel-Agnes Richard, Sylvia Vézina, Marie-Elodie Courville, Cécile Leroux, Célina DuPaul (acc.un an), Lucienne Guérin, Bernadette Leduc, Alphonsine Touchette, Dorothy Edith Wheeler, Marie-Blanche Rousse (ace.un an), Hénédine Montminy, Marjorie K.Cummings (acc.un an), Florentine Dumontet, Flore Marsan, Flore Hélène Kimpton, Yvonne Hins (acc.un an), Laurette Dorval, Marie-Rose Toupin, Laurette Chabot, Ella C.Butler, Alice C.Hill, Angéline Mongeau (ace.un an), Julia Fortin (ace.un an), Thérèse Ferdais (acc.un an), Rita Simoneau (acc.un an), Diana Côté, Irène Coulombe, Marie-Anne Lapointe, Yvonne Dessureault (un an), Elodie Roberge, Cécile Lalande, Elizabeth Gallagher (un an), Laurette Toupin, Germaine Bélisle (un an), Marie-Ida-Alice Gagnon (un an), Marie-Elisa- beth Lévesque, Geneviève LeBlanc (un an), Bibiane Patry (un an), Irène Asselin (un an), Eugènie Girouard (un an).The following officers will receive pensions when they reach the age of fifty-six: Hazel M.Griffith, Marie-Louise Lessard, Audry W.Lamb.Requests for reimbursement of stoppages were granted to the following: Lois E.Andrews, Joseph-Herman-Roger Bernier, Vida Boutcher, Alice Boutin, Jacqueline Brault, Maria Charland, Adéline Déraspe, Cécile Grand\u2019Maison, Simonne Langlois, Aline Lefebvre, Eva Preston, Helena Robertson, Blanche St-Louis, Kathleen Tait, Jeanne-d\u2019Arc Toulouse, Aliette Tremblay, Marie-Anne Bédard, Lilianne Carle, M.-Antoinette Caron, Adrienne Cournoyer, Gilberte Dufour, Marie-Aline Dufour, Imelda Fortier, Clémentine Fortin, Yvette Gagnon, Bernadette Grenier, Hedwidge Jutras, Dorothy Kerr, Laure Lé- vesque, Marie Miousse, Lucienne St-Amand, Antonia Théberge, Ovidia Tremblay, Sarah Grace Armour, Florida Beaudoin, Lucille Bégin, Lucienne Béliveau, Agnès Belzile, Gracieuse Bernard, Agathe Bertrand, Yvette Brisson, Annette Brunelle, Jessie Campbell, Candide Carle, Thérèse Chabot, Rose-Aimée Collin, Jeanne Côté, Pauline Daigneault, Lucienne D\u2019Auteuil, Martha Demers, Julianne Deschênes, Marie-Claire Desjardins, Louis-Paul Desjardins, Marie-Jeanne Desnoyers, Gabrielle Desrosiers, Germaine Dubé, Gilberte Dubé, Georges Flanagan, Colette Fradette, Cécile Gagnon, Gracia Gaudreault, Jacqueline Giroux, Dominique Hamelin, Fernande Jean, Rose-Ange Lacasse, Armande Laflamme, Marie-Anne 236 THE EDUCATIONAL RECORD Laplante, Marie-Blanche Lavoie, Yvonne Lavoie, Marie-Paule Lord, Margaret Mac- Naughton, Marie-Anna Morin, Fileen McLeod, Thérèse Ouellette, Charles-Eugène Paradis, Claire Parent, Jeanne-d\u2019Arc Plante, Sarah Pratt, Germaine Prince, Jeanne-d\u2019Arc Raby, Marcelle Readman, Margaret Robert, Jacqueline Rodier, Alice Simard, Alice Théberge, Simonne Turgeon, Jeanne-d\u2019Arc Vinet, Emérentienne Arseneau, Jean Batchelor, Lucien Bilodeau, Doris Booth, Victoria Bouchard, Aline Boyer, Lucille Brault, Thomas Charland, Ethel Cleary, Yvette Corriveau, Eustelle Cournoyer, Marion Dale, Diane Doyon, Juliette Ducharme, Julienne Dumont, Flore Durand, Victoire Ferland, Hélène Gallant, Raymonde Julien, Yvette Lajoie, Sheila McFarlane, Evelyn Paige, Gilberte Poirier, Rita Pruneau, Rose Routhier, Marie Simard, Clémence Tétrault, Amy Vokey, Dolorès Barrette, Noëlla Bernier, Isabelle Bérubé, Germaine Bisson, Germaine Blais, Alice Bonenfant, Françoise Bouchard, Rose-Anna Boudreau, Gabrielle Champoux, Cécile Couture, Valérie Délude, Irène Demers, Carmelle Dutil, Hilda Fowlie, Bernadette Gagnon, Marguerite Gagnon, Bernadette Gaudreault, Marie-Lucie Gendron, Georgette Langlois, Irène McClay, Edna McHardy, Gloire Packwood, Bernadette Pelletier, Simonne Pelletier, Alice Rioux, Léa Sauvant, Frances Sharpe, Jeanne St-Laurent, Albert Talbot, Rose-Aimée Thériault, Eleonar Taugher, Rachel Villeneuve, Parker Wearing, Gabrielle Bourret, Edouard Cormier, Cécile Drapeau, Arnold Frizzle, Stella Gleason, Irène Hoffman, Paul-Maurice Lemay, Albertine Lepage, Gertrude LeScelleur, Marthe Levasseur, Lucie Maheu, Alexina Montminy, José- phine Ouellet, Adélard Poitras, Vera Porritt, Elisabeth Sévigny, Jeannette Tremblay, aria Turgeon, Jocelyn Valiquet, Juliette Vézina, Marie-Paule Villeneuve, Edna Allan, Velma Armstrong, Germaine Bolduc, Lucie Boulanger, Lucille Brault, Marie-Blanche Courtemanche, Marguerite Dessureault, Alice Dionne, Thérése Ferland, Paul Fortin, Louise Gagnon, Rose-Anna Girard, Madeleine Huot, Thérèse Laflamme, Imelda Lapierre, Gisele Laroche, Norma McClenaghan, Irène Monast, Julia Nobert, Simone Paradis, Laurette Pouliot, Cécile St-Pierre, Cyprienne Théoret, Marie-Louise Tremblay, Bernard Willshire.CBC SCHOOL FOR PARENTS Among the topics to be discussed in the \u201cCBC School for Parents\u2019 series of broadcasts during 1952 are the following: December 4th: \u201cWhat About Sex Education ?\u201d December 11th: \u201cWhat About Manners ?\u201d\u2019 December 18th: \u201cWhat About Christmas ?\u201d\u2019 January Ist: \u201cWhat About Childhood ?\u201d\u2019 The series, which is heard on Thursday afternoons, is conducted by Dr.8S.R.Laycock, Dean of Education, University of Saskatchewan.OUR GROWING HIGH SCHOOLS While the Canadian population has increased between 1921 and 1952 by about fifty per cent, high school enrolment has increased two hundred per cent.There has already been ample evidence that most secondary teachers, with \u2018the same resolution as that shown by elementary teachers, recognize and are coping with problems arising from a greatly enlarged high school enrolment of pupils with quite varied abilities and interests.There are undoubted attractions inherent in anything exclusive, but Canadian high schools are not exclusive institutions.The few teachers who have not yet accepted this situation may be pardoned some lamentation, but Milton\u2019s comment in Paradise Lost would perhaps be appropriate and might be taken to heart: Some natural tears they dropped, but wiped them soon; The world was all before them .C.E.A.Newsletter.ee NEW FILMS 237 NEW FILMS (This list supplements the 1951 Catalogue of the Film Library and lists that have appeared in the 1952 issues of the Educational Record) CHILDREN\u2019S FILMS Cowboy T-1313 Barr Colour 400\u2019 (Describes the dress, equipment and work of a cowboy) Just Imagine T-1311 Bell Telephone 400\u2019 (A cartoon showing how the 433 parts of a cradle telephone are assembled) MoNarcH BUTTERFLY STorY T-1321 EBF Colour 400\u2019 ENGLISH WriTING BETTER SocIAL LETTERS T-1327 Coronet 400\u2019 GEOGRAPHY Fur TRAPPER OF THE NorTH T-1315 EBF Colour 400\u2019 GrEAT LAKES\u2014 THEIR LINK WITH OCEAN SHIPPING T-1316 EBF Colour 400\u2019 ITALIAN PENINSULA T-1326 Coronet Colour 400\u2019 MODERN FRANCE: THE LAND AND THE ProrLE T-1325 Coronet Colour 400\u2019 NORWEGIAN CHILDREN T-1314 EBF 400\u2019 VENICE, QUEEN CITY OF THE ADRIATIC T-1319 EBF Colour 400\u2019 (Stresses the importance of geographic location in the development of asociety) GUIDANCE Do BETTER ON YoUR EXAMINATIONS T-1328 Coronet 400\u2019 HISTORY GeorGE WasHINGTON T-1322 EBF 800 PRINTING THROUGH THE AGEs T-1318 EBF 400\u2019 (Traces the story of printing from ancient times to the present.For upper grades) WRITING THROUGH THE Ages T-1317 EBF 400\u2019 INDUSTRIES STEEL FOR CANADIANS T-1324 Stelco Colour 1600\u2019 (Making pig iron and processing steel at Hamilton, Ontario) MUSIC MisHEL PIASTRO AND Hrs OrcCHESTRA T-1320 Official 400\u2019 (Gold nd Silver Waltz, Tales from the Vienna Woods, Selections from the Nutcracker uite PARENTS AND TEACHERS New Toous ror LEARNING T-1323 EBF 800\u2019 (Illustrates the use of educational films in various grades and subjects) PHYSICS TyNDALL\u2019S APPARATUS T-1312 MeGraw Hill 100\u2019 (Demonstrates that metals differ in specific heat) 238 THE EDUCATIONAL RECORD BOOK REVIEWS The Revised Standard Version of the Bible is an authorized revision of the American Standard Version of 1901 and the King James version of 1611.It is the product of the best biblical scholarship of our day on the American continent, being more useful and under- 4 standable than that to which we have been so much accustomed.With the exception of # one Canadian all the revisers are United States citizens.Though some may think that this 2 edition lacks the beauty of expression of the King James Version, they will doubtless profit a by the modern vocabulary.uch also is put into verse such as many of the chapters of = Samuel, Job, the Psalms, Proverbs, Isaiah, Jeremiah and the minor prophets.Published by Thomas Nelson and Sons, 1291 pages, $6.00.A Sound Body has been revised for Canadian Schools by Dr.A.J.Phillips.It shows how one\u2019s body takes care of him and what the body expects of its owner.It explains the circulatory and respiratory systems, the uses of the bones and muscles, the care of skin and hair, the glands and the central nervous system.A feature of each chapter is what is required of the individual for the proper care of the part of the body dealt with.All is based on the principle that should have wide application, namely: \u201cThe more you know about the way the body works, the better care you give it.\u201d The \u201cThings to Do\u2019 at the end of each chapter apply the principles taught.The questions for discussion provide further means of making the text realistic.The references at the end of each chapter will help both pupil and teacher.The illustrations are good and quite numerous.Published by the Macmillan Company, 341 pages, $2.10.Canada, The Golden Hinge, by Leslie Roberts, describes the people, cities, and industries of Canada.It is a book which should be widely read for it depicts Canada as one of the leading nations of the world, independent in spirit, wealthy in national resources and a medium between Britain and the United States.The attitude of Canada to the United States is one of mutual protection and help with retention of separate identity.The role of the Crown in Canadian life is well explained under the chapter \u201cThe Kingdom of Carada\u2019\u2019.The various sectors of the country, their history and their extensive resources are described in some detail as well as the thoughts and habits of many of the people.The thirty illustrations reveal the variety of scenery, climate and occupation.Published by Clarke, Irwin and Company, 288 pages, $3.50.Democracy in the Canadas, 1759-1867, by D.Hugh Gillis is an account of Canadian political development during the colonial period with particular reference to several historie problems.It is the author\u2019s contention that these problems had to be dealt with before a democratic tradition could be established among the peoples of British North America.The material is arranged in eleven chapters which are, in many respects, distinet essays on such topics as: the legacy of French rule, Loyalists and Loyalism, Lord Durham\u2019s Report, the Canadian Rebellions.Considerable attention is given to the impact of the American and French Revolutions upon Canadian thought and to an analysis of the attitude of the Loyalists after they had settled in Canada.This book should not only provide teachers of Canadian history with very valuable reference material, but also be very useful as an addition to the reading list of the Grade XII History Course.Published by the Oxford University Press, 158 pages, $2.50.The Commonwealth of Nations, by W.D.McDougall, narrates the highlights of the history of Great Britain, Canada, India, Pakistan, Australasia, Africa, and the Carrib- bean Colonies.Intended for Junior High School grades the book is written for young Canadians in terms that they can understand concerning the people of the remainder of the Commonwealth.Not only history but geography, citizenship, literature and art are referred to.Canada\u2019s place in the Commonwealth is shown, including its industries, religious and political growth.At different places in each chapter are \u201cThings to do\u2019\u2019 which may mean the answering of questions, preparing diagrams or biographical notes or studying the climate of certain regions.The ample illustrations help the reader to comprehend the text.Published by the Ryerson Press, 414 pages, $1.95.Extra Curricular Activities, by Harry C.McKown, is a revision of his book of the same title that first appeared in 1937.Every phase of extra curricular activity is included \u2014 the home room, student council, assembly, clubs, dramatics and music, school magazine, administration and supervision of extra curricular activities, etc.In this edition several of the earlier sections have been omitted, others combined and new sections added.\u2018The theme of the new Education is all roundness.It recognizes that when the child comes into school all of him walks in \u2014 his brain does not walk in a on a pair of wooden stilts.\u201d So the author tries to show that, though the old is needed, the newer education tries to introduce new values which are of great importance to the pupil himself and that the teaching of health, hygienic safety and recreational games is essential for wholesome development.Published by the Macmillan Company, 666 pages, $5.00.Studying Students, by C.P.Froehlick and J.G.Darley, is an analysis of the methods available to teachers and guidance counsellors for studying high school and college students.Written largely for the teacher whose testing and counselling skills have to learned on the BOOK REVIEWS 239 job, the book explains the necessity and use of observation, interviews and personal documents.Evaluation tests, analysis of individuals by means of test scores, self report documents and appraisal of students are discussed.The I.Q., for example, \u201cshould be thought of as an approximation of the true mental ability of a person relative to the mental abilities of other persons who took the same test\u201d.One might add for exactness in individual cases \u201cand who were scored by the same person\u201d.\u201cSome adults of I.Q.80 are incapable of adjustment to the world, and some of 1.Q.60 support themselves and make an adequate home\u201d.Eo biished by the Science Research Associates, 57 West Grand Avenue, Chicago, 411 pages, 4.25.Great Lives, by Frederick H.Law, contains the biographies of thirty inventors, scientists, travellers, musicians, writers, and national leaders.Among them are Samuel Morse, Alexander G.Bell, Einstein, the Wright Brothers, Pasteur, Lister, Florence Nightingale, Clara Barton, Joan of Are, Mozart, Beethoven, Stephen Foster, Shakespeare, Roosevelt and Churchill.Written for boys and girls in their teens, the book contains occasional gems such as that spoken by Susan B.Anthony, the leader of enfranchisement for women in the U.S.A.At five years of age she said to her teacher: \u201cI want to learn long division.Teach me.\u201d The comment is \u201cThe trouble was the teacher herself did not know long division\u201d.Some of the statements contain a mine of information: \u201cAlfred Nobel, born in Sweden, invented dynamite, became one of the richest men in the world and left nine million dollars to found the Nobel prizes, the most noted of all awards.\u201d Published by the Globe Book Company, 175 Fifth Avenue, New York, 361 pages, $2.00.Men of Valour, by Mable T.Good, recounts the stories of how fifteen Canadian soldiers won the Victoria Cross in World War II.Colonel C.C.Merritt crossed the bridge six times at Dieppe and silenced a German gun crew; Captain D.H.Heggie was decorated for bravery in Liverpool during a week of bombing; Petty Officer Max Bernays remained at his post while fire licked the wheelhouse of H.M.S, Assiniboine; Sergeant Major Jack Osborn drew and held the fire to himself, then caught and threw back grenade after grenade at the enemy at Hong Kong.And so on go the stories of the gallant winners of the Victoria Cross.Accounts are given of other British decorations; the George Cross, the D.S.0., D.S.C., M.C., ete.Published by the Macmillan Company, 137 pages, $2.50.The Captive Princess, by Maxine Shore, is the story, based both on fact and legend, of the first Christian Princess of Britain, the background of which is authentic.This story relates how, during the life of the Emperor Claudius, the noble Caradoc fought for Britain, retreated into Wales and finally was captured and led to Rome.The speech of Caradoc before the Emperor was so wise, however, that he was forgiven and his family freed.Throughout the tale the life of the early Christians is revealed.Very human and well written, the book should have a wide circulation.Published by Longmans, Green and Company, 309 pages, $3.50.Tales of Olden Days, by Hazel G.Kinscella, relates the beginnings of music and the telling of tales in England.The ballads of Robin Hood there, the Troubadours in France and the Minnesingers in Germany are recalled in prose and verse.Other stories include those of the Golden Fleece, Old King Cole, and Hiawatha\u2019s Wedding Feast.The beginnings of opera are explained and the story of Orpheus and Eurydice, the first opera, is told.Wales the land of song, and its music are cited and The March of the Men of Harlech as well as The Three Jovial Welshmen are printed.Much information about famous musicians appears such as Gounod, Mozart and Haydn.Published by the University Publishing Company, (Thomas Nelson, Agents), 408 pages, $2.10.The Ingoldsby Legends, selected and edited by John Tanfield and Guy Boas, are the works of the Reverend Richard Harris Barham.No one who reads them can fail to see the comparison with the writings of W.S.Gilbert.In idea, composition, metre and humour the writings of both men are quite similar.As a consequence, the Ingoldsby Legends should be much better known, and this volume of twenty four legends will revive the memory of the author.Such poems as \u201cThe Jackdaw of Rheims,\u201d \u201cThe Witches\u2019 Frolic\u2019\u2019 and \u2018\u2018Unsophisticated Wishes\u201d will probably be better known and appreciated through their republication in this form.Forty-seven pages of notes make the text crystal clear.Published by the Macmillan Company, 281 pages, $1.00.Number Experiences, Books I to III, by Geraldine Birkett and Marian James, consists of three work books for Grades I and II.They aim to develop number readiness and have been designed to appeal greatly to children.So simple are they that almost the dullest can comprehend the significance of the exercises and the brightest will enjoy them.Indeed the pupils who complete all the work satisfactorily must have good reading ability and comprehension for there are many exercises such as \u201cColor the thin book green\u2019, \u201cPut an X under the biggest elephant\u2019 and \u201cDraw two lines under the smallest bear\u2019\u2019.The illustrations are profuse and apt.Published jointly by Dents and Macmillans.Paper covers, 90, 102 and 108 pages, $0.70 each.A teacher\u2019s book accompanies Book I, 174 pages, $2.00.The Drinking Pattern, by David A.Stewart, is an analysis of the habits of liquor drinkers.The view of the author is that people drink in order to feel better and to relieve tensions.But he claims that heavy drinking does not relieve rension; the victims feel worse.As a man drinks to excess he \u2018feels small, inadequate and resentful.\u201d Alcoholics ir ea ie pe TE ee i i ify in 3 240 THE EDUCATIONAL RECORD are usually childish, sensitive, grandiose, impulsive, intolerant, wishful thinkers and die- tators.\u2018\u2018Alcoholies Anonymous\u201d will help steady drinkers because their lives are ordered around the principles of Self, Society, Service and God.The second part of the book is a student\u2019s survey of the drinking pattern.Therein the author shows that drinking is a psychological and social problem.An explanation is given of a ward on the third floor in the Knickerbocker Hospital in New York, and Shadow Brook Health Foundation, near Toronto, where alcoholics go and of the treatment they receive.Other treatments also are described.Teachers can help in prevention of alcoholism and its cure from a knowledge 3 this book.Published by Tribune Publishers Limited, Campbellton, N.B., 174 pages, Eleanor Fargeon\u2019s Poems for Children contains 272 poems by the author.There are rhymes of the country and of the city, poems of play and the schoolroom, of home and far away, for Christmas and other occasions.The poems, all lyrics, are about almost every possible topic: the light heart, bravery, dog, wolf, the milk cart pony, house hunters, the old man\u2019s toes.There is real genius in the poems.They have a cadence that is fascinating, a sense of humor that is infectious and an appeal that will endure.Published by J.B.Lippincott Company, (Longmans, Green and Company, Agents), 236 pages, $3.75.Mosquitoes in the Big Ditch, by Roger Burlingame, is the tale of a young French orphan who fought the yellow fever epidemic during the building of the Panama canal by the United States in 1905.The story is fascinating, beginning as it does with the fate of Ferdinand who had built the Suez Canal, but was ruined by the financial mismanagement, mistaken engineering strategy and, above all, by the countless deaths from malaria and re fever in the Canal Zone.Published by the John C.Winston Company, 177 pages, 1.95.Rubens, by A.Philippe-Lucet, is a description of the work of the famous painter and contains thirty-eight of his works, including seven in colour.Among the paintings are: \u2018Helena Fourment and her son,\u201d \u201cThe flight of Lot,\u201d Rubens at the age of sixty\u2019\u2019, and \u201cThe Return of the Prodigal.\u2019 Published by the Hyperion Press in the Hyperion Miniature series, 48 pages, 79 cents.Shining Skies, by Fred C.Biehl, J.R.McIntosh and C.E.Lewis, is a book in the Canadian Reading Development series.An anthology of both prose and verse, much is old but a fair amount is modern.Though many of the authors are English, such as Carlyle, Kipling and Alfred Noyes, many of the selections are by Canadians such as Frederick George Scott, Sir Charles G.D.Roberts, Majorie Pickthall and Leonard W.Brockington.A good glossary is appended.Published by the Copp Clark Company, 518 pages, $1.75.Plow the Dew Under, by Helen C.Fernald, is the story of Mennonite immigrants from the Crimea to Kansas in 1874 and their adaptation to their new surroundings.The story of the landing of the immigrants, their buying wagons, ploughs and other equipment, arriving at their destination and building rude shelters is graphically told.The plague of locusts which preceded their arrival and the dreadful prairie fire that devastated the land shortly afterwards dismayed but did not take the heart out of them.Their determined efforts to learn English soon brought their reward.Published by Longmans, Green and Company, 301 pages, $3.50.Little Wolf Slayer, by Donald E.Cooke, is the story of the early settlers in Philadelphia and of those hardy souls who lived in caves along the Delaware River in 1682.Not all landed on shore from the \u201cWelcome\u2019\u2019 for thirty-one died of small pox while crossing the Atlantic.The search for food was difficult in the cold winter in the new settlement and wild animals were fearsome The Indians were troublesome.The story of the race of a boy from a wolf pack over a frozen river is particularly exciting.William Penn insisted upon careful planning and surveying of the new settlement.Within six years good schools, warehouses, shops and foundries were established.Published by John C.Winston Company, 184 pages, $1.95.A Pirate Flag for Monterey, by Lester Del Rey, is another book in the Winston series of history and adventure.Written about the swashbuckling era in California the story relates the sack of Monterey by Hippolite Bouchard who raised there the flag of Argentina.Real people mingled with fictitious make the story live of a pleasant land where trouble fell heavily.Young Mike, the hero, is with the Boston Belle as she races to Monterey.His subsequent adventures are just the kind that give boys a thrill in their reading.Published by the John Winston Company, 178 pages, $1.95.Little Giant of the North, by Alida: Malkus, is the true story of how a boy in his teens won over the Indians in the wilderness of Western Canada and persuaded them to barter their furs to the English instead of to the French.Alone he journeyed where no white man had ever trodden.The story is based on the journal of the boy Henry Kelsey himself which was found in Ireland as late as 1919 and describes the foundations of the success of the Hudson's Bay Company.The fact that Henry, an undersized lad, was flogged at the start by the English Governor and that he finally died in London forgotten and unrewarded does not diminish the value of his exploits in a savage, friendless country.Published by the John C.Winston Company, 178 pages, $1.95. INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1952-1953 241 HIGH SCHOOL DIRECTORY 1952-1953 ARVIDA: ASBESTOS- DANVILLE- SHIPTON: AYER'\u2019S CLIFF: AYLMER: BAIE COMEAU: BEDFORD: BUCKINGHAM: BURY CHAMBLY COUNTY: COATICOOK: COOKSHIRE: COWANSVILLE: DRUMMONDVILLE: EAST ANGUS: Mr.H.H.Calder, Miss Inez Lynch, Miss Margaret Parkes, Miss Ruth Anne Stangeland, Miss Norma Farwell, Miss Lucy Bown, Miss Janet Woodley, Miss Dora Hanna, Miss Gladys Palaisy, Miss Doris Kerr, Mr.Lorris Balcom, Mrs.Jack Beatteay, Mrs.J.Bowden.G.L.Rothney, Mrs.Laura A.Sloane, Mrs.Ruby Nicholls, Miss D.Eleanor Rick, Mrs.Alison L.Berridge, Mrs.Alice M.Andrews, Mrs.Irene Mitchell, Mrs.Marion A.Cook, Mrs.Muriel E.Griffith, Miss Margaret R.Lods, Mr.John C.Murray, Mr.Gene Zinniger, Mrs.Florence McIver, Mr.Thomas M.Wallace, Miss Jane McCoomb, Mr.Alfred Bishop, Mr.A.L.Smith.Miss Annie A.Howse, Miss Gwendolyn Mabel Pitman, Mrs.Beulah M.Keeler, Mrs.Cordelia J.Mitson, Miss Susan Mabel Fraser, Mrs.Audrey May Young, Mrs.Marjorie Amy Dobb, Mr.Clarence D.Kendall, Mrs.Catherine Kendall, Miss Joyce Henry, Miss Elaine Mary Green.Mr.Earle Peach, Miss Ruth Kelley, Mrs.M.Lynda Kennedy, Mrs.Jessie Reside, Mrs.Edith True, Mrs.Muriel Guertin, Mrs.M.Isobel Day, Mrs.Jessie M.Faris, Mrs.Phyllis Parkington, Dr Ruth J.Howie, Mr.Fraser Beaton, Miss Violet Grimes.Mr.Kenneth L.Nish, Mrs.Peter Suttie, Mrs.Marion Hutton, Miss Bessie L.Mitson, Miss Thelma Gilbert, Miss Anne Ferguson, Mr.Keith J.Hall.Mr.Frank A.Trecartin, Mr.Winston Frank Prangley, Mrs.Siona Piché, Miss May Scott, Mrs.Marion M.Beerwort, Miss June Marie Holland, Miss Anne Lillian MeNeil-Smith.Mr.J.Clifford Moore, Miss M.McDowell, Mr.R.H.Smith, Miss Alice Fuller, Mr.H.A.Gourley, Mrs.S.E.MacEwen, Miss J.S.Simpson, Miss Hazel Ireland, Miss Doris Ball, Mrs.& i.Smith, Miss Sheila Reid, Mr.Patrick Orpen, Miss Annie ook.Dr.Patricia Anne Solberg, Mrs.Lena McGee, Mrs.Agnes Morrison, Mrs.Mary Wood, Mrs.Florence Coates, Mrs.Lillian Olson, Mrs.Margaret Mayhew, Mrs.Millicent Caswell.Mr.Earl Y.Templeton, Mr.Charles.Elie Amyot, Mr.Robert Paul Chodat, Mr.Kenneth Elliot, Mr.Edward Philip Field, Mr.Ian Knowlton Hume, Mr.Donald C.Muller, Mr.John Newton Rosevear, Mr.Arnold P.Ryder, Mr.Geo.Brenton R.Sanford, Mr.Algernon G.Theriault, Mr.Edward A.Todd, Miss Jean Annand, Miss Barbara Anne Buck, Miss Sylvia Burton, Miss Betty Lou Chapman, Miss Jessie C.Cockerline, Miss Lila Colpitts, Miss Olive Hibbard, Mrs.Margaret E.Johnston, Miss Florence A.Keene, Miss Ethel LeBrocq, Miss Rebecca J.McIntyre, Miss Dorothea E.MacKay, Miss Eileen Montgomery, Mrs.Florence I.Nourse, Mrs.June Organ, Mrs.Phyllis E.Powell, Mrs.Florence E.Ray, Mrs.Nellie C.Ross, Mrs.Freda A.Savage, Miss Barbara H.Smith, Miss Rhita J.Standish, Miss Marie I.Stewart, Miss Sylvia M.Underhill, Miss Bertha M.Wilde, Mrs.Grace Walker.Mr.J.Lee Heath, Mrs.Verna Gilbert Cotnoir, Miss Jean P.Donaldson, Miss Alice L.Parker, Mrs.Ethel M.Davis, Miss F.Marjorie Waldron.Mr.G.W.Buchanan, Mrs.Hazel Burns, Mrs.Muriel V.Barter, Miss Louisa Elliott, Mrs.Pauline McVetty.Mr.John Wood, Miss L.Grace Shufelt, Mrs.Velma Bell, Mrs.Ruth Bibby, Mrs.Alice Fulford, Mrs.Hilda Luce, Mrs.Edith Shufelt, Miss Marion Phelps, Miss Madelene Wells, Mrs.Mary McCuthcheon, Mrs.Bernice McClatchie, Mrs.Olive Lead, Miss Doris Welch, Mr.Gordon Bown, Mr.Alfred Rubens, Miss Isabelle Brouillet, Miss Patricia Saunders, Miss Margaret Mc Vittie.Mr.Norman A.Todd, Mr.M.W.Johnston, Mr.A.Sutherland, Miss Esther M.England, Mrs.Muriel MacGibbon, Miss Norma Knowles, Miss Florence Findlay, Mrs.Mary Moffat, Miss Muriel Riley, Mrs.Kathleen Todd, Miss Y.Richardson, Miss Constance Dunn.Mr.R.Barton Carr, Mrs.Agnes MacLean Scott, Mrs.G.Lillian Weston, Mrs.Mabeth McKeon, Mrs.Myrna MacAulay. 242 GRANBY: HOWICK: HUDSON: HUNTINGDON: KENOGAMI: KNOWLTON: LACHUTE: LAKE OF TWO MOUNTAINS: LA TUQUE: LENNOXVILLE: MACDONALD: THE EDUCATIONAL RECORD Mr.Malcolm J.Dunsmore, Miss Elsa Lois Boyle, Mrs.Helen - Campbell, Miss Janet Helen Stuart Rose, Miss Pauline Alice Dow, Miss Roslyn June Vaincourt, Miss Maud Estella Primerman, Mrs.Christina E.Armour, Miss Elizabeth Grace Ross, Mr.Charles Ryerson Stewart, Mr.John Alfred Turpin, Mr.John David Savage, Miss Patricia Mae Kitson, Miss Shirley Marietta C.Watt, Miss Lois Patricia Saunders, Mr.Wilfred Langley Anderson.Mr.H.W.Welburn, Mrs.Una E.Gruer, Miss Jean E.McMahon, Mrs.Margaret Graham, Miss S.E.Mackenzie, Mrs.M.G.Thornton, Mr.Robert G.Cram, Miss Edith Bissett, Mr.H.W.Salisbury.Mr.Donald S.Rattray, Mrs.Sara C.Lane, Miss Margaret I.Johnston, Miss Vivienne Bible, Miss Lorna M.Henderson, Mrs.Gertrude Mathews, Miss Olive D.Hunt, Mrs.Margaret A.Howlett, Miss Margaret E.Hamilton, Miss Judith W.Smith, Mr.Harold C.Frizzell, Miss Alana G.Reid, Miss Elizabeth Maw, Mrs.Mary Eileen Waldron, Mr.Hugh W.Stevenson.Mr.Harold Cook, Miss Freda Howil, Mr.Harry Salisbury, Miss Bertha Heikkinen, Miss Arline MacIntosh, Mrs.Boyce Ruddock, Mrs.Calvin Baskin, Mrs.Ruth MacLean, Miss Mabel Mac- Millan, Mrs.Francis MecCracker, Mrs.Allan Mack, Miss Mary Pringle, Mrs.Mary Robb, Mrs.Marjorie MacGregor, Mrs.Marion rown.Mr.F.D.Heath, Mr.G.Wilkinson, Miss J.MacKinnon, Miss L.Smith, Miss S.MacLaren, Miss E.Moore, Mrs, O.Wilson.Mr.J.Edward Perry, Miss Muriel Horner, Miss Gwyneth Stapleton, Mrs.Muriel Carmichael, Miss Jean Tracy, Miss Amy Corrigan, Miss Marjorie Lewis, Mrs.Laura Wright, Miss Gwen Smith, Miss Joyce Tingley, Miss Beverly Corey, Miss Shirley Soule, Mrs, Kathleen Call, Mrs.Christine Hadlock, Miss Winnifred White, Miss Ethel Nesbitt, Miss Eleanor Shepherd, Miss Dorothy Hoyt, Mr.Stanley Hardacker, Mr.Clark Kemp, Mr.Merton Tyler, Mr.Glendon Brown, Mr.Filmore Sadler, Mr.Bruce Kirwin.Mr.F.H.J.Royal, Mr.Austin E.Thompson, Mr.Shirley E.McKyes, Mr.Burton A.Millar, Mr.Russell J.Burton, Mr.Robert N.Wyse, Mr.John C.Hawes, Mr.H.Keith Russell, Mr.Arne Petersen, Mr.Robert W.Bailly, Miss Barbara Vrooman, Mr.James Martin, Miss Melba McBain, Miss Jean Catterson, Miss Elizabeth Stanton, Miss Helen Kenney, Miss Marion Mac- Lachlan, Mrs.Mabel McDonell, Mrs.Elva Armstrong, Mrs.Doris M.Robinson, Mrs.Alma Walker, Mrs.Enid K.Dixon, Mrs.Ethel Hay, Mrs.Catherine Cousins, Mrs.Ruth E.Graham, Miss Gertrude McMahon, Miss Grace McMahon, Miss Jocelyn Wickenden, Mrs.Norma Rogers, Mr.Kenneth A.Dixon.Mr.D.Staniforth, Miss Vivian Barker, Miss Marion Dixon, Miss Florrie McCrae, Mrs.Pearl Clarke, Miss Ferne Zwicker, Miss Jean McAdam, Mrs.Caroline French, Mrs.Pamela Johansen, Miss Isobel McOuat, Miss Sylvia Cleveland, Mrs.Reta Staniforth, Mrs.Anne Cameron, Mr.J.A.Allwright, Mr.Donald Potts, Mrs.S.R.Crone, Mr.Mrray Baldwin, Mr.Carl Jackson, Miss Dorothy Kidd, Miss Norma Cartledge, Mr.G.A.Vail.Mr.Roy A.Kennedy, Miss Mary Bisson, Mrs.Edna Cooper, Mrs.Bertha Martin, Miss Marion McCrae, Mr.Alexander T.ayne.Mr.Everette E.Denison, Miss Eileen M.Ennals, Mrs.Marguerite C.Knapp, Mrs.Ruth M.Reed, Mrs.Truth R.Nugent, Miss Dorene F.Bennett, Mrs.Ruby M.Robinson, Mrs.Ruth Vaughan, Mrs.L.Joyce Booth, Mrs.Marion E.Brown, Mrs.Muriel ¥.Mayhew, Mrs.Florence I.Willard, Miss Irene E.McFeeters, Mrs.BE.Doreen MacLeod, Miss G.Jean Stewart, Miss Esther L.Farnsworth, Miss Lyndall R.Jackson, Mr.Ronald R.Brigden, Mr.Gordon W.E.McElroy, Miss Althea E.Cave, Mrs.Ella F.Hoy, Mrs.Bertha Allen Bell, Mrs.Rosamond S.Grooms.Mr.Malcolm Davies, Miss Olive Hartley, Miss Ruth Sprenger, Mrs.Marjorie Whitman, Mrs.Donald Edward, Miss Irish Heusser, Mrs.Anne Mitchell, Mrs.John Evans, Miss Linda Craig, Mrs.Wm.McRae, Miss Joan Dix, Mr.Roger Malboeuf, Mr.Harold Smithman, Mrs.Fred Heslop, Mrs.Christie Cook, Mr.Murray Ellison, Miss Ruth Evans, Mr.James Haughton, Miss M.T.Young, Miss Grace Revel, Miss Margaret Rice.RIAN PERRET SES INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1952-1953 243 MAGOG: NEW CARLISLE: NORANDA: NORTH HATLEY: ORMSTOWN: PERCIVAL COUNTY: QUEBEC: RICHMOND: RIVERBEND: STE.AGATHE: SAWYERVILLE: SCOTSTOW N: SHAWINIGA N FALLS: SHAWVILLE: Mr.Stephen J.Olney, Mrs.Doris Fidler, Miss Margaret Boom- hour, Miss Agnes Davidson, Mrs.Jennie Ross, Miss Lois Gordon, Mrs.Mary Roberts, Miss Muriel Corey, Miss Leola Stark, Miss Carlotta Perkins, Miss Mildred Parsons, Miss Edith Patterson, Mr.W.C.MecCullogh, Mr.Cecil E.Robinson, Miss Evelyn Stevenson.\u2018 Mr.Lawrence St.J.Belford, Miss Joan Coull, Mrs.Cecil LeGrand, Miss Helen Hall, Miss Betty LeMaistre, Miss Lulu LeBrocque, Miss Leila Scott, Miss Mary Dimock, Miss C.Evelyne Dimock, Mrs.Isabella Ward.Mr.R.Walter Rowse, Mr.Donald F.R.Wilson, Mrs.Winnifred B.Rowse, Mr.Paul A.J.Irwin, Miss Eunice M.Tannahill, Mr.William H.Tuke, Mr.G.H.Vaughn Naylor, Miss Grace M.Beaton, Mr.William E.Marshall, Mrs.Muriel B.Hyndman, Mrs.Marjorie J.Kelly, Miss Lillis E.Baker, Mr.E.Crandall Bockus, Mr.Andrew Emmett, Mr.Charles H.Bethel, Mrs.Edith M.Lockyer, Miss Olive E.Stewart, Miss Rose Simbirski, Mrs.Herbert E.Bashaw, Mrs.Winnifred C.Rivett.Mr.W.W.Heath, Mrs.Helen Pike, Mrs.Evelyn Fearon, Miss Alice Blenkhorn, Mrs.Doris Little.Mr.Eric A.King, Miss Lorraine McOuat, Mrs.Anne Taylor, Miss Elaine Merdith, Miss Miriam Agnes, Miss Elaine Coffin, Mrs.Willa Hooker, Mr.J.Allen Young, Mrs.Viola Gage, Mr.Stanley B.Gage, Mrs.Ruth Lindsay, Miss Shirley Cumming, Mr.Arthur W.White.Mr.Gilbert Gessell, Mr.J.A.Gaudet, Mr.J.A.Gosselin, Mr.J.Marshall, Mrs.Joyce Mongeon, Mrs.E.Rogers, Mr.C.Rogers, Miss E.Saunders, Mr.K.T.Smythe.Mr.D.S.McMullan, Mr.R.C.Amaron, Mr.D.V.H.Cuming, Mr.T.A.Cleland, Mr.C.L.Dickson, Mr.J.R.Harlow, Mr.R.D.Hutchison, Mr.G.R.P.Lawrence, Mr.W.R.Langlay, Mr.A.D.Lennon, Mr.A.A.MacMillan, Mrs.I.R.Barras, Miss A.J.Bullard, Mrs.T.A.Cleland, Miss H.J.Holomego, Miss J.S.MacLeod, Mrs.W.G.Price, Miss M.J.R.Mitton, Miss G.D.Smith, Miss N.G.Lyster.Mr.L.F.Somerville, Miss Marion Anderson, Mr.Robert B.Brown, Mr.M.J.Butler, Mr.K.H.Annett, Mr.D.H.Hill, Miss Norah Moorhead, Mrs.Lillian McFaul, Miss Viola Noble, Mrs.Hazel Newell, Mrs.Joyce Husk, Mrs.Winnifred Alexander, Mrs.Inez Fallona, Miss Rith Husk, Miss Joan Johnston, Mrs.Jessie Fraser, Mrs.Ruth MacDonald Lemoine, Miss Elaine Barrington, Mrs.Helen Brown, Mr.Alfred Bishop, Mr.A.L.Smith, Mrs.J.Barrington.Mr.Stanley N.Pergau, Miss Marion S.Burt, Mr.Charles Belle-Isle, Mrs.Eva T.Belle-Isle, Mrs.Jean C.Pergau, Mrs.JE.Branch, Mr.E.Laliberté.Mr.J.H.Jacobsen, Miss G.May Doherty, Mrs.Viola Elder, Miss Bernadette Muncey, Mr.Gordon F.Warner, Mr.G.Richard Keirstead, Mr.Bruce P.Smaill, Miss Allene Archibald, Miss Liette Deleuze.Mr.Thayne McGilton, Miss Sheila Bell, Miss Phyllis Boss, Mrs.Olive Twyman, Miss Elsie Boyes, Miss Ursula Bozer, Mrs.Lloyd French, Mrs.Jack Murray, Mrs.Frances Smith.Mr.Clifton M.Leney, Miss Audrey Blenkhorn, Mrs.Marion Goodwin, Mrs.Eleanor MacDonald, Miss Jane C.Higginson, Mrs.Hilda S.MacRae.Mr.G.Arnold McArthur, Miss Adele Greer, Mrs.Kitty Kiar, Miss Marylene Fritch, Miss Mary Whyte, Miss Doris I.Sarrasin, Miss Florence Fraser, Miss F.Vivien Farmer, Miss Elizabeth Macklem, Miss Hazel Brown, Miss Florence McCurdy, Mrs.Muriel Haddeland, Miss Agnes McMahon, Mrs.Marjorie Lang, Mr.J.E.Fisher, Mrs.Annie Bulman, Mr.George Stewart.Mr.John A.Tolhurst, Mrs.Iva Dale, Mrs.Margaret Thomas, Mrs.Zilpha Corrigan, Miss Beulah Findlay, Mrs.Pearl Smith, Miss Orla Mee, Mrs.Iva Armstrong, Miss Margaret Horner, Mrs.Robina Richardson, Mrs.Dorothy Jeakins, Miss Clara Strutt, Mrs.Margaret Campbell, Miss Dorothy Van Horn, Mr.Ross White, Mr.Ruthven MacLean, Miss Frances Murdoch, Mr.Harry MacKrith, Miss Hazel Flett, Mr.John Lamond, Mrs.Olive MacLean. 244 SHERBROOKE: STANSTEAD COLLEGE: SUTTON: THETFORD MINES: THREE RIVERS: VALLEY FIELD: WATERLOO: BARON BYNG: HIGH SCHOOL FOR GIRLS: THE EDUCATIONAL RECORD Mr.Wright W.Gibson, Mr.E.W.Porter, Mr.G.A.Rockwell, Mr.R.L.Gale, Mr.A.M.Miller, Mr.J.R.Beattie, Mr.A.M.Brown, Mr.Horst Rothfels, Miss Marjorie Crawford, Mrs.Enid Beattie, Mrs.Doris Conley, Miss Elizabeth Hennigar, Miss Enid Hopper.Dr.Errol C.Amaron, Mr.A.A.Ariano, Mr.D.Ross Firth, Mr.A.P.Gordon, Mr.K.R.Graham, Mr.D.McG.Hackett, Mrs.M.W.Johnston, Mr.Harry F.Long, Mr.Lloyd C.Mac- Pherson, Mr.F.H.Stanton, Mrs.Hugh McClary, Mrs.R.H.Fuller, Mrs.W.T.Greer, Mrs.N.Gurr, Miss J.V.Harris, Miss N.E.Kelley, Miss S.M.Rozel, Miss Y.Stevenson, Mr.A.D.Jones, Miss J.Davis, Miss M.C.Masters, Mrs.M.B.Smith.Miss K.Harper, Mrs.A.Bidwell, Mrs.K.Royea, Mrs.H.Hastings, Miss H.Vail, Miss M.Berdey, Mrs.E.Gatenby, Mrs.K.Keefe, Mrs.C.Church.Mr.S.L.Hodge, Mrs.Annie A.Hogge, Mrs.Robert Moore, Mrs.Pearl Pharo, Mr.Norman Currier, Mr.Norman Bradley, Mr.John A.Visser.Mr.P.N.Hartwick, Mrs.Elsie MacPherson, Miss Eleanor Labonté, Miss Mabel Young, Miss Elaine Evans, Mrs.Alice Muir, Miss Margaret Wood, Miss Margaret Brown, Miss Mary Harrington, Miss Evelyn Brown, Mrs.Verna Stovold, Mrs.Elizabeth Morse, Mrs.Lottie Bradley, Mr.Donald Nelson, Mr.Ross Goldie, Miss Emily Wolfkill.Mr.John À.Ferris, Miss G.L.Getty, Mr.John C.Gaw, Miss Ivy C.Whalley, Miss C.L.Elliot, Miss A.E.Reddick, Mrs.O.M.Spacey, Miss E.J.Bartlett, Miss Shirley W.McNicol, Miss S.J.Brown, Mrs.E.M.Cooper, Mrs.B.Peck, Mrs.Alberta Ferris.Mr.O.T.Pickford, Miss Janice Clark Miss Margaret Salisbury, Miss Isabel Wanzer, Mrs.Clara Boyd, Miss Wilma Beattie, Miss Elizabeth McNeilly, Mr.Kenneth Lee, Miss Janet Galbraith, Mr.John Chapman, Mr.Warren Reid, Mrs.Marian Hamilton, Miss Elizabeth Griffin, Mr.John Black, Miss Shirley Watt.Mr.G.F.Henderson, Mr.G.H.Taylor, Mr.S.Armstrong, Mr.John F.Austin, Mr.Arnold D.Bent, Mr.James C.Calder, Mr.George M.Cameron, Mr.Donald S.Dufty, Mr.John Wm.Dunn, Mr.Herman Albert Ebers, Mr.Neil D.Farquharson, Mr.Elwood W.Fletcher, Mr.Ross H.Ford, Mr.Robert W.Herring, Mr.Edward P.Hoover, Mr.Thomas H.G.Jackson, Mr.William E.Jones, Mr.Arthur J.Latham, Mr.George D.Lessard, Mr.Walter V.Lewis, Mr.Oswald J.Lummis, Mr.Arch Magee, Mr.James K.McLetchie, Mr.Rosmore H.Ransom, Mr.Amos Saunders, Mr.Richard Shaw-Wood, Mr.Malcolm, E.Smith, Mr.Baxter G.Spracklin, Mr.William 8.Watson, Mr.David N.Zweig, Mrs.Ida Clarke, Mrs.Mildred Eisenberg, Mrs.Molly Golberg, Mrs.Maude Graham, Miss Amelia Hecht, Miss Frances D.Katz, Miss Eileen F.Keane, Mrs.Vida Keyworth, Miss Elizabeth P.Mott, Miss Dorothy A.Posner, Miss Janet E.Ryan, Miss Sophie Schwartz, Mrs.Sylvia Shapiro, Mrs.Leah Sherman, Miss Estelle H.Steinberg, Mr.James Briegel, Mrs.Evelyn Cohen, Mr.Morris Rohrlick.Miss E.Christine Rorke, Miss Dorothy J.Ross, Miss M.Erma Nelson, Mr.James T.Allan, Miss E.Doris Bain, Miss M.Edith Baker, Miss L.Hope Barrington, Mrs.Doris E.Boothroyd, Miss Florence G.Clarke, Miss Laura S.Davis, Miss F.Margaret Dick, Miss B.Hazel Drew, Miss Violet L.Duguid, Mr.William M.Firth, Miss Kathleen Flack, Miss Charlotte L.Forster, Miss Gladys M.Fraser, Miss Margaret I.Garlick, Miss Iris M.Hamilton, Mr.A.H.H.Hankinson, Miss Eileen B.Hutchison, Miss Nora F.Irwin, Miss Kathleen E.Johnson, Miss Muriel A.Keating, Miss F.Elizabeth Kemp, Miss Anna V.C.Kerr, Miss Kathleen Lane, Miss Barbara A.Lax, Miss Edith G.Lynch, Miss B.Jean MacDonald, Miss Mona G.MacLean, Miss Irene S.J.Martin, Miss Elizabeth Massy-Bayly, Miss Dorothy A.Mathewson, Mrs.Marion A.Mayhew, Miss F.Irene McLure, Miss Bertha H.McPhail, Miss Alice E.Miller, Miss Mona Morley, Miss Phyllis J.Mott, Miss Edith Petrie, Miss Madelyn Robinson, Miss Thelma M.Rough, Miss Ruby E.J.Smith, Mr.James B.Speirs, Miss Winifred Thompson, Miss M.Phyllis Vallotton, Miss Frances E.Watson. INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1952-1953 245 HIGH SCHOOL OF MONTREAL: LACHINE: MONTREAL WEST: MOUNT ROYAL: ROSEMOUNT: Mr.Gordon H.Heslam: Mr.J.Douglas Campbell, Mr.Robert M.Calder, Mr.Richard F.Callan, Mr.J.Bryce Cameron, Mr.Norman A.Campbell, Mr.Louis-Ubald Carbonneau, Mr.A.Roy Chesley, Mr.J.Howard Ciley, Mr.Arthur S.Cockhill, Mr.G.Kenneth L.Doak, Mr, James G.Eaton, Mr.Henry G.Ferrabee, Mr.George Gay, Mr.I.Foulkes Griffiths, Mr.Lorne D.Hamilton, Mr.Brenton M.Holmes, Mr.Jack E.Irwin, Mr.Wm.C.Jacobson, Mr.Thomas M.Kerr, Mr.Norman J.Kneeland, Mr.Douglas Kneen, Dr.Harry D.Lead, Mr.John R.Le Roy, Mr.Lyle C.Lighthall, Mr.Stanley G.Lumsden, Mr.Douglas M.Lunan, Mr.T.Grant MacGregor, Mr.Ian McKay, Mr.Alfred T.Mec- Kergow, Miss Hazel McMillan, Mr.Wm.S.Murray, Mr.Wm.R.Osterman, Mr.John N.Parker, Mr.Keith S.Pitcairn, Mr.C.A.Irving Racey, Mr.Robert L.Reeves, Mr.James Scott, Mr.George R.Stacey, Mr.George L.Thomson, Mr.Louis Tomaschuk, Mr.Wm.S.Trenholm, Mr.Fred S.Urquhart.Mr.Kiel H.Oxley, Miss Margaret Armstrong, Mrs.Jean Pilon, Mr.Kenneth A.Bugden, Miss Elizabeth Bunting, Mr.John R.M.Byers, Mr.V.Stanley Carr, Miss Barbara Church, Miss Mary B.Craze, Mr.Edgar Davidson, Mrs.Edna P.Farrell, Mr.Kenneth R.Freeman, Miss E.Mabel Hetherington, Miss A.Kathleen Keith, Miss Helena D.Keith, Miss Marion A.Keith, Miss Annie M.Kenworthy, Mr.T.Douglas Kneen, Miss Martha G.Laurin, Mr.E.Wyatt Johnston, Mr.Fred.L.McLearon, Mrs.Jenny L.McRae, Miss Joy Muir, Miss Alma E.Murchie, Mr.S.Stanley Nason, Mr.Gordon A.Potter, Mr.Eric W.Robinson, Mr.Czeslaw V.Sadko, Mr.Ernest R.Spiller, Mr.Allan D.Talbot, Mrs.Bertha Temple, Mr.Donald G.Wallace, Mrs.Lillian Weldon, Miss Kathleen M.Willett, Mr.Glenn L.Wood.Mr.Otto G.Parsons, Mr.Basil C.White, Mrs.B.Joy Murray, Mr.Bernard N.Shaw, Mr.Victor L.Doleman, Miss B.Tate, Mr.Dugald R.Sarty, Miss Grace E.Henry, Mr.Henry J.Miles, Mrs.Frances Gulliksen, Mr.Arthur E.Larivière, Miss Margaret C.Craze, Mr.Gordon Makin, Miss Dorothy E.Somers, Miss Lorna W.Allen, Miss Joan Marsters, Mrs.Mary C.M.Hendry, Mr.Earle S.Thomas, Miss Mary E.Rodger, Miss Barbara Ross, Miss Erma H.Vibert, Miss Eleanor M.Young, Mrs.Mina Snyder, Mrs.M.Olive Barter, Mrs.Munford (Miss Barbara Reeves), Mrs.D.Maie Wright, Miss Dora Almond, Miss Joan Rostron, Mrs.Winona Driscoll, Dr.Edward C.Powell, Miss Isobel McEwen, Miss Beryl E.Field, Mr.Roy E.Norman, Dr.Drummond Wolff, sss Geneva A.Jackson, Mr.Arthur Wilkinson, Mr.Donald R.tevenson.Mr.George Brown, Mr.Gordon L.Drysdale, Mr.R.G.Anderson, Mr.R.Cecil L.Brownlee, Dr.Donald W.Buchanan, Mr.James C.S.Crockett, Mr.Henry Ernest Dinsdale, Mr.Eric Essex, Mr.William T.Fish, Mr.Thomas N.Hardie, Mr.Gerald F.H.Hunter, Mr.Charles N.James, Mr.James C.Logan, Mr.Francis W.MacRae, Mr.Birdie Marcus, Mr.W.Douglas McVie, Mr.Hugh J.Purdie, Mr.Arthur R.Scammell, Mr.J.N.B.Shaw, Mr.L.Douglas Smith, Mr.Edward Storr, Mrs.Phyllis Bennett, Miss Mary F.Cameron, Mrs.E.R.Dora Chicoine, Mrs.Aldeth E.Clark, Miss Irene W.Dombroski, Miss Jean M.Gwynne, Miss Claire E.Harrison, Mrs.T.Barbette Marwick, Mrs.Lillian G.Melrose, Miss Beryl A.Munro, Miss Mary Patterson, Miss Marjorie B.Sellars, Miss Doris Welham, Mrs.Phyllis V.Wright, Miss Alice O.Theobald, Mr.C.C.Awcock, Miss Helen Brown, Mr.D.F.Cochrane, Mr.W.H.Findlay, Miss Alice Horobin, Mr.J.A.Howden, Dr Harrison Jones, Miss N.E.McCarthy, Miss E.M.Palmer, Mr.J.J.Sims, Miss E.Walbridge.Mr.Thomas M.Dick, Mr.Ronald W.L.Hagerman, Miss Mary Aboud, Mr.A.David Arthurs, Mrs.Irene Arthurs, Miss Patsy Atsalinos, Mr.Angelo E.Bartolini, Mr.C.Howard Bradford, Miss Mabel Brash, Mr.Scott Brown, Miss Alice Bruce, Miss Laurette Campbell, Mr.Lewis D.Conway, Miss Rita DePierro, Mr.H.Malcolm Doak, Miss Grace Dupré, Miss Annie Findlay, Miss Mary Ford, Mr.Gordon Fraser, Miss Mary Fuller, Miss Gladys E.Hambleton, Mr.Sydney R.Hamilton, Miss Menna Hughes, Mr.William C.Jacobsen, Mr.Ribton Colin Jonas, 246 + ST.LAURENT: STRATHCONA ACADEMY: STRATHEARN: VERDUN: WEST HILL: THE EDUCATIONAL RECORD Mr.Robert S.Kneeland, Mr.Robert Kouri, Miss Corinne Lamert, Miss J.Lucille Lefebvre, Miss Clara B.Lockhart, Mr.W.Laurence MacDonald, Mr.Colin Mackie, Mr.George Marcus, Mr.Douglas L.Marsland, Mr.Albert B.Mason, Mr.Wilbert E.McCurdy, Mr.Donald A.McLean, Mr.William P.Melnyk, Mr.Chesley Milley, Mr.Robert J.Mullins, Mr.Hugh Munroe, Mr.Hugh M.Patton, Miss Margaret Perowne, Miss Eileen Reid, Mr.George Shearman, Miss Gladys Smirle, Miss M.Grace Smith, Mr.George R.Stacey, Mr.Thomas Stewart, Mr.John H.Taylor, Miss Harolyn Wilson, Miss Rosalene Zahalan.Mrs.Mabel A.Perry, Miss Florence Adams, Mr.Brian Cleary, Mrs.Martha D.Crawford, Miss L.Anne Drury, Miss Jane A.Elliot, Mr.W.Ross Elliott, Mrs.Eunice C.Farrant, Miss M.Grace Glynn, Mr.Kenneth W.Holmes, Mr.Stanley Kis, Miss Anna M.Marshall, Miss Shirley K.Moreland, Mrs.Ethel M.McCormick, Miss Shirley R.Moss, Miss Freda M.Parker, Miss Marilyn K.Peters, Miss Dorothy N.Richardson, Miss Isobel P.Richardson, Miss Shirley I.Scott, Miss Joyce N.Tubman, Mr.H.Lyndon Walsh, Mrs.Marjorie H.Watt, Mr.Douglas J.Wiliams.Miss M.Cameron Hay, Mrs.Madeline Aitken, Mr.Herbert W.Biard, Mr.Reginald H.Bott, Miss Julia E.Bradshaw, Mr.Fred W.Cook, Mr.William I.Cook, Mrs.Suzanne Cooper, Miss Betty Lou Cowper, Miss Gladys A.Cullen, Mr.Stewart A.Davidson, Mr.Ernest W.V.Deathe, Mr.Ralph J.Eaton, Mr.Robert T.B.Fairbairn, Mr.Murton D.Gile, Miss Gladys E.Hibbard, Miss Jeanette Ippersiel, Mr.G.Clifford Johnston, Mr.Herbert, W.Jordan, Miss Muriel Kerr, Mrs.Anne Lindsay, Mr.William Lindsay, Mrs.Gwendolen E.Lough, Mrs.Louise McCuaig, Mr.G.Lawrence McCutcheon, Mr.George D.McKiel, Miss Barbara McPherson, Mrs.Helen Mackey, Miss Elizabeth Osgood, Miss Dorothy M.Roberts, Mr.M.Allison Ross, Mr.Andrew R.M.Roy, Mr.Willis F.Russell, Miss Audrey Speirs, Mr.William G.8.Stafford, Miss Edith M.Swanson, Miss Margaret XK.Swanson, Almeda E.Thompson, Mr.Clifford J.Udell, Miss Frances M.Wallace, Mr.Roland J.Wensley.Mr.Charles B.Ogden, Mrs.Helene A.Britt, Miss Amy F.Brown, Mr.Leslie J.B.Clark, Mr.Arthur S.Cockhill, Miss Annie Crack, Mrs.Helen Demuth, Miss Mary E.Dumbell, Lighthall, Mr.Stanley G.Lumsden, Mr.Douglas M.Lunan, Mrs.Rose Gold, Miss Dorothy Goldstein, Mrs.Dorothy C.Hardie, Mr.Lloyd G.Hopper, Mrs.D.Patricia Johnston, Mrs.Zelda J.Litovsky, Mrs.Evelyn W.Leedy, Miss Flora Macdonald, Miss Hope F.Martin, Miss Marguerite Martin, Miss Lorna Mowat, Miss Mildred M.McArthur, Miss Margaret M.McOuat, Mrs.C.M.Mildred Pellowe, Miss Marjorie E.Pick, Mrs.Rena Richardson, Miss Eldah H.Rosedale, Miss Rose E.Schwisberg, Miss Margaret D.Smith, Miss Rose Lynn Stillman, Miss Marjorie S.Streit, Miss Ethel Thompson, Mrs.Alice S.Walker, Miss Frances Whiteley.Dr.H.E.Grant, Miss M.R.Dodds, Mrs.M.R.Clarke, Mr.C, E.Stirling, Mr.R.Mercer, Mr.A.H.Jones, Mr.E.Jousse, Miss K.E.Bradwell, Miss S.K.Lendon, Mr.J.H.Fransham, Miss F.Cole, Mr.L.C.Leslie, Miss D.Dugan, Mr.M.Craig, Miss A.Hamilton, Miss E.M.Coveydue, Miss A.O.Jackson, Mr.A.C.Ironside, Mr.G.S.Tomkins, Mr.A.M.Smith, Mr.A.E.Holloway, Mr.F.Owen, Mr.T.Jones, Miss M.K.Morrison, Miss J.M.N.Snyder, Mr.A.G.Donaldson, Mr.G.O.Lee, Mr.R.C.Oulton, Miss A.McPhail, Mr.A.P.Watson, Miss H.B.Ferguson, Mr.P.M.Mulock, Miss A.E.McMonagle, Miss G.P.Pinneo, Mr.D.G.Cumming, Mr.K.R.Cunningham, Miss M.Watt, Miss G.G.Markwell, Miss M.H.Laird, Miss J.A.Forster, Miss M.Mitchell, Mr.L.W.Blane, Mr.G.B.Gilmour, Mr.O.E.White, Mr.R.S.Patterson, Mr.A.T.Spilker, Mr.E.C.McCurdy, Miss R.A.M.Sheppard, Mr.H.E.Wright.Mr.Leonard Unsworth, Mr.J.Franklin Shupe, Mr.C, P.Batt Mr.Ernest C.Carter, Mr.Thomas S.C.Christmas, Mr.Earl E.C.H.Corey, Mr.William D.Y.Doyle, Mr.Peter R.Duncan, Mr.Robert D.Ewing, Mr.Harold R.W.Goodwin, Mr.Gavin T.P.Graham, Mr.James H.Greig, Mr.Lee D.Hutton, Mr. ua TOUS ENS -\u2014 mes me INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1952-1953 247 WEST HILL Cont'd.WESTMOUNT JUNIOR: WESTMOUNT WESTWARD: Jack W.Jardine, Mr.Gilbert M.King, Dr.Gordon M.LeClaire, Mr.Orlo E.Lewis, Mr.Harry D.Morrison, Mr.Norman E.Pycock, Mr.Robert F.Rivard, Mr.Wm.J.Sargeant, Mr.Roderick C.Saunders, Mr.Malcolm M.Stanley, Miss Amy M.Collie, Miss Mildred M.Couper, Miss Phyllis Eastman, Miss Grace A.Fletcher, Miss Muriel J.Graham, Miss Elizabeth MacLeod, Miss Margaret MacNaughton, Miss Muriel E.Martin, Mrs.C.Grace E.McCullagh, Miss Wilma K.McGuire, Miss Joyce E.McClelland, Miss Christina M.Morton, Miss M.H.Joy Oswald, Miss Muriel Prew, Miss Evelyn C.E.Wilson, Mr, Alan Aitken, Mrs.Evelyn M.Cohen, Mr.Albert Spilker, Mr.John G.Ring- wood, Mrs.Ann Tucker, Miss Mary E.Baker, Miss Olive A.Parker, Mr.Arthur Macumber, Mr.Earl McCurdy, Mr.Wm.Searle, Mr.Murray MacFarlane, Miss Eileen Phelan, Miss K.Mollie Gilmore.: Mr.R.L.Steeves, Mr.H.W.Atwood, Mr.J.M.Bovyer, Mr.M.Calvert, Mr.D.H.Chodat, Mr.W.Coombes, Mr.E.G.Finley, Mr.F.N.Fleming, Mr.R.T.Germaney, Mr.K.Hill, Mr.H.T.Johansson, Mr.D.McOuat, Mr.K.H.Murray, Mr.W.H.Nickels, Mr.M.J.Oke, Mr.G.Pollock, Mr.J.Stracina, Mr.B.M.Stark, Mr.H.Stratton, Mr.H.Stutt, Mr.D.T.Tren- holm, Mr.M.Turner, Mrs.L.Baird, Mrs.W.Davies, Miss V.Davis, Miss L.Davison, Miss H.Douglas-Murray, Miss M.Eaton, Mrs.L.Hollinshead, Miss V.Jamieson, Mrs.L.Lancey, Miss B.Lane, Miss D.Lawlor, Miss C.Mackenzie, Miss M.MacKay, Miss B.Mathews, Miss D.Smith, Miss D.D.Smith, Miss R.Smith, Mrs.R.Stuart, Miss E.Wales.Mr.R.O.Bartlett, Mr.A.M.Bernard, Mr.A.Buckmaster, Mr.L.Davies, Mr.P.F.Dyck, Mr.W.Horsnall, Mr.E.A.Hutchison, Mr.D.Lawley, Mr.G.Mitchell, Mr.D.M.McRae, Mr.J.Patrick Mr.R.Peck, Mr.B.S.Schaffelburg, Mr.D.M.Smith, Mr.E.W.Smith, Mr.J.K.Snyder, Mr.R.Sharp, Miss G.Banfill, Miss M.Dyke, Miss.R.Hopkins, Miss D.King, Mrs.A.MacKay, Miss J.MacMillan, Miss A.Ross, Miss R.Sherman.Mr.C.G.Hewson, Mr.G.F.Savage, Mr.E.G.Lessard, Mr.T.Abrahamsen, Mr.H.C.Caley, Mr.K.Farquharson, Mr.R.A.Field, Mr.C.J.Grant, Mr.D.J.M.Hughes, Mr.A.Kalpakis, Mr.P.W.W.Lane, Mr.H.O.Purdy, Mr.A.A.R.Ramsay, Mr.E.A.Robinson, Mr.H.M.Stewart, Mr.L.A.Ward, Mr.W.Beauprie, Mr.G.H.Elsey, Mr.A.A.M.Henderson, Mr.A.E.C.McCurdy, Mr.M.Rohrlick, Mr.Lewis V.Elvin, Miss E.M.Blickstead, Miss E.E.Eichenbaum, Miss I.J.Hageman, Miss P.E.Harris, Miss J.Hayward, Miss F.Hecht, Mrs.E.A.Nelder, Miss N.-A.E.Osler, Mrs.E.M.Patterson, Miss J.V.Pepler, Mrs.B.J.Rohr, Miss L.J.E.Wighton, Miss E.M.Winter, Mrs.Joan U.Barry, Miss M.A.Dumbell, Mrs.L.P.Patterson, Miss E.J.McKyes, Mrs.M.I.Sidaway.INTERMEDIATE SCHOOL DIRECTORY 1952-1953 ARUNDEL: BEAUHARNOIS: BEEBE: BELLE ANSE: BISHOPTON: BLACK CAPES: Mr.Melvin A.Graham, Mr.Ronald Goodwin, Mr.Willard Davidson, Mrs.Miriam Cooke, Miss Shirley Wallace, Mrs.Florence Graham, Miss Dawn Huckins, Miss Heather Douglas.Mr.Langdon V.Fuller, Miss Marjorie C.Ness, Mrs.Mary Jane Ward, Mrs.Viola E.Shepherd.Mr.W.Edward Dolloff, Mrs.Lura Rickard, Mrs.Doris Holmes, Miss Marion MacAulay, Mrs.Bernice Crawford, Miss Jacqueline Richards, Mrs.Jessie Smith, Mr.Robert Barras.Mrs.Anna Apps, Mrs.Winnifred V.Duncan, Mrs.Doris B.Element, Miss Nancy A.Trenholm, Miss Martha N.Robertson.Mrs.Flora H.McIntyre: Mrs.Verlie C.Gilbert, Mrs.Edna M.Lunnie.Miss Joan Fairservice, Miss Elizabeth Willett, Miss Shirley wen, 248 BROWNSBURG: CAMPBELL\u2019S BAY: CLARENCEVILLE: DOLBEAU: ESCUMINAC: FARNHAM: FITCH BAY: FRANKLIN: GASPE BAY NORTH: GASPE BAY SOUTH: GASPE VILLAGE: GATINEAU MILLS: GRAND CASCAPEDIA: GRENVILLE: HATLEY: HEMMINGFORD: HOPETOWN: HULL: INVERNESS: KILMAR: MANSONVILLE: MATAPEDIA: McMASTERVILLE: MORIN HEIGHTS: NAMUR: NEW RICHMOND: THE EDUCATIONAL RECORD Mr.G.King Amos, Mrs.Marion Connelly, Mrs.Ruby Kennedy, Miss Anne Jamer, Miss Lily Syvaoja, Mrs.Lulu Dixon, Miss Mary Reid, Miss Lila Primmerman, Miss Jessica Ford, Miss Ruby Primmerman, Mr.Philip Grant.Mr.Algernon F.Crummey, Miss Mary P.Jay, Miss Muriel H.Smith, Mrs.Cora Mae Robinson.Mrs.Doris E.Holzgang, Miss E.Lulu Brundage, Mrs.Violet R.Hislop, Mrs.Jane C.Brown.Mr.J.N.Fortier, Miss Martha L.Fortier, Miss Verna Hall, Miss Gwenyth Allen.Miss Marion Pritchard, Mrs.Myrtle Kerr, Miss Leila Campbell, Mrs.Lillian M.Edwards.Mrs.Martina A.Hill, Miss Muriel M.Hoskins, Miss Marjorie V.Slade, Miss Louise G.Hall.Mr.Carl E.Norris, Miss Ethel Wilson, Mrs.Olive Blampin, Miss Joyce Bockus.Miss Muriel M.Rexford, Mrs.Mabel McCracken, Mrs.Muriel Frier, Mrs.Gladys Reid.Mr.James D.Conway, Mrs.Marion Coffin, Mrs.Hilda Conway.Mr.R.L.R.Overing, Mrs.Wilbert Eden, Mrs.Richard Miller, Mrs.James Jones, Miss Joan Stewart.Miss Marion G.Niven, Mrs.Vera Olsson, Mrs.Mary E.Miller.Mr.Walton L.Snell, Mrs.Gladys D.Cameron, Miss Edith MacCallum, Miss Merle Brown, Miss Isabel MacCallum, Miss Irene Abraham.Mrs.Mary M.Campbell, Mrs.Percy Barter, Mrs.Lila Barter.Mr.A.J.McGerrigle, Mrs.Gloria-Joy White, Mrs.Robina Dumouchel, Miss Eileen Hoare, Mrs.M.E.Whinfield, Mrs.Verna A.Armstrong, Mrs.Myrtle C.Andrews, Mrs.Lillian Murphy, Mrs.Mary K.McGerrigle, Mr.Kenneth Fraser.Mrs.Daisy A.Gibbs, Mrs, Mildred Miller.Mr.Ronald M.Bruce, Mrs.Florence Barr, Mrs.Margaret E.Lindsay, Mrs.Clara Merlin, Mrs.Doris Cookman, Mrs.Marjorie Orr.Mrs.Phyllis D.C.Ross, Miss Eileen Imhoff, Miss Gloria Mitchell Mr.Kenneth W.Hall, Mrs.Lily Stromberg, Miss Erma Little, Mrs.Beatrice Rowe, Miss Margaret Hayes, Miss Bertha Major, Mrs.Hazel S.Sally, Miss Elsie M.Theobald, Miss Ruth I.Wallingford, Mrs.Olive MacIntosh, Mr.Robert S.Shaver, Mr.Rheal W.Saint-Pierre.Mr.Raymond A.Montague, Mrs.Ruth Graham, Mrs.Marjorie Wright.Mr.Gerald Langille, Mrs.C.G.Foreman, Miss Kathryn King, Miss Vivian Scott, Miss Grace Cox, Mrs.Edward Craig.Mr.John G.McGibbon, Mrs.Pauline Tibbets, Miss Alice Jones, Miss Marion Atwell, Mrs.Letitia Willard.Mr.R.Currie-Mills, Mrs.James A.Fraser, Mrs.John Lodge, Mrs.W.C.Fraser.Mr.G.P.Miles, Miss Yvonne Cougle, Miss Elizabeth Henderson, Mrs.Arthur Williamson, Mrs.M.Morf, Miss Eleanor Alexander, Miss Joyce Mowat.Mr.M.L.Blakely, Mrs.Enid C.Bell, Miss Una Mae Ashley, Miss Ruth Wallace, Miss Madeline R.Swail, Mrs.Violet L.Seale, Miss Joan Laurin.Mrs.R.E.Harries, Mr.Robert Newton, Miss Barbara A.Allen, Mrs.Irene Besson, Miss Betty Welburn, Mr.A.K.Campbell, Mr.Orvile R.McColm, Miss Eileen Powell, Mrs.Catherine A.Campbell, Mrs.Winnifred Sinclair. | ea bane INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1952-1953 249 ONSLOW: Mr.James C.Gordon, Mrs.Violet May Poole, Mrs.Rena Graham, Miss Vivian Hotton, Mrs.Gwen Smith, Mr.M.F.\" Lamond, Mrs.Olive G.MacLean.: POINTE CLAIRE: RAWDON: ROUYN: ST.JOHN'S: STE.ROSE: STANBRIDGE EAST: TERREBONNE HEIGHTS: THURSO: VALCARTIER: VALOIS: WAKEFIELD: WATERVILLE: WINDSOR MILLS: YORK: SPECIAL: BRISTOL: DONNACONA : DUNDEE: FRELIGHSBURG: GLEN SUTTON: ISLAND BROOK: JOLIETTE: KINNEAR\u2019S MILLS: LAKE MEGANTIC: METIS BEACH: PHILIPSBURG: SOUTH DURHAM: Mr.William B.Fleming, Mr.John B.Baugh, Mr.James R.Bonnell, Miss Dorothy M.Brayne, Mr.C.Owen Buckingham, Mrs.Muriel Campbell, Mrs.Ruth Curran, Mrs.S.Isabella Du- maresq, Miss Sarah P.Edey, Miss Anne H.Gilker, Miss Isobel Hicks, Miss Vivian J.Mann, Mrs.Grace Mathewson, Mrs.Verda G.Minshall, Miss E.Elizabeth Moore, Miss Riley MacNeill, Miss Margot Y.McCrae, Miss Dorothy Pidduck, Miss Heather Mathewson.Mr.Percival F.Ferguson, Mrs.P.F.Ferguson, Miss Olive M.Wood, Mrs.Newton Oswald, Mrs.Elsie B.Grant.Mr.Ashford C.Kenney, Miss Dorothy White, Miss Muriel McKinnon, Mrs.Gladys Rondeau, Miss Isabelle Thompson, Miss Ada M.Kerr, Miss Florence Duffy.Mr.Arthur Williams, Mrs.Freda M.Pattenden, Mrs.Chas.E.Cameron, Mrs.Ethel McNaughton, Mrs.Kathleen Elvidge, Mrs.Wanita W.Upton, Mrs.C.H.Hawthorne, Mrs.Jean L.McGourlick.Mr.J.A.McKindsey, Miss D.E.Ness, Mrs.V.P.Kathan, Mr.J.R.Adrian.Mr.Louis G.Brooks, Mr.Basil B.Small, Mrs.Flora Primmer- man, Mrs.Marion Perkins.Miss Bernice M.M.Beattie, Mrs.Winnifred Mitchell, Miss Barbara Pattison Brisbane, Miss Maude A.Hauver.Miss Ethel LeGrand, Mrs.Doris Flynn, Mrs.R.J.McIntosh.Mrs.Kathleen Tudor, Miss Florence Macdonald, Mr.Bruce Tudor.Mr.Lucien G.Perras, Miss Anne B.M.Babin, Mrs.Laura L.Belson, Mrs.Helen M.Cargin, Miss Marion R.Galbraith, Mrs.Neita E.Haughton, Miss M.Alexandra Hosking, Mrs.J.S.Houseman, Mr.J.Victor Lawson, Miss S.Hilda Lenfesty, Mrs.Frieda E.Mason, Miss Kathleen C.Moore, Miss Beverley Mullan, Miss Barbara MacNiven, Mrs.Thelma Perras, Miss Sylvia Putkonen, Mr.Elston Robert, Mr.Eric H.Rumsby, Mrs.Mary E.Schutte, Miss Barbara Anne Shand, Mr.Knute, B.Sorensen, Miss Eleanor M, Spearman, Miss Margaret E.Stewart, Miss Jean A.Straight, Mrs.Vera M.Wilson.Mr.Robert E.S.Morgan, Miss Dorothy E.Walsh, Mrs.M.A.Shaver, Mrs.E.Brown, Miss Ruby Bockus, Mrs.Jan H.Morgan.Mr.C.Ray Martin, Miss Frances Smith, Mrs.Marjorie Blier, Mrs.Miriam Turner, Mrs.Helen McElrea.Miss Marion A.Reed, Miss Hilary S.Watt, Miss Thelma R.Mills, Mrs.Jean L.Booth.Mrs.Beatrice E.Coffin, Mrs.Dolly LeTouzel, Mrs.Dorothy L.Patterson, Mrs.Mabel Eagle.Mr.Keith Stanley Hale, Miss Audrey A.Bishop.Mr.John G.Leggitt, Miss Janis E.Bullard.Mrs.Ruth A.Fraser, Mrs.Elma L.Sutton.Mrs.Bertha G.Fortin, Mrs.Esther M.Wescott.Mrs.Arline Bleser, Mrs.Ethel Haggerty.Mrs.Eugenia Dawson, Mrs.Ruth Morrow.Mrs.N.Regent, Mrs.M.Copping.Mrs.Cora Mimnaugh, Miss Marion Kelso.Mrs.E.Parker, Mrs.Ailsa W.Montgomery.Miss Viola C.MacLellan, Miss M.W.Scott.Mr.William J.Millar, Miss Clars J.Mountford.Miss Beulah I.Page, Mrs.Elsie Montgomery. 250 THE EDUCATIONAL RECORD MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE Quebec High School, Quebec, Que., May 13th, 1952.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, Dr.R.H.Stevenson, Mr.Leslie N.Buzzell, Dr.F.Cyril James, Mr.George Y.Deacon, Mr.Harry W.Jones, Dr.S.E.McDowell, Mrs.T.P.Ross, Dr.W.Q.Stobo, Hon.G.B.Foster, Mr.W.E.Dunton, Hon.C.D.French, Mr.John P.Rowat, Mr.Jack R.Latter, Dr.Sinclair Laird, Mr.W.M.Cottingham, Dr.A.R.Jewitt, Mr.T.M.Dick, Mrs.Roswell Thomson, Dr.J.S.Astbury, Professor D.C.Munroe, Mr.K.H.Oxley, and the Secretary.Mr.Edgar W.Caron was present by invitation.The meeting was constituted with prayer according to custom.Mr.W.M.Cottingham, being present for the first time, was welcomed by the Chairman.The minutes of the previous meeting were approved on the motion of Mr.Jones seconded by Dr.James.Apologies for absence were received from Senator C.B.Howard, Rt.Rev.John Dixon, Mrs.A.Stalker, Dr.C.L.Brown, Dr.C.N.Crutchfield, and the Superintendent of Education.The report of the Director of Protestant Education contained the following information: (1) The Deputy Attorney General replied to the inquiry of the Protestant Committee that the provisions of Section 373 of the Education Act apply in connection with the petition of the Montcalm Board against the tax rate imposed by the Argenteuil-Two Mountains Central School Board.(2) The results of examinations in Physics and Chemistry in June 1951 show that there was little difference in the results of the examinations between pupils in the schools under the control of the Protestant School Board of Greater Montreal and those of the other High Schools of the Province, and that there was little disparity between the results obtained by the boys and those by girls in these subjects.(3) The new school at Thurso was officially opened on March 14th.(4) During the past twenty years, thirty of the forty-four rural High Schools had increased materially the number of teachers engaged and nine new rural High Schools have been established.Under the Protestant School Board of Greater Montreal the number of teachers in the High Schools had likewise increased substantially.In 1931-1932 the number of teachers in the Protestant High Schools was 587.In 1951-1952 the number was 1,146, an increase of 95%.(5) The new and improved school buildings and the markedly increased salaries offered are having a great effect upon preventing the traditional changing of positions by rural High School Principals.(6) The circulars of information issued by the Central Board of Examiners and for the Summer School for Teachers have been rewritten in a less formal manner than previously.(7) The Department of Education is frequently distributing materials concerning vocations which it receives.Recent information has been circulated by the Federal Department of Labour ee ree ree MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 251 the Canadian Dietetic Association, the Royal Architectural Institute of Canada, - The Civil Service Commission, and the Army.(8) The services rendered by the Film Library of the Department of Education are rapidly expanding.In the first four months of 1951, 3,100 films have been circulated among the schools and, in a similar period of 1952, 4,750.(9) Credit is to be accorded to graduates of the School for Teachers who attended Macdonald College for the academic year 1950-51 and thereafter, irrespective of the date on which they apply for admission to Sir George Williams College as follows: For the Elementary Certificate English.15 credit Fine Arts (Division III).\u2018 4 credit Modern Western Civilization.1 credit Education 1, 2, 3, 4 French (Division IIT).14 credit (Division IT).2 credits Total.414 credits For the Intermediate Certificate English.1 credit French (Division III).14 credit Modern Western Civilization.1 credit Fine Arts (Division III).14 credit Education 1, 2, 3, 4 (Division IT).2 credits _\u2014 Total.5 credits The Nominating Sub-Committee reported that it did not have a successor to name at present to replace Dr.G.G.D.Kilpatrick as Chairman of the Committee.On the motion of Dr.James it was resolved that the Sub-Committee be continued.As an expression of appreciation, Dr.James presented to Dr.Kilpatrick, on behalf of the Committee, a picture by Maurice Wilks entitled \u2018\u2018Summer Morning, Melmore Head\u201d.Dr.Kilpatrick thanked the Committee both for the gift and for the support which they had always given to him.He stated that the work of the Committee is the work of all, that there was a great diversity of gifts among the members and that all their resources were pooled for the benefit of the educational system.He stated that the Committee must stand by its principles and not compromise them or the rights of Protestants.Mr.A.K.Cameron proposed the motion of which he had given notice in the following terms: (1) That this Committee humbly and respectfully recommends to the Government that a Ministry of Education be created with a responsible Minister in charge.(2) That there be a Deputy Minister for the Protestant side and a Deputy Minister for the Roman Catholic side of the Department of Education.(3) That the duties, powers and prerogatives of the Department of Education be re-defined.The motion being put, it was lost by a vote of twenty to three.On the motion of Dr.Astbury seconded by Mrs.Thomson it was resolved that the Commission of Enquiry be requested to study the motion submitted by Mr.Cameron and to report at the next meeting.Mr.Edgar W.Caron reported upon his duties as Assistant Supervisor of French and was thanked by Mr.Rowat and the Chairman.A recommendation was received from the High School Leaving Board that Regulation 104 of the Regulations of the Protestant Committee be submitted for amendment to the Lieutenant-Governor-in-Council with the request BR Bt: er # | Ri fi i 252 THE EDUCATIONAL RECORD that in Section (c) the fees paid to the examiners of Grades XI and XII be increased to forty-five cents for each paper in excess of fifty instead of thirty-five cents.On the motion of Mr.Murray, seconded by Mr.Oxley, the recommendation was adopted to become effective immediately after the passing of an Order- in-Council.On the motion of Dr.Laird, seconded by Mr.Dick, the recommendations of the Central Board of Examiners were approved for amendments to the Regulations of the Protestant Committee as follows: 1.133 (c), line 2: Change \u2018\u2018eight\u201d to \u201c\u2018ten\u2019\u2019, and in line 6 delete \u2018\u2018and Art\u201d.2.133 (d) At the end of this regulation add: \u201cprovided that they have the qualifications for admission to the kindergarten class\u201d.3.159 (f) Delete this section; the new provision to go into effect for those applicants who write the examinations at Easter 1953.The report of the Board of the Order of Scholastic Merit notified the Protestant Committee that the following persons are to be awarded the degrees of the Order next October: First Degree: Miss Mary E.Bisson, La Tuque High School; Miss Mnooke Cohen, Bancroft School, Montreal; Mrs.Alice Bechervaise Eden, Gaspé Bay South Intermediate School; Miss Dorothy Ewing, Supervising Assistant, Protestant School Board of Greater Montreal; Mr.Denis Staniforth, Principal, Lake of Two Mountains Intermediate School.Second Degree: Mr.Harold H.Calder, Principal, Arvida High School; Mr.W.J.Sargeant, Inspector, Department of Education; Mr.Amos Saunders, Baron Byng High School, Montreal; Miss Hazel Sinclair, Principal, St.George\u2019s School, Quebec; Mr.H.G.Young, Inspector of Superior Schools, Department of Education.Third Degree: Professor David C.Munroe, Director of the School for Teachers, Macdonald College; Miss Erma Nelson, Commercial High School, Montreal.Dr.A.R.Jewitt is to present the recipients of the first degree; Dr.John S.Astbury those of the second degree and Dr.W.P.Percival those of the third degree.Professor D.C.Munroe is to be asked to reply on behalf of the recipients.The report of the Education Sub-Committee contained the following recommendations: (1) That \u201cVerses for All\u201d Books 1 to 4, be authorized as alternatives vo the following: Grades I and II, Very Young Verses, $2.50; Grades III and IV, A Small Child\u2019s Book of Verse, $3.50; Grade V, Bridled with Rainbows, $3.25; Grades VI and VII, The Poet\u2019s Craft, $2.20.(2) That the request of the West- mount School Board for authorization to use Mathematics for Canadians in lieu of Living Arithmetic be referred to the Arithmetic Committee under the con- venership of Inspector Steeves.(3) That the request for the mimeographing of the revised Jouons be referred to Mr.Dunton, who will see if facilities can be obtained for mimeographing and distributing this to certain selected schools in Montreal and elsewhere.(4) That the following recommendations of the French Sub-Committee be approved: (a) That the present course for Grades VIII and IX, based on the textbook Le Français Pratique, be extended to a three year course, it being provided that more grammar will be introduced.(b) That Contes Dramatiques by Hills and Dondo be authorized for intensive work in Grade X together with Emile et les Détectives for extensive work pending the IAT RR SRA PA de LAE: Ee SU A HB ee OT ee MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 253 adoption of a permanent course.In the meantime Le Voyage de Monsieur Perrichon shall remain as an optional text.(c) That the Otto F.Bond edition of L\u2019Evasion du duc de Beaufort be authorized in Grade XI as a replacement for the Renouf edition which is out of print.(d) That Petits Contes Humoristiques be recommended for teachers only in Grades X and XI.(e) That Ford and Wilson\u2019s Essential Rules of Grammar and Review Exercises be authorized for Grade X, it being provided that the following suggestions are adopted concerning this book: a Exceptions under Plurals of nouns and adjectives not to be stressed.b Gender of nouns will be omitted.¢ \u201cTemps primitifs\u201d will be omitted.It was agreed that the method for the teaching of the verbs outlined in the Grade VIII and IX texts, Le Francais Pratique, should be continued in Grade X and XI.d Uses of the subjunctive taught to be limited to: (i) vouloir (désirer); (ii) regretter, étre content, étre heureux, avoir peur; (iii) il faut que; (iv) pour que, bien que, quoique, avant que, attendre que, jusqu\u2019à ce que.e Chapter on Active and Passive voice should be omitted, but the difference between a été and était should be stressed.f That exercises more suitable than are contained in the text for the teaching of Direct and Indirect speech be provided by the Department.g That supplementary exercises be supplied by the Department on the following, if it is found that the Printing Department of the Government can supply them: (i) Past participles\u2014 i continuous paragraphs; (ii) Review exercises \u2014 English to French translations; EF (iii) Dictation.(5) That a list of references to the authorized text and other ki: textbooks be issued as a supplement to the Biology syllabus of Grades X and XI.E.(6) That the 20 marks for practical work in the examination for Grade XI in EB Household Science be allotted as follows: Clothing projects\u201410 marks; Foods E and home management\u201410 marks.These are to be given by the teachers of Bi the subject with the approval of the school Principal concerned.(7) That g Shaw\u2019s St.Joan be removed from the course of study in Grade XII and that no further play of Shaw\u2019s be authorized at the moment.(8) That the following texts be removed from the course of study at the end of June 1952: Gregg\u2019s Shorthand Manual, Gregg\u2019s Speed Studies, Pitman\u2019s Shorthand, Centennial 3 Edition, Gregory, Office Practice.(b) That the following books be authorized 3 for Grades X and XI: Pitman\u2019s Steps to Success in Shorthand, Books 1 and 2; Gregg\u2019s Speed Building Simplified.(9) That the following textbooks be authorized for the course in North American Literature: (a) Grade X, Prose and Poetry of America, Part 1; A Pocketful of Canada; at least two of the following: ki Leacock, Sunshine Sketches; Aldrich, A Lantern in Her Hand; Hémon, Maria | Chapdelaine; Day, Life With Father; Washington, Up from Slavery; de la Roche, Jalna.(b) Grade XI, Prose and Poetry of America, Part 2; A Book of Canadian Stories.At least two of the following: Cather, Shadows on the Rock; Roberts, Eu Arundel, Hawthorne, House of Seven Gables; Carr, Klee Wyck; Douglas, The E Robe; Benjamin Franklin, Autobiography.It is provided that satisfactory prices can be obtained in each case by the Director of Protestant Education.(10) That a Committee be appointed by the Department of Education in a manner similar to that of the English Committee to revise the syllabus in History for Grade XII with the possible addition of further references.The following information was Bi also submitted: (1) The Ryerson Press regrets that it is unable to act in A. 254 THE EDUCATIONAL RECORD accordance with the recommendation of the Protestant Committee by publishing Auteurs de Chez Nous at present with a view to its authorization in Grade XII, and that in the meantime a suitable anthology is being sought for that grade.(2) The prices of text-books are still increasing, the Macmillan Company having raised the prices of twenty-two books, the amounts not exceeding ten cents in any case.(3) J.M.Dent and Sons are increasing the price of the Kingsway .History, Book 1, from $1.20 to $1.30; and Book 2 from $1.50 to $1.70.The recommendations were adopted on the motion of Dr.Laird seconded by Dr.James.The report of the Building Sub-Committee contained the following information.Additional grants for school buildings have been accorded by the Government as follows: 1.Amounts paid: Clarendon $16,000, Lennoxville $23,000, Richmond $9,000, Rock Island-Stanstead $25,000, Valleyfield $10,000, Chiteauguay $6,560, St.Hilaire $7,840, Potton $4,733.2.Amounts payable in five equal annual installments: Aylmer $43,978, Hemmingford $24,550, Pinehurst and East Greenfield $29,700, Cox $50,000.3.The following resolution of the Sub-Committee was adopted: That, as the grant recommended for an extension to the New Carlisle High School has not been fully met, and as no action has been taken on the request for an increase in the grant to Baie d\u2019Urfé-Senneville, it was moved by Mr.Dunton, seconded by Mr.Jones, and resolved that a request be made to the Honourable C.D.French that he lay before the Provincial Secretary the building needs of both New Carlisle and Baie d\u2019Urfé-Senneville asking that the additional sum of $34,110 be paid to the former and $190,000 to the latter.It was also decided that Mr.French be asked to recommend that these payments be made In one sum.On the motion of Mr.Murray seconded by Dr.James the following recommendations were referred for study and review to a joint meeting to be held of the Building and Finance Sub-Committees: 1.That inasmuch as the Prime Minister agreed to the procedure of creating a Building Committee of the Protestant Committee which should be responsible for the approval of all building plans, the plans submitted be accepted by the Building Committee as follows: Hudson, Quebec City, St.Lambert, Aylwin, Hull Township, Namur, Onslow, Poltimore, Shigawake-Port Daniel, Grosse Ile, Ste.Thérése, Chandler, and Gatineau.2.That inasmuch as for at least the past thirty years grants for Protestant school buildings have been based on the total cost, including land, accepted tenders for building, architect\u2019s fees, equipment and furniture, that this be retained as the practice of the Department.3.That inasmuch as delay in authorizing the acceptance of building plans submitted by School Boards and allotment of grants seriously retards the commencement of building operations especially when such operations are required in the Spring of the year, the Sub-Committee requests that all possible speed be exercised by the Department of Education in implementing this recommendation.In particular (a) the Sub-Committee requests that the Superintendent approve the plans for the following buildings: Aylwin, Namur, Shigawake-Port mm TT AE CO M COR EE MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 255 Daniel, Ste.Thérèse and Sorel.(b) The Sub-Committee respectfully requests the Provincial Secretary to approve grants for the following buildings: Hudson, St.Lambert, Aylwin, Gatineau, Hull City, Hull Township, Namur, Onslow, Poltimore, Shigawake-Port Daniel, Grosse Ile, Ste.Thérèse, Noranda, Sorel, and Chandler.4.That inasmuch as it has been an established custom that in allotting the grants to Central School Boards for buildings the percentage of sixty-six and two thirds has been the minimum basis since the establishment of Central Boards, the Building Committee respectfully suggests that this be the minimum grant of the whole cost allotted to such School Boards.The ground for this request is that Central School Boards serve an area far beyond the bounds of their immediate localities, but the cost of the building is borne by the community in which the building stands and any lesser grant than that established by this custom imposes an unjust burden upon the taxpayers of these municipalities.5.That grants for land be requested for the Protestant School Boards of Ste.Rose and Ste.Thérèse.6.That only those plans be prepared that are consonant with the philosophy of education that the Protestant Committee is trying to maintain and that in the meantime no action be taken upon the modified plans submitted.On the motion of Mr.Cameron it was resolved that: \u201cIn view of the fact that the building in course of erection by the Macdonald Central School Board, if completed only according to present temporary plans, will not accommodate the number of pupils expected in the immediate future, a Sub-Committee consisting of Dr.Kilpatrick and Messrs.French, Foster and Cottingham be requested to interview the Prime Minister forthwith to make representations that the school building be completed according to its original plan\u201d.On the motion of Mr.Buzzell the appeal of Pointe Claire and Beaconsfield for consideration of their building plans and grant be referred to the Finance Committee.On the motion of Mr.Buzzell seconded by Mrs.Thomson it was resolved that in view of the sharply increasing demands for financial assistance with the construction of new buildings a complete survey of the building projects be prepared by the Building and Finance Sub-Committees.On the motion of Mr.Murray seconded by Dr.James it was resolved that grants needed for schools not included on the above lists be referred to the Sub- Committee named above consisting of Dr.Kilpatrick and Messrs.French, Foster and Cottingham.The Chairman stated that the Committee had been received with great courtesy and kindness by the Protestant Board of School Commissioners of Quebec in the High School and by the Principal of the Quebec High School and asked that appropriate letters be sent to the persons concerned.There being no further business the meeting adjourned to reconvene in Montreal at the call of the Chair next September.W.P.PERCIVAL, G.G.D.KILPATRICK, Secretary.Chairman.Rel .BERG pot 256 THE EDUCATIONAL RECORD INDEX OF ARTICLES PUBLISHED JANUARY - DECEMBER 1952 AUTHOR Bonnell, J.S.Brander, R.O.Brash, J.G.S.Cameron, Anne W.Caron, Edgar W.Carter, E.C.Cattermull, S.V.Cochrane, E.G.Davies, Malcolm Detwiler, Mrs.J.D.Dickson, C.W.Fells, Mrs.Mabel E.Hall, C.Wayne Hanson, Frank K.Henry, Arthur M.Hill, O.Mary Hillmer, G.P.Howes, Helen C.Imbeault, P.E.Kerr, Doris L.Laird, Sinclair Lang, J.G.Lennon, A.D.Matthews, H.R.McCabe, Mrs.Donald Millar, B.A.Percival, W.Percival, W.Percival, W.Percival, W.Perras, L.G.Perry, J.E.Petty, William M.Royal, F.H.J.Sharpe, Frank Steeves, W.A.Steeves, W.A.White, O.E.P.P.P P White, O.E.Young, H.G.ARTICLE Page Education and Moral Values 12 The Preadolescent at Home and at School 225 Report of the Supervisor of English 38 Modern Trends in Teaching Needlework and Clothing 99 Le Cercle Francais 163 The World\u2019s Our Oyster 95 An Approach to Greek History through the English Language 36 Using the Assembly Hall at Van Horne School 221 High School Cadets 151 An Empire and Citizenship Day Programme 80 Six Years of Progress under the Richmond- Drummond-Arthabaska County Central Board 24 An Empire and Citizenship Day Programme 80 The Extra in Extra Curricular 133 Extra Curricular Activities in Music 154 The Organization of Field Trips 174 When Business and Education Meet, 90 Six Problems in Teaching Bookkeeping 231 Ways of Assessing and Assuring Growth 103 New Quebec 26 An Analysis of Series in the Teaching of French 32 Strive Always for Perfection 206 The Place of Athletics in the School Programme 148 A Case for School Publications 159 The Needs of Canadian Children 209 A Hundred Aids to Teaching 213 Methods in the Teaching of High School French 18 Schools of Today 5 Steering the Barques 69 The \u2018\u201cVoice of Youth\u201d Programme 131 Taking Time by the Forelock 196 Using the Assembly Hall at Valois School 219 Using the Assembly Hall at Knowlton High School 217 The Voice of Youth 137 Extra Curricular Activities in a Consolidated School 170 An Active Games Programme 143 Teaching High School Mathematics 86 The Eighth Annual Conference of Student Councils 166 New Challenge to Teachers of Practical Education Courses 76 William Macdonald\u2014Fiancier, Philanthropsit, Educator; Part I 201 The Grade X Examinations, June 108 Ponte SESQUI-CENTENNIAL A hundred and fifty years ago, When days were long and years were slow, Society burdens were few and light, And there wasn\u2019t a thing to do at night.Nothing to do and nowhere to go, A hundred and fifty years ago.No community clubs or building and loan, No phonograph records, no telephone, No automobiles, no evening clothes, No vaudeville theatres or movie shows.No poker or bridge, no radio, A hundred and fifty years ago.No stores to sell what you do not need, No novels or magazines to read, No tennis, no golf, no baseball scores, No summer rates to the Jersey shores, Not much to learn and not much to know, A hundred and fifty years ago.A hundred and fifty years ago, Nothing to do and nowhere to go; And all the hours I spend today In a pleasant and useless and foolish way, How were they spent and where did they go, A hundred and fifty years ago?Don Rose. Eitan oe 5 mére = Form ee i vm sm, pre mee, es te ce Sait SE, = SI = 5 = pee USE = ore TT Ce Tatas ze TI = SS == sense oe Sc: TRIES AIRE Bs cs ci en = us rase ESS 3 me oT, ie Sis a ee ama Spry Cy se ae or Sh © 2 es four oS HE 3 = ae 7 = co es i a 5 i i Æ Zi 0 a ¥ a i 7% 2 He | 5 2 a ini 5 ; i i a # a i En = \"am ee 2 ë a.i V0 MN 0 Ml = 2 : ui se = es wa ER a ge ee a Ge ce 1 AS RE =r Ez I 5 LE 5 se i = = = = # a 2 S = su \u20ac = e 52 HEE @ a = REE 43 2 HE 5 ss = = ee wg LAKE OF TWO MOUNTAINS HIGH SCHOOL, ST.EUSTACHE SUR-LE-LAC Photograph taken at the time of the Official Opening, June 28th, 1952 5 = Fie oo Bhi 7 A ATA VA i IVa ae ac 74 =- i LAW i LiL = vx "]