The educational record of the province of Quebec, 1 octobre 1954, Octobre - Décembre

[" ot renouer ve me mas EE EERE teh, wi gs 7 rss ET EE\u201d TITRE.Ebr.= iene vie RI foals: pre on \u2014 mg es EERE Rr Ly ts ie 1 5 & ~.za, on = es mn 3 Ds { OJ ?2 wt LJ Les, THE ve x = | EDUCATIONAL 4 RECORD OF THE PUBLISHED fit D QUARTERLY PROVINCE OF QUEBEC fi = fi Py i Vol.LXX, No.4 OCTOBER DECEMBER 1954 7 fer 2 7 | % | 5 Pz GE 2 \u201c55 2 i oi 23 è ; ; | ir or a 57 i | Zh A i ; 2 7 ZE he on Z i 5 | 7 qu ! \"à } i LE be | | ; St 8 Ge a 2 7 ft i É Es Bi Es A fit ia it Nu Hi 0 SKATING DUFFERIN TERRACE QUEBEC \u2014 ROBERT W.PILOT Courtesy of Edgar Gariepy.hy i ti REC ft se RE = a ie » i Li 4, 4 pot 54 aa hii = > yd 2 = ix on i Te FR £1 25 2 7 a 2 2 5 \u201c i 1 2 vi 7 eat omer état nr ne En 2 2e i 55 7.Ps cut \u201ca Te! teh wl A i Bb is CRI Hi i Ai f i Hh iyi \u201c4h ih id AR ah Bt a Ce er LE ei ra rs 219 EMANUEL HAHN In 1903, Dr.Hahn returned to Europe on a visit, taking Emanuel with him for a year\u2019s study at the Stuttgart art school.Though his father died unexpectedly, Emanuel arranged to prolong his studies for a further two years, which included some time spent in a sculpture studio.Seizing every opportunity to travel, he saw something of Germany, France and England, while a tour of Italy, financed by the proceeds of gold medals won during his course, rounded out the European interlude.Back in Toronto in 1906, he opened a studio and cast about for commissions.For a time, he became assistant to Walter Allward, who was later to immortalize himself as the designer of the Vimy Memorial.This provided valuable experience, for Allward was then probably the leading sculptor in the country.Meanwhile, Gustav Hahn had become a teacher at the newly-opened Central Technical School and, in 1911, Emanuel was appointed as his assistant.The year 1913 marked a milestone in the history of art in Ontario, for in that year the Central School of Industrial Art and Design, whose night classes Hahn had once attended, became the Ontario College of Art.A department of sculpture was included, and George A.Reid, the principal, appointed Hahn, then 32 years of age, as head of the department.Hahn\u2019s experience as assistant to his brother at the Central Technical School had provided him with an apprenticeship in teaching, for which he had discovered an aptitude.Gregarious and friendly, the characteristics which were to distinguish him throughout his career were now well marked and he entered upon his new duties with the zest of one filled with both physical and mental energy.Teaching provided a stimulus for his outside work, which the College regulations made possible by stipulating that teachers should serve only part-time, thus allowing them an opportunity to continue their professional careers.In the early years of the twentieth century the demand for sculpture was not great, but Hahn succeeded in finding his share of commissions.Here his wide interests and adaptibility were of advantage.Typical of the work offered a sculptor in those days was a commission he received from the Ontario Dental College to model a set of human teeth twelve times their normal size.Though naturally left-handed, a condition possibly due to rigidity in his early teachers, Hahn writes preferably with his right hand.He is, in fact, really ambidextrous, for he uses both hands almost equally well.Sometimes he amuses friends by writing with his left hand across a piece of paper from right to left, producing what is known as \u2018mirror-writing\u2019.The ability to use tools of all sorts is important in a sculptor, and Hahn can build or fashion anything he sets his hand (s) to do.When Hahn looks on the period of his beginning in sculpture, he thinks it as one of transition in the art world.In Canada it was represented by almost a void.Walter Allward, however, had set a high standard in his public monuments, but the style of Philippe Hébert still influenced most of those who thought of sculpture at all.Elsewhere, the influence of Rodin had greatly diminished, and modernism was not yet the bogey in the minds of many that it was yet to become.In the United States, St.Gaudens had done some of his finest work, but without its having any effect upon the feeble course of Canadian sculpture.\u201cI came on the scene in the twilight between the old order and the dawn of the TR TICU OCOO0 A si vio =.[ee a = ER = Saat se a are + a ae) Tree x 5 oe ra cm nee ee ed oo res po cam nei oo re J aad en + 5 = ey des Se es x A pat = x EE a SR = = rN es A = 3 x Tx .AS ss = & 3 3 se 3 SE .i 0 = 5 = ss .= 2 = 5 = = = Ex = J À : 0 Re is 5 \u2026 Sa TRI = fl A we 5 = .= Sa Aa 0 = = Se 2 =.= Xe = ; « 3 2 BB a = NS ie SE = es ou SE | 5 SE = = 5 2 en 2 SRY S a = vu 4 = : = = 9 CE te = 5S es = \u20ac = = = ah BS - = es sa x ses 5 =.el NE es Le se » = = sx 4 = Wo =.= SE 5 3 2 a ae = = a s.= = SE i = = Vilhjalmur Stefansson 8 NS se So SX ® ss .7 RS + = a.SE = 3 =, & = = = - = sa ce = se SN % Re a ES LS .a = SS se = a se se se ., x % i = \u2018 eS 3: = = S Se i 3 = 2 % = = > = = = orn 5 ge 2 cu .45 = a pe > $e RE er se 5 & 8 2 sa se > = ce 2e = 5: a a SN a = = SE 2e .e #0 8 RE cs = £8 NE » = Fe se ws SS RR 2 GE x 25 ay, = = SN se e 2 5 A Ni oF = > = =X a: GN fi io Gi: 5 Se su .+ de = 5S SH ge di The Bard ss, RS a 085 se Le > a = Re * A J 2 a = i .5 & Sw ve i © 2 = 5 + Ee Kao, 5 oe ne i xh Ey PES Sh 33 6 ce - 2 es as se Ex Su IR = Se Se a xx S s 2 A A i = HE © Pr § 3! = SA & SCULPTURE BY EMANUEL HAHN Se = = Ra ® a BR a x 5 ss = = = S Rel A - = A a = Se # i = = La = S x Hi a ES NN a a a = EN e se 0 = x .on a ss À = > Sai.a i ne .= & 2 \u2026 cs PRE Se = SE = oo sa 5 Ce = & 3 on 2 se 5 + = & 8 SH = ss = = , se A 3 = = ja = cs = = RRR Se A = = 5 = = = = = RS Re Re Ro = ce = S 5 SN = oN Ra = oN S $ = se on SN Jack Miner = a A RS = RN a ee = ss = .= AN x 0 je, a = RN a 2 FA > = , us a = es Rimes ass ner EMANUEL HAHN 221 new,\u201d Hahn says.\u201cWhile my tendency was toward change, my circumstances ruled otherwise.\u201d World War I congealed any tendency there might have besn toward the development of Canadian art.Although Hahn's outlook was entirely Canadian his German birth was held against him by some prejudiced persons.This undoubtedly hindered his securing the recognition in his profession that he had a right to expect.While his career as a sculptor may have suffered, however, his avocation as a teacher was probably influenced for the better by the enforced necessity for concentrating upon his students.He was to find the teaching of sculpture, as practised, too greatly subordinated to the techniques suitable to painting and graphic design, and he inaugurated changes that would serve to increase the time devoted to exercises more appropriate to modelling.Struck both then and later by the small number of students who seemed to possess talent sufficient to justify their continuing in an artistic career, Hahn always looked for those with the spark.With these his interest was likely to be a continuing one.Even after he had ceased to teach, he kept in touch with large numbers of former students.Not long ago, more than a hundred gathered at a Chinese restaurant in Toronto, a haunt of student days, to spend an evening with their teacher and friend.\u201cMerely mulling over and dreaming has an important place in the act of creation,\u201d Hahn observes, \u2018\u2018but dreaming must be coupled with resolution.Sculpture is not a field for the indolent.It is possible in a flash of inspiration to envisage a project that may take years to work out \u2014 as may have been the case with Egyptian artists whose minds evolved the pyramids and the Sphynx\u2014 but there must be drive behind the inspiration.\u201d In himself, this well known sculptor possesses both the inspiration and the drive.By the nature of things in Canada, despite many abstract designs, he has most of the time been forced to execute commissions of a more or less utilitarian character.Yet to each he brings freshness of design and craftsmanship, shunning the trite and the dull.Two studies may be mentioned as embodying a happy combination of inspiration and skill.In some respects his finest piece is the marble bust of his wife, the original of which is in the National Gallery at Ottawa, with a replica in the Toronto Gallery.Modelled with a loving tenderness, it is in line and execution an almost perfect example of sculpture.The other, the head of Jesus on the Cross, designed for the Society of St.John the Evangelist, at Bracebridge, Ontario, although portrayed in the conventional lineaments so often adopted in sculpture and pictorial arts, succeeds in reflecting the transcendent qualities universally attributed to Jesus.Not many people have sculpture portraits made while they live, and fewer still seem to contemplate the possibility afterward.Consequently, no one ever has photographs taken from which sculptural studies can properly be made.The sculptor often finds that all available pictures of a subject are full-face, thus making it necessary for him to deduce not only the appearance in profile, but also the shape of the back of the head.Such were the difficulties with which Hahn had to contend in designing one of his most successful memorials, that to Sir Adam Beck, \u201cThe Father of Ontario Hydro\u201d.Hahn\u2019s design was selected by the City of Toronto from 222 THE EDUCATIONAL RECORD among those submitted by most of the active sculptors in Canada who, like himself, had nothing to work from but front-face photographs.After the monument, a figure thirteen feet in height cast in nickel bronze alloy, mounted on a monolith of artificial stone, was erected in the centre of Toronto\u2019s University Avenue at Queen Street, he was gratified to be complemented by Sir Adam\u2019s daughter, who said she had at first been reluctant to look upon the statue for fear it might not represent her father as she remembered him.An earlier commission was the memorial to Edward Hanlan, the famous oarsman, which stands in the grounds of the Canadian National Exhibition.Later, he collaborated with Charles Jefferys in four large reliefs depicting episodes in Canadian history, for the memorial arch at Niagara Falls.Two panels designed by him adorn the entrance to the Bank of Montreal building in Toronto.He has done portraits (heads, plaques or medals), of many well-known persons.Among, these one of the most successful is the head of the explorer Stefansson which was bought by the National Gallery of Canada.Jack Miner, the bird-lover, Dean Galbraith, of the University of Toronto, and Sir William Mackenzie, the railway magnate, are among others of whom he has done a head.The Canadian National Exhibition makes a practice of presenting the person officiating at its annual opening with a medal containing his portrait.So long as these were designed by a sculptor, Hahn was usually given the commission.He has designed numerous medals for scientific and other societies of which the Royal Society\u2019s Tyrrell medal, the Julian Smith medal of the Engineering Institute of Canada, and the World\u2019s Championship Barlev trophy are typical.His selection by the Government of Canada, in 1935, to design the first silver dollar, is a distinction, however, of which he is justly proud.The design, showing two trappers or prospectors paddling a canoe past a typical Precambrian island, is uniquely characteristic of him; and it was doubtless due to the striking nature of the design that government officials, notoriously conservative in such matters, were induced to make what must to them have been a revolutionary departure.He also did the 1939 dollar, commemorating the visit of King George VI and Queen Elizabeth.Having succeeded so well with the dollar, it was not so difficult a task, a few years later, to gain acceptance for the caribou design on the quarter-dollar and for the schooner (modelled after the famous Bluenose) on the ten-cent coin.From coins to stamps was but a natural step, and he was one of the first artists to be chosen by the postal authorities to submit designs.Perhaps his most successful stamp is the seven-cent Canada goose, but later designs representing such typical Canadian wild animals as the big horn sheep, the walrus, the moose and the beaver, are also distinctive.Another of his designs is the one- dollar totem-pole stamp.The Queen Elizabeth coronation stamp, unfortunately marred by poor engraving, was also designed by Emanuel Hahn.Always interested in promoting the cause of art, he was a leader in the movement to organize the Sculptors Society of Canada, and became its first president in 1929.Elected an associate of the Royal Canadian Academy in the early thirties, he was later raised to the rank of a full academician.In 1951, at the age of 70, Emanuel Hahn retired from the Ontario College of Art, but he by no means retired as a sculptor.Time thus gained has been EMANUEL HAHN 223 used to good advantage.Every day he can be found in his studio on the top floor of the ancient building on Adelaide Street which he has occupied for over thirty years.Located on the fourth floor, the studio is reached by an elevator whose rendezvous with a museum is long overdue.There, \u2018Mani\u2019, the name by which he is affectionately known, hair and beard now grey, slightly heavier but still reflecting the out-of-doors man, works as he contemplates the perhaps distant day when sculpture shall have come into its own in Canada.FIGHTING POLIOMYELITIS Michel Robitaille, a victim of polio who cannot go to school for at least a year, proudly touches the apparatus which brings school to him.The instrument beside his bed is connected by telephone wires to a similar device installed by the Bell Telephone Company at the School for Crippled Children in Montreal.The homebound student can hear the teacher\u2019s instructions, and ask or answer questions.His mother, Mrs.Aimé Robitaille, shows how pleased she is that her son has a means of keeping abreast of his fellow-pupils.Walter MacDermott, president of the Kinsmen Club of Montreal, which donated the services of the school-to-home communications system, smiles to see the joy the club\u2019s gift has brought into the Robitaille home.This system was the first installed in the Province of Quebec. 224 THE EDUCATIONAL RECORD A WORLD CALENDAR The Government of India has proposed that the \u201cWorld Calendar\u2019 be placed on the agenda of the 18th Session of the Economic and Social Council of the United Nations at Geneva.This \u201cWorld Calendar\u201d would involve some drastic time, so it is appropriate to consider what our present calendar means to us, and just what changes are suggested.A calendar is a piece of paper on which we preserve a number of inaccurate but useful statements about the motions of the earth and moon \u2014 that a \u201cmonth\u201d consists of 30 or 31 days, except for February; that a \u2018year\u2019 consists of twelve such months, or 365 days._ These terms were originally attempts to describe actual events.A month, for example, was the interval between one full moon and the next.This is neither 30 days nor 31 \u2014 but about 29 days, 12 hours and 44 minutes.Twelve such months would give us a year of about 355 days.The actual length of the year, the time it takes for the earth to complete its orbit about the sun, is 365 days, 5 hours, 84 minutes and 45.51 seconds.Even our 24-hour \u2018\u2018day\u2019\u2019 is only a close approximation of the time required for the earth to spin once on its axis \u2014 as seen from the sun.Some kind of calendar is needed, however, if the work of the world is to be carried on.\u2018I shall arrive on Tuesday.\u201d \u201cThe wheat will be delivered on October 15.\u201d \u201cI shall repay the loan a year from today.\u201d Every such phrase must have a real and agreed meaning.Man has used many different calendars \u2014 and several of them are in current use.These have years ranging from 353 days to 385 days, some of which have 12 months and others 13.Moslem countries use a lunar calendar based on the phases of the moon.It is said that Romulus, founder of Rome, devised a year of 304 days, divided into ten months.In the time of Julius Caesar, various changes had been made \u2014 and Caesar found the month of January in autumn.To provide a fresh start, he added 90 days to the year 46 B.C., changed the length of months, and added an extra day every four years.This calendar, known as the \u2018Julian Calendar\u201d, was used for moie than a thousand years.It was, however, not completely accurate.By the year 1582 A.D., the vernal equinox \u2014 the first day of spring \u2014 was ten days late.Pope Gregory XIII decided to correct the calendar by taking out 10 days.Thus, the present, or Gregorian Calendar was established.Roman Catholic countries adopted it immediately.Great Britain and her colonies did not adopt the Gregorian calendar until 1752; Sweden, in 1753; Japan, 1873; China, 1912; U.S.S.R., 1918; Romania and Greece, 1924; and Turkey, 1927.Pope Gregory made another change to give the calendar its modern form.He began the year on January 1st.In what we now call the 6th century A.D., a Roman abbot proposed the years be counted from the birth of Christ.This was gradually adopted in most countries. A WORLD CALENDAR 225 Our calendar, after repeated changes and corrections has come to us unaltered for almost 400 years.Astronomically, it is good enough now; the seasons come when they should and, with the several amendments of the leap year rule, they always will.But for human affairs, and especially for the conduct of modern business, the calendar has many awkward features.The two halves of the year are not equal, for one thing.The first half has 181 days, the second has 184.Also, the quarters vary from 90 to 92 days, and the months from 28 to 31.The number of working days in a month (at five days a week) varies from 20 to 23.All these irregularities are unfair to someone and cause endless irregularities in statistics, such as banking figures, because months and seasons cannot properly be compared with each other.In short, the calendar is complicated and irregular so that there have been many suggestions for its improvement, which have recently grown in number.The League of Nations examined no less than 152 different suggestions for ; improving the calendar, and after long study decided to eliminate from consid- i eration all proposals but two.B One was a calendar of thirteen months, each with 28 days.The other was 4 a calendar of twelve months with 30 or 31 days in each, but 91 days in each ; quarter.Both added up to 364 days and left one day over as a special holiday.5 Both of them retained the seven-day week.i The second of these calendars was the \u201cWorld Calendar\u201d which was submitted to the League by the Delegate for Chile, but did not obtain sufficient support to be adopted.E But the agitation for a better calendar has not ended.Most recently, India FE has asked that the \u201cWorld Calendar\u2019 be taken up by the Economic and Social E: Council.In submitting it, the Government of India stated: \u201cThe proposed # scheme of the World Calendar has overcome the drawbacks of the present calendar.It is scientific, uniform, staple and perpetual, with but one unvarying E calendar every year.\u201d The chief characteristics of the \u201cWorld Calendar\u201d are that each of the four quarters is the same length, 91 days, and that the first day of each quarter and therefore of each half-year and year, begins on the same day, Sunday.The first month of each quarter has 31 days and the next two have 30.Its one defect is inevitable \u2014 that the year cannot be divided into seven-day weeks | without one day being left over, because 52 times 7 is 364.It is proposed to call this extra day \u201cWorld\u2019s Day\u2019\u2019 and to celebrate it throughout the world as an international holiday at the end of each year.The Indian proposal to the United Nations describes this day as dedicated \u2018\u201c\u2018to the universal harmony and unity of mankind\u201d.In leap years, every four years, a similar holiday would be inserted and observed between June 30 and July 1.The calendar would be permanent and exactly the same every year.Railways would not have to make up new time-schedules every year.Everyone would know that Christmas Day is always on Monday.Banks and business houses would appreciate the fact that the end of every quarter falls on a Saturday so that accounts can be closed for the beginning of the new quarter.School terms, too, would profit by being placed permanently in an unchanging calendar.A ee RE ET 226 THE EDUCATIONAL RECORD But there are objections, too.One of these is religious, because once in every year, and twice in leap years, more than six days would intervene between two successive Sabbath days.India has proposed that the \u201cWorld Calendar\u2019 be discussed this year in the hope it can be instituted by the nations of the world on Sunday, January 1, 1956, when the Gregorian and World Calendars c¢oincide.Dr.Gerald Wendt, UNESCO.WHAT WILL HISTORY SAY OF CANADA?Canada\u2019s wealthiest year has just passed into history.The New Year, and the whole future of this challenging land, will be bigger still.But is being \u2018big\u2019 enough?Let us not confuse bigness with greatness \u2014 or worthwhile- ness.By itself, \u2018greatness\u2019 in size has no value in the saga of history or of human affairs.There is intoxication and self-satisfaction in Canada\u2019s impressive records of recent years.But in this welter of big figures what have we done about the important things?We Canadians go all over the world, everybody envies us and most people like us.Nobody is mad at us.But the short-pants of colonialism or smallism no longer fit or become us.What affirmative and thoughtful thing should we do?We can enliven our sense of being Canadian.Enlarging and enhancing our own sense of nationality is one thing we can do \u2014 and the Western World will commend us for so doing.We can stop being second-rate Canadians \u2014 or second-rate Americans \u2014 by being ourselves.Canada is much better for itself and for its friends as it is than by becoming a sickly sibling of a 49th state.Our Commonwealth is the world\u2019s most successful international institution alive and useful.That is one thing we can help keep alive.We Canadians are fairly good in mechanics, in chemistry and in physics.We have opened up a big land.We have good people in mining, forests, farming, atomic energy, medicine.How good are we in other fields?It istime that we concerned ourselves also with those other things of the spirit.Up to now, history has very little to say for us.Financial Post.Classroom control becomes something for which all members of the class feel some responsibility because misbehaviour jeopardizes the achievement of purposes they have planned.There is also a different conception of \u2018\u201c\u2018classroom order\u201d.In place of the repressive silence once held to be so desirable, it is now recognized that children (or adults) engaging in worth-while and constructive activity will produce a certain amount of natural noise.The emphasis on cooperative as opposed to competitive learning requires discussion and studying together that was anathema under thé individualistic, competitive learning program which has been characteristic of our schools.Elsbree and McNally THE UNIVERSAL DECLARATION OF HUMAN RIGHTS 227 THE UNIVERSAL DECLARATION OF HUMAN RIGHTS WHEREAS recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, WHEREAS disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, WHEREAS it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, WHEREAS it is essential to promote the development of friendly relations between nations, WHEREAS the people of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, WHEREAS Member States have pledged themselves to achieve, in co-opera- tion with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, WHEREAS a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, THEREFORE, The General Assembly Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.Article 1.All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.Article 2.Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.Article 3.Everyone has the right to life, liberty and security of person.Article 4.No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.he LE er ny Le 4 A ge Be LA En CH Bt a Be. 228 THE EDUCATIONAL RECORD Article 5.No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.Article 6.Everyone has the right to recognition everywhere as a person before the law.Article 7.All are equal before the law and are entitled without any discrimination to equal protection of the law.All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.Article 8.Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.Article 9.No one shall be subjected to arbitrary arrest, detention or exile.Article 10.Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.Article 11.(1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.(2) No one shall be held guilty of any offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed.Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.Article 12.No one shall be subjected to arbitrary interference, nor to attacks upon his honour and reputation.Everyone has the right to protection of the law against such interference or attacks.Article 18.(1) Everyone has the right to freedom of movement and residence within the borders of each state.(2) Everyone has the right to leave any country, including his own, and to return to his country.Article 14.(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.(2) This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.Article 15.(1) Everyone has the right to a nationality.(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.Article16.(1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family.They are entitled to equal rights as to marriage, during marriage and at its dissolution.(2) Marriage shall be entered into only with the free and full consent of the intending spouses.(3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.Article 17.(1) Everyone has the right to own property alone as well as in association with others.OE a RE THE UNIVERSAL DECLARATION OF HUMAN RIGHTS 229 (2) No one shall be arbitrarily deprived of his property.Article 18.Everyone has the right to freedom of thought, conscience and religion, this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.Article 19.Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.Article 20.(1) Everyone has the right to freedom of peaceful assembly and association.(2) No one may be compelled to belong to an association.Article 21.(1) Everyone has the right to take part in the government of his country, directly or through freely chosen répresentatives.(2) Everyone has the right of equal access to public service in his country.(3) The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.Article 22.Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international cooperation, and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.Article 23.(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.(2) Everyone, without any discrimination, has the right to equal pay for equal work.(3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.(4) Everyone has the right to form and to join trade unions for the protection of his interests.Article 24.Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.Article 25.(1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.(2) Motherhood and childhood are entitled to special care and assistance.All children, whether born in or out of wedlock, shall enjoy the same social protection.Article 26.(1) Everyone has the right to education.Education shall be free, at least in the elementary and fundamental stages.Elementary education shall be compulsory.Technical and professional education shall be made TT TE AA UPN PT ES Be. Matalachi den ac PaO AIL dhe ec ta a A IE ears Ea] oY 230 THE EDUCATIONAL RECORD generally available and higher education shall be equally accessible to all on the basis of merit.(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.(3) Parents have a prior right to choose the kind of education that shall be given to their children.Article 27.(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.Article 28.Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.Article 29.(1) Everyone has duties to the community in which alone the free and full development of his personality is possible.(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.(3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.Article 30.Nothing in this Declaration may be interpreted as implying for any State, group or person, any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.Adopted by the United Nations General Assembly at its 183rd meeting, held in Paris on 10 December, 1948.) ORDERLY REFORM The average motorist who is caught running a stop-light expects to be punished for it.He has not lived up to the law and he knows he has not.Therefore he stands ready to accept the consequences.But when he runs a stop-light he expects a punishment appropriate to the offense.He does not expect to be indicted for murder! There is a parallel in the case of education and its role in the social scheme of things.In preparing for their assignment the schools are having to make some adjustments in their thinking and planning.Such action is to be expected in the light of extensive socio-political changes now taking place.But when, in the process of quietly going about the business of putting their house in order, the schools find critics shouting \u201cJ\u2019accuse!\u201d from every house-top, the discovery is a bit disconcerting.H.M.Lafferty in \u2018\u2018Sense and Nonsense in Education\u201d. RESPONSIBILITY FOR GUIDANCE 231 RESPONSIBILITY FOR GUIDANCE J.D.Jefferis, M.A., Ph.D., Professor of Education, Bishop\u2019s University To the question, \u2018\u201cWhose business is Guidance ?\u2019\u201d there seem to be two obvious answers, both of which, in my opinion, are wrong.The first answer is \u201cGuidance is the business of the Guidance expert,\u201d the second, \u201cGuidance E is everybody\u2019s business.\u201d Just as Aristotle, in expounding the doctrine of the E Golden Mean, showed that every virtue lies somewhere in between two extremes which are vices, so, I believe, the right answer to this question lies somewhere between these two extremes of error.The view that Guidance is everybody\u2019s business leads us into the same kind of danger to which we expose ourselves when every year during Education Week we publicize the well-intended but perilous slogan, \u201cEducation is everybody\u2019s business.\u201d It is true that Education concerns everybody, but the implication too often drawn from the words of the slogan is that, if anything is everybody\u2019s E business, then everybody knows how to handle it, everybody is an expert in it, E everybody is quite competent to criticize the way in which other people handle it.So, everybody knows how to manage Education and to run the schools, (except, perhaps, teachers and school administrators), and everyone is free to write letters to the papers outlining the proper method of framing the curriculum, ES.of setting the High School Leaving Examinations, of promoting pupils, of giving, or not, giving, homework, because, of course, it is their business.The end result of this is a spate of ignorant criticism and a growing lack of confidence in the à schools.It is unwise, then, to say the least of it, to announce that Guidance is everybody\u2019s business.On the other hand, there are at least two good reasons for avoiding the other attitude, that Guidance is the business of the Guidance expert and of riobody else.One is that Guidance is far too large a task to be undertaken by only one person, or even by a very small group of persons, in any school.The other E.is that it is extremely undesirable that so important a feature of the work of the schools should be handed over to the control of technical specialists with the resulting implication that the vast majority of teachers cannot be trusted to participate in it and that it is no concern of theirs.The technical expert who functions independently of his colleagues can be just as dangerous as the officious, interfering busybody.The right answer to the question is, I believe, that Guidance is the business of all teachers, and of any others who may be competent to help with the programme.By thus allocating the responsibility we shall arrive somewhere near a Golden Mean.Guidance is the business of all teachers because it is not just an extra, a fad and frill added to our already overcrowded school day.It is, rather, an attitude to our dealings with individual pupils.Some writers have put forward the thesis that all education is Guidance, and in a sense they are right.The standard interpretation of the term Guidance is that it means helping the individual to learn to make wise choices and right decisions, and surely all Education should aim at achieving this. a à AVE EE Te Ce a PÉTER 232 THE EDUCATIONAL RECORD This is the wide view of Guidance and the purpose of Guidance programmes.It includes Vocational Guidance, which aims at helping to fit the pupil in the right job after he has left school, and Educational Guidance, which aims at helping to fit the pupil in the right classrooms while he is still in school, and Recreational Guidance, and Social Guidance, and Health Guidance.It is not limited to any one of these or other area-divisions, for Guidance is a general attitude to the problems of young people, and a Guidance programme is a collection of tools with which we can help young people solve their problems.This is one reason why there can be no such thing as a standard programme of Guidance, because, in different situations, different tools are most helpful.(1) There are, however, certain elements common to nearly all Guidance programmes \u2014 Individual Inventory, Occupational Information, Testing Programme, Counselling, Placement and Follow-up.In this article I propose to try to offer some suggestions as to how these elements concern those people on whom, in my opinion, the responsibility for Guidance falls, all teachers and any others who may be competent to help, remembering that there can be no standard programme of Guidance, but that every school must develop the programme which best suits its particular needs.Individual Inventory covers the gathering, and the keeping accessible, of all relevant information about the individual pupil in some form of permanent record.Every school keeps such records in some way; the most satisfactory, probably, is some type of printed folder, with spaces for recording a good deal of information on the folder itself, and the opportunity of slipping notes and memoranda into the folder for safe-keeping.Every teacher has some experience of handling such records and gathering information for them; indeed, every time he marks up his register or collects excuses for absence he is gathering such information.School Secretaries, if the school is fortunate enough to have such personnel, can make valuable contributions to the clerical work involved in keeping such records, and, if correspondence from parents is filed in the Inventories of their children, it will be found that, over the years, they contribute a great deal of valuable information.Many of the problems which face the school child have their origin, many have their solution, in the attitude of his parents to the school.The outcome of the Guidance work done in school is of vital interest to the parents, and they play an important part, whether they realize it or not, in the process of Guidance.Maximum co-operation of home and school must be sought for the benefit of the child.There are other elements in the school Guidance programme in which the parents may not be well qualified to take an active role but, in building up the school\u2019s knowledge and understanding of the individual pupil, no one can contribute more than they.The second element, Occupational Information, is primarily important for Vocational Guidance, but it concerns Educational Guidance too, for it includes the provision of information about opportunities for further education after school.There is need of information not only for graduating pupils about universities, Nursing Schools and similar institutions, but also for \u201cdrop-outs\u201d, who leave school before reaching Grade XI.This should certainly include (1) Vide The Educational Record LXV 4 (October-December 1949), pp 227-229, Organization of a Guidance Programme. RESPONSIBILITY FOR GUIDANCE 233 warnings about dubious mail-order courses on how to become an expert in repairing television sets in six weeks, with no previous knowledge of anything required.Every teacher can contribute something, more or less, to his pupils\u2019 Occupational Information, at least by making sure that all incidental information about any occupation which he happens to introduce in lessons, whether in Geography or General Science or Literature or any other subject, is as accurate as possible.Other people in the community can provide a good deal of valuable Occupational Information, and this can profitably be done in an organized way.Workers employed in various fields can be invited to come to the school and talk to groups of pupils who are interested and answer their questions, or individual pupils can be referred to them, with their previous consent, to find answers to their questions.Teachers, incidentally, can make a valuable contribution by supplying accurate and encouraging information about the occupation which they themselves know best \u2014 teaching.This is the simplest and most obvious solution of our present problem of teacher shortage.The next division, the Testing Programme, is the most technical area of Guidance, but, I am coming to believe, by no means the most important.It is concerned with the administration of certain types of standardized tests and the interpretation of their scores to provide information which will help to give the individual an accurate picture of some of his strengths and weaknesses.In most cases (2) the administration of such tests is simple enough, if care is taken to follow the standardized directions in each case accurately, and falls within the normal range of any teacher\u2019s work.The interpretation of the results, however, presents various problems.On the whole, it seems to me, the experts are less confident of the meaning of the scores derived from Intelligence Tests than was the case a few years ago.The one point on which there seems to be unanimous agreement is that the score derived from a single test is quite unreliable.Further, evidence seems to be accumulating from experience in England that children can be taught to do better on Intelligence Tests, just as they can on any other tests, and the more frequently a pupil is tested, the more experience of such tests he has, the better he does.Among Achievement Tests, undoubtedly the most valuable for school purposes are the Silent Reading Tests, which usually have considerable diagnostic value and allow the teacher to carry out remedial work.That is to say, such tests are valuable in helping meet the immediate situation, but the individual pupil\u2019s skills will thereafter be improved by the remedial work, so that the score has little long-term value for Guidance purposes.Aptitude Tests have a negative value.They show whether a pupil is unlikely to meet with success in certain areas, but they are, at present, not valid for positive prognostic purposes.Interest Inventories and Personality Ratings, which are considered as parts of the Testing Programme, are both time-con- suming in interpretation.That such tools have value cannot be denied, but it may be doubted whether their value repays the investment of the time required.Counselling, the next division of the programme, is certainly the centre of the whole process.Its essential feature is the face-to-face interview between (2) Not in all cases.The administration of individual Intelligence Tests, particularly those derived from the original Binet-Simon Metrical Scale, cannot profitably be undertaken without special training. 234 THE EDUCATIONAL RECORD the individual pupil and a person who knows him and whom he trusts.This interview should lead towards the solution of one or more of his problems, but should be a solution achieved by the pupil himself and recognized by him as his own decision.Counselling is a difficult art.Nearly every teacher is faced with opportunities of doing a good deal of it in an informal way, and some teachers have a natural gift for it and are extremely successful.Fortunately, as is the case with Teaching, Counselling is an art which can in some measure be taught, and in which experience, if properly digested, can lead to improvement.Successful Counselling, in the school situation, must rely heavily on the Individual Inventory, and for this reason people outside the school are not likely to be of much help, though sometimes a clergyman and sometimes a doctor may be able, in a particular case, to achive greater success than a teacher.If this seems likely, and they are willing to co-operate, all the information which the school possesses should be made available to them.While there are obvious advantages from an organizational point of view in having one person, the Guidance expert, take charge of all the Counselling in a school, uniformity must not be imposed in the name of efficiency; if there are some pupils who, in spite of the Guidance officer\u2019s best attempts to establish rapport, feel that they would rather discuss their problems with someone else, they must be allowed to do so.Guidance is for the benefit of the pupils, and it is not a matter in which professional etiquette or personal prestige should be allowed to count for much.The other two elements, Placement and Follow-up, are the least developed in most Guidance programmes.The problems of Placement vary so greatly from one locality to the next, and from one year to the next, that little can profitably be said of them in general terms.Guidance Officers and Principals will usually take the major share of the work, with help from Industrial Arts, Commercial, Agricultural and perhaps Household Science specialists, if the school has such personnel on its staff.Many other people in the community can help at this point of the programme, but who they will be in any given community depends on such unpredictable circumstances as whether the individual case is in a work-field where demand exceeds supply or vice versa.The pragmatic test of experience is the only guide here.Follow-up, keeping track of the pupils who have passed through a Guidance .programme, is an interesting and important division of the work.Every established teacher knows how intensely interesting it is to meet a pupil of long ago and find out what sort of person he has become.It is interesting even to hear at second hand tidings of his whereabouts and activities.This suggests that the best person to take charge of Follow-up is the senior teacher, by which I mean the teacher of longest service in that particular school, for he will have the greatest number of contacts and the liveliest interest in keeping in touch with his old pupils.The importance of the work lies in the fact that it offers the only material for estimating the success of the Guidance programme.\u2018Estimating\u2019 is the appropriate word, for as yet no means have been discovered for measuring the efficiency of Guidance, any more than of measuring efficiency in Teaching.Meanwhile, it is wise to gather what data we can, while we wait for the day when some super-expert will devise a way to tell us what it all means.ESE SE EES er eme ee RESPONSIBILITY FOR GUIDANCE 235 Up to this point I have tried to show how all teachers and some other people can participate in and contribute to the various elements of the Guidance programme in order to justify my original answer to the question, \u201cwhose business is Guidance ?\u201d I come now to the more difficult question of the relation of the technical expert, the Guidance officer, to the other teachers.First, though, let me say that quite a successful programme can gradually be built up and carried on even if there is no expert available, and many schools have succeeded in doing so.Any school staff can, with a little collective effort, read up on the subject; there are plenty of good books available.A sound, representative list is provided at the end of the short article on Guidance in the Handbook for Teachers.@ It may be possible, too, for one of the staff to take a Summer School course on Guidance which, if it does not qualify him as an expert, will at least start him on the way.If, however, there is a trained Guidance officer available, it is easier both to organize and to conduct the programme.Exactly what his duties should be it is obviously impossible to dictate, for vaious factors enter into the decision \u2014 the hours which he has available for work on the programme, the number of pupils whom the programme serves, and the competence and willingness of other teachers to take more than their minimum share of the work.I say \u201cmore than their minimum,\u201d for, as I have tried to show, every teacher will contribute something, and some will be willing to do more if only because the majority of teachers are always ready to do what they are convinced is for the benefit of their pupils.The function of the expert is twofold.On the one hand, it is to act as inspiration to his colleagues, initially to convince and subsequently to remind them that the Guidance programme works for the benefit of the pupils.(In the long run, of course, this means for the benefit of the teachers too, so they have a selfish interest in it.) This calls for a good deal of tact, but tact is one of the qualifications essential for becoming a Guidance expert, and, if he can sell the values of Guidance to pupils, he should have no great difficulty in selling them to teachers also.His main difficulty lies, quite frankly, in the suspicion that some teachers feel that administrative officers and experts spend much of their time sitting at ease in comfortable offices calling up one another on the telephone.It is therefore essential that the Guidance officer should not only do an honest day\u2019s work, (as he will), but that he should be known by all to be doing it.In the second place, the Guidance officer must be prepared to act as \u201ccleanup\u201d\u2019 man, and carry out personally those parts of the programme that no one else is able or willing to undertake.He has been trained in theory to implement, a whole programme, and his colleagues have not.They, then, must have first pick and select the areas in which they can help, while he must take what is left.This is naturally likely to include the more technical areas, such as interpretation of tests, Counselling, and Placement work in detail.It is desirable also that he should keep an eye on the programme as a whole, and have sufficient authority delegated to him by the Principal to be able, if necessary, to check up on the people immediately responsible for limited areas.(3) Handbook for Teachers in the Protestant Schools of the Province of Quebec, 1953 pp.233-235. 236 THE EDUCATIONAL RECORD To be able to do all this, and still to be \u201cjust another teacher,\u201d accepted by his colleagues as such, puts great demands on the personality of the Guidance officer.He must be an enthusiast without being a monomaniac; he must be able to induce his colleagues to work with him without making them feel that they are working for him; he must keep them on their toes without naging; he must be ready to help them without any appearance of condescension; he must know the right answers and yet be humble in his omniscience.Fortunate indeed is the community which can boast of such a teacher in its school.DO YOU KNOW?Canada is almost twice the size of the continent of Europe, Russia excluded and constitutes over one-third of the area of the British Commonwealth.Including the present incumbent, since Confederation there have been 18 Governors General.There have been 17 Prime Ministers (the shortest term was that of Sir Charles Tupper, May 1, 1896 \u2014 July 8, 1896, and the longest, William Lyon MacKenzie King, October 23, 1935 \u2014 November 15, 1948).The first English newspaper in Canada was the Halifax Gazette, March 25, 1752 while the first wholly French newspaper was Le Canadien in 1806.The first book printed in Canada was \u2018\u2018Catechisme du Diocese de Sens,\u201d in 1765.Not only are U.S.five, ten and twenty dollar gold pieces legal tender in Canada but so are the British sovereign and half-sovereign.The five cent piece is legal tender up to $5 and the one cent coin up to 25 cents.The present decimal currency was introduced into this country in 1858 and the following year Canadian silver coinage was issued.A shoemaker in Prince Edward Island issued leather notes valued at 2 shillings six pence in 1836.Canada issued its first postage stamps on April 23, 1851.The last public execution in Canada took place in Ottawa in 1869 with the hanging of P.J.Whelan, who assassinated Thomas D\u2019Arcy McGee.There hasn\u2019t been a bank failure in Canada since 1923, when the Home Bank of Canada failed.A former Canadian, Bonar Law, was once Prime Minister of Great Britain.Including English and French, newspapers are published in 22 languages in Canada.INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1954-1955 (Continued from page 248) SPECIAL INTERMEDIATE BRISTOL: Mr.Keith Hale, Mrs.Norma Cartman.+ DONNACONA: Mrs.Alice A.Young, Mrs.A.L.Hicks, Miss Jean Stuart Simpson.DUNDEE: Mrs.Ruth A.Fraser, Mrs.Isabel Elder.- FRELIGHSBURG: Mrs.Murray Blinn, Miss Maude A.Hauver.~ ISLAND BROOK: Mrs.Hazel Kerr, Mrs.Ruth Morrow.I KINNEAR\u2019S MILLS: Mrs.Gladys M.Nugent, Mrs.Dorothy Geddes.TERREBONNE Mr.M.Powell, Miss M.E.L.Basler, Miss Bella Morrison, HEIGHTS: Miss Vera L.Patterson, Miss Edith Rossman, Miss Marjorie Wright.LAKE MEGANTIC: Miss Muriel A.Watt, Mrs.Ailsa W.Montgomery.\u201cMETIS BEACH: Miss Viola C.MacLellan, Miss M.W.Scott.PHILIPSBURG: Miss S.E.Mackenzie, Miss Iona Davidson.-POLTIMORE: Mr.Albert H.McMahon, Miss Judith Cartwright, Mrs.Thelma McMahon. EXTRA READING IN FRENCH 237 EXTRA READING IN FRENCH William S.Trenholm, M.A., High School of Montreal Extra-Reading in French! I suppose for anyone to mention anything extra to the French teacher is like waving a red flag in front of an angry bull.However, what must be done, must be done.My reason for broaching this subject is because I feel that, in our schools today, there exists a distinct lack of reading by our pupils, not through any fault of their own, but perhaps through lack of foresight on the part of their teachers.One has only to go into the school library and ask the librarian how much reading is being done in French to be told, in all probability, that it is practically nil, or that about the only pupils who ever take out any books are those recently arrived in our country from Europe.This is a pretty good indication that we are not doing a good job as far as getting our classes to do some French reading is concerned.It seems to me that, in teaching French grammar so strenuously and in stressing oral French so strongly, we are neglecting one of the principal aids to both the oral and the written French, which is extra-reading.In proposing extra-reading in our classes, I do not believe that I shall be suggesting a great deal more work for the teacher, especially the teacher of Grades VIII and IX who, as I know, has a difficult time now to cover the curriculum.In these two grades, we have a very good course.The pupils get plenty of grammar and plenty of oral work.However, when it comes to reading French, more is certainly to be desired.Ineach of these grades only onesmall book is required, plus the stories in their grammar books.If we examine the reading in grades X and XI, we shall find also that there is but one book for intensive reading and another for outside reading.In many cases, however, the teacher spends so much time on the book for intensive reading that the one for outside reading is completely neglected.In fact, in all these four grades, the books are done very intensively \u2014 vocabulary learned, grammatical exercises done, questions answered on the stories and the stories retold.The result of all this intensive work is that, on completing high school, our pupils\u2019 vocabulary is limited to that found in these stories and that gained through their oral work using the general questionnaires.As far as a reading vocabulary goes, it stands to reason that it will be weak.I might mention here that in Course II of Grade XI, one of the topics for conversation is \u201cLes Journaux de Notre Ville\u201d.Many of my pupils speaking on this topic stated that they never read French newspapers because they could not understand them.What I should like to propose, therefore, in order to try to enrich the reading vocabulary and also to try to interest classes in a good reading programme, is that they be \u201curged\u201d by the French teacher to do more reading, and at the same time be given proper guidance.This reading is to be done by the pupils themselves, not as a class unit, but strictly as an individual effort supervised to a certain extent by the French teacher.The method suggested is that the teacher of a class of thirty to forty pupils should have in the classroom about four sets of books, ten copies to a set, which the members of the class should be able to read without too much difficulty.NE EE DEEE re SLL TE RIE RES AIRE RES PEOPLE ROIS SES CDS 238 THE EDUCATIONAL RECORD In Grade VIII, for example, we might have such stories as Sept d\u2019Un Coup, and three of a series called Les Lavals.Along with these four books, each pupil has a copy of L\u2019Aventure de Ted Bopp.Though to teachers these books seem very simple and childish, I believe that we must begin with such seemingly simple and childish work so that our pupils will not become discouraged at the very beginning of their reading programme.Each pupil should be urged to select one of these stories and to read it by himself, looking up in the vocabulary as many words as are necessary to enable him to understand it.Any difficult passages should be explained by the teacher on the request of the pupil.To show that the story has been read, the pupil is to have an exercise book in which he summarizes the story, in English.This should be only long enough to include the main ideas.I know that this idea of a summary in English will not meet with the approval of everyone, but does it not show comprehension, one of the basic requirements when reading a foreign language ?Also, too much of the teacher's time will not be required to read these summaries.Teachers who do not approve the writing of a summary, should ask some well directed questions to see that the work has been completed.The number of books read in a class naturally depends upon the class and the books available.I have suggested five to begin with but, as these are read, they could be supplemented by other books, and, in large schools, these sets of books might be exchanged by classes.Last year for example in my Grade VIII class, some pupils were able to read ten books, and read them well.In the method outlined, I have suggested Grade VIII as a model class, but there is no reason, so far as I can see, why the same method could not be carried out in Grades IX, X and XI.After all, Grade IX is just a continuation of Grade VIII and the tastes of the pupils in these two grades are not far removed.As the Grade X pupil seems much older, a greater variety of books should be to the advantage of both teacher and pupil.In Grade XI it is certainly of benefit to the pupil to continue his extra reading programme.\"However, since he is preparing himself for the High School Leaving Examination, it naturally follows that this extra-reading is going to be neglected if there is no apparent reward for it.At the present time, it is possible to complete a full paper in Grade XI without having read one of the books prescribed for the course.Consequently until the time comes when our Grade XI course includes reading for which marks are to be given, it will be quite impossible to insist that it be done.With this in mind, I would like to suggest that a question be put on our High School Leaving Paper to reward those students who do extra-reading.It is not only in Grade XI that a pupil should be rewarded for his reading, but also in the other three High School grades as well.This of course, is up to the individual teacher, but it would certainly be an added incentive to the pupil.Marks might even be given for the summaries, or, to ensure that the books are read by the pupils, themselves, questions might be put on the examination paper.The reading that I am recommending might quite easily be given in spare time, for pupils often have some.In large schools, classes often find themselves with spare periods owing to the absence of a teacher.At examination time our pupils are sometimes at a loss for something to do, for teachers sometimes EXTRA READING IN FRENCH 239 reach a point in their work when they do not wish to give written homework.This seems to me to be an ideal time to suggest some reading.If this reading is to be done properly it will have to be made compulsory.I have said \u201cthe students should be urged to select\u201d\u2019, the \u201curged\u201d in being quotation marks.A certain time limit should naturally be placed on the books, for otherwise the pupil will get behind in his work, and then may try to do it all at once.It is my opinion that our pupils will find this extra work too onerous.Teachers who hold First Class French Specialists\u2019 Certificates probably thought at first that the five or six books assigned to them presented quite a problem.After having read them, however, most teachers have willingly admitted that they enjoyed the work.What value is there in this extra-reading?I believe it to be manifold.I have already mentioned the enriching of one\u2019s vocabulary.Another is the synthesizing of the pupils\u2019 knowledge.It is our chance to let them see for themselves just how the language is pieced together.Teaching certain points of grammar is arduous work.If pupils have read widely their difficulties should be reduced.Among those which might be rendered more understandable, I might mention the use of le, la, les, when referring to part of the body; the agreement of adjectives and nouns; the correct auxiliary verb, the passé simple; in fact almost all the rules we teach.I am not suggesting that this reading can work miracles, but it stands to reason that it should at least aid the pupil not only to the better understanding of the language, but also in expressing himself more accurately.Another value which I might stress, though to a lesser degree perhaps, is that, in reading any language, be it a foreign language or one\u2019s native tongue, knowledge is acquired unconsciously in the act.Then too, if the books are properly chosen, and the pupil guided properly, there will probably be a quickening of the desire to continue reading French, even though he may have been forced into it.Last year for example, one of my pupils told me how much he enjoyed the stories, saying that, until that time, he had only read comics.Some of the stories we read were later heard on the radio, and the pupils were very eager to report having heard them, and also having understood them.These books for extra reading will, in all probability, have to be purchased by the pupils themselves in many cases.In the High School of Montreal we are fortunate in having a fairly good library of these sets of books, for I understand that, at some time in the past, a levy of twenty-five cents per pupil was made for the purchase of books which were left with the school.There are many other ways of raising the necessary funds, and these can be found by the enterprising teacher.There is an age when the child has a remarkable capacity to utilize these areas of the cerebral cortex for the learning of language, a time when several languages can be learned simultaneously as easily as one language.Later, with the appearance of capacity for reason and for abstract thinking, this early ability is largely lost.One who is mindful of the changing physiology of the human brain might marvel at educational curricula.Why should foreign languages (dead or alive) make their first appearance long after a boy or girl has lost full capacity for language learning?Dr.Wilder Penfield, Neurological Institute, Montreal.ih gh fi Bt Bri Kit pe Be pe Pe: Ha in A bei A ie + 50 in bth 4 50 hi RY ft 240 A ARVIDA: , ASBESTOS- * DANVILLE- SHIPTON: Dui Viol! a À AYER\u2019S CLIFF: 'AYLMER: \u201c* BAIE COMEAU: \u20ac BEDFORD: \\ BUCKINGHAM: \u2018l' BURY: \"\\ CHAMBLY COUNTY: Sh.tre ctie s > 7.se 1677 &- M COATICOOK: \\COOKSHIRE: * COWANSVILLE: DRUMMONDVILLE: + EAST ANGUS: THE EDUCATIONAL RECORD INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1954-1955 HIGH SCHOOL DIRECTORY Mr.Harold H.Calder, Mr.Lorris Balcom, Miss Alice Blenk- horn, Miss Lucy Bown, Mr.Keith Hall, Miss Lorna Henderson, Miss Doris Kerr, Miss Inez Lynch, Miss Marion McNair, Miss Gladys Palaisy, Miss Margaret Parkes.Mr.G.L.Rothney, Mrs.Alice Andrews, Mrs.Alison Berridge, Mr.Alfred L.E.Bishop, Mrs, Muriel Griffith, Miss Marjorie Husk, Mrs.Katalin Liszy, Miss Heather Jean MacLean, Mr, Noel MacNevin, Mrs.Florence McIver, Miss Grace Mimnaugh, Mrs.Ruby Nicholls, Mr.Stephen J.Olney, Miss Muriel Riley, Mrs.Laura Sloane, Mr.A.L.Smith, Mrs.Velma Snaden, Mr.Charles Stewart, Mr.T.M.Wallace.r.Lawrence Belford, Mr.Neil Bennett, Miss Irene May Boomhour, Mrs.Marjorie Dobb, Miss C.Ann Dodds, Miss Mabel Fraser, Miss Elaine Green, Miss Marjorie Anne Hurley, Mrs.Cordelia Mitson, Miss Gwendolyn Pitman, Mrs.Audrey Young.Mr.Earle S.Peach, Mr.B.F.Beaton, Miss Joan Curtis, Mrs.Isobel Day, Mrs.Christy Ferris, Miss Nellie Fillmore, Mr.Ross Goldie, Miss V.M.Grimes, Mrs.M.H.Guertin, Mrs.S.A.Heacock, Mrs.Lynda Kennedy, Mrs.E.M.True, Mrs.Mary Watson, Miss Jean Woodcock, Mrs.W._G.Woodham.Mr.Kenneth L.Nish, Miss Ramona Adams, Mrs.Christy C.Cook, Miss Alice C.Fuller, Miss Bessie IL.Mitson, Mrs.Alice Graham Muir, Mrs.Russell Rourke, Mrs.Davina Suttie, Mrs.Mary King Tanguay.Mr.Bruce Kirwin, Mrs.Doris Beerwort, Mrs.Marion Beetwort, Mrs.Kathleen Call, Miss A, Cooke, Mr.Robert Gold, Miss May Scott, Miss Winnifred White.TTT Mr.J.Clifford Moore, Miss Barbara Allen, Mrs.Elizabeth Betts, Miss Isobel Brouillet, Mr.Donald Cooper, Mrs.Ethel Hermiston, Miss Hazel Ireland, Mrs.Sarah E.MacEwen, Miss Marjorie McDowell, Miss Lona Meyer, Miss Joan Paesler, Mr.Melvin 8S.Yeo, Mrs.Beverly Zinniger, Mr.Gene Zinniger, Mr.Allan Sutherland, Mrs.Florence Coates, Mrs.Eugenia Dawson, Mrs.Margaret Mayhew, Mrs.Lena McGee, Mrs.Agnes Morrison, Mrs.Lillian Olson, Mrs.Mary H.Wood.Mr.Earle Y.Templeton, Miss Sylvia L.Burton, Miss Jessie G.Cockerline, Mr.Keith J.Dowd, Mrs.Jean Elliot, Mr.Kenneth F.Elliot, Mrs.Estelle J.Home, Mr.Ian K.Hume, Mr.Boy H.Kennedy, Mrs.Vida Keyworth, Miss Dorothea E.MacKay, Miss Eileen M.Montgomery, Mr.John C.Murray, Mr.Leonard H.Orr, Miss Phyllis E.Powell, Miss Florence Ray, Mrs.Iva J.Rhodes, Miss Frances Rosevear, Mr.John N.Boseyear, Mrs.June Rose- vear, Mr.Arnold Ryder, Mr.Frank Somogyvazj, Miss Rhita Joyce Standish, Miss Marie T.Stewart, Mr.Henry William Wel- burn, Mrs.Bertha Wilde, Mr.John C.Wrigglesworth.Mr.Stanley H.MacDonald, Mrs.James Barron, Miss Irene Boomhour, Mrs.Ethel Davis, Miss Jean P.Donaldson, Miss Alice Parker, Mrs.Donna Snow Sarrasin, Miss Marjorie Waldron, Mrs.Mildred I.Wheeler.Mr.Arthur J.Smith, Mrs.Muriel V.Barter, Mrs.Hazel K.Burns, Miss Louisa M.Elliott, Mrs.Pauline McVetty.Mr.Merton Tyler, Miss D.Atchison, Mrs.Velma Bell, Mrs.Ruth Bibby, Mr.Gordon Bown, Mrs.Charlotte Church, Miss Noreen Crick, Mrs.Alice Fulford, Mrs.Olive S.Lead, Mrs.Hilda Luce, Mrs.Bernice McClatchie, Mrs.Mary McCutcheon, Miss Marion Phelps, Mr.Alfred Rubens, Mr.Brenton Sanford, Mrs.Edith Shufelt, Miss Grace Shufelt, Miss Doris Welch.Mr.Norman A.Todd, Mr.Alfred L.E.Bishop, Mrs.Lorna B.Carr, Mr.J.Dexter, Mrs.A.Constance Dunn, Mr.Harold Edson, Miss Mary Fryer, Mr.Stephen Haskell, Mr.M.W.Johnston, Mr.Arthur Leck, Mrs.Katalin Liszy, Mrs.Muriel MacGibbon, Mrs.Joyce Henry MacLoon, Mrs.Winona Matthews, Mrs.Mary Moffat, Miss Joyce Perkins, Mr.A.L.Smith, Mrs.Katleen Todd.Mr.R.Barton Carr, Miss Thelma Gilbert, Mrs.Grace MacLeod, Mrs.Agnes Scott, Mrs.Gertrude Weston.oo \u2014 \u2018 A INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1954-1955 241 GRANBY: HEMMINGFORD: HOWICK: HUDSON: HULL : HUNTINGDON: KENOGAMI: KNOWLTON: LACHUTE: LAKE OF TWO MOUNTAINS: 4 A ~ LA TUQUE: LENNOXVILLE: Mr.Malcolm J.Dunsmore, Mr.Wilfrid L.Anderson, Miss Elsie Irene Boyes, Mrs.Doris Philia Coupland, Miss Jane Augusta Drew, Miss Elizabeth Flint, Miss Annie Alitia Howse, Miss Barbara Lee Larrett, Mr.John Gordon McGibbon, Mrs.Mabeth Helena McKeon, Miss Margaret C.Perkins, Miss Maud Estella Primerman, Mr.John David Savage, Miss Helen Seller, Mrs.Margaret Thomas, Mr.John A.Turpin, Miss Roslyn June Vain- court, Miss Shirley M.C.Watt, Miss Joye Esther White.Mr.Ross M.Brown, Mrs.Florence Barr, Mrs.Doris Cookman, Mr.J.E.Decker, Mr.T.Huntley Ferguson, Miss Patricia Me- Caig, Mrs.Clara Merlin.Mr.J.A.Gaudet, Miss Elaine Aitken, Mr.Robert G.Cram, Mrs.Margaret Graham, Mrs.Una Gruer, Mrs.Marv Morison, Mr.Thomas M.Simms, Mrs.Charlotte Templeton, Mrs.Jean Templeton.Mr.Donald S.Rattray, Miss Carole Anthony, Mr.E.Crandall Bockus, Mrs.Mary C.Bockus, Mrs.Margaret Dickson Bubar, Mr.Russel J.Burton, Miss S.L.Duke, Mr.Harold Frizzell, Mrs.Margaret Inglis, Miss Elizabeth Keirstead, Mrs.Sara C.Lane, Miss Patricia A.MacNinteh, Mrs.Gertrude Matthews, Mr.Shirley McKyes, Miss Lois F.Morell, Miss Marjorie Ness, Miss Allana G.Reid, Miss Margaret Robinson, Miss Alice H.Smith, Mr.Hugh W.Stevenson, Miss Olive O.Stewart, Mrs.Eileen Waldron, Miss Frances B.Wright.Mr.Kenneth W.Hall, Mrs.Ruth Bate, Mrs.Evelyn Burden, Miss Elaine Hayes, Miss Erma Little, Mrs.Elizabeth Logan, Mrs.Olive MacIntosh, Mr.Robert Morgan, Mrs.Helga Ray, Mrs.Jessie Reside, Mr.Rheal Saint-Pierre, Mrs.Hazel Sally, Mr.Geoffrey Seymour, Mrs.Lily Stromberg, Miss Elsie Theobald.Dr.Harold Cook, Mrs.Marion Brown, Mrs.Christine Dahms, Mrs.Muriel Frier, Mrs.Christena Graham, Mrs.Bertha Greig, Dr.Ruth Howie, Mrs.Marjorie MacGregor, Mr.Harry MacKrith, Miss Mahel MacMillan, Mrs.Mona Mason, Mrs.Ethel Mec- Cracken, Miss Mary Pringle, Mrs.Ward Rember, Mrs.Lillith Rennie, Mrs.Norma Robb.Mr.Franklin D.Heath, Miss Marv Joan Coffer, Miss Jeannette MacKinnon, Miss Sheila MacLaren, Miss Eileen Moore, Miss Leila T.Smith, Mrs.Olive Roy Wilson.Mr.J.Edward Perry, Mrs.Joan Bradley, Mr.Glen P.Brown, Mrs.Muriel Carmichael, Mr.Leigh Coffin, Miss Gwen Conner, Miss Amy Corrigan, Mr.Douglas Flewwelling, Mrs.Eleanor Gatenby, Miss Margaret Gillespie, Mrs.Christene Hadlock, Mr.Stanley Hardacker, Mrs.Gwen Holden, Miss Muriel Horner, Mr.Harry Long, Mis Muriel McKinnon, Miss Frances McOuat, Mrs.Jean Miller, Mrs.Gula Morrison, Miss Ethel Nesbitt, Mr.John Rowley, Mrs.Ona Sanborn, Miss Shirley Soule, Miss Jean Tracey, Miss Ruth White, Miss Carolyn Woodward.Mr.Frederick H.J.Royal, Mr.Robert W.Bailly, Miss Jane H.Catterson, Mrs.Pearl Clark, Mrs.Enid K.Dixon, Mr.Kenneth A.Dixon, Mrs.Ruth E.Graham, Miss Helen Kenney, Miss Frances MacLachlan, Miss Marion MacLachlan, Mr.James F.P.Martin, Mrs.Mabel McDonnell, Miss Gertrude M.A.Me- Mahon, Miss Grace V.McMahon, Miss Marjorie D.McOuat, Miss Margaret MeVittie, Mr.Burton Alfred Miller, Mr.Arne Petersen, Mrs.Doris M.Robinson, Mrs.Norma Pearl Rogers, Miss Vivian Scott, Miss Elizabeth Stanton, Miss Ada L.Sudsbury, Mr.Robert R.Tyler, Mrs.Alma Walker, Mr.Robert N.Wyse.Mr.Dennis Staniforth, Mr.James A.Allwright, Miss Ruth Anderson, Mr.Murray Baldwin, Miss Margaret Banfill, Mr.Marven Blakeley, Mrs.Anne Cameron, Miss Norma Farwell, Mrs.Evelyn Fraser, Mrs.Caroline French, Mrs.Ruby Gordon, Miss Affa Heustis, Miss Lois Ingalls, Mrs.Pamela Johanson, Miss Dawn Lowry, Miss Elizabeth A.Martin, Miss J.Elizabeth Martin, Miss Isabel McOuat, Mrs.Sarah Patterson, Mr.Trevor J.Phillips, Mrs.Elizabeth Shuttleworth, Mrs.Annie Silverson, Mr.Charles Stonefield, Miss Jean Templeton, Mrs.Sarah Warwick.Mr.Stanley B.Gage, Mrs.Edna Cooper, Mrs.Viola L.Gage, Mrs.Ada Gillard, Mrs.Bertha Eva Martin, Mrs.Bessie Monahan.Mr.Everette E.Denison, Miss Janet R.Barter, Mrs.Bertha M.Bell, Mrs.Bertha E.Bellam, Miss Dorene F.Bennett, Mrs. \\ N \\ I \\ \\ A AN ~ PALA TORO RN br RIT ES CRE 242 MACDONALD: MAGOG: Princess Elizabeth NEW CARLISLE: NORANDA: NORTH HATLEY: ORMSTOWN: PERCIVAL COUNTY: eme > QUEBEC: RICHMOND: St.Francis \\ N RIVERBEND: SAWYERVILLE: THE EDUCATIONAL RECORD L.Joyce Booth, Mrs.Marion E.Brown, Miss Eileen M.Ennals, Miss Esther L._.Eansworth, Mrs.Ella F, Hoy, Mrs.Marguerite C.Knapp, Mrs.Doris L.Little, Mrs.E.Doreen MacLeod, Mr.Gordon W.E.McElroy, Miss Constance N.Neales, Mrs.Lyndall R: Peabody, Mr.Kenneth E.Perkins, Mrs.Ruth M.Reed, Mrs.Ruby M.Robinson, Miss Janet H.S.Rose, Mrs.Eileen M.Smith, Mrs.G.Jean Stefano, Mr, Michael Stefano, Miss Carol M.Taylor, Mr.Algernon G.Theriault, Mrs.Ruth Vaughan, Mr.Gordon F.Warner, Miss Madelene J.Wells.Mr.Malcolm deF.Davies, Miss Jean Boswell, Mr.Leslie Clark, Miss Joan Cumine, Miss Lynn Duke, Mr.Murray Ellison, Miss Ruth Evans, Miss Bertha Heikkinen, Mrs.Fred G.Heslop, Miss Iris Heusser, Mr.David Hill, Mrs.Linda Howes, Miss Vera Kaiser, Miss Marjorie Kelley, Mrs.Barbara Kirkland, Mrs.Marjorie Kirkpatrick, Mrs.Wm.MacRae, Mr.Roger Malboeuf, Miss Mary Myles, Miss Barbara Newman, Mr.Robert Overing, Miss Grace Revel, Miss Shirley Rozee, Mr.Harold Smithman, Mrs.Walter Stinson, Mr.Gordon Swoger, Mr.Grant Taylor, Mr, Austin Thompson, Miss Angelina Tjelios, Mrs.Marjorie Whitman, Mrs.Ouida Wright.Mr.Cecil E.Robinson, Miss Beryl A.Beckwith, Miss Mary Jane Bellam, Miss Irene Boomhour, Miss Margaret Boomhour, Miss Grace Brown, Mr.Douglas Carroll, Miss Muriel E.Corey, Miss Agnes Davidson, Miss F.Jean Howe, Miss M.Anne Hurley, a Robert J.MacDonald, Mrs.Barbara May Martin, Mr.lifford McCullogh, Miss Mary A.MeHarg, Miss Edith Patterson, Miss Carlotta Perkins, Mrs.Mary Roberts, Miss Leola Stark, Miss Evelyn Stevenson.Mr.Alexander M.Lindsay, Mrs.Maybelle H.Caldwell, Miss Joan N.Coull, Mr.Donald Gosnell, Miss Helen G.Hall, Miss Lulu G.LeBrocq, Mrs.Enid D.LeGrand, Miss Betty J.Le- Maistre, Miss Violet Ray, Mrs.Mary Tozer, Miss Turner.Mr.Ralph W.Rowse, Miss Lillis Baker, Mr.E.Nathan Gould, Mrs.Muriel B.Hyndman, Mr, Paul A.J.Irwin, Mr.Alfred D.Jones, Mrs.Edith M.Lockyer, Mr.William KE.Marshall, Mr.G.H.Vaughan Naylor, Mrs.Geneva E.Raymond, Mrs.Winnifred H.Rowse, Miss Eunice\u201d M.Tannahill, Mr.William H.Tuke, Mr.Donald F.R.Wilson, Miss Rachel L.E.Woodburn.Mrs.Bertha E.Montgomery, Mrs.Elsie Marjorie Blachford, Miss Irene Boomhour, Mrs.[Ethel May Cruickshank, Mrs.Bernice M.Daintrey, Mrs.Evelyn Fearon, Mrs.Helen Pike.Mr.Eric A.King, Miss Miriam Agnes, Miss Elaine Aiken, Mrs.Willa Hooker, Mrs.Ruth Lindsay, Mrs.Eleanor McEwen, Miss Lorraine McOuat, Miss Elaine Meredith, Mr.Robert G.Smith, Miss Ingeborg Steinbach, Mrs.Phylis Upton, Mr.Arthur W, White, Mr.Ross S.White.Mr.Langdon V.Fuller, Mr.Norman R.Beckett, Mrs.Pearl Craven, Mr.J.A.Gosselin, Miss Barbara Grieve, Mr.James Marshall, Mrs.Nina Marshall, Mrs.Nina B.Oughtred, Miss Mary FE.Rowlands, Miss Estelle Saunders, Mrs.Barbara White.Mr.Harold G.Young, Mr.R.Campbell Amaron, Mrs.Ida R.Barras, Mr.David Blinco, Miss Janette Bullard, Mr.Thomas A.Cleland, Mr.Donald V.H.Cuming, Mr.Jack R.Harlow, Mr.Roland D.Hutchison, Mrs.Thelma Hutchison, Mrs.Helga Knop, Mr.G.R.Philip Lawrence, Mr.Ayton D, Lennon, Miss Mildred G.Lyster, Mr.J.Lloyd MacKeey, Miss Jean MacLeod, Mr.Angus A.MacMillan, Mrs.Ida Fletcher Price, Miss Grace D.Smith, Miss Margaret Wood, Mrs.Edgar Wiggs.Mr.L.F.Somerville, Mrs.Winnifred Alexander, Mr.K.H.Annett, Miss Elaine Barrington, Mr.Alfred L.E.Bishop, Mr.R.B.Brown, Mr.Gordon Buchanan, Mr.M.J.Butler, Mrs.Inez Fallona, Mrs.Jessie Fraser, Mrs.Ruth Higgs, Mrs.Joyce Husk, Miss Norma Isobel Knowles, Mrs.Ruth Lemoine, Mrs.Katalin Liszy, Miss Frances Mastine, Miss Nora Moorhead Mrs.Joan Morrison, Mrs.Hazel Newell, Miss Viola Noble, Miss Mildred Parsons, Mr.A.L.Smith, Miss Joan Taylor.Mr.Jason Lee Heath, Mrs.Eva Théorét Belle-Isle, Miss Marion Ruth Dixon, Mrs.Eva Mae Hunter.Mr.Thayne C.McGilton, Mrs.Evelyn French, Miss Jean A.Goodhue, Mrs.Ella G.Hodgman, Mrs.Myrtle Murray, Miss INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1954-1955 243 + SCOTSTOWN: : '\\ SHAWINIGAN: + \\ SHAWVILLE: a SHERBROOKE: A STANSTEAD: \u2018 \\ STE.AGATHE: \"SUTTON: THREE RIVERS: VALLEYFIELD: Gault Institute : WATERLOO: BARON BYNG: 2,0 AF REAL G7 FRA \"THETFORD MINES: Evelyn Paige, Mrs.Frapces South, Mrs.Vera Todd, Mrs.Olive Twyman.Mrs.Marion Goodwin (Assistant Principal), Miss Betty Lou Bishop, Mrs.Florence Harrison, Miss Jean C.Higginson, Mrs.Eleanor MacDonald, Mrs.Hilda MacRae.Mr.G.Arnold McArthur, Marion Miss Joan Dix, Miss F.Vivien Farmer, Mr.J.E.Fisher, Miss Hazel Flett, Miss Marylene Fritch, Miss Marion Gaunce, Miss Edna Mary George, Mrs.Marjorie Lang, Miss Elizabeth Macklem, Miss Florence McCurdy, Mr.Archibald Miller, Miss Pauline Rowe, Miss Doris Sarrasin, Mr.George Stewart, Mrs.George Stewart, Miss Inez Whelan, Mr.John A.Tolhurst, Mrs.Gordon Armstrong, Miss Audrey Bishop, Mrs.Gordon Bradley, Mrs.Margaret Campbell, Miss Athol Dale, Mr.Thomas Durrell, Miss Beulah Findlay, Miss Lorna Fleming, Mrs.Fred Graham, Miss Myrtle Hodgins, Mr.Wilfred Huskilson, Miss Ann C.Lowe, Mrs.Ruth MacLean, Mr.Ruthven MacLean, Mrs.Ruthven MacLean, Miss Orla Mee, Miss Frances Murdoch, Miss Eleanor Nevers, Mrs.John Richardson, Mrs.Kenneth Smith, Miss Mornington Smith, Mr.George M.Stones, Miss Clara Strutt, Mrs.Clifford Strutt, Mr.Robert.Swim, Mrs.James Warren, Mr.Peden Wilson.Mr.Wright W.Gibson, Mrs.Enid Beattie, Mr.J.R.Beattie, Mrs.Milicent Caswell, Mrs.Doris Conley, Miss Marjorie Crawford, Mts.Murdena Denison, Mr.A.J.Diel, Miss Joan Fraser, Mr.R.L.Gale, Miss Enid Hopper, Mrs.Margaret Mack, Miss Lois Mackenzie, Miss Dolena Nicholson, Mr.E.W.J.Porter, Mr.G.& Rockwell, Mr.Horst, Rothfels, Mr.R, C.Tracy, Miss Elizabeth White.0 Mr.L.C.MacPherson, Mr.David Boswell, Mr.J.P.Bury, Mr.William Busse, Miss Kay Craib, Mrs.S.Edgar, Mrs.S.Fleming, Mr.A.P.Gordon, Mrs.W.Greer, Mr.D.M.Hackett, Miss Josephine Harris, Mr.P.Higginbotham, Miss Edith Howes, Mrs.R.Johnston, Miss Margaret Masten, Mr.H.McClary, Miss Margaret Philip, Miss J.Richards, Mr.L.Semon, Mrs.M.B.Smith, Rev.E.G.Tenneson, Mrs.J.R.Vivian, Miss A.Windeler.Mr.James H.Jacobsen, Miss A.Archibald, Miss L.Deleuze, Mrs.Doris Gourley, Mr.Harry Gourley, Miss M.Kaufman, Mr, C.Kendall, Mr.B.P.Smaill, Miss M.de Zwarte.Miss Kathleen Harper, Mrs.Charlotte Church, Mrs.Helen Hastings, Miss Eva Hawley, Miss Beverley McBain, Mrs.Emily O\u2019Brien, Miss Dorothy Phillips, Miss Anne Ropars, Mrs, Kathleen Royea, Miss Hildred Vail, Mee, Iris Wedge, Mrs.Jean Whitford.Mr.Stuart L.Hodge, Mr.Norman Bradley, Mrs.Kathleen Davidson, Mrs.Annie A.Hogge, Mrs.Cora Mimnaugh, Mr.Vernon George Smith, Mr.John S.Visser.Mr.Percy N.Hartwick, Miss Margaret Helen Brown, Mr.Gerald Ross Clarke, Mrs.Elaine Dunwoodie, Mr.Peter Logan, Miss Ruth C.MacFarlane, Mrs.Elsie MacPherson, Miss Melba McBain, Miss Jane McCoomb, Miss Marian McCrea, Mrs.Elizabeth Morse, Miss Agnes Morrison, Mrs.Lenore Morrison, Mr.Donald K.Nelson, Miss Barbara Pattison (Brisbane), Mrs.Patricia J.Shearsmith, Miss Dorothy Williams, Miss Mabel Alice Young.Mr.John A.Ferris, Mr.S.D.Andrews, Mrs.Jean Baskin, Miss Shirley J.Brown, Mrs.Ada Cluff, Mrs.Audrey E.Cluff, Mrs.Eleanor M.Cooper, Miss C.Lois Elliot, Mr.John C.Gaw, Miss Genevieve L.Getty, Mrs.Margaret Hauver, Miss Phyllis Loveland, Mrs.Blanche Peck, Miss Phyllis Sobey, Miss Ivy C.Whalley.Mr.O.T.Picford, Miss Wilma Beattie, Mrs.Elizabeth Black, Mr.John Black, Mr.John Chapman, Miss Janice Clark, Mr, Ross Conners, Miss Elizabeth Griffin, Mrs.Marian Hackwell, Mrs.Bruce Heath, Miss Joan Heath, Miss Olive Hunt, Mr.Kenneth Lee, Mrs.Myrtle Pope, Mr.Warren Reid, Miss Shirley Watt, Mrs.Myrtle Watts.Mr.G.F.Henderson, Mr.S.Adelman, Mr.S.Armstrong, Mrs.B.S.Battle, Mr.A.D.Bent, Mrs.M.G.Brash, Mr.J.C.Calder, Mr.G.M.Cameron, Mrs.I.M.Clarke, Miss J.Croll, Mrs.H.IRR TR 244 HIGH SCHOOL FOR GIRLS; Tow J LT A HIGH SCHOOL OF MONTREAL: Pres > cdrar- tes 17 rd FU ITREAL LACHINE: Jun, PU X 7 A4, MONTREAL WEST: od > - + 4% CAN hoe INV oN / atl THE EDUCATIONAL RECORD Demuth, Miss M.L.Duffus, Mr.D.S.Dufty, Dr.H.A.Ebers, Mrs.M.M.Fisenberg, Mr.N.D.Far juharson, Mr.R.H.Ford, Miss F.Glassman, Mrs.M.Goldberg, Mr.B.V.Haisman, Mr.M.Hanna, Mr.R.W.Herring, Mr.E.P.Hoover, Mr.L.G.Hopper, Mr.T.H.G.Jackson, Mr.E._Joas, Mr.A.Kalpakis, Miss F.Katz, Miss E.F.Keane, Mr.J.D.Kotsos, Mr.G.D.Lessard, Mr.W.V.Lewis, Mrs.Z.J.Litovsky, Mr.O.J.Lummis, Mr.H.M.Mandigo, Mrs.J.H.Nielsen, Miss D.A.Posner, Mr.J.W.Price, Mr.R.H.Ransom, Miss J.E.Ryan, Miss S.Schwartz, Mrs.L.Sherman, Mrs.F.Spilker, Mr.B.G.Sprackl.n, Miss E.H.Steinberg, Mr.R.G.Stephen, Mr.H.M.Stewart, Mr.N.W.Wood, Mr.D.N.Zweig.Miss E.Christine Rorke, Mr.James T.Allan, Miss Doris E.Bain, Miss M.Edith Baker, Miss L.Hope Barrington, Miss Florence G.Clarke, Miss Laura S.Davis, Miss F.Margaret Dick, Miss Violet L.Duiguid, Mr.William M.Firth, Miss Charlotte L.Forster, Miss Gladys M.Fraser, Miss Margaret I.Garlick, Miss Iris M.Hamilton, 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 W.Lane, Miss Barbara A.Lax, Miss Carol J.Lodge, Miss B.Jean MacDonald, Miss Mona G.MacLean, Miss Irene S.J.Martin, Miss Marguerite A.Martin, Miss Elizabeth Massy-Bayly, Miss Dorothy R.Mathewson, Mrs.Marion A.Mayhew, Miss F.Irene McLure, Miss Bertha H.McPhail, Miss Alice E.Miller, Miss Madelyn D.Robinson, Dr.Dorothy J.Ross, Miss Thelma M.Rough, Miss Ruby E.J.Smith, Mr.James B.Speirs, Mrs.Mary J.Stearn, Miss Winifred Thompson, Miss Frances E.Watson, Miss Harolyn M.Wilson.Mr.Gordon H.Heslam, Mr.H.Donald Allen, Mr.John MeL.Black, Mr.Robert M.Calder, Mr.Richard F.Callan, Mr.J.Bryce Cameron, Mr.Norman A.Campbell, Mr.Louis-Ubald Carbon- neau, Mr.J.Howard Ciley, Mr.Douglas C.Colebrook, Mr.G.Kenneth L.Doak, Mr.James G.Eaton, Mr.Henry G.Ferrabee, Mr.George Gay, Mr.I.Foulkes Griffiths, Mr.H.Noel Hamilton, Mr.Brenton M.Holmes, Mr.William C.Jacobson, Mr.Thomas M.Kerr, Mr.Norman J.Kneeland, Dr.Harry D.Lead, Mr.Jean G.Le Guillou, Mr.John R.LeRoy, Mr.Lyle C.Lighthall, Mr.Stanley G.Lumsden, Mr.Douglas M.Lunan, Mr.T.Grant MacGregor, Mr.Tan A.McKay, Mr.Alfred T.McKergow, Miss Hazel MeMillan, Mr.William S.Murray, Mr.William R.Osterman, Mr, Tan Park, Mr.John N.Parker, Mr.Keith S.Pitcairn, Mr.C.A.Irving Racey, Mr.William H.Ralph, Mr.Dugald R.Sarty, Mr.James C.Scott, Mr.William E.Searles, Mr.George R.Stacey, Mr.Louis Tomaschuk, Mr.William S.Trenholm, Mr.enry E.Wright.oe Kiel H: Oxley, Miss Lorna W.Allen, Miss Florence M.H.Biard, Miss Doris E.Boyd, Miss Mabel R.Brash, Mr.Kenneth Bugden, Miss Elizabeth Bunting, Mr.John R.M.Byers, Mr.V.Stanley Carr, Mr.Donald Cochrane, Miss Mary B.Craze, Mr.Edgar Davidson, Mr.Henri J.Desseauve, Mr.Victor L.Doleman, Mr.E.Wyatt Johnston, Miss A.Kathleen Keith, Miss Helena D.Keith, Miss Marion A.Keith, Mr.T.Douglas Kneen, Miss Marta G.Laurin, Mr.Philip L.Martin, Mr.Fred L.McLearon, Mrs.Jenny L.McRae, Miss Joy Muir, Miss Alma Murchie, Mr.Stanley Nason, Mrs.Jean Pilon; Mr.Gordon A.Potter, Mrs.Dorothy Rawin, Mr.Chesley Sadko, Mr.Robert C.Saul, Mr.Arthur K.Solomon, Mr.Ernest R.Spiller, Mr.Alexander Stewart, Miss Agnes M.Stoddart, Mr.Allan D.Talbot, Mrs.Ann Thompson, Mr.Donald G.Wallace, Mrs.D.Lilhan Weldon, Miss Janet BE.Woodley.Mr.Otto G.Parsons, Miss Dora Almond, Mrs.M.Olive Barter, Miss Margaret C.Craze, Mr.John A.Cummings, Mr.Henri J.Desseauve, Mrs.Eleanor M.Doyle, Mrs.Winona Driscoll, Mr.Keith L.Farquharson, Miss Beryl E.Field, Miss Joan M.Findlay, Mr.Clifford Ford, Mrs.Frances Gulliksen, Mrs.Mary C.M.Hendry, Mr.Edward S.Heney, Miss Grace E.Henry, Mrs.Joan Johnson, Miss Georgena P.MacLean, Mr.H.Gordon Makin, Mr.Kelvin H.Mann, Miss Mary Mathews, Miss Isobel McEwen, Mr.Henry J.Miles, Mrs.Joy Murray, Mr.Roy E.Norman, Mrs.Geneva x 1 INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1954-1955 245 MOUNT ROYAL: [or Cor ERY Abe Jr noe Moss 7 P yo 110 ROSEMOUNT: 3737 Bénvas LT Le ST.LAURENT: œ Ne - STRATHCONA | ACADEMY: as Ch HORN ND Miss Georgena P.MacLean, Mr.H.Gordon Makin, Mr.Kelvin H.Mann, Miss Mary Mathews, Miss Isobel McEwen, Mr.Henry J.Miles, Mrs.Joy Murray, Mr.Roy E.Norman, Mrs.Geneva Petrie, Dr.Edward C.Powell, Miss Mary E.Rodger, Miss Barbara Ross, Miss Joan Rutherford, Mr.Bernard N.Shaw, Mrs.Mina Snyder, Miss Dorothy Somers, Mr.Renwick M.Spence, Mr.Donald R.Stevenson, Miss Betty Tate, Mr.Earle S.Thomas, Miss Erma H.Vibert, Mr.Basil C.White, Dr.Drummond Wolff.Mr.George Brown, Mr.Elmer L.Anderson, Mr.Richard G.Anderson, Mr.C.C.Awcock, Mr.D.K.Bell, Mrs.Phyllis Bennett, Mrs.Doris E.Boothroyd, Miss Helen Brown, Mr.R.C.L.Brown- lee, Dr.Donald W.Buchanan, Miss Mary Cameron, Mr.Michael Canning, Mrs.Dora Chicoine, Mrs.Aldeth Clark, Mr.James C.8S.Crockett, Miss Irene Dombroski, Mr.Gordon L.Drysdale, Mr.Eric Essex, Mr.W.H.Findlay, Mr.William T.Fish, Miss Jean Gwynne, Mr.Roger Haeberle, Mr.Thomas N.Hardie, Miss Claire E.Harrison, Miss Alice R.Horobin, Mr.J.A.Howden, Mr.Gerald F.H.Hunter, Mr.Charles N.James, Dr.Harrison Jones, Mr.James C.Logan, Mr.Francis W.MacRae, Mr.Birdie Marcus, Mrs.T.Barbette Marwick, Miss Nora McCarthy, Mr.W.Douglas McVie, Mrs.Lillian G.Melrose, Miss Beryl Munro, Miss Mary Patterson, Mr.Hugh J.Purdie, Mr.Arthur R.Scam- mell, Miss Marjorie Sellars, Mr.J.N.B.Shaw, Mr.J.J.Sims, Mr.L.Douglas Smith, Mr.Edward Storr, Miss Edith Walbridge, Miss Doris Welham, Mrs.Phyllis Wright.Mr.J.Douglas Campbell, Miss Mary Aboud, Miss Vera P.Atsalinos, Mr.Angelo E.Bartolini, Mr.William T.Booth, Mr.C.Howard Bradford, Mr.Scott A.W.Brown, Miss Alice S.Bruce, Miss Laurette A.Campbell, Mr.Mason M.Campbell, Mr.Lewis D.Conway, Miss Sylvia D.Cook, Miss Rita V.De- Pierro, Mr.Harry M.Doak, Miss G.Olive Dupre, Miss Annie M.Findlay, Miss Mary H.Ford, Miss Mary Fuller, Miss Francoise L.P.Gros, Miss Teresa G.Gualtieri, Mr.Ronald W.L.Hagerman, Mr.Sydney R.Hamilton, Miss Menna Hughes, Mr.William C.Jacobson, Mr.Ribton C.Jonas, Mrs.Rose Klyne, Mr.Robert S.Kneeland, Mr.Robert M.Kouri, Miss Corinne E.Lamert, Miss J.Lucille Lefebvre, Miss Lorna M.M.Lewis, Miss Clara B.Lockhart, Miss Patricia B.Luke, Mr.Walter Macdonald, Mr.Colin N.Mackie, Mr.George Marcus, Mr.Douglas L.Marsland, Mr.Albert B.Mason, Mr.Wilbert E.McCurdy, Mr.Donald McLean, Mr.William P.Melnyk, Miss Mary Metcalf, Mr.Chesley B.Milley, Mr.Robert J.Mullins, Mr.Hugh H.Munroe, Miss M.Erma Nelson, Mr.Hugh M.Patton, Miss Margaret L.Perowne, Mrs.Lorna M.Purvis, Mr.George E.W.Shearman, Miss M.Gladys Smirle, Miss M.Grace Smith, Mr.Thomas Stewart, Miss Rose L.Sillman, Mr.John H.Taylor, Miss Mary H.Taylor, Miss Rose Zahalan, Mr.Steven C.Zakaib.Mrs.Mabel A.Perry, Miss Florence Adams, Mr.Crawford Anderson, Miss Rhoda Batist, Miss Elizabeth Bennett, Miss Agnes Bey, Mrs.Edna Boyle, Mrs.Aileen Bryerton, Mr.Keith Campbell, Mr.Thomas Christmas, Mrs.Martha Crawford, Miss Barbara Dawson, Miss Sandra Diamond, Miss L.A.Drury, Miss Jane Elliot, Mr.W.R.Elliott, Mrs.E.Farrant, Mr.W.E.Fletcher, Miss Marilyn Gilletz, Miss Ruth Hecht, Mrs.Mary Henderson, Mr.K.W.Holmes, Miss Gladys Hutley, Mr.John King, Mr.S.S.Kis, Miss Ruth Kravitz, Mrs.H.P.Luchterhand, Mrs.Catherine MacRury, Miss Sulvia Marksfield, Miss Anna Marshall, Miss Sandra Matthew, Mrs.Isobel Matthews, Miss Ruth McDonald, Mr.Neil McGregor, Miss Shirley Moss, Mrs.Vivian Murphy, Miss Freda Parker, Mr.George Pharr, Mrs.Dorothy Purcell, Miss Dorothy Richardson, Mrs.Ann Rubenstein, Mrs.E.J.Saul, Miss Shirley Scott, Miss Glenda Stevens, Mr.Alexander Stewart, Mr.G.H.Taylor, Mrs.Alice Walker, Mrs.Marjorie Watt.Mr.F.W.Cook, Mrs.A.Aitken, Mr.H.W.Biard, Mr.R.H.Bott, Mr.B.Campbell, Mr.W.I.Cook, Mrs.S.Cooper, Miss B.L.Cowper, Miss G.A.Cullen, Dr.S.A.Davidson, Mr.E.W.V.Deathe, Mr.R.T.B.Fairbairn, Mr.M.D.Gile, Miss G.E.Hibbard, Miss J.Ippersial, Mr.G.C.Johnston, Mr.H.W.Jordan, Mrs.M.loyce, Miss M.G.Kerr, Miss D.J.Kidd, Mrs.W.I.ind- NL \"AR i i Bh i E i's.Bd.Re 246 = VERDUN: = Ki Gibb Mr.a Jie ues \\ WEST HILL: A) / AM nt ell NUS A yas Ti 5 ~~ WESTMOUNT: Foon ; .~ WESTMOUNT JUNIOR: Yo ggrrmovnt; WESTWARD: ~ Pavey Wagm ALL Ne THE EDUCATIONAL RECORD say, Mrs.H.O.Lough, Miss M.L.MacKay, Mrs.D.Mackey, Mrs.C.W.McCuaig, Mr.G.L.McCutcheon, Mr.G.D.McKiel, Miss B.McPherson, Miss E.L.Osgood, Miss D.M.Roberts, Mr.M.À.Ross, Mr.A.R.M.Roy, Mr.W.F.Russell, Mr.W.G.8.Stafford, Miss E.M.Swanson, Miss M.Swanson, Miss E.A.Thompson, Mr.C.J.Udell, Miss F.M.Wallace, Mr.R.J.Wensley.Mr.H.E.Grant, Mr.Eric John Adams, Mr.Leonard Blane, Miss Katharine Bradwell, Mrs.Marion P.Clarke, Miss Florence Cole, Miss E.May Coveyduc, Mr.Matthew Taylor Craig, Mr.Duncan Cumming, Miss Margaret Dodds, Mr.Alexander G.Donaldson, Miss Doris E.Dugan, Mr.J.Archie Etienne, Miss Helen B.Ferguson, Mr.William Ford, Miss Jean Anna Forster, Mr.John Harold Fransham, Mr.Gordon B.Gilmour, Mr.Aubrey James Goodwin, Mr.Gordon Hall, Mr.Albert KE.Holloway, Mr.Algoma Charles Ironside, Miss Alma Olga Jackson, Mr.Arthur Jones, Mr.Taliesin Jones, Mr.Eugene T.Jousse, Miss Margaret Laird, Mr.George Oscar Lee, Miss Stella Lendon, Mr.L.Cameron Leslie, Mr.Angus MacFarlane, Miss Gwen Markwell, Miss A.Elizabeth McMonagle, Miss Annie Laurice McPhail, Mr.Ross Malcolm Mercer, Miss Mavis Mitchell, Miss Margaret Kathleen Morrison, Mr.Ivan Mulligan, Mr.Rhodes Clarke Oulton, Mr.Robert S.Patterson, Mr.Robert A.Pearce, Miss G.Paige Pinneo, Mrs.Isobel Jean St.Pierre, Mr.Arthur Milton Smith, Miss Jean Norma Snyder, Mr.George R.Stacey, Mr.Clifford Stirling, Miss Ethel B.Thompson, Mr.George S.Tomkins, Mr.Jack Troughton, Mr.Andrew P.Watson, Miss Margaret Watt, Mr.James Henry Whitelaw.Mr.Leonard Unsworth, Mr.Alan Aitken, Mrs.Gladys Ash- worth, Miss Mary E.Baker, Mr.Cluny P.Batt, Mrs.Ann M.Bridges, Mr.Philip J.Brown, Mr.Ernest C.Carter, Miss Jessie M.Clarke, Miss Amy M.Collie, Mr.Earl E.C.Corey, Miss Mildred M.Couper, Mr.Wm.D.Y.Doyle, Mr.Peter R.Duncan, Mr.J.Archie Etienne, Miss Kathleen I.M.Flack, Miss Grace A.Fletcher, Mr.Guy Gavrel, Miss K.Mary Gilmore, Mr.Harold R.Goodwin, Mr.Gavin.T.P.Graham, Miss Muriel J.Graham, Mr.James H.Greig, Miss Joyce E.Hayward, Mr.Lee D.Hutton, Mr.Jack W.Jardine, Mr.Gilbert H.King, Mrs.Joan Esme Laflin, Dr.Gordon M.LeClaire, Mr.Orlo E.Lewis, Mr.Murray P.MacFarlane, Miss Elizabeth MacLeod, Mr.Arthur L.Macumber, Mrs.Grace E.McCullagh, Miss Joyce E.McLelland, Mr.Harry D.Morrison, Miss Christina M.Morton, Mrs.Kathleen A.Murray, Miss M.H.Joy Oswald, Miss Eileen M.Phelan, Miss Muriel Prew, Mr.Norman E.Pycock, Mr.John L.Ringwood, Mr.Robert It.Rivard, Mr.Robert W.Robertson, Mr.Roderick Saunders, Mr.Malcolm H.Stanley, Mz.J.Frank Shupe, Mr.Leon A.Ward, Mr.Orville White, Miss Frances G.Whiteley, Miss Evelyn C.E.Wilson, Mr.Glenn L.Wood.Mr.R.O.Bartlett, Miss G.Banfill, Mr.A.Bernard, Mr.A.Buckmaster, Mr.P.Dyck, Miss M.Dyke, Mr.R.Firth, Miss R.Hopkings, Mr.W.Horsnall, Mr.E.Hutchison, Miss D.King, Mr.D.Lawley, Miss J.MacMillan, Mr.D.McRae, Mr.J.Patrick, Mr.R.Peck, Miss L.Preston, Miss A.Ross, Mr.B.Schaffelburg, Mr.R.Sharp, Miss R.Sherman, Mr.D.Smith, Mr.E.Smith, Mr.J.Snyder.Mr.R.Steeves, Mr.H.Atwood, Mrs.L.Baird, Mr.J.Bovyer, Mr.M.Calvert, Miss A.Capel, Mr.D.Chodat, Mr.W.Coombes, Mrs.W.Davies, Miss L.Davison, Mr.P.Field, Mr.F.Fleming, Mr.R.Germaney, Mr.K.Hill, Mrs.F.Hopper, Miss V.Jamieson, Mr.H.Johansson, Mr.A.Kenney, Mr.B.LaBonté, Mrs.L.Lancey, Miss G.Lane, Miss D.Lawlor, Mr.D.Mackey, Miss B.Mathews, Mrs.A.McKay, Mr.J.McOuat, Mr.K.Murray, Mr.W.Nickels, Mr.M.Oke, Mrs.S.Park, Mr.G.Pollock, Miss M.Rice, Mrs.H.Savage, Miss D.Smith, Mr.J.Stracina, Mr.H.Stratton, Mrs.R.Stuart, Mr.H.Stutt, Miss J.Thompson, Mr.D.Trenholm, Mr.M.Turner, Miss E.Wales.Mr.Charles G.Hewson, Mrs.Joan Barry, Miss Grace M.Beaton, Mr.L.W.Beauprie, Mrs.Margaret J.Bell, Mr.J.H.Bruhmuller, Mr.Herbert C.Caley, Mr.A.Roy Chesley, Miss May Dumbell, Mrs.Phyllis E.Eastman, Miss Phyllis L.Eastman, poutre ds tient INTERMEDIATE AND HIGH SCHOOL DIRECTORIES, 1954-1955 247 Mrs.Elizabeth Eaves, Miss Ernestine Eichenbaum, Mr.G.H.Elsey, Mr.Lester D.B.Gill, Mrs.Rose Gold, Mr.J.R.Harris, Mr.A.A.M.Henderson, Mr.Donald J.M.Hughes, Mr.William A.Jamieson, Mr.Percy W.W.Lane, Mr.Arthur E.Larivière, Miss Roma Y.Matthews, Mr.R.W.McEwen, Mr.Ken Mec- Gowan, Miss Eileen McKyes, Miss Lois E.Morrison, Miss Norma A.E.Osler, Mrs.Erma Patterson, Miss Jean V.Pepler, Miss .Marjorie Pick, Mr.H.Oscar Purdy, Mr.Allan A.R.Ramsay, i Mr.Ernest A.Robinson, Mrs.Bertha J.Rohr, Mrs.Dorothy M.Sokolyk, Miss Anne M.Scott, Miss L.Jean E.Wighton, Mr.Richard J.Williams, Miss Edith M.Winter.INTERMEDIATE SCHOOL DIRECTORY 1954 - 1955 \u201cARUNDEL: Mr.Melvin A.Graham, Mrs.Miriam Cooke, Mr.Daniel Dorotich, Mrs.Florence Graham, Mrs.Paul Hebert, Mrs.Opal Johnston, Mrs.Grace Sinclair, Mrs.Florence Whitcomb.Lv AYLWIN: Mr.Robert L.Hanna, Miss Flora FE.Cameron, Miss Marion MacAulay, Mrs.Lillian Mulligan, Mrs.Gladys Presley.\u201c\"BEAUHARNOIS: Mr.B.M.Stark, Miss Lulu Brundage, Mrs.Jean Chubb, Mrs.V.Sheppard.BEEBE: Mr.W.Edward Dolloff, Mrs.Bernice Crawford, Mrs.Frances Halsall, Mrs.Doris Holmes, Miss Irene Porter, Mrs.Lura Rickard, Mrs.Jessie Smith, Mrs.Mildred Wheelock.BELLE ANSE: Mrs.Hugh I.Apps, Mrs.Stuart Duncan, Mrs.Emery Element, Mrs.Reginald Mabe, Miss Marion McDavid, Miss Peggy Willett.«+ BISHOPTON: Mrs.Flora H.Mcintyre, Mrs.Verlie C.Gilbert, Mrs.Edna M.Lunnie.\u201c BLACK CAPE: Miss E.Joan Fairservice, Mrs.Ruth Currie-Mill, Mrs.Queenie Steele.A UBROWNSBURG: Mr.G.King Amos, Mrs.Verna Armstrong, Mrs.Marion Con- BE nelly, Mrs.Lulu Dixon, Miss Jessica Ford, Mr.G.Philip Grant, Ee.Mrs.Ruby Kennedy, Miss Lyla Primmerman, Miss Ruby Prim- By merman, Miss Mary Reid, Miss Lilly Syvaoja.3 CAMPBELL\u2019S BAY: Mr.Carl P.Jackson, Miss Mary P.Jay, Mrs.Genevieve Olm- E stead, Mrs.Cora M.Robinson.Br CLARENCEVILLE: Mrs.Doris E.Holzgang, Mrs.Clarence E.Adams, Mrs.Jane : Brown, Mrs.Violet R.Hislop, Mrs.Marion E.Miller.- DOLBEAU: Mr.J.N.Fortier, Miss Catheline F.M.Bisson, Mr.Calno John É ' Soule.Ba.\u201cESCUMINAC: Mr.Robert MacGregor Bruce, Mrs.Ivah W.MacLeod, Miss od Thelma Barbara Anne MacNeill, Miss Leah Ella Mann.po.- FARNHAM: Miss Louise G.Hall, Miss Verna Cathcart, Miss Muriel Hoskin, Miss Rosemary Martin.E { FITCH BAY: Mrs.Ellen E.Smith, Miss Joyce Bockus, Miss Elizabeth A.38 Sawyer, Miss Ethel M.Wilson.Be FRANKLIN: Mrs.J.M.A.Runnals, Mrs.Edna Erskine, Mrs.Mabel Mec- gi Cracken, Mrs.Gladys H.Reid.Bt GASPE BAY NORTH: Mr.T.Peter Matthews, Mrs.Marion Coffin, Miss Muriel Smith.GASPE BAY SOUTH: Mrs.M.E.Matthews, Mrs.Alice Eden, Mrs.Sybil Eden, Mrs.Luly Miller, Mrs.Eva Vibert.L\" GASPE VILLAGE: Miss Marion G.Niven, Miss Elaine Coffin, Mrs.Mary E.Miller, Miss Joanne Stewart.\\GATINEAT MILLS: Mr.Walton L.Snell, Miss Irene Abraham, Mrs.Diane Belle, Mrs.Gladys Cameron, Miss Edith MacCallum, Miss Isabel MacCallum, Miss E.Noreen Murray, Mr.Henry Ward.+ GRAND Mr.Philip Doddridge, Mrs.Lyla Margaret Barter, Mrs.Mary CASCAPEDIA: Florence Barter.GRENVILLE: Mr.A.J.McGerrigle, Mrs.Myrtle C.Andrews, Mrs.Robina Dumouchel, Miss Eileen Hoare, Miss Evelyn Laurin, Mrs.Mary K.McGerrigle, Mrs.Lillian Murphy, Mrs.Elsie North, Mrs.M.B.Poulter, Miss Marion A.Pritchard, Mrs.Eleanor M.Whinfield.\u201c HOPETOWN: Mrs.Robert L.Ross, Miss Lois Byers, Mrs.Ferne Howatson.- HULL TOWNSHIP: Miss Ellen N.Bronson, Mr.James Davis, Mrs.Helena Shaw Elliott, Miss Donna Foster, Miss Jean McLean, Mrs.Maude Morrison Shouldice, Miss Muriel Smith, Miss Louis Sparling.INVERNESS: Mr.Raymond A.Montague, Mrs.Ruth Graham, Mrs.Marjorie right.af ee vat ee rele wt 248 KILMAR: MANSONVILLE: MATAPEDIA: « McMASTERVILLE: MORIN HEIGHTS: NAMUR: \u201c~~ NEW RICHMOND: z ONSLOW: VY ed oN POINTE CLAIRE: \u2018 7 RAWDON: ROUYN: | SHIGAWAKE- PORT DANIEL: SOREL: 1 ST.JOHNS: STANBRIDGE EAST: THURSO: NV ALOIS: \\ VALCARTIER: WAKEFIELD: | AWATERVILLE: WINDSOR MILLS: YORK: THE EDUCATIONAL RECORD Mrs.Kathleen E.Madden, Mrs.Helen Bigelow, Mrs.Beatrice Foreman.Mrs.Martina À.Hill, Miss Marion E.Atwell, Mrs.Maud A.Clark, Miss Alice M.Jones, Mr.Wm.Roy Langley, Mrs.E.Pauline Tibbitts, Mrs.Letitia Willard.Mr.Gordon Adams, Mrs.Linda Adams, Mrs.Lorena Fraser, Mrs.Gloria Lodge.Mr.G.P.Miles, Miss Yvonne Cougle, Miss J.L.Gormley, Miss Mary Harrington, Miss E.Henderson, Miss Joan Laurin, Miss F.J.MacRae, Miss J.M.Mowat, Miss M.A.Watkins, Mr.William C.Bisson, Mrs.Enid Catherine Bell, Miss Brenda E.Carmichael, Miss E.Marguerite Eaton, Mrs.Viola S.Elder, Mrs.Violet Lynda Seale, Miss Madeleine R.Swail.Mr.John Chalmers Milbury, Mr.Wayne Frederick Dier, Miss Janice Audrey Hardy, Miss Wilma June Meyer.Mr.Russell Currie-Mills, Mrs.Catherine A.Campbell, Mr.Orville Ralston McColm, Miss Eileen Elizabeth Powell, Mrs.Winnifred Sinclair.Mr.James C.Gordon, Miss Dorothy Dagg, Mrs.Rena Graham, Mrs.Violet M.Poole, Miss Faye Smart, Mrs.Gwen Smith.Mr.W.B.Fleming, Mr.Owen Buckingham, Miss Daphne Burns, Mrs.Isobel Clowes, Miss Elizabeth Cross, Mrs.Ruth Curran, Mr.Alex Donaldson, Mrs.Sarah Dumaresq, Miss Sarah Edey, Miss Anne H.Gilker, Mrs.Ethel Hay, Mrs.Hilary S.Hill, Miss Joan Hopkins, Mr.Victor Lawson, Miss Margot McCrae, Mr.R.G.McGlashan, M.ss Vivian Mann, Mrs.Grace Mathewson, Miss Heather Mathewson, Mrs.Verda Minshall, Miss E.E.Moore, Miss Edwina Morrow, Miss Dorothy Pidduck, Mr.Albert E.Price, Miss Marion V.Roberts, Miss Sheila Rumsby, Miss Margot VanReet, Mrs.Dolores Watson.Mr.J.Harold McOuat, Miss Martha L.Fortier, Mrs.Elsie B.Grant, Mrs.Bessie Oswald, Mrs.Russell Tinkler, Miss Katherine M.Wheeler.Mr.Algernon F.Crummey, Mr.Andrew Emmett, Miss Marion B.Fiefield, Mrs.Eileen Graveline, Miss Margaret A.Hosking, Miss Ada M.Kerr, Miss Annikki Nieminen, Mrs.Winifred C.Rivett.Mrs.Isabelle Ward, Mrs.Henrietta Hayes, Mrs.Iola Hayes, Mrs.Hilda Journeau, Mrs.Sarah Journeau.Mr.Winston F.Prangley, Miss Marion Duncan, Miss Grace McOuat, Miss Lillian Ross.Mr.F.Arthur Williams, Mr.K.Andrews, Mrs.Sylvia Cameron, Mrs.Kathleen Elvidge, Mrs.Olive Mildred Ferguson, Mrs.Ethel V.McNaughton, Mrs.Freda M.Pattenden, Mrs.M.G.Thornton, Mrs.Wanita Upton.Mr.Louis George Brooks, Mrs.Marion Perkins, Mrs.Esther M.Wescott, Mrs.Kate Blinn.Miss Ethel LeGrand: Mrs.Morris Flynn, Mrs.Rollay McIntosh.Mr.Edgar W.Caron, Mr.John B.Baugh, Mrs.I.Belson, M.ss M.E.Bisson, Mr.James R.Bonnell, Mrs.G.H.Cargin, Miss Mary Taylor Davis, Mis§ Wilma Farrar, Miss M.Goldberg, Mrs.D.F.Gyton, Miss Freda Howie, Miss Shirley M.Jackson, Miss S.Hilda Lenfesty, Miss Barbara MacNiven, Miss Sheila Matthews, Miss K.C.Moore, Miss Ruth Neale, Miss Rosemary Osborne, Mr.D.W.Potts, Miss Heidi Schmidt, Miss E.M.Spearman, Miss Margaret Stewart, Mr.Graeme Teasdale, Mrs.M.B.Teasdale, Miss Irma Williston, Mrs.V.M.Wilson.Miss Gladys I.DuRocher, Mrs.Alma Jack, Mr.G.H.Wad- dington.Mrs.Jan H.Morgan, Miss Elizabeth Butler, Mrs.Dorothy E.Cross, Miss Hilda M.Graham, Mrs.Mary E.Pitt, Mrs.Jemima M.Stevenson, Mrs.Louisa Mills.Mr.Cleland Ray Martin, Mrs.Marjorie E.Blier, Miss Marina A.Fraser, Mrs.Helen McElrea, Miss Frances P.Smith, Mrs.Miriam A.Turner.Miss Marion A.Reed, Miss Ursula Bozer, Mrs.Elvira Lockwood, Miss Thelma Mills.Mrs.Beatrice E.Coffin, Mrs.Mabel Eagle, Mrs.Muriel Jones, Mrs.Dorothy L.Patterson.(Continued on page 236) I~ BOOK REVIEWS 249 BOOK REVIEWS Public Eucation Under Criticism, by C.Winfield Scott and Clyde M.Hill, is a carefully chosen anthology of 104 articles on the current educational controversy in the United States.Wherever possible, a specific criticism is followed by a specific answer.The deficiency in education of many of the draftees during the war intensified moderate criticisms previously made of the functioning of the American public school.From three such major criticisms in 1942, the number mounted to 49 in 1952, a total of 155 in eleven years.Many more \u2014 perhaps three or four times as many \u2014 were listed.The criticisms come from outright enemies of education as well as from scholars and professional writers.Some are activated by the desire to reduce the costs of education.Teachers and others interested in education will profit by reading both the criticisms and the answers.Published by Prentice-Hall, 70 Fifth Avenue, New York, 414 pages, $000.Sainte Marie among the Hurons, by Wilfrid Jury and Elsie McLeod Jury, describes the discovery and examination of the old Jesuit Mission sites in Huronia, at Midland, Ontario.The first European settlement in the interior of America, Ste.Marie aux Hurons, which was burned by its builders the Jesuits in order that it might escape the fury of Iroquois, was found to be twice as large as originally thought by modern archaeologists.This account describes how, with trowel and shovel, Huronia was reconstructed \u2014 farm, chapel, carpenter shop, blacksmith shop, gateway, barracks, escape tunnel, and cemetery.It provides interesting reading, showing as it does both how an archaeologist works and how he is rewarded with his findings.The photographs in the appendix show many of the \u2018finds\u2019 and the site at the completion of the excavation.Published by the Oxford University Press, 128 pages and 25 pages of photographs, $000.The White and Gold, by Thomas B.Costain, is the ever entrancing story of the French regime in Canada.Starting with the story of the setting out of John Cabot from Bristol, the narration continues until the death of Bishop Laval in 1708.Every prominent character of that exciting foundation period of Canadian history is described in detailed and masterly manner.All the characters live just as though they were still walking the streets of Quebec, Montreal, and other places in Canada.The life of Marie Guyart, who later became Mere Marie de Incarnation, for example, is detailed, particularly her part as a business manager.So itis of numerous other characters.The descriptions are charming and cannot fail to show that Canada has a history, an exciting one, of which we can all be prouder than ever.Published by Doubleday, Canada, Ltd., 482 pages, $3.00.The Ascent of Everest, by Sir John Hunt, the leader of the climbing party, is the thrilling account of the conquest of the world\u2019s highest mountain.The story begins with the preparation of the party of thirteen men in September 1952 and ends with the conquest of the mountain on May 29, 1953, the announcement of the conquest by this British party being made on the Queen\u2019s Coronation day.Diagrams of the equipment needed help the reader to understand the descriptions.The story of the successful day 1s told by Edmund Hillary who, with the guide Tenzing accomplished the last thousand feet to the summit.He tells all the difficulties \u2014 the wind, the cold, the formidable ridges, the dwindling supply of oxygen.The grin of delight on Tenzing\u2019s face when the feat was accomplished and the thumping of each other on the back climaxed the climb.Boys will be delighted with this stirring story.Published by Clarke, Irwin and Co., in a school edition, 160 pages, $1.25.The Wonderful World, by James Fisher, is the story of how the world began, a description of the earth, and how man lives upon it.Starting with \u201cThe World in the Making\u201d it describes the nine planets including the earth and their origin 2,500 mill.on years ago.Next it describes the first age of life beginning 500 million years ago, then the second, third and fourth ages of life.Man\u2019s age of life is a time of invention and discovery.Civilization developed step by step.The physical properties of the earth follow\u2014sunshine, rain, wind, ice, sea.Man\u2019s work with minerals and water power are then described, followed by life on the plains, in mountains and by rivers.The book is filled with most marvellous illustrations of everything described that make the book fascinating.Published by Hanover House, (Doubleday of Canada, Agents), 68 pages, $3.00.Mental Health in Education, by Henry Clay Lindgren, deals with every phase of the life of children.It shows the changed attitude of adults to them, the development of the child as an individual, his normal needs and his emotional maturity.The book describes the general behaviour problems both of normal and abnormal children, and shows the real- tionship of the child to the group, to teachers and to parents.The book is full\u2019 of examples of almost every type of human relationships.It shows what people think in very many cases and gives the reasons for their thinking.It often shows what right thinking would be under the circumstances named.Both teachers and parents can learn much from this book and probably their own conduct will be improved it.Published by Henry Holt and Co., 561 pages, $0.00.Helping Social Science Students Read Better, by Elizabeth A.Simpson, is a manual for teachers and administrators who wish to introduce or extend their programmes for the improvement of reading.The chapters give answers to the problems of why High School 250 THE EDUCATIONAL RECORD pupils should read better, how teachers can help pupils to read better, and how the school can organize a reading improvement programme.They also introduce tests and devices and give concrete examples of improvement in various schools.In a St.Louis school in Grade VIII, 13% of the pupils read at the Grade XI level or above and 309, at the Grade VI level or below.Many excellent ideas and tests are given for improving the rate and accuracy of reading.Several lists of the best reading texts and tests together with the publishers addresses are given.Teachers who desire to help their pupils to read better will find this book invaluable.Published by the Science Research Associates, Chicago, 146 pages, $3.60.Modern Portrait Essays, selected by M.Alderton Pink, consists of twenty-two essays including the biographies of Dr.Johnson, Hans Anderson, George Stevenson, Edison, Elizabeth Fry, Sir Thomas Lipton and T.E.Lawrence, each being the description by such well known writers as Robert Lynd, Sir Max Beerbohm, H.G.Wells, Hilaire Belloc and J.B.Priestley.One of the essays of greatest appeal possibly is that of Elizabeth Fry, the woman who gave her life to modifying conditions in prisons and lunatic asylums and who \u201cchanged Newgate in a few months from a den of wild beasts into a quiet and orderly penitentiary\u2019.The differences in style of writing are fascinating to observe and every \u2018life\u2019 can serve as a model for students \u2014 even Bernard Darwin\u2019s \u201cPortrait of a Dog of Character\u201d.Published by the Macmillan Company, 252 pages, $0.95.Wonders of the Human Body, by Anthony Ravielli, shows the workings of the brain, spinal cord, nerves, heart, lungs, digestive system, muscles and bones of the human being.The strong points of the book are the illustrations and the method of writing the text.The illustrations are remarkable, for they are the core of the book, the text being their complement.These illustrations are so clear and so attractive that they should induce any child speedily to desire to devour the facts.Published by the Viking Press, 125 pages, $2.75.Getting Acquainted, by Pattric Ruth O'Keefe, Cyrus H.Maxwell and Louise Zimmer, is the fifth in the J.C.Winston Health series.In this book physiology is explained.A weak body is compared with a weak house, both in the text and by illustration.The structure of the heart, lungs, eye and ear are explained.Harmful and useful germs are contrasted.A chart details the seven basic foods.Many useful ideas are given for First Aid treatment, e.g.with bruises, cuts, fainting, choking and fractures.This and the three following books are most attractive in content and format.This one should serve Grades IV - VII well.Published by the J.C.Winston Company, 280 pages, $2.40.Knowing Yourself, by Pattric Ruth O'Keefe and Cyrus H.Maxwell, is a series of stories of health heroes.The facts of health are interwoven with accounts of physical activities, hobbies and experiments related to sport.Much is told of the history of disease and disease preventatives.The magic of ancient times is explained and contrasted with the magic of modern medicine.Stories are told showing that certain primitive beliefs exist today, such as wearing a bag of foul smelling asafoetida to protect one from evil spirits that cause illness; one should beware the black cat that is an evil spirit; and one should avoid breaking a mirror for it will prevent the owner from looking into the future.This new method of teaching the rules of health should be very effective in Grades V - VIII.Published by J.C.Winston Co., 279 pages, $2.50.Adventures in Living, by Pattric Ruth O\u2019Keefe and Cyrus H.Maxwell, is for junior high school pupils.Its format is different from that of the others, suiting the advanced ages of its readers.Group games are described such as Dodge Ball, Softball, Volleyball, Tetherball, Bowling and Horseshoes.Square dances are explained.Combinations for pyramid building are illustrated.The structure of the bones and the teamwork of muscles are described.The work done by the nerves is shown.Mental health and illness and certain attitudes and behaviour patterns are described.This book should have its appeal to many of the pupils for whom it is intended.Published by the J.C.Winston Company, 214 pages, $2.90.Wider Horizons, by Pattric Ruth O\u2019Keefe, Cyrus H.Maxwell and Barbara Leader, is the last book in the Winston Health Series.Suited to High School students it explains how a community can keep itself healthy.The importance of a city or town water system and the sources of pollution are explained.The battle against rats is discussed as well as the diseases that they carry.The rat population in the U.S.A.is stated to be equal to that of the human population.The foods one should eat and the care of food are illustrated and described.The skeletal system is further amplified.This whole series is appropriate to the classes for which each book is intended and is excellent throughout.Published by J.C.Winston Company, 215 pages, $2.90.In 1930 after reading a 30-year-old Geological Survey report, Gilbert LaBine went flying to Great Bear Lake.His trip led to the staking of the Eldorado mine, which since World War II has been a major producer of uranium for our atomic energy program.Imperial Oil Review MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 251 MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 3460 McTavish Street, Montreal, Que., May 31st, 1954.On which day was held the regular quarterly meeting of the Protestant Committee of the Council of Education.PRESENT: Mr.John P.Rowat, in the Chair, Mr.Howard Murray, Mr.A.XK.Cameron, Senator C.B.Howard, Dr.C.L.Brown, Mr.Leslie N.Buzzell, Dr.F.Cyril James, Mr.George Y.Deacon, Mr.Harry W.Jones, Dr.S.E.McDowell, Mrs.T.P.Ross, Dr.G.G.D.Kilpatrick, Hon.G.B.Foster, Mr.WE.Dunton, Mr.Jack R.Latter, Mr.W.M.Cottingham, Mrs.A.Stalker, Mrs.Roswell Thomson, Dr.J.S.Astbury, Professor D.C.Munroe, Dr.A.R.Jewitt, Mr.K.H.Oxley and the Secretary.Apologies for absence were received from Dr.R.H.Stevenson, Dr.W.Q.Stobo, Rt.Rev.John Dixon, Mr.T.M.Dick and the Superintendent of Education.The minutes of the meeting held on February 22nd were approved on the motion of Dr.Kilpatrick, seconded by Dr.James, and those of the meeting on March 15th were approved on the motion of Dr.Astbury, seconded by Mr.Foster.On the motion of Dr.James, seconded by Dr.Kilpatrick, it was resolved that suitable resolutions of sympathy be conveyed to the families of the late Hon.C.D.French and Dr.Sinclair Laird.On the motion of Mrs.Ross, seconded by Mrs.Thomson, the Committee moved into Committee of the Whole.On the motion of Dr.Kilpatrick, seconded by Dr.James, it was resolved that the Committee now reassemble in regular session.The Chairman reported that, in Committee of the Whole, requests had again been considered from the Quebec Association of Protestant School Boards, (formerly the Provincial Association of Protestant School Boards) and the Quebec Federation of Home and School Associations for amendments to the Education Act which would entitle these two bodies to associate membership on the Protestant Committee similar to the status on the Committee of the Provincial Association of Protestant Teachers of Quebec.A vote being taken on the application of the Quebec Association of Protestant School Boards the request was rejected by eleven to ten.When the vote was taken on the application of the Quebec Federation of Home and School Associations the request was also refused.The special committee appointed to recommend members of the Teachers Training Committee for a three year period named Dr.J.S.Astbury, Mr.T.M.Dick, Mr.W.E.Dunton and Dr.G.G.D.Kilpatrick.On the motion of Mr.Murray, seconded by Senator Howard, the recommendation was approved.The report of the Legislative Sub-Committee was one of progress.On behalf of the Sub-Committee, however, Mr.Foster asked permission to circulate to the school boards concerned the amendments proposed to the Act 15, George VI, Chapter 8 after they have all been agreed upon by the Sub-Committee.The report was received and the permission sought was granted on the motion of Mr.Foster, seconded by Dr.James.Bt RTI TAPP 252 THE EDUCATIONAL RECORD The report of the Board of the Order of Scholastic Merit advised the Committee that the following persons are to be awarded the degrees of the Order next October at a joint ceremony with the Provincial Association of Protestant Teachers of Quebec: First Degree: Mrs.Winnifred Rivett, Noranda High School.Mr.James Jacobsen, Ste.Agathe High School.Mrs.Elsie Prowse, Mount Royal High School.Miss Elsie Dewey, Roslyn School, Westmount.Miss Gladys Symington, Vice-Principal, Barclay School, Montreal.Mrs.R.J.Fraser, St.Laurent de Matapédia School.Miss Louisa M.Elliott, Cookshire High School.Second Degree: Mr.Hobart G.Greene, Supervisor, St.Lambert.Dr.F.K.Hanson, Macdonald College.Mr.Gilbert H.King, West Hill High School, Montreal.Dr.Dorothy Ross, High School for Girls, Montreal.Third Degree: Miss Grace Gardner, Education Officer, Protestant School Board of Greater Montreal.Mr.J.W.Perks, Education Officer, Protestant School Board of Greater Montreal.Mr.C.E.Ployart, Inspector of High Schools, Department of Education.Dr.G.G.D.Kilpatrick will preside at the ceremony.Right Reverend John Dixon will be asked to present the candidates for the First Degree, Hon.G.B.Foster those for the Second Degree and Dr.F.Cyril James those for the Third Degree.Miss Grace Gardner is to be asked to reply for the recipients.The report of the Director of Protestant Education contained the following information: (1) New schools or extensions to existing schools are under construction in St.Lambert (High School for Chambly County), Ste.Foye, Seven Islands, Laurentia, Thorne, Lakeside Heights, Beaconsfield, Gatineau and McMasterville; (2) Plans have been approved and grants accorded for new buildings or extensions at Grosse Ile, Lac Tiblemont, Coaticook and Chateau- guay; (3) Final plans have been approved, but grants have not yet been accorded for new buildings or extensions in Arvida, Longueuil (Le Moyne d\u2019Iberville school), Gaspé, Stoneham, Noranda, Ste.Thérèse, St.Hilaire, Mutton Bay, St.Augustine, Rouge River and Maniwaki.(4) Preliminary plans have been approved for new schools in Sutton and Beebe, and for an extension to the Granby High School.(5) Plans are being studied for new construction in thirteen other school municipalities.(6) Under the Protestant School Board of Greater Montreal (a) The buildings are almost complete on the extensions to the Bronx Park school, the Maple Hill school, and the Dorval Gardens school.(b) The masonry is completed on the Bedford and Courtland Park schools.(¢) Work is well started on the Sir Arthur Currie school, the Meadowbrook school, the Westbrook school and the Tetreaultville extension.(d) The contract has been awarded for the Crawford Park Cottage school.(e) Tenders have been received for the Ahuntsic school extension.(f) Sketch plans have been approved for the MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 253 sixteen classroom school in St.Laurent to be called \u201cGardenview\u2019\u201d and for a four classroom addition to the Cartierville school.(7) Altogether these plans call for the erection of 220 classrooms in schools outside of Montreal.The Protestant School Board of Greater Montreal hopes to erect 180 classrooms this year, the grand total at present therefore being 400.(8) Official school openings have taken place as follows: March 10, Royal Vale school, Montreal; March 26, Coronation school, Montreal; April 9, Hudson Heights extension.This makes a total of seven new school buildings officially opened during the current calendar year.(9) During the next five or six years the enrolment in the Protestant schools will increase by at least twenty five per cent.This necessarily involves the provision of more school buildings, a greater supply of teachers and an extension of the examination system.Two new officials are required in the Department to take care of the examinations and of the correspondence with new teachers.(10) A tabulation of the changes in the course of study during the past four years gave a glimpse of the outstanding features in both elementary and high school grades.(11) A summary of the nurses\u2019 reports from September 1953 to March 1954 showed the extent of these services.Some of the outstanding features were the examination of 19,342 pupils, 10,348 tests of vision and 3,144 pupils referred to physicians or dentists.(12) Mr.E.W.Caron has resigned his post as Assistant Supervisor of French.The report was received on the motion of Dr.James, seconded by Dr.Kilpatrick.Arising from the report, Dr.McDowell proposed that the Teachers Training Committee be asked to enquire into the possibility of instituting short courses to relieve the current shortage of teachers.The motion was seconded by Mr.Cameron and carried.The report of the Director of Protestant Education concerning the work of the inspectors and of the Supervisors of County Central School Boards was received on the motion of Professor Munroe.The report of the Education Sub-Committee contained the following recommendations: 1.(a) The revised \u2018\u201c\u2018Jouons\u201d should be authorized in two volumes, in colour, Part I at $1.45 and Part IT at $1.60.(b) \u201cCommençons\u2019\u2019 and the Manuel to \u201cJouons\u2019, bound separately in cloth, should be authorized at a cost of $2.00 and $2.25 respectively.2.(a) The revised \u2018\u201cAvancons\u2019 should be authorized at $2.20.(b) The Department of Education should be requested to mimeograph the additional material for distribution to schools that need it.(c) The Department should be requested to mimeograph a revised manual for \u201c\u2018Avançons\u2019 if the required permission for the use of the material can be granted.3.(a) The authors of Le Francais Pratique should be informed that the Protestant Committee will await completion of the revision for eighteen months, but it must be distinctly understood that the proposed revision will be undertaken without any advance authorization in accordance with previous decisions.(b) The present texts for Grades VIII and IX should be authorized until June 1956.(c) Mr.Robert Peck should be asked for permission to use in all schools the Verb Review for Grade X.If the request be granted the Department of Education should be asked to mimeograph and distribute the review to all schools.PO ii Boats ce on ac o A Sc en aaue 254 THE EDUCATIONAL RECORD 4.The French Committee should be continued under the chairmanship of Dr.Owen, its function being to advise the Education Sub-Committee on matters of policy, curriculum, and text books in its special field.5.The request of Longmans Green and Company for co-operation in the production of an experimental edition of \u201cThe Family Speller\u201d\u2019 on a cost basis should be referred to the English Committee for report.6.The School Art Series for Grades IV and V should be withdrawn.In its place the Department should be asked to mimeograph the material prepared by Miss E.A.Jaques for these grades in time for the opening of schools next September if possible.7.The mark in Arithmetie for Grades VIII and IX should be reduced from 200 to 100.8.The assignment in Geography should be as follows: (a) Grade VII.Frye-Gammell, pages 186-239, and (b) Old World Lands (as alternative to the above) pages 21-41, 50-57, 66-89, 102-209, 215-218, 219-306, 308-315; for reference figure 1 facing p.1, pp.1 (first column), 4, 5, 8, 13 (figure 9), 20 (figure 14), 42-49, 58-65 (or the equivalent pages in the revised Canadian edition).(¢) For Class IV.Frye-Gammell, pages 166-239.9.(a) The new syllabi in Industrial Arts and Technical Drawing should replace for a two-year trial period, the present syllabi in these subjects and the detailed outlines of the different sections of the present Industrial Arts course.(b) The special committee should be thanked for its able and comprehensive report.(¢) A sufficient supply of the syllabus should be secured from the Protestant School Board of Greater Montreal to make a distribution to all schools teaching the subject.(d) Wherever possible Technical Drawing should be coordinated with Industrial Arts shopwork.(e) The special committee should be asked to study the possibility of an integration of the Art and Crafts course with this new course during the two-year trial period.10.The report of the Physical Education Sub-Committee should be received as one of progress.11.The following editions of text books should be removed and replaced by the \u201cKings Treasuries\u2019 series at 45 cents per copy: Treasure Island (Books Inc.) Kidnapped (Books Inc.), A Tale of Two Cities (St.Martin's Classics).12.The Latin assignments should be changed as follows: (a) Grade VIII: \u201cLatin for Today,\u201d Book 1, pages 1-168.In good classes, however, teachers should be requested to complete Book 1 without necessarily requiring pupils to reproduce the material in pages 169-203.(b) Grade X.\u201cLatin for Today\u201d Book III, pages 1-49, should be obligatory from September 1954.(c) \u201cEveryday Life in Rome\u201d should be removed as a compulsory text from the Grade X course but should be retained as a reference text.(d) \u2018Latin Prose and Poetry\u201d should be removed from the Grade X course.(e) The special committee should meet next September to consider the charts of inflexions, ete.and the summary of common rules of syntax now being prepared, and also to draft a revised course for Grade XI for 1955-56.13.(a) \u201cEarth Science\u201d should be authorized for experimental use in Grade VIII during the session 1954-55, but this authorization should be restricted to a few schools that obtain the permission of the Director of Protestant Educa- tiles a oy a RRR RT rR AR ArT Qu INERDU KE aii RR AAR HOCK AEE MINUTES OF THE MAY MEETING OF THE PROTESTANT COMMITTEE 255 tion.(b) Each such school should be required to submit a report to the Department of Education next session.(c) The Geography Committee should be requested to prepare a brief prospectus for Grades IX-XI for successive years.14.Arising from the Report of the English Committee, the following decisions should be made: (a) \u201cGuess Who\u201d (for Grade I, Primer) and \u2018Just Imagine\u201d (Grade III) should be authorized for supplementary reading (Claim Form B).(b) The Macmillan Book of Poetry should not be authorized as a text for Grades VIII and IX.(c) \u201cMoonfleet\u201d\u2019\u201d by J.M.Falkner, should be added to the list of English readings for Grade IX, replacing \u201cCatriona.\u201d (d) \u201cLord Jim\u201d should not be authorized for Grade XI.(e) The Committee should be asked to consider further recommending \u201cFar from the Madding Crowd\u201d and \u201cThe Mayor of Casterbridge\u201d for Grade XI.(f) \u201cWord Mastery Spellers for Secondary Schools, Book 1, (the new title for the Canadian edition of \u2018Progressive Word Study\u201d) should be recommended as a workbook for Grade IX.(g) The following textbooks should be made optional in the North American Literature course: Grade VIII, Hayes, \u201cTreason at York;\u2019 Grade X, Lambert, \u201cFranklin of the Artic\u201d.(h) \u201cNorthern Medley\u201d should be rejected as a text for Grade XI.(i) \u201cTom Sawyer\u2019 should be removed from the course in Grade VIII in North American Literature.15.The request of the Protestant Board of School Commissioners of the City of Quebec was considered and the following decisions reached for transmission to the Protestant Committee: (a) Though the Sub-Committee has no authority over extra curricular activities it will gladly approve a course in automobile driving if the Board is able to institute a satisfactory one.(b) It is provided, however, that no educational funds should be expended for this purpose.16.A report of progress was submitted from the Sub-Committee on Moral and Religious Education.Regret was expressed at the continued increases in prices of text books demanded by publishers.The report was received and the recommendations approved on the motion of Dr.James, seconded by Professor Munroe.A letter was read and considered from the National Secretary of the Canadian Brotherhood of Railway Employees and Other Transport Workers together with resolutions passed by the Ladies\u2019 Auxiliary of the organization asking for Federal aid to Education, a universal curriculum in the schools of Canada, free school books in all grades, and salaries and pensions to attract suitable teachers.The Secretary was asked to reply stating that the Protestant Committee is a Provincially constituted body which operates under the provisions of the Education Act of the Province and that, as such, it is not competent to discuss matters involving policies of the Federal government.The Secretary was instructed to write to the Sollicitor General asking that the laws be more strictly enforced which compel traffic to stop when school buses are taking on or unloading passengers.There being no further business the meeting then adjourned to re-convene on September 27th unless otherwise ordered by the Chair.W.P.PERCIVAL, JOHN P.ROWAT, Secretary.Chairman. THE EDUCATIONAL RECORD INDEX OF ARTICLES PUBLISHED IN THE EDUCATIONAL RECORD JANUARY-DECEMBER, 1954 | AUTHOR ARTICLES PAGE | Ayre, Robert A.Y.Jackson \u2014 The Complete Canadian Barbeau, Marius Cornelius Krieghoff (1815-1871) 151 Brash, J.G.S.Language and Composition in High School Grades 100 Buchanan, Donald W.James Wilson Morrice \u2014 Painter of Quebec and the World 163 Cattermull, S.V.Building Education in Gaspesia 30 Clay, Charles Riding Full Tilt With Trollope! 21 Colgate, William C.W.J.(Jefferys): A Victorian Portrait 142 Cragg, Rev.Gerald R.Teaching the Bible in High Schools 206 Ferrabee, H.G.Museums as Instruments in Visual Education 106 Giles, E.S.Senior High School Leaving Examinations, (Gr.XII), June 1953 45 Gilpatrick, Ruth Why Does Not My Child Learn to Read as Soon as He Comes to School ?112 Hamilton, L.D.Some Facts and Fictions about the Teaching of English 75 Hawkins, S.C.A.More Than the Minimum in French 97 Hunter, E.Robert J.E.H.Macdonald 157 Jackson, T.H.G.The New Latin Course 92 Jefferis, J.D.Report for Guidance 231 | LeBordais, D.M.Emanuel Hahn, R.C.A., S.8.C.216 | Lismer, Arthur Tom Thomson 170 | McMonagle, A.Elizabeth Homework, Examinations and Reports \u2014 Their { Importance to Both Home and School 90 McPherson, Elsie Salter The New Course in North American Literature * 36 Percival, W.P.Retrospect and Prospect 4 Percival, W.P.Have Faith in Your Schools 69 Percival, W.P.Educational Standards \u2014 133 Percival, W.P.A Guide to Trends in Protestant Education 195 Pilot, Robert W.Maurice Cullen, R.C.A.136 Pomeroy, Elsie A Star in Your Forehead 25 Roy, Katherine Robert Wakeham Pilot 210 | Samson, Gordon E.The Role of Administrator in the Improvement | of Instruction 19 | Saunders, Thomas Educational Practices at the Turn of the Century 176 Savage, C.H.Traditionalism at its Worst 14 Sexsmith, Frances A.Practical Suggestions for Teaching Social Studies 40 Smith, J.Harry Orson Wheeler, Sculptor 85 Trenholm, William S.Extra Reading in French ET TE TN RN RE EE D A I PURE AN TERRE III DE RR I RT RP ERE RAR DORE PIRE THE BABY WHO WAS THREE-FOURTHS GOOD \u2018Now will you be good ?\u2019 said little Bob Wood, To his baby sister Sue, As he lifted bis hand with a look of command, And the baby answered \u2018Goo!\u2019 \u2018You've sucked Noah\u2019s paint till he looks quite faint, And wreckad nearly all his crew.Is that being good ?\u2019 asked stern Bobby Wood And the baby gurgled out \u2018Goo?\u2019 \u2018You mean pretty well, so seldom you yell, And you never were known to look blue; But you're not always good \u2014 that's quite understood \u2014 And the little one laughed and said \u2018Goo! \u2018Goo is three-fourths of good,\u201d said wise Bobby Wood, \u20181 suppose that\u2019s the best you can do; But when you're as big as I am, vou =prig, You'll have to be good clear through.\u2019 léthelwyn Wetherald. RAT AT na 5 a 3 ul = es 25.= 7 2e Pd Be % = 7 fa 3 8 % Ne 2 & Le 2 ii 5 À i gi 5 i: w 2 8 À 2 3 oy i A 2 3 4 Ze: it i 2 7 se irs \u2018 7 he = 5 4 Gi a i 7 A Z i 7 Ê # .À > ; CA i D: oh i: ra = i 5% 2 2 2 7 ER $7 2 2 mr fs ee em ee = x tp do i = re, \u201c = ce = 2 ET =, z 2 , = 20520 = 2 ne 2 it = | hr i 7 a 2 Th 7% 5 * ho EL % Wh ji: oH a 3 oh + ig .oi bo M 4 A 4 h 2 5 oa oH ze lisa: hy i A 2 7 # | i | | a ox à @ | 7 æ st ih z {8 nn > pi 7 \u2018 2 | i i i pe i i 2 i 14 i | HR mn Af) ps ; iH % i i pos Ÿ , Lt id 7 1} i 2 GE 2 7 7 Hi 2 Ss HE ZZ a pr UT A \u2014 ROBERT W.PILOT SNOW STORM, PEEL STREET, MONTREAL i ÿ fi: 4 i 1 i en PR hi Wy \" 7 sally RAHA fi if iy nr 10 VDO jas is Re nein 2 FLO aa "]