The educational record of the province of Quebec, 1 avril 1964, Avril - Juin

[" nen dt RARE ti tia ott crier Qi 8 EE LAS é | - pi aden Sa > ct fes fi i: IRENE ve ape ame Or IK É- LY» C66 {il Æ38/ ÆX.2 pele 4 hi THE PAPT CENTENNIAL d ; GUEST ISSUE Et EDUCATIONAL i © RECOR Gi, 2 ol PUBLISHED OF THE fas \u201ci QUARTERLY nl UEBEC PROVINCE OF Q 1 i Hi itl sis i Vol.LXXX*, No.2 APRIL-JUNE, 1964 2% BE 5 A %, ve ul li 2 3 : ; ! se dt i A il be 2 ob ' ks R he he gr Sas 2 és = I x 2h À es ÿ vf ET 3 2% : Fe SR na i oF ut 2 Sa Bh i EE 57 22 (hh M qu z is a ! \u201cde pos 3 = i he.ge i 3 a 5x 2 as Re os iE: pe 50 A EEE 2 Ce ARE RE se so see ; a BAA ee ART od 4 es: EVE qe EE Crest Se te SER a: i io ARIE i | | AA OS EE i TAN ; Cash Hi ge ocr a.hy.a i ; ÿ i | 2% 7 | Ho ak 2 a | = ss |: 2 25 2: 7 os Le ( j 7 i 2 a a ; 5 à ee .se ih i ce By 7 oH cu \u2018 i i Ce i 3 \u201c5 as i oh got | | 2 2 0 3 3 \\ 2e Qu Css hy i A Re 5 a i ht a 2 i i a ay A £2 Ni 2 a Mit Er 55 w 4) wns RN THE SCHOOL AT REXFO ti Gt RD\u2019S \u2018CORNERS \\ fh pe __ i = \u2014_\u2014 a if i it ae OI it ACME FC votre ist 1 doi HE ll Qu: - EDS OO.ie inl ad rs Eo Ng THR TET rT er marne + PET an a es A is; A TPP VO of sis te RY FER RATER SRT NY RS 2 Po Qu Rs FAN ru AIT NT IN ue BH FTE RE m 8 D a IT GEO si HY III y a L } INK] it 3 it TRUTH AND BEAUTY Although there is a spread of more than a century between the erection of the two schools pictured on the covers of this issue, although there are changes in the techniques of education and in the style of architecture, both these buildings embody man\u2019s search for truth and his appreciation of beauty.The property for the Protestant School at South Bolton, called Rexford\u2019s Corners, was deeded by Orrin Rexford, brother of Dr.Rexford\u2019s grandfather, in 1822.Dr.Rexford\u2019s father and Rev.E.M.Taylor's father attended school in the frame building erected shortly thereafter.Lucy Rexford, aunt of Dr.Rexford, taught there in 1833.Dr.Rexford wrote of going to a new school \u2014 the one in the picture \u2014 with the ruins of the first near by.This was in 1854 or 1855.His mother taught here, summer and winter sessions in 1858, and the summer session of 1860.The building now belongs to the local Women\u2019s Institute, but the picture was taken in the autumn of 1940 while it was still in use for youth.Like the old school, indeed every school if its history were known, the new school will serve its community with distinction.The same ideals persist.RRR IPE AIO ERT inichliliatials rien oe THE EDUCATIONAL RECORD April-June, 1964 CONTENTS Page Announcements ooo eee eee eee er ee ee ae 58 PAPT Authors ess ee ea eee ae ea are a ee 63 The Fur Trade RS Sandra J.Anderson 65 Protestant Education in Lower Canada .Orrin B.Rexford 76 PAPT Centenary Salute Some Early Teachers\u2019 Associations in Quebec .J.I.Cooper 81 .A Half-Century of Progress .M.Erma Nelson 83 The Last Decade .cco.ocooooiii e rer ee rene re Allan Talbot 93 History of Education in Richmond and Adjacent Districts Alice Dresser 98 Minutes of the Pension Committee .103 Minutes of the August 1963 Meeting of the Protestant Committee .107 Books Reviews see a eee orne one ere ee 80.102, 106, 111 Printed bv La Tribune Inc, Sherbrooke THE EDUCATIONAL RECORD À quarterly journal published by the Department of Education in the interest of the Protestant Schools of the Province of Quebec.Authorized as second-class mail, Post Office Department, Ottawa.Vol.LXXX* QUEBEC, APRIL-JUNE, 1964 ANNOUNCEMENTS EDITORIAL In tribute to the age, the wisdom, the adaptability of The Provincial Association of Protestant Teachers of Quebec, the pages of the Fducational Record have been turned over to representative authors from their ranks.It is a pleasure to follow the record of the Association for the past century \u2014 a record of sustained effort for the improvement of educational conditions for teachers and pupils alike.It is also a pleasure to offer congratulations on work so well done, and to express the hope that the second century of work in the common cause of education will set another vigorous and altruistic example for us all.SCHOOL CALENDAR Number of 1964 School Days September, Wednesday 9th .Schools open for session 16 October un rersscercereerene Holidays for Teachers\u2019 Convention and Thanksgiving .November as aa December, Wednesday 23rd .1965 January, Monday 4th .Schools reopen after Christmas vacation February 00e dre crnte nr enr erearenees ee rase eee eeee eee rer eee ee April, Friday 9th .TP Schools close for Easter vacation and reopen on April 20th .16 May ce ieee seen r incarne Holiday, May 24th eee encens 20 June, Wednesday 23rd .Schools close for the session A RA a IS ANNOUNCEMENTS 59 CHANGES IN THE COURSE OF STUDY FOR THE YEAR 1964-65 The Handbook for Teachers is out of print and is being revised.À new edition will be distributed to the schools in the autumn.Changes in the course of study for the year 1964-65 are set forth below.No Supplement to the Handbook is being issued this year.Copies of the 1963 Supplement should be kept on hand until the new Handbook is received.Course of Study for Rural Schools Combinations of subjects in small schools for the year 1964-65 are as shown for the year 1958-59 on page 187 of the 1957 edition of the Handbook.Kindergarten The Teachers\u2019 Guidebook for Kindergarten, prepared by the Greater Montreal Board, has been authorized in a revised edition, which may be obtained from the Department of Education.Art The course for the elementary grades is being revised.The manual for Grades IV and V is now out of print.Phe mark for Art in Grade XI will be determined as follows: 30 marks for the teacher\u2019s estimate of the year\u2019s work.25 marks for a specimen of the pupil\u2019s work done during the year but marked by the examiner.20 marks for an examination paper containing three questions on the History of Art.25 marks for the art work section of the final examination.Biology The 1963 edition of Modern Biology is authorized as an alternative to the 1956 edition.A list of page references to the new edition will be available from the Department of Education.Chemistry Boylan, The Elements of Chemistry (Macmillan), has been authorized to replace Guest, Elementary Chemistry, in Grade X in September 1964 and in Grade XI in September 1965.A revised syllabus is obtainable from the Department of Education.The following teaching schedule is suggested for Grade X: Unit I, 12 weeks; Unit IT, 6 weeks; Unit III, 11 weeks.Elementary Science The course is being revised.New texts for Grades IV-VII may be authorized for the year 1965-66.English The alternative authorization in Grades I-VI of the original edition of the Curriculum Foundation Series of readers will be discontinued in June 1965.Your Poetry Book VI (Gage) has been added to the list of poetry books approved for use in the elementary grades. THE EDUCATIONAL RECORD The Eagle of the Ninth (authorized for Grade VIII) may be obtained in a paper-bound edition at 80 cents or in a cloth-bound edition at $1.25.School boards should specify the edition when ordering.Doorly, The Microbe Man (British Book Service) is authorized as an optional text for Grade VIII English Literature (Unit 3, Section 1, for B or C classes).Poems to Enjoy has been removed from the Grade IX course.French Cica la Fille du Bandit and L\u2019Armure du Magyar are the two novels authorized for study in Grade XI for the year 1964-65.The two short stories assigned by the Director of Protestant Education to be studied for the 1965 examination are \u201cLa Dernière Classe\u201d and \u201cMon Oncle Jules.\u201d For the purposes of the Grade XI examination any three of the Canadian Legends in Contes Francais et Légendes Canadiennes are to be regarded as the equivalent of a single story.General Science A new text is likely to be authorized for Grade VIII in 1965.Geography The second edition of The Canadian Oxford School Atlas has been authorized for Grades VIII-XI on the understanding that copies of the old edition should not be replaced while usable.The second edition should be specified when the book is ordered.Geometry Brant and Keedy, Elementary Logic for Secondary Schools (Holt, Rinehart and Winston), is recommended as a teacher\u2019s reference.Material related to the Grade IX course appears on pages 1-32, 54-57, 65-78, 84-90.Health Clemenson, Your Health and Safety (Longmans), has been authorized for Grades VIII and IX.The course outline is obtainable from the Department of Education.Chittick, Health for Canadians (Macmillan) is recommended as a reference text.The course may be taught in these grades only on the recommendation of the inspector and with the permission of the Director of Protestant Education.History Lambert, The Great Heritage (House of Grant), and Tate, Proud Ages (Ryer- son), are authorized as alternative texts to Britain and the Commonwealth in Grade VII.Both these books are more difficult than Britain and the Commonwealth and may not be suitable for all Grade VII classes.Home Economics Management for You is now available in a 1964 edition, which should be ordered when replacements are needed.The two editions can be used without difficulty in the same class.Language The Grade V volume of Using Our Language is out of print but may continue in use in classes where replacements are not needed.SIL ER rR TN RIS PRR TORII TOR RAAT ANNOUNCEMENTS 61 Latin The Grade XI assignment for 1964-65 is as follows : Prose: Book III, Lessons 15-22.Poetry: Book IV, Lessons 3, 7(a), 8(d), 14, 15, 32(e, g, h, 1, j).The Grade XII assignment for 1964-65 is Cycle II (Prose) and Cycle I (Poetry).Music The symphony to be studied in Grade XI for examination in June 1965 is Schubert\u2019s Symphony No.5 in B-Flat.North American Literature Fairley and Israel, The True North (Macmillan), has been authorized as an optional text in Section B of the Grade IX course to replace Grenfell of Labrador, which is out of \u2018print but may continue to be read in 1964-65 in schools where enough copies are available.Glengarry School Days is also now added to the Grade IX course (Section B).The Grade X course has been revised.The following assignment comes into effect in September 1964: Fuller and Kinnick, Adventures in American Literature, Vol.4, Longmans McGechaen and Penner, Canadian Reflections, Macmillan Any two of: MacLennan, Barometer Rising (St.Martin\u2019s Classics), Macmillan Hémon, Maria Chapdelaine, Macmillan Lambert, Franklin of the Arctic, McClelland and Stewart Hemingway, The Old Man and the Sea, Allen For the year 1964-65 only, the following books, which were formerly authorized but have been removed from the revised course, remain as alternative authorizations among the optional texts: À Lantern in her Hand, Life with Father, Literary Lapses, Up from Slavery.A new course has been authorized for Grade XI but will not come into effect until September 1965.The new assignment will be as follows: Fuller and Kinnick, Adventures in American Literature, Vol.1, Longmans King, A Book of Canadian Poems, McClelland and Stewart Any two of: Lewis, Arrowsmith, Longmans Graham, Earth and High Heaven, McClelland and Stewart Wilder, Our Town, Longmans Cather, Shadows on the Rock, McClelland and Stewart MacLennan, Two Solitudes, Macmillan For the year 1965-66 the following books, which are now authorized but will be removed from the revised course, will remain as alternative authorizations among the optional texts: Klee Wyck, The House of the Seven Gables, Arundel, The Virginian. 62 THE EDUCATIONAL RECORD For the year 1964-65 either edition of 4 Book of Canadian Stories may be used, and the stories not included in both editions will be for optional reading.Foerster and Falk, American Poetry and Prose (new shorter edition, Nelson), is authorized for Grade XII to replace America\u2019s Literature, now out of print.Pages 179-1132 are assigned with the following omissions: pp.351-369, 487-527, 640-653, 674-678, 730-733, 740-748, 790-821, 929-940, 947-1000.Physics Physics for the Space Age replaces Physics for Our Times in Grade XI in September 1964.The following changes have been authorized in the Grade X assignment: Chapters 12, 13 and 14 are omitted from the course (the teaching of such concepts from these chapters as may be necessary for the development of subsequent topics to be left to the discretion of the teacher); the whole of Chapter 8 is assigned, including pages 107-112 formerly omitted.Verwiebe and Van Hooft, 4 Laboratory Manual for Physics (Van Nostrand), is recommended for use in Grades X and XI.Spanish Eoff and King, Spanish American Short Stories (Collier-Macmillan) has been authorized to replace Ÿ va de Cuento in Grade X in September 1964 and in Grade XI in September 1965.Pages 1-60, 137-147 are assigned to Grade X, and pages 61-120, 148-155 to Grade XI.ENROLMENT IN PROTESTANT SCHOOLS Elementary 1963-64 1962-63 Variation Kindergarten 6,394 5,463 + 931 I 11,446 11,310 + 136 IT 10,982 11,116 \u2014 134 III 11,198 11,481 \u2014 283 IV 11,664 11,575 + 8 Vv 11,550 11,254 + 296 VI 11,234 11,097 + 137 VII 10,738 10,049 + 689 Auxiliary 722 675 + 47 Total 85,928 84,020 + 1,908 Secondary VIII 10,905 11,346 \u2014 441 IX 10,253 9,931 + 322 X 8,800 8,352 + 448 XI 7,272 6,148 + 1,124 XII 573 459 + 114 Special 122 147 \u2014 25 Total 37,925 36,383 + 1,542 GRAND TOTAL 123,853 120,403 + 3,450 ee rt a a PRIORY ERR TRAN BO) RAR PER AAA E pau aii iain wat die nt As dti ed tan ete PAPT AUTHORS 63 A NOTE ON P.À.P.T.AUTHORS Miss Sandra Anderson\u2019s essay \u201cThe Fur Trade \u2014 an Early Source of Rivalry between Canada and the United States\u201d won first prize in the Historical Essay Competition for Teachers conducted by the P.A.P.T.in 1962-1963.The contest was held under the auspices of the Shurtleff Trust Fund, set up by the late Dr.W.L.Shurtleff, of Coaticook, as a memento of his fifty years of service on the Protestant Committee.Orrin B.Rexford lives in retirement at Foster, Quebec.He served the P.A.P.T.for many years as Editor of The Teachers\u2019 Magazine, Treasurer, Representative on the Protestant Committee, and as Vice-President, 1935-36.He is remembered as a teacher at Baron Byng High School and as Principal of the Commercial High School.He holds a Master of Arts degree from McGill University, and the Order of Scholastic Merit, Third Degree (for Distinguished Merit).His father, Canon Elson I.Rexford, was three times President of the P.A.P.T., and also served Protestant education as Rector of the High School of Montreal, Secretary of the Protestant Committee, and Principal of the Diocesan Theological College.Dr.J.I.Cooper is an Associate Professor of History, McGill University, and a well-known author and authority on the history of Quebec and the City of Montreal.He graduated from the University of Western Ontario and the Ontario College of Education.He taught in Simcoe High School.In 1935 he joined the staff of McGill, where he obtained his doctorate in history in 1938. THE EDUCATIONAL RECORD Miss M.Erma Nelson, M.A., was President of the P.A.P.T., 1950-51.She holds the Order of Scholastic Merit, Third Degree (for Distinguished Merit), and was made an Honorary Member of the P.A.P.T.in 1955.At the time of her retirement she was Vice-Principal of Rose- mount High School in Montreal.Allan D.Talbot, Principal of Malcolm Campbell High School, Montreal, is a graduate of St.Lambert High School and McGill University.He has been chairman of numerous P.A.P.T.committees, Associate Editor and Member of the Editorial Board of The Teachers\u2019 Magazine, 1945-60, and one of its most prolific contributors.As well, he is the author of the official \u201cHistory of the P.A.P.T.\u201d to be distributed at the Centennial Convention.Mr.Talbot served as the Honorary Secretary-Treasurer of the P.A.P.T., 1949-51.He is the co-author of several language textbooks.Miss Alice C.Dresser, who holds the Order of Scholastic Merit, Second Degree (for Great Merit), is also an Honorary Member of the P.A.P.T.She graduated from St.Francis High School and Macdonald College, holding an Intermediate Diploma with special certificates in Nature Study and Agriculture.She has taught at Richmond, St.Francis High School, Macdonald High School, Three Rivers High School, and Lennoxville High School.Miss Dresser served for many years on the Executive of the P.A.P.T.and was its President, 1931-32.She has been a frequent contributor to The Teachers\u2019 Magazine. THE FUR TRADE 65 THE FUR TRADE AN EARLY SOURCE OF RIVALRY between CANADA AND THE UNITED STATES Sandra J.Anderson Verdun High School Canadian Internal Conflict In the last few decades of its existence, the Canadian fur trade performed some of the most spectacular acts of its entire career.As always in the past, it had to do battle on two fronts; south-west against the new United States and north-west against its traditional enemy, the Hudson\u2019s Bay Company.With the assistance of important innovations in transportation and supply, fur merchants of the eastern coast were able to extend their trade into the Athabasca region and as far west as the Rocky Mountains.The larger capital requirements which accompanied the extension of the trade to the west encouraged the {formation of the North West Company, a syndicate of the more important Montreal fur-trading firms which finally suppressed all competition from the St.Lawrence.In the interior, however, the Hudson\u2019s Bay Company provided serious competition from the north and the American Fur Company from the south and later on the Pacific coast.Explorations financed by the North West Company meanwhile extended the limits of the St.Lawrence fur trade to the Mackenzie River basins on the Pacific slope.Increasingly severe competition from the Hudson's Bay Company after 1809, culminating in the attempt to establish an agricultural settlement on the Red River, led to open violence between the two organizations and finally to their amalgamation in 1821.\u201cThe union of the two companies marked the end of the St.Lawrence fur trade.\u201d The struggle for supremacy that Canada fought with the United States in the fur trade was complicated by this internal struggle.At the risk of some over-simplification, the North West Company can be described as an enterprise which developed in conditions of rapid expansion and which, having reached the geographical limits of expansion and being forced to meet increasingly serious competition, found itself compelled to adjust to conditions of stability with a totally unsuitable organization and financial structure.Its chief competitor, the Hudson\u2019s Bay Company, on the other hand, was an enterprise which had developed under conditions of slow growth and which, forced to compete in order to survive, successfully readjusted its organization and methods to make rapid expansion possible.The two companies faced many of the same problems, but the Hudson\u2019s Bay Company was able to learn from the experience 1 Donald Creighton, Dominion of the North, pp.180, 181.2 W.T.Easterbrook and H.Aitken, Canadien Economic History, p.163. 66 THE EDUCATIONAL RECORD of its rival and in addition had the benefit of a shorter route, more centralized control over trading personnel, and greater financial reserves.Treaty of Paris, 1783 Both Britain and the United States violated the Treaty of Paris from the very beginning.Each side entered upon this unhappy course quite independently, and then tried to cast the blame on the other.The result was a bitter controversy which might easily have involved British North America in a war with the United States.The violation of most immediate concern to Canada was Britain\u2019s refusal to surrender fur trading territory she had signed away in the treaty.Article VII stipulated that \u201cHis Britannic Majesty shall with all convenient speed withdraw all his armies, garrisons, and fleets from the said United States, and from every port, place, and harbour within the same.\u201d* The phrase \u201cwith all convenient speed\u201d turned out to be a convenient one.The British commander-in-chief in America punctiliously evacuated New York before the ratifications of the treaty had been exchanged, but the advent of peace brought no order for the withdrawal of the British garrisons in the interior, which were now on the American side of the line.The chief of the posts thus held were Oswegatchie (Ogdensburg, N.Y.), Oswego, Niagara, Presque Isle (Erie, Pa.), Sandusky, Detroit, and Michilimackinac.They were only a few isolated forts on the edge of the United States and their total area was a negligible number of acres, yet they enabled Britain to retain effective control over many thousand square miles of American territory.For eleven years Britain refused to fix any date when she would deliver these keys of the West.Until the negotiation of Jay\u2019s Treaty in 1794, which provided for their surrender in 1796, it looked as if Britain was determined to keep them indefinitely, in defiance of her pledged word.Americans, then and since, leaped to the conclusion that this violation of the treaty sprang from a British desire to preserve the valuable fur trade that depended on these posts.The belief was natural.English and Canadian merchants interested in the trade had done their utmost to procure a more southerly boundary for this very purpose; and though this effort of big business to affect high politics failed, the merchants were assured that they would not suffer.There was to be such freedom of movement across the border that the trade would continue to flow unimpeded along its old course.In any event the British garrisons would remain in the posts on American territory long enough to cover the withdrawal of traders who wished to liquidate their operations there.When the hope of reciprocity was sacrificed on the altar of the navigation laws, the retention of the posts appeared to be the only means by which Britain 3 Ibid, p.173.4 À.L.Burt, The United States, Great Britain, and British North America, p.82. THE FUR TRADE 67 could retain the fur trade focused in Montreal.There was no secret about the intention to delay the recall of the troops for the sake of the fur trade, reciprocity or no reciprocity.® Jay\u2019s Treaty, 1794 The acceptance by Britain of the terms of Jay\u2019s Treaty has been called \u201cone of the most striking blunders in the whole history of British imperial policy.\u201d® One reason for the absence of any haggling over the boundary was that it seemed of little consequence to the government in London.The Montreal merchants, however, were in a panic.They monopolized the fur trade, which gave to the wilderness north of the Ohio the only value it then possessed, and any international line drawn through it was to them a catastrophe.They and their influential creditors in England brought all the pressure they could to bear upon the government to push the boundary south.Their petition was ignored.According to later gossip, Oswald broke down and wept when some merchants demonstrated to him that he had signed away the chief trading posts and the country from which they drew their peltries, but the story is apocryphal.He and his superior knew what they were doing.They were by no means neglectful of the fur trade, but they could not view it with the narrow eyes of Montreal.The annual profits of the fur trade were as dust in the balance when weighed against the annual cost of the military posts and garrisons maintained in the interior during the late war to protect that trade.Shelburne had the vouchers to prove it in his pocket when he defended the treaty in Parliament.Even if the private gain had greatly outweighed the public expense, there were other considerations to be taken into account.However much the peace might break Montreal\u2019s monopoly by opening other routes into the interior, the furs would still find their way to London, the world\u2019s market; and England, in the absence of competing American industries, would still supply the natives with manufactured goods.They also felt that a line on a map could make no difference to the Indians.Through their native forests they would pass and repass at will, taking their peltries to the traders who attracted them most.Shelburne and his agent were disciples of Adam Smith and believers in the doctrine of free trade.They had no use for monopolies and artificial trade restrictions, and the American commissioners agreed that there should be no barriers to the movement of men and goods across the dividing line.Hence the official British indifference in the days when the boundary was defined by the preliminary articles.\u201d The severity of the struggle between the two Companies in Canada was due in large part to the fact that after 1800 the Montreal traders found themselves pushed out of the territory south of the Great Lakes which had been ceded to the 5 Ibid., p.83.6 Ibid, p.33.7 Ibid., p.34. 68 THE EDUCATIONAL RECORD United States by the Treaty of Paris.For nearly twenty years after 1783 British traders had enjoyed almost unimpeded access to this area, although it was by law American territory.The British garrisons were not withdrawn from the western posts until 1796 and even after that American merchants were slow to challenge the strong position which Montreal firms had built up in this area since the start of the American Revolution.The fur trade of the territory tributary to Michili- mackinac (roughly the present states of Illinois, Michigan, and Wisconsin) was regarded as more lucrative than that of the territory northwest of Lake Superior.Many Montreal firms and individual traders were active in this area, the largest of them being \u201cForsyth, Richardson & Company,\u201d and for many years no effective competition was encountered from American traders.After 1800 the situation changed drastically.The British garrisons were withdrawn from the western posts after the signing of Jay\u2019s Treaty in 1794 and the American government began to assert its authority in this area.Government trading-posts were established at Chicago in 1805 and at Michilimackinac in 1809.At the same time serious competition developed in the fur trade.S The Major Fur Companies In 1809 John Jacob Astor (to be dealt with later in this paper) secured from the New York legislature a charter for the American Fur Company, the initial capitalization being set at one million dollars.Meanwhile in 1806 the Montreal firms interested in the southwest trade had joined together to form the Michilimackinac Company.The senior partners of this company, John Richardson and William McGillivray, fearing that they would shortly be driven out of the southwest trade entirely, seized the first opportunity to approach Astor and propose a consolidation.At first they were unable to arrive at acceptable terms.In the summer of 1810, however, the wintering partners of the Michilimackinac Company, recognizing the impossibility of resisting both Astor\u2019s commercial competition and the hostility of the United States government, sold their interest in the Company to the two Montreal firms, \u201cForsyth, Richardson & Co.\u201d and \u201cMcTavish, McGillivrays & Co.\u201d These firms then joined with Astor to form the South West Fur Company, equal amounts of capital in the new organization being provided by the Canadian and the American interests.It was agreed that the South West Fur Company should confine its activities to the territorial limits of the United States, on the understanding that the North West Company should restrict itself to British territory; but this did not apply to the Pacific coast, nor to the upper Mississippi.In July 1811, the North West Company purchased one-third of the interest in the South West Company held by \u201cForsyth, Richardson & Co.\u201d and \u201cMe- Tavish, McGillivrays & Co.\u201d The South West Company in its final form therefore represented a union of the most powerful Canadian and American fur trade interests.8 Easterbrook and Aitken, op.cit., p.176. THE FUR TRADE 69 Whatever prospects of survival this international enterprise might have had were destroyed by the outbreak of war in 1812 and by the peace settlement which ended the war.After 1815 British traders were excluded entirely from American territory.This, of course, made it impossible for the South West Company to operate from Montreal and the Canadian interest in the concern was sold to Astor in 1817.This sale completed Montreal\u2019s withdrawal from the once important fur trade of the southwest.Astor in the meanwhile had extended his activities to the Pacific coast.He at first offered the North West Company a one-third interest in the trade of this area.When this proposal was rejected he formed the Pacific Fur Company in June, 1810 and built Fort Astoria at the mouth of the Columbia River in 1811.As it proved impossible to supply this post by sea during the war of 1812 and since it was rumoured that the British were to attack, it was sold to the North West Company in October, 1813.2 Canada\u2019s Push Westward The period following the absorption of the XY Company in 1804 saw the St.Lawrence fur trade attain its greatest geographical extent and its greatest commercial success.By this time the North West Company had a very complete system of posts in the Saskatchewan and Athabasca districts, while Mackenzie's explorations had opened up the Mackenzie River area in 1789 and had shown the way to the Pacific in 1792-3.The only remaining area in which expansion was still possible was the Pacific slope.Ever since the voyages of Captain Cook the commercial potentialities of this region had been recognized; now it seemed as if further delay in establishing posts beyond the Rockies might have serious consequences, for Lewis and Clark, the American explorers, had reached the mouth of the Columbia River by land in November, 1805, and the whole of the Pacific slope as far north as Russian Alaska might soon be pre-empted by the United States.Beginning in 1806, therefore, the North West Company made a determined push into this area.Simon Fraser established Fort St.James and Fort George on the upper Fraser River in 1806 and 1807 and descended the river as far as its mouth in 1808.Meanwhile David Thompson, a wintering partner who had formerly been an employee of the Hudson\u2019s Bay Company, crossed the Rockies from the Saskatchewan in 1807 and built posts in the Kootenay region.In 1811 he travelled down the Columbia River to the ocean, only to find that an American post had already been built at the mouth of the river.With the establishment of these posts west of the Rockies the North West Company added to its territories the district of New Caledonia.The purchase of Fort Astoria, the American post on the Columbia, in 1813 left the Montreal 9 Easterbrook and Aitken, op.cit, p.177.PT Le y RE A ET EEE TE 70 THE EDUCATIONAL RECORD organization in undisputed control of the trade of the Pacific slope, and in 1814 the first shipment of furs was sent direct from the Columbia River to China.This push to the Pacific brought into being Canada\u2019s first transcontinental economic system; a trading empire which extended literally from ocean to ocean.!° Astor and America\u2019s Westward Movement The interest of American trappers in the western country was aroused by the exciting news brought back by Lewis and Clark; tales of mountains teeming with beaver, of friendly Indians, and an all-water route along the Missouri River to the rich hunting ground.Through the winter of 1806-07 traders flocked into St.Louis, ready to start west as soon as ice broke in the rivers.Manuel Lisa, a Spanish trader, headed one group and in 1809 formed the Missouri Fur Company along with William Clark, Auguste and Pierre Chouteau, Major Andrew Henry and others.For the next half-dozen years it dominated trade in the Northern Rockies.John Jacob Astor, a German immigrant to the United States, had originally established himself as an important figure in the fur trade by shipping furs directly from Montreal to England.After 1794, when direct trade between Canada and the United States became permissible, he changed his base of operations to New York and built up a profitable business importing furs from Montreal and exporting them to London and Europe.In 1808 Astor, whose grandiose schemes were breath-taking, organized the American Fur Company.He would, he planned, plant a chain of posts across the Far West from the Great Lakes to the Pacific.His headquarters would be at the mouth of the Columbia where furs from all the Rocky Mountain country could be shipped to the Orient.The trade promised not only fantastic profits (as New England ship captains already plying the China sea lanes demonstrated daily), but would strike a fatal blow at his hated Canadian rivals, the Hudson\u2019s Bay Company and the North West Company.Neither could send furs to the Far East, an area monopolized by the East India Company; hence his greater returns would eventually allow Astor to drive both into bankruptcy.So Astor hoped as he set about translating his dream into reality.!?Two years later, with a more ominously definite indication of his territorial ambitions, he formed the Pacific Fur Company and persuaded some veteran Canadian traders to join with him in it.In the summer of 1810 two expeditions started for the Pacific coast.From Lachine went the first canoe-load of Astor\u2019s overland party; from New York sailed the unlucky \u201cTonquin\u201d and its turbulent crew.Both expeditions were to co-operate in establishing the first of the Pacific Fur Company\u2019s posts on the Columbia River.The fact that Astor was partly dependent upon Canadian skill and experience 10 Ibid, pp.169, 170.11 Ray Allen Billington, Westward Expansion, pp.453-5.DORA D THE FUR TRADE 71 did not blind the eyes of the Nor'Westers to the more important fact that they were faced by a strongly competitive American firm.They hoped to persuade the empire to fight the battles of commercial imperialism on the Pacific slope.On January 23, 1810, while tongues were wagging in Montreal over Astor\u2019s amazing schemes, the agents of the North West Company dispatched an excited letter to their correspondents in London.In March of that year a deputation from the committee of British merchants interested in the Canadian trade waited upon Lord Liverpool.They urged that the government should send a ship to the Columbia River and they declared that the company would at once dispatch an overland expedition to the same goal.The government remained irresponsively inactive; but the company was in dead earnest.Thompson, who was travelling back in 1810 to spend his year of rotation in Canada, was stopped at Rainy Lake and returned rapidly to the Rockies.It was perhaps still possible for him to repair the effects of his previous dilatoriness, to achieve the original Pacific objective of his company and to defeat the new challenge from the United States.But the hostility of the Piegan Indians whom he had helped to antagonize drove him to attempt the difficult Athabasca pass.His journey was toilsome and incredibly delayed, and when at last, on a July day in 1811, he reached the mouth of the Columbia, it was only to discover that the Pacific Fur Company\u2019s fort, Astoria, had already been established.!® The commercial system of New York and the commercial system of the St.Lawrence had been brought face to face on the western edges of the continent.Thompson, having reconnoitered, retired almost at once.The task which the company had set itself was evidently a formidable one.Thompson had not succeeded; and the appeal for direct governmental assistance had proved a failure.There remained the chance of enlisting indirect support.In 1811 there was published in London the anonymous, propagandist pamphlet \u201cOn the Origin and Progress of the North West Company,\u201d a narrative which combined praise for the Canadian concern with solemn warnings of Astor\u2019s ambitions.In the same year the company requested of government a charter of incorporation which would give the concern an exclusive right to trade within north latitudes 42 and 60 for a period of twenty-one years.This unassuming \u2018petition was passed around in the usual leisurely fashion between the privy council, the board of trade, and law officers of the crown.But, in the end, it was refused, with significant references to American territorial rights.This was on the very eve of the War of 1812.1 Astor\u2019s promising start, however, was deceptive.In January, 1813, news of the War of 1812 reached Astoria, together with the unpleasant information that the British warship was already on its way to capture the post.Astor\u2019s partners, knowing they could offer no resistance, sold the whole enterprise to the North 12 D.G.Creighton, The Commercial Empire of the St.Lawrence, pp.164, 165.13 Jbid., pp.165, 166. 72 THE EDUCATIONAL RECORD West Company for the trifling sum of $58,000.The unfortunate accident of war ended American activity in the northwest for a generation.It was the war, where all else had failed, which was to make the ambitions of the Nor\u2019Westers an imperial concern; and British sea power, linked in the far west with the Canadian trading organization, was to drive the American Fur Company from the Pacific.The Struggle for the Southwest We have seen that in the far west the Canadian merchants had shown strength and were to win eventual victory.But in the south-west in the old dominion of the St.Lawrence, the whole history of the period 1800-1812 is the history of a slow, protesting retreat.Political suzerainty had been surrendered in 1796.The commercial dominion of the fur traders was only to survive it for two decades.The American government, emboldened by the Louisiana Purchase, and American commercialism, personified in John Jacob Astor, combined to intimidate and finally to overpower the Canadians.The process began soon after the beginning of the new century.In August, 1805, General James Wilkinson, superintendent for Indian affairs in the new district nf Upper Louisiana, issued a proclamation forbidding any but American citizens to engage in the fur trade of the Missouri region.Traders must obtain licences at St.Louis, under conditions which it was impossible for British subjects honestly to accept; and these stringent regulations were justified on the ground that the territories of the Louisiana Purchase were not subject to the terms of the Jay Treaty of 1794.The American government was busily extending its own factory system for trade with the Indians and posts were established at Chicago in 1805, and at Michilimackinac in 1809.In 1808, at Niagara, there occurred an incident which filled the Canadian traders with fear and consternation.The Spring brigade of twenty Canadian bateaux entered the Niagara River, bound for the south-west trade on behalf of the Michilimackinac Company.Unexpectedly the American officials required that the brigade make entry at their post and report for customs inspection.There was an altercation; and the Americans, deciding suddenly upon direct action, fired upon the brigade, seized eight bateaux and pursued the others, according to the Canadians, nearly thirty miles into the open waters of Lake Ontario.Driven together by their common need for defence, the majority of the important south-west traders had joined together in the Michilimackinac Company as early as 1806.At every move of the Americans, they protested loudly at Quebec.Their protests were relayed on to the British minister plenipotentiary at Washington and the government in England.As time went on the Canadian merchants became convinced that all these difficulties were simply parts of a far more important general problem.The duties, 14 Ray Allen Billington.op.cit., p.456. THE FUR TRADE 73 regulations, seizures and embargoes appeared to be the various measures of a systematic scheme; and its evident object was the annihilation of the Canadian trade south of the lakes.1® In the meantime Astor had begun direct competition in the trade from Michilimackinac.His entrance coincided neatly with the activities of the American government; and to the Canadians it must have seemed as if government and commercial capital were the two partners in a conspiracy for the ruin of their trade.As early as February, 1810, John Richardson and William McGillivray were in New York negotiating with Astor for a settlement of their rivalry in the southwest.Richardson wrote that only dire necessity had driven him to this extreme step.He believed that partnership with Astor was the only way to avoid the total ruin of their property.But Astor, who must have realized that he had the Canadians at his mercy, was determined upon a larger measure of control.The conference broke up without result.The rivalry continued; and that summer, in disgust, the wintering \u2018partners in the Michilimackinac Company sold out their interests to the big Montreal firms.The merchants journeyed down to New York again in the following winter and this time they came to terms with Astor in the agreement of January, 1811.A new concern, the South West Company, was established and its control was divided equally between Astor and the Montreal firms.But this partition of what had once been a Canadian monopoly was not the only significant feature of the agreement.Back in 1806, when the Canadian Michilimackinac Company had been formed, there had been a delimitation of trading territory between it and the North West Company.By clause 11 of its articles of incorporation, the new, half-American South West Company was to accept this delimitation for the year 1811.After that the North West Company agreed not to trade within the territorial limits of the United States east of the Rockies and the South West Company promised not to venture beyond the American boundary into Canada.l® Even in the fur trade, the political boundary had become a commercial boundary.For thirty years after 1783 trade had frustrated politics.But at last American commerce was grasping the gifts of its inspired diplomatists.All the Canadians could do was to hang on to a part of what was essentially an American concern.The War of 1812 to Amalgamation in 1821 The War of 1812 was the final episode in the long struggle between settlement and the fur trade in the region of the Great Lakes.Ever since 1805, the Indians and the fur traders had been making their last, belated effort to break through the Treaty of 1783, the Jay Treaty, and the Treaty of Greenville; and it was the suspicion and fear of this alliance between the Indians and the fur-trading state which helped materially to provoke the American declaration of war.15 D.G.Creighton, op.cit., pp.166, 167.16 Ibid, p.168. THE EDUCATIONAL RECORD There were, of course, other reasons for American resentment but, at the same time, their most immediate object was the free, secure, and uninterrupted expansion of the western frontier at the expense of the fur-trading economy.Already, at Tippecanoe in 1811, the followers of Tecumseh had been broken; but behind Tecumseh was divined the vague, pervasive, sinister influence of northern fur traders and northern officials.The war, directed against this ambiguous union, promptly converted it into an open alliance.The Indians were not destined to fight alone for the St.Lawrence as they had fought at the battle of Fallen Timbers.At the last extremity of the long conflict between the seaboard and the St.Lawrence, the fur-trading society stood united in defence of the unity of the river and its lakes.The Canadian merchants regarded the war with an enthusiasm which was only slightly tempered by anxiety.For them the war was not a war of defence, but of reconquest.It was a war for the rectification of the incredible wrong of 1783.As early as January, 1812, the representatives of the North West and South West Companies offered naval and military co-operation to the government on Lake Huron and suggested the capture of the American post at Michilimackinac as a first step toward the control of the upper lakes.In 1783 and 1794 Great Britain had acquired the habit of letting down her Canadian subjects and her Indian allies; and in 1814 she completed the process by an abandonment of conclusive finality.Each side agreed to restore its conquests; and the Indians had to be content with an article which provided for the restoration of their status previous to the opening of the Indian war in 1811, The war, which had been won in the far west by the old alliance of red-coats, fur traders and Indians, had been lost as usual by the British diplomatists in Europe.For thirty years after it had ceased to be a reality, the territorial unity of the St.Lawrence had lingered on as an ideal; but after this overwhelming disappointment of the war which had promised so much and had issued in nothing, the very conception of an enlarged northern empire was slowly effaced from the minds of Canadians.l?Inconclusive as this outcome might seem on the surface, it actually provided the foundation for the long, unbroken peace that followed.The salient issues that had led to the quarrel soon disappeared.The continued retreat of the tribes before American settlement broke their connection with Canada and no longer involved her in Indian troubles.Boundary commissions, set up under the provisions of the treaty, partly settled some disputed points.In 1818 it was agreed that the 49th parallel should form the boundary between the Lake of the Woods and the Rockies and that the disputed territory on the Pacific coast should be under the joint occupation of both countries until they could agree on its disposal.!* 17 Ibid, pp.175-6, 181.18 Edgar McInnis, Canada, A Political and Social History, p.197. titled aia THE FUR TRADE ~1 wn On the other hand, the ruin of the southwest fur trade seemed absolutely assured.The peace, which restored so much to the United States, gave Astor back his confidence and enormous political advantages.In 1815 he agreed with William McGillivray, Forsyth, Richardson & Company and Pierre de Rocheblave to continue the old agreement of 1811 until the returns from the outfits of 1820 were complete, unless the United States government passed laws which would make this agreement void.As early as April, 1816, and probably, though not certainly, at Astor\u2019s instigation, the American congress, which was eager to mete out retribution to the Canadian fur traders, passed legislation providing that licences for the Indian trade within the territorial limits of the United States could be granted only to American citizens, except upon the personal direction of the president.It was Wilkinson\u2019s old hateful order for upper Louisiana extended over the entire southwest.In the far west the story was different.On October 6, 1818, the American flag fluttered over Astoria.The British government, while arguing that Astoria had been acquired not by conquest but by purchase, agreed to permit the reoccupation, though without prejudice to the basic question of sovereignty.Astor made no attempt to re-enter the competitive struggle on the Pacific slope; and the North West Company\u2019s hold on the post at the mouth of the Columbia River was confirmed for another ten years by the Treaty of October 20, 1818.1?While the struggle of Canada with the United States reached a peaceful conclusion, there remained Canada\u2019s internal conflict to solve.To the very end of its existence, the North West Company seemed its old self; \u2014 as ingenious, as violent, and as successful as ever.But the terrible cost of pursuing a difficult and dwindling trade across a continent broke the men whom nothing else had been able to conquer; and in 1821 the North West Company was absorbed in the Hudson\u2019s Bay Company.The river city had been vanquished in the end.The far west was lost to Montreal.From that time on the territory for which it had fought so long was held in trust for the future Dominion of Canada by the Hudson\u2019s Bay Company.?° The violent era during which the fur trade was a source of bitter rivalry between the United States and Canada had come to a peaceful conclusion.19 D.G.Creighton, op.cit., p.182.20 D.G.Creighton, Dominion of the North, p.203.BIBLIOGRAPHY 1.Ray Allen Billington, Westward Expansion, New York, 1952.2.A.L.Burt, The United States, Great Britain, and British North America, New York, 1961.3.D.G.Creighton, The Commercial Empire of the St.Lawrence, Toronto, 1937.4.D.G.Creighton, Dominion of the North, Toronto, 1957.5.W.T.Easterbrook and H.G.J.Aitken, Canadian Economic History, Toronto, 1956.6.H.A.Innis, The Fur Trade in Canada, Toronto, 1956.7.Edgar McInnis, Canada, A Political and Social History, New York, 1947.NOTE: Kerr: A Historical Atlas of Canada, p.32 and p.45 provide illustrative background for the scope of this article. THE EDUCATIONAL RECORD PROTESTANT EDUCATION IN LOWER CANADA 1800 \u2014 1864 Orrin B.Rexford, M.A.With the centenary of the Provincial Association of Protestant Teachers at hand and a good deal of thought and effort concentrated on the story of the P.A.P.T.in that one hundred years, it would probably be well to look at some of the salient features in Protestant education in Lower Canada in the nineteenth century before 1864.We have to keep in mind that the period under study was a very disturbed time.As the century opened, Europe was in the midst of the Napoleonic Wars which spread to this continent in the War of 1812-1814.Twenty years later, the political struggle broke out into the troubles of 1837 followed by the Durham study of the situation and the report.It is well to keep in mind, also, that the Test Act preventing Roman Catholics from being members of Parliament and holding office remained in effect in England until 1829 whereas, in Canada, the provisions of the Test Act were repealed by the terms of the Quebec Act of 1774 so that Roman Catholics of French Canada could hold public office long before their co-religionists in England could do so.Also, lest we feel that Canadians were slow in those early days in the matter of providing schools for all the children, we should remember that provision for such schools in England did not develop until the 1830\u2019s.The English and Protestant population of Lower Canada was fairly well concentrated in the cities of Quebec and Montreal and in the two rural areas, the Eastern Townships and Huntingdon.The English and Protestant families that came into the cities of Quebec and Montreal, were largely those of traders taking advantage of the conquest and looking forward to the continuance of the French population in a subordinate and conquered position.They looked to the authorities to give them advantages as representatives of the victors and their failure to get these advantages at times led to acrimonious disputcs.Royal Institution Established The main educational enactment of the early century was the establishment of the Royal Institution for the Advancement of Learning in 1801.It aimed to provide teachers, almost entirely from England, and schools for both French and English of the population.Because of the disturbed world conditions, it did not really go into effect until 1818.Throughout, the French Roman Catholics were suspicious of the scheme as a method of Anglicizing the population though Dr.Parmelee states in Vol.XVI of Canada and Its Provinces that the Royal Institution was quite fair but up against rigid opposition. ut A ee te ee a tt PROTESTANT EDUCATION IN LOWER CANADA 77 Sir William Dawson, addressing the Association of Teachers in connection with the McGill Normal School in December, 1864, the year of the founding of the P.A.P.T., said: The Royal Institution was not organized until 1818.The grants of land promised to it were not given; and, supported only by slender legislative grants and regarded with jealousy by the French ecclesiastical party and only coldly supported by the English population, its function at length became restricted to the management of the endowment of James McGill.The \u201ccoldness\u201d of the English population can be illustrated from experiences in the Eastern Townships.When free grants of land were opened there in the 1790\u2019, settlers crossed the American border and set up their homes in this area.From their experience in the New England states, they were accustomed to take the initiative in getting schools going for their young \u2018people.First, they used a room in a house in the community and had as teacher someone in the community with, perhaps, a little teaching ability.Then the community got together and put up a building for a school.The general rule was to have the school up first and use the building for church services and then, much later, to provide a separate building for a church.In South Bolton, for instance, the school was built about 1825 and the church was opened in 1860.It is interesting to note, also, that the people of the Eastern Townships would not look with much favor on facilities and controls provided by the Legislature since they had no members representing them in the Legislature until 1829.Dr.Parmelee writing of this period, says: The qualifications of the teachers were not tested in any way, but were judged by common sense and reputation.If the teacher stood the supreme test of the class-room, well and good; if he did not, the place was given to another.The course of study was simple, consisting of reading, writing and arithmetic.The school year was divided into two terms of four months each.The teacher of the summer term was usually a young woman, who, being engaged for only one term, gave place to a male teacher who was considered necessary for the winter term when the young men were privileged to attend.The attendance was always large, generally fifty or more, and the school law was limited only by the wishes of the pupil and his parents.In consequence there were, not infrequently, scenes of disorder and violence from which the male teacher emerged either victorious or ready to resign his charge.All teachers were untrained and nearly all were inexperienced and were frequently unable to keep ahead of the brightest pupils.Salaries in the early days ranged from $5 to $9 a month and boarding around was the rule.An interesting document is the license to teach issued in 1824.It reads: By virtue of the power and authority in us vested by His Excellency, the Governor-in-Chief of the Province of Lower Canada, we do hereby RN TT TR THE EDUCATIONAL RECORD give you license and permission to act as and be during pleasure the master and teacher of a certain school established in the district of St.Peter\u2019s Parish of Eton, with a salary of £20 currency per annum, with full power and authority to teach the children in reading, writing and arithmetic.Signed in the name and on behalf of the Institution, J.Quebec, Principal.This was issued to a Mr.Oughtred and he remained in that school until 1836.Early Teacher Training There were some efforts made to offer a modicum of training for teachers.In the French régime and since, the Ladies of the Congregation in Montreal and the Ursuline Convents in Quebec and Three Rivers were training young women for teaching in the parishes.For the men, for example, in the Act of 1831 (I Wm iv, c 7, art 1) provision is made for \u201ca further sum of five pounds currency to be paid to the master of the said British and Canadian School (at Quebec) for every pupil (the number of such pupils not exceeding ten) whom he shall instruct and qualify for teaching and managing school according to the method and system followed by the said master after such pupils shall have respectively undergone a public examination as to their said qualifications.\u201d There were several examples of this sort of training that showed the developing interest of the Government in the supply of teachers.In 1829 there were 381 elementary schools receiving the government allowance.In 1831, only two years later, this number had risen to 1216.One can readily understand the shortage of teachers arising from this more than threefold increase.A standing committee of eleven members was appointed by the Legislature in 1831 to report annually on all subjects connected with education.In their report of 1835-1836 is the following paragraph: \u201cIf the progress of education has not been greater and proportionate to the liberal encouragement afforded by the Legislature, this is to be attributed to the want of masters and teachers properly qualified rather than to indifference on the part of the people.\u201d In 1836 a Normal School Act was passed with a view to establishing two Normal Schools for men, one in Quebec and the other in Montreal and using the Sisters of the Congregation in Montreal and the Ursuline Convents in Quebec and Three Rivers for the training of women candidates.The Quebec Normal School seems never to have got going but the Montreal Normal School did begin and there is record of four certificates granted and five schoolmasters who came in for training and eight others mentioned as admitted or attending.Since this School was operating in the troubled days of 1837-1842 and had as the Chairman of their Committee of Management at the beginning Louis Joseph Papineau, it is small wonder that it did not accomplish much.There was the additional difficulty that, in the fall of 1837, their building was requisitioned for use by a \u201clying in piquet of volunteers.\u201d There is record of some nineteen women training at the three institutions in Montreal, Quebec and Three Rivers.These Normal Schools were for Roman Catholic and Protestant alike but by 1842 they had ceased to operate. PROTESTANT EDUCATION IN LOWER CANADA 79 The law of 1846 (9 Vic.cap 27) was the real foundation of the school system as it is found in the Province of Quebec to-day.An attempt had been made earlier, in 1827, in fact, to work out a scheme of a Council of Education in charge of the administration of funds and other temporal matters, with Roman Catholic and Protestant Committees to regulate educational questions in schools of their own faith.This plan, however, was vetoed by the Royal Institution which complained of the size of the Roman Catholic Committee, eleven, and of the number of ex- officio members, five.It was not until 1869 that the recently revised scheme of the Council and two Committees was set up.Secondary Schools Founded The question of schooling beyond the elementary level was a pressing one.Academies began to be established in centres, such as at Stanstead and Hatley in the Eastern Townships.The Anglican Bishop of Quebec became interested in training native Canadians for the ministry rather than depending entirely upon a supply from England.He therefore brought from England and Ireland a few young men who had distinguished themselves in their universities and who seemed qualified for the work of teaching.These men were stationed in the parishes and, since they were teaching young men training for the ministry, they took in other pupils.The problem of getting an education beyond the elementary level might well be illustrated by the experience of my father, Rev.Dr, E.I.Rexford, who grew up on his father\u2019s farm at South Bolton.After his elementary schooling at the \u201cRexford\u2019s Corner\u201d school, where more than once he found his mother as the teacher when arrangements for a teacher had broken down, he went in 1862 for a year at West Brome where a Mr.Johnson was the teacher.In 1863, he attended school at Mansonville, nine miles from his home, where a Miss Faulkner had charge.In 1864, he attended school at Knowlton in the building that is now the Brome County Historical Museum and had Mr.Frank Hicks as teacher who was later a professor of the McGill Normal School.In 1865-1866 there was a Mr.Fessenden staying at his home and he remained there being taught by him.He entered the McGill Normal School in the fall of 1866.The sacrifice on the part of the family involved in this schooling may he the better understood when it is realized that Elson Rexford was an only son at that time and his father was completely unable to do any farm work because of a knee ailment.In the city of Montreal, early secondary education for the Protestants was begun by Alexander Skakel who, in 1799, opened a school for boys at 43 Little St.James Street, just west of Place d\u2019Armes Hill.This school came under the auspices of the Royal Institution.It was in 1821 that this became the Royal Grammar School of Montreal.On September 25, 1843, the High School of Montreal was formally opened with sixty-five pupils in attendance.It was in 1846 that the Royal Grammar School was amalgamated with the High School of Montreal. 80 THE EDUCATIONAL RECORD Teachers\u2019 Associations Organized In the late fifties, local associations of teachers began to make their appearance in the Eastern Townships.One organization attempting to cover the whole area was The Eastern Townships Educational Association, but, as Mr.Henry Leslie Rennie says in his History of Education in the Eastern Townships, \u201cDifficulties in providing ways and means for assembling at some convenient centre resulted in the organization of smaller associations.\u201d One very active one was the St.Francis District Teachers\u2019 Association.This was formed in 1857 and was active for a decade.By the 1870s this Association began to lose support to the P.A.P.T.Another local association was the District of Bedford Teachers\u2019 Association which was also formed in 1858.For several years there was a good deal of support and activity but in 1865 the Association was adjourned \u201csine die,\u201d again because of the newly formed P.A.P.T.which, by the way, held many of its early meetings in the Townships.There was also a Teachers\u2019 Association in connection with the McGill Normal School.I have quoted from the address of Sir William Dawson before this Association in December, 1864, in connection with his remarks about the Royal Institution.I have noted that the century was marked by wars and the troubles of 1837 and that educational arrangements had to struggle for attention in the midst of these serious problems.As we come to the end of the period under study, we find that, once again, the international situation was critical and that the war between the North and the South in the United States of America was reaching its climax as the P.À.P.T.came into being.Spiel, Oskar Discipline without Punishment Faber and Faber c1962 171pp $3.25 British Book Service (Canada) Ltd.Translated from the German by Lewis Way, the book retains its foreign flavour in the reading.Its message, however, is as applicable here as it was in the author\u2019s school in a poor quarter of Vienna.It is the result of twenty years\u2019 experience and experiment.The teacher who has had difficulty with over-all discipline or with a particular problem not solved satisfactorily will find much of interest in the author\u2019s account.It is significant that while he emphasizes the role of psychological understanding on the part of the teacher, he also emphasizes that that role is not permissive or submissive, but rather that of stability and guidance, understanding and control.He seeks the goal of self-discipline for the student.He underlines the fact that it will not develop of its own accord. PAPT CENTENARY SALUTE 81 THE PROVINCIAL ASSOCIATION OF PROTESTANT TEACHERS CENTENARY SALUTE SOME EARLY TEACHERS\u2019 ASSOCIATIONS IN QUEBEC* J- I.Cooper Department of History McGill University Before there was the P.A.P.T., there were local associations of teachers.Some of these antedated the formation of the P.A.P.T.(1864) by almost a decade.In view of the .centenary, it may be of interest to recall the earlier groupings, and to see the way in which they bore on the P.A.P.T.With the possible exception of one at Quebec, the oldest of the locals was that of Montreal, the Lower Canada Teachers\u2019 Association, or the Teachers\u2019 Association in Connection with the McGill Normal School, as it was successively called.It was active in early 1856, and it played host to the gatherings at Montreal, in May and October 1863, and in June, 1864, when the P.A.P.T.was formed.À reference in 1857, however, spoke in awe (mingled with envy) of \u201c.the Teachers\u2019 Association at Quebec .for many years past .\u201d! There was also the Eastern Townships Educational Association, which a modern investigator, H.L.Rennie states was in existence, \u201cjust previous to 1857.\u201d A Quebec association was certainly represented at the Montreal meeting in June, 1864, when the roll-call was answered by David Wilkie, the Master of the High School.Whether this was \u201cthe Teachers\u2019 Association,\u201d previously referred to, cannot be determined.A single report on the Eastern Townships Educational Association survives in the Journal of Education.It may have been more than a professional society of teachers, for general organizations embracing both teachers and \u201cfriends of education,\u201d were common enough.The home and school associations of the present are modern parallels.The case for Montreal may be put definitively; for the other early associations, tentatively.I The pioneer Montreal association, the Lower Canada Teachers\u2019, was probably founded by William H.Hicks.In the late summer of 1853, this little-known individual reached the city as the principal of the normal school conducted by the Colonial Church and School Society, an agency of the Anglican Church.Hicks was a layman, at that time about forty years of age, and of wide teaching experience, much of it gained in London?He was entirely convinced of the benefits of professional organization among teachers.He was familiar with the early English 1 Journal of Education Vol.2, No.1, January, 1858, p.8.2 H.L.Rennie, History of Education in the Eastern Townships (thesis, Bishop\u2019s, 1936), p.90.8 J.D.Borthwick, History of the Diocese of Montreal (Montreal, 1910), p.98.* Reprinted from The Teachers\u2019 Magazine, December, 1956 ERP EEE A 82 THE EDUCATIONAL RECORD teachers\u2019 societies, and may have been a member of the Church Schoolmasters\u2019 Association, or, although this is less likely, of the General Associated Body of Church Schoolmasters in England and Wales, the main predecessor of the present-day National Union of Teachers.From his pivotal position as principal of the normal school, which he carried on for thirty years (until 1883) under Church of England and McGill University auspices, Hicks exercised a decisive influence on teacher organization in Montreal.A Normal School Is Established In view of its importance to this study, the Colonial Church and School Society, the organization employing Hicks, merits a brief digression.It was dedicated to the maintenance of Anglican parochial schools, originally in Newfoundland, but later, in all parts of the overseas empire.\u2019 In 1840, it had begun work in what is now continental Canada, and, about that time, had become exercised over the training of teachers as well as over the financing of schools.Thus, in announcing the engagement of Hicks, the Montreal Committee of the Society wrote \u201c(we) have .regarded the establishment of a Normal School, ., as a thing of primary importance .\u201d® This new direction was forced on the Colonial Church and School Society by the desperate teacher shortage (plus ca change, plus c\u2019est la méme chose), and, consequently, by the inadequacy of the schools, This was widespread, here, as well as in the United Kingdom.It lay at the root of much of the popular discontent, then and at an earlier time.Wrote a Canadian backwoodsman: \u201cMy children are without education and must remain so .the aristocracy dread the common people getting education, well knowing that knowledge is power and that power .always destroys toryism.\u201d\u201d This statement was made on the eve of the Rebellion of 1837.Its author took up arms on the rebel side, and died of wounds received at Amherstburg.The teacher output of the older training bodies, such as those maintained by the National Schools (sponsored by the S.P.G.and S.P.C.K.), was insufficient.Furthermore, they were hampered by out-moded methods of instruction, such as monitorialism.Indeed, apart from Ireland, whose normal schools Egerton Ryerson pronounced as unrivalled in the Empire, no modern schools for teachers existed.Thus, the field was clear for such organizations as the Colonial Church and School Society, new, vigorous, and flexible with respect to methodology.In October 1853, its Montreal normal school was opened, first in St.George\u2019s Church, but later in Bonaventure Hall, its own property at the corner of Victoria Square and Bonaventure Street, the old name for the western extension of Craig.® Under the principalship 4 For this information, I am indebted to Dr.A.Tropp, London School of Economics, whose history of the profession in Britain, The School-teachers, will be published this autumn.5 It employed various titles, the Newfoundland School Society; the School Society for Newfoundland and the Colonies; the Colonial Church and School Society.Currently, it is known as the Colonial and Continental Church Society.6 First Report Montreal Corresponding Committee, Colonial Church and School Society, Montreal, 1854, p.7.7 Quoted by F.Landon, Western Ontario and the American Frontier (Toronto, 1941), p.73.8 First Report p.9: also O.Rexford, Teacher Training in the Province of Quebec (thesis, McGill, 1936), chapter 5. PAPT CENTENARY SALUTE 83 of Hicks, the school was immediately successful, producing annually its quota of young teachers.In the winter of 1856, in virtue of an agreement between the Bishop of Montreal, Francis Fulford, and the University, the school became the operative section of the McGill Normal.Hence, the School for Teachers and the Institute of Education have their origin in the basic work of the Colonial Church and School Society.Teacher Organization Begins The earliest recorded effort at teacher organization came in January, 1356: \u201cAbout thirty young persons attending the training institution of the Colonial Church and School Society met a few days since to relate their experiences in teaching and to converse on educational subjects.They presented Mr.Hicks, the headmaster, with a handsome gift.\u201d® It is impossible to determine whether this was the first or whether there had been earlier gatherings of Hicks and his neophytes.However, there can be no doubt as to the significance of what followed: On June 28th a meeting of teachers was held at the Training .School .to (take) into consideration the formation of an association .12 teachers (were) present (who) testified their satisfaction at the probability of an association being formed (to) enable instructors .to meet .and help each other in their arduous yet delightful employment.The meeting was postponed until July Sth (which resulted in the establishment) of a society whose objects shall be \u2014 The welfare of the teacher and the advancement of education.\u201d\u20191?This was the Lower Canada Teachers\u2019 Association, the first fruits of Hicks\u2019 zeal.The Lower Canada Teachers\u2019 Association met regularly throughout the balance of 1856, apparently at monthly intervals.A press report revealed that at the October meeting (October 4) twenty-two members were present, of whom over half were teachers in local Anglican schools; the remainder, teachers-in-training.!! The chief subject discussed was a teachers\u2019 magazine.Three months later (January, 1857) the first number of the bi-lingual Journal de l\u2019Instruction Publique, Journal of Education, made its appearance.Although this was a Departmental publication, and not a magazine conducted by teachers, it was important in its own way.Le Journal was introduced by Pierre-Joseph Chauveau, the newly-appointed Superintendent of Education.Meanwhile, as has been indicated, the normal school had been transferred to McGill University.Chief Spokesman, W.H.Hicks At the formal inauguration of the McGill Normal School (March 3, 1857), the subject of teacher organization was fully ventilated.The champion, need it be said, was William H.Hicks.In the midst of a galaxy of notables, the Superintendent 9 Montreal Witness January 9, 1856.10 Witness July 7, 1856.11 Witness October 15, 1856. 84 THE EDUCATIONAL RECORD of Education, Bishop Fulford, Principal Dawson, the Mayor, and the Commander of the Forces, he spoke thus: The properly trained teacher .supplied by liberal Trustees with all that is necessary .still needs some connection with those .engaged in the good work .I would advise him to join some Teachers\u2019 Association .In connection with our Association .(we hope) .to be able .to hold an annual convention .It would be advisable to have our model school at work so that (it) might be visited by those desirous of gaining fresh hints on .improved methods, .a thing of inestimable value .(would be) .a Depository of School Apparatus .(and) a permanent library of reference, such as has been done in England in connection with the Teachers\u2019 Association there.Lastly, Hicks advocated, as an element in the association, a pension fund, \u201c .which I believe bears.strongly upon his (the teacher\u2019s) continuing in his employment .1?That this did not fall on deaf ears, the immediate sequel showed.On the following evening, (March 4, 1857), was held \u201ca Teachers\u2019 Festival,\u201d in the Normal School.It was attended by \u201c.a gay and elegantly dressed assemblage .the male and female protestant (s) teachers .\u201d\u201d Among these peacocks came the Superintendent of Education, Chauveau.With great dexterity, he \u201c.gave explanations relative to the subjects referred to by professor Hicks .the teacher (s) associations, the dépôts for books and articles of school apparatus .(and) .the pension fund .\u201d!3 Thus, the subject of professional organization acquired Departmental blessing, and the personal support of the Superintendent.These were extended to French Canadian Roman Catholic teachers, too, and the associations connected with the Laval and Jacques-Cartier normals owed much to Chauveau.Since Chauveau was destined to continue as Superintendent of Education until 1867, when he became the first Premier of the Province of Quebec, these were no mean advantages.Chauveau was a man of wide interests, a lawyer with strong literary instincts, and a constructive and successful parliamentarian.In 1890 he closed a long and honourable career in a teaching post, Dean of the Faculty of Law in what is now l\u2019Université de Montréal.!# I Eastern Townships Groups Under these warming auspices, the formation of local teachers\u2019 associations went forward.On June 9, 1857, at a meeting in the Sherbrooke Court House, the District of St.Francis Teachers\u2019 Association was created.!® Discreet encouragement may have been wafted from Montreal, at that time the headquarters of the Department of Education, since initiative came from the District Inspector, Marcus 12 Montreal Gazette March 5, 1857.13 Journal of Education Vol.1, No.2, March, 1857, p.49.14 L.Lejeune, Dictionnaire Général du Canada (Ottawa, 1931), Vol.1, p.380.15 Journal of Education Vol.2, No.1, January, 1858, pp.8 and 9. PAPT CENTENARY SALUTE 85 Childs.!$ Encouragement certainly came directly from the Eastern Townships Educational Association, which was represented at Sherbrooke by Henry Hubbard, and whose constitution the St.Francis teachers adopted.The Eastern Townships Association was apparently running down.It had a meeting on June 1, 1857, at which the attendance was described as \u201cthin .owing to the exceedingly unfavourable state of the weather .\u201d Perhaps, with the rise of genuinely professional bodies, other groupings tended to disappear.Four years later (1861), the Journal of Education contained a report of a teachers\u2019 meeting at Bedford.It is difficult to decide whether this was an initial meeting, or, indeed, when precisely it was held.Again, the Inspector (in this instance, Rotus Parmelee) was the moving spirit.!7 A visitor from St.Francis \u201ctendered sympathy\u201d (hardly a diplomatic way of putting it), and the meeting was otherwise enlivened by the presence of a large number of women teachers.They became, in fact, a feature of the Bedford Association.In 1862, two of them read papers, and one of these, Mary A.Hutchinson, was elected a member of the executive.!® Miss Hutchinson deserves a modest niche in the hall of fame; she appears to be the first woman office-holder in any Quebec Protestant teachers\u2019 association, Dawson of McGill Meanwhile, the Montreal association prospered.In the spring of 1857, it adopted a new title, the Teachers\u2019 Association in Connection with the McGill Normal School.!° The change was not exactly happy, but it reflected accurately the disposition to link closely Association and Normal.It also linked Association and J.W.Dawson.In 1855, this vigorous individual had become Principal of McGill, and two years later, titular head of the Normal School.Dawson had been a school inspector in his native Nova Scotia, and he had a constant care for the teacher.It is not known when he became a member, but in 1863 he was President of the McGill Association, and one of his most thoughtful addresses, \u201cOn some points in the History & Prospects of Protestant Education in Lower Canada,\u201d was made before it.He took an active part in 1863 and 1864 when the P.A.P.T.was formed.Later, he became President.Thus, the Association was firmly centered on McGill.Its meetings were held in the Normal School, whose excellent library was open to members.The McGill Teachers\u2019 seems to have been the only one to venture on monthly meetings.Moreover, the papers read before it frequently were printed by the local press.III In the 1860s, new forces came into play.Railway travel broke down isolation, bringing Sherbrooke, for example, within five hours of Montreal.It had been two days by road.The impending federation of the Provinces suggested union schemes in other directions, even among professional associations.In this, as in politics, new men shouldered their way into prominence, A meeting of the St.Francis 16 Rennie, Education in the Eastern Townships, p.86.17 Journal of Education Vol.5, Nos.8 and 9, August-September, 1861, p.132.18 Journal of Education Vol.6, No.9, September, 1862, p.138.19 Journal of Education Vol.2, No.1, January, 1858, p.8.dt ris iste ital 86 THE EDUCATIONAL RECORD Teachers\u2019 at Compton on December 27, 1860, brought many of these forces into focus.\u201d It opened conventionally enough on the perennial subject of \u201cboarding around,\u201d which produced the accustomed \u201cearnest and spicy discussion.\u201d (\u201cSpicy\u201d has suffered a deterioration in modern times.) The meeting then went on to the vital business: \u201cThat .the President and Secretary communicate with the Superintendent .and the other associations with a view .to .form a general association of teachers, which .would secure to the profession that standing which it ought to occupy .\u201d This was the first action by an organized body looking forward to the P.A.P.T.Furthermore, the Compton meeting was notable for the appearance of two new men, the Rev.Jasper Nicolls, and John Hamilton Graham, who were elected Vice-President and Secretary, respectively.The P.A.P.T.\u2019s First President Nicolls should require little introduction.He was the founding Principal of Bishop\u2019s University, and he became the first President of the P.A.P.T.Graham is less known.By birth and early education he was a west Lowland Scot (born at Johnstone, Renfrewshire in 1826), but his early professional years were spent in New England, as a schoolmaster, and as a director of teachers\u2019 institutes.\u201c! In 1858, Graham came to Canada.Before him lay a varied public life, the principalship (1862-1872) of St.Francis College, Richmond, \u201cnotable for strict discipline and thorough instruction\u201d; the foundation (1869) of the Grand Lodge of Quebec, A.F.and A.M.; activity in politics (in 1872 he contested Drummond and Wolfe in the Liberal interest); experimentation in railway contracting.It was only death which ended this adventurous career on August 22, 1899.The significance of Nicolls and Graham was due to a combination of their vigorous personalities and their established positions.They balanced Montreal, and guaranteed that in any provincial teachers\u2019 organization, areas other than the metropolitan would be adequately represented.On May 29 and 30, 1863, at the annual meeting of the McGill Teachers\u2019, some members of the other associations were present as guests.Nor is it without point that among these the most conspicuous were Nicolls and Graham.The case for a general or provincial body was put by a McGill spokesman (Williamson, the Secretary), who offered his association « as a provincial centre round which all might rally .\u201d This was likewise the view of the tireless Superintendent of Education, who desired to see the three normal schools become the centres of teacher organization.The Protestant associations, he thought, should be \u201caffiliated\u201d with the McGill Normal.This was a relationship not likely to find favour outside Montreal.The main proposition was accepted, but on the basis of federation, not of affiliation.?20 Journal of Education Vol.5, No.1, January 1861, p.7.21 H.J.Morgan, Celebrated Men & Women of the Time (Toronto, 1898), p.398; also, information contributed by K.H.Annett, Richmond.22 Montreal Witness June 2, 1863; also, Journal of Education Vol.7, No.5, May, 1863, pp.62-63.The Journal copied from the Montreal Gazette. PAPT CENTENARY SALUTE 87 The P.A.P.T.Is Born À constitution was drafted in October, 1863 at Montreal, and formally ratified on June 4 and 5, 1864, thus bringing into existence the present P.A.P.T.° The roll call of locals included Montreal, St.Francis, Bedford, Quebec, Lachute, and Huntingdon.Dawson answered for the Montreal Association: Nicolls, for the St.Francis; Lang, for Bedford; Wilkie, for Quebec; Bruce, for Lachute and Huntingdon.Of the Lachute and Huntingdon associations, nothing apart from their names appears to be known.It is uncertain from which Mr.Bruce came.Perhaps research may produce some of their records; certainly an examination should be made of the local newspaper press.Thus the movement, which had begun in local or in regional groupings, achieved provincial status.The Rev.Jasper Nicolls became the first President of the P.A.P.T.Historical propriety was satisfied by installing William H.Hicks among the Vice-Presidents.Principal Graham contributed a paper, which was loudly cheered.Its title was \u201cSome conditions of success in school-teaching,\u201d and on this promising note the old and the new became one.23 Journal of Education Vol.8, No.7, July, 1864, pp.88-89. Eee 38 THE EDUCATIONAL RECORD A HALF-CENTURY OF PROGRESS * Highlights in P.A.P.T.History, 1900-1951 M.Erma Nelson It is the fashion to review important events at the middle of a century, to assess the development in Literature, Art, Science or whatever most interests us, and to recall persons who have made great contributions to the world.It seems worth while to consider our own particular field of Education and the movements that have engaged the attention of the teaching body of the province during the last fifty years.From the minute books of the P.A.P.T.for the last half century some very interesting items can be culled.It has been a work of great pleasure to read the notes of the annual Conventions and the meetings of the Executives and to be reminded of leaders, familiar to most of us, whose names recur in evidence of their unfailing interest in the work of their profession.Let us attend the Thursday morning session of Teachers\u2019 Convention on October 18, 1900.We would see the ladies in their wide-brimmed hats, heads held high over tight, choking collars, their flaring skirts sweeping the floor as they daintily made their way up the steps of the High School on Peel Street.The \u201cMasters,\u201d also carrying heads high over stiff, starched collars, swept off their howler hats to the ladies or swung their canes nonchalantly as they strolled into the assembly room.At this thirty-fifth annual Convention, at which Dr.Peterson, Principal of * Reprinted from The Teachers\u2019 Magazine, February, 1951.PRE 3 SHE 35 A CHOIR OF 5000 MONTREAL SCHOOL CHILDREN CELEBRATE QUEEN vii PAPT CENTENARY SALUTE 89 McGill University, presided, the formal opening consisted of the singing of the doxology, a scripture reading and a thanksgiving prayer by Rev.E.I.Rexford, Rector of the Montreal High School and several times President of the P.A.P.T.After interesting papers were read and discussed on \u201cTeacher Out of School from the Standpoint of the Parent\u201d and \u201cAdornment of the Schoolroom,\u201d came the pièce de résistance of the day.As our secretary records (in long-hand): \u201cAt this point in the proceedings the doors were closed and the window blinds drawn (do not get agitated, just read on) while Dr.F.W.Kelly favoured the Convention with a rare treat in the form of an illustrated lecture on the \u2018Lower St.Lawrence\u2019.\u201d One of the resolutions adopted at this meeting will be of interest to teachers of English: \u201cThat there is need of an elementary work on Language lessons leading up to West\u2019s Grammar.\u201d The display of pupils\u2019 work from schools throughout the Province was an 5 interesting feature of these Conventions at the beginning of the century.Frequent 8 leaders in this competition were the schools of Howick, Lachute, Sherbrooke, and the E: Girls\u2019 High School of Montreal.1901 \u2014 This was the year of the death of Queen Victoria and also of the death of Sir William Dawson, one of the originators of the Association.E Then, as now, the Executive concerned itself with teacher tenure \u2014 though È the language sounds formal to us today \u2014 and a resolution was passed to have a k committee set up \u201cto mature some practical plan by means of which the tenure of E office of our teachers may be prolonged and an increase of emolument be induced 1 by bonus or otherwise.\u201d É UE A | SHE St a Ee 7 HE FR EA ns RIA\u2019S DIAMOND JUBILEE JUNE, 1897, M.A.A.A.GROUNDS, WESTMOUNT PSE a PTS EEE THE EDUCATIONAL RECORD Another major concern of Executive then, as now, was the maintenance of standards of qualifications of teachers, and the extension of teacher-training facilities.In 1904, under the presidency of Rev.E.I.Rexford, vigorous protests were made to the Protestant Committee against lowering the standards of qualifications of teachers, \u201cas has been suggested at a recent meeting of the Protestant Committee.\u201d Again in 1906, Mr.H.J.Silver read a resolution expressing the regret of the Teachers\u2019 Association at the \u201cretrograde step taken by the Protestant Committee of the Council of Public Instruction, in granting teaching permits to persons without professional training.\u201d Some felt that this was too bold a step, to address the Protestant Committee in such a fashion.After a heated discussion, in which those who supported the resolution insisted that they must guard the professional status of teachers, the vote showed 59 in favour and 9 against, and all asked to have their names recorded.The First Woman President 1906 \u2014 This was one of the years when teachers were asked to record their opinions concerning a change in date of Convention.This seems to be an ever- recurring question, coming up again in 1922 and 1947, but the result is always the same, an overwhelming majority vote for the beginning of October as Convention time.These were the years when women\u2019s activities in America and England were making headlines, and in the P.A.P.T.in 1908, Miss Mary Laura Ferguson became the first woman president.The text-book committee that year (and every year) worked steadily to improve courses of study and to introduce up-to-date text books.Undeterred by lack of recognition and repeated failures, they persisted through the years in this unpaid, extracurricular activity.The year 1914, and World War I, and the 50th Annual Convention of P.A.P.T.met in the Council Chambers in the city of Quebec, meeting there for the second time in thirty-five years.At the evening meeting His Honour, the Lieutenant Governor of the province addressed the teachers, as did Dr.Peterson, Principal of McGill University and Sir Lomer Gouin, Premier of the Province.This was during the presidency of Mr.Charles McBurney.1915 \u2014 Miss Amy Norris introduced the motion \u201cthat the Convention do memorialize the Protestant Committee of the Council of Public Instruction to take the necessary steps to render women ratepayers and the wives of ratepayers eligible for election as members of School Boards.\u201d The year 1919 is marked by the first appearance of The Teachers\u2019 Magazine, initiated by Mr.W.P.Percival.The P.A.P.T.affiliated with the Canadian Teachers\u2019 Federation (C.T.F.) in the year 1922.More than one hundred Montreal teachers took advantage of the Extension PAPT CENTENARY SALUTE 91 Courses provided by the Arts Faculty of McGill University, in order to qualify for a higher teaching diploma.Later, upon requests being made to the Faculty for the extension of these privileges outside the island, courses were given at Quebec, Sherbrooke, and other centres.In 1926 the death of E.Montgomery Campbell left the office of Pension Commissioner vacant.Dean Sinclair Laird was the unanimous choice for this vacant post.With Mr.Hopkins as the other commissioner, the cause of pensioners was carefully guarded.They were anxious years which followed, when the pension deficit continued to grow, and the very foundation on which the system was based seemed unstable.Today, after twenty-five vears of careful watching, Dean Laird can feel that much has been done to improve the pension situation, even if much remains to be done.During the year 1928 and succeeding years, attempts were made to induce McGill University to count the Extension courses as credits towards a degree and to appoint a specialist to fill the Chair of Education.This appointment was made in 1929.During the year 1928 Miss I.Brittain served as a member of the McGill Corporation.This was one of the many offices of P.A.P.T.which Miss Brittain capably filled.It is noticeable that the P.A.P.T.kept a very careful watch over the actions of the Protestant Committee, and constantly urged McGill University to serve the needs of the teachers of the community.A member of P.A.P.T.continued to serve on McGill Corporation until the system was remodeled and outside representation dropped.Mr.Hatcher was the last member to serve in this capacity.It was in this same year that the government of Quebec passed a law establishing the \u201cMérite Scolaire,\u201d conferring upon teachers various degrees of the order of Scholastic Merit.The administration of this law was to be left to two committees.As the law had not functioned, the P.A.P.T.in 1930 asked the Protestant Committee to take the necessary steps.A Board was appointed to draw up the rules which are still in force to regulate the conferring of the Order.The First General Secretary In 1930, on the resignation of Dr.Parmelee as Director of Protestant Education, Dr.W.P.Percival, a former member of the P.A.P.T.and of the Executive, was appointed to the position.In this same year Mr.Black was made General Secretary of P.A.P.T.(at a salary of $400).Today\u2019s Guidance Counsellors will perhaps be interested in the fact that a suggestion was made at the November 1930 Executive meeting, that the P.A.P.T.hold a conference the following February, \u201cthe theme of which shall be \u2018Educational and Vocational Guidance in Schools\u2019.\u201d The idea did not meet with too much favour and no conference was called.When the depression years came and when salaries were frozen, teachers were among the first to suffer and later to receive salary cuts.Nevertheless, teacher volunteers gave a series of courses in the evenings to groups of unemployed \u201cteenagers,\u201d numbering about 250. 92 THE EDUCATIONAL RECORD In 1938 Mr.F.N.Stephen presented the first report on the revised constitution upon which he and Mr.George Savage had been working.This was the first draft of the present Constitution which introduced the delegate system for voting and the conduct of business, This became law in October 1939, but many members wished to retain their right to vote for their executive (where are they now?) and later, amendments were passed giving members this privilege.During the \u201930\u2019s numerous surveys were conducted, among them the report of the Quebec Education Survey Committee, a Survey of the Teaching of English throughout Canada, and a survey of salary scales.All of these helped to educate the public by putting the spotlight on the needs of pupils and teachers.Then came World War II, when both men and women members of the P.A.P.T.enlisted.In the years which followed, the P.A.P.T.increased in membership and the work developed to such an extent that in 1943 rooms were secured for permanent offices at 1410 Guy Street.Automatic membership became law in 1945, and Mr.Willis Ginn, a full-time Secretary, was engaged in 1946.Our present Secretary -\u2014 or Executive Director \u2014 Dr.Paton, succeeded Mr.Ginn in 1949.Two full-time Office Assistants are now kept busy, and often they give freely of their extra time to complete the work which is being undertaken.And so, through a half-century which saw the two biggest wars in history, the final emancipation of women, the greatest prosperity and the most profound of recorded depressions, the P.A.P.T.developed from a small organization of the Folkmoot variety, into a centralized scheme of representation, embracing twenty- five local associations.There are now fifteen committees actively engaged in different departments of the work of the Association.This alone will indicate the extent to which the P.A.P.T.has developed.May it continue to receive the unselfish service of its membership. PAPT CENTENARY SALUTE 93 THE LAST DECADE A Survey of Recent P.A.P.T.Accomplishments Allan Talbot The editorial of The Teachers Magazine for December 1952, opened with these words: The Thursday of the 1952 Convention was probably one of the most important days in the history of the P.A.P.T.On that afternoon, by an overwhelming majority, the Association voted to raise the annual fees from three mills to five, and by so doing gave the GO signal to increased P.A.P.T.activity and accomplishment.There is perhaps a touch of hyperbole in the first sentence of the statement, but there is little doubt, nevertheless, that the fee increase of 1952 provided a financial basis for a most energetic decade.One tangible product of the larger revenues was an enlargement of the Central Office Staff.In 1955 a Field Secretary was engaged in the person of Gordon Heslam (who still holds the appointment, although the name of the office has since been changed to Executive Assistant); an Assistant General Secretary was added in 1960.(This was, of course, Thomas Jackson, who became General Secretary in 1963 when Dr.Paton resigned to teach in Toronto.Kenneth Hill then took over the assistant\u2019s chair.) The tripling of the number of officials within the space of eight years was not the only concrete result of adequate income.The Association became a property owner.A Home of Its Own From 1953 on there were more and more demands from members that the P.AP.T.should acquire a headquarters building.A Teachers\u2019 Magazine editorial in 1955 said (talking about the P.A.P.T.offices on Guy Street): \u201cThe present accommodation is neither commodious nor convenient.\u201d This time the writer was guilty of understatement, not hyperbole.Office expansion became an urgent matter, and slowly the membership grew to realize that a building should be bought.In March, 1958, this was done; on June 21 the offices were transferred to what is now 2100 St.Mark Street, and on October 8 the P.A.P.T.Headquarters Building was officially opened.But Association officials and Association offices are instruments, not deeds, and it behoves us to survey some of the things that the P.A.P.T.has accomplished in the last decade \u2014 for education, and for the teachers.One of the most important areas of effort is that of salaries, so let us examine salaries for a moment.ai 4 RE 8 a TS 94 THE EDUCATIONAL RECORD Teachers\u2019 Pay Creeps Upwards The Association\u2019s strong concern for salaries (noticeably missing in the record of its first eighty-five years) goes back to 1949.The P.A.P.T.scale of that year laid down a minimum of $1500 for an Elementary Diploma, and a maximum of $2400, and for a High School Diploma a range from $2600 to $3800 after thirteen years.Two years later this scale was declared obsolete, and raised by 15%.Help was given to local associations in negotiations with their school boards.Rural salaries edged closer to Montreal\u2019s.In 1952 the P.A.P.T.Long-Term Salary Scale was approved by the Association, and this time the maximum (after fifteen years) for a holder of a High School Certificate was $6000.Again, negotiations throughout the province, with central office assistance, produced some results.Look at these averages for all Protestant teachers outside the Greater Montreal area: 1946-1947 $1251 1951-1952 $2194 1954-1955 $3025 1956-1957 $3442 But although this was progress, it was not fast enough for the membership.Nor were they long satisfied with the 1952 scale.In 1957 the P.A.P.T.Professional Salary Scale was approved by the Annual General Meeting.The new schedule set up eight categories \u2014 each category representing one completed year of professional or academic preparation beyond junior matriculation into the Institute of Education \u2014 and provided for increases up to twenty years of teaching.Tossed into the limbo of worn-out salary scales were considerations of sex, marital status, and the grade being taught.Training and experience were the criteria.And horizons were a little wider, with the maximum for Category 8 being $11,200.The general principles of the 1957 scale are still accepted, but the 1963 Annual General Meeting approved some modifications.Salary objectives will be set every year for each category, instead of being dependent upon long-term scales.New minima and maxima have been named which increase the 1957 figures.Evaluation A committee on teacher evaluation began work in the fall of 1959, and the P.AP.T.in 1960 approved a policy of holding back salary increases for below- standard teaching.This is one measure that has its opponents, and a notice of motion was given not long ago \u201cThat the 1964 Annual General Meeting revoke the resolution passed by the 1960 Annual General Meeting regarding withholding of increments for unsatisfactory service.\u201d Because of strong local associations in Montreal, most of the P.A.P.T.salary campaign has been directly on behalf of the non-Montreal teachers.But the Association has stood ready to assist the metropolitan locals whenever assistance PAPT CENTENARY SALUTE 95 has been needed.From time to time it has been needed.In 1935 it was, and again in 1945, but the closest cooperation came in 1960 when the P.A.P.T.officially declared a dispute between itself and the Greater Montreal Board as a result of salary negotiations between the Board and its teachers.The dispute may have left its scars, but one fact stands out: Montreal teachers achieved and maintained closer professional unity with each other and with the P.A.P.T.The year 1960 should be remembered for this reason.And for another too: it was the year when sex parity stopped being a partisan rallying-cry, and became a generally-accepted principle.Salary discussions take much of the P.A.P.T.\u2019s attention, but certainly not É all of it.À survey of the past decade must make mention of many other matters.4 Services and Advances 5 The Benevolent Fund began in 1953, the Credit Union in 1954, and the Blue i Cross group plan in 1955.Teacher recruitment booklets were published, starting in 1951.The Pensions Committee has been able to report striking improvements È in the past few years; the Curriculum Committee continues the work begun Ë nearly one hundred years ago.In 1956 (after thirty-two years of unfruitful Ek endeavour) the P.A.P.T.was granted a representative on the Central Board of I Examiners.In 1952 the Provincial Council officially was born; in 1961 the Annual General Meeting was divorced from the fall convention, and given an independent existence as a late May or early June meeting.LECTURE HALL NORMAL SCHOOL, BELMONT STREET Ë THE EDUCATIONAL RECORD Since 1945, membership in the P.A.P.T.has been automatic, but any member has the right of withdrawing by merely going to the trouble of writing and mailing two registered letters.With the Association so active in so many controversial matters, it should be encouraging to those who have held office during the past nineteen years to note how few have availed themselves of the withdrawal privilege.Up to the summer of 1962 (I have no later figures), during seventeen years of automatic membership, twenty-four teachers had withdrawn, ten of them for religious reasons.In an association of people renowned for individualism, here is statistical indication of professional unity.In the year of Confederation, at the third P.A.P.T.convention held in a building (that no longer exists) on Belmont Street, Montreal, Sir William Dawson talked about training and certification of teachers.The P.A.P.T.has been talking about it ever since, with a mixture of frustration and success.In 1953 the Association began to urge the abolition of the lowest (Class 3) certificate, and its replacement by a temporary license, with provision for upgrading within a limited time.By 1957 this change was Association policy, but it was not until June, 1963, that Class 3 students graduating from the Institute of Education were affected.Next bit of grain for the slowly-grinding millwheels is the principle of withholding permanent certification from all teachers lacking university degrees.Amid all this heterogeneous P.A.P.T.activity, we must not lose sight of the fact that the Association\u2019s major objective is (and has been for one hundred years) to obtain a full voice for teachers in the framing of educational policy and legislation.This was made clear in the Association\u2019s brief to the Royal Commission in April of 1962.The Royal Commission The brief urged continued improvement in the standards of admission to the Institute of Education, and requested increased representation on the Central Board of Examiners, as well as representation on McGill\u2019s Teacher-Training Committee.It asked for representation on all bodies which set policy in the fields of curriculum and examinations \u2014 such as a suggested provincial curriculum councii and the present High School Leaving Board \u2014 and asked for the right to be officially consulted by departmental officers when changes are proposed affecting teachers and school administration.It insisted on seeing draft copies of proposed changes to the pension laws, and asked for an increase in the minimum pension.The 1962 Annual General Meeting spent some time on a discussion of policy matters, and approved the following statements: That the P.A.P.T.take the position, as a matter of Association policy, that it should always be consulted before changes in the Education Act and in the Regulations of the Protestant Committee are introduced.That the formation of a Curriculum Council, (with the P.A.P.T.to be represented thereon) should become an immediate objective.That the Central Board of Examiners should raise the minimum average of marks required of candidates for teacher-training to 65%.ee Te ue ae ina tt étéécatel elite ue ceicltitéi teens ENS EE SC RRTREERES PAPT CENTENARY SALUTE 97 Tre ea UCP TE Policy Booklet The Executive Committee that year was urged to accept as one of its major tasks the promotion of discussions of P.A.P.T.policy by local and provincial committees, with the object of having a P.A.P.T.policy booklet prepared for adoption by the 1964 Annual General Meeting, after full discussion by the Provincial Councils of 1963 and 1964.The General Secretary\u2019s report to the meeting pointed out that almost a quarter-century had elapsed between the recent commission brief and the last time the Association put its policies in writing (for the Hepburn inquiry of 1937-38).In the meantime no accurate record had been kept of policy decisions in many areas of importance, In a similar manner the executive was expected to see that the appropriate standing or special committees give some attention to such matters brought before the delegates as (a) P.A.P.T.direct representation on the High School Leaving Board and on the McGill Teacher Training Committee; (b) increased and direct À representation on the Central Board of Examiners; (c) eventual control of certification by the profession; (d) the right to negotiate improved conditions of É service and to employ P.A.P.T.spokesmen in negotiations; (e) the functioning of a Board of Interpretation and a Board of Decision in problems of tenure aud of teaching competence; (f) the problem of applying the principle of automatic membership to membership in local associations; (g) study of these four areas before any action is taken by the Protestant Committee: (1) length of the school day, the Easter Vacation, and the school year; (2) the purpose served by the Grade VII and X examinations; (3) the administration of supplemental examinations; and (4) possible curriculum changes; and (h) a study of the advisability and the feasibility of ensuring a year\u2019s leave of absence for the President of the P.A.P.T.in order that he may carry out the functions of the office more effectively.The past decade, particularly towards its close, has seen much ferment and excitement in Quebec education.At the time of writing, the future is intriguing, but uncertain.À few things are certain, however.The P.A.P.T.has firm and well- established policies, and these policies will be even more clearly enunciated during the next few months.It has growing revenue, and a large and loyal membership.It has a century of history of which to be proud, and a determination to do much better in its second century.With the aid and cooperation of other provincial bodies, it should be able to continue with the tasks defined many years ago: to defend the rights of teachers and to advance the cause of education. ad THE EDUCATIONAL RECORD HISTORY OF EDUCATION IN RICHMOND AND ADJACENT DISTRICTS Alice Dresser Richmond, Quebec The charter of the township of Shipton was granted in 1801 to Elmore Cushing and forty-six associates.This year marked the passing of a Legislative Act authorizing the creation of a corporation named the \u201cRoyal Institution for Advancement of Learning.\u201d It consisted of a board of trustees to supervise all schools in the Province, and to administer all property of the corporation.People with the determination of those first settlers were quite prepared to overcome any obstacle standing between them and their objectives.Much had to be done to establish homes in the new land which would compare well with those they had left in the U.S.A.or elsewhere, and high on the list of urgent needs was that of schools.This was dealt with promptly.Before the end of the year Miss Kimball (later Mrs.George Barnard) was teaching the first school.Her pupils were the children of Job Cushing and a few others, taught in Mr.Cushing\u2019s house.The second school was in Claremont near the Royal Shaw property.Other schools were taught in private homes, and in Danville the threshing-floor, and later the roof of the distillery belonging to Ephraim Magoon, did duty as schools.Not until 1807 was the first schoolhouse built.Known as the \u201cfront school of Shipton\u201d it stood near what was later the Edward Cleve property, close to the site of the present St.Anne\u2019s Cemetery.This log house with basswood plank split or hewn for benches, desk and floor, had for its first teacher Dr.Silver.Among the schoolhouses that appeared during the next thirty years was the Clark School.Known to this day as the \u201cold stone schoolhouse\u201d it stands in Melbourne near the C.N.R.bridge over the St.Francis River.This is one of those of which the late Dr.Parmelee wrote, \u201cSchool preceded church \u2014 a meeting place for worship long before any church building was erected.Different denominations met in turn as each itinerant preacher came to his charge.\u201d Four clergymen of the English Church, Rev.Charles Stewart, Dr.Mountain, Rev.S, S.Wood of Three Rivers, and Rev.Mr.Lefevre were among those who held religious services in the \u201cfront school of Shipton\u201d or in the \u201cold stone schoolhouse.\u201d Most Early Textbooks American In the early days most textbooks were from the U.S.One teacher, Samuel Daniels, advising pupils to read said, \u201cNo books are more important than the Bible and Norse\u2019s Geography.\u201d With books so difficult to obtain, teachers and others interested in education must have welcomed the establishment of a library HISTORY OF EDUCATION IN RICHMOND AND ADJACENT DISTRICTS 99 in 1815.The one hundred fifty books contained in Craig Union Library were not of a light frivolous type, but they provided instruction and entertainment for the whole community.Salaries of the early teachers contrast noticeably with those paid today.Records of the \u201cstone school\u201d in 1850 give the monthly salary of $7 or $8, plus board supplied by the families of the pupils.The following are extracts from records of meetings of the school board of Melbourne Township, which in 1849 had sixteen schools.July 27, 1850.Resolved that 18 shillings be paid to S.Rooney, the whole amount for teaching in Dist.No.13.May 11, 1857.Engagement of Miss E.J.Leavitt as teacher for summer term in Dist.No.10 at 1.3715 cents per week, with board for the space of 16 weeks from this date.So the growth of education in Shipton progressed, not rapidly nor steadily in those first years of hardship, but never was the spark extinguished.Bouchette, in British Dominion in America writes, \u201cIn each settlement (back and front of Shipton) there is a school for instruction of girls in summer, boys in winter.\u201d We hear of a young woman and her brother living in Melbourne who crossed the river by canoe to attend school at Lower Windsor.Efforts to establish a school for more advanced education were at first unsuccessful, but in 1855 the charter of St.Francis College was granted, the buildings being completed the following year.This institution has undergone many changes in the 100-odd years since that first meeting in the home of Captain Adams, September 28, 1855.The land for the College was bought from C.B.Cleveland for $5000.It was originally the property of Elmer Cushing.Among those attending the meeting appear names linked with Richmond\u2019s early history: Dr.Webber, G.K.Foster, Wm, Brooks, T.Tait, Adolphus Aylmer, Levi Cleveland, W.A.Webb, and, representing the clergy, Rev.J.A.Parker and Rev.D.Dunkerley.In the school were classrooms for at least one hundred pupils and rooms for forty boarders.In addition to fees, financial aid was received from the Government and from money subscribed for scholarships.Persons subscribing $400 might appoint one student free of charge.St.Francis Affiliated with McGill The first thirty years saw what is now called \u201cOld St.Francis\u201d go through many changes.Affiliated with McGill with a course covering two years in Arts, the College attracted students from points as far distant as the Saguenay district and from the New England States.Among the early principals were Rev.E.Cleveland, Dr.John Graham, Rev.Charles Tanner, and Rev.E.M.Taylor.For one year, 1872-1873, it was a co-educational College, with Miss Cowles as head teacher.In 1882 the College burned, many valuable papers being lost in the fire.PEER A TR 100 THE EDUCATIONAL RECORD In 1857 St.Francis District Teachers\u2019 Association was formed, with Rev.E.Cleveland and Mr.N.Trenholm as two officers.Ten years later the P.A.P.T., organized in 1864, met in Convention at St.Francis College.Among other schools in the vicinity of Richmond was the Female Seminary, an Academy for girls in Melbourne.This closed in 1860.About the same time a Mr.Twilight conducted a private school, known as Twilight\u2019s Academy, in the Bedard block, formerly Capt.Job Adams\u2019 tavern.Today in Brownington, Vermont, the Orleans County Historical Society has as its museum a fine old stone building built in 1836 by Mr.Twilight as a boarding school for boys and girls.After the school was closed in 1856, Mr.Twilight went to Canada to teach.It seems probable that it was he who conducted Twilight\u2019s Academy in Richmond.In Hardwood Hill, seven and a half miles from Windsor, the first school, a log building, was built before 1865 on the Dearden farm, later owned by Mr.Wilkie.Two teachers there were Mr.Foster Wells and Miss Susan Barnard.A second school was built in 1870.This frame building was used for church services until it was torn down in 1900.The original school built in Danville in 1817 was enlarged and remodeled to become the Danville Academy in 1854.The first trustees were Rev.A.J.Parker, C.N.Cleveland, and Isaac Stockwell.This building was destroyed by fire in 1882 and rebuilt in 1890.Among the teachers in these first schools those from the \u201cOld Land\u201d were not satisfactory, as the University of Vermont was graduating men more suitable.After July 1, 1852 no person had a right to teach without a certificate.One Board of Examiners granted certificates \u201cvalid within Counties of Richmond, Drummond and Wolfe only.\u201d (Dr.John Hayes).In 1872 an Agricultural College opened in Richmond, under Prof.Jenner Fust.Mr.John Ewing was in charge of this institution from 1880-1887.Graduates Famous in Professions What of the young men \u2014 and some not so young \u2014 who were enrolled as students?There was one whose busy pencil sketched the faces of his companions.Not always were those likenesses flattering! Years later during World War I he visited Richmond again, and many watched, fascinated, as A.G.Racey displayed his famous war-time cartoons.In those days the school and the young people attending played a very important part in the community.Meetings of the Debating Society drew many outsiders to the College to hear the budding orators, some of whom made their mark in later years as lawyers and politicians when the names of Greenshields, Tait, Duffy, MacKenzie, Ewing, and Brown were known, not only in their home town or province, but throughout Canada.OTR RR RRR TRA HISTORY OF EDUCATION IN RICHMOND AND ADJACENT DISTRICTS 101 Not a few \u2018prominent educators, doctors, and clergymen graduated from St.Francis.Among these may be listed Inspector John Parker, Dr.Hume, and Rev.Andrew Reed and his brother, all from Megantic County.Others whose works earned them well-deserved recognition were Mr.Fred Coburn as painter, Dr.John Dresser as geologist, and Mr.George Hill as sculptor.As residents of Richmond and Melbourne, these three may be regarded as the proverbial \u201clocal boys.\u201d The list of teachers in the different schools in what was originally Shipton, Windsor and Melbourne is far too long to be given here.It is good to know that some of these lists are on record, for among the names are many of the men and women who served faithfully in the cause of education.Towards Consolidation With the turn of the century changes in the educational system made their appearance.Some of the old schools were closed, two or more combining to form what came to be known as \u201cconsolidated schools.\u201d The \u201cstone school,\u201d closing in 1905, had as its last teacher Mrs.Wesley Lyster.In 1906 mass meetings were held at Richmond and at Huntingdon to hear discussions of school development.At these \u201cConferences on Elementary Education\u201d leading speakers were Hon.J.C.McCorkill, M.L.A., Provincial Treasurer; Dr.G.Parmelee, English Secretary of the Council of Public Instruction; and Mr.P.S.G.MacKenzie, M.L.A.These meetings led to further consolidation.The Kingsey Consolidated School was one of the first to be established in the province.Others were at Melbourne Ridge, Windsor, Danville, Richmond, and Ulverton.These, in some cases, were new school buildings, while others were existing schools altered to accommodate additional \u201cbus pupils.\u201d Several of the schools that have been closed are now used as Community Halls; others have been converted into private homes; still others stand vacant, with windows \u201cboarded up.\u201d The next important change in our school system came with the formation of a Central School Board in 1945.By this the Protestant school boards of the counties of Richmond, Drummond and Arthabaska combined, becoming what is often termed the R.D.A.School Board.Modern Schools Built The time had come when the old schools that had stood for well over half a century must be replaced by modern ones.In 1942 a new St.Francis High School looked down from College Hill; a few years later an equally modern school, 3 J ht gh et 4 Be! fi 3 102 THE EDUCATIONAL RECORD known as A.D.S.was built in Danville to serve Asbestos, Danville and Shipton; another new school appeared in Drummondville, and yet another in Windsor, We have traced the history of education in our district from Miss Kimball\u2019s classroom and Ephraim Magoon\u2019s threshing-floor to the modern schools of today.What giant strides have been taken in 150 years! What a test of the courage of those men and women of vision who planned and wrought that our land might not lag behind others in the matter of education! In these days when science tampers with the unknown, even to look into the future calls for courage.Without the faith that upheld those early builders of schools we would not dare face the responsibilities that rest on all builders.But with faith all things are possible, and we may hope for a happy future for our schools and for those young people whom they serve.Sources of Information Rev.Edward Cleveland, A.M.Mr.Leslie Rennie, M.A.Miss Edith Nicholson Witness, 1906 Perrine, Lawrence Sound and Sense, An Introduction to Poetry (Second Edition) Harcourt, Brace & World c1963 334pp $3.25 Longmans Canada Ltd.Toronto In the Preface to this book, Professor Perrine states that: \u201cIt (Sound and Sense) seeks to give him (the college student) a sufficient grasp of the nature of poetry, some reasonable means of reading it with appreciation and understanding, and a few primary ideas of how to evaluate it.\u201d This book accomplishes its purpose.The author\u2019s lucid style and obvious mastery of the subject matter shine through this work.In Part One, Mr.Perrine analyses and illustrates various elements of poetry through a sequence of comments, illustrative poems or pairs of poems, and study questions for each.At every step the student is brought to a higher level of competence, so that by Chapters Fifteen and Sixteen he is able to apply what he has learned to an evaluation of \u201cBad Poetry and Good\u201d and \u201cGood Poetry and Great.\u201d The second edition differs from the first essentially in the much greater number of poems now included.This is particularly apparent in Part Two where eighty-five poems are now presented, and more than half of them are new to this edition.Although the author claims to have made textual revisions, he has not radically changed the content of the book.In addition three poets \u2014 Frost, Houseman, Yeats -\u2014 are represented by a sufficient number of poems to support study of them as individual artists.There are a great many \u201cintroductions to poetry\u201d on the market today.In fact, even the programmers are putting out \u201cscrambled texts\u201d and other materials.Regardless of how efficient these other books and devices may be, it is very satisfying to sit down with Mr.Perrine\u2019s book and allow him to awaken or reawaken in the reader the knowledge: True ease in writing comes from art, not chance, As those move easiest who have learned to dance.Tis not enough no harshness gives offense, The sound must seem an echo to the sense.\u2014 Alexander Pope from An Essay on Criticism MINUTES OF THE PENSION COMMITTEE 103 EXTRACTS FROM THE MINUTES OF THE ADMINISTRATIVE COMMISSION OF THE PENSION FUND OF OFFICERS OF EDUCATION* Meeting of June 5, 1963 Mr.John A.Howden was granted a pension.The following persons became eligible for pensions: Mrs.Allan W.Derby (Gladys A.Cullen), Mrs.Claud Fulford (Mary A.McClure).Mrs.J.Lambert Britt (Helene A.Neal) will receive her pension when she reaches the age of 56.The following officers of education were refunded stoppages: Miss Jean Ackerman, Miss Eva Dempster, Miss M.Isobel Derick, Miss Alice Evelson, Miss Lina L.Fuller, Miss Kathleen Gleeton, Miss Esther Katz, Miss Anna Joyce MacEwen, Mr.Donald A.MacNaughton, Miss Sheila L.McLeod, Miss Anniki Nieminen.Miss Velma M.Rowe, Miss Sylvia D.Scarrott, Miss Harolyn M.Wilson, Miss Evelyn H.Brown, Miss Ada Brownlee, Miss Ella F.Cooke, Miss Alice M.Ingalls, Miss Gladys Marsh, Miss Hazel D.McNiece, Miss Agnes M.McCaig, Miss Roslyn Singer, Miss Eva L.West, Miss Esther Azef, Miss Edna Rose Doane, Miss Lorna M.Donald, Miss Maye Horner, Miss Susan Miller, Miss Margaret Templeton, Miss Patricia Bennett, Miss Charlotte Boone, Miss Margaret Doyle, Miss Dorothy Houston, Miss Lorna Lebovitz, Mr.Georges R.Marlin, Miss Heather Mattewson, Miss Grace E.Parkinson, Miss Louise Patterson, Miss Suzanne Rubin, Miss Marilyn Sharpe, Miss Carole Smith, Miss Marilyn Steckler, Miss Alice Todd, Miss Irene G.Beardmore, Miss Carol Blitstein, Miss Annie B.Clark, Miss Helen Coen, Miss Gloria Goldstein, Miss Jean Gormley, Miss Vera E.Graham, Miss Althea L.Hatfield, Miss Glenora S.McCallum, Miss Margaret McMillan, Miss Gertrude M.Patterson, Miss Ruthe E.Popham, Miss Brenda Smith, Estate Marilyn Dey.Meeting of September 11, 1963 The following persons became eligible for pensions: Mr.Cleveland J.Fraser, Mr.Udell Clifford, Mr.Harold E.Grant, Mr.Harry T.Johanson, Mr.Donald A.McLean, Mr.Dennis Staniforth, Mr.Hector Tétrault, Mr.Robert M.Calder, Mr.Lyle C.Lighthall, Mr.Ralph F.Anderson, Mr.William J.Sargeant, Mr.George D.Lessard, Mr.Edgar R.Boyd, Miss Edythe H.Aiken, Miss Clara B.Boomhour, Mrs.J.N.Petera (Bessie M.Thompson), Miss Hildred M.Vail, Mrs, M.D.Fraser (Jessie M.Armstrong), Mrs.Frederic A.Larder (C.Louise Swanson), Mrs.J.W.Jeakins (Dorothy C.Hicks), Mrs.C.L.Montgomery (Ailsa Woodwark), Mrs, H.C.Barter (Muriel V.Ellis), Mrs.F.Pike (Blanche Willard), Mrs.F.G.Heslop (Ethelwyn Wright), Miss Helena D.Keith, Miss Edythe E.Lawson, Mrs.R.N.* Names given are for Protestants only. 104 THE EDUCATIONAL RECORD McCutcheon (Mary A.Faber), Mrs.A.B.Young (Evelyn R.Willson), Mrs.F.P.Hébert (Emma W.Gleason), Miss Helen V.Brown, Mrs.John F.Rogers (Alice M.Smith), Mrs.N.M.MacLeish (Eleanor R.Mabon), Mrs.A.C.King (Isobel M.Wight), Mrs.Melvin A.Day (Elizabeth Seale), Mrs.M.S.Blanchard (Phyllis L.Van Allen), Mrs.L.Karl Wescott (Esther M.Black), Mrs.Alexander F.Bothwell (A.Maud Dobbie), Mrs.Ivan L.MacAdam (Wilma McCallum}, Miss Mabel M.Jamieson, Mrs.H.I.Lappin (Dulsie G.Browne), Miss Eva Rose Bindman, Miss Olive A.Parker, Miss Kathleen W.Lane, Miss Jessie G.Cockerline, Mrs.E.E.McFall (Theresia M.Keller), Miss Grace A.Fletcher, Miss Evelyn C.Wilson, Miss Joy Muir, Miss Agnes Matthews, Mrs, Geo.A.Lacroix (Doris A.Gagnon}, Miss Dorothy W.MacKay, Mrs.Dale H.Smyth (Marjorie O.Fiddes), Miss Mary MacLeod, Miss Rose Saltzman, Mrs.G.A.Layfield (Martha E.Fuffie), Mrs.A.M.Paquette (Lillian C.Atkins), Miss Marion L.Martin, Miss Emeline Zahalin, Miss Norah W.Gilmore, Mrs.H.G.Brown (Ethel A.LeBrocq), Mrs.Wm.Main (Bessie A.McNaughton), Mrs.John Ryan (Jean E.Wilson), Miss Dorothy Jane Ewing, Mrs.Frank Shore (Rhoda A.Geller), Mrs.N.N.Caplan (Annie Frank), Mrs.E.E.Denison (Murdena MacAulay), Mrs.Raymond R.Davidson (Kathleen Barter), Mrs.G.L.Bradley (Lottie A.McDowell), Mrs.F.A.Ashworth (Gladys Hambleton), Mrs.R.H.Mitchell (Alyce Evelyn Webb), Miss Jean M.Gwynne, Miss Joyce E.McLelland, Mrs.A.A.Belyea (Anna M.Johansson), Miss Kathleen Morrison, Miss Alathea A.Reaper, Miss Margaret J.Watt, Miss Jessie E.McOuat, Miss Isobel M.Macnaughton, Miss Muriel Prew, Mrs.R.A.Munro (Vera B.Gauley), Miss Marion L.Phelps, Miss T.Carlotta Perkins, Miss Elizabeth D.Cushing, Miss Annie L.Denison, Miss Marion E.Surprenant, Miss Annie M.Findlay, Mrs.M.E.Griffith (Muriel E.Frazer), Miss Winnifred M.White, Miss Margaret R.Clarke, Mrs.John J.Cross (Phyllis M.Jones), Miss Mary F.Greig, Miss Dolena A.Nicholson.Mr.B.C.White was granted a pension.Mr.James M.Paton will receive his pension when he reaches the age of 60.Miss Ethel M.LeGrand was granted a pension.The following persons will receive pensions at the age stipulated by law: Mrs.C.C.Hayes (Lila I.Frame), Mrs.J.H.Dryburg (Margaret A.Boright), Mrs.F.J.LeGallais (Alma G.Mahan), Mrs.R.Smith (Emma R.Leishman), Mrs.J.I.Orr (Mabel Anderson), Mrs.J.Harold White (Evelyn Hudson), Miss Hilda L.Dulledge, Miss Kathleen Harper.Pension stoppages were refunded to the following: Miss Shirley Cumming, Miss Norma Fisher, Miss Greta Flanagan, Miss Iris Gammon, Miss Edith A.Gillard, Miss Mildred A.Graham, Miss Shirley Horner, Miss Helen Kaloheretis, Miss Eva M.MacFarlane, Miss Gladys Mountain, Miss Doris C.Neill, Miss Norma Roseman, Miss Jean M.Tracey, Miss Dorothy W.Weir, Miss Doris J.Wright, Estate Edna M.Parkinson, Miss Olive H.Evans, Miss Jean Findlay, Miss Ruth Hodgins, Miss Muriel C.Budgeon, Toby Lubell, Miss Annie MacLeod, Miss Florence Patterson, Miss Berthe E.Perrier, Miss Helen A.Piper, Miss Patricia P.Verrier, MINUTES OF THE PENSION COMMITTEE 105 Mr.Samuel D.Andrews, Miss Joan Bosado, Miss Kathleen G.Campbell, Miss Marjorie A.Eden, Miss Ina C.Williams, Miss Kathleen Howard, Miss Beatrice Jones, Miss Patricia Lighthall, Miss Christine Margulies, Miss Audrey J.McKav.Miss Helen E.May, Miss Eliza McDonald, Miss Marilyn Muzin, Miss June Osman, Miss Florence Rashcowsky, Miss Eleanor P.Rynie, Miss Hilda Vibert, Miss Irene Vorios, Miss Brunda Workman, Estate Mary Cole Wiggs, Miss Ada M.Allen, Miss Bernice Averback, Clayne Bond, Miss Barbara Burcombe, Miss Beverley Byrne, Miss Rita Chubbs, Miss Marion S.Burt, Miss Kathleen Goldenberg, Miss Elaine Goldstein, Mr.Louis Hooper, Miss Constance V.Jackson, Miss Alexandra Karybeck, Mr.Stephen Leh, Miss Maureen B.Lewis, Miss Gloria G.Lifshitz, Miss Lucy Mansons, Mr.Paul Howard, Miss Bella Stewart, Miss Irene G.Sykes, Miss Ruby Wadsworth, Miss Margaret P.Webb, Estate John F.Muir, Glendon I.Casman, Miss Margaret J.Dyer, Miss Elizabeth A.Halsey, Miss Clara M.Laurin, Miss Miriam Lowe, Miss Rosemary Martin, Miss Catherine E.Rodgers, Miss Nancy J.Whalen, Miss Joyce L.Wood.The following persons were given reimbursements in 1961: Miss Katherine Annett, Miss Grace R.Berry, Miss Lena P.Campbell, Miss Hope C.Ross, Miss Mildred Silver, Miss Helen M.Simpson, Miss Grace C.Baird, Miss Irene J.Ferguson, Miss Evelyn W.Gilchrist, Miss Beatrice Goldberg, Miss Dora E.Grimes, Miss Annie P.Hamilton, Miss Isabel K.Herdman, Miss Margaret H.Jones, Mr.James D.Kotsos, Miss Emma V.MacLeay, Miss Irene A.McMahon, Miss Menda L.Pearson, Miss Carol M.Silverman, Miss Marilyn Sussman, Miss Pauline Watson, Miss Anne Lozyk, Miss Eva G.Morgan, Miss Lorna M.Speid, Miss Jessie F.Whittaker, Estate Mona A.Emsley.Meeting of December 20, 1963 The following pensioners died during the year 1962-63: Miss Ada McCallum, Miss Marjorie A.Kee, Miss Isobel Archibald, Miss Gertrude E.Palmer, Miss Harriet McCammon, Miss Laura M.Anderson, Miss Marion A.McNaughton, Mrs.Geo.Reid (Evelyn Bishop), Mrs.Geo.J.White (Jessie Sutherland), Miss Annie M.Kenworthy, Miss Norah E.Lay, Mr.René E.Raguin, Mrs.John F.Eagle (Mabel C.Letouzel), Mrs.C.Fulford (Mary A.McClure), Miss Isobel H.McQueen, Miss Florence B.Brown, Mr.Louis R.Skinner, Miss Marguerita Harrison, Miss Thelma M.Rough, Miss Marguerite Knowlton, Miss Mary MacLeod, Miss Margaret MacRae, Miss Grace B.Norris, Miss Doris Reid, Mr.J.A.Howden, Mr.John Fequet.The following persons became eligible for pensions: Mr.John A.Fequet, Mr.Fred J.Fyles, Miss Gwendolen W.Hallett, Miss Frances Greene, Miss Ruth M.Low.Mrs.G.E.Wright (Laura Patch) will receive her pension when she reaches the age of 56.Pension stoppages were refunded to the following teachers: Miss Miriam E.Baxter, Miss Eva Felsenburg, Miss Annie MacKay, Miss Pauline W.Marsh, Miss Rose H.Nagy, Miss Christine G.Robinson, Miss Lavina Smillie, Mr.Bazil M.Stark, Mr.Marcel Walker, Miss Jane E.Walter, Miss Marilyn J.Ward, Miss Li i\" Luh a ab eb a a 106 THE EDUCATIONAL RECORD Margaret Wason, Miss Judith G.Buzzell, Miss Mabel E.Collins, Miss Grace Copp, Miss Vivian O.Moir, Miss Mary E.Rowlands, Miss Joan G.Swiwright, Miss Madeleine Viell, Mr.John F.Butterworth, Miss Alice J.Fairservice, Miss Doris E.Hammond, Miss Nancy J.Hodgins, Mr.Stanley E.Horner, Miss Isabelle L.Hunting, Miss Elizabeth A.Martin, Miss Wendy M.Robinson, Miss Muriel Tolhurst, Miss Eileen M.Veals, Miss Rachel Yoffe, Estate Mary A.McClure, Miss Eileen M.Barter, Miss Annie Boone, Miss Frances Cox, Miss Jean E.Demerse, Miss Margaret E.Franklyn, Miss Winnifred Horner, Miss Dorothy E.Rick, Miss Margaret E.Staniforth.Penner, Philip and McConnell, Ruth Learning English The MacMillan Company of Canada Ltd.c1963 486pp $2.80 When you read the title of this review, you will probably say, \u201cAnother grammar text,\u201d and move on to the next item.Nobody blames you for your action, because we all recognize that there are too many such books on the market.Perhaps if you were told that the book in question was written for Canadians by Canadians .you've heard that story before.Well, then, the approach in Learning English is new .you've been fooled before on that one.How then can I interest you in this book?Perhaps your enthusiasm for the book might be aroused by giving you a few examples of what you can expect to find in the text.A section on pronouns is introduced by this gem from Stephen Leacock: \u201cThe truth is that our English pronouns are a disorderly and drunken lot.We no sooner straighten them up on one side than they fall over on the other.\u201d Or a discussion of how advertisers use the power of connotation to make a product more acceptable to the buyer: \u201cThe smallest West Coast salmon was called, because of its shape, the \u201chumpback\u201d; when this salmon was canned, it was labelled \u201cpink salmon\u201d; recently the native name \u201cKeta\u201d has come into use.Why have the names been changed?\u201d In a time when ideas are changing regarding the teaching of grammar, the treatment of the subject in Learning English can definitely be thought of as transitional.The chapters on grammar combine modern linguistic ideas with some of the traditional approaches which the authors consider still valid.The samples of writing provide a good deal of material for discussion, and because the pieces are modern, varied and closely related to the interests, experiences and concerns of the student today their inclusion is worthwhile.Grammarians of the old school will perhaps wince a little at a delightful satirical dialogue on a grammar lesson which the authors have seen fit to include.This piece was written by Ian Michael and originally published in The Journal of Education, London.The satire ends with an exasperated teacher exclaiming: \u201cI expect you could, Russell, but I am tired of all these silly, argumentative, hairsplitting questions.Why can\u2019t you just learn what it says in the book?\u201d This cuts very close to the bone. g uted nt MINUTES of the AUGUST 1963 MEETING of the PROTESTANT COMMITTEE 107 MINUTES OF THE AUGUST 1963 MEETING OF THE PROTESTANT COMMITTEE 6000 Fielding Ave., Montreal 29, P.Q., August 26, 1963 On which day was held a special meeting of the Protestant Committee of the Council of Education to consider the draft of a brief to the Prime Minister concerning the bill to establish the Department of Education and Youth and the Superior Council of Education.Present: Prof.D.C.Munroe, in the chair, the Superintendent of Education, Mr.L.N.Buzzell, Mr.W.H.Bradley, Dr.C.L.Brown, Mr.A.K.Cameron, Mr.R.J.Clark, Hon.W.M.Cottingham, Brig.J.A.de Lalanne, Dr.C.E.Manning, Dr.S.E.McDowell, Mr.K.H.Oxley, Hon.J.P.Rowat, Mr.E.T.Webster, Mr.R.Flood, Dr.Ogden Glass, Mr.R.Japp, Mr.W.W.Roberts, Mrs.A.Stalker, Mrs.Roswell Thomson and Dr.E.Owen, Secretary.Mr.P.M.Laing was present by invitation.| Apologies for absence were received from the Most Rev.John Dixon, Hon.i G.B.Foster, Mr.G.A.Golden, Dr.F.C.James, Mr.J.R.Latter, Dr.R, H.Stevenson, Mr.T.C.Urquhart, Mr.T.M.Dick and the Director of Protestant EE Education.pr Prof.Munroe expressed his deep appreciation of the honour conferred upon Bi him by the Committee in electing him as Chairman and referred to the valuable gi services of his recent predecessors in the office.He welcomed Mr.R.Flood and bi Mr.W.W.Roberts, who had recently been appointed Associate Members, and made a presentation on behalf of the Committee to Mr.L.N.Buzzell, the retiring chairman, He also introduced Mr.P.M.Laing, who was present at the meeting as legal adviser.A draft of a brief to the Prime Minister concerning Bill 60, as drafted by Mr.Laing, was introduced by Mr.Bradley, Chairman of the Legislative Sub- Committee.It was moved by Mr.Bradley, seconded by Mr.Oxley, and carried that Section 1 of the brief be approved as drafted.It was moved by Mr.Japp, seconded by Mr.Oxley, and carried that the whole brief as amended be forwarded to the Prime Minister in the following form:- \u201cOn behalf of the Protestant Committee of the Council of Education, I have the honour to transmit to you the following observations on the Bill to establish a Department of Education and Youth and the Superior Council of Education, the text of which was printed as Bill 60 for the last Session of the Legislature.1.The Committee welcomes the bill as a progressive and beneficial measure.Its implementation will lend purpose and efficiency to the development and administration of public education in the Province and, we believe, render possible 108 THE EDUCATIONAL RECORD a more equitable and effective distribution of the public funds available for education.2.While the Committee is strongly of the opinion that both the Department of Education and the Superior Council of Education should endeavour to function as units and not divide as heretofore in all matters on confessional lines, the Committee feels it desirable that certain guarantees should be incorporated in the proposed legislation to secure to the Protestant minority \u2014 and, indeed, to the Roman Catholic majority \u2014 those constitutional rights and liberties which they have been accorded by the British North America Act in 1867 and have enjoyed ever since.The recommendations which we urge in this regard fall under three heads, the organization of the Department, the composition of the Superior Council, and the voice of the Protestant members thereof as a whole.3.Organization of the Department of Education and Youth.The Department should be organized to provide distinct services for Roman Catholic and Protestant schools in matters of curriculum, text books, instruction, examinations, and certification of teachers and these services should be subordinated to the Roman Catholic or Protestant associate deputy minister, as the case may be.The approach and organization of Roman Catholic and Protestant schools in these matters differ, and an attempt to impose uniformity is neither desirable nor, in our submission, within the spirit or leiter of the Canadian constitution.No suggestion is made that an imposition of uniformity is in contemplation but it is suggested that these rights and liberties should be clearly recognized in the Act.Accordingly we recommend that a section in the following terms be inserted in the proposed Chapter 58A after Section 10:\u2014 \u201cJO0A The services of the department shall include separate Roman Catholic and Protestant sections for curriculum, text books, instruction, examinations and certification of teachers for public schools, under the jurisdiction of the associate deputy minister, Roman Catholic or Protestant, as the case may be.\u201d 4.Composition of Superior Council of Education.We believe that the Superior Council should function as a unified body responsible for the general progress of education throughout the Province, the membership being distributed in the same proportions as in the past.We recommend that the Protestant representation on the Superior Council be fixed at one-third of the whole.This proportion, existing in fact in the Council of Public Instruction at Confederation, has been maintained ever since both in that body and its successor, the present Council of Education.In our opinion the presently suggested distribution of four seats to Protestants on a Superior Council of twenty-four, does not adequately reflect the fact that there are but two systems of public education within the Province, that of the Roman Catholics and that of the Protestants, Four seats reserved for Protestant members cannot provide sufficient representation of Protestant opinion and the possible preponderance of 80% on the Council representing other sections of the population, does not accord the Protestants a voice commensurate with the importance of their educational institutions. MINUTES of the AUGUST 1963 MEETING of the PROTESTANT COMMITTEE 109 Accordingly, we recommend that Section 2 of the proposed Chapter 58B be amended so as to accord eight seats to Protestants.5.The voice of the Protestant members of the Superior Council of Education.We note that the functions of the Superior Council are advisory only and the Minister is not bound by law to follow the advice proffered.We would urge that for the proper protection of Protestant minority rights, the Minister should be bound to listen to, though not necessarily to follow, minority recommendations touching Protestant education.Accordingly it is suggested that the present Section 10 of proposed Chapter 58B be amended so as to become sub-section 1 of Section 10 and the following sub-section be added: \u2014 \u201c(2) Without prejudice to the right of any member or members of the Superior Council to offer a minority recommendation on any subject within the competence of the Superior Council, the Minister shall take cognisance of any minority recommendation touching Protestant education.\u201d 6.The Protestant Committee.We have two recommendations regarding the appointment and mandate of the Protestant Committee of the Superior Council of Education.The diversity of the various Protestant religious denominations and the varying status of ministers of religion within these denominations, render the composition of the Committee proposed in Section 18 of Chapter 58B extremely difficult, if not impossible, of realization.We consider that more elasticity should be accorded the Superior Council of Education in the appointment of the Protestant Committee.Accordingly we suggest that Section 18 of Chapter 58B be amended to read as follows: \u2014 \u201cThe Protestant Committee shall consist of persons representative of the Protestant denominations, parents and teachers and shall be appointed by the Council, having regard to the geographical distribution of the population concerned, for a term of three years renewable once only.\u201d 7.It is also the sense of our Committee that the powers of the Protestant Committee do not have sufficient scope to interest the calibre of member desired and they should be extended, in order to ensure, particularly in the transitional period following the enactment of this legislation, the smooth functioning and continuance of the existing Protestant school system.It is noted that members of the Protestant Committee are, under the proposed Statute, school visitors for the whole Province.Indubitably these persons, if they discharge their duties with the assiduity and intelligence which the community has a right to expect of them, will have suggestions to make to the Superior Council that do not fall strictly within the scope of religion and morals.While not imposing upon the Committee the duty of making such suggestions, we believe their right to do so should be recognised. 110 THE EDUCATIONAL RECORD Accordingly we suggest that the following paragraph should be added at the end of Section 16 of Chapter 58B :\u2014 \u201cFurthermore the Committee may, if it see fit, make recommendations to the Council on any matter touching Catholic or Protestant education as the case may be.\u201d Please be assured, Mr, Prime Minister, of our continuing desire to cooperate with the Government and the Legislature and to assist in every \u2018possible way in the establishment of a sound and efficient educational system within the Province.I am, Sir, Yours very truly, DAVID C.MUNROE Chairman of the Protestant Committee \u2014 Council of Education\u201d The meeting then adjourned.E.OWEN D.C.MUNROE Secretary Chairman H.S.BILLINGS Director of Protestant Education BOOK REVIEWS 111 BOOK REVIEWS ADULT McDonald, Eugene T.Understand Those Feelings Stanwix House, Inc, c1962 196pp $7.00 The House of Grant (Canada) Ltd.The subtitle is: A Guide for Parents of Handicapped Children and Everyone Who Counsels Them.Teachers should find this book of value for developing their insight, not only towards the handicapped pupil, but also towards the parent who is fighting desperately to hold on to his hope that nothing is wrong.In fact, the pupil need not be handicapped in the sense of this book \u2014 just in trouble.The author has found that until he puts himself in the position of \u201cthe other fellow\u201d he cannot help him.The book is the result of the expression, in discussion groups, of the hopes, the fears, and the feelings of those who must face less than their dream.It is a lesson for all of us.Many of the children in the situations discussed in this book never are found in school.But many other children not discussed, and their parents, and their teachers have moments of desperation to face.This book may help them.* Meek, Margaret Geoffrey Trease The Bodley Head cl960 82pp $1.95 British Book Service Cue for Treason, by means of which most teachers know Geoffrey Trease\u2019s work, is not only an excellent story, but it was also a pilot work in children\u2019s writing.Mr.Trease is responsible for much of the quality of writing for children, for it has been his crusade to see that adult writers respect the minds of the young \u2014 susceptible as they are.Fortunately, other authors elsewhere also had the same goals so that children\u2019s books \u2014 the best of them \u2014 illustrate the same care and inspiration that mark good books for adults.This is an excellent background book for teachers of literature.Rinehart Education Pamphlets Meeker, Alice M.Teaching Beginners to Read Rinehart and Company, N.Y.c1958 76pp ill $1.10 Holt, Rinehart, and Winston The purpose of this book is to provide the Grade One teacher with many ideas for teaching beginners to read.In the seven chapters of the book, the author stresses the following approach.The early school period should be one devoted to a readiness programme which features linguistic experiences, rhymes and songs, learning the names of things, and the use of picture books.During this period, the child becomes acquainted with the school environment and develops good listening habits.The teacher who has mastered the art of story-telling is at a definite advantage.Suggestions for successful stories are provided.After the discussion of the readiness period, the succeeding reading experiences are surñmarized.The author considers that it is important to have the children commence reading by charts prepared by the teacher, using simple phrases in the children\u2019s vocabulary, instead of reading books or readers.These charts are prepared in manuscript writing because of the similarity to print.Thus by the time the child is ready for his first pre-primer, he has learned the basic vocabulary through experience charts.Excellent charts and activities for each month of the school year are supplied.Numerous examples of seatwork that may be adapted to suit most average class needs as the year progresses, as well as several suggestions on utilizing and organizing appropriate materials in lesson plans are also provided.This paperback edition should prove invaluable to the Grade One teacher.\u2019 112 THE EDUCATIONAL RECORD Rinehart Education Pamphlets Muus, Rolfe E.First-Aid for Classroom Discipline Problems Holt, Rinehart and Winston c1962 62pp ill $1.10 Although this book contains little that is new to the experienced teacher, it offers some useful advice on the subject of maintaining classroom discipline which may be of practical help to the beginner.Mr.Muus distinguishes between \u201cfirst-aid,\u201d that is, the immediate steps to he taken in a discipline problem, and the long-term policy which aims at getting to the root of the problem and helping the individual overcome his difficulties.He suggests reasons for unacceptable behaviour and emphasizes the need for consistency on the part of the teacher.When a crisis arises, the teacher should consider (a) the situation which has brought it about; (b) the personality of the individual concerned; (c) the status of the individual in his own group; and (d) his own sensitivity and personality, and the techniques which he usually employs.The author suggests that much can be done to prevent disciplinary crises by changing the direction of force motivating the child, by using humour in a ticklish situation, or by changing the situation in the classroom.He then makes various practical suggestions as to how a teacher may gain and maintain control of the classroom.Canadian Teachers\u2019 Professional Library Oliver, R.A.Effective Teaching J- M.Dent and Sons (Canada) Limited c1960 224pp $3.00 The subtitle of this small volume is \u201cA Guide to General Methods.\u201d This is a better description of the aims of the book than the title proper.Within these few pages the author attempts to deal with all the better known methods of presenting lessons of various types, with the problem of individual differences, testing and measurement, qualities of good teachers, motivation and the learning process; to give a random sample of the scope of the book.Necessarily therefore it is a superficial glimpse of many very involved processes and problems.However, the fact remains that this can be a valuable book to some teachers.The untrained.or partially trained, those who have fallen into the common rut of unchanging methods, and all of us who feel that we would like a brief resume of the lectures we heard so long ago at Teachers\u2019 College might enjoy, or at least profit from, this volume of the Canadian Teachers\u2019 Professional Library.Parker, Don H.| Schooling for Individual Excellence | Thomas Nelson & Sons 1963 285pp $5.00 \u201cIt is desirable to provide a schooling situation in which each child may start where he is and move as fast and as far as his learning rate and capacity will let him.\u201d Dr.Parker\u2019s multilevel philosophy, as he calls it, discusses and develops this general thesis.A distinction is made between training and education.Learning how to read is \u2018raining, but learning to decide what to read, or why to read at all, is education.An interesting discussion of individual differences leads to the questions of when and how instruction should be | individualized.Both individualized and group learning situations are necessary.The art of teaching is the combinaton of skill-getting and skill-using, which creates schooling for individual excellence.An interesting section of this book reports the experiences of several schools with their experiments in the field of the vertical curriculum.The ideas discussed are stimulating, but, from the administrative point of view, certain scheduling difficulties are apparent.There is much valuable material in Dr.Parker\u2019s book, but one wonders how many of our educational problems in Quebec it will solve. TIDE There's one word that all poets love Its tide \u201cTime and tide for no man wait\u201d \u201cTide at the flood is at the gate\u201d The tide they love Is always at the flood [ think it would be fair to all To state that tides do rise and fall And those that climb the highest beach The uttermost recesses reach This being so it does seem cheap That poets never say a peep About the neap! Stuart Richardson La TRAN RNIN or goo taint aun dore Go i rh en, cr bE if a 0 Bt a va Hit ws ee SE 5 ii 2 ee 2 = ; BiH il th = = = er i = Te i 0) a 2 = = SRY it tt = M ts er 2 a i fi he = a J = A EE 2 fil 4 i RETR, ; q j oo $e Eo i i LS ey ] 2 > a 5 = 4 A i i Sex 2 oc i 1 25 Le = a 39 i 35 ] i 4 2 2 er 2 18 5 iit A i 2 4 & ek i i ie i ee ir a Rit HERBERT PURCELL ELEMENTARY SCHOOL, PIERREFONDS % ct Ca = 2 a 2 2 > i 2d x = ue sa me a 5 CE j 2% i bit 2e.= 2 2 2 ce 3 % Gi ie es 2 aie it Ur 3 3 EY "]