ITEACHER - BC Teachers' Federation

OFFICIAL O R G A N OF T H E BRITISH C O L U M B I A TEACHERS' F E D E R A T I O N

T H E V O L U M E : S ^ E r . N U M B E R ^

ITEACHER APRIL, 1945

"A nation's capital is its youth, that undying

procession o£ human life, that flood of promise

and possibility which goes on springing up in

generation after generation, but which we, in

large measure at the present timcj suffer to go

to waste and futility."—DR. CYRIL NORWOOD.

V A N C O U V E R , B R I T I S H C O L U M B L A

I'upils of Grade I will look forward to ihe Arithmetic Period if they arc using

A r l l h m e t i c Is Fun I I

A WORK BOOK IN PRIMARY NUMBER j liy Ai.icK. M. ATKINS tnul ANXOKA BRDWN

THIS NEW BOOK OFFERS A C O M P U E I E AND ! U P - r O - T H E - M I N U r E CX)URSE IN SEATWORK i FOR Bl'XMNNERS. IN ITS 91 PACiKS SKILU. ' INCJENUITY AND EXPERIENCE M E E T TO SET | NiaV STANDARDS IN THIS FIELD. i

U follows lhc best procedures evolved IVoin modern ' research. j l'l\'cry exercise has been carelully tested in the class room. ; The vocabidary conforms lo the demands of i standard word lists. | Motivation is niaiiilained through a succession of varied and fascinating number experiences, most oi which have delinile .social implications. I Mastery of number reI:iiionships goes hand in hand 1

I wilh power to u.se the simpler combinations. I

The liiiiuliccls oj:.ill.Hslralic»is hy the briUiduL urlisl, i Aiinorti lirowii, xi'Ui delight. pxtjuLs and teacheis alike. 1 • , .

i Price: Single Copies 50 cents i In Class Lots, 40 cents

A brief, practical Teacher's Manual to accompany the above is now ready.—Price, 20 cents.

J. M. DENT & SONS (Canada) LTD. 224 Bloor .Street West, Publishers 1300 Robson Street, Toronto, Ontario Vancouver, B. C.

THE B . C . T E A C H E R Official Organ of the British Colu7nbia Teachers' Federation

I'ublishcd in tlic first wcei: of every montii except June, July, August and September. EDITORIAL OFFICE: 1300 ROBSON STREET. VANCOUVER, B. C.

Correspondence relative to subscriptions and to change oi address should be addressed to Miss Ciayton, 1300 Robson Street, Vancouver.

Phone: M A i i m 3523.

Annual Subscription: ?1.S0; Federation Members, $1.00. Primed by Writlty ' infc*' Printing Company Ltd.

EDITORIAL BOARD C. D. OVANS, Editor and Business Manager, 1300 Robson Street.

W I L L I A M SKINNER, E. F. M I L L E R .'836 West Twenty-ninth Avenue, Vancouver. 130 West Twenty-second S t . North Vancouver

H A R R Y BOLTV/OOD ^Lesson-.^ids). P. J . K I T L E Y (Book Reviews), 3486 West Second Avenue, Vancouver. 4177 West Fourteenth Avenue, Vancouver.

F. J . McRAE, 3191 West Thirty-fiTe Avenue, Vancouver.

VOL. X X I V , No. 7. ' APRIL, 194S VANCOUVER, B. C.

T A B L E O F C O N T E N T S

E D I T O R I A L S : Pag: Canadian Education Week, 1945 251 Living Conditions in Rural School Districts — 251

R E V I S E D R E P O R T O F T H E C O M M I T T E E O N R E D I S T R I B U T I O N O F G E O G R A P H I C A L DISTRICTS 254

B. C. T . F . A N D K I N D R E D A S S O C I A T I O N S : Salary Revision — _ 256 Annual Meeting Highlights 256 Kelowna Branch Meeting 257 Trade Federation Supports Te ichers 257 Reinstatement of School Teadjcrs - - 257 The Fergusson Memorial Award. 257 How to Get a School Radio - 258

P H Y S I C A L E D U C A T I O N IN T H E R U R A L S C H O O L , Part II— Robert F . Mines 260

D O N ' T C H E A T J O H N N Y J. H . Lane 262 W H Y N O T M A K E CITIZENS? Donald Cochrane 264 W H A T IS R E A D I N G ? : Ruth Humphrey 266 R E S O L U T I O N O N A N T I - S E M I T I S M 268 R E P R O F E S S I O N E N O S T R A : S. Muraro 269 H O M E W O R K S H O P T R E N D S S. K , Hargis 271 IN T H E G O O D O L D D A Y S ^l;:.- 272 E X P E R I M E N T S IN C R E A T I V E I N D I A N E D U C A T I O N Anthony Walsh 273 O N T H E P U R P O S E O F E D U C A T I O N Capt. A . Sprice 275 I G O T M Y M O N E Y B A C K . . G . H . C . 276 L E S S O N - A I D S C O M M I T T E E - 278 O N O R D E R I N G L I B R A R Y BOOKS.l . 279 E I T H E R A B O R R O W E R O R A L E N D E R B E 280 B E T W E E N T H E B O O K - E N D S 281 C O R R E S P O N D E N C E „.. : 284 N E W S ; P E R S O N A L A N D M I S C E L L A N E O U S 287

THE B. C. TEACHER

Information is the business of a picked staff at the Carrall Street terminus of the B.C. Electric. They are the, quiz-whizzes of Vancouver— cheerful, courteous and on-the-job with the answers to transit and other problems. How to get there; what car to take; wliere to transfer; when cars, buses or trams leave—it's all part of their business. They'll also tell you (if you are a stranger) about scenic lours and points of interest to visit.

APRIL. 1945 Page 251

c CANADIAN EDUCATION WEEK, 1945

ANADIAN Education Week this year will be observed during the week of November llth to 17th. The Committee from British Cohirnbia entrusted with the responsibility

of drawing up this year's themes for the Canadian Teachers' Federation announces that the topics have been decided upon as foUov/s:

General Theme: BETTER EDUCATION—BETTER CANADA. Sunday, November llth: EDUCATION EMPHASIZES SPIRITUAL VALUES. Monday, November 12th: EDUCATIOI; BUILDS UNITY AND NATIONAL

RESPONSIBILITY. Tuesday, November 13th: T H E H O M E AND SCHOOL AS PARTNERS IN

EDUCATION, Wednesday, November 14th: EDUCATION PREPARES YOUTH FOR T H E

WORK-A-DAY WORLD. Thursday, November iSth: EDUCATION PTOMOTES NATIONAL H E A L T H . Friday, November 16th: EDUCATION IS PREPARATION FOR T H E F U L L

Saturday, November 17th; EDUCATION CAN H E L P CANADA! W I L L CANADA H E L P EDUCATION ?

Local associations are urged to set up their Education Week Committees now. In the past this event has been permitted to come to our attention suddenly with the result that there has not been time o plan a reall '" worthwhile programme. The Committee this year is determined to avoid tliis error so that there will be no reason why every group of teachers cannot utilize to the full this opportunity to bring to public attention the needs and aspirations of education.

We must never forget that education, like other public services, has had to fight for its existence. Even free compulsory education that we take so much for granted today has its historical roots in struggle and has come about only through the intensive campaigning of such educational pioneers as Egerton Ryerson. The need for a public recognition of the importance, of education that wiirmanifest itself in the direction of a demand for necessary reforms is still manifest. We as teachers have a product to seU, and the future of our profession depends to a gpi'eat extent on the efFective-nss of our sales techniques, ^

Let us not be content this year with observing Education Week only by throwing our schools open to visitors for one afternoon. Rather in every P'rovince and in every local district let there be a wide campaign that makes use of every possible medium of public expression, including the press, the radio and meetings. The B . C .T , F . Committee intends to give local committees every assistance possible in planning and carrying out such campaigns. .

LIVING CONDITIONS IN R U R A L SCHOOL DISTRICTS '^HEB.C, Teacher \s in receipt of a letter from a correspondent, who

does not identify herself except by a pseudonym, protesting against the type of accommodation provided teachers in some rural school districts,

J A the magazine disregards communications which are not signed

THE B. C. TEACHER

but the contents of this letter are of such importance that some notice needs to be taken of them. Our correspondent writes, in part:

"The minister has his manse, the priest has his palace, and the doctor his stone mansion, but the rural teacher has his hovel, shack or room in someone's house.

"In the hovels and shacks, the floors and walls are bare, and often ready to collapse. The beds are old, with rusty springs; which sag two feet in th.-: centre. The mattress is always one that has been discarded, in my experience. . . .

"Rural teachers will never have the stigma of inferiority removed by holding costly conventions in the Hotel Vancouver or by raising the initial salaries.

" Vhen the powers take matters out of the hands of those responsible for such appalling conditions, then and only then, will you raise the prestige of the teaching profession."

Appalling conditions such as are described should, indeed, be rectified. The Federation can take effective action, however, only if the school district and the person making the complaint are identified. Teachers who are dissatisfied \vith the accommodation offered in their school districts sl.'.puld write frankly to the Federation office detailing their grievances. The Federation exists for the puri sir of looking after the welfare of its members. :i

TEAR OFF HERB

YOUR LAST CHANCE la GET SUMMER COVERAGE!

Mutual Go-operative Medical Hospital and Accident Protection

. (A"PART O F Y O U R FEDERA:" ' '0N)

AvaOable to Members of tbe Britidi Columbia Teachers* Federation. Providing payment for

MEDICAL ACCOUNTS ACCIDENT CLAIMS SURGICAL ACCOUNTS, HOSPITAL ACCOUNTS, ETC.

I am interested in further Information concerning the British Columbia Teachers' Pederation Medical Services Association. Please send details to

NAM&.

ADDRBSSi:

MAIL -to" BRITISH COLUMBLA TEAtCHERS' FEDERATION MEDICAL SERVICES ASSbCIATION. 1300 ROBSON STREET, VANCOUVER, B. C.

vmrnmim

file:///vith

British Columbia Teachers' Federation

J . McV'A.E 3191 W^iSt 3Sth Avmue

Vancouver, B. C.

1ST VlCE-PalSIDENT: MR. B. C. G I L L I E 3457 Quadra Street

Victoria, B. C.

2ND VICE-P>ESIDENT: MRS. EDITH WOOTTON

5 East Tentli Avenue Vancouver, B . C.

SECRETAaV-TaEASURER: MR. E. I. L A N E

1824 Inglewood Avenue, West Vancouver, B. C.

GEKERAL SECRETARY: MR. C . D . O V A N S

ASSISTANT SECRETARY: M I S S CHARLOTTE CLAYTON

A L D I N E H O U S E , 1300 R O B S O N S T R E E T , V A N C O U V E R , B . C .

P H O N E : M A R I N E 3S23

EXECUTIVE COMMITTEE This Committee consists of the President, the Vice-Presidents, the Junior Past President,

Mr. L. B. Stibbs, and the following Geographical Representatives:

• GEOGRAP:IICAL REPRESENTATIVES Central Mainland.. Fraser Valley...

- M R , J . D . HOV/ARD.-. ...DR. F . M . T H O R H E -

..853 Pint Stree».-K-Tsloops , Ladner

Kootenay East Kootenay North..

. . .ME. W . E . LocAa. -Miss EVEJ.VN COOLS.. -.MISS BAREARA LANG..

..Box 620, Cranbrook ..RevelstoVe, B. C.

..60S Sili 'a Street, Nelson Kootenay West Burnaby . W. GEOROK S M I T H 4440 Cambridge Street, Vancouver Northeastern British Columbia MRS. LORNA YARBLEY _ _ Box S36, Prince George Northern British Columbia....- - M R . W . W . C . 0 'NEII .L _ j.Princc Ruijcrt North Shore.. . - M R Okanagan Valley-X.

S. ERIC WOODUAN-C . E . RITCHIE

-320 E. 26th St.; North Vancouver Oliver

- M R . STANLEY EVANS.. Vancouver Island—Centra) Vancouver Island—Northern. — M I S S E L I M B E T S LSSLIE.;

..191 Seioy Street, Nanaimo ..Courtenay, B. C.

Vancouver Isiand-i-Socthem....— MRS. H A Z E L HODSON_U 40.1 Linden Avenue, Victoria Vancouver- ; . . - - M R S . M . AUDREY C U R R — 1440 Renfrew Street, Vancouver Vanccaver.—..; - . J>1E.-F. P. LIOHIJODY.. . . . . . 365J West 36th Ave., Vancouver Vancouver.— . - M R . C . J . OATES. .. 2531 Cornwall St., Vancouver

"CHAIRMEN OF FEDERATION COMMITTEES Benevolent Fund—-I:-.: — - — - Mr. R. H . Manzer British Columhia Teachers" Federation Medical Association Mr. C. J. Merrick

^Code of Ethics — ~ — Mr. B. C. Gillie . Cona'itation and By-laws — Mr. Stanley Evans Convention.:—.-. Mr, Lorne Ginther Curriculnia Revision.... - Mr, Everett E. Hurt Education and Democracy.,-.- - . — —..—.Mr. F. A . Armstrong Finance.-,- :„„: -J,,...., _ _ .'. Mr. F. P. Lighthoay Labour Relations—... , , ; Mr, C. J, Oates Larger Administrative Areas,- — M r . E. R. G. Richardson Office Mpnagement: .... ,— - Mr. A . T. Alsbury Pensions^™ — . ; Mr. W. E. Irwin Public Relations . . — : , Mr. W. G. Smith Salarie»_.„ 1 -. - , M r . ' L . B. Stibbs

• Salary Ind'cmnity. „-. . Mr. A . T. -Alsbury

THE B. C. TEACHER

Committee on Redistribution of Geographical Districts — Revised Report

1. Central Vancouver Island: (a) All schools in Alberni Electoral District. (b) All schools in Nanaimo and the Island's Electoral District. (c) The following schools in the Comox Electoral District: Errington,

French Creek, Hillier, Lantzville, Parksville, Qualicum Beach, Little Qualicum.

(d) The following schools in Saanich Electoral District: North Saanich. (e) All schools in Cowichon-Newcastle Electoral District.

. (f) The following schools in Esquimalt Electoral District: Bamberton, Cobble Hill, Mill May, Shawnigan Lake, Solarium.

2. Northern Vancouver Island: (a) Al l schools in Comox Electoral District except as in District No. 1. (b) Al l schools in Mackenzie except as in District No. 4.

3. Southero Vancouver Island: (a) Al l schools in Saanich Electoral District except as in District No. 1. (b) All schools in Oak Bay Electoral District. (c) All schools in Victoria Electoral District. (d) Al l schools in Esquimalt Electoral District except as in District No. 1.

4. North Shore: (a) The following schools in Lillooet Electoral District: Squamish, Britannia

Beach and Britannia Mine. (b) AU schools in North Vancouver Electoral District. (c) The fs'llowing schools in Mackenzie Electoral District: Bowen Island,

Elphinstone Bay, Half Moon Bay, Howe Sound, Pender Harbour, Port Mellon", Sechelt, Woodfibre.

5. Vancouver (three members) ; (a) Al l schools in Vancouver East, Vancouver-Point Grey, Vancouver Cen

tre, and .Vancouver-Burrard Electoral District. 6. Bumaby:

(a) :A11 schools in Burnaby Electoral District. 7. New Westminster:

(a) All schools in New Westminster Electoral District. i 8. Fraser Valley:

(a) AU schools in Chilliwuck Electoral District. (b) All schools in Delta Electoral District. (c) AU schools in Dewdney Electoral District except as in No. 4. (d) The foUowiiig schools in Yale Electoral District: Hope, Boston Bar,

Yale, North Bend. 9. Okanagan Valley:

(a) AU schools in North Okanagan Electoral District. (b) AIl schools in South Okanagan Electoral District, c) AW schools in Similkameen Electoral District. . '

(d) AU schools in Salmon Arm ElectorarDistrict except as in No. 10. 10. Central Mainland:

(a) All.schools in LiUooet Electoral District except as in No. 4. -(b) All schools in'Kamloops Electoral District. (c) AU schools .in Yale Electoral District except as in No. 8. (d) The following schools in Salmon Arm Electoral District: Blind Bay,

CarUn Siding, Celista, Eagle Bay, Magna Bay, Meadow Creek, Notch ; H^^ Range, Martin's Prairie, Pem-

berton Range, Pritchard, Turtle Valley, Barnhart Vab, Monte Lake, .: Westwold, Holmwood.

n. North Central: : (a) AU schools in Fort George Electoral District. (b) An schools in Cariboo Electoral Districti (c) AU schools in Omineca Electoral District.

. AU schools in Skeena Electoral District, except as in No. 12. (c) (d)

h _ 3

APRIL, 1945 Page 255

12. North Coast: (a) A l l schoola in Prince Rupert Electoral District. (b) Al l schools in Atlin Electoral District. (c) The following schools in Skeena Electoral District: Es:ingtjn, Terrace,

Usk and Pacific. 13. Kootenay East:

(a) Al l schools in Fernie Electoral District. (b) The following schools in Nelson-Creston Electoral District: Creston,

Boswell, Crawford Bay, Gray Creek, Kitchener and Sirdar. (c) Al l schools in Cranbrook Electoral District.

14. Kootenqy West: (a) A l l schools in Nelson-Creston Electoral District except as in No. 13. (b) A l l schools in Grand Forks-Greenwood Electoral District. (c) Al l schools in Rossland-Trail Electoral District.

15. Kootenay North: (a) Al l schools in Revelstoke Electoral District. (b) A l l schools in Columbia Electoral District.

16. A l l schools in Peace River Electoral District. There are some schools whose exact location we do not know. Hence, it

will be the duty of the representative from this area to decide where best this school can be placed. These schools are listed at the end.

You will also notice that we recommend that two new districts be formed; one by spHtting New Westminster-Burnaby, which will involve very little

'expense; and one by creating a di:lrict in the Peace River where membership has fallen off considerably. Also, in this area, the teachers are very much isolated, and cannot be represented by any other person.

We would also propose the following recommendations: 1. That the Geographical Representative in each District be elected by

secret ballot of all continuing members and new members of the British Columbia Teachers' Federation in that area; the nominations to be sent in writing to thi'; Secretary of the District Council prior to September ISth of each year, and the' hallos to be sent out and the voting completed by October 7th. (Note: Vancouver could use this method and still retain their own way of dividing the

.representation as at present). 2. That a permanent commitee be set up which, on the advice of the District

Council involved, could place any new school in its proper area. Note:

(1) The following schools we are unable to locate. They belong in either No. 11 or No. 12. Wil l the Geographical Representatives for those two areas please assign them to their correct area: Glentanna, Sealey Lake,

. and Driftwood Creek. If west of Pacific in No. 12; if east of Pacific in No. 11.

(2) We are unable to locate the following: Belford, Gibson Creek, La France . Creek, Lodore, Park's Siding, Sproule Creek. These belong in either No. 13 or No. 14; if west of Kootenay Lake in No. 14; if east of Kootenay Lake, in No. 13.

Conclusion We wish to thank those people who have written to uc: and sent in the

informatioii we desired. In our first draft we purposely placed all schools in some district, which is the aim of this committee, iye hoped that we would receive many indignant letters. We did. They contained just the information that we needed. It is obvious that a school can decide itself which district it best belongs to. .Probably some changes will have to be made yet. These should be made to us through their geographical representative.

We have tried to follow the wishes of the many people who have written to lis. If this is still not satisfactory, the suggested permanent committee could make what changes are nrcessary. Comox, B . C . ,

April 2, 1945. Committee: Miss Mary S. Yule, Comox.

A. O. Palsson, Comox. •! E; R. G. Richardson, Comox (Chairman).

THE B. C. TEACHER

B.C.T.F. and Kindred Associations News for this department of "The B. C. Teacher" should be sent to MR. C. D. OVANS, General Secretary, 1300 Robson St., Vancouver

S A L A R Y R E V I S I O N

TH E R E appears below a continuation from the December issue of The

B. C. Teacher of a summary of salary schedule revision and salary adjustments negotiated this year. Such summaries should be kept on file by local association secretaries for possible reference later by local salary committees:

COURTENAY— Min. $1200 $1500

Incrcm. 8 at $70 8 at $70

Max. $1760 $2060

$1800

Elementary . High

C U M B E R L A N D — Elementary . . $1200 10 at (Principals).. $1800 10at High $1500 10 at (Principals) . . $2100 lOat

PRINCE GEORGE— Elementary . . $1200 2 at $100

6 at $75 Jr.-Sr. High . . .$1500 2 at $100

7at $75 VICTORIA—

(10 per cent increase based on basic scliedule salary at December, 1943, retroactive to January, 1944). New schedule under negotiation.

V A N C O U V E R — Flat $100 increase to every teacher. New schedule under negotiation.

K A M L O O P S — KAMLOOPS Jr.,-Sr. High—

Acad. Cert. Ist CI. Cert. Elementar>-

R E V E L S T O K E -Elementary

$1500 $1300 $1200

$70 $70 $70

$100 4 at $100 • 4at $60

High . . . . . . $1400 4at$100 s;. • 10 at $60

Principals— , Elementary . . $2050 4 at $100

lat $50 ,High . . . . . . $2400 4at$100

. (» lat $50

$2500 $1900 $1800

$1740

$2400

$2500

$2850

H I G H L I G H T S O F T H E 29iH A N N U A L G E N E R A L M E E T I N G

CURRICULUM REVISION • p v E C I S I O N to seek a revision of J-/ secondary school: Social Studies courses with a view to prevention of overlapping and establishment of greater continuity.

S Audience to be sought with tlie Minister of Education to discuss the entire problem of certification of Pliysical Education teachers and the establishment of a more sound programme of Health and Physical Education in schools. S Implementation of new courses in Mathematics I V and V to, be urged on Department of Education.

CODE or ETHICS • All B . C T . F . members instructed to consult v/ith the Executive before taking steps against other members of the profession. ©Code not to be used as a method of achieving compulsory membership.

ELECTIONS • Mr. B. C. Gillie of Oak Bay elected Federation President, to take office August 1st. Mr. C. J . Oates 'of Vancouver elected 1st Vice-President; Miss Barbara Lang of Nelson, 2nd Vice-President, and Mr. F. P. Lightbody of Vancouver, secretary-treasurer.

SALARIES • Federation minimum scales to be continued to be used in negotiations with Scliool Boards. • Oarafied tliat work of Provincial Salary Committee shall consist of research into salary matters. • Arbitra,tion on all matters of dispute between School Boards and teachers to be sought. • Regional teacher-trustee negotiations advocated. • Action of Executive in sending a second delegation to interview the Cabinet with a plea for increments for rural teachers in addition to the new minimum . salaries heartily endorsed. MEMBERSHIP • Announcement of record high point in Federation membersliip. • Campaign for automatic membershii) through provincial enactment to be continued and intensified. • Life memberships awarded to the following for good teaching service and active Federation support: . Mrs. Mary A . E . Bilton, Murrayvilie.

Mr. Lewis'A. Boggs, Penticton.


Mrs. Agnes E . Stammers, Chilliwack. Mr. Donald Davidson, West Vancouver. Mr. Donald Cochrane, Ocean Falls. Mr. A- S, Hamilton, Vancouver.

FEDEiiA'noN F E E S © New scale of fees adopted as follows:

Up to $1500 $8.00 plus SOc $1501 to $2000 $10.00 plus SOc ?2001 to $2500 $12.50 plus SOc $2501 to $3000 $15.00 plus SOc $3000 to $3500 $17.50 plus SOc Above $3500 $20.00 plus SOc

GE O G R A P H I C A L DISTRICTS # Boundaries of geographical districts revised as outUned in the report of the Redistribution of Geographical Areas Committee as published elsewhere in this issue.

K E L O W N A B R A N C H M E E T I N G

TH E monthly meeting of the Kelowna Branch of the O. V . T. A. took place

on March 21st in the Roj'al Anne Hotel. After the minutes were read, Miss Walker gave a report on the exeaitive meeting of the O. V . T . A . Following this the list of delegates to the Easter Convention was drawn up.

Mr. Stibbs gave a report on the functions of the B. C. T . F. Particularly, he reviewed how the B, C. T. F. fees are spent -He' showed us four plans by which revenue could be increased.

The guest speaker was Mr. Morrison, Youth Counselor for Kelowna, who gave a very interesting talak on the problems confronting yohih.

1 ; .

T R A D E F E D E R A T I O N SUPPORTS T E A C H E R S

TH E British Columbia Federation of Trade and Industry has gone, :on

record.as being vitally interest<?d in the problems of education in this province.

-Three of the main objectives of the B. C. T^ F. have been publicly endorsed by this organization: - r ; (1) That the provincial governrnent should provide, sufficient funils to ensure tbat all .British Columbia children, no mattery where they live, shall have as nearly- as! possible an equal opportunity to acquire a complete "education. : (2) That educational costs should be distributed justly and fairly; over all school districts. / ^(3);^That tea^^ be paid ade

quate' salaries and receive a proper pension.

''Salaries/^ the / Federation states, ^ "sholud^be 'xonimensurate ^ tre-

mendous importance of the profession an dthe dignity of the position it should occupy in the public's esteem."

R E I N S T A T E M E N T O F SCHOOL T E A C H E R S

HON. Humphrey Mitchell, Minister of Labour, has issued a press state

ment -warning school boards they must be prepared to reinstate any of their teachers who have been ser\'ing with the Armed Forces.

"In a few cases that have come to our attention" the aLbour Minister said, "it apepars that some school boards have got into difiiiculties by forgetting that the Reinstatement in Civil Employment Act requires them to reinstate their teachers after di :harge from the Armed Services just as other employees must be reinstated."

T H E FERGUSSON M E M O R I A L A W A R D

Presentation Address of Miss E L L A G. C A M E S O N io the 1945 Convention

TO those of us who knew Mr. G. A. Fergusson as an intimate friend, to

those of us who enjoyed the rare privilege of,receiving instruction from him, to those of us who have come to know him through the Fergusson Memorial Award, this is the supreme moment in any British Columbia Teachers* Convention. According to tradition, the name of the reripient is a closely guarded secret until we reach the focal point of the convention when this coveted honour is

, bestowed. I should like to quote from the letter

of thanks from last year's recipient, tiie late Mr, Harry Charlesworth: •

'I regard the G. A; Fergusson Memorial Award a.s the highest professional honour and distinction which can be bestowed on any teacher iri British Columbia because the,absolute power of its bestowal is in the hands of one's fellow-teachers alone, arid It the goodwill and esteem of one's colleagues is a prize beyond value; and, .secondly, I feel that the permanent association of one's name with that of G. A . Fergusson is in itself a great honour and privilege for he %vas the embodiment of all the best traditions and ideals of the teaching profession—in short a teacher's teacher."

Mr. Fergusson was an Honour Grad-iiiate in Classics of the University of

• Toronto. After twelve years' teaching in Ontario he/came to British Columbia in 1913 and was appointed to the "staff of

"4 t - "r— —1

i-

7 .

THE B. C. TEACHER

Britannia High School where he was affectionately known among the students as Fergie". On his return from service overseas in 1919 he succeeded Dr. S. J . Willis as principal of King Edward High School. He was a faithful member of the B. C. T . F. since its niception, serving as our President in 1923-24. His untimely death in 1928 was an irreparable loss to the teaching profession. As a tribute to his sound scholarship, his devotion to duty and his untiring service to the Federation the Executive of that day saw fit to institute this award in his memory.

-According to the terms of the award it is given annually in recognition of outstanding work or ability along educational lines by a member or ex-member who is no longer eligible for membership. Nominations are, received from local associations and individual members. The Board of Trustees chooses the recipient of the award from these nominations.

Sometimes the award is given for an outstanding contribution to professional or educational research; sometimes it is given for unique service to the Federation, and sometimes it is given for faithful devotion to classroom duties. As I read the list of former recipients you will see that they fall into these three classes;

.1935—Dr. Henrietta R. Anderson. 1934— Mr. Albert Seymour Towell. 1935— Mr. Ira Dilworth. 1936— Dr. Norman F . Black. 1937— Mr. George Smith Ford. 1938— Dr. H . B. King.

,1939—The late Miss Jessie J.'Mac-. Kenzie.

1940- Mr. Alvah S. Matheson. 1941- Miss A . Josephine Dauphinee. 1942- Mr. Ernest H . Lock.

"1943—Miss Emily J . Grembath. ' 1944—The !ate Mr. Harry Charles-

. -worth. The recipient of this year's award

belongs to that group of teachers for 'whom classroom education was some

thing to be taken very seriously, not merfly something to ,be used as a stepping stone. We learned from his principal that he centred his energy on making the most of his opporl^jnities in • the classroom. He has never sought publicity, but has endeavoured , by thoroughness and

. consistent effort to uphold the best tradition of the teaching profession:

As a faithful member of the Federation : since its inception, he served as its ^Wresponding secretary in 1920. In

former years he was a very active member of the Lower Mainland High School Teachers' Association. He ably represented this body at the World Education Convention in Edinburgh, Scotland, and presented a masterly report on his return to Canada.

He was educated at St. Andrews, an Honour student in Latin and Greek. After doing post-graduate work in Edinburgh and in Germany he came to British Columbia in 1913. His experience and skill as a teacher, his outstanding ability as a scholar and his love of learning have enabled him to make an effective contribution to the educational progress of this city.. After forty years of service as a hard-working classroom teacher we honour him for his scholarship, his influence fori positive good and his kindly modest heirt which is aye Scottish to the core", Mr. David Ogilvie, M.A., for thirty years a teacher at King Edward High School.

H O W T O G E T A S C H O O L RADIO ' T ' ' 0 all who are oppressed with the A problem of securing school radio

equipment we submit the following excerpt from a letter as an example of what can be done:

I am the teacher of the Silver Sands Rural School. We have nineteen pupils enrolled. Our building is an old relief camp cabin not really deserving thc name school. But it is better than, having no school at all.

As wo could not think of getting a radio from the Official Trustee we set out getting one ourselves. Mrs. Isaac (my wife) with the help of a few other ladies and the older girls of my school made a quilt bedspread. Another lady crocheted a centre-piece, and still another donated a pair of pillow slips. These we raffled. The proceeds were intended for Christmas presents for the school children and the surplus toward a school radio.

Meanwhile the boys and I were not idle. I secured a screw for a workbench, made the latter in the school, put my own, and my own boys' tools into the workshop, and borrowed a few from neighbours. As I am handy with tools I could show the school boys how to make things out of lumber from apple boxes aiid other scrap lumber. (We have no lumber yard nearer than Vancouver). Two boys made end-tables, the others mostly toys.

(Continued on page 272)

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rage 260 THE B. C. TEACHER

Physical Education in the Rural School By ROBERT F . MINES, John Shaw High Schools, Nanaimo, B. C.

P A R T II.

IT is an unfortunate fact that no matter how enthusiastic she may be in regard

to Physical Education, the rural teacher frequently must be content with a programme in this subject that loses fifty per cent of its value through poor hygienic facilities.

During the summer months. Physical Education classes may be conducted out-of-doors. When -winter arrives, however, this is frequently impossible, and these classes, i f they are to be taught at all, must be restricted to the classroom. The net result is that pupils becomi hot and sticky and the schoolroom becomes dustj'. The benefits to be derived from such a procedure are limited, to say the least.

If there is a solution to this problem, it lies in devoting most of the fall and spring classes to Physical Education, when it may be taught imder the most suitable conditions. During the montlis when the weather is not so pleasant. Health Education might receive emphasis in the majority of classes. In order that Physical Education might not entirely be neglected while the pupils are restricted to the classroom, a -well-planned and organized programme of intramural and recerational activities should be available for the students.

For Physical E d u c a t i o n classes, students should make a complete change of. costume. FoIIovring each period they should have a shower bath.

(There -will now be a brief pause while each rural school teacher mutters: ''"But how can I do that in my school?") ^

Physical Educatioa costumes and showers really are essential for the complete success of any programme in this ' subject. Yet^in rural schools they are usually unheard of, and even in a good -many of the high schools in our dties they are entirely neglected. This latter condition is, of course, a disgrace, but I shall, as the old-time novelists used to

• say, draw a veil over -what remarks I would like to make on this subject.

The point is: Can these be provided • for students in rural schools?

. And the answer is "Yes"—providing the teacher and the district -will support such a move.

Physical Education classes are made at , least fifty per cent more beneficial to the

students if costumes and showers are made a regular part of each class. Then

isn't it at least worth an attempt to incorporate them in your programme in this subject?

Obtaining the costumes is largely a matter of dollars and cents. Usually each student will be able to buy his own. If this is not possible, the students might put on a Physical Education display— consisting of folk _ dancing, pyramid building, etc.—to raise funds for this purpose.

The standard Physical Education costume for boys consists of sliorts, a sleeveless cotton shirt, and rubber soled shoes. The shirt is gradually being omitted in classes in Great Britain and the United States and in many of our Canadian schools. In the John Shaw High Schools at Nanaimo, where I teach, I have found the students themselves prefer this since it relieves them of some bother in carrying the shirts, having them laundered, and so'on. When first adopl^ing the use of costumes, however, it is ti:iually best to retain the shirt as a part of tlf"; boy's outfit, since there is less danger of ruffling any over-developed sense ;'ot convention on the part of the parents';

Girls usually wear shorts and blouses or one-piece romper suits. They also require rut ling shoes.

Writing in the text. Physical Fitness, Kirkpatrick says of this: "Proper costumes have more than a little to do with the success of the Physical Education programme. One cannot expect_ students to enjoy doing exercises while their clothing is binding and uncomfortable, or when they have to sit in the same costume to cool off when the period is ended. There will be a very noticeable change in the spirit of the c iss which is properly dressed as compared -with a class whicli makes no change for the activity period".

It may be objected, however, that most rural schools p o s s e s s no dressing facilities. This is true enough, but, if due care is exercised by the teacher, the difficulty may be overcome in a satisfactory manner.

If the school possesses two rooms, one may be used by the girls for costume changes and the other by the boys. If the school has only one classroom, but provides separate c l o a k rooms for students, the boys and girls may change


in their respective rooms. If no other arrangement is available, the teacher may take the boys onto the grounds for games while the girls change, and vice-versa.

The matter of costumes presents a problem that is not diffic lit to overcome. All it requires is determination and tact on the part of the teacher, and a certain amount of co-operation on the part of the parents. The latter is quite frequently found in parents in direct proportion to the amount of the former possessed, by the teacher. With showers, however, the problem looms in more formidable garb.

It must be admitted at the very offset that it is impossible to install showers in all schools. Before teachers should declare that such is the case with the ones of which they are in charge, they should, however, be sure that circumstances really do prevent them from having showers in their schools. Expense really cannot be considered an obstacle, since there are large numbers of ways in which money can be raised in rural schools at the present tima. It is unfortunately altogether too true that many schools which could possess showers do not have them, and again this is particularly true of some of our larger high schools—and again it would be best to draw a veil over certain comments that may be made.

If your scliool cannot possibly have showers installed, the student? should bring towels to the classes and, after removing their Physical Education costumes and before putting on their regular garb, should give themselves thorough and dry rub-downs with these. This is a poor substitute, of course, but it is better than quickly chan^ng from one set of clothing to another.

If you cannot have regular showers installed in your school, you might be able to manage a home-made substitute. There are a few of these in the prairie provinces and quite a number in the Dakotas and Minnesotas, and they have proven highly satisfactory. I can see no reason why tiiey should not be adaptable to British Columbia.

You need a large water barrel for this. Expose the waiter to the sky, and the sun will heat it. For the shower use a gasoline can, inverted, with the bottom removed. Attach a rubber hose to the spout of the ran. On the other end of the hose attach:the spout of a watering can (the shower head, you see). The can is raised and lowered'by any means available. In Saskatchewan they attach a

pulley to the rafters of an old granarj', which also serves as the shower room.

If each rural school teacher in British Columbia asked herself honestly whether or not she could manage to obtain such a shower as this, and then acted in accordance with her answer, the standard of the Physical Education taught in our schools would be raised by an immense degree.

There would, of course, be certain schools in which no arrangements of this tj-pe could be carried out. It was to the teacher in such schools that I referred in the opening paragraph of this article when I said that they must frequcntlj' be content with a programme in this subject that loses fifty per cent of its raluc through poor hygienic facilities.

It is unquestionable that as far as Physical Education is concerned a new day has arrived. The interest in this subject has always flared up during moments of national crisis, and then flickered out as normal times returned. On this occasion, however, it has been determined that we must never again allow our national fibre to rot, our muscles to sag, and our entire bodies to become soft.

Here is a challenge to the school. It is a challenga to every teacher. Are we going to meet the needs of this situation, or are we going to continue as some of us have previously done—perhaps teaching Physical Education only once a week, and then limiting it to fifteen minutes of exercises and a game or two, Avith no regard for tlie whole being we are seeking to develop and even less regard for the hygiene of our lessons?

The war has concentrated much attention upon Physiral Education. It has ser\'ed to bring to our eyes the terrible need for more adequate programmes in this subject. But—and this is not nearly so well realized—it has also menaced the ideals and the true scope of tliis subject. Th-.: cadet drill that has so encroached upon Physical Education in the schools during this time of national peril is not really education at all—it is physical training of the rawest sort. And the gulf between is wide and deep.

There recently appeared in several of our daily newspapers an item which stated tliat the tough sergeant who is now giving physical training to the men in the army may soon be doing the same to Aunt Susie and her gard 'n dub. This is all a part of the new K ational Fitness Scheme. The newspaper ".em stated that as many

THE 3. C. TEACHER

cf these experts as possible would be used in this scheme, the purpose of which is to improve the fitness of our people.

Disregarding just how kindly Aunt Susie and her garden club would take to tlie tough sergeant (and I would hate to

tliink of what would befall the sarge at the hands of Aunt Susie and her gang, rather than vice-versa), the fact is that there will be available several thousand men ready to teach physical training at the drop of a hat Should the schools?

Don't Cheat Johnny! By J . H . LANE, Lord Roberts School, Vancouver, B. C.

TH E R E appeared in a recent issue of The B. C. Teacher an article which

may reflect the views of some teachers, but which I sincerely hope does not reflect the views of tlie majority. The article in question criticized the curriculum largely because the pupils of our schools dislike or found difficulty in some of their school work. If this is the opinion of even a small number of our teachers, it is an opinion which cannot go unchallenged. The author of the article says in almost so manj' words, "Let the children do what they like." If this is what tlie teachers now emerging from our normal schools are thinking, if this is the child expressing himself, then surely we must move fast to remedy tlie evil we have done, to destroy the Frankenstein we have created. In the field of education, it would.seem, Johnny is to be his own physician.

We are 'now engaged in the secynd great war of the century, destrojing, maiming, and killing on an incomprehensible scale. And in snite of all the talk of peace.and the "Bvjve New Worid," it would seem that we are fighting really to preserve tlie same-blind old world—a world in international anarchy giving only lip ser\'ice to a world of discipline, order and peace.

Discipline, order, and peace—the last can never be achieved without the first two, for peace is only possible in a world founded upon these two, yet there is advocate'l in all seriousness a school where our young impressionable citizens are taughf only %yhat they wish and presumably when, they wish it. The author is even content to fill tlie bottom of the barrel with rubbish, with the idea perhaps that some alchemy of time will change it into soraetliing better than rubbish. All this is sheer_ncnsense, a most shameful waste of money spent in the name of education, and w.orse still, the most deliberate cheating of our children. For education if it means anytliing

atall must tend to tlie creation of disciplined minds in orderly association.

The author of the article in question mistakes the shadow for the substance. He sees onlj- the material upon which Johnny works and not tlie work upon Johnny. Johnny can not do arithmetic. So Johnny does not have to do it. Don't cheat Johnny! Surely lie is entitled to the experience of confronting and at least attempting to master a problem which at the moment seems insoluble. ' Surely he is entitled to learn that all the tasks of this world are not of our choosing, but that they are all tasks which must be performed by someone. No, Johnny may not use long division, but Johnny will use all his life the habit of confronting a task however distasteful, and of doing it simply because it is a task that has to be done.

The mind of Johnny is not just a means of thinking. It is the repository of all his senses. His emotion is probably more important than his thinking. Al l the things that go to the making of a man are in his mind, not just his intelligence quotient. That is but a small part of his mind. Such tilings^ as dependability, emotional stability, honesty, faithfulness, and that important tiling we ra*I personality are all part of Johnn/s mind. These are the things over which he has a certain measure of control—thc part of him that he and we, his teachers, can modify for good or for evil, both for Johnny and for society. He cannot learn too soon or too thoroughly that tiiere are rewards for good and punishments for evil; pleasure in achievement and distress in failure; hope in effort, and despair in indolence; that his whole life will be the pattern he creates for himself. Johnny can be killed witli kindness. But a reward for good or a punishment for evil will never kill him. And again, don't cheat Johnny! If Johnny deserves a thrashing, he should get it. Our kindness and our sjTnpathy for him must be deep enough that we can see beyond the


Historical and Adventure Stories By H E R B E R T S T R A N G

N O W IN S T O C K .

Each ^1.50 Mr. Strang's historical romances skilfully combine fact and fiction. In narrating the exciting adventures of his heroes he uses the romancer's liceri?'; to plunge his fictional characters into all sorts of exciting situations, but he adheres closely to fact in giving a true and vivid picture of the period. Junior High School students — especially boys — ViiW thoroughly enjoy them. This nevr edition is bound in handsome, sturdy cloth boards. Bol) tbe Banarer. The story of a younp Engl i sh boy who finds himself

playing an excltlne part in the great fight for Canada. Battlers and Scovts, The life of pioneer emigrants In the h i l l lands of

Br i t i sh East Af r i ca is v iv id ly portrayed. Htunplirey Bold . A story of adventures by land and sea that r ivals

"Treasure Island" in popularity. W i t h Drake on tlie Spasish. Wain. Dennis Haze l r ig jroea adventuring on _ the Spanish seas and meets the great S i r Francis. Tlio Adventures of B a r r y Boebeetar. A story of the daj-s of Marlborough. Barclay of the Onldes. A story of the Indian Mutiny.

CLARKE, IRWm & COMPANY LTD. 480 University Ave. Toronto 2

narrow confines of the moment—deep enough that we can pimish him thoroughly and wthout malice, but sure in our minds that such may be an essential, ' if not, perhaps, the best lesson in his whole life.-.That is not academic theoo'; that is a lesson not only of thc classroom, but of the world. :

What has been said about aritlimetic can be said of other subjects. The clioice of those subjects is not a topic of this discussion. Sufiice to say that they have been chosen by men of mature minds trained in the field of education. Their choice, their place in the curriculum, and the degree to which they are studied are not perhaps without fault But their revision is the task of the teacher, not of the pupil. The values, too, which have been stressed are imponderable but nevertheless real. But

• there are, too, certain ponderable values in the subjects tliat Johnny dislikes, or supposedly cannot do. Most of the things we like, we like because we have done them. Don't cheat Johnny! Give him a chance to acquire a broader fidd of liking and of doing. Keep him within his depth, but teach him to reach always a little beyond. his grasp. If this is done, there will be few Johnnies who

require hundreds of lessons in percentage, and few who vrill not master this so-called "abstruse concept" and eve;; enjoy i t

Discipline and order are the foundations upon which any society rests, be it the home, the school, the community, the nation, or the world. Discipline and order can not be obtained from the cliild by his own self-expression. They must first bs taught They are not inherent They can be learned in the home and the school the easy %vay, or may be learned in the outside world the hard way. Who of us would be safe to walk the streets of a city not protected by a disciplined and orderly police force; who care to ride a train not protected by a disciplined and orderly crew; who care to enter a hospital not run by a disciplined and orderly staff ? What civilization is there where these two are not the root of all its institutions? . Don't cheat Johnny! Teach him discipline and order—not just in his behaviour, but in his work and in his habits.; Teach it in every way it can be taught, in every lesson. It cannot he taught too tlioroughly. But it cannot be taught at all where Johnny can do what he likes.

Ours is an honourable profession. We

THE B. C. TEACHER

and we alone carry on the fundamental processes of learning from one generation to another—and no real learning is better than the foundation upon which it is built. We and the home prepare the child for the world. If we can but teach one generation of motliers and fathers the respect they owe to the school, we can create a community, we can create a nation, we ( create a world in which there is disdpline, and order, and peace.

That is our task. It is a task worthy of the best men and women in sodety. Let us not lower our standards, or fail in our duty by failing to teach because Johnny rebds. We must teach him not only the things he likes but also the things he may not like. We must teach

him to strive, and there is no striving if he is to choose always the easy path. We must teach him to master matter that he may master the ill within himself and the problems of the world of which he is the future. We must teach him not what he likes, but what he needs, and any teacher who does not know Johnny's needs better than Johnny ought to change places with Johnny.

On the battlefield lies the destruction of the world; in the school lies its salvation. Let us dare to teach disdpline. Let us dare to teach order. Let us dare to teach Johnny that in disdpline and order lie the foundations of peace. Let us have the courage to stop cheating Johnny!

Why Not Make Citizens? By DONALD COCHRANE, Ocean Falls

WHATEVER the Course bf Study _ says, we all know that High School

teaching is aimed at the Matriculation Examination, and we find by perusing that document that a student could get 99 marks wthout ever having heard of Canada. (He would be docked one mark for not knowing.that Ottawa, or NoN-a Scotia, vras in Canada.)

His training would doubtless fit him to.run the Peace (Conference, lay out a boundary between pastern Rumelia and Wallachia, or govern Lichtenstein, but about Canadian politics he would know less than any well-educated Chinese.

Of course, the future.. dtizens are supposed to get al! this in the lower grades, but do they?

to steal the St Lawrence River at Beau-hamqis, but "Protection" still robs B. C. of millions every year for the benefit of Ontario, and the Sirois idea is still an open threat to rob us of more millions to give to Quebec Is there any chance of the future leaders of the people learning about any of these things?

Perhaps they belong in a course on Civics. I have often thought that if I liad _ enough brains to be a crooked politician I would insist on all the children being drilled in Civics from die text-book. The idea would be to kill thdr interest in politics so completely that I and my gang could run things without intereference. ^ I suggest, without the slightest hope

course l %vith such questions as these:

Discuss one of these sayings: Lliistbire, .s'cst'tin feux convaiu.—

Napoleon. • " History is bunk—Henry Ford. The purpose of teaching history is not

to convey information,' but to inculcate patriotism. -Chesterton. 0

Discuss the advantages and disadvantages of British Columbia's connection

, ~ —- - - . „ i .. . with Canada or the desirability of separ-il?<J,? y'^'y ' S?, part Iri saving Britain's ating Vancouver Island from B. C life-lmt birt wUl they ever hear of the Give a short account of the P.G.E.. and pchtical jodteying that kept Canada from show how its: extension to the Peace hvnng such a navy in 1914? •. River would benefit Prince Rupert.

The skuldura try of the (Conservative) The candidates and polides of the War-Times- Elections Act is perhaps various parties are really chosen by: better J forgotten, along with.the con- ; (a) The. .wicked corporations. . spiracy of Certain (Liberal) politidans (b) Thewicked politicians.

some one else)' fought the Indians in Quebec, but what do they- learn about how tlje- B.C. Indians were robbed of thdr land? , They may study about the C adian Padfic scandal in 1872, but where are they to find out that all Canadian rail-" ways were built, not to make money, but to win elections or to grab huge' land • grants?

In this war the Canadian Navy has


(c) The people who attend the business meeting of their political associations.

What Canadian politics needs most is: (a) A new party, composed of all the

honest men (that is, the ones that agree with me).

(b) Stricter laws about party funds. (c) A little Jess laziness in the aver

age citizen. The Consen'atives rushed the building

of the C.P.R.: (a) For reasons of Imperial defence. (b) For the benefiit of British Colum

bia. (c) Because the Canadian tariff did

not apply to B. C. tmtil the railway was finished.

The Liberals favored the Sirois plan: (a) T o strengthen the Empire. (b) T o unify Canada.

(c) To get money from B. C. to pay Montreal's debts.

The C.C.F. in B. C. discarded its chief and several of its best men because:

(a) They were not loyal to Moscow. (b) They were too honest io promise

what they knew to be impossible. (c) A certain faction was det'irmined

to rule or ruin. The Tim Buck party is composed of

Socialists who: (a) Think the C.C.F. too violent. (b) Think the C.C.F. too mild. (c) Don't like the present le,Hders of

the C.C.F, You o'oject to one of these questions

because: (a) It insults the only honest party in

Canada. (b) It deals with low motives, which

should not be discussed in school. (c) It gives you some unwelcome

information on Social Studies.

L I M I T E D

C O M P L E T E B O O K M A N U F A C T U R E R S

Seymour at Dunsmuir Vancouver, B. C .

Pa£ i 266 THE B. C. TEACHER

What Is Reading? By RUTH HUMPHREY, Victoria, B.C.

IT is just possible that educators of the future must adlr,.ss themselves to the

search for a medium of communication entirely exclusiv.: of the traditional one of the printed page. Guy BusweU's Reading For Adults (University of Chicago Press, c. 1937), a report of the testing of a group of educationally underprivileged persons, some twenty years after the cessation of their brief schooling, contains some startling implications of the necessities that may face those concerned with Adult Education.

Tl:e problem of what reading, or whether any reading, will be of profit to such persons, is, fortunately, a different one from that facing those responsible for ihe success of high school education in British Columbia. It is still assumed that reading serves .is one of the means of high school education and, indeed, that the achievement of an ability to read, on the part of the pupils, is one of the objectives of their education.

But what constitutes this ability to read, and the best way of developing it, are matters of sharp controversy. It is an unfortunate result of much well-di -ected research into the mechanics of reading that, there should be some confusion of means with ends, and that the piirne purpose cf reading at all—i:ompre-hcnsion—should receive less attention than the conception of reading as a "skill", a technique, analogous to that of the violinist or typist.

A n .irticle on."Remedial Reading" by S. W. Watson, in the January number of The_ B.C. Teacher, gives welcome emphasis to this 'dichotomy in current views of what "reading" is. The article implies throughout, the point of view that an ability to read is an ability to comprehend: and that comprehen.'sjon through reading is only one aspect of a generalized ability to come into vital contact with actuality.

It is natural enough that such a point of view should find unrealistic the dis-

, tinction between the ability to read "Literature" and the ability to read ''ordinary prose". (See the 1944 Supplementary Bulletin to the Programme iif

•Studies for the High Schools of British Columbia). "The ordinary itudy_ of' Literature does not give this ability". {i.e., to read at tlie secondary school': level), says the Bulletin, whicli later

states the way in wliicli this ability may be achieved: "The tcx.books and other material used in Science, Mathematics, and the Social Studies are admirable for training in reading".

Ignoring a number of implications in these statements which cry aloud for full discussion, let us turn our minds to the root purpose of all reading: viz., comprehension of what is read. We read "the textbooks and other material used in Science, Mathematics and the Social Studies" in order to comprehend the ideas that they set forth, .^nd we read the records of specifically human experiences provided (in somewhat more permanent form) by novelists, dramatists and poets, in order to comprehend these experiences (and to enrich our own experience by means of that comprehension). Al l of these "reading activities" are a necessary part of education. And it is unnecessarj' to labor the point that the ability to comprehend is strengthened by all of them. Together with Stop and Go signs, and the Hot and Cold of bath taps, they may all be used as materia! for training in reading. But that this is far from being the point of view of the Bulletin is indicated by its statement that "those high school pupils who can already read effectively should be provided witli a rich literary programme." This conception of a reading ability which must be completely tempered and edged before it can be fleshed upon "Literature" is unsatisfactorj-.

Firm in the conviction that, from the point of view of a training comprehension, the study of Litcniture needs no apology (although it may need defense), and that the comprehension of life and of letters is more of a marriage than a divorce, teachers of literature may cast about for ways of embodying this conviction in teaching practice. / • '

A number of teachers i-j'Canada, the United States, Britain, Sou ;h Africa and Australia hwt been stimulated, and their work given centrally, by the example of Mr. E . G. Biaggini of Adelaide, Australia. The modest title of- his most relevant book. The Reading and Writing of English (Hutchinson's) gives little indication of how much it contains. Mr. Biaggini puts into the hands of teachers a complete course of action: the road is traced out, and the guide attends teacher


and pupil all the way, adjuring, admon-isliing and encouraging.

Here is a practical and successful transference into teaching practice of the theory that adequate reading depends upon the exercise of faculties essential for successful living, such as critical intelligence, a perception of what is genuine and sincere, a rejection of the slick as well as the clumsy substitute for actual experience. The pupil (and the teacher) comes to discover hi j own weak spots: the ways in which he lays himself open to slick salesmanship, and to the lowering flattery of the writer whose chief concern is his sales. The pupil is at once stimulated and chastened, f e may feel a nostalgic regret that he cannot, af'.cr a year of Mr. Biaggini's butfet'nr;, any longer luxuriate in the sentimentality of many movies and of much fiction; but, in the end, he counts his loss as gain.

How does Mr. Biaggini effect this shaking up? Very practically: at the begiiming of each chapter he sets before the pupil two pieces of writing. One is worthless, the other intelligent and sincere (although not necessarily a literary masterpiece). He asks the pupil to come to his own conclusions concerning the merits of the passages, before reading the evaluation that follows. This evaluation emphasizes criteria of judgment that are valid for all writing and experience, in terms of the passages under discussion. The argument, it might seem, is settled. In actual teaching practice, it is anything but settled, and the teacher who can drag from some honest souls in his class their individual reasons for still preferring the ipurious to the genuine has learned a great deal.

The next step must be made by the pupil: he now tries to assess for himself, in venting, the merits of a piece of writing, of unknown authorship, drawn froih any walk of life. Mr. Biaggini

dosej".every chapter with a number of such "Supplementary Exercises," but the teacher will probably prefer to find his own,, since by so doing he can follow up interesting leads provided by previous discoveries of the reactions of his pupils, aiid can also be guided by the level of maturity and competence of his class. Probably the most rewarding practice is to have the pupils evaluate two passages, with some parallels in theme or attitude. One of these will be "good" in Mr. Biaggini's sense: i.e., it will reflect sincerity of feeling and truth to experience. The other will be "bad" in that it lacks

MUSIC The Rhythm Hour By Dorothy Charman and Dorothy Rumble in collaboration with Reginald Qodden. Rhythmic play for Grades I and II. Here are songs based on nursery rhymes, music and complete directions for simple dances and rhythmic games v/hich children enjoy, "Merits widespread use among junior-grade teachers." —Canadian School Journal. 75 cents.

The Singing Hour Edited by Benson Collier with piano accompaniments by E d mund Hardy. Here are over 80 delightful Songs for Grades I and II with full piano accompaniment. Children's hymns and songs for the season and various festive occasions through the year have been given special attention. 5:1.25.

The Listening Hour By Violet Hendry., Music appreciation for Grades IV, V and VI. You will find two features of this book tremendously valuable : the wealth ot illustrations and the variety of teaching materials. "To open this book for the first time gives the reader . . . a distinct thrill." — Special Class Teacher. 50 cents.

T H E R Y E R S O N PRESS T O R O N T O

THE B. C. TEACHER

these qualities and, usually, attempts to disguise the fact by glib fluency of expression. , ^. K

The writing of these evaluations by the pupils obviously demands, in addition to

the attempt to discriminate critically, tlie exercise of increasing competence m written expression: Composition, in tact. And nothing is dearer than that tins composition will have motivation.

Resolution On Anti-Semitism Resolution Adopted at tlte 6fh Annual (^f^fj^l^.gl;^^^^^^^^

Federation of Labor condemning Racial and Rehgious Bigotry and Discrimination against Minorities

WH E R E A S , recent developments indicate the presence in this country

of a considerable amount of racial tension, religious bigotry and anti-Semitism, setting Protestant against Catholic, Christian against Jew, white against colored, native Americans against foreign born citizens, and

Wliereas, Anti-Semitism as used by Hitler and Axis inspired elements to sow dissension and mistrust in their effort to destroy the national unity so necessary to our successful conduct of this war and the conclusion of a firm and just peace, and

Whereas, racial and religious discord plays into the hands of the enemies of organized labor who are trying to, bring about the repeal or emasculation of the liberal social legislation added to our statute books and to tear down the American standard of living, and

Whereas, the same labor baiting forces will find group prejudice directed against Catholic, Negroes, Jews and other minorities an even more effective weapon to use in attempts to smash the unions in the post-war period, and

Whereas, the American p'ideration of Labor, offering by its very existence living proof of the gr«at good that comes of various groups working together toward one common goal, has always . contended that discrimination against minorities is inconsistent with the principles of democracy, which is'the comer-stone of a free labor movement, therefore

. be it , Resolved, that the 64th annual conven

tion of the American 'Federation of '•Labor, held;in the city of New Orleans,

. November, 1944, issue a wamingto the American people against the danger of allowing 'tli'e wave of radalism to rise in this country, and against the evil of, discriminating a jpinst minorities, no matter who'Practices the discrimination and against v/hat group it is:directed, and he it further" ' •

Resolved, that the unions affiliated with the A . F . of L . bo part'cularly cautioned to be on guard in their readjustment to post-war conditions, lest they fall victim to the disruptive attempts o'f the union-wreckers whose interests bigotry serves, and be it further

Resolved, that this convention demand thc immediate abolition of the poll tax and the establishment, by act of Congress, of a permanent Fair Employment Practices Commission, authorized to eliminate discrimination because of race, color, religion or national origin, in private industry as well as in government work, and be it further

Resolved, that the unions affiliated with the American Federation of Labor be urged to wage an unrelenting struggle against thc groups responsible for the spreading of the poison of anti-Catholicism, anti-Prote.^tantisni, anti-Semitism, anti-Negroism and other forms of racial prejudice, and that the Executive Council give all possible support to the international and local unions in the undertaking and carrying out of an educational program cdculated to promote tolerance, understanding, and amity among the various groups comprising the family of American organized labor.

IT is announced that thc Minister will make an order under Section 89 of the

Election Act of 1944 providing that the remuneration paid by local authorities to their tea-~hers shall be in accordance with the agreed recommendations of both the Burnham (Main) Committee and tlie Committee dealing with the salaries of teachers in technical institution.'? and colleges.—Excerpt from The Schoolmaster and Woman Teacher's Chronicle.

ALI^ social problems will end when mail's conception of justice is no

longer warped by self-interest.


Re Professione Nostra By S, MURARO, Past President, Kimberley Teacliers' Associalion

\0 we as teachers belong to a profession? How does our profession

measure up to the legal, mediccl, or engineering professions? You will agree, 1 am sure, that our profession such as it is does not enjoy the same degree of popular respect and prestige as those just named. What are the reasons for the lack of status of the teaching profession as compared to the other well known prof ession.? ?

One of the main reasons for this state of affairs is that teaching is, for the majority of those entering it, a stop-gap profession. ' The reasons therefore are quite obvious and need not be elaborated upon here. The solution lies In more adequate and more equitably paid salaries, commensurate with those in other professions. But how are we going to achieve thsm?

First and Foremost: A better system of teacher training, comprising four years after University Entrance, hence a sounder and more permanent course making for superior general qualifications.

Ser^ndly: A good, strong and progressive organization, "All for one and one for all", in which the members feel a pride and honour of membership. This would, I believe, lead not only to a more select group of teachers but to a more discriminating group, not so likely to bid" against one another in seeking positions ; This in turn would force better salaries! and incidentally a higher degree of professional • prestige and respect from the public in general.

Let us dwell a little more fully on the importance of a strong, progressive, professional organization, the agency which ensures, to a large degree, the respect which the profession commands. It is an accepted understanding in tl'.e other professions that'before a professional man can practice he must be admitted as a member in good standing of the official organization. These organizations or associations are very exclusive, comp,ict, and therefore very, effective bodies, exercising a measure of control over their members that v;ould be undreamed of and, possibly in the opinion of some, even harmful in the teaching profession,

i • We, the teachers of British G)lumbia, have one of' the best teacher organizations in Canada and possibly one of the

best on the continent on the basis of v hat it offers and what it costs to be a member. Things that we have had for a long time v/e are inclined to take for granted. Thus it is with our British Columbia Teachers' Federation. Suffice it to say that if by some chance it were dissolved W 6 as teachers would be a pretty sorry group of pedagogues. Well, how are we going to achieve 100 per cent membership?

Most of the western Canadian provinces have automatic membership. In British Columbia this type of organization is not generally accepted as the solution to our problems, nor is the idea of forcing membership by legislative action ?iven total support; and it is true that both have grave weaknesses. We all know the "pros" and "cons" of the systems just mentioned. The other professions do not have to force membership. Their members want to belong, and feel it an honour and an achievement to be one of the assodation standing for thdr

, chosen profession. But, of course, again 'we must bear in mind that people do not become lawyers, doctors or engineers just for a year or two, until they can , attain connubial bliss and live happily/ ever after. / /

One of the biggest obstacles to 100 pi'r cent membership in our profession is'the failure of a large percentage of "t]hxi-sient" personnel to realize the nee'J for their support of their own professional organization, in this case the-vBritish Columbia "Teachers' .Federation,; It is generally the opinion of the//members that there are few, if any, breaches of professional ethics worse tlvm to alloTiT your colleagues to struggh for better teaching conditions, often/Jhder difficulties' and gTeat odds, without even giving them the financial—let alone the active— support which is so necjssary to the Hfe of the organization, j'/

As the situation /now stands, both members as well as /ion-members receive benefits as a result r'.f: (1) the past work of the B. C. T . F. r/(2) the work which the B. C. T . F . is^obntinually carrying on, such as salary/schedule negotiations, board of refercrjce cases, unjust dismissal and tenure cassis, etc"

A few no,'i'-members can do a great deal of ha'.'m to the Federation and

THE B. C. TEACHER

therefore to their colleagues and them- I. Salary indemnity $1.50 selves, although they may not be aware -'. Magazine 1.00 of it. How? 3. O. T . Federation 32

(1) They constitute the thin edge of i - Affihation T . L . C 32 the wedge of disintegration of the or- Jra^'er ConvcnUon 50 ganization ^- Benefit Fund 10

(2) Lack of interest i.. contagious and 7. Federation operating cost 376

prevents other potential members from Total ' 7 50 joining.

T i , « „ ot-rt. «),» ••i,^,,™^,-,^^' q™,. Compared with the fees paid by mem-r , t i -L^SXw wh;-wrrfl i ^ a r W ^crs of labour unions, running to $2.00 ^bl o L n b t ^ n n ' vvî n^c./^^,.H mo ^"^ $3.00 monthly. Or between $24.00 and riê organization with accelerated mo- 53^00 ^^^3 j^^-t

w' - ,,-AA- • u high, or do they? "=£llw '[Mnn, ; .Xli™' . =1 I" conclusion, we would like you to scabbing", IS encoufaged through adop- ; conscience honestly. :Xc°nrV,^hTrMfrchô? Have you been fair to your own col-

tudes or other selfish motives. 1 ^ ^ ^ incidentally to yourselves? (5) Some school boards use dissenting Can you say, "I am professionally

teachers for their own selfish ends, thus minded " undermining thegood built up by year, ^he teaching profession has come a of abour by the.r colleagues ^^^^

What are the reasons tor the non- prestige was perhaps deservedly low. support by some teachers of their own Today we definitely deserve an infinitely professional organization? Most of the higher degree of prestige than that with non-members have no well-founded argu- which we are credited. Do you want it? t lents for their non-support. You'll need it, perhaps sooner than you

"V/hat has the B. C. T . F . done for expect. Organize and survive! We need me?" is one of the questions asked by your support and you need ours, some non-members. I do not intend to = enumerate the benefits here because any N O T E Be KantalB ana EEohanjeg: interested teacher does not have ,0 think Ji^^î^Z'^^n^^r^^^r^â'"''"' very long before answenng his or her own qustioning. Furthermore, pamphlets TfXXa S E N T — J u l y and August, Dunbar on'lininp all thp benefit"! bave alreadv ho;tie, 6 rooms completely furnished. ou.nnmg a" me oenems iia\e aireaoy .,5 . ^ j, j^ô^^ 34oe •w%tt aetli been distributed amongst all teachers. Ave. , Vancouver, or pbona B A . 3Se4-£.

A second reason given is that the fees ~ ~ " " 7~~I are too high. As a matter o f fact the ^tS^^'^îtLr^^f^t" X^t^ll^ fees for the average teacher are ndicu- Campcraft, Woodlorc, Riding or Flsh-lously low. The average fee for member- ing, for Private Boys' Camp In Cariboo ship in the B. C. T F is $7.50, and this ?o'«^^J{iho^SL\ -/n'f y^.âViWcl: IS a low average. Let us assume that it soa Wer t HaetlnwB street, Vanconver, is $10.00. This means a sum of $1.00 per a . P . ; Order K o . P4Sie-5. month for ten months, or about Sc per S B M T - J u l y and AuRust, 3-room teaching day. In many cases it does not nicely furnished suite, near the Unl-amount to that much. Can vou not afford versity bus, one or two women only. Sc per day or less to help-fiold the sum ^:l%^.^*î:^*J^%%^2i^^'t^'-total of the benefits for which you are . I ~ eligible, and at the same time help your- E X O H A H O E — i n s p e c t o r A . S . KatheBon self and vmir rnllpatnifx: tn inrrrasp tbcci. Of Xelowna Wishes to exchanffe resl-seit ana your coueapcs to increase tnese ^cnce with someone living in Victoria,

; benefits and raise the status of teachers July 2 to August 6. Write If interested, ingeneral?^ W A U T B D T O S T T B - M T — Furnished

Another favourite question is: Where suite for the months of July and does all our money go?" Do you read August. Write. E v a . SXcOormlok, B o s your B.C. Teacher? See the November 341. Kelowna. a . O . issue. In i t is a full financial^ statement W A K T B S T O S Z O a A K O - E — A house in showing where .and how the money is ,J,Z'!To''.e\°Jt?:e\Vir^^^^

• L • J- - J ,r r * , rn Soott, BOX 436, Penticton, B . O , Here is how an individual fee of $7.50

is broken down. A teacher earning a P O B B B K T — S i x weeks July to August, salary of $1400 per annum would pay ten%TMni% -"f f Sk'TlJ yr ilS: this amount: EuQu^re Box a:, " B . O.Teaoliet",

APRIL, ms Page 271

Home Workshop Trends By S . F . KAEGIS

AS the result of extensive wartime workshop training among Ur.iied

States and Canadian people of all rges and of both sexes, it has been prediUed that over 60 per cent of all new homes in both countries after the war -will include more or less modem home workshops. Architects in Canada and tlte United States are giving close attention to this phase of home-building, and great strides have been made in the development of lighter, safer and more efficient home and school shop tools and equipment

Not only have millions of adults learned to use tools and machinery in war jobs but studies in metal and wood-worlanp, including plastics in our secondary schools, have started many a young boy and girl in the direction of workshop activities for both pleasure and profit. Many educators believe that this widespread interest in crafts and skills will be of great help and of direct benefit to instructors in our schools whose responsibility it is to inculcate an interest in the subject among pupils and students, and to teach the youth in our schools how to safely and skilfully use equipment.

As one eminent expert, John J . Metz, stated recently in a talk with this writer: "Shop teachers engaged in industrial arts and vocational education have always realized.the professional values inherent in ihe home workshop. Many have done outsb\nding jobs in getting their students intere'.ted in equipping shops of their own, .'md some teachers have been of real sen.-ice in helping boys acquire workmanlike equipment and shop layouts. Many school shop teachers, too, have helped to spread the home workshop idea to a real success.

"There are, of course, many benefits which .the student may derive from his work in his own shop at home. For instance, he develops more tool skills, initiative, better habits of application, and

,-more interest in the work projects he undartakes at school. He also learns thus to work in the shop and to stay off the street."

What may the Canadian teacher do to encourage the installation of home workshops as a mean of promoting useful and cultural skills for pleasure and for profit?

The instructor has an obligation tu; (a) Give all possible encouragement to

boy and parents. (b) Make practical suggestions as to

the home workshop layout. (c) Help the student select the tools

and machinery best adapted to his needs and idea.

(d) Do everything possible to tie in • school shop projects with home work.

Every instructor appreciates tlie advantage of getting new scbcxil shop students who already have the "feel" of metal and woodworking tools, and of workshop machinery; also, to have boys who already know the importance of working safely and of throwing safeguards around the work.

It is of first importance to have the proper use of space and equipment arrangement in order to assure safety.* Usually the boy's family is limited as to money and space, and it may be said here that the teacher will find it to the advaiit:ige of everyone to start in a small way and gradually expand the facilities of the home workshop as needed. In this way, the instructor can benefit most in tying in school shop work with work in the home workshop.

Mr. L . H . Dennis, Executive Secretary, American Vocational .'Association Inc., said recently:

"At the Century of Progress Exposition in Chicago a few years ago several new types of modem homes were featured. The purposes of these exhibits were to show how the modem home should 'jc organized and arranged, %nd what it should include. In the basement of on;, jf these homes was a home workshop.' .'/I personally took pains to observe the interest aroused in this feature. It was very evident that the American people, especially men and boys, are very much interested in the possibility of having a home workshop equipped for necessary small repair work around the house, yard and garden, and for the purpose of carrying out workshop hobbies. These home workshops will add considerable zest and interest to the work in the public schools, and in our vocational training shops."

*How To Plan a • Hoine Workshop; Deltacraft Publications Inc., Milwaukee, Wisconsin.

THE B. C. TEACHER

In The Good Old Days Editorial from The Comox District Free Press

WH E N the British Coluinbia government's education cost survey is

completed and an equitable mode of taxation for school purposes has been evolved, perhaps the commissioners could spare a day or so of delibention in an attempt to solve another vital school problem—one which, wi; believe, has bothered and worried parents more than the amount of school taxes they have been paying. How about a survey to discover a report that will tell parents how their children are getting along in school?

The present report cards are unintelligible to most people. Instead of stating

i that little Johnny had an exam in historj' and made so many marks out of 100, the modem report will say that in social studies he got a "tick" (or it might be an N or an S). After a considerable

• amount of research the discerning parent will discover that, according to a table of accomplishment set forth in another section of the report, "tick" indicates that Johmiy didn't do so well in history. This may prove somewhat baffling to the parent and to Johnny who can produce an exam paper to show that he got 84 out of 100 in that particular subject. Ah, but that isn't what counts. Dig a little deeper into the rules and regulations and you will find that it is not what Johnny gets, but what the rest of the class gets that determines Johnny's standing. Quite a few of them; got more than 84 so Johnny goes diiwn into the bottom half of the class. I i

Finally by comparing the number of N's, S's, Tick^i and a few C s and D's and E's that crop up here and there, with the symbols marked on previous reports, you assume that because he has more Ticks and less N's that Johnny has shown some progress. However, you are startled to find at the end of the report that his rank is E which indicates, that, despite his seeming improvement in individual subjects, Johnny has progressed backwards for he has been given N for general attitude to work which puts him in danger of not being promoted (according to the attached table).

Undoubtedly this simple system will prove just so much "duck soup to the enlightened minds of the'commissioners but if they decide to recommend a

change, we've got a suggestion to make. Why not just go back to the old system that was in vogue when we went to school? In those days we wrote our exams against a .perfect mark of 100 and not against a class average. When the exams were finished they added up all the marks and divided by the number of subjects to determine our average. If that figure was 74 and there were only three lads ahead of us we ranked fourth and got four bits from the old man. If our average was only 44 and there were no kids behind us we ranked last and got our backsides tanned. But by the Lord Harry, first or last, we at least knew where we stood and so did our parents.

The aim of present day educationalists seems to be the entire elimination of the competitive factor from our schools. Perhaps we are behind the times and fail to realize the physiological merits of such a system. In that case our only claim for support is a meagre experience in a world of business that is built on competition with the other fellow. In that hard school we have found that a keen competitive spirit is a man's greatest asset. Take that instinct away from him, by training or otherwise, and even tlie most lofty of theorists would stand a pretty slim chance of guiding him to success.

(Continued from page 258) To the raffle we added "Auction Sale

of Toys and Furniture made by Silver Sands pupils" and a Tea. The raffle brought - - - - $47.00 The toys, etc, - - - . 24.00 The Tea - - - - - 6.00

Total $77.00 Paid out for Christmas gifts 46.00

Remainder - . . - -$31.00 On school radio. T o tliis the O.T. added $9.00, and we now have a second-hand but quite a good school radio.

T H O U G H T S O N E D U b " \ B O V E all thing^rl hope t. ca--Txtion of the common people will be

attended to; coijvinced that in their good sense we may rely with the most security for the preservation of a due degree of liberty."—^JEFFERSON (writing to Madison from Paris,' quoted by Padover, Jefferson, p. 160, Cape, 1924).

APRIL, 1945 3

Experiments In Creative Indian Education In British Columbia

By ANTHONY WALSH

Who came from Ireland to discover and develop the native ctdture of British Columbia's Indians. Before joining the Canadian Army,

Mr. Walsh taught in the Indian schQol near Osoyoos

TH E Inkameep Indian Reserve lies in a sheltered valley, enveloped by

high hills, which cut it ofT from the bustling life of the Southern Okanagan Valley. Here live tlie Osoyoos band of the Okanagan Indians with their herds of white-faced cattle and bands of horses, rodeos, fishing and hunting. On the surface they may appear happy, but underneath is confusion and bewilderment, for they are the aemnants of a people caught between two rival cultures; hedged around by a complex civilization and looked down upon by the majority of their white neighbors who think of them as a backward and decadent people.

Ten J'ears ago, when! went to teach the handful of diildren on this Reserve, I quickly sensed a general feeling of hopelessness among the people. I pondered long on the procedure necessary to try to bring back a pride of race. I commenced by studying their background and discovered that the men were hunters and fishermen, while the women dried deer meat and fish, gathered berries and made clothing from hides. In spite of the constant movement in seardi of

' food, they found time to decorate their utensils, baskets and clothing. The designs used were both colorful and well-executed. Here, then, was a foundation on which to build; Much patience and persuasion was needed before the chil-

• dren attempted to use their own designs in their art work. For they tiiought them of little value. Once they realized their beauty thdr sketch books became full of the designs they hnd seen painted on the rocks and baskets.

The next step was the planning of murals depicting hunting, fishing, travel and battle scenes of olden days. Preliminary sketchp.s were made on blackboards, then transferred to rolls of building-paper. They became so absorbed

: regret when-: the bell' rang • •.waffling thehi that the'school 'day had •eiided.

When the murals were hung on tlie walls the youngsters dustered around, chattering gayly like a flock of magpies. Even the old pec:?!e came to see them, furnishing advice and criticism. Seeing the interest the children were taking in their history, the grandparents started to tell them the legends they had heard whe.n they were little.

Sometimes in the still evenings I would stop work and listen to the haunting songs of the Indian cowboj'S, as they drove the cattle from the high pastures to the meadow lands. On getting to know these men, I told them of my interest and asked them to sing, but they were much too self-conscious to do that. For two years or more I coaxed the children, but with scant success. For tliey were afraid I would laugh at them because thdr songs were so different from tliose of the white man.

A friend came to the rescue by sending me a large, colorful picture, for which anj' cliild would have stood on its head, to be the owner. I offered it as a prize for the one who would be able to sing three songs by an appointed day. One sensitive youngster could hardly take her eyes off it and determined that it would be hers. She wheedled her grandmother to sing and when the old lady got tired,' made her whistle the airs._ She learned four songs and won the prize. With such a start it was riot long before we had gathered 30 songs. One of the mothers fiien made a drum which was used to accompany the songs, while the men made whistles from red \villow shoots. From then on, no coaxing was needed; the problem was to get them to refrain from singing on every possible occasion. Some of these songs have been sung over the radio, while others have been recorded by the CBC.

Just as we • were getting under way with the songs. Major Bullock Webster, director of Community; Drama, for British Columbia, suggested that' we carry o.it experiments-in Indian-.drama. At firsf-this did not seem'Tpossible as the

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children were so young. Then I thought about the legends which the children were beginning t o tell me. They were usually about bird and animal people who acted and spoke like human beings. One could not help but notice the mimicry of the children when telling these tales. I also thought of the many times the old Chief, George Baptiste, had held me spellbound by his eloquence, highly dramatized by the sweeping gestures o f his long, flexible fingers. I was able to get Isabel Christie and Elizabeth Renyi, two white girls from the Oliver district, to write two short plays. When these were read to the children they were so entranced that before I realized it rehearsals were under way.

An empty garage was turned into a studio, which became a scene of great activity, as the children started making paper mache masks for the bird and animal characters. The parents, enthused hi' the children, spent many busy days preparing hides frr the costumes. When thess were completed, hours of work was devoted to the beading and silking of nativi designs on the soft doeskins.

' ' One of the most interesting features oi our researcli work was the study of the Indian sign language. This ivas commonly used by tribes of different linguist groups before the coming o f the white man. Our tisual method was to study pamphlets from the museums; then tlie children would make sketches on the blackboards. One day, while they were carrying out this work, 1 chanced to look up from my table and noticed one child going through the movements of a deer in motion. Instantly a thought flashed through my mind, "There's the makings of a dance." I sat quite still and in a short time all tlie children were going through the same movements. At the dose of the period, I told them about my idea of a dance. It captured tlieir imaginations and before the week was up they had worked out a series of movements of two birds and two animals. The soaring eagle and the cawing crow, the clumsy bear and the graceful deer. The next step was timing the beats of the drum, sometimes slow and heavy, at other tin:;s;dight and fast. The youngsters, comiiig to and from school, com-nieiiced stucying other wild birds and animals; the wind playing among tlie leaves and the butterflies flitting from flower to flower in search of honey. They delighted in copying the groundhog scurrying for shelter, stopping occasionally and sitting on its haunches and emitting little frightened squeaks.

They chose their own drummers and a tinietabie had to be prepared, because of the scramble that took place during tbe noon hour as to who should have the drum.

With the first phase of the experiments almost complete we decided to hold an Indian concert. Every available spare moment was given over to reliearsals. 1 was successful in getting experts in art, drama, music and dance to attend and pass judgment on the performance. Tiic concert took place on a cool evening y-ith a cloudless blue sky overhead. For tlic backdrop ther; were a few pine trees and gray, rocky hills. The whole affair passed off without a hitch. The thing that impressed me the most was not the sincerit>' of the yoimg actors in full costume and masks, the haunting melodies of the songs, the graceful movements of the dancers, the amazed plaudits of the white audience and the heartening remarks of the experts, but a new light that appeared in the eyes of the parents and the old people. For they had witnessed something that brought back memories of distant days, when they had been free, when they had held their heads high and were ashamed of no one. The white audience, by their appreciation, had made some slight token for all the heartbreak that had been caused by their forefathers.

This small experiment in Canadian democracy was accomplished without the aid of up-to-date laboratories, stage lighting and equipment What was attempted could be duplicated in any commtmity within the province, providing the children were encouraged and there was a genume feeling of interest and toleration on the part of the whole community.

If similar projects could be carried out among our minority groups, we would be repaid a hundredfold in the field of art, music, _ drama and dance. British Columbia could then be justly proud of" the contribution it would offer to Canadian culture.—From C. C. F. News.

T H O U G H T S O N E D U C A T I O N "T E T the student or the teacher fix his •Li mind on the ultimate before he

gives himself to the immediate. Let him fix his destination before he starts on his journey. . . .Only then may we hope to dispel the confusion which exists ui education; confusion between • activity and achievement between reciting and learning, between motion and direction." —PRESIDENT WOOD, Stephen's College, Columhia, Missouri.


On The Purpose of Education By C A P T . A . S i ' R i C E , R. R. z. New Westmhister

•RyTANY thoughtful persons, inside and •" •"-outside of the teaching profession, are citically survejing our scliool system, . t local meetings, in the press and at conventions numerous suggestions are ofiered of how to improve the same, but these suggestions—^ vitll rare exceptions— deal with some technicality of mostly how to impart knowledge. Rarely are they interested in the fundamental purpose of education.

At present all our so-called educational institutions aim only to train the student to function as a useful_ cog in the economic and political machinery as set up by a minority ruling class, wWch raaclrtnerj-' is designed only to serve for the enrichment and for the stabilization of that class.

The purpose of genuine education should be to develop to the utmost the reasoning capabilities of the individual. It should arouse his inquisitiveness, give him the right answers to his inquiries and help him to find the road to truth by his own efforts. It should help him to acquire an miderstanding of nature. By harmonizing vrith it instead of contra-

. dieting it he will be rewarded with genxiine happiness. Such education ought to develop all the talents of the student in order that he may be useful to society as vrell as to himself; but on no account should education be prostituted to serve as an instrument in the hands of a minority as at prssent.

Our school system of today is not educating. That is not its real intent. It is little more than a training ground to fit the individual to perform in certain specified, well-grooved ways much as an animal in a circus is taught to perform. What reasoning al ilities survive and manifest themselves do so iu spite of rather tlian by tlie help of our schools which distinctly do, not exist to develop an analytical type oi mind in the students. Had we a truly; educated people, the whole crazy economic and political structure of today, built up and forced upon the people by its exploiters, could easily

, be changed witliout brutality and bloodshed.

.< The basis of education is.to inculcate into the mind" of the student the necessity

ot always searching for causes and consequences. It does not consist in stuffing into the skulls of the students an endless number of disconnected facts which seldom scire any useful purpose later in life—such as the exact length of rivers, the heights of some mountains or the number of slain in a battle.

Teachers and students alike are today tlie victims of the tj-ranny of an obsolete school system. Teaching, to be truly educatioml, needs teachers with an exalted idea of their mission. Teachers today, with rare and honorable exceptions, are archaic in their views, reaction-ar>' in their deeds, indifferent or even hostile to progress, are afraid to lose their precarious and ill-paid jobs, and are too often totally lacking in an understanding and appreciation of the high value of their services and the great potentialities of these to society.

Out from the doors of the schoolhouses flow in an endless stream the units of the new society. But its intellectual !evel can be no higher than the level of its source. In their most plastic years the children of the nation—its greatest asset —are entrusted to'the teachers who are left to mould the character, to impart knowledge and to develop the intellects of these new hopes.

Yet compare the material rewards and the social status granted to bankers, lawyers and priests with those, grudgingly, given to tlie teachers.

Out of the teaching profession itself ought to arise a champion to present forcefully and courageously, to the world and to the teachers themselves, their case and who will also assert witliout equivocation that the only true aim of education must be to serve society. - The term "Democracj'" is bandied about with increased frequencj', with misuse and misunderstanding—the fact is tliat we have no genuine Democracy if we accept the definition that it is the Rule of the people by the people for the people. We may have it some day when, through a differently purpo,5ed education, we shall have an intelligent electorate whose discerning faculties have been greatly improved. Truly then, Democracy will and must come through the door of the little red School -.House.

I?

THE B. C. TEACHER

I Got My Money Back! By G. H. C.

THIS year two little ventures begun four J'ears ago brought me such

luck that I felt I had better let my fellow teachers into t!ie great secret of how to raise 'undreds and 'tmdreds of dollars in August!

The luck began \vith my wife having to have a very serious operation that month. Like most bits of luck(!), tiiis came out of a blue slcy. All around la>' the_ summer bills of trustful creditors, which were being tactfully nursed till blessed September. And then— the doctor's fiat—^to hospital, a difficult and costly operation, and the bills for operation and four weeks of hospital or a nice ftmeral.

Now four years ago I had been among the pioneers of the Credit Union movement and, like not a few of them, I thought that the nice little co-operative thrift and loan societies we were building would benefit others, but never mjrsdf. I belonged to one, true enough, and had a few dollars in it, but, of course, I would never need to borrow in a hurry. But now I found that I needed $100 cash veiy promptly for fares and down payments on one wife, bed and board, for a problematic fotu: weeks. So I turned to ray Credit Union, and within a week 1

. had by mail a nice little $100 cheque, which I would be able to pay back in a year-at a cost of little over $5 for the invaluable loan.

That loan came without fuss or frills; all I did was to make out a simple application form, saying why I needed the money. I did not have to give a security in chattels, only to mention two fellow members who in this case did not have to act as co-signers (that is at the discretion of the Loan Committee, of

• course). Credit Union' loans are made to members on character, not security; you are known to j'Our fdlow members and that is the cliief thing. Further, only the Loan Committee and Treasurer know you get the loan, -which is a comfy feeling.

•So it was all very nice and quiet and quick and pa^ble. And, best of all, the profits •will come to myself and my fellow members.

That took care of immediate expenses , arid'hospitalizatipn;; tliere' remained • oper

ation fees; and these were heavy as-all such are—enough to haye.made me;bank-

• rupt for years to come. But four years

ago I had joined ont of those "silly medical sciiemes" which not a few of my fellow teachers sneer at in public and private. I had been paj'ing into it at the rate of say four "shows" and four ball games a month, to give mj' wife and self medical care if and when needed; we had had a few trifles on it, such as colds, but on the whole it had not seemed to "pay". But like fools we were still in it —and now, to our delight, it actually paid the huge operation bill (at least, we presume it was huge, for it left quite a gap in the lady—we never even saw the biU).

Which brings me round to the remark of the fellow teacher who said, Avhen I joined the scheme, "i am not ^oing in

.with the scheme—I'm never side." I don't know if she ever was, of course, but I can think of quite a lot of possibilities now, even for that healthy lass. My wife is tough, too! As for those who wouldn't join the Credit Union on the grounds that they never needed it, I have seen a few who since have needed sudden hundreds for hospitalization, dentistrj', tmexpeaed journeys, opportunities for special education, car repairs, and economical purchases in bulk. It has cost them quite a lot to do wthout a Credit Union, by and large.

I like to think, too, that in the four years that I did not actually need my Credit Union, nor need much my medical scheme, my money going into botli was malting possible for others ihe very services which at last I came to need myself.

RIGHT AND WRONG TIM, struggling -with his homework: J "I do wish j'ou'd help me with this sum, dad."

Father: "I can't, son. It wouldn't be rjghL"

Jim: 'I don't suppose it would, but you might have a try."

D . G E S T E T N E R ( C A N A D A ) L T D .

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This year's crop of students will welcome this helpful booklet with its friendly explanations that clear up so many uncertainties and worries, and its list of do's and don'ts.

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* : / if

Lesson-Aids Committee All correspondauc in connection with Le^-^oM 'hoMbcM^^^^^ to

the Hon. Secretary-Treasurer, M K H A R R Y B O L T W O O D ,

uS6 West Second Avenue, Vancouver, B . L . (3) Other units have been promised,

but are not yet in hand. A P O L O G I E S

WE , in common with our readers, looked in vain for our usual page

in tlie pre-convention number of tlie magazine. We had sent in a lengthy column of information regarding new units, the convention, etc., but unfortunately our notes were mislaid at the office, and were found only after the magazine had gone to press. The office stafi hereby tender their sincere apologies. N K W P R I C E L I S T S

The nev/ 194S Price List is G R E E N in colour, and cancels all previous lists. A few out-of-date units have been deleted, and new units will be found in their place. A copy of the new list will be mailed post-free to any teacher requesting one (a postcard will do). N E W UNtrs '

We have experienced considerable difficulty in getting our new units prepared and printed this year, so that we had none of them ready in time for the convention. As the new units arrive we shall list them on this page, and also attach particulars to any Price List we send out

The following new units are ready now: No. 47—Grade 8—The Industrial Revo

lution. 10 cents. Teachers will find this a very useful addition to. the unit as set out in Dr. King's Hilary of Britain. It gives, in an attractive form, the results of a research project . carried out by two Grade 8 classes in a Vancouver school. It also gives a long list of activities which can bo carried out in connection with the unit

Nd. 48—Grade 6—March History Test. 3 cents.

No. 49 — Grade 8 — December Social Studies Test. 4 cents.

Among other new units in course of preparation are:

(1) A n exceptionally well-illustrated unit dealing with various forms of Transportation. Although primarily intended for Grade 6, this will be found extremely useful by Primary and Junior Grade teachers. Watch next month's magazine for further particulars.

(2) A unit describing the formation of an Historical Time Line as a composite class project. This deals with the Grade 8 course in Social Studies, but the same method may be used for any grade.

H E L P W A N T E B

We appeal to teachers to help us in providing the fcillowing units, for which we have verj- urgent requests.

(1) A set 01 reasonable-difficulty tests in Mathematics for each grade (3—8) for October, Januarj-, March, and June testing. Wc have , access to manj' tests which have been set by city teachers, but these do not quite fill the need. We should like to have offers fron some rural teachers, who would prepare tests suitable for rural classes. We should like the tests to contain about 20 examples covering the year's work to date, with some reviev; examples, and ranging from fairly easy to fairly difficult. Above all, we want tlie tests to be such that the average child will be able to get a good average result. Trick questions, which appear in so many published tests and text-books, are not desired. Now, will some of j-ou please help?

(2) A unit on Lumbering for Grade 4. There must be someone who has alreadj' prepared such a unit. We can get a Vancouver tacher to add a section on the Vancouver lumber yards, but we should like to have authentic information from some teacher living near a lumber camp.

_ (3) A unit covering House Construction for Grade 6. In view or rehabilitation projects, this course is becoming , increasingly important. V:

(4) Music units for Gra&.'.s 3-t.6. There is no difficulty about'thiJ subject in city schools, but there is si real need for help in the rural schools.

G R E E T I N G S

We extend a heirty welcome to the new magazine — Rural School — issued by the Departmiait of Education to rural schools. We know of no other magazine which is of such practical value to schools, whether rural or urban, and wish that everj' school could have a copy of each issue. We were privileged to write an account of the work of the Lesson-.^ids Committee in the February issue, which has already brought in many en-(luiries for copies of our new Price List and Order Form.

F O R A L L Y O U R G R A D E S (from one to eight) .

U S E "LESSON-AIDS"

On Ordering Library Books ^ E A R Rural School Teacher:

First, even though you do not ask for help in selecting your books, I sho\ild like to bring to your attention again an inexpensive and very useful aid: the Basic List for Vancouver Elementary Schools, Grades 3 to 8, (.36c), together with the Primary Basic List (10c), which may be obtained from the Schools Department of the Vancouver Public Library. These lists give a selection of books for first purchase.

In answer to question (1) : Rural schools may purchase thei; books through the Text Book Branch of the Department of Education, Victoiia, B. C. In the case of the usual miscellaneous order of books published by different firms, it is d;stinctly advantageous to order through such a coordinating agency. As for local purchasing, outside of large centres, a local dealer usually cannot supply the service or discount that warrants the placing of orders with him.

Discounts from the net price are generally around 20 per cent. Shipping costs are paid by the buyer, parcel post and express running from 10c to 15c per volume, depending on the size of the order. In the case of American prices, add to the discount price 11 per cent exchange and a war tax of 10 per cent on this discount price computed in Canadian money.

Warning should be taken regarding sets and single volumes that are sold by subscription agents. Many of these books are not adapted to school library use. Before purchasing books sold by subscription, schools should consult, through the nearest re^onal library or public librarj-, the Subscription Books Bulletin, published by the American Library Association, which describes and evaluates reference sets and other volumes sold by agents.

Owing to present difficulties within the publishing business, delivery of books is very slow; in most cases schools should allow a minimum of two months for delivery.

1.1 answer to question (2) : A sufficiently large order ot books by a single publisher might be ordered direct from the publisher. In this case, books by an American publisher should, where possible, be ordered through the Canadian agent; a list ot American publishers with their Canadian agents may be obtained from Bookseller and Stationer Magazine, Toronto.

Again note that in the case of books ordered direct from the United States, the purchaser pays discount price plus 11 per cent exchange on this price as well as a war tax of 10 per cent on this discount price computed in Canadian money. There is no customs duty on books purchased for school library use.

S U G G E S T E D O R D E R F O R M 1. Give the following information about each book:

(a) Author's surname. (6) Title. (c) Copyright date (if known). (d) Edition (if necessary for identification). (e) Publishers name in brief form. (/)• Publisher's price (if known).

2. Arrange items in groups by publisher, alphabetically, and under each publisher alphabetically by author.

3. Allow wide margins and space between items for checking. 4. Keep a duplicate of order for checking with invoice.

•Name of School Address Date

Purchasing Agent;s Name Address Gentlemen:

Please order for us the following books: No. of

Publisher. copies Author Title (and edition Copyright Price if more if necessary) than one

Yours very truly, (Signoiure).

Vase 280 THE B. C. TEACHER

"Either a Borrower or a Lender Be" —SH A K E S P E A R E {Modernized)

A STORY:

A stranger in town walked into a bank manager's ofiice. "Well", said the manager, "what can I do for you?" "I wish to borrow a thousand dollars", replied the

stranger. Necessary papers vere produced and filled in, completely

to the satisfaction of the bank manager. "Now",'said the manager, "here is the money, but frankly

I don't think you need iti" "You are quite right", said the stranger, "but I have just

moved into your town and by paying back the required amount regularly I wish to establish my credit". M O R A L :

The moral of this little story is very obvious. The •Vancouver Teachers' Credit Union is much more than just a financial haven when temporarily out of funds. A teachers' credit unicin is a humanizing institution where, as a depositor, your money directly helps your fellow teachers, and, as a creditor, you find you are not alone in times of stress, or when you see a golden opportunity for profitable investment, that your credit is always good for ever increasing amounts provided your payments are prompt and you' show good provident reasons for needing money. L'ENVOI:

"Neither, a borrower or a lender be" may have been good advice in Shakespeare's time but today it implies archaic neutrality of no use whatever either to man or beast. "Either a borrower or a lender be" in terms of a teachers' credit union implies on the other hand active participation by members of the same profession in mutual help arid improvement. Teachers in outside points of British Colunibia can get together and organize their own local unions. Teachers in \'ancouver schools wishing to join the Vancouver Teachers' Credit Union can pick up the phone right now and dial Ernie Simpson, Secretary-Treasurer, at K E . 5143-L.

Books for review and correspondence bearing upon book reviews should be addressed to M R . P. J . K I T L E Y , 4177 West 14th Ave., Vancouver, B. u .

T HE Dyess Story, as told by Charles LeavcUe; Longmans, Green and Co.;

$2.50; pp. 182; photographs. Amid the plethora of stories of

Japanese atrocities, here is one which will give readers a jolt. For stark horror, it is withcut parallel.

Lt.-Col. Wm. E . Dyess recounts his experiences in the year following the surrender of Bataan; a period of starvation and horror that took the lives of about 6,000 American and thousands more Filipino war prisoners.

He describes in detail the 85-milc death march from Bataan, and the misery and torture that characterized the 361 days he lived in three prison camps and one prison ship.

When he told his story to General Douglas MacArthur in the spring oi 1943, the General said, "I am afraid, Captain, that the people back home will find it hard to believe you. I believe you. Make no mistake about that. I know the Japs."

This is a factual record, corroborated by the War Department at Washington, D . C . - L T . N .

* * * '

J INGLES For Juniors, by Muriel Lancaster; Nelson, Toronto; pp. 48;

paper covers, decorated in black and white; 3Sc. "There's a funny little fellow and he lives

up in a tree. And no matter how I coax him he won't

come to play with me. 'Won't you come down, Mr. Squirrel?

I'm as lonesome as can be'. But he whisks his bushy tail and runs

higher in the tree." That's how 'The Squirrel" begins, one

of a number of charming poems which are bound to have a quick appeal for juniors. The collection deals largely with nature and the passing seasons, and includes tlie occasional jingle with a touch of A . A . Milne:

"I'wash tny hands in the morning, I wash them again at noon.

. I wash before eating my supper. How do they get dirty so soon?"

: • - D . S .

UNDERSTANDING llie yowia Child, W. E . Blatz, M.A., M.B.,

Ph. D . ; Clarke Irwin, Toronto; pp. 278; $2.50.

You will be surprised at the amount of valid information that ia included in this relatively small book. It is information valuable to parent and teacher alike, particularly ot course to parents or nursery school teachers (for whom tlie book was originally written) but since it contains a very complete and concise account of the factors which remain fairly constant in the development of a child, it is also of value to the elementary teacher at all levels.

This is no theorist's book; Dr. Elutz lias had practical experience in the Englisli nursery schools as well as having tauglit in universities; and knows his subject from the practical as well as tlieoretical point of view. You will find, in fact, a rather pleasant blend of the two aspects throughout the book. There is theory for those interested in psychol-opv as a science, and practice for those whose interest is largely a practical one.

Thire are excellent sections on Dis-cipliire. Motivation, Development of Responsibility, and on the function of the nursery school, but what gives the book its greatest value is the underlying philosophy of tlie author. It is an excellent antidote to our modern success philosophy to find a book which stresses the need for complete social development rather than education for purelj- material purposes. It is self evident that our social structure must undergo a fairly radical change if we are to avoid recurring wars and depressions with their attendant miseries and that change must come from an iiriprovement in the individuals who compose society. A following out by parent anvt teacher alike of the principles laid down'I.n this book would do much lo bring that change about.

... - S . B . S . , * . ' • » •, . '.;..«

^UR Two Democracies at Work, by . K. B. Smellie, second boik in the

series, "America and Britain",, ed. by Professor P. Sargent Florence;' 19 iso-

THE B. C. TEACHER

typo charts and 33 photographs; Clarke, Iruin and Compaiiv Limited, 480 University Avs., Toronto 2; $2.00; pp. 6-1.

This book is ow. of a scries prepared in England to promote mutual understanding betwetu th<; citixens of Britain and the United States. Although fhe volume under discussion necessarily deals somewhat with historical as well as social and economic backgrounds, the book's purpose is to explain and contrast the political set-yp in each country.

Mr. Smellie thinks that the importance of universal suffrage in a democracy is not that it may change the Government but that "the vote is but a sing-le stage of a process, continuous throughout the community, in whicli discussion cf differences is a search for truth only to be suspended when it is agreed by a majority of tliose participating liiat experimental action should be tried."

The British and American written constitutions, which the author goes on to discuss, arf: strengthened by usages that arise as time brings need for a change in ways and means of government. The British Empire, it is well-known, has merged into the Commonwealth of Nations by usages or precedents which become conventions. The real Anieri'-.an Constitution is more than thc 600O words drafted in 1787: "it is what tlie Government in its reveral departments and the people in the

, perforinance of their duties as citizens recognize and respect as such."

Perhaps the following titles of sections will provide an added hint as to the value of this book: Constitutions; Federal and. Unitary, Cabinet and Presidential Systems, Why Panieii are Inevitable, and Some Problems for Democracy. Do not let the small number of pages mislead

'-' you as to the treatment of these subjects; thc typography and binding conform to authorized British economy standards. Much of this pertinent information is given in isotypc charts which supply facts about populations, government ofF.cia's and bodies, as well as the New Deal, the Beveridge Plan, and the influence of the Press and public libr?ries.

The thing that interested me -nost. was the pleasing and appropriate use of language to express different thoughts. Here are a few excerpts: "The 'melting pot' may have been the cause of political corruption, ^ang warfare and administrative ineptitude, but it has not meant trench warfare, armied frontiers, or tlie Maginot and Siegfrid Lines"; "The most

exacting test of democratic institutions will be their ability t'> maintain the initiative which goes wi'h private enterprise while preventing '..e abuse of private power." The at '.hor closes the section on "Some Problems tor Demc-c-racy" with these ^^•ord£: The systems do move, and if they do not move always in the same direction, nor always at the same pace, it is because the path they seek is the narrow \,'iy by which persuasion I..-ads to justice, and not the broad highway along which civilized peoples may be rushed by fraud and violence to their political -death.

Because this book gives me information whicli I have long wanted to have about thc working of deniocratic government bodies in both Brilain and the United States, I can recomm.end it highly to anyone interested in this subject. We as Canadians should be familiar with both systems of deniocratic government The book would also be a very suitable addition to a high schoo! library.—E. A .

C ANADA and the IVorld Toinorrovu, ed. Violet Anderson, B.A. ; Ryer

son; paper bound; $1.25; pp. 159. This volume is a collection of addresses

given at the Canadian Institute on Public Affairs, August 19 to 26, 1944, by experts in their fields. With peace in the offing emphasis fell on Canadian post-war problems complicated with the awareness that national well-being depended on international welfare. The case for labour was ably put forth by J . W . Buckley, Statements on the post-war position of .Great Britain, and Far East and Canada indicated the difficulties which would be encountered in establishing peace with prosperity for all peoples. To improve the standard of living of their citizens, backward countries must be industrialized either by foreign capital or by well-planned interna! economy. Their products will tend to compete in the world markets with those of -*he more established nations.

Will the peoples of the world be able to unite to promote a peiir.e in whicli "prosperity, like peace i .i.-i freedom, is indivisible" and get rid or "fears for our well-being, and the suspicions we harbour of the ti.jtives'of others"?

When people begin to face and discuss these problems, ihere is hope tliat they will be solved. A book .such as this can do much towards stimulating that needed discussion.—E. A . , • •.

APRIL, ms Page 283

AJV Inlroduciion lo Ti\Us and Trslinti, hy U. Y . Marshall., M.A., .D.Ecf.;

Ryerson; pp. 63; ifiL.'iO.

This bo«5k is intended for students of education or l)eginncrs in te.'iling and its purpose, as stated in the preface, is to present a simple discussion of the elementary facts and principles that are involved ira testing.

In non-tecluiical language, the antlior discusses the functions of lixaminaticms, tlie advantages and disadvantages of various types of tests, and the principles of modern testing. He then devotes a chapter each to measurement of achievement; aptitudes; intelligence; and personality. There is also an interesting chapter on the use of tests in diagnosis and remedial _ work. In eacli case the author gives, in brief detail, the purpose and nature of tlie problem involved in testing. He attempts to explain and evaluate the various devices available for measurements in the field involved as well as to suggest the uses for and limitations of such measurement .

Many chapter contain names of the better known tests suitable for different age groups. An appendix gives names and addresses of publishers of tests.

This book is well printed, coniains a good index, and is easy to read. By studying it a beginner would become familiar witli much of the vocabulary found iu most educational articles on testing and texts on measurement.—B.W.

* * *

H UMPHREY Bold, by I-Ierbert Strang; Clarke, Irwin, Torotito;

pp. 419; $1.2S. •

What happens v/hcii you flip the last page of Treasure Island and the class sighs for more? One answer is suggested by this reprint of an old favorite that deserves to be better known.

Born about the end of the 18th century, Humphrey undergoes exciting enough adventures from the start, later continuing them in his exploits under Admiral Benbow against the French, with time out for a few more personal adventures at Jamaica in the rescue of a damsel in distress.

The story never drags a moment, gives interesting and authentic details of tlie period in history it covers, and in this handy edition is: well suited for class use.—P.J.K.

BOYS Arc Worth II; K. H . Rogers, Cicncra! Secretary of the Big Brother

Movement; Ryerson Press, Toronio; pp. 56; price, $.75.

The presently pressing subject of juvenile delinquency is treated in an authoritativi; and readable manner in this book, the latest in a series on present-day problems.

Since the bulk of the material is based 01! data gathered in Toronto, the book deals largely with delinquency in relation to l-irger centres although recommended sa3utions and preventatives could be adapted to almost any situation.

The book is particularly valuable in that it presents a concrete plan for the prevention and cure of juvenile delinquency by the setting up ot Juvenile Courts, i.e., courts, whose primary concern is intelligent correction, not mere punishment, and a co-ordination of all community services sudi as Church, Scouts, Schools, liy means of a central agency which would prevent overlapping •-md omissions in social work with the youth.—W. K.

IN * *

ALLONS Gail ed. George A . Klinck; Ryerson; 90c; pp. 154; paper cover.

The_ title sets the mood of this little collection of French-Canadian prose and verse, from such authors as Louis Frechette, Louis Hemon and Ernest Gagnoii. The gay humour, the attachment to home, the religious devotion, the pleasures and tlie work of the people are all well illustrated.

The introduction givcii in English encourages reading by the High School student of French II or III level. Lists of synonyms and a French-English vocabulary also assist. Exercises provide a means checking. "

The teacher obsessed with the word count fallacy will discard the book because it contains words outside the frequency list. A surprising number of them turn up, however, in French IV and even in ordinary conversation with French people.

The book is a valuable contribution to modern French language learning since quotations from French-Canadian authors should forever dispel the harmful idea that the educated French-Canadian speaks a language different from that learned in high school. It should be added to the French II reading list

- B . L .

I'agc 284 THE B. C. TEACHER

Correspondence

Letters To a Country Teacher

My dear Niece: The clever child is out of luck in our

scliools. Schools are, quite properly, run for average children. Thc dull and lazy are given attention out of all proportion to their deserts, in the vain hope of making them something that Providence has decreed that they can never be. The bright children, of whom something could really be made, generally get no help at all. The slow ones are pushed on year after dreary year into classes where they have only the vaguest idea of what is going on, while the bright ones are held back, bored with work that only uses a fraction of their powers, .md encouraged in habits of laziness and inattention. In large schools there may be ten divisions of the same grade, grouped according to their ability and supplied with difterent qualities of work; but all the classes take the same number of years to reach the sime certificate. From such a school in Vancouver we received two Grade Seven pupils: one could not do Grade Six work at all, and the other was' quite fit for Grade Eight.

Don't do that in .your school. You must push the slow ones along, but let the quick ones travel as fast as they are able. After all, the course is not much, if at all, harder than it was fifty years ago, when -boys habitually got through it in nine years, and anyone who did not pass the Matriculation evamination before he was seventeen was rather looked down on. There are plenty of boys just as clever now", and able to do just as good work as we did, if they are allowed.

There are plenty of statistics to show why the bright students are neglected and misunderstood; you can find them in any report on the intelligence of teachers. Every study shows that the average teacher has not much in the way of I. Q.j arid that dull teachers are considered just as successful as bright ones. Consequently they cannot possibly understand or sympathize with the bright children. The only reason why I get ex-

'cited about it is that I was one of those unfortunate animals myseit. . Of course, it all depends on where the student is going. If he is going to be

one of those for whom "college-bred" signifies a four-year loaf, tor whicli father providesthe dough, v/I'y he might as well start his loafing in your school. But if he is going to do soiiiethiiig real, for which education will fit him, the sooner he gets the quantity of it that he needs, the better. If, as they tell mc, culture is what you have when you have forgotten all that you learned in school, then it is evidently your duty to teach him only what can be forgotten v.?ithoul any loss, and to teach it in such a way that it will be forgotten immediately, if not sooner. But if what he wants is education, in God's name let him have it.

Ever your loving. U N C L E J O H N .

A NOTE FROM SCOTLAND 285 Clifton Road,

Aberdeen 26th Nov:, 1944.

My Dear Enid: Tonight it is freezing hard, and the

light from a full moon shining on the glistening pavements made me recall the winter in Nelson when it was 20.degrees below! This is when we wish we had central heating. I've been piling up logs which arrived the other day, and even though they are real wet, managed to get a bright fire going with them and the coal together. Coal is rather scarce here meantime, and very expensive—5/- per cwt., i.e., dollar and a quarter-j-doubli: the pre-war cost. The public opinion is strongly in favour of nationalizing the mines, because we feel that tlie bad conditions under which our miners have to work are due to la-xity on the part of some of the owners.

How is Junior Higli getting along? I was thinking of you all the other day when our staff were correcting Intelligence Tests done by the pupils of Primary V . The questions set are on the same lines as we went on with our quarterly exams in Nelson, and the pupils have to work at top speed if they are to complete the papers in the time allotted. Very few do manage to complete them. This test, set by Moray House, Edinburgh, along with the Class Teacher's estimate, decides the placing of the pupil in the Junior Secondary Scliool. We rarely fail any pupi! now, from pass-

fxFRIL, 1945 Pag. 385

ing on to tlie J. S. at 11+, because courses suited to every grade of intelligence arc provided for them wherever possible. We have many improvements to make in that way yet, but we are moving in the right direction. The new Edncation Bill for England is through now, and the Scottish Bill is on the way. I have to be at a meeting of the Scottish Council for Educational Advance on Tuesday to discuss the Education Bill. We want to draw the attention of the Minister of Educationi to the fact that he has not stressed the necessity for smaller classes. Probably he is purposely guarded on. that point, as there is an appalling scarcity of teachers. Dilution has already started in some places. We hear of women who haven't even their Lower Leaving Certificate (normally taken at 15!) being employed in some country schools, and we don't know what the rate of pay is, but rumour has it that they are getting more than, trained teachers—they wouldn't come for the salaries they get! England lias produced new salary scales, rising to a maximum of £525 for assistant teachers. We presented even higher figures than these, for consideration, but so far, the negotiations are not completed. Is there the same scarcity in Canada?

In your last letter you.spoke of doing some puppet shows. Puppetry is quite ''fashionable" here, just now. Our Speech Training specialist has been conducting classes for. teachers after school hours, during the past month. I didn't manage to go, as I'm too busy attending Institute meetings, but hope to see some of their shows. : Our News Cinema is showinsr very clever "puppetfon" pictures by'-George-Pal, in t-chnicolour, representing the damage done to the historical places, in Europe, by Germany, and the efforts made to restore them. Last week the "screw-ball" army knocked down the statue of Strauss in Vienna, and the "bump" made it come alive I Then Strauss, like the Pied Piper, plays the screw-ball army to a thundering waterfall, where they are all drowned 1 When will this wretched war end, anyway? We

- felt, when -vve marched through France and Bel^um, that there would be no black-out this -winter, and that the Christmas bells would really be pealing out Peace and Goodwill, but alas I it seems we are in for another winter's campaign, and probably another spring and summer, butsurely we'll have peace then'. Our Home Guard and A.R.P. centres have been disbanded—not alto

gether, but only a small nucleus left. Our school is getting back its normal appearance, now that the A.R.P. is removed. We miss the nurses, as they were glad to fill in their time by attending to the cut knees and lips, etc., of the boys who wiU scrap and tumble about in the playground. Now we'll have to apply First Aid ourselves, unless the school doctor or nurse happens to be visiting. The voluntary staff of the A.R.P. are being allowed to keep their uniforms— lovely slate-colourcd raincoat with loose camel-hair lining, blue overall, and felt hat. We havc to remove the tadges and gold braid, of course. Coats need 18 coupons these days, so \ve are all glad of this unexpected gift from the Government.

I have some orange marmalade boiling just now. We got 1 lb. of oranges each last week, so I've made mine into marmalade, as the ersatz stuff the shops sell nowadays is made from carrot or turnip, and synthetic orange juice and gelatine, and tastes bitter! I'll have to dish it up now, so will say goodnight, and lots of love and every good wish for Christmas and New Year.

Yours very sincerely, CONNIE O.

AN OPEN LETTER TO TEACHERS IN ELEMENTARY

SCHOOLS February 7, 1945.

WH E N my youngest daughter, who is ten, suddenly burst into tears

the other day because I refused to let tier take the place of an older sister who had been asked to look after some children, and could not go, I began to probe into the reason, and after a little difficulty foimd that her teacher had been urging the children to buy War Savings Stamps, and had told those who had not been buying very heavily that they should go out aiid earn money. Some children protested, among them my daughter, that there was little opportunity to earn money for the younger children, whereupon the "teacher replied that they could at least earn money around the home. Al l children have a degree of sensitiveness, some more than otiiers, but most of them hate to be shamed in the sight of their fellow pupils, and though 1 think buying W . S. S. should be enccuraged whenever possible, teachers should take into consideration the difference in circumstances surrounding many families.

THE B. C. TEACHER

Mine is only an example, but I am quite sure there are others in the same position and indeed in really poor circumstances who often feel that they cannot fac; thc constant demands for this and that which goes on at the schools of today. We have six children in our family, and though money has never been really scarce, it has never been plentiful. All the children have received a small monthly allowance, which has been increased as they grew older. By the time they reached high school they were getting $5 and were expected to buy most of their books and clothes out of i t It has been hard work at times for them to do it, but my eldest daughter is now at University and managing on §10 a month when her friends are receiving much more. It has meant self-sacrifice on their part, but they are none the worse for it and when extra money has been given thera as gifts it has gone into a Savings Account and they have now bought War Bonds. They have not been paid for work done about tlie house unless it was something very extra. Both my husband and I contend that hoiiseliold taslcs arc trainitig for future living, and part of the family job, and should not need pay. Too young children should not be placed in too responsible a position such as looking after other people's babies. If anything happens such as a fire, it would darken t leir whole lives; by the time they reach their teens is plenty early enough _ to burden them with such a responsibility}^

Many parents when asked for money to buy this and that, fork it out without a word; many are more affluent today than they have ever been, but all are by no means in such a fortunate position. It makes it very difficult and a very unhappy situation for young people when they are badgered • into buying W.S.S. or anything else over and above what they can really afford.

I know teachers pretty well, and I don't think for a minute that they mean to be unkind. Kids need urging to buy, I know, or it would go on shows and other pleasures that could very well be done without, but teachers' voices get sharp at times,'and young people think "The teacher is mad at me" when nothing of the kind is intended. Please remember this when next there is a drive for something or other in progress.

Yours sincerely, ' MOTHER OF SIX.

B I B L E R E A D I N G 26IS Oxford Street,

Vancouver B. C , March 5, 194.S.

Editor, Thc B. C. Teacher: Allow me to express my alarm at and

strong disapproval cf the book review which appears on page l_C:i of the February issue of our magazine.

The passage to which I take particular e.vception reads: "Many teachers in the primary grades of British Columbia schools must feel the need of_ making thc truths set forth in the daily Bible readings a part of the day's school and home activities".

How can this be reconciled with amended Section 160 of trie Public Schools Act which states that school Bible Readings shall be "Without explanation or comment?"

I for one am greatly perturbed by the complacent way in v/hic'h th;. teachers of the province accepted this dangprous innovation in the first place. Now that we are already one step towards separate denominational schools we might at least take advantage of the small protection that the. law still affords us and do all we can to keep sectarian dogmas confined onlj' to the compulsory opening period.

I feel that the Editor of the Magazine should insert' some official retraction in next month's issue—otherwise a number of well-meaning but untliinking teachers may order this book and embark upon a step which will be dangerous for themselves and for the profession as a whole.

Yours truly, S H I R L E Y M A Y S E .

* * , «

(The books in question, "The Friend • of Littic Childreii" and "Stories of Cod", are not authorized for use in Brilish Columbia schools.—EDITOR).

LEATHERCRAFT SOKOOK STTPPUSS A SPII0XA£T7

rcooixna XDAVKXIBS, TOOKS, B S O .

Also glOT* leatbera, blUfoIA . and batr laBthers. Write tor a price list

and particulars. Bedford Fine Leathers

Please note our new phone number P H O N E l P A C I F I C 9 0 3 7

32S Howe Street, Vancouver, B. C.

I


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Newsj Personal and Miscellaneous EDUCATION —1844

ACOKTRIBUTOR sends us a clipping from a New Brunswick news

paper datelined November 26, 1844. We had to look twice to make sure that the following quotation was not written one hundred years later:

"There are many evils existing in our present Educational system . . . . there is mucli to complain of the proper training of many of our school masters; but we see no prospect of a change for the better until school teachers are raised by the people into a higher scale of society than they at present occupy, and they obtain a much higlier Toward for the arduous and frequently onerous duties they perform than is at present (in too many instances) grudgingly doled out to them —frequently amounting to not more than a miserable existence"

A L E X A N D E R FRESH AIR CAMP

EARLY application is urged for those wishing to attend Alexandra Fre:ih

Air Camp, whose first 13-day session starts May 18th. Holidays for boys and girls as well as for mothers with small children are available during the eight camping periods.

Teachers are asked to refer parents who might be interested to Mrs. D. Beckett, 1334 Nelson Street, or to Welfare Agencies.

Y O U MIGHT B E INTERESTED T O K N O W :

#That a new geological map of the Dominion of Canada, on which the many interesting and instructive features of the geology of the Dominion are-shown to excel ent advantage, can be ordered from the^Chief, Bureau of Geology and Topography, Department of Mines and Resources, Ottawa.

Size of this \yaU map, in two sheets— a western and an eastern—is five feet by four feet • That the Child Study Association of America publishes an excellent "Guide to the Study of the Child from Infancy. to Six" to b'jused by parent-teacher and other groups studyiiig pre-school development of children. ..Address: 221 West S7th Street, New York 19, N . Y . • That a •workshop for teachers on the topic, "Canada as a Member of the British. Commonwealth", has been ar-

? - _ _

ranged by the newly formed Canada-U. S. A. Committee on Education. The session will begin on July 2nd and continue until August 3, 1945.

For further information write to Canada-U. S. A. Committee on Education, Charles E. Phillips, Canadian Secretary, 371 Bloor Street West, Toronto, Canada.

That the "Democratic Way" series of pamphlets has been extended to numbers 7, 8 and 9. Their titles are: "Parliament, Lawmaker for Canada", "Democracy and the Political Party" and "How We Hold Elections". This excellent social studies reference material is available from the Canadian Council of Education for Citizenship, 166 Marlborough Avenue, Ottawa, Ontario, at a cost of only 10c per pamphlet, 3 for 25c. *That from the same Council you can secure a complete list of "Teaching Aids Obtainable from Departments of the Government at Ottawa." * That the latest publication of the Canada-New Foundland Education .Association (371 Bloor Street West, Toronto, Ontario) is available free of charge to study groups and interested individuals. • That beginning May 1st the ' C.B.C. Trans-Canada Network w'ill produce a series of talks every Tuesday afternoon offering post-war vocational guidance for girls and women. Title of the programme series will be "Your Next Job".

CORRECTION

T HE B, C. Teacher apologizes to Mrs. Sheila M. Watson^ Mission City, for

several typographical errors which slipped into her article on "Remedial Reading*' as published in the January' issue,

(1) Paragraph 2, line 1: "talk" should have read "task".

(2) Paragraph r^, line 8: "The 1941 Bulletin" should read "the 1944 Bulletin".

(4) Paragraph 7, line 5: "his knosvl-edge" was meant to read "this knowledge".

CAMP COUNSELORS W A N T E D

MORE boys will attend the Y.M.G.A. Camp Elphinstone than in any, other

season of its 39 years of operation. Approximately fifty qualified young men will be required as cabin counselors and an urgent appeal is extended to all young men teachers in the province to consider.

7 T - TI

d - _ X

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G

P a g e 2 S 8 THE B, C. TEACHER

t h e possibih'ty o f s p e n d i n g two o r t h r e e

w e e k s a t c a m p t h i s s u m m e r .

T h e r e i s n o finer t y p e o f s e r \ ' i c e t l i a t

a p e r s o n c a n r e n d e r t h a n t h i s f o r m o f

B o y s ' W o r k ; t h e j o b o f d e v e l o p i n g i n

b o y s t h e a r t o f s i m p l e l i v i n g i n t h e o u t -

o f - d o o r s i s a c h a l l e n g i n g a n d s t i m u l a t i n g

o n e ; t h e s e t t i n g a n d f a c i l i t i e s o f t h e c a m p

p r o v i d e o n e w i t h t h e b e s t o f " t o o l s " a n d

t h e s p i r i t a n d f e l l o w s h i p o f E l p h i n s t o n e

i s n o w w e l l - k n o w n a s i t s m o s t v a l u a b l e

a s s e t .

I n t h e p a s t , m a n y t e a c h e r s h a v e s p e n t

a l l o r a p a r t o f t h e i r s u m m e r a t C a m p

E l p h i n s t o n e a n d h a v e r e t u r n e d t o t h e i r

o w n j o b s i n t h e f a l l r e f r e s h e d a f t e r a

l e r i o d o f c a m p l i t e . T h e C a m p p r o v i d e s

Doard a n d l o d g i n g - ; o t h e i r c o u n s e l o r s

w h i l e a t c a m p t h u s p r o v i d i n g a n i n e x

p e n s i v e w o r k i n g h o l i d a y . C a m p d a t e s

a r e J u l y 3 r d t o A u g u s t 2 1 s t .

M a y w e s u g g e s t t h a t i f s u c h a p r o p o

s i t i o n a p p e a l s t o y o u t h a t 3 ' o u w r i t e t o

t h e C a m p D i r e c t o r , Y . M . C . A . , 9 5 5 B u r

r a r d S t r e e t , V a n c o u v e r , B . C .

To An Older Brother DECEMBER 19, 1941, ON RECEIVING A BAG

OF PEANUTS FOR CHRISTMAS

SA T U R N A L I C I O m i s i s t i t e m p o r e n o b i s

g u b e r i a s , f r a t e r , m u n e r a g r a t a , n u c e s .

A e t e m a u t r e d e u n t a n n a l e s l e g e v e t t i s t i

m o r e s q u e a n t i q u e s s a e c u l a n o s t r a

n o v a n t !

P r i s c i n a m q u e h o m i n e s n a t u r a e p a b u l a ,

g x a n d e s ,

f r u g i b u s i n v e n t i s v i p e p u l e r e f o r a s ;

a s t i t e r u m n u c i b u s i a m i m p e n s a a t q u e

a r t ! p a r a t i s

m a n d e m u s c e r e r i s p o s t m o d o d o n a

. m i n u s .

* I " -

T o w h i c h w a s a p p e n d e d t h i s v e r s i o n :

A t C h r i s t m a s t i m e , a g r a t e f u l t r e a t

O f g o o b e r s c o m e s a g e n e r o u s s a c k .

H o w h i s t o r y d o t h i t s e l f r e p e a t

A n d b y g o n e u s a g e d o t l i c o m e b a c k I

F o r a n c i e n t m a n a t e n a t u r e ' s f o o d .

A n d a c o r n s h e l d u n r i v a l l e d s w a y ;

B u t w h e n m o r e c u l t u r e d g r a i n p r o v e d

g o o d ,

T h e i r n u t s t h e y f o r t h w i t h t h r e w a w a y .

N o w o n c e a g a i n , t h e n u t i s g r o w n

L A t s o m e e x p e n s e b y r u r a l a r t ;

: S o i n i t s t u r n f a i r C e r e ' s b o o n

r V / e l l m a s t i c a t e i n l e s s e r , p a r t

PEOF, O . J . TODD, U n i v e r s i t y o f B r i t i s h C o l u m b i a .

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Mr. David Ogilvie

T HE B, C . Teacher w i s h e s t o c o n

g r a t u l a t e M r . D a v i d O g i l v i f ? , M . A . ,

f o r 3 0 y e a r s a t e a c h e r o f I - a t i n a n d G e r

m a n a t t h e K i n g E d w a r d H i g h S d i o o l

o n h i s b e i n g t h e r e c i p i e n t o f t h e F e r g u s -

s o n M e m o r i a l A w a r d a t t h e r e c e n t E a s t e r •

C o n v e n t i o n .

T t a s h i g h h o n o u r w e r . t t o M r , O g i l v i e

f o r h i s e x c e l l e n t t e a c h i n g s e r v i c e t h r o u g h

o u t h i s c a r e e r a n d h i s s t e r l i n g t r a i t s o f

c h a r a c t e r t h a t w o n f o r h i m a h o s t o f

f r i e n d s i n h i s c h o s e n p r o f e s s i o n .

M r . O g i l v i e h a s , b e e n , a m e m b e r o f t h e

B r i t i s h C o l u m b i a . T e a c h e r s ' F e d e r a t i o n

c o n t i n u o u s l y s i n c e i ts i n c e p t i o n .

N o finer t r i b u t e c o u l d b e w r i t t e n a b o u t

a n y m a n "than t h e t e s t i m o n i a l o f t h e

R e v . P . A . G o r d o n - Q a r k , M i n i s t e r o f t h e

W e s t U n i t e d F r e e C h t ' r c h , P e r t h , S c o t

l a n d , o f f e r e d ' o n t h e o c c a s i o n o f M r .

O g i l v i e ' s l e a v i n g h i s n a t i v e l a n d i n 1 9 1 2 :

" T h e c l e a r i i e s s o f h i s i n t e l l e c t , " M r .

G o r d o n - C l a r k e \ v r o t e , , ""is m a t c h e d b y t h e

c a n d o u r o f h i s s p e e c h . , H e i s a s t r a i g h t

m a n . H i s u p r i g h t n e s s o f m i n d c o m e s o u t

i n t h e c l e a m e ' s s o f h i s - t h o u g h t a n d t h e

s p o t l e s s n e s s o f ; h i s l i f e . H e i s a s t r o n g

p e r s o n a l i t y ' " a n d t h e : s t r e n g t h ' l i e s i n t h e

v i g o u r a n d g r a c i o u s n e s s o f a fine m o r a l

n a t u r e . A l l w h o h a v e c o m e n e a r h i m —

p u p i l s , a c q u a i n t a n c e s , a n d f r i e n d s — f e e l

t h e g l o w a n d t h e . p o w e r o f a m a n w h o

k n o w s t h e right a n d l i v e s i t "

M r . O g i l v i e t a k e s h i s rightfuL p l a c e

a m o n g t h o s e g i ' e a t ^ t e a c h e r s w h o h a v e

b e e n t h e r e c i p i e n t o f ^ t h e A w a r d i n p a s t

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T H E

l l l R S m e l B R I T I S H COLDMBIA VANCOUVER, B.C.

mmi mmim July 3 to Au£iist 17

8 a.m. Economics 1 Education 26 (8 a.m.) Education 35 (9 a.m.) English 16 French 2 Qeography 4 History 12 Mathematics 10 Mathematics 16 Physics 1 Psychology 5 Social Work 5

Courses Offered

10 a.m. Chemistry 1 Chemistry 2 Education 40 English 9(b) Geography 3 History 10 Mathematics 1 Mathematics 3 Philosophy 9 Physics 5 Spanish 1

1.15 p.m. Biology 1 Biology 4 Economics 4 Education 28 (2.15 p.m.) EducfJtion 38 (1.15 p.m.) Englr^h 1 English 2 History 20 Philosophy 1 Psychology 8

Laboratory hours in Science Courses to be arranged.

The "Announcement of the Summer Session" may be obtained from the Registrar's Office.

SCHOOL SUPPLIES T H E L A T E S T IN

EQUIPMENT — STATIONERY

VISUAL EDUCATION

MIMEOGRAPH — DITTOGRAPH MACHINES and SUPPLIES

LABORATORY APPARATUS *

KINDERGARTEN and PRIMARY MATERIAL

Clarke & Staart SCHOOL SUPPLY HOUSE

Stationers, Printers and Bookbinders

550 SEYMOUR STREET VANCOUVER, B. C. PHONE: PAcific 7311

•fx

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