19660217_Cariboo Observer-2.pdf - the Quesnel & District Museum ...
19660217_Cariboo Observer-2.pdf - the Quesnel & District Museum ...
19660217_Cariboo Observer-2.pdf - the Quesnel & District Museum ...
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4 - THURSDAY, FEBRUARY 17, 1966 - THE QUESNEL CARIBOO OBSERVER<br />
BRIDGE<br />
IN QUESNEL<br />
Dealer: East<br />
Vul. Both<br />
WEST<br />
S A 2<br />
H K 8<br />
D A Q J 9 6<br />
C A J 8<br />
EAST<br />
Pass<br />
Pass<br />
Pass<br />
Pass<br />
By KIBITZER<br />
NORTH<br />
S K 9 7 6 5 3<br />
H J<br />
D 8<br />
C K Q 10 9<br />
SOUTH<br />
S Q J 10 4<br />
H A Q 10 9<br />
D K 10 4 3<br />
C -<br />
SOUTH<br />
1 Spade<br />
5 Diamonds<br />
6 Spades<br />
Pass<br />
Secondary<br />
Report<br />
By COLLEEN JORDAN<br />
Congratulations to <strong>the</strong> following<br />
students who achieved<br />
honor standings at <strong>Cariboo</strong><br />
Junior Secondary School in<br />
<strong>the</strong> second term:<br />
Grade 10 - Leonard Gagnon,<br />
June Paley, Loy Pierce,<br />
Dale Ruckle and Penny Savard.<br />
Grade 9 - Patsy Annett,<br />
Barbara Berg, Eric Berg,<br />
Barbara Callaghan,<br />
Paullette<br />
Deerlng,<br />
David Dubuc,<br />
Judy Earnst,<br />
Milena Habjan,<br />
David Kohlen,<br />
Carolyn Mc-<br />
Cauley, Gloria<br />
PUchak, Sally<br />
Prosser, Linda Ramey, Bruce<br />
Sanderson, Tonl Torgerson,<br />
Richard Tucker, Judy Vicic<br />
and Marjorie Webster.<br />
Grade 8 - Barry Annis,<br />
Ricky Beedle, Wyman Gavelin,<br />
Betty-Anne Grice, Bob Jefferson,<br />
Shirley Lessard, Linda<br />
McTaggart, Vicky Polichek,<br />
Susan Prosser, Dwain<br />
Ruckle, Don Stewart, Linda<br />
Su<strong>the</strong>rland, and D(Hma Trifunovech.<br />
Grade 7 -MarciaAnatooshkin,<br />
Kristy Bartkow, James<br />
Drew, Karen Floyd, Leslie<br />
Festerling, Lynn McLeod,<br />
Linda Russell, and Marjorie<br />
mL<br />
WEST<br />
Double<br />
Double<br />
Double<br />
EAST<br />
S 8<br />
H 7 6<br />
D 5 2<br />
C 7 6<br />
4 3 2<br />
5 3 2<br />
NORTH<br />
4 No Trump<br />
5 Spades<br />
Pass<br />
Opening Lead Club Ace.<br />
While kibitzing a game recently,<br />
one of <strong>the</strong> players<br />
asked me, as head kibitzer to<br />
fill in while he made a phone<br />
call. I nonchalantly picked up<br />
<strong>the</strong> West hand. My partner<br />
passed, south opened one<br />
spade, I made a takeout double,<br />
and north, who must be new at<br />
<strong>the</strong> game bid four no trump,<br />
asking for aces. South responded<br />
five diamonds, which<br />
I promptly doubled to direct<br />
<strong>the</strong> lead if my partner ended<br />
up on lead. North signed off<br />
at five spades, and south went<br />
completely mad and carried<br />
on to six spades. I regained<br />
my composure enough to<br />
double and that was <strong>the</strong> final<br />
contract. I chose <strong>the</strong> ace of<br />
clubs for my first trick, which<br />
declarer ruffed. He <strong>the</strong>n led<br />
his Ace of hearts, <strong>the</strong>n <strong>the</strong><br />
Queen of hearts, I covered<br />
with my King, and dummy<br />
trumped. Next a small club<br />
was ruffed in <strong>the</strong> closed hand,<br />
and <strong>the</strong> 10 of hearts was led.<br />
I trumped small and north over<br />
ruffed, and played <strong>the</strong> club<br />
ten, which south again ruffed<br />
and continued with <strong>the</strong> heart<br />
nine. I trumped with my ace,<br />
north dropping his diamond<br />
eight. My diamond ace was<br />
trumped by north who now<br />
drew <strong>the</strong> outstanding trump<br />
and claimed <strong>the</strong> rest of <strong>the</strong><br />
tricks for his doubled contract.<br />
The regular west arrived<br />
back just <strong>the</strong>n and I<br />
suddenly remembered that I<br />
too had to make a phone call.<br />
Feb. 7th winners were Marg<br />
and George Futer N-S. Elaine<br />
Comish and Marg Bogle E-W.<br />
Proposed Workshop<br />
For Handicapped<br />
Much study and investigation<br />
has been done to organize<br />
a needed workshop for <strong>the</strong><br />
physically and mentally handicajK>ed<br />
in <strong>the</strong> town of <strong>Quesnel</strong>.<br />
The proposed workshop will<br />
be discussed at a special<br />
meeting to be held at <strong>the</strong>Borealis<br />
School room of Helen<br />
Dixon Elementary School on<br />
Monday, Feb. 21 at 8:00 p.m.<br />
All those interested are<br />
warmly invited to attend, and<br />
help this plan become a reality.<br />
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W.I. Corner<br />
By RUTH PATCHETT<br />
We have had word that Dr.<br />
P, Vowles, Director of <strong>the</strong><br />
<strong>Cariboo</strong> Health Unit, will<br />
speak to us at our Spring Rally<br />
on <strong>the</strong> overall picture of<br />
<strong>the</strong> work of <strong>the</strong> Public Health<br />
Services in B.C, We are looking<br />
forward to learning more<br />
about our own province in<br />
this respect. We are awaiting<br />
confirmation on our o<strong>the</strong>r suggested<br />
speaker.<br />
Have you drafted some good<br />
resolutions to hand in at <strong>the</strong><br />
Rally? Now is <strong>the</strong> time to put<br />
Into words some of your ideas<br />
for improving our society. Be<br />
sure you have <strong>the</strong> facts to back<br />
up your resolutions - do lome<br />
research on <strong>the</strong> subject, and<br />
send in your findings to <strong>the</strong><br />
Resolutions Committee, which<br />
consists of Mrs. A. Windt,<br />
R.R. 1, <strong>Quesnel</strong>, Mrs.N.Cimningham,<br />
70 Mile and Mrs.<br />
L. Hernstedt, R.R. 1, <strong>Quesnel</strong>.<br />
We were pleased to learn<br />
from your monthly reports<br />
that some of you are entering<br />
<strong>the</strong> terry cloth soaker competition,<br />
but not many are<br />
making <strong>the</strong> historical quilt.<br />
Are any of you planning to<br />
enter <strong>the</strong> public speaking contest?<br />
With <strong>the</strong> topic "An Unusual<br />
Experience" you have<br />
a good choice of subject matter<br />
and <strong>the</strong> first prize is a<br />
lovely tray.<br />
Many of us think that C anada<br />
and Canadians enjoy a very<br />
high standard of education,<br />
and this is true in many parts,<br />
but some surprising figures<br />
are quoted in <strong>the</strong> last issue<br />
of <strong>the</strong> "Citizen", that informative<br />
little magazine available,<br />
free of charge to Institutes,<br />
from <strong>the</strong> Department<br />
of Citizenship and Immigration,<br />
Ottawa. Quoting from this<br />
publication, we learn that<br />
"When we Canadians feel inclined<br />
to become complacent<br />
over our capacity to meet<br />
<strong>the</strong> challenges of <strong>the</strong> age of<br />
automation, it might be well<br />
for us to ponder seriously<br />
some facts released a few<br />
weeks ago by <strong>the</strong> Dominion<br />
Bureau of Statistics. Entitled<br />
simply 'Population with Limited<br />
Education, Census 1961',<br />
<strong>the</strong> Bulletin provides <strong>the</strong> reader<br />
with a succession of shocks<br />
that-are calculated to eliminate<br />
any sense of smugness<br />
he may have about <strong>the</strong> possible<br />
outcome of <strong>the</strong> competition<br />
between men and machines."<br />
Here are some of <strong>the</strong> figures:<br />
(this refers to <strong>the</strong> population<br />
over 15 years of age,<br />
not attending school). Out of<br />
11,046,605 Canadians, 5,166,<br />
346 or 46.8 per cent have not<br />
reached high school. Also,<br />
848,261 persons have attended<br />
school for 4 years or less,<br />
and 176,524 persons have not<br />
attended school at all. The<br />
article goes on to say what<br />
is being done about this situation<br />
by <strong>the</strong> government and<br />
o<strong>the</strong>r agencies. But I thought<br />
you would be Interested in <strong>the</strong><br />
part that <strong>the</strong> writer feels that<br />
voluntary organizations can<br />
play, and I quote:<br />
"But what of <strong>the</strong> needs oi<br />
<strong>the</strong> individual who is occupied<br />
during <strong>the</strong> day and may not<br />
be able to attend programs<br />
or classes in <strong>the</strong> evening?<br />
The housewife with family<br />
responsibilities is one example.<br />
Perhaps it is in this area<br />
of education that <strong>the</strong> voluntary<br />
organization or agency can<br />
make <strong>the</strong> most effective contribution<br />
- through development<br />
of educational projects<br />
and programs for its membership."<br />
This is certainly one of <strong>the</strong><br />
chief objectives of <strong>the</strong> Women's<br />
Institute movement.<br />
When Adelaide Hoodless<br />
started <strong>the</strong> first Institute in<br />
Stoney Creek, Ontario, sixtynine<br />
years ago, she felt that<br />
girls and women needed more<br />
education than was <strong>the</strong>n available<br />
to <strong>the</strong>m. Through <strong>the</strong><br />
years she worked towards <strong>the</strong><br />
establishment of <strong>the</strong> Domestic<br />
Science or Home Economics<br />
schools for girls. As <strong>the</strong><br />
movement ga<strong>the</strong>red momentum,<br />
its scope was enlarged<br />
to Include education in several<br />
divisions, including Agriculture,<br />
Cultural Activities, Social<br />
Welfare, Health, United<br />
Nations and International Exchange<br />
and, more recently,<br />
Industry has been added to<br />
<strong>the</strong> convenorship on Agriculture.<br />
As a farmer's wife quoted<br />
in that early period of <strong>the</strong><br />
infant organization: "Let <strong>the</strong>m<br />
educate a boy and <strong>the</strong>y edu-<br />
cate a man;<br />
a girl and<br />
family."<br />
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