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- . i > , i t '" i - "'79 Voliu
THE CHIL
OF
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THE GREAT
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HAVING SPELLING
BLUES?
THEY GIVE
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THE B.C. TEACHER. SEPTEMBER-OCTOBER 1979

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THE B.C. TEACHER, SEPTEMBER-OCTOBER 1979

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THE B.C. TEACHER, SEPTEMBER-OCTOBER 1979
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6 THE B.C. TEACHER, SEPTEMBER-OCTOBER 1979

xpl| f
TEACHER
PUBLISHED
ISSN 0005-2957
BY
BRITISH COLUMBIA TEACHERS' FEDERATION
Afliliatod with the Canadian Teachers' Federation
Volume 59 Number 1 September-October 1979
8 From Our Readers
11 They're Talking About
12 The Children ot North East Thailand
Bemadette Eastman A CUSO wilw in Thailand
Wmwui-., lli.* .uitltni
writer, w.innlv of the countty's ' IIIIOI.M
15 The Great Gold Hunt
1 j" 1 ! l'«
* 1 If
Martlet' Gait Oiik.l/vn. '.eacheis ,iii

"v.
\
v.
\
MIXED REVIEWS
©As ( h. in pei sun of I In.' Task Force on
Racism I was very pleased with the cowl
photograph ol thc» May .kmc issue .mil
anxious lo read tin* story. "Wi it vou (lo now
IV.K ha"'"
After reading the story. 1 sal for a tev
minutes in stunted silence, feeling Lvle and
nnjer risinc inside. I thought of the Carrier
and other unlive groups fighting (or a iust
education for their children. 1 thought of the
time and energy spent hy this federation in
fighting racism., and I thought of the task
force's work on native education.
I found it difficult lo accept that our own
publication had printed this condescending
"do-gooder",pie-in-thc-sky writing. Bui it
was there, with wording such as "our
Indians." "the charm." Also present was
the value judgment that states that Indians
"need guidance and recreational activity to
break the monotony of their lives."
This is the type of writing I generally refer
to as the "Christmas lood basket" variety,
and one that is common in the early discoveries
of well-meaning missionaries and
settlers. It is certainly unexpected from a
teacher in 1979.1 have lived and worked for
far too long with groups who are virtually
dependent on white outsiders as teachers
not to know the pain and anger caused by
such attitudes and values.
To find such an article in an official
educational publication is a new and sad
experience for me.
•leii Bass
Chairperson
BCTF Task Force on Racism
©Just a woid of appreciation foi (ilaclys
1 'emu's an n jnt (May June) of her leaching
experience in Stuart Lake area. It certainly
added an interesting sidelight into the
everyday reality of the small out of-the way
school. Please let us have more of such
interesting material.
I must say. however. I do not (ind the
expression used in the advertising rm Ihe
previous page other than offensive and
unnecessary.
Kathleen B. Tohin
Victoria
ILLUSIONS OR REALITY?
®l have read, with alarm, the article "Use
Magic to Debunk the Charlatans" (May
June). The authors argue that by demonstrating
magic and hypnotism to stu
dents, teachers will be able to discourage
students from believing in such "illusions"
as clairvoyance, telepathy, and other
paranormal events.
Why do the authors make the assumption
that these occurrences are illusions.-'
More importantly, even if the authors don't
believe in paranormal events, why not let
their students use Ihe scientific method to
study these events? The subject matter of
parapsychology does challenge our basic
understanding of reality, but this does not
mean that these events do not occur. In
other days, students were told the earth was
flat, the sun revolved around the earth, and
everything was made of earth, water, (ire
or air.
Why not build a cardboard pyramid in
the i lassiooin. and see i( il does slow the
rate of vegetable decay? Why not try a
telepathy experiment with a package of
playing cards''
A recent U.S. Gallup youth suivey found
th it the belter a youngster's school work,
Ihe more likely he oi she is to believe in
certain paranormal events Students do
have an interest in this area, and sufficient
liteiature has been developed by scientists
aiouml the world. Handbook of Psychic
Dincouencs. by Ostrancler and Schroeder,
tells how to do some of these experiments.
77K' Guide Hook fur the Study of Psychical
Research, hy Robert Ashby, is a general
guide on how lo approach the field, including
what books and research facilities are
available,
I am sure a thousand psychology professors
on a hundred campuses would shake
their heads sadly at the authors' confident
assertions that the events they are studying
aie illusions.
I am reminded, too, of the great German
physicist. Max Planck. He said that new
ideas come to be accepted, nol because
their opponents come to believe them, but
because their opponents die, and a new
generation grows up that is accustomed lo
them.
Glen Stedham
Powell River
MEMORY LANE
©Two old Vancouver schools were to come
down, the news said — Valuable land
wanted by Hydro — and that dug deep into
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8
THE B.C. TEACHER. SEPTEMBER-OCTOBER 1979

my im moiy bank
Man ; yeal s ago Hi' mr>vcd !i i Vol ic> jiivei
when 1 vas a liltk' ijiil. ,nui we lived (oi .\ lew
months in a two storey fiatnc hmi-.e or.
Seyinojr Street, while our house was bi:ii wj
built in Kitsilano
That meant that my sister and I had to
attend Ihe old Dawson School — later the
Kin;' George High School ami now a
parking lot.
Lucky 'or me 1 had a patient sister to stcei
il'.e capably back and forth, find across busy
Granville Sheet, busy even then The
school, as I recall, was high and square, and
o me it looked the same on all four sides.
The trouble was that we went in one door,
and were dismissed from another. Tliep 1
had to walk around to find where I'd gone
in. in order to find the homeward direction,
sometimes with a little help.
1 well remember the first day at that
school. From the office a big boy took me
up wide wooden stairs to the next floor,
knocked on a door and left me. even as Ihe
teacher who answered the door was culling
out, "What's she doing here? She's too
small." My. but it was noisy in there!
She (I didn't know her name) told me to
go t' ' all emptv i '. I. !•, •. le-.!-. , •.< ,11 , ,j
:epr,eve and sh, - went ivtci. lo '-i-t pl,i, e
al the (rout li|,ii-|.-.l'o.ii-d. tinourn!e.! !»:
what lixik.nl to tue like .1 ni..i> oi very hi;;
kids she would shout a question and
they'd all shout an an-wcr. even louder
What a place!
Allt.'i a while she temcmheted me -
though I wished she hadn't --• and put a
sheet f)f foolscap in (toiil of me Ye-, I hail
brought ,1 pencil. The pupei was covered
closely with all kinds of arithmetic questions.
I hat chink in my aimor and the clamor all
louud really did the trick! I sat stiff, without
thought or motion lill 1 was remembered
again.
She grabbed the sheet angrily, called a
big boy. gave him instructions — lake hei
off and away like Alice in Wonderland.
We went through a back door, down narrow
enclosed steps to some nether regions,
and I was lelt again belore a closed door,
il seemed Ihat at once 1 was enfolded in a
quiel haven, and with a young and pretty
teacher. But ne>' day 1 had to climb those
stairs again, for I wasn't really a candidate
for that "baby class" I'd arrived at, I don't
know how that young and pretty teacher
U la! I !'!>-; i i! i iUt Will) ' If» III -s all, I 1 Ii
i jlle-.lioio I u,i- p|, II i-il •>• 1. lii l in II iy ploj >y
q'aili
S.
there iuckik. being two -unilar i la-.
I don't lemember anything unpleasant
Nothing of moment happened. All wen
aioiig smoothly. I titled in and enioyeil it al
and al the end ot the term I leceiveii the
;, oticiency award lo lake with me to llu
new school I'd attend.
Oddly enough, when 1 became a teaches
myself, I was assigned to ihe new Dawson
built nest door to the old and, so help mc,
"she" was there, still on the staff. For me.
she could have been wearing the same old
brown dress with white chalk marks up the
sides. Luckily there was no flick of memory
for her 1 low could there be''
So much for a youngster's judgment and
an oldster's memory! No doubt that had
been a big and difficult class of big and
difficult pupils, and enough had been too
much that day I arrived at the door.
To know is lo understand
Ruby Forteath
Trail
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THE B.C. TEACHER, SEPTEMBER-OCTOBER 1979

!•! pie I.I. ic..l !>,.• (.
Hon
layloi
©Don Taylor, a Duncan leachei. who was
elected Member of Parliament for Cow
ichan. Miliaria! and the Islandi.
Don writes lhat a highlight of his fnsl irij.)
lo Ottawa was ihe first caucus of Ihe victoii
ous Conservative parly.
More than 4(10 people crammed into a
room designed for 200. The day was hot.
the jokes and jibes flowed easily, and the
tension grew.
"Finally there was a flurry of activity near
the entrance, and an explosion of applause
greeted the introduction of 'the Prime
Minister of Canada — Joe Clark'!":.;
lien
Haycock
• Ken Haycock, coordinator of library
services for the Vancouver School District,
who received in .June Ihe Margaret B. Scott
Award of Merit from the Canadian School
Library Association.
The award was presented for outstanding
contributions to the development of school
media programs.
©Bernard Webber, program superinten
(lent, special programs branch, Ministry of
Education, who received the Distinguished
Service Award for School Administrators
from the Canadian School Library Association.
The award recognized Bernard's efforts
ovei many years lo develop libraries and
resource centres, and to promote their use.
In various administrative capacities in several
school districts Bernard consistently
supported libraries and librarians.
While a director of inslruction in Vernon,
he co-operated with Ihe BCTF in setting up
a four-year demonstration school library
project in Hawood Elementary Sch. ol.
In his present position Bernard has con
tinued his interest in school libraries, and
has supervised the ministry's book purchase
plan.o
• Pat English, teacher-librarian at the F. E
Osborne High School in Calgary, who in
July was elected president of the Canadian
Teachers' Federation.
Pat was president of the Alberta
Teachers' Association lor two years.
1974-76. and has served on CTFs executive
for the last two years, as second, then
first vice-president.
Her main interests in teacher otganUatior
woik have been the building of sound
economic policies in education, the profes
sion.il development of teachers, and edu
c.iiional communications.
Norman
Coble
• Norman Goble. secretary-general of the
Canadian Teachers' Federation, who will
be a featured speaker al the BCTF's International
Year of the Child conference at the
Richmond Inn on November 23-24.
Goble. one of the most sought-after
speakers on education in the country, will
give the keynote address ol Ihe conference,
which will explore the relationship between
education and the social and economic
welfare of children.
Goble is also a provocalive writer on
education (see the "A Matter of Opinion"
feature in Ihis issue).
Another feature speaker will be
H. Philip Hepworth of ihe University of
Kegina. The conference on Investment in
Youth and Children will be attended by
representatives from al! organizations concerned
with the rights and responsibilities
of. and services io, children, Q
THE B C TEACHER. SEFfElvBJEH-fXTdiii'.'R 197.,

I
A CUSO worker in Thailand for two years,
the author writes warmly of the country's
children.
BERNADETTE EASTON
'* f - r -. -If** & - -f I"*':^ 1.
imiltA' v
&>' «* «w

t»M.»b!Kh!ii< nh
the I iiitv«>iM!y "•
SiiiLikmnwiroU' ami ;hi' iii'yu'i'-cniilnnii'j
Teachci-,' haiiiing College ivvbi'ic 1
taught). I'.u'ii -haling tin 1 same beautiful
campus, a vocational college anil a large
well-equipped physical education college,
with it-- recent acquisition of a fine new
swimming pool.
There aie several large seeoudaty
schools and private schools il'oi fee-paying
students who have (ailed the secondary
entrance exam), and innumerable
elementary schools Yet all these schools
and colleges ate bulging at the seams with
huge classes. When school is out in the
afternoons, the streets and market are
aswarm with blue and white uniforms the
snow-v-'hite shirt or blouse and the dark
blue si rl or shorts worn from kindergarten
to college level. Less conspicuous among all
this blue and white are the teachers and
officials in their khaki uniforms, rank showing
in the goldbraid tabs on the shoulder, a
complete contrast to the market women in
their bright ankle-length cotton pussins.
If you take a bus out beyond th.? confines
of the town and its fringe of schools and
colleges, you will rattie along at about 8( J km
through a countryside carved up in small
irregular-shaped rice fields enclosed by low.
earthen dykes. Clusters of rugged trees dot
the landscape affording shelter to man and
beast. In the growing season these low
cive::. hieaiM : .:'i niliq altel iiiiiiv ens
of iHHnt brown ami Clacked ike pari.' ,
Noil,i Hast fams.'!-, can ntliiv.:*••w>i end tii-' ue:-.t you
unless you li ii il, those unohtiu.live turning:-.
Going to oiisetvv tlie students piacticeb'T,,j
you bumped along those humped
1. aii , to.i small vsl' '.qe compound of
i.ikety houses on slilts. their sun-bleached
gray matching the thick, solt dust under
your ieet, But soon you would see the neat,
landscaped school b-JIding with its colorful
clumps of pink bougainvillea around the
front: teps by the tall white flagpole with its
limp tricolor.
You would spend two periods of an hour
each with Ihe two students allotted to each
school: then after conferring with each
sludenl, which took about another hour,
you were off again in a cloud of rc-d dust and
away to another elementary school or to a
secondary school in or close to a small town,
usually stopping off (or a bowl of noodles on
the way.
Each practice-teaching session was for
two months and was aimed out in the
second and fourth years of Ihe B. Fd. program.
Students on practice-teaching lived in
the viliage in which they taught for the two
months. Pari of their assignmeit was com
munity improvement, which might involve
a building or agricultural project. Students
were marked by the headmasters on their
"Thai children
also love lo dance. Here Ihe

-jY
coniribution to the community and on t!i«
maintenance of the school and grounds.
Schools were very proud of their well kept
buildings and landscaping, and model
schools were picked out and awarded prizes
by the local Education Department.
The most common complaint cf oui
teacher trainees was that their pupiis, by
and large, did not like English — and who
can blame them! Doubtless if they thought
about it at all, they must have questioned
the purpose behind their daily struggle with
mouthfuls of excruciating consonant
blends, unfathomable articles, both definite
and indefinite, tense changes and the whole
spectrum of inflections for which the Thai
language, in common with most South East
Asian languages, lias very little u;.e. •
The Ministry of Education is phasing out
the teaching of English at the Grade 5,6 and
7 levels, which will confine it to the secondary
school. A very sensible decision! What
a burden for small children whose own
language is a dialect, a mixture of Thai and
Lao, and who must leam to read and write
standard Thai at school. This decision is all
part of a complete overhaul of ihe previously
academically oriented and therefore
elitist school curriculum.
We tried to help our students overcome
their pupUs* dislike of the English language
by introducing more songs, games and
simple dramatizations. These appealed
tremendously to the Thais' love of the lively
children'are being taught a traditional dance.
arts, tor they love to sing and ^-wicr. and arc
bom actors. 1'iiey have an eclectic taste in
music and will even appropriate foreign
nines and set their own words to them.
Danny Boy and Auld Lang Syne put to Thai
words are patriotic songs sung by soldiers
often far from home, wives and
sweethearts.
The children, too. have taken over Auld
Lang Syne, and at one village school taught
me how to sing the alphabet to its melody in
a flourishing martial style wilh a heartfelt
crescendo on the 0 before galloping triumphantly
down to Z.
COMMUNITY COLLEGE ROLE
Mahasarakam was not merely a teacher
training establishment, but. in common with
other teachers' colleger? in Easan was becoming
more and more a community college,
providing non-formal education both
for the students and the village communities
in their district. Courses in nutrition, child
care and family planning, agriculture, and
crafts were an essential part of the curriculum,
and projects in all these and other
areas too numerous to mention in this
article were undertaken in the surrounding
villages.
One teacher was conducting a project on
edible insects, arid travelling from village to
village to demonstrate the huge variety of
edible insects not yet in the people's diet.
He produced a booklet so beautifully illustrated
that i! made even the Dung Beetie
look appetizing. A helping oi sauteed honey
bees and crisp crunchy grasshoppers
could provide a part of the minimum protein
requirement especially if yo'i. like the
children, snacked off red ants" eggs or the
silkworm grubs readily available when
mother is spinning the silk off the cocoon?.
Some of our students returned to the
college filled with a deep sense of injustice at
the hardships many of their pupils had to
suffer — the long, hot walk (often as much
as five or six km) on a meagre breakfast to a
secondary school where tardiness was
strictly punished; or the many iunchless
children who would hide out in the trees or
pretend to be busy in the classroom at
lunchtime so as not to draw attention to
their lack of three baht (15c) to pay for a
plate of curry or noodle stew brought in by
the local women on their P.at carts.
The small children carried an enamel
container (called a pinto) containing a
handful of rice and some fish sauce, which
might have a few shreds of small bony fish
or shrimp in it if they were lucky. The
adolescents in the secondary school were
too sensitive to carry this humble fare, and
would go hungry rather than lose face
among their peers.
But if there were some instances of real
hunger in the secondly schools, I found it
very evident in the elementary schools in
the small, back villages — that gnawing,

hl.il! hunger "i Ii Ian 1 , ol 1 hi' llttk' •..ii ildie: I
•.'•nil then >,pini'.y U'

Children, teachers and parents from
Armstrong's Len W. Wood Elementary
School went to Barkerville to seek their
fortunes, and all found gold.
MARDEE GALT
•The '98 young miners didn't take along
pack mules, gold pans or rocker boxes.
However, some of them, when polled
after the expedition, said they wished they
had taken along "my puppy." "a friend,"
"envelopes and stamps." "the right
flashcubes," "my cat," "a thinner sleeping
bag." and "my bed."
Two years ago, Grade 5 students from
Len W. Wood Elementary School in
Armstrong spent the better part of a week
seeking their fortune^ at Barkerville. Historic
Park, and had a rjp-roaring time, even
though two childreni'said they ; wished they
had not taken 1
along their mothers and
another could have done without a sick
stomach.
The children were accompanied by 16
parents and teachers John Tan, Darcy
White, Vicki GreerVand Naidene Shannon.
Their group was just on^ of a total of 228
school groups — 7,865 students in'aiL—
that have visited Barkerville Historic Ps^^
over the past three years'to trace British^
Columbia's roots.
Y
In 1958,100 years after the gold rush had '*
brought about the creation of the Crown
Colony of British Columbia, the provincial
government bejan a 25-year project to
restore Barkerville to what it had been
during the gold rush. It was, in its heyday,
the largest city on the North American
continent north of San Francisco and west
of Chicago.
The gold rush had begun in 1S58 on the
Fraser River, and as gold supplies dwindled
down-river, prospectors followed the river,
north. In 1862 Billy Barker made a strike at
Williams Creek, later to be known as the
richest gold-bearing stream in the world.
News, of '.he gold strike spread rapidly.
Barkerville Sprang up almost overnight and
its multinational population reached 10,000
in the 1860s. Businessrriesr) and their
families.had, followed the miners'and be-
THE B.C. TEACHhlR, SEPTEMBER^OCTOBER 1979
15

Mm
cause people felt it might be a while before
the gold ran out. the town took cn an air of
permanence.
Many colorful characters left their imprint
on Barkerville history, including the Crown
Colony of British Columbia's first judge. Sir
Matthew Baillie Begbie. He travelled
thousands of miles on horseback over
rough terrain, frequently sheltering under a
tent at night, to impose British law on the
raw frontier.
At Clinton, Begbie sentenced a man. and
when later in his hotel he overheard the
convict's friends threatening to shoot him.
Begbki promptly emptied a • chamberpot
over their heads. That ended that particular
challenge to legal authority.
To help recapture the fascinating flavor of
gold rush days, special educational programs
suitable for classes from Grade 1 to 12
are offered at Barkerville Historic Park from
mid-May to the end of June. They are
popular and must be booked well in advance
through the Education and Extension
Division at Barkerville. Information sheets
to assist in planning a visit are available on
request. (School groups can visit year round
but should contact the educational program
staff early to check on facilities and attractions
open during the off-season.)
(Top) The stagecoach and church arc popular
with all uisilors to Barkewille. (Middle) Reccn-,
structed buildings and period costumes worn by
the stiff add to the authenticity of the town.
(Bottom left) Students see firsthand how people
lived in the goldrush towns 100 years ago.
(Bottom right) They also get a chance to try their
hands.-at some of the skills needed for life a
century ago.
16

- *-*?v*r* r ,^fy-. rages
Accommodation .m.i provision of food
tor largo group-, must Iv carefully planned.
There ate few food outlets in Barkerville
itself and these can't be counted on to open
until mid June when the tourist season
begins.
Warm clothing and waterproof footwear
are other musts.
The most popular program, suitable for
Grade 4 to S students, is offered in Wendle
House, former home of a prominent
pioneer family. Here introductory slideshows
are presented and students learn
how to cook bannock and beans on an old
wood stove, use sad irons, quilt, braid rugs
and play the parlor games enjoyed by the
gold rush children of more than a century
ago.
Outside, as pan of the same full-day
program, students learn how to do woodwork
with old-fashioned tools, and most
exciting of all. how to search and mine for
go''. '/
Another full day can be planned using the
schoolhouse where teachers can create and
carry out their own programs. A slide-show
is available, and the schoolhouse kitchen,
which contains an old wood stove and is
equipped with pots, can be used for preparing
stews, beans or hearing up precooked
food fo': lunch.
(lop) Visitors.see a familiar „ame in ihe retail
trade of a century ago. (Middle) the horse was an
indispensable pan of pioneer lining, and had t(\
be given good care. (Bottom right) A ride through
town on the stagecoach is a htyhlinht of any visit:
tr>-Barkerville. ~ a
17*

Ill i'nl(li;io:i, there are audio visual -.hows
Hi tin- mu'.i.'ilili. which i-.ni he followed up
with luuti uf the tuiiuiutu: olil town Tom
notes are available.
Other programs may be offered, de
pending on the staff available. One of these,
a two-hour progiam on early tustice in B.C..
includes a hike to the Kichlield couilhouse,
haunted by the ghosts of Judge Begbie and
the rugged prospectors who were on trial
there, frequently for murder.
Cottonwood House, an inn built by the
original Cariboo wagon road and which is
now approximately 18 miles east of Quesnel
on Highway 26, is a fascinating wayside
stop.
And if a class doesn't plan to visit Baikerville
but would like to get a feel of the gold
Barkerville s Theatre Roval is still active alter a
century!
The dress oj visitors to the town-contrasts markedly
with the period dress worn by one of the
staff. - - - -
18
rush spirit anywav. they Can ask Baikovvilie
Ldueatu n and Kxtension Division fo) a visit
from the "edtikit" —- a replica of a Saratoga
trunk containing a gold pan. a h.ind forged
gold spoon, a rocker box. a gold blower, a
button boot and buttonhook, slate, skate
and a "sticking lim" candlestick. The edukit
also contains old photogiaphs. posters, a
slide-show and written material about Barkerville
history (including lesson plans).
But back lo the Len VV. Wood Elementary
School expedition.
Transporting 98 minor miners more than
700 miles round-trip for a five ' >.y excursion
— with sleeping accouir ...dation to be
organized and quantity meals provided — is
no easy matter.
No 1890s prospector, carefully loading
his packs with supplies calculated to be lighl
enough so his stamina would not be sapped
during his perilous journey, but plentiful
enough to ensure that his food did not run
out before he reached the gold in "them
thar hills," could have planned a trip more
carefully than did the Len W. Woods group.
CAREFUL PLANNING REQUIRED
Planning began six months before the
trip. An advance party of two teachers,
Darcy White and John Tan, travelled to
Barkerville to look over sleeping and cooking
facilities. They found three choices for
their large group: camping at Barkerville
Provincial Park, staying in the Wells Community
Hall or having free use of sleeping
bag accommodation in the Wells-Barkerville
school gymnasium, which has a small
kitchen adjacent.
The late Cariboo spring eliminated all
thoughts of using the campsite, a small fee
for staying in the Wells Community Hall
would have added $500 to fhe expedition
budget, so use of the school gymnasium
was negotiaied. (Booking of the Wells-Barkerville
school gymnasium —available only
io school groups — must also be done well
in advance, either by writing to the school
principal, Wells, B.C. or by phoning 994-
3216.)
The Armstrong advance scouts also consulted
with the historic park and museum
staff and were able to start planning their
educational program early.
Most important' of all, however, the
Armstrong school group needed a
grubstake. Cost of the expedition was estimated
at $25 a pupil with additional funds •
to be made up by Barkerville-or-Bust fundraisers.
Bake sales, raffles, a skate-a-thon
and bingo raised the cash total collected to
$5,386.35, and at journey's end money
was refunded to each child. Total cost had
worked out to $19 a pupil.
The trip itself, which in the words of an
l.S7Hs traveller "makes one's nerves twitch
a little al first," was made twentieth-century
comfortable for the students. Because Ihe
historic P. .1. Barnard stagecoach company
had long since stopped cross-country runs
terminating in Barkerville, two Greyhound
buses were chartered and were available to
the group during their stay.
In addition, an advance party of parents
in six motor vehicles preceded the large
parly on Sunday to finalize sleeping arrangements
and preprepare the Monday
night dinner.
One of the advance vehicles — a large
Winnebago — proved to be an unexpected
bonanza.
"Throughout our stay this was a godsend.
Close al hand was an additional
bathroom and beds (or weary miners suffering
headaches or stomachaches," remarked
a teacher.
The main group left Armstrong at 8:30 on
Monday morning, had three full days in
Barkerville, and left at 9:00 Friday morning
for the homeward trip.
The kids had a busy time experiencing
and learning, and they also had some
rehearsing to do for a concert in the Wells
Sunset Theatre, to which they had invited
people in the community. They presented
an original play, a slide show on Armstrong,
and song and dance — even the cancan.
They turned the admission they collected
over to the Wells Hislorical Society.
The three Grade 5 groups participated in
the Wendle House program, studied in the
museum, toured Cottonwood House, visited
the cemetery and hiked to the Richfield
courthouse.
They also played bingo, watched movies,
and began to put together a booklet on
Barkerville
Meals, planned and prepared by different
groups in turn, were not quite as spartan as
typical miner's fare. One sample dinner:
cold twl.ay, cold roast, potato salad, bread,
fruit find milk.
When polled after the trip the students
rated the Wendle Ffouse program, bingo
and movies in general, but the one about
Begbie and Barkerville in particular, as
being tops. Some, however, objected to the
weather. Most got thoroughly drenched
hiking to the Richfield courthouse.
Said one accompanying parent. "A particular
treat was seeing the students so
absorbed in different programs, participating
with real enthusiasm. This would not
have been possible without careful preparation
prior to the trip." ...
And concluded another: "We all found
gold on thistrip —• problems shared, solutions
found, and mutual appreciation." O
Mardee Gait was an editorial assistant with the BCTF
when this article was written.

BERTHA KWITKOSKI
Morphographic spelling
has convinced the
writer that spelling can
be taught successfully.
Here's how she does it.
I.
X
3-
X
p.
^ ^ ^ ^ ^ ^
X
I
I
10-
M 0
#Have you ever had the feeling that for
some children there is no effective means of
teaching spelling? If so. why not try morphographic
spelling? This program has me
convinced that spelling can be taught successfully.
Svphere are two, main objectives in the
morphographic spelling program: (1) to
provide students with a workable
generalized set of rules that will serve them' ;
throughout their spelling days, and (2) to
provide a systematic procedure for the
analysis of words.
THE B.C; TEACHER, SEPTEMBER-OCTOBER 1979
Morphographic Spelling is based on the
use of the morphograph, which is a unit of
meaning. Base or free morphographs can
be used independently to convey meaning
—: for example, port or play. Bound morphographs
or affixes (suffixes, prefixes, inflectional
changes) convey specific meaning
when, added to the free morphographs. An
example of a bound orphograpn', or affix
may be ing, which means 'when you do
something,' therefore, play + ing = playing,
meaning when ycu play.
The advantage of teaching by morphographic
analysis is that morphographs follow
easily established patterns of'morphographic
structure. For instance, run has one
spelling in runless and another in runner,
but the change is predictable. Very few ;
principles are involved in combining morphographs.
A student can learn to'spall a
large set of words using morphographic
analysis by learning only a few morphographs.
For example, by learning 12 morp'nqtjraphs
— claim, able, re, arm, er, un,
ing, cover, ed, dis, order, ness — a student
can spell 75 words.
19

A- - ri. - (c _4
••'.III.'
!l,
iiO! pin i
Icpolt
1 !„• !'u!e \, .nil.:!.. teai h h.'i'c basic
•leneiah/atn .1 c l< u i hanging th spelling of.-,
III' ;M)ll ipl i -
la) ' hopping the filial e
iii) i hangiile; c i' i i
ic) doubling the final consonant
Fuch rule i.-, introduced and students
icceive extensive practice in applying the
rule. This practice is given through workbook
exercise and word building formats.
Words demonstrating the rules appear
every day throughout the remainder of the
progiam
The morphographic spelling program involves
a great deal of teacher-directed ac
livity with choral and individual response
The spelling program involves a great deal of teacher-directed activity with choral -ncl individual from the students. Students respond at a
responses from the students. Verbal interaction between pupils and teacher is rapid.
given signal and active participation is required
from the whole group. The verbal
interaction between pupils and teacher is
rapid. The 20- lo 30-minute lesson moves
quickly so there is no time for such distractions
as comments or asides. Constant full
attention is necessary since the presentation
requires visual, auditory and motor responses.
Behavior modification is built into
the program for Jiis purpose. Three behavioral
rules are set:
1. Sit quietly, iooking at the teacher.
2. Answer when the teacher signals.
3. Write the answers to the worksheet
exercises clearly.
Points are awarded to each student at the
end of each lesson. At the end of every five
lessons, points are totalled and graphed.
The graphs are good motivators and are
excellent indicators of student progres^
Students Who have had difficulty with spelling seem to thrive on the monographic spelling program The lessons in the teaching guides are
atiZ1h£s' S ^ P°° r SPe " er G
°' ' ade " " '° 1 2 Wh ° ' K M e m a s t e r e d und symbol
carefully set out. The structures of the
program must be adhered to if the program
Morphographic spelling is designed for
poor spellers in Grades 4-12 who have
demonstrated mastery of sound-symbol
relationships. A very simple test of 10 or 20
words determines whether a student qualifies
for the program. A group of up to 15
students can be taught successfully.
The materials for the program consist of
~i • two detailed teaching guides and two student
workbooks for each student.
•' is to succeed. Deviations from the structure
tend to cause the program to break down.
In that event, the teacher must take stock of
the method of presentation for the fault
does not lie with the program.
Having completed this program with one
group of low Grade 6 and one group cf low
Grade 7 spellers. I- find the results most
gratifying. The response from both groups
. was enthusiastic, and the students developed
a greater measure of confidence.
So the teacher can achieve the objectives
of the program, daily lessons are carefully
sequenced. There are siv. major types of
exercises in each lesson:
1. Word and spelling introduction. Mor-
1 phographs, which are bases and convey
."• meaning, are taught.
20
(a) Students spell the words orally
while looking at the board.
(b) Students spell the words orally
without looking at the board.
(c) Students write Ihe words in their
worksheets from memory.
2. Affix introduction.
Students learn to identify the affix as a
morphograph, spell it, and learn its meaning.
Affixes are taught as parts of words that
have one more morphograph. For example
— affix uri means not. Unborn means not
bom.
3. Word building.
Students get controlled practice in spel-
> ling words of more than one morphograph. '
Orally, students identify and spell each
morphograph and finally spell the entire
word. For example in "unpacking," the
first morphogiaph is un, the second is pack,
and the final is ing — unpacking..
4. Spelling review.
This format serves to keep the spelling of
all morphographs mastered in constant review.
••- .
5. Morphograph analysis. .
Their overall progress is one to two years'
growth in spelling achievement. They are
able to spell words ranging in difficulty from
hoping, quiet, their, scratch, swimming,
really, to conscience, changeable, conceivable,
separation, and succession. The
teachers report much improved written
work, and 1 feel a sense of accomplishment.
O
Bertha Kwitkoski is V learning assistance readier at
Lochdale Community School in Burnaby .,
THE B.C. TEACHER, SEPTEMBER-OCTOBER 1979

RALPH MAURER
©Fort Nelson, sprawling along live miles of
the Alaska Highway midway between Dawson
Creek and the B.C.-Yukon border, is a
testament to the arbitrariness of the mapmaker's
craft. Officially within the bound
aries of British Columbia, this town of 3,000
identifies more with booming, energydrunk
Alberta. When Fort Nelson citizens
go to "the city," they most often mean
Edmonton, not Vancouver.
Natural gas turned this minor lumber
industry centre and truckstop into a boomtown,
boosting employment, population,
wages — they are among the highest in
B.C. — and prices. A new house, built on
permafrost, costs $70,000 if you can get
one; a one-bedroom unfurnished apartment
car. cost $400 a month.
Fort Nelson displays that contradictory
personality io common in similar towns. Its
conservative, independent, individualistic
frontier philosophy is ba'jnced with a
readiness, created by economic need, to
accept new idias. Here, where there are
more jobs than people to fill them, women
become truck drivers, heavy-machine
operators, green chain employees.
That atmosphere made it possible for
Kathleen MacPhail to become an industrial
education teii-her at Nan Streeper Middle
School two years ago.
"If I had been down south 1 would not
have been offered this job," MacPhail says.
Disappointed when she didn't get the art
teacher's job, MacPhail set about adapting
her woodworking skills to the classroom
after principal Al Morton asked her to teach
industrial education.
"My dad was a carpenter and I could do
woodwork. The problem I had was not how
to do things but how to teach things, how to
get the sequence down."
So she spent a summer at the University
of B.C. learning just that. Her instructor,
Ken Hickling, later helped her set up a
woodworking course aimed at Grade 6 and
7 students.
The 30-year-old Grimsby. Ontario native's
face clouds when she is asked to recall
the Ministry of Education's reaction to the
news of her new job. She recalls a visit from
a ministry official while she was taking
Hickling's UBC course.
"He said something about not wanting
housewives in the workshop, handling
22
~- • / mi..,...,.«. . „
Mrs. Chips, as Kathleen is affectionately called by her students, gives her female students a new look at
the roles women can play in society. She overcame the curiosity of parents, end won their suppon and
encouragement in leaching what has traditionally been a man's subject
tools. I can't remember his name; I guess I
just want to block it out," she says. But
MacPhail must haVs impressed someone,
because the "ministry's" attitude quickly
changed. Another ministry official helped
her establish a curriculum and get tools.
"The students were quite pleased to think
that they were getting something a little
different," shejsays. "Of course, they were
pleased to be taking woodworking to begin
with. They userj to call me Mrs. Chips, or
say 'Watch outjprMrs. MacPhail. she'll nail
you.'"
The new industrial ed teacher evoked
THE B.C. TEACHER. SEPTEt>BER-OCTOBER 1979

'j little initial curiosity among patents, "I
remember the first parent-teachet interviews."
MacPhail says. '•There were an
incredible number of parents who came to
see who 1 was." The curiosity wore off.
though, leaving behind a spirit of support
and encouragement.
The cool, slick, sophisticated Lower
Mainland had a lot more trouble coping
with Peter Van Gelder's becoming a Grade
1 teacher.
"1 remember one principal who said to
me. The only male primary teachers I've
ever seen are homosexuals.' Sure, it was a
joke, but it does reflect something or he
wouldn't have said it, even as a joke."
Van Geldev, 33, sits on the steps leading
into the primary classroom building at Lord
Byng Elementary in Richmond, supervising
the children during lunch-hour. While he
talks, a Grade 2 girl clings to him. burying
her face in his i.eck.
"I once had this new kid come into my
class in November," Van Gelder recalls.
"She came with her mom in tha morning,
took one look at me and ran into the
' hallway. 1 could hear her crying, 'It's a man
teacher. Mommy!'"
"That soon passes. It's juct the initial
physical appearance. They're not expecting
it." The little girl leaning on him strokes the
hair on his forearm, "I look and fee! different
from a female." he adds.
Once ovet their initial shock and surprise
at seeing a man teach their children, parents
began to appreciate his presence. "The first
thing they usually say is. Isn't it unusual lor
a man to be teaching Grade l'r' But then.
'I'm delighted.' "
"A teacher is a teacher but a man teacher
is different from a woman teacher in a lot oi
ways, and it's good (or kids to have both."
Most young children have relatively litlle
conflict with their fathers; they have female
primary school teachers, then they go home
to their mothers. They see their fathers only
briefly in the evening.
A male primary teacher gives the child
contact with a man for five or six hours a day
and that's important, Van Gelder says. "I'm
a stable male figure that they don'l have."
"A number of districts are now saying
what I and a number of other people said
years ago: Kids need a male figure." The
result: more men are going into primary
school leaching to get jobs. "A school
district nowadays would be quite ready to
hire a male primary teacher. I'm told if
you're a male you have a much better
chance than your female counterpart."
Peggi Hall, co-ordinator of the BCTF
status of women program, points out the
benefits of having women in traditional
male teaching roles, and vice versa. "The
healthy kind of effect this will have if. that
students have a first-hand opportunity to
see role tevetsal, to see that roles aren't
restricted."
MacPhail gives students a different out
look on Ihe role of women, and shows them
that women are capable ot handling a
so-called man's job. "It opens up opportunities,
from Ihe point of view of the young
girl who sees this sort of thing," Hall says. "It
opens options to her."
Van Gelder's effect "is an even more
freeing thing because they (the children) see
males in a nurturing role, in a caring role. If
primary teaching is viewed, as it is by most,
as an extension of Ihe maternal role, then
this is even more important."
Neither MacPhail nor Van Gelder will be
in B.C. classrooms this year. MacPhail is
taking a year away to travel and care for her
infant son; Van Gelder is teaching English in
Japan.
Other teachers, and forward-looking
school boards, must be depended upon to
provide the benefits of teacher-role reversal.
Many educators believe that men will
follow Van Gelder's footsteps into the primary
grade classroom, but will it become
easier for women to have a greater role in
teaching older children? O
Ralph Maurer Is an editorial assistant wilh the BCTF.
DISCOVER YOUR NATIONAL PARKS
Mount Revelstoke and Glacier National Parks offer you valuable
teaching material including:
; '1. Films'r:p •
2. Study Kit
: ''Introducing Mount Revelstoke and Glacier National Parks'' -
Avoiidbeonaiwo week loarvor purchase basis (S3.00}. :-/
' t • ' "r-C.7 . _ ' , •J-X. . -
; "Canada's Notional Porks featuring ivlouni Rteveisfoke and Glacier"
:
Available on one rrionlh loan. - '. • " - - ^ \
3. List ot tree pampiet's and informaliori shoe!s. .,
4. Maps of iVioun; Revelstoke and of Glaoer Naiionai Parks |$ 1.00 each}.
Mori your or der !o. Superintendent :
Mount Revelstoke and Glacier National Parks
P.O. Eox 350
Revelstoke, B.C. V0E 2S0
ATTENTION: CHIEF PARK NATURALIST
THE B.C. TEACHER, SEPTEMBER-OCTOBER 1979
23

©For one ol the most prosp rous countries
in the world todsim that 5.1 percent of the
national income is too much to spend on the
education of children is inadmissible.
For a country that professes to be dedicated
to freedom and social justice, a return
to a restrictive school system, in which the
teacher is expected to be the obedient
enforcer of existing inequalities, is surely
inappropriate.
In a country whose prosperity rests on its
technological competence, and whose future
welfare depends on its success in
solving the pioblems of growth and in
achieving technological and economic autonomy,
any action that impairs the quality
of schooling is decidedly contrary to the
public interest.
In common with most of the industrialized
nations, Canada faces the prospect
of serious deterioration in the working conditions
of teachers and therefore in ihe
teaming environment of students.
The decade of the sixties was a period of
vigorous growth in Canadian education. In
part, this wvs due to simple quantitative
expansion. The number of children in the
age groups requiring elementary and secondary
schooling was rising at an exceptionally
rapid rate. Many new schools and
many new teachers were needed for this
reason alone.
There were other factors at work, however
Industry was expanding and modernizing,
and was creating a need for technical,
vocational and pre-vocational training
alongside the traditional academic school.
Urbanization was creating a demand for
workers in various service trades, for whom
a sound basic education was an asset. The
complexities of urban life and a technological
society were creating social problems
that forced the school to expand the range
of its concerns,- to enlarge its curriculum and
to change its style of operation.
The school, it seemed, would be required
to offer much more support to young
people in the process of achieving personal
maturity and social adaptation, and would
have to find ways to teach the skills needed
HELP MAKE
IT HAPPEN.
United
for the competent management of personal
and family life.
The increasing demand for access to
schooling, resulting from the rapid increase
UNIVERSITY OF VICTORIA
Faculty of Education
in tin' school ftge population, combined
wilh ihe obvious economic value of im
provenenis in the level of general education
and ;ti technical and vocational training,
gave gieat political iaipottance to education.
Governments — both federal and
provit.ual — felt that they could win voles
and develop Ihe economy by investing in
educational expansion, and their policies
were supported by the leaders of business
and industry. Expenditures on elementary
and secondaiy education rose to the remarkable
level of 5.8 per cent of ihe gross
national product in i971.
Much of this money was used to provide
physical facilities, which caught the public
eye, rather than being applied to genuine
social and educational priorities. Nevertheless,
the retention rate of tire school system
(the percentage of students entering the
schools who remained enrolled until they
emerged with a secondary school diploma)
rose to 71.5 per cent in 1971-72. Between
1960 and 1972 the school population increased
from 4.2 million to 5,8 million, and
the number of teachers fiorn 163,605 to
271,206.
During this period the public attitude
appeared to evolve in a very positive manner.
Attempts to democratize education,
and to make it an equalizing force in society
Applications are invited for sessional appointments to the Faculty of
Education for the period September 1, 1980 to June 30. 1981.
Counselling: To teach undergraduate and graduate courses in
Counselling, and to supervise counselling practica.
English Methods: To teach courses in Englith Methods,at The undergraduate
level and to supervise school experiences.
Language Arts: To teach courses in Reading and Language Arts at the
undergraduate level and to supervise school experiences. ,
Learning and Development: To teach courses in introductory educa-^
tional psychology. • - ,, •'. .
Physical Education: To teach courses in Physical Education in the
following areas: Introduction to- Physical Education and Secondary
School Methods; and to superviscv-chool experiences.
Social Studies: To teach undergraduate courses, supervu* school experiences;
assist with in-service activities.
Full curriculum vitae and names of three referees should be forwarded
to Dr. Norma I. Mickelson, Dean of Education, University of VictorVa,
:
P.O. Box 1700, Victoria, BC V8W 2Y2 before December 1,1979.
24
THE B.C. TEACHER. SEPTEMBER-OCTOBER 1979

..pp.
.-uriug ,ucr.
leach..".
Hi
"'Li
* • • 111r ill.m standardi/cd.
lions, .aid gie.iies imlividu.ib/cition o; sthoo!
oiugrams
1 here was mine com tin ioi the special
needs of ethnic minorities, ot (he socially
disadvantaged, and of the handicapped.
Despite a serious teacher shortage 'hcie
was steady progress toward improvement
in teachei qualife'ation*. and toward reduc
tions fi.jith.t!) Ihe siz-? of -classes and in the
total number of, students assigned ',o each
teacher ia 'he course of th?.. school v .sr.
In the lasi 'few years, the pressure of
numbers on the schools has slackened
. considerably. Setwieo )972 and 1975.
although the total population of Canada
rose from 21.8 million to 22.8 million (an
increase of 4.5 p;>r cent), school enrolment
declined by 2.8 per cent.
This provides an excellent opportunity to
accelerate progress toward'dcmocratizaU^n
— toward smaller classes, wider ranges of
choice, more attention to individual difference,
the provision of expert help to meet
ei e.ie operating io
nieven! a lationai i- -.pi. ittaiioti of llie-i
possibilities One r- ih. decline in the polili
c.ii popularilv of educ, Hon Relieved of tlu
piessiire of demand or more school- lc
accommodate bigger nurnheis of children,
government!".'.vivv seen education as a field
in which they can now gam cut lit by
reducing expenditures. She second is tinslow-down,
in business and industrial de
veloprnent. which has reduced the need for
an inflow of skilled and educated workers.
The trend toward democratization and
the equalization of chances, which leflected
the economic optimism of the sixties, ap
pears to have weakened considerably. Fear
of the future has driven many people to
demand that Ihe schools become, once
again, more selective and more antagonistic,
so that they can guarantee economic
security and social advantage to their
graduates.
:g>.-s queMi. ailr.a. chaldiriatioi-..
thfy demand
le-,-, comp.iv.soii, more
i!tM,|>«nc ana les cte.itivity In this they
have the -.uppoit many parenls.
I In- paiticular victims of this change aie.
of coin sc. those who derived the least
beneiit from the leslrictive. selective school
system- of the past •— the poor, the handicaijped.
and minorities of ail kinds
Victims also are leache! s al all levels, who
find their expertise discounted, their professional
autonomy restricted, and their function
sometimes reduced to the supervision
of excessive, numbers of pupils in activities
they know to be educationally sterile.
Bigger classes, longer teaching hours,
ieduced opportunity (or diagnosis, for
pi.inning, for consultation and for professional
improvement, impaired teacher- .
pupi! relationships and a less humane envitonmeul.
increased stress, decreased reward
and ultimately a real insecurity in
employment — these are imminent possibilities
in Canadian education. C
Norrnan Goble is secretary-gener.;! ot the Canadian
Teacher's Federation,
a
f
0
-rt":
j &
M
^o*-VcT
IHE B C. TEACHER. SEPTEMBER-OCTOBElli 1979
25
ii
ii.
"i\
;
y:r]f:
.•v-.-'Jf'
-••': i-f'-'rlf----.'

'il4 ft
m M It nt %
Project TEACH (Teacher effectiveness
and Classroom Handling! is a practical
professional development program designed
to help teachers make effective decisions
about complex classroom situations.
Five hundred B.C. teachers enrolled in
the course in 1978-79, and most of them
have indicated that they relate more positively
to students, provide a more constructive
classroom climate, and deal more successfully
with discipline problems.
This is the first of a series of articles written
by Project T/7 r 't' instructors, highlighting
aspects of Ihe ;orogt;im, and describing the
POSITIVE PHRASING PAYS OFF
DAN DE GIROLAMO
OA teacher's interaction with the class in the
first few weeks of school determines, in
large measure, how they will work together
for the rest of the year.
It is during this crucial time that either a
negative or a positive pattern is established.
If the pattern is a negative one, it becomes
very difficult to break, and daily confrontations
become a way of life.
One of the techniques 1 have found to
work well in establishing a positive pattern is
positive phrasing. Just as a negative comment
invariably evokes a hostile response, a
positive comment is generally accepted by
students for what it is intended to be — a
move to positive action.
. Recently, in glancing' through a Grade 4
student's notebook, I read a teacher's
comment: "I shall not mark your book until
you have completed your corrections."
What kind of response would that evoke .
compared with: "I shall mark your book
•after you have completed your corrections"?
• 7
: How often could you catch yourself sayv
ing:' : r;... • 7.'.
..... • "Don't run down the hall."
7 •"We.cannot leave for the gym until;
everyone is quiet."
• "I don't want anyone looking around
during the exam."
1
Consider the possible effect of a change 7
to:
• "Walk down the hall."
• "We shall leave for the gym when
everyone is quiet.'' ... • .. .7
•> • "Concentrate on your own paper during
the exam." .'.v .,.
There is a growing amount of research to 77;
support the use of positive phrasing. Studies. :
r
at the University of Victoria indicate that
response to a* positive statement is more
• immediate than to a negative one. The
• mirid more quickly understands, "When we 7
are all' quiet we can begin" than' it does 7;
' 'Stop being so noisy or we" shaii he vet" pet -7
started."
26
C
in addition, systematic classroom observations
indicate that negative phrasing
tends to create an incongruity between the
messages sent and those received. Since
phrasing, tonality and body language are all
important aspects of communication, an
incongruity in any of these can result in
mixed messages.
Let's examine the example used earlier:
"I shall not mark your book until you have
completed your corrections."
Is the teacher necessarily taking a nega? : .<
• tive posture?
Could the teacher's intent be quite posi-,
tive?
How may this statement affect the students
and their perceptions of the teacher?
Finally, has the teacher said what he/she;
wanted f-say, how he/she wanted to say:.
v
.. n?.... -' : v
i
There is research to show that positivesteacher
practices produce improvement in. V
student performance, Including attentive-'"
ness, achievement and discipline — regardless
of task level or pupil ability: There is
also evidence that negative teacher practices
(negative criticism, blame* withdrawing
privileges, isolation, negative physical -
contact) increase and reinforce disruptive.;
and distracting behavior as well as depress
pupil achievment.
Through negative phrasing and negative •
practices, teachers may be causing the very
behavior and attitudes they want to eliminate.or
modify.
In light of the above, 1 urge you, in your
. classroom tomorrow morning, to begin
examining your dialogue. There is a strong
possibility that you will find a great deal of
unintentional negative phrasing. Then,
think carefully before you speak to students.
or classes and practisephasing instructions
and comments positively. Y
Conscientious use of this one technique
will result in fewer confrontations and more
student self-discipline in virtually any class-­
room. •'•:
•
;
impact of the skills on the day-to-day work
of the teacher.
For more information about Project
TEACH, contact your local instructor or the
Professional Development Diuison of the
BCTF.
EXERCISES IN
POSITIVE PHRASING
Note: The following two exerciser ore /rom
Project TEACH action assignments.
A. Change 15 of the following negadvely
phrased statements to positive phrasing:
1. Don't do that.
2. You got 15 out of-2G answers wrong.
3. Didn't you study at all?
4. Stop banging your desk with the ruler.
5. Stop making so much noise outside my
classroom.
6. Don't lean on that window.
7. That's not a good way to do that job.
8. Don't tell him the answer!
9. That'snot lettuce. It's cabbage...
10. ' There are someichildren here who are
'. not paying attention. '. :i.
;
11. You made a mistake here. 7 :
. ;
12. Larry, you're not ready.
13;^ It's not fair,for you to use up all the
paint. Now the others don't have any.
1! 14. We'can't heanf everyone talks at once.
x 15. Now, wait aminute. Go back. You're
not reading what's on the page.t;-. ;7
16. You do not make a lot of noise during
fire drill. Why not?
17. Now don't go home and tell your
mother that she has to bake a cake for ; -
the cake sale.
18. You misread the instructions.
19. You didn't get your math drill farts
- straight. ••..'•• -••r.: ••• '77
20. Don't be fresh!.-
B. Select from one or more newspaper or
magazine stones 10 examples ofnega- •
tive, phrasing. Quote your examples,; 7y
citing your sources, and change the
examples to positive phrasing.O ;7:-.7.77
Dan De Qrolamo is a Project TEA.CH associate; and
leaches at Coldstream Element/.ry'SciwVl in Vemon
THE B C. TEACHER, SEPTEMBER-OCTOBER i979 -

THE^E TEACHERS HAVE RETIRED
Most of the teachers below retired earlier this year. A few had left teaching before this year but were granted deferred allowances. To them
all the federation extends good wishes for the future.
Leonard John Anderson
Joseph J. Andres
Phyllis E. Asay
Rosemary Anne Ault
Margaret E. Barrowclough
John G. C. Barwis
Johanna Beeching
George F. Beguin
Arthur R.B. Bellis
Mary Bewick
Mildred G. Bidwelt
Effie C. Bird
\. Audrey Emma Bradley
Albert B. Brandon
John O. Braun
Margaret Brennan
Ruth C. Broughall
.Alexander Brown
Ruth S. Buckham.
Pelham Arthur Bunting
GeorgeA. Buvyer
Frederick B. CahiU
Douglas K. O mpbell
Myrtle A. Canirill
Agnes Pearl Caron
Dorothy Caron
Douglas P. Clark
Mildred M. Clarke
i : ; Phyllis MayCochrane ..
Reginald Coleman V-
Dayte L Davidson
.', Margaret Davidson
Kurt F, De Boer
Verb Myrtle Dewar
Esther Diehl . :}^.':'-.:
. Muriel A. Douglas
Emma S. Dubokovic
Dorothy Marie Dyck .
Marjory R. Easton ..
Elizabeth I. Engstad •
William A.B.Ewen
. Irene M.Faruen ......
Alfred A. Ferguson
Ivan Wharton Findlay
Donovan G. Fonseca .
Delmar Frank Forman
- ''Francois A. Fortin
Leo Webb Foster
Aileen Kerby Frank
Barbara J: Fndnksson : .
Frank Lawton Fuller .
Dora M.H. Furnsss .
: Edith M. Garden .
Dons C. Gcmeroy
• . 1 Leonard J. Getgood .
, William S Gibson
George L Gladman
• '• Janet O. Gosselin •••
Guy A. Graham
Gunhild C. Granbois
• Florence C. Grant ~.
George C. Gray
Margaret Rose Gust
Elizabeth M. Hamngton
Margaret Alice Hams
Chnsnne L Hartley
Florence C Hastings
Rose Havard
Dorothy M. Hayhurst
.'• Katherine E. Heldench •
a Violet M. Herrewlg
Robert L. Hcywood
May Agnes Hill
Phyllis Margery Hodges
Mary Ann Hodgson
Bernard G. Holt ,
Doris M Hughes
West Vancouver
Victoria
Salmon Arm
Blind Bay
Surrey
Surrey
Quesnel
Richmond
Duncan
North Vancouver
Vancouver
Nanoose Bay
Vancouver
Summerland
Dawson Creek
North Vancouver
Agassiz
Victoria
. Duncan
Cumberland
Victoria
!,Y .-. Victoria
Vernon
Chilliwack.
North'.'incouver
VVr.coiiver
Victoria
' Dawsori Creek
. Victoria
Vancouver
.Campbell Kivcr
North Butnaby
•* Sardis ; •
Penticton
, Galiano Island
;;
. ' Victoria
Trail
Ganges -
Richmond
Nelson
Port Coquitlam -
Burnaby .
Burnaby
Vancouver
Delta
• • •• New Westminster
Chilliwack
^ Langley * .
Terrace -. - .
. Abbotsford.
Gibsons n
.:. Parksville
Campbell River
New Westminster
'„{- Victoria
Victoria -.
Wmle Rock
Dawson Creek :•
• ... • Salmon Arm
' • Langley ; '. ."'
• : ., Victona ,'
iM±3}^ Ladysmith
Victoria
Vancouver.
Nanaimo
Nanaimo
. '.-. . Smithers ,•
Coquitlam
Kamloops
. Campbell.River ,\-
• •' Hornby Island
Penticton .
. • . Maynglsland
. Vancouver
West Vancouver
Surrey
Wilson Sarnuei Hunter
Edna Mae Hutton
David J. Innes
Ann J. Jenkins
Doris E. John
Muriel M.V. Johnston
Walter D. Jorgenson
Verna Irene Karpenic
Eleanor M. Kaser
Josephine I Keltcr
. CK.M. Beatrice Kirkby
Anna Kromhoff
Charles Lorimer
John D. Lorimer
Catherine Lothrop
Gregono O. Low
Magnus Lundc
Mary Rulh L.undgren
Derek Henry MacDs.-mct -
Mary M. MacDonald
Florence V. MacKenzle
Marion W. MacKnight
Lloyd D. Main '•
Lenna L' Manly
Margaret C. Manson ,
-June Martin"
Margaret L_ Martin
; David Hampden Massy
Thomas G. McCallum
Margaret Eunice McGibbon
Ruth Mary Mcllvenna
Dorothy M. Mclntyre .
,- Florence I. Mella. .
. Maureen Mildred Mills
• Charles D. Moore '
Doreen Mortimer
• Margaret J.E. Murphy .
Phyllis J. Nixon.
Edward R. Nobel
. •Join M. Orchard
William Orr . X•' ; '
Cecily L. Overall
Munei F. Overton.
- Jeanette M. Parent- :.;.-;>
Ronald F. Parkinson .
Noel H Parrott
George J. Petreseu
ChffordE Pin^ott
, Kenneth J. Rafoon v
'- Blanche Evalyri'Riddoll
Thomas P.A. Rooney
Oma M Rusch
Henry M. Saunders
Mliam R F Seal
Dorothy M, Sharp
Robin N. Smith
... Rita J.:Sncllt'^:~i0:fSSS-
:
•'. Peter Speight :'
. •.' uoan E. Stewart.:• * ..
Olive M Stewart
Wilson 3 Stewart
Christine V T. Swanson
.Margaret E. Thompson
Helen E Tokarck
- Audrey Van Norman
....... Roy Dixon Wainwnght:.';^
Elizabeth E Watfach '
Thomas E^Walmsley
GeraH Walsh -- ',
.: Raymond E. Warburton
v" Georgina L Wa"chom
Mary EM Wattum
Margaret 1 Webb
RonaldS West
James Whyte
Judith M Wiles
Ifiil
Surrey
Courtenay
Peachland
Vancouver
Vancouver
. Burnaby
Vancouver
Quesnel
Vancouver
Vancouver
Victoria ...
Surrey ;
Vancouver
Victoria
Port Alberni .
Calgary, Alberta .
Ktremeos
. Mission -
Vancouver
. Victoria
Vancouver
.Vancouver
Victoria ' '
Fort Langley.
Belleville, Ontario
.v. . Wasa . • ;
. Vancouver
Victoria
Courtenay
• < Victoria :
Trail
Vancouver- ..
Dawson Creek"
' • . Courtenay
Suney
Nanaimo
• Vancouver ••••
Vemon
-. • • Mission :
Prince George • •
Terrace
Vancouver.
Victona
Duncan
. Richmond
Prince George .i >
Vancouver
* • .. Vancouver- - * *.
Haney
Pnnce Rupert
. Grand Forks
Belleville, Ontario
North Vancouver
Ladysmith • .
Vancouver
Richmond
.' i.-
ILangley*' ^-'T'
- Port Coquitlam,, •
- i * Coquitlam _ - - , -.
. Courtenay
, .Vancouver.,--''. - •
Port CoquiUam".
Richmond - *
Port: CoquiUam A,\ [
Victona - - - - ","1 .
Nelson :J 4, V.-'•
:
-'Vancouver'".' \Hs
Victonii t i
', Vancouver'
- ; Richmond, '
Vancouver
Saanichton
. , ' • Victoria , . .

WE SHALL MISS THESE TEACHERS
In Service Last Taught In Died
Kenneth Elroy Barnes
Mission
Barbara Frances (Leonard) Bottay Coquitlam
Esther Syb-alle (Grant) Cowan North Vancouver
Margaret MM. (Nicoletti) D'Andrea Coquitlam
Margaret Marqaret J. .1 McCartney
MrTan.—
Douglas Gordon Poelvoorde
Maple Ridge
Cecile (Sopel) Robertson
Nechako
Leonard R. Romanowski
Vancouver
Douglas Lewis Walker
Golden
Retired
Vancouver
William Anr.is
Last Taught In
Charles A. Cameron
Chilliwack
Clarence B. Crowe
Vancouver
Alfred E. Hadley
Vancouver
Sarah (Poling) Hartford
Burnaby
Henry F. Herlihy
Burns Lake
Laura (Reid) Jacklin
Van
couver
Jennie M. (Howey) Johnson
Sooke
Marguerite Johnston
Trail
Charles Kitchen
Vancouver
Laura (Ford) Lampert
Vancouver
Marie J.D. Limbert
Vancouver
Pearl (Flanagan) Lindsay
Agassiz
Elizabeth (Gilders) Mair
Coquitlam
May Martin
< Langley
James McDonald
Vancouver
Nelson Merriam
Vancouver
William F. Miller
Cranbrook
Lena M. Nowlan
Vancouver
David C. Orme
Vancouver
Barbara E. (Groat) Orris
Chilliwack
Harry L.O. Pearson
Qualicum
Catolyn A. Perry
Vancouver
Catherine (Williams) Roberts
North Vancouver
Emil Roseriau
Burnaby
Benjamin Scambie
Penticton
Margaret M. Scott
Maple Ridge
May 21. 1979
Lylian G. (Jackson) Selby
Burnaby
Sidney Swift .
Kimberley
Louise F. (Fitzgerald) Tuley
Alberni
Reginald C. Tweed
Vancouver
Alice Warner
Campbell River '
Arnold Webster
Vernon •
Margaret (Brown) Westgard
Vancouver
,V . ' »ve»iyara New Westminster
^t Phillips (McLeod) Wilton UBC
M
May 19. 1979
April 29, 1979
May 14, 1979
April 20, 1979
May 21. 1979
December 9, 1978
March 19, 1979
April 15. 1979
April 23. 1979
Died
July 7, 1979
May 22. 1979
March 25, 1979
July 2, 1979
June 18. 1979
April 22, 1979
March 21, 1979
February 20, 1979
June 30, 1979
March 25, 1979
June 25, 1979
April 20, 1979
Maich 22, 1979
June 17, 1979
March 21, 1979
June 9, 1979
April 17, 1979
April 9, 1979
March 21, 1979
April 14, 1979
April 17, 1979
March 29, 1979
June 21, 1979
July 24," 1979
March 13, 1979
January 20, 1979
March 27. 1979
June 14, 1979
February 26, 1979
May .27, 1979 -
'"Jljne119, 1979
July 27, 1979
April 13, 1979
August 13, 1979
:
ACCOMMODATION AVAILABLE
WANTED: lady til share modern 3-bedroom house in Delia
near Seauuam School with lady. Bus runs nearby lo all poinls.
Huasnnahlr rale. Phone 5916121 or 591-6019. Mrs. Marie
Wood. 11920 Staples Crescent. Delia. BC V4E 277.
HOUSE FOR RENT: Victoria University area. Jan 1-Aug 10.
Fully furnished. t.rtige t.R, l)R, family room, rumpus room,
3 bedrooms. 3 bathrooms, 2 fireplaces, garage and carport,
washer, dryer, dishwasher, greenhouse and vegetable garden
if desired. Close to schools, shops, and parks, Non-smokers
preferred. J550 per month. Contact Dr. A.D. Kirk, 42,'i5 Thorn,
hill Cresc. Victoria. BC VHN 5L9(phone 721-3373).
ACCOMMODATION SWAP
HOUSE SWAP wanted for Christmas holidays close :o a ski
area. Location open. We have I'.T bedroom cottage, plus extra
room cabin on Prospect Lake. 151 Coward Rd.. Victoria.
179-9786:
FOR SALE
NON-COMPETITIVE GAMES for home, school, church.
All ages. Play together not against each other. A catalogue
of our board, card and block games plus 2 recreation
manuals available. Send SI: FAMILY PASTIMES (BC),
Perth. Ontar'nK7H3C6
HOLIDAYS/TRAVEL
FREE PERSONALIZED TRAVEL SERVICE. Shop at
home for your holidays anywhere In the wotld. Make your
frave! plans In the comfort of your home or mine at no extra
cost to you day or evening. Phone Vera 291*1553 serving the
Lower Mainland.
NEED A HOUSE-SITTER during Ihe Xmas vacation?
Reliable, non-smoking, retired teacher and husband available
(o care for your home. No'children please. Preferably the
Lower Mainland area. Phone 545-1467 or write Mrs. K.
Moryson. She 12, Comp. 32. RR 7. v7es

h~- T^!-'-r-v' s
i^=^i--^
So
No-matter where you are
in Canada — Moyer is as
close as your catalogue
— Our distribution
centres assure you of
fast delivery.
Moyer presents one
reliable source for
everything you'll ever
need. Our 94 year history
guarantees it.
You've got it - Use it.
If you don't have your copy
of Ihe 1979-80 Moyer catalogue
— phone or write
today.
' 1
Professional Resources For Teachers
BLANK CASSETTES
PROFESSIONAL QUALITY
HIGH ENERGY - LOW NOISE
30 minutes $ =85 each
60 minutes .$ .95 each
90 minutes ,. „. $.1.05 each
Boxes.... $ .18 each
Duplication... $.60 each pjius tape
TOTAL RECORDING CO. LTD.
Vancouver, -B.C.
SOAPSTONE FOR CARVING
mixedcolors / brown ond green tones
ossorted shapes and sizes
25 Milyan Drive Weston, Ontario M9L 1Z1
Telephone: (416) 749,-2222 Telex: 06-965620
stay home
and go to university
You can register lit any time of the year to continue
your university education. The University of British
Columbia offervGuided Independent Study Coursees
,

Ray was a CTF Project Overseas teacher.
He spent 4 weeks in Belize showing
teachers, like himself, how to teach subjects
'-"•iiKe language arts, math, arts and crafts, etc.
Ray'is one of about 800 Canadian teachers
sect some 35 countries by the Canadian
Teachers' FedsRtion oyer the last 17 years.
The respectable position which Canada has
earned in world education is due, in part at .,-
least, to people like Ray Fullerton.
This summer, you could have been one of'63
teachers who participated in CTF's Project '*
Overseas.
Your teacher association ana" CTF cover, the
costs of travel, meals and accommodation,
and we promise you a never-to-be-forgotten
teaching experience.
Would you like to take your expertise to
places such as Mali, Ghana, Zaire, India or
St-Vincent?
..i,-,
Drop a note to your provincial/territorial
teacher association .which will send youthe
information you need to start you toward-a
fantastic learning experience next summer.
THE B C. TEACHER. SEPTEMBER-CCTOBER

Please,
you can
help
War and Emergency Relief
More n '00.000 refugees
from Nicaragua aie crowding inter
temporary tamps in Costa Rica
and Honduras, or barely surviving
io bomb scarred slums,
the sintutum is ten limes worse
than ihe earthquake that destroyed
Nicaragua in 1972.
Over 10,000 people have been
shot to death by Somo/a's troops...
including many of the country's
nurses and doctors. Starvation
and epidemic may follow.
OXFAM is sending urgently
needed medical supplies to the
" r es - and you can help.
Peace and Reconstruction
When the war ends, new problems
begin. Whole communities
have io be reeoiis'.iueial and a new
society must be built, b.is'.d on
humanity and equality, liom the
ashes of dictatorship. I'eople will
need clothes, food, medicine,jobs.
OXFAM has already begun -
organizing skilled refugees to
make desperately needed cloth.esand
make them thcinselv.-s. I.i-ter
they will need more help, resettlement
education.
And the equipment that
OXFAM has provided will be
part of a community-owned cooperative.
lYes, I will help! Enclosed is my cheque for S
• • for relief and'reconstruction in Nicaragua
§ • use it wherever the need is greatest
•Name
Patron
, :
, His Excellency
'•The Right Honourable
Edward Schreyei
Box 12.000 Box 18,000
2 Address ..,
Vancouver Toronto
Calgary Ottawa , . .C.C., C.M.M.. CD., I
i Citv Hrov ... Regina Halifax Governor-General of Canada 8
B • postal Code
Winnipeg K-fc • St. •.n. .'onus John's
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" P,ei>se > ""d your donation todav I
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8
THE B.C. TEACHER. SEPTEMBER-OCTOBER 1979
31

we gave him $5000. for it
Jo/in eennerf and sruder?/ M/chae/ Kore/r playing the "canjo".
John Bennett is a teacher in Alberta. Using
bits and pieces of plywood and four tin cans,
he invented what he calls a "CANJO". Now
his students can enjoy learning the
fundamentals of music while listening to
their progress.
John submitted his project to the Hilroy
Fellowship Committee of the Alberta
Teachers' Association which recommended
that he be given a $1200. award for his innovative
efforts. In addition to that, the National
Hilroy Advisory Council was so impressed
with his idea that it awarded John one of four
national prizes of $3800.
Have you developed an idea? A project? An
innovative teaching method? If so, let other
teachers benefit from it.
For more information, an application form
and full instructions, write to your provincial/
territorial teacher organization or to:
Secretary-Treasurer
CTF Trust Fund v%
c/o Canadian Teachers' Federation
110 Argyle Avenue -
Ottawa, Ontario
K2P1B4
32
THE B.C TEACHER, SEPTEMBER-OCTOBER 1979

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Opinions expressed in these reviews are those of
the reviewers, and not necessarily those oj the
B.C. Teachers' Federation, the editor or the new
books editor. Reviews are edited for clarity and
length.
•3
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OUR BOOK REVIEW EDITOR ....
is still very ill, and has been unable to
prepare his usual book review feature for
this issue. Don. we're all pulling for you. and
hope you will soon be Sack to your normal
routine.
We are indebted to John Church, of the
BCTF's Professional Development staff, for
ihe interviews that follow.
EDUCATION
Howsam, Robert B.. et al. f
Educating a
Profession, Washington, D.C, American
Association of Colleges for Teacher Education,
1976, 171 pp., $6 paper.
This volume, written by the Bicentennial
Commission on Education for the Profession of
Teaching of the American Association of Colleges
for Teacher Education, merits two kudos,
but seems to lack-one essentia! component.
In the firstplace, Howsam and associates assert
that it is important that c vocational group simply
declare itself to be a profession. Society has* £>
date denied this classification to teachers'and
grudgingly refers to them as members of a
semi-professipn. .
According to the authors/!this is wrong, for
teachers do qualify as members of a profession
on two essential criteriai —'dealing with information
that frequently is confidential in nature, and
; addressing matters of a life-and-death corisequence.
: ;
•
. : ; The authors note that the hierarchical organization^,
and administration o^^ school systems
cause teachers to identify more closely with and
• to accept the authority of the employing school
system more than they do the needs of their peers
as expressed through the teachers' organization.
They presume that the conferring of professional
.status would result in attitudinal changes Less
i-
;
satisfyjng is the examination of the question of the
T
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long ""dories memories aill will recall recall . /inexorably linked, be be political in in nature. nature.
a
ins
, ? P' r 6d Smith study in the early 1960s, T^. The harshest words are reserved for the con-
; ; ; . In the second place, the authors argue strongly Cep,s of educational accountability and assess
_ k _ _ rf _
educators from teachers in the field.Theteachers'
a
organizations must secure control over the entry
conditions. Teacher education must he brought
into the mainstream of university affairs from the
"academic street corner, tin cup in hand, begging
for the capital to market its product" Henceforth
teacher educators must "exemplify what they
explicate."
So far, all's well, but that's not what ends well.
Perhaps it was\\?V e r Intended to be part of the
commission's terms of reference, but the question
of ihe appropriateness of the thrust of many
current teacher education p.ograms is not considered.
Many, including this reviewer, believe that
accelerating societal changes demand that there
be major revisions in the objectives and programs
in schools. If the school part of the educational
system requires changes, then these critics would
argue that teacher education programs must be
correspondingly revised.
;The omission is sad. Perhaps it was emphasized
to this reviewer on the closing page,
where the authors refer to the need for teacher
education to develop the capacity of "striving to
create the future, not just accept it"
There is no inkling of how such a mammoth,
undertaking will be addressed.
—John S. Church
"* L - - -
House, Ernest R., {ed,), School Evaluation:
The Politics and Process, Berkeley,
McCutchen. 1973, 331 pages, $10.50.
Though now dated, this collection of 24
articles prepared by eminent U.S. educational
leaders.on the intertwined themes of educational
evaluation assessment and accountability is particularly
timelyfor B.C. teachers and education.
In the Prologue, House introduces the dominant
theme, repeated in. so many articles* that
evaluation is a political act/What is selected to be
evaluated or what'is ignored by the evaluative
lens depends on political processes The uses
made, or the interpretations resulting from evaluation,
whether of programs or schoolteachers
or students, are again politically, determined.
Though not stated in this, volume,revaluation
mus£ like curriculum development, to which it is
f
T °
r te«hors organtzabons to become much ment. "Something as complex as a classroom
• more involved both politically and institutionally cannot be reduced to a ledger shecf Or again,
;i in support of teacher education. They criticize the "The repression and dullness of the classroom
, . chasm that too frequently now separates teacher w!l have succeeded in crucifying our children on
tlie cross of economic efficiency." And again in
describing the State Assessment Program in
Michigan, the reader is advised that it is "reactionary,
unprofessional, undemocratic and, if
permitted to continue on its present course, will
cause irreparable damage to public education in
this state."
Concerned humanist teachers will find Dennis
D. Gooler's chapter, Evaluation and the Public to
be useful. Aware of the trend in some schools to
build the educational triangular relationship of
parent (guardian), child, and teacher, Gooler
notes that far too frequently parents possess
inadequate or distorted information, which impedes
rational decision making. Gooler therefore
pleads for the establishment of a public education
information agency whose responsibility would
be to seek the requisite data so that school, parent
and community committees could become much
more effectively involved in advising and assisting
schools to plan and to develop improved
educational programs, .
There are many offerings to savor.in this
educational smorgasbord. One can come to one
or many of the various parts once or many times
to find something missed on an earlier visit. There
is no index, but most chapters conclude with
bibliographies that range from the scantiness of
the bikini to those that might be termed as
ostentatious preening.
—John S. Church
A NOTE ABOUT Bp6k PHIGtS *
T
ices quoted: in these, reviews. are •:
vputlishersyist prices, and :a^ subject to
^textbooks and 25 to35 j»r cent cin tr^cie3 ;
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THE BX. TEACHER, SEFTEMBER OCTOBER 1979
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GEOFF HARGREAVES
•Of course, I'd read Piaget. I remember
leafing through some solemn tome, jotting
down a string of notes on a child's developmental
stages, committing them to
memory, slapping them down, somewhat
irrelevantly, on an exam paper, and
promptly forgetting most of them.
The received opinion among the student
body in those days was that the primary
function of teacher training was to cripple
the spirits of the students. "They force us to
wade through all this muck from Plato to
Piaget," the sullen whisper, ran, "just because/it's
irrelevant! You see, if we'd either
sense or guts, we'd quit in a flash. But since
we don't they reckon they've got themselves
a herd of sheep docile enough to
tolerate the most wolfish demands from
kids, principals, trustees and ministers of the
Crown." ;
The way to beat thesystem, the whisper
continued knowing!y,' ;
was to play along, to
suspend one'sbelief, but at the same time
maintain, nourish, and bring to flower and:,,
fruit one's spiritual individuality. There was
•a great deal of late-night talk about."selling
one's soul", until, that's to say., the first
sortiesweremadeintothejob market, and it .
became quickly apparent that not all souls .;
were equally vendable; At that point outand-out
radicals put their souls on special
and grew middle-aged overnight;-arid never :
a word was said. -
Which all goes to explain, at: tedious^
length, how I came to know Piaget and at
the same time not know, him.' ;.
_So'when a glamorous friend asked me to ••.
look after her two kids.'Julian and Rebecca,
one Saturday afternoon, while she was
showing clients over some lakefront real
estate, 1 said yes quite blithely.
"You're a teacher," she said. "Ycu cnn
handle kids.''
"Well, I'm used to senior grades, you
know, and Julian and Rebecca are only
eight and seven, but 1 reckon 1 can cope.
I've read Piaget."
"Oh, don't fuss over them," she replied,
as she began to drive away. "The best thing
is to ignore.them. That way they'll have to
amuse themselves. It'll develop their imagi­
nations."-
Naturally, my professional pride was a bit
nettled. I felt I could combine honest
amusement with a positively constructive
educational experience, and was resolved
to,try.
A
Rebecca interrupted my ruminations by •;
complaining of a bellyache. Fortunately,' a
stick of chewing gum could always be relied
on to alleviate her pain, Julian informed me;
so while they were both munching away — I
had determined to treat them equally — I
formulated thy plans. ..
To: Rebecca I handed a tablet of my
rather fancy, hand-scutched, demidevilled :
notepaper, and to Julian I gave: a large bar
"'of white bathsoap and a fruit knife. Drawing
for her, sculpture for him, was myjntention '
— pursuits that would occupy'developing
minds for a considerable - period of time,.
. Rebecca's innocent eye reproducing its
visions of birds, mammals, and. trees,-
Julian's adventurous fingers cunningly
working a responsive material; and all, as I >
said, for hours on end. I put on the kettle for
a cup of tea.
Before the kettle had had time to boil,
they were both back, their assignments, as
they misconceived them, finished. For
some reason Rebecca had felt it her task to
fill the pad or at least leave some mark,
however perfunctory, on every sheet. An
instead of creating an artifact of curious
labor, Julian had hacked not only one but
all three bars of my bathsoap into objects I
took for malformed puppies but that he
cheerfully described as trucks.
"Now what?" they chorused.
"What would Piaget do?" I thought.
Since the spirit of Piaget neglected to j
reply, we proceeded to the garden and
there, in rapid succession, we stacked some
old shakes I'd rescued to use as kindling,
• cleaned last year's nests out of the bird
boxes, finding a dead swallow in one, and
destroyed a nest of red ants initially by fire
but finally and more effectively by poison.
And all in the space of 13 minutes.
"What do we do now?'-"theydemanded.
"Slowdown!'' answered an inner voice
that could have belonged to Ri'get or might
just have been my will to survive.
I decided to get them painting my fence
posts. I knew ;their mother would have
turned pale at the very notion but, in fact, far
from discouraging me, the idea"presented a „
fascinating challenge:,. Here was}a job'"
worthy of my expertise.
. I clad the kids in two of my old shirts that
left exposed only .their, jeans below the
knees and their sneakers. Safe L enough
there, I figured. I got out two brushes and
two old ice cream buckets, one blue, the.
34
THE B,C. TEACHER, SEPTEMBER OCTOBER 1979

o„^ •. i «-•;--— * v "dam me materials you r
send It it along with your cheque or o'Zn^tlno^ money order to- ' " *
i 0 m
P i e W l h e

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(formerly Canadian Premier Life insurance)
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The Plan is endorsed by the Executive
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Scheduln of Insurance Cost (per unit):
AttalnadAga Utalnsuranca Annual Pnmium
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If the applicant has a medical history or is applying
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The company reserves the right to request
a medical exam in any case where, in its opinion,
sl'jch evidence is necessary. The above provisions
apply to the spouse insurance listed below. <
m literatee!
Just send for our catalogue.
The Shell Library can help make your
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Ring in 1980 with a special holiday.
Morocco: December 22 - January 5
This fairy-tale land is full of exotic colours, textures
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decadel Price per person based on two sharing:
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French Polynesia:
December 22 - January 5
Discover the enchantment of this South Seas
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You spend six nights on Moorea with spectacular
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London, England: December 22 or
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A taste of British yuletide or home for the holidays
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Disneyland/San Diego —
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Price per person based'on two sharing: $485.00
Central America:
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This exciting tour includes sightseeing in
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December 22 - January 6
This is an immersion in the adventure and beauty
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You visit the legendary Raffles Hotel and Tiger;;
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stop is the sun and splendour of the Pattaya
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for the new year. Price per person based on two
sharing: $1,799.00.
New Zealand and Australia:
December 22 - January 5
Departing from Vancouver
SUPE:< APEX FARES:
To Auckland: Adults $1.143.00
Children (2-11) $763.00
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Plan your mid-winter break to an exciting
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Telephone: 263-1851
Toll free for B.C. (out ot town only please) 112-600-663-3364 •/
a wholly owned subsidiary ol Teachers' Investment and Housing's
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Prices are quoted in Canadian funds and are based on air fares,;?
hotel tariffs and rates ol exchange at the time of printing and as a
result are subject to revision in the event of any alterations of said
rates, lares or tariffs. .,..../.!•#'.'••

LOOKING FOR
NEW LESSON IDEAS?
toson aids can be ordered by mail or in person. If ordering by mail, consult one of
where you can browse through samples Sf all „„ its
. Orders are HlledthlteyTu wa
. W^CH FOR NEW MATERIALS ADVERTISED IN
HUE B.C. TEACHER. SEPTEMBER-OCTOBER 1979

OCT €V^RVTH!nG
COIflG FOR VOU
Third Ttoisieme
class cfasse
PERMIT No 2035
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