Volume 44, Number 1, September/October 1964 - BCTF Home

Lesson preparation time made more productive
"Thermo-Fax" Visual
Communications System has many
evident advantages. It enables the
teacher to: reinforce the spoken
work with graphic visual
presentation; to raise pupil interest
levels and to make the lesson
material more memorable.
It can do much more. For
instance, it can materially reduce
lesson preparation time.
Transferring of illustrative
material, charts, formulae, etc. to a
chalk-board is time consuming.
Often it must be re-drawn for
review. When a new class arrives
the whole procedure must be
repeated. The effect is to create
waste arid frustration in the midst
of a heavy schedule.
On the other hand, it takes four
seconds to produce a faithful
transparency of printed material.
In a few more moments colour or
additional text can be added.
The transparency is then ready to
serve as frequently as is required.
With increasing pressure on the
teacher's own time, (P.T.A.,
Committees and other activities),
it may have a significant effect on
the teacher's job satisfaction.
WRITE FOR FRFE
22 PAGE BOOK­
LET "THE VISUAL
SYSTEM FOR
MORE EFFECTIVE
TEACHING"
To
arrange for a
group demonstration
of transparency and
projection,
please
write 3M Company.
3
m Visual Products
[MINNESOTA miNING AND ITIANUFACTURING OF CANADA LimiTED.Box 2757, London, Canada

A NEW GEOGRAPHY OF CANADA
(Scarfe and Tomkins) S3.25
A new approach to school geography. Includes photographs,
topographical maps in color, graphs and
statistics, field studies and planning studies carried
out by geographers across Canada. With this book
geography becomes a true inquiry, an exciting,
experimental laboratory subject, bringing vivid reality
into school.
CANADA: A REGIONAL
GEOGRAPHY
(Tomkins and Hills) $3.50
A book to meet the need for a geography of Canada
suited to senior high school grades. A sourcetextbook
useful in teacher training courses as an
example of the modern approach to the teaching of
geography.
RAND McNALLY HANDBOOK OF
AND GLOBE USAGE $2.50
MAP
The original manuscript was read, evaluated, and
modified by experienced teachers in the United
States and Canada. Although most of the illustrations
and references penain to Rand McNally
materials, almost all of the teaching suggestions can
be adapted to other standard maps and globes.
CANADA: A NEW
LAND
General Edition (Deyell) $3.00
CANADA: THE NEW NATION
General Edition (Deyell) $3.00
Two Canadian history books for Grades 7 and 8.
written with charm, warmth, color and excitement,
presenting Canadian history in a dramatic and
exciting form.
THE TEACHING OF HISTORY AND
GEOGRAPHY (Hardwick) $5.00
A book that presents the student teacher and
practicing teacher with an analysis of some of the
materials of geography and history, and offers
suggested procedure for pupils lo follow and exploit
under the teacher's guidance.
MAKING CANADIAN HISTORY
(Sutherland) i.p.
How does the historian work? This book supplies
the pupil with some of the evidence of past events
as seen by eyewitnesses, and provides the kind of
question the historian asks of his pictures, maps,
and accounts. Intended to give a realistic feeling
about the past and some first hand knowledge about
history and how it is written.

PLAN A PROGRAM ON COLD PREVENTION
with the delightful film
"HOW TO CATCH
A COLD"
BY WALT DISNEY PRODUCTIONS
10 min. !6 mm. Animated. Sound and Colour FREE on short-term loan
Children enjoy learning good health habits the "Common Sense" way.
This sprightly cartoon character helps you teach Ihe setiousness ol colds,
and how lo avoid them. Complete progtam from the makers of Kleenex
tissues includes: Film, cold prevention posters, and individual health
pledges (for grades 2, 3, and 4). Schedule your showing soon!
KLEENEX is a
trademark ol
Kimberly-Clark,
Canada limited
Educational Department BCT-6410
Kimbtrly-Clirk Canada Limiltd, 2 Cirllon Street, Toronto ?, Ontario.
Please send me free (except for return postage) the 16 mm. sound and
colour film "How to Catch a Cold"
Day wanted (allow 2 weeks) :..
2nd choice (allow 3 weeks)
In addition, please send:
•. copies of Health Pledge tor Grades 2, 3, and 4
sets of posters (large schools may require more than one)
NAME
(please print)
SCHOOL
GRADE.
STREET,
CITY OR TOWN
ZONE....PROV
NOTE: Material will be sent to teachers and authorized personnel only
THE

EDITORIAL
BOARD
K. M. AITCHISON
F.ditor and tiustness Manager.
A. BARBARA MACFARLANE
Associate Editor.
ISOIIF.I A. CULL
SI AN l-VANS
ESTHER O. IIAKKOI'
H. S. JOHNSTON
F. P. LIGIITUODY
BCTF
President
OFFICERS
Fit.•.I Yicc-Presiilenl
MRS. I. A. CULL
R. C. KASER
Second Vite-Presiden I
Secretary-Treasurer
Past President
J. 1!. ROBERTSON
R. M. BUZ/.A
J. CAIRNIE
ADMINISTRATIVE STAFF
General Secretary
C. 1). OVANS
Assistant General Secretary
STAN
EVANS
Director oj Eronomic Welfare
J. A. SPRAGGE
Asst. Director oj Economic Welfare
D. J. GRADY
Director of Professional
Development
W. V. ALLESTER
Asst. Director of Professional
Development
J. S. CHURCH
Director of Communications
Ofjice Assistant
K. M. AITCHISON
MISS A. Ii. MACFARLANE
teacher
IMJIILISHED I1Y THE niUTiSII COI.UMHIA TEACHERS' FEDERATION
stlliliated with the Canadian Teachers' Federation
VOLUME XI.IV, No. I SEPTEMBER - OCTOBER 1901
TABLE OF CONTENTS
Features
The Sponsor Teacher — Key to Professional
Standards
The Exceptional Child in ti Prescriptive
Teaching Program -
The Quest for Corporate Status
Living Paragraphs
The Two-Year College Has a Unique
Role to Play "
Departments
The Editor Comments . . . .
Across the Desk
New Books - - - - - -
About People
For Your Information -
rage
A/. E. Coltingham 7
L. ]. Peter 9
/. M. Paton 12
A/. S. Wark 16
W. II. W. Hardwick 20
30
34
39
43
Articles contained herein retted the views of die
authors and do not necessarily express official
policy of the British Columbia Teachers' Federalion.
EDITORIAL OFFICE: 1815 W. 7lh Avenue.
Vancouver 9, D.C Published every month except
June, July, August and September. Advertising
copy received tin to the 10th of the month preceding
month of publication.
Notice of change of address, stating both old
and new addresses, should reach the editorial
office at least one month before publication
date.
Annual Subscription, $2.75;
Federation Members, $2.00.
Authorized as Second Class Mall, Post Office
Department, Ottawa, and for payment of post,
age In cash.
Miscellany
Half Our Future -
An Industrial Success Story
This Workshop Showed the Way
Wc Shall Miss Them
Where Are We Going with Personnel
Policy Negotiations? -
Reply to a Critic -
L. II. Garstin 18
22
Larry Thomas 24
- 38
- J. A. Spragge 46
Robert Cunningham 47
Member
.AMERICA
Printed by Evergreen Press Limited
Our Cover Picture Our picture shows the 'peeling line' in the Sun-
Rype Kelowna plant. This machine punches out the
cores and the apple is peeled by turning against a
stationary knife.
The picture was supplied by Sun-Rype Products
Limited.
SEPTEMBER - OCTOBER 1964
4

EASY TO BUY
You can buy Canada Savings Bonds for cash or on instalments. Buy
them on the Payroll Savings Plan at work—or at banks, authorized investment
dealers, stockbrokers, trust or loan companies. They come in
denominations of $50, $100, $500, $1,000 and $5,000 up to a limit of
$10,000 per person.
SIMPLE TO CASH
You can cash Canada Savings Bonds anytime at their full face value
plus earned interest. When ready money is required all you have to do
is complete the redemption form on the Bond, and present it to your
Bank. You will receive your money immediately.
GOOD TO KEEP
You get interest on Canada Savings Bonds on November 1st each year
—4 1 /4% for each of the first 2 years; 5% for each of the next 5 years and
5 1 /2% for each of the remaining 3 years—giving an average return of
5.00% a year when held to maturity in 10 years.
Everyone has something to save for
64-11
4 THE B. C. TEACHER

the Editor comments
Unwarranted Criticism
wis ARE NOT AVERSE to criticizing the Department of
Education when we believe a Departmental policy or
action deserves critical comment. We think it only
fair, therefore, to defend the Department against what
we believe was unjustified and unfair criticism.
Toward the end of August the mass media played
up what they apparently thought were several
examples of bureau era dc red tape at its worst. At a
time vi'.en n.c. was desperate for teachers, the
Department was refusing to certify 'fully qualified'
teachers from other countries. Indeed, the Department
was insisting that such people take further
university courses in this province.
Moreover, the critics lamented the fact that although
there was a shortage of secondary teachers,
there were any number of people with degrees
available who would be quite willing to teach, but
who were being prevented from doing so by the
Department of Education. Seems the Department was
insisting that teachers should have teacher training.
And for this the Departmental officials were criticized!
We can't get too upset at regulations which require
'fully qualified' teachers from other countries to study,
for example, the school system of our province. Surely
such teachers should be familiar with the system and
understand what it is trying to accomplish.
And we can't work up too much sympathy for
university students who, having completed an Arts
degree, are not willing to devote the additional year
required for their training as a teacher. No other
profession will even consider them until they have
had their professional training; why should teaching?
Adults are too important to be subjected to amateur
doctors, dentists or lawyers; children are too
important to be subjected to amateur teachers.
Oh, we realize there are financial problems for
university students. But we humbly suggest that
thousands of fully trained teachers struggled through
university in times far less affluent than the present
and in which there was not nearly as much assistance
available to students as there is now. In any case,
permitting people to learn to teach by trial and error
at the expense of children is no way to solve the
financial problems involved in higher education.
We agree with the Department's critics on one
thing—that full credit for teaching experience outside
the province should be allowed for salary grant
purposes. The BCTF has been trying for years to
convince the provincial government that full recognition
of 'outside' teaching experience would greatly
assist teacher recruitment and would be fair to all
teachers. The other criticisms, however, were unwarranted.
The quality of education anywhere depends primarily
on the quality of the teaching force. We
therefore condemn any move to lower standards of
teacher preparation in this province, for we believe
any such move would do irreparable harm to
education.
The people of B.C. are indebted to th • Department
of Education for maintaining standards in the face of
misguided attempts to solve an emergent supply
situation with measures of expediency. Departmental
officials obviously believe that the real opinion of the
people of the province is that reflected in the Chant
Royal Commission on Education—a desire for higher,
not lower, educational standards. We think they're
right. •
SEPTEMBER-OCTOBER 1964
5

Iht' Editor comments
Those Letters of Permission
nimiNc 'nil-; PAST rav YEAIIS the shortage of teachers
has caused nightmares for everyone in education. 1'arl
of the problem has been a bumper crop of post-war
children to be educated in an era in which the teacher
supply had to be drawn from the generation born in
iht; depression years, a decade in which the birthrate
was very low.
Faced with situations where schools had to be
stalled but where no trained teachers were available,
the Minister of Education had no choice; but to issue
'letters of permission' to people with no training as
teachers, permitting them to teach for one year,
Because of the severe shortage of teachers, however,
some letters of permission have been renewed several
times. Indeed, some people have had their letters
renewed for five, six, or even more consecutive years
in tlie same district. We wonder just how energetic
some superintendents arc in attempting to get
qualified teachers for their districts!
Dr. J. F. K. I'luglish, Deputy Minister of Education,
has indicated that the teacher shortage this year was
less seven 1
ihan il has hei n for some time, but added
that ' . . .we have no cause for complacency as long as
any school in the province must accept underqualified
teachers.' We wholeheartedly agree with this reservation,
and suggest that the time has arrived for the
Department to take the lead in attempting to solve the
problem of unqualified teachers by refusing to renew
letters of permission.
The Department is sincerely interested in upgrading
minimum qualification standards for teachers. Last
year, for example, the minimum training required for
permanent certification was raised from two years of
university to three. We applaud the Department's
concern, and sugge.l that refusing to renew letters of
permission is a necessary first step toward completely
eliminating them. No effort should be spared until
every child in on) province is taught by a fully
qualified teacher. •
Our New Cover Series
WITH THIS ISSUE WE INTRODUCE a new cover series
featuring the industries of our province. British
Columbia is one of the most rapidly developing areas
in the world. We think it fitting, therefore, to
recognize some of our basic and secondary industries.
We hope our readers will agree.
Each month we shall feature an industrial scene on
our cover and accompany it with an article about the
industry, Wc begin this month with the food processing
industry, and have chosen as its representative
Sun-Rype Products Ltd., which processes the fruit of
our world-famous Okanagan Valley. •
•. An Editor's Opinion }
'. Most researchers agree that preparation to teach should include more than merely study of a i
•A subject field along with others ivho do not intend to teach, followed by a briefer )>eriod of )
) study of educational principles along with others who do not intend to teach the same subject. (
'. As the President's Panel on Research and Development in Education says, 'In teaching science, )
\ for example, the teacher must nol only know his subject bill must appreciate how this subject )
) appears to children who do not know it yet.' (
( —Phi Delta K;i|)[>;m (
6
THE B. C. TEACHER

The Sponsor Teacher —
Key to Professional Standards
It has begun to dawn upon us that Education is an
instrument of power on which national survival itself
depends, and this indisputable fact has imposed upon
Education and upon Educators a new obligation,
superior lo any other-, namely lo keep the nation
strong. Harold W. Stoke.
IK KDUCATOKS AND EDUCATION are to keep the nation
strong, the teacher must come to realize fully a responsibility
which far transcends the actual work of the
classroom. A most important facet of this responsibility
is a clear recognition of the contribution the
teacher can make to the training and education of
teacher candidates. Surely, the latter represent the
life-blood of his chosen profession. To assume the
role of counsellor, confidant and friend to the neophyte
is a goal to which the teacher can aspire,
secure in the knowledge that he has a wealth of
practical experience to share.
Faculty of Education courses cannot alone prepare
students to teach. As candidates absorb principles of
learning and techniques of instruction, they must
apply them to practical situations in classrooms of
pupils. Even the student most gifted in qualities of
intellect and personality must practise under supervision
in the crucible of the classroom lo refine his
techniques and develop his art. Only an experienced
teacher genuinely interested in maintaining standards
of instruction can supply such a sKualion.
The classroom experience of the student during his
single days and weeks of practice, determines in large
measure how nearly that student's actual teaching
performance will approach his potential. The ideal
classroom experience can be expected only as the
result of careful planning and as a co-operative endeavor
undertaken jointly and willingly by members
of a Faculty of Education and co-operating teachers.
Each must understand and respect the point of view
MOLLIE E. COTTiNGHAM
and the contribution of the other, and through mutual
communication they must effect the best plans and
procedures lo discover and develop each student's
potential as a teacher.
To this end members of the Faculty solicit the
co-operation and the advice of sponsoring teachers
through the Student Teaching Consultative Committee
and through personal contacts with teachers
and principals in the various schools in which students
are placed. Moreover, practical guidelines to give
maximum assistiuice to co-operating teachers arc distributed
each year to every principal and sponsor in
whose school and classroom student teachers are
practising.
Briefly the basic principles are these:
Card of Introduction
Each student carries a Card of Introduction, supplying
the sponsor with relevant background information.
This card tells the sponsor the extent of the
student's academic work and whether or not he has
taken courses in methods or done any previous practice
teaching. Sponsors should ask for the students'
cards during their first visit, look them over at an
early dale, and return them to the students.
Laboratory Workbook
The Faculty of Education requires that each student
work from appropriate sections of a printed
Laboratory Workbook. Students arc asked to gather in
the workbook everything that has to do with their
experiences in the schools. They are asked to prepare
written lesson plans, previews, and such additional
Miss Cottingham, a past president of the BCTF, is a
member of the faculty of the College of Education, UBC.
SEPTEMBER-OCTOBER 1964

I'hnli) by I'/.w.d/ luliiniliiin Dfjmrlincnl,
I'liiiriiurei Sdioal llutntt
A sponsor teacher discusses v, ith two student teachers the
lessons ihey will be teuchini; in their noetic inn.
information its seems pertinent. Tlie.se plans should
be neat and complete, but as functional as possible for
the student, not mere written 'busy work.' While few
experienced teachers have time to write out detailed
lesson plans, no beginning student can learn to
organize his work without preparing plans which he
discusses frequently with his sponsor, both before and
after his lessons.
When a sponsor finds a student persistently negligent
in his preparations, he should bring the matter
to the attention of the student, the visiting Faculty
Adviser, or the Student Teaching office. Prompt joint
action will help such a student face responsibilities or
will determine that he is unlikely to succeed as a
teacher and should therefore be discouraged from
further wasting the time of the sponsor teacher and
his pupils.
The Student Teacher
Both the amount of practice teaching which the
student is required to do and the number and type of
courses he has already taken depend upon the program
and the year in which he is working. First year
Elementary students and second year Secondary students
will be in the schools one afternoon a week for
eight consecutive weeks both in the fall and the
spring—primarily a period of orientation. These students
do not have a block of practice and will not be
certificated to teach at the end of this year. Their
course work is largely academic. They have a weekly
seminar, but take only one professional course, 'Introduction
to Teaching,' which deals with classroom
management, preparation and presentation of lessons,
questioning techniques and the use of teaching aids.
Their experience in the schools is the practical laboratory
part of this professional course. For many, the
year is their first on a university campus. Most are
quite young, keen but apprehensive, and very slightly
prepared for their first experience with the teacher's
role in the classroom. There are, therefore, limitaa
tions lo what one can expect from these young people.
Second year fileme ularv students may have spent
their Ireslimau year in the Faculty of Fducation, or
have transferred from another faculty or from Grade
13. In the hill these students spend one day a week in
the schools for seven consecutive weeks, at the end ol
which they have a week of pracliettin, In the spring
term they havt; six single days and it block of two
weeks ol practiciim. These students are in their professional
year. Their courses are almost exclusively in
Education, including methods in the various subject
fields. Upon successful completion of this year they
are eligible for an Elementary leaching certificate.
Prior to this year they have had at least one year of
university work; many have had more. At first these
students will display marked differences in poise and
confidence, acceptance of responsibility, understanding,
initiative and resourcefulness. However, they are
generally more mature than students in earlier years,
and should have a wider background of academic
knowledge.
Fifth year (or later) students have at least a
bachelor's degree from another faculty or are on the
fifth year of the program for H.Ed. (Secondary).
Many have two university degrees. All are in their
professional year in which their course work is almost
exclusively in Education, including teaching methods.
Upon successful completion of this year they arc
eligible for a PB certificate, entitling them to teach in
senior secondary grades. They have attained an
average of tit least 60% in three senior academic
courses in each of two subject fields, or they have a
double major, i.e., six courses in one subject field,
and they have attempted to teach these subjects to
several classes. These students cannot be expected to
show in the fall the same degree of competence that
can be expected of them in the spring. They are more
mature than students in earlier years, and should have
a wider background of academic knowledge.
Those students in their professional year (Elementary
and Secondary) will, in addition, take three
weeks of block practicum at the end of April, in
another school, and, in most cases, in a district
other than the one in which they were placed
previously.
Observation and Teaching of Lessons
It is difficult to make a general statement regarding
how quickly students should be expected to assume
actual teaching responsibilities, but tiie following
suggestions arc pertinent.
Students should observe as great a variety of lessons
as the timetable will permit. While they are observing,
student teachers are encouraged to make fullest
use of this opportunity, not merely to sit in the back
of the classroom. They should be given a chance to
watch how things are done before being asked to do
them. Students should assume teaching responsibili-
Cimtinneil on pai;c 27
THE Si. C. TEACHER
4

The Exceptional Child
in a
Prescriptive Teaching Program
L. J. PETEll
IN THE TOTAL SCHOOL-AGE population of British
Columbia there arc many children who deviate
markedly from those described as normal. A substantial
number of these are children with serious learning
and behavior disorders resulting from emotional and
neurological impairments. Others are mentally retarded,
deaf, blind, orthopcdically handicapped or
chronically ill. Another group is called multiple handicapped
and includes the deaf - mentally retarded,
blind - emotionally disturbed, cerebral palsied - deaf,
and others. Children with aphasia, autism, and other
serious communication defects comprise another
group. All of these children can benefit from special
educational provisions.
During recent years we have accumulated a number
of resources for helping handicapped children develop
their abilities. The advances made in psychological
measurements, social work, psychiatry and educational
psychology have provided new information with
which teachers can assist handicapped children. A
greater realization of the therapeutic potential of the
school, through a more systematic methodology for
implementing diagnostic findings, is within our professional
grasp. Prescriptive teaching has been developed
to focus information from all available
resources on the full utilization of the potentialities of
the school to meet the special needs of the child.
Prescriptive teaching is a method of using diagnostic
information to modify the educational program.
It accomplishes this by determining the educational
relevance of the child's disability and devising teaching
procedures to yield optimum results. Such other
modifications as medical treatment, social work, psychotherapy
and other treatment also result from
diagnostic findings, but this paper is limited to a
discussion of some of the modifications of teaching.
Prescriptive teaching employs an interdisciplinary
approach to diagnosis and determines tlie educational
relevance of the child's disability through a methodology
based on a scientific rationale. Space does not
permit an explanation of the process by which the
medical, psychological and social work evaluation is
translated into educational terms. The following deals
with the elements in the educational program which
can be modified in relation to the diagnostic findings.
The modifiable variables in the educational program
are only illustrated, not dealt with completely.
Methods of Instruction
Although Albert's IQ was over 100, he was in a
special class because his learning was very retarded.
Outwardly he did not appear to be hostile because
his hostility was not shown in aggressive behavior.
The psychological evaluation indicated excessive repressed
hostility. Albert did not want adult approval
and had declined learning as a means to avoid pleasing
adults. The history showed that when he did
something right and the teacher praised him for it, he
did not repeat the apparent success. To please the
teacher was not sucej-s as Albert saw it. He was given
an arithmetic program in a teaching machine in the
counsellor's office. When he started operating the
machine and found that he could produce correct
answers, which were immediately reinforced, he became
enthusiastic. He found, in this method of instruction,
a self-rewarding learning situation which
was somewhat removed from adult authority. This
was a successful method of instructing the child because
it contributed to a more adequate self-concept
as a result of his success; eventually there was carryover
to the classroom situation. There are available
several teaching machines and programmed courses
of instruction which can assist children with a variety
of problems.
Betty made so many mistakes that her papers were
returned with more answers marked wrong than
right. She was a disturbed child, and developed
negative responses to the many red crosses appearing
on her work. She did not learn from her mistakes because
she looked only at answers which were correct.
The red cross symbolized her inadequacy and was
therefore, a serious threat to her self-concept. When
SEPTEMBER - OCTOBER 1964

till! symbol was changed from a red cross lo a green
question in.irk her response changed, She looked lo
see why her answer was being questioned. Changing
symbols which elicit negative responses to symbols
which result in more positive behavior is an instructional
method ol merit.
Charles was typical ol many emotionally disturbed
children in that lie was subject to disturbance in his
visual-motor functioning. His co-ordination was poor
and the fine movements required in reading and writing
were dilficult. Special instructional methods for
dealing with his visual-motor development not only
improved his co-ordination but seemed to reduce his
emotional problems. The physical activities used to
improve his co-ordination helped to niodily some
distortions in his perceptual field and reduced the
conflict between the visual field and reality as perceived
through tin' other senses. Th-'s allowed him to
move about and to handle objects and tools with
greater case. lie fell and bumped into things less
frequently and was less inclined lo accidents.
Disturbance of the child's perceptual abilities—
visual, auditory or kinesthetic perception—is possibly
the most frequent cause of learning difficulties in the
maladjusted child. The development of these perceptual
skills is closely related to such factors as intellectual
development, motor co-ordination, language
.Much lime must he and is devoted lo I'.VCoptional children
individually in the prescriptive tcathiii!: program,
I'liolo by I'Uutil F.tlurnl'wn Dc/iaiInicnl,
Vancouver School Hoard
development and social IIIHI emotional development.
What the child perceives by means ol his senses is all
thai he has to connect him with other human beings
and the intimate objects of his daily life, Many children
have perfect hearing and vision, yet lack perceptual
skills because ol difficulty in the brain's faculty
of interpretation of the sense data. Auditory perception
difficulties may result in the child's failure because
he is unable to differentiate between similar
sounds such as v, and ///. This inability may make
phonics difficult to learn. Some children have fine
auditory discrimination but are unable lo perceive an
auditors' sequence, such as a sentence or a paragraph.
Visual perception difficulties result in serious disadvantages
for the child, He has difficult)' performing
such .simple tasks as dressing or feeding himself.
Handling a knife and fork presents difficulties to a
child who cannot perceive accurately the positions of
objects in relation to himself or to each other. On the
playground he cannot compete with his age-mates.
In the classroom the symbols he is expected to read
and write appear distorted and jumbled to him. He is
unable to recognize words, pictures, directions, or the
shapes and sizes of objects. Moreover, his recall of
auditors' or visual material is impaired. He frequently
gives the impression that he lacks intelligence, or is
unwilling lo work. He is likely to receive little? nnders'andiug
at home, at school or in the community and is
regarded as lazy, bad or stupid. He may feel that he
is abnormal and incapable of succeeding in work or
play. He may therefore become imbued with a deep
sense of unworthincss and failure, and show additional
symptoms of emotional disturbance.
Cross motor tasks involved in such projects as finger
painting, clay modeling, woodworking—particularly
sawing to a line and nailing—are useful activilies.
Walking, marching and moving in rhythm to music
arc- beneficial. Walking along a straight line and
following large circles or squares drawn on the floor
are helpful activities. Lateral visual-motor development
can be encouraged by special games and
exercises emphasizing left-right orientation. These
methods have the advantage of starting with activities
which arc not particularly threatening and not
closely associated with the social interaction and
academic learning difficulties which are contributing
to the emotional disturbance. In brief, visual-motor
development reduces the neurotic conflict resulting
from the perceptual difficulties, while at the same time
the child's attention is diverted from the social stimuli
which caused the disturbance.
Desirable Modifications
Methods employed to assist the inhibited child to
develop freedom of expression, methods used to help
the speech handicapped child, the mentally defective
child, the intellectually superior child, the deaf child,
the blind child and the crippled child are all important
modifications to be considered.
10
THE B. C. TEACHER

Where we place the child depends upon the educational
significance of his handicap and the facilities
and teaching personnel available in the school or
school system. The emphasis should be on the importance
of retaining the child within the normal
group. The principle upon which this placement
should be made is that of integration where possible
and segregation only where it is significant in terms
of the handicap.
Donald was placed in a special class for the partially-hearing
where he took his language subjects.
He relied mainly on lip reading for receptive communication.
He was integrated with normal children
for industrial education, physical education, art and
for many social activities in the school.
Fred was assigned to a special class because his
low intellectual ability impaired his progress in academic
subjects. He was integrated where his handicap
was less significant in arl, physical education, music,
and industrial education.
George was emotionally disturbed and could not
integrate socially. Attempts to involve him in games
resulted in serious upsets. He was integrated for most
classroom subjects but segregated for physical education.
Unnecessary segregation from the regular program
is damaging to the child's self-concept and contributes
to his perception of himself as handicapped in ways
which are unrealistic and inconsistent with his real
abilities. Total segregation into special classes or
special schools should be avoided and cases should be
constantly under review so that maximum integration
can take place.
The Specific Objectives of Education
The general objectives of education are the same for
all children, but the specific objectives should be
modified to be consistent with the handicapping consequence
to the child's learning.
Karold was mildly retarded and therefore the
objectives for his academic achievement were modified
i to be within his grasp.
Joan had a heart condition which resulted in lessened
vitality. The specific objectives of physical
education were modified, consistent with her limitations.
Ken was emotionally disturbed and had a low
tolerance for frustration. Because emotional disturbances
can be overcome, the educational objectives
were modified on a sequential basis. As Ken learned
to deal, with very minor frustrations, the specific
objectives were changed, v
Ancillary School Services
The services of a number of specialists within the
school system can be brought to bear on tlie problems
of the exceptional child.
Lillian had excessive anxiety and visited the counsellor
regularly to discuss her fears and apprehensions.
SEPTEMBER-OCTOBER 1964
Dr Peter was a special counsellor in Vancouver ami is now
a member of I he faculty of the College, of Education, UBC.
Mark had an impaired self-concept and consequently
underachieved. The principal's interest in and
recognition of Mark helped the boy feel more worthwhile.
Nancy visited the speech consultant for help with
her speech defect.
Curriculum
The curriculum should be modified to include those
activities required by the exceptional child. The hardof-hearing
child should receive speech training to
improve articulation, speech or lip reading to develop
speech understanding, and auditory training to enhance
listening skills and to ensure that he makes
maximum use of residual hearing. The disturbed
child should 1 ;ceive visual-motor training to reduce
hi si perceptual difficulties.
The Classroom
Modifications of the school building can improve
the learning opportunities of emotionally disturbed or
physically handicapped children.
Children who are hyperactive or are overrcsponsive
to stimuli can improve their learning in an environment
containing a minimum of extraneous stimuli.
Some brain-damaged children have difficulty in their
learning because they cannot deal adequately with
stimuli. Limiting the stimuli, as much as possible, to
the ones associated with the specific learning improves
the child's opportunity of producing an uncontaminated
response. When appropriate responses are
established, the children can usually produce the
responses in a more complex environment, but will
usually need the simplified environment for learning
new material.
The first environmental consideration is to make the
classroom as unstimulating as possible and still provide
for the child's learning. Illumination, for example,
is essential in the classroom, but light is
stimulating. Lighting should provide ample illumination
of whatever the child is to focus on, but should
be free of glare. The source of light should be concealed.
Color dynamics and color therapeutics can
contribute to the effectiveness of the physical environment
on the child's learning. The room should be
painted with a flat finish in a receding color, such as
vista green. The windows may have to be eliminated
or covered with the same color. In this neutral environment
the one item upon which attention is to be
focused should be in contrasting or liighlighting
colors. Acoustical treatment to insulate outside noise
and soften sounds within the room can help control
undesirable auditory stimuli.
The arrangement of seating within the classroom so
that a child docs not have to look past another child
Continued on page 20
11

THE
UEST
FOR
CORPORATE STATUS
J. M. PATON
MOST PEOPLE—AND TEACHERS AHE PEOPLE—take a special
interest in half-century or in centennial observances.
For this reason, the year 1964 ought to have
more than passing significance for Canadian teachers.
Although a surprisingly small percentage of them
seem to be aware of it, they are ]!art of a unique
experiment in educational administration and in
teacher organization, in that alone among the nations
of the world the ten provinces of Canada insist upon
membership in the recognized provincial teachers'
association as an initial condition of the right to teach
in the publicly-controlled school system.
This situation—without parallel in th; 1 United
Kingdom, the United States, or elsewhere—has existed
for almost thirty years in two provinces, and for
various periods in othe*s (the average being about
twenty years); but it has its sources much earlier. The
oldest of the existing provincial teacher groups is
celebrating its centenary this year, while most of the
others began to assume their present form about fifty
years ago—that is, around the time of the outbreak of
the first world war. To avoid any misunderstanding,
it should be noted diat the provincial groups referred
to throughout this article are sixteen in number—eight
in eight provinces, five in Ontario (or six, if the OTF is
numbered separately; it is actually a sort of holding
company for the other five), and three in Quebec. All
but one of these sixteen, associations maintain an
organized national voice in the Canadian Teachers'
Federation.
My thesis in this series of three articles will be that
our provincial teacher associations have now reached
a point in their development where, in view of their
history, their ability to speak for all teachers in the
public school system, their financial and human
resources, and their claims to professional stature,
they should be giving educational leadership far
beyond what is now the case.
Fortified by personal experience of fourteen years
as general secretary of one of the sixteen groups, and
conveniently sheltered by my present academic post
from any direct responsibility for instituting reforms,
I propose to examine the past history of teachers'
organizations in this country and their more recent
activities, and at the same time to criticize the progress
made in the light of their declared aims, but also of
12
their public obligations as implied in these aims and
in the powers delegated to the associations by their
provincial governments. I shall suggest that, with
occasional exceptions, they have pursued a pragmatic
course of action and have failed, in consequence, to
formulate a philosophy of education by which to
evaluate immediate aims and procedures before they
become action policies.
A Philosophical Approach
By an association's philosophy of education, I mean
an effort to articulate principles (i.e., generally and
permanently applicable rules) designed to establish
standards of conduct and to control the making of
choices and decisions. A philosophical approach in
association work would mean the clear formulation
of long-term aims (and their continuous re-interpretation
in the light of current conditions), which in turn
would be used as a touchstone in the choice of intermediate
goals and of the methods employed to
achieve them. A sincere effort by association leaders
(paid officials as well as elected officers) to state and
clarify the philosophy of the organization from time to
time would put an end to the practice of trying to
solve problems as they arise by methods of expediency,
or of bowing to pressures from ill-informed
members. Procedures for implementing policies
would likewise be selected within the framework of
the association's philosophy, and not by such criteria
as ease of operation and low cost.
As already intimated, I shall deal with the topic in
three parts. The first part, covering roughly a hundred
years from 1850 to 1950, will attempt to answer the
question of how and why Canadian provincial
organizations of teachers came to adopt statutory or
automatic membership. The second part will deal
with activities of the present and recent past (the
years 1950 to 1963) from the critical point of view
mentioned above. In.the third article I shall outline a
schem j of direct involvement of the teacher organizations
in, and of acceptance of partial responsibility for,
the administration of education in their several provincial
school systems, which I believe to be the
logical and professionally necessary outcome of their
development from its beginnings. Obviously, the
series cannot fail to end upon a note of controversy!
THE B. C. TEACHER

PART I
THE PAST IS PROLOGUE
OVER A CENTURY AGO the teachers of Upper Canada
could join a provincial organization which is still
functioning as the Ontario Educational Association.
It began and has remained a rather amorphous body
made up of officials of the Department of Education,
members of school boards and home and school
groups, and of teachers as individuals. It filled then,
and presumably continues to fill, a need for (i) an
annual province-wide talk-fest about every facet of
school life and administration (from kindergarten to
university) by and for people looking for what is
loosely called 'inspiration'; (ii) an opportunity for
special interest groups to exchange ideas and consult
book publishers and school supplies people; and (iii)
an 'occasion' when the Minister, or his deputy, can
make a long-awaited public pronouncement to people
very much interested in getting it, as it were, at first
hand.
The significant point about the OEA in this survey is
that, until about 1910 or a bit later, its pattern was
imitated in every province. This means that, for the
first 60 years of the 100 under review, Canadian
teachers lacked a provincial organization designed
specifically to meet their needs and under their own
control. Frior to the outbreak of war in 1914, it is
reasonably accurate to say that teachers were, on the
whole, content to look for organizational leadership to
departmental officials, to heads of universities, and
even in some instances to laymen like Supreme Court
justices and bishops of the church. It was from such
folk that the presidents and many of the officers of the
provincial education associations came, not from classroom
teachers or school principals. The latter were,
with regrettably few exceptions, content with the
lowly lot to which it had apparently pleased God to
call them. They deferred to their betters in education
and, while it would be misleading to imply that these
convention-type meetings never discussed salaries,
pensions, and low status, effective action was
practically never taken.
Without Status or Dignity
Fifty or sixty years ago the typical Canadian teacher
was very conscious of being the low man on the
education totem pole. He had no professional status,
little sense of professional dignity and importance,
SEPTEMBER-OCTOBER 1964
and apparently no clear conception how to achieve;
status and recognition by corporate action. His salary
was frequently equated with that of the driver of oxen,
a situation he grumbled about but could sec no way
to alter. While tradition and the low cultural values
of a pioneer community may be blamed in part for
these conditions, there seems to be no question that
another factor was the lack of an organizational voice
speaking strongly and persistently for classroom
teachers per se. Power may, as many since Lord
Acton have pointed out, tend to corrupt; but, as Adlai
Stevenson has more recently remarked, lack of any
power at all corrupts absolutely.
The first world war was the kind of social upheaval
after which the people and the countries involved are
never the same again. To Canadian teachers it
brought, in the first place, inflation and resulting
economic burdens so heavy that even the more timid
and conservative were roused to insist upon alleviation.
At the same time, the war's aftermath increased
an already growing impatience with the old restraints
and status symbols, and lent a reality and immediacy
to such slogans as 'saving the world for democracy,'
which soon took the form of demands for concrete
reforms like wage increases and a genuine effort to
equalize educational opportunities for young people.
The Remarkable Years
This is the period when provincial teacher associations
as we know them today really got started. Of the
sixteen groups that are our immediate concern here,
eleven were organized between 1914 and 1920, two
already functioning were revitalized, while the three
Catholic groups in Ontario and Quebec emerged in the
late thirties and early forties. What is mora surprising
is the speed with which most of these organizations
began to function effectively, despite their dependence
on part-time office direction and a great deal of
voluntary help with such routine tasks as the collection
of annual dues. One example of the vision and
enthusiasm of teacher leaders at this time was the
founding of the Canadian Teachers' Federation in
1920 by representatives from the four western provinces
and from Ontario, only a year or two after their
provincial groups had begun to function; and the
further fact that by 1927 all the provincial associations
except Newfoundland (for obvious reayms) and
French Catholic Quebec were contributing to its
support. The latter body, while it occasionally sends
observers to CTF meetings, is still not a member of the
national organization.'.
The stated aims and immediate objectives of these
provincial associations in the 1920s were specific and
down-to-earth, as may be seen from one of the
earliest and most comprehensive tabulations that has
come to my attention. The Alberta Teachers' Association
had at least seven separate items in its 1921
statement of policy. Three of these may be described
as economic aims: collective bargaining to improve
IS

Dr. Paton is Professor of Education, Ontario College of
Education, Toronto.
salaries, a provincial pension scheme, statutory sick
leave; three aims were related to professional status:
improved contracts with tenure protection and a
Board of Reference, a code of ethics to raise standards
of professional behavior, and representation of the
association on provincial boards and committees
which control the conditions under which teachers
work; and there was one objective in the administrative
field: the formation of larger school board units
in the interests of efficiency and of equality of
educational opportunity.
Clarity of Aims
What is remarkable about this list, besides the high
quality of teacher leadership to which it testifies,
is the proof it affords that in the first decade of their
existence so many of the associations had a clear
concept of the three reasons for their existence which
have retained their validity and their importance to
this day:
(1) To improve levels of remuneration and conditions
of work in order to enhance the status of teachers and
at the same time attract more good people to the
profession.
(2) To set and enforce high standards of professional
conduct by establishing a code of ethics and a system
of discipline.
(3) To win the corporate right to be consulted and to
advise on all matters affecting the work of the teacher,
such as curriculum, teacher education, and administrative
changes.
Looking ahead for a moment to the end of our
story, we can see that, in general, most progress has
beer, made in achieving the first objective; a bit less
in the second, if we do not limit our concept of
professional condu-t to morality as narrowly interpreted
by the courts; and very little progress indeed
has been made in the third area—that of winning
official admission that the provincial teachers' association
has a right to be directly represented on
administrative boards and committees. There is,
furthermore, no indication in the Alberta and similar
policy statements at that time or since, that teachers
associations have some responsibility for detecting and
eliminating professional incompetence.
To return to our historical review. If the twenties
were the years of enthusiastic beginnings and of high
hopes, tlie thirties brought great difficulties to those
responsible for membership campaigns and the collection
of annual dues, especially in the prairies where
emergency drought conditions accentuated the effects
of the world-wide economic depression. The province
of Saskatchewan suffered most in this respect, but it
was also in that province that a few people with vision
and resource found a way to put an end to disunity
and disillusionment among both urban and rural
teachers.
14
Automatic Membership
1 do not know who first thought of asking a provincial
legislature to grant statutory membership to its
teachers' association (as to the medical society or the.
bar association). It may have been an Alberta teacher,
because we find a campaign for automatic or
compulsory membership starting in that province
about the same time as in Saskatchewan. The SIT in
its present form came into existence on January 1,
1934, and on February 21 of the next year legislation
made membership in the STK a condition of teaching
in the province's schools. The Minister of Education
had stipulated that at least 70% of the teachers affected
must vote in favor of the change. It is one of
the minor miracles of group organization that, in the
course of one short year, the teachers of Saskatchewan
united rival groups of rural and urban teachers, those
at the high school level and those at the elementary
level (many of them in one-room rural schools), and
at the same time secured a 91% majority vote for
compulsory membership in a new association. Alberta
had to wait another year for a similar statute, by
which time a teacher-led government (Aberhart's)
had replaced one that was unfavorable to the teachers'
requests.
The full story of automatic membership for Canadian
teachers is a fascinating one in the local and
detailed variations which I have neither the space
nor, indeed, the accurate knowledge to describe here.
By way of summary, it may be said that six years
passed before Manitoba and New Brunswick teachers
obtained the new-type legislation, i.e., in 1942; and
that, within ten years thereafter, all other provinces,
including Newfoundland, had followed suit, except
that the Catholic teachers of Quebec, French and
English groups, had to wait until 1960 for the kind of
charter obtained by their English Protestant
colleagues (the PAPT) in 1945.
Absence of Opposition
Mention has already been made of the somewhat
remarkable fact that in statutory membership Canadian
teachers have blazed a new trail in the organization
of salaried professionals. Equally remarkable is
the lack of substantial opposition, from teachers or
public, to the novel proposal when it was first made in
any province. In some places there were sporadic
grumbles from school trustees, but no organized
attempt to defeat the proposed legislation. In the
five provinces which permit teachers to resign from
membership under certain conditions and still continue
to teach in a public school, the problem of
write-outs has never been serious; in fact, almost nonexistent.
So far as I know, there has never been a
public demand in any province for the restoration of
voluntary association membership for teachers (as
obtains elsewhere), even when a provincial organization
was conducting a vigorous salary campaign and
applying sanctions to one or more school boards. This
THE B. C. TEACHER

is rca 11
" an astonishing social phenomenon which some
soci, dentist might find it wortli while to investigate.
In the meantime I offer four tentative explanations.
(1) Prior to the period when automatic membership
was granted by provincial legislatures, neither
teachers nor their associations had a reputation for
militant action. When the public and the legislators
thought of teachers at all, the image that arose was
probably of an inoffensive, law-abiding, patient group
who had seldom, if ever, used the word 'strike,' and
who would be unlikely to challenge constituted
authority seriously. The most obvious example of this
is Quebec, where the late and unlamented Maurice
Duplessis gave the PAPT its charter in 1945, but acted
very differently toward the Catholic teachers between
1948 and 1958 when they resorted to vigorous
methods in an effort to improve intolerable conditions.
(2) The Saskatchewan legislation which set the
pattern for the others in 1935 might be regarded as an
emergency measure, welcomed even by the school
boards because of the low level of morale
and efficiency to which schools and teachers had fallen
in that province as a result of drought and depression
conditions. When the experiment worked well in two
western provinces for five or more years, the others
were able to point to it as a successful model for their
governments to imitate.
(3) In every province the teachers voted in
astonishingly large numbers for all-in membership
and compulsory dues, including many who were not
members of the existing association on a voluntary
basis. I doubt if this would have happened within
the same time-limits in either the United Kingdom or
the United States, if indeed it would have occurred
there at all. Are Canadian teachers less individualistic
or less thoughtful than their colleagues elsewhere?
Are we less conscious of individual rights and freedoms,
or are we simply more aware of corporate
responsibilities? Are we more pragmatic in a docile
way because less given to arguing over abstract philosophical
concepts? In provinces where the right of
effective protest was thought important enough to be
protected, write-out provisions were incorporated in
the legislation, but these, as I have already mentioned,
have not created any problem to date.
(4) Lastly, and possibly most important, I think
the provincial authorities who supported statutory
membership for their teachers' professional association
were impressed by the sincerity and firmness
with which the group asked for the power to discipline
their members effectively in an effort to raise
standards of conduct and competence—something
which was lacking under the voluntary plan. I imagine
the legislators' hoped (a hope that has been
vindicated in the main) that beyond the scope of
professional ethics the teacher associations would
also assume the responsibilities, as well as accept the
privileges, of a favored professional group.
Will the Potential be Realized?
There is no question, of course, that statutory
membership has brought many benefits to teachers
in all provinces, and I think it can be equally well
established that society and the schools have benefited.
Freed from the burden of recruiting members
and collecting fees year after year, our associations
have made substantial progress in such fields as
salaries, professional standards, and professional development.
The Canadian teacher today in any
community can hold his head up and be proud of his
profession. This is a great and important achievement
in a comparatively few years, thanks in the main to
compulsory or automatic membership, and to the
organizational strength and potential for further
professional growth which it provided.
However, to whom much has been given by
society, from him much shall be expected. Are our
associations fulfilling the promise of the new day that
dawned between 1935 and 1950? Are we using, or are
we preparing to use, in the public interest, all the
powers and responsibilities which statutory membership
has made available to us?
This question will be discussed in Part II, with
reference to current activities, while Part III will
project the problem into the next decade or so. •
( Thoughts to Ponder )
\ This is the task of a liberal education: to give a sense of the value of things other than domina- •,
•( tion, to help create wise citizens of a free community, and through the comlrination of citizen- j
( ship with liberty in individual crealiveness to enable men to give to human life that splendor ' '/
• which some few have shown that it can achieve. — Remand Russell '(
\ Obviously one should not always seek the middle of the road, and certainly one should not )
\ become a confirmed fence-sitter. On the other hand one should wish to be intellectual, and (
j intellectual positions seldom are extremes. Intellectual positions are independent positions, '.
) completely free of conformity or non-conformity, but they are seldom extremist. •.
', • —Phi Delta Kappnn )
SEPTEMBER - OCTOBER 1964 15

An unusual way of teaching paragraphs
in tlie elementary school.
Living
graphs
M. S. WARK
LIVING PARACUAVHS is a teaching method designed to
develop an awareness of paragraph construction and
to encourage critical thinking in wriii'.j. The basic
approach in the method is oral—each pupil speaks a
sentence in a paragraph.
Step 1: Working With The Whole Class
Once the class has become familiar with the
rudiments of writing, work with the living paragraph
can begin. The teacher first asks the class for a title
for a paragraph. When a suitable title has been
suggested, the pupil responsible for it is asked to
come to the front of the class, where he stands on a
chair. At the discretion of the teacher, the Title' may
act as chairman, and the teacher may direct questions
through him.
The teacher now asks, 'What would be a good
beginning, or topic sentence, for this Title?'
As pupils volunteer their sentences, the teacher may
comment on the suitability of each. The most acceptable
'Topic Sentence' is then requested to come and
stand in front of and to the right of the Title, facing
the class. The teacher asks the pupils for the key
word or words in the topic sentence to prepare the
way for the overall unity of the paragraph.
The class now hears the paragraph so far—Title and
Topic Sentence. At the elementary level it is a good
idea to have the title mentioned in tlie topic sentence.
This makes for ease in beginning the paragraph, and
is a first step in unity.
The teacher now requests a second sentence. Again
the Title calls on those pupils who volunteer. Should
there be hesitancy in forming a sentence, the teacher
may prompt tlie class. A suggestion like, 'Try starting
the sentence with When, Although, Then may prove
helpful.
When a suitable sentence has been found, the pupil
responsible for it stands to the left of the Topic
Sentence. Again the class hears the paragraph so
far—Title, Topic Sentence and Second Sentence. Each
time a sentence is added, the paragraph is heard. Five
The author is principal of Southland Elementary School
in Vancouver.
16
or six sentences provide sufficient body for a paragraph.
When the paragraph is completed, it will looklike
this:
BODY
The completed paragraph may now be heard and
criticized by the class. To develop awareness of the
principles of writing, the teacher directs criticism by
asking specific questions.
1. Why has the paragraph unity?
2. Could you improve the coherence of the paragraph
by avoiding repetition? Or by combining two sentences?
Or by changing the order of the sentence?
Or by gaining variety in sentence structure?
3. What do you think of the ending sentence?
4. Have you any comments to make on the vocabulary
of the paragraph?
5. Does the paragraph contain a good figure of
speech—simile or metaphor?
When changes are made, tlie modified sentence or
paragraph is heard so that the improvement may be
noted.
After the paragraph has been criticized, the Title
and Sentences return to their seats. Now the teacher
asks the paragraph to dictate itself to the class sentence
by sentence. As the teacher writes the paragraph
on the blackboard, the pupils copy it into
their writing books.
Step 2: Working with Living Paragraph Groups
Once the pupils are familiar with the general
method of living paragraph construction, group work
within the class can begin. First, Titles are chosen—
the number will depend on the number of pupds in
THE B. C. TEACHER

the class. The Titles should he pupils who have shown
interest and ability in language. The teacher then
sends each Title to a definite location in tlie classroom
which will become the paragraph 'working
place." Under the direction of the teacher, the Titles
choose their sentences. Each group will end up with
five or six sentences, including the Title. It is important
that every pupil in the group understands
which sentence he is responsible for speaking—second,
third, fourth, or ending sentence. The 7'itle speaks
tho Topic Sentence!.
In the beginning, it is wise to have the groups
develop a paragraph with the same Title and the
same Topic Sentence. Before the groups go to their
'working places' there should be class discussion with
a view to giving direction to the group preparation of
the paragraph. A topic sentence can be decided on,
and attention drawn to the key word or words.
Vocabulary can be suggested, and written down.
After the paragraphs have been completed by
different groups, pupils will be interested to see the
variety in the development of the same topic sentence.
When the groups go to their 'working places' to
form their living paragraphs, the teacher moves from
group to group listening, suggesting, and guiding the
development. As each sentence is constructed, the
pupil responsible for speaking it writes it down, This
is important, as he may otherwise forget the wording.
Further, writing the sentence down in his writing
book focuses his attention on written expression, and
guarantees the teacher continuity for the next writing
period. As they complete their paragraphs, pupils
should be encouraged to take their classroom seats
and 'polish' their sentences while waiting for other
groups to finish. The teacher should impress on the
pupils the importance of clear articulation, pace, and
pronunciation.
When the groups are ready, one Title is asked to
bring his living paragraph to the front of the class to
be heard and criticized.
The Title stands on a chair above and behind the
sentences. He states the subject, then steps down and
speaks the Topic Sentence of the paragraph. The
Topic Sentence is followed by the rest of the living
sentences in order. The paragraph should be heard
twice for familiarization. Pupils have to listen before
they can criticize.
The teacher may now direct class criticism by
asking such questions as those mentioned previously.
This situation requires alertness and perceptiveness
on the part of the teacher. He becomes a resource
person who interprets, clarifies, elaborates, and coordinates
where necessary. Later on criticism will
come spontaneously from the pupils. After the paragraphs
have been heard and criticized, the pupils
choose the one they like best. This paragraph dictates
itself to the class and the teacher. As the teacher
writes it on the blackboard, the pupils copy it into
their writing books. It is in the writing that the
SEPTEMBER-OCTOBER 1964
paragraph receives its final criticism.
The teaching sequence from this point on might be:
1. Croups develop a Living Paragraph with the same
Title, each being responsible for its own Topic
Sentence.
2. Croups develop Living Paragraphs, choosing their
own Titles and their own Topic Sentences.
Where the groups deal with different topics, it is
possible, after criticism, to devote one or two periods
to dictation if the teacher wishes all paragraphs to be
written down, This provides excellent opportunity for
comparison and contrast.
Because working with groups poses a problem of
control, a word of caution is in order. Some teachers
in some classes may easily move into full group workonce
the pupils understand what is required. Other
teachers may prefer to select one or two groups to
work on a living paragraph while the rest of the
class write their own paragraphs at their seats. Success
with Living Paragraphs will depend largely on
how well the teacher assesses the total situation and
adapts to the ability level of the pupils in terms of
paragraph content and class organization.
Step 3: Writing for Appreciation
After pupils have had practice in creating living
paragraphs, they should be given the opportunity to
write paragraphs of their own. Under the direction of
the group chairman, these paragraphs will be read by
the authors to their respective groups. The best paragraph
from each group is selected for reading to the
class. After a brief criticism of each, the class chooses
the best paragraph. This paragraph is dictated to the
class by the author. Again the teacher writes the
selection on the blackboard, while the class copy it
into their writing books. In the writing, criticism may
come voluntarily from the pupils. The author's name
is written below the paragraph in recognition of his
contribution to the class.
Step 4: The Oral Story
With some classes it is possible to plan a story.
Pupils come to see that the principles underlying
paragraph construction apply also to a story. The
number of 'chapters' in the story will be limited by
the number of living paragraph groups in the class.
The teacher and pupils plan the story in 'chapters,'
each chapter being one paragraph in length.
Now the pupils are arranged in order of plan
around the classroom to work out their particular
chapters. The teacher moves from one group to the
other as resource person and co-ordinator. Transition
sentences are particularly important for coherence.
When the paragraph groups are ready, the living
story is heard, The ending sentence of each paragraph
becomes the 'Transition Sentence' to the next.
The Transition Sentence walks to the topic sentence
of the following paragraph, speaking his sentence as
he moves.
17

After the s*tory has been criticized, and suggested
changes have been made, the story may dictate itself
to the class,
As teachers experiment with Living Paragraphs,
they will develop their own techniques, and make
adaptations lo fit their own needs and those of the
class. Continuity of leaching is vital to the success of
Living Paragraphs. One period a week is essential.
In working with Living Paragraphs, the teacher is
guiding group dynamics. Criticism within the groups,
together with teacher-directed criticism of each group,
keeps the fundamentals of good writing constantly
before the pupils.
To illustrate the quality of paragraph that can be
developed by using the Living Paragraph method,
the following samples have been chosen as representative
of the work done from Grade 2 to 5.
The Wise Mouse
(Grade 2-5 pupils)
Once upon a time there was a wise mouse who
lived near a forest. One sunny day he wandered into
the forest and got lost. Then he began to think. He
saw that his tail had left a trail in the snow, so he
followed the trail back to his home. After that the
wise little mouse never wandered off into the forest
again. '

industrialized western nations regarding
both the nature of the
problems involved in educating
the 'average and below average'
and the solutions proposed. Certainly
it has many resemblances to
the Conant reports, particularly
Education in Ilia Junior High
School Years and Slums and Suburbs.
This was, of course, inevitable.
Not only is 'a man a man
for a' that' no matter where he
happens to live but also common
social and economic forces in industrialized
countries push educational
developments toward common
means of attaining common
goals. Details may differ but there
is no denying the overall likeness.
Programs are Unsuitable
Investigations led, as might be
expected, to consideration of a
multiplicity of problems: the personality
and background of the
pupils within the terms of reference
('Five out of six are likely to be
children of manual workers, skilled
or unskilled'); their attainment in
school ('Today's average boys and
girls are better at their books than
half a generation ago. Countrywide
reading test average scores, for
example, rose from 18.0 to 21.9
between 1948 and 1961'); the
curriculum ('Girls and boys must
somehow be made much more
active partners in their own education');
the teachers ('We draw
attention to the special difficulty
of securing and retaining good
teachers, for schools of all kinds,
in slum, heavy industrial and other
ill-favored areas') and school plant
(Tn our view, the nature of the
new educational solutions that are
needed will involve major alterations
in current school design').
It is the Report's contention that
there is much unrealized talent,
especially among boys and girls
whose potential is masked by
inadequate powers of speech and
the limitations of home environment.
Furthermore, despite the
rise in achievement during the past
fifteen or twenty years, attainment
demanded of modern society is
also constantly rising: 'One of the
reasons why there is a quite proper
anxiety over tho general standards
of literacy today is not that fewer
and fewer pupils can read and
write but that more and more
people need to do so with greater
competence.'
And all this is aggravated by
unsuitable programs and unproductive
teaching methods, with the
result that 'Too many at present
seem to sit through lessons with
information and exhortation washing
over them and leaving very
little deposit.'
As to the program that is suggested
to right the situation, Half
Our Future argues that it must be
practical, realistic and vocationally
relevant to the world into which
pupils will graduate. This, it is
made clear, does not mean that it
is to be narrowly related to specific
trades or occupations. The aim is,
quite clearly, to give pupils a broad
general education, using the practical-vocational
approach as a
motivating force to encourage the
desire to learn. Repeatedly this is
emphasized both in the definition
of 'practical,' 'realistic' and 'vocational'
and in recommendations
concerning curriculum details.
Many Ideas Offered
The Report is replete with
seminal ideas in its section on 'Subjects
and the Curriculum' whether
it is discussing the manual arts,
the humanities, second languages,
mathematics or science. Among
them:
—We strongly commend the extension
of existing handicraft
subjects to include not only the
traditional work in wood and metal
but also building and engineering
crafts and work with plastics;
—Art is not only a matter of
emotions; for many boys and girls
it can offer a rewarding discipline
of hand and eye and intellect.. .and
make people more observant of the
world about them, more responsive
and more discriminating;
—Mere repetition of elementary
arithmetic exercises will fail to improve
inadequately learned processes.
Calculation must be reintroduced
as an adjunct to more adult
practices;
—English teachers whose sole
standard is correctness can dry up
the flow of language and shackle
creative and imaginative writing
before it is under way;
—French is the usual language
taught because there are more
people available to teach it. It is
not, however, the easiest in its early
stages and Spanish or Italian has
been more successfully taught,
particularly to the less able pupils,
in some .,-.:hools.
The Report, startlingly enough,
seems to be rather doubtful that a
teacher-training course heavily
loaded with academic studies of
subject content will develop
teachers who will be successful
with 'average and below average'
pupils. 'We view with extreme
concern the prospect of an influx
of untrained graduates,' it is stated.
'Teacher-training which includes a
prolonged study of child development
combined with a study of a
wide range of subjects is far better
for teachers of the average and
below average pupils than a degree
course followed by a short period
of professional training.'
An increasing need of non-teaching,
ancillary staff 'to conserve the
mental and physical energies of the
teachers for the exacting job they
have to do' is also noted.
Half Our Future should be on
the reading list of all those involved
in the work of school reorganization
and curriculum revision in B.C. It
is guaranteed to broaden horizons
and bring to the jaded mind fresh
ideas and new and provocative
approaches to educational problems.
Classroom teachers will find
it stimulating both as a means of
reviewing their own particular
educational philosophies and as a
spur to reconsideration of the
content of their subject matter
specialities and their approaches
to instruction. •
The author, principal of McKim Junior
Secondary School, Kimberley, has contributed
to the journal in the past.
SEPTEMBER-OCTOBER 1964
19

Regional colleges will provide in one institution
a wide range of post-secondary programs.
The Two-Year College
Has a Unique Role to Play
W. H. W. IIARDWICK
DEMANDS FOH INCREASED FACILITIES for pOSC-SC'COndiiry
school education arc before almost every community
in Hritish Columbia. Training for classes of jobs
which five years ago may have been non-existent are
now imperative if our British Columbia communities
and regions are lo grow and prosper, given the keen
competition from larger centers of opportunity such
as Ontario and California.
These demands for facilities reflect (1) the rapid
increase in numbers of students who will be requiring
and demanding post-high school education in the next
seven or eight years; (2) the increasing requirements
by business and industry for better and highly trained
people; (3) the need for comprehensive institutions
to produce the trained people; and (4) the interest
of many taxpayers in ascertaining the most economical
ways and means of financing these institutions.
I do not intend to enlarge upon the imminent
explosion in numbers of post-secondary students; on
the growing demand for better-trained population;
nor on contributions of various types of institutions in
general. Dr. Macdonald, President of UBC, has
clearly indicated the need for higher education. However,
a basic problem affecting the orderly development
of post-secondary education in British Columbia,
namely, the lack of understanding of the purpose,
role and comprehensive nature of proposed two-year
regional colleges, must be understood.
A significant new type of college, the two-year
regional college, has been authorized for British
Columbia. It is intended to fill a void now present in
the educational system by providing a wide range of
post-secondary school programs in one institution, the
better, to equip students for the ever-changing
employment situation. Once operative, these colleges
would offer (1) traditional curriculum in Arts and
Science for students wishing later to transfer to fouryear
institutions; (2) instruction in a wide range of
related courses which would provide valuable terminal
education for those entering the governmental
and business world; and (3) broad programs of
general education for those who wish simply to enrich
their lives. These programs would be designed to
meet the needs of each region, and would vary from
college to college. Most programs would be 'openend'
programs; in other words, programs which would
equip the young person for a wide range of jobs and
for eventual retraining when that becomes a necessity.
The 'closed-end' vocational training—i.e., training
for a specific job—is actually becoming less
important in the spectrum of education.
Two-year colleges have been proposed immediately
for Vancouver, the Okanagan and West Kootenay
regions. Within seven years additional colleges will
bo opened in Eastern Erase Valley, Kamloops, Prince
George and on Central Vancouver Island; perhaps
along with a 'two-year college program' at Victoria.
The role of this two-year college is significantly
different from anything known in British Columbia to
date, and because it is new, there have been considerable
misunderstandings about its function, administration
and financing.
The basic problem centers on the comprehensive
nature of the college. It is not simply a two-year
academic college, like old Victoria College. It is not a
vocational school like the ones at Burnaby and Nanaimo
and others being built &t various interior centers.
It is part of both. However, its aims are different. The
college offers a wide range of subject matter that can
be taken in various combinations to provide students
with skills that fit a variety of occupations—not a
particular academic discipline nor a particular vocational
trade.
In some areas of the United States, and to a limited
degree in the City of Vancouver, it has been demonstrated
that flexible programs will fit young people for
a multi-varied job picture. The rapidly-changing
North American society requires flexibility in educa-
THE B. C. TEACHER

Hon because one never knows if skills acquired today
will be appropriate' on graduation.
It is certain the rapid drop-out among the first two
years of university students reflects the fact that a
sufficient breadth of program to meet their varied
needs is not available in traditional academic institutions.
These students are not stupid; they have
graduated from high school with good standing. Most
of them are just uninterested in a traditional program.
Some few students from out of town may be
emotionally unready to leave home for a distant
university in a large city metropolis after high school
graduation, although they may be ready after graduation
two years later from a two-year regional college.
Part of the confusion about the nature of two-year
colleges stems from the reticence of those administering
traditional training institutions lo permit those
programs, that have in the past been their particular
preserves, to become incorporated in the two-year
colleges. This is true for both academic institutions
and vocational schools. Compromise is necessary if
mid-20th century education is to be made available.
Old lines of control will have to be eroded.
The expansion of vocational schools, largely created
by the fortuitous availability of federal funds, should
cease until the role of vocational programs in the
two-year colleges is appraised. It may be desirable
for federal funds to be applied to building appropriate
sections of two-year colleges. Otherwise, any
further proliferation of adult vocational schools in
British Cokimbia would represent a waste of public
money and show panic acceptance of federal funds
before any appreciation of the more economic, dual
role of two-year colleges is established. Business men
practise consolidation of overlapping services to reduce
costs of operation. Education authorities should
also consider the two-year regional college as a
consolidation of the essential components of some
former but now outmoded educational institutions.
Although special function institutions may be
appropriate for areas of dense population like southcm
Ontario, they may be quite inappropriate in
regions of low density of population like British
Principal of Maple Crowe Elementary School, Vancouver,
the author has been a member of ihe BCTF Community
Colleges Committee since ils formation in 1958.
Columbia. On the academic side, is it reasonable to
expect a two-year regional college in the Okanagan
to evolve naturally into a four-year degree-granting
institution without significantly modifying its comprehensive
nature?
The two-year regional college is an institution new
to British Columbia, a college that in this area of low
population density, supersedes and, therefore, really
renders obsolete for British Columbia old-type
academic colleges and closed-end vocational schools.
It is, therefore, one that i.aves taxpayers hundreds of
thousands of dollars by including in one institution,
instead of several, the courses needed for the postsecondary
education of the masses of our students.
British Columbians have been slow to take
advantage of other people's experience; they tend to
retain traditional ways of doing things. This conservatism
may result from tbe fact that we live far out
on the periphery of the heavily-populated areas of the
world—still a frontier in many respects. If British.
Columbia is to compete successfully as a viable section
of the work! society, in North American
economy, it must get into the vanguard, not remain
with conservative and outmoded systems appropriate
to the past, be they academically or technicalvocationally
oriented, for time and money are running
short while these established institutions strive to
preserve their traditional positions in a fast-changing
society and economy.
The need for a new system of post-secondary
education to fill the void between secondary schools
and university has been demonstrated. Clear and
decisive leadership is all that is awaited.
The two-year comprehensive college must be a fact
of life throughout all of British Columbia if our
province is to develop. If not, British Columbia education
will fail, and continue to fall far behind the rest
of North America in the development of its richest
resource—its young people. •
/ • ATTENTION — PSA MEMBERS AND PROSPECTIVE MEMBERS! ©
October 31 is the final date for joining or renewing memberships in the
) provincial specialist associations. Application forms are available in all
/ school or from the BCTF office.
>. '\ BCTF Associate Members must have paid their associate membership fee
'(
'/
for the current year before their fee for membership in a PSA can be
accepted.
-si
SEPTEMBER-OCTOBER 1964
21

Our Cover Story
An Industrial Success Story
NOT LONG AGO B.C.'S Okanagan apple growers wondered
what to do with the tons of apples that, while being of
good quality and having good food value, could not
meet the exacting inspection requirements for color,
shape or size. But not any more.
Today, apples that cannot quite reach the standardsset
for the fresh fruit market end up as apple juice,
apple sauce or pie filling. In fact, so successful have
the fruit growers become in processing B.C. tree fruits
that, from a standing start twenty years ago when
canned apple juice was a mere curiosity, tlie Okanagan
plants were processing an average of 28,000
boxes of apples daily at the peak of the 1963-64
harvest,
This remarkable success story was made possible by
a combination of marketing circumstances including
an insistence on high quality that could be maintained
only by a band of zealous business pioneers
undaunted by the problems that lay ahead. This
determination was helped by the variety of apples
grown in the Okanagan. Being largely dessert types,
the apples have a natural sugar-acid ratio of maximum
palatability. B.C. apples, though low in astringency,
are relatively high in aromatics. Okanagan
apple juice therefore tasted good and smclled good.
The infant industry was set up in 1946 as B.C. Frui':
Processors Ltd. In the early years it was important to
explore every avenue that might conceivably affect
the fortunes of the enterprise. While debating an
expenditure of $100,000 for added plant facilities in
1948, someone raised the question of 'palate fatigue.'
Would the taste of apple juice pall after five or six
swallows? There was only one real way to find out,
so R. P. 'Tiny' Walrod, General Manager of the new
company, volunteered to live for ten days on nothing
but apple^ juice. He drank seven 20-ounce cans of
apple juice every day for ten days, proved to his
satisfaction there was no palate fatigue factor and
recommended the proposed expenditure.
'Several attempts were made in the early years to
salvage cull and 'c' grade apples by processing, but
progress was slow. In 1945 the annual convention of
the B.C. Fruit Growers Association outlined the job to
be done by the new company, B.C. Fruit Processors
Ltd.—to receive and account for all cull apples, to
process as many as possible, and to return to the
general growers' pools the money made out of the
new processing venture.
One of the early products was dried apples, but it
soon became apparent that the market for dried
apples would not make a dent in the pile of culls.
With the development of new and better processes,
and the help of the Federal Department of Agriculture
Research Station at Summerland, recipes and
formulae were evolved that produced an apple juice
people liked. Then a method was developed to produce
opalescent apple juice—a process patented by
the grower-owned company and still their property.
Captured in the taste of opalescent juice is the
tarty-aromatic flavor of the renowned u.c. Mcintosh,
the only variety used. This flavor is retained by speed
in processing. In only twenty minutes the boxes are
emptied; the fruit washed, inspected (only sound
ripe fruit with unbroken skins), pulped by a powerfid
mill, loaded into heavy nylon cloths, subjected to
tremendous pressure, finely screened, and Vitamin c
in liquid form added. Flash pasteurization follows—
the juice is heated to 192 degrees v. in six seconds.
At this temperature the cans are filled and the lids
sealed on. Then the cans are cooled quickly to 85
degrees F. or lower. The colorful SUN-HYPE labels are
wrapped around tlie cans, which are then packed
mechanically in fibre-boar; v cases.
Combinations of other iti\its with apple juice were
tried and sold successfully. Apple' juice?, was combined
with lime juice lo produce Appleiime and with apricot
nectar to produce Applecot juice. A combination of
orange juice and apricot nectar has resulted in
Orangecot, which puts surplus apricots to use;
In 1959 the name of the company was changed to
Conlimicil on page 2S
22
THE
E.. C. TEACHER

Adolescence.. . the process of
growing up. A time of complex changes
in a girl. An important time to
review her knowledge of menstruation,
and give her helpful suggestions
about diet and grooming. Schedule a
repeat showing of the finest
film of its kind—
The Story oik
Menstruation'
by Walt Disney Productions
--'.in „- 10 minutes, 16mm.
Ariimatedrln sound and colour.
•It
Preferred by church and school
groups throughout the world.
"';''.-Available free on short-term i
.!. .loan from the makers !
of Kotex napkins :..
plus coordinated teaching*!^
aids listed below.
Kimberly-Clark Canada Limited, Educational Dept.BCT-6410.2 Carlton Street, Toronto 2, Ontario
Please send me free (except for return
postage) your 16mm. sound and colour film
"The Story of Menstruation."
Day wanted (within 3 weeks)
Name and Title —•
School-
•
_Grade_
2nd choice (within 4 weeks)
A>:.o send:
Booklets, "Very Personally Yours"
Teaching Guide
li Menstrual Physiology Chart
Street-
City. -Zone- .Prov..
I
Note:
Material will be-sent to teachers and
authorized personnel only. ?
? KOTEX is a trademark of Kimbeily-ClarkCanada Limited ^
CTOEER 1964

As Elementary Curriculum Consultant to the Department
of Education, tlie author teas assistant director of a 1963
summer workshop which revised the elementary language
arts program. The workshop method of curriculum revision
proved so successful that several courses ivere revised in this
way this summer. This article describes the pilot project.
This Workshop Showed the "Way
LARRY THOMAS
CHANGE isOCCURRINGATSUCH an accelerated rate in;
today's world that the increases in knowledge are
overwhelming. Indeed, we are in danger of being
engulfed by change. Curriculum revision is therefore
a vital issue in modern education.
We must ask, 'What ought we to teach? What
ought we not to teach?' Moreover, we must ask such
questions as: Who should revise the curriculum?—
theoreticians? experts in learning theory? administrators?
lay people? teichers? subject oriented specialists?'
All ihese groups emphasize the needs - of
curriculum in different ways. In practice, one finds
that a teacher of mathematics or science thinks quite
differently from a professional mathematician or a
professional scientist. A mathematician or scientist
looks at a program to see if it is mathematically or
scientifically sound; the teacher who implements' the
course must ensure that it is educationally sound.
This is true in every field of learning in our schools.
All the groups mentioned above are necessary in
curriculum revision but the practising professional
teacher is of paramount importance in curriculum
development. In recent years more and more respected
teachers have served on the Department of
Education's revision committees.
In recognition of the importance of the teacher in
curriculum development and of the Federation's
active interest in all phases of curriculum, a unique
experiment was undertaken in August 1963 under the
joint sponsorship and financing of the Department
and the Federation. An Elementary Language Arts
Workshop was held at UBC to explore techniques in
the evaluation and selection of textbooks. This venture
proved • to be very worth-while, and was a
forward-looking step in curriculum development in
B.C. • .
To work with the Department's Elementary Language
Arts Revision Committee the Federation selected
eight respected and successful teachers of reading
and language arts. These teachers were chosen as
key personnel representing the major geographical
areas of B.C. An effort was made to strike a balance
in the committee—men and women, primary and
intermediate. Two teachers were principals who had
boon especially successfid in organizing the teaching
of reading in their schools. However, most members
of the committee were classroom teachers. All the
people were active in Federation and professional
affairs. In the months prior to the workshop they
acted as corresponding members of the revision
committee.
A day-long orientation meeting of the committee
and the corresponding members was held in May
1963. At this meeting the corresponding members
were made familiar widi the philosophy, aims and
objectives which had been developed by the revision
committee, as well as the target dates for certain
>vork. In addition, evaluation techniques were
thoroughly discussed and developed.
Prior to the formation of the Language Arts Revision
Committee, a survey committee had appraised
the reading program. Although it found the program
to be basically sound, it made several recommendations:
1. There should be more emphasis at all levels on
phonic and word attack skills.
2. There should be greater emphasis on good models
of literature and style, and more attention should be
paid to construction of good literary sentences.
3. Poetry should be taught at all levels.
4. Content (particularly in science and social studies)'
should be brought up to date.
5. Attention should be paid to the sequential development
of reading skills.
It is significant that the survey committee recommended
that an attempt be ma'de to construct an
inter-related language arts program for the elementary
school emphasizing all facets of the English language.
Immediately after its formation in September 1962,
the Elementary Language Arts Revision Committee
THE B. C. TEACHER

constructed a working statement of philosophy based
upon the above recommendations and on modern
research. It also undertook the gigantic and exhausting
task of evaluating mountains of textbooks submitted
by interested publishers. The committee finally
selected seven series of reading texts for intensive
study at the workshop. It also constructed a definitive
evaluative guide for the use of the workshop in
assessing textbooks.
The evaluative guide will be of interest to teachers.
Briefly, it encompasses such areas as authorship (are
the authors experts in the field?), publication (Canadian,
British, American and recency of date), format
and printing (is the type readable? the layout attractive
and suitable?), instructional content (is the scope
adequate? are the selections of literary merit? are the
specific objectives laid out in the author's philosophy
realized? is there a sequential development of skills?
is attention paid to drill and review? is any important
part of the reading program omitted?) and instructional
content (exercises and activities). On a 100
point scale at least 60 percent of the rating is usually
weighted and allotted to the area of instructional
content.
On the first day of the workshop every member
was allotted the task of assessing and making a confidential
rating of four or five of the series. Next,
committees were formed to compare the readers in
the various series. Seven series of readers at all grades
were involved, and this phase of the work proved to
be onerous and time consuming. However, the survey
showed that three of the series were of outstanding
merit.
The three best series were then evaluated by committees,
this time composed of different personnel.
Finally, the merits of the three series were debated by
the workshop personnel sitting as a committee of the
whole. Teachers will realize that, with three sets of
reading texts so close in superiority, selecting one was
very difficult. The final choice was essentially a
consensus.
The foregoing description of the Language Arts
Workshop points out only the complexities of curriculum
construction and textbook selection. It does
not discuss the psychological and emotional factors
motivating the members, nor the interpersonal relations
and friendships which develop when sixteen
intelligent and sincere people work together for a
common purpose.
This experiment in curriculum revision was so
successful that workshops were held tliis summer to
plan new English, mathematics, commercial, industrial,
community service and fine arts courses. The
Language Arts Workshop pointed the way, and
proved the value of the workshop technique for
curriculum development.
Curriculum revision workshops have been a B C T F
objective for ten years. The experience of the past
two summers has proven the wisdom of the Federation's
recommendation. •
The Exceptional Child
Continued from page II
to see the teacher, demonstration material or chalkboard
is important for hyperactive children. For an
extremely distractable child it may be desirable at
times to place screens of the same neutral color as the
walls at the child's sides to reduce interference from
peripheral vision.
The room should be largo enough that the children
are not seated too close together. A quiet room should
be available nearby to accommodate a child who may
need a rest period away from the group.
These plant modifications are appropriate for children
who are hyperactive, over-responsive, and distractable
whether the cause is organic or emotional.
The learning problem or handicapping consequence
is similar for some brain-damaged and for some
emotionally disturbed children.
The room for the hard-of-hearing child should have
acoustical treatment to reduce the noise, which is
amplified by hearing aids. Adequate shadow-free illumination
is desirable for hard-of-hearing children
to facilitate lip-reading. A wooden floor which parries
vibrations makes it possible for such children to enjoy
dancing and rhythmical movements to music.
Ample storage should be provided: for visual aids
and other special equipment.
SEPTEMBER-OCTOBER ,1964
The room for the blind child should be large
enough to allow freedom in moving about, for in this
way the child can explore using his tactile senses.
The room where the blind child does much of his
early academic learning should be acoustically treated
to prevent extraneous noises from entering die classroom.
The blind child depends on auditory cues
which he will use later, so the cues should not be
contaminated.
Special education for most handicapped children
should be regarded as a phase in their total education.
Some require special placement for a relatively
short period of time. Some require special placement
for only part of the school day. Separate schools for
special education mako integration difficult. Special
classrooms and facilities in regular schools provide
for integration and the flexibility desired.
Special Equipment
Charles, the emotionally disturbed child mentioned
earlier, was provided with tools and equipment to
facilitate his visual-motor development. Albert used a
teaching machine.
Donald, a hard-of-hearing child, used the group
hearing-aid, a mirror for speech imitation, and many
visual aids.
Continued on page 26
-'25

The Exceptional
Continued from page 2f>
Child
Special equipment can be provided to facilitate the
learning of many children.
Instructional Materials
Charles required extra finger paints, clay, and building
materials. Donald needed more graphic material
because the visual approach was most important for a
child with his hearing loss. A partially-seeing child
should have materials prepared in large type. Marking
pencils, felt pens, and large sheets of paper may
be useful materials for the partially-seeing child.
Teacher-pupil Relationship
To date most of the interest in mental health in
education has been in the attitude the teacher should
bring to the classroom. If the teacher's approach is
modified so that the child's needs are met, the results
are improved interaction, reduction of underachievement,
and modification of emotional problems. Because
the modification of negative emotional responses
involves the learning of new responses, learning contributes
to the resolution of the emotionally disturbed
child's problem.
The teacher's effectiveness depends upon the creation
of an atmosphere in which the child can engage
in the exploration of personal meanings, and upon the
setting of limits which will provide structure for the
child's discoveries. The modification of friendliness,
freedom and firmness is a subtle, dynamic, and complex
process which receives a great deal of attention
by the guidance clinics and in the literature. Briefly
stated, the teacher's approach can be modified appropriately
to meet the learning needs of the disturbed
child, with a consequent improvement in the child's
responses.
si, sf, seiHor! see Mexico
let Canadian Pacific jet you there
Mexico . . . Mexico ... a name to stir the imagination ... a
country to stir the senses. Go from modern cosmopolitan cities
to charming native villages .. . enjoy the color and pageantry of
a warm and friendly people. You get there fastest with Canadian
Pacific-the only airline that flies you all the way to Mexico City
...one ticket... one baggage check. World famous Empress
service every minute. From Vancouver, you fly non-stop on a
Super DC-8 Jet. Take a low cost tour. Example: 15 dazzling
days in Mexico City, Acapulco, Cuernavaca, only $215.20, plus
air fare. Call your Travel Agent or any Canadian Pacific office.
FLY
Cmaclian(PacL^
TRAIHS/TRUCKI/SHtrS/tlfcNeS/'HOTClt/'TtLCCOMMUNICATIONt
WORLD'S MOST COMPLETE TRANSPORTATION SYSTEM
Summary
Prescriptive teaching is an approach and a procedure
for implementing mental health concepts and
diagnostic findings. It is an approach which embraces
any constructive method or technique. It provides an
improved opportunity for the teacher to be creative in
his own right. Through the adaptation of the school to
individual differences, it helps the teacher to expand
his perceptions of his role as he explores his richer
and expanding relationship with the child.
Prescriptive teaching gives the child insight into
new horizons for himself and aids the maximizing of
his potentialities. Through the integrated simultaneous
modification of a number of variables the school
can provide more fully and completely for the exceptional
child opportunities for the resolution of
difficulties, for the removal of blocks, and for the
perception of reality. •
A book, Prescriptive Teaching, by Dr. Peter, will be published
soon by McGraw-Hill Book Company, New York. It will deal
fully with the educational implementation of diagnostic findings.
THE B. C. TEACHER

The Sponsor Teacher
Continued from page 8
ties gradually. In the fall, after two or three days of
orientation, observation, and assistance with seat-work
supervision and distribution of materials, the preparation
and teaching of one lesson on the next single
day seems a reasonable assignment, A thorough discussion
of this lesson with the sponsor should indicate
strong points and suggestions for improvement. On
succeeding days the student's assignment might be first
a lesson with a repeat, and later two preparations
and two repeats, if the timetable permits. During
weeks of block practice, student growth and satisfaction
seems greatest when lessons can be discussed
each day with the sponsor. Moreover, a written summary
of suggestions from the sponsor, given on the
final day of the November practicum, will provide the
student with specific objectives for his practical workin
the spring term.
Reporting on Students
The Faculty of Education believes that the- primary
function of supervision, both by sponsoring teachers
and by Faculty members, should be to help the students
to grow and to develop their teaching skills. It
is a matter of professional judgment for the sponsor
to determine the amount of time he should leave the
student on his own. It is essential to emphasize
helpful suggestions and comments rather than numerical
rating. Sponsoring teachers are supplied with full
instructions for filling in reports on students.
Supervisory Visits by Members of the Faculty
Students are placed for practice teaching in such a
way as to minimize their traveling time as much as
possible. Faculty members supervise the students in
their own seminar, about whose total progress and
problems they have particular information, and they
supervise student practice in those grade levels and
subject areas in which they themselves have had
greatest teaching experience. For this reason they
often have much traveling from school to school on
very tight schedules. If they are to do justice to their
students, it is extremely helpful if the school and the
student minimize last minute timetable changes. Unless
there is particular need for another opinion,
normally each student is visited by only one Faculty
Adviser. Faculty members are eager to work closely
with sponsor teachers to bring out the best in each
student. Informal conferences between sponsor teacher
and Faculty adviser are therefore very useful.
At all times the Faculty of Education welcomes
comments and suggestions about individual students
or about the total student teaching program. Only
through frank exchange of information and opinion
about our goals and achievements can members of
Faculty, professional teachers and their pupils work
together to make the education of new teachers an
instrument of power. •
Send coupon below for these FREE
LIFE INSURANCE TEACHING AIDS
-you will find them most helpful
Here is information that will be of life-long value to your pupils!
Each of these teaching olds is prepared In interesting, easy-tofollow
form. Their usefulness both to teacher and pupils has
been demonstrated In many Canadian schools. Check the following
list:
BOOKLETS
Life Insurance—A Canadian Handbook (1964 Edition)—Available
In both English and French. An 80-pago illustrated booklet.
Outlines the fundamentals of life insurance. Answers numerous
questions which are frequently asked by teachers, students and
the public generally. One copy free to any teacher.
The Story of Llfo Insurance—A 20-paga illustrated booklet
telling the history of and important facts about life insuranco
in simple terms. Available for useful distribution In quantity,
free.
Problems in Lifo Insuranco—A teacher-student workbook unit
of value for Business Practice and Mathematics classes. One
complete unit free to a teacher; student portion available free
in quantity.
Careers in Llfo Insuranco—Available in both English and French.
A 24-page illustrated booklet. Discusses many careers In the
life insurance business as a life-time occupation. Available for
useful distribution in quantity, free.
Should You Seek a Career as on Actuary?—Informative 8-page
booklet prepared by the Canadian Association of Actuaries for
students, parents and teachers. Outlines career opportunities as
an actuary and education required. In English and French. Available
for useful distrihution in quantity, tree,
A Miss and Hor Money— Informal and readable 20-page illustrated
booklet for teenage girls. Offers useful tips on earning,
budgeting and saving money. Available for useful distribution
in quantity, free.
Money In Your Pocket—For teenage boys—a bright entertaining
20-page illustrated booklet dealing with simple fundamentals of
money management and life insurance. Available for useful
distribution In quantity, fre*?.
Tho Family Money Manager—An 8-page brochure prepared to
assist families in solving money management problems. Useful
for classroom discussions on budgeting. Available for useful
distribution in quantity, free.
You and Your Family's Life Insurance—A 28-page booklet
describing how life insurance helps individuals and young
families build a security program for their entire lives. Available
for useful distribution in quantity, free.
FILM STRIPS
Careers in Canadian Life Insuranco Underwriting (Revised 1962)
— Black and white. Available in both English and French. A
47-framo film strip on the career of the life underwriter, for
use in guidance classes. One print and one teaching manual free
to each school.
Tho Life Insurance Story — Part I (Revised 1963) — Block and
white. Available in both English and French, Reveals interesting
facts through the highly effective film-strip medium. One 36-
frame print and one teaching manual free to each school.
The Llfo Insuranco Story — Part II (Revised 1963) — Black and
white. Available in both English and French. This film strip
deals with the various classes of life insurance, the calculation
of premium rates, types of policies and their uses, etc. One 42-
frame print and one teaching manual free to each school.
The Life Insurance Story — Part III (Revised 1963) — Black
and white. Available in both English and French. Deals with the
different kinds of life insurance companies, their operations
and the foreign business of Canadian companies. One 31-frame
print and ono teaching manual free to each school.
You and Your Food—Color. Available In both English and
French. Valuable instruction on what to eat to be healthy. Deals
with proper foods, nutrition and energy. One 28-frame print and
one teaching manual free to each school.
To obtain any of these FREE teaching aids, simply tear out this
advertisement, indicate Items desired, marking quantity needed
for each, and fill in the Information requested below. (Please
print.)
Name of teacher ordering ....
Grades and subjects taught
Name of Principal
Name of School ^
Address of School
Enrollment of School .„„„„„.... „..„
Send your order to:
EDUCATIONAL DIVISION,
THE CANADIAN LIFE INSURANCE OFFICERS ASSOCIATION,
302 Bay Street
Toronto 1, Ontario.
SEPTEMBER-OCTOBER 1964 27

An Industrial Success Story
Continued from page 22
Sun-Rype Products Ltd. and by this time the processing
arm of tlie B.C. Fruit Growers Association had
sixteen products on the market, all made from
Okanagan tree fruits.
Sun-Rype today has three product groupings. First
are the juices and nectars (an apricot does not give
much juice, but its pulpy product is thinned to
drinking consistency and termed a 'nectar'). Second
are the specialty products like pie fillings and apple
sauce. The third group is made up mostly of items
for remanufacture—apricot concentrate, apple juice
concentrate, dehydrated apples, and cider vinegar
stock.
Sun-Rype has three plants in the Okanagan—two in
Kelowna and one in Oliver. Each has its own laboratory
and technicians, who constantly check all phases
of production. Random samples are taken every
twenty minutes and carefully analyzed to make sure
the product comes up to the high standards of purity
that are demanded by the company.
The Canadian Council on Nutrition has formally
approved Vitaminized Apple Juice for inclusion in
Canada's Food Guide as a source of Vitamin c
When buying fruit juices in retail stores, housewives
should read the labels on the cans to make sure they
get 'juice' and not merely a canned concoction labeled
'apple drink.' The Canadian Association of Consumers
explains the difference between these two products in
this way: 'the difference of one word on the label,
"drinks" instead of "juices," sometimes can mean the
difference between a product that is less than 10%
fruit juice—with the balance sugar, acid, and water—
and a product '.hat is 100% genuine juice'
During the 1963-64 tree fruit harvesting season,
Sun-Rype's plants processed an average of 28,000
boxes of apples daily for more than two months on an
eighteen-hour-a-day basis. Cases of canned apple
juice, sauce and pie filling produced during this
period were enough to load twenty railway cars every
day.
The modern Sun-Rype plant is today a high speed
production system compared to the original apple
juice processing equipment. One juice packing line
alone processes 150 48-ounce cans a minute.
At the peak of the season about three hundred
people are employed by Sun-Rype, and the annual
payroll totals approximately $500,000. Annual sales
are about $5 million.
Anyone visiting in Kelowna from September to
January is cordially invited to tour the Sun-Rype
plant and see for himself how the fruit products are
processed in one of British Columbia's fastest growing
enterprises. •
Now you can show them
The Story of
New France
A fine set of six color filmstrips produced by
the National Film Board, price $21.60
Also available for your history studies:
THEEXPLORATIONANDSETTLEMENTOFWESTERNCANADA
set of seven filmstrips, price $18.00
THEDEVELOPMENTOFSELF-GOVERNMENT
set of five filmstrips, price $18.00
THEEARLYGROWTHOFCONFEDERATION
set of five filmstrips, price $12.60
Order now from Canadian Division National Film Board
of Canada, Box 6100, Montreal 3.
28
THE B. C. TEACHER

ATTENTION
all teacher apartment dwellers
The NEW Tenants Package Policy gives teachers and their families the
following protection in Vancouver and Victoria for a THREE YEAR premium
of $30.00 (other areas may be fractionally higher).
$3000.00 Fire, Burglary, Theft.
1500.00 Off Premises Theft (covers you when you are away on a
trip).
600.00 Additional Living Expenses (awaiting your suite being repaired
in the event of a loss).
25000.00 Liability (for injuries and property damage—golfing, hunting
and fishing accidents for example).
500.00 Medical (for people injured in your suite — excluding you
and your immediate family).
250.00 Damage to Other People's Property (you might drop someone's
expensive vase or camera).
3 years as above costs only $30.00.
If increased limits are desired the increase in premium is very nominal.
BE SURE TO MAKE APPLICATION IF YOU ARE NOT ENJOYING THE
SPECIAL AUTOMOBILE RATES FOR A N UNBLEMISHED LOSS RECORD
DURING THE LAST THREE YEAR PERIOD.
HOMEOWNERS PACKAGED POLICIES WITH FULL COMPREHENSIVE
PROTECTION ON Al ATI ON.
LIFE AND MORTGAGE INSURANCE AT YOUR DISPOSAL |
IF YOUR LOCATION HAS CHANGED, ADVISE US, AS YOUR INSURANCE
CHRISTIE AGENCIES
RATES MAY SE AFFECTED
LIMITED
414 W. Pender St. 610 Courtney Street
Vancouver, B.C. Victoria, B.C.
683-2188 386-1454
SEPTEMBER -OCTOBER 1964

across the Desk
Idealism in Beginning Teachers Should not be Discouraged
Victoria, B.C.
The Editor,
Dear Sir:
James Balderson's talk at the UBC
graduation banquet, as reprinted
in The B.C. Teacher, deserves
more than the somewhat restrained
approval shown in the introductory
comment.
It seems to be standard procedure
for the Old Guard in any
business to accept 'the idealism
that shines through the remarks'
and to acknowledge 'the dedication
to the essential purposes of the
profession,' and then to back away
from what might be taken as
whole-hearted approval of a beginner's
ideas by retreating into
vague cliches such as 'admittedly
the remarks reveal some lack of
knowledge and understanding of
some basic problems.'
Flapdoodle. Mr. Balderson's remarks
on the lack of a true professional
spirit are the most honest
and direct statements on this
touchy topic that have appeared in
the magazine for many moons.
This article is the sort of thing
that the editors of The B.C.
Teacher should have been writing
themselves for years; the ideas it
promotes are ideas that should
have taken first place in discussions
at conventions, and that
should be pointed out with greater
force to the Department of Education.
The author is simply arguing for
the establishing of teaching as a
profession instead of as a branch
of the civil service.
'If teachers do not become professional
. . . they will become but
skilled technicians employed by
governments as social conditioners
and pacifiers of children.' Amen to
that.
This is unsettling talk from a
graduate, and I can see some of
the brass taking an extremely dim
view of this daring young man.
Such individuals have a tendency
to rock the boat, and the Old
Guard are sensitive to sea-sickness.
It really doesn't do to have too
many ideals at the beginning of
one's career.
This sort of thing is nothing new.
There always have been, and always
will be, in every profession
beginners who are conscious of the
shortcomings of their particular
jobs right from the start, and who
are fired with a tremendous zeal
to Do Something About It right
away. This is a good thing, and
should be encouraged.
Somehow it doesn't seem to last.
Somewhere along the line the energy
is dissipated and the zeal for
reform peters out. This is particularly
true of our own work.
The pressures of the job itself
eventually become more than
enough to dampen the enthusiasm
of any but the toughest; ten or
fifteen years of aging seem to mellow
others; the politics of advancement
place any number of restraints
on the potential reformer;
the weight of bureaucracy alone
is enough to flatten most efforts to
get something done in a hurry.
To establish teaching as a true
profession is the most important
job facing theBCTF. It is, admittedly,
a frighteningly difficult one,
requiring as it does the changing
of attitudes and ideas of almost
everyone connected with it.
Therefore more power to Mr.
Balderson and his like. I hope
there are many more getting into
the business, and that they will
take active part in theBCTF. We
may live to see ourselves members
of a Profession.
Yours very truly,
VITO CIANCt
Support for Miss Johnson
Hixon, B.C.
The Editor,
Dear Sir:
Thank you for publishing Miss
Johnson's letter in the May-June
issue.
I agree with Miss Johnson that
an erroneous impression has been
received by the public because of
the press reports.
The recitation of the prayer and
the Bible reading every morning
help, in the classroom, to settle the
children for a busy day. I am
definitely in favor of continuing
the practice.
Yours sincerely,
MARGARET D. ANDERSON
Wellington, B.C.
The Editor,
Dear Sir:
In a letter published in the June
issue of The B.C. Teacher, Miss
Patricia Johnson asked if there
were other teachers who shared
her views on the basic principle of
Bible reading in our schools.
Please list my name with those
who see value in beginning the
school day with the Lord's Prayer
30 THE B. C. TEACHER

and reading from the Bible.
Yours sincerely,
LAURA
JOHNSTONE
North Bend, B.C.
The Editor,
Dear Sir:
With regard to Bible reading
and the Lord's Prayer in school, I
fully endorse their use. I believe,
however, that a revision of the
practice would be very beneficial.
In teaching the primary grades, I
find something could be done to
make the reading more meaningful
to pupils by using simpler language
a\id explanations.
Yours sincerely,
ANNA WIENS
Respect Minority Views
Merritt, B.C.
The Editor,
Dear Sir:
May I say how upset I was by
one of Mr. Gordon McLean's arguments
in favor of the abolition of
religious exercises in schools.
To argue that a teacher is so
concerned with what his superintendent
or school board thinks
that he is prepared to bow down
in matters of conscience is saying
very little for a person who likes
to feel he belongs to a profession.
For the benefit of Mr. McLean
and others who believe that conscientious
objection will lead to
persecution, may I point out that I
have always openly declared my
agnosticism from schooldays onwards,
through university, the
army, in various schools in England,
in the Colonial Service and,
since coming to British Columbia,
in my present school. Never have
I found anyone treating my views
with anything but the greatest
respect and after making my attitude
clear, the matter has invariably
fallen into oblivion. In fact, I
should imagine most of my fellow
teachers in the staffroom will be
quite surprised to. learn of my
viewpoint when they read this
letter.
Similarly, I have met many students
who have asked to be excused
(in England Roman Catholics
usually seek permission) and,
again, 1 have not met one who has
felt rejected.
Surely we have reached a pitiful
state, if, after so many brave people
have struggled for so long to gain
religious freedom, we teachers who
hold minority views arc afraid to
exercise our rights. Is one so dishonest
with himself fit to teach
others?
Yours faithfully,
A Student Writes Us
JOHN F. LUMBERS
(Editor's note: The following letter
was written by a Grade 11 student
of Southern Okanagan Secondary
School. We wonder how many
other students hold similar
opinions.)
Oliver, B.C.
The Editor,
Dear Sir:
The children of this and upcoming
generations are not being
allowed to think for themselves.
Although we are getting a higher
degree of education, it is my
opinion that our reasoning power is
decreasing. The purpose of the
mathematics course is to increase
this power: so I have been told.
But what has happened? When are
we allowed to think? The average
person today spends approximately
thirteen years seeking education in
our schools, but I believe we are
not any better for it than our
parents or their parents.
We are taught cold facts for six
hours a day but nobody thinks we
should understand them. How can
a young person form his own
opinions when he is dictated to by
people who have to fulfil a certain
program each year? If the teacher
fails to complete this program, it
is the student who suffers. Some
students are less fortunate than
others in that they are taught by
someone who could not care less
about the student, only about the
almighty dollar or the good name
in the community. On the other
hand, some teachers have minds of
their own and utilize them to the
students' advantage. These are remembered
because they are not
afraid to give of themselves anything
which would make learning
interesting and important.
Not only are we influenced by
our teachers, but by television,
radio, movies, and signs of all sorts.
We are told that people who want
to get ahead in the world must
wear a certain type of suit or drive
a certain type of car. We arc told to
hate Communists because their beliefs
conflict with ours, or rather
the ones made for us. We t>vn
warned to beware of foreign propaganda,
but we proceed unaware
of the propaganda put forth by
our own country. Is it any wonder
that we cannot think for ourselves?
Yours very truly,
JUDY HENDERSON
On the Value of Gang
Marking
Richmond, B.C.
The Editor,
Dear Sir:
Having benefited from reading
many good teaching ideas expressed
in The B.C. Teacher, I feel
obliged to share with other readers
a suggestion which I believe could
improve the marking situation in
many schools. The idea is certainly
neither new nor original, but surprisingly
many teachers are not
familiar with it, and it seems the
system called 'gang' or 'pool' marking
is not generally accepted or
understood.
'Gang marking,' common in many
large schools, is a system in which
a large committee of teachers pool
their efforts to mark Christmas,
Easter or June examination papers,
immediately as the particular examinations
are written by the students.
Gang marking has many advantages,
some of which I shall
outline.
1. Gang marking is expedient. Under
the watchful eye of administrators,
a large group of professionally
qualified teachers can be
kept very busy and mark a complete
set of, say, 'Jargonology 31'
Continued on page 33
SEPTEMBER - OCTOBER 1964 31

B.CT.F. CREDIT UNION
1815 West 7th Ave.
(at Burrard)
Vancouver 9, B.C.
OFFICE HOURS:
9:00-5:00 Tuesday - Friday
9:00- 1:00 Saturday
Also At
904 Gordon Street,
Victoria, B.C.
PHONE:
RE gent I-8121
HERE ARE THE SERVICES WE OFFER
TO THE TEACHERS OF B.C.
SAVINGS ACCOUNTS in terms of $5.00 shares which earn 4% interest compounded
annually, and which are matched dollar for dollar by free insurance (subject
to certain age restrictions).
TERM DEPOSIT ACCOUNTS — which pay 5% guaranteed interest on your savings.
These accounts are in multiples of $500, and the member must already have
$2,000 in his ordinary share account.
•y^ DEPOSIT ACCOUNTS on which cheques may be written. These accounts pay 4%
intereston/ ,. .iuim quarterly balances.
-^>MAIL SEkriCE. All types of business may be transacted by mail. This is a convenience
to our out-of-town members, and avoids time-wasting parking problems for
Greater Vancouver teachers.
-fa PERSONAL LOANS for any "provident or productive purpose." The cost is reasonable
($4.14, per 10 months, per $100) and the life of each borrower is insured to
the amount of his loan balance. (Subject to a maximum of $10,000 and to certain
age restrictions.)
* 15 YEAR ENDOWMENT SAVINGS PLAN — $2,000 CASH AT MATURITY (Plus
$4,000 life insurance throughout life of Plan).
* FIREPROOF VAULT SERVICE — YOUR OWN PERSONAL SAFETY DEPOSIT
BOX (Safe keeping of Valuables - Insurance Policies - Bonds-Wills, etc.)
A Professional Means of Savings and Service
THE B. C. TEACHER

Across the Desk
Continued from page 31
papers in very short time, Marks
are then quickly tallied and students
can be ranked conveniently
within a few hours after the test
is given.
2. Gang marking is very objective.
Since the marker quite lik'V will
neither teach nor know the subject
the examination tests, his personal
biases in no way affect the student's
grade.
3. Gang marking keeps every teacher
occupied. Those few teachers
who take papers home to mark are
not left the next day with no marking
to do. They can be kept busy
marking someone else's work, rather
than left on their own to waste
valuable time preparing next term's
lessons and materials or reading up
on their subject.
4. Pool marking is very sociable.
It provides a large group of teachers,
gathered in a classroom, an
opportunity not otherwise available
for friendly discussion, while they
mark, on such topics as tho goals
of education and the status of the
profession.
5. It provides opportunity for leadership.
Subject conveners and department
heads can meet their fellow
teachers and provide them
with advice while the fellow teachers
do the marking.
6. Pool-marked tests are usually
easy to mark. Instead of oldfashioned
essay-type tests where
the student wasted his time expressing
himself in good English
for ten pages, the examiner does
all the writing beforehand and the
student simply fills in sixteen pages
of blanks. This increases test objectivity
and reliability, and speeds
marking.
7. Pool marking simplifies the testing
program. Since the subject
teacher very likely does not mark
his own student's work, he is freed
of the heavy responsibility of determining
where his teaching was
lacking or of discovering areas of
pupil difficulty about which he
might otherwise feel obliged to do
something. Thus the usual goals of
evaluation are reduced to only
one: that of ranking students
(which, after all, is the main
function of the schools).
8. In general, pool marking has
the advantage that il reduces the
personal element in teaching. Since
the marker likely does not know
the student whose paper he is
marking, he docs not feel personally
involved with the results,
thus minimizing the nervous strain
that might accompany such involvement.
The student, as proj>onents
of the system might say,
must sink or swim on his own in
the pool.
With all these advantages, it is
indeed suqjrising that not everyone
has heard of pool marking
and adopted it in their schools. I
trust that this brief outline will
encourage more schools to investigate
this modern, efficient technique
of getting done this most
important of educational tasks.
Yours truly,
I. M. REALLY, D.ED.
Get Your Ford at DOMINION - See DOMINION
Motors Today
Dominion Always SELLS
TH EJB ESTJorJLESS^
FALCONS - FAIRLANES - GALAXIES
MUSTANGS - THUNDERBIRDS & TRUCKS
This Coupon Today To Sales Manager |
Dominion Vancouver Motors Ltd. |
I We Will/Be Pleased to Forward by Return Full Details on the I
1
NEW 1965 FORD CARS.
{NAME,;....... 1
I ADDRESS
'
I CITY ST TOWN Make of Car I
L_
SATISFACTION
or Your Money Refunded
Vancouver Motors Ltd.
9 0 0 Blk. Seymour M U 4-6113
SEPTEMBER -OCTOBER 1964

ART
Adventures in Art, by Derek Slowart.
Oliver and Boyd, Edinburgh,
1963. Drawings by Peter Lloyd;
black and white. $1.10
This hciok is lull of ideas for the ail
and craft lesson—models made in clay and
wire, carving, innsaicwork, pen lettering,
pointing murals, sketching. Willi such a
variety of ideas from which to choose,
both teachers and students will thoroughly
enjoy their work. Artists of all ages, some
new noa
of whom may not have had any experience,
will lake real pleasure in these ideas.
In the 12 chapters of the text leaders will
lind some of llie ideas purely artistic,
E E Y E S col or creative
expression in art cflacafion
TEMPERAPASTE COLOUR
Children tend to find painting more
satisfying when they uso thick promixed
tcmperapasto colour. Thoy can
get bettor colour depth and texturo.
Easy to use temperapasto can bo put
onto palette with spatula or spoon.
In 1 lb. containers.
R
)fcem*!Fm!tv&, A R T I S T S '
BUYING B R U S H E S ? ;
If you're working with tempera colour I
select REEVES poster brushes series
009 or Q9B flat, (MR or 107 round. Tho
range of six sizes in each sorios takes
oare of tho classroom'n needs.
SINCE 1766
EA\E YES
M A T E R I A L S
REEVES & SONS (CANADA) LIMITED • 16 Apex Road • TORONTO 19
while others ale delinilelv practical.—
K.C.I I.
Classroom Papercrafl Projects and
Patterns, by Margaret Goblierseh
and Kathcrine M. Daly. Pearson
Publishers, San Francisco, 1962.
56 pp. Illus. and photo. $1.65
'Ihe projects presented in this booklet
should prove of interest to children of
elementaly level. Any leather looking for
new ideas in llie art of paper construction
would do well lo have a copy of this
booklet handy. 1 lie wink includes actual
pal terns for each project plus very clear
instructions. There is also a small photo
of each finished project. The booklet is
airiiiged into three methods of approach:
cylinder construction, cylinder and rone
tonsil lie lion, and paper plaK construction.
There is an excellent section on
making consliuclion-papcr flowers. The
booklet contains '12 i' -'ivitlunl projects
including Santa, snowmen, Raster rabbit,
Indians, clowns, llowcrs, valentines, animals,
etc.- M K.V.
ENGLISH and DRAMA
Dictionary of Canadian English
(The Intermediate Dictionary),
by \V. S. Avis, R. J. Gregg, and
M. II. Scargill. W. J, Gage
Limited, Toronto, 1963. 1036 pp.
$4.25
This is the second in a series of which
the first was Tin: ltcginning Dictionary.
It is followed by The Senior Dictionary.
Preface contains explanations and exercises.
Canadian usage is stressed. There
are over 04,000 entries. The entries are
clear and stated with examples that children
can understand.—N.E.N.
Language Journeys l-ll, A Handbook
for Teachers, by Afllcck,
Bradshaw, Roberts and Therricn.
Macmillan, Toronto, 1963. $2.50
This handbook is an addition to a
scries already in use in the intermediate
grades. Primary teachers will lind it very
useful, for it contains not only a discus;
sion of philosophy and methodology, bn.
also practical ideas for constructing and
enriching a sound language program.
There is a scarcity of good language
books for primary teachers and this handbook
helps MU the void.—P.M.
The Vital Approach: Comment on
Ihe Teaching of English to Pupils
between the Ages of S and. 15, by
Donald Mattam. Pcrgamon Press.
cl963. (Can. Agt. Collier-Macmillan)
167 pp. $2.75
The Principal Lecturer in Knglish al
Ihe City of Sheffield Training College here
sels nut for beginning teachers a general
aim, a summation of main divisions of
34 THE B. C. TEACHER

ESTHER G. HARROP,
Book Review Editor.
work, and an adequate development of
these. Many of his innumerable practical
ideas will be welcome to experienced professionals,
who are probably already experimenting
with 'Central Theme Work'
and the reading of fiction types in units
like science fiction or .sea stories along
the lines of his 'Foretaste of Fiction,' both
rather like the fairly well known Scholastic
Units. They will also like his stress on
function and the real needs and possible
experiences of children.—G.H.C.
American Social Fiction, by Michael
Millgate. Oliver and Boyd,
Edinburgh, 1964. $8.50
The author's main concern has been to
present skctc:; studies of several American
writers 'outside the first rank' and outside
the 'major tradition' of American
fiction. The writers 'set. out deliberately
to create an image of the society in which
their characters move.' They are James,
Howells, Norris; Wharton, Dreiser, Anderson,
Lewis, Fitzgerald; Dos Passos;
Cozzens. Of these, Edith Wharton and
Fitzgerald become pretty obviously Millgate's
'good guys.' Along the way, Dr.
Millgate also has a look at 'institutions'
in current U.S. fiction, fastening his attention
on the military, the Hollywood, and
the academic worlds. This is an interesting
book, and especially worth-while arc
the Preface and Chapters 1 and 2. The
author-studies seem too sketchy, however,
and too limited even for the limited
nature of the topic. The arbitrary
and deliberate omission of the writers of
the Thirties further weakens the book.
, On the whole, it would best be read in
a library copy, beforethe rather toohigh
price, is spent on it.—I'.H.T.
.First Noel, an Anthology of Christmas
Play Si i Eileen Tree Drama
Series. McDougall, 30 Royal Terrace,
Edinburgh. $1.40
A collection of Nativity plays which
attempts to: interpret Christmas in terms
of the children's own lives. The settings
are usually modern or the plays have a
novel slant. Inexperienced teachers will
find the actor's and producer's notes and
the simple diagrams useful. Four plays.—
:
N.E.N. .
> v
Playsfrom Modern Media, by John
C. W. Saxon and John W. Mac­
Donald. Longmans, Toronto.
,•• $1.35 .
This''collection. of plays by various
playwrights ranges from television drama
and radio comedy to fantasy and serious
one-act plays. At the end of each play
are; questions intended to makevthc student
more aware of form, characterization,
interpretation and climax. The questions
arc under two headings: content
and creative work. A further section deals
with suggestions for dramatisation. The
plays are well chosen; to show a little of
the immense variety of plays available in
Bring all your personal credit needs | under one
LOW-COST LIFE-INSURED LOANS
SEPTEMBER-OCTOBER 1964

Exclusive Reel Fitat* Agents for
B. C. Teachers' Federation
Co-op. Association
Listings Urgently Required!
The current active real estate market has
resulted in a shortage of "Homes for
Sale." Let our 40 expert salespeople
serve you.
FREE VALUATIONS — NO OBLIGATION
Call
Bert Edwards — Sales Manager
,MU 3-8411 (24-hour service)
BELL-IRVING REALTY LIMITED
Head Office: HO Pender St. W.
North Shore Office: Park Royal
Member Voncouver 6* New Westminster
Root Esrc-te loords
Mail coupon
below, for your class, for a set of
the illustrated booklet:
'ABOUTPULP flRDPBPER"
explaining the role
of Pulp and Paper
In Canada's economy.
INFORMATION OFFICE:
Canadian Pulp & Paper Association
2280 Sun Lira Building, Montreal.
Please send me a free class set (40 copies) ol
- • your booklet:
"ABOUT PULP AND PAPER"
Name:-'.-.
.'^::CVvi: ; ':' . (We"" Print) •
Address.............. .
the one-act form. The book is sure to
please all teachers who wish to find a
play suitable for senior pupils to perform
and who wish to give their classes
i or clubs first class material to exercise
their creative abilities in the many fields
of art concerned in the production and
understanding of one-act plays.—A.B.
Junior One-Act Plays of Today. Ed.
Harold Gardiner. George C. Harrap
& Co., Toronto, 1963. 159
pp. $1.40
Six plays with questions for discussion.
Aimed at the junior secondary level, the
six plays stress adventure and humor. The
editor's stated aim has been to select
'plays which seem to have an idiom
which can be spoken effectively by children.'—N.E.N.
GUIDANCE and
COUNSELLING
Young Adults and Their Parents,
by Harry Milt. Pamphlet No.
355. Public Affairs Committee,
Inc., 381 Park Ave. S., New York,
1964. 25c
This 28-page pamphlet is full of practical
advice for both the child leaving
home and for the parent left at home.
Mr. Milt feels that both should enjoy
mutual respect, love, and consideration
based on the freedom of mature, selfrespecting,
independent adulthood. The
change in the family relationship ran
become even closer when this free development
is allowed. An atmosphere of
friendly acceptance on both sides is
needed. Teachers and parents will benefit
more from this booklet than students.—
N.A.McI.
What Should Parents Expect from
Children?, by Jules Archer and
;
' Dixie Leppert Yahraes. Pampldet
No. 357. Public Affairs Committee,
Inc., 381 Park Ave. S., New
York, 1964. 25c
Suggestions rather than solutions are
offered in this study of the child's responsibilities
in the family group. The items
discussed range from responsibility of
older children for younger ones to rcspon- ,
sibility of the child to himself to get
marks' in school in keeping with his
ability. The pamphlet could be useful
t> counsellors as a source of ideas for
panel discussions in guidance.—R.K.
Family Therapy—Help for Troubled
Families, by George Thorman.
lamphlet No. 356. Public
Affairs Committee, Inc., 381 Park
Ave. S., New York, 1964. 25c
Family therapy, a method for the
diagnosis and treatment of emotional disorders,
focuses attention on the troubled
family rather than on the troubled individual,
whose symptoms are considered an
outgrowth of the family situation. Thepurpose
of this 'family-centered casework'
is to improve understanding and communication
among the ' members, and
thereby reduce conflict. The pamphlet,
and perhaps others listed on its inside
back cover, will be of interest to counsellors
and administrators.—R.K.
Listen To Readers in Medicine. Ed.
by Albert Love and James Saxon
Childers. Holt, Rinehart and
Winston, Toronto, 1963. 340 pp.
No index. $5.50
Canadian students will probably listen
willingly to these American doctors,
especially as medical doctors earned the
highest incomes in Canada in 1961. The
authors present a fair, sometimes humorous,
picture of the long-term training
needed by a doctor, and some of his
frustrations in medical practice. Leaders
in their fields discuss a variety of medical
disciplines. Most of the topics arc handled
in simple terms. The book will be of
particular value to counsellors as a source
of vocational information at the senior
high level.—J.R.A.
SCIENCE
Introduction to Biology, by D. G.
MacKean. John Murray, London,
1962. Illus. No price quoted.
Although obviously meant as a - textbook,
this big showy book could well be
of value as a source book in biology or
general science, as it contains a wealth
of illustrations and suggestions for student
experiment. Projects using the simplest
materials available are plentiful and unusual
aspects in diagrams may assist in
making a point clear. Considered as a
textbook, it seems to lack arrangement in
the order of chapters. The preface states
that this permits teachers to vary the
order as they prefer. It is difficult to sec,
however, how a textbook can gain by
avoiding building one subject on another
throughout.—M.B.
Human Physiology, by T. F. Morrison,
F. D. Cornett and Dr. J. E.
Tether. Holt, Rinehart and Winston,
New York, 1959/63 (Can.
Agt. Holt, Rinehart and Winston,
Toronto) $6.04
This excellent textbook is for the senior
high school student who has a: special
interest in human physiology. It contains
the following units: The body as a whole;'
the bones and muscles; the nervous sys-'
tern; the digestive system; the respiratory
system; 'the circulatory system; the skin,
metabolism and excretion; the endocrine
system, and genetics. The writing is lucid.
Physiological terms and ; concepts are
clearly explained and new vocabulary is
in boldface italics. The subject matter is
up-to-date. The excellent illustrations are
supplemented by 'Trans-Vision' inserts
of the human body, the eye and the ear.
This book is a valuable reference for
senior high school students and teachers
of biology.—C.V.A.
What Happens in the Sky, by Ray
Bethers. Macmillan, Toronto,
1963. Illus.
Grades 2 to 4 will enjoy this combination
of pictures and words which tell the
complete story of our changing sky.> It
begins with the age of dinosaurs and
ends with today's space ships.—G.M.E.
THE B. C. TEACHER

N e w I n s u r a n c e P l a n f o r B. C« T e a c h e r s
The B.C.T.F. Co-operative Association has now approved a new general insurance
service to the teachers of the province through the Douglas J. Hovan Agency and
the Northwestern Mutual Insurance Company.
The plan offers savings through DIVIDENDS, broad coverage, and fast, fair claims
service, all of which are vita! factors to consider when buying property insurance.
Here are some of the highlights of the policies available . . .
HOMEOWNERS PACKAGE POLICY . . . Your home and its contents are possibly
the largest single investment you will make in a lifetime. It's jusi
common sense to want to make sure this investment is properly protected.
The new Northwestern HOMEOWNERS idea has wrapped up all the protection
you might need in one package . . . one premium ... at a lower cost than
if purchased separately. Why not ask Mr. Hovan for a brief description of
what the HOMEOWNERS can do for you — then pick the plan that best
suits you.
TENANTS PACKAGE POLICY . . . most tenants of rented property have a
sizeable investment in furnishings and personal property . . . more so than
they realize. The possibility of shattering lawsuits is just as great as it is for
homeowners. Apartment dwellers, particularly, are targets for theft-minded
criminals. The nuisance of buying separate policies has now been eliminated.
SPECIAL FLOATER POLICIES... all risk-no deductible insurance on cameras,
furs, golf.equipment, guns, jewelry, musical instruments, radios, tape recorders,
typewriters, silverware, stamp and coin collections, etc. is available
and can be added to either of the above Package policies or insured by itself.
AUTOMOBILE INSURANCE ... Our automobile insurance rates are computed
in such a way that they do not fluctuate because of claims -— there
are no credits one year and heavy surcharges the next if you have an accident.
We want you to know that savings on automobile insurance are nothing
new with ; Northwestern
many years.
they've been saving their customers money for
Mr. Doug Hovan will be glad to discuss any of the above coverages any time at
your convenience.
DOUGLAS J. HOVAN
• INSURANCE AGENCY •
5 7 4 0 C A M B 1 E S T R E E T • V A N C O U V E R
Phone 321-3211
SEPTEMBER-OCTOBER 1964 37

We Shall Miss Them
At the close of the school year in June, eighty-three teachers said farewell to their classes for the
last time. To all these colleagues the Federation extends its good wishes for the future.
Mrs. Maude Louise Adams, Penticton
Robert Wm. Adams, New Westminster
Miss Alma Jane Andrew, Nanaimo
Mrs. Helen McK. Balge, Vancouver
George C. Barclay, Maple Ridge
Mrs. Dora I. Black, Maple Ridge
Miss Mary Isabel Buxton, Burnaby
Miss Helena Cartwright, Courtenay
Miss Grace Louise Climie, Vancouver
Miss Elvira Collen, Victoria
Miss Lucy R. Conrad, Vancouver
Sydney Crookes, Fernie
Mrs. Margery E. DesMarais, Gulf Islands
Miss Frances A. O. Dickie, Vancouver
Mrs. Marion Liela Dupuis, West Vancouver
Mrs. Miriam Barbara Eby, Kamloops
Edmund George Edgar, West Vancouver
Mrs. Erna R. Edwards, Victoria
Miss Kathleen E. Elliott, Vancouver
Mrs. Margaret M. Faulkner, Vancouver
Mrs. Ruby G. Forteath, Trail
Miss Ida Doreen Freeman, Chilliwack
Mrs. Inez E. Goddard, Trail
Miss Helen McG. Grier, Vancouver
Mrs. Jean F. Gross, Peace River North
Eric L. W. Haffenden, Courtenay
Mrs. Hazel M. Hare, Creston
Mrs. Agnes Henning, Victoria
Mrs. Helen P. E. Hepburn, Vancouver
Miss Phyllis E. Hodson, Vancouver
Henry Frederick Hyson; Castlegar
Miss Irene J. M. Kelleher, Abbotsford
Miss R.Winnifred Kidd, Vancouver
Mrs. Marion R. La ursen, Armstrong
Mrs. Jean Y. Lust, Peace River North
James C. Lynch, Vancouver
Mrs. Catherine E. McDonald, Victoria
Mrs. E. Isobel Mcintosh, Vancouver
Mrs..Jessie W. McKelvey, Creston
.Mrs. Dorothy G.McKerrall, Courtenay
Hugh Hunter MacQueen, Vancouver
• • Miss Ramona Wood, Trail
Mrs. Gladys I. McTaggart, Alberni
Mrs. Lillian A. Milmore, Nanaimo
Ivan R. Miller, North Vancouver
Miss Marguerite Mundie, Vancouver
Sylvio Muraro, Kimberley
Mrs. Hilda E. Murray, Castlegar
Mrs. Margaret H. Murray, Surrey
Miss Marion V. Murray, Vancouver
Miss Judith L. Myrtle, Kelowna
Mrs. Margaret Nairne, Victoria
Miss Reta W. Oulton, Gulf Islands
Mrs. Josephine L. Philip, Vancouver
Reginald A. Philps, Victoria
Mrs. Grace P. Pletcher, Burnaby
Mrs. Peggy T. L. Price, Belmont Park
Mrs. Frances A. Prout, Vernon
Miss A. Olivia Regan, Vancouver
Miss Annie Louise Reynolds, Victoria
Mrs. Daphne D. Richardson, Courtenay
Mrs. Una G. E. Robertson, Barriere
Mrs. Enid R. Robson, Qualicum
James Scott Rodger, Vancouver
Miss Therza Rose Rossman, Trail
John F. T. Saywell, Lake Cowichan
Mrs. Margery Sherman, Cowichan
Miss Margaret Shiell, Vancouver
Vernon Smith, Vancouver
Earl D. Snetsinger, Vancouver
Miss Alice L. Stevenson, Surrey
Mrs. Dorothy Sutherland, Vancouver
Miss Jeanne H. Sutherland, Vancouver
Mrs. Rhoda K. St. G. Taylor, Vancouver
Mrs. Margaret K. Thomson, Vancouver
Miss Elsie Irene Varcoe, Trail
Hubert Douglas Wallis, Victoria
Mrs. M. Julie J. Watts, Victoria
Mrs. Phyllis Welsch, Quesnel
Mrs. Elizabeth J. Whalen, Vancouver
Joseph A. Wicklund, Sechelt
Gordon S. Wilson, Vancouver
Robert Morris Wilson, South Cariboo
THE B. C. TEACHER

about People
J. S. Church
New Staff Appointment
John S. Church, formerly head
of the Social Studies Department
at Gladstone Secondary School,
Vancouver, and last year on leave
to serve with the Department of
Education as Secondary Curriculum
Consultant, has joined the
BCTF staff as Assistant Director of
Professional Development.
Mr. Church attended elementary
and secondary school in Victoria,
attended Victoria College for two
years and then transferred to UBC,
where he earned a Bachelor of Arts
degree in History, took teacher
training and later earned a Master
of Arts degree in History. Mr.
Church has taught at both elementary
and secondary schools in
Prince Rupert, Langley and Vancouver.
He has also taught in the
Vancouver Night Schools.
Mr. Church has also been very
active in Federation affairs, having
served as member and chairman
of many local association and
Federation committees. He was a
Curriculum Director from 1958 to
1963, and for the latter two years
of this time was chairman of the
Curriculum Directors and Committee.
He was also a member of
the Department of Education's Social
Studies 20 Revision Committee
from 1954 to 1956.
Mr. Church is married and the
father of two sons and two
daughters.
Maxwell A Cameron Awards
At the end of the academic year
in June the Maxwell A Cameron
Memorial Medals and Prizes were
awarded to four students who
graduated at the head of the
Education classes. Mrs. Marie
Evelyn Mandoli, of Prince George,
and Miss Patricia Mclvor, of Victoria,
won the awards as the outstanding
students on the Elementary
Program at the University of
B.C. and the University of Victoria
respectively. Mr. David Ernest Mc-
Clenahan, of Vancouver, and Mr.
Lawrence Cross, of Victoria, were
the winners of the awards for heading
the graduating class in the
Secondary Program at the University
of B.C. and the University of
Victoria.
Changes in Department
of Education
Three changes have been made
in senior appointments in the Department
of Education. Dr. W. A.
Plenderleith, formerly Co-ordinator
of Special Services, has been
named Assistant Superintendent of
Education (Administration). Mr.
J. Phillipson, formerly District
Superintendent of Schools in Prince
George, has taken the position of
Co-ordinator of Special Services.
Mr. W. D. Reid has been named
Chief Inspector of Schools; he was
formerly District Superintendent of
Schools in Delta.
BCTF Scholarships in
Teacher Training
Each year theBCTF offers eight
scholarships of $250 each to students
in the Faculties of Education.
The 1964 scholarships have been
won by Laurence Errol Devlin,
Victoria (University of Victoria),
and Harold Edward Pearse, Cumberland,
entering Fifth Year. Ruth
Margaret Dumont, Vancouver, and
Bernice Anne Timbers, North Vancouver,
won the scholarships for
students entering Fourth Year.
Third Year winners were Kathryn
Lily Bechtold, Armstrong, and
Linda Gail Parfitt, Victoria (University
of Victoria). Students entering
second year who won
awards were Barbara Joyce
Wright, Port Coquitlam, and Joanne
Margaret King, Trail (University
of Victoria).
District Superintendents
Appointed
Three new District Superintendents
of Schools were appointed
during the summer. Mr. J. L.
Canty, of Ladner, Mr. D. L. Feir,
of Grand Forks, and Mr. P. C.
Grant, of Cranbrook, took up their
new duties recently. All have been
active Federation members.
Teachers on Overseas
Postings
Twenty-four teachers from British
Columbia will serve in overseas
posts on External Aid Office
assignments during 1964-65. The
assignments are to various areas of
Malaysia, Ghana, Nigeria, Uganda,
Kenya, Tanganyika, Zanzibar,
Sierra Leone, Southern Rhodesia,
and to various islands of the Caribbean
area. The teachers are J. E.
Berltz, West Vancouver; M. L.
Henderson, W. G. Dey, D. A.
Spark, Miss W. K. Sutton, W. R.
Trcmaine and Mr. and Mrs. S. J.
Hecker, all of Vancouver; T. P.
SEPTEMBER - OCTOBER 1964
1

B.C.T.F. CO-OPERATIVE ASSOCIATION
1815 WEST 7th AVENUE - - VANCOUVER 9, B.C.
Mmnouncing?
WHEN?
For the Summer Months of
July and August 1965
WHERE?
To London from Vancouver
HOW?
HOW MUCH?
CPA DC8 Jet Aircraft Approximately ${.40.00 Return
or
CPA Jet Prop Britannia Approximately $370.00 Return
ARRANGE YOUR FLIGHT NOW. We cannot assure you that we will be
able to obtain a sufficient number of aircraft to satisfy all those who
wish to travel to Europe. Therefore call Miss Vi Scott at the Co-op at
your earliest convenience to complete arrangements.
The
FINANCING of your Fare may be arranged
through the Co-operative.
Mememher - h o o k your space n o w
THE B. C. TEACHER

New President for CTF
George Macintosh, of Halifax, a
principal with teaching experience
from the elementary to the adult
education level, is the new president
of the Canadian Teachers'
Federation. He attended Bloomfield
High School in Halifax, Nova
Scotia Normal College and Mount
Allison University. He graduated
from Rutgers with a B.Sc. in 1951
and from St. Mary's with an M.A.
in 1964.
Home, Langley; B. M. Mee, A. E.
Foubister, S. A. Murphy, F. C.
French, and Mr. and Mrs. C. H.
Smith, all of Victoria; A. R. Case
and A. Relkoff, New Westminster;
R. Fox, Dawson Creek; J. H. Wells
and J. S. Hoye, Vernon; Miss M.
Lewis, Rosedale; V. D. Hoffman,
Armstrong; R. D. Cleghorn, North
Kamloops; J. G. Cresswell, Prince
George; and P. A. Hamilton,
Haney. Some'', of these teachers
are going to new appointments,
while others are bring transferred
from one appointment to another.
Good Financial Planning
Enables You To Accelerate
The Accumulation Of A
Small Fortune
SYNDICATE LIMITED
Head Office: Winnipeg • Offices In Principal CiMes
Hallmark Art Scholarship
Winner
Five young Canadian artists
shared $2,000 worth of scholarships
in the CSEA-Hallmark Art Scholarship
Program for 1964. Winner in
the British Columbia-Alberta division
was Ann Louise Colton, North
Vancouver, the daughter of Al
Colton, of Lord Byng Secondary
School, Vancouver, a past president
of the B.C. Art Teachers'
Association. Miss Colton is attending
UBC with the aim of becoming
a teacher of art.
Steve Stanford
Why not arrange your financial affairs so as
not to attract taxation?
For details, please call or write:
SEPTEMBER-OCTOBER 1964
S. E. STANFORD, B.Com., CA.
Division Manager
601 Royal Avenue
New Westminster, B.C.
526-3725 CY 8-9763
Mr. Macintosh (1) chatted at Lac Beauport
with Sr Olman Soto Gonzales, of
Costa Rica, WCOTP Executive Member
for the Americas.
Now principal of Chebucto
School in Halifax, and part-time
lecturer at University of Kings
College, he taught industrial arts
and was formerly vice-principal of
Bloomfield School. He has taught
evening technical courses and
served as resident instructor in
public speaking for the Dale Carnegie
Institute of New York. He is
president of the Nova Scotia Industrial
Arts Teachers' Association,
a past-president of the Halifax
local of the NSTU and a pastpresident
of theNSTU. He is a member
of the Nova Scotia Council on
Teacher Education and has served
on audio-visual committees for
both the Canadian Teachers'
Federation and the Nova Scotia
Teachers' Union.
With CTF he is a member of the
International Relations Committee,
a member of the Council of the
Canadian National Commission for
UNESCO, and was a delegate to the
Assembly ofWCOTP during the past
summer, where he was chosen a
member of theWCOTP Committee
on Technical and Vocational
Education.
41

notv available
MODERN ALGEBRA
By Dr. Jack Forbes
- A FIRST COURSE
A TEMAC PROGRAMMED COURSE
WITH A NEW APPROACH
• Content parallels new Grade 9 Mathematics Course.
• Composed of 5 Books and 5 Supplements divided into
units which can be used independently of one another.
• A basic text, equally valuable for remedial or enrichment
applications.
• A re-usable programmed learning course not requiring
the use of a "teaching machine".
Children live and learn history
when they see
EXPLORERS
O F
CANADA
a now series of Canadian History films
National
produced by the
Film Board of Canada
Educational Price, $13.25; Teacher's Manual, $1.50
Test Manual, $1.25
Encyclopaedia Britannica
Press, Inc.
Encyclopaedia Britannica Films (Canada) Ltd.
c/o JOHN A. WALKER, District Manager
4555 W. 6th Ave., Vancouver 8, B.C.
THE
"SUNTRACKER"
VISUAL AID
For Canadian History studies, show them:
• THE LAST VOYAGE OF
HENRY
HUDSON
• JOHN CABOT — MAN OF
THE
RENAISSANCE
• DAVID THOMPSON — THE
GREAT
MAPMAKER
• ALEXANDER MacKENZIE — THE
LORD OF THE NORTH
and
• CHAMPLAIN
All 30 minutes, black and white, found. All avallablm now.
Enquire about them today from your educational Film Library.
For further information about these or previous films in Ihe Canadian
History series, ask your National Film Board representative.
He will be glad to help.
Patents
Applied for
Canada,
Great Britain,
U.S.A. and
other countries
The arrival of the "SUNTRACKER" as a Visu;.. ,d
for geography lessons could rightly be described as a
milestone in educational techniques.
Physical demonstrations of abstruse phenomena and
movements in three dimensions, related to the Earth as
a Planet in orbit around the Sun, pinpoint and emphasise
the difficulties of teaching many complex parts of the
subject.
Educational costs today are everybody's business. Any
means available to streamline methods of imparting
knowledge more rapidly and more thoroughly merit
investigation.
Manufactured by GRICE & YOUNG LTD.
Send for a free brochure
SUNTRACKER SALES LTD.
Sole Agents and Distributors for Canada and U.S.A.
P.O. Box 187, Chilliwack, B.C.
THE B. C. TEACHER

External Aid Teaching
Assignments
Experienced secondary school
teachers and teacher trainers in
mathematics, science, technical
subjects, French, English and English
as a second language are required
for teaching assignments
commencing in September 1965 in
Africa, Asia and the Caribbean
area. Requests are also being received
from the developing countries
for experienced elementary
school teachers with university
degrees for teacher training
positions.
Teachers interested in such
assignments as the above should
write before November 1 to the
External Aid Office, 75 Albert
Street, Ottawa 4, Ontario.
Teacher Exchanges
The program of teacher exchanges
is promoted by the Canadian
Education Association, with
the co-operation of the Department
of Education. Teachers interested
in applying for an exchange posting
for 1965-66 should act immediately;
deadline for submission of completed
applications for exchange
outside Canada is November 30.
A brochure giving information
about the exchange program is
available from theBCTF office, 1815
West 7th Avenue, Vancouver 9.
UBC Extension Department
Fall Projects
A one-day seminar for teachers
of social studies, is planned, tentatively
for October 24. The program
is designed to aid secondary school
teachers of social studies in thenunderstanding
of the principles involved
in a plan for .world peace
through the establishment of world
law.
An introductory workshop designed
to' provide school administrators
with the knowledge and,
techniques required to apply data"
processing procedures to a variety
of tasks in school administration
is scheduled for. November 20 and
21.
Further information regarding
•courses and projects is available'
for your Jriformation'
from the Extension Department,
Telephone CA 4-1111, Local 886,
or write the Department at the
University of B.C., Vancouver 8.
8th Annual Music Workshop
Surrey Music Educators' Association
will be hosts for theBCMEA'S
8th Fall Music Workshop on Saturday,
November 7, at Cloverdale
Junior Secondary School, 5811-
184th. St., Cloverdale, from 9:00
a.m. to 9:30 p.m. There will be
clinics on Primary Music, Recorder
Music, Instrumental, and Choral
Music, under guidance of specialists
in the field. Pre-registration is
preferred and the fee of $3.00
should be sent to Mr. W. E. Kinvig,
Box 820, Cloverdale. This fee includes
registration, banquet and
admission to the concert.
5th Annual Science
Symposium
The Faculty of Education,UBC,
will again conduct a fall symposium
on Science Education. The emphasis
will be on the improvement of
science instruction in the junior
secondary grades.
Dr. Stanley Williamson, head of j
the Science Education Department,
Oregon State University and immediate
Past President of the National
Science Teachers' Association,
and Dr. Donald Stotler;
Supervisor of Science Instruction
in Portland Public Schools will
speak on current research and
major pilot programs in progress
in junior secondary schools in the
u.s. Mr. John Meredith, Director
of Curriculum, Department of Education,
Victoria, members of the
Faculty of Education atUBC and
members of the B.C. Science Teachers'
Association will discuss the
implement .'.ion of new science
courses in u.c.
The symposium will be held on
Friday, November 6 from 7:00 to
10:00 p.m. and on Saturday, November
7 from 9:00 a.m. to 1:30
p.m., in the New Education building
at UBC. Science teachers,
trustees, superintendents and administrators
are cordially invited to
attend.
Further information will be sent
to principals of each secondary
school in the province,
Mining and Metallurgy
Scholarships
A new 30-page booklet outlining
general information on scholarships
and other forms of financial aid
available to students interested in
professional careers in the mining
and mineral industry, has been produced
by the Canadian Metal
Mining Association in co-operation
with the Education Committee of
the Canadian Institute of Mining
and Metallurgy.
Some 23 universities, colleges
and technical schools in nine provinces
are listed as offering scholarships
or other awards to students
entering courses related to the
mining and mineral industry in
Canada.
Copies of the booklet may be
obtained from the Canadian Metal
Mining Association, 12 Richmond
Street East, ..Toronto, Ontario.
Young Canada's Book Week
The week from November 15 to
22 has been designated as Young
Canada's Book Week. The Canadian
Library Association and 33
national associations co-operate in
SEPTEMBER-OCTOBER 1964
43

this annual effort to focus the
attention of adults on children's
books and reading. Dr. John B.
Macdonald, President of the University
of British Columbia is
Patron for 1964.
Attractive promotional materials
are available from Miss M. J. Peel,
Secretary, Young Canada's Book
Week, Canadian Library Association,
63 Sparks Street, Ottawa 4,
Ontario.
National Geographic's
School Bulletin
The world in full natural color
comes to the classroom.
For the third year the weekly
Geographic School Bulletin will
display pictures of the world's
peoples and places in true-to-life
color—the only classroom periodical
to offer such an educational
service.
Simple writing set in readable
type will continue to reveal the
wonders of nature, explain scientific
developments, and describe the
lands where today's headlines are
being made.
1
Beginning October 5, each of the
30 weekly issues will allow student
and teacher subscribers to discover
the fascinating world around them
as they read color-illustrated articles
on the widest variety of
subjects. Scheduled for the first
issues, for instance, are authoritative
articles about Indo-China, the
first close-up pictures of the moon,
the last of the great sailing ships,
Bolivia, and chipmunks.
To present material especially
suited to classroom use and home
study, the School Bulletin's editors
tap a rich reservoir: facts and
photographs gathered by the Bulletin's
own staff; material gathered
by National Geographic's writers,
photographers, and researchers; the
Society's reference books and maps;
and its unparalleled files of color
and monochrome photographs.
Few teachers or... students could
plumb: similar sources in a lifetime.
New techniques of printing and
color conversion, plus production
efficiency, make it possible to offer
the color-filled School Bulletin at
low subscription rates—$2.50 in
Canada. An educational subsidy
by the National Geographic Society
keeps rates low.
The School Bulletin is available
only from the School Service Division,
National Geographic Society,
Washington, D.C. 20036.
Filmstrips on Mining
A detailed listing and description
of filmstrips relating to the mining
and mineral industry in Canada,
has been compiled in pamphlet
form by the Canadian Metal
Mining Association. The listing includes
filmstrips primarily designed
to fit into the teaching curriculum
of most Canadian schools as well
as filmstrips aimed principally at
adult audiences.
The various subjects covered will
be especially useful in history,
social studies and geography
classes. Filmstrips on the mining of
various metals are included along
with mining safety practices, life
in mining communities and the
modern techniques employed by
geological teams in their search for
new orebodies.
Vocational guidance teachers
will be particularly interested in
the various careers and occupationsavailable
in the mining industry.
The adult series traces the history
and development of the mining
industry in Canada from earliest
times.
Copies of the filmstrip pamphlet
may be obtained from the Canadian
Metal Mining Association, 12
Richmond Street East, Toronto 1,
Ontario.
Golden Anniversary of
Schou School
A Golden Anniversary reunion
will be held Thursday, November
5 at 8:00 p.m. at Schou School,
Burnaby. TheP-TA and the school
staff are arranging a program. Exstudents,
parents and former staff
members are; cordially invited to
attend. Further information is
available from Mrs. Peter Ewan,
4030 Dominion Street, Burnaby 2
or from Mr. A. Henderson, principal
of the school, 4041 Grandview
Highway, Burnaby 2.
Rutland School 50th Year
Former teachers and pupils of
the Rutland Elementary School are
invited to the 50th Anniversary
celebrations to be held on Saturday,
October 24, 1964. Further information
is obtainable from Mr.
Charles Hopper, Box 270, Rutland.
Teacher Uses Hypnosis
An Israeli teacher in the small
town o r
Hadera has been hypnotizing
his classes for the last two
years and he claims results are beyond
his wildest expectations. The
worst of his students is doing better
now than the best was doing two
years ago.
'I cannot perform miracles,' explains
Avishalom Drori. 'For instance,
hypnosis can be of very
little use for a teacher of mathematics,
where the students need to
understand the problems. But in a
subject like a foreign language,
where one has to learn new words
by heart, a hypnotized class is
much better.'
Drori learned hypnosis from a
British doctor while a prisoner of
war in Germany. He began schoolroom
hypnosis on a small scale.
Teachers sent their poorest and
worst-mannered students to Drori
after school hours. When the
Hadera high school stopped hav : ,
ing discipline problems and the
worst students became diligent and
hard-working, permission was
given, unofficially, to try the system
with classes of students.
Classes were divided in two and
the hypnotized half soon advanced
ahead of the others. When Drori
suggested giving lessons in the
University Faculty of Teachers, he
was turned down.
He is aware of the dangers of
hypnosis. 'A crooked teacher could
do a lot with a hypnotized class,' he
admits. 'Not everyone should be
allowed to use the science of
hypnosis. But the fact that the
motorcar causes many deaths does
not mean that cars should be
banned. Hypnosis, when properly
used, can do a lot for mankind—in
the schoolroom and elsewhere.'
—From CTF Newsletter, Juno 1964
THE B.C. TEACHER

THE KEY TO CIVILIZATION'S PROGRESS.
TEACHING
and
PRINTING
I
,F all knowledge were handed down through generations
by means of the spoken word, how far would civilization
have progressed? Books, the fount of knowledge for students
and teachers alike, would be nc?i-existent.
The part played by the printing crafts to provide this evergrowing
store of knowledge, combined with progressive teaching
methods, assures the continuing progress of civilization.
When thinking of books remember— the name "Evergreen" is synonymous with quality printing
AK E¥E[ff.€R.€Ell PUIS EUMflTEP
4m 1070 S.E. MARINE DRIVE • VANCOUVER, B.C. • PHONE FA 5-2231
i
COMMERCIAL PRINTERS • LITHOGRAPHERS o BOOK MANUFACTURERS
YOURS FOR THE ASKING...
valuable teaching material for your classes
Use this page as your order form. Mail it (or bring it) to your nearest Commerce
branch —or mail to: The Secretary, Canadian Imperial Bank of Commerce,
Head Office, Toronto. Be sure to enclose your name and address.
1. Natural Resources Map of Canada (English only) Printed in black Quantity Required
and white, 1214" x 17%*', A-36......
2. Historical Pictures (English only) Size 12" x 14"
(a) "An Early Maritime Fishing Station", A-37
(b) "Early, Pioneer Fur Trading Settlement, A-38
(c) "A Mining Camp of the 'Nineties'", A-39
3. Booklets on agricultural subjects designed for farmers. Found useful
for teaching agriculture to Grades 7 and. 8, asid in Secondary
Schools. Illustrated. To obtain our latest Farm Booklet and a Requisition
Form listing other titles, check here...;..;....;
4. Banking Forms for Schools. To obtain a selection of banking forms
. for classroom use, check here for a Requisition Form giving complete
list of forms• available..:;.;..;..;V.\.:.„;;V..-:.:;::;.;:L:.;:.;;V..:;;\ , ;;.V.:.:..;...:::.:.';.:; T; English French
CANADIAN IMPERIAL
BANK OF COMMERCE
• THE BANK
THAT:
SEPTEMBER - OCTOBER 1964

Where Are We Going
with
Personnel Policy Negotiations?
The text of an address to a group of educational editors from across
Canada and the United States who met in Vancouver in June.
J. A. SPRAGGE
WE ABE TOEXAMINE the question: 'Where are we
going with personnel policy negotiations?' My response
to the question is, of course, based primarily
on my direct observation of the course of events in
Canada, sketchily supplemented by a cursory skimmhig
of material received from the National Education
Association and other American sources, and by
fragmentary reports from other countries.
My direct answer is that God only knows where we
are going, and I find Him singularly uncommunicative.
I shall therefore confine myself to a brief
analysis of some of iho factors which may influence
our future course.
By way of definition of terms, I shall assume at the
outset that the phrase 'personnel policy negotiations'
is a euphemism for 'collective bargaining.' I shall
also assume that such bargaining deals mainly with
salaries, although it can, and should, and occasionally
does, influence a long list of other conditions of
employment. ; ,
The primary factor/in our favor in salary negotiation
is the law of demand and supply. From an NEApublication,
Teacher Supply and Demand in Public
Schools, 1963, I discover that in the United States in
September of that year 130,000 new teachers were
requited to replace those,-leaving; the-profession,, and
another 35,000 to ser^e increasing enrollment. I find
that a further 7C;000; teachers could have been used to
relieve overcrowding, to eliminate shift systems, to
provide desirable expansion of service, and to replace
persons presently employed as teachers who have no
more than a marginal claim to that title. I also find
that the number of new teachers emerging from the
colleges was 117,000. These data are astonishingly
similar to those we have collected in my own Canadian
Province of British Columbia. Here, with a total
teaching force of 15,000, we face an annual loss of
more than 2,000, and an annual growth of some 800.
New teachers are being supplied by "our universities
at the rate of about 1,200 to 1,300 per year. 'Thus, the
new supply is sufficient to meet about 50% of the
demand, if we are content to do nothing to relieve
overcrowding, nothing to expand service, and nothing
to upgrade the caliber of the force.
These facts appear to indicate a demand for teachers
so far in excess of supply as to create an inexorable
upward pressure on salaries. The case,
however, is riot that simple. A shortage is not an
effective demand unless there is an active desire to
relieve the shortage. In this case, the desire to relieve
the shortage of teachers must exist in the minds of
school boards, of state and provincial legislatures,
and of the public whom they represent. It must be a
strong enough desire to outweigh a corcurrent
reluctance to pny the price in terms of rates of
taxation. In its attitude to education, the public mind
is a classic example of schizophrenia. On the one
hand, every citizen, virtually without exception,:
recognizes in some degree society's great and growing
responsibility to furnish for its coming generations a
fully adequate educational opportunity. On the other
hand, every citizen feels with greater or lesser intensity
an aversion to taxation. The conflict is never
clearly resolved. To put it bluntly, I see no clear
present evidence that our people really want to
maintain high standards of teacher qualifications, to
reduce class size, to broaden and individualize the
curriculum, or to supply adequate ancillary services.
They want to talk about these things, but they don't
want to put their money where their mouth is. A
general public conviction that cheap palliatives won't
work—that there is no real alternative to the high
standards approach—is the catalyst that will convert
a shortage into an effe ve. demand.
For public indifferei to, educational standards
teachers have themseh very largely to blame. Individually
and collectively, they have failed to create
a very convincing impression of sincerity in defense
of their avowed tenets. «
Individually, too few of our most highly educated
teachers have had the initiative, the imagination, and
the audacity to be innovators. They have not demon-
46 THE B. C. TEACHER:

strated beyond doubt that better teacher preparation
necessarily means more effective instruction. Individually,
too many teachers, while paying lip service to
the ideal of scholarship, react resentfully to any
personal pressure toward professional improvement.
Individually, teachers are too prone to accept, or
even actively seek, tlie externally imposed direction
which is a comfortable substitute for personal
responsibility. Too often the public reputation of the
teacher education institution is tarnished by the
cynical comment of teachers who regard courses in'
pedagogy as something to be endured rather than
utilized. Such teachers tend to forget that any course
in any discipline remains a dead mass until the
student breathes into it the life of his own enthusiasm.
In short, through such attitudes as I have described,
teachers themselves have created a public doubt that
they have anything significant to contribute that could
not be duplicated by lesser persons at a cheaper price.
Collectively, teachers have similarly failed to exhibit
a professional pride that is a li"ing, pulsing thing.
Each, with few exceptions, is individually dedicated
to his personal duties and to the welfare of the
" children in his classes. Less clearly discernible is
that dedication to the future of his profession on
which the welfare of tomorrow's children rests. Peace,
harmony, and comfortable respectability loom too
large in the teacher's concept of the role of his
organization. He is too reluctant to rock the community
boat a bit. Hence, his employment of such
perfumed euphemisms as 'personnel policy negotiations'
when he really means collective bargaining.
Hence, Iris tendency to recoil in horror at mention of
such nasty activities as strikes, boycotts and sanctions.
Hence, his willingness to assess his current salary in
terms of his own ability somehow to manage on it,
rather than in terms of the cumulative effect of such
salaries on the future of his profession.
Mr. Spragze is Director of Economic Welfare for the B C
Teachers' Federation.
I do not mean to imply that I advocate indiscriminate
use of strong-arm economic methods. In my own
organization I have been accused of timid conservatism
because of my insistence that we exhaust all the
possibilities of negotiation, persuasion and
compromise before even considering stronger tactics.
Nevertheless, strong tactics are not necessarily wrong
tactics. Our commitment to political democracy is
based on our conviction that when the people bring
their collective mind to bear on a matter of public
policy they display a remarkable ability to make right
decisions. At the same time, we must recognize that
one outstanding characteristic of that heterogeneous
mass, the people, is inertia. Dramatic action is sometimes
needed to convert a dimly perceived chronic
problem into a sharply defined crisis, and thus to
stimulate active public concern. If we honesdy
believe that the economic problems of education are
of crucial importance to society, it is our responsibility
to provide the needed stimulus, at whatever cost in
terms of time.- effort, uncomfortable publicity or
personal embarrassment.
I have suggested, then, that those who would solve
the economic problems of education face two urgent
tasks of public enlightenment. First, they must create
a public demand for quality in education that is
strong enough to outweigh public reluctance to incur
taxation. Second, they must lead teachers to see
beyond the immediate responsibilities of their particular
teaching posts, and perceive a transcendent
responsibility for the future of their profession. I
shall not presume to instruct you as to how these
tasks are to be accomplished. For that I must rely on
your special skill, as editors, in the subtle art of,
communication. •
Reply to a Critic
R O B E R T
C U N N I N G H A M
i WASSURPRISEDTOBEAD in your
April issue a criticism of a summary
of the abstract of my thesis,
'The .Latecomer to Teaching in
British Columbia.' 1
The title of the
criticism, The Study Did Not Go
Far Enough,' is somewhat irrele-
,vant since Mr. Franklin neither
read the study' nor d;d he have
the courtesy of mentioning the
study by its title, this in spite of the
fact that there was a copy of the
thesis in the possession : of the
British Columbia Teachers' Federation
at the time tlie criticism was
published. Mr. Franklin s criticism
is not scholarly for he disobeys the
first golden- rule of criticism: the
SEPTEMBER - OCTOBER 1964

The author, of Campbell River, wrote the teacher-training careers of
his thesis at the University of Washington,
Seattle.
these people. On pages 1 and 2 of
the thesis are listed eight objectives
of the study. These include: 'To
obtain a biographical picture of
the older beginning teacher,' 'to
discover the work-experience and
service time that has given the latecomer
to teaching background experience'
and 'to find out why he
decided to enter teaching having
worked in another capacity.' Only
pages 14 to 26 and 168 to 226 deal
specifically with teacher training,
as do nine pages of the summary.
critic must go to the primary
source, for much is lost through
editing. A summary of any study
is in itself only an invitation to the
reader, if interested, to read farther.
Only when a study is fully digested
should criticism be made.
Many of the criticisms made by
Mr. Franklin would never have
occurred if he had read the thesis.
The B.C. Teacher summarized a
study of more than 260 pages and
containing 55 tables in less than
one page. This is quite in order,
but hardly enough for a published
one-page criticism. The more one
delves into a problem, the more
problems come to light. Rarely is
any study complete in itself. The
last chapter of almost any thesis is:
'Summary, Conclusions and Recommendations,'
the last an admission
that 'The Study Did Not Go Far
Enough.' Any lengthy study which
does not recommend further study
is therefore suspect.
Mr. Franklin admits that it is
.difficult to.know how much detail
was investigated and used in this
study. He thereby admits that he
didn't read it, for this is described.
The first criticism concerns the
age, 30, chosen for the latecomer.
This age was chosen for two
reasons. One was that this was an
age break used in a table on page
175 of the British Columbia, Report
of ihe Royal Commission on
Education 2
and also in Patrick
Eastori's' study, • 'A Survey rir Beginning
Teachers in the British
Columbia ; Public Schools' 3
with
which the findings of this study
were compared. The other was that
this was clearly above the age at
which people are usually choosing
their life's work. As reported by
the Royal Commission on Education,
30% of the teachers starting
their careers in teaching in the
secondary-i schools and who had
never taught before, were 30 or
more years old.
Franklin states that another limitation
is that the study appears
to have been concerned only with
The critic suggests that it is
important to evaluate the latecomers
in terms of the degree of
their success or otherwise in teaching.
On page 251 of the thesis the
second recommendation for further
study is: 'Appraisals by instructors,
superintendents of school districts
and principals as to whether these
latecomers were any different in
their effectiveness in the classroom
than were the normal aged entrants
should be established.'
I object to the wording: 'One of
the purposes of Mr. Cunningham's
study is said to be . .. .'—especially
the 'said to be' part. The first words
of the thesis are: 'The purposes of
the study were to obtain and
document information concerning
the latecomer to teaching in British
Columbia.'" This is what was done.
Mr. Franklin states that the
effort to ascertain whether there is
a potential source of teachers over
normal entry age was quite superfluous.
Then he stated that what is
needed is a study to show how
latecomers compare in performance
with their younger counterparts^
The only truly objective
data available were the results
issued by the two teacher-training
institutions. The results in both
course work and practice teaching
for the 461 latecomers was compared
with those of the total group
;»of 3543 teachers trained, and the
results tabulated..
The criticism stated that late
entrants to teaching are not necessarily
'failures' in their original
profession. This is irrelevant, for
I neither stated nor implied that
they were. Pages 68 to 115 summarize
their work backgrounds,
and many were definite successes.
Question 32 of the questionnaire
asked the respondents to state
some of the reasons why they
decided to enter teaching, and
dieir responses are analyzed on
pages 150 to 154.
Any research study thai is part
of the requirements im- an
advanced degree has i < • i-1; i i 11 1 imitations.
These include ilivariability
of material, the id'as and
suggestions of the adviser- a very
influential person, the amount of
work already done in the area and
the time available. It is very unlikely
that confidential inhumation
held by the Department of i.'ucation
concerning the annus 1 reports
of individual teachers would Vie
made available to practising tear.iiers,
although it might be for dDCtoral
candidates.
I, like any other researcher,
welcome constructive criticism
concerning my study; only in this
way can progress be made. I
would appreciate Mr. Franklin's
criticisms, but only after Mr. Franklin
has read the study and compared
its findings with its
objectives. His article shows the
danger of criticizing a study which
has not been read in its entirety.
It reduces one's confidence in the:
critic and distracts from any real
value that one might otherwise
obtain from the study being criticized.
A copy of the thesis is being
sent to Dean Scarfe for inclusion
in the University of British Colum-
-bia Library, where, I hope, someone
may read it and pass his
• comments and criticisms on to its
writer. •
^Cunningham, Robert. The Latecomer to
Teaching in British Columbia. Unpublished
Master thesis. The University of
Washington, Seattle, 1963, 265 pp.
2Provincc of British Coluiabia, Report of
the Royal Commission on Education, a
report prepared,by three.Commissioners
under the chairmanship of S. N. F.
Chant, Victoria. Government Printing
Office, 1960, 460 pp.
3Easton, Patrick, A Survey of. Beginning
.Teachers in the British Columbia Public
Schools. Unpublished Master thesis. The
University of British Columbia, Vancou-'
ver, 1960, 353 pp.
THE B.C.
TEACHER

New Books
Clay in trie Ciamtsm^
CREATIVE USE OF STITCHES
by Vera P. Guild, Director, Needlework and Sewing
Center, Good Housekeeping
Magazine.
A needle, some yarn, thread and fabric—spiced
with imagination—are Ihe basic ingredients for
experimenting in Ihe exciting and versatile craft
of stitchery. For teachers, group leaders and home
hobbyists; for the beginner and the more advanced,
this book Is a comprehensive and imaginative guide
to "painting" with needle, thread, yarn and fabric.
Here are some ol the areas you'll find most
helpful: basic stitches illustrated; ways to vary
stitches; new designs with stitches; exquisite examples
of student and professional work. With this
book as your guide you'll see how easy and stimulating
it is to make stitchery designs that sparkle
with originality; how the fresh new ideas offer
limitless opportunities for self expression in this
fascinating craft.
52 pages. Fully Illustrated. Price . $4.25
POSTERS: Designing, Making, Reproducing
by George F. Horn, Art Teacher and Supervisor,
Baltimore, Maryland Public Schools.
A book that brings together in a single volume all
the elements for successful poster making." A
here's-how book thai helps you design and make
posters that catch and hold Attention, get that
message across in a split second; original, imaginative
posters that Inspire the action you want. In
addition, you'll have at/your finger tips easy
techniques for reproducing your posters quickly and
by processes used ev.-ry day in schools: silk
screen, stencil, block printing. Teaching or learning
you'll find this book has just the right combination
of Ideas arid practical help that will bring
real challenge and fun to poster making activities.
96 pages (t IK color!. Fully Illustrated.
Price J:. $6.75
CLAY IN THE CLASSROOM
by George Barford, Department of Art, Illinois
State Normal University . . . edited by Dorothy W.
Perkins, Ph.D., Ceramic Dept., Rhode Island School
of Design.
This is an "action" book on clay—a complete
guide for using clay as a creative art medium in
everyday classroom activities. It takes Ihe mystery
out of ceramics—gives you the basics for successful
classroom use with special help for beginners. Here
are some cf the areas you'll find most helpful:
Methods of Hand-forming, Surface Enrichment
(decorating, carving, glazing, pressing, incising),
Glazes and Glazing, Throwing, Tools and Equipment,
Stacking and Firing. Many sharp action
photos bring processes to life, simplify techniques.
Comprehensive yet simplified coverage of a versatile
medium ideally suited to creative expression.
Ten fully illustrated chapters, plus a reference
section, cover the entire range of ceramic processes
and their use for creative activities in the
classroom.
118 pages. 21* illustration!. Price $7.00
more good books for teaching ideas and methods
ART FROM SCRAP, by Reed and Orze. /
100 pages. Size B'/JXII. Fully illustrated. Price : $4.50
BULLETIN BOARDS & DISPLAY, by Randall & Haines. //
72 pages. Fully illustrated with photos and drawings. Price.. $4.25
ART ACTIVITIES FOR THE VERY YOUNG, by Hoover,
78 pages. Size 7 3 /4x10%. Fully illustrated. Price : $5.60
PAINTING IN THE CLASSROOM: A Key lo Child Growth,
by Randall and Halvorsen. Fully illustrated. Price $4.75
HOW TO PREPARE VISUAL MATERIALS FOR SCHOOL ''SE,
by George Horn. Fully illustrated with drawings. Price . . . . . $4.25
EXPLORING FINGER PAINT, by Victoria Bedford Belts.
132 pages. Fully illustrated with work by children. Price $7.25
MURALS FOR SCHOOLS, by Arne W. Randall.
112 pages. Revised 1963. Illustrated throughout. Price . . . . $4.75
CREATIVE EXPRESSION WITH CRAYONS, by Boylston.
100 pages. Size 7x10. Fully illus. (6 in color). Price
$4.50
PAPER SCULPTURE, by M. Grace Johnston.
52 pages. Size 8V2xl 1. Fully illustrated, concise text. Price. $4.25
EXPLORING PAPIER-MACHE, by Victoria Bedford Belts.
134 pages. Revised 1962. Fully illustrated. Price $6.75
INC.
Worcester, Massachusetts
BOOKS FOR ART EDUCATION
MOYER
Order from
MOYER Division
nlVlrV VILAS INDUSTRIES LIMITED
Serving education and industry since 1884
MONCTON • MONTREAL • TORONTO • WINNIPEG
SASKATOON • EDMONTON • VANCOUVER

B.C.T.F. Co-operative Association
1815 West 7th Avenue, Vancouver 9, B.C.
Office Hours:
Monday to Friday—9:00 a.m. to 5:00 p.m. Saturday—9:00 a.m. to 12:00 noon
REgent 1-8121
INVEST NOW in
CO-OP LOAN CERTIFICATES
and
1. A secure investment
2. Easy to redeem
FEATURES
3. May be left to compound at 6% and grow
4. Interest accrues on a daily basis
5. Interest is calculated to December 31 each year
and paid or reinvested (depending on the investor's
desire) early in January
PROVIDES
1. Educational funds for the investor's family
2. Funds for retirement
3. A build-up of savings for summer months
4. A build-up of savings for down-payment on a
home or auto
5. A liquid savings account for whatever purpose
the investor desires
INVESTMENTS MAY BE MADE BY LUMP SUM AMOUNTS OR BY MONTHLY PAYMENTS