Volume XXXIII, Number 5, February 1954 - BCTF Home - British ...

PLEASE RETURN TOB.C. TEACHERS F5D"5T"°'*C181S W. 7th AVE.. VAN. 9. B.C.Tlia only booJcM on menstmaiionegp&cially wifcten foi glils Q io 12NEW! AUTHORITATIVE! FREE!Here's abooklet on menstruation, tailor-made for pre-teen.s.You have indicated the need for it and we are happy to offer it, free on request."You're a Young Lady Now" gives the younggirl a correct point of view on menstruationand eliminates the shock of the unknown.It also prepares her to take care of herselfduring the menstrual period.Every word has been weighed carefully tobe sure it is in the language of the9-to-12 year old. Only subjectsof current interest to this age groupare discussed. It is the work ofthe same people who produced thesuccessful "Very Personally Yours"booklet on this subject forolder gids.Every girl should have hercopy for school study andhome review.For Ihe Older Girl (12ond over) ... you'll wantthe popular booldet "VeryPersonally Yours". Heremcnstruadon is explainedin greater detail, in linewith the interests of oldergirls.10-Minute All-Color Film.. "The Story of Menstruation",produced by Walt Disney'Productions,is acclaimed across thenation by educators, health authorities,parents and churchgroups. 16 mm. Free, except forreturn postage, on short-term loan.CANADIAN CELLecoTToN PKOD'JCTS^Co. LTD., Educational Dept. BC-15430 King Street West, Toronto, Ont.Please send me further informadon onyour l6-mm. sound film, •.The Story ofMenitruation".Also send the following;For Kids 9-Iicopies YOU'RE A YOUNG I^DY NOWFor older girlscopies VERY PERSONALLY YOURSTeQching Guide and Men-•truol Chart. Hundreds of ^ ^ • Physiology Ctiart • Teaching Guideteachers aided in organizing the r^^.Guide. The large color chart on 1?menstrual physiology is designedfor supplementaryclassroom lectures. Menstruationis detailed ineasy to follow diagrams.FEBRUARY. 1954 201

B.C.T.F.INSURANCEGROUPPLANAre YOU in Need ot More Insurance?The B. C. Teachers' Pension Plan provides for a DisabilityAllowance and a Dependent Relative's Allowance but only after youhave had twenty years service in B. C.'s public Schools.What about insurance during those iirst twenty teaching years?For an economical solution—and one which provides continuouscoverage to retirement age—use your B.C.T.F. Group InsuranceScheme with the London Life Insurance Company.The annual premium is $18 for men and $9 for women. Theface value, which is payable in case of total disability or death, diminisheswith increasing age. Coverage provid'^rl at the various age levelsis as follows:Insurance AgeAmount of Insurance//• Male FemaleTo 29 incliisive $2750 $137530 to 39 " 2400 120040 to 44 " 2000 100045 to 49 " 1580 79050 to 59 " 1000 50060 to 64 " 525A' • v'l. V •For Application Forms and further details apply to:BRITISH COLUMBIA TEACHERS' FEDERATION1644 West Broadway ^ Vancouver 9, B. C.202 THE B. C. TEACHER

t/ieOfficial Organ o/ Ihe British Columbia Teachers' FederationVOLUME XXXIII FEBRUARY. 1954 NUMBER 5B.C.T.F. OFFICERSW. V. ALLESTER.President,Box 506, Duncan.MISS H. L. CRYDERMAN,First Vice-President,3103 Langille Ave.,Vernon.J. PHILLIPSON,Second Vice-President,Williams Lake.E. L. JENKS,Secretary-Treasurer,1832 W. 36th Ave.,Vancouver.R. R. SMITH,Junior Past President,1795 W. 12th Ave.,Vancouver.OFFICESTAFFC. D. OVANS.General Secretary.STAN EVANS,Assistant General Secretary.J. A. SPRAGGE,Executive Assistant. \ /E. J.SIMPSON,Treasurer,B.C.T.F. Credit Union.nW. E. WHATMOUGH,\\ Secretary,.,, B.C.T.F. MedicalServices Assn.EDITORIAI,r2 D. OVANS.y^-i

On the world'ssixth continent,Australianswelcome Coca-ColaThe Kreat cities of Sydneyand Melhourne arc nearlyhallway around the worldand about as far below thee(|uator as Toronto orHalifax are north of the line.Vet. the happy invitation"Let's jiot a Coke" has thesame friendly rinj^ there ashere. For Ihc pause Ihal refreshesia a moment on thesunny side wherever youfind it. And you find it justaround the corner in theantipodes now a a inCanada."COCA-COLA" AND IfCOKE" ARE REOISTERED TRADC-MARKS.J904COCA-COUA LTD.THE B. C. TEACHER

EditorialYOU DETERS IINE POLICYEARLY in February, the chairman ofour Federation committees—some 30in number—showered reports upon ouroffice in Vancouver. The recommendationsin these reports represent the ideas ofhundreds of teachers and the deliberationsof scores of committee meetings. As yet,however, they have not become the policyof the Teachers' Federation. Gatheredtogether and printed, these reports willsoon be distributed to Local Associationsthroughout the province. Similarly, theresolutions submitted by Associations orFall Conventions are grouped according totopic, printed, and circulated.At the Annual General Meeting of theFederation (or "Easter Convention"), theresolutions and committee recommendationswill be presented and debated. Thedecisions reached will become - "B.C.T.F.Policy"—to be implemented by the Federationofficers or to be conveyed to outsidebodies such as the Department of Education.Since it is the Annual General Meeting,and the A.G.'M. only, which formulatesthe policy of the Federation, it is importantthat all teachers of the province have adequaterepresentation there. Each Associationis entitled to send one voting delegatefor every ten teachers. Provision isusually made by the Local to pay theexpenses of sending at least orie of thedelegates (who may carry voting powersfor several) to Vancouver. Aid is givenfrom Federation funds through the poolingof transportation costs and thrpuc:bispecialaid to small Locals. Moreover, eacL:'Of theGeographical Representatives (members ofthe Provincial Executive Committee) isentitled to have full expenses paid by theB.C.T.F. Accordingly, even if a smallisolated Association finds it impossible tosend a delegate, it can express its opinionsand vote by proxy through the GeographicalRepresentative from its own area.From the above, we see that Local Associationsare notified in advance of thebusiness to be transacted at the EasterConvention, and reasonable care is takento ensure fair representation of all. Nevertheless,on a few occasions, action istaken which does not seem to representthe considered opinion of the members atlarge. This is most regrettable.If our Federation is to remain a democraticinstitution truly controlled by thegeneral membership, time must be takenby Local Associations in March and Aprilto study and to discuss the resolutionsbooklets and the committee reports. Thedelegates sent to the Convention shouldbe prepared, through this discussion andstudy, to express the opinions of theteachers whom they represent. Whenpolicy is decided at Easter, it should bepolicy supported by the great majority ofB.C. Teachers. The Provincial ExecutiveCommittee, or the officers, in expressingthis policy later would then be speakingwith the voice of 7,000—a powerful voi('it;iindeed.--W.V.A.Teaching MaterialsTHE v.anadian Bank of Commerce informsus that quite a number ofthe order forms listing teaching materialwhich can be obtained by schools, in ourJanuary issue (see page 158), have beenmailed to them without any name oraddress.Orders have been filled where identificationhas been possible through a postmark,but they suggest that any teacherwho has already ordered but not yet receivedthe material requested should writeto: The Secretary, The Canadian Bank ofCommerce, Head Office, Toronto.FEBRUARY, 1954205

EDUCATION IN GERMANYBy H. E. VON WITTGENSTEINWHILE this report is to concern itselfwith the educational aspects ofmodern Germany, it is, nevertheless, importantthat the environment of the peoplebe understood. The post-war reconstructionof scliool auditoria and lab equipment,though a tremendous task, was ofitself no greater task than the remodellingof the principles of education. A completeface-about in the recognition of humanrelationship had to be achieved, regionaldifferences in traditions and beliefs, intensifiedby those of the refugees had to beovercome and a suitable policy for thenewly-founded eleven states of the FederalRepublic of Western Germany had to bedevised. Today, though grossly overcrowded,schools and colleges are eagerlyworking toward a new high in public education,endeavoring to achieve that freedomof tliought and self-expression whichwas guaranteed under the new constitution.Alongside of the fundamental needs ofpersonal freedom which produced theproblem of re-learning, rose another: theeconomic set-up. Formerly, Germany producedfrom her natural resources materialswhich were manufactured into saleablegoods and offered on the world markets.'f: Now, because of newly erected politicalboundaries, Germany must import thenecessary raw materials. This means, thatthe national treasury is almost wholly dependenton the work of the people. Outstandingworkmanship in large quantitiesis the only means of Germany's economicsurvival. This fact, too, had to be consideredin the planning of modern education,and the reader must bear this inmind, as the various types of schools arcdescribed in the following paragraphs.There are at present 32,562 schools witha total of 6,774,434 pupils in the FederalRepublic. These comprise 28,998 primaryschools with approximately 5.5 millionpupils; 693 intermediate schools with 266,-409 pupils, and 1,527 secondary schoolswith 684,041 pupils. In addition there are873 special schools and 471 standardizedprimary schools.A Federal DepartmentWhile each state is directly responsiblefor the education of its children, both inadministration and cost of education, theFederal Republic maintains a departmentof education where a "Permanent Conferenceof Ministers of Education" acts in anadvisory capacity. This organization whichwas founded in 1948, endeavors to equalizeexisting differences in curricula, promotions,certifications, teachers' appointmentsand salaries, and to raise the standard ofeducation generally, to bring them intoline with modern requirements.The adoption of proposed uniformitiesby die various states is strictly voluntaryand not always practical. Psychological,sociological and political differences of theindividual states demand special considerations,which are particularly pronouncedin the question of a first compulsory foreignlanguage, a question which looks entirelydifferent in Hamburg from that inKonstanz.Without going into too many variations,it may be stated that with the attainedage of six years each cliild must attenda primary school. He may continue aftergrade four in the elementary school untilhe has graduated from grade eight. Fromiiere, he may proceed to aii occupationalscliool ( similar to our technical schools in.aosTHE B. C. TEACHER

Canada), or he may enter an apprenticeship.If he elects the latter, he must attendevening classes, twice a week, until he hasreached his eighteenth year or a certificateof graduation, whichever comes first. Ifhe desires to continue with his formaleducation, he may enter an institution ofadvanced learning in his chosen field, e.g.,an agricultural, commercial or trade school.A certificate of graduation from here entitleshim to admission to a college oracademy, e.g., agricultural college, collegeof mechanical engineering or a commercialcollege.A second form of education, on a moreacademic basis, may be elected after gradefour: attendance at an intermediate school.This form of schooling offers one foreignlanguage in grade five, another in gradeseven. Commercial coiurses and some manualtraining courses are part of the curriculum.Graduation from here after gradenine admits the student to the same schools(or apprenticeship) as they graduate fromthe elemeniary school, but he is in manyways better equipped.Children whose parents aspire for thema university education, enter, after gradefour, a secondary school. As elsewhere inthe world, not all reacli that goal, manydiscontinue their academic training aftergi-ade nine and attend the same occupationalschools as those of the aforementionedschcpls.In grade seven, a definite split'lof academictraining takes place. From now,^-until giaduation the student follows theentire program of one of three scliools:modern languages; science and mathematics;or classics. Graduation from giadethirteen is prerequisite to university entrance.(Special examination in certainsubjects may be required additionally priorto admission.)Less Choice Than HereContrary to the practice in some Canadianand American _ schools, German secondaryscliool studenrs may only elect thetype of high school program which theywisii to follow. They may not elect oromit within the chosen program certaincourses of instruction. I-romotion fromCorrespondence we have had with theCanadian Office of the German CentralTourist Association for an article oneducation in Germany has resulted inthe Foreign Office of the Federal Republicof Germany in Bonn requestingMr. H. E. von Wittgenstein to preparethe article.Mr. von Wittgenstein has been teachingin Vancouver since I94.'3. We areindebted to him for this authoritativeaccount of tlie Gennan educationalsystem.one grade to another is based upon thestudent's achievement in all courses, ashe is promoted by grade, not by subject.Should he fail in more than the set maximum(e.g., 1 major and 2 minor subjects),he must repeat the year in all courses ofhis grade. In other words, while in thiscountry the program of secondary educationis tailored to fit the requirements,abilities and interests of the individualstudent, the German program does notmake allowances for such individual differences.In his search for a suitable occupation,the student either makes his decisions andprepai-ations in an occupational school orat the university. Within the limits of hisenvironment, he is often guided by tradition,rather than by interest and ability;e.g., the son of a professional man will beexpected to follow in his father's footsteps,the son of a merchant will go into business.The student's ability to matriculate istested in this manner: if he fails twice inone grade, he may be expelled from secondaryeducation. In other words, inGermany it is not the result of psychologicaltests but the student's actualachievements whicli largely determine hiseducational course of action.To enable the reader to evaluate thestandards of education in German secondaryschools, the following tables will showthe subjects taught in various gi-ades andthe time allotted to these. (Roman numeralsrepresent the grades; Arabics, hoursper week):FEBRUARY. 1954207

CLASSICS MAJORSECONDARYV VI VII VIII IX X XI XII XIII24195632412563(2) (2)(2)W 3 1 11112111121Religion 2 2 2 2 2 2 2Geman 5 5 4 4 4 4 4Geography 2 2 2 2 1 2 2History 2 2 i - ^Latin ^ ^ ^ ^ I \ IGreek " I I IFrench 4 3 3 3 3English (optional)Hebreiv (optional) .- -. -- •• (^)Mathematics 4 4 4 3 3 3Physics ^ ^ IChemistry .. .. 2 iBiology 2 2 2 . .Music 2 2 2 1 1 1 1Physical Ed 2 2 2 2 2 2 2Art 2 2 2 2 2 1 1Handwriting 1 1 •• ••Study (optional) •- (")• 28 ^8 32 34 34 34 34 33 33MODERN LANGUAGES MAJOR SECONDARY2 2V VI VII VIII IX X XI XII XIII4224'(|)Religion 2 2 2 2 2 2 2German 6 6 4 4 4 4 4History 1 2 2 2 2 3Geogr/phy 2 2 2 2._ 2 2 2Latin 6 o' D 5 4Greek (optional) • -• WFrench\!:. 5 5 5 4 4 4 4English 1 \ \ \ \Mathematics 4 4 4 3 3 ^ ^Physics •• ' ' 2 ?Chemistry -- •• v , iBiology. 2 2 2 1Music^ .:..2 2 2 1 1Art ...2 2 2 2 2 1 1Physical Ed. 2 2 2 2 2 2 2Handwriting 1 1 - •• ••: . 28- 29 ' 33 34 34 34 34 33 33Religion 2 2; 2 2 2 2 2German 6 6 4 4 4 4 4History :. - 1 2 2 2 2 3Geogr^hy .2 2 2 2 2 2 2Latin or English .. 0 ,5 4 4 3French 5 5 5 4 f ^ 3Mathematics ....4 .4 4 4 4 4 4Physics .. 2 3 3 3Chemistry . . . . i ^Biology... 2 2 2 2 2 2 2Art 2 2 2 2 2 2 2Physical Ed 2 2 2 2 2 2 2. 28 29 33 32 33 33 33 33 33432111124323

(The above represents the curriculumin the Rhineland-Palatine).Because of its geographic proximity toFrance, this state has determined that intwo out of three types of schools, Frenchbe the first mandatory foreign languagetaught. Noteworthy in all schools in Germanyis the presence of reiigiotis instructionand the absence of manual arts instruction.(Because of lack of space, this reportmust omit curricular detail of course content,but such data luay be obtained uponrequest.)In most of the eleven states, the teachersare officerf of the state, but in some casesthey are employees of the communities.(a) Teachers in Elementary Scliools arerequired to have a minimum of the universityentrance prerequisites, followed bythe equivalent of a Normal School training(4 to G semesters). After two yearsof practice, the second teacher's examinationis required prior to permanent certification.(b) Teachers in Intermediate Schools,after having qualified under (a) may presentthemselves for examination for theadvanced certificate. In some states, a 6semester course at a pedagogical instituteis required.(c) Teachers in Secondary Scliools arerequired to complete 8 semesters of universitytraining, followed by two years asstudent teachers.In the Elementary Schools, the averagenumber of teaching hours.^is 30 per week,while the average in Intermediate Schoolsis around 28. In Secondary Schools, theage of the teacher determines the numberof hours taught. Here, 25 hours per weekare taught until the teacher has reachedthe age of 45 or 50, then this number isreduced to 23, and after the age of 60, 21hours are taught. In occupational schoolsthe number of teaching hours is between24 and 28.Due to the overcrowded condition inschools, which is a direct consequence ofwar damage and the great influx of peoplefrom the Eastern Zone, the average classroom,even in secondary schools, is around50-55.AVhile certain differences exist in thevarious states in the financing of publicinstruction, the State of Schleswig—Holsteinoperates on this basis: the state paysthe cost of personnel while the school districtprovides building and equipment. Inall states, tuition fees are paid by thepupils of intermediate and secondaryschools; these fees are collected by the communities.The 65 universities and academies in theGerman Federal Republic had a total of. 13,954 students during the last term, ofwhom 19,253 were women.Of these 76,803 studied at universities,27,116 at polytechnic academies and 11,035at other academies.The number of foreign studentsamounted to 3,037, a slight increase overthe attendance of the previous term.The number of students of medicineshowed a further decline compared withthe same term of the previous year, whileeconomic sciences, as well as the teclmicalfaculties, mainly machinery construction,electro technics and mining engineeringshowed a considerable increase in the numberof students.New VenturesA School for Interpreters which wasfounded in 1947 is a noteworthy andtimely addition to the Johannes GutenbergUniversity in Mainz.Several universities have added to theirfaculties of Sociology departments specializingin researcli connected with touristtrade, a highly iinportant source of incometo the German economy.Since April 1953 the State of Hesse maintainsan Institute of International Researchin Education, in the city of Frankfurt. Asindicated by its name, the InternationalInstitute devotes its efforts to internationaleducational reseaixh. This nieans, that itwill maintain and expand its contacts witheducators and educational institutionsabroad, publish the results of its own investigationsalso for the benefit of foreigneducators and, in turn, make accessible thework of foreign research institutions andindividual scliolars to the teachers andschool administrators in Germany.FEBRUARY, 1954 209

THE ADVENTURES OF ARKWRIGHTByLEPRECHAUNA P-T.A. ISORGANIZEDIT IS well-kiiown that the teacher hasmany duties unconnected with his workin the classroom. In rural areas, especially,he is often expected to take a leading rolein community activities, and to be ageneral cheer-leader 'among the localpopulace.Mr. Arkwright was well aware of all thiswhen he was appointed to the post ofteacher in the little one-room school atMooki Creek. Indeed, he came to the• village with many plans that he was eagerto put into operation. Noteworthy amongtliem were such laudable activities as aDrama" Club, a debating society and apoetry reading circle. He. looked forwardconfidently to the day when he would beapplauded on all sides as the one who hadbrought culture to the hitherto unheedingshores of northern British Columbia, andbuilt among the simple fisherfolk a newAthens. It was evident that great opportunitiesawaited him. Undoubtedly thesepeople knew nothing of the world of themind, and they seemed to be content tofritter away their time drinking beer. Itate the lot of the inhabitants, he did notthink it would be long before they tooktheir new teacher to their hearts. He hadpleasing visions of the honest yokelrytouching their forelocks with affectionaterespect as they passed him on the walks.The first step should obviously be theformation of a P.-T.A. This, he felt,should come from the parents. Therefore,when Mrs. O'Reilly, who had four childrenin school, invited him to dinner one nightthe opportunity seemed to have come tobegin his campaign."Yes," she said, "it would be a goodidea. But it would never work here.Janie, stop pulling the teacher's hair."Mr. Arkwright extricated himself fromthe enthusiastic embrace of his Grade Ipupil, who was dizzy with pleasure athaving her very own. teacher in her veryown house, and inquired what was tostop it.Mrs. O'Reilly lowered her huge bulkinto a chair. "No one will turn out, that'swhy."The teacher went into his preparedspiel, and babbled about the advantagesof close home and school relationship, forthe good of the development of the wholechild."I'm sure I don't know what you meanby a whole child," she replied. "But whatI'd like to know is, who will run it?""Well, er—there, would be an election.Democratic procedure, and so on." •is only fair to add that he never seriouslyexpected to wean them completely awayfrom this pastime, but he did think thatperhaps it might be possible to put onexcerpts from Shakespeare in the beerparlour;he vaguely remembered havingread that something similar had been triedsuccessfully in English pubs. With thesweeping changes he purposed to amelioraioTHE B.C.TEACHER

There was an uncomfortable silence,broken only by the sounds of Mrs. O'Reillydigesting her dinner. He began to havethe uncomfortable feeling that there wasa certain appalling directness in herthoughts."Perhaps," said Mr. Arkwright finally,"perhaps you might be induced . . . "She giggled coyly. "Oh, I don't knowanything about such tilings. And I reallyhaven't time. But if you tliought . . ."When Mr. Arktvright departed thatnight he was laden down with two loavesof home-cooked bread, an apple pie andhalf a dozen cinnamon buns.The next afternoon Mrs. Draper, thewife of the store-owner, confronted himas he was buying his evening tvieners."What's this I hear." she demanded,"about that O'Reilly woman starting someclub?""Oh—^well, there's nothing definite, youknow. We—that is, I was thinking aP.-T.A. might be a good idea.""Humph. And I suppose you want herto run it for you. As if she doesn't stickher nose into enough things around here."No sooner had he escaped from the storethan he met Mrs. Seaweed. She also hadreceived the news, and lost no time in expressingherself on similar lines to thoseemployed by Mrs. Draper."Anyway," she finished, "even she wouldbe better than that store woman."Mr. Arkwright, back home at lastscratclied his head in perplexity. Lifecould be very diflicult, he reflected. Italmost looked as if there were a certainlack of bonhomie and good-fellowship inthe village. He took down his welltliumbedcopy of The. Teacher in a SmallCommunity in search of guidance, butthe authors did not appear to havevisualized such a set of circumstances. Itwas quite clear, however, on the point thatthe teacher must lead in the community.The next day a notice appeared on thedoor of the store. The first meeting ofthe Mooki Greek P.-T.A. was announcedfor the next Monday. Ladies were biddento bring lunch.Mi. Arkwright arrived promptly at aquarter to seven on the day appointed, andhuddled close to the tepid stove. Therewas no sound, save for the half-heartedcrackling of the fire and the soughing ofthe wind in the trees. It was perishlycold. The Community Hall had been builtat a time when sanguine hopes were feltthat a great future awaited Mooki Creek,and so it was far too large. Despite abarrage of begging letters to firms all overthe province, money had run out beforeglass had been obtained for the windowsor paint for the walls. Thus the immediatearea of the stove was a clearing housefor an intricate system of draughts, andthe wood of the structure was rapidlyrotting before the onslaught of the elements.The Hall was now little used; theclub that had been formed to operateit had long since folded through dissensionamong the members.MR. Arkwright shivered, and took outhis copy of The B. C. Teacher. He wassoon engrossed in its fascinating contents,and half an hour passed. He sat for a wliilelonger musing on how his art programmecould be enriched, in line with suggestionshe had just read, but there was still nosign of activity. He was about to give upand go home v/hen Mrs. O'Reilly sailedin, followed by her nondescript and grubbyhusband. She was cairying a brief-caseunder her arm and was wearing an expressionof purposeful efficiency."They're all in tlie Beer Parlour," sheannounced. "They'll be along any timenow."She arranged chairs behind a table,cleared away,a few filthy cups, and openedher brief-case;"This might help," she said, producinga' copy of the School Law. "I had it whenI used to be representative. I kept it becauseyou never know when it niight comein useful."Mr. Arkwight was pondering the implicationsof this remark when a few othersdrifted in. A half-hour later about fifteenhad collected, and then, a long lull, whichmade it likely that no others could beFEBRUARY, 19B4 211

expected. He therefore took the centralchair and banged on the table with TheB. C. Teacher. The desultory whisperspetered out, and the eyes of the villagewere on its teaclier. He cleared his throatand began to speak."My friends. We are gathered to forma P.T.A.—a sort of club ivhere -ive can alldiscuss the school."There was a perceptible quickening ofinterest. They all liked to discuss theschool. Encouraged, Mr. Arkwright readfrom a paper which set out the aims andideals of the Association. He dwelt uponits past history, and mentioned a few ofthe worthy activities possible. Finally hecalled for nomination of officers.To the disappointment o£ Mrs. O'Rielly, TeacherArkwright was named P.-T.A. President.There -was no answer. The ladiesstudiously avoided each other's eyes andMrs. O'Reilly gazed bashfully at the table."Come, come. Surely somebody has asuggestion for president?""Perhaps you could make a nominationyourself, Mr. Arkwright," cooed Mrs.O'Reilly.He opened his mouth, and then, con-^cigus. of the stares of .implacable hatredtlie'suggestion had provoked, quickly shutit again. . /'"How about you, young fellow?" camea voice. "You seem to know all about it.""Seconded," said Mrs. Draper quickly."Move nominations closed," snapped outMrs. Seaweed. Mrs. O'Reilly glared helplessly,and Mr. Arkwright squirmed in hisseat. He tried to say something about theadvisability of a parent for the post, butno one listened. He was elected byacclamation.AFTER some further manoeuvering Mr.Fleck, the local bootlegger, becamevice-president, Mrs. Draper the secretary, andMrs. Sanderson, the postmistress, treasurer.Mrs. O'Reilly vacated her chair in illconcealeddudgeon and said no furtherword all evening."It's all very well being treasurer," observedMrs. Sanderson, "but what aboutmoney? How are we going to get some?"Mr. Arkwright nodded. "By dues, ofcourse. Fifty cents each, I think.""What do we need money for?" Mr.Seaweed wanted to know."Oh, to buy things for the school. Perhapsa projector, for instance.""What do we pay taxes for. Don't theSchool Board buy you what you need?""Oh—most certainly. But some things,of course, they can't . . ."Mrs. Draper snorted angrily. "Seemswith all the money we pay they shouldhave enough for everything.".-^t this point somebody produced a caseof beer, snd the debate became general.Mr. Fleck declared vehemently diat theyhadn't had shows given in the school whenhe was young, and that he was all thebetter for it. He pointed to modernyouth, and claimed that tliey were teachingtoo many "frills" at school these days.There was enthusiastic agreement on thislast remark, and the original argumentmight well have been hopelessly lost ifMrs. Seaweed had not brought it to a head."Well, I guess a bit of money wouldn'thurt the kids, anyway. What say we havea dance?"^"Good, good," said Mr. Arkwright."Next Saturday?"So it was agreed, and, as the beer hadbeen exhausted, the meeting broke up.From then on Mr. Arkwright had tobuy his own cinnamon buns.212THE B. C. TEACHER

So Little From One MineA CALL FOR FAIR PLAYBy A. L. DOUCETTEIN VERY recent iiiontlis books have appearedunder siibh sensational titles as:.So Little for the Mind, Quackery in thePublic Schools, Educational Wastelands,and The Conflict in Education in a DemocraticSociety. The first mentioned is theonly Canadian publication and was writtenby Dr. Hilda Neatby of the History Departmentof the University of Saskatchewan.In my opinion, it is the most unscholarlyof the four. Furthermore, it isthe most unkindly book I have ever readin the,field of education, liberal, vocational,~ professional or otherwise. A Calgaryclergyman termed it the greatest boolt ofa generation, thus putting it in a classwith Winston Churchill's Triumph andTragedy. But even a clergyman can betvrong.Canadian education, in all its aspects,stands accused by this Saskatchewan historyprofessor. The main accusations arethat Canadian education is steeped in progressivismand pragmatism and hence isra-moral, anti-cultural, and anti-intellectual.These are serious charges and call for adefense. It would be unfortunate for Dr.Neatby's charges to go unanswered.Dr. Neatby, who educationally has nodoubt had a secluded life, except for herrise to prominence as a member of theRoyal Commission on National Developmentin the Arts, Letters, and Sciences, haswritten her book in a biting, abusiye^^indsarcastic style. She has deprecated everythingin Canadian education, but offers noconstructive solution to the many modernand trying problems facing educators andeducational administrators across our wholedominion. Her method was to retire toher cloistered seclusion, armed with a massof Canadian curriculum bulletins andclosely guarded unpublished theses. ' Withoutgoing into classrooms to view objectivelyour Canadian schools in operation,she proceeds to weaken her indictment byresorting continuouslyabusf.to ridicule andThis book has entered upon its secondedition, not because, in my opinion, it isa great professional book, but becauseevery educator in Canada is curious andhas therefore contributed unwillingly toher royalties by purdiasing a copy. Thebook will have a large circulation amongteachers, educators, and lay public. It hasappeal of a kind, but I fear it is boundto be misunderstood by people who lackan appreciation of the meaning of education.The book consists of a mass ofexaggeration, sweeping generalization, personalprejudice and even spitefulness.Education is ever under criticism andnow we hrtve a bitter, unscientific attackon Canadian education by a member of aliberal arts department of the Universityof Saskatchewan. In her criticism of educationalresearch. Dr. Neatby states that"if research is to get to the heart of thematter, there should be a project to discoverthe correlation between indoor toiletsDr. A. L. Doucette, Director of theCalgary Branch of the University ofAlberta, replies to Dr. Hilda Neatby'sindictment of Canadian education andappeals for study of the best methodsof achieving the fundamental aims ofeducation.FEBRUARY. 18B4313

and the power of critical thought." Thisis vulgar, but not humorous! It is noteven a relevant statemert. With one fellswoop she belittles all Canadian educationalresearch. Let us admit that theremay have been, here and there, a measureof triviality in the field of educational research,but ihere is no need to bring itall down to the level of "milady's"plumbing.DR. NEATBY makes a few good pointswhich educators should attend to, especiallythe importance of giving greater considerationto the gifted child, the continuedoffering of challenging academic or liberalsubject matter for those who need anddesire it, and the setting up of improvedcomprehensive examinations in the highschools. One other point of view is commendablebut narrow—viz: her views regardingintellectual education. She wouldreserve this for the aristocratic fewwhereas education is disciplining the mindfor all, and this principle should be a mainpurpose of education. Disciplinary learningsin written English, mathematics, foreignlanguages, natural sciences, literature,history, geography—all these intellectualdisciplines or abilities will stand one ingood stead as an intelligent citizen in themodern world of business, industry, andthe professions;of developing boys and girls ivho ivill haveto work with their fellow-men to makethis Canada of ours a better place in whichto live. The educational process must concernitself with such matters as man'sfreedom, the development of pupil intelligence,democratic leadership, peace, andan inculcation of spiritual values. Teacliertraining programs and school curriculamust, however, be based on sound psychological,sociological, and philosophicalfoundations.People are not in common agreementas to what constitutes good education orthe best education. This is a fact becauselaymen, educators, and "experts" havedifferent philosophies of life and hence alsoof education.Education calls for a thorough knowledge of basicskills.The Canadian educational "hieraicliy,"to which she impiously refers, includes alarge number of very sincere and capablepeople who are making a fine contributionto our cultural development. This is true,despite the fact that Miss Neatby paintsall educators red and likens their methodsto totalitarian techniques. This savors ofMcCarthyism run rampant.Teachers do not deser\'e this unkind typeof criticism. President Andrew Stewart ofthe University of Alberta recently made aplea for more understanding and less criticismof the present provincial educationalsystem. He held that enough arguing hasbeen done about educational controversy.Regardless of the impact of this mostrecent of Clarke Irwin's publications, thebusiness of education will continue its task214There are five main philosophies or waysof education and eacli is based on a viewof the nature of man, the Nature of Reality,and the nature of go.?.ls" ;ind purposek.These five philosophies are: (1) Pragmatism—the philosophy of John Dewey and ofProgressive Education; (2) Idealism—thephilosophy of the conservative or traditionaleducator; (3) Realism—the philosophyof the empirical scientist; (4) Scholasticism—the theocentric or supernatural philosophyof Thomas Aquinas and'of the RomanCatholic Churdi; (4) Aristotelian ism—oftenreferred to as non-catholic scliolasticism.In this era of confusing terminology ineducation, words like integration, evaluation,democracy, freedom, growth, selfrealization,efliective living, have differentmeanings to a pragmatist or an idealist. ItTHE B. C. TEACHER

all depends upon one's point of view.Whatever one's individual philosophy ofeducation, school administration, the curriculumand educational method must.beconcerned first and foremost with the welfareof young people. It will be conceded,I am sure, that tlie typical school in anypart of Canada at the turn of the lastcentury, was in line for considerable improvement.While an eclecticism of educationalphilosophies is difficult, all curriculum reformshould be carried out in terms ofpoints of general agreement rather thanemphasizing ultimate or extreme differences.Most articles dealing with philosophy ofeducation stop at this point. Let us, however,continue to an eclectic conclusion onwhich we can all agree in this matter ofCanadian education.1. EDUCATION begins with children,the most precious unit of human society.2. EDUCATION is the life-blood ofmoral and intellectual progress.3. EDUCATION will be most fruitful ifonly the best intelligences are recruitedinto the teaching profession.4. EDUCATION can only succeed ifteachers receive a reward equal to theservice they render. (It is fantastic follyto preach any longer tlie sublime indigenceof teachers and preachers).5. EDUCATION must prepare citizensfor Christian and democratic living bydeveloping respect for the dignity andworth of the individual. (This is whyGreat War I, Great War II, and theKorean War were fought).6. EDUCATION calls for a thoroughmastery of the basic skills or tools oflearning.7. EDUCATION must stress as much ofoiu: social heritage as will help to interpretcurrent social issues, (The Golden Age ofGreece was the beginning of our WesternCivilization).8. EDUCATION must consider the improvementas well as ;the transmission ofour culture or'man's past experience.9. EDUCATION should aim at ultimateself-discipline of the individual.10. EDUCATION should develop anappreciation for the good, the beautiful,the true.Education sliould aim at ultimate self-discipline.These ten conclusions are avenuesof common understanding or agreement.Teachers, educators, and history professorsmust search for the best ways to accomplishthese aims. We should frown upon acomplete aristocracy of the intellect or anextreme idealism "as expressed in Dr.Neatby's book. Rather, should we proceedaccording to Hegel's theory of history byfinding a happy medium between theworship of tradition and a naive acceptancein education of fads, frills, andfancies. Even John Dewey and WilliamJames, disciples of North American pragmatism,were by no means faddists.Canadian schools are the repositories ofour culture. Canadian teachers may holdtheir heads high for they are the custodiansof our democratic ideals. Canadian educatorsneed not stand accused, but mayhonorably defend themselves against Dr.Neatby's denunciation.Education extends outward and beyondthis lady's cloister of the History Departmentof the University of Saskatchewan.>: Education extends beyond even the narrowconfines of every Canadian classroom.Education ret.:hes out into our twentiethcentury world of change, of action, andof .tremendous happenings.".FEBRUARY; igs4t^„^_,"'••••,:";!«15

5. They encourage partisanship and politicswithin the school and outside it.6. They ina-ease the insecurity of teachersby making assurance of increments andadvancement uncertain.7. They divide teacliers—e^'en more thanthey are divided.8. They increase the demand for transfersfor the sake of the ratings.9. They relegate teacliers to becomingitems of debits or credits on principals'registers.10. They bring to bear upon teachersmany types of pressure and among theseare threats to academic freedom.11. They are clesigned to balance schoolbudgets by granting fewer and smaller increments.1 12. They prove that they are invalidsince an individual's professional ability onone scale would not be identical to hisscore on another scale.It is significant that a number of thesesystems have dropped the practice withinrecent years.Finally, the following experience willserve to make clear the feelings of anindividual teacher on the subject. In Gary,Indiana, Merit Rating was introduced in1921, and was fought by the teachers until1947, when, with the help of organizedlabour, they achieved a single salary scalein its place. I will leave the teacher totell her own story:"I was a part of tliat movement and Iassure you that as a morale-buster nothingcan be better than so-called merit rating.It works out as a budget-cutting device."In Gary, only 25% of the teachers,could be rated 'A'. These 'superior teacliers'advanced by 5200 annual incrementsto top salaries.. B's advanced by $150 annualincrements to lesser top salaries; C'sadvanced by $100 annually to still less, andD's had no increment and had to qualifyfor the C group within 1 year or be dismissed."There were different salary schedulesfor Senior High, Junior High, Intermediateand Elementary Grades. Excelleiit firstgrade teachers were struggling to get juniorMr. R. E. Cooper of Chase and MissE. FcKird of Kamloops were named bythe Central Mainland District Councilto study j)rop()saIs for the evaluation ofteachers. They rc{)orted to the Christmasmeeting of the Federation Executiveand will prepare a rejwrt for the1954 Annual General Meeting.In this article Mr. Cooper indicatessome of the di.satlvantages of meritratings.high or high school credentials in orderto get an adequate salary when their 'heartswere left in the first grade,' and they Averenot successful with older pupils."You may be interested to know thatall the time that the merit rating planwas in force during my employment, Ihad a superior rating—the last 99.6. Nowyou know and I know that that figure wasarrived at by devious processes. No one^vas ever that good, but I keep the littleofficial document. I shall try to impressmy grandchildren some day. With a senseof humour one might well demand of thesupervisors, 'what happened to that .4%of a point!'"The administration never could imderstandwhy I helped lead the fight toabandon merit rating. The depressionreally showed it up. We were forced bythe administration to vote ourselves a percentagewise cut, which wasn't enough tomeet the' dwindling budget, so teacherswho had been rated superior for years becameonly good and the good ones becameaverage and the bottom dropped outof the average group — so many becamepoor, but were retained nonetheless."It always work.s as a budget-paring deviceand the possibilities for increasingturnover and demoralizing teachers arc infinite.I can't think of anything morestupid than digging up this ghost againwhen we already have a teacher shortage.There are too many people left who rememberthose 'good old days Lf merit rating'that stimulated teacher unionism andsingle salary schedules."FEBRUARY, 19S4

IS THERE TOO GREATAN EMPHASIS ONDEGREE CHASING?RAT RACE-ERMINE STYLEBy STANLEY D. MEADOWSSHORTLY after tfie war tliere was appointedto my staff a teacher who wassupposed to have just completed his training,but who, as yet, had not had anypractical teaching experience. He wasnearly forty years of age, married, withtwo children, and previous lo his war experiencehad spent considerable timeworking in the technical field in which hewas now about to teach.His personality, life experience, practicalexperience in his field of endeavour,and, as it s:urned oirt, the principles underwhich he had been brought up, made himideal material for his new profession.His first year, or at leas: the first partcf it, proved to be full of difficulties, forthe simple reason that he tried his bestto apply what he had been taught in histheoretical teacher-training. He tried hardto accept and apply what had been sostuentifically and rosily painted around arather tliin principle. The trotible was hetried so hard, and believed so thoroughly,that he conipletely lost sight of^the assetshe had right at his elbow. As he graduallyfound his feet, and followed the advicegiven by his experienced friends, hebegan to forget and remember, to forgetthe recent and recall the past. He shortlybecame not only a most successful teacherbut a happy member, of the stafic.' Some time ago, during a panel discussionon teacher-training, a prominent educationaloflicial from Manitoba commentedthat they often encouraged their teachersin-trainingto work a while at some otheroccupation, even if it meant wielding apick and shovel. On being asked whatcredit was given for such experience hejust smiled.A leading British Columbia educationalexecutive told me that not long ago hewai: attending a conference in California.He was given a lapel card on which waslettered his name, prefixed by the title,"Doctor". When he informed the giverthat he did not have a Doctor's degree, hewas told, after a moment of surprise, tojust leave it since practically everyonethere was possessed of such a title.The best Y.M.C.A. secretary I have evermet left the "Y" service, and is a successfulman in the insurance business. Thereason he left was that since he did nothold a university degree, his chance ofpromotion was stymied. He was aboutthirty years of age at that time.Is It Only Intelligence?At the present time, I am told, there isa shortage of nurses, and that candidatesare hard to get, despite posh quarters andtraining conditions. Yet the girl going intonursing must qualify for university entrance.A doctor friend of mine told methe main reason is that such affords aready intelligence test. Why is ,i|j not possibleto take any high school gra.^uate withTHE/ip. C. TEACHER

the proper subject and personality prerequisites?I heard a high ranking social workexecutive make the statement that soonshe expected every woman on her staffwould possess a university degree. Herambition to obtain more degrees for herselfprompted her to seek and obtain anotherposition, for which many offeredthanks.More And MoreAthninistrative and executive positionsin the educational field now demand, notone University degree, but two at least,Many a good man, possessed of one degree,and a great deal of successful experience,is spending his summers and hishealth to qualify on paper.I am a principal of a school and havebeen so for many years. I am even paida bonus because I have a certain universitydegree. In my own opinion I should nothave this extra money. I am as proud ofmy profession as anyone in it. I believethere should be a minimum essential toguarantee professional rating. I believethat today the minimum qualification formy position should be a university degree.After that, quality of service should ratethe incumbent for promotion to a biggerand more lucrative position. To nail astick to the donkey's head, hang a carrotfrom tlie forward end of the stick, to befollowed where the carrot listeth, is anothermatter. The more paper, the higherrating, the more money, too often cannotbe described otherwise.No one believes in higher educationmore than I do, if there is some justification,for the expense, both.to the individualand to the State. But education and formalschooling are by no means synonymous,and time in school does not necessarilyeducate. Holding power to an increasedage, in itself, is no argument in favor offurther schooling. It would be a grandthing if every boy and girl could have ahigh school education of the proper sort,barring a few exceptional cases. Aftergraduation from high school by all meanshave the youth proceed to university iftlie objective is an asset, and cannot bedescribed as social or matrimonial. Freeschooling is a grand thing if it is education,but let us be sure just what is ourbest medium.Education costs at the present time arecoming under considerable fire. That isgood if the criticism is unemotional. Thisis sometimes hard to guarantee. It isdangerous to become smug. It is safe tobe realistic. Has our higher educationdangerously snowballed on a mutuallybeneficial exchange of books, treatises, lectures,courses, degrees, and more, and morecustomers called students? Have we overplayedthe obscure and neglected the obvious?Have we magnified details and lostprinciples? Are we education consciousor degree crazy?The public is prepared, in my opinion,to pay for education as long as confidenceis maintained. The minute that confidenceis disturbed, who suffers? The very lifeblood of education, the teacher. He willbe the first to be hurt, because in themass his salary provides the greatest educationalexpense. It may be true thatto encourage more and better teachers, weshall need to increase their professionaland financial recognition to the extent ofdiscountin;-. to a certain degree, theprestige of some affiliated experts. Thatstatement does not at all depreciate thevalue of our many sound and proven educationalpartners, for example, our healthorganizations. But there is such a thingas making our profession spiritually,financially and realistically attractive.A Re-emphasis NeededBy all means let up keep our degrees,but Jet us reallocate them. Let us makethe Ph.D. degree more than a twenty-fouryear-old accomplishment, promoted bymother's ambition and dollars. Let usrealize that the doctor's degree used tomean an accomplishment in life that suggesteda service to humanity; somethingthat depended on acts rather than marks;something that came after maturity. APh.D. degree should be more rjhan amutual means of address, no matter howdignified the build-up.FEBRUARY. t9S4i3i»

A SCHOOL BAJND PROJECTBy FRED S. TURNERTHROUGH long association with MusicalFestivals, I have come to regardthem in a very critical manner. I believethat they are the cause of a great deal ofheartache and jealousy, with a highly overratedvalue in the world of music. Havinghad both the experience of winning andthe trial of losing as a competitor myself,I feel that I am in a position to speak withat least some authority on the subject. Intwenty-five years of active Band work inthis province, I have yet to attend one ofthese competitive-type Festivals withoutseeing children hurt in one way or anotherthrough having taken part in theFestival. Surely this is not a state of affairsthat should be encouraged.Instead of this, here is the plan forformation of new friendships, educationthrough travel, music education tliroughparticipation, and sympathetic understandingof the problems of others that we haveevolved. First let me say that "We" is Mr.G. McKinley of Oliver, B.C., and myself.Mr. McKinley trains and conducts theSouthern Okanagan High School Bandand also its Choir. I train and lead theNew Westminster Lions Club Band, whichis not technically a school group, but is ineffect the N. W. Junior High School Band.. Our plan is simply to exchange visits.The New Westminster group paid its ownway to the Okanagan centre, and played aMr. Fred S. Turner of New WestminsterJunior High School outlines aproject which he and Mr. G. McKinleyof Oliver have developed which theythink provides all the advantages of participationin Musical Festivals and atthe same-time"prevents tlie heartachesand jealousies sometimes experienced byFestival participants.concert in Oliver. While we were there,our boys billetted in the homes of boysand girls nearly their own age, who weremembers of the S.O.H.S. Band or Choir.Wc were entertained royally, and in amanner designed to be educational. Ourgroup saw the irrigation project, orchards,jjacking plants, a type of desert vegetation,an Indian Reserve, a rodeo, and innumerai)lethings common to life in our famousOkanagan, but not familiar to children onour Coast.Many Teaching SituationsWe were guests at a banquet, (incidentally,the first banquet many of ourgroup had ever attended, and thereforefilled w^ith opportunities for teachingmanners, etc.), and of course were giventhat marvellous hospitality for which theOkanagan people are so famous. As a matterof fact, this was one of oin- best opportunitiesfor teaching. The group from theCoast was amazed to see how much thepeople in the Okanagan were willing to doto give them a good time. They promptlyhecame zealously pro-OkanaganlWidi the proceeds of the concert inOliver, their group then journeyed to ourcity. Our boys and girls ^vorked almostfeverishly to try to entertain their guestsin the same manner in which they hadbeen treated. Their group learned aboutports, mills, boat building, our lush greenvegetation, our parks, the Airport, etc. Thewhole plan came to a climax with theirconcert in our Auditorium.In all, two hundred youngsters participated,with results that we feel sure are oflasting value. They also had the privilegeof playing to the best of their ability inthe other town, and then had the satisfactionof hearing their playing praised bypeople they knew and liked.THE B.C. TEACHEH

SPEAKING AND WRITINGBy LESTER I . PETERSONONE of the teacher's most difficult tasksis the development of ability to write.The ability to talk and to express ideasorally develops early. By die time a childbegins school he has a vocabulary which,with but few additions, will serve him inhis daily speech throughout life.It might seem logical to suppose that asthe child learns the mechanics of writing, hewill express himself as easily on paper ashe does in conversation. Teachers do nothave to be told that the facts are otherwise.They struggle incessantly throughout thestudent's school life to raise his compositionstandards above the level of his everydayspeech, and fail generally to bring it upto tliat level. Even Junior Matriculationstudents write incomplete and run-on sentences,and evince in their writing anawkwardness of expression that has longsince disappeared from their speecli.School students write below the level ofordinary speech. Experienced writers, whoin their youth shared in this inability toexpress tliemselves easily on paper, writeabove die level of ordinary speech. Whatbring? about the difference?Practice and individual proclivity areobvious factors. Not only professionals andscliolars wite well, however. Almost anybodyexpresses hirnself well when he writeson a topic that interests him, or has somethingto tell tha. ijij'bf himself. Every oncein a while a teacher finds such a compositionamong- the stacks that he must read,ftitnd rccognizes^its individuality.i> With this truth in mind, teachers haveattempted, and have been encouraged toattempt, to discover students' tastes, and to.have them write about things they like.The problem is that the student, writingeven only one theme a month, cannot possiblydevelop uue interests as rapidly as hemust write about them."The difficulties of teaching a studentto express himself well through theassignment of essays is accentuated becausetopics must frequently be chosenfrom course content, thus preventing thestudent from ^vriting about a particularinterest," says Mr. L. R. Peterson ofElphinstone High School, Gibsons.Even if he could do so, the teacher, particularlyin the secondary school, cannotgive him such complete freedom of choice.The assignment of essays is a teachingdevice as well as a means of developing literaryexpression. Topics must frequentlybe chosen from course content, and theessay itself must show evidence of an advancein factual knowledge as well as inwriting skill.The student, then, cannot write aboutwhat he loves, but must learn to love whathe writes about. This is the teacher'sphenomenal task, that of developing in thestudent a curiosity in and an eagerness totackla topics in English, in the SocialStudies, and in the Sciences.Each new title is a problem that wantsinvestigation. Each answer makes the investigatorthat much more of an authorityin his subject as well as more competentto express himself.No amount of contact with good writingwill produce good writing unless the contactis accompanied by a state of mind conduciveto its production. The history ofliterature has produced an abundance ofexamples to show that correlation lies, notbetween good writing and scholarship, butbetween good writing and interest. In thenebulous realms of originality and self-expressioninterest must carry the day if it isto be won at all.FEBRUARY. 19S4 221

BUSINESSTOGETHERBy CHUCK BAYLEYTHE Board of Trade is the voice ofbusiness and industry in Vancouver,and with this city being the largest inB.C. and the third in Canada, the Boardexerts a substantial influence on our localeconomic, political, and social life and onthat of the entire province.The 67-year-old organization has over2,300 members. They belong as individualsor as the "nominee" of a firm-member.Annual dues range from §35.00 up past§2,500.00, the scale being related to thenumber of employees.The Vancouver Board of Trade, and thename, "Board of Trade," is synonymouswith "Chamber of Commerce," runs itsown show. It deals directly with governmentand widi other organizations at anylevel even though it is affiliated with andoften acts through the B.C. Chamber ofCommerce and the Canadian Chamber ofCommerce.In speaking for business and industryas a whole, and not for individual personsor companies, the V.B.T. has two objectives—to serve its members and to serve tliecommunity.Board CouncilWhen the Board of Trade speaks, it doesso through the Board Council. This is alarge body, deliberately large to give awide cross-section of opinion and to neutralizeany special interests. The Councilconsists of:223• tlie President, Vice-President, andHonorary Secretary• eighteen elected members• ten Standing Committee chairmen• ten Bureau chairmen• twelve Past-PresidentsThe Council formulates policy on thebasis of its own studies and on recommendationsfrom the ten Bureaus and the tenStanding Committees. These StandingCommittees indicate the areas in which theBoard of Trade has a stake-Agricidture,Education, Fisheries, Forest Products,Health, Industrial and Labour Relations,Legislation, Mining and Petroleum, PublicRelations, and Taxation.Board BureausThe Vancouver Board of Trade has someneat arrangements to bring together memberswith common interests. Members belongto one or more of the ten Bureauscovering a particular aspect of businessand industry. These ten Bureaus are:aeAdvertising and SalesB.C. ProductsForeign TradeShippingTransportation and CustomsCivic AffairsWholesaleRetailInsurance, Financial, and Real EstateEngineeringTHE B.C. TEACHER

Each Bureau conducts its own program,naturally within the framework and generalpolicy of the Board of Trade. Together,they give a great volume of activity.The V.B.T. 19.52 Annual Report shows 568meetings in the year, more than ten aweek.the inquiries deal with trade, transportation,business opportunity, and industrialdevelopment.SolidarityBecause of its size and the diverse andsometimes conflicting interests of the 2,300members, the Vancouver Board of Tr^deSecretariatuses a number of devices to achieveLike the B.C.T.F., the Board of Tradesolidarity.has a secretarial staff to perform a multitudeof duties. It consists of an executiveNew members are inducted in an eveningat the V.B.T. offices in the Marinesecretary, assistant executive secretary, sixBuilding. Here, they meet top Councilbureau secretaries, and clerks.members and the secretarial staff and getThe office stjiff makes arrangements foran insight into activities and services.luncheon and committee meetings, clinicsand institutes, and campaigns. It conducts The numerous committees help to maintainmember interest and to increase fel­special surveys ;ind edits a number of publications.The J latter include the V.B.T. lowship. Last year over 500 membersBulletin, Tear Sheet, Solicitations Bulletin, served on committees. Two Bureaus oftenAnnual Sur\'ey of Major Charities, LegislativeReview, and the Industrial and or a series of lectures.hold joint meetings or co-sponsor a clinicStatistical Review.The Board itnelf holds only about eightThe secretarial staff also handles inquiriesor nine luncheon meetings a year, tut theyfrom members and from othersources all ovei: the world. The bulk ofare generally to hear a national or internationalfigure.C.T.F. reports on . . . .DUTIES AND TAX. EXEMPTIONSBy G. G. CROSKERY, C.T.F. SecretaryONJanuary 12th the President andSecretary of the Canadian Teachers'Federation met .with Dr. A. K. Eaton,Assistant Deputy'v Minister of Finance, todiscuss certain resolutions from our 1953annual meeting. \The resolutionsiand comments relativeto the reception by Dr. Eaton are as follows:\(Note: There is no verbatim record cfDr. Eaton's remarks which at times werequite lengthy but, I believe, these commentscover the main points brought out).FEBRUARY. ieS41. Whereas some tools and equipmentuseful in tlie school room manufacturedin the United States are not available inCanada andWhereas a teacher who purchases suchtools or eqiiipment from the United Statesmust pay a heavy duty on them, renderingimpractical such purchases whicli woulclother\\'ise be beneficial to teachers andpupils;Be it resolved that appeals be madethrough the proper channels requestingContinued on page 226223

NOMINEES for BMiss H. L. CRYDERMAN, VernonNominated foroffice of PresidentJ. PHILLIP.SON, William LakeNominated foroffice for 1st Vice-PresidentI. D. BOYD, VancouverNominated forolfice of 1st Vice-Presidentv.. L. JENKS, New WesUninsterNominated forolfice of 2nd Vice-President224 THE B.C. TEACHER

.T.F. OFFICESThcsi: tiicmliers linvc beennominated by the ExecutiveNominating Committee fortlie various offices indicated.Not pictiired is Aliss M.E. Cottingham of Vancouverwho has been nominated fortlie office of 2nd Vice-President.H. N. PARROTT, SookeNominated foroKice ot 2nd Vice-PresidentC. G. ARCHIBALD, IJurn.-iby MISS J. I. FRASER, VancouverNominated forNominated forFEBRUARY. 1954225

Conlinucd (roiu page 223the federal government to revise suchduties, in the interests of education.It is questionable if teachers are involvedto any appreciable extent in such purchases.Isn't this a matter for SchoolBoards? The Department of Finance hashad no request from Trustees regardingthis matter. School Boards and educationalinstitutions can get redress on certainitems.2. Whereas the use of visual aids in edticationis being restricted by customs duties,excise tax and sales ta.xes;Be it resolved that the Canadian Teachers'Federation urge the Government ofCanada to remove all customs duties, excisetax and sales taxes from 16 mm. filmprojectors and all audio and visual aidswhich are to be used by non-profit-makingagencies for educational purposes.As in No. I, considered to be a matterfor representation by Sdiool Boards. Itwas pointed out that sudi equipment isnow exempt from excise tax when importedfor educational institutions, etc.,but it is still subject to sales tax.Buildings and Equipment3. Whereas the cost of constructing andfinancing schools is greatly increased bythe 10% Federal Sales Tax, andWhereas this tax must be paid from atax structure now conceded to be inadequateto carry the growing educationalload;Be it resolved that the Canadian Teachers'Federation press the Federal Governmentto grant exemptions from the NationalSales Tax on all supplies (includingbooks and printed materials) and materialsneeded for the operation and constructionof Public Schools.Books are now exempt from sales tax."Printed material" is too general a termdifficultto draw the line. "Supplies" istoo general a term. Dr. Eaton impliedthat there might be some possibility offavourable consideration if requests weremade for exemption for specific items. Theresponsibility for naming items and provingthe need rests with those making suchThe Federal Government is still not prepreparedto allow expenses of attendingsiunmcr school as deductions from taxableincome.requests and not with the Department. Itis impossible to make a "blanket" exemptionof all "supplies" and "materials" asrequested in this resolution.4. Be it resolved that the CanadianTeachers' Federation continue its efforts tohave allowed as deductible from taxableincome:(1) expenses in attending summer schooland other professional courses,(2) supplementary pension contributions,(3) professional books and magazines,(4) expenses of attendance at conventions,(5) living expenses while absent fromhome marking examination papers.The Canadian Go\ernment's view of incometax is that a person's salary or wagesconstitute net income and there can be nodeductions therefrom except in case of contributionsto approved pension plans withcertain limitations and in the case of professionalor other fees where such are compulsory.We were told that the government cannotlet teachers have these concessions andnot grant the same to others. It was intimatedthat the main reluctance to grantingany of these requests is that of definitionsso as to prevent matters from gettingout of hand. Abuses creep in. The administrationof sjpecial exemptions of thisnature is too difficult.There appeared to be considerable personalsympathy with part (1) of this resolutionif the attendance was necessary tocontinue to hold a position. Voluntaryattendance at a course or summer schoolwould be considered as a capital gain fromwhich one would accrue benefits over succeedingyears and, tlierefore, could not beclaimed as a charge against income of anyone year.There was also sympathy evident in relationto part (4) but no evidence of hopethat redress would be considered.226 THE B. C. TEACHER

OUR INDUCTION CEREMONYWHAT ABOUT ONE'S RESPONSIBILITIES AS A TEACHER?By B.C.T.F. Iiiduction CommitteeDURING the past year and a hall anumber of districts in the Provincehave made use of the Induction Ceremonyand presentation of Membership Certificatesto new teachers. It is the hope ofthe Committee responsible for these innovations—ahope shared by the entire ProvincialExecutive—that before too long alldistricts will use them for all new teachers.We envisage that in this way the Ceremonymay become an honoured tradition of ourprofession. Thus it can make a valuablecontribution to enhance self-respect withinthe group and community respect fromthose without.The purpose of formalizing this step ina teacher's career is to emphasize its importance,to fix attention upon the idealsembodied in membership in an old andhonoured profession, and to impress youngteachers with the responsibilities suchmembership implies. Perhaps it shouldbe pointed out that none of those responsiblefor this innovation are naive enoughto imagine that such a step, of itself, islikely to imbue teachers overnight with adeep reverence for their profession. Yetit is, we sincerely believe, one useful andspecific step along an important road. Sonicalready exist and others, we hope, willfollow.Some have indicated tliat the whole ideacan so very easily descend to the ludicrous.Quite true. So can attendance at Church,an oath of office, or, for that matter, afuneral, if one is so inclined. Those ofus who have developed this idea over thepast two and one half years have, however,too much faith in the good sense and sincerityof purpose of the vast majority ofpeople who enter teaching to have anyfears that such will happen. We wouldlike to emphasize, nevertheless, that theultimate eifcctiveness of the whole plandepends upon the sincerity and respecteach member of the profession is willingto accord it. In all other respects it muststand or fall on its own merits.Responsibilities Established By LawIt has been drawn to the attention ofthe Committee that some niembers, orprospective members, have been reluctantto pledge their loyalty to our professionalassociation. To these we would point outthat, by the laws of this province, membershipin the association and adherence toits Code of Ethics are compulsory for allwho wish to teach. We feel, therefore,that our Induction Ceremony and MembershipCertificate merely constitute aformal and public expression of a step eachof us must take in any event, and of whicheach of us was fully cognizant. Nothinghas been added which does not alreadyexist directly or by implication in theacceptance of one's first teaching positionin British Columbia. There is nothing inthe Ceremony whicli could possibly be interpretedas an infringement upon thepersonal rights and privileges of the individualteacher.Some feeling has also been expressedthat many would like to have seen theInduction Ceremony place greater emphasisupon one's responsibilities as ateacher. The Committee was fully awareof this, but felt, and still feels, that theacceptance of these responsibilities is inherentin one's securing a teaching certificate.This Federation does not, in anysense, control teacher certification. That isthe prerogative of the Department of Edu-FEBRUARY, 1984 227

c.'Uioii and tlie icachcr-training institutions.Oin- over-all pUm lor the iiulocliirialionof siudcnl teacliers en\'isages such a l'f)ruialoaili at tiie lime of graduation, conductedby and at the Icachcr-iiaining instilutions.I'iiis has already been reconiuifntled to theDepartinciit and we have liojjcs that beforelong il will become a reality.The Induclion Ceremony with which wcarc concerned at the nioiiient is that whichdeals with a teacher's acceptance of professionalmembership, something apartfrom the acquisition of a leaching certificate.It is this step which wc wish, inour Ceremony to emphasize, and AVe wouldnot like to see the two ideas confused. Wedo not imply that we feel the latter ismore important lhan the former, for suchis certainly not the case, but feel that weshould confine our attention at present tothat which concerns us as professionalmembers and over which we have directcontrol.All teachers should realize that MembershipCertificates are now available foreveryone in the Province. These can beobtained by writing directly to the FederationOffice or by application through aLocal. Comment indicates that those whohave seen them feel they make a handsomeand appropriate document. They are provided.11 no tost lo the teacher, but if oneAs'ishes to have a copy tniiiicd, these canlie ])n)vi(led by the Feileration Olfice for afee of two dollars. The Executive and theIndoctrination Corniiiittce hope that alliiienibcrs will secure framed copies since itis intended that they should be displayedin offices and classrooms. While there isiKJlliiiig mandatory, of course, about thisslcp, it would seem to be the logical thingto do, and the Provincial Executive hastorinally requested that all teachers displaytlicni. .Some teachers have cxjjressedleliiciance to put them up, feeling thatit smacks ot ostentation. Surely the procl.iinationlo the public of one's membershipin a professional organization which hasearned v.idespread public rcspccl and admirationis not something about whichone need feel reticent. Other professionsdo this and are respected for it.It cannot be repeated too freijucnily thatthe prestige of any group depends largely,if not entirely, on the value placed uponand respect for the task such a group undertakes.Teaching is no exception. Nomagic formula exists to create this attitudeif it does not exist. Perhaps, however, aformal and public expression of this attitudewill be one step in reminding eachof us dial wc really do possess it.IfJJRe'« the Imaflre of bin father • . •228 THE B. C. TEACHER

New C.T.F. Headauarters|N Tluiisday, janiiiiry IJ, 1951, nicmbc'is;incl fiiuiids of ihc Canadian'leachcrs' T'ecleraiion from all ])iirls ofCanada assembled al. 'Ill Alacl.aren StrecL,Oiiawa, lo pariitipatc in ilic official openingof "C. 'J'. 1'". House." President 1...John Prior of Soiitli F>iMnal)y, cut ihe ribbonand declared our national head(]iiarteisofficially open.In I9'18, shorlly after Mr. GeorgeCroskery of Oitawa became first fuU-iiinesecretary, the C.T.F. Ollice 'w;is Iirst establishedthere in rented sj)are. A buildingfund was .soon begun through the donationsof provincial teachers' organisations.By 1953 this fund was large enough, withthe assistance of a loan from the SaskatchewanTeachers' Federation, to purchase anattractive three-storey building near thecentre of the national capital.In his ceremonial remarks, Mr. Priorsaid in part:"We have no illusions that this unpretentiousbuilding of itself will performgreat iniraclcs. The spirit which it symbolizesis the imporiant thing. This spiritreflects the conviction that teachers andteachers' organizations in Canada shouklknow more of one another, that there :ireareas in which we can and should work togetheracross provincial boundaries wiilioutprejudicing tliosc provincial rightswhich are held so dearly by us all. Experiencehas shown that this is possible."To these ends, teachers of Canada havenow made an investment in the future.This milestone we note with some modestpride."The experience of Mr. Prior in theopening of ofiices for teachers' professionalsocieties is probably unique in Canada.During his term as President of theB.C.T.F., he officiated at the opening ofour building at 1G44 West Broadway. Lastfall, in Halifax, he was one of the principalspeakers at the official opening of thefirst permanent office of the Nova ScotiaTeachers' Union..\ \ciy imjiressive pan of the ceremonyal "C. T. F. Mouse" w.is the unveiling ofa ])la(|iie in memory of the late Dr. C. N.Ci iitchlii^ld. Dr. Ciiileldiekl was ])resitlentot C.T.f. in 1929, .MKI e.inied out ihe(luiies ot secrel.'ii y-treasurer, ou a part-limebasis, lor lourleeii years. The (!au;uliaiiTeachers' federali(jii owes much lo hisInresighi, to his tenacity in upholding therights ot teachers, and to his unswervingloyally in keeping ihe C.T.F. ali\e iluoughililhculi years. —W. \'. AI.I.ILSTICR.C.T.F. President John Prior of Uurnaby officiallyopens C.T.F. House, Oitawa, while looking on tohis left are Councillor W. McCann representingthe city of Otiawa and Earle Jellcy (P.E.I.). Inthe second row are George Glashan, Montreal;C.T.F. Past President Dr. M. Conway, ^Vinnipcg,and Bnice Wiggins, Swift Current. In the centreback row is another C.T.F. Past President, DaveC. Munroe, Montreal, who with Nelson Cratchficld,unveiled a plaque in memory of Mr. Crutchfield'sfaUicr, the late Dr. Charles N. Crutchficld,a former president and secretary-treasurer of C.T.F.FEBRUARY, 1954 329

A P.R.O. Serves Many MastersBUT CAN EXPECT ASSISTANCE FROM SEVERAL SOURCESBy FRED. S. SHIRLEYWHY is tlie well-meaning public relationsofficial, after many hours ofarduous work, discouraged or disappointedwhen the newspaper or radio station hasnot rushed to communicate to the public,the material prepared? How can he justifyhis seeming inefficiency to his organizationwhen something it wished publicized cannotbe found in the columns of the localpaper?Public relations officials must realize thatthe interests of those who receive theirofferings are as important as the wishes ofthe group they represent. The beginnerin this field is often more concerned aboutthe people he wishes to serve than he iswith newspaper editors and radio programdirectors.The P.R.O. must deal with human beingswhen he enters the newspaper orradio station office. This is a factor morepeople should understand. Ignorance ofthe other person's problems is the chiefsource of difficulty.A newspaper has to be a profitable businessfor its publisher. Advertising, anecessary source of income, must receivesufficient space in spots of potential advantageto the advertiser. Circulation willMr. Shirley is another of our contributorswho attended the Writers' Courseat last year's B.C.T.F. Qualicum Workshop.He is on tlie staff of the PentictonHigh School and has served for severalyears as the Public Relations Co-ordinatorfor the O.V.T.A.330determine the idtiniatc amount of spaceavailable in the paper.The editor must place his news in theremaining columns after the advertisinghas been allocated. Often there are moreitems than he can use. Which is of greaterimportance—"the destruction of the localhospital by fire with heavy loss of life," or,"John Smith receives honourable mentionfor an essay on Safely First"} The editormust decide which are the most importantitems at the time. If there were sufficientspace, the story on John Smith's essaywould run without doubt.Must Be Of General InterestMany an amateur public relations officerpresents a story which seems of importanceto himself or to his group. In his enthusiasm,he generally fails to see that thematerial may be of negligible interest tothe rest of the community.An editor has other problems to considerin addition to the amount of space hemust fill by a certain deadline.Problems of personnel confront the editor.He is also required to cope withthe wishes and complaints of the paper'sexecutive. Mucli time can be lost for himif he has many outsiders to deal with.Public relation officials fall into this category.On small town papers the situation maybe more complex. Here many staff membersfill more than one position.All these factors should be kept in mindby the P.R.O. If he knew the editors informally,many problems would be .solved.Newsmen are anxious to know about otherpeople and their jobs.THE B. C. TEACHER

In dealing with the news editor or theprogram director of a radio ;:tation, asimilarity to the newspaper will be foimd.However, time, not space, is the chief concernin this newer field of cbmmtmication.Private radio broadcasting is a moneymakingbusiness. The advertiser buys timeto sell his product. Commercial rates fordesirable listening time are considerablyhigher than those of lesser audienceperiods. The program director must considerthis when allocating spots for freeprogramming to various organizations.The news editor must fit his news tofill definite time limits. While desirousfor items of interest to the community, hehas to provide information to local listenerson matters of national and internationalimportance.Recognize Other's ProblemsSmall local stations have personnel andprogramming difficulties. Here, too, staffmembers are occupied with more than onetype of work. Their deadlines often occurmore rapidly and they are active in helpingthe consumer-reception of their product.Small independent stations have to relyon recorded music for their program content,and therefore, they generally encouragelive shows with free talent. However,everything does not go. The number oflisteners the program can attract is theyardstick in measuring suitability.Sometimes, a P.R.O., through lack ofknowledge of broadcasting, expects toomuch of the radio station. A zealous officerfor an organization is constantly searchingfor ideas. Such a person may think adramatic series based on the everyday lifeof a family will impress the public onmatters of interest to his group.A program director will give a sympathetichearing to anything new. When thestation is left to carry out the idea withoutfurther material, it may be left to gatherthe cobwebs and dust of forgotten ideas.Scripting and production costs money.Money will be spent for something of valueto the station, but not for every schemethat is laid before it.A local P.R.O. who had an interest inradiO, s])enc a great deal of lime aroundthe station picking up poiiuers withoutannoying the staff. Eventually, he arrangeda series of talks for P.R. purposes. As hegradually gained confidence, he decided toexperiment further and in so doing gotthe program out of a rut.By looking around, he found a suitablescript, available in the United States, freeof charge. He made his own adaptationfor Canadian production %vith the adviceof the continuity room. After casting theplay, he arranged a series of rehearsals. Bynow, some of the staff became interested.They gave advice and a few gave their owntime to help. The station personnel concernedwere as thrilled with the success aswere the main participants.This close co-operation, in what becamea mutual venture, brought about a greaterunderstanding of the other fellow. Thisunderstanding of the other fellow isnecessary in all phases of public relationswork.Public relations is a two-way street. Thebeginner, like the learning driver, mustmove cautiously with an awareness of theothers travelling on the street.A public relations official realizes hissuccess requires service to both sides."Ccrtninly, it's 'F' in tlcportmcnl . . .I've got to let ofr steam somcwlicrc!"FEBRUARY. 1054 231

LESSON AIDS77.IT'S .\ BIRD! It's a PLANE! It's a LES­SON' .Ml.)! .Many li'atiicrs arc iioi surejust what Lesson .Aids is. Lessons Aids is aB.C.T.F. (leijartment lorservice lo the leacliersof 15. C. or any otherprovince. It is self-siipporlingllnough a largeunnovcr ot low costmaterial. An actual lessonaid may be used twoivays. One, it may servethe teacher as a readymadeDennis NickersonLesson Aids Secy.lesson on a topiche is not familiar with,or it may be valuable as a change of presentationidea—a get-you-out-of-the-rut suggestion.Two, it may be used in classlots to provide seatwork or testing. Somelesson aids are admirably suited to boththese uses, particularly Primary aids.There are 179 Aids and 1(5 Maps rangingin price from 1 cent to 22 cents. The firstpage is 4 cents and each additional pageis 2 cents. Maps are 1 cent each or 40for 30 cents. These Lesson Aids are madeup by the department or, in most cases,by teachers who feel that they have developeda useful lesson plan or idea andhave given it to the department for thebenefit of everyone. We welcome all suchmaterial.Write in for our price list and orderforms. Perhaps you can interest yourprincipal in buying a full set. All teachersfind Lesson Aids useful at some time orother; the English aids can be used inanv grade.BUYTI-IEMTRY THEMLESSOTDS.Address all correspondence to Mr. D.Nickerson, secretary. Lesson Aids, c/oB.C.T.F., 1644 West 9ih Ave., Vancouver9, B. C.(^onvciilion AccoiniHodalioiiNVONK iu need of lioiel acconnuodationlor tlu; 15.C;.'r.l''. Coiivi.niion,April li)-1^2, should (ounnunicatc as caiiyas possible with Mr. [. A. Spragge at theKicleralioii Ollic:e gi\'iug details of the (inicsof airival and dcparlurc and the type ofacconuiiodation desired.Easier CoiivcnlioH, .1954iAGAIN in 195'l, the K.C.T.F. Conventionand .Annual General Meetingwill olfer a nice balance of business,jileasiiie and inspiration. Dales are Monday,April 19, to Thursday, Ajiril 22, andthe main sessions will be held, as usual,in the Ballroom of Hotel Vancouver.Delegates will register in Salon D onMonday morning, and those concerned willattend the annual meetings of the MedicalServices Association at 9:30 and of theCredit Union at 10:45, both in the HotelBallroom.The Conve ition itself will get ofi: to aflying start with the Delegates' Luncheonat twelve o'clock. The luncheon speakerwill be Dr. Neville Scarfe, Dean of theFaculty of Education, University of Manitoba.Musical entertainment will be furnishedby the "Four Bits," assisted anddirected by Mr. Ivor Parfitt. A feature ofthe luncheon programme will be thepresentation of the Fergusson, Charlesworthand Christie Awards.At three o'clock, the first business meetingwill open in the ballroom. Beforethe delegates turn their attention to reportsand resolutions, ihey will hear anaddress by the Honourable Robert W.Bonner, Minister of Education.On Monday evening, the B.C.T.F. Co-OpAssociaiion will hold its annual meetingat seven o'clock, and the second session ofthe Annual General Meeting will follow ateight. Continued on page 2-18332 THE B. C. TEACHER

PUBLIC RELATIONS OFFICERThe B. C. Teachers' Federation invites applications for theposition of Public Relations OfTicer.Duties to commence September 1st, 1954, will include:(a) Organizing workshops and conferences and maintaining contactsfollowing these.(b) Handling routine correspondence -^vithin the field of publicrelations.(c) Editing The B. C. Teacher in whole or in part.(d) Preparing Public Relations Bulletins, questionnaires, etc.(e) Doing a public relations job with employers, parents,labour, etc.Starting salary dependent upon qualifications and experiencewith a maximum salary of $5,500 on the present scale of oflicesalaries.Applicants to be from the teaching profession, either male orfemale, with a minimum of five years teac ling experience.Candidates should state age and give details of qualifications andexperience. Applications must be forwarded to the—General Secretary,B. C. Teachers' Federation,1644 West Broadway, Vancouver 9, B.C.and received not later than March 31, 1954. Applications will beconsidered by the Federation Executive at its meeting onApril 23rd.FEBRUARY, 19B4233

MieniionHIGH SCHOOL TEACHERSThe ballot at the foot of this page is for your use in electing areprcscnlalive to the U.B.C. Senate.Mr. Gillie and Mr. Todd have been properly nominated for thi.sofTicc by their school .stall's.Note that the B.C.T.F. and lite High School Teachers of theprovince each elect one rcpresentalive lo Senate. The B.C.T.F, conductsthis election lor the High School Teachers only because thereis no other organization equipped to do so. The present B.C.T.F.representative on the Senate is Miss Mollie Cottingham of John OliverHigh School, Vancouver. The retiring High School Teachers' representativeis Mr. W. R. McDotigall, Principal of North Vancouver HighSchool. Any teacher employed in a junior or senior high school inB. C. is entitled to vote in this election whether a B.C.T.F. memberor not.INSTRUCTIONS FOR VOTING1. Vote for one candidate only. Mark your ballot X in the appropriatespace.2. Sign the ballot and indicate the name of your school or place themarked ballot unsigned in an envelope sealed and place it in anenvelope along with a slip of paper indicating your name andschool.3. Give your ballot in a sealed envelope to your staff representativeor mail it directly to the B.C.T.F. Offices, 1644 West Broadway,Vancouver 9, B. C.4. All ballots must be received not later than March 31, 1954.__J5AIJ[X)T^_HIGH SCHOOL TEACHERS' REPRESENTATIVE^"U.B.C. SENATE (3-year term)BERNARD C. GILLIEPrincipal S. J. Willis Junior High School, VictoriaDAVID P. TODD \ ~King George High School, Vancouver |Name.........School..Mark your ballot X then give to your staff representative in a sealed envelopeor mail direct to B.C.T.l". Offices, 1644 West Broadway, Vancouver 9, B.C.II334 THE B;C. TEACHER

Candidates For Executive OfficerjilHE Federation's Nominating Commit-M. tee has named the following candidatesfor election as executive officers at the 1954Annual General Meeting:1954 -1955Foi PRESIDENT:Miss H. L. CRYDERMAN.Miss Cryderman is Girls' Counsellor onthe staff of Vernon Senior High School.She is a graduate of Victoria NormalScliool and the University of B.C. SecondVice-President of die Federation for 1952-53, and First Vice-President for 1953-51.she has also served twice as a incmbcr ofthe B.C.T.F. Executive, has been Presidentof the Okanagan Valley Teachers' Assoc'.ation,and Chairman of the O.V.T.A. SalaryCommittee. Miss Cryderman has beenPresident of tlie U.B.C. Summer SessionAssociation, of the Vernon Branch, U.B.C.Alumni Association, of the OkanaganValley Music Festival Association, and oftlie Business and Professional Women'sClubs of British Columbia, and was forfour years National Treasurer of the CanadianFederation of Business and ProfessionalWomen's Clubs. Her activities alsoinclude membership in the United Church,the Vernon,Board of Trade, the CanadianClub, the Okanagan Historical Society andthe Advisory Council of the National EmploymentService. From 1943 to 1945 MissCryderman was on leave of absence to theCanadian Legion Educational Services asEducational Counsellor to the .Women'sForces in the Pacific Command.FOR FIRST VICE-PRESIDENT:MR.T. D.BOYD.A graduate of the University of B.C.,Ian Boyd has been teaching for thirtyyears, and is at present Principal of LordRoberts School in Vancouver. He hasbeen for four years a member of theB.CT.F. Executive. He was Secretary-Treasurer for 1952-53 and this year isChairman of the Finance and Benevolent1 FEBRUARY, 19S4 ^Fund Committees. Mr. Boyd is a directorof the B.C.T.F. Co-Op Association, and hasbeen secretary of the South VancouverTeachers' Association, President of theVancouver Secondary School Teachers'.Association, member of Vancouver Teachers'Council, and an executive member ofthe Vancouver Administrators' .Association.MR. J.PHILI.IPSONIf there were an a\vard for the teacherwho has logged the greatest mileage onbehalf of the Federation, Joe Phillipsonwould have few competitors. As a memberfor twelve years, and Chairman forfour, of the North Central District Council,member of the Federation Executiveand the Provincial Salary Committee,Chairman of the Committee on RuralLiving Conditions and member of theGeographic Areas Committee, Mr. Phillipsonestimates that he has travelled at least30,000 miles on Federation business. Thisyear he is the Federation's Second Vice-President. Mr. Phillipson has also beenSecretary for five years of the WilliamsLake Board of Trade, is a Past ExaltedRuler of the Elks' Lodge, and helped organizeand direct a Public Library Association.A graduate of Victoria NormalSdiool and U.B.C, he is principal of WilliamsLake Elementary High School.FOR SECOND VICE-PRESIDENT:Miss M. E. CoTTINCH.'VMFollowing her first teaching post at theFernie High School from 1928 to 1935,Miss Cottingham taught in the HighSchools at Powell River, Trail, Nelson and' Prince of Wales, Vancouver, and is nowat John Oliver High. She spent 1948-49on exchange to the Central • High Schoolof Commerce, Toronto. In 1950 and thetwo following years she conducted theSenior Matric English course at the Departmentof Education Summer School.Miss Cottingham holds B.A. and M.A. deass

grees from U.B.C. and has taken additionalpost-graduate study at U.B.C. and the Universityof Washington. She is serving hersecond year on the Federation Executiveas representative of the Vancouver SecondaryTeachers' .Association and is Chairmanof the Provincial Salary Committee and ofthe Committee on Large Schools. Lastyear she was appointed B.C.T.F. representativeto the U.B.C. Senate for a three-yearterm. Miss Cottingham is Vice-Chairmanof the V.S.S.T..\. and for the past fotiryears has been active in Local salarymatters. Her other professional and communityinterests are in the UniversityWomen's Cltib, Y.W.C.A., Vancouver SymphonySociety and the League of theEmpire.MR. E. L. JENKSLes Jenks ivas born in Cardiff, andgraduated from the University of Wales.He taught for three years at the Anglo-Chinese College in Amoy, then took theTeacher-Training course at U.B.C. andjoined the stafl' of Duke of ConnaughtHigh School in New Westminster. He wasa member of the Federation Executive in1947-48 and again in 1952-53, when he wasmade Chairman of the Finance Committee.This year he is Secretary-Treasurer. Hehas been Salary Chairman, Vice- Presidentand President of the New WestminsterTeachers' Association, and Salary Chairmanfor two years in the New WestminsterSenior High Teachers' Association. Activefor many years in the B.C.T.F. ScienceSection, he worked on Curriculum RevisionCommittees for General Science, Physics 91and Physics 100. From 1941 to 1945, Mr.Jenks was a Navigation Instructor with theR.C.A.F., and in 1945 became ChiefNavigation Training Oflicer, No. 1 AirCommand.MR. H. N.PARROTTHarold Parrott of the Belmont HighSchool in Sooke is a graduate of VictoriaNormal School and U.B.C. and holds anM.A. degree from the University of Toronto.While at Normal School, he servedas President of the Students' Council. AtU.B.C. he was President of the InternationalRelations Club and represented theUniversity at the Western Conference ofUniversities on student government andstudent affairs. Mr. Parrott was the firstPresident of the Sooke Teachers' Association,a position he held for two years. Heserved on the Local Salary Committee forfour years and represented his Local onthe District Council for six years. Aftera term as Chairman of the Sotithern VancouverIsland Council, he is serving hisfirst year on the Federation Executive. Heis Chairman of the Teacher Training andCertification Committee. Mr. Parrott wasalso Chairman of the Social Studies Sectionat the -Annual General Meeting.FOR SECRETARY-TREASURER:MR. C. G. ARCHIBALDA product of Scottisli public school,Charlie Archibald attended the Saskatche-•ivan Provincial Normal School and theUniversity of Saskatchewan before completinghis degree course at U.B.C. Hetaught for ten years in Saskatchewan andfive years on the Junior High stall inBurnaby. He is now Principal of SecondStreet School in Burnaby. Mr. Archibaldhas been Chairman of Burnaby's Teachers'Council and a member of the FederationExecutive since January, 1952. He hasalso served as Vice-President of the BurnabyAssistant Teachers' Association andtwice as Chairman of Burnaby's SalaryCommittee.MISS J. I. ERASERMiss Fraser teaches at John NorquaySchool in Vancouver, and has been a Vancouverrepresentative on the FederationExecutive for, the past three years. Shehas been for three years a meihber of theFinance Committee, chaired the WorkshopCommittee for 1951-52, and has served ontlie Public Relations, Benevolent Fund andCurriculum Committees. Since 1948, MissFraser has been on the Executive of theVancouver Elementary School Teachers'Association, serving for five years on itssalary committee, for two years as itsrepresentative to the B.C. Music Festival,and one year as its president. She spentfour years on active service with theC.W.A.C., and is now Senior Officer for theVancouver Area in the C.W.A.C. Reserve.336 THE B. C. TEACHER

The NEW Ditto D-10DIRECT (Liquid)DUPLICATORPrints on any -welerlit of paper,from one to foTir colors at osco.Hero Is the latest result of Ditto's 40years cf duplicating leadership—to helpyou dally In your teaching. Here Is able production duplicator compactlybuilt and modernly styled . . . withwear proof stainless steel parts . . .and so conveniently designed that anybodygets fine results with It. Don't bewithout this dally aid.830 Vr, PenderStreetVanoonverUNION PRINTERS,..WITH::=.\eoPTCONTROLIffakes 140 Brite Copies perSUnnte of anytUag', typed,written or diawn.,gi\V/lLLSON STATIONEPvyPbone:PAcinc 313S^ Vf-COMPANV—— LIMITED 'Chairs — Desks — Filing Cabinefs — Safes for Schools and OfficesRecommended Reference Books . . .FORGRADE VII:A World History from Ancient Times to 1760, by Chester W. New and CharlesE. Phillips—the revised edition of Ancient and Mediaeval History ....Price $2.50Yesterday and Today, a Social Studies Work Beck in Ancient and MediaevalHistory, by A. M. Derby and W. Lewis Price .75FORGRADE VIH:The Great Adventure, by Donalda J. Dickie. The excellent chronological historyof Canada which won for Dr. Dickie the Governor-General's Award for bestbook of its kind of 1950 Price $1.95Work Book for the Great Adventure, by Donalda J. Dickie, may also be usedwith any of the other texts in this field Price .75Canadian Citizenship, by Dr. C. C. Goldring, provides the essential core of informationneeded to help stir boys and girls to accept the responsibilities of activecitizenship Price $2.35OurFORLand and Our Living, by E. W. Reid. Its theme emphasizes Canada's growthin all its phases, industries, population, etc Price $2.25GRADE IX:A New World Geography for Canadian Schools, by V. L. Denton and -A. R. Lord. et al. Completely rewritten, re-illustrated and re-arranged on a regionalbasis Price $2.95J. M. DENT & SONS (Canada) LIMITED1300 Robson Street Vancouver 5, B.C.FEBRUARY. 1954 8374

ARTItemBooks for review and correspondence bearing upon book reviews should beaddressed to Mr. G. H. Cockbum, Box 1335, Mission City.Haida Myths Illustrated in Argillite Carvings,by Marius Barbeau, Dept. of Resourcesand Development, NationalMuseum Branch.Obtainable fromQueen's Printer, Ottawa. 1953, 417 pp.,§3.50.Mr. Barbeau has here gathered hundreds ofgood photographs of Haida Indian art, in all itslively realism and pleasing geometries and economies,to illustrate an interesting series of nativemyths well and simply told with much interveninggood scholarship. Since these argillite carvingshave, in 130 years, gone into practically all theworld, this rich treasure house for B.C. artists andauthors is of especial interest. This book is anotherproof that some of the finest book-makingon the Continent Is being done by the presentQueen's Printer.—G. H. C.Trains and How to Draw Them, by AmyHogeboom. Copp Clark, Toronto, forVanguard. 41 pp. $2.00.The material about trains, with the drawingsthemselves, is perhaps better for model makersthan would-be artisLs. There are not sufficientviews in different perspective positions, and toomuch space is wasted in technical descriptionsusing sometimes difficult language, and not enoughon how to draw a train well. Occasionally, however,the analysis is helpful to an extreme beginnerentirely lacking in sense of form. It did not seemin the same class as the other happy Hogeboombooks.—J. CAMERON (Mission).EFFECTIVE LIVINGthe teeth and their functions, the causes of decay,its prevention and control, together with all illsand aids o[ our molars. There arc also five usefulpages of questions and answers and many usefulillustrations and diagrams. Printed with wide marginson glossy paper in two colours, and containingbetter material than is available in any healthbook, this pamphlet is a real triumph ot Canadianpublishing, and a must in quantity for selfrespectingschools.—C. H. C.ENGLISHPoems for Upper School, ed. with notesand questions by E. J. Pratt. Macmillan.81 pp.; 50c.This small book, consisting of "Ode on a GrecianUrn" (Keats), "Saul" (Browning), and "TheTitanic" (Pratt), would enrich senior work,especially with the latter. The notes are not exceptional,except the aesthetic analysis of Keats'poem. There is a good glossary to "The Titanic,"while questions are useful. Long poems like thesegive the student something tangible to grasp, likeshort story units.—Miss C. M. MERCER (Kimberley).Northern Medley; an anthology of CanadianVerse, ed. by W. F. Langford.Longmans. (Heritage of Literaturescries). 74 pp.; 90c.A useful little anthology which does not seriouslyoverlap others in the field, and mixes its types,with longer narrative poems (including Birney'sDavid) at fairly regular intervals. Authors areboth our older and modern poets. The noteschiefly concern themselves with authors, and arenot overdone. This would be useful at Grade XI-XII level.—G, H. COCKBURN.Medical Research May Save Your Life, byGilbert Cant. Public Affairs pamphlet. MuJioka Holiday by Joyce Boyle, Macmillan.No. 201. (Public Affairs Ctee, 22 E216 pp.; .?2.00.38th St., New York 16). 28 pp. 25c.An addition to the rather limited .selection o£Here the medical editor of Time Magazine tells fiction for Grades VI-VII, with a Canadian background.of researcli on polio, T.B., diseases and drugs; heNot extremely exciting, but holds theoutlines ne.\t objectives like Heart, Arthritis, mentalinterest of girls as they follow the heroine's ad­illness, and cancer; and pleads for more aid by ventures on holiday in the Ontario lake district.taxpayers. Useful in both Elfective Living andThe black and white illustrations have that "Englishlook" one associates with Girls Own Paper,Science, and shows with much interesting detailetc., which is unfortunate in a book with a Canadiansetting. Useful for the school library.how science has between 1937-19.52 reduced theU.S. death rate by 15 per cent, adding 8.4 years—G. \V. Sruiins (Courtenay).to lite expectancy.—G. H. C.The Stoij of Pickles by Elinor T. Massoglia.Paper 50c, Boards $1.00. CometDental Health Manual, prepared by theDental Health Division of the Dept.Press.of National Health and Welfare, Ottawa.From Queen's Printer, Ottawa.A happy addition to the primary reading table.Grade III pupils will find it e.x5y and pleasant52 pp.reading, since the scrapes and adventures of theThis useful manual was prepared for the useo£ teachers; it goes thoroughly into description ofpuppy. Pickles, have a strong interest.-G. \V. STUBUS.238 THE B. C. TEACHER

SCIENCETrees and Trails by Clarence J. Hylandcr.Macmillan, 1953. 230 pp.; .^3.25.This is second in a scries intended to give"yomiR adulis" a natural science background whichwill give their life in the open new interests. Itbegins with what a tree is, and discusses the functionof parts in nontechnical terms. The authorthen divides the United States inlo tree communities,and deals with the requirements of trees ineach. In all, he mentions 150 native and importedtrees, and gives over 100 photographs and illustrations.The book concludes with a list of treestogether with botanical names; this includes manynative to Canada, but their habitats arc not dealtwilh. It is a good general reference on trees ofthe United States, and might well he improved forour Northern use by a chapter or two on Canada.—n. D. RocEKS (iNfission).Trapped in the Mine by Alvena Seckar.Copp Clark Co. Ltd. 63 pp.; $1.75.One of the "Everyday Science Stories" series, thisexciting talc shows the dependence of life onoxygen, and dramatically presents basic principlesof ventilation wiih their importance lo humanhealth and safety. It should make thrilling re.idingfor boys and girls in Grade IV—VI.— J. STOKES(Vancouver).SOCIAL STUDIESCitizens of Canada; Book One; You andYour Community. Toronto, Nelson;60c (ed. dis. 20%).This workbook, first of a series of three, is agood instrument at the intermediate level. Its textand work questions give a nice emphasis to theduties as well as the rights ot citizens of a democracy,and point up the individual's responsibilities.-A. M. BROCKMAN. Dawson Creek.Australia: Her Story, by Kylie Tennant.Macmillan, 1952. 296 pp.; $3.00.Here is a history of Australia that is different.Written by a well-known Australian authoress, itcombines historical accuracy wilh an almost novellikestyle of narrative. Mrs. Tennant is not somuch concerned with the intricacies of constitutionaldevelopment and the minutiae of governmentlegislation as with the lives of ordinaryAustralians—the pei-plexitics and problems of earlypioneers, convict groups, gold diggers, men otthe sheep and ranching "stations". Her marshallingof events is very much enlivened by frequentreferences to representative characters fromeach epoch, Ihcir beliefs and aiubilioiis, theirrecorded ronvcrsiiiioiis. In and through llicm wesee Ausinilia unfold and arc made aware of therawness, violcnrc and unsmipiilousness involvedin niich of tlint country's hisiory even as laleas Ihc last decades of the nineteenth ccmiiry.That the authoress is a writer of several surccssfcilnovels shows well in her exrellent narrative,but pcrha])S she has the occasional faults of anovelist, for their is a complete lack of illustrations,a la(k of cited references and no bibliography.Taken all in all, it is a work which canbe rccoinniciulcd as background rending for .socialstudies teachers and as a good addition lo schoollihnin'cs for report and extra rending material.-L. H. GARSTIN, Kimhedcy.Bulwark of the West; implications andProblems of NATO.ContemporaryAffairs series No. 24. Ryersons. 106 pp.(inc. appendix with texts of North .AtlanticTreaty and Greece-TurkeyProtocol). .'52.00.This is a clear concise document which dealsprimarily wiih the political implications ofN.A.T.O. Although the author docs not allcmptto solve all the problems arising from this alliance,he docs indicate a logical "base of operations"from which to launch an attack on the problemsinvolved. Useful in all Grade 12-13 history courses.-T. O'NEILL, Mission City.The Scarlet Force, by T. Morris Longstreth.Macmillan; 182pp; $2.00.Southern Lands, by Griffith Taylor & others.This history o£ the R.C.M.P. deals with itsGinn 8; Co. 282 pp.; $2.90.early years, gives its organizational philosophy andAlthough it is intended for Grades VIII-IX,includes in its adventures the very essence of the even Grades V and VI students will be able toromance of the West. While subject matter makes use this most comprehensive yet conversationalthis ideal for Grade 8, vocabulary will invite only te.\t in unit reports. Contents include chaptersthe more advanced of this group. Attention of on the Caribbean, Mexico, Central America, thelibrarians is called to this being one of a new World, Antarctica, Islands of the Pacific, Australia,New Zealand, Africa, and three on Southseries (Great Stories of Canada) which includesM. W. Ciimpbell's "The Nor-Weslers" and B. C.'s America.Pierre Berton's "A Ton of Gold" (Klondyke).Black-and-white maps and diagrams are simple—J. J. MOORE, Kamloops. but adequate, while ihere are nine excellentcoloured maps, besides many fine photographs.Usefulness is enhanced by a good index and apronouncing word-list. Modernity inserts a list notonly of books for supplementary reading but alsosuitable films and film strips.-J. STOKES, Vancouver.European History Atlas: Ancient, Medievaland Modern European and WorldHistory by James Henry Breasted 8cothers. 9th rev. ed., cl951. Chicago,Denoyer-Geppert. (This is cited by thecompany as "The Breasted Harding AtlasB48p with paper back—as B48c withcloth back). No price given.Schools looking for an up-to-date HistoricalAtlas at what we understand is a very reasonableprice might try the above, preferably in the clothback format. Its make-up is; 65 pp. of historicalgeographicalintroduction to maps; 16pp. maps ofancient world, Spp. ditto medieval, 18pp. ditto to1914, 20pp. ditto 1918 and after; 11pp. indexgiving place, location in space, and page. Of theFEBRUARY, 1984339

maps, IS pp. arc I'dldiirccl, llpp. post 1918)Mack :iiul white..As iniglu lie expelled, iioles are sriiolarly andadc(|ii:ilc. The maps snlfer more than a little inrediictioii, especially in the smaller space's appositionof startling colour whicli occasionally eclipsesplnre-naincs—Ihat is incvilahlc wlicii one rememhersthat the Dciioyer wall maps ever stood out.The atlas is intended for use with surh maps,and where a school's Social Studies room hassuch, might be useful as a supplementary reader,olhcrivlsc as an addition to the reference collection(if library.-C. H. COCKBURN.Note: This can usually be seen at the Dcnoyerdisplays nt Mr. Hill, Seattle representative, nextprobably being the Ii;aster Convention.A Neii' World Geography for CanadianSchool by V. L. Denton ancl A. R.Lord, ed. H. F. Denton and others.Dents, cl952. GGO pp.; §2.95.The prescribed text for the present Geography91 has icicived extensive face-lifting in the revisededition. Teachers will be pleased with therevision of the textual material and the organizationof the world divisions on a regional basis.The maps and pictures are all new, and in keepingwith the most recent geographical conceptsand geographical changes. Those concerning thesection on North Amcrira arc particularly appropriateand well dnn' .Included in this edition are a number of newsections. Among these are a chapter on Humanand Economic Geography and an Appendix treatingMathematical Geography, Climatic and NaturalVegetation Regions and Soils. Textual mattercmph.asises occupations and industries—G. H. C.The Great Adventure, by Donalda J.Dickie. Dents. 470 pp.: §1.95.This very well illustrated and well-told historyof Canada is authorized for school use in Alberta,Ontario and Newfoundland, and well used inB.C. The excellent story of excursions, alarms andhair-breadth escapes, with life and fortune perchedon a paddle blade, keeps duller government proceedingsto a minimum as it proceeds from thegeological beginnings to Canada's participation inmodern world alTairs. Grades 7-9.-J. C. SEGEC, Abbotsford.Unconventional Voyages, by Arthur R. M.Lower. Ryersons. 156 pp.; §3.50.Our great historian certainly knows his primitiveCanada — here he tells with humour andgusto of his Northern adventures in the bush andamong the people of Hudson's and James Bay, hisnaval sidventures in AVorld AVar 1, a trip acrossthe Atlantic with 1.5,000 tons of high explosive.Yachting on the B.C. coast, crossing Canada bycar. That age has not daunted either his travellingor wit is shown in his last sparkling Odyssey".''icross the Atlantic -with 1500 Highly ExplosiveStudents", some of whom had a tendency to striptease.It is a holiday to read this on a wearynight. -G. H. C.Canadian Regions: a Geography of Canada,by Donald E. Putnam :tnd others.Dents. 601 pp.; §7.50.We salute this excellent geography of Canada,340written by C;iii.idiaiis fmin a Canadian point ofview. It will prove iiivaliiahle as a reference bookfor bolli senior sliidenis and teacliers ot Geographyand .Social Snidics, being both authoritative andwell-rounded. U.B.C.'s Professor J. I^cwis Robinsonis one

esident of Cliina will read it with nostalgic enjoymentand unhcsitantly recommend the hook loanyone, child or adult, wishing to learn about thisgreat country." Mr. John Segac (Abbotsford) writesot Tlie Y.T. in Holland, by Licsjc van .Somercn,"Excellent for the young or old, the book is notpropaganda nor docs it use its methods. It is agood honest story." Miss Betty Meeker, welltravelledstudent of Mission High, read The Y.T.Traveller in the U.S.r1. She thinks that it reflectstruly many things she has seen there duringsummer trips, but that perhaps the author is alittle kind to the American people whom she didnot find so altogether gcnerousi The Rev. D.Donaldson (Mission) enjoyed Maisie Herring'sY.T. in Ireland and writes "I am indebted for avery delightful book. The places mentioned arevery familiar to me, as I have visited a numberof them during my residence in Northern Ireland.It is nicely illustrated and the writer introducesvery delightful scenes, spicing the trip withtouches of Irish humor that makes reading soenjoyalbc."It was taking quite a risk to try the series onHigh School students of Grades X and XI, forthe series is probably beamed at grades 6-8, andthe opinions given seem to .show this, as well asconfirming the general excellence of the series.Lorraine Brackley, of The Y.T. in France (A.Reid), remarks "Tells both of the important attractionsand of French history in such a way thatit is tar from boring, while the occasional Frenchphrases add interest for the reader. This book isgenerally simple and even the poorest readers canenjoy it, as it is suited to the Grade 7 and 8 readinglevel," Tom Hall of The Y.T. in India andPakistan (G. Trease, boys' adventure story writer)."A book that combines actual facts with a fairlyinteresting story. It points out many things unknownto the average person." Dorothy Grant ofGrade XI (likewise of Mtssion High) is moreOlympically aloof on The Y.T. in Switzerland, byM. Meier—"This is a very good book but it issuitable for grades seven and eight students."Miss Jessie Stokes, Vancouver elementary teacherwas at this time working in Social Studies on Australia,New 7.ealand and the Pacific islands, sonaturally we sent her the Y.T. in Australia (K.Moneypcnny) ... in New vealand (H. M. Harrop),and . . . in the South Seas (L. Iremonger).Her reaction, "What better way to introduce astudy of the South Pacific lands than by meansof these extremely interesting and readable accountsof the adventures of young people visitingthere? These three books, with much to oilerin up-to-date worthwhile information and fascinatingitems of local history, provide excellent supplementaryreading for youngsters."This left me two. The Y.T. in South Africaby A. Dcliiis is a convenient example of theseries' interest in social problems of today—howfairly it deals with Boer-British antagonisms andthe lesser-known co-operation ot the two races,and also with the apartheid movement and thevarious shades both of it and its oppositions.More difficult to review was, of course, J. H. Ingrams'Y.T. in Canada-one can only say thatyoung Bob Lawson learned more in his few weekshere and was in more advantageous places lolearn it from the right people than the editor hasbeen in twenty-five Canadian yearsi As he makeshis new frieiuls and possibly influenres tlicm. Hobmeets items of French C.inadian culture of whichwe Westerners don't even know titles. He gets agenernl picture of our huge Rcography, its peculiarsections nnd peculiar peoples like the Dotikhohoursand the other Rritish Columbians ("stillfeel a .sort of independence-as if they're dilTercntfrom the rest of Canada—comes from being isolated,I suppose," says the unidentified man onthe Island boat). Our history, too. is somewhatneatly and interestingly synopsized in a hundredconversations, and by and huge this volume is agood piece ot public relations and reasonably fair,even if we aie, like Betty Meeker's Americans,given a lot of benefit of the doubt.Well, Stevenson said "It is belter to travel happilythan lo arrive", but there is no doubt thatthe Young Traveller series has really arrived, andis worthy of buying for the geography nnd travelsection of any Grade G or Junior High library and,to tell you the truth, tor social studies' teacherswhose hearts have not gone too far from themiraculous curiosities of Grades 6 and 7.—G. H. C.The wiiversal declaration of human rights;a guide for teachers. Unesco (obtainfrom Un. of Toronto Press). 87pp.; 50c.The booklet traces the background from whichthe Declaration arose; describes the discussionsand arguments among U.N. delegates prior to itsadoption, and describes in considerable detail suggestedmethods of teaching the content and meaningof this great document. Many of these arepracticable and co-relate with extra-curricularactivities. —L. H. GARSTIN, Kimberley.Progress of Literacy in Various Countries:An Unesco Monograph on FundamentalEducation; Publication No. 161.(from Un. of Toronto Press). 252 pp.$1.50.Defining literacy as "the ability both to readand to write a simple message in any language"this monograph gives a detailed picture of progresstoivards literacy among the peoples of some 26countries tor which census figures arc availablefor three or more census years since 1900. Itsstatistics give a good general idea of the decreasein illiteracy.-L. H. GARSTIN.History, Geography and Social Studies: ASummary of School Programmes inFifty-three Countries. Unesco publicationNo. 155. 115 pp.; $1.25. (fromUn. of Toronto Press).The fifty-three countries whose social studies'programmes are outlined here are listed in alphabeticalorder; the reader is struck immediately bythe absence of any country within the Soviet orbit.Programmes are presented in the form of simplecharts, with information under headings ofprimary and secondary schools, including publicor state-aided but not private schools. Each summarygives information on the year of schoolingor grade in which subjects are taken, approximateage of pupils, number of lessons or hours of workper week, and a concise resume of course contents.Charts reveal the narrow nationalistic bias otFEBRUARY. 1954 241

social sliidy courses in some countries, but one isagrcc.ibly surprised at the progress towards ;idoptionof courses really designed to promote l)ctterinternational understanding. One regrets that indicationof extent of compulsory natmc ot coursesis not included, while the size (10'/2"x8'/S") andformat make it an .awkward volume to handle orshelve. It would be valuable to those engaged inconstruction ot Social Studies curricula, to speakerson educational subjects, and keen administrators.-L. H. CARSTIN.Qiiestions Parents Ask, by S. R. Laycock.Ryersons. 44 pp.; 7fic.This is based on a scries ot talks given in the"School for Parents" series over CBC by thewidely accepted University of Saskatchewan authorityon education. Topics discussed include allowances,comic books, sex education, manners, howto help children get most trom school, how childrenmay avoid developing various prejudices. Ofobvious value to P.T.A. groups, parents, teachersand others concerned with guiding youth, andmight well be avaihible in Moderate quantity tocounsellors for loan or distribution to parents.-L. H. GARSTIM.Eacli Age is a Dream; a Study in Ideologiesby L. H. Garstin. Ryersons. 143 pp.;$2.85.Vice-Principal of Kimberley High, and Chairmanof that B.C.T.F. Committee on Teacher Trainingand Certification whose report made so much ofour policy, Mr. Garstin is also well known to ourreaders as a contributor and reviewer to thismagazine. Herin he gives us a lucid survey of"ideologies" which is well worth the attention ofall teachers who aic mentally alive.After concisely summarizing the work ot investigatorsof various of these thoughl-and-fcelingschemes which have dominated their societies, heproceeds to ivork out :i unified theory from ivhichhe draws certain principles and some very interestingapplications to our present problems. Hisconclusions regarding our presently dominant Westernideology of Individual Idealism and its opponents,with the possible i.ssues of the strugglesand decays, arc indeed very valuable.Mr. Garstin combines clarity, good style, andlack ot unreasonable bias and sliows as muchacquaintance with men as with books, as mightbe expected from his wide organizational experiencein trades union, cooperative society and serviceclub fields. It is nice to sec common-senseunited to footnotes and insight, particularly in aTEACHERS' TREASURESfield where solemn rot is so often written in involvedcircumlocution, it is time a friend foundThe Yearbook of Education 1953, editeda fault. Except for a perhaps .superficial treatmentby R. King Hall (Columbia), N. Hans of Christian origins obviously relying too heavilyand J. A. Lauwerys (both London on the now discredited school of Bruno Bauer, aUniversity). Published in Association mere historian would not care to challenge muchwith the University of London Instituteof Education and Teachers' Col­here and is content to recommend this marvel otcompression to Social Studies and English teacherswho need its painless and considerable insightslege, Columbia University, New York, into the thought and superstitions of our not soby Evans Brothers of London, and in scientific age.— G. II. COCKIIURNCanada by British Book Services, 10G8Broadway Ave., Toronto, Ont. 579 VISUAL EDUCATIONpp.; $10.75,The following instructional material canThis volume marks the beginning of the co-operationof tlie.se two educational institutions in a be obtained from Paton's and Baldwins,joint volume superseding their past separate yearbooks.Its general topic is, the economic and The Seven Wonders of WoolToronto 10:social positions of teachers in today's world. This little pamphlet contains factual informationArticles are contributed by educational experts in presented in a very readable form. The absencesome 31 countries, the Canadian contributions of technical phraseology makes this pamphlet onebeing made by Dr. M. E. Lazerte. Contributors •which could be readily understood by studentsare "entirely free to write what they wish fromof Junior High School level, as well as by theSenior classes. Advertising material is kept to atheir own experience and against the background minimum. Excellent illustrative material is providedby the accompanying samples.of their own national circumstances and philosophy."Which makes for some vividness, particularlyfrom the U.S.S.R., Poland, Italy, Belgium,Easy Lessons in KnittingAn illustrated scries of instructions show clearlyJapan, and England.all the basic processes in the art of knitting..^t a time when Canadian teachers are extremelyThis scries should prove lielpful to the beginninginterested in the" topics of this book—salaries,knitter.—Mi.ss C. BAILF.V.mobility and promotion, appointment and dismissal,recruitment and training, conditions of Film Strips. Audio-Visual Equipment Co.,work, professional organizations, general social 2415 Burrard Street, Vancouver 9, B.C.status—it would seem very important that not aThis firm is now stocking film strips from 12few ot us and especially those in Federation workdilTerent producers, which are available for immediatepurchase. There is a wide range ofshould obtain this invaluable collection of information.It is statistically adequate, yet completelytitles covering every school activity. Two cataloguescan be obtained, but a new and morehuman, and makes one humble, and proud torealize one's fellowship with the very real andcomplete catalogue is now in preparation.very fine people in our ^vorld-wide profession. Bythe way, this is NOT a directory but an annual A small number of titles will be reviewed eachtopical survey.—S. EVANS.'"on"'- Continued on page 244342THE B. C. TEACHER

If That Settlement Were HangingOver Your Head ...How Would You Feel?Safe and secure, we hope. But if you're not sure,why not contact our automobile insurance department?The advice you get may save you a fortune.AUTOMOBILE - FIRE - CASUALTYHOUSEHOLDERSCHRISTIE AGENCIES LTD.VANCOUVER 2 (Exclusively oppointed by the B. C. Teachers' Federation) VICTORIAil 1-525 SoymourRm.7-605 Courtney St.Tel. MA 2188 GENERAL INSURANCE MANAGERS Tel. E 7722MArine 9257BOOK MANUFACTURERSCOMMERCIAL PRINTERS & STATIONERS•Seymour at Heliricken Voncouver, B. C.FEBRUARY, 19S4S43

CLAUSE 5Editor, The B. C. Teacher,Burnaby, B. C.February 6, 1954Dear Sir:In the January issue there appears aproposal for the rewording of Clause 5 ofthe B.C.T.F. Code of Ethics. PresentClause 5 deals with the making of derogatoryremarks (gossip, thoughtless, maliciousor vindictive criticism) but the proposedwording envisions a completely new procedurein which teachers, to be ethical,must iniVvrm "proper authorities" aboutcolleagues whose "demeanour is grosslyharmful to the teaching profession or anysection of it." It is suggested that theproper authorities are principals or, in unusualcases, inspectors. But the wordingmight well mean school boards and thedepartment of education.This procedure is both wrong and dangerous.It is wrong because it would breedsuspicion and distrust. It is dangerous becauseit by-passes the carefully developedconciliatory machinery that already existswithin the Federation. Matters of the kindmentioned can be taken up with our GeneralSecretary and the Code of Ethics Committee.They are the "proper authorities"with whom our members should first discussproblems of professional conduct. Ifcharges are made, and if they are substantiated,our Executive has "the authorityto rectify the situation."I doubt that many teachers are "intimidated"by Clause 5. I do believe, however,that they are poorly informed of procedurein matters of etliics. As a former chairmanof the Ethics Committee, I must share someof the blame for this situation.Most readers will agree that Mr.Goheen's motives are laudable. But thereis no short cut to professional standardsof conduct. What appears to be a shortcut may well prove to be a dead end. Theproposed clause would give the cloak ofrespectability to the informer be he sincere,crackpot or malicious. It gives noprotection to the accused. This is an alltoo common tendency today and teachers,of all people, should be most wary of it.Yours sincerely,New BooksContinued from page 242JOHNPRIOR.Union Plead FilmstripsTlie Union Jack~l8 frauies—colour: 5.00. Brieflytraces Ihe main events leading to the union ofcrowns and parliaments of the countries formingthe British Isles, up to 1801; and how the flagchanged as a result. Educational value is limited.The Domesday Booh—21 frames—colour: $3.50.Besides dealing with the survey of English resourcesmade in 1086, this strip gives the generalbackground of the career of William 1.Piers the Villein—IS frames-colour: $3.50. Describesthe life of the farm-worker during the heydayof feudalism, and shows the beginning of thebreakdown of the manorial system due to theadvent of the Black Death.The two latter strips are accompanied by firstratepami^hlets. Pupil interest at the Grade VIIIlevel is high.National Film BoardHow Animals Prepare for Winter—23 framesfa.& w.—captions and manual. Shows the manyways in which common Canadian animals meetthe challenge of winter. Although primarily designedfor children aged tliree to nine, it is alsosuitable for Science 8.Totem Poles of the West Coast — 46 frames —b. & w.—captions and manual. This strip would bemuch more effective if it were coloured. It presents,however, a good case for the desirability ofpreserving relics of native culture, and shows thedanger of what may happen to them.Cartoons in Canadian History—34 frames—b. & w.—captions and manual. A short history of the cartoonis given, followed by a selection which illustratesvarious outlooks upon events in Canada.This ranges from an 1840 effort from Punch toone of Norris' latest—Good for Social 30. Each ofthese strips can be obtained for 51.50.J. G. SMITH (Castlegar)344 THE B. C. TEACHER

Overseas EducationLeague of CanadaFounded in 1910TOURSIN BRITAIN$650.00 up(Montreal to Montreal)CONTINENTAL EXTENSIONSFrance, Germany, Switzerland, Holland—$275.00France, Switzerland, Austria, Italy, Germany,Holland—$475.00Denmark, Sweden, Norway—$285.00For printed leaflet writeR. FLETCHER, B.A., LL.D.,Honorary TreasurerMISS LILIAN WATSONTrovel Director505 Time Building WinnipegSTUDY ARITHMETIC WORKBOOKSAlthough each STUDY ARITHMETICS book contains all the instructional andpractice material necessary for a complete year's course in arithmetic, manyteachers desire the added advantages obtained from the use of a workbook. ForSTUDY ARITHMETICS users and for others who want effective workbooks, theSTUDY ARITHMETICS WORKBOOKS provide a thorough, individualized means formaintaining skills ond remedying errors.All remedial work is completely individualized. No pupil is penalized for the errorsof the rest of the class; each studies just what he needs.The drills and self-help study and practice features of these workbooks con helpevery pupil improve, including borderline and foiling pupils.Study Arithmetics Workbooks 3-6 $ .70Self-Help Arithmetics Workbooks 7 and 8 .70Further informaiion oti requestW. J. GAGE & COMPANY LIMITED82 Spadina AvenueToronto 2B, OntarioFEBRUARY.I9B424S

The Cover PictureTHE BLACK BEARTHE American blaclc bear, Ursus americanus,is the second largest of the flesheating mammals of Canada. Its weight ismost variable, with fully mature malesweighing from 200 lbs. to 600 lbs. or more.The reason for this great variability is notknown.Variation seems to be an outstandingcharacteristic, for "black" bears may becinnamon, many shades of brown, creamywhite or gray "blue," as well as fhe normalcolor. The white phase is most commonon the northern coast of B.C., particularlyon Princess Royal Island and some of itsneighbors, where one bear in 25 or so maybe "blonde." Browns are unknown onVancouver Island, rare on the mainlandcoast, but more common inland. The bluegray color is peculiar to parts of coastalAlaska and as a great rarity along ourcoast.This bear mates in June. Eight monthslater, while the mother is sleeping the winterthrough in some snug cavity, the cubsare born, one to four of them. They areeight to ten inches long at birth, blind, andhairless, but grow rapidly, and by Mayare as big as a small fox terrier. Theystay with the mother through their secondsummer and litters arrive on alternateyears.Almost anything can serve as food.Berries are a staple item in the late summer,followed by salmon if they are available.In the early spring the carcasses ofdeer, elk and other large mammals thatperished during the winter are a favouriteitem, often with big meals of equisetum orskunk cabbage roots for variety. Occasionallyan individual will take to killingits own prey, pigs, sheep, calves, youngdeer and other game. Sucli rogue animalscan cause much damage and have to bedestroyed, but they are a minority in tiiepopulation. Recently black bears havebeen causing heavy damage to forests insome parts of the west. They do this inthe early spring by chewing off the barkto get at the cambium layer with its contentof sweet sap.Wild black bears are not dangerous toman unless in defense of their young, orif surprised at very close range. Semi-tamebears can be most dangerous, but no moreso than semi-tame buck deer.I. McT. COWAN.Workshop in ReadingTHE Department of Education of theUniversity of Chicago announces theSecond Workshop in Reading to be heldfrom June 28th-July 23rd, 1954. It willho. co-ordinated with the Seventeenth AnnualReading Conference.The Workshop is open to classroomteachers, supervisors, administrators, andremedial teachers. Experienced personswill serve as leaders for sections at theelementary, high school, and college levels.A special section is planned for remedialreading teachers at all levels.Registration in the Workshop is for oneand one-half course credits. Additionalinformation and application blanks may beobtained by writing to Mrs. Helen M.Robinson, Department of Education, 5835Kimbark Avenue, Chicago 37, Illinois.Demonstrating The Present-Day ArtsTHE March lectures in this series givenat the Vancouver School of -Art, 590Hamilton Street at 8 p.m. on the datesspecified are:March 12th: The Art of Glass-blowing-Mr. William Pye.March 26 th: The Art of Totem Carving—Mrs. Ellen Neal.24STHE B. C. TEACHER

OESmNER (CANADA) LTD.Manufacturers ofWORLD'S PREMIER DUPLICATOR660 Seymour Street, Vancouver 2Phone: MArine 9644y/////M•mm.PIMROUMD,Those requiring hotel accommodationfor the B.C.T.F. Conventionshould file their needswith J. A. Spragge at the FederationOffice.iadsenUNIONVIUE.ONT.Yours for the asking . . . these popularLIFE INSURANCE TEACHING AIDSHere is information that will be of life-long value to your pupils I Each of theseteaching aids is prepared in interesting, easy-to-follow form. Their usefulness both toteachers and pupils has been demonstrated in many Canadian schools. Check the.following list:BOOKLETSMoney in Your Pocket This illustrated, 20-page booklet for boys deals with simplefundamentals of money management and life insurance. Written in a bright, entertainingstyle. Available for useful distribution in quantity, free.Life \tnsurance—A Canadian Handbook. An 80-page illustrated booklet furnishing a briefoutline of the fundamentals of life insurance. Answers numerous questions which arefrequently asked by teachers, students and the public. generally. One copy free to anyteacher. ,.The Story of Life Insurance. A 20-paEe illustrated booklet itelline the history of, andfundamental facts about, life insurance in simple terms. Available ifor useful distributionin quantity, free. \ . :, ^ 1A iMiss and Her Monej'. A very informal and readable 20-'page, illustrated booklet forteen-age girls. Offers useful tips on earning, budgeting and saving money. Availablein.quantity, free.|ilFILM STRIPS ; VCareers in Canadian Life Insurance Underwriting. A 50-frame film strip in black andwhite, on the career of the lite underwriter ?or use in guidance clasijes. One print (with,two teaching manuals) free to each schooL 'i\Tlie Life Insurance Story—Part I. Reveals \interesting facts, similar to those in "TheStory of. Life Insurance" booklet, through the highly effective film-strip medium. One36-frame print and two teaching manuals freeito each school. i>To obtain any of these FREE teaching aids, simply Utr out this advertisement, indicate items desired—marking quantity needed for each, and fill, in the information requested below.Name of teacher ordering: _ :. —Grades and Subjects taught:i.jSj.Name of Principal: —Name of School: _ L....'.;....._ _Address of School:^Approximate Enrolment of School:Send your Wdcr to: EDUCATION';»diVISIONThe Canadian Lif2 Insurance Officers Association, 302 Bay-Street, Toronto.FEBRUARY, tSS4 247

British Universities' Summer Schools 1954FOR 1954 Summer Schools are offered atOxford, at Stratford-on-Avon, and atthe two capital cities of London and Edinburgh.British universities have combined since1948 to organize annually a special programmeof Summer Schools provitlingprimarily for the needs of post-graduatestudents from the universities of America,Europe, and the British Commonwealth.Fifteen to twenty-five nationalities areusually represented at each course. Althoughthe courses are mainly intendedfor post-graduate students, including teachersin universities and schools, applicationsare carefully considered from others withsuitable qualifications, especially undergraduatesin their last two years at a university.The schools will last six weeks and arerecognized for credits at American universities.Lectures, tutorial work, and opportunitiesto visit places of interest willbe features of each course.Fees, for full board, lodging, and tuitionfor the six weeks, are between £63 and £72.A limited number of scholarships are offeredby the British Universities and theBritish Council.University of Birmingham—to be held atStraiford-on-Avon. •Shakespeare and Elizabethan Drama-Eighth annual Shakespeare Summer School,July 3-August 14. Fees £70 (approx. U.S.$197.75).University of London—Art, Literature,and Music in England in the 17th and 18thCenturies—As the literary and artistic centreof England in the classical period, Londonpreserves in its buildings, galleries,and record.s essential material for study ofthese centuries. July 12—Augiist 20. Fees£63 (approx. U.S'. $178).University of Oxford—Politics and Literaturein the 20th Centiiry-^A study of Britishpolitical development since 1900 andof English literature "in this century, withspecial reference to the impact of socialand political forces on the literature of theperiod. July 2—August 13. Fees £72 (approx.U.S. $203.40).Scottish Universities—to be held at theUniversity of Edinburgh— The Developmentof Modern Western Civilization-History, literature, ideas. June 28—August7. Fees £72 (approx. U.S. $203.40).For full brochures and further information,apply to:Dr. J. F. Leddy, secretary of the NationalConference of Canadian Universities, Universityof Saskatchewan, Saskatoon, Saskatchewan,orThe Secretary of the Summer School atthe Universities of Birmingham, London,Edinburgh or Oxford.Convention, 1954Continued from page 232Tuesday, as usual, is Subject Section Day.Section headquarters will be John OliverHigh School, although some sections haveplans for going farther afield. The PrimarySection, for instance, will be guests ofNorth Vancouver at Capilano HighlandsSchool, while the Counsellors are co-operatingwith the Vancouver Board of Tradein a "Business-Education Day."On Tuesday evening delegates and theirfritmds will assemble once more in theHotel Vancouver Ballroom, but reports,resolutions and speeches will be put asidein favour of an evening of music. Headingthe musical bill will be the SherwooclRobson Chorale, and they will be assistedby other local artists of equally highcalibre.Wednesday and Thursday, morning andafternoon, the Convention will concentrateon the business of the Annual GeneralMeeting. Election of officers will beginat 9:30 Wednesday morning.Time out will te taken Wednesday eveningfor the Convention Cabaret, at "GaiParee" on Kingsway. Chicken dinner, funand games, and dancing, will fill theagenda fr()n: nine o'clock till one.848THEB.C.-i'EACHER

B.C.T.F. CREDIT UNIONOFFICE HOURS:9:00 • 5:00Tuesday to SaturdayB.C.T.F. Building—1644 West BroadwayVANCOUVER 9, B. C.PHONE:BAyview 3197THE B.C.T.F. CREDIT UNION insures:1. YOUR SAVINGS2. YOUR LOAN3. YOUR LIFEThe B.C.T.F. Credit Union has LIFE SAVINGSINSURANCE with CUNA MUTUAL INSURANCESOCIETY, (one of the largest insurance companies on thecontinent, owned by the thousands of credit unionsoperating in the U.S.A. and Canada). This plan gives free"dollar for dollar" insurance on savings to a maximum of$1000.There is also a group contract for Loan Protectioninsurance with Cuna Mutual. The life of each borrower isinsured to the amount of his loan balance—up to $10,000.The Credit Union pays for this insurance out of its earnings.(If you should die or become totally and permanently disabled,your loan will be paid in full.)Your family can be protected with CUNA MUTUALlow cost LIFE INSURANCE. Consult Cuna Mutual directby mail, at P.O. Box 65, Hamilton, Ontario, for quotationson renewable term, ordinary life, and home protectioninsurance.Not for PROFIT — Not for CHARITY — But for SERVICE

„ „ PLEASE RETURN TO,S;?'..T^i°"E''S FEDERATION1615 W. 7th AVE., VAN. 9, B. 0.A. B. DICK'SPIRIT' DUPLICATING MACHINESIdeal for your schoolroom !• . . . •Here is the latest thing in dupHcatJng'efficiency.Low cost, easy to operate, qui'et, smooth anddependable for years of trouble-iioe operation.Get all the interesting facts, today !CLARKE & S'MiART CO., LTD.550 Seymourt Street •Yancouver, R. C.