Volume 47, Number 2, November 1967 - BCTF Home - British ...

§0Mexico summers are tailor-made for youngswingers with limited cash. Or for people (of anyage) who can only travel in the summer months.It's off season (on everything but the fun)and the living is cheaper.Air fare? Consider this. From Vancouver toMexico City on the 21 day economy round tripfare, all you need is a down payment of $24. Youcan take care of the balance over 12 monthsCPA jets non-stop to the bright lights ofMexico City. From there it's just a short hopto the sand and surf of Acapulco.This summer, latch on to a pal or two and makethe scene in Mexico! See a travel agent./?LY Canadixm(Pad^{yO/lUCUll/lAiRUNESCANADIAN PACIFIC-TRAINS/TRUCKS / SHIPS / PLANES, HOTELS , TELECOMMUNICATIONS/ WORLD'S MOS, COMPLETE TRANSPORTATION SYSTEM45NOVEMBER 1967

C HRISTIE AGENCIES Llillf'iifl414 W. Pender St.,Vancouver, B.C.610 Courtney St.,Victoria, B.C.ONLY STRONGEST AND MOST HIGHLYCOMPANIES REPRESENTEDREPUTABLE CANADIAN AND BR'TISHLife, Car, Home, Inland Marine, Floaters,Mercantile CompositesServing B.C. teachers since the infancy of the FederationTeachers should be held in highest honour. They are theallies of legislators; they have the ability to mould thethinking power of impressionable minds of their students;they have agency in prevention of crime; .'.hey aid in regulatingthe atmosphere, whose incessant action and pressurecause the life blood to circulate and return pure andhealthful to the heart of the nation.Are you enjoying ihe No Claims Bonus for an unblemished loss record?683-2188VANCOUVER386-1454VICTORIATHE B.C. TEACHER

McClelland and StewartPaperbacks for Critical ThinkingGeneral EditorMollie E. Cottingham, M.A.Published new TitlesHistoryTODAY'S WORLDSelected Sources from $1.251688 lo modern limesJ. Arthur Lower, M.A.University Hill Secondary School,Vancouver, B.C.CANADA SINCE 1867Selected Sources from Canadian HistoryPatricia M. JohnsonNanaimo District Secondary School,Nanaimo, B.C.1968 PublicationTHE NEW WORLDSelected Sources; $1.00Canada, the United Statesand Latin America to 1914Patricia M. Johnson, M.A.Nanaimo District Secondary school,Nanaimo, B.C.THE NORTHLANDStudies in the Yukon ondNorthwest TerritoriesJohnWolforthFaculty of Education,University of British Columbia,Vancouver, B.C.THE FIRST MILLION YEARSSelected Sources; from Prehistory $1.25to the Christian EraMollie E. Cottingham, M.A.Faculty of Education,University of British ColumbiaSOUTHERN ONTARIOSelected Geographic StudiesC. LangmanAlthouse College,University of Western Ontario,London, OntarioEAST AND WESTSelected Sources; $1.10from the Fall ol Rome to 1700Mollie E. Cottingham, M.A.Faculty of Education.University of British ColumbiaCANADA'S PACIFIC PROVINCESelected Sources; $1.25British Columbia from early timesPatricia M. Johnson, M.A.Nanaimo District Secondary School,Nanaimo, B.C.GeographyBRITISH COLUMBIAAn introduction to Geographic Studies $2.25J. V. Horwood, M.A.Magee Secondary School,Vancouver, B.C.Cartography by Hans J. Stolle,Department of Geography,University of WaterlooTHE LANDSCAPE OF EUROPEFour Geographic Studies $1.75James Popple, M.A.Nanaimo District Secondary School,Nanaimo, B.C.Cartography by Hans J. Stolle,Department ol Geography,University of WaterlooNew titles in PrrjrarjiianFall, 1967 PublicationSELF GOVERNMENTSelected Sources from the historyof the CommonwealthJ. A. LowerUniversity Hill Secondary School,Vancouver, B.C.CONFEDERATIONSelected Historical SourcesT. F. BredinSt. John's Ravenscourt School,Winnipeg, ManitobaTHE LANDSCAPE OF ASIASix Geographic StudiesJames PoppleNanaimo District Secondary School,Nanaimo, B.C.MAP READINGAn Interpretation of the Physicaland Human Landscapein CanadaJ. V. HorwoodMagee Secondary School,Vancouver, B.C.MANITOBASelected Geographic StudiesW.J. RussellChurchill High School,Winnipeg, ManitobaTHE PRAIRIESSelected Histories! SourcesK. OsborneFaculty of Education,University of Manitoba,Winnipeg, ManitobaTHE RISE OF INDUSTRIAL CIVILIZATIONSelected Historical StudiesG. WalshFaculty of Education,University of British Columbia,Vancouver, B.C.available from:McClellanti and Stewart25 Hollinger Road, Toronto 16, Ontario

Guest EditorialC. J. McCaffrayThis editorial by the president of the Ontario SecondarySchool Teachers' Federation appeared in theOctober 1967 issue of The Bulletin, the OSSTF'S magazine.Wc are pleased indeed to reprint the editorial.On behalf of the 18,000 teachers of B.C., ice thank thesecondary teachers of Ontario for their kind comments.IN ALL AREAS of human activity this Centennial Year isalready assuming vast importance in the story ofCanada. Such have been the achievements, however,that many occasions and events which normally wouldhave received wide publicity have gone by with, atbest, limited coverage. In the year of Exj>o, the Pan-Am Games and major political upheavals, it couldhardly be otherwise.The world teaching body acknowledged the importanceof this year to Canadian educators by holdingthe Annual Meeting of the WCOTP in BritishColumbia in August. At that Assembly the ninetynationbody in both plenary and committee sessic.iexamined problems as diverse as teacher education,mental health, and the role of teachers in promotinginternational understanding. Further less formal discussionsallowed delegates from nations with widelycontrasting views to advance and compare opinions onpensions, curriculum, professionalism, language andreading problems, and other equally varied topics.The Conference was an enormous success as a professionalmeeting and an even greater success in itsrole of establishing a close international understandingamong educators.Success of that order can only be the result of muchthoughtful, painstaking preparation and planning.CTF, as the host body, demonstrated abilities, enthusiasmand dedication of a level unusual even in internationalcircles. Canada's teachers were more thanably served on this occasion and we in OSSTF commendCTF and its staff most sincerely for their work.High commendation and genuine gratitude are duealso to our co^eagues of the British Columbia Teachers'Federation. Throughout the whole Assemblyone was aware of a magnificent but unobtrusive efforton the part of large teams of teachers working longhours for many", :".onths. From arranging individualdinners with Vancouver families for each delegate tomoving the venue of a mass barbecue at a few hours'sonotice due to rain, to helping lost delegates find theright committee on time, to these and a thousand otherproblems the teachers of B.C. responded with a mastedyanticipation and cordial adaptability. It was the viewof the OSSTF members present that never have we seena teacher organization undertake such a mammoth taskquite so capably as did BCTF this summer.We iiic grateful to our colleagues for representingall of us so well. We are proud to be associatedthrough CTF with the teachers of British Columbia.We are impelled publicly to acknowledge our admirationfor their work and say, "Well done, B.C. teachers. . . and thanks from OSSTF.'DTHE GREAT DEBATED. B. MACKENZIE, Mrs. Lorill Hanney and R. J. Carter,the members of the BCTF Commission on Education,are deeply immersed in their study of education in ourprovince. Ws hope the other members of the professionare also sincerely interested in the searchinganalysis to be made by the Commission.The Commissioners would be the first to admit thattheir study will be worthless if they are not activelyassisted by individual teachers and groups of teachersfrom all parts of the province. The object of the studyis not to have three people arrive at conclusions ontheir own, even though each one is an outstandingmember of the profession. The purpose of the Commissionis to stimulate study and debate within theprofession of major educational issues, in the hope thatsome guidelines for improving education will result.Such guidelines will be, in effect, the consideredopinion of the teaching profession.Each local association has been asked to appoint aperson with whom the Commission may correspond toascertain the thinking of teachers in the area concerned.The success or failure of the Commission willdepend largely on the effectiveness of these people incommunicating to the Commission thinking which istruly representative of their colleagues. That effectiveness,in turn, will depend on the extent to which tea-Continued on page 80THE B.C. TEACHER

The terms of reference of the r.Tir Commission onEducation include:'. . . to identify for study and debate issues related topurposes and objectives in education . . .'The Commissioners have been interested to learn thatpeople in several other countries Jury: recently beenconsidering the purposes, objectives and aims of education.For example, the Central Advisory Council forEducation in England, in a 1967 publication popularlyknown as the Plowdcn Report (for Lady Plowden, theChairman of the Council), has devoted a chapter tothe aims of elementary education. This chapter,adapted slightly with the permission of Her Majesty'sStationery Office, follows.A L L SCHOOLS R E F L E C T the views of society, or of somesection of society, about the way children should bebrought up, whether or not these views are consciouslyheld or defined. The old English elementaryschool derived in part at least, from the National Societyfor the Education of the Poorer Classes in theprinciples of tlie Established Church founded in 1811,the aim of whicli was to provide for what were thenthought to be the educatioral needs of the workingclass. The effects of the hierarchical view of societywhich this title implied persisted long after the viewitself became unacceptable and out of date. Americanschools have had, as an avowed purpose, the Americanizationof children from diverse cultures, races andclimates. Russian education is strictly geared to particularpolitical and social beliefs. Our society is in astate of transition and there is controversy about therelative rights of society and the individual. Whatagreement can be reached in the midst of this uncertainlyabout the objectives of English education,and in particular of English elementary schools, in thelast third of the 20th century?One obvious purpose is to fit children for the societyinto which.they will grow up. To do this successfullyit is necessary to predict what that society will be like.It will certainly be one marked by rapid and far reachingeconomic aud social change. It is likely to be richerthan now, with even more choice of goods, with tastesdominated by majorities and with more leisure for all;more people will be called upon to change theiroccupation.About such a society we can be both hopeful andfearful. We can hope it will care for all its members,for the old as well as the young, for the handicappedNOVEMBER 1967THEAIMSOFEDUCATIONas well as the gifted, for the deviant as well as the conformer,and that it will create an environment which isstimulating, honest and tolerant. We can fear that itwill be much engrossed with the pursuit of materialwealth, too hostile to minorities, too dominated bymass opinion and too uncertain of its values.For such a society, children, and the adults theywill become, will need above all to be adaptable andcapable of adjusting to their changing environment.They will need as always to be able to live with theirfellows, appreciating and respecting their differences,understanding and sympathizing with their feelings.They will need the power of discrimination and, whennecessary, to be able to withstand mass pressures.They will need to be well-balanced with neitheremotions nor intellect giving ground to each other.They will need throughout their adult life to be capableof being taught, and of learning the new skillscalled for by the changing economic scene. They willneed to understand that in a democratic society eachindividual has obligations to the community as well asrights within it.When the Council asked for views on the aims ofelementary education there was a wide general measureof agreement, though many of the replies seemedto have as much relevance to other phases of educationas to elementary. The school principals we metlaid emphasis upon the all round development of theindividual and upon the acquisition of the basic skillsnecessary in contemporary society. Many added athird aim, that of the religious and moral developmentof the child and some a fourth, that of children's51

physical development and acquisition of motor skills.Phrases such as Vhole personality,' 'happy atmosphere,''full and satisfying life,' 'full development ofpowers," 'satisfaction of curiosity,' 'confidence,' 'perseverence'and 'alertness' oc :urred again and again. Thislist shows that general statements of aims, even bythose engaged in teaching, tood to be little more thanexpressions of benevolent aspirations which may providea rough guide to the general climate of a school,hut which may have a rather tenuous relationship tothe educational practices that actually go on there. Itwas interesting that some of the principals who wereconsidered by inspectors lo be most snncessful inpractice were least able to formulate their aims clearlyand convincingly.Eve»? the second aim, that of acquiring the- basicskills, proved less tangible than would appear at firstsight or than public opinion would consider it. Mostwitnesses were thinking in terms of the three B'S, bu-~there are other skills besides those of reading, writingand arithmetic which are necessary for those who areto live happily and usefully both as children and asadults. Communication by the spoken word is at leastas important as writing and for the majority perhapsmore important.An aim, which was hardly mentioned by principalsand yet one which, if challenged, they would almostcertainly have admitted, is the oo-operation of schooland hrme and, with it, that of making good to children,as far as possible, the deficiencies of !iieir backgrounds.That this aim found so little expression is significant.The implications of the ldrHonships bstween schooland home have still to be worked \,;:t; scm

A school is a community in which children learn to live first and foremost as children, not as future adults, Elgar Howarth (right)chairman and principal trumpet player of Itritain's Koyal Philharmonic Orchestra, has composed a special plastic funnel instruments, which are being used to demonstrate to school children the basic principle of all wind instruments.Members of the Orchestra here join children and Mr. Uowailh in a try-oiil of the new instruments.brought up in such an atmosphere at all stages of hiseducation has some hope of becoming a balanced andmature adult and of being able to live in, to contributeto, and to look critically at the society of which heforms a part. Not all schools correspond to this picture,but it does represent a general and quickeningtrend.Some people, while conceding that children arc happierunder the modern regime and perhaps moreversatile, question whether they are being fitted tograpple with tlie world which they will enter whenthey leave school. This view is worth examining becauseit is quite widely held, but we think it rests ona misconception. It isolates the long term objective,that of living in nnrl serving society, and regardseducation as being at all stages recognizably andspecifically a preparation for this. It fails to understandthat the best preparation for being a happy and usefulman or woman is to li '• fully as a child. Finally, itassumes, quite wrongly, thai the older virtues, as theyare usually called, of neatness, accuracy, care and perseverance,and the sheer knowledge which is anessential of being educated, will declii.e. These aregenuine virtues and an education which docs not fosterthem is faulty.Society is right to expect that importance will beattached to these virtues in all schools. Childrenneed them and need knowledge, if they are to gainsatisfaction from their education. What we repudiateis the view that they were automatically fostered bythe old kind of elementary education. Patently theywere not, for enormous numbers of the products ofthat education do not possess them. Still more werepudiate the fear that the modern approach leads totheir neglect. On the contrary it can, and, when properlyunderstood, does lay a much firmer foundationfor their development and it is more in the interests ofthe children. Hut those interests are complex. Childrenneed to be themselves, to live with other childrenand wilh grown nps. to learn from their environment,to enjoy the present, to get ready for the future, tocreate and to love, to learn to lace adversity, to behaveresponsibly, in a word, to be human beings.Decisionsabout the influences and situations that ought to becontrived to these ends must be leftto individualschools, teachers and parents. What must be ensuredis that the decisions taken in schools spring from thebest available knowledge and are not simply dictatedby habit or convention.77ie above article describes the situation in England.What advice can IJOII i^icc the BCIT Commissioners onthe purposes and objectives of education in BritishColumbia? a04 THE B.C. TEACHER

SIR RONALD GOULDCANTEACHINGBEATRUEROFESSION?T H E T H R E E M O S T I M P O R T A N T characteristics of a greatprofession are: (1) each member must be well-educatedand professionally trained; (2) each must beloyal to all colleagues, and each must organize with hisfellows to protect the interests of the members of hisown profession and to serve the public; (3) the groupmust achieve a measure of self-government.Have Teachers These Characteristics?Have teachers, individually and collectively, thesecharacteristics? Looking at things as they really areand not as I would like them to be, I must answer,'No, not yet.' Of course, I know individual teacherswho are well-educated and technically competent,who feel a sense of oneness with all other teachers andregret the divisions among them, who work in theirorganization to improve the lot of teachers and toserve the interests of children and society, and whoare ready for self-government.But there are others, and all too many, who carenothing for the education, training, unity and responsibilitiesof teachers, who are really anti-professional,and who make teaching less than a profession. Quiteillogically, the same people often demand a professionalrate for a professional job and a better publicimage; they yearn for greater respect. But professionalstatus will not fall like manna from heaven, norfrom some benevolent government. Neither the godsnor governments can give teachers professional status,for it is not a gift at all; it is earned, not bestowed. Thetask of leaders of teachers' organizations is to persuadeindividual teachers to retain such characteristics of agreat profession as they possess and to acquire thosethey lack.Liberal Education and Training for TeachersDo teachers as a group possess the characteristics ofthe great professions? 'Culture,' wrote A. N. Whitehead,'is activity of thought and receptiveness tobeauty and human feeling . . . wiiat we should aim atproducing is men who possess both culture and expertknowledge in some special direction.' This aptly describesthe education of doctors and lawyers, but doesit describe that of teachers?I fear not. Some governments apparently believethat anyone who can learn can teach, that being educatedbut untrained is enough. You think this exaggerated?Graduates without any teacher training arecalled qualified teachers in England. Some believethat the trained but ill-educated can teach. You thinkthis exaggerated? Nearly half the teachers in theNegro secondary schools of South Africa have notThis article is an adaptation of Sir Ronald's Presiden­evetial Address to the 16th Assembly of the World Con­and the untrained can teach. Is this exaggerated? Inmatriculated. Some believe that the uneducatedfederation of Organizations of the Teaching Profession England a birth certificate proving a person is over 18which was held in Vancouver in August.and perhaps a doctor's certificate showing he is soundNOVEMBER 1967

in mind and limb arc all that is necessary lo be employedin a temporary capacity.So we must persuade governments, the public andeven some in our own ranks that teachers, like doctorsand lawyers, need both culture and expertise. Forthis there are many sound reasons. First, they areneeded because nobody can be successful in educatingchildren without them. You can teach only whatyou know. You can teach successfully only when youknow much more than you teach, when you have sufficientknowledge to select the important and relevantand to discard the unimportant and irrelevant, andwhen you have the ability not merely to talk intelligentlybut (much more difficult) to create conditionswithin which children can learn most readily, nomatter what their handicaps, interests and advantages.Yet governments continue to employ teachers wholack culture or expertise or both. What right havethey to complain that teaching is lifeless, irrelevant,based on repetition, memorization and cramming?Why should they complain at the shortage of mathematicians,when young children are so often taughtmechanically, repetitively and unimaginatively by teacherswith but a scant knowledge of mathematics, andan equally scant knowledge of the difficulties childrenhave in grasping mathematical relationships? Whyshould they complain at the incompetence of so manyin a second language, when teachers are employedwho can certainly keep a page ahead of the class anduse orthodox methods, but lack the necessary fluencyand expertise to use modern direct methods? Manyreal and imaginary, to the ultimate detriment of thechildren and their own prestige.Never has there been a time when more new Messiahswere urging teacheis to work educational revolutionsby accepting their gospels and using theirnostrums, hooks, tapes and ironmongery. I have heardthis described as an explosion of new ideas, but Idoubt whether this is an apt description. Some ideas,no doubt, are new, but many are old, wrapped up innew language to look like new. This is an explosionof vocabulary rather than of ideas. But how is theteacher to separate the valuable from the valueless,the new from the old masquerading as new, unless histheoretical and practical knowledge gives him themental equipment am confidence to do so?Much so-called educational research is valueless, indeeddangerous, because the researcher has had nopractical experience of how schools are run or hasfailed to secure the full collaboration of those whohave.Again, have not architects made some of our newschool buildings pleasant, even beautiful, to look atfrom outside, but unsatisfactory in many ways foreducating children? They have built from the outsideinward. They have not fully realized, as Corbusier did,that 'a house is a machine to live in.' They have designedschools without consulting those teachers whohave to work in them, and without any idea howschools should be organized today to make the learningprocesses more efficient. There can be no doubtthat the non-teaching experts need constantly to beSolidarity is the hallmark of a profession. Doctors, whether general practitioners or specialists,whether working in homes or hospitals, whether ministering to the young or old, feel part of onegreat profession. Teachers have more feeling of professional responsibility than they had, but Ihefirmest bonds unite not ihc profession of teaching, but parts nj the profession of teaching. Thereis a unity among primary teachers, secondary teachers, technical teachers, university teachers, butlittle sense of solidarity between, shall we say, university and kindergarten teachers. And eventhese sub-group loyalties sometimes conflict xcith the loyalties of men teachers, women teachers,graduates or teachers of certain subjects to each other. In short, teachers in most countries,though happily not in all, lack this essential characteristic of a great profession — unity.weaknesses in education today are due to the fact thatteachers cannot treat children as individuals, cannotget the best out of them, because they themselves lackboth scholarship and expertise.Second, teachers need this fusion of knowledge andexpertise if they are to inspire as well as instruct. Somechildren are instructed without being educated, for itis not difficult to inform, to direct, to command. Someare educated, for they have teachers capable ofnourishing, bringing out, developing, leading, guiding,creating a thirst for further knowledge and a desire togo farther; they have been inspired.Third, teachers today need a wide education in allthe traditional disciplines and in psychology, sociologyand economics to be able to face the many expertswho, like the hosts of Midian, prowl and prowl aroundthe holy ground of education. Some of these havemuch to offer, many have little, nothing or worse thannothing, but unless teachers are themselves expertpractitioners and theoreticians, they will be led by thenose or pushed hither and thither by these experts,reminded of the practicalities of education, and thatif teachers are unable to guide them, the children'seducation will suffer. But highly competent teachersare required to guide them.Fourth, teachers must be well-educated if they areto enjoy control over school organization, choice ofcurricula and textbooks and the methods used, or, ifyou like, academic freedom. Such freedom, responsiblyused, makes teaching more lively and efficient,prevents governments or groups manipulating schoolwork to capture the minds of children for ulterior ends,and gives dignity to the teacher's position. But illeducatedteachers are incapable of carrying this responsibility.Our German colleagues speak of the twoaspects of academic freedom, Lernenfreiheit and Lehrfreiheit—freedomto learn and freedom to teachwithout restriction. These two kinds are needed inthe classroom, but only good teachers can be givenfreedom to teach and only they dare allow their pupilsfreedom to learn. One cannot exist without the other,for only those who have enjoyed the freedom of learn-THE B.C. TEACHER4

ing can he trusli'd will) freedom in tcat-hinj^.Now you can sec why teacher ('(iucalion is so important.To secure good teaching, inspired teaching,teaching improved hv modern methods, teaching byfree men for a free society, society must trust highquality teaclier education. This is society's greatestsafeguard, its greatest guarantee.Unity Among Teachers1 stated earlier that unity was a characteristic ol tingreatprofessions. This, however, is not a mystical concept:it does not meai' every doctor loves every otherdoctor, which is an impossible ideal, but that everydoctor accepts that the interests of the group, and thewell-being of the service, transcend personal interestsand well-being, and he must act accordingly. This,though difficult, I firmly believe is attainable byteachers.Teachers, however, are notoriously individualistic.They often pursue their own interests, to the detrimentof the group as a whole. That is why separate organizationsof head teachers, assistants, men, women, graduates,non-graduates, elementary and secondary teachersflourish. That is why divisive tendencies existeven within organizations and threaten unity stillfurther. Of course, training of different kinds, in differentkinds of institutions, makes for feelings of superiorityand inferiority, and, to be frank, of snobberyand resentment, and makes a leeling ol unilv difficultto achieve. Further, 'he dillerent qualifications, training,responsibilities and liuictions ol teachers lead toclashes over what should be paid lo various groups,and this is another and potent cause oi division.Attaining unity in tlie leaching profession bv thelusion ol waning tactions and organizations is incrediblydilticull, tbeielore, whether the method adoptedis membership ol an inclusive organization or amalgamation,collaboration or any oilier variant.Nevertheless we must strive for unity. Why? Becauseunity is strength. Sheridan said once that if allthe fleas in liis bed had been ol one mind they wouldhave pushed him out ol bed. I have no particularknowledge of the habits of the ilea, but I'm sure thatif all teachers were of one mind on any issue theirpower would be enormous. Hut teachers' disunityweakens their impact on employers and governments,who know only too well bow lo exploit divisions, tosplit teachers into further factions and to play onesection off against the other. Wc should thereforeunite lor our own sakes.We should unite for the children's sake too. It wouldbe greatly to the children's advantage if teachers usedtheir energy not lo attack one another as they so oftendo, but to improve school buildings, equipment, booksand organization, and also to improve the teachers'conditions of service. For it is to the children's ad-NOVEMBER 196757

vantage that teachers enjoy security, a reasonablestandard of living, freedom of choice in methods,curricula and internal organization, and treatment ingeneral befitting a professional man.Teachers' Self-governmentUndoubtedly the teachers' greatest dream is to enjoythe machinery of self-government. They may alreadybelong to strong organizations which protect members'interests, influence government policy and improveeducation generally, but they want more: they wantwhat doctors have, a self-governing council.Yet it must be admitted that nowhere in the worldhas this been achieved. Whatever the reasons for thismay be, the teachers' attitude to their work is not oneof them. They are professional in their pride in theirwork and in their desire for ever-rising standards . . .they battle valiantly against ignorance, prejudice, superstition,obscurantism, hunger, disease, discourtesy,selfishness and all that degrades, debases and destroyshuman relationships. In this respect, I believe teachersin most countries are ready for self-government.What, then, prevents the coming of self-government?First, say tho politicians, teachers cannot be a professionwhile so many unqualified, partially qualified andinadequately educated teachers are employed. Butwhose fault is this? Not the teachers', for they haveconsistently urged governments to produce morequalified teachers. In any case, if governments had thewill, they could' quickly increase training facilities,appoint no new teachers other than the qualified andmove toward a fully qualified service. This, then, is anexcuse, not an adequate reason.Second, politicians say teachers bicker and quarrelamong themselves, are disloyal ti> each other and donot act professionally. Of course, other professionssometimes act unprofessionally, attacking their colleaguesand breaking their own rules . . . But in themain, group-loyalty ensures the outward appearanceof unity and observance of the rules and conventions.Regretfully, however, I must admit that a considerablenumber of teachers act unprofessionally, engagingin blatant self-advertisement, attacking colleagues inpublic, dissenting violently from salary claims andsettlements, and paying any price to achieve promotion,from changing their religious or political affiliationsto offering to become parish clerks, Sundayschool teachers, choirmasters, or even organ blowers.Whatever their numbers, the fratricidal self-advertisersand stomach-crawlers hinder the coming of selfgovernment.Third, politicians hesitate because they believe thattransferring power to teachers would be undemocratic.This argument sounds high-minded and convincing.But have you noted that democracy is compounded oftwo Greek words 'demo,' the people, and Tcratia,'rule? Thus democracy does not necessarily mean thatall decision-maki' ig must be the responsibility of allthe people all t'.ie time, for that would produce chaos,not rule. In the interests of efficient rule, the peoplecan leave some decisions to the experts, subject alwaysto intervention if such power is abused. So I see nothingundemocratic in a measure of self-government. Butin any case politicians can hardly argue self-governmcnlfor teachers is undemocratic while it is enjoyedby doctors, lawyers, architects and accountants. Thusa council with suitable powers and suitable constitution,including representatives of the public, need inno way offend democratic principles.Fourth, politicians hesitate because they do not trustus enough; ihey fear we shall use power for selfishends. After all, they say, if people are ill, they canchoose which doctor they prefer, or if they wish,choose no doctor at all, but wc, the Government, forcechildren to attend school, give them no choice ofteacher, and so we must be responsible for the finalityand supply of teachers. We dare not devolve thesepowers on teachers who might use them selfishly in aconspiracy against the laity. They might reduce, forexample, the supply of teachers.Let us be honest. Teachers could use self-governingpowers in their own interests. We could raise entrancestandards so high that the number of entrants fell,producing an acute shortage of teachers, which couldhe used as a lever to raise salaries. And let us not pretendthat nothing is further from ou. thoughts, that wewant self-government wholly for altruistic ends. Thisis cant. Self-interest disguised as moral purpose isnauseating. We want self-government, at least in part,to improve our own position in society.But we also want greater control over our professionfor the better performance of duties. Indeed,duties and self-interest are often inseparable. Howcan salaries, tenure, sick pay or superannuation regulationsbe improved without encouraging recruitment,improving the morale of teachers and raising educationalstandards? To help the teacher is ultimately tohelp the child. And, on the other hand, how can thestandards of entrance to teacher training be raised,the length of training increased, or higher standards ofqualification established, without benefiting both childand teacher? We should therefore state unequivocallythat we want self-government for our own sakes andfor the sake of the service. Our difficulty will be topersuade governments that we will play fair, that wewill never allow self-interest to make us sociallyirresponsible. This will sound hollow, of course, unlesswe act responsibly now and at all times. But whateverthe arguments, pro and con, the objective of professionalself-government is so worth while that despitedifficulties, handicaps and setbacks, we must press on.Years ago, Ernest Bevin complained that the workingclasses suffered from poverty of desire. So doteachers. They want many things, but don't want thembadly enough. They can't have the palm without thedust, victory without sacrifice, jewelry without paymentfor it.Perhaps in Cloud-Cuckoo Land, professional freedomis readily bestowed, and teachers slip, slide orslither into high quality training, unity and selfgovernment.But we live in a real world, where theworth-while professionally is achieved only by blood,sweat and tears, and not the blood, sweat and tears ofother people, but our own.Will teachers pay that price? The answer to thatquestion will determine whether or not teaching isworthy of the status of a great profession. •THE B.C. TEACHER4

The IICIK invited tlie president of the Quebec Teachers'Corporation to explain Ihe stand of Quebec'sFrench-speaking teachers on joining with their English-spcnkingcolleagues to make llie Canadian Teachers'Federation a truly national organization. This isihe explanation M. Laliberla gave recently to theRepresentative Assembly.G. RAYMOND LALIBERTE1. TIIK CANADIAN' TEACHERS* F E D E R A T I O N approachedQuebec's French-speaking teachers a long time ago, toget them to follow the example of their Englishspeakingcolleagues and join the Through-Canadateachers' organization. According to the summarygiven at the last Canadian Teachers' Federation A G Mby the organization's Secretary-Treasurer, the wholeNOVEMBER 196759

thing began with a preliminary flirtation in 1935with what was then the largest association of Frenchspeakingteacheis in Quebec, the Alliance des Instituleurset Instilutrices Cutholiques de Montreal. Itcontinued with the birth of the Corporation Generaldes Institnteurs et Instilutrices Catiioliques de la Provincede Quebec (nr.:) in 1910. At that time etc was afederation of three? provincial organizations, regroupingonly a small proportion of the province's Frenchspeaking teachers: the Federation des Institnteurs etInstilutrices Catiioliques des Cites et Villes de la Provincede Quebec, the Federation des InstitutrieesCatiioliques Rurales de la Province de Quebec, andthe Federation des Institnteurs Catholicities Rurauxde la Province de Quebec.2. The first exchanges of observers at conventionswere made by etc in 1949 and 1954. C T F set up itsfirst committee to recruit French-speaking teacheisin 1954. Among other things, its mandate included'promotion of extension of membership of CTF to includethe French-Catholic teachers of the Province ofQuebec' cic had 9,000 members at that time.3. It was not until the period 1958-60 that a greaternumber of mutual exchanges and more systematic approacheswere made, and erf granted cic the privilegeof automatically becoming a member if it so wished,cic, on the other hand, would carry out its intention ofcontinuing to examine the question, while being unableto reach an on-the-spot decision at that time, becauseof the many reforms and complicated developmentplans it had undertaken. Furthermore, it was notuntil the end of 1959 that it got the automaticmembership of Quebec's French-speaking Catholicteachers, with the result that its membership increasedfrom 18,000 to 30,000 members. Lastly, subsequentefforts, mainly by CTF, resulted in the fall of1962 in the cic's drawing up the conditions underwhich it would be ready eventually to propose to themembers of its Provincial Council membership in CTF.4. Joint discussion committees have been meetingregularly every year since then, and have examinedthe conditions laid down by the cic as a whole. Theyhave put forward the point of view of CTF,have triedsome common ground, have submitted reports to theBoard of Directors of C T F and cic; but the latter hasnot yet presented its General Council with an invitationto consider an affiliation with the CanadianTeachers' Federation.5. Why is it that a group that has grown as rapidlyas cic—from 6,000 to 55,000 members—after havinghad such regular exchanges with CTF, even after havingreceived considerable moral and financial supportlast year at a time of crisis, still has not become affiliated—thelast recalcitrant organization—with theCanadian teachers' organization? Why has this affiliationnot been carried out? Because the conditionshavenot yet been met.The CIC and Canada6. Is the cic so hard to please that it cannot besatisfied with an organization as well disposed andgenerous as the Canadian Teachers' Federation? Inother words, is the cic laying down conditions thatcannot be accepted by other provincial teachers' organizationsof Canada? Incidentally, how does the ciclit in with the rest of Canada?7. Far from being isolationist, it has, on the contrary,been trying for a long time lo play its properrole in the country as a whole. As early as 1947, it tookpail in the founding of the Association Canadienned'Education de Langue Frangai.se (ACF.LF), theequivalent of the Canadian Education Association. Ithas been giving its enthusiastic support to this associationever since, has had an influence on its policiesand taken part regularly in its studies, debates andrecommendations.8. Furthermore, it was within this organization, in1961, that cic hied to found a Canadian Federationof French-speaking Teachers, when it organized ameeting of representatives of teachers' groups frommost of Canada's provinces, and examined with themthe possibility of forming such a federation, parallelto err. However, it quickly changed its mind and,at the conditions put forward a few months later,thought seriously, instead, of joining the ranks of CTF.9. Resides, the cic also wanted to be faithful to itsWc will take what we can from Ottawa orelsewhere with any means at our dispo- d togive ourselves the good life.We will keep our language and ntr culture andif the rest of Canada loishcs to sliare it with ttson an equal basis—fust as we share theirs—wcwill all get along well together and go on to aunified future.Failing that, our language, our culture and ourprovince must come first. If il proves to be to ouradvantage to remain a part of Canada, we will.If not, then we will have to separate.This w

??T. • • F . P"! . ...... • i^niuiiii . . . T ? Presi d cnC H u a r u I t n t y R ,H ', r ,'^ W h 0 , b JK?7 Ac CTF Board of Directors, outlined to the RepresentativeAssembly the position taken by the : 11CIF at the C:TF Annual General Meeting in July on the question of OTC's affill ailon P wUh CTF.11. Nation is not the equivalent of political state. Itprecedes, transcends and uses lhe political state as oneof its means to existence, but not as an end in itself.A nation can include several political states. In thesame way, a state can include the elements of severalnations. The Canadian State includes tlie elements ofat least two nations. The French-Canadian Nation doesaspire to using its own state, an almost exclusivelynational one.12. cic therefore submitted to the Commission thefollowing main recommendations, among others:1. Spokesman for a well denned group of human beings,it is such that the province of Quebec .should sit down atthe conference table with the representatives of the oilierethnic group, lo establish the relationship that should existin the future between the two peoples which historicallyfounded Confederation. In short, the Quebec slate shouldspeak in the name of the French-Canadians.2. That the amended or revised Canadian Constitutiongive the province of Quebec a special status anil guaranteeit the judicial and economic resources needed lo assume itsresponsibilities as the protector of a distinct cultural andlinguistic community.3. That the province of Quebec withdraw completely fromjoint programs and decide alone how il intends to cooperatein federal undertakings affecting its social and economiclife.4. That the federal government renounce the practice ofgiving grants to universities, loans to students and to educationalinstitutions for building or enlarging purposes; thaithe provinces obtain the tight to orgaui/c their own radioand television networks if they so wish; that educationalradio and television be under the jurisdiction of the provinces;that, with regard lo the province of Quebec, theCanadian Arts Council give up the practice of giving grantsand scholarships to individuals, to cultural and educationalinstitutions, as well as to other organizations of a similarnature; that the National Film Board be reorganized loallow two autonomous sections: a French and an Englishone.13. The cic used this as a basis in 1966 when itdefined the principles on which it laid down its condilionsfor joining tho Canadian Teachers' Federation.It has tints sought to achieve in practice the policythat it drew up respecting Canada's future anddevelopment.14. Following this, at the general meeting of C T F ,we expressed the wish to put a time limit on the talksbetween our two organizations. Our Board of Directorshas since allowed itself a year to receive a positiveanswer to the conditions that have been laid down.In case of failure, we shall probably go back tothe idea of creating a Canadian French-speakingTeachers' Federation.15. If the Quebec Teachers' Corporation achievedthis new federation, it would meet CTF on equal terms.If it failed in this new attempt, or if the majority of itsmembers became in favor of Quebec's independence,the ore would limit itself to the province in which itnow operates.16. If, on the other hand, Canada were to become anew federation of associated political states, ore wouldprobably become the equivalent of CTF, even thoughit would have fewer members; and it would no doubtbecome necessary to create a new Canadian Teachers'superstructure that would group the two organizationstogether, one of them mainly French-speaking, and theother mainly English-speaking.The Canadian Teachers' Federationand the French Fact17. In spite of its early efforts to recruit Quebec'sFrench-speaking teachers, CTF stated its positionContinued on page 70NOVEMBER 1967

HILL 25—'AN ACT to ensure children the right toeducation and to institute a new schooling collectiveagreement plan.'In the broadest sense Bill 25 is the prototype of howthe Quebec Government intends to find solutions to itseducational crisis. It has the faith that the purpose ofgovernment is to foster the growth of education bystate control. Its belief is freedom in education underlaw.What, then, are the main points of Bill 25 and whatpattern has been set for the future? The major pointsare as follows:1. The right of teachers to strike has been suspended.2. A provincial salary scale for teachers has beenestablished, the basis of which is the salary scale forcivil servants.3. A joint committee has been established to advisethe government on what matters should be negotiatedprovincially, with the understanding that the governmentwill have the final say.4. The government has named the organizations torepresent the teachers and school hoards at the negotiatingtable.We see, then, that the government's approach ioeducation is one of restrictive legislation, i.e., control.Bill 25 is an autocratic and dictatorial piece of legislation.Let us examine it and note why it has beendescribed as a most undesirable type of law.Bill 25 was not necessary as a means for settlingteacher disputes. Quebec has a Labor Code for thispurpose. However, more was at stake than thesettling of a wage dispute.Into the labor market have come two new potentialforces, the public employees' group and the professionalsyndicates. The rights of these two groups arestill unclear and as a result their future is somewhatclouded. It is obvious that both the government andthe public are unaccustomed to thinking of professionalsand public employees as being part of collectiveunits. Neither the public nor the government hasgiven serious thought to the problems that will develop.The government's solution has been to suppressthe problem through legislation. Bill 25 is testimonyto this fact.Bill 25 achieves for the government much more thancould be gained by the Labor Code. The Labor Codeprocedures would have enabled the government toThis paper was presented to the 1967 Annual Meeting of theCanadian College of Teachers hy Ann MacLeish, presidentof the PAPT at the height of the controversy about Bill 25.5& EDUCATIOIN QUEBECANN MacLEISHforce teachers back into the classroom. It also providesthe means for working out settlements. But theLabor Code does not permit the imposition of a provincialcontract and a system of provincial negotiationswithout prior discussion or consultation with thegroups involved. Bill 25 enforces province-wide centraland uniform control of salaries paid to teachers.Moreover, the Labor Code does not permit theabrogation of the right of association which was donein Bill 25. What could be more contrary to the letterof the law and to the spirit of the Labor Code than anemployer's naming the employee groups with whichhe will negotiate? Although the groups named in Bill25 may, for the time being, be considered representativeof teachers in the province, the government's namingof those groups is an extremely dangerous precedentboth for teachers and the labor movement.The Labor Code does not permit, as Bill 25 does,one party to negotiations (in this case the government)to dictate the terms of the negotiations. Forexample, during and immediately following the passageof the bill, the government attempted to drivewedges between various groups of teachers in theprovince. At the same time, Bill 25 forces all teachers'associations to work together during the process ofnegotiation.It has been obvious for some time that teachers'groups in the province must work together veryclosely, both in their own interests and in the interestsof the profession. Bill 25, however, forces them together,and it is questionable whether this is the bestway to build the bridges that presumably should lastfor a long time. This forcing of teachers' groups togetherin a short period of time certainly puts thegroups in a difficult position at the negotiating table,when faced with a united government.For the reasons just mentioned, Bill 25 has to beTHE B.C. TEACHER4

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SELMA WASSEHMANNHAD SOMI-'.ONK "roi.i) Mr. that the first educational article1 would write for a u.c:. publication woidd dealwith corporal punishment, I probably would havelaughed. For some time now I have been concernedwith such modern educational theories as individualizationof instruction and the development of thinkingskills, and such concerns arc perhaps as removed fromnotions of corporal punishment as one can got! On theother hand, I believe that it is long overdue that someonein the educational system confronted B.C. educatorswith their notorious, archaic and punitive methodsof dealing with the behavior of some students.If one were to study the history of education, hewould find that today's corporal punishment methodshave their roots in the Middle Ages, when thereexisted a highly moralistic conception of man; whenthe thinking of Aquinas—that education should servethe Church, that the teacher represented the authorityof spiritual truth and that human error would undoubtedlyload to damnation—emerged as a major influence;and when it was believed that there could be nocompromise between the forces of goodness andwickedness. 1Extensions of these medieval philosophies werefound in later thinkers, e.g., Calvin, who believed thatman's depravity und God's infinite perfection were thekeystones of realities.- Calvin's educational philosophiespermeated a gymnasium and an academy atGeneva, in the mid-sixteenth century, where academicdiscipline was severe. Students who were inattentiveor wayward were severely punished. (The gymnasiumhas, as its present-day North American counterpart,the senior secondary school; the academy was themodel for earlier American universities.) Calvin advocatedthe use of physical punishment, 'for this wasmild as compared with the eternal torments of hellfire.Since man is naturally evil, he had to be controlled;education had to root out the evil impulses ofchildren.''''At the time of Horace Mann, about 300 years later,cruel punishments, in the form of whippings and floggings,were an integral part of school life in NorthAmerica, and it was one of Mann's objectives to abolishthis inhuman treatment of students. 'In most schoolsof his time there were at least 10-20 floggings a day.Schoolmasters, influenced by the Calvinist gospel, believedit was their duty to drive the devil out ofstudents. Was not the child a creature of sin? Was nota hellfire a fitting punishment for the child who disobeyedhis teachers and parents? Was not flogging anaid to learning? 4 ' There was the additional belief thatthe abolition of physical punishments would lead tochaos in the classrooms and a lessening of the teacher'sauthority.Simple subtraction tells us that we have marched onfor five centuries since the termination of the Middle-Ages period. The record of man's technological accomplishmentsduring these years is a matter of history.Today, we are reaching for the moon; tomorrowthe secrets of the origins of life may be revealed to us.The depth and the range of man's knowledge is for-THE B.C. TEACHER

midublc. Yet children are still being beaten in n.c.schools.During the past year I have been invited to consulton matters of curriculum in various school districtsthroughout the province. Without exception 1 thoroughlyenjoyed and appreciated each visit to schools,as this is almost my only opportunity to 'keep myeducational roots wet.' Indeed, I have found excitingand wonderful teaching in so many classrooms. YetI cannot help bristling at the revelations of administratorsconcerning the strapping of students. Theserevelations are usually made to me in private, and Iam assured that in such and such a district, strappingis used only as a last resort. More and more I get thefeeling that strapping is not something that educatorsare proud of. (I am often tempted to ask, 'If it'seducationally desirable, why 110/ be proud of it?'and/or 'If you're not proud of it, why do it?')Attempts to discover why students are strapped revealquite clearly that punitive methods are used in anattempt to control students' behavior. Although I havenot personally witnessed a strapping, I am told thatthe episode is carried on 'dispassionately'—and somehowthe assumption is implicit that beatings, withoutemotional involvement on the part of the executor,are ...?... (better, longer-lasting, healthier, happier,more effective, more consequential, less harmful. . . ?).Whichever adjective is chosen is bound to be a questionableone. As educators, we should ask severaleducational questions about students' behavior, andaddress ourselves to the points of educational desirabilityand educational objectives. Education is, afterall, our business! I do not believe we should spendtime on the question, is corporal punishment humane?—because it is not. There is no evidence to say it is.What is Behavior?Behavior is an outward manifestation of one's innerfeelings and thoughts. We cry when we feel unhappy;we mourn at the thought of a great loss and laughwhen something strikes us funny. Our behaviorcommunicates to others something of what we thinktnd feel. So it is with our students. When a studentbehaves in a particular way, he is communicating tous, usually in the only way he is able, something aboutwhat is happening inside him. We may not like whathe is doing or saying (his behavior), but we cannotescape the fact that his actions are attempts to revealwhat is going on inwardly.Because we know this, it is preposterous for us todeal with students' behavior per se, to 'control' it, to'discipline' it, since these attempts do not change whatis causing the behavior. While punitive techniquesmay bring about temporary relief of the symptom(behavior), they frequently result in intensification ofthe cause. As a consequence, what we are likely toget is more of the same kind of behavior (perhapsnow out of the teacher's sight), or even worse, a moreserious kind of behavior.In spite of the fact that we know we cannot legislatebehavior, sometimes we find ourselves saying'Stop crying.''Don't feel so bad.''Don't be so hostile.'/>. Wassermann is a member oj the. Faculty oj Education,Simon Fraser Univrrsily.'You shouldn't feel so angry.'as if we could dictate how another person should feel!We might as easily say, 'Don't have such a high temperature'—oreven feed the tei.merature aspirin, in anattempt to control the symptom. While the lattermight 'work' to alleviate the symptom in minor illnesses,it is certainly no cure, and in the case of majorillness, without proper medication, treatment of thesymptom alone could prove fatal. Then certainly, wehave achieved the ultimate behavior!Not for one moment do I wish to suggest that educator."condone the acting ~ui behavior of students.Surely we are agreed that this would lead to chaos. Ido suggest, however, that we look at already availableknowledge about behavior and its causes, and use thetechniques that work to bring about positive behavioralchanges. Here I refer to the past 30 years ofresearch of such prominent educators as Louis Raths,James Hymes, Dan Prescott, Robert Fleming andothers, who have established a relationship betweenunfulfilled emotional needs and specific behavioralpatterns. The student who is extremely aggressive, extremelysubmissive, extremely withdrawn, the studentwho shows evidence of acute psycho-somatic symptoms,the student who regresses to earlier forms ofbehavior—these students are likely to ho. si;fering fromserious deprivation of one or more emotional needs.For example, deprivation of the need fur belonging;for love and affection; for ach'evemcnt; for economicsecurity; the need to be free from intense feelings offear; the need to be free from intense feelings of guilt;the need for self-respect; the need for understandingof one's environment—may cause intense human suffering,resulting in such behavioral symptoms as thosedescribed above. The research evidence is clear thatwhen teachers make consistent attempts to meet theseneeds, there is a significant and positive change in thestudent's behavior.•'Of course, teachers may say that it is too muchtrouble to meet students' needs—especially when classesare large and there is 'so much curriculum materialto cover.' Finally, we arrive at the point of desirableeducational objectives. In the last analysis, schoolsuperintendents, principals, vice-principals and teacherswill have to ask themselves, 'What is teachingall about'? If there exists the idea that, among otherthings, it's about creating a climate in the classroomwhich is conducive to learning, making use ofmodern, well-researched techniques which bringabout desired behavioral changes in students, andfreeing each student to learn to the maximum of hisability—then humiliating and debasing students bypublic or private punitive actions is clearly anathemato these goals.If, on the other hand, archaic notions of educationstill persist—that students must be controlled by theteacher-authority, that the teacher 'pours out' knowledgewhile students 'sponge it up'—and that infractionsof rules and extraordinary behavior are to bepunished, then let it be capital punishment—because,as one student pointed out, That really works!'•References available on request.NOVEMBER 196765

EDUCATOHS TODAY A nr. EACEO with u substantial legacyfrom the past—buildings designed to accommodateteaching methods of a different era, methods whichare out of date in relation to today's problems. Theold school building (and some new ones too) containedclassrooms for forty pupils. Today we arcforced to teach in fixed ratios of class size and timebecause the building cannot be used in any other way,an irrevocable investment in educational facilities thatcannot be re-used and must stand for the least thirtyyears.The question facing all of us involved in school designand construction is: Is it possible to build schoolsthat do not become monuments lo out-of-datemethods, schools capable of providing a changeableenvironment for a variety of approaches to learningthat will enrich the experience of students and teachersalike?Are these questions hypothetical—just part of afashionable fad for change—or are they real? Someexamples would be useful. The problem of logistics isnot hypothetical. The shortage of experienced teachersis very real. So is the need to benefit from thespecialized knowledge of today's teacher, who is morehighly trained than ever before. This suggests achange in group sizes: to provide the opportunity formore personal tuition in small groups and for exposureto specialized knowledge carefully prepared and presentedin large group lectures.Team teaching programs make provision for moretime for the teacher to prepare his materials and formore time for the student to pursue individual study.Existing school buildings are not easily adapted forthis method of leaching. The new schools must beable to adapt to a vaiiety ol apjiropriate teachingmethods, old and tried, new and untried.Television lias gained very quick aeeeplanee as aninstructional medium. Research and practical experimentsare now being undertaken on a great variety ofaudio-visual aids. It is already possible for the individualstudent lo pace his own ability to learn by theuse of audio-visual aids related to a film library orresource cenler of a school. I fow long will it be untilthese methods are in widespread use or are abandonedfor belter and more sophisticated teaching aids? Thesetechniques are not eusilv lilted into existing buildings,but are .something that must be considered in thedesign ol new schools.If a particular api'.roach appears to have littleadvantage over a more traditional method, what doesthe designer do? Does he freeze the facility into thedesign so that it becomes one more inhibiting clement?No, he must design the building so that it can accommodatechange. Change of what? That is the field ofproblems educators and architects have, to understandand agree upon. What are we trying to achieve withthe educational plant? What is the purpose of aschool in the community? Does everything change?What are the constants? These arc probing and incisivequestions that attempt to clarify the real issuesso that they can be discussed, agreed upon and apolicy decision made that will not inhibit future patternsol learning.A design experiment undertaken jointly betweenPrimary school designed for the University Endowment lands byRon Ellis, second year student, School of Architectine, Universityof British Columbia.Primary school designed for the University Endowment lands by A.Charles Bowman, second year student, School of Architecture, WUniversity of British Columbia.66THE B.C. TEACHCR

ROBIN P. A. CLARKEMANYSCHOOLS AREMONUMENTS TOARCHAIC TEACHING METHODS104NOVEMBER 1967

The newRYERSONREADERSby Harold M. Covell/Anne Grady/Phyllis MooreMy First Book (pre-primer) $1.75On My Way (primer) $1.75See Me Go (grade 1) $1.85New Adventures (grade 2) $2.60Fancy Free (grade 3) $2.85Teachers' Manuals $2.50Pupils' S';udy Books $ .95BASIC READERSFOR GRADES 1-3Each book has been carefully prepared byexperts in the field of elementary readingand has been designed to appeal to theyoung. Stories with emphasis on the spaceand machine age* history, science, natureand adventure provide a modern settingfor the study of reading. Illustrated in fullcolour, the books are set in a speciallydesigned type face which closely resemblesthe script used by a child.The Ryerson PressThe writer, an ussistant professor of architecture at UBCdirected the project described in this article.senior students of the School of Architecture and agroup of primary teachers associated with the BCITSchool Buildings Committee dealt with the problem ofprimary school design. The beginning of formaleducation was chosen as an area of study because itwas considered that the fundamental issues of an environmentfor learning could be considered free of thecomplexities associated with audio-visual aids nowused at senior levels of education.The education of a designer involves the student ina situation in which he is asked to be truly creative.Relying on policy statements will not enable him toact; his personal judgment and value system willnaturally play a part. To expand the challenge lastyear at the School of Architecture, we decided to startfrom first principles, and to disregard the Departmentof Education's current standards for primary schools.The assignment started with open debate, so that aparaphrase of the issues as we saw them would help toclarify the purpose of the school design. The broadsocial context was the first consideration.Can the Architect Help the Educator?The emphasis placed by society upon equal opportunityfor education for all has been weakened by theprogressive increase of population. The educator isfaced with a problem of logistics: an increase of studentsdisproportionate to the number of teachersavailable. Can the architect help?Greater stress is placed upon an individual's mentalcapacity in a technological society. The need to thinkfor oneself, of being able to adapt to new circumstanceseffectively, and the final dissolution of theVictorian ethic has placed greater responsibility uponthe family and the educator for a child's personaldevelopment. Does this issue have any bearing upondesign?The intention was to establish design criteria byanalyzing the requirements the problem generated. Itwould then be possible for the designer to understandquite clearly the purposes and character of theenvironment that teachers considered necessary. Inturn, the educators would have a basis upon which toassess the merit of individual schemes at the policylevel as well as at a personal one. This was the criticalpoint in the program, where it was necessary for a consensusto be established. None was found. In abandoningconventional standards we had created a newproblem for ourselves.The kind of information of which a building programconsists is both theoretical and practical. It isdifficult without prior experience of a similar problemto differentiate between information that will be usefulin the design process and that which will prove tobe irrelevant. This breakdown of communication betweenarchitects and educators is not confined toacademic exercises, but is a problem to be overcomebefore any useful innovation occurs in educationalbuildings.In this situation the students were, of necessity,making policy decisions by default. The randomTHE B.C. TEACHER

natrre of the requirements did not in themselves representcoherent policies, so the design became the onlyunifying force. The most telling consequences of thisaction was to produce designs that were architectonicrather than directly useful—almost as if the studentfelt a need to compensate for the lack of a simplepolicy. This is not an unusual result. Often, whenfaced with a lack of clear social concept, professionalscompensate by using cosmetic means to make thedesigns more persuasive. The decoration of formbecomes a substitute for ideas and, as a consequence,innovation occurs only at a superficial level. Thisexpedient is part of a larger problem and the architectalone cannot be held fully responsible.What is NecessaryWe have learned that we must know what we thinkrather than merely what we like in architecture if weare to be well served. Innovation in school design willnot occur if the educator and the arch- H continue toplay a conventional role in the decision-making process.Each participant must be prepared to find outabout the other's ideas and to help implement them byactive understanding. The broad issues of approachmust be resolved at the policy level so that a conceptof the future school can be formed. Detail can thenplay its ] Toper role of supporting an architectural idearather th in becoming an end in itself. It is no longernecessary for school trustees to impose the image ofschool uj >on the building design. The traditional conceptof tie school is no longer appropriate in today'sbroad social context of education. The character ofschool buildings should arise from the use to whichthey will be put and out of the role they will play inthe community.The challenge to the educator now is to appreciatethe potential of buildings designed for variety andflexibility. The modern school can be understood innew terms—as a facility that possesses a potential performance,a product of the characteristics that thedesigner has given its various spaces. The term 'flexibilityof space' will cease to be misunderstood if it isrealized that it is not a panacea for a lack of curriculumpolicy, but a positive description referring to thecharacteristics of space that will accommodate a numberof pre-determined uses.The challenge to the architect is to perfect the mosteffective school building by exploiting the inherentadvantages of contemporary building technology. Thisapproach will produce architecture which can servethe developing values and practical needs of modernschools. Regardless of the immediate program needsdrawn up by educators and trustees, the buildingmust serve present and future curriculum requirements.Experience suggests that, if the design islimited to immediate curriculum dictates, the facilitieswill become liabilities in a few years. The frequencyof change in a curriculum is as critical as a new curriculumwhen a building design is being determined.The emerging character of the contemporary educationalinstitution places a new emphasis on the role ofarchitecture. In the past we were content to expressthe authority of the institution with monumentalbuildings. Today the value of the institution is judgedby its effectiveness—i.e., its usefulness. This change invalues must be reflected in the design of new schoolbuildings.Such technology as industrialized building methodswill play an important role in achieving these newsocial goals. Building technology can serve us in twoways. It can provide school buildings of higher qualityand greater flexibility for less cost than our presentmethods of construction. It can also provide an opportunityto meet the challenge of the changing socialcontext and image of the school within the existinginstitutional framework and budget restrictions.Industrialized building methods can be utilized forschool construction in a number of ways. The mosteffective approach so far has relied upon a regionalconsortium of school districts to provide a marketlarge enough to justify the development of a 'MeccanoSet' of component parts. This system of componentscan be used to construct a variety of school designs.The unit cost of components is reduced by the efficientuse of labor in 'batch assembly' methods rather thanby the substitution of machinery for labor, as in conventionalmass production techniques. This economyresults in improved environmental services (i.e., lighting,ventilation and plumbing), greater flexibility ofuse (modular components provide interior flexibility,additions can be made quickly and economically andre-use of components eliminates heavy capital losses)and in a high quality of easily maintained interiorfinishes.Variety and Quality Are Not LimitedA construction system can be designed to work independentlyof appearance so that a school board'sarchitect can adapt the character and image of aschool to meet various site conditions. Uniformity ofappearance need not occur for a school constructionsystem establishes minimum standards of enclosure. and finish, but in no way limits the variety or qualityof the complete school. If the potential of industrialtechnology is realized, as it has been in parts ofBritain and Southern California, it will be possible tocreate schools capable of flexible use which will providea new amenity for the community at large.Facilities of this kind have the very real effect offostering community spirit and of establishing a newsense of awareness and value of the physicalenvironment.The Toronto City Hall plaza, for example, has becomea place to visit and enjoy. Public meetings or astroll through outdoor exhibits are now possible indowntown Toronto because some thought was givento community participation.If schools are designed as handsome places in whichto work and play, community participation by adultswill be fostered. The sense of privilege in educationwill be increased, with consequent reflection uponthe teaching profession and a gain in respect from thecommunity.Modern technology has already provided the meansto achieve these new goals. The end we seek must beto do the means justice. The spirit of modern technologyis clearly established; it must be matched withthe will to build imaginatively and well. •NOVEMBER 1967

Equality or IndependenceContinued from page 61respecting bilingualism and biculturalism only at its1959 general meeting. Futhermore, in spite of the factthat it has had a French-speaking delegation fromOntario for some years, it used simultaneous translationfor the first time at its annual general meeting in1964. At that time it had hoped to have a greater numberof French-speaking teachers,from Quebec at themeeting, because it was being held near the city ofQuebec. It therefore did not look upon simultaneoustranslation as being a necessary part of a bilingualorganization, but rather as a means of satisfying thoseQuebecers who would attend its general meeting andwho might have difficulty understanding English. Becausethe working language has always been English,because the French-speaking people from Ontariospeak this language well, and especially because theother delegates cannot understand French well, theFederation has always made the French delegates useEnglish. The organization became officially bilingualonly in 1966..18. The question of eventual affiliation of cic wasput on CTF'S A G M agenda for the first time in 1967. Whileit is true that this matter had been brought up severaltimes at previous meetings, there had never been anybasic discussion of the conditions laid down by theQuebec organization. In 1967 also C T F appointed aCommission entrusted with the task of carrying out anofficial inquiry on the future of the Through-Canadateachers' organization. Moreover, it was also in 1967,following three fruitless attempts, that it succeededin having a request for the establishment of a FederalBureau of Education adopted at the general meeting.19. True enough, this Bureau is not a Department;nor is it an important government agency. And itwould have, it seems, primarily a supportive aud information-disseminatingrole. It would, however, bea permanent federal organization, while under theconstitution itself, education is an exclusively provincialresponsibility. The fact that the federal governmenthas gradually insinuated itself into thisexclusively provincial domain by means of subsidies,by opening schools for the children of its military personnelin foreign countries, by taking charge of theIndians and Eskimos in Northern Canada, as well asby sending teachers to the developing countries, doesnot justify its setting up now a central organization,even to provide information, co-operation or to coordinateall its activities in this field. Nor was it everjustified in gathering the greater part of taxation intoits hands, while the sharing of powers was quite differentat the time when the Canadian Confederationwas established.20. True enough, we have common objectives ineducation which apply to Canada as a whole. Trueenough, we need continual exchanges, but there is nonecessity, nevertheless, to create a federal organization•—particularly when a Permanent Council of ProvincialMinisters of Education is becoming an interprovincialorganization more and more capable of sustaining thisfunction independently of the federal government, C T Fitself is an interprovincial organization which does notneed to support the establishment of a Federal Bureauof Education to continue justifying its activities withthose responsible for education throughout Canada.21. We feel that the federal government still has subsidiesto give away, even in the field of education, andthe objective of equal distribution therefore calls fora Through-Canada organization to be behind thismutual aid. This is not peremptory, and various redistributionformulae for the Canadian tax system couldprobably reach the same goals, without the centralgovernment's setting precise conditions to the moniesthus redistributed in the form of equalization payments.There is no need to create a federal organizationof any kind in the field of education, at theuniversity or at any other level.22. It was also in 1967 that C T F agreed to have alarger representation, at its general meeting, from theprovincial organizations, as cic had been requestingsince 1962. Apart from this change, and its attitude onbilingualism and biculturalism, the other conditionslaid down by our organization are still pending. Thereis cordiality as well as material mutual aid; exchangesare increasingly frequent, but from our point of view,the willingness to recognize fully the French Fact inCanada has not yet been achieved.The Conditions Laid Down by QTC23. We still feel the need today to repeat the basicprinciples that should be accepted by the CanadianTeachers' Federation before we become affiliated withit:1. The Canadian teachers' organization should use agenuine working bilingualism. CTF must officially recognizethe existence of two cultures and of two nations in Canada.These have the urgent duty to develop side by side, toconsider all of Canada as their own country, and to adaptsocial, political and professional structures to help thedevelopment of the two cultures, co-operation and understandingbetween the two nations.2. CTF must also recognize the principle of the total andexclusive jurisdiction of the provinces in the field of education.The possible forms of co-operation between provincescould be the object for studies and agreement betweenrepresentatives of the provinces.3. CTF must recognize the right of citizens from each of thetwo nations to have their children taught in their mothertongue, in every part of the country. Furthermore, CTFmust recognize the right for citizens of both nations to haveaccess to higher education in their mother tongue. Thisrecognition must also extend lo advertising media, to radioand television everywhere in Canada.24. The meaning of these basic principles is the sameas that previously described in our brief to the Laurendeau-DuntonCommission. If, as we claim, thereexists a cultural French-Canadian Nation competentto express itself at the political level through its ownorganization, and if the sharing of powers under thepresent Canadian Constitution should be respected,it seems to us that it is not only necessary, but alsourgent for the Canadian teachers' organization tomake these basic principles its own.25. To assure a concrete recognition of these principlesand the good functioning of the Canadian organization,C T F will have to guarantee regular meetings ofFrench-speaking teachers from all of Canada's provinces.To this end, C T F will have to: (a) recognizethe necessity for each provincial delegation to its A G Mto be composed of teachers of both cultures; (b) assurethe formation within its structures of at least a70 tTHE B.C. TEACHER

French language section, with the right to meet accordingto the needs ol its studies and the budgetdetermined for this purpose by the A C M .26. This does not necessarily mean the setting up ofan association or section of French-speaking teacherswithin each province. The delegations of Frenchspeakingteachers can come directly from the existingprovincial federations, and without their having necessarilyto change their structures. It is not necessary, inour opinion, that there be a certa ;minimum percentageof the members of an assot ion to be Frenchspeaking,for such a delegation to exist. It is a principlethat is laid down, not a debate over minimumpercentage.27. Besides, if it had always been necessary to slickto minimum percentages, the Quebec Provincial Associationof Catholic Teachers and Provincial Associationof Protestant Teachers, both of which are affiliatedwith CTF, would hardly represent any more theEnglish-speaking teachers of Quebec on the joint committeesof the Quebec Department of Education oranywhere else. This year, OTC will have a minimum of60,000 members, while PACT will have from 3,000 to4,000, and PAPT will have about 7,500. If these figureshadbeen taken into consideration when forming theJoint Provincial Negotiating Committee, which hasnot been appointed, only 16% of the members wouldhave been English-speaking, or 1.6 out of 10 delegates;whereas there are four. In the same way, withan increase in Ihe representation of provincial delegatesat the Annual General Meeting ol CIT, il Quebechad II delegates, the province's two other Englishspeakingteachers' organizations would together havefewer than two.2S. Furthermore, when we recently created a committeeon educational reslrucluralion of the Island ofMontreal, with a total teacher representation of four,

making structures. Nor would it be a 'standing committee,'because it would be more comprehensive,made up of a greater number of people, perhaps, andentrusted with studies having even more fundamentalimplications than the work of any other permanentcommittee of an organization.30. What sets this expression apart from 'standingcommittee' is not so much its permanent character, asthe mandate it would be given to look after theinterests of one of the essential groups at tho basis ofthe very existence of a bilingual Canadian Teachers'Federation. Besides, the nuance between 'committee'and 'commission' exists in English as well as in French.Would anyone think of having called the CTF Commissionof Inquiry a 'committee of inquiry,' or better still,of calling the Laurendeau-Dunton Commission a'Committee of Inquiry on Bilingualism and Biculturalism'?Similarly, it is usual to apply the word 'commission'to the so-called 'Royal' organizations entrustedwith the task of inquiring into a particularlyimportant question.31. This commission would also be formed on aCanadian basis, meaning that it would include representativesof the French element from the variousCanadian provinces. Its object in the field of educationwould be to examine the problems of Frencheducation in Canada, in every province and at everylevel, including teacher training and refresher courses.In the cultural sphere its aim would be to examinethe problems of the development of the French culture,and of the respect for the rights of the n embersof the French-Canadian Nation. In short, it would beentrusted with the task of preparing policies for CTFand its affiliates on matters interesting French-speakingteachers. We have already expressed the wish tohave our other Canadian colleagues adopt anothercommission with similar objectives for the Englishculture.Answers to BCTF Questions32. We were asked what we meant by the expression'two nations,' if we had in mind the idea of a condominiumor if we thought of nation' as encompassingthe cultural aspects of a common language group. Ithink I gave a reasonably good description of what wemeant by 'two nations' in paragraphs 10-12 (political)and 23 (educational) of my text.33. We were asked if our organization believedstrongly enough in the importance of a Canadian teachers'organization to contribute financial support tothe extent of $3 to $5 per teacher. It all depends onwhat CTF will be and the extent to which our memberswill be satisfied with it. Everything therefore dependson the conditions we have laid down and the way inwhich they will be met. It also depends, of course, onthe real needs of this new organization, needs that willperhaps be suggested by the Commission of Inquiry.You will note, I am sure, that $5 per member is 28.5%of our organization's present budget, and is a sufficientlylarge slice of our annual revenues that we needto be truly convinced before agreeing to put in thisamount of money.34. We were also asked if there is some sort of breakevenpoint in the number of French-speaking peoplein a given area before pressing our idea to establish an72educational system in the French language in thatprovince. I think I answered the principle behind thisquestion in paragraphs 20-28.35. However, let us take another example from Quebec.We have regionalized our secondary school system.Fifty-five regional school boards have beenestablished for the Catholic students, and five similarorganizations have been created across the provincefor the non-Catholic students (called 'Protestants'),who arc generally English-speaking. In some areas ofthe province, less than 1% of the population is non-Cntholic or English-speaking, yet we have a systemfor them which, having been adapted to distances,provides them with an opportunity for education intheir mother tongue and in accordance with theirfamily's beliefs.36. A reform is now being carried out which will, inour opinion at least, provide a single non-confessionaland bilingual regional administration for this wholesystem of public education. There will be a singleadministration, but the services will be given accordingto language and religion where it is possible to doboth at the same time. However, they will always begiven in the two languages. This will be done in spiteof the fact that our population is spread over thewidest province in Canada.37. This comprehensive system, both at the organizationand curricul:- levels, will cover kindergarten tothe end of collegiate or pre-university level, and willalso include professional training. With regard to theuniversity level which cannot be as decentralized,scholarships are already being provided to allow studentsto leave their home areas to continue their studieswhere the universities are located. Furthermore, thissystem is already well used at senior high school anduniversity levels, both within a country and betweencountries, when we help students from the developingcountries to come here lo study. I do not see why itwould not be possible, with a little imagination, tocreate structures of a similar kind to give sincere considerationto the French Fact in Canada, regardless ofthe size of the French-speaking populations.38. We were asked if it was consistent with the ideaof provincial autonomy that French-speaking peoplein each province be given representation on CTF delegations,regardless of population distribution withinthat province and regardless of the desire of a provinceto send those people it feels most capable. Ibelieve I have answered this question in paragraphs26-28. I might add that we already use criteria forselecting people which are not always of this nature:male and female, rural and urban, old and young, etc.39. We were asked if we had enough educationalobjectives in common that we can support the idea ofsome kind of Federal Bureau of Education. I believe Iljave answered this question in paragraphs 19-21.40. We were also asked what we meant by a permanentcommission and how it differed from a 'standingcommittee.' I have answered this question inparagraphs 29-31.41. Lastly, we were asked if we had the support ofthe French-speaking teachers outside of Quebec withregard to our proposals to CTF. Our English-speakingcolleagues in Quebec have already been supporting usTHE B.C. TEACHER

for several years within CTF. We have also beenassured of sincere support from the Association desEnseignants Franco-Ontariens and the Association desEnseignants Acadiens du Nouveau-Brunswick. In addition,the entire Ontario delegation to CTFhas so farbeen relatively sympathetic to our proposals.42. With regard to the French-speaking teachers inother provinces, we believe that our meeting systematicallythose who lived under a system that wouldnot anglicize them, would be sufficient for them torecognize the merits of our proposals. Do not let yourselvesbe misled by the opinions of the New Canadianswho join your culture; they are often very poorjudges of situations such as ours, because they haveleft one culture to adopt another, and having first gotan English picture of Canada, they turn to the Englishculture. Nor should you allow yourselves to be influencedby the opinions of new Canadians of Frenchorigin, who may scorn the French spoken by those ofours who have settled outside of Quebec, who couldnot live in their own culture and could not, therefore,follow up with its development; those have oftenrelegated French to some memory of a period of theirlife, or of the lives of the Quebecers, where the languagedid not: seem to be precise and well phrased,because it was expressing a thought that had not beenparticularly well conceived.43. Furthermore, the French groups in WesternCanada are still supporting with difficulty, privateschools which are not integrated into the public schoolsystem, so it is difficult to evaluate tlie number andquality of the French-speaking teachers in your provinces,if you do not include those who are not part ofthe public school system, because it has not yet sufficientlyrecognized the French Fact.44. As for the eighth question, concerning the goalsof teachers' organizations, I am not sure I haveunderstood it properly. But if it means what line theteachers' organizations should follow, I would useQ T C as an example:(a) It wants to defend and represent adequatelyits members—the syndicate objective.(b) It also wants to supervise and develop thequality of professional activities—the professionalobjective.(c) Lastly, it wants to be a socio-economic-politicalpower, particularly with regard to education, thearts and culture—the role of an intermediary andpressure group.45. Your last question is a little biased, when youask if it would not be better to give primary allegianceto our Canadian colleagues, and second to ourFrench-speaking colleagues, instead of the other wayaround. If Canada is to last, and if it is based on whatwe have previously defined, you will find the preciseelements of the answer to the question in paragraphs13-16.46. Furthermore, if we do not look after our ownnational citizens, when the situation is seriouslyendangered, who will look after them?DTHEBEE.I, & HOWELLMODEL 301THE MOST ADVANCED AND EFFICIENTOVERHEAD PROJECTOR IN THE WORLD• DIE CAST ALUMINUM LENS HEAD, ARM AND PLATEN• ALL STEEL BODY• DUST-FREE ... SEALED HEAD• POSITIVE OPTICAL ALIGNMENT• AUTOMATIC LAMP CHANGE SYSTEM• 14" f/3.5 LENS SYSTEM• COATED LENSES — FRONT-SURFACED MIRROR* "LIGHT EQUALIZING REFLECTOR"• "LIGHT INTENSIFYING CONDENSER"* AVERAGE 2200 LUMENS• DYV LAMP —600 WATTS, 120 VOLTS, 75 HOURS• 10" X 10" APERTURE* LAMP EJECTOR LEVERS• CORNER POST POSITION• KEYSTONE COMPENSATOR• HEAD TILT 25' UP —5° DOWN» BODY TILT 5* UP• PRINTED INSTRUCTIONS ON LENS HE AO• EASY, SINGLE KNOB FOCUSING• SAFETY INTERLOCK SYSTEM• SILENT OPERATING SWITCH• AUTOMATIC THERMAL COOLING SYSTEM• COOL. QUIET OPERATION• CONVENIENT CLEANING— "QUICK-RELEASE" FRESNEL• PIANO HINGED PLATEN• TAPPED PLATEN FOR ACCESSORY FLEXIBILITY• DIMENSIONS — 13V4" « 13V4" x 9%"• WEIGHT—17 LBS.• FULL LINE OF ACCESSORIES• POWER CABLE 15' —3-WIRES P E C I A L I S T "O V E R H E A D ' P R O J E C T O RkCANFILM SCREEN SERVICE LTD.Phone 682-3646 9 5 6 Rj c h ards Street Vancouver 2, B.C.NOVEMBER. 1967

Bi/Z 25C'.diilimu'il from page

teaclier organizations in Quebec—tlie Quebec Teachers'Corporation or QTC, formerly the Corporationdes Instituteurs Catholiques, or cic, the ProvincialAssociation of Catholic Teachers (TACT) and tlie ProvincialAssociation of Protestant Teachers (I'AIT). In1946 an act of the Quebec parliament created cic bycombining the French Catholic teachers' associationsinto a federation. It now has about 60,000 members,cic's 20 years of existence have been spent in tryingto forge a strong cohesive unit from its memberassociations,many of which still regard their groupindependence £s being more important than a strongprovincial teachers' organization. This has been in partbecause some of QTC'S associations have achieved• spectacular gains in collective bargaining in the lastsix years, while others have achieved little.It must also be remembered that under the Duplessisregime the French educational system stagnated,particularly at the secondary level. Until 1960 therewere few secondary schools to speak of and in consequencefew secondary teachers. It is well knownthat any gains which have been made by any teacherorganizations have been achieved by those witha vociferous secondary section. Make no mistakeabout it; Q T C is gaining in strength, but at the time ofI till 25 it did not have the type of organization neededto cope with the government machine, nor did itsmembers have the necessary discipline to withstandths government pressure implied in the bill.BUI 25 removed disparities in salaries as betweenmale and female teachers, rural and urban schoolboards and local and regional school boards. Some ofthese disparities were as high as $2,000. 25created a mininfum salary scale, forcing many schoolboards to pay, for the first time, a wage commensuratewith the cost of living. The bill provided salary increasesup to $1,505 for those teachers with a highschool education and two years of teacher training.Almost 80% of the membership of Q T C falls into thiscategory. In addition, back-to-work conditions calledfor teachers to ;eceive 70% of the salary they lostbecause of the strike. (In return they gave up six holidaysand participated in special programs to helpstudents to catch up in their work.)Who could withstand this type of pressure? Certainly,not teachers who have been subjected over theyears to unbelievably poor salaries and gross injusticesin working conditions. So the Q T C (then cic) after avaliant fight, accepted Bill 25 because its membershipwanted it that way.The Provincial Association of Catholic Teachers(English), a group numbering about 3,000 who teachfor the French Catholic commissions in the province,accepted Bill 25 for the same reason as did Q T C Oneadditional factor contributing to its inability to musterthe kind of resources required for a struggle with thegovernment is that for several years it has been engagedin a battle with Q T C over jurisdiction overEnglish Catholic teachers who teach off the island ofMontreal. Much of PACT'S energy has been drained inthis conflict.The non-Catholic teachers of Quebec, who numberabout 6,700, are members of the Provincial Associa-NOR-WES CHALETS2-5 Bedrooms in a wide range of prices• Distinctive architecturally designed quality structures.• Your "Gct-oway" home, for ski chalet, summer homeor for year round living• Nor-Wes A frames and Creole's are a complete precurpackage• Free brochure on request• See disploy model atNOR-WES BUILDING SUPPLIES1075 Marine Dr., North Vancouver 988-5221'Oh, I get along fine with my teaching machine now,dad."NOVEMBER 1967

BIRKSa-BIJour aifi 1.6 alwaysappreciated wkeniVi front i^irhdBIRKSJ E W E L L E R SGRANVILLE ATGEORGIAOAKRIDGE - PARK ROYALEDUCATIONALPAPERBACKSSend for our 1967 catalogues listing hundredsof quality, low-price paperback editions, in allreading categories.We stock all publisher editions for quick, efficientservice. Our central ordering programsaves time and expense.SCHOOL BOOK FAIRS LIMITED44 Gage Ave., Scarborough, Ont.Please send:• High School catalogue • Canadiana• Elementary catalogue • Librn boundName and TitleSchool ....AddressTownProvtion of Protestant Teachers. About half of this numberare employed by one school board, the ProtestantSchool Board of Greater Montreal. Fifty-one percentof these Montreal teachers hold degrees (33% of theentire PAPT membership holds a degree). Bill 25 wasparticularly disastrous for degreed teachers, in thatthey were already receiving salaries above those establishedby the bill. Thus their saknas have beenfrozen until 1970.PAPT has been in existence for 102 years. Duringthis time the salary settlements of its members havebeen reached through agreements negotiated betweenschool boards and their teachers. The system has beena "paternalistic one, progressive where school boardshave been concerned about education, non-progressivewhere concern has been lacking. At the time of Bill 25none of the PAPT branches held a single collectiveagreement in terms of the Labor Code. While someof its branches held labor certificates, their contractsstill had another year to run before they could negotiatea collective agreement. Because of this, the Protestantor non-Catholic teachers were considered tobe outside the bill; indeed, Mr. Johnson said so.Now put yourselves in the position of the Protestantteachers. They could choose to remain outside thebill and in so doing would have to give up theirnewly acquired labor certificates and thus their legalrights under the Labor Code. They would return tothe old paternalistic type of bargaining hoping to gainincreases for their degreed teachers. By remainingoutside the bill, they would alienate the French teachersin the province by continuing to fight for retentionof a privileged position. The Protestant teacherswould also alienate the government by obtaining asalary scale which would serve as a target for theCatholic teachers to shoot at.The Protestant teachers could have chosen to remainoutside the bill and in so doing v/ould haveisolated themselves right out of existence. No governmentwhich is determined to have an integratededucational system would permit this 'opting-out' withprivileges. An Order-in-Council would very easilycorrect the situation.But more important than this is the building of acultural bridge to the future, A P A P T which had isolateditself in the hope of gaining a privileged positioncould play no part in building such a bridge.Thus, while it rejected the principle of Bill 25, P A P Taccepted the fact of the bill and decided to comeunder it.School BoardsBill 25 succeeded because the member boards of theFrench Federation of School Boards needed thegovernment to solve their financial problems. Generallyspeaking the French school boards of Quebec—and there are 1,600 of them—are not equipped tohandle the complex problems facing education today.This has become increasingly obvious since Quebec'squiet revolution began in 1960. They have clung, inparticular, to outmoded procedures. They have heldout for obsolete norms and structures. The schoolboards continue to use obsolete methods of hiring andselecting administrative personnel. They have beenTHE B.C. TEACHER

indifferent to research and have failed to understandwhat is needed for a good standard of education.The school hoards have turned their backs on theneed for modern pedagogical methods. They '.avedone little to help the teaching profession raise thestandard of teaching in Quebec. They have failed torelate to their teachers.Added to this, the school boards have an incrediblybad record with regard to administering their finances.They have been remiss in collecting taxes. Insome cases, they have refused to normalize their taxrates. They have allowed their inadmissible expensesto get out of hand through lack of planning andthrough poor administrative procedures. The situationis such that the government now pays 67% of theschool board budgets. The school boards needed Bill25 to keep from collapsing, so they did not oppose it.In defense of the Protestant school boards, I shouldstate that, according to governmental officials, most ofthese boards have complied with government procedures,have good administrative records and, for themost part, are responsive to the needs of moderneducation.ParentsPerhaps the most tragic aspect of Bill 25, and themain reason for its success, was the support it receivedfrom the majority of Quebec parents. The bill answeredthe immediate need of parents by returningtheir children to school. It also appeared to be amethod of keeping their school taxes down. The parentswere not concerned about the issues behind thestrikes; it did not bother them that the teachers hadlost some of their legal rights. Few parents seemed toknow or care that the government had used the teachersas scapegoats in its attempt to set a pattern forfuture negotiations in the public sector.Bill 25 was proof that the preceding governmenthad gone too fast with its plans for educational change.The parents used the time of Bill 25 to express theirreactionary attitudes. Not all parents supported • thebill, however, and it was because of the tremendousreaction of the urban parents of Montreal—French andEnglish, Catholic and non-Catholic—that Bill 25 wasamended by no fewer than 18 additional articles.Bill 25 succeeded because the government felt verysecure about forcing provincial negotiations. This securitywas based on an accurate analysis of the typeof support it could expect to receive. It had the supportit needed for its position that state control is theanswer to the crisis in Quebec education.The FutureWhat are some of the things educators in Quebeccan look for in the future?In the next few years we shall see the governmentclassify teachers as civil servants. In this way salariescan be kept below those in the private sector.Private enterprise will be given priority. Quebec'syoung people will be encouraged to consider theirfuture with private industry, for only if Quebec increasesits productivity can it hope to gain some ofth3 economic independence it seeks. The governmentbelieves that private enterprise is the answer to increasedproductivity. Those young people who electto work in the public sector will find themselvesclassed, for purposes of salary, at a lower level. Compensationwill be in the form of social welfare benefits.Thus the public sector will come closest lo thegovernment's idea of a social state. Educators will beat this level. By applying this type of solution, theQuebec government can have the best of both theprivate and public worlds and, at the same time, canavoid the astronomical cost of a social state.Education will be centralized and controlled by theDepartment of Education. The technocrats and thepoliticians will determine the amount and quality ofeducation the communities may provide. The autonomyof the school board will be completely removedand its only power will be to administer the wishes ofthe Department of Education. The teachers' associationswill draw together and will centralize either as afederation or as one association in the hope of creatingan effective force to challenge the government.Whether or not state control today is the only meansby which Quebec can solve its educational problems,and thus acquire the standards necessary for modernsurvival, is a question for the future to decide. •684-5543*r MANDELDODEKFURS LTD. ^Tilt Finest In FartDirect from our factory to you — why pay more?REMODELLING AND REPAIRS AT LOWEST PRICES906 Granville Street, Vancouver 2, B.C.NOVEMBER 196777

Both essentials to the basicprograms of Reading and Spellingare provided by Lippincott—with some new additions in Ihcsound department!Dasic ReadingGrades 1-8by Dr. G'-inn McCracken andDr. Charles C. WalcuttThe successful integration of plionicsand linguistics is the secret of BASICREADING. Children arc guided tomastery of the essentials of word-analysisand language decoding and are well ontheir way to full reading independencelong before the end of Grade I. Nolonger confined to strictly controlledvocabulary, BASIC READING classesconsistently score as much as two fullgrades beyond normal c.\pcc(ancics.BASIC READING brings the classicsback to the classroom, too. Childrenusing this scries are able to work towardimproving literary appreciation, criticaland analytical reading, and a wide rangeof important techniques for understandingand using language.Reading Goals(1966-1967)Extended readers by Dr. McCrackcviand Dr. Walcutt are now available.These colourful, inexpensive supplementsprovide i.. Jiiional vocabularyexperience, review and reinforcementfor Prc-Primci and Primer pupils.Basic ReadingFilmstripsThe scries of basic filmstrips developedfor use with BASIC READING. GradesI through .1. are called BASIC READ­ING TEXTPILMS. They arc designedlo leach reading by supporting Ihe textand workbook class aclivitics, and byproviding additional opportunities fordemonstrations and exercises by (heteacher and the pupils. TEXTEILMSsave the teacher lime. too. since allchildren participate simultaneously ineach learning experience.The Talking TeacherIn response lo the requestsof many teachers using l.ippincotfsBASIC READ­ING, we are pleased to announce acorrelated audio program which helpsteachers introduce Ihc sounds of speechin relation to spellings. THE TALKINGTEACHER has been designed for usewilh cither ihe I're-IVimcr text or filmstrip,and the 16-pagc Teacher's ManualP' jvides the correlations for each. Thestyle is free and easy and the voice isthat of an experienced primary gradeteacher. The tapes, a complete teachingunit in themselves, arc sold only in fullsets of 5 tapes. They may be played onany tape recorder which will take 5-inchreels and has a playing speed of iV>" persecond. Available on 30-day approval.Basic spellingGrades 1-8 (Revised, 1967)by Dr. Theodoro £. Glim andDr. Frank S. ManchesterNow available in a sparkling new l%7multi-ethnic edit ion in both lexlbookandlexIworkbookform.BASICSI'ELLINGuses a linguistic approach to teach spellingand develop a full range of relatedlanguage arls skills. The Teacher's Editionshave been revised for even greaterteacher convenience and classroom efficiency.Manuscript and cursive writingare taught, and word families, structuralanalysis, dictionary skills, and wordsludy techniques arc heavily emphasized.READINESS MATERIALSReadiness for LearningWorkbook uses)by Pierce H. McLeodDesigned for use in laic Kindergarten or in theearly nionilis of Grade I. this program developsreadiness in three sequential stages—largcmusclcexercises, unilateral control activitiesand refined manual and perceptual skill-* csscntial to (lie learning process. A tachistoscopcand u plastic practice overlay are included,Upper and lower case manuscript and Icltcrandword-formation an taught through cuereductionexercises.The LippincottReading Readiness Test (ises)by Pierce H. McLeodHere is an effective, simplo-to-administcr lestwhich provides the teacher with full informationon pupil readiness that may be used asa guide for placement, evaluation, diagnosis,and parental counseling. It is invaluable in thedetection of emotional, social, or perceptualproblems, for which a Readiness Check Listis provided.MCCLELLAND AND STEWART LIMITEDThe Canadian Publishers25 Hollinger Road, Toronto 16, OntarioTHE B.C. TEACHSR

BYTRADITION, teachers and stude/.Mat every grade level are barelytolerant of one another. Today thestudent who does his homework,who spends some time in the schoollibrary, and who combs his neatlycut hair will experience little difficultyin the classroom.Today's learner, like Ken Keniston'sInburn, is one to whom thingsare done rather than one who does.If he becomes too active or givesway to self-expression, and especiallyif he deviates, he will run therisk of the teacher's condemnation,assignment to die detention room,failure, and even expulsion. Theschool's heavy emphasis on normsand constraints rather than onvariance and freedom for individualgrowth and expression threatensinsult and injury to everystudent and further strains tautclassroom relationships.What makes the expressive deviant(positive or negative) so incomprehensibleand unacceptableto the school authorities? Why dothese same authorities appear asenemies td the student? Why arethe young learners so indifferent tothe help extended to them?Working abroad on the problemsof delinquent and inadapted youthin such countries as France, Turkey,Poland and Czechoslovakia, Iwas frequently forced to considerthe problem of the people's tolerance(or intolerance) of deviantbehavior. In all countries, the tolerancelevel for deviancy—particularlywithin the official community,including judges, police, principalsand teachers—seems rapidly to beapproaching a dangerous low. Thisis especially true in the 'easterndemocracies'; and little by little itis establishing 'record lows' in ourAmerican schools and communities.It does not take much of a deviationto get one kicked out of schoolor arrested on the street. In Cairo,you can be summoned tc juvenilecourt for picking up a cigarettefrom a gutter; in Chicago, you canbe arrested for hanging around astreet corner; ar.dfin Unionville,Pennsylvania, you 'can be barredDr. Kvaraceus'-is Professor of Education,Tufts University, Medford, Mass.The article is reprinted by permissionfrom Educational Leadership (April1967). Copyright 1967 by the Associationfor Supervision and CurriculumDevelopment.NOVEMBER 1967A MATTER OF OPINIONDEVIANCYDRY ROTIN THECLASSROOMWILLIAM C. KVARACEUSfrom school for wearing long hair,even though you may be a NationalMerit Scholar. We need to inquire:'What are the forces at work thattend to increase or lower adultirritability to deviancy?'Recently a study was made ofthe values of youth, teachers andparents in five communities. Thisstudy was conducted by the LincolnFilene Center, Tufts University,in co-operation with theNew England School DevelopmentCouncil. Three significant trendswere noted: (a) the greatest valuegap or highest irritability to deviancewas found on the dimensionof personal appearance (dress,coiffure, make-up); (b) teachers,though significantly apart fromtheir students generally, werecloser to their pupils than wereparents; and (?) students, parentsand teachers all valued educatios.highly, I-it the students complainedbitterly of the school as aplace of boredom.Significant differences in valuesbetween youth and adults werealso noted. These differences lay inthe areas of social behavior, morality,rules and regulations, and academicbehavior; but none of thesedifferences approached the widegap found in the area of appearance.Parents and teachers aremore irritated by the way theiryoungsters look than by the waythey behave. By waging the majorbattle around deviations in personalappearance, adults will achieve (ifthey can win) an insignificant victory.Teachers and parents need toconserve and marshal their energiesfor the more significant strugglein the areas of social and personalbehavior involving education,social consciousness, self-realizationand morality.It is promising that teachers generallyshowed higher frustrationtole.ance of deviancy than did theparents. Better trained and moreobjective than, the parents, they arein a position to understand andassist deviant youth. But this willnot be easy, since teachers, likeparents, were widely separatedfrom their students.Suppression of deviancy and innovationleads inevitably to dullnessand apathy in the classroom. Hereis an even greater hazard to teacherand students. With very few exceptions,pedagogic experiments distinguishedby the quality of novelty,even radicalism, always appearto succeed ir vthe classroom—at least 'at the ovie percent level.'Apparently the refreshing intrusionof such innovations as classroomaides, team teaching, programmedlearning, language labs, ungradedclassrooms, audiovisual aids, androle playing generally succeeds,perhaps chiefly because these representdepartures and deviationsContinue on page 88

The Great DebateContinued from page 50chers actively study and debate the issues.A thorough debate of some of the major issues ineducation today should be the most important item onevery association's program for the year.To help stimulate the debate, we shall print eachmonth one or more articles, usually chosen by theCommission, on which discussion can be based.Last month we devoted virtually the whole magazineto such articles. This month we stress perhaps themost fundamental issue for all—what should educationtry to accomplish? Our lead article is a chapterof the Plowden Report on English primary education.We're sure it will generate a discussion of the objectivesof education—what we should be trying to dofor the children entrusted to us.If the Commission's work proves effective, childrenwill be the main beneficiaries, and teachers will havedemonstrated again that their profession is dedicatedto the first objective listed in the B C T F Constitution:'To foster and promote the cause of education inBritish Columbia.'•Christmas gift shopat the Bay... write to ourPersonal Shopperor phone your orderto 681-6211Pottery to paraphernalia, snow boots to silks—the Bay's gift ideas are as near as yourphone or mail box. Just call the PhoneOrder Board or Personal Shopper ... at681-6211, or send your order by mail to TheBay, Georgia at Granville, Vancouver 2,B.C. . . . you will receive prompt service... with satisfaction guaranteed.REMEMBER THESE DEADLINESNominations for Table Office—January 10, 1968Nominations for Life Membership—December 31, 1967Submission of AGM Resolutions—December IS, 1967theGEORGIA AT GRANVILLEVANCOUVER 2, B.C.PACIFIC MUSICALWHOLESALE SUPPLY LTD.6695 Main St. (at 51st Ave.)Vancouver 15, B.C. — 327-8355SCHOOL MUSICIANSTeachers . . . your students can have professionalquality instruments at the same price they maynow pay for student brands. Improve the qualityof your performers at substantial savings. Thisoffer applies to individual purchases as well asschool or district purchases. We welcome tradesand have special financing programs available toequip a single instrument to a complete band.Inquiries welcomed from music teachers, supervisors,principals or any interested group.Call, write or phone Pamus Rental Ltd. or PacificMusical Wholesale Supply Ltd."May I be excuse' from homework today, Miss Smith? Our TVis at the rep^r shop."PAMUS RENTALLTD.195 E. 51st Ave. (at Main)Vancouver 15, B.C. — 325-1811, 327-8355THE B.C. TEACHER

jQUOTES AND COMMENTSVITO CIANCI4:ILAST SPRING M Y STUDENTS in English40 and I got involved in the preparationof a script in the style ofthose used for TV or radio discussions.The original project was ascries of class discussions, conductedby the students themselves,dealing with proposed changes inthe school system.So lively -vero the speakers, andso much good material came out ofthe exercise, that they cheerfullyagreed to my suggestion that theycombine and condense their remarksinto a script which mightconceivably be produced some day.I was going through the materialtoday for quite another reason, andI thought it a pity to keep it out ofcirculation. Here for your considerationare some excerpts, notnecessarily in connected order, andall of it in the students' own words:M. P.: 'A school should be a placethat encourages free thinking andallows every individual to develophis own ideas. It should be moreof a social education center, withsuch uncomfortable formalities asfees, attendance records, set courses,rules and regulations doneaway with. Instead there wouldbe an uninhibited atmosphere fordiscussion of a variety of problems,using outside lecturers, films,tapes,records, etc.'R. G.: 'I think the system is toorigid, that it doesn't give theteacher enough freedom to teachwhat he thinks is important, interestingor worth knowing.'K. W.: 'If classifying people is allFRAGMENTSA SCRIPT IN PROGRESSa school is good for, fitting theminto their proper little slots, thenit is a colossal waste of time. Thesame results could be obtained bygetting everyone to write about ahundred standardized tests.'K. W.: 'School now is an institutionto pick the right people topush the right buttons.'R. G.: 'I think that most of theteachers are in the same boat asthe students. Held down, withlittle freedom, they must stick tothe material sent out from behindthe Education Curtain. If therewere more teaching freedom, maybesome people who now holdother jobs, and who would makegood teachers, would consider theoccupation more of a challenge andget into it and raise the standards.'H. W.: 'Schools have been comparedto shops in which we, thestudents, are really customers lookingfor merchandise to fill ourneeds . . . the merchants today lackambition, courage and a sense ofadventure. Or maybe they find itmuch easier to carry on the manufacturingand distribution of a standardizedproduct, as they havealways done. After all, individuallyhand-crafted merchandise ismuch more expensive than massproduced.'\V. S.: 'Somebody figuresthat whatwas good enough for them is goodenough for us, but times havechanged, and last year's cats areout in the chill.'L. T.: 'As a consumer shopping inthe educational supermarket I amdelighted by the bright packaging—but look what happens when thebox is opened and the brightwrapping gonel When I'm finishedeating this stuff I find myself justas empty as when I started.'D. K.: 'Most young people aremature enough to realize the importanceof self-d-'scipline. I wouldlike to see the pressure taken offthe classroom, so that the studentcould learn in a more natural way.'L. T.: 'A definition of educated is"having an education complete, accordingto an accepted standard."I would like to meet the personwith enough confidence to claim heknew enough about everybody toarrive at an accepted standard.'K. Y.: 'The atmosphere of theschool is stale and artificial — itshuts out the world instead of preparingme to understand it.'B. \V.: 'The matter of discipline isimportant. Because he will be undersome form of discipline all hislife, the individual must adapt toit while he is young. Most studentsconsider school boring, but surelythey don't think life will be all funaAd games once they get out.'I don't think high school '.'AXdentsare mature enough to makeprofitable use of free mornings orperiods, and the idea of smokingrooms and meditating rooms seemsto me useless. As for non-compulsoryattendance, I suppose themajority will accommodate themselves,but what of those who can'tor won't? You can't just ignorethem. You can't pattern a systemjust to fit the nee^s of the bestgroups . . . some of the less drasticideas that have been suggestedcould prove rewarding, but theyneedn't involve changes in theframework of the present system.'•Qualitycomes first at&Jubui&on FURS5844 Cambie Street325-0311UNIVERSITY OF OSLOINTERNATIONAL SUMMER SCHOOLSix weeks, June 27 to August 7, 1968Write: Admissions Office, Oslo International Summer Schoolc/o St. Olaf College, Northfield, Minnesota 55057.NOVEMBER 10674

FROM OUR READERSA B.C. Teacher Writes from AustraliaNorth Melbourne,Victoria, 3051,Australia.Sir,I am a British Columbian who isteaching in Melbourne, Australia,temporarily. The recent uproarabout Australian teachers, leavingfor Canada, B.C. in particular, Iunderstand has reached the Vancouverpapers.Having taught a year in Australiain three schools (necessitatedby a mid-year arrival), I can understandwhy young teachers, inparticular, leave their country andfamily to seek more favorableworking conditions.School buildings are cheaplyconstructed and are badly heatedand lighted. Sanitation facilities forstudents are primitive and are oftenresponsible for diseases. (Recenthepatitis epidemic in the elementaryschools.) Library resources arepoor and teaching aids are eithernon-existent or out of date or outof repair.Salaries are very low (I receiveone-half of a n.c. av-rage salary).Promotions up the ladder from 4thgrade to first grade are based onsuperintendents' reports. To keepthe promotion one is forced to moveto a hew school, which can mean achange every two years. Placementsare made without thought towhere the teachers live. Headmastersalso change with monotonousregularity, causing schools to beunevenly administered.The Education Department isrun by the two frustrations of RedTape and Inefficiency. Teachersmust phone and write for monthsto gain any attention.If a teacher does resign from theDepartment to go overseas to studyor gain experience, he will descendto the pay scale of the lowest grade(4th), regardless of previous teachingexperience in Victoria or overseas.He is forced to resign unlesshe has taught four years for theEducation Department and staysaway only one year. The great lossof salary makes many returningteachers wonder why they cameback.A number of my Australian-bornand educaU-d friends are pulling uptheir roots to travel to Canada withthe intention of becoming Canadians.There is no future for thehusband. His salary, even withpromotion, would not support afamily, a house, pay for universityeducations and orthodontia. Theyare sorry to leave their family andcolleagues, but consider the movenecessary for a more secure future.Fortunately, we shall be returningwhen my husband has finished hisPh.D!On a different note, I would liketo say that I am enjoying The B.C.Teacher and other BCTF publicationswhich my mother sends meperiodically. I won't be quite soignorant of B.C. teaching- affairswhen I return!( MRS.) PHYLLIS WEBSTERSome Things Never ChangeVancouver 5, B.C.Sir,Education's greatest liability isits failure to find stability betweenextremes, and its tendency to oveidramatizehalf-truths.The present fuss concerning factsvs enquiry, teaching vs learning,and schooling vs education is thelatest example. There is, however,on^ amusing but serious factor demonstratedby a quotation fromActive TeachersKenneth McAllister LinnRetired TeachersMiss Jane AnstieMiss Elizabeth CreelmanMrs. Sydney M. F. NassWe Shall Miss ThemMr. Ovans's 'The Expertise of theTeacher,' in which he quotes fromPaul Goodman, the American sociologist.'The proof of this contentioncan be seen today in theU.S.A.—the country with the mosthighly developed school system inthe world! Paul Goodman claimsthat more than 50% of Americanstoday are separated from their society.They are unemployed or unemployable,chronic welfare cases,mentally disturbed, criminals, delinquents,etc.What Mr. Ovans is proving isthat modern education has had adisastrous influence. We old-timerscannot help chuckling, since thecriticism of us, much emphasizeduntil lately, has now been placedelsewhere.The first Juvenile Court wasfounded in Vancouver in 1910 andI was its first teacher (1911-13).During those two years there wasnot one crime of violence; just kidstuff. Certainly education in thosedays was too rigid but never asbad as it has been painted. Nowmodern education evidently is notas rosy as, until lately, it has beenpictured.In the justified emphasis onchange it must not be forgottenthat there are some things thatnever change, — honesty, responsibility,and the satisfaction of accomplishment.The good teacher,when not handicapped by the modernpaper overload, had no difficultyco-ordinating interest, necessaryfacts, and the value of effort.Do our present extremists expecta youth to learn to drive by killingsomeone on the highway, a youngsurgeon to delay removing yourappendix while he looks up its position,or a man to learn to build ahouse by watching his uninstructedeffort fall down? Are we about toLost Taught InKamlocp;Last Taught InVancouverBurnabyFort SteeleDiedJuly 30DiedAugust 26July 23August 27THE B.C. TEACHER

witness another demonstration oflack of balance between the provenold and the proven new?Let us hope that the BCTF Commissionon Education will producea report which will make us happyas his the selection of its respectedChairman.STANLEY D. MEADOWSA Letter to the Minister882 Falaise Crescent,Victoria, B.C.October 27,1967Honourable Leslie Peterson,Minister of Education,Parliament Buildings,Victoria, B.C.Dear Mr. Peterson,In an article on page 19 of theVictoria Daily Times October 20,1967, Mr. Dick Bacon, project officerfor the Centennial athleticsawards program, is quoted as sayingthat the shortage of crests forschool children in the West 'is dueto two major factors. Children inthe western provinces spent moretime practising for the tests andimproved their performance standards.'Also, testing was looser,with teachers inclined to give thechildren the benefit of any doubts.'That was an appalling statementby Mr. Bacon, He cannot possiblysupport it with any facts, and hehas maligned both the pupils andthe teachers in our western provinces.Certainly, I know that in oneschool here, the children achievedwell in spite of severe handicaps.For the 880, there was no adequatefield or track. To run that distance,the children had to do several circuitsof a poorly mowed unevenfield with a; boggy section at oneend of it. They had no opportunityto practise;; and had not even thebenefit of physical education classesduring the year, because therejust were not facilities for them.In spite of these difficulties manychildren received crests, and Ithink the teachers were quite strictabout judging their efforts.While living in this area, I haveobserved that children here, whenthey can, spend much time hiking,swimming, cycling, and climbingtrees and hills. On the Lower Mainlandand in the Okanagan, allchildren learn to swim well at anearly age, and in the Kootenays,where snow conditions favor it,most children start skiing soon afterthey pass the toddler age. I suggestthat these genuine and natural outdooractivities contribute far moreto real fitness and any formal fitnessprogram.In this respect, I think that allchildren would benefit if the schoolday were shortened by about halfan hour, if they were assigned lesshomework, and pressures on themwere decreased, so that they coulduse their own imaginations andenergies in fascinating leisure activities.I am convinced that there is fartoo much adult planning—I call itadult interference—in children'sleisure time, so that adult-sponsoredand adult-organized clubs, etc., robchildren of their true leisure. Givenhalf a chance, children have quitewonderful imaginations which theyuse with great talent and charm intheir leisure time.Present pressures on children arevery severe, and I was most pleasedto learn that the B.C. doctors havebrought it to public attention. Withschool day and homework, childrenoften work longer days than businessmenor tradesmen with littleappreciation, no rewards that theycan see, and often criticism from allthe rest of society, including theirparents. If children are given a littlemore true leisure and a lot lesspressure, they will flourish and excel.At the present time I am convincedthat many of them have anappalling sense of hopelessness.Even when they strive to earn CentennialAthletic Crests, all they getfrom the project officer are snideremarks.I rather hope that you, Mr. Peterson,will publicly congratulate thestudents of British Columbia whotried for those crests and did sowe!!.Mr. Bacon should be remindedthat perhaps it is not coincidencethat Harry Jerome, Elaine Tanner,Mary Stewart, and Nancy Greencome from the far West, and onecould go back as far as TorchyPeden or, farther, probably. Maybeour long spell of mild weather favorsfitness, who knows?Yours very truly,MRS. T. WABJBURTONParent3M DATAPROCESSINGPROGRAMMEDLEARNINGCOURSEIS NOW READY FOR INCLUSIONIN THE CURRICULA OF:HIGHSCHOOLSVOCATIONALSCHOOLSThis new instructional unit is designed for use withinthe classroom without the actual equipment and byinstructors whose own experience with Data ProcessingSy items is limited.Essentially the course teacheslundamentals rather thanindividual manufacturers' methods, ll is designed tocover one semester. Programmed learning, with thevisual re-inforcement of overhead projection techniques,is employed to ensure a high degree of retentionof information by students. The course includesboth teachers' manual and students' manuals.This economical and stimulating course is the first tomeet the need for instruction in basic principles ofData Processing... a lield which is rapidly becomingrelevant to almost all academic and commercial fieldsof endeavour.Please mail the coupon (or descriptive and informativematerial on the course, its components, and itsscope and range.Visual Products 3ffi3IY1 Visual ProductsBox 2757, London, CanadaGentlemen. Please send me detailed informationon the new Data Processing Course forSecondary and Vocational Schools.NAMETITLESCH00L/Bd.ADDRESSCITYPROVINCEZONENOVEMBER 1967

These Teachers Have RetiredAt the close of the school year in June, one hundred forty-nine teachers said farewell to theirclasses for the last time. Eleven other teachers, whose names are also included here, retiredduring the six months prior to June 30. To all these colleagues the Federation extends its goodwishes for the future.Miss Jessie Isabell Acorn, VancouverJoseph Patrick Albo, Campbell RiverMiss Ethel May Aylwin, VictoriaArthur Loynd Bagshaw, VictoriaMiss Edith C. I. Barlow, New WestminsterThomas Gordon Bateman, DeltaMrs. Freda Belcher, VancouverClaude Oswald Bell, West VancouverMiss Olive Pearl Benedict, BurnabyThomas Edwin Bennett, NanaimoMiss Ida Billi, NanaimoMrs. Eva Alberta Brean, VancouverRobert Campbell Brown, North VancouverJames Talbot Bruce, VictoriaWalter Charles Brynjolfson, VictoriaJohn Mervin Buckley, VancouverMrs. Marion Steven Burke, BurnabyMrs. Jean Watson Burton, CoquitlamGordon Cameron, VancouverJohn Evans Clague, VancouverMrs. Lillian Helen Clare, ChilliwackMiss Viola Irene Coatham, New WestminsterJohn Arthur Colbert, VancouverMrs. Anna Beryl Corkle, CowichanTerence Crowley, AbbotsfordMiss Hilda Luella Cryderman, VernonMiss Anna Iola Davis, VancouverMrs. Annabel May Delaville, Salmon ArmMaurice Percy Des Brisay, VancouverHarold Dew, VancouverNoel Gerard Duclos, KamloopsMiss Gladys M. B. Edgecombe, VancouverMrs. Ivy Jane Ellis, AbbotsfordJoseph Parnell Emery, VictoriaMiss Alice Lydia Estey, VancouverMrs. Jean Etter, North VancouverMiss Kathleen Elizabeth Everest, VictoriaWilliam Harold Fanning, VancouverGeorge Ferguson, CoquitlamRichard Keith Found, VancouverWilliam Douglas Franklin, VancouverJames Angus Fraser, Vedder CrossingMiss Jean Hamilton Fraser, VancouverMrs. Winnifred Hannah Freeman, VernonMrs. Elizabeth Friesen, AbbotsfordMrs. Dorothy Telfer Frisby, VancouverMrs. Dora Alice Furiak, KamloopsMiss Anne Moira Gale, KelownaMiss Grace Anne Galliford, VictoriaMrs. Henrietta S. G. Gibbon, AgassizMrs. Evelyn Mary Gourlay, VancouverMrs. Mildred Marion Grant, Williams LakeMrs. Mildred Evelyn Haas, CourtenayMiss Blanche Evangeline Hagerman, VictoriaMiss Margaret Ruth Hamilton, VancouverErnest A' thur Harris, VancouverMiss Alemea Marjorie Hasler, VancouverWilliam Ancil Henke, NelsonMrs. Enid Gretta Harron, CoquitlamJames Edward Hill-Tout, VancouverMiss Lydia Margaret Hinke, Peace River SouthMiss Alberta Mary Hobson, Powell RiverMiss Lorraine E. S. Hodge, BurnabyFrederick Owen Holm, VictoriaMrs. Dorothy Mildred Horsmon, VancouverMiss Norma Alfreda Irving, Prince RupertRichard Vanderlip James, VictoriaWilliam James, BurnabyThomas Gordon Jamieson, VancouverEdwin Leslie Jenks, New WestminsterJames Garner Jickling, CowichanGeorge Daniel Johnson, VancouverDavid Ralph Jones, VancouverMiss Mary Elizabeth Kirk, West VancouverMiss Bessie Lamb, VancouverMiss Katherine Mary Lamont, TrailMrs. Elva Irene Lane, VancouverMrs. Ruth Thelma Leckie, VancouverJohn Proudfoot Ledingham, VancouverMrs. Jessie Isabel Lee, SurreyMrs. Rhoda Jean Liddle, LangleyFrank Pearson Lightbody, VancouverMiss Jessie J. G. MacDonald, BurnabyMiss Joyce Marguerite McDonagh, VancouverMiss Ida McFadyen, VancouverMiss Helen Elizabeth Mcintosh, New WestminsterDonald Barclay MacKenzie, VancouverMrs. Margaret Henderson McSweeney, VancouverMrs. Gwendolyn Manzer, Maple RidgeMrs. Dorothy Iris Martin, NanaimoLyman Everest Meadows, VancouverCharles James Merrick, VancouverReginald Charles Mills, VictoriaMiss Lillias M. I. Milne, VictoriaMrs. Adelaide Annie Miltimore, Salmon ArmMrs. Laura Joanna Mitchell, New WestminsterWilliam Harold Mitchell, BurnabyJohn Charles Mizibrocky, RichmondMiss Helen B. H. Morrison, VancouverMiss Reta Evelyn Munro, North VancouverMrs. Gwendolyn Minnie Murphy, RichmondMiss Jean Isabell Musgrave, Richmond84THE B.C. TEACHER

1Mrs. Hester Lillian Nelson, New WestminsterMrs. Marianne Nelson, EnderbyMiss Margaret Jean Nichol, North VancouverMrs. Bessie O'Connor, Vancouver Is. NorthPhilip A. J. Oldham, KamloopsPercy Dan Parfitt, VictoriaJohn Goffe Parker, NanaimoMrs. Aileen E. L. Patterson, VancouverMrs. Agnes Clara Payne, SookeMrs. Mary Leona Paxton, RichmondMiss Jennie Severina Pearson, Powell RiverMiss Dorothy Campbell Peck, VancouverGeorge Lindsay Phillips, North VancouverMrs. Mabel Viola Preddy, Ocean FallsMrs. Florence M. M. Reid, BurnabyFrank Rendle, Vedder CrossingMiss Ellinor Grace Richards, VancouverArchibald Philip Robertson, Qualicum BeachWilliam Marshall Robson, VancouverMrs. Margaret Elizabeth Rottluff, AbbotsfordMrs. Edna May Rowlands, TrailAlbert Edword Russell, VancouverGeorge Watson Russell, VancouverHerbert Sagcrt, VernonOsbert McLean Sanford, VancouverMiss Ethel Margaret Silver, VancouverMrs. Mildred Mary Sinclair, New WestminsterMrs. Josephine Smales, TrailAlexander George Smith, VancouverMrs. Hope Ruth Smith, VancouverMiss Patricia Hamilton Smith, VictoriaMrs. Winifred Mary Smith, SaanichMiss Ruth L. G. Soderholm, KimberleyMiss Edith Hilda Stanners, VancouverMiss Mary Gardiner Steele, BurnabyHeber James Stephenson, RichmondFrederick Charles Stevenson, North VancouverMrs. Blanche Wilhelmina Sullivan, LangleyMrs. Mary Kathleen Sutton, VancouverMiss Ina Belle Tait, VictoriaMiss Bertha Hazel Thompson, VancouverMiss Gladys Mina Thompson, VictoriaMrs. Dorothy Matheson Toder, VictoriaMrs. Eleanor May Truscott, Creston-KasloMrs. Lois Puscilla Tulloch, VernonMrs. Catherine Tupling, VancouverMiss Alice Vema Turner, VictoriaArthur Edward Vogee, Powell RiverMrs. Mary Esther Wagner, Howe SoundAlfred Thomas Warder, Victoria (now deceased)Mrs. Joan Odette Warner, NelsonMrs. Grace Harsman Watson, VictoriaMrs. Alice Webster, BurnabyHarry Nelson Wells, ChilliwackWilfred Ewart Whatmough, VancouverMiss Dorothy Evelyn Williams, North VancouverMiss Jean Clover Woodrow, VancouverStanley John Wright, VancouverThe playwrights mouth, the preachers jangle,The critics challenge and defend,And Fiction turns the Muses' mangle—Of making books there is no end.EVERGREENLIMITEDPRESSCanada.HOMER STREEp L A N T 1070 SOOTH EAST•JustinA BmNOVEMBER 19674

Take your students placeswith these newInstruct© flannel board setsstart withBREAKFAST(portion of set No. 277,Balanced Meals)tour yourSCHOOL(portion of set No. 134,The School)discover yourCOMMUNITY(portion of set No. 147,The Community)call on yourCOMMUNITY HELPERS(portion of set No. 150,Community Helpers)visit theZOO(portion of set No. 90,Zoo Animals)wander through theWOODS(portion of set No. 282,Animals in the Woods)see theFARM(portion of set No. 88,Farm Animals)hitch a ride toFAIRYLAND(portion of set No. 165,Mother Goose Rhymes)Contact your nearest Moyer office foradditional information, prices or toplace your order for any of these sets.MOYER4MWMOYER DivisionVILAS INDUSTRIES LIMITEDServing education and Industry since 1884MONCTON • MONTREAL • TORONTO • WINNIPEG • SASKATOON • EDMONTON • VANCOUVER

REMEMBER OURTOSELLTARGET?CO-OPERATIVE INVESTMENTCERTIFICATESTHEYPAY« On $50.00 & Multiples Thereof. « No Term or Time Requirements.USE OF THE FUNDSTeachers and their immediate families are eligible to join for o $5.00 lifetimemembership fee and use this fine investment offeringFor detailscontact:B.C.T.F. CO-OPERATIVEPhone 736-7741206 - 2235 Burrard StreetASSOCIATIONOffice Hours: 9-5 Mon. thru Fri.Receptionist only Saturday 9 a.m. to T2 Noon