Volume XXVII, Number 3, December 1947 - BCTF Home - British ...

amAORGANOF TKEBRITISH tmwm TS^CH^PS' mmimVOlUHEXXVil,NO. 3 DECSm, 1947

FOR GRADES FIVE AND SIX—GEOGRAPHY WORKBOOKONTHEAMERICASUASKO ON MA'IKRIAI, IX "N'KW WOULD llORl/.ON'S'andGEOGRAPHY WORK BOOKONEUROPE,ASIA,AFRICA,ANDAUSTRALASIABASi;n ON MATKRIAI. IN "OLD WORLD HORIZONS"By JOHN GOUGH and C. A. iMIGHELLTiiese books contain a tvealtii ol' witlely varying and skill'iilly pici)aie(lexercises. .Niinierotis cliagr.inis and outline iiia|)s arc a leatiire ol' outstandingvaltie. Price eacli — 50 cents.SOCIALSTUDIES WORKBOOK EASTERNCANADAPrice — 55 cents,andSOCIALSTUDIES WORK BOOK - WESTERN CANADAPrice — 60 centsBy W. LEWISThe Jiurpose ol" tliese books is to help sttidents develop skill in reading andunderstanding many kinds of niajM, in reading the printed page, in interpretingand drawing cliarts, in using- an index, in making oral and writtenreports, and in using textbooks and other sources to solve their problems.Maps, time lines, graphs, cartoons, and |)icttires are a prominent feattne.SCIENCEACTIVITIES - FORGRADEIXBy GRANT M. PATERSON, A. E. ELLIS, and H. O. ENGLISHThis new Work Book contains 194 pages of exercises and activities coveringand amplifying all of tlie units in "Mastering Our Environment". Its contentsare interesting, thought-provoking, and practical . . . Itinctionaldiagrams are an important feature.Price — 90 cents.J. M. DENT & SONS (CANADA) LIMITED224 Bloor Street West 1300 Robson StreetTorontoVancouver" •''••''•'

THIS FREE BOOKLET"From Leather to Shoes''IS UNIT No. 4 OFTHE BOOK OF KNOWLEDGE LESSON SERIESI'J' prescm.s in in (cresting picture-story form ihccomplete story of Leather — from raw hide tofinished footwear—together with helpful suggestedprocedure foi- teachers of all grades. Here you wUlfind authentic, insiriictive data regarding——What Leather is—and Was—Characteristics and Merits—History of Leather—Preparation and Tanning—Uses of Leather—History of Shoemaking—^Production Methods—Patterns, Lasts, Operations ,—Shoe Materials—Sizes and Widths—Comfort and Protection, etc.Mm, A/-tiA -v;-!A profusely illustrated Booklet, reprinted !^ nm^6r---.-snTCH uNrrmo '.from the worlds outstanding ' Encvclo- 'OUTSOiE INSOLE.UPPER :AND WELT." Jpedia for Children". ' ' ANDWLT.„ war IK*..*^—^ ^CrosK sectioii of a Welt .Shoe—One ofmany Illustrations in this exceHentLesHon Material.The Book of KnowledgeMakes Teaching More Effective — Learning More InterestingWell planned, well edited, well indexed, so that every'subject is available easilyand; quickly. Encourages reading on the part of the pupil—assists the teacherto present lessons interestingly and graphically. The Book of Knowledge is aninvaluable asset to the School Library.! MAIL COUPONand secure your copy of thisinterestingJFREE BOOKUBTwithout cost or obligationf Tho Grolier Society T.lmlied .Federal Buliaingr..Toronto.I'leriMe .send me, without oMlKailon, a/ree Copy6f Unit No. 4 In The Book of Knowledge LcBsonSeries entitled: "From T.,eather to Shoes.Name-School..Postal Address..• B. C. T., Dec. 19i7DECEMBER,''1947"81M

HasiilY rifirenca b®§kl@ts..eall three yours free!HELP MAKE CANADA STRONG;Newly published, attractively illustrated.Explains vitamin values, hascalorie charts and lists Canada's FoodRules.THE CANNED FOOD HANDBOOK:Answers 3f 5r'portant questions aboutcanned foods. VUsed as a reference bydietitians oi'id hoine economists. Newlyrevised edition.HIGH SCHOOL MANUAL ONCOMMERCIALLY CANNED FOODS:Over 30 drawings and photographs, 8charts on vitamins, minerals, calories,13 pages on nutrition alone. 48 pagesof valuable information.These handy reference booklets arewritten especially for use in schools anduniversities.Hundreds of. food and nutrition factsare told in simple, easy-to-understandlanguage . . . comprehensible to everj'student.You're invited to order as many of eachas you need, abso7ufe/y /ree. Fill in' this coupon and mail today!Clip and Mail today!AMERICAN CAN COMPANYDepartment 13137AMERICAN CAN COMPANY, HAMIITON, ONTARIOFREBt Pleateiend( ) Copin of "Help Maka Canada Stroni"( ) Copiei of the newly Kevlsed Edition of"The Canned Food Handbook"{ ) Copie« of/'Schoo/Manua; on CommerctaltyCanned Foods" to(Please print name and addreas)Name "Scliool....AddressCity.Province83.T H E B. C. TEACHER4

LIMITEDINSURANCE IN ALL ITS BRANCHESFire - Automobile - Floaters - Life - CasualtyRentals - Mortgages - Real EstateProperty ManagementInsure through your own exclusively appointedInsurance Office for ALL CLASSES and let theresponse from, you justify the concessionobtaineci by the efforts of your own FederationExecutive.CHRISTIE AiGJENCiES OMITED(Exclusively appointed by the B. C. Teachers' Federation)611-614 YORKSHIRE BUIIJamG, VANCOUVER, B. C.Telephone: MArine 2188-9 .Members in Victoria contact The George Randall Insurance Agency,Douglas StreetDECEMBER. 1947834

—what marks wouldyou give "LIGHTING"?Teachers and students are oftenhandicapped byinadequatelighting . . . both at school and at home.Research shows that progress is often retarded byfatigue and boredom resulting from unrecognizedeye strain.Competeni advice as to how much light is needed forvarious purposes, and what lighting fixtures willprovide the correct level of illumination at the mostreasonable cost, is available without obligation.Ckxnsidt,the PLANNEDsection. ^THE B. C. TEACHER

DECEMBER,1947Official Organ of the British Columbia Teachers' FederationPublished in the first wcrk of evciy month except June, July, August and September.EDITORIAL OFFICE; 1300 ROBSON STREET, VANCOUVER, B. C.Contributor's Copy received up to the twentieth of the montb preceding publication.VOL. XXVII, No. 3VANCOUVER, B.C.Annual Subscription; $1.50; Federation Members, $1.00.Printed by Wrigley Prinlino Company Ltd.Authorized as Second Class Mail. Post Office Dlpartmcnt, Ottawa.TABLE OF CONTENTSPageEDITORIALS:RATING SCALES87B.C.T.F. NEWS:B.CT.F. STATEMENTS OF ACCOUNT 89CURRICULUM REVISION 91CONVENTION DEADLINES 91PENSIONS STUDIED 91LABOUR RELATIONS—REPORT ON HAMILTON CONVENTION 91V.S.T.A. COMMERCIAL SECTION 92NORTH CENTRAL FALL CONVENTION HIGHLIGHTS 92. NEWS BRIEFS 93 94WE DO NEED MUSIC SUPERVISORSR. AtkinsonTIME FOR REFLECTIONLesson Aids Department•9SWE REALLY ARE PIKERSL. H. Garstin 96RICHESG. K. Sangster 98A PLACE WHERE TEACHERS LEARNDr. R. W. Tyler99BIOLOGV AB. A. Tingley100SOWING THE SEED OF DEMOCRACYS. W. Herman 101WHY I WANT TO TEACHH. M. Schwalb 104WE KNOW - .L. R. Peterson lOSTHE B. C. PROGRAMME._T. M. 10(5107CORRESPONDENCE108JUVENILE DELINQUENCYW. ShoreBETWEEN THE BOOKENDS 109NEWS, PERSONAL AND MISCELLANEOUS 113UNCLE JOHN ON GOVERNMENT RELIGION... 117THE COVER PICTUREThe cover picture by courtesy of theVisual Education Department of the VancouverSchool Board, shows pupils of theModel School, "Vancouver, practising fortheir Christmas Concert. Such activitiesare a vital part of the B.C. educationprogramme.EDITORIAL BOARDC. D. OVANS, Editor.S. EVANS, Associate Editorand Business Manager.F. P. LIGHTBODY.L. W. GREENWOOD.P. J. KITLEY.DECEMBER. 1947

The British Columbia Teachers' FederationI'RrsmiiNT: Fiusr VicE-l'Rii-siDENr: SICOND \'K;I.-!'KI:.SII)I;M:MR. 1'. 1'. UCHTIJOnY MR. T. M. CHALMKRS MR. 11. 1). DF.K:!fi.">7 West SGtfi Avenue 307(i West Sttih Avenue 11 li.") .Si. I'.itrick .StieciVancouver, B. C. . Vancouver, B. C. Vicloria, B. C..SKCRKTARV-'I'RKASUUKR:MR. L. J. PRIOR2831 McKay Avenue, via New Wesimiuslcr, B.C.GENKRAL SECRETARY: .AS.SI.SIANT GENERAL SECRETARY: OEIICE SIXIRI.TARV-TRICA.SURER;MR. C. D. OVANS MR. STAN EVANS MISS CHARI.OTIK CI.AVTONALDINE HOUSE, 1300 ROBSON STREET, VANCOUVER, B.C.I'HONE; MARINE 3523Executive CommitteeThe Committee consisl.s of the Presideni, the Vice-Presidents, thc Junior Past Presideni,Mr, C. J. Oates, and Ihe following Geographic.il Represcntalives:Geographical RepresentativesBurnaby Mr. H. A. Brown 2108 West 1st Avenue, Vancouver, B.C..Central Mainland.: Mr. Ernest Hayes Box 35, Lillooet, B.C.Fraser• ViiUey .Mr. R. E. Mountain Milner, B.C.Kootenay, East Mr. John Lukas P.O. Box 69, Kimberley, B.C.Kootenay, North.;...... Mr. S. G. McFarland.... Revelstoke, B.C.Kootenay, West... Mr. D. G. Chamberlain Rossland, B.C.New Westminster Mr. E. L. Jenks :>212 Blenheim Street, VancouverNorlh CcntraVBritish Columbia Mr. V. Montaldi Burns Late, B.C.Northern British Columbia Mr. J. S. Wilson Box 73(5, Prince Rupert, B.C.Norlh Shore Mr. J. A. Spragge W E:isl Sixth Slicet, North VancouverOkanagan Valley Mr. T. W. Laird Penticton, B.C.Vancouver Island-Ccnlral Mr. John Rukin Chemainus, B.C.Vancouver Island-Northern Mr. ). W. Plommer Box 7iia, Powell RiverVancouver Island-Southern Mr. J. J. McKenzie 3lfil Cook Street, Victoria, B.C.Vdncouvcr..'.:-....; Miss E. V. H. Kendall 1507 West 12th Avenue, Vancouver, B.C.Vancouver.. ....Mr. J. E. Gibbard ...MhC) West 57th Avenue, Vancouver, B.C.Vuicouver!.!......!...:.... Mr. C. H. Skelding 20.H7 Wesl '15th Avenue, Vancouver, B.C.Chairmen of Federation CommitteeBenevolent FundMr. R. H. ,\Ianzer"British Columbia Teachers' Mcdiral Associalion...Mr. E. BallCharlesworth Memorial Fund ; Mr. H. D. DecConstitution and By-LawsMr. R. E. MountainConvention..... ; Mr. R. T. CuthbertsonCouncil on Professional EthicsMr. T. M. ChalmersCurriculum Revision...:..............Mr. H. F. DentonEducation and Democracv;..Mr. F. A. .\rmstrongFinahce..;...::......;,:...:... ^ Miss E. V. H. KendallLabour Relations......;. :. ; Mr. F. J. TempletonLarger Administrative Areas ; ...Mr. E, R. 6. RichardsonMembership.................. :. ; ..Mr. F. LairdPensions ..; Mr. C. E. MilleyPublic Relations i Mr. L. J. PriorSalaries......;...:....:....;.....;Mr. D. G. ChamberlainTeacher Training and Certification.} ; Mr. H. D. Dee88 THt'.«l. C: TEACHER

RATINGSCALESNolliing- of late has caused more concernlo leachers or has been treated withmore caution by principals than TeacherRating Scales. A recent trend has beenlowards a marked increased use of these.All teachers and principals, realizing onlyloo well the various implications of theiruse, treat them with a "hands off" aitiiudc.By what authority does a principal makesuch reports? Where the^ are used, theyare requested by the inspector or theschool board. Nowhere in the Schools Actis a principal provided with the duty orthe power to make such reports onteacher.s. Undoubtedly general law entersthe picture, but if similar reports weredeemed an educational advantage bypast legislators, such would be providedfor. The Schools Act carefully defines theduties of inspectors in such matters andoutlines procedures to be followed, but nowhereis reference made to principals inthis regard. Is it just to expect principalsto go beyond, their legislated authority?Suppose il be granted that according togenijral law principals do have die powerto imake written reports on teachers, is:thei.-e any principal who feels competentso to; do? fl'here ,is, no objettiye standardyet dcvise

sibly. liut encourage them how? This isunquestionably a case where the end doesnot justify the means. The instilling of asecret fear that one may sull'er loss of jjositionor financial loss unless he curriesfavour with the principal encourages noone educationally. How can one expect torate "A' on the item "Co-operation ofteacher in administrative routine" unlesshe agrees with his senior? Complacencyhas never yet yielded progress, but becauseof human failings one would be forced tobe complacent about such things as administrativeroutine. Certainly there are principalswho are broad enough to recognizethat difference of opinion is not necessarilynon-cooperation. But do all?It is sometimes maintained that ratingscales give assurance to the "good" teacherthat he is doing satisfactory work. It can'also be maintained that any teacher wliowould be materially affected by any typeof rating scale can not be classified as"good". In the words of Joseph F. Landis,President of the American Federation ofTeachers, "These rating proposals drivethe able, independent, courageous teachersout of the profession and encourage retentionof those who lack sufficient courageand initiative to stand up for what isright".Dr. John Studebaker, U. S. Commissionerof Education, stated that he had alwaysrecognized that some teachers are betterthan others, but that no system had everbeen devised to determine how many dollars,one teacher is better than another.Could this be a major purpose in requestingthe completion of, rating scales? Ifcompetent and conscientious teachers, whoare professional educators rather than politiciansin their outlook, are to be savedfrom the worst kind of political exploitation,such a scheme, which requires thatsalaries be dependent upon rating, mustbe eliminated.Teachers are insistent that an evaluationof their work by a School Board must beba.sed on fact; Such can only be providedby: the Inspector, the sole individualcliarged with the responsibility of assessingthe work: of; teachers. There are boards,fortunately very few in number, who mainiidnthat ihcy tan judge llu' work of ateacher better than can the Inspector. Insuch cases we are extremely suspicious thatthe school boards ilemand rating scales inthe hope that they ma) findevidence whichcan be interpreted to support their suspicionsas to the quality of leaching ratherthan use the reports to inform them as todial quality.VVe would greatly appreciate someoneenlightening us on the valid uses of ratingscales. What is their educational value?How do they improve the work of theteacher and thereby the education of ourchildren? Do they serve an educationalpurpose that can not be achieved by somemore constructive method?Until we receive such enlightenment weare forced to maintain the conclusionthat, in die main, rating scales are no morethan an esdmate of a situation by someindividual which may vary gready ifmade by another individual or by the sameindividual on another occasion and thattheir only justifiable use is the collecting ofdust or the occupying of valuable filingspace.Rating scales constitute a real danger topublic education in British Columbia.GESTETNER (CANADA)LTD.Mamificturers ofWORLD'S PREMIER DUPLICATOR600 Seymour Street, VancouverPhone: MArine 9644ARTISTS' SUPPLY CO. LTD.TORONTO88 THE B. C. TEACHER

R r T F Statements of Account, June 30th, 1947The following Special Funds have not been included n, thc Balance Sheet.In Aid of Children in Devastated Areas and Refugee Teachers: ^ 52Balance as reported—June 30th, mb 8.72Plus — InterestBalance in Bank - June 30th, 1947$ 590.64Charlesworth Memorial: $1,150.89Balance as reported — June 30, 1946 1,987.90Plus Receipts13.76Interest — Bank$.3,152.55Balance on hand June 30, 1947 ;The following Securities are held by your bank for safekeeping:Charlesworth Memorial:Dominion of CanadaValue$2,500.00Cost$2,622.50General Reserve Fund: $1,000.00 $1,010.00Greater Winnipeg V/atcr District 2,000.00 1,940.00City of Vancouver5,726.00Dominion of Canada5,700.00$8,700.00 $8,676.00Investment:Dominion of Canada$6,000.00 $6,303.65BALANCE SHEET AS AT JUNE 30, 1947ASSETSCURRENT $7,953.43Cash on hand and m bankAccounts Receivable : j204 44Magazine 46300Sundry 672.44INVESTMENTS (at cost)BENEVOLENT FUND (per contra):^ gig74Cash in bank 546.00Accounts Receivable-. • _SALARY INDEMNITY FUND (per contra):Cash in BankGENERAL RESERVE:FUND (per contra):Investments (at cost)DEPOSIT:Post OfficeFIXED: Office FurnitureLess Depreciation ReserveDEFERRED; . „ ,.Stationery and SupphesInsurance$4,413.242,574.88$ 420.0033.34$ 8,625.876,303.651,464.744,190.338,676.0030.001,838.36453.34$31,582.29ACCOUNTS PAYABLE ...RESERVES (per contra);• ; BenevolentSalary Indemnity"General: •LIABILITIES$1,464.744,190.338,676.00$ 35.0014,331.07DECEMBER. lO^'i

SURPLUS:Balance - June 30, 1946 ., $10,810.-t.iPlus—Excess of Revenue over Expenditure toryear to June 30, 1947 ('^')').77 22STATEMENT OF REVKNUli AND EXPEND1TUR1-:For Year to June 30, 1947$31,582.2

H.DENTONB.C.T.F. NEWSCURRICULUM REVISIONMr. Howard Denton, of Burnaby .SoutliHigh .Scliool has assiinicd the Chairmanshipof thc B.C.T.F. Ciirrictiliim Revi.sion Coniiiuitce,rcplacino' Mr. F,.F. Hurst who has servedthe Federation well inthis capacity for severalyears. The ElementarySection is receiving thcattention of Mr. R. K.Bell, of Kaniloo()S, andhis committee.The annual jointmeeting of the CentralCurriculum Revision Committee and thcB.C.T.F. Committee will be held in Vancouveron January 9 nem.* » • «CONVENTION DEADLINESThe Convention Committee has plansfor the 1948 Convention, tvell in hand.Hotel Vancouver will agaiii l)e ConventionHeadquarters with the date being March29 to April ] inclusive.The deadline for the receipt of resolutionsand committee reports has been setat Februmy J,19-/S. It is absolutelynecessary that this deadline be observed.PENSIONS STUDIEDThe Actuarial Report recently receivedstrikes a serious blow to the hopes formore adequate pensions. It has occasionedseveral special .meetings and: constitutedthe main part of the agenda of the No-'vember Consultative. Committee Meeting.Local Table Officers and Pension Committee[Members have met twice to considerthe Report, the second meeting being heldon December 3 with Superannuation Commissioner,Pennington and Actuarial A.ssistantForrest: in ,attendance. Furdier tothis a delegation met Mr. Forrest in Victoriaon December 17. The ChristmasExecutive Meeting will be consideringseveral recommendations arising out of the:special study. •Teachers are appreciative of the stateineinsfrom thc .Supeianiuiaiifm Olhccs atjjrcsent being forwarded. These show thcainouiu to the individual's credit in thePension Ftmd to June, 15)17, and theamount of pension being purchased atcurrent rate of contribtuion. Similar statementsare to be made after each actuarialinvestigalion of the Fund, that is, in ihrcfvcar intervals.LABOURRELATIONSCHAIRMAN REPORTS ONHAMILTON CONVENTIONRecently returned from the conventionof the Trades and Labour Congress heldin Hamilton, Ontario, which he attendedas a B.C.T.F. official delegate, Mr. FrankTempleton reports that T.L.C. membersare becoming more and more educationalconscious."We can count on the full support ofthc Congress for educational endeavoursif we but show thc way," said Mr. Templeton."Since we are affiliated with the Rationallabour body, most of our work willhave to be national in scope, the developmentof projects endorsed by the CanadianTeachers' Federation. The support isthere; let us use it."Most outstanding convention speaker,accoiding to Mr. Templeton, .was LordDukeston, fraternal delegate from theBritish 'Frades Union Congress, who calledfor a close union of the English speakingpeoples in the troubled times ahead. Ina fightingspeech, Lord Dukeston attackedthe inadequacy of the American .loan-toBritain which was cut aboiU; 25;per: centby rising prices. He wondered where the:ethics of civili/.ation are when.a:nation,which .sacrificed .•iu much in manpower andwealth, and which suffered so much privation,emerges 11 om a struggle in which tlieodds' aifected everyone, a conqueror andyeta debtor to the world. He believes thatthe: British Isles are still the bastion ofliberty between the East and-the West."Although the taxation burden is tremendous,Britain will eventually pul! throtigh,"DECEMBER. 19

he slated. "Everybody pays income i.tx—everybodyl It starts at nine slullings onthe pound and increases to nineteen andsix pence. That's tlie price we are payinglor having stood alone in the first years ofthe war."In discussing the extra levy last year fororganizational work T.C.L. President liengouglimade .special mention of the contributionof the B.C.T.F. "1 felt veryproud, as your representative, to bear thespontaneous and hearty applause given forour association by the 614 assembled delegates,"Mr. Templeton reported.Concerning education specifically, tlieconvendon passed a resolution urging Federal,Provincial and MuniciiDal Governmentsto establish funds from which needystudents could draw to enable them toobtain a university education. The provisionof a psychiatric service for sclioolchildren was supported.Other important resolutions passedfavoured low cost housing schemes, reimposidonof price control, a contributinghealth insurance scheme and better old agepensions. An income tax exemption of$1200 for single persons and $2400 for marriedwas urged.T.L.C. per capita membership dues wereraised from 18c to 30c per year.Mr. Templeton's chief task at the Conventionwas the presentation of the reportot the Education Committee, of which Mr.C. J. Oates was chairman last year. TheConvention gave unanimous support to theprinciple already endorsed by the C.T.F.of federal grants for education on a percapita basis. Mr. Templeton was namedsuccessor to Mr. Oates as chairman of thisimportant committee.Next year's T.C.L. convention will beheld in Victoria. Mr. Templeton feels diatit would be good policy to send three orfour delegates rather than the customaryone.VILA.COMMERCIALSECTIONTv/o films on Commercial subjects whichare available from the Visual EducationDepartment of the Vancouver SchoolBoard were shown at a recent meeting ofthe Commercial section of the VancoitvcrSecondary Icaihcrs" .\ssociaiion. .\ coniniiiicewas appointed to iiivcstigaic thepossibilities of enlarging the supply oifilms and filnislrips available for use in theschools.jM.'iiiy of die Commercial Teachers feltthat a question box would be of greatassistance. .-Viiy questions siibniilied willbe answered at the meetings but lo makethis feature as valuable as possible to asmany commercial teachers as possible,icachers who cannot attend the meetingsare invited lo send their questions lo thesecretary, Mi.ss M. Steeves, 2155 West 38di,\venue, Vancouver, and both questionsand answers will be published in The B. C.Teacher.A dinner meciing will be arranged afterdie Christmas holidays with guest speakersfrom some of die business organizations ofVancouver.A new book suitable for commerciallibraries is Office Short Cuts, priced at$3.50.SCHOOI DISTRICTSECRETARY-TREASURERSANDTEACHERSMEETHighlighting the North Central FallConvention at Prince George, November7 and 8, was a panel discussion on administrativeproblems in die new school districtsbetween school district secretarytreasurersand teachers. The panel, underdie chairmanship of Joe Phillipson, AVilliamsLake, included si.\ secretary-treasurersand the principals of schools in someof the focal towns in north central B. C.A total of over 14,000 teacher-miles weretravelled coming and going, and over $550was spent in fares alone to get to the convention.Freeman Warr, Smithers, travelledthe farthest, 250 miles and back. Therecord fare was paid by a teacher from theWilliams Lake country, $28.Invited speakers included H. B. Mac-Lean, Vancouver normal school, who spokeon "Problems in Handwriting", and MissWinnett Copeland, Victoria normal school,who discussed the New Basic Readers.F. P. Lightbody, president of theB.C.T.F., represented the Federation andgave a masterly presentation of Federationaims and activities.92THE B. C. TEACHER

Two especially successful items on theprogramme were a discussion of the newsocial studies courses in grades I to 6 byby Mrs. Eleanor Black, Fringe George, anda symposium on high school science demonstrationschaired by Dick VVhittingham,Quesnel.Vic Montaldi, Burns Lake, W.HS conventionchairman. Very great credit for anoutstandingly well organized and livelyconvention goes to the committee of PrinceGeorge teachers whose activities were coordinatedby Rudy Kaser.HEWS BRIEFSVancouver — The Vancouver Teachers'Council's request for a flat increase of $150for 1948 for all teachers was granted at theNovember meeting of the School Board.This is in addition to the $250 granted for1947. by an arbitration board and makes1948 salaries $400 above the schedule of1946.A new schedule to become effectiveJanuary, 1949, wiil be regotiated prior tothat date.Britannia Beach —A request from theHowe Sound Teachers' Association for aflat increase of $200 in excess of scheduleplacement brought an offer from theSchool Board of a Cost of Living Bonus of$15 per month for all teachers of the districtcommencing January 1, 1948. Theoffer has been accepted by the teachers.The bonus is effective to June 30, 1948,with the situation to be reviewed in theintervening period.Surrey—At the November meeting, dieSurrey Teachers' Association decided thata portion of all future meetings will be devotedto a study of professional problems.The latter part of the program will begroup subject discussions. The Associationalso extended its co-operation in the preparationof subject tests.Toronto—A letter from Miss Mary Huff,at present on exchange teaching in Toronto,expresses her appreciation of Federationmembership.She says, in part, "You will be glad toknow that wherever I went in my travelslast summer my B.C.T.F. card was a greatasset. It got me into the U.S.A. twicewhen I had no other identification andhelped me to cash a cheque and open acharge account to cite only a few examples.I believe I never really valued that cardhighly enough before."IH'STALK ITOVER ANYWAY! i would iike to arrange -194M9 with some teacher of Senior High Social Studies and/or Enghsh m the sunnyOkanagan. Write: R. T. Orcen, 3888 West ISth Avenue, Vancouver. B.C.WE SELL FOR LESS . . .We will never knowingly be undersold. We mil meet ^r,y compatitor;^ZL ,f any time-not only CEILING price, but FLOOR priC^-^nd wj^Sy rZd any difference.... THE PLAIN STORE fcr PLAIN PEOPLEIARMY &:NAY\New Westminster1 DEPT STORESVancouverDECEMBER. 194793

fWe Need Mtisic SupetYisotsBy ROY ATKINSONChairman, B.C.T.F. Music SectionIt is heartening to see niusic coining intoits own in the pubHc school system ofBritish Columbia. At the risk of beinglabelled a synic, ^1,; will comment in passingthat this movement has spread in spite ofthe reactionaries among our own rankswho liave impeded its progress.This reaction has not been without justcause. It seems to this writer that thefundamental cause has been that we havebeen trying to build something put ofnothing. Merely iiitroducing music intothe curriculum and saying, "We herebydeclare niusic a formal subject," is certainlynot enough to establish it on a finnfoundation. In our firstyear of teachinghow many of ns felt as happy when weapproached the niusic lesson as we didwhen we tackled Arithmetic or Science,for example? If we didn't feci on verysafe ground, why didn't we? The obviousreason is that unless we were raised in cityschools wc probably were not exposed togood formal music teaching iiiitil %vearrived at Normal School; while Arith-; nietic. Science, and many other academicisubjects had been taught formally in ourschools for generations and innumerableitext^ '^Ppks oti^these^ subjects^had beenwritte!!, aiid discarded., .during this, .time,,il venture to say thai' the larger percentage{of us who read. this article arrived -at^Normal School kno^ying little or nothingiabout the academic side of music. Howfw.ll I remember one.gentleman who roseiup in^righteotis. indignation"at last year's^convention to /'Wiiar.we. necci is' toJ•,;i|make better teachers;' not supervisors to|help them out after they have becometo ask that;gentleman how heijirdpos^^.make an;*adequate:/ music teachers out; ofJa person who. has a coupleof hiusic'perio^^ia week for ten months at a NormalScliojii:|ind who^,has,.been exposed to little or hoiformal music teaching during his previous"school ,.ejfperiejjce. , It rc^^ridiculous to cxjject a Normal School instructorto accomplish such a task in twicethe length of time.The University ProgressesGetting back to thc opening statementin this article—the latest word from thcMusic department at the University otBritish Columbia is that the Music Appreciationcourse, started last year withno credits, is continuing this year for thirdand fourth year Arts students as a 3-unitcourse. A second 3-unit course. Harmonyand Ear Training, is in operation for thefirst and second year students. In thiscourse there are three one-hour lectures a%veek plus one lab. period, at which thcapplication of the theory, in other wordsthe actual writing of music takes place.This course totals five hours a week andis a\'ailable to third and fourth yearstudents as well as to those in first andsecond year. This means that third andfourth year students could be taking .sixunits of niusic this year. Next year a thirdcourse—Counter-point and Musical History—willbe added, and the followingyear a further course, orchestration andinstrumentation. Enough units will begiven for these various courses to providea Major in-Music on the Arts course.This will certainly be an incentive tostudents;', especially those in high schoolswhere music is elected, to carry music indieir programmes of study. By the sametoken it should be a challenge as well asa duty for we niusic teachers to see thattiie Music'Department of our University issupplied tc overflowing with pupils whohiive a solid musical background so. thatour next generation of public school musicItearhers'..,"1 shoulS„have: liked very muchl ;.-teacher§^^,;.wilI:;^ithelet-;us\hotjwaste timeV'moaning over the fact; thati.we .were borna^generation too "soon. .Our-own and ourneighbour's children arc going to go aheadairtd'make this province .oric, to be lookedup to in the fieldof'school music. Let us.see that wc give them all the help we caii.94THE B. CI TEACHER

LESSOH-AIDS DEPARTMENT . .Address all comminiiralwm lo Mr. L. H •Greenwood, the Secretary, Lesson-A uh1300 Robson Street, Vancouver; make allmonies payable to Ihe li. C. Teachers Federation.CHRISTMAS GREETINGSThe Christmas season is almost on ushowswiftly and unobtrusively it stole uplBut your pupils did not let you forget thepending arrival of Santa—so your schoolprobably had a Xmas tree decorated by achosen student committee. Blackboardstencils probabiy were used to enhancethe effect of Xmas streamers and windowdecorations.But now is the time to reflect—was yourXmas program a genuinely educative one—^id it instil a deeper understanding ofthe meaning of Xmas or did it merely conformto the usual rites and smear a thinveneer of glossy varnish to the accompanimentof pieties learned and conned by rote.If you feel that perhaps you havc beentoo busy to do full justice to the Christmastheme — resolve to remedy that omission.Consultation, with your inspector, yourfellow teachers and worthy local citizensmay help overcome some difliculties. Oryou might send to Lesson-Aids and ordertlhit One (5c) entitled "Christmas Project".This project, through directed, purposefulactivity, seeks to impart to the pupil thereal significance of Christmas. The activity< extends over two weeks and is clearlylaid'out. live objectives are stated; theproblems outlined; the activities suggestedand' correlated to ethics, language, arithmetic,writing, spelling, music, handwork,art, history, geography and manners. Surelyno one could ask for more by way ofintegration. /Another unit for the primary sectionthat is worth investigating is Unit 2 (12c),entitled "Christmas Seatwork". This'unitoutlines almost fifty handwork and art projects,i mainly of the. decorative cut-outtype.! Try it and see what can be.done. •DECEMBER, 1947 •YOUR PROBLEMS AND OUR PROBLEMSThe Easter Convciuion seems a long wayolf, but we of Le.sson-.\ids are keenly awareof the need to prepare for it now. To be\ital and alive, Lesson-.Aids must helpsolve yonr present problems. In reiiirn,you must help us prepare the material..Some new units are badly needed. P'avcyou on hand, or are you willing lo iielpprepare pare units on:Dictionary study? (prc-j)arc as an iiilcrcsiingstudeiir activity).Instructions to the student on how tostudy, what to study, and when to study.Clubs suitable for -the small school.(Outline jiisi how you went about operalingthe club—the grades concerned—the problems encouniered.)I. Educative hobbies in action.). Any gfjod units on sidijeci matter. Forexample, there is a need for a good projectunil at the grade 7-8 icvcl on BriiinUColunibia, accompanied by a testwhicli will reveal whether your work3.was successful. If you have such athing, send it in. We'll sing yourpraises in this magazine.If you cannot send in your own material,wrile and let us know the addresses of compelenlteachers who might work with uson unit construction. By helping us, youhelp v"u>" fellow leacher.To help improve your classes' grades —make, greater use oj Lesson-Aids.FRENCH'S 1948 CATALOQUEOFPLAYSMailed Free on RequestSAMUEL FRENCHPLAV PUBLISHERS480 University Ave?^Toronto96

We. Really Are Pikers!—By L. H. GARSTIN,Kimberley, B. C.The Provincial Medical ActUnder ihe provincial Medical Act, provisionis made for the establishment of aMedical Council, composed of seven memberselected by medical piiictitioners fromfive provincial electoral districts describedin die Act. This Medical Council is empoweredto keep a register of medicalpractitioners and only those oh the registermay practice medicine. As the Act states,"it shall not be lawful for any person notregistered to practice medicine, surgery ormidwifery for hire, gain or hope of reward,wliether promised, received or accepted,either directly or indirectly."Nor is this all. Medical certificatesgranted by universities on graduation frommedical school are of no value unless theindividuals holding them have their namesregistered on the Register of Medical Practitioners:"Medical certificates shall not bevalid unless the person signing the same isregistered under the act . . . Legally qualifiedmedical practitioners shall be construedto mean a person registered under theMedical Act." The Act provides for penaltiesfor practising without being registered.Such penalties include imprisonment lorone month if an individual is found guilty.Medical Council Has Widespread PowersThe Council has many other powers, thefollowing of which are the most significant:1. It may pass by-laws fixing the standardof qualifications "as preliminary to ornecessary for matriculation in the study ofmedicine and surgery."2. It may pass by-laws to determine e.Kperience"including interneeship and evidenceas to professional conduct andevidence of good citizenship required Of acandidate for registration."3. It may require prospective practitionersto sit for examinations with respect toprofessional subjects only, set by it, before;it will grant registration. In this connectionit may establish aLuV.inain,tain a board ofAt the last annual convention oj theB. C.Teachers' Federation, Ihe Minister of Educationco7nmenting on the automaticnienibershij} legislation, stated that in comjmrisnnwith the members of other profxssionalassociations members of the teachingprofession were "pikers". Just what did theMinister mean by this statement? Anexamination of provincial law, medical aridprofessional engineers' association actsreveals clearly what was meant.examiners lo conduct examinations andgrant certificates of qualification. It mayalso determine the subjects ot examinationand the eligibility of candidates to take theexaminations.4. It may fix fees to be charged practitionersprovided the fees do not exceedone hundred dollars.5. It may suspend practitioners for nonpaymentof fees.6. It may suspend practitioners sufieringfrom mental ailments and after an inquiry,whose procedure is carefully defined, maystrike such members from the register it thecharges are proven.7. On the complaint of three membersof the College of Physicians and Surgeons,it may conduct an inquiry into the actionsof any member of the College. A writ ofappeal to a judge of the Supreme Courtis available to any member brought beforethe Council.Federal Medical CouncilIn addition to the provincial act, thereis a federal act creating, a federal counciland a federal College of Physicians andSurgeons. This federal Council has powerssimilar to the provincial Council, includingthe power to establish qualifications, toregister members federally, to hold federalentrance examinations, to fix federal fees,to erase members from the federal registerand so on. Practitioners must be registeredfederally in order to be considered legallyqualified to practice and must abide by theby-laws of the Federal Council to remainon the federal register. The Federal CounseTHE B. C. TEACHER

cil may also determine the admission toexaminations of holders of medicaidiplomas obtained outside Canada. . . .The Law SocietyThe Act under which the Law Society ofB. C. is constituted is equally impressive.The Council of the Society consists oftwelve members called benchers, includingthe provincial and federal Aitorneys-General and retired judges with twentyyears of practice.Generally, the powers of die benchersgive them the right to "make rules for thediscipline and well-ljeing of the legal profession."More specifically the followingare included in their powers:1. The right of determining the subjectsand mode of study of iaw students.2. The appointment of leaders andlecturers.3. The regulation of attendance ofstudents at lectures.4. The setting of preliminary, intermediateand final examinations as conditionalto a call to the bar or admission asa solicitor.5. The setting of the fees of bothstudents at law and of those called to thebar.6. The right of calling qualified candidatesto the bar and of admitting candidatesto practice as solicitors.Provisions for suspension and erasure oflawyers from die Society are similar tothose of the Medical Council. Benchersmay "disbar, disqualify and suspend barristersand solicitors for cause shown," butthere is a right of appeal to the SupremeCourt. Benchers may also strike studentsfrom their rolls and refuse examinations"absolutely" when the latter have beenfound "guilty of conduct iinbecoming astudent or articled clerk." They may alsosuspend members from practising for sixmonths for failure to pay fees. In the caseof disbarral, the fact is published in theprovincial gazetter.Lawyers must obtain an annual certiiicateof qualifications on payment ot fees.Failure to take out such a certificate mayresult in suspension of practice for sixmonths or until the fee is paid. Penaldesmay also be exacted for feilure.to abidel)y other by-laws of the Society. Thesepenalties include a "fine of one hundreddollars or imprisonment for six monthsfor each offence" for which the member isfoimd guilty.Professional EngineersThe As'iociation of Professional Engineersis likewise goveraed by a provincialact. The Act provides for the election ofa Council by professional engineers. Thepurpose of the Council is the "governmentand discipline" of members. Included inits powers are die customary right to fix,levy and collect fees, the right to examineand admit candidates to the study andpractice of engineering. In connection wilhexaminations the Act states that "the Councilshall appoint annually a board ofexaminers for each branch of engineering.The duties of the Board shall be to examineall candidates for admission to membershipby examination." Also, "the scopeof the examinations and the methods ofprocedure shall be examined by theCouncil."As in the case of the other professionalassociations, membership in the Engineers'Association is conditional on taking theAssociation's examinations and paying therequired fees: "Only persons who are membersof the Association or who have receiveda licence from the Council of theAssociation shall be entitled, within theprovince, to take and use the title of professionalengineer or to engage in thepractice of professional engineering.''The now familiar powers of disciplineare granted by the Act. For practising professionalengineering widiout a licence,individuals are liable to a minimum fineof$25 and a maximum fine of .$500. Informationfor prosecution may be laid by anyinember of the Association. The Councilmay also hold an inquiry on a member for"unprofessional conduct" on application ofthree members ofihe Association; In conductingits case, the Council may employlegal assistance and subpoena witnesses. Ifguilt is established, suspension or expulsionof the offending member may beordered by die Council. In all cases, themember concerned has the right of appealto a judge of the Supreme Court. . . .DECEMBER. 134797

Teachers' Act Mild IndeedIn conipaiison llic above Acis, dielecenl aiiionialic legislalioii lor li. C;.leachers is mild indeedl Essentially, thislegislation reqiiirt's dial "every teacher whobecomes a teacher shall . . . immediatelyon his appointment as a leacJicr, Ijccome amember of die B. C. Teachers' Federa lion."Further, "die executive commiltee of theTeachers' Federation shall have the powerto suspend or expel any teacher from membership. . ." and "no person so suspendedor expeUed shall be appointed or retainedas a icachet until he has been reinstated asa member . . ." The right of appeal, ofcourse, is recognized. The Federation isalso given power lo regulate fees to be paidby members, subject (,o die approval of theLieuienant-Governor in Council.Thus, the Teachers' Professional Act. hasin common with the otI. ,.• professional actsprovision for — compulsory membership,suspension and cxpulsic;i and regulation offees. Since the Federation is organizedunder the "Societies Act" it can al.so suefor recovery of fees and be sued in turn byindividual members. Under the automaticmembership act, however. .10 provision ismade for federation control of teachertrainingand interne ex])crience. Nor isprovision made for fetleialioii examinationof the eligibility and qualilirations of prospectiveteaching candidalcs. Nor. again,is anything .said of possible grounds for suspensionor expulsion and no conditions arelaid down as to how inquiries into a member'sactions may be initiated. Non penaltiessuch as lines or impiisonineiu are.specifically defined for breaches ot the bylawsof the Federation by members. Finally,membership in the Canadian Teachers'Federation is not compulsoryundcr provincial;or dominion acts as ill die case of theother three Associations. Nor is there anyfederal act which by any stretch of iheimagination could be considered the counterpartof dominion medical or law .socieiyacLs.-. One might be inclined 10 wonder why,when other professional aB.sociations havcgone so far, the teachers' association actappears to be so mild. 'I'here arc manyreasons. Public opinion would probablynoi be prepared al die iiioinenl lo aticpiany moie stringent act. Then there is diefaci that teachers are "liiied," while in mostcases doctors, for example, are in "jirivale"practice. Though, as the Minister of F.ducalioiipointed out, doctors, lav/yeis. andengineers are hired by the Slate wiilioiit in.my way jeopardizing their professionalstatus or excrtin

A Place Where Teachers LearnRalph W. Tylitr shows how a modernschool proiiidcs for continued learning ofits teachers.RALPH W. TYLERMr. Tyler is chairinan cf thc Department ofEducation and acting dean of tlie Division ofSocial Science of Ihe University of Chicago, Hei.vas vice-chairman of thc Commission on Teaclierllducalion."A modern school thus becomes a placewhere teachers learn more about children,as well as a place where children,'learn."Ralph \V. Tyler, chairman of the Di;-partmcnt of Education at the Universityof Chicago, in describing a modern educationprogram as it serves adults, makesthe point that "the first and most obviousadult group which the modern schoolshould serve comprises the teachers themselves."The contintied edtication', ofteachers is the main road to an e\'er-imp;ovingetlucaiional program.Mr. 'I'yler shows how the modern schoolmight deal with the major needs for inservicecdtication identified by the Commissionon Teacher Education of theAmerican Council on Education in itsnationwide study from 1939-1944.Learning About ChildrenBetter understanding of child growthand development, and greater skill in usingthis .knowledge in gtiidance and teaching,is one of the major needs of most teachers,the Commission found. The past fifteenyears oi child study have shown how interrelatedare physical, intellectual, social, andemotional clevclo])menl. "Experiments haveproved," says Mr. Tyler, that "teachers canconduct useful studies of the children intheir own cla.ssrooni when given guidancethrough weekly discussion meetings withother teachers and monthly conferenceswith trained consultants."What the school must do is to providelime, .space, materials, and leaclership.Teachers need time to conduct studies ofchildren, to meet in discussion groups, toconfer with consultants, to summari',je theinformation they gather, and to use it inplanning ch.tnges in curriculum and guidance.They need rooms for study groups,comfortable rooms that promote free discussion,a pleasant library room for readingmaterials on child development. "One ofihe Reasons for employing teachers on ayear-round basis, except for a month's vacation,is that they can then participate fullyill .stich programs, using part of the summerfor planning and analyzing data," Mr.Tyler points out.And the CommunityA second common need of teachers, accordingto the Commission, is for bettercommunity understanding. Schools sometimesforget, even today, that the child isnot being educated in a vacuum, that hei.s being inducted into a society. "Theteacher must have a realistic understandingof die local com.munity and the broadercommunity—state, nation, and world—orhe can't help young people attain a personalityand socially significant role in.society," says Mr. Tyler.How do teachers accjuire the necessary"realistic understanding"? Mr. Tyler pointsto one answer: "A community study programis an C"sential part of a well-balancedin-service educational ])rogram for teachers.DECEMBER. 1947. 98

"Enough has aheady been done to suggestthat the local school can providecontinuing opportunities for communitystudy. For such a program teachers mustbe given time and opportunity for firsthandinvestigation of the local communityand for reading and discussion of whatthey discover; and time for reading anddiscussion of world affairs. The programrequires effective consultative leadership,and a study center, appropriately equippedwith maps, charts, and reading materials."The Curricuhim, TooThe Commission also concluded thatteachers need further training in curriculum,construction .and evaluation. Mr.Tyler, a curriculum expert, notes that thecurriculum in the finalanalysis consists ofthe learning experiences the teacher plansand makes available. "This makes it importantfor teachers to participate indeciding on objectives in selecting learningejcperiences, in working out ways of organi;dngthese learning experiences, and inevaluating the curriculum's effectiveness.To do this the teacher needs training and•an opportunity for continued curriculumplanning."In the modern school the plan for theemployment of teachers will take accounto.f this need, making lime availablethroughout the year and during the summerfor study and planning with properlyqualified leadership. Here again theteachers need pleasant workrooms equippedwith materials on curriculum and evaluationprocedures, as well as a workingcollection of instructional materials.Experience in Camping"It's especially necessary," says Mr. Tyler,"for teachers to have a chance to participatein the ne>7er educational experiencesfor young people that seem promising, sothat the teacher can see more clearly howto use these experiences. For example,more and more we see the value in havingschools send young people to camps foropportunities, for informal social experiences,instruction in health, nature study,and other types of outdoor experience noteasily made,available in the more formalschool setting. If teachers are to see howto use camps for. important educationalpurposes, they themselves need camp experiences."Mr. Tyler proposes that the modernschool plan short-term camp opportunitiesfor leachers. "A camp niight be one placefor summer workshops for the in-servicetraining of teachers."Teachers can learn much, also, in an"instructional materials workroom" whereaudio-visual aids can be explored underproper guidance.Time for Rest and for ^irtTeacher hygiene is a concern of themodern school, too. To ease the strain ofteaching, Mr. T)'ler thinks schools shouldtry to alternate intensive v/ork with leisurelyactivity, provide pleasant cateteriesand quiet restrooms, and give teachers achance for personal development in thearts and crafts.He points out that teachers' lack ofexperience in arts and crafts "limits theiruse of such media of communication andexpression in their work with children,and it also prevents them from using thearts as an important means of gainingincreased emotional integration." Modernschools, therefore, will provide roomswhere teachers can paint, write, do craftwork, and study and enjoy music.And Social EducationA good educational program for teacherswill also permit them to take part in socialeducation programs for adults. "The educationof teachers in service includes notonly their professional and personal developmentbut also their development ascitizens," Mr. Tyler says. They share theresponsibilities of citizenship with the othermembers of their community and withthem need to study and discuss criticalissues.BIOLOGY A"Amoeba, amoeba,"In dreams shouted she,".A-moeba, amoeba,Please don't pick on me.Engulf a Mongolian,A moose or a mink.Amoeba, amoeba, >Don't hurt Mary Spink!"/' B. A. TINGLEY.100 THE B. C. TEACHER

By SEMA WILLIAMS HERMANIn this article the author describes in(Reprinted from Chicago Schools Journal, dctltil a program designed to build withinDecember, 1946).school pupils "a permanent attitude ofrealization and understanding of the equalrights of all people to 'life, liberty and thepursuit of happiness'".As far bark as I can remember, I hadalways taught children that good sportsmanship,fair play, recognition, and considerationof the righis of others wereessential f good Americanism. Howeverwhen, witii the strains of the war and theshift of populalion, more foreign-born,several Phillipino, and some Negro familiesentered the district and racio-religiousbitterness began demonstrating itself activelyin the neighborhood and in theschool,i a more intensive type of instructionwas necessary.As our school curriculum allowed nolime at all for any wq k of this kind, I hadto begin slanting rr : instruciion in allsubjects toward the goal of building a permanentattitude of realization and understandingof the equal rights of all peopleto "life, liberty, and the pursuit of happiness."From their first day in firstgradean attempt was made to weld the pupilsinto a family unit, "The Family of People,"by pointing out to them the visible evidenceof human relationships. The similarity ofour needs and habits of living, our commonreaction to physical ailments to which allof us are prone, and our expression ofpleasure and displeasure were stressed.Until they could read and write wellenough they expressed orally and diroughdrawing their descriptions of members oftheir families, their friends, neighbors, andclassmates, learning through observationand record that differences in appearance,in color of hair, eyes, variation of features,differences in taste, and habits existed evenin their own families and were natural.Pictures of babies and small children,clipped from magazines and newspapers,were counted on a chart to emphasize thispoint and kept before them always.At first most of the discussions went ononly during the time allotted to oral composition,science, social service, and art,and in connection with the substance ofthe courses of study in these sulijects; butas my skill in slanting grew and as thepupils began to acquire habits of thinkingand acting m terms of better human relationswith their neighbors, this aspect becamean integi-al part of every facet of theirdaily school life. Even when taking atlendanceeach morning, I never failed toask what other children had ever had theailments of the returned absentees, to furlherstress our common relationship.School Subjects UtilizedThe science course, which includedstudies of pets, domestic animals, birds, andlater on trees and flowers,lent itself verynicely to this. We learned that all livingtilings belong to families—dogs, cats, birds—and that in general the structure andfunction of all members of the same familyare alike, though they clo differ superficiallyin color, and vary in shape and sizejust as people do. We looked at picturesof various races of humans as well as picturesof birds and domestic animals, and•we drew our conclusions. The pictureswhich best exemplified our conclusionswere mounted. .A.ny times when pets werediscussed the children would be asked ifin their observation of animals playingthey ever saw a dog or kitten decline toplay with another member, of its familysimply because the stranger had a spottedcoat of hair instead of a plain one. Thisalways brought smiles or a sally of laughs,but the children got the point.In social science, especially where storiesof national holidays were concerned, thechildren were taught that these commemoratedthe achievements of many differentDECEMBER. 1947101

ncighl.ois will) workal together toward thesame goal of building a better couniry.For example:'riianksgiving is a holiday rcsuliing fromthe co-operation and goodwill of two did'ercniraces.Columbus did not discover .America unaided;die donors of the money for thevoyage, the men who sailed the ships, theastronomers, the odier occupants who lookpan in the discovery came from many differeninations, and were of dilferent faiths.As nuiny of diese as possiiilc were named.Abraham Lincoln realized that wc couldnever be a great couniry until all of us h;idan equal right to live and work in it.In Olher words, we learn in a simple way,but in terms of human relations, the historyof our couniry and its great men asrecommended in the course of study. Toemphasize our connection wilh all this, wedrew up a chart called, "Americans In OurRoom," which listed the name of everychild according, to the country of hisancestrv. How those faces lit up as eachrecognized that some one of similar ancestryhad played an active role in the historyof our country. After a while the childrenbecame,interested in the part the ancestorsof their various classmates played, andbegan to inquire "How about the Greeks?Wliat did they do at that time? Were theyhere too?" All this caused much more researchwork for the leacher, but helped lostrengdien the bond of friend.ship betweenthe pupils. :Human Relations Stressed' As die children grew older and began toexpress themselves in writing, we / startedthe education of the parents by sendinghome compositions and drawings of whatwas being learned at school and leaving aline for the parent's signature lo indicatethat the,contents had been noted. Thesepapers were always returned ihe next day;Sometimes copies of the charts we werecompiling would be made in miniature forthe parents. As ilie pupils' ability to expressthemselves grew, they wrote articlesand short, stories .which they printed byhand ,and put into their seasonal new,spaperor into a chart, which they loved tosee grow in size and scope, and which was:i progressive record of :dl they learned.Small posters were made showing neigh-Ixirs of dilfereni races working, playing together,and helping each other, with suchcaptions as "Good Neighbors Work Together,"and "Good Neighbors Hell) EachOther."Note was taken of ;tll familiar luminariesof stage, screen, radio, and the political andsporting worlds, and their photographscom(j|iled. Later these were assembled ona chart entitled, "A Good American Lovesand Helps His Neighbors! In AmericaEveryone Is Our Neiglibor." Pictures wereclipped of members of different familieswho were Iriends—a dog and a kitten, adog and some birds, as well as pictures ofmembers of die same family who werefriend.s, mixed basketball and baseballteams, mixed bands, soldiers, members ofthe other armed forces in friendly attitudesand boxers.In learning of "America, the Beautiful,"wilh its ideal of brotherhood, and "MarchingAlong Together," widi its impliedidea of friendship and co-operation, furlherstrength was given to those bonds offriendliness that were to serve as a bulwarkagainst the pressure of intoleranceihat the pupils were apt lo meet outside oftheir school lives. I wrote a very catchy.song, "Love Yoiu- Neighbor, Help YourNeighbor, Thai's the American Way," ofwhich the younsiers became very fond, due10 its brevity and swing. Later it was usedin a play. Other .songs, patriotic or fraternalin character, were directed towardthe same end.In liierature, we learned the lesson "I'"The Lion and the Mouse,Lhe Ar.Who Found a Home," and "Androcitthe Lion." Frequently the children V(/,on the story they wanted told or the .songto be resting, recognizing the rights of theminority to their opinions and the rule ofdie majoriiy.When the children become aware of religiousholidays other than their own, theyliegaii to learn that freedom of religion wasdie right to which all were entitled. Aseach minority group stayed out to observeiis holiday, we noted il and its significance.VVe also learned to share the delicacies thatTHE B. C. TEACHER

ihcsc lioliilays hroughi — niatzos. Eastereggs, Italian jiasirics. and Creek amrcclions..Swedish tosliinii's and .shamrocksmade their appearance in imn.Sinudtaneously with all this work, thcwords "good neighbor" were iniroduccdinto the children's vi)cai)idary. Wc had a"Good Neighbor" box of crayons andpencils lor om- neighbors to use when theyforgot to bring tiicirs, or were short of acertain color. Starting out as a box of discards,it stirjjrisingly soon became filledwith the best of these that their jjarcntswould allow them to contribute. 1 recallwith great pleasure the many times thatchildren spent their spare pennies to givenew items.Hitherto the importance of thc improvementof thc work of thc individual in relationto group achievement was stressed byencouraging the faster ptipils to aid thcslower ones and praising both for thcslightest progress. By reclassifying this as a"Good Neighbor" act and applying thisname to every constructive and co-operativedeed, no matter how slight, that took ]jlaceduring the school day, the growth of the"Good Neighbor" attitude and the habit ofivorking, thinking, and living in those termswere accelerated. -Better Relations ResultThe concern of the youngsters abouteach other's welfare and progress and thcfriendly, kindly aimo.sphere that prevailedin die room were beautiftd and inspiringto see. Of course there were quarrels ancidisagreements, and once in a while someoneappropriated another's things, butthese were .settled in the light of each one'slight to his opinions, his right to disagree,his right to his own property, and correctedthrough the neighborly way of tryingto get along together on niedium groundswherever possible. In the case of takingthings without periiiission, we substituteclthe friendly using of things with penni.ssion.There were the stories of otheryoungsters ;vho .sought in their own way todestroy the attitudes we- were trying tobuild.. These were countered by telling thechildren that these people had neverlearned the things that they, were learningat school and'that it was up to them toicach otiicrs tlic ways of being a "GoodNeighbor," as well as ilic reasons whyIjciiig a good neighbor gels one good neighbors.I made np a little story about a childwho picked up an apple unlit to lie eaten,from iiiuleriicatli an apple tree full of ripe,red apples. Should the diild try anotherapple, or should he decide all apples wereunlit for food simply because one wasspoiled?Everytinie a child raiiic to me with astory derogatory to some one I wouldcounter with thc above example, and tellhim IO look for or ask his informer to lookfor the "good apples" and he would (indmore than he could count. Thc story becamea classic in one class, and to my gratification,1 would oficn overhear a chillisay, "Onr teacher says 'look for the goodapple'."Various school drives were used as anop])ortiinity for co-oijcrative clfori. In thepaper drive, bigger children helped slighterones wilh their bundles, one boy loanedhis wagon to classmates in his block andthey all loaded it and then pushed andpulled it to school, taking turns at the job.The pupils were encouraged to givepri2.;'

W h y I W a n t T oBy HARRx M. SCHWALB,Student, UniveYGity oj PittsburghT e a c h(Rcjjrintcd from the Pcunsyhmnia SchoolJournal, May, 1947)Harry Schxualb atteiids classes at the Universityof Pittsburgh and xoorhs on thefamily farm /n Alleghney County.- Wheninterrupted by the xoar he xoas studying tobe an agronomist at Pennsylvania StateCollege xvhcre he received the Alpha ZetaScholarship Aivard for the highest rankingFreshman. In his Sophomore year, he becameat seventeen the youngest editor inhistory of PENN STATE FARMER, the agriculturalmagazine. During the xvar xvhen hexvas not xvorking as a demolition man inthe ETO, he helped Army authorities inthe rehabilitation of displaced persons andxorote the regimental I-Sc-E prograrn. Heholds five campaign stars as xoell as tlieSilver Star,I guess it all began on an afternoon inJune, 1944, as I walked down a road inNormandy, slowly passing my mine-detectorover its shell-pocked surface, searchingfor buried explosives. In places the roadwas, quite literally, soaked a dull red withblood—blood that seeped from the remainsof what had once been young Americans,now strewn over the macadam. Surely, Ithought, the hot summer sun looked downthat day on a horror unique in the historyof our nation.Then I remembered. Unique? It wasless than a generation ago that probablythe same scene had been enacted! Wouldthis road be paved with American bodiesinanother thirty years, in a still more horribleslaughter, L wondered. (And this wasbefore Hiroshima . ..) I suppose it wasthen I unccnsciously resolved that, if Ilived to conie back, I would give my bestto see that our civilization was not placed,for a tliird time, in jeopardy of its verylife's bided.DisillusioningMy resolution was given- form in thenionths that followed, as our platoon"swept" mines from the roads of France,lhc Low Countries, and Germany to theRiver Elbe. We were forced to be togcilierfor the major part of each day and night.Everyone in the platoon came to knoweveryone else intimately. To mc it was aprofoundly disillusioning process. I beganto realize that the young men in the platoon,and those we had left behind on iliatroad in Normandy, liad gone into the warwithout knowing, and iherefore. caringwhy; and had died, were dying, or woulddie like blind men.Only three out of the thirty-five soldiersin the group knew, for example, the differencesbetween American democracy andthe slave-state ideologies their nation wasengaged in combatting.There were the two California boys whoswore it to be a fact that all Chinese areborn with tails, there was the Ohioan whoinsisted that Negi^oes are a species apartfrom the human race, a species eternallydestined to be inferior and exploited.(What was high school biology accomplishing?)I remember the graduates of our expensivehigh school (and college!) systemswhose sole reading during our frequentperiods of leisure was comic-books. (WasEnglish literature really fulfilling its declaredfunction in our schools?) •The men in the platoon believed themost outlandish rumors, and consistently,though unwittingly, repeated the propagandalines of the Berlin and Rome radios.(Wasn't high school history intended, togive, if not all the facts known, at least abackground for judging facts as one metthem?) There were the men, past theirmajority, who told:me they never readnewspapers, voted in elections, or partif i-pated in public affairs.Finally, I saw our GI's insulting and,sometimes, terrorizing French, Butch, andBelgian civilians. "They were only 'foreigners',weren't they?" the GI's explained.104 THE B. C. TEACHER

1 saw then how iiuompleio or incfTeciivca vieu' oi" ihc world and ilic other democraciesin it we had given our young people,who new were dying to preserve a worldorder lo which they were sirangcrs. Evi^nthe most intelligent and learned of thegronp tokl me they had been taught littleof the "outside" w^orkl; they had to crossan ocean to discover that England was nol"a monarchy with a weak king" but rathera representative, freedom-loving democracy,that the Western European nationshad living standards, and had made contributionsto world progress, as adequate asours.ImpoitantThe last phase in my conversion toteaching came in Gennany. I had beenanxious to see just what these people were,who twice in one generation had plungedthe world inlo war. I observed themclosely for months tiirough my later workwith military govei-nment. I came to seethat these people did not possess instinctsand mentalities different from our own(Mr. Sumner Welles to the contrary). Isaw that much of their mass madness wasthe direct result of education.. l^erhaps oui- education was, in places, incomplete,as I have suggested above; it isa situation that can always be improved.But here, in Germany, I found an educationalsysteni that was deliberately malicious,false, and aggressive; that was a situationthat could only lead to destruction.I came to see die unparalleled evil thateducation can bring about when directedby the wrong hands. I came to see, as neverbefore, the importance of presenting thetruth to our boys and girls, and of trainingthem for a good ;life, as members., of apeaceful world society, I/^^-^ r -These army experiences have broughthome to me the supreme importance of theteacher to the future of our nation and tothe future of the world peace. .Since theatom bomb, it can- ho longer be doubtedthat this must be One World or none. Theteacher can help—must help—see that thatone world wilLbe a free oiie.ri- F xThis is what I tell my friends whtn theyask me why—when other professions areso nuich belter paid, and when 1 havealready studied, before the war, to enteranother field—why 1 should want to teach.I can think of no more important career.WE KNOW"Let me but lead, the life I choose," said he;"Let me but take the bleak skies with theblue.I cannot live if people trample me.And tell me how to think, and what to do.""I must have peace and happiness!" hecried;"I cannot live where weeds of sadnessgrow."He took the rifle that lay at his side.And turned with hard, worn face to meetthe foe."I do not want to maim and kill"—his lipTrembled till haltingly the words camethrough.The trigger answered to his finger tip.And yet his target was a mist, he knew.FI"I cannot die a hero's deatli," he sighed;"1 cannot leave the way I want to go.I feel so little way down deep inside" . . .And all the past's great dead made voice,"We know."LESTER R.PETERSON,SEEDS OF DEMOCRACY' (Continued from page 103)children came into the room and were discussingit in groups. One of them, AnthonyA., seven years of age, suddenly turned tome and said, "When we were listening tothe fjght, my father was for Joe Louis andso was I. My mother said 'What do youwant him to win for?' But I said, *I don'tcare what he is because in rhy room welearh to love and he Ip our neighbors'."Observe good faith and justice toward allnations. Cultivate peace and harmony withall.—George Washington,"No one ever kept intellectually awakeby reading only what he agreed with."iDECEMBER. 1947 105

B. C. PROGRAMMEt •J; •Jf- -Fi - - -_ T . h\It is possible that readers ol* one articlein the November issue may have recalledihc story o£ the Irishman and thc flea."When he put his finger where it was, itwasn't there." So with that glance at ourEducational Whereabouts. The trouble isthat we are not where the B. C. Programmepurports to locate us. There is a wide gulfbetween its liberalizing ideals—and idealsthey are, finely conceived and finely expressed—andwhat is made possible in practice.One does not read in vain in TheC, Teacher that thc teacher is /'forced toteach the subject rather than the student.The latter is batted like a shuttlecock fromclassroom to classroom"; or that "weteachers are growing prematurely grey expendingall our energies in an attempt tohandle students who are pulling more andmore away from us from year to year."The disd'epancy. between our printedwhereabouts in the Programme—to which,none the less, we are entitled to pay heed,looking : for fulfilment—and our actualwhereabouts in school is one of BritishColumbia's, acutest: problems; perhaps, itsacutest^ problem^ all told. Yet—and thesetwo sentences were accidentally omittedfrom the article—"Where is thc teacherwho would not rejoice in finding a readyadjustment to this" (the Programme's liberalizing)"ideal of teaching?^ ,1 thcway of spiritual captaincy".- - - . - 1 . . -. , - - -1 - ^ . .. J . .., .If permitted by indulKcnce of the editor,a note to thisrNote would dwell for amoment- on the word 'ideal', deliberatelyused.;; Following Plato, the word wouldmean; in. harmony witli the universal ordivine,, idea. I Are;: there npt,reasons fortliihkinff tlikt British Columbia, wliose prom*ammefor. education IS.in. question, couldas well (not to say, better) appi-oximate to^ that as' aiiy-state or,provihcb in the world?Whehrsevei'al yea^^^^ preparing a reporton American Education for the EnglishBoard of Education, one remarked to thethen ,U. S.-Commissiouer of Educaiion,^ 6whom one saw much, that the further westone went the bctlcr the education imcfound; lie assented, as jjrobably true.Canada, also visited, was showing itscUcapable of being second to none in theworld in its educaiion. Pulling two andtwo together, this means that our WesternProvince could, by steady and steadilyplanned—for adhesion lo its own Programme,go far in the direction of worldleadership in education. And what suchan education would mean for the youth oftoday and for tlie British Columbia andCanada of tomorrow, those who read thesewords can imagine belter than words ofmine can describe.HOYA SCOTIA ADOPTS PROVINCIALSCHEDULEIncreases in teachers' salaries ranging atabout 35 per cent are provided in a newschedule announced by the Government ofNova Scotia.This province is thc first one to followthe lead of British Columbia in prescribingstatutory minimum salaries on the scheduleprinciple. ,Increases in the minimum salary scaleranged from $520 for academic licenseholders to $120 for Class B teacher. Basicsalaries for Class C and D teachers, will beincreased $50 to $60 in yearly pay boosts.No change has been made in the extraremuneration, for principals and * viceprincipals.. .• • ' • •' 'Another major alteration is the increaseof the differential (paid for each additionalyear..of academic or, professional training)of.$180, an $80jbtoost..r-Education is not a destination—it is a^ J _ - 1 I • I ' -we are en route.J ri 1Growing old'is no more thaii a bad'habilwhich a busy-man has no time to form; -1 - • Y ;; f'—Andr^ Maurois. .J -1 -t-.w - ~THE B. Ct- -j- -: -•• i_• • _ 1.I--' "V •• - .1 _ -, c - ^ J ' - - — - j -X, -1-- ^L- - - • • - ^ -•• -T — y -- -.f . -11i f•

Clovcrdale, B. C,November 8, 1917.The Editor, B. C. Teacher,1300 Robson St., Vancouver, B.C.Dear Sir:H.iving seen a copy of your paper andfound therein an Editorial dealing widithe Cameron Report on Education, Assessments,Taxes, Commissions, eic, from theview point of a teacher, and for publicityin your next issue, I should be glad to begiven the opportunity to comment on thesesubjects from the view point of the taxpayer,who has been given an unfair dealunder these headings, and who protestsagainst one-man commissions or any othercommission, on which he is allowed norepresentation, such as Cameron, Goldenburg,and the present Commission composedof Government Employees, who cannotand dare not do justice to the taxpayerin the matter of taxation. A commissionof this kind is just white^vash, eyewash, orso much political window dressing, or inother words, a damnable farce, in anattempt to convince the taxpayer that he isgoing to get a fair deal without representation.Allow me to point out that the taxpayeris not the fool Mr. Weir and his colleaguesin the B. C. Cabinet take him to be.Your Organization —- Teachers' Federation— recommended to the Minister ofEducation a plan to supervise assessmentsand taxation of land and property in a wayto help education even.if it did/penalizethe taxpayer somewhat, judging from thekind of commission appointed, made up ofGovernment Employees at Victoria, withouttaxpayer representation thereon. Is thetaxpayer I getting ,a^ fair deal here?- YourOrganization must have a poor sense ofjustice, particularly where the taxpayer isconcerned, or else its plan or recommendationswould have made some mention ofallowing the taxpayer some representationon the supervising body to be set up to givehim a fair deal. Can he get.a fair dealwithout representation?! Now, Mr. Editor,if your Organization had the welfare of thet:ixpaycr at heart as it uoidd a]i|)car fioniyour Editorial, why did ii onui this verynecessary innovation from hs reconunendationsof fairness to ilie taxpayer? C.'.ondnj;from your organization, Mr. Weir as Ministerof Education would have consideredit, do you not think so? On the otherhand, he might havc in his pedantic manneracted in his usual autocratic way wherelaxjiaycrs are concerned. He is unfair andunjust in handling Educational taxation,and so arc his Cabinet colleagues, who arcininncal to the welfare of the taxpayer.To empanel a Commission fairly andsquarely, it shoidd be on a fifly-fifiy i)asisor 50 per cent taxpayers and 50 per centgovernment employees if you like, and anindeijendent Chairman with a casting vote.AU members of this tribunal should havesome knowledge or experience of landvalues.Have the members of die present Comndssioiiany knowledge o:- experience inland or properly values? Has Mr. Weir?Has our friend Cameron? None of thosepeople have the requisite experience orknowledge to sit on a land or property taxadjusting tribunal, and yet the ProvincialCabinet will not allow diose who havethai experience or knowledge to do theadjusting, nor will it allow proper assessingmachinery to be set up in die Municipalitiesto do llie assessing work fairlyand efficiently. In plain language, Mr.Cameron was interested in pedagogy, andin his recommendaiions he helped his ownprofession, and as the Minister of Educationwas partly or wholly responsible forappointing that Commission, Mr. Weirknew that this would happen, and , thewhole thing was just a farce, or one pedagoguehelping the other ,and hence thepresent confurlon and injusdce added tothe existing system of inequitable assessmentsand taxation in the organized areasof British Columbia. •Mr. Cameron instituted and. gave hisblessings to new items to be,assessed as improvementsin the following: Drains, furnaces(heating), basements, fences, and fi.xed

Good men of the pastWarmed the part that comes last.Of the child of doubtful demeanor.The woodshed appeal.Was the one way to deal.With a precocious brat by a senior.But that psychosomatic.Was far too dramatic.For proponents of psychology.The scientists found.The mental background.Was the part needing their therapy.Application of pain.To the wake in the main.Missed the seat of moronic disruption;For idle ego exists.In the Stygian mists.When the psyche encounters corruption.They demonstrateThe psychical state.Causing the child's derelictionIs a quirk of the mind.Peculiar in kind.To an unknown patterned reaction;luachiiiciy, in atldiiion lo l^nildings laxcdat 75 per com of llie assessed value, and100 per cent of land. In sonic Municipalities,bush land is assessed as improvedland, and if and when such land is clearedit comes in for another improvement taxlevy under the Cameron Report. Landshould be laxcd on its annual productivevalue, instead of capital value as at prcseni,and so should all other property be assessedand laxcd on its annual value.A lot of contusion comes from die facttl: 't the present system of .Assessment andRevision Courts, is obsolete and open toall sorts of abuse in administration. Whenan assessment is made, no person except anauthorized tribunal should be allowed toalter, or amend that assessment. The presentsystem is so lax that any one h.ivingaccess to the Assessment Rolls can amendor tamper with the assessments, and suchalterations or amendments never come beforeJiiiy authorised iribiiiial. Now theAssessor can ludp his Iriends at the expenseof Olher taxpayers. I .im in possession otproof dial diis is being done. Victoriaapproves of any or all htiiiibiig ol this kind,whether legal or not.The preseni system of Assessment andRevision Courts should be revised in favourof a more up-lo-datc system. Ajipeals Tribunalsor lndc])eiidcnl .Assessment Committeesshould be established to replace thepresent existing unfair syslem in handlingassessment appeals. Thereon the taxpayeras well as the government where city, municipal,or provincial, could and should berepresenlcd. Qualified valuators should beemployed as assessors, who would be fairand just in assessing, and free from the influenceot the taxing authority.JUYENiLE DELINQUENCYYours faithfully,D. GALLEN.And dusting the jeans.As a curative means.Might engender a physic convulsion.The parent, irate.Should repudiate.Unseemly posterior propulsion.Should your child sin.Let him do it again.And again till his pattern unravels;And pray for the best.For yourself and him lest.The brat gets misplaced in his travels.It may seem involved.But should it be solved,'Twere a triumph for psychogen^sis.Writing the case.Would make a great place.For the doctor expanding this thesis.But may I suggest.Though it may not be best,Vi^hen your child does some off-colourpranking,To the psychosis guys.You just close your eyes.And give the small bratling a spanking.WALLACE SHORE.108 THE B. C. TEACHER

Books for review atid corresfnmdence hearingupon hook reviews sliould he addressedto Mr. P. J. Killey, 4! 77 West M//( Ave.,Vancouver, B. C.A Book of Better Stories, edited by \V. E.Langford; pp. 173; 75c. More Stories Oldnnd New, edited by .S. H. McCrady; pp.191; 70c. Both published by Longmans,Green Sc Co.Schools cannot havc too rich a fund ofgood reading mailer and collections suchas these, prepared with an eye lo schoolrequirements, will give excelleni supplementaryresources.Both books are provided with notes,including short biographies. Tlie formerwill provide a better basis for short storystudy, the latter perhaps a higher entertainmentvalue.One or two of the selections in the firstbook are not strictly speaking short stories,but the group includes such standardwriters as Stevenson and Scolt, as well asone Canadian and five American authors.Masters of interest like O. Henry, Poe,Aumonier, Jacobs and Russell find a placein the second volume, which is capped byLeacock's "Soaked in Seaweed".—P. J. K.» » • *Jexuelry Making and Design, hy A. F.Rose and A. Cirino; Davis Press Inc. (orderfrom Moyer School Supplies, Ltd., Edmonton);pp. 409; $6.95.If you are the kind of teadier who wantsto forget the troubles of the day by a processof total immersion in an intricate craft,this book will provide all the informationneeded to start work on such trivia asbrooches, pendants and rings. However, itmight be just as well to make sure that youhave had quite a lot of experience in usingfine tools and that your hand is steady andyour eye well practised before you start tofile and engrave gold and silver. This is anadmirable work for the experienced craftsmanwho has never tried to make jewelry.bul the novice in cratls had belier siartwith .soniciliing uhicli does noi requirefiling and filling lo wry small fractions ofan inch..•\.s a lexi for the crafisiuan, this is excelleni.There are hiuidrecis of photographsshowing steps in the manipulation of thework and the textual mailer is precise andunambiguous. The latter part, apparentlyw-riitcn by the seconil author independently,deals wilh die design element and isprofu.sely illustrated with line drawingsv/hich show the steps in deriving abstractforms from nature. This part of the bookwould be of use lo any designer and is infact quite a complete treatise on the subjectof abstract design.Taken as a whole this is an excellentbook, which would be a \aluable additionlo the library of any high school art icacheror craftsman. The price for this type ofmaterial is most reasonable.—E. F. M.* • * »Madame Curie, hy Eve Curie, Abridgedand edited by Mehra Masani; Oxford UniversityPress; pp. 134; 70c.This paper-covered condensation of EveCurie's notable biography preserves forschool readers all the stimulating atmosphereof the original. The "list of difficultwords" is somewhat pointless and is notmade any more valuable by the fact thatin places it was obviously intended forIndian readers. The questions will also befound radier commonplace matters of recapitulation.In spite of these faults (which can easilybe ignored) the book itself should find a[dace in our schools. The inspiration thatgood biography gives is well known, and .here is one of the best.—P. J. K.•. # » »The Foundations of Canadian Policy inWorld Afjairs, by the Rt. Hon. Louis St.Laurent, Canadian Secretary of State forExternal Affairs; University of TorontoPress; pp. 45; 25c.Appropiriately presented in both Englishand French, this first of a series of mem-DECEMBER. 1347 109

Livre de Lecture — Helen. B. St. John;Macmillan; pp. 155.After one has mentioned the fact thaiMiss St.. John's introduction to this booksuggests some excellent procedures, it isdifficult to find much more of value lodiscu.ss. 7"he book makes no attemjx aiorder, coherence, or any of the stock-iii-olial k'cliiii.s lo given in llic IJiiivcisily uade ol luigiisli leacheis,ol' Toronio, jdois .1 sane and consiriiclivecourse which Ciauada may Iollow in makingthe imporlant coiurihuiion 10 world aliairswhich her dual lieiiiage enaliles her 10 do..As a plain siateiiieiit ol policy it meritswidespread aileniion.—I', ). K.« •» • *Ui\K (JKRIJK DE FR.A\(.;.AI.SSiilcilion till licddfi's Digest,, Le nuiuero:\b cents ahoaneiiieiii: ,151..50 par an. -Illouesi, rue Saiiit-|ari]iies, Montreal 1, I'.Q.'I'his would apjjear to be one answer 10the perennial ]jiayer ot French 111 teacher.sfor suitable suppleiiicniary reading inaierial.The articles are intrinsically inieiesiing—Requirement Number 1, surely. Thearticles are worthwhile — the latest, issueconiains "Madame Curie" — condeii.se tlulivrc de sa lille. Eve Curio. 'I'he .luecdoiesare excelleni—I wish thai space ])ermiticdthe inclusion ot one on Page !)5 ot the Novemberissue. The vocabulary is not toodifiicult for French 111 pupils. Here are ,\few opening .sentences, chosen at random:"11 y a quelques nimees, alon que j'habilaisPaiJeete, la capilale de Tahiti, je ine troiivaiun jour si depoiirvu d'argeni que jerne retirai dans une jieiite maison . . . etc."or: "Un jour de novenibre de I'annce1828, Franz Schubert se maurait du typhus,chez son irkvc, dans la banlieue de Vienne",or: "11 m'a fallu arriver a 40 ans pourapprendre a parler".Two favourable vocabulary factors arenoticeable: an abundance of cognates anda 1947 flavour particularly attractive to ourteen-age consumers. (Please, I am nordccryingthe prescribing of classics!)The price of the "Digest" should notworry your pupils unduly, es])ecially iftwo or three of them share a copy. Frenchteachers, you should investigate fiiriherl-J. D. H.lliis res ii'Wt:rliiuls {(i) dillitult vocabulaiy (Idghly spec i-a!i/ed) lor llui(l-ye:ii- siudenis; e.g.. " Teles|)horepill le se;iii dont le loiul comiiieiirail;'i se decoller, v lassa (U: l:i lene, puis lcleiiiplil(le eope;iiix sees el de briiidillesiju'il alliiiiia" (/)) copious vocalnilary notesproviding excelleni lliiiiiil) exercise; (r)good siipi)leiiieiitai y iiialei i;il for a superiorsliideni; ((/) doiiblfiil intrinsic inieiesi insome seleelioiis; (c) iiniiis])ire(l exercises.|)aintiilly iiioiioionoiis (has die authorlie;ird ot the word "varieiy"?). In oilierwords one eoii'.liides regreltiilly lhal this isjusl ;iiioilier r.iilier dral) reade'r, leiniiiisceiiiot more to; iiial days.—[. I). II.* # # *Ell Axntnl — edit par (ieorgc A. Kiiiik;Ryerson; pp. 195; 85e.Celle anihologie du \ers el de la jnosedu Canada lr;int,:iis nous olt'-c: une esqui.sseconcise de la vie canad'eiine tran^aise, deI'liisloire, du Quebec el due Canada, el dudcvelopiieinenl de ses iiidiisiries, non inoinsque de la liiler;iiure de ce pays. D'aboirl,I'auleiir nous presenle des exeinples dechansons el de legendes populaires. La suitese compose d'extrails des oiivrages en proseau sujet de I'liisioire el de la langue de laprovince de Quebec; ensuiie les rcssourceset rinlcrel aux beaux arls dans le Quebecd'aujourd' luii. On y rencoulre des nomstels que ceux de Gagnon,Laurier.Diihamel,Le vocabulaire est irop difficile pour leseleves des ecoles secondaires. Cependain,les professeurs pourrani s'en servir, coiiimesupplement a leiirs cours dlcmeniaires.Aux (itudianis deja avances le texte ofiircune leciure charinaiile el inleressaiite.-D.M.T.# * • »Story and Play-Way Histories; Dent.Book I—Here, There and. Kveryxuliere, byF. E. West; pp. 98; ()5c.Book Jl—Ancient Lands nnd Peoples, byF..E. West; pp. 122; 75c.Book 111—Oi/r Story in Early Days, byD. M. Fox; pp. 152; 75c.The outstanding feature of these historiesfor juniors by English authors is theirattractiveness. The many beautiful iUustralions,some in color, and the attractive110THE B. C. TEACHEIfi

appfiiiaiuI' ol lhc hooks will make an imiiK'diatc appeal lo young readiTs. I'liloiinnately llie limp ilotii

ol siirvi\jii. Mills is done \i\ :i slum summaryof various (i^ufstions handled bv lliatbody, iis decisions, and a siaicnirni as lolhc cIFt-Tiivcncss ol ihc decisions in ollater events. Inleresting sections inc Uuican analysis ni. motives untlerlyinij; Russia'sobstrnttionist tactics, one on se\'eral UnitedNations' personalities, and a summary ofthe strurtiirc of the United Naiions. Avaluable analvsis of the work of the Uniied.Nations lo date.Evolution of Empire: Britaiji'.sPhnis forHer Colonics, by Donald C^. MacDonald;]jp. 20.Recent events within the Empire lia\'emade many wonder wlieihcr Hritain is followinga momentary or a long range |>oli(:yin regard to the Colonies, and in eithercase, just what the future of the Empirewill be. This timely pamphlet will shedlight upon the situation, for in ii wc havean outline of the Labor government'scolonial policy, followed by an analysis ofthe economic and political asijccis of thispolicy as it is today being carried out.Study questions and bibliograph)' are included.Soviet Policy Abroad^ by Harold L Nelson;pp, 24:"Our world whirls today in a helplesscircle", declares the author. This pamphletis no more cheering than n:ost discussionsof Russia or international relations.It does, however, give a simple outlineof Russian foreign policy since 1917and will help you untangle the complicatedpresent-day picture.—A, M. F.4»The Insect World, hy Hilda T. Harpster;Macmillan; pp. 211; $3.25.Children do not usually need a secondinvitation to investigate the living worldabout them; they do need a first. In thisbook by a master entomologist an auracriveinvitation is given.Books by specialist.*; sometimes show suchsigns of the specialist that the averagereader is frightened away. That is nottrue of this one, which is readable fromcover to cover. The illustrations also addgreatly to the interest.. Besides intimate stories of insect life, theauthor tells about their economic value.,Siie also provides a f;oo(l oi-cr\i(.-.v ol ,\\\insect's 'ii uc:i ur(.\ *.;iowl li. I ood, mi a us opioleclion and so on.—1*. 11.it * « *Mii/u- )'ouy Town Sufi-, by Herber!^'ahnu's: Tublic Aliairs Comnuitee. Inc.,New Vctrk; pp. 20t:.Mere is a comprehensive ireaimeni of aVital proI)lem-how to reduce die staggerinuiumil)c:r oi casualties from everv-dayac:(idenis.Stress is placed upon the need for organizedc;()mmunit)' action, and detailed plansfor an cll'ective communiiy safely programare included, logeiher with hints on increasingsalelv about the liomct aud placeof work. Mention is also made of tlie workof the National Safet^• Council, a nonprofitorganization devoted to promotingindustrial safety thrtjuglioul the U.S.A.-A. M. F.* # # *The Hotu (Uid Why St truce Hooks;Frasier - MacCracken - Armstrong - Wiser;Dent — IKc See; pp. -18; h:}C—Sunshi}U' andllaiu; pp. 90; $1.1 Through, (he Year;pp. 128; $1.28; ]Viutcr Comes and Goes;pp. 22-1; %\A2-The Seasons Pass; pp. 288;$1,56.This graduated scries of junior sciencereaders based upon rnininunn word lists,is well knov/n in the United States and hasproved deservedly popular.The first book is a pre-primer entirely ofjjiclures—of n.ight and day seasons, weather,animals, and so on. The primer containseasy stories on similar topics, and children'sexperience? such as "Susan's Cold", "Tracksin the Snov/".Book I,, o^'jvelops this material and includessuch '.'jpics as animals' habits. Aninteresting sto.fy is the one on the recordBob and Susan made of Betsy, theirchicken.Book II, Winter Gomes and Goes, takesthe children through nature's years, and include^'r ^'alth topics. Book III, The Seascr. continues this plan.!••.^.^or illustrations and page decor-,his series must be seen to be be-The books are attractive enough to: : ^ift books, and v;ell enough bound->/iJ the wear and tear of library use,-L. T.112 THE B. C. TEACHER

News, Personal and MiscellaneousMISS ADELE MACLEOD1 liiic was widespread and sinrcic regretin tiie Greater Virtoria area at ilie |)assing,early in October, of Miss Adele Macleod,who gave a lifetime of brilliant service to;Victoria educational inslitutioiis and wholor long was dean of girls at Victoria HighSchool. Miss Macleod will be rememberedby two generations of Victorians, those whopassed through South Park School andboth the old and new Victoria High.School. Shc retired about live years ago,after a long and valuable career in lhccity's school system..-Mthough highly ciricieni in her ownsubjects in the (lassroom, notaljly ariihnietir.Miss Maclcod's influence extendedfar beyond that. Shc carried to the playgroundand campus a Inroad and kindlyhuman understanding, an instinctive likinglor young people, and the capacity to drawthe most development out of thern in tlieirformati\e years. F.ducation in it.s fullestsense was her career, and in this she becameuniversally esteemed, roriner leachingas.sociates, school trustees and uvo generationsof studenis in this area will miss herwilling co-opcraiion and her ever-kindlysympathies.Born at Cluirloitetown, P.E.I., Miss Macleodcame to Victoria in 1910 with herM..A.. from Acadia College, Nova Scotia.She was one of the youngest leachers tojoin the staff of the old Victoria HighSchool, and gave to that institution and toiis modern successor years of painstakingservice.MISS E. M. DICKIESOH HONOUREDCeremonies which marked the dedicationof the new Moberly school on Oclober3 also honoured the iirst principal of theinstitution.Miss E. M. Dickieson, principal of theschool from its opening in 1907 until herretirement in 1935, was presented with agolden key by Mr. T. Brooks, chairman ofthe School Board.Moberly school Avas destroyed by fire onJuly 22, 1945, and rebuilding was commencedimmediately.FORMER 6. C. TEACHER MARRIESMiss Sydney Gertrude Timacus, a longstandingand respected member of the B. C.Teachers' Federation, recently exchangedmarriage vows with Mr. Cli.'irles WilliamNa.ss of Los .Angeles.Mr. and Mrs. Nass are now residing inI..OS Angeles.Helen P. Becker, Barbara C. Griffin andGrace Galliford, Victoria 'leachers whohave gone on exchange to the Uniied Kingdoomare being replaced by Gladys Chapman,Middlesex, England; Jean BrownTaylor, Falkirk, Scotland; and ConstanceE. Watts, Lalon, Bedfordshire.Two Vancouver teachers, Betty Fee andkitty Bladen, are exchanging in England.Exchange teachers to Vancouver fromBritain, eastern Canada and Honoluluwere feted twice recently at teas sponsoredby die cxecuii\e of the League of Empireand by the Vancouver and District exchangeteachers.CARNEGIE FELLOWSHIPS FOR CAHADIAHSUniversity of London Institute ofEducationTwo Fellows will be appointed for session1948-49.Value of Fellowships—£400 per annum,plus a travelling allowance of up to i30for tra\el in Great Britain.Fees—Fellows are gucsls of ihe Instituteand pay mfciuition fees.Candidates should havc had some experiencein teaching, and musi have good ;icademicrecords.Applications should be made beforeDecember 31, 1947, to Dr. .M. E. Lazerte,Faculty of Education, University of Alberla,Edmonton, .Alberta.DECEMBER, 1947113

CHRISTMAS FOOD PARCELSDEGREES mmmdAl (he twenly-lnst Aniumn Congrei^alionol the Univei'siiv ol liritish (lolnnibiallu* lollowinu leadieis were amon!* ihe re-(ipieins ol' !J.A. Degrees:(i. llamllion, J. M( Keagiie. W. \'..Allester. K. R. liall. J. liarlow. i*". J. liower.Margaret H. (iiaig. W. S. (j-ellin, 1). Da>>hvsoodjoiies.|. M. Diummond. j. D. I'ox-(roll, 1). A. (iihnour, D, 11. Cilmour, i 1.(iooding, In^^rid il. (iranberg, |. S. Henderson,1. 11. R. lellery, (;. ]. jeri\ey, R. 11.[ones. 11. P. Mickelson, ) .M. Mooie, Kna(i. .Mcllallam, K. B. MacRiinion, j. A.Nightingale, Ethel M. Pearson. iMarit: C.Petrie, ]. Phillipson. V. C. Pritchard. Nancy1. Raine, G. M. Schuihc, i\. R. Sham/.Elinor M. Siveri/, Phyllis T. Travis, ).Vogt. 1). Ii. Williams, iiarbara R. Wilson,j. G. Dilworth, Ci. L. .Mason, j. K. Mac­Leod, Audrey U. Pmvis, Rosa T. Siewart,C. K, AVilliams.riiose on whom the li.Kd. Degree wasconierred were:Inspector C. 1. Tavlor, and A. T. Alsbmy,R. K. Cameron, N. Clark, R. V, Lucas. R.C. Winter, D. li. Atwater, R. R. Bell, W.P. Bobl>iit, C. A. Bruce. R. E. Ciail, O. Ii.Elliot, E. Forster, W. S. Gilmour, L.Grod/ki, R. B. Kirk, M. G. Klinkhamer, 'i\W. Mayne, L. K. McAdam, \V. S. Potter.G. A. Raglin, W. F. Ramsay, T. D. Sale,I). C. Smith. C. R. Sindi, W. H, Stuart,\. B. 'I'hompson, H. J. Jtxld, C. W. Truax,C. C;. Vesterback.To all Thr Ii. C, Tcnrlwr extends sincerecongral ida tions.Mrs. 811 i r 1 e y IM a tt h i es, in cha r gc ( J £teaclier exchanges lor the Canadian EducationAssociation, displays some ol' theChristinas food 2^arcels donated by the V.Eaton Com])any Limited, and ImperialOil Limited, to the sixty-iwo Canadianteachers on exchange in the United Kingdom.•'Judicious praise lor worthy c/iorts isone of the most important arts of theteacher."ALCOHOL EDUCATIONInterested parties were given an insightinto the ]>roposed .\lcohoI Education Proawell-attended meeting in tliegram atMavl'air Room of Hotel Vancouver on*Siniday.December 7. The meeting waschairedby Col. F. T. Fairey, DeputyMinisler and Supeiintendent of Education,ancl was addressed bv lion. G, Wisnier..Vciing Minisler of Education, and Mr.H. L. Campbell, Deputy Snj)erinLendcnt.John Meredith, on leave ol absence fromVictoria High . School, is assisting Mr.C;nn[)bell in this new educational venture.114T H E B. C. TEACHER

EVERETT TEACHERS VISITOn Novi'iiibiT 2K several K\'ereil teachers\'isilecl Vancouver schools as guesis ol' tlu:local Teachers' Council ancl Schc)ol Board.The visitors weic I'eted by the C^oiuicil at aluncheon at the Technical School and bythe School Board at a tea in theBoarci ollices.SchoolTlicy visited Begbie, Poiiu Grey JiuuorHigh ancl Kitsilano Junior-Senior HighSchools.On Thanksgiving Day a mnnber of Vancouverteachers visited the Everett schools.THECT.F.GENERALSECRETARYTRANSFEROFRECORDCARDSVancouver Principals' .Association jioinisout that requests for progress record cardsof pupils from the city's schools shcjuld besent to the Bureau of Measmx'ments, VancouverSchool Board, .590 Hamilton Street,rather than to the individual principal concerned.'J"hc /Association further urges that thetransfer of cards be effected immediatelyupon the pupil's enrolment.INIERPROVIHCIALRECOGNITIONOFTEACHERS'CERTIFICATES.\ news release, received recently fromDr. C. N-. Crutchfield, .secretary-treasurer ofthe Canadian Teachers' Federation, statesthat the national organization has endorsedthe principle of inierprovincial recogidtionof certificates, but only in the case of fullyqualified teachers.The C.T.F. has invited the CanadianEdncation Association to collaborate in theestablishment of a Committee representativeof the boards of teacher certification inthe various ijrovinces, said committee tohave the right to grant to holders of provincialcertifiicaies, under conditions agreeableto.all provinces, a Canadian ceriificalewhich Avould be acce])tecl anywhere in theDominion.It is C.T.F. policy also that teachers haveihe right lo transfer pension coniribniionsfrom one province to another.C.KORor. G. CROSKKRVI'or many years il has been the hope anclthe objective ot die Canadian Teachers'Federaiion dial a central oifice with a fulltimeGeneral Secretary would be establishedin lhc City of Ottawa. This hopehas been finally realized and on January12, 1948, the Canadian Teachers' Federationcentral office will be opened officiallyin Room 8 of the Normal School Building,Elgin Street, Ottawa. .Ai lhal lime Mr.George G. Croskery, who was unanimouslyelected full-lime General Secretary at dieCanadian Teachers' Federation conventionlast August, will lake o\er his duties.George, formerly Principal of the MuichniorSchool in Ottawa and now Presidentof the Ontario Public School Men'leachcrs' Federation, has been active inicachers' organization work for many years.He is a nieinber of the Board of Governorsof die Ontario Teachers' Federation, a Diectorof die Ottawa Kiwanis Club, ancl an.Ad\'i,sory Director of die Ottawa Y.M.C.A.,as well as the Programme Director of oneof Ontario's largest Y.M.C.A. boys' summercamps. George is noted for his clariiyof ilioughi and precisencss of expression.With these qualifications, ^ve can foresee abrilliant future not only for our new .secretarybut also for the Canadian Teachers'Federation.DECEMBER. 1947115

Ovcrhcird in a certain stallroom:Non-memljcr: "Wliat is this Tcacliers'Credit Union anyway?"'Member: " W h y,they're a group ofVancouver teaclierslilce you and me."^M ^SwSome invest moneywhich others borrow.All benefit. The investor gets good interestand helps his fello^y teacher. The borroweris saved the embarrassment of the usualtype of loan."Non-member: "You mean I can borrowmoney on my signature alonel"Member: "Up to $300, and after $300either some security, or any acceptable coendorser."Non-member: "How long to repay?"Member: "Usually a year but longer, ifnecessary, on larger loans."Non-member: "Can I borrow to buy fuelor furniture?"Member: "Sure—or to consolidate smalldebts, pay medical, dental or maternitybills, taxes, insurance premiums, buildingalterations or ordinary household expenses."Non-member: "Suppose 1 died owing$300 and had only $20 in share capital?"Member: "The loan would be paid byCuna Mutual Insurance Company in fulland your estate would receive double yourinvestment of $20.Non-meniber: "Sounds more than fair—better than a.bank—guess I'd better playsmart, invest in as many $5 shares as I canafford and if necessary even borrow someof my own money!"Member: "That means going to the nearestphone 710XV and getting in touch withErnie Sampson, secretary-treasurer, forfurther particulars. He lives at 3230 'West31st Avenue and his phone number is KErrisdale514-3-L. Good luck, old boy, we'llbe glad to have you join us. You'll neverregi-et it."PUZZLEDSCHOLARIn our flurry of aptitude tests, guidance,and vocational counselling, and in ourconcern over the unlalented individual whois not fitted for the ambitions he undert.ikes,have we not forgotten the versatile,talented person who could "do anything"?Here, seriously presented,, is the dilemmaof the interested, scholarly student.The world is wide.The time grows short.So much of livingAnd so little time, soon,Left for living it.How shall I learnMusic, the stars,The glory of great books.Or some small part of them?"Whole worlds are barred to meMore by their own infinityThan my short lifeAnd lack of time.Patient, 1 would seek outThe hidden reaches of some avenueYet while I searchA hundred doors clo.se round me.Secrets pass me by.While others followSome one bright torch of clear desireI stand, thei] .puzzled.Longing to know all.Fearing to lose by oneThe riches of another, better choice.EMM ALINE. DAVIS.INTERREGNUMVision-lined, and star illuminated;Dream-enhanced, with miracles in view-Eastward, the reds of dawn accumulated;Westward, the depth of midnight's liquidblue.Silent-set, and held with introspection;Thought - embroidered, fancy scatteredthrough—Holding the old day's reign in recollection;Waiting the coronation of the new.LESTER R.PETERSON,116 THE B. C. TEACHER

UHCLE JOHN OH GOVERNMENTRELIGIONMy clear Niece:No, 1 don't tliinl^^ tire religious "openingexercises" arc entirely hanniul. It is truethat the Lord's Prayer becomes cjuite meaninglessto the children after a lew dozenrepeutions, and the use of it (or anyprayer) in public was expressly concieumedby the Great Teacher as a piece of hypocrisy.You know, of course, that the word"hypocrite" in the Greek does not implywickedness; it jusl means a play-actor, a]jerformcr of forms, one who "goes throughIhe motions". .So you can go through thesanctimonious motions without sinning—perhaps without any harm at all to yourcharacter or thai of your pujjils. It is aform of exercise very popular with politicianswho hold Lord Palmerston's views:"No one has a grealer rcspeci for dieChristian religion than 1; bul 1 should notthink of letting it interfere with my privatelife."And some of the selections from theBible contain useful instruction. Miraclestories, which we find in such profusion,are regarded by many, teachers and perhapsmore students as pure fiction,and cannoldo such unbelievers any good—they onlymake ihem think of the Bible as a collectionof fairy tales. Unbelievers are not convincedby those stories; and believers areconvinced already, so what is the use. ofihem? But when you come to one- of thepieces that tell us liow^ to live bravely andhappily, give it all yiiu have. Read it soas to bring out the meaning (which you arenot allowed to explain).. Often just oneor two ver-as can be repeated slowly foremphasis, and may possibly sink into thechildren's consciousness — perhaps eveninto your own.Ever your loving.lieari, ancl strong drink lo him thai is ready10 perish; wine thai inakeih ghicl du; heai Iol man, and oil that inakcth his face toshine, and bread thai sirengiheiieili man'sheart. Neither will il be poiiiied out lhalSolomon made a lew remarks nbonl drinkingloo much, bul a greal mr.ny more abouttalking loo much; nor dial iliere were inthe Bible jusl two sets of leeioialer.s—thosedial would noi gel their hair tui, and thoseth.at would not live in houses. All th;Ubelongs lo the Deparlmenl of AlcoholicInstruciion, fromanon.—U. J.which we shall hearBOOKS FOR SALE"Modern Methods in ITigrh S

TEMH WITHOUT TEARS! B I IWe offei" a clioite selection of thebest available materials particularlydesigned to save the bus>' teacher'stime, and provide the pupil with thebest in sound education.Write for the FREE LIST of:HECTOGRAPH WORKBOOKSPUPIL WORKBOOKSPREPARED SEATWORKSave time and money withTRAHS-CANADATEACHERS' SERVICE7 Heather StreetToronto, 12, OntarioGROWING ACTIVE CHILDRENNEED A WELL PLANNEDRECREATIONAL PROGRAMME 1Whether you wish to equip a completegymnasium and playground, orneed only a single baseball bat, our24 years of ex lerience in the field ofrecreation anc physical education isat your service.lifeJOHN A. MFG. CO.UNlONVJlLtB ONT.announces theRE-0PEHIN6 OF ITS WINNIPEG OFFICEand the resumption of its pre-war travelservices to Canadian teachers, now extended toprovide an AU-Year-Round Travel Service.SUMMER HOLIDAY TRAVEL, 1948, J - X ^Tom- to Great Britain, with progrannnc in London to includethe Olympic Games if desired, independent passages by seaor air can also be arranged.Tour to the Pacific Coast and cruise to Alaska (programmeat Banff, Vancouver, Victoria and Seattle).Write for details.DR. R. FLETCHER, Honorary Treasurer,505 Time Building,Winnipeg, Manitoba.118THE B. C. TEACHER

m GREGG AWARDS IN BOOKKEEPING AND TYPEWRIIIN6For the bookkeeping student the "lUisiness Education Worid" (copy onrequest) publishes one problem each month. .\ satisfactory solution ofany one of these problems wins a Certificate of Achievement. A studentmay earn four different certificates in one year — Junior, Senior,Superior, and a special International Contest Certificate. Cash prizesare also awarded. From .September to May the problems give a completecoverage of bookkeeping principles.For the typewriting student the "Gregg Writer" magazine publishes atypewriting test which may be practiced until the highest speed with notmore than five errors in the ten-minute period is developed, tieriilicaiesare awarded at 30 and 40 words a minute before the student is eligiblefor the "Order of Artistic Typists" Junior and Senior Certificates. The"Competent Typist" Pin is awarded for a speed of 50 words a minute.THE GREGG PUBLISHING COMPANY30 BLOOR STREET WEST, TORONTO 5, ONT.CIENCEI. C. DAVISandR. W. SHARPEA STORYOFDISCOVERYANDPROGRES1947 EDITION, $2.75This junior High School text which has already achieved greatpopularity in British Columbia schools retains, in the newedition, tlte attractiveness and breadth of appeal which accountfor its previous success.Its threefold emphasis onFACTS SCIEHTIFICMETHOD OBJECTIVEJUDGMENTaims to give the pupil a point of view which willhelp him live a more wholesome social life.New illustrations — New topics — New vocabulary helpsCLARKE, IRWIN 8C COMPANY LIMITED480 UNIVERSITY AVENUE TORONTO 2DECeMBER,v.lB47:119

The Rand McNally®This new Geography Series forGrades IV, V and VI, is graded tomatch the teaching objectives andpupil abilities at each grade level.The te.vts place new emphasis on thehuman aspects of Geography — therelationship between man and hisenvironment, between man and hiscommunity,; and between one par', ofdie world and another. The V/orkshops(workbooks) to accompany thetexts reinforce them unit by unit.Geography Around the World(Grade IV).'?1.65Geography Workshop.4 .50Geography of the Americas(Grade V) .$2.15Geography Workshop 5 50Geography of Lands Overseas(Grade VI) $2.25Geography Workshop 6 .55For further information writeNameW. J.GAGE &CO.rLIMITED82-94 Spadina Avenue.. Toronto 2B, Ont.SAVEYOURSELF TIMEANDRESEARCHby using the world's daily newspaperTHE CHRISTIANSCIENCEMONITORHere are some of the Monitor's dailyhelps for teachers:''State of the Nation" — a front-pagecolumn on the Home Front .. . Exclusive,eye-witness dispatches from the Monitor'sglobe-cTcling correspondents . . .Education Page—professional slants onteaching . . . Daily Features Page—naturalscience column, vocabulary buildingfeatures . . . Children's and Young Folks'columns of stories, crafts, games . . . TheHome Forum with pictures, poetry, excerptsfrom classic and modern writings.Colorful Magazine Section on people andplaces.Use this coupon now and have the Monitor'sexclusive news and features to saveyourself time and research in your teaching.Special School Oflfer—9 months for ^6.50The Christian Science Monhor,One, Norway Street, Boston 15, Mass.; I am enclosing $6.50 for a nine months' subscriptionto The Christian Science Monitor atthe special school rate.' School or College.-Street....;....:.!City................... B.C.T...,. . .Position..Prov..130THS B. C. TEACHER

Km4SPECIAL RATES TOTEACHERS & STUDENTSFor full iufoniwlioiicoiilaciPacific Slayc Linesor your localCKIIYHOIIND ofjcnlHOME iftn e4e HOLKDAYSKiijoy the warm, luxurious comfortof a Greyhound coacli on your triphouK' over the holidays. Convenientservice to al! points. A.sk your localagent for low fares.* COMFORT —Conditioned-air Coaches.* CONVENIENCE—Frequent Schedules* ECONOMY —Low Holiday F&re.s.GREYHOUNP;..„,..J

SCHOOL STATIONERYANDIiKINDERGARTENSUPPLIESIIiClarke &• Shcarl Coiiipaiiy IJinilcJ lakethis opportunity to •(visli Cc'cry reader of"The B. C. Teacher" a Merry Christ maxand a Happy and ProsperousNe7^' Vear!IICO.LTD. ^^30SCHOOL SUPPLY HOUSEEstablished 1894Stationers, Printers and Bookbinders550 SEYMOUR STREET VANCOUVER, B.C.PHONE: PAcific 7311