Volume XXIV, Number 7, April 1945 - BCTF Home - British Columbia ...

OFFICIAL ORGAN OF THE BRITISHCOLUMBIA TEACHERS' FEDERATIONT H E VOLUME :S^Er. N U M B E R ^ITEACHERAPRIL, 1945"A nation's capital is its youth, that undyingprocession o£ human life, that flood of promiseand possibility which goes on springing up ingeneration after generation, but which we, inlarge measure at the present timcj suffer to goto waste and futility."—DR. CYRIL NORWOOD.VANCOUVER, BRITISH COLUMBLA

I'upils of Grade I will look forward to ihe ArithmeticPeriod if they arc usingArllhmetic Is Fun IA WORK BOOK IN PRIMARY NUMBERliy Ai.icK. M. ATKINS tnul ANXOKA BRDWNTHIS NEW BOOK OFFERS A COMPUEIE AND !UP-rO-THE-MINUrE CX)URSE IN SEATWORK iFOR Bl'XMNNERS. IN ITS 91 PACiKS SKILU. 'INCJENUITY AND EXPERIENCE MEET TO SET |NiaV STANDARDS IN THIS FIELD.iU follows lhc best procedures evolved IVoin modern 'research.jl'l\'cry exercise has been carelully tested in the classroom. ;The vocabidary conforms lo the demands of istandard word lists. |Motivation is niaiiilained through a succession ofvaried and fascinating number experiences, most oiwhich have delinile .social implications.IMastery of number reI:iiionships goes hand in hand 1I wilh power to u.se the simpler combinations. IThe liiiiuliccls oj:.ill.Hslralic»is hy the briUiduL urlisl,i Aiinorti lirowii, xi'Ui delight. pxtjuLs and teacheis alike.1 • , .iiPrice: Single Copies^ 50 centsIn Class Lots, 40 centsA brief, practical Teacher's Manual to accompany theabove is now ready.—Price, 20 cents.IjJ. M. DENT & SONS (Canada) LTD.224 Bloor .Street West, Publishers 1300 Robson Street,Toronto, Ontario Vancouver, B. C.

THE B. C. TEACHEROfficial Organ of the British Colu7nbia Teachers' FederationI'ublishcd in tlic first wcei: of every montii except June, July, August and September.EDITORIAL OFFICE: 1300 ROBSON STREET. VANCOUVER, B. C.Correspondence relative to subscriptions and to change oi address should be addressed toMiss Ciayton, 1300 Robson Street, Vancouver.Phone: MAiim 3523.Annual Subscription: ?1.S0; Federation Members, $1.00.Primed by Writlty '^infc*' Printing Company Ltd.EDITORIAL BOARDC. D. OVANS, Editor and Business Manager, 1300 Robson Street.WILLIAM SKINNER,E. F. MILLER.'836 West Twenty-ninth Avenue, Vancouver. 130 West Twenty-second St. North VancouverHARRY BOLTV/OOD ^Lesson-.^ids).P. J. KITLEY (Book Reviews),3486 West Second Avenue, Vancouver. 4177 West Fourteenth Avenue, Vancouver.F. J. McRAE,3191 West Thirty-fiTe Avenue, Vancouver.VOL. XXIV, No. 7. ' APRIL, 194S VANCOUVER, B. C.TABLE OF CONTENTSEDITORIALS:Pag:Canadian Education Week, 1945 251Living Conditions in Rural School Districts — 251REVISED REPORT OF THE COMMITTEE ON REDISTRIBUTION OFGEOGRAPHICAL DISTRICTS 254B. C. T. F. AND KINDRED ASSOCIATIONS:Salary Revision — _ 256Annual Meeting Highlights 256Kelowna Branch Meeting 257Trade Federation Supports Te^ichers 257Reinstatement of School Teadjcrs - - 257The Fergusson Memorial Award. 257How to Get a School Radio - 258PHYSICAL EDUCATION IN THE RURAL SCHOOL, Part II—Robert F. Mines 260DON'T CHEAT JOHNNY J. H. Lane 262WHY NOT MAKE CITIZENS? Donald Cochrane 264WHAT IS READING? : Ruth Humphrey 266RESOLUTION ON ANTI-SEMITISM 268RE PROFESSIONE NOSTRA : S. Muraro 269HOME WORKSHOP TRENDS S. K, Hargis 271IN THE GOOD OLD DAYS ^l;:.- 272EXPERIMENTS IN CREATIVE INDIAN EDUCATION Anthony Walsh 273ON THE PURPOSE OF EDUCATION Capt. A. Sprice 275I GOT MY MONEY BACK.. G.H.C. 276LESSON-AIDS COMMITTEE- 278ON ORDERING LIBRARY BOOKS.l. 279EITHER A BORROWER OR A LENDER BE 280BETWEEN THE BOOK-ENDS 281CORRESPONDENCE „.. : 284NEWS; PERSONAL AND MISCELLANEOUS 287

Page 250THE B. C.TEACHERInformation is the business of a picked staff atthe Carrall Street terminus of the B.C. Electric.They are the, quiz-whizzes of Vancouver—cheerful, courteous and on-the-job with theanswers to transit and other problems. How toget there; what car to take; wliere to transfer;when cars, buses or trams leave—it's all partof their business. They'll also tell you (if youare a stranger) about scenic lours and pointsof interest to visit.

APRIL. 1945 Page 251cCANADIAN EDUCATION WEEK, 1945ANADIAN Education Week this year will be observed during theweek of November llth to 17th.The Committee from British Cohirnbia entrusted with the responsibilityof drawing up this year's themes for the Canadian Teachers' Federationannounces that the topics have been decided upon as foUov/s:General Theme: BETTER EDUCATION—BETTER CANADA.Sunday, November llth: EDUCATION EMPHASIZES SPIRITUAL VALUES.Monday, November 12th: EDUCATIOI; BUILDS UNITY AND NATIONALRESPONSIBILITY.Tuesday, November 13th: THE HOME AND SCHOOL AS PARTNERS INEDUCATION,Wednesday, November 14th: EDUCATION PREPARES YOUTH FOR THEWORK-A-DAY WORLD.Thursday, November iSth: EDUCATION PTOMOTES NATIONAL HEALTH.Friday, November 16th: EDUCATION IS PREPARATION FOR THE FULLSaturday, November 17th; EDUCATION CAN HELP CANADA! WILLCANADA HELP EDUCATION ?Local associations are urged to set up their Education Week Committeesnow. In the past this event has been permitted to come to our attentionsuddenly with the result that there has not been time o plan a reall^'" worthwhileprogramme. The Committee this year is determined to avoid tliiserror so that there will be no reason why every group of teachers cannotutilize to the full this opportunity to bring to public attention the needsand aspirations of education.We must never forget that education, like other public services, has hadto fight for its existence. Even free compulsory education that we take somuch for granted today has its historical roots in struggle and has comeabout only through the intensive campaigning of such educational pioneersas Egerton Ryerson. The need for a public recognition of the importance,of education that wiirmanifest itself in the direction of a demand fornecessary reforms is still manifest. We as teachers have a product to seU,and the future of our profession depends to a gpi'eat extent on the efFectivenssof our sales techniques,^Let us not be content this year with observing Education Week only bythrowing our schools open to visitors for one afternoon. Rather in everyP'rovince and in every local district let there be a wide campaign that makesuse of every possible medium of public expression, including the press, theradio and meetings. The B. C.T, F. Committee intends to give local committeesevery assistance possible in planning and carrying out suchcampaigns. .LIVING CONDITIONS IN RURAL SCHOOL DISTRICTS'^HEB.C, Teacher \s in receipt of a letter from a correspondent, whodoes not identify herself except by a pseudonym, protesting againstthe type of accommodation provided teachers in some rural school districts,J A the magazine disregards communications which are not signed

Page 252 THE B. C. TEACHERbut the contents of this letter are of such importance that some notice needsto be taken of them. Our correspondent writes, in part:"The minister has his manse, the priest has his palace, and the doctorhis stone mansion, but the rural teacher has his hovel, shack or room insomeone's house."In the hovels and shacks, the floorsand walls are bare, and often readyto collapse. The beds are old, with rusty springs; which sag two feet inth.-: centre. The mattress is always one that has been discarded, in myexperience. . .."Rural teachers will never have the stigma of inferiority removed byholding costly conventions in the Hotel Vancouver or by raising the initialsalaries."^Vhen the powers take matters out of the hands of those responsiblefor such appalling conditions, then and only then, will you raise the prestigeof the teaching profession."Appalling conditions such as are described should, indeed, be rectified.The Federation can take effective action, however, only if the schooldistrict and the person making the complaint are identified. Teachers whoare dissatisfied \vith the accommodation offered in their school districtssl.'.puld write frankly to the Federation office detailing their grievances.The Federation exists for the puri^sir of looking after the welfare of itsmembers. :iTEAR OFF HERBYOUR LAST CHANCE la GET SUMMER COVERAGE!Mutual Go-operative Medical Hospital andAccident Protection. (A"PART OF YOUR FEDERA:"''0N)AvaOable to Members of tbe Britidi Columbia Teachers* Federation. Providingpayment forMEDICAL ACCOUNTSACCIDENT CLAIMSSURGICAL ACCOUNTS, HOSPITAL ACCOUNTS, ETC.I am interested in further Information concerning the British Columbia Teachers'Pederation Medical Services Association. Please send details toNAM&.ADDRBSSi:MAIL -to" BRITISH COLUMBLA TEAtCHERS' FEDERATION MEDICALSERVICES ASSbCIATION. 1300 ROBSON STREET, VANCOUVER, B. C.vmrnmim

Page 254 THE B. C. TEACHERCommittee on Redistribution of GeographicalDistricts — Revised Report1. Central Vancouver Island:(a) All schools in Alberni Electoral District.(b) All schools in Nanaimo and the Island's Electoral District.(c) The following schools in the Comox Electoral District: Errington,French Creek, Hillier, Lantzville, Parksville, Qualicum Beach, LittleQualicum.(d) The following schools in Saanich Electoral District: North Saanich.(e) All schools in Cowichon-Newcastle Electoral District.. (f) The following schools in Esquimalt Electoral District: Bamberton,Cobble Hill, Mill May, Shawnigan Lake, Solarium.2. Northern Vancouver Island:(a) All schools in Comox Electoral District except as in District No. 1.(b) All schools in Mackenzie except as in District No. 4.3. Southero Vancouver Island:(a) All schools in Saanich Electoral District except as in District No. 1.(b) All schools in Oak Bay Electoral District.(c) All schools in Victoria Electoral District.(d) All schools in Esquimalt Electoral District except as in District No. 1.4. North Shore:(a) The following schools in Lillooet Electoral District: Squamish, BritanniaBeach and Britannia Mine.(b) AU schools in North Vancouver Electoral District.(c) The fs'llowing schools in Mackenzie Electoral District: Bowen Island,Elphinstone Bay, Half Moon Bay, Howe Sound, Pender Harbour, PortMellon", Sechelt, Woodfibre.5. Vancouver (three members) ;(a) All schools in Vancouver East, Vancouver-Point Grey, Vancouver Centre,and .Vancouver-Burrard Electoral District.6. Bumaby:(a) :A11 schools in Burnaby Electoral District.7. New Westminster:(a) All schools in New Westminster Electoral District.8. Fraser Valley:(a) AU schools in Chilliwuck Electoral District.(b) All schools in Delta Electoral District.(c) AU schools in Dewdney Electoral District except as in No. 4.(d) The foUowiiig schools in Yale Electoral District: Hope, Boston Bar,Yale, North Bend.9. Okanagan Valley:(a) AU schools in North Okanagan Electoral District.(b) AIl schools in South Okanagan Electoral District,^c) AW schools in Similkameen Electoral District. . '(d) AU schools in Salmon Arm ElectorarDistrict except as in No. 10.10. Central Mainland:(a) All.schools in LiUooet Electoral District except as in No. 4. -(b) All schools in'Kamloops Electoral District.(c) AU schools .in Yale Electoral District except as in No. 8.(d) The following schools in Salmon Arm Electoral District: Blind Bay,CarUn Siding, Celista, Eagle Bay, Magna Bay, Meadow Creek, Notch; H^^ Range, Martin's Prairie, PembertonRange, Pritchard, Turtle Valley, Barnhart Vab, Monte Lake,.: Westwold, Holmwood.n. North Central:: (a) AU schools in Fort George Electoral District.(b) An schools in Cariboo Electoral Districti(c) AU schools in Omineca Electoral District.(d) . AU schools in Skeena Electoral District, except as in No. 12.h _ 3i

APRIL, 1945 Page 25512. North Coast:(a) All schoola in Prince Rupert Electoral District.(b) All schools in Atlin Electoral District.(c) The following schools in Skeena Electoral District: Es:ingtjn, Terrace,Usk and Pacific.13. Kootenay East:(a) All schools in Fernie Electoral District.(b) The following schools in Nelson-Creston Electoral District: Creston,Boswell, Crawford Bay, Gray Creek, Kitchener and Sirdar.(c) All schools in Cranbrook Electoral District.14. Kootenqy West:(a) All schools in Nelson-Creston Electoral District except as in No. 13.(b) All schools in Grand Forks-Greenwood Electoral District.(c) All schools in Rossland-Trail Electoral District.15. Kootenay North:(a) All schools in Revelstoke Electoral District.(b) All schools in Columbia Electoral District.16. All schools in Peace River Electoral District.There are some schools whose exact location we do not know. Hence, itwill be the duty of the representative from this area to decide where best thisschool can be placed. These schools are listed at the end.You will also notice that we recommend that two new districts be formed;one by spHtting New Westminster-Burnaby, which will involve very little'expense; and one by creating a di:lrict in the Peace River where membershiphas fallen off considerably. Also, in this area, the teachers are very muchisolated, and cannot be represented by any other person.We would also propose the following recommendations:1. That the Geographical Representative in each District be elected bysecret ballot of all continuing members and new members of the British ColumbiaTeachers' Federation in that area; the nominations to be sent in writing tothi'; Secretary of the District Council prior to September ISth of each year, andthe' hallos to be sent out and the voting completed by October 7th. (Note:Vancouver could use this method and still retain their own way of dividing the.representation as at present).2. That a permanent commitee be set up which, on the advice of the DistrictCouncil involved, could place any new school in its proper area.Note:(1) The following schools we are unable to locate. They belong in eitherNo. 11 or No. 12. Will the Geographical Representatives for those twoareas please assign them to their correct area: Glentanna, Sealey Lake,. and Driftwood Creek. If west of Pacific in No. 12; if east of Pacific inNo. 11.(2) We are unable to locate the following: Belford, Gibson Creek, La France. Creek, Lodore, Park's Siding, Sproule Creek. These belong in eitherNo. 13 or No. 14; if west of Kootenay Lake in No. 14; if east ofKootenay Lake, in No. 13.ConclusionWe wish to thank those people who have written to uc: and sent in theinformatioii we desired. In our first draft we purposely placed all schools insome district, which is the aim of this committee, ^iye hoped that we wouldreceive many indignant letters. We did. They contained just the informationthat we needed. It is obvious that a school can decide itself which district itbest belongs to. .Probably some changes will have to be made yet. These shouldbe made to us through their geographical representative.We have tried to follow the wishes of the many people who have writtento lis. If this is still not satisfactory, the suggested permanent committee couldmake what changes are nrcessary.Comox, B.C.,April 2, 1945.Committee: Miss Mary S. Yule, Comox.A. O. Palsson, Comox.•! E; R. G. Richardson, Comox (Chairman).

Page 256THE B. C. TEACHERB.C.T.F. and Kindred AssociationsNews for this department of "The B. C. Teacher" should be sent toMR. C. D. OVANS, General Secretary, 1300 Robson St., VancouverSALARY REVISIONHERE appears below a continuationT from the December issue of TheB. C. Teacher of a summary of salaryschedule revision and salary adjustmentsnegotiated this year. Such summariesshould be kept on file by local associationsecretaries for possible reference later bylocal salary committees:COURTENAY—Min.$1200$1500Incrcm.8 at $708 at $70Elementary .HighCUMBERLAND—Elementary . . $1200 10 atMax.$1760$2060$1800(Principals).. $1800 10atHigh $1500 10 at(Principals) . . $2100 lOatPRINCE GEORGE—Elementary . . $1200 2 at $1006 at $75Jr.-Sr. High . . .$1500 2 at $1007at $75VICTORIA—(10 per cent increase based on basicscliedule salary at December, 1943,retroactive to January, 1944). Newschedule under negotiation.VANCOUVER—Flat $100 increase to every teacher.New schedule under negotiation.KAMLOOPS—KAMLOOPS Jr.,-Sr. High—Acad. Cert.Ist CI. Cert.Elementar>-REVELSTOKE-Elementary$1500$1300$1200$70$70$70$100 4 at $100• 4at $60High . . . . . . $1400 4at$100s;. • 10 at $60Principals— ,Elementary . . $2050 4 at $100lat $50,High . . . . . . $2400 4at$100. (» lat $50HIGHLIGHTS OF THE 29iHANNUAL GENERAL MEETINGCURRICULUM REVISION•pvECISION to seek a revision ofJ-/ secondary school: Social Studiescourses with a view to prevention ofoverlapping and establishment of greatercontinuity.S Audience to be sought with tlie Ministerof Education to discuss the entireproblem of certification of Pliysical Educationteachers and the establishment ofa more sound programme of Health andPhysical Education in schools.S Implementation of new courses inMathematics IV and V to, be urged onDepartment of Education.CODE or ETHICS• All B.CT.F. members instructed toconsult v/ith the Executive before takingsteps against other members of the profession.©Code not to be used as a method ofachieving compulsory membership.ELECTIONS• Mr. B. C. Gillie of Oak Bay electedFederation President, to take officeAugust 1st. Mr. C. J. Oates 'of Vancouverelected 1st Vice-President; MissBarbara Lang of Nelson, 2nd Vice-President,and Mr. F. P. Lightbody of Vancouver,secretary-treasurer.SALARIES• Federation minimum scales to be continuedto be used in negotiations withScliool Boards.• Oarafied tliat work of Provincial SalaryCommittee shall consist of researchinto salary matters.$2500 • Arbitra,tion on all matters of dispute$1900 between School Boards and teachers to$1800 be sought.• Regional teacher-trustee negotiations$1740advocated.$2400 • Action of Executive in sending asecond delegation to interview the Cabinetwith a plea for increments for rural$2500 teachers in addition to the new minimum .salaries heartily endorsed.$2850 MEMBERSHIP• Announcement of record high point inFederation membersliip.• Campaign for automatic membershii)through provincial enactment to be continuedand intensified.• Life memberships awarded to the followingfor good teaching service andactive Federation support:. Mrs. Mary A. E. Bilton, Murrayvilie.Mr. Lewis'A. Boggs, Penticton.

APRIL, 1945 Page 257Mrs. Agnes E. Stammers, Chilliwack.Mr. Donald Davidson, West Vancouver.Mr. Donald Cochrane, Ocean Falls.Mr. A- S, Hamilton, Vancouver.FEDEiiA'noN FEES© New scale of fees adopted as follows:Up to $1500 $8.00 plus SOc$1501 to $2000 $10.00 plus SOc?2001 to $2500 $12.50 plus SOc$2501 to $3000 $15.00 plus SOc$3000 to $3500 $17.50 plus SOcAbove $3500 $20.00 plus SOcGEOGRAPHICAL DISTRICTS# Boundaries of geographical districtsrevised as outUned in the report of theRedistribution of Geographical AreasCommittee as published elsewhere in thisissue.KELOWNA BRANCH MEETINGTHE monthly meeting of the KelownaBranch of the O. V. T. A. took placeon March 21st in the Roj'al Anne Hotel.After the minutes were read, MissWalker gave a report on the exeaitivemeeting of the O. V.T. A. Following thisthe list of delegates to the Easter Conventionwas drawn up.Mr. Stibbs gave a report on the functionsof the B. C. T. F. Particularly, hereviewed how the B, C. T. F. fees arespent -He' showed us four plans bywhich revenue could be increased.The guest speaker was Mr. Morrison,Youth Counselor for Kelowna, who gavea very interesting talak on the problemsconfronting yohih.1 ; .TRADE FEDERATION SUPPORTSTEACHERSTHE British Columbia Federation ofTrade and Industry has gone, :onrecord.as being vitally interest

Page 258 THE B. C. TEACHERBritannia High School where he wasaffectionately known among the studentsas Fergie". On his return from serviceoverseas in 1919 he succeeded Dr. S. J.Willis as principal of King Edward HighSchool. He was a faithful member ofthe B. C. T. F. since its niception, servingas our President in 1923-24. His untimelydeath in 1928 was an irreparable loss tothe teaching profession. As a tribute tohis sound scholarship, his devotion toduty and his untiring service to theFederation the Executive of that day sawfit to institute this award in his memory.-According to the terms of the awardit is given annually in recognition of outstandingwork or ability along educationallines by a member or ex-member who isno longer eligible for membership.Nominations are, received from localassociations and individual members. TheBoard of Trustees chooses the recipientof the award from these nominations.Sometimes the award is given for anoutstanding contribution to professionalor educational research; sometimes it isgiven for unique service to the Federation,and sometimes it is given for faithfuldevotion to classroom duties. As Iread the list of former recipients youwill see that they fall into these threeclasses;.1935—Dr. Henrietta R. Anderson.1934— Mr. Albert Seymour Towell.1935— Mr. Ira Dilworth.1936— Dr. Norman F. Black.1937— Mr. George Smith Ford.1938— Dr. H. B. King.,1939—The late Miss Jessie J.'Mac-. Kenzie.1940- Mr. Alvah S. Matheson.1941-^Miss A. Josephine Dauphinee.1942- Mr. Ernest H. Lock."1943—Miss Emily J. Grembath.' 1944—The !ate Mr. Harry Charles-. -worth.The recipient of this year's awardbelongs to that group of teachers for'whom classroom education was somethingto be taken very seriously, notmerfly something to ,be used as a steppingstone. We learned from his principalthat he centred his energy on making themost of his opporl^jnities in • the classroom.He has never sought publicity, buthas endeavoured , by thoroughness and. consistent effort to uphold the best traditionof the teaching profession:As a faithful member of the Federation: since its inception, he served as its^Wresponding secretary in 1920. Informer years he was a very active memberof the Lower Mainland High SchoolTeachers' Association. He ably representedthis body at the World EducationConvention in Edinburgh, Scotland, andpresented a masterly report on his returnto Canada.He was educated at St. Andrews, anHonour student in Latin and Greek.After doing post-graduate work in Edinburghand in Germany he came to BritishColumbia in 1913. His experience andskill as a teacher, his outstanding abilityas a scholar and his love of learning haveenabled him to make an effective contributionto the educational progress of thiscity.. After forty years of service as ahard-working classroom teacher wehonour him for his scholarship, his influencefori positive good and his kindlymodest heirt which is aye Scottish tothe core", Mr. David Ogilvie, M.A., forthirty years a teacher at King EdwardHigh School.HOW TO GET A SCHOOL RADIO'T''0 all who are oppressed with theA problem of securing school radioequipment we submit the followingexcerpt from a letter as an example ofwhat can be done:I am the teacher of the Silver SandsRural School. We have nineteen pupilsenrolled. Our building is an old reliefcamp cabin not really deserving thc nameschool. But it is better than, having noschool at all.As wo could not think of getting aradio from the Official Trustee we setout getting one ourselves. Mrs. Isaac(my wife) with the help of a few otherladies and the older girls of my schoolmade a quilt bedspread. Another ladycrocheted a centre-piece, and still anotherdonated a pair of pillow slips. These weraffled. The proceeds were intended forChristmas presents for the school childrenand the surplus toward a schoolradio.Meanwhile the boys and I were notidle. I secured a screw for a workbench,made the latter in the school, putmy own, and my own boys' tools into theworkshop, and borrowed a few fromneighbours. As I am handy with toolsI could show the school boys how tomake things out of lumber from appleboxes aiid other scrap lumber. (Wehave no lumber yard nearer than Vancouver).Two boys made end-tables,the others mostly toys.(Continued on page 272)

DURING THEEASTER VACATIONis the time to check your laboratoryneeds for the next semester . . .Please remember when you buy from CENCO you are in directcontact ivith tbe manufacturer and original distributor. If youteach science you should write for Catalogue No. C-2, describingapd illustratingApparatus and Chemicals for the Teaching ofPhysics, Chemistry and BiologyTEACHERS ILet us help you with your ATHLETICGOODS problemsCALL OR WRITE FOR CATALOGUEGEORGE SPARLINGSPORTING GOODS929 GRANVILLE STREET VANCOUVER, B.C.

age 260THE B. C. TEACHERPhysical Education in the Rural SchoolBy ROBERT F. MINES, John Shaw High Schools, Nanaimo, B. C.PART II.T is an unfortunate fact that no matterI how enthusiastic she may be in regardto Physical Education, the rural teacherfrequently must be content with a programmein this subject that loses fiftyper cent of its value through poorhygienic facilities.During the summer months. PhysicalEducation classes may be conducted outof-doors.When -winter arrives, however,this is frequently impossible, and theseclasses, if they are to be taught at all,must be restricted to the classroom. Thenet result is that pupils becomi hot andsticky and the schoolroom becomes dustj'.The benefits to be derived from sucha procedure are limited, to say the least.If there is a solution to this problem,it lies in devoting most of the fall andspring classes to Physical Education,when it may be taught imder the mostsuitable conditions. During the montliswhen the weather is not so pleasant.Health Education might receive emphasisin the majority of classes. In order thatPhysical Education might not entirely beneglected while the pupils are restrictedto the classroom, a -well-planned andorganized programme of intramural andrecerational activities should be availablefor the students.For Physical Education classes,students should make a complete changeof. costume. FoIIovring each period theyshould have a shower bath.(There -will now be a brief pause whileeach rural school teacher mutters: ''"Buthow can I do that in my school?") ^Physical Educatioa costumes andshowers really are essential for the completesuccess of any programme in this 'subject. Yet^in rural schools they areusually unheard of, and even in a good-many of the high schools in our dtiesthey are entirely neglected. This lattercondition is, of course, a disgrace, but Ishall, as the old-time novelists used to• say, draw a veil over -what remarks Iwould like to make on this subject.The point is: Can these be provided• for students in rural schools?. And the answer is "Yes"—providingthe teacher and the district -will supportsuch a move.Physical Education classes are made at, least fifty per cent more beneficial to thestudents if costumes and showers aremade a regular part of each class. Thenisn't it at least worth an attempt toincorporate them in your programme inthis subject?Obtaining the costumes is largely amatter of dollars and cents. Usuallyeach student will be able to buy his own.If this is not possible, the students mightput on a Physical Education display—consisting of folk _ dancing, pyramidbuilding, etc.—to raise funds for thispurpose.The standard Physical Education costumefor boys consists of sliorts, asleeveless cotton shirt, and rubber soledshoes. The shirt is gradually beingomitted in classes in Great Britain andthe United States and in many of ourCanadian schools. In the John ShawHigh Schools at Nanaimo, where I teach,I have found the students themselvesprefer this since it relieves them of somebother in carrying the shirts, havingthem laundered, and so'on. When firstadopl^ing the use of costumes, however,it is ti:iually best to retain the shirt as apart of tlf"; boy's outfit, since there is lessdanger of ruffling any over-developedsense ;'ot convention on the part of theparents';Girls usually wear shorts and blousesor one-piece romper suits. They alsorequire rut ling shoes.Writing in the text. Physical Fitness,Kirkpatrick says of this: "Proper costumeshave more than a little to do withthe success of the Physical Educationprogramme. One cannot expect_ studentsto enjoy doing exercises while theirclothing is binding and uncomfortable,or when they have to sit in the samecostume to cool off when the period isended. There will be a very noticeablechange in the spirit of the c iss which isproperly dressed as compared -with aclass whicli makes no change for theactivity period".It may be objected, however, that mostrural schools possess no dressingfacilities. This is true enough, but, ifdue care is exercised by the teacher, thedifficulty may be overcome in a satisfactorymanner.If the school possesses two rooms, onemay be used by the girls for costumechanges and the other by the boys. Ifthe school has only one classroom, butprovides separate cloak rooms forstudents, the boys and girls may change

APRIL. 1945 Page 261in their respective rooms. If no otherarrangement is available, the teacher maytake the boys onto the grounds for gameswhile the girls change, and vice-versa.The matter of costumes presents aproblem that is not diffic lit to overcome.All it requires is determination and tacton the part of the teacher, and a certainamount of co-operation on the part ofthe parents. The latter is quite frequentlyfound in parents in direct proportion tothe amount of the former possessed, bythe teacher. With showers, however, theproblem looms in more formidable garb.It must be admitted at the very offsetthat it is impossible to install showers inall schools. Before teachers shoulddeclare that such is the case with theones of which they are in charge, theyshould, however, be sure that circumstancesreally do prevent them fromhaving showers in their schools. Expensereally cannot be considered an obstacle,since there are large numbers of ways inwhich money can be raised in ruralschools at the present tima. It is unfortunatelyaltogether too true that manyschools which could possess showers donot have them, and again this is particularlytrue of some of our larger highschools—and again it would be best todraw a veil over certain comments thatmay be made.If your scliool cannot possibly haveshowers installed, the student? shouldbring towels to the classes and, afterremoving their Physical Education costumesand before putting on their regulargarb, should give themselves thoroughand dry rub-downs with these. This isa poor substitute, of course, but it isbetter than quickly chan^ng from oneset of clothing to another.If you cannot have regular showersinstalled in your school, you might beable to manage a home-made substitute.There are a few of these in the prairieprovinces and quite a number in theDakotas and Minnesotas, and they haveproven highly satisfactory. I can see noreason why tiiey should not be adaptableto British Columbia.You need a large water barrel for this.Expose the waiter to the sky, and the sunwill heat it. For the shower use agasoline can, inverted, with the bottomremoved. Attach a rubber hose to thespout of the ran. On the other end ofthe hose attach:the spout of a wateringcan (the shower head, you see). Thecan is raised and lowered'by any meansavailable. In Saskatchewan they attach apulley to the rafters of an old granarj',which also serves as the shower room.If each rural school teacher in BritishColumbia asked herself honestly whetheror not she could manage to obtain sucha shower as this, and then acted inaccordance with her answer, the standardof the Physical Education taught in ourschools would be raised by an immensedegree.There would, of course, be certainschools in which no arrangements of thistj-pe could be carried out. It was to theteacher in such schools that I referredin the opening paragraph of this articlewhen I said that they must frequcntlj'be content with a programme in this subjectthat loses fifty per cent of its ralucthrough poor hygienic facilities.It is unquestionable that as far asPhysical Education is concerned a newday has arrived. The interest in thissubject has always flared up duringmoments of national crisis, and thenflickered out as normal times returned.On this occasion, however, it has beendetermined that we must never againallow our national fibre to rot, ourmuscles to sag, and our entire bodies tobecome soft.Here is a challenge to the school. Itis a challenga to every teacher. Are wegoing to meet the needs of this situation,or are we going to continue as some ofus have previously done—perhaps teachingPhysical Education only once a week,and then limiting it to fifteen minutes ofexercises and a game or two, Avith noregard for tlie whole being we are seekingto develop and even less regard for thehygiene of our lessons?The war has concentrated muchattention upon Physiral Education. It hasser\'ed to bring to our eyes the terribleneed for more adequate programmes inthis subject. But—and this is not nearlyso well realized—it has also menaced theideals and the true scope of tliis subject.Th-.: cadet drill that has so encroachedupon Physical Education in the schoolsduring this time of national peril is notreally education at all—it is physicaltraining of the rawest sort. And thegulf between is wide and deep.There recently appeared in several ofour daily newspapers an item which statedtliat the tough sergeant who is nowgiving physical training to the men in thearmy may soon be doing the same to AuntSusie and her gard^'n dub. This is all apart of the new K ational Fitness Scheme.The newspaper ".em stated that as many

Page 262THE 3. C.TEACHERcf these experts as possible would beused in this scheme, the purpose of whichis to improve the fitness of our people.Disregarding just how kindly AuntSusie and her garden club would take totlie tough sergeant (and I would hate totliink of what would befall the sarge atthe hands of Aunt Susie and her gang,rather than vice-versa), the fact is thatthere will be available several thousandmen ready to teach physical training atthe drop of a hat Should the schools?Don't Cheat Johnny!By J. H. LANE, Lord Roberts School, Vancouver, B. C.HERE appeared in a recent issue ofT The B. C. Teacher an article whichmay reflect the views of some teachers,but which I sincerely hope does notreflect the views of tlie majority. Thearticle in question criticized the curriculumlargely because the pupils of ourschools dislike or found difficulty in someof their school work. If this is theopinion of even a small number of ourteachers, it is an opinion which cannot gounchallenged. The author of the articlesays in almost so manj' words, "Let thechildren do what they like." If this iswhat tlie teachers now emerging fromour normal schools are thinking, if thisis the child expressing himself, thensurely we must move fast to remedy tlieevil we have done, to destroy the Frankensteinwe have created. In the field ofeducation, it would.seem, Johnny is to behis own physician.We are 'now engaged in the secyndgreat war of the century, destrojing,maiming, and killing on an incomprehensiblescale. And in snite of all the talkof peace.and the "Bvjve New Worid,"it would seem that we are fighting reallyto preserve tlie same-blind old world—aworld in international anarchy givingonly lip ser\'ice to a world of discipline,order and peace.Discipline, order, and peace—the lastcan never be achieved without the firsttwo, for peace is only possible in a worldfounded upon these two, yet there isadvocate'l in all seriousness a schoolwhere our young impressionable citizensare taughf only %yhat they wish and presumablywhen, they wish it. The authoris even content to fill tlie bottom of thebarrel with rubbish, with the idea perhapsthat some alchemy of time willchange it into soraetliing better thanrubbish. All this is sheer_ncnsense, amost shameful waste of money spent inthe name of education, and w.orse still,the most deliberate cheating of our children.For education if it means anytliingatall must tend to tlie creation of disciplinedminds in orderly association.The author of the article in questionmistakes the shadow for the substance.He sees onlj- the material upon whichJohnny works and not tlie work uponJohnny. Johnny can not do arithmetic.So Johnny does not have to do it. Don'tcheat Johnny! Surely lie is entitled tothe experience of confronting and at leastattempting to master a problem which atthe moment seems insoluble. ' Surely heis entitled to learn that all the tasks ofthis world are not of our choosing, butthat they are all tasks which must beperformed by someone. No, Johnny maynot use long division, but Johnny will useall his life the habit of confronting atask however distasteful, and of doing itsimply because it is a task that has tobe done.The mind of Johnny is not just ameans of thinking. It is the repositoryof all his senses. His emotion is probablymore important than his thinking.All the things that go to the making of aman are in his mind, not just his intelligencequotient. That is but a small partof his mind. Such tilings^ as dependability,emotional stability, honesty, faithfulness,and that important tiling we ra*Ipersonality are all part of Johnn/s mind.These are the things over which he hasa certain measure of control—thc part ofhim that he and we, his teachers, canmodify for good or for evil, both forJohnny and for society. He cannot learntoo soon or too thoroughly that tiiere arerewards for good and punishments forevil; pleasure in achievement and distressin failure; hope in effort, anddespair in indolence; that his whole lifewill be the pattern he creates for himself.Johnny can be killed witli kindness. Buta reward for good or a punishment forevil will never kill him. And again, don'tcheat Johnny! If Johnny deserves athrashing, he should get it. Our kindnessand our sjTnpathy for him must bedeep enough that we can see beyond the

APRIL, 1945 Page 263Historical and Adventure StoriesBy HERBERT STRANGNOW IN STOCK.Each ^1.50Mr. Strang's historical romances skilfullycombine fact and fiction. In narrating theexciting adventures of his heroes he usesthe romancer's liceri?'; to plunge his fictionalcharacters into all sorts of exciting situations,but he adheres closely to fact in givinga true and vivid picture of the period.Junior High School students — especiallyboys — ViiW thoroughly enjoy them. Thisnevr edition is bound in handsome, sturdycloth boards.Bol) tbe Banarer. The story of a younp English boy who finds himselfplaying an excltlne part in the great fight for Canada.Battlers and Scovts, The life of pioneer emigrants In the hill lands ofBritish East Africa is vividly portrayed.Htunplirey Bold. A story of adventures by land and sea that rivals"Treasure Island" in popularity.With Drake on tlie Spasish. Wain. Dennis Hazelrig jroea adventuring on_the Spanish seas and meets the great Sir Francis.Tlio Adventures of Barry Boebeetar. A story of the daj-s of Marlborough.Barclay of the Onldes. A story of the Indian Mutiny.480 University Ave. Toronto 2CLARKE,IRWm & COMPANY LTD.narrow confines of the moment—deepenough that we can pimish him thoroughlyand wthout malice, but sure inour minds that such may be an essential, 'if not, perhaps, the best lesson in hiswhole life.-.That is not academic theoo';that is a lesson not only of thc classroom,but of the world. :What has been said about aritlimeticcan be said of other subjects. Theclioice of those subjects is not a topic ofthis discussion. Sufiice to say that theyhave been chosen by men of matureminds trained in the field of education.Their choice, their place in the curriculum,and the degree to which they arestudied are not perhaps without faultBut their revision is the task of theteacher, not of the pupil. The values,too, which have been stressed are imponderablebut nevertheless real. But• there are, too, certain ponderable valuesin the subjects tliat Johnny dislikes, orsupposedly cannot do. Most of the thingswe like, we like because we have donethem. Don't cheat Johnny! Give hima chance to acquire a broader fidd ofliking and of doing. Keep him withinhis depth, but teach him to reach alwaysa little beyond. his grasp. If this isdone, there will be few Johnnies whorequire hundreds of lessons in percentage,and few who vrill not master this socalled"abstruse concept" and eve;;enjoy itDiscipline and order are the foundationsupon which any society rests, be itthe home, the school, the community, thenation, or the world. Discipline andorder can not be obtained from the cliildby his own self-expression. They mustfirst bs taught They are not inherentThey can be learned in the home and theschool the easy %vay, or may be learned inthe outside world the hard way. Whoof us would be safe to walk the streetsof a city not protected by a disciplinedand orderly police force; who care toride a train not protected by a disciplinedand orderly crew; who care to enter ahospital not run by a disciplined andorderly staff ? What civilization is therewhere these two are not the root of allits institutions? . Don't cheat Johnny!Teach him discipline and order—not justin his behaviour, but in his work and inhis habits.; Teach it in every way it canbe taught, in every lesson. It cannot hetaught too tlioroughly. But it cannot betaught at all where Johnny can do whathe likes.Ours is an honourable profession. We

APRIL. 1945 Page 255(c) The people who attend the businessmeeting of their political associations.What Canadian politics needs most is:(a) A new party, composed of all thehonest men (that is, the ones thatagree with me).(b) Stricter laws about party funds.(c) A little Jess laziness in the averagecitizen.The Consen'atives rushed the buildingof the C.P.R.:(a) For reasons of Imperial defence.(b) For the benefiit of British Columbia.(c) Because the Canadian tariff didnot apply to B. C. tmtil the railwaywas finished.The Liberals favored the Sirois plan:(a) To strengthen the Empire.(b) To unify Canada.(c) To get money from B. C. to payMontreal's debts.The C.C.F. in B. C. discarded its chiefand several of its best men because:(a) They were not loyal to Moscow.(b) They were too honest io promisewhat they knew to be impossible.(c) A certain faction was det'irminedto rule or ruin.The Tim Buck party is composed ofSocialists who:(a) Think the C.C.F. too violent.(b) Think the C.C.F. too mild.(c) Don't like the present le,Hders ofthe C.C.F,You o'oject to one of these questionsbecause:(a) It insults the only honest party inCanada.(b) It deals with low motives, whichshould not be discussed in school.(c) It gives you some unwelcomeinformation on Social Studies.LIMITEDCOMPLETE BOOKMANUFACTURERSSeymour at Dunsmuir Vancouver, B. C.

Pa£ i 266What Is Reading?By RUTH HUMPHREY, Victoria, B.C.T is just possible that educators of theI future must adlr,.ss themselves to thesearch for a medium of communicationentirely exclusiv.: of the traditional oneof the printed page. Guy BusweU'sReading For Adults (University of ChicagoPress, c. 1937), a report of thetesting of a group of educationally underprivilegedpersons, some twenty yearsafter the cessation of their brief schooling,contains some startling implicationsof the necessities that may face thoseconcerned with Adult Education.Tl:e problem of what reading, orwhether any reading, will be of profit tosuch persons, is, fortunately, a differentone from that facing those responsiblefor ihe success of high school educationin British Columbia. It is still assumedthat reading serves .is one of the meansof high school education and, indeed,that the achievement of an ability to read,on the part of the pupils, is one of theobjectives of their education.But what constitutes this ability toread, and the best way of developing it,are matters of sharp controversy. It isan unfortunate result of much welldi^-ectedresearch into the mechanics ofreading that, there should be some confusionof means with ends, and that thepiirne purpose cf reading at all—i:omprehcnsion—shouldreceive less attentionthan the conception of reading as a"skill", a technique, analogous to that ofthe violinist or typist.An .irticle on."Remedial Reading" byS. W. Watson, in the January numberof The_ B.C. Teacher, gives welcomeemphasis to this 'dichotomy in currentviews of what "reading" is. The articleimplies throughout, the point of viewthat an ability to read is an ability tocomprehend: and that comprehen.'sjonthrough reading is only one aspect of ageneralized ability to come into vitalcontact with actuality.It is natural enough that such a pointof view should find unrealistic the dis-, tinction between the ability to read"Literature" and the ability to read''ordinary prose". (See the 1944 SupplementaryBulletin to the Programme iif•Studies for the High Schools of BritishColumbia). "The ordinary ^itudy_ of'Literature does not give this ability".{i.e., to read at tlie secondary school':level), says the Bulletin, whicli laterTHE B. C.TEACHERstates the way in wliicli this ability maybe achieved: "The tcx.books and othermaterial used in Science, Mathematics,and the Social Studies are admirable fortraining in reading".Ignoring a number of implications inthese statements which cry aloud for fulldiscussion, let us turn our minds to theroot purpose of all reading: viz., comprehensionof what is read. We read"the textbooks and other material usedin Science, Mathematics and the SocialStudies" in order to comprehend theideas that they set forth, .^nd we readthe records of specifically human experiencesprovided (in somewhat morepermanent form) by novelists, dramatistsand poets, in order to comprehend theseexperiences (and to enrich our own experienceby means of that comprehension).All of these "reading activities"are a necessary part of education. Andit is unnecessarj' to labor the point thatthe ability to comprehend is strengthenedby all of them. Together with Stop andGo signs, and the Hot and Cold of bathtaps, they may all be used as materia!for training in reading. But that this isfar from being the point of view of theBulletin is indicated by its statement that"those high school pupils who canalready read effectively should be providedwitli a rich literary programme."This conception of a reading abilitywhich must be completely tempered andedged before it can be fleshed upon"Literature" is unsatisfactorj-.Firm in the conviction that, from thepoint of view of a training comprehension,the study of Litcniture needs noapology (although it may need defense),and that the comprehension of life andof letters is more of a marriage than adivorce, teachers of literature may castabout for ways of embodying this convictionin teaching practice. /•'A number of teachers i-j'Canada, theUnited States, Britain, Sou ;h Africa andAustralia hwt been stimulated, and theirwork given centrally, by the example ofMr. E. G. Biaggini of Adelaide, Australia.The modest title of- his mostrelevant book. The Reading and Writingof English (Hutchinson's) gives littleindication of how much it contains. Mr.Biaggini puts into the hands of teachersa complete course of action: the road istraced out, and the guide attends teacher

APRIL, 1945 Page 267and pupil all the way, adjuring, admonisliingand encouraging.Here is a practical and successfultransference into teaching practice of thetheory that adequate reading dependsupon the exercise of faculties essentialfor successful living, such as critical intelligence,a perception of what is genuineand sincere, a rejection of the slick aswell as the clumsy substitute for actualexperience. The pupil (and the teacher)comes to discover hi j own weak spots:the ways in which he lays himself opento slick salesmanship, and to the loweringflattery of the writer whose chief concernis his sales. The pupil is at once stimulatedand chastened, f^e may feel anostalgic regret that he cannot, af'.cr ayear of Mr. Biaggini's butfet'nr;, anylonger luxuriate in the sentimentality ofmany movies and of much fiction; but,in the end, he counts his loss as gain.How does Mr. Biaggini effect thisshaking up? Very practically: at thebegiiming of each chapter he sets beforethe pupil two pieces of writing. One isworthless, the other intelligent and sincere(although not necessarily a literarymasterpiece). He asks the pupil to cometo his own conclusions concerning themerits of the passages, before readingthe evaluation that follows. This evaluationemphasizes criteria of judgment thatare valid for all writing and experience,in terms of the passages under discussion.The argument, it might seem, is settled.In actual teaching practice, it is anythingbut settled, and the teacher who can dragfrom some honest souls in his class theirindividual reasons for still preferring theipurious to the genuine has learned agreat deal.The next step must be made by thepupil: he now tries to assess for himself,in venting, the merits of a piece ofwriting, of unknown authorship, drawnfroih any walk of life. Mr. Biagginidosej".every chapter with a number ofsuch "Supplementary Exercises," but theteacher will probably prefer to find hisown,, since by so doing he can follow upinteresting leads provided by previousdiscoveries of the reactions of his pupils,aiid can also be guided by the level ofmaturity and competence of his class.Probably the most rewarding practice isto have the pupils evaluate two passages,with some parallels in theme or attitude.One of these will be "good" in Mr.Biaggini's sense: i.e., it will reflect sincerityof feeling and truth to experience.The other will be "bad" in that it lacksMUSICThe Rhythm HourBy Dorothy Charman and DorothyRumble in collaborationwith Reginald Qodden. Rhythmicplay for Grades I and II.Here are songs based on nurseryrhymes, music and complete directionsfor simple dances andrhythmic games v/hich childrenenjoy, "Merits widespread useamong junior-grade teachers."—Canadian School Journal. 75cents.The Singing HourEdited by Benson Collier withpiano accompaniments by EdmundHardy. Here are over 80delightful Songs for Grades Iand II with full piano accompaniment.Children's hymns andsongs for the season and variousfestive occasions through theyear have been given specialattention. 5:1.25.The Listening HourBy Violet Hendry., Music appreciationfor Grades IV, V andVI. You will find two featuresof this book tremendously valuable: the wealth ot illustrationsand the variety of teaching materials."To open this book forthe first time gives the reader... a distinct thrill." — SpecialClass Teacher. 50 cents.THE RYERSON PRESSTORONTO

Page 268these qualities and, usually, attempts todisguise the fact by glib fluency ofexpression. , ^. KThe writing of these evaluations by thepupils obviously demands, in addition toTHE B. C.TEACHERthe attempt to discriminate critically, tlieexercise of increasing competence mwritten expression: Composition, in tact.And nothing is dearer than that tinscomposition will have motivation.Resolution On Anti-SemitismResolution Adopted at tlte 6fh Annual (^f^fj^l^.gl;^^^^^^^^Federation of Labor condemning Racial and Rehgious Bigotryand Discrimination against MinoritiesHEREAS, recent developments indicatethe presence in this countryWof a considerable amount of racialtension, religious bigotry and anti-Semitism, setting Protestant againstCatholic, Christian against Jew, whiteagainst colored, native Americans againstforeign born citizens, andWliereas, Anti-Semitism as used byHitler and Axis inspired elements tosow dissension and mistrust in theireffort to destroy the national unity sonecessary to our successful conduct ofthis war and the conclusion of a firmand just peace, andWhereas, racial and religious discordplays into the hands of the enemies oforganized labor who are trying to, bringabout the repeal or emasculation of theliberal social legislation added to ourstatute books and to tear down theAmerican standard of living, andWhereas, the same labor baiting forceswill find group prejudice directed againstCatholic, Negroes, Jews and other minoritiesan even more effective weapon touse in attempts to smash the unions inthe post-war period, andWhereas, the American p'ideration ofLabor, offering by its very existenceliving proof of the gr«at good that comesof various groups working togethertoward one common goal, has always. contended that discrimination againstminorities is inconsistent with the principlesof democracy, which is'the comerstoneof a free labor movement, therefore. be it, Resolved, that the 64th annual conventionof the American 'Federation of'•Labor, held;in the city of New Orleans,. November, 1944, issue a wamingto theAmerican people against the danger ofallowing^'tli'e wave of radalism to rise inthis country, and against the evil of,discriminating a jpinst minorities, nomatter who'Practices the discriminationand against v/hat group it is:directed, andhe it further"' •Resolved, that the unions affiliated withthe A. F. of L. bo part'cularly cautionedto be on guard in their readjustment topost-war conditions, lest they fall victimto the disruptive attempts o'f the unionwreckerswhose interests bigotry serves,and be it furtherResolved, that this convention demandthc immediate abolition of the poll taxand the establishment, by act of Congress,of a permanent Fair EmploymentPractices Commission, authorized toeliminate discrimination because of race,color, religion or national origin, inprivate industry as well as in governmentwork, and be it furtherResolved, that the unions affiliated withthe American Federation of Labor beurged to wage an unrelenting struggleagainst thc groups responsible for thespreading of the poison of anti-Catholicism,anti-Prote.^tantisni, anti-Semitism,anti-Negroism and other forms of racialprejudice, and that the Executive Councilgive all possible support to the internationaland local unions in the undertakingand carrying out of an educational programcdculated to promote tolerance,understanding, and amity among thevarious groups comprising the family ofAmerican organized labor.T is announced that thc Minister willI make an order under Section 89 of theElection Act of 1944 providing that theremuneration paid by local authorities totheir tea-~hers shall be in accordance withthe agreed recommendations of both theBurnham (Main) Committee and tlieCommittee dealing with the salaries ofteachers in technical institution.'? andcolleges.—Excerpt from The Schoolmasterand Woman Teacher's Chronicle.ALI^ social problems will end whenmail's conception of justice is nolonger warped by self-interest.

APRIL, 1945 Page 269Re Professione NostraBy S, MURARO, Past President, Kimberley Teacliers' Associalion\0 we as teachers belong to a profession?How does our professionmeasure up to the legal, mediccl, or engineeringprofessions? You will agree, 1am sure, that our profession such as itis does not enjoy the same degree ofpopular respect and prestige as those justnamed. What are the reasons for thelack of status of the teaching professionas compared to the other well knownprofession.? ?One of the main reasons for this stateof affairs is that teaching is, for themajority of those entering it, a stop-gapprofession. ' The reasons therefore arequite obvious and need not be elaboratedupon here. The solution lies In moreadequate and more equitably paid salaries,commensurate with those in otherprofessions. But how are we going toachieve thsm?First and Foremost: A better systemof teacher training, comprising fouryears after University Entrance, hence asounder and more permanent course makingfor superior general qualifications.Ser^ndly: A good, strong and progressiveorganization, "All for one andone for all", in which the members feela pride and honour of membership. Thiswould, I believe, lead not only to a moreselect group of teachers but to a morediscriminating group, not so likely to bid"against one another in seeking positions ;This in turn would force better salaries!and incidentally a higher degree of professional• prestige and respect from thepublic in general.Let us dwell a little more fully on theimportance of a strong, progressive, professionalorganization, the agency whichensures, to a large degree, the respectwhich the profession commands. It is anaccepted understanding in tl'.e other professionsthat'before a professional mancan practice he must be admitted as amember in good standing of the officialorganization. These organizations orassociations are very exclusive, comp,ict,and therefore very, effective bodies, exercisinga measure of control over theirmembers that v;ould be undreamed ofand, possibly in the opinion of some, evenharmful in the teaching profession,i • We, the teachers of British G)lumbia,have one of' the best teacher organizationsin Canada and possibly one of thebest on the continent on the basis of v^hatit offers and what it costs to be a member.Things that we have had for a longtime v/e are inclined to take for granted.Thus it is with our British ColumbiaTeachers' Federation. Suffice it to saythat if by some chance it were dissolvedW6 as teachers would be a pretty sorrygroup of pedagogues. Well, how are wegoing to achieve 100 per cent membership?Most of the western Canadian provinceshave automatic membership. InBritish Columbia this type of organizationis not generally accepted as the solutionto our problems, nor is the idea offorcing membership by legislative action?iven total support; and it is true thatboth have grave weaknesses. We allknow the "pros" and "cons" of thesystems just mentioned. The other professionsdo not have to force membership.Their members want to belong, and feelit an honour and an achievement to beone of the assodation standing for thdr, chosen profession. But, of course, again'we must bear in mind that people do notbecome lawyers, doctors or engineersjust for a year or two, until they can ,attain connubial bliss and live happily/ever after. //One of the biggest obstacles to 100 pi'rcent membership in our profession is'thefailure of a large percentage of "t]hxisient"personnel to realize the nee'J fortheir support of their own professionalorganization, in this case the-vBritishColumbia "Teachers' .Federation,; It isgenerally the opinion of the//membersthat there are few, if any, breaches ofprofessional ethics worse tlvm to alloTiTyour colleagues to struggh for betterteaching conditions, often/Jhder difficulties'and gTeat odds, without even givingthem the financial—let alone the active—support which is so necjssary to the Hfeof the organization, j'/As the situation /now stands, bothmembers as well as /ion-members receivebenefits as a result r'.f: (1) the past workof the B. C. T. F. r/(2) the work whichthe B. C. T. F. is^obntinually carrying on,such as salary/schedule negotiations,board of refercrjce cases, unjust dismissaland tenure cassis, etc"A few no,'i'-members can do a greatdeal of ha'.'m to the Federation and

Page 270THE B. C. TEACHERtherefore to their colleagues and them- I. Salary indemnity $1.50selves, although they may not be aware -'. Magazine 1.00of it. How? 3. O. T. Federation 32(1) They constitute the thin edge of i- Affihation T. L. C 32the wedge of disintegration of the or- Jra^'er ConvcnUon 50ganization ^- Benefit Fund 10(2) Lack of interest i.. contagious and 7. Federation operating cost 376prevents other potential members from Total '^7 50joining.Ti,«„ ot-rt. «),» ••i,^,,^,-,^^' q,. Compared with the fees paid by memr,ti-L^SXw wh;-wrrfl^ i^arW ^crs of labour unions, running to $2.00^bl oLnbt^nn' vv^i n^c./^^,.H mo ^"^ $3.00 monthly. Or between $24.00 andri^e organization with accelerated mo- 53^00 ^^^3 j^^-tw'- ,,-AA- • u high, or do they?"=£lw^'[Mnn,^; .Xli'^. =1I" conclusion, we would like you toscabbing", IS encoufaged through adop- ; conscience honestly.:Xc°nrV,^hTrMfrch^o?Have you been fair to your own coltudesor other selfish motives. 1^^^^^^ incidentally to yourselves?(5) Some school boards use dissenting Can you say, "I am professionallyteachers for their own selfish ends, thus minded "undermining thegood built up by year, ^he teaching profession has come aof abour by the.r colleagues^^^^What are the reasons tor the non- prestige was perhaps deservedly low.support by some teachers of their own Today we definitely deserve an infinitelyprofessional organization? Most of the higher degree of prestige than that withnon-members have no well-founded argu- which we are credited. Do you want it?t lents for their non-support.You'll need it, perhaps sooner than you"V/hat has the B. C. T. F. done for expect. Organize and survive! We needme?" is one of the questions asked by your support and you need ours,some non-members. I do not intend to =enumerate the benefits here because any NOTE Be KantalB ana EEohanjeg:interested teacher does not have ,0 think Ji^^^i^Z'^^n^^r^^^r^^a'"''"'very long before answenng his or herown qustioning. Furthermore, pamphlets TfXXa SENT—July and August, Dunbaron'lininp all thp benefit"! bave alreadv ho;tie, 6 rooms completely furnished.ou.nnmg a" me oenems iia\e aireaoy .,5^^.^^ j, j^^o^^ 34oe •w%tt aetlibeen distributed amongst all teachers.Ave., Vancouver, or pbona BA. 3Se4-£.A second reason given is that the fees ~~ " " 7~~Iare too high. As a matter of fact the ^tS^^'^^itLr^^f^t" X^t^ll^fees for the average teacher are ndicu- Campcraft, Woodlorc, Riding or Flshlouslylow. The average fee for member- ing, for Private Boys' Camp In Caribooship in the B. C. T F is $7.50, and this ?o'«^^J{iho^SL\^-/n'f y^.^aViWcl:IS a low average. Let us assume that it soa Wert HaetlnwB street, Vanconver,is $10.00. This means a sum of $1.00 per a. P.; Order Ko. P4Sie-5.month for ten months, or about Sc per SBMT-July and AuRust, 3-roomteaching day. In many cases it does not nicely furnished suite, near the Unlamountto that much. Can vou not afford versity bus, one or two women only.Sc per day or less to help-fiold the sum ^:l%^.^*^i:^*J^%%^2i^^'t^'-total of the benefits for which you are . I ~eligible, and at the same time help your- EXOHAHOE—inspector A. S. KatheBonself and vmir rnllpatnifx: tn inrrrasp tbcci. Of Xelowna Wishes to exchanffe reslseitana your coueapcs to increase tnese ^cnce with someone living in Victoria,; benefits and raise the status of teachers July 2 to August 6. Write If interested,ingeneral?^WAUTBD TO STTB-MT — FurnishedAnother favourite question is: Where suite for the months of July anddoes all our money go?" Do you read August. Write. Eva. SXcOormlok, Bosyour B.C. Teacher? See the November 341. Kelowna. a.O.issue. In it is a full financial^ statement WAKTBS TO SZOaAKO-E—A house inshowing where .and how the money is ,J,Z'!To''.e\°Jt?:e\Vir^^^^• L • J- -J ,r r*, rn Soott, BOX 436, Penticton, B. O,Here is how an individual fee of $7.50is broken down. A teacher earning a POB BBKT—Six weeks July to August,salary of $1400 per annum would pay ten%TMni%^-"f^f Sk'TlJ^yr^ilS:this amount:EuQu^re Box a:, "B. O.Teaoliet",

APRIL, ms Page 271Home Workshop TrendsS the result of extensive wartimeA workshop training among Ur.iiedStates and Canadian people of all rgesand of both sexes, it has been prediUedthat over 60 per cent of all new homesin both countries after the war -will includemore or less modem home workshops.Architects in Canada and tlteUnited States are giving close attentionto this phase of home-building, and greatstrides have been made in the developmentof lighter, safer and more efficienthome and school shop tools and equipmentBy S. F. KAEGISNot only have millions of adultslearned to use tools and machinery inwar jobs but studies in metal and woodworlanp,including plastics in oursecondary schools, have started many ayoung boy and girl in the direction ofworkshop activities for both pleasureand profit. Many educators believe thatthis widespread interest in crafts andskills will be of great help and of directbenefit to instructors in our schools whoseresponsibility it is to inculcate an interestin the subject among pupils and students,and to teach the youth in our schools howto safely and skilfully use equipment.As one eminent expert, John J. Metz,stated recently in a talk with this writer:"Shop teachers engaged in industrial artsand vocational education have alwaysrealized.the professional values inherentin ihe home workshop. Many have doneoutsb\nding jobs in getting their studentsintere'.ted in equipping shops of theirown, .'md some teachers have been of realsen.-ice in helping boys acquire workmanlikeequipment and shop layouts. Manyschool shop teachers, too, have helped tospread the home workshop idea to a realsuccess."There are, of course, many benefitswhich .the student may derive from hiswork in his own shop at home. Forinstance, he develops more tool skills,initiative, better habits of application, and,-more interest in the work projects heundartakes at school. He also learns thusto work in the shop and to stay off thestreet."What may the Canadian teacher do toencourage the installation of home workshopsas a mean of promoting useful andcultural skills for pleasure and forprofit?The instructor has an obligation tu;(a) Give all possible encouragement toboy and parents.(b) Make practical suggestions as tothe home workshop layout.(c) Help the student select the toolsand machinery best adapted to hisneeds and idea.(d) Do everything possible to tie in •school shop projects with homework.Every instructor appreciates tlie advantageof getting new scbcxil shopstudents who already have the "feel" ofmetal and woodworking tools, and ofworkshop machinery; also, to have boyswho already know the importance ofworking safely and of throwing safeguardsaround the work.It is of first importance to have theproper use of space and equipmentarrangement in order to assure safety.*Usually the boy's family is limited as tomoney and space, and it may be said herethat the teacher will find it to theadvaiit:ige of everyone to start in a smallway and gradually expand the facilitiesof the home workshop as needed. Inthis way, the instructor can benefit mostin tying in school shop work with workin the home workshop.Mr. L. H. Dennis, Executive Secretary,American Vocational .'Association Inc.,said recently:"At the Century of Progress Expositionin Chicago a few years ago severalnew types of modem homes werefeatured. The purposes of these exhibitswere to show how the modem homeshould 'jc organized and arranged, %ndwhat it should include. In the basementof on;, jf these homes was a home workshop.'.'/I personally took pains to observethe interest aroused in this feature. Itwas very evident that the Americanpeople, especially men and boys, are verymuch interested in the possibility of havinga home workshop equipped for necessarysmall repair work around the house,yard and garden, and for the purpose ofcarrying out workshop hobbies. Thesehome workshops will add considerablezest and interest to the work in thepublic schools, and in our vocationaltraining shops."*How To Plan a • Hoine Workshop;Deltacraft Publications Inc., Milwaukee,Wisconsin.

Page 272THE B. C.TEACHERIn The Good Old DaysEditorial from The Comox District Free PressHEN the British Coluinbia government'seducation cost survey isWcompleted and an equitable mode oftaxation for school purposes has beenevolved, perhaps the commissioners couldspare a day or so of delibention in anattempt to solve another vital schoolproblem—one which, wi; believe, hasbothered and worried parents more thanthe amount of school taxes they havebeen paying. How about a survey todiscover a report that will tell parentshow their children are getting along inschool?The present report cards are unintelligibleto most people. Instead of statingi that little Johnny had an exam in historj'and made so many marks out of 100, themodem report will say that in socialstudies he got a "tick" (or it might bean N or an S). After a considerable• amount of research the discerning parentwill discover that, according to a table ofaccomplishment set forth in another sectionof the report, "tick" indicates thatJohmiy didn't do so well in history. Thismay prove somewhat baffling to theparent and to Johnny who can producean exam paper to show that he got 84out of 100 in that particular subject. Ah,but that isn't what counts. Dig a littledeeper into the rules and regulations andyou will find that it is not what Johnnygets, but what the rest of the class getsthat determines Johnny's standing. Quitea few of them; got more than 84 soJohnny goes diiwn into the bottom halfof the class. I iFinally by comparing the number ofN's, S's, Tick^i and a few Cs and D'sand E's that crop up here and there, withthe symbols marked on previous reports,you assume that because he has moreTicks and less N's that Johnny hasshown some progress. However, you arestartled to find at the end of the reportthat his rank is E which indicates, that,despite his seeming improvement in individualsubjects, Johnny has progressedbackwards for he has been given N forgeneral attitude to work which puts himin danger of not being promoted (accordingto the attached table).Undoubtedly this simple system willprove just so much "duck soup to theenlightened minds of the'commissionersbut if they decide to recommend achange, we've got a suggestion to make.Why not just go back to the old systemthat was in vogue when we went toschool? In those days we wrote ourexams against a .perfect mark of 100 andnot against a class average. When theexams were finished they added up allthe marks and divided by the number ofsubjects to determine our average. Ifthat figure was 74 and there were onlythree lads ahead of us we ranked fourthand got four bits from the old man. Ifour average was only 44 and there wereno kids behind us we ranked last and gotour backsides tanned. But by the LordHarry, first or last, we at least knewwhere we stood and so did our parents.The aim of present day educationalistsseems to be the entire elimination of thecompetitive factor from our schools.Perhaps we are behind the times and failto realize the physiological merits of sucha system. In that case our only claimfor support is a meagre experience in aworld of business that is built on competitionwith the other fellow. In that hardschool we have found that a keen competitivespirit is a man's greatest asset.Take that instinct away from him, bytraining or otherwise, and even tlie mostlofty of theorists would stand a prettyslim chance of guiding him to success.(Continued from page 258)To the raffle we added "Auction Saleof Toys and Furniture made by SilverSands pupils" and a Tea.The raffle brought - - - - $47.00The toys, etc, - - - . 24.00The Tea - - - - - 6.00Total $77.00Paid out for Christmas gifts 46.00Remainder - . . - -$31.00On school radio. To tliis the O.T. added$9.00, and we now have a second-handbut quite a good school radio.THOUGHTS ON EDUb" \ BOVE all thing^rl hope t. ca--Txtion of the common people will beattended to; coijvinced that in their goodsense we may rely with the most securityfor the preservation of a due degree ofliberty."—^JEFFERSON (writing to Madisonfrom Paris,' quoted by Padover, Jefferson,p. 160, Cape, 1924).

APRIL, 1945 Page 273TExperiments In Creative Indian EducationIn British ColumbiaBy ANTHONY WALSHWho came from Ireland to discover and develop the native ctdture ofBritish Columbia's Indians. Before joining the Canadian Army,Mr. Walsh taught in the Indian schQol near OsoyoosHE Inkameep Indian Reserve lies ina sheltered valley, enveloped byhigh hills, which cut it ofT from thebustling life of the Southern OkanaganValley. Here live tlie Osoyoos band ofthe Okanagan Indians with their herdsof white-faced cattle and bands ofhorses, rodeos, fishing and hunting. Onthe surface they may appear happy, butunderneath is confusion and bewilderment,for they are the aemnants of apeople caught between two rival cultures;hedged around by a complexcivilization and looked down upon by themajority of their white neighbors whothink of them as a backward and decadentpeople.Ten J'ears ago, when! went to teachthe handful of diildren on this Reserve,I quickly sensed a general feeling ofhopelessness among the people. I ponderedlong on the procedure necessaryto try to bring back a pride of race. Icommenced by studying their backgroundand discovered that the men werehunters and fishermen, while the womendried deer meat and fish, gathered berriesand made clothing from hides. In spiteof the constant movement in seardi of' food, they found time to decorate theirutensils, baskets and clothing. The designsused were both colorful and wellexecuted.Here, then, was a foundationon which to build; Much patience andpersuasion was needed before the chil-• dren attempted to use their own designsin their art work. For they tiiought themof little value. Once they realized theirbeauty thdr sketch books became full ofthe designs they hnd seen painted on therocks and baskets.The next step was the planning ofmurals depicting hunting, fishing, traveland battle scenes of olden days. Preliminarysketchp.s were made on blackboards,then transferred to rolls ofbuilding-paper. They became so absorbed: regret when-: the bell' rang • •.wafflingthehi that the'school 'day had •eiided.When the murals were hung on tlie wallsthe youngsters dustered around, chatteringgayly like a flock of magpies. Eventhe old pec:?!e came to see them, furnishingadvice and criticism. Seeing theinterest the children were taking in theirhistory, the grandparents started to tellthem the legends they had heard whe.nthey were little.Sometimes in the still evenings I wouldstop work and listen to the hauntingsongs of the Indian cowboj'S, as theydrove the cattle from the high pasturesto the meadow lands. On getting to knowthese men, I told them of my interestand asked them to sing, but they weremuch too self-conscious to do that. Fortwo years or more I coaxed the children,but with scant success. For tliey wereafraid I would laugh at them becausethdr songs were so different from tlioseof the white man.A friend came to the rescue by sendingme a large, colorful picture, for whichanj' cliild would have stood on its head,to be the owner. I offered it as a prizefor the one who would be able to singthree songs by an appointed day. Onesensitive youngster could hardly take hereyes off it and determined that it wouldbe hers. She wheedled her grandmotherto sing and when the old lady got tired,'made her whistle the airs._ She learnedfour songs and won the prize. With sucha start it was riot long before we hadgathered 30 songs. One of the mothersfiien made a drum which was used toaccompany the songs, while the menmade whistles from red \villow shoots.From then on, no coaxing was needed;the problem was to get them to refrainfrom singing on every possible occasion.Some of these songs have been sung overthe radio, while others have beenrecorded by the CBC.Just as we • were getting under waywith the songs. Major Bullock Webster,director of Community; Drama, forBritish Columbia, suggested that' wecarry o.it experiments-in Indian-.drama.At firsf-this did not seem'Tpossible as theA.

Page 274children were so young. Then I thoughtabout the legends which the childrenwere beginning to tell me. They wereusually about bird and animal people whoacted and spoke like human beings. Onecould not help but notice the mimicry ofthe children when telling these tales. Ialso thought of the many times the oldChief, George Baptiste, had held mespellbound by his eloquence, highlydramatized by the sweeping gestures ofhis long, flexible fingers. I was able toget Isabel Christie and Elizabeth Renyi,two white girls from the Oliver district,to write two short plays. When thesewere read to the children they were soentranced that before I realized it rehearsalswere under way.An empty garage was turned into astudio, which became a scene of greatactivity, as the children started makingpaper mache masks for the bird andanimal characters. The parents, enthusedhi' the children, spent many busy dayspreparing hides frr the costumes. Whenthess were completed, hours of work wasdevoted to the beading and silking ofnativi designs on the soft doeskins.' ' One of the most interesting features oiour researcli work was the study of theIndian sign language. This ivas commonlyused by tribes of different linguistgroups before the coming of the whiteman. Our tisual method was to studypamphlets from the museums; then tliechildren would make sketches on theblackboards. One day, while they werecarrying out this work, 1 chanced to lookup from my table and noticed one childgoing through the movements of a deerin motion. Instantly a thought flashedthrough my mind, "There's the makingsof a dance." I sat quite still and in ashort time all tlie children were goingthrough the same movements. At thedose of the period, I told them about myidea of a dance. It captured tlieir imaginationsand before the week was upthey had worked out a series of movementsof two birds and two animals. Thesoaring eagle and the cawing crow, theclumsy bear and the graceful deer. Thenext step was timing the beats of thedrum, sometimes slow and heavy, atother tin:;s;dight and fast. The youngsters,comiiig to and from school, comnieiicedstucying other wild birds andanimals; the wind playing among tlieleaves and the butterflies flitting fromflower to flower in search of honey. Theydelighted in copying the groundhogscurrying for shelter, stopping occasionallyand sitting on its haunches and emittinglittle frightened squeaks.They chose their own drummers and atinietabie had to be prepared, because ofthe scramble that took place during tbenoon hour as to who should have thedrum.With the first phase of the experimentsalmost complete we decided to hold anIndian concert. Every available sparemoment was given over to reliearsals. 1was successful in getting experts in art,drama, music and dance to attend andpass judgment on the performance. Tiicconcert took place on a cool evening y-itha cloudless blue sky overhead. For tlicbackdrop ther; were a few pine trees andgray, rocky hills. The whole affairpassed off without a hitch. The thingthat impressed me the most was not thesincerit>' of the yoimg actors in full costumeand masks, the haunting melodiesof the songs, the graceful movements ofthe dancers, the amazed plaudits of thewhite audience and the heartening remarksof the experts, but a new lightthat appeared in the eyes of the parentsand the old people. For they had witnessedsomething that brought backmemories of distant days, when they hadbeen free, when they had held theirheads high and were ashamed of no one.The white audience, by their appreciation,had made some slight token for allthe heartbreak that had been caused bytheir forefathers.This small experiment in Canadiandemocracy was accomplished without theaid of up-to-date laboratories, stagelighting and equipment What wasattempted could be duplicated in anycommtmity within the province, providingthe children were encouraged andthere was a genume feeling of interestand toleration on the part of the wholecommunity.If similar projects could be carried outamong our minority groups, we would berepaid a hundredfold in the field of art,music, _ drama and dance. BritishColumbia could then be justly proud of"the contribution it would offer to Canadianculture.—From C. C. F. News.THOUGHTS ON EDUCATION"T ET the student or the teacher fix his•Li mind on the ultimate before hegives himself to the immediate. Let himfix his destination before he starts on hisjourney. . . .Only then may we hope todispel the confusion which exists uieducation; confusion between • activityand achievement between reciting andlearning, between motion and direction."—PRESIDENT WOOD, Stephen's College,Columhia, Missouri.

APRIL, 1945 Page 275On The Purpose of EducationBy CAPT. A. Si'RiCE, R. R. z. New Westmhister•RyTANY thoughtful persons, inside and•"^•"-outside of the teaching profession,are citically survejing our scliool system,.^t local meetings, in the press andat conventions numerous suggestions areofiered of how to improve the same, butthese suggestions—^^vitll rare exceptions—deal with some technicality of mostlyhow to impart knowledge. Rarely arethey interested in the fundamental purposeof education.At present all our so-called educationalinstitutions aim only to train the studentto function as a useful_ cog in the economicand political machinery as set up bya minority ruling class, wWch raaclrtnerj-'is designed only to serve for the enrichmentand for the stabilization of thatclass.The purpose of genuine educationshould be to develop to the utmost thereasoning capabilities of the individual.It should arouse his inquisitiveness, givehim the right answers to his inquiriesand help him to find the road to truth byhis own efforts. It should help him toacquire an miderstanding of nature. Byharmonizing vrith it instead of contra-. dieting it he will be rewarded withgenxiine happiness. Such education oughtto develop all the talents of the studentin order that he may be useful to societyas vrell as to himself; but on no accountshould education be prostituted to serveas an instrument in the hands of aminority as at prssent.Our school system of today is noteducating. That is not its real intent. Itis little more than a training ground tofit the individual to perform in certainspecified, well-grooved ways much as ananimal in a circus is taught to perform.What reasoning al ilities survive andmanifest themselves do so iu spite ofrather tlian by tlie help of our schoolswhich distinctly do, not exist to developan analytical type oi mind in the students.Had we a truly; educated people, thewhole crazy economic and political structureof today, built up and forced uponthe people by its exploiters, could easily, be changed witliout brutality andbloodshed..< The basis of education is.to inculcateinto the mind" of the student the necessityot always searching for causes and consequences.It does not consist in stuffinginto the skulls of the students an endlessnumber of disconnected facts whichseldom scire any useful purpose later inlife—such as the exact length of rivers,the heights of some mountains or thenumber of slain in a battle.Teachers and students alike are todaytlie victims of the tj-ranny of an obsoleteschool system. Teaching, to be trulyeducatioml, needs teachers with anexalted idea of their mission. Teacherstoday, with rare and honorable exceptions,are archaic in their views, reactionar>'in their deeds, indifferent or evenhostile to progress, are afraid to losetheir precarious and ill-paid jobs, and aretoo often totally lacking in an understandingand appreciation of the highvalue of their services and the greatpotentialities of these to society.Out from the doors of the schoolhousesflow in an endless stream the units ofthe new society. But its intellectual !evelcan be no higher than the level of itssource. In their most plastic years thechildren of the nation—its greatest asset—are entrusted to'the teachers who areleft to mould the character, to impartknowledge and to develop the intellectsof these new hopes.Yet compare the material rewards andthe social status granted to bankers,lawyers and priests with those, grudgingly,given to tlie teachers.Out of the teaching profession itselfought to arise a champion to presentforcefully and courageously, to the worldand to the teachers themselves, their caseand who will also assert witliout equivocationthat the only true aim of educationmust be to serve society.- The term "Democracj'" is bandiedabout with increased frequencj', withmisuse and misunderstanding—the fact istliat we have no genuine Democracy ifwe accept the definition that it is the Ruleof the people by the people for thepeople. We may have it some day when,through a differently purpo,5ed education,we shall have an intelligent electoratewhose discerning faculties have beengreatly improved. Truly then, Democracywill and must come through the door ofthe little red School -.House.I?

Page 276I Got My Money Back!By G. H. C.HIS year two little ventures begunTfour J'ears ago brought me suchluck that I felt I had better let myfellow teachers into t!ie great secret ofhow to raise 'undreds and 'tmdreds ofdollars in August!The luck began \vith my wife havingto have a very serious operation thatmonth. Like most bits of luck(!), tiiiscame out of a blue slcy. All around la>'the_ summer bills of trustful creditors,which were being tactfully nursed tillblessed September. And then—^the doctor'sfiat—^tohospital, a difficult andcostly operation, and the bills for operationand four weeks of hospital or a niceftmeral.Now four years ago I had been amongthe pioneers of the Credit Union movementand, like not a few of them, Ithought that the nice little co-operativethrift and loan societies we were buildingwould benefit others, but never mjrsdf.I belonged to one, true enough, and hada few dollars in it, but, of course, Iwould never need to borrow in a hurry.But now I found that I needed $100 cashveiy promptly for fares and down paymentson one wife, bed and board, for aproblematic fotu: weeks. So I turned toray Credit Union, and within a week 1. had by mail a nice little $100 cheque,which I would be able to pay back in ayear-at a cost of little over $5 for theinvaluable loan.That loan came without fuss or frills;all I did was to make out a simpleapplication form, saying why I neededthe money. I did not have to give asecurity in chattels, only to mention twofellow members who in this case did nothave to act as co-signers (that is at thediscretion of the Loan Committee, of• course). Credit Union' loans are made tomembers on character, not security; youare known to j'Our fdlow members andthat is the cliief thing. Further, only theLoan Committee and Treasurer know youget the loan, -which is a comfy feeling.•So it was all very nice and quiet andquick and pa^ble. And, best of all, theprofits •will come to myself and my fellowmembers.That took care of immediate expenses, arid'hospitalizatipn;; tliere' remained • operationfees; and these were heavy as-allsuch are—enough to haye.made me;bank-• rupt for years to come. But four yearsTHE B. C. TEACHERago I had joined ont of those "silly medicalsciiemes" which not a few of myfellow teachers sneer at in public andprivate. I had been paj'ing into it at therate of say four "shows" and four ballgames a month, to give mj' wife and selfmedical care if and when needed; wehad had a few trifles on it, such as colds,but on the whole it had not seemed to"pay". But like fools we were still in it—and now, to our delight, it actuallypaid the huge operation bill (at least, wepresume it was huge, for it left quite agap in the lady—we never even sawthe biU).Which brings me round to the remarkof the fellow teacher who said, Avhen Ijoined the scheme, "i am not ^oing in.with the scheme—I'm never side." Idon't know if she ever was, of course,but I can think of quite a lot of possibilitiesnow, even for that healthy lass. Mywife is tough, too! As for those whowouldn't join the Credit Union on thegrounds that they never needed it, I haveseen a few who since have needed suddenhundreds for hospitalization, dentistrj',tmexpeaed journeys, opportunities forspecial education, car repairs, and economicalpurchases in bulk. It has cost themquite a lot to do wthout a Credit Union,by and large.I like to think, too, that in the fouryears that I did not actually need myCredit Union, nor need much my medicalscheme, my money going into botli wasmalting possible for others ihe very serviceswhich at last I came to need myself.RIGHT AND WRONGTIM, struggling -with his homework:J "I do wish j'ou'd help me with thissum, dad."Father: "I can't, son. It wouldn't berjghL"Jim: 'I don't suppose it would, but youmight have a try."D. GESTETNER(CANADA) LTD.Manufacturer of" W

PaK-e 277. need these facts aboutHere'* the easier tlmpllflad method of tsachlnggirls answers they ore eager to know.Thousands of teachers have made life pleasanter forhundreds of thousands of girls by simply handingthem this booklet, "As One Girl to Another" thestory of menstruation, technically correct, written ina girl's own language.This year's crop of students will welcome thishelpful booklet with its friendly explanations thatclear up so many uncertainties and worries, and itslist of do's and don'ts.Order enough copies to supply every girl in yourclasses. They re absolutely free. And you 11 find theysimplify your teaching problems considerably. Justfill out and mail the coupon!Have you receivedyour Teashing Manual?"THIS IS WHY"—the ~instruction manual, givpsyou a complete, modern,authoritative review ofmenstrual hygiene . . .provides elenrly oppressedanswers to questions youreirls ask . . . clarifiestechnical points in yourown mind . . . includes .teaching methods othershave used aucccssfuUjr."MENSTRUAL PHYSIOLOGY" —charts in full' colour — illustrntcs the menstrual process indiagrams large enough to make every detail clear.ALL THIS MATERIAL JS FREE!Just mail tlie coupon today ICan. Cellucotton Products Co. Ltd.Dept. ri-Ti'.is330 Univcraity Ave., Toronto 1, Ont.Please send me, compliments of Kotex;Copies of the booklet' "As One Girl To Another"• 1 cony of the teaehiag manual,'•Tbis is Why".. D 1 chart on "Mciistmal Physiology."NameAddrext ,Citu. -.. Prov...* :/if

Lesson-Aids CommitteeAll correspondauc in connection with Le^-^oM 'hoMbcM^^^^^ tothe Hon. Secretary-Treasurer, MK HARRY BOLTWOOD,uS6 West Second Avenue, Vancouver, B.L.(3) Other units have been promised,APOLOGIESbut are not yet in hand.E, in common with our readers,W looked in vain for our usual page H E L P W A N T E Bin tlie pre-convention number of tliemagazine. We had sent in a lengthycolumn of information regarding newunits, the convention, etc., but unfortunatelyour notes were mislaid at theoffice, and were found only after themagazine had gone to press. The officestafi hereby tender their sincere apologies.NKW PRICE LISTSThe nev/ 194S Price List is GREENin colour, and cancels all previous lists.A few out-of-date units have beendeleted, and new units will be found intheir place. A copy of the new list willbe mailed post-free to any teacher requestingone (a postcard will do).N E W UNtrs 'We have experienced considerable difficultyin getting our new units preparedand printed this year, so that we hadnone of them ready in time for the convention.As the new units arrive weshall list them on this page, and alsoattach particulars to any Price List wesend outThe following new units are readynow:No. 47—Grade 8—The Industrial Revolution.10 cents.Teachers will find this a very usefuladdition to. the unit as set out in Dr.King's Hilary of Britain. It gives, inan attractive form, the results of aresearch project . carried out by twoGrade 8 classes in a Vancouver school.It also gives a long list of activitieswhich can bo carried out in connectionwith the unitNd. 48—Grade 6—March History Test.3 cents.No. 49 — Grade 8 — December SocialStudies Test. 4 cents.Among other new units in course ofpreparation are:(1) An exceptionally well-illustratedunit dealing with various forms of Transportation.Although primarily intendedfor Grade 6, this will be found extremelyuseful by Primary and Junior Gradeteachers. Watch next month's magazinefor further particulars.(2) A unit describing the formationof an Historical Time Line as a compositeclass project. This deals with theGrade 8 course in Social Studies, butthe same method may be used for anygrade.We appeal to teachers to help us inproviding the fcillowing units, for whichwe have verj- urgent requests.(1) A set 01 reasonable-difficulty testsin Mathematics for each grade (3—8)for October, Januarj-, March, and Junetesting. Wc have , access to manj' testswhich have been set by city teachers,but these do not quite fill the need. Weshould like to have offers fron somerural teachers, who would prepare testssuitable for rural classes. We shouldlike the tests to contain about 20 examplescovering the year's work to date, withsome reviev; examples, and rangingfrom fairly easy to fairly difficult. Aboveall, we want tlie tests to be such thatthe average child will be able to get agood average result. Trick questions,which appear in so many published testsand text-books, are not desired. Now,will some of j-ou please help?(2) A unit on Lumbering for Grade4. There must be someone who has alreadj'prepared such a unit. We can geta Vancouver tacher to add a sectionon the Vancouver lumber yards, but weshould like to have authentic informationfrom some teacher living near alumber camp._ (3) A unit covering House Constructionfor Grade 6. In view or rehabilitationprojects, this course is becoming ,increasingly important. V:(4) Music units for Gra&.'.s 3-t.6.There is no difficulty about'thiJ subjectin city schools, but there is si real needfor help in the rural schools.GREETINGSWe extend a heirty welcome to thenew magazine — Rural School — issuedby the Departmiait of Education to ruralschools. We know of no other magazinewhich is of such practical value toschools, whether rural or urban, and wishthat everj' school could have a copy ofeach issue. We were privileged to writean account of the work of the Lesson-.^ids Committee in the February issue,which has already brought in many en-(luiries for copies of our new Price Listand Order Form.FOR ALL YOUR GRADES(from one to eight) .USE "LESSON-AIDS"

On Ordering Library Books^EAR Rural School Teacher:First, even though you do not ask for help in selecting your books, I sho\ildlike to bring to your attention again an inexpensive and very useful aid: the BasicList for Vancouver Elementary Schools, Grades 3 to 8, (.36c), together with thePrimary Basic List (10c), which may be obtained from the Schools Department ofthe Vancouver Public Library. These lists give a selection of books for first purchase.In answer to question (1) : Rural schools may purchase thei; books through theText Book Branch of the Department of Education, Victoiia, B. C. In the case ofthe usual miscellaneous order of books published by different firms, it is d;stinctlyadvantageous to order through such a coordinating agency. As for local purchasing,outside of large centres, a local dealer usually cannot supply the service or discountthat warrants the placing of orders with him.Discounts from the net price are generally around 20 per cent. Shipping costsare paid by the buyer, parcel post and express running from 10c to 15c per volume,depending on the size of the order. In the case of American prices, add to thediscount price 11 per cent exchange and a war tax of 10 per cent on this discountprice computed in Canadian money.Warning should be taken regarding sets and single volumes that are sold bysubscription agents. Many of these books are not adapted to school library use.Before purchasing books sold by subscription, schools should consult, through thenearest re^onal library or public librarj-, the Subscription Books Bulletin, publishedby the American Library Association, which describes and evaluates reference setsand other volumes sold by agents.Owing to present difficulties within the publishing business, delivery of books isvery slow; in most cases schools should allow a minimum of two months for delivery.1.1 answer to question (2) : A sufficiently large order ot books by a singlepublisher might be ordered direct from the publisher. In this case, books by anAmerican publisher should, where possible, be ordered through the Canadian agent;a list ot American publishers with their Canadian agents may be obtained fromBookseller and Stationer Magazine, Toronto.Again note that in the case of books ordered direct from the United States, thepurchaser pays discount price plus 11 per cent exchange on this price as well as awar tax of 10 per cent on this discount price computed in Canadian money. Thereis no customs duty on books purchased for school library use.SUGGESTED ORDER FORM1. Give the following information about each book:(a) Author's surname.(6) Title.(c) Copyright date (if known).(d) Edition (if necessary for identification).(e) Publishers name in brief form.(/)• Publisher's price (if known).2. Arrange items in groups by publisher, alphabetically, and under each publisheralphabetically by author.3. Allow wide margins and space between items for checking.4. Keep a duplicate of order for checking with invoice.•Name of SchoolAddressDatePurchasing Agent;s NameAddressGentlemen:Please order for us the following books:No. ofPublisher. copies Author Title (and edition Copyright Priceif moreif necessary)than oneYours very truly,(Signoiure).

Vase 280THE B. C. TEACHER"Either a Borrower or a Lender Be"—SHAKESPEARE {Modernized)A STORY:A stranger in town walked into a bank manager's ofiice."Well", said the manager, "what can I do for you?""I wish to borrow a thousand dollars", replied thestranger.Necessary papers ^vere produced and filled in, completelyto the satisfaction of the bank manager."Now",'said the manager, "here is the money, but franklyI don't think you need iti""You are quite right", said the stranger, "but I have justmoved into your town and by paying back the requiredamount regularly I wish to establish my credit".MORAL:The moral of this little story is very obvious. The•Vancouver Teachers' Credit Union is much more than justa financial haven when temporarily out of funds. A teachers'credit unicin is a humanizing institution where, as a depositor,your money directly helps your fellow teachers, and, asa creditor, you find you are not alone in times of stress, orwhen you see a golden opportunity for profitable investment,that your credit is always good for ever increasing amountsprovided your payments are prompt and you' show goodprovident reasons for needing money.L'ENVOI:"Neither, a borrower or a lender be" may have been goodadvice in Shakespeare's time but today it implies archaicneutrality of no use whatever either to man or beast. "Eithera borrower or a lender be" in terms of a teachers' creditunion implies on the other hand active participation bymembers of the same profession in mutual help arid improvement.Teachers in outside points of British Colunibia canget together and organize their own local unions. Teachersin \'ancouver schools wishing to join the VancouverTeachers' Credit Union can pick up the phone right nowand dial Ernie Simpson, Secretary-Treasurer, at KE. 5143-L.

Books for review and correspondence bearing upon book reviews shouldbe addressed to MR. P. J. KITLEY, 4177 West 14th Ave., Vancouver, B. u.HE Dyess Story, as told by CharlesT LeavcUe; Longmans, Green and Co.;$2.50; pp. 182; photographs.Amid the plethora of stories ofJapanese atrocities, here is one which willgive readers a jolt. For stark horror, itis withcut parallel.Lt.-Col. Wm. E. Dyess recounts hisexperiences in the year following thesurrender of Bataan; a period of starvationand horror that took the lives ofabout 6,000 American and thousandsmore Filipino war prisoners.He describes in detail the 85-milc deathmarch from Bataan, and the misery andtorture that characterized the 361 days helived in three prison camps and oneprison ship.When he told his story to GeneralDouglas MacArthur in the spring oi1943, the General said, "I am afraid,Captain, that the people back home willfind it hard to believe you. I believeyou. Make no mistake about that. Iknow the Japs."This is a factual record, corroboratedby the War Department at Washington,D.C.-LT.N.* * * 'JINGLES For Juniors, by MurielLancaster; Nelson, Toronto; pp. 48;paper covers, decorated in black andwhite; 3Sc."There's a funny little fellow and he livesup in a tree.And no matter how I coax him he won'tcome to play with me.'Won't you come down, Mr. Squirrel?I'm as lonesome as can be'.But he whisks his bushy tail and runshigher in the tree."That's how 'The Squirrel" begins, oneof a number of charming poems whichare bound to have a quick appeal forjuniors. The collection deals largely withnature and the passing seasons, and includestlie occasional jingle with a touchof A. A. Milne:"I'wash tny hands in the morning,I wash them again at noon.. I wash before eating my supper.How do they get dirty so soon?": • -D.S.U NDERSTANDING llie yowiaChild, W. E. Blatz, M.A., M.B.,Ph. D.; Clarke Irwin, Toronto; pp. 278;$2.50.You will be surprised at the amountof valid information that ia included inthis relatively small book. It is informationvaluable to parent and teacher alike,particularly ot course to parents ornursery school teachers (for whom tliebook was originally written) but since^ itcontains a very complete and conciseaccount of the factors which remainfairly constant in the development of achild, it is also of value to the elementaryteacher at all levels.This is no theorist's book; Dr. Elutzlias had practical experience in theEnglisli nursery schools as well as havingtauglit in universities; and knows hissubject from the practical as well astlieoretical point of view. You will find,in fact, a rather pleasant blend of thetwo aspects throughout the book. Thereis theory for those interested in psycholopvas a science, and practice for thosewhose interest is largely a practical one.Thire are excellent sections on Discipliire.Motivation, Development ofResponsibility, and on the function ofthe nursery school, but what gives thebook its greatest value is the underlyingphilosophy of tlie author. It is an excellentantidote to our modern successphilosophy to find a book which stressesthe need for complete social developmentrather than education for purelj- materialpurposes. It is self evident that oursocial structure must undergo a fairlyradical change if we are to avoid recurringwars and depressions with theirattendant miseries and that change mustcome from an iiriprovement in the individualswho compose society. A followingout by parent anvt teacher alike of theprinciples laid down'I.n this book woulddo much lo bring that change about.... -S.B.S., * . ' • » •, . '.;..«^UR Two Democracies at Work, by. K. B. Smellie, second boik in theseries, "America and Britain",, ed. byProfessor P. Sargent Florence;' 19 iso-

Page 282THE B. C.TEACHERtypo charts and 33 photographs; Clarke,Iruin and Compaiiv Limited, 480 UniversityAvs., Toronto 2; $2.00; pp. 6-1.This book is ow. of a scries preparedin England to promote mutual understandingbetwetu th maintain theinitiative which goes wi'h private enterprisewhile preventing '..e abuse of privatepower." The at '.hor closes thesection on "Some Problems tor Demc-cracy"with these ^^•ord£: The systems domove, and if they do not move always inthe same direction, nor always at thesame pace, it is because the path theyseek is the narrow \,'iy by which persuasionI..-ads to justice, and not thebroad highway along which civilizedpeoples may be rushed by fraud andviolence to their political -death.Because this book gives me informationwhicli I have long wanted to haveabout thc working of deniocratic governmentbodies in both Brilain and theUnited States, I can recomm.end ithighly to anyone interested in this subject.We as Canadians should be fami­Will the peoples of the world be ableto unite to promote a peiir.e in whicli"prosperity, like peace i .i.-i freedom, isindivisible" and get rid or "fears forour well-being, and the suspicions weharbour of the ti.jtives'of others"?When people begin to face and discussthese problems, ihere is hope tliat theywill be solved. A book .such as this cando much towards stimulating that neededdiscussion.—E. A., • •.

APRIL, ms Page 283JV Inlroduciion lo Ti\Us and Trslinti,A hy U. Y. Marshall., M.A., .D.Ecf.;Ryerson; pp. 63; ifiL.'iO.This bo«5k is intended for students ofeducation or l)eginncrs in te.'iling and itspurpose, as stated in the preface, is topresent a simple discussion of the elementaryfacts and principles that areinvolved ira testing.In non-tecluiical language, the antliordiscusses the functions of lixaminaticms,tlie advantages and disadvantages ofvarious types of tests, and the principlesof modern testing. He then devotes achapter each to measurement of achievement;aptitudes; intelligence; and personality.There is also an interestingchapter on the use of tests in diagnosisand remedial _ work. In eacli case theauthor gives, in brief detail, the purposeand nature of tlie problem involved intesting. He attempts to explain andevaluate the various devices available formeasurements in the field involved aswell as to suggest the uses for and limitationsof such measurement .Many chapter contain names of thebetter known tests suitable for differentage groups. An appendix gives namesand addresses of publishers of tests.This book is well printed, coniains agood index, and is easy to read. Bystudying it a beginner would becomefamiliar witli much of the vocabularyfound iu most educational articles ontesting and texts on measurement.—B.W.H* * *UMPHREY Bold, by I-IerbertStrang; Clarke, Irwin, Torotito;pp. 419; $1.2S. •What happens v/hcii you flip the lastpage of Treasure Island and the classsighs for more? One answer is suggestedby this reprint of an old favoritethat deserves to be better known.Born about the end of the 18th century,Humphrey undergoes exciting enoughadventures from the start, later continuingthem in his exploits under AdmiralBenbow against the French, with timeout for a few more personal adventuresat Jamaica in the rescue of a damsel indistress.The story never drags a moment, givesinteresting and authentic details of tlieperiod in history it covers, and in thishandy edition is: well suited for classuse.—P.J.K.OYS Arc Worth II; K. H. Rogers,B Cicncra! Secretary of the Big BrotherMovement; Ryerson Press, Toronio; pp.56; price, $.75.The presently pressing subject ofjuvenile delinquency is treated in anauthoritativi; and readable manner in thisbook, the latest in a series on present-dayproblems.Since the bulk of the material is based01! data gathered in Toronto, the bookdeals largely with delinquency in relationto l-irger centres although recommendedsa3utions and preventatives could beadapted to almost any situation.The book is particularly valuable inthat it presents a concrete plan for theprevention and cure of juvenile delinquencyby the setting up ot JuvenileCourts, i.e., courts, whose primary concernis intelligent correction, not merepunishment, and a co-ordination of allcommunity services sudi as Church,Scouts, Schools, liy means of a centralagency which would prevent overlapping•-md omissions in social work with theyouth.—W. K.IN * *LLONS Gail ed. George A. Klinck;A Ryerson; 90c; pp. 154; paper cover.The_ title sets the mood of this littlecollection of French-Canadian prose andverse, from such authors as LouisFrechette, Louis Hemon and ErnestGagnoii. The gay humour, the attachmentto home, the religious devotion, thepleasures and tlie work of the people areall well illustrated.The introduction givcii in Englishencourages reading by the High Schoolstudent of French II or III level. Listsof synonyms and a French-English vocabularyalso assist. Exercises provide ameans checking. "The teacher obsessed with the wordcount fallacy will discard the bookbecause it contains words outside thefrequency list. A surprising number ofthem turn up, however, in French IV andeven in ordinary conversation withFrench people.The book is a valuable contribution tomodern French language learning sincequotations from French-Canadian authorsshould forever dispel the harmful ideathat the educated French-Canadianspeaks a language different from thatlearned in high school. It should beadded to the French II reading list-B.L.

I'agc 284CorrespondenceTHE B. C.TEACHERLetters To a CountryTeacherMy dear Niece:The clever child is out of luck in ourscliools. Schools are, quite properly, runfor average children. Thc dull and lazyare given attention out of all proportionto their deserts, in the vain hope of makingthem something that Providence hasdecreed that they can never be. Thebright children, of whom somethingcould really be made, generally get nohelp at all. The slow ones are pushedon year after dreary year into classeswhere they have only the vaguest ideaof what is going on, while the brightones are held back, bored with work thatonly uses a fraction of their powers, .mdencouraged in habits of laziness and inattention.In large schools there may beten divisions of the same grade, groupedaccording to their ability and suppliedwith difterent qualities of work; but allthe classes take the same number ofyears to reach the sime certificate. Fromsuch a school in Vancouver we receivedtwo Grade Seven pupils: one could notdo Grade Six work at all, and the otherwas' quite fit for Grade Eight.Don't do that in .your school. Youmust push the slow ones along, but letthe quick ones travel as fast as they areable. After all, the course is not much,if at all, harder than it was fifty yearsago, when -boys habitually got throughit in nine years, and anyone who did notpass the Matriculation evamination beforehe was seventeen was rather lookeddown on. There are plenty of boys justas clever now", and able to do just as goodwork as we did, if they are allowed.There are plenty of statistics to showwhy the bright students are neglectedand misunderstood; you can find themin any report on the intelligence ofteachers. Every study shows that theaverage teacher has not much in the wayof I. Q.j arid that dull teachers are consideredjust as successful as bright ones.Consequently they cannot possibly understandor sympathize with the bright children.The only reason why I get ex-'cited about it is that I was one of thoseunfortunate animals myseit.. Of course, it all depends on where thestudent is going. If he is going to beone of those for whom "college-bred"signifies a four-year loaf, tor whiclifather providesthe dough, v/I'y he mightas well start his loafing in your school.But if he is going to do soiiiethiiig real,for which education will fit him, thesooner he gets the quantity of it that heneeds, the better. If, as they tell mc,culture is what you have when you haveforgotten all that you learned in school,then it is evidently your duty to teachhim only what can be forgotten v.?ithoulany loss, and to teach it in such a waythat it will be forgotten immediately, ifnot sooner. But if what he wants iseducation, in God's name let him have it.Ever your loving.UNCLE JOHN.A NOTE FROM SCOTLAND285 Clifton Road,Aberdeen26th Nov:, 1944.My Dear Enid:Tonight it is freezing hard, and thelight from a full moon shining on theglistening pavements made me recall thewinter in Nelson when it was 20.degreesbelow! This is when we wish we hadcentral heating. I've been piling up logswhich arrived the other day, and eventhough they are real wet, managed toget a bright fire going with them and thecoal together. Coal is rather scarce heremeantime, and very expensive—5/- percwt., i.e., dollar and a quarter-j-doubli:the pre-war cost. The public opinion isstrongly in favour of nationalizing themines, because we feel that tlie bad conditionsunder which our miners have towork are due to la-xity on the part ofsome of the owners.How is Junior Higli getting along? Iwas thinking of you all the other daywhen our staff were correcting IntelligenceTests done by the pupils ofPrimary V. The questions set are onthe same lines as we went on with ourquarterly exams in Nelson, and thepupils have to work at top speed if theyare to complete the papers in the timeallotted. Very few do manage to completethem. This test, set by MorayHouse, Edinburgh, along with the ClassTeacher's estimate, decides the placing ofthe pupil in the Junior Secondary Scliool.We rarely fail any pupi! now, from pass-

fxFRIL, 1945 Pag. 385ing on to tlie J. S. at 11+, becausecourses suited to every grade of intelligencearc provided for them whereverpossible. We have many improvementsto make in that way yet, but we are movingin the right direction. The newEdncation Bill for England is throughnow, and the Scottish Bill is on the way.I have to be at a meeting of the ScottishCouncil for Educational Advance onTuesday to discuss the Education Bill.We want to draw the attention of theMinister of Educationi to the fact that hehas not stressed the necessity for smallerclasses. Probably he is purposely guardedon. that point, as there is an appallingscarcity of teachers. Dilution has alreadystarted in some places. We hear ofwomen who haven't even their LowerLeaving Certificate (normally taken at15!) being employed in some countryschools, and we don't know what therate of pay is, but rumour has it thatthey are getting more than, trainedteachers—they wouldn't come for thesalaries they get! England lias producednew salary scales, rising to a maximumof £525 for assistant teachers. We presentedeven higher figures than these, forconsideration, but so far, the negotiationsare not completed. Is there the samescarcity in Canada?gether, but only a small nucleus left.Our school is getting back its normalappearance, now that the A.R.P. is removed.We miss the nurses, as theywere glad to fill in their time by attendingto the cut knees and lips, etc., of theboys who wiU scrap and tumble about inthe playground. Now we'll have to applyFirst Aid ourselves, unless the schooldoctor or nurse happens to be visiting.The voluntary staff of the A.R.P. arebeing allowed to keep their uniforms—lovely slate-colourcd raincoat with loosecamel-hair lining, blue overall, and felthat. We havc to remove the tadges andgold braid, of course. Coats need 18coupons these days, so \ve are all glad ofthis unexpected gift from the Government.I have some orange marmalade boilingjust now. We got 1 lb. of oranges eachlast week, so I've made mine into marmalade,as the ersatz stuff the shops sellnowadays is made from carrot or turnip,and synthetic orange juice and gelatine,and tastes bitter! I'll have to dish it upnow, so will say goodnight, and lots oflove and every good wish for Christmasand New Year.Yours very sincerely,CONNIE O.In your last letter you.spoke of doingsome puppet shows. Puppetry is quite AN OPEN LETTER TO''fashionable" here, just now. Our Speech TEACHERS IN ELEMENTARYTraining specialist has been conductingclasses for. teachers after school hours,SCHOOLSduring the past month. I didn't manageFebruary 7, 1945.to go, as I'm too busy attending Institute HEN my youngest daughter, whomeetings, but hope to see some of their W is ten, suddenly burst into tearsshows. : Our News Cinema is showinsr the other day because I refused to letvery clever "puppetfon" pictures by'- tier take the place of an older sisterGeorge-Pal, in t-chnicolour, representing who had been asked to look after somethe damage done to the historical places, children, and could not go, I began toin Europe, by Germany, and the efforts probe into the reason, and after a littlemade to restore them. Last week the difficulty foimd that her teacher had been"screw-ball" army knocked down the urging the children to buy War Savingsstatue of Strauss in Vienna, and the Stamps, and had told those who had not"bump" made it come alive I Then been buying very heavily that they shouldStrauss, like the Pied Piper, plays the go out aiid earn money. Some childrenscrew-ball army to a thundering waterfall,where they are all drowned 1 When there was little opportunity to earnprotested, among them my daughter, thatwill this wretched war end, anyway? We money for the younger children, whereuponthe "teacher replied that they could- felt, when -vve marched through Franceand Bel^um, that there would be no at least earn money around the home.black-out this -winter, and that the All children have a degree of sensitiveness,some more than otiiers, but most ofChristmas bells would really be pealingout Peace and Goodwill, but alas I it them hate to be shamed in the sight ofseems we are in for another winter's their fellow pupils, and though 1 thinkcampaign, and probably another spring buying W. S. S. should be enccuragedand summer, butsurely we'll have peace whenever possible, teachers should takethen'. Our Home Guard and A.R.P. into consideration the difference in circumstancessurrounding many centres have been disbanded—not alto­families.

Page 286 THE B. C. TEACHERMine is only an example, but I amquite sure there are others in the sameposition and indeed in really poor circumstanceswho often feel that theycannot fac; thc constant demands for thisand that which goes on at the schools oftoday. We have six children in ourfamily, and though money has never beenreally scarce, it has never been plentiful.All the children have received a smallmonthly allowance, which has been increasedas they grew older. By the timethey reached high school they weregetting $5 and were expected to buy mostof their books and clothes out of it Ithas been hard work at times for them todo it, but my eldest daughter is now atUniversity and managing on §10 a monthwhen her friends are receiving muchmore. It has meant self-sacrifice on theirpart, but they are none the worse for itand when extra money has been giventhera as gifts it has gone into a SavingsAccount and they have now bought WarBonds. They have not been paid forwork done about tlie house unless it wassomething very extra. Both my husbandand I contend that hoiiseliold taslcs arctrainitig for future living, and part ofthe family job, and should not need pay.Too young children should not be placedin too responsible a position such as lookingafter other people's babies. If anythinghappens such as a fire, it woulddarken t leir whole lives; by the timethey reach their teens is plenty earlyenough _ to burden them with such aresponsibility}^Many parents when asked for moneyto buy this and that, fork it out withouta word; many are more affluent todaythan they have ever been, but all are byno means in such a fortunate position.It makes it very difficult and a veryunhappy situation for young people whenthey are badgered • into buying W.S.S.or anything else over and above whatthey can really afford.I know teachers pretty well, and Idon't think for a minute that they meanto be unkind. Kids need urging to buy,I know, or it would go on shows andother pleasures that could very well bedone without, but teachers' voices getsharp at times,'and young people think"The teacher is mad at me" whennothing of the kind is intended. Pleaseremember this when next there is a drivefor something or other in progress.Yours sincerely,' MOTHER OF SIX.BIBLE READING26IS Oxford Street,Vancouver B. C,March 5, 194.S.Editor, Thc B. C. Teacher:Allow me to express my alarm at andstrong disapproval cf the book reviewwhich appears on page l_C:i of the Februaryissue of our magazine.The passage to which I take particulare.vception reads: "Many teachers in theprimary grades of British Columbiaschools must feel the need of_ makingthc truths set forth in the daily Biblereadings a part of the day's school andhome activities".How can this be reconciled withamended Section 160 of trie PublicSchools Act which states that schoolBible Readings shall be "Without explanationor comment?"I for one am greatly perturbed by thecomplacent way in v/hic'h th;. teachers ofthe province accepted this dangprousinnovation in the first place. Now thatwe are already one step towards separatedenominational schools we might at leasttake advantage of the small protectionthat the. law still affords us and do all wecan to keep sectarian dogmas confinedonlj' to the compulsory opening period.I feel that the Editor of the Magazineshould insert' some official retraction innext month's issue—otherwise a numberof well-meaning but untliinking teachersmay order this book and embark upon astep which will be dangerous for themselvesand for the profession as a whole.Yours truly,SHIRLEY* * , «MAYSE.(The books in question, "The Friend• of Littic Childreii" and "Stories of Cod",are not authorized for use in BrilishColumbia schools.—EDITOR).LEATHERCRAFTSOKOOK STTPPUSS A SPII0XA£T7rcooixna XDAVKXIBS,TOOKS, BSO.Also glOT* leatbera, blUfoIA. and batr laBthers.Write tor a price listand particulars.Bedford Fine LeathersPlease note our new phone numberPHONEl PACIFIC 903732S Howe Street, Vancouver, B. C.

IAPRIL. 1945 Page 287Newsj Personal and Miscellaneous^ rr-€'•11 ^m._ 1 _ T JEDUCATION —1844ACOKTRIBUTOR sends us a clippingfrom a New Brunswick newspaperdatelined November 26, 1844. Wehad to look twice to make sure that thefollowing quotation was not written onehundred years later:"There are many evils existing in ourpresent Educational system .... there ismucli to complain of the proper trainingof many of our school masters; but wesee no prospect of a change for the betteruntil school teachers are raised by thepeople into a higher scale of society thanthey at present occupy, and they obtaina much higlier Toward for the arduousand frequently onerous duties they performthan is at present (in too manyinstances) grudgingly doled out to them—frequently amounting to not more thana miserable existence"ALEXANDER FRESH AIR CAMPEARLY application is urged for thosewishing to attend Alexandra Fre:ihAir Camp, whose first 13-day sessionstarts May 18th. Holidays for boys andgirls as well as for mothers with smallchildren are available during the eightcamping periods.Teachers are asked to refer parentswho might be interested to Mrs. D.Beckett, 1334 Nelson Street, or to WelfareAgencies.YOU MIGHT BE INTERESTEDTO KNOW:#That a new geological map of theDominion of Canada, on which the manyinteresting and instructive features of thegeology of the Dominion are-shown toexcel ent advantage, can be ordered fromthe^Chief, Bureau of Geology and Topography,Department of Mines and Resources,Ottawa.Size of this \yaU map, in two sheets—a western and an eastern—is five feet byfour feet• That the Child Study Association ofAmerica publishes an excellent "Guideto the Study of the Child from Infancy.^to Six" to b'jused by parent-teacher and ^other groups studyiiig pre-school developmentof children. ..Address: 221 WestS7th Street, New York 19, N.Y.• That a •workshop for teachers on thetopic, "Canada as a Member of theBritish. Commonwealth", has been ar-? - _ _ranged by the newly formed Canada-U. S. A. Committee on Education. Thesession will begin on July 2nd and continueuntil August 3, 1945.For further information write toCanada-U. S. A. Committee on Education,Charles E. Phillips, Canadian Secretary,371 Bloor Street West, Toronto, Canada.That the "Democratic Way" series ofpamphlets has been extended to numbers7, 8 and 9. Their titles are: "Parliament,Lawmaker for Canada", "Democracy andthe Political Party" and "How We HoldElections". This excellent social studiesreference material is available from theCanadian Council of Education for Citizenship,166 Marlborough Avenue,Ottawa, Ontario, at a cost of only 10cper pamphlet, 3 for 25c.*That from the same Council you cansecure a complete list of "Teaching AidsObtainable from Departments of theGovernment at Ottawa."* That the latest publication of theCanada-New Foundland Education .Association(371 Bloor Street West, Toronto,Ontario) is available free of charge tostudy groups and interested individuals.• That beginning May 1st the ' C.B.C.Trans-Canada Network w'ill produce aseries of talks every Tuesday afternoonoffering post-war vocational guidance forgirls and women. Title of the programmeseries will be "Your Next Job".CORRECTIONTHE B, C. Teacher apologizes to Mrs.Sheila M. Watson^ Mission City, forseveral typographical errors whichslipped into her article on "RemedialReading*' as published in the January'issue,(1) Paragraph 2, line 1: "talk" shouldhave read "task".(2) Paragraph r^, line 8: "The 1941Bulletin" should read "the 1944 Bulletin".(4) Paragraph 7, line 5: "his knosvledge"was meant to read "this knowledge".CAMP COUNSELORS WANTEDMORE boys will attend the Y.M.G.A.Camp Elphinstone than in any, otherseason of its 39 years of operation.Approximately fifty qualified young menwill be required as cabin counselors andan urgent appeal is extended to all youngmen teachers in the province to consider.7 T- TId - _X..I —G

Page 2S8THE B, C.TEACHERthe possibih'ty of spending two or threeweeks at camp this summer.There is no finer type of ser\'ice tliata person can render than this form ofBoys' Work; the job of developing inboys the art of simple living in the outof-doorsis a challenging and stimulatingone; the setting and facilities of the campprovide one with the best of "tools" andthe spirit and fellowship of Elphinstoneis now well-known as its most valuableasset.F E R G U S S O N M E M O R I A L A W A R D- J ' *f — 5_'--4. r'-Jiii-i. - ^ ' - -.7 t ' -, ^ I I. ' M ^. ^/ : -• - h "-f -"-i'j I • "r.- j ,IIn the past, many teachers have spentall or a part of their summer at CampElphinstone and have returned to theirown jobs in the fall refreshed after aleriod of camp lite. The Camp providesDoard and lodging- ;o their counselorswhile at camp thus providing an inexpensiveworking holiday. Camp datesare July 3rd to August 21st.May we suggest that if such a propositionappeals to you that 3'ou write tothe Camp Director, Y.M.C.A., 955 BurrardStreet, Vancouver, B. C.To An Older BrotherDECEMBER 19, 1941, ON RECEIVING A BAGOF PEANUTS FOR CHRISTMASSA T U R N A L I C I O misisti tempore nobisguberias, frater, munera grata, nuces.Aetema ut redeunt annales lege vettistimoresque antiques saecula nostranovant!Prisci namque homines naturae pabula,gxandes,frugibus inventis vi pepulere foras;ast iterum nucibus iam impensa atqueart!paratismandemus cereris postmodo dona. minus.* I " -To which was appended this version:At Christmas time, a grateful treatOf goobers comes a generous sack.How history doth itself repeatAnd bygone usage dotli come back IFor ancient man ate nature's food.And acorns held unrivalled sway;But when more cultured grain provedgood,Their nuts they forthwith threw away.Now once again, the nut is grownL At someexpense by rural art;: So in its turn fair Cere's boonr V/ell masticate in lesser, partX —PEOF, O. J. TODD,University of BritishColumbia.Mr. David OgilvieTHE B, C. Teacher wishes to congratulateMr. David Ogilvif?, M.A.,for 30 years a teacher of I-atin and Germanat the King Edward High Sdioolon his being the recipient of the FergussonMemorial Award at the recent Easter •Convention.Ttas high honour wer.t to Mr, Ogilviefor his excellent teaching service throughouthis career and his sterling traits ofcharacter that won for him a host offriends in his chosen profession.Mr. Ogilvie has,been,a member of theBritish Columbia .Teachers' Federationcontinuously since its inception.No finer tribute could be written aboutany man "than the testimonial of theRev. P. A. Gordon-Qark, Minister of theWest United Free Cht'rch, Perth, Scotland,offered'on the occasion of Mr.Ogilvie's leaving his native land in 1912:"The cleariiess of his intellect," Mr.Gordon-Clarke \vrote,, ""is matched by thecandour of his speech. ,He is a straightman. His uprightness of mind comes outin the cleame'ss of his-thought and thespotlessness of;his life. H e is a strongpersonality'"and the :strength 'lies in thevigour and graciousness of a fine moralnature. All who have come near him—pupils, acquaintances, and friends—feelthe glow and the.power of a man whoknows the right and lives it"Mr. Ogilvie takes his rightfuL placeamong those gi'eat ^teachers who havebeen the recipient of^ the Award in pastyters,. ,v-"- ,J -" r'> . -- tr T KJ.."-_V-• - •• •] 1f 34.r' 1

THEl l l R S m el BRITISH COLDMBIAVANCOUVER, B.C.lbimmmi mmimJuly 3 to Au£iist 17:'4 'Courses Offered8 a.m.10 a.m.1.15 p.m.Economics 1 Chemistry 1Biology 1Education 26 (8 a.m.) Chemistry 2Biology 4Education 35 (9 a.m.) Education 40 Economics 4English 16English 9(b) Education 28 (2.15 p.m.)French 2Geography 3 EducfJtion 38 (1.15 p.m.)Qeography 4 History 10History 12Englr^h 1Mathematics 1Mathematics 10English 2Mathematics 3Mathematics 16Philosophy 9History 20Physics 1Psychology 5Physics 5Philosophy 1Social Work 5 Spanish 1Psychology 8Laboratory hours in Science Courses to be arranged.The "Announcement of the Summer Session" may beobtained from the Registrar's Office.

SCHOOL SUPPLIESTHE LATEST INEQUIPMENT — STATIONERYVISUAL EDUCATIONMIMEOGRAPH — DITTOGRAPHMACHINES and SUPPLIESLABORATORY APPARATUS*KINDERGARTEN and PRIMARYMATERIALClarke & StaartSCHOOL SUPPLY HOUSEStationers, Printers and Bookbinders550 SEYMOUR STREET VANCOUVER, B. C.PHONE: PAcific 7311•fx