:10 The Gnanlleli Jloadm Atari! 1955 t
O'Leciry
--The many friends of Mrs. Easton are sorry to hear that she is suffering from an attack of pneumonia: and all hope she will eoon be around again.
Mr. and Mrs. Alvin Palmer and family of 0'l.c-nry spent Sunday with Mrs. Paliiicr's parents. Mr. and Mrs. Fred wells in Brooklyn.
The second crokinole party has been held in the t)'Leary Legion Hall. There iiill be two more gariit-,s one each of the following two weeks. Tlirre uere 26 tables playing at one tinir And a very sociable time enjoyed by all. Lunch was sorted liy members of
l Widening
PRIORITIES IN EDUCATION
Let us look at them. strlPP9d of their quaslscientlflc. pseudo- learned jargon! Here is one: ice floating in water. Here is the topic for the lesson: "The pro- perties of liquids and solids heat. temperature. Temperature is. . . . weight 'is.. .,.etc.. etc. and there we are with all the familiar procedure: definition. explanation. demonstration. But that is not the true scientific method. That is formal instruction on by ap- plying a formula -- a pattern of logical procedure suited to ma- ture minds. That is not the way to educate children. But, you will say, the children must acquire
the brotherhood.
Mr. t'liflorti Ellis atcompanietl. by Mr. Alfred Pziliiior and Mr. Rankin rttllltllli. iiiotorcd to Ken- aingtnn on Thtirsttay on business.
Mrs. Nelson liciinis. 0ll.eary.t was a visitor to l-Tllcrslie on Wed-l nestiay in the interest of her hust- ness. . . . Vlr and tlrs. xiiiioltl Sill.”-lllillall.
Kniitsford. ;-ict-oriipnnieti by Mrs (iharlic Riv of Locke Road. were rcccnt visitors to Charlotte-l town. l
of
Mr. Lit!) i'.iliiicr of ("mitts-iy was I visitor to Oilmaiyv on Thursday afternoon.
Hit? a llltllll't't iroiii tYi.cary at- tciitlcrl the tiiiit-ial of tlic late Mr.1 Russel llllllx llllti iiilxxvd anay at! the Stcit.'ii" kit-iiiuttal Hospital in
Tyne Vallcy.
Mr. (liaytoti tl;ii'rtitlwrs of How-' inn is ciijoiiiic a iilcasant visit' from hcr sistor. Hrs Wilbert Mac-l Wiilianis atiri luv" tun children.- H0rhci't anti lxtitiilci-ti.
Pie. and 'tii-s xi-lsiiii Smith and family of Sit-iii-iii l'ark tiers rec- ent visitors to tho llflYIlP of hlrs.l Smith's part-iits iii: and '.Virs.' Samucl Smith in ltrst Point.
Qiitte R iiiiiiitn-i' of ()'I.t:ary res- ltlciits iiioiiircti to t'ii.'ii:lottt-town on Mt-ntlziy to :iIti-iiil thc iiiiicral of thc late .'tir. Pcrcy Turner.
A ltlll1ll)t"i' of i-iiivoiis of 0'l.e.'-ii-y Tm; can give g fine edge to a jcontext of realitig The word and
attonrterl the liiiicral of the Mrs lcriion tlnttiiciis in Simi- mersitlc 'tir mitt Hrs hlalthctvs were iornicr rcsidciits'of ()'I.eary.
.Vir. Alircri Paliiior. accompan- ied by Air John More-she-ad. motot'ctl to tlliaisltittcttittn. where they l'lKltfltl iiitli rclzitives friends on .iloiitlny.
l.. A W Vi-riiia Pate of the R. (' A. l" Stiitioii in St Jeans. Qiit-her. spent the iicck-end with. her parcnts llr. and Mrs. Peter
l
Pate in 0'l.c;ii1t.
'ilr.x l-Illa .Itrll(xi :iiitl licr izraiiti-i aoii. lliilc (iollicutt of Llnionvalct spoiit a (lflj or two in ('harlotte- town in honor of i);ilels hirthday.
late
Xliss l.ui.s' 'il.iltiiit' uiio is employ- ed in Siiiiii-icrxitlc. and also tak- iiir ;i cniiiiiitiri-i:il i-oiirsc. spent the wroit ciiil at tho home of her risrriits it: .tIlll Mrs. Atistin Mnlnnc in Lnioiitiilc
ll-" lvlt lllziii: t't-lliiiitt of Sprin:- flvlii tic I wt-iii tlic iioclt-ciiri ii-ith
itiili licr ll.i2"ltt. Hi and Mrs Rn)" t't-liittiit in Sin” ld West
Ur amt Hrs tlnriio Kriiiictly. ('li,n;ii-x ii:-re rmciit visitors to Stiniiiiorsitle.
Mr aiiil til". lliiiii-rt Woorisidp, Ktiiit.fiirtl. itrrc visitors on Sun- d:iv to thc lioiiic of tlicir s.m.m.)a.. and dniiiglm-r lir .-ind Mrs. Orvill
Phillips in Allwrlon.
hlr and 't'irs -tlton Vlarlsaao of Iittiiroii. siicnt Stinrlnv with Mrs. 1l:it'ls:t:irc rI.'Ill'lliK tir. and Mrs. Thftmas f'or(:ni'.'iii. in Pitisville.
Mr and lit-s William Mitc- EFlFllPrf1 of ttlim-loiipinwn, ..i,.ii.d at the home of Hrs. Kiaciiarhernis PHFFHN llr and Vlrn. Preston Thflmlwon in hit. Royal reccntly.
Mr. and 'ili'-. Uitl'ilP l.pw.,. CM. Nl"'tFN'. wvrc recent visitors in the home nf ur and Mrs. Jerry Dalton ln Colt-man,
.Mr. and tire xqpi.-m mi”. 079-v'lF.'v'. Wont Siiiidny with rein. Ives and friends in West ('ap0.
-C. A.
Clancy WiIiIBwe- Re-appointed Coach
TtiR(iVTti irpi (;.,nn-,,i M3". IE"? will llltr of the Toronto Maple Lents said Wednesday King Clanrv will he reappointed coach for the t955.'i41 National Hockey leagiir soasiin l
it til” lic f'l;itii-viz third 54-330" as cont-li of the loam.
STll,:wAl&'O'l:lllER"A.G;-NCY
WASHINGTON tAPt --Twenty. 5"” "Wtt"rF rvruns-rt Wednesdnv the l'niterl Stntns take the lead in
lvionderiul fertility of
I water?
knowledge. must know the facts. Yes. of course they must; but first. I don't like this idea of knowledge: and second. if that is all we are going to do. it is not enough. it is not enough. because what we have done for the child is of little use to him: and it ll without special significance to him. because it is without pur- pose. Learning sheer fact is not education when we apply the fact we have learned then we are being educated; for example. water freezing at 32 degrees F What effect has this tact had on the history of Canada? Think of the effect on American history of the freezing up of the St, Lawrence and how it influenced the part that ships played in that early history. Geographers: think of the importance of this fact on the plant life of Canada: the this coun- try being mostly due to the pow- er of water. as it becomes ice. to break up rock.
.N'o' Learning sheer fact alone is not education This is what we have all have to remember: that this silver of reality. this ice floating in its own quiet sea. ll the raw material for education. This is the instrument we use for educating our children - helping them to grow physically. intellectually, enititioin.-illy. and spiritiiaily. This is the ivhetstone on which the growing abilities of our children are to be shat'PP"Cd-
slutlcnl.-' tliinking, to his rea- soning. to his tintlcrstaiitiing. and so. to his knowing. The Whet- stone turns. and the iron bears down hard on the stone in fierce contact with it. Knowing is the result of mind bearing down
hard on realities.
”Look. boys. yoti have told inc that as metals cool. they con- tract. is this true ti freezing Does water contract when it freezes" Docs .i occitpy mtire7or less-space? Everyone bring a glass or cup or can and we will put thcsc full of water
in the school i'cirigerntur and w, will find out -- what shall we find out”? The truth”. There
you are. that's education! l”cach- cr and students touotitc irk- ing oitt a profit"
no generalities no jargon! And at
IPWHS up an international reserve of food and raw materials. The agency would aim at better dig. ti-thution. stabilizing prices and dia- posing of surpluses.
For Quality Mildncu
Educational Horizons
the end of the task a sound foun- dation of accurate fact. based upon first-hand experience. That is, on personal and individual observation. on the use of the individuals own senses in experi- ment - honest experiment not on a denionstration pretending to lprove what the teticlier had said, Not mature. logical definition, not slick explanation. no plausi- ble. leceivlng abstractions. hypno- tizing the students into thinking that they know something; and ,certainly - no telling the class ,all the answers. The students study expansion. density. or lat- ent heat. and discuss the signi- ficance of these in their daily lives. They do not just learn words. So they begin to under- stand the way vtater behaves, and therefore to know exact truths.
of the values of literature. And one of these meanings can mastered only by usage - in writing. speaking and reading. But in most English lessons. it is the teacher who gets nearly all of the practice in speaking and reading.
Education is not learning to repeat definitions; but it is a teacher and class working at I topic. a problem: enquiring. sug- gestlng ideas. discussing them. pursuing ideas - the searchlfor truth: that's education. The tea- cher aelectlng the material but the pupil doing the thinking, the expressing - all the work. the teacher is paid to he the shep- herd. tnot the talker.) and lead- ing his flock to partake of nour- ishing pastures; not eating all the green grass himself - or any
protects with ct coating TOUGHER 'l'l-IAN
But the teacher has to restrain himself. and to tell them only enough to start them thinking. It has been written that "the teacher has been paid to talk."
of it.
This is done. of course. in the use of games in Physical Educa- tion. in the use of the Direct Method and plays in teaching
That is not true. They are not French. in the application of ma- paid to talk. they are paid to lthematics to surveying. in the use help their students to find out. of dramatic dialogue to teach good
to search for exact fact. to help speech. and in the use of verse-
ithem to achieve good expression. writing to teach poetic form. 'and to learn how to express facts. rhyme schemes, metres -i the Iidea, and the knowledge thnt'they right and proper way to learn
about the mechanics of verse. Now is appears we are getting to the priorities: the teacher presenting a task in a living con- text. and challenging the stu- dents with a problem. and mak- ing them work at it e and not
-are discovering.
First-hand experience - is not ithat a priority in education? In English lessons. for instance. look i--- buoyant. translucent. opaque. observed in this glass of water. ivocahulary e that is the way to teach vocabulary. Each word telling them the answer. encountered in full context of. reality. and the word explaininglQUALITY OF WORK reality. Expressing something be- cause we have noticed something Next we come to the quality of that we want to express. Words the work - the quality of the learnt because no need them 4Etlilnking and of the expression, .iihen the strong urge of a na-.This is a priority agreed upon itllrfll purpose is behind the learn- lby the best teachers in England. ping -- driving peg of knowledge Scotland, Germany. and by thei .inl0 the frail ml!"-boai'tl-wall of soundest educationists in Can- mciiiory. ada. Not only must there be!
Similarly. in studying novels thinking by the students; butt and plays. every Word and thought there must be exact thinking e. is presented in a complete liv- from Grade 7 upwards! All the; ring enviromenl: an imagined way up through school. we shouldl lone. of course. but none the less hear: "You've left something out, just as effective and true as a what is it"? "Who can suggest a better idea?” ”Good. but put itg more clearly”. "Youlvc got thei right idea. now explain it nioret fully”. These encouragcmcnts toi better work must ever be on the lips of the teacher. There shouldi be more pressure from the be- ginning to secure more exact- ness and more clarity A in enun- ciation, in expression. in thought; and through the school a grad- ually increasing insistcnce on these qualities. It will be too latel for success if you leave it until grade ll.
Now there are four contlitionsl for the mastery of knowledge: 1. It must be expressed in simple, accurate language; for example: "Adjectives describe things"; 2. It must be thought of in clear-' cut images. for example, "This ice has a density less than the water it is floating in"; and 4. The
thought in a living significant context has exact meaning. and it -has a job of work to do. and ltliercfore it is perceived and com- prehended with clear and pre- lcise understanding. That's the way to learn words: not in lists - isynonyms. antonyms, and all the -rest of the jugglery of the cur- rent language - exercise - match- ing up words in lists. filling up blanks. finding opposites, as artificial as the blush on the check of an Egyptian mummy. Empty, purposcless words. We do .not use words in that way. pwnrds in real life. in real lang- ; uagc are used to talk about things. and events and people. The ex- 'pressive meaning of words can be understood in clear-cut out- line and sharp focus only in signilicaiif contexts. This is one
HOW a new motor oil that adds thousands of mild
to the lilo of your curl
HGW
fllarvelube
does more than hibricofe vital parI...I
NEVMARVI1UBE'IneoIOctU'lI deey7eemet.al,. L Q bvieiieyiiadenlealaeedngthu oeveesvjtalpeeuuieaevan&u pIecs.'I'hiseeedigsishaaanu'aQ eohoeaieaneisetef-a-a.New lervefieiaeeddsdsoeaandsefio OiaEdyou;
inn. .
SKEW” phi. 5-5” mg mg seats prove Mandate guollneathuebamarbedaedndenioj
deposits. The result: fence ndigj nfleegs, hater giagfornaa-.
' tearner must have applied I I many different situations: for ex- ample. the free of water in a water-PIN. II a ttla. in not crevices: what' All
through school. and life, there should be this unrr
59 mltting, unrelenting drive for ea-'
actness of expression and ef thought and of understanding.
Then the Textbooks. we come now to another vprlori T Indeed. the size. weight and coat of some of the textbooks used in this country have astounded me. Per- haps we should remember Kip- llngs lines: "It's mllnlficent. - but it in Art?" These books are magnlflcuut. bill O0 they IIOIP W educate?
Now large textbooks, and sylla- buses demanding complete aur- veys of a subject in a one. or two- year course. and a teacher's con- viction that he must "get through the syllabus". are evidence of a misunde ending of the educat- tonal process; a misunderstanding because it puts the teaching of the subject before the teaching of the student. when this happens the student usually receives only an acquaintance with the subject; but ”acquaintan is not know- ledge." No you hays been told. frankly an wu.ageous' . that in Canadian education there is "Too Little for the Mind"; and therefore I much regret that I must suggest -the opposite! For in these large textbooks there is "Too much for the Mind". as the Dean of Edu- cation in Saskatchewan Univers- ity protested. They forcibly pro-
mote int " tual indigestion in the upper mental stomach " the superior cerebral region. But
children. strangely enough. are not ostriches Give them too much to learn. and they will have no time to think. no time to apply know- ledge. no time to master it. In- tellectual growth demands some time for intellectual staring. for intellectual mastication and digest- ion. Education cannot be speedcd
D.
Every teacher is always tempt- ed to try to cover too much. The rule in education is "Make haste slowly." The examination, the syllabus. the textbook. all hold out the apple of temptation to the teacher. But education is not the accumulation of knowledge as the main end in view. education is fostering growth in understanding. in ability and in wisdom. Know- ledge. accurate and thorough knowledge. is essential for educat- ion; but it is not the essence of it. The essence of it is nourishing of the student's growth and devel- opment. But we are all in deadly peril of doing too much for the child. Put not your trust in enorm- ous textbooks or surveys. Put your
itrust in your teachers. not forget-
ting that the labourer is worthy of his hire. And let us not forget also. that we shall not find. in any walk of life. except in hospitals. such unselfish devotion as we can find among teachers.
EXAMS A YARDSTICK
Then the examinations-are they not a priority? Do not students work for examinations? They do. for at present examinations are an essential. The social set-up at
,2-
exunlnatlon does not . . . 0. me . Als W
?
dllb-at -nan-. -& Oh taut. Ilavatine. ' , is uoannratoaen 5..., .1 -""' "W ' "'4 Ietie uiiinnitss auhcH"""'l -1' -IINIH &m.k.lUX'K W MD. 'KIgIw,QPg-lngggg, ideals. an restraint and his aw-'f”IWW . , ''-"”--'-''............,t''-.... ..-t--''--.'. - c '''''s'''''"'' ...'...5'."”.l' -t.:..'... .. . Q0 " o I! . . ”i'
'.h'.unk.In'.eh.l. : H 1.” RI-FPOH RIVQ I combi" ,,.,,,uu,,um.,,,,.,, g,,iisins noun-in Public silgmghunagmuu, portanoe. lut whatisgreahrthaa , : alltheselsthestudeat. himself: . ' his needs. his activities. his growt.lt,andthatralnlng ofhia pltyslc .mentII. and spiritual mIW0I'II-Idllllllihl-'.l'lIIDl'btlU
theteacherianottoatuffthe Raptlfttlloffactzbuttoahsrpea
tntellact.dev:ln?hlspowes-to use knowledge. stimulate his sense ofvalue endofwonder. Then by knowledgmand f the value of it. the student in-
crs. gifts. and ebllitias-his abilit- ies to reason, to acquire a sense of values. and to acquire the best that education can offer him. our
Iponalblllty. for we have to re- member tbat we gain our con- ceptions of the eternal verltles J g-b -.uu' ' Q .'
the perfection. and the greatness of things on earth here and now. And so the study of our everyday school subl ta-languages math- ematics. history. geography. man- ital work and sciences-in addit- ion to teaching skills and exact knowledge should also train our students to be able to perceive the best that has been achieved and
discovered: noble thoughts in ' . lassicsl and modern. the aesthetic perfection ' of the
strict logic of an irrefutable proof in mathematics.
The wise teacher has all the world to turn to: the beauty of nature. the great works of art. the marvel of man's achievements -all these great things prepare us for understanding, and forming conceptions of what is good and worth living for, though first must come the practice in language and in number. the training of the
0 CEMENT
met by the Maritime Come
3,200,000 bags
INIPPINI PDINTII HALIFAX. N.
examiners have a tremendous re- in
MARITIME
Productive capacity of plant at Havel0Ck
MCIEFEIIIQ CGIIFCIIF Company Limited
236 S7. OIOIGE Sf., MONCTON NEW IIUNSWICK 0 Ill. 2-S331
arts. physical education. eratt- . work. In him may be growing some love of fine things and some ' . I admiration for fine thought and -
fine workmanship. and fins con- duct too. through his history. biography, literature and drama. The spiritual life of a child does not grow in a vacuum; it is fed and nourished by his appreciation of fine things; and by his efforts to achieve and experience the best: in his writing. understand- lnt. expression. reading, and in all his work in all the ordinary school subjects.
But we must remembe that it is our example. more than our teaching. that will inspire him: our own intellectual integrity and our own love of exact thought and expression; our appreciation
Puu 'n Boots is made from fresh bole ash and select cereals pressure-cooked in the can. It supplies the proteins, minerals, vitamins and carbohydrates found in salmon, beef. liver, milk and food from the cable . . . including vital Vitamin D . . . conveniently and at thrifty cost. . Puu'n Boots is especially prepared for cats and kittens. and is endorsed by Good Housekeeping Institute.
INDUSTRY in the Maritinies is expanding. And with this expansion comes an ever-widening demand for concrete.
The marked preference for concrete is evident in varying fields ' of Maritime construction. Bridges. highways, hospitals, homes, public buildings. schools-projects of every description-find more and more architects. engineers and contractors using more and more of this low cost, durable construction material.
NEEDS
Maritime Content is meeting this demand. Since the completion of its plant in 1951. it has steadily increased its cement output. Today some 140 employees are busily engagi-.d in cement production. contributing to the industrial growth of the Maritimes and to the prosperity of the entire Hiivclock community.
III Company
No construction material offers all the advantages of concrete--- low initial coat. cxtrcmc durability, tire safety and minimum ' maintenance. Lasting satisfaction in every regard is assured when the concrete is made with MARITIME CEMENT.
a year.
MAIITIMI CIMINI COMPANY. NAVILOCK, MB. This plant which was completed in l95l is is dry process plant having Q annual capacity of 3,200,000 begs.
I. C CNATHAM. N.I. 5 'NAVlLOCK. N...
. When you think of
HARDWOOD
- think of
IIAWES' A TE W
'I'I-IE "SPECIA
FOR HARDWOOD FLOORS
WHY TASTE WAX? Ieauae. hr Wood Floors. Pants Wax-and Path should be used.
Peatawaxlsnedeef
l FORMULA" WAX
Weaenlri. pure,bardwexblendedwQ
qitritutnuunnowauuuivnuinranowuo-use not '0 W . ov"rwoi:.di.:M')'us in nuuponeuuailiuiu n&.:eadilyeI:a.”nedwlehdidnsnelertt I .." ' I WHY IIAWIU PASTI WAX? ; , , ,
.
WUEIASTE WAX
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