is not for

‘ ramalnale xsws um visws or nmrassr ro rncasus AND ALL puns sadistic ' ‘ na-aovassarvr iif IDUCATION ‘ - ‘

ATION weak-number ma a mil

Inmlm-llliiolifi

Why observe Iducaticn Week? [not as there are many attempts p dissing Education itself. so I

, than are many possible

to this question. It is

pod that this brief article may alp in thinking about and plan. g for the actvitles of Education

A well~kriown teacher and writ- dcscribin school conditions in South tern section of Lon-

n, a little less than half a cen-

tury ago, says in pest:—"They (the boys) came to school after hours early morning work in the de- ve of apers or milk. The gates of col were shut during hours for two reasons- nts out and the chil- en in. ass methods of instruc- n were the only practical ones, and “Education" was conceived as the acquisition of unrelated and undigested facts.” u Times have clisn ed: No long- er do we think of t e gates of the school as being shut, rather are they swinging wide open in order that all may enter, and in order too that life within the school may be at one with the life of the com- munity generally. Let us consider f r a moment two ways in which recent years educational gafls have been unlocked and g wide. contrast to the concept of “Iiucation as “the acquisition of unrelated and undi ested fact we are thinking to- ay of Educa- tion as rowth: growth of the me in ividual, spiritually, men- , socially, and physically and to the limit of his cnpaclf-y every individual. Such a con- de t of lducation demands school xs-Evlleges for every child; a school urriculum elastic enough to pro~ vlde for Individual _ among children and sufficiently related to life to make their growth a natural one; a school en- vira ent in wlklchi chlldrenlare ha» engage n ac w es which sail forth life from within; and teachers who love children. who are devoted to

differences

and trained

SPELLING

:1’: spelling met- se facts.

of errors show the of

h at lei of

‘DWI ‘These causes need for individual treatment

a g. l. Pro-Inst: Discover what words be spelled by an individual pu so that he will not have to live it.» ‘pro-teat’ (a) Generaly speaking there should be no advance not- ice of this halt, nor should the words be taught within several days cf such a test. Advance not- ice or t teaching may cause pupils to l certain words cor- rectly although they have not permanently mastered them. The pupil iiien fails to discover what words he needs to study; (b) guess! One wrong writing experi- nce will rsqulrrmuch effort to pvemmme the wrong impression. Impress upon pupils that this test the purpose of assign- ing him a mark; it is for the pur- of discovering what words i-ic study for the real test to omieplater. (c) Use the word in a. admce before dictating it. Be silo sthst, pupils are familiar with it g. Have pupils use the word in a mntence. When the

xanlng atoms to be clear, dictate word alone. Proceed the

word. K . the werdrgictated,

to mark correctly Jélfillltd me .. . n

a , - led words with

unce the word;

on the blackboard; lave pupils ob-

s i! y by

tli the written form

aai e blackboard and by listen- ing carefully to your oral lling (e) Listing: loch pupil wil make a list of words misspelled or omit- tad by writing them carefully in fie word book for later study dill‘- lllg :1: wick. A chegk list“ of ab: an: r pupils w o in spe e each word will show the acher

which words iequire some formal touching with the class as a. whole t! with most pupils in the class. i. Pupils who have no errors. or

throusn th is still some difficulty . (b) Mark the hard e word usin coloured : silent letters, diff cult vow- ( bly) double , smell words making up big

study method (for each

4. in mwilfi his own ecial list of lad-without e

to striving to brin

B" stimulating and help to

teacher's etc

scArlozv/ifiogzz

AA$AHMDAYFDUUMF»i

gu- Qslr work. and whalajhil- oaophy of lducatio mllht N W‘ pressed thusz-“When I have done with him he shall not be a Gram- marlan, or a Geographer. 0!‘ I Scientist, he shall be first and foremost a man." Surely. WWI‘

of Dr. l... P. Jacks.

should seek to "develop the whole

man in a world of whole man. The gates tco have swung wid

rents, instead of bein tho school, are invite

o see and to co-o erate

e a " their children. Home and School Assoclati understanding school lnto the every member. l t is aaother oppor- tun ty or ‘. It! bers of School Boards Depart- mental Officials, and ends of children everywhere to give s e- cial thought and special attent on to the e ucation of that import- ant person, the Child, who very soon must assume the full respon- sibility of citizenship. lt is hoped that al teachers will make plans for Education Week; The idea of holding “open house so that parents may come to see the work of the school is suggest- ed. In the larger centres, arrange- ments for a visiting speaker may be made. Displays of work can fe acquaint the people of the community with what the school is doing. Since Education Week is also hildren s Book Week, it would be well to arrange either a visit to the local library wherever there is one, or to have the librarian >visit the school and s eak to the pupils. The genera theme for the 1945 Education Week is "Better Educa- tion—Better Canada." Let us then take up the challenge which this theme flings to us and all work to- gether to the end that more and more the gates of opportunity may be opened wide for the youth of this our Island Home.

(Continued)

assistance). (a) look for silent

vowels together, _ small words making up a, big WOIG, small word with prefixes or af- fixes added. (b) S ll the word quietly to yourself w ile looking at it, three times. (c) Spell the word quietly to yourself without look- ing st it; check and repeat again. (d) Write the word once while looking at it. Cover the word and write It again, Check, If wrong, repeat. (e) When three words have been studied thus, write all three: check.

5. Partner Testing: After pupils have studied errors, have them dictate same to each other in

airs: A dictates to B, then B

A. Having pupils sit together will make it cos er for them to do so quietly. Each marks the otliei-‘s words. This test gives me pupils knowledge of wlhst words require more‘ study for Friday's test.

6. Final Testing; Friday: All words, dlc‘ ‘ ’ by teacher, to all pupils; collected and marked by the teacher. ‘

A suggested a weds following the speller content and method.

(Within the above-mentioned principles (1) the pre-test (2) the teaching assistance with the words that gave general difficulty, and (3) the silent study methfld by individual learn to spe pie-test, the following may well be mod condition of the individual teach- er or groups of ‘pupils. The work of Tuesday, ednesday and Thursday may val’! considerably in different classrooms, Problems rom special academic le

between home an consciousnw of Education eok

Bey the word; letters. difficult double letters,

scheme for Canadian

f els, disel _ organize ans, etc, will decide sucn differences.)

Dictate new words in sentence

It t; blooms are picked. Some wild flow-

apers to pupils to have the m lied words rc- corded in a misspelled word list "at the back of the spelling note-

Tuesday: Home of the best spel- lers may be freed to do other work: In arithmetic, supplement q read- ing, enterprise work, etc. Those

with a few errors use silent; study in

methods, than have a game suc as arranging words in alphabetic sequence (not Just initial letter‘. unscrambling words of which the letters have been mixed in order, plhaying ball with the words, eta. e teacher should Work with the wsak spellers at blackboard giving guidance“ in silait at methods an overcoming p - soml weaknesses such as insert- ing lettcs, lacing letters in wrong , doobe letters, silent letters,

~ COW TESTING (Reasons)

Ollufl 0B0 t0 find

from

' ldlllfll‘ ufim““

. jitxnnciss i (Gflllllll)

aunt A little boy likes a toy wagon. u. ‘W , Ocean veltis are braving the

It“!

to : bcv all. i - ‘Mic. cleznlineswiggt in the stable. Keep-

eggs-s 53%?

suits wit thpmm 13'“ re h o er m rs. One takes more interest “Tn the, cows, con uently the cows set’ better atten on.

E

J1me problems. enterprise oh

. . strengthen - tics of hgalth habits which’ 2:11‘:

will mdisoilssiosiwlthth

i - ~

sxsnciss m ‘ms-roar

has or have", 002-‘

era-in this school? 3. How many - our school? 4. There __

. Ii.

, , but his friends very few. l. You i not in school to- day? ‘l. No,I—-aocld,soI must remain at home. B. She -- llkely t0 be tired when she comes

. ' We -- fond of skating. i0. They -—- not as friendly as he ll. Where -- are you going

l7 in population. it. If . I wish.she would call for me. l5. Neither the serv- ant nor his master —— to blsinc.

1- 0n What conditions did the company of New France sell out to the Company of Ha ‘ r (a.) Habitsrits agreed to WY c Governor, ju es and other cffi i- als; support t e clergy; bring out immigrants from France; pay com- pany of New France 1000 beaver skins. 2. Describe the form of gov- ernment after this new arrange- ment was made. Goven-ior; Coun- cil (Governor; head Jesuits commander at Montreal) had con- trol over general affairs; Syndics (representatives of people at Que- bec, Three Rlvers, Montreal, and commander of the trading ships) could ask favors or present oom- plaints. 3, What later cha es were made? A council of I've members was set up (Governor. superior of the Jesuits, previous governor, two citizens of the cul- ony). Governor was appointed for three years only.

4. What change took place in, 1663? New France became o. prov- gice under direct control oi Pkenrh

ri

B.

5. Who represented the King? Sovereign Council of Quebec com- gosed of Governor (De Mezy).

lshop (Laval) and five other

‘I. Name governor's-duties! Serv- ed es ‘s vs, san- inanded H0098. twith

l. What were

church airs,

n civil gov out, . What was e third official inted by the King? The

bat werchis dutlel? 09n-

and finance” all matters of pu lic interest the King

l1. Who was the first and most outstanding Inteadsat? Jean Talon.

13. thQ atmlllflt 80V- ernor? f- ntcn .

ll. In what was ‘felon interested!

ttlemenL- -

14. In what was Frontenac inter- ested? The fur trade, He planned a line of forts the ‘Great Lakes and planned to have a Par- liament like th to give Quebec a local government.

l6. On w at terms was Pron- tenac with the Indians’) very fav- ourable. _ _

l6. Over what did Frontenac quarrel with Laval? Because cf sale of liquor to Indians, Laval wanted It stopped.

l7. Why was Frontenac recalled to France? Because of his quir- relts with the Bishop and Intend- en .

18. Why was he sent back to the Colony? Because of the iii- aibllity of his successors to control the Indians.

19. Name reasons why the col- onists were dissatisfied. Every- thing was controlled by the coun- cil; prices were fixed goods from other countries could not be im-

rted; farmers must sell to pub- ic market; workshops inspected: sen/ants not allowed to leave masters; settlers were not free.

LITERATURE

our: or: rm: DEATH or rue s DUKE or WELLINGTON

1. Where was the Duke of Well- ingion buried? In Si. Paul's Cathedral, London, England.

2. Who is supposed to say: Wlio is he that cometh, like an hon- oured guest, - on my rest? Nel- son, who is also buried in St. Paul's Cathedral.

3. Explain: "His foes were thine; he kept us free"; Nelson and Weil- lngton both fought against No- poleon and his army.

4. Why does the poet insert the lines: "Not once or twice 1n our rough island-story, (be paths of duty was the way to glory." Well- ington wss not famous until he became a commander in the Peri- insular War. l-Ie was not the kind who did things for show or glory, but simply did his duty as lie thought it should be done. l-ils glory arose from the fact that he did his duty and did it well,

5. Explain the five lines which follow: The path of duty was the way to glory; He that does his duty; only trying h’ best to do that which he thinks to be ri ht; and learns to gut away all se Ish thoughts in t c performance of his dut will find the hard and seemingy ugly tasks of life be- coming pleasant and beautiful. The thistle will turn out to be a rose.

.6. What characteristic does the

oet attribute to the Duke of Well-

gton? A love "the right," an 111150111511 Iflt. an indomitable s Irlt whic ever strove to follow e road in which duty gnd service

led him. A man with a character tee]

of s .

7. Explain: Gone; but nothing- down to-that man can wes-Ie him. He is now dead but nothing, not even death can rob him cf the force which he made part of himself while he was here, the force of leadership and statesman- ship. We believe that he ls now taken to realms where he ls far advanced in position; that he has now gone to another world where he wears a more kingly crown than any man can bestow upon him. Our gorgeous rites. The splendid funeral ceremonies. Nbr ever lost an glish gun. The line is historically true, although he had been compelled to abandon some guns in the Pyrenees which he afterwards recovered. Remem- ber him. ddressed to the Er"- lish natio. l-le bade you guard the sacred coasts. Wellington was warden of the Clnque Ports, In his reports to the ‘British Govern- ment, he_ insisted on the necessity of strensthenhls the defences of the southern coast.

This is the first (AI Tennysons laureate Poems.» Yrhe Duke of Wellington dled- in his sight -fourr.h Year, tember 14, 186d. Elie Ode nn the eath of th Duke of Well- inston. from which this is an ex- tract. was published on the d-zy of his funeral. Tennysoxrs revereme for Wellington was very great. lle wrote hhe Ode, not so much in performance of his duties as Post Laureate. as through genuine ed- miration of the man.

WILD-FLOWER CONSERVATION

. The wild flowers that bloom as. side the roads, in the woods, and elsewhere add much of beauty and arm to our outings and vaca- tions. Many pic, pick the wild flowers wihout regard to their abundaice or the ability of the plant to survive when its

era as, orchids, especially the lady's slipper-have always been’ relative- ly rare. Others as spring beauty have the flower stalk and the leaves‘ so close together that when the flower is picked the leaves are either broken or otherwise in urtd. c Ihlflfy results Eu ‘reducin oi destroying the food ma-terial w Ich 3 otherwise serve for the growth and i the flowers of the next year. There- fore the plant may die from the Jury. As a result of flower-afres- of! in mind th t Oqltmffld , s , ex or a few of the rarer varieties, and those used in drug trade or sold bv dealers in flowers. the num- ber of flowering plants that have been destroyed by picking are mall as compared with

those f

that have been destroyed bv fires. farming. building roads. To save the wild flowers. it is nec- essary to establish wild flower preserves where there will be no picking of flowers. or to provide for the protection of flowers in all wild-animal preserves. Manv people now have wlld-floiver czar- dens. Some of these gardens are so planned that s succession of wild flowers makes the garden attractive from esrlv spring until late autumn. Anions the plants which usuallv do well in such gardens are triliium. Mav scale. ferns. violets. golden ohlox. Iack-in-the-ouloit. ladder. wild sarssrcarills. and wild ginger. ‘The conservation - of wild flowers is not merelv a mat- ter of sentiment. It has imoort- ant economic values ss

wild flowering herbs

furnish _ .

also food and small" animals which wage a con- tiriusl and effective warfare against» insect pests that attack ood crops.

THE COMMON COLD

m; aims in teaching this‘ les- son, are: l

lat: T ‘ha h ieailse the serigusne: c?!“ a 30%.“

kid: To have each pupil resi- colds may be .

iii-preventing cold. Before presenting the new ina- review the following by e class. t causes one to have (Germ). Where does it come from? (Prom the who has a cold).

inc: ions hours of . plain nourishing food). Now ore- sent the new material: (a) Wh"

wish to prevent cold" tlecause ' "clrl w- -- ---I~‘-" lessens efficiency in work. causes

absence

9. slew. etc.) v Keep those who have was

cold. .(l.'V)h AIWIYI Illfl I llllid~

kerc w en combing or snow ins. (V) Use onimindivldusl cubs and towels and kew fins . - clls. etc. out of the mouth.

health and well-helps of thechild constitute the beds foundation of its education. '

GI and should

Mlllav Mating’. n u»; stool-naive:

PIIMI MINISTER’! IIITZ

8l0.bl0wfl1o\i4intorwind.B.l-l rsatzdalitlnt: are?

train crew worked s:d a-II day. ‘I.

VII‘) orderly, \. . .

ifitllflilil’ IilfWIi-“W a.- A

A. B Attics. TOJOI-r-Old Mill.

the ' tn remit; 891.1}. antic‘. “I” egg M“. e . esc heavy storms. Osnaxy feathers are w" mnoqfx-i, i, “m. “nmg. _ . l0. O y crowds an usu- uistiotis to m- boy she rennet-m.

he law-courts, looked sites - and reports’: _

(..

-"l‘lle?‘¥ ¢...........,~¢....;.. ‘tics

- "csanoti;otslsmviopiisisr _ r. w. c. nan, rusggsv, NOV. ms -~~-~@s:1sr ~'

For ilfeeibers Only"

M“. EIIIIIIATIIIIIWEEII, IIIW. 11th to l7th.

The following speakers will be heard over Radio Station CFCY:

MONDAY, NOVEMBER I2th-7:I5

”Educaiicn Builds Unify and

Notional Responsibility"

Rev. G. R ELLSWORTH, B.A., M.Sc., D.D.

TUESDAY, NOVEMBER I3tIi—6:30 . "Education Promotes Notional Health" COL. W. W. REI , 0.5.0. WEDNESDAY, NOVEM ER l4th-7:I5 "Education-J Home and School Partnership"

MRS. R. R.

HURST and MISS JACQUELINE MACDONAL THURSDAY, NOVEMBER I$tIi—6:30 ‘

"Education is Preparation for the Full Life" MR. LLOYD W. SHAW, M.A- FRIDAY, NOVEMBER I6th—7:I5 ”Educotion Prepares Youth for the Workodoy Worl "

MR. NORMAN MocDONALD . ‘

SATURDAY, NOVEMBER I7th-6:30

"Education Con Help Canada-Will Canodc Help Education" _

W J P. MocMILLAN, M.D., C-M., F.A.S.C., L.L.D., O.B.E.

OUT OUR WAY

I]

HAT l6

(L? . ,1 / ' ‘s’

Wk”

.1-

‘ I

By J. R. Williams

DON'T ‘IOU KNOW WHAT JIRKY IS? IT'S MEAT CUT INTO STRIPS, SALTED AND THE SUN"

ALL ‘I AR

.2’? I). ii@%%5

1.. I} m‘? W147‘. I (MII; l

IPIO J. .wiu.-~n>

AfiiD ‘IUCGVIE

I w“ >.’\“\ i

sngug ‘I’ ‘I 1

~ ‘areas-Lore.

HE 5ND HE WAS IN PH HERE

‘have set aaiclc-Illl-mllliona of‘ premiums. ,

SUN LIF C

savings ilfllae form oi‘ Life Assurance

. ‘HAIL DORA} In] - van In». er 146 Rigatoni! 5t ' Charlottetown: 115,”;

their

coupon (orf- s world civil service was established by dip. iomats of t ‘we committee

he of the Preparatory commission of the United Nations. sitting at Church House. Dean's.yard. in the shadow of Westminster. Abbey.

OUR solemnly aouss

""YLVERHAMPI'ON, -(GP) — The Bishop of film}. Dr. $.E. Woods. who earns £4,206 ($16,900) a year told the diocesan conference: “J ‘ust can't pay my wa rr ~._~ ‘ s Dfizate income." n m have some

___'\Yi_th Major n5...“

eeamBm/s! x HNIE A HARROWING RePoa-r-ro MAKE -1ue curiae CLUB Tszeaeuav, #47

wage DDCKING ‘THE TOMAHAWK AT Home!

lLADELPI-IIA AND couwn‘! s SAID u:

HAVE ENOUGIIWCCIIIEW 5

SEE HIM... IT'S THREE WEEKS AGO.

BRINGING up FATHER

I MUST GIT TH-5 L]? STAIN OFF- ME COAT-IF MAGGIE FIHDSOIIT I'VE BEEN EATILP-IN5TEAD OF BEIbVOHTl-IRI’ FOOL .JEET—5HE'D KILL. ME -—