Jéiiuaav, 31,393;

1

PLASTIC

CONSIST OF:

6 oaraoi dishes.

l3i QUEEN St.

\

ii Place lirssktstt at.

6 mugs -‘6 saucers - 6-smoil plates - Merge pistes‘-

i O15 PER SET

iiissi. ion‘ lillltllliilior for rioiiios and ‘suiiiisii ooiiiiiiss l

GROGKETT 8i STUREY m-

CHARLOTTETOWN

iiisiiizs

a

PHONE 834

.M. It. E. 0. homo

Plunrwerg made for a first- siuss Maritime [Eildfifihip Camp l‘lli'iy in August at. Chlpman by the Exaoutwe oi the M.R.E.C. which met recently in Saint John. Rev. Dr. W.C. Machum. chairman of the Department of Christian lid- ucation, the Canadian Councllvof Churches was reélected Dean, and it was ecided to build extra cab- ins to sccomniodte 24 on the pop- illar Wegesegum site in addition to other improvements.

Moncton was agreed upon as the rcntre for the Maritime ~5unday School Convention to be held Oct- tber ill-find next. if local ar-

i For Foot Ailments '~ ooiisiiti‘ ll. J. s. iiiioviii. or. "fihopodh Chiropodists

I43 Great George Street

CIAILOTIETOWN. PJLL

rangements can be made, Strong leadership is being secured. and it is expected that delegates from all parts of the Maritlmes will at- tend.

Much-needed improvements and additions to the buildings o! the Pinehiirst campsite in Western Nova Scotia were planned. it is hoped to have- these gt least part- ly done in time for the coming season.

The appointment of a. Boys‘ Work Eecreta wih be announced in the near fu pre.

Themeed of increased support for the vastly augmented service now being provided for the church workers o1 the Maritime: was em- phasized by the treasurer, H. Ev- erett Hunt. The 1948 budget is nearly $6.000 in excess of i947 re- ceipts.

Those present included Rev. I. Judson Levy, Monctori (chairman); Rev. Dr. A. Gibson, Wolfville; Rev. John Jarvis, Backvilie, NAB; Rev. L.W. Murray. Kensngton, P.E.I.; Rev. JM. Fraser, Brookileld Ste..- , M8,; Rev. 0AA. Boveridge, Shu- benacaiile‘, NA; Rev. HE. Gunp- bell. Sussex, N3; my. l-f..C. Ol- sen. Woliville. N.8.; Rev. Dr. W.C. Maehusn, Saint John and Kent- vilic; Miss Edna Wallace, Dart- mouth. N.S.; Rev. All. MacKenzie. Rev. Dr. ILA. Belts, Miss A.En Adams, Miss him-McBride. Messrs. Nelson McEwen. ibalph C. Young, and C. Everett Hunt, saint John.

PHONE zzoo ,

>-..l..- ‘ - ,

1.'.

i)

t.

.~ ~ m."

\ i .0

rid-ii’. .

I " -_-__, Hospital Biodn

For enough dolly-fresh». iinens_'-'to gofgound“ .' ,-1'. ssiid your iiosli, to us m... ioriy.‘ best-result sarvicel

STElitlS LIMITED‘ A

en... resonance

u. g>,/> i. m» ~'».'>.~v> owe p ~ m_',\'>.'> ~ -,, -

sits enoos' .

Prompt, iOW-nnl‘.

.

\-

iesiir stirrer

I J

Fri-is dumping. CHARLOTTETOWN

All the material contained in this liorison was contributed lay the

oi phonics us an aid to word re- cognition and thereby to reading successl This article‘ should clear up your doubts.

Phonics, as a part of the reading program, has had iis ups and downs. it has been highly regarded and it has been in disreputc. Once again it is gaining in favor among educatmis. Wlsether or not this fuvor will last dwends upon the degree to which it is made to func. tion—-as an aid to word recognition and thereby to reading success.

In the writer's opinion the rea- son that phonics teaching has pass- od through a period of disfavor is that isr too often such histruc- lion has not actually contributed to reading success. In some cases, children who were taught a word method scented to progress exact- ly as wcii as those who were taught the sounds oi.’ the letters.

some writers have been led tn say that phonetic instruction is needed by only a small percentage of chiidreii. This point oi view disregards the fact that, since our language is made up of an alpha- bet of sounds, phonetics — the science of the sounds of letters —ia used by all of us. In our alphabet each symbol represents a sound Combinations of sounds, not 1i letters, represent words of ideas, for examiple:

The speaker made a bow to the su- dienoe.

She wore a bright red bow on her h-alr.

ln one case, the combination 0- sounds represented by b-o-w con- veys the idea of bending the head. in the other case, it indicates a piece of ribbon folded and tied in the middlc. It is, therefore, the combination not oi letters. but of sounds. that represents an idea.

‘Ilc further clarify our thinking on ths subject, let us look a. little inure closely at the children whu are given no phonetic training. They rely oli other techniques of word recognition. and get along fairly well, with apparently no need for phonetic instruction. The writer observed such a case re- cently. A siirth-grade boy who read quite well, spelled minister, men- later; artist, artest; and mend, mind. it was discovered that ho pronounced men, min. Analysis showed that he could distinguish no difference between tit: sound‘of short c and shqrt i. Auditory train- ing had been delayed rather long.

Another case in point was ob- served in a third-grade class. The child was to read the sentence, "Yon-Si iv-as a. short little fellow." The child read. “Yan-si was a fat little fellow." In the picture, above the reading, the little boy was a stocky child who might. wcll have been called fat. The meaning a! the sentence was not seriously irri- paired. but the incident. showed al. loo clearly that here was a third grade child who was still relying on picture clucs. He ivas getting no help from initial-sound ciucs.

0n the other hand, some chii dren have had phonics thrust upon them in so distorted a way that the result ivas definitely detrimen- tiil. Such leaching has brought a- bout severc criticism. It is for this reason thiat. we teachers must be concerned about the method to be used. ‘ ’

ruosics as i-r liSlJD so as _ ' ~ rraconr

By way of comparison, let us see how this subject was taught some years ago and how it is taught now. As the miter remembers it, a very highly systematics“ method oi phonics was in vogue during her first years in school. it was beautifully planned and well exe- cuted. Each sound was introduced with I. stony. F‘ became known u what the angry cat said. M waa what the old moo cow said when she wanted to come home to her baby calf. A prolonged f-f-f plus an became fan. Likewise m-m-m -an was man. Much emphasis was given to word families-wt. ct. 0t» 1m. as—meaningless symbols to is little girl just learning to read.

l-low the consonant sounds, each with its mental image of an ani- msl or something, or the lists of families memorized. were used in attacking new words is vague ' in the writer's mind. It would seem that it was largely memory work. Certainly the purpose for which it was learned was so shrouded in

not conscious of it as a tool for un- locking» unfamiliar words.

, PIIONICS TODAY

Contrast “this with the type of instruction that led a c‘hild to say, “Do youknowgho-w to tell a new word? ‘Wail, you just look to sea how it begins and then you look all across it to see what other, ‘word it’ looks like. Then you read the sentence and if what you thinlt

. it is fits iii, wily/What's whit it ts."

80 states a little first-grade girl. Former. phonetic instruction had accomplished its purpose - func- tioning as a word-attack technique.

in the instruction which resulted in the little girl's explanation a- bove, phonograms were not. taught as such. No reference was made to word families. ltisiead the child was taught to use a substitution oi comparison technique. For ex- ample, let us say. that look; has been taught as a sight word. later the word book occurs. The child is aware of tho-sound T). It has been presented in ball. boy. big, and oth- er preprimer words. If the cldld needs help on the new word book. the teacher says. "ibis new word

is vary much like a word we knew."

ritsssivriuc saws in

story and pluy that the Ciliid was‘

t

teachers of the Charlottetown Ur- ban Locai. .

‘ MAK-E PHONICS FUNCTION Perhaps you questioiftiie value She then writes the wold look on

the blackboard and directly under itvbook.

To emphasize the aimlisrily oi endinas. she may say. "ram are other words that and like look and book. see whether you can pro- nounce them.“ She adds cook, took, and hook to the ltst. The child is learning the technique of oompari. son. Further practice may be giv- en by substituting new initial con- sonants in quick su ion, chang- ing the word from ook to took, to hook and back w look.

The purpose is to have the child learn to recognise s. word that .a like n familiar word. except for the initial consonant. by simply substituting the sound oi the new consonant for that of the familiar word. it was this comparison technique that. let the child to say, "You look all across it to see. what other word it looks like."

There is a striking difference in methods of introducing sounds. By the ear er method. sounds were introduced as single letters or phonogrsms. The sounds of the letters came first. Later they|were grouped to form words. By coli- trast. in current practice, words are taught first. In fact. authori- ties are agreed that the child should have a sight vocabulary of from seventy-five to one hundred words before any phonics is pra- ssnted. These sight words forin the basis for teaching the letter sounds.

For example. the sound oi M may be presented through the sight words mother, man, me 9i other words beginning with M that are known to the children. The teacher says, “I am thinking about a word that starts like mother." As she says mother shc writes it. on the blackboard, and the children suggest other words —m!. Mary, man. may. Each time the teacher writes down tho word The children apply their knowledge of the sound of M when an unio- miliar word such as mine is pre~ santed. It starts with the some let- ter as mother. so it sounds like the beginning of mother.

There is a vast difference be- tween the two procedures. In the first place. the two methods rcp- rcsent completely opposite proces- ses. The oldtime way was the pro- cess of synthesizing _ putting sounds together; The current way is the process of analysis .-taking apart the complete word.

The earlier reading program, described above, was built around a system of phonetics. 1n present- day practice the reading program is not built around phonics. Ra- ther, phonics is regarded as a phase oi the reading program and not as a system or method of reading instruction. It is ‘incident- al to tho reading program and is taught as one of a number of word-recognition techniques. Phon- ics- works hand in hand with vis- ual analysls. -

Another point oi difference rests in the fact that the earlier meth- od had little or no connection with context. In current practice, the child is taught from the first grade to use context both as a clue and as a check on all other clues. The child must arrive at the place where h expects - the word to "iit in," a ii rejects it i! it does not. All the time he is read- ing for meaning. His knowledge of initial sounds, his comparison tach- nlque. and his visual slnaiysis pro mereiylsuglgeotive. They are noth- ing more than clues to s familiar word (familiar to him orally) that fits the moaning.

In present-day teaching oi phon- lcs, tihwprograsn is more flexible than in former years. Certain ele- ments of phonics are anticipated for each year, but there ts no hard and-fast plan to be followed, no day-by-dsy lessons to be laid out. The teacher is somewhat of an op- portunist. Suppose the children are reading a story about Jack and Jean. She says to them. "Listen! The boys name and the girl's name start with the same sound. Du you" remember other words that start with the same sound as Jack and Jean‘! Yes, Jip. iump, Jane." Tho teacher writes the words on the blackboard. She says, "Do you see that these words all begin with the nine letter. too? They look aiib and they sound alike."

.The reader will notice that a distinction _ia mado between ' the terms letters and sounds. Emmett Albert» Betta. -in~hie Ibussdatielooi- Reading instruction (American Book Company) makes very olsar the. heed for this discrimination in terminology. It may be summarized thus: Sounds are heard; letters are the visible syinboh of the sounds. He Qifflhblilbl the fact that teachers should not confuse the children by using the terms in- terchingeabiy.

1t is important that ‘we look upon word-attack techniques.

whetherbated on phonetic or on

structural analysis, as suggestive. We need in get away from any idea that we re to teach the child to "soundcu " new words. Rare- ly. periwps never. will he meet what is really a now wordfior the most part, worm in reed- ars are words that’ are in the child's speaking vocabulary. u, in the one or aqnrticular. reader. this is not true, it is well to in- troduce the word into the child's speaking vocabulary -ao that it may be used fluently - before he meets it in print. "a

This maiils phonics easier to teach. it isJimpiy-helping s child to recognise known words when he sees them in print.’ A‘ child recognises hit ooat in the cloak- room, i-fa iosylneeq only to eotioe

that it is rod. He may, because oi other. red coats, need to ‘look farther for another clue, at the buttons perhaps. in any event, the

. coat is known to him. He merely

needs a clue to go by. if one clue doesn't help, he uscs another. Per- haps he uses several clues. With gaioshes the difference is not. s0 marked. l-le may have to have a clue pointed out to him or per- hops try them on to make sure that they fit.

This is a simple illustration, bu‘ the, application oi phonetic know- ledge can be’ just as simple. once the child has acquired the skill. Nothing more may be needed than the mental association of the init- ial letter and its sound to suggest o word that fits the meaning. it

On the board draw a large out- line map of Canada. ‘This may be painted on with tempera which does not rub off.

Mark the river systems on the map. Find source and into what bodies of water they ‘flow? .Arc they all o! equal importance? Wily" Does the fact that they i'lo\v in different directions and to differ- entbodies of water help us?

St. Lawrence-

Compare with others as to size, dept-h. hflight above sea. level. Name connecting ivalcrs, nearby lakes of importance. (Niplgon, Nip- iflfiind. simcoc.) Name important tzibuuries of the st. Lawrence. Discuss effect of the Great Lakes upon the climate oi Ontario. (They modify both winter and summer temperatures, hence the important fruit-growing districts here.) Find out if water fresh or salty. (Lake superior is the largest, coldest, and almost the deepest. fresh water lake in the world.) Find out for what,motiths the lakes are ice- bounrl. ilcebound vessels lic in the harbour from January until April. There are usually bad storms ai. the end oi the navigation season and freighter-s are lost. Whitefish Bay st the custom encl of Lake Superior is known as “the grave- yard oi ships" from the many wrecks there. Discuss what mod- cm devices today aid ships dur- ing stormy weather.

Mention some natural barriers which hindered navigation along this water routa-(lachine Rapids, NIQSBFB Fiilisysault Rapids.) Find out what man has done to over- come these barriers. (Pictures and maps of canals oi the 5t. Lawl rence.) Peterborough canals have largest hydraulic locks in the world. What is meant by "deepen- ing of the St. Lawrence?" (Be- cause of the fine system of canals,

One Jocks at the lovely picture with parted lips and hushed breath. And so great is art, that all who see it fell that some sweet influ- ence.

The artist. Jean Francois-utili- let, one of the greatest -Freuch painters of his time, ivus born at. Grevillc, France, in i814. l-lc ilv- ed all his life in a little ill-such village. He was not regarded as a great mun and died very poor. Francois Millet was no sooner dead than France knew that she had lost an illustrious son. Foreigners bought up his pictures at enormous prices. "The Angeius" was pur- chased in 1890 for the sum of M50000. Though the picture may not be Millers greatest work. it is great enough, had he painted no other. to place him among the most famous artists of tho modern world. '

Questions’ for Study

Look carefully at the picture and try to answer these questions.

l. Would you call the composi- tion of the picture simple or com- plex? ’ -

2. What details in the landscape do you observe in the picture?

3. What have the people been do- doing?

i. What implements of work do you see? I

5. Why have the man and woman dropped the fork and basket?

d. Why have they bowed their heads? »

7. As you study the picture. do you seem to hear the tolling oi the bell in the distant church tower across the fields? _ '

8. What feeling does the picture awaken in you?

l). To what. class oi people in France do the two in the picture belong?

“i0. Do you think they are good industrious people?

ll. Do'you think they are happy at home aft/or their day's work is done?

is. Do you tlinki it is honorable to work in the fields?

The pupils should now be ready to write the composition. .‘ ,

Not only can composition bc correlated wltlh art, but also with geography, history. nature study‘, and other subjects. For instance, after the class has been busy with the course oi the Mississippi, and has been dealing with the states in

THE EDUC.li,TIONAl. IIORAIZON

n viswaor isireausr sorcaciisiss u... am. oriisns ssniunc IMPROVEMENT IN nonunion ' l

may require comparison of phonet- ic elements. or perhaps analysis ‘la to structure. Like the gaioshes, some words have to be "tried on" to see whether they fit the mean- lug. Through one or' more clues, the child recognizes the word lo one he has heard and spoken. l‘. fits the meaning and he reads on with confidence. We must not lose sight oi the fact that phonit‘! ll only one oi a number of techniques for recognizing.

Finally, contrasting the results accomplished, it is important to note that when the current method is applied, the child is aware oi what lie is doing. Learning is motivated by purpose. Immediate application is made of the know- ledge acquired.

ENTERPRISE-THE WATERWAYS OF CANADA

waierivuy to the western end of Lake superior. However, even larg- er ships could make use oi this route if about thirty miles between Prescott and Montreal were deep- ened. This would make it possible for ships to proceed up the St. Lawrem-e ivithout having to un- lontl into iurgcr occaii-goiiti; ships. kt Montreal. Who owns the Great Lakes? iBy the Boundary Waters Treaty of i909, the waters were guaranteed free and open to the inhabitants oi both countries o! United States and Canada on equal terms.

Importance oi-the route to Unit- efstates and Canada. (aid to lumbering, fishing, mining, hydro- electric power. vast importance to shipping.) List cities along the shore on both Canadian and American sides-Find out why eacii is important. Is there importance directly connected with this water- way? (The storage elevators at. Fort William and Montreal her- bour owe their importance to this waterway just as the eiirly fur- trading posts and-settlements did. Find out the value of shipping carried over this waterway in one year. List wihat you think outgo- ing ships would carry.

‘tourist Attraction. Falls, ‘Thousand Islands.)

Activities-

l. A trip from your home to Fort William, naming, waters, can- als. etc. through which you would pass, also name cities and inter- esting sites.

2. Ii someone in class has had the trip, have him tell about the interesting things he saw or did.

3. Discussion or debate-“Rlesolv- ed that the opening up of the north will greatly lessen the value of the Great Lakes to Canada."

4. Read a poem about a river.

(Niagara

the Mississippi Valley, their pro- CORRECTION

correction of composi- tions. the ache should be sparing in the lie oi red ink, His criti- cisms shou d be constructive rathe- thsn destructive. Only the best es- says shouid be read. and read prc~ (ersbly by the writers.

Class‘ discussion oi compositions when not ‘allowed to go to ax- tremes, is interesting and helpful. Adopt a certain system in the cor- recting of compositions. One should aim at one time almost exclusively». at eradicating a certain group oi