(i This column 1| ducted by federation Committee in charge:

i ATTENTION! TE

ACI-I

.3 Vor the past two years the Can- l dlan Teachers’ Ilederntion Pub- lcity Department has sent bulletins ; to each provincial organization for ~ distribution among the teachers. , é» This Department is in close touch . a with the Statistical Department at » Ottawa and has ready access to up- , tc-date material on world condi- tions in respect to education, and ireceives from time to time each

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, year, reports from the various prov- de ‘b10121 iorgranizatitzéisd Ehemmilwtagt; linen s a minis re y e s e51‘; capable and energetic man at the "disposal of this vast teacher 01'- f0 ganlzation. Hence any information . ‘contained 1n these bulletins may ‘( ‘be re‘ted upon as being authentic . and should be of especial interest ‘W to all our citizens, particularly _ those studying our educational pro- J jblems. For tlglis reasgnn ‘we stall summarize iese u e ns - ginning with the flrst-"A Skin- flint Wage for Teachers" which

i was issuedrearly laist {for k Wit1 re erelice o 1e repor. on

Canagiai: geacherst’ Silalrgiesf pre- sente a 1e Mon rea on erence

' In 1939 the bulletin states:

l “The conditions revealed by that port were tsotdlsglrazzefgl, and‘ so luntly set or h. t a t e con er-

, nice resolved to take prompt and

vigorous measures. For one thing it was decided that every Canadian

Iteacher must know where we stand

lamong civilized nations and an ex-

penditure up to $500. was voted to

__*; lie Publicity Department. for that - ilrnose

p The comparative figures ln Table

i A of the salary Report are very re- vcaling:

(Exact figures are not available

, for Quebec. Saskatchewan Teach-

(‘l It's were seriously affected in the

_ drought area ) ' ‘ Teachers receiving from $300 to W J00 (1938): P F} I. ~ ‘ilk-ll 4 per rent. N. S. 147-43 per rent. N F lM--3.7 per cent. Ont. 7fi-.35 per rent. Man, 45mm pfif cent. Srlsk. - 260-35 per cent. Allan-—O.

B C.—~0.

Teachers receiving from $400-

too 1193B).

PEI. 316-47.‘! per cent.

N. 3., 786-232 per cent.

N. 8., -'767—-22.4 per cent.

0nt.,--2l4—.98 per cent,

Man. 485-118 per cent. l

5 . 2079-283 per cent. ' A.ta., —O.

B. C.—0.

Teachers receiving from $500 v0

I600 (1938)

, P. E. I. 115-17.: per cent. ‘ N. s.—779—22.9 per cent. N. B.. ~594—2l.2 per cent. Ont., —l071-—4.9 per cent.

_Man.—994—-24.2 per cent. Sask., —2035--27.7 per cent

m.

- Hlta, -2l—.35 per cent. e1 B. c..-o. Teachers receiving from $600 to Q70!) (1938):

P. E. I.-6’1—10.l per cent.

N. S.-366-9.9 per cent, =N. B.—253—9 per cent.

' oht.,-a4sc-i5.(l per cent.

Man.,—484—l1.’f per cent.

Sask.,—101l—l3.’1 per cent. ' (Altas-(Kfl-IO 4 per cent. ‘

B. C.—0.

B. C. —O.

Teachers receiving from $700- 380!) (1938):

P. E. I.-34—5 2 per cent.

N. S..—240-'1 per cent.

N. B..—212-'1.5 per cent 0nt..-—2286—12.4 pel- cent.

Marl —310—’1.5 per cent.

Sask —45l-6.1 per cent.

Alta... 1253-21 3 per cent.

B. C.—348 9 per cent. Per cent of teachers I800 or over (1938):

P. E. I.-—8.4 per cent. N. S.—32.7 per cent. N. B. . , Ont-GSA per cent. Man.-447 per cent. Sack-M"! per cent. Alias-GB per cent. B. C.—9l per cent.

ae..ar-s. ssseauacars: use

receiving

ENG

The following passa es a eare 1n the Entrance EXB-fgllflfltilzieis f0? 1936 and 1939.

As his men were completely r115. Wurfllled. though Columbus himself (was still hopeful. he gave them his solemn promise that he would com. ply ivith their request prqvjdgd tliev would obey his command for three days ionizer. and. if during that time land was not discovered, he would direct his course toward spam.

(a) Though my passion for music did not show itself until a number of years had elapsed. I believe lt 1s lo her that l am indebted for it.

(b) when the shepherd and his family who tenanted the h0g5; were petied for their sufferings . from the exposure. they said that upon the whole they were less in- 1 convenleliced by coughs and colds than when they had lived by the Iii-cam of a snug neighboring valley

(0)) It. came to me now that beauty was the thread of flame which. if 1 kept steadily hold of it, would lead me back whence I came.

ANALYSES:

1. As his men were completely discouraged —Adverb Clause of Reason. modifying "gave"; though Columbus himself was still hope- iul —Adverb Clause of Concession, modifying “were discouraged"; he

ave them his solemn promise — grinclpal Clause; that he would comply with their re uest ~Noun clause in Apposit on with "pr0mlse“; provided they would obey his commands for three days longer -Adverb clause of Condi- tion. modifying “would comply"; he would direct his course towards Spain -—Co-ordinate Noun 0181158 In Ap osltlon with "promise" — And l during that time land was not discovered -Adver'b Clallle Of COtIIGItIOTI. modifying would dir- cc ."

(g) Though my lon I01‘ music. did not show ltsel --Advei'b Clause

of ooncessl -rr, modifying “believfllei a

ldllisr MacFadyen. Dan MacDonald, and Harold Lawton. _lontr1butions which should be addressed to H. Lawton, Charlottetown.

THE ED UCA TIONALATO-RIZON

-—A SA TURDA Y FEA TURE'—-

PRESENTING NEWS AND VIEWS OF INTEREST T0 TEACHERS AND ALL OTHERS SEEKING

IMPROVEMENT IN EDUCATION

the Prince Edward Island Teachers Ralph MacLcan, Zilplia Llnklettcr We welcome

ERS AND PUBLIC.

The present. minimum salary for Saskatchewan 1s $100. and for A1- berta $840. since 1938 the salaries of teachers in Nova scotia have in- creased considerably. There has been an upward trend ln Salaries in New Brunswick. Ontario and British Columbia. Taking into cun- sideration the l3 additional teach-

ers in P I since 1938 (some of whom are Ill higher salary brackets) the salaries of the 662

teachers now tflkilli! U19 11111695 0f those teaching in 1938 may be said [u have decreased since 1938 by about $10,000 or an average de- crease of $15.

Now let us look at it in another way. suppose the Government im- p‘ements the MacMlllan recom- mendations re salary. The average salary of teachers on P. E 1. would them be about $700. A comparison will show that 39 oer vent 0f ti)" teachers iii Nova Scotla, 36 Der cent of the teachers in New Brunswick 7s per cent of the teachers in Or.- tarlp. 50 per cent of the teachers in Manitoba, 100 per cent of the teachers in Saskatchewan. Alberta and British Columbia would still be getting as much or more than the average paid all our teachers So are we asking for too much in our salary Brief?

wc quote further from the Bul- leti

n “The Prince Edward Island 131°" ture looks bad enough, but the true picture ls probably worse. In that charming island of the Gulf. the department pilts out an Annual Re- port in which every teacher 1S listed by name, and his total carn- iiigs (less district supplement) stat- ed. whether to shame or reassure the taxpayer we leave you to guess. “It is of course, the rural areas of Canada which suffer most from the inferior discontinuance and immature educational service which 1s the mn=t that siravatlon wages can buv-" _

Number nf Rural Teachers paid less than $500 in 1937 (with per cent of all teachers)

P. E I ~-.149--53 oer rent-

N 5-957-29 per cent.

N. B —901—33 per vent-

Ont.—84-—.29 per cent.

Man—809-l9 per cent.

Sask—2535-—34 per cent.

Alta-o per cent.

B. C.—0 per cent.

The Bulletin concludes:

"Let. us reject at once any thought that the national emer- gency must silence ollr protest against things as they are. Do you remember what happened in Eng- land at the conclusion of the last World war; how the Right Honor- able H. A. L. Fisher introduced into the British Parliament a pro- gramme of educational progress which simply staggered the post- war financiers by its demands? True, the bulk of the programme was “dltched" for a time, but it gave expression to an almost tcrrl- fying war-time discovery that the British military effort was being undermined by a shortage of train- ed intelligence for officers‘ duties, and by an excess of “c 3" physique among the manhood reserves. The chickens of a haphazard. impover- ished educational service had come home to roost. Out of that war fright came one important thing, a dignified and adequate scale of teachers salaries known as the Burnhain Scale.

"Surely the point is clear. The poverty and weakness of Canadafls educational service (as exemplified in the fact that Canada has the poorest-paid teachers in the Brit- ish Empire) ls a part of the na. tlonal danger and the national em- "Bfhcy. In modern warfare a semi- illiterate people is under heavy handicaps n is (he right and duty cf the Canadian Teachers Federa- tion to shout its warning before it lava? late."

ere. then. does Prince mind flt. educationally? Edward

J- R. MacDONALII. Gen-Sec, P. )3}. I '1‘ F

LISH

that l am indebted for it "Noun clause, Real subject of “ls."

(b) When the shepherd and his family were pltied for their suffer- ings from the exposure -Adverb Clause of Time, modifying “sald"; who tenanted the house --Ad_lectlve Clause, modifying "shepherd"; they said -Prlncipal Clause; that upon the whole they were less incon- venienced by coughs and colds — Noun clause, ob,|ect of "said”; than (they had been inconvenienced) — Adverb Clause of mtfilfylnz "were less inconvenienc- ed ; when they had lived by the stream of a snug neighboring valley -Adverb Clause of Time. modify- ing "had been inconvenienced".

(c) It came to me now —Prin- clpal Clause; that beauty was the thread of flame -Noun Clause,

Real Subject of "came"; which would lead me back -—Adjectlve Clause. modifying "thread"; if I

kept steadily hold of it —Adverb

lause of Condition, modifying "would lead"; whence I came —Ad- verb Clause of Place, modifying "would lead.”

Question: (a) -In three col- umns headed respectlvely, noun, verb, adjective, write the other two words corresponding to the fol- lowing, —broad, high, blacken, noble, beautiful. guile.

(b) Write three complex sent- ences one of which contains a noun clause. one an adjective, the third and adverb clause, each in- troduced by the word "when.”

Answer: (a)

Noun Verb Adjective breadth broaden broad height heighten high blackness blacker: black nobility ennoble noble beauty beautify beautiful gnlle beguile guilef

ul (b) f shall be glad to know when you will return. Ten o'clock is the hour when we must depart. He remained silent when he heard that. Question: Write notes of not more than two lines on the use or function of each

elapse odlfylng "did show?’ I believe - grincipel clauser it is to her—

39mg (m, object. of "believe";

of the words in black tYPB lll 111B followlnn‘ -» v

Comparison, '

(a) He hu the prize which be has long sought. ‘

(b) The youth of the land re- gretted that Keats dlecl in youth.

(c) As the sea was breaking on the rocks, it was breaking the ship to pieces.

(d) The teacher will tell you that a man's will often makes him say "l will go." when he ought to say “l shall go."

(c) He was singing while I was there.

(f) Sour milk does not always look sour.

(g) With all liis faults he ls not bars to put up with.

( )

if the child ate more, he could walk more. Answer:

(a) “Has" is a notional transitive verb “Has" is equivalent. to “pos- scsses."

(b) “Youtli" is a collective noun: "Youth? iii the second case, is an "abstract noun."

(c) Was breaking ls a notional. intransitive verb: in the second case. "was breaking" is notional, transitive verb.

(d) “Will" ls an auxiliary verb. hoping “tcll" to express simple Illtllflt)‘; "Ill a man's will." "will" is a noun: and. in “I will go." “w'ill" is a notional verb. expressing deter- uiiiiation

(e) "was" is all auxiliary verb. used with present participle to‘ (orni the past imperfect tense; “was" is a notional, intransitive verb

(f) “Soili” is an adjective modi- lying "milk' “solir." in "look sour." is a predicate adjective -Comple- nlent of “look."

By Charles A. Murray, South Devon N. B.

Those engaged in educational work are likely to show partiality towards favorite subjects. and are seldom able to agree among them- selves as to the relative values of the vazious courses that make up the curriculum. But, it is certain that. all are agreed upon the aim or purpose of the school: namely, equip the student with the power to think for himself, and to give him some general knowledge of the world in which he will take a part No sublect. is hatter suited to the furthering of this end than the slildy of Geography.

Geography Ls largely n deductive science. For example we -deal with the Structure, Location. Climate. Resources, Depelopment of Indus- tries, Social Life, Political Organi- zation and Power of a People and‘ in this way Geography forms the basis for the Social Sciences.

In the process of teaching Cleo- grapliy, it ls essential to create a spirit of appreciation and interest within the student. If the teacher fails to obtain this interest, the student more or less assumes the attitude that he must learn the subject only to nass. and as a re- sillt. there 1s little if any retention of the subject. Whereas, if the ma- terlal has been arranged and pre- sented to interest the student, he will doubtless remember what he has assimilated, and this will have a stimulating effect in later years.

There are several methods which 0B" be BmPIOYQd to obtain class in- terest and apprecatlon, This res-s entirely with the teacher. who must be well informed on the sublec. to be taught and in addition must have acquired experience and in- formation in advance of the w“. book.

Such information may be pr;- quired by means of travel, reading Sevgfnphlcal periodicals, such as, Education Pictorial. Geographic Magazines, Railway pamphlets, and so on. (Periodicals may be obtained "Om William Dawson Company of Toronto. The Dominion Govern- ment at Ottawa will also firnish free to teachers information about Canada. One of the mos; helpful of these booklets is "A Canadian Atlas."

Colored relief mans drawn on the board by the students are excellent aids in teaching industries. races and density of population. An aid w drawing maps Ls for each stu- dent. to have a silt-out mavrfgf cardboard which can be used ro

THE _ CI-IAIQLQTTETOWN GUARDIAN

(g) "With" is s preposition, show- ing the relation beween "faults" and "he"; “w1th" seems w be art of the verb phrase "to put. up wllth."

(h) “More" is an adjective used as an noun: "more" is an adverb modlf lflg “often" understood. Ques on:

State definitely what part or function each phrase (or word) in- closed in brackets performs 1n these sentences: 1. Hts friends (were) (of great assistances). 2. 1 wish (to post) my letter. 3. Their hats (were) (on the ground). 4. The windows (were) broken by the storm. 5. Some (time) previously the boys (were) playing football (in the park). 6. Once upon a time lgiimes (for girls) seemed (unlady-

e)

Answer:

1 (Were) ls a relation or copula verb showing the relation between the adjective phrase (of great as- sistance.) whic is used as the com- plement of (were), and "friend."

2 (to post) is an infinitive used as an noun —object. of "wish."

3. (were) ls a notional, intransi- tive verb; (on the round) ls an adverblal phrase, modifying (were).

(4) (were) is an auxiliary verb, used with the past participle "broken" to form the past imper- fect tense

5. (time) ls a noun object of the preposition "at" understood -“at some time." »

(were) is an auxlllaiy verb

(in the park) is an adverb phrase.

6. (for girls) is an adjective phrase.

(unladyllkc) ls an adjective —- complement of "seemed."

THE TEACHING OF GEOGRAPHY

trace the outline of the country.

There should be a period once a day for Current Geography, especi- ally to-day in view of the many places concerned in the present conflict, Local Geography is an im- purvalil. item to b: cullsloureu. Each student should be familiar with his own locality and should be able to give directions quickly and easily when required.

In testing we have first the Ob- jective type and second the Essay type. The first is useful for a quick check up of p.ogress, but by its lia- ture is necessarily factual. The assay type snows more clearly the extent of organlzalion and bread- eth of grasp which has been ac- quired by tne student. It iius its limitations in the tact that the number of items to be required must be considerably limited and extra tmie needed for writing re. duces the time available for thought. Therefore to obtain the maximum efficiency f.om a class, both types of test should be useii.

Sources of Helpful Information: Travels of a. Wild Oat, Quaker- Oats Co., Saskatchewan; story of Twine, The International Harvester 00., Hamilton, 0nt.; Story of Cocoa and Chocolate, Fry-Cadbury, Ltd., .Montrcal; Jlomance and Drama of Rubber. Firestone Com- pany N. Y.

EUROPEAN SCHOLARS IN THE UNITED STATES

“The New School for Social Re- search in New York City has al- ready, through its University in Exile provided teaching posts for 60 dist ngulshed European refugee scholars. Dr. Alvin Johnson, direc- tor of the New School, announced that the Rockefeller Foundation, the Carnegie Corporation and other philanthropic institutions had con- tributed $500,000 to a special fund for rescuing at least 100 famous European men of learning. The fund will pay their expenses to the United States, find them positions in American universities, and in many cases pay their salaxies. Though the main motives were humanitarian. Dr. Johnson stress- ed the practlcal side or the ven- tule. The presence of Europe's most brilliant scholars and scien- tists 1n America, he said. might well start off ‘a cultural and artis- tic renaissance.’ In addition, he predicted that the scientific skills of many of them would prove in- valuable to the national defence programme."

DEFINITIONS IN GEOGRAPHY

FOSSIL-S are animals and plants, or any traces of animals and plants, of prehistoric times em- bedded or preserved 1n a rock de- posit or in caves.

CONTINENTAL SHELF is a belt of shallow water around a contin- ent where the sea bottom slopes gently from the shore line.

Arvrmrsn WELLS are wells bored to reach underground water which either rises by pressure or is pumped to the surface. Such wells may be as much as 5000 feet

deep,

ATMOSPHERE is the air sill‘- rounding the earth. It. is composed mainly of a mixture of the gases. nitrogen and oxygen.

AVALANCHE a mass of SHOW- usually mixed with ice, soil and stones, sliding at great speed down a mountain often causing much damage to villages and forests.

Axis is the imaginary line join- ing the north and south poles and passing through the centre.

BANTER. is the name applied to various tribes of Negroec. 0111M among whom are Kafflrs and Zu- lus, living in that part of Africa lvlng south of 5 deBfees north 0f the enuator.

BAR (of river) is a bank of sand. gravel or sllt deposited at. the mouth of a river where its cunent is checked by the sea and forming a hindrance to Navigation.

BAsIN (river) is the area of land drained by a river nnd lie tributaries.

BEDOUIN is s, certain Arab tribe who lead a nomadic life in the deserts of Arabia and North Africa.

Orange Free State BO which, when the tide b21110!

BLACK EARTH is a darl: colour- ed. fertile soil covering part-S,‘ 0g southern Russia, 1111113113’ '4‘ Romania on which large crops of wheat and maize are Krill")- BOERS were originally Dutch colonists of south Africa engaged in agriculture and cattle farming,

now more widely the whole Dutch population of south Africa. est"!!-

m and the

y of the 'I‘ransvall tidal wave to flow, rushes up the narrowlns u‘ tuarles of certain rfvers espeually during spring tides. It is well seen in the rivers, Severn. ‘rrent, seine Gnnges, Yangtze, Amamn and Bay

is a deep

of Fundy.

seams TIDES are tides which occur at new or full moon W118i) the sun and moon are in a straight line with the earth. at- whlch time the tide rises higher and htvl-ier. NEAP TIDEB occur between new and full moon when the sun and the earth are at right angles as to their direction from the earth (it