JANUARY 4, 1950

THE GUARDIAN,

CHARLOTTETOWN

be

7 HE EDUCA UONAL h QRIZQN E ‘ s PRES NTING NEWS AND VIEWS 0F INTEREST To TEACHERS AND ALL OTHERS SEEKING IMPROVEMENT IN EDUCATION THE WORLn-s LARGBT ‘FEUEIOFE - ongly, tthirikgzig tltieyu can‘ gise hegdh pergiltexed problems. wi ousaera a. eoy an i s d ‘thbad- Mam‘ Puomu Gm""wr7 “V. 1e“ M" h“ eye ‘M Mid ' sees his father living cheerfully ly-donlensfobs utrlizfln havewl to

yup its great dome open to the fly. The home of the world's larg- got telescope is on Palomar Moun- gin in San Jacinta range in Southern California. ln November, 1947, the 200 inch mirror, which is the life of the telescope, was sale-

transported from Pasadena to

e tap of Palomar. The ZOO-inch telescope is a triumph not only of pcientific genius, but of engineer- 111g skill and precision. This col- qssal artificial eye gat-hens 1,000,- 800 times as muoh light as a single human eye. The second largest telescope is the 100 inch telescope g1 Mount Wilson, California. As long ago as 1590. the principle of a douible microscope had been

llzed. The idea came to two boh spectacle-makers, Johann and Zacharlus Janssen.

They received the first IOII [mm their children. who happen- ed to be playing with some lenses. They were holding the lenses up to look through the-m at various objects, when one placed a con-

convex lens some distance arway in the same line. Suddenly he cried that the vane of the church spire had come nearer. His father came out and found that by looking through the lenses as his son was doing he saw the vane greatly magnified and brought very near him. The spectacle-maker fixed the glasses on a board, and thus made the first telescope, which he presented to Prince Maurice of Nassau. Galileo. hearing of it, made a telescope with the lenses fitted into the ends of a piece of organ pipe. It magnified only three-fold, but Galileo kept. working until he had made a tel- escope that magnified 32 times. Through it he discovered the mountains of the moon, the earth- shine on the moon. and four of Jupiter's moons. His telescopes were in great demand all over Europe. Today the double micro- jcope is one of the most efficient and perfect instruments in the world.

SHORT RULES lIN AR-ITHMETIC ,

liow to find the number of com- rnon brick in a wall. Multiply the length of the wall in feet by the height in feet. and that by its thickness in feet, and then mult- bly that result by l6, and the

product will be the number of bricks in the wall. llow to find the number of

mingle! required for a roof — Multiply the length of the roof by twice the length of one rafter, and multiply the result by 8 if the ghinglcs an!‘ to be exposed 4 l-2, or by 7 if the shingles are to be pqposcd 5 inches to the weather. and you will have the number of ptiingles required.

’l‘o find the number of tons in l mow. Multiply the length of the ‘now in feet by the width in feet,

PRINCIPLE OF

A leader in a democracy must first of all be intelligent to the degree of being able to master the fbrces of contemporary society and be able to direct them tow- ards the desired goals of that so- eioty. l-lc must possess outstanding qualities of character and integ- rity, because in his capacity of representation he is working not for self alone but for many thou- sands of other citizens, Youth are hero worshippers. lf leaders do not set right patterns. cynicism follows in youth. A leader, there- fore, cannot be a merr- follower of the opinion of the masses. but he xrrust assume the responsibility for

and that by the height in fact and divide the result by 400 irf the hay is well settled (or by 500 for new hay), and you have the number of tons in the mow.

How to find the contents of bar- rels and casks. —Add the diam- eters at the bung and head in inches, and divide the sum by two, and the result will be the average diameter. Now multiply this result by itself and multiply the prod- uct by the length of the barrel or cask in inches. Multiply this re- suit again by 34, and cut off the four right hand figures. and you will have the number n1 gallons.

With an apple’! One rural com- munity boasts the following traf- fic sign: “Go slow. Bcyvarc school children crossing here. Wait‘ for the teacher.

LEADERSHIP

the creation of the right opinions of the masses and help them to make the right choice. A funda- mental facior in the training of youth for democratic citizenship grows out of the principle of the freedom of thought and expres- sion. That technique should be de- veloped in school. indoctrination and object obedience leads to stag-

nation, moral stultification and tyranny. Freedom of thought guarantees

right of opposition and the right o-f minority opinion, tlic right of the majority to rule. It is the duly of the minority to obey so l0ll§Z|HS their rights of opposition are rec- ognized.

EDUCATION WEEK

At the invitation of the Cana- lian Teachers’ Federation repre- Qentatives of a number of national

ganizations interested in educa- gbn met in Ottawa, Oct. l2 to plan ifor the observance of Canadian Education Week. March 5-11. i950.

Since 1085 the Canadian Teach- ers’ Federation has promoted and directed this special project to focus attention on education. The

rpose of Education Week is to

elp parents learn more about modern school practices, to en- pure a better understanding of the aims and needs of education and b cmphasize to the public that modern education is not confined the school. but it is a continu-

g process in which we all have prsponslbilitles.

It was agreed that Education Week, i950. would be sponsored hintly by:—-

Canadian Teachers‘ Federation

Canadian Federation of Home and School

Canadian School Trustees As- sociation

National Council of Women

Canadian Legion

Canadian Manufacturers‘ As- sociaiion

Canadian Chamber of Commerce

Trades and Labour Congress of Canada

Canadian Congress of Labour

Canadian Federation of Agri- culture.

The general theme is Education —Everybody's Business with the daily topics as follows-

Sunday, March 5-'l‘he Church

Monday, March 8--Thc Home.

Tuesday. March 7—The School

Wednesday, March 8-—The Farm

Thursday, March 9 -- Industry and Commerce

Friday, March lit-Labour

Saturday. March ll -— The Com- munity.

STARTING RIGHT

"It takes a hundred years to ceow an oak tree, and only a few eks to grow a squash. But who Mould want to be a squash?" A n in steady, patient growth Qontinuing through the years, and producing at length a manhood h" womanhood which can with- fland the heat and cold and the Winds of adversity; giving shelter in weaker things. enriching the world with strong enduring deeds, and making the world more beauti- ful while it lives. How to strike deep. strong roots so that we may as the oak. "There is always

at the tom" It is simply l tement of the bare fact that ere are in the world a vast num-

cr of people who can do an easy

7

tin rolling liilh will

week, curves and all. boosted unexrwfil

job badly, a smaller but still num- erous group who can do an easy job well, and a very small numibcr who can do a hard job QXECHEXH- ly. How should a child at school prevpare himself for the upper groups! By practicing doing hard jobs well until he can <10 lhfim excellently "We build the ladder by which we rise." No matter how rich we may be born, no matter how fine a farm or how big a business Dad may have wait- ing for us to manage, we shall have to climb to success and hap- piness in life. Perhaps the coni- monest mistakcs that young peo- ple make in starting life are: first. thinking that they can rise on the ladder Dad has built. and sec-

:KIDDING

Joespgailhcrosdway-syieentlrelyeleareaeeotlnlowsavl‘

I953!!!" QIQIIIU-

from day to day, apparently never rushed. spending a good deal of time on things that seem easy and even idle; and the boy thinks to himself, “Dad's job is I snap!" He forgets that in the years gone by Dad was building his ladder, a ladder made of industrious habits, training in using his head, train- ing in doing a job so well that it would not have to be done again. That is why Dad's jobs seems so easy. But if the boy thinks he can take over Dad's job without build- ing his own ladder, he is woefully mistaken. He will soon find him- self tired and discouraged. his

‘The brain is the most important part of the human system, and if we would have it perform its functions well we must carefully attend to the following rules:

l. Have pure thoughts. and en- nobling ideals. 2. l-lave regular systematic work. 3. Have regular change of occupation. Younger children should change at shorter intervals. 4. Have a sound mind in a sound body. 5. Avoid 10m!

The earliest schools in England were presided over by monks in the monasteries, where boys and young men were trained as priests or monks; there were such schools at Canterbury and York in the seventh and eighth centuries. The Normans were great builders of churches and cathedrals; connect- ed with these churches were choir schools, to which promising child- ren were sent to be trained by the monks and clergy. The teaching was mostly based on Latin, and the greater part of the learning was from memory.

Gloucester Hall (now Worcester College), Oxford, was founded in 1283 as a residence for thirteen

monks, to be chosen out of the brotherhood at Gloucester and sent to study at Oxford: the

building was extended in 1298 to receive more students, and parts of this’ building still remain. The Universities of Oxford and Cam- bridge were founded as centres to promote learning in the thirteenth century. and in the reign of Ed- ward Ill Oxford was the most famous seat of learning in Europe. But up to the beginning of the siizteenih century, when in the reign of Henry VllI the monas- tcrics were closed. most of the education of the ordinary people was given by the monks and clergy so only a very small proportion of the people had any book learning at all. For the first I400 years it was rare for oven a king. or a nobleman, in England to be able tn do more than sign his own name: the clergy was the only general clas of people who could read and write. which in a meas- ure accounted for their power and influence. John Colet. an earn. est divine and preacher of the. new Learning of the Reformation; educated at Oxford University and a noted educationist, refound- ed and endowed St. Paul's School. which was completed in i512; the Company of Mcrcers were the trustees. which was the first in- stance of managers who were not BIETZK When Henry suppressed tlie monasteries many of the old schools ivere disbanded. so Ed. ward VT had eighteen Grammar

H" l-‘Ollntry. and gradually more schools were erected. chiefly by the merchants. Latin wag gflll the principal subject of inst-mm. tion.

Little had been done for the education of the children of the poorer people for several years later. but now the Church of Eng- land and other religious bodies carried on the education of the people. The Government assist- ed fhcsc religious societies in lR-‘lfl by m-ikinc grants of money for the education of children. but still during tlic first hal-f of the nine-

Anton Carlson, eminent physi- olo gist, speaks out for sound health teaching in our schools.

Reported by Julia P. Hannon.

staff writer. Connecticut Teacher.

Starving with elem hsndsf

If you want to waste a few minutes each day on toothbrush dirill — materials supplied free by the Tldyteeth Toothbrush Cem- pany -— it's all right with Anton Carlson. The toothbrush is a modern gadget that probably donut do any ham-i. he says. But Lf you're really concerned about Joey's health. you'd better do something about his diet, and to Dr. Carlson that doesn't mean telling Joey to run down to the corner drugstore for a hottlc of Kine-All Vitamin Pills.

Anim J. Carlson is a frosty- his

schools built in different parts of "

TOOTIIBRUSHES .

patched up or done over again. lf you want to rise to prosperity and happiness in the world you must build the ladder by which to rise, and your school training is your chance. We as teachers must re- member we are training children not merely to fit nicely and polite- ly into the school system and to do you credit by their examina- tion marks; we are training them for useful and competent living in the world. The teaching of history and the rest are going to enrich the pupil's life years from now, if we keep thinking of his life's needs while we teach

HYGIENE

more sleep than boys. Brain work- ers more than labourers. 'l. Choose those subjects which are beat adapted to brain development and take the work up in logical order. information is not everything. 8. Lack of mental exercise causes the brain to become weak and worthless. 9. Do riot halbituallv use narcotics to deaden pain. Seek the cause and apply the remedy. l0. Avoid all alcoholic beverages

hours, over-work, and worry. fl. and tobacco. ll. Have plenty of Avoid late hours. Have enough good sunlight and reflect the light sleep. Children require more in pleasant books and pleasant sleep than adults. Girls require words.

EDUCATION

teenth century not one-quarter of

the boys and girls in England

were taught to read and write. lGravel Lane Charity School. con- nected with and under a part of

John Bunyan's meeting-house, was

founded in 1687. This early ,Charity school was still carrying

on its work in i819. Mr. W. G. iForster, who in 1870 brought into gParliament the Elementary Educa- ition Act. by which all children were enabled to attend school. and Board Schools were built where required throughout the country. Fees were charged for a time, but by the act of 190i iri- struction in public elementary schools was given without the pay- merit orf any foes. E.G.S.L.

The old familiar schoolroom blackboard is on its way out. ln- stead, there'll be green boards and yellow chalk because they are easier on the eyes and easier to

see.

Fill in the blanks in the fol- lowing sentences: l, James I be- lieved in the ——- of KinBS- Z» The country gentlemen who re- fused to pay shlpmoney was -—-. 3. Cromwellfls soldiers were call- ed ——. 4. When Charles I en- tered the House of Commons the members shouted ——. 5. Hamp- den was killed at the battle of ——- 8. When wealthy Englishmen were compelled to loan money to the King it was known as a ——. ‘l. When Charles I asked Parlia- ment for money the-v drew up the famous ——. H. The ‘Parliament that lasted only three weeks is known as the ——. 9. When Char- lea l tried to arrest certain mem- bers of Parliament in the Com- mons he found they had fled to the -—-. l0. The father of Charles was ——. ll. The military leader mainly responsible for the defeat of Charles I was l2. In the Civil War the city of London in general favoured the side of

THINGS TO REMEMBER ABOUT PARTICIPLES

l. A participle cannot serve as ‘verb without a helping verb to accompany it.

2. A participle may he used ‘alone. without s helping vertb. as In modifier of a noun or pronoun

He worked hard. hoping to win ithe prize.

' S. When a participle phrase lcmnes first in a sentence. a

‘comma ls usually placed after it. I 4. Partloiples may be used in both the present and ‘perfect tense, and the active and mssivs voice.

5. Since participles are made I from venbs. they may be followed ‘by all the constructions that fol- llow venbw-obiects. complements

and sdyci-bial modifiers.

. OR HEALTH?

physiology for more than 50 years. He's professor emeritus at the University of Chicago. "Retired nine years ago from nothing but my salary." he says.

We May Starve as We lat

Professor Carlson can be toler- ant about toothbrushes, but riot

Take a HOT MUSTARD BATH

Diuolu: Z or 3 tablespoonful! of mustard in a little cold water and pour ininro your hm bath. After rhe bath... a brisk rub~down...then oil

to bed Ior a good night's sleep.

about what schoolteacherl are not doing for the health of the American people. He blames edu- catoi-s for much of the nation's present sad state of health —acute malnutrition on three square meals a day..

When Dr. Carlson talks health education. he isn't talking about clean-hands contests, or seminars on sex education, or anti-alcohol- ism campaigns, or first-aid courses. He's talking about the study of the nutritional welfare of man. He claims that's the most irri- portant aspect of health educa- tion — and still the most neg- lected.

Studies of family diets in the United States show that about 100 million Americans may be liv- ing. or dying, on inadequate diets. If this is true. why? Partly, Dr. Carlson

eausr:

l. We are snobs about our food. For instance, we demand "pure, white" bread: therefore we "puri- fy" our flour and shunt the most valuable part of the grain into the mouths of chickens, cattle. and hogs.

2. We have to proces much of our food for storage. and some food values are diminished un- avoidably by processing.

3. We reach too often for l candy bar and not often enough for a raw apple.

4. But when we reach for a raw iPDle we demand one without a worm in it, so we spray our 5p- ple trees with poison. There's a question whether the worm wouldn't be a better addition to our diet.

‘5. Our ingemious chemists have discovered how to take cal-Lain elements out of our natural foods. Now they are busy discovering how to put them back in again; it might be just as V0011 if they left them right there in the first place.

The scientist's knowledge of the relationship of foods to a healthy body has increased enormously in the last 50 years. but this knowl- edge hasn't seeped through very effectively to the Man on the Street.

We could still cat right if WP Americans weren't so ignorant of what makes an adequate diet; if we did something about what re- fining, processing, and purifying does to our natural foods; and if we weren't such suckers for ex- travagant and misleading ad- vertising.

says. be-

Which ls bought more often?

Make a little scientific expedi- tion to your gupermarket, Dr. Carlson suggests. Ask the grocer for the ratio of his sales of white bread to whole grain breads. (And if the wrapper on the white bread says "enriched", just rt- memlber that you can't enrich 'what isn't already rich, and white flour is already “poor" because re- fining has robbed it. of some of

How many natural foods’!

habits. The Case Against the Schools

Estimate the number of cus- tomers having had some possible contact with public school educa- lion, and consider vyhether there is some justification for Dr. Qrl- son's charge. In pungent, salty Phrases -- emphasizing his points with staccato jabs of an ancient

brifi”? Pipe —- he states his case against the schools: Teachers don't know enough

about nutrition. they don't know hm” t° leach it. and they share the Popular stupid belief that pre-

servation of our health is a prob-t lem that belongs solely to the doc- tors anyway.

English, our national language, is a required subject in our schools and colleges. but the study of our

bodies — the "molders of our mentality" —- isn't really taught anywhere. Where it is attempted.

we emphasize memorizing from a book rather than acquiring an understanding of the human body.

This is one reason why the Am- erican people have become “sit- ting ducks for all the quacks in Christendom." says Dr. Carlson.

Nervous instability is becoming our national disease. Poor diet may be one of the chief causes of this condition. and Dr. Carlson lays the blame for our poor eating habits right on the door mat of our public schools.

Having thus placed the blame where he most emphatically be- lieves it belongs. the professor proceeds to raise 5071c hope for the future.

Whst We Can Do

American educators can apply remedial measures to, their anti- quated systems of health educa- tion.

Where do we begin?

With the teacher.

Dr. Carlson believes the Ameri-

intelligence and that can “cake up to her responsibility, she can and will do something about it. nutrition and she has to know how tn teach.

When do we begin?