' hy the

. MAY 12. 1952

:THE EDUCATIONAL HORIZON .

i . misasrmo NEWS AND views or mraassr T0 ruscusus, sun Au. orasns susxiuo

once more the "Debating So- myv on Parliament Hill. It Ot- fawn had dealt extensively with the subject of Federal Ald- to Education. The affirmative was M by Mr, Roy Knight of Suk- nioon. lie was strongly supported Progressive Conservatives, m, C. C. F. and Social Credit members, and given qualified sup-

,; by some Liberals. The neg- alive might be said to have been led by the Hon. Stuart Carson and hi, wppnrc came entirely from the Government benches.

The debate opened on March ml. with the introduction for the fourth time of the following pri- vate membcris resolution by Mr.

Roy Knight: I-That. in the opinion of this House. the government should

take into consideration means of expanding and equalizing educa- tional opportunity across Canada, by the granting of financial as- sistance to the various provinces for that purpose-"

is it mere coincidence that on three occasions this bill has come before Parliament on the 19th of the month or could it be that this is intended to convey to Honour- ahle members that we are using a 19th century mode of taxation to meet a 20th century problem in education. On October 19, 1949, five members debated this resolu- tion for two hours. On May 22, 1950, scventccn members partic- ipated in a debate lasting five and one-half hours. On Feb. 19. 1951. the same resolution provoked thirty-four mcmbers to enter a debate that ran over to May 22nd and lasted a total period of seven and one-halt hours. On March 19 and 20, 1952. the most,recent die- russion of this issue involved twenty-ciulit speakers for a total of slightly over eight hours. At 11:00 pm. on March 20th. the bill was "talked out".

One listened to this eight-hour debate with mixed feelings. There was gratification that the elected representatives of the people of this country considered the sub- ject of education worth eight hours of their time. But, per- haps. this is an improper con- rlusion because for much of the lime. many of the members' seats were vacant.

Practically all speakers agreed 0," the urgent need for greater financial assistance for education: some pointed out the crisis in Wifh" SUDDIY. The division of opinlon.camc on the questions of resvonsxlrility and ability of the Fedtrnl government to make ilranis without interference with provincial autonomy in education. Members of the government who gave qualified support to the pun. "Pic of the Knight resolution, "9" lhollilh they were not pre- itared to void for it. seemed to withhold their full support be- gauso they could not envisage a ederai Aid formula mutually ne- "Dlahlc to the Federal and the P"”'i"Vi3l governments.

.Mr. (lnrson leaned heavily for "'5 Points on the Howell-Slrois F-fllort of1940 and contended that in view of the expenditures by P'0V"'C18l zovernments upon sub- lect matters other than education. in view of the surplus position liver the five-year period of some -”570.000.000 by way of a surplus on current account-it seems to be reasonable to suggest that. it "NY wished to do so, they (the Drovlnclai governments) could in- crease expenditures upon primary education. They could increase those expenditures out of their iiresent resources. instead of re- duclns debts, instead of having

I

ma!) AlD..I0 UOATION (C.T.F. News Letter)

IMPROVEMENT IN EDUCATION '

surpluses, instead of having built so many roads, and so on."

Perhaps Mr. Garson is right in the matter of small increases by some provinces that have not reached the limits of reasonable taxation in fields open to them but he seemed to show a lack of appreciation of the immensity of the problem and of the realistic View that a solution of Canada's educational crisis will call for sacrifices and heavier commit- ments sli along the line-mun- icipal. provincial and Federal.

Mr. Knight's opening address (I-lansard. March 19. 1952) was a very able presentation. Perhaps. the highlight of his remarks was his reference to the problem of teacher supply. This is the real crux of the urgent educational predicament facing Canadian par- ents today. The provision of enough accommodation for a rap- idly increasing pupil enrolment is serious.but it is secondary to the provision of a sufficient number of adequately trained teachers.

It was apparent to one listening to this recent debate that the ser- iousness of the situation that will face many school communities across Canada has not been fully realized. Unless the status of ed- ucational personnel is raised con- siderably in the near future. many thousands of the future citizens of this country will be receiving their education in their most impres- sionable years at the hands of persons unfitted and untrained for their responsibility. Even today in 'many parts of Canada. there are children who have been "at school" for five or six years with- out ever having had a teacher. This sounds unbelievable but it is true.” Local authorities have kept schools open and staffed with untrained.' non-certificated person- nel. Is this good enough for Can- adian boys and girls?"

If one had any doubts about the need for more and better ed- ucation for Canadian citizens, such doubts would be cast away after listening to an eight-hour debate in the House of Commons. How- ever this was democracy in action! The blissfully ignorant, as well as the well-informed, had their inn- ings. One could wish only that there were more well-informed on a subject as vital as the approach- ing crisis in Canadian education.

I-lansard, the official report of

proceedings in the House of Com- mons. should be more widely read. It can be obtained from the Queen's Printer, Ottawa, for 33.00 per session or 5 cents per copy. The copies of March 19th and 20th are recommended particularly for study by all groups or as- sociations having an interest in Federal aid to education. The reading will be tedious at times but. on the whole. rewarding. Whether you feel inclined to agree with the affirmative or the neg- ative. some of-you will be proud of the representatives you sent to the "Debating Society? on Parlia- ment Hill. . Federal aid to education. or more correctly, "a greater measure of federal aid to provlnclally control- led systems of education.” is gain- ing more supporters every year. Eventually the wishes of the peo- ple in this regard will find ex- pression through government ac- tion. When the "will" is strong enough. a "way" will be found.

Everyone of the 62,000 members in the Canadian Tenchers' Feder- ation has responsibilities as I cit-

imrninent boonuso of of 11- nsnces. make it your business to help will--a.thI horizon of your

CRITICISM-A

The numerous critics of modern education in Canada remind me of a large assembly of musicians waiting on stage for I director to bring each into his part in the rendering of I symphony. The potential for united effort is tre- mendous but the conglomeration of sounds as each instrument is tuning up independently in its own peculiar fashion gives us the unpleasant effect that must al- ways resuit when individuals "toot their horns" or "draw their bows" without regard .to the whole situation.

The sponsors of Canadian Ed- ucation Week encourage discussion and constructive criticism. Al- though interest is maintained throughout the fifty-two weeks of the year, it is raised to unusual heights during Education Week. A statistical summary of the press coverage of this national project (computed from clippings by the Canadian Press Clipping Service) shows 1,431 items in 292 news- papers. There were 238 editorials written about various aspects of educational philosophy. teachers. educational finance, curriculum, building programmes, etc. When we add to this press coverage. the hundreds of hours of radio time devoted to talks. panel discussions and 'forums during Education Week, we can readily conclude that education is I subject top priority today. The CBC stations and the independent radio tations linked together in the median Association of Broadcasters co-op- erated fully in providing an ef- fective medium for the expression of the views of Mr. John Public. Many commercial sponsors gave generously of their programme time to highlight some educa- tional item or generally to stim- uiate interest in the project.

In thousands of communiiu from Whitehorse in the Yukon to St. John's. Newfoundland, in the largest cities and thb smallest hamlets, the Education Week cel- ebration provides one of the best examples of co-operative endeavour on the Canadisnscene. To take but one sample-Melfortl I thriv- ing town in Northern Saskatch- ewan, had an all-out effort involv-

ing 25 societies or ganizatium in that community. Education Is Everybody's Business

i

Business implies some form of management and from the diverse views so freely expressed, our educational leaders must evolve I pattern. The somewhat chaotic mass of opinions must be utilized in 'an orderly manna if dem- ocratic processes are to function effectively in the field of educa- tion. '

The current pressures and crit- iclsms are a challenge not only to educational authorities but also to the various provincial toIchers' organizations and the C. T. F. It is not enough for us to say. "We told you so", although there might be some excuse for this attitude. Our professional urganlzatlons have been forecastinl for years the plight in which we now find education in many parts of Can- ada. Lack of foresight in teacher recruitment and training. lack of adequate financing in the matter of teschers' salaries, lack of plan- ning In provision for increased en-

izcn. as well as duties as. a class- room teacher. Whether you are in a community richly endowed

with educational facilities or in In area where educational disaster is

I t."rt'n: roof is lt.w.- god the Pursuit i ran: moon (U.s.a.) , 2"” A P.” ht imlf in .i M" .The fioodwsters which were the WI and the snow was IcluII- , p poured down the blisoourl Ind ly all gone. The snow melted be- ' is E . Inroof-yofllliolufprlsed bow llisslsslppl rivers originated In fore the ground became unfrozen . . nm .1. an. vd,,.h.h..d "ling vast plains drained by their trib- so that water which would have , kn pwdommu on u,-.3, utorles. There. during the win- soaked in flowed into streams in- , 3 tor. the snows foil in great uIn- stood. Te million acre-foot of . "'-""i.,,.,,,.-'”" ,.,,- ' ,...,,.,' .. iii:''...t'.'2"'.i? .'l."i.':.. ""5 '"."'i' '""...”l ii" tit..." . - -I itoinoxorvers I ow Izufnoonudsu ". Mo'comick normal: It sioux cm. ran, it the 2.... into the upper Missouri wgipgf L.p.g. -- . - was almost twice normal. and the dams and reservoirs could , .I?iOtIOIItl.,Ii'0 simple in. design m on high plains the warm woIt- not check the flow. The ice . chill in operation . . oriy winds which In inn-en blgv Jens shove Pierre ea 'tho riv- ll" HOIIIIOISOY . 7,-1. were .oIrshbaclrupsndsp over ' . 0 wider areas. sud loose loo raised , ,.m&."h,.,.d,,3.',,A;,,g.g.,. hmumm ..but It IllI:l!.lo”o&lIsv';lluOElIh.hg!gl;or. Half of -. . liwlotylfrfgllo 89--nod-n A-II no the mo slowmlforiuoliy it , '"' "' fos'scloIoosIntioI0lJ00'fIflI--- , fdrtbo snow bisnhot Along the1.wo-sni - ,g.;...n.,i.g..... to more and new swzy. 'i'h your niiluoa Ieros of formilnd wore .. ,i...; ,--- , the Winds srcwoguaml. undorhwateizuond 1.90.000 people "H-I s-vuissu: mums l u u-I.I!f as the scum:-i The SJ.-. poured southward. - " --.. squad. .2 . or I blanket of now. the , Pierre. s. n. Sioux City. - . .. , .. tun soared. 'Iy.tho an Iowa and threatened 6...... mi... . . his mum and we?!" lstssouri Val- bub. '. CDC n years.

how I.I'I"I'I.E, , it costs to Q1. anII'!o.u:ei: I

rolment. and failure to use teach- ers sufflclently in the planning processes are but I few of-the causes of the present predicament. This is no time to be Itampeded by the outbursts of reactlonaries nor, on the other hsnd. to be swayed by the cure-Ills offered by the extremists of the "progres- sive" school. Cansdlsnsl would do well to examine their philosophy of education. to test some of their favourite "beliefs" by results, to be willing to add the best of the "new" to the best of the "old" in educational policies and practices. We are living in I vastly differ- ent economy from that of our par- ents and grandparents. The school programme that fitted "grandpa" to go out into the world of his day will fall short of the training, experience, guidance. and body of knowledge required by the youth of today if they are to fit effect- ively Ind with any degree of hap- piness into the complexities of modern life.

Much of the controversial aspect of recent criticism arises from I narrow point of view which en- couruges sdr ronce to the "tra- ditional" or the "progressive" school and falls to recognize that there nan be a :iudieious'mlzturs of these two. No teacher wants

fellow citizens and see the sit- ustion Is it affects Canada as I nation.

(G.T.F. News Letter)

fundamentals. "Readin'. 'Rltin' an-I

tlonsl programmes to meet

- ma GUARDIAN.

CHALLENGE

to weaken or water down the Rithmetic" have their important place as "tools" but they are not an end in themselves. On the other hand few, if any, teachers are satisfied that educational pro- cesses should remain static. They see a need for changing with the times and if the times seem to demand I greater emphasis on training for citizenship, on lead- ership, and crestlveness to pro- ducs a people who can adapt their lives and ways of thought to the rapidly changing conditions of the twentieth century, then, they sup- port the modification of educa- the need. Among the otatements on ed- ucation coincident with Education Week was one by Dr. William E. Hume. published in the Mal'ch 1st issue of MacLean's Magazine. Some persons have suggested that the Canadian Teachers' Federation should reply to Dr. Hume's derog- atory remarks about "Education Week" "the modern Canadian schoo "our professional educat- ors", "our young people",,and the much maligned "progresslves"., It presented the views of one man who bpent most of his educational career in one city. In our Cana- dian democracy. it exemplified the right of the individual to.exprcss his opinions even though similar opinions obviously are not held by the great body of educational per- sonnel throughout Canada. The third sentence of his article began with. "When I was a boy fifty years ago." The longing for "the good old days" is not the special privilege of any good generation. It has been the cry of reactlonaries from time immemorial. Peter the Hermit in 1274 A.D. had this to say: "The young people of today think of nothing but themselves. They have no reverence for par- ents. or old people. They are all impatient of all restraint. They talk Is it they alone knew any- thing, and what passes for wis- dom with us is 'oolishness with them." Despite the views of Peter the Hermit, young people seem to have I way of emerging from our schools and entering upon the re- sponsibilities of adulthood with greater and greater 'sppreeiation of such values as initiative. self- reliance. ability to think for themselves and ability to- co-op- erate with others. It is true that with the passing of years. rel- imentation and external discipline are decreasing-but so are the num- ber of passive conformists who bow to the will of a few domin- ating personalities. We believe that most parents want their chil- dren to learn self-discipline. They prefer to have them work in schools characterized by teacher- pupil co-operation rather than teacher domination with emphasis on I multiplicity of rules and the exaction of penalties for violations. We need more dynamic and cre- ative citizens with I food IGHIB of humour. Assert your individual right to have a questioning mind and, per- haps. take a tip from the "student of the "modern school who searches for the truth rather than accept the dictates of others. Canadian schools are suffering from an insufficient number of adequately trained teache .. insuf- ficient funds for sorely needed ex- pansion of school plants and the provision of modern teaching ads. overcrowded curricula, and too heavy teacher loads, but. despite all their faults. Canad schools are not suffering from t-HIIIINOYB

Against heavy odds. teachers and education officials have been .pro- gressive in the best sense of the word and Canadians who com- pare their school systems with those of other lands have cause to hold their heads high -with pride. .

when it is recognized that high school enrolment in Canada in the past thirty years has increased 20095 as against an over-ail pop- ulation increase of about 5096. it must be .ealIxed that the student body and the graduates of today are not the select group of high

pioyers drew their recruits in

the 'fgood old days."

fiestlon of your task. Beware of those who would draw you from your high ideals and reduce you

ln'. 'Ritlng' and 'Rithmetic'. taught to the tune of the hlck'ry stick."

um:

tootsrl , emu.

'"'”'fi'ls mat and ::'l:on onto- Toronto--I toast of some

scholastic Iblllty from which em-

Teachers, beware of over-simpii- r

to a "keeper of order”. "a master of drill" an instructor In "Read-

GM

son miles of pipe. The project is expected to be completed by early fall of 1952 and, since October, the section from sarnis to London has been laid and is in operation. Un- like western Canada's well-known inter-provincial pipe line which is entirely devoted to the transport- ation of one thing-crude oil--the Ontario lino will carry a number of things, products that have been

I manufactured from crude.

Through it will flow Essa and Essa Extra gssolines. diesel oil. stove oil and furnace fuels-It least five different products.

The line is expected to cost about 810 million and will have an initial capacity of'39.000 bar- rels a day. '

it will provide easier and surer delivery of oil products required for the automobiles. trucks, homes and factories of the heavily pop- ulated and highly industrialized areas of southern Ontario.

The products line was chosen for two reasons. Securely bedded down three feet below the surface of the ground, it will not be af- fected by-winter weather and its operations can be flexible, con- tinuing through the year, day-in and day-out, summer and winter. varying only with the area's de- mand. In addition. the line will reoulre less steel than a ships- and-tankage program: and these days steel is urgently needed for the defense programs. o

The finished section of the line begins just northwest of the old

Ill capitals of Ontario-Potrolll. Oil City and Oil Springs. It continues eastward through Lsnibton Coun- ty, into the mixed taming land of Middlesex County. until it reaches I terminal station. four miles northeast of London.

Products are put into the line in "batches". A batch is the amount. of I , t pumped in one continuous operation. The dif- fcrent product batches are fed in one after another. through the line much like con- tainers in a pneumatic tube, push- ing one snother along.

The dispatcher, by control of pressure and other elements, pushes the products through the line at such a speed they do not have a chance to slow down and mingle. On a 2.000 barrel-a-day schedule the products would travel at a fast walking - speed, about 4 miles per hour.

While Sernia is the first major products line in Canada. it has I small predecessor. Imperial pion- eered product lines in the Domin- ion in 193'! when it built an 8 112 mile line near Fort Norman in the Northwest Territories. This line is used for brief sub-Arctic summer operations to carry pro- ducts around the rapids on Bear River for re-transfer to barges.

The first products line of authentic record in North Amer- ica was built almost 60 years ago, in 1892, by the United States Pipe Line Co. from Titusvlile to Wilkes- barre, Pa.. a distance of 260 miles.

THE EARLIEST LIBRARIES

The tombs of the nobles of the Feudal Age lie in the cliffs near

their estates, some 200 miles south of Glzeh. The most import- ant thing to remember about

these tombs is that in them were found, in addition to the kind of furnishings discovered in the royal tombs, fragments of the libraries of the feudal lords-the earliest libraries in the world. These books were written on rolls of papyrus. From them we learn not only how these people lived. but what they thought. We find stories of wanderings in Asia, of shipwrecks, and of wonders wrought by magicians. There are songs. poems, and the directions and pictures for a pageant. There are rolls dealing with science.- what the Egyptians believed about the human body. about medicine and surgery. There are also rules of arithmetic and the beginnings of geometry.

There must be re-education of the will and of the heart as well as of the intellect, and the ideals of service must supplant those of selfishness and greed.

Write the name of the country or countries connected with each person or thing in the following exercise:

1. Sun Yat-Sen. 2. Archduke Ferdinand. 3. Zog. 4. Hess. 5. Pershing. 8. Iron ring. 7. Shah.

8. Sinn Feln 9. NEP. 10. Cortes. 11. Brown Shirts. 12. Magyars. 13. OGPU. 14. Kulaks. 15. Big Bertha. 16. A corridor to the sea. 17. Res- putin. 18. Nobel. 19. Kuomintang. 20. Falange Party. 21. Black and Tans. 22. Leonardo da Vlncl. 2!. Van iD,vck. 24. Rembrandt. 25. Simon Bolivar.