Widening Educational Horizons

feature this week is an n discipline written by Li w, mwther. Principal at ' street. school. Charlotte- wg hope many will read it we do not expect that all Wm ngfee with it. our ideas of dis-

line are so varied today. Never- “ph.” who should know some- Eifng about discipline better than , i.eaChel'.oi experience like the

writer.

Our uncle in . L Pi’ll'lC° i.own. ihouiih

DISCIPLINE

D|5(‘ll)ll|le is traininiZ~ “'5 DUF- , ,5 to express obedieiice«and control.-—f'irst control by thi

'°°‘§§.". or teacher, eventually, self- 93,’...-oi, It is an essential founda- tmn stone in the educationa. 5[i'lli‘i.ili‘P. because of apathy oi mdulgeiice. the results are un- liapi“

,i...',- of the so-called progres- mg schools made this mistake and 5QOn found that their pupils were not really learning anything ex- "pt. bad habits. Children likr ‘minty and they are happiest in I Ciassmom where good order is

“tamed. They like a teachei means when she says and says “ , {he means, who has fevi “M but enforces them. Wh° it rules in, \esi.ei‘dii)'. Wdflyv End L0‘ me NH.“ This consistent. firmness mmmwd by kindness and patience Qeffifgt mean that all are treaiafl

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kr. . mat. experienced teacher know.- ma. Pam pupil must be handlet

. t his back-

“ an indiiiciual. U1“ _ - lty must by ground and peisonai me mean:

mnaidered. and tlifli ii to enforce obedience or cor- uu wayward conduct must be "C-I iidiiiglv varied. H9“ “W w‘r~::=?omiist ‘be very careful that muuiqgastion of unfairness or fav- .’,‘..°..1.m results from this varien treatment. Have the same rules for all. expect the same obedience from all, but use good iudizment In dealing with each offence. . ExpE,.,..,,ce is the best guide lIl me matter of what rules are nec- ,5.,3,v_ They should be as few ‘as possible. easily understood. readil) enforceable. Avoid adding aimiflf punishnii-nts,—remember you want ma punishment to lit the individ- ual, not the crime. Avoid "or else threats. and unfilled threats. Punishment only enters the field of discipline when it is neces- |i\.r\ for enforcement of obedience and control. Probably 1W0 “W9 l-‘ hqltrr than too much. but ilit lparhri‘ must. not shrink from even corporal punishment. when it is absolutely necessary as a last. re- sort "Spare the rod and spoil the th e.“ was an excuse too often :..wrl in the past for cruel unneces- .Sal‘\ piiiiisiinient. but that. doe; not mean that the old adage is false. In some cases the rod speak: the oiili language understood. A:

a geneiai rule, if all know that '.l’il5 means will be used if all others it'll, it will .ba found rarely

:t MN‘. necessary. Judicious praise. gnf‘IiiiJ'fllf’i'l'lEni., personal interes. us much more useful and poten levers in the teacher's hands.

"Noiiiing succeeds like success" our teachers should keep this in mind. particularly when applyliiyi the discipline of study. This is the most important part. of achoo discipline. Firmness in insistinr that the daily lessons are done that errors are corrected, that Dnorly done exercises are rewrit- too. must be the teacher's watch- word.

To set a high standard and en- courage each to measure up is in- ipiring. and helps to develop val- uabil habits of study.

srhooi discipline then is con- cerned with reasonably good por-

Kmiil conduct. with acceptabli social behaviour. and with the in- culcaliori of habits of study

Teachers, while exercising leader- Ihip and command must avoid Irrogance and ever remember "to walk humbly".

It is so necessary to be patient '0 leek to lead rather than to ‘Write. to strive by example and DPi'fliln5lOn to accomplish the pur- MM for which schools exist. Mmrll‘. to bring out the best‘ ll‘. “"1 Diipll while pruning away "160! Darts which mar and waste. This is the role of discipline.

0 O O

CHINA

Rlinuld the Communist Peking R‘EU'|'iO be recognised as the Gov- ernment of China?

The Canadian View

In the past. although Canada ‘in not reoognlived the Communist Chinese Govemment. she has stat- fd her willingness to discuss the question of recognizing it. provid-

Ln“;

1. The Chinese Government l'Kl'N’s to an honorable peace in Knrea: and

2. The Chinese Communists do

"M t t . whflll Hr new aggression else In Manila recently. Canada's

Prime Minister St. Laurent told "Porters that Canada. must soon- " 0! later recognize Communist Chlm to ensure stability in the ;°l'l<i_. Mr. st. Laurent based his Nillitrn seemingly on three things: an Canada must deal with the zective government of China.

’. Canada must be realistic,

- ‘Wilda must deal with the |"_;fhrnii-tent the people want. no 0 first two points could be m:drtatned fairly easily. but the M mlsht present a much more

iciiit problem. W"‘:":- l-flier 8. Pearson. Minis- ”. lltternal Affairs. says Can- C muili refuse recognition of Red mm?n“1‘ Ions as Canadian troops "Ni ro:t'l§ii:”i«?ndpa‘iPticglI:m‘i‘n ‘M’ lndo-China wiir. “Samar nan am has floognig. chm: Communist government of

INDIA. INDONESIA. :“';:b°I' of smaller Itiimpean na- nm ‘Rye accepted the Commu- nah "]au|("I'l|l':Ci’Ill one: to gut’. C,,‘r’n"l'TE_I> s'rA'riis relation: with

munist China will probably- ‘‘ 0“ how that country eon-

Illfll

ducts itself in the future. If it start: new aiiiires-sion. it can ex- pect that relations with the U.S.A. will become more troubled. For Gxflmbie. U. 5. Secretary Dulles has warned Communist China that grave consequences would result it it resumes the war in Korea or actively enters the war in Indo- China.

This Asiatic nation is likely to pose many problems for the West in coming days.

.

. . ‘ INDIA India‘s first well to produce

crude oil on a commercial scale went into operation in February. The British-owned Assam Oil Co.. Ltd. has been given the right to prospect for oil in Assam State Fhc output from this well—the deepest ever to be drilled in India —-has been estimated at 20,000 gallons daily.

Indo-Chins

On March 15 strong Communist- ied Viet Minh forces drove toward the heart of the big French Union fortress of Dien Bien Phu. They are said to have lost 1.500 men in the furious fighting. The savage attack then gave way to two days of quiet.

The Vietminh troops massed outside the fort. are believed to be redeploying. bringing up fresh supplies and recovering from shock of their tremendou.a losses. The French command expected is re- newal of the attack on the lath Meanwhile. the French defenders received reinforcements and ma- terials.

Australia

Australia has announced a new uranium strike. this time in the New England District of New South Wales. Added to previous finds. .he new strike raised Ausl.ra‘*'i's hopes of becoming the wo.\_. largest producer of the .Ii.l'8.LEglC metal.

United States

The shooting of five Congress- men in ‘the House of Representat- ives on March I placed the entire Puerto Rican problem under seri- outscrutiny. The problem has been troublesome since 1941. when Puer- to Ricana first started coming to the U. S. in large numbers. The shots were fired by New York 'nembers of the Puerto Rican Na- tionalist part_v—a small group pledged to independence for the Caribbean commonwealth.

The people of Puerto Rico itself were as much upset by the at- tempt to kill US. lawmakers as were the people of the U. S. A.

This small group of iissassiris want full independence for Puerto Rico and will stop at nothing in get it.

An overwhelming majority of the islanders want to keep their lies with the United States. They value their freedom which they have under the American flag.nnd they do not want to be a tiny in- icpendent country on their own.

Secret service men are on guord to see that the trouble does not lead to attacks on the President or other high ranking officials.

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HOW ARE YOUR PUBLIC RELATIONS?

The Teacher and the Community.

There was once A school teacher in a small American village who out quite a swath among the local yokels. Physically he was rather repulsive-—-lank. with huge ears. and a long snipe nose. he looked like it displaced cornfield scare- crow—-but that is not to his dis- credit. What can be charged against him is that in his social life he ignored the men of the community and devoted his time to the ladies, gathering grapes for them, drinking tea with them, gig-

gling coyly with them in the hurchyard. In the classroom he as unjust. and brutal; in the

parlour he was gallant and eleg- ant.

His name was Ichabod Crane and his public relations were ab- ominabla.

The problem is with us still; how to create good public rela- tions in the community.

I O 0

According to a recent Gallup poll. teachers are rated high in public est.eem—higher than minia- ters. doctors or lawyers. Despite this heartwarming assurance. many teachers assume that the commu- nity looks upon them as a third sex.—that the populace is split into teachers and people. Perhaps we are too egocentriec in our thinking. "I can't go into that hotel or people will talk", it teach- er may say. but she doesn‘t talk about the doctor or the dentist or the baker when they go into it. Neither will the community talk in a derogatory manner about teachers who conduct themselves as decent cltiaens and who are suitably proud of their profession.

Teachers can—-and usually do-— live as free from public censure as other workers do. Self respect may not prevent all carping criticism. but it will make them immune to it. No community expects teach- ers to be perfect, and, like other occupational groups. they have considerable scope to express their eccentricities.

Teachers should. moreover. give expression to their eccentricitles, their personalities. and their opin- ions. They are vital to education, which is no paltry field of endeav- or. They are compelled to keep abreast of political and social movements. and to form opinions on questions of public interest. They have the general right. too. to express these opinions. both in and out of the elanrooin. If chil- dren are not in expres- sions of opinion in school. it doubtful that they can learn in form and evaluate opinions of their mm.

1119 public may at times hut- tats to entertain teachers and to treat them as falllble human B- ings because it is felt they do contributn rnuch to A lath

they may luck that conversational spark which leads to free and stimulating discussion. Certainly it they avoid all controversy and make excessive custom the guar- dian of the tongue, they are rather apt to be rather colourless associ- ates. Teachers. on the other hand. may feel that other people will not be interested in their class- ioom activities. Ii'.quest1oned and led to talk about school. they fre- quently do so in such a Illuded manner that it becomes 11 m0-3'- uninsplring topic» , _

Doctor's talk shoP- h°U3¢W“’°~‘ talk shop. bankers talk shop. why shouldn't teachers? 4 Tenchmfi ll 3 lively and fascinatinz Pl'0l'933‘°“- and we should be eager, as well as prep“-ed, to inform the public that our class-rooms are not Only interesting places to be in. bi” 315*’ centres for many kind‘ °l l’“b“° §e¥cicedeal eflectively with child- ren, one needs to be a warm- hearted, sincere indivldi-till: We same applies in x'elatl0Il.§hlP5 Wlivh the adults of the community. Teachers have no oocupnt-10081 need to be difiident. about makixifl overtures of friendship. ‘

says one teacher: "An eniimeel‘ I know makes friends wherever‘ he goes. mainly because he likes people and assumes that they like him. As teachers we should emu- late him—if not to make our lives more complete. then for the sake of our professional public rela- tions. Whenever I am 8‘-“Ck 1°’ conversation I recall some humor- nus incident which hasoccurred in school. I might mention that a grade nine PUP“ W1'°“_‘b°“" the “Merchant of Venus" in I. test- Such a remark can lead to am‘- ihing_ depending upon the P°'_'5°“ to whom you tell it. l_<le__mlKh'- ieply, "Some merchandise , and that": good for a laugh. if nothiiiz else. Or it might lead to I dis- cussion of the deplorable spelling in modern schools. and the meth- od used today. All parents like to discuss modem theories of educa- Llon.and it. is surprising how much information you can gather listen- ing to some parents’ theories on education. Try it. You may bi? surprised—-I am every time.

All teachers. but especialiyihose who have been in the same com- munity over a period of 3'98” should realize they are public re- lations representatives for their profassion. People will not con- demn or talk about their eccent- ricities or their personal life. but will praise or condemn the overall picture they represent in the community.

“Long ago." an off-island leach- er relates. “my father bought three Essexcai-s over a period of several years because the only local car salesman was a Hudson -Essex dealer. My father hated Essex cars. but he was beloved by the com- munity because his car attitude exemplified the community attit- ude. I met a teacher recently who buy: his car insurance from his local agent. He would save money by another plan. but he figures that the extra money he spends buys a good deal of good public relations. not only for himself. but for all the teachers in his town. In other words, the "I'll get it for you wholesale" way is not always the best way. It is the people of the community who support teach- ers’ salaries. If the salaries and prestige of the profession are to improve. the teacher must support the taxpayer. We are told: "Do unto others as you would be done by". It seems to apply over and over again.

I O O ‘

The teaclicr in it large city school seldom has the opportunity lo meet every parent of the chil- dren he or she teaches. Teachers may live in a different part of the city from the school, may have friendships with people living in a different area or it different atmo- sphere. Public relations_ as a re- sult. are far more complicated. In such cases the Home and School Association has accomplished much and should be used by the leach- ers as it public relations vehicle Executives of the Association usu- ually do their best to bring par- ents and teachers together. and thorough-going participation by the teachers in Home and school acti- vities ta benefi.cial to themselves as well as to the Association.

There seems little doubt that when good teachers live in the community in which they teach. good public relations will largely be achieved by natural and infor- mal methoda. The more involved organization of the lii‘rge city de. mands a more elaborate set-up. and city locals must not be blind to the problem.

Another facet of the problem is public relations within the profes- sion. There are many ways of solv- ing it. One teacher comments: '‘I know one principal who gives par- ties at his home for his teachers throughout the year. They are pleasant aflalrs, with non-teachers mixed in. and improve public re- lations among the teachers as well as with the people of the com- munity." -

This suggests another considera- tion: Teachers can often give their fellow teachers‘ morale a boost ¢0nV9l‘Iely. I teacher who is in- considerate‘ of his colleagues can hurt many feelings and spoil pub lic relations. ,

“In my first year of teaching." a teacher remlnisces. "there were many times when I became dis- couraged almost to. the point of living up. on one of my blsckest days I received a letter from an experienced teacher whom I re- speci. greatly. no wrote to let me know that he had heard good re- ports of me. and that he was let- ting me know in the hope that it

hlmttenvirrioo r-ricndniip-ind Ihnlefngbaniilnintbeooatgg. oeuaudfrodrydvus

"BI flat no ofiny pupils nutlolisdta onv¢Iaf.ion.unt aeclainfea Ilstliebeotwe MCZIIOC.‘ ‘pom:

Murray River and Vicinity

..'Mias Marion MacKen ie. Char- lottetown. spent the hall ay week- end at the home of [her parents, Mr. and Mrs. John Macxenzie.

Mr. Raiiliin Keenan, Murray River. spent the holiday week-end with his parents. Mr. and Mrs Ford Keenan. Pictou Island, N. 8.

Mr. and Mrs. John Macbeod and children Debra. and Gordon. New Glasgow. N.S._ spent the holiday week-end at the homes of their parents. Mr. and Mrs. Ernest Mac- Leod. Murray River, and Mr. and Mrs. Robert Glover, Gurrisey Cove.

Ma.-iter Laurie MacDonald. Char- lottetown. was a holiday visitor to Murray River. visiting with his former school-chums.

Mr. and Mrs. Lloyd Macheod and daughter. Karen. Dartmouth. N.S., spent the holiday week-end

about it, for I would have been pleased to hear the same thing about myself. This feeling of esprit do corps within the profes- sion is most necessary. A school is very like a home where coopera- tion among the members is the keynote of a happy. healthy at- mosphere. If teachers guard their methods and ideas jealously. never willing to advice or ask for ad- vice. the surroundings become op- preslve. ' ‘

At our annual convention I am often met by stoney stares from teachers whom I have often seen but never met formally. Occasion- ally I have begun to feel like the outcast in a mouthwash advertise- ment. On the other hand I once became involved in 9. Pulp and Paper Convention. and was warm- ed by its friendly atmosphere. I have heard it said that teachers are wonderful people, but difiicull toknow. I've never yet met a teacher whom I would not want as a friend, but it is often the first impremion whichhurts.

When I. teacher arrives in ii community that is strange to her. a period of adjustment becomes necessary. Most people feel strange in A new place, and time is re- quired to get oriented. to find out the lay of the land. One principal telephones newcomers on arrival or meets them at the train. and drives them around the district. They get to know each other. and the teacher gets to know the community.

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The first time in the comiiiunity is the time when they can find out about what social facilities the community offers. Active particip- ation will help ward off home- sickness—a dark period when peo- ple feel sorry for themselves. I-Iomesiclmeas tends to keep a human being under wraps. and most of the teacher's contacts will be with teachers. She needs fresh ideas and fresh approaches from people in other walks of life. and she should join groups other than school groups before the pattern of life has been set.

One teacher in a small town via- its all parents of his pupils. He gets to know many adults. and this is good public relations as well as good pedagogy. He explains his aim to the parents. and they. in turn. tell him about their child.

Many communities are starved for volunteer workers and the new teacher may find that she has be- come church organist. president of the junior guild. Sunday School teacher. and leader of the Brown- ies. all in the first month of her school year. It is wise to look a- round first. and be a little cautious about committing herself. Over- activity can be harmful to profes- sional work as well as to health.

It is not too satisfactory for this teacher to limit her activities to the church-school circle. More breadth is needed. ‘There is curl‘- ing or skiing, or bridge; there are non-sectarian clubs. Get a wide outlook on the community. Per- haps the things you like are not found there; in this case make an effort to like something you hav- en't tried before. L('.f'll'n how to make weiner srhiiitnil, how to bathe a baby. how to build a mod- al airplane—anything as long as it leads you into community life.

Too many teachers have a work- only program. Even a sixty-hour working week leaves one hundred and eight hours for other things.

New teachers who are within travelling distance of home would be wise not to hurry home every week-end during the first week or two. They ought to stick around and get acquainted. Participation in school activities keeps the teacher alive and lively in the eyes of the public.

Teachers are sometimes accused of having selected a secluded life, of escaping harsh reality amid the quiet. and dim academic cloisters. A queer form of seclusion it is. in- deed. to confine a lone. unarmed adult with forty young people for several hours. Boys and girls are surely as real as cash registers. ticker-tape, or pig-iron. and not nearly so docile. what is true. however. is that the teacher who limits his active life to the class- room forms few associations with "On-30RChlnR adults. and therefore is contributing below his capacity to the work of public relations. and is doing nothing to correct the false picture of the teams. so current in our folk-lore,

In on." may or another, there- fore. acmrdiiiiz to their tastes and

their limitations. teachers must circulate in the community. as profassdinal workers in contact

and conimunication with the pub- ll¢. as citizens with the rights and responsibilities of other citizens. We have sufficient confidence in our fellow workers to say this: i.’ they mix and work wiih.t.he com- munliy. their public relations will become good relations. --P‘rom Teachers‘ Miigaiiine. Montreal. Que. 0 O O

This depu-trnent is conducted by the Prince ldward Island Teach- ers’ Pederation. Contributions are