FgmgUARY 1. 194s

true GUARDIAN.’ CHARLOTTTQTOWN _

THE 12o UCA TIONAL HORIZON

PRESENTING NEWS AND VIEWS or INTEREST T0 Taaonaks am) au. OTHERS saaxino

IMPROVEMENT IN EDUCATION

MRS. DID AN

Mrs. Did and Mrs. Done arl iwo ladies who live in lfappyville. ma. Done has several children and their names are Have. Has.

- 115d, was, Were, ls and Are. Mrs. Done loves her children very ‘ much, and she would not think of going out for a. walk without tak- mg one of them with her. The npighbours never see Mrs. Done “who, she always has Has or Had ' or one of her other little tots wit“ ma». sometimes she takes two of

Gill, .

‘hlliis. Did. on the other hand. is a val-v lonesome and unfriendly woman. She has no children and when she goes for a ivalk she ul- _\1l>\> walks iiloiic.

l‘iic:.c words, did and doucpare “Q1115 which we use €\'Bl'_\' day when speaking to our friends. Let a; remember this little story we

_ hnvfl learned about Mrs. Did a.iid In. Dune Ill ht ul not forget

D MRS. DONE

that done must always have’ an- other word along with it.

Dorie is used with helping words such as have, has, had. was. were. is, and are. Did is always used ivithout a helping word.

Do you think this story about Mrs. Did and Mrs. Done will help

you to remember how to use these words? , Remember that we say: has

done, had done, was done, were done. is done, are done. -

Let us look at some sentences in which these words‘ arc used:

1. The boys did their work.

2. The boys have done work.

3. Tom has done his homework.

Notice that the first sentence contains the word did. It has no helper. Sentences 2 and 3 contain the word done. Notice that a help- er is used with "done" in both of these semi.

their

ACTIVITIES

in your language exercise books ,‘)t)_\‘ these sentences, and fill each ~ IlI.\ill( with did or done. ' m) Toni -~ it. lb) 1 know that. 'l‘cru has ~- ll 4Q, Helen has —- it often

n1» Have you —— your work

yeti‘ - (c) What have you -—- with my book? it‘) I \\'OilClCi' how he --- it? ti!) Slic “e. her hoiuowurk.

ill) The boys —- it to help us. ti) l>le told me that he — it. Grade IV-Queen square School

USING A DICTIONARY

livery child in Grade lV should thaw how to use a dictionary. it \"ilI be one of your best friends in school, because it will tell 3°" ihrce things about words. These gn-ve things are:

ti) How the words are sounded

.3, How the words are spelled

l3) What the words mean

imt us take out our dictionaries

and Iuuk tliroiich them. We notice that the words nrc arranged in list; or columns. How are Illfi ACTIVIT 1i) Here is a list of fifteen Wlllilbl Hall, work, king. ostrich, art. rirr_vbody, baseball, story, house.

letter. table, rock, yesterday, ino- ther. ink.

Which of these letters would come first In the dictionary? Art. Why? The word art comes first ltf-LTIISB it begins with “a" the first letter in the alphabet. Which

ivords grouped? Would you find the words bicycle, walrus and rab- bit on the same page? No, you wouldn't. The words are arranged in alphabetical order. This means that all the words which begin with “a" will he found close to- gether. After i\II the words be- ginning with "a" you will find all the words that begin with “b".

Then you'll find all the words that begin with "c" and so on through the alphabet.

IE5

would coma second? Baseball. This word is second because it begins uith "b", which is the next letter in the alphabet. Now write the words in the order in which they will be found in your dictionary.

(2) Arrange these words in alphabetical order:

Doctor. apple, fried. zebra, tent. open, windmill, evening, brother. joy, night, king, prince, queen, violet. '

REMEDIAL READING Token from "Special Class Teacher’!

in the lest decide. education has) undergone extensive changes. More emphasis is beiiiK Placed "n rerlain phases and areas of ed- neat-ion.

it has been realized. and riEIILLV no. that the classroom teacher is iicapptjrl in dcallnr: SUVCCbS" .1.) ivith uil the various problclns she ninycncountcr. Reading prob- lems arc undoubtedly a major dif- ficulty in any room. for Readlnfl is a basic subject correlating with aim-y subject on the curriculum. licmi-iiitil Reading deals with thew ivroblenis.

A Remedial Reading Program has certain characteristics W111i!" are easily recognized. it must be

Hi1 Oriented toward broad ob- io-tives in order to he fully d9‘ vrloped and wcll balanced.

Milton

Back Row: Doris McCue (teacher);

(b1 Realistic in that it accepts the children at their present level of reading and builds from this basis.

(c) A long range programme l0 provide continuous develollmflflt.

(d) Diagnostic for an accurate survey of reading ciifficulties will provide a basis for remedial work.

(c) Adequate and appropriate to cover the range of difficulty with suitable materials. '

(f) Preventative to offset any further deviation from the nor- nial reading path,

(g) Able to provide for con- tinuous and periodic evaluation I11 order to determine the Pfvgles! and to indicate any necessary ad- justments in the program!‘-

(h) Adjusted to meet the needs of the individual children.

School

‘u p!

Lillian Carson. Gerald Ooloe.

Alton Coles, Lois Ford, Doris MacLean. Gerald Ford. Stflhklfd CIT"

SUIT, Front Row: Gerald Macllean. White. Leslie Poole, Weslie Curtis.

Quickies

T

ii

i‘

Winston Ford. John Davies, Lloyd

By Ken Reynolds

é

(i) Flexible and organized to u- aura individual succss.

(l) Errloyable and successful to the child. '

The Remedial progrtunme be- gins before the end of the normal school year. In June. classroom teachers can provide a. list of pupils who they feel need help. These pupils are generally those, who will pass on the borderline or are recommended. and those who have missed considerable school time for many reasons.

In September. considerable time must be spent in testing and diag- nosis. Many tesLs and types of 61118110515. both formal and infor- mal, will be used. These test ve- sults. combined with the child's personal. physical and mental his- lory, will provide a sound basis

finger. (2) moving or jerking the’

head, (3) nervous ornaments of my part of the body. (4) vocal. izutlon, (b) hip movements. ‘ In addition to those difficulties already named many children lack confidence in their ability to read, and therefore find very little en- joyment in reading. Iaittie is gained by teaching a child to read if he cannot find enjo ent in so do- ing. t ' _ ‘ Re-testing is an important phase of remedial work. It may be in- formal or formal, depending on the progress of the pupil. If the child is not responding as well as he should to the programme already arranged, re-testing may provide a clue to the difficulty. The time of re-twting varies with the progress of the child. too. If pro-

_T0 TIIE IIITIZEIIS 0F 0IIARLOTTETOWII

LADIES mo craftsmen;

Having been requested by o number of citizens to nom- I with to solicit the support of the citizens in my

cepf. imm for Water Commissioner, I have therefore decided to oc-

endauvour to become u member of the Charlottetown Wafer

Worka Commission.

l-I. ROY IEVAN.

greas proceeds normally. ra-testing may not be necessary at all.

The materials used will vary with the problems encountered. Many times special materials and devices must be developed for there is a lack of materials too overcome all oases. A Remedial Reading room must provide a great variety of work materials. Suitable work books, special games, free reading materials, and supplementary books must be available. It is a mistake to curry on with materials. for any child, which are associated in his mind. with past failures. The bud habits will be altered,

for the remedial programme. The classroom teacher. the parent, the nurse. and the child himself will all help to furnish sufficient back- ground From the tests we can find the child's basal level in reading. the types of errors he makes in reading. and then we can begin the individual case studies. -

A breakdown of errors will re- veal that a boy or girl may make many different types of mistakes in reading. Those which we gen- erally classify are as follows:

(l) substitutions, which may be:

(a) Girl for Boy—a whole word

substmmon_ gradually or quickly, depending on m). Talk for ,,.m]k_l first m”: the child, wherrnew materials are mbsutuutnh substituted and interest la aroused. (c) Tooth m, mth_. mum“ The classes may be organized for Subsmumm varying periods. depending on the Feed for Feel—~an end substitu- “umber “f puplls» ‘he 5"“- ‘ma um‘ the type of difficulty they bring.

We have found that a small class

t2) Omisslonst- V of 4 or 5 may be dealt with in 30

(a) Play for Playing-an end

onnsshflh to Ll minutes. both as a group and (b, Pa“ 1m. lumen?‘ begin, as individuals. Naturally, the ideal

mug Dmsslmh ' situation would be one child at a (c) Lean for Learn-w. middle “I'm _

onflsmu A Remedial Reading teacher has

an unusual opportunity to help a child with a problem, in many ways. One opportunity is excellent and should be used to fullest ad- vantage. In his class, a child with

(d) sometimes a child may omit a whole word, words or a phrase.

(3) Additions:-

(a) About for Oak-a. beginning

addition. w, blend for Hawk“ middle a reading problem meets frustrat- addluom _ ion and failure at many points. (C) shouted h”. Shumfian and His emotional and physchologicai addition. attitude is necessarily altered. in a (d, one“ a child Wm ‘dd ‘ small class. with a different attit-

ude. no competition and an op- portunity for individual success. a new attitude can develop. With a' small class and many different de- vices, success can be assured in

word, words or a phrase in his reading. . ‘ (4) Reversals:- (a) Was for Saw-Complete re-

versal. (b, 5am for Brm_a 9am“ "_ some one line of reading for each "an child, There is. too, an opportunity

for freer movement. around the room and varied interests. The child works both individually and with his group. Care must be taken to provide materials which are it "n the grasp of his reading ability, and are not too easy nor too difficult.

The expectations for each case will necessariiv vary. Each child will have his own limitations. But if we can send a child back to his own room to attack new pro- blems, we can feel that our work has been satisfactory.

(5) Lack of blending - in this ease, the cliiid can say the sounds but he cannot blend them together to make a sensible word.

t6) Phonic weakness-here the clilid does not know any sounds or is weak in several sounds.

<7) A word reader-children this difficulty read slowly or ingly with definite pauses.

(S) Poor comprehension- this type of difficulty the child may read a selection but he can- not answer question ou what he has read nor understand the con- tent.

i9) Repetiti0n—a child may re- __ ,_ _ ,_,___,_,_v_._..~ peat a word. a phrase or even l "' sentence. These nine groups of er- This Department la eon- rors do not form the complete pio- 5' dlwlflfl b! U"! 7'1"" 5d“'“d

l.

with halt-

with

v4

tui-e. but are enlightening. "m"! r°”‘°h"" Fcderamm‘ i With those reading errors go bad ‘.’;'I'a'";=::||l':|“’ h:r:dd'::::?1%

reading habits which ‘most children

with reading problems illustrate.

the

Mlllar ltlacl-"udyun, ll l-2 Fcl~ Illlg 8L. Charlottetown. ‘QNNHIBVI-‘u

They are ti) Pointing with 59v,-

llorothy Ilix Says-

Continucd from page 2)

Leaving out of the discussion the moral aspects of the case and whether husbands and wives who live.a cat-and-dog life together serve any good purpose in sustaining a. relationship in which they are both unhappy and which brings out all the worst characteristics in each of them, it raises a number of questions to which we do not know the answers.

‘VORTHY PER-SONS ALSO FAIL

Of course, in a case where a mm discovers that the angel of his dreams is a vii-ago and a nagger, or a woman finds out that her fairy prince is a heel, it is easy to understand why their love would turn to hate. But it is not easy to comprehend why so many worthy men and women. who have no real grievance against each other and who thought themselves r0 much in love that they could not live apart, so c003 discover that they cannot live with each other.

Why d-o so many husbands and wives lose their taste for each other? Wlhy do so many husbands and wives bore each other to tears? Why are there so many husbands and wives who never speak except to quarrel? There are many answers to this said conundrum of why there are so many unhappy marriages that end in divorce, or Just being an endurance test.

There are the boy and girl whose tastes are changing every day as they grow up and who find that they have nothing in common with fig child they married. There are the marriages of youngsters who mistook a passing fancy for a deathless passion. The optimistic mar- riages of those who believed that they could live on love and bread and cheese and kisses. The marriages of those whothought they could re- form dirunkards and naggers. And so on through all the dreary list of , human blunders.

Probably there were always hut an many unoongeniai marriages in the past as there are now. Probably Grandpa got on Grandma's nerves just as much as any husband of today gets on his wife's once the honeymoon has set. Both Grandma and Grandma dldnt. take their troubles lo the divorce court. They stood by their bargain.

And that Is why marriages lasted, instead of 011': out of three end- ing in divorce. .

other nlglll. lie had lived in Halifax all Ills life and couldn't find Yale street," the mayor said.

IIALIGONTAN LAMENT

HALIFAX - (OP) - Mayor J’. E. Ahern has recommended to olty council the installation of new street signs so "people can find their way around. A fellow out in the west’ end called me the

SAND UNLIMITED

The are: of the Sahara delert ta more than 2.000.000 square miles.

To Tlie Electors of 0h’town.

I have decided to again enter the contest as Wafer

Commissioner. I .

Having served on the post board I ugoin solicit your support.

' DAVID L. MucKINNON

l

T0 THE ELEBTDRS 0F IIIIARLUTTETDWN

I hove decided to offer us candidate for election 0a I Commissioner of Sewers ond Wafer Supply for our City.

li appears possible that my experience in certain proc- i-icul directions may be useful lo Hie Board, ond if your op- provol results in my election I undertake to do my best to keep up the sfondurd of management now existing.

J. L. CU RRAN.

‘ hi" "

n. City of Charlottetown

Having been a member of the Board of Water Commis- sioners Ior flu post eight years. I offer my name for le- election.

As I um not making o personal canvas, I solicit your

' support on February Ilfh, ond if elected will do my best i0

maintain the high standard of this Department. W. D. GILLIS.

l To of Ward One 1 .

Having consented Io nominate for City Councillor in

| I l

Word One, where I om o property holder, I respectfully sol-

icit your support and votes. a ‘

With my experience and time of my disposal together

F with the will to work, I believe I con do o good job.

l PETER E. IIOLuun| i

To The Electors of Ward Onel

_ Two years ago you elected me to the City Council. During these years I have fried, in co-operdfion with the other members of the Council f0 give you sound, economic govern-- menf. '

will be impossi"e for me to call on all rhe'elecfors person- ally, I om using this means of soliciting your support, and if re-elecfed I shall continue to serve you to flie best of my

i I I om again offering my name for re-elecflon, and as it i ability, Word One in particular ond the City in general. ‘

D. E. NOONAN.

rsqasara‘!

. ‘ p

WARD‘ THREE ELEGTORS I

For the post two your: u: Councillor of Ward Three I have endeavoured to look offer the welfare of Word Three citizens, ond to ocf in the best interests of the City.

Time will not permit me to personally coll upon you. Moy

v I fake this opportunity of soliciting your support in Word

Three in the coming Civic Election, thereby showing your approval of mv endeavours of the past two years.

J. GORDON McDONALD.

To The Electors 0f Ward 3 =

Again I seek your support in the Civic Election of February llrli. The betterment of present conditions, particularly in our ‘JVurd, is my chief desire to nominate.

Thanking you most sincerely for your splendid support on a former occasion I osk once more you? co-operofion. SAMUEL F. DOYLE.

a_____.__..-.unqni

To The Electors ofIWard Four ,

LADIES AND GENTLEMEN:

I have nominated as Councillor for Word IV, and hem- by solicit your support on Februoryllfh.

If elected I will work fo the best of my ability not only I for flie prosperity of the City, but also for improved son-iro- lion and beautification ond the educational ond cultural development of the people.

EDWIN C. JOHNSTONE.

\7\.

To The Electors 0f Ward 4 : f

LADIES AND GENTLEME~N:—

_ Two years ago you elected me to represent you on the Cify Council. During that time I Iiuve served you to the besf of my ability.

l have ogoin nominated o: your candidate in Ilia forth- coming election.

Should you do m: the honor of electing ma for another 5 term I will continue to work in the best interests of Wor_d 4, and f0 wfiof I believe to be the greatest benefit for oll the citizens of Charlottetown.’

If will boimpossible for me to visit you nll, furthermore if might not be convenient for you. So I om taking this means of soliciting your support.

The ballot is yours to vote for the candidates you con- g

'\J\J\J\7\'.\'I\."\'P\.. '\30\

Should you wish to be driven to your poll, ring 584 or 2478 and o cor will coll.

C. M. COX.

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T0 WARD FIVE ELEGTORS

I have ogoin nominated us o Councillor for Word 5 ond I trust this cord will serve as o personal request to you for your continued support as I regret I cannot find time to coll on you in person.

If elected, l assure you I will continue to serve you fo the best of my ability.

j sider best qualified to represent you. I N. W. LOWTHER.

'~_

To The Electors Omani Five 3

I om oguin offering for election to the City Council.

Two years ogo you favoured me with your confidence in electing me to the Council. The record of these two years l is submitted for your consideration. Substoniiol improvement has been effected in our Ciry finances. Careful and efficient management has been exercised. I respectfully solicit your continued support ond if elected again will continue to pro- mote efficient administration ond nri incrcuse in services f0

oak?»

0Q»

.___

To The Electors of Ward Two

Having been again requested by o large number of Word 2 Electors to offer myself as Candidate for Councillor in the forthcoming Civic Election, I have consented to again con- Nlf your Word and hereby respectfully solicit your support.

A. WALTHEN GAUDET.

-4-6-§44-§&04+OO440-O4046>064-O4§4444-&4 0-0-04 0&0 6-0-0-04-040

To The Electors 0f Ward Two

The Word System on which our civic administration is founded Im been neglected by most Councillors in the past. I intend, if elected, to represent Word Two, first, lost and all the time. I om writing each of you, personally, giving my ideas on civic affairs, trusting that my ideas and yours are the some. If so, will you vofc for mo?

~

Respectfully, HAROLD E. MecLEAN.

g Af the request of o large number of citizens, I om ogoin g

the citizens. M. A. FAIIMER

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T0 Tl-IEELEGTDRS 0F WARD 5

LADIES AND GENTLEMEN:

offering o: u Candidate for Councillor in Word V.

If was my pleosure lo serve at the Council Board prior to the present Council, ond I Iiove hod considerable experience. If elected, I will endeavour to serve the City of Chur- Ioffefown to the best of my obilii-y, ond Word V in particular.