APRIL 24. 113]

THE_ CHARLOTTETOYZN GUARDIAN

THE ED UCA TIONAL HORIZON

—A ‘i SATURDAY FEA TUREL

ilresenting News And Views Of Interest

Improvement

To Teachers And All Others Seeking In Educational Matters

PERSONALITY - - rue rmsr ESSENTED

The most important of all school ggEDCIES is the teacher. His man- nel‘ ‘s the greatest influence in the school, 1-11.; personality is the thing ma: counts above all else. He sets me example in cheerfulness. kind- ness, politeness, neatness, and or- deylmess; he ls their object lesson u, pulse, self-control, self-reliance. ind dignity; he teaches industry, ﬁdelity, and zeal. I-le exempliﬁes lust ce. He encourage , comforts, restrains. guides and controls. His every look, 10119 and gesture help make or mar human souls.

As a. moral force the teacher's influence is exhibited in many ways. It is constantly felt in the class- room. It is found on the playground end the athletic field. It is discov- ered ln each club and social gath- ering in which the children take part. It guides children in the ﬁllOlCE oi books, playmates, and friends. It is shown in their con- duct on the street and in the home. it lives in the memory and abides in character long after lessons have been forgotten.

The personality of the teacher is the persuasive element to which all else is secondary. Personal influence is greater than authority; it is the teacher's character. not his learn- ing. lhat inspires and governs. It is not what you know but what you ire that matters most in teaching.

Through the contagion of his own personality the teacher awakens iud maintains interest. Pupils may laugh at the teacher's opinions but they cannot long roast his person- ui irower. If he is not in earnest, he is already beaten for none are so nuick to recognize sham. none so determined to pay in kind as the pupl's he would, serve. l-le must speak and act sincerely and with conviction. Then pupils cannot dis- regard his teaching because true pr-rmnalitv is primal-Ty sincere.

Just what you are and what you (in. your mannerisms, your grin,

those many little things that make you different from all the rest, all these are summed up in the word "personality." These dfistlnctions were assigned you by the Creator as best suited to you, just as a, p51‘- llclllll-l‘ 91181118 is put in a particular car to get the finest performance. Do not attempt to spoil your indi- viciuality by tfnltating someone whose personality has appealed to you. Bear in mind that there is ‘just one you in all the world - therefore, be natural. Retain your personaity.

This natural personality plus un- bounded enthusiasm places the tea- cher at the top of his profession. Nothing else matters where such qualities exist.

Satisfactory results can be se- cured only in the degree that the teacher throws his whole life into his work. Boys and girls are natur- ally impressonable and nothing im- presses like enthusiasm; when they see a. man keen about something, they“) at once become excited about

The very essence of a good school is in the new teacher. It is not in the course of study. nor in the fine schoolhouse, nor in the large lib- rary; it is in the teacher, in his method. in his adaptatbn to the work of instruction. in his enthusi- asm. in his ideals. in his personal worth. A school is the centre of power only when it is in charge of B flﬁmPﬁtent teacher. The school at- tracts and educates only when it is In charge of an educated and cour- ageous teacher. And a teacher can do his dutv to his pupls only when he feels that he was chosen, not because of his political views. not because oi’ his religion, not on ac- count of his relationship to a mem- ber of the school board, but because of his qualifications and his real worth as a positive influence for good among the chfdren of the commun‘ty.

M. A. B.

Letter To The Editor

Mr. Edltor,—-

I have followed with interest the several issues of "The Educational Horizon" and have pondered on the various views prasented by your contributors. One letter, that by “Ploughmanﬂ while undoubtedly sincere. misses the mark entirely. The writer would have our course of studies so filled with agricultur- al subjects that boys and girls upon linlshhg with school would be fitt- ed for .cme type of work only- firming. All the other professions, businesses, and trades would be vosed to them and in this way "Plcughman" would establish a rontented (?) farming populace.

The purpose of education should be more than the mere preparation of a. child for a particular job. Its function should belargely. as the term itself implies, “a. drawing out" process. an enlargement of experi- ences. an introduction to the world of knowledge wlfch surrounds us all. And in this process the inﬂu- ence of it good teacher is the para- mount thing. What mntters what course is followed? It 1-. only the means by which the ieaCher “draws out" the pupils and embarks him llmn this new sea of experience.

In the rural district. things that are rural will naturally form the basis for most illustrations in the classroom. In his teachhgs, our

Lord-the first grcat teacher of all time.—drew his examples from the lives and experiences of~those he taught. The intelligent teacher fol- lows this same plan and. since we have in this province many such teachers, frequent rarer-nice must be made oi necessity to agricultural topics and fanning practices. To say that no provision is made for these important subjects is ridicu- lous because no good teacher in a. rural district could avoid constantly dealing with them.

Let us put first things first. Let us examine into the lot of the tea- cher. Is he contented and happy? Are we voting him a. supplement that provides him at least the inin- imum government allowance for his clas of license? What encourage- ment are we offering h’m in his important work? If our teacher is underpaid and therefore discon- tented and unhappy, if we add to these burdens criticism and harsh words as is sometimes the case, then no course in the world. no set of texts. nothing can make up to our children the loss they must sustain. So I would say to "Plough- man" the changes in our education- al. system that are needed first are those that affect the welfare of our teachers. ~

Yours. etc.. APPLE TREE WIIARF

BEATITUDES FOR THE TEACllER

Blessed is the teacher who ex- iJEC-ts much from his pup is, for he is thereby likely to receive it.

Blessed is the dumb teacher. for be wil. save the pupils time.

Blessed is every teacher who be- comes unnecessary.

Blessed is the voice that is the overflow of a sympathetic heart. _Blessed is the teacher who Ls not we slave of a written lesson plan. 1 Blessed is the teacher- whose crit. ‘Gems have enough sugar in their gradation to take out the hitter

Correspondence

FAR-An infinitive may be used as a noun. an adjective, or an ad- Verb. e. g.:

Noun: To err- is human; to for- Ilve is divine.

Adjective: I have work to do, and

e his some lesims to learn.

Advei-b: (modifying verb) He tame to see the bear. (Modifying Bdlectfve), I am glad to do it. ‘Mmiifring adverb). I like you too “W11 l0 llree to this.

An infinitive may have a subject. 01' an object, or an adverblal modi- ller. or any two of three. or in- deed all three. In the sentence. I want lilni to leave the house imme- ‘llllelr. the infinitive phrase. him l0 leave the house immediately. is the direct object of want. It is built around the infinitive to leave: which is used as a noun. object of the verb want. lllrn is the subiwt 0f the infinitive to leave house it the dbiect of the infinitive in lmve. and Immediately a an Id- Verb motffving to leave.

The subject of an ‘nfinitlvn is “Ways in the objective. or.- as 3'01! My. aecusative case.

new-i» the sentence "rm he rut-cont in n.» wary," elm-e mav ex- "Wses a wirh. it. u: rivhtlv classl- "til M a suhiunctive verb. In the

This Department Ia conduct- ed by the Prince Idwanl Island Teachers’ Feduatiou. Contributions are welcomed

and would ii comm. to G. Efllart, Cigar-fetish .

Ravage. Union of ﬂouth Africa —

Blessed is the teacher who ex- amines the foundation before erect- ing the superstructure.

Blessed is the teacher who gambles high in "Incentive" stock.

Blessed is the teacher who uses common sense in framing regula- tions and has sufficient backbone to enforce them.

Blessed is the teacher who is hu- man enough to appreciate human shortcomings. .

Thrice blessed is the teacher whose vocabularly contains more do's than don‘t’s.

sentence "May I protect you from being hurt." the meaning is some- what ambiguous. If followed by a Period. as you have it written, it means May l be the one to protect you. and may also expresses a wish and is therefore subjunctive. But if written with a question mark it woii'd mean Have I your perrnls- sion to Protect and in this case may expresses W. lsslnn and in not subjunctive.

M.A.R.—Sorry we cannot give solutions to problems in Arithmetic in these columns. We are tumlng your letter over to the ‘Teachers’ Aid" for a personal reply.

C.S.—-1rish Free Stste-Govemor- General. Donald Buckley: Pres'dent Eamon do Valera. Northern Ireland -Ciovernor. Duke of Abercom: Prime Minister. Rt. Hon. Viscount Crsigavon. India - Viceroy. Mar- quess of Linlithgow. Canada-Gov- ernor-General. Rt. ‘Hon. ‘Lord Tweedsmulr: Prim» Minister. W. L. Mackenzie King. Newfoundland - Governor-General and Chairman of Royal Commission. His Excel- lency Hir HumphN-v ‘P11011118 WI-l- wvn. Australia — Govemnr-General. Torr] Gowrie: Prime Minister. Rt. Hon. J‘. A. Lvons. New Zealaiiﬂ — Governor-General. Viscount Gal- wav: Prime Mnlsier. Michael J.

Governor-General. ltarl of Claren- don? ‘Prime Minister. Rt. Hon- J- B. y; lbw-loop

emu-h vii-h fiom-“lrrinnnr ir P..-..-¢i.-»_-=ir Arthur ('1. Wauchone.

The Canadian will Qmmmlm‘

er to London is Hon. Vincent Mas- sey. Canadian Ambassadors are sent to the United States, (Sir Herbert Murler); France, (Hon. Phillipe Roy); and Japan, (Hon. R. Rau- dolpb Bruce).

R.D.M.—Thc teaching oi back- ward children is a big problem. In- vestigate the causc of their b803- wardncss. Arc you surc there are not physical reasons? Many chil- drcn are dull and stupid because ot adenoids or other growths in nose and throat. Many are apparently stupid because oi defective sight or hearing. book into all of these con- ditlons. 1f none appear. then look into your own treatment oi the child. Are you trying to kindle the torch oi.’ his intelligence at the most inflammable point? 1t he does not like grammar. try nature study. or some constructive work. See if there is not something in which he is interested; and then reach the subjects he does not like through the avenue of the subjects he does lke. It requires much patience and thought.

G.R.—-'I‘he value of growing leg- umes: (l) They have many leaves and are good for fodder. (2) Their seeds are rich in food materials. (3) They usually have long roots that feed deeply. (4) They take up nitro- gen from the soil air and are there- fore easier on the soil than cereal or root crops.

J.M.S.—'I‘he counties of New Brunswick with their county towns are: Albert (Hopewell); Carleton (Woodstock); Charlotte (Si. Ari- drew's); Gloucester (Bathurst); Kent (Richibucto); Kings (Hamp- ton); Madawaska (Edmundston); Northumberland (Ne wc a s tie); Queen's (Gagetown); Restlgouche (Dalhousic): Saint John (Sa'nt John); Sunbury (Burton); Victoria (Andover); Westmoreland (Dor- chester): York (Fredericton). E.M.-The plural of Mrs. ls Mes- dames and is not abbreviated. Three days oi’ grace is ﬂ-IWBYB counted by banks in finding the value at maturity of an interest bearing note.

AJIIEL-‘There are three kinds of- bacteria classified according to shape: (1) bacilli-cylindrical or rod-shaped; (2) cocci-spherical shaped; (3) spirilla-spirai shaped.

Joseph Lister introduced antisep- tic and aseptic surgery in 1865. .

Radium was discovered by Mad- ame Curie in 1910.

Metabolism is‘ the healthy func- tioning of the human system.

M.M.-'1‘he "Grand Old Man" was Will'am Ewart Gladstone. "Bonnie Dundee" was John Graham of Claverhouse. Viscount Dundee. The “Wandering Jew.” as far as we can learn, has no historical connection. The "Swan of Avon" was Shakes- peare.

We have received from the Wil- liam Neilson Limited, chocolate manufacturers of Toronto. a very attractive booklet describing the production and processing of both sugar and chocolate from planta- tion to consumer. The book is splendidly iflustratled and interest- ingly written. its author being Pro- fessor G. A. Cornish, (author of "A Canadian School Geography" and “her similar works). Teachers may [of-ire free copies by dropping a

ard to the Neilson people at To- ronio.

On the 3rd of May the Y.M.C.A. Boys’ and Girls’ Hobbies Exhibition opens in Charlottetown. Here is a genuine and positive effort t0 en- courage activities that are construc- tive mentally as well as physically and which tend to round out the

CENTRAL ROYALTY WOMEN'S INSTITUTE

Mrs. Russel Roper entertained the members oi‘ Central Royalty Women's Institute on April 2nd.

Mr. W. C. MrwLeod presided and meeting opened in customary K118111161‘.

Roll call was responded to by an articfe pertaining to Agriculture or Home Economics. Minutes were read and signed and reports from committees heard. sick ccmunittee visited sick. taking fruit, and had a plant sent a patient in the hos- pital. Miss McKay reported school had been cleaned at Easter. Cor- respondencc read. ,

New committees are: Sick, Miss McKay and Miss Cullen. School, Mrs. Cecil Jenkins and Mrs. Roper. Program-Mrs. W. C. Mc- Leod, and Miss McKay convenor of “Education and Better Schools,"

Roll call "A Clause of School Act.” The program committee. Mrs.

Jenkins and Mrs. Roper. convenors of Agriculture and Home Ee- onomics had questionnaires filled out and papers read "The Story of My Garden." by Mrs. Gordon McMillan and "Laws and How to Make 111cm." Budgeting was also discussed.

Mrs. Cecil Jenkins invited the members to her hmnc for May meeting. .

Meeting adjourned and Mrs. Roper served a delicious lunch.

Wanted-

Several mechanically minded young men to prepare for Auto ltleetrlul Engineer .. v- toua experience not essential. but If given the opportunity Inuit be willing to devote some ‘pun time to preliminary train- n

I‘ 000d character and lair celle- utlnii necessary. Hunt be Mroll to truvel. Write to lnli American Inﬂlintn o! Ilntiu-

e-rinu. Bay and flrosvennr lira. Toronto.

influences on character received in school and elsewhere. Hobbies keep the minds of boys and 8M5 “cu- pled in off moments; they do still more in disciplining head and hand, teaching patience and care. I110 emphasizing individuality. The Board of Directors and the AS8001- atioii officials are to be hizhll’ commended on this phase of their character-building effort. All tea- chers are agreed that this is ii very valuable factor toward FY0819” m community life.

In the early days Canadian trade was conducted in its simplest form. There was little money in circulation; settlers exchanged furs and the produce of their farms for simple necessities of local manufacture and rare luxuries imported from

abroad.

As the fabulous resources of the country became known, ‘the tide of colonization swept inland. Population increased and trade developed between ad joining communities. Trails became highways; the canoe, bateau and Durham boat gave way to tlie steamer; the pack horse and wagon were supplanted by the railroad; and a steady stream of furs, timber, slaves, wheat and ﬂour ﬂowed toward

TEST QUESTIONS

(IPIOGRAFIIY

l. (a) A ship aailcd from Yuko- hsma to London by the Mediter- ranean route. Tracc this route. naming five ports of call.

(b) Namc three articles of cargo that would probably be iakcii on at Yokohama and one that would probably be added to tlic cargo at each port of call named in your answer to (a).

2. What and (exactly where are: Altai, Nyasa. Atacama, frobago, Messina. Nairobi. Constance, Forc- nux, Celebcs. Mnnaar.

3. Compare New Brunswick and Alberta under the following head- ings: (a) Altitude. (b) Surface. (c) Occupations of the “poplin

4. Iii columns, lllVf‘ the source. -ouil . and tho imnu- of u town or r v on car-h oi‘ thu inlluwilig rivers: Indus. Ilnnru. Parnnn. 'f‘ihcr. Niger, Ciaronnc. Wosor, Mcnam, Magdalena, Hoaiiig-ho.

tlie ports for shipment overseas.

Each phase of development brought new and diversiﬁed demands for commodities and services. Accurate up-lo-dale news of _availa.ble goods, of

BAN

tit all

ADIAN

naiivbmswsrziriziis

FOR REVIEW

5. What lanrlr. urc separated mu. what ivairrs iruiirri by each oi I following iillﬂllhi Bass, Forida. Dll- __ vis, Chosen, Bonifacio, Ormuz,_‘ Cook, Yucatan. Denmark, Hecate.

HISTORY

l. Givc an account. of the cx-.

plorations oi La Sallc, La Wren-I

drye, and Sir Alexander MarKcnzic.

indicating the regions discovered by each explorer.

2. (a) What recommendations did 1 Iiird Durham nuiko with regard to responsible government?

(b) In what. respects Iiavc the ‘ l‘ ' "- bonds that uniir- Canada and Urrni '1 F» e s r'n'ii.—6'n'r'1‘n'i'§ Britain changed since Durham. dny?

3. (a) How did Sir John A. him-- rlomlld hrlp w brim: about Confed- oration?

(h) Wlitii Hllfl lions WIT!‘ nmdt- in (he railway hySIFIHS l|‘| (he lJOlTlLll- ion during

Cotlliiillrri (m - pagr- 12

iouTiAbAIoou

B. It. illvNlllLL. Brziiirh lllanagrr 17.‘) Kent. Strrrt, (jharhittciown.

current prices and mark is hecarne- increasingly important to consumers, producersland merchants alike.

The newspapers recognized the need and were quick to provide this essential information. Every issue recorded the current ﬂuctuations in prkes and supplies, the arrival and departure of ships and all other data of vital importance to trade .

Maintenance of this service and extension of its scope to meet each new development have contributed much to the expansion and prosperity of Canadian trade.

Today the daily ncivspapers serve Canadian trade more thoroughly and cﬁcctivcly than ever. Every day throughout the country more than two million copies are distributed and read. Their pages provide a complete and reliable guide to markets upon which the business men of Canada depend.

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