NOVEMBER 2a. 1949

lank of Montreal Annual Statement

115M, Nov. I - we- ":32 feature of the Bank of Montreal's l32nd annualreport is lhe fact that. for the first year- ind 1n the bank's history, its to- .ai resources exceed (the two-bil- mn-dollar mark, while deposits 111d commercial loans are at re- 10111 levels. Always a dependable -c-llcc:1o11 of the nation's econo- iiic hvillih. the report of Canada's

11-11111.- fiiiancial institution this .cai~ cllOWS substantial growth in yacuviilly every phase of the 3111115 operations.

What the bank's two-billion i.»iI1il' resources represent. and

1011' ills)’ art? Put l0 Work- Pm" _,d. 131m riiiv material for this in- ’ 111.11, humanized annual state- 111 , \\'illCl‘l was originated by 1 ~ l; or M 111 i945 and since then ‘porn considerably developed , 111- to the widespread pub- >h0‘1\‘ll in it.

1i ".\ Special liilexiage to 1:11.1< of the B ofi the re-

l...

poi; ;1cl11i11\rlcdgcs in striking terms zhu achvc contribution of cook's customers with the

"This Year You've Written diwtl-DOUBI‘ Story." It oils to explain how "the

_ 1111-1i11li11l‘ resources of 1 .\ Lil-t bank have been put 111 11 ‘11 . . . how these rcsourees

1 u.’ thc deposits of our cus- —- im- helping Canadians -v 11:iik of life to make a ‘uni-c for themselves and

thumbnail sketches simple language in the iikdoivn of the figures 1 l! of M's statement easy '111i and of interest to

"\(‘I‘_\i'l".(’. Ill-posits Over $2 Billion Loans at Year-end Peak

over $140,000,000 high-

1 year, amount to a re-

of $2,0l9,000,000 and prove ma‘. Canadians’ saving habit contfnui-s strong. Representing 2hr niun-gv of 1,700,000 customers, izi.= drpost figure clearly demon- s that the great size of the iniiiiily a reflection of the ‘c of citizens everywhere. iii-ho loose, the B of M to safe- guard their money and transact thr‘: business.

lncrcascd loans, at the highest roar-cad ficiirc in B of M his- ‘.1. cell-H“. lhc measure of the banks assistance to business and llld.\'l<‘lll3l! across the nation. Dur- ing 1949. the B of M's commercial and o‘l1cr current loans increased by S 000,000 to $487,000,000. At llic swine linic. the bank's holdings o‘ corcrnvnciit and other secur- ities have increased from $1.004.- 000000 to $l.045.000.000. The bank continues to maintain a high pro- pcrfion of its assc-L: in n form read- ll\' convortihlc into cash: in fact, 1r pcr ccnt of all its owes the piiiilic.

Earnings and Taxes Both Increase

After the payment of Dominion end Provincial Government taxes. the B of M reports net earnings lor ‘hc year amounting lo $5,- lll7.00fl compared with $5,459,000 in i948. This sum is arrived st sf- ‘11’ ti" vflkmerit of staff salaries. bonuses and pension fund contri- ‘ ns has been allovccd for. and sion mado for contingvneics 1:11‘ depreciation of bank Promises.

Dominion Income Tax ‘and Pro- vincn‘. Taxes amounted to $3.405.- "00- ~= compared 11-1111 929110.000 in 1945?. dzvds of $3.600 000 have lyn .1»; hi1 rcl diirint! tho year end- 1ri October Ill. This money re- f""‘-="'*.'= n return of 4.23 per cent W‘ “ic shareholders’ funds.

"(TY KING'S ERROR is 40o Yrans OLD

EnIYODDESDON. Hertfordshlre, Klan". ~ Nov. 2a —fOPl a little bovs snclllnc error has been ex- ilmliicd hv hundreds of visitors to ‘dnhiilon of oocnncnts in the HM 11 pub‘ic library,

Th‘ hill‘ has sicllcd "Edvrnd", ililiilll’ 1n n snlall “r" as an L't,¢1-- ‘llllilill’. lie wins better known as sgiord VI. Klnr: of Erlcland. The h" *""P"'1 if? Ruined in 1M7 vhen ,1‘ “"5 l‘) 1s among a collection of 1i 1'l"(‘.li\'(‘5_ mans‘ and otlicr 17.9013 goinq back to the 12th irntliry “QIIIIMUTPS 0f King Char!” Q h Queen Anne are also on view.

Does a Bail Bough liauso You Worry‘!

not???“ the cheat la aora and your m“ ‘fins! on. you naturally be- w" ‘rgogrlerl. One sufferer who Wm"; u 0d over her condition,

“Li? ‘$80k pained. I coughed a ‘ha’ will worried and wondered M my ‘H’! wronl with me. One Nerrlilnerlcnd! advised m‘ to u" ‘M m l; "In on my second bottle do,“ mo-‘hmv mother. Nel-vlllne ll coins me w," much good ae it la yum,“ kn fl have recommended "my!" m“ v0 frlendl; they are re aatlafsctlon also."

nfififvgt‘; ll penetrating dnd pow. 1111-1,“ H "V" your cheat and

~ a effect ll Iood. sold la

ficjmm" by all deals a

DIE GUARDIAN. cnnnlnrrrmwnl

THE ED U CA TI ONAL HORIZON i

PRESENTING NEWS AND VIEWS OF INTEREST TO TEACHERS AND ALL OTHERS SEEKING

IMPROVEMENT [N EDUCATION

Environment or intelligence?

WHAT SHOULD INTELLIGENCE TESTS AGOOMPIIIT

Check One: A. Find out n pupil's chance foi- success in school? I3. Reveal i1 pupil's home en- vironnicnt, family 1ios1tiol1? l‘. Mcusurc true or iiillivc intelli- gencci‘ _ I by Ken W. F. Cooper, Staff Writer I The Saskatchewan Bulletin I 1 A whole new idea of lntelligencc testing is being tried out currently by a group of American educators. It arises from studies of the pre- sent forms of intelligence tests which, asya one professor of edu- cation. are not tests of resl in- telligence at all. He contends they simply measure or prcdlra u pu- pli's chances for success in school, or revenl a pupil's home environ- ment or family position. They may even discriminate against children from families of low-income groups. lie questions whether those tests nro good and offers i1 wcil Sllll- stiintiatcd claim tha: they are nor.

What's Wrong with Preagnl Tests

When you examine closely 1111-" tests commonly used. you soon dis-

cover inadequaclcs which challcricu

your common sense, To llllISfHlio,

let's apply an intelligence fest to

two sixth-grade pupils, Johnny and

Billy, ,

One problem in our test requires

the pupils to know flic word "son-

ata." The details of’ the tcst 1v:-

can skip. The results are that

Johnny Refs the right answer and

Billy misses it. On this basis tho

test might be sold to prove that

Johnny is tho brighter nf tho two

‘TOYS. But let's look niorc closolv

before we accept this proof of su-

perior intelligence.

Why did Johnny get the right

answer? Johnny comes from a

"better" home where well-educated

parents listen to and discuss fine

music, The word “sonatn" is men- tioned, and some preferences are

expressed by members of the fam- ily. Johnny, therefore. comes pro-

pnrcd through environment to

solve the "sonata" problem cor-

rectly.

But how about, Billy? comes from n “pool” home xvhvrc classical music plays little or no serious part: in listening hohlts or in family conversations. Billy's r-n- vlronment provides nothing to hr-lp hlm to solve the "sonata" problem. There to the value of tho "sonata" pro- blem as n device for measuring ln- telligence. Tho results of the rest reveal the home environment of the pupils or the family position, hut how valuable are they pg a measure of intelligence lf, ihdccd, they measure intelligence at all’?

Billy

l-w-‘ments with New Tests

It was this kind of research and discovery which encouraged the

dcr tho chairmanship of Pr. Alli- son Davis. professor of‘ education at the Llnlvcrslty of Chicago, a continuing study which started fivo vears ago ls being conducted In a broad way. As port of tho study. several experiments hnvo boon cor- rled out with 11 group of 700 school children.

Here ls an exnmplo of the pro- vlous typi- of test problem:

A symphony ls fo a Composer ns a book is to what?

ADDRESS DELIVERED RY DR. J. CONVENTION DINNER 0F

A short time ago I visited the Maritime Provinces and there heard a ltory which has stuck in my mind. In n Cape Breton vil- lage, at morning service, the clergyman preached on the Hare- after. He drew s harrowing pic- ture of what was in store for those who have done what thr-y ought not to have done, and have left undone what they ought to have done. So eloquent was he. and such was the sense of guilt ha aroused, that almost every

ember of the congregation wns visibly moved. One hardy soul, however, sitting beck by the door. remained calm and even cheerful. The clergyman noticed this recol- citrant auditor and redoubled his efforts. Most of the congregation was now in teal-a, but the obdur- ate one remained unmoved. The clergyman addressed hlm directly: “My frlend, why are you so hard of heart? These other good peo- ple are clearly aware of their guilt and peril; there is good hope of their repentance and salvation. Have you no concern over your plight, at all?" The reply was prompt: "l don't have to he co11- cerned; I don't belong to this por- lsh."

It. la not so long ago that Cano- dlsn education was almost. bqually parochial. If we lived in British Columbia, we felt no concern ovrr the shortcomings of cducntlon on the prairies o1- in ll11~ cast. If we lived in central Cnnfldil. the vicissi- tudea of schools on cllhcr coast were of only passing interest to us.

is a bnsis for doubt ris_

educators in cxnmino furthcr, lli1-|

Faber -_ sculptor — author — musician — 1111111,

Of the "upper class" group, 81 Der cent answered correctly, while of the lower group 52 per cent were correct. Then a similar type of problem was presented to the some group:

A baker goes with bread the same way that s. carpenter goes with what?

, A saw -— a house — a spoon -— a nnli — a man.

Fifty per cent of each (higher 11nd lower-income) group answered tlic problem correctly.

Dr, Davis‘ research is further than merely studying the composition and results of the nlfire widely used intelligence tests and their revisions. He-ia keenly iiwnri- of the need to reduce and l‘l'I'1lO\‘C all prejudices, He recently ">1" H group of school administra- tors:

“One of the big wastes of liu- man rosourccs is our failure to di-vclop fully the potential mental chil1!_v n'.' llic 00 per cent of our Pllhils who (‘time from the lower- invomo groups. \Ve lose this men. t11l ability tic-cause of the failure of iniclliirciicc tests to measure tlic rcril lncntiil ability of the children from lllcsr- groups and the failure oi schools to recognize and train this i1lillit_v."

going

Problems from Llfa

It ls too soon to know the re- sults of tho new tests which Dr. Doris‘ group has conducted. Their (‘Xlwrimcnlnl tcsts are built around problems which are the common r-xpcrience of all children. Strange- ly enough, problems on lifelike ex- periences are more difficult for children of both groups, as shown in a large reduction of percentage of correct answers from higher groups and in an only slightly larger increase in the percentage of correct answers from the lower groups, The results, however, show that when problems built on the common experience of all children are isivcn, the children in the low- cr groups get solutions correct as often as children ln higher in- ("time groups, even though the former may take a longer time to answer. Dr Davis also questions whether the time element in test- ing deserves tho importance given to it in earlier tests.

The value of future intelligence tests will depend upon their being free from bins of any kind. The new tests will measure reasoning, incmory, observation, ability to ap- praise values, and creatlvenesa. Freedom from unfairness will be achieved in two ways: (l) by using words and phrases familiar to all groups, avoiding fancy, "literary" terms, and (2) by using problems bascd on lifelike experiences com- mon to all children. The experi- cncvs will be rcnl ones, not based upon situations set out in chil- dren's books.

Better Curriculum; Needed

There are no predictions as to how the results 0f 1111-. new tests may affect future curriculuml, "All our findings," aaya Dc. Davie. "point to the lame conclusion: The greatest need ls for intensive research to discover the best cur- riculum for developing children's bnslc mental activities.

"Let us ask ourselves this simple question: What proportion of sfhc basic mental problems met by ‘children (and by adults, for that mutter) in their daily life can be solvcd by having a large standard fvocabulary, or skill in reading, or skill in arithmetic wocesses? These routine, largely memorized activi- ties are little help in developing i1 child's ability to reason, or to analyze his experiences. or to work creatively."

While the results of the new tests are coming in for analysis and evaluation, Dr. Devlea makes some interesting comments on present and future school methods and subjects’.

“A democracy is s place where |nhllllv is discovered and recruited 1111 oil groups, and given s fair {chance to go lo the top for the j hcncflt of the nation.

"W.- need all the able people we (‘fin find. To find them, we must ,l1nvr- a way to measure their real iiiuclligcnce. no matter how poor their environment has been. They have to be discovered in child- hood, in their first years In school. T11111 lg why new tests of real. nnflvo intelligence are essential."

G. ALTROUSE TO THE ANNUAL TlIl-I CANADIAN TEACHERS‘

FEDERATION, AUG. B. I949.

But Canadian education la no long such a local affair, We have lellrnfll 111111. what hnvnlnl to lschool children in the most re- 111019 regions of any province la of rcnl concern to the people of 1111, 1110,11 populoua cltlea in every province. Canadian education la far from uniform-how could it be and still serve communities of such widely-varying origins and inter- esfs? But it has attained to a ri-nl unlty.-—s unity not of pro- ccdure and of structure, but of Ideals and objects-and to at least a similarity of methods of aeek- 1111; the" objectives.

Factors In Unity

Many factor-e have combined to produce this measure of Canadian unity in education. Canada's lrn- portance in the world in peace and in wnr has been immeasurably en- hanced by her wealth of natural products and her proven ability to match agricultural and industrial productivity with the other na- tions. This has led to a eelf- muuclousness that. is the opposite of an inferiority complex. In a lossnr ilcgrro, thori- has been a definitely Canadian contribution to 11111111111111111! culture: Emily Curr 11nd the School of Seven; the wood “w”; and sculptors of Lower (311-111-11. Banting and Best ln medl- c1] rcsflarrh; Zavitz and his fol- 1.1111.~111 ln agriculture; these are ummplcs of pioneers in the realm of thought who arc unmistakably Canadian. Then, too, Canadians

are almost nomadic; they move about freely within the stupendous empire we call Canada. The edu- catorl of the Pacific Coast seem to be the wiser wlae men of the East, for moat of them hall from Cape Breton and the Game. There are more natives of Bruce county in Saskatchewan than in that beauti- fu.l Ontario county itselif, and Prince Edward Islanders are as widely-distributed as their pota- toes. No Canadian university is complete without a Bluenose presi- dent. This migratory habit extend- ed during the two wars to people of every calling and station in life, until today the pride of being Canadian la at long last super- sedlng our pride in our local ori- gin.

Unity in Canadian education is based upon knowledge as well as upon sentiment. The interchange of information and of ideas ls of the utmost importance, Your own Federation has not neglected this agency; its newsletters and the various teachers‘ journals, which circulate far beyond the provinces of their origin, have helped to break down ignorant prejudice. The ' Canadian Education Associa- tion has made this function one of its chief objectives: its infor- mation service ls assuming the proportions of n major industry.

leagues from ivideiy - separated

IIIIT TllE I of II MS on deposit with the Bank

deposits with other banks . INVESTMENTS: The B of M

public securities, which ha

0min ulna, they amount

lance to industry for plant

‘All. LOANS: ’l'l1a Bel)! fully protected b1 wield!

have been lent to business

DTMII ASSITI: These dil

their behalf, covering fo transactions . , .

ITS OBLIGATIONS .

dodged have responded to the ideal un-idgfinfleiy “raw, 1n ,, 1.11M n1- 1... n1... 11mm deflyln! U- N- E- 5- C. 0- 8nd hBVE ‘creasing volume and voloclfv supported every move ment Canada's ‘obligations in 1hl510us ways to a substantial dvflrrv connection. Canadian education has unify 1n Canadian 94111-11110,, not Slllfifed l" FY95"!!! l" ¢°l\!9'il\llls We feel about this a: llonr-c ll-v the brltlclsm that the school information 151111191 Cgnby 1-91-1011; n11- fonlinp o‘ ‘system which I attempt to direct is reinforced by personal servlceqhls generation about cducatlnn "Y111I-.-1_= our town." ho writes, “thc ston- o1 lTliot would indeed be o serious in- being educated was rcsr-nch-hlo 11-1‘ -I’iif'lITlPi’li. T\‘l11.=l 11-1- <11 uteri when it appeared, upon furth-

quence.

Educators the world over know and i appreciate through the work of Canadians at world seminars and conferences, A generous proportion have been or are now active mem- bers and officers of your Fcderiv, tlon. er needs to be reminded broader lmplicbtlons. with John Donne “We are all in- volved in humanity," "Never seek for whom the hell tolls; it tolls for thee." unity a world of interests far transcend- ing Canada or even North Am-

CASH: The Bot M has cash in its vaults and money

1MONIY in the form of note! of, cheques on. ""1

was period. These lnvefunenu are carried at . .

loansamountto. . . 1 . - - -

for production of every kind-to farmers, fishermen, - Iurnbermeaa and undress-to citizens in all walks of life, and to Provincial and Municipal Government and School Districts. ‘Dam loans, now at the highest year-cod figure in the Bank's history, stand at .

IINK IIIILDIHOI! In I-lemleta, villages, towns and large dtiea from meat te ceeet the BofM usvea

' its customers at 541 adieu. The value of the build- ings owned by the Bank, together with furniture and equipment, is shown on its books at . . . .

i areas. Make no mistake about it;‘ in these meetings you are bulld- lng Canadian unity.

with a growing self-consclouo, ness among Canadian educators, lt_

eral sld. This, I know, is one of your major objectives at the mo- ment. You are conscious, too, of the importance and of the diffi- culty of providing federal aid without infringing upon provincial rights to control education. Du- lpite this difficulty, federal aid for education has been forthcom- ing in a variety of ways—at first for specific types of training of national importance, DPClTlIiZHZI with agriculture and extcndinc ‘n vocational training in gcncrul: later, for training that would loud to physical fitness and for the wholesome use of lcisilre: still

own province, for example, is cur- rently building between 520000000 and SBOIHODOO of schools per year, for the benefit of 700.000 pupils. That's a high rate of construction; other provinces are similarly act- ive. Even so, Canada has a huge dcficlt 0f arrears ln school con- structlom-the legacy of two ware and a depression. ls the quality of Canadian education dependent upon these expenditures? Onlv . portly.

i Is quality iii education, then, dr-tcrmineri by school courses and loathing methods? Again, Can- ada ls active in these fields. Every-

ls inevitable "l!!! the"! Ihmlld 515° imore recently, to the traininzr of where curricula are under revision be a llllifikelllnl lwlfflllefl! 0f C511" ‘newly-arrived immigrants for ("in-o | and classroom procedure is under

ada as a nation among nations and of Canadians as a race with world-

Again your Federation has

its responsibilities. You’

to imple-

Here again,

Canadian education

of these

and again

Canadian is meaningless apart. from

T0 MEET ITS OBLIGATIONS!

as 1

J

%

of Canada amounting to

- - a - . -

has over e billion dollars

invested in high-grade government bonds and other

ve a ready market. Listed

on the Bank's books at a figure an! (man than their to . . . . . . 1.044.958.8413!

The B ofM has other bonds, debenture-s -..s stocks, a substantial part of which represents assis-

development in the post-

he call loans whidl an saleable securities. These

M

QUICKLY AVMlAlI-I IISOUICIS: The resources listed above, which can quickly be turned into cash, cover 78% of all that 11¢ Bank my“ to the public. These "quick assets" amount to .

lOANS: During the year, many millions of dollars

and industrial enterprises

.111

efly represent liabilities of

customers for commitments made by the Bank on

reign and domestic trade

TOTAI. RESOURCES WHICH THE BoiM HAS T0 MEET

1nnt well understood " that the state of br-lnn unit-d respectable but not stood? with a general approval of unlrqllnflh a Canfldiflh Edlwfiiiflh no 1004- {in the vague hnpo that it will "~11 could not accept of lls ltnwards more vlgnrniic riqf"\vil\‘c'l" It can snyilt would be too bad if 1-.» 11-.» chance that our philosophy is reduced to this. that there ls one price ion HM- i» jivrone. Whcrmlg pay, even for unitv ‘the sacrifice of oualitv -Canadlan education can h» nttifln-i ed only by watcrln: besLof Canadian education. lot 11c 1|'lll!(‘1’ll doctrine is. I suppose, work-