VPPRIL 24. 1959

THE GUARDIAN. CHARLOTTETOWN

"THE ED UCA TIONAL HORIZON,

PRESENTING NEWS AND VIEWS or lN'l'EBEST ro TEACHERS AND Au. oriiaas sesame .iMi-aovauaivr IN EDUCATION

; dispel the tempests of ignor-

a which aten calamity to

unity and nations. 1 build temples wherein the wis-

m of ages is , 2 on to cltlaens

the future.

x 3111 the means of bringing the ht of Learning to all chlld:en

1 all the people that Democracy may thrive.

1 give to boys and girls of pO')l gnu rich alike the services of

ained teachers who show them

9 way to self-dependence and self leaiizatlon.

1 provide laboratories, libraries pm classrooms where the scientisw the statesman, the minister, the teachers of tomorrow find their

I AM TIIE SCHOOL TAX

strength. '

I build the bulwarks that stem the tides of crime.

I shape the key of intelligent public opinion which unlocks the doors to economic, political and social stability.

I yield returns more priceless than gold. more lasting than steel. more potent than sword or pen - the returns of intelligently think- ing minds.

I am at once the guardian ruler and the servant of the worl:l's greatest power and hope-educ'st- ion.

I insure the rights of chlidhosd. I am the school tax.

Educational Journal

HINTS ON WRITING A SUMMARY

1, Try to get the main ideal of.

s selcctknx by thoughtfully read-

it to the end.

2, Read it again, this time jotting down the main ideas in each para- graph.

3. using your own words, try to condense the thougiit'to one-fourth or one-third of its original length.

' 4. Strike out all explanations and illustrations.

5. Do not add your own oplavl about any idea expressed in the article.

6. Go over the summary you have made to make sure that it is as clear, brief, and smooth as you can make it.

SOME OBSERVATIONS IN COMMERCIAL ARITIIMETIC

The average senior pupil ls nit able to cope with arithmetic suc- omiuliy. Those handling problems fairly well on paper aiten cannot no simple mental arithmetic rapid- ly and accurately. Only a few reru- ly know the meaning of percentage and can apply it to practical situ- aiions.

Why is this so? Each teacher has his or her own theories to ad- vance; but it would seem to be accounted for, at least in part, by (1) children being given work be- yond their experience, especially in the lower grades; (2) each type of problem not being explained thor- oughly when lt first appears: (2) inaccurate reading and lack of mental picturing on the part of g..- pupils; (4) pupils not thinking through the problem as it would actually develop in real life; (5) the poor system used in solving problems: (6) lack of facility In handling the fundamental oper- aiions.

But let us look at the positive rather than the negative aspect and consider each of the above in a constructive way. (I) Arithmetic in the early grades should be very simple. and practically all dam: mentally, using situations familiar to the child, such as problems deal- ing with trips to the store, shar- ing things with play-mates and us- ing numbers as the child USPS them In his games. Children cnjoy set- ting up shops to represent the goods they have to sell. Imitation money will serve and pupils will learn the relative values of the d I-- ferent denominations of silver and bills. In grades seven and eight the idea can be expanded to iii- clude applications of percentage such as trade discount, profit and loss, banking. insurance, coni- mission, duties and taxation: in short. every type of coinmeri.-al arithmetic can be made "real" in this way. .

But some will say. "How can we go this in a large class? Change

e system of everyone doing arith- Inetic at the same time to one of a few doing arithmetic while the rest are engaged in other work such as supplementary reading or composition. It is not necessary that all do the same problems as long as an understand the various types and do a sufficient number of problems from time to time to impress each business procedure on their minds.

Perhaps the greatest mistake a teacher can make is to give pupils of any age arithmetic which is be- yond their understanding. If in the early grades pupils are required to on problems which are beyond their Oxllerlence. they build up an in- correct concept of school arithmetic and soon divorce the whole sub- .i9ct from real life. Then it becomes an unreal computation existing on Paper only;. and. therefore, tiie most .ldlculous answers are accept- ed. Every problem. no matter how Hlmilie. is dealt with in the most complicated and round-about mar.- Mr. and so the "monster" grous until by the time grades nine slid ten are reached, many pupils are iluito convinced that arithmetic is iiiici-ly beyond their comprehens- ion. After that they consider it A Iubiect that the few very smart ones can handle. but one that is not within scope of the average pupils knowledge. when we ren- lize how simple and straightfor- ward the problems in our text me, surely we must see that there is something amiss.

In rural schools where only ii small Percentage of the pupils en- rolled in grade one cont ties into senior work. this lack of " rithmeiio sense" is not so obvious as in lave- er schools especially in towns when most pupils proceed to senior trades. It is pleasing to find that our present course of studies eni- fihaizes that the work should be but within the experience of the

teachers. Too many senior pupils guess at methods. often get correct answers and yet have no idea what the problem means in actual prac- tice. Arithmetic dovie in this fash- ion serves no purpose other than practi .. in the use of the funr'a7 mental operations which should be mastered in the earlier grades. we must not confuse "teaching" with "telling" Good teaching does not mean that the pupils is told exactly what to do with each pri- biem but is shown how a similar situation would be dealt with in business; for example, in doing "profit and loss' the pupils should first be engaged in a discussion of how merchants hai.-die their buy- ing and selling and have them act- ually transact such business in the class-room. Not until this has been done should the problems in zl-.e text be presented Throughout all the work the situations should be made "real" and as many calcu- lations as possible done without using the pencil.

(3) It is most essential that pupils read accurately and form complete pictures from the materi- al given. Attempting to solve a problem without first doing this is surely going to end in confusion. Ability to read with understanding is a. most important factor in a"i- thmetic. .

(4) In solving pI'obIelIl5. puilils are aided greatly by jotting down the different steps as they wo.il:l occur in practice. we should urge them to ask themselves: "What happened first? Next? and attai- that? and so on to the completl of reasoning. It is important also that the pupil ' himself one of the people in the deal so that he can say: "Now what do I do iii a situation like this"? When the operations are down in this way. the information given in the text is fitted into the correct places. and the relation of one fact to another becomes quite clear.

(5) Let us consider all the steps necessary in the solution of prob- lems. They are briefly. (a) Note what is given. (b) Ascertain what is required to be found. (c) Jot down operations as they occur. (d) Fit in information given. (e) De- termine how information given can be used to find the required an- swer. (I) Estimate the answer. lg) Proceed with the solution. (hi Check the work.

Work should be arranged in an orderly fashion and every part of solution labelled when it is founzi.

6. of course there is little use in the pupil knowing how to do a problem if he cannot handle the actual figures involved. If the simple fundamental operations are thoroughly mastered in the early grades, there will be fewer failures in senior grade arithmetic. Pupils should be taught to calculate with accuracy and speeii.

Remember that n teaching ari- thmetic -well we are teaching our pupils alertness. 1081001 tea-ionlnll. econmical use of time. perseverance and the will to tackle new situat- ions with confidence These will be invaluable to them in later years. our aim should be to teach simple arithmetic and to teach it well. Arithmetic should be used to fill in as seat work or as a punishment for misconduct. Less time spent by pupils in working problems and more teaching devoted to this sub- Ject will give more satisfactory re- sults. In the lower grades it is best to spend more time reading for content and less time on working sums. To those pupils who have a wrong conception of arithmetic we can offer a new approach to

shall be able to give it meaning ifor them. When we make it Do!- sible for our pupils to experience the thrill of accomplishment de- rived from mun: the come! solution alter struggling with a problem, we have set them on I -.2 right road and they will no loriser

children from grade one up. (Ii Arithmetic requires a great deal of

yAsk your friends

toa

be content to let the teacher do the

” I

the subject in the hope that we 3

thinking for them

These are some of the underlying causes of unsatisfactory handling of arithmetic and a few hints that

I. Fill in the blanks in the follow- ing with the name of the country to -which the statement refers.

1. The smallest inland state in Euro is-. 2.-separates the North Sea from the Baltic. 3. The country lying around the mouth of the Rhine is-. 4. The Adriatic Sea lies between - and Jugoslavla. 5. South of the Pyrenees lies -. 6. The larg- est country of Europe is G. '1. The North Sea is enclosed on the West by -. 8. -- lies west and north of the Aegean Sea. 9 The country lying between France and Poland

II Underline the correct answer: 1. The Vlstule flows into the White Sea, Baltic, Artie Ocean, Mediter- ranean. 2. The Danube flows into the Bay of Biscay, Adriatic, Black Sea, Atlantic. 3. The Volga flows into the English Channel, North Sea. Irish Sea, Casp.an Sea. 4. The seine flows into the Aegean sci. White Sea, Gulf of Finland, Eup- lish Channel. 5 The Rhine flows into the Arctic. Caspian Sea, Adri- atic sea, Baltic Sea.

II. Mark with a capital It on the left side those. of the following statements which you think are true: i. The winter climate of Russia is milder than that of Nor- way. 2. Italian farmers have to ir- rlgate the land owing to sum.ncr droushts. 3. The rain suuply of Europe is mostly brought from the Atlantic by the Westerly winds. 4. Germany naturally gets a heavier rainfall than the British Isles. 5.

Arrange the following fragments of prose in order to make up a good story. i 01. "Indeed." replied the sharp- ivlited fellow. "that is very nice of him." 2. Tired of delivering gifts without the slightest recompense. the servant threw the basket down roughly on the table. 3. Cardinal Dubola had the reputation of being a very close-flsted miser. 4. -say- ing. "here are some flowers from my master." 5. Respectfully ap- proaching the servant. and offer- ing him the basket with a how. the Cardinal said: 6. One day it

Estimate-To judge. or calculate. I estimate (not figure) that the building will cost about ten thou- sand dollars.

Integral-1. Constitullng a com- pleted whole; containing all the parts; whole; as. integral excel- lence of character. 2. Constitut- lng an essential of II whole; nec- essary to completene .

The philanthropic element is an integral element in all our best educational work.

Integrant. Contributing or es- sential to the making up of in whole.

Whatever tends to Insulate man. to stifle the consciousness in him that he is an integrent part of so- ciety. produces egotism and crime.

Likely-Probable. No. I am not at all likely to be late tomorrow. Do not say. I am apt to be late. Apt. Quick to learn. The boy is

V. But there are special idio- matic phrases where it is hardly possible to fill out the ellipsis so as to give "as" its W09" mun"!!-

(a) sometimes "es"-"in the character of". "in the light of”. "wlth respect to"; e.g., "He did this as a ,..ecautlon"; "as a rule he was very attentive." Here "as" is most like the preposition and may be so considered.

(b) Apposltlve connective. When the nouns or p. connected by "as" refer to the same person or thing. "as" is called an Ap- positive connective; e.g.. "They like him as a minister": "as a ruler he was beloved." In such cases "as" is most like the co-ordinate con-

I. Never be dlscourteour even if you are provoked. 2. Weigh care- fully tlic oblnlons of others in the group. 3. Be truthful in all your statements. 4. Be tactful and good humored in opposing another's views. 5. Stick to the topic under

1. Tom saw that his employer had risen his wages. 2. Riding down the road an aeroplane passed overhead. , 3. I think that there can't be no one at home. 4. Sitting up in bed a robin hop- ped through the open window. The water in the tub had overflown and oaked the floor. 6. Who do y suppose left this ore. and who could it he meant '7

I'- 7. John didn't have no money for gasoline. ,

8. A large crowd of boys were waiting for us.

9. We had only just laid down when the bell sounded.

10. The admiral with his staff were present.

11. For sale a motor-car by an owner-driver with deluxe equip- ment.

12. That chair must have cost a little fortune on which she set.

13. How far, do you live around

do this. and starch is necessary for- their continued life. they must live on other plants. They treat their hosts badly by dleeaslria thorn. Mildew. potato scale. club root on cabbage. and corn smut are all diseases due to fungi living on many plants.

1. Many fungi cannot manufac-

'may help in solving them. but it is

hoped that these observations will provoke thought and discussion on this subject.

GEOGRAPHY

Italy is warm and nilid partly be- cause the Alps sheiter it from North winds. 6. The harbors of the Baltic Sea are open all the year. 7. Sweden lies in the Horse Lati- tudes in summe . that is why it use less rainfall than Norway. 3. The warm Gulf Stream helps to keep the Atlantic seaports 'of Europe open in winter. 9. The climate of Greece should be very similar to that of Alberta. lo. The mountain- ous parts of Europe receive tne heaviest rainfall.

Below are three columns con- taining (1) the names of cities; (2) locations; and (3) facts about them. You are required to match each city with its location and the statement that refers to ii.

Cities: Oporto. Amsterdam, Brus- sels. Geneva, Archangel, Warsaw. Lyon. Hamburg. Munich, Budapest, Granada. ”

Location: Southwest of Spain; on the Vistula; -in Switzerland; in France on the Rhone; South end of the Zuyder Zee; in Southern Germany; halfway up the Danube; On the Elbe River: interior of Belgium; coast of Portugal; shore of the White Sea.

Facts: Lace and carpet indus- try; capital of Poland; silk manu- facturing centre: diamond-cutting industry: artisi.ic' manufacturers; exports wines; ancient capital of the Moors; greatest German port: capital of Hungary, milling cen- ire; summer port for timber and furs: was headquarters of League of Nations.

A PARAGRAPH PUZZLE

servant was sent to him with a present of a fine basket of flow- ers. 7. "What." said the Cardinal, "is that how you carry out your duties? Here. sit down; we will change,places. and I will show you how to deliver presents from your master." 8. "And here. my fine boy. take these two dollars for yourself." 9. "Sir." here is a bar- ket of flowers which my master begs you kindly to accept." 10.- and from that time forward was much more generous. 11. Dubai: could not help smiling at the lad's cleverness-.

. WORDS OFTEN MISUSED

an apt pupil.

Accomplice-One who bids in a crime. The burglar was aided by two accomplices.

Confederate-One who remains on watch while a crime is being committed. or who gathers infor- mation that may be useful in plan- ning a crime. The confederate en- gaged the policeman in conversa- tion, while the burglar and his ac- complice operated on the safe.

Aggravate. Means "to increase. to make worse." His illness was aggravated by an improper diet.

Funny means "laughable. hu- morous." It should not be used for "strange". "odd". "queer."

Evacuate should be distinguish- ed from vacst . Evacuate does not mean to go away but to make empty. To vacate is to surrender

.

possession by removal.

- USES OF "AS" (Continued)

junction.

(c) In compounds.

I. In compound conjunctions: e.g.. "He looks as though he were tired." "As though" is used in the same sense as "as if"; while if ellipsis were filled out "though" could not begin the conditional clause, as In IV (b). ,

2. In compound propositions. "As to" and "as for" are often consid- ered compound preposltions, and in some cases. indeed. "as" can hardly be taken as a relative pro- noun; e.g.. "He was doubtful as to which it was."

3. In compound adverbs: "They have not come as yet."

9-ii-.

RULES TO OBSERVE IN CLASS DISCUSSIONS

discussion. 6. Speak clearly and distinctly. 7. Aim at variety of sentence structure. 8. Do not have a speech prepared. but be ready to contribute something to the dis- cusslon.

COIIIIECI THE FOLLOWING SENTENCES

here?

14. The manager complai about me being late for work.

15. An ociillst is a kind of spider-fish.

16. An cplgram Is what We say about a man after his death.

17. In the French Revolution many peopi were aelatlned.

13. The highest mountain in Europe is Blanc Mange.

19. Nobody likes steak better than me.

20. Tommy feels so badly about having lost, his pup.

21. Everyone should hold their own ticket.

22: They were carrying they're own parcels.

23. Who have you in mind for the position?

24. Words like that is to hard fo

r me. 25. After burying the animal. we shall exercise our mussel by pulling up trees by the routes.

READING TEST

Although many fungi appear lure (starch. mildew. iiosis. chloro- colored brilliantly. unlike the pliyll)'. green plants they do not contain 2. Many fungi cause plant chlorophyll. and so cannot manu- (starch. diseases. scales. chloro- fecture starch. Since they cannot piiyil).

3. Copy one word in the above paragraph nieanina the arson col- oring matter of plants.

4. The main thought of this paragraph is (I) Green plants. (b) Plant dlseas . (c) How fungi live. id) Chlorophyll and starch.

In the phrases given below ex- plain the difference between the

literal meaning and the connota- tive meaning.

A silver tongue.

Globular war. I

Mrs. Did and Mrs. Done are two ladies who live in Happyville. Mrs. Dorie has several children and their names are l-lave, Has. Kllad. Was. Were. is and Are. Mrs. Done loves her children very much. and she would not think of going out for a walk without taking one of them with her. The neighbours never see Mrs. Done alone. She always has l-Ias or I-Iad or one of her other little tots with her. Sometimes she takes two of them. Mrs. Did. on the other hand. is I very lonesome and unfriendly. wo- man. She has no children and when she goes for a walk she always walks alone.

These words. did and done, are words We are using every day

(Nom de plume)-plumed hat. family name, pen name.

(Decreplt)-Portable, 'worn out. debilitated.

(Impetuous)-impulsive, cautious. angry. cruel.

(Belated)-weary. delayed, be- wildered, lonely. ,,

(Lucrallvei-bright, profitable, exciting, ridiculous.

(Wsried)-diminished, developed. became apparent. G

(Unsolicited) - good. unintelli- gent. unaskcd, uninformed.

(Morbid) - gloomy, uneasy. gul ty. unfeellng. ( erticsl) - cramped. upright.

horizontal, slanting.

Sc.hooIReports

ST. PETEIVS BAY NORTH SCHOOL

Report for March.

Grade VII -- 1. Betty Lewis, 2. Catherine Maccalluni and Frankie Gillis. 3. Beatrice Maclnnls. .

Grade VI in) - 1. Mary IAWL3. 2. Desmond 0'l-lanley, 3. Donald

Jay.

Grade V! (b) - 1. Eugene Bios!- iter, 2. Anne Giilis, 3. Elaine 0'- K-anley.

Grade IV (a) - 1. Carol 0'llsn-

y. Grade IV (b) - 1 Mary Mecca!- lum. 2. Cyril Fraser. 3. Anna Levis. Grade II - 1. Gerard Leslie. 2. Richard Gillis. 3. David Lewis. Grade I - 1. Richard Flynn, 2. Teresa Fraser and Kathleen Gil- lis. 3. Daniel Gilils and David 0'- Henley. Teacher - M. Phyllis Morrison.

CAPE TRAVERSE SCHOOL