The foreword in this issue of .,.,,~ widening Educational Horizons ,5 by Mr. Gordon Rice, Supervisor at School Unit No. 1.

Mr. Rice has Ittendedtwo Cana- jjgn Education Association — Kel- lnu Workshops in Educational leadership. first at Halifax. and mm at Edmonton. These were of -hree weeks duration. ' In mg following article Mr. R:ce has endeavored to make clear

in us the aim of these workshops.

(<3-j,a.—l(EL|.0GG rnon-:cr in ‘EDUCATIONAL Laaoi-znsni -

would be well to by giving a baokgi-ound

I believe it open my "'mark“ in-iet outline of the ‘ 1,“-ting up to the present. K-,.n,,gg \\'u..tshop in hducatioinl 1,:-adershill _ , .

The most significant change in “mean! years in school administra- man has been the-development of ldrgﬂf‘ units or districts of adm n- i'ill'B'.i0|'\. This development ins in-en the outgrowth of public e- iiiand. Parents‘ have generally $0- copied the view that educati a should be public and free to tie and of the high school grades a d more has been increasing conce ri as to the kind of education h(‘i 2 nfferpd and the use that IS nia_ c at it. Three facts lie.-ante rcadiy ipparent: tlt tiiat high svitobl tacilitles in rural and villageareis were not conveniently availabl. in to the extent that they work

‘amiable, the offerings were lim- .,,.d’ and in the e_\c< of many slljdenls unprcposscssiiig in nah ture. Too frcqiicntly, eithcr ‘ll

content or presentation, or botlii they seemed irrelevant to the stu‘ dents‘ interests.

The result was alarniingly large’ iii-np out. of students at the Gratic \'iil. IX. X level, I3! the small local district with limited finan- rial resources and small pupil population. could not. support a schnnl with a program designed to hold the pupils beyond compuls- nr_v attendance age. 'l'iiis was a highly unsatisfactory situation. and ‘he dissatisfaction was augmented av the conviction that village and rural areas were falling far short In offering educational opportuni- ties comparable to those offered in ltrhan centers.

in the opinion of a number of nducationalists the solution to the problem lay in the formation of the larger unit of school admin- istration and have become known iariously as consolidated or reg- ional school areas. municipal im- tts. township areas. school divis- tons. etc. The names used in the different provinces of Canada are not synonymous but they have a common purpose that is to provide access to wider financial resources in order to equalize educational opportunities and tiius provide. a better school service to all chil- dren.

A survey of all provincial edu- cational systems shmvs that every province has experimented to some degree in the establishment of larger areas of administration. In scme cases the entire province ha: ‘been arranged on this basis. The establishment of these areas ivhlle solving some problems. has created others for which solutions have yet to he found. It was the E. A.'.I conviction that there were certain basic principles and procedures of good school man- agement which are equally applic- able to all school systenis wheth- er larger school units, the tradit- ional school district and in urban as well as rural school systems.

As a result of these convic- tions. the Executive of the C. E. A. approached the Kellogg Foun- dation with the proposal tint money he made available for re-

0 0

search in public education. It was codur"

soon learned that the Kellogg “ , -. l-‘oundatlori had little interest in !o|E2)m'ft“hHl"°:)::l0Or:‘tl|mtlppggtuntgti research as such. Happily. at

this time,—summer 1951——Dr. J.

Altbouae, Ontario's chief Director

of Education was arranging through C. E. A. to have some of

his Inspectors attend the Conven-

tion in Saskatoon so they would

have an opportunity to meet with superintendents, was believed that such an interchange

western school

etc.. and exchange ideas. it

of ideas would prove valuable.

lcgg Foundation that a conference of school inspectors from all parts of Canada would have great value for Canadian education. The Foundation was agreeable to this proposal and a preliminary meet- in: was held in Toronto in June 1‘.’51~foilowed by the Inspectors

conference in Saskatoon in Sep trmher 1951.

From this seed an idea was born and is now growing. The first course was held in Edmon- ton in May-June 1953. The pres-

ent. contract between C E. A. and the, Kellogg Foundation assures ap- proval for R iiiree year period and at the end of that time for two more years. provided that the con- ditions of the agreement have lH"I‘l\ met and the progress at tint time warrants further support. til the reader is interested in obtain-i ing the details of lilP.~f! prelim- inary steps, he may read them iul the booklet "A Project in Educa-l

tional Leadership"—obtainahIe C. la. A. office, 206 Huron Street.‘ Toronto).

You may ask -what did C.FI.A. Directors have in mintl wlicn iitcy envisioned the present program‘? I can safely say that from my personal contacts with the Projectl --one over all objective has been made clear to me———'netter educa- tion for Canadian cliiirlreii. Some- times we can't see the trees be,- cause of the forest. but in tltis case the personnel connected with the Short Course never lost sight of Lite main ob_ir-ctivc.

Once it was cstnlilisiicrl that the Project, was going to mnteriali7,c -~-a Director was appointed to work out the details and lriy the foundation -- Mr. George Flower.‘ the Director and his two very ahiel assistants Dr. Russ Mnc(‘.artiiur‘ and Mr. Charlie Miistnrti have pro- moted a fine prozrzini and lint i_\‘car it was executed in an ex- ‘emplary manner. I would forc- cast a most successful result from all future deliberations.

it might be well at this time to make a statement outlining the general aims of the Project and the Pilot Short Course.

The underlying aim of the Pro-. ject in all its activities is to con- tribute to the improvement of edu- cational administration and super vision in Canada-—and particula. ly in ilie rural areas of Canada - with the ultimate object of provid- ing better education for boys and girls in Canadian schools.

To this end the chief aims of this Leadersiiip Project have stat- ed as follows:

(1) To develop techniques and skills among Canadian educational leaders in the solution of prob- lems by co-operative action.

(2) To clarify the functions superintendents or inspectors larger school areas.

(3) To work out practical solu- tions to problems now being en- countered.

(4) To bring together a fund of knowledge and material based on Canadian experience in admin- istration and supervision.

(5) To encourage the develop- ment of pre-service and in-service programs in supervision and ad- ministration.

(6) To stimulate the intercom- munlcation of educational ideas and practices between widely sep- arated areas of Canada, and through this to contribute to mutual understanding and associa- tion.

(7) To develop principles and procedures designed to improve school administration in general.

The general purpose of the Pilot Short Course have been stated as follows:

(1) To provide the group with an opportunity of gaining further understanding or workshop and evaluation philosophy and pro-

of of

problem areas, including the form- ulation of definite plans for later local action.

tilt To provide a proving /ground for this type of activity. with M view to Improving procedures and organizations of proposed later courses. This includes looking to- ward the tentative identification and definition of emerging prin- ciples of supervision and admin-

CE.A. then proposed to the Kel-

GIANT-GRIP snrerv

Widening Educational Horizons

PIIOCEDUBE

The word "workshop" as it has been used in the C.E.A.-Kellogg Project may not be familiar to some and it might be well to give 'en explanation of just how the ‘ members of the Course spent their itinie. The heart of the "work- shop" was the actual thinking and discussion. exchange of ideas from man to man and province to province on problems advanced by the members themselves. For this purpose the group divided itself into a number of sub-groups-—each sul)-group to discuss a specific problem. In Edmonton five such sub-groups were formed and the problem areas discussed were:

tit The Leadership Role of the Inspector with Teachers and Prin- cipals.

<37 Relationship of the I:Iduca- tional Leader in a Larger Unit.

tfii The Relationship of the In- spector and‘ the Board of Trustees.

14) The Inspector's Role in the development of public interest in and public support for schools.

t.'>i Ccnirailzaiion of Schools.

Each sub-group had a co-ordin- ator and recorder to give guid- ance and leadership and to make general inferences from the discus- sion., There were also several ad- visers and consultants assigned to each group. These experts, with their wide experience and great fund of knowledge, added much to the discussion and to the find-

iings of the group.

in addition to the work in silli- grouns an nppoi‘iunit_v was iiinde available for each vregionai sec- tion e.g. Atlantic Provinces to have an "At I~Iome"—where . an interchange of information was made available to all. In this manner one uas able to oi(‘.’ti‘iI

ilili(‘i'i of supervisory pzactices. and the ariminislrative set-up in the various provinces.

. .

As I have already stated, the heart of the workshop was the siib-group discussions and inter- change of ideas but. ample oppor- tunity was also provided to ob- serve such activities as group dy- namics. panel discussions. evaluat- ing procedures. etc. Finally, the group were privileged to hear some very outstanding speakers- (‘l‘f‘il an expert in his own field- and each connected with educa- tion. A great deal of reference material was available for study, etr.

Towards the end of the work- shop each sub-group reported in the main group—giving a resume of its flncilngs——suggestions and recommendations. It is impossible at this time to give details of all that took place during the three week program. Here is a slim- niary of one group‘: activitins:

A I —l. The Inspection and in- struction.

2. Administration.

3. Supervision.

II-—Effect.ive Supervision.

1. Broadening of the supervis- i'l|‘,V program.

2. Effective supervisory less.

3. 4

activi-

Other related activities.

. Overload of Inspectors func- tions taot particularly applicable to P.E.I.)

B. The Inspector and Principals:

1. General Principals.

2. General Recommendations.

3. Recommendations on Research.

I ‘shall not attempt to go into detail on all the above sub-topics.

it. may lie sufficient to give the recommendations submitted for one. EFFECTIVE SUPERVISION

1. Broadening the Supervisory Program.

In its broadest interpretation

-“‘»Dcrvision is a function of Inspec- "“‘- Principal and Teacher. and is directed towards the improvement. of the educative process. Super. vision takes many forms, the mm. mohcst of which is the classroom visitation and conference with the tracliers. It ‘is also achieved through study clubs, conventions, lectures. extension courses and educational workshops. It can also include programs of evalua- tion for pupil achievement and remedial follow-up work, and even construction of curricula.

lstration in the. Canadian setting.

Our knowledge, of group dynam. j______j__?_T

The Bike

Bummeralde, It

Paris. a Bruce. Mt:

Summers

133 Great George st.

Wallace Mouse

0'Lear.v Motorcycle-. Bill". Trikes.

Co.. Limited

Shop

enalngton. tc. Key &

isle

R. T.‘ Holman Ltd.

lummerlldo - Charlottetown

Clark lros.

Dltmtutruo — mum Stewart St. Peters

Jelley's Dept. Store We Carry Complete Stool of rm:

0'l.t-ary Plume I

Simpson-Sears

in Kent at. — Phone Ill!

Johnston Motors

Murray liver

- licmliew &

Limited

Sol! III

Melton

Maylievig Cycle Shop

crspoutl

in man; as to me recognltionlof’ (at leoog-nltlon us amtevemanl. the. fact the human beings partic:- Evaluation of the achievement pate with satisfaction in social should be attempted. Achieve-

more prolonged 4-(. cr. Leadership should be co-oper-

the project under review. consideration in a given area orlloltctown.

What's news at inc???

-Wefreeie 300 tons ufuxggen atlau ,

out tiftlie air .

Every two minutes in this modern plant.

a blast like an elephant‘: snort te_ils of I modern miracle that is taking place. Under pressure at 280° below zero, air is being liqueﬁed and the oxygen separated from nitrogen and other elements. The blast is caused by the expulsion of the nitrogen.

The oxygen. thus obtained from the air. is conducted through a pipe-line to the smelter where it is used in lnco's new oxygen process. of flash smelting the copper concentrates. This process eliminates the use of coal and makes possible the economical production of I valuable by-product—sulphur dioxide-which eventually is used in making paper.

This oxygen plant. the first of its size and kind in Canada. produces more than twice as much oxygen per year as all other plants in this country. It is one example of the way lnco introduces new economies and finds uses for by-products formerly without value-

"Tlie Romance 9/ Nickel", a 72-page boob, fully illurlralel, will be Jen! jrn on request Io anyone inlerexled.

‘ IIADI MAI!

ate THEINTERNATIONAL N

or caitaoa, ituiiuo - 2: KING

I Tignisli And Vicinity

Monday, May 1'], 1954

pital while in Toronto,

The Guardian Page 1:

at four o'clock on Friday evening,

suffering

.1 . . VM h th 1 “O _ mam at I wanhwhn. nu“... M,‘ pat,-ick Buo¢¢_ Tm-onto from a foot injury which he aus- May 7. This retreat was conducta- :iilL:)asu:i.I“e iiriem‘bcri:tic Vt'ei’iAK;esAlallrl‘s should receive warm recognition 0nt.. in visiting his parents, Mr‘. 513319? Whlk V_V°Tk"'|I VI! CON’ ed by RE‘? FR Enrlgllh C-53-nu ia not evident and where the through such channels as are and Mrs. Joseph Buote, Tignish. SUUCUUD W014‘ 111 the C|iY- C_h3F10W"0\vVH~ The 1"-‘“81'0US GK‘-‘I’- ! > - » . H’ ,w,,“,bi,_ . V. , cises_ came to a close on Sunday aziilvitigé iiifiiﬁuxiiiclisi (:Il1ie“i(:ir(li‘.": Effective Supervisory Actliritle: MR Ulric Arsenﬂulh motored J2” “f"'lli‘." ,R}‘f“"’]"‘f’t 31"“ '0" evening at 3 o'clock with Bene- idual dpsims idemmmuon_ It ,3 .3, one pm“! of supenulon from Turon_to. Ont... on 'I‘uesda_y Ill. ‘0 Tllﬂlitu 90 9 £35‘ diction of tlic i\Iu-_=‘. Blessed Sacra- also evident that if such situations might be the development of 1“ Spend ms "a“‘“1’; Wm‘ his rheeey “lﬁi. S :::1n:'1ewn:'eek: sir: mem‘

C." b, inmrpo,-med in me gupgr. study clubs to foster the nctlvi'._v P3T9m5- ME and ”- “PM? "in ' iendls’ A 830 W dn d visorv program there is an excel- program in the schools. Not alone AF5°"3“1l- N5” P°“d- 5 r ‘ ' ' M?“ m’ °t‘)‘1 9 95a‘, tent chance that sound educational 5h°|11d.lh! l¢H<‘h€l' guide but “'9 Mn M91“-n Leclajr of the staff Mr. Jerry Gaudet, Toronto. e\e.mng' ay 5' .. ale “H "- -1 1] d 1 ‘(in supervisor should guide the teacli- . . _ coxered mi the iuuf of Mr. Peter gum” may 1° Ow ue O W‘ ‘r 0f Tiﬂnlih C0-0D(‘F31l\'° 55504313‘ m" has wme "° T'gm5h' 1° Gallant‘: lionie lll Tignish. In re-

Darlifipaliﬁii. _ _ ‘ ‘A . ' -- - ' s end his vacation with his ar- . - '0" End Elm" °“”‘“5‘“-“”‘- “""“"'° “"1 “""°"""°' . Soiiilidlng ms ‘Manon 1" eiits. Mr. and Mrs. Joseph (?au— slums“ ‘°. tab CV” viii‘ meld". spectors and Principals might well lb) A"°“19|‘ Dhﬂie 01 l\1P9|'Vl3' ' ' deg. a3“: "9"" ‘:1u{”' fa H; realize such a supervisory pro- 10" mllhl 116 the ¢I|C°\l|‘ﬂlZ€m9“'- Miss Patricia Nelligan. Alber- ed‘ bucket “Ed”? “as “me gram. First an activity must bet”! “ﬁche” "‘ “"5” ‘TWP’ '° ton, spent the past week-end in MTS- Mar)’ Giuﬁm Who hi-5 and we ﬂames .“exe soon ex- selected. This activity must haJei“‘5C“55 T"°lh°d5 “id Subject mat‘ Tjgnj5h_ visiting friends. spent the past few 'months in "“q““Sh°d '”“‘“”g.V"y um° a genuine educational value which: "E I1_Wl5 l_h0l-181" 11951 U3 7\?l\‘€’ RUSUC0. 15 VlSilinS 81 1191‘ h0m€ in damage to the bmldmK' wt,” add to H‘, (.m(-;,.,,(.y of melone major topic for study through- —-}{on. ‘J. A. Bernard and fani- Nail Pond. A (.ap,K_ny .m,“,_,_Ce mlgd th. educational process through in- "M ‘"9 Y‘‘'"' B-‘_’ “"5 ’"9“’}5_ -3 “Y. TlKn|5h- had 35 7-hell‘ El-I951-S . (~an.,d1m; I 9 ‘tax. (-,,,,,;,,.,,,i,y creased knowledge and competenreiwﬂﬂ ”‘0U8hl P0531512 to di_min_ish for thg weekend Mr. Bernard's C""§"3t“1“i"3'”-‘ 3"“ °’"""d°d M C1..,.{,., in ';*.L-3:11 on ﬂay 5 ‘mi of the participants. An activelthe work of classroom visitation s0n.1n.13w and daughtor‘ Dr, and Mr. and Mrs. Albert Doucette on ' V H Fmo_”in"d‘m|_ ‘hour. smdy mm would be one such sun, and make such visits less lnfor- rm-5, June; 1. Higgins and yam. their recent marriage in Toronto. “fre “' d ' ' ' fl . k I b able 8‘-[iVi|\v' mal. less evaluative. ny of K9n5i[)g[on_ Ont. Mr. and Mrs. Dourette are. ““h -"’“_g'“- ””'””‘- a"‘ 5" 9 y ' , tci A third form of effective at present visiting in Nail Pond, R_"N’~V (Mk "”"' 1" “ddl°'pa“' I".s”“".""r.'"z Zwrh E" m“‘_”" supervision might be achieved ‘ov Mr. and Mrs. Edward Phec the guests of their parents, Mi-.ii‘-’ld"“ "-""""‘ “"'iV1""”M,-V N_°15°“ ”'”a'" "r""'‘‘ rmgm‘ hp °‘.'E‘:’1 iritervisiiatinn on the part of FPV-UI'nt“d {mm Tt'|‘0"l0- OHM UT and Mrs. John Doucette. r""m Wh"'-1"‘:' “"“‘ _\”g”“a It a"d ’°”°W°d' mi Smilﬂl (‘I ".P‘ young teachers, or indeed, other Monday to their home in Tignish. has been two .'»'t‘ﬂ!’S SINCE‘ 31550 Tr.’ ‘Mun be“ “sung KN": :’°'."(“l teachers not too set in their hab- It is pleasing to report that Mr. MI'S- _Ui'b3ﬂ Gﬂlldftl and daUEh- \'~'€'S“’m9T5 li't-'*'- ‘7‘”’—‘‘1 H15 mm‘ mmale r_nu5tph.e T93?’ 9 :5‘ as‘h_' its. of an experienced teacher in Phee is able to be about after let‘. M155 Jftsephlne Gaudlfl \\'li0 mUnll)'.bt-1‘ “Wit” m”“‘?Y°U5 "db I“5P“"°'5- "‘:”:‘P"5 3“ “C action.-. gegcher wen up on Spending many month; in g has. spent the winter months in Clia_r- fans did not ftiignt them, and "5 51"‘-"u1dI§"""““P""“‘ "" ‘t""“‘_"[ --know how" but this should ba lottetoivn have returned to their were on hand to give them a big equaity. urpose. nones ,v, sin- _. ' , ha - n » 4 .1-ht.” ma ., ( ,. Ce“-‘y and mumal Crmndence ixal-1/hb.:h.i3o...hi,:ei,.’,. province‘ In addition the POHNG ll'l:‘rllledS"?‘lI'Ph])gi'(]'l2<lS:1E(.i to have lilffilyi “(lcmm ‘h°”‘d p""""‘"" U" ‘mun’ 1"‘ uays' (‘ll by closl.ng the class- pmvmed prémwe for mm‘ M M again in the village for the sum- . . - formality and friendliness sliouid mm’ (2, by the services at 3 in cooperative approach through mm mumhi II:-arty cniiiziaiiiatoiiis are ex be evident at all times. :,mH'nz Huh" (3) by subsw group effort where ‘each member tended to Mr. and llirs. Victor fb) Focus of attention. Atten- [me teach" ' _ ‘ shows the‘ responsibility for s_ur:- ]i/1”. Fred F1115“-aid enter. Gaudet. \t'i10Se m-’U‘T1_3S9 ‘°°k lion should be directed to the act- Thﬁe in Brief were the ”mm_ C058 0!‘ _l8liUrE Of the 9Yt|EFpI‘lW- mined members of the cagholpg place the past week in Toronto. ivity or problem. All participants mendlmom on one or the wverj‘ The final outcome will differ \v,,m,.,,-5 Leagm. at 1,” home in Ont. The bride was the former should engage in assigned tasks in-“) R9 di‘c‘u<“d It may i’\_F w;u‘ for each i‘t'lI‘I1\i’lt=p_ (-(-iiiiini_\. all of “Knish on Mtmdny P\.,,mng_ An Miss Ada Arsmiaiiit ‘ (laughter of the same manner. mg“. idC'a o‘f'w}'ut the mgu “fen, us are far_more faniili.-ir uiih aucnm, f,-"['\v_fj\-9:‘ lamps “in; Mr. and hits AI. l- Arsenault (cl Democratic Planning of ()li- ‘strivin to “tam 3 D ' what is going on and the iva_v g,.(.,.”1V (.nj,__\.F.d mm pnzes gﬁing The gronin is the it of Mr. and Jet-tive, Procedures and Outcomes: 5 ' people do things educational in ,0 Mfg _I,m.ph ,-3 Mam” and Mrs .insr,‘t\il L. tin «st all former- The demncrailc arrival at Oh- what Have Been Some of the 'h¢_"”"-‘F _r"'°\'m€€S- The °°t“'—<s Mrs. Edmond Gallant. The. forty- 1:’ of Tu:ni.<h- jectives, procedures to be follow- outcomes; in itself did not solve problems “V6.5 f,.U.u._m,,_ p,.i,_,,_q “.9”, “.0” ed anti the outcomes tohe acliiev-| hilt ‘W m".\’ lint?” that i’ ‘lid i*'_"‘ by i\li'.'=. ltiarl MacDonald and A s”,.(.,.-..(iil |t’il‘.""‘ sale sprin- ed will _give the participants a It has be‘en'g"nPTﬁii.V 7"” “tat gin a_ process leading tnu.-iid tlic‘!‘ Mr.‘ Minn” K,.m,gh_ Anm, H". mmri ‘W “W IWHN AH ﬁt -I-it rich feeling of idenltiiiration w.tliI,a good beginning has been made solution Vishrtil in,1_\- "ha r-nr..”_,i l)"] ‘.'_H.,! mm" a hm“. WM plcasarw ‘nigh ‘HS hold m mo C0_0pe”_ it worth while Flf‘ll\'|l_\’i Careful but it is only a beginning.’ it in particular :iI‘(.lll'Ti.slEirlC£‘S. ly “mlnd away 1" mus”. and “Va swrc On May 8 The lottery P1an“1"R “T”! 5°h°d”““3 15 ""31 W35 "M Conﬂdered that ‘hf’. find‘ . . sing-song. Refreshments were wk, “-35 icon bv Mrs Lorraine to its succe s. ings were either conclusiie or This Department is conducted 5c1.\.,.d by ‘he h,.,su,5s_ H gr “me dnU,‘,,m,r of Mn ﬁnd fd) Activ 3'. The essence of the. authoritative. Nevertheless earn by the Prince Edivard Island Ma‘? “.ah€'_ nqnwr Tho“ in procedures should he the activity member of the course did act-um-, Teachers’ I-‘ederation. (‘.ontribii- Mm-9 th.-m 7o young ladies from h": M. Hm ',_‘mr; “.01., M”_ oi‘ its participants. Each indi:-.iiiate a vast store of notes and. twins are wt-ii-oincrl and should il"_TiElliSil and surrounding rural r all“ M rD"m,‘.,' W,“ ’ J irlual should have some part. in.records:_5"m° "I Wiliﬁil might u-c1i‘srnt to Estelle Bonn:-s. (}r‘n!‘i‘1i areas izathcicd at Our Lady 0 " ‘ ad .\h_‘3' '_mn‘.9‘S"Cm.1s,_op', the. planning and culmination of be carried back for adoption or,Sccrctar,v, 98 Prince St., Cha:'- the Angels (mm-ant, Tignish. in" Cr” 3” ‘ ' ‘ __ L.

lattend the Retreat which opened hm“

ICKEL

STIIIT WIST: ._l0_»R_ONIO,-