. MAY 2. 12:1? . ‘.r_ A_ rim‘ GUARDIAN. " THE ED UCA 110mm HORIZON p rue STATUS or m: 194'! the annual conference Cane-dim Education Assoc- m Quebec City selected a. thee under the chairmanship ., _ M. n. LaZerte. Dean of the y; a1 Education, University Alberta. Edmonton. to study gym-t on the stews of the profession. Among the of the conrmittee refer- w above was Mr. George G. , ‘ y, secretary Treasurer of eanadian Teachers‘ Federat- Qp‘. Ottawa. . Mm- receivlng from many sour- ‘m the completed - “ “who ‘m; gut, the C. E. A. committee Wmpated the results and this W", 194s, a fair-sized book has been published showing the final tabulations. The replies are the qplnhlll! of thtbfollowing repre- sentative groups: Grade XII stru- “nts; teachers in training; busin- ess indml-i‘! and pretensions other flnn teaching; business, industry, ‘m1 professions, (teachers includ- m); teachers in Services; teach- '15 in service; student veterans; FUNCTIONS O Administration: l. Neither the length of the school day nor the length of the school year should be altered. 2. Fees and text book's (or high school students should be free. If. Post-secondary educa- tion should be aided by scholar- rgigeizoi? IMPROVEMENT IN EDUCATION TEACHING PROFESSION school trustees. Tron: the above. certain trends and tentative con- clusions may be ea reliability just index of reliability. under the Functions of the School; er Training; Teaching Profession; Supply and Demand; Status of Teachers; Conditions; munity; High School the Professions; Views of School Trustees; Sinnnary . of Report. (I011 of the book. F THE SCHOOL common courses of cation by half-time education a clearly noted. Their uequent repetition indicat- us surely as would a statistically determined Tihe divisions of the report are following headings: Whom ‘Do We Train AsTeachei-s; Teach- Btandards _in the Teacher Economic Working Living Conditions; Prestige of the Teaching Profes- sion; Tihe Teacher and the Com- Students‘ Vievvs on Teaching and Teachers; Teaching and‘ Teachers As Seen By Men In Business, industry, and the and a General in this and following issues of the Educational Horizon, we shall give the summary for each sco- siudy and common text-s for all provinces. (l. Opposed to giving vocational edu- smool and half-time in industry. 7. Favor system of sabbatical leave Unlike Disraeli, Gladstone was wil- ling to bring about radical changes in the constitution. Much of his life was spent dealing with the troubled problems of Ireland. l-Ie carried out many reforms but his greatest work and molt popular triumph was accomplished by the passing of the Third Reform Bill of 1884. This Bill extended to house- ; ‘m: FOURTH Lloyd George succeeded Mr. Ae- quith as Prime Minister of Great Britain. Wlth the co-operatlon of Bonar Law. he former a_ National, Government which by its zeal and optimism carried the country through the darkest days of the war. In 1918. the fourth Reform Bill was passed. It gave the vote to men oven 21 years and to all wo- men over the age of 30 while it made women eligible for election as members of Parliament. The Fifth Reform Bill passed in 1928 when Stanley Baldwin was ‘Premier of Great Britain. It llave The amphlbla are unique among vertebrates in that their members puss through two entirely differ- ent stages. They live as fishlike creatures in their early stages, after which many forms enter a land phase us i» a result of modifications in body structure. An excellent example of the complete changes or metamor- phosis from aquatic to terrestrial PRESENTING NEWS AND VIEWS OF INTEREST T0 TEACHERS AND ALL OTHERS SEEKING holders in the counties the fren- chise granted to householders in the boroughs in 1867. "It added more electors to the constituencies than the two earlier Refit-n Bills put together. It gave the vote not only to the country people but to a large number of industrial work- ers, particularly miners. RBERM BILL the vote to all women over age of 21. g The Ballot Act was passed by Gladstone in 1872. By this Act the vote was made secret to prevent landlords and employers exercising Wide political influence by pressure on those working for them. The Parliament Act passed in 1911 forbade the Lords to alter money Bills, and provided that if a Bill passed the House of Com- mons three times it might become law without the consent of the Lords. the AMPHIBIA soft toes lacking claws, and a three- chambered heart. The groups of amphlbla, ranging in order from aquatic to terrestrial forms in the BdllIt SW89. include salamander: and newts, frogs, tree frogs and toads. - The greatest economic importance of the Amphibla lies in the destruc- tion of insects, although certain frogs are used extensively by man ships. 4. Each school staff should for teachers. 8. Favor giving - 0' ‘mmmgtylfwang, ‘swim’ 95mm“)? gaphic asfislanfe‘ 9‘ 5mm)“ Body characteristics which dls- and all forms shcul: D°e“spl‘:S9lX\:::fI work. . a asc su ects o c-ultl be so buit as to serve - 1h h“) m- oot- m»- M- i» emu-w i‘..".".2.f....§’"i’.....‘S2? (ill? 2:32: ::..:".:":::::':.:" *" CURHCULUM AND GOALS skin without scales, webbed feet, l0. Emphasis of curriculum should be given outside the school USE§ OF "THAT" should be on development of by clcrgymcn, or confined within 1 D t t, P “I fl ability to think clearly, training the school to prayers and Bible k ' iffy“ m W“ "°“°“"~ (d) I" 8PP°5III°"- Th?’ f"! ""11 in citizenship and education for readings without comment. 13. "2°“I’)cm‘<‘n_;st u’ Ad, u‘ Murht Ital“ dime I! "Ware"? u leisure. ll. The school program Education should be practical. m ,, m ‘c I” w" a errwmoiz-{letlctt fie‘; Ptfggsmizrlilhoia‘: should be expanded by inclusion of more civics. safety education, sex education, guidance, and nth- lt-tlcs. 12. Religious education munity projects. l4. 'I‘eacl~.er life of the conun-unlly. WHOM oo w: TRAIN AS TEACHERS l. From the unskilled labor and personal service groups Canada recruits 10% of her teachersflrom the professions, 63 per cent; from skilled labor, 10.2 per cent; frorn agriculture, 3'1 per cent. 2. In proportion to population new Can- adians of several nationality groups in Western Canada pro- vlde more teacher trainees than do the Anglo-Saxon and the French groups. 3. students enter- ing the teacher-training institut- ions have high avera e intellig- ence. In the Faculty f Educa- tion. University of Alberta, where levenl treinln: programs varylnz in entrance requirements, length of programs and difficulty of tom-sea. are available, the weak students register in the shorter, easier program while the more able students elect the more chal- lenging undergraduate and de- gree programs. 4. Canada's teach- ing personnel comes from a good economic group. one that sends 60 per cent of the children of its families into the professions or into Maine-u. 6. Sons and daught- ANSWERS (Literary Test) 1, Aladdin; 2, Thor; 3, Ulysses; 4, David; 5, The Prince and the Peasant; 6, Rip Van Winkle; 7, Robin Hood; 8, Baron Mauchaue- sen; 9, Swine Family Robinson; 10, Show White; 11, King Arthur, 12; The Mill on the Floss; 13, Oliver Twist; 14, Samuel Weller; 15, Rud- ‘HIGH TIDE ON THE COAST OF LliN-COLNSHIRE 1. Why were the ringers in such a hurry to ring the bells’! Because the tide lied broken the walls and once started would advance very rapidly. 2. What tune did they will’? The Brides of Enderby. 3. ‘ VII)’ did Elizabeth not take warn- illl when the bells rang? She was herding the cowl home to milk- I'll. piwing with her child and ringing, and on hearing the bells simply thought of church bells and llhl along with them. 4. Whore did the people first look for dan- Ier? How did their gaze travel to- ward the see? At the sky, probably they though of a storm coming "b. They then looked along the river "Llndls" until their gaze trav- elled to the sea. 5. What did the old lady first think of as being the cause of danger? Plratel. 6. Why did the beacon burn and the bells Ylhr all night? To guide the rescue crews beck to the town, and to keep "i! the spirits of those who were sheltering on roofs. 7. What hup- boned Elizabeth? She and her child were drowned. 8. What des- "Iiltive touches indicate that the country was low-lying and easily flooded? The level pasture; full d“! load miles eway, the steeple lowered from out the greene; the "filly lee; the bankfceme down with ruin and route. 9. How is i . - m: thThe liver is the largest gland ln the body. It u located between h o. diaphragm and stomach, thus ‘Ho: the uppermost of the abdom- “MI Orlens. The secretion of the bvlr is called bile and is e thick "Wn liquid of which about one ‘Wilt is produced daily. This is Rtered temporarily in a sac called ‘h’ lell or bile sac. Bile has sev- FII important functions. as foi- owa: _ 1. Bile is. itself, partly waste lub- :tence. removed from the blood. 2. t elds in digestion and absorption 9' lets. 3. It stimulates the action ‘>3 the inteetlne._ 4. it tends to pre- REFOIM BILLS (Continued) The ‘llilrd Reform Illl: Gladstone became Prl Minister "I We: annu- m An in- und .. lelialetor. he we! lec- “n l0‘ none as en orator and Par- "lenierlen. Hc w." '- religious. ers are not following the fat-Zier’ cupation. institutions think they are candi aptltudes and qualifications one that offers opportunity worthwhile social services. '1. fo stay in * the teaching intend to teachers. meantime, let us all be listening in to the LaZerte Report broad- casts being given by the Prince Edward Island Teachers‘ Federa- tion each week). yard Kipling; 16, Puck; 17, Gala- had; 18, Sancho Panza;_19, Jason: 20, Charles Dickens; 21, H. C. An- derson; 23, dog; 24, boy; 25, Alice in Wonderland; N, Arabian Nights; 27, Mun; 28, Robin Hood; 29, ani- mals; 30, Kate Douglas Wiggin. the progress of the waters mark- ed ln the poem? Stanzee 13 to 15. Then in stanza 19 we are told of the receding of the waters. Explain: And rearing Lindis down to then ull the mighty floods were out. Llndle was flowing to the sea, as the tide came up the river, it pressed the current back making it rear up. This surge of waters broke the dykes which were built up on the banks of the river to prevent it overflowing. When the dyke gave way the flood then spread over the plain. Explain: That flow strewed down to flocks to sea; The tide coming in destroyed houses and atrcwed them over the plain, the e b of the tide carried the flocks o t to- sea. The highway between Montreal and Cliarnbly, opened to traffic in 1865, was the first public highway in Canada. Actually. as far as construction was concerned, it was more properly a road than a high- wey. At one period of the French regime, the highways were madc passable in the winter season by farmers leading their cattle up and down the roadway facing their farms. This trampled the snow un- derfoot, and was, in fact an obli- gatory measure. Iii-E vent decay of intestinal contents. The chief digestive action of the bile is on the‘ fats, which it makes into s milk-like emulsion to be ab- sorbed by the lacteals.‘ If bile ls prevented from entering the intes- tine, over half of the fats eaten are not absorbed. Another Import- ant function of the liver is the stun age of excess carbohydrate in the form of glycogen or liver starch which the body may draw upon as a source of energ in emergent- clu. The liver, ti en, excretea waste, secretes e digestive fluid and stores food. " E I forceful, practical politician. Disraeli was hie greatest r. il for supremacy in the worfl of polities. Gladstone’: life was devoted to church work while that of Disraeli Pupils should participate in com- should take an active part in tii. ers of thk small group of teach- vocation. In all other occupational groups listed, the children most frequently choose t‘): father's oc- 4. Subordinate Conjunction. 6. The young people entering Canada's teacher-training dates for a- wonderful profession. one for which they have natural and 35 per cent of the teachers in train- ing questioned do not intend lo profession more than four years. 29 per cent stay permanently as 8. 9'1 per cent of these same young people do not believe that society adequately appreci- ates the service given by leach- ers. (In the following issues of the Horizon we shall give the results of additional questlonalrcs. In the I1 . 3. Relative pronoun: "I know the person that yeti speak of." 1n this cnse "that" always introduces un ad- jective clause which modifies the antecedent; thus, We came the day that. he was hurt. Here the clause ‘that he was hurt’ modifies day s and ‘that’ is in the objective case governed by the preposition ‘on’ understood. S That is called a substantive con- junction when it introduces a noun - clause. (n) Subject of a verb. was there is certain." (b) Object of a verb: r ,thht lie wus ill." (c) Predicate nominative: truth is that he did lt." “That he "They saw "The Seeds are distributed in many na- tural ways: (a) Some have stiff sails and ride in the wind. (b) Some are heavy and merely fall to the ground. (c) Some have hooks or barbs that fas- ten on moving objects. (d)‘ Some have fluff attached and float in the air. (e) Some are contained in edible fruits and are distributed when man and animals eat the blood!" (f) Advcrhlal objective. "I am sorry that she did not come." (g) Predicate objective, "I think the cause to be that he was idle." (h) Nominative absolute. "Grant- ed that he did so, what follows?” 5. Subordinate Conjunction of Purpose. "He died that we might live.” 6. Subordinate Conjunction of Cause. "Now that you mention it, I remember. 7. Subordinate Conjunction of Re- sult. "What were you doing that you did not come?" In 5, 6, and 7, ‘that’ always in- troduces adverbial clauses of pur- pose, cause, and result respectively. HOW SEEDS ARE SCATTERED ’ elm, oak, poppy, cocklebur, willow, violet, mllkweed, plum, pear, orange. etc, Start the lesson off by saying. "if you ever had a, garden, you know how carefully you put the seeds into the ground and covered them with soil. We call that plant- ing nur seeds. Do you think that seeds could ever get planted with- out being put into the ground like that by some person? How do you _caAnL01"rr;row_N . There are pictures of many seeds on this page. (Show the pupils the pictures of the seeds). And every one of them may get planted with- the out any person putting it in ground. Sometimes these seeds may travel far away from the parent plant before they get planted. Let's see what might happen to the seeds ln- the first row. “What do you think would help the maple sleds to travel? If nec- euery, help the clan figure out that it would be easy for the Wind to carry, these seeds because of the “wlnga" or “lalls" attached to them. “We might think of these winged reeds as gliders. Which of the other seeds in this row are gliders‘! Which kind of seed is not e glider? (Acorn). "What happens to an acorn when it is ripe?" (it falls to the ground under the oak tree). "Do you suppose it ever gets very far away from that spot? What do squirrels do with acorns they find?" 17.0w two: “Some of these seeds may travel fer, too. How do you suppose they get rides?" Call at- tention to the hooks or barbs, which seed in this row is not a hitch- hiker?" (Poppy). Notice that the tiny seeds are being shaken out of the pod. Perhaps the wind is blow- ing the pod or some person or ani- mal has brushed against it. Row three: Have-the children select three kinds of seeds that look alike and discuss how they float on the air. (Compare violet seeds with the poppy seeds in row two. Row four: "What: three seeds in this row travel by being inside something that is good to eat?" Bring out that people or animals eating the fruit may throw the seeds away—and this may happen a great distance from where the fruit tree grew. Extending and enriching activit- res: 1. Plan a field trip to collect as many kinds of seeds as the chil- dren can find. Follow up in the classroom by examining the seeds and classifying them according to the ways they travel. Label and arrange as a Traveling Seeds Ex- hibit for the Science Corner or the Science Bulletin Board. 2. Make up stories about the trips of various seeds. . QUIZ (Hidden Animals) Find the animal hidden between the words in the following sen- tencea: Example: Fireproof awnings are safer. Answer: fewn. 1. Smell boys tog after their old- er brothers. 2. Those who do good may be rewarded. 3. A classic at- traction was the art exhibit. 4. The British ‘are expected tn do their duty. 5. If you would be smart, endure diacomforta. 6. Aban- don keyed to such a pitch was cer- tain to be disastrous. 7. The old monk eyed the young frlar with sadness. 8. Desplse all evil. 9. Dare we go? 10. He seemed to be a veritable Pig over the plum pud- ding. 11. Everyone agreed that she epitomized the spirit of the South. 12. Mica melts at a high tempera- ture. 13. Her mother felt so wel- come that she- came and went at EXERCISE After each sentence indicate by a, b, c, d, e, or f the name (from the list below) which will com- plete the corresponding statement below in the most general way. in any care in which none of the names apply, place an X. ' (e) Trapezoid; (b) Rhombus; (c). Square; (d), isosceles Trapezoid; (e), Rectangle; (f), Parallelogram. 1. 1f two sides of a quadri- lateral are equal and parallel, the figure is e -———. 2. If the opposite angles of a parallelogram are sup- plementary, the figure is a. -——. 3. If the opposite sides of a quadri- lateral are parallel, the figure is a —-—. 4. If two adjacent sides of a parallelogram are equal, the tis- ure is a ——-. 5. If the diagonals of a rhombus are equal, the figure il a i. 6. If two sides of a quadrilateral are parallel, the figure PROBLEM SOLVl~NG The fact that the young child finds it easier to think in concrete 1, abstract terms rather than in terms indicates a value for problem solving even in primary instruc- tion. The objectivliy of the story element can add meaning to what may otherwise be an abstruse situ- ation to the child mind. The simple problem "If John has one candy and his sister gives him one more candy. how many candles will he have then?" Will probably be more meaningful than the abstract fact that one and one are two. This use of problem solving at fruit. Procedure: of the following seeds, vizn. Maple, Have pictures suppose such a thing could happen? the primary level would include will. 14. He abhors every vegetdble and eats only meat. 15. The set- tlers found wampum and furs used for money. 16, She refused to ask unkempt strangers into her home. 17. The bullets rained upon Yrkel. 18. I think we, as eligible candi- dates, should withdraw. 19. Not a veatlgc remains of (he bombed town. 20. The enormous entrance dwarfed him. The more intelligent communi- ties refuse to employ physicians, . lawyers, or clergyman ugiless they supplement their intellectual edu- cation with a professional course of training; and new such communi- ties are requiring that their teach- ers shall also have received trnin- ing in the science and nrt of edu- cation, or, what is the same thing. professional training. (Geometry) is a -—. 7. If any nnglc of n quad- rilateral is a right angle, the fig- ure is a ——. B. If the diagonals of a quadrilateral bisert each other at right angles. the figure is n ———. 9. If tho angles at thc ends of the base of a quadrilateral arc cqual, the figure is a ——. 1t‘. if the two aides of a quadrilateral we parallel and the other two arc equal. the figure is a —». 11. IfAhc diagonals of a parallelogram are equal. the figure is a ————. 12. If IIle opposite sides of n quadrilatcral an: equal. the figure is a 13. If two sides 0f a quadrilateral are equal. the figure is n -——. 14. If any angle of a parallelogram is a right angle the figure is a -—-. 15. If two consecutive angles of a quadri- lateral are supplementary, the fig- ure is a ——. (PrIme-ry Arithmetic." several considerations: Problems can be uscd'freely to illustrate and give moaning to arithmetical facts. 2. Problems can be used to pro- vlde meaningful practice on facts already learned. 3. The form in which problems are presented will be determined by the reading ability of the pupil. While primary reading ability is limited the problems should be presented orally with development of written problem work as reading ability increases. Oral problems. however, serve u useful purpose in themselves and this form of exer- \ __. A24 cise might well be continued even after ability to do written work has been developed. The planning of problem exer- cises should include consideration of certain principles. These ere: 1. The problem should be concern- ed with a real situation. 2, The problem situation should be of in- terest to the child mind. 3. The language should be clear and sim- ple in form. 4. The mathematical content should be concerned with PLURAL From the given material discover the principal ways in which nouns form their plurals in English and, wherever possible, the reasons therefor. ‘ 1. Cats, dogs, desks, etc. 2 (a) foxes, witnesses, quizzes. watches; - (b), heroes, potatoes, echoes —- but pianos, radios, solos; (c), ladies, babies, cities~but donkeys, turkeys, journeys; (d), shelves, wolves, wives —but chiefs, cliffs, beliefs. 3. men, women, mice, feet, 4. Children, oxen. 5. Spoonfuls, toothbrushes, but fathera-in-law, courts-martial. 6. Data, genii or geniuses, gymnas- ia or gymnasiums, formulae or formulas. 7. Note also that some nouns are always plural —- like thanks and riches; that some have a plural form but a singular mean- ing-—e.g., news, politics; and some have a singular form but may be the basic arithmetical skills. Th; story element l: important in cre- ating reality and interest for the problem. The story may be the background for a lingle problem on a general situation involving a sore lee of closely related problems, Some suggested’ problem situations are: 1, Planning a picnic; 2, plann- ing a party; 3, planning a garden; 4, playing store; 5. keeping score in games; 6, Junior Red Cross activi- tiee. EJ-LR NOU NS plural in meaning as sheep, fish] deer, etc. 2. Occasionally it is necessary ta write about land's, or 1's, or 6's or + 's and -— ’r. Note the use of the apostrophe and try to re-write the following correctly: You seer: to have trouble with your 6s an 9s; you seldom dot your ls and cros your ts, and I have also noticed that when you work an arlthmeti problem you mix up your + s an _ ._ . This Department l: eell- a f ducted the Prince Edward f Island hen‘ Federation- §§ Contributions are welcomed Ill! 88.. Charlottetown. AUGUSTINE COVE SCHOOL March and April report: Senior Department:- Grade X-l. Betty Peters. Grade IX-l. Norman Carruth- ers; 2. Doris Inmen; 3, Shirley Peters. Grade VllI-—1. Kathleen Mur- phy; 2. Claire Carryihers; 3. Ger- ald Murray. Grade VII—1. Betty Carruthers; 2. Erma Macivilliams. Grade Vl-l. Doris Carruthers; 2. Joan Cutcllffe; 3. Paul Murphy. Perfect attendance: Norman Carruthers, Beth Carruihers, Joan Cutciiffe, Doris, Carruthere. Highest average: Doris Car- ruthers 95 per cent in Grxle VI. Prln. (Mrs) Doris G. MacWilliams Junior Department:- Grade V—-1. Hazel Thompson; 2. Gordon Dawson; 3. Shirley Mac- Williams. Grade V (Jr.).--1. Gordon 1n- nian; 2. Preston Campbell. Grade IV-l. Vernon Peters; I Ralph Dawson; 8. Ruby Clerk. Grade IiL-l. Brenda Murphy; 1 Lois Peters. Grade II-l. Jean MacWilliam 2. Esther Clrruthers; 8. Just Murray. _Grade I! (b).—1. Alberta Grlg cal-see n (c)--1. Carol Cutrilff David Howatt. Grade I (e).-1. Bobby Grlgg; l Willis Peters. Grade Dbl-Myrna Preston Cameron. Perfect Attendance: Ralphi Daw- son, Vernon Peters, Joyce Cutciiff Esther Carruthere, 101s and Will‘ Peters. ' - Highest average: VernonPeten 9i per cent in Grade 1V. Assistant-Windsor Smltli Thompsorg SAXMUNDHAM. Suffolk. Eng. (Ow-Burnt House was the nun of a farm here where a ilre dl greet, damage. 7 comely-d in the world of i::.hlnn. ALE SALE STARTS MONDAY MAY 2nd ENDS ‘SATURDAY MAY 7t SPRING APPAREL DRASTICALLY REDUCED Here ls Your Chance r0 S-T-R-E-T-C-H vs... Fashion Dollars With Outstanding Values WOOL arid ALPINE SLACKS Also SPUN- RAYON PYJAMAS 1 Sizes 12 -l'o 20 Clearing‘ Ar $2.98 PRINT COTTON HOUSEDRESSES A Good Assortment of Sizes and Pofierns Regularly 3.98 on sole For Only $3.29 HAND sacs. . . l...‘ stoves A Reel Bargain at Only $l-98_ Clearing and Rayon SiillfS . SPECIAL Rayon irepe Step-ins f eltinqs cl "9c Crepe Dresses. SPECIALS Two Rocks of Plain and Printed oi. Sole A'|' Greatly Reduced Prices Sizes 12 ro 44 CREPE and Shorter Regular $3.98 and $4.98 Clearing Ai Lflszss SATIN SLIPS Lengths 3 ONLY BLACK NYLON . HOODED RAINCOATS Sheri Length — ~ Clearing or 9-49 Small Sizes "Where Smarter The GLORIA Women Shop" COTTON BROADCLOTH BLOUSES Whife and Colors Sizes ‘I2 Regular $1.49 $1.00 i-o 20 Value for ALL WOOL COAT SWEATERS ' Sizes ‘I4 Regulory $4.98. On Sde al- $3.49 A Table Of 7 _‘ FELT HATS - Clearing Al $1.00 y re 20 SALE STARTS AT 9 _O'CLOCK i Sorry No Phone Orders. Ne Refunds All Sdes Find .....@ A.“ ...n-..._ .-._..,g,v__, , _ ..:.'~j;t¢:s. . ....>...-<