,.wish to thank the Prince Edward "Widening Educational Horizons A foreword from our Director of Education Dr. L. W. Shaw. One again the courtesy has been extended to me to write what might be called a "foreword" to "Widen- mg Educational Horizons." I ap- preciate this very much, and on behalf of the Department of Edu- cation. as well as personally, I islands Teachers' Federation. On the morning of every school My approximately 750 teachers and an average of 16,000 pupils enter the schools of this province and begin the activities of the giav. In comparison with all the schools in Canada these numbers are small. yet they do indicate I great amount of effort on the part 01' both teachers and pupils even in little Prince Edward Island. I need not refer to the many diffi- culties confronting teachers. es- prcially in one room rural schools. we have discussed them often, and in spite of them we have confid- encc that the great majority of our teachers are doing their work faithfully and well. In this brief message. I should yiki” to refer to a condition which i:ntit.ubtedl)' b r i n g s discourage- -.-.-in to many teachers. namely llw feeling of isolation or "alone- ..t-ss" in facing the many problems will difficulties that inevitably a- i.-.- from day to day. Reference i'l inc preceedins paragraph to the .,..,.,pct- of teachers and pupils en- lrllill our classrooms each morn- ..g was made so that your thoughts might be directed to the many who are working with you rather than in yourself as an isolated and -U.,..1y work”, To feel that you are part of a large group working with upwards of 20.000 boys and girls.in this province will. I.am sure, give ion a sense of confidence and se- cuiiiy. Again you shoulduicmcmber that .-i nuuibcr of agencies are interest- ed in your welfare and stand ready I!) give you every possible assist- ant-c. Your own Federation. under ulinsc auspices this column is pre- pared and published from time to mm-. is organized for the very ..t..i-use of developinil A sense of ."lii)' and "oneness" among those -hu teach. Be sure to use its 'arilities and. of course. contribute Ill you can to these facilities. Then Ehcrc is your supervisor. He is not a roaring lion going about seeking ikllilin he may devour. His chief 'IlllClll'lIl is to assist. guide. and di- me: You will find him very ready in work with you if you bring your iiinls and tribulations to him. The mine is true in regard to all mem- ncrs of the Department and the l'r;iclicr Training Instructors at lliiiice of Wales College. We are a.xi:IyS glad to see teachers and .. talk over their problems with .heiit. Our only regret is that cir- ',l:il5l3l'lCCS prevent our getting out . we you in your schools as fre- .. tcllily as we should like to. Don! J'lKCl. the library service and the '..iii service. both of which are It ;..-ttr disposal. and. of course. if ytvll have a radio in your school mu can at will bring experienced -i-;it'llt”!'S of your choice into the rlnssmnni to help you with SDCCIB1 iIlljCCl.S and special. lessons. Stud-y ginups and conventions have their mm to play also in eliminating the tense of "aloneness" of which W9 have spoken. Finally. try to remember. that ,..ii are part of the community "1 ullifll you work. School and home must work together. h e n c e our .-iir School and Home 0I'Kl"1l3' smns You are indeed I part of cv- mgv home in the district. What. I -..,...-I interesting. co-operative life to teacher livcs! There ispno llC- rmxity to be lonely and. bcmK 000 .w'h all others engaged in your real work. you are constantly ”i'.'l(l9I1lnK horizons." not only if" y-tiiiselvcs but for others as well. Titus will the teaching -profession Ii('t'ril'lIE a great profession. I To help our teachers in Prince F-iward island keep informedpof ..mi 1! going on in our Canadian 'l'eachcrs' Federation, The "Widen- ing Educational Horizons" will unity from time to time. news (win our National Office. This issue carries I brief sketch of Dr. L. P. Patterson our IWCSP ti-tit for the cominif yeah l95l'55- f-'n the report. in full..of the I iflrCSS given by our rctlrinil DYNA wont, Mr. John L. P r i n r. 01 iluriiaby. B. C. feel t.liIt through his leadership our Canadian Teachers Federation will have I year of Ichivement.. Address by John L. Prior, Burn- aby, B.C.. president of the thirty- third annual convention Canadian Teachers' Federation. Vancouver. B.C.. August 11, 1954. LIGHT ON THE DABKIJNG PLAIN? From some little experience on the giving. as well as on the re- ceiving end. I know that I presi- dential address may be the mouse so laboriously brought forth by the mountain, Such addresses can be. and quite appropriately so. I recital of thanks, a history of personal experiences. (gener- ously paid for by one's colleagues), I sorrowful swan song, or I final effort to leave the imprints of one's number twelves on the or- ganlzstion. There are so many to whom onels thanks are due. One has only to tlilnk of home and family. of colleagues on the job. of loca' school authorities. of directors. of executive, of office employees. There are personal experiences which might hear revealing or re- peating - from Yelldwknife to Halifax, from Geneva to Oslo. There is the temptation to play the gladiator-"those who are about to die"-you know the rest. There may be the desire. perhap: even some obligation, to chart .1 course for the future. These. possibilities I will iorcgu Recently. some few lines of a poem re-read gave me pause. Those of us who struggled with Matthew Arnold (not all knowing that he. served a period as school inspector), often weigh the words of "Dover Beach"- "And we are here as on I dsrkling plain Full of confused alarm of struggle and flight Where ignorant armies clash by night." Our days are, certainly not less dark. Our age is unquestionably one of violent cl'ash. And is there any light? We can be thankful that teach- ers are no longer isolated. if we ever really wnrc. from the uorlu in which we livc. Of late, ivory towers have been uiitibr pretty vigorous siege. Sulphur is in the air. My own remarks will not likely "win many friends nor in fluence many people." At times however. it may be salutary to rattle the skeletons in the close; -if the spirit is right! Pro- testations are suspcct. But for what it is worth. let me first make I declaration of my devotion to teaching. my faith in my col- leagues. and my desire to see our profi-.ssion grow in stature. Among reports that pile up on onc's desk. I recently struggled through the French version of Recommendation . of the Inter- national Bureau 0 Education. This resolution was endorsed at Gen- eva last year by representative.-i of some fifty governments tiftt-r U study of the status and training of primary (elementary) teachers. Translated, one part of the 'pre- smble reads: "The status of the teaching profession as fl whole de- pends to a considerable extent on the profcsslon's unity, its good re- lations with education authorities. the extent to which teachers iir: consulted in nutttcrs flflPClln,; both their conditions of work an-I the standards and content of edu- cation, and the freedom of teach- ers from direction in mattr-,rs of personal conviction." I-Iere indeed. is food for thouzht To what extent are we I united profession? First of fill let us agree, that unity must not mean uniformity or conformity to I pre- conceived set of standards. But can we disprove the following statements?--Tliere is incipient or open division between secondary and elementary teachers. Mon and women teachers frequently publicize bitter opinions as to their relative worth. Rural and urban teachers watch one anoth cr suspiciously in the field of professional politics. The "pro- fessioml-comc-lately" tissallsl those teachers who see. tiny hope in the trade union movement.-And the list is not exlisustcd. Such divisions all too often re- flect the snobbery of the degree cult, the prejudices of sex. the jealousy of the "hates" of tlic "liave riots". the selfish realism of those who so sagely argue that. the educational pie, being sl- wsys limited in size, more for one group must always mean less for another. If we permit these divislvc forces to embltier our professional relations and to undermine the unity of spirit essential to a pro- fession. we must expect our status to worsen rather than to improve. Our profession is not just the total of its bits and pieces. To I large extent our status will be de- termined by the least well-trained section of the teaching body. re- gardless of the form of organiza- tion. Our status will Improve as we promote understanding among Dr. L P. Patterson it Iii with I great deal of pin- Wrc that we record through the Writes of Widening Educational Horizons. the appointment of Dr. l- P. Pattersoii. Montreal as l"i'esldent of our Canadian Teach- ris Federation. Dr. Patterson-wIs appointed to this office in August of this year at the annual convention held in llic Vancouver Hotel, Vancouver. i)r. Patterson holds his B.A.. fiuiii Mt. Allison University, his 7” A. from Harvard. and in 1947 he rcccived his B.ED.. from Col- umbia University in the field of Educational Administration. Dr. pallerson is now the Executive DI- rcctor and Principal of the School for Crippled Children in Montreal. Those of us who had the privi- - ” can of meeting Dr. Patterson re- rornize in him I sincere desire to further the cause of education and , o our factions. Personally. I scr. no basic con- flict bctween the self-designated professional teacher and the stip- porter of trade union principles Once subscribe to the principles of collective bargaining and, call your group what you will. it is pcrfarniing the essential function of I trade union. From experi- ence. teachers have decided tliai it is necessary to act as "union- ists" in negotiating their condi- tions of employment. It is I sad fact that in some provinces labour is more respectfully treated by in- dustry than are the teachers by their employers. It is small won- der that in such cases. fesclit-rs might look to labor for orgiinlza tlnnal blue prints. However. I defy Inyone to dis- prove thc. basic professional atti- tudes of teachers as I whole. The record is full of statements whlcn freely recognize the worth Ind the disinterested nature of our serv- Ice. Surely not till such state- ments are more lip service. Every profession. It. is true. hit; its peculiar characteristics. We ti-schers hardly dare aspire to the "closed shop" enjoyed by the re- spected legal and medical profes- sions. We hsrdly dare visualize the day when the, teacliers' organ- izations alone will determine who when teachers will let the fee and tell the fee payers that's it! But measured on any reasonable basis, a vast body of teachers-profes- sionals or unionists-can stand I fairly searching comparison with members of the established pro- fessions. The question is often asked, "Is it professional to strike?" Un- fortunately. the word is hedged round with emotions and prejud- lccs. It can be an elastic term or it can be given I very precise legal definition, A fairer form- ulatlon of the question would be. "Is there I point at which teach- ers are morally justified in with- drawing their se,rvices?" On the answer to this. I believe we art.- pretty well agreed. Surely. tho nature and the rlghtness of any withdrawal of services should do pend upon the circumstances of each case. History is full of pre- cedents showing that the law is not always just. How many strictly legal acts are, morally questionable! It is all too often assumed that insistence on the basic right to strike is the same as advocacy of the strike as a weapon. Let us be quite. clear on this point. Teachers, and for that matter labour as a whole. are united in their dislike of strike action. I believe that we must learn to liv- with a division of opinion on this and other questions. I hope that we will never get to the point where an affiliated group would say "we will withdraw from C. T. F. if it docs not accord us sup- port in this situation." It would be equally disturbing for ti group to say "we will withdraw from C.T.I-I if it supports an affiliated group under such and such cir- CUHISIIIYICCS." Both attitudes make for disiinlty and undermine the status of our profession. How good are our relations with educational authorities? If good relationships are pos- sible only where no differences are found, then few will say that present relations are an unquali- fied "good". As teachcrs' organizations ma- ture-and there can be no ques- tion nf rnpid growth to maturity -their! intcrcsts wldcn. In th-. widening of interests. it is inevit- able that the organizations entei fields until lately the undivided preserve of some other e.duca tion authority. Our practice has been to knock on the door. In some places. the authorities sleep rathi-,r soundly. Consequently. at times the knocking has had to bc rather insistent. But new idea. d.o catch on. We can now detect a definite trend. We find authori- ties more, freely recognizing the legitimate intcrests of teachers and. equally important. of teach- crs' organizations, in fields such as teacher training and curric- ulum. Forward looking trusteei and deparinicnls are welcoming the help of leachers' organiza tlons in it co-operative attack on educational problems. This is Is it. should be. It is regrettable. however. that sonic. educational authorities hav' lagged far behind industry in rec nrzhizinsz the iital importance of good employer-employee relation- ships. Relations based on master- scrvant concepts (and I have heard these npcnly advocated) are simply out nf dntc. Good rela- tions imply the possibility of dif- fcrcnccs of opinion-sharp differ- ences. if need he-without fear of personal rccrlmlnation. Where relations are good. even sharp dif- ferences will not interfere with the joint responsibility of teach- ers and trustees to pupils. par- cnts and public. If this is a fair test of good relations. we are nuk- ing solid progress in Canada. New fields of joint endeavour are open- ing tip almost daily. Experience in such endeavours helps us understand that educa- tional riutliorliics have their prob- lems. The school trustee wants- and it is his duty-to keep I body behind the teacher's desk. He can- not be expected to advocate an increase in training standards if he fears that the present short- age of teachers will be increased. cvcn bricfly, thereby. At times. the conscientious trustee is caught: between his responsibilities to education and his responsibilltlt-.s to the ratepayers who elect him. He must decirla the relative claims of iiccommotlatlon. supplies, an! salaries. Teachers who have serv- ed on school boards know that economic realities can be extreme- ly frustrating. The trustee must stiffer the sorricst trials of pub- lic office. while enjoying a few of the rewards that go with politlca. success. Provincial education depart- ments. too, have their problems. Across Canada. it is I fact that education is still considered to be I minor cabinet portfolio. Public works and social services Ire fai- more politically significant. 1'. should not be surprising, there- fore. that those areas which pro- vide qulck and material evidence of governing ability should get first consldl-.r:itlon and that edu- cation should be viewed almost as A necessary evil. We cannot Ignore these preoccu- nations of the authorities with whom we must maintain relations. l-lnwnver. we are not thereby re- llevcd of the responsibility of ad- vanclnit A cause which may strike fire. Our relations would be poor indeed if the fear of strong re- action deterred us from I course deemed right. wise and timely Some believe that we have I long. long way to go. Last Year Dean Ncvllln Scarfe of the Faculty of Education of University of Mani- tobn told us: "School boards. administration officers and departments of educa- tion have too much power over teachers. The justification for so much direction and dictation is that teachers IN. inefficient or poorly trained. It is Issumed that someone in authority-and there- fort, of course. efficient - must do the thinking for the teacher. . . . If all these things are not calculated to reduce the -teacher to I cog in is machine. or to make A teachcr feel inferior, I do not know what is. . . , Guidance, sug- gestions and help there must al- ways be. but rigid direction and subtle compulsion must surely be avoided." will teach and who will not teach... Nevertheless. eeongzsuyn -491- fulcs are tneroutiigly evident among the education authorities Relationships are improving. Anc In the improvement of these re latlonships, the various teacliers' organizations have served as the catalysts. They remain the only real guarantee that the. proces. will continue until I healthy anti unlversIlly respected status llaa een achieved by all teachers. o what extent are teachers con- sulted In matters affecting both conditions of work and the stand- ard: and content of education? Consultation implies a desire to search for advice and help - a willingness to offer a share in the formulation of policy while retain- ing the legal responsibility for final decision. Discussions which must be pressed for do not sug- gest the presence of I free consulta- tive splrit. It is regrettable that many education authorities have been slow in seeing nearly un- tapped reservoir of ability so close at hand. At times they have seen the reservoir but have overlook- ed the need for a proper pipe- line - contact through the pro- fessional organization. It is al- ways posible to consult individ- ual teachers. But the real indica- tion of high professional status is the extent to which the offici:il voice of teachers is freely con- sulted. When teachers are firmly united. full consultation must soon follow. In these days oc acute teacher shortage. when the shortage has become I cronic condition with malignant tendencies. far too few education authorities realize that an enlightened and voluntary ap- proach to teachers on conditions of work would eleotirify the pro- fession. Without doubt, this would be a shock. But perhaps condit- ions are such that shook treatnient would be helpful. The growth of true consultation is unlikely to be rapid process. From steady growth will come enduring good. Even the pessimist: will concede that. in Canada, the trend to consultation is unmistakable. How free are teachers from direc- tion in matters of personal cun- vlction? As I review some eighteen years in the class room. I see tremen- dous chaimes. The Canadian scene is certainly not without its patches of light and shade. But. we must always remember that freedom is always relative. It still amazes me that there are, even in Canada. communit- ies which attempt to set one standard for themselves and an- other for their teachers. The par- ent who cheerfully puffs himself into a lung cancer or who drinks himself into cirrliosis of the liver. really pays the teacher too much credit when he frowns on such liberty for the teacher on the grounds that this would be a bad example for the children. In such matters. does the teacher really have more influence than the community and the parents? 1 think not. But the restrictive at- mospliere in a. host of trivial mat- ters often turns competent and self-respecting individuals from the profession. The educator needs both security and freedom - sec- urity from the open and the sub- tle pressures of the community and freedom to be an individual or even I "c.hsractei"' as the pram. dust of the University of Toronto recently,' said. Denial of full poli- tical freedom makes a second-rate citizen. jLlmit.at.ions of personal freedom-makes the teacher a race npart. here such conditions exist is it a wonder that the 1)r0iL's- sion is iiyoidecl like the plague? Recen ly, Dr. Robert M. Hutch- ins. frmcr Chancellor of the Unlversny of Chicago. discussed another smect of educational free- dom: .. "Eduqa.tion is impossible in many parts of the nation because frcc inquiry and free discussion are lmpossillle. The teachers of many subjects cannot teach without risk- ing their jobs. You don't have to fire many teachers to intimidate them all." when invIItlgItor Ind move in on the schools, moves out. informer freedom When we really dare to be our- selves, when we really stand on principle and not on expediency, then We are on the way to a bet- ter status. Often we teachers tire our own worst enemies. But cour- age and convictlonme not lack- ing in Canadian teachers. 1 be- lievc we will stand the test. Not. so long ago. Dr. Hugh L Keenleyside reminded an audience of I warning made by H. G Wells - in 1910. I believe - that the world is in 1! race between education and catnsuoplie. In these perilous times. Canadian teachers have I unique opportun- ity. if not an obligation, to show their professional unity. We Can- adians are often iiiciined to as- sume we Ire I cut above others C0iFFUR FASHIONED W i . - s l .” . - ' i':i'.4'u&”-it's I wmmw; I w"3svrsz.ivoss..--.- Died Recently In Switzerland .The man whose invention "fail- ure" ievolutionlzed food packaging died recently in Switzerland at 81. Dr. Jacques Brandenberget, a Sviiss chemist with a French tex- tile firm owed his invention to a passion for cleanliness. The soiled tablecloths at the local cafe used to enrage him. One day in the early 1900s as he watched awaitcr mop us spilled soup he visualized a waterproof table cover which could be cleaned with a few swipes of ii cloth. FIRST ATTEMPT l-Iurrying back.to his labratory he started coating fabrics with the syrupy liquid used to spin rayon. His tablecloths were glossy and smart-lookiiig but stiff, and the coating had a tendency to peel off into thin traiispascnt sheets. Birooding over his failure the chemist brightened when he looked at the transparent sheets. For the next. two years he ex- perimented with the sheets. He came up with a product he called "la cellophane". (oining it from cellulose and "phaneros" the Greek word for transparrent. At first cellophane was expensive to produce and used only to wrap luxury goods. USED FOR PACKAGING First large company to gel: the idea for packiiging was a Phila- delphi.i candy maker. when mois- ture proof t-cllopliane was de- veloped III 1926 a large Toronto grocery cliaui started wrapping bacon with it In the next '10 years cellophane took food out hygienic packages. Dr. Brandenbcrgcr lived to see his unsuctcssful attempt at table- cloth-making transferred into the boon of modern packaging. in world understanding. Al: the same time. we indulge ourselves ill some pretty fancy rough and tumble on the home grounds. In our own affairs we Leachers often act as though the C.T.F. were fully expendable - worth tolerat- in: only as a talk shop and as an excuse for subsidized trovcl. ls professionalism only to be found within the provincial cou- fiiics? Surely our determination to make C.T.F. a working body is a small but fundamental best of our fitnes as Canadians to take the side of education in the race with catastrophe. Canada can and must assume some international leadersliip. Our country is the Bel- gium of the atomic air age. On this west coast. we are particular- ly conscious of the implications of the recent hydrogen blasts. Per- haps we can sympathize with. even though we may not fully share the European view that. whoever wins the next war, they will be its first victims. Ey solving the problems result- ing from our own national div- isiuiis. he Canadians can earn the right. to respect in international affairs. The difficulties of build- lng an independent national spirit of open bins into I W.C.T.U. Notes LESSON II Joyce Burton felt more like Cin- derella than ever Is. followed by her brother Jerry. she sank back on the soft cushions of the new car beside the strange little man in the tall hat. "We aren't going anywhere. are we?" she asked. ”We really couldn't you know, without asking Mother." "Just going to travel in imagina- tion, little lady -" began Sir Alcohol. "is that I new kind of car? I know the names of quite a num- ber of cars. but I don't seem to have heard of that one. But Jerry will know. He knows all about cars," and she looked proudly at her twin. "Don't be silly." whispered Jerry. hoping that the little man hadn't heard her. "He means - means just pretending we're going for a ride. Just imagine this moon- beam is a long road and we're spinning along at ever so many miles an hour past houses and trees and-" "What if we crash into some- thing if we're going so fast?" ask- ed Joyce with alarm. "It would be terrible to break the glass in the windshield or one of the head- lights or something before Daddy even sees his new car." "Who's going to break. wind- shield: or headlights? You couldn't do that in an imaginary drive, .. "Nor in a real one. either," in- terruptcd the little man in front. "If you're talking about this car of ours-" "I wish you wouldn't keep say- ing 'ours.' " objected Joyce. "Sorry, Miss. but. as I told you. had such a big hand in the making of it that I feel it really is partly mine. However, just as you like." and he waved his hand airily. "But, the glass in this wind- shield and in the fine big head lights isn't going to break even if we should bump into a tree or two. I attended to all that." "You attended to it?" It was Jerry who interrupted this time. "Of course. Who else? Haven't I explained before that it is my business - one of my businesses -to be a good mixer, and be- cause of that I have to do a great many things that no one else can ”That sounds very conceited." said Joyce primly. ”I mean it's 9- 0 your questions? 1' can't help it if I'm so necessary to the people who run big factories and make all the dozens of things that go into the finishing of a car. can I?" Turning to Sir Alcohol. Jerry asked politely. "Was it by mixing things that aren't very, very mixy that you keep glass from break- ing?" 1'You've heard of shatterprnof Christian Advocate about Margaret Truman's New Year's party. which was a great success without al- shy anywhere it would be among such famous people, but you weren't needed there." "Yes." said Sir Alcohol, ”bui that was a sort of government oc- casion you know. was very angry when the papers conceited to talk so much about said there was alcohol at her one's self." party. She had all sorts of good "But how else can I answer all eats. but no alcohol." good niixci' said Jerry not be so hard on Sir Alcohol, for other stubbornly. "You need to be ,.s I! once. t1 bu:-4 Daddy OI!!- ing about it to the man It the auto- mobile show. And I know what it means too. It means glass that won't fly and cut people if there is an accident." "I've been able to do something very fine for you. and for the automobile trade too. of course. in making shatter-proof glass pos- sible. If it weren't for me. how- ever in the world would the glass-maker be able to dissolve his nitro-cellulose?" "His what?" Both children spoke at once. "I never heard of such a word." said Joyce indignantly. "You're teasing us." "Is it really I word?” asked Jerry, wishing that his sister would not be so distrustful of the little man whom he was beginning to ad- mire. "I'm going to study chemis- try some day and I know there will be many strange long words to learn and remember. Perhaps that is one of them.” 'p"I'hat's it Jerry. And if you're going in for chemistry some day you and I should begin now to be firm friends. for you'll find me a most useful chap about a la- boratory," then looking at Joyce, he continued. "and a laboratory. Miss, is a place where the chem- ist or scientist does his work. When he wants to mix one thing -perhaps something solid like the new substance I mentioned that you'll know about some day with something else - perhaps wa- ter -- and they just don't mix, his btisincss is to find something that will blend with both and just make them mix. Thatls where I come in." "In the laboratory. Al." Jerry exclaimed. "Yes, I'm a very important per- son in the laboratory. and all be- cause I'm such a good mixer. Ev- ery laboratory as well as every party, needs a good mixer. But it is at a party that I am most use- ful as a mixer. Many people think it's just about impossible to have a successful party without me." ”I don't agree with that." retort- cd Joyce. "Mother read in The cohol. I am sure if a person were "Take Shirley Temple too Sb! "It's fine that you are such I in the laboratory." wishing Joyce would after all he was a guest. ”But mixers at parties are In- matter." persisted, Joyce the right sort of mixer." ”Ycs," he admitted rcluctantly. Joyce went on: "I heard Mary he Guardian Page 11 Monday. Nov. 1, 1954 first one man treats him. then another. then he treats them to beer, and sometimes when he comes home he hasn't any money left and Mary and her mother can't have new shoes or clothes. No wonder they hate beer and all the alcohol and everything that gors into it. Oh. I forgot! l'iii so sorry." "Don't. be sorry. It's I who should be sorry." and Joyce be- lieved. from his tone he really meant it. ”How would you feel if you knew that some girl and her mother had to go without clothe: just because I man who was like- able in every other way didn't know that you were more useful outside than inside his body? You wouldn't like it either. Neither do I. I can't think why so many mes like Mr. Gray begin to do it." "I do." It was Jerry who spolu this time. "He's a truck-driver, you know. and I heard him say that a man needed I little drink after driving in all weathers. ll warms him up." "That's the greatest mistake of all," said Al, quite crossly. "Mr. Gray, nad many like him, just think they are being warmed. They like to think it because they like the fun and friendliness of the beer parlour and the feeling of being good fellows. But the drink that makes them feel so warm at first really is just taking warmth. which is kept up by the blood running swiftly through the body, out to the skin where it can be quickly fclt. It won't last long." ”It's strange to hear you saying that. Mr. Al." Joyce licsitatcd over the name. ”I'd like to tell everyone. speci- ally girls and boys how harm- ful as well as how helpful I can be. It's their fault, not mine. when things go wrong. and they can't begin too soon to think about it." QUESTIONS I. Name two things, in use every day. that are made possible by the scientific use of alcohol as a "good mixer." Value 10 marks. 2. Is alcohol a good or harmful thing to take into the body as a protection against cold. Give a reason for your answer. Value 10 marks. Sharpe Electetll Winnipeg Mayor WINNIPEG. (CP) George Sharpe, 45-year-old city aldemian. Thursday night was elected mayor of Winnipeg after a transfer of second-choice votes. Sharpe. son of a former Winni- peg mayor, wound up with I. total of 45,353 votes to finish well ahead of runner-up Stephen Juba, whu had 30,544. He picked up 14.250 second choices from the other four oun- didates in the six way race-Mayor Garnet Coulter. Ernest Drsfd "Of course I have," she declar- glass - or perhaps you haven't. ' Gray say once that her father said Sir Alcohol, and he looked was too good a mixer. He goes, to straight at Joyce. the beer parlour every evening and is stich a good mixer that on first count. William Kardash and Pei-civ Brown. who finished in that ordef -r should caution us against i.mpati- cnce with those with even great- er difficulties than ours. We must exhibit that patience which, as our Governor General recently told a joint session of the American Congress. may alone save this world from catastrophe. In all thi. we teachers must not be too hiinible about our role. Wt. cannot escape it. Within our pro- fceston tie iiiiiy resort to civil strife - we Cilll advertise a grie- vous disuiilty, an impatient. spirit. an intolerance of differences. What :in nclmission of defeat! The ad- rcrtiseiiiciit. may be a small one. but it will be noticed. - On the other hand, vihat an op- portunity we liave to denionstratc that unity of purpose which. while welcoming frank difference of opinion. is ackiioivledged as the m'.ll'k of the professional! I rcnienibcr vividly the words of II theological teacher speaking on the subject of brotlierhood - "The test, of brotherhood." he sold. "is not your ability to get along well vitth those most like yourself. The test, in every true sense. is get- tinz along well with those most unlike yourself." Dare we. then as teachers, strike fl light. on the dankliiig plain? Herc, irrtt large. is the test. of our claim to professional status. Here. writ sinzill, is the awesome choice faced by all mankind. 1.. John Prior. 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