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 Report of the Primary Dept. for February and March February Grade V - 1. Dale Maowiillams. 2. Elaine Campbell. 3. Adele cut- cliffe and Lyle Irving. Grade IV - l. Beryl Murphy. 2. Marion Larsen. 3. Jean Ga'lant. I Grade III Sr.-I. Wayne I-Iowatt.' 2. Joyce Lord. 3. Patricia Patter- son. Grade III Jr. - 1. dell. 2. Violet Maclleil. Joan Wad- Grade II - 1. Harry MacDon- ald and Gerald Noonan, (equal). 2.! Hazel MacDonald. 3. Donna Cut-i cliffe. , Grade I - 1 Jackie Weddell. 2. Dexter Rowatt. 3. Helen Holloran. March Grade V - l. Elaine Campbell. 2. lLyla Irving. Jessie MacDonald, Wendall Cutcllffe, (equal). Adele Cutcliffe. Grade IV - 1. Beryl Murphy. 2. Marion Larsen. 3. Jean Gallant. Grade III Sr. - 1. Patricia Patterson. 2. Wayne I-lowatt. 3. Joyce Lord. Grade III Jr.-l.Joan Waddell. 2. Violet McNeil. ' Grade II - 1. Sonny Irving. 2. Gerald Noonan. 3. Hazel Mac- Donald. Grade I .- 1. Helen Hollorsn. 2. Jackie Waddeu and Dexter How- att. (equal), 3. Carl Larsen. Teacher - Doris G. Macwilliams. --.-- I CLYDE RIVER. SCIIOOL I Report for March:-' I Grade X-l. Betty MacLesn. Grade IX-I. Howard Glllespie;. 2. Velma Macliinnon; 3. Shirley Maclfinnon. Grade VIII-1. Joan Murray; 2.' Kenneth MacNeill; 3. Ethel Gilles- pie. - Grade VI-l. George Glllespie:' 2. Elmer Macxinnon. Grade V-l. Johnnie Scott; 2. Betty Bellman. Grade III (a)-1. Gall Hyde. Grade III (bl-1. Keith Mac- Kinnon. Grade II (a)-1. Edith Bellman. Hanging up your stocking. Jawbreaker. Mistletoe. Moonlight. MRS. DID AND MRS. DONE when speaking to our friends. Let us remember this little story we have learned about Mrs. Did and Mrl. Done. and let us not forget that done must always have an- other word along with it. Done is used with helping words such as have. has. had. was. were, is, and are. Did is always used without a helping word. Remember that we say: I-fad done, we; done. were done, is done. are done. Fill in each blank In the follow- ing sentences using (did or done): 1 The boy - it. 2. I know that the boy has - it. 3. Have you -- your work? 4. What have you - with my book? 5. She - her homework. 6. He told me that he - ii. UNDERLINE THE WORD OR EXPRESSION IN EACH GROUP WIIICII HAS A SIMILAR. MEANING TO TIIE WOIID IN BBACKEIS (Proclamation)-letter. public an- nouncement, official speech. (Encompass)-protect, surround, hide. overshadow. (Ambiguous) - (rue. doubtful. appropriate, foolish. (Intrleacies) -- stupiditiss. beau- tics. plessantrl-s, complexities. nab Department is con- ilueled by the Prince Edward island l'eachere' Federation. Contributions are Velcomed and should be Iddrfilled 10 Miliar Marladyen. ii I 2 Fel- ling St... Charlottetown. Grade II (bl-l. Dalvay Scott. Grade II (c)-l. Annie Boyle; 2. Shirley Hyde. Grade I-1. Percy Scott. Shirley I. MacDonald. Teacher. BIVEBDALE SCHOOL Following is the report for the month of March. Grade IX-l. Joseph 2, Geraild McQuald. Grade VIII-1, Erma MacKinnon Grade VII-1. William MacKin- non: 2. Joyce MacDonald. Grade VI-l, Eugene McQuaid Grade IV-l, Wilma McLeod; 2. Damien McQuaid; 3, Gordon Mac- Fadyen. Grade II Sr.-1. Kinnon. Grade II Jr.-1, Neil MacDonald. Grade I-1. Eileen McQuaid; 2. Bern-ice McQuaid; 3. Barbara Mc- Quaid. Patricia M. Clarkin. teacher McQuaid; Charles Mac- RICE POINT SCHOOL Report for March: Grade VIII-1. Eachern. Grade VII-1. Ellen Macllachernz 2. Wayne MacEachem. Grade VI (sr.)-l. Ruth Mac- Dougall. Grade VI (Jr.)-1. Jack Mac- Donald; 2. Mac MacDonald. Grade Iv-1. Vernon MacEach- era; 2. Eldon Maonachem. Grade 1-1 Lawrence MacEach- ern. Most stars in spelling- Eldon Maicllachern. R. Taylor (Teacher). ALMA SCIIOOL Marina Mac- Marin a. The following is the school re- port for March. Grade Ix - 1. Shirley Gordon, 2. James Donald, 3. Lily Hender- son and Blanche Mountain (equal) Grade V - 1. Shirley Barbour, 2. Joyce Kinch. I. Earnest Currie. Grade Iv - I. Myron Barbour, 2. Alden Rennie, 3. Barbara Moun- 3' tain. Grade II! (a) - 1. Bill Donald 2. James MacNeill, 8. Jean Bar- Grade II! (b) - l. Marily Ren- nie, 2. Albert Jordan. Grade II (a) - 1. Sybil 131188311- Grade (I (b) - l. Arlene Ren- nie. K Teacher .- Catherine Wallacg. TIGNIIII CONVENT Honor roll for March: Grade XI-1. Janet Perry and Genevieve Cormier: 2. Florence Dunbar. Frances Perry, and Ca- milla Galiant; 3. Leonard Mc- Hugh and Alicia Pineau. Grade X-I. Earl l-Iandrahan and Carmella Arsenault: 2. Everett Harper: 3. Alida Rayner. Grsde.IX-l. Rose Marie Ber- nerd; 2. Shirley Perry; 3. Mary Cameron and Jennie Richard. Grade VIII-1. Jeanette Gaudei; 2. Lorna Mclnnisg 3. Marie Chlaaeon and Elaine Arsenauli. Grade VII-I. Theresa Conway: 1. Jean Skerry; 3. Jean Gaudet and Joseph Macdonald. Grade VI-l. Auldine Arsenauliz 2. Yvonne Perry; 3. Elsie Conway. Grade V-l. Ernestine Macdon- ald: 2. Gerald McCarthy; 3. Doris oni-ctnv iilx says - Continued from page 2 own morbid maternal passion. OWII IRE. keep their children from marrying them up. accounts It for I'I5LIQ0IIlIIGII to be she wants to own them body and hands all'the time. their own lives. and happiest for them. She is the DEAR MISS DIX: outcome of such a marriage? ANSWER: Divorce. Anyway Three decades make a gulf that not who are perfectly willing to ruin their children's lives to gratify their There are plenty of them. They warp their children's characters by never letting them have any association with y0l.IIIIIIuss of their They ruthlessly shut the door of opportunity in their chil- dren's faces because they cannot hear to be parted from them. They because they can't bear to give There is no use in arguing with a possessive mother. because she so frantic about her children that soul. and keep them right in her But the children are weak and foolish and wrong to let her dominate them. They should break away from her and save The right sort of mother wants her children in do what is best one who sacrifices herself in her children. She does not exact the sacrifice of their lives to her. I am a girl 20 years old considering marry- ing a man of 50. We love each oihgr very much. What is the usual I . G.B. unhappiness for” both parties. A few year! difference in age between a man and a woman makes no difference. no matter which is the elder. but thirty years is ion much. even love can bridge. -- Don'i (ry such a hazardous experiment nosornr nix cannot reply .........n,' to readers. but will one- wer problems of general interest through her column. . their guests stood to glvg mm ., By Sterling P. Gnu WASHINGTON. April 22 -(AP. -President Truman announced to- day that he has ordered a global "cnmlilalgh of truth" to show that the United States "is wholly ded- icated to the cause of peace." The President revealed his de- cision in an address to the Amer- ican Society of NewspIP0!' Edit- ors-.an organization that has re- peatedly urged the Guvemsnent to weld its overseas information program into a more-potent cold war weapon. Truman said he has directed State Secretary Acheson to devel- op a stronger information effort to combat the "deceit, distortion and lies" of Soviet propaganda.- He asked that newspapers con. tinue to co-operate in letting all peoples know that the Unlusd States "has no purpose of going to war except in defence of free- dom." I "We must make ourselves known 3' W9 395"! are-not as Russian propaganda plcturm us," the President said. some 530 American editors and Richard. Grade IV-l. Doris LeClair: 2. Loretie Martin; 3. Joseph A, Deg. Rochcs. Grade IV-l. Frances Mel-Iugh; 2. Doreen Doucet; 3. Eugene Kinch. Grade III-l. Eleanor aid: 2. John Doucet. Grade III-1. Lorraine Gallant; 2. Audrey Richard; 3. Geraldines- ROf.'hE5. Macdon- Richard; 3. Leslie Grade II-I. Alice Gaudet; 2. Doreen Deslloches; 3. Mari orie Richard. Grade II-1. Irma Perry; 2. Car- mella Gailant and Eileen Gavin; 3. John Walsh. NORTH TRYON SCHOOL Report for March. Grade VII.-1. Hazel Dawson; 2, Arthur Callback; 3. Helen I-Iowatt. Grade VI.-1, Marjory wood; 2, Blair Delaney. Grade V.-1, Winnlfred Thom. 5011: 2. Elizabeth Thomson; 3. Jim- my Hawaii. Do is MacDonald. Grade IV.-1. auline Wood; 2, Roger Lord; 3. Jimmy Sheri-en. Grade III-1. June Job ; Ronnie Johnson. Grade 11-1. Jessie I-Iowatt: 2. Adele ixon: 3. Wayne Thomas. Grad I.-1. Orville Dawson: 2, Robert Muttart; 3. Cathy Sheri-en. Teacher-Mary Gamble. NEW DOMINION SCHOOL Following is the school rqso for the month of March. - Grade X.-l, Miriam strong; 2, Jean MacLea.n; 3. John MacEweri. Grade VII. Sr.-1, Louis Liv- ingstone. ' Grade VII Jr.-I. llclgar Strong. Grade VI. - 1. Janice Betta; 2. Mary MacP'hall; 3. Billy Maolfwen. Grade Iv.-1. lBruce M.'adPhee; 2, Colleen MacPhail. Grade III.-1 Iiester MacP'ha.il. Grade II.-I, Stanley MaoPhail; 2. Ronnie Maephall; 3. Harvey Liv- no. Grade I.-J, Merril Macrihall. Teacher-Mhrie MacDonald. Russia Makes Use Of Air Clash For Propaganda By J. M. ROBERTS. Jr. (Associated Press News Analyst) The exact location of the clash between an American and Russian plane in the Baltic area. some- thing difficult and perhaps impos- sible io deter-mine, may play an important role in the resulting dip- lomatic conflict between the two countries. New Times, authoritative soviet publication, by accusing the Un- ited Btates of a deliberately plan- ned provocatlon, makes the Rus- sian line clear. The incident is to be used to make all the propagan- da possible along the familiar line of American "aggression." The magazine's attitude bears closely on the State Department allegation 24 hours earlier that the soviet attitude "shows clearly the 2. PAGE NINE Truman Plans Global "Campaign Of Truth” ' round of applause at the close of the address. The Editors society has gone on record in favor of building up the "Voice of America" and other 1,- formation services, in strongly worded resolutions adopted at the last two annual meetings. The A. S. N. E. is expected to repeat the recommendation It the pres- ent meeting which closes Satur- day. The President said most -edlto16 are meeting sell their responal. bllity to bring the American people closer to world affairs throush accurate and complete information. But he added: "I'm sorry to say a few are meeting it badly." Without naming names. Tm- man went on to declare that for- eizn policy ”is not a matter for partisan presentation." Twisting the facts might change the course of an election at home, but it would certainly damage our country's program abroad." ' "Unless we get the real story lacroas in people in other count- ries we will lose the battle for men's minds by default." lnsincerity of its oft-proclaimed de- sire for peaceful relations . . ." one fine point to remember is that New Times was not answering the de- partment. Its article obviously was prepared deliberately over a per- iod of time - the publication is a weekly - and on the presses be- fore the American statement was issued. The Soviets will continue to claim that the American plane was over Latvia, Russian-controlled term.- ory. despite the testimony of Am- erican air authoritie: at Wiesbadcn who say it could not possibly have -reached there in the time given. It is too bad the us. cannot show just where the plane went down, although the location of one of its life rafts strongly refutes the Rus- sian story. The Russians, though. have laid unilateral claim to Baltic -waters which heretofore have been con- sidered free. and have had sevual clashes with Scandinavian count- riu over it. This could provide the foundri- tion for considerable technica ar- gtunent if the case, oomosl before some international body for ad- judication. And. since the soviet is not to back down from its own story. this seems likely to The United states has two major precedents for action if the Soviet rejects danands for punishment and reparations. when American planes were shut down over Yugoslavia in 1946 and Yugoslavia appeared reluctant to release survivors or accept respon- sibility. the 0.8. delivered a 4?.- hour ultimatum threatening Un- ifad Notions action. IYUZOSIZIHE came across. That same year C mmuni t-ruled Albania denied responsibility for the mining of two British destrov- era off Oorifu. countering that the Britlm ships were violating Alban- ian waters. Britain appealed to the International Court of Justice, ,. a United Nations subsidiarygand-l W011 dim!-Bee. C I usage re; garding the waters involved play-,1 at-I an important part in that ac-5 on. . The 17.8. note to Russia is 'a bitter one. It suggests that Russia is an Ishmael. with a hand turned against every man. But it makes no threats. No break in diplomatic: relations is expected. although the word. battle promises to be vicious. The weapons will be the plllory rather than the block. lee Threatens Sr. . John River Bridge IHDRENCEVIIJIE, N. 3.. April 11 - (OP) -Heavy ice began to flow in the St. John River here. tonight and threatened the only. bridge linking this Carleton County village with East 1'-"loreneeville. A covered wooden span near- est East Florenceville was mov- ed about 10 feet on its con- crete base when floes plied un- der the structure. The other two spans are of steel and replaced wooden spans damaged by ice movements in previous, years. .-.. The word for God has' four let- ters in 43 different languages. Stomach Pain: So -brawny woodsman and Iarmer is now grateful to Sarnah for almost immediate relief it brought Mm! Life in the woods and on the farm is strenuous-and not for a man with t '- com laint, suffering such agonizing a ominal pains he was often unable to stand up straight! After ayear of this it looked like Mr. Curtis Mcomii. of R.R.if2 Prince William, York County. New Brunswick-might have to give up. He tells us - "I had attach of terrible pain In the up r stdmach that were so severe felt sick and had to lie down. These often bothnud me before breakfast and sometimes during the day. "I.tried numerous remedies but nothin seemed to help. And it was year that I tried it. Before I was half way through my first bottle I noticed an improvement. So I continued it, and can honestly say the statue condition is com andiiowlnevsreuierwlthany abdominal pill wlsateoevu. "I usually took Sea-nak before a only fl as I had suffered for avera L heard ofsernak and Intense-Olien Ilad To Slop Work and lie own us. cum-is ateoum ' : Like Mr. McGra tlido use peo la in all parts of are oudintbeir praiseofsarlalk. You owe it to yourself to try leest one bottle of Sarah to see on cannot share the ' reodvedi suture from stomach. u d upeetsambackam eenstipa on artliri mm-l andrlieumstic pains ' You see the analgdc when of Saruak are componndgdo the medicine-and it brinu ' - relief because it is in ii uid tablets or pills to disso ve., give it meal-and must say it is very ins pleasant-teat and doesn't ruin the taste of the food. So I'm doubly grateful for Sarnak." feet. a try right away. Get today. A," ""9""