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

    
     Mr. Rice has Ittendedtwo Cana- 
     
     jjgn Education Association — Kel- 
     
     lnu Workshops in Educational 
     
     leadership. first at Halifax. and 
     
     mm at Edmonton. These were of 
     
     -hree weeks duration. 
     
     ' In mg following article Mr. 
     
     R:ce has endeavored to make clear 
     
    
   
   
    
     in us the aim of these workshops. 
     
    
   
   
    
     (<3-j,a.—l(EL|.0GG rnon-:cr in 
     
     ‘EDUCATIONAL Laaoi-znsni - 
     
    
   
   
    
     would be well to 
     
     by giving a 
     
     baokgi-ound 
     
    
   
   
    
     I believe it 
     
     open my "'mark“ 
     
     in-iet outline of the ‘ 
     
     1,“-ting up to the present.  
     
     K-,.n,,gg \\'u..tshop in hducatioinl 
     
     1,:-adershill _ , . 
     
    

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

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

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

    
     o 
     
    

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

    
     As a result of these convic- 
     
     tions. the Executive of the C. E. 
     
     A. approached the Kellogg Foun- 
     
     dation with the proposal tint 
     
     money he made available for re- 
     
    
   
   
    
     0 0 
     
    
   
   
    
     search in public education. It was codur" 
     
    

    
     soon learned that the Kellogg “ , -. 
     
     l-‘oundatlori had little interest in !o|E2)m'ft“hHl"°:)::l0Or:‘tl|mtlppggtuntgti 
     
     research as such. Happily. at 
     
    
   
   
    
     this time,—summer 1951——Dr. J. 
     
    
   
   
    
     Altbouae, Ontario's chief Director 
     
    
   
   
    
     of Education was arranging 
     
     through C. E. A. to have some of 
     
    
   
   
    
     his Inspectors attend the Conven- 
     
    
   
   
    
     tion in Saskatoon so they would 
     
    
   
   
    
     have an opportunity to meet with 
     
     superintendents, 
     
     was 
     
     believed that such an interchange 
     
    
   
   
    
     western school 
     
    
   
   
    
     etc.. and exchange ideas. it 
     
    
   
   
    
     of ideas would prove valuable. 
     
    
   
   
    
     lcgg Foundation that a conference 
     
     of school inspectors from all parts 
     
     of Canada would have great value 
     
     for Canadian education. The 
     
     Foundation was agreeable to this 
     
     proposal and a preliminary meet- 
     
     in: was held in Toronto in June 
     
     1‘.’51~foilowed by the Inspectors 
     
    
   
   
    
       
     
    
   
   
    
     conference in Saskatoon in Sep 
     
     trmher 1951. 
     
    

    
     From this seed an idea was 
     
     born and is now growing. The 
     
     first course was held in Edmon- 
     
     ton in May-June 1953. The pres- 
     
    
   
   
    
     ent. contract between C E. A. and 
     
     the, Kellogg Foundation assures ap- 
     
     proval for R iiiree year period and 
     
     at the end of that time for two 
     
     more years. provided that the con- 
     
     ditions of the agreement have lH"I‘l\ 
     
     met and the progress at tint 
     
     time warrants further support. til 
     
     the reader is interested in obtain-i 
     
     ing the details of lilP.~f! prelim- 
     
     inary steps, he may read them iul 
     
     the booklet "A Project in Educa-l 
     
    
   
   
    
     tional Leadership"—obtainahIe C. 
     
     la. A. office, 206 Huron Street.‘ 
     
     Toronto). 
     
    
   
   
    
     You may ask -what did C.FI.A. 
     
     Directors have in mintl wlicn iitcy 
     
     envisioned the present program‘? 
     
     I can safely say that from my 
     
     personal contacts with the Projectl 
     
     --one over all objective has been 
     
     made clear to me———'netter educa- 
     
     tion for Canadian cliiirlreii. Some- 
     
     times we can't see the trees be,- 
     
     cause of the forest. but in tltis 
     
     case the personnel connected with 
     
     the Short Course never lost sight 
     
     of Lite main ob_ir-ctivc. 
     
    

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

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

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

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

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

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

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

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

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

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

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

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

    
     (1) To provide the group with 
     
     an opportunity of gaining further 
     
     understanding or workshop and 
     
     evaluation philosophy and pro- 
     
    
   
   
    
     l 
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
     of 
     
     of 
     
    
   
   
    
     problem areas, including the form- 
     
     ulation of definite plans for later 
     
     local action. 
     
    

    
     tilt To provide a proving /ground 
     
     for this type of activity. with M 
     
     view to Improving procedures and 
     
     organizations of proposed later 
     
     courses. This includes looking to- 
     
     ward the tentative identification 
     
     and definition of emerging prin- 
     
     ciples of supervision and admin- 
     
    
   
   
    
     CE.A. then proposed to the Kel- 
     
    
   
   
    
     GIANT-GRIP 
     
     snrerv 
     
    
   
   
    
       
     
    
   
   
    
      Widening Educational Horizons 
     
    
   
   
    
     PIIOCEDUBE 
     
    
   
   
    
     The word "workshop" as it has 
     
     been used in the C.E.A.-Kellogg 
     
     Project may not be familiar to 
     
     some and it might be well to give 
     
     'en explanation of just how the 
     
     ‘ members of the Course spent their 
     
     itinie. The heart of the "work- 
     
     shop" was the actual thinking and 
     
     discussion. exchange of ideas from 
     
     man to man and province to 
     
     province on problems advanced by 
     
     the members themselves. For this 
     
     purpose the group divided itself 
     
     into a number of sub-groups-—each 
     
     sul)-group to discuss a specific 
     
     problem. In Edmonton five such 
     
     sub-groups were formed and the 
     
     problem areas discussed were: 
     
    

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

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

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

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

    
     t.'>i Ccnirailzaiion of Schools. 
     
    

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

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

    
     . . 
     
    

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

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

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

    
     2. Administration. 
     
    

    
     3. Supervision. 
     
    

    
     II-—Effect.ive Supervision. 
     
    

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

    
     2. Effective supervisory 
     
     less. 
     
    
   
   
    
     3. 
     
     4 
     
    
   
   
    
     activi- 
     
    
   
   
    
     Other related activities. 
     
    

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

    
     B. The Inspector and Principals: 
     
    

    
     1. General Principals. 
     
    

    
     2. General Recommendations. 
     
    

    
     3. Recommendations on Research. 
     
    

    
     I ‘shall not attempt to go into 
     
     detail on all the above sub-topics. 
     
    
   
   
    
     it. may lie sufficient to give the 
     
     recommendations submitted for 
     
     one. 
     
     EFFECTIVE SUPERVISION 
     
    

    
     1. Broadening the Supervisory 
     
     Program. 
     
    

    
     In its broadest interpretation 
     
    
   
   
    
     -“‘»Dcrvision is a function of Inspec- 
     
     "“‘- Principal and Teacher. and is 
     
     directed towards the improvement. 
     
     of the educative process. Super. 
     
     vision takes many forms, the mm. 
     
     mohcst of which is the classroom 
     
     visitation and conference with the 
     
     tracliers. It ‘is also achieved 
     
     through study clubs, conventions, 
     
     lectures. extension courses and 
     
     educational workshops. It can 
     
     also include programs of evalua- 
     
     tion for pupil achievement and 
     
     remedial follow-up work, and even 
     
     construction of curricula. 
     
    
   
   
    
     lstration in the. Canadian setting. 
     
    
   
   
    
     Our knowledge, of group dynam. 
     
     j______j__?_T 
     
    
   
   
    
        
     
    
   
   
    
     The Bike 
     
    
   
   
    
     Bummeralde, It 
     
    
   
   
    
     Paris. a 
     
     Bruce. Mt: 
     
    
   
   
    
     Summers 
     
    
   
   
    
     133 Great George st. 
     
    
   
   
    
     Wallace Mouse 
     
    
   
   
    
     0'Lear.v 
     
     Motorcycle-. Bill". Trikes. 
     
    
   
   
    
     Co.. Limited 
     
    
   
   
    
     Shop 
     
    
   
   
    
     enalngton. 
     
     tc. 
     
     Key & 
     
    
   
   
    
     isle 
     
    
   
   
    
     R. T.‘ Holman Ltd. 
     
    
   
   
    
     lummerlldo - Charlottetown 
     
    
   
   
    
     Clark lros. 
     
    
   
   
    
     Dltmtutruo — mum Stewart 
     
     St. Peters 
     
    
   
   
    
     Jelley's Dept. Store 
     
     We Carry Complete Stool 
     
     of rm: 
     
    
   
   
    
     0'l.t-ary Plume I 
     
    
   
   
    
     Simpson-Sears 
     
    
   
   
    
     in Kent at. — Phone Ill! 
     
    
   
   
    
     Johnston Motors 
     
    
   
   
    
     Murray liver 
     
    
   
   
    
     - licmliew & 
     
    
   
   
    
     Limited 
     
    
   
   
    
     Sol! III 
     
    
   
   
    
     Melton 
     
    
   
   
    
     Maylievig Cycle 
     
     Shop 
     
    
   
   
    
     crspoutl 
     
    
   
   
    
     in man; as to me recognltionlof’ (at leoog-nltlon us amtevemanl. 
     
     the. fact the human beings partic:- Evaluation of the achievement 
     
     pate with satisfaction in social should be attempted. Achieve- 
     
    
   
   
    
       
     
    
   
   
    
     more prolonged 4-(. cr. Leadership should be co-oper- 
     
    
   
   
    
       
     
    
   
   
    
     the project under review. consideration in a given area orlloltctown. 
     
    
   
   
    
     What's news at inc??? 
     
    
   
   
    
     -Wefreeie 
     
     300 tons 
     
     ufuxggen 
     
     atlau , 
     
    
   
   
    
     out tiftlie air . 
     
    
   
   
    
     Every two minutes in this modern plant. 
     
    

    
     a blast like an elephant‘: snort te_ils of I 
     
     modern miracle that is taking place. Under 
     
     pressure at 280° below zero, air is being 
     
     liquefied and the oxygen separated from 
     
     nitrogen and other elements. The blast is caused 
     
     by the expulsion of the nitrogen. 
     
    
   
   
    
     The oxygen. thus obtained from the air. is 
     
     conducted through a pipe-line to the smelter 
     
     where it is used in lnco's new oxygen process. 
     
     of flash smelting the copper concentrates. This 
     
     process eliminates the use of coal and makes 
     
     possible the economical production of I valuable 
     
     by-product—sulphur dioxide-which eventually 
     
     is used in making paper. 
     
    
   
   
    
     This oxygen plant. the first of its size and kind in 
     
     Canada. produces more than twice as much oxygen 
     
     per year as all other plants in this country. It is one 
     
     example of the way lnco introduces new economies 
     
     and finds uses for by-products formerly without value- 
     
    
   
   
    
     "Tlie Romance 9/ Nickel", a 72-page 
     
     boob, fully illurlralel, will be Jen! 
     
     jrn on request Io anyone inlerexled. 
     
    
   
   
    
     ‘ IIADI MAI! 
     
    
   
   
    
     ate 
     
     THEINTERNATIONAL N 
     
    
   
   
    
     or caitaoa, ituiiuo - 2: KING 
     
    
   
   
    
     I Tignisli And Vicinity 
     
    
   
   
    
     Monday, May 1'], 1954 
     
    
   
   
    
     pital while in Toronto, 
     
    
   
   
    
     The Guardian Page 1: 
     
    
   
   
    
     at four o'clock on Friday evening, 
     
    
   
   
    
     suffering 
     
    
   
   
    
     .1 . . VM h th 1 “O _ mam at I wanhwhn. nu“... M,‘ pat,-ick Buo¢¢_ Tm-onto from a foot injury which he aus- May 7. This retreat was conducta- 
     
     :iilL:)asu:i.I“e iiriem‘bcri:tic Vt'ei’iAK;esAlallrl‘s should receive warm recognition 0nt.. in visiting his parents, Mr‘. 513319? Whlk V_V°Tk"'|I VI! CON’ ed by RE‘? FR Enrlgllh C-53-nu 
     
     ia not evident and where the through such channels as are and Mrs. Joseph Buote, Tignish. SUUCUUD W014‘ 111 the C|iY- C_h3F10W"0\vVH~ The 1"-‘“81'0US GK‘-‘I’- 
     
     ! > - » . H’ ,w,,“,bi,_ . V. , cises_ came to a close on Sunday 
     
     aziilvitigé iiifiifiuxiiiclisi (:Il1ie“i(:ir(li‘.": Effective Supervisory Actliritle: MR Ulric Arsenflulh motored J2” “f"'lli‘." ,R}‘f“"’]"‘f’t 31"“ '0" evening at 3 o'clock with Bene- 
     
     idual dpsims idemmmuon_ It ,3 .3, one pm“! of supenulon from Turon_to. Ont... on 'I‘uesda_y  Ill. ‘0 Tllfllitu 90 9 £35‘ diction of tlic i\Iu-_=‘. Blessed Sacra- 
     
     also evident that if such situations might be the development of 1“ Spend ms "a“‘“1’; Wm‘ his rheeey “lfii. S :::1n:'1ewn:'eek: sir: mem‘ 
     
    

    
     C." b, inmrpo,-med in me gupgr. study clubs to foster the nctlvi'._v P3T9m5- ME and ”- “PM? "in ' iendls’ A 830 W dn d 
     
     visorv program there is an excel- program in the schools. Not alone AF5°"3“1l- N5” P°“d- 5 r ‘ ' ' M?“ m’ °t‘)‘1 9 95a‘, 
     
     tent chance that sound educational 5h°|11d.lh! l¢H<‘h€l' guide but “'9 Mn M91“-n Leclajr of the staff Mr. Jerry Gaudet, Toronto. e\e.mng' ay 5' .. ale “H "- 
     
     -1 1] d 1 ‘(in supervisor should guide the teacli- . . _ coxered mi the iuuf of Mr. Peter 
     
     gum” may 1° Ow ue O W‘ ‘r 0f Tiflnlih C0-0D(‘F31l\'° 55504313‘ m" has wme "° T'gm5h' 1° Gallant‘: lionie lll Tignish. In re- 
     
    
   
   
    
        
     
       
     
    
   
   
    
       
     
    
   
   
    
       
     
    
   
   
    
     Darlifipalifiii. _ _ ‘ ‘A . ' -- - ' s end his vacation with his ar- . - 
     
     '0" End Elm" °“”‘“5‘“-“”‘- “""“"'° “"1 “""°"""°' .  Soiiilidlng ms ‘Manon 1" eiits. Mr. and Mrs. Joseph (?au— slums“ ‘°. tab CV” viii‘ meld". 
     
     spectors and Principals might well lb) A"°“19|‘ Dhflie 01 l\1P9|'Vl3' ' ' deg. a3“: "9""  ‘:1u{”'  fa H; 
     
     realize such a supervisory pro- 10" mllhl 116 the ¢I|C°\l|‘fllZ€m9“'- Miss Patricia Nelligan. Alber- ed‘ bucket “Ed”? “as “me 
     
     gram. First an activity must bet”! “fiche” "‘ “"5” ‘TWP’ '° ton, spent the past week-end in MTS- Mar)’ Giufim Who hi-5 and we flames .“exe soon ex- 
     
     selected. This activity must haJei“‘5C“55 T"°lh°d5 “id Subject mat‘ Tjgnj5h_ visiting friends. spent the past few 'months in "“q““Sh°d '”“‘“”g.V"y um° 
     
     a genuine educational value which: "E I1_Wl5 l_h0l-181" 11951 U3 7\?l\‘€’ RUSUC0. 15 VlSilinS 81 1191‘ h0m€ in damage to the bmldmK' 
     
     wt,” add to H‘, (.m(-;,.,,(.y of melone major topic for study through- —-}{on. ‘J. A. Bernard and fani- Nail Pond. A (.ap,K_ny .m,“,_,_Ce mlgd th. 
     
     educational process through in- "M ‘"9 Y‘‘'"' B-‘_’ “"5 ’"9“’}5_ -3 “Y. TlKn|5h- had 35 7-hell‘ El-I951-S . (~an.,d1m; I 9 ‘tax. (-,,,,,;,,.,,,i,y 
     
     creased knowledge and competenreiwflfl ”‘0U8hl P0531512 to di_min_ish for thg weekend Mr. Bernard's C""§"3t“1“i"3'”-‘ 3"“ °’"""d°d M C1..,.{,., in ';*.L-3:11 on flay 5 ‘mi 
     
     of the participants. An activelthe work of classroom visitation s0n.1n.13w and daughtor‘ Dr, and Mr. and Mrs. Albert Doucette on ' V H Fmo_”in"d‘m|_ ‘hour. 
     
     smdy mm would be one such sun, and make such visits less lnfor- rm-5, June; 1. Higgins and yam. their recent marriage in Toronto. “fre “' d ' ' ' fl . k I b 
     
     able 8‘-[iVi|\v' mal. less evaluative. ny of K9n5i[)g[on_ Ont. Mr. and Mrs. Dourette are. ““h -"’“_g'“- ””'””‘- a"‘ 5" 9 y 
     
     ' ,  tci A third form of effective at present visiting in Nail Pond, R_"N’~V (Mk "”"' 1" “ddl°'pa“' 
     
     I".s”“".""r.'"z Zwrh E" m“‘_”" supervision might be achieved ‘ov Mr. and Mrs. Edward Phec the guests of their parents, Mi-.ii‘-’ld"“ "-""""‘ “"'iV1""”M,-V N_°15°“ 
     
     ”'”a'" "r""'‘‘ rmgm‘ hp °‘.'E‘:’1 iritervisiiatinn on the part of FPV-UI'nt“d {mm Tt'|‘0"l0- OHM UT and Mrs. John Doucette. r""m Wh"'-1"‘:' “"“‘ _\”g”“a It 
     
     a"d ’°”°W°d' mi Smilfll (‘I ".P‘ young teachers, or indeed, other Monday to their home in Tignish. has been two .'»'t‘fl!’S SINCE‘ 31550 
     
     Tr.’ ‘Mun be“ “sung KN": :’°'."(“l teachers not too set in their hab- It is pleasing to report that Mr. MI'S- _Ui'b3fl Gfllldftl and daUEh- \'~'€'S“’m9T5 li't-'*'- ‘7‘”’—‘‘1 H15 mm‘ 
     
     mmale r_nu5tph.e T93?’ 9 :5‘ as‘h_' its. of an experienced teacher in Phee is able to be about after let‘. M155 Jftsephlne Gaudlfl \\'li0 mUnll)'.bt-1‘ “Wit” m”“‘?Y°U5 "db 
     
     I“5P“"°'5- "‘:”:‘P"5 3“ “C action.-. gegcher wen up on Spending many month; in g has. spent the winter months in Clia_r- fans did not ftiignt them, and 
     
     "5 51"‘-"u1dI§"""““P""“‘ "" ‘t""“‘_"[ --know how" but this should ba lottetoivn have returned to their were on hand to give them a big 
     
     equaity. urpose. nones ,v, sin- _. ' , ha - n » 4 .1-ht.” ma ., ( ,. 
     
     Ce“-‘y and mumal Crmndence  ixal-1/hb.:h.i3o...hi,:ei,.’,.  province‘ In addition the POHNG ll'l:‘rllledS"?‘lI'Ph])gi'(]'l2<lS:1E(.i to have lilffilyi “(lcmm 
     
     ‘h°”‘d p""""‘"" U" ‘mun’ 1"‘ uays' (‘ll by closl.ng the class- pmvmed prémwe for mm‘ M M again in the village for the sum- . . - 
     
     formality and friendliness sliouid mm’ (2, by the services at 3 in cooperative approach through mm mumhi II:-arty cniiiziaiiiatoiiis are ex 
     
     be evident at all times. :,mH'nz Huh" (3) by  subsw group effort where ‘each member tended to Mr. and llirs. Victor 
     
     fb) Focus of attention. Atten- [me teach" ' _ ‘ shows the‘ responsibility for s_ur:- ]i/1”. Fred F1115“-aid enter. Gaudet. \t'i10Se m-’U‘T1_3S9 ‘°°k 
     
     lion should be directed to the act- Thfie in Brief were the ”mm_ C058 0!‘ _l8liUrE Of the 9Yt|EFpI‘lW- mined members of the cagholpg place the past week in Toronto. 
     
     ivity or problem. All participants mendlmom on one or the wverj‘ The final outcome will differ \v,,m,.,,-5 Leagm. at 1,” home in Ont. The bride was the former 
     
     should engage in assigned tasks in-“) R9 di‘c‘u<“d It may i’\_F w;u‘ for each i‘t'lI‘I1\i’lt=p_ (-(-iiiiini_\. all of “Knish on Mtmdny P\.,,mng_ An Miss Ada Arsmiaiiit ‘ (laughter of 
     
     the same manner. mg“. idC'a o‘f'w}'ut the mgu “fen, us are far_more faniili.-ir uiih aucnm, f,-"['\v_fj\-9:‘ lamps “in; Mr. and hits AI. l- Arsenault 
     
     (cl Democratic Planning of ()li- ‘strivin to “tam 3 D ' what is going on and the iva_v g,.(.,.”1V (.nj,__\.F.d mm pnzes gfiing The gronin is the it of Mr. and 
     
     Jet-tive, Procedures and Outcomes: 5 ' people do things educational in ,0 Mfg _I,m.ph ,-3 Mam” and Mrs .insr,‘t\il L. tin «st all former- 
     
     The demncrailc arrival at Oh- what Have Been Some of the 'h¢_"”"-‘F _r"'°\'m€€S- The °°t“'—<s Mrs. Edmond Gallant. The. forty- 1:’ of Tu:ni.<h- 
     
     jectives, procedures to be follow- outcomes; in itself did not solve problems “V6.5 f,.U.u._m,,_ p,.i,_,,_q “.9”, “.0” 
     
     ed anti the outcomes tohe acliiev-| hilt ‘W m".\’ lint?” that i’ ‘lid i*'_"‘ by i\li'.'=. ltiarl MacDonald and A s”,.(.,.-..(iil |t’il‘.""‘ sale sprin- 
     
     ed will _give the participants a It has be‘en'g"nPTfiii.V 7"” “tat gin a_ process leading tnu.-iid tlic‘!‘ Mr.‘ Minn” K,.m,gh_ Anm, H". mmri ‘W “W IWHN AH fit -I-it 
     
     rich feeling of idenltiiiration w.tliI,a good beginning has been made solution Vishrtil in,1_\- "ha r-nr..”_,i l)"] ‘.'_H.,! mm" a hm“. WM plcasarw ‘nigh ‘HS hold m mo C0_0pe”_ 
     
     it worth while Flf‘ll\'|l_\’i Careful but it is only a beginning.’ it in particular :iI‘(.lll'Ti.slEirlC£‘S. ly “mlnd away 1" mus”. and “Va swrc On May 8 The lottery 
     
     P1an“1"R “T”! 5°h°d”““3 15 ""31 W35 "M Confldered that ‘hf’. find‘ . . sing-song. Refreshments were wk, “-35 icon bv Mrs Lorraine 
     
     to its succe s. ings were either conclusiie or This Department is conducted 5c1.\.,.d by ‘he h,.,su,5s_ H gr “me dnU,‘,,m,r of Mn find 
     
     fd) Activ 3'. The essence of the. authoritative. Nevertheless earn by the Prince Edivard Island Ma‘? “.ah€'_ nqnwr Tho“ in 
     
     procedures should he the activity member of the course did act-um-, Teachers’ I-‘ederation. (‘.ontribii- Mm-9 th.-m 7o young ladies from h": M. Hm ',_‘mr; “.01., M”_ 
     
     oi‘ its participants. Each indi:-.iiiate a vast store of notes and. twins are wt-ii-oincrl and should il"_TiElliSil and surrounding rural r all“ M rD"m,‘.,' W,“ ’ J 
     
     irlual should have some part. in.records:_5"m° "I Wilifiil might u-c1i‘srnt to Estelle Bonn:-s. (}r‘n!‘i‘1i areas izathcicd at Our Lady 0  " ‘ ad .\h_‘3' '_mn‘.9‘S"Cm.1s,_op', 
     
     the. planning and culmination of be carried back for adoption or,Sccrctar,v, 98 Prince St., Cha:'- the Angels (mm-ant, Tignish. in" Cr” 3” ‘ ' ‘ __ L. 
     
    
   
   
    
     lattend the Retreat which opened hm“ 
     
    
   
   
    
       
     
       
     
       
     
         
     
          
     
       
     
    
   
   
    
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     STIIIT WIST: ._l0_»R_ONIO,-