OCTOBER 27. 1952

THE EDUCA TIONAL HORIZON

PRESENTING NEWS AND VIEWS OF INTEREST T0 TEACHERS AND ALL OTHERS SEEKING IMPROVEMENT IN EDUCATION

A UNITED STATES OF EUROPE

on September 10, a resolution was adopted by six West European foreign ministers under which a draft constitution for a United States of Europe should be ready in six months.

The United States of Europe would be a confederation of six countries-France, West Germany, Italy, Belgium, the Netherlands and Luxembourg-preserving their mvereignty in all matters except ihose specifically delegated to the common parliament. Questionnair- as are to be sent tn the six ask- ing for details on what powers they would be willing to cede.

The constitution-drafting will be done by the high authority of the Schuman coal-steel pool in Stras- bourg, France. Agencies of the Council of Europe will help. This is designed to satisfy Britain, wlilch refuses to join the United Slates of Europe, but. wants to be closely associated wtlh it. Brit- ain's reason for staying out is that she is the mother country of the c-iinmonwealth and could not cede

FILL l. The highest mountain peak in North America is --. 2. The highest mountain peak in

Canada is ----. 3. The width in degrees of the North Temperate Zone is ------. 4. When it is 9 A M. at Montreal, it is AM. at Charlottetown and AM. at Winnipeg. 5. Canada's most valuable export is 6. The three largest nations of the uorld are - . '1. The coun- try which leads the world in the production of wool is -. 8 The oldest mountain range in the world is -:--. . The long- est river in the British Isles is -j-- 0 Port Alfred is situated on the river. ii. The greatest coal exporting town in the world is 12. Iron, gold, nickel and other metals are found in rocks. 13. The highest mountain peak in Canada is w: 14. In what country is

sovereignty which belongs to the commonwealth.

The plan is to set up a two- house parliament. The lower house would be filled by direct elections in the six countries. Upper house members would be elected, or nominated. by the participating governments.

The U. S. of Europe, tne Europ- ean army and coal-steel pool are all made up of the same six West European countries. The Council of Eur pe includes these six, plus nine 0' hers (one of these is Brit- ain).

I O U

Education is Everybody'a 3usin- eas. Elan now for Canadian Edu- cation Week. (March 1st. to 7th. 1953).

The Foreign Minister of Russia is Andrei Vishinsky.

Fisheries Minister Mayhew was appointed as Canada's first am- bassador to Japan. Canada is the third largest nation in the world. The largest is the U.S.S.R. and China is the second largest.

IN THE BLANKS

San Martin a national hero----? 15. The most thickly populated country in Central America, is --. 16. In one city the time is 8 PM. In another city the time is 10 RM.) The first city is (east, -west?) of the second city-

degrees or about -- miles. 17. The highest navigable lake in the world is -A 18. The great spring wheat state of the U. S.

-T-. 10. -j- invented the process of vulcanizlng rubber. 20. The new President of Mexico is ---. 21. The new Premier of 13.0. is 22. Emperor

Haile Selassie has just added to his empire the Italian colony of ---. The new leader of Egypt is 24. The oldest existing newspaper is the----, first published at Oxford in 1865. 25. The condor is 9. found

in -:-.

VARIETIES AND DISEASES OF POTATOES

Bliss Triumph, Canso, Chippewa, blight,

Farly Epicure, Green Mountain, lloiima, Irish Cobble. Katahdin. l-(ennebec,Keswick, Mcfntyre, Net- lrd Gem. Pontiac,Sebago, Sequoia, and Warba.

Diseases of potatoes that affect the foliage are late blight, early

wilt, mosaic, leaf drop, blackleg, rhizoctonia. purple top, witches broom and spindle tuber. Diseases that affect the tubers are late blight, early blight, wilt, blackleg, rhizoctonia, silver scurf, common scab, dry rot, soft rots, spindle tuber and powdery scab.

RECRUITMENT AND SELECTION OF TEACHERS

(Address delivered by Dr. M. E. lwzerie to the thirty-first conven- iion of the C. T. F. at Winnipeg, August 13, R952).

"The recruitment and selection iii an adequate number of teach- in: to staff the public schools is loday 9. major problem through- out Canada,'the United States and uiany other countries. The schools ire unsuccessful in their compe- iition with business and industry Yor personnel. Fluctuating birth rates, changing immigration polic- rs, variations in age-groups, pop- ulations and other factors affect it all times the man-power avail- ihle for the country's work. At my given time there is competi- zion among all employing bodies lor available man-power.

"The higher the wages or salar- les offered and the better the liv- ing and working conditions pro- vided for the employed, the great- er the success in attracting work- ers to any given vocation. In to- day's crisis in education with its large teacher shortage. which is becoming ever more serious, all ihe factors mentioned have their cIT(?ct in keeping tcaclicrs' ranks depleted. There is a shortage of man-power; business, industry and llin armed forces are attracting both men and women into employ- ment; immigration is on the up- swing; school populations are in- creasing; salaries of teachers con- tinue to be rclativcly- low and Wing and working conditions are less attractive than those pro- vided by business and industry for liersons of the socio-ecoriomlc KFOUD from which teachers ordin- "ill? come.

"In spite of the facts mentioned. what in being done and what can be done in the recruitment and ielsction of teachers depend upon The kind and amount of schooling the State wishes to provide for its children, upon the definitions the Dublin unconsciously accepts for inc terms "teacher" and "teach- ing". and upon the resulting prestige of the teaching profes- rion-not the prestige earned by individual teachers but the prest- 120 which. is the result of the Work of past years, comes today to "i-M-lllnl as one of the established lirofessions.

Current Practice

"We shall take a brief look at current practice, list a few as- "lmlitlons in which this practice Ippem to be rooted and suggest mlutiona for the problems of re- :ruitment and selection 1 har- "IDHY with the goals which at pre- lent satisfy government and the Dublic. Here are; a few of the facts: There are in Canada about 9"-000 classrooms. There '15 a present and growing shortage of about 10.000. while nearly' io.ooo certincated teachers have no more

than a Grade X education and several thousand classes are being taught by elderly housewives who, along with others equally unfam- iliar with modern classroom prac- tice, are merely 'hclping out' in an emergency.

"The situation is so uncrltically accepted that the Canadian pub- lic has come to believe that al- most anyone can teach school and that, when the school door is open, business is going on as usual. Un- fortunately, these assumptions are far from true. Although no teach- er can teach effectively more than 30 pupils, class enrolments in thousands of instances range from 35 to 45. Fifty-five per cent of the pupils who reach Grade VII leave school before completing Grade XI. In spite of our modern, lenient promotion policies that tend to advance children from grade to grade on the basis of age and social and personality status rather than educational attain- ment, a large percentage of Can- adian children is retarded on an age-grade basis. Of each 100 teachers trained and certificated during any 10-year period, ap- proximately 40',”:,- only are in the profession at the end of the de- cade During the current year, the number of teacher trainees is wholly inadequate to meet the needs of the schools.

"How are these facts to be ex- plained? Must we not assume, first, that many parents and rate- payers are not aware of existing conditions: second, that the Pro- vinclal Governments responsible for providing schools and teachers are either satisfied with low stan- dards all along the line or have developed an attitude of defeat- ism believing the problem of pub- lic education to be one they can- not solve satisfactorily; third, that present methods of financing edu- cation are failing to provide the monies required to maintain a re- spectable minimum standard of education across Canada: and that taxation systems must be revised; and fourth, that our govemmenta ,have a continuing faith in short term measures for selecting, train- ling and certiilcating teachers. short term measures that have been used continuously and un- successfully ever since our provin- cial systems of education were organized. If we continue to be- lieve that sometime, in some un- foreseen manner, the crisis of education will pass, that Canadian standards are satisfactory and that no new positive, forward- looking policy of teacher recruit- ment, selection and training is necessary and overdue, we can probably keep all classroom doors open and carry on as at present,

by relying upon short term meas- ures suoh as those now to be enumerated.

.MEASURES USED TO AID RECRUITMENT

"Today. the problem is not One Of recruiting for the profession the best young people available. it H merely that of persuading more boys and girls to 'help out' with IMCIIIHI regardless of their aptit- W88 and potentialities for the work into which they are being invited. To this end. all of the glllowlng methods are being used:

lmllhleta are distributed to high lchool students giving information Yttzardinl teaching as a career. ,()Ga1ifomia distributed 40.000 such oolrlete in one year: Canadian ll”:-ovinoes have used similar ma- cnriala). The information given In

etc booklets is all correct. though gcreened a bit so that the truth H33 not quite the-whole truth is

"He: in (cache training school

are frequently reduced or elimin- ated. Bursarles are given to al.- tract as many as possible of the high school graduates who can meet minimum entrance requires merits. Radio programmes, per- sonal letters to high school grad- uates. and addresses before par- ent:-itcacher groups are used to influence students. Many of the influential persons doing the re- crultlng are appealing to other people's children rather than to their own sons and daughters who have, in most instances. chosen as their life work vocations with more social prestige, more remun- eration and greater opportunities for worldly success than would come to them in the teaching pro- fession. Additional examples of

these recruiting measures need not

. I

be given. They all use the wrong type of motivation. They are evangelistic pleas that attract too few of the right type of recruits to the profession. Such being our, recruiting practices, can we afford to be selective? I Selection

"if we assume that there is no crisis in education that should be corrected by stateamanlike plan- ning, there is no need to do much about selection because selection will counteract the effect of re- cruitment upon which so much money is being spent. There are too few teachers, more are needed, of course. It matters may be cor- rected only by induclng all and sundry to take up the work of teaching, why decrease the num- ber of candidates for the profes- sion by applying aclection proced- ures? If we were to select from todayls applicants only those with adequate qualifications, the present teacher shortage would be greatly aggravated.

"Do we need proof of this state-

for several years around about 1940 required all candidates for teacher training to write extra Grade 12 examinations, one psy- chological, testing intellectual cap- acity, the other tcstlrig' proficiency in mathematics and science The Department of Education intended to use these tests to select able candidates for teacher certifica- tion. Because hundreds of schools were without teachers, the De- partment of Education was never able to make use of the test re- sults. The seriousness of the sit- uation was revealed when an an- alysis of both test and answer papers shoived that in both math- ematics and science, the scores of these future teachers, who later directed the learning of nearly one-half of the Province's elem- entary school pupils, were as fol- lows: on factual items dependent upon memory of text material, whether understood or not, 79'7": on language items in mathematics and science, 437;.-, on understand- ing of general principles and in- lerpretatioii of relationships, 17 per cent."

merit? One bit of evidence may

suffice. The Province of Alberta FOODS AND HEALTH-(Continued)

Vitamins: 1. Promote health: 2.

Are contained in foods we eat; 3. Prevent certain diseases. V. Cooking of foods-meat and vegetables. (a) Cooking destroys parasites and disease germs. (b) Cooking makes food more pal- atable and digestible. (c) Some minerals and vitamins are destroyed or lost in cook- ing. '

Digestion

(a) It 15 the process by which foods are changed into material which are dissolved and can be absorbed.

(by Mechanical part: 1. Break- ing up the food by the teeth. 2. Mixing saliva with food by the teeth and tongue. 3. churning of food by the stomach.

(C) Chemical part: 1. The action of digestive juices on various nu- trients which make them soluble; 2. Tile Juices are produced by the organ of digestion as follows:

Mouth-Salivary glands, saliva; liver- bile; pancreas - pancreatic Juice; stomach--gastric juice; small intestine-intestinal juice.

VII. Good eating habits: (a) Facing life with a pleasant attit- ude; (b) Eating slowly, chewing food well; (c) Avoid overeating; (cl) Avoid eating between meals if it interferes with your appetitie at mealtime; (e)- Avoid unpleasant emotions at mealtime-they inter- fere with digestion; (f) Avoid ex- cessive use of sweets, sodas; iz) Drink about six glasses of water. per day.

MATCH

Adobe

Juarez

Hidalgo

Hacienda

Pulque

Tortilla

Frijole

Tamale

Sombrero

Serape

Fiesta.

(1) A large ranch; (2) a celeb- ration; (3) Corn cakes; (4) the Abraham Lincoln of Mexico; (5) house building material of the poor; (6) a mixture of beans. spices and corn meal-looks like a sausage; ('1) an article of cloth- ing; (8) George Washington of Mexico; (9) beans: (10) a large liat common in Mexico; (11) a volcanic mountain; (12) a Mexican. drink; (13) mining anthracitel coal; (14) West Virginia, canning. oysters; (15) growing peaches;! New York, Virginia, 16, raising. peanuts; (is) growing cranberries; Maryland, New Jersey; (17) min-( ing soft coal; (18) raising grapes; Pennsylvania, Delaware.

CAUSES OF SLOW GROWTH OF NEW FRANCE

(1) The early colonists belonged to the younger sons of the nobil- ity and to the adventurous, all of whom were unsuitable as settlers in a new land.

(2) The emigration of women was not encouraged.

(3) The Iroquois made inroads on the colony and thus checked immigration.

(4) People in France. were not anxious to go where they were likely to be frozen or acalped.

(5) Very little had been spent on the defence of the colony or on the provision of properly train- ed troops. The English colonists threatened the colony by Klrkis capture of Quebec and the de- struction of the French fleet caus- ed much concern.

(8) The colony was so far from France that it was difficult to keep in touch with the mothe:- land.

('1) The Jesuits had already es- tablished their mlssions and did not want settlers to disturb their work among the Indians. The fur- traders also wished to be left alone to avoid competition. Both had their eyes on the Indians and woul have New France merely a comb ed mission station and trading post.

(8) The national character of the French was too adventurous and romantic to allow them to settle down to the humdrum set- tlement on the land

HEAT

x

Heat is a form of energy. and all other forms of energy may be converted to heat.

sources of heat:

(a) The sun: 1. Directly or in- directly the sun lathe source of nearly all the heat that we re- ceive; (2) Attempts are being made to make harnessing of solar energy practical; (3) Fuels con- tain stored energy from the sun.

(11) Chemical action:

1. Combustion: (s) This imtlw source of heat that we control at will: (b) other chemical actlor. produce: heat. (1) Example-- when lye is added to water heat is

(1) Heat is produced when an electrical current moves against a wire or conductor.

((1) Friction (a mechanical act):

1. When the head of a match is rubbed on a rough surface it is heated to its kiridllng temperat- ure.

Affects of heat on matter:

(a) Expansion: 1. Solids, liq- uids, and gases expand when heated; 2. Heat increases the kill- etic energy of the niolccuels and they are driven farther apart causing the body to occupy more

space. (b) Changes of state: 1. to liquids-liquids to gases. Heat is transmitted from the place where it is generated to the

Solids

place where it is used by:

(a) Conduction: 1. Heat is transmitted through solids by col- lision of molecules.

(b) Convection: 1. When I liq- uid or a gas is heated it becomes lighter; 2. Heat is transmitted by movements of masses of fluids.

(c) Radiation; 1. Radiant energy is transmitted through space; 2. Radiant energy becomes heat when it is absorbed by some substance.

Conductors of heat:

(a) A good conductor is one that permits heat to readily pass through it by conduction.

(b) In general, metals -are good conductors of heat and non-metals are poor conductors.

(c) Common metals in order of their conductivity: 1. Silver-too expensive for general use; 2. Cop- per-used in automobile radiators, coils in water heaters, boilers, cooking utensils, etc.; 3. Alumin-

um-used for cooking utensils; 4. Iron-used for stoves. boilers and nreplaces.

(ti) Conductivity of matter varies.

(e) silver, which conducts heat more readily than any other met- al, is used as a. standard to meas- ure the heat conductivity of other substances.

Insulators:

(a) A substance is an insulator if it resist! the passage of heat through it by conductlorf. 1. As- bestos-used for insulating hot air flues, steampipes, boilers, tanks, pipes. 2. Cork, wool, felt, and others are used for insulators in refrigerators. 3. Wood used as handles for cooking utensils. 4. Woolen clothes and furs prevent escape of heat from the body. 5. Rock wool and other materials used in building.

(b) Efficiency of all these ma- terials used is partly due to air spaces which They eiiclose, the materials themselves are poor cori- ductors.

heat in

THE LANGUAGE OF EEHAVIOR

All children have common emo- selves "which of his basic needs

Their main emo- (l) to feel suc-

tlonal needs. tional needs are:

cessful; (2) to feel that they be- long; (3) to feel loved and ac- cepted; (4) self-respect; (5) econ-

omic security; (6) freedom from extreme fear; (7) freedom from intense feelings of guilt.

The above needs are not en- tirely distinct from one another nor from the organic needs. Very frequently the child's behavior is the result of an attempt to satisfy two or more of his physiological or psychological needs. These needs are present, in varying de- grees, in all children.

Each,chlld tries to satisfy his needs in his own way. It is a mis- take to expect him to always know why he is doing the things he does. Inslsting that he must al- ways explain his behavior, when he may not be aware of the cause, can only make him more uncom- fortable than he was before. We must stop asking the child, ”Why did you do tha.t'l" and. ask our-

was he attempting to satisfy by his behavior?"

When a baby cries violently 'or a long time- anxious parents try their best to interpret what me cry means. All during his child- hood and adolescence he contin- Lies to tell parents a. host of things by his behavior and by his behav- ior only. There's a language of behavior but few of use have the eyes to see or the ears to hear.

When a child displays behavior lika' boasting, bullying, disobedi- ence. temper tantrums, shyness, oversensitiveness, and lying and stealing he is trying hard to tell us something is wrong. Often, in- stead of listening to this language of behavior, we are aiiiioyed by it and punish it. Sometimes that stops him from saying something is wrong, and the difficulty re- mains uncorrected. At other times he tries to tell his parents or teachers in a new way and meets with no better success.

If children feel insecure in their

1 ....... D eh I I-Eactl thg wgrgxn a verge the get a ve behavior. This is true where the mother and father quarrel a lot, where they dont agree on discip- line, where they are not consistent in discipline from day to day, where the parents play favorites, where the parents are indifferent to the child, or where they have rejected the child or are harsh with him.

So, when a. child manifests ag- gressive behavior like bullying, boasting, wildness and toughness he is hoisting the distress signal. Then it is time for parents and teachers to ask: "What is he try- ing to tell us?"

The same is true of stealing. They always

lying and indicate

i s o 111 e th 1 n g wrong underneath.