povamaaa 9 1m

>-

______.__._._

[fl-IOES FROM THE CANADIAN TEACHERS’ FEDERATION IN ANNUAL CONVENTIONAA: OTTAWA, AUGUST, I946. ly . . .

on Tlaldey afternoon o! Awvat ptli, the resident. Dr. 0.V.B. llllar. welcomed ‘fainting Prime

nation. _

1t was the duty oi the Honour- 5H9 lvflnistcr to bring the greet- “; of the Canadian Government b the Conference (Idol-lies. His “usage is one that is worthy of m); caredullest study by all who [e interested in the educational relations betwwi the Dominion mg Provinces. Following is the tddrois:

"It ls at once all honour and a pleasure to welcome to the nation- |,l capital the members of the llaiiadiaa ‘Poachers INdeI-etion as- vani-bled in their twenty-fifth con- vention. I recognize that this hon- our has come to me because I hap- pen at the moment to be acting on behalf of the Prime Minister of our country. I know that I shall be expressing the sentiments of the Prime Minister and, indeed. those of all (lie members of the government. when I pay tribute to the service of the nation and to humanity rendered by the hard- working and conscientious teachers ci Canada.

There is no othei calling where there is greater opportunity. and m- which- present equal opport- unities. to shape the future oi our country and its people than is given to the teachers in our schools.

IMPROVEMENT 0F STATUS OF TEACHERS

1 understand that one of the main objects of the Canadian Teachers‘ Federation is to work for (he improvement of the status of teachers. In pursuing that aim you are animated, I am sure. by much more than a inetc desire to improve your cwri lot in the coin- munity- though that aim by itself is by no means unworthy. You are naturally concerned to retain in the teaching profession and to at- tract into its ranks the highest possible talent arid ability. This is an aim which should be shared by all Canadians (who are sincerely concerned for the future well- being of our country.

As a national organization the (xinadlan Teachers’ Federation has. I believe. been gravely concerned by the inequalities of opportunity in the teaching profession in diff- erent, provinces arid regions oi Canada. One important source of these inequalities is undeniably the unequal lull V- inccs and regions of available and taxable wealth for the support of education.

It is a natural feeling. and one which all who claim to be liberal- minded fully share. that we should seek (he largest pouible measure at equality or opportunity for the education of the childnen of Cari- Ida. no matter what part of our country they live in. In striving towards such a. goal, many have advocated direct grants from the Federal Government in aid of ed- ucation. I am informed that. iilfiemit ‘times, members of the Canadian ‘machete’ Rderatlml have themselves advocated federal grants for the specific purpose of raising the level of teachers’ salaries.

Knowing this question has been Il-lkéd and having little doubt. many u you haw considered it at one time or miother. I felt you would like me to give you, quite frankly, the view which. as a mem- her of the Federal Government, I have taken of this question.

INICATION AND PROVINCIAL RIGHTS

‘S;

Let me say at once that I firmly believe the hthers of Confederat- ion acted with neat wisdom and folealight when they Illgllldid od- ucet n among those su jects over which jurisdiction was to remain with the legislatures of the Prov- inoes. Canada is a country Oin which climate, geography, history. trad- ition, have Ill impressed wide diff- Imices between rogion and region and Province arid province. Ours is a country with two official lang- llilkes and with two distinctive but closely related cultures. There are those. I know. who deplore thew dlssimllaritles and divergencies; those who feel that national unity etmanh the removal of all did- IBMU ald the evolution of a standard cr- typic Canadian. Wmplete uriifof-mily would be their goa .

Itseemstometnatwelivelna World in which for too many forces In working in the direction of that kind of llfllfbfmlf-y and standard- llltloa. Much of the charm and the 5°)’ of life are the consequence of variety and difference and of adapt- Mlon to local conditions. It is my conviction Rial, (we am better citi- Ilns of Canada when we an deeply Mild in and devoted to our local Immunities. Apart entirely from "It powerful historical reasons. of wMch al teachers you are all aware. 1 Nu convinced that true national “lily. and pride in and love of "it'll-Ty are better served by leav- hlg education to the provinces and ‘Mr subordinate local Iliihmwbere it rlshtruily belongs. r oamint be- lieve that the cause of education

l i

(T551200 ATI

NAL HORIZON

-A SA TURDA Y FEA TURE-

PRESENTING NEWS AND VIEWS OF INTEREST T0 TEACHERS AND ALL OTHERS ‘SEEKING

IMPROVEMENT IN EDUCATION

Williams

served by any atiunpt to weaken the rigihts- and the dutias- of the provinces in (his great, field cf our national life.

EQUALITY or oi-ronrunrrv

Bill. many of you will object. what about equality qf opportunity in The Ileld of education? Should not the children in the less wealthy provinces be given access to equally Rood schools with those in prov- lnces where wealth is more abund- ant? If you believe that, what are aw doing to make that possible?

That is a fair question and it is one which my colleagues and I have believed the Federal Government could not safely ignore. You will recall that. some liine years ago a Royal Commission was appointed to consider Dominion-Provincial relations and the working of our Federal system of government. In the work (if that. areal Otimmissq ion I was privileged to have some part. The Commission made a monumental report- one of the landmarks of Canadian history. I am afraid that. many Canadians have not yet correctly understood what its mllln recommendation was. Put in very simple language. it was this: that the people of Casrada ln every province should have the opportunity cf receiving roughly equal services from their governments. Now in the case of services provided by the Dominion Government (har- was iliroady true. The great pmblczn was to place the provlnces- and I mean each and every prcvlnce-- in a financ- ial position to provide provincial services roughly equal to those in oihqr provinces, without putting loo great a. tax burden on the less wealthy provinces. The real aim. in other words. was to see thatall provinces had genuine autonomy- thst all of them were financially able In give the people of that pro- vince services worthy of Canadians.

That aim was itccepted by the government of which I am proud tn be a member. It was accepted in 1941- several months before I was invited by Mr. Kins 10-10111 tihe Cabinet. It lras been our aim ever since. It is tne real objective of the proposals to (he provinms. which have been unde- discussion for the past year Far from be- lieving in centralizing all the functions of government at Ottawa. we are seeking to give substance and reality to the autonomy of the provinc':\:—- of al. the provinces.

Now there is m.) aspect of pro- vincial autonomy more important than the autonomy oi the prov- inces in the field ct‘ education. Their Is no service provided by the provinces to the people more vital to their welfoio than education.

We believe. therefore. that the best. way we as (t Federal Govem- ment can aid education is to ect- ablish a foundation of Dominion- Prlovincial relations which would place every province in a financ- ial position to provide a good Can- adian standard of education de- signed at the same time to meet the local and historic needs of the people of the province.

APPEAL FOR STUDY 0F DOMINION-PROVINCIAL RELATIONS

I do not ask you to accept blind- ly any views I ain placing before you today. I have spoken directly because the subject is of direct

IV. The "Hudson Bay Railway" was constricted (l) to keep trade within Canadian channels. (2) to reduce freight costs (3) to satisfy Western sentiment

V. Confederation in Canada was advocated because of (1) fear of the United States. (T) as a step towards separation from Great Bvllaln. (s) the growing spirit qt nationalism among Canadian thin-hers. (4) deadlocks.

For a test to be valid it is usually deemed (wise to include at least four alternative answers. In con- nection with the best answer test two observations should be irlade. First. the value of leading or sug- gestive answers. illae leading or suggestive questions. is ope-n to criticism. According to the best principles of teaching. the best answer should be the student's best answer.

To elimlrialc fir: raggeative ala- rnerit in this (mt. ll is not possible so to frame our statements or question that no “suggestive ans- wers" are necessary. and that the

\

answer: Moreover. would the test lose in effect and efficiency by so doing? The second observation is that the beat answer test does not necessarily eliminate the personal Judgment of the examiner; his own best answer might not be accept- able to all. For example. in quest- lvn two above. it would be inter- esting to reed the answers of our present-day House of Commons members. In question 5. we are quite certain that adults would find themselves in disagrccment. Oi worse-l; the suggested answers leave no room for disagreement or‘ for balancing of judgment, then it; ls difficult to see now if. is a test‘ at all, in the best-answer sense.

A Representative Government is one elected by the people.

By Responsible Government we mean that the Ministry must have the support oi a majority of the Iwalbem of i-arlinsnmt or resign office.

By Palrty Government we mean the practice oi choosirigall the members of the Cabinet from one

student must oi necessity be every whit as brief in the giving ofwhis"

This infection is quite contagi- ous and care should be taken to prcvrlil its spread by forbidding tho patient to muigle with other children willie the eyes are still "d. and seeing thathe has his own towel or paper towels.

In schools and homes where the old type roller towel was used, the disease spread rapidly. It is a con- dition in WllIClI the white of the eyeball become; extremely red and inflamed. hence the name "pink

When spores light on a tender branch and find moisture» and tem- perature conditions favourable i0 germination and g-rolvih, infect- ion may take piare. Once infect- ion has been established. the fung- us develops and glows. until fin- ally a black knot results.» It should also be pointed out that not only are new knot; developed from the two kinds of spores referred to. but that the old knots as well, con- tlnue to grow and enlarge until in some cases the) become over a foot in lengtlu/Sorrle of these ones are the final result of two or more growing logetlit r.

Cause: Black knot is caused by a very mlnuue. microscopic form cf plant life known as a fungus. to which the name Dibotryon Mor- bosum has been given. Though the time and manner of infection of host plant tissues is a; yet imper- fectly known. tile resultant of iri- fecticn- black knct has been est- ablished. The black knot fungus over-winters lri the knot structure where it forms during the winter. numerous receptllclfi-s in which the

Say: l Between you and me. 2. You do that. different from me. 3. I waited for you for ten min- utes. 4. I remember seeing yml.

. He is angry with me. 6 He blamed me. '1. I z-m going to lie down. 8 I have laid the book on the table. Let the question lie over until tomorrow i) Has the mead risen yet? 10. ‘The bread will

The source of all color is light. The rays of the sun appear to be white. but when we look through a' glam prism we see that they contain violet, indigo, blue. green yellow, orange and red. These are called the spectrum allots. There

concern to the teachers of Canada. But I do wisn to conclude llfillh a word of appeal. The problem of establishing harmonious Domin- ion-Provirlclal relations is one of Canada's great historic problems. It is worthy of your patient and thoughtful study. I commend to your study the proposals made by tbs Dominion Government to the provinces; I commend equally to your thoughtful examination the views expressed by the governments of the various provinces. Here is an_ opportunity for the teachers of Canada to help in the solution of a major national problem- one with which their own welfare is closely bound lp.

In conclusion, may T. add that I have no apologies to make for striking this serious note In my words oi’ welcome. I am sure that in choosing Ottawa as the silo of this year's Convention. the Oui- adian Ibscliere‘ Federation had it in mind to give a specially nation- el significance to this meeting. I hesitated at first about accepting your invitation because I feared my presence might be misunder- stood, and perhaps misinterpreted. as an interference in a provincial matter. On second thought. however I decided that you lied given me an opportunity not only to pay a well-merited tribute (o the teach- ing profession but also to oom- mend to your consideration the ef- forts of both ourselves and the pro- vliicial authorities to solve a great national problem In which. both as teachers and as citizens. you halve e vital interest. My final word is towiahyouevesysuccessinthe greet task of training a new geri- ention of bel/rer Canadians."

In the future, We shall gjve re- marks by other outstanding and

"flleoauleofOenadawotlldbe

IIST ANSWER TEST

This tent octulata ifl ‘writing a u“, lnamgpneiipns or. statetamta wo or more poss-

‘fft "I'm to each. m» student Miami to underline the

uWflrbeltanawei-ineaohaesa.

31h‘:

" -..'.:".:::*'"""

"Mauritanian-a

‘aluminum

distinguished visitors at the con- vention.

General who contributed most to- wards tlirestablishlng of respon- sible government in Canada was

(i) libirnam, (f) evils (s) ,Byden- ham. (4) Iigin. If. Canada ll (i) a Colony. (i)

a Nation. (l) s. self-governing Dominion, (e) a Protectorate.

III. ‘fhe nciprooity agreement 0f 1011 ‘was rejected (l) on merc-

caldlllly. l. Ul- answer The

Oklhg m. Qillfllonnh”).

$1M"-

en minds, (l) its‘ Imperial rea- wil) for political null.

are bright waves just as there are

political party. This originated in the reign of William III.

PINK EYE OR CONJUNCTIVITIS

eye" the lids stick together and these is a moderate yellowish dis- charge. The vision is not infected. The eyes should he bathed four times a day for 2t) minutes in a lint solution of baracic acid. using one teaspoon of powder to a pint of water; one drop c1 l5 per cent flPi-iyml may also be put in the

no improvement in three or four days. mzdilcal advice should be sought.

BLACK KNOT (Continued)

asoospores are produced. These are disseminated very early in spring. In late spring or early summer the first crop of me so-callerl sum- mer spoles is produced.

Control: (1) Pruning- Orchards should be pruned at least twice in the season. 'I'he first pruning should be done by Fiebruory or early March before the winter spores lbf the fungus are mature. The sec- ond pruning should be done in May or early June when the knots are yellovr-brown In color and be- fore the summer spores are mat- ure. When this take on a light geeen colour arid from the standpoint oi control it is essential that summer pruning be done before the sporcs are mat- ure. (2) Spraying. This spray should be lime sulphur-one gallon of commercial lime sulphur to seven gallons of Wain". It should be ap- plied before the Lluds burst. The luilhstrengii durriant. spray is ativised hzcausc in addition to black knot control, it acts as a general clean-up against insect pests as well as disease germs.

' IMPROVE YOUR ENGLISH

riot rise. ll. ‘Illie umbrella is brok- en. 12. Ths man gave me this book. l3. I saw you do it

You act. as though you were sick l5. Neither you nor I can go. 16 Tell me whether you or she can

body. 20. I was enthusiastic over it.

COLOR

has the longest wave length and violet has the shmtm. Black is "black" because it. absorbs all colors. White is whitc because it reflects all colors. . .. e

The h iness of your life de-

pends u n llie quality of your

sound waves. Each color hae a light wave of s, different length Red I

‘Iihere should be a. margin all around the story or paragraph.

The left-hand and the right- hand margins should be the same width. Margins should be wider on larger paper. The story should be placed as nearly as possible in the centre of the pawl’ The title slhould be placed in the centre of the first line with a suitable mar- gin at the top of the paper. When the paper is to be put into a note- book, or bound into a bout-let, an extra half-inch margin should be allowed on the lelt for the fast- eners or for the sewing

The width of the margins de- pends uptm the size of the paper and the length o! the message. It may vary fro-u one-half inch

thoughts; therefore guard accord- ingly.

PARAGRAPH

to two inches. but the usual width is one inch cm both sides. Keep the margin even on (he left side of the paper. and as even as possible on the right side. Wider spaces are often loft at the lop and the bot- tom.

In lower grades. when you were just learning about margins. you were asked always to lecp a mar- gin one inch wide on the left. You can try to keep an even margin on the right. Make your reports as short as possible Tell in your first sentence what the news is, when it happened and to wllom. Be de- finite. Don't waste words in gen- eral remarks. Make each sentence really tell something. The report should bo written leglbly.

REVIEW OF BANKING TERMS

Put at the right the letter (a. b. c or d) which shows how you think each sentence should be completed. _

1. Ari order written by a de- posltcr directing his bank today money from his account is c led n (a) money order; (b) note; (c) receipt; (d) cheque.

2. A written promise to repay borrowed money is called a (e) bank draft; (b) victe; (c) letter of credit; (d) cheque

3. Money paid for the use of money is called (a) cash dlawllllfi (b) commlalon; (c) interest; (d) not amount. ‘

4. Interest paid in advance on a note is called (a‘ bank discount; (b) brokers , (c) compound in- tereet; (ti) the proceeds.

5. In depositing money at a bank a depositor usually fills out a (a) (b) deposit slip;

interest the ysat is so da.( (b) in da; (d) 860 do.

7.11m person to whom a note

(c) 8M 61.;

or cheque is payable is called (a) payee; (b) iridoraer; (c) maker; (d) paying teller

8. ‘Ihe date of msturit of a note is the date on which note ie (a) discounted; (b) written: (c) due; (d) indorwd.

9. A 00-day promissory note dated April l6 is legally due on (a) Juno 15; (b) June l7; (c) June H; (d) J1me l8

i0. A‘ 2-month promissory note- dated April is is legally due on ml

count; (b) interest; (c) proceeds; (d) face.

l2. In discounting a note at a. bank, the balance loft after de-i ducting the discount is called the (a) interest; (b) proceeds; (c) bal- ance; (d) face. '

ll. Finding 0.01 of a number can be found by nvovilig the decimal point. in the number (a) two places to the right; (b) three places lo the left; (c) two nllwel w the left; (d) one place to the left.

USES OF THE TNFINITIVE

The Root-Infinitive is used. ll (a) The complementary infinitive after shall, will. may. etc; e |., "I shall writl. (b) The objective

thus, “I made him do that "made" has for ‘its object the phrase "film do it". The subject of this objective phrase is (him). (c) Objetl of the phrases bed rather. ha! better; e1) "I

iwtive one; t". ODIN

sl-lhjec u; infinitive is always Elie ob-

lllll DIIOI I0." (d) 0M0“, Ill’

eyes three times a day. If there is)

is the case knots‘

go. . Try to come to the meet- ing. 18. I dl just as I was told.‘ l0. I wouldn’ do that for any-U

‘Chicky. lie ran to his mother.

"rm: crmaaorrrargwu GUARDIAN ‘(as but and ascent;

P119011

as. "Ha has nothing but talk." (e) Subject (are); eg . “Better dwell in the midst o! alarms than reign in this horrible place".

, II. The Simple-Infinite with "to" is used; u. (a) subject. predicate nominative and object; e.g., “To see ls to believe"; “I love to read."