PAGE TEN

I

Inlclloaai all ltllul

1- Teachws should be accorded the privileges of citiunshlp with the right to become candidates for dectfon tn offices. whether munici- pd, provincial or federal, with- eat preclusion to their encasement or ' ‘ engagement.

8. Teacher training and certifi- cation boards should be establish- qd g p11 plbvllcfl, the member- ahip of which will include repre- sentation from the Pfllvilldal teache s’ organisations.

3. All teachers must hi"! 111°‘ fessional training.

(a) Elementary school certificate should require not less than Jun- lor Matriculation or High School Graduation and two years of pro- fenlonal and further academic training.

(b) The High School certificate should require a university degree or its equivalent and one Yflr 01 professional training, '

(c) The ultimate aim is that all teachers shall hold a university degree.

4. Professional standards should be sufficiently uniform between the provinces to facilitate the ac- ceptance of certificates by all pro- vincial authorities with a minimum of additional training.

5. Every teacher in a llilblii-‘ly supported school should be I mem- ber of the respective provincial or- ganization and the collection of fees of the provincial associations should be made by deductions lit the source.

6. The opportunities for teacher exchange should be promoted and extended.

7. A teacher should have security of tenure and should not be dismiss- ed except for cause. subject to appeal before a Board of Reference.

8, Provincial organizations af- filiated with the Canadian Teach-

concemed with curriculum, teacher certification, and teacher pensions.

9. The prescribed statutory mini- mum salary in all provinces should he on the schedule principle.

(a) Such schedules should es- tablish a compulsory floor below which the salary of any teacher may not fall.

(b) Such schedules should con- stitute a basis upon which govern- ment granfa towards teachers’ salaries are paid.

Bach provincial organization should adopt and enforce a code of ethics to ensure high standards of professional service among its

CONDITIONAL

These are formed by the auxili- aries "should" and "would" ‘follow- ed by the infinitive. ‘rhey are found in conditional sentences which imply that the condition is not fulfilled or doubtful; thul. 1, “If I had money I should or would give it." 2. "If I had (or had had) money I should or would have given it." s. "If I should have money I should or would give it." In one and two we have examples of conditional sentences in the present and past tenses respective- ly, in both of which it is implied that the condition of having money it not fulfilled. In 3 the tense is future and the condition is doubt- ful. . In all such conditional sentences the verb ls in the subjunctive, and the phrases with should or would are called conditional verb phrases. Should and would are past tense

the monarchy. Results showed that the Greek voters in a ratio of ap- proximately 2 to l were in favor of the return of their king. George II. King George I1 left Greece in April. i941. after the Nazi army had crushed Greek and British re- sistance. King George's return comes after a long period of in- lernol as well as external strife. In order to understand c. bit bet- ‘ter the present situation. it is necessary to have a more thorough knowledge of Greece's immediate past. The first thing that Jllflllld be noted is that for more than 13 decades polltlcdl conditions in Greece have been exceptional and ‘for 84 years have constituted a state of emergency.

From 182i through 1M4 Greece was mgaged actively in a struggle - for liberation, which found expres- sion in constant wura and revolu- tionl. In 1912 Greece plunged into a new war against its old oppres- sot. ‘rurltay. ‘

1018 found Greece drawn into Dalian war. 1014 she entered World War I, At the end of World War 1 Grqeca and Turkey made war again, Afollward Greece was plunged into a ' country-wide revolution. 1n 190A, another revolution took place. Prom 188. when the Greek Army and Lflfiilo Greek settlers were hurled mm Turkey. until ‘ when Gen. John llstaxas introduc- » ed a rleid dictatorship. Greece had

loved lerllslneatafy elections and

Jbrerpiebiselus. ollaane of [ov-

eranie became tnooent. Ievcnl

"The BALTNESS The. rivers which flew into the ' dissolved various salts

" and rook: over which Zlaevc come; and then »- when the water of ted, so that they age to an 1nd ~ seltxtn fact there Jails besides com-

.THE EDIUCA

THE C. '1'. I‘. NATIONAL POLICY (Continued) u; JAB. Williams

ers' Federation should have of- ficial representation on policy (b) An Elimliil’ .- "5i°l\ N" 7°!‘ forming bodies. especially those by teachers contributions in ac-

PROFESSIONAL TR!

GREECE On Sept, 1. a plebiscite was military dictators appeared. In held in Greece on the return of 1913, King George I-was shot. In

OF THE OCEAN

msiowlr the

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,-A sA TURDA

Y 152.4 was;

IMPROVEMENT IN EDUCATION

o.

(c) school Boards should have the right to establish schedules higher than those provided by the statutory i-almum ‘ ’ i0-

10. The Canadian Teachers‘ lad-

eration affirms the Ilflflcliilel that: (a) All negotiations between

|¢hoo1 boards and local teachers’ gggociatiung should be on the basis of collective bargaining.

(b) salary disputes, when nego- tiations have failed between school boards and local teachers‘ assocla thus, should be referred to a legally constituted board of arbi- tration. whole findlnls l!!!“ 5° binding on both parties.

l1, Bach provincial teachers‘ or- ganisation should adopt g mini- mum salary schedule based upon the following factors:

(a) A minimum salary of fifteen hundred dollars for a fully cer- tificated teacher.

(b) Annual increments of one hundred dollars for a minimum of fifteen years,

(c) Additional increments for subsequent improvement in vca- demlc or professional standing-

(d) Further additional ‘narc- ments to principals and other au- pervi-sory officers.

12. Important administrative of~ fices in education should be held by professionally qualified teache n and these positions should com- mand salaries equal to those paid in other professions. industry and business, requiring comparable qualifications and involving simi- lar responsibilities, Salaries of ten thousand dollars should not be un- common for such positions.

18. The pension plan in province should provide:

(a) A retirement service pension after twenty years of service to which the employer would con- tribute at least fifty dollars a month.

each

cordance with actuarial tables.

(c) Disability and last survivor clauses.

(d) Voluntary retirement thirty years of service or at age of sixty.

l4. Wherever adequate retirement allowances are provided. teachers should retire at sixty-five.

l5. Provincial regulations should indicate a provision for accumu- lative sick leave.

after the

iINlNG and STATUS members.

Adopted at Canadian Teachers‘ Federation convention August, i946.

VERB PHRASES forms of shva-ll and will, and. like the latter, always convey a fut- ure. idea. In one and two of the preceding examples, the giving is future with regard to the having; and in 3. both the having and giv- ing are future, Hence it follows that conditional verb phnases are. in the conjugation of the verb. classed as future subjlulctives.

Remember, however. that we have conditional sentences with verbs in the indicative and without the so-called conditional verb phrases. Compare the above exam- ples with the following, each to each: 1. "If I have money, I give it." 2. "If I had money, I gave it.” s. "lf I have (or shall have) money, I shall (or will) give it."

In these cases nothing is implied as to the non-fulfilment of the condition, and all verbs are indica- tive. -

1917. King Constantine was forced to abdlcate, and in leaving. he took the crown prince, George, with him. Constantine was suc< ceeded by his second son, Alexan- dros,

Three years later, after Alexan-

dros had passed on. Constantine returned. After holding the throne for less than two years. he Illid. George II replaced hi-m and was forced to leave both the throne and Greece the following year. From 1928 to i932. Venizeios and his Liberal Party ruled. In 1933. a minor revolution occurred. After l8 “ of revolution. a plcbio- cite was held. King George f1 re- turned. In less than a year Gen- eral Motaxas imposed his Fascia‘- like dictatorship. In 1940 Italy at- tacked Greece. Then in i141 King George want into exile, As a suit of the long period of Nazi occupation. the Greek partisan groups- found themselves at odds one with another. In 1944, the Brit- ish tried to help the Greeks in the setting up of a new coalition Greek Government. After a short period, of cooperation, civil war broke out. Now that King George has re- turned, he finds the most urgent problem facing him is the political and economic turmoil in his coun- try. With Greece torn between the ideologies of last and West, it is evident that the man who once said that bein a ling was e “rotten job" wll have his troubles. W. A.

era coins into shallow guifl. as in the laltlc. and somewhat more con- cenmted where there is eat ev- aporation. as in the -8ea, It ls lurch-Ins to find vary little cal- cium carbonate in the ocean, though this la the commonest substance dissolved in spring egg-lul- "up, Karine animals constantly remove it to build up lhilfjildul, which tinned tcrlimestons on

State whether true or hilt. The lritish Constitution devel- oped very slowly. 2. 1h England the King without Parliament is almnsne over all persona and in all causes. s. The Prime Minllini‘ is responsible for the policy of the cabinet. 4. A bill must be pmacnt- ed three times in Parliament ba- forc it goes to the King for signa- ture. i. ‘bvo hundred years ago most of the people in Britain lived in large cities. d. The English of two hundred years ago were fond of sports. ‘I. Th; people of London were very refined and well inun- rwred in the 18th century. l. Nov-

The true-false test is a. very simple one. Th. examiner wntea down or reads aloud a number of statements, the more the better. and the exunlnee is requested to label them true or false. History offers a splendid field for state- ments. No other subject is so vast and rich in this regard. But at once-two questions arise, the olle logical the other psychological. The first of these questions is "Cannot the examines guess his way through any test? Does he stand a fifty- fifty chance even though he knows absolutely nothing about one single item on the biii-of-testing? Ex ri- mantal evidence on this poin is as yet somewhat contradictory, but the weight of opinion seems to be that his guessing will do him no good, but may do him considerable harm, But there are at least two ways of neutralizing the effect of guessing.

The first way is in the system of scoring. and the second is in the mode of presentation, R. minus W is the simplest formula used in scoring, whr- '2 means the num- ber of items right and W moans the number of items wrong. How does this simple formula neutralize the effect of guessing? Supose there are one hundred items on the list. If the examinee. who. let us suppose. is required to answer all questions, gets seventy right his score will be 70 minus 30 or 40; if he gets 90 right his score will be 90 minus l0 or 80; if he gets all right his score will be 100. That

Say: 1. Mother and I had a good balk. 2. They were the ones. 3. All went except him. 4. Between you and I. 5. No one but me could do it. d. It was easy for you and him. 7. It was I. 8. The letters were filed by her and me. 9. John and she went to town. 10. Whom do you think I saw? l1. Was it he? l2.

The most prevalent disease oi" the apple with which the Canadian or- chardist has to contend la un- doubtedly scab or black spot, The disease causes blemish which not only reduce the commercial value but also the storage life of the fruit, When the foliage la severely spotted the fruit ll small or the crop reduced for one or two years. Conditions which favour severe scab development on the foliage also favour spots to develop on the stems of leaves, blossoms, or fruit, resulting lrl partial defoliation and excessive d. ' g of the fruit.

During the early part of the season the spots are molt Pvevsl- ent at the calyx end, but towards harvest may be found on any part of the fruit. The characteristic feature of the young spot an the fruit is the torn or ruptured cuti- cle borderlng a dark olive-green lesion. The spots frequently enlarge and unite. thus forming extensive scab

"Black Knot" of plums la un- doubtedly thn most serious disease affecting plums. It also attacks cherries. In N. B. and P11. black knot has been responsible for a great reduction in the acreage of plums. Black Knot can he econom- ically kept in check. The moat important means towards this end is the pruning out of all knots and that a dormant spray is essential. The cutting out of knots is the prime essential. spraying being more of an auxiliary to pruning. Pruning must be done very cara- fully and thoroughly, otherwise failure is bound to result. When spraying. all parts of the tree should be drenched with the spray material.

The characteristic aymptcm is the black knot or gall found on twigs and branches. ‘file knots are first found as awallings in late

1. Hen. John I. llhclair: l. Ron. John A. MacDonald; f. Hon .v Jam

NAMES OF MEMBER GOVERNMENT

MacNaught, X Queens county-Ir. taster Dong-

Premler of I. I. I-Jloa. J. Wel- tn-Ioaaa ‘ " Premier ef lfeva lcotla is Ion. A.

ll. MacDonald.

Premier of New Brunswick is

Ion. J. I, llcalalr.

Premier of Quebec ls Ion. N.

Dunleesie. ~

Premier of Ontario la on. George Drew.

Premier of llnltoba Hie Ion. stunt I. Garldll.

flflfififl Q

sea-bottom. ea generation altar teen aaiaab ale.‘

Trgmm of la 1...,

- .11; (IflARleUlTliJiUWN

‘min.

TIONAL HORIZON

PRESENTING NEWS AND VIEWS OI‘ INTEREST TO TEACHERS AND ALL OTEER! SEEKING

EXERCISE IN HISTORY

all were unknown in the 18th cen- tury, i. The EnBllsh began to ex- cel in aoulpturq and even in paint- ing during the l'!th century. 10. Walpole would not stand for 1n- subordlnate ministers in his ca- binet. 11. The war of Jenkins Ear was brought about by the 01>- position in order to defeat Wai- pole. l3. England entered the War of the Austrian Succession bsceule of a treaty signed many years ba- fore. l8. The results of the tubul- llon of 170d were very detrimental to Scotland. 14, British arms won many victories in the war of the Austrian succession.

TESTS (The True-False Type)

is, the formula woriu damagingly against the guessing student and in bvour of him who knows. The method of presentation may also dlacourag guessing, for the exam- lnee may be warned not to do so

Lot, ua again assume that the test consists of one hundred ltems. Let us further assume that the candidate actually knows sixty items, and that he guesses at the others, l. e., forty items. According to the law of chance he will guess approximatclyfi twenty of these right and as many wrong. On the basis of scoring (It-W) the candl- dawa flrllsl score would thus be 60 plus M minus 20 which equals 00. Obviously. g easing has not benefited the candidate in this in- stance. The second question which arises is this: Is it not psychologic- ally bad business to place incorrect statements in any form before students? We are warned not to do so in spelling. for example; why be advised to do so ih History! This is a point well taken. but two considerations present themselves. First. spelling is conventional and is mastered largely by pure rote memory. There is no rational ex- plantion of the rightness or the Wtongness of the spelling of a cerbain word. In history. both reu- son and judgmenkenter. If the true-false test is scored immediate- ly following the giving of the tcst and scored by the students them- selves, it teaches as well as tests. Remember to read each statement carefully, Do not guess.

IMPROVE YOUR ENGLISH

It's just we who are to go. i3. He gave it to the two of us boys. 14. He told us girls to go. 15. He can run faster than I. 16. l-le and she went to town. 1'1. Whom is he speaking about. 18. Bob and‘ I are going. 19. If only each will do his port. 20. Let us go somewhere.

uuAagpIAN

The general circulation of the atmosphere may be beet studied by dlsresardiw those smaller differ- ences c! tmaaatlre and pressure that reault from local causes and by reviewing the earth and ita| atmosphere as a whole, conaidcb‘ ing only. those larger differences. which are h constant operation. 1n the gtwt oeeaoaof the world we find the water constantly mav- lag in a very systematic menu-r. and we call this system of move- ments ocean eumnts. The Gulf stream, the Equatorial Current. the Japan Current. sometimes cal!- ed turn liwo Current. and others may be likened to great rivers of water moving systematically on their courses in the ocmn.

There are greater rivers of air in the atmosphere than guy in the oceans, and they move on their courses -wlth equally systematic] precision and in obedience to fixed] laws, which we may in a measure undersulrld.

The air river at; the bottom of which we live is broad and deep. extending in width from Florida northward nearly to the North Pole. It, flows from wcstto eastoircling the globeand itsnamels the Pre- vailing Westerlies. The other air river in this hemisphere ellfldl southward from latitude about 88 degrees nearly to the equator. Its m e is the Northeast Trade Wi ds. 1n the southern hemisphere] are two similar air rivers, one. extending southward from latitude‘ “about 80 degrees nearly to the South Polc,wlth its current, like its counterpart in the northern hemisphere, flowing from west to cast. circling the globe. It is also, called the Prevailing Westerlles The other air river in the south- erg hemisphere extends from about latitude so degrees northward near- ly to the equator and flows from the southeast toward thmnorth- west, hence the name Southeast Trade Winds. The dividing line, or bank. between the air rivers in each hemisphere belts the earth at about 35 degrees north and 80 degrees south of the equator.

NATURE STUDY (Primary Grades)

Fire la used for steam power and by blacksmitha. Ask the pupils if they have scan a blacksmith at work. 1. Doss he use a fire? Yea. 2. What kind of a fire has he? A coal fire. 8, Why does he use coal? Coal gives more heat than wood. 4. Why does h; usexed hot coals? To heat the Iron. l. How do we get steam? By heating water. d. What uses has steam? 1t is used for running machines. ‘I. How do‘ they get steam for power? .By boil- ing water.

A" blacksmith could not work without the help of fire which heats his .iron for him. We also would not have steam power if it were not for fire as fire gives us steam by heating the water.

Kinds of fuel. We have different kinds of fuel in this country. but although we may not think so, the sun is the source of all this fuel.

I New Merchandise Arriving Daily AT THEGIRUS STORE

WHERE YOU‘LL ENJOY SHOPPING

MISSES’ DRESSES SKIR/IS and BLOUSEI Sizes (12-20)

‘A Fins selection in all new Autumn hadea

CHILDREN'S DRESSES_

In all Sizes. A wonderful range of Fall Dreeaee and Skirts for

Girls of all Ages. (2-14!)

BABY DRESS-ES In Sizes (1-8 years.) in all pretty pasta] natal-lain

HATS m all n. Girls.

Be all ready for Winter with mart atylca frel

THE MISSES

HOLMES 6' BRADLEY

159, Queen St.

Phone 92

‘ ocrobcn u. 194s ms wlwasluo; rm. ' weammsvwwmmififlljfifflflfi

APPLE

IATIOIIAL TEMPEMIIBE

(Continued flom Page 8)

The heat of the sun la stored in the ground and after many years