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Ego 10 His Guardian Monday. January 24. 1955 (Continued from page 0)

Widening Educational

ury. where there is every prob- ability at countless intorrup- Iona

Not the library! she decides. Carrying her large notebook. one or two textbooks. from which she will later teach. a set o( 36 sched- ule cards on which she intends to work during this "free" time. office records for her 35 home room pupils, ink eradicator and her purse. she enters the teach- ers' room. where she finds a place at the long narrow table. She may not spread out too ritual. for she must consider the Convenience of others.

Before settling down to the job. she again reads the miniengraph- ed instructions on procedure. She is apprehensive about the au'u- racy of her clerical work; she has been trained to teach. Cler- ical work to her is as arduous as teaching would be to the of- fice worker. Finally, she siarts. telling herself she should am-nni-I plish much in the 35 minutes now: left to her. Ten minutes pas.-ii when. like Macbeth. she is dis-I turbed by the sound of knm-kingi on the opaque glass door.

"Yea. Joe2"' she queries, doorknob in he; hand.

"I'm here for the make-up test you said I could lake. I was an-I sent when you gun: the lust lfll class." The stud:-ni'-' exiiirv.--irin inrlinates the nini-iyrdimi he fa:-lsi on such an out-iisiun. I

"Oh-h! I-Tinc! lint"-rt in the lib-,

the I

rary. will you? I'll he there in ai few minutes." She retuiiis to. pack up her vtnrkiiig giiaieiialsi

and then spend: the nr-xt '20 m n-. to

utes giving a lllakcllp lost Joe. an on-i--ageii siiiili-iii. ulio.i a few days later, Kil'l'lCII'S lo li-ate school.

When is she to do this cit-iiwal. work? She may not do ii afit-rl school. for the 0IIlt'f' is-coiils are not available after Lllitl, l)('xli'I('.5'. she is aoarliiiig a purl)" aitrr lchool. Hci siipci-inns kiiuw very well when she Mill do this work. but they wink at the TEICL

Closed E34-a

Since they can nit:-r no dmir-

able soluiinii. lI1(') I-imp IllPll”

eyes to the reality off her prrih-j

Iem. Actually, it is not just he,r.minute of nine; 1 took a "break" tions for the next day and cliecksmems were most often di wwodp problem. it 1; their pinnlem; it at 10:30. I paused at 11:45 to student papers. Ohecking oompo- .- -j.mm..wi.; - .

is the problem of the Board of WWI" UP for lunch. I dared not sitions is an endless task. If she I Ens the'irlrieg1ebel.sk(;iithe.Club Msted below and your Education; it is the problem of.resums-typing until the stroke of is taking an extension coiirse. as U Ola lo" ll PIC

th;h:o(Tendluc:llyw'oi'k must he Kltillf-i;)In0.;:.'p:(IU::':I.k4T45 lIIo”Dkrrpnali'93.g)iildn: r(;!)?;-ICZIFU 8Sr:I10ll:I'l,e.ll"kIle0I Uoliillykters P ::"'"l"' T”'l"”" g.l'I'0lI Erlant Consequently, she KIYPS ii:-r pu-iparture at five. And when I ar- teacher, but also a learncr. and V ' Rmie" m:'ry(, ?i""M

pils something which uill ki-ep;rii'ed home, I had the joy of a as such she must do her home- Untoading oar Beet Pulpi I-INHOII JPIIRIIIH ":3: y ”I”0d them busy and then frsniirallyifree evening. work. I 30;, s,".,,.",, "- pl

dogg the job at hot" Ilfrxk, hoping I-Irr different is the teachorls Toward the end of the weak, M0nd8.V End TUESCIHYC RISO Dr. M," u(.hmm Am 't",:r5

no higher authority will chnnseproiiliitvl I check in about 7:30 another evening task is writing 35!"; D511-y Concentrate Spe- Leo F Wliu-Iluiialil ll ltluwh,

this time to observe her tench-in.m. I am on the job ronstant- the record of what she intends; . , ' Am” 'u;.”..m,hern A'h"-I t'"N”'l5

ing. Such an ewnt (Ions not hap-lly--teaching, policing. or doing to teach in each of her five Clal D1109. I Frmi (y:Ish4 " 7"'k”"

pen. though. for it uould he t-lritgul work. My lunch periodiclaases during the wt-ck to come. John (Mlle

' lea of the lkilllklll is IIIHIIIIPS in len th. hut fcwlTliis ' s be . i e 1 V . . i ' ::lal'I:.st the N 8 ti-at-hi-rs devote this Kfull time to.lon Fr-i:l::'ldso n:liai. if slilemiiimabrg CLhTRAC:S (I;leRMERS (lone Rwmud WI” smith Her pupils grow rcsil:-ss. Wiilmeiitiiig and relaxing. We eat hur-lsent any clay during the follow- - .- .v. 4. , ,

the insight of youth. they sons:-iricdly and then run odf to keepiing week, a substitute may con- DI I 9392 '. Gel ”d of those WIT? Elephants YOUN alw V the situation and rosrnt thi-irian appointment with a pupilitinue the regular class work. a' " tllpplng 0Ver"mW9 Call U59 em!

ti-at-he-r's rnnrvrn uiih piltwrwnrkwhil may need special help. or Than thrrn are exenitig activi-

8ia77fm27g diddfflkld-..

PIIIIIPS X

.uhen my

lanes! 1 with them. The! want her attention. She's there to teach them. isn't she? so one

by one. they go up to her desk to ask pointless. but legitimate questions. The teacher smiles a Cheshire-cat smile. answers quea- tlons patiently. works inaccurate- ly. and urea ink oradicator fre- quently. "Teachers are ical workers in the world." says the administrator. who himself waa a teacher not too long ago. (Hie classroom experience is I point which ha emphasizes or de- emphaslzes-whichever is to his advantage at the moment.) Given a sufficient and uninterrupted period of time and a proper en- vironment in which to do the clerical work. a teacher can eas- ily disprove this statement. But after all; the premise is that a

the worst

cler-ling until the bell rings. lthree minutes to gather all her

to finish a deriul let. G to prepare for our next class. or to take care ol some special duty if we are. in charge of achool ax.- tendanca or employment or as- sembllea. The Bell Both Toll

Throughout the day our activ- ities are regulated by bella. A good teacher keeps her lesson go- She has

do

teaching materials, which she carries with her all day long (law teachers do all their teaching in

ehaisu

nee behaviour at

or tension. and

use whim she not second. nor by can she all): at thou functions. If she is coaching the activity. tense as any director on the first night of a new play. If she is in the audience. she is rsaponslbla for the proper aud- sny puplla sitting in her vicinity. Regard- less of fa” must be gracious when she meets parents at these times, for aha remembers the ne- ceaalty of good public relations between who Ichool and the oom-

she

smiling

the one classroom), to proc;-A: munny, p

with dignity through crow e Conpnimn.

:,'al::.:":'.':I:m"';&k:ouc:::: .3): The ottlce worker knows no

Gem or ducmd we or mm, such evening responsibilities as ' I have described. Office workers.

times (our. flights of stain. to do not "V. me" job.

arrive at the place or her next teaching assignment. to lay her burden of materials on the desk. to return to the hall in order to

moreover. ae tau.-here do. A layman would be convinced lIad'the opportunity-and I did-

of thin fact if

he

teacher is employed to teach, is . it not? Pathetic fallacy. I agree. zplefd loitering puplle on their :f"i"r'::I;r'"; T: lyalgguebhrldzxg om” "0"" When the bell rings. still some wlganmttndmhgE;.'u?f,?":n,:::3: The layman should also know what breathless from the exertion two 1"," who worked .t desk! that a teacher has an entirely of her recent Journey. she re- M” mm” mu" WP”, mum” of different attitude toward her Job enters the classroom to face some me” he. um. "um" .bout Edg from that of the office worker. thlrt.V'”l'! youngsters. who do- an. Because she does. she often mand imniediateattention. A good "Did Vnu I" Eddie 1”! nighn checks in at the snnio time as teacher begins her lesson prompt- M"h..,..tSM,. .&k,d' muinmg H, the janitor. in order to preparegly. quid map in", huncupped hand. for an efficient tiny. she can do Our day d0" not End I1 91799 sandy". .3 . bum nggg-by," 1 countless things in the early,n'clock. ii quitting time the lay- muldnw help hearing their Cong morning hour IJPIOIC the arrival man usually associates with Verutlon. howevu. ch”, had no of her pupils. it-iii-iii-rs. Rarely do I-and many wish to keep me” rominnuc not-lg

And an. a slave to habit. I ar-I

rived eaily in the office on the second day of my summer Job to finish snnie typing that had liven assigiii-ii in me the pian- nus tiny. I had been typing al- iiiosi a hi-ili-hour vihen my low-wnrlwrs began to arrive at IIlPll' dP;il(s a few minutes hefore nine o'clock. Not one began to type until the minute of nine. Later in the day my suprrvisor tactfully hinl.Pd to me that I would get on better with my ml- lcagiics if I didnt appcar too zealous shout Ill) wnrk. Still later fellow-workers and I giew better acquainted. they de- scribed to me their amazement at finding me on the job so early that summer morning. The school

ianitur and land many other Ieatrheizs. liovieyer. are still check- ing in at the same time.

Then. too. in an office-and the routine is the same in a factory. I am told-one is entitled to a "Ill4lal(" in the morning and in the afti-inoon. In my summer

job I didn't start work until the

Iel- i

other lP'zlCI19I'5 like me-leave the vi s('ll0(iI buildings before four 0'-

home. 1”. g It would be toondifficultsoftg: 1.590” I told him 9”! .1-havs Iiiislaxtiilbiiioksxianviiirefotzne suc what happened!" Mark repuedl

. ' biting her words. . El'lr"kl'l"i Tu” Atb"h,g”"':me'n:: "You did?" Sara was aching for M "m 0m!" 1 the details.

also do that clerical work which can be done without the use of office records.

Janitors fret when teachers M stay later than four o'clock. When i I coached our senior show not so M

cident

heard daily in

ties a secret.

I always wondered

arie's romance. the

atria was

straining tor a glamorous pose.

lrlock, and often I have stayed Marie coolly blew the smoke after that time. We are detain- from her no" and mouth nm N by f'"'”"'v mee”"gs' depln” rested her head against. the merit meetings, committee meet- ”;Pe"ed window. "Yup," m. an. ings; by conferences with pupils. swglnd

by extra-curricular activities; by ...;o;o;o wh” happened-.-p SM. Wmk which ”"""n b' "ken could hiirdly contain her curios-

st Sara's keen interest because no new in- ever seemed to occur in From what I washroom. always "telling Eddic intend:-d

M"; um 0" of my biggest off” but nevertheless worries was pacifying the jani- i .. ' .. . tor. who had to remain in the i tgn (:56 :::ldlf,” l:;';le"':1:lr:,,J"5t

building until five o'clock becausef of my rehearsals. Evenings Free A teacher's free not too many. If she is con.-zcien-. r

p evious

in bowling on

evening. Men.

Around a basin at the other end: of the room several office girlsi "Mmz. Amvngae agiiggligzing the scores they

the l

reci'ea- I

”””'5' 'h' Work” M h" l”""”"'ltiniis gossip and fashions thcsci . .. . . .e . i

the girls during "break!" in tlis morning and aftarnooa. Never was work discussed. Work was something done at the desk;

stayed there. You didn't take it with you. But in a teachers' room the

conversation is very different. The reason for the difference, I think. is that the teacher takes her work with her. physically. mentally and spiritually. In the teachers' room. where can be heard sounds from the music room (the band is prac- tising) and from the typewriter rooms. are working a number of teachers. Miss Tools. who is checking papers at the long nar- row table, looks up in find Mrs. Storm making out report cards and smoking a cigarette.

"I with I were up to that point," says Mrs. Tooie. "I haven't even started my cards yet!"

"I was caught in a dreadful rush last time." answers Mrs. Storm. "and I vowed I wouldn't let it happen this time."

Miss Toole sighs as she check: a particular paper. "Have you ever had Sam Barnes in class?" she asks. worrledly. "I've been trying so hard to get him over the hurdle. His IQ. is average and his reading index is not too low. I don't know why he's not doing better." '

"It's so difficult to decide what grade to give sometimes. isn't t?" Mrs. Storm agrees. sympathetic- ally. "I wish we didn't have to dole out grades to these youngs- ters. I've never had Barnes. but I've had plenty like him. Maybe he works after school. So many of them do." she adds as she con-

wiisn you left the desk. the work'

is probl . their responsibility-lot book inveitorles. registers. papera. reports. Their Job is to help Barnes and the other hundred some odd. students whom teacher instructs daily.

I Like Teaching. Iat-

Wlien I left the office that sum- mer. it waa not-to return to an easy job. I felt I was leaving an easy job in order to teach pupils lke Sam Barnes.' For despite the splintered desk and the audiovis- ual aids that never fail to down when use. despite the "red tape" and maddening delay involved in securing books. Dlhcr. and a few pencils. despite the crippling burden of clerical work. despite the ostrich-like adminntrah on who bury their heads in pa work instead of conning to with some of the real problems today's schools, despite the acorn- ful attitude of the servant with too many idle f d " the injustice of the low wago- despite it all. I like teaching.

Teaching is mucli more vital. more stimulating than office work. The teacher mw need I morning and afternoon "break". but not because of the monotony of liar routine. There is nothing dull or humdrum in teaching high school English to 130-odd pupils a day; in fact. there is no Job more in.

EE

each

..

iiiiues writing on her cards. "If Sally Richards keeps up the good

spiring than teaching boys and girls. Teachers know that they do

much more than convey a hug.

operate in 1955. Donations of clothing,

KIWANIS WHITE ELEPHANT AUCTION SALE

The Kiwanis Club will be conducting a White Ele- phant Auction Sale in February to pay off balance owing on our Kiddies Wading Pool so that it may

sports goods. odds in cndsein fact anything in your attic. are very acceptable to us.

Have a good look around the house. then call any

furisiture, food, pictures,

wait.” sas can win a phased nod at the particular card as which shots writing. "she'll surely get a scholarsliipi'

Teachers are always concerned about pupils like Sara and Bally. After all. Sam lariias their

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