i

PAGE TWELVE I I TO

KENSINGTON NINK munav. FEB. 27th

Second game of a two-game series for the Boy Scouts Championship of Prince County

0lLeary Boy Scouts vs. Kensington Boy Scouts Game 8:15 Sharp

SATURDAY. FEB: 28th

First game Intermediate "C" Semi-Finals

0lLeary Battlers vs. Emerald

Game 8:15 Sharp

I Freetown World Day

Of Prayer Service

-The World Day of Prayer ser- vice was held in Freetown United church on Friday afternoon. Feb- ruary mth, when women of the surrounding districts met to join with Christian women of the world in a service of prayer.

This beautiful service with the theme "Walk as Children of Light" was prepared through the co-op- eratlon of the African christian women. The leaders' parts were taken by Mrs. John Andrews and Mrs. Scott Cairns.

Prayers were offered by Miss Mary Cairns. Mrs. Elton Cairns. Mrs. Eldon Drummond, Mrs. Rob- ert Jardlne. Mfrs. Donald Bernard. Mrs. John Lewis and Mrs. Wallace

The address of the afternoon was given by Mrs. Hillard Moase. Ap- propriate hymns were sung with Mrs. Allison Proffitt as organist. and a solo by Mrs. Wallace Reeves was greatly enjoyed. The hymn, "The Day Thou Gavest Lord Ended," and the Benediction. brought the meeting to a close.

CAMEO THEATRE

KENSIN GTON

Friday-Saturday 7 :15-9:15; A story of a young tennis star player and the price of fame in the big time Sports racket! Forrest as young tennis player, Claire Trevor as the plotter even if she is her mother, Carleton G. Young as Sports Promoter. in "HARD, FAST AND BEAUT- Also Serial and News.

IFUL".

Matinee 3:30 on Saturday.

Starring Sally

TAB They embraced the time of pros-

CAPITOL

Summer-side

TONIGHT & SATURDAY NIGHT ONLY. TIME: 7 - 9:25 -- BIG DOUBLE BILL

HE and

Hm,”

ADVENTURE!

a counterfeiting gangl

HAS IDEA5-" what idousl

M-G-M1 Dolidlllui comedy-Romance. with

GLENN roan nun: ROMAN vliiiilliby total?

with NINA FOCH DONNA CORCORAN x T

-frusai-:'s-Acnoai

Down Mexico way as those Rough lIdIn' liido tangla with

The Rough Iidln' Kids

NICIIIEL BIIAPIII -I EILEIIE JANSSEN u"llB" is "July" , '

-aalilii IlI.l' IIIIIHVX-ITIIICIT

WIIIIIO DI AIIMMI Flier IIMOCIII I1

NNLIAI LNEV I IIJBI Mlmlli 0 HEB C. wuumon

& I REPIIIUC Pillilllltlllll

lnulllc Ficluul Coll. NIIIOII I. Vain. PIIIIWM

ATTENTION - KIDS - ATTENTION

Another Big Cartoon Carnival Saturday Mxitineq

p.....

(NOTE: ONE FEATURE PICTURE ONLY)

"WILD HORSE AMBUSH" Starring the Rough Riding Kids

EXTRA:

"A 3 STOOGE COMEDY"

AND ALL YOUR FAVORITE CARTOONS DON'T MISS "CARTOON CARNIVAL"

Educational Continued from page 1

Harold Shaw, M.D.. C.M'i., an glum. nus of Queens University, who cxpresed his regret that his last year at Queen's was the speaker's first. After the' lecture Dr. Wal- lace met many of those present at a reception held in the library. The refreshments were prepared and served by female teachers of the College staff.

Dr. Wallace: Addron

Following is the text of Dr. Wallace's address:

"It is given to few men to have the responsibility of directing the policies of an educational institu- tion for as much as thirty-six years. such an one has the op- portunity to impose his personauty in a vivid and enduring way on all with whom he has been as- sociated. staff and students alike It .is because of the fact that Dr. Samuel Robertson did so to an unusual degree that this lecture- ship has been founded and that I have been honoured to be with you on this occasion.

"The first thirty-six years of this century were stirring years.

perity of the first decade and more. the first Great War. the period of recovery in the twenties, and the depression of the thirties. coming to a close about the time when death mime to Dr. Robert- son while still in harness in 1937. An eventful period, full of great issues. It gave him the opportun- ity to consolidate Prince of Wales College, to place it in the path of its greatest usefulness. a path which the college continues to fol- low to the present day. Much of lsignificanvt value to Canadian ed- 'ucation. both in personalties and ill emphasis, has come o t of the Maritimes. It is a great. pleasure to participate in a tribute of mem- ory to one who was in the great succession of leaders in education at a time which. to-the younger meni-bears of my hearers at least. is already in the catfory of the far- away and long ag . The Good Life

"I have chosen to speak about some phases of education. for the man whose memory we honour. devoted his life to education. I wish in particular to deal with education in so far as it may con- tribute to the good life. For I as- sume that this is the objective which we all strive to attain. In my young days it was a common occurence to hear a mother say to her son. especially when he was setting out from the home roof: '1 want. you to be good! I think that the mothers of today, while they may not express their inmost prayer so directly. have the same wish in their hearts that those of an earlier generation had.

"For the purposes oi this discus- sion. I shall widen the meaning of the term ”good"' to embrace all that contributes to a full and satisfying life. in which our indiv- idual potentialities find adequate scope. and in which these potential- ities are utilized to the full.

"To live a good life means to live up to the highest level of which we are capable in the spirit- ual. the moral. the intellectual and the physical realms. That is not to say that education can reach this high objective. It is to say that this IS life as it should be lived; and the purpose of education is to assist to that end.

All-Embracing

"In principle there will be gen- eral agreement that education has

form. In practice, however. it is obvious that one of the four as- pects of life which we have enum- erated --- the intellectual - has received in our age by far the great- est emphasis. Three-quarters of the time in school. practically all of the time in college or univer- sity formal studies, is given to the training of the mind, We take it for granted.

"'i'his is necessary. we feel. in order that these young men and women may become responsible citizens in a world where the II- norant and uneducated find them- selves severely handicapped. To read and to write, to handle fig- ures. to have some knowledge of the world around us. to know something about people and the workings of the human mind. to be able to think independently, to be able to engage in a useful oc- cupation - all of this is in the realm of the Il'lI.l"ld. and to all of this our educational system is geared.

”That. is not to say that other aspects of living. not exclusively intellectual. do not enter in the curriculum of school and college. But it is safe to say that they have been treated as subsidiary. Men and women are appointed to staffs because of their abilities and their knowledge in certain subjects. They are inteotually oom- petent to give intellectual assistance to their students.

"A great philosopher once uttered the dictum: "In the world there is nothing great. but man. In men there is nothing great but mind'. The mind of man has achieve amazing triumphs. The state. even in outer space, have been weighed and their composition his been

REGEN

Tbday ...... .. Saturday

too:

determined. The long story of the earth has been pieced toffelhef. and tho stages of the evolution of life have been made clear. The intricacies of the atom have been disclosed. and the amazing source of power locked within the atom has been released. The world is linked together by radio. and by television. to such a degree that we are all close neighbours" And the mind of man has wrestled with the problem of life. and th- problem of values. in order, if possible, to not up some lull!!- posts to help -us on our way. "it is by such. and such like. triumphs of the mind that man has been lifted into a stature in surpasalng that of even the most intelligent of the other animals. It is by similar achievements of the mind that he will continue to rise. in bygone days the Scot- tish schoolmaster - domlnle. he was called -- would spend much time with the 'lad o'pairfI'. Such a young men might go far. for he

served to be specially assisted. and pushed on. if possible, to the uni- verllty. There was a discovery here of latent mental ability which

accumulate at an alarming rate day by day. , They are necessary I!

lectual education, that fact: be-

this all-embracing function to per-funds. 0

had intellectual capacity. He de- 4.,

World of Facts "The world is full of facts. They

background material for thought. There is the constant danger, in this process of intel-

come the master instead of the servant. The memory. is taxed with facts which the unfortunate student has to learn, to memor- ize, to reproduce in examination. and forthwith to forgot. Looked at from a practical standpoint, only such facts are valuable as nre' needed in daily life. With that equipment one can get along. provided one has learned how and where to find other fact: when the need for them may occasion- ally arise.

”I recall an illuminating ex- periment that I made at a. West- ern university many years ago. I took a bound volume of the examination papers that had been set for the final examinations with me to my summer cottage, and selected the subjects which I had studied as a student many years ago. With the exception of my own particular subject, which I no longer taught and in which I would have made passable marks. I would have averaged not more than ten per cent in sub- jects in which as 8. student I had made good standing. The factual information had gone from mem- ory. and an overwhelmingly large part nf the examination questions was factual.

"The disturbing thought had to be faced; is it all worth while? Undoubtedly we need facts as the material with which to think. But do we put enough weight on the thinking process. What would he the reaction of any group of students if they were confronted wilh a series of questions in ex- amination which could not be an-

hnt which demanded the analys- ing and thinking through the facts which they had written down in order to determine their significance? And yet this is the process with which we are con- tinuously confronted in actual life. We call is, analysis. or reflec- tion, or thinking through, or what you will; it is more than knowledge. It is the fruits of knowledge.

Final Question

"One other experience. and from another Western Province. I do not want you to deduce that there is something peculiar about the West. I am convinced that these illustrations have geneal signif- icance. I was asked to set an ex- amination paper in physical geo- graphy. I noted according to rule and formulated a set of questions which could readily be answered from the textbook. But I added a final question. "In your opinion. how were the physical features of the landscape found in the district with which you are familiar? You will. I think, agree that if the study of physical geography has any significance, it should lead to application of the principles in home territory. But, as you would expect. there were loud and violent protests. It was not in the book. "Perhaps we do not like to think. It is a hard process. and it easier to take ready made judg- ments. from our newspaper. from our friends. from books. We do not as a rule question those judg- ments, and try to analyse what might be the prejudices or emo- tional bactgrounda on which. rath- er than on facts. these judgment: may have been made. We have not learned to depend on our own In such a case it is easy 1- the propagandist with his subtle catohworm to carry us away to follow this 'isml and that. The in l t ldiscipline, to which we devote so great a part of formal education. falls unleu it incul- cates the importance of independ- ent. thinking. The system of dem- ocracy depends ior its very secur- ity on men and women who can think for themselves and have the oourage to act according to their convictions.

Care Of The Body "Thus far we have dealt with only one of the aspects of living for which i ” should lay the foundation. The care of the body has only recently been given em- phasis in the school programme. To the Greeks, this was fundamental. They considered that the develop- ment of physical powers had not only aesthetic value - as seen in their statuary - but mental sig- nificance as well. And to the R0- mans 'mens sane in eorpore sand -a healtlw mind in a healthy body -was an important objective. "Flor many years. both in Brit- ain and in this continent. this side of education was left to the playgrounds and the sports flel through games organised in the main by the pupils themselves. Nowadays school and college au- thorlties take remonsibllity in the matter. and see to it that Phllllcal education and health instruction form part of the daily. 0? it the least weekly. regime. The schedule of school sports is no longer left to the responsibility of the students alone. Staff members have. as part of their duties. the supervision. and in many cases the coaching of these .

"we have come a long way in the last quarter century. It still remains to be said, however, that school games are participated in

tutors and

hockey a loose pwfodonal the whole loam. of its Incubus. much to Justify N01 such. than is it. or its influence. university. "There in sports than the healthy body. There is Judgment control and timing. The

in school

"11 go machine.

is something more. motel cloelvllne. No one

gamed

further education would help to develop.

THE GUARDIAN. Cl-IARLOT'l'ETOWN Ihave taken ninioelf, but needs it less. may-not win the immediate plaudits of the multitude. but he gard which for He who has learned it has learn- ed, to live.

morals. There has not at any

swered directly from lecture notes. '

is Catholic Church has been wiser in

(I. carry on beyond physical death.

by a minority of the students. and that. as with us eldon, the sme- lookerson predominate. It has to be said. too. that the in- fluenoe of profeaalonall-n is be- ginning to extend clown to the schools. There are many school teams that have more than connecuon with the great organisations. If not then at least some While there is . onlonalinn as nothing to II! 10! or

mora in games and development of a

t. to th ill like be;

I I VI .

oomoa plan mm

Then is a

who

wall can play a self- Iunds that

wins a tribute of affection and re-

nry triumphs. It is hard to learn.

Field of Moral: "This takes us into the field of

time been a olearcut way of deal- ing with the lnculcatlon of moral principles. There has always been some doubt as to whether the di- rect approach is the sound way. children - and grownups - re- sent moral preachments: or. to be less dogmatic, children beyond the tender years develop a sort of pas-

teaching.

- It seems to coma indirectly. In the football field. or in the pro- jects or enterprises in the class- room. one learns to co-operate by co-operating. some incident arises

The story of some great man's life makes clear the principles that guided him. Biographical liter- ature ls effective in cinculcatlng moral principles without seeming to do so. Most effective of all. of course. is the teacher. Actions count much more powerfully than words, and young people are acute observers.

PA great teacher can mould character, and the greatest do so with the least words. We live life; wo do not speak it. There is no point in advocating democ law if young people are not permitted to, handle their own organizations in: school or college without interfer-5 ence by older people. You may re- call Dickens' description of the school at Dotheboy's I-Iall where the spelling of the word window was followed by the command to gal and clean it. The illustration is

demonstration does the precept be- I come effective. I not know I whether a personal experience may I be taken as typical. I have learn- t ed more of the worth of sound moral principles from people whom I have known than from what may have been said or written about the good life.

Narrow Line . "There is a narrow line that sep- arates the moral from the spiritual. ; The world deals with right. con-' duct. The spiritual is concerned with the sources of hidden power. It took the experiences of the last war to make us realize that till world cannot live without religion The tendencles,in the Protestant, faiths had been to separate educa- tion from religion, in schools and universities. It was feared that the v dominance of the Church might in- terfera with the objectivity of ed-I uoational aims. It was discovered. with something akin to shock. that i the younger generation was grow- ing up without knowledge of the Bible and of fundamental religious

U

eliefs. , "This has led to a change in at- titude. In most provinces min- isters of religion are invited to visit the schools once a week to, give religious instruction. The ex- perience seems to be that. if they are skilful teachers, they do ef- fective work. Probably the Roman

this matter. It is the dictum of the Church that education and religion cannot be separated. Thev l are parts of a single unity. I "Whatever may be the better- procedure to adopt-and there are solid arguments on both sides The underlying principle is sound. Religion is part of life; and educa- tion is incomplete if the spiritual is left out. The matter has been made unnecessarily difficult by the diversity of creeda among re-. ligious people. and each group af- - firms. often with heat and vehem- I ence. that there is only one true. faith-that is. their own. But fori this difficulty. much more effective I work in instruction at the school. and university level could have. been accomplished. 1 "That difficulty is still with us! What we are concerned with here,

is the common ground. rather than

the difference in details. There were the days when science seem- l ed to point to a world which ran! as a machine. without outsidcp I

power. a world that would event- ually run down and would return

to the stillness of death. "mail conception of the world has alli but disappeared. There have been. the newer discoveries which have-1 seemed to indicate that there is

some indeterminacy in the sequence

of events. There is not the feel-

ing of lnevitableneu that at one; time prevailed. There are areas in life that science has not begin able to elucidate. There is a growing feeling of a power beyond our- selves. and of a purpose that will

The deep aspirations of the human heart reach out to a God that di- rects and plans, that gives strength and comfort in time of need. that gives meaning to the perplexing issues of life.

i some or Tha Unseen

"It is this sense of the unseen that is common to human hearts everywhere. and that cannot be left out of the picture when we think of education as a means of smut- ing us towards the living of the good life. There is much that can help. But here again. as else- where. we come back to the influ- ence of the teacher. not in words. but in personality. The man or woman who is religious, in the deeper sense of the word, cmnot fall to show to others, and most of all to observant young people, that there is a faith that goes out beyond the transitory issues that have to be faced day by day into the eta-nal verities and the Divine powers that control our comings out and our goings in. Fortunate are'the institutions that have such men and women in their mldst. Doubly fortunate an the young people who are lmluoncod

by them.

"We have endeavourd, in this discussion. to deal aoparatoly with - tho intellectual. pivotal. moral and spiritual aspects of our nature as human beings. But that has been simply for convenience. We are all well aware that they are not in reality. Ioparau entitles. They belong to the whole per- sonality, and tho paraonalhq is not made up of those qualtlu added together. but is so blinded that