" Widening Educational Horizons

.7 1m: week the loreword ‘urauia

warc‘ situation. someone may have

ed peddlare. men who cannot work

lili “*9” wnwn by Mr‘ N°‘"“m ‘°“3°"’€“ h“ Mn’ °‘ demled N‘ a sum in the rule of three. men

mwdonald. one of the teachers in m, summeraloe tiign school. as "u .3 being a successful teaciiel} “L macdonaid is keenly interest- ad in di-unatlcs. No less than three 'Luu.lgn‘I.h plays bear out min interest. one or these “Apron str- mu," written‘ and directed oq Mr. ugedonald has been entered in the "mo. lidward Island Drama FMLIVBI which is being held in Charlottetown the week of May ' 34th., and what the Music Festival ,, to those interested in music so me Drama Festival is to those who are interested in "The Play".i producing amateur plays is run. rhere is a certain amount of work to it, both for directors. actors. and the people who look after prop- gtrlel. advertising, etc.. but the le- duds that come when the foot- nghu go on. the house lights go 51!, and the curtain whispers its my towards the wings. more than make up for the months of pain- llaklnk D1'9D3“'-1°n- V The experience of being the centre of all eyes as he holds the mi,-mr up to life gives the actor added self-confidence and poise. Even the extrovert for whom “all the world’: is since" we special thrills out of this more organized process of displaying his talents in an audience. The lntrovert is gspcclally helped. He is the centre of an attention which his inhibiti- gaining

entrance. and in such a crisis an atlrolt ad llbber can save the situa- tion. But some actors have so much faith in their power of ad libbing that they do not bother to memor- ize all their lines. preferring to give an Original twist to many or them. by using words often tlought up on the spur of the moment. The playwright may have lad considerable trouble making sure that the lines are “in char- cter." What preposterous conceit eads actors to believe that these ell-thought-out lines can be im- roved their “on the spur of the noment" improvisations? They may ket louder laugh by these changes, but we must not forget what the "loud laugh" sometimes bespeaks. Uproarious merriment on the part of a section of the audience is no guarantee of the excellence of the play. or the ability of the actors in it.

Occasionally all actor is so flush- ed with enthusiastic audience re- sponses that he continues to make Iuces. or to do other humorous antics in the background while the progress of the play is being ad- vanced by other members of the cast. This. though it "splits the ears of the groundlings". as Ham,- let admits. is very bad teamwork. and should be avoided. It is very much the same as "hogging the puck" in hockey.

The main thing, however. is to

who cannot write a letter without blunders, men who do not know whether Jerusalem is in Asia or America . . . . to such men. men to whom none of us .would entrust the key to. his cellar, we have entrusted the mind of the ris- ing generation. and. with the mlndl oi tne rising generation. the free-I dom. the happiness. the glory of our country”.

Macauley lpoke at the end of an "era. Even as his words were uttered. enlightened efforts were being made ui half a dozen coun- tries to establish Normal Schools and Teachers’ Colleges so that men and women might be given the training necessary for effective teaching. Those were exciting days in Canadian education. Our first Normal School was opened in Mont- real in the year before the Paplneau Rebellion and before the end of the next decade Ryerson had est- ablished a Normal School at Tor- onto. Dawson founded an institu- tion for the training of teachers in Nova Scotia before he left in 1855 to become principal of Mo- Gill and one of his first acts in his new appointment was to found. with government assistance. the McGili Normal School in 1857. In Prince Edward Island you were ahead of us by a year for your Normal School was opened with banqueting and speeches on October

-. ed as emergency training pro-’ ,.i.ll'liuli5 were devised and the standards of admission and train- mg were reduced to a shocking level. ‘ .

The crisis was rendered even more acute by another developmen‘. In science and industry new and ex- citing opportunities were opened to men and women with a sound education. Careers in medicine._iu management. in enguieerinl. in in- dustry. in research offered both attractice salaries and Dllblfll esteem. For a very considerable number of young peoPlB 3 ml“ period of training and a short term of service as a teacher open- ed the way to more lucrative pro- fessions. Thus. while a considerable number of skilled and devoted teachers remained in their class- rooms, for a large number of tal- ented men .and women teaching became a stepping-stone to another career. And the success attained by these former teachers left some- thing of a stigma on those who remained in the profession. The cynic again complained that the teacher preferred cloistered life. surrounded by admiring children. to the rough burly-burly of the world at large. The teacher was one who couldn't be a successful salesman. who couldn't build bridg- es or a power dam. who couldn't understand the intricacies of high finance. This attitude was. of course, summed up '.i the hackney- ed phrase oi Oscar Wilde “those who can do. those who can't teach".

Thus, an emergency was bound to develop. On one hand. the schools became more and more crowded: on the other. an increas-

it has opened he door to some practitioners whose -qualifications and performance .to say the least. mediocre. some time ago I was discussing school experiences with a friend who made this significant comment "I had quite a few teach- ers. fifteen or twenty perhaps. but only two or three of them really meant anything to me". "You must understand" he said. “I don't imply they did me any harm. They were well-meaning enough; they lust didn't register". This experience is typical of a good many in my generation and it reminded‘ me of a statement by thedilstinguished American educator. Jaquee Bar- zun. supreme examplfi such as "Socrates. Buddha and Jesus, show that no limit can be set to the power of a teacher" -—- no limit can be set to the power of a teacher. Then he added significantly, “But in the other direction. no other career can so nearly approach zero in its effects". We have the great teachers in our ranks; unfortunate- ly. we also have others whose in- fluence "approaches were“. Our problem is to determine what makes the good teacher: our chal- lenge is to banish from our ranks, those whose influence is zero.

The story is told of a Uni- versity graduate in Economics who returned twenty years after his granduatlon to visit his old pro- fessor. After some preliminaries. he asked to see a copy of the examina- tion paper which had recently been given in one of the courses in which he had taken honours dur- ing his unurgraduate days. After a. brief glance he remarked. "These are exactly the same questions that were asked twenty years agol"

helper who cannot us entrusted with the full reoponaibllity of teaching. He has been chosen at random for his willingness rather than his talents. given a sort of

Month]. May 8. 1934

no aaannaa rage:

token training. and placed --r--‘--

the iron-handed supervision of I inspector. I am happy to say tha this attitude is disappearing among departmental officials and the in,- specwr has become less of a sup teacher and more of a colleag e and consultant. However, there

a growing danger that his pla 0 may be taken by the textbook wr' er. In recent years there has be

a steady improvement in the st le and format of our textbooks and professional magazines but. with the best intentions. the publishers and authors have done a great deal to curtail the freedom and initiative of the teacher. Books follow rigid course pattern and are supple- mented with elaborate teaching manuals and aids. The publishers assume that the teacher is too immature or too busy to do much planning for himself. Unfortunate- ly Qils attitude has been accepted by teachers themselves. Within the past week I read a report on a new course of study proposed by a Committee of teachers which recommended a certain textbook because “for the inexperienced teacher it contains all the informa- tion he needs to know’.

I believe that we must rise above this level of incompetence if we are to justify public support. The teacher must master his subject. he must be competent to judge the needs and interests of the child. he must be competent to organize his subject material in a clear and stimulating manner.-We must have

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s prevent him from ‘‘.1356_ It ,. lte t- 15 -1 ‘ H ’ ‘ Ifiionrml me‘ where he dodges the get started on that play! If you remember mg,‘ gxrresvififanl: Edna? mg number or “ache” was “mph ‘Yes. replied’ the professor. “In teachers who_can work intelligent- REPAIRS .-polilglill. and seeks the shadows break a lot of the rules. and donald wan “Vim -In Boston in the ed mm mm... occup,m°m_ 5umd_ economics the questions are al- ly with their colleagues in de-

at the fringe of the crowd. Quite often he reveals facets of person- ality which none of his friends dreamed he 905595-3€‘1 V

Then there is the feeling of com- radeshlp which accompanies the putting on of a play. There is an excitement to opening night.

nd to the foliowln nights of pre- age _ .

:t.‘lllall0n that knifts the cast to» el-s‘ Federation. heN§:/mcIledth}‘l‘r?l1(f ?in‘f:ie0xll.l‘l)utreydl;' that afford the long per-iod'of training ‘I13: ‘“”‘3‘“d‘-BE 951"-“l°ll_th85 {Can l’?meedmb¢:'.1°65€T:lenLls!;ih! ill!‘-1 um-Ls TAIL! ‘ N0 blnklbk 5‘-‘°“1'"Y“°°d°d gather in the wonderful pattern . . . , . the mm ms (msible rm. this deVe_ required rm. muse profession‘. H e grea y. ur communl ies cry 0 uca ion w o a. earne _

mmumml expmenm “mm Tl:ALHI-IRS I-OR oua >I‘lMl'.S lopmem had?“ am and penmah is We um reasonable standard, are more anxious to. understand angaci-blade for the inspiration of "u°:g:m 33:31," ' ”g'::§';f' ' R=<lU"=m=n'=°35yi° me‘ El'°3‘5’- I '"“5'- UPS‘. 01 811 €Xl9l‘i.'hs my ing understanding of the teacher's were maintained in secondary 9 pt’,"p°5e5 "'5 9du°““°1l and the their exlmlple “id “'19 depth °f .- —- — -- o sensiblefepmg

Teamwork ls lmD°F“m¢- Til‘ lilcasure in being your guest tu- tack. Your own William Monk who schools. where fees brought addi- °1l;°" 1°" °‘ ‘he 5Ch°0l- more m- their d°V°'-101* Peter Abelard. Whose $105.75 $10.00 I!

N669“ N=h‘°V°d bl’ °V"3’ P1“Y“‘ ”‘ night Many precious ties bind me entered upon his duties in char- tlonal revenue. but the elementary : "°l'1‘fi1 "mt ‘he ""‘“d’”d5_ °l4““" 5‘“d°“” "°“k°d “°m 9"“ 1”" some use is 0 Up to 24 months to repay the out depends on the W101‘ mem- in Prince ridwuril lslunu. not me lottewwn in i356 knew what skills school was staffed almost entirely “° 3 "’°’°“‘°“ be '“*“""""°," mm ‘"3"’ “° W“ “’”'" “"9 slo.u 17.00 24 ;

bets. The l!i’=l”l0l’mNlC0 01 the least of which is the friendships his students must master before by young women with inferior °' ""3 “"P'°"°d-.The Public 15 “"93 R"‘h5Td MU1°35lrf'l"- W110 bull?» 7“ 5‘ “M 2‘ 0 Phoneorcomeiniodayforful leads will sulfer if the 5llDiJ0l‘l- I have formed through the years they could serve in the classroom qualifications and little experience. ‘:;°p“'° d‘° ’°°°3’“z° ‘T"d ”“'a’d 3“ °“""‘bl° r°p”"""°" m "“’° Em?‘ ' ' friendly servioel

ink Chflfllciefl H5 110‘ d°lllE 3 with many or your lnembels. who and the same must have been true or by young men on their way to 9 j3°°m teacherv -.‘"“'l“"'iV ‘5_ 15 bemean 5Fh_°°15f wmlflm G“Dm-

Kood l0b- LEW emvlfllice-‘J. failure have made a contribution to the of Ryerson and Dawson. For all some other career. The system was 5}-:°w’t‘e3 °’°"‘m3lY lmP3“°1'"'Wll-h Wm“ d'5““°“°n 33 9* l°h°°l'

10 PICK UP I C09» Ind 031191‘ 9l‘|'0l'5 educational professional life of the these men the teachers was much supposed to compensate for the e "ch" w'h°5E 1n”"°“°° l5 mag" W” M 135‘. than 3‘ an

of omission Oi’ Commlsfllon 51380‘ Dominion out of all proportion to more than a negative character. shortcomings of the teacher and 1°?‘ _ _ “msl °‘_” 5‘ “"105 Madame D A iIll\’f‘l’5€lY “*9 ‘WW5! 01 the PW" their numbers. I am very halllli’ a man who couldn't fight. or could- a hierarchy developed in which th "1"" new 5°91“ _Chm3l9- in M°““55°"‘: dedlutfid '4’ 7319 Educ”

duL'il0n- EVETY member (ll the 035$ to be among so many oltl friends n't. preach. or couldn't plead a the most influential and responsible 9 5°‘ °! ml‘ 5°““”‘° °°"C€1'" mm °f “'9 "“d“l'PTlV“°B°d?

lrntn the leads whose rapturous embrace is very often a signal for the final curtain. to the messeng- er boy who appears briefly with a telegram in the second act. should

be imbued with the feelinlt that

he (or she) is an important link. and without his very best efforts the complete chain will

be less

your play is coming apart at the seams. you will still have a lot of fun. and so will your audience. believe it or not.

An address by Prof. D. C. Monroe. Director. School of Teachers, Mac- donald College. Quebec. given in Prince of Wales College during the Easter Convention of the Teach-

agaln tonight. I should like also to ackliowlcdge the debt of my generation of MCG|ll students. to one of your distingulsliefl sons. Dr. Cyrus MacMillan. who was respect- er as an inspiring teacher during my undergraduate days. I like to think that some of my literary enthusiasms and particularly my

late 1840's during the stormy coli- troversy that followed the establish- ment of the first Normal School in Massachusetts by Horace Mann. Memories of this episode may well have been in his mind when he made provision for the training of teachers in the College which

case in court. They all recognized certain positive qualities that a teacher must possess and cultivate and certain'specific skills that he must diligently practise. I think there is no doubt that the Nor- mnl School of a century ago made an llnporfant contribution to the improved standards of education in

ards were relaxed. Instead of the wounded sergeants. discarded foot- men and ruined peddlars. school authorities employed the immature and the uncertain, those who could not make up their mind which occupation to choose or, having determined on the church. the law. or medicine. could not immediately

nsitions were held by administra- ors or "super teachers“ who had graduated from classroom duty as Edward Thring said in England “we must depend on systems because we cannot be certain of having the man".

Then came the specialist. when it became impossible to find a

ways the same. it's only the answ- erere that change". I would not like to suggest that in education our policies and principles are unstable but our answers change and so does the attitude of the public. I think there is good evid- ence to prove that, during the past ten or fifteen years, the social

about educational practices. What does the Exbect of the teacher? First. I think it demands competence. Through the years there has deve- l°l>6d an unfortunate caricature

standards and Dublic

partments of education and who can employ the textbook. the film, the radio as effective aids to learn- ing.

But competence is not enough. The public also demands convic- tion. The great teachers to whom Barzun referred were among the great spirits of history. You and

saunderson nf Oundle. Whom H. G. Wells judged the greatest school- master he knew. These were men and women of burning zeal and high purpose. For each of them teaching was a way of life. I like

of the teacher as a poorly qualified

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likely to hold the audience entht'i1l- ‘appreciation of Shakespeare mayl Canada. the United States and teacher qualified in all subjects led. be traced to his classroom where Great Britain. and able to work with children of Then there ll! the Ill-l-I1B»Cl-loll the lectures were always stimulat- Close on the heels of this devs- all age groups, school authorities 01 F-l'l0W'lfllZ that H1 iofikllll Pill‘ ing and scholarly. And, finally. lopment. however. came asocial. employed kindergarten or element- 3 in the play you are helplna 1-0 I must pay my humble respects economic and political upheaval ary specialists and special teachers , rail! funds l0r Mme W0l‘l«1'lif C8ll59- to the founder of our College, Sir which revolutionized the whole for Art or Music or Lanuages. " "X?--' Ch005lnlt the viii)’ ll lmD0TlJm~ William Max-donald, whose etiuca- western world. Industrlallsm and Fundamental training was not re-

Thele I-I‘! I number Of DIBYB Imflnk tlonal benefnctions are spread nationalism drastically altered the quired and these persons were not

“I0 DOD-i’°Ya1l:Y $390 which do 110': throughout Eastern Canada al- loyalties and aspirations of the so much qualified to teach spec-

l'l°f|?l"- 910 11111)’ efficient I will’ though a generous portion of them common man. new hope was plac- ial subjects or grades as they were

group adequate scope‘ for i tal- la ooncentrated in McGili Uni- ed in education and new responsi- incapable of teaching anything out-

Inis. They are filled with crude varsity. His spirit lives in our Coi- bilities were assigned to the schools. side the area of their own parti-

oomedy situations and horse Dlay ege today and through it. I believe After 1870 the principle of uni- cular interest. This sort of thing —

that require considerab enefll’ we hsvea firm and venerable bond versal. free elementary education has been carried to extravagant V

but little artistry in p ormancg. with his birthplace here in Prince was pretty generally adopted; after extremes until in Canada last year

By their "asides" and "_fl0llll0¢ll|l8l" Edward Island. 1890 equal standards of schooling there were more than fifty differ-

!0u Ihlll kilo‘? V-helm 011 U10 09319? My subject this evening is were provided for boys and girls: ent teaching diplomas. In other /

hmd. lllllidlll‘ KY0‘-IN With lllvlvle "Teachers for our Times" and I after 1920 secondary education was words there are at the present

OXDCFICDBO lhuuld not attempt Dilly’! think it presents a problem and placed within the reach of the time about fifty different defini- '

beyond "I6 range of their talents. challenge. It presents a problem the majority of children. These tions of the word teacher in the

If you're careful and I little lllclllf because I find a. difficulty in giving successive waves filled the class- various provinces of the Dominion.

Mill ml! let I 11011-l‘0Y|1i:)' Dlli’ you an entirely satisfactory defini- rooms beyond capacity and placed I am not surprised that the public '

-dmlr-bly suited to your needs. but. tion of a teacher. Indeed I am an intolerable strain upon the should find it difficult to form a

In Ronefll. l-ho l'0Yn1Y Pill’! With reminded of an international Con- school administration. school-men clear concept of the teacher. I

the lower price ial re Worth i-hfl ference of scientists which was as- like William Wirt of Gary. fn- have a good deal of difficulty my-

little extra you any for lareuntinr eembled before the First World diana. devised the platoon system self.

them. War to study the elephant. After and other ingenious plans to meet This unfortunate confusion has

prsgilgoeixiigi gig: r<;:8hl;l 1:‘ liltlllnl-eteulr a long atlarias of meetings at which thdcrlsis of over-crowding and not prevented the profession from B ,l L N

In many pan 0 vew were presen - uh erstaffing. The visions of the attracting and developing I. large _.

V-hellfiellm In llnlll Centre! Y0“ ed with great erudition. the mem- reformers were completely ahat.ter- number of excellent teachers but ul t

can't. act like a zieglffild pickimt bars concluded that their knowledge ~--~-

rirls for the chorus a on one of the ele hant was insufficient

of his “!'ol1ies." The people ygu and they agreed to adjourn for D A I C R O S S W O R D . . .

will be choosing HE Y0llr "Elf! - one Year during which each would ACROSS 3.Guldcd .Rubber ‘ c J ”

hours and friends. Turning i-hem pursue his studies further. During 1,unlt of 1. Like as tree

down after trrlng them out for the followoing months the dele- weight b.Goeeip flea.) .. »

I role H danleroul l!l’0¢0dlll’€ Uh‘ gates were variously occupied. The tlndial 6. Branders 27. Not '

in-In you are I born diplomat who Englishman immediately made I.Temper- 7. Biblical any. guy A

can successfully sugar over the: plang for a hunting gxpednlon w ature name thing .‘ _, . 9 .

disappointment of a rejection. It Africa and followed this by the ,3. Sign of (POSSJ '33-Turn‘ _

l;4l‘liu§:i!wher in “soout" the Dl'05l:; publication of a book called "Afri- 0 uoewd-u 8- Roman inch ,

. are they are epproache . can Avemu.-e". The Ame;-gun re. I .Mteteke garment. the :

in schools. church groti . etc. you tired to Barasato. Florida. where 12.30“ 0V0? 9-COROOHI film» ' 0"!’ a”.‘N°R‘TH“Mo h" d“ P"'“"d nmRM°“"b i

me it least hear thepili reading he began to breed bigger and b¢t- ushoogfm fitness ae.3::u« -id-la?-betel» in-ul-no-L Ywrhofwwmn HOT‘ '

9'' "int Dome ION: of recltltlolh ter ele hants. The Frenchman 7" 1 H3" - - - '

Saudi dialogues are useful one turned all the zoos and then wrote ‘¢"l¢l°' 15-5°” infill “N” 3 be“, mad

"-coutina" material. In Little a racey little article on the sex "4-Devmmlt 17-’Col-I P-lap.) 31.Cr\utoI- fomlum nalnessr . !

Theatre Guilds so many plays are life of the elephant The 0!‘-‘‘m'“ “cm” 18' Fun‘ wound 3 Thecadueive CONNOR wringer-with xelf-adjusting pressure

Dfelevited thlt. Al I general rule. searched the libraries (there were '""R°‘""' __y§m°.,. .,.m.1f.n;,|._ mu, ;1e.nod_k.'n5 gin

you are not taking a leap into books in those days). and wrote '|‘~lllns'rouaa nu’ ‘M .6a.m”"i"B'.ng_

the dark when casting begins for eleven volumes on "Genus Ele- ‘'''°'’' ,1

In important production. phantis". The Pole talked to scholars "- *"‘°" s 'l'heCONNOR Din Trap...anofher exclusive fearure...uaps

That the prospect will have a and statesmen. then wrote a study ’°-“""°" din from soiledclothing..Jnakesyourwashingclcaner. c;;';;;;;;'_'M;','__ '

voice that out be projected to the called “The Elephant and the Pol- ’‘ °‘k . ,

audience ii a "must." No matter ieh Question". The Russian retired '3|r°°’“;:l 5 0'47 CONNOWTHERMO °‘‘'‘‘‘'‘)'‘‘' 8“‘'‘''‘‘‘‘’“ '" P“"~

haw lovely the voice is. how fine to a garret. he starved and thought. ,1 Ream h ‘ ' l

"I! exprugion. how accurate the thought end starved, then wrote 3 "1 ml‘? f""""""”“"""""""""'"""“""""""""l

emphasis. all is lost if the sound ponderoua essay "The Elephant —- ‘ ‘OHM I . . 7 I

vibrations do not knock at the Does he exist?" The World War Mmmom I M W

Mr drums of the cash customers. intervened and the second meet- a H,“ | . 0

‘ It ia,.lust another example of the mg of the Conference was never ‘flung, | I

l;:u_:Ia:i;iuAita rslaeetnessi onwtiitile suinmi-med.’ m l I d” 31. A.mn'“,_ . .. ‘—w . E‘

V . ca rig yoce encoun er e dafne sor o - "E yarn in: of the other desirable attributes flculty when I search for an ac- 3g_ : w"” n‘ “W pl .Ih0llld be given precedence. ‘hue. curate and complete description of ;5,;,...‘. . g ‘lflk-lllgent direction can sometimes the teacher and a glance across the hegvy mm . 5 ‘ ‘ark wondera with a wee. small pages of modern history reveals (8p.Am.) . | mice. but the risk is there. The some strange and disturbing facts. 31.3:-ealuata . ' actor me not have time. or Frederick the Great is acclaimed an-tall ieeel , ' for other reayaons. may not be able as an enlightened ruler partly be- ll.)-fawairaa g imweve the yoioe projection. cause he introduced a system of Islands. ' _ '

so it is much safer and more aat- school: but. if I remember oor- (ebb:-.)u Hm na push-hmoa dream come inlet .

"“¢l0l’! to select someone with the rectlv. his school masters were the so. At large ' -mm .1; .5. ‘mg 9... of mu. dq, .

. vocal equipment ready- wounded sergeants and corporals -e1.Norae got 3

..'l|Ad0- ' of his‘ army. For him. it would : !/ Mopevefedbyfwonimpledlels. '“* ntateur the: lens. a inlly if seem.a teacher was obviously some- - M _

..lhev are at hon: befol-ewfhe foot- one who couldn't. fight and I am I6 1-in - / Mills iv-oil -vvowvetually I :}l‘lhia.maI'e more ugly to overact afraid that this negative definition 15- / evenywempreuun. : ‘ In undo elf is. The had made a de- irnpreea on on - . -. moat dlffictiitrptfhlyiip fer":-mateurs later aeneratlons.pYou all know “'1' \ gm 3-°°"”Y"°""'l’Y“"9"‘9 0 learn is restraint. They -“tear the caricatures of the teacher A-17"’-"°" - wovorecolonbyihofomoin I gonpauion to tdttexb" an Hamlet ‘which we find in Dickens‘ novels .3-"“”““" ' "".’ .....m.v.o..«lovaA1on. :

» illlllid. bounced b a '— ueen. Mr. and Mrs. Mc- , glE__n."v . auaur , .

Dhuu. or by weeds of mi} ohofkqumehnd. Mr. WopsIe'e amt ~Q5n'Y 03% D L . ‘ ‘ °° "°"‘ "' / 4-D--vvlM-----wwvr-f-m~ t| «‘ '9‘ 350 Mm “OI ‘I19 "I01 All!“ lhd Well‘ UK. You IUD l’OC0I' \ W J I ‘ \ “IMO 9imes...apin dun I ‘ .. ‘I11 improve their ptsurnanoe by also that not very natterlng croa- \ " " ° N G 7 ' "W ° - ' I , _ _ .l»...o. mall on , ,, cofluon out’ I : infecting . um. nu. “Ip" into tion of Washington Irving — Ieha- e mm simply sum-is for snow. In this example A is and 0., ummmw SE! Yolk , ' "- Will. ‘in’ a lot of bod crane. ‘rhea are the char- the 0 Us. x for the 01. etc. Ilngle letters. apoa- . uow...'loIIAYl v 3 ~ ‘Null. gut an mean-ily play- actor: one remembers as renresentao panel and at the words are all hf-nu. g I _ ..... .

'°“l|l- may be that Ilia extra clue of the teaching profession in hag fi ' pfi . . . i..-...ta.....-.....-_..-......--..........--_.._-————__-.