I‘ " Ertista create and

\ i

when their work is done

They point with pride to chiseled atone, to score ~

Iymphonic, to manuscript or all. Before

Their peers their measurable award is wonl

But you have worked with finer clay than one

Of these-with media as warns and real

As sunlight, yet with the tensile strength of steel,

IMPROVEMENT IN EDUCATION

THE iaucnoa

The mind; and hearts of children. . . There are none‘

Who now can measure worth for you or say

Your day is done-At some far council board

A mm may speak, remembering your way

Of justice and of truth his mind long stored

And speaking, change the pattern of a world.

There, unseen, your banner is un- furled!

THE NORTH ATLANTIC PACT

The parties to this treaty reaf- firm their faith in the purposes and principles of the Charter of the United Nations and their desire to

. live in peace with all peoples and all governments.

They are determined to safeguard the f-eedom, common heritage and

. sivilizatlon of their peoples, found-

ed on the principles of democracy. Individual liberty and the rule of law. ' They are resolved to unite their efforts for collective defence and for the preservation of peace and security.

This pact obligates the nations that signed it to make common

use against any aggressor in the

orth Atlantic area.

This pact was signed by twelve Western Powers on April 4, 1949.

Hon. L. B.'Pearson, Canada's ex- hrnal affairs minister, signed for Canada. Mr. Pearson said the pact gives "the promise of greater secur- ity and stability than we possess today."

Of its 14 articles, the following Ia considered the most vital ones.

Article 5:

The parties agree that an armed attack against one or more of them In Europe or North America shall be considered an attack against them all; and consequently they agree that, if such an armed attack

s, each of them, in exercise if t e right of individual or col- lactive self-defense recognized by Article 51 of the Charter of the United Nations, will assist the

ty or parties so attacked by

‘ ng forthwith, individually and h concert with the other parties, juch action as it deems necessary, Including the use of armed force, h restore and maintain the secur-

'ity of the North Atlantic area.

Any such armed attack and all measures taken as airesult thereof shall immediately be reported to the Security Council. Such mea- sures shall be terminated when the Security Council has_ taken the

es necessary to restore and maintain international peace and security.

Article 6:

For the purpose of Article 5 an armed attack on one or more of the parties is deemed to include an armed attack on the territory of any of the parties in Europe or North America. on the Algerian depart- ments of France, on the occupa- tion forces of any party in Europe, on the islands, under the jurisdic- tion of any party in the North Am- erican area north of the Tropic of

Cancer or on the vessels or air- craft in this area of any of the parties.

Article 9:

The pnrties hereby establish a a council, on which each of them shall be represented, to consider matters concerning the implementa- tion of this treaty. The council shall be so organized as to be able to meet promptly at any time. The council shall set up such subsidiary bodies as may be necessary; in par- ticular it shall, establish immediate- ly a defense committee which shall recommend measures for the im- plementation of Articles 3 and 5.

Article 3:

In order more effectively to achieve the objectives of this treaty, the parties, separately and jointly, by means of continuous and effect- ive self-help and mutual aid, will maintain and develop their in- dividual and collective capacity to resist armed attack.

THE FRE-DICATE

I The following kinds of predicates ‘ hour:

(1) A verb or verb-phrase mak- _hg a complete predicate. This may be either: (a) An intransitive verb; m, "He runs"; God is"; "They are Inglng." (b) A transitive verb; as, F80 makes a wagon."

(2) A verb or verb-phrase flaking an incomplete predicate. ‘This may be: (a) One of the in-

, lransitive verbs: be, seen, become, appear, having for its completion one of the following:

(n) A noun (or pronoun) in the zredioate nominative case. "l-le is a

rmer”; "I am he."

(2) A predicate adjective or ad- lective phrase, as "They seem good"; "He is without friends."

(3) A noun clause: "The triumph If my soul is that I am."

(b) One of the transitive verbs: lake, call, choose, elect, having for its completion one of the following:

(1) Objective Predicate Noun: ‘Tliey made him kind." “They

Jhose him captain."

(2) Objective Predicate Adjective:

Explain: A wiser never — spoke he word of power. According to

. ancient legend the magician had to fill on the friends he wished to summon to his aid at exactly lwelva o'clock midnight.

. How was the tower built? By lhe fiends which Sir Hugo had at his command.

What disaster threatened Scot- land at this time? The Norseman

_wore invading the country and lad already sailed up the Clyde

{liver and overran the islands off the coast of Scotland.

Who was Pharaoh? This was the ~ Utlo given to a line of Egyptian

‘Ckings. In this case the Pharaoh

."- _ who ruled Egypt at the time of the

. escape of the children of Israel is

a probably referred to.

\ Explain: Dire dealings with the fiendish race, The chief of the

; spirits who could be commanded

-' were the fiends from hell and other

‘~~- evn spirits.

l Why did the King seek Sir Gif-

ford‘! To learn if he could defeat

the Nor-semen, and how it might be '. accomplished.

"l-le made me angry."

The following is a fairly complete statement of the verbs that make incomplete predicates:

(1) Intransitive verbs: (a) The verb be: thus, "She was a heroine." (b) Become. grow, get, turn, and the like. "I became ill." (c) Remain, continue, stay, and the like. "He re- mains a farmer." (d) Seem, appear, look. "She seems a goddess." (e) Sound, smell, feel, taste. "It sounds hollow." (f) Verbs of state and mo- tion, such as stands, sit, go, move. “The door stands open." "The wa- ter runs smooth." (g) The passive of verbs which in the active are folowed by an objective predicate, “He is considered a good player"; "He was made president."

(2) Transitive verbs. Make, call, choose, elect, are the most com- mon, but there are many others. Of course these verbs are not always incomplete, as "I make books." Make here is complete, but in “1 make the books red." "Make" forms amincompiete predicate with its objective complement "red."

THE ELFIN KNIGHT

State in your own words Sir Gif- ford‘s instructions _to the King. He was to ride out at midnight to a flat rampart or table land, which was on top of a nearby hill. En- tering this from its south entrance he was to blow his bugle. On the sound of the bugle the fiend would appear dressed as Alexander's worst enemy. He must fight this Elfin Knight and if he overcame him the fiend would tell him what he wish- ed to know.

How did the King fare in his fight with the Elfin Knight? lie was successful in his fight. Also in learning what he wished to know. But received a slight wound on the face.

What was the result of this fight? l-le learned that he was to defeat the Norseman, and also saw much of the future of Scotland. He de- feated the Norsemen then went home.

In what way did the King pay for his adventure? Every year afterward his wound would bleed and smart on the night on which he fought with the Elfin Knight.

REFOkRM BILLS

I .~._ Reform Bill of 1882 (Grey) . Lord Grey was a landowner and an aristocrat, but he was able to ‘ lee that the middle-cfsss demands were reasonable. He was leader of the Whig Party. In 1831 Lord John Cf-‘Russeii, a younger member of the arnnient introduced a Reform Bill.’ This bill proposed to give the Veto to those in the counties who i nted land worth 50 pounds a ‘ “at, and in boroughs to occupiers

of houses worth at least 10 pounds a year. A large number of rotten and pocket-boroughs were to be deprived of their members and about 50 new industrial towns were to receive the right to send repre- sentatives to Parliament.

Opposition to the Bill. King Wil- iiam IVand the Tory majority in the House of Lords were hostile. When the- latter rejected the bill, rioting broke out in all the big towns.

, and more important

Finally, going to William IV. Grey persuaded him‘ to create enough Whig peers to carry the Bill through the l-Iouse of Lords. It became law on the 7th of June, 1832. Its passing showed that the Lords must yield to the Commons, and it gave Britain real represen- tative government. But it did not make Britain democratic. Only about 16 per cent had a vote. Artisans were still excluded; the ;workers were therefore, left dis- zsatisfied.

The Second Bill (1861)

1n 1885 Lord John Russell suc- ceeded Palmerston as Prime Minis- ter of Great Britain. The most able man in his government was W. E. Gladstone, at that time Chancellor of the Exchequer. Gladstone had started life as a Tory but his opin- ions changed and now he was one of the most advanced men in the Whig Party.’ Because of their ad- vanced views the Whigs were be- ginning to call themselves Liberals. The Tories called themselves Con- servatives. In 1866 the Govern- ment introduced a moderate Reform Bill which was defeated through the action of a number of discon- tented Llberals. The Liberals re- signed and the Conservative party took office. V The most remarkable member of the Conservative Government was Disraeli, later Earl of Beaconsfield. He introduced another Reform Bill. In 1867 while Chancellor of the Ex- chequer, he introduced the second Reform Bill. Terms of the sec-

A Literary Test

1. The man who had a lamp that

gave him many gifts was

2. The Norse God of

was called 3.

Thunder

blinded the eye of the giant Polyphemus. 4. killed s giant with

8

sling shot.

5. A poor boy and a prince chang- ed clothes and places in 6. A lazy man who twenty years was .

7. An oultaw who lived in Sher- wood Forest with his band was

slept i for

8. The man who told the biggest lies about the most impossible ad- ventures was .

9. The family who were shit)- wrecked on an uninhabited island were the

10

. found a house where seven dwarfs lived.

11. found a sword stick- ing in a rock and became King of Britain. _

12. Tom and Maggie are brother and sister in .

After each sentence write the words which you would use in com- pleting the corresponding state- ment below to make the best geo- metric sense:

1. Constructing a line through two points depends upon the postu- late which states that 2. The f damental problem used in constructing a line parallel to a given line through a given exter- nal point is that of . 3. The construction of an isosceles triangle having its base equal to a given line segment and. the two sides each equal to a second given segment is mpoaaible if .

4. The fundamental problem used in constructing a square with its sides each equal to a given line segment is that of

NEWFOUNDLAND 10TH

The agreement that made New- foundland and its Labrador terri- tory the 10th province of Canada on March 31, 1949. was signed by rep- resentatives of the two countries in Ottawa on December 11th.

Six Newfoundlanders, headed by Mr. A. J. Walsh acted on behalf of Newfoundland. ‘

Newfoundland's connection with England as the oldest colony goes back to 1497, when John Cabot, sailing from Bristol landed there. He claimed the country in the name of King l-ienry V11. The island was formally annexed by Queen Elizabeth in 1583.

The signing of the agreement took place on the 17th anniversary of the signing of the Statute of Westminster and with the 12th an- niversary of the Accession of King

This is considered by many to be the most beautiful building in the world.

It was built over 300 years ago at Agra, India. It was built by the Emperor Shah Jahan as a token of the great love for his wife, Arju- mnnd Banu Begum, who was also called Mumtas Mahal. Both the hus- band and the wife are buried in the same tomb.

When the Empress died in 1631 Shah Jahan planned to erect a monument to her that would keep her memory alive forever. a

Work w s begun in 1632, in which year the mperor ordered the atop- ping of all other I-Iindu temple- b “" Twenty thousnad work- ers laboura for eighteen years to complete-its construction.

The Taj Malia! is the most per- fectvexampia of the Mogul, style of architecture in existence. Built of pure white‘ marble, it stands on s vast marble terrace, crowned a great dome in the centre ~and smaller domes at each of its. aor- ners. From the mates of the ter- race rise four slander mines-eta.

subservient and supplementary to the glory of the outline is the beauty of the oraaalentatloru All the angles of the Taj, all the angles

architectural by iiaitll in- laid with preclousjtonea, ‘as agates. bioodstones, jasaers, and the like. se are combined In wreaths. scrolls, and frets as ex-

details are heightened

nu. m m;

by ble bridge.

end Reform Bill gave the vote to every householder in the towns and to those in the Counties who paid as much as 60 dollars a year for rent. Labourers and women were the only onespleft without a vote. As a statesman Disraeli was the most striking figure of the century. He touched the imagination of the , ,‘ . Gladstone swayed them with his eloquence and earnestness and will power, but Disraeli, with a lighter touch, roused their spirit and fired their zeal. I-le was elect- ed to Parliament in 1837, when the Conservative party broke up, as a result of the repeal of the Corn Laws, he built up, gave it a pr0-~' gramme, and made it popular in the country. He first became leader of the Conservatives in 1848, passed the second Reform Bill in 1867. Prime Minister. 1874, at head of large Conservative majority one of the most popular, most powerful. and most talked of Premiers Eng- landhad ever had. He was a. great believer in the Kingly prerogative, and by a Bill. 1876, gave Queen Vi<> toria the high title of Empress of India. in 131s he purchased I01‘ 4,000,000 pounds the shares of the Suez Canal owned by theiKhedive of Egypt. l-le then secured per- manent control of the great high- way to India. l-Ie was chiefly in- terested in Imperial affairs. I-le supported Turkey and checked Rus- sia's attempts to seize Constantin- ople. This policy led to his defeat in 1N0. He died in 1881. Newfoundland has been called "The Gibraltar of North America."

BLANKS

13. The little boy who asked for more was 14. Mr. Pickwick’: servant was

called —-——. 15. Wee Willie Winkle was writ- ten by 16. T

he Sprite in Midsummer Night's Dream is . 17. The Knight whose strength was as the strength of ten was ———. 18. Don Quixote’s servant was called .

19. The man who went in search f the Golden Fleece was called

2o. Nicholas Nickleby was written

O

by . 21. The Emperor's New Clothes was written by .

23. Wee-jee was a 24. Mowgli was a 25. The Cheshire Cat grinned in 28. "'Open Sesame!" comes from

27. Triday was the name of a

28. Little John was in . 29. Mdst fables are about .

30. Rebecca of Sunnybrook Farm was written by

GEOMETRY

i5. The four constructions which are often classified as “fundamen- tal problems" because they are so frequently used in solving other problems or in drawing auxiliary lines to help in proving theorems, are as follows: (1) —-—-; (2) i; (3) -——; (4) ~——.

6. To divide a_glven line segment into four equal parts, 1 would pro- ceed as follows: (1) —-—' ()2) —-—. 7. In a geometric pl , after performing the required construc- tion with ruler and compasses, the next step in the procedure is to

8. The fundamental problem used in constructing a triangle with two sides and the included angle re- spectiveiy equal to two given line segments and a given angle is that of .

PROVINCE OF CANADA

George V1 to the throne. The ink- stand that was used by the orig- inai Fathers of Confederation at the Quebec Conference in 1864 was brought out for the signing.

School. The first in Canada was established at Three Rivers, Que- bec, with the Franciscan brother. Pacifique Dupiessis. as tha- teacher.

Curriculum (primary) in French Canada, during the French Regime, was restricted to reading, writing. arithmetic and religious instruc- tion.

The first teacher in Canada was Marc Lescarbot, a Parisian lawyer. He undertook the educati n of the Micmac Indians in 1 7 while forming a part of ‘De Monte‘ col- onists, then located at Port Royal, now known as Annapolis Royal, Nova Scotia.

THE TAJ‘ MAI-IN.

are inlaid, they form the most beautiful and precious style of orna- ment evar adopted in architecture.

The tomb is set in an‘ exquisite garden surrounded by a red sand- stone wail; a gate and s mosque are lilblifiilfy elements in the composi- tion. The tomb bulldinglltself is 1M feet square. with a dome 58 feet in internal diameter rising to a Mllht of 210 feet. It is said to have cost over fifteen million doi- ars. '

ft is believed that the monument was designed by an architect cal- led Ustad Isa, who was either ‘Turk- ish or Persian. The workers an- laged in ‘its construction came from Ill Parts of Asia; and included a French geidamitis called Austin d Bordeaux. ' .

lhah Jahan had intended to build another tomb for himself en the Owoeite bank of the River Jumma and to oonnecé the two rail: a mar-

owever. got no further than the foundation, l-Ila son Atsnilir nullified his plans by wnvlneilis the people that his father was squandsring the coun. In’! “may. and having his father thrown" into prison in his own fort In Mrs. in aisht of his monu- ment to lewifs. - The atonement takes its name nunsonaeftiie tltiaeofthefln-

r .11.», ~ a...“ Wad... ’ """"“.i.....

m rn mat‘... of 42..."... On s ntap of India» snark its location.

I ite l deal t bee Rea h. . '- filhn‘! in awfully‘; n °§¢'§i="§¢'$'~§"$'¢ aura white taasfle wflaiftitdfiflaslaat; 12".; , _ _

e Sherry. 94.5.

7" or vi A o, ‘i amua.u,":"3-'|'s~ "'7 . M are

was ousaomu. CHAZILOTTETOWN

150 UCA TIOANAL rlomzolv

PRESENTING NEWS AND VIEWS OF INTEREST TO TEACHERS AND ALL OTHERS SEEKING

School; Reports

PLEASANT VIEW SCHOOL .

Grade‘ I11-Sadie Perry. "

Grade VIII-d. Claire Doucetta; 2. mine Doucette; s. Armand Doucette.

Grade VII-d. Austin Aylwasd: 2. Bernice Claudette; 3. Lawrence ‘DQ100116. . a '

Grade VI-i. Noreen Ayiward; 2. Catherine Doucette; 3. Mildred Doucette.

Grade V-i. Ellen Gaudetw: I- Phyllis Ayiward; 3. Sylvia Douc- ettn.

Grade IV--1. Allan Douoetta a; sheila Perry- (equal); 2. Wilfred Doucette. '. ,Grade I1'I—1. Wilbert Gaudette.

Grade 11-1. Evelyn Dowel“-

Grade I (a)-1. Sonny Bernard; 2. Junior Doucette; 3. Arthur Douoette.

Tescher-Ms_ry Oailfllihlfl-

NORTH cansrxron SCHOOL

Report of North Carleton 5011001 for month of March:

Grade X-Margaret Cormler. Gade IX-l. Kristine Huestls; 2. William Cormier; 3. Harry Lowthcr Grade VIII-l, Lorraine Hamill; 2, Marlon Parker; 3. Derwyn Hues- tis.

Grade VII~l, Helen Wedge: 3. Patricia Hamill; 3. Pearl Hamill. ‘Grade VL-Earl Muttart.

Grade v-1. Elsie Murphy; 2. LeRoy Hamill.

Grade IV (a)—l, Marie Wedge; 2, Frances Hamill.

Grade IV (tn-l. Rita Cormier; Garnet Lowther. -

Grade Il (al-Edward Wedge Grade Il(b)--1. Gilbert Wedge; 2, Marion Wright; 3, Jean Parker and Thomas Hamill, equal.

Grade I (ah-George Murray. Grade I (bl-l. Marjorie Wedge: 2, Carl Wright; 3. Catherine Hamill. Grade I (co-Ralph Murray. Highest average in senior grades: Lorraine Hamill, 90.2.