Announcing The Christie Scholarship for Teachers

Through the generosity of Mr. Tom Christie, of Christie Agencies Ltd., there was established in 1951 the Christie Scholarship for Teachers. This is an annual scholarship of $300, to be awarded each year to a British Columbia teacher who wishes to take a year's leave of absence for study directed toward improving his certificate or qualifications for teaching. Applications are now invited for the tenth award, to be made at the 1961 Easter Convention. The recipient of the award will be chosen from among the applicants by a committee named by the Executive of the B.C.T.F.

Applications should ^ive the following information: (1) Name arid' address. (2) Certificate held. • (3) Present teaching position. 1 (4) Length of teaching service in B. C. (5) History of membership and activities in B.C. Teachers' Federation. (6) Details of study to be undertaken, indicating in what way it will contribute to the applicant's standing or effectiveness in the profession. (7) Such indication of special need as the applicant considers pertinent. (8) Transcripts of standing achieved in previous studies, and personal -,;<••,• testimonials in support of the application, may also be submitted.

Applications should be addressed to: 1 MR. J. A. SPRAGGE, EXECUTIVE ASSISTANT, . B. C. TEACHERS' FEDERATION, 1815 WEST 7th AVENUE, VANCOUVER 9, B. C.

Applications must be received at this address on or before March 1, 1961 IN HER EYES ... A TRIBUTE TO A TEACHER AND A TEXTBOOK

The New Basic Readers, Curriculum Foundation Scries, build a broad, sound foundation for success in reading. This foundation contributes to tlie development of interpretation and meaning at all levels of tlie reading program. The authors arc William S. Cray, Slcrl Arlley, May Hill Arhiithnot, Lillian Gray, and Marion Monroe.

TEXTBOOKS

DIVISION OP W. J. CACt LIMITED

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JANUARY, 1961 Teach good health practices with Walt Disney's delightful film oxv/ ^

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154 THE B.C. TEACHER ieaei THIS ISSUE Research studies have been OFFICIAL ORGAN OF THE BRITISH COLUMBIA made of the characteristics of TEACHERS' FEDERATION (Affiliated »lth the Canadian Teachers' Federation) effective and non-effective principals. A report on these VOLUME XL, No. 4 ,' JANUARY, 1961 studies will be found on page 159. The last section of the TABLE OF CONTENTS Federation's Brief to the Royal Commission is pub• FEATURES | Page lished in this issue, com• mencing cn page 163. An Active Year A- Wes Janzen 158 Alan Dawe, who has con• What Makes art Effective tributed before to the maga• Principal?/! :. James M. Lipham 159 zine, has some suggestions for ' teachers of English on What We Said: 162 marking compositions. See All about Marking Alan Dawe 165 page 165. Educational Change in Japan Hajime Yaguchi 171 Continuing our policy of Creativity versus the High I.Q 173 publishing article* from Panorama, the journal put An English Pjiimer Maurice Gibbons 176 out by the World Confedera• tion of Organizations'of the , 'V jl ''-\ : Teaching Profession, \ this DEPARTMENTS month we have a description of educational changes now The Editor Comments taking place in Japan. Sse .page 171. " • : AY : • A Full-thvje Minister. .„...: 157 •" -. •• . . \\ On Your Belplf. £ A. 181 Is a high I.Q. the only,;, mark of giftedness? Research- \\ What's the jiAuswer?.. . 183 ers in the United States think \\ Across the JDesk. ~~~ 185 not and a report of their studies begins on page 173. V. New Books.]' L ...... 187 A About Peop'fe...:....:,....;... .:..: 192 - EDITORIAL BOARD \lt*s News tcj Us. ..JL...... 195 STAN EVANS, -Editor and Business Manager. A. BARBARA MACFARLANE, MISCELLAPiIY • .A, 7 ' Associate Editor. ESTHER G. HARROP WES JANZEN This We Believe...... ::.. ...JI.N. Parrott 168 H. S. JOHNSTON Stay in Go jd Health...... ::..:...... T7& F. P. LIGHTBODY C. D. OVANS Musicians'-Our Cover Picture...... :..:..-...... ;...... A85 DUCATIONAL " Why a Foundation Program of J ! RESS SSOCIATION Educa'don Finance? 2 D. J. S. SmitM 98 a . . . OF Teache/s-at Work in'the EastJKootenay....:.N. Ai GilllJk ^AMERICA iEDITORIAL OFFICE: 1315 W. 7th "Avenue, Vancouver: 9, B.C. iPublished;; every = month except r B.C.T.F. OFFICERS AND OFFICE STAFF • June,-July, August and Scptem- >'; ber. : Advertiser's copy received -W.H. JANZEN, Surrey wm ~ • up to the 1st of the month pre-. Presidet/t.. ceding - month: -, of - publication. First Vice-President — ...K. M. AITCHISON, Burna&y -:.H. Mi PALSSON, Sooke * - -Annual-'Subscription,, S2.75; Secon'f- Vice-President ... ^Federation Members, S2.00. : Secretary-Treasurer :.J. W. STEWART. Coquitlam _C. D. OVANS : 'Authorized as: Second Class Mall,•General Secretary. 'Post i Office' Btpartment,.;. Ottawa.Assistant General Secretary ..STAN IVANS Printed by.Evergreen Press Ltd. E/tecutive Assistant — ._J. A. SPF.AGGE '.: tkecutive Assistant —... _.W. V.'ALLESTER

IBB JANUARY. IS6t> G. A. Fergusson Memorial Award

Nominations for the G. A. Fergusson Award are called

for by the British Columbia Teachers'

Federation

The conditions provide that the award shall be made annually to the Federation member (or ex-member who is no longer eligible for membership), or to a member-Association, who or which has made, in the judgment of the Trustees, an outstand• ing contribution to education.

Nominations of candidates for the awards may be made by any Federation member or by any Local Association of the Federation. Each nomination should be accompanied by a description of the work for which the award is claimed and supporting evidence should also be sent. Meritorious work on behalf of the Federation or any Local Association may rightly be included. mm Nominations must be received by the General Secretary at S^i-the Federation office, 1815 West 7th Avenue, Vancouver 9, "jG., not later than February 20, 1961.

156 THE B.C. TEACHER

mm the Koitor comments-

A Fulltime Minister

EDUCATION needs a full-time minister of our educational system the leadership which the public has a right to expect in t and that full-time minister should be the Hon. L. R. Peterson. the impletion of the many recommendations When changes in the B.C. Cabinet be• of the Chant Commission report and it came necessary after the last election, we seems obvious that the tasks of tlie Minister didn't envisage that these would involve of Education are vast and complicated. Tho Mr. Peterson,. Minister of Education. We double portfolio of Education and Labor reasoned that the Education portfolio was is much too extensive to be continued. large enough to occupy the full time of this energetic minister. We reasoned also that And what of the future? Mr. Peterson would surely not be moved The leadership which we have a right to into another field with the Chant Commis• expect from our Minister of Education can sion Report in the offing. Thus we shared come only through experience. We do not the surprise of numerous other people when want a change of minister as happened when the former Education Minister, tlie Premier Bennett announced that in addition Hon. Ray Williston, was named Minister to his post of Minister of Education, Mr. of Lands and Forests. Peterson would assume the Labor portfolio. Education and Labor are both important Mr. Peterson has now had experience portfolios and each deserves a full-time which is necessary for any minister vvhose minister. Our chief concern is with educa-; department will be called upon to put into efiFect the recommendations of a Royal tion; •• Commission. The significance of the Chant Perhaps we are displaying our bias when Commission Report is much too great to be >ve say: that education should receive top entrusted to a part-time minister, let alone priority in government circles, but we don't an inexperienced one. think so. Our ever-expanding education We respectfully suggest to our Premier, system, with: the attendant, demands for Mr. Bennett, that Mr. Peterson be relieved, v more classrooms arid schools, more of /die and soon, of the Labor portfolio and also .best qualified teachers possible and a/con- that no thought be given to replacing him :;: tinuous study of the curriculum, andsiihilar as Minister of Education. His experience, problems at the urnversify'i'evel, presents a ability and energy eminently qualify him maximum dejftsnd^cia the time and energtyo provide the leadership required in a • Minister of Education at this very signifi• : of even thf&mosf; capable and most haxd- cant period for B.C.'s education system. • working minister. Add to these many face its *fc

Order Your Chjmt Commission Report Anyone interested in obtaining a copy of the Chant Commission Report should order it from the Queen's Printer, Victoria, B.C. The cost of $3.15 includes a precis of the Report.

r- 157 JANUARY; .1961 WES JANZEN An Active Year

The President reviews major Federation activities

A S AN INTERESTED Federation mem- area of major concern to teachers. ber and one who served on several We expect that a revised Pensions Act central committees, I thought I had a good providing a new basis for computing teach• understanding of the scope and variety of ers' pensions will be enacted at the 1961 our activities and interests. Now, when I session of the Legislature. What we as have completed half my term as president, members must keep in mind is that the I realize my previous concept was inade• new legislation will reflect, in part, the wish quate. Apart from the Executive staff and of the teachers as expressed by resolution others who have worked closely with them at the 1958 Annual General Meeting. What over a period of years, few people can really we must further keep in mind is that our appreciate the extent of our operations. It Pensions Committee through prolonged has been a revelation to me. negotiations conveyed our wishes to the government. They did this very well but In various ways we do attempt to give only because they were prepared to devote the membership some indication of what is hours of their own time to the service of done at headquarters. Each magazine their fellow members. For this we express carries articles from committee chairmen our thanks. and executive officers. The section "On Our own Membership Committee, work• Your Behalf" tells you of our travels. Re• ing under instructions from the last Annual ports from committees and minutes of meet• General Meeting, has prepared further re• ings are constantly being prepared and commendations for our consideration. widely distributed. The Executive Com• These, along with other committee reports, mittee minutes alone have a circulation of will be distributed well in advance of our over six hundred. Through tli'ese and other next annual meeting. I ask you, as respon• means you become aware of B.C.T.F. acti• sible members, to study these proposals, to vities. What does not become very evident debate them in your own associations and is the hours upon hours that are contributed be prepared to express your opinions next by members to committee work. Day after Easter. day, one, two or more committees meet in We, the B.C.T.F., made a major submis• our offices and elsewhere in the province. sion to the Chant Royal Commission on Each meeting involves a number of teach• Education. At the local level teachers ex• ers and usually a member of the office staff. pressed their interest and concern by Their, work goes on quietly and for the most submitting their own briefs. Now we must part unnoticed until it culminates in a con• be especially interested in its findings. As tribution to the advancement of our objec• individuals, as local associations and as a tives. ; Federation we have a major responsibility The work of three of our committees will to study the report and assess its recom• take on a special significance in 1961. These mendations. committees are: Pensions, Membership, I have commented on developments in and Royal Commission Brief. The studies, only three major areas of Federation in• the implications, and the recommendations terest. of each of the above will be reflected in an , Continued on page 183

S58 V THE B.C. TEACHER What Makes an Effective Principal?

This study pinpoints relevant personality variables in both good and poor principals JAMES M. LIPHAM

rpHE PERSONALITY prerequisite for well to frustrations, irritations, confusions, •*• effective performance in a given role and criticisms in pressure situations. It has become an area of increasing concern therefore may be assumed that principals in behavioral research. Recent investiga• having a basic personality structure which tion has revealed the existence of a system• tends to elicit the aforementioned be• atic and meaningful relationship between haviors will suffer less role-personality con• personality and effective performance in tlie flict and will be more effective than princi• teaching role.1 Another series of investiga• pals whose personal needs are incongruent tors have attacked with considerable suc• with diese expected behaviors. cess the problem of personal variables re• lated to effective performance in tlie Hypotheses and Questions executive role in the field of business.2 In On the basis of preceding theoretical and the field of educational administration, empirical work in this area, it was hypothe• however, this crucial area has been charac• sized that effective principals would tend terized by a plethora of speculation and a to rank higher than ineffective principals paucity of investigation. on the following measurable, relevant per• A recent study conducted under the aus• sonality variables: pices of the Midwest Administration Center 1. Activity drive: to move forward pur• sought to identify, measure, and analyze posefully; to direct strong mental or physi• certain, personal variables related to effec• cal effort toward the solution of problems. tive behavior in the school principal's role.3 2. Achievement drive: to do one's best; to Based on the theory of administration as a improve one's competencies through gen• social process,4 this investigation attempted eral and specialized study. to provide answers to such questions as the 3. Mobility drive: to become a leader of following: Which personality need-disposi• groups; to operate in a position of prestige, tions are relevant to the role of the princi• power, and authority. pal? How may these variables be assessed? 4. Social ability: to associate success• What is their relationship to effective per• fully with others in the solution of prob• formance on the job? lems; to participate in friendly groups. The principal's role is usually defined in 5. Feelings of security: to view family terms of tasks, responsibilities, or duties; relationships with pride and satisfaction; to sometimes it is defined in terms of the ad• view authority figures as serving construc• ministrative process. A close examination tive purposes. of this role, however, reveals that it also 6. Emotional control: to assess environ• may be defined in terms of certain crucial, mental conditions objectively and realisti- normative behaviors. The effective princi• pal, for example, may be expected to exert himself energetically; to achieve:rand im- Mr. Lipham is Assistant Professor of : prove his performance; to strive for higher Education at the University of Wisconsin status in the profession and in society in and formerly associated with the Midwest : general; to relate himself successfully to Administration Center, University of Chi- other people; to view the future with con•

JANUARY.- 1861 cally; to adjust well to irritations, frustra• schools and four assistant superintendents tions, confusion, and criticism. were asked to rank each subject on a five- In addition to the foregoing hypotheses, point scale using a card-sort technique. a number of ancillary questions were raised. Each of the raters was able to assign ad• Differences between effective or ineffective ministrative effectiveness rankings to each principals were investigated with relation of the eighty-four subjects. Correlations to such variables as home and family in• among the ratingsr' ranged from .55 to .73; fluences, educational history, and employ• the mean correlation was .67, which was ment experiences. Data relative to these particularly high when it is considered that comparisons are not included in this article. the ratings were matters of independent judgment concerning a concept that was Methodology given no explicit definition. The instruments chosen to test the hy• The ranking procedure provided maxi• potheses and to explore the ancillary ques• mum flexibility in selecting groups of sub• tions represented a wide range of tech• jects ranked in terms of an effective-in• niques in personality assessment. An adjec• effective continuum. Total ranks for each tive check list which provided measures of subject were used to select top and bottom twenty-five personal variables and the quarters, hereinafter called effectives and Edwards Personal Preference Schedule ineffectives. At the time the data were which measured the relative strength of gathered the investigator did not know fifteen personal needs were administered which subjects had obtained which ratings. as direct, self-report instruments to sample This safeguard was provided to avoid in• overt reactions and public attitudes. A fluencing adversely the results of certain quasi-projective sentence completion test data-gathering procedures. consisting of fifty sentence stems which the subjects completed in any manner that they The Findings desired and a focused individual interview It was discovered that there were no of approximately two hours duration were significant differences0 between effectives the depth techniques used to elicit both and ineffectives concerning a number of verbal and non-verbal manifestations of basic characteristics. The mean age of the drives, motives, and attitudes. entire sample was 45.97 years; mean ages To provide some measure of control over for effectives and ineffectives did not differ environmental differences and organiza• significantly from this mean or from each tional differences, the subjects for this in• other. While effectives scored higher than vestigation were taken from only or>R school ineffectives on intelligence, differences be• district — a selected midwestem city school tween the groups were not significant; both system. To control further the possible groups were high in mental ability. Con• situational effect of differences among jobs, cerning marital status, sex, years of gradu• the subjects were selected from only one ate study, years of teaching experience, administrative post — the school principal- and years of experience as principal, : ship. Principals from all educational levels, effectives and ineffectives were found to be however, were included. Only those admin• matched groups. Results on the personality istrators who had held the job of principal assessment devices, however, revealed the in the selected school system for more than personal construct of the effective school cne year participated. Eighty-four subjects principal to be indeed different from that met the criteria for participation; complete of the ineffective principal. The findings .•• data were obtained from all subjects. from the several instruments are here Since ho satisfactory direct measure of grouped and summarized according to the leader effectiveness has yet been found, major hypotheses of the study. . the investigator was forced to settle for an intermediate criterion — ranking of effec• Activity Drive tiveness. To secure effectiveness ratings of The effective principal is inclined to en• the principals, the superiisrer/dent of gage in strong and purposeful activity.

160' THE B.C. TEACHER While on the job he is particularly sensitive he derives his greatest job satisfaction from to the pressing responsibilities of the prin- helping them. If the ineffective principal cipalship. He evidences a high degree of were now twenty years of age he would he concern for the appropriate use of time and more likely to enter some field requiring finds curbs to activity, such as physical less contact with people. illness, most unpleasant. At retirement he looks forward to continuing his present high Feelings of Security level of activity. During leisure hours, he The effective principal is secure in his participates in the activities of a large home and work environments; he views number of organizations and holds a great family relationships with pride and satis• number of leadership positions within these faction and he views authority figures as groups. The ineffective principal, on the friendly and serving constructive purposes. other hand, is inclined to be deliberate and Characteristics of the ineffective individual slow to act. At work he engages in numer• are such home difficulties as domineering ous random behaviors — serving as an parents and such job-related problems as errand boy, report maker, substitute feeling that groups of teachers or members teacher, and "baby sitter" with disciplinary of the central administration may be cases; at retirement he looks forward to a "down" on him. He feels further that his reduction in activity. During leisure hours, own mental, emotional, or physical weak• the ineffective individual participates in a nesses may prevent the attainment of his limited number and range of activities; life goals. he prefers viewing television to more active forms of recreation. Emotional Control In reacting to frustrating, confusing, and Achievement and Mobility Drives irritating situations, the effective principal Keen achievement and mobility drives are possesses greater emotional control than characteristic of the effective principal. He does the ineffective principal. The ineffec• may be portrayed as holding specific goals tive individual tends to clash frequently for further study, stressing better job per• with others, feels that actions by other formance as a goal in life, and viewing the people are most likely to drive him to dis• school superintendency as a desirable ulti• traction, and engages in self-sympathy or mate vocational objective. In contrast, the similar strong emotional reactions in con• ineffective principal evidences little con• flicted situations. cern for undertaking a planned program of further study, holding positions of leader• Summary ship, or attaining any position higher than The six major hypotheses of the study his present job assignment. were substantiated by complementary find• ings along numerous overlapping personal Social Ability dimensions. Composite results of the • The effective principal is high in social assessment procedures portrayed the effec• ability; he is able to associate successfully tive principal as inclined to engage in with others in the solution of problems. He strong and purposeful activity, concerned feels that he obtained his initial principal- with achieving success and positions of ship because of his ability to relate well higher status^ able to relate well to others, to others and that h's present relationships secure in interpersonal relationships, and with teachers, central office personnel, and stable in the face ofhighly affective stimuli. parent groups are satisfactory. Helping The ineffectivefpfincipal was described as teachers with problems of instruction is his deliberate and preoccupied with specula• greatest source of job satisfaction. By con• tive reasoning, accepting with a meek and trast,, the ineffective principal experiences servile attitude his present level of achieve• frequent conflict with teachers, parents, and ment and status, lacking the skills essential central office personnel. Apparently, he is for working with adults but anxious to give more secure in the presence of children and assistance and consolation to v. children,

'JANUARY. 1961 161 highly dependent upon others for support, experiences in psychology, sociology, and and likely to exhibit strong emotional other basic behavioral sciences. reactions in upsetting situations. For the practising principal, the study provides a series of findings against which Implications he may make an introspective comparison This investigation has added to our of his particular needs, dispositions, drives, knowledge concerning tlie relationship be• abilities, feelings, and interests. In so doing, tween the idiographic (personal) and the he might become stimulated to bring about nomothetic (institutional) dimensions of ad• changes within himself, or in the expecta• ministrator behavior. The findings would tions held for his role, thereby increasing seem to be of immediate value for identifi• his own satisfaction and, in turn, his ad• cation and selection, for training, and for ministrative effectiveness. practice. Concerning identification, the im• plication may be drawn that building prin• A Final Precaution cipals should perhaps play a more active A major limitation concerning this in• role in encouraging potentially effective vestigation should be noted. This empirical administrators to enter the field. Regarding study, like all significant research, has selection, the worth of several personality attempted more adequately to describe assessment techniques has been shown; reali therefore, it has not presented moreover, cues have been discovered re• "what ought to be." Research studies never lating to fruitful content, i.e., appropriate speak for themselves — except, perhaps, to questions to ask, using quasi-projective and reveal how limited is our knowledge. Since similar depth techniques. the foregoing image of the effective princi• The findings also serve as an ample pal was based only on judged effectiveness, illustration of the further need in training the findings may or may not be worthy of programs to focus attention on theoretical utilization in programs of selection and conceptualizations which provide fruitful training; they may or may not be worthy of ways of viewing administration. The formu• emulation by the principals on the job; the lation of administration as a social process data are, however, worthy of consideration and similar approaches to administrative —if only to stimulate our thinking concern• theory are valuable guides not only for con• ing such value/--'Oestions as the extent to ducting future research, but also for de• which the discovered image describes the veloping professional understandings. Con• kind of administrator capable of meeting cealed within the study is: the further im• the challenges to educational leadership plication that training programs may need occasioned by the nature of our present to be expanded to include broad course society.^

References

: ij. W. Gctzcls and E. G. Cuba, "Role Conflict -Review, XXXII (July-August, 195-1), 53. and; Personality," Journal of Personality, XXIV Albert H. Malo, "Personality Variables Related i (September, 1955), 74-85. to Administrative Potential" (unpublished Ph.D. J..W. Getzels and E. G. .Cuba, "The Structure of dissertation, Dept. of Education, University of Roles arid Role Conflict in the Teaching Situation," Chicago. 1959). Journal of Educational Sociology, XXIX (Septem• sjames M. Lipham, "Personal Variables Related ber. 1955), 30-40. to Administrative Effectiveness" (unpublished Ph.D. :. Merton V.. Campbell, "Self-Role Conflict Among dissertation, Dept. of Education, University of Chi• Teachers and Its Relationship to Satisfaction, cago, 19B0). Effectiveness, and Confidence in Leadership" (un• 4J. W. Getzels, "Administration as a Social published Ph.Di dissertation. Dept. of Education, Process," in Administrative Theory in Education, University of Chicago, 1958). cd. Andrew W. Halpin (Chicago: Midwest Admini• 2Cf. L. L. Thurstonc, Factorial Study of Per• stration" Center, Univcrstiy of Chicago, 1958), pp. ception (Chicago: University of Chicago Press, 150-165. 1944), p. 3. ••-.The Spearman Rank Method, corrected for ..William E; Henry, "The Business Executive: The grouped data, was used. Psychodynamics of a Social Role," American Journal "The t-tcst was used for determining the statisti• of Sociology, LVI (January, 1949), 287. cal significance of continuous variables; the chi- Robert M. Wald and-Roy A. Doty, "The Top squarc, of discrete variables. ' Executive: A Firsthand Profile," Harvard Business

THE B.C. TEACHER *\V62 To acquaint teachers with some aspects of B.C.T.F. Brief to the Royal Commission on Education, we have been printing various sections for some time. This section on school organization is the last section we shall publish.

What We Said

Primary Schools Recommendation TN THE FIELD of elementary school In order that the needs of primary chil• organization the British Columbia Teach• dren can best be met, we make the follow• ers' Federation suggests that consideration ing recommendation: be given to the establishment of primary 28. That, where practicable, primary schools, such schools to include kinder• schools to include kindergarten and grades garten and grades one to three. The sep• one to three be established, with the cost aration of the primary from the interme• to be shared by local and provincial diate grades is particularly applicable to authorities. large urban areas. A primary school, Departmentalization in Elementary staffed by primary teachers, can best meet Schools the needs of young children. Primary In the elementary school, provision is teachers, working in the more flexible made in the curriculum for the study of organization of the small school, can bring art, music, physical education, and library a unity of purpose and a diversity of tal• under the direction of specialist teachers. ents to bear on the social and academic Although much may be said in support of needs of the children. specialized or departmentalized teaching, AN we believe that it has been over-empha• Because of the staff teamwork, the sized in many elementary schools. atmosphere of the primary school is ideally Departmentalization . has mechanical suited to the needs of small children. This disadvantages. Pupils move to different is evident in a number of ways. Discipline rooms for specialized subjects, and carry is based on an understanding of the emo• extra books and equipment. Apart from tional and social needs of the children. For die travelling and inconvenience involved, these children the primary school is a time is lost in preparing to leave one room, quieter place during school hours and a and in settling down in another. :. safer place at playtime. It may be argued, Departmentalization results in a loss of • therefore,' that the primary: school gives unity of learning. If the home-room primary pupils a greater feeling of secur- teacher received training in specialist sub• jects adequate to the needs of elementary Insofar as age of entrance to school is school children, the home-room curriculum -concerned; we urge adherence to a chrono• could be made more effective through logical age minimum except where chil- subject integration and correlation. Such dren attend kindergarten,.or where facili• teaching would have a unity of = purpose' ties for adequate readiness testing are difficult to achieve in the departmental available.' approach to learning. ')[

JANUARY. 1961 J

Secondary Schools Junior Colleges In secondary school organisation, the The Public Schools Act of the Province most common grade groupings are: of British Columbia defines a provincial 1. Grades seven to nine inclusive (junior college as follows: high school). "Provincial College" means a school 2. Grades ten to twelve inclusive (sen• affiliated with the University of British ior high school). ; Columbia and established and operated by 3. Grades severe to twelve or thirteen the Department of Education and in which inclusive (junior-r-enlor high school). may be offered courses for the academic Organization by grades may be deter• and professional education of students in mined by many /factors. Some of these, any faculty, including Education.1 including cost of land, transportation facil• Authorization for the establishment, ities, size of conmunity, concentration of maintenance and operation of provincial population and types of building already colleges is set forth in section 17(p) of the available, are not primarily educational Public Schools Act.2 factors. The diversity of such factory, and Victoria College, a subsidiary of the the differences of opinion on educational University of British Columbia, provides - I i • 3 criteria, account largely for the present first- and second-year university courses. I . - variety of types of organization in British Although it is associated with the Univer• Columbia schools. Virtually any type of sity of British Columbia administratively, organization can be found somewhere in nevertheless, it is in effect a junior college. the province. The University of British Columbia rec• In districts outside the lower mainland ognizes the College of Notre Dame in there has been a significant trend, as high Nelson. This College, which is affiliated school population^ has increased, towards with Gonzaga University in the State of the building of separate junior and senior Washington, also provides first- and sec• high schools. In some large urban centers, ond-year university courses. Students tak• however, the tendency lias been to estab• ing first-yearuniversit y courses write the - t-rt lish combined juiaor-senior high schools. grade thirteen departmental examinations. Those taking the second-year courses, how• Our concern as a Federation is that, ever, write examinations set by Gonzaga - . _ _ wherever possible, financial and adminis- University. The University of British Co•

- A K X L j -r- i l-i. % i ' trative oroblems should be subordinated to lumbia accepts students from the College i .^•-•y:::.-<-] •••• of Notre Dame, providing their academic i ; educational considerations in deciding the r \ standard in first and second years is suf• _ ^ ^ " appropriate school organization for a par- ' - i . t .t - Whatever ficiently • high. Thus for all practical pur• >• i - - • K r t

<-'--r-. T1 " ' '— " i —I * J ~J •—. _ j - - P P fc- 1 i- -** J -L i' « -J _t J _• . F M _ E _._ F T . 3 • d 3ew^ eve^ made ad- poses, the principle underlying the forma• • _ M J- W - -] ministra tion of junior colleges is recognized both - - "T 3 of the province are to be by the Department of Education and by . i local • needs, flexibility of the University of British Columbia. j It is gratifying to note that a survey of .-. j the number of students in, the outlying • • * ' i areas of the province who desire university i education is presently being carried out. i We expect that this; survey will show a 4 demand for junior colleges in various cen• ters of the province. We hope that the Government will give every encourage- establishment of such colleges

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- t r.J J ' - T T - v ALAN DAWE

All about Markin

An indirect look at some of the problems of marking compositions.

TN most school hallways, you can nearly . confident that our enlightened administra• •*• always pick out the English teacher, tors would like to do something about giv• particularly tlie teacher of a terminal course ing the markers this necessary time. But in composition. What identifies him is that they cannot do it. They cannot do it be• black pompom of guilty conscience that he cause they cannot do the one thing that wears on his haggard brow. (You will have would make the classroom efforts of the noticed that I am insisting on calling my composition teacher truly practical: they English teacher a "he" and a "him." cannot give him fewer students to teach. Fashions have changed.) In any case, com• The reason diat they cannot do this is position teachers of either gender can be that it would not seem fair to the rest of recognized by this distinctive coloring all the staff. Just imagine the justified whoop• through the marking season, a season that ing that would take place outside and runs roughly ,(sometimes very roughly) inside the principal's office after the word from September to June. had got around that Mr. B., the senior Eng• The reason that a composition teacher lish teacher, had been given only five (or at least the one little critic-corrector sections instead of the six or seven that are with whom I am intimately acquainted) has par for the other courses. The French teach- _i this pitchy conscience is that he can never er would drop (and break) all her si vous do enough marking. At the height of the plates; the men and women who daily season, it is likely that the conscientious? cling to the physical education branch marker devotes two or three rugged hours would rip their runners getting down to the a: day just to. marking. But he knows that office from the gymnasium (where they, I the marking he can get done in the time know, spend all seven blocks) and the at his disposal is spread much too thinly science teacher would bitterly allow all the chemistry students to blow as much S0 . over the "too many" students that are under 2 his charge. Under such conditions he has out into the halls as their little scientific ; little - hope that the deadly little principles hearts desired. of composition that he so gladly preaches No, the rest of the staff would not stand ,will:ever spring to life in the essays penned for this preferential treatment for composi• E by his": apprentice, writers. Hence the pom• tion teachers.: Nor would the community pom of frustration and guilt. agree to pay for the additional teachers that :;.!< suppose: thatevery: one connected: with would be required if each English teacher the'adWnistrating of our high schools re-- in the school had fifty or so students lopped cognizes the fact that composition teachers ' must. mark things if they are going to Mr. Dawe, an Abbotsford teacher, is this v achieve anything that is worth achieving. year studying at the University of Wash• " And I suppose they also know that it takes ington in Seattle, undergoing, in his words, t timejto mark these things well. And I am an academic re-bore job.

16S " "JANUARY, t»6r' 'r from his teaching and marking load. In any doesn't work for me (and I'li admit that it case, even if such a miracle did take place, might work for someone more grouply- it would be pretty hard on the English dynamic than I), but I do want to point teacher. No one would smile at him across out that this suggestion is largely beside the smoke of the staffroom; no one would the point. The problem that we were trying ask him to go bowling. And what is worse, to solve was how to get the composition he wouldn't have even one leg to squirm on teacher more time for marking. Solving when occasions arose for refusing extra• this by having someone else do the marking curricular duties. (delightful though that would be) is not So this plan of fewer students (and more the solution to the problem that we were marking time for each one of these fewer pretending to solve. For tlie same reason, students) is not likely to be realized in assistant markers (and where in the wild your time or mine. It is the only solution, wilderness would we dig up enough of but, paradoxically, it is not the solution. these?) are not tlie answer. For if you arc So we English teachers will just have to going to teach a student to write, he has bear up under our teaching loads and go to write, and you, his composition teacher, struggling up tlie road as gracefully and as have to read what he writes. uncomplainingly as we can. (If you look closely, you will see me there, that little Would Zen Work? chap lumped down under one section of Another solution (I have not yet heard English 100, two sections of English 91, and it expounded at a convention, but it has three sections of English 40.) Our only been whispered to me privately) is having consolation is that many of us English all composition teachers take up Zen Budd• teachers have a better time during the day hism, that Eastern philosophy that is than anyone else on the staff (because we currently swinging cultishly through the just love poetry), but our nights are raging uninhibited literary centers of the Western and restless and unpoetic. For then we world. Zen, I have been told, would work mark' for the composition teacher in much the same way as it works for the Zen tennis Marking Suggestions Offered player. The Zen tennis player is so relaxed Of course, many suggestions other than (so indirect) that he keeps banging the ball this one about fewer students are offered into the net or out of the court. But thanks as a means to helping the composition to Zen, he doesn't worry and doesn't feel teacher get more marking done in the brief guilty, for he knows that such things don't span of existence that remains for him to really matter. It would work in a similar creep across. I would like to comment on way for a Zen composition teacher: he a few of these suggestions, apologizing could have the students keep lobbing the before I do so, by means of a quotation compositions onto his desk, but if he never from my old friend Sidney Smith, that got around to marking them, he would charming Nineteenth Century essayist and realize that such things don't really matter. letter writer. Say I, through Smith: "You The practicability of this plan depends, it must not think me necessarily foolish be• seems to me, on talking your principal, your cause I am facetious, nor will I consider school inspector and your school board into you necessarily wise because you are an equally calming yen for Zen. Then, in grave." mid-July, when the results came "pouring The first suggestion that I would like to out of Victoria (and the failures came pour• deal with is that of having the students ing into your school district) all would be mark their own compositions. I have been well, because the dignitaries of education' told several times that this can be done in your bailiwick would also realize that with great success and few broken windows. the failures don't really matter. But at the I have. tried it several. times with no real moment, this plan is obviously a little too •success and several really broken windows. advanced, so we will have to seek some Frankly, I do not want to dis'cuss why it other„.solution.

166 2. THE B.C. TEACHER Tlie two suggestions that I have man• replacing of the student's immature handled above were concerned with solu• thoughts with the marker's immature tions not directly associated with the actual thoughts. The disadvantages of using this marking of compositions. But in order to method are two in number: first, it is time keep this brief essay sensible and practical, consuming; and second, it forces the marker I would now like to describe and comment to work in a literary form for which there on four methods of marking that one often is at present a very limited market. The sees battered around (much like Zen tennis marking time for tin's system of correction balls) at conventions and other forensic is somewhere between 39 seconds and 39 gatherings of composition teachers. minutes, depending on the number of I turn first to that method of. marking thoughts brought forth in the mind of the that is based on the belief that students are particular marker who was banging out the interested only in the mark that the teacher kinks in the dented literary fender. puts at the top of the page. If this is so, it is obviously just a waste of the marker's A Final Suggestion time and penmanship to write in any The fourth (and final) type of marking corrections or comments. This system is that I wish to deal with is probably the one both democratic (you can spend an equal that all serious composition teachers have lack of time on each paper), and fast (par• come to use. Rather than just giving the ticularly if you use tlie "Eenie, M. nie, paper a hit or miss grade, or decorating Miney, B-plus" method of arriving at your with a set of secret symbols, or rewriting top-of-the-paper mark). Scientifically regu• it within an inch of its life, the marker lated tests have shown that the average time must write on each essay a series of detailed spent in marking papers by this method suggestions about how the composer might is just 32 seconds. And the value of the better have composed. These remarks method is about equal to the time spent should be friendly and encouraging (thus on it. they are usually termed "coo-ments"). To put it succinctly and alliteratively, these Or Would This be Better? coomcnts should be polite, personal and Next is the system in which the marker positive. It is likely that any reader who saves time by using cryptic symbols of error is still with me will know what I mean. But for which the student has an elaborate key. since I don't want to take any chances The marker scatters these symbols all over about being misunderstood, I will fill out the page, and when the student gets his the blank of the following example. paper back, he deciphers them, and—if the Let us say that you are reading an essay marker keeps watching—he makes the by Bob (we will call him Bob, although necessary corrections. I am sure you know this is not really his name), and you come the type of symbols I mean: a small "p" across a sentence that is something less than for faulty punctuation; a large '"P" for badperfect . You do not just mark Bob down paragraphing; a small "d" for weak diction; or beat Bob up. What you do is tell him a large "D" when tlie marker is driven to in as nice a way as you can pretend to just swearing. The chief advantage to this how he can improve his sentence. This system is that it can be simulated both might be something such as the following: easily and rapidly by means of one or two Don't you think, Bob, that in this intro• vigorous shakes from a leaky pen filled with ductory sentence you might have given red ink. Average marking (or shaking) lime us a few more interesting details about just per paper: about 39 seconds. how you wrecked your father's car by driv• The third type of marking that I should ing it into the neighbor's living room? The discuss is tlie type that is best used by the sentence is quite good, although it would marker who has literary ambitions of his have been better if you could have avoided own. What this type of marking consists of, these two misplaced modifiers and thac really, is tlie rephrasing of the student's faulty parallel construction. And do, Bob,' essay in the marker's own words, and the Continued on page 180

JANUARY. 1961 1 16• 7 This We Believe

II. N. PARROTT Chairman, B.C.T.F. Committee on Teacher Education and Certification

A statement of B.C.T.F. policy on Teacher Education.

TT IS DIFFICULT to single out any one of British Columbia in 1955, under an en• •*- event in the history of an organization thusiastic dean and staff, although in make• and to state categorically that it is more shift quarters. important in substance than any other hap• At the time, the University and the pening in the history of that particular Department of Education of British Colum• group. Few, if any, would quarrel with bia stated that all teacher education should the significance of 1954 as an important be centralized at the University. The De• milestone in the histo/y of the B.C.T.F., for partment of Education would retain its it was in 1954 that tlie Government and the prerogative to certify teachers. It was University of British Columbia agreed to agreed also that the development and have all teacher education placed under growth of tlie College would be reviewed the auspices of tlie University. in its fifth year. The Teacher Education From 1946 to 1949 the Teacher Educa• and Certification Committee of the B.C.T.F. tion and Certification Committee of the is of the opinion that not only should the B.C.T.F. planned and worked vigorously on development of the College be reviewed, a program for teacher education After a but tlie policies and the direction of the great deal of study of current educational committee itself should receive careful writing on teacher edurn ,'on, the marshall• study. Another look at what we believe ing of all available material interbred with and what we in the teaching profession tlie philosoph" v r die members of the com• hold to be fundamental concepts of teacher mittee, a pcus./ was presented to the 1949 education can prove healthful. Annual General Meeting with respect to teacher education. The scholarship, pro• To inaugurate and draft working arrange• fessionalism and thoroughness of tlie work ments for the College of Education, a sub• of the committee has stood the test of time. committee of the Joint Board of the College Succeeding committees have examined the of Education was set up. A curriculum was policy on teacher education and have found devised as well as requirements for admis• little to change or alter. By and large, the sion to the College. The B.C.T.F. co-opera• teacher education program adopted by the ted and took part in these major under• 1949 Annual General Meeting formed tlie takings, except those which dealt with the basis for the establishment of the College Emergency program and the Bachelor of and Faculty of Education at the University Education degree (elementary program).

168 THE B.C. TEACHER Because the Teacher Education Committee on the number of students permitted in this believed and still believes that a strong course. teaching force is commensurate with high Our committee endeavored to have the academic and professional standards for Bachelor of Education degree (elementary elementary teachers as well as for secondary program) re-organized to bring it in line teachers, the B.C.T.F. tried to prevent the with the Secondary degree program in introduction of the Emergency program for terms of time, credit and quality. There is elementary teachers and the four-year no intention now, nor has there been any Bachelor of Education degree (elementary attempt in tho past, to imply that those program). teaching today with less than the degree qualification or its equivalent could not be Federation Holds to its Belief called professional teachers. Any change- Notwithstanding the teacher shortage, in regulations or standards must not come the B.C.T.F. has maintained over the years as a hardship to those already in the teach• that high standards of scholarship, rigid ing profession. Many of those engaged as admission requirements, and comparable teachers today have spent a tremendous degree requirements for both the elemen• amount of time and money taking whatever tary and secondary teachers would do much courses were offered in order to improve to enhance the prestige of the College of their professional qualifications. Many of Education and the teaching profession as these teachers, for different reasons, are unable to continue die certification struggle a whole. From many parts of the general —diey look for some respite from the never- public, as well as from groups within tlie ending demand to improve standards. Many teaching profession, have come such state• of these are professional teachers and re• ments as, "a good economic recession is all ceived the best teacher education available that is needed to cure the difficulties attend• during the early period of their teaching ing teacher supply." An excellent answer career. Despite what has been said it is to this claim has been given on page 70 of the contention of tlie Teacher Education the B.C.T.F. Brief to tlie Royal Commission Committee that those who wish to teach on Education where it is written that "a should complete the full degree curriculum vital public service which depends on before commencement of their career as economic hardship to maintain its personnel teachers. is built on sand, and may be washed away by shifting economic current." The Teacher Education Committee has Since a new teacher education program been well aware of the inherent problems has been established it is the opinion of our of teacher supply, yet at tlie same time it committee that now is the time to shore up has never wavered from its belief that pres• the admittance requirements for those who tige and status for tlie teaching profession choose to teach. Once standards have been will only be achieved through the quality established on a sound basis it is easier to of the student produced at the College of maintain diem. That is why the Teacher Education. Respect for, ;md faith in, teach• Education Committee, in spite of any ing as a profession must not be left to die claims to the contrary, believes firmly that indeterminate influences of a current all who enter tlie College of Education economic trend. Those tilings which are should be there for a minimum of fiveyears . difficult to get often prove most worthwhile Much of the teacher education in the past to maintain. has, of necessity, been built on die philoso• Some progress to raise the standard of phy of a trade school where enough of the teacher qualification has been made. The skills could be taught in a short period of title "Emergency Program" was dropped at die end of tlie second year and in the Mr. Parrott, a recent president of the third and fourth years of die existence of Federation, is a member of the Joint Board the program the admittance requirements of the College of Education and represents were stiffened and a limitation was placed the Federation on the University Senate.

JANUARY. 1961 169 lime: and whatever else was to be learned of Education. This contact is very necessary could be achieved as the result of some kind as the Department of Education is the only of in-service education. A program of this body entitled to issue teaching certificates kind denies the very existence of teaching in British Columbia. Once the Department as a profession. A profession is founded on has been approached and the teacher recog• a body of knowledge which takes a recog• nizes need for further assistance in the nized period of time to master. This presentation of his case, the offices of the material to be mastered may include aca• General Secretary of the B.C.T.F. may be demic subjects as well as any discipline sought. Because of extenuating circum• considered essential to that body of material stances or the presentation of new informa• which is necessary to the education of a tion, the General Secretary may have the student teacher. The objectives must not question referred to the Teacher Education be lost sight of. We must remain steadfast Committee for further study and discussion to our program so that the standards we with the Registrar's office. On occasion the have sought for so many years will ulti• Teacher Education Committee has been mately be attained. able to effect a satisfactory conclusion to Besides professional improvement, there the certification difficulty. Remember, the is anodier aspect to the work of the Teacher responsibility fcr making the initial contact Education and Certification Committee with the Registrar about certification rests which can be dealt widi at this time. In a with the teacher. sense the Teacher Education Committee The Teacher Education Committee is provides a useful service to teachers, in the dedicated to providing service to teachers field of certification. Many teachers have in particular and improvement of teacher difficulties about their certification. A num• education in general. It looks to the future ber of these certification problems become witii hope and faith, and in the belief that complicated because some teachers are not the changes we desire, when achieved, will certain how to proceed toward a solution do much to enhance die profession and re• to their difficulty. Any teacher who wishes dound to the credit of teachers in particu• to have his professional course work evalu• lar. "The old order changeth, yielding place ated should, in the first instance, communi• to new, And God fulfils himself in many cate with the Registrar of the Department ways."

Training for WA Most Exacting Profession

A course of professional training provides between groups of teachers in Scotland at the intending teacher witii an opportunity die present moment, but we are still a more of finding out whether teaching is really united profession than in most countries of his vocation or not and so prevents him the world and that cannot but be for the from becoming an unhappy misfit. It en• good of Scottish education. Quite frankly, ables him to practise the beginnings of his I cannot understand the attitude of mind craft under the eye of skilled practitioners diat tliinks no .preparation or no training is by whose example he can profit and by needed for a most exacting profession. whom his mistakes will be gendy cor• Anyone who holds such a view cannot have rected. It introduces him to die theoretical any pride eidier in himself or in die work background of his profession and gives he has undertaken to perform, and would depdi and meaning to his work as a teach• seem to rate tiiat work no higher tiian un• er. It ought to and it does, help towards skilled labour. Such an attitude is taken up the promotion of professional unity and towards no other profession. Why should solidarity. We have, it must be regretfully it be with respect to teaching? confessed, too much schism and antagonism RcprinLcil From Scottish Educational journal, issue of June 17, 19(50.

170 THE B.C. TEACHER Educational Change in Japan

JIAJIME YAGUCIII

APANESE civilization has as long a a very progressive national education sys• J history as that of Europe. Religion, tem. These now systems were uncondition• philosophy, thought and the arts had ally accepted because Europe was a high developed in Japan to a high degree, goal for Japan at that time and anything peculiar to her people, yet forming part of European was accepted without difficulty. the cultural heritage of mankind. During All educational institutions—primary, se• the two centuries which preceded its condary and higher—were open equally to contact with the West, Japanese society, die people, primary education becoming though generally thought of as feudal, had compulsory. Those who attained higher developed the early traits of a so-called education became national leaders in the modern society. The territory was divided construction of the new State and achieved into the estates of many feudal lords, but status in society. For almost a century such Japan had already a central government. relations between education and society The towns were already developing as po• have been accepted and have gradually litical centers. The populace engaged in become traditional. trade and manufacturing, and an exchange Since 1947 die nine-years' school has economy prevailed on a national scale. In been compulsory and at present almost 60 short, the society of commercial capitalism percent of the graduates of tlie compulsory was being born. lower secondary schools enter the diree- It was under these circumstances that year course of the upper secondary school, Japan plunged into close relations with the and 25 percent of those who complete this new world. Tlie State concentrated great course enter colleges or universities; tiiis efforts towards the reform of education. It percentage is getting higher year by year. aimed at introducing to tlie syllabus the From this we see how strongly education natural sciences and those techniques which is valued as a tool for the elevation of social were fundamental to modern industry. The position. word Bunmei Kaika (civilization) became Secondly, providing education is re• a motto of the Japanese, which meant to garded by the people of Japan as an obli• enlighten the whole nation through modern gation upon the State. The working class education. This conditioned the character is not yet in a position to establish educa• of Japanese education in tlie succeeding tional values of its own, mainly because its years. The educational system adopted in Japan This article, reprinted from Panorama: in the latter half of tlie Nineteendi Century Teaching Throughout the World (Summer was truly democratic. It conferred equal 1959 issue) was supplied originally by the opportunity of education on all the people Educational Clearing House of Unesco. without distinction of class, and was able Panorama is published by WCOTP, 1227- to do so partly because the power of the 16th Street N.W., Washington 6, D.C. Mr. State was exceptionally strong and die lead• Yaguchi is on the staff of the National In• ers of that time were wise enough to adopt stitute for Technical Research, Tokyo.

171 JANUARY, 1961 history as an influential class in society is scribed in tin's limited space. There are nut long enough. The. so-called intelligent• however important facts which deserve sia has been unable to play any significant special attention. role in determining educational trends. It The first is that the structure which had is assumed that the Slate should make endured for one thousand years was abol• education accessible to all the people. ished by the State in the middle of the The educational aim of the State is to es• Nineteenth Century. This grcutly helped tablish a common goal for the thinking of the establishment of systematic, democratic the people at all levels. educational institutions. Such being the idea of education, those The second is, what connection had the who played an important role in promoting religions of long tradition with education? education were all educationists working They once played an important part in in the national system. In Japan it should moral education. But Buddhism, which not be ignored Chat those who have done had its own long tradition and was familiar most to develop education have been in to the people, gradually lost its educational most cases educationists themselves. influence and in the later Nineteenth Cen• tury became incapable of giving a mental backing on which the people could rely. No other religion participated in education cither, except Christianity which has built schools and done evangelical work. It also had an influence upon a small number of the intelligentsia.

The Imperial Bcscript on Education, is• sued under the name of the Emperor •' 1890, aimed to foster the morality of the nation and to give it mental backing. The instruction issued by him provided the yard-stick for the behavior of the Japanese nation. The contents of the Imperial Re• script were an entirely secular code based It may be asked what role was played on the philosophy of Confucianism. by the traditional culture of Japan in the Under this Instruction, die Japanese na• course of the development described. Dur• tion led their lives for almost sixty years, ing the 2,000 years of her culture, Japan but after 1945 tiieir belief in the Emperor established and preserved various types of has been abandoned and the institutions tradition. One of these was the caste sys• based on the Instruction abolished. As a tem—warriors, farmers, craftsmen and mer• result the Japanese are now struggling to chants—which lasted for 800 years until find out for themselves the moral codes to die middle of the Nineteenth Century. which diey must be true. Education in Others were die philosophies of Buddhism Japan at present has both merits and de• and Confucianism which influenced the merits as a result of the discontinuous par• Japanese way of dunking for more than one ticipation of religions in the promotion of thousand years and had become die basic education. philosophies of the Japanese. In this soil, After passing through the days of the literature and arts peculiar to Japan had Occupation by the United States after grown up and the resultant customs and World War II, Japan now faces a second life-feelings were of Japanese flavor. The social reform. The Japanese nation, for influence exerted by those factors upon example, has been trying to get rid of con• Japanese society in the course of inaugura• ventional attitudes in regard to the parent- ting a new nation and founding new edu• child relation, the relations between hus- cational institutions can hardly be de• Continucd on page 180

17Z THE B.C. TEACHER Creativity versus the High. LQ.

Possession of cillier of these qnalUiei can indicate giftedness.

EVER IN THE NATION'S history lias of Utah Press), Child Development, Phi N there been such concern over the Delia Kappan, part of a monograph pre• "gifted child." pared by the United States Office of Edu• Educators have warned that the "gifted" cation, and other publications. arc our most valuable human resource and Getzels and Jackson insist that, despite must be discovered early and given every its longevity, there is nothing inevitable opportunity for full personal development. about the use of I.Q). in defining giftedness. Most popularly, the 'gifted child" has "Indeed," they state in one of their re• been considered to be the student who ports, "without shifting our focus of inquiry achieves a high score on an intelligence from the classroom setting, if we only (I.Q.) test. changed tho original criteria of learning, Two University of Chicago educational we might change the qualities of defining psychologists take strong exception to the giftedness. use of the I.Q. test as tho sole measure of 'For example, if we recognize that learn• "giftedness." ing involves the production of novelty as For more than four years Jacob W. well as the remembrance of course content, Getzels and Philip W. Jackson have been then measures of creativity as well as the working together on a new concept of I.Q. might become appropriate in defining "giftedness" or "creativity." Their research characteristics of giftedness." was supported by a grant from the United States Office of Education. For their research on giftedness, Getzels Through their research, Getzels and and Jackson used a group of about five Jackson have sought to expand the meaning hundred adolescents in the University of of "giftedness." Their study indicates that Chicago Laboratory School. The grade neither the I.Q. test nor teacher preference range covered extended from the end of the is a completely dependable means of sixdi grade to the end of the senior year in identifying students of high potential. high school. They have given reports on dieir research Their extensive testing program involved at meetings of the American Psychological the assessment of traditional qualities, such Association, dis American Sociological as intelligence and psychological health, Association, the American Educational lie- and included attempts to assess less con• search Association, and numerous other ventional dimensions such as creativity, professional conferences. They have pub• morality, and the like. lished results of dieir research in the Journal of Abnormal and Social Psychology, Reprinted from the October, 1960, issue a report in the National Science Founda• of The University of Chicago Reports. The tion's Research Conference on Identificationresearc h into the behavior of creative chil• of Creative Scientific Talent (University dren is continuing.

JANUARY. 1961 173 Iii the .study, Cclzels and Jackson qualities they believed would lead to selected two groups of students as mutually success in adulthood and which they Iclt exclusive. These two were: their teachers preferred. In addition, the Tho "highly intelligent"—defined as those children were asked to write lour-minuto who were in the top 20 percent of the stories in response to six pictures Hashed sample population on conventional I.Q. on a screen for twenty seconds each. An measures but who were not in the top 20 examination was made of the writing style percent on measures of creativity. of the two groups. The "highly creative"—defined as those The research disclosed: who were in the top 20 percent of the —Despite a difference of 23 points be• sample population on measures of creativity tween the mean J.Q.'s of the- two groups, but who were not in the top 20 percent in they were equally superior in school I.Q. achievement to the student population as a Getzels and Jackson did not include in whole. their experimental groups children who —Teachers exhibited a clear-cut prefer• were high in both creativity and intelli• ence for the high-I.Q. child. gence. And they found many such indi• —Regarding personal aspirations, the viduals. Rather they were seeking to isolate creative child rates high marks, I.Q., pep the two qualities from each other to and energy, character, and goal-directed- examine the relative contribution of each ness lower than do members of the highly to the functioning of the child. The chil• intelligent group. The creative child also dren who excelled in both areas arc the rates wide range of interests, emotional subjects of further investigation still in stability, and sense of humor higher than progress. do the members of the highly intelligent group. The emphasis on sense of humor How Choice was Made is so marked among the creative group that How were the "highly creative" subjects it is one characteristic diat sharply sets chosen? apart the high-creativity group from all Getzels and Jackson described the other groups. For example, one creative methods of selection this way: child during the test wrote a story on "face "All the tests in the creative battery in• cream and divorce." He blamed a divorce volved facility in dealing with verbal and on the woman's slippery cold cream. He numerical symbol systems and object-spac; wrote: "She wore so much cold cream on relationships. Some instruments called for her face at night that her head would skid rapid verbal associations to stimulus words; across the pillow and hit him (the former others called for the ability to structure husband) in the head. He is now contem• quickly an incomplete or distorted per• plating a new skid-proof face cream." ceptual stimulus; still others required re• —The high-I.Q. child seeks to possess mote, or clever, or original responses to now those qualities which he believes will complex verbal situations (e.g., supplying lead to success in adult life. The creative last lines to a fable). In one test the sub• child does not use this goal as a criterion ject was to respond to a complex paragraph in selecting his present aspirations. involving numerical values by suggesting —The high-I.Q. child holds to a self-ideal all the mathematical problems which could consonant with what he believes his teach• be solved with the information in the ers would approve. The creative child paragraph." shows a negative correlation with such a After identifying the two groups, Getzels model. and Jackson compared them to each other —When the occupations mentioned by and to the population from which they the two groups are analyzed into conven• were drawn on a number of variables: tional (lawyer, doctor, professor) and un• school performance, teacher preferences, conventional (adventurer, inventor, writer) students' choices of personal qualities they categories, the creative children give a sig- preferred, and children's perception of nificantiy greater proportion of unconven-

174 THE B.C. TEACHER r/jiuil occupations than do the high-I.Q. phasizes multiple, new "experimental" students. solutions to tho same problem. —Compared to the high-I.Q. child, the In those tonus, say Getzels and Jackson, creative child seemed u> "play with" the tlie high-I.Q. children tend to "converge" six stimuli pictures for the pleasure of in• upon stereotyped meanings, to perceive vention rather than "labor." personal success by conventional standards, The nature of tho fantasies of tho two and to move toward tho mode) provided by groups was revealed strikingly in the teachers. stimulus-picture comparison. Tho high-creative children tend to "di• Get/els and Jackson offered these repre• verge" from stereotyped meanings, to in• sentative examples on how tho high-I.Q. tegrate fantasy and reality, and to perceive and high-creative subjects responded to a personal success by unconventional stan• stimulus-picture most often perceived as a dards, Getzels and Jackson note. man working late (or very early) in an "It is," they state, "as if tho high-I.Q. office: children seek out tho safety and .security of tho 'known,' while tho high-creative chil• Tho high-I.Q. student: dren seem to enjoy tho risk and uncertainty There's ambitious Bob, down at the office of the 'unknown.'" at 6:30 in the morning. Every morning it's With the nation so concerned over the the same. lie's trying to show his boss how gifted, Getzels and Jackson hope that their energetic he is. Now, thinks Bob, maybe the research may have important implications boss will give me a raise for all my extra for defining and identifying gifted children. work. The trouble is that Bob has been Perhaps the time is not too far away, they doing this for the last three years, and the conjecture, when it may bo more common boss still hasn't given him a raise. He'll practice to measure other qualities of come in at 9:00, not even noticing that Bob giftedness as well as I.Q. has been there so long, and poor Bob won't They conclude: "Once we set a precedent get his raise. by allowing an exception to the practice of The high-creative student: labeling only high-I.Q. children as gifted, This man has just broken into this office the possibility of expanding tho concept to of a new cereal company. He is a private- include other potentially productive groups eye employed by a competitor firm to find becomes a genuine challenge to both edu• out the formula that makes the cereal bend, cators and research workers."-^ sag and sway. After a thorough search of the office he comes upon what he thinks is Jacob W. Getzels is a professor in die the current formula. He is now copying it. Department of Education and in the It turns out that it is the wrong formula, College and a member of the Committee and the competitor's factory blows up. on Human Development of the University Poetic justice! of Chicago. He came lo the University in 1951 after receiving his Ph.D. degree in Getzels and Jackson point out that the clinical psychology from Harvard Univer• ability to restructure stereotyped objects sity. During World- War II he served as with ease and rapidity is a characteristic a psychologist with the Office of Strategic mark of the creative child as compared to Services. the high-I.Q. subject. Philip W. Jackson is an associate pro• The difference between the high-I.Q. fessor of educational psychology in the De• child and die high-creative student is simi• partment of Education of the University of lar to a distinction made by Professor J. P. Chicago. He received his Ph.D. degree Guilford of the University of Southern Cali• from. Columbia University in 1954 and fornia between "convergent intellectual served on the staffs of Columbia, the Uni• ability," which emphasizes the single, cor• versity of Puerto Rico, and Wayne Univer• rect, "safe" solution to a problem, and "di• sity before coming to the University of vergent intellectual ability," which em• Chicago.

JANUARY, 1961 17S Morning Assembly

"O-o-o-o Can . . ."

176 THE B.C. TEACHKR Celling lo Know the Students ill Primer

txchange have left Prim almost h shown some of the situations \found himself. MAURICE GIBBONS

'But sir, I'm not Jack, i'm Janet."

"Please sir, we spell •'or' endings O-U-R." When you say 'hoods' do you mean 'licnnct':-" "My Oxford Concise spells 'organize' I-S-E, sir." "What are 'sidelines'? I'll bet there's no such word." "Isn't it T-V-R-E?" "I've never seen a car with a trunk before!"

JANUARY, 196) THE B.C. TEACHER Stay in Good Health

A basic program for maintaining good physical condition.

YSTEMATIC EXERCISE is a sound 1. C ontinuous rhythmical exercises car• S way to ensure good healdi. This was ried on for at least thirty minutes, three advocated by Dr. T. A. Cureton, Jr., Pro• times a week. fessor of Physical Education and Director . 2. Breathing rhythmically with deep, of the Physical Fitness Research Labora• slow breatiis and forced exhalation. tory of the College of Physical Education 3. Repetitive interval training, involving at the University of Illinois when he con• planned progression. ducted a clinic at the Vancouver Y.M.C.A. 4. Relaxation, especially during jogging and gave public lectures on the topic. and recuperative types of exercise. At the sessions, the most common re• 5. Complete recuperation between train• quest was for a prescription which could ing sessions. be taken in easy doses. Some basic prin• Such activities as running, hiking, swim• ciples stressed by Dr. Cureton were: ming, and cycling are most valuable be• 1. Physical fitness results only from a cause of tiieir contribution to circulatory planned program on a personal basis, not fitness. Brisk walking is a fairly acceptable from casual participation in sports or phy• substitute, particularly if occasional jogging sical activity. is interspersed. 2. Endurance is essential to people of all The same principles as for men may be ages and can be developed and maintained employed for women as long as the inten• tiirough a physical fitnessprogram . sity' and quantity of die exercises are varied 3. The most important aspect of fitness is to suit the age and condition of die indi• concerned with good circulation of the vidual. blood and a capable heart. A warm-up of fifteen to twenty minutes, 4. Exercise can produce important and at approximately 60% to 80% of effort, significant cardio - vascular improvements, should always precede intensive exercise. provided planned programs are employed At the conclusion of the heavy or very vig• after consideration of data resulting from a orous part of the program there should be medical examination. a gradual easing off or a "warming-down" 5. Deficiencies revealed by laboratory period during which die exercises and -tests apply equally to men and women, action will diminish in intensity until nor• •' to boys and to girls. mal breathing is restored. 6. The human body is capable of being For all groups the importance of stretch• trained to a much greater degree of effi• ing is stressed. Fitness of the abdominal ciency than has been realized heretofore. area is particularly important for the adult 7. Total fitnessi s extremely complex. group. Simple balance and' strength exer• The methods of achieving physical fitness cises should be included Jn general pro• are many and varied but they are charac• grams but specific training must be em• terized by the following factors: ployed when specific resui'.vare desired, -j^-

JANUARY. 1961 179 Education Change in Japan tlie people in leading their daily lives. Japan, at present, is confronting the Continued from page 172 problem of organizing education for farm• band and wife, women's position in society, ers, for merchants and especially for work• die relations between the State and tbe ers in modern industries. But no definite individual, the problem of social cohesion, idea has yet been formed about die content the independence of the individual and so of such an education, cither by public on. The solution of those problems is en• opinion or by the specialists. From die trusted solely to school education. Other above it may be seen that the Japanese are institutions, especially religious ones, prove now in a position to take the first step in diemselves to be of no avail, which is the establishing their own education, after the greatest hardship now being experienced lapse of a century since their adoption of by the Japanese. modern educational institutions. The third is that Japan has adopted the education evolved by the citizens of Euro• In conclusion: any nation in trying to pean countries, but not one evolved frcm adopt the educational ideas of foreign within the people's own life, with the long countries should take into consideration the Japanese history as its background. The difference between its own social condi• Japanese have been receiving a general tions and theirs. Togedier with this, it is education which has been quite strange fundamentally important to have clear fore• to their living. This has served to popu• sight as regards its future national life and larize education on one hand, but cn the to work out an independent plan for edu• other it has not served to make the con• cation based on the particular needs of tents of education profoundly profitable to each people, -j^

All about Marking that you have urged him to. Average time for marking a paper using this system: seven Continued from page 167 years off your life! try to fix up those four spelling errors that Now diat I have come to the end of these I have indicated. And, Bob, when you re• my thoughts on marking, I am ashamed to write this interesting sentence please use realize diat they are all gloomy ones. I have punctuation in the three places where I pointed out why the administrators cannot have suggested you need it. Other than give composition teachers fewer students; tiiese few slight faults, and the fact diat and I have shown that there is no easy, the thought in the sentence is not entirely speedy and creditable way to mark com• clear to the reader, diis is a good sentence positions; and I have tried to point out that and I enjoyed reading it. I hope you will if you stand up in front of your composition not be discouraged by having to make these class trying to show them the rules, you few revisions, Bob. cannot avoid sitting down at your desk to write cooments on the results. The chief danger with die cooment But perhaps the future is not without system of marking compositions is that you some glimmering of joy. It is reported diat are forced to give rather high marks, such "they" (those ubiquitous scientists) have as "A" or "A-plus." Because, after saying almost perfected a machine diat will trans• so many encouraging things to the writer, late Russian into English. If they do a trick you cannot just slap him down to die waste- like that, there is hope that they will soon bucket where his mark belongs. Also, of get around to inventing that composition- course, this type of marking takes consider• marking machine which for so many years able time and foolscap. But still it is die has filled the sleeping and waking dreams />ily type of marking that is really much of every red-handed marker of high school n.:|i providing Bob makes the corrections compositions,

180 THE B.C. TEACHER on ^our behalf

OINCE THE LAST report in these speaker at the Surrey Teachers' Association ^ columns, the following committees Induction Ceremony. have met to conduct Federation business: November 24 Curriculum Directors, Ethics, Executive (a ?vir. Allester attended a meeting of the special meeting to consider the Actuary's Metropolitan Elementary Principals' Asso• Report on Pensions), Gifted Child, Honor• ciation. ary Awards, Membership, Pensions, P.S.A. November 25 Publications, and Supervision Practices. At Penticton, Mr. Cox was the special November 15-17 speaker at the Induction Ceremony. The General Secretary, C. D. Ovans, November 28 attended an Economic Seminar for die four The B.C. Adult Education Association western provinces in Edmonton. held a.meeting at die Haney Correctional November 18 Institute. Mr. Janzen and Mr. Evans were Representatives of the Federation held a in attendance at this meeting. meeting with Mr. Ray Perrault, leader of November 29 the Liberal Party, to explain to him the Mr: Janzen represented the Federation Federation's policy on Education Finance. at a dinner given by Dr. MacKenzie, Presi• Attending that meeting were the President, dent of U.B.C, so that educational leaders W. Janzen, Assistant General Secretary S. might meet Mr. Arthur Piggott, the new Evans and Executive Assistant J. A. director of ibe Canadian Association for Spragge. Adult Education. "Mr. Evans attended a November 18, 19 meeting of the B.C. executive members of i«lr. Ovans served as consultant for the the C.A.A.E. Manitoba Teachers' Society Salary Work• November 30-December 1, 2 shop in Winnipeg. Mr. Allester was in Kamloops to present November 19 the teachers' case to the arbitration board. Mr. Spragge was a resource person at On die evening of December 2 he sat in on the Burnaby Staff Representatives' Work• the Barriere arbitration, which was also shop. held in Kamloops. November 22 December 1, 2 Mr. Janzen, Mr. R. B. Cox, Past Presi• Mr. Janzen, Mr. Evans, and Mr. B. G. • dent, Mr. Spragge, and Mr. S. Tavlor, Holt, a member of the International Affairs Chairman of the Pensions Committee, were Committee, attended a seminar.-on Cana- in Victoria to meet the Hon. W. D. Black on dian-U.S. Relationships at the University pensions matters. Executive Assistant W. V. of Washington, Seattle. This seminar was ' Allester attended the. first meeting of the jointly sponsored by the Universities of B'C new Committee on P.S.A. Publications. and Washington. November 23-25 , December 2 ' The Western Conference of Presidents The. Secretary-Treasurer, Mr. J. W.>; and Secretaries was held in Vancouver. Stewart, conducted the Richmond Induc• Mr. Janzen and Mr. Ovans were in attend• tion Ceremony, which was held in con• ance at the sessions. On the evening of junction with a banquet and dance in November 23, Mr. Janzen was the special Vancouver. Mr. Spragge was in Victoria to

JANUARY, 1901 President Wcs Janzen (center) dis• cusses the order ot business with Logan Morrison (left) and Louis Rank when he visited Grand Forks recently.

™ IS attend a meeting of the Teachers' Pension an arbitration held in Vancouver. Board. He also conferred with representa• December 9 tives of the Cowichan Teachers' Associa• Mr. Evans attended the sessions of die tion concerning presentation of their arbi• board arbitrating salaries for Chilliwack tration case. teachers. December 6 December 10 The Federation's delegation again was in The arbitration of salaries for McBride Victoria to discuss pensions with the Hon. teachers was held in Prince George. Mr. W. D. Black. The delegation was Messrs. Ovans presented the case for the teachers. Janzen, Cox, Spragge and Taylor. Mr. December 11, 12 Evans attended the Vancouver Elementary Mr. Ovans was in Victoria to work with School Teachers' arbitration and presented the teachers there on their case and to pre• the teachers' case. Mr. Allester sat in on sent it to die arbitration board. the West Vancouver elementary arbitra• December 13 tion. Mr. Janzen addressed a meeting of the December 7 local association in Courtenay on pensions Mr. Janzen addressed a meeting of the and otiier Federation business. Mr. Evans Parent-Teacher Federation's Research Com• was in Nanaimo in die evening to meet the mittee. chairman of the teachers' Agreements Com• December 8 mittee prior to tiieir arbitration. Mr. Alles• Fraser Valley East District Council met ter was in Penticton to present the case for the teachers to an arbitration board. at Whalley. Mr. Janzen attended the meet• December 14 ing and spoke on Federation affairs. Mr. Evans attended a re-organization meeting Mr. Janzen attended a meeting of die of the B.C. Council on Education, held in Department of Education planning com• the Teachers' Building. He was re-appoin• mittee for an adult education conference. ted secretary of this organization. Mr. Mr. Allester presented the case for the Sum- Ovans was in Prince George to present the merland teachers in Summerland. teachers' case before an arbitration board. December 14, 15 December 8, 9 Mr. Ovans presented die case for the Mr. Spragge presented the teachers' case Surrey teachers at an arbitration held in in the arbitration of salaries for West Van• Vancouver. Mr. Spragge presented the couver secondary teachers. Mr. Allester pre• case for the Powell River teachers at an sented die case for Abbotsford teachers at arbitration, also held in Vancouver.

THE B.C. TEACHER What's the Answer?

It's the Co-op Federation Executive has authority from / thought tlie Annual General. Meetingth ae Annual General Meeting to dispose of couple of years ago decided against thedii s property when and if they think the Federation getting involved in real estate,sale would be desirable. except that needed to vrovide office space. Therefore it surprises me to see periodic•Group Insurance ally reports to the effect that the Federa• / didn't know until die other day that tion is buying property in North Vancou•the Federation operates a group life insur• ver and building apartment blocks in Van•ance plan. Why doesn't the Federation couver. provide information on this? I for one You're right. The A.G.M. did decide diat would like to know about it. the Federation should not get into the real Look on page 42 of die 1960 edition of estate business. And it hasn't. the B.C.T.F. Handbook. If you don't have The newspaper reports to which you one, borrow one from one of your teacher refer have been in error. It is the B.C.T.F. friends. And by the way, if you didn't Co-operative which has been interested in order a copy of the Handbook this year, be- property in Nordi Vancouver and it was sure you do so for next year. the Co-op which served as builder for a group of teachers who wished to erect a Salary Indemnity self-owned apartment block. 7 am sorry I am late in applying for Salary The only properties held by the Federa• Indemnity Benefits but I didn't know there tion are the property at 1815 West 7th was any deadline. Avenue on which the Federation Building I'm sorry too, because your late applica• is located, the 50 foot property next door tion will have to be considered by the Salary and the property on Broadway at Fir. The Indemnity Committee when it meets next property adjacent to the Federation Build• and unfortunately it meets only occasion• ing was purchased in 1959 to provide addi• ally during die year. tional parking space if such is ever required. If the application is all in order, it is pro• Meanwhile the house on this property is cessed immediately by the staff member rented. who helps administer the fund. Late appli• The property at Fir and Broadway was cations are considered first, by the Salary bought in 1951 as a possible site for our Indemnity Fund Committee, with provision Federation building. Instead, a building for final appeal to the Executive. in the 1600 block West Broadway was pur• Application .must be made within thirty chased and converted into offices. This was days of returning to teaching or witiiin four sold prior to our building the present months of the commencement of the Federation office. The Fir and Broadway absence, whichever is earlier. (See page 41 property.has provided a good return. The of the B.C.T.F. Handbook.)

An Active Year as you plan your activities in the New Year you include in them a thorough study of the Continued from page 158 Royal Commission Report on Education Work is proceeding in other areas of mid'die proposals of our own Special Com• equal importance. This, no doubt, is equally mittee on Membership. true in your associations. Some aspect of In this first issue for 1961 may I extend Federation interest is being examined, to all members of the B.C.T.F. best wishes established or expanded. I would ask that for a Happy New Year.

JANUARY. t96t 183 B.C.T.F. Geographical Representatives

Burnaby Miss Marie E. I'edlcy, 21.'0 Sperling Avenue, Burnaby 2, B.C. Central Mainland G. Cook, Box 130, Barricic, B.C. Western Fraser Valley J. R. Barry, 13012-56th Avenue, R. K. #1, Cloverilalc, B.C. C. J. Grceuaway, 2510 Fulton Street, Burnaby 1, B.C. Fraser Valley East M. Hanun, 521 Barber Drive. Chilliwack, B.C. Kootcnay East B. C. Wiltse, Box 125, Chapman Camp, B.C. Kootenay West E. J. Nash, Box 217, Naktisp, B.C. Central Lower Mainland A. H. Gooding, 1091 West 51st Avenue, Vancouver 16, B.C. North Central D. N. Wcicker, 2780-2n'J Avenue, Prince George, B.C. Northern B.C R. W. Berry, Box 825, Nvcliako P.O., Kitimat, B.C. North Shore J. W. Bourdon, 435 West 26th Street, North Vancouver, B.C. G. Cooper, R.R. #1, Gowcr Point Road, Gibsons, B.C. Okanagan Valley R. J. Wundcrlich, 818 DcHart Avenue, Kelowna, B.C. G. A. Graham, R. R. #3, Salmon Arm, B.C. Peace River F. M. Davies, Box 640, Fort St. John, B.C. Greater Victoria F. J. Cairnic, 1844 Gonzales Avenue, Victoria, B.C. D. A. Smith, 1315 Carnsew Street, Victoria, B.C. Vancouver Island, Southern J. S. Clark, 618 Lands End Road, R.R. #1, Sooke, B.C. Vancouver Island, Northern D, J. S. Smith, 505-12th Avenue S., Port Alberni, B.C. Vancouver School Administrators M. S. Wark, 4521 Victory Street, Burnaby 1, B.C. Vancouver Secondary A. M. Rempel, 1145 West 49th Avenue, Vancouver 13, B.C. A. Suttie, 7442 Maple Street, Vancouver 14, B.C. Vancouver Elementary N. L. Orncs, 238 West 44th Avenue, Vancouver 15, B.C. Mrs. Isobel I. Cull, 4320 West 8th Avenue, Vancouver 8, B.C. Chairmen Of B.C.T.F. Committees Academic Standards— Philosophy of Education- Miss O. Heritage, Victoria Mrs. L. A. Maniicy, Burnaby Acceleration and the Gifted Child— Professional Education and Induction— Dr. Ruth White, Vancouver D. A. Smith, Victotia Agreements— Professional Relations Commission— A. II. Gooding, Richmond . W. Janzen, Surrey Benevolent Fund— l'..5,A. Publications— L. C. Curtis, Vancouver Miss M. Crute, North Vancouver C.T.F. Affajrs- Property Managemcnt- W. Janzen, Surrey C. V. Hillary, Vancouver Constitution and By-Laws— Public Relations— R. J. Wundcrlich, Kelowna K. N- Stainton, Burnaby Convention— Research- Miss E. F. Burke, Burnaby L. R. Daniels, Kelowna Carrie-', jm— Resolutions— S. Young, Burnaby M. Hamm, Chilliwack Educ. tion Finance— Salary Indemnity— D. J. S. Smith, Port Alberni N. L. Omes, Vancouver Ethics— Scholarships— R. B. Cox, Penticton H. M. Palsson, Sooke • Finance— Sick Leave— N.J.. Orncs, Vancouver E. D. MacLean, New Westminster Honorary Awards— Supervision Practices— R. B. Cox, Penticton R. E. G. Langton, Maple Ridge In-service Education— Teacher Education— A. E. Johnston, Trail H. N. Parrott, Sooke Local Association Attendance— Television— E. Miles, Nanaimo . J. S. Young, Burnaby Membership— Workload— . B. C. Gillie, Victoria W. I. Mouat, Sooke Pensions— Workshop— S. Taylor, Vancouver N. E. Nelson, Burnaby

184 THE B.C. TEACHER Across the hsk

Comments Solicited coherent course designed to satisfy the aims of the academic disciplines concerned. Kitimat, B.C., (2) both to be taught throughout the six November 24, .1960 years of High School using present time The Editor, allocation if necessary. (Awarding of Dear Sir, credits could be adjusted accordingly.) At the recent Northern District Conven• (3) Both to be designed on a World basis tion a series of resolutions concerning and emphasizing the relationship of Can• Social Studies were passed, I would appre• ada to the modern world. ciate it if you could give our ideas some (4) Each to be graded thus:— publicity in The B.C. Teacher. We would (a) to suit the level of student interest and welcome constructive criticism and com• ability at different age levels (Grade VII- ment and I am willing to receive any corre• Grade XII). spondence that may arise. (b) to suit the varying levels of student Dean Scarfe was present at the meeting ability (University and General Pro• when the matter was being discussed and grams ). has generously given me permission to cite (5) Final examinations to be altered with him as an authority who is in agreement a view to emphasizing the interpretation with our resolutions. rather than the accumulation of facts. The resolutions were as follows:— Thank you for your assistance, (1) Separate courses in geography and his• Yours sincerely, tory should be taught. Each to be a WILLIAM R. LONG

Musicians-Our Cover Picture

L COLTON, of the staff of Lord Byng and uses a wide range of subject matter. A High School in Vancouver, is the sec• His work has been described as vivid in ond teacher-artist whose work was chosen color, strong in design, with a growing for a second time. interest in the poetic and symbolic qualities Mr. Colton, born in Toronto, has spent of reality. the greater part of his art career since the Of this work, Mr. Colton says: "Saying War on the West Coast. He studied at something about my painting always seems the Ontario College of Art in Toronto and to me an anti-climax. The subject was at the Vancouver School of Art, from which almost incidental to begin with, but be• he graduated. He has been painting and came an integral part of the structure as teaching art in Vancouver since 1947. the picture progressed. The figure now Works by Mr. Colton have been exhib• serves as a vital element in the composi• ited at the National Gallery and the Van• tion, giving significance to die framework couver Art Gallery. He paints only in oils on which the color is hung." -jc

JANUARY, 1961 165 B.C.T.F. CREDIT UNION

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Not for Profit—Not for Charity—Hut for Service

186 THE B.C. TEACHER new* ESTHER G. HARROP, Book Review Editor

FICTION The outstanding feature of the book is the illus• trations. Numerous pencil drawings support the House of the Blue Horse, by Lee Kingman. text well. The colored illustrations have a power• Doubleday, Toronto, 1960. $3.50 ' ful acslliclic appeal. Facing pages are composed Here is an account of episodes in a home shared so that they have a three-dimensional quality. by two families—one of French origin, the oilier This edilion is in library binding (bat will pro• of American—living on ilie east coast of the United long llic life of the book. The print is large and Stilus, in the days at the end of World War II. clear. The size of Ihe book and pictures make it There is mystery, a hit of intrigue and of ionise a goo] selection for reading aloud. Eight and a happy ending. The viewpoints of the two ninc-ycar-old children will enjoy reading Ihe slory families in the altitudes of patents towards children for lliemsclves.-M.B.M. and children towards parents in post-war days and the two homelands will arouse adolescent interest. READING The book could he described as a family story with a romantic background. It is suitable lo the Silent Sveccli and. Silent Reading, by Ake Grade IX-X reading Icvcl.-E.G.H. W. Edfelt. University of Chigaco Press, The Mystery of Skull Cap Island, by Chicago, 1960. 164 pp. Illus. $3.50 Professor F.dfcldt, working mainly in Denmark Marion Garthwaite. Doubleday, Toronto, and Sweden, has concluded ,i fascinating series of 1959. $3.00 investigations into the relationships that exist between a person's reading ability and "silent An intriguing book for boys in the 10 lo 12 year age group. Eleven-year-old David Cory, bis younger speech." The laller term he defines as any move• brother Jeremy and their friend Jack Ross gel into ment in any of the speech muscles daring silent mischief as they solve the secret of Skull Cap reading. Island, an island off the California coast. A scurry• The author's conclusions arc of significance lo ing figure in the brush, unknown footprints in the all teachers of reading. His findings lead him to sand, signal fires after dark, a coded message in conclude that the following three hypotheses arc a bottle, and other clues deepen the secret until supportable: that good readers engage in less Jack's unexplained disappearance leads to the cap- silent speech Mian do poor readers; that reading lure of smugglers.—S.E. of an easy or clear text results in less silent speech lhan does the reading of a difficult or blurred text: The Little Leftover Witch, by Florence and that, while silent speech may indicate reading difficulties, it is not the cause of those difficulties. Laughlin. Illustrated by Sheila Green- He further concludes, contrary to historically main• wald. Brett-Macmillan, Gait, 1960. $2.75 tained belief, that silent speech occurs to some A delightfully impish tale of a junior witch who degree in the reading of all people, and that it is not necessarily a detrimental aspect of the reading is stranded on earth from one Hallowe'en to the process. next. She is befriended by a little girl, Lucinda, and made welcome as a member of Lacinda's fun- While Professor Edfeldt's book will be of little loving family. The magic of family love helps or no interest to any but the research student of the little witch to overcome her witc.hy tendencies reading problems, it must certainly be essential and turn into a happy child. This humorous story reading for the latter group. The review of the literature which constitutes the first third of the has a core of good moral values. book is alone worth the price of the volume. The Small pen and ink sketches have amusing detail methodology employed in the measurements of and enrich the flavor of the story. The book is silent speech is entirely new, and reveals a new attractive and well bound. Suitable for Grades concept of successful collaboration between the II-IV.-M.B.M. fields of psychology and medicine which is an ob• ject lesson in itself. Diagrams, tables and photo• Mister Billy's Gun, by Berta and Elmer graphs help to make this a very complete and Hader. Brett-Macmillan, Gait, 1960. understandable report which should perform a very useful function in the broad field of reading $3.50 problems and their investigation.—T.B.rs. The central idea of this story is the conserva• tion of wild birds. The story of an elderly couple who solve the problem of thieving quail is told SCIENCE in a simple direct fashion. The children thrill Creatures of the Night, bv Dorothy Sterl• to the ominous words of Mister Billy—"Got to get ing. Illustrated by Winifred Lubell. a gun"—and enjoy the humor of his predicament Doubleday, Toronto, 1959. $3.50 when he goes out with his gun but is foiled be• Read along with the author and you will meet cause quail perch on his shoe, his shoulder, even on the pun'barrel. There is contentment when the insects that emerge at night. It is a captivating Miss Addic hits on a happy solution for the prob• book relating the firsthand experiences and obser• lem. vations of the author and illustrator.

JANUARY. 1961 187 100 CANADIAN PAINTINGS Two ol: the 100 silk screen repro• ductions faithfully reproduced in full colour by some ,'if> representative THE FERRY, QUEBEC J. W. Morrlco Canadian artists, including A. Y. Jack• MIST FANTASY J. E. H. MocDonald son, Tom Thomson, Arthur I .ismcv mm and Charles Comfort. Sponsored by the National Gallery ol: Canada, those reproductions arc widely used in school halls, audi• toriums and class rooms. Send for our illustrated catalogue with details of sizes and prices. SAMPSON - M ATTHEYVS LIMITED 1105 LESLIE ST., DON MILLS, ONTARIO

While many of the insects discussed are not ment seems to permit the teacher to use review found in British Columbia, pupils will find many tactics to unify the whole concept of the human that are familiar. bod)'. Several worthwhile tips for collectors are given. The work of each year involves a similar treat• The illustrations greatly enhance the text and ment in the fields of astronomy, biology, chemistry, add considerably to the attractiveness of the book. geology and physics. While factual material is Suitable for children aged 12 to 14 years.—D.G.N. abundant, the texts suggest quite pointedly that the teacher perform demonstrations and ih.'t the Our Scientific Needs; Our Scientific World;pupil s record their observations. The appendix of each text includes a list of Our Scientific Age, by Frasier, MacCrack-definitions, an index of experiments, and other en, Decker, McNaughton and Smidi. pertinent data; e.g., common characteristics of L. W. Singer Co., Inc., Syracuse, New metals. As a set of texts to be used in junior high York. cl956. $4.35, $4.55 and $5.75 school Science these books offer a great deal for respectively a well-integrated series of science courses, and would seem to cover sufficient general science to There are eleven volumes in the Singer Science terminate it (General Science) at the end of Grade Series ranging from Pre-primcr to Crade IX. Of IX.-V.C. these, the three volumes prepared for the junior high school are entitled: Our Scientific Needs— Balloons: From Paperbags to Skyhooks, by Grade VII; Our Scientific WorM—Grade VIII; and Peter Burchard. Brett-Macmillan, Gait, Our Scientific Age—Grade IX. The titles, however, suggest neither the content nor the approach to 1960. Illus. $1.95 the subject. l'cter Burchard has written a brief but fairly While the cyclical approach to the content of complete history of lighter-than-air travel in this science courses has been condemned in some quar• book which gives information on flight advances ters, due to the repetition of teaching the same by covering a period from the early IGth century facts and demonstrating the same phenomena, the to the twentieth. The papcrbag experiment ,vf repetition of the application of principles and of Mnnlgolficr not only frightened but also astounded observing nature cannot be over-emphasized. The those who lived in Europe at this time. France's Singer Series does this admirably. For example, part in the development was undertaken in 1783. there are units of work that consider the human Balloons have not only experimental travel value, body: Digestion in Grade VIJ, Nerves, Glands, for they are used to study the weather. These are Muscles and the Skeleton in Grade VII!, and called radiosonde balloons. The story is continued Blood, Bones and Diseases in Grade IX. This treat• to lake in the progress of I960, ft will be read

188 THE B.C. TEACHER avidly by old and young who arc interested in weather and wind examination.—K.(i.11. SOCIAL STUDIES The British Isles, The New Oxford Geo• graphies, by Jasper II. Stembridge. Clarendon Press, Oxford, 1959. Revised B.C.T.F. Co-operative Edition. Illus. 384 pp. $2.50 This excellent geography ol the British Isles, Africa and Australia should be on the desk of the teacher of elementary or advanced geography. In Association Social Studies 10 it will make an excellent reference for specific detail to enrich lesson preparation, 1815 West Seventh Avenue whilst in Geography 01 it will be a fund ot know• ledge which (lie students in this "advanced elective" Vancouver 9, B.C. may consult with great interest. The maps arc very good, especially those of the Ordnance Sur• vey. For students preparing for detailed exams, Phone RE gent 1-8121 the exercises at the chapter-ends will be thought- provoking. It is thus a highly recommended refer• OFFICE HOURS: ence tex t book.—W. D.M .S. Monday to Friday, 9 a.m.-5 p.m. Looking at Maps, by William Wonders Saturday, 9 a.m. - !2 noon assisted by Lillian Wonders, Cartograph• er. Longmans, Green, Toronto, 1960. $1.25 This book is very similar to the Progressive Atlas published by the same firm. The only difference appears to be that the earlier book is based on England, whilst the newer book deals with Canada. It covers the steps of map preparation from a pic• MEMO to Local and District ture to a picture taken from above to a simple flat map. Associations Material deals with a pupil's house, his immcdi- aic block, bis town, a coastal city, a great seaport, tlu' mountains and lastly the province. At all tun's the maps progress from (a) a picture, (b) a Many associations have set up picture map (c) a scale abstract of the map. The large provincial maps would have been scholarship funds for students more eiTective had tbcv been done in better relief cole ring. The book contains good maps of the entering the College of Educa• western Canadian provinces: (a) products and re• sources,' (b) political divisions, (c) natural vegeta• tion. tion, (d) land forms. It is unfortunate that the book could not'have been produced at the price of 55c which was ,'hc price of its English counter- part.-D.M. In some cases this has been done Discoverers of the New,World, by Josef at no cost to the association. Berger. Golden Press, New York, 1960. They have simply transferred a Illus. $3.50 Teachers interested in trying to make history live part of reserves to B.C.T.F. by using original sources will welcome this effec• tively illustrated book. It contains about 150 illus• Co-operative Loan Certificates trations, half in full color, with practically all of them "from-thc-period" paintings, maps, prints, and used the interest to pay the drawings and photographs. This book is one in a series published by the scholarship. editors of American Heritage, The Magazine oj History. It narrates the voyages of discovery and exploration of the North American continent by the explorers from Spain, Portugal, Russia, Eng• For Investment Use Co-operative land; France and Netherlands. Included are all the well known explorers usually mentioned in Loan Certificates. They give a history books plus the lesser known Vespucci, 6% Cabcza dc Vaca. Coronado, Cabral, Waymouth and return of per annum. Verrazano. The book is written in clear, straightforward language, without any degree of ovcrsimplifica-

JANUARY, 1861 189 linn. It (.111 he read willi iindcisiaiidiiig :iml pleas- OVERSEAS EDUCATION LEAGUE nit' by junior .mi! senior high school students and adults well. If would he a prized addition LILIAN WATSON TRAVEL SERVICE lo iinv junior or senior high school or home 51st Year of Overseas Tours—1961 libra ry'.~S.K. Sailings; Canadian Pacific Empresses EAST June 29 (EMPRESS Or BRITAIN) Everyman's Eucyclop<:dia Edinburgh July 6 (EMPRESS OF CANADA J —from Montreal to Greenock and Liverpool. World Atlas. Edited by John Bartholo• WEST August 22 (EMPRESS OF CANADA) mew. T. M. Dent & Sons, rev. 1959. August 29 (EMPRESS OF ENGLAND) •—from Liverpool and Greenock to Monlreol. $7.25 By AIR: BOAC, CPA, TCA, Canada to Britain Juno 30, July 1, 8 This' alias is essentially a revised edition of tin: Britain to Canada Aug. 25, 26, 27, 28, 29, 30 and Ilartholoiiicw's Ailvaucril Alius nf AJur/crii Gni- r 31, Sept. 1, 2, 3 (Independent bookings available! grit/iliy, published in l!).i(). It retains .ill the good Days Est;. Cost features of the earlier edition and has several new Tour of Scotland, Wales and England: Land portion maps of regions which have heroine important in only, commencing July 12 20 $300.00 With round trip ocean passage 34 $760.00 recent years. Several new projections nave been Continental Tours commencing at London: used lo help illtr.irale more giaphicaby Ihe close Our own special do luxe tour to Holland, Germany, relationship of dilleient hinil masses lo each oilier. Switzerland, Austria, Italy and France, commencing Aug. 2 24 $575.00 It ronlaiiis over Kill pp. of detailed, useful maps Denmark, Finland, Russia, Poland, Germanv, Bel• ami an excellent index. gium, commencing July 15 24 $537,00 This atlas is designed lo accompany ihe Kvny- France and Spain, commencing Aug. 6 14 $201.00 wmi's Eiuycliijicilin, but whether or not one has France, Switzerland, Austria and Italy, Ihe twelve-volume encyclopedia, il makes a val• commencing July 30 14 $215.00 uable reference for teachers, for students, or for Belgium, Germany, Austria {Salzburg and Vienna), anyone who wants a good Mips,—N.R.S. Switzerland, France, commencing July 31 14 $210.00 Belgium, Germany, Denmark, Sweden, Norway, The True Face of Duplcs.w; by Pierre commencing Aug. 5 15 $258.00 Belgium, Germany, Switzerland, France, Laporte. Harvest House, Montreal, 1960. commencing Aug. 4 9 $125.00 Any of the above may be booked independently af 140 pp. Paper and cloth oils. Paper ed. sea or air transportation. Similor tours on other $1.50 dotes. Write for 1961 Tour Booklet This is a disappointing book because il is sup• 240 Somerset Building, WINNIPEG 1, Manitoba. posed lo portray The True i'>rc nf /)iip/r.ui,s. It Phone WH 2-2819 gives a very harsh criticism r Duplessis and his contemporary Quebec politicians. The premier's achievements arc rather ignored whilst the political boss in Duplessis is stressed. Nf. I.aporle paints a fascist view of Duplessis—a dictator surrounded by "yes" men. To be sure there was much to criticize about Duplessis but he was premier of The Old COLLEGE OF EDUCATION Province during times of tremendous stress and achievement. The translation from French lo flow• AT VICTORIA ing English was not too happy. To sum up, this book should provoke an historian of note lo give a Applications are invited for positions in the balanced view of Maurice Duplessis.—W.l).M.S. Faculty of Education commencing with the Canada: The Struggle for Empire, by L. B. 1961-62 academic year. Each position involves Creighton. J. M~ Dent, Toronto. $2.65 instruction in general education, special fields, Luclln Crcighlon's book covers the history, of and supervision of practice teaching. A Masters North z\mcrica, and especially Canada, fioiijBT's Degree is preferred. earliest beginnings to the year 1800. Overall,flls.. an excellent history book for junior high sJjVwisats. ft is divided into six main parts, each owSlS'ins Please state special fields of competence, e.g., a short preview and a time chart on ffiaS&li im• science education (Biology), primary education, portant dates and their significance arc paired. At educational psychology, art education, social the end of each chapter there are a Tew thought- studies education, etc. provoking exercises which require the student not or!y to have masterccj the content of the book, but By February 18 send, copies of academic tran• also to do some additional research. It is well illustrated with sketches, maps and diagrams which scripts, details of teaching experience !n the admirably complement the text. public schools; and at university level, letters It is simply written with a clarity and vividness of recommerdation and a recent photograph to that both teacher and student should like. The language is simple enough that the slowest students should be able to follow without too much diffi• Director of Teacher Educalio", Victoria College, culty, and yet it is vivid and detailed enough to hold the interest of the brighter students. Wher• Victoria, B.C. ever possible, the author has used a story approach to her topic. In addition, frequent sidelights on the lives of her personalities help to bring people like Prontcnac, Talon and DTbcrvillc to life and to

ISO THE B.C. TEACHER show the students that thes~ were indeed real people. The book was designed for use in the new Grade SCHOOL DISTRICT No. 57 VII course in Ontario and is the first of a scries. Teachers of Social Studies 8 in B. C. should find (Prince George) it a useful and enjoyable source of supplementary reading for their classes.—N.R.S. TEACHING POSITIONS AVAILABLE September, 1961 Stories of the Norsemen, by Johanna John• APPLICATIONS ARE INVITED NOW ston. Doubleday, Toronto, 1959. Illus. CITY ELEMENTARY • $3.49 RURAL ELEMENTARY This book, beautifully illustrated in black and JUNIOR HIGH — General Subjects & white and in color by W. T. Mars, presents the Specialists travels of Erik the Red, Leif the Lucky, and other SENIOR HIGH—English, Social Studies, less well known Norsemen in a style which makes Girls' P.E., Science, Industrial Arts, history read like fiction. The stories trace the Commerce, Music discoveries by the explorers from Norway, of Ice• Salary Schedule: land, Greenland and the North American settle• E-C—$3060 — $3960— 4 years ments of Helluland, Markland and Vinland. E-B— 3510— 5310— 8 years However, there is no excuse for the discrepancies E-A— 3960— 5985— 9 years between the text and the map on page 62 and the S-C— 4410— 6660—10 years error on page 56 in which Newfoundland is identi• S-B— 4860— 7335— 11 years fied as Nova Scotia. S-A— 5310— 8010—12 years This should be a most popular book in any intermediate grade library.—S.E. Summer School Bonus: $300.00 for teachers in the district Recommended Books: or moving into the district. Greek Gods and Heroes, by Robert Graves. $198.00 bonus to one-room schools ot 8 Grades. Doubleday, Toronto, 1960. Illus. Index. Provincial Teachers Medical Services. $3.50 Opportunity in Rapidly Expanding District. A good source and storybook to accompany a Apply to Secretary-Treasurer, course in Greek history, religion and mythology.— School District No. 57 (Prince George), E.G.H. 1835 Sixth Avenue, Prince George, B.C. The Quest of Louis Pasteur, by Patricia Lauber. Doubleday, Toronto, 1960. Illus. $3.00- A most interesting story of the life and scientific Let the discoveries of Louis Pasteur. Very useful in Junior High Science classes.—E.G.H. Exploring Under tlie Earth, by Roy A. B.C, A. A. Gallant. Doubleday, Toronto, 1960. Dia• grams. Illus. $3.50 Help You Plan The text dealing with geology ar,,i geophysics would be useful as a teachers' reference! or a source Your Trip of information for students in senior geography courses.—E.G.H. 3 SPECIAL JET TOURS Every Road Has Two Directions, by Faye LEAVE VANCOUVER: L. Mitchell. Doubleday, Toronto, 1960. ; $3.50 June 30—Tokyo, Hongkong, Bangkok Home life and school days in 1873 in the Puget July 1—London;-1 then Continent by Sound area plus a taste of romance and some genuine friendship, develop a story which high > Motorcoach school pupils will enjoy.—E.G.H. July 1—Paris, Lisbon, Madrid, Put Your Best Look Forward, by Glynne Brussels, Amsterdam i Hiller. Doubleday, Toronto, 1960. Illus. BOOK NOW! $3.00 A very practical book describing all the points BRITISH COLUMBIA AUTOMOBILE ASSN. so necessary in the modern girl's appearance and 845 Burrard Street physical qualities. Carriage, posture, grooming, good health, voice, personality — the essentials Vancouver 1, B.C. .: which create the attractive young woman are in• Phone: MU 4-5811 cluded in a pleasing illustrated treatment of this subject.—E.G.H. - '-' Office Hours 9 to 5 including Saturday

JANUARY.'. 1961 191 ahout ^eofl

William H. Muncy Alberta. Dr. Andrews formerly taught in William H. Muncy, formerly principal of British Columbia at Salmon Arm and Margaret Jenkins School in Victoria, passed Woodfibre. away on October 29, 1960. Prior to his retirement in 1952, Mr. Muncy had been a The December elections saw the follow• school principal for thirty years, and was ing teachers in municipal office: A. T. a faithful Federation member from the Alsbury, re-elected mayor of Vancouver; R. time of its inception. He is survived by his W. Prittic, re-elected to Burnaby Council; wife, a son and a daughter. E. W. Bowering and Arnold Webster, re• An appreciation of Mr. Muncy, by elected to the Vancouver Parks Boavd. former pupil Art Stott, of tlie Victoria Times, said in part: "He progressed with Winners of Teacher Training scholar• the times, but he carried with him that ships and other company awards attending sound background of teaching and discip• the University ol: British Columbia under line which never allowed the boys and girls Crown Zellerbach Canada Limited scholar• to dominate staff or school ... A rich man, ships were entertained at a luncheon Bill, wealthy in the intangibles he invested recently in the Faculty Club. Hosts were in boys and girls—a teacher proud of his top executives of the company. This annual craft and a decoration to it." affair is carried out by Crown Zellerbach to add a personal touch to its scholarship Elected as alderman in the city of Ed• program, which amounts to $16,600 a year. monton recently was Dr. M. E. LaZerte, There are seven $2,000 Teacher Training formerly Dean of the Faculty of Education scholarships awarded in Crown Zeller- at the University of Alberta and more bach's operating areas each year, two $500 recently Dean of the Faculty of Education university entrance awards for children of at the University of Manitoba. Elected to employees, a $600 medicine award, a $500 the School Board of Edmonton was Dr. nursing scholarship and a $500 post-gradu• John Andrews, Associate Professor of Edu• ate scholarship in economics and political cational Administration at the University of science.

A group o£ Crown Zellerbach scholarship winners pictured at the 1960 luncheon. SPECIAL STUDENT HANDWRITING KIT

REGULAR $3.44 VALUE

This offer can be made at this low price only to students —as part of Sheaffer's educational program. Teachers everywhere replied in such great number to this offer last year, that this year Sheaffer are repeating it. But supplies of this special Handwriting Kit are lim• ited. So make sure you get the number you need for your students. Order now—while the offer lasts!

OFFER EXPIRES MARCH 31, 1961 MAIL THIS COUPON TODAY ^ v,.-;r To be signed by the tcaclxer. • — ————— • - Educational Service Division, The W. A. Sheaffer Pen Co. of Canada Ltd., Goderich, Ontario. Sirs: My students would like to obtain your Student Handwriting Kit consisting of: a $2.95 Sheaffer "Skripserr" fountain pen, a 49c supply of Slcrip cartridges and a handwriting booklet—all for the special price of 98c. I understand that you will arrange for procurement of these Student Handwriting Kits through a local Sheaffer dealer.

NAME-

SCHOOL

CITY, PROVINCE-

SCHOOL TELEPHONE-__J______QUANTITY_ SEND NO MONEY WITH THIS COUPON. On receipt of this coupon, a copy of our handwriting booklet "Sure, I Want to be a Better Writer" will be moiled to you with our compliments. Coupons must be forwarded by February 10,1961

JANUARY. 1961 193 Are Your Household Confents and Personal Effecfs Protected?

Most teachers have the HOUSEHOLDERS policy protecting them against Fire and Burglary loss, whether they are married or single.

What does it do?

Protects personal effects in the house or apartment, plus travelling, for an amount which you stipulate (minimum $3,000).

EXAMPLE: If you stipulate $4,000 coverage at your residence, you have this protection for Fire, Burglary and Theft. If you are travelling (as so many teachers do during the summer months) you have protection for 10% of the amount of insur• ance ($400) covering the perils of transportation (Fire, Bur• glary and Theft); 10% of the insurance amount ($400) should there be evidence of forcible entry to a car and goods taken therefrom.

The cost is very nominal and protects you for a three year period, Inquire about it at once — you may still be without this essential protection.

AUTO INSURANCE, NEW COVERAGES AND DISCOUNTS

/On January 1st 1961 a new automobile insurance policy came into effect;; with hew coverages, added flexibility and discounts. Have this explained to you also.

AUTO FINANCING can still be obtained through us at simple interest ' rates..-

Get your 20% discount on the HOMEOWNERS PACKAGED POLICY.

CHRISTIE AGENCIES LIMITED VANCOUVER — 198 WEST HASTINGS ST. MU 3-2188 VICTORIA — 610 COURTNEY ST. EV 3-1323

194 THE B.C. TEACHER it's \$\evi>s to us-

Scholarships and Fellowships and other forms of financial assistance A number of fellowships and teaching available for students in full-time attend• assistantships with stipends varying from ance during the regular session 1961-62 $1,800 to $2,700 are available to full-time and enrolled in courses leading to gradu• graduate students in Educational Admini• ate degrees in Education. Information stration at the University of Alberta in and application forms may be obtained 1961-62. These awards are open to gradu• from the Director of Graduate Studies, On• ates of any recognized university who tario College of Education, 371 Bloor hold a teaching credential and who have Street W., Toronto 5. Completed applica• had a minimum of three years' teaching tions should be submitted by March 1, experience. The program in Educational 1961. Administration is focused upon the inter• ests of principals, general supervisors, superintendents, central office administra• Study in Britain this Summer tors and professors of educational admini• For 1961 four summer schools are offered stration. under a joint program at Oxford, Stratford- Further information and application upon-Avon, London and Edinburgh. The forms may be obtained from the Chair• program offers a choice of subjects and man, Division of Educational Administra• periods that may appropriately be studied tion, Faculty of Education, University of at the Universities concerned. Shakespeare Alberta, Edmonton. Application and sup• and Elizabethan drama will be offered at porting documents should be submitted by Stratford-upon-Avon; Art, Literature and March 1, 1961. Music in England 1660-1780 will be offered at the University of London; Oxford will The University of Alberta also has offer England, 1870 to the Present Day several research fellowships, and a number (History, Literature and the Arts); the Scot• of teaching fellowships, each of a value of tish Universities (at the University of Edin• $2,500, for graduate study in Educational burgh) will offer from Renaissance to Revo• Psychology in 1961-62. The fellowships lution (History, Philosophy and English will be awarded on the basis of academic Literature 1559-1789). and professional achievement, and will be The general closing date for applications used to finance graduate study leading to is March 31, 1961. A brochure giving de• M.Ed., Ed.D., and Ph.D. degrees. tailed information, application forms, and Information concerning research and further information may be obtained from teaching fellowships and the programs Dr. T. H. Matthews, Executive Secretary, leading to graduate degrees may be ob• Canadian Universities Foundation, 77 Met• tained from the Chairman, Division of calfe Street, Ottawa 4. Educational Psychology, Faculty of Edu• cation, University of Alberta. Applications 1961 High School Conference accompanied by transcripts of academic The Fourteenth Annual High School record and the names of four suitable Conference will be held at the University references should be submitted by March of British Columbia on February 24 and 25, 1, 1961. 1961. The Conference, unique in Canada, brings 300 high school leaders to the uni• Ontario College of Education (University versity campus so that they may learn of of Toronto) has a number of fellowships the facilities available there.

JANUARY,' 1961 198 The delegates will tour the campus, take adopting a similar program for introducing part in discussion groups and extra curricu- university to prospective freshmen. lar activities, and attend sample lectures. The Conference climax is a banquet and Audubon Junior Clubs dance on the Saturday evening. The Ubys- The Audubon junior Program provides sey, the campus paper, will present a a wealth of natural science resource mate• trophy to the best high school newspaper rials for boys and girls and elementary in the province at this time. teachers use it in classroom activities. It is This year the committee, under chair• planned for practical integration with ele• man Kyle Mitchell, hopes to have two rep• mentary science, social studies and geogra• resentatives from every high school in Brit• phy, language arts and creative arts, even ish Columbia and the Yukon. The dele• with arithmetic. gates are required to report their findings The Audubon Society of Canada spon• to their fellow students. In this way, the sors the Audubon Junior Clubs, which con• committee is able to reach every Grade 12 sist of not less than ten children and an student who might be considering attend• adult leader. Tlie cost is 25c a member a* ing U.B.C. year, for a period ending August 31 of each The Conference is jointly sponsored by year. Additional children, in groups of four the B.C. Teachers' Federation, the B.C. or more, may subscribe later in the year for Parent-Teacher Federation, the University a minimum sum of $1.00 for the group, of B.C. and the Alma Mater Society. with an additionnl 25c for each child over The success of previous conferences was and above the minimum extra group of discussed by the National Federation of four. University Students, when it held a sem• New material is published each year. The inar at U.B.C. last summer. Since then, publication date is September 1 and, no many universities have shown interest in matter when a group subscribes between September 1 and August 31 of any year, all materials are sent. Four project sheets The University of Saskatchewan are issued during the season and a Leader's copy of the Audubon Junior Scrapbook is invites applications for the following sent each leader. positions for 1961-62, appoint• The Leader also receives a guide, con• ments to date from July 1, 1961, taining a wealth of information and sug• unless otherwise arranged: gestions for organizing and conducting 1. One Primary Specialist. natural science and conservation projects. 2. One Specialist in Speech Education. Full information on Audubon Junior 3. One Specialist in Educational Psychology Clubs may be obtained from the Audubon and Guidance. ' Society of Canada, 423 Sherbourne Street, 4. One person who is'.especially qualified in Toronto 5, Ontario. one or more of the following areas: Elemen• tary School Methodi', including Science; Secondary School Meihods (Mathematics, Science, or English); Administration; Philo• THE CHANT REPORT sophy; Psychology. \\ Full report and precis at $3.15 Beginning salary and academic rank will vary, depending upon qualifications of the Order from Queen's Printer Victoria successful applicants. The salary range with• in which it is expected that appointments will be made is from $6500 to $9000 per annum. Applications, .vith full information re EUROPE general education, professional preparation, A low-cost unregimented tour—a different trip H and experience, should be sent to Dean J. B. and a unique, route.: We see/the usual—-but also Wm Kirkpatrick, College of Education, University Berlin, Scandinavia, Russia and N. Africa. H of Saskatchewan, Saskatoon, Saskatchewan, EUROPE SUMMER TOURS H prior to March 1,1961. I 255 Sequoia, Box S — Pasadena, Cal. H

196 THE B.C. TEACHER THE LANGUAGE COMES ALIVE SERIES Edited by Charles Rittenhouse Supervisor of English The Protestant School Board of Greater Montreal Consultants: H. T. Coutts and P. A. Hornick Arousing the pupil's interest in language and stimulating and direct• ing his practice are the main aims of this new series of Canadian language texts. Every unit in each book is intended to motivate composition, oral or written, practical or creative, and to develop freshness, clarity, order, variety, rhythm and accuracy in expression. Emphasis is given to such items as sentence recognition, number, tense, the use of vivid verbs and repetition, and to exercises in proof reading and reasoning. Grade 3 Helen M. Yeo $2.00 Grade 4 Rittenhouse and Austin $2.00 Grade 5 Rittenhouse and Austin $2.15 Grade 6 Rittenhouse and Austin $2.15 In Preparation: Grades 7, 8 and 9 J. M. DENT & SONS (CANADA) LIMITED Toronto Vancouver

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JANUARY. 1961 197 Why a Foundation Program of Education Finance?

D. J. S. SMITH Chairman, B.C.T.F. Education Finance Committee

rpHE FIRST ARTICLE of this series approached the problem with a precon• described conditions which preceded ceived answer. Equality of opportunity the Cameron Report. In all but the favored was to be assured by financial measures areas of the province there was a picture of which would guarantee that, for a reason• struggle against inadequate resources. Let able tax levy, every area would be provided us examine tlie reason for these conditions. with sufficient funds for an adequate educa• The tradition of Canadian education is tion for its children. local responsibility. As a new community Local initiative was to be relied upon for developed, the citizens themselves assumed extension of educational service beyond this the responsibility of establishing and main• assured standard. taining a school, Assistance and direction In tlie preceding paragraphs, the word from the central authority was supplemen• "local" appears. A prerequisite to the re• tary to local initiative, but initiative is no conciliation was a redefinition of this con• substitute for money. What resource was cept. "Local" could no longer mean the (and still is) open to a community to finance tiny rural community. It could not mean its education? The only substantial revenue the precise area contained within municipal available is the real property tax. This is boundaries. Nor could it include the favor• the historical reason for the dependence of ably situated areas to the exclusion of adja• education on that tax. cent less fortunate areas. Dr. Cameron Meanwhile, there was stirring in tlie land made it clear that, while discussion of a new and opposite philosophy—an obliga• details was desirable, the principle of the tion by the state to its citizens. There is no establishment of the large school district need to list the measures which constitute , was not a debatable point. History has what has been called "the welfare state." It proved him right. is sufficient to point out that in education this movement was expressed in the words The mechanics of setting up the founda• "equ ' / of opportunity." tion program—the guarantee of equal .:• This was Max Cameron's task—to recon• opportunity—is not important; the under• cile local initiative and equality of oppor• lying philosophy is. The only conceivable tunity. Surely this reconciliation is the fun• standard must be that of past experience. damental problem of modern society as It is not for some central authority to say applied to one of its most important func- what should or should not be spent. tions—education. Reliance must be placed in the collective Unlike most commissioners, Dr. Cameron wisdom of those charged with the respon•

ds THE B.C. TEACHER sibility. Dr. Cameron did just that. He its head. Dr. Cameron believed that the analyzed the financial experience of those people of the province could select, from parts of tlie province where an adequate among their numbers, trustees who were tax base already existed and related his capable of directing education without recommended finance formula to that harassment from so-called higher levels of analysis. He did not spell out that this for• authority. He believed that those elected mula would have to be revised in the lirdit to what are sometimes regarded as lesser of future experience. He made the mistake levels of government are not men of lesser of leaving that obvious conclusion to those ability. From senior government levels who would follow him. they need such financial arrangements as It is worth repeating that it is not the will serve the ideal of equality of oppor• mechanics that is important but the philo• tunity. Once assured of adequate basic sophy. Subsequent events have proved financing, they should be free to form edu• that when Dr. Cameron's philosophy has cational policy in their respective districts been followed, the results have been good. on the basis of their own wisdom and But too many times expediency has raised initiative.

Teachers at Work in the East Kootenay

N. A. GILL

rpHE B.C.T.F. CREATED district coun- is completed by the local associations, • cils in order to improve the communi• which appoint representatives on the basis cations between the central executive and of one representative for each fifty teachers the individual teacher which geography or part thereof. Two precedents have and climate tend to disrupt. This series of been established: tlie president is elected articles in Tlie B.C. Teacher will permit from the local association which will spon• members to acquaint themselves with sor the next Workshop Conference; and teacher organizations throughout the prov• Mr. Adam Robertson of Creston is the ince. With the above thoughts in mind, I secretary-treasurer. Adam is now serving shall endeavor to acquaint the reader with his fourteenth year in this office—a remark• the teachers of the East Kootenay—how able record of service for his fellow teach• they operate and how they co-operate ers. The E.K.T.A. executive also includes through their District Council. tlie Geographical Representative and Co- The East; Kootenay District Council is actually the executive of the East Kootenay Mr. Gill represented the East Kootenay Teachers' Association. The Annual Meet- District Council on the Federation Execu• ing ;of tlie E.K.T.A. is held at the Fall tive for three years, from 1956 to 1959. Workshop Conference, at which time the He is principal of Sparwood Jr.-Sr. High table officers are elected. The Executive School.

JANUARY, 1961 199 ordinators for Agreements and Public Rela• inaintainiii .* continuity in organization. An tions. All three are appointed by the Execu• attempt to overcome this difficulty was tive. The District Council meets four times made by re-organizing into one local asso• each year in Cranbrook on dates which ciation with throe sub-locals. However, this precede the meetings of the B.C.T.F. new set-up resulted in considerable dupli• Executive Committee. cation of business at the sub-local and local The local associations of the E.K.T.A. are levels. This resulted in the re-organization located in an area extending from Koot• into one large association. The last system enay Lake to the Alberta border and from seems to be the most satisfactory but prob• the C.P.R. main line to the U.S. border. lems will always exist because of the There are six associations: Fernie, Cran• sixty-odd miles which separate some of the brook, Creston, Kimberley, Invermere, and members. The Creston Valley teachers, North Columbia (Golden). The three by means of forceful negotiations and largest of these have about eighty mem• conscious public relations activities, led the bers, the smallest about twenty. Almost East Kootenay and, in fact, helped to lead without exception the teachers work in the province to more attractive salary modern, well-equipped schools. The fact agreements throughout the past ten years. that many of the teachers are permanently When the secondary and elementary located indicates that working conditions teachers separated into two groups lor are pleasant. The children come from salary negotiations, it appeared that they homes dependent upon a variety of indus• may cease to be leaders. However, close tries. Lumbering is either of primary or co-operation between the two groups has secondary importance throughout the area. avoided the apparent dangers. Other industries include the rich mining, fertilizer and steel operations at Kimberley; Keep Teachers Together tourism in the Windermere Valley at the The East Kootenay District Council entrance to Banff National Park; the fruit always has been concerned with tlie co• farming of the Creston Valley; and. the operation, co-ordination and communica• uncertain, but reviving, coal mining of tion among teachers. This is the function Fernie area. Cranbrook serves as the dis• of a District Council—to keep the teachers tribution centre and is experiencing an in an area together and, through its Geo• influx of many secondary industries. graphical Representative, to act as a liaison between the local association and the Association Problems and Activities B.C.T.F. Executive. The Leadership Con• A few comments regarding the prob• ferences throughout the province arose lems and activities of some of the local from the E.K.T.A.'s desire to improve com• associations may be of interest. The Kim• munications with die central executive, berley teachers have sponsored several and through this, to stimulate tlie local worthwhile community service activities. associations. It also suggested the yellow They have provided furnishings for the reminder sheet at the end of the B.C.T.F. new hospital, helped establish a class for Executive minutes. The teachers in the retarded children, and sponsored artists' E.K.T.A. have shared arbitration expenses concerts. They hold a variety of social for many years. This practice has been events for teachers, such as curling bon- extended to the pooling of all conciliation spiels. The Cranbrook teachers extended and arbitration expenditures. their local bonspiel so as to include all teachers of the East Kootenay. They are After serving on the E. K. District Coun• . considering a similar extension for their cil for considerable time and as its Geo• golf tournament. graphical Representative for three years, The teachers in the Fernie area were I feel that the District Council, although once organized into three associations. One void of legislative power, does perform of these served several widely-separated, a vital function in maintaining the unity of rural schools. This group found difficulty our B. C. Teachers' Federation.-jr

zoo THE B.C. TEACHER Books for Art Education

ART from SCRAP by Carl Reed, Professor of Art Education and Joseph Orzc, Associate Professor of Art Education; both of State University College of Education, New Paltz, New York.

A book of materials, methods and ideas for using a wide variety Fully Illustrated of discarded, inexpensive and readily available items for excit• with work done ing and creative art activities. by children. Some discarded items and a desire to experiment with materials are the basic ingredients for making lively and original designs and forms Sound creative with limited tools, space and budget. This book offers such variety art approach. in media and projects that you'll turn to it often when looking for 11 Chapters activities that may be carried out at little or no cost. Here are the specific subject areas covered; you're sure to discover many variations 100 Pages as you experiment: SCULPTURE MOSAICS MASKS JEWELRY Price $4.35 GRAPHICS PUPPETS COLLAGES CRAFTS

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LETTERING: A Guide for Teichcrs PAPER SHAPES AND SCULPTURE for school use by John Cataldo, State University College for by M. Grace Johnston, Asst. Supervisor of Elemen• Teachers at Buffalo, New York. 80 pages. Size tary Art, Newark, New Jersey. 70 pages. Size 8 x II. Fully illustrated, color throughout 8>/2 x 11. Fully illustrated. Price $5.25 Price $6.50 MURALS FOR SCHOOLS by Arne W. Randall, Head, Applied Arts Dept., COLLAGE AND CONSTRUCTION in Elementary Texas Tech., Lubbock, Texas. 112 pages. Size and Junior High Schools 7% x 103,4. Fully illustrated. Price $6.50 by Lois Lord, Chairman, Art Department, The New Lincoln School, New York City. 112 pages. Size 7'/ x 10. Fully illustrated. MASK MAKING, Creative Methods and Techniques 2 Price $6.50 by Matthew Baranskl, Art Teacher, Buffalo, New York Public Schools. 112 pages. Size 7Vi x 10%. Fully illustrated Price $5.95 ART WORKSHOP LEADERS PLANNING GUIDE Edited by Howard Conant, Chairman, Dept. of Art Education, New York University. 44 pages. Size PAPER SCULPTURE 8'/ x 11. Fully illustrated. by M. Grace Johnston, Asst. Supervisor of Elen.cn- 2 Price $3.35 tary Art, Newark, New Jersey. 52 pages. Size 8Vi x 11. Fully illustrated. Price $4.10

EXPLORING PAPIER-MACHE by Victoria Bedford Betts, formerly Art Consul• CREATIVE EXPRESSION WITH CRAYONS tant, Binney 8. Smith Co., New York City. 134 by JUi«e Reid Boylston, formerly Supervisor of Ele- pages. Size 7% x 10'/2. Fully illustrated. mer.lary Art, Atlanta, Georgia. 100 pages. Size Price $6.50 7 x' :o. Fully illustrated (6 in color). Price $4.35

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