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THURSDAY. FEBRUAP Transom, p school, gave est and valu low practica dress is one It is a valu: cation Week the Principal E. J. Transom (# Discusses Education : Mr. Transom‘s in nC 1J ty and part ‘en. The grea the children Timmins. 10nal elf t Address duC i: th Monday E. entral nub 91 Y 188sIn ition ich inte! duced be kn( n Week inz â€"the 121p 1A Y Cl C 1J on basi dations especial leéedge more more varied, increased. Sir and such like the parent tC cation must as will nroV to OuUur C civilized pomn men 1 EKGucation. Importance c¢f nrovic mplex natior Education insmitted from orn baby, eduâ€" and be such py adjustment _even the most ority of people admin educ d and as x, knowâ€" relations ation has 11, habits, ted from aby, edu be such Depat years, Progress and reforms were inâ€" L‘qgtx'cduced now in one branch of eduâ€" cation, now in another. The change in industrial, economic aAnd social _ conditions which have taken place in |recent years creates a demand for a ikind of education very different from |lhat, which was regarded as adequate *m earlicr times when the social order lwa:. static. Members of a changing "[«cdets must be prepared to readjust o 'Lheu' ways of life to meet the new ".ccndmom If the school of toâ€"day is i to carry out its responsibilitiecs, it must. recognize that the old order has 'chanoed and prepare the new generaâ€" tion to adjust itself harmoniously to an independent and integrated society. Educatior Must Be Adapted to System of Government ..f "It might be assumed that by studyâ€" ling the educational systems of other | countries we coulg take from them sucâ€" 3 iceswful experiences and adapt them to -‘o'our system. Such a procedure must be | handled very carefully for the philonoâ€" Uphy of education must be cconsistent :: with the type of government in a cot:â€" :;; munity. If the . type of government unâ€" )der which the people live is socialistic 7 |thenâ€"the principles basic to the eduâ€" o§o,cat10nal ssytem will be socialistic prinâ€" 3. ciples. Hence the comparative study of -:neducamon in different countries must be founded on an analysis of the social :,:'and political ideals which the school Ireflects In order to understand the ‘;‘, real meaning of the educational syster Iof a ‘nation, it is essential to know somsething of its traditions, of â€" the forces and attitudes governing its soâ€" | clal organization. This is more true at the present time when educational systems are founded on a national baâ€" sis. Educatioral systems are in fact e | I 3. | ® eale yq o_ 1e e +444 . .A “ * * «o ## * 4 w4 ++ *#, * .“‘“ *4 4* .““ « #+* # .‘ w * ## _ * # ARIPC ‘“.“.“ educational philosophies. National Forms of Education "How elss:, for example, can the difâ€" ‘ferent educational procedures in such countries as France, England, Italy, Russia, be explained. Educational sysâ€" tems are based on such important quesâ€" tions as the r2lation of the individual |to the state and to society. Ultimately, t however, qgifferences between national |systems of education consist, not so are not rational even about welfare, Education is the basis of all science and ind cation is the passing on of heritage, that is, of all knCc quired in the past. In | through education that continues. What nutrition cation is to sociai life. It has shown that advancemont in cul and social welfare parallel advance educatioral systems. In so far as terest in education slacks, to that : extent does that extent does that nation move in a systems of education consist, not so much in the courses of study as in seâ€" lection of the content of each subject and thke use to which it is put. History as a subject of instruction, for example, may in itself be quite neutral, and ‘be taught as we in Ontario are supposed to teach it, with the aim of developing an understanding of modern instituâ€" tions. On the other hand, it may ‘be used, as it is used, in Italy and Gerâ€" many, to develop bigotry and prejudice. Each national educational system tends to reflect the objectives, traditions and characteristics of the nation that it serves. Therefore the devices, methods and organization which make up an educational system cannot be transâ€" ferred from one country to another, but it would ‘be possible to adapt cerâ€" tain principles and practices to our system. Equality cf "The aim UA Samuel Leibowitz, noted New York law the Scottsboro negroes, recently dropped t saying that he would not assist him as h> that any further information that migh being deliberately withheld by Hauptma: with Lieut. Hicks, of Trenton, NJ., and c tigation of the Hauptmarnmn case. ucatioral systems are i ‘far more ‘by *‘ the and political concepts Famous Lawver Drops Hauptmann‘s Case system cannot betransâ€" â€"one country to another, 1 ibe possible to adapt cerâ€" jles and practices to our Educational Opportunities of educational administraâ€" dus n for Eduâ€" qu:sstion is ziven suffiâ€" possibility A I wled nCt pre ailin? in by est In It. 1n LC OLLICI may be so small, or so it is unable, or fails, educaticnal facilities equality of cpportunity "Without doubt, the intermediate between these two systems â€"in which the provision of education is based on coâ€"operation between the cenâ€" tral and the local authorities. England, p:rhaps, is the best example of the inâ€" termediate position. Gcvernment Grants in Ortario Only 12 Per Cent cof Cost ‘"LM â€" most â€"COl grants from the 50 to 70 psr CS cation,; whereas government per ‘cent. of wlhich tional tm useful servic ministration to the earlic arq communicatior also well suited to ditions of early rutrs cultural population even distribution of dent largely on school support, anc building of school. jor questi partment a syste n ( "The district system was also well adapted to the earlier conceptions of the purpose of education. Schools were then purely local affairs and complex state relationships had not been state evolved "As the country increasss rapidly with the increasingly unequal distri>uâ€" tion of wealth, the system leads to great inequalities, in schools, teachers angq means of education, and to an unâ€" wis> distribution of schools. It tends to limit secondary school organization. "Despite tke value of educating the pecple along certain lines, the system is opposed to any broad and generous public spirit, cither in education or cther policy. ‘"The district system is inefficient, o bt cultural population, with a somewhat even distribution of wealth and depenâ€" dent largely on local taxation for school support, and it resulted in the building of schools adapted to the wants of the people. "The district system was also well adaptsd to the earlier conceptions of un e province. Over 5000 Ontario pulation is small, intercourse limited q communication difficult. It was o well suited to the needs and conâ€" ions of early rural life, with an agriâ€" In In Onta al unit. till end n mca iIt, WITN itive un with ovet p C )Cp Tebst the school section is the h over five thousand adâ€" nits cperating schools, ind and Wales with 12 iD( â€"d@ccessi f education 0o ofiting. This . The first is ort of educa e size of the 36 11 mp rnce In_ regli ill. intercout system is inefficient d â€"expensive. bu ociety may be stated provision of equality ‘portunity, whereby id accessible to him lucation of which he ing. This gives riss he first is that of the sSch ies the educational vernments are from of the cost of eduâ€" Ontario the central 1I the best system is ytem Of much ‘be ) V 3( onlv 1€ n and qualize ections vary As Units in ons whRere se limited n De wOork o TIinanct > educaâ€" pupil ir TE al Gqlsâ€" system PStTIing, ol adâ€" suited ida. It OUlU cail unit of educaiation. children could enjoy t vices of a doctor, nu could be equipped t chilqg the opportuniti now enjoyed by the cit vantages of a count: would manage every . There would be a unif tion, a bettsr class 0o services, medical and . Elementary and secc woulg be coâ€"ordinate ccunty board would g a «Jetter ecducation to and at less cost. Reviewing Ortar "Realizing the dema: sibilities created by the the Ontario DSpartme commenced some time examination of its cou determine to what exte cf modern society what changes, if any. "The first point i the curriculum was of whether or not, : dern psychological | learning situations lished. The best 1 facts should be uation the ch They lsarn secause their Jecause â€"thet n lated. ‘The tead drill master, bu lor. The childre to take the in pro‘jlem, to mak for the solution plan their work cwn conclusions ticn, ckildren at tion, crildren ars n parrotâ€"like recitatio tivity demarded in education is not m of facts but the ab organize them. ‘"Moreover, the k tions require that : iearning. 1t with the ex fields of 11 schcol must recasting of integration â€" tgr in term: ter in terms Of schools have hb learning. The d« cedure has bee method succeed gree of litsracy hould VE As â€" thdt irly 500 school Boards and Tructees in Four Counties four Ontario counties the the chil should ‘be The tiliz of" â€" ter, but should children should the initiative, to make their C solution of the Oontario is divided into counâ€" tricts, and because of the use s the administrative unit fo: other purposes, it offers : lif( edu uld ¢ doct ild th makin 11 1€ domit en 35 â€"A1nter introdu( dren te Some retail business is languishing todayâ€"unne« attitude to the public is wrong. It saysâ€"in effectâ€" "Y ou come and find us," and the public‘s attitude is about your business and your merchandise. You ployee. â€"Report to us regularly and adequately on serving us. If you convince us that you are our eHicient servant,. we‘ll keep on employing you, and T1 This way of putting it is not just fanciful. It is stern fact tailers who decline to maintain communication with the public i means of the newspaper which it reads lose business to ho are faithfully communicative. t 4C 1t he knowled rriculum h W bein 11 curses ©O1 31 ub y of making a business grow and making it he s is the nose on one‘s face. . It is the way of mal communication relationship with one‘s empluw effective and economical ageneyâ€"our advert met dest uation ‘minati: tâ€"of m ‘Oough CcoOou udyv 1 1€ whitC 1¢ Ul ib BV old ia} 91 all he )1 1¢€ 00400000000 006060 @0000 000060000000 000000000000 00484000460 000000:0000“ stressing the concept of education as the development of personality. Accordâ€" ing to this point of view education is both a creative experience and coâ€" cperative social enterprise. Life is a process of continuous interaction of the individual and his environment. Eduâ€" cation is not learning about the remote past in order to prepare for the future. It is the constant devélopment â€" of meaningful present experience. ruere sxists an obligation on the part of the school to create and promote right soâ€" cial attitudes. The value of such social studies as history and geography is the promotion of social consciousness; but to bring this about, it is possible that the manner of presentation of thess subjects may require modification. Hisâ€" tory is essentially a study in the record of citizenship, of the behaviour of indiâ€" viduals as members of social groups. Mere knowledge shoulg not be misâ€" taken for education. Teachers who are alive to their responsibilities can n> longer be satisfied if their classes havâ€" ing mastered a suoject can give it back in recitation and examination. They must become more and more concerned with the behaviour of their pupils. The attitudes cf the children which the school develops are more important than tke facts learned. "The Department of Education is atâ€" tempting to integrate subject matter so as to provide a more integrated curviâ€" culum, that how a pupil °exâ€" perierces or learns is of equal impotrâ€" tance with what he learns. "In an educative procsss, say a geoâ€" eraphy lesson, the child learns not merely the subject matter, but a numâ€" ber of other matters of equal is no‘! greater importance., He is acquiring like or dislike for the subject, a like or dislike for the school, a desire for further study or otherwise. How he chall regard geography, whether as ar interesting study or no; whether to form opinions for himself ang to weigt arguments; whether to be a better citiâ€" zen or no. This depends in a greia: measure on how the teacher treats the measure on n children, and matter. Edu( 19 Algoma Cokeâ€"Welsh Anthraciteâ€"P; Blue Briquettes â€" Alberta â€" Pocahont wheatâ€"Nutâ€"Nlack and Steam Phone 32 uted little to an understandâ€" he problems of modern life. ation the Development of Personality the school must inevitably ocial orientation is shown by e of the learning process. The Depa PRA NR ] PB YÂ¥ C ~OAL MORE HEAT FOR UR FUEL DOLLAR our variety of coal rtment of Education is concept of education as nt of personality. Accordâ€" int of view education is presents COAL AND WoobvAaArn aNnD orrrod 64 Spruce St. South hing todayâ€"unnecessarily. _ It It saysâ€"in effectâ€"to the public wW1id and be ; Chick Hafey, Ballplayer, Planning Novel Comeback come oul Pacific C with Sar CAICK baseball n a m with a 1 Jartmen nmeans t who starre 10 years ; has virtu? which for( suddenly 1 dition still a serious is capable jJor league Sincs> re last s He n( beforc often are a warni neys have become c attention. Don‘t pain. Take Ginrn 1 lief while assistin function properly â€" patrd mple Instead 0o ncinnati act, Hafey The ran P 1€ prmn manne mino 11¢ *Â¥ ou tellâ€"u are our °m how yvou. ar! i} ¢{+€ )w you. at an rnin 1| 1h 110C Probable in system n»rcolems before th nmedi nim Ma 1y ediately rejoining which owns his this week he wan 11 ing that your kidâ€" deranged and need t suffer needless Pills to obtain reâ€" io vour kidneys to the hitters in 1931 vered from _ illnes to leave Cincinmat The con slightly, but batrrin{ ce Hafey thinks h mtuch Timmins r0d ma )o LrY vabl fchaer‘s metao. ) narrow to ‘the AMt NE risidered by the I are many and h delibersalion public should led â€" mal League 10 hillâ€"ton anl ucl hn chat re ome the D {arm veiliont rlbl y thi (0) W O 4