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situations and should influence the child‘s outlook or viewpoint on life. Examinations test merely the facts learned. These other important learnâ€" ings and attitudes do not show in examâ€" ination marks. The really jimportart matters have to do with the developâ€" ment of the pupil‘s attitude as shown in his industry, his honesty, sincerity, alertness and such. These are all matâ€" ters that do not show on the examinaâ€" tion pape:. "Studying a book may not be studyâ€" ing at all. It may be a mere memorizâ€" ing of words that mean next to noâ€" thing. This course emphasizes that studving of books should mean underâ€" standing the contents. Facts are imâ€" portant but much imcre important is the way the facts are learned. If a child himself connects the facsts with his past experience, he learred, and only to the extent that he thinks about the facts does he truly learn factr. Of far greater importance than the amount he knows is the way he underâ€" stands what he has learned. A few reâ€" lationships fully understood and reâ€" lated to life are much more valuable than much book learning unrelated to life. The new method implies the diâ€" rect approach in teaching that requires an interested and active participation of the pupil in school work. It means discussion rather than telling. "This course stresses the need of taking into consideration individual differences. Individuals vary in every trait.. There are mental differences. Some are quick, some are slow, some persevering, some are lazy, and, above a@ liking for read more, teacher rela experience, : comes _ org; Knowledge | and can be read., It is such an in devicss an not only g "Why It Was Necessary Change;" "How Learning "What Are the Best Le ticns?" ‘"Personality Ad Child Growth and Deve this talk I shall mention important improvements stance, su son on th ly, the tea talk and request t This usu Ur teacher is this t impor said in opening, "is interest at the pre: discussed recently t} of the educational ¢( T rather Principal Transom Again :: Urges New School Theory s« ‘ rea sn are get e inde} tionaliza Db3 our group tIOn ; TNAlL i8 s to support what ‘ *ted on merm t without t cnild He ta tThim» uj Most of trving to we have hninking CPESs 1 VA a Mfi # % "'.' on the same Mr. Transom with :â€"â€" Address to Lions Club Listened to With Much Interest as | School Principal Emphasizes What He Considers New Attitude Towards Education, as Shown by Newi Curriculum | FELDMAN TIMBER The chang . cither in a new building or your prtâ€" sent ong. . Simply place the "bats" of Gyproc Wool above the ceiling, between the rafters or in the walls, Anyone can do it. Also comes in a granulated form that is just poured in. HEAD OFFICEâ€"Schumacher Phone 708 MILL OFFICEâ€"Timmins Phone 709 on the ciimate OI J he teacher would of and a note on th Gyproc Wool is easily installed re, so tha organized 2t learne COur®é supe mins Publi » the new ¢( ht med YÂ¥ ‘ROUND COMFORT WITH e subject, : iking for sc the facts to £1 e O1f Japan! PreVIOUusâ€" uld often give a short on the climate, thin to learn the climate ubject, a desire tc g for school. The facts to the child‘: _the knowledge beâ€" and â€" meaningfuli . _ this way is usefu. > interpret materia ue in mgeting new uld influence the viewpoint on life. reailly ,importart with the developâ€" attitude as shown honesty, sincerity, These are all matâ€" y on the examinmaâ€" COMPANY LIMITED pré vising principgai Ol schools, again irriculum for pubâ€" +â€"the New School. 18 ng Takes Place ; Learnirg Situaâ€" Adjustment anc evelopment." Ir ion a few of the ts over the ol memorizing ges, sucnhn as:â€" y to Make Takes Place; rarnirg Situa h 11 1U Ous addresses main part of Â¥stem the climate in with many the child e also has underâ€" re imâ€" In are born with a biclogical heritage into a social heritage. Our culture gives us our manners, customs and viewpoints. We do little thinking. Ninety per cent. of our actions are based on our system, plus our mental outlook taken over from our group. How mary of us have thought over carefully the weak and strong points of the German or Rusâ€" sian system of life before he decides to be a democrat? How many of us have compared critically the different denominations, as Anglican, Presbyterâ€" ian or Roman Catholic, before decidâ€" ing to be a member of a certain church? We think, within narrow limits. These same time as a pupl! witn a mentalnlly or intelligence quotient of, say, 110. Overâ€"anxiety about the progress of children is one of the greatest mistakes in education. Teachers, through parâ€" erts‘ complaints, frequently resort to forced feeding and then often give up with the pronouncement that the child is dumb. He is not dumb. The chances are that his success lies in some other field and not in the academic lire. "ELach child should be giyen an portunity to develop his abilitiese to their highest capacity. He should not be expected to do as well as other puâ€" pils in all subjects. It is now fairly certain that most conduct problems arise from the way that the parents and school treat the dumb child. Deâ€" nied satisfaction in achievement, he may seek it by behaviour, involving cheating, lying and truancy. Adaptaâ€" tions of the school for individual difâ€" ferences in ability are now being made in our educational system. "Heredity ard environment deterâ€" mine the personality of the chifd., All are born with a biclogical heritage into a snmvial heritage. Our culture gives us in terms of their own growth conâ€" ditions. Why ask a child with a menâ€" tality or intelligence quotent of 85 to do the same amount of work in the same time as a pupil with a mentality or intellisgence auotient of, say, 110. 2006ks, gcvernmen corntless other f: tant to remembs2 "Under the present system, teachers are instructed to study carefully the individual differences and take them into consideration in all learning situaâ€" tions. Children can make progress only mEent. By he is predetermil ganism. B} everything th which is not mental influe that Jearnit home, to be very det porament., mo dren are smo friendly and easily interest inrdifferent. * and to be aws probleéem. "Difterences all, some leart little. Yet the, ail events ar same. In ad t corntless other factors tant to remember tha can be done to improve a child after birth, ev pcssible should be done total environment. proximately the same age, from families and backgrout WC he s( Insulation is not a luxury. It is a sound investâ€" moent that gives year ‘round comfort and at the same time pays big dividends in fuel saved. in a short time it actually pays for itselfâ€"yet it continues to give you genuine comfort for the entire life of the building. Like a heavy blanket, Gyproc Wool is long fibred and retains its thickness permanently. It is absolutely sanitary and guaranteed fireproof. It protects you from outside heat during sumâ€" mer and stops heat leaking out during winter, Unless you have money to burn, insulate your home with Gyproc Wool. The cost is low. PMIinegd Bv en purpose in the i ironmen LrA It is now fairly conduct problems that the parents opportu it 1t .1s 1mpol since nothin he heredity 0 ything that i o imnrove hi ed s tha much 1 41 47146 ire du t 6 "This course emphasizes the importâ€" ance of developing the child‘s emotions. Emotion should be trained, not supâ€" pressed . .. Parents and teachers should coâ€"operate in keeping the child wellâ€" adjusted to school life . . . "A child learns only to the extent that he thinks. It is not what ‘the teacher thinks, but what the child thinks that courts . .. child is should stimulate, at any his scholars to continue indenendent work. Th ng suth wWOrk ‘the puplis are traintd in independence in investigation. They learn how to follow out an undertaking. This course emphasizes the cultivation of apprezsiation and irterest in subject matter, rather than the quantity of subject matter learned. The test of the teacher‘s success will not be so much what the children know and are able to recite, but how they spend ‘their leisure after leaving school. If it is found that they like to read gocul books; if they follow some of their studigs; if they understand their enâ€" vironment; if they are good citizens; if they are prepared to meet new situaâ€" tions: then their educaticn has been a success. What is meant then is that instruction imparted by the teachers should stimulate, at any rate, some of Vides for con‘:inuous f the pupil. It allc values ard organizing ng such work the p n independence in in earn how to follow ou This course emphasiz f apprezsiation and i .nvironm J@comes ; _Ane Qreser,t Course of study is Kknown _an activity curriculumâ€"that means at the emphasis has been taken from bject matter to child activity or child periencing. It means the shifting of e base of the curriculum from the bject matter of tha text book to the alities of life. â€" The shift is being ‘Tel: A project is pupil purposes luates. Apart fr m procedure, ividual or sozcig rom the ment in which s a part of hin present course hers ; subjed t L very This 3M m balile th es, plans, executes and from the regular classâ€" projects may be either ‘ial. ~The distinct adâ€" project is that it proâ€" ious work on the part . allows for weighing izing material. By doâ€" A Y hil«¢ ipils ha to the extent not what ‘the hnat the child 11 lE e aciuy y s provide« work thatl PORCUPINE ADVANCE, TTMMTN ha as to their ageâ€"place in their respecâ€" tive families, as to the encouragements or repressions they experierce in their home and in the degree to which they are involved in the struggles of their parents to maintain their homes and their mutual relations, or to escape from intolerable situations. Although it is impossible for us to know all of the children in this detailed way, it is possible for us to be aware of the endless combiration of forces acting upon the growing personality, to be alert to signs of emotional conflicts, and to understand where to look for further information when needed. It is important that the teacher be on the alert for danger signals, for overt misâ€" behaviour is not the cnly way by which children may react to their difficulâ€" ties. Even those things in the child‘s conduct that persons approve or comâ€" mend may be conditions that will lead to serious maladjustment. The good child is not always the wellâ€"adjusted child, and parents should take all necessary measures to assist the child to overcome maladjustment}> The best of parents cannot be as objective in their educational efforts as are good teachers. It is the nature of the parent to be emotionally involved where their children are ecncerned, thus not disâ€" cerning maladjustments that are seen by a good teacher. Teachers cannot have the same interest in their chilâ€" dren as their respective parents, preâ€" cisely because the two are different. Parents and teachers can make their educational contributions in distinct yet complementary ways." In summarizing the difference in aim between the present and former plans of education, Mr. Transom said the New School aimed to change:â€" from an emphasis upon only a few types of training to an education that includes every possible type; from an almost complete neglect of the physical type of training, to a great concern with education for physical fitness and health: ‘from a curriculum that is limâ€" ited to factual knowledge and mental activities to one that includes physical, social and moral activities also; from a curriculum that is made up of traâ€" ditional material to one more related to the present life; from a course that ignores individual differences to one that ascertains the differences and thus attempts to develop each child‘s abiliâ€" ties to their highest yel; from a meâ€" thod that is concerned chiefly with ard treatment. We have learned that in the schoolroom we teach not averâ€" age children but to particular boys and girls It is necessary for us to keep constantly in mind the fact that the individual‘s child classroom â€" adjustâ€" ments or behaviour are often influenced by factors that never appear in conâ€" versation or in lessons. We know that children vary as to their intelligence, their special interests, capacities and thcir temperament. But they also vary them through discipline and authority. The school is being changed from a passive learring school which cultivated verbatism and memorization into an active school in which the pupil is an active participant in the learning proâ€" cess. The new tendsncies are dominant in every couritry. ‘"Mental and sccial maladijustments cause tremendous waste and suffering . Since childhocod offers the greatest cpportunity for personality guidance it tehooves the school to study the prclâ€" lems of child adjustment and to do its share in a programme of prevention "The present course stresses the value of independent thinking on the part of the child, and relating the knowledge to the child‘s past experiences. Knowâ€" ledage should be meaningful, so we are instructed to make the school situation resemble the situations that are to be met in later life in all possible ways. In general, the more closely school reâ€" sembles actual life conditions, the more likely it will be that valuable school habits will become a part of the child. attempts to develop each child‘s abiliâ€" ties to their highest from a meâ€" thod that is concerned chiefly with making the mind a storehouse of meanâ€" ingless facts to one that develops wellâ€" integrated individuals prepared to meet problems in a rapidly changing world; "Here is a 96â€"inch dog being wagged by a fourâ€"inch tail"â€"so President Roosevelt illustrated his Jackson Day dinner address in Washington reâ€" cently when he attacked a minority which he charged intends to make a struggle "to the last ditch to retain autocratic control" over the counâ€" trv‘s economy. lFme Game of Hockey at |\~ Iroquois Falls Sdtmddy | _ _Night. The second period opened with Abramson for the Eskies, instantly folâ€" lowing each move of the puck, and made it worrisome for the Monarchs. At 2 minutes play R. Gignac with a lovely assist from Abramson, scored fo: the Eskimos. McCann was doing lovely Eskimos Lose to the South End Monarchs Iroquois Falls, Ont., Jan. 22nd, 1938. â€"â€"(Special to The Advance)â€"In a fine game of hockey played here tonight, the South Porsupine Monarchs defeatâ€" ed the Iroquois Falls Eskimos by a score of 7 to 4, in an intermediate serâ€" ics game. strated at all points. Tne Monarchs having played 8 games, all told, and to date have won 7, tied i. Patzer, the invincible goalie for the Monarchs, stopped many beautiful shots by the Ekimos, and kept the score down considerably. _ A. Abramson kept the Monarchs busy watching all the time, and he plays both beautiful defence and a forward game. The two Gauthâ€" ier lads for the Eskimos were excellens, as was Gagnon, Hume and Catteralo for the Monarchs. In closing, Mr. Transom said:â€""The present course is a preliminary tryout and will be thoroughly revised before next September. Education is in a stage of transition, full of uncertainâ€" ties and groping for new expression. Over 95 per cent. 0# the world‘s leadâ€" ing educators are dissatisfied with the traditioral methods, but are uncertain as to the best methods to meet conâ€" ditions in a rapidly changing world. All are agreed that a child must be educated as a member of scciety. He must be prepared to meet new situaâ€" tions, trained to think and feel, and conscious of his responsibilities as a member of society. Ability to meet new situations and good citizenship are the chief ends of education, and I think the present course is a change in the right direction." from a course concerned chiefly with traditional knowledge to one that emâ€" phasizes in addition current events and local problems:; from a course that treats children as if they were sponges whose most important function is to accept unquestionally, to one that disâ€" cusses controversial questions, giving children a chance to express themâ€" selves freely, thus preparing children for a democratic society; from educaâ€" tion based on subject matter, to eduâ€" caticn based on child development and growth; from education that is limitâ€" ed to adult interests, to education that takes into consideration the interests of the child; from a narrow education limited to book knowledge, to one that prepares for a liberal education, as music, manual training, literary appreâ€" ciation, thus creating a desire to read widely; from education that considers behaviour as an act determined by the child, to one that treats behaviour as a result of past experiences and malâ€" adjustment; from education that preâ€" pares entirely for examinations to one that always considers "what is best for the child." The game was a fine display of hocâ€" key, and the boys can boasit of a no penalty game to their credit. Passing on both.teams was very good, as was the checking. Team work was demonâ€" first period started out with beth teams playing defensive, but at anâ€"early interval Gagnon broke through the Falls defence to score on Walsh at 4 minutes play. This livened things up considerably, and both teams were goâ€" ing after it. Cameron, R. Gignac and Kenny played rice team work, but on trying to score failed to pass Patzor. Hume and Catterello were gcod on team work, but were unable to get the puck past the Eskimo blue line in this periâ€" od. Olavson, going down with Beaâ€" han, managed to score a beauty at 9 minutes play. Hume netted another for the Monarchs at 15 minutes play. when Walsh having stopped two close ccnsecutive shots, let the third in. E. Gauthier, breaking away from centre ice went down and placed the puck past Patzer for a second coutat 16 minutes play. Hume made the Monâ€" archs one up when he repeated the play, drawing Walsh out, who again had stopped two shots to let the third in. work in this period, and passing to Patterson often, kept all on their toes. Patterson and Gagnon going down toâ€" gsether, managed to score a beauty, Gagnon scoring with an assist from Patterson at 6 minutes. Patterson was right there in a scramble in front of the Falls net, and slipped it in at 8 minutes gone, for a count of 5. This playing by the Morarchs made the Eskies more aggressive, and Cameron was able to score, with an assist from Abramson at 9 minutes. Montgomery scored on a long shot from the Eskimo blue line, at 11 minutes. The two Gauthiers with Olavson, working their wellâ€"timed passâ€" ing, made two nrear scores, but Patzer was in the way as usual. Beahan tried on a lone run, but the puck glanced clear on the goal post. Thomas for the Monarchs scored at 17 minutes, when he and Catterello greased past the Palls defence. Hume was slightly bangâ€" ed up at this point of the game, and was carried off, but reâ€"appeared in .the third period. were able to check many passes. Sscuth Porcupine Monarchs: goal; E. Patzer; defence, H. Montgomery, W. B. Smith, H. McDougall; forwards, N. McCann, C. Paterson, W. H. Gagnon, C. Cattelello, R. A. Thomas, and H. Hume. Coach and manager: Oliver Proulx. Iroquois Falls Ekimos: Goal, H. Walsh: sub, goalie, F. Lamarche; deâ€" Delore it is toc late. With juvenile, Junior "B," Junior "A," Intermediate and Senior teams all bidâ€" ding for a place in the local picture, the fans are getting an overdose of hockey, a lot of which is of a brand that leaves a bad taste. Particularly detrimental are the exâ€" hibition games in the Mines League in which Hollinger Juniors and Dome Seniors take part. The games have no bearing on the league standing and fans and players alike are conscious of the fact. Crowds at these affairs are rapidly reaching the vanishing point which is a clear indication that the public is turning sour.. Striking eviâ€" dence of this claim is the fact that in South Porcupine on Wednesday night Dome Seniors and Buffaloâ€"Ankerite Inâ€" termediates playved an exhibition Mines League game before a house of 47 paid admissions.. The argument has been that if Dome are dropped from the Mines League South Porcupine will be lacking in hockey but 47 paid admisâ€" sions indicates that enthusiasm for exâ€" hibition gaimes is in reverse gear in South End. On the other hand when Dome play a scheduled game with any team in their Senior N.O.H.A. group, the rink is a sellâ€"out. "Al" Huggins, manager of Dome Seniors, admitted to The Advance that the exhibition games his team plays in the Mines League are "just a workout." That the clubs are not taking exhibition The third period was a no score periâ€" od, and all players working to the last. The Monarchs were still fast in this period, and made many near scores, when they broke away. The Eskimos kept the puck pretty well up around the Monarchs net this period, and Patzer had to be good to stop the shots pepâ€" pered at him. E. Gauthier, G. Gauthâ€" ier and P. Olayvson were very good in this period again, and the way in which they followed the puck was worth watching. They followed it all the time, and kept the play the other end, trying several shots. Te defence on both teams stayed at their posts, and Exhibition g League are rapi millstone aroun hockey and th well advised to review of the sit before it is toc Suggestion Growing That Hollinger Juniors and Dome Seniors Should Be Excluded From Local Loop. Crowds at Exhibition Games Rapidly Reaching V anishing Point Exhibition Hockey Games in Mines League Souring Timmins Sport Appetite YÂ¥ES, SIREE !! AN AUTOMOBILE OR $1,500.00 TN CASH IS FIRST PRIZE TN THIS CONTEST. THAT‘S OUR OFFER TO YOU . . . The winner may havechoice of Chevrolet, Ford, Plymouth, Pontiac, De Soto, Oldsmobile, Dodge, Buick or,Chrysler. What could be a finer {)riu-? Either your favorite automobile and eno extra in cash for gasoline and supplies for 2 years, or $1,500.00 lump sum in CASH. You have your choice. many orner . Con Qou Sobe this BHusgzbe 7 figure it out. If your answer is correct, you will receive at once A LARGE SIZE PICTURE OF THIS FAMOUS MOVIE STAR FREE â€"4eautifully colored and suitable for framin and the o{;vorlunlty to win AUTOMOBILE or $1 .00 all JIN CASH. BE THE BIG WINNER ! 1 Second Prize Winner geu $500.00 IN CASH ; 3rd Prize Winner, $400 .00 1N CASH ; 4th Prize Winner, $300.00 IN CASH ; and many other cash prizes. yo ame wam en o wun aus an m WIN , . . $500.00 WIN . . . 400.00 HERE‘S A WIN ... 300.00 wWIN ... 200.00 PUZZLE WIN ... 100.90 THAT WILL AND 44â€"â€"$25.00 TEST YOUR CASH PRIZES WITS When the Scrambled Letters above are corâ€" rectly rearranged they will spell the name of a Famous Movie Star. Start switching the letters around; see if you can Use This Coupon MAIL NOW X~ SEND NO MONEY 1 ! Just your ansawer to the Movie Scramble above. USE THE COUPON. HURRY ! DON‘"T DELAY ! 1t makes no differ â€" ence in what part of Canada you live, you can take part. By the Spotr ht »sports Kditor) games in the Mines pidly becoming a heavier und the neck of local the executive would be o make a comprehensive situation as it now exists, 00 HERE‘S A ~gg PUZZLE 100 00 THAT WILL $25.00 TEST YOUR he vanishing point indication that the sour. Striking eviâ€" i is the fact that in "B," Junior "A," r teams all bidâ€" e local picture, in overdose of Announcement â€"from Ottawa last week said tnat Hon. Mackenzie King had named the two Ontario Senators to take the place of two passing away. The two new Senators are Hon. Duncan Marshall, recently Minister of Agriculâ€" ture in the Hepburn Cabinet, and Mr. Norman Lambert, president of the Naâ€" tional Liberal Association. Hon. Mr. Marshall has been an active Liberal for a lifetime. It was proposed by some of his friends that he be made Lieutâ€" enantâ€"Governor of Ontario, but this proposal roused so wide a chorus of disâ€" approval that the idea was dropped. It was necessary, however, to give Mr. Marshall something in view of the work he had done for the Liberal party. Hence his appointment to the Senate. Senator Norman Lambert, the other appointee to the Senate, has also been a specially valuable member of the Liberal party. Although living in recent years at Ottawa, he is a native son of Mount Forest, Ont. He is at least the second Maunt Forest man to be given a place in the Senate. The other Mount Forest representative in the Senate was Hon. James McMullen. Sengtor Lamâ€" bert is a wellâ€"known newspaperman. His father, the late J. A. Lambsert, was for many years the editor and proprieâ€" tor of The Mount Forest Representative. While Mount Forest has now its second representative in the Senate. the North still waits the first appointment from this country. LeERAguUe Stlill g0o on. Games played with the four Mines League teams taking part, McIntyre, Coniaurum, Pamour and Buffaloâ€"Anâ€" kerite, have been well patronized from the start of the season but the exhibiâ€" tion fiascos haven‘t and won‘t draw cnough to do any more than pay the referees. Someone must be getting the short end of the deal. The Mines League etecutive should be conscious of the fact that exhibition games have turned out to be a flop. Before the whole league does a nose dive it would be well to rewrite the schedule and eliminate Hollinger and Dome from future competition in this league. The public are not going to be kidded into paying good money to see exhibition games that produce everything but hockey. The sooner the league is confined to the four clukp: eligible to play in the N.O.H.A. compeâ€" tition, the better for hockey here in general. Ontario Senators Named by the Ottawa Government SENDO ME THE FREE PICTURE Coach: E. Marchildorn; manager, Andress: mascot, G. McDonald; train ers, P. Dolan and T. Stonce. The same condition applies with reâ€" gard to Hollinger Juniors to a lesser degree. It has besh arranged that when Hollinger and Dome are supâ€" posed to play an exhibition game that instead of "meeting the seniors they will play an N.O.H.A. Junior "A" game with South Porcupine junior team. This arrangement has remedied the situation to a small extent but the exâ€" hibition games that are carded for Holâ€" linger agairst other teams in the Mines League still go on. fence, P. Gignac, A. Abramson, C. Beaâ€" han; forwards, C. Kenny, D. Cameron Roger Gignac, F. Gauthier, G. Gauthâ€" ier, P. Olavson, E. Lefieve. Referee for this game: Joe Chircosky Iroquois Falls games seriously is shown by the fact that two members of McelIrtyre team played for Ankerite in their last game against Dome, who played about half their regular team and filled the reâ€" maining positions with players from the South End Intermediate club. MONDAY, JANUARY 4TH, 1830 CLUES : Probably you know the names of most of the Famous Movie Starse, but just to refresh your memory we mention a few: Cresta Garbo HRHobert Taylor Frederic Martch Powell Joan Crawleord Warner Baxter Shirley Temple Ginger Rogers Wallace Beery Gary Cooper Clark Gable Kay Francis