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Reader‘s Digest: An afte: speaker,. rcferring to Char visits to the dictator, quoted lowing version of a familiar sa igious and secul; of special servic two Sundays o aiso Ne reason why t week has always begun a: Sunday. More ard m ligious leaders taking that to ~stress che essential u ...... «s#yint AFkâ€" till} land, an intelligent and informed awareness of ths problems of educaâ€" tion in a demoncratic coun‘try. Eduâ€" cational reforms (anc these will always be necessary if we are to progress in culture and in skills) can come in a democracy only as quickly as the maâ€" jority of the votors and taxpayors perâ€" mit. The needs of the schools, thereâ€" fore, must be made known. One of the most important means t» the ends just stated is the establishâ€" ment of a strong threeâ€"way partnerâ€" ship between THE HOME, THE is why plans for the observance of Education Week always stress a Viviâ€" tors‘ Day or Parents‘ Night at the School, when parents and teachers may meéeet to exchange views and to disâ€" cuss their mutual problems. And that is also the reason why the week has always begun and ended on a Sunday. More and more are reâ€" oo .. o ie _ x TL numerable of terested in t] Education establish. am Canadian Education Week is sponâ€" sored by the Canadian Teachers‘ Fedâ€" eration and is eéntering its fifth year of Dominionâ€"wide celebration this week. It IS prompted in each province by professional organizations of teachers, representing Elementary and Secondary School teachers. Since its inteption, it has had the support of Provincial Deâ€" pariments of Education, 0# school inâ€" spectors, of school trustees, and of in=â€" numerable organizations which ars inâ€". y en (By J. M. Faton, Bloor Collegiate, Toronto) In a world heartily sick of propaâ€" ganda, a special campaign for one week might possibly be viewed with susâ€" picion. Canadian Education Week is NOT just another publicity stunt. It is, rather an altempt to acquaint the Canadian citizenship with its greatost responsibility. Seeks to Have a Public Fully Informed on Education. Aims of Education Week Emphasized system ETE dnc dhs 4 J : > *E to reach richer and higher levels of living for all. Democracy‘s Insurance Premiums The Public School is civilization‘s insurance against the loss of its most valuable form of w thâ€"its culture, morality, idealism, methanical genius, government, and home life. Through its Public Schools the nation seeks to. hold the present generation at the highest level to which 1 has attaired in the deeper, morse fundamental traits of our national character. The Public School is also civilization‘s method of insuring future progress. It offers a nation the chance to make new start with each generation. Public Appreciation The public gets the kind of schools it is willinz to pay for. Schoo‘s arse for the most part the direct reflection of the spirit and attitude of the comâ€" mun!‘y in relation to education. Our appreciation of the values of 2Cucaâ€" tion determines the amount and kind | of education with which we provlde., our children. We spend money for these objects we value and consider esseontial. More money will be spent on education when the public becomes better informed as to ‘he essentials of an _ adequately functioning schsol | o is t se o o (By J. M same or setter service can be obtained for less money, then present practice entails waste. If, by payinz less, th> quality of the service declines, to reâ€" duce â€" expenditures involves curtailâ€" ment, even waste. This is true of the field of education as well as the field of government and of business. Educational Finance Future schools will cost mor> money. The schools of toâ€"morrow will cost more money than the schools of toâ€"day; but they will be worth it. The fact is that we cannot afford not to have beâ€" ter schools toâ€"morrow than we have toâ€"day. This must be true for the schools of each toâ€"morrow, if society is ie e ms e i vyou don‘t concede ‘worvh,. 1t means get‘ing the maximum service for every dollayr expended. test of economy is the relation of the service to the price paid for it. If the Meaning of Economy Economy means zetting your worth. It means get‘ing the n service for every dhnlAr of "The Bulletin,"* published by the Ontario Secordary School Teachers‘ Federation.. Hers are some exi:racts from a recent issue:â€" Escentials of a Good School System The essentials of a good school SVE~ teém are six in number, namely:â€"gsod.â€" will, good teachers, good leadership, good materials of instruction, good buildings, and good financial support. The last essential listed of the six is good financial support, and it goes without saying that this is the foundâ€" ation upon which sach of the other five essontials of a gocod schcoi system is built. organizations which ars d in the welfare of our sch« ‘ation Week in Cunada aim: sh, among the Clitizens nf set apart for special consideration and interest by the people in schools and education. It should be of interest in | this connection to consider the views | Public Gets Kind of Schools it is Willing to Pay for. Six Essentials of _ | Good School System THE PORCUPINE ADVANCE, TIMMINS, ONTARIO HURSD-\Y FPEBRUARY :"I‘t' EDUCATION WEEK OF IMPORTANCE To Aij Six Essentials nf : onz PAGE STX This is ‘fEdmca.:ion Week"â€"â€"the woeek WidAiliZ LNMALT opportunity essential unity of re. lar education. by means ‘cos on gither of these _Oof our schools. Cunada aims to citizens of this and informed _ of educaâ€" nsry. Eduâ€" will always progress in dinner monsey‘s @re founc almost any turden: Joyed only very me Now,. in every nrm oppor | aiscovering. The larger administrative unit has long been advocated, it has been achieved by coercive legislation in two provinces, it is gaining ground through prmissive legislation in others, and it is the subject of a planned publicity pregramme in still others. This swing towards a wider administrative area reâ€" flects a conviction that educational burdens and opportunities should be equalized and a determination t> exâ€" tend the responsibilities of affluent communities beyond the borders of their own school districts. This is not new, but there is a new and promising | fsature of the movement. It is thie | Unti] ‘he hope of finding. in least one fundametal v of activity I have mehtified (adminisâ€" trative reorzanization, curriculum reâ€" vision and changing methodology) in Mn w s ons s 60 n 1 Tok 1 Today there is a great toâ€"do in eduâ€" cation; administrative units are being enlarged, curricula revised and methâ€" ods overhauled. Many teachers are so busy with the changes that they have scant time to determine the pattern of the new fabric at which they are workâ€" ing. That must be my apology for a closer examination of the three fi2lds (An article prepared by Dr. J. G. Altâ€" house, Dean of the Ortario College of Education, and distributed by the Ontâ€" ario Teachors Council, in connection with Education Week, Fobruary 5th to 12th, 1939). Dean o_t: _Ontario (Tolleég What Does All This Talk About Education Mean? "Câ€"@ Te VC Te and Then Answers it. A Tlmeh L\;tlc on "Education Week." very recently the demand for a equitable distribution of schooal unities and burdens waus confinâ€" those communities which found ly varden excessive and enâ€" Â¥ very meager Opponunitzes every province, communitics quite compeient to nravida 1 each field, at principle worth of Educatiqn_A_sks the Question them? Have we found it? The mention of the cost of education brings us at once to our second fiel1 of enquiryâ€"curriculum revision, for every new subject seems to require adâ€" ditional expenditure. Every province has been active in revising its school coursesâ€"the province of Qust:c, for has been at it steadiiy since 1931, I think. Here again one prinâ€" ciple is sat work everywhereâ€"the prinâ€" lat reflections. In the no doubt, provide the meaire schoc wCrms more exten. ed hy selfâ€"interes The wider adm ever, brings with fair schooling for their own childrn, but ccming to the realization that is is good busine:s to help the children in less competont communities ty seâ€" cure better schooling than their own communitics can riva Wa auvaw anas merire schooling which many ol districts now provide. But the er unit inevitably brings a demand better schools, more diversified opâ€" unities and a protracted period of oling. All of this costs mnrniac.._ er administrative area, howâ€" s with it som» dit ‘ributing In the larger unit we could provide at much lower cost 1 money. Where is it Again, must the widâ€" less local control, more is a way through le for This Week L â€"to local needs? our zeal for exâ€" unities to all, of _same opportunâ€" roblems through [ our way before trust us with a ACTIVITIES AT TIMMINS HIGH AND greater uniforâ€" costs moneyâ€" Where is it um on m sns intrinsically attractive. Here interes must depend largely upon teachins skill not upon the natural desires of the child. Secondly, there is no comfortâ€" able relationship between natural bents and aptiudes and employm>nt opporâ€" tunities. Therse is a strongly vocational bias to the current prcgramme revision â€"yet unemployment, in practically all fields, is a universal pheosnomenon in our présgnt conomic structure. And thirdly, it has turned out *o be more expensive to train inept (or not very apt) pupils to mediocre efficiency than it is to give apt pupils enough to go. on with. It has also been found to . cos. more, péer pupil per day, to train for manual occupations than to train them for "white collar Jobs." This is disconcertinz to business men who serve as school trustees! Of course, | these awkward facts simply mean that | educators and economists together are | tar from having reached *th» ultimate revision of school courses. That end will never be reached while human sqâ€" ciety changes and while school teachâ€" ‘ ers continue to think about their job. | Now let us turn to the modern conâ€" , troversy about msthods. Here the domâ€" + inant principal is that of pupiis activâ€" i‘ ity. It is no recent innovation. but its |° predominance is unprecedented. At | C Ni oo en ie o Th uied 4 ; k k ues 9. NMLUS LE MA . > 111 the first place, pupilâ€"interest is no an allâ€"sufficient criterion of subject value; there is an irreducible minimum of subject matter necessary for all, which must be acquired before it is intrinsically attractive. Here I Lh : l ie um sake 18 % n en To duce in him a morbid intros that will terminate development vert it! How can we have chi tred schools wihtout developin centrd children? How can we ate strongly without establis} chameless cult of selfâ€"interest? e mm smm pppil mseds. Schoois. w'e .iféâ€""begin- ning to see, exist not to perpetuate the | traditional store of knowledge, but to devote the powers and capacities of boys and girls. School subjects are critically examined to det@ermin> their effectiveness in this development; amâ€" phasis is pl‘aced lpon intrinsic interâ€" est to pupils and serious attempts are made to relate school situations to the probable tasks and responsibilities awaiting the pupils as they leave school. In all of this upheaval it is much easâ€" ler to generalize and to philosophize than it is to apply our dicta to a speciâ€" fic subject or grade in the school. Thirce facts combine to render curâ€" riculum revision a tricky business. In the first place, pupilâ€"interest is no an allâ€"sufficient criterion of subject value; there is an irredtcib‘e minimiim CiALNA e And: / Y â€" y LCCUCIIIC !that. .0 attain the best results, the Echool must contrive to make the pupil an active, conscious agent in his own sducation. "We learn by dsing" is only half the truth; the will to do is what makes the doing imporiant. So we arrive at the most potent word in mcdern methodclogyâ€"motivation. â€" Here again we must tread warily, [for we are among pitfalls. Unskilfull mctivation may reduce pupilâ€"intsrest to mer> craving for enteriainment; it may uttorly lose sight of the zest of tackling somethinz that is hard, the satisfaction of mastering it. Again, by inviting the pupil to turn the force of will upsn himself, how easy to inâ€" duce in him a morbid introspection that will terminate development or perâ€" vert it! How can we have childâ€"c>nâ€" tm es ] ® 2 a cn‘\l\fl‘r- Y B m n s 2 WCnd c e c o n2 aione, can do it. This is what 1 mf¢an by training in citizenship. Th: school can do this Good schools are doing it; they are doing it by enterâ€" prises, by student organizations, by extraâ€"curricular activitiesâ€"sensitizing | pupiis to motives transcending selfâ€"inâ€" tarest. Th democracy we coul<d u until in tt #sut we dar> not let this b we must find for him some pelling motive than selfâ€"in must, I think, contrive to feel that there is something t important than himself, y far outweizhs his own d gratifications. In our hand come to find the stronges to action, : sonally wa the fact t} ion of mastering it. Again, by the pupil to turn the force of upon himself, how easy to inâ€" him a morbid introspection terminate development or perâ€" How can we have childâ€"c>nâ€" ools wihtout developing selfâ€" hildren? How can we motivâ€" ongly without .establishing a re is fairly general agreeme attain the best results, t must contrive to maks t] _active, conscious agent in h ication. "We learn by doin: half the truth; the will to ¢ makes the doing important. © in the fact that h» to do any‘hing, but the scociety of whicn not rcach ts hiot tew more such schoo contrive to make him something bigger, more i himself, whose good his own desires and In our hands, he must the strongest insontive umanity. God know we arg training for onge. ...0. *3 * *« *« 00"0‘"00":“.0 OQQOO.Q% 00. *4 6 mum fo York, an -00000.000.000000000 -'0.06000 000 0.0 0.. 0'000. 00. 000“’ .’0 000 0.000_0 000.'6 0'0 0'0.0.0 should be ng 1 mum 8.000 vember woman athlete. highest paid ath in the world toâ€"d9: Sun. ngagemen} y ix performa nightly carnival claimed Sonja H werian iceâ€" Hollywsood I sonja Henie Dolls to Retail at $8 to $25. In sonja Henie Proves Biegest Attraction Ja nerse THOUGHTFUL CARE AX before i aren 20,000 ska itr, Ahas prc} the more th e R: tuall the TELEPHONE 509 OPEN DAY AND NIGHT 000,000. s $5,000 as a miniâ€" formance. In N?W 0, where 20,000 saw wa, aw, hy ha, ba_ *4 144 4°% ouxufionooflosuoo"‘u oficn'oflooflooxocno \ovofloono.flo‘uoou’n’u:noouoofloouoouoonn_ou. % packe sing Funeral Oirector Sq Mac C PE EC 264 ue‘ aa* 2 a* 2 2 28. * #, 2@ # # o 2t# . * # . Ne o. a*s a* . .* . .*. .® 3 s s * * 000"0_00000:"‘\?o'tfl‘o‘ottofixoxflxozo‘c00"00090-00-oo.o0.00-. iinutive who with bly been acâ€" r 750,000 porâ€" thus for this st charming r, she is the e or female, son Squar the plac New York 25 rangâ€" 10 miniâ€" nz f:t>om 1iiVC (Toronto Gicbe and million _ Smittyâ€"Have you ever s climaX of your childhood dreams Murphyâ€"Yes, when my Garden to comb my hair I‘d o 000 for didn‘t have any. T I M M IN 8 d Nsâ€" yâ€"~cight ‘ore â€" it ) DIGNITY CHARACTERIZE our SERVICE mea Die Koralle, Berlit America that high h> by a woman who w:; forehead. ulth night she f2l]. The Garden switchbsar record of handling 25.0( the carnival in 10 days. â€" were 4,000 calls. Many . ers had to be told where Madison Square Garden 81 THIRD AVENUE her several nights in a ro more than that sum. In ; Henie plays in two mo every year, having already since she became a prof: sath one she is paid son DREAM CAME B