T u r t i ^ t l i r l i i i n g t r^ ir©! p ^ o ® '

T C A Super Constellation service offers most frequent flights to Europe—with choice of two splendid services: Luxury First Class or comfortable, economical Tourist.

Consult your Travel Agent, Railway Ticket Office, or local T C A Office. Ask about *ow-cost, all-expense Air Cruises via T C A .

M o r e t h a n ever today E u r o p e is y o u r c h o i c e . . .

for a vacat ion c o m b i n i n g gaiety a n d recrea t ion

w i t h r i c h cu l tura l r e w a r d s . B y a l l means s p e n d

y o u r vacat ion / ; / E u r o p e — not just o n tiie w a y !

In o t h e r w o r d s , fly T C A . . . g e t there overnight.

Use TCA "Extra Cities" plan to get the most out of yotir travel dollars! F o r instance, y o u r r o u n d

tr ip fare to R O M E enables y o u to see, at no

extra cost, any o r a l l o f these cities:

Amsterdam Brussels Copenhagen Dublin Frankfurt

Geneva Glasgow Hamburg London Manchester

Milan Nice Paris Shannon Stuttgart Zurich

7RANS'€AMADA ASR LIMES

MATERIALS NEEDED: Cardboard or Construction Paper, Newsprint, Paste, Scissors, SARGENT Hexagon Crayons.

M a k i n g masks is a simple, enjoyable project for Christmas, Hal loween or any time. Base is the same for a l l masks—an oval shape, sl ightly longer than the child's face, cut from cardboard. H o l d oval i n front of face and mark spots where eyes, nose and mouth should be . . order to assure comfortable fit.

F o r a wi tch mask, pup i l uses S A R G E N T H e x a ­gon Crayons to draw wei rd features and ghastly facial colors. Strips of newsprint, colored and curled, are pasted on for straggling hair. (Cur ls are made by pul l ing strips between thumb and blade of scissors.) L o n g pointed hat, colored glistening black, adds final touch.

Santa Claus mask is made i n much the same way . Cur l s are used to make bushy beard and moustache, w i th cap colored bright red. C h i l ­dren mako masks easily and eagerly, expressing indiv idua l tastes. F in ished masks are ideal for plays, pantomimes or just everyday fun. V a r y this project wi th triangular, round, oblong and other paper shapes.

We hope this imaginative nugtjestion will prove helpful to you...and enjoyable to your pujrils. Jn all your classroom projects, remember to use SARGENT Hexagon Crayons... the non-toxic, non-smudging, non-rolling crayons that give you

MORE CRAYON.

SARGENT COLORS, LTD. 84 WELLINGTON ST. WEST, TORONTO 1 , ONT. Please send me your FREE "Teachers' Pels' booklet of classroom projects. NAME-SCHOOL NAME— GRADE TAUGHT-ADDRESS-CITY

COLOR5./LIMITED M WElllNGTON ST. WEST,

TORONTO 1, ONTARIO

SfNO fOR t REE PROIECT BOOKIETI

-PROV..

FEBRUARY. 1956 817

N O W YOU C A N BUILD CAPITAL IN B f i ' A . ' * " W I T H PAYMENTS AS L O W AS $20.83 M O N T H L Y

• e • with life iiisursBiii^e pr®tec§ioii at no e ctra ehcsi-ge whatever

The M.A.F. ESTATE PLAN offers a combination of advantages not previously available to Canadian investors.

f COMPOUND ACCUMULATION: M.A .F . is Canada's first and foremost compound-0 cumulative mutual fund. Dividends are reinvested—not just annually or quarterly—

but continuously throughout the year to increase the value of each M . A . F . share. This continuous income reinvestment helps capital grow faster. When you invest in M . A . F . under the E S T A T E P L A N you are provided with the additional advantage of "dollar-cost-averaging" which results from continuous systematic investing at varying price levels.

SEVEN PLANS: There are seven alternative plans available ranging from payments of $20.83 up to $104.16 monthly. These schedules are realistic and practical for the majority of salaried business and professional people. Contracts run for two years and are

indefinitely renewable. This permits flexibility for "step-planning" your savings program as your earnings potential increases.

3 FULLY INSURED: The Estate Plan is available (with insurance) to anyone in the 21-55 0 age group. It is administered by The Toronto General Trusts Corporation which makes

M . A . F . share purchases on your behalf and issues statements and certificates. All scheduled unpaid balances are fully life insured without charge or examination thereby auto­matically assuring a paid-up contract to the investor's beneficiary.

^ LOW COST: M . A . F . itself is the lowest cost operation of its type in Canada. Less than four-tenths of one percent of its expanding assets go for administration annually. Furthermore, the benefits of M.A.F.—plus the additional advantages of the E S T A T E

PLAN—cost not one cent more than the regular ofTer price of M . A . F . shares.

For full particulars telephone or write: R. Murray Brink Walter Hudson Art Mercer Lome Aggett

Jim Seville

Brink-Hudson Securities Ltd. 508 Hornby Street Vancouver 1, B.C.

TAtlov/ 5884 Members of: B.C. Bond Dealers Associatnn, Investment Dftalers Association

of Canada, Vancouver Vock Exchange.

MUTUAL ACCUMULATING FUND

FEBRUARY. 1956 VOLUME X X X V NUMBER 5

B.C.T.F. OFFICERS President,

J . P H I L L I P S O N , Campbell River.

First Vice-President, 1. D . B O V D , 3139 W . IGtli Ave,, Vancouver 8.

Second Vice-President, M O L L I E E . C O T T I N G H A M , 1855 W . 15lli Ave., Vancouver 9.

Secretary-Treasurer, W. A . W I L A N D E R , 4027 \ V . 37lh Ave., Vancouver 13.

OFFICIAL ORGAN OF THE BRITISH COLUMBIA TEACHERS' FEDERATION

TABLE OF CONTENTS FEATURES: Page

Professional Siandards Movcnicnl Arthur F. Corey 226

Plans for a New Home Mollie E. Collingliarn 230 A Music Educators Association Lloyd H. Slind 236 . . . like capturetl fireflies John Steinbeck 238 Who Shoukl Teach What? M. E. LaZerte 244

OFFICE STAFF C . D . O V A N S ,

General Secretary.

S T A N E V A N S ,

Assistant General Secretary.

J. A. S P R A G G E , Executive Assistant.

EDITORIAL BOARD C . D . O V A N S ,

Managing Editor.

S T A N E V A N S , Editor and Business Manager.

A. B A R B A R A M A C F A R L A N E , Associate Ediior,

J . P H I L L I i ' S O N

E S T H E R G . H A R R O P

H . S. J O H N S T O N

F. P. L I G H T B O D Y

DEPARTMENTS The Ediior Comments

The Forward Look 224 Money Talks on Merit Rating 225 The Reworded Code of Ethics 225

For Your Informaiion Les.'on Aids 250

On Yimr Behalf : 251 Across ,'he Desk 253 New Books 257 it's News to Us 263

MISCELLANY Local Associations /. Pliillipson 239 1956-57 Candidates for Executive OfTice 240 Cmnbrook's Good Citizen 248

Affiliated witli the Canadian Teacliers'Federation

Member

iD U C A T I O N A L R E S S S S O C I A T I O N

O F rAMERICA

The Cover Picture Mc l o U N T R O B S O N is always a splendid subject for cameramen, but seldom is its beauty so clearly shown'as in this picture from the fdes of the Canadian National Railways.

EDITORIAL O F F I C E : 1644 West Broadw.-iy, V.mcoiivcr 9, B.C. Publislicrl every month except June, July, August and September. Contributor's copy received up to the 10th of the month preccdins month of publication. Annual Subscription: $2.00; Federation Members, $1.50. Authorized as Second Class Mail, Post OSice Department, Ottawa. Printed by Wrigley Printing Company Ltd.

FEBRUARY. I9SB 219

B.C.T.F. CO-OPERATIVE ASSOCIATION

llA ;'.l.'!<.) K i l l \\'fst Bioachvay, Va:Kouvcr !), \'..C. \',.\ .'il.'K

Manager's Hours; JtSO p.m. - r>::'>0 p.m. Monday lo Friday 10:00 a.m. - 1:00 p.m. Saturday

HOUSING SERVICES AVAILABLE TO TEACHERS Tcacliens, building their own, inny be financed. .Single teachers are ineligible lor N.H.A. loans—they may receive

finances. Teachers, re-locating, are financed through the period oi" iransitioii. Purcha.scs of furniture, appliances, building materials may be financed

over a term. Funds to supplement N.H..-\. loans are available. Co-op building crews construcl from four to eight luiuses a year.

CONDITIONS THAT MUST BE Ml TO QUALIFY FOR FINANCIAL ASSISTANCE

The member, building, must be experienced.

The member must have an equity satisfactory to the Directors.

The member must not undertake paymenis larger than he is able to meet reasonably.

.•\dvances must be secured by legal documents.

Retention of one •'!'.").00 share qualifies you lor all Co-oj) services.

B.C.T.F. Co-operative Loan Certificates—A Secured Imestmeni

220 T H E B. C. TEACHER

B Y W A L T D I S N E Y P R O D U C T I O N S

THOUSANDS of Canadian schoolgirls have

11 th outstanding film —you'll want your girls to 'CO it, too.

COPVKICHT 1,(1 WALT DISNEY P« This 10-minutc movie telK the

story of menstruation in a clear, direct manner, yet with beauty, dignity and charm. 16 mm.—in sound and color.

This entire program of menstrual education—or any part of it available fo you without charge

"Very Personally Yours" Written especially for girls 12 and over, this booklet on menstruation has helped thousands of Canadian girls acquire a healthy, normal attitude toward growing into womanhood.

Teaching Guide and Menstrual Chart

Hundreds of teachers co­operated in organizing this helpful teaching guide. Large color chart on mens­trual physiology is designed especially for supplementary classroom lectures.

"You're a Young Lady Now" This booklet also gives a sound, wholesome under­standing of menstruation but is written in terms more understandable to girls 9 to 12. Mail coupon today for free descriptive brochure (plus order forms).

Sponsored l)y the mamijaclurers of Kolex* sanitary napkins

Canadian Cellucotlon Products Co . t td. educaiional DopartmenI BC-SCl ' Nome 50 King S i . W. , Toronio, Onlar lo .

Please send me a brochure describing the complete free educational program plus order forms. City..

Organization.,

Street

(PtEASE PRINT)

..Prov.. \ ^ 'REG. TRADE MARK

FEBRUARY. 1956 221

.CT.F. CREDIT O F F I C E H O U R S :

9:00 - 5:00 Tuesday to Friday

9:00 - 1:00 Saturday

96 East Broadway (one block west of M a i n Street)

VANCOUVER 10, B. C. P H O N E : EMerald 5521

(Local 10)

The Fifth Annual Meeting of the B.C.T.F. Credit Union will be held on Monday, April 2, 1956, in the Ballroom,

Hotel Vancouver, starting at 10:45 a.m.

BUSINESS

1. President's Report.

2. Credit Committee Report.

3. Supervisory Committee Report,

i. Treasurer's Report.

5. Distribution of Profits. (In this connection the directors recommend that a 3% dividend be paid to shareholders.)

6. Election of Officers.

7. Consideration of the following Extraordinary Resolution: "That Rule 3A enacted by Extra­ordinary Resolution on the 15th day of June, 1953, be deleted from our rules."

8. Any New Business.

R. MUIR (President) E. SIMPSON (Treasurer)

233 T H E B. C. TEACHER

SKNl) OOUl 'ON lUil .OW F O K 'JllKSK FRLE

LIFE INSURANCE TEACHING AIDS Y O U W I L L KIND T H E M AfOST H E L P F U L

Here is i i i f o r i i K i l i o i i lhat w i l l In: oi life-long value to yum- pupils! Each of these

teaching aids is prepared in interesting, easy-to-follow i o r i n . 'J'licir iiseftiliicss

botli to teachers a n d pupils lias been d e i i i o n s i i a i e d in many Canadian schools .

Check the following list:

BOOKLETS Koney In Your Fooket—This Illustrated, 2?-paeo booklet for boys deals with simple funda­

mentals of money management and life Insurance. Written In a bright, entortalnlnK style. Available for useful distribution In quantity, free.

*i;ife Insnranoe—A Canadian Handbook (1055 Bdltion}—An 8li-paee Illustrated booklet turnlshlne a brief outline ot the fundamonittls of lite Insui.mce. Answers numerous questions which aro frequently asked by teachers, students a.iu tho public Bonerally. One oopy free to any teacher.

The Story of lilfo Insurance—-A 20- i) i iKO lllu.stratort booklet tnllins the hl.story ot and fnnd.-i-mental fact.s about llt'o i u H u r j i n c u In simiile term.s. AvalUiblo for us ( i fu l di.stribution In quantity, free.

A asisa and tCet Woney—A very Informal and readable 20-paee Illustrated booklet for teen-aee elrls. Offers useful tips on earnlne, budtretlni; and sovlng money. Available for useful distribution In quantity, tree.

Problems In l i fe Insnranoe—A teacher-student workbook unit of value In Business Practice and Mathematics classes. One complete unit free to a teacher; sti>^dnt portion available free In quantity.

•Invitation to Yonth—Careers In life Insurance are discussed In this 34-paBe booklet. Whether It's selling or special Head Office services, here Is a picture of Life Insurance as a lifetime occupation. Available In class sets, free.

FILM STRIPS

Oareera In Oonodlan Iitte Insnranoe TTnaerwrltlsEr—A 60-frame film strip In black and white, on the career of the life underwriter, for use In guidance classes. One print and one teaching manual free to each school.

Tlie I^lfe Insnra.'ooe Story—Part 1—Reveals Interesting facts, similar to those In "The Story of Lite Insurance" booklet, throuuh tho lilBhly effective lUmstrlp niudium. One 36-frame print and one teaching manual free to each school.

•The Iilfe Insnranoe Story—Part H — T h i s film strip deals with the various classes of life Insurance, the calculation of premium rates, typos of policies and their uses, etcetera. One 42-frame print and one teaching manual free to each school.

*KOXB—These Items arc now or recently revised material.

To obtain any of these FREE! teaching aids, simply tear out this advertisement. Indicate Items desired, marking quantity needed for each, and fill In the Information requested below:

Name of teacher ordering:.

Qrades and Subjects taught:..

Name of Principal:

Address of School:

...Name of School..

..Approx. Enrolment..

Send your order to:

Educational Division, Canadian Life Insurance Officers Association

302 Boy Street Toronto, Onforio

FEBRUARY. 19S6 2 2 3

4

the l^ditor ccmments^

The Forward Lool^ A R E W O R D I N G of the Code of Eiliics

of the ]Ji!ti,sh Columl)ia Teachers' l-'edcration has been prejiared by the Pio-fessional Education Committee and ap­proved by the Provincial Executive. The revised Code, the same in pmpose and in­tent, l)iit changed in arrangement, will be jiresentcd to the Annual General Meeting for acceptance or rejection. It is to be hoped that all teacliers will give the mat­ter their most careful consideration. This is important for two reasons: First, it is our duty, as members, to voice our opinions on all matters relating to tlie membership as a whole. Secondly, and most iinportant, the thought which wc give to the question will cause us to realize more fully the im­plications of the Code in relation to om-duties as teachers and the obligations which automatically attend our member­ship in tlie profession.

The Code of Ethics charges us with standards of professional conduct which we cannot attain without first developing alti­tudes and principles to sustain us in times of stress and temptation. Tlie cause of edu­cation must be our primary concern. Wc must be prepared to give willingly ot our time antl efTorts for the benefit of the pupils whom we teach. If time beyond the regular school hours appears beneficial, we should give that time without complaint. No blanket rules dial can be devised by the Department of Education or school boards can cover all situations as needed. It is the leacher who must decide and the teacher who must accept the responsibility of the decision.

We must so conduct ourselves in our re­lations wilh pupils, parents, employers, officials and members of the general pub­lic, that no dishonour comes to ourselves or our jirofession. We must refrain from

e.vpiessing our personal feelings if such ex-Iiression is likely to create false im]Jiessions detrinienial to our fellows. Our job is not easy. Our constant association with the human element and the immature mind is very ilcnianding of our energy antl jiatience, but the public does not realize that we may have just cause to complain about our hard lot. It is much belter lhat we look to the reward of personal satisfaction in a job well done. If we are not prepared to accejit the bad with the gootL we should not be teachers.

.At the same time we must have the forti­tude to ]5rotcst against rules, regulations or practices which we know to be not in the best interests of our profession. Selfish interests or fear of retaliation should never interfere wilh the .sound principles which wc hold. We must fulfill the requests and demands of our superiors but we must have the courage lo object to demands which are unreasonable or unfair.

We must place our duties and obliga­tions before our personal desires and pleasures. Thoughtless actions by a few bring discredit upon the many, invite un­fair criticism and bring stringent blanket rules upon our heads.

When every teacher in Briiish Columbia follows the Code of Ethica to the letter, every classroom in every school in the province will be conducted conscientiously and efileciively. We shall have gained the respect and status for which we have long striven. We shall have earned the right to take a more active part in matters of cur-licitlum and policy. We shall be trusted 10 discipline our own members. We shall have earned by deed that which we can­not earn by words. We shall have come of age. H . C. O'D.

324 T H E B. C. TEACHER

4

Money Talks C MR. Vnt\k RcdtT, l.iiiisoii Odiccr. 11.c;.

.School M rusU'Cs' .Association, is (|iioU(l in ilio Vaiiroiivcr .Sun of ):nHiary 21, 1<).")(). as saying: "the jncsciil sysniin ol hhinkcl iiKTCascs is rapidly lordiig sonif (ouuniini-lics lo a saturalioii point oi [inaiitial ciulin-aiirt;." 'J'hc nioiive for merit raiiiig is ihiis iip])areiit: save money hy keeping the general level of leathers' salaries low by the expedient of paying gaod salaries lo :i st'lt'ctcd lew. 'I'lu' tcii(lu.is will be so busy

• Merit Rating Uglitiiig ;nnoiig Ilicmsclvcs o\cr llif lew (hoicf morsels ihiil llicy \von'l be able to org;ini/e lor a coiucrtt'd elfort over salarv levels. .Any incli\'i(lii;il leacher who flares lead ;i c;imp;iign lor s:ilary increases will loifeil any chance for a iiierit laliiig.

We have long held the opinion iliai ihe lunposc of ;my e\;ilii,ilioM <if teachers should be lo improve insiriiciion. .Ap­parently Mr. Kcder has eoiiipletely lost sight of this aspect. .Siall morale should nol be SMcriliced for dollars and cents.

The Reworded T HI.S Cotlc of iho British Columbia

Teachers' Federation is intended to a.ssist individual and organized groups of icachcrs to maintain a liigh standard of professional behaviour.

1. The teacher's primary concern is for the quality of .service rendered by himself and his profession. He .should regard it as a ]3rofessioiial obligation to maintain a cri­tical interest in the advancement of cduca­iion, especially in his own field.

2. The true principles of democracy arc developed through education. It is there­fore incumbent upon the teacher to make these principles real and vital to his pupils.

3. The teacher's obligation to his em­ployer, whether contractual or moral, both explicit and implicit, should be scrtipulous-ly observed.

4. The teacher .should observe a rcaiion-able and pro]5er loyalty to the internal ad­ministration of his school.

."). The priiiciijal, through his integrity and fairness, should merit the respect and loyalty of liis staff. It is unethical for him to make an unfavourable report, whether written or oral, concerning a teacher, with­out first informing that teacher of its con­tents.

(). The welfare of his [nofcssioiial col­leagues should be the teacher's constant concern. It i.s, llierefore, unethical for a teacher to have any negotiations or ronver-

Code of Ethics sations with school trustees, iiis])ectf)rs or other officials, which might be prejudicial to any of his fellow teacliers. In particular, it is unethical for a tcicher in the presence of pupils, teachers, officials or other persons to make derogatory remarks that might harm a fellow teacher professionally.

7. Il is unethical for a teacher to accept a position arising from an unjust dismissal Ol an unresolved dispute.

8. It is unethical for :i teacher to follow :iny but the projier and recognized channels for promotion or self advancement.

9. " I'lie teacher's concern for the welfare of his profession implies loyally to his pro­fessional organization. It follows that he should participate in its activities.

10. It is unethical for a member or giou]j of members to make unauthorized indivi­dual rejjresen tat ions to ihc I' ederation, lo a Hoard of .School Trustees, to a government or any of its departments, or to any other body, concerning matters that should prop­erly be dealt with by the Local Association.

11. It is iineiliital for any member or Local A.ssociation to lake unauthorized in­dividual action after the assistance of the F'ederalion has been .sought or obtained.

12 It is unethical for a Local Association to take independent action on matters rc-(jtiiring the aiiihoiization of the I'ederation.

Contliuicrl on page iil.'i

FEBRUARY. 1956 225

Professional Standards Movement A R T H U R F. C O R F . V

* 'J he fwicliou of education is lo ferpctualc aud perfect the culture zvhich supports it.

* Professional ciiiiuence inusi be based ou couipcUiug social ucccs.<;ity.

THEOLOGN', iiu;diciiK', and law arc at llic apex of the professional hierarchy

iti all moderti societies. Theology serves luan'p spiritual needs, niedicitie his jihysical tieeds, and the law maintains order in human aflaiis. Tliis distribution of profes­sional service leaves one desperate atid per­haps fatal breach in social organization. Tlic most im]5orlaiit single aspect of human life is the fact that men have ideas. They think. The mind is served by the teacher. In times and places where teachers were really competent and adetjtiately pic])aie(l, ihcy have been readily and eagerly adtnit-tcd to the learned professions, and have been accorded the respect and jjrivileges that the public has always accorded those whom it recognizes as truly jirofessiotial. Only by the inclusion of teaching iu the learned professiotis can society meet its ticeds.

No groitp of specialized workers cati dare to dream of making its calling pre-eminent unless the signidcance of its .sf)cial contri-Ijution is so fomj)clling that pre-eminence is imperative. Modern social oiganization is so complex and opportunities for htiman itivesimcr.t so diverse that we cannot alford to waste superior human lalcnt on inferior tasks. Wc have no right to seek status and prestige for teaching as a profession simply liecatisc ivc as teachers aspire to more lucrti-live or dignifietl positions for ourselves. Professional eminence must be based on compelling social necessity. When man holds in his hands the means of destroying the world itself, then man's attitudes, values and purposes are the only business which is really worthwhile. These are the. com­

modities wilii which teacheis deal. The sti])reme im])onaiue of teaching is found in the relationship between ediicition and civilization. Mhe function of education is to perpeluaie and perfect the culture wliich sti]>j)orts it. AVhen a culture or civilizatif)ii (lies, it does so because its educational system has failed. t\ crisis, if it really be ;i crisis, is always inlieioiitly an educational problem.

II, as we so firmly beiie\e, teachers Iia\e the most faxomahle ojipontmities for the dissemination and application of the itleas upon which our civilization rests, then we <;iii be satished with nothing less than the pnir-j.ssional reciiiitnietit of the best liuniaii lesoiiiees we liiive in our country. .Sound social engineering demands that the most ciitical and diflicult tasks be delegated to our most capable and dedicated people. The end objective of all we do in our pio-

lessional organizations is to make teaching a pie-emiiieiii profession.

T o the teaching profession, the most devastating canard ever invented is the oft-repeated assertion "he who can does, he who can'l, teaches." The total programme of the organized profession should be ilirected toward the end lhat those who can teach, will teach, and those who can't teach, will be our lawyers, our ciiginecis, and our businessmen.

Social and economic aitiiiHle must be re­organized so tliat our finest aiul most caji-able young jieople will say first, "May I be a teacher? .'\ni 1 capable and fit to leach the young? If 1 am, then of course I must leach. If I'm not, liien I must be satisfied

226 T H E B. C. TEACHER

with less." it is Dhvioiis lhat n o j>rolLssion can become pre-eminent while it must con­tinually beg for members t o fill its de­pleted ranks. The profession that is recog­nized as significant and important and t o which, because of its prestige, entrance is eagerly sought will be a stable profession. There is no other way, there is no shortcut. Opinions Differ

There has been, and still is, scmic dilfcr-ence of opinion as to how this objective is to be achieved. There are a few among us who persist in thinking that the only way to achieve prestige and preferment for teacheis is to think and act as unprofessionally as ])ossible. There is a small but vociferous element among teachers which openly dis­avows tiie professional aspects of teaching and forihrightly asserts that teaching is nothing but a skilled trade and that teachers should behave accordingly. These people believe that professional progiess is achieved ihrough conflict rather than cooperation. They believe that it is essential for the prtifession to be divided into classes whose interests are assumed to be antagonistic. They preach that teaching is a job of work which can be measured in hours and minutes and paid for accordingly. They believe that die friends of teachers are all on die left and that their enemies areiail on the right. They believe, essentially, that organizational procedures which have been found appropriate and effective for indus­trial workers should he applied to teachers.

In m y opinion, the time has now come when the organized profession should speak out vigorously against such ideas. Those who espouse and promote them should be labeled a s unprofessional and all sanctions which can be mobilized should be brought to bear upon them. No one can deny the right of these individuals to their own thoughts and beliefs, but if they persist in acting like fishmongers then the great inaj(>rity of the 2>rofcssion has a right to

demand that such teachers get out of the profession and into a vocation where their talents and philosophy will be more appro-

; priate to their success and happiness. Professional i D i e s t i g e cannot be forced,

bought, legislated or stolen. In truth, it

must be earned through the (juality of sei-vice rendered by the members of the grou]). In the long run, the function of a profes­sional association of teachers is to help its menibers give belter service and thus to enhance tbe prestige of the profession. It is obvious that except in critical or unusual cases the large professional association can-noi deal personally with each individual meniber. What then is the method by which it may achieve its objective. In brief, and dogmatically stated, the development antl maintenance of adecjuatc standards in the identifiable aspects of teacher service is the means by which progress can most rapidly be made toward the estalilishmeiit of teach­ing as a siabili/cd pre-eminent profession.

It must be made very clear that the main­tenance of ade(]uate standards docs not mean standardization. It merely seeks to guarantee competence. The acceptance by teacher organizations of this rather basic ]joint of \icw, that the development ant! maintenance of standards is the means by Avhich we will ultimately reach our profes­sional goal, is extremely helpful in evaluat­ing present programmes, in deciding on new ventures, and in organizing stall respon­sibility. This apjiroach to our jiroljlcm has come to be known as the ])rofession:tl siiindards movement. This jjhilosophy at­tempts to realize for teachers collectively a large degree of self determination on all matters where they legitimately have a right and duty to be heard. The term "self-discipline" has been used in connection

An abridgment of an address delivered at the Chicago Convenlion of the National Eduration Association, 1955, by Dr. Arthur F. Corey, State Executive Secretary California Teachers Associa­tion. While his Chioigo address was pre­pared for an American audience, its basic proposition applies to teachers and their professional organization everywhere.

Dr. Corey will speak to the teachers of British Columbia at the Annual General Meeting at Easter, r

F E B R U A R Y . I9S6 227

will) prorcssioiial ctliics. Tlic tliscipliiiary itita i.s loo ncgaiivc and narrow. 'Ihc cx-]jrc.ssion "jjrofcssional self dclcrniinaiion" is posilivc and is broad enough lo cover all clefcnsil)lc aclivities in ihe five areas in ivhich it now seems feasible lo develop standards. The philosophy of self-deter­mination—this idea that professional organizations sliould lie seeking iheir ulti­mate goal through the development and maintenance of adequate standards—does not mean lhat the profession seeks U) cap­ture the control of the schools for itself and thus to ignore the jjiiblic. The .schools belong to the people and the determinaiion of operating policy must remain in the hands of oflicial legal agencies which are responsible to the people. Statement of Opinion Required

The organized profession, howevei", owes these policy making agencies a clear cut and authoritative statement of professional opinion which can be considered and care­fully weiglied by these official tiodies be­fore policy is actually made. The profes­sional function is to develop carefully what policy ought to be, not actually to make it. .-\s the profession gains prestige this sensi­tive but imporiant discrimination will cease to have practical significance. If our jirofes-sional advice is wisely and carefully given it will, more and more, be accepted wilhout serious question by the responsible legal agencies involved. The "professional stand­ards movement," nationally and within the various states, is crystalizing into a pattern. Tliere are five areas now emerging in which jirofessional standards are needed, and in which we can legitimately work in their establishment and maintenance.

1. Professional Ethics 2. Professional Education 3. Professional Service 4. Professional Community Relations 5. Professional Welfare

Respectable profession.al machinery is being developed at local, state and national levels in all these fields. It seems that any defensible activity of a teachers association can be identifiecl as appropriate to one of these functional areas. Each area will be di.scusscd briefly.

1. .Siandards of Professional Ethics Even l.)efore the turn of tfie ceiuiiiy our

])rofessional associations were recognizing the need for ethical staiitlards for tin-guidance of their members. Codes of ethics, generally patterned after that of ihe National Education .Association, have long been accepted by the various state a.s.socia-tions and are constantly being revised and supplemented to nieei new conditions. Elaborate judicial machinery has been set up for the enforcement of these codes. Afany local associations have professional relations committees and stale bodies Iiaie area and statewide commissions to pa.ss on individual cases where accepted etliical princi]ilcs have allegedly been breaclied. The pronouncemeius of such commissions carry as much weight as the prestige of the organization behind them provides. In our siaie, the positive verdict of the state ethics commission against a leacher virtually mt;aiis professiom-l death.

A bill recently passed by the California Legislature, and signed by the Governor, gives legal recognition to some aspects of the work of this commission. This measure recognizes the reports of investigation panels set up by the commission as admis­sible evidence in court and establishes ihe jirocediiie for members of sucli jaanels to be (]ualified as expert witnesses on matters having to do with jirofessional competence and lichavior in teacher dismissal cases. This is Jirobably ihe first legislation of it.s kind and its operations will be watched with great interest. 2. Standards of Professional Education

Tlie definition of function here suggested is more limited than that commonly ac­cepted in the operational pattern of many of our teacher associations. It includes cjuly the establishment and enforcement of adequate siandards of teacher selection and education. This then, by implication, in­volves accreditation of teacher education institutions and certification of the indivi­duals who seek to enter the jirofession. The stimulus and inspiration for the develop­ment of an active professional programme in this area has come from the Commission on Teacher Etltication and Professional Standartis of the National Etlucation Asso-

228 T H E B. C . TEACHER

< iaiioii. Il is possible thai ihis raihcr ainbi-lioiis and all-inclusive name might now be changed to tlic simple "Commission on Teacher Education" leaving the other im-]jarlant aspects of the ])rolessional stan­tlards movement to other gioups.

Beginning with the Lake CliataiKpia con­ference, this commission pioneered the mobilization of the profession in a con­certed campaign for higher standards of teacher education. Mosl stale a.ssociaiions now have simili,r commi.ssions and are asserting vigorously the interest of the teachers themselves in the standards to be used in selecting and educating those who will one day replace them. The national commission took leadership to establish a national agency for accrediting teacher edu­cation institutions. This programme must im>ve forward. The organized profession must everywhere extend recognition and approbation to those instilutions which co­operate and publicize those which do not. I'lofessionalism of teaching in this country literally waits on some nation-wide stan­dards for teacher educalion. It is not neces­sary or desirable lhat the national accredit­ing agency actually handle the detail of the accrediting procedure for each of the hundreds of institutions which desire to educate teacheis. .Sotne of our states already have wdl developed accrediting procedures and other states can follow their example. The national authority can ivork ihrough state or regional agencies and develop the necessary national standards while retain­ing desirable llexibility to meet dilfering local conditions. The imperative need is for immediate action. Without some national agency to guide interstate recogni­tion and to give a basis for interstate reci­procity of credit, the existing state agencies are almost helpless in mainttiining any standard of cpiality in teacher education. The powes and influence inherent in the organized profession must be utilized to give the accrediting process the "teeth" which it must have to be successful.

Throughout the country we have now developed machinery ellectively to influence leacher selection and education. It now remains to put the machinery to work. There are serious questions to be answered

F E B R U A R Y . 1956

before we really know which (lireclion we wish to go. What kinil of jjeople do we want as teachers? What kind of teacher education do we want? Is teacher education synonymous with liberal education? Do we wish more certificates, or fewer? Do we favor general or special ceriilication? How long does it take to educate an elementtiiy leacher? When shall the profe.ssional educa­tion of the teacher begin? What docs an educated person neetl to be taught to equi|> him 10 be a professional leacher?

Il will be tmfoitunaie if .some of these t|uestions continue to be answered in com­pletely different fashions in different states. National leadership is necessary^ and the national commission should address itself to these and other Lssties without delay. The other learned professions have deter­mined the pattern to be followed in the ])rcparation of pro.spcctive members.

In jiublic educalion wc can do no less. Our profession cannot condone one stan­dard of competency for the child who lives in the bayous of Mississippi and another for the child in Beverly Hills.

;{. Standards of Professional Service This area is concerned widi the "what"

and "how" of the educational process. It covers what we have pedagogically des­cribed as curriculum and method. What do children study and how are they taught? A profession must develop a irodicum of agreement on its methods anc' pu'.ctices if it expects public acceptance of its com­petence. Had there ever been any doubt of the appropriateness or elfectiveness of the participation of the organized profession in the study and planning of the educative jjrocess, the work of the Educational Poli­cies Commission has by now certainly (|ttieted the dissenters and heartened the timid.

This Commission has, in recent years, {)roved without question the fact that the organized profession ran, at the national level, be a positive and compelling influence in the tlevelopment of common thinking on the basic problems of what the schools ought to do for children and how they ought to do it.

CoiUimic'd on page 2'ir>

229

Perspective—Seventli Avenue and l l t ir iard Street

Plans For A New Home M O L L I E E . C O T T I N G H A M

AMONG the ntinierotis iniportant deci­sions which the membership will make

at the Easter Convention, April, lO'ifi, is the choice of a site and a plan for the future home of the B.C. Teachers' Federa­tion.

To the end that thought may be given to this cLcision the Property Management C ommittee is publi-shing at this time, all available information, through these col­umns and the architect's drawings which acconijiany them. >ur Present Home .The building which we now occupy ai "'i4 AVcst Broadivay was purchased as a

• norary lioiiie in 1950. In the same year, l v ; ...:quired the 100-foot frontage at Fir

.Street and Broadway, planning lo build upon it to suit our needs at sonic future time. Within six years our membership has increased to almost 8700, aud our ser­vices have expanded accordingly. The B.C. Teacher, the Teacher Placement Bureau, llie Lesson .Aids Service, ilie Medical Ser­vices .Association, Salary indemnity, the lienevoleiu Fund, the Credit Union, the t;o-op, the activities of more than thirty committees, four Executive Officers and the ollice stall, the mimeographing and niailiug of materials, the conferences ol Table Officei;;, Coiisultalive and Executive Committees, can no longer all be accommo­dated in the present building. 'Two years ago the Credit Union had to seek space in the Central Credit Union Building more tlutn a mile distant at Quebec Street and Broiichvay. Moreover, the Board Room is too small for either Executive or major committee meetings.

Broadway Property Increased In Value .Meantime, tlie lOO-foot frontage at Fir

and Broadway has almost trebled in value and we have drawn a comfortable revenue lioni a tenant whose business is steadily expanding and who is happy to continue as our tenant with increased rental. As this )iropeity multiplied in value it became

Members of the Property Management Committee are Messrs. J. Pliillip.son, D. F. Forman, ,E. L. Jenks, R. R. Smith, C. F. Hillary, C. D. Ovans (Advisory), J. A. Spragge (Advisory and Recorder), Miss Mollie £. Cottingham (Cliaiiman). To Mr. Spragge the committee pays tribute for looking after arrangements wilh architects, real estate agents and City Hall ofFicials relative to purchase antl lezoning of proi>erty.

230 T H E B. C. TEACHER

Perspective—Fir Street and Broadway

oijvious iliat any development upon it would have to lake the form of a building considerably larger than the requirements of our own services. It would entail also side-rentals and consequently responsibili­ties of extensive financing and building management. A resolution at the 1953 .\.G.M. recommended that rederation interests should be confined to service to members rather than expanded inlo accu­mulation of properly. Assignment To This Committee

The B.C.T.F. Executive charged die Property Management Committee to examine the needs of ihe Federation fully, and to present facts that our nicnibership could consider. The first meeting of this expanded committee, enlarged to include seven members, was called in October, 195-1, under the chairmtmship of Mr. Joe Phillip­son, ihen First Vice-President.

The first step was to survey the needs of the Federation head office and of all the auxiliary services. It is not in the best interests of our membership to separate tliese services, as we have had to do. More­over, in the next fen' years, we expect lo see the trend in B.C. today rcllected in an increase of 25% to 50% in our present

F E B R U A R Y . 1956

uienibeiship, wilh consequent expansion of services for them.

The .services of Mr. Gerald Hamilton, archiiect, ivcre engaged to draw sketch plans for a building suitable to accommo­date our requirements. Various available ])ropcrtics were ilien considered.

The secontl major development was the sale in March, 1955, of the property at IG'M West Broadway, with a lea.se-back which permits us to continue occupancy until .March, 1959. This set a time limit within which we must find new accommodation and increased the capital ivith which u'e could commence building. At the same time tve -were mindful of the feeling of ;i large part of the membership with regard to ambitious building construction. Onninittee Decides To Present Two Plans

Fhe committee decided to put itself in the position of being able to present to the 195(i .A.G.M. two possible schemes, one a large building with side-rentals on the lot at Fir and Brrjailwtiy; the alternative, a building suitable lor our own immediate use (permitting also for expansion of mem-bershijj) upon a new piece ot property. Whichever choice the membership makes ill Easter. 1950, [jiocedure for construction

331

can ihen begin wiili liope ol' coiuplction in ample time for occupancy by March, 1951).

This scheme for action led to the pur­chase at Seventh Avenue and Biuaard Street of three fifty-foot lots; ihis transac­tion was finalized upon completion of re-zoning by the City of Vancouver to permit cfuistruction of the type of building we sjiould want. The three architect's sketches show the designs for a two-storey building on this site, with parking space lo accom­modate forty-five cars at the basement level, as required by a new city by-law. Each Ooor lias 10,00L» feet of space. The basement floor includes mailing and storage space, and a Board Room wilh contiguous kitchen facili­ties. The main floor plan is drawn to pro­vide office, storage and conference space for tJie general office aud the auxiliary services. The second floor provides another

10,000 feet of sjiaie for immediate side-renial anil for our nectls as we grotv. The cost of such a building is calculated to be roughly $250,000. If we decide not to develop this site, it can readily be sold ;is that district is rapidly developing.

'fhe second plan of the committee is for development ot the Fir and Broadway property. Since this is a more expensive piece of land, it will require a more ambi­tious building. Our architect's sketches show the exterior ot a five-storey building, the fioor-plan for one storey to accommo­date B.C.T.F . retiuiremcnts and the main floor plan. The other three storeys would be rented to tenants on long-term leases and finished to suit iheir needs. The cost of such a building is estimated to be roughly $550,000. According to the new parking by-law, space for 100 cars would

rian I—Seventh Avenue and Burrard Street—Upper Floor

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I

1» ciucuiEs rtp'N*'

lit

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But. Qunon Me Mitri m Vt SI.

'l emu n u t mu

- b • B l ITjIUtf -BOOM

233 T H E B. C. TEACHER

IMan I—Seventh Avenue and U i n r a n l Stieel—Lower Floor

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lie imperative lo accommodate the occu­pants ot tliis building. This would necessi­tate purchase of an additional hundred feet of property on Eighth Avenue.

If the Annual General Meeting decides in favour of building at Seventh and Burrard, two choices arc open for the Broadway land. It can be .sold at a good profit upon the original purchase price, or the present tenant will take a long-term lease, invest in the expansion of liis busi­ness, and pay us an increased rental, assuring us a comfortable return upon our holding while it continues to appreciate iti value as this district rapidly develops. Estimates of Cost and Revenues

Mr. Hamilton, the committee's consult­ing architect, has quoted estimates of con­struction and revenues to be anticipated with respect to each building. In the light

F E B R U A R Y . I9S6

ol tenders he has recently received on similar jobs, he believes the costs he has ([tioted to be on the generous side; the rental rates and annual expense estimates he characterizes as realistic.

PI^N I: Sevenih and lUnrard, two storeys and basement: Cost:

Land .•> Jl.'i.OOO Groi i iKl Iloor, ilSril) ll. iU $10.01) 93„'>0l> Upper floor, 93.-.0 st], Ci. : i i $8.2.5 7(i,00O Basement (fMiished part), '''iW ft.

at $7.r.o mm Uasemcnt (iinfinlslieil). ^^.'lO .sc]. ft.

a l .$5.00 11.™) Oratlinj;, landscaping, blacktop 5,000 .\rchilecf3 fees 12,000

TOT.-VL CO.ST $219,300

Revenue, tipper Iloor: .Multiple tenancy, G8'I3 net $(|. U.

at $2.50 $ I2.0S2 or

Single tenancy, 7957 net sq. ft. at .$2.20.... 17,505

233

A m i i i i i l (.'X])fn.si.': (laxes, insurance, heal, janiliir,

inaimeiiance) '. S Uil.ddl)

Kxccss of RcvciHif over Expeiiclitini' would be .$11,000, Illus iirovisioii of 11,200 SC). fl. of si)a(e lor the l''ederalion and its services, valued conservatively at .'iil9,000 per year—a net return of 11 jier cent of investment.

The Member.ship Wil l Choo.se The membership of the federation will

weigh the merits of these iilternative plans, ancl :i decision will be made in favour of one or the other at the Annual Ceneral Meeting.

Plan 1, the two-storey clcveloj)ment at .Seventh and Jhirrard has the following achiiiiiages:

1. It provides :i building iidecpiate for our present needs with minimum invest­ment.

2. It provides some side-rental income, and ample room for future expansion.

'A. ,'Ml Federation services would be on

Plan II—^Fir Street and Broadway—Ground Floor

.\nnual expt:nse: ( Taxo, insurance, licat, jantKn.

luainlenance) .$ 11,0(10 Excess of Revenue over Expenditure

would be between .$1,000 :ind $r),.'300, plus provision of 12,000 .scj. ft. of space for the Federation ancl its services, valued con­servatively at .$20,000 per year—a net re­turn of 10 per cent of investment.

PL.-VN II; Ihotidw.iy and F'ir, five storeys and basement; Cost;

Land for building $ 80,000 Land for additional parlcing 27,r)0(l Ground floor, 7920 .sq. ft. at $10.20 81,000 Upper floor.s, .SI,700 .sq. ft. at $9.2.'') 'JOl.COO Basement, 7920 sq.ft. at $S.OO 39,700 Blacktop and landscaping 2,000 .Architect's fees 2.-),00()

TOT.- \ I . C().Sr .$.-119,200 Revenue;

Ground floor, KiSO sti. ft. at $3.00 $ 11,000 Three upper floors, 17,100 sq. ft. at $3.00 .-il,3()0 Parking, -10 cars at $10 per month 1,800

Total side revenue $ 70.100

834 T H E B. C. TEACHER

IMaii II—Fir Street X: IJroailivay—Oilier FUiois

lUoMMimj r r

•mm M tl

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't'

T i ' T r i

If

>TY P I C L > o r n C L " F LOQg ' P l ^ N -one door, at street level, with mai l ing ancl storage space on the next lloor down, at parking level.

•i. A l l parking would be on the lot. .">. .-\ct:ess to the down-town area is direct

ancl easy. (i. The IJroadway property could be sold

ach'antageously, or held for present revenue and future appreciation.

7. Tenants would have to be foitnd for otie floor only.

Plan 1 has certain disadvantages:

1. It is two blocks from present publ ic bus service.

2. .Side-income space is l imited. .*). T h e location is inferior in attractive­

ness to tenants.

In favour of Plan II are the followitig poitits:

1. Extensive side-rental would help to stipjjort the Federation's own .space.

2. It is on the Broadway bus line. .'5. It is a first-class location for atti:t(ting

tenants.

•I. .Access to the dowu-towti area is direct and easy.

;"). It is big enottgh to justify a|j]joini-ment of a builditig manager, relieving the ollice of administrative detail.

.\g:tinst Plan II are these arguments: 1. The itiitial invesimetit is large. 2. Federation space would recptire more

than one lloor, and would be less handy to basement work ancl storage space.

•). On-lot parking woitlcl be very limited, ;ttul additional parking area might be some distance away.

•1. Keejiing tlitee lenial lloors occupied continuoiisly and profitably might be a problem, especially iu a less prosperoiis period.

."). T h e plan would put the Federation into the large-scale propertv management field.

W i l l it be Phtn f or Plan II? It is up to the members to discuss this importatit mat­te) in staff rooiri and local association meet­ing, :ind make their views known to their delegates to the .Annital Ceneral Meeting.

FEBRUARY. 1956 335

4

British Columbia schools should have

A Music Educators Association LLOYD H. SLIND

MUSIC teaching in 15iitisli Coliiniiiia schools has now grown lo such \yro-

poriions that an organi/alion of profession­al music educators seems justifiable. Several factors seem lo indicate the need for such an organization.

1. Tlirougltout the province there are many excellent performing units which de­serve to be heard more widely. It will not be long, for example, before notable cele­brations in connection with the H.C. Cen­tennial will be forthcoming. What would be more appropriate than wide-scale school music festivals, perhaps culminating in a great combined festival representative of the whole province, for this most importiint occasion? The value, in terms of public re­spect for the work of our schools, would be immeasurable. Only an organization of music educators, pooling their varied re­sources, would be ctipable of planning such activities.

2. Much of the organizationtil work necessary for the formation of a inusic edu­cators a.ssociation is already accomplished. Interested and active inusic educators three years ago foresaw the need for group effort in connection with arranging for band fes­tivals .and clinics. Meeting yearly, this or­ganization has now grown to include orches­tras as well as bands. Last year over 600 students and teachers took part. The Band and Orchestra Conference holds its next two-day festival in Victoria, April 27-28. Interested teachers should contact Mr. Howard Denike, Conference Chairman. 2820 Graham Street, Victoria, B.C. for fur­ther particulars about this worthwhile or­ganization.

236

.'!. . \ i the present time, tbose in charge of the Mitsic .Section of the B.C.T .P. are considerably hanclicajipcd in planning .ses­sions for their members at convention time. Wilhoul a representative school music or­ganization behind them, il is nol always easy to plan sessions of value to teachers ol widely divergent interests and abilities. The formation of a music educators associa­tion, organized on a provincial basis, would increase the committee's cfi'cctivcness in Ihis respect.

'I. More and more, the need for teachers with special music qualifications becomes apparent. Just recently, for example, this writer received a ])hone call from one prin­cipal seeking advice relative to the .services of a teacher capable of teaching strings and reeds in a high school. Prior to this, there was a request from it school board secretary for information aljout band organization in a junior high school. Through the facilities of :i music educators association, such re­quests might readily be handled. A clearing house, perhaps a publication, providing in­fonnation on vacancies and appointments would be distinctly of value to all members of the profession, teachers and supervisors alike. Student members—particularly those soon to graduate from our Normal Schools and Universities—would benefit greatly through service of this kind.

I). The exchange of ideas and informa­tion between members of the school music fraternity is desirable. Particularly is this true of the more remote areas where the leacher is altogether "on his own." With­out a filial professional organization to turn to for ideas and encouragement, it

T H E B. C. TEACHER

4

would l)e easy lor one to rcsl upon one's hiuiels or e\en retrofrress. Membership in a fraternal mtisic organization would liave (|iiite a reverse tendency. Especially is this evident where the organization jirovidcs its members with a stinuilating ]jeriodical r)i-magazine. Up-to-the-minute news and ideas sponsored by friends and a.ssociates througli letters, articles and features, together witii stimulating book reviews and advertise-nienls, arc often liierally a "shot in the juin" to each subscribing incmbei-.' Peri­odicals and magazines are of great inipori-ance in drawing ihc field of music educa­lion closer together. .According lo ;i recent study- pertaining to school music in Canada, it has been shown that "although there are ,82 Canadian education periodi­cals (not including periodic General Re-])oris of .School Boards, Departments of Education, Trustee .Associations, and Bureaux of Statistics), antl 18 olher periodi­cals, which print many educaliouiil articles, there is no periodical magazine in existence concerned primarily with .school music. Il is interesting to note that of 212'1 Canadian studies antl articles on education made from" 1940-48, there are only nine touching music in general, and 29 pertinent lo school music in particular.""

0. The profe.ssional help which a music educators association could provide in mat­ters of curriculum revision is also of import-aiiee.'.The practising members of the school music profession must surely have a voice in.what is to be laught in our .school music course. They, above all else, are closest to the students; they know what works, and ivhat doesn't work. A truly workable course outline sec up for the province as a whole can only come about through representa­tive groups working together for the better­ment of all. Such representative bodies should include teachers and supervisors from different geographic areas as well as from different interest areas. A music edu­cators association, representative of the pro-

^ Tlic January-FebriLlrj- issue of tlic Orcpon Vusic F.dncator, official publication of tlic OrcKoii Music Kdii-cators' Associaiion lias just-been received by the writer. Published five times yearly, tliis particular issue numbers

- .\rthiir M. Frastr, Mitsic in Canadian Public Schools. Unpublished Thesis, Jlay, 1951.

"Ibid, p. 104.

Dr. Slind, recently lettirned from a four-year stay at the Florida Suue Uni­versity where he received his doctorate degree, is on the stall' of the Provincial Normal School in Vancouver as Instruc:-tor in Music Education. For the past three summers he has taught at the Sum­mer School of Etlucation in Victoria.

His present duties include lectur­ing at the University of Briti.sh Colum­bia as well as at Ihe Nonnal School. He is the author of several school music texts, among which are Melody, Rhyilim, and Harmony for the Elemen­iary Grades, More Melody, Rhythm and Harmony, and Play and Sing, a text­book for Grade V.

vincc as a whole, could ensure observance of (hese essential conditions.

7. Many and often diverse demands are made upon the music educator. The com­munity descends upon him for all sorts of contributions. Sometimes these are in the best interests of the school as a whole, ancl soinciimcs they are not. He ctmnot satisfy any and every request for shows or con­certs. When the pressure from "outside" is excessive, clafswork is bound to suffer. He must draw the line somewhere. This is noi always easy to do. As a member of a music educators association, however, he and others will have discus.sed this among olher problems and by agreement a policy will have been achieved. This policy, written into the minutes of the a.ssociation, would guide and help him in making decisions of this kind, and would serve to protect Iiim from further exploitation of this nature.

8. It is time that there were more active .school music associations on die provincial level, together widi a sirong national as­sociation. At the present time there are so-called provincial school music teachers or­ganizations. In fact, however, they usually are s]Jonsored by a city and not a province. The Ontario Music Educators' Association (O.iVI.E.A.) is a provincial body, and some of its most active members ;ire outside the larger cities.

Contiiiiic'd oil ]>:igc 2'i'>

FEBRUARY. 19S6 237

. . . like captured fireflies J O H N S T E I N B E C K

MY cIcvcD-yar-oId son came to mc re­cently and iti a totic of ])atient suffer­

ing, asked, "How imicli longer do I have to go to school?"

"Ahout fifteen years," I said. "Oh! Lord," he said desijondently. "Do T

have to?" "I'm afiaid so. It's terrible and I'm not

going to try to tell you it isn't. But 1 can tell you thi.s—if you arc very lucky, you may find a teacher and that is a wonderful thing."

"Did you find one?" "1 found three," I said. It is customary lor adults to forget how

hard and dull and long .school is. The learning by memory all the basic things one must know is the most incredible and uiictiding efi'ort. Learning to read is prob­ably the most dilHcult and revolutionary thing that happens to the human biain and if you don't believe that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a teacher. Three real teachers iu a lifetime is the very best of fuck. My first was a'science and math teacher in high s:;hool, my second a professor of creative writing at Stanford and my third was my friend and ])aitiier. Ed Ricketis.

1 h;ive come to believe lhat a great teach­er if a great artist and that there arc as few as there are any other gi-eat artists. It might even be the greatest of the arts since the medium is tlie humati mind and spirit.

.three had these things in common— 'I'iicy all loved what ihey were doing. They

Copyright (in United States), 1955, by John Steinbeck. Appeared origi­nally in C.T./J./o!(rHrt/,Novemlier, 1955.,

(lid nol tell—they catalyzed a burning de­sire to know. Under their influence, the horizons sprung wide and lear went away ami the unknown became knowablc. But most ini]X)riant of all, the truth, that dan­gerous stu!!', cjecame beautiful and very precious.

I sli.'iU speak only of my first teat net be­cause in addition to the other things, she brought discovery.

She aroused us to slioiuiiig, bookwaving (liscussioiis. She had the noisiest class in school and she didn't even seem to know il. We could never stick to the subject, geo­metry or the chanted recitation of the mem­orized phyla. Our speculation ranged the n'orld. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fiicllies.

She was fired ami perhaps rightly so, for failing to teach the fundamentals. Such tilings must be learned. But she left a pas­sion in us for the pure knowablc world and me she infiamcd with a curiosity which has never left me. I could not do simjile arith­metic, but through her I sensed that ab­stract iiuthcmatics was very like music. When she was removed, a sadness came over us but the light dill not go out. She left her signature ou us, the literature of the teacher who writes on minds. I have had many teachers who told me sooii-foi-gotien facts but only three who created in me a new thing, a new attitude aiul a new hunger. I suppose that to a large extent f am the unsigned maiuiscri[)t of that high school teacher. What deathless power lies ill the hands of such a person.

I c:tii tell my .son who looks forwartl with hoiTor^to fifteen years of drudgery that somewhere in the dusty dark a magic may happen that will light up the yeaf.s . . . if he is very lucky.

338 THE B.C. TEACHER

Local Associations the source of Federation stiength

J. PHILLIPSON

AS a strong advocate of tlic importance and the responsibilities of tlie local as­

sociation in our Federation, I shall make il my objective to visit as many of these groups as possible before my term of office is over. I hope to encourage local associa­tions to carry on a never-ending programme of public relations (within ancl without the local association) as well as to promote the professional status of the group and the pro­fessional growth of the individual members of the group. There are many ways in which these can be done and if we as a teaching profession fail to do so, we shall suffer and education in general will regress rather than progiess.

It is my belief that every local association can set up long term goals of its own as ivell as achieve some of the goals set by the numerous provincial committees.

Local association meetings provide an op­portunity for teachers to become profession-conscious — an opportunity which every leacher should seize. It is true tliat meet­ings vary greatly in kind: some are long: .some lively; some create general disagree­ment; some are full of enthusiasm; some lack interest. The end desired, however, is the development of policy that will shape the destiny of the Federation and its mem­bers. Thirough our interest and participa­tion we grow professionally and we con­tribute to our profession, teaching.

Every teacher has a responsibilty io,give some time and effort to the organization which has done so much ". . . to promote

' . the welfare of the teachers of British Co­lumbia." There are some %vlio would prefer to let another do the job. The trouble with

this is iliiit such an ailiuide is demoralizing lo the entire group and the demoralization is rcllccicd in many ways.

How can a teacher best demonstrate in­ieresi ill the local association? First of all, he must attend the meetings. Tliis, in itself, will create interest because ihe Federation has a challenging programme. The next step is IO participate actively in some com­mittee of the local a.ssociation. There are many of these—Convention, Curriculum, Professional Growth, Public Relations, .Social—all of whicli challenge a teacher to do something tangible in the interest of all. ft is from this training at the local associa­tion level that leaders develop wlio move on to our workshops, our District Councils and finally to our provincial Executive and Table Officer levels. Truly there are many ways for a teacher to "groiv" witli the Fed­eration, and any who make the effort will find the experience rewarding and satis­fying.

Necessarily, the local association assumes many responsibilities. After its consideration of resolutions and reports to the Easter Convention (which will be in your hands soon), policy is finally decided by the votes of its delegates. Through its study of Execu­tive minutes, the local association becomes a "watch dog" of the Federation. The Executive, the Table Officers and the staff are ever conscious of their r-ssponsibility to carry out the policies originally outlined by the delegates from local associations. This is a good thing, and always should be, be­cause it maintains the democratic principle on which the Federation is founded.

Continued on page 2-19

FEBRUARY. 1956 2 3 9

I. D . Boyd Miss ]\r. E . Cottingham

AT 'I'HE December meeting ol' the Executive, the J'"ecler;ttion Nominating

Committee named the following candidates for election to execntive ollice for the year 1950-57:

F O R I'RESIDENT: Mr. I. D. Boyd

.'V. gradttatc of the University of British Columbia, lan Boyd has been teaching foi-.HI years, and is at present principal of Lord Roberts School in Vancouvei". I-fe has been for six years a member of the B.C.T .F . Executive. I-Ie was Sccreiaiy-Treasurer for 1952-5.1, Second Vice-Presi­dent in 1954-5.")', and this year is First Vice-President. He has been chairman of the Finance, Benevolent Fund and Sick Leave Committees and member of the Sabbatical

.Leave, Christie and B.C.T .F . Teacher Training .Scholarship Commiiices. Mr. Boyd is at present chairman of the Labour Relations C o m i n i t t c e . M r . Boyd is a director of the B.C.T .F . Co-operative Association and has been secretary of the

-1957 Candidates South Vancouver Teachers' Ais()ci:ilion, jjresideiit of the Vancouver Vice-I'rincip:ils' .V.ssociation, presideni of the Vancouver Secondary School Teachers' .Association, member of the Vancouver TeJicher.s' Coun­cil antl an executive member of the Van­coin'er School Administrators' Association. In his community, Mr. Boyd serves as ;i director of two Red Feaiher agencies, the Girls' Club Association and Gordon House. He is also chairman of the Advisory Board of Junior Gordon Hou.se.

FOR FIR.ST VICE-PRESIDENT: Miss Mollie E . Cottingham

Following her.first teaching post at the Fernie High School from 1928 lo 1935, Miss Cottingham taught in the high schools at Powell River, 'Frail, Nelson .'ind Prince of Wales, Vancouver. She is a teacher ;it John Oliver High School, Vancouver, on loan this year to the Vancouver Normal School, siic spent 1918-19 on exchange to ihc Central High School ot Commerce, 'Foionio. In 1950 and the two following

240 T H E B. C. TEACHER

H . N. Parrott W. M. Toynbee

'Executive Ojffice years she coPiiltieied the .Seiiioi- Mairir Englisli course at the I)e|)aituieut ol Edu­cation Siniinier School. Mi.ss C;otiiiighani holds; B.A. and M.A. degrees from U.B.C. and has taken additional post-giadiiaie study. at U.B.C. and the University of Wasliington. She is serving her fourth yeai-on the Federation Executive, the lirst two as representative of the Vancouver Secon­dary School 'J'eacliers' .-Yssociatioii, the third as •Se'cretary-Treasurer, and the fourth as Second Vice-President. Mi.ss Cottingham has been chairman of the Salary Com-iiitt't'ce and of the Committee on Large Schools. She is presently chairman of the Pioperiy Management and Scholarships Connnittces. in 19.'):) she was ajjpointed B.C.T.F. representative to the U.B.C. Senate for a second three-year term. Miss Cotiihghani was vice-chairman of the V.$".S.T.A. and was for live years active in local salary niatters. I-Ier other professional and community interests are in the Univer­sity •Women's Club, the Y.W.C.A., Van­

couver Symphony Society and League ot ibe Coinniouwealth-Empire.

Mr. H. N. Parrott Harold Parrott of Belmont High School

in Sooke is a graduate of Victoria Normal School and U.B.C. and holds an M..\. degree from the University of Toronto. While at .Normal School he served as president of the Students' Council, and at U.B.C. was. president ot the International Relations Club and represented the University at the Western Conference ot Universities on student government and student aflairs. .Mr. Parrott was the first president of the Sooke Teachers' .Association, a position he held for two years. He served on the Salary Committee ot the Association for four years and represented the Sooke Teachers' .Association on the District Coun­cil for six years. After a term as chairnian of the Southern Vancouver Island District Council, he is .serving his third year on tlie Federation Executive. He is chairman

FEBRUARY, 1956 841.

W . A . Wilander Mrs. Elsie Pain

of llic Teacher Training and Ceriification Commiliee and is one of the B.C.T.F. representatives on the Joint Board of the College of Education. He is also a member of the Social Sludies 20 Revision Commit­tee. In his community, Mr. P.arrott has assisted in sponsoring a Teen Group in Langford and lias been chairman of the Langford Community Fair. He has also been active in the Victoria and District Senior B Basketball League.

FOR SECOND VICE-PRESIDENT:

Mr. W . M. Toynbee Manson Toynbee is a graduate of Vic­

toria Normal School and has taught for nine years at Saltspring and West Van­couver, the last three years as principal of an elementary school. In his local associa­tion, Mr. Toynbee served as member and chairman of the West Vancouver Teachers' Salary Committee and has been vice-presi­dent of the association. He is also a mem­ber of the Public Relations Committee of the West Vancouver Teachers' Association. He has been jirogramme chairman for :i North Sliore District Fall Convention, and rcpresents the North Shore District on the

Eicccutive. He is cliairman of the B.C.T.F. Finance and .Salary Indemnity Committees. His community activities include serving as secretary for two years and for two years :is Credit Committee chairman of the West Vancouver Credit Union. He is also active ill Parent-Teacher and cliiu-cli work.

Mr. W. A. Wilander Mr. Wilander, the holder of a B.A. de­

gree from the University of British Colum­bia, is at present the principal of Sexsmith Elementary School, Vancouver. With the exception of four year.' at Armstrong, all Mr. 'Wilander's teaching life has been spent in Vancouver. In his service to teachers, Mr. Wilander has been secretary-ireasurer of the Okanagan Valley Teachers' Associa­tion and president of Vancouver Secondary School Teachers' Association. Fie is now a member of the Teacher Training and Certification Committee. He has repre­sented Vancouver School Administrators' Association on the Executive and is present­ly Secretary-Treasurer of the B.C.T.F. He is also a member of the Provincial CuiTicu­

lum .Advisory Board. As a member of the Vancouver Traffic and Safety Council, he served on. many committees and tlie Board of Directors. He lias also been president of

243 THE B. C. TEACHER

J . R. Pitman

the University Summer Session Students' Association. During tlie war, Mr. Wilander served four and a halt years as a Personnel Officer with the Canadian forces, both in Canada and the United Kingdom.

FOR SECRETARY-'FREASURER: Mrs. Elsie Pain

Mrs. F.lsie Pain is a member ot the stalf of King Edward High School in Vancouver, where she teaches French. Mrs. Pain attended school in both Vancouver and Montreal, took, a French Honours degree at University ot British Columbia and followed that with six months post-graduate work at the Sorbonne.

In her local association, Mrs. Pain has been president of both the Senior Women of Vancouver Secondary Schools and Van­couver Secondary School Teachers' Associa­tion, and was for some years a member of the V.S.S.T.A. salary negotiations conimit-

•. tee. Mrs. Pain has heen a member of cur-'Iriculum. i-evision committees, has repre-sented -Vancouver Secondary School rTeachers': Association on the B.C.T.F. Executive for t vo years, and is'a member of the Finance Committee this year. At the 1955 AiG.M. Mrs. Pain served as acting chairman bl: the Steering Committee.

Mr. J. R. Pitman John R. Pitman received most of his

cducaiion in Burnaby. After discharge Irom ihe Royal Canadian .'\ir I'orce, in ivliich he served as Wireless .\ir-Gunner, he I'lirolled at the University of British (.olunibia and graduated in 1949 with ;i 15..-\. degree in Chemistry and Physics. His teacher training was also taken at U.B.C.

Mr. Pitniiin has taught in Burnaby for a number ot years including one year as a relieving teacher, and tour years at Douglas Road Elcmeniary-Junior High School. He is presently on the stalf of Burnaby North High School.

Mr. Pitman has been Secretary-l'reasurcr and President ot the Burnaby Teachers' .-Xssociation and is al present Geographical Representative for Burnaby for the second year. He has served on 'arious local associa­tion conimittees and is a member ot the B.C.T.F. committee studying the efficacy of fall conventions and ot the Coinmittee tor the Revision of School Registers.

The Reworded Code Continued from page 225

\'A. It is unethical for a teacher or group of teachers to make damaging charges against a Local A.s.sociation, the Federation or its officers, by public utterance.

14. It is the right and duty of every teacher and every Local A.ssociation to ex­amine closely the conduct of all Federation business, and within the F'ederation to make such criticisms as the facts appear to warrant.

15. At all times the teacher should deal judiciously with his pupiLs, always mindful ot their individual rights and personal .sen­sibilities.

1(). The teacher should be as objective as jjossible in discussing controversial matters whether political, religious or racial. He should re.s])ect the religious beliefs'and moral ,scriii)les of his pupils and their parents.

At all times the teacher should .so con­duct him.self that no dishonour may befall him or, through him, his profession.

FEBRUARY. 1956 '243

More People Should Ask

Who Should Teach What?

M. E. LaZERTE

WHO should teach what? I'his raises two ([uestions, first, "Who should

leach?" and second, "What sliotild they teach?" When deciding who should teach we must keep in mind the i-eal nature of present-day teaching. Teaching isn't just keeping a school iu operation. It's a pro­fessional job. The school has taken over a part of the work of the chiu-ch and the family—yes, and of the shop aud office. .Skills, knowledge, attitudes, imderstanding of the world and social and political rela­tionships, good citizenshij), personality, character—the acquisition of all these is the end result of good teaching. Before the First World War teaching was relatively easy, the demands made upon the school, ralher limited. Two world-shaking wars and the cold war that has been with us since have thrown new and heavy respon­sibilities on the school. How Canadians act and think 23 years from now is being determined in the schools today.

Do you for a moment think that high

sdiool boys and gir's after short periods of attendance at training college, are ready to leach? Have they the necessary educa­tion, matiunty and social experience? Fcachers should be selected. 'Fhe practice should be "selection," then "training," nol the one currently followed, "recruituient," then "ceriification." Cost Determines Policy?

AVhat siandards should be set for leacher certification? Who should teach? Who should be certificated? 1 should prefer thai all teachers complete university degree ie<iuiiemeius. Selection would,of course, involve other retiuirements. This standard is not possible in Canada at the present lime. The Canadian Education Association that includes all ten departments of cduca­iion stated Canadian policy in two recom­mendations accepted by its 1949 conference. 'Fhe first recommendation reads as follows: "lhat the minimum pre-service pcritxl of leacher education be two years beyond graduation from high school." 'Fhe second is: "lhat qualifications for a certificate valid for teaching in any high .school grade include a university degree."

'Fliese recommendations along with others adopted at the same time define a long-term policy of teacher education for Canada. No province thinks it can adopt the recommendations at the present time. It niight be more correct to say that no province thinks it can afford to adopt them

During April, 1955, Dr. M. E. LaZerte gaVe four talks on education over CBC's coast-to-coast network. This address is reprinted with permission of the Cana­dian Broadcasting Corporation. Dr. LaZerte has recently completed a study of educational finance in Canada for the Canadian School Trustees' Association.

244 T H E B. C. TEACHER

ill llic pi'i'M'iil liiiii', 'llic liii|il('nit'iiliiiinn III llu- !('(iHiiincndiiliiiiis uniilil msl ii iiiii-siitciaWlc sum ol un.nicy iiiii) wiitilil sliiii mil 111 llu: piolcssiiiii iluiiisiiiuU who now use iciKJiing its i\ sicppiiigsionc in oljicr NIKII-

linns—as a llllci' iiiilil llicy liiul a hciicr job or gel iiuiri'icil, As is OIUMI llic case, msis (Icii'i'iiiiiu; policies, .Slioii-ieini ralber ibaii I'liiK-tcriii polides liiive been rcsorlcd lo on every iiniul, .Siiindiii'ds are beiiig lowered lo alli;iu:l, iiioii' young people to iciicliing, 'rhcri! is very liiile seleciioii ol' personnel ill liic prcseiii lime.

Departments Under Pressure It is certainly true lhat when there is an

acuie shortage, tlisiricis llial iiie wilhoul icachcrs put strong pressure on departmenis ol education to certilicaie (he uii(|tialirie(l. We agree thai schools must not remain closed and that ihey should be sialled with the best people available. If there aren'i enough teacliers lo go around sometliing must be done to provide some sort ol' instruction for children in schools that are closed or are about to be closed. 'I'emporary jK'imits must be i.ssued bul these should be permits and temporary, not certificates. 'Inhere is a world of tlifference between .giving out 10,000 temporary permits and issuing 10,000 professional certificates to jjeisons whose education and training are so much below par that they cannot in any sense of the term be called teachers. It is education and training that makes teachers of persons who have the basic qualifications upon which to build. The holding of a certificate has no magical power to lift the unc|ualified to professional status. Mixing No. 1 Northern wheat with half-matured No. 3 grade doesn't give more good wheat; it merely detracts from the use that can be made of the wheat of superior grade. .Similarly the issuing of profe.ssional certifi­cates to those who should not hold them has some unforiunatc results. It changes the public's definition of the words "teacher" and "teaching"; it lowers the prestige of the teaching profession; it turns able studenis away from teaching as a career to

o t h e r professions; it aggravates the very .situation it is su])i)osed to correct, namely, the-teacher shortage. .

riie sdlutioii lo the leacher shortage |ii'ol)leiii is to i-iii»e staiuliirds lo a new K'spct lalile level, ceilifictiie those who merit professiouiil stiittis, place all qualifieil leitclu'is in chtirge of schools and then tell llic public ihere are no more teachers ii\iiilablc iind that lliey must iiccept the service of siibstilutes lo fill exi.sting Viiciiticies. Education on Short Rations

l-low (lillereiii from this are the iiclual procecluics followed. When ii shortage develops education goes on short rations. Parents are led to believe that teaching isn'i very dilficult. Entnince requirements to traitiiiig colleges are lowered, failures are excused, certificiiies tire issued by the thousands, if necessary. The teacher shori-iige is corrected as if by magic. Departments of cdticiition must keep .schools in opera­tion. It is to their credit th;ii they do just thill. I wish, however, they wouldn't kill the jn-esiige of the teiicliing profession in the process. I wish that iill conditional cer­tificates and all others held by persons with less thiiii full professiouiil standing li;ul printed acro.ss their face in block letters these words: "Please do not imagine for it moment that this is a professional certifi­cate or that you, the holder, are now ii teacher. This document is being i.ssued-because a qualified teacher is not available for the school to which you are going." I wish also that the minister of education would say to the public through the press or over the radio something like this: "Ladies and Gentlemen. 1 :un .sorry there are not enough teachers in our province tf) staff the schools. We have been forced to call in substitutes. Your children can have only sub-standard education until such time as teachers are available. Please bear with us while we try to remedy the present state of aifairs." What should teachers teach?

Consider our second question. "What should teachers teach?" I raise this question partly because I sec a growing tendency for departments of education to tell teachers what is to be laught. Not directly, but indirectly, and the indirect method is the more powerful. In an honest effort to lielj) lUKiualified teachers, departments o f

FEBRUARY, 1956 S45

e d i i L a l i o i i disuibulc criiirse o l sliitly supple-uieiits, liiuidbooks aud guides. These are helpful in the hands of the real teacher because he remains independent of them. Tlie weaker the teacher the more these guides arc accepted as the embodiment of true subject matter and method — and method is more than anything else the correct selection of subject matter. It hiis reached the point now where there are thousands of pages of instructions. Teachers who are not yet independent of textbooks become hopelessly confused by it all. With confusion comes blind uncritical acceptance antl belief—a dangerous combination. 1 uuiintain that till this heljis rellect the im­maturity, inefficiency and lack of initiative and self-reliance of people brouglit into the ))rofe.ssion with low cjualifications.

When I began teaching, I was actually Irightened by the amount of textbook material before mc. Probably I learned slowly, but at least I did learn that in any given subject there are only a few great

irtitlis, piinci|jles ami geiieiali/aiions that a pupil should master. My main respon­sibility as a teacher is to select, discard and le-organi/e subject matter to clarify thest; great truths. 1 do not believe that poorly (|ualilied teachers can u.se material in this way. They accept it as if it carried final ;inswcis, cud solutions and not merely suggestions. What shoukl I teach? Not someihing given me by any other person but lhat which I, personally, have selected and oigaui/ed U) illustrate and clarify the great truths of history, science and other subjects. The school is my .social laboratory. I am the experimenter. Subject matter, activities, ideas, problems, growth—with these as a teacher I live. 'What should 1 teach? This 1 must discover slowly, year by year, as I practi.se my profession.

Who shoukl teach what? If ilie answers I have given are correct, Canada cannot have the right teachers teaching the correct "what" until she spends more money on teacher education and leacher iraininst.

Professional Standards Continued fioiti page 221)

Many of our stales have now formed • some type of responsible group whose func­

tion is to guide and lead the cooperative development of professional standards in ihe area of what chiklren in the .school should study and how they should be taught. At the state level such planning can be more democratic and participative than is po.s­sible at the national level. Such standards are usually considered and acted upon by the official slate representative body of the education association.

More and more problems in curriculum and method are arising upon which the ]>rofession must have jiolicy. How many children should a teacher teach? Who knows? Yet legislative decisions are being made regularly which are depentlcnt upon some assumed class size. The jirofession should be able to sjicak officially on its attitude I toward popular but erroneous theories about leaching method. What should be taught about Uniied Nations and UNESCO? What shall we leach about

246

sex? Individual teachers deserve to know the oHicial attitude on these ancl many other educational problems.

.Vnd now for the iiio.st baffiiiig lint insisiciit problem of all. Whether we like it or not, the teaching profession must accejit the challenge of dcvelojiing some miiiimuiii standartis of teaching comjic-lence. In ajijiroaching this task, w'C have 110 jirecedent. The medical and legal pro­fessions sjieak clearly on matters of ethics but arc silent on competence. This is the most diflicult but challenging issue in the whole professional siandards movement. Ii must not be ignored.

The most troublesome and persistent misuudcrstandings between the jirofession and the public are increasingly conucctcd wilh the methods and materials in the edu­cational jjrocess itself. Teachers must have some common ground ujion which to stand 111 resolving these misiuidersiandiiigs.

Common ground is more difficult to dis­cover for artists than for artisans and teach­ing is essentially an art. However difficult

T H E B. C. T E A C H E R

4

llic lask, piililic acicptaiuc ol ihc lcaclii;,g profession dcniaiuls some areas of agree-ment upon tvhich we can stand togetlier. 1. Professional Community Relations

In the field of community relations, the leaching profession individually and collec­tively has an opportunity and a duly. .Standards of competence in this area are as yet nebulous but arc now beginning to evolve. Recent events have sharpened the recognition of the fact that a teacher's work in the classroom docs not discharge his whole responsibility to society. It must be the day by day function of the inofession to keep vibrant and constantly refreshed the great and enlightened concept thai the .American way of life is built upon and buttressed by free public education. The jjrofession must now sharpen and delineate what is to be expected of the competent teacher in the community contacts which he makes. It is now recognized that proper teacher-parent relationships are as much a jjart of the teacher's job as are projjer teacher-pupil relations.

Thus, concurrent with an epidemic of criticism of the schools, there is springing up a widespread movement for the revival of our passionate faith in free universal education.

The recent .splurge of written criticism of education should not frighten us into an erroneous inlerprclation of the present .situation. It has suddenly become profitable to write about the public schools. We should not be confused by the nuisance potential of "Why Johnny Can't Read." Such books sell because there is more interest in educalion than ever before.

The profession must stoutly maintain its jjrerogative to determine the techniques and methods best suited to achieve the goals wliich the public desires to achieve for its children. The public is not equipped to make technical decisions and if permitted to do so will bring chaos into our class­rooms. Wc rriust quickly develop the general understanding of those problems and areas where public participation in policy making is desirable and essential and ihose areas which must demand professional consideration and decision.

Till now iniicli of our emphasis has been O K ileveloping machinery and agencies to do this connnuniiy reliitions lask for the individual teiiclier. This must now be matched wilh a progiiimme cooperatively and professionally developed to establish the criteriii by wliich the individual teacher miiy evaluate her own activity iind conipc­ience in community relations. a. Standards of Professional Welfare

It is patently unnecessary to emphasize thill siiindards of professional welfare are essential lo professional siiiius. The lime has now come to recognize that we must move forward with all five arciis of ilu' standards movement and cannot expect long to ad\ance on any one front if we merely hold the line or retreat on the others, '.riiis is a five front advance. It must be il coordinated olfensive.

The professional standards movement will not ignore working conditions and leacher welfare, it will merely properly re­lit te accepted standards in this area to ethics, tciicher education, teaching service iind community relations.

In conclusion, our most important and insistent mandate is for immediate action. We must not be diverted by difficulty.

What professional advantages tve noAV enjoy' were firmly esiiiblished by profes­sional leaders long since gone. We must make decisions now which will determine the highest standards of teacher education for tomorrow. We must take steps now which will guarantee the enforcement of high ethical principles among teachers iu the future. It is this long term concept of ]5rofcssional advancement which needs emphasis. In tomorrow's world wc must i)e satisfied with nothing less than public ac­ceptance of teaching as the pre-eminent profession.

The point at issue here is that if we are to achieve this objective, we must plant the social and economic seeds today which will come to fruition tomorrow. We cannot iilford to expend all our professional ener­gies on immediate aims, unless they also contribute to the ultimate goal. We must earn loday the respect which we wish the public to hold for tomorrow's teachers.

FEBRUARY. 1956 847

Cranbrook's Good Citizen

MISS PA'J'ERSON, one; oi llic teachers of beginners at C:ential School, was

chosen by the members ol' the city council, representatives hom the service clubs and the Chambers of C:ommerce, lo be their unanimous choice for best citizen of the year.

Miss Paterson is a modest person, wlio feels that she has done nothing to claim for herself this coveted award. It is that very cliaracleristic, together with the (|ualities of good citizenship she has been clcveloping in the little beginners of Cran­brook schools by her teaching and number­less examples of unselfish life outside school, which best jiioves she is worthy of ihe tribute bestowed upon her.

The achieving of this honour is not for Miss Paterson the termination nor the climax of her career. She has many plans for the future aud, being approximately "forty years young" in the teaching pro­fession, she hopes to be able to pass on niiiny of those very sound ideas.

Cranbrook has been Miss I'aicrsoii's home for the past thirty-seven years. She was born in Vancouver, where she attended school and, during AVorld War I, Normal School. She came to teach in Cranbrook district first at Roosville,; where she experienced the happiness of :;i varied com­munity life and patterned her own living to fit the coniniunity.

'Jo teach school was her cho.seii pro­fession, but to be a part of the community by giving her services in many small ways hys always been Miss Pater.soii's way of life. .-Vt Roosville not only did she take part in the rural activities of the time, but she

Miss Ellen 11. Paterson

helped out octasionally in Pied Roo's store, or tiatlitig post as it could more pro]ierly be calletl. Many of the customers were Indians who spoke only their own Kootenay language. Mi.ss Paterson, not daunted by this barrier, learned the language and still remembers much of what she learned, even the name bestowed upon her by one old chief because she took part in one of their dances on a festive occasion. The name meant "high colour in the cheeks," which was the Indian way of com­plimenting Miss Piiter.son on her attractive :i])peaiance ancl her bloom of health.

After two and a lia'.l years. Miss Paterson moved to Kootenay Orchards, where slu: taught nineteen pujiils in a crowded shack. The hillowing year, impressed by Miss I'.'iteison's work and her great need, tho citizens and goveinment built the "new" Kootenay Orchards School. In this new building Miss Paterson taught ti^'euty-tour pupils from the first primer to the end of the third reader.

.Many of iliese early pujiils, now resident in Cranbrook and leaders in business, still cherish the start they got in their early life and from time to time drop in ;it her home to cluti with Miss Paterson.

2 4 8 THE B. C. TEACHER

In 1920 Miss I'ai rson began lo inlhicntc liif younger generaiiou in Clranbrook 'iseil, lor she moved [o Central Srhool The school was then one of the most attractive Miss Paterson had ever seen. It had ten <;Iassrooms, accommodating eight grades. Despite the enlargement of Central .School from ten to nineteen classrooms, Miss Patenson's cla.ssroom is still a very important part of that instittition of learning.

Miss Paterson's life, as alwtiys, is nol nar-i-owed to the classroom. .She has, for the |)ast twenty-four years, been an active member ol Cranbrook's Library Board. .She has been treasurer for some time of the Ladies' Auxiliary to the Girl Guides of Cranbrook

;ii>d an ;Kti\e meniber of the Lailies' .\uxili:try to the Canadian Legion. In for­mer yetirs Miss Paterson nol only played hockey on a represent;!tive girls' team for Cranbrook, but initiated many boys ;in(l girls into the pleasant jjastimes of hockey and other winter sports.

Mi.ss Paterson is an interested and willing participant in all civic aifairs ancl it will be a most unusual day when Miss Paterson is late for a meeting or misses an appointment of any kind. It will also be a very unusual day when Miss Paterson cannot hnd time to talk to any of her little admirers or to hold friendly conversation with any mem­ber of the coinniuniiy.

Local Associations Continued Croin page 2.')9

It is important, loo, that the local a.s.so-ciaiions be alert to any policies of the De­partment of Education, the school boards, or internal administration wliich are not in the best interest of teaching. The teacher, let us never for- et, is resjionsible for the pupil. The leacher, as a professionally trained person, is best able to judge the effectiveness of those factors which form his teaching environment. When conditions which do not further the fundamental job of teaching the pupil are created or im­posed, tlie teacher should not hesitate to use his professional organization as a means of making his voice heard.

The local association can do ii great deal to develop a professional attitude among its members. Its ofTiccrs, by encouraging par­ticipation and by sponsoring worthwhile projects, can create many opportunities. Many local associations are taking full ad­vantage of the services available to them and arc planning in terms of broad objec­tives which cannot help strengthening the Federation. It is my humble suggestion that each local association .should "take stock" at

this time of the year, .should analyze the job being done. Is the a.ssocialion's programme narrow, concerned only with such immedi­ate issues as salary, or is it a full programme, designed to further the three fu tdamental objectives of the Federation, namely, to foster and promote the cause of education in British Columbia; to raise the status of the teaching profession in British Colum­bia, and to promote the welfare of the teachers of British Columbia?

I am convinced that the provincial Execu­tive is diinking in terms of these objectives.

To go on writing in this vein suggests that I am lecturing the members. That is far from my mind. I ivould very much like to be able to visit every local association to pursue this matter further, but that is im­possible. Ill any case, r remind myself always that teachers will gain in prestige and will earn reccjgnition as professional people but not because of their President, Table Officers or Executive staff. These lat­ter can do much—but the most important unit in the British Columbia Teachers' Federation is the local association. The most important person is the teacher who supports his local a.ssociation. That ])erson mav well be vou.

Study and Discuss Reports and Resolutions

FEBRUARY. 1956 249

jor^our information-W.C.O.T.P. -1956

TH E Canadian I'carhcis' Federation in­vites nominations for tlie CTF delega­

tion to the Assembly of l elcgates of the World Confederation of Organizations of the Teaching Profession to be held in Manila and Bagnio in the Philippines from Augtisi 1 to 8,1!);)6. The C aiiadian'J'eachers' I'cderation is entitled to send sixteen tlelegatcs.

Although the tra\el distance involved this year is greater than usual, and delegates are responsible lor their own travel costs, living cosis iu the Pliilippines will be sub­sidized by the Philip])ine teachers who are receiving a grant from their government for that purpose. The main theme of this year's conference is "The 'Feacher and the Well-Bcing of .Society."

If any British Cohimbia teacher is in­terested in attending this conference as a C anadian delegate, he is invited to make application to the General .Secretary, 1G4'1 West Broadway, Vancouver '.), B.C. Final selection of delegates will be made by the Canadian Te;icliers' Fedci-aiion.

Lesson Aids HE term is hr.lf way ihrough! Peiha])s one or two topics you meant to cover

have been set aside or you can't find suit­able material.

Here are some suggestions; 1. Grade 7 .Science—workbook, nineteen

chapters at 10c per chapter. Aid No. 202. This aid is full of diagrams. (|ues-tions, projects and vocabulary.

2, Kruger National Park—pictures and full captions ou tlie animal and human life in South .Africa, jiagcs, only 10c, No. 207.

•5. Marco'Polo—map, story and pictures of the famous trip, ten full pages and

"'• only 20c, No. 20f). Grade 8's will soon be starting the topic,

"British Columbia." We have a good review

lest No. 1;")8, only 12(, which covers alf .ispects of the suhjeci.

When making out clietpies, jilease make them payable to the B.C.T.F.

Write for our free catalogue: Lesson Aids. Ifi'M West Broadway, Vancouver 9, B. C.

Radio and TV Broadcasts 'Fhe (.;BC series of six fifteen-minute

broadcasts, which is designed to give the general ]iublic informatitjn about the edu­cational system of Briush Columbia, be­gins on February 9.

CBU'F is co-0])erating with the Educa­tion \Veek Coniniittee by ]iieseniing a new film entitled Mike Makes his Mark. This is the story Cf a youngster who resents school and wants to get a job. Conferences with the counsellor help him to realize that he must have more background. March ."i is the tlate ijlaniied for the pro-Siramme.

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250 THS B. C. TEACHER

TH E niontli ot Jaiuiaiy is usually one in which considerable work ir. done by

niembers ot salary committees throtighoiu the province. During the month also. Eederation committees have continued to meet regularly. Among these were the com­mittees dealing with curricidum and several curriculum sections, public relations, pen­sions, the C.E..A.-Kellogg project, ihe Con­vention and salaries.

During the latter part ot December and in January, the Table Officers and members ot the Teacher Education Committee were able to meet several educationists from other parts ot Canada who are being con­sidered for the post of derui of the new C ollege of Education. December 30

The President, Mr. Phillijj.son. attended the final day of the Board of Reference sittings on an appeal case. January 6

Mr. C. D. Ovans, the General .Secretary, and Mr. H . N . Parrott, chairman of the Teacher Education Committee, attended a meeting in Victoria to discuss certification changes made necessary by the establish­ment of the College ot Education. January 10

Mr. Phillipson addrcs.sed a meeting of the Courtenay Teachers' Association. January 13

Mr. Ovans travelled to Victoria to give piofessional/iadvice to a member of the Federation.'k-v January 13-14

Miss Kathleen Elliott, chainnan of die Public Relations Committee, and Mr. Stan Evans, Assistant General Secretary, acted as resource people at a Public Relations workshop held at Duncan. January 17 c

Mr. Phillipson and Mr. Ovans repre­sented the Federation at the opening of the Legislature iu Victoria. January 18 / i

"Th e members of Surrey Teachers' Association were addressed by Mr. Phillip­son at their meeting.

Mr. J . A . .SpragBC Executive Assistant

January 20 A l l the Table OHicers ancl the Chairmen

of the committees on Finance, Salaric;s ancl Constitution and By-Laws met as the Con­sultative Committee. Mr. Ovans and Mr. .Spragge also were in attendance.

January 21 Mr. 1. D. Boyd, First Vice-President, and

Mr. Spragge, E.vecutive Assistant, were in Nanaimo to aitend a meeting ot Vancouver Island Salary Coordinating CcJmmittee.

Mr. Evans was in Winnipeg, on the iiu'i-laiion of the Manitoba Teachers' .Society, to act as resource jjcrson on Public Rela­tions at a one-day workshop.

Januai7 23, 24, 25 Mr. Phillipson, representing the Brilish

Columbia Teachers' Federation, attended the regular winter meeting of the Board of Directors of the Canadian Teachers' Federation. January 23

The teachers of North Vancouver heard an address by Mr. Spragge on the subject of Professional Ethics ai their regular meeting.

F E B R U A R Y . 1956 251

THE EDMONTON PUiLIC SCHOOL BOARD Invites applications for the poaition of

SUPERVISOR OF MUSIC dudes to begin September 1, 1956

Minimum Qualifiaitions: Teacliing Certificate ami University Bachelor Degree Minimum Salary: .'i>4,375 per annum wilh annual increments

Advanced position on salary schedule dependent upon further University training. .'Vpphcants are required to give full particulars itichiding training, experience, age and religious affiliation.

Applications will he received until March 31, 1956

W. P. WAGNER, Superintendent of Schools,

Edmonton Public Sch(x>l Board, Kingsway and 101 Street,

Edmonton, Alberta.

MArine 9257

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253 T H I E B . C . T E A C H E R

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Credit All Experience Editor, The B.C. Teacher Dear Sir:

Tlie Olianagan Bortler Tearh.ers' .Associa­iioii a.sks that local association ofiicers and delegates to the B.C.T.F. Annual General .Meeting take note ol" the following resolu­tion which it is asking to be considered at the Convention despite the fact that it was not submitted by the deadline dale of December 31:

"'Fhat steps be taken to have rescinded the regulation of the Department of Edu­cation by which teaching experience gained outside the province is halved for salary grant purposes."

The purpose of this resolution is to help meet the acute shortage of teachers by stimulating recruitment from other provin­ces and secondly to remove a di.scrimination unjustifiable in terms of either principle

or expediency. Since it cannot be seriously contended

that all service outside the province, regard­less of where it was gained, has automati­cally only half the value of that gained within the province, the ruling cannot be

\>(tipported u,'. a matter ot principle. i,v The ruling was originally introduced.to,

discourage undue competition by teachers from outside the province for B.C. teaching) posts, and to maintain the standard of education in B.C. AVith the present growing shortage of teacliers, the ina-easing school population, and with so few appli­cants entering teaching training, there is no threat, either now or in the near future, to the present teachers' tenure of appoint­ment.

It has been suggested that the advantage of this ruling lies in the fact that, by discouraging newcomers to the province and perpetuating the teacher shortage, it

--enables teachers to negotiate higher

salaries, 'ihis is false reasoning. Since the .VIinister of Education ami olher influential leaders have already called for intensive efi!ort to improve educational standards, :ind since the country's economic prosperity tlepends upon ihis, it is obvious that the government must sooner or later introduce measures to end the teacher shortage which is already causing concern. When addi­tional teachers have to be found it should be the concern of teachers and all those interested in education that only teachers of the highest qualifications should be attracted to the province. These will not come unless they are treated fairly in the matter of salary; consequently their places will liave to be filled by semi-skilled or untrained teachers, with :i grave lowering of educational standards :ind :i serious tlecline in the status of the teacher.

The removal of this restrictive ruling will go far to ensure that the best teacheis are attracted to the province. By recom­mending its removal, leathers will be fulfilling their responsibility to the com­munity in maintaining educational stan­dards, and .safeguarding their own pro­fessional status.

Finally, there is the cjuestion of equity among teachers. 'Fhe number of those coming into the jjiovince has grown, and many members of the B.C.'F.F. are now suffering under this ruling. It is surely un­just that many fully tjualified members of the Federation should be sacrificed to a ruling which is no Icjiiger exjiedient or in tlie interests of good education.

Vours very truly, C. J. Whiles,

Secretary, O.B.T.A. Ed. note: /III n-soiutions received after the

deadline dale of December 31 cari be re­ferred lo the Annual General Meeting only on the recommendation of the Federation Exeiiilixie.

FEBRUARY. 1956 253

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Tlie Last Word Como Lake High,

New Westminster, R.C. January 9, 19.5fi.

Etiitor, B.C. Teacher.

Dear Sir: It is unfortunate that tlte article last September on my impressions of New Zealand education should have elicited such a vociferous reply.

Without attacking directly the main thesis of the article: that New Zealand by our standards takes a nonchalant attitude to education, my critic attcmpis to invali­date the entire article on the basis of a few statements which 1 failed to elaborate sufficiently for his satisfaction.

Others share my observation. The follow­ing is quoted from a letter I received last summer from a teacher at one of the higli

schools at which I taught. He is New Zea­land born, trained and educated, but has travelled extensively in Canada, United States and Europe.

"In a pedagogic report the school is five stall' short and will have more vacancies at the end of the year. The school is carrying out its traditional 'normal day' ])rograiiimc with girls swimming every fifth period and boys every sixth. Then a ]>erfonning ])ony arrives seventh period tomorrow.

"On Monday the school will watch die finals of the school tennis champs and on AVediiesday a picnic for the whole cor­poration. On the 25th and 26th of this month we are going to Eden Park (Auck­land) to see the Cricket Test, M.C.C. vs. New Zealand."

Yours thoughtfully, P. Morris.

254 T H E B . C . T E A C H E R

Music Educators Association Continued from page 237

It is only necessary lo look al ihe Music Educators National Conference (M.E.N.C.) of the United States, or the Schools Music Association of Great Britain, to see what benefits such organizations can contribute to the profession. Through such activities as research studies, surveys, publications and so on, the whole field of school music in those countries has been assisted. The conventions are used as occasions for gath­ering and disseminating information, for displaying new publications and equip­ment, for hearing new music, for airing new ideas, and so on. In the United States, organization goes back as far as 1907. Now every state in the union has its state and local or district convention. In addition are the six regional association.s, and finally the national (M.E.N.C), which is the Depart­ment of Music of the National Education Association.

The OiUario .Music Educators .-Vssocia-tion (with ;i membership over 300 at the present time) holds its convention each year during Easter holidays. This organiza­tion contains a Zone Committee, a Teachers' Federation Committee, a Publications Com-niiitce, and a Research Council. So that new music may be heard by school teachers, choral clinics are held usually twice a year. :ind an instrumental clinic is held usually once a year.

The provincial school music teacliers' tissociation could do much lo enhance tbe position of its members and its profession by extending the scope of its activities. On a national level, a school music teachers organization is greatly needed—but there is little likelihood of its coming until the provincial organizations are stronger. We liear much about the cementing of ties be­tween Eastern and Western Canada from certain sports-minded officials and nevs-paper columnists. The cementing of ties on a much wider geographic and cultural ])lane is within the scope and power of music educators. We need only to unite.

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Every page is a challenge to pupils' thinking and encourages the children to combine meaning clues with phonetic analysis.

I'lenty of pupil practice is given throughout the book, including interesting rhymes which appeal to children's imagination and develop poetry appreciation.

Throughout the series the vocabulary has been carefully controlled and is keyed to the word lists of the basal readers in most general classroom use on this continent.

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256 T H E B . C . TEACHER

nevi> ®ooks E S T H E R G. H A R R O P , Book Review Editor

SPECIAL R E V I E W Man's Emerging Mind, by N . J . Berrill.

Toronto, Dodd, Mead & Co., (Canada), , 1955. pp. x l l + 308, S^i^G.

D r . N . J . Berril l . Strathcona Trofessor of Zoology at M c G i l l , is a scientific humanist. Deeply versed in marine biology, he is also a noted embryologist, but above all he is a humun being. His motto for the volume might be the famous line from the Roman comedian, Terence, "I am a man, I con­sider nothing human alien to me." From Dr . lierrill's facile pen have already flowed several volumes, including Journey inlo Wonder nnd Sex and tlie Nature of Things. His style is l impid, interest-compelling and simple, an index to his mind which is carefully informed, scientifically disciplined and imaginatively free.

Man's Emerging Mind is a fascinating book which could have been written only by a biologist who is also well versed in geology, archaeology, primitive religions, philosophy, geography and astronomy. In his introductory chapter entitled "I who speak" the author has thus set forth his daring task: "I am a human being, whatever that may be. I speak for all oC us who move and think and feel and whom time consumes. I speak as an individual unique in a universe beyond my understanding, and I speak for man. I am hemmed in by limita­tions of sense and mind aud body, of time and place and circumstance, some of which I know but most of which I do not. I am like a man journeying through a forest, aware of occasional glints of light overhead, with recollections of the long trail.-;l have already travelled, and conscious of the wider spaces ahead, 1 want to see more clearly where. I have been and where I am going, and above.a'kl, I want to know why I am where I am and why I am travelling at all. I, John Berri l l , a self-conscious fragment of life, want to know; and this book is an exploration and an enquiry for my own satisfaction and for any who wish to come with mc."

Obviously this was not written for the timid, the conventionalist, and the ultra conservative. D r . Berrill's approach' is ihat of an ancient Greek, possibly one of the early Ionian'philo.sophers who first began to delve inlo tlie nature of things. He is v/riting in the 20th century of the Christian era, but his roots ga back to the origin of life upon earth. In his sparkling lurid prose, he traces the development of man's mind.through the-ages and even clips into the future. He is not appalled by the Atomic Age. His approach is scientific, intellec­tual and humanistic. H e is not a mystic, nor probably in the ordinary accepted sense of the,. ter.-n, a philosopher. Certainly he is no theologian'.' What interests him most is "the undirected, un­inhibited, unhurried speculation of the free mind" which is to him "the most exhilarating and fruitful culmination of the long, laborious evolutionary trail."

In one o[ his concluding chapters "T he Space of \Vonder" occurs the following passage which .seems to sum up Dr . Berrill's quest:

"We are drawn in spirit towards the past as by a magnet, concerned with all life because we ourselves are alive, but searching above all for our own image. Yet we feel ourselves always as being in the present, as though time itself were moving and we move in it. Antl we lool into and have hope for the future, as if it were real and only our dim sight were at fault for seeing so little. Yet I lliink everyone of us realizes that there is an illusion somewhere that we aro somehow poised on the crest of eternity where time as we are accustomed to speak of it has no meaning.

"The illusion is that we live in the present. T h e truth is that we live and that there is no present . . ."

But D r . Berrill does not leave us in despair. In his concluding pai.agraphs he proclaims his faith:

"It is possible to live serenely in the midst of turmoil, to keep your true face open to all men; it is possible to fight for the life of your mind as much as your body, to know ihat ideals are but glimpses of truth, that truth is beauty and love is harmony and evil comes from losing tliem."

Few will agree with everything ihat D r . Berril l has written, but thinking people should be stimulated by a perusal of Man's Emerging Mind.

-WM.tv.v. N. SACK

T H E A R T S A Nursery Reviie. Songs and Playlets for

Nursery Schools and Kindergartens; collected, arranged and composed by Margaret I. Fletcher and Margaret C. Denison. Thomas Allen Ltd., Toronto. 97 pp., $3.50.

T h i s is a unique and delightful collection ol playlets for young children, designed so that music, movement and drama would be combined in such a manner that many opportunities might be offered for the child to participate and learn creatively. These playlets actually originated in a nursery school as musical projects iilanned by the stalf and worked out with the cl . .ren themselves. In the preparation of the songs used in each of the playlets, the authors have kept in mind the prin­ciple that songs for young children should have an easily carried melody, marked rhythm, and a swinging, lilting tempo.

T h i s is a collection of material that should prove ext;.einely helpful to teachers of young children.

:-:i';i'ere are numerous suggestions as to how lo present each playlet, even to the inclusion of actual stage settings, and yet there is ample scope for the more-creatively inclined to add their own ideas to the many excellenl ones incorporated in this re­markable book. Here's a boon it there's a concert in your future.—J. STOKIS.

FEBRUARY. 1SS6 257

Lei's Explore Music, by G . Roy Fenwick and Richard Johnsion. Gordon V. Thompson, Toronio, 1955. Nine book-leis 81/2 X 11. 8 pp., 25 cenis each.

Each booklet, |)tiiicheil lo lit the student's loose-leaf, deals with one subject in an intimate high school manner. Subjects include T l i e H u m a n Voice, Design and Balance, Symphony Orchestra, Viol in Family, and various interesting composers. Treat­ment is not too pedantic nor ovenvhelmingly com­prehensive, but interesting and designed to stimu­late further inquiry. T h e booklet on TUe Elements of Music, for instance, does not go into the usual rudiments, but gives interesting talks on Tempo, Metre, Rhythm, Melody, Harmony (from organum to Silent Night in five paragraphs) and T o n e colour through harmonics (four paragraphs). T h e set cotild be useful as a miniature text for the teacher as well as a readable reference for the student. Some good records and bibliography arc suggested.—A. T . H E W S O N .

September Gale, by John A. B. McLeish. Dent, Toronto, 1955. $3.95.

Arthur Lismer is recognized as "one ot the most forceful and individual members" of the Group ot Seven. H e is unique in this—he is an artist with the ability of a teacher; therefore he might be described as an artist-teacher. H e had three ob­jectives in his work, the strongest of which was a determination to break down "the frozen surface of the teaching of child art by the use of progressive techniques." In the realizing of this desire, he spent four years in Halifax where he made the beginnings of his wonderful work in cliild art education. He was a strong supporter of the ideas in outdoor sketching and life classes promoted by the Toronto A r t Students' League formed in 1 3 8 6 .

T h e author. D r . McLeish , once a member ot the U . B . C . sta/f, has admitted that in September Gale he is writing ot a valued friend who was not a Canadian by birth (Lismer came from industrial Sheffield). No matter where he sojourned, he was deeply interested in arts and artists.

T h e book takes its title from the name ot one of Lismer's paintings. Perhaps the virility in this canvas is indicative of the artist's life and ambitions. Therefore it is a splendid choice. In this book D r . McLeish presents "a study of painting and a lively account of the life and te ching of this famous Cinadian artist."—E. G . H .

E D U C A T I O N

Our Scliool, by Howard Spalding and How­ard Whitman. Longmans, Green, Tor­onto. 14 pp. Free.

Here is a pamphlet reprint of a debate on con­ditions in America's public schools. T h e authors write for Colliers Magazine. This is a vigorous pungent attack and defence which makes inter­esting professional reading. However, you may feel that you are looking over your neighbour's fence rather than at your own. Much of the material does not seem to fit us in B . C . — C . B .

The Dackwood Book, by 'Claire Oldham. Dent. 90 pp., $1.50.

A book for a teacher 10 read to Grade II. Deals with a car and caravan (trailer 10 you) trip and

adventures with hens, buns (riibbits), etc. T h e words arc at about Grade V level but the story appeal is much' younger.—G. \ V . S.

F I C T I O N Donkey Detective, by Lavinia R. Davis.

Doubleday, Toronto. §2.50. A story of a young boy who wins a donkey in a

raffle. Many mysterious things begin to happen: strange disappearances and Indian ghosts. Donkey is the detective. Th i s is a fine animal mystery. 'I'lie story has plenty of excitement and adventure to hold the interest of the young reader. Interest level-Grades I V - V X . - R . M .

Rebel Heiress, by Robert Neill. Doubleday, 1954. $3.50.

A love story in which the lady sympathizes with the Royalists, and the man supports the Round­heads. Social life in village a'ii.l castle; dangers on the road from t'ighwaymen; jjlot and intrigue all play a part in th.-? tale. ,

The Elegant Witch, by'Robert Neill. A 1951 publication. $3.50.

A novel with an English background of the days when witch-hunts were common. T h e witch in this case is a scheming woman ot the English gentry who plans by using the current belief in witchcraft to secure wealth and property for her­self. T h e story is a bit slow-moving at first, but the pace increa.ses towards the end. T h e criticism might be offered that the writer, an American, does not quite get the tone of our British history.

F R E N C H

<Riens Ensemble, by H . L . Humphreys and M . Sanouillet. University of Toronto Press, 1955. 221 pp., paper, $1.75.

T w o professors ot the University of Toronto have provided short but complete passages in "simple standard French" for students with an elementary grammatical background. T h e vocabu­lary totals 2 , 5 3 6 words, of which 1 6 9 are the same in both English and French, and 5 2 6 cognates. There is emphasis on conversational organization in the stories, which are suited to dramatization or part reading. T h e entire text has been recorded —playing time 3 ' / o hours. Humour is frequent. For each of the stories there are exercises of three types—discussion questions in French; review of grammatical forms in French, and a passage for translating from English into French. Anlje Lingner contributes delightful line drawings. 7 6 pp. of vocabulary. T h e set of records is priced at . $ 2 1 . 0 0 , with a special price made for schools.

- G . H . C .

H E A L T H A N D P E R S O N A L D E V E L O P M E N T

Guide Book for the Young Man About Town, by Norton Hughes Jonathan. Winston, 1951. §3.25. Illustrated.

Many books about proper social behaviour are written for girl readers. Here is one for the boys. It covers most eventualities from a hot dog party to a formal dance; from manners at home to gentlemanly conduct in a host's home. T h e real

258 T H E B. C. TEACHER

way to become popular is carefully pointed out. In short, this book is a practical and interesting treatment of behaviour which will lead to self-confidence, no matter what the circumstances.— E . G . H .

Scholarships, Fellowships and Loans, b y Dr. S. Norman Feingold. Bellman Publishing Co., Cambridge 38, Mass. Vol. I l l , 19.55. $10.00.

T h e author is a director of community counsel­ling and placement agency, and a college teacher. Vo l . I l l of this set contains a master inde.v cover­ing all three volumes. Th i s coverage is arranged according to vocational goals or fields ot interest. While the material listed is especially related to the United States, there might be some parts applicable to Canada.—E. G . H .

Publications of Russell J . Fornwalt, Voca­tional Counsellor, Big Brother Move­ment, 33 Union Square West, New York 3.

School Informaiion Sources for Educational and Vocational Counsellors—a compilation of pamphlets listing training schools for various occupations— G mimeographed pages, 814 x 11. T h e compilations were revised in August, 1955. Priced at 15c.

Employment Guide—a compilation of sources of inforination about various occupations. Some of the information tells how to go about looking for these occupations. Counsellors should find this information useful. Size: 8'/2 x 11. Priced 25c.

Scholarship Information Sources—a. compilation of good material giving just what many counsellors want for their clients. It gives sources for both boys and girls; graduates and non-graduates. Re­vised November, 1955. 25c each.

Noxo We're Loggin', by Paul Hosmer. Bin-fords & Mort, Portland, Ore., 1930. $2.00.

A book describing in somewhat story form the various activities in the lumber business from the work in the forest to the more or less "white collar" jobs in the office. It is an American publication of somewhat old date, but whether the industry be ancient or recent, and the location Canadian or American, the basic points are similar.

. Boys who are interested i n forestry or lumbering will like this b o o k . - E . G . H .

. • . r;. • ^ • Monographs—Canfldia/i Occupations, pub­

lished by Dept. of Labour, Ottawa. No. 38—Welder, accompanied by Pamphlet No.

38. Revised Marcli , 1955. No. 37—Draughtsman, accompanied by Pamphlet

No. 37. Revised. These monograiihs and pamphlets are excellent

for Vocational Guidance. I N D U S T R I A L A R T S

Any Child Can Make It, by Betty Zippin & Max Cohen. Ryerson, 1955. §3.00.

Eight imaginative projects for young children. They should provide useful ammunition for primary classes, and through to Grade IV. T h e easily obtainable materials range from paper bags,

F E B R U A R Y , 1956

tongue depressors and cigarette boxes lo salt, .saw­dust and unshelied peanuts. T h e rcsulLs, illustrated by Betty Zippin , include flotvcrs, puppels, T V theatres, jewel boxes and spaceships.

Each project is illustrated and outlined by steps, in most cases complete on a single page.—E. F . h.

L I T E R A T U R E Short Story Magic, ed. by Beulah Swayze.

Ryerson Press, 1955. 184 pp. No price given.

T h i s collection ot fourteen short stories is designi'd by the editor for Grades I X and X . It seems lu me to be rather a teacher's source book for short slory work with any age group. T h e sever.Tl stories possess an amazing variety of interest. No group of fourteen tales coultl draw from a wider field of historic and geographic backgrouiui. A l l of them, however, stimulate the imagination; many uf them border on the whimsical. T h e y will be intensely interesting lo Ihe gifted reader.

T h e brief "suggestions for teaching the short story" at the end of the book, and questions to be useti should be very helpful, especially to less experienced teachers.—R.B.C. Ahoy There! by Wil l Da%vson. Dent &:

Company (Canada), 1955. 230 pp., .$3.50 (Illustrated).

T h i s is an excellent book for awakening the imagination of our more mature teen-agers.

T o escape from a soul-destroying routine. W i l l Dawson bought a sailboat, and now spends a con­siderable part ot each year exploring the coast and the islands along B.C.'s coastline. He describes the picturesciue history and people with vivid detail.

Altogether, this is a first-rate book for any school l i b r a r y . - G . F . S.

SCIENCE The Hunicane Hunters, by Ivan Tanne-

hill, chief of several divisions of U.S. Meteorological Bureau. Dodd, Mead & Co., Toronto. $3.50.

Briefly and dramatically illustrated. Educational and fascinating too.

It traces the story of men's struggle to study the mechanics of hurricanes. A struggle it was since men had to be in a hurricane to observe it. Would you like to know why certain latitudes are called Horse Latitudes? W h y did they call the storm Hurricane Hazel? What is it like to go through a hurricane by ship or plane? Is the "eye" of a hurricane measured in feet or miles? Would you like to share the thrill with the hunter-fiiers who spiral into that awful, vast well of air? T h e n by all means read the words of dozens of men who burst out of these furies with their experiences fresh in their reports.

T h e book is a mixture of narrative and record which anyone should enjoy, but particularly one who has studied a little meteorology. Science 10 level is enough. Vour library shelf should not get dusty at this spot.—C. B .

Old Farmer's Almanac. Published by Y'ankee Inc., Dublin, N . H . 25c.

T h e lU'lth annual edition of this unique publi-

359

A NEW am mnmiom mmmi • Apply colours DRY . , brush wet

or • Apply wet as usual.

Ask for FREE SAMPLES

L T D .

READING TRAINING /or TEACHERS

"The numbers of adults taking special courses in reading clinics indicates that we realize tliat learning to read is a lifetime job."

—^lilliceiU Taylor. Kducational Director, Christian Science Monitor.

"Reading development lias two aims: first, to bring the student up to his fullest reading capacity in as short a time as possible; and second, to do the job thoroughly enough so that effective reading habits will become established, unconscioirsly u.sed .skills."

—W. V . Wilking, HarvanI Psycho-Rlucationat Clinic.

For a comtilete rcafltii^. skills survey, to fintl present and potential reading skills and diagnose

reading problems, phone or write to

TIIE KEGISTRAR H

THE WESTERN READING LABORATORY LTD.

939 Hornbv Street T A t l o w 3720

(KOTE: A special discount for Individitat Training in Adult Reading Shills is available to Teaehers.)

cii ioi i has come to h:ui(l. Full ot stray siuts of Inlormation. it refers mainly lo the United Slates. Th i s Is as it should be, since it w;is published in the U.S. in 1792 for the first tinic. It is especially intcresling to farmers nnd oilier agriculturalists, as may be observed by an examination of pages 6fi-fiS. Housewives will also be intcicsled for tlieic aie pages of gfjod recipes and bits of useful household information. While much that is here contained may seem old-fashioned, there is .sound coii'inoii sen.se to the material.—I''. G . M.

SOCIAL STUDIES Journeys lo tlie Island of .Si. John or Prime

Edward Island, 1775-1S32. Edilctl hy D. C. Harvey, Macmillan, Toronto, 195:5. 21.3 pp., .?3.75.

O u r old friend. Dr . Harvey, now Public .•\rchivist ot Nova Scotia, presents three interesting pieces ot source material in the narratives of Thomas Curtis (originally written I77.'i), W.-illcr Johnstone (I820'.s) and J . L. Lewellin (ditto). T h e first is printed for the iirst lime, the olhers for the first lime in 130 years, and all are replete with pawky humour and concrete description of pioneer l i f e . - C . H . C .

ScUlemcnl in British Columbia, by D. Borthtvick. Reprint from lite Trans­actions of the Eighth British Columbia Natural Resources Conference, Feb.. 1955, Victoria. Briiish Columbia Lands Service.

T h i s paper gives a great deal of historical malerial in brief form dealing with events between the ycai^ 1778 and 1939. Topics described are early settlement, later setilcuient. Crown develop­ment areas, l i .C. \Vatcr .Act, Doiikholior .settlements. Veterans' L a n d Act, and railways. Its information will be very useful to students in B. C . History. - E . G . H .

The Slory of a Province: A Junior History of Saskatclicxoan, by John Archer ancl A. M . Derby. McClelland and Stewart, 1955. No price given.

T h e material of this book is excellent for the casual adult reader, but the language is not well selected for children, nor is there enough detail to warrant the study by adult sludents.—W. E . D .

The Work of the Uniied Nations: U.N. and U.N.E.S.C.O. PamlMcts.

Joseph E . Johnson, President of the C;irncgie Endowment recently stated "Fhe world's business comes increasingly bciore the U . N . Whatever the nature or scope ot the subject, the U . N . has a role to play." T h i s is a statement with which most leachcrs agree and i l is essential that our students realize this fact. T o help us and the students a large amount of material is available. Sonic .sources of inform!;'!.7n are the University of T o r ­onto Press, To-:./iito, Ontario. This is the Canadian agency for '».,VN .E.S.C.O. publications. A series of informaiion paTrn.hlets ranging in scope from Thu Race Qtieslion to Nuclear Euerfry and Its Uses in Peace is obiainable. C-nrnegic Endowment for In­ternational Peace, United Nations Plaza at 43ih Street, New York 17, is another source. I'ive times

260 T H E B. C. TEACHER

4

a year llic Board publihlics Intcriiaticitud Concilin-lUhi which prcscnls lo its readers factual slatcniciits and analyses of problems in the field ot interna­tional organization. T h e subscription rates are SI.OO per year. Orders should be sent to Columbia University I'ress, 2900 Broadway, New York 27, New V o r k . - G . F. S.

Louis Rid, lS-}4-lSS5: A liiography, by William McCarincy Davidson. The Albertan Publishing Company, Cal­gary, 1955. 214 large pp., $2.00.

Here is a detailed chronology of the entire period ot Kiel's lifetime with an tinniislakable newspaper llavoiir which rellecls the author's 2G years as owner, publisher and editor of the Calgary Albertan. Th i s recently printed 1928 manuscript gives a new slant on one ot Canada's most controversial personalities. It is suitable for the advanced and scriouj student. - \ V . E . D .

A Trust Territory: Sovuililand under Ila-lian Administration, by United Na­tions, Department of Public Informa­tion. 30 ])p., 15c from U . of Toronto.

.A ccmipetent survey of interest to Social Studies teachers.

John A. Macdonald: the Old Chieftain, by Donald Creighlon. Macmillan, 1955. $5.75.

This is the second and final volume of D r . Creighton's definitlvb biograjjhy of Sir .folin A . Macdonald begun with the Young Politician, which won the Governor-Ceneral's award for academic non-fiction in 1952. It deals with Sir John's career from Confederation in 1867 until his death in 1891.

T h e volume makes amply clear ihc dominant role M.icdonald played in strengthening the tenuous ties which bound ihe young country together. With a simplicity of style and a clarity of ex­pression which is a far cry from the so ohen dull and plodding manner ot historians when they essay the difficult art of biography. Dr . Creighton reveals the way in which the Old Chieftain .skil­fully faced and overcame the many forces making for disintegration of the new Coiifcileracy. T h e pull of the United Slates, the trccjuent indifference ot British slatesinen, tlie factionalism of English and FrenclKspeaking Canadians, the restivencss of British Columbia and the western provinces, the doubts of the Maritiincs—one is made aware ot the fn.igiiitudc ot all the.se problems and led to :ni appreciation of Macdonald's contributions on behalf of the Dominion.

Perhaps the author is a bit too enamoured ol his hero on occasion. There is a tendency to gloss over Macdonald's ]jo!itical errors and to excuse his mistakes, as in the case of the Pacific Scandal. Despite this, however, the biography is without <[ucstion the best yet published. It should be leconimended reading for all Canadian history tcadiers . -L. H . G .

Pamphlets available llrsearcli in Field of Nalural Sciences {K's^rint

.-\uc. 1955 Unesco Chronicle.) Ui i ivei-s i ty . .o£ T o r ­onto Press, T o r o n t o . V

Efjective Covernnicul, Citizens Research Institule •of Canada, 32 Isabella Street, Toronto 5. Free.

For Your School N A T I O N A L G A L L E R Y

llEPRODUCTIONS Under the sponsorship of

T H E N A T I O N A L G A L L E R Y O F C A N A D A

examples of the works of some thirty-five representative Canadian painters have been reproduced by

the silk screen process.

These are particularly suitable for

school class rooms, hallways and

auditoriums.

Illustrated catalogue with details of sizes, prices, on request.

All inquiries shoidd be addressed to S A M P S O N - M A T T H E W S L I M I T E D

D E P T . B . C .

1189 Y O N G E ST. , T O R O N T O 5. O N T .

r E B R U A R Y . 1956 261

4

STUDY ARITHMETICS WORKBOOKS Alfhough each STUDY ARITHMETICS book contains all the instructional and practice material necessary for a complete year's course in arithmetic, many teachers desire fhe added advantages obtained from the use of a workbook. For STUDY ARITHMETICS users and for others who want effective workbooks, the STUDY ARITHMETICS WORKBOOKS provide a thorough, Individualized means for maintaining skills and remedying errors. All remedial work Is completely individualized. No pupil Is penalized for the errors of the rest of the class; each studies just what he needs. The drills and self-help study and practice features of these workbooks can help every pupil Improve, including borderline and falling pupils.

Study Arithmetics Workbooks 3-6 _ _ 70 Self-Help Arithmetics Workbooks 7 and 8 70

Further information on request

W. J. GAGE 8C COMPANY LIMITED 82 Spadina Avenue Toronto 2B, Ontario

F I R E - A U T O M O B I L E - I N L A N D M A R I N E - L I A B I L I T Y - F L O A T E R H O U S E H O L D E R S - R E A L E S T A T E - P R O P E R T Y M A N A G E M E N T

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T l i e policy which we now liave, called the Composite Dwelling Policy, also provides for the inclusion of A L L your domestic insurance, i.e. fire, lloater, liabilily—which means a common expiry date for ail coverage. One policy—one premium—three-year protection. Contact us right away for full information. T h a t twenty percent saving is really worth while.

R E M E M B E R T O O — i t your automobile insurance is not already with us—to obtain the N o Claims Bonus to which you arc entitled it you have an unblemished loss record for three years or more.

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CHRISTIE AGENCIES LIMITED Vancouver: Victoria: 611-525 Seymour St. 904 Gordon St. MArine 2188 Phone 3-7722

T H E B. C. TEACHER

it's l^en^s to us^

—Photo l,y courtesy Salmon Arm Observer Miss Farley receives a meritorious life membership i n the Canadian Legion from

D . S. McTavish , T h i r d Vice-President, Dominion Command (right), and Noiil Dawson, President, Salmon A r m Branch, Canadian Legion (left).

Miss Farley Honoured

AN O T H E R teacher honoured recently was Miss Hazel Farley, a veteran On­

tario teacher now a member of the teaching stalf of Salmon Arm High School.

Miss Farley taught in the high school at Trenton, Ontario, for thirty-seven years before coining to Salmon A n n in Septem­ber. She was presented with a meritorious life membership in the Canadian Legion. She is the eleventh person to receive this unique award in the thirty years since the Legion was organized.

The nieritorioiis life membership was awarded Miss Farley by the Trenton Branch, No. 110, Canadian Legion, in recognition of licr magnificent devoted work for the boys and girls from Tienton

who served in the air force, the army or the navy during tlie Second World War. T o every one of the 519 Trenton boys and girls Miss Farley sent parcels, letters and hometown newspapers. She collected all the material lor the Trenton Honour P.oU. She had compiled a history of they war service of the Trenton boys and 'girls, assisted in all war finance drives, operated

-a 125-acre farm and taught a full time-tabVe in her high school. She also visited maiiy of the homes saddened by the official tele­gram received in the grim days of war. j ;

The presentation ivas made by Mr. D.^S. McTavish, a member'of the .Salmon Arm branch of the Legion and 'Fhird Vice-President of the Legion's Dominion Com­mand.

FEBRUARY, 1956

Canadian Govenunent Overseas A>vards

AW A R D S in tlie Arts. Letters and Sciences, which are administered by

The Royal Society of Canada, are being offered once again. The lifth series of awards, tenable in trance and the Nether­lands in 1956-19.57, oiler fellowships of $4000 for senior scholars and .scholarships of $2000 for students ^vith M.A. or equivalent pro­ceeding to a higher degree. A limited num­ber of awards may be made in the creative arts, for which the M.A. is not required. Return ocean fare is paid in addition to the amount of the award.

.Applications must be received in Ottawa not later than April 1, 1956.

For application forms and full informa­tion, ajjply to Awards Committee, The Royal Society of Canada, National Re­search Building, Ottawa 2, Ontario.

New Zealand Exchanges

IN response to a request by the New Zealand Deputy Minister of Education

for an exchange of several teachers between that country and Canada, the Executive of the Canadian Education .Association agreed to make the necessary arrangements.

Prior to 1949 such a programiiie vas in ^ operation with Australia and South Africa, but was discontinued at that time because of financial problems owing to the devalua­tion of the pound.

'I'he New Zealand education department feels that for a limited number of exchanges tii.'s will not constitute a serious problem.

Discover Germany

TE A C H E R S planning to travel in Europe or those dealing with Germany in

Social Studies couisey will be interested in a most delightfully produced map of AVest-ern Germany which is distributed by the German Tourist Information Office, 1176 Sherbrooke Street West, Montreal. The map is in full colour, and shows only the most important German railway lines. There is an accompanying brochin-e cn-lh]ed Germany Bids You Welcome.

HEAITH EDUCATION and GENERAL BIOLOGY aie made more meaningful lo

the student through the use of

D E N O Y E R - G E P P E R T U N B R E A K A B L E

P L A S T I C M O D E L S Write for our Catalogue .">.r)B listing and illustrating M O D E L S - C H . A R T S and olfering teaching tools for the Klementary and Secondary Scliools.

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Seattle 2, Washington

Older direct or llirougli tlie Priwiiiiial Text-Book Jirancli in Victoria.

DENOYER-GEPPERT CO. Mcps, Charts, Globes, Models

Critic Teacher Conferences

TE A C H E R - T R A I N I N G groups at the McGil l Institute of Education, now

situated at Macdonald College, will con-i.imie to do much of their practice teaching in Montreal. A corps of 350 experienced teachers, enlisted and selected on a basis of competence and experience from the teaching staff of the Protestant Board of Gieater Montreal, oversees ilie students' work, assigns lessons to them anci offers guidance in their practical work.

Two conferences yearly, held on the invi­tation of Macdonald College and of the Board, permit the teachers to discu.ss methods of improving practice teaching and direction of the stuclent teacher. The first conference for 1955-56 included critic teachers and principals, superviscjrs of the Board and of the McGill dey>artments con­cerned, the Teacher Trainir.'g Comiaitiee of the Protestant CommittOe'"and liienibei's of llie host board. 'f

T H E B. C . TEACHER

The

Winston Dictionary For Canadian Schools

New Revised Edition!

7'he name Winston is a familiar one to all teachers whenever dictionaries are mentioned. Winston's now br ing lo yoti die new 1956 edition of the

Winston Dictionary for Canadian Schools

i i ie following new features have been added:

—E.vtensive information on tlie method of using the dictionary, written at Junior Grade level.

—Considerable exercise material to give the child practice in using the dictionary. Having completed diese exercises, the child will possess a much greater appreciation of the value of his dictionary.

—^All exercises have been confined to the Junior Grade level, in order that the child might be led to a complete understanding of his dictionary from Grade Four onwards. These exercises contain practice in the use of:

The Alphabet Spelling

Guide Words Pronunciation

Word Meanings lUustratioDS

The Appendix

Several new words have been added to make this new 1956 edition of the Winston Dictionary for Canadian Schools the very latest available.

Procurable througli your Text-bonk Branch

The JOHN C. WINSTON CO., Limited Educational Book Publishers in Canada

T O R O N T O 2 O N T A R I O

On the world's sixth continent,

Australians welcome Coca-Cola

The urt-at cities of Sydney ami NU-lltourno are nearly halfway around tlur wurld and about as far In-low the eiinator as Toronto or I lalifax are north of the Une. Vet, the haiM y invitation " L C L ' H ^vt a Colce" has tlie same friendly rin^ theru as here. For the pause that re­

freshes is a moment on the

sunny side wherever you find it. And you find it just around the corner in the ant ipoi lcs now as in Canada.

" C O C A - C O L A " A N D ( ' C O K E " A R E R E G I S T E R E D m A D E - M A R K S . COCA-COLA L T D .