Reading Observer 12-1917

I.•'ld~ a~i1lified

on

[00," .

~emorin.19

of the ~la boy~. wb';'!'AV' .~~,~~~~~
of i.b.... loWJI : i. l'igh\ly rf
t he
for 'the futuTe.~

J.

::.~~~,rI~:=:~~~~~~ ,(.hould
the mcmOrrf
\ be'n"~Q:;fn~~~r~~~~,t:~
our ,choo's! Whal, niad. Ihe
mechanic, the Clerk, rise in; thctr

'

.

. ThBi "onual

n a.t.ion'! hou r of danger? Who.t.
..,\ catIOn, '~aa
to sacrifice th~se l veB nt the
tle&--road
I.
it thnt they ho. grea.t w(>T1<ily- j,'o.....,ioJ,s'-""'~t;,k,
, A. N.,h ) spoke conc.rning
in the country1 ' H ad tho)' wcalbh
fl'
•
~ elati,on during t!ie. ·P~lt . year
might cOTet.? Where can we find t.l{e
.
...
l opeCial. degree fqj,thoYlUppcrt
wh'eh lurgod them 10 risk their live.
. ~. l-;... .u • ~•
• .. ( 1~\
'.
,4
,
carryjng- on' ~h,t\'{~f~' Mr. 1;~.~~fo~~1~~i~ slum ...nd jerry·built houscs" in wbich:
regre~ . felt &t~9.J~s. of
II
were forced to :existI with comfort
action, viz., L~~~ ~e:
the m , refinement impossible, leiiu;e
~d pla id a tr~~M~ ,to tt-'JH'
' \:~~~!~::~::H denied t.hem.? ~t was in their 'Schobl! thaf the
tlOn a~d ~~g~ ,a. ,h ope
fl
motiv6 pow~ was found~ where t~ey l'ea.'mt 1.b.o
to tho de"".s¥- ,pfll.... would be placed in
stern le'.ODS of duty and henour aDd \P.triollsm.
reepeetlVe soho(il•.·.. ..q.~. Nash t.hen. ~welc~,Si
Without the schooll'S no Oov.omjnent could have
newl~~ected I Pre~tf (Mr . J P. ~ E, ~obertbn)
fi led the r Bg'ime.nh and mauned tlie ' ahips ' n~eded.
Ihe pt~"dentlal ch~.r,
. ". " , ' \ " :
in Ihi. wa.r, 8'1"ely Ihen each sch"1'I" hoJld have
Mr11R0?e.~on movea a h~art.y. .~~. ,lc.
6 ~tting memorial t.o Jte heroes. which ~'ll be
.... ___
• •1
to the rellrmg (lhair1"an for hilo work. in
pointed' out 10 tbe succeeding genoralion.. T)len
t ere!Jts of educlition and o'f the Cl~ '
on patrlotic festivals when t he heirS' t'o these
:Asso4IatlOn,
",~...
'1.
great ~radltion. 'sbll sing the lines,
'r ':
In
the. oouree
I i' pretidential a.ddress,
. d 0 'f our hirth, our faith, our pride,
.'
b
. . .tlf. ~
~ I..an
Ro erlon said: FrO ,t . it "'!" ,a fort~""te !
For \fho,e de.r .ake our lathen died, ~
that [' 'am
' t \ • up
.
The words wlll be frau ght with :\ meaning olearer
A called ' Io.1'
\ the 'olllce 01
o f t h 18 s!ilociation fit a. tlme
and deeper than l ever "Defore. In future, then, the
histoty. F or many years n~w,
elementary schools, which ,ha.ve produced thou·
t.ions Imay. be ltk.ened 1,0 bBJId, of
d of heroes, which havo, p1!Ovidtld theI oountry
'
,I
.
In tJlt) wllderne!8, In'lating on t h e '
<
I k
d
-"WIth a Prime Mini8t-er and t.be W .....~ OJ:J.;:tI wlth, .
t uelr wot' , en eavourlDg to press
--. "+'
at l A.rge the :.-alue 6f an
Chlef·of,Staff~ m ay' lopk back u pon' the
Their adj llmtiona fell for the most part
of achievements with some degree. of llride.
[
ears, q.nd the !Joa.nty nonour which we JrmoJV
Passm~t to th~, qifficul\r I mentionkd first, the
portio\, 01 the proph~~, w., duly a"!llrded
licbool jeavipg .:ge]mos~ ~pl~ are agreed that il
b h'
h '-_ l'
.
, ~
'st;a.ndlt1ously lo~· ThD new· Brll :'Heab
y t .", rat .r DOrea.. fo)low co¥ntJ'yUlen,
thIS. que.tion ill a~Ylet half· hearted f ..hion
/
b~s been 011r poeit.ic~ in the pall., gul now a
~he promoler.- expect, BJld no doubt ' will get
spirit
is
a.broad.
II Britain is at last awake,"
.
G
I
oPPolJlt.ion from short'iig~ted perioD8$. who 'I
\ a enna.c '!'Titer recently, 41 never to sJ&eY\
their interests lie in on
~tirl.i age I
... ~
I
exoep~ in death .", H brr Harden is right.
we,
teaoben, know'"·~hat w~·.~nt .. ' W~ t '
the l&§t , threc~ years we have. awakened
t 11 h'ld
~
,
things, and not the l~t is that we ha.~e
",:,an a ~: '. ~en who cOll:1d pro.tit by .. tli~ ~truc;
,
I
t~on to remrun at full day sch,oo
. I \Ill
., til they ale
thol educ.~ioD i. " natioDal
....t. For Ih. firo~ ~:r' 8\:<_n.
L.
Aft er Ih 0 t age vooatlonal· Iraining
'": 1 , may
1
tbe country III & wh4.l. i. in~ere&ted in educat io . b. egin, where part time i. spent in schOQI ! an~ po",
The OovemmeD~ fOOt 10 th. surprising lenglh of
~ .,. "
placing educationa.l affairS under tQe direction of fa. 10 th~ workshop, But it is necessary to poiI).t out
tca.ch6k ; this able' M1Dlster h aa prodnced " a Dill
10 the ordmary- achool !tfe; ,\~at Ur'·1fp to six.
rh
the m~n business of the- ~cher is riOt to
~bich we hope will 8.fk. &- great! atep forwa~
tra.in the children to earn a Hviri-g"'~\, bo~ t6 provide
tho matter of educational reform, and we are
ch eap In.b our for the loca.l oa.pitahst~ Wf' have to
that when a. oonveni, nt
.. time a.rrives
en deavour) as far as our feeble efforla nermit, 10
aha.ll receive the con I•aeration of p,..lia."..,j,
OJ
teach the child h ow to live; to teacb. hlm
or her
When such st.art1illg events are
to like t he' Tight things. Thes& are not hew· revo·
teacbers may be par~oned if they desire to
lutionary ideas, but' old and painfully familiaT t o
npon ~he paat wilh l ~ view 10 obapink Ibeir
mb.t of us, who see them heing disreg.lrded, II
for the fu~ure. To tUe man grown
I
'
VIce, .... he 'rubs hi,• .leanty loOk.
too, ~hol in t~e presel't ,tato
I·
; Ihe "ork, reQ,uixed. :inl the fac·
War
Act)., I
MU he is nO~hJ~8m;ti
, g, it may' well '
,
•
eight .of the prom' . land AM ·l?fJ!eP.:
h~.d' r equites
no ~earning)
layed, that 1ii'!I,~om, Itmbs <;an>:mih
ne,;e~'a.ry~:';ki:lI · can"
In a few
dJ,f"cullty
haVe- to ~Ionn
'R'
urged:- to trnclge- another mileT-atong
r-·
~· .62, .
and ~hat ot'hilrJ! .),n\!pger th~: lie
" <Â¥'adly .amene...
P're,sii/eDt f
"
burden, But to , the , '"~e majority
th.~ t his 'stale of thIngs
-.
IIIld!derlly-or could 'be;"
. tho
the presenb is an""JlPo~une moi!>enl
. mployers' detired
,We hav~ to
"
'
ill wh~t condltion our echoola stand
that large numbe1"'5 of our Bch.ola.rs
be la-t er on
'.
order'
> that their efforts ma.y be most
employe , In thela soul.destroying . tSJlkl, whose
Donations may be.:;ent eithe~
ted In the ' futuro. If we consider the
monotony is only broken by occa.sional M:.rikes so
school. of to·day we 'are .t ODce coDfronted
thai t&lk of .duca~ing a .hoy tQ fi~ hIm for '
facl th.~ th eI hove suffered during tho
work in lif. can only .be regarded 'M a shl.m. WI~h
yeare, By ,the ' lemporary lose
Ichoou
~II ~h. more force ~hen is it berbe .in J1P~n us thai.
by the shorlenihg of school bours, and above
In our schools we have -to teach the children how
to live, When Ihey leave OUr ;clioj,l' tiley '''1U'~
by Ihe depletion of the regular ~acllinR staff,
efficiency of the s<:hools has bee weakened,
have ]ald hQld of the nght thmgs, they muat have
that at B time when parental con rol haa
acquired interel!lts· tha.t will remain witH, them for
laxed, owing to the domand! of thit war
the rest of their lives. It. is bere I tbiJ. k we'
a:nd women. Again, iD. oertain casea~
proacb the solution Qf .the third 'dffficu1ly' j men.
a.re made the bMis of of t ortUOUI pro·
b ave been ollowed to leov. school before
tioned I th" lock of interest in learningl dioplayed
none 01 whIch·ha.s even & remote connection
the age' of q.mption. It i. cleor
&
o.f sohol... after I..nng
OT oon""rn 'with re&1 life: Whatever use or'
icholaT!l leoving 'schqol within Ih. last year
Of'l h b
..
will il ever be 10 the .v......ge workman 1 Whal
are ,ol a ,lower etand.rd of attainmen~ than in tAle
, c o = e ~ .s e.~. • mllt!'>! lof !he
use will bO ever found for elaborate calculations?
,
,
. difficuHy to 1Dl.JIlant permanent i~teresta ~ I
p ...~. Though thIS js gel'e.lI:y regarded as onlx a Ihe mind, of cb.ildren who I.ft Ihe scb'o I on.'their Whef1 Ihe workman has subslrac~ed hi. 6•. 6d.
t9mpora-ry fa.lling of! ill oo.ucationaJ efficiency, "Jet I 0urtoen
' th b 1ft
' hd ay. With an UlendM school· from
his 25s. we!:!kly wage,
ht) h as finished
.
,
'
it must be ~ remembered) that -for the unfortunllte hfe art f
d ffi It
. Id 'he
r7
the subtleties of mathematics until the ne:.t:.t Fri·
scholars who suffer by it, it is a permanent h&Il~ip
0 our
I cu y wou
sw~pt
away. da.y night. Think of the time now being spent
By teaching subJects which are of permanent ya.lue
cap. Even If they lean rater on be gallfereCl into the .remainder of the problem wauta ~in a great
converting acres to ' square feet. and cwt$. to
oon~inualion school., they will nover recover u,o
.
I ed W h
to
OUDCes "!ld back again.' Why, if after the war, •
o · II'? Y ,'
-.way they h've
10,' sl. .
'.
m"",w:
. a.-.;. and 'te!'cbyil!~
d emma1 system 0 f WClg
' h'- 18.1
.
Iasl
_
will
he useful
to Iho• youth
m.n in hi.
'" BJI d mea,u","
l<v
Apart from. the pecnlia.r- corcumst.ancea ·
houI'!' For it is only in~ hl&Jeisun'i hours that
l~~i-od~ced into .t~is :~tFY' the whole of that
out of the war, I think one of tll~~mo!t di',Ih.e.rt~n. has much chaDce of realisina him~lf. Durin"
time will 'have neen ~i a.way• . rthe 'need
ing factors in a. te~er's work IS the state of
workipg hours he 1S cODtr~led, a pah
d&cimal syst~Js. grclit..
its introduction
.... hich allows a 1Cb111U' to leave school just
machine" urge,d on bnght lIOn" t imed /by bells, than likely.
knowledge of arithmetiC relj1lire<jJ
period when he wOJild benefit most by
and anLevidence of lDdivld~ty is' o~t of p lace. I for praCtical ·purpoaes by the ordinary
a~ the time when ~~e more fortunate
It i. only when th~ factory haa cast rum QU~
, ~~ll ,,,,,:d there i. no eXCu.e for m.kin) a f.~"h of
just j>eginnmg hjl1 ~&r~er, It has
the ro,t of Ihe'r oy thaI litO intellect ~ move
or1t~ellc ""cept on Ihe' pie, of fo,?",I ' training,
that \\frqm the age of 14 onwardS, la
his .apirit expa;qd. True, hts leisure lS'\ 'cant.y,
tha.t 18, ' tha.t t.he 'Processes Qf mind- used in eo~ving
tlvity is gr... tes~ I the memR+Y is
I .
b bl ~h t ~h t d
.
'11i
.ritmetical problems enable the "liol..,. 10 apply
.
h' h 10
_1.
1 J 5 prQ a e
a
e, ra ~ UDIQns ~ '.see
~Iiose processes ' to all problems of life, Well the
the rea.soDlDg powers, It er
wel.LA, are
It ln~"l1U-ea. ,N,ow for , ~ great manY't' ,O,UT. ladsl
ing strength.
Surely that . should be the
and glI')s, 8S well as fof men and __ o err leisut8l thi!oU; of. forma.l training' does not nt present find
when educatlOnal processes should be' f
h8.l!l in the Pnsl mea.nt boredom. TKe 11;e been, very much support; it is not though,*, possible t o
w~thout interests and without the pow~ to amuse h~ake
a. man a. reasOned taeologia.n by teaching
upon Aim, thoae are the yeo.re wpen
.
h Id be b
hi ,_
im mathematics; it. ~ better to teach him theo·
of pre~ou.
yean
•
ou
rowg
~
themsel_:
An
,
yone
who
haa
..
en
1i14
,
groups
of
I'
h
.
logy, It 'will b~ found generally that ' some ch ild·
· Ih
ye.t tha;I 18 6 very Ime w en WlSe
yOU~f\ . an~ mm who i~ pre·wat time~, g~thered
ha~e decreed that the schola.r ma.- be
at the s~reet comers in their lei1JUl'8 lhoUrs win feq, after no few yean of ~hing_digplay a. b1iing
fro m ~hoOl. ' The . faet that an endeavour i.
. .h
for arithmet.~c, and it .is only reasona.ble tha.t t.hey
to ..capture. him by pe
' nua.ding him after a
agree WIt ..ihjS' statement. Amul8Dlen"b~ tQ be s.hould be. given a. Teal insight linto the study of
mode for thiiln, they ooUld ;>01 .muse Ith~m~vesl
~~:;v~e~~:::'~~J-IJ!:~~:~
,.
....0ric 10 ePen d h IS evem'og I'n " "
",
, I~" . .. Pj>.pulsa;ilr.
, of profess!ona.!
, __ fpOIball mathematics before they leave school ' and thus
rather heightens the folly of the
land 00 the cmema. shows . . aere ... a.muse: pr,gvide them WIth another hl'te:rest in life.
.
Vice·President for
oth.rwise. It is ,od, 100, t o h ove to admit
",~nt wjB brougbl t<\ them, and that of 1a;Jdnd:t'hat ,Having touched upon tbe/abu.. of the Three R 's
"
treat many .choi&ro on leaving .. hool . how
made tho I.. ,t demand upon theIr inidIhgenc.:
I would like once
to direct at t:Fflion
cllnation wnatever to plll'Bue liny branch of
Now, athohgh ,ve ha.ve known qui~ \ well tha another .{actor whl.ch lc!!sens the lntete~ of the
we sboul!i teach' children the a.rt of~~vi!tg, theY'!! scholar III ~IS studIes. It iI. t he size of the Cluses
ing for its own &ake. They\ e.re induced, &8. I
,.id, to attend evening cl ......, but in vory
has alwoys been a 6..<ed idea
subjecte with whIch. teacher. ,have to de.1.
,
Eellef Jl>r
eases they do not marlifest a. desire t o proceed
were bound to be taught, I under ~thel impresslOn
Mr. Flsher _T~~~tJ!, :: is a paraqnal matter. II
t he subJeots' which . they studied in t heir
that they helped a child to e~m I!- 'living ,in after tIlon.htless he kno.,-vs qUite well it. is hard to make
school days .. T h ey do,. indeed, often
\ife These sacred subjec4s, to wh ich aU else had it a per80I\,al ma.tter with a elMS of fifty. · T·he
:/TorniditY..
·Food-Sickness.
p~etic fa.i.th in the value of &
to give W&y, are fomili&r to every~d- as . the ~a.che~ n;lUst t o & great e.rl~nt. l'i3press the indi·
'
.hqrthand, but thot i. nol be"'lUB6 Of & '
tluiijl R's .. By 8Om,e' people they
conceaed
of the <;hila. - H e I-s.rely has an opporNo liver
OI\n'lf.il to
from the UBO of
lea.rnlng, ,bu~ for the reason , tho~ they
M ~he maximum bf ednc~Iion which ' oould - be turuty 10 deal w.th hi. pupil, mdividua.lly. A D,r. C."eU's,lnstont Reli.t. Its . 'claoo is natur.u ..
knowledge of shorthand is a p ..., porl to
allow.ed to
great
ddferont to
. the chil.d.....
' " n of the
...........c'v~ ,
t raJpa.rt
. of his time is spent. is repressing t.heir oNhnu.ry liverasstimu1IV!-p~ and morning I18lts.
cia l sucqess. We.-.Jllust, admit then. tJia.t in
da.nger to the State, and~ by oth§ ~ons ~they .pa u . lnstincts a.n~ curbing their activities. This weaken the liver by 1oit:ing it, till it cannot worle fit
ca&8!J, the training a.n~ instruction of the:
were regarded as a. "gooa . groun'Ciibg."
These nec.esslty led ,.tb the pto1uction of a peculiar kind I. alll,wi'llie,ut the daily (dose. Dr. C'lS8ell'~ In.ta.ut
&fOU8e! no lasting interests in the scholarii'
~,At...t.Or called th..¢l5eh;ee ··. p..ra~tica.I p~ple." , They of ~nstnlcto!', dear the hearts of, inspecton, Edu8~rellgthenl the)i1-er and enables the system
aupl where that interest is ,1a.eJiing we must
were, of c~ii6e, impractical tlieori~t.s::.. "'V nfor. CAttOn Committees a.n~ hend t eachers. 'The
oure ItMlt_ Then mira ia laating
.
that oar efforts lUI te&.chers ha.ve to a. large
l)elther of these two.
llMple is phenomenon I refer to ·was kno'W11 a.s the"
Dr.
R eliel {or constipation,
failed. Then .again, I think, that moat
yet. extmct u ' the dodo,
It would perhaps be teacher."
reigned.
1._ b f
hver,
dizzines5.
Ir oom
t perfect
' 1JJ\enoe
d
8pec~
e oretorpl(l
th~ eyes,
fl,n.ttllenoeb eadaone,
fUltl. wmdy,s
pasms,
' 60 odd In his'
h
after several y!ars' work, eJcr contendmg
profIta.ble to remipd QUI'8~lvefor wba they meant 18
pUp l S no one !tIne' n. hand or foot act(htl.!· he~r~burD,. nn~: 'impure bl~d! I;Lnd that dull,
mffieulli" out of Iheir con(roll have been
by the three R'.. By reading, tlie),' eanl. child
by word 01 eomm\lOd,
No venturesome heavy feeling whIch 18 a ,uro md:u:ation of liver
a.wMe. of their own shortcomings, with tho
to be able t o. read &
aloud from a dull
even dared to take up 'hi s pen. eicept at."'the trb~bles. A.ak: yolu r ch~miBt for DJ;'. Cl\ssell'. Inabnt
drum task beginning t o pall , suddenly
book) of which he was
sid:. ""This
proper executive word. to hand a book to his neiah. ~liefand ta,ko n08ubstl tute. PriCEl618. and 38., fr om
lack of inspiroiion alio,* the whole bu.ine..
tioo produced, 'whal wa.' in
of 0 Bound bour was an intricate procesa, only acquired by 0 Chemists and Storesj Dr. C""sel1's In.tunt Rehel
'"_ h I h
!
bl '
'j
h'
d
h
'1' I.,
isl, thecorupnnion p~ep~ atio, ntoDr. caeSCll'8T,a1tlets •
e Iemen ....... J .liC 00, ow un a.vour& Y It
apostle of this particula.r R, a.
and special muc pam an PUDlS ment
0 listen to a
.
in this -respect with an ancient foundatio n
sort of crimin:tl; t he abandqned
qir] who maT or geogra.phy lesson the pupil had t.o s it.
':==;~""t=~!~""""""=
long ana honoura.ble traditions of Its OWO.
mst.en.d of keepin g t im& with
-who at with hi S arms doubled behind hilI back in a. posi.
I
I '
}!"
.
knows the public eltima.tlOn 10 which a' ....
moment ....w~s
.
by tl on of ~1I1d torture, int'o whi ch no :sane person
RET~ILE S f' AND tHE
Sohool ,,' is beld amQngst educated <jlasaes ;
for i ~he benefit' of ·
class
ev~r willingly plnce himself Thus '
\
&l'pr.",ates the, difficully of imprestring
read OD down th,; poge,
called ably inst.lIed, h. w.s permitted 10
SUGA , SUPPLY. . I
at lorge wi~h re.pe.~ fer "Brick. Lan"
upon 10 ~.d h~ or sh~ acluallr,
the fOlln~ 1 of wisd0'l" Th. rea.lly"" Strong
Bclt.Co ..
_
"
place,
The orthodox Tlire. R
'
m reau.ing I tlie , boy to the .ilonce
'
l
bead ings (1) early
of giviPg
i¢nobilitl" of " block. of wood. Tho ' pM;;"n
by, tho T-0c.• Food
(2) lack of inte'l'68t in teaming arou~ed in
children who 'had
whill~ goes by ·th6Yirune)f. class teaching,.is
~t~ an c ~m~tant .I co~ereI).ce:

;
.
;
,
·
U
'
wo
~~ ·
~

I

rAnI G.

~

I

..

'"II!'

of your

Before fOU'
Christmas
'Ease t~e

II

•

IS

you ' help
.· ~hese Men
tak
I1"rJlvilleSle --' to
,

Rea4~ng"

beep

~ ,'

/

/ ',

"ev1,

"'8

~

- .=.-

£30~ t~ ;£;~Ot~1 ~()~th< ,~.,~ n~eded
contInue the P,to~ I~~~n of ' Ho.~e ~o!ml:or1ts
and our F~nds I II! soon" be
!

ms

I

Com itte::

~har~~ies

,

MRS.' BENYON;

9.

ODGKI
"1'rel)atlV ith~" Readinll. -

a

bl

4'p.

n~mb~

: WIL

tli~

ple~

at

ana

The

-l

mor~'

tha~ ce?~m

tUDatel~

ti~

LI V E

a.

c.lassea~ f

I

DIs~rRtiliuTI~~N OF PRIZES.

I

of prizes and lutcr·
took pla~ in the Hall
on Thurs,day mormng in last
a large at~endanoe of parJnts
pupils, and a. special f~ture
p,,:sellc~ of a copsidernble number. ~f ~l d
have 10rfDed th~lv " , lilto
A,~0(,i41,iol'" ~rmcipal ChIlds prl,81did
distrIbuted by lit,., Q. ,W~
Inspector uI\der the London
Among .others p~sent we;e:
Admiral Bearcrof~, Gen-etal
110Ierildg,e, D,S.O, ' Capt. Collins,
Rev. Percy Nott,. Dr.

~~~e~i:~c~m.~~d:~,
the . Town: Clerk
(
and a. number of ladiea.
MIS. Kimmins.
cont.retemps· in oonnectlOll
a.nd. other things cnusl!d by
m Lo~don the pr e~ IO ua
"Ollse,qu'ml
a,~tely1Dsomef.hat
arri~ng, '!'i.d.
the
&llered.
mlroHuced by: ,h.

R0 U BL,E

.~jferor
ben~fit
N,a~ure, 6~re ~oi6ncei I~ is~nltog~thcr

t.o

•

~

"Educ~\ion,

we~
V1d~"hty,
demo'~
.·' ~'Ihou~

HOUSE SCHOOL.,

I'

C8.8!~ll·a .I JstJl.Jl~

~nok

puc.

,~

~

c~lmly

tJnd~r ~b~ ~liree

dream~

Go~ven~~1
i
hf,4 ~~~4Q.l~~ing:'F wIt .J;IalV.n f;~~:~~:::~'11~!~~~~;:~;J~~':c!
ItLSt week to cen~ldeI: the alt.eration

(~)

d uring ecbool life,
1&011: of 'inspimtion
art and letting
b e.'meChanicai "",a ,lrepNi.sive 80 Jong ea
elementary school, I think 06D be grouped
Iieve th.ere was
cI3S&2S e:.t:.iJt.. Can we wonder t.hat the interest.
of the teachen' difficul~i.. al the pre,enl
gOTe way If
the subject.,t aught jo,-.mall; when the m.lrucliol\ the G<ivernment m
' the sugar distnbutlOn
By an enminati"" 01 Ihem II may 'be
hardly
,
tlIke.,placo under art ifi$ 1 conditions? Th~ i cl.. , ocheme, it hamg " n 'found neceseary" lliAt in·
.
di ' 'd l '
indicate some lines of reform in the
U ground 'Work"
t eacher of to day does ,his best t.o make relations .VI us. d qclaratlOns 8~~lJ.ld be macle and indi·
the third heading-the la.ok. of
in...,the subject '
b.etw'oon himself nnd his, class as humliln &8 pos~ v~dnal
i8su~d. One of the effects of the
yea.rs. And from
slble) often to , the danger of his reput.ation a.a a a.ltera.t.ions is~ to imp se '. importapt dutles 6n the
schools-is the one which bnnga.
.chool into genera.l contempt~ perhaps
is not one. child in -fifty
dJ50ipiinanan When the class t.ea.cbDr is a.'tilc
ttocers an otk.er retailers oC sugar, and the
as well to deal with tha.t ftnt. Now', a.t
ren.d aloud, either to 'ea.rn &
reason of the smal161' nUll).ber.H under his cha.:,go', that
layorwhlle
(MI].l the
F . '· }~ood
A. ~rleant),
pi'eslded,1 sym.
said
'Control 'who
committe&
wv..
"'15ed" 'h t h e 'trn esmen III' h avmg
w is hea.vy
__ ' , I t hink both teachers and &ehOla.rB
AAlf. What i9
t o develop And' direct a. child's a.ctivites inste·a.u.1 pat hO
.
."
very 'real ca.use of complaint.
qUlre~d 8. iast.Q for
°cf repr~sing them, we shnll find children" learning additional work' l)laced upon , them.. a.t the most
authoritik. for Ihe Io\al lack of
Buri> in ii, ""d,80 have
more Illtelligently and taking a deoper interes~ in busy oe...on ,of Ihe yenr, be haa no doubl Ibat as
ha.ve gen~l'a.lly displa.yed 10
bt-'l'ecreation 1l.nd
th&' subjects taught.
The scholars will a)80 be loyal pntrl?t 8 ~ey :wonld do their best
.
• cl!ools. Why cannot. thoy he DOmed
The ..oond
more solf·reliant
"and orIgmol
when they 're- on· the
workmg
the new Order,the
: '.
•
.
cher,smooth]
t.he executivl:)
ed
iog." B ie aim here
COurtLg
to net. on theIr own imtmtive instead of in detail, ~Dd
or local heroe. and..,heroines? Wllen
department really want! to mamtaIn
white correctly a , pUSage
alwa.ys waitlDg ~ for tho word- of command. If we d ifficulty tha..t wcro I
inspIration I~ act. very dIfferenlly. See
t4is' is an, .ccompI4lbmenl ·
n?-d, to ,Ihis , that_the .ubjects taugb.t are euch ~a. ~hank. wail accorded I
I. beoto~ in ll..,ng the ,obips of
in ~f~ei We,,' It ' is 11'116 '~he folIo""
'
to be of inteT'.BI. later on, and if Ihey positiou o( Mr: Btl""!.er.
Ide;18
toyed wllh
wilh in a proper manner .... oball cellle t ailers rem
Navy, and in retaining the niok nam..
o( our Army. Our
position , but he
it W
M- a<
to tum out scholarsJ
,m&jorlty of WlIOnO'l'_O.'_o..m,.m
••ittee,
been without tradition; they are
composition which most pleased
~ose a.l togcthel' iheir interest in. th4lg. a!'tistie a.nd
sh:~rry
modem; their rtc:oro of achievement. a
written~ with /p~iuful COl'J'C tl}ess
mteUect,uaJ. "4mon get -Other 8ubject! tha. ha.ve provisions (Lnd~
IUDall, and I fear in
c.... !>as
voi~ of id~1ii, The bright boy
suffered badly .from
wooden conception oi ~ke food problem.
been made the mo.t of. . Bul ' tho
lluonUy and , ~co~e1il o~I paragraphs·
Three R'.; perh.pslthe st,!dy of English literature'
' .,' "
f -~~~~""'~F"""""""'
"
"ltered J we ~r6 no longer without
satisfy hun and re,wTot? t1;teDlJ aD.d
a.nd of histciTy' havEfr f~ied worst. And 8\1rely
IclioolB a n proudl y cla.im great
pily putting his. ideM down
the 'point of view, of~tivating ,mind and t~J
their old , . Qbolaftl, On the ....
of thi_
wIth -40rrolf-.and anger ... ·b~iy~~:l,~ti~1~1;~.'
as well as of fitting"', child f~ .good 9itIzen~ip,
'hangs a. list-:-s.dly bl ..ken. d Ilow-ilf the
liorol to curb 'hi. '"
both these ··.ubje'm ' are invaJuabl~. FiIrlher..t by
of master~ 'and old boys wbo ... on- ocl,iv,,' ~.rvic.'K, ••in.-frem ,any point 'of VM'W: , r.>'A
th~ aid ' Of, frees libr..ri~s Ihey, can be ~ursued in
.fOfI ~heit..ootintry . . 'rhe t.le that '
was calculateil lo' kill aDY '~~~;~': ;;;·~~,:;~tt. :ll&te'.liIe with 0 mtnimum of expense. Another
_me tale tha.t can be reM in each
~.
,
.
subject,' hit.hert.o neglected, which ma.i form
'-" . thG elementa.ry schools of to-day.
n ever, failing source of interest, is' th~ study
lo~ger .,,-ithout trad~tion. Schola.n in
arc~t~ufe· . ~t - &.M.•. of the lJreat.elt of
, Will
their .chool d~y. in'
crealive,
and olten Ipleqdid'
.
the, memory of the
reach,
,. "d..<!i'
nmr

carl
WIt

~ents

BCh~ols

sometim~

~felt. ~

;"e.!ilt~.~:'i;;'

~the ~a.rg8

.0"""

0

U.

on

a*,

improye,

Form