The following text may have been generated by Optical Character Recognition, with varying degrees of accuracy. Reader beware!

‘ tby a multitud ,f' ists f:n & ts have ?‘, mn be bt . learnin ‘have broaden " 1 to in:) ; a a mzf:'xicen elubs ‘Of the small drawing book with its Senior Public School Operates On Rotary System Of Teaching â€"‘‘The stress in the modern Art €lass is on original work. In other Words the child must think for him« elf and express that idea to the best of his artistic ability. ‘The gopying of pictures or the tracing pf patterns is of no value to the <hild, In the first place, he is, in a #ense, stealing someone else‘s work mnd secondly, and from an Art rm of view, more important, he applying an adult pattern to ehild art. Child art is distinctive, golour, in subject matter and in znd cannot be imitated by an adult drawing at an adult level. Fhe old idea that had a class trace #% pattern and follow carefully ‘a "*The new Senior Public School in Weston represents concrete eviâ€" lence that the Board of Eduâ€" ‘éation and the citizens of this town y ical asâ€" well as intellectual ‘pursuits. Educationists have reaâ€" that a school is more than a é â€"book and a teacher surrounded tby a multitude of students. Educaâ€" R ists have also realized that ts have far more capabilities can be brought out by convenâ€" learning. _ Therefore, they iave broadened the scope of the thool to include such things as dramafics, athletics, cadets, social $ ties, literary publications and elubs to encourage the to ~foster his natural at ts and inclinations, No person «&n go through life in a groove and ‘be happy. He must have a major uit, his vocation, and he must c::, for the sake of balance and ‘refreshment, a hobby or minor eecupation to permit him to relax from the physical or mental tension Arts & Crafts Course Encourages Originality In Students Work flowers, vases and trees is fast eoming to a close. No longer is it mecessary for the small child to soive the mysteries of the colour sheets of meticulous sketches jehool depicts the serious thought hat has been given to the problem providing more adequately for training and development of he young adolescent, '";ldor plublic schools are comâ€" new in Ontario. The first of this type were organized the city of Hamilton, After conâ€" study of the Junior High 3 in the United States, the ifficials of the Board of Education Hamilton recommended the esâ€" &bmt of a modified plan in he form of the Senior Public ‘Comes the Revolution, This timeâ€" orn phrase may well be applied to e course in Art and Crafts as it ; in .the. presentâ€"day elementary hool. In the preâ€"Revolution days i@ important thing in the Art This training is an extraâ€"curriâ€" ilar activity and those electing, ) a voluntary basis, to take it are gnifing their intention of choosâ€" this as: their contribution to ‘n‘d tife which is composed of ucational system, At present 'flm is building a large senior sehool! in the WeTblo area. ie senior public school plan has read to other Ontario cities such ; _ St, Catherines, Woodstock, melph, and now to the town of eston. Schools of a very similar )e have been operating in the of Ottawa and the provinces of Columbis and Alberta, in the variguard of educationgl s was the Child‘s ability to v. The teacher‘s sole aim was to lop a race of artists, The day adet Training Offers omplete Syllabus in echnical Education idet activity in our Secondary ols has followed the popular & and has adopted a "New k." It has become a yearâ€"round rity offering a complete syllaâ€" of training for those students are interested in the technical ation which the militia now I to accomtnodate Grades and eight. These schools have much favour in that city‘s s on a fourâ€"day cycle. In this , while the others will be ary system studying special yeom classes will take By A. G. GILLESPIE By A. S. HILL ~â€"SCHOOL BUILDS THE NA pattern designed by an adult proâ€" duced a great show for the parents, but the product lacked variety and the child learned nothing. The ultimate in original worl; can be achieved through finge painting spatter work and fanciful pattern work. With these media the child can momentarily discard the shackles of convention and loose his talents to produce & piece of work that is efitirely g: own,; Closely allied to emphasis placed on originality is the use of Art as a means of teaching the other subjects on the school curâ€" riculum, Since a great percentage of our learning is gained from what we see the child can learn Literature the children pool their story and set out to illnstrate in the Art‘ class the visual pictures they have obtained from the readâ€" ing. In order that the characters and setting be authentic they are easily stArred to do research on the ‘lubject. Thus they increase the scope of their knowledge on that particular subject. In the same way, Arithmetic, Composition, Religious Instruction, Socialâ€"Studies, Science, These five subjects Constitute the Basic Myllabus which every cadet must take to earn his first chevron. However, they have been carefully chosen for these subjects are all covered in the*Citizenship, Health and Physical Education Courses with the exception of Musketry Practice on the Rifle the place, the opportunity, and the assistarce necessary to allow him to take part in activities of a lighter nature. . : For this reason the «cope of the Cadet Corps was broadened to perâ€" mit those students who did not find the â€"other â€" extraâ€"curricularâ€" activi« ties offered by the school suitable to their abilities and interests, a chance to take part in the social life which exists outside of the class room. h ‘The course of training which the Corps now offers contain the folâ€" lowing subjects: 1. Fundamentals â€"A Social Study of service cusâ€" toms and traditions. 2. Physical Education. 38. Platoon Drill. 4. Rifle Training. Organized Sports. which his work demands of him. The student is subject to this ‘same natural cycle. He must conâ€" centrate for hours each day upon an exacting course of study. When those hours are over, he craves relaxation. ‘The school provides Speech Training, Home Economics, Manual Training, Remedial Readâ€" ing, Library, Health and Physical Senior Public Schools have reâ€" ported definite benefits from their programme of education, some of Secondary School programme when he has previously attended a Senâ€" forg Public School. older group of elementary school children which are impractical when the younger children are members of the same student body. More opportunities can be given for the development of special interâ€" ests of the pupil through the teachâ€" ing of a greater number of special subjects. (1) The child is oriented to the rotary system of teaching much more gradually in the Senior Pubâ€" lic School than he is in the Secondâ€" ary School. Thus, when the pupil attends Secondary School, he is accustomed to the complete rotary system which he meets there. It has been found that the fl'p;u‘dqil adapts himself much more ly to the (2) The children are in a much more homogeneous social grouping. Activities can be provided for this (38) The programme of the Senior Public School calls for a longer day, This extra time gives school an opportunity to proâ€" vide the wider rang® of activities without affecting the time spent on ‘the tool subjects. 4) Through the wider of Av)nln. it'h f:Ie that a fi\n devblopment of the child, intellectuâ€" ally, emotionally, p _ In conclusion, 1 would like to say that the Senior Public School is designed to provide an educational programmae suited to the needs of young adolescents with their dawnâ€" wit sense of adulthood and their â€"Continued on page 7 â€"â€"Continued on page 7 provide an casy is only eleven rooms competing against many others, it was an honour to be so successful. It is inâ€" tergsting to note the variety of subject matter displayed. The oldâ€" fashioned idea of tracing patterns, or copying from a set group, has been discarded for free cutting, modelling, drawing, and individual expression. This is begun with great success in the kindergarten. This year‘s "Little Black Sambo" was an amazing example of freeâ€" cutting done by very small childâ€" ren. The Tigers and Sambo seemed to be alive. The primary departâ€" ment‘s Fabric Illustrations and pastel drawings of ‘"The Spry Mouse" and "Bunnyville" made the characters live and breathe. Grade two Science was vividly expressed in a. free cutâ€"out on the "Maple Sugar Bush." Grade five made an excellent smallâ€"sqale model of African village life, expressing by craft work their Social Studies. Grade six sent a collage, an assemâ€" bling of sewing craft. The senior grades expressed their application of Social Studies, such as "Transâ€" portation in Canada," in beautifulâ€" ly coloured mural form. This represents a cross section of the year‘s work which comprised beauty and craftsmanship yet gave the children joy in individual and creative expression. The question "Why" is alwgys uppermost in the child‘s mind, as you who have children well know. Science, in the combined course of agriculture and science in the new Senior Public School, is, inâ€" Senior School Science Course Interests Child tended to stimulate this natural curiosity as to why things happen as they do. Agriculture, on the other hand, with its associated activities,.is the basis for much of the work in science. King St. School is justly proud of its art display which was sent to the Toronto National Exhibh.&:n. Six prizes, amounting to forty dolâ€" lars, were received. As the school King Street Art Students Win $40 In Prizes The activities of this course are many and varied and the children will be encouraged to undertake projects at home in addition to those engaged in at school. Such activities are planned to include plant, rock and insect collections, rearing of insects, growing plants from seeds and cuttings, setting up an aquarium, planting and caring for school and home garden plots, the, planting of three hunâ€" dred bulbs of various varieties for blooming at Easter, starting early flowers and vegetables in a hotbed of the students‘ own construction and tending a colony of bees. In addition it is hoped that from time to time and providing that transportation is available we will be able to conduct field trips for the purpose of examining rocks, land formations, plants, animals and insects in their natural habitats and to visit a model farm, an apiary and a plant such as Swift‘s. road to learning. Parents should realize that all true learning is the result of sincere effort on the part of the student, The scientific side of the course is intended to give the child an insight into various fields of scienceâ€"botany, zoology, physics, chemistry, astronomy, geology and hygieneâ€"science in the fields, in the home, in the garage, in the sky, in the rocks, of the weather and in our bodies. (A. By helping the children \to answer their own problems régardâ€" ing the natural phenome 8 rounding them we will ly establish the principle th "any event in nature is preceded by other events which are its causes and followed by still others which are its effects." In learning to raise and care for plants and animals and to patiently await the results the children enter into a direct partnership with nature and recognize the connecâ€" tion between causes and effects. For example, it is planned to have approximately two hundred plants growing at all times in the science and agriculture room, some of which are to be started from cutâ€" tings, others from seed, and still others from bulbs by the pupils themselves. In this way they not only see what happens but at the same time learn why such things take place. In addition they develop a pride in accomplishment and possession for at various times throughout the year they will be able to take home the plants that they themselves have raised and It eannot be stressed too often that this course is the pupils‘ work with the teacher supplying only the guiding hand and trying to direct their thoughts into the #ight channels with a hope that they will beeome better citizens. Such activitids it ig hoped will not only create an interest in the mysteries of nature but will deâ€" velop a pride in their school, their home and their community. By M. J. HAMPTON Under careful supervision and guidance of public minded citizens the Weston educational system has always been foremost in securing the latest equipment, the best type of schools and securing the very finest of staffs. As a result of the leadership given, the citizens of Weston and the whole surrounding community have enjoyed the opporâ€" tunity of securing education at a minimum cost that has received the commendation from educationalists all over the province. Weston has been most fortunate in the generosity of its citizens and has indeed been fortunate in the selection of principals and staffs, who have given their best for the pupils and students attending the primary and secondary schools. Brilliant students have been produced who have made their mark in every quarter of the globe. This education week we take the opportunity of expressing on beâ€" half of the citizens sintere thanks and appreciation for the work that has been accomplished by those who laid the foundation for our eduâ€" cational facilities and those who are now conducting the same. Hereâ€" with is a list of those who have carried on the leadership successfully: Principals of Public School Captain John Piritte ................. 1833â€"1842 Major John Paul ......_....._._._.__ 1842â€"1850 Mr. AndersOn .................._.__ 1850â€" ? s Mr. R. H. Leighton ........._.__ 1887â€"1894 Mr. F. G. Brethour ................ 1894â€" ? Robert Cowling, 1 or 2 years Mr. W. W. HHLS ..sâ€"â€"mmmommmmmmue *# =1001 Mr. A. K. MacKenzie ............... 1902â€"1903 Miss K. Pearson ..................... 1902â€"1903 (teacher) Mr. J. H. Alexander ... 1903â€"1947 Miss Edith Lee (teacher for 40 years) Education week gives the opportunity of reminiscing, It calls the progress that has been made it the town of Weston along educational matters. ‘The first school master dates back to 1833, when Captain John Piritte had classes in his own home, opposite Rectory road. Attendance increased and in 1842 the school was moved directly across the rogd. This was the first school building set aside exclusively for teaching. Major John Paul became the first master and taught until 1850. Mr. Anderson succeeded him and remained principal for some years. Mr. Anderson did much to build up the school. 1869 a modern brick school was built on the site. Mr. R. H. Leighton was in charge from 1887â€"1894 when he resigned to became assistant principal of high school. 1892 a new public school was opened on King street. 1910 four rooms were added and addition was opened in 1912. Board of Education formed in 1916. In 1919 Memorial School built. School staffs grew from two to 20 in forty years. In 1858 the grammar school was opened on the south side of King street, which gave the higher education. In 1874 this building was burned to the ground and a new school was erected in 1875. This school, which will be remembered by many of the older citizens, carried on until 1913, when the first section of the new high school on William street was built and opened in 1914. Since that period additions have been made to accommodate the increased attendance. In 1923 Weston again took the lead in pioneering the Vocational section of the Weston Collegiate. Kindergarten Plays Important Role In Children‘s Education The birth of the kindergarten in Ontario in 1882 has ever since deâ€" monstrated continuously the beneâ€" fits of a childâ€"centred programme. In 1905 there were 129 classes in the Province, now there are apâ€" proximately 500 classes. Most imâ€" portant the philosophy of the kinâ€" dergarten becomes largely the philosophy of the Elementary The kindergarten admits many small personalities, each different from his neighbour, Some are only children, perhaps unaccustomed to being with other girls and boys, perhaps precocious because of being too much with grownâ€"ups; some may be the eldest of a small family, or the youngest of a large family. Some may have been trained to be selfâ€"reliant others may have been allowed to be entirely dependent upon adults. The range of their abilities is as great and varied as their character qualities or their weights. The kindergarten teacher, with infinite patience, brings order out of the chaos of the first week or so. Misd K. Campbell ... Principals of High School Grammar School Rev. John Bullock ... James Hodgson ... John Somerville ....... J. Raveill .«..â€"â€"â€"~. Mr. George Wallace The first school year resembles outâ€"ofâ€"school life by being sponâ€" taneous, active, manipulative, exâ€" ploratory, and social. Education Week never fails to remind me of the pattern that is being woven in the learning fabâ€" ric of the world. Varied as they may be in the four corners of the earth, there are similar threads of purpose leading to the enlightment of humanity. _ _ taking when we fecognize our failures in this ?" give thanks for our success and make our plans for Better years to come. The privilege of being a demoâ€" cratic nation carries with it the responsibility of m the worth of our way of 1i Unscathed by the ravages of war, out young people for the most part, healthy and vigorous, and with a progresâ€" sive system of od;s:{iom. our naâ€" tion may well set to shoulder many of the problems besetting the Learning to get along with people can be acquired with less pain in the kindergarten than in any other place. When children are free to consult each other, to assist each other, to work out I like to feel that Canada‘s part in this mosaic is a bright and honour&ble one; and in Education Week, we have a period of stockâ€" Education along academic lines, High School Weston Education Develops Mr. A. Pierson . E. H. G. Worden PATTERN OF EDUCATION By NORMA E. HOOEY things in a group, to play a variety of quiet games, under the superâ€" vision of a teacher who commends desirable social behaviour or recomâ€" mends a better way of acting in such environments, they learn to live happily with others. © Children can be trained to assume many responsibilities that the adults shoulder for them beâ€" cause they cannot take time to wait. The contribution of the kinderâ€" garten to reading readiness can be great, When the child learns to distinguish shapes of things he is preparing himself for reading; when he is taught the careful proâ€" nunciation of words and enunciaâ€" tion of sounds, he is laying a foundation for future reading; when he is looking at pictures and learning: to_read them, he is helpâ€" ing himseff along the path of reading. Every time‘ he tells a story, learns a thyme or song, or takes part in a dramatization, he is growing in language power without which no child can make progress in reading. important as it is, is not all. There is an intrinsic spirit of courtesy, fair play and consideration for the rights of others that must some:â€", how become a part of every girl or boy. I know how earnestly my associates keep this goal before them. I know how they welcome the parents who are ready to back them in this training of their children, and in the ‘extras‘ that mark the difference between sucâ€" cess and failure in the child‘s acaâ€" demic learning. I know how fully they devote their lives to the work of nationâ€"building. _ ieb Progress in reading is impossible without the develqpment of a rich background of experience, and a resulting growth in language power. This is also true of arithâ€" metic, consequently the kinderâ€" garten teacher is quick to take advantage of every mathematical situation as it arises, and to proâ€" To build selfâ€"confidence, and the desire for learning, to open the way to a broader life not only for our own people, but for the people of other lands, this is our desire. To become a people worthy of the administration and trust of the worldâ€"this is our goal, and it is our earnest hope that Education Week will prove a time of reâ€" dedication on the part of all to 1914â€"1936 1936 1833â€"1842 1842â€"1850 1850â€" ? 1887â€"1894 1894â€" ? ?858â€"1865 1865â€"1871 1871â€"1873 1874â€"school burned 1875â€"1886 1947â€" â€"Continued on page 11 a.m. to 11.00 a.m. In the routines, washing, dressâ€" ing, toilette, etc., the children are expected to conform. "It is time to wash now, Tommy," is met with pleasant and quick coâ€"operation. Tommy knows that waiting too long will keep him from his play, so he makes his own choice and goes at onte. Besides, washing is something he can do himself; it makes him feel independent and pleased. He has his own towel, wash cloth and comb and his own place to keep them. Even if he is only three heâ€"knows how to go about {t, and in a matter of minutes the job is done, and everything in its place with no single word of direction (provided Tommyis conâ€" centration holds) from the mother in charge, who cbmes in as a voluntary helper. The Nursery School really has something here. For their period of free play, outside the children do as they please except for danger regtricâ€" tions, and one or two social rules. They enjoy their wagons, tricycles, doll carriages, swings, slide, teeterâ€" totter, jungle gym and so on. And how active they areâ€"no one standâ€" ing about, no one idle. And they are learning, too. Some children even have to Tearn to play and all children have to learn to play together. * The inside play rooms are equipped with small tables and chairs and a good assortment of educative toys. Blocks predominâ€" ate. The doll‘s centre especially with two little boys working away at washing and ironing while their children sleep, is a drama no visitor can see and, while smiling, fail to be seriqusly impressed with. One of the most delightful visits meumauuhdn,mmn Week is to Weston‘s Nursery School which will be . open to parents and friends on Friday of this week during the hours of 9.00 supervisor, will explain that the children‘s morning is divided into t‘l': partsâ€"the routines and free play. We know more about children now, and zc believe the years from two five are very imâ€" portant for social development. So in the playground Tommy learns not only to be active and maniâ€" pulate his toys, but he learns to take turns, to wait for what he wants till another is finished, to be coâ€"operative, perhaps to be a leader or a good follower and, of course, to put things away. One aim of this indoor period is to help the child to learn to play alone, so he chooses his toy, a place at the table and concentrates quietly. We know at this age his concentration period is short so he may change his toy when he wishes, always replacing his presâ€" ent choice first. The variety of toys aims to develop and to broaden interests. He may paint, paste, build, draw, ete. No boredom here. Merry Court Gives Kiddies Fine Training The "circle" with its songs and stories, coming near the end 0f the morning, is a charming demonstraâ€" tion of the quiet serene happy spirit of the school. Following comes the rest period with each of the thirty odd children stretched out on his rug for a rest before dressing to go home for lunch. _ Merry Court is run and financed by the Weston Nursery School Asâ€" sociation, a group of young parents under the presidency of Mrs, Bryce Moffat. In equipment and staff it conforms to government regulaâ€" tions, the inspector declaring satisâ€" faction and delight at the entire setâ€"up. â€" The aim of music teaching in our Senior Public School is twoâ€" fold. We wish to continue cultivaâ€" tion in the students, of ‘a taste for better music and to prove to them by providing the opportunity, that they can, with enjoyment, take an active part in the production of worthâ€"while singing. â€" While there is at present a waiting list, the supervisor of Merry Court welcomes inquiries and visits may be made any time by appointment. _ In cultivating ‘a taste, the teacher does not depend solely on actual singing of the suitable music at his or her disposal; it is only natural that an appreciation of music should be in part, the reâ€" sult of listening. This type of lesâ€" son can, of course, be very well used to acquaint children with works of the great masters. They should however, be made aware of the skill with which some semiâ€" classical and even "popular" music is written and arranged. A willingâ€" ness and desire to hear music of various types is preferable to a craze for only "popular" or classiâ€" cal composition, . Choral Work Is Stressed In Music Classes In acquiring a proficiency we stress part singing, though good unison work is also desirable. The successful efforts of teachers of junior and intermediate grades â€"Continued on page 8 when he started. You no doubt realize that the above theme has been adopted as the slogan for Education Week this year. We do not doubt that to a very large extent it is true. But it can be a dangerous truth, it was true of Germany prior to World War II, when German youth gooseâ€" stepped across Europe, There is on doubt that it is also true in the Russian schools of toâ€"day and also in other totaliarian states. Recogâ€" hising this truth, we are confronted with the fact that in a truly demoâ€" cratic state the public must be interested in education and they must to a large degree control and direct it. The utmost vigilance must be exercised regarding the curriculum and the ideology underâ€" lying it, the training of teachers, Parents And Citizens Must Assure Schools Are Properly Governed When "Junior‘ arrives he has the right to ask the same two questions. There he lies in his crib â€"‘"so these are my parents. Have you any training for the job of parenthood, any experience?" Don‘t be too discouraged, you have something. First you have advice from neighbours, friends and relativesâ€"plenty of it. And second you have the experience of your own homé lifeâ€"yours and your partners. From all this you sift out what seems best and with either the coâ€"operation or anâ€" tagonism of your mate who maybe "didn‘t do it this way at our house," you try it out on Junior. A fgreat deal more is known abou@children today than when we were "small. Many studies and observations have been made. Men seek to find why children act as they doâ€"in a friedly way, or with shyness; openly or with an attitude of withdrawal and so on. And these students have some valuable inâ€" formation for us. Let us drop in at one of the child study lectures set up as a Night School class in Weston Collegiate. On Monday evening you will find & group of parents of preâ€"school age children, and on Wednesday the class is about the schoolâ€"age child. Mrs. Frances Johnston from the University of Toronto staff is lecturer. "The School Builds the Nation" An employer asks two questions of those who seek a jobâ€"Have you any training? Have you any experience ? Child Study Night Classes Help Parents "lron Out‘" Problems In recent years the importance of the printed page has been chalâ€" lenged by other .means of comâ€" munication. For a while it was thought, by some, that reading was being displaced by the growâ€" ing popularity of moving pictures, radio and other competing interâ€" ests, but the continuing demand for reading material of all sorts shows that reading has unique values and functions. More printed matter is read today than in any other period of history. "Children are always learning," says Mrs. Johnston. "They learn to do well or ill. Your job as parâ€" Reading is unique among school activities in being both a subject of instruction and a tool for the mastery of other phases of the curriculum. Formerly one of the major goals in elementary educaâ€" tion was "learning to read"; now the emphasis is placed upon "read« ing to ]eu"." In the upper grades many pupils fail to continue to develop in reading skills, in schools which do not continue teaching reading skills as such and rely entirely upof incidental learning for the further development of reading. The total amount of readâ€" ing done in schools is much greater than it used to be, as many of the mfi schools have libraries where ehass spends one or Amore periods a week. The importance of reading beâ€" comes obvious if one considers what happens to those who fail to learn to read well. As he gets older, the poor reader is increasâ€" ingly handicapped by his difficulty. He is almost sure to repeat grades and if he gets into High School he is practically certain to leave withâ€" out graduating. Poor reading is recognized as the most important single‘ cause of retardation in the elementary school. â€" It is only natural that proâ€" ficiency in reading should be found to be closely related to school success. The fast, accurate reader possesses a valuable tool that lays open to him the vast storehouse of knowll.'dgok:hnt lies between the covers of books. The poor reader either reads so slowly that he has not time to read much or reads so inaccurately that he is little better off when he has finished than Proficiency In Reading Closely Related To Success In School He must depend By ISABEL McMULLEN As Lord â€" B ham the t British cduati:m-t said, "E,::- tion makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave." It is your duty as a citizen, reâ€" gardless of whether you are a parent or not, to see that only the best and highest ideals govern and permeate‘ our educational system from primary school to university. We are indeed fortunate that in the Province of Ontario we have reâ€" ligious training in our schools. We are also fortunate that in the Town of Weston, due to our local Board of Education in coâ€"operation with the ministerial association; they saw fit to inaugurate a number of years ago a definite system of and last but not least the choice and type of teachers. _ ents is to guide them, For this you need not only love, but also knowledge. You need to know first the peculiarities of your own child so that you may help him. For example, we know now that some children letrn quickly and some slowly, according to the way they are made. A slow child cannot learn faster and urging him may do much harm. He can, however, at his own speed, reach whatever heights he is capable of." "Second, you need to know the general principles of the developâ€" ment of all children. Physical age, mental age, social age can all be reckoned. Many children need help to develop evenly." . «~â€"._. The job of parenthood becomes more interesting with added knowâ€" ledge and the parents happ‘>r who realize that their‘s is not the only young reprobate in town. Disâ€" cussion by the group sometimes becomes intense and the members depart with plenty to think about or put into practise. sâ€"â€"â€" In the school age group re are many problems to watch.\Is "Junior" developing good wotk habits? _ How is he handling money? Is he taking responsibility that he should for his age? After Christmas, a series of lecâ€" tures on "The Adolescent" will be given. . The Library Board has helped these groups by providing upâ€"toâ€"date books on child study, a list of which was published last week by the librarian. s So "Junior" can have trained parents in Weston who know how to keep their eye on the end resultâ€"or child. There is no one cause of reading disability. There are many differâ€" ent factors that may serve to handicap a child in learning to read. Failure to learn to read well, in these cases, is the result of failure to recognize the difficulties and _ to provide â€" instructional methods and materials which enâ€" able the child to surmount them. Various circumstances may result in lack of real desire to learn to read. â€" Hearing, ‘speech, vision, motor control or other aspects, of organic development may produce a mild or very serious handicap. The child who has had little experiâ€" ence in conversation, whose backâ€" ground of information is meagre, or who has not learned to coâ€" operate with other pupils or mainâ€" tain his attention on what :r adult may be saying has failed learn an important skill directly involved in reading. Other factors such as absence from school and poor physical health may produce mild or even serious interferences with the child‘s efforts to learn to read. to a large extent on what he can learn by listening. In consequence he tends to fall behind in subjects that require reading. The causes of reading disability aré many, the remedy lies in individual instruction. _ Remedial instruction implies that it is a proâ€" cess of teaching for the pyrposé of remedying some difficulty. It is the form of teaching undertaken to improve abilities in which diagnosis has revealed deficiency. It is thus intended to correct demonstrated weaknesses, to re« move inapproriate habits or to substitute a good technique for a poor one, seatk Not all â€"school subjects are related to reading. Music, drawing, physical training and handwork such as sewing and weaving all shew little tendency to be influâ€" enced by reading ability. Arithâ€" metic (problem solving), spelling, composition, literature and all the content subjects that require the use of books are related to reading ability. Wide and extensive readâ€" ing broadens the" child‘s range of knowledge and enriches his vocabulary. As â€"Continued on page 13