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, J Professional Engineers‘ Wives Plan Fifth Annual Dance Nov. 29 The Professional Engineers Wives‘ Association held its anâ€" nual Talent Auction, Tuesday, November 19, at the LO.D.R. House, 182 Lowther Avenue, at During the course of the eveâ€" ning articles, which have been submitted by the members and which ilustrated their particuâ€" lar talents, were auctioned to the highest bidder. As well as being a lot of fun, the auction provided members an opportunâ€" ity to raise additional funds for their Bursary Fund. Mrs. L. W. Alexander auctioneered for her sixth year in a row. On November 29, the associaâ€" tion will hold its fifth Annual A very interesting evening was Congress. spent last Sunday by the mom-l Local Council bers of St. Elizabeth‘s A.Y. wh01 The next Local Council meetâ€" had Dr. Stanley Lang as their/ing will be held on Dec. 11 at guest speaker. Dr. Lang spent‘St. Margaret‘s Church. It will some time as a mission doctor in{uke the form of a Candlelight India and his story and slides and White Gift Service. This is were most interesting. The something a little different from amount of illness and poverty in our regular meetings but the the smaller areas he visited made|council is counting on everyone‘s the Young People present realâ€" support ize how fortunate they are. Dr. Maureen Hunt Lang is now studying theology nornermnce mss in Toronto and this, with his + doctor‘s degree, makes him a very qualified and worthwhile* oug omalne speaker. a usls The A Yers of St. Elizabeth‘s are also hard at work preparing for their "Novelty Shoppe" booth at the Chureh‘s annual Bazaar. The money raised will be used towards helping Father Montâ€" jane, a young South African priest, who recently attended the THE ADVERTISER â€" Slides On India Highlight St. Elizabeth‘s AYPA Meet CALL THE LET‘S GET THINGS MOVING BETTER! MARNELL HEINTZMAN & CO. LTD. n |""* * Phone... 2380255 | \wo reyram mt soo. e APPLEWOOD ACRES || / swoprins centre | BERMAR ENTERPRISES 7 STAFFORDSHIRE PLACE TORONTO 14, ONT. CASTER PEOPLE Free Dornell Manual When your Christmas gift is a new Heintzman, there‘s future joy for both young and old in your home. It‘s a gift that makes you feel that you have found the finer things of life. For an exhilarating evening let friends and family gather round, and for the children,learning to play is an inspiration and a frameâ€"work for cultural upâ€"bringing. Drop in and let us show what it means to have a Heintzman pianoâ€"with its enduring quality of tone, the responsive â€"â€"auseemenr i z> magic of its touch ISEK%’% â€"the beauty of its l mt eP lines. There is no t MessRA finer instrument. iee/a the mag[c moment éu'q/zlf a .. 1(0: a/wmp 279 â€" 5431 Dance at the Skyline Hotel from 9 p.m. till 1 a.m. Dance convener is Mrs, A. B. Chapman w h o, along with Mrs. L. W. Alexanâ€" der, is planning an entertaining evening which will include velty dances set in a Christmas atmosphere. Music will be supâ€" plied by Sid Winston and his orchestra and, as at previous dances, 3 midnight buffet to tempt all palates will be served. Dress is optional. Several cocktail parties are being planned prior ‘to the dance, but there are very few tickets available which may be obtained from either Mrs. A. B. Chapman â€" 278â€"4311, or Mrs. G. E. Barclay‘â€" PL. 5â€"8757. Ministrelsy will be the order of the day on Friday, November 22 at 8 p.m. and on Wednesday, November 27 at 8:15 p.m. in St. Mark‘s auditorium, 277 Park Lawn Rd. A cast of fifty is preparing a generous mixture of Dixieland gags, songs and dances. Doug Romaine, T.V. ana C.N.E. Grandâ€" stand Star wil be a featured artist. Doug Romaine Featured At Minstrel Show . 21, 1963 Easy Budget Terms HEINTZMAN Richmond Louis XY To begin with item (1) Hisâ€" tory of Lookâ€"say method: "The alphabet and sounds in isolation \were discarded and "whole word recognition" was introduced in the U.S. from 1925 to 1930, and in Ontario in 1937. Shortly thereâ€" after problems developed, and gradually some sounds (never |in isolation) had to be added." |The above statement is taken ‘from a twoâ€"year study by the |Committee for Better Basic Eduâ€" cation. But Mrs. Mcliraith is quite correct in believing that a number of methods are preâ€" sently in use. Almost every readâ€" \ing expert has either compiled or collaborated on a "method" !of their own. A few of these |are excellent but for the most }pnrt those which are predominâ€" ‘antly used, fall short of a desirâ€" |able emphasis upon phonetics. |Left to themselves our reading ‘experts could no doubt produce lan excellent system of instrucâ€" Ition some ten to twenty years ‘hence. But in all seriousness, should we wait that long? There lis also an added danger of reâ€" { gression since one of our leadâ€" |ing officials has publicly anâ€" nounced: ‘"Toronto has already too much phonics. I keep hoping \we can cut it down . . ." In a letter to our Editor â€" which can be seen in the adjoinâ€" ing column â€" a Mrs. J. B. Mcâ€" liraith accuses me of making exâ€" and erroncous statements, She bases this belief on information "gleaned" through "several tions with "reading experts," ete. I should like to say at the outset that I have no desire to quarrel with Mrs. Mcliraith. She does, indeed, display a "lively interest" ‘in education which I, personally, should like to see encouraged. But I would urge Mrs. Mcâ€" Iiraith not to form any rash conclusions from the opinions of others, be they mine or those of our official hierarchy. There is a wealth of information availâ€" able and Mrs. Mcliraith shouid not stop at a few telephone calls no matter how many "hours" she may have spent in this respect. ‘Indced, I cannot emphasize too strongly the need for well inâ€" formed citizens. Mrs. Mclliraith, may even be interested to know that I began in much the same way as she has â€" a concerned parent enâ€" quiring of our officials explanaâ€" tions on the state of our educaâ€" tional empire. I have to go back a number of years though, in actual fact 12 years. I had two small children attending priâ€" mary school at the time. My husband was teaching at Toronâ€" to University (he still is) and had just been elected to a townâ€" ship school board. I must admit that we were more concerned with school buildings than curâ€" riculum, living as we were, in a new subdivision with no roads and no schools, Our children had only begun their education in the public schools of Ontario and we had no reason to suspect anything was amiss. A neighbor was the first to draw attention to the reading problem and, through her, we began making superficial enâ€" quiries in the form of converâ€" sations wtih our school officials. Their answers dulled our fears and we did very little about the situation until Rudolf Flesch‘s book "Why Johnny Can‘t Read" hit the market. But all this is elementary. Item (2) Reading Readiness: Mrs. Mcliraith is the victim of the very same propaganda that I fell heir to during initial enâ€" quiries. To begin with, a child can be taught to walk, as a dog can be taught to beg. Anthroâ€" pologists believe a child would walk on all fours much the same as a monkey, if he saw only monkeys. But we are not monâ€" keys, we are human beings and as such, must pass on the accuâ€" mulated knowledge of our civiliâ€" The Reading Question .... Reader and Columnistâ€"The Two Sides "NEW TORONTO‘S NEWEST CARPET sHOP" 2991 LAKE SHORE BLYD. W, \ NJ OPENING SPECIAL! BROADLOOM S AL E Shop at Home Service P hone... 8 MODERN COLOURS TO CHOOSE FROM we will completety instail heavy mothproof felt. We cannot wait tor a child to be ready, we must help him to beâ€" come ready. Far too much emâ€" Mh’hudumnum the child for learning to and too much reliance placed upon LQ. testing. The LQ. can tell us how much the child has learned, not how much he "can a number of children do have physical defects which prevent them from learning as fast as others. But they question, as I do, why so many children of average and above average abilâ€" ity, with no obvious defects, should have failed to learn to read adequately despite three year‘s of schooling. Why were these children not discovered sooner, and why, do we not stress phonetic analysis at the very beginning of the reading program when it has proven to be beneficial in remedial instrucâ€" tion? Item (4) "Russian is a phoneâ€" tic language whereas English is largely not": This is a very imâ€" portant statement for it shows to what extent our "experts" will go in order to justify their ridiculous claims: All alphabetic systems. are phonetic, the two words mean the same thing. The only thing wrong with English is that it is a little more irreguâ€" lar than other languages, About 13 per cent of all English words are partly irregular in their spelling. But the other 87 per cent follow fixed rules. Even the 13 per cent are not "unâ€" phonetic," but usually contain just one irregularly â€" speiled vowel: "done" is pronounced As for Mrs. Mellraith‘s reâ€" maining comments, I shall reâ€" iterate what I have said in my columns: The lookâ€"say taught child does find reading an effort. Mrs. Mecliraith may be delighted with her children‘s achievement after two months, I doubt very much if she will hold the same opinion after two years unless they‘ve had a thorough groundâ€" ‘ing in phonetic analysis. "dun," ::one" is pronounced "wun," "are" is pronounced "ar," and so on, which should answer "item (5)" partly if not comâ€" pletely. i I do, however, agree that the teaching of children is a comâ€" plex art. G. Z. F. Bereday, Proâ€" fessor of Comparative Education at Columbia University, claims we are "babes in the wood" when it comes to teaching chilâ€" dren. If this is true, why then, do our officials believe that they are always right and their critics always wrong? And why, since they believe that not one but several methods are necesâ€" sary, are they so reluctant to use a predominantly | _honic apâ€" proach to beginning reading? Why too, do they insist on either ignoring or, at least, downgradâ€" ing the tremendous gains made by those few teachers presently using a strictly phonetic meâ€" thod? Their typical reaction on hearâ€" ing a phonetically taught child, is: "Oh yes, she reads beautiâ€" 251â€"3102 2510255 | ns TAKE OUT ORDERS 2269 LAKE SHORE BLVD. W., HUMBER BaY NO DOWN PAYMENT l "The average six year old has a speaking vocabulary of 1,000 [to 3,000 words. In Grade One |using the sight method he learns to "read" and parrot only two ‘hundred to three hundred of [these known words by meeting ‘them and repeating them many Because of a lively interest in the education of my children, and indeed all young people, I must write to voice my strong differâ€" ence of opinion with some of the or erroncous statements made by ane of your staff writers, namely, Joy McAllister. (1) "For 25 years . . . the look say method has reigned supreme in the schools of Ontario‘. For a used to give beginning grade one pupils an opportunity to develop quickly a small working vocabuâ€" lary of perhaps eighty words. It is then easier to launch into the phonics system by sound comâ€" parison, eg: having learned the word "look" by word picture to fully, but without understandâ€" ing." Now what are we supâ€" posed to "glean" from this? C read these words after having learned other words which begin by these sounds, eg: bed, can, to (2) "Reading Readiness" or any other readiness is a big factor in a child‘s ability at any stage of learning to learn anything. For example no amount of help wil: teach a child to walk until he is physically ready to balance and coâ€"ordinate his movements, Simiâ€" larly the maturation process must have reached a certain point beâ€" other works such as book, cook Must human knowledge stand still until every word in our language is understood? Are we to destroy the best part of our language, its beauty, its poetry, its rich and infinite variety, by reducing it .0 the level of tne vocabulary of a 12â€"yearâ€"old. Let us, for sweet reason‘s sake have greater faith in our own ability. There is simply no limit to the amount of learning of which man is capable. Nevertheless, I too, hold the same opinion as Mrs. Meliraith. ‘"‘Phonics first last and foremost is not a panacea to cure all priâ€" mary education problems." But it is a good place to start. ’ "The limited sight vocabulary is carried, necessarily, into all texts and all grades. The total number of all words learned has been so sharply reduced in reâ€" cent years that a child can enter high school unable to cope with a curriculum geared to his menâ€" tal ‘level. His laborious reading has been confined to known exâ€" periences, highly illustrated books, and perhaps rewritten, simplified classics, if he reads at all. That this meager diet fail to increase the average child‘s interest in literature or his in centive to read is apparent. What it must do for the bright one!" I closing, I should like to draw attention once again to the findâ€" ings of our Committee for Betâ€" ter Basic Education: FOOD NANKING GARDE N RESTAURANT HOURS from 4 p.m. Daily _ _ Specializing in _ Chinese ang American Finest Quality | _ As to the Association for Betâ€" |ter Basic Education, I admire its original idea of providing informâ€" tion and educational ideas for parents to help them supplement lthe school program in the educaâ€" |tion of their children. I do not \believe, however, that "Phonics ’fir.st last and foremost is a panaâ€" \cea to cure all primary education |problems in children. (Mrs. J. B.) Sheila Mcliraith, Islington. fore he is mentally ready to learn|the Early Days." f QuDo:n University xh‘:w-.h (3) The Reading or Educational $ » Clinics in Toronto, and there are| 1912 and for the next two years several, accept children into their |did Postâ€"graduate work in Engâ€" remedial reading classes through 224. When he returned to Canâ€" difficulties in reading caused by |244, he practiced for & short time a wide variety of problems inâ€" cluding visual and audial psychiâ€" logical difficulties, mixed dominâ€" ness, absenteeism through chronâ€" ic illness. They are not just vieâ€" tims of the lookâ€"say method of teaching reading. (4) "The phonetic taught Rusâ€" (5) "The lookâ€"say taught child finds reading an effort and hardâ€" ly ever a joy". May I interject a personal note in rebuttal to this remark. With two children presâ€" ently in grade one I am thrilled along with them by the joy and excitement of their achievement. Being able to read words and sentences after little more than two months at school presents, to their minds, a great achievement which is reflected in their pleasâ€" ure in practicing their skill at home. The teaching of children is a| complex art: reading is one of| the most complicated subjects! areas to teach and important too! as it is necessary for the underâ€" standing of almost all ut.her' school work. Children enter‘ school at diferent stages of maâ€"| turation even though they are about the same age. Children vary too in their abilities, disâ€" abilities, hearing, vision ete., and aptitudes. All these variations| must be considered when teachâ€"| ing reading in order to nppul“ to the greatest number of chilâ€" dren. This is why there is not " one, nor two, not just three meâ€"| thods used. | sian child . . . m words". Russian i words". R 1 is a pH tic | hi lsntc it ce t cce ssa L.A bowefitcmits.â€"it caltcacd C langâ€"age whereas English is j largely not. It is difficult to comâ€"| ° u ° "‘ pare the teaching of reading in | two different languages as the problems involved can be quitei By FRANCES WOOD 13B different. Raval Vorl‘s Wighth Annisliths Rawvel Wark Prachactos® mh There are several methods amâ€" ong them the phonics, the lookâ€" say or sight, but also the kinesâ€" thetic, linguistic, structure anâ€" alysis, context clue methods, etc. The English language is one of the most difficult languages to speak and learn as it draws words from many other langages. Beâ€" cause of this heritage many words cannot be sounded phoneâ€" tically eg: home, come, though, through, bough, station etc. How many numbers from one to ten do you pronounce as they sound? Therefore many methods, not just one, are interwoven into the teaching of reading in order to appeal to as wide a range of abilâ€" ities in children as possible. The foregoing opinions are not my own but are gleaned from several hours of telephone conâ€" versations with professional.readâ€" ing experts who include masters of reading at teacher‘s colleges, reading consultants in Etobicoke, members of educational clinics, our own school prineipal and some elementary school teachers. DON‘T PAY A PENKY TILL MAY Garage NOW â€" and We will erect your 1/q mc wEmMBer GAR A GE * 2020 JANE ST., TORONTO criost (Just South of 401 Mighway) NOW IS THE TIME TO BUY YOUR REGULAR erection charge on all De luxe Models ADDED BONUS | OPEN DAILY and EVENINeS un a.30 |RO. 4 YORK PREFABS Ontario. In 1918, he moved to the High Park district of Toronâ€" to, where he practiced for many years. In 1981, he entered the Orchestra. Refreshments and a tea dance were held after the program. At the evening Comâ€" mencement, the speaker was Mr. J. D. Parker, the Viceâ€"President \or the Board of Education. Again d‘zy &hml Dlplm‘ m m NB CCC EUMIGE. PRICET ME .-“.â€" General Proficiency Scbohnhipl}:‘l:mgm‘m' were x:mvndnd = were presented on Wednesday, t * Commencement Dance November 13 during the afterâ€" N€ld with the school dance band noon, while the Honor Graduaâ€" PrOViding the music. Congratu= tion Diplomas were presented on !2tiOns to all graduates and best Friday, November 15 during thei"' luck for the future. Evening Commencement. At the A volleyball game was held Afternoon Commencement/between Royal York Semors speeches were given by Mr. W.|and Juniors and Richview Senâ€" E. Sager of the Board of Educaâ€"|iors and Juniors. Unfortunately tion and Mr. C. W. Perry, a past | we lost both games. But, here‘s principal of Royal York. Musicto the next time. was added to this proud occn-} "Le Cercle Francais" is planâ€" sion by the Royal York Girls‘ning a Christmas Party. There Choir and the Royal York/will be Christmas carols, French Royal York‘s Eighth Annualithe Royal York Orchestra play= Commencement was held last j 1 resenritâ€" week. The Grade Twelve Seconâ€" ‘d' folnithe Glte CS ""‘ dary School Diplomas and the ing two songs. After the a " General Proficiency Scholarships {ehfmé‘mfl" were lt’"“’""“ = were presented on Wednesday, th* Commencement Dance November 13 during the afterâ€" N€ld with the school dance band noon, while the Honor G,‘du‘.‘lprqvuhng the music. Congratuâ€"= tion Diplomas were presented unilluonl to all graduates and best Friday, November 15 during the‘("' luck for the future. Evening Commencement. At the| A volleyball game was held HIGHEST TRADEâ€"IN ALLOWANCE ON YOUR OLD FURS FINAL WEEK! 56th ANNIVERSARY BETWEEN 4th and 5th S$T., NEW TORONTO FURS S ALE SAVE $125. to $550. OF FINE QUALITY UVUP TO muh:m-. and three years 1s set their present home at 16 now, the doctor is still act his profession â€" both in trial medicine and general a La Francais," with perhaps & dance in the school gym. Sounds like fun. When this news gets out they‘ll probably have many requests for new memberships. In 1947, Dr. and Mrs. #8 § 09