Saskatchewan Teachers College - Lampada Yeabook (Regina, Saskatchewan Canada)

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of Ireland. Someone has said that the best education in the world is that got by struggling to get a living. Perhaps this is the story of Ireland, that little island of unsurpassed beauty, with its green fields stretching for miles, its gently sloping hills, its rugged coastline, sandy beaches, and the blue sea never far away. This “little bit of heaven, about two hundred and fifty miles long by one hundred and fifty broad, is known not only for its beauty of scenery. Many are the sons who have left her shores to become leaders in the world. It was from Ireland that Saint Andrew went to become the patron saint of Scotland. Marie Irish says, In the United States in particular the Irish labourer has helped to build railroads, erect cities and develop beauty; the brawn of the humble worker has been matched by the brain of the leaders”. Many notables across the world claim to be Irish; soldiers, politicians, lawyers, public officials, leaders of industry, and writers. Of course someone has said, There are only two sorts of people in the world - those who are Irish and those who wish they were. We have a proud heritage and along with this come not only the gift of the gab but the sweetest music this side of heaven. What Irishman can refrain from boasting when he hears the music from the old sod ? Nowhere will be found such a vast storehouse of truly representative folk songs - plaintive, gay, breathing a love of country, or descriptive of some natural mannerism, coupled with a lilt of romance. Irish music brings delight to the popular ear as well as to the ear of the musician, and it is not easy to say wherein lies its chief beauty and strength. Two very opposite qualities • a pathetic tenderness and a spirited gaiety are prominent characteristics which perhaps are partly res¬ ponsible for the firm grip Irish song and music have on the affections of almost all people. In these modem days, with Berlin, Korea, and many other countries divided, it is not so surprising to the outsider to find that this tiny island contains two separate identities - Northern Ireland or Ulster, still part of the United Kingdom and Southern Ireland or Eire - a republic. Ulster, largely Protestant has about thirty per cent of the population and about one sixth of the land area. Eire is predominantly Roman Catholic. The people in the central area and in the South are very poor, but my open¬ ing statement applies to both North and South. Those in the North, hardworking small farmers , or workers In the shipbuild¬ ing, rope-making, linen, or brewery industries, struggle to get a living. Queen’s University, Belfast and Trinity College, Dublin.are well known for their high standard of education (and by high standard I do not mean the forty per cent bonus which was granted in the South for school examinations, written in Gaelic, to encourage the use of the native language.) Queen’s University has students, not only from the urban and farm areas in Ulster as well as from England, Scotland and Wales, but from Hungary, Ghana, Nigeria, the British West Indies, and Pakistan. I do not claim to be an expert on the Irish educational system, but I shall try to give a few facts about education in Ulster before the new Educational Bill, passed in 1946. A few years ago, when I took my eigh yeanold daughter back for a visit, she had the opportunity of attending the little two-room country school, where I started my education, and of listening to the same teacher. I am afraid she got quite a shock. When she returned to her school in Saskatchewan she told her teacher she would not like to go to school in Ireland because the pupils had to work too hard. Now in grade twelve she finds she has to work here tool Attendance at school was compulsory between the ages of five and fourteen years. In the Public Elementary Schools no fees were charged. The Primary room had Junior Infants, Senior Infants, Grade 1 and Grade 11. The other room had Grades 111 to VI11 inclusive. A clever pupil could skip a grade or take two grades in one year. Many pupils finished schooling after Grade VI11. A few scholarships (but they were very few) were available for bright students going to a secondary school. Some went to a technical school during the day or attended night classes in business essentials and woodworking or mechanics. Those who could afford to pay fees attended a secondary school for four or five years. To encourage students to enter before the age of twelve, some schools offered a reduction in fees for the four or five years. After the second year in secondary school the student would write a government examination, called the Junior Certificate, and, if successful, would proceed with at least two more years ' education. Those who intended to teach in elementary schools wrote the King’s Scholarship examination which gave them entrance to Stranmillis Training College for a two year course. Those who intended to go to Queen’s University wrote the government Senior Certificate examination. Teachers for secondary schools had to take a university degree, with at least two courses in any subject they intended to teach. A diploma course in education was available but not necessary. In¬ spectors in each subject visited the schools periodically to listen and report on the teachers. Some of the secondary schools had kindergarten and primary departments. A wealthy parent could, by paying fees, send his child to the same school from the age of five to sixteen years. Such a child would start French in his first year and would acquire a knowledge of algebra and geometry before the age of twelve. In the regular secondary school course, French in all grades, and a second language, Latin, German, or Greek, for at least two years, was compulsory. Some choice was then given, domestic economy could be taken instead of chemistry or physics. History and geography were separate subjects. Physical education or gymnastics was compulsory - at least one period per week in the gymnasium with a qualified instructor. Outdoor games were ground hockey for the girls and rugby for the boys. The last period two days a week with an extra hour after school was used for instruction for those who wished to play. Games with other schools were usually arranged on Saturdays. In the summer, badminton, tennis and handball were the main non-supervised games. Daily exercises were compulsory in the ele¬ mentary schools. Many of the schools were co-educational but there were also private girls’, boys ' and boarding schools. The principles of hard work, plenty of homework, respect for teachers, have perhaps been changed slightly with the new system. We did not suffer too much, but, on looking back, the main objectives of the teachers seemed to have been those of acquiring knowledge for examination purposes only. I can ' t remember too much emphasis on motivation; it was Do it or else! The happiness aid wel¬ fare of the pupil were secondary. The New Education Bill has brought many changes. The compul sory leaving age has been changed to fifteen years. Second¬ ary education, with certain reservations, is now free. It must be appropriate to the abilities and aptitudes of the pupils, and it is given in intermediate schools, technical - intermediate schools or in grammar schools. An eleven plus examination determines to which type of school a pupil will be sent. Only the best is good enough in this competitive world, so education is expanding. Classes are too big and more teachers are required. Answering the question, Can ' t we get on with the three R ' s and leave all the business of responsibility to the parents and the parsons? Sir Ronald Gould said, in his address on Education For Responsibility , Well you can, if you think schools should produce nothing but efficient machine-fodder, people who know how to earn a living, but not how to live. If the schools are really concerned with goodness in men, in our political institutions and in society, freedom and responsi¬ bility must affect all that is done in schools. The basic philosophy of teaching the child how to live and improve his democratic way of life is common both to Ireland and to Canada. In Canada, however, our young people have much more opportunity. Education to any degree is available for those who want to work - no one is barred. It is a common practice for the student to work his way through college - not so in Ireland. Many more Scholarships are available here to further education, and more jobs are offered in this vast country with its smaller population. I was told some time ago by a former Irish teacher, now a professor in a Canadian university, that the Senior Certificate or University Entrance Examination in Ulster is the same standard as the first year university here. I cm not in a position to make a comparison. It seems that the students in Canada today cover a very wide field in education. Stand¬ ards have been raised, and, from what we read in our Saskatchewan Teachers’ Federation Magazine, they must be raised much more to satisfy the demands of modem living. (Mrs.) J.A. Patton.

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The Athletic SoaAch Bruno Fornika, Chairman; Mr. Burgess, Adviser; George Dobresci Secretory; Dr. Steinson, Principal; Vic Craig, President. ItdJuuMUhal - l ee mttomS QpoHtZ The major responsibility of the Athletic Directorate is the organization of athletic and rec¬ reational activities for the student body. This year the Directorate can be proud of the varied programme which was offered in very limited facilities. The activities of the programme to the end of February were: touch football, bowling, volleyball, curling, hockey and badminton. The touch football league which was made up of six teams had a very successful season. There were 36 mixed bowling teams divided into two leagues. At the conclusion of the regular league, a roll-off determined the college champion. Volleyball games at the noon-hour created a great deal of interest for the period of November to February. The Class C boys and the A-J girls were the champions of the two leagues. Tournaments were held in both badminton and table tennis, and the winners of these events very successfully represented the college in the annual Sports Day with Saskatoon. A curling club of 44 rinks played each week at the Civil Service Rink. An extremely successful bonspiel concluded the curling activities. March was the busiest month with mixed basketball, the Tumbling Club, and the Fitness Month programme keeping the gym continually busy. Following the spring student teaching, softball, baseball, and track and field concluded the intramural activities. 98