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,"][X)I^lrtV), tyoul(you let sbme toもten w eat»her: spoilメ good ぉeft〖n^?Wぉ1,if not, iwJiy not cbme dp^iindcheclc o必t)i"latent in块& ever-popular series of Di9c0-Put) ^ightsl^pohsorei the J(COG youth group. This 01 ie树lll)e on Friday,JF*«i)ruarylO, 8-1 a.'m,各にt3he,jrc Ci^UuralCentra (^es, Room). ,,:iMu—(^, 'i:erゃ今liments ,;i4 di9c0-djmciひg will—present alopg Wlゅa1i?1^of'ゃoivがnia1iカ,,s. ゃoine on do沐n and aeefor yourself.
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加e、riゅぉof bus inも38争ndlむyeletters, ewnposition, is for tho站ーlio want to jmゃi"ove their English writiing skills. This course b offゃred free and willbevconducted 'byきqualified English teacher. Each sもu(Jent 、ViU receive化s"uction according to iiis own1さy、e1 of ability, Foi、HATEandTrMiEcoiitadftheANNEX. DISCUSSION NIGHTS:
…"ぉ]^iibさe Canad践s in the Canadian Mosaic: A Human Rightさ PeれI^ct'iveゅis the:first 在series of informal (Usciusさiりn nights to 'heId at the Annex. Leading £he discussion willbe ^^"rk ?^alca-mura, • manager ofGpmmun it 3^,恥ce and E0imcRelぉぉons Qfthei 'Qntado Human Rights Commi"ioivリTuesdaめJ^ebruaTy 4th, at 7:30 p.n?.
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We wifthto expr^助our shi-^re争ppr4flfUion to our m线ny 賴^〜n-ght^^ns and rela. ti— foiv their kind woipils, te;ゃ多r,ra8 and floraltriぉutesr during the recentloss of ouir dきfi|on and brother, Ronald F. Mur"a.
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:We ,i8h to express our gin-cere appredぉUpn to our many friends, neigh bo— an4"la' やves〖o"hieir kind woi^dもtもle-'
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JapanEd鹏tor豕幅,a&lfere
ByゎATHY SCHAFFTER (Winnipeg Trib加e〉
WmNIPEG—l^he groupleader of30 visiting J挙nese teachers and principals had some :fresh observations to make, atiひut the )yinnii)egぉiioolsystem after touring fourprimaryjclvools in two days.
'Speja)dngtlirough 'a tourguide. interpretei", T公ketosWSe-o saW はwould i)e dangerous to :make Gonclusions aぉ6ut the Can"iaTi educationalsystem after only " fewハd丰にBut扭did jnention
Se-o said there was ^ betterIjalance between basic schoolan(iother coiirsesirtC"n" dian prim&iケschoolんthhn in JapanBSe schools.
Thぉis because:Japanese stu-denta fromれ€ ーHest years of •School concentrate on the four subjects they willnもed to knew fc^r Japan,s gruelHrtg1:mi versはy entrance e;sanis. They are: maOi, sei印ce, English:a" Japanese sooiat st\i(Ue8. ^
CompetiHon Is Fierce
(^ompetiUon for piaces in the prestigious umyersmesはnerce. Mr. Se-o said students who are accepted by Tokyo XJniver&ity— thV so-called "Harvard of Japan" ーhaゃe their names^ amioimj;ed —on radio and television.
As a result of yeai:s of cramming for exams and competition wはiifellow students, Mr. Se-o says ttie J邻anもseきtud印t forgets consideration of others and a genei:osity 01:spirit.
ヌV. Se-o wants thさJapanese system to become morei:elaxed, 、vith moi'e emphasis on human relぉonships between students ゅd tもachers, and among students th emsきIves. He wants, mo re time ■for 9the1'suぉects such as physical 兮ducatioin, miiSic, arts and crafts, and moraledu(iation.
The System I(Changing
The Japanese educationals》-s-tem is now undergoing gradual i,efor?n.It,s the main reason for Mr. Se-o,sgroup,st<^ur. Some 5,000Japanese teachersーれyear a)*e goingonsimi,ai; education きtudy1;ours to karhaUematiye-edvicaはoiim"hods from ot^her countries...
Mf, Se-0 3aTdlyisおroup has learned a grまdealfrom 61)36, ing classes in progrもss in Winnipeg sゅools.
The toiir members were impressed by tlie enthusiaam and energy of the teiichers they met-It >ho、Yed in eveiy ccliaasrpom, said Mf, Se-o, wheirethere was evidence of creative classroom work.
The Japanese teachers also found that initiative andつspontaneous spirit were being A、veloped in the children—3om,'n:nK they'llbe seeking toミntrotし"、,:n their (mn system.
They also noted t;lieamotmt of attention g【vent6each individual student, and eapecially the "forts teatshers made to helji children wholcne)vぉhle English.
Mr. Se-o found that Tela"on-shipぇwere goodibetween teachers an(Jthei"dni〗nistration8.
Mot*e Funds \For Education
One of the reforms that J a pa. nese "i^jatoi's wれt is 'ipore funds for education, The study groi;p felt^. our education |>u<iget !"efleict8 our publiii'きiriteぉst in
They were impreさsed by the high teacher-piipU ratios in the schools, t)hevもi?ifity、 and ""ch-ness" € ducat;i onき1materials andti)e s"aぉもs but teaoher, takさ ho ntさ.Go ing by a J a pane—ax bm that for a good educiatioi^, you need good teadiers,theyreaBon-ed that if the teaclimぉprofession is made finaneia11y "worthwhile, (qualified people 、v^n〗ぐome to teach.
Were there any areaswhere Canadian educators couldlearn f10m the Japknese?
Emphasis Onおe ad ing Level
Mr .Se-o s"dpolitely thatむom what hele an Tied otCanadi an primary schoQleducationalgoals, the emphasisさeもms to be on rising the readinglevelof tlie students. If this "the ma3'orゅjee-t:ve, he said, it; is alimited one.
He Hst^ theゅi'ee majo? objectives of the Japanese educational system: k no *) edge; civics (morals, ethics and good citizenry) ;and a sound body. Reading is only iapさrto;f knowledge.
Ml..Se-o felt、Ye had化weak point in the area of physicaleducation. One school of 450 that he visited 'had onty oyie half-time phys-ed teacher. He thinks that
..さ,
the classroom teachei'should also, t"ch phys腸ed, eきpe;ciさリy aもthe p"mary leve】.
The打oup left Winnipeg for visitsも(vNもw YorIc,andtilieliSt. Gallen, Switzerland, and Munsteん West Gザmきny.
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