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Education Is With Us All Through Life tin-g R. McKeowu. Home Economics teacher for :h. of and Hard of Hearing. at the E. C. Drury School. [ma and mtmrber of the Greenock W. I. Wellington we District. spoke a! a Branch meeting on Educcp l ducalion is a voyage that we embark on through but we never reach our destination. .jucation starts as soon as we are born. We learn crying will bring us food. comfort and a dry diaper. 1th later. we learn that smiles and acting cute will five reviews from our elders. But also, the sad day cs when we have overshot our mark and receive 'cr's disapproval in the form of a cross look. a sharp . or a smack on a little hand. From that day ird it is a constant reward for good behaviour and a mind for unacceptable behaviour. rmal education starts at school at the age of five .mtinues on for a varying number of years. Some "ters find it difficult to stay in school until they sixteen. This may be because of low intelligence :n unchallenged superâ€"intelligence. Sometimes we rollers and educators fail to teach children «we teach courses. Or maybe we measure the wrong when we evaluate a child. This does not mean to in the student has learned nothing but rather that - has pursued his interests. This might be learning .ratc farm equipment. apprenticing to become a rnic. learning beekeeping or dressmaking etc. We give everyone a wide general base in education rt everyone has academic aptitudcs. n on the other hand I‘m sure we have all known who have stayed in school as an escape from '.ng their responsibilities as a contributing member sDClEly. They get their degree then their masters .lially their Phd. with no goal in mind except ion for its own sake and no thought as to how this intributc to our gross national product or how it :lp the less fortunate in our society. I know u I who once said to his son-in-law “You have a Wife to children. Now that you have your doctorate '1 rou think you could get a job and help support ' tor a change instead of hunting around for more x to take?" - that l have talked about the cxtrcmcs on both if the formal education spectrum. 1 must not the thousands of young peoch who cheerfully ~ their way through our school system and lead 1 useful lives. Dr. Bettc Stephenson. Minister of 1 lion. is attempting to make the public more :iiiitrv: tinical education and its acceptance. This is tin but has been downgraded and ncglcctcd for [no Snobbish academicu have hold all the key posltiiinx ‘ educational hieurchy for many years. They have nit a high academic education was the ullll'lllllL‘ mold care all of Canada's ills. They now find that 'aal jobs must be filled by people from will“ "its because Wt: have failed to put cmphunh on ’ltnlcd training. now from talking to people from various schools 'i' his has been their attitude. Educators. parents and " :cncral public must rcâ€"think their priorities In education and give equal emphasis to both areas. When it comes to the crunch and people must earn a living. instead of accepting government handouts. the people who have a skill can earn .i living much more easily than a pure academic. ' Education can be in the form of an intercst group such as the Women's Institute, llerc no can e\pand our social contacts. learn parliamentary procedure. ex- change cooking. setting and craft ideas mlh our incin- bcrs. sponsor \iurltshops and courscs taught by group lcadcrs who have attended lC.lLli:r.\hl|" training courses provrdcd by the Home FL'DHUI'IIIL’S Branch “‘c benefit from consumcr lnfrJl'Il‘iJltun ("ontercnccs .|I'L' held In our immediate arca. Canada-“ids .ind uurld-mdc Much give us a broader knuuletlge .itid understanding of not only the du‘cl’all) til our unit cuuntrt but the ntttttrc Ul- other lands .is null Education NSF) ut'tt-n CfllllL‘\ t'mrn ncccwti l'ni \ler all of you h.i\c hJLl ruining cxpcricncc through acct-~- sity. Someone In your l'ttriiili has hit! .m .itcitlcrit. .1 cut. or burn and too am the pcrmn “ho hJKi tit nuke .i dccismn about iiliut \l-tl‘ to he done I'm ccrtarn “1.”. .l\ L‘.l\l\ itiilcstom: In our ltlc Ipassed. \AL' must lthlh Ititii nut luturi: tilllt .Ililltlpalliiit We muxt educate tillINL'l\C\ \Il tli.it ac c.|lt look upon it as a challenge lil'c IN .1” t‘tlllk'JllI‘llJl riiutnci from the cradle to thc grate lL'l its I‘llt‘t‘l it Licc l-i Licc \iitliiiut self pit). Mthnul prciuilitt' and not .lllithl utlll\t£l\t‘\ ltl bcuimc dropouts Itiini tlii: school I” lilc I MOOSE (Rl'l'k “I. \IllR\l(l\l lllHlRH'l .r'li' hrttti'u' thi'tr (i‘ilt lnmir‘rittri in l nirtrrmtitit: rirtljltlmr lug hrurtiht'i .lll .hlututi-ul l-r 'll'Iit llnrr‘it. r ltl'llllt't .h-z't'rr’luft. i‘lr‘ linir'r lirlh'rtitlif I‘rritifrttl. ti ii‘t‘lt ri‘i't-ri'rm: LI pluqm- hum tln Unnmu 'Iiitt'fllltlt'llf pr.- u'nli'd uri lit-hull ul ['14 min Itrriri l‘t UI'I' (“ll' l’tllt-m‘mr. Uri H l \ulilitt I“ It l'r. iru'rrll .‘lml gm‘ti \pi‘itlu-r (\Ll’lfll‘i “I. l'I'H. \(lklll lllHlRll'l. lltlht‘ plum durlnt: l‘lhl 1n: the is.” at ilw lll..|lili‘il '\l until IiiL'clinp Llurmy lllt.‘ unit. tliric ‘Jklll lir .l rmrtiiin til the git-wrath lilL"-Iill.'Il lti 1hr. 41leth. IL‘ .1 rcttdlng. .iri C‘pt-"L'IILL‘ or hunt-tinny mining to llll‘ handicapped I (‘tlcdnn ,m: ..Irgmlv. intulacrl with klllllll'tfr‘l ill the \1 Joseph" \Ihsiun ill \l/Illll‘tltlll. HuiJ/Ilntiil llIC incm but. “'1.th l.t\Cllt_’t lur Ilicic hiriilitnppcil LlllltllClL through thcl nIl.tii.tn Ht-r'vitc t nitritiittci: 3i