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This volume contains the proceedings of the second Canadian Conference on Children which was held in Montreal in the autumn of 1965. It includes four papers given by Dr. Alva Myrdal, Dr. Alan Ross, Dr. M.S. Rabinovitch and Dr. C.E. Hendry, all well known for their attention to the problems of children growing up in the present world and concerned here to draw attention to those they see in Canada and elsewhere. A running commentary is supplied by Dr. Alan Thomas on the less formal side of the conference—the discussions that took place in groups after the speeches. The four papers and the commentary are printed in both English and French. Reverend Roger Guindon O.M.I. of the University of Ottawa provides the closing address, presented in a style which can be seen as an interesting new approach to the Canadian problem of bilingualism.

The papers included in this volume were originally presented at a conference to commemorate the opening of the Social Science Centre at the University of Western Ontario in 1973. Participants were asked to take stock of the development of their disciplines in Canada, to assay the contours of current endeavours, and to comment upon avenues of future research. Their efforts mark what is believed to be the first collective assessment of the social sciences in Canada. The contributors include: Nathan Keyfitz on sociology, C.B. Macpherson on political science; H.G. Johnson on economics; Ramsay Cook on history; and M. Rokeach on the place of values in Canadian social science. Commentaries on the papers are also included. Each author has addressed himself to one or more of the following matters: the degree to which the disciplines as practised in Canada are linked to or differentiated from their practice elsewhere; the benefits and drawbacks of a'nationalistic'approach to scholarship in the social sciences; the contributions of Canadian scholarship to the study of society in general and Canadian society in particular; the interaction among the social sciences in Canada and the need for inter-disciplinary studies; and the unfulfilled agenda of Canadian social science. The assessments thus delineate the peculiar problems of the social sciences in Canada as well as some of the overall problems within and among the disciplines themselves.

This volume contains the proceedings of a symposium held at the University of Toronto in June 1969. The symposium consisted of six sessions; each containing an invited paper, followed by six contributed papers reporting on recent, relevant research and development. The topics are: a review of research problems in basic shock tube flows and the possibilities for the shock tube in the future; driving techniques; explosive drivers; theoretical and experimental research in electromagnetic shock tubes; chemical kinetics and spectroscopy; and a review of shock tube diagnostics, instrumentation and fundamental data as well as the measurement of physical quantities.

This book provides an introduction to the differential geometry of curves and surfaces in three-dimensional Euclidean space and to n-dimensional Riemannian geometry. Based on Kreyszig's earlier book Differential Geometry, it is presented in a simple and understandable manner with many examples illustrating the ideas, methods, and results. Among the topics covered are vector and tensor algebra, the theory of surfaces, the formulae of Weingarten and Gauss, geodesics, mappings of surfaces and their applications, and global problems. A thorough investigation of Reimannian manifolds is made, including the theory of hypersurfaces. Interesting problems are provided and complete solutions are given at the end of the book together with a list of the more important formulae. Elementary calculus is the sole prerequisite for the understanding of this detailed and complete study in mathematics.

This book is intended to meet the need for a text introducing advanced students in mathematics, physics, and engineering to the field of differential geometry. It is self-contained, requiring only a knowledge of the calculus. The material is presented in a simple and understandable but rigorous manner, accompanied by many examples which illustrate the ideas, methods, and results. The use of tensors is explained in detail, not omitting little formal tricks which are useful in their applications. Though never formalistic, it provides an introduction to Riemannian geometry. The theory of curves and surfaces in three-dimensional Euclidean space is presented in a modern way, and applied to various classes of curves and surfaces which are of practical interest in mathematics and its applications to physical, cartographical, and engineering problems. Considerable space is given to explaining and illustrating basic concepts such as curve, arc length, surface, fundamental forms; covariant and contravariant vectors; covariant, contravariant and mixed tensors, etc. Interesting problems are included and complete solutions are given at the end of the book, together with a list of the more important formulae. No pains have been spared in constructing suitable figures.

Post-secondary education is one of the fastest growing segments of the educational system. In this volume the development and activities of universities, colleges of applied arts and technology, and other institutions of post-secondary education are described in detail. The public and private training activities of business and industry are outlined, and government programs for adult retraining described. Dr Fleming traces the origins of the institutes of technology and the college of applied art and technology, and he provides capsule histories of every university in Ontario.

Volume III explores the basic units in the educational system: student, teacher, and school. It examines the aims of education, historically and philosophically, and describes the development of various types of schools. The book provides an analysis of the use of educational media, a description of school buildings and equipment, among many other topics. An important part of the volume is a description of the evolution of the curriculum from the nineteenth century, with a detailed analysis of the changes made in such areas as science, the social sciences, and French.

This volume contains a general introduction to the whole series, followed by seven chapters giving most of the quantitative information in compact form. The introduction discusses some current issues and problems in education: the economic value of education to the individual and to society, the effects of automation, the role of the school in social and emotional development, vocational training and physical development, and the relationship between education and social class. The main body of the text describes the quantitative growth of the educational system and is organized into seven topics: characteristics of the population, school enrollment, the proliferation of educational institutions, university enrolment, enrolment in other post-secondary institutions, and the financing of the system. It contains much specialized statistical material including 46 charts and 225 tables, and will be an excellent work of reference.

The development and functions of the Department of Education and local school systems, the financing of education, and the educational activities of provincial and federal governments are studied in this volume. The emphasis is on current issues and problems. Dr Fleming delves into the activities of the department since 1965, giving a thorough analysis of the consolidation of local administrative units in 1969. He describes in detail the financing of education, the budgetary practices of the department, and the system of federal and provincial grants. The last section gives a description of every type of educational activity of the provincial and federal governments.

During the past few years there have been several changes in the educational system of Ontario: a reorganization of the Department of Education, the abolition of the school section, the establishment of post-secondary institutions of applied arts and technology, and the reform of Grade 13. Others are in prospect: the abolition of Grade 13 departmental examinations, the requirement that all elementary school teachers must have a university degree, and the establishment of an educational television network. These changes are evolutionary rather than revolutionary. Representing less a break with tradition than a logical expansion of it, they are developments that are consistent with the rationale of the system as it has evolved in the course of one hundred and fifty years. This study is concerned with the nature and significance of these changes in relation to the dimensions and organization of the system itself. It describes the system as it exists today, identifies those features of it which are either unique or distinctive, and explains by reference to their historical development how these unusual features have come to occupy their present position. The author also investigates the disadvantages as well as the advantages of the present approach to education in Ontario, pointing out that the system has become such a vast complex that it is exposed to the dangers of fragmentation and compartmentalization. The basic problem is one of co-ordination, which could be remedied by closer liaison between government departments and by the establishment of improved communications between educational institutions. This account is a valuable contribution to the public debate on education in Ontario.

This is the first volume in the Invitation Lecture Series of York University and it is an auspicious beginning. Three leaders in higher education in the United States here present their thoughts on challenging questions of enrolment, curriculum, and standards which today confront the ever expanding universities of North America. Professor Jones describes'The Idea of a University Once More'; Professor Riesman outlines and comments on some significant recent'Experiments in Higher Education'; Professor Ulich discusses a theme which is vitally important for the effect of university education,'Creativity.'

This textbook leads the reader by easy stages through the essential parts of the theory of sets and theory of measure to the properties of the Lebesgue integral. The first part of the book gives a general introduction to functions of a real variable, measure, and integration, while the second part treats the problem of inverting the derivative of continuous functions, leading to the Denjoy integrals, and studies the derivates and approximate derivates of functions of a real variable on arbitrary linear sets. The author considers the presentation of this second part as the main purpose of his book.

This bibliography is the first of a series of studies about higher education in Canada sponsored by the committee on the History of Higher Education in Canada established by the National Conference of Canadian Universities. Among its nearly 4,000 entries are included the books, pamphlets, theses, dissertations, and articles in journals and magazines which supply the context and commentary on the history of Canadian higher education. Part I of the Bibliography provides the context; our universities do not exist in a vacuum—they are part of the economic, political, religious and social life of the community. Part I, therefore, includes a section on Canadian Culture, listing histories of Canada and its provinces, of its religious and social institutions, of its art, its economy, racial groups, relations with other countries. In order to study higher education in relation to other levels of education, another section lists works concerned with educational developments and problems at all levels. Part II lists the works bearing directly on higher education in Canada, and includes sections on History and Organization, Curriculum and Teaching, The Professor, The Student. Entries are arranged in chronological order in all sections in order to present the progressive development of each topic, and a full Index enables easy reference by author. No distinction has been drawn between English- and French-language publications: Chemistry and Chimie are one subject. The relative proportion of English and French entries in a section is often significant as indicating differences in the frequency and importance of particular fields of study in our colleges.

This Supplement to the 1960 Bibliography by Harris and Tremblay adds some 3,500 entries to the approximately 4,000 listed in the first volume, providing a full list of articles, books, pamphlets, and theses bearing on all aspects of higher education in Canada for the period 1959-1963. The organization of the earlier volume has been maintained with slight modifications, and some new sections have been added, including one devoted to institutions which, although they are post-secondary, do not grant degrees; and one which includes plays and novels set wholly or in part in actual or fictitious Canadian universities. (Studies in Higher Education in Canada, No. 3)

Hundreds were turned away from these lectures given on the day of the installation of Dr. Claude Bissell as President of the University of Toronto. Professor Frye spoke on'Humanities in a New World'; Professor Kluckhohn on'The Scientific Study of Values'; and Professor V.B. Wigglesworth on'Science: Pure and Applied'.

The influence of educational associations is often overlooked in treatises on Ontario's educational system because these groups tend to operate in an informal manner. This volume discusses the various types of educational organizations, their purposes, the scope and nature of their activities, and their contributions to education. It includes professional organizations, and a wide variety of groups with a direct or peripheral interest in education in its broad definition.

This book grew out of Margaret Fletcher's many years'experience with nursery school children. The first edition, reprinted five times following publication in 1958, has proven an extremely useful working guide for both experienced and novice teachers and for parents of nursery school children. This new edition contains an epilogue by Professor Dorothy Millichamp entitled'Preschool Teaching: An Historical Perspective', which concentrates particularly on developments in the 1960s and on the goals of pre-school education in the 1970s. An introduction by Dr Mary L. Northway of the Brora Centre, and an updated, expanded bibliography are other features of this new edition. The author discusses the qualities of the ideal nursery school teacher, and describes how daily life in the school can be planned so that good human relations develop between adults and children. The goals to be sought include the development of independence and the growth of the ability to recognize when help is needed and the willingness to seek and accept it.

A variety of institutions and activities including the training of teachers, research and development, and educational television services are discussed in this volume. It describes in detail the creation and growth of the Ontario Institute for Studies in Education and its research activities, and gives an account of the educational activities of institutions such as the Royal Ontario Museum, the CBC, and the provincial libraries.

This volume deals with innovative developments of many different kinds in the local school systems in the years up to 1970. Information was obtained from a sampling of school boards, including the largest. The major purpose is to show what may be expected from an educational organization that gives local authorities a certain amount of leeway to depart from standard procedures. Innovations in teaching, curricular experimentation, changes in the structure and use of school buildings, and the growth of special services are fully covered.

The threat of utter tragedy does not arise directly out of man's greater mastery over nature, it comes, as Sir James Jeans has so pointedly stated, from the absence of man's moral control over himself. That control can be accomplished only through, and by, education. By the word'education'in this context, I do not mean merely increased expertness. It has to do with man's moral, as well as his intellectual, development. The end of learning is not knowledge but virtue.'Where shall wisdom be found and where is the place of understanding?'is ever a searching entirety. There are those who say that the universities should develop the intellects of their students. Of course, that statement is true but it is not the whole truth. While we despise Hitler's exhortation to German youth,'Think with your blood,'we must bear in mind that it is a proper part of any educational process to help the student to harness his emotions. If by any weird whim of fate we were faced with choosing either first-class brains and second-class characters of second-class brains and first-class characters, surely there could be no doubt about our selection. A weak character not only unfits a man for living in a free society but it also warps the thinking of the most brilliant intellect. I must add that I would be one of the first to oppose strenuously the replacing of tough intellectual effort by evangelistic fervour.

The 1971 Supplement adds some 3,500 entries to the approximately 7,000 listed in the original volume and the 1965 Supplement. Like its predecessors this volume provides a full list of the secondary sources related to Canadian higher education – books, articles, theses, dissertations, and reports published from 1964 to 1969. The reporting and arrangement of entries remains the same in the Supplement, but changes have been made in the overall organization of the material. New divisions have been created, more than a dozen sections have been subdivided, and a substantial number of new sections have been added. (Studies in Higher Education 5)

Since first publication in 1954, this text has been widely used in North American universities in introductory courses in science and engineering. It is a streamlined text, in which essential ideas are not buried in endless detail. For science students and engineers the sine qua non is formal training in the techniques and manipulations which they will use in their regular engineering courses and in their professional work. But at the same time there is in every class a small group who have an interest in knowing the reasons back of their manipulative work. In Professor Jeffery's text, a framework of fundamental principles is always in sight and available. In the new edition, the study of the definite integral has been moved ahead from Chapter VII to Chapter V. The differential and the differential notation are introduced and used soon after the derivative has been defined. Some topics have been added—the chain rule for partial derivatives, directional derivatives, l'Hospital's rule, determinants, and linear dependence relative to vectors. More practice problems, especially in determining anti-differentials, have been added and where experience has shown it desirable, more detailed explanations have been given.

A survey of some of the main-line developments in trigonometric series. It is an extension of a Presidential address to Section III of the Royal Society of Canada. Part I deals briefly, in chronological order, with the mathematical problems that arose out of trigonometric series and the interactions between these problems and general mathematical analysis. There is mention of the contributions of Euler, Daniel Bernoulli, d'Alembert, Fourier, Lagrange, Dirichlet. This is followed by a description of some of the problems still open at the end of the period covered by these men, and a description of the way these problems were later solved by Denjoy, by Zygmund and Marcinkiewicz, by Burkill and by James. Part II gives complete proofs of the results of the earlier period outlined in Part I, and concludes with the essential details of the approach of Denjoy and of James. Canadian Mathematical Congress Lecture Series, No. 2.

The first Canadian Conference on Children, held in the province of Quebec in October, 1960, was the culmination of several years of planning and of three years'specific study of projects which dealt with existing programmes for children in Canada. Delegates came from provincial and national organizations and the Conference was supported by a large number of organizations connected with child health, welfare, and education. The programme of the Conference was divided into three sections: plenary sessions, group discussions of the projects, and group discussion of children under three headings:'the early years,''the middle years,'and'the transition years.'The whole programme covered children from birth to about the age of seventeen. The Proceedings includes the speeches presented at the plenary sessions (by Sir Geoffrey Vickers, Chairman of the Research Committee of the British Mental Health Research Fund; Dr. K.D. Naegele of the University of British Columbia; and Dr. Otto Klineberg of Columbia University); and valuable summaries of discussions by Dr. Murray Ross (York University), Mgr. Irénée Lussier (Université de Montréal), and Dr. N.A.M. MacKenzie (University of British Columbia).

In the past few years awareness of the importance of educational practices has increased: committees have been established to investigate curricula of study, to solve the problems of administration and to co-ordinate the different levels of the educational system. A significant part of these investigations lies int he comparison of the educational systems of various countries. This topical account provides an overview of Danish education, in particular those parts of it which have special interest to the Anglo-Saxon reader. It deals with the present and past organization of the elementary and secondary schools in Denmark, technical and commercial education, higher education, which in that country is quite distinct from the North American concept of university education, and finally, adult education, a normal part of almost every Dane's life. In this last section the author has replaced the usual formalistic descriptions of organizations of high education with an exposition that gives a view from inside the system. The author believes that'an educational system is a mirror of the society it serves.'His description is based on the assumption that for comparisons in education to be of value they must be studied in the sociological context in which the educational system has developed. With this theme the author presents a broad foundation for the study and comparison of the educational systems and societies of Denmark and Canada.

The first edition of this book gave a systematic exposition of the Weinstein method of calculating lower bounds of eigenvalues by means of intermediate problems. From the reviews of this edition and from subsequent shorter expositions it has become clear that the method is of considerable interest to the mathematical world; this interest has increased greatly in recent years by the success of some mathematicians in simplifying and extending the numerical applications, particularly in quantum mechanics. Until now new developments have been available only in articles scattered throughout the literature: this second edition presents them systematically in the framework of the material contained in the first edition, which is retained in somewhat modified form.