er and his wife, Shirley, was assistant-manager and supervisor of staff for many years.

Training is provided in life skills. Earlier the workshop had strong orientation to the making of crafts. Maple House Inc. is now considered a business with its workers actively involved in making show buttons, refinishing furniture, and a large home baking service. Unit 1 school buses provide transportation to and from the work- shop.

The O’Leary Branch of the Canadian Association for Mentally Retarded (CAMR) has been most active in establishing educational facilities for the mentally handicapped in the area. Child develop- ment classes at O’Leary Elementary and Hernewood, as well as, the sheltered workshop are fine rewards for their efforts. Mrs. Margaret Ellis, P.H.N., has been a driving force behind these tremendous accomplishments.

The association's name has been changed to Canadian Association for Community Living.

Factors Influencing Change

On October 15, 1959, Dr. M.E. LaZerte was appointed a commis- sioner to inquire into and concerning matters relating to the admin- istration and financial support of education in P.E.l. and to make rec- ommendations relating thereto. His report became available in 1960. Dr. LaZerte realized also that the rural one-room school could not meet the requirements of today’s course of studies for elementary and secondary grades. He felt that the changing conditions were compelling each province to reorganize its educational system and adopt some unit of administration larger than the original local school district.

Of his thirty-nine recommendations, several were related to such reorganization of P.E.l.'s educational system. He hoped that by 1965 local district and consolidated schools enrol pupils of Grades one to six only and that the regional schools enrol pupils of Grades seven, eight, and nine. He further recommended that the composite schools enrol all pupils of Grades ten, eleven and twelve. There was to be one composite school in each large area. A plan was presented whereby the first step toward this new system was the removal of Grades nine and ten from the small rural schools.

Dr. LaZerte urged local school boards to form consolidated school districts. He suggested that each regional high school area contain twenty-five districts and that there be five large unit area school dis-

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