and in some instances, the only books available were an old dictionary and an atlas. Music and Phys Ed. were not part of the curriculum.

In one school, where I taught, the maps were very poor; so I wrote to the Neilson Company asking for two maps. The pictures of chocolate bars appeared on the corner of each map; so they were happy to send me two maps, one of the world and one of Canada. The students were delighted with the brightly—colored addition to their classroom, and spent hours at recess and noon trying to find places. I also purchased a Thorndike Dictionary and the students loved it. They used it as a game, with each of them trying to be the first to find words and their meanings.

Often, the children came to school without pencils and other supplies; so I had to supply them with extras that I had purchased myself. In some instances, the blackboards were small; so with as many as eight grades in the same room, it was difficult to deal with each grade. Photo copier machines or paper were not available.

Many winter mornings, I wondered what I was doing in this situation. Often, one student, who was also janitor, got a drive to school with me. He would be standing at his gate with the kindling under his arm. Monday morning was unforgettable, because the snow banks in front of the school would be very high. After parking my vehicle on the side of the road, I would climb over the huge mound of snow and plough up the driveway to the school. By now, my legs were starting to pain, since the only covering over them was a pair of thin nylons. It was the time when teachers didn’t wear slacks. The inside of the school resembled a refrigerator, since the school was closed from the previous Friday afternoon. We huddled around the stove, clothed with caps, coats, mittens, and boots, while the first wave of heat emerged.

We assembled the desks close to the stove, and started our day’s

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