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10 THE LIBERAL, Richmond Hill, Ontario, Thursday, "Nov. 23, 1967 @1memmum‘llumunumuluumum(«imamtlmuuIuunummumuuuuumuuuuuuuuuumumuuummmmumum-g . Il'lMllNWl\!\\“\i\fl“\ll\\\llNWl\\\l\\l\\\\\\!\\\|l\\\\!\\“\\lk\l\MHMIIWMWMW“WWW“HHNlllulllulN““HWURHRMFB This situation wasn't quite as bad as it sounds. I. myself have never met two people who were more competent or capable to do what they do. Both Gord and Derek started playing instruments when they reached the age of six and a half years old. Derek the piano. and Gord the violin. Then when they were about eight they switched to brass instruments and in two more years were playing with the Salvation Army Band. At the moment Derek plays 'the drums and Gord the guitar. “Then everyone else dropped out and we played by ourselves for about six months," said Gard. ‘ A year ago. Pat McNeilly. a girl, joined the group and Mr. Adnams did the initial financing; of new instruments. The Willowtones were really on their way. Last April 24 and 25. the Willowtones Were asked to play at a youth conference in Corn- img', N.Y. Shortly afterwards Pat left the gvoup, “but we had already had the exposure in the States,” remarked Gord, “and we were asked to come back to tour Western New York State for the summer." The Willowtones. part of the revolution, started “more 01' less as a novelty in the Army,” said Gord. “like a junior choir with a little beat. to it." "‘We used any instruments we could find” said Derek. “Gord had an old acoustic guitar, and I borrowed cymbals from school." I As Dérek said. “Some people were born with a silver spoon in their mouths, but we were born with instruments.” Under the name "The Crossroads.” Gord and Derek played in the coffee houses, parks, dance halls, plazas, department stores, housing projects and radio stations. attracting young people Wherever they went. “We’d just pull up anywhere, get out our equipment and start to play and give little talks. We wanted to show people that religion is not just for little old ladies or children who go to Sunday school.” said Gord. “The church should not be an elite society where people sit in their pew (“their Comfortable Pew” interjected Derek) concerned with each other's gorgeous hats.” This type of music. geared to young people. is part of a revolution which is taking place in the approach to religion for young people, in the Salvation Army. This revolution began nearly three years ago in England with the Joy- string's (whom some of you may remember) and it is still going on. In an attempt to communicate with young people, Cord and his brother Derek, :20. have formed a group named the Willowtones, and play “Christian music in pop'styles.” Their songs have such modern arrangements that you could possibly mistake them for a number of other groups. However. if you listen closely to the words, you will realize the difference: this is music with a message. the message of Christian idealism. Derek added, “Christianity is a way of life, 24 hours a day, seven days a week." “The response was tremendous," commented Gord. “In Rochester we had a total of one thousand people for each of three nights. The police had to be called in at one point, because the crowds were disturbing traffic." The Crossroads had a regular program each time they played. The fellows would play and sing for almost an hour and then do what they jokingly call their “commercials.” They read Scripture interpretations from a book called “God Is For Real, Man," by Carl F. Burke. And then one of them gives a talk: “Any- thing that comes into our heads â€" like the other night Derek talked about his white rats.” “People must realize that God is not found in quiet alone. He is also in noise. They should accept the fact that what we are doing works. Some of them come up to us and say, ‘You‘re too loud.’ And our answer is ‘You’re too old.’ ” He continued, “Church is so dead for young people whose world is alive. that they don't go to church. You know, you walk into a church and everything stops except for quiet meditation. Young people find this unnatural. “You see one person takes care of a white rat. feeds it. cleans the cage every day, and grad- ually it comes to rely on that person for every- thing. It’s then ‘conditioned’ to one person. Then I Work this around to the relationship between God and an individual. Gord does the same thing using the example of a gang and the gang leader.” “And in the naked light I saw ten thousand people, maybe more: People talking without speaking, people hearng without listening, People writing songs that voices never share, no one dares disturb the sounds of silence.” Sounds of Silence, Paul Simon. “We have to Show everyone that religion is relevant to today; the problem is communication: We have to talk to people in a language they understand,” said Gordon Adnams, 17, a grade 13 student at Bayview Secondary. "We usually try to create a certain atmos- phere and make \the audience feel a part of our program. What we are doing is very successful if it‘s gauged to the audience and handled the right way,” Gord said. So much for right now. What about plans for the next few years? Well, Derek who is in second year at York, in psychology, will get his degree in social work. He then hopes to become a Salvation Army Officer and a missionary to Chili. Gordon will attend University of Toronto next year in the Bachelor of Music course. He hopes eventually to be a. high school music teacher. Meantime the Adnams brothers will continue to compose, arrange and play songs which. they hope. will carry the message of Christ to young people. (Cathy Wilson is a secondary school student residing in Richmond Him kaleidoscope By CATHY WILSON Just over a year ago this asâ€" sociation organized part-time remedial classes for their chil- dren. The classes are held in the church and the children are helped to overcome their indi- vidual difficulties under the guidance of three teachers. Classroom Teacher Can Help Prior to admission to the classes, all the children were diagnosed at the Sutherland Educational Clinic in Toronto and its director, Dr. Sutherland Roche; was the principal speaker of the evening. Dr. Roche first warned that! the term “perceptually .handi- capped” was much mis-used and just as often misunderstood» Many have a vague idea it is? some sort of eyesight problem1 or motor problem and that alll such children are really brightf and with the proper classroom} and teacher would become hrilâ€"j liant student-s. ‘ This is not true. she ‘5 stated categorically. Just as in the usual run of young- sters. perceptually handi- capped children may be average, bright or dull. It is important. she stressed, to differentiate between a limited child. that is a slow learner or retarded child, a normal child with a speci- fic learning disability and a normal child. A developing infant is bornl with some motor skills and sensel organs and begins by organizing their functions Once these are‘ Operating property, he begins to organize what is receivedl through his senses, develops. visual perception. audioâ€"verbalE perception and kinesthetic, tac-f tile and motor perceptual deâ€"l velopment. Perceptual develop-‘ ment follows and leads to con-1 cept formation. the first step] of rational reasoning. Difficulty may happen at any" stage â€"â€" in organizing gross‘ motor skills, fine motor skills,1 visual coâ€"ordination, the co- lordination of hand and eye such‘ ‘as is required for using scissors [or typing shoe laces, auditory- iverbal organization where he ‘cannot discriminate between .similar sounds. Sometimes he ,hears but can‘t organize the ,patterns of sound in order to develop language skills. some- times he can develop the skills for listening but not for com- municating himself. Perceptual Defects Are Often Misunderstood . By MARGARET McLEAN A group of over a hundred interested parents, teachers and school board members formed an attentive audience at a meeting held November 14 by the local chapter of the Canadian Association for Children with Learning Disabilities at Richmond Hill United Church. dl'1 “The Christmas Shop", sponsored by the Women of St. Mary‘s Anglican (,‘hurch, November 11, proved to be one of the most successful bazaars to date. Mrs. J. E. Switzer was com‘enor of this successful event, assisted by committee members Mrs. D. Dyson, Mrs. R. D. Little. Mrs. L. Wales, Mrs. R. Devlin, Mrs. J. Orser, Mrs. W. Purvis and Mrs. N. Mann, as well as all members of the ACW. The many boothes featured sewing, knitting, candles, dolls, this ’n that, sweets, country store items, plants and Christmas decorations. All were well patronized as was the tea room convened by Iva White and Helen Bil-rel]. Above (left to right) Mrs. M. Crowe and granddaughter Lynn Hausler with her mother, Mrs Charlotte Hausler, were among the many customers at the doll booth. "Christmas Shop ET McLEAN lndred interested parents, rd members formed an eeting held November 14 Canadian Association for Disabilities at Richmond visual symbols used in reading because he can‘t organize what he is looking at. Such a child may be bright, average or dull, and it is important to distin- guish his potential capabilities, Dr. Roche stressed. Similar difficulties may exist in the auditoryâ€"verbal avenue to learning and treatment here is quite different than were the specific disability in the visual- perceptual area. Dr. Roche noted too that in the past few years the percept~ ual or visualâ€"perceptual had be- Vadequate and get some kind of. ‘pleasure out of life. “This per-‘ son will do well enough in the adult world although he won‘t be a scholar.” she said. Some of the children with the type of difficulties describ- ed. Dr. Roche stated may have suffered some type of brain damage, in some cases so mini- mal that even an expert neuro- logical examination could not pinpoint it. Some don‘t appear damaged, but appear to have a dysfunction of the central nervous system such as a de- velopmental lag in which some areas of the brain don’t develop as quickly as others. “Many cases of developmental lag catch up and correct themselves around the time of puberty,” she noted. Sometimes such a developmental lag is a family pattern. Dr. Roche noted too that in the past few years the percept~ ual or visualâ€"perceptual had beâ€" come “preferred labels”, on the part of many parents. If this is the incorrect label, the child may be further disadvantaged if it is insisted that he be treat~ ed only for this problem. “Par- ents quite often look for that sort of label in preference to diagnosis of the slow learner or retarded or serious primary emotional problems.” said Dr. Roche and emphasized that with any amount of training for perceptual difficulties, a dull or retarded child, while he may show some mechanical im- provement in gross-motor skills, will still have to be educated in the opportunity class system. “I stress this very strongly,” she said, “that one must get the correct diagnosis as carefully as possible and then treat the child in accordance with that diagnosis, not in ac- cordance with another type of label which is more pop- ular or more acceptable.” 1 she noted. Sometimes such a developmental lag is a family pattern. Mrs. Hazel Miklaus outlined the role the Sutherland Clinic plays in the lives of such chil- dren. First it pinpoints the areas of major difficulty the child has, Then it may suggest materials or methods for the classroom teacher to use with a specific child â€"- which inci- dentally may often be used to advantage with other children. By the time a child gets to the clinic, Mrs. Miklaus noted. “he often needs to be removed from competition with other children.” As well, the child needs to be able to relate well to another adult, and must be taught in an area free of dis- tractions. The child is helped to learn letters and associate visual symbols by tracing the letters on sand or with sandpaper let- ters. is helped to notice the organs which produce the sound. to repeat it. etc. Often a cookie sheet with fine sand is used and any errors must be D11 309119 also warned 0f the‘corl‘ected immediately. This use danger of pressuring a child who appears reasonably bright in his early years but is in real- ity low-average, to perform above his capacity. This can make the child feel inadequate, fearful and anxious and produce further emotional difficulties as he is always “under the gun”. Rather she said, parents and teachers must relax their ex- pectations and help him find some skill in which he can feel of the kinesthetic method, where the child touches the letter or word is often the only successful method for teaching a child who has difficulty re- membering letter forms as he may actually see them reversed or inverted. Similarly, cursive writing as opposed to printing, is usually preferred as both sound and movement are continuous and it avoids the difficulty of distine- CHRISTMAS GIFT PROBLEMS? RICHMOND H [Ll Special Christmas Package 42 LEVENDALE ROAD 884-5361 $15. 00 tudio mne Similarly, cursive writing asirooms and their variety of opposed to printing, is usuallyiequipment used in the local preferred as both sound and classes and then enjoyed re- movement are continuous and it freshments as well as further avoids the difficulty of disting- animated discuSSion. By the time a child gets to the clinic, Mrs. Miklaus noted, “he often needs to be removed from competition with other children.” As well, the child “(Cab UL LHC 1”.le uuu L “CVCLUP as quickly as others. “Many cases of developmental lag catch up and correct themselves around the time of puberty,” she noted. Sometimes such a developmental lag is a family pattern. Mrs. Hazel Miklau-s outlinedi‘ the role the Sutherland Clinic' plays in the lives of such chil-, dren. First it pinpoints the, areas of major difficulty the“ child has. Then it may suggest: materials or methods for the‘ classroom teacher to use with a specific child â€"- which inci-f dentally may often be used to‘, advantage with other children. By the time a child gets to the clinic, Mrs. Miklaus noted. “he often needs to be removed from competition with other children.” As well, the child needs to be able to relate well to another adult, and must be taught in an area free of dis- tractions. This prompted the question‘ from a young teacher as to how‘ to deal with such a child in the regular classroom when his behaviour may be detrimental to the other children but when strict discipline may hurt the child further. With many of these child- ren, physical contact often works,” advised Mrs. Mik- laus. “Put your hand on his head or his shoulder. This sometimes works bet- ter than verbalization. Keep his desk near yours, not in terms of punishment but so you can touch him.” .She also emphasized, “Such touching means comfort and reassurance, not punish- ment.” A parent enquired what to do with a child who could not or would not learn multiplication tables in spite of hours of coaching “when this is just pure memorization”. hr pnr‘ho uiaa‘hnfl hnurnlrnl- The child is helped to learn that few parents could work letters and associate visual successfully with their own symbols by tracing the letters children and were quite apt to on sand or with sandpaper let cause an emotional difficulty‘ ters. is helped to notice the When they did 50- . organs which produce the She also stressed that a child sound. to repeat it etc. Often who had difficuny With. mum' a cookie sheet with fine sand pncauon tables could quite p05‘ is used and any errors must belsibly have difficulty With aud10- . - . ,V - verbal sequence, “He can't confirmed Immediatdy' “HS uselmemorize the table because he of the kinesthetic method,j . _., where the child touches thecantrecallthe sequence suCh . ‘a child needs to manipulate con- lettei‘or word 15 often the ohly mete materials 1.athel. than successml methOd for teaChmg work with symbols, she advised. a Child Who has difficuuy l‘e‘l At the conclusion of the membering letter forms as he,[engt11y question period memâ€" may actually see them reversed‘bers of the audience were in- or inverted. lvited to inspect the three class- Similarly, cursive writing astrooms and their variety of opposed to printing, is usuallyiequipment used in the local preferred as both sound and classes and then enjoyed re- Dr. Roche wa-rned however, learn that few parents could work visual successfully with their own etcers children and were quite apt to ,1. 15; cause an emotional difficulty 3 the when they did so. the She also stressed that a child Often who had difficulty with multi- plication tables could quxte pos- ‘St be sibly have difficulty with audio- is useiverbah sequence, “He can't Bthod ‘memorize the table because he ‘ "can‘t recall the sequence.” Such ’ the a child needs to manipulate con- ? 0913' crate materials rather than lchmglwork with symbols, she advised. uishing between b and d or p and q. One of the first questions asked the speakers was what percentage of childen have this type of difficulty. Dr. Roche estimated that _66 percent of children are normal. At the extreme ends would be child- ren who are extra bright or severely handicapped and these. she noted, are now well pro- vided for. The ones who fall between these groups need help. Such help doesn’t need to be stereotyped, however. and many can be handled in the regular classroom with some aids. (Photo by Stuart‘s Studio) W 7 Obituary Geoffrey Kingston Passes 0n Suddenly Centre Street West, November 13. Mr. Kingston had been em- ployed for 36 years with Simp- son~Sears and at the time of his retirement four years ago was the operating superintend- ent of that firm. A resident of Richmond Hilll since 1949, Geoffrey Kingston. died suddenly at his home, 843' The funeral service was held at St. Mary's Anglican Church November 15, with Rev. James O’Neil officiating. Cremation followed. Pallbearers were Charles Dunn, Maurice Ander- son. David Flavelle, Peter Griggs. Jasper Worth and Jim Jackson. A valued member of St. Mary‘s Anglican Church, Mr. Kingston served as sidesman. He was also a member of the Board of Trustees of York Cen- tral Hospital. Surviving are his wife, Dorâ€" othy. and son John. of Rich- mond Hill, and one sister and one brother in England. He was born and grew up in England. coming to Canada in l926 and until moving to Richmond Hill had lived in To- romo. Guaranteed repairs to all makes of Hearing Aids. Ex- pert workmanship by qual- ified technician. For court- eous home service call your Local Representative: Mr. David V. Murray 889-5349 HEARING AIDS 137 YONGE STREET TORONTO Since 1902 TEL: 364-2264 Acousticon p . ISnowmoblles - Snowblowers: : Chain Saws 1 (,‘anadien ‘~‘ Homelile Reminrlon Wright. * ' :KETO A POWER EQUIPMENT; TENDERS FOR FUEL Sealed tenders clearly marked, “Tender for Fuel”, will be received by the undersigned until 5 p.m., Tuesday, November 28th. 1967, for the 1968 re- quirements of fuel oil. furnace oil, and stoker coal. Tenders will be opened in public at a special meetâ€" ing at 5 p.111, Tuesday. November 28th, 1967, in the Board Administration Office, 56 Yonge Street North, Richmond Hill. Information regarding locations, storage capac- ities etc., available from the undersigned. The lowest or any tender not necessarily accepted. The Board reserves the right‘to accept any tender completely, or for any section. Kenneth U. Turton, Business Administrator Richmond Hill Public School Board 56 Yonge Street _North Richmond Hill, Ontario. 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