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beset by financial problems. Indeed, a number ' of them had to take part-time employment in order to finance their studies, This was the case, for example, of a German student, Iurgen Steinmeister, who came to Canada in 1955.. In the following three years he mastered English, earned enough money to register at the Ryerson Institute of Technology, Toronto, led the first year students in his Hotel, Restaurant, and Re- sort course, and, in 1958, won a scholarship from the Ontario Hotel Association. Similarly, Laurent Chretien, while taking his Grade XII diploma in Ottawa this past year carried on a full time job with the Quebec Hydro Commission. But foreign born students have shown not only ambition but also considerable apprecra- tion of their opportunities. “Canada has been so good to me,” said Sil- vere Brochez, “that it is time I started to repay Canada." He decided to join the RCMP. “I am very interested in science,” said He]- mut Hesse. “I plan to make science my life’s work.” Richard Kalinovski, a Polish-Canadian who established a scholastic record for Ontario in Grade XIII in 1953, explained that he had chosen the medical profession because “I want to help people." Jack Heynen says he lives by the motto he has chosen for his Sunday School class: “We study that we may serve." Why have so many immigrant children put so much effort into their schoolâ€"work and con- science into their citiZenship‘? The answer is partly economic. partly psycho- logical. Young newcomers are anxious to im- prove their place in society, and in scholarship they see a way to excel; they are anxious also to fulfill their parents' expectations; they realize the value of their opportunities; and, finally, they are often better-disciplined than are Canaâ€" dian children. Many Canadian students, challenged by findâ€" ing themselves surpassed scholastically by new- comers. study more earnestly. They also acâ€" quire a better understanding of the cultures of the countries from which their immigrant friends have come. Unfortunately, teenagers have been known to taunt New Canadian stuâ€" dents. Since the children of immigrant parents en- ter Canadian schools at an impressionable age, they acquire Canadian customs and languages quickly. Their parents. however. are usually less fortunate. This is particularly true of mothers. Schooled in other languages and in other traditions, and with fewer opportunities for assooiation with native Canadians, they take longer to integrate into Canadian life. The re- sult frequently is that young immigrants tend to 10 become critical of their parents‘ adherence to old ways and of their inability to converge in English or French. Tensions sometimes develop in the home â€"- often in direct ratio to the Canadianization of the younger generation jn relation to the conservatism of the parents, It is an unfortunate but understandable situa- tion. It is here, howeVer, that members of Canadian Home and School associations (and may we add Women’s Institutes? Ed.) 11in be of genuine assistance to newcomers. Camdian and immigrant parents have a common iiilcrest in the progress of their children, in the deaelnp. ment of their communities. and can Is my a great deal from association. But, first l1 all, neweomers need to be warmly welconwd m such groups and to have the function and slug of such meetings explained to them. lany newcomers are naturally shy and hesitm. and it remains for Canadians to extend to the i the hospitality and understanding which they iem. selves would like to receive. Once in the group, foreign-born pareni may be introduced to Canadian ways and than cgin to understand the changing viewpoint and aspirations of their own children. Even my association in other fields of social an. eco- nomic endeavor may follow. to the ‘ :fitiy advancement of the cause of integration This year will see thousands of new students im- duced to the Canadian way of life g and thousands of native-born Canadians ti we“ opportunities for service. * * it THE NEW CANADIAN By Elizabeth Russell Hendees I am an alien here, and yet I think as other people do, I love as others everywhere. To fullness of life I also aspire And long for friends who understand. Far from home, alone and strange . . . Behind a wall of language new and customs 5i ice to me, Is there no little open gate Where I may enter in To play and sing with you, To laugh and love and live with yon. To work and learn and strive with you. TO add my gifts to yours, and build with yo A better world and larger life? I am the new Canadian, No longer alien here, For I have found the gate that's in the wall. To me upon one golden day There came a friend. She knew my thoughts and ways, She was the Key To fit the long-locked door. She led me in. And now I speak your tongue, I think your thoughts; I add my gifts to yours, and help you build The world anew in this our Canada. * * * HOME AND COUNTRY