London Normal School - Spectrum Yearbook (London, Ontario Canada)

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Our Visitors Oct. 21 — At the beginning of the year, Mr. Henry gave the students an idea of what was being done in the Institutes for the Blind. The students were cordially invited to visit the local Institute and also to aid the blind on Tag Day. Oct. 28 — Mr. Bishop, the fire marshal of Ontario, demonstrated the causes of many ser- ious fires. He told of tragic happenings which were the results of panic in public buildings and schools. His lecture impressed upon his listeners the respon- sibility of a teacher in case of fire. Oct. 28 — Mr. Humphreys, from British Columbia, gave a very educational talk about the Maritime Provinces and British Col- umbia. He illustrated his talk with many colourful and interesting slides. Nov. 15 — Dr. Helen McMurchy delivered four enlightening health lectures. Nov. 16 — At the close of her lectures she answered any questions, previously handed in by the students. Jan. 7 — Mrs. Cummings, a gifted story-teller, entertained the masters and students with delightful children ' s stories, at one of the Literary Meetings. Jan. 19 — Dr. Karr, Inspector of Teacher Train- 20 ing, visited the London Normal School 21 and watched the students at work. At the end of his visit he stressed the importance of clear enunciation and pronunciation. Jan. 28 — Dr. Harry Amos illustrated what diffi- culties are met by children who are physically handicapped. The teacher should refer every unfortunate child to the school nurse, or write to Dr. Amos. Jan. 28 — Miss Freeman, a demonstrator from the Fisheries Department, Ottawa, very com- petently carried out a cooking demon- stration. After the demonstration the tasty dishes were sampled by the mas- ters, visitors and students. Jan. 31 — During Education Week Dr. Dearness, an ex-principal of the London Normal School, instructed the teachers-in-train- ing in School Management by the use of amusing examples. He also gave much timely advice to young teachers just entering the teaching profession. Feb. 1 — Miss Hamilton, representing the Red Cross Society, spoke about the Red Cross movement all over the world. She dis- tributed pamphlets, which gave instruc- tions for organizing Junior Red Cross Societies in the School. Feb. 3 — Miss Elliott, a lecturer from the Depart- ment of Agriculture, gave an address on the value and use of canned goods in modern cooking. Feb. 3— Mr. Keefe, Director of School Atten- dance, instructed the students in the methods of marking the daily register. Feb. 18 Mar. 7- Mar. 18 Mar. 18 Mar. 21 Mar. 22 -Miss Tyhurst, President of the Girls ' Work Board, talked about the place of a teacher in the religious training of the community. -Dr. Harrison Lewis, from Ottawa, de- lighted the students with an illustrated lecture on birds. The students were informed that illustrative material could be obtained by writing to the Com- missioner, Canadian National Parks Branch, Department of Interior, Ottawa. -Miss Cornish, from Ingersoll, at a Liter- ary Meeting, related her thrilling exper- iences at the Coronation. -Mrs. Kingston, one of the Provincial Vice-presidents of the Home and School Society, stressed the importance of this Society. Pamphlets were distributed. -Mr. Hughson, of the Ryerson School, introduced the value of the Teachers ' Federation. He spoke to the men stu- dents about the Men Teachers ' Federa- tion. Miss Fawkes, of Governor Simcoe School, spoke to the lady students about the Women Teachers ' Federation. -Dr. Hobbs, Director of Mental Health Clinic, delivered two exceedingly impor- tant lectures on mental hygiene. He stressed the necessity of discovering harmful habits of thinking early in a child ' s life. The students enjoyed hav- ing Dr. Hobbs read several case his- tories. — Kilmeny J. Caverly. J ormal Chic s ONE day, while home in the Easter holidays, I sat in the dining room gazing at Chuck, our big brown collie dog, as he was in the kitchen watching the chicks which I had brought from the Normal School. It was indeed interesting to note the attitude of curiosity that seemed to exist between Chuck and the wee chicks. Six tiny yellowish brown New Hampshire Reds chirped and strutted around in a square wooden box. Chuck, the colour of a woodchuck, hence his name, stood beside the box watching their every move. His monstrous brown head was bowed and slightly tilted, while his ears stood erect and sharp. His mouth hung ajar with tongue falling out as he panted in wonderment at those tiny bunches of active fluff. The chicks slightly glanced up at their huge guard, peeping content- edly as they filled their little crops or let the water run down their slender throats. So eager was Chuck not to lose sight of one move that he leaned over, almost touching them. One chick, being curious about that big brown thing with the black nose and red tongue, stretched its little self up and gave it a pick. What a yelp! And poor Chuck walked slowly into the dining- room with a shame-faced expression. Turning around again, he went back to study further those interesting-looking chicks. — Coyla Cody. Page Twenty-six

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The Glee Club Ukrainian Dancing OWING to the month that was lost at the first of the year, and to the many compet- ing activities of our term, the Glee Club this year has not contributed a great deal to our extra-curricular activities. However, the club is still functioning— not as an organized group, but having a wide circle of interested students in attendance. We have had fairly regular practices through- out the year, but with only half the school in attendance at one time it has not been possible to present many finished performances to date. The Christmas pageant did great credit to the talent of the school, and was a source of enjoyment to all the students and their friends. Mr. Wheeler announces that the closing Liter- ary Program of the year will allow everyone to see just what has been accomplished. He is also working with a smaller group on some special numbers which he hopes will be presented at this program. We appreciate the time and work that Mr. Wheeler has given us, and are fortunate in having as director and instructor a man of Mr. Wheeler ' s musical standing and personal qualities. — R it th Fox. Dancing Classes AVERY interesting feature of extracurricular activities at the London Normal School dur- ing the winter months was the dancing classes, organized and directed by Miss Rider. Owing to the preponderance of women students at the school, they had to take their turns at the classes, whereas the men were invited to come to every lesson. At the lessons the basic routines for foxtrot and waltz were practised. One very strenuous evening was devoted to folk and barn dancing, and part of another to the intricacies of the ball- room tango. For some the lessons served as re- capitulation of lessons previously studied and the evenings were a means of pleasant diversion. To others, however, it was a serious affair for they were novices and here was an opportunity not to be sneered at. It is a very disheartening experi- ence for a young man who has never danced to go on a floor and to attempt to lead a girl through steps that she knows and he does not. If, how- ever, he begins his training by stepping down the gymnasium floor with the nearest girl at least fifteen feet away, retreating from him, he has time to acquire confidence before he has to take the lead. This is by no means a hypothetical case, for it comes directly from personal experience. The fact that a number of students owe their presence at the several school festivities to Miss Rider ' s coaching is ample warrant for a recom- mendation that these classes be continued in future years. — Earle Sanborn. DANCING has played a great part in life amongst the great peoples of the world. It has had its place in the religious life of many races; it has provided many with a form of aesthetic expression; it has been the major source of re- creation for the people of many lands, and it has had its part to play in great events of history. We should look upon the practice of a tradit- ional dance much as we look upon the study of a classic writing in Literature, respecting the values which have made it endure through the years. Ukrainian Dancing brought us an appreciation of the typical style of dancing of one of the great races of the world, theSlavic Race, which occupies a large part of Eastern Europe. There is a wealth of tradi- tion behind the dances which is the heritage of centuries. We were introduced to Ukrainian Dancing by an excellent dancing master, Mr. Pasichnik, a very genial and capable instructor. In spite of being a large and heavily built man, the lightness and gracefulness of his movements in dancing were a source of admiration ot the class. He was handi- capped by the short time he had to instruct us, by the size of the group, and by the difficulty of not being able to express his wishes readily in English. But in spite of this he was able to get very favourable results. He was assisted by friends who helped to demonstrate the dances, presenting them in costume, which added to the interest and effectiveness of the dance. To us, as beginners, the Ukrainian dancing proved difficult and very strenuous. After the first lesson most of us were very tired, but those who returned for the next lesson found it less arduous and soon had the satisfaction of learning some of the steps. The music for the dancing proved to be very fast, requiring quick movements of the feet. The dance routines of Ukrainia are built up from a large number of standard steps. We were taught about eight of these steps in addition to a first step which is used like a chorus between each change of step. We were taught a routine using the steps we had practised, which was performed in couples in a circle formation. Other solo dances, couple dances, and dances for men and for women were intro- duced, which also made use of the steps which we had been taught. Time, however, did not permit us to learn these. I am sure that those of us who were able to take the lessons certainly enjoyed the experience. We appreciated the opportunity afforded in the leadership of Mr. Pasichnik. The results obtained seemed to be very acceptable considering the short- ness of the time spent in learning the dances. Most of us regret that no further opportunity has presented itself for us to practise what we learned. — Norman Powe. Page Twenty-fiie

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Editor ' s Note: — Of the many fine articles submitted, we have chosen those which seemed best suited to Normal School Activities and hence to the Normal School Year Book. Mr. Clarke, in addition to giving valuable assistance in the criticism and selection of the essays, has chosen two of his finest repro- du ction stories to complete the essay section. The Place of Literature and Art in a Materialistic World A A. MILNE defines an artist as anyone who has ever attempted to create something beautiful. In the category of artists he places you and me, too, if only, as he says, We have ever written four lines on the sunset in some- body ' s album or even modelled a Noah ' s Ark in plasticine. All of us then are artists in some measure. We may refuse to admit it. We may tell ourselves impatiently that the time we spent trying to sketch a landscape or struggling to ex- press an idea in smoothly flowing English was wasted. But it will be of no use. As long as we continue to gaze with delight at the first snow, to dream dreams before the fireplace and to stand in awe before the winter sunset we are artists cultivating our love for the beautiful. But this, we are reminded on all sides, is a materialistic world. There is no time for the cultivation of an artistic sense in ourselves — no place for artists in the world. For what place can there be for Literature and Art in a world where, The wealthiest man among us is the best — where to commit crime makes one front page news and to write a good book entitles one to a brief paragraph on the back page— where headlines such as Austrian Nazis gird for fight and Japanese planes bomb the Nanchang Airdrome, indicate materialism gone mad in another world war. And yet in our more thoughtful and less troubled moments we are only too willing to grant Literature and Art a place in the scheme of things, for they represent the genuine progress which we have made toward civilization. Good books and pictures are store-houses o f beauty and in what seems at times a very ugly world it is well to have conveniently at hand a store-house of beauty. Keats characterizes all beautiful things as, Flowery bands to bind us to the earth, Spite of despondence, of the inhuman dearth, Of noble natures, of the gloomy days Made for our searching. It behooves us then to search for the beautiful to find the flowery band that can make life endurable. Where do we find beauty in such rich quantities as in the poetry of Keats, the prose of Mary Webb and pictures of Corot? And perhaps because they have caught up and held for us the beauty of the world, Literature and Art promote faith. A love of beauty is insepar- able from a love of goodness. It is not an accident that our Christian faith is linked with the best in Literature and Art. Portions of the Bible are among the finest in Literature. How many people depressed and embittered by the materialistic have read with a sense of comfort and power the beauti- ful lines of Isaiah, Trust ye in the Lord forever; for in the Lord Jehovah is everlasting strength. And our Christian faith has associated itself with great Art as well as with great Literature. A study of Raphael ' s Sistine Madonna and Holman Hunt ' s Light of the World cannot but promote faith. Not only do Literature and Art promote divine relationship, but they also promote happy relationships among human beings. Good books and good pictures are interests common to most of us. We find it stimulating to discuss them with our friends — to try to evaluate Canadian Art — to criticize current fiction — to wonder if An- thony Adverse and Gone with the Wind are really great books or only long ones and to reread (with an eye perhaps to seeing the moving pic- tures) a Midsummer Night ' s Dream and the tragedy of Romeo and Juliet . Our discussions are happy, interesting, invigorating ones. Book and Art Clubs everywhere testify to our enjoy- ment of them. And Literature and Art promote this happy relationship not only because they provide common ground for enthusiasms, but, and this is far more important, because they help us to understand each other. In books and in pic- tures we see, through the eyes of someone far wiser than ourselves, our friends and our enemies too. The dissolute Sydney Carton, the incom- petent Dora Copperfield, the happy-go-lucky Mr. Micawber all have their charm and when after a perusal of A Tale of Two Cities or David Cop- perfield we see the replicas of these characters in every-day life we are apt to view them with a kindlier and less impatient eye than before. As for friends — to see their wit, their good temper, all the qualities for which we love them { Continued on page 30 Page Twenty-seven