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Page 9 text:
PRACTICE TEACHING THE lecture room gives us theory, the class room gives us practice! This year, more than ever before, practice teaching comes to the fore be- cause we, of the London Normal School 1939-40, have been privileged to have more of it than our predecessors. We have been given the oppor- tunity of continuous periods of teaching four times during the year. Two of these weeks have been spent in rural communities and the other two in urban schools. Starting projects or pursuing them, introduction to the intricacies of the register, computation of the Penny Bank and problems of seatwork have all been a part of our experience. Disciplinary problems, mentally deficient children and chil- dren of superior intellect have all been under our jurisdiction and we have had to cope with them as well. Blunders have probably been numerous but there is a happier side to this situation. We have had the opportunity to contact these prob- lems in time to receive advice and constructive assistance from our capable staff and critic teach- ers. Their help, suggestions, and encouragement have been invaluable, and when September rolls around we will be even more grateful for their efforts in making our adjustment as painless as possible. Then, we must not ignore the very real pleas- ure we found in associating with the teachers in these schools. One and all will agree that the adventures of these weeks will rank high on our shelf of Normal School memories. Now, our thoughts turn back to those memor- able Friday afternoons, when, with fear and trembling, we went to see what dread assignment lay in store for us. Once more we see ourselves sallying forth at the end of the observation lesson filled with a burning desire to " teach like that " ! As you read this, baby birds will be stretching their wings outside your window, with the mother bird chirping about, encouraging, advising, and criticizing their efforts. When she is convinced that her little ones can manage alone, she flies away leaving them to their own resources. This is the principle behind our practice teaching, and it is our earnest wish that we may not fail in the trust that has been placed in our hands and that the star to which we hitch our wagon will always be " honour lessons. " We trust that the members of the Normal School Staff and the Staff of Critic Teachers will accept our gratitude for the advice and guidance they have so kindly bestowed upon us during the past year and as we fly away from the nest, we shall feel all the more confident for having spent this ye^r under their wings. HELEN CRUICKSHANK. 
Page 8 text:
TRUTH TWO thousand years ago an armourer tempered his newly wrought Damascus blade by thrusting its white-hot steel through the thighs of a slave bound to the sacrificial altar. Doubtless the sentimentalists of the day clamoured against the procedure and bewailed its cruelty. Nevertheless, the art continued to be taught and practised until such time as the discovery of metallurgical truth brought about the substitution of sea water or other chemical solutions for the saline bath contained in the veins of the victims. Since the Normal School Year Book of 1939 was printed this country finds itself at war. No one — not even a Hitler — desires war. Its manglements and destructions excite universal horror. Nevertheless, the practice and perforce the teachings which underlie the practice persist. It is within the range of probability that the historian of the 30th century may place blame for the prolonged continuance of war not on munition-makers, not even on politicians, but on educationists because of their failure to inspire a search for truth — " truth that shall make you free " — those truths of human relationships which alone can liberate from the tyrannies of barbarism even as the truths of physical science have liberated from the thraldom of material forces. The New Course was designed primarily to emancipate the teacher. Increased freedom, however, implies increased responsibility. Slothful acgui- escence may easily fasten on the left ankle the chain which has been stricken from the right. Be vigilant! And above all things train your pupils to value and to search for truth. The Bolshevists teach beliefs; the Nazis, attitudes. Both blindfold their peoples from reality. Only a democracy thrives in and welcomes light. In these perilous times the very existence of democracy may depend upon your effort. H. G. Wells has said that civilization is a race between catastrophe and education. We, the teachers of an older generation at the finish of our relay in that race, hand on to you, the graduates of 1940, the torch we feel we have but poorly cherished. May it flare far and flame brightly in your hands. HARRY AMOSS, Director of Professional Training. 
Page 10 text:
OUR MASTERS C. E. Mark. B.A., D.Paed, You asked me for twenty-five words. Here they are: Be strong, courageous, ambitious, industrious, studious, firm, fair, tactful, true, honest, conscientious, patient, open-minded, cheerful, kind, tolerant, courteous, loyal, friendly, approachable, encouraging, enthusiastic, interested, interesting, and natural. G. W. Hofferd. M.A.. D.Paed. " You shall live in the lives you have moulded And led with the courage of ten. The Great Master Workman be with you ! I hail you, ye makers of men! " T. E. Clarke, B.A.. B.Paed. May you grow rich in wisdom, may you enjoy the pleasant rhythm of life ' s work and may you experience in large measure the realisation of your ideals. J. G. McEachern, B.A., B.Paed. " We must be free or die who speak the tongue That Shakespeare spake; the faith and morals hold Which Milton held. " — Wordsworth. E. H. McKone. B.A.. B.Paed. Capacity for making friends is the most important factor in the attainment of success in any field. But of all the friendships that may be made, none contribute more to happiness than the friendships with the birds and the flowers, the trees and the stars and all the rest of Nature ' s children. 
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