Toronto Teachers College - Yearbook (Toronto, Ontario Canada)
- Class of 1966
Page 1 of 196
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 196 of the 1966 volume:
A Q lv I - 7" ff,
Mrs. Lee died on Friday, April l, l966.
Born in Halifax, Nova Scotia, Mrs. Lee received
elementary and secondary education in the schools
of Toronto. Her post secondary schooling was achiev-
ed at the University of Toronto and Cornell University,
culminating in a Bachelor of Household Science De-
gree and a Master of Science Degree respectively.
During World War Il, Mrs. Lee served with the
Food Administration Section of the Canadian Red
Cross both as national commandant and as overseas
commandant. She also acted in the capacity of secret-
ary to the Canadian Wives Bureau at Canadian Mili-
tary Headquarters in London.
Following the close of war, Mrs. Lee became a
teacher of Home Economics in the secondary schools
of Listowel and Whitby. For the past ten years she
had been an energetic Dean of Women at Toronto
Teachers' College, offering instruction, also, as Master
in charge of Home Economics. An enthusiastic edu-
cator, Mrs. Lee was the author of two textbooks in
Home Economics at the level of Grades 9 and TO.
Mrs. Lee was a member of the University Women's
Club, the Canadian Home Economics Association, the
University of Toronto Household Science Alumnae
and the Alpha Gamma Delta Fraternity in whose ad-
ministration and charitable activities she had been
active until her demise.
We shall remember her.
Build me straight, O worthy Master!
Stanch and strong, a goodly vessel,
That shall laugh at all disaster,
And with wave and whirlwind wrestle!
IN REMEMBRANCE OF
MRS. MARGARET HILCHIE LEE
DEAN OF WOMEN
TORONTO TEACHERS COLLEGE
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With to-day's society reflecting a protest against
old authoritarianisms, with the removal of outer
restraints and the resultant shifting of greater re-
sponsibility from authority to the individual, there
is a surging urgency for the teacher to achieve
and exercise that maturity of self so esse-ntial in
one entrusted with the education of children.
Yours is a changing role but an exciting chal-
lenge. Your teaching must transcend the realm of
competent practice, your teaching must cope read-
ily with intangibles, must so inspire as to shape
lives, your teaching must engender an atmosphere
in which academic disciplines mean more to child-
ren than the mere performance of an assignment.
Only then will you be recognized as the teach-
er possessing the excellence of artistry, the teach-
er who looms quietly on the p-eriphery but yet
lingers at the heart of the learning process, the
teacher who offers leadership- and guidance to
youngsters whose only request is recognition as
individuals, the teacher who is keenly cognizant
of the values of self-discipline and who endeav-
ours to instil in his pupils an appreciation for the
responsibilities of living. Of such magnitude is
the task that confronts you.
Initially, you may experience feelings of un-
easiness, uncertainty and doubt. With the first
ioys of accomplishment, however, you will grow
in confidence and competence. As time lapses,
you may meditate on excellence.
The staff of Toronto Teachers' College wishes
you well. May you enioy every measure of suc-
cess, health and happiness.
Sincerest best wishes,
o N TA R I o
THE MINISTER OF EDUCATION
In company with people of all races
and all creeds all over the world, the
people of Ontario are showing, as per-
haps never before, a keen interest in
education and the product of our school
system. In a large measure, the fulfil-
ment of the hopes of our citizens depends
upon you who will teach in the schools
and prepare our children for their life in
our modern technological world. What
you teach will be important, but how you
teach it, your professional confidence, and
your own character as a person will have
equal importance. As one man phrased
it, "Education with attention to the build-
ing of character will do nothing more
than produce a race of clever robots".
Your responsibilities, as you take up
your duties in our schools next September
will be both exacting and difficult. You
will not, however, be alone. You will
have many allies, your colleagues, your
board of trustees, the parents of your
children and, when you have gained their
confidence, your children themselves.
You will have at your call the advice and
assistance of your supervisors and the
resources of the Department of Education.
Do not hesitate to seek assistance when
you need it.
After a year at Teachers' College, your
professional training is behind you, your
professional growth is still ahead. You
carry with you the confidence of the De-
partment of Education and the good will
of the people of our Province as you be-
gin your career. May your teaching days
be happy and rewarding!
William G. Davis
Minister of Education.
lt is ironic that the closest one ever feels to some-
thing is at the moment of separation. This is true of
leaving Toronto Teachers' College. One suddenly feels
attached to the school and in a way indebted to it, for
it is here that we have learned sound philosophy and
methodology of teaching. In order that one put his
whole heart into any particular undertaking he must
first be convinced that the undertaking is worthwhile.
In the short span of one year we have come to more
fully realize that teaching is not only one of the most
important professions of our society but also that, if it
is to be well done, it is one of the most technical and
difficult both in preparation and practice. Graduation,
or even the contemplation of graduation, reminds one
of how much the College has done for him.
The T966 yearbook is not essentially different from
last year's, or that of two years ago, or even from the
ragged T953 magazine in the yearbook office. Yet, each
year, a few new, different, and valuable changes and
additions are made: for example, this year a greater
emphasis has been placed on student art, indicated by
the change from the "Literary Section" to a section
titled "The Arts." Thus, the magazine changes and
matures with the school, reflecting the highlights of
each particular year. We have tried to give the college
our best ideas. As editor I am extremely grateful for the
invaluable assistance of all the members and advisors
of the Yearbook Staff who did their utmost to fulfil
their responsibilities - plus a little more. We only hope
that the product of our work is fit to take its place in
the records of what has been to all of us a very signifi-
' at .-
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Back Row Miss Fletcher Sister Warner, Lualhati Kuhonta, Phyllis Ditmars, Stewart Scriver, Mr. Wolford Mr Gaynor Stephen Polevoy
Bruce Taylor Sister Adrienne.
Front Row John Parkin Duncan McPherson, Elaine Luscombe, Elizabeth Werner, Ann Kennedy, Heddy Kawnik Gay Purdy
The first few months of the year we found ourselves
not knowing what to do, and for the last months wonder-
ing how we'd get it all done. The decisions on the colour
and materials and print were discussed and revised and
then the real worry began - what was going inside the
book. Each department had its own headache - the ad-
vertising getting its ads, the photographer hovering over
the college in a helicopter snapping madly, the art de-
partment had long hours on past-e-ups of the pictures, as
well as many illustrations, the literary department fran-
tically gathering prose and poetry and club write ups,
to say nothing of the editing and special articles.
We spent more than one Saturday or week night en-
veloped in copy, typewriters pounding, revived occasion-
ally by Mr. Walford's coffee pot. All of us on the Yearbook
Staff would like to acknowledge our special thanks to the
masters who gave us much valuable guidance and assist-
ance: Mr. Walford, Miss Fletcher, Miss Power, Miss Horne,
Mr. Gaynor, Mr. O'Neil, Mr. Holtham and Mrs. Hughes.
To Mr. Wlikie from Richardson, Bond and Wright we are
especially grateful for advice throughout all stages of pro-
At the time of writing, a trip to the printers in Owen
Sound and a Yearbook banquet offer a future break -
but our real reward will be seeing the finished product.
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A MAN: ITIS WHAT
AMAN DOiS WITH
WHAT HAPPXNS TO
H IM. HUXLEY
RICHARDSON, BOND 8zWRIGHT LIMITED
lithographers printers bookbinders Owen Sound - Toronto - Montreal
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MISS S. STANLEY
Post B.A. Programme
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MISS M. E. MaClLVEEN
Health, Student Health
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MISS J. M. HORNE
B.A., M.Ed., A.O.C.A.
Post B.A. Programme
MRS. M. E. WHITE
School and Community,
Dean of Women
MR. R. A. L. THGMAS
Director of Practice
MR. J. D. STENNETT
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MRS. M. H. LEE
Dean of Women
MR. W. P. LIPISCHAK
MR. R. G. GAYNOR
B,A, . . B.A., M.Ed.
School Management MISS M M POWER History and Philosophy
BA' Ed of Education
MR. R. E. BODEN
Dean of. Men
Post B.A. Programme
MR. I. D. FRASER
MR. W. HAYES
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MISS K. A. BENNETT
B.A., B.Ed., A.R.C.T.,
Post B.A. Programme
MISS D. C. FULLER
MR. M. J. DOBSON
History and Philosophy
MR. L. A. ELLIOTT
B.A., M.Ed., A.R.C.T.
MR. G. E. WALFORD
History and Philosophy
Post B.A. Programme
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MR. H. L. CHESSUM
Post B.A. Programme
MRS. J. FORBES
MISS S. FINNIGAN
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MISS E. ST. JOHN MRS. N. O. C. PRATT MISS G. E. WASHBURN
R.P.L. B.A., B.L.S., B.A., B.L.S.
Librarian Librarian Librarian
MR. W. HARGROVE
TOP ROW: Mrs. D. Galand, Miss A. Carson, Mrs. D. Rae, Mrs. G. Smith, Mrs. R. Chappell.
BOTTOM ROW: Miss Bailie, Mrs. M. Heughan.
MR. W. E. BINGHAM
MR. G. J. BRADSHAW
MR. E. A. DAYMAN
MR. H. N. ARCHIBALD
Post B.A. Programme
MR. E. H. WILEY
English B, Art
MR. J. P. MERGL
MR. C. W. PERCIVAL
Philosophy of Education
MISS H. M. FLETCHER
Post B.A. Programme
MR. J. W. FAIR
MISS C. I. MCINTYRE
MR. R. F. O'NEILL
MR. W. R. MARSHALL
MR. K. B. McKAY
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MR. J. D. CADWELL
MR. O. Y. ROGERS
MR. B. KIPP
MISS B. DICK
MISS A. Y. WILSON
MISS M. YOUNG
, 'fii '
253 .. .if 57 ff
MR. M. R. WILSON
English II, History
MR. T. A. Hoooms
MR. Y. W. PENROSE
Post B.A. Programme
MR. J. VINTAR
MR. J. T. LEWIS
MISS M. P. BAINBRIDGE
MR. W. J. HOLTHAM
MR. .J R. HARRISON
MR. E. M. WOODGER
MRS. D. J. HUGHES
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MR. E. J. SIMPSON
ONTARIO PUBLIC SCHOOL
MEN TEACHERS' FEDERATION
To our Associates in the Teachers' Colleges -
I expect that by the time this message reaches you, your year of
Teacher Training will be nearly complete. Without a doubt, it will
have been one of the busiest years of your life. Due to the brevity of
your training, it will be unusual if you do not have a feeling that there
are some questions concerning teaching still unanswered. In one year
it is impossible to encompass all the boundaries of knowledge that
are involved in teaching. The search for answers in education will
absorb your whole career. I just hope that you persevere long enough
to find some of them.
What are the opportunities for personal and professional growth in
teaching? They are unprecedented. The danger is in staying too long
in one place or in one grade. Be alert to the opportunities that come
along. Be mobile in your first few years - move around and get a
breadth of experience. There will be time to specialize later.
In addition to fulfilling your own individual ambitions, I would
encourage you to become an active member of your professional
organization. Next Fall, if you are employed by a public school board,
you automatically become a member of the Ontario Public School Men
Teachers' Federation. Be an active member, attend your first Branch
or District meeting in September. Only by personal involvement in your
professional organization can you function as a truly professional
On behalf of the Ontario Public School Men Teachers' Federation, I
extend to you best wishes for a successful year, and may you havea
long and distinguished career as a member of the teaching profession.
L. H. OUTRAM,
WORKING WITH CANADIANS SINCE IBI7
The B of M was first to finance
foreign trade, thus encouraging
the development of early private
enterprise among Canadians.
There are 82 B ofM BRANCHES
in the TORONTO DISTRICT to serve you
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end specimens of Gestetner work applicable to schools.
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TEACHERS ARE INVITED
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FEDERATION OF WOMEN TEACHERS' ASSOCIATION OF ONTARIO
The professional organization of the public school women teachers
extend a very warm welcome to the women graduates of
promote and advance the cause of education
raise the status of the teaching profession
promote and advance the interests of teachers and to secure the best possible
conditions for professional service
arouse and increase public interest in educational affairs
co-operate with other teachers' organizations throughout the world, having
the same or like objectives.
in-service training for professional growth
bursaries, scholarships and fellowships to assist your professional training
conferences to promote leadership and acceptance of responsibility
special funds for financial help to teachers
counsel in cases of professional difficulty
direction and assistance in salary negotiations
help to improve superannuation benefits
opportunities to join group income protection and supplementary hos-
to strive to achieve and maintain a high degree of professional competence
to endeavour to uphold the honour, the dignity and the ethical standards of your
to participate actively in the work of the Federation which serves you.
CMissD Margaret J. Grant, B.A., Toronto
Read this new
order our NEW MATH teaching aids now.
You'Il find them effective and easy to use.
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Diff L'fiZfZwff-.f,.e.....e. aaa, estate'
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Use of New Math Aids-"Insight into Modern
Mathematics" QTHE NEW MATHJ by Paul R.
Trafton, Mathematics Consultant. Wheaton. Illinois
Elementary Schools, Easy-to-follow authoritative
text and illustrations. Tells how simple it is to use
and understand teaching aids designed for the New
Math. 140 pagesj. No. 710. . .S0.60
Blank Number Line Paper-8"x 30 feet, with 2"
increments to build number, time or fraction lines,
Develops concept of negative numbers.
No. 781.. .S2.00
Number Line Runner-Improves understanding
of number sequence, values and patterns. 4" x 33
feet with numbers from 0 to 120.
No. 235. . .S1.25
Teacher's Number Line-4" x 33 feet of tag
stock-large enough for class viewing. Numerals
0 to 120. No. 780T. . .S1.35
Pupil's Number Line-Each student has own-
2" x 24", plastic-coated for repeated use with wax
crayon. Numerals from 0 to 25.
No. 780. . .S1.35 dz.
Make-A-Ten-Demonstrates associative principle
of addition. 20 flocked disks on 6"x l8"felt sheet.
No. 768. . .S1.35
' 'V e a l
The Classroom is the Birthplace of Genius
VV , ...... .. .
, ' ..g, . ,
Napier's Rods-Fleinforces multiplication facts
and checks compound multiplication, 3" x 24"
teachers rods plus 40 blank students sets.
No. 784. . .S4.65
Base Blocks-Demonstrates base ten and base
four. Cardboard in 1" increments. With directions.
No. 785. . .S5.35
Tens Frame-Shows regrouping commutative
and associative principles. 7" x 7" tray, with strips
for 1 through 10. No. 783. . .S0.80
Matrix Cards-Teaches number patterns. inverse
operations and associative principle. 9" x 9".
plastic-coated for wax crayon use.
No. 782 fdozens onlyl. . .S2.00 dz.
EZ Count-Bead Counters-A must in modern
education. Every teacher and student should have
No. 731-10. Z" plastic beads per wire
No. 732-20, W' plastic beads per wire
No. 735-10. Mnwooden beads per wire .80 ea.
No. 736-20. 95"wooden beads per wire1.20 ea.
Multiplication and Division Kit-Teaches con-
cepts with arrays. Shows commutative principle.
No. 753. . .S0.30
M Place Value Board-Demonstrates number bases
below 10, binary number system. place value,
numbers to billions and decimals to four places.
No. 750. . .S6.25
N Elementary Geometry Charts-Large illustra-
tions with easy-to-read definitions incorporating
"new math" concepts of 34 geometric figures. 31
charts 22" x 14" and suggested uses.
No. 792. . .S14.95
O New Math Relationship Cards-Movable frame
on horizontal cards shows the inverse relationship.
46 cards with plastic slide and suggested uses.
No. 790 Addition St subtraction. . .S1.60
No. 791 Multiplication St division... 1.60
P New Math Flash Cards-Horizontal equations
twith framesl for facts through 18's. 100 cards
ZMJ' x 8Mi". No. 786 Addition. . .S1.75
No. 787 Subtraction. .. 1.75
No. 788 Multiplication. . . 1.75
No. 789 Division. .. 1.75
VILAS INDUSTRIES LIMITED
Serving education and industry since 7884
MONCTON ' MONTREAL 0 TORONTO ' WINNIPEG
SASKATOON 0 EDMONTON O VANCOUVER
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lln llpen Letter
Dr. John M. Bennett received his M.A. from the University
of Toronto and his Ph.D. from the University of Ottawa.
Not the least of his achievements is the fact that he was
Inspector of Separate Schools for the Department of Educa-
tion for forty-two years. During that time he served in
several advisory capacities in the interests of Education in
Ontario. Since his retirement in 7959 he has been active
as a member of the Toronto Library Board and since 7942
the Department of Reform Institutions in an advisory
To The Graduates of Toronto Teachers College
You are commencing your teaching vocation in a
Revolutionary Era. The destructive bomb on Hiroshima
changed our thinking, aroused a new sense of values
and ushered in outstanding scientific and social ad-
vances. On the credit side, telestar, iet transportation,
man-made satelites, computing and teaching machines,
emergence of many nations, the peace corps, the spirit
of involvement and the tremendous work of the United
Nations. Yet mankind faces threats of atomic destruc-
tion, racial strife, sub-human existance in many nations,
starvation and loss of the four freedoms. Our children
will face a multitude of social and international prob-
lems. Since 1945 the changes have been terrific. What
may be expected in the next 35 years can be some-
So the questions which education must face are now
being asked. Are children being prepared to meet the
changing problems? Are their talents being developed
in educational institutions to meet the demands of this
However, you must enter into the child's world.
Consider yourself fortunate that your evident missio-n
is to meet daily a growing group of eager youngsters,
challenging you to advance them in goodness, self-dis-
cipline, and knowledge. Each is a distinct individual, a
human being made to the image of the Creator with
rights and responsibilities which you are in duty bound
to respect. Each one yearns to be appreciated, needs
encouragement and thrives on it. They will love learn
ing and have a desire for knowledge if inspired by
your example. To attain success you must be definite
in speech and manner, know your "stuff" and along
with well planned lessons, a supply of that sense called
Children are naturally full of fun, eager for action,
for song, for play and even for work. So you must be-
come involved on the playground, in the class provide
opportunities for development and happiness in song,
in music and in drama. Produce pupils skilled in the
tools of education so they may be able to educate
themselves after school years. Strive to stimulate in-
terest and curiosity in science, health and nature. Be
a fosterer of whatever God-given talents and mind
and body, of heart and soul, with which they have
Canada will need them. Guide their growing mental-
ly with questions as they pro-gress in thinking ability
when puzzling over arithmatical, composition and lan-
guage problems. Encourage the frustrated and diffident
patiently. Treat kindly those from problem homes.
Above all, enlarge the mental and spiritual horizons
of each child by your own youthful and inspiring man-
ner when teaching literature, poetry and history that
they may appreciate our wonderful heritage and the
contribution of our pioneer forefathers.
Creativity is the basis of all human activity and its
development is of first importance in education. Too
often creativity is considered synonymous with the fine
arts, instead it should be a point of view which perme-
ates all learning. Creative writing is not concerned with
the giving of information but with the expression of
thoughts and feelings for their own sake and for the
entertainment of others. Imagination and originality
enter into this. Originality is an important factor, that
is, the child must express his own mental or emotional
reactions, not simply a report on the thoughts and feel-
ings of others. lt is well to remember that few thoughts
are original in the sense that they are expressed for the
first time, originality consists in the selection and ad-
aptation of thoughts and feelings of others. Sensitivity,
sincerity and conviction are involved.
Creativity in oral and written language can be then
broken down into three parts, creativity and the child,
the role of the teacher in creative expression and the
importance of classroom climate in creative endeavors.
In order to help children we must know them. It is
difficult for a child to reveal his innermost thoughts to
a stranger. The building of understanding, trust, and
respect is needed for children to feel free to express
their dreams, their wonderings and their questionings.
Creativity cannot be taught but it can be guided. One
author states if you prove yourself a friend to the
children and they find you worthy, they will share
with you the treasures of their hearts.
A teacher must then have warm, sincere, understand-
ing personality but more than this a high self-regard
and confidence, this coupled with a sense of future
will prevent conformity to the routines of the past. For
the teacher to help the child become a more creative
being he too must be a creative being. He must be a
fully functioning personality with positive satisfactions
and he must eliminate negative, hostile thoughts and
feelings which are limiting and confining.
To influence the child he must be aware of the
beauties around him, the sunset, the crisp crackle of
snow on a frosty morning, the pungent scent of a
warm September afternoon. Perhaps more important
than this is an awareness of the individuals around him
and a deep sense of their worth. And most important
is a striving for a higher spirit of moral and spiritual
What is our purpose in helping children to write and
to express themselves creatively? Most will agree that
writing develops the personality, gives children some-
thing to be proud of and provides emotional release.
Yet most creative people are not self-starting. This is
why the teacher's role is so important- to help provide
the stimulation necessary for the release of ideas and
words. Authorities on creative writing agree that a
teacher preparing a class for writing must discuss the
subject with them. Through this thought-sharing comes
a deepening and widening of the stream of ideas.
Strange new words and new shades of meaning of
familiar words will come from this thinking together.
Children do not generally lack ideas but rather the dis-
criminating words to put them together.
Writers on the subiect of creativity are pretty much
in agreement that environmental conditions, which fos-
ter creativity, are those which encourage independent
thought and which are permissive of new ideas. Class-
room climate in which the child feels at "home" is a
prerequisite for creative activities. Creative urges are
spontaneous and fleeting and fragile. Fear of criticism
is likely to inhibit the expression of creative ideas.
This brings up the question of evaluation of written
composition. The inevitable red pencil has no place in
the creative writing program. As one writer puts it
"Red pencil the achievements. Pride in one's work is a
powerful incentive to correct spelling and sentence
structure." The question now arises, can children's writ-
ing have both freshness and correctness? Definitely
yes! We must give children an opportunity to write
more often. Then we will be wise to separate content
from mechanics. The teacher's first obligation is to deal
with content. For children in the primary grades there is
so much to explore that they usually have a great deal
to say and they say it in a fresh unhibited style. Too
often in the middle grades the attention shifts to mech-
anics, and the child's writing becomes less spontaneous
and more laboured. Thus a creative program is not
meant to require the manoevering of ideas or the mov-
ing of a teacher's idea into the pupil's head. It is simply
a creating of such an atmosphere in a schoolroom that
the children's ideas may grow there naturally. It means
planting seeds where no seeds were and making it
possible for them to grow.
Can we teach children to write creatively? Not really,
but we can help children to release the creativity with-
in that seeks expression.
FREE THE CHILD
timounu Move ment
A lt is said that drama as an art arose out of the very
urge to ponder the question of human existence and
destiny. The beat of this urge gathered momentum with
the institution of the Festival of Dionysus and the
founding of the Attic Theatre of the Athenian State.
This was the preparation for the birth of an aspect
of our emotional life which has helped to clear the
rushes along the path leading to intellectual cultivation.
lt is apparent that in each period of our history nature
urges the development of a new aspect. Pulsation is felt
as it uses up whatever material is available for its
production. More and more material of a finer nature
becomes available as we grow and mature as a human
Plato admitted that play and dance were the first
stages of child education when he said, "Men say that
the young of all creatures cannot be quiet in their
bodies or in their voices, they are always wanting to
move and cry out, some leaping and skipping, and
overflowing with sportiveness and delight at some-
thing, others uttering all sorts of cries. But whereas
the animals have no perception of order in their move-
ments, that is rhythm and harmony, as they are called,
to us the Gods have been appointed to be our com-
panions in the dance, have given the pleasurable sense
of harmony and rhythm, so they stir into life, and we
follow them ioining hands together in dances and
Plato wanted a whole man and he said, "The use
of exercise and motion in the earliest years of life
greatly contributes to create a part of virtue in the soul."
From Plato's time our mind drifts not only forward to
form the link with the present, but backward to pin-
point earlier surgings for dramatic expression and
everywhere we find movement. At one of the earliest
stages recorded we are told: "Darkness was upon the
face of the deep, and the spirit of God moved over
the face of the waters." Creativity begins through
movement. What does this process of creativity consti-
tute? lt makes new combinations of ideas and patterns
which produce new relationships.
Our children today move to show how a certain
sound or colour makes them feel. lt is the quality of the
sound and colour that they express in their own im-
itable way. Why shouldn't we make the utmost use of
their innate desire for movement and let body move-
ment contribute to the learning process?
A child who perhaps might not have the chance for
leadership in any other area might show his movements
and have others try it. His self-concept expands as he
tastes success in this area. ln working together children
learn to harmonize their movements. Creative move-
ments contributes to the development of personality.
By acting out situations through improvisations,
dramatizing a beloved tale, or helping to create an
original script, the children develop inventiveness, ini-
tiative and co-operation, which produces spontaneity.
In addition, sensitivity to the beauty of language and
visual design is developed.
One writer said that movement is the medium for
revealing invisible things, those seen through the eye
and not with the eye. Rousseau was the first to substi-
tute activity for book-learning and his motto was, 'Let
all lessons take the form of doing rather than talking."
By allowing children to identify themselves with
ideas and qualities is to lead them to understand the
ideas and appreciate the qualities. To teach them to
identify themselves with others is to help them under-
stand the meaning of love, kindness, tolerance, sym-
pathy and compassion.
What kind of classroom will you have? Will drama
be accorded its rightful place and thus contribute its
grace to the physical, its colour to the mind and its
force to the spirit, to produce a whole man or woman?
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T-3 in THE
- L. c. Kui-ioNtA
While it is true that I was born and educated in the
Philippines, I can not and do not claim to present here
an authoritative nor a technical report of the Philippine
educational practices. A truly complete work of this sort
would take one, perhaps two or even three years of
intensive survey and study. I can only give an account
from a student's observation in general and from an
elementary school teacher's point of view in particular.
The Philippine Educational System is largely pattern-
ed after the American system although there are still
some tints of the old Spanish influence as could be
found in some privately owned institutions. There are
institutions through the country but the most number
are in Manila, the capital city of the country. There are
about lO universities and 14 colleges in this city.
All schools are under the jurisdiction of the Depart-
ment of Education with the Secretary of Education as
head. The Public Elementary and Secondary Schools are
directly under the government through the Bureau of
Public Schools. These schools are, therefore supported
entirely by government funds. The state colleges and
universities, on the other hand, are partly aided by the
government and partly by the students thus they are
also partly controlled by the government.
The Philippine Normal College is a state college de-
signed mainly for the education of future elementary
school teachers. lt offers courses leading to the degrees
of: Bachelor of Science in Elementary Education, Bach-
elor of Science in Elementary Education, Home Econ-
omics Major, Master of Arts iM.A.J, Master of Education
iM.Ed.J, and the Master of Arts in Teaching iM.A.T.l.
The University of the Philippines fthe state universityj
is hardly financed by the government. lt is supreme in
its educational policies. No one but the dean of each
college or department could prescribe what textbooks
to use or what methods or subjects to follow except,
of course lfor those provided in the Constitution of the
land. Of the courses offered in different colleges and
universities, the longest to take is Medicine, which takes
9 years to finish. The university is governed by a Board
of Regents with the president of the university as the
head. lt offers courses in all fields of learning such as
education, engineering, medicine, law, agriculture,
nursing, mathematics, business administration, social
work and the arts. Degrees offered are Bachelor of
Science and Bachelor of Arts degrees, Master of Arts,
Master of Education, Master of Arts in Teaching, Doctor
of Philosophy CPh.D.J, Doctor of Education iD.Ed.l.
The elementary education is completed in 7 years,
4 in the primary grades and 3 in the intermediate
grades. Free compulsory education is only up to the
completion of the primary grades. English is the med-
ium of instruction except in the first two grades where
the vernacular li.e., the dialect in whatever particular
region the pupils arel is used. The subjects are divided
into broad subject areas, viz. Health and Science lsimi-
lar to those offered in Canadal, Arts and Physical Edu-
cation, Social Studies lthis includes civic life, history
and geography of the Philippines, neighboring coun-
tries and the world as a whole with a slant towards the
United Statesl, English igrammar and composition,
reading and phonics and spellingl, Elementary Math-
ematics, Good Manners and Right Conduct, Cgood
breeding and social gracesl, and Work Education CHome
Economics for girls and Wood Working and Gardening
for boysl. There are kinds of elementary schools in the
Philippines. These are the public elementary schools
fthe one just describedl, the private elementary school
and the laboratory schools. By private elementary
schools is meant those schools run by private corpora-
tions and religious orders, whereas the laboratory
schools are elementary schools in different colleges
or universities offering elementary education courses.
They are called laboratory schools because they serve
as training ground for practice teaching, or in-campus
student teaching. Students take half in-campus student
teaching and half off-campus student teaching.
The secondary school is completed in 4 years. The
subjects offered are Mathematics ithat is, general math-
ematics, geometry, algebra, and arithmeticj, History
Cpresent and past account of Philippine and American
history plus neighboring countries and current events
of the worldl, English lgrammar and composition, and
Philippine, English and American literaturel, General
Science, Biology, Economics, Physics, Physical Educa-
tion, Arts and Music, Character Education, Health, Home
Economics for girls and P.M.T. or Philippine Military
Training for boys. Each male student has to take this
course the moment he enters the secondary school,
private or public. Spanish is another subject that was
recently added. This is only elementary Spanish,
Following graduation from the high school, a student
may choose to continue his studies at the university and
take the Liberal Arts which is a two-year preparatory
course. He may, however, decide to take a course other
than the university course and thus takes a vocational
Graduates of public and private teacher institutions
can teach in the public elementary school provided
they are holder of the degree of Bachelor of Science in
Elementary Education, a 4-year course Cexcept H. E.
majors course which is a 5-year oneb and have passed
a government examination called "Competitive Exam-
ination for Teachers." All elementary school teachers
in the government are provisional or temporary Cin
nature of positionsj until they pass another government
examination, a civil service examination called, "Junior-
Teacher Regular Examination," which is given every
4 years. If a teacher passes this examination his posi-
tion becomes permanent regardless of the number of
years of his experience in teaching. If he does not pass
this his position becomes permanent only after teaching
for 20 years, in the public schools. lf he desires to be
promoted to a principal's or a supervisor's position, he
needs to pass, aside from the Jr.-Teacher Regular, the
Senior-Teachers' Regular Examination.
The highest elementary school official after the
Secretary of Education is the Director of Public Schools.
The counterpart of Canada's boards of education are the
of Teacher Training
"ec eee' W T"fll Tobago
Q-.uv-Munn-v.v -vo?-v ----..
To the average Canadian the words "West Indian ls-
lands" coniure up the picture of a mass of small islands
somewhere down to the south to which the birds mi-
grate in winter. To the more knowledgeable it may be
associated quite rightly with the word "Caribbean", or
further still might even provoke the question "which
island?" In my particular case being a Trinidadian, it is
the island of Trinidad. When thinking in terms of size
relative to the vastness of Canada, it might be humour-
ously pinpointed, not as an island or country, but rath-
er as a geographical position.
After undue consideration one might be moved to
ask "What is the educaion system like, or more speci-
fically, "What is teacher training like?" To put the
matter in a nutshell, l shall try to elucidate, yet in all
humility not assuming the pretensions of a knowledge-
able scribe. Since education has been chiefly respons-
ible for our unprecedented independence, teacher train-
ing has quite rightly played a significant and important
There are five teacher training institutions in Trinidad
and Tobago. In order to be accepted for one of these
institutions a candidate must have at least the Univer-
sity of Cambridge and Oxford Ordinary Level Certific-
ate Division ll with at least five credits in different
subiects. Normally a person with one of these certific-
ates may enter the teaching profession directly, and
later enter a training college if he is thought worthy
by his head master or principal. Entrance is normally
gained on seniority, according to how many years the
person has taught, and his overall performance during
division offices. Each division office is under a division
superintendent. In the division offices are the different
subiect supervisors or inspectors. Directly responsible
to the division superintendent are the district super-
visors. A district is composed of one, two or three
towns depending upon the number of schools in each
town. The principals and the head teachers are directly
responsible to the district supervisors.
this time. With respect to the Canadian situation, it
would seem quite surprising that a person teaches
without having gone to a Teachers' College, and in
some isolated cases up to a period of even twelve
years! This teacher is called an "acting teacher" or per-
haps a "monitor", yet there is a vast difference here.
An acting teacher is one who has obtained his Grade
two Cambridge Certificate but has not yet been chosen
to go to Teachers' College, whereas in the "monitor's"
case the teacher has only passed his Post Primary exams
at age fifteen, and is not eligible for a High School
education because of age. The Post Primary education
is equivalent to a grade eight or nine education in
Canada. Whereas the Cambridge and Oxford Certificate
classes are similar to a Grade twelve education.
On being chosen to go to a teachers' training Col-
lege, the student teacher has to sign a contract to work
for the government for three years, and if the contract
is broken he reimburses the government under pain of
prosecution, and dependent upon the amount of time
that he has worked after graduation. A situation like
this arises, since teachers are paid salaries whilst going
to Teachers' College, the salary being the amount of
money which the said teacher was earning before
entrance. This sum is paid to the student teacher during
the period of training which lasts for two years. If dur-
ing those two years of training he obtained 54,800.00
then he has to repay the government one third of this
sum, 51,600.00 in default payment, having only work-
ed for two thirds of his contract stipulation. On gradu-
ation, if he obtains the highest marks in the entire
college in all departments he is given a scholarship to
the University of the West Indies or to a reputable
The curriculum of these institutions varies slightly,
but basically it comprises the three P's, which are
Philosophy, Psychology and The Principles of Teach-
ing. As regards Philosophy the course deals with the
doctrines of the great educators with emphasis on Rous-
seau, Pestalozzi, Froebel and Montessori. For The Prin-
ciples of Teaching, one studies Methodology, class
management, etc., and in Psychology the course deals
emphatically with child Psychology. Other compulsory
subiects are Physical Education, Health, Science and
participation in the College sports which are held
annually. Other subjects in the curriculum are Sociol-
ogy, Electricity and Magnetism, Mathematics fadvanced
and ordinary levels University of Cambridgel, Spanish
and French Cat advanced Ievelst, English Language Cad-
vanced and ordinary levelsl, Industrial Arts fwood-
working, metal working, draughtingb, Arts and Crafts,
Music, Social Studies, General Science, one year of
Rural Science, and Geography Cadvanced levell. In-
cidentally the advanced level University Certificate is
considered as a first year university standing at the
Universities of England, the University of the West
Indies, and at some Canadian Universities.
Literary and Debating Societies are formed, and the
colleges are constrained to participate in other cultural
activities and games. There are teaching practices on
five occasions for three week durations during which
time the student teacher is rigidly supervised. Some
student teachers might select in favour of special
schools like those for the deaf and dumb, Schools for
the Handicapped, and Mental Institutions. At the Em-
ergency Training College, the student teachers are
those who are advanced in age and who are allowed
to take the only instance of a one year training pro-
gramme. At Mausica Teachers' College, student teach-
ers are constrained to live-in and the Institution pro-
vides accommodation for 800 teachers in two separate
dormitories. An interesting facet of teacher training is
the Monitor System. A teacher who has passed through
this system has indeed been properly trained. After a
pupil has passed his Post Primary Exams CGrade Eighth
and has indicated that he intends to become a teacher
since he is too old to obtain a High School education
he is attached to a trained model teacher. Here he ob-
Similar to our children here in Canada, the education
of the Hungarian child takes place at three levels. Fol-
lowing a noncompulsory pre-school training, the child-
ren spend eight years in primary schools studying be-
sides the arts of reading and writing, arithmetic,
science, geography, history and a foreign language
fllussianl. At the age of fourteen the children have a
choice. They can go to work in a state-owned factory
or farm, or else return to school, an option which most
of the children take since education is free and its
importance very much emphasized.
At the secondary level they can enroll either in one
of the "Gymnasiums" - the most popular form of
secondary schools, reflecting in its name the dual
principal of physical and mental training advocated
by the Greeks - where the emphasis is on the human-
ities, or in a "Lyceum" - named after the school of
serves daily the teacher's mannerisms and methods of
work during school hours, and has to go to lessons on
afternoons after school. After a year he takes the Pre-
liminary Exam Certificate I, then the following year
Certificate II, until the third year when he obtains the
Certificate Ill. If he fails, he has to rewrite these exam-
inations until such time as he passes. The monitor is
given a stipend of about 390.00 to 35100.00 monthly
until he obtains his certificate III and a raise in salary.
He can then teach as an acting teacher or student teach-
er until he enters Training College for the two year
stint and final examinations. If he wishes to specialize
in Infant School Teaching CGrades one to threet the
general tendency is to study the Montessori method
and allied self-explanatory methods. In the Junior and
Senior Schools CGrades four to eighth he studies a com-
bination of methods dependent on the subject in ques-
tion. In reading and in most other subiects classes are
streamed A, B and C, and occasionally a teacher has to
teach a dual grade.
A student with the University of Cambridge Advanc-
ed Level in three subiects can teach High School without
training. However this is more the exception than the
rule as most High Schools are staffed with degree per-
sonnel having also a Diploma in Education.
This is more or less what teacher training is in Trini-
dad and Tobago. It is indeed an exhaustive and sys-
tematic training and on completion one is essentially
more capable to enter formal teaching "the noblest of
professions, yet the sorriest of trades!"
Aristotle - where science and practical subjects tend
to outweigh the classics. For the even more practical
minded a great variety of commercial and technical
schools are available. To complete the studies at the
secondary level takes only four years - as compared
with the Canadian five year course - but considering
that classes are held for six hours over six days of the
week, it takes about as much time and effort as it
does for a Grade I3 student in Canada.
Those who pursue education at a still higher level
can enter one of the highly specialized and diversified
university courses, where they have to study for five
years to obtain the lowest university degree.
The education on all three levels is, with a few ex-
ceptions, free. Materially, that is, for the price the in-
dividual has to pay for it is high. One does not choose,
but is assigned to a school or university where the cur-
riculum is strictly set without the freedom or chance to
follow one's personal inclination and talent. This phen-
omenon is particularly prevalent at the university level.
The universities are overcrowded and the doors of pres-
tige universities or courses leading to a good position
or income are open to students who satisfy the re-
quirements of the Party, those who do not, no matter
how talented, are rerouted to other universities o'r
could be even barred from further studies. The state
recognizes, just as Plato and Aristotle did, the great
importance of education and sees to it that by the pro-
vision of a proper education and environment the
chosen elite is conditioned to become the faithful serv-
ant of the system. Political sciences and Marxist-Lenin-
ist dogmas are integral parts of this training.
I was about ten years old when the English language
became a compulsory subject in our schools. This sud-
den decision on the part of the Board of Education
created a great shortage of English teachers, however,
this fact bothered neither the Board of Education nor
the pupils. The principal would select a "sinner" from
the staff, who was then given the task of teaching him-
self and us, the English language. We were quite happy
with this arrangement, since in this way, the new sub-
ject presented no headaches. On the contrary, the Eng-
lish was a pleasant relaxation from the other subjects.
During these lessons we entertained ourselves quite
When the teacher did not learn the new lesson, he
would get quite indignant at the mere mention of
English, and would quickly turn the conversation to a
different area. He would tell us, for instance, how King
Mitridat VI, who reigned a whole century before Christ,
spoke twenty-two languages. He would then tell us
about an old Montenegran who travelled around the
world and knew five languages, his only fault being
he spoke them all with a montenegran accent.
At times, when our teacher did learn the lesson that
he was to teach us, he would inevitably-begin with:
"Children, you have to pay special attention to the
English language. This language is not essential, let us
say, if you plan to become a Minister of Internal Af-
fairs, but if your ambition is to become a doorman in
a hotel, then know that without English you cannot
acquire this post." After this wise saying, he would
place in front of us a well-known book, "Olendorf
Method for Learning English". This book was the only
textbook that existed, and from it both teacher and
pupil learned English. At last, a conversation based
strictly on the Olendorf method started.
Finally, something about the education and training
of the teachers themselves. The educators are trained
at three levels. Those who have an early call of vocation
can enter a "Pedagogical Secondary School", from
where, upon successfully completing the fourth year,
they obtain a teacher's certificate enabling them to
teach in the lower four grades of the primary schools.
The teachers of the upper four grades of the primary
schools are educated at college level in the so-called
"Pedagogical Upp-er School". lt takes three years to
complete this course where every teacher specializes
in two or three subjects. Thus, starting from Grade 5
the children can benefit from the more thorough know-
ledge of specialized teachers. To teach at the secondary
or higher level requires a university or post-graduate
Question: "The brother of your wife, does he have
a bird that sings nicely?"
Answer: "Yes, the brother of my wife has a bird
that sings nicely".
Question: "lsn't your aunt's sister a relative of my
nephew's aunt's sister?"
Answer: "Yes my aunt's sister is a relative of your
nephew's aunt's sister."
Question: "Did you see my uncle's knife?"
Answer: "Yes, I saw your uncle's knife on the bench
in the garden of my aunt."
As you can see from these examples, the Olendorf
method is well suited for learning the English language.
Spelling gave us the most trouble. This was a pitfall
that buried not only our class, but our whole genera-
tion. lt is true that other languages have difficult spel-
lings, but somehow these looked reasonable in com-
parison. When English is a foreign language you almost
feel that the English made it up as one of their military
manoeuvers for destroying the enemy. A barb wire
seems to envelope this language and any attempt to
learn it is always painful. You sweat and sweat until
you finally learn a phonetic rule, and then, happily,
you stand in front of the teacher to recite the rule that
you just learned hoping the teacher will say, "Very
well, sit down". Instead, he asks you if the rule has any
exceptions and if so what are they. That is about the
same as when you, with the greatest of gusto, finish
eating a dish of cooked peaches covered with honey
an dthe one who serves you exclaims, "Now you must
swallow this crab-apple!"
Because of these intricacies in both En-glish spelling
and English grammar, a pass in the subject was the ex-
ception, not the rule.
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0f Wayne -
The Problem Child
My heart reaches out
To the boy, to the shout
To the screams and tantrums
Of defiance . . .
He would not say a word,
Then hurl insults
He was heard, by those
Who didn't hear his whisper -
"Do you like me?"
WouIdn't print - yet wrote sin
Couldn't read - see the blood
The lightning and the Cloud,
In the picture . . .
Never ioining in the game
To him, "You all look the same."
Never asking or showing
But pleading with a grin -
"Do you like me?"
Emotionally disturbed, oh they heard
They all heard, this policeman
Demanding their obedience.
His parents were concerned
That he learn, he must learn
Like the others with the giggles,
Never trying nor replying
But imploring -
"Do you like me?"
He sat alone building housesp
Never homes -
For Cinderella, a lofty castle
Her sisters, a birchbark tent
A laugh, then contemplation
Removed to the safety of the white and the gray,
From the shadows and depths of the children at play
Giving their hearts, help and sympathy
ln this land of mosaics, willingly
ln this world where all are free,
Silently praying . . . "Do you love me?"
Think, Man, Think!
L. C. KUHONTA
Nowadays it is not uncommon to see people eager
to follow "what the rest believe," or the least resistant
path, rather than oppose or think for themselves. They
are quite satisied to have others do the thinking for
them. Some are, perhaps, too lazy to blaze a new
trail, others simply have no potentiality to tap, and
many are too scared to oppose lest they displease the
powers that be. Thus they are ready to follow blindly
and resigned to master the evils of the adages, "lf you
are told to jump, don't ask why but how high," and
"Do what I say not what I do." To the latter group of
conformists, surprisingly and disgustingly though it
may seem, belong even some of the most highly
educated persons in this world. It is no respector of
degrees, achievement or ability, lt clutches at every-
one, rich or poor, learned or not.
Democracy in a supposedly democratic country is a
misnomer when one reflects on the number of people
who would rather conform than think. Democracy is
incompatible with conformity and yet so many people
who profess to be leaders of democracy are themselves
potential conformists. Why is this so? Thought is dif-
ficult, conformity is easy, and dissent is hazardous. One
does not have to think in order to conform. Thought
appears only when one dissents, when opinions are at
variance, when reasons clash and opposing sides occur.
Thinking occurs when one ceases responding in the
affirmative and starts contemplating, when one be-
comes aware of his backbone and starts using his rea-
sons. Conformity is safe, it does not upset anythin-g.
Everything flows smoothly, good or bad, right or
wrong. Of course it should not be supposed that dis-
sention and unreasonable opposition are the same,
neither should conformity Kas it is meant herel be con-
fused with anarchy. Dissention born out of sound rea-
sons and deep thinking is diagonally opposed to total
and unreasonable rejection which is negativism. Just
as we owe much, as citizens, to our country, we owe
much as students, to our Alma Mater. It is our duty
to respect and obey both and do our best to serve
In a democracy, however, the people should be dis-
tinguished from its government. Similarly, the stud-
ents should be distinguished from their institutions.
They should stand out as individuals not as mere pup-
pets or yes men citizens, most particularly those who
are future teachers, future moulders of young minds.
They should be free to express their individuality.
This is necessary if our government ever hopes to pro-
duce real leaders of democracy, or strong pillars of the
country. Democracy is unity not with conformity but
in diversity. It is the godchild of reflection, of dissen-
tion and of thought. There is but one who could curve
the claws of senseless conformity - the man who has
the strength and courage to stand up and assert what
he thinks is right, the man who uses his faculty and
produces results, the man of integrity and of character.
We are here in this institution not only to learn the
modern methods and techniques of teaching, but also
land this is equally importantj to educate our iudge-
ment. Dr. Rizal, an Oriental philosopher once said,
"There are no tyrants, where there are no slaves."
We Stand on Guard for Thee -
It is often remarkable how the simplest events and
circumstances and people can be thrown together ac-
cidentally to produce an indelible impression of worth!
These ingredients were for me an occasion of thrilling
pride in my country and of a desire to see every Can-
adian as thoroughly a Canadian as this little Chinese
girl of nine short years!
A few weeks ago I went into a tiny grocery-shop to
buy bread and other staple foods . . . Cfor even an
adult student-teacher has to budget . . . and pass up
the preferred delicacies of Danish pastries etc. for plain,
good old-fashioned bread!! I had often noted before
how neat and clean this little shop was kept by an
equally neat and attractive little Chinese woman.
But it was her to which I was really attracted. It
seemed we both had something in common - for
Linda it was the gayful discovery-age of a grade four
child . . . but a chore as well to meet the work require-
ments and sit still long enough in order to do so! For
me, it was a year of chores and adiustments of another
kind . . . yet, I too was living with a heart full of dis-
coveries and joy while learning more and more each
day how very little I really knew about teaching! We
used to compare "notes" briefly but in a friendly man-
ner. We had never needed an introduction from our
very first meeting . . . it seemed, as it usually does
with children, that such superficiality of convention is
a pure waste of time.
Now You See Him. Now You Don't.
Before coming to Teachers' College I had decided,
through working with different age groups, that on the
completion of the college year I would like to teach a
primary or senior grade. That was before my first week
of practice teaching!
From my very first day in the grade one class I had
decided that it definitely wasn't for me. The teacher's
comment that I seemed to have a good understanding
of this age group, did not sway me in the least but
caused me to wonder if she had inferred this, due to
the similarity in mentality.
By Wednesday I was a nervous wreck. I couldn't
decide whether this was due to the fear I had of ac-
cidentally stepping on one of the little creatures and
crushing him to death, or the continual line of students
saying, "Sir, she hit me," "Sir, he kicked me," "Sir, will
you tell Jimmy to stop pinching me?"
That night I made a resolution that no matter what
happened the next day I would not let it bother me.
Thursday arrived and I was assigned to take the read-
ing groups - all four of them. Everything went fine
until the "Pussycats" came up to read. They were along
one side of a long table, myself being on the other
side seated on those midget chairs, Cmidget booby
My chat with Linda over, and my purchases made
and paid for, I began to leave the shop . . . when a
very well-dressed and "posh-looking" lady tl thoughtl
entered . . . She gave me the impression that she had
arrived there through sheer accident and was con-
descending to go ahead bravely, despite her mistake,
in buying whatever she needed. l noticed that Linda
seemed to have assessed the good lady in somewhat
the same manner as I had . . . for she scooted out
ahead of me, to play hop-scotch in front of their neat
little store. Before I had left the area to cross the
street, the lady came out. I noticed that she appeared
to look down several miles of condescension, as she
approached the little girl. Linda, who to all appearances,
was not impressed and was deeply involved in a game
of a more difficult kind of hop-scotch familiar only to
"Grade Four's". The lady broke in on her game with:
"Little girl . . . are you a Chinese or a Japanese or . . .
WHAT? Without even the slightest accent, nor the
slightest break in the rhythm of her hopping, the little
one said: "I am a Canadian." Under my breath I added:
"Good for you!" The lady walked off toward her car
. . . I went home with delightful pride in my new fel-
low-Canadians, and Linda went right on hopping mer-
rily . . . on her own Canadian sidewalk! Do you see
what I mean when I said at the beginning that simplest
events and people, added to simple circumstances can
occasion a very interesting "meal-for-thought." . . .
and doesn't the wisdom of little ones always confound
the so-called "great ones"?
traps! enioying, to no end, the story of "Sandy", when
Peter became confused between the two words "walk"
and "help". Being an understanding teacher, I realized
how similar these words were and how easy it was to
confuse them, and rising from my floor level chair I
wrote a few words on the blackboard located directly
behind me. Completing my display of phonics and pen-
manship, I resumed my seat and proceeded to turn, on
my chair, to point the words out and thus solve the
student's problem. Finding that the words were a little
to the side, I tilted my chair, so as to be able to point
out the words. Peter began his oration, "chalk, talk",
CRASH! In a cloud of amazement and horror the teach-
er and chair disappeared behind the reading table.
Horror quickly turned to laughter and frivolity, while
a usually pale placid face turned scarlet.
Regaining my equilibrium I peeked over the table
in embarrassment to see my teaching partner in the
back corner leading the chorus of laughter, which by
now had spread from pupil to pupil. As I resumed my
position, I happened to glance at the little girl, whom
the previous day I had chided for tilting her chair,
and in her eyes I seemed to read our motto, "We learn
NUVEMBER 11, 1965
On the steps
A shadow is cast,
A shadow, a memory
Of the past ----
On the hill
A white cross stands,
A cross, a mark
Of troubled lands ----
Lighted lanterns down the river flow,
Lighted lanterns, where did the people go?
First came the bomb, then the heat,
The people melted in defeat ----
Poppied wreaths placed in solemn row,
Poppied wreaths, where did the soldiers go?
First were the talks, then the war,
Soldiers who breathe no more ----
Won't you please put down your gun
And gird yourself with thought, my son?
Think of a child, innocent and dear,
Of a child's eyes distorted with fear,
Ot trees, of valleys, of lakes blue,
Ot the destruction only war can do,
Of a smile, a handshake, a kiss,
Of what war does to all of this ....
SHARON O'NElLL FAIR
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These smiling faces.
I cannot help but think these
Evidence of a deeper tragedy:
A Tragedy of busy lonelinessp
A tragedy of memories unchangeablep
A tragedy of love indifferent.
These smiling faces.
A deeper tragedy, for
One can never know the height of joy
Without knowing first
The dungeon of despair.
I have often thought the brightest faces
Masks for the darkest hearts.
Smiling faces. Hiding tragedies.
Cannot one find answers?
A heartless handshakep
A meaningless smiley
A love without involvement.
I have often thought that the brightest faces
Masks for the darkest hearts.
These smiling faces.
Can we know their meaning?
Do we dare to question them?
I have often thought the brightest faces
Masks for the darkest hearts.
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Think hard my little child,
For only you can remember
When last you robbed the
Nest ot her priceless iewels.
Think hard my little child,
For only you can remember
That spot in Grandma's garden
Where, with your baby feet,
You trampled golden flowers,
And did not give them
Any hope of eternity.
Think hard my cruel child,
For in this chair of judgement
You sit awaiting words from
P'ower's High - And, yes,
Uneasily you sit -
You sense that death is
Overtaking your weak and
Child-like body - cruel child
You can do nothing now ....
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A more than trifling pain you cost me,
As I hung a moment on a thorn,
While reaching to one ot life's roses,
amid the clutching brambles.
The pain, I do not say, was trifling,
At another time it could have been.
Yet in that moment you and no other plucked my arm
Had another gripped me pushing,
With Herculean force toward that bristling hedge,
lt had been nothing.
But your gentlest nudge, whose word was hope,
Drove deep the troubling barb.
The sore must now be closed
For now the thorn has gone - time's tweezers
have borne it away.
And we shall once again reach out
The full-stretched arm together
To those roses deep among the briars.
What Will Ye Then That I Shall
J. BRADLEY BURT
The Tension was electric. A heavy and uncomfortable
silence lay across the courtroom. The heat, which had
been only a minor annoyance during the day, was now
oppressive and sticky as the afternoon waned. A few
flies buzzed angrily against the windows, and the
buzzing seemed unusually loud in the silent room. No
one spoke, or even attempted to speak. The whole
room seemed to be waiting for some great event to
occur. And every eye in the room was focused on one
man, as if he alone could break the spell.
The man sat stone-still. He was staring at a piece of
paper in front of him and appeared to be unaware of
the great, yawning silence. He was perched on the
edge of his seat, his shoulders hunched and pulled
forward, his head sunk deep into his neck. His hands,
tightly clasped together, twitched on the table in front
of him. His sallow cheeks were drawn and gaunt, and
his whole face had a grisly appearance, haggard and
exhausted. He moved not a muscle, but sat in silence,
alone. The heat became almost unbearable and the
silence droned, so that the very vastness of the huge
courtroom seemed to echo under the high domed
ceiling. Then the man lifted his eyes to the judge, and
every face in the room turned to follow his gaze. The
judge returned the man's stare, somberly, impassively.
The expectant faces swung hungrily back to the man.
At last, with a sigh that was heard in every corner of
the room, he pushed himself to his feet. His voice,
when he spoke, was deep and terse and very, very
sober. And he spoke three words.
"Guilty, as charged."
The silence vanished. Pandemonium broke loose in
the courtroom, as people yelled and cheered, jumped
up and down, and clapped their neighbours on the
back. The man who had spoken turned to face his
fellow-jurors, and their faces reflected the decision.
He sat down in his place to wait for the judge to re-
store order. But the judge was oblivious to the noise
and confusion. He sat staring fixedly at the condemned
man opposite him. And behind the judge's impassive
face, his thoughts ran rampant.
The esteemed judge was a short, patrician-looking
man of fifty years of age. His black hair was streaked
with gray above the ears. His eyes, set deeply into
their sockets, were very dark, and his nose was hooked
and sharply pointed. His lips were fine and cruel, and
at the moment were compressed into a thin slash under
his nose. He sat erect on his chair, his maroon robe
covering his wiry body from neck to knees. And he
Do Unto Him?
stared at the prisoner, who showed absolutely no
emotion at the verdict of the jurors.
The judge was frankly puzzled. The man's conduct
throughout the entire trial had been most unusual. He
had refused legal counsel, had refused to plead his own
case, and had countered all the prosecutor's questions
with questions of his own. He had sat through the
relatively short trial with no trace of emotion, and now
he sat, after hearing himself pronounced guilty, and
said nothing. A stranger man the judge had never met.
He had first seen the prisoner some hours earlier.
Manacled to a burly guard, he had been led unpro-
testingly to the docket and sworn in before the judge.
He was a tall, well-built man, albeit a little stoop-
shouldered. His light brown hair was long and un-
combed, and it kept falling down over his eyes. The
eyes themselves were soft and dark, except occasion-
ally when he spoke. Then the softness yielded to a
spark which flickered deep down in his eyes, and he
spoke in a gentle, yet rich, voice. His clothes were of
a poor quality and were rather worn and dirty. Alto-
gether, he looked like a man who would be supporting
some fanatic movement or lost cause. And he was.
The man had been tried, and found guilty, on a charge
of high treason and sedition.
The judge's thoughts were interrupted as he became
aware, finally, of the bedlam in the courtroom. The
bailiffs were trying valiantly to restore order to the
scene, but their efforts were marked by little success.
The spectators were jubiliant over the decision of the
jurors, and they were certainly showing it. The judge
picked up his heavy gavel and began pounding it on
the desk in front of him.
"Order," he shouted, over and over. "l want order
in this court. Bailiff! Make those people sit down."
The noise diminished, as the crowd became aware
of his voice above the din. He made a mental note to
have more bailiffs in court next time.
"Stop this noise," he cried again. "I'll clear the court
if you don't come to order. Sit down and be quiet."
The noise ceased slowly under the pounding of his
gavel and the prodding of the bailiffs. As the crowd
moved back to the seats, the judge stole a glance at
the prisoner. The man still sat staring straight ahead,
seeing nothing. The judge shook his head in bewilder-
ment. Never had he seen anyone so icily calm as the
man he soon would sentence. He looked again at the
crowd and hesitated before speaking, until all noise
"This man has been judged and found guilty of his
crime," he announced gravely. "He has offered no
evidence in his own behalf, and must therefore be
sentenced in light of the facts made known by the
prosecution. This court will now have a brief recess,
and will be recalled when l have decided upon the
fate of the prisoner." He glanced at the man quickly,
then dismissed the court. "Bailiff, remove the prisoner
to his cell."
A babble arose from the spectators as the judge
stood up and started for his chamber. He passed dir-
ectly in front of the prisoner and looked squarely at
him. And the man smiled at him as he passed. The
judge's heavy eyebrows arched in surprise, for never
before had a prisoner smiled at him. He continued to his
chamber and pushed open the heavy, oaken door. Be-
fore closing it, he looked back at the man. A bailiff was
escorting him towards the door to the jail and the judge
could not see the man's face. He closed his chamber
door thoughtfully. Out in the courtroom, the prisoner
allowed himself to be pushed through the milling
crowd and out of the room. The ghost of a smile still
played on his lips, but his eyes were troubled and sad.
The judge paced the room. For three hours he had
been locked in his chamber, weighing the evidence
that had been presented. For three hours he had been
pacing the floor, lost in thought, and for three hours
he had been unable to come to a satisfactory conclu-
sion. This was the part of his job he hated. The decision
to sentence a man to death, even when called for by
law, was always a hard one for the judge. More times
than he cared to remember, he had so paced his room,
trying to reach a decision. And many times he had gone
out to tell a man that he would be executed. For one
man to hold the power of life or death over another
man was indeed a massive burden. He sighed deeply.
"l have to decide now," he said aloud. "There's no
putting it off until later." He paused. "But why wouldn't
the man defend himself?" He stopped pacing and
struck a thoughtful pose in the middle of the lush
carpet that covered almost the entire floor. He had
shed his robe earlier, when the heat had become too
oppressive, and now stood in a light smock which he
kept in his chamber for just such occasions. After a
minute or two, he strode to his desk, having made up
his mind, and slumped into his chair. He would go
over the whole thing from start to finish, review the
entire story in his mind, and then make a decision.
After all, the evidence usually spoke for itself. So there
was really no great problem. And on that note, he fell
The prisoner had been brought to trial, charged by
the public prosecutor with sedition and high treason
against the state. He had been observed, repeatedly,
trying to incite the populace and cause a riot. He had,
charged the prosecutor, tried to set up a private army
of followers, so that he could overthrow the govern-
ment. His close associates were men of a questionable
character, and none had any visible means of support.
So much for the charges.
The man himself was an enigma. Not once, through
the whole trial, had the judge detected any anxiety
or fear on his face. Indifference, most of the time, or
passivity, was all he showed. The prosecutor had ques-
tioned him for the better part of an hour, but every
query was parried by a question from the prisoner.
The prosecutor had failed to get one affirmative reply
from the prisoner. He concluded his questioning by
throwing his hands in the air, a picture of frustration
The judge had even talked to the man. After all the
witnesses for the prosecution had testified, the man
had been given the chance to defend himself. He had
refused it. And the judge had tried vainly to make him
change his mind.
"Are you aware of the gravity of the charges which
have been brought against you?" he asked.
"Have you nothing to say to this court in reply to
these many accusations?"
"There's nothing l can say, is there?"
"That's for you to tell us, man. You've been accused
of treason, of plotting against the state. Are you a
traitor, or not? Explain your actions, if you can."
"I'm afraid I cannot," he whispered.
And the judge, too, had thrown up his hands in des-
pair. There was no helping the man.
And what of the mysterious smile? The prisoner had
smiled right at him as he passed, the judge was sure
of it. But why? Why would a man who is all but con-
demned smile at the man who must sentence him?
Did he want to die? The judge couldn't accept that.
Nobody wanted to die. The man was obviously un-
balanced. Perhaps he should be freed on the grounds
that he was insane. But no, the public would not
allow it. The outcry would be too great. There was no
doubt that the man was unpopular with the people.
Look at the crowd in the courtroom, how they had
welcomed the verdict. No, the only thing to do was
sentence him to death. There would certainly be no
outcry over that. The man had no friends, as far as
was known. They had all run off when he was arrest-
ed. The death sentence was the most sensible decision.
But the smile still bothered the judge. Had the man
perhaps placed his life deliberately in the judge's
hands, depending upon his sense of justice and fair
play to decide? After all, none of the evidence had
been very damning. lt was mostly circumstantial, and
could have been trumped up. Some of the witnesses
had seemed rather unsure of their stories. Maybe the
man was innocent, and was counting on the iudge to
save him. Perhaps he had smiled to let the judge
The iudge sighed again. That was the whole story.
And now he must decide what to do. He got up to
put his robe back on, and he threw his smock over
his chair. Should the man be sentenced lightly, maybe
given a stern warning, or should he be sentenced to
death? The iudge didn't want to kill him, but the
people had to be considered. They were against the
up X W
man, and after all, iustice is nothing more than the
will of the maiority. The people must be satisfied, that
was important. He clasped his hands behind him and
walked slowly towards the courtroom. At the door
"Death!" he said, and on that final word, he opened
the door and entered the court. Pontius Pilate had
made his decision.
And Pilate answered and said again unto them,
What will ye then that I shall do unto him whom
ye call the King of the Jews?
And they cried out again, Crucify him.
Mark 15: 12, 13
ll Poem -
0de To l-ln Assembly
Now Bitter Bain
From the Cruel School
Made quite a dig
As was his rule
Had an axe to grind
And in the grinding was unkind
He never was
A smoker's delight
When in the Common Room
He'd cause a fright
And even on occasion
He broke reserve
and even threw
A nasty look at offenders few
When into assembly
They lately made their way
And went so far as to
Curse the day
They'd decided to throw their life away
By choosing a career
That does impose
Laws, conventions and self-control.
So Bitter Bain must scour each hall
To gather those who ignore "first call"
And he mentions every now and then
That where these few-ture itinerants teach
Please keep your children out of reach.
SISTER M. ADRIENNE
The lost lntroverts
They breathe, yet inhabit a vacuum sphere,
Are rapt with the sickness years multiply
Not alone, but lonely
For nothingness do they see, hear,
To the mechanized eye of society
Only blips of a storm-at sea.
Some opaque, others bright
Rush to their zenith in windward flight,
But are elipsedg sunk
ln their panic-stricken plight.
Only blips of a storm-at sea.
In the end - they bend, kneel, pray
While God's Gift to the world has a holiday.
As effigies in Nadir they hang, trembling, bleeding
Great God, there - a soul fleeting.
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With Apologies To Plato
The dictates of reason scream out against visible
evidence, that logic be restored and humanity be de-
livered of the onus of this disgrace.
Yet iustification speaks on the lips of every Sophist.
He is one who expounds the teaching of Plato - that
the cow in your backyard could be your grandmother.
The fly that you iust swatted with evil delight or that
nasty little moth, could very well be your next of kin.
Please don't leave my dear readers, do not rip this
page from under your eyes, but bear with me while I
pursue this platonic theory. It may be of major import
in explaining the "why" of our chaotic society.
Have you ever been crushed, cabined and confused
by thousands of hysterical maidens? Have you ever had
the traumatic experience of being wakened by several
hundred living strings in the form of twanging guitars
accompanied by the usual pulsating drum-beat? lf you
count yourself among the musically indigent set, then
you have every reason to regard my theory dubiously.
Moreover, if you have never been plagued by, visual-
ized or clued-in on the Beatles, you are then sorely
devoid of a basic platonic principle.
The very presence of these four elite insects con-
solidates the belief that the spirits of the dead come
back to life in a variety of forms according to the
amount of merit they have accumulated in their first
life, Cwith every apology to Mr. Walford tooll Never
before has man been so cognizant of this fact since the
birth of the Beatles. Who is to say that they are not
half-man, half-insects, half-wits, half-beatles?
Exact it from yourself to treat every bug, every
plant, every stray cat with utmost gentility and mag-
naminity! Let every week in your life exemplify a Be-
Kind-To-Animals-Week. Raise your standard of animal-
kindness to the highest degree. Do not shun the high-
spots featuring such artists as the "Rolling-Stones," the
"Walruses," the "Lily Pads" and other such illustrious
groups. They may be of an extraordinary high calling.
The ant you save may be your uncle!
This is only the beginning of the beginning. Before
dear Plato rolls over in his grave I must discontinue
this report and resume investigation on the validity of
my assumptions. Wait! Don't smash that Beatle record
until you read this report once more.
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"In sooth, I know not why I am so sad." This strange, sad feel-
ing seems to come over me and my classmates as we make our
way toward the annex. It could not be that our next class is to be
held in this specimen of architectural genius, for neither rain, nor
snow, nor hail, nor any inclement weather whatsoever keeps us
from taking refuge in this abode to sip the wines of knowledge.
The rooms have educational value in themselves. Take, for ex-
ample, the telephones which were donated by Mr. Bell himself,
iust after his marvellous invention was discovered. And who
could forget the clock in the History and Philosophy room which
surely must be an invention of the early Greeks. Let us not forget
the pea green blinds that give a swirling sound as they wind and
unwind, nor the rhythmic sounds which come directly from the
radiators and I suppose originate somewhere from the "fire down
below." Surely the rooms have an atmosphere conducive to
Any resemblance between these and a medieval prison is purely
coincidental. Surely the pale walls were meant to give the im-
pression of cleanliness and not to depress the inmates who have
their lockers situated there. The cells, or pardon me, lockers, al-
though neatly built in rows seem to form a labyrinth of tunnels
which when one first encounters them, seem to cause some con-
fusion as to how one should escape from them. One could not ask
for a more inviting habitat.
On top of all these we have a few special accessories in the
annex. Mr. MacKay would never let us forget his antique sink
which he informs us is a relic donated by some descendant of
Mrs. Noah. Mr. Harrison, on the other hand, would be the first
to praise his spacious blackboard which is constructed in such a
way that it can be flipped over to give double the writing space.
And then there is always the display corner on the second floor
in which we display our lively arts. This corner contains a large
prehistoric hardwood table which has a design consisting of letters
which spell out mysterious messages. All these things give the
annex a flavour of its own.
Every society has its architecture to represent its aspirations.
Greece has the Parthenon, Italy has the Leaning Tower and we
have the annex.
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These are the days of farewells, days wherein
A distant sadness spreads a calm and lends
A new awareness, touching long surveyed
Scenes with uncommon beauty, as if all
The landscape knew that soon it too must fade
And fading soars to unsurpassed heights,
The longer to be cherished. Once more here
Amid the waving grass of these high slopes
Or deep in shady fern lined glades where all
The towns metallic din is hushed and heard
No more. See my native countryside,
Forever lovely and beloved, though ne'er
With such full heart as now. Beyond
The hills the skyline stretches, blue from pole
To pole, save for one solitary speck
That moves slowly across the wide expanse,
Glittering softly in'the morning sun,
While in the dancing shadows of a dell
A hidden sparrow sings, The pure notes float
Along the air, inducing overtones
That of a sudden flood the heart. This heart
Of mine, uplifted by a ioyous sense
Of something vague and beautiful, a life
Within, about, beyond, that warms the earth
And swells the breeze, and holds the very hills.
Steadfast. And all at once the mighty truth
Of lifes unutterable vastness looms,
Within the whelming soul, and then is gone,
Gone with the rustle of a leafy bough,
Lost to the clutching mind of man, and yet
Withal the warmth remains, though vanished be
The source. For in this fleeting glimpse of truth
ls life, and hope, and strength to live above
The battle. Even as the eagle soars
Disdainful of the huntsmans aim and dives
In careless disregard so have I learned
To look beyond man's selfish greed, and all
Hypocrisy's long frozen smiles to new
Horizons, calm and pure, where beauty dwells
With solitude, where Nature sleep-s beneath
The trees, and breezes lisp a lullaby.
The golden sun is glancing down upon
A sparkling stream, and every sparkle seems
To me a diamond wherein shines my soul.
Millions knelt and prayed
And heard theirchildren cry
Amidst the storm of hate in Hitler's raid.
THE WEST INDIAN They looked to you. Your voice rang out. That is why
An ideal lives and we are free.
You cried when France gave up her fight.
Courageously you led on so we
Could live in liberty's fair light.
lt is not easy to be a great man. You know that
But now your sweat is passed
Be proud in victory and,
Unconquered, sleep in peace at last.
Tears unheeded fall, for you left dawn,
Sleep well, in us your spirit lingers on.
How Many Words . . .
How many words have passed through your lips?
laughing words, crying words,
angry words, tender words
words of confusion, of reason, but words . . .
How many aromas have flirted with your nose
enticing, fragrant, beguiling?
How many odours have made you wish
you had no nose at all? but still you have . . .
sounds floating through your ears
drifting one along the sea,
flying peacefully as a bird.
the noise that commands you to the ground
with a thundering crash 'till your very ears
are about to explode.
the sound of love in a voice
the sound of a baby's first cry
the sound of a rocket's ascent . . .
the sound of feet marching to war
the sound of an old man's last moan
the sound of silence . . .
And what do your eyes behold?
blue of sky, red of rose, brown of eye
smile of pleasure, tear of sorrow, grimmace of
a book's printing, a picture's colour, a film's
story . . .
a flag, a cross, a gun
a white cane . . .
and what have you touched?
where have you walked?
and what will you say, smell, see, hear, touch
and where, yes where, will you go? . . ,
Come - let us learn to teach,
The walls of ignoranceg the bars of bias breach.
Come - let us take young hands
And guide young minds thru' distant lands
And nearg ioin in wonder of Spring's bursting green
Surprised anew by secret stars unseen.
Rejoice with them o'er a new found word,
Swing from the classroom with the studied birdg
Swim with newly widened eyes the teeming brook,
Untold vast vistas from one small book.
Give eyes and ears an ever-growing reach,
And delight in the daring of new-discovered speech
When Music soothes - speak soft and sing
Softly - so skipping notes their own sweet magic bring
Stride the still warm trails our settlers blazed
Fleeing Evil whose greed whole cities razed.
Walk the ancient paths where Holiness trod,
And lift enlightened souls to touch the face of God
Join us then to set young hearts to yearning
For this Way of Wonder - This gay Adventure -
Sounds of the night,
The shrill hoot of a distant whistle sharp
Against the lesser sound of the rumbling
ln the background of resounding silence.
The cricket close at hand
Ticking his mournful call to the wind
That slowly moving lends breath to the
Of waving grass, so they whisper and
Wave to one another.
The road's dark dusty surface lies
Broken by the bright beams of the street-
That beside the Maple stands, silhouetting
Giving the road its leafy shapes in light
The chortling brook gurgling in clear
As rounded stones disturb its path
Makes complete the symphony of night
Q1 ll Flower
A flower is like a thought
sounds. Of beauty, bound and caught
A ln fragrance for an hour
B' RGWE A thought is like a flower
The slightest flower seems
More read than thoughts and dreams
Which are but trifles less
Than airy nothingness.
And yet our thoughts contain
I What power for ioy or pain
, f Space has not the extent
' to hold their increment
. Thoughts fly yet have no wings
And outlast solid things
' A thought of love maybe
" ' My love is yet a whole
I "" Unfoldment of a soul.
l fr" THE WEST INDIAN
. If X
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Spring Lyric xx
' Vernal melodies sweetly strumming,
I Cn the pussy-willow's lyre,
Soft breezes round the windows humming,
' And the spring sun's growing fire. f K
X Magic freshness, sudden greening, N , !
y Grass like colours never seen, l
' Marks old winter's hidden landscape,
y With blades that n'er before were see B. ROWE
f x ix.
i X N
The wood thrush throstled a wispy thin plaintive
melody off in the pale grey darkness, and the chimper-
ing squirrels chipped busy little work signals at one
another, while the pale eerie tree phantoms of the
forest stood their guard in mist-wrapped silence. A
crow squawked harshly, sharply, once. Faintly in the
distance, a loon laughed, fresh from diving, a fox
barked quickly as he pursued his breakfast hunt. The
forest was awakening to another day.
Standing blinkey-eyed and grinning, the youngsters
stood on a rock at the lake's edge, expectant of the
new day. Shivering in the chill dew, they plunged
quickly in rotation to the haven of the warm waters of
the sullen blue lake beneath - four morning-fresh sil-
vered bodies darting downward through the crisp
morning air. Splashingly they paddled, laughing, and
sprayed each other with their hands, treading water
the while. Refreshed, they drew themselves up slither-
ingly to the rough rock at the water line, to watch the
red glow in the east grow across the dead-washed
cloudiness of the sky. Their talk was idle chatter - the
response of young health to life. Busier lives might
let it pass. Let's listen.
"How'd ya like that keen otter cub we saw yesterday,
eh? Did I ever get a kick out of it, when his ma pad-
A freckled tow-head replied, throwing the sopping
hair back from his face: "Yeah, but could he ever swim
fast. Boy, first they'd be at one bank, and in nothing
flat you'd see them come up over at the other. That
was a pretty nice trout the mother got, too. Over a foot,
l'd say . .
Just then a third member of the group suddenly
pushed him, and he found himself half-hurtling, half-
diving back into the morning waters. Wetly regaining
speech, he spluttered, "Hey, watcha think you're doin',
you, Sandy ,... Wait till I get you . .
In the slippery struggle that followed, conversation
was a few sharply emitted grunts as the exertion sent
all four with rhythmed loud "kerplunks," back into the
tempting element, the last being pulled from a pre-
carious footing by the last effort of his not-to-be-out-
done wrestling mate. A hastily suggested race hurtled
them along to a huge rock face some fifteen yards
down shore and back, and sent them panting to find
their towels where they had flung them at the bank.
Six gliding gulls the winter lake outgleam,
While hundreds more slate blue and silver white,
Proud throng an ice ringed bar not far from land.
Bold old squaws call and dive. Long gone are they,
Before their cries greet surface once again.
Where mallards plunge sleek heads and safely tip,
To sport squat orange legs on bosoms gray.
Beyond the prideful gulls, the patient waves
Slide in, and bring wet gleanings to the land,
Where sharp, ice filled, the waves have scoured the step
Of flooded golden sand. And pebbles iet,
Pale blue and red, form broad adjacent band.
Here lie soaked logs, strange shapes bereft of bark,
Lake beasts are they ashore? Snared wicker writhes
And wails wind-torn, loud pleading to be free,
From cruel entrapping ice and lake debris.
The cold wind grows, the brave ducks sail away,
And dark becomes the sky as seagulls fly.
The logs, more sure as falls the eerie night,
Seem beasts that wail, and lonely mourn the light.
Deep in the dusk of trees,
Or by the river slow,
Dwell graceful shadows,
Forever shaping a world of their own,
Mingling and intermingling with each other,
Lurking in the breeze,
Creating, distorting, taunting,
Until they meet each other
and night falls.
From far away in the dark continent's
Lodged for seeming ages of slowing,
Engaged in work to serve their Lord
The Dirkses come.
Bathed in sunlight all year round,
Sucking succulent citrus fruits
pound after pound,
Languishing under breezy palms,
breathing whispering sound,
The Dirkses slave.
Spreading the gospel to and fro,
Teaching the natives swift and slow,
Sending tracts the jungle
fields to sow,
The Dirkses print.
Winging north to Europe's temperate
Breezing swiftly over mountain,
lake in swiftly passing time,
Flying over Atlantic's blue-draped orb
The Dirkses come.
It is the pose of hate,
Lonely, pallid, bleak,
A dark obscurity gray,
Cancerous, a lung patch ....
Sow your thread,
Empty The spool,
Reap the wheat,
Let gold become brown
And the patch has come
path is etched,
noise is gutted,
silence is shattered,
air is a patch ....
grass became mud,
wheat is green,
And the garden a patch.
The light is gone,
Left fumbling in the dark,
The match is powderless,
Glory assumes passion,
Walls loom up and crumble,
The shadows die,
And only the dust penetrates
The vacuum ot the darkness,
The aftermath of hate,
The berth of timeless escape.
Oh the light ....
Blinding. The eye needs a patch ....
From the Pacitic, he returned a hero
The people voted, he was their new chiet.
His words: "Ask not what your country can do tor you
But what you can do for your country," stirred a nation
At two score years, he was success.
She whirled her skirt, and snake eyes showed his lot.
With all ease and quickness ot the guillotine
Three shots rang out in Dallas.
The man died as the spirit quit his shredded body.
And who remembers Calvary?
The manner was different, the result the same
The light, the way, and the hope was ended in a putt
We are still the wandering entelechy
Searching without eyes, hearing without ears.
She twirls again, the act is consummated.
Vous Etes Bienvenue
ROSA M. McCLELAND
Four months had passed since we left the little rail-
way town of five hundred people with its twelve na-
tionalities, its bilingualism and its two major religions.
lt had been an exhausting year teaching Grades five
to ten in one room - thirty assorted boys and girls,
brothers and sisters, friends and enemies. We had ex-
perienced all its moods, all its seasons - except one -
Early in the previous Fall of l964, before Thanksgiv-
ing, the coloured leaves clothing the maiestic trees,
sentinels along the wild rough road, had fallen. The
Indian Summer, referred to hopefully, never fully ma-
terialized. Days grew colder, snow fell and froze
where it fell .... Snow drifted and piled ten feet high.
. . . . The road out of town became a nightmare. Two
weeks before Christmas we travelled along a glacial
road, piloting four trusting but neglected children to
the Optometrist, seventy miles per hour, the car tilted
at a horrifying angle on the unbelievably torturous,
New Year's came, and the temperature fell to forty
below - hydro was cut off - the main street was on
fire - not once, but twice! Everyone mourned the loss
of a restaurant, the post office, a hotel, a bank, a ware-
house ,a pool room and a liquor store. Half the town
had burned down. We learned to live with the small
flies, large flies, black flies and mosquitoes. Children
caught fish, demanded hikes, picnics, ball games, field
days, the battle with the elements, both human and
natural was drawing to a close.
July i965 came, and home at last! Toronto. City life.
All the conveniences! Cold reason was re-established
as was the eternal fight for financial survival. We re-
newed contacts and planned for the coming Fall. There
was a shoemender downtown, a hairdresser in the next
street, mail delivered, movies and theatres winking
their neon lights. Toronto is a city where the struggle-
toughened, ambitious Northerners come and plough
"Teachers Thou Shalt"
These rules for teachers were posted by a New York
City Principal in l872.
l. Teachers each day will fill the lamps, clean chim-
neys and trim wicks.
2. Each teacher will bring a bucket of water and a
scuttle of coal for the day's session.
3. Make your pens carefully. You may whittle nibs
to the individual taste of the pupils.
4. Men teachers may take one evening each week for
courting purposes or two evenings a week if they
go to church regularly.
5. After ten hours in school, teachers should spend
the remaining time reading the Bible or other good
their keen, deep furrows. They are the second and third
generation pioneers from the great little towns of
Ontario. We may look around and see the result of
sacrifices made by hundreds of parents in the name
of Education. School for their children was often in
another town, paid for with hard work and years of
separation. Ontario's big cities are nourished by the
talent flowing from the North. lt comes in a constant
stream of highly motivated humanity - lawyers, doc-
tors, politicians, nuns, nurses, and teachers.
A return visit to the little town "up North", was for
us a thing of warmth and pleasant memories. Snow
fell in October as the train hissed into the station at
six in the morning. Breakfast, followed by talk, news,
people dropping in. D - - who now had a dark, un-
wonted beauty instead of awkward untidiness, was
doing her best in high school, her brother was secure
in a iob, and looking contented. Enquiries, greetings,
wafm handshakes - mature comments on Grade XI
lessons. B - - the brilliant fugitive from responsibility,
now a pleasant-speaking student living away from the
temptations of the gang. Girl Guides - the new captain
- the teacher of the Junior Room - M. Le Curie - all
old friends. Old opponents now welcoming, and hold-
ing the flag of truce. How love wells up unsuspected
from the heart. Where did it all start? Was it in the
battle over algebra, geometry, methods, curriculum?
Was it in the struggle for discipline and order, beauty
and creativity? Maybe in the grudging acknowledge-
ment that tradition should yield to progressive meth-
ods, and a subject-centered curriculum move toward a
Whatever it was, wherever the heat had touched, it
had synthesized and the children had grown emotion-
ally and socially. A mother cannot feel more delighted
than a teacher does when a child becomes an inde-
pendent, well-motivated pupil on the way to useful
citizenship and this had happened the way we secretly
hoped it would!
6. Women teachers who marry or engage in unseemly
conduct will be dismissed.
7. Every teacher should lay aside from each pay a
goodly sum of his earnings for his benefit during
his declining years so that he will not become a
burden on society.
8. Any teacher who smokes, uses liquor in any form,
frequents pool or public halls, or gets shaved in a
barber shop will -give good reason to suspect his
worth, intentions, integrity and honesty.
9. The teacher who performs his labours faithfully and
without fault for five years will be given an increase
of twenty-five cents per week in his earnings pro-
viding the Board of Education approves.
Down By The Riverside
B. W. ROWE
Putting on a smug look, Rat turned himself over languid-
ly on the sun-warmed river bank, and scratched his tummy.
His was a languid way of life. The more he thought about
it, the more languid it got. Languidity suited him, he re-
flected. It always had, and it always would.
Just then, swimming on his back, nonchalantly, a fellow
muskrat waved to him from the stream as he feathered
with his other paw. He nodded back, with what might be
described as a languid, yes, a languid nod.
Rat stood up. He scratched his tummy again. He must
have food, he thought to himself. What would he like to-
day for lunch? A change of diet, perhaps, maybe some-
thing languid? He moved one foot ahead of the other. He
shuffled, yes, he shuffled, forward. There was no hint of
excitement or, or, anything, except, of course, and perhaps,
languidity. Yes, one must eat - even if it did temporarily
interfere with the business of living. Life, lying on the
river bank, that was the important thing. A philosophy
with him, Rat, that is, you might say. Yes, the river bank
was his way of life. His very own.
After lunch, he never revealed what he had - that was a
principle with him, - after lunch, Rat returned to the River
bank. He was iust in time for the waterbugs' daily competi-
tive floating races. A mad lot the waterbugs - always do-
ing things. They had no use for lying on the bank, the
river bank, his home, his way of life. They darted, hither
and yon, then yon and hither, at least they so darted, when
they weren't having races. Darting was their way of life.
When they raced the darting became tacking. Oh how they
tacked! They tacked, and they tacked, and they tacked, and
they tacked. Always they tacked. They even seemed to
enioy it. The tacking. Back and forth. Back and forth. Fol-
lowing one another. Racing. Darting and tacking. That was
their way of life. Their philosophy. They had no other.
Rat stirred, The race was over. He scratched his tummy.
His now well-filled tummy. He scratched it again. This is
my kind of life, he thought, the languid one. And he went
to sleep. And the sun shone. And Rat slept on.
3 -,-1 X
The snack, in fact,
You gave me back,
Srnacks nicely of
Round, sugary, buttered things,
Toast, muffins and doughnut rings .
Ovened fine and fittingly,
Almond paste besmittenly,
Round and round,
The plates they go,
The plates they 'go.
Do have another cup
Answers on page 83
r 4 1 K -
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FRONT ROW: Miss Dick, Kathy McGuire, Susan Schmidt, Brenda Martin, J. M. Clark, Cathy Resentera, Dorothy Jarvis, Barbara Van Otter, Tim Miner.
MIDDLE ROW: Mr. Lipischak, Mr. Mergl, Bernard Licare, Bruce Mclntosh, John Peters, Allan Squires, B. Emes, Mr. Bingham.
BACK ROW: Mr. Fair, Mike Black, Dennis Yashimoto, Thomas Ryan, Dave Currie, Don Heenan, Brad Burt, Mr. Archibald.
The Athletic Society with much enioyment, com-
pleted a highly successful year. Individual athletic re-
presentatives under the guidance ot Miss Stanley, Mr.
Fair and Mr. Bingham devoted much time and energy
to the year's athletic program.
The volleyball schedule was climaxed in the tall by
an oft-exciting, always entertaining Windup Night.
The exhibition game between the Masters and the
Athletic Society was the highlight of the evening . . .
victory was seized by the Masters with seconds re-
maining. The dance following the game was well sup-
ported by the students.
Mid-winter brought the home-and-home series with
Lakeshore Teachers' College. T.T.C. emerged as the
winner and now hold the coveted and breathtaking
Farbainwell Trophy, shining symbol ot supremacy on
the athletic tield ot honor.
The Athletic Society expresses the hope that they
have added challenging fun to this year at T.T.C.
Treasurer, Vice President, President, Secretary, Programme Manager, Equipment Manager.
The Toronto Teachers' College Student's Council of 1965-66 with the co-
operation of its thirty-four elected representatives, an executive of four members
and under the guidance of the faculty advisors has accomplished a great deal in
the organization of the past academic year.
This year there has been a greater emphasis on inter-college events. Much has
been done to promote interest and enthusiasm in the extra-curricular life of the
college. The Student's Council has organized a ski weekend with other colleges,
promoted Christmas card design and School Song contests and worked to sponsor
a Korean child.
New clubs formed in the school were, a separate camera club and two dis-
tinct drama clubs providing greater student participation.
The annual activities of the Council - the Hallowe'en Dance, Christmas
Dance, the "At-Home", and the Year End Dance - were all effectively organized
by committees within the Council and the focus of much interest and participation
by the student body.
The Council, operated on parlimentary procedure and guided by last year's
Council could not have achieved its great success without the .faculty advisors, the
Council executive, the Council representatives and the student body working to-
gether for the realization of common obiectives.
With the accomplishment of many of these obiectives the Student's Council
feels that it has had a most successful year.
Student's Council Executive
Vice Presidenf, Bernie Maguire, Secretary, Olwen Roberfs, President, Ernie LeBrefon, Treasurer, Bill Collier
TOP: Mr. Mergl, Mr. C. Percival, Mr. Boden.
BOTTOM: Mrs. While, Miss Belfry, Mrs. Lee, Miss Maclnfyre.
United Nations Club
FRONT ROW: Pal Lightwood, Diana Lee, Carol James, Mr. Lewis, Miss Hamidi, Lorna Lowey, Mrs. N. Stanley.
BACK ROW: William Nevels, Olga Horvafh, Phyllis Wilson, David Baird, Daphne Johnston, Sue Moxon, William 'Swarlz, .loe Ouf-
ln February, the University of Montreal United Na-
tions Club plays host to 200' students from 40 universi-
ties and colleges in Canada and the United States.
Toronto Teachers' College was represented by a very
active and internationally-minded delegation, Mrs. M.
Stanley, Miss Carol James, Mr. J. Outschodin and Mr.
David C. Baird.
Speakers at the conference included such notables as
the Hon. Paul Martin, Minister of External Affairs, and
His Excellency, Lord Caradon, presently British Minister
of State for foreign affairs.
The conference covered the many aspects of the
United Nations through panel discussions and the ac-
tive participation of our delegation in the General As-
sembly and Security Council, More important however,
our delegation was given the opportunity to become
familiar with the mentalities, interests and hopes of
people with varied backgrounds.
Toronto Teachers' College may feel proud that their
delegation devoted much time and energy to making
this conference a success.
As we are faced with a world of ever-increasing ten-
sions we must take on our responsibility as human be-
ings to help make it a more secure world, peaceful and
unharried by poverty and disease. Through the efforts
of our delegates we have taken the first step ahead
toward that goal.
U. N. Club Report
This year the United Nations Club has been, and at the moment is, continuing
to play a vital and effective role at the Toronto Teachers' College. The year, we
feel, has been one of utmost satisfaction to all U.N. members inasmuch as we are
operating at the university level. We have established, and still are establishing
a much needed dialogue between us and other universities and through an ex-
change via newsletters and conferences are having other institutions of learning,
both in Canada and the U.S.A., feel our presence. This point, we feel, is a much
needed and important task to be carried out at the College, namely, the task of
winning recognition on the outside and informing others of our receptivity to
participate in such matters.
ln the past few weeks, our club has been active in a Student United Nations
Association on campus. We attended a regional meeting held for a week-end at
Hart House. We have won acclaim and gained the respect of other universities
throughout Ontario and Quebec. At this writing, we feel we are head and should-
ers over competing U.N. Clubs, in fact, we are certain, as was attested by the
president of the S.U.N.A.C. organization. This acknowledgement in itself is further
proof that we have something of importance to say at the university level.
This past week of February 9th to l3th, 1966, we accepted an invitation on
behalf of the U.M.U.N. Universite de Montreal United Nations Club to participate
in a model assembly along with forty other top universities in Ontario, Quebec
and U.S.A. This was a bilingual conference at the University in Montreal and was
a milestone for the College. During those five days, our four delegates through
their efforts helped make the conference a success not only in human relations,
but in taking an active part in both the Security Council and the General Assembly
as representatives of Japan. One of our delegates was bilingual and thus we felt
this made Toronto Teachers' College gain some recognition on this point. Two of
our delegates were Canadian and the remaining two were from Jamaica and
Ceylon, thus giving some ethnic colour to it. The reaction to the College being
present was very favourable as it was the first time a Teachers' College in Ontario
has become vitally involved in U.N. matters at this level. We feel certain that the
active presence of Teachers' College in any further conferences of this type will
help to achieve recognition from outside circles. No longer can we afford to be on
the periphery if we plan on going ahead to operate in the university sphere.
The presence, too, of our College at these sessions helped to prepare each
delegate much more adequately for his ultimate role as teacher. We are going out
into classrooms as of September and how much better prepared we will be when
we take with us the aim of the United Nations, nam-ely, preparation for peace and
brotherhood through education. We will have a better understanding and clearer
concept of the problems presently besetting us today, and with these positive
forces behind them, will go out into the classroom and instill them into children
through setting up Junior U.N. Clubs in classrooms which will help to form at-
titudes in the children that will stand them in good stead all their lives.
We feel that the foundation has been laid at the Toronto Teachers' College
by these able men and women and it is with our sincerest hope that the rest will
be built in future years by the incoming students taking an active part in U.N.
conferences and delegations. In our case, especially as future teachers, the need
must be felt for this very important dialogue between universities and colleges
and Toronto Teachers' College. We hope that this work will be continued in future
years and, if so, the College will reap large benefits.
Audio Visual Club
FRONT ROW: Vera Dash, Jeannine De Steur, Beverly Steingold, Wendy Smith.
BACK ROW: Bruce Beveridge, Lynn Berry, Lenard Barber, David B-ill.
This small but cohesive group, under the direction of
Mr. Bradshaw has had the pleasure of working with a
variety of materials which will be of great assistance to
them in presenting more interesting lessons. The mem-
bers were shown how to construct teaching aid boards,
make transparencies for the overhead p-roiectors, and
operate the various machines that can be used in the
While touring the Teaching Aids Department of the
Toronto Board of Education, the members had the op-
portunity of seeing the facilities available for the use
by teachers of this board.
The Audio-Visual Club, although a co-curricular
activity, has a great potential for the enlightment of the
FRONT ROW: Sandra Clarke ISecretary-treasurerl Arlene Bailly., Susan Aliman KSocial Convenorj, Nancy Wilson, Lorna Prentice.
BACK ROW: Mr. Rogers ISfalf2 Alex Mulligan, Ernie Kowalchuk, Don Bowles, Dave George, Mr. G. Penrose IStafH.
The Science Club was one of the most active organi- We also iourneyed to The David Dunlop Observatory,
zations of Toronto Teachers' College, thanks to the guid-
ance of its staff advisors Mr. Penrose and Mr. Rogers.
The members participated in rock tumbling, rock study
and the manufacture of classroom science equipment.
The Royal Ontario Museum, The Meterological Office
and many others.
This has been a most interesting and informative
year for which we are all very grateful.
llrt Appreciation Club
FRONT ROW: Pat Griffen KV.P.l, Stan Leschinsky fPresidenU, BACK ROW: Donna Libby, Carolyn Soper, Alice Sokolyk, Doro-
Vicky Hasilo, Tony Stewart. fhea Denn, Dorothy Miller, Heather Bloney, Marry Gay Brooks,
It would be visionary to report on the Art Appreciation
Club without mentioning Mr. McKay and Miss Horne who
gave so much invaluable help in the form of useful ma-
terials and suggestions.
The purposes of the Club are first, to aquaint the
novice with the world of art so that he may teach more
effectively and second, to enrich the knowledge of those
who have had experience with art.
Among this years activities were talks by professionals,
sketching periods, field trips to The Albright Knox Art
Gallery in Buffalo and the Toronto Art Gallery, group in-
volvement in the Christmas Card Contest and authoritative
films on art.
The Music Club has been an inovation in the life of The content of our program has been patterned after
Toronto Teachers' College. As the only student oper- the school music course.
ated club in the school we owe our great success to
Mr' Bob Bell' retaries "The Music Room", will remain a memory of an
Evidence of our club's significant role has been em- important part in our student life.
phatically displayed in the results of our music exams.
Room 207, or in the terminology of the Form Sec-
Teachers Christian Fellowship
FRONT ROW: Joyce Mead, .lune Lowrie, Margaret Newman, Glenda Wright, Heraldine Lee, Barb Wright, May Champion
BACK ROW: Grace Marshall, Card Ann Wilson, Don Cowan, Evelyn Smith, Mr. Hayes, Janet Crocker, Noral Creedon.
Aim . . . to know Christ and make him
Our meetings have included current
events discussions, Bible study and challeng-
ing guest speakers.
The year's social activities included a
night in the gym with guests from Lake-
shore Teachers' College. We enioyed volley-
ball and other games, refreshments and an
informal talk from our guest speaker, Mir.
"All the world's a stage and all the men and women
The members of the drama club have worked dili-
g-ently to bring to us a variety of good quality produc-
tions which have added to assemblies and extra-cur-
The Drama Club began with a Remembrance Day
programme in which the central theme was "Peace".
The Christmas Assembly was delighted by the comedy
"The Night Before Christmas" and the choral reading
of "ln Search of The Magi."
Special visitors to the college were the students from
St. Andrew's Junior High School who p-resented a very
delightful version of "Oliver" adapted from Charles
FRONT ROW: Bob Halls, Linda Hughes, Jackie Conen, Maria Hrynczack, Ethel Brewda, Jim Kerr, Jim Hughes.
BACK ROW: Olga Horvath, Steve Alfstedter, Barb Cromwell, Judy Dunbar, Don Bagshaw, Arden Dwyer, Chloe Callender, Sirpa Lectila.
The Literary and Drama Society took on a great load
and produced one of the best series of one act plays
ever seen at the College.
There has also been a workshop group who have
had the added help of an adiudicator for script reading.
As always, thanks must go to the Make-up, Stage
Management and Lighting groups, and the Directors
and Co-directors for their excellent work.
It would have been impossible to put forth such a
wonderful program without the support of the staff
advisors: Mr. L. A. Elliott, Mr. M. J. Dobson, Miss D. C.
Fuller, Mrs. J. Hughes, Miss A. Y. Wilson, Mr. M. R.
Wilson and Mr. E. M. Woodger.
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All lesson plans in grades one and fwo musf be
" So whaf if you can't sing?
i Teach it anyway!"
"Now kids, the first step . . .
. . . warm your hands. . ."
"Well . . . I don'f
really know either."
My class was a rafhe-r lazy one
Glen Miller Recruits.
They were a preity aggressive
"Now get that down
Whaf happened to the old one-room?
"Anyone gof a Bromo?"
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Form 9's effort
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And fhen, Miss Dick, They all laughed af me.
The Theatre at T.T.C.
Star Performers in "OLIVER",
ln December, Toronto Teachers' College was delight-
ed to view the musical version of "Oliver Twist" with
words by M. Economoff and D. Calinescu . . . adapted
from Charles Dickens, presented by students from St.
Andrew's Junior High School in North York.
The students worked long and hard preparing this
production and it was well worth the efforts of both
staff and students for their performance was tremend-
ous. They brought with them an abundance of lively
talent and received a well earned, enthusiastic response
from the students here at the college.
A welcome addition to many high schools across
Ontario, the Crest Hour Company's production
played a return visit to Toronto Teachers' College
and entertained us with their "stage magic." Using
a minimum ot props they presented a mixture ot
drama, music and comedy in the form of play-
lets, poems, iazz and prose gathered from old
English, Browning to Shaw, with some French se-
lections. The audience was captivated by three
excerpts from "Macbeth", the highlight ot which
was the sleepwalking scene by Marilyn Lightstone.
Judith lrban sang a ballard, "The Three Ravens,"
to her own guitar accompaniment. This was follow-
ed by an excellent interpretation of Robert Frost's
lengthy poem, "Death of a Hired Man."
The performance was very well presented and
received . . . our thanks to the Crest Hour Com-
In the minds of most people the Christmas festivities
live long after the happy time has passed. This holds
true for our college students as well. Not many will
forget the throbbing tones of "Bells" sung by our mix-
ed choir, or the sweet sounds "Lullay My Liking" sung
by the ladies' choir. Yet we all had our turn to ioin in
under the splendid direction of Al Kunc.
Following school tradition the Drama Society was
able to completely transform "The Night Before Christ-
mas" from an old time custom into a rollicking comedy
of the twentieth century. Don Bagshaw, as the con-
fused father, split the silence many times with his
unusual antics and expressions. The assembly proved
to be a great way to start off the festive season.
Around the College
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They say the best Things in life are free - like our
Christmas Dance. The only obligation of this affair was
the 'bringing of a gift for some needy child.
The decorating committee outdid itself again in pre-
paring for the gay affair. The gym became a snow
palace filled with warmth and friendliness. Animal
music from an up-to-date college band provided a
chance to practice our rythmics, while another band
played a variety of selections which satisfied everyone's
taste. Certainly it was the best way to end the old year
and welcome the new.
xx M N ,
K T' X '
.lust don'i open the door!
Whai do you mean l'm a reject!"
"I just know my mother wouldn'f approve!
Don't get hysterical!
I can't stand the sight of blood.
'S x X W."
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C 'kb Fists,
"It- was the greatest to say the least", to coin a
phrase, as the wildest athletic event of the year got
underway. Student teams jumped, balanced, hoola-
hooped, skipped and hopped until forms 33 and i7
were declared winners.
Many a tired and forgotten muscle was brought
back into play as the T.T.C. masters CBain's Bumsl, op-
posed the Athletic Society team in a game of baseball
with a new set of rules revised especially for the event
by the masters, who came out winners.
A snack of cookies and soft drinks, along with a
record hop, carried the evening to an end. The society
members in charge of the lunch reported that it must
have been a very exhausting evening as there were 64
dozen cookies left over!
W, ,, L1
0ur Queen for 1966
Befh Reynolds. 4.
abeaux Ol R b f
The College llt Home
The formal at the Inn on the Park was worthy in-
deed of every expectation. The lovely Centennial Ball-
room was graced with ladies, gentlemen, masters and
guests of Toronto Teachers' College while Benny Lewis
and his band provided a good variety of dance music.
The highlight of the evening was the crowning of
Miss Toronto Teachers' College for 1966, Beth Reynolds,
along with her princesses: Olwen Roberts and Lauriel
The sincere and diligent efforts of the At Home com-
mittee, staff advisors and student volunteers were well
rewarded, many thanks to all of these people.
THIS YEAR'S QUEEN
Miss Toronto Teachers' College for '66, Beth Rey-
nolcls, graduated from Leaside High School where she
was a cheerleader, president of the Dramatic Society, a
member of the Students' Council, Simpson's represent-
ative, and Prefect of the school. After high school she
attended U. of T., maioring in- anthropology. Beth was
active in college variety shows, was a member of her
year executive at Victoria College, and attended Har-
vard University on the U. of T.-Harvard exchange. She
enioys travelling and spent the past summer touring
Europe. O-ur queen takes a great deal of interest in
music, both iazz and semi-classical, and was a member
of the student Art Club this year.
Olwen Roberts, our first runner-up, came to us via
Newfounlland and Victoria Park Collegiate, where she
was sports editor and athletic representative. She at-
tended U. of T. for one year and was active in sports,
serving as captain of the basketball team. Though sec-
retary of the Students' Council, Olwen still finds time
to be active in tennis, golf, skiing, and sewing.
Laurielle Chabeaux, our second runner-up, is a To-
ronto girl coming to Teachers' College from Lawrence
Park Collegiate. During her high school years Laurielle
was active in many extra-curricular activities. She was
a member of both the school choir and orchestra as
well as being involved in basketball, badminton, tennis,
and the Athletic Council. In addition, she participated
in Tri Y and was her class president. Here at the
College Laurielle is a member of the Student Council
but still finds time for her hobbies . . . tennis, sculptur-
ing, and piano.
This year a new idea in Teacher training was initiated
here at Toronto Teachers' College. The students in the
Post BA. Course underwent a year's training somewhat
different from that of the regular one year course. Per-
haps one of the most noteworthy highlights of the new
scheme was the programme of two hour seminars held
twice weekly throughout the year. During these hours
the students of both forms combined to engage in
many unique and interesting activities which included
visits to special education classrooms, visits to art,
music, and physical education classes in Junior Highs,
hearing speakers in the above areas and on team teach-
ing, a panel discussion on discipline, a lecture and
practical experience in the use of dramatics, a discus-
sion of "creativity", and many others well remembered
by the students of forms two and three. The pictures
on these two pages were taken on an all day excursion
to the Toronto Island Nature School.
The students of the Post B.A. Course welcomed these
seminars. Not only were they enioyable, interesting
and an appreciated break from the routine of regular
classes, but they were also educational and informative.
It is our hope that this new idea. in teacher training
will be retained and enlarged upon in the years to
come, thereby enabling many more students to profit
Q 7 . ? "1
'st X Q
Actually, my sport's basketball."
Think those guys are watching us?
Will the real Miss T.T.C. please sfep forward
Answers To Guess Who, page 47:
1. Mr. Che-ssum
2. Mr. Wolford
3. Miss Wilson
4. Mr. Gaynor
K 2 slum ,
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Food for fhoughf
"Ali eyes on
"Did you gef fhaf?
Now girls . . . co-operate
"Now grade 7 is fine-
base fwo . . . but you
people with your
base fen mind . . . '
He's up there somewhere" . . - "HallelUiGh!"
Might is right.
My Santa .... how you've changed!
"3 spades" . . . .
' Hey Josephine!"
"I practice every night"
for people who are
For people going around the world,
or up in it, to school or through
college, the new Olivetti Underwood
Lettera 32 helps make the going
pleasanter. It offers all the important
features of full size typewriters
plus a few new ones: half line spacing,
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enough to lift with a finger, slim
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new Olivetti Underwood Lettera 32
is one of the most portable portables
going. See your Olivetti Underwood
THE CNTIIRIC ENGLISH CATHOLIC
welcomes into the Teaching Profession the gradu-
ating students of the Toronto Teachers' College
who choose to make a career of teaching in the
Separate Schools of the Province.
The best remembered personalities of all the ages
have been teachers and always will be, for
teachers are the builders of to-morrow, the future
of civilization and the destiny of the individual
is in their hands.
Your professional organization will ever be ready
to assist you to advance the ideals and objectives
for which it stands and to offer you professional
services which are impossible to obtain as in-
Our Thanks for your patronage In the past
and Best Wishes for the future
BOOK and RE GRD
351 YONGE STREET TELEPHONE 364-6271
PHONE AND MAIL ORDERS PROMPTLY FILLED
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MUSIC TEXTS - PITCH PIPES FOR ALL GRADES
All libraries, schools, teachers and students receive a Discount on all
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SMALL STUDY GROUPS - INDIVIDUAL INSTRUCTION
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84 Woodlawn Ave. W., - Toronto 7, Canada
Telephone WA. 3-II89
DAVIS, LINDA B.
DAWSON, NANCY P.
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CAFETERIA FOOD SERVICES
COMPLETE VENDING SERVICES
360 Dufferin Street
AT YOUR FOOD STORE
OR HOME DELIVERY
THE UNIVERSITY 0F WESTERN 0NTIIRIO
The University of Western Ontario offers three
means whereby appropriately qualified persons
may study for a university degree, endorsement,
or a Type A teaching certificate:-
THE SUMMER SESSION
-july 4 to August 18, 1966. CApp1ication
deadline for new students, May 15, 1966.D
THE WINTER SESSION
-extension classes in London and a number
of other centres in Western Ontario. QAp-
plication, Ontario Grade XIII Students,
deadline September I, I 966g all others
deadline Aagast I5, 1966.5
-certain requirements must be met.
Students applying for admission should send
their applications to: The Admissions Officer,
University of Western Ontario, London Ontario.
For further information concerning Summer
School, write for Handbook to:
The Director, Summer School and Extension
Department, University of Western Ontario,
fg R E E v E S
SETS THE STANDARD
Jumon RED cnoss OF QUAUTY
I SER VE
For Further lnformatron Wrrte
IN THE SELECTION OF
MATERIALS FOR ART EDUCATION
Products Desrgned fo
A t P p rs
ONTARIO JUNIOR RED CROSS Sl
460 Jarvls Street Toronto 5 REEVES 81 SONS lCANl LIMITED
I6 APEX ROAD TORONTO I9 ONT RU 3 4277
WHO IS KEN KEYES B A 7
Ken Keyes IS a Teacher one of the hundreds who have earned their
degrees Through summer school study at Queens Unlverslty Ken
who ns married and the father of sux chuldren took all hrs courses at
the Queen s Summer School and through extramural study Last sprung
he received his bachelors degree and the Curtis Memorlal Foundation
Award which vs given for scholastic ablllty Interest In athletlcs and
service to the Summer School Each summer hundreds of teachers like
Ken come to Queen s to take a variety of undergraduate courses Many
of them also take correspondence courses durung the wnnter and sum
mer Queen s Umverslty welcomes your enqunrnes about these courses
FEES for summer school courses are S100 each
for correspondence courses S85 each
COMPLETE INFORMATION can be obtained by wrltlng to
THE DEPARTMENT 0F EXTENSIUN W '
1 I A 5,
QUEEN s UNIVERSITY I73
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. Q ' Brushes if
' Tempera Powder
' Tempera l ck M I
' Tempera Discs
' Tempera ast +R I
' , I ' Showcard Colour
' Bloc rinting
' Oil- Pa els
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Jack Hood School Supplies Go. Ltd.
Head Office and Warehouse
9I - 99 Erie Street, Stratford, Ontario
STRATFORD: Phone - 271-3800 - TORONTO: Phone - 364-5623
MAY WE BE OF SERVICE TO YOU IN THE FUTURE?
REMEMBER - WE STOCK EVERYTHING YOUR SCHOOL REQUIRES
Learning after graduation
may take courses for credit or
general interest, summer
and winter, in the evenings
or in the daytime at
Write or phone the University
at HAMILTON 522-4971,
Extension 321 or 364.
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