Toronto Teachers College - Yearbook (Toronto, Ontario Canada)
- Class of 1967
Page 1 of 192
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 192 of the 1967 volume:
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Thincipaf anof Wce-?rinci afs, Massa e
R E Baden, B.A., M.Ed. .l. D. Stenneft, M.A. C. W. Percival, B A M Ed
"A child is a lamp to be lighted, nota vessel to be filled".
The graduates of Toronto Teachers' College in this Centennial Yearface Canada's
second century of nationhood with an awareness that the inculcation of knowledge through
the use of content is only one of the main educational aims in the province of Ontario.
Education for the present and future requires the development of creativity and the
ability to think critically and constructively.
The prospect ofa child-centred educationalapproachwiththe necessary skills, attitudes,
abilities, knowledge and habits developed within theframeworkof the ungraded classroom
with a language experience programme should excite every teacher to greater efforts.
Democratic societies are constantly undergoing change and teachers must be flexible and
adapt to ever changing content and methodology.
To the graduates of T967 I offer my sincere congratulations on the successful comple-
tion of your apprenticeship at Toronto Teachers' College. The staffand Iproffer you our
best wishes for success and happiness in your chosen vocation and may you use your con-
siderable influence to promote the democratic principles and socialgraces which are
essential in the fostering of Canadian citizenship. Remember thatthe progress of our
country will be measured by the education provided for its people.
J. D. STENNETT,
R. E. BODEN,
C. W. PERCIVAL.
me sm it
S." .JS ,P - lj
MINISTER OF EDUCATION
It is a pleasure for me, as Minister of
Education, to welcome to the teaching pro-
fession the l967 graduates of the Toronto
Teachers' College. You are entering service
in the schools of Ontario in an era of great
change in thought and practice. The years
ahead will, l am sure, provide new, interest-
ing and rewarding avenues for your con-
tribution to education.
ln but a few months you will take charge
of your own classroom. You have been well
prepared for the immediate tasks which face
you, and you will grow quickly in experience
and ability. It is my hope that you will also
grow intellectually as you searchforimprove-
ment in your teaching skills and take
advantage of the many courses for teachers
offered by the Department of Education and the Universities of Ontario. The world of the late nineteen
sixties and the early nineteen seventies will demand much of its youth. Your responsibilities as a teacher
are increasingly more exacting and more demanding than they were for the teacher ofa generation ago.
You carry with you into your teaching positions the confidence and the bestwishes of the staff of your
College and the Department of Education. May your days as a teacher find you dedicated and enthusiastic
as you prepare our children for their future roles as citizens of our great land!
William G. Davis
Minister of Education
BACK ROW L. to R: Mr. Walford, Dennis W. Taylor, Phil Hochman, John Wylie, Karen Van
Norman, Ken Ackford, Mary Mikula, John Bayley, Janis Mork, Judy Sabiston,
Cathy Takagaki. MIDDLE ROW: Mrs. Dubois, Sharon Cooper, Pat Young, Heather Goldie,
Irene Chomatidis, Pat Andreae, Diane Warner, Margaret Puolalika, Miss Fletcher. FRONT
ROW: Pauline Hansen, Nada Zeldiner, Mary Ellen Watson, Anne Mortimer, Elisabeth
Propper, Dianna Ruff, Lynda Sherman.
We began our year with a knowledge that we had fourteen weeks at the college to produce a yearbook.
At the time everyone groaned and looked very doubtful. As the weeks went by, however, the task of producing
a yearbook in such a short time seemed to be monumental. Our practice teaching weeks provided a distraction
from the routine and student cooperation was sadly lacking. The only encouraging fact was that it had been done
before and, therefore, itwas not impossible.
At this time we are at our finalstages of production. It has taken many long hours of work and great dedica-
tion on the part of a few people. Although we worked hard the time we spent working was far from dull. There
was always Mr. Walford's coffee pot to revive our lagging spirits, his selection of five hundred plus records and
his unending supply of chocolates.
Everything, however, was quite normal until Christmas. Then Mr. Watford gave his form secretary a bottle
of perfumeand thingsstarted happening.The girl put a dab on, went out on a date and returned the next morning
with a ring. Then Mr. Walford started spreading his magic formula around, but I know that the girls that are
engaged haven't tried it yet. Who knows what effect it will have on them?
This yearbook was not the product of fun alone. lwould like to thank all the people who have contributed
to its production and especially Mr. Walford, Miss Fletcher, Mrs. Dubois, Mr. Gaynor and Mr. Holtham for
their invaluable assistance and cooperation. I would also like to thankMr. J. Brown of Chroma-Litho for all
his help whenever itwas needed.
We hope that our efforts have not been wasted.
Yearboog Ii ecutive
P SHARON COOPER
EW mi .Y
, T ii!
MRS. DUBOIS MISS FLETCHER
MR. GAYNOR MR, WALFORD
As our year at the College is drawing to
a close, we begin to examine and ask our-
selves, "What did we get out of this year?"
I am fully aware that in some cases
the answer is, "Absolutely nothing!" Butwere
there opportunities which we missed? Were
there chances for a fruitful and enioyable
year here? These are the questions which
always plague people at the end of every-
thing - whether it is a day, a year ora
It you did not get anything out of your
stay here you have missed a great deal, both
as a person and as a prospective teacher.
We all have had many opportunities to learn
and apply leadership, and cooperation. ln
the many and varied aspects of College life
we had a chance to exemplify the attitudes
which we will be trying to develop in young
children starting next year. Did we take ad-
vantage of all these opportunities, or did we
lust let them go by, unaffected by their
There is a very true proverb which says
that you get out of any situation only as much
as you put into it. Search yourself and see
if the reason that you have not enioyed
your stay here is not due to lack of involve-
ment. If you have not given anything to the
school you cannot possibly get anything out
of it. This isthe same involvementor participa-
tion that we have been trying to achieve in
our teaching. lt is the feeling of success and
satisfaction, which comes from being an in-
tegral part of the group rather than an un-
necessary fixture. Next year as teachers our
task will be to mold the characters of young
children. We will have to make children like
and enjoy school. This will be very difficult
to do if we are not actively involved in
school life. Don't miss another chance! The
more you give, the greater the rewards.
GESTETNER - the only
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s.9- w.1. HLLTHAM, B.A., M.Ed. -R.
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91.9 MR. J.P. MERGL, B.A., Bra. 5, 8.4. M
NRS' Director of Prodice Teaching 'Ed-
MISS H.M. FLETCHER, B.A., M.Ed.
H. FREESTONE, B.A. G.E. WALFORD, B.A., M.Ed.
W.R. MARSHALL, B.A., M.Ed.
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, R.G. GAYNOR, B.A., M.Ed. E
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MRS- ' Phoeogmphy: GERALD CAMPBELL.
FRASER, B.A., A.T.C.L
MISS. C.I. MclNTYRE, B.A., M.Ed
MISS M.H.M. YOUNG, B.A., M.Ed.
W.P. LIPISCHAK, B.A., M.Ed
MRS. W.E. WHITE, B.A.
E. M. WOODGER. B.A., M.Ed
. vxtxw 9
MISS. S. STANLEY, B.A. M.Sc.
MISS. A.Y. WILSON. B.A.. M.Ed
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MISS. V.D. RUDDELL, B.A., B.P.E.
MISS. J.M. HORNE, B.A.. M.Ed.. A.O.C.A.
MISS. K.A. BENNETT, B.A., B.Ed., A.R.C.T.
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K. .N ARCH, ogg?-
MISS. B. DICK, B.A., B.Poed.
MISS R.A. BELFIIY, B.A., M.Ed.
W. HAYES. B.A., M.Ed.
A. .I. REINHOLDT, B.P.H.E.
W. SHARP, Dipl. in P.E.,.
Dipl. in Ed.
-MISS. D. C. FULLER. B.A
MRS. M.F. GALAND,
MISS. M. A. BAILLIE
W.E. BINGHAM. B.A.
MRS. R. ROE.
MISS. E. STJOHN. R.P.L.
MRS. R. G. CHAPPELL
MISS M. M. POWER, B.A. M.Ed.
B' .-.,xf ,
MISS. A. CARSON
MRS. RJ. HEUGHAN,
8. KIPP, B.A.
H. I.. CHESSUM. B.A. B.Ed.
J.R. HARRISON, B.A. B.Ed. T.A. HODGINS, B.A. B.Ed.
MRS. C.M. SMITH,
Photography LIBRARIANS L. Io R: Mrs. J. Croff, Mr. W. Redensfon, Mrs. J. Forbes, Mr. W. Hargrove,
Mrs. E. Peters.
FEDERATION OF WOMEN TEACHERS' ASSOCIATIONS OF ONTARIO
to the Federation ot Women Teachers' Associations ot Ontario, ot which you are
now associate members.
Through its local and provincial associations, Federation exists to promote and further the
cause ot education, to improve teaching conditions and to raise the status ot
ln turn, it places on its members responsibility to maintain the high ethical code to which
it subscribes and to uphold the honour and dignity of the teaching profession.
Best wishes for a successful and enioyable career
MELBA M. WOOLLEY,
welcomes into the Teaching Profession the
graduating student of the Toronto
Teachers' College who chose 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-morrowg 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 individuals.
Sister M Aloysia, S.S.ND.
RED CROSS YOUTH
Junior Red Cross
High School Red Cross
College Red Cross
For further Ontario Red
information Cross Youth,
contact 460 Jarvis Street,
he X0 oks back .
Children don't. The young-at-heart don't.
As a matter of fact, we don't. Even at this historic moment-
the start of Centennial Year-we would rather look over the horizon
than over our shoulder. Canada's second century. What can We do with it?
How can We make it even better,.even more productive, than our first century?
For our part, We're intending to use even more imagination in everything we do.
Lots more ingenuity. Many more scientific techniques that we haven't even
dreamed of yet. And you-you'1l be shopping in Ways you've never shopped before.
Nicer shopping. More convenient shopping. Much more exciting shopping.
1967. What a year to look forward to. What a century to look forward to. Happy Second Century!
Read this new
order our NEW MATH teaching aids now.
You'll find them effective and easy to use.
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Use of New Math Aids-"Insight into Modern
Mathematics" KTHE NEW MATHJ by Paul Fi.
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 pagesl. 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
O 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 O to 25.
No. 780. . .S1.35 dz.
Make-A-Ten-Demonstrates associative principle
of addition. 20 flocked disks on 6"x 18"felt sheet.
No. 768. . .S1.35
' 'fl e a l
The Classroom is the Birthplace of Genius
Napier's Rods-Fieinforces multiplication facts
and checks compound multiplication, 3" x 24"
teachers rods plus 40 blank student's sets.
No. 784. . .S-1.65
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. . .SO.80
Matrix Cards-Teaches number patterns, inverse
operations and associative principle. 9" x 9",
plastic-coated for wax crayon use.
No. 782 tdozens onlyl. . .S2.00 dz.
EZ Count-Bead Counters-A must in modern
education. Every teacher and student should have
No. 731-10. M" plastic beads per wire
No. 732-20. W' plastic beads per wire
No. 735-10. Mnwooden beads per wire .80 ea.
No. 736-20. M" wooden .beads per wire1.20 ea.
A simple timed
wwe having ai?
of its points rlw
some distance g
from o fixed pain!
Multiplication and Division Kit-Teaches con-
cepts with arrays. Shows commutative principle.
No. 753. . .S0.30
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
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
New Math Relationship Cards-Movable frame
on horizontal cards shows the inverse relationship.
46 cards with plastic slide and suggested uses.
No. 790 Addition 81 subtraction. . .S1.60
No. 791 Multiplication Sr division... 1.60
New Math Flash Cards-Horizontal equations
twith framesl for facts through 18's. 100 cards
Zia" x 8?e". No. 786 Addition. . .S1.75
No. 787 Subtraction. .. 1.75
No. 788 Multiplication... 1.75
No. 789 Division... 1.75
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First Prize: Search for Identity
What is a Canadian? lt has been said that a Canadian is a person who wanders around asking "what is a
There seems to be a strange psychological urgency underlying this question of identity which plagues so
many people of our country. Sooner, or later, most of us come to a period in our lives when we stop and
suddenly ask ourselves this most important of questions. Newspaper editors, authors, actors, playwrights and
many others whose work has impact upon us, ask this question, both of themselves and ofthe community. Many
high-sounding definitions have been given, but still, the true meaning seems to elude us. Much time, effort and
financial resources have been expended in order to produce a piece of bunting, which, itwas imagined, would
symbolize our nationhood and give us something of which we could be proud. This, ofcourse, is tantamount
to saying that the cause would follow the effect, or, the pride of nation would follow the symbolization of it.
One receives the impression of this vast country heaving and straining in a gigantic "giving birth". All
over Canada, we appear to be striving desperately to emerge as an identity, straining to achieve a kind of
Hegllian triad of "being, nothing and becoming". The sad fact is, though, thatwe are never just sure in which
category of the triad we are, at any given moment.
Even in our nationalism, the realization of which we appear to seek so earnestly and whole-heartedly,
there is disunity. The English-speaking citizen hasn't much time for his French-speaking counterpart, nor has the
Frenchman much patience for his Anglo-Saxon neighbour.
The reasons for this distressing lack of identity are too numerous to discuss in detail. Suffice it is to say that
they are - political, economical, geographical and historical . . . To mention iust two of these, the geographical
and historical, it seems fairly obvious that the influence of two distinct cultures has profoundly and indubitably
affected our national temperament. On one side, there is ofcourse, the "mother country" with all its staid and
conservative traditions. Traditions of pomp and circumstance and old established methods. While, on the other
side, the gigantic, sprawling and restless young nation
with all its precocious strength, the mighty United
States of America. These two vastly differing cultures
lin practically everything except languagel, represent
the thesis and antithesis of our dilemma.
But might it not be fortunate for us in Canada that
we are not "tainted" with nationalism? We are aware,
through sad experience, how much havoc, destruction
and misery have been caused by one or another
nationalistically minded country. Might not our very
indetermination serve as an advantage rather than a
disadvantage? Would it not be a higher and nobler
ideal for us to seek identity with the whole world,
in the vast brotherhood of mankind, regardless of
colour, creed or material considerations?
If we must be labelled, let us label ourselves as
humanitarians and tear down the barriers, not only
those standing between nations, butthose in ourminds.
When we are able to do this,vand not until then, will
we be able to lift ourselves up to a truer and nobler
concept of identity. Let us hope, for the sake of man-
kind, that this day be not too long in coming.
J. ARTHUR PEAKE, Form 30
Somewhere - A Child
"She came from somewhere", they said,
"Yes that foreign land, where many lie dead,
Where small ones cry in a red-reelced bed.
With distended belly and skeletal frame,
The badge of malnutrition remains the same.
A wooden cross and a cold grey stone,
And another child is all alone,
We speak of peace, that holy dove,
While children starve from lack of love.
How long can we remai' .o mild,
When somewhere - a child. .
LINDA SILVER, Form 34
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Villanueva y Geltru
Another day breaks.
The light of evening flickers, wavering between dusk and dawn.
In villanueva life originates.
The babble of three thousand voices -
A myriad of narrow dusty paths -
Dark holes peer out into a not-so-new ebulliency -
lndistinguishable patter of racing feet- child or animal,
Who can tell?
Music blaring -
Poverty surrounds herself with superficialities.
Those crazy Parisians on the next floor - "boy do they sing loudly!
At length into night, the shutters of Castell del Hostal filter
a radiance that brings no rest.
The advancing harshness of a Spanish day discloses not a sound.
Such lies they tell, the sleepy eyes of Spanish men.
A. BUSS, Form ll
shelters with infinite peace
the slumbering earth.
Night on grey wings hovers, hesitotes -
o night-change, pensive in its
all - knowledge,
exquisite in its ethereal beauty.
Whispered softly in the breath ot dawn,
dimly perceived in the silence of
To eastward, o'er the rim ot night,
o rivulet of burnished gold spreads
drawing in its wake
SUSAN COMER, Form I3
The Old Schoolhouse
In a city so very large there stands a memory
That has even in time become impossible to bury
Its red bricks now crumbling with age and wear
Were once crimson and proud in the clear air.
But now all has changed except for the sound of feet
As where once children sat, now teachers meet
And squeaky little voices have finally echoed away
To let horse laughs and giggles have their day.-
While I sat here alone among lines of old iron desks
My mind wondered back to the time of the chiIdren's tasks
When in these very seats they thought and worked
Dipped their pens in the inkwells and wrote,
Ever mindful of the stern teacher leaning on a stick
Ready to shout and swing oh so very quick
For she was master and always in command
And twenty-three heads heeded the ruling hand.
But boys with frogs in their pockets and fishing-poles at the door
Pulled girls' pigtails and even threw apple-cores
Until the quick swish ofthe lightening ruler
Ended all thoughts of trying to fool her.
Still there was time for laughter and song
And learning in spite ofthe eagerly awaited gong.
When young minds rushed to a waiting world
Of adventure as they explored Nature's splendour.
But somehow the years came and went
And childrens' children replaced their parents
Even the ruler become unsteady and slid away
While the bright floor now is ash-white with age.
Still the haunt ofa time gone-by seizes me
As I sit here, my fingers upon a name, a memory.
JOHN M C VESTERS
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0' Canada 1967 'f T
we do not deserve you.
smitten with some absurd inferiority complex,
we murmer, mutter, mumble your name.
wearing ethnocentric blinkers,
we broke your first race,
now work hard to partition the others.
bullied by progress,
we tarnish your silver rivers,
sully your air,
scar your face with concrete congregations.
butdear land, we love you,
and in our quiet way we have told you so.
we have replaced your bright rivers with silver
we have thickened your bristle of pine and cedar,
your dapple of maple and birch.
we have long ago ceased to think the grass
onthe south side of the fence,
though we cluster thick at your border,
we whisper in poetry
the wild flowered summers of your scented
north . . .
dear land thatwe love, happy birthday.
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I saw a little boy go
Jolting down the street
ln o great lumbering wagon
Pumped by a wee foot.
I saw the wagon turn
And rumble up the driveway
Steered by a tiny fist.
Iwatched him scoop its cargo -
A crumpled bag of cookies
A spotted red bandana
A box of battered cars -
And climb the three stone steps.
He paused . . . and lsaw him smile
A flicker of a smile,
Standing there, lost in an ear-flopped cap,
His arms full of treasures.
He set them down -
And crashed the knocker,
The door opened and Iwatched him place
His little ormload lust inside,
I saw him turn, I saw his hands climb
In his pockets, standing small with all his forty inches
I saw him gaze with tender pride
At his great grime-scarred wagon, at his world -
and walk inside.
A Face Unknown
Face Reality -
Nobody cares if you do,
This one knows, not he or she,
lt stares with bright, luminous eyes,
Neck outstretched, that Reality,
l reach to hug it- it lurches back.
No one sutters but l,
When l tail to grasp Reality.
Did lt once call, beckon near,
Or twice, or forever?
lt it did, l did not know enough
To say "hello" - that's dodging life you know.
Good-bye Reality, welcome back, Stupidity!
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A stillish strecim seeps by with its
Coiling tons of woter ond meodow gross -
A golf putt owoy ocross o former's fence,
Three cows pouse from grozing - cost to me
A look of silent pity ond respectful owe.
Then ci colf looks up ond bumps his mother's chin,
A tiny wren flits onto o mud-betongled screed
And peers my woy the some.
Surely they've seen enough of our frontic world -
lA thruwoy jets its conveyor of cors not o mile owoyl
Yet, they, blessed beosts,
Recd the soul.
A wind rises ond the cows turn to feed.
Whot future is their's or mon's?
l must be going to thot thruwoy,
Time's gone - l'm clone ond impotent
Without my speedy croft.
But there lies the mecid piled with blue sunny oir
And nimbus cloud, o furling elm sifting oll.
JOHN DOWDELL, Form l5
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Little girl sitting on on oronge crote,
Little girl, looking very lonely,
Holding her pet dog by o leosh -
Eyes storing oheod to where - no-one knows.
How old those eyes, tor one so young . . .
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"I'm sorry for the quarrel," she said.
"Say you forgive me dear,
Your sending me these flowers
Made my anger disappear."
So he forgave her and they walked
Together 'neath the bowers
But he kept wondering all the time
Who HAD sent her the flowers!
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love, a glass bubble, swelled . . .
worm pink-gold curves revolved glowing
in her heart
love, a glass bubble, burst . . .
in her heart shrill tinkling bits
CATHERINE CAMPBELL HEATHER PATTERSON
TEACHER-TRAINING AT NEWLAND PARK COLLEGE Apart from the short courses for mature students,
It was in the late afternoon ofa mellow September
day that l made mywayto Newland Park. After driving
through winding, truncated roads hedged in by dense
thickets, we came rather suddenly upon the entrance
to the college which "stands in a beautiful park amidst
the attractive suburban countryside of south Bucking-
kamshiref' We continued down the delightful avenue
of trees which has obviously seen many comings
and goings and varieties of residents during the
passing years, on either side lay lush,green meadows
where cattle quietly grazed and, in the distance, stood
the elegant, eighteenth century mansion which houses
the main administrative offices, common rooms,
tutorial offices and the Chapel. "ln the surrounding
gardens and woodland, temporary wooden buildings
provide accommodation for students' hostels, lecture
and tutorial rooms, the library, laboratories, gym-
nasiurn, art and craft rooms, reading rooms, student
recreational rooms and the Dining Hall. The college
provides the advantages of a quiet rural settingwithin
easy reach of London and its many cultural and
educational amenities and of access for teaching
practice to a variety of rural and urban schools ofall
Newland Park College of Education is maintained
by the Buckinghamshire Education Committee and isa
member college of the Institute of Education of Read-
ing University. The college admits chiefly men as
resident or day students and a few married women
residing locally as day students. The college provides
Three Year Courses to qualify students for the
Teacher's Certificate of the Reading University Institute
of Education, which recommends students who
successfully complete their courses to the Secretary of
State for Education and Science as Qualified Teachers.
Students who qualify at the college to take a Four-
Year Course are examined by the University of Read-
ing for the degree of B.Ed.
ln Britain there are two main ways inwhich people
become teachers. They either go to a university and
get a degree or they take a three-year course in a
teacher-training college.Thereare two kinds ofteacher-
training colleges: the general one as at Newland
Park or the specialist college which concentrates on
training teachers for particular subjects such as
physical education, music, drama, home economics,
etc, In the general colleges, a teacher's training is
made up of four interrelated elements. First, there is
a student's own personal education, colleges differ but
in most of them a student chooses one or two subjects
and takes them to as high an academic level as he
can. He starts at A. level and probably reaches
something like the standard of a pass degree. Second,
training colleges study Education -they study children
and young people as they grow up, how they think,
how they feel and how they learn. They also study
society and the underlying ideas about the education
of children in it. This part of the course includesa
certain amount of history, philosophy, psychology and
sociology. Third, the the students learn about teaching
methods and the theoretical basis of teaching par-
ticular skills and subjects. Fourth, a large part of the
course is taken up with practical work in schools.
the Three-Year Course provides the focal point for
teacher-training at Newland Park. lt is designed to
train teachers for secondary and primary schools,
these are subdivided again into groups training for
lnfant, Junior and Junior-Secondary age ranges. The
training course in every instance comprises two ele-
ments: Professional Education which involves Theory
and Practice of Education, and General Courses. The
latter include: Curriculum Courses: English, Mathe-
matics and Physical Education. jiil Four Optional One-
Year Curriculum courses: art, crafts, drama, music,
religious knowledge, rural studies, social studies, etc.
jiiil Special Subjects at Main Level: studies in concen-
tration one subject selected from Biology, Chemistry,
Divinity, English Literature, History, Geography,
Physics, Mathematics, etc. jivl Optional Courses
designed to widen the students' interests and know-
ledge in fields not directly related totheir main subject
course. These are chosen from areas such as:
Environmental Studies selected from either historical,
geographical or sociological subjects.
Creative Activities such as photography, puppetry,
crafts, theatrical design, etc.
Subjects from Human Culture such as language, folk
Science in the Modern World concerning the applica-
tion of Mathematics, Physics, Biology or Chemistry to
During the third year at Newland Park, students
intending to proceed to a B.Ed. degree take, in addi-
tion to the normal course, a special course related
to Education and the other subjects they intend to
offer for their degree. They must pass examinations
with Credit or a higher distinction in their Main
subject, in Theory of Education, inthe Practice of Educa-
tion, as well as in the special course they are studying
in order to qualify for the fourth year of training.
Where possible, arrangements are made for students
to attend courses at the University and, at the end
of the fourth year of training, candidates sit Final
Scholastic life at Newland Park differs markedly
from that at Toronto Teachers' College for several
obvious reasons: the more or less isolated, pastoral
setting requires initiative and energy on the part of
the students in planning their own recreation, the
three-year residential training period permits a more
leisurely time for reflection and for the maturing of
interpersonal relationships, the students are ofone sex
and living under somewhat rigorous conditions, and,
lastly, the program is designed to explore selected
subject areas in depth and to sample another wide
variety ofgrelated topics.
ln order to meet admission requirements, a
student must be, at least eighteen years of age and
have a General Certificate of Education indicating
passes in a stipulated number of subjects at Secon-
dary School level andfor passes at the advanced level
in other areas. Increasingly the colleges are demand-
ing at least two A. levels for entry and this is
the minimum requirement for universities.Thestudent
planning to attend Teachers' College applies approxi-
mately a year in advance to several colleges of his
choice anywhere in Britain, forms, recommendations,
etc. are submitted and, if he is considered for a place
in the college, further correspondence ensues and
personal interviews are arranged, carefully docu-
mented dossiers are filed on the early backgroundand
academic history of each student. If he is accepted
and recognized, the would-be teacher receives free
tuition, free board and lodging and a cash grantfor
his personal maintenance. Thus, the student body
consists of approximately three hundred and fifty
young men from Northern lreland, Wales, Scotland
or from England, of comparable age butwith infinite
variations in ability, interests and background, living
under similar conditions, presumably they are all
studying to be teachers but many simply take
advantage of the educational opportunities offered
gratis and then launch into an entirely different
One of the more noticeable features of college
life at Newland Park is the tremendous number of
organized group activities, the Theatre and Drama
Society is particularly active and, in the autumn,
produced an excellent performance of the play "The
Physicists" under the most extraordinary conditions,
there is a Debating Society, a Geography Group,
a Contemporary Film Society, the Music Society and
several highly organized groups for sports such as
soccer, rugby, basketball, tennis, canoeing, etc.
Because the students are more or less "on the spot"
and because of the continuity of their soiourn there,
these organizations are extremely valuable in that
they perform recreational and educational functions.
After tea in the afternoon or after dinner inthe
evening, the students assemble to participate in or
to enioy the various activities, bus trips are arranged
and visits are made to the concert hall, the theatre,
galleries, other educational institutions, etc.
I am much impressed by the unhurried and
detached approach to education. After a hearty
breakfast students peruse their mail in the Junior
Common Room, if they have no class, they chator
visit the library or engage in something such as sports,
crafts, etc. The classes are conducted in temporary
wooden structures hidden among the trees. The stu-
dents wend their way through mazes and covered
paths, they seem oblivious of the gnarled ancient
trees, the gleaming rhododendrons, the walled
gardens, and the asthmatic old clock that quietly
paces the hours for them.
All students must ioin the Students' Union which
is controlled and operated by the student body with
their own elected officials, the Union not only co-
ordinates and finances the various students' groups
mentioned above but it also appears to be very vocal
about all aspects of college life. The students produce
a weekly college "rag" and the tenor and quality of
the students' thoughts are reflected here. I quote
excerpts from two' 'different editions of "Scoop".
'We would like union representation in academic
government and student disciplinary matters, greater
participation in local, regional and national affairs."
'We should have more educational visits, more lectures
Students have a Social Function Committeewhich
appears to be quite enterprizing, dances, concerts,
dinners, etc. are arranged on suitable occasions and
visits are exchanged between colleges. The Students'
Union also has a separate recreation hall where
different indoor activities such as snooker,table tennis,
bridge, etc. is enjoyed. There is a Students' Bar
where all kinds of beverages, cigarettes, candy etc.
Most of the students dress very casually on the
college grounds, a small minority are bearded and
unwashed but, in the main, they are similar to
Canadian youth. l have beentremendouslyimpressed
by their unflagging energy, curiosity and courtesy.
One hears here, as in Ontario, the old complaint
that what prospective teachers learn in college has
often little bearing on the school situation, I suspect
that students at Newland Park spend an inordinate
amount of time pursuing their Main Level subiects
and, since these subiects are basically taught in
Grammar Scools by university graduates, one ques-
tions the immediate value of such an arrangement.
I admit at once that academic excellence is of inestim-
able value but, at this stage, l would gatherthat
these teachers-in-training need practical help inlearn-
ing: various methods of presenting knowledge, ways
of intensifying learning, arrangement of an efficient
teaching-learning situation. To quote again from the
"Teaching practice is the closest part ofthe course to
the finished product but much ofwhatis of fundamental
importance from this practical part of our training
floats under the bridge and is left with the other
inadequacies that are shelved."
Perhaps more time should be spent in:
lil studying the significance of social structures, social
groupings, class loyalties and preiudices in relation
to educational development of individuals andfof
groups of children,
fiil developing skills in the "art of teaching", most new
teachers would not decry some knowledge and
practical experience in the basic skills of class
management, lesson organization, questioning,
visual aids, and transfer of learning.
In the training college here the students have
approximately six weeks of teaching practice in one
room in the same school for sixweeks,this is preceded
by two days of observation. One studentworks alone
in the room with the regular classroom teacher, he is
required to teach four lessons each day. He is expected
to prepare and follow a theme ofworkin each
subiect area, he seems to be trapped between what
the teacher expects as being relevant to her work
and what the tutor considers valuable in his class-
room experience. Personally l feel that in the teach-
ing practice session, the school teacher should be
given more responsibility for the student's guidance
in school and that the .tutors should concentrate on
relating the student's practical experience to his learn-
ing inthe course as a whole.
The focal point of teacher-training is the process
of transmitting human knowledge and culture to
succeeding generations in the most effective manner,
this cannot be understood and mastered without in-
vestigation and practice and an awareness of the
processes involved, theory and practice mustbe linked
and developed in a comprehensible way. It might
be of valueto havezdemonstrations ofvarious methods
of teaching selected topics by tutors and students
followed by evaluation and revision, a closer liaison
among classroom teachers, studentsand tutors regard-
ing the themes of work to be covered in the classroom,
more theorectical discussions about the classroom
implications of various practices, and longer periods
of teaching practice in a greater number of teaching
At one time colleges in Britain, as in Gntario,
concentrated on training non-graduates as teachers
but, in recent years, not only are they accepting some
graduates for professional training buttheyare provid-
ing, as indicated earlier, a four-year course leading
to a degree. This would be a much happier situation
in that one would have a teacher disciplined by his
academic training and polished inthe skills of impart-
ing knowledge. The shortage of teachers tends to
restrict developments to some extent at the moment.
For an outsider from Ontario, the British educa-
tional system presents many anomalies: the hier-
archical nature ofthe school organization,the exercise
of responsibility, the freedom of school programming,
the adherence to traditional disciplines, the lack of
educational priorities and the socio-economic
Miss M.P. BAINBRIDGE
U lM.A., B.PAED.l
Miss Bainbridge is working on an exchange basis in
Life Itself is an Education
The true values of life which lead to happiness can only be acquired through experience. They can be
taught by environment, teachers, situations, friends and the church.
In our homes we learn from our parents the difference between rightand wrong. If we do the right thing
we feel rewarded but if we do the wrong thing we are punished, either physically or mentally. We are taught
love, discipline, understanding, good breeding, manners and the basic culture of our society.
During school years, the discipline is continued, but other lessons are taught besides the academic ones.
Fair play and the ability to be a good winner or a good loser are taught by games. We learn to adapt ourselves
to those around us regardless of creed or colour. We become one of many, but we still retain our individualism
and thus acquire a spirit of co-operation.Againwe find that good work is rewarded by good marks and bad work
by poor marks.
In our adult life we still practice obedience to superiors, to lawful authorities, to our families and to our
faiths. We learn tact from being hurt by tactless people, we learn understanding from being misunderstood,
we mature in love from being loved, we learn to care from being cared for and we learn mercy from the
unmerciful. Through these experiences we gain knowledge about the world around us. Since most of us are
iudged by our friends, we find that if we are good we have good friends and if we are not, then we have bad
The church goes one step further in
teaching discipline. It asks us to imitate
the life of Christ with faith, hope and
charity. lt teaches us that the Christian
way of life is to practice corporal and
spiritual works of mercy, for example,
to feed the poor, to pray for others. The
truths of the church give us the strength
to learn from our experiences. Death
brings compassion, service to others
brings humility, teaching brings under-
standing and patience and added to all
these is love for your fellow-man.
Thus it can be seenthatonlythrough
living do we learn and only through
learning do we gain an education. The
education of life can either make us or
break us and to those who have profited
from their experiences come the highest
rewards of true peace and happiness.
The man had walked this earth for many a year,
And now as the time of his leaving drew near
He began to think of time gone by,
And asked himself, why must he die?
He had seen the Seven Seas and their splendour.
Had visited ports that now he can't remember.
And had sailed on boats and sailing ships
Seeing the world as he worked his trips.
In every port a friend he found,
And every year he sailed the world around
Free and wild were the times of youth
Always in search of glory and truth.
Yet somewhere on his voyages through the years
He changed from son to sir, and left the seas
To settle down and take his place in the land
And work and sweat for the feeding hand.
Then the years took their toll and claim
As age crept upon him and youth was slain
Only the memories lingered in his heart
Where before there burned a fire so bright.
Now he snaps from another dream of old -
Back to life, back to his cruel world
To live yet another hour, another day
Thinking that there was once another day.
JOHN M. VESTERS, Form F38
Death ofa Rose
One day they came, making at their presence,
' a gigantic impression.
More so to me on Monday, when I observed them
. in their prime.
And, we became as one to one -
An unexceptional fascination for sheer beauty
The most delicate hue of rose withers at its
Beauty bows her head with age - how sad
To-day I watched them dying.
A. BUSS, Form ll
Day 's End
The fire in the west burned slowly,
Accenting the quietness of the pasture.
Soft breezes called birds home to rest,
While rabbit, mouse, and squirrel thought now of slumber.
Flower petals closed for the night,
And o herdsman drove his cattle to the barn.
The sweet sadness of day's end had come.
MURRAY COOK, Form I3
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WALTER SAWRON, FORM 34
The clatter of thoughts died away,
And I sleptand I lived
In that pale drunken dusk
Icall Someday . ..
I remember the slow, quiet flood
Of the moonlight
Etching her purity into
The blackness of night.
I remember the warm, silver glow
Cleansing the reverie, shaping
The heavenly call.
I remember the soft, silent touch
Of a prayer,
Pressing her downy head onto
The shoulder of care . . .
I spoke not a sound for the word
Of a whisper would say
I'd return, and lwill.
On Churchill 'S Death
Oh mighty warrior, now laid low by death,
None can escape her blow when she decides
It is your turn, to know her fearful touch,
The "Valiant Years" you spoke of now are o'er.
The warrior sleeps beyond the shore of life,
And nations weep for he who held the keep,
Truly, you were the shepherd, we the sheep,
Sleep well! Rest well! Old man you earned your sleep.
You were our hope, our sword, in time of strife,
Our rock, our strength, our fort, our source of pride,
Your rousing words urged us to victory.
Immortal now, your memory we'II keep true
History and man, accord to you your due,
Never was so much, owed by so many to one man, YOU.
GLADYS BENTLEY, Form 9
LORRAINE GEIGER Form I7
A murmur escaped the lips of Night
Out of the black it came
Out of the north
lt swelled and cleared
Till the sky throbbed
With a great babbling
Till the air trembled
With a swift stroking.
Out of the black it came
And l could not see.
Yet a smile swung upon my face
And my heartwas tilting.
Into this cold blind night
Was washed a brief wild music
That struck the chords of darkness
Left the wide sky quivering
And ebbed into the south.
And l stood blind and shining.
For who would not be radiant
Whose heartwould not have thrilled
At sound of such sweet passing in the Night?
There's a warmth about the Maritimes that no one can deny,
You feel itwhen you live there, - and even passers-by
Can't fail to recognize its charm, and if perchance they stay,
lt seeps into their inner hearts, and warms for many a day.
lt's in the children's faces with laughter shining bright,
lt's even in the sea-bird's song, from flocks on wind tossed flight,
lt's in the dancing sunbeams onthe blue Atlantic's face -
This warmth -- that makes the Maritimes a truly happy place.
lt's in the people's folkways, they love to dance and sing
And on a winter evening you'll hear the rafters ring,
With songs about the days gone by - the good old days now
But also songs about the fun in glorious days ahead.
So let's go to the Maritimes! Let's go and hide awhile!
They'll teach us a new way of life, and all our cares beguile.
Their welcome's real at anytime, but in Centennial Year,
They'll serve a heaping helping of the Maritime 'Good Cheer".
J. WHITE, Form 5
What is a Teacher? Philosophy and Education
A teacher is, a paragon of virtue
Teaching all that is good.
A Teacher is the ultimate authority,
"But Daddy, my Teacher spells dog
With two g's and my teacher is always right."
A teacher is referee and arbitrator
Of school yard disputes.
A Teacher is a hateful old viper
Who keeps you in 'Til 4:00.
A teacher is a friend
Who helps you when you are confused.
A teacher is a fountain of knowledge
Spilling forth facts:
ln T492 Columbus sailed the ocean blue.
A Teacher is a student
Learning the New Math one day ahead of her class.
A Teacher is combination, Doctor, Nurse,
And Health lnspector, repairing wounds,
Dispensing care and washing dirty faces.
A Teacher is a dictator
Enforcing rules and denying privileges.
A Teacher is a vassal
Subiect to The will of The Principal
And The INSPECTOR.
A Teacher is an actor on "Parents Night"
When she manages to say something good
About each and every child.
A Teacher is a Minister
Leading The class in prayer.
A Teacher is a musical artist
Straining to reach high Doh.
A Teacher is a secretary
Marking reams of papers.
A Teacher is -Lord help me,
What l intend to be.
CATHERINE CAMPBELL, Form T2
Philosophy is more or less a sense of what life
honestly and deeply means. lt moves around certain
crucial questions. The first basic question is, "Whatcom
l know?" The second, or practical question is, "What
ought I to do?". The third question involves the issue
of the nature ofthe universe, in which we find our-
selves, and our relation to it. Men have pondered
such questions from the time of the earliest records.
The answers were at first intuitive rather than analytic
in character. lt was easier to pose plausible answers
than to arrive at answers based on reasoning. Man's
thoughts gradually became woven into ordered
systems. l-luman Thought Today is still uneven and
disconnected and the story of human beliefs depicts
this uneven character. Early man was interested in
his final destiny just as we are today. lf an individual's
destiny is dependent upon his conduct in this life the
question, "What ought l To do?", is certainly relevant.
Education is defined as development in know-
ledge, skill, ability or character by teaching, training,
study or experience. lt is further an art thatdeals
with the principles and problems ofteachingand learn-
ing. A mother cat educates her kittens inthe ways of
a cat, and so humans attempt to educate children to
be men. Education is therefore a system based on
questions, "What should they know?", "What oughtwe
to Teach?", and we attempt to acquaint our children
with The nature of their environment and the known
facts of their universe. Men in the field of education
ponder the questions of preparing our young people
to accept a role in society. Early records show that
Egypt and China had formal systems of education as
early as 2300 B.C. They trained men for public office
and later the Greeks trained men to emulate their
heroes and to absorb ideas of iustice, Truth and
beauty. The Greek ideal of a man was "a sound mind
in a soungl body". This ideal is still relevanttoday.
We can draw a conclusion that philosophy sought
to find the answers to man's place in the next world
and education is to find his place in this one. How do
they go together, these ideals of philosophy and
education? Philosophy determines the values which
are foundations for education. lt makes us aware of
what was thought in the past and so we are able to
gain from the past as we decide on the educational
system suitable for the present. To know the future we
learn from the mistakes of the past, while selecting
the concepts which are still meaningful to us inthe
GLADYS BENTLEY, Form 9
To fight, or not to fight: that is the question:
Whether 'tis nobler in the mind to kill and maim
The women and innocent children,
Or to take up arms against such brutality,
And, by opposing such acts, be branded as a traitor and undemocratic:
Are you fighting a war you do not believe in? Yes, you have no choice.
By such convictions as yours, are you afraid to voice your opinions?
There are many who care little about human life,
The victory at any cost is their goal,
Even though they lay waste their fields, burn their villages, and torture and kill many,
itdoes not matter.
Can we, the people in a democratic nation in the twentieth century,
sit back and watch the countless thousands of people suffer great personal tragedy?
The answer is no, we must put an end to this cruel war.
How? By urging our govenment leaders to look for a solution
to the problem and try to negotiate peace terms.
Here is Canoda's Shance to prove to the world that she is deeply concerned by the world
situation and that she is making honest eftortsin leading the word to peace.
Let Canada show the world that she has leadership, that we, as a people,
must take action - now.
DON BERTEIT, Form 9
Here I sta nd
A fountain straining against a rock blocking my source
I look out, -1
But all I see, a wall of stone, and fire, and tears, 7
Is much too close. ,
My knees are sore, '
But alas, l am not mighty Atlas, ,
lcannot rise A "!,W
Way up, above my head, stretch sunlit skies, ,
But here l stand, mired in tilth and inexperience. "To everything there is a season, a time for every purpose under heaven".
Butwhen did thetirstsun shine? A '
The first snow tall? A
The first rain drop?
From what come the roots of the mighty oak?
The water ofthe ocean?
The grains of the sands of time?
To be a sapling cowering 'neath the boughs of the mighty oak
To be a pebble, striving to be found upon the beach
ls nothing. I ,
Nor is it any use to be a raindrop and flow
lnto the sea. 413 ,
No man stands alone,
But no man has a support. f ' ,"q .
A crown cannot be earned, ik F
It is a gift.
To retreive a golden apple,
Man must stoop. V ,
Neither crowns, nor apples lie beyond the stars. y
ln every chunk of gold there is a iewel,
And a worm.
Squirm not, your prayers are hollow and meaningless, 5
Like a rat, snapped in a trap
For saying "cheese". W
Your path is mired with mines.
S. J. LAUGHLIN, Form 24 HAIKU
The last leaf detached,
Hibernation takes place now
A drop of water
Sounds in darkness echo loud
Awake ye from sleep.
DON BERTEIT, Form 9
Life may sometimes get you down
And bring you nothing but tears and sorrow,
But don't let if.
Enjoy yourselfwhile you are here
The bestway you know how,
For yet you are young
And full of fire
With many roads to travel.
il Nga 1
You'll meet new friends H
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But one day you will find ,
A person who is more dear to you -
Than anyone. SIS-on
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is will be your partner in life fly, I 5lE.,E-,ZE,:w shy
From whom nothing should be hidden - j N l
A person you will love, cherish and adore I 'UQ K' . Bl'
Until the call comes from the other world, , Lffff ll 'fists
Ano yoo will know that yoof life has been foifauoo. I " , CWM 1
And in fleeting moments, X Q tl
Memories of youth will fill your mind. my , ,
Make these memories pleasant 'llplgtiyy l
By living in happiness now. Juan- -amhmxutylill RJ :qu 1 J
Youth only comes once - ' , -,gif 1 vp"Qr1'3"' 'l
Enioy itwhile it is here. 1 ' flllll l ',
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IF IWERE TO CRY . ..
It I were to cry for each wrong
In my world
l'd cry tor a very long time.
His wooden plough scratches the ground
A drop of sweat crowns each mound
But he harvests no fruit.
"My child you are hungry, this l know
But the cow must live, it is written so."
Because the law forbids this wrong
The chains and the whips are gone
But he's got no relief
For the black still must plea
For universal equality.
lt I were to cry for each wrong
ln my world
l'd cry tor a very longtime.
URSULA SALIBASIC, Form 33
ln a return to days lost
We are made to wonder
l-low the child's mind knows
And why it is they who teach us.
MARGARET THOMPSON, Form 37
Y, "" - -
How someone can feel so confused,
Looking into the blue,
And thoroughly hyphotised
By the silent siloquet of the seagulls.
Thinking ot what has happened,
Trying to distinguish true lite trom fancy,
Wanting only the best for myself,
lA greedy instinct I supposel
And, at the some time,
Wanting the base things,
Because they are what give me pleasure.
ln the moonlite cavern of darkness,
Still pondering of past and future,
The prattling pines cannot tell me what to do.
So, here Iwrite,
Helpless, but free. GAIL D. CHOPP, Form I2
sEcoNo Pnize LITERARY coNrEsr
WHAT IS A TEACHER?
Between the innocence of infancy and the dignity of maturity, our children fall under the influence ofa
group of people called "teachers".
Teachers come in assorted sizes, weights, and colours. They have various interests, hobbies, religions
and beliefs, but they all share one creedzthat is to help each child reach the highest possible degree of personal
A teacher is a composite. She must have the energy of a harnessed volcano, the efficiency of an adding
machine, the memory of an elephant, the understanding of a psychiatrist, the wisdom of Solomon, the patience
of a turtle trying to cross the freeway in rush hour traffic, the decisiveness of a general and the diplomacy of
She must remember always that she teaches by word, but mostly by percept and example. A teacher may
possess beauty, grace, or skill but most certainly she must possess a deep understanding and respect for each
student individually as well as combined. She must cope with stubborness of a mule, the mysterious mind ofa
woman, the spryness of a grasshopper, the curiosity ofa cat. She must also understand the boy who is at times
inconsiderate, bothersome, an intruding bundle of noise, butat others had the energy of an atomic bomb, the
imagination of Paul Bunyan, and the shyness ofa violet. '
lndeed, a teacher must bear with these distractions and remain cheerful, butat the some time firm in her
resolution of making the younger generation into polite ladies and gentlemen.
She must also manage during her five hours each day to teach manners and morals to youngsters, whose
parents despair of their task during their nineteen hours.
A teacher is Truth with chalk dust in her hair, beauty with an aching back, wisdom searching for bubble
gum and the hope of the future with papers to grade.
A teacher must possess many abilities. She must not mind explaining, for the tenth time, the simplicity
of a mathematics problem, then explain it again to the boys who weren't listening. She must be able to iudge
between encouraging and pushing a student. She must sense what decisions to make and which must be made
by the student.
She must be steadfast without being inflexible,
sympathetic without being maudlin, loving without
possessing. She must live in a second childhood with-
out becoming naive to enjoy its great ioys, satisfac-
tions, its genuine delights, while understanding its
griefs, irritations, embarrassments, and harrassments.
A teacher must, each year send about thirty
students to another grade, proudly, lovingly, or sadly
and await about thirty more with ready wit, under-
standing, and eagerness. She must do this while
worrying about how to pay the endless bills, what to
have for supper, whether her lesson plans will meet
the principal's requirements, and where to get the
extra money for summer school.
Ear all this, you will pay her more than the
garbage man, but less than the grocery clerk, but less
than the postman, more than the ditchdigger, but less
than the truck driver.
Yet, the most amazing thing about a teacher is:
she wouldn't trade her job with anyone else in the
She likes to teach.
SHIRLEY McCALLUM. Form 25
ON PRESTIGE FOR TEACHING
Who are we who studied daily,
Studied nights when others slept?
Nose to book, comprehending, memorizing -
Reasoning: others like us vigil kept.
This was in the past half-decade,
Trying to pass our Grade Thirteen.
Seven papers, eight papers, nine papers,
One set of those was firmly foreseen.
Looking back, and endless chain -
The clock struck two, at last to bed.
Time was of essence, lessons more so,
We weighed the odds, we went ahead.
Weddings can be made in Heaven!
June meant more that year to us!
Who are we who study daily,
Study nights when other sleep?
To comprehend our "little" charges -
We study more 1 sow to reap.
Ourselves discovering New Mathematics,
Phil., Science, English, others too.
Those other subiects interspersing
All make an intellectual stew.
Teach a little, learn much more,
Laugh when something funny's said.
Masters, teachers, would-be-teachers,
Prestige, fellow! Raise your head!
H. INGMAN, Form Zi
Down came the horse from a green swollen hill
Down came the rider, a girl who rode well
lnto the forest and over the fray
Down through the bushes, over logs andthe quay
And neither had spent their tireless feet
Through village, through thicket, our
And her fair hair would blaze as the sun
caught it there.
The horse had a name, "Pale Phoebus", the mare.
I saw all this on a soft Spring day
When light takes over and turns dark into day
When grass becomes silk, and believe if you
Pale Phoebus coming over a wild verdant hood.
B. NEWMAN, Form 29
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THE STUDENT TEACHER
Today is Tuesday,
See The funny Teacher.
She looks afraid,
Why? Why? Why?
Tuesday is sfudem' Teacher
Funny, funny Tuesday.
ls The Teacher glad?
We are glad.
No, she is sad
Too bad, Too bad.
Tuesday is our fun day
GLADYS BENTLEY, Form 9
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HEATHER PATTERSON, Form A
Give me a good digestion Lord
And also something to digest.
Give me a healthy body Lord
And a sense to keep it at its best.
Give me a mind that is not bored,
That does notwhimper, whine, or sig
Don't let me worry over much,
Or about the fussy thing called I.
Give me a sense of humour Lord,
Give me the grace to see a ioke,
To get some happiness from life
And pass it on to other folk.
NICHOLAS LEVENDAKIS, Form 24
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Mark now, two lines running side by side,
And a great mountain separating.
I am my line, nothing on the other,
And I walk praying the other's occupancy
And now a form is perceived
Coming over the steep and ragged.
And I run and run and slip and run
And It perceives and slips and falls.
Repugnantly It draws back like
North to south and north from north.
And behold a pass before
And again I run - miraged.
But Io a crossing figure.
Mirage? - Dream? - I walk.
It walks, graceful, charming, beauty,
And I know It to be true - but dare?
Ido. For, what can be lost- life?
And tangible to each other are we.
And mark. The lines run inseparable,
Cutting the steep and lagged in twain.
FRED AUBE, Form
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Unlike the song he never was, is, nor willbe,an
The invader of all my dreams and fantasies oflife
and love -
That's who he is.
One night, I searched ancl found him somewhere in
a very secret place.
Lest he fade away, I dared not look at him too
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Encompassed was l by his arms -so real they seemed
Desparingly l watched our nocturnal meeting fading
out of view -
That great awakener of dreams, called reality had
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"I love him," Isaid.
They laughed and said, "That's only because you're
once again come to pass.
ASTRID BLISS Form II
I listened with half an ear to their indignations.
Raise the fanfare for yesterday's youth, desires
and dreams -
For all time!
I-lumanity, again, has come of age.
ASTRID BUSS, Form I I
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THE FACTS or LIFE f' XX "" l' -lx S
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Seeing but disbelieving, the reflections of your mind. IX tag, fx. ' I L
Listening for, but never hearing, truth. . hulls? I If I " 1 I. 9-M I
Suspended in a never ending realm of ideas - I if I Ilya - I ,f I I.
l-lypocritesl f' if 1
The Self waits expectedly - XX FHM If If. .g
Only to be disappointed. f ,sv U lm -If
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Asmip BUSS,l:OVfT1 ii llllsllwalnl if Ilia 'eT ,., gf '
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snapped from the frozen sky,
shatter a glaze of ice-sequins
over wet black streets
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bickerings of birds l fl X
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drifting conversation X X Zf
HEATHER PATTERSON 7 It -
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THE SHORT ROAD
Each strike will count,
You have but three
To find e're blackening destiny
Hot air will rise and crystalize
Until we pass to fields of grass
S. J. LAUGHLIN, Form
And dancing feet.
A swirling skirt,
Then you lurk
Beneath her spell.
The starlit night,
On she dances
Full rnoon bright.
Almost to the point
All at once
ELAINE SURTUS, Form 36
Warning of the Rain
How evenly fine and misty the water spread
Under the maddening pace of a rubber tread
As the car launched forward in the rain
And the laden wind swept it again and again.
So young and yet, already slaves of time,
Were they four as they followed closely behind
Laughing and ioking in carefree conversation
Of things that appeal to a young generation.
But the rain danced the song of death
While the speedometer choked a red depth
And fate seemed to perk an ear
Watching carefully fear and death draw near.
Still the rain sang in perfect chorus
Which echoed danger, then suddenly become lost
As a burst of laughter enlightened them all
They were free and oblivious to a fall.
But the rain had seen the way ahead
Had tried to warn of the untimely dead
For a sudden brake sent them skidding
Life and death were doing their bidding.
What flashed through their minds in that time
When it seems that life must be left behind
What memory, what fear did they see
When eternity came to claim their deed.
They were so young to be slaves of time'
But fate was gentle, it was kind
For they lived another chance, another day
To think, to ioke of Fate's strange way.
, , -4
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Why is it that I love the rain?
It sounds of loneliness.
Loneliness has no sound you say?
l hear it everywhere.
Hollow laughter of women, sitting round a table, playing cards,
Sounds of parties,
The roar ofthe departing bus,
The steady beat of drumsticks,
The sighs that spring from the hearts of old people,
The torrents of anguish - cries of desperation,
Sound ofa child crying in the night,
Songs of bygone love,
The sound of the universe . . .
Echoes painfully in me to-night.
Page 42 FOHT1 l T
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The Art Club of '67 commenced this year with sketching and drawing under the auspices of Miss Horne and
paper sculpture with Mr. E. Wiley. Mr. McKay and his puppet group created the puppets for Centennial night.
Many worked on linoleum prints, wood-carving and textile painting, while others preferred papier mache and
plaster of paris figures. At Christmas time some club members made mobiles and decorations. The Club is
presently engaged in oil and acrylic painting. In the near future we hope to explore Copper Enamelling.
lp addition the club has had films and ademonstration offinger-brush painting by afamous Japanese
Periodically the club has brought in exhibitions of contemporary artists from the Art Institute of Ontario for
the benefit of everyone.
BACK ROW L. to R: Mr. E. Wiley, Joanne Church, Sybil Horton, Mary Hunt, Verna Ireland,
Shirley Edgerton, Penny Churcher, Lida Zuliani, Jacqueline Dorland, Ann Girard, Mary
Gooch, Elizabeth Beamish, Don Berteit, Mr. McKay. MIDDLE ROW: Carolyn Dwyer, Karen
Pascoe, Elizabeth Tucker, Sister St. Monica lPresidentl, Marilyry Rambo lVice-presidentl,
Margaret Bick, Marilyn Brooks, Theresa Baido. FRONT ROW: Mary Taylor, Rose Liefer
lsecretaryl, Kay Paynter, Mary Lake, Linda James.
FRONT ROW L. to R: Mrs. White, Ruby Spoerer lSecretaryl, Susan Usher lVice-Presidentl,
Dennis Timbrell fPresidentl, Don Guthrie lTreasurerl, Miss Belfry lStal'l Advisori SECOND
ROW: Mr. Marshall, Miss Wilson, Miss Stoicheli, Miss Mclntyre, Mr. Dayman.
In past years the Students' Council has always been the hub of all the activity in the college. This year
certainly was no exception.
To date, the council as elected members ,ot the college have
- elected its own executive
- dispersed money for the various club budgets
- sponsored a Korean foster child
- sponsored all the college dances, Hallowe'en dance, Cauldron Capers, Christmas dance,
Centennial Ball, Graduation dance
- Christmas cards were made available to all college members
- a college directory was printed by the council with names and addresses of all willing college
- a centennial committee formed in the council worked diligently to provide the college with its
own proiect, new furniture in the common room and awards for college members to be given
on a continuing basis for their achievement
- a skating party
- the council is also proud of the tact that is was able to correct any griefs brought forward by
washrooms in annex painted
delayed classes after Centennial Ball
boardwalks placed over muddy walks
an extension of cafeteria hours
regulation of cafeteria prices
extended cafeteria service
RUDY SPOERER, Secretary
BACK ROW L. to R: Dennis Rinsdem, Tom Etele, Dave McCourt, Bill Fox, Brian Bones,
Dave Howicli, Tom Peets. FRONT ROW: Charlie Rocks, Jane Tyers, Margaret Neal, Liz
Wideman, Helen Papotto, Rosemary Bolduc, Anne Wodzianslia, Glen Holmes.
BACK ROW L. to R: Mario Godlewslii, Dave McCourt, Ed Keith, Sue Dewan, Tom Caster,
Donna Perry, Sharon Brown. MIDDLE ROW: Dorothy Hadcocli, Linda Falconi, Brenda
Livingstone, Karyn Kincaid, Gudrun Ludorf, Joyce Smith. FRONT ROW: Mark Egit, John
McCullam, Bruce Goggan.
Science and Photography Club
BACK ROW L. to R: Dan Steadman, Brenda Batterbee, Nancy Riley, Philip Hochman, Mr.
Rogers lstafl advisort. FRONT ROW: Dennis Wilfred Taylor lTreasurer of Photographyt,
Wayne Hemington lPresidentt, Nancy Dutemple lTreasurerj.
The Toronto Teachers' College Science and Photography Club, under the capable guidance of Mr. Rogers
and Mr. Penrose, was very active this year. The many divisions provided a diversified and interest-
. . . . Q f
ing programme. Rocks were highly polished by the Lapidary Section to make a unique and popular kind o
iewelry. Crystals were successfuliy grown by the Chemistry Section. An attempt was made at breeding fish,
however, as yet the results ofthis experimentare unknown. Although the first attempt at star gazing was clouded
out it was successfully held later in the year. A start was also made in the process known as plastic embedding.
The Photography Branch of the Club has been extremely busy recording and processing the activities of
both this club and others on film.
All in all the members of this Club have had an enioyable and informative year.
Audio Visual Club
.fr sr g aww N 53?3XXx i ,
BACK ROW L. to R: B. Cronlcwright, H. Murphy, F. McMahon, G. Bradshaw lstaftl,
C. Edwards, J. Reixach. FRONT ROW: P. Howe, R. North lpres.l, S. Patterson ftres.l, J. Stone
lsec.l, T. Sehappert.
The members of the Audio-Visual Club have beenquite active over the past few months. They've examined
a number of different instruments ranging from film proiectors to dry-mount presses. For the program TTC '67
they acted as lighting and stage crew. They also took port in the lighting for our Athletic Night.
There are two maior projects on the go forthe next few months: fll producing an overhead transparency
library and f2l purchasing a duplicating machine for student use only. Both of these proiects include an instruc-
tional program. The audio-visual club will also be involved in the Drama Night.
The Home Economics Club
The Home Economics Club was established to further our experience and activities in the field ot Home
Economics. During the year, we have held meetingswhere guest speakers have enlightened us on the problems
and activities of the home economics teacher. A representative from the Consumers Gas Company visited our
club in early November. Filmstrips were shown whichwill be available to us next year. In January the club held
a panel discussion concerning classroom management in the home economics room. Our panelists included a
home economics tecaher, an inspector and a principal from the Toronto area. Further meetings will be held to
discuss the ideas we have gained from practice teaching in Home Economics rooms.
L. to R: Ruth Ann Shipley lsec.l
Deborah Whitley lvice presidentl
Sharon McArthur lpresidentl
Mrs. White lstatt advisorl
Naomi Ellerhein ltreasurerl
Will there be any left for the guests? Do you mean you write exams at T.T.C.?
At 3:45 p.m. on October l7th, I966, a group of forty bewildered-looking students assembled in Room
204 for the first meeting of the Athletic Society for the year. Total strangers all, they spent some time trying
to get to know each other and in the orientation period our staff sponsor Miss Stanley was of immense
help. lt was on her suggestion that an afternoon of volleyball was arranged so that the representatives
could get to know each other. lt was a great success thanks to the efforst of Bonnie Oswald who organized
the games and the smooth running of the programme.
On October 24th the executive was elected as follows: Ron Kurshaw, President, Bonnie Oswald, Vice-
President, Jean Ingham Secretaryg Dave Young, Treasurer, Herb Palmer, Equipment Manager, Sandra
Lutz, Refreshment Convenor, Danny Doyle, Special Programme Convenor. The House Officials were
Francine Leduc, Nancy Brandt lGreen Housel, Glen Macklui, Pat Knott lRed Housel, Miss Weiss, Gerry
Ryau fBlue Houselg Lesley Croucher, Marty Hall lGold Housel.
The first event of the year was the organizing of the House Volleyball competition. Although student
participation was at a minimum the Society persisted in its efforts. The season was climzxed with the Volley-
ball wind-up night. lt was very well attended by an enthusiastic crowd. The Green House won the overall
victory. Afterwards refreshments and dancing were enjoyed by all.
The new year brought with it plans for our greatest event of the term - Athletic Night, Teams were
chosen from each form. New and unusual costumes were created by the students.
The basketball competition is presently underway and a wind-up nightfor this activity is planned for
the latter part of the year.
The Society has been successful due to the efforts of the executive and the interest shown by Miss
Stanley and Mr. Bingham, our staff advisors.
A funny thing happened on the way fo fhe forum
Leslie Coxall lSecreluryT, Jill Pert lPresidentt, Ken Zeller lTreasurerJ.
This year, Three choirs, the mixed choir, The girls' choir, and The mens' choir, formed The basis of our music
club at The College. We would have liked to have formed smaller interest groups, such as instrumental and
listening groups, as well, however, This was almost impossible, due to lack of rehearsal Time during our weeks
at The College. Therefore, This being our Centennial year, it was decided thatwe should put on a show early
in The year and call iT T.T.C. '67.
Since The Theme of our show was concerned with the whole College, January 26th and 27th were not
purely choral evenings. Mr. McKay and his art students gave us an amusing glimpse into The lives of Canadian
Teachers from l867 to The present day. There were slides of college life, and ethnic dances under The direction
of Miss Ruddell. Some of The numbers performed by The choirs were religious, and some were folksongs
la number of These folk songs were performed by Bram Morrison and Friendsj, but all were either written or ar-
ranged by Canadian composers for Canadian choirs. ln spite of bad weather, both nights were well attended
and were a tremendous success.
After this it was found thatwe had relatively little time left as far as weeks in at the College were concerned,
and so it was decided that we should continue with only the mixed choir to sing for enjoyment and interest, as
well as rehearsing for the closing assembly.
ln closing, l should like to thank our staff advisor, Miss Bennett, and the members of my executive, Suzanne
Smith, Leslie Coxall, and Ken Zeller for their assistance inthe organization ofthe club.
T. T. C. '67
On January 26 and 27, Toronto Teachers' College celebrated Canada's lOOth birthday with an evening
of music, drama, and dance. From the puppet history of teaching practices and mores of the past century to the
dying strains of God Save the Queen, we were delighted and stirred. Graphic descriptions of college life and
gracefully executed folk dances told of dedicated preparation..ln the professional performances of the Ladies',
Men's andvMixed choruses,we experiencedthe ioy of Creation. Special mention should be made of Lisa Ference's
solo and of the student conductors. Bram Morrison and his many friends sailed, roared, and caroused through
Canadian 'folk songs with infectious verve. For an evening well-spentwe thankthe students, and particularly
the many staff members who guided, coaxed, and encouraged such fine performances.
Mrs. Hughes D
Form Representatives: One
from each form.
Stall Advisors . Execufive
Our club was launched and set sail with an enthusiastic crew. We ran into rough weather and lost many
men overboard. The survivors have salvaged one of our plays: - "The Lady's Not For Burning" by Christopher
Fry. The setting is the Mayor's house in a town ot 15th Century England. The play was a great success.
Teachers' Christian Fellowship
BACK ROW L. to R: Wayne Bacon, Judy Panter, Margaret McDowell, Evelyn Metcalfe,
Karen Van Norman, Judith McDowell, Tina Beetsma, Susan McKye, Gary Black. FRONT
ROW: Ken Walsh, Eric Gocldall lPresidentl, Sharon Morrison lSocial Convenorl,Ann
Parrott lTreasurerj, David Heise lVice-Presidentl, Mr. W. Hayes lStall Advisorl
Aim: to know Christ and to make Him known.
Meetings were held every Wednesday throughout the year. Bible Studies, discussions, and guest speakers
were featured at the meetings. '
Several times throughout the year we met with Lakeshore Teachers' College for social evenings. One ot
the evenings took the form ot a volleyball contestwhich was closely contested and ended in a tie. Some l'm
sure won't forget the good time we had at the Toboggan party.
Truly, God has blessed the group this year. lt was enioyed by all who took part.
69 3. fl
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Athletic jXii3ii1 1967
lijro licfin Fun.
Hilarious Hit l
Athletic Nightwas all of the above and even more.
Due credit must be extended to all participants. Every form was well represented, certainly providing
a relaxed and spirited atmosphere. The forms identified their respective members by wearing distinguish-
able attire. Diapered babies fthough quite ape-likel, bunnies lnot the Hugh Hefner typel, ancient Romans
lcomplete with togas and chariots evenll, and several painted refugees from the wild west, illustrate the
creativity of our future teachers.
The many tabloid games, directed by Danny Doyle, supplied avid competition for the students, while
the College staff, exhibiting their varied talents in a series of comical skits, provided a lighter side to the
evening's activities. Following a staff-student floor hockey match, the One-Eyed Jacks released the tensions
of all with some real animal sounds.
Finally, the evening reached a successful conclusion with refreshments being made available to the
SUSAN CHILDS, Form l2
Are you sure there's nothing
else I can do for you?
So sorry. My toot twitched!
I told them I couIdn't stand the sight of blood.
My! :sm this fun!
Oh dear! What have I done?
Ho! hum! Anofher day: anoiher dollar.
Hurt? Does what hurt?
Ah! Peace ai las!!
Oh No! Noi fhaf!
The Lady 'S Not For Burning
Mr. Mayor, hang me for pity s sake,
For God's sake hang me before I love that woman." M
In his romantic comedy, THE LADY'S NOT FOR BURNING, Christopher Fry unravels
the tangled relationships revolving around Jennet Jourdemayne and Thomas Mendip,
Thomas, a discharged soldier, wants to be hanged, but not enough to do it himself. Jennet
does not want to be burned as a witch.
On March I5 and T6, we had the opportunity to attend a performance of Act I and
part of Act Ill of this play.Charming lunacy appeared undeniably realistic under the skilled
direction of Nora Peat. Tyson's official bumbling, Humphrey and Nicholas' sibling rivalry,
Margaret's very individual logic, as well as Tappercoom's wine-mellowed iustice, and
Skipps' original religious views blended into a pleasant hour.The tender magic of Alizon's
and Richard's awakening maturity counterpoints Jennet's pungent femininity and Thomas'
enthusiastic cynicism. To the many - students, maintenance staff, and
Thomas lhor Tomkiw Jennet Wendy Irvine
Richard George Dufton Alizon Suzanne Brown
Margaret Cheryl Roberts Tyson John Bayly
Humphrey Dan Steadman Nicholas Nick Levendakis
Skipps Lydia Tschasnik Tappercoom Allan Tweyman
Director - Nora Peat
On Friday, December l7, Toronto Teachers' College gymnasium,
its equipment concealed by gay decorations, glowed softly in the blue
light of a winter dusk. In this glittering wonderland glided and gyrated
the colourful ladies and elegant gentlemen ofthe College.
We strolled through the halls, chatted over coffee in the cafeteria
and gazed at the lush Christmas Tree in the foyer. Obviously, we all
enioyed ourselves immensely. No matter how hard ittried, the Students'
Council could nothave presented uswitha gift more deeply appreciated.
THE CENTENNIAL BALL
On Thursday evening, February 23, i967 the New Murray House was alive with the
swinging of Benny Lewis and his band, the swishing ofa rainbow of evening gowns, the
chatter of many voices and shuffle of dancing feet. This formal was so well attended that
the New Murray House found its parking lot inadequate, so much so, thatlate-comers
parked two deep across the front of the building iamming the driveway and entrance.
The evening was bitterly cold and l'm sure that the ladies appreciated the service of the
doorman who suffered long hours in the wind and weather to shorten their time between
car and building.
ln retrospect, the Centennial Ball will certainly stand out as one of the maior social
events of our school year at T.T.C. for both students and staff. lt is memories such as these
that have made our year here worthwhile.
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This year, the B.A. classeswerefortunate
enough to have the opportunity to take part
in seminars. During the first term these semi-
nars consisted of small group discussions
about discipline and school management.
For example, one morning we dispersed
throughout the classrooms of Toronto to
observe one pupil - his enioymentof learn-
ing, his boredom of it, and how the teacher
reacted to his needs. We took notes and then
returned to the College to compare and
discuss our findings.
After Christmas, we were given the op-
portunity of observing teachers and classes
in the area of our own special interest. We
could choose such areas asmusic,art, French,
mathematics, special education, and others.
During three afternoons we observed top
specialists teach in their various fields. lcan
speak from my own experience, having
observed an aphasic class and a perceptually
handicapped class, that this was certainly a
marvellous opportunity to see for ourselves
what is really going on in education.
Our special thanks to the Staff and Stu-
dent Seminar Committee for allowing us this
worthwhile and interesting experience. All
theory was stripped away, whatwe saw was
real teaching. l hope that in the future the
entire college will be able to observe such
LYNDA SHERMAN, Form 5
' iff' 'fn
M 1 f
Ode To The Metric System
"False measurements", was one of the cries,
Heard during the French Revolution.
The measurements were irrational then and needed
A rational solution.
The metre did not come by chance
'Twas devised by learned men of France.
A fraction ofa world's meridian length
Was the basic unit to give measures strength.
To multiply and divide by powers of ten
Greek and Latin names were used by these men.
So the system was decimal, easy to use,
And much less likely to confuse.
lt was later amended and brought up to date
When itwas found to be inaccurate.
Two lines on a platinum irridium bar,
Give the standard now found to be best by far.
It's the system for calculations scientific
Its accuracy is so specific,
That it's kept locked up in a Breteuil pavilion
AND MEASURES CORRECTLY . . . TO ONE PART IN A MlLLlON.
There are rows and rows of little trains
There are white ones,
There are red ones,
And they all look lust the same.
Take a red rod
Add a white rod
Then you'll end up with a green rod
There's a green rod, red and white rod,
But they all look lust the same.
Take a red rod from a black rod
The resultwill be a yellow rocl
lf you're colour blind, it doesn't matter,
Simply take it on faith.
Just stay with us one more second
While we leave you with a challenge,
Take a fishing rod and a hot rod
And make them both look iust the same.
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Those lesson plans
Wriling home . . .
So fhaf's what if's for!
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Wonder how much these can take?
- -,-,, .,,,,wsmM K W
It only I could get you alone
ls everyone paying attention?
Don't they ever get tired?
I'd like to keep them in
that position all day . .
ev L., ,
Imjns f? 'Q
Three R 5
No! No! ln New Math. we do
multiplication this way ....
Recess is too short.
The end in sight.
Whew! Almost l0:30!
Not another one!
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BEDFORD, HEATHER A.
BEDFORD, SUSAN c. fB.A.J
BRIGGS, MARTHA E. lB.A.J
oem, VIRGINIA E. lB.A.I
MARKS. ALANA 1B.A.J
MACHUM, M. HOLLY 1B.A.l
DICKS. KAREN L. fB.A.I
FARIS, MARY K.
FRICKER, M. ELAINE fB.A.I
MARKLE, MARILYN J. lB.A.j
GOODMAN, I. JOAN
GRIERSON, SHIRLEY M. 1B.A.I
LUDORF, GUDRUN CHRISTINA A. IB.A.I
SIUA S. IB.A.I IMRSJ
CATHERINE E. IBA!
MINDEN, TOBY fB.A.I 'MRS.u
MITCHELL, DIANE E.
ROWLING. MURIEL C. S. IMRSJ
Ruse, MARGARET G. 4B.A.p
NORMAN, MARCIA M.
PATTERSON, LYNDA M.
GWENDOLYN .l. IB.A.I x WANDA J.
SHAW, CAROLYN L.
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SHAWYER, CAROLINE M. IB.A.I
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SHERMAN. JO-ANN IMRSJ
SOUPCOFF, BONNIE P. STEPHENS, WENDY L,
ELIZABETH A. IB.A.J ELIZABETH A. IB.A.I
' ' wo-mi. D. LYNN
EINWECHTER, RUTH M.
ALFORD, FRANCES H.
BARTLE, MARY E.
FRIAR, MARILYN A.
HADCOCK, DOROTHY J.
GWENDOLYN, K. IMRSJ
LEWIS, SUSAN I.
GRADY, MARY M.
CAMPBELL. MARYLIN O.
DOWDEN, CAROL A.
LUTZ, SANDRA .l.
EDGLEY, DIANE M
McARTHUR. SHARON E.
McKAY, VIVIAN E.
McNEIL, PATRICIA C. IMRSJ
MILLER, BARBARA E.
SALEY, SANDRA L. IMRSJ
I MILLS, SUZANNE '
SMALL, LYNN B.
MULHA LL, VIRGINIA M.
SHIPLEY, RUTH ANN
SKWORZOFF, LOUISE L
STAINTON. LYNNE E.
STEVENSON, LORNA J.
PYCOCK, RE NA M.
STEVENS, LYNDA F. E.
WHITLEY. DEBORAH A.
ADAMSON, ANDREW P. IB.A.j
ALYEA, E. MARGARET IB.A.I
ANDREA, PATRICIA L. IB.A.I
WILLIAM P. IB.A.I
SUSAN B. IB.A.I
SUSAN II. IB.A.I
LEONARD A. IB.A.J
CAROLE S. IB.A.I
COLLINS, DAVIES. oEwAN, DOYLE, MAIIIAN Ia. DREWRY,
ELAINE A. IB.A.J SUSAN E. I8.A.I SUSAN NI. IB.A.I IB.A.I IMRS.I SUSAN N. lB.A.j
BRADLEY. JAMES R. IB.A.I
BRENDA F. M. fB.A.I
SHIRLEY G. IB.A.I IMRSJ
SUSAN A. IB.A.j
LENORE QB.A.l EVERETT, L. JANET QB-A-U JANET M. lB.A.J KMRSJ
ORSI, JUDITH A. iB.A.J FERNANDES,
CELINE F. fB.A.J LMRSJ
FLYNN, MARGARET M. 1B.A.l IMRSJ
GAWLEY, E. PATRICIA lB.A.l GERSKUP, ETI'A fB.A.J
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GIFFEN. JUNE D. IB-A-J GOUGH, EDMUND M. IB.A.J
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COULTER. MARY E. lB.A.J
CATHERINE L. IB.A.I
SUSAN c. IB.A.I IMRS.I
JOHNSON, Rum D.
HAIKOLA, JUHANI I, IB.A.I
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W, A " f E. SUSAN lB.A.I
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HENRY, SANDRA s. lB.A.I Igmffngiybb
MARILYN R. IB.A.I
HOGG, NANCY E. IB.A.I
C. MARILYN IB.A.I
W. R. TERRY IB.A.I
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McANDLESS. McCULLAM. McNALLY, DOROTHY B.
SHIRLEY J. IB.A.I qMas.I w. JOHN III. IB.A.I IB-SCI IH-ECI IMRS-J
JILL M. IB.A.I
SUSAN E. IB.A.j
HOPE T. IB.A.I
GRACE IB.A.I 4Mns.I
JANET M. E. IB.A.I
PATTERSON, HEATHER J. fB.A.j
RADFORTH, LORNA M. lB.A.l
MELLOR, A. LYNN 1B.A.1 KATHERINE H, fB,A,j
MEDLAND, MURPHY, SHARON M. OSWALD, BONNIE L. fB.A.J
PAMELA H. fB.A.l
PICKERSGILL, J. uNosAv M. fB.A.J uvmsq
ROBINSONL GRACE R. fB.A.J '
PIGEON, E. LESLIE IB.A.Q
ROBERTS, GAIL ANN fB.A.y
ROBINSON, Rosen G. fB.A.J
OLIVE E. B. IB.A.J IMRSJ
ROSEN, MARNA D. fB.A.j RYAN. GAll K- IB-A-J IMR5-J
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DAVID W. IB.A., B.P.E.J
ROSS, BARBARA E. IB.A.J fMRS.l
WARNER, DIANE C. IB.A.l
S. P. IB.A.I IMRS.I
VAN ESCH, M.
JEAN lB.A.J IMRS.J
, , . 4 . .p :Masq
sHARoN L. fB.A.I mums.,
SHARON fB.A.J IMRSJ
JEAN IM.A.J IMRSJ
SMITH SYLVIA C BA
by STANYER, D. BRIAN IB.A.I
ZAMONSKYI WHITE, JULIET I.. IB.A.J IMRSJ
SARAH A- IB.A.I SWABEY, WENDY E. fB.A.J
BARN ETI, FRANCES IB.A.I
BARR, DONALD J. IB.A.I
DONNA R. IB.A.I
ANNA IB.A.I IMRSJ
NANCY c. qs.A,y mms.,
V. GILLIAN IB.A.I
COXALL. LESLIE IB.A .I
JANE E. IB.A.I IMRSJ
J. MARGERY IB.A.I
JUNE E, IB.A.I
LYNDA J. IB.A.J
oonomv A. IB.A.1
ALLEN, DOLORES D. E. HOWARD. JANE
BAKKER, WILHELMINE F.
BORDONARO, MARIA C.
BOUDREAU, MARY T.
CIOPPA, MARIA A. C.
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PR ETTY. SUSAN
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STEADMAN. J. DANIEL C
TAYLOR, LINDA J.
BAIRD, RUSSELL I.
CULHAM. LYNDA FERENCE, usA
CRYSDA LE, ANN E.
ELIA, J. PATRICK
CARTER, LYNN K.
KURILOVICH, JOAN B.
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SLOAN, ROBERT W.
TAYLOR, V. ANITA IMRSJ
Sr. THERESA CARMEL.
ITRUDEI.. D. LUCILLEJ
AARDEN, JENNIFER IMRS.J ALEXANDER, BRENDA M. ALLAN, WILLIAM G.
ACHESON, CAROL A.
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Amswoaru. ALLAN, SHEILA M.
JACQUELINE N. ALTON, SUZANNE L.
ADAMS, MARY LOUISE
AGNEW, ALEXANDER N.
ALLAR, ILSE E. I. ALTON, M. GAIL
ANDERSON, MARY LOU
AHOPELTO, RAUA-LIISA O.
ANGER, RHONDA T.
ANTEN, GLORIA L
ANDREWS, LAUREL H. ARCHIBALD,
ARKWRIGHT, CAMILLA L.
AUSTIN, Jupm-I 5, AVRUSKIN, GAY BABAD. TAMARA P.
ARMOUR, SANDAR P. IMRSJ
ARSCOTT. GAIL S.
ASTON. WENDA G.
ATKINSON, LYNN M.
BACHELLIER, E. WILLIAM
SR. MARY BARBARA ANN
BACON, WAYNE R. IKINDELLAN, SHIRLEY ANNJ
SR. MARY DOROTHY
IRIVERS, CAROL ELAINE!
MARILYN A. M. IMRS.J
sn. FRANCIS HELEN
ISYNNOTT, MARY setup I
AUBE, FERNAND M.
SR. ST. MONICA
SR. MARY NICOL
ITARNOWSKI, MARLENE MARIEI
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BARKER, SHERRIE D. L.
BAILEY, DOUGLAS H. W.
BAIRD. JAMES D.
BANISTER, D. EMMELINE BARDOEL, MARIA A.A.F.T.
BAJDO, TERESA S. B.
BARR, KATHLEEN A. BARRETT, SANDRA A.
BARNETT, DAVID R. BARRETT, MONICA E. IMRSJ BATRHOLOMEW, ANN K.
BAKER, E. M. LOUISE BAYLY' 'OHN G'
BASINGER, L. JAMES
BEAMISH, ELIZABETH A.
BALICKI, JOANNE G.
BALI., KAREN A. '
BELL, CAROL A.
BELL, DONNA E.
BE NTHAM, DAVID W.
BENTLEY GLADYS J. IMRSJ
BELL, JOAN E A
BENSON, CAROL A.
BELLINGER, LINDA M. BENSON, JOHN R. G.
BICZAK, SOPHIE M.
BERGERSON, PHILIP R
BELTRAME, GIANNA L.
BISSET, MARLEE R.
GOULDEN, GARY G.
BLACK, DAVID J. BOLDUC, ROSEMARY T.
BLACK, GARY G. BOLTON, KATHRYN L.
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BLANCHARD, WILLIAM G. BLAZINA, JOHN E. T. BLENKIN. HEATHER J.
BLACK, JAMES O. F. BOND, pA1-RICIA D.
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BLAKE, LAURIE A.
BLAKE, LOUISE C.
BOOTH, ALDENE I.
BOOTH, JUDITH A.
BOORNE, MARGARET E.G.
BOYD, HUGH A.
BRAILSFORD, WARREN J.
BREEN, DIANNE M
SANDRA I.. '
BOSKETI, BEVERLEY A.
BREEN JOYCE A
BOWER SHIRLEY A
BREEZE DOUGLAS F
BOWERS, PHYLLIS MRS.
BRANDT, NANCY A.
BREAKEY, E. KAREN
BRIDGE, WILLIAM JOHN
BOWLES, DONNA M.
BOX ROBERT MUIRHEAD
BRIDGE, WENDY J.
BRICKMAN MARILYN E
BRICKLES. UNDA E.
BRIMBLECOMBE. HELEN A.
BRISBANE, SUSAN R. fMRS.j
BROWN, GREGORY A.
HELEN M. J. BROWN, BROWN, .IUDITH l
BROOMFIELD, NANCY J.
BROTH ERSON, MARGARET J.
BROUGHTON, JACQUELINE N. M.
BROWN, NORMA F.
BROWN, ROBERT A.
BROWN, ROBERT M.
BROWN, ROSEMARY F.
BROWN, CATHARINE A.
BROWN, CHRISTOPHER P.
BROWN, SHARON L.
BROWN, SUZANNE M.
BRUNET, M. SUZANNE R.
BRYKSA, CHARLES W.
BU CKLEY, PATRICIA A.
BUCZKOWSKI, K. STANISLAW
BU CKLEY, JANET T.
BURNS, ANGELA M
CARINDA J. M.
BURROWS. MARY E. BUS5. ASTRID D.
BURGESS. FRED E.
BUTLER, B. ROBERT
BURKE, BARI N. IMRSJ
CAESAR. PATRICIA L.
BURTON, H. ELLEN
BUTLER, E. ANNE
CAINE, TERRY L.
CADAN, JOHN F.
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CARR. THELMA E.
CARSON, LINDA J.
CALVERT' HELEN M, CAMPBELL, CATHERINE A.
CARSWELL, CAROL A- CHANDLER, SUSAN C.
CATHERINE RUTH CAVERS, JOHN P.
CARI-IN, JOHN F. CASTER, THOMAS A.
CAMPBELL, JOHN D.
CASTELLO, JOY L.
CASTLE, DIANNE P.
CHAPMAN, JOYCE L.
ELIZABETH R. IMRSJ
CHARKO. GAIL J. KIHILLMAN, BEVERLEY J.
CHAPPELL, DAVID G.
CHILDS. SUSAN L.
CHOPRA, SAROJ BALA CHRISTOPHER, GARY N,
RONALD GEORGE JAMES, GAIL D. fMRs.I CHRISTIE. cARoLvN M.
CHURCHER, PENELOPE A.
CLARKE, PHYLLIS J.
CLARKE, BURT A.
CLELAND, LEONARD B.
CLENDENNING, LINDA M.
COAKWELL, BETTY L.
CHURCH. JOANNE P
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COCKBAIN, MAUREEN fMRS.I
COLE, SHARON L. lMRS.D
COLEMAN, MARY R.
COMER, SUSAN E
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CONWAY, LYNDA D. COOK, MURRAY R.
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COTTERILL, ELAINE C.
COTTRELL. GRA NT L.
COUCHMAN. ROBERTA J.
CRAWFORD, BRIAN L.
CROTHERS, ANNE B
CROUCHER, LESLEY I
MARY c. qMRs.y
CROW ELLS, KAREN L.
SCOKA, MARIA E.
CUDDY, DESMOND O.A.
ION, C'ARCAN E ,
CUSS DALLAS, PAUL G. G lo
MARUEEN T. M. MARIA A,
CUDDY, GAYLE P. .
DARRELL, ANNE M. DARRELL, DAVENPORT, DAVIDSON,
SAUNDRA A. R, JUDITH A. DONNA R. IMRS.I
CUNNINGHAM, JOAN C.
DAVIDSON DAMM ERIKA DAVIES. BRONWEN D
RODNEY M KLARA EMMA IMRSJ
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DEANS, ROSE MARY
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DAWSON, LINDA P. IMRSJ DeBOER, MARTEN D.
DeLUARY, L. CATHERINE
DeMARA, CAROLYN R.
DELVILLE, BARBARA L.
DEMELIS, MARLEIGH A. L. fMRS.1
DENHAM, LINDA F.
DENNIS, MARGARET AUDREY
DENNISTON, JOHN R. J.
DENOVAN, RONALD J.
DEUTEKOM. MARGRIET C.
DeVAlK, CATHARINA J. H.
DIDDAMS, MARLEEN F.
DIGNAN, NORA K.
DIGREGORIO, LUISA D.
DIVEKY, JANET R. H. QMRSJ
DODWELL, SHERYL D.
DOLAN. SHARON J.
DOLENC, VIDA DORION, JAMES K.
DOUGHTY, KATHERINE A.
DOSSEY, BRIAN M.
DOTEY, ANGELA M.
DOWDELL, R. JOHN
DOTY, ELINOR L.
JACQUELINE D. E IMRSJ
DRUERY, MARGARET E.
DRYLIE, KAREN M.
DOYLE, DANIEL J.
DREDGE, SUSAN F.
DRUERY, DONALD J
D'SOUZA, ROBIN P.
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GEORGE F. KATHLEEN L. LAWRENCE A
DURKIN, DU TEMPLE, DVILAITIS, IRENE T.
MARGARET A. NANCY P.
Page I I I
EDWARDS, E. R. CLIVE
R ' ' DWYER CAROLYN A. M.
54 EDMUNDS, SUSAN L.
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EDWARDS, JOAN B. IMRSJ
EDWARDS, MAUREEN E.
ECH EV ERRIA, IRENE C.
EDGECOMBE, COLIN A.
ELDER, GARRY R.
EDGERTON, SHIRLEY E.
ELLIOTT, ELISABETH M. ELLIOTT, JENNIFER L.
Page I I2
ELICHUK, BARBARA J.
ELLIOTT, DONALD S.
ELENBAAS, M. SUSAN E.
EWART, JUDITH M.
ELMES C. GERALD
EVELEIGH. ELLEN E.
EVES, DONNA M. EVOY, MARILYN J.
EVANGELISTA, M. ANTHONY
EVANS. GLYNIS M. EVANS, MARLENE A.
FALKNER, DIANNE E.
FARRELI., E. GEORGINA
FALLIS. MARY J.
FEDERMAN, F. BARBARA FELD, HELENA PAULINE
FEDERCHUK, PATRICIA L. FEDYNA. ILENE L,
FESSENDEN, ALAN D. FINCHAM. HERBERT F.
FELDMAN, ANNEUE moms, :umm R. umm
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FORBES. DAVID A.
FORBES, SHEILA M.
FIRTH, LYNN F.
FORDER, BARBARA G. E.
FORDYCE. PATRICIA ALYCE
FISHER, LYNNE A.
SHARON M. H. IMRSJ
FISHER, JO-ANNE GALE
FLANAGAN. G. S. FREDERICK
FISHER. WILLIAM JAMES FLOOD, RONALD
Page I I4
SWERN, ALAN A.
FORBES, BEVERLEY J.
FORREST. JAMES A
FRANKLIN, SHEILA A. FRASER, ROBERT JOSEPH
FRANCZYK, WA NDA
PRICE, NANCY M.
FORREST, SUSAN ELIZABETH
FORRESTER, MARILYN ELIZABETH IMRSJ X
FOSTER, ROBERT J.
FRANKSON, PENELOPE J.
FRATTAROLI, ROSEMARIE T.
FREEDMAN, ELZBIETA ROSE IELIZABETHJ IMRS.j
FRENCH, BRYAN D.
FOTI, CARMEN J.
FOURNIER, M. T. JOCELYNE
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GILMORE, GIRARD. ANN L.
GIDLOW, J. PATRICK
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MARSHA DOMINICA IMRSJ
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GORDON, SHELAGH JEANNETTE
GRAVA, DZINTRA I.
GOODALL, ERIC W.
GORMA N. JAMES A.
GOODINGS, GORRELL, PHYLISS M.
GRAY, MARGARET ANN GRAY, MICHAEL E.
GORSE, NANCY J.
GOWANS, PATRICIA ELIZABETH
GRABOWSKI, STANLEY H.
GREEN, DAVID M.
GRAHAM, DIAN E.
GRAHAM, IRENE R.
GREENBERG. GREENBERG' SZEZTNYLOXD' NERENE H
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GURAN, GUTHRIE, PETER W.
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HAINS, TERESA R.
HALL, MARTYN A.
HALL, PENELOPE E
VALERIE A. IMRSJ
HARE, V. LYNN
GREEN, NANCY M.E.
HAURANEY, .IACQUELINE D.
HAMBLEY, JACQUELINE A.
HARRIS, DIAND 1. TMRSJ HARRISON, DAvuD HARRISON.
HANNA, RAYMOND W.
HA NRA HA N, MARY ELIZABETH
LYNN ELLEN SANDRA P. A.
HARROP, GAIL S.
HARRY, NORMA JEAN
HART, ATHOL T.
HABIB, PATRICIA M.
LOOPUYT, HENDRINA J.
HEIMLER, Ross A. Hesse, LINDA M.
HAVERY. NOLA L.
HEGGIE. S. JANE
HAWLEY, LARAINE J.
HEISE, DAVID W.
HAYES. JANE ELIZABETH
HAYWOOD, RICHARD V.
HEMINGTON. S. WAYNE
HEATON, MAUREEN ELINOR
HENDERSON, KATHRYN A.
HEDGE, STUART J.
HENDERSON, MARGARET 1, HENRY. SHARON C. HERRLER, RALPH G
HENDERSON, NANCY E. HERDMAN, LORNA D.
HICKEY. ROCHELLE J.
HEY, BARBARA A. HILL, WILLIAM J.
HILLIER, ELLA LORRAINE
HOLMES, RUTH ELIZABETH
HILLIER, THOMAS P.
HIND MA N, ELIZABETH
HOLMES, SHARON E.
HORLER, LAWRENCE JAMES
HODGE, BARBARA A.
HORNIDGE, K. KIM
HODGES, LINDA HOGG, JOAN D. HOLMES, GI-EN GORDON
HOLLINS, JUNE L. R.
- HOWSE, NANCY A.
HORTON, LEONARD G.
HORTON, SYBIL A. IMRSJ
HOUGH, INGEBORG M.
HORTON, LAURA LEA
H ULL. NANCY L.
KERRY ADA IMRSJ
HOY, P. HENRY
HUMPHRIES, ELIZABETH A.
HUNT, CAROL M.
HUMPHRIES, SUSAN J.
HOUSTON, PATRICIA E. HUNT, MARY L. IMRSJ
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HOW LETT, AUDREY M.
HOWARD, HOWICK, DAVID A. L.
HUNTER, VICTORIA R. M.
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HUTTON. GRETTA A. JAMES' UNDA A'
INGHAM, JEAN E.
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JAGOS, MARY A. JAMIESON, DAGMAR fMRS.J
JARVIS. LINDA M.
ANTOCHIN, PETER S.
IRELAND, VERNA F.
JACKQI EDWARD 5, MATURY, EMILY MARIE
BARNETT, DOUGLAS W.
IRVLNE. WENDY E. JACKSON, E- PETER IACKSON, MURIEL ANN
ROSS, RITA HELEN
JENKINS, JILL E.
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JENKINS, MARNA L.
JENKINSON, JOHN C.
JEREPP. RENATE M.
JESPERSEN, JEANNETTE A
JEW ITT, GLENNA M.
JOHNSON, LAVONNE LYNDA M.
SUSAN D. K.
JONES, SUSAN C.
KAISER, RONALD ERLINE
KALEBABA, CHERYL E. J.
KAPLAN, S. CHERYL
JOHNSTON. KAREN B. J.
KEKEWICH, JAMES PAUL KELLY, JUDITH P. E.
KELLEY, LYNDA M. KELLY, SUSAN E
KEAN, BRIAN L. C. KENT, SUSAN C.
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KEAY. J. STEPHEN
KAMPT, SHIRLEY ELLEN KARFOOT, LINDA E.
KERR, JA NICE I.
KEENAN, DOUGLAS RAYMOND
KEEVIL, LINDA J.
KEITH. EDWARD M.
KERR, NA NCY B.
KEY. LYNDA MARY
KETTRICK, BARBARA A.
FORM 23 KIRSTEN, ELSA M. KNOTT, PATRICIA G.
KIRSCH, GAYLE F.
KIESWATTER, LAURA M.
KOFMAN, KATHERINE-JILL KOROLNEK, STANLEY L.
KILLMASTER DA LE E
KOLT, PATRICIA J.
KIMEL, ELKIE E.
KINCAID. KARYN M.
KING, MARY LYNNE
KIRBY, EVELYN E.
KOZAK, TAMARA ANASTASIA
KINNEAR, KATHRYN E. KIRSCHNER, ROSEANN
KOZA K, LINDA A
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LAIDLAW. GEORGE R.
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KROFCHICK, G. KAREN
KROPP, DIANNE D. L.
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LA ING, M. SUZANNE
LACEY. MARY A.
LAINSBURY, BARBARA A
LAKE, JOHN W.
LAKE, MARY ELIZABETH
LAMBERT, DONNA J.
LANDLES, JOAN F.
LAGEER, MARION R.
LANGFIELD, BARBARA E. I.
LAWRENCE. ALEX D. LAWRENCE. JOAN S. LAXTON, RAYMOND
LANSKAIL, M. ANNE
LAPOINTE, PATRICIA-ANNE MARY
LASCOW, SUSAN H.
LATREMOUILLE. LORETTA O. IMRSJ
LEBOFSKY, D. LYNN
LEBOVICI, FRANCES ZIPORA
LEE. .IUDITH A.
FLICK, SANDRA IMRSJ
LAUGHLIN, SUSAN J. LEESMENT, REET
LAVERTY, F. VIVIENNE
LAW, BRIAN G. C.
LEIFER, R. ROSE LEINBACH, LINDA GERTRUDE
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LEITH. JON A.
LEGGETT, AVIS G.
LENNIE. PAULINE L.
LESLIE, ANDREA J.
Lewis, s. CHRISTINE
LEY, RONALD J.
LIGHTFOOT, F. PAUL
LIMON, ELIZABETH A.A.
LIPINSKI, HALINA IHELENJ
LITVAK. LYNN E.
LONG, LINDA R.
LLEWELLYN-THOMAS, E. BRIAN LOCK. CAROL A
MARGARET .l. M.
LORD, SHEILA A.
LOUGHEED, R. BRANDON M. S.
TSE. HAZEL ILOUIEI
LOVE, GAYLE D.
LUBEK, LYNNE LUCK, ALFRED C. LUCK, ELAINE D.
LUTY, LINDA GAIL
LUMB, EDWARD D.
MoeDONAI.D, CATHERINE A.
LYNCH, LEO G.
MocBRID E, RICHARD P.
MacDONALD, GEORGE SCOTT
McCOLL, JUDITH A.
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McCARTNEY, LINDA M.
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McMILLAN, CATHERINE ISOBEL
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McPHERSON, CAROL J. A. McWHINNIE, JANIS M-
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MANN, PATRICIA L.
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MARING, EDWARD H. P.
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MARTIN, JUDITH ANN
MARTIN, STEPHEN G.
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MATTHEWS, D. BERYL IMRSJ
MASON, DONALD J.
MATTHEWS, ELIZABETH A.
MARTIN, YVONNE J.
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MERCER, MARY M.
MILLER, DAVID DOUGLAS
MILLER, B. BRENDA MILLER, MARGARET A.
METCALFE, MILES, RALPH EDWARD
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MOYER' MULLEN, M. MARLENE MUNICH, ELLI qMRs.1
MUNRO, SHEILA J. MURPHY, FRANK GEARLD
MURPHY, TERRENCE J. MUSTARD. SUSAN D-
NEAL, GEORGE E.
MYETTE. VIRGINIA A. NADEAU,
NEAL. MARGARET A.
NANOFF, PAUL G. NARUSIS, RITA V.
NEIMANIS, A. MARGARETE
NELSON, SUZANNE R. NETUSIL, HELEN
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NICPON, CHRISTINE ELIZABETH
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NOEL, LINDA J.
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PAPEACH, I. ANNAMARIE
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PARROTT, M. ANN
PASCOE, KAREN L.
PATEL, ABDULHAY S.
PATON, JANE ANN
PATTERSON, STEPHEN M.
PEACOCK, BARBARA D.
PAYNE, CAROL A. L.
PEAKE, J. ARTHUR
PEARCE, LESLIE D.
PATTERSON, BRIAN F.
PEARSON, DAVID L.
PAYNTER, E. KATHLEEN A.
PEARSON, MICHAEL E.
PEARSON, PAMELA CORLEEN
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POMER, MIRIAM J. PONESSE, PAULA J. POPOVICH, El-EANOR
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RHYDWEN, LORENE M.
RHODES, SUSANNE E.
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RIBBANS, MARCIA J.
RIBBLE, DONNA L.
RIDDELL, JANE E. RINDSEM, DENNIS IE.
ROBB, PATRICIA G.
RIBBLE, MARILYN J.
ROACH. LAURA L. ROBBESCHEUTEN, JOHN G.
ROBERTS, CHERYL A.
RICHARDS, SHERRILL A.
RICHARDSON, JAMES B.
ROBERTS. GERALD E.
ROBERTS, PATRICIA I.
ROBERTSON, RUTH ANNE
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ROSE, BARBARA J.
ROHNER, HERMANN A.
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RUSSELL, JAMES A.
RUTLEDGE, BARBARA E.
RYAN, GERALD A.
SACK, FRANCES SALIBASKI, URSULA M.
SABISTON. JUDITH A.
SADLER, LYNDA M. SANDERS-
SHEILA N. IMRSJ
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SHER, SANDRA G. SILK, LEON A. SHARP BEVERLEY A
SHAW, H. DOUGLAS
SIMPSON, M. JOY
SIMPSON, NEIL ROSS
SILVER, BARBARA L. SILVERHART, KARIN E. SIMON, FRANCES
SILVER, LINDA , SIMMS, MARGUERITE M. S'MoNS' C. LERQY
SINDEN, BARBARA A.
SIRIANNI, MICHAEL 1. SWER, NANCY J.
SKABERNICKY, ANNE M.
SLOCOMBE. C. MARGARET
SKINNER, DARLENE I. SLOTNICK' MARCIA
SMALL, DEBORAH M.
SMITH, PAULINE J.
SMITH, DONALDA M.
SMITH, DENNIS E.
SMITH, JOYCE H.
SMITH, DOUGLAS H. SMITH, LISA R.
SMITH, W. BLAKE
SNIDER, LUCILLE .I
SMITH, SHARON A SNEATH,
DOROTHY L. IMRSJ
STEELE, MARLENE P.
SOLINSKI, BARBARA H. STAMPER, DONALD E
SORNBERGER, M. JOYCE
SPARKS, JUDITH MARILYN
STARCEVICH. TONY G.
SPOERER. RUDOLF F.
STASSEN, WANDA M.
51'ElN, SUSAN H, STEPHENS, LINDA K.
STEFFAN, ADA M.
STEPHENS, M. SUSAN
SOPHIE, JUDITH A. STANLEIGH, JUDITH A.
STAPLES, MARGARET L.
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STEWART, JOANNE R.
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STONE, JEFFREY PAUL
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SWARTZEN, .IUDITH A. SWERN, TEMI C.
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THOMPSON, MARGARET L.
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TOMLINSON, WAYNE D
TOWNSEND. SUSAN E.
TONKS. TRUDITH H.
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TUCCI, NICOLA TURNER, CAROL A.
TROTTER, RONALD S.
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WAGDIN JOAN A.
WALFORD, AINSLEY E.
WALSH, KENNETH A.
WALLS, PATRICIA ANNE
WATT, EVELYNE M.
WARREN, KAREN J.
WALSH, M. CAROLIN
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WALLACE, COLLEEN E.
WALTON, JUDITH M.
WARD, LINDA M.
WANNAMAKER, ALICE M.
WEAVER, JUDITH A. WEBBER, KAREN M-
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WILSON, EDMUND T. WILSON. MARGARET P. WILSON, SUSAN J. WINN, BARBARA M.
WINTER. SUSAN BARBARA
WINTJES, YVONNE A. M.
WISE, DENISE BRYNA
WITTLIN, JOY B.
WODZIANSKA, ANNE M.
WOOD, ELIZABETH M.
WOOD, GERALDINE PARKINSON
WOODCOCK, BONNIE E. WRIGHT, HELEN J.
WOOD. MARGARET CAROL WORSLEY, LYNN D. WRIGHT, GAYLE A. WRIGHT. THERESE K.
WYE, JOYCE F.
YOUNG, DAVID J.
ZELLER, KENNETH R. RACHEL G. IMRSJ
ZIKOVITZ. JOAN MARIA
YOUNG, PATRICIA E
ZELDINER, M. NADA
WYLIE, JOHN H.
YATES. MARJORY A.
ZAVI, TANYA N.
ZEALLEY, MARY L. IMRSJ
YOUROUKIS, A. PETER
ZEILER, CHERYL BEVERLEY
ZULIANI, I.lDA ZWILLING, M INA
ZUPNIK, G. GABRIELLA
SONGS FOR TODAY
Keith Bissell Garfield Bender Edwin Fergusson Harvey Perrin June Barber
THE SONGS FOR TODAY SERIES CBooks Two, Three, Four, Five, Six, Seven and
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FOLK SONGS - SEASONAL SONGS - SPIRITUALS - CLASSICS
CANONS - ROUNDS
Arrangements -A unison, unison-descant, S.A., S.S.A., SS. AA.
At each grade level, the purpose of the text has been foreseen by the qualified experience
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A NEW EDITION! - Book 8 fS.A.T.Bj now in preparation to be released in 60 days.
Books 2 - 8 51.35 each
Kindergarten - Grade One Book, to be released in 1967.
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1957 1957 1967
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