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Page 9 text:
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TO THE GRADUATES OF l970 lt is something to be able to paint a picture or to carve a statue, and so to make a few objects beautiful, but it is far more glorious to carve and paint the very atmosphere and medium through which we look .... To affect the quality of the day -- that is the greatest of arts. Henry Thoreau Thoreau is suggesting that great art is not limited to painting, music, sculpture and literature, but is also found in the skill of living. We think of such people as St. Francis of Assisi, Gandhi or Albert Schweitzer who, by the nobility of their lives, influenced others. We should not overlook the artists whom we meet in our own daily lives. Everyone has known persons, strangers as well as relatives and friends, who change the quality of the day by their presence. Somehow, they provide a glow which alleviates the depression of an illness, loss or tragedy, and give us a new perspective when we need it most. Such artists release the hidden resources which distinguish man from his animal inheritance to give a glimpse of what life might be. They instill hope where there was none, light in the darkness, and courage to replace cowardice. Similarly, good teachers perform a miracle by transforming routine problems into challenges which entice the learner's continued effort. With such encour- agement and understanding, the child struggles until a new skill, insight or perspective is achieved. This changing self-concept is the basic core of learn- ing. The bright irrepressible smile which accompanies success is one of the most satisfying rewards to the artist teacher. New methodologies and approaches to learning should free the teacher so he may take this role in the educational partnership more easily than in the past. As you begin your professional career, may you develop skill in the greatest of arts and affect the quality of the day for those children entrusted to you. With sincere best wishes, R . S . Devereux 5
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Page 10 text:
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T0 THE GRADUA TES 1970 As each year passes, and we have to say farewell to the Graduates, two things we try to include: some word of appreciation to all teachers, and some assurance that this group of graduates will assume their responsibility gladly, capably and successfully. This year is no exception. The sincere and energetic approach that you have taken to your work indicates to me that you will make a valuable contribution to a noble profession. We also try to draw to your attention some specific problem facing teachers, and society in general, which this group of graduates must help to solve. In this connection, I should like to leave you with a few thoughts regarding the implementation of the philosophy as expressed in Living and Learning. As we attempt to make an impression on tradition, it is necessary to over- state our case. In so doing it becomes very easy to have our suggestion carried too far. The philosophy that the child must be the focus of activity and that education must permit the individual to express his felt needs has led to licence both by those teachers who were too liberal in the first place, and by the incom- petent teachers who now have an excuse for their lack of leadership. The too- conservative have remained unmoved. The authors of Living and Learning have stated that good teachers have been doing all that has been suggested in the book, but in varying degrees. We have every confidence that you will be able to steer a middle-of-the-road between the over-severe classroom atmosphere, and the chaos that can result when children are given no guidelines, no direction, and no teaching. Our best wishes go with you as you meet this challenge. L Qibifffl 15 t ? R. L. Fritz, Vi ce Principal 6 We
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