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Page 93 text:
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Northern Campus
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Page 94 text:
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Northward Bound The last thing our country needs is a dull, unquestioning con- formity on the part of our young people. According to what I have read, there has been a definite change in the attitude of today ' s students population. They are more conservative and traditional in their outlook and behavior. Does this mean a return to the apathy and neutralism that characterized past generations of college students and young people? Have they decided to turn their backs on social and humanitarian progress? I think what they are rejecting are the revolutionary tactics that en- dangered the very moral fibre of our society. Our young people must be willing to change - if and when the proponents of change go about it in the right way - by working within the system rather than attacking it from outside. What we are after is a kind of young person who wonders, who doubts, who questions and who tries hard to find new and better answers to the old nagging problems. As inferred from the above, many people nowadays are questioning our society in a profound way. The existential philosophy, the hippie movement (an extension or adap- tation of existentialism) and similar undercurrents are seeking to reject parts of the foundation of the social value structure. The disclaimer philosophers may take the position that striving entails gouging someone else, that progress is a delusion, that the ' here and now ' is the thing, etc. Whether they represent a negation or affirmation, whether they are short-sighted or far- sighted, and whether they are superifical or profound are questions which do not concern us. What does concern us and what we need to be aware of is that they run contrary to the inherent assumptions of Nor- thward Bound that striving is good. The essence of human nature is to challenge oneself with something and we must be aware of our obligation. More and more, students are saying, in a variety of confused and sometimes incoherent ways, no, I don ' t want to strive, I don ' t agree that my life ought to follow a continuum of improvement and goal-oriented struggling , and many peripheral arguments are advanced which may give clues to this underlying belief: I don ' t want to achieve ; I just want to do my thing ; I just want to ex- perience (feel, be, exist, go with the flow, do it .... ) With the above thoughts in mind, perhaps I can now set out more clearly what the goals of Appleby Northward Bound are. Northward Bound is an experience in living, pure and simple. We want the in- dividual to develop inner resour- ces through a programme of physical and mental challenge involving the out-of-doors, both as a member of a team effort and alone. The mastery of em- ployable skills is an adjunct to this process of heightened self- confidence. Northward Bound asks a lot - and gives a lot to make the asking justifiable. We ask that each student try to live up to his potential. The ex- pectations of each student are in line with his abilities. We then have faith; we give respect but do not demand it, but rather earn it. We respect the dignity of man and present a life style. We then, hopefully, teach by enquiry. Once having established the right student-instructor relation- ship based upon respect there is really no limit to what can be learned and absorbed together. When I say respect , it is equally deserved by the weakest as well as the strongest, and mutual dependence must be used. Success in some small way is of absolute necessity for each student, each day. The Temagami environment is simple, real and uncomplicated. Challenges presented by that en- vironment are basic and un- compromising, not sham, no double standards. Everyone must react in the same way. What we seek in the end is turning students on to themselves, to their strengths and weaknesses, to the values of courage and striving, of co-operation and sen- sible self-denial, of accepting challenge an d doing one ' s beat. To facilitate instruction and the daily running of the Northern Campus, the boys are divided into patrols of seven; each patrol is then assigned one instructor. When in camp, the patrols are required to do duty patrol days . This involves the complete process of maintaining the Island for that day. They prepare all meals, set and wait on tables, clean up after meals, maintain the two lodges and boathouse, and complete other functions in order to keep the camp running effectively. Once their activities are completed, all patrols in camp split the rest of the day bet- ween work and improvement
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