Appleby College - Argus Yearbook (Oakville, Ontario Canada)

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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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Northern Campus

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projects and environmental studies. Naturally, when patrols are out of camp, they are fully oc- cupied in their outwardbound en- deavors. The varied activities of Nor- thward Bound will give almost every student a chance to share. Some will be good cooks, some may be good with map and com- pass, some will be more agile and adaptable than others. In or- der to use the region around us in our Northward Bound Programme, it is essential that the boys have knowledge of general woodscraft: it is the art of taking care of oneself in the wilds. The techniques of shelter building, fire-building, and camp- craft along wilh wilderness travel - these things are woodscraft. Basic instruction, a little com- mon sense, and one ' s own will- power will keep one safe and comfortable in the Northland. The Solo is an integral part of the Northward Bound Programme. Solo is not meant to be a miserable experience. Properly handled it can be one of the most significant experiences of a boy ' s life. Improperly handled, it can be extremely uncomfortable. Everything depends upon the boy ' s approach to the Solo, and on his preparation for it, the energy and imagination, and above all, the common sense he brings to adapting to life in the natural wild. I hope that by this experience, a boy may develop a deeper understanding of himself, and come to appreciate the in- tricate world of weather, of trees, of lakes, insects and plants, birds and fish upon which we all depend. There is enough to do in learning the geography and vegetation in a boy ' s Solo area and in working out the simplest and most efficient living scheme for himself to keep the student busy the whole time that he is out. Patience and versatility are basic for any sensible life in the woods. The boy must accept the fact that he lives in an en- vironment which, unlike a city or town, is not designed for him to make urban demands upon it. However, if he observes what it is and has to offer and adapts his life to its circumstances in- telligently, he can live com- fortably for an indefinite period of time. The student must discover what is possible in terms of the terrain and the sim- plest and most efficient pattern of life it permits. There is no vir- tue in being uncomfortable because you do not take the trouble to find out how to be comfortable. Once he accepts the wilderness for what it is, the boy can begin to find his place in it. Then it is full of resources which he can use. Each student is encouraged to keep a journal throughout the month at Northward Bound to give him a day-to-day record of his thoughts and impressions, ideals and accomplishments. He will find it useful in writing his course impressions at the end of the month and others may get a new slant on a particular student, through his journal, if he is willing to let you see it. Often, they want to show you, sometimes they want to keep it private; in any case, we ask that they keep a journal, if only for self-appraisal. So far as possible, the discipline at Northward Bound is self- discipline, and the students are placed in situations where they see the need for this. We must remember that Appleby Northward Bound is an infant project and as such will be under constant appraisal from all areas. It will grow and make intelligent change as we see it necessary in future years. It is an exciting and vibrant experiment and since its inception it has met my ex- pectations as a worthwhile living experience for young men. C.W. Noble, Director