Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada)

 - Class of 1927

Page 17 of 56


Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1927 Edition, Page 17 of 56
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Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1927 Edition, Page 16
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Page 17 text:

CALGARY NORMAL SCHOOL YEAR BOOK, 1926-27 Page Fiji ecn SOCIAL THE FIELD DAY In September, shortly after the opening of school a Field Day was organized for the purpose of getting all the students acquainted with each other. This was particularly acceptable to the men’s class who were especially eager to meet some fair damsel who had caught their attention. On the day appointed the students all assembled at St. George’s Island, each wearing a large name-card for the purpose of self-introduction. Many games and stunts were arranged for the afternoon, the feature of which was a baseball game between the men of the first and second classes. Mr. D. A. McKerricher acted as umpire and the game resulted in a decisive victory for the second class men. Everybody entered into the spirit of the occasion and the aid of the staff members helped to make the afternoon enjoyable for everyone. On leaving Normal School and on reviewing the events of the past year, our thoughts seem to travel from the first Field Day to the Kid’s Party as being the most rollicking and enjoyable events of the season. We wish that we could once more get all the students together in a Field Day such as this, so as to increase the impressions which these events always have upon us. THE FIRST DANCE On Hallowe’en Night, October 29th, 1926, the Normalites held their first dance in the Assembly Hall of Normal School. A large number of students were present and after shaking hands with the patrons, Miss ' Simons, Mr. Scott, and Dr- Coffin, arrived in the hall which was effectively decorated with Hallowe’en favors. Get- acquainted games were first indulged in. Sgt.-Maj. O’Hanlon acted as director of games. The girls formed a large circle on the outside of a circle of boys. When the music started the two circles moved in opposite directions. When the music stopped, each Normalite talked to the nearest person of the opposite sex, asking such questio ns as, “What is your name?” “Where are you from?” The idea was a good one and all barriers of reserve were swept away, and the Nor¬ malites were just one big family out to enjoy the evening—and 1 they certainly did. Mr. iScott proved himself to be an ideal master of ceremonies, as he directed the dances from the platform. A novelty dance in which Miss Goldie and her partner were the only couple to keep the floor after repeated eliminations, was greeted with cheers of applause. Later in the evening an enjoyable supper was served in the cafeteria. Everyone enjoyed this dance, for nobody could feel shy, or strange, not even the shyest boy, for as we will all remember, the boys were outnumbered three to one by young ladies demanding attention. guests were met and ushered into the suitably decorated hall by Dr. and Mrs. Coffin, Miss Olive Fisher, Miss C. Dyde and Miss Alberta Rendall, who composed the Reception Committee. Mr. W. E. Hay, of the staff, acted in a very capable manner as master of ceremonies. Other members of the staff present were: Miss Rae Chittick, Miss Ida Giles, Mr. D. A. McKerricher and Mr. A. E. Hutton. A very exciting feature of the evening was a treasure hunt through the halls. This was followed by games and contests in which all the students took part Dancing was afterwards enjoyed, the music being played by Ab. Adams’ Orchestra. A very dainty lunch was served in the cafeteria, followed by more dancing, after which the social ended. Everybody joined in voting the evening a decided success. THE KID’S PARTY The evening of March 17th, showed a remarkable and rejuven¬ ated change in the aged Normal students. Many prominent doctors claim that it was only the spirit of the good old Saint Patrick which caused this, but in all probability it was due to the effect of gland study in psychology, coupled with the efforts of Prof. Makeover, which was responsible for this marvellous effect. The students trooped into the hall attired in all manner of costumes. From Art Chyrsler as a baby to Cecil Brandvold as a farm hand, girls in rompers and men in short pants; they were all there. The hall was suitably decorated with green and white streamers and blue balloons. Mr. Hay, at¬ tired in an evening suit acted as director of games, and many games were played during the evening by the members of the different Irish families. The last hour of the evening was devoted to dancing, the music being supplied by Freddie Rutherford’s International Or¬ chestra. At twelve bells the students ceased their contortionistic movements (as iDr. Coffin would say) and all filed along the home¬ ward path to their respective dwellings. THE THEATRE PARTY The evening of May 6th, found the Palace Theatre as the scene of a very enjoyable theatre party, arranged by the Social Committee under the chairmanship of Miss Dorothy Hawley. The feature pres¬ entation was ‘‘Slide, Kelly, Slide,” which was both amusing and en¬ tertaining. Alfredo Meunier and his Palace Symphony Orchestra, provided the music and was kind enough to co-operate with the students by playing pieces which the Normalites sang. Whistles, crickets and other noise-makers were passed about and the students made themselves quite noticeable. About 11 p.m. the party broke up and the weary and financially embarrassed Normal men pro¬ ceeded out into the wilderness to take their young ladies home. THE JANUARY DANCE On the evening of January 28th, the second dance of the Nor¬ mal social season tqok place in the Assembly Hall of the scho ol. The EDITOR’S NOTE—Owing to the lack of sufficient space, we are un¬ able to report on the many class functions which have been held during the course of the past year. As a result space is only used for those events which were school-wide.

Page 16 text:

Page Fourteen CALGARY NORMAL SCHOOL YEAR BOOK, 1926-27 ©jougfjtg for tfje J9oung ®eatfjer Bv MARGARET McNALLY, 2-E Nowadays criticisms are levelled in the police courts against the lack of moral training in public schools and in the business world against the lack of intellectual training of the school. It is not the business of the school teacher to assume functions that rightly belong to the home, but an earnest teacher will endeavor to raise the quality of the moral and intellectual training of the schools. In assuming responsibility of the teaching profession, she should ask herself, “What are the true functions of education, and what is my task?” The one word, “character,” should stand out in her mind and her answer to herself should be, “I am going out to help in the greatest of all construction work, ‘the building up of character’.” One fundamental thing, in which all creeds and sects agree, is that the basis of character formation is the practice and knowledge of the sense of honor. “Example is better than precept,” and the teacher should be a model in speech and actions, ©he should ever have it in mind that she has in her care the immature minds of the men and women of tomorrow, “the props of a nation.” The word “education” comes from the Latin word “educere,” to draw out, and the derivation of the word signifies its meaning. Education is a system of training whereby all the faculties of the pupil are developed to form what we call “a well-rounded char¬ acter-” Education is a system of preparations for complete living. Therefore the whole man must be trained, head, hand and heart, that is, intellect, will and feeling. President Coolidge said once that “the mere sharpening of the wits, the bare training of the intellect, the naked acquisition of science measure the power for good, but they likewise increase the power for evil.” Therefore a moral training must accompany the intellectual training; the sense of duty, self- respect, cleanliness, truthfulness, proper regard for the rights of others should be impressed on the child. In childhood is laid the foundation on which the structure of life is raised. Habits and dispositions are run into certain moulds and determine education, and opportunity alone can determine the forma¬ tions—the child’s instinctive desires are too vague. The school directs the child’s attention to things that are lovely and of good report and thereby helps to arrange his “system of values” which form the basis of his character. Men’s standards will change, systems of theology and morals, of knowledge and of art will come and go, but the worth of a man to himself and to his generation will always depend upon his tastes and upon his choice of satisfaction out of the avenues of experiences to which modern life invites him. So schools are maintained because society wants children to set their affections on what is worthiest. Teaching is an art; it is based on general principles. The great study of the teacher should be the child-study and the investigations of all that concern growth from stage to stage in child life and experience. The methods by which this growth can be most prudently directed can be deduced therefrom. A teacher is not merely a dispenser of information or the dis¬ tributor of crumbs of knowledge that she has received in academies, nor is she a lecturer concerned only with her own point of view. She should concern herself with the pupil’s viewpoint and her effort should be to induce, stimulate and develop the primary conditions of learning. Is then a teacher’s certificate a mark by which she is forever branded, as competent, capable and efficient to carry on the work of education and building of character? No, a certificate of real value should certify not only the attainments of the teacher at critical times (exams.), but testify to her thorough knowledge of the child and his needs. The thoughtful teacher brings her mind into communion with the mind of the pupil—then there is fusion of ideas, feelings and senti¬ ments. The teacher should aim at vividness and motivation which secure attention and interest. Since learning proceeds through in¬ terest, there should be a spirit of interest in every process and op¬ eration of work. “Right discrimination is the beginning of success” and success in teaching depends not so much upon wealth of facts, arguments and completeness of knowledge, as upon the power sympathetically to cul¬ tivate deliberate thinking. A capable teacher uses few words and imposes few rules. She neither promises nor threatens; she is firm, yet kind, and does not expect too much, but insists on a minimum. Teaching makes exceptional demands upon the intelligence, de¬ votion and knowledge of those engaged in it. A teacher’s training is never complete but the equipment gained in training should provide methods of investigation which will reveal at each step of advance the nature and value of the next. So with a good beginning made the progress in a noble life work is assured. Remember that the work is character-building, and character is greater than cleverness. “It is better to have second-hand brains than second-hand character.” Establish high ideals of unselfishness and sacrifice, and enthrone in the schools throughout the nation the most worthy ideal of all, that of service and love of fellow men. Pre¬ pare the child for life’s battle and make him a useful, happy and healthy citizen.

Page 18 text:

Page Sixiei CALGARY NORMAL SCI W )a t 3 Cfjinfe of Practice teaching (By Ida Vyse, Grade Six, Normal Practice School) When students are going to Normal one of their duties is to teach children in public schools. This is to see if the students are qualified enough to teach schools of their own, and is also to give them practice under teachers who are qualified. I like to have students practise teaching me because when I’m old enough I’m going to be a teacher. I think it is a very good thing to have practice teaching carried on. If the student’s teaching is sometimes monotonous, it should give the pupils some inspirations as to how they might improve it if ever they themselves are practice teaching. —Courtesy Miss McEachern, Practice School. ®l)t fell (This yell, written by Roy Curdy of 1-A, won the $5.00 prize for the best school yell). Hi—you! Hi—you! Hi—you! Hey! We’re from Normal! Hip hooray! Yell! yell! yell and shout! We know what we howl about! Vict’ry, boom! Vict’ry, bah! We will win it! Rah! Rah! Rail! HUMOR Mother: “Why, Evellyn—get right down off that young man’s knee.” E.: “Now ma, I got here first.” Absent-minded Business Man (after kissing his wife): “Now, dear, I’ll dictate a couple of letters.” Winogene: “Say, Had, we’re getting up a raffle for a poor old lady. You’ll buy a ticket, won’t you?” “Had” Lee: “No thanks, what would I do if I won her?” First Landlady: “I keep my boarders longer than you do.” Second Landlady: “No; they are so thin that they look longer.” “My brain is on fire!” exclaimed the tragedy actor. “Blow it out then!” shouted Bridgland from the gallery. YEAR BOOK, 1926-27 Russel: “Have you seen Norali’s new evening gown?” Nichols: “No, what does it look like?” Sparky “Well, in most places it looks very much like Norah.” Taxi Driver (to Scotsman): “Sorry sir, I’ve lost control and cannot stop her.” Scot.: “Quick, mon, turn off the meter!” Helen Bard (to landlady): “I’m going down town—is there anything you’d like me to bring you?” Landlady: “Why, yes! You may bring me a bottle of that traffic jam that I saw advertised in the papers.” You are a dear— I love each glance; I’d love you, too, If I had a chance. You are so handsome, And adorable, too; You little darling, I’m glad I’m you. The absent-minded professor was off form this morning. He did not try to eat his paper and read his toast; did not rush out of the house with misplaced garments; did not go along holding a cane above his head in the rain; did not give the bus conductor an aspirin tablet; did not show his season ticket to the cop on point duty. He had forgotten to get up. Love Song from Spring How my heart beats when you’re near, And my pulse beats all the faster; Hold me to you—press me closer, Press me closer—Mustard Plaster. First Litigant—I’ll follow you to the District Court. Second Litigant—Oh, I’ll be there. F. L.—I’ll follow you to the Supreme Court. S. L.—I’ll be there, too. F. L.—I’ll follow you to the hot place if I have to. S. L. Well, in that case my lawyer will be there. “Can you carry a tune, Mr. Huskins?” asked Madame Browne. Huskins: “Of course.” Mme. B.: “Then carry that one outside and bury it.” The Sheik’s Song Too much fun, Too much sport, Nothing done, A buhl report.

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