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Page 8 text:
Page Six CALGARY NORMAL SCHOOL YEAR BOOK, 1926-27 EDITORIAL. If, in the days to come, when our happy school days live only as memories, this booklet should bring back to us thoughts of the good times we had at Normal, then every page has more than fulfilled its end. As we review the activities of the past year, we may safely say that it has been most successful. The bulk of the work which rested on the shoulders of the Executives could not have been trusted to two more trustworthy and hard-working bodies than those of the students’ choice. As we come to the end of the term, we are held by two adverse thoughts. Though we are happy to be through and ready to go out to take our place, nevertheless, we feel the pang of sorrow at having to leave a school where we have had so many pleasing remembrances in the course of the past eight months. We have realized that Normal is a place where we work hard, but it is also a place where our ideas and associations tend to broaden out. If we make wise use of our leisure time, we gain benefits of pleasure from it, and wise use of our leisure time is what, in the last resource, fits us for our place in the world. We wish in closing to thank our teachers most heartily for their co-operation and interest in us during our sojourn here. We wish to thank all those who supported The Calgary Normal Light and our other school activities. We give special thanks to the Editorial Staff of the Year Book for their willing response. To any persons who have cause for thinking there was some misunder¬ standing due to our Editorial policy, we apologize. In a lesser degree we would have you think of the lines which Jonathan Swift dedicated to himself: “No single person could resent. Where thousands equally were meant. " We close in wishing all Normalites the greatest measure of health and success in the new field in which they are about to enter. VALEDICTORY (By W. D. STOVEL, Editor-in-Chief, 1925-26) So, for you the end is approaching, an end which is also a beginning. The climactic moment in the metamorphosis is at hand, when the student emerges from the Normal shell, a teacher. You will have changed in eight months from a room-hunter to a school-hunter. As a diamond you will have had many of the rough corners polished by the continual rubbing amongst four hundred other rough diamonds. Ah, how I remember what we enjoyed and suffered from September to June, from the first dance to the final reception, from “Katrina” to “The Prisoner’s Song,” from the first speech in the presidential campaign to the tennis meeting, from registration to announcement of practice teaching results, from unpractised mobs to championship teams, from loan applications to final pay¬ ments, from apparent confusion to order! And verily it was a great year! Yes, and now comes the end, which is also a beginning. Good-bye, my friends. May there be recruited from this class the Petrarchs and the Galileos of an approaching renaissance in matters educational. May you, above all, never forget that you, too, were once school children!
Page 7 text:
CALGARY NORMAL SCHOOL YEAR BOOK. 1926-27 Page Five - Our School - On the prairies, in Alberta In the city known as Calgary, On the hill beside the river, On that hill sometimes called North Hill, Stands a building, dear to each one, Who has passed from out its hallways. There we met and loved instructors Oaring not sometimes for lectures, Caring more for games and dances, Loving those who understood us, Learning, laughing, playing, striving; Grand old days we spent at Normal. —C. M. LAVEETY, Grads.
Page 9 text:
CALGARY NORMAL SCHOOL YEAR BOOK, 1926-27 Page Seven C OMMENC EM ENT (By DR. E. W. COFFIN, Principal) DR. E. W. COFFIN We are again approaching the season known in college as Commencement. While we may not he entitled to use the term in the college sense, its significance, whatever its origin, is worth think¬ ing about. Why should students “commence” at the end of their term of study? And what do they commence? Is it that they are just beginning to take hold when they might be expected to be letting- go? If so, the spring of the year seems to be an unlikely time for doing so. Or is it that, having been in the educational hothouse, so to speak, all winter, they are now ready to be set out in the open soil to flourish for themselves, in response to the influences of sun¬ shine and shower? Let us suppose that this last is the implication of the term. This means, then, that you are now setting your faces in ia new direc¬ tion, and are about to assume new responsibilities. Imagine a mariner trained in the art of navigation by a course in a nautical college and then setting out on his first voyage. He would be truly an “ancient mariner” by the time he had got on his sea legs and knew the ropes. In a somewhat analogous way is school and college training related, or un-related, to the “job.” How long is it going to take you to get on your pedagogical legs ? How long before you will be able to make any of your theory or even your graded school practice, work in the school or the room you are to have charge of? Don’t be in too much of a hurry. Study the situation before you, and don’t be over-anxious to recognize consciously in every task the principles and problems of text books or lectures. The pupil and the pupil group are your new problems. Keep them in mind, and in due time they will assume meanings even in terms of Psychology and School Management. As you prepare your daily work, think of them as situations to be fitted into your systems of ideas, to be “apper- ceived” as questioners, to be stirred up and quickened, not as recep¬ tacles to be filled. And whatever you forget of all your training course, remember at least three things: First, that your training has only “commenced.” Keep it going by observation and by professional improvement Second, that you are not, because of your training, superior beings, but only one class among many others who are doing their special work. Avoid academic snobbery. Third, that, whether you teach for many months or for few, you are sworn for life to an interest in educa¬ tion as the greatest enterprise of a free people. Whatever your post in after life, think of the school in the light of your past training for it and your approach to it. Thus will you always be a constructive influence, a positive support, and not a grumbling taxpayer, or a fault-finding patron, in the community where you make your home- -N- e Jlormal Htgfjt Late in November, the Executive undertook the forming of a school paper. John Maxwell was chosen as Editor-in-Chief to carry on this work, and under him the following staff was chosen: Business Mgr-Clarence J. Enright News Editor-lj__Elmer Evans Sports Editor--Eric Huskins Literary Editor---Mrs. Edith Ritchie Social Editor-Margaret Shaw Humor Editor__;_Sidney Weller Reporters-L. C. Mogridge, Helen Smith, Dorothy Hawley and Cecil Brandvold Advertising Solicitors-James Blair. Howard Sadler, and Clarence Enright Mr. Janies E. Loucks, of the staff, acted as Consulting Editor. Much credit for the success of the publication is due to Clarence Enright, who, with his business staff, was responsible for making “The Normal Light” successful from the financial viewpoint. In all, four editions appeared, which reported on the different school activities. While the sale of copies was at times under average, on the whole, the students’ response to the paper was very good and so The Normal Light officials were not forced to dig down into the coffers of the Students’ Union to “make ends meet.” The Editorial and Business Staffs of “The Normal Light” take this opportunity to thank all those who supported the school paper.
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