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

 - Class of 1931

Page 13 of 90


Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1931 Edition, Page 13 of 90
Page 13 of 90

Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1931 Edition, Page 12
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Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1931 Edition, Page 14
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Page 13 text:

’31 YEAR BOOK Page Elev aims to interest the youth in the beauties of nature, and to this end he continues to gather in collections of bugs in various stages of disintegration and decay. He is still a lover of nature and his affection, growing by what it feeds on, has now become a master passion. Mr Sheane persists in a severe regimen of dieting and physi¬ cal work, but no results are perceptible. He continues to be the victim of his own virtues. Good nature and good humor have their price. He keeps up his tests on the fundamental processes and the findings continue disappointing but not disturbing. Miss Dyde is still the interpreter of the deep and subtle things in literature and getting deeper and more subtle as the years pass by. To the knowing ones she is, increasingly, a source of inspiration and joy, leading them pleasantly along the highways and by-ways of literary appreciation and the gentle art of the pedagogy thereof. Herein she continues, growing more and more exacting of herself, aiming always at higher and still higher levels of workmanship. Dr. Sansom is now regarded as one of the twelve men of the world who understand the Einstein theory. He thinks much and deeply and is the “Melancholy Jacques” of the troupe. The jargon of educational statistics is his vernacular and he reads John Dewey for pleasure. As a lubricant to a highly geared mental equipment he employs, in the manner of Ein¬ stein, the music of the violin, and it is his wont, on occasion, to indulge himself in the small hours of the night with, what he considers, the concord of sweet sounds. We who have greatly suffered greatly forgive. Mr. Scott keeps on astonishing his classes with the extent and range of his knowledge. In the teaching of geography he scorns the encyclopedic method, but he has himself the encyclo¬ pedic mind and retains with equal ease masses of organized knowledge or bits of information, important or unimportant, personal or impersonal. And in the matter of practice teach¬ ing he is still th e man with authority, saying to this student- teacher, “Come to the Normal Practice School,” and he comes; and to that student-teacher, “Go to the Riverside Bungalow,” and he goes. Mr. McKerricher, the person assigned to the role of his¬ tory, continues to hold a place in the cast. He still wrinkles his brow, still plucks at his watch chain and mumbles away in an undertone about something nobody considers important and nobody is interested in. You may not believe it, but he really aims to help. Optamus Juvare, the motto of the school, he yearly resolves to adopt as his own. Miss Mitchell maintains her motherly care over the girls, and still talks about, and gives copious notes on, enzymes and vitamins and other unintelligible things. Miss Currie has not forgotten how to combine affability with strictness in the management of the library. Better than ever she knows where the reference material is and how to help students to find it, but with her, as of old, a friendly wel¬ come does not mean an invitation to stay and be noisy. On the contrary. Miss Giles, the secretary, is as efficient as ever. She keeps the staff and the office records in order, and, in general, keeps the machinery in good working condition. Mrs. Vyse, the assistant secretary, is still with us, working away in her unobtrusive but pleasant ' and effective manner. Sgt. Sutherland is still altogether too good looking to be entrusted with the training of young ladies at an impressionable age. Evidences of this fact continue to be observed by people who observe things and by such folks the Sergeant is heard, at times, humming to himself this well-known ditty: “When I go out to promenade, I look so fine and gay, I have to take my dog along to keep the girls away.” Teachers of the class of 1930-31 who are listening in, such is the cast of the Normal players as you remember us. Ladies and gentlemen, the whole Company are now at the front of the stage for the last curtain call—principals, heroes, heroines, clowns, villains, et al. We bow in our friendliest manner and bid you all a kind good night. CNS now signing off.

Page 12 text:

Page Ten ’31 YEAR BOOK WEBB’S SELL FOR LESS UP - TO - THE - MINUTE STOCKS a Men’s Wear Ladies’ Wear Dry Goods Shoes Standard Quality at Lower Prices WEBB ' S ROSS BLOCK HILLHURST PROGRESS PROFESSIONALISM PRUDENCE all direct the thoughtful, earnest teacher to- JOIN, WORK FOR and BOOST The A. T. A. —- i — THE A.T.A. MAGAZINE supplied to members of the A.T.A. is recognized as one of the foremost examples of professional journalism. It contains valuable HELPS for class work in all grades of the Public School Course. s Every teacher should have on the desk— — The — A. T. A. Magazine Phone—23741 IMPERIAL BANK BUILDING, EDMONTON JOHN W. BARNETT, General Secretary

Page 14 text:

Page Twelve ’31 YEAR BOOK On Normal School The vagueness of the title may be a presentiment of what follows. But at least, it gives so wide a scope as to forestall the accusations of discursiveness. This is merely a candid state¬ ment of what the writer thinks of Normal School as education in the broadest sense. And, Elam-like, 1 do not care to recognize the orthodox limitations of the best essay usages. Sated with High School’s fact knowledge, I first looked for contrasts between Normal School and the carking cares just over and I found many. Here the objective of learning and the justification of assignments are made equally apparent. Before, the mere existence of a course on the Programme of Studies was the only motivation we had. We took binominal theorem and all the irregular verbs to finish the more quickly as the complete and final products of those Punch-and-Judy factories, our High Schools. How different now. The use of everything, however humbling it may seem, is made reasonable by our patient Instructors. “May their tribe increase!” And again, in discipline the difference is apparent. Imposed restrictions have given place to a code of self-control, subject to a super control, a control intangible enough to bear every semblance to perfect freedom. Not only is this system much the preferable but it has been undoubtedly successful and I attri¬ bute this success largely to our Principal—witty yet earnest, kindly yet vigilant, scholarly yet magnetic. He makes us want to do the thing we ought to do. The last of the important contrasts is the “Dutch Uncle” custom here. I mean the relegation of each of us to be the especial interest of one particular Instructor, whom we are at liberty to burden with our maladjustments, failings, transgres¬ sions and so on. I think this humanizes any school, a human¬ izing so sadly lacking in high school. It gives a kinship between Instructor and student that helps one to “scorn delights and live laborious days” in the struggle towards pedagogical perfection. Parenthetically ' , I have not intended any undue criticism of our high school teachers. The shortcomings are perhaps due to causes beyond their control. But to go on, Normal School is in itself unique among edu¬ cational institutions. It not only gives us a profession (the utilitarian in education) but it means liberal development (the cultural in education) and is therefore a golden mean between two extremes. In no other school may a student receive special¬ ized training with mental enrichment, not even at University. And so we are led back to Normal School as the source of every good and perfect gift. Now supposing we were not going to teach; I still extol Normal training. Some of its uses are obvious. The successful have a means of living and these are times of uncertainty. But this is mercenary. I can see definite value in every course here. Our interest in and understanding of human nature (with which we must deal in whatever walk of life) are quickened and de¬ veloped by Psychology and Practice Teaching. The present is ex¬ plained and made meaningful by History, Geography and History of Education. A method of studying and appreciating Literature, as well as one of teaching it, is given by our English. Our “awareness” is heightened by Natural History ' . Health is made vital by Hygiene and Physical Education. Even that depressing trivium of Art, Penmanship and Music are educative humilia¬ tions. Lastly, Primary Methods should make us the better par¬ ents, if ever, in dealing with the child—“Thou, whose exterior semblance doth belie thy soul’s immensity.” All this I believe Normal to be, culturally. I suppose it would be rather strange if I thought the system perfect. But I have only one criticism. The virtues of Normal training would be immeasurable if the course were two years instead of one. Forgetting the financial objections, it would have many advantages. Paramount among these would be the effect upon those contemplating entering Normal. They would prob¬ ably regard school teaching not as a means to an end (as so many do now) but as an end in itself, as a worthy career. These two years would impress tiie laity as serious preparation for serious work; not as the one year impresses now—short training for a remunerative position of about a year’s duration and then Law, Medicine, or something else. Then, only too often, I have heard an Instructor say, “But we haven’t the time. You should look into it however.” And this usually comes at a most interesting time. Not that I w’ant all my education by the spoon but I do wish there were lime to get more of the subjects I especially like. In conclusion, I offer, no summary, but only repeat these are as nearly unprejudiced opinions as I can write. I don’t regret coming to Normal School. MARK McCLUNG.

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