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Page 6 text:
Page Four 31 YEAR BOOK Cf. E. Osborne Alberta’s Largest School Supply House I | SCHOOL EQUIPMENT ; and SUPPLIES For many years specialists in the needs of Alberta’s Schools Large Helpful Catalogue Free on Request CALGARY, ALBERTA Phone—M6191 I! H TEMPLETON’S LIMITED Dry Cleaners and Dyers Calgary’s Latest Dry Cleaning Plant Cor. 514 Street 17th Ave. West, Calgary, Alberta (Opposite Western Canada High School) Visitors Cordially Welcome to Inspect Plant. | HERBERT ' S (Calgarr Made) PAINTS VARNISHES i! for every purpose Buy Direct from Our Factory and Save Two Profits The Herbert Paint and Varnish Co. Ltd. H Phone—M7745 Ninth Avenue and Third Street West Phone—M9266 Res. Phone—H2523 STANLEY HENDERSON 4 Florist ¥ FLOWERS FOR ALL OCCASIONS jj 814 First Street West Calgary, Alberta IW53)=3»M5=S=5=®=5
Page 5 text:
’31 YEAR BOOK Page Three Editorial 4 a HEN God writes Opportunity on one side of the door, He writes ” Responsibility on the other.” This is our year of opportunity. Some of us may realize that—most of us don’t. Probably never again in our lives shall we be at liberty to enjoy such privileges. When we close the door on this year the word on the other side will be written in letters which we shall not be able to ignore. That word will stand before us as stern, stark reality—Responsibility. We as teachers must realize what our profession means, not only to ourselves, but to those for 1 whose training we shall be responsible. We must realize that, whether we will it or not, the youth of our province are looking to us and will follow our lead. Will we seriously and cheerfully accept the fact that we are our brother’s keeper, responsible to a degree which we cannot estimate in the moulding of his ideas, ideals, and dreams? And yet we as teachers must not allow ourselves to become so weighed down by the realization of this responsibility that we allow ourselves to forget our own dreams and visions. It is so easy to fall into a rut, so easy to allow one’s life to become hum-drum and drab. In our old C.G.I.T. days we used to say, “To the worker who can dream, to the dreamer who can work, shall come great things.” May we as teachers remember this—if we allow ourselves to dream as well as work, if we realize the opportunity creeping out from among our responsibilities, our lives will be greater, and richer, and wider. Our doors will be double doors with one word written on each, which, when thrown open, will lead to life enriched and enhanced with the pos¬ sibilities of greater happiness through service. THE EDITOR. I
Page 7 text:
’31 YEAR BOOK Page Five “Lest We Forget”— by our Principal This is a year of testing. Ugh! The very word makes you squirm. The schoolmasters’ eternal cudgel, bolstering up the weakness of his personality, of his presentation or of his per¬ suasiveness. A test is a diabolical device for finding out what one doesn’t know, a mediaeval method of extracting the mental content in a different form and by a different channel from that by which the mind received it. Why pick on this particular year of grace as peculiarly favorable to these pedagogical pests? But there are tests within and tests without; tests imposed by the arbitrary will of the Inquisitor, tests determined by economic strain and stress, tests inherent in the course under¬ taken. The only way to escape tests is to undertake nothing, but just to wait until a lucky wave lands one high and dry on a sunny beach. The form of test we have in mind just now is that presented by the stern law of supply and demand. How dearly are teachers wanted this year? How does public school service measure up with the other necessities of civilized life? Can we expect a high quality of school work to be appreciated, or shall we offer less than No. 1 as more suited to the times and the purses? If ever there was a time when nothing but the very best would suffice, when nothing short of the highest fidelity to the best ideals of service would save the profession from losing ground in the eyes of the public, it is now. Many are saying that a year at Normal and a year or two at school teaching are but com¬ fortable shelters until the industrial sun shine more benignly. Increased numbers arouse suspicion of inferior quality and less intense purpose; we shall get along as best we can until only those who are truly “called” seek to enter the brother,—or per¬ haps more accurately, sister-hood. In the face, then, of this suspicion, we need to measure up and show the school patron that the school is no opportunist institution, but rather an active force in the breach threatened by the pre ssure of hard times. Temporary disappointment, there must be, to some extent; sur¬ vival of the fittest may not be immediately effective; pull and luck may defeat, for the moment, push and pluck; but ultimately the true coin will displace the counterfeit and the inferior. Moreover, the morale tends to be flabby just now, and noth¬ ing but optimistic and ungrudging service will stiffen it up. The natural resources you deal with, Alberta’s children, are worth as much as ever, if not in coin of the realm, at least in the eyes of their parents, and the more we can appeal to all that is worth while within, the more stoutly do we safeguard the future. But if their “idea-systems” become infected now with the virus of dis¬ trust or of indifference, generations to come may feel the effect. Whether or not the future is in your hands, as Convention orators may blandly assure you, the present unspoiled brood of childhood and early youth are yours to impress. Seek then to be positive and forwarding, not negative and inhibiting. We can’t expect spectacular advances, but we can make the best use of what we have, alwavs searching for newer and broader mean¬ ings of the old truths. This, then, is the test. If the teacher shrinks in diffidence before the stern necessities of the time, the school may fail and give way to some more effective discipline; but if the teacher asserts the claims of the pupil ever valid no matter what the price of wheat, the school will stand as the oft-mentioned bulwark of society. And recompense will return to its respectable place. The Ballad of Assignments From innocent pleasures and riotous play We join in the ditty and sing in the lay. Do your assignments as quick as you can, It’s simple, quite simple, and easy to plan; An assignment per day, an assignment per week, A system exceedingly clever, An assignment today, an assignment next week, For ever—and ever—and ever. History, Geography, Grammar and Art, Arithmetic, Writing (oh say, have a heart!) School Management, Literature, Compo’, P.T., Psychology, Music—a regular spree! Poetry, magazines, books by the shelf, Nice easy assignments—be good to yourself. An assignment today and an assignment per week—- Reviving the time-honoured hide-and-go-seek, With surly instructors, who grumble and peek— And think of praising you never; But weary you on through the turbulent day, And in dreams in the night, when you’d rest from the fray, It’s an assignment per week, an assignment per day, For ever—and ever—and ever. AGNES JANZ.
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