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

 - Class of 1940

Page 16 of 104


Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1940 Edition, Page 16 of 104
Page 16 of 104

Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1940 Edition, Page 15
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Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1940 Edition, Page 17
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Page 16 text:

OAjl lairiitrtnrg (Tfr HE English language contains some five hundred thousand words—a rich UL treasury for the expression of every thought and shade of feeling. But at this moment, like traitors and cowards, they fly, feeling their utter inadequacy! Yet, in spite of this untimely desertion, we are conscious of no sense of loss, for in our vibrant heartstrings, we find a truer medium of ex¬ pression. Today we have come to the closing hours of an important period in our liv:s as teachers. The past year has been for us, a time of preparation, of purpose¬ ful effort, and, we trust, of character growth. In this task of fitting ourselves for the career that lies before us, we have received unstinted help from our in¬ structors. They have given us of their knowledge, of their experience, of their best powers of mind and body; and we feel the need of voicing our appreciation. There is no coin with which to pay such debts. The only fitting return would be to prove ourselves worthy exemplars of the standards and ideals here set before us. For our esteemed Principal, we have a special message. Doctor Coffin, we are happy to belong to this year’s enrollment — to the 1940 class, which dares to call itself your Benjamin, and as such claims a special place in your remem¬ brance. It has meant, much to us to be always sure of a ready sympathy in our plans and interests; and a kindly hearing in our difficulties. Our gratitude and good wishes will follow you to the new field of your activities. Fellow classmates, what of the future? Before long we shall be facing the responsibilities that are inseparable from our calling. We feel, as never before, how powerful a factor education is in the development of individuals and nations. During the past year, we have been led to a truer knowledge, a broader view of the grave problems which harass the world today. Shall we deem it presumptuous to cherish the hope that the touch of our earnest endeavors may carry some measure of healing? Surely not. Ideals and aspirations are twin fires, kindling the daily commonplace duties with radiant force and meaning. Lacking these, our labors would be unavailing, and we, ourselves, wholly un¬ worthy of the great Teacher, whose glowing words might well become our motto: “I have come to cast fire on the earth, and what would I but that it be kindled?” Yet, ere we turn to the graver tasks that await us; feign would we pause and look back over the happy moments spent within these familiar walls. Mirth and wholesome enjoyment, sympathy and valued friendship — how they gleam and sparkle in the light of retrospect! And so for a brief space we stand, with one hand clasping the gifts the year has given, and the other upflung, hailing the distant slopes with their sunlight and shadow. Then softly behind us the curtain falls. Let us go forward together! SISTER DOLORES. Class F. Page twelve

Page 15 text:

OAc QAcruroA - ' When Dr. Coffin was at Clark, Dr. G. Stanley Hall was in the hey-day of his powers. It was inevitable that this impressionable young Canadian should have his thinking colored by the dynamic personality of the famed psychologist. It was fortunate that the point of view of the man who was destined to exert such a pro¬ found influence on the educational life of this province should have been shaped by a leader whose outlook was so wholesome and full of good sense. A major interest of Dr. Coffin in his professional work, to mention but one among many, has always been the problem of spoken and written English. While at times discouraged, almost to the point of desperation, with the lack of facility in the mother tongue disclosed by many who came to his classes, Dr. Coffin always maintained a cheerful optimism when dealing with his students. He “allured them to brighter worlds and led the way.” Without doubt, the cause of better English in this province owes a great debt to Dr. Coffin. Outside the walls of the school over which he has presided so many years, to the credit of himself and the advantage and satis¬ faction of the public which he served, Dr. Coffin has discharged fully the duties and responsibilities of the good citizen. He has served on curriculum committees for the Department, both of the professional schools and of the elementary and high schools; he has for many years been a member of the Senate of the University of Alberta; he has been active in study clubs, in Home and School Associations, and in Church circles. In fact he has been the type of citizen which any community would be proud to claim. His associates in the public service, including those who have worked with him in his own school in Calgary, those who are en¬ gaged in teacher-training elsewhere in the province, those at head¬ quarters at Edmonton, the Supervisory Staff throughout the province, and the teaching body apart from his former students — all these and many more join his former students, who have experienced the more intimate association of teacher and student, in a grateful tribute of praise and appreciation of a task of the highest importance nobly done. — G. FRED McNALLY. Page eleven

Page 17 text:

OAc QA novA - ' A iFrorn ®ur JInttripal Y NOTHER year, with its abbreviations and interruptions, is nearing its r close, and once more we are to sever immediate relations just as we are C_ getting acquainted. Invariably we feel that if we had another year together we each might appreciate what the other is driving at, and why we try so hard to keep each other busy. This has been a year of happy co-operation. All we seem to have needed is more space and more time. Fortunately, mumps, whooping-cough, and other such belated “enterprises” have been conspicuously absent from the time-table, and the attendance, barring a few home-sick week ends, has been amazingly good. Basketball, hockey, folk-dancing, orchestra, chess, and current events have made successful appeals, dramatics and choral practice have given wonder¬ ful promise for stage and concert hall. The Year Book threatens to be a master¬ piece, and even the boredom of class periods has been heroically endured. There has been no sign of mental depression. The Staff, student friends, most heartily appreciate your co-operation and your initiative. And now that you have passed through two of the three regulation stages of teacher development, namely the pre-training (normal entrance), and the pre¬ service, what about the third, the “in-service”? Frequent testimonies of “normalites” from their first year on the job is that the only real preparation they got at Normal was the week they weren’t there, the week of rural practice. Of course they don’t mean it just that way. But, inevitably, amid the clatter of schoolroom routine, there is but a hazy realization, or even recollection, of aims and objects, educational principles, psychological theories, readiness, apper¬ ceptive basis, maturation, mental discipline and all the rest of it. The novice is careful and troubled about many things amid the pots and pans of the elementary school which he has forgotten, so that he is apt to w r onder why he could not have got his training right on the job, instead of spending so long wandering away from it through mazes of matriculation courses, professional abstractions and mastery of equipment that he is puzzled to find time to use. So next year is the real try out. And if we seem to have violated our own professional maxims and put generalities first, theory before practice, forced upon us in a one-year course, please believe that this is a complimentary acknow¬ ledgment of your maturity, of your ability to reason deductively, to apply prin¬ ciples to instances. But don’t forget that the instance puts the principle to the test and may correct it. Therein you have the thrilling opportunity to make a contribution to educational theory and to Normal School treatment. When the forest is visible through the trees, the course as a whole through the beggarly details, the maturing mind through the daily lessons, you may begin to refer the scraps in the scene to the whole picture framed—or so attempted—on the Hill. We trust that you will find abundant satisfaction, happy companionship, increasing appreciation, and the joy of discovery and stimulation in your first year of public school service, and be encouraged to continue this service long enough to find out what the concepts and principles mean in the teacher-pupil association. E. W. COFFIN. Page thirteen

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