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

 - Class of 1940

Page 17 of 104


Calgary Normal School - Chinook Yearbook (Calgary, Alberta Canada) online yearbook collection, 1940 Edition, Page 17 of 104
Page 17 of 104

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

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 18 text:

OAjl QAe tiwA A (Sributp to Sr. (Coffin from tl|r taff C i T is impossible, at the moment, for us as a staff to visualize the Calgary Normal School without Dr. Coffin. It is not alone because of our years v of association with him as principal, but rather because during that time of service, he has impressed us with his dignity, his integrity, his never-failing courtesy, and his great humanity. His regard for personality as something sacred and inviolate in each individual has been a magnetic force in all his relations with staff and students. This regard has ever been evident in his tolerant attitude towards various opinions, and in his power to inspire others towards the attainment of a broader vision of life, as well as the realization of the possibilities of their own achievement. The brilliance of his mind and the spontaneity of his wit have been constant joys to us, his associates, and to the countless students whose good fortune it has been to come into the sphere of his kindly guidance. The departure of Dr. Coffin from his duties as Principal of the Calgary Normal School is indicative of the passing of an era — an era beginning in the days when the Province was first organized and called young men and young women of culture and scholarship, trained in the traditions of the great univers¬ ities of the East, to help build the educational institutions of the West. To realize the vast importance of that contribution to a youthful Province, one has only to scan the achievements of Dr. Coffin and other men in similar positions, who have given the best years of their lives in unfailing devotion to duty, never gratifying selfish interests but always considering the well-being of the youth entrusted to their care. Dr. Coffin’s vision of the educational opportunities necessary for the development of each and every individual was indeed far-seeing, but perhaps his greatest contribution has been in his sympathetic and tolerant understanding of every problem that a student might bring for his consideration, knowing full well that that problem would receive fair treatment and kindly attention in the fullest possible measure. The motto of the Calgary Normal School, Juvare Optamus — We choose to serve, has indeed been Dr. Coffin’s motto, gleaming like a star in all his endeavors, and shedding a radiance over the atmosphere of the school whose honor it has been to have claimed him as a principal — a radiance that will fade little with the passing of the years from the minds of those on whom it has so brightly shone. —OLIVE M. FISHER. Page fourteen

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