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Page 10 text:
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TOP TEN SCHOLARS GRADES 7 to 11 GRADE ELEVEN GRADE TEN GRADE NINE GRADE EIGHT Robert Doerksen — 88 David Hill Sylvia Maciunas Elaine Lawton Harry Haag Elaine Winterford Catherine Riggall Peter Stringham Mario Cianflone Elaine Forsythe Linda Quarnstrom — 91 James Keeley Brian Carter Lindsay Greening John Keeley Wolfgang Schneider Kenneth Ball Carol Torchis Rhonda Creed Barbara Stieler Craig Embey — 91.4 Philip Backman Frank Friesen Beverley Knight Karen Webb Frederick Riggall Leonieta Haag Lorraine Cressall Robert Curtis Linda McVicar Gabrielle Simon — 90.9 Bernhard Nikolae Alan Amyot June Singleton Donald Paulus Audrey MacFarlane Nora Quarnstrom Ann Savilaakso Trudy Coulter Wendy Smith GRADE SEVEN Marilyn Godey — 94.4 Beverley Galbraith Ian Robertson David Rayner Debra Peppier Deborah Cox James Poff Robbie Rose Gloria Slezak Judy Lechowicz T T . , Janet Riddell J ie HONOUR STUDENTS GRADE SEVEN Marilyn Godey Beverley Galbraith Ian Robertson David Rayner Debra Peppier Deborah Cox James Poff Robbie Rose Gloria Slezak Judy Lechowicz Janet Riddell Nan Swayze Thomas Sherbrook Mary-Ann Stretavsky Glen Downie Karl Ruban Barbara Wlosek Margaret Donnelly Catherine Hughes Lynn Anderson Brian Austman Denise Leclaire Bnenda Cline Rae Smith Nancy Wilkes Gilchrist McArthur Emily Stretavsky Robert Smith David Langtry Donald Cranston Dorothy Dawson Signy Olesen Michelle Henderson Ken Rogers Christine Kuzia Edward Reczek Rhonda Anderson Donna Lambert Donald Pestrak Lorraine Merritt Alan Hampton Joanne Muirhead Alan Hilton Gail Mireau Lendre Rodgers Robert Wasylik Laurel Waddell Sheila Westbury Terry Wilsone Brucie Pennell Marilyn Helmle Gordon Turcan Ian Willows Linda Sangwine Jacqueline Taylor Rosemary Grapentine Ada Olsen Linda Yagi Barbara Seier Robert Alexander Andrew Setter Carolyn Hoople Marran Funk Christine Grande Linda Hanson Ruth Koehle Colin Lochhead Connie Mikolaynko Nancy Tate Janet Sankwine Gayle Leib GRADE EIGHT Gabrielle Simon Bernard Nikolae Alan Amyot June Singleton Donald Paulus Audrey MacFarlane Nora Quarnstrom Ann Savilaakso Trudy Coulter Wendy Smith Glenda McClelland Grant Begley Claire Lloyd Jo-Ann Cumming Beatrice Cook Dolores Friesen Barton Evans Ricky Hiebert Sylvia Stadnyk Sharon Pilkey David Hunt Beverley Hunter Diane Kraushar Norman Pelzer Richard Town Paul Wotherspoon David Kornichuk Bonnie Barrie Blake Forbes Donna Shantz Sharon Rempel Judith Bell Katherine Stewardson John Fraser Charlene Smuchilla Tanis Wake Mimi Raglan Kenneth Howard Darlene Neufeld Kenneth Valainis Ricky Anderson David Samm Mark Duncan Michael Murray Elsie Borchardt Claire Bradshaw Bruce Wood Linda McIntosh Bryon Kent Sherrie Peppier Alan Swayze Douglas Cuddy Larry Muldrew James Douglas Sandra McDonald Michael Fraas Janice Belfield Gavin Balfour Leslie McQuade Rose Huntbatch GRADE NINE Craig Embey Philip Backman Frank Friesen Beverley Knight Karen Webb Frederick Riggall beonieta Haag Lorraine Cressall Robert Curtis Linda McVicar Marita Mrotzek Connie Zinghini Elizabeth Foley Nila Dennis James Morrison Georgina Mintenko Roslyn Russell Arlene Robbins Richard Ryland Moira Raglan Lauren Hunt Frederick Burrows Patricia Daniels Charles Bodnar David Olsen Barbara Gerrie Richard Jakubowski Shirley McDill Frieda Krueger Terry Scott Loren Hicks Garth Colpitts Donald McDonald Pam Robinson Louise Lane Ken Ball James Lawton Jeanette Matkowski Patricia Campbell Ricky Slezak Antje Schneider Jean Setter Paul Sutherland James McCausland Grantland Rogers Frank Cianflone Kenneth Lenton William MacDonald Jane Ftearson Linda Capri Charles Boyce Gary Shevy Sherry Milne Kathy Hoole GRADE TEN Linda Quarnstrom James Keeley Brian Carter Lindsay Greening John Keeley Wolfgang Schneider Kenneth Ball Carol Torchia Rhonda Creed Barbara Stieler Maria Munsters Carol Johnston Jamie Horne Linda Aitken Frances Edye Donald Hayward Harriet Sherbaty Garvin Carruthers Ronald O ' Staff Dorothy McRae Ellen Watts GRADE ELEVEN Robert Doerksen David Hill Sylvia Maciunas Elaine Lawton Harry Haag Elaine Winterford Ina McIntosh Catherine Riggall Peter Stringham Mario Cianflone Elaine Forsythe Margaret St. Jean Warren Wasylik GRADE TWELVE Susan Hedlin Carol Quarnstrom Glenda Stefa niuk Peter Trevillion June King George Horsfall
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Page 9 text:
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VALEDICTORY Walt Whitman wrote in a slightly different context than the one that applies today: Afoot and light-hearted I take to the open road. Healthy, free, the world before me, The long brown path before me, leading wheverer I choose. In another poem the same poet write: Our life is closed, our life begins.” I suggest that both of these quotations have a par¬ ticular applicability to those of us who, toway, are pre¬ paring to leave Churchill High. We are taking to the open road. We are healthy, free and light-hearted. The twelve years of life that we have spent in our school are ended, and our new life in the wider world beyond is beginning. Perhaps this is what rebirth means. Part of our life is dying, but a new life is being born. Now a gauntlet has been thrown down. It is the challenge of the world beyond the school. Some of us will pick it up. Some will not. But we must surely know that if we fail to pick it up, to that extent we will have failed parents and teachers who have guided us onto this path. We will fail more than that. Our province and society is making an increasing effort, as time passes, to improve opportunities for our education. In the past ten years the number of students registered in Grade XII has doubled in Manitoba — there are two of where a decade ago there was one. This must be. The world is moving at an accelerating pace and we must adapt to it or be left behind. Thus more pick up that gauntlet and look for¬ ward to further learning either in a school or at a job. It makes relatively little difference which it is. Surely Everett Hale wrote the last word on this when he wrote, a hundred years ago: I am only one But still I am one. I cannot do everything But still I can do something. And because I cannot do everything I will not refuse to do the something that I can do. The failure to gan an education is a heavy loss. Surely this has been clearly illustrated in our lifetime. Russia is a classic example. In a period of two or three gener¬ ations that country moved from medievalism to the point where it made the first successful launching of an astro¬ naut into space. The metamorphosis that took Western Europe hundreds of years was, through intensive educa¬ tional programmes, telescoped in the U.S.S.A.R. As the people have become more skilled thre Government appears to be becoming less authoritarian. It raises the question: Does a dictatorship dare to educate the people? As students we may have charged that Churchill High is a di ctatorship. But it is obvious that such a change can only be made lightly. The school is, very literally, a voluntary association of teachers and pupils. Our parents can no doubt force us to attend classes but learning must be done by the decision of the pupil. This surely applies to our teachers. In this age of alternative opportunities it is inescapable that they teach by choice. For teacher and pupil this is a great privilege. In many countries of the world such institutions and such learning is not possible. Would Prime Minister Ian Smith of Rhodesia, for example, dare to let teachers and parents and pupils establish this voluntary relationship, for the education of the native people in Rhodesia? Would his concpet of a white, master race survive the aducation of the natives. Perhaps our challenge could be measured by visualizing our school moved with all its staff, its opportunities, its perogatives, its libraries and the kind of home environ¬ ments experienced here — all moved to a native town in Rhodesia or India or South America. There our teachers would work for twelve years with successive classes and turn out students with their minds improved and their ability for self expression enhanced. What would be the impact of this crowd of trained people on their community and their country and their continent? It is difficult to conclude anything but the impact would be immense. The impact would be more obvious in a country where education is very limited. But though here it may be less obvious, it will be no less real. In the class graduating here it may be less obvious, it will be no less real. In the class graduating today it is hard to believe that there are not many who will make a great contribution to community and country. It is a tribute to our parents and antecedents that education here is taken so much for granted that the trained person is considered the norm. This ability to mak a contribution is directly traceable to our parents and teachers. All of us are, in large measure, a product of the influences that were brought to bear upon us. Perhaps Walt Whitman best expressed the whole re¬ lationship of parent and teacher to child or pupil when he wrote: A child said What is grass? fetching it to one with full hands . If you interpret that question widely enough, surely it is the whole substance of our learning process to this graduation climax. It does not seem ex¬ travagant to suggest that the success of those of us who are graduating today and the failure to be here of some who have fallen along the path is related to the fullness and gene rosity with which that question has been asked and the persistence with which it has been asked. We have been fortunate in Churchill High. I do not believe that there is one of us who has ever gone to a teacher in our school and asked What is grass? — or a more sophisticated equivalent — and has been turned away without a full and generous answer. As answers came more questions came, and, over the years, our teachers have given us that precious and irreplaceable thing — an education. Parents, as well, through assis¬ tance we had no right to demand or, indeed, to expect, have re-inforced the effectiveness of our teachers. So as we flow past the mouth of this particular educational river towards the world ocean beyond, we are very conscious that we could not have navigated alone. We have been taught, in the words of John Ruskin, that there is no wealth but life, and that, without education, life would be a very meaningless thing. If this is correct — and w« firmly believe it to be correct — then parents and teachers have combined, to give us the greatest of all possible gifts — ultimate gift of a life with meaning, a life with purpose. Susan Hedlin PAGE 7
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