Churchill High School - Victory Yearbook (Winnipeg, Manitoba Canada)

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UNDERGRADS

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VALEDICTORY ADDRESS As valedictoria n of the graduating class of 1969-70, I would like to put this question to each student, What have you gained from your educa¬ tion? There is an old cliche that goes like this, You get as much out of something as you put into it. I believe that this holds true for education. For this reason, it is impossible for me to sum up what the last twelve years has meant to the class as a whole because each student has gained something different. Instead, I hope to challenge you to seriously my question in your own mind. Looking back, twelve years seems like an awfully long time. You probably cannot remember the diffi¬ culty involved in tieing your first shoelace or the frustration felt in developing a perfect handwriting which for most has quickly deteriorated. These ex¬ periences and others seem very vague now. Further¬ more, someday you will not remember freezing your feet, or losing your voice at a football game, or some of the classroom incidents that added enjoyment to the daily routine. No matter how faded your memory becomes, all this time was devoted to creating your character. You have attended school during the most impressionable years of your life, and the six years spent in Churchill High have probably seen you develop from childhood to mature adolescence. As a result, your experiences in school, both good and bad, have been a vital ingredient of learning. Man has, for sometime been under the misconception that as he accumulates knowledge he is becoming wise. In order to attain wisdom it is necessary to get under¬ standing. In Churchill, you have received a solid back¬ ground of knowledge over the years, yet some may feel that the courses have not given them a greater understanding of life. However, you must not over¬ look the fact that student activities are also a part of the school curriculum. Certainly the responsibility of organizing activities, the friendships found in twelve years, and even the disagreements with staff and other students have influenced you in forming your attitudes towards life. You are now facing the end of one educational ex¬ perience. Some will continue on to higher education, while others will go directly into the business world. It is necessary that you never begin to feel that you have finished your education because, when you stop learning from the world around you, you stop living. I ' m sure even the staff will agree that they learn something worthwhile from the students every now and then. Although you may not realize it, both teachers ar d parents have put a lot into your education. Some¬ one said to me once that where thanks is due it is most often forgotten. Your parents have always stood firm in the belief that education is important. At the age of five, your parents sent you to school for the first time - not because society forced them but be¬ cause they had a real concern for your well-being. Long after the facts and formulas have been for¬ gotten, you will remember the personalities that taught them. Your teachers have taken the time to know more than 100 students a year as people and not just fact-filled robots. They probably know you better than you give them credit for. There have been disagreements and mistakes on the part of both teachers and students, but the important thing is that you learn through them. It is important to realize that this is the way life will always be. What about the future? It is hard to imagine what kind of world you will have to face. Today ' s genera¬ tion is endlessly warned that it faces a future time of war, depression, famine, pollution and over¬ population, unless something is done. This could seem discouraging except that you have one thing go¬ ing for you and that is youth. Youth is not an age as some would like to label it. It is a spirit, whose other name is faith. It is an eye set on the future; it is anxious for tomorrow because it believes that to¬ morrow will be better than today.” In the last years you have been given the opportunity to form opinions and ideas, and you must use the knowledge and wisdom you have gained from an education to carry them out effectively. As you leave Churchill High, I hope that you will take these thoughts from an anonymous writer, I am only one but I am one I can do little, but I can do something; And what I should do and can do By the Grace of God, I will do PAGE 24

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t GRADE 11 - ROOM 5 ROW 1 — Robert Alexander, Lynn Anderson, Brian Austman, Lesley Brown, Brenda Cline. ROW 2 — Deborah Cox, Dorothy Dawson, Eddie Fehr, Bob Gates, Marilyn Godey. ROW 3 — Alan Hampton, Ronald Hopkins, Cathy Hughes, Marianne Hunchak, David Langry, Judy Lechowicz, Murray McArthur, Ted McLachlan, Terry Naven. ROW 4 — Connie Parliament, Debra Peppier, Don Pestrak, Jim Poff, David Rayner, Edward Reczek, Janet Riddell, Karl Ruban, Andrew Setter. ROW 5 — Tom Sherbrook, Marinda Stretavsky, Nan Swavze. Gerald Taylor. GRADE 11 - ROOM 7 ROW 7 — Earl Code, Donald Cranston, Richard Ditchburn, Glen Downie, David Duncan, Bob Fehr, Neil Feir, Brian Fowler, Barry Frayer. ROW 8 — Alan Hilton, Michele Henderson, Carolyn Hoople, James Johnson, Doris Kiel, Christine Kuzia, Donna Lambert, Denise LeClaire, Robert Logan. ROW 9 — Marion McComb, Keith Mots, Donald Nield, Philip Reiser, John Scott. ROW 10 — Gloria Slezak, Robert Stefaniuk, Laurie Waddell, Sheila Westbury, Barbara Wlosek. wuMk c 1 ■gm • V I W %J 1 •» ▼k tn 1 I ' jy mt -M ■ fl i I»!r 4 W WM ; Li k«J U |jjjm K 1 ' t U 1 MM . I ■uS I IV, • iT, ■ ifj r I ■ Mg y 1 ife» w. i