Crescent Heights High School - Bugle Yearbook (Calgary, Alberta Canada)

Page 6 text:

The reorganization of the secondary school is simply a means of recognizing the situation outlined above. Instead of the program as we now know it, there will be programs designed to meet the needs and capacities of all students. In summary they are ' : (1) A six-year course starting at about Grade VI, expanding both in depth and in breadth the offerings of the school for that limited number of students who have been specially endowed with exceptional capacities for doing academic tasks. (2) A three-year matriculation program for that group of students who can proceed with profit at a university. (3) A four-year matriculation program with minors in Technical, Commercial or Fine Arts for that group of students who, although anxious to follow a matriculation pattern, will in all probability find their occupations in non-professional fields. (4) A three-year vocational program, leading chiefly to apprenticeship and to service indus¬ tries. (5) A prevocational course starting at Grade VII and terminating at Grade X or XI, and leading directly to employment, chiefly in service industries. Mr. R. Warren, Superintendent of Schools 4

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GUEST EDITORIAL R.WARREN THE CHANGING SECONDARY SCHOOL PROGRAM We have come to accept, I think, that every youth of the age group fifteen to eighteen years shall have an education suited to his needs and capacities, and consistent with the needs of the society of which he is a part. Broadly speaking, the needs of the student, in simple terms, are to make a worth-while living and to make a living worth-while. The one suggests that the school has a responsibility to provide some basic knowledge and skill for occupation competence; the other suggests that the student must be educated in the things which make man a good citizen, capable of distin guishing between the shoddy and the excellent in all aspects of living. The capacities of students vary greatly. Perhaps students are even more aware of this than their parents are, since they are constantly rating themselves in relation to other students. Some students are academically inclined, they are quite good at doing the abstract thinking involved in advanced Mathematics or Science; others, while not so good in abstract thinking, are good at doing tasks of a more practical nature. Everyone is talented in some way, but the talents are different. A former President of the University of Alberta said, “I have known people in many walks of life, and I have yet to find a person whose talent in some field was not greater than my own.” The needs of society are great. Somehow or other, for better or for worse, we have in our society baby bonuses, old age pensions, free hospitalization, and the possibility of socialized medicine. The active members of society must support, in reasonable comfort, out of their pro¬ ductivity, the very old, the very young, and the infirm. This requires the productivity of every individual. At the same time, we know that to be uneducated is to be unemployable. There is no choice other than to develop all talents, academic or practical, to keep our society strong and productive. 3

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PRINCIPALS MESSAGE “I have nothing to offer but blood, toil, tears and sweat.” So said the Right Honourable Winston Churchill, Prime Minister of Great Britain. The occasion, as you know, was the threat of an invasion of Great Britain by Hitler’s Germany. You will note that Mr. Churchill was not concerned with guns, planes, tanks and other ma¬ terials of war. Rather he was stressing toil and self-sacrifice as the means to achieve the ideal of freedom for his people. It seems apparent that the danger in which the Western world finds itself today is no less real than that in which Great Britain found itself when Mr. Churchill’s words were spoken. It also seems apparent that peoples of the Western world must have ideas and ideals to which to devote their toil and for which they are willing to make sacrifices. At the individual level, this means having lofty ideals based largely on the Christian faith, and on the worth of the individual - ideals of brotherhood, integrity, industry, self- sacrifice and the sanctity of human life. Wishful thinking, lack of ideals, trust in machines and over-concern with creature comforts will be as fatal for people today as it has been for other peoples throughout history. It is the earnest hope of the staff of this school that our young people may have been led to see some of these truths and that they will, in the future, concern themselves with these permanent values and ensure a fruitful life.