Daniel McIntyre Collegiate Institute - Breezes Yearbook (Winnipeg, Manitoba Canada)

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44 D.M.C.l. BREEZES lagging school spirit, while press no¬ tices are inserted in local newspapers by the Publicity Committee. The So¬ cial and Music Committees, in their respective capacities render valuable service to the school. After learning the duties of these Committees one may readily see how the functioning of the Constitution is simplified. Once the committees are appointed the Council has but to recog¬ nize their abilities in these special lines and allow them to proceed. By the perfect co-operation of Council and Committee a good result is as¬ sured; but the Council must not as¬ sume an attitude of superior intelli¬ gence and encroach upon the jurisdic¬ tion of these Committees. Such an at¬ titude would be detrimental to the harmony for which they must neces¬ sarily strive. The relationship of the faculty mem¬ ber to the students on Councils and Committees is that of adviser, but in¬ deed, our teachers are more than ad¬ visers; they make an added contribu¬ tion to our training for later life by their coaching in procedure and con¬ duct of committees. To this source we attribute the splendid feeling of harmony and co-operation which per¬ vades our school. If we only recog¬ nize this function of our teachers on our committees we have won half the battle for successful student partici¬ pation in school government. There is but one thing left to say, but one hope to express, that future students will endeavor in every way to foster this spirit of co-operation and bring it to a greater degree of perfection. GRACE SMITH. SCHOOL MORALE To serve on the “Morale” Commit¬ tee is by no means one of the easiest duties which may fall to the lot of a student. The task which this com¬ mittee sets itself is both serious and difficult. Its primary aim is to encour¬ age a high tone of conduct in the life of the school; to secure the co-opera¬ tion of all students in the maintenance of this element in all branches of its activities. Such a committee may never hope entirely to fulfil even the first of its ob¬ jectives. Perhaps no one will be shock¬ ed if it has to be recorded that during the past year, the committee on “School Morale” failed to accomplish its prime and proper purpose; the job is not an easy one; it is in fact de¬ cidedly difficult. Yet if the members are to work under the title of “Morale” Committee they should have no less a high aim. Any dictionary will give the information that “morale” is con¬ duct, manners or behavior. If the duties are less than has been stated, the committee is sadly misnamed. On the other hand, the difficulty of at¬ tainment of this objective should not in the least detract from its pursuit and, at any rate, partial accomplish¬ ment. Although the primary purpose of tj]is body then, is to concern itself with the tone of the school, certain handicaps must be recognized which hinder the committee in the attain¬ ment of this ideal. Schools which are famed for their tone and tradition have the advantage of certain features. It may have an enrolment of a hundred or so students as against the thousand odd enrolled in our own. It is usually a school composed of either boys or girls and not both. The school spirit in a girls’ school would differ radi¬ cally from the morale of a boys’ insti¬ tution; certain features would be found in one and not in the other. Any at¬ tempt to superimpose these two types to produce a homogeneous “morale” might result in failure. So, one may well ask whether it is possible for a School Morale Committee, working un¬ der our own conditions, to achieve any¬ thing worth while.

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D.M.C.l. BREEZE S 43 SCHOOL COUNCIL Back Row—Gordon Peacock, Nancy Miller, Manly Bond, Isabel Bain, Dave Woolley. Second Row—Keith Davison, Bill Hanna, Grace Smith, Dorothy Jones, Jim Dtincan, Sidney Cohen. Front Row—Alice Parr, Dorothy Scott, Margaret McQuoid. rudely awakened by a far-distant voice of authority issuing instructions which, we later learned, pertained to the art of voting. For fifty cents apiece, we were allowed to mark numbers on a small slip of paper bearing names. After the novelty of the event wore off, we were informed that we had voted for some candidates (no! not candy dates). Great was the excite¬ ment and loud the buzzing hum of human chatter down in the recreation sheds, whither we repaired, where a school council was being recreated. Names flashed before us. Numbers followed. The crowd milled about. It was eagerly awaiting the final result. It came. All was over. We returned to our homes, minus fifty cents, but plus a worthy council. joe McCracken. WATCHING THE CONSTITUTION AT WORK The unique distinction of being Win¬ nipeg’s first Senior High School to have a Constitution has been awarded to our Collegiate. Its adoption is a distinct achievement and we trust every member of the school has made a careful study of its form and has entered into its proper spirit. Our Constitution has provided for the creation of various Committees which cover a wide field of endeavor. Through the medium of the Athletic Commission, which has representatives from each room, and the Athletic Ad¬ visory Board the school sports are handled. A Debating Committee makes all necessary arrangements for inter¬ room debates. Our Morale Committee provides for cheer leaders to stimulate

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D.M.C.l. BREEZES 45 Well might this question be asked, its nebulous and shadowy state to par- and well ought it to be answered. When we analyse this elusive quality of morale, what do we find ? One pre¬ dominant element is revealed: the fact that morale is based upon the self respect of the individual. The stu¬ dent with a degree of self respect will never allow his own standards to de¬ teriorate. He desires to better him¬ self rather than beat his neighbor. By his “tone” and his example he is of real assistance to his companions and classmates. A group of students of this type in a class room will uncon¬ sciously evolve a “class” spirit. In such a class there would be a notice¬ able “morale,” a standard of conduct would be infused a jealous regard for its own good name. More especially would this characteristic develop in a class composed entirely of boys or en¬ tirely of girls. In this manner then a class spirit, or class morale may be evolved. It spreads through the individuals in the group and has its roots in each indi¬ vidual. In a like manner school spirit or school morale may be generated. The morale of the school will spread because each class has its own spirit; it has its own regard for its good name. It will aim not so much at be¬ ing better than another class but rather will its aim be to improve its own “tone” or “morale.” Thus we see that the morale of the school begins with the self-respect of the individual, which spreads through the small group until a definite standard or tone is achieved. Then each class spirit or class morale will produce its effect upon the larger group. But it must be emphasised that the basis lies in the attitude of the individual student who seeks to improve himself, first for his own benefit, second for the good of the class, and finally for the good name of the school. Let these condi¬ tions be fulfilled, then this much de¬ sired school morale will emerge from take of a more tangible existence. The practical problem before the committee is still untouched, but the foregoing has shown in which direc¬ tion its activities should move. The Individual is the focal point on which its activities should concentrate: the class mate is the starting point. This is the aggravating difficulty of Democ¬ racy! Upon the essential quality of self-respect in the individual rests the greater and much desired quality which the committee seeks to evolve. So the problem stands—how to pro¬ duce the right spirit in one’s class¬ mates. Not an easy task, but it has been done and it will be done again. Let the committee take every step pos¬ sible to discourage slackness, to wipe out dishonesty, to clear away crudity; let it definitely try to spread the gos¬ pel of industry, truth, and courtesy. Let this be done moreover in a quiet, unobtrusive manner. Let actions speak as well as words, remembering that people will do what you yourself do, before they will do what you tell them to do. Tennyson says somewhere: . . For the King Will bind thee by such vows as is a shame A man should not be bound by, yet the which No man can keep.” M.C. ALUMNI NOTES Oyez! Oyez! Hear ye! Hear ye! and other sounds calculated to arouse the interest of the gentle reader. We are about to tell of those who gradu¬ ated from these Halls of Learning and who are now wending their way along the Crowded Paths of Life, as the orators say. Among the dear departed are cer¬ tain students who recently took .part in the ’Varsity production, “Princess Ida.” Rene Hoole and Vera Lamont had leading roles while Ragna John-