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Page 73 text:
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Page 74 text:
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StilL a, (fhampuML In 1933, a little school on Wolseley and Maryland assumed the name which was destined in future years to appear among the foremost high schools in the city. This was the beginning of Gordon Bell. In the years which followed, this wee high school grew and changed, saw many faces come and go, and finally received herself a new face. Few of us were here to see, even fewer remember the beginning of the school we now call our own; yet there is one who has walked the halls of Gordon Bell, watched and guided her students, and given the school all he had since the beginning years ago. His name is Mr. R. Moore. Mr. Moore was born in Advocate Harbour, a small town in Nova Scotia. He graduated from high school there and then travelled to Truro where he com¬ pleted his Grade XII and entered Normal School. After attaining his teaching certificate he taught for two and one half years in a Truro school. It was during this time that he met a very charming young lady who immediately caught his fancy. However, while his dreams remained only castles in the air, the world exploded into war and, as happened to so many, Mr. Moore was forced to leave his hopes behind and enlist in the fight for his country. In Europe, Mr. Moore served in the infantry from the spring of 1916 to January, 1919, when he returned to Truro to continue his teaching career. During this time, the young lady who was eventually to be his wife had been nursing in a Boston hospital and they had corresponded only occasionally. On his return he taught for the remainder of the term and then, in the fall entered Acadia University, a small university in Wolfville, Nova Scotia, to com¬ plete his B.A. In this respect, the war had had a greater affect on his life than was outwardly visible. In his own words: “I think our lives are guided very largely by circumstances, and we do not always realize our ambitions. If it hadn’t been for my three years in the army, I would likely have gone to Yale or Harvard and possibly, after attaining my Ph.D. have taught Chemistry in the university. That was my ambition. After the war I just didn’t have the money or the ambition to continue. Yet, I am not sorry. I have never regretted being in the army and I have found teaching in the high school very pleasant. It is difficult at times, but as long as I know that I have guided and influenced even one person during my years of teaching I have my reward.” After graduating in the class of 1920, Mr. Moore came West, settling in Crandall, Manitoba and there becoming principal of a five-room school. However, there was still one important piece of business to be attended to back in Nova Scotia, and thus, after teaching a year, he revisited his home province and returned to Crandall with a pretty young bride on his arm. Despite the war and all the accompanying difficulties, the dream castles built so many years before had at last materialized. Mr. and Mrs. Moore remained in Crandall only until 1923 when they came to Winnipeg. Mr. Moore accepted a teaching post at Kelvin where he was destined to remain for ten years. There he taught mostly Mathematics, with Science only a secondary subject. At this time, there was no Gordon Bell and thus Kelvin drew its students largely from the G.B. district. Such notaries as the Hon. Duff Roblin and Mr. W. Hurst, City Engineer, came under Mr. Moore’s influence at this time in his career. With the founding of Gordon Bell in 1933, Mr. Moore moved across the river to begin the final phase of his teaching career, a period of twenty- eight years. There, as at Kelvin, his greatest joy was his students—“If I have had any success as a teacher, I attribute it solely to the fact that I have taught so long in the Gordon Bell district. The pupils in this neighbourhood come from good homes—they’re all well brought up and disciplined. Wonderful kids!” In his latter years at Gordon Bell, Mr. Moore has taught mostly Science. When asked if this was a personal preference he answered: “I enjoy teach¬ ing young people no matter what the subject is. However, I would rather teach Maths. My reason? Well, I get more of a thrill out of teaching Maths, although I get better results in Science.” It is seldom that we of the younger generation find someone who can give an impartial comparison of the students of to-day to those of forty years ago. Here are Mr. Moore’s views: “I have often been asked to compare the students of to-day with those of forty years ago. Generally, I find very little difference. If I find the pupils of to-day easier to get along with it could be that I have learned how to handle situations differently. One thing I have noticed which I think is a very healthy development is the attitude of girls toward sport. It used to be that if a girl wore a sufficiently large sun hat to protect her complexion she might engage in a fast game of croquet. Quite a contrast to the girl of to-day who engages in many sports such as swim¬ ming, skating, skiing, etc. At one time, girls were only spectators at field day. Now they not only take part in at least half the events, but also make the field day a much more pleasing spectacle.” Many things have changed since Mr. Moore entered Gordon Bell twenty-eight years ago. Now, father of four, proud grandfather of ten, he views his retirement with mixed feelings—“I’m afraid that I’m going to miss the students. Being with young people all the time seems to keep you young yourself. Yes, I’m afraid I’ll be really lonesome.” But Mr. Moore does not plan to desert the younger 72 Continued on P. 83
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