Grantham High School - Olympian Yearbook (St Catharines, Ontario Canada)

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The Olympian Yearbook Presents Grantham High School St. Catharines, Ontario 1966

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The Director ' s Address GREETINGS TO THE STUDENTS OF GRANTHAM HIGH SCHOOL Once again it is my pleasure and privilege to bring you greetings and best wishes through the pages of THE OLYMPIAN . Were some one to ask you why you go to school, you would likely reply To get an education! Have you seriously considered what you expect education to do for you? Do you expect it to bring to you, prestige, power, opportunity, advance- ment in your chosen job or profession, wealth, happiness, character? ' The best result of all education ' , said Huxley, ' is the acquired power of making yourself do what you ought to do when you ought to do it, whether you like it or not ' or, in our words, discipline. There is no doubt that education helps to develop your character, and moulds your life. But what it brings to you will depend a great deal on what you expect of it - what it brings to you will depend a great deal not only on what you learn but also on how you approach and carry out the task. In life one usually gets out of an activity in direct proportion to the effort and interest one puts into the activity. May I urge you all to put your best effort into what is now your main endea- vour in life - getting an education. Again my very best wishes for an enjoyable and successful school year. Yours very sincerely. Director of Education. The Superintendent ' s Address All experience is an arch wherethrough gleams that untravelled world whose margin fades forever and forever when I move. Never was this quotation more true than today when the frontiers of knowledge are expanding outward almost at the speed of light. Like Alice in Wonderland we have to run fast just to stand still. Coincidental with the knowledge explosion we have standards and moves which have stood the test of time in a state of flux. The very foundations of our society; the family, democracy, the church, and life itself are being challenged and threatened. Into such a world you have been thrust and in such a world you must earn your livelihood and mark your mark. The educators are asking what can we teach young people so that they may stand the stresses and strains of such a world and having stood to conquer and produce a better world. To be alive in such an era is exciting and exhilerating. Life will never b e dull but it will be challenging. What talents will stand you in best stead in such circumstances? I feel we can say without fear of contradiction that knowledge must be broad and it must be basic. We can say unequivocally that the student must be flexible and adaptable to changing situations and problems. We must teach the students, too, to be critical, to think independently and to assess the facts of any given case. We must, however, give him more than that. We must give him a new morality to fit the new age. One that is free from hypocrisy and one which is based on altruism and not selfishness. I am certain, therefore, that we must include in the curriculum philosophy, psychology, sociology, history and indeed religion but not that of a narrow sectarian nature or watered down to be mere ethics. For what does it matter if man reaches the moon and has leisure galore as the result of automation if he has not learned to live with his fellow man and is continually in danger of ending his exis- tence in a nuclear holocaust. A.R. Petrie