Kennedy Collegiate Institute - Kencoll Yearbook (Windsor, Ontario Canada)

Page 4 text:

The Editor. 2 THE KENCOLL 1941 HIM........ KENCOLL STAFF Back row, left to riflht: John Adams, Eric Tanner. Vic Huszty, Bruno Saccaro, Bill Cherniak, Ray Taylor, Al Brrbesin. Middle row, left to right: Gerald Duck, Eleanor Webb. Shirley Coleman, Jean Back, George Edwards (Business Manager), Ann Klnnin, Mary Robertson. Shirley Lewis, Virginia DeLaurier (Editor). Don Knapp, Jane Baxter. Front row, left to right: Jessie Duck, Pat Watson, Winnifred Newman. Lillian Cherniak, Elsie Patterson, Elizabeth Anderson, Muriel Tough, Joyce Peterson. t- L Kennedy has many annual events which in¬ crease in popularity each year—the K-Hop, the School Play, the Staff vs. Seniors Basketball Game. The publication of the Kencoll can now be added to this list. Kennedy was for some time without a year-book; but in presenting the third publication of the Kencoll, we feel that, with the support and co-operation of all the students, it will become a traditional part of Kennedy. This magazine is the result of untiring efforts on the part of a large number of students; and is presented in the hope that their achievements will meet with your approval. We wish to thank Mr. Gilbert, Miss Hewitt, Miss Bondy. Mr. Riggs, and Mr. Brown for the able assistance, and helpful suggestions that they have so generously given us. We express special thanks to the Forum for its financial backing, and to George Edwards, and his assistants, for their efficient handling of the business details of the magazine. May you, our Readers, derive as much pleasure from reading the Kencoll as we, the Staff, do in presenting it to you! In fB r nt n r t a m The passing of Mrs. A. F. S. Gilbert, wife of our esteemed Principal, took from Ken¬ nedy Collegiate Institute a friend whose loss cannot be readily estimated. A teacher her¬ self before her marriage, she had a keen, broad understanding of schools and their problems. Patience, sympathy, and humour combined to make her a helpful friend to both teachers and students. With her hus¬ band, we mourn the loss of a noble woman.

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4 THE KENCOLL 1941 ..........mm.........timilli EDITORIAL VOL. Ill — KENCOLL — 1941. Published By the Students of the Kennedy Collegiate Institute Windsor, Ontario Price 25c per copy IMPORTANCE OF EDUCATION Percy P. McCallum When a number of elements are brought to¬ gether under favorable conditions, each one yields certain constituents, thus forming a compound. This axiom applies as well to society as to the natural sciences and is more noticeable as civil¬ ization advances. Every life wields an influence and in so doing helps to mould our civilization. Every new invention or discovery brings before us new problems which must be solved. With this fact in view is it any wonder that conditions are steadily being changed? Considering the forces that are continually being brought to bear on our lives and deeds, is it surprising that the declining generation looks with wonder and sometimes doubt upon our works? Men are governed by ambition to accomplish great projects and to form those projects into definite designs and oftentimes, in their passion for honor or gain, lose sight of the public good. The Canadian people early recognized the fact that intellectual enlightenment can do more to protect our nation than all the armament in the world. Looking about us, we behold countries utterly gone to ruin because of the absence of that high type of civilization so pre-eminent in our native land. This should have, and has, aroused among us an intense interest in educa¬ tion. Under the Canadian system, education has flourished. The students of yesterday—the men and women of today—often envy us the educa¬ tional advantages which we enjoy. And so shall we, the students of today, envy those of tomor¬ row. It seems indeed incredible to us that our fathers should have had opportunities so far in¬ ferior to our own. Yet such has been the case. The secondary school is now being looked to with more appreciation than ever before. It used to be said “As our college boy goes, so goes our nation,” but now it is said “As our secondary school boy and girl goes, so goes our nation.” It is in this study stage of learning that plans are formed for the future. It is here that the courses of industry and achievement which we expect to follow are thoroughly surveyed. When Tillotson asks, “Is he a prudent man as to his temporal estate, who lays designs only for a day, without prospect to the remaining part of his life?” we promptly answer “he is not.” But we can look farther than a mere temporality and consider what influence our lives shall wield on those who are to come. Surely there cannot be a more important period in our lives than this. The educated young man of today has every reason to thank the stars under which he was born. Behind him is the teaching of the civilized world—the poetry and art of Greece, the laws and the institutions of Rome, the growth of Christianity, of invention, science, art, poetry and philosophy. Behind him is the history of the Anglo-Saxon race, its courage and deeds of valor, its profound earnestness and stern ideals. Around him lies a new land of promise with its people of pride, energy, intelligence, and high enthusiasm. Before him lies the development of a great and unique civilization, a wonder of ma¬ terial progress, a rare growth of poetic power and a free spirit under a new fostering of conditions. Before the youth of this state is the possibility of success in any pursuit, of rise to influence, of contribution to the formative period of a new commonwealth. There is every inducement to be courageous, energetic, and ideal men. Those who made our history are rapidly passing away and the rising generation must take up the re¬ sponsibility. The educated young man of today is the heir of all the ages. All that science, art, literature, philosophy and civilization have achieved is his. All that thought has realized through ages of slow progress, all that has been learned through the mistakes made in the dim light of the dawn of human history, lie may rea¬ lize by the process of individual education. Those who aim at medicine, theology, law or teaching, who aim at the best development of their powers, need all the education they can gain before they enter upon independent labor. All need a broad foundation of general knowledge and skill. Our grandfathers got along with the grammar school, the academy, and the apprentice system. V e need the secondary school, the col¬ lege, the university and the professional school. Some men go into the field of labour without map, implements, or skill and then wonder why they do not succeed. Only trained minds can succeed in the modern world.