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Page 6 text:
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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.
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Page 7 text:
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THE KENCOLL 1941 5 .....iifHitiiiiiiMiitiiiiiHiiiiiiiaioiiiHiiMiiMiiHMiMHHHiii ' iituiiimitHiMuaiHiitHMiiMiiiiiiiiimitiii MODERN WEAPONS By Mr. B. Brown Often we think that winning the war is a mat¬ ter of more guns, more ’planes, more tanks, more ships, more bombs; and we may feel that unless we are piling up those weapons, we are not doing our share toward winning the final victory. But. when we stop to think, we realize that there are other weapons just as necessary as those that deal out death and destruction. A successful army must have doctors, auditors, nurses, dieti¬ tians, typists, engineers, “padres,” translators, radio operators, secretaries, and dozens of other types of highly skilled “soldiers” from profes¬ sional or clerical occupations. So we are “drill¬ ing,” even if we are in the classroom rather than on the parade ground, and we are getting ready for active service when we study chemistry and shorthand just as surely as if we were doing a route march. Since this is the commercial department’s con¬ tribution we might go on to point out that the modern army can ' t get along without well-trained office workers. A regiment moves at the com¬ mand of a typed message, and the colonel reports to G.H.Q. from his well-equipped mobile office. Secretaries and typists are as necessary in an aeroplane factory as are riveters and machinists. An efficient stenographer may easily be worth more to a busy production engineer than twenty men in the shop. “This time we are all in the front line.” HIGH SCHOOL MAGIC Mr. A. F. S. Gilbert A student enters High School as a young boy or girl, and leaves it a young man or woman. What transpires in the five years is not noticed by the changling, but the parents and teachers note the wonders of adolescence. Can this young man be the same little fellow we knew five years ago? What happens during school life? It usually takes time for a freshman student to realize that a teacher is trying to think ahead for him. To him. too often the teacher is just a slave driver, trying to make him work. He objects to too much work, and some times clashes of minds occur. A teacher has a long-range view, a stu¬ dent, a more immediate one. A teacher sees the boy five years hence, the student knows today. He sees little purpose in attending High School until a few years have past and perhaps not even then. He does not altogether comprehend that he is building his future happiness. The present at times seems so unhappy. Why study this subject or that subject when it appears to have little realistic value? Why not drop the subjects that cause a little grief? Life is not made up of one round of pleasure. School life is real life, and students must learn to evaluate it. Your accomplishments in school life may have—in fact, they will have—a very great influence on your future life. If you de¬ velop proper work habits through school, you will keep them always, but if you persist in doing otherwise, it will likely be a story of trial and error for you, as life goes on, until it becomes im¬ printed in your mind that true accomplishment comes o nly from self-imposed hard work. Your teachers are your friends; they strive in every way to make you become successful. Your suc¬ cess is their pleasure. However much a teacher desires to see you become a success will not make you successful. Only one person has control of what you do in life, and that one person is your¬ self. YOU must write your own examinations— You are the only one who can do the studying— You are the only one who can live your own life. Your parents, your teachers and your other friends glory in your achievements, but they can¬ not achieve for you. Unless you realize that it is your own personal responsibility and effort that gets you through school successfully, and later through life, no amount of talking on the part of your friends can help you. They may advise,— you yourself are master of your destiny. As a ninth grader, visualize yourself as one of the students in Form V. As a Fifth former, visualize what you want to be five years hence, and then put forth every effort on your part to reach your goal. Your goal will change as the years go on, but having worked towards it will give you happiness, and the satisfaction of ac¬ complishment. MISS ESTELLE HEWSON Secretary of Red Cross May the twelfth is known throughout the Brit¬ ish Empire especially as RED CROSS DAY, it being the day of Florence Nightingale’s birth, and is celebrated in commemoration of her life and work, among the needy and suffering. Also on May 24th we celebrate Empire Day, when all Britishers again re-dedicate themselves to hon¬ our and service to their King and Country. With these two anniversaries in mind in this second year of the war our people are again asked are they doing everything within their own power to prepare to advance the highest interests of the Empire in both peacetime and war;—to cherish patriotism, practice discipline, subdue self, work for others and consider the poor and suffering. Especially among the thousands and thousands of Red Cross members this duty should be con¬ sidered before all other rights. We at least have the right to choose in what capacity we can serve our Country, and each and every one of us should analyze ourselves and ask “Are we doing as much as we can. 5 ' Money given is not enough in it¬ self.—those who can knit must keep on knitting the innumerable articles required for our armed forces and needy civilians. Those who can sew should offer to help with the hundreds of gar¬ ments being made daily to send to those English civilians who so gallantly are facing the nightly bombings and evacuations from their own homes without clothing or coverings. Even the most amateur person can make quilt tops, and sew strips for rugs. Materials are available on every
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