London Normal School - Spectrum Yearbook (London, Ontario Canada)

Page 15 text:

EDITORIALS Success The surest way not to fail is to determine to succeed. — Sheridan. EFORE jumping into the future, let us see if the past year has been a success. How can we discover this? It is logical to measure success by our accomplishments in academic and social fields, but those accomplishments grew only in keeping with what we put into them. While success is apparently measured by tangible results, the true criteria are our own efforts and strength of character. Therefore, we have had a successful year at Normal in the social sphere, only as we have attended the social functions such as skating parties, that famous tobogganing party, the At Home and the school games, keeping in mind the words of Horace — He has carried every point who has mingled the useful with the agree- able. We have had a successful year in the academic sphere only in so far as we have made the work our interest and our problem and have accepted the teacher as a helper, not as a task master. None of us is content with the thought of no further advance- ment. Even though we will not publicly admit it, we all cherish a secret desire to make our names famous; in fact, there are few men who have not had this ambition, but there are relatively few who have been willing to abide by the age-old truth that only As ye sow, so shall ye reap. At the end of our Normal year, let us not sit and wait for our ship to come in, but remember that — Your ship can never come sailing home. If it never has gone to sea. Page Thirteen

Page 14 text:

NORMAL SCHOOL LONDON ONTARIO YEAR BOOK EDITORIAL STAFF Standing-C. Deakin, Advertising; G Sells, Biographies; M. Maitland, Biograph.es; M. Fitch, Poetry; H. Cowden, Business Manager; M. Allison, School Activities; B. Hammond, Art; R. Dennis, Advertising. Si » ' 8-J E McEachr GMsV Athletics; M. Mc.ntyre, Boys ' Athletics; Mr. HoLd, Consulting Business Manager; E. Williams, Ed,tor.,n.Ch,ef, C. Phelps, Humor; D. Hudson, Poetry; N. Montgomery, Art; (Mr. Clarke, Consulting Editor).

Page 16 text:

NORMAL SCHOOL LONDON ONTARIO Editorial — Continued (7 HROUGHOUT Ontario, there are hundreds of schools, none of which are alike in every detail. Regulations from authori- ties may demand standard class-rooms and equipment, and regularity and punctuality of attendance. If that were all that were necessary, the ideal school might easily exi st. However, there is something that accounts for the differences in schools, something that regulations cannot create, that something which we call school-spirit. As the leader in the school, the teacher has much to do with the formation of this rather intangible requisite. Public School children have not yet acquired the executive ability to organize for social and educational advancement. They are in the plastic state, when the teacher influences, to a great extent, their choices and aims. Moreover, their ideals are found in persons, not in abstract qualities. For this reason, the teacher must lead them into the worthy life by example more than by precept. The first essential to vigorous school spirit is co-operation. For this, the teacher must formulate rules, and divide the school into classes, or working units. Co-operation for mutual good means the sacrifice to selfish ideals for social ideals that include the rights of others. Those who took part in the play know something of what it means to play as a company for mass effect. Active and progressive co-operation is the aggregate result of many units. Pride in the school, loyalty to classmates and teacher, keen participation in work and play, all help to weld the occupants into a united whole. Between teacher and pupils there must exist mutual under- standing and intelligent sympathy. The slightest sign of appro- bation from the teacher has set many a discouraged pupil on the quest for knowledge. If our lives were confined entirely to the doing of things we, like they, would be very narrow indeed. Most of our interests are acquired when we are young, and when our viewpoints are widening. The teacher should recognize this fact and strive to inspire interest of the pupils in every subject of the course. Is there anyone who will not go out with a new interest in History and History teaching as inspired by our worthy master? Is there an entrance girl who will not want to powder her nose, when she sees the teacher do so? Imitation of methods of working and habits of thinking will be evident from the first day in school. The comradeship of teacher and pupils should be cheerful, sym- pathetic, altruistic, and helpful Such co-operation makes the lives of all more enjoyable. The outgrowth of loyalty for an organisation is truth that will be carried into every path of life. Love, however, is greatest of all those qualities that go to build a true school-spirit. If the teacher does her best to foster and exemplify this social efficiency, her pupils will develop a love for their old comrade that is impossible when that person is a taskmaster. The teacher who loves her work and pupils will succeed whatever be her methods. In our ideal school of the near future, let us all try to develop a school-spirit such as we have at Normal School. Co-operation will then be spiritual and real rather than superficial. As a consequence, the problem of school management will rarelv occur. It is the duty and privilege of every teacher to build character that will mean better citizenship. Page Fourteen