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Page 15 text:
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NORMAL SCHOOL LONDON ONTARIO] Editor ' s Note V ' HE Normal School Year 1930-31 has run its course. We the students of this institution have arrived at the final stage in our Normal metamorphosis. Now as full-fledged teachers we are about to depart from the protective shelter afforded by the London Normal School. How we have looked forward to this eventful period in our lives ! Many times have we expressed in terms of hopeful expectation our aspir- ations and desires for the glorious consummation of our Normal careers. But now, when we are realizing our temporary ambitions ; when we are experiencing the glorious sensation associated with the reverberating echoes of school out we pause in our exit. Time so ephemeral, yet so constant has aroused our consternation. We scarcely realize that the end has come. As we reflect, we see a radiant beacon illuminating all the precious moments, the pleasurable associations, and especially the kindly instruction. Of vital importance has been the work of our instructors. They have sacrificed abundantly, time and energy, in an endeavour to prepare us for a richer, fuller life. They have exemplified the lasting value of friendship, interest and generosity toward one ' s fellows. And then, there was an informal educational factor at work among us. We think of the inspiration which has come from the broad scholarship of the masters. We think of the sympathetic attitude of the critic teachers. We think of the broadening effect of contact with fellow students — all entered in the same race, and heading toward the same goal. We cherish the remembrance of the teams earnestly upholding the Normal standard. We review the literary and social enterprises : when first we heard with trepidation the sound of our voices from the platform ; when with faltering steps we first attempted to master the intricacies of the light fantastic. Then we appreciated the good understanding of friends. But what have we derived from our year ? Within the brief period of nine months, characters have been moulded ; dispositions have been brightened ; temperaments have been modified. A prodigious accomplishment. May this year book be instumental in embellishing our recollections with happy incidents outgrowing from our year ' s experience. To all those who assisted in its preparation I offer grateful acknowl- edgment. Nelson J. Johnson, Editor.
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Page 16 text:
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EDITORIAL Lighting Candles The time has come, the Walrus said, To talh of many things — Of shoes and ships and sealing wax And cabbages and Rings ' ' Shall we begin with kings, and talk about teachers and the great- ness of their calling? There is nothing under heaven greater than the teacher is a Chinese saying. Remembering Ruskin ' s definition of edu- cation as leading human souls to what is best, making what is best of them, one must agree with the Chinese. Here is Dr. Henry van Dyke ' s tribute to the teacher. I sing the praise of the Unknown Teacher. Great generals win campaigns but it is the Unknown Soldier who wins the war. Famous educators plan new systems of pedagogy, but it is the Unknown Teacher who guides the young. He awakens the sleeping spirits and lights many candles which in later years will shine back to cheer him. This is his reward. The greatness of the teacher ' s task challenges him to meet it in a great way. Let the teacher say to himself: Let me not be like sparklers which give forth brilliant flashes of fire for a brief moment and then are but stiff bits of crusted wire: let me rather be like the fire in the temple of Vesta; let me maintain the spiritual glow; let my zeal never flag. There is no pursuit which demands a larger store of glowing enthusiasm to carry it through to success than does teaching. The teacher must not only teach but inspire, and to inspire others he must himself be inspired. The magnitude of the opportunity afforded the young teacher is not easily realized. The returns for the encouraging word, the understand- ing and sympathetic attitude, and the teacher ' s own example ( for the life of the teacher is the life of his teaching ) may be less tangible than the reward of the worker in the business and financial world, but the satisfaction of far-reaching results is intensely real. To light candles is the teacher ' s task and privilege, — candles which will later shine with various degrees of brilliancy on the social, physical, mental and spiritual programmes of life. To light candles efficiently the young teacher has the responsibility of broadening his knowledge of life. This broadening, educating process comes about in two ways, first, by intelligent, open-minded contact with people day by day, and second, by contact with even greater minds and lives through books, both of utmost importance and open to all of us wher- ever we live, whether east or west, whether in city or country. May we be impelled to enrich our lives and seek not for tasks equal to our powers, but for powers equal to our tasks. Thus shall the fire be kept burning to kindle the flame of the candle in young lives which our own shall touch. Marjorie Butterley.
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