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

Page 17 text:

GEORGE G. ABELL 238 Harkness Street Sarnia He shoots! He scores! FREDERICK A. ALDRED Box 154 Glencoe Your attention, please. JOANNA M. ANDERSON R.R. 7 Parkhill Tall, dark and from Parkhill. JOYCE E. ARTHUR R.R. 2 Otterville The girl with the basketball air. JOAN D. BAILLIE Cargill Hardworking, earnest student. JOANNE E. BAIN Box 227 Thamesville Popular and good worker. DOUGLAS R. BARBER Alvinston I don ' t understand, Mr. Hyde. RICHARD D. ACTON 729 Talfourd Street Sarnia ' Come on — let ' s give out school spirit. DONALD G. AMES R.R. 4 South Woodslee A real artist. BETH ARISS 573 Campbell Avenue Windsor It couldn ' t matter less. ' JOHN C. AYEARST 28 William Street St. Thomas The weak-end kid. LORNA A. BAIGENT R.R. 3 Ingersoll Out of an orange-coloured sky. DOUGLAS R. BANKS 941 Dufferin Avenue London I beg to disagree. ERANCES E. BARKLEY 645 Grosvenor Street London ' Look out Sarnia — here I come.

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The Spectrum £cUto ial September, 1950, was the beginning of a new phase of life for all of us. We sat in assembly that first day, feeling strange and shy — a varied collection of young people from all parts of the province, representing many different levels of education, and a wide variety of backgrounds. Yet for all our differences, we had one thing in common: our objective. Complete strangers to one another, we kept our eyes on the row of Masters on the platform, the Masters whose purpose it was to help us to realize our ambition. In the space of nine short months, they were to try to blend us into a class of efficient teachers, ready to do our share in the education of Canada ' s young people. This was to be no easy task. Most of us were high school graduates with all the character- istics of bobby-soxers. A few of us came from Ontario ' s colleges, brimming with memories of college songs, football games, classroom lectures, and all the other highlights of college life. Our instructors were to teach us to view school life from a different perspective — the other side of the desk. Now, at the end of the year, as we compare ourselves with the gathering in the assembly on that first September day, we realize that we are beginning to change. Our own school days are becoming farther away. We are beginning to look at school from the teacher ' s point of view. We are no longer teen-agers, Arts men or co-eds, but members of a respected and honoured profession. Our year at Normal School has taught us our purpose. Our future is more than a career. At least eight thousand children in Ontario will be deeply influenced each year by the Class of ' 51. We must be prepared to teach more than the three R ' s; we shall need to teach also the three H ' s, the head, the hand and the heart, fitting the children in our care to make a success of their own individual lives by recognizing and making use of their own potentialities, and by making good citizens. We may never experience the thrill of having a future Newton or Milton among our pupils, but we shall have every year a group of children who need the guidance of a mature mind to help to establish themselves in our complex civilization. Our responsibility is a heavy one. How can we face the future with confidence of success? How can we prepare ourselves for the work that lies ahead? Has our brief experience at Normal School been sufficient to qualify us to help in the development of the characters of tomorrow ' s men and women? We would be foolish if we were to think for a moment that some magic wand touched us during our nine months here, transforming us from self-centered teen-agers into wise and under- standing teachers. No — if we are to be successful in the profession we have chosen, we must realize that our education is far from complete; indeed it has hardly begun. Our pupils are in constant contact with us for a large part of their waking hours during the eight most impression- able years of their lives. They cannot help but be influenced by our personality, our character. We must advance a long way before we can call ourselves good teachers. We must add depth to our own minds by constant striving for new learning, obtaining at least a working knowledge in the field of the Arts, the Sciences, and Philosophy. We must develop a keen sense of observance of the happenings in the world around us. In addition to skill in teaching methods, we must aim for infinite patience, tact and good humour. These are the requirements of a good teacher. Education is more than a succession of lessons, both for us and our pupils; it is the develop- ment of the mind. When education ceases, the mind stops growing, and rigor mortis sets in. Perhaps a teacher, more than anyone else, should realize this. Wherever we go, whether we teach for a lifetime or for only a few years, time will impress upon us repeatedly the motto of the Normal Schools: ■ Docendo Discimus We learn by teaching.

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BEATRICE K. BEATTIE R.R. 1 Wilton Grove One of our quieter members. AUDREY BECKER Greenock Talkative, artistic, clever with her hands. MARGARET J. BECKER Dashwood From the home of the Dashwood sausage. MARGARET BLAIR 2240 Parkwood Avenue Windsor Mr. Roberts, I .... ANNA BRAUN 19 Elliot Street Leamington A good hard worker. AGNES M. BREEN R.R. 1 Fingal Thanks, Aggie. BARBARA J. A. BROWN 91 Windsor Avenue London What ' s a bare subject? MARY L. BROWN R.R. 1 Chatham Though small as a mouse, she wil never run from house to house. MARY E. BELL 613 S. Norah Street Fort William A gal from Fort William who made a wise choice. ARCHIE BLANDFORD 1190 Richmond Street London ' Anybody like a ride? BARBARA BRAZILL 51 Oakwood Avenue Toronto ' Here I come, Forest Hill! BARBARA J. BROOKS 278 Dundas Street Woodstock Is she ever sharp! DONNA M. BROOKS Springfield Quiet and conservative. CARL BUTCHER Drum bo ' You cannot correlate English and Composition.