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Page 7 text:
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Religious Education The following men kindly instructed us in Religious Education: REV. G. W. BIRTCH REV. F. T. DARNELL REV. J. FLECK REV. F. H. JOBLIN REV. D. D. JANES DR. A. MacQUEEN DR. G. W. MOORE FATHER O ' FLAHERTY London Teachers ' College Graduating Class of 1954 o N behalf of the Ministers and Priests who give religious instruction at the London Teachers ' College, I offer sincere congratulations to the graduating class of 1954 on the successful completion of your course of studies. You are entering a noble profession and we heartily recommend that you endeavour to maintain its lofty standards of service in the communities where you will be called upon to teach. We realize that the teachers of our land, together with the home and the Church, have a tremendous responsibility in guiding the rising generation in the proper appreciation of the ideals and practical benefits of our Christian and Democratic way of life. Our very best wishes go with you as you go out to labour in your chosen profession. Yours very sincereiy, GEORGE W. MOORE.
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Page 6 text:
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A Message to the Class of ' 54 By F. C. BIEHL, Principal. It happened a quarter of a century ago. It was the kind of warm June evening when you can feel each blade of grass under your feet stretching to make an extra inch ' s growth in the last two hours of sun. Around the one-room schoolhouse there was an orderly milling of some eighty young men and women, all of them looking very earnest and very tense. I was one of the eighty. A school board needed a teacher; they would meet applicants at this appointed time. Most of us had trudged five miles into rural Ontario for the inter- view. My turn came. It was brief. How much do you want? . . . Too much! Next applicant. Things have changed. To-day I sometimes wonder which of the two parties to the interview interviews whom. Nor does anyone wish to return to those bad old days when, if teachers were to teach at all, they were forced to cut each other ' s throats. To-day ' s conditions, however, also have their dangers. One of them is that we think that it is our own unique virtues, rather than the blind operation of economic forces, that is responsible for the exciting and flattering bidding for our services that prevails. Devoted men and women have for half a century tried to build up a professional standard among teachers. A feeling like that I have described could send us back to where we were only semi-skilled labour. Suppose, then, that we start out on our career saying something like this: Five years from now I am still going to be sought after. But this seeking will not be just the result of a boom economy and a rising birth rate. It will be because I as a teacher have something to give. It will be because children, after a year with me, have made a full year ' s progress in skills and knowledge, have had a full year of challenge and fulfilment, a full year of growth in responsibility.
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