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

Page 11 text:

STUDENT PARLIAMENT Front: M. Harrison, G. Smith, E. Polachok, D. Hern, M. Mollicone. Center: H. Millitz, G, Witherden, Mr. Biehl, W. Price, C. Ball, B. Power, J. Murphy, Mr. Hyde, R. Norris. Back: R. McRae, T. Carless, N. Wilson, D. Young, J. Koop, E. Shaver, R. Corry, P Shively, R. Brown, G. Sass, C. Brown, J. Kennedy, L. Eady. We are entering a noble and enriching profession, it is one that seeks to broaden our experiences. The numerous problems that we will meet in our complex society will be a challenge to all of us. Only through persistent and purposive efforts, combined with methods and knowledge we have learned, shall our objectives be reached. Our task shall not be light. It shall demand continued and difficult work, kindness, praise and love — but above all under- standing. Joseph Murphy, Prime Minister, Student Parliament 7

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To the Graduating Students of the Class of ' 62: Within the next few months the majority of the members of this class will have taken their places as educators in various communities. The parents of your pupils will have a perfect right to expect you to be able to discuss education in an intelligent manner. What does the term ' education ' mean to you? What abilities do you think an educated person should possess? Philosophers from ancient times to the present day have advanced vastly different answers to these questions. Three of those most frequently quoted are Socrates, Plato and Aristotle. Each had his definite idea of what the aims of education should be and they are not exactly in accord. The main interest of the teaching of Socrates was the moral interest. He refused to accept any belief or practice because it had the support of custom. To him ' man was the measure of all things. ' He set forth the maxim ' Know thyself as the all-sufficient summary of the aims of education. Plato held that the chief aim of education was to prepare each individual to take his proper place in the society of which he must necessarily be a part. Aristotle believed that the chief aim of education should be the development of virtue. Ethics played a large part in his thinking. Education should make possible what he chose to call the good life. It seems to me that if the aims of these three philosophers were combined the result would be a type of education which could very well satisfy the needs of to-day. If one could bring a background of relevant knowledge to bear upon a prob- lem, could assemble pertinent data, recognize relationships and properly assess the values involved and then arrive at a sound judgement, I would regard that person as one who might rightfully be called ' educated. ' L. B. Hyde 6

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CLERGYMEN INSTRUCTING IN RELIGIOUS EDUCATION Front: Rev. A. E. Eustace, G. Brown, J. Fleck, R. Graveline, J. T. AA. Swan, G. J. Zimney, Bock: Rev. A. E. A. Ongley, H. Snell, J. Nichols, D. W. John- son, W. Mather, B. Guy, G. D. Darling. Front: Rev. G. A. Gordier, C. F. Waite, E. A. Currey, C. McManus, K. J. Conyard, F. Peake. Back: Rev. W. C. Parrott, R. B. Cumming, J. G. O ' Flaherty A. E. Duffield, R. J. Berryman. 8