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Page 33 text:
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iRemembrancee; AMONG our earlier remembrances of our school days here are those of our tr3ing experiences in adjusting ourselves to our new surroundings, — to the school customs, particularly the little points of etiquette as to njaking engagements, getting up cases, going walking with a friend, and when it is time to treat. A few girls are still a little hazy on this last point, and often rise to the occasion with the inspir- ing suggestion of having a Dutch treat. Most of the other things, however, were learned more successfully during the first year, a few of them particularly well. I think Lois Leonard should have some new and original ideas to add to the science of making friends, (shall we call it. ' ) judging by her success in this line. We were proud at the end of the year at the amount of knowledge we had gained, not only in the class- room, but also from everything with which we had come in contact and from every experience during the time. The second and third years are remembered as the time during which we discovered how little we had really learned about anything, and how much there was yet to be learned. It even began to dawn on us that there were a few things, possibly, ■which we should never know. Otherwise, we seem merely to have followed the regular routine of recitations, tests, and tickets, though a few did consider the Senior A Arithmetic examination their Waterloo. But of all our experiences, those which mean most to us now, and will in after years, are those of our last and Senior term from September 5, 1906, to January 29, 1907. This fall we came back almost a week earlier than usual in order to get our work assigned and schedules made for teaching. Few of us have forgotten how weighty a matter it was at the time, and how nothing less important than the training school could have taken that last week of our vacation. The first few days of our return we haunted the training school halls, and gazed with many misgivings at the bulletin board to see what work was assigned to us, — what subjects and in what grade, — for most of us knew what subjects we should prefer to teach, and also, those which we should prefer tiot to teach. When the work was assigned, however, most of the girls were pleased, only one or two let the supervisors know what they so earnestly desired not to have. About these, of course, it was decided, Why, that ' s the very thing she needs. How we dreaded that first lesson in the training school ! We tried to plan every little detail so that there could not possibly be any hitch. A few of us had observers that day, however, which is never likely to give better control of the wits ; others finished all of the lesson planned many minutes before the end of the period, and, as there was nothing to review, they were slightly at a loss for a way to keep the children 19
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Page 34 text:
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interested ; and some came across little details for which they had failed to plan ; a few, however, were delighted with their first lesson and enthusiastically exclaimed that they believed that they were born teachers. We were also concerned on that first day about the impression which we were going to make on the children. We made ourselves as attractive looking as possible, and went down with the hope that the children would like us, and bring us flowers. We could not help looking a little enviously at Theodosia De Baum, Page Pierce and Daisy Chapman, with their beautiful roses, they being the first to win their pupil ' s affection to that extent. Another source of much concern, of many tears, more good resolutions, but most often of encouragement, was the frequent criticism. We took out our criticism books two or three times after every lesson, and if there were a criticism, we repeated ' it faithfully to everyone we saw — they rejoiced or sorrowed with us as was appropriate. We are somewhat prone to think, though, that a criticism must always be adverse. One girl came running in great excitement to a crowd of us one day and said, Oh ! Let me tell you. Mr. Bidgood said that the amount of history which those young- sters know is phenomenal. That isn ' t anything bad, is it ? Early in the year we called our first class meeting at which we chose as president, Mary Schofield, and as vice-president, Virgie Stubblefield. That this was a wise choice was afterwards confirmed by the faculty in awarding Mary the first honor, that of being valedictorian, and to Virgie the second honor, that of being salutatorian. Other phases of school life, too, have had a share in our time and attention. Many of our girls have been prominent in the Literary work of the school, a number having done faithful work in their Literary Societies. Eleanor Wiatt and Leonora Ryland deserve special mention because of their ability in argument. Eleanor in the debate between the Literary Societies in the fall reflected credit upon herself, her society, and her class. The Literary work of several of the girls has helped to sustain the Annual and The Guidon, that of Myrtle Houpt and Mary Schofield being especially worthy of comment. The literary efforts of Pauline Reynolds, Lutie Clark, and Belle Shorter, however, have all been sent away, we understand, and it has puzzled us, as none of their manuscripts have been returned, to know why they have never been published. A few of us have been successful in athletics. Eleanor Wiatt won many enthusias- tic cheers while playing on the champion basket ball team of year before last, and the second team of last year. Among our best tennis players are Ruth Cobb, Vivian Boisseau and Margaret Palmer. We understand, too, that Vivian sometimes plays love games in the court on the hill. Lois Gillespie has shown her proficiency in this line by the masterly way in which she taught gymnastics. Lois Leonard has saved the class reputation in music, for though a few of us are members of the Glee Club and a few others play well on the piano, Lois is our 20
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