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Page 9 text:
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I 'i 1 it.. .1 wi ' iff avg, ra 'V . X ai 563 f .-raail.. 1 , , r - s .fa-,sf vw.--:as i , gpg. -':wQ.Q,:.-waz Q , Wg, ,M,Wjsw' -. gfn , .A 5 a, as ., i f QL? When those whose pictures fill these pages read these lines, whether in the spring of '71 or at some later time, they will be under the spell of one consuming thought: the seeming brevity of the year at teachers' college. Here are the photographs of many persons one would wish to have known betterg the pressure of responsibilities and the relentless march of the days prevented our getting to know many people at all. We on the staff feel this sense of missed opportunity and estrangement with a keenness every spring. We cherish the many friendships we have made among the students. We regret that there was not time for more to ripen. Two profound commitments are made by a teacher when he enters the profession and are renewed throughout his career. He gives his devotion to his pupils as individuals and he gives his devotion to man's unending search for truth . Sometimes there is unavoidable conflict between these concerns and one must temporarily be sub- ordinated to the other. This year at North Bay Teachers' College we have had to emphasize the latter of the two. This concentration upon the matter of education has been necessitated by the accelerated evolutionary spurt which education is undergoing today in response to a rapidly evolving and altering society. In our year at Teachers' College we are grateful to our associate teachers, members of the clergy, the stu- dents' council and other student leaders. It is our firm hope that collectively we have illuminated principles which will assist you, the graduates, in working successfully with boys and girls in the new era which is dawning. You have worked hard in your year at college and many of you have been an inspiration to us. May you find joy, friendship and love in your careers and lives! A. I. Johnson Acting Principal. l 3
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Page 10 text:
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Wise- 'a As teachers' college graduates of 1971 you are about to embark on a career of teaching Canada's future statesmen, research scientists, diplomats, industrial tycoons, distinguished authors, celebrities of the entertain- ment world, explorers, inventors, professors, physicians, and the whole gamut of leaders who direct and inspire the rest of the nation. Each of these in his childhood sits before a teacher and learns of him. Just as surely you are about to embark on a career of teaching Canada's future murderers, swindlers, skid row bums, perverts, thieves, and what H.G. Wells calls the whole floating population of cheats, sharpers, gamblers and parasites who make life more difficult and expensive for the rest of us. In some cases you can guess into which category a pupil will eventually fall, but in the main you cannot know their futures. If you did, you would worry yourself sick about the poor ones and get an inferiority complex about the good ones. Nevertheless, it should occur to a thoughtful member of the graduating class that he is not without influence in determining all those futures. Along with the pupil's parents, friends, social environment, and religious mentors he shares the responsibility for that child's development. Since we remember our old teachers not for the lessons they taught us but for the sort of people they were, it follows that the influence upon the child is that of example more than of precept. Children have some sort of built-in radar which detects in the first few minutes whether you are worth their trusting or not. Making yourself deserving of that trust is the biggest step you can take towards becoming a great teacher. Best wishes to you for a long and successful career in the teaching profession. Melvin I. Curtis Vice- Principal
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