Pickering College - Voyageur Yearbook (Newmarket, Ontario Canada)

Page 33 text:

THE VOYAGEUR 29 t Comments On The Pickering Plan of Education By Taylor Station In reply to a query as to why he did not drink milk, one of the boys said, I did like it until mother got the idea that I should drink six glasses a day, and tried to force me to take it. That seemed to turn me against it, and I have never liked it since. While talking with a school teacher tnot a Pickering College Mastery about a problem boy, he excitedly hammered his fist into his hand and ex- claimed, I'll make that fellow get his Latin or know the reason why.'l You can lead a horse to water, but you cannot make him drink. You can put a man in penitentiary, but you cannot make him penitent. You can force a boy to practice music, but you cannot force him to be a musician. You can place a boy in an educational institution, but you cannot force him to become educated. The old fear-force method of making a child do what his elders desired, failed to the extent in which it did not create an intrinsic desire for the thing itself on the part of the child. If he conformed either through fear or because of -external reward he was certain to have a warped attitude. You cannot force a boy to take an interest in his school work any more than you can force him to become interested in some particular young lady whom his mother has picked out for him. The opinions and desires of his parents and friends may carry some weight, but if the object is to succeed in arousing any enthusiastic attention, it must be attractive to him. The head master and staff at Pickering College are trying to create in the boys a desire for an education. Their conception of the term education implies not merely the ability to pass the matriculation examinatioin, but it includes an adequate adjustment to life situations and the stimulation of an appreciation for the finer and more beautiful things in life. Too many boys are just drifting. They have no goal. Little wonder they do not enthuse about an education. They have no objective toward which to work. At Pickering College an effort is being made to get every boy to give some serious thought to the choice of his vocation. This has helped to create that desire for an education. We are most interested in the things that belong to us. Possession creates concern. VVhen we feel that we have a stake in an enterprise we are apt to enthuse about it. Through the cooperative government features at Pickering College, the boys know that they are sharing with the masters in the conduct of the school. They realize that in no small measure they are responsible for its success. They know that success can be achieved only through each boy showing that personal improvement in the class room and on the campus that will better fit him for life. The welfare of the school depends upon their in- dividual effort. Few boys can live in this atmosphere without soon catching the spirit of doing one 's best for the school. But the greatest incentive at Pickering College comes from the close, sympathetic relationship between the masters and the boys. This is genuine. The headmaster can be a boy with boys. He does not have to force himself to their level. He enjoys it. He is just as natural when stretched out on the

Page 32 text:

28 THE VOYAGEUR junction with a large farm and Well equipped craftshop could be obtained. It planned a Canadian education encouraging manual hobbies and pastimes. . Thus Pickering College is re-opened, confident in the fact that there is a still further contribution that it can make to the cause of education in this province. We feel certain that, under the competent direction of the Trustees, Mr. A. S. Rogers, and our capable and efficient Headmaster, Mr. Joseph Mc- Culley, the school will send out men, not only of outstanding character and Wide academic knowledge, but men who will be well known for their honourable Work and a real credit to the school. LLOYD BELL. Meditation Sun.set. Another dag is ended, This our second dag of Spring. A great flaming ball of fire Sinking outof sight Behind the distant clear-cut hills. A blue abyss above And two thin quivering clouds Suspended in the heavens Beautiful in their blue-violet colouring. Down below faint ruddy tints On the peaceful pond, lllhich is still barren with 'winter-waste, But beautiful in a peculiar way W ith the last rags of the sun. And now it is gone. Along the line of western hills Only a red glow remains. Silence reigns Save for the twittering of a bird Bidding farewell to the departed dag. And from a distant farm The mournful howl of a dog Baging the rising vnoon. Darkness settles over the earth. Night has come.

Page 34 text:

30 THE VOYAGEUR rugs, surrounded by a dozen older boys, listening to Schubert 's Vnfinished Sym- phony as he is in the class room. He demands no demonstration of respect because of his position in the school, but he gets an unswerving loyalty and a true devotion because the boys like to be with him. They enjoy his comradeship. This attitude toward the headmaster is reflected throughout the school. There is no such a thing as fear of a master but there is ample evidence of mutual confidence and understanding. Faith in the best in every boy, and an expectancy that he is going to succeed, kindles a determination to live up to a high standard. So many boys have been brought up in homes where their shortcomings and weaknesses have been so often referred to that they occupy an undue place in their thinking. Too many boys come to the school with feeling of inferiority that inhibit any real achievement. In many cases we have succeeded in these negative, depressing attitudes, in substituting a feeling of hope which has grown into a firm belief in the possession of powers which make for success. Social adjustment, learning to live happily with others, is an important element .in a boy 's education. Many hours have been spent with individual boys who needed special help in adjusting themselves to social contacts. The act of living harmoniously in this increasingly complex civilization should receive more consideration than it has in the past. It is surprising how quickly some boys will adjust themselves when they discover the reasons for their unpopu- larity, in their prejudices and biased emotional attitudes, while one hundred per cent efficiency cannot be claimed as we have not wholly succeeded with every boy, yet with very few exceptions, considerable improvement has been registered. Boys entered Pickering College last September who were thoroughly fed up with school. They had been in trouble at home, mother was nagging, father was threatening, the teachers had lost faith in them, they were wasting time and forming habits of laziness and self indulgence. These same boys today are enthusiastically working for the June examinations, fired with an ambition to succeed. They are loud in their praises of Pickering. Their parents marvel at the change that has taken place. The secret is that the Pickering staff is giving its attention to the discovery of the best methods of creating within the boys an interest in and a desire for an education, which is, after all, the only way that real education can ever be achieved. lVe will never bring disgrace to this, our city, by any act of dishonesty or cowardice, nor ever desert our suffering comrades in the ranks. VVe will fight for the ideals and sacred things of the city, both alone and with manyg we will revere and obey the city's laws and do our best to incite' a like respect and reverence in those above us who are prone to annul or set them at naught, we will strive unceasingly to quicken the public 's sense of civic duty. Thus in all these ways we will transmit this city not only not less but greater, better and more beautiful than it was transmitted to us. The above quotation is the promise made by the Athenian youth on being received into full citizenship and is one of the finest expressions of community living that the ages have produced. It occupies a prominent place on a front panel in our Assembly Hall.