Saltus Grammar School - Yearbook (Hamilton, Bermuda)

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26 THE CADET CORPS REPORT The Cadet Corps suffered a few minor set-backs in the year 1964 - 1965, but these were overcome with little trouble. The Certificate A examinations, which were taken during the Summer Term, were successfully passed by three Saltus boys. Waters gained Part One of this Certificate, and Masters and Gibson gained Part Two. The Annual Summer camp was divided into two sections. The first camp was attended by boys training for Certificate A Part One, and the second for those training for Part Two. Saltus boys were represented at both camps. During the Christmas Term, the Cadets improved tremendously, and thus the instructors embarked on a more interesting training programme. Unfortunately, this was interrupted by local labour troubles in the early part of this year. Later, when training was resumed, the instructor introduced a programme of communica- tions. This course was most interesting and informative. The Cadet Corps is an important part of our school life, therefore let us smarten up the appearance of our section and take an active interest in the various courses offered by the instructors. L C R. GIBSON.

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25 Mrs. Turkey Ross Hillen Mrs. Duck Ethan Taylor Chief Weasel Paul Barton Narrator Mark Andrew Stage Crew — Mike Hayward, Noel Coad and David Dodwell Plays Directed by Mr. T. C. D. Mulraine TOAD OF TOAD HALL — As Seen by ' The Prep ' We went to see a play that the Main School made up. Toad was haveing lunch wen he herd beepbeep. Then he went out to the car and thought that maybe the car wood start eazly. So Toad wound the car up and jumped into the car, and went speeding along the road. And then he got caught by a policeman and he called the policeman fat face and the policeman took Toad to the judge. And they argued for a very long time. And then at the very end the judge said to Toad you must stay in prison for twenty years. But the jailer ' s daughter loved him and she dressed him like a washerwoman and he escaped from prison and ran away. At last he got to rats house and there was Rat sharpening two swords and filling bullets in the two guns. Then Badgar came along and he was very happy to see him and mole was glad to see him to. But when Badgar saw the wet and muddy clothes he said to take them off at once. Then Mole told Toad that the weasels had taken over Toad hall then he told him that they had to take a secret passage that Toads father had made. The three friends made a victory. Toad got back his home and was welcomed back to Toad Hall. Extracts from accounts by David Simons, Henry Cox, Christopher Cooke, Ernest Morrison, James Harries — aged 7 yrs. f Toad of Toad Hall Casf

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27 LIBRARY The time for arguing the case for libraries in secondary education has passed. It must now be made more evident that a school library is not a book collection housed in o special room, but a piece of educationol equipment designed to further definite ends. It will not be sufficient to satisfy the immediate demands made by the curriculum or the child. Education is a continuous process, and the library work must be planned so that the child turns to the public library before losing contact with the school library. The school library has a great opportunity here. The public librories offer to all the accumulated wisdom of the ages, but few persons possess the techniques which would enable them to explore. Can a person claim to be truly educated if unable to use a library with confidence? It is a primary duty of a school to train its pupils for the proper use of the public library. The school library should be seen as only one very imp ortant section of the system. The home should, but often does not, supply the child with good books from the moment he is able to understand a story. The primary stage schools in conjunction with the children ' s libraries should amplify. But the greatest respon- sibility seems to rest on the secondary school, for it is at the end of this phase that most children will hove to continue the progression procticdly unaided. The library habit should be more firmly established than the cinema visit. At the age of sixteen the child is in on unhappy position. He feels too old for the children ' s library, and the majority of the books in the main library ore too adult. Therefore, if the child leaves school with a lasting regard for good literature to carry him over this adolescent period, and with the necessary skills to satisfy an enquiring mind, the school library will hove succeeded admirably. In reorganizing the library at this school the books have been aroused from their state of complete repose and anonymity. They have been classified, indexed and catalogued afresh, in accordance with the international Dewey system. They have been housed in subject sections and arranged to follow closely the pattern of the local Bermudion libraries. With the generous gifts made to the library by such unselfish benefactors as Mr. R. A. Ferguson, the stock has now been brought to the level where we might soy, with some degree of truth, that Saltus Grammar School is possessed of o library favourably to be compared with any in the island. But no matter how well organized a library may be, its value must finally be judged on the educational end it serves. The organization is only a means of achieving those ends. In formulating and implementing the aims of the library we must consider the immediate effects, and the ultimate benefits, which we hope to bestow on the child.