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Page 4 text:
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191611911 TRUSTEES H. C. Butterfield, Esq., Chairman H. C. E. Masters, Esq. D. C. Selley, Esq. F. J. Gosling, Esq., M.B.E. C. T. M. CoIIis, Esq. Dr. D. E. Campbell H. C. D. Cox, Esq. N. B. Dill, Jr., Esq.
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Page 5 text:
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HEADMASTERS NOTE: I The fundamental challenge to all private schools is the maintainance of both standards and numbers. A fall in either produces disaster in the other; the process may be delayed, but it is certain. Not only have we avoided this pitfall but a steady improvement can be measured and proved by the external results over the last few years and especially by those recorded in this Yearbook. It is now a fact that boys remaining at Saltus enter universities of at least as equal calibre as those who go abroad-, sometimes even a year earlier or with Advanced Placement. The reasons? There must be many, of course, but two important ones perhaps not sufficiently recognised are a growing tradition of willingness among the students and a very good team of teachers who, from first year at Cavendish to Senior Year, combine a professional classroom competence with individual and personal concern for their pupils. . ' . . , ■ j . So we have some cause for pride. The danger is that the pride may close our minds to to other important possibilities. There are questions that we ought to ask. How much do we do for our boys who are not college-bound? Granted that boys who find themselves about the middle of the class rank these days would have been very near I the top a decade ago, it follows that many near the bottom would have been much more I respectibly placed then. Most of our ' bottom half boys are in the top quarter as far as I- Bermuda ranking goes. Anyway, not being academic means no more than not being i -academic; experience shows, thank goodness, that it has little to do with future success, I in the widest sense. It is probable that the ranks of the non college-bound contain I as many who could make valuable contributions to future society, but how far do I most Saltus attitudes show that we believe this? How good is our career service, I relying as it does on a few personal contacts and odd telephone calls to and I from the Headmaster? How sound and well developed are our relations with the city and the real world? , And what about our attitude to things pastoral, to training for citizenship? ; Have we determined to what extent a school, especially a day school, can I operate in this area and, even if it can, should it want to? W tend to rely I on . ' time-honoured ' approaches, on the importance of example, the need for I obedience, a firm hand if necessary and the help of a good home. It seems I to work, on- the whole; being time-honoured doesn ' t make it wrong, and it certainly requires a great deal more time and worry than the previous sentence suggests. But what of the odd, difficult case? Should we be more articulate, more aggressive in the teaching of attitudes, even at the expense of academic periods? . There seem to be three possibles today. A reliance on a general reverence for human life and dignity, which is vague and can be used to support both sides of almost any question. A teaching of the usefulness of obeying the conventions on the basis that conformity brings future success and happiness, which seems to me positively evil. And behaviour based on the rules of a definite ethic, which seems to me correct but which J must admit becomes, in my hands and in a non- , denominational school, often hopelessly watered down. What schoolmaster hasn ' t made use of all three, as time and convenience demanded? How much is Saltus doing to fight inaccuracy of thought and expression? Is it enough to plead that the disease is universal, that Saltus has not sunk as low as some, and that the problem is even more acute in Berrhuda than elsewhere, because the level of public utterance is lower even than those of the U.S. and the U.K. and malapropisms are reverenced here as knocked-down arguments. In fact, we are at least aware of all this; the number of English lessons is increasing and we are at work encouraging reading. But, meanwhile, how accurate is our own thought and expression? How correct is the language of pedagoguy? Do we insist enough on correctly articulated answers? Or, if we do, do we rule ourselves completely out of court as pedants. A teacher (or a parent) can hold so consistently to that which is good that he is not listened to; he can also be so ready to show himself to be ' with it ' tnat he is not worth listening to; it is not an easy tightrope. I suppose it is a sign of grace that we do worry about these things, and others, far more than appears in Yearbooks and on Speech Days. What of the questions that we are not sensitive enough to ask? Headmaster
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