Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada)

 - Class of 1911

Page 1 of 40

 

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1911 Edition, Cover
Cover



Page 6, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collectionPage 7, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection
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Page 10, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collectionPage 11, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection
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Page 14, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collectionPage 15, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection
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Page 8, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collectionPage 9, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection
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Page 12, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collectionPage 13, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection
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Page 16, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collectionPage 17, 1911 Edition, Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection
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Text from Pages 1 - 40 of the 1911 volume:

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'13 .1 .11-' 5? x1h4 '1.x3Yif'T?fQx 4 f 1 THE CLASSIC C0400 Disc, go was HEEL: , .HEIEEL 215 2 S E .X 1- STRATFORD ' A The Sfkratfcmfcdl Nccmrminlall SCZFUIQDGDH 1911 but HWY Pqgggifdgbgzrigred P0 Box 2270 6301-2210 Fonwavne-'NA Uhr Svtraifnrh Nnrmal ,Svrhnnl Q- HE foremost question in the edu- cational World today is that of technical education. A technical commission, appointed by the Domin- ion Government, is at present gather- ing evidence in European countries preparatory to presenting a report on this question, Dr. Seath, Superin- tendent of Education for Ontario, visited Europe last year, and the Edu- cation Department published his valuable report on this subject. Chan- Diz. SILCOX Y Y , , cellor Mclxay of McMaster University has been appointed Principal of the Toronto Technical School within the past few weeks. The latest movement in this Province has been the appointment of Dr. Merchant as Director of Technical Edu- cation for Ontario. - These events mean that some remarkable educational changes will be made in Canada in the next ten years, and unless each in- dividual teacher of today keeps in close touch with these changes he yi ill either retard the wheels of educational progress or else, finding himself incapable of meeting the demands of new conditions, must retire for those who understand them and can adjust themselves to them. The leaders in educational thought seem to be guided in these recent developments by the principle that thought never arises un- less there is a necessity for the reconstruction of experience. The necessity for a reconstruction of experience can be felt only when real problems have to be met. These problems may be concerned with material things or with symbols or with purely abstract ideas. A Japanese parent placed his son of eight years on a book-case seven feet high and told him that he must get down without hurting himself. By this plan he set up a neces- sity for reconstruction of experience in dealing with material condi- tions. Surveyors find it necessary to use formulae in their calcula- tions. The discovery of these formulae is essentially a problem in- 2 The Classic June, 1911 yolving symbols. The Ontario Government expects Dr, Merchant to outline a satisfactory system of technical education for this Province. His problem is one that requires the examination of many ideas of his own and of other people. Our schools have not been providing the conditions which re- quire active thought. VVe have been content to learn what others have thought or are thinking, but such learning, if really a thought process at all, is of the most rudimentary kind. XVe must seek to present real problems for solution and the recent developments in technical education lead us to believe that a beginning in this direc- tion will soon be made. XVe need not wait until the new regulations are issued. We should supply the conditions that will produce sound thinking at once, and when the new order of things is established by law we shall be able to more than meet the requirements, and in addition feel that we have had some part in the improvements of conditions. The necessary development in technical education can scarcely be effected without good male teachers, and the present outlook should encourage young men to enter the teaching profession, with a view to subsequent advancement in this new line of educational work. Meantime let every teacher ask himself this question, daily,- How can I make my pupils feel the necessity for the reconstruction ol' their experience today and, as a result, secure real thinking? S. SILCOX, Principal. CIVICS. N terms of community life civic virtue is the aim of education. If one fails as a citizen nothing else can guarantee public service. Education for citizenship is a growth- Citizenship must gradually take shape from the experience of life, and it follows, therefore, that its political aspects which are most closely related to the voter, and which are finally determined by him, are very remote from children. And yet the science which deals with the civil administration of affairs of a country must have its roots in the simple experiences and relations of childhood. Every thing that adds to economy and efficiency in society and in the individual relates to good government and lies at the very foundation of civics. From this, it follows that the more opportuni- ties the school offers for the children to undertake a piece of work of real value, the more clearly the essentials of good government will appear to them and the more amenable to discipline they will be- come. Pupils are most difficult to control in those schools that pro- vide least for the individual physical activities of the children, and 3 The Classic June, 1911 are the most easy to control in those schools where a great variety of handwork abounds. VVhere manual training can give a class an opportunity to render a valuable service to the community, in a task which develops individual taste and ability, and engenders interest ir. the work of others, and respect for the achievement of others, it seems to be the greatest single influence towards sympathetic, responsible, active good citizenship. At present teachers are laying more and more stress upon constructive work of various types as an indirect means of civic control. The foundations for the study of civics are to be found in those constructive arts of adjustment, posi- tive in character, which are intended to promote the welfare of the individual and of society itself. Anything that is done in a community which affects the organi- zation and administration of its affairs has to do with civics- Good citizenship implies that the person is able to affect favorably the general good. This is true of the child as well as of the adult. The first interest of the child is in his home. The home is the unit of national life and the foundation of good citizenship. Upon the in- tegrity of the home everything depends. If the care of the home and its surroundings were placed largely in the hands of the children much would be done towards developing in them the proper civic. spirit. Many parents deprive their children of the best means of putting themselves into direct touch with civic life. One could scarcely estimate tl1e benefits that children derive from such experi- ences, especially if the parents are also taking a part in this work. The movement on the part of schools to enlist the interests of the children in home and school gardening is probably the best work in civics that has ever been undertaken for young people. If a child is thoroughly trained in the care of his home and his civic taste further developed at school, when the time comes for him to use his franchise he is apt to cast his ballot on the side of virtue in public life. Parents and teachers should direct their efforts towards build- ing up in the children civic ideals. These ideals will soon reveal themselves in the conduct of the children. The degree in which the pupil's conduct is modified is the best possible evidence of efficiency on the part of the teacher of civics. The true function of our pub- lic schools is to establish ideals and standards of action. Men act not as they think, but as they feel: and it is not the idea but the ideal that is important in civics. Although civics touches history most intimately, and depends upon it for the explanations of the use and development of civic privileges and functions, yet the subject should not be taught his- torically at first. The beginnings should be made by using the material nearest at hand. The material for illustrating the funda- mental facts of civics is abundant in every locality and easy of com- prehension. The sources of authority in its particular forms and the need of obedience to it, are all essential facts in civics and should be made the basis of the earliest oral teaching. The home life should be drawn upon freely for illustrations of tl1e need of govern- ment and of the rights and privileges of the individual, yet authority 4 The Classic June, 1911 varies so in different homes, that examples of home duties and privileges widely differing in character are sometimes confusing. But the authority of the school stands on middle ground between the peculiar authority of the home and that of the state, and may well serve as a basis of oral lessons which should begin in the first class. Pupils may be trained for the duties of citizenship by discipline in the performance of such social duties as fall to them during their school life. The control of the conduct of pupils often seems a disagreeable task, but it is so largely because it is not recognized as the teacher's greatest opportunity. An infraction of necessary school regulations is sometimes a piece of good fortune, for it gives the intelligent teacher a chance to show the offender the relation of his act to the interest of the school and to the rights of the other pupils. But the opportunity to inculcate the principles of altruism through sweet reasonableness is not the only valuable element in discipline. As the members of the community must learn the neces- sity of obedience to law and must become conscious of the value of firmness on the part of the government, itlis well that they be con- fronted with this fact, at the earliest moment, if not at home. cer- tainly in the school. The work done in Canadian history and in civics ought to be the most potent factor in the public schools in the training for citizen- ship. The schools should develop wide-awake, sturdy champions ol' civic and social virtues, who have an intelligent interest in present day issues, as well as in the events of the recent past. The teacher who combines this work in recent events and present-day problems with tl1e teaching of history and civics will help to produce citizens qualified to solve the social and political problems of our country- Our pupils in the public schools will be better citizens if their study of history has been enriched and vitalized by the study of living issues. Events in recent history would provide the best possible material for instruction in the industrial, social and political problems of Canada and the Empire. THE STUDENTS' MISSIONARY CONVENTION AT GUELPH. UR visit to Guelph not only afforded us a great deal of pleasure. but was valuable in giving us a wider view of missionary work in general. Nothing could have surpassed the kindness of the citi- zens in general in looking after the welfare of their guests, who. although they outnumbered all expectations, were one and all pro- vided for. Saturday evening the Paisley Street Methodist Church enter- tained us at tea, and the most striking thing noticeable about Strat- ford was the entire absence of a Xormal yell among the spirited peals of the College and lfniversity students. As we were unfortunate enough to be unable to attend the '-'iday sessions the meeting Saturday evening was the first that we had the pleasure of attending. Cpon reaching Xorfolk Street Metho- 5 The Classic June, 1911 dist Church we found some 300 or more students assembled and a general air of good fellowship prevailed. The speakers for the even- ing proved to be Mr. Robbins, returned missionary from the Philip- pine Islands, and Mr. Murray, missionary in China. .Both were eloquent speakers and as each was dealing with work perfectly familiar to himself, the addresses proved intensely interesting. The remarkable spread of Christianity in these heathen lands and the eagerness of the heathen to receive the Gospel were vividly portrayed. AL the close of this session, a meeting of the various delegations was called to discuss methods and means of organizing new mis- sion classes in the respective colleges and of awakening the interest of all in this most pressing need for the foreign,field. The dele- gation from Stratford, twelve in number, felt that there was a need for more classes of study and an increase in membership. It was also maintained that the interest displayed in our efforts by the members of the staff would go a great way towards facilitating our work. Sunday was filled to overflowing. At 9.45 a volunteer meeting was held, The speakers of the evening before outlined the steps that should be taken in order to offer oneself as a volunteer. At 11 a. m. the delegates dispersed to their various churches, and as- sembled in a mass meeting at 3 p. rn., at which various student volunteers told their reasons for volunteering to go to the foreign Held. The testimony of Miss Robinson, Toronto University, born in Japan and a volunteer was most interesting, but others were equally so. A question drawer was also held. In the evening we were once again permitted to hear Miss Kawai, the little Japanese lady who gave us so much pleasure while on her visit here, and her message was a most striking one. She pointed out the opportunities the American young men and women had and the great responsibility that rested upon their shoulders. Mr. Robbins followed and gave further experiences of his life in the far away Philippines. A farewell session of delegates was then held and all departed filled with new ideas and plans and quite prepared to carry them out to the best of their ability. Eight forty-five Monday morning found us speeding on our way to Stratford, after having what we considered a most enjoyable and profitable visit. Things without all remedy, Should be without regard: what's done is done. Nothing in his life Became him like the leaving it: he died, As one that had been studied in his death, To throw away the dearest thing he owed, As 'twere a careless trifie. 6 P The Classic June, 1911 VALEDICTORY. Like driftwood spars which meet and pass Upon the world's great ocean plain, So on the sea of life alas! Man meets man, meets and quits again. UH voyage on this sea brought. us to a port rich with those things which go to make life worth while. XYhatever our motives in taking this voyage may have been, while we have been anchored here, there has been instilled into our characters the true desire to elevate the teaching profession to the greatest height at- tainable. The supreme element in this process has been the strong characters who have been guiding our efforts towards the accom- plishment of this aim. It true we cannot see the end from the beginning, in no place has this proverbial statement. a truer interpretation than in a Normal School, which with its mnnerous avenues of study so bewildering in their multiplicity, leads on step by step to the development of teachers with improved methods, true aims and high ideals. Xiihat Arnold says is true, Man meets man, meets and quits again, but life cannot be quite the same after this meeting. So we know that as we leave Stratford Normal School there will go with us the iniiuence of the true and sterling character of our Prin- cipal, and of those affiliated with him who have each contributed in a unique manner to our development. In the Model School we have found teachers each strong in his or her individuality. Nor can two hundred and eight students associate for six months without leaving their imprint- upon the lives of one another. XYe have met here high types of culture and refinement, students whose bright optimistic nature has made our school atmosphere cheery ands wholesome, and those whose studious example has induced us to bend more earnestly to the end in view. Amid all this we have partaken of intellectual feasts, some of which have not been ex- celled in our previous experience, and we are grateful to the Depart- ment of Education for providing us with lectures which have been an unlift and a delight. A refreshing atmosphere has been created for us by the citizens of Stratford in their church and home life, thus developing the social element of our nature. Nor has this development been limited: under the supervision of the staff of this school, ideas aesthetic and social have been placed before us in the planning and conducting of our 'fAt Homes, which have been not only occasions of great en- joyment, but have also contained the element of education. The kind and generous hospitality, extended to us by Dr. and Mrs. Sil- cox, has proved an appropriate climax to all this pleasure. So our bark has been harbored in a healthful Zone and now we must hoist our sails and battle with the storm. But why has this port been endowed with such a wealth of opportunities? Is it that we may receive pleasure, a greater degree of culture, or a higher type of education? No, we are not the end in view, but 7 The Classic June, 1911 rather the means to the end which was the motive prompting the organization of this institution. To our country we are indebted and to our country we must contribute. It is the boys and girls of today who are to make the citizens of this fair Dominion, and it is our privilege to inculcate in the child life, a true foundation for education and the principles of a staunch Canadian citizenship. Already we find this Canada of ours a heterogeneous mass, and it will be the work of the public school teacher to weld it into a homogenous whole. 'We have learned to appreciate the correlation of the various branches of our course of study and to know something of their value: let us remain steadfast- to our educational doctrine and en- deavor to elevate such an ideal in others. This will require an effort, but the results will compensate for the sacrifice. Though we separate and our relations as teachers and students will cease, we go from here with a common aim to place a higher standard upon life's greatest things. XVhat is the grandest work of all? The work that comes every day, The Work that meets on every hand. ls the work which for us is truly grand And the love of work is our pay. XVhat is the grandest life of all? It is living day by day True to ourselves from dawn till night And the love of truth for our pay. VVhat is the grandest thing of all? ls it winning Heaven some day? No, and a thousand time No. 'Tis making this old world thrill and low YVith the sun of love: till each shall know Something of Heaven here below And God's lVell done for our pay. MABEL BAILEY, Valedictorian. CHARACTER AND ITS INFLUENCE. THERE is a structure which everybody is building, young and old, each one for himself--it is called character, and every act of life is a stone. If day by day we be careful to build our lives with pure, noble, upright deeds, at the end will stand a fair temple honored by God and man. But, as one leak will sink a ship, and one Haw break a chain, so one mean, dishonorable, untruthful act or word will forever leave its impress, and work its influence on our characters, and not only on our characters, but on the char- acters of those with whom we associate day by day. Our characters are composed of myriads of thoughts and acts. A subtle thing is character and a constant work is its formation. Let us, then, to the very best of our ability form an ideal character. 8 I The Classic June, 1911 The value of character is the standard of human progress. The in- dividual, the Community. the nation, tells its standing, its achieve- ment, its worth, its true wealth and glory in the eye of God hy' its estimation of character. Perhaps, you have been on the shores of a lake one day, when you carelessly threw a stone into the water. It splashed down into the depths of the Howing water-and that was all. No, it was not all. If we look at those eoneentrie rings, rolling their tiny ripples among the reeds, producing an influence slight, but conscious, to the very shores of the lake itself. So we hy our thoughts, words and deeds, are exerting a silent hut certain influence upon the world around us. It is thought that the greatest influence exerted upon others' lives is through our deeds, If we treat others kindly, honestly and uprightly they will invariahly treat us the same. A great influence is exerted hy the words of our lips. .X kind word spoken at the right time has often heen the means of inspir- ing a discouraged one to take hope again. Xlvhen a person speaks angrily to us we are prone to answer in the same tone, hut if we but answer that person kindly, it may he the means of making that anger disappear. The last but not the least influences of one's eharaet-er are those exerted hy our thoughts. XYe might ask the question: Have the thoughts of one any eileet on one's eountenanee? XVe should surely answer in the affirmative. lt our thoughts are Centered on that which is pure and idealistie, it will have a high idealizing effeet upon our lives. We might ask the question: XYho has the greatest intlueneef' I would say, the one who is heing taken as an example hy others. For instance, teachers, who have lives entrusted to their care day by day, have a marked intluenee on their eliaraeters. So, they. especially should aim at an ideal eliaraeter. In conclusion, I would say that we are all exerting a world- wide iniluenee greater than any of us eare to acknowledge, so- XYe can never he too eareful XYhat the seeds our hands shall sow, Love troin love is sure to ripen, Hate from hate is sure to grow. Seeds of good or ill we scatter, Heedlessly along our way, A glad or grievous fruitag-e YYaits us at the harvest day. Whatso'er our sowing he Reaping, we its fruits must see. And oftentimes, to win us to our harm, The instruments of darkness tell us truthsi XYin ns with honest triiles, to betray us In deepest consequence. 9 The Classic Jung, 1911 SHORT TALK ON BRITISH NATIONAL MELODIES. CBy J. Bottomley, A. R. C. O.j POSSIBLY a short talk on some British national tunes might be somewhat appropriate today, in view of Empire Day. The first song I will refer to is the most important, and also it happens to be first in date. I refer to God Save the King. The British National Anthem, so well known the world over, is a tune that has lived for nearly 300 years. In a MS. book attributed to Dr. John Bull fwho was a famous musicianb, and dated 1619, the melody first appears, although it was not published until 1742. The most essential pecu- liarity of the tune is that it is in two sections of unequal length. The first G bars, the second 8 bars. The tune was a great favorite with VVeber, the great composer, he made use of it several times in liis compositions. It was also a great favorite with the great and immortal Beethoven. In Beethoven's journal, referring to one of his compositions wherein he uses the tune, Beethoven says: I must show the English a little what a blessing they have in 'God Save the Kingf Dr. John Bull was born in 1562. In 1582 he was appointed or- ganist of Hereford Cathedral. In 1591 he petitioned Queen Eliza- beth for a yearly allowance of S30 to relieve his great poverty, which altogether hindered his studies. In 1601 Dr. Bull went abroad for the recovery of his health. But according to one historian, Bull left England owing to his being possessed with crotchets, as many musi- cians are. In 1617 he was appointed organist of Antwerp Cathedral. He died in Antwerp 1628. He was a very ingenious composer and as a player he was in the very first rank. God Save tl1e King, MS. 1619, first published 1742-Dr. John Bull, 15132-1628. God Save tl1e King is sometimes ascribed to Henry Carey, who performed it in 1742. XVith regard to God Save the King, after it became so popular and spread to the continent, it was copied into a German song book fthe music, of coursej and Rev. Charles F. Smith, a Baptist clergy- man of Boston, got hold of the book, and in humming over some of the tunes was struck by the appropriateness of this one for a national air. He accordingly sought to apply it to that use and at once wrote the words of My Country 'Tis of Thee, and set them to this music. Smith was a graduate of Harvard 518293 and the first time the tune was sung in the C. S. was 4th of Julv, 1832. This was in the Park Street Baptist Church, Boston. and the author became famous for all time, at least in the U. S. He had, however, no idea that his tune was the British National Anthem, and the people of the U. S-, generally speaking, are still ignorant of its origin. Many think, or pretend, we stole it from them.-B. S. N. The next song I wish to mention is Rule Britannia. The music of this ode in honor of Great Britain was composed by Dr. Arne and was first performed August lst, 1740. The occasion was to com. 10 E 1 223 03703 3 1833 l The Classic June, 191 1 memorate the accession of George I., and the birthday of Princess Augusta. Dr. Arne composed an opera entitled Alfred, and in the advertisement it is announced that Alfred will conclude with a favorable ode in honor of Great Britain, beginning: 'AWhen Britain first at heavens command - The words were written by Thompson, who collaborated with Dr. Arne in work of this kind. Southey said: This will be the political hymn of Britain as long as she maintains her political power. 1Vagner, the great German composer, said: The first eight notes of the tune sum up the whole British character. He composed an overture on the tune. Dr. Arne, son of an upholsterer, was born in London, 1710. He was educated at Eton- His father intended him for the profession of the law, but his love of music predominated, and his father per- mitted him to follow the bent of his inclination. Dr. Arne was a great and prolific composer, opera after opera did he compose. His songs include Shakespeare's Blow, Blow Thou XYinter Vi'ind, also Shakespeare's XYhere the Bee Sucks, both beautiful settings. ' The writer in Groves Dictionary of Music says: This song will continue to be heard as long as love of country animates the breasts of Englishmen. Dr. Arne died 1778. Rule Britannia 1740. Dr. Arne 1710-1778. The next song I wish to refer to is Hearts of Oak. This has been a national and a very popular song ever since it was published, and is very popular still. The words were written by David Garrick, 1717-1779, actor and dramatist, and, as you will know, they appear in the third book of our Ontario readers. The music was composed by Dr. Boyce, 1710-1770, a very distinguished organist and composer. The song was first sung in 1759, and at once became immensely popu- lar. British feeling was strong in that yea1', for a French invasion was threatened, and the British admirals were keeping the foe at bay. Dr. Boyce, born 1710, was the son of a cabinet maker. He be- came a chorister at St. Paul's Cathedral, and afterwards was made organist and composer to the Chapel Royal. Some of his Hne anthems are still, and will long continue to be in use in choirs and places where they sing, He died in 1779, and was buried in the vault under the centre of the dome of St. Pauls Cathedral. Hearts of Oak, 1759. Dr. Boyce, 1710-1779. Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day, To the last syllable of recorded time: And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow: a poor player, That struts and frets his hour upon the stage, And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing. 11 The Classic June, 1911 A TYPICAL DAY AT THE NORMAL SCHOOL. LEAR and bright the moon shone over the city, the floor of heaven was all brilliancy with its millions o ftwinkling starsg not a breath of air disturbed the stillness. A peaceful Sabbath was having a peaceful close. I stood at my open window and gazed long at the scene. Suddenly in contrast to this peaceful scene there loomed up before me another, in which there were class-rooms, teachers and students, and suggesting at every point hurry and worry. My heart sank as I thought of it, but was it something in that quiet scene before me that stirred my better feelings and whispered to me, try, try again? Perhaps there was- At any rate ere my tired eyelids closed in slumber I had resolved to follow the motto, Play up, play up, and play the game. I had formed all sorts of beautiful resolutions, in fact I had reached the point where I was courageous enough to decide to brave the cold gray shadows of a November morning and actually rise at six o'clock, and with this happy thought in mind and anticipating all the pleasure I would have in feeling that I had a whole two hours in- stead of three seconds in which to hunt up the score of articles such as lesson slips, lesson plans, arithmetic exercises, etc, that were sure to have mysteriously disappeared in the night, I fell into a peaceful slumber. But, alas! it was not six o'clock that the chimes were so merrily ringing as I opened my eyes to greet another day, but precisely fif- teen minutes to eight. I shall spare you the scene of those next few minutes, suffice to say that I was like the pig that Dr. Silcox told us about, I was going so fast you couldn't count me. At last I was ready and seated at breakfast. But, oh, how I did envy that l-lest animal, the cow, that can bolt her food and chew it afterwards. I smiled as I thought of Gladstonels advice to chew thirty-two times for each mouthful you take. Of course, that is all right for Normal School masters, who are men of leisure, but for the student it is chew once for each thirty-two mouthfuls. Breakfast over, I made another desperate attempt to cram into 1.043 seconds half an hour's work, but in some mysterious way it was accomplished. Under one arm were Bagley, Langdon, Smith, public school readers, McMurry and half a dozen exercise books! under the other was a huge bundle made up of a precious collection of mounting paper and leaves, seeds and bottles. In one pocket was to be found a number of papers such as mathematical exercises, summary of chapter VII. in McMurry, report of music lesson and lesson plan. while in the other was a mixture of pens, pencils, erasers, penlinives, locker keys, college mission money and Literary Society fees. Nevertheless I was soon whirling rapidly towards the Normal School. Yes, I had climbed the last flight of stairs to the cloak room and deposited wraps, rubbers, etc. The last bell had sounded but 12 7 The Classic June, 1911 already I was on my way to the assembly hall, and a bold little run at the very last pinch put me into my native spot. Then the lessons of the day commenced, but it is needless to describe to you the whirl and maze of that morning's proceedings. Iireathlessly I had rushed up two flights of stairs to room No. 5, only to find that like Pat, when I got there I wasn't there at all. I had run the risk of getting heart disease in my endeavor to reach locker number so and so, of the cloak room two floors below in order to get my history notebook in which to copy the notes, and found on my return that it was going to be literature that morning, and my book was resting peacefully in that self same locker. I had tried to look calm and serene when I heard the teacher say You had better read that up tonight, it is only a few lines, regardless of the fact that I had already forty pages in Mcltlurry, thirty in Bagley, twenty in Langdon and an equal amount in XYhite or Smith or some other heathenish name, on that same night. I did not even look surprised when I heard the remark: Of course, you are not very busy yet, but after a while we shall get down to hard work. I suppose that it was a case when the stimuli of the nerve endings were so numerous that they failed to make any impression. Nor did my heart sink as I wrote page after page, although the teacher had said, I shall give you only a few notes on this. But finally the last bell sounded and another morning's work was over, over did I say? Ah, no, for just as I was hurrying along a certain little wire basket at a certain door reminded me very forcibly of a certain fact, namely, that a certain lesson plan in a certain book upstairs in a certain locker should have been at a certain school at a certain hour. Then a certain student felt a cer- tain stimuli of the nerve endings, and you know the rest. In about three more minutes I was standing in fear and trembling before Dr. Silcox, saying all the things that I had never intended to and not saying a single thing I had intended to, while Dr. Silcox, like the good shepherd of old, left the ninety and nine good things I had done and sought out the one. But let me pass on. Outdoors the rain was now falling. However, regardless of the fact that my umbrella was safely at home, I sallied forth endeavoring to believe with Mr. Emery that walking is good for you. As the bells chimed out again the hour of one I retraced my steps to the Normal to sing Doll, ray, me, soh, as melodiously as possible. At 2.05 o'clock I started to walk for the Central school. Of course, this time I had no need to hurry, having a full ten minutes to get there. Of the lesson and its results I shall say not a word, but of this you may be sure, that it was a wonderful lesson in every sense of the Word, and then as the last lesson was really over- A poor little tramp of a student one day, Low spirited, weary and sad, From a big red brick building went slowly away Viiith feelings both wicked and mad. Shi- had been criticised cruelly and sore But her motto was still Excelsior. 13 The Classic June, 1911 VALEDICTORY. IME rolls its ceaseless course, and in the course of time, we as students of the Stratford Normal School have come to the parting of the ways when we must say farewell, gird ourselves with the armor of the pedagogue and go forth into the world with a whole- souled purpose in view. The year that is gone has been full of the delights of the student vouchsafed to us, as it were, by special dis- pensation of Providence and the Education Department before we face the stern responsibilities of the teacher. Wie came, we drank at the fountain of pedagogical learning, we tasted the joy of new friendships, we experienced the spiritual uplift, perhaps raised our ideals and widened our mental vision by contact with so many among teachers and students that were men and women in the true sense of the word. An educated nation must be a superior nation, one of highest physical and mental attainments and of high- est moral standing and nobility. YYise men with great foresight and wisdom perceived the need of a nation and laid broad and deep the foundations of our educational system with a view to making a great and happy people. And it devolves upon us to follow in pur- suit of this aim. XVe shall have it in our power to mould and shape in a degree a portion of Canada's future and with what conscien- tious and painstaking effort must we approach itl One who knows has said that the ideal teacher is as Wise as Solomon, as impartial as a telephone directory, as patient as a glacier, as immovable as truth, as untiring as a steam engine, as alert as a mongoose and as rare as a hen's tooth. Surely we would be but little lower than the angels to possess all these qualities. VVho dare aspire to this ideal? XYe dare hope all things, having profited by such precepts and examples as those of the S. N. S. Let us put into our work our whole heart, a sympathetic heart, a cheerful and optimistic spirit, an application of the knowledge and methods we have acquired, a strong sense of duty, a sense of humor, a desire to excel and to see the diffusion of sweetness and light-and then let us hope for re- sults. The training we have had in the practical business of teaching has been excellent, both in the Model Schools here and in the coun- try school where we spent a week. It is a comfort to know that our knowledge of pedagogy does not consist of mere theory, but has been actually experienced and found practicable- Although the criti- cism of the teachers occasionally appalled us and made us feel that we had mistaken our life work, yet we realize now how beneficial they were to us and we feel the truth of the proverb that every cloud has a silver lining and behind the cloud is the sun still shining. NVe have come out into the sunshine now which will dazzle us with its radiance when we hear of the success of Stratford Normal stud- ents. VVe anticipate that glad hour by congratulations. The week in the country school gave us an idea of the need of resourcefulness 14 O The Classic June, 1911 character of our pupils. To teach diligently and faithfully every subject in the public school course of study means that those boys and girls under our charge will have the tive senses of their being well developed. Perhaps no one is better able to judge the value of an all round development than a Normal School student. XYhat is the cause of these wailings over art, construction work and music? Is it not because in our childhood, our hands, eyes and ears have not had the privilege of that natural course of development neces- sary for the work of Normal School students. The privilege of re- moving these difficulties is in the control of the public school teacher. True this continuous round of duties becomes irlisome, the pupils' never-ending questions almost unbearable, and you feel that you must run away from it all. Yes, it means self-sacrifice to be a true teacher, but go a few years into the future and you see your reward. This fair Canada of ours will owe to you an inestimable debt of gratitude for the well developed intellectual citizenship of which she boasts. But not only in the school room does the teacher exert his or her induence- Ralph Connors school day type has not yet gone from existence, when the school master wields his innuence over the community in which he holds sway. Our personality should tend toward the elevation of intellectual and moral standard. That is what we stand for, and with Shakespeare we will say: So shall inferior eyes That borrow their behavior from the great Grow great hy your exalnple and put on The dauntless spirit of resolution. STUDENTS' NIGHT AT THE Y. M. C. A. T has been well said that success in the world depends more on energy than on information: and taking this to be true, how disas- trous the result if, from the life of the student, were blotted out those activities so essential to bodily welfare and so necessary to make intellectual training available in the struggle of life. But in this era of advancement on every side, in this century of increas- ing prosperity and growing promise, the world has not forgotten to raise the standard of a better and higher education: and thus the tendency today is to unite the desire of the learned Athenian for in- tellectual culture and refinement with tl1e ambition of his Spartan neighbor for vigour and physique. Thus we have come to realize the truth of the old maxim Mens sana in corpore sane. This athletic spirit first burst forth among the students of the Stratford Normal School on Tuesday morning when Dr. Silcox, our Principal, announced that we were to send a team of seven of our A'Stalwarts down to the Y. M. C. A. on Friday evening to compete in a tug-of-war against various teams of the city. A special dele- 19 The Classic June, 1911 gation composed of the Lion Hearts of Grade B. who under the leadership of their enthusiastic captain, R. S. Shaw, somehow pro- duced a huge rope, and in a very strenuous practice showed from the very word pull that they were winners. On the Friday evening about 7-45 p. m., a mighty host from the Normal, from the Collegiate Institute, and from the Business College gathered to witness the affray. On entering the Y. M. C. A., programs were given out which showed that the first item was the students' greeting in the reception hall. This proved a means ol getting acquainted with each other. The introducing of a few of the quiet bashful boys to such a host of amiable young ladies seemed to remove the thin veneer of stiffness that might otherwise have been exident. One lady in Grade A remarked on the difficulty in remem- bering the names of the boys, but of course it is unnecessary to mention any of the Hdiflicultiesn of the boys. About 8.30 the crowd might have been seen promenading to the beat of the harmonious strains of the city orchestra, wending their way up to the assembly room, where an excellent program was given by the Xormal School students. At this the ladies took a prominent part, proving again that music, song and eloquence do not wholly belong to the sterner sex. The last item, but oh, not least, was the sports in the gym- nasium. The first line up for tug-of-war consisted of the selected seven of the Collegiate against those of the Normal. VVith some pulling and shunting the Collegiate were forced to give way, and the Normal came off winners, but not conquerors. The next line up was between the Y. M. C. A- and the Business College. These two teams could truly boast of their skill at pulling the tug through continued systematic training and practice, but the well trained Y. M. C. A. septet was an easy opponent to the husky Business College Monsters, But now were to come the finals. The Normal, being the first winners, were to pull the Business College, the other happy victors- and it was a terrible contest, a hand and foot engagement, such jerking and slipping and sprawling! Terrible! Terrible! And those walls which had so oft before trembled and shook, now tuned their beams to the shrill screeches of the boys below accompanied by the silvery shouts of enthusiasm Pull! Pull ! that came from the ladies in the gallery, which if we had stopped to listen, would have proven very unlike the high and low Doll that had come from them on previous occasions. You would have thought that the tug was going to break. It held in bewilderment both spectators and judges. But, alas! in the end the College won. VVe are disappointed and could easily give a dozen good excuses for our failure, but Cheer up,', welll do better next time. Of course the girls all said we did nobly, but they had to say something. The task of seeing all the girls home that night loomed large -to the boys, and not wishing to show preference, they very rapidly dis- persed to their respective abodes. But now, forgetting that which gave such full enjoyment and forgetting that which gave such pain for the moment, and looking 20 , The Classic at the great benefits to be derived from the opportunity that is here given every some healthy and energetic exercise, and students of Stratford Normal School have June, 1911 all sports, let us grasp at one of us to take part in in conclusion say that the struck the right chord and have sounded the proper pitch when they have organized football, skating, hockey and basketball teams, so that the ladies as well as the men can find that recreation and enjoyment which supply re- newed vigor to the depressed and over--taxed brain. GREETINGS FROM GUELPH. ERE we are, sixteen of the jolliest, best behaved and most studious of the ninety-nine students at the O. A. C., sitting o11 the campus, listening to the warbles of bronze grackle, rose- breasted grosbeak and chipping sparrow, while the common Eastern Swallow Tail and Morning Cloak go Hitting by. But amid all these attractions, someway, somehow, our i1l1011glltS'T9i31lI'1'l to the aquarium and the insect boxes of the S. N. S. XYhen our muscles ache and our fingers twitch from too intimate association with the plane, saw and chisel. a longing is created for those simple tools, the ruler, scissors, liquid glue pot and cardboard. Yes, we are in a delightful spot, with all the characteristics of a. summer resort, including sufficient wholesome work to make life interesting. A prominent educationist said recently that it is a combination of city conveniences and country privileges. Our instruction is given in the various buildings in connection with the Agricultural College and in Macdonald Institute. The classes in Industrial Arts, consisting of the three departments, Art, Mechanical Drawing and XVoodwork, are held in machinery hall. You ask about the Art. Oh, yes, we have color charts in abund- ance, with great display and delicacy of colors. As you sit within the walls of the S. X. S. you may have visions of May fiowers, birds and green trees, and wish that you might roam among them. Such visions of ours have become a realization, as with butterfly nets, bug bottles and insect boxes, we march at the familiar tremendous rate, across the freshly sowed oat fields to the north woods and here receive Nature Study instruc- tion. Buttertiies, caterpillars and other insects a1'e becoming objects of admiration, as we gaze at their beautiful markings, magnified by the lantern. Our garden plots are places of wonder and interest as we watch the co-operation of soil and seed in the development of plant life. A new interest has been created for us in Bee Cul- ture, by two lectures given by Dr. Phillips of iYashington, who has portrayed it as a simple means of bettering one's financial standing in old age. Consequently, we have renewed hope. Now you are beginning to think how hard we have to work and how monotonous life must be. Not so: there is another side. The spacious dining-room wherein our abnormal appetites are so boun- 21 The Classic June, 1911 tifully satisfied, and wherein conversation is carried on, occasionally to a hilarious degreeg the attractive sitting-room, which is open to us at all times, and to our entertainment of other students of the College fwho are not lady teachersl, by music, vocal and instru- mental: the baseball, tennis and promenades occupy the time which is not spent in study. All these present occupation for the most fastidious taste. A homelike feeling was created for us by the hospitality of the Macdonald girls, who entertained us most enjoyably, shortly after our arrival he1'e. XVhatever homesick feelings we may have had were quickly dis- pelled by the welcome appearance of Dr. Silcox last Saturday, who by his kind remembrance of us and genial manner, made a bright picture for mernory's book- Though we are enjoying life here, so thoroughly, we often think of you all and we sincerely wish you the bestof success in upholding the record of the S. N. S., as we do when we make the echoes ring hv Stratford Normal hoop la goo Purple and gold, to roh rum boo, Schola oyez cis go bah, Stratford Normal, rah, rah, rah. Myrtle Edmiston Ella Abraham Ada Xeelands Katie Hurlburt Eva Armstrong Katie Tuttle Bertha Inglis Mabel Bailie Mabel XVhiteman Reta McCombe Lizzie Binnie Gretta XVilson Annie McGirr Beatrice Delahunt THE AT HOME FROM THE TEACHERS' STANDPOINT. HE primary object of an At Home is the satisfying and the developing of the social instinct, and the successful carrying out is emulation or rivalry of former affairs. Hence the Decoration Com- mittee looks for some unique scheme of decoration. This year the committee chose to specialize on Chinese Lanterns, and these were successful in giving that side of the At Home a character different from any hitherto held in Stratford Normal. The decorations in the halls and throughout the building were more elaborate than on former occasions. Chinese lanterns suggest the legendary ease and luxurious- ness of eastern palaces. It is doubtful if such grandeur actually exists there, but we think it does, and a man thinks, so is'he. The Program Committee centered its attention upon the unusual feature of outside talent, and the singing of Mr. XY. A. McCutcheon made the program excellent, while every number on it rendered by the students was also of the highest order. It was essentially a musical program, the recitations by Mr. Emery adding a very spicy variation in the first half. All who took part are to be congratulated upon the success of this part of the At Homef' The Refreshment Committee discovered its new feature in frozen 22 P The Classic June, 1911 water-ice in the half orange, which gave the required element of in- terest to the prosaic activity of eating. The serving of refreshments early in the evening was also a desirable innovation, as many de- sired to leave early, and the refreshment feature is too interesting to be missed by anybody. The guests seemed to enjoy themselves very thoroughly up to the very close and would doubtless have remained longer had the supply of sandwiches not failed or had the orchestra not played God Save the King. The formal introduction of the guests was a new feature which will he continued on future occasions of the same kind. The most pleasing feature to the staff in successive At Homes is the increasing number of old hoys and girls who attend these func- tions. In the near future it will devolve upon the staff to give an At Home of its very own to which will he invited only the students a.nd the ex-students of the Institution, and perhaps their husbands, wives and children. In the meantime, we hope that no ex-student within reach of Stratford was omitted from the list of invited ones. In future we should, perhaps, announce in the daily press that ex- students are always welcome whether they receive an invitation or not. The students of this class may consider themselves invited for next year. The only way in which future At Homesli can excel the one just held will be in quantity, not in quality, and no one will begrudge excellence of that nature, especially in sandwiches and water-ice in the half orange. THE INFLUENCE OF BOOKS UPON CHARACTER. MAX is no more truly known by the company he keeps than by the books he reads: his library is perhaps even a surer index into his character than his associates. He may for the sake of repu- tation do his utmost to keep good company even though his tastes and desires do not demand it: but he is very unlikely to read in private books that are not suitable to his tastes. The hooks we read have a wonderful power in moulding our char- acter for good or evil. XYe cannot read a hook at all carefully and not assimilate a great many thoughts that have not previously oc- curred to us, and the iniiuence upon our minds is for good or evil, just in so far as the nature of the book is elevating or degrading. While reading we are usually unconscious of any infiuence upon our minds, but after we have mastered the book the thought will work out in our daily lives. YYe cannot say how much the sense of honor, the courage, the energy and the broader outlook upon life are due to the inspiration of our reading, while on the other hand we cannot tell how much the dwarfed mind, the gloomy outlook on life and the lowered morals are due to the reading of a had book. For these reasons the choice of our reading material is a matter of primary importance. VVe should be very careful about our choice 23 The Classic June, 1911 of books, and having made it, learn to love them. VVe should not look upon them as mere recreation for an idle moment but as friends to help. Many a dark hour do tl1ey cheer and help to tide over times of homesickness by their power to absorb attention. XVe should remember, too, that books are the souls and minds of authors poured into words, and in reading a book we are reading the author's character, and cannot but be innuenced by it even as we would be if we came into personal contact with him. XYhile there are many books of fiction that should be shunned, still there is a high class of fiction upon which our intellectual de- velopment largely depends. XYe should select the books we want to read though some of the undeveloped faculties of our mind regard them as dry. Thought it will certainly require, but Carlyle says Not by the levity of floating but by the stubborn force of swimming shalt thou make thy way. Histories of other times with the insight they give into modes and manners that have necessarily changed with the ceaseless march et time will help us greatly to form correct habits of judgment: bio- glaphies of other lives spent in different surroundings to our own help to broaden our view of life and remove narrowing prejudices. XYhile environment cannot make character, character can make environment: so let us see that as we value good character we sur- round ourselves with only what will elevate and educate. A NATURE STUDY TRIP T0 THE LITTLE LAKES. NE-FIFTEEN p. m. on Saturday, Oct. 15th, found about forty members of Forms 1 and 2 assembled at the corner of Queen and Ontario streets. XYhen Mr. Emery arrived he advised us to start at once so we wouldn't need to walk fast. This remark was followed by much laughter. XYe set out at a brisk pace and in excellent spirits. The day was an ideal one and walking was a pleasure with such a sky over- head and such woods in the distance. Soon after passing the eastern limits of the city we began to scramble on top of fences and into ditches in search of leaves and seeds. By the way, the burdock must be related to the human family: it is so affectionate. About two miles from our starting point we left the road, climbed a fence and after a short walk arrived at a patch of woods- And such woods! XVell might Canada be proud of the woods in October. A teacher might almost teach patriotism from Nature Study without history. Just at this point we met with a thrilling adventure in the shape of the capture of a terrified snake. Said snake is now in the science room. After much scrambling through crimson ravines and up russet slcpes, we arrived at the smallest of the Little Lakes and the only 2l The Classic June, 1911 one we visited. WVe obtained some information on peat, some pitcher plants and a pair of wet feet each. CThe next class had better wear rubbers.J Then we climbed another fence and went on and o11 through lovely woods. Space and talent are too meagre for a de- scription of these solitudes. Xilhen we had all the leaves we could carry, we got our pictures taken. YVelI, we came home foot-sore, weary, dusty, dirty and happy. XVe afforded some amusement to the electric power linemen along the road, so we made some one else happy. And some of us brought back a vision of autumn woods and skies that will last a long tifne. There is something in October sets the gypsy blood astir, We must rise and follow her. YVhen from every hill of flame She calls and calls each Vagabond by name. CONSTITUTION AND BYLAWS OF THE LITERARY SOCIETY. 1. This society shall be known as the Stratford Normal School Literary Society. 2. The object of this society shall be the general improvement oi its members, especially in literary and social matters. 3. The officers of the society shall consist of: C13 Honorary president, C22 president, C33 vice-president, C43 secretary, C5j treasurer, C63 an executive committee, C'7lJ an editing committee. 4. There shall be three terms, ending at Christmas, Easter and Midsummer. ' 5. Duties of President-Clj To call the assembly to order, C21 to preside over each meeting, C33 to enforce the constitution, C4j to explain and decide points of order, C51 to announce all business, state all motions, put all questions to vote and to give results, C61 to re- ceive communications and to- give his signature when necessary, C75 to vote only in case of a tie, C85 to look after the appointment of special committees, C93 in general he is the representative of the so- ciety declaring its will and obeying its commands, C102 to introduce the speakers appointed on program for each meeting. 6. Duties of Vice-President-C15 To perform the duties of presi- dent in his absence or when called upon by him. 7. Duties of Secretary-C15 To keep a correct record of all meet- ings, C21 to write all orders and conduct all necessary correspondence, C33 to read the minutes of each previous meeting. 8. Duties of Treasurer-C11 To keep a correct account of all money belonging to the society and to expend on the order of the president only such money as the society may direct, C21 to report in full all moneys received and expended as often as the society de- mands, C31 to collect fees. 9. Duties of Executive Committee-Clj To prepare a program for each meeting, make a list of the same and place a copy in hands of the president, C21 to see that the room is properly arranged for 25 The Classic June, 1911 the meeting, f3j to arrange and transact all other necessary business in connection with this society. 10. Duties of the Editing Committee-flj To prepare and read a paper at every meeting, L21 to edit and publish a paper every year. 11. Meetings-Qlj A meeting of the society shall be held every Friday afternoon at three o'clock. 12j The oiicers of the society shall be elected at the first meeting of the term. Q3j The secretary upon advice of president shall post a notice of any special meeting to be held in connection with this society. 12. Bylaws-115 There shall be a fee of one dollar 1351.005 per year. 125 Every member of the society is expected to take some part in the meetings. l3j There shall be a change of officers every term with the exception of the treasurer. f4j This constitution and bylaws may be amended by a majority vote, notice of such amendment hav- ing been given in writing at the preceding meeting. 153 Any member who violates tl1e constitution and bylaws, refuses to perform according to the assignment of the Literary Committee or neglects to pay his dues for three months may be expelled by a two-thirds vote of mem- bers. 1 Order of Business-Literary program, reading minutes, approval and signing minutes, business arising out of minutes, new business, notice of motions, reports of committees, election of oliicers, adjourn- ment. Literary Program-The time of the literary program shall not exceed one hour. The time devoted to the reading of The Classic shall not be more than ten minutes. The humorous readings shall not be more than one in three readings. At least one reading or recitation on each program shall be from standard authors. SCHOOL ATHLETICS. H OCKEY, football and tennis are the chief forms of organized athletics in which the students of the present year have been interested. Hockey and football were under the control of the Boys' Athletic Club, which was oiiicered as follows: FALL TERM. Honorary President-J. M. McC'utcheon President-A. L. Posliff. Vice-President-R. Wilhelm Secretary-Treasurer-S. J- Creighton . Captain Hockey Team--R. VVilhelm Committee-T. M. Dodds, M. R. Robinson, L. R. Ballantyne SPRING TERM. Honorary President-H. S. Robertson President-L. R. Ballantyne Vice-President-R. Wilhelm Secretary-Treasurer-A. R. Dickson Captain Football Team-H. W. Burnett Committee-E. Fairbairn, F. Lippert, M. R. Robinson Though not taking part in any of the City League competitions, 26 P The Classic June, 1911 the members of the hockey club had much beneficial exercise and enjpyment in connection with their bi-weekly practices at the skating rini. In the spring term a football team was entered in the Citv League, the Y. M. C. A., the G. T. R. and the Collegiate Institute being the other competing institutions. A lively interest developed in the series of games as the teams were considered to be very evenly matched, but the laurels came to the best team, and the S. N. S. are now the proud possessors of the Rea cup, having tied the Y. M. C. A., and won the games with the G. T. R. and the S. C. I. The following students played on the winning team: A. Fuller, J. Fuller, XV. R. Snyder, YV. G. Cole, R. Wilhelm, XV. G. Crandon, A. F. Han- suld, F. Lippert, H. YV. Burnett, E. Fairbairn and R. S. Shaw. The tennis grounds are now in good shape for play and the game is becoming popular. The committee in charge consists of the offi- cers of the Boys' Athletic Club and Misses Armitage, Hall, Steinhoff and Swinton. The students appreciated the open air skating rink provided by the Education Department on Victoria Lake. Owing to the nature of the winter, the expense of keeping the ice clear of snow was small, especially when the value of the enjoyable and healthful exercise is taken into consideration. !F. iRudyard Kiplingi If you can keep your head when all about you Are losing theirs, and blaming it on you If you can trust yourself when all men doubt you, And make allowance for their doubting, too: If you can wait and not be tired by waiting, Or lied about, don't deal in liesl Or, being hated, don't give way to hating: And yet don't look too good, nor talk too wiseg If you can dream and not make dreams your master: If you can think, and not make thoughts your aim: If you can meet with triumphs and disaster, And treat both these impostors just the same, If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop, and build them up with worn-out toolsg If you can talk with crowds and keep your virtue, Or walk with kings-nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you-but none too much: If you can iill the unforgiving minute Vilith sixty seconds' worth of distance run, Yours is the earth and everything that's in it, And, which is more, you'll be a man, my son. 27 The Classic June, 191 I ALPHABETICAL LIST OF STUDENTS. Ballantyne, Leslie R-, Atwood. Becker, Charles N., Port Elgin Cuyler, Edna l., Whitechurch Crowther, Carrie R., Holland Burnett, Henry XY., Winterbourne Centre Brintnell, James, Exeter Cole, Wilbur G., Mitchell Crandon, Wilfrid G., St. Marys Craighton, Stancey J., Elginfield Dickson, Alex. R., Seaforth Dodds, Thomas lu., Winthrop Eyre, Geo. Nelson, Oliphant Fairbairn, Elliott, Hensall Fullar, Archie M., Forest Fuller, James C., Stratford Hansuld, Alvin F., Tavistock Johnston, Joshua H., Trowbridge Lippert, Fergusson, Hickson Posliff, Alfred L., Wingham Dean, Rhoda B-, Brookholm Delahunt, Beatrice B., Moorefleld Diehl, Erma, Varna Dopp, Anna, Berlin Douglas, Euphemia E., Guelph Downey, Mary H., Tiverton ' Doyle, Anna M., St. Columban Easson, Ida, Stratford Edmiston, Myrtle, Princeton Edwards, Emma, Gorrie Elkerton, Annie E., Elora Elliott, Vera C., Goderich Elsley, Lillian, Mount Forest Evans, J. Ella, Brussels Redmond, Raymond L., NVestfleldFinlay, Adrienne, Harriston Robinson, Milton Roy, Stratford Shaw, Ralph S., Jamestown Snyder, XX ni. R., Winterbourne Flarity, Orell M., Owen Sound Fleming, Jessie M., Vtlashington Fraser, Mary L., Galt Thompson, Norville M., Port Doverldalbraith, IIT-3 C-, Paisley XVilhelm, Russel, New Hamburg YYoodley, XYi1frid L., Fullarton Abraham, Esther Ella, Chatham Allen, Meta C., Paisley Appel, Vera F., Tavistock Armitage, Ida M., Lucan Armstrong, Eva E., Mount Forest Atkins, Pansy, Owen Sound Bacon, Anna G., New Bridge Bailie, Mabel A., Dungannon Barber, Mary A., Vllingham Barry, Kathleen, St. Marys Beatty, Marian M., Chesley Bell, Dorothy H., Tiverton Benn, Agnes M., Luc-an Benn, Kathlyn, Lucan Berst, Hilda, Plattsville Bichan, Myrtle, Goderich Binnie, Elizabeth J., Bunessan Boettger, Leona, Hanover Bolger, Nellie P., Conn Bowman, Jennie C., Wlingham Boyle, May E., Paislev Brooks, Henrietta E., Wyoming Brothers, Muriel, Brussels Gastrell, Elsie, Stratford Gillrie, Valda G., Arthur Givlin, Frances M., Beechwood Glenn, Annie NV., Listowel Gollnitz, Flossie, Mitchell Grieve, Helen A., Seaforth Hansuld, Marguerite, Tavistock Hall, Mabel L., Galt Hardy, Zilpha, Teeswater Harris, Annie, Mitchell Hattin, Emily M., Guelph Henderson, Belle, Brussels Henderson, F. E. May, Craigs- holme Hicks, Lila E., Bornholm Hildred, Retta Alice, Bervie Hill, Hattie A., Lamon Horton, Evelyn A., Hensall Houston, Frances A., Egmond- ville Howie, Ruth F., Walkerton Hughes, Margaret, Drayton ' Hurlburt, Katie, Mitchell Husband, Olga G., Kemble Inglis, Bertha May, Maple Hill Campbell, Gertrude G., ConstanceJ0l2f1St0I1, B6Ptha I., Fordwich Cassell, Winnifred, New Hamburg KHUJUH2, Minnie R., Galt Challenger, Ethel M.. Mitchell Kerr, Alice M., Hepworth Coleman, Marv L.. Egmondville Kerr, Blanche, Stratford Colwell, Ada, Bervie U Colwell, Violet. Tara Cowan, Annie E., Blyth Kidd, Florence, Mitchell Knight, Robena, Stratford Knox, Ruth, Atwood 28 The Classic Lacey, Elizabeth H., Goderich Laidlaw, Minnie Price, Seaforth Lillico, Marjorie H., Ayr Litfin, Rose, Berlin Locke, Lena M-, Innerkip Love, Ida L., Seaforth Lynett, Kathleen, Arthur MacCaulay, Mary M., Britton McComb, Rita Lena, Durham McCracken, Carrie, Brussels MacDiarmid, Isabelle, Lucknow MacDonald, Cassie, Lucknow MacDonald, Mabel, XYingha1n MacDonald, Mary, Searchmont MacDougald, Sara E., Tara McDowell, Rena S., Drayton McFarlane, Pearl. Mount Forest McGirr, Agnes M., Durham McGirr, Annie, Durham MacGregor, Florence, Balaclava MacKay, Elizabeth, Cranbrook McKay, Mary F., Glainis McKee, Eliza B., Millbank Mac-Kenzie, Anderina, Seaforth McKenzie, Florence, Brussels McKinley, Mattie, Jackson McKinnon, Helen, Brussels McLaughlin, Dorothy, Palmerston McLelland, Marguerite, Paisley McManus, Lillian M., Saltford Maclfab, Kate P., Elsinore I McNivin, Rose, Goderich McQueen, Marnie, Bognor MacVicar, Lillias, Goderich Magwood, Blanche, Stratford Martin, Annie, Mount Forest Martin, Sara J., Harrington Miller, Marguerite M., Bognor Mitchell, Eda I., Parkhill Morison, Annie B., St. Marys Morton, Mary E., Durham Moses, Elizabeth, Jamestown Murray, Annie I., Tavistock Murray, Myrtle V., Tavistock Neelands, Ada Violet, Forest Newton, Rhea, Stratford O'Grady, Mary A., St. Marys Parkinson, Ethel, St. Marys Patterson, Helen M., Stratford Pearson, Mary I., Clinton Pentland, Laura E., Dungannon Pethick, Jeanette R., Seaforth June, 191 I Rands, Jennie, Brussels Richardson, Jean R., Vyner Robb, Jennie, Brussels Robertson, Effa, Wellesley Robertson, Isabelle F., XVingha1n Robertson, Tomima E., Auburn Robinson, Ernina A., Stratford Rogers, Jessie Muir, Avonbank Roos, Hilda G., XVaterloo Rosenberger, A. Vera, Plattsville Ross, Carrie, Braemar Ryan, Daisy, Dungannon Scott, Marguerite I., Seaforth Sernple, Jean Agnes, Teeswater Smart, Bessie J-, Brockville Smith, Elizabeth, Guelph Spurrell, Bessie E., Elsinore Steinhoff, Frances G., Stratford Stewart, Ida May. Millarton Stewart, Irene E., Belleville Stewart, Marguerite I., Mother- well Stock, Ellen Y., Marys Stouffer, Mabel R., Berlin Struthers, lVinnifred M., Port Elgin Squire, Florence M.. Listowel Swinton. Alice E., Stratford Taylor, Edna, Constance Thomson, Florence A., Seaforth Tindale, Ida G., Arthur Torrance, Mary E., Listowel Traynor, Elizabeth B., Owen Sound Troy, Mary Cassie, Mount Forest, Turner, Elizabeth I., Carlingforfl Tuttle, Catherine C., Stratford .. Lrquhart, Katherine. Tiverton Vivian, Annie I., Mitchell XVakem, Reta F., St. Marys lllalker, Lillian B., Durham Waugh, Grace, Berlin XVeber, Elva N., Hawkesville XYhite, Martha G., Gorrie YYhiteman, Mabel G., Berlin XYilson. Helen, Drumbo XVilson, Margaret, Drumbo Xving Grace, VVaterloo XVoods, Eva Ann, Bayfield Young, Emily Stewart, Owen Sound Zoellner, Inez M., Mount Forest 29 The Classic 1 June, 1911 THE NORMAL SCHOOL STAFF S. Silcox, B. A., D. Paed- H. S. Robertson, M. A. J. M. McCutcheon. B. A. J. XV. Emerv. B. A. ' ottomleV. A. R. I C. f . S. Pickles - - - Mrs. H. Mavberrv - Principal Mathematics English - Science . Music Manual Training Art Miss E. Cottle - - XYriting and Physical Training Mess A- INSVIUB Household Science RIISS FOX - SQC-rgtary MODEL SCHOOL STAFF. Mr. G. XY. Slaughter Miss E. L. XYalker Miss G. McCallum Miss F. E. Garden Miss Miss Miss Miss A. Johnston M. McKnight C. McKnight D. Hamilton Mr. John Mann Miss N. Forman Miss M. Abraham Mr. Talmage Graham Miss J. Gaudy Miss Finlayson Miss C. Hamilton Miss J. Johnston Miss B. Frank Miss M, Salvadge Miss Grace Johnston 1-Kindergarten Miss Rankin ,I Staff OFFICERS OF THE LITERARY SOCIETY 1910-11. FALL TERM. Honorary President-Dr. Silcox fentire yearl President-Mr. A. Brintnell. Vice-President-Miss M. Allen Secretary-Miss D. McLaughlin Treasurer-Mr. Becker fentire year? Executive Committee- Mr. R. Redmond Miss H. Patterson Mr. L. Ballantyne Miss I. Tindale Editors of The Classic -Miss R. McCo1nb Mr. Roy Robinson Miss M. XYhiteman Miss Ethel McKee WINTER TERM President-Mr. J. Douglas Vice-President-Miss M. Bailie Secretary-Miss F. Steinhoff Executive Committee- Miss Morrison Mr. Creighton Mr. F. Lippert Miss Richardson Editors- Miss Atkins, Miss Hall Miss McNevin Miss Kerr SPRING TERM. President-Miss E. McKee Vice-President-Miss V. Gillrie Secretary-Mr. R. M. Robinson Executive Committee- Miss F. McGregor Miss L. Boettger Miss G. Struthers Miss R. Knight Edito1's- Miss M. Laidlaw Miss M. Brothers Miss A. Kerr .Miss M. Scott Executive of the Ladies' Athletic Club- Miss Steinhoff Miss Armitage Miss M. Hall Miss A. Swinton 30 'P P14 YOU CAN OBTAIN DUPLICATE PHOTOS F rom us at any time, no matter how old the picture may he, as we preserve all negatives. Perhaps you have a photo that you would like copied, or an enlargement made from, if so you may depend upon receiving the hest work if you send or bring your order here ALL MAIL ORDERS PROMPTLY FILLED The Maitland Photo Studio 48 Ontario Street, Stratford, Ont. PHONE 189 ' You DO Nor KNOW WHAT THE Z fd ' X STRATFORD, ONT. Can do for you until you read its free catalogue. VVe prepare teachers for commercial life or for positions as COMMERCIAL OR SHORTHAND TEACHERS. Demand upon us for teachers is over five times the supply. One recent application stated salary would he 31800.00 per annum. There is no better Business College in the province. Vi'e have three departments-COMMERCIAL, SHORTHAND AND TELE- GRAPHY lVrite for our free catalogue and learn something about the op- portunities of commercial life. D. A. IVlcLACHLAN. PRINCIPAL 31 Ihe Colgplete Book Supply Ilousg Of the value of good books no one knows better than the student and the teacher. Good books in the hands of the student enable him to study more intelligently and more easily. Good books in the hands of the teacher give him that culture and broadness of outlook which is so neces- sary to successful teaching. All intelligent students and teachers realize the value of books and the necessity of buying books. The question is not whether to buy, but where to buy. Come to us and you will get expert service and the lowest prices. Bear in mind that we handle Everything in Books and that we can supply whatever you need :- Libraries : Public and High School, Continuation Classes, Public and Private Libraries of all kinds. Teachers' Aids and Helps: in all subjects of school work. Our assortment of these is not equalled anywhere else in Canada. Supplementary Reading: for all Public and High School grades The latest and best material of this kind obtainable. Text Books : all the authorized text books and the best English and American publications of this class. Books on Special Subjects: a wide range of the best books on al special subjects. Tell us your wants and get our prices. NATURE BOOKS During the remainder of the present term and for the first months after vacation, nature study will be a prominent subject. You cannot have too many good books on this subject. We can recommend the following :- HOW TO KNOW THE TVILD FLOWERS, by Mrs. W. S. Dana ....... ..,.. S 2.00 OUR NATIVE TREES. by Harriet L. Keeler ....,...........,,.....,.... ..... 2 .00 OUR GARDEN FLOWEITS. by Harriet L. Keeler. ,..... ............... ,......... . . . 2.00 BIRD LIFE. by F. M. Chapman ,,.. .......,....., , , ........................................ 2.00 COLOR KEY TO NORTH AMERICAN BIRDS. by Chapman and Reed ...... 2.50 NORTH AMERICAN BIRDS' EGGS, by C. A. Reed ..,........................,..... 2.50 BIRDS OF VILLAGE AND FIELD. by F. A. Merriam ..,.... .,,,. 2 .00 AMERICAN BERDS. by W. L. Finley .............................................. ...., 1 .50 GUIDE TO THE YVILD FLOYVERS, by Alice Lounsberry ......................,. 1.75 VVILD FLOYVERS EVERY CHILD SHOULD KNOW, by F. W. Stack ......... 1.20 NATURE'S GARDEN, by Neltje Blanchan ...,.......,..,.............................. 3.00 W'H0'S XVHO AMONG THE TYILD FLOYVERS, by W. J. Beecroft ,........... 1.20 WHO's WHO AMONG THE FERNS, by W. J. Beecroft ................... ..... 1 .00 OUR NORTHERN SHRUB5, by Harriet L. Keeler ..........................,,,,,,. 2.00 WVrite for our catalogues :-Library, Teachers' Aids, or Supplemen- ary Readings. YVhenever you need Books address- The Book Supply Company, 1.......... McClelland and Goodchild 42 ADELAIDE ST. WEST, TORONTO, ONT. TI-IE BEACON PRESSES 5 'il'z.. Y V' A ' ' ' 'fir' ,-.U 1 -- ' 'f. A wr glhwlxfg- . ,,,. -,.i.,Lr . V' .V v 1 ' 3: .,, v V - ,.,, . .- 1 ' I. L., f . mfrf. 2' -V 1' ' : 1 -1 ! . .' H14-. 3.1.-- .'w-'14 3 -Qgafv, - fri. ... . :,-M71 . :5 . . fdkjff .4'If,L1' - 1 -5-'335'3 .,'?f'.4 1. . . .. ':gXi !YJ.r T271 ' ' A ,:'! f' .' ' .g 1' ,:!,.'7:i?'y,g,f:. .7 .',f.jvjI'1, 172, T137 gfxlfiyfgflve ' t Q., .V ., l. . v . -51' ' f ,. 1 24 pi-,+:1wfi'Z' 135 'igiia '3 - H - Q' K-.H-.', -,v.-,, gl I -- - . '.5J,Q1FQ,.z1f,3f- - f- . na .315 -l?X'f-'ua L .- .yJy, ,- Q ..4. , ,I WMM? ...S 5, H ,arg .5 .b , .. -It-J .Q-2.16 4'.-f,: f.f..:- . ,. ng ..,,1 cn i .. A , L, A, f ,f-A' - .f.f.5f: V -. ' -.. f '. .. fu..-f, g ...uf , . .. .2 .7,3'..-, y 7, 1 1 ,DN ,wg n- -.-,-4 ,,. , . . . V J' If-1-A., :ne . V A. ,L ,- --.xg ,.., -If .1 -- . , .IJJID iv-,,..V -,,. . J xl'--'...'1J,If' ..' - .-. 14 45... 'ww' . -L .:-13-QQM.. . : fif' - :pL 5'v' ' '- ff' ' Ly ' f A , f !1:':fi3.1.5.. 4. .. . f- - -' . :Q L Q... vs 1:53 ,j . .X 413- - fy A .- 1ZU.55i:':' A, .. ra,-u' . , 'w-' ' .... .:1+Q14'-Q. . ,. -'lf ' 1'-i., I , ,- . 'f Wt ' 5. .7': ,'. , ' ' I- gf.-,5x.f.!',-in 5 .'5.- . , . 'f-',','Av.'. .2 -r . . -- .i'-j.'.'.':'.3fX i'i '3.'f'L ' . 'W' J .. MV.. fr, f. '-.-'f.r.1: UQ- .1. L .. l'f.','.?-52. Affwe. yu 1- K . gl..-g.,-,.. ,...w . .. X . .. .,,,!- ,H , 3 - . , :,f,1, 'L'1f'-' ' X L,-5 .5-1.-A - .5 V1Q ,3r' - ,U ' - I U J. ffixg. 'Q 591. - '- .V ' . ., -.'y':ff,'E-125' .1 .Alf ' 4.19 f' 'iii' 1 1 ' '-Q, LA- 'Tw' ,-A ,-' . - ,,.'-.-,,. J Cv- .V . .5'igj-1152.5 PF'--2 2'1' ' !..,i..15g.x1- ' ' , . .4-g,,,., Q . . -'mlm-f. 15-:fe-w.- . . ,Ug'c:wi:f . , er gif IW 'r , , , u1P ' n ' M ' X. .Q , .,.'. TUE- . . , :lf ,f,,.-:vfg,i,,..-.A- D ,fSfzf. f.rF1f.-f-F fi -' 2 .- JSE-1:,.1 v7 i1rLfu , 'H - lgvgv k5:jf,,g1e'y.Lx. I . 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Suggestions in the Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) collection:

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1921 Edition, Page 1

1921

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1945 Edition, Page 1

1945

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1911 Edition, Page 38

1911, pg 38

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1911 Edition, Page 9

1911, pg 9

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1911 Edition, Page 24

1911, pg 24

Stratford Normal School - Classic Yearbook (Stratford, Ontario Canada) online collection, 1911 Edition, Page 35

1911, pg 35

1985 Edition online 1970 Edition online 1972 Edition online 1965 Edition online 1983 Edition online 1983 Edition online
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