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

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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

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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

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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