Toronto Teachers College - Yearbook (Toronto, Ontario Canada)

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VALEDICTORY lil have but metvand yet so soon-it is time to bid farewell. When we turn our thoughts to the past few months we cannot but wonder at the amount we have accomplished in so short a time. l doubt if any other year has been so full or so rich with ex- periencefthe thrill of teaching, our almost innumerable subjects, the athletic and social events and the new friendships made. Ilo you remember that first morning when we all crowded into the assembly in a kind of awe, eyeing each other with curiosity? Mr. Whyte gave us a sincere and inspiring welcome, and introduced us to the staff. The Normal masters have acted in the role of older and more experienced members of the teaching profession, giving guidance and help to the aspiring members of the profession. There was not the wide gap that there was between high school teachers and pupils. We have no doubt often been a pest: but they have been very tolerant and sympathetic. Will you ever forget your first lesson! Did you underline the headings in your lesson plan with red ink? Ahgenow we know why you have succeeded. Did you fear that your key question would meet witli no response, or that a shower of the most horrible questions would be flung at you, which would need a human encyclopaedia to answer. Then your first criticism-when you were sure the critic teacher would tell you as gently as possible that you would never make a teacher- but no, the criticism was kindly and constructive. What fun we had at the dances and teas throughout the year, and that thrilling week-end at Hamilton, and the equally exciting one when we entertained the Stratford students! How proud we were of our teams both week-ends! Then there was the unique play UOutward Bound , and the Friday afternoon literary programs, and the wonder- ful friendships we have made. Let us try and keep in touch with each other after 'Normal' days, if only by correspondence. We all leave Normal with lofty ambitions and an idealistic con- ception of the type of teacher we intend to be. just how sincere are we in these idealistic ambitions? We say we are sincere--we even think we are sincere-but are we? The depth of our sincerity will depend upon how willing we are to make sacrifices and overcome obstacles to accomplish these ends. .-Xre we going to sit down and weep when we meet our first little defeat or disappointment, or t'Can we take it? Page Eiglzty-six Are we going to imagine that one gossips petty criticism is the con- sensus of opinion of the whole community? A teachers life is similar to that of The Lady of Shallot omit- ting its tragic end. When we are going to school we see life through a mirror--our books. At Normal we do the same, although we make a brief contact with life with the thrill of our first lessons. Then we go back to school-as teachers, and hold up the mirror for the class to see the world. I think a teacher should really get in touch with life. To do this, teachers should travel, go through the factories, read and generally keep abreast with' the times. The pupils see the world through our eyes. We must know this world to tell them about it- to make it real to them. Any teacher who stays cooped up in her room at school every night fafter four' cannot begin to realize the real meaning of life. No matter how busy we are, we should always have some recreationa- to get back our perspective , as Mr. Kendrick would say. You work faster and better because your spirit is quickened. You obtain a new depth and breadth of vision. Everyone must know, after this years course, how much our personality is reflected in our pupils. How can we inspire any of our pupils if, on Friday morning, we stand before them with heavy eyes and a listless expression after plugging away all Week? We have been told that a country school teacher should visit the pupils' parents in the community. Let our visits be worthwhile not merely perfunctory visits, which could only bore to tears both ourselves and our hostesses. Let us enter into the social life of the community with enthusiasm and enjoyment: and not patronize their social events or feel that we have 'fdone our duty'l by attending them. We should try to have a few real friends in the community, who will comfort and encourage us if we feel we are not making as much progress as we would wish in our teaching. The first year is bound to bring disappointments and discouragement-and we need two or three good friends who have faith in us to urge us on and to assure us of ultimate success. Our second year of teaching will show the be- ginning of fulfillment of their prophecy. But the first year is a stiff grind: so let us be prepared. M. Wray.

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