Toronto Teachers College - Yearbook (Toronto, Ontario Canada)

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of teaching selected topics by tutors and students followed by evaluation and revision, a closer liaison among classroom teachers, studentsand tutors regard- ing the themes of work to be covered in the classroom, more theorectical discussions about the classroom implications of various practices, and longer periods of teaching practice in a greater number of teaching situations. At one time colleges in Britain, as in Gntario, concentrated on training non-graduates as teachers but, in recent years, not only are they accepting some graduates for professional training buttheyare provid- ing, as indicated earlier, a four-year course leading to a degree. This would be a much happier situation in that one would have a teacher disciplined by his academic training and polished inthe skills of impart- ing knowledge. The shortage of teachers tends to restrict developments to some extent at the moment. For an outsider from Ontario, the British educa- tional system presents many anomalies: the hier- archical nature ofthe school organization,the exercise of responsibility, the freedom of school programming, the adherence to traditional disciplines, the lack of educational priorities and the socio-economic conscience. Miss M.P. BAINBRIDGE U lM.A., B.PAED.l Miss Bainbridge is working on an exchange basis in England. Life Itself is an Education The true values of life which lead to happiness can only be acquired through experience. They can be taught by environment, teachers, situations, friends and the church. In our homes we learn from our parents the difference between rightand wrong. If we do the right thing we feel rewarded but if we do the wrong thing we are punished, either physically or mentally. We are taught love, discipline, understanding, good breeding, manners and the basic culture of our society. During school years, the discipline is continued, but other lessons are taught besides the academic ones. Fair play and the ability to be a good winner or a good loser are taught by games. We learn to adapt ourselves to those around us regardless of creed or colour. We become one of many, but we still retain our individualism and thus acquire a spirit of co-operation.Againwe find that good work is rewarded by good marks and bad work by poor marks. In our adult life we still practice obedience to superiors, to lawful authorities, to our families and to our faiths. We learn tact from being hurt by tactless people, we learn understanding from being misunderstood, we mature in love from being loved, we learn to care from being cared for and we learn mercy from the unmerciful. Through these experiences we gain knowledge about the world around us. Since most of us are iudged by our friends, we find that if we are good we have good friends and if we are not, then we have bad friends. The church goes one step further in teaching discipline. It asks us to imitate the life of Christ with faith, hope and charity. lt teaches us that the Christian way of life is to practice corporal and spiritual works of mercy, for example, to feed the poor, to pray for others. The truths of the church give us the strength to learn from our experiences. Death brings compassion, service to others brings humility, teaching brings under- standing and patience and added to all these is love for your fellow-man. Thus it can be seenthatonlythrough living do we learn and only through learning do we gain an education. The education of life can either make us or break us and to those who have profited from their experiences come the highest rewards of true peace and happiness. LORETTA LATREMOUILLE Form 24 Page 24 fg fm v fd .TZ

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etc. are submitted and, if he is considered for a place in the college, further correspondence ensues and personal interviews are arranged, carefully docu- mented dossiers are filed on the early backgroundand academic history of each student. If he is accepted and recognized, the would-be teacher receives free tuition, free board and lodging and a cash grantfor his personal maintenance. Thus, the student body consists of approximately three hundred and fifty young men from Northern lreland, Wales, Scotland or from England, of comparable age butwith infinite variations in ability, interests and background, living under similar conditions, presumably they are all studying to be teachers but many simply take advantage of the educational opportunities offered gratis and then launch into an entirely different career. One of the more noticeable features of college life at Newland Park is the tremendous number of organized group activities, the Theatre and Drama Society is particularly active and, in the autumn, produced an excellent performance of the play The Physicists under the most extraordinary conditions, there is a Debating Society, a Geography Group, a Contemporary Film Society, the Music Society and several highly organized groups for sports such as soccer, rugby, basketball, tennis, canoeing, etc. Because the students are more or less on the spot and because of the continuity of their soiourn there, these organizations are extremely valuable in that they perform recreational and educational functions. After tea in the afternoon or after dinner inthe evening, the students assemble to participate in or to enioy the various activities, bus trips are arranged and visits are made to the concert hall, the theatre, galleries, other educational institutions, etc. I am much impressed by the unhurried and detached approach to education. After a hearty breakfast students peruse their mail in the Junior Common Room, if they have no class, they chator visit the library or engage in something such as sports, crafts, etc. The classes are conducted in temporary wooden structures hidden among the trees. The stu- dents wend their way through mazes and covered paths, they seem oblivious of the gnarled ancient trees, the gleaming rhododendrons, the walled gardens, and the asthmatic old clock that quietly paces the hours for them. All students must ioin the Students' Union which is controlled and operated by the student body with their own elected officials, the Union not only co- ordinates and finances the various students' groups mentioned above but it also appears to be very vocal about all aspects of college life. The students produce a weekly college rag and the tenor and quality of the students' thoughts are reflected here. I quote excerpts from two' 'different editions of Scoop . 'We would like union representation in academic government and student disciplinary matters, greater participation in local, regional and national affairs. 'We should have more educational visits, more lectures in methods. Students have a Social Function Committeewhich appears to be quite enterprizing, dances, concerts, dinners, etc. are arranged on suitable occasions and Page 23 visits are exchanged between colleges. The Students' Union also has a separate recreation hall where different indoor activities such as snooker,table tennis, bridge, etc. is enjoyed. There is a Students' Bar where all kinds of beverages, cigarettes, candy etc. are dispensed. Most of the students dress very casually on the college grounds, a small minority are bearded and unwashed but, in the main, they are similar to Canadian youth. l have beentremendouslyimpressed by their unflagging energy, curiosity and courtesy. One hears here, as in Ontario, the old complaint that what prospective teachers learn in college has often little bearing on the school situation, I suspect that students at Newland Park spend an inordinate amount of time pursuing their Main Level subiects and, since these subiects are basically taught in Grammar Scools by university graduates, one ques- tions the immediate value of such an arrangement. I admit at once that academic excellence is of inestim- able value but, at this stage, l would gatherthat these teachers-in-training need practical help inlearn- ing: various methods of presenting knowledge, ways of intensifying learning, arrangement of an efficient teaching-learning situation. To quote again from the startling Scoop , Teaching practice is the closest part ofthe course to the finished product but much ofwhatis of fundamental importance from this practical part of our training floats under the bridge and is left with the other inadequacies that are shelved. Perhaps more time should be spent in: lil studying the significance of social structures, social groupings, class loyalties and preiudices in relation to educational development of individuals andfof groups of children, fiil developing skills in the art of teaching , most new teachers would not decry some knowledge and practical experience in the basic skills of class management, lesson organization, questioning, visual aids, and transfer of learning. In the training college here the students have approximately six weeks of teaching practice in one room in the same school for sixweeks,this is preceded by two days of observation. One studentworks alone in the room with the regular classroom teacher, he is required to teach four lessons each day. He is expected to prepare and follow a theme ofworkin each subiect area, he seems to be trapped between what the teacher expects as being relevant to her work and what the tutor considers valuable in his class- room experience. Personally l feel that in the teach- ing practice session, the school teacher should be given more responsibility for the student's guidance in school and that the .tutors should concentrate on relating the student's practical experience to his learn- ing inthe course as a whole. The focal point of teacher-training is the process of transmitting human knowledge and culture to succeeding generations in the most effective manner, this cannot be understood and mastered without in- vestigation and practice and an awareness of the processes involved, theory and practice mustbe linked and developed in a comprehensible way. It might be of valueto havezdemonstrations ofvarious methods

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A Sailor The man had walked this earth for many a year, And now as the time of his leaving drew near He began to think of time gone by, And asked himself, why must he die? He had seen the Seven Seas and their splendour. Had visited ports that now he can't remember. And had sailed on boats and sailing ships Seeing the world as he worked his trips. In every port a friend he found, And every year he sailed the world around Free and wild were the times of youth Always in search of glory and truth. Yet somewhere on his voyages through the years He changed from son to sir, and left the seas To settle down and take his place in the land And work and sweat for the feeding hand. Then the years took their toll and claim As age crept upon him and youth was slain Only the memories lingered in his heart Where before there burned a fire so bright. Now he snaps from another dream of old - Back to life, back to his cruel world To live yet another hour, another day Thinking that there was once another day. JOHN M. VESTERS, Form F38 Page 25