Toronto Teachers College - Yearbook (Toronto, Ontario Canada)

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Kermit Barry Gostlin F 28 Teachers' College Is . . . Crm Of all the statements we have heard or are to hear during our year in this institution, this one must certainly remain undisputed: Teachers' College Is! Exactly what it is or even will sometime be, to all the various individuals who have attended is, however, left to argument. Teachers' College is a time, a place, a conglomeration of people. A time, they say, of enrichment and learning. A place for experimentation and occasional accomplishment. A people variously talented, friendly, concerned. And dedicated! Here represented are the pasts, the presents, and the budding futures of many who come and see. Some conquer, climb mountains making their mighty reaches. Teachers' College is the birth of a nation with all the hopes, a few fears, many many ideals, but also all the uncensored hatreds and prejudices that make us human. But most of all Teachers' College is the collective raw nerve of our vaunted pride shouting out at the world, 'We can do it! We all will try. Many of us will be good enough. But can we give our very best? By the time our year is spent we will lose part, possibly all, of our old selves. These buildings will become the haunted halls of our hoary hang-ups. We will have been transformed, by some fateful, but mind you predetermined scheme, into teachers. We complain that it hurts, this transformation! Growing pains!! It does not come simply. So much is asked, demanded, expected. We will be jumping off into that deep end of life where all is yet unknown, a mystery, a wonder. We will shine light into the darknesses of minds, imprinting upon them visions of life as we have found it. Or have hoped it to be. We will ignite fires of knowledge and aspiration in tiny minds that someday will come to realize they are people, living, needing, loving, learning. People! We will help and guide them, much as the little you and me were once guided by those many or few years ago. As guides, we must needfully be aware of wherewe areleading them. But also our role will require of us to know where they are taking us. The dark, unlighted paths of our own ability and growth will and must constantly be sought out and explored. Teachers' College ? Supplied with texts which many of us did not acquire and fewer of us can read, can we conclude that our basic resource in our future profession must be our own innate sensitivity and wit? Is Teacher's College merely a place to which we come to learn the 'how to's of being teachers and of teaching? For some, life has already taught the lessons to be learned here. Indeed, can this or any institution dissect and analyze the basic structure of this species called, Teacher, and report on its special skills or neces- sary knowledge? Teachers'College cannot supply us with the answer. For each of us it would be different. Teachers' College can only focus our attention on the question. Page I03

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WHILE WE WERE HERE . . 1968 also saw the advent of a new Canadian Prime Minister - Pierre Elliott Trudeau, and a new word - Charisma, entered Parliament Hill reports. This dazzling young bachelor stun- ned the Commonwealth P.M.'s conference in London through an apparent application of a new girl a day keeps the danger away. Poge Living and Learning arrived on the scene of education with a list of 258 recommendations for change. These were based on the deduced aim of education, The truth shall make you free. Perhaps the most striking change is the positive confirmation of child rather than subject -centred education. Many of the proposals are l d a rea y underway. 19 Ly, ffl! Q I Pr fi' -All ,I ff P 'xxx' X 4 ' lx , ' 2 'f ig I ldfff H '7 l At first it was Johnson, then Humphry and Nixon. Johnson tried when he was in. Nixon seems to be carrying out general duties but has offered no hint of a solution onthe Viet Nam crisis . . . VVhat will Mr. Nixon do? VVhen is he going to do if? VVhat will be the outcome? - and finally - Which role, if any, will Canada play in aid of the situation?

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Cl . V The Student Teacher in Metamorphosis 2 tl 4 f . .135 Q. . D.M.G1assier N I' .wil Form 2B ,f , It all started on a sunny day in September. Slowly we crawled into our place of metamorphosis - our cocoon. Our minds were replete with food from the lush trees in the Forest of Educationg the time for us to begin our transformation had come. Our period of metamorphosis was to last for eight months. Inside our concrete we would be comfortable as we quietly assimilated our diurnal repast - a meal W that would give shape to our change. 4 Our change would occur in small stages. With each new week, increased percep- tion of pedagogical modes and manners twisted our malleable minds into a desired and definite form. Within our warm environment, the enlightened adult would guide and gauge our transformation - from fat, educated but redundant individuals to fatter, trained and competent adult pedagogues. Often we would be given the opportunity to visit at other more practical cocoons where we tested our changing shapes. This process, although often painful, would reinforce and recognize the normal and the deformed facets of our developing substance respectively. Toward the end of our period of metamorphosis, our transformation would be further tested. If we had adequately ingested the food that was available within the cocoons, and had demonstrated that we could apply our new shape in practical situations in an efficient and pliable way, our change would be nearly complete - ADULTHOOD WOULD SOON BE OURS! Finally we would fly out of the cocoon. A few would be full adultsg the rest of us would attain total maturation as we take our places as enlightened adults in cocoons throughout the Forest. Here we would nurture and guide younger individuals to find their shape in another process of metamorphosis. SW! R PO RE Q N15 ALL Poge lOA cocoon we would be fed a constant diet of predigested pedagogical nutrimentg