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Page 26 text:
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oaeAxjAe n Si Qold oj- tfiz IhihiZE ? (OfM S we pass into a new year of endeavor we see on every side signs of uncertainty and unrest. Social and cultural habits, previously ac¬ cepted without question, are now being judged in the light of world com¬ parisons. The government, the church, in fact, all our institutions, includ¬ ing our system of education, are being closely examined with critical eyes and are often found wanting. Reform is in the air and we who are preparing for the teaching pro¬ fession must make ourselves aware of the needs of the community if we are to succeed in the field we have chosen. Before the advent of the automobile, the little red schoolhouse was the centre of the community ' s social life. The teacher was looked up to, not because he was a teacher, but because he was a leader in the life of the community. He directed plays, arranged baseball games, organized social evenings, and in all probability taught a Sunday school class. Ease of transportation has shifted the centre of community social life from the rural schoolhouse to the village or town. Recreation has become more commercialized and the teacher is no longer a leader in social affairs. This has contributed to a decline in the status of the teaching profession. This status has had a further setback by the exit of the most highly qualified teachers to more remunerative employment during the depression years. Further losses were suffered by the enlistment in the armed forces of many men and women teachers. Now that peace has come and prosperity has returned, we must work for an improvement of the status of teachers. One way to do this is for teachers to again assume the responsibilities of leadership. All across the country community centres are being established, and, although they may not be in the little red schoolhouse, there are more opportunities than ever before to show the way socially, spiritually, and morally. The war was a result of conflicting ideologies and the conflict by no means has been solved. People are confused and it is difficult to establish what is right and what is wrong. Yet to be leaders, teachers must have clear-cut ideals, definite goals and a confident faith in the future. It is through ideals, faith and a clear objective that a well-balanced and satisfying philosophy of life is developed. The church may help one find such a philosophy or it may evolve through a process of trial and error. One is rich who finds such a philosophy for he has acquired deep resources within himself and holds infinite possibilities for helping others. To teachers we throw the challenge. Let us become leaders. Let us show the way. C. B. THOMPSON, Industrial Arts. Page Twenty-four
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Page 27 text:
“
£ven.Cf ' ieen ' Qald Class C n n ' jE have found the seven months here at the University full of interest- ing and memorable experiences, a few of which are recorded here. The whole class goes in for sports but we have some outstanding stars. Marge Clark and “Jimmy Gastle are tops in Girls ' Basketball, while among our more avid badminton players is Clarence Emard, one of the leaders in the tournament. Cliff Cummins is the goalie on the E.U.S. hockey team and Adelma Beagle is our ping-pong enthusiast. Of course, we must admit to a few who try hard but find even the front roll in P.T. somewhat of a mystery and a head stand an impossibility. But there is one thing for which our class has 100% enthusiasm (be¬ sides eating I mean) and that is singing. This is probably the reason why our Operetta, “Cinderella was “piece de resistance of the local musical season. Elsie Engman was the loveable heroine, while Clarence Emard played the dashing Prince Charming. Unfortunately, as our critic pointed out, when dressed in his blue ve lvet suit Clarence had more the aspect of Little Lord Fauntelroy than the romantic Prince, but his singing bridged this critical point. Ruth Hurlburt and Dot Bishop (the long and short of it) supplied the comedy as the ugly sisters. Marge Clark was the rheumatic Fairy Godmother; Doris Dell played Kate; Freeman Anderson was the buf¬ foon, Sam; Mildred Befus, Ruth Cook, Mildred Griffey and Jean Bradley formed the quartet of little girls, while Cliff Cummins and Marie-Louise Ingeveld were Bob and Ann respectively. Jack Crowle and George Hislop, with starched Victorian ruffs, were cast as the attendents while Jimmy Gastle, Joan Boulter and Alice Bennet were the three maids. Directed by Biddy Gordon and Grace Edwards, the operetta was the graceful story in music of Cinderella, presented as 12 year old children would have done it. Make-up and costumes were designed and executed by Evelyn Gordon and George Hislop. Many of our Class were in the choir, while such people as Clarence Emard with his trumpet, Bertha Hey (pronounced high) and Jean Bradley with their pianos put us in the instrumental spotlight too. Marge Clark leads the Girls ' Basketball on to victory, Ruth Hurlburt manages the Badminton, Jack Crowle counts the sheckles for Music Hour, while Bertha Hey is responsible for all official piano accompaniments. Evelyn Gordon, another Class C ' er has become quite noted for her artistic creations. After working together for seven months, we have come to know the peculiarities, the foibles, and the prowesses of our individual members. Elsie Gordon and Nora Kennon will be remembered for their ever¬ present giggles, Eileen Keays for her smart clothes, Ethel Korth for her poetry, Bertha Hey for her lovely features, Alice Bennet for her shyness, Ethel Korth for her poetry and Jack Crowle for his split-second timing in the matter of arriving at school. We have with us some great friends, too. Bertha and Jean Johnston are known as the Twins and our three must-get-theirs are Eileen Keays, Eileen Ennis and Dot Bishop. As to Class C ' s teaching and academic qualifications—ask us next year about this time. RUTH HURLBURT. Page Twenty-five
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