University of Alberta Calgary - Evergreen and Gold Yearbook (Calgary, Alberta Canada)

Page 18 text:

The Editor Mary Edwards Editing is a hard life. Anyone mad enough to accept the position can plan to give up all other activities, including eating supper, and will be sure to earn the undying hatred of all those who were supposed to do write-ups. By the time the book gets out the editor should be grey-haired, frustrated and on a milk diet for ulcers. In University, editing the yearbook does have its compensations. While you may never again have the constitution of former days, you will certainly have added many new friends to your list. There is no better way of get¬ ting to know who ' s who around the campus than pasting 250 photos in neat little rows. The students on the yearbook also get to know their in¬ structors better through working with them. For the T.L. students on the staff it may be their only opportunity to meet the Arts and Science professors. The untimely death of Professor Millar struck a hard blow at our year¬ book as well as at the faculty. We felt we had lost a friend as well as an advisor. To our gratitude Dr. Allen and Miss Stadelbauer stepped into his place and helped us, more, perhaps, than even we realize. As an entirely green staff we made every error possible, and except for their guiding hands we would have been lost long ago. Yes, editing has its good and bad points. As the book goes to press the entire staff are heartily sick of it, and declare that they ' ll never work on another, but by the time it returns from the binders they only recall the laughter at noon hour meetings. They have forgotten the Saturdays spent making up pages of candids and remember the coffee at midnight after an evening of photographing still shots . The memory of the troubles they had tracking down club write-ups is erased by their laughter as they reread Marg Taylor ' s Bell Listeners . Given the opportunity everyone on the staff would be back working on another yearbook, fortified by the ideas acquired this year. 14

Page 17 text:

The Director. . . AUDIATUR ET ALTERA PARS (Let us hear both sides) A. L. Doucette, B.Sc., M.A., Ed. D. At this mid-point of the twentieth centu ry we should beware of the witchery of words which arises from time to time when extreme points of view are presented in the cause of education. Aristophanes, in The Wasps says: ' Twas a very acute and intelligent man, Whoever it was, that happened to say ' Don ' t make up your mind, till you ' ve heard both sides ' . You have reviewed the mental discipline theory in your psy¬ chology classes. In place of totally discarding the theory we might re-examine it in order to bring it into line with modern educational thought. For those who have the intelligence to absorb it, academic education can be said to develop in such individuals the broad out¬ comes proposed by the modern educator: understandings, skills, abilities, habits, appreciations, attitudes, and interests. Academic courses can be justified in terms of modern psychology of learning: gestaltism, need for drill, laws of use and disuse, need for certain automatic responses, pupil purposes, self-activity, and interest. Our democratic leaders represent the aristocracy of mind and of character . Our potential future leaders should be democratic¬ ally selected and trained according to their higher intellectual cap¬ acities. They should be given a type of curriculum which carries their thinking into the realm of ideas and of abstract thinking. The curriculum would include such pertinent areas as English, foreign languages, history, economics, mathematics and science. Such a liberal arts program should, in order to round out the personality, be interspersed with physical, social, aesthetic, and spiritual activities. Our high schools should continue to offer the academic courses for bright, ambitious, and scholastically-minded youth. High school teachers in large school systems should be carefully selected in order that they may cater to the needs of the bright students. It is of vital concern to the future of Alberta and of Canada that we recruit into the teaching profession people of good brain and of good character. If such persons choose not to enrol in the Faculty of Education, remember that the university is still eager to receive them in other faculties. Democratic public education must not stop with helping the average child to be a good average child. It must go further and provide for the bright and the gifted, since such young people rep¬ resent the nation ' s wealth. My message to the prospective teachers at the Calgary Branch is for you to develop to the fullest extent the slower and the average child. In addition however, you must be ever on the alert for university potential, the gifted children of our province. These few best must also be brought to full fruition.

Page 19 text:

Valedictory Do you remember your first impressions of UniverstiyP Remember how we entered the front door of this building, and were sent into the gym to face a formidable line of smiling folks? The smiles made you feel better, but you couldn ' t forsee that by the time you reached the end of the line your money would be gone and you ' d have a stack of forms instead. After signing your name fifty times and receiving a little gold and green hat you felt encouraged, since there were only two desks left to visit. Per¬ suaded by the salesmanship of Dusty Rhodes and Jim Twa we joined the A.T.A., the S.U., the E.U.S., the C.I.O. and the A.F.L. At last the end. We headed for the door, our pockets empty, our arms loaded, but our hearts light because we had registered, only to be met by a tall, slim individual sporting eye glasses and a small mustache. He said, Registration will now begin in the library upstairs. Let us mercifully draw a curtain over the next few hours, and proceed to the evening bonfire, with singing, hot dogs, cokes and general good fellowship. That night we had our first and probably last snake dance. It started with 200 singing students parading the streets, tying up traffic, and having a wonderful time. We might have been snake dancing yet had our legs not played out, and had we not had a battery of intelligence tests to write next day. Can you ever forget them? There was a vocabulary test, an English test, a reading test, a classification test—-and a general test to take care of anything that the other tests had missed. I wonder what ever became of those tests? Anyway we must have passed them. The professors let us stay. Clubs, sports and other extra-curricular activities succeeded in filling all extra time. Much to the professors ' distress, the ping-pong room be¬ came the most frequented room in the building. Early alarms, buses, games, and dancing bring back memories of the Edmonton trip. For me it meant walking twelve blocks in the fresh morn¬ ing air at seven a.m. Next I remember music, corsages, receiving-lines and dancing. Yes girls, that ' s when we donned our courage and our evening dresses, and spent our money to take the boys to the Wauneita formal. The U.A.B. banquet became almost literary for awhile with Joe Neu- feld and Mr. Buxton matching wits by spouting atrocious poetry, Len Ramsay congratulating everybody, and Dr. Doucette reciting William Henry Drum¬ mond in French-Canadian dialect. Mr. Goodwin appeared to be sitting behind four neat stacks of pancakes. We later discovered they weren ' t pancakes at all, but crests which were distributed to hockey players, ping- pong players, and poker players. 15