The URL can be used to link to this page

Home My WebLink AboutThe Huron Expositor, 1961-09-28, Page 12r fl — max Fxeosrrou. SEAFORTH,. ONT., SEM 2$ 1961. Bookshelf How Useful Are the, Practical Courses? (By J. D. Pollock) gent reading of directions. This As a teacher of both Agricul- ture and Geography, I find it hard to decide to which of these two subjects to devote this article. So I have decided to divide it between them, and also to include some reflections on the choice of optional cours- es where these are available. Agriculture, shop work in its various forms (such as wood- work and motor mechanics), home economics, and commer- cial subjects are generally con- sidered to be the "practical" subjects taught in high school. The department of education is planning a big increase in vo- cational and technical educa- tion. It is hoped that next year much greater choice in these subjects may be available to students as a result of the pro- posed vocational school at Clin- ton. Therefore, it is time to consider very carefully what we mean by "practical educa- tion." This may be done for a start by a brief consideration of one so called "practical" subject, Agriculture, and one is called "Academic" subject, Geography. The high school student gen- erally longs to learn something practical. Teenagers are natur- ally full of energy. Surprising- ly enough, if given half a chance their intentions at least are almost always good. They want to put all that energy to work on something useful. They want to do it right now, not just in some distant future, five or ten years later. That was my feeling when I was in high school. From what I have seen of the students at Seaforth dur- ing the past year, I believe most of them think that way also. In my own high school edu- cation I resented very much being directed to take a classi- cal type of course. Having started both Latin and French at the age of nine, I was forced to continue these subjects to the age of 17, with a couple of years of Greek thrown in. I did not learn much of this last beyond thet alphabet. As for the Latin and French, after a certain point of saturation was reached, new words were learn- ed, and old words forgotten at about the same rate. I wished to take a modern scientific course that was available in the same high school. However, an influential teacher persuad- ed my parents against my wish- es to put me into the classical course. I still believe that this advice was bad. So I can sympathize with the pupil who believes he is in the wrong course. No well-behaved and hard-working pupil should be compelled to take a course, when, after responsible consid- eration of all that is involved, he believes that an available alternative is better suited to his needs. There may be a case for using compulsion on those who consistently choose the soft option. This article is intended to provoke thought and discussion by students and parents on the matter of choos- ing courses. Perhaps the edi- tors may be able to find space for some correspondence on this topic. I hope that some of the views I express may pro- voke a spirited or even heated reply in the form of a letter to the editor, by one or more pupil, or parent, or other teacher. The problem is to decided what really is a "practical" course, considering both the short and the long term view. The answer may at first seem obvious, but after a little thought it is not so simple as at first appears. Few people agree on what constitutes a useful education. Perhaps this is why we are always having changes and demands for still more changes. Changes are not always for the better. How- ever, if the number of good courses is increased so as to give students more choice, I believe that within the limits the change is a good one. I will try to define what I mean by a "good" course later on, but I am not sure if it can really be defined. Adults are apt to feel that they know best what is good for the young, but I feel (as . I have already said) that young people have a right to decide what they wish to learn. If their lives are to be messed up they might as well make their own mistakes, not have parents and teachers make mistakes for them. Let us now consider what a good "practical" type course should be like. Here I expect I will be contradicted, but I believe very strongly there is no value in the type of "prac- tical education" which boils down to having a teacher in a classroom (barn, field, flower bed, shop or kitchen) tell boys or girls how to do things they have already seen their par- ents do at home ever since they (the children) were able to crawl. The kind of Iesson that gives detailed instructions on hoW to plant lettuces or bake a cake is not needed by the child who has been taught to read and understand the direc- tions on the seed packet or in a cook boti)c: ft is far better to give ittsttttction in the Weill. boils down to plain old-fashion- ed English grammar, which can be seen to have far more prac- tical value than all the so-call- ed practical courses put togeth- er with all their expensive equipment. If you can read English, both make and under- stand clear diagrams (or blue prints), and can do simple arith- metic (with the right answer, not just partly right), you are more than half way to being a success as a farmer, engineer or in a host of other jobs. Am I trying to„say it is easy to grow lettuces or bake a cake? No! This view would be con- tradicted, and rightly. What I am saying is that, given the directions, read and properly understeed, all that is requir- ed is experience and the will- ingness to be taught by experi- ence. There is an old Scottish saying: "Experience teaches idiots". The more stuijid the person, the more mistakes he makes, and so the more les- sons he gets taught. Finally the message sinks in. Nothing that can be contrived in the classroom can equal in effec- tiveness this teaching method. The lesson is most quickly learned when the mistakes are costly to the ,learner. If it means loss of -money when a tool or crop is ruined, or loss of 4a job, or even ones own hard work wasted, the thinking processes are remarkably well stimulated. But if it . all takes place in a nice warm classroom, if the school board' pays for the spilt milk or broken implement, and if the rest of the class is entertained by one's stupidity, there is no incentive to learn. All that is produced is the sort of sad person whose futility in adult life is no longer funny. THE FORTUNES OF NIGEL: Sir Walter Scott. Come on! Those Waverly novels aren't half as stuffy as they look. This one has all the gimmicks you ever heard of— high treason, a nasty villain, a mysterious lady with a tragic past, an unfaithful wife, a girl disguised as a boy, the Eternal Triangle — need I say more? Other Scott books to enjoy are Ivanhoe, The Heart of Midlo- thian, Kenilworth and Rob Roy. If you become addicted to them, there are several more, as well as many poems. THE SCAPEGOAT: Daphne du Maurier. Have you ever thqught that somewhere in the world there was a "dead ringer" for you? This is the story of a man who finds another exactly like him and is tricked into taking his place. The suspense is almost unbearable' at times. " THE STORY OF MANKIND: Hendrick Willem Van Loon. Even if you knew everything about world history, you would enjoy Van Loon's view of it. In one small volume, Van Loon tells about everything that has happened to man since he evolv- ed from ape. A knowledge of history is desirable for read- ing this book, as description of facts is sketchy. The author concerns himself with motives, explanations, and his own ideas. He makes history fascinating fun! I maintain that if our only subject in the practical courses is to produce competent car- penters, housewives, farmers or gardeners, then we are wast- ing our time, the pupils' time and the taxpayers' money. We will not and can not produce good tradesmen this way. There is no substitute for real experi- ence which must be obtained on the job. Even companies which employ university gradu- ates know they must train their staff after they hire them. The apprentice system is the only way to produce good tradesmen in any walls of life. As an ap- prentice school teacher this last year, I know this very well. lu. the apprentice system the pupil works with and under experts. There may be one or more re- sponsible trained workers for every apprentice. In school, one teacher is expected to handle thirty or forty pupils. There- fore, for this type of learning by experience the apprentice system is about thirty or forty times as good. So it would see I am trying to argue myself and a good many other teachers out of a job. Perhaps I will have a vote of censure passed on me at the next staff meeting. How- ever, honesty compels me to state these opinions. Is there another side to the story? Is there practical courses after all have perhaps a little value? I believe they do, but their use- fulness is quite different to what most people think. I have argued in favor of apprenticeship. I believe it is necessary in all vocations. But today young people must be "educated" in the general sense before they begin any appren- ticeship. It is as far as, and only as far as, they contribute to general education that "prac- tical" school course are valu- able. In a fast -changing world learning a trade is not enough. What use is it to be a skilled dairy farmer if ten years from now we have cheap artificial milk? One hundreds and fifty years ago New Brunswick was prosperous building wooden ships for the British Navy. The age of steam and iron ships put them out of business. Edu- cation must teach people to think, not just copy their fathers or instructors. The thinking person understands the general principals behind the practice of his trade. He can soon learn to apply these sante principles to a new trade. He need not be out of a job for a Lifetime. Therefore, t he "practical" courses must teach the prin- ciples behind the trade. These are science. The practical courses are a valuable supple- ment to the course in science. -They provide examples of the application of principles learn- ed in the science course. The student wants to learn what carr be used. Where he can see tlu� application of a scientific principle in a job with which he is familiar, the principle be- comes clearer and the job will be better done. To teach a boy to plow and nothing more is no part of a school's job. But by using his interest in the art of plowing, which he may practice at home on the farm, an understanding of the forces and pressures on the plow, may be achieved. In later years this may help him to see the 4cllution to some complicated -engineering prob- lem. Therefore, agriculture has a Knock, knock! Who's there? Dwayne. Dwayne, Dwayne drowning. who? the bathtub, I'm SDHS Chatterbox Published by the Students of the Seaforth District High School Volume II — No. 2 Editors: Gisela Helbig and Robert Sharp TEACHER PROFILE Hopes for Exchange In Teaching - Career (By Joyce Brown, 11.-B) First of all, T would like to extend a warm welcome to a new member of our teaching real value in schools if it is taught as applied science to those who are interested in agriculture in a practical way. Their knowledge and under- standing of both science and practical agriculture will im- prove beyond measure. Those not interested in practical agri- culture should not be forced to learn agricultural science. They should be taught some other applied science in which they are interested: Without inter- est there will be little learning. Agriculture should be for some but not all the students. Now let us consider Geogra- phy. This is a very different matter. Here is a subject about which I can say without ques- tion, it is necessary for all: None should be allowed to es- cape it! It can be taught as a science and so provide many real life examples of basic prin- ciples, just as well as agricul• ture. Why is geography so nec- essary? Simply because Can- ada is a democracy and wants to stay that way. The other day a Grade X student asked me, "If we have to buy an altar for how many years can we use it?" There could be only one answer: "For the rest of your life." MISS LAUREL COCKS staff, Miss Laurel Cocks, and we hope she enjoys teaching at SDHS. Miss Cocks was born In Ham- ilton, but her home now is in Capetowp. She is the youngest of three sisters. She attlnded Saltfleet Dis- trict High School and then con- tinued her education in Mc- Master University in Hamilton, where she ' majored in English. She gradu=ated last year, and SDHS is her first school. The hobbies in which Miss Cocks takes an interest are reading, skating and listening to classical music. Miss Cocks teaches English and History to Grade 9, and, like most teachers, wants stu- dents to co-operate, do their homework, but mainly to par- ticipate in class projects and discussions. Miss Cocks likes fairly small schools of about 400 students. Her plans for the future are to continue teaching and also do some exchange teaching. This last sounds very •interesting, don't you think? We all wish Miss Cocks the best of luck in her teaching career. TESTING TIME FOR GRADE IX INITIATION DAY ACTIVITIES THE VICTIM (By Mary Jenn McLean) Slowly I opened my eyes and then I remembered that this was THE day! I had breakfast and began dressing. This was a hectic day for Grade Nine students—"Initiation Day". I was completely dressed and started to school with my brother, when my sister decid- ed to help the sitaution by giv- ing me the honor of carrying her books. We got a ride part way to school and I must admit we certainly did look out of place, but I met no sad sacks. The morning passed, and unfortun- ately noon -hour came. We met outside and did very intelli- gent stunts for the Grade 12 and 13 students. The bell rang and once again school had be- gun. At 3:30 the students of Grade 9 marched through town, es- corted by the' Girls' Trumpet Band. We were then freed un- til 7:30 that evening. I can still remember walk- ing into the gyms and being as- signed to certain groups. Our group went up town and you can imagine what you would think if you saw people wear- ing pyjama bottoms, a men's shirts backwards, with ties down their backs, a nylon and rubber boot covering one leg and the other bandaged to the knee. We wore berry boxes on our heads, and had one side of our hair in pin curls and the other side straight. We wore no make-up. We carried a truck, while the boys carried dolls and wore bright gowns and bathing caps, with flowers sticking out one side. We sang Christmas carols on the Main Street, played leapfrog, and did many other stunts. Our part- ners in crime at the school were dancing with brooms and proposing to each other. Finally, they allowed us to go home and change for the dance. I must admit I actually did enjoy every minute of it, and I know everyone else did too. The dance was great, and Doro- thy Boyes, president of the Students' Council, helped make it a wonderful day for all of us, and I am sure that if they could, Grade 9 students would live the day through once more. Where a country is content to be ruled by an educated up- per class, it may not be neces- sary for all to .know and un, derstand geography. When ev- eryone wants a vote and a fin- ger in the Government, all must understand both history and geography if wise policy is to result. Democracy is an ex- pensive luxury that must be earned. The price is a longer and more costly education for all. Without an 'educated elec- torate, democracy is a sham which soon degenerates into a competition of who can bribe the electorate with the most impossible promises. Every country gets the government it deserves. Space does not permit me to elaborate this topic further. Geography should be compul- sory at least till the end of Grade IX. By then, the more intelligent should have learned enough to continue the study for themselves. However, I be- lieve all schools should offer geography as an option to the end of Grade XIII. In conclusion, Agriculture is a valuable supplement to the education of some; Geography is an essential basis to the education of all. • Careers (By Barbara Holland) To what do we look back up- on in our school years, with fond memories? Why, kinder- garten, of course! You must remember that mountain of blocks you built and that great clatter when they all fell. But, through the laughs, can't you see something very worthwhile and valuable? A kindergarten teacher not only introduces tiny tots to toy blocks and finger-painting, she creates a foundation on which is based all the learning yet to come in the years ahead. She must take young minds and produce in them an interest in education and life. One way to do this is to keep the classes happy and interest- ing. Another is to create an awareness of nature; the ani- mals, the leaves following from the trees, and the four seasons, complete with amusing stories, which make nature easier for the child to understand. Yet another way- is teaching chil- dren to express themselves, through games of "let's pre- tend" and drawing, etc. A good teacher can help a child get over painful shyness, by having everyone doing some- thing together, be it work or play. There is nothing like a good game to make children smile. The knack of keeping chil- dren happy can be learned, but is usually a natural ability. It can prove to be a wonderfully fulfilling asset to your charac- ter. So, if you like children and wish to do something real- ly worthwhile for them, why not look into the ins and outs of kindergarten teaching? It could be YOUR., career. THE OBSERVER (By Mary Norris) At last that long awaited day arrived. Initiation, of course! As the Grade 9 students ap- proached the school, roars of laughter rang out. The boys came dressed as girls, carrying their dolls, and the girls ar- rived clad as boys, carrying their toy cars. During the day, the boys were required to walk their dolls down the rugby field, while many girls ran races with their cars. At 3:30 the band paraded the privileged group through the streets. The senior students had not finished yet. Around 7:30 in the evening the fun started again. Some were sent up town to sing Christmas carols, and nursery rhymes,, while others counted the number of sections in a roll of toilet tissue. In the gymnasium, there was a series of rolling onions down the floor, dancing with brooms and mops, trying to get apples out of a tub of water, and also proposing. The whole group accepted these duties with spirit and willingness. When asked if they liked initiation, some laughed and said, "It was not bad," and others simply said, "I enjoyed it." I sincerely hope they all enjoyed it and we wel- come them to our school. Football Team Eyes Pennant (By Ken Papple) Grade 13 Sees Festival Story This season Seaforth is out for the pennant, and according to statistics wp are the team to get it. Mr. Godin is coach again this year, and as yet has just been out with the boys for a short while each night, get- ting them into shape with cali- sthetrics. The team is light but very fast, and this year the back- field is one of the best we have had. Best of luck to the team, and let's hear those encourag- ing shouts from the sidelines. Students' Council Plans Activity (By Barb Talbot) The Students' Council for this year consists of the following members: President, Dorothy Boyes; vice-president, Robert Sharp; secretary, Gwen Storey; treas- urer, Marie Strong. Form Representatives: 10-A, Gordon Hoggart; 10-B, Ken Camino; 10-C, Barbara Holland; 11-A, Larry Burns; 11-B, Dar - will Schneider; 12-A, Joe Stef- fler; 12-B, Barb Talbot; 13, Lloyd Pethick. Plans are getting under way now for Commencement and also the Magazine Campaign. (By Gwen Storey) On Monday, Sept. 18, twenty- five Grade 13 students and Mr. Vodden clambered into a wait- ing bus and departed for Strat- ford. They went to see "the Stratford Shakespearean Theatre production of Henry VIII. Henry VIII is one of William Shakespeare's most rarely pro- duced plays. This is because the actual plot of the story is not woven together as ingen- iously as some of his others, due to the fact that he treated this play as a dramatist, not as a moralist or chronicler. The series of events is therefore a little more difficult to follow, but the production of this play is something to behold. We students, among many, many others- from throughout the proviupe, were fortunate enough to see this production within the' last two weeks of the festival season. The visit was not only edu- cational, but thoroughly enjoy- able, and I am quite sure many of us will be going back in the near future. Juliet: "Romeo ! Romeo ! Wherefore are thou, Romeo?" Romeo: "Down in the shrub- bery, you fool. Fhe ladder broke!" a • A DRAFTING CLASS is hard at work in this picture of a portion of the shop de- partment at SDIIS, Visible in the picture are Previn ' Witliamddit, Michael gen Bedard, Larry Byern►an, Tom Dick, John Jacobi art$', lion Muegge, . (Expositor photo by Phillips), SEAFORTH FAIR (By Torben Haarbye) With the beating of drums and the marching of feet, the Seaforth Fall Fair officially op- ened. This year, as usual, there were many brightly - dressed children marching, riding on floats—competing for first prize. After this, there was the usual grandstand show, consisting of horse -racing, cattle -judging, etc. Along the midway (if you can call it that) things were buzzing in the stalls, which were doing a lively business. There was one stall which looked especial- ly interesting — "The Dodger," where you had to hit a man with a tomato. Along with all this, there were displays of all sorts. Es- pecially tempting were the cake exhibits—umm! A big spender had the chance to take the love of his life for a ride on a heli- copter. All in all, it was an excellent fair. CHATTERBOX CONTRIBUTION$; YOU ABE INVFrED TO CON- TRIBUTE TO THE CHATTER- BOX' . . . suggestions jokes gossip general criticism of paper, school, etc. a short description of a book which you have enjoyed poetry original cartoons -- or anything else you think might be suitable. * Those members of the Chat- terbox Staff, who wish to write a "current school events" col- umn for the paper, should in- form me. * . * Students wishing to join The Chatterbox staff, but who have been unable to attend meet- ings, please let me know so that I have an idea how many people are available. (GISELA HELBIG, Ed.) Young Liberals Plan Dinner Seaforth area Young Liber- als are ,completing plans for a dinner meeting, which is being held in the Commercial Hotel on Monday. In addition to mem- bers, the association expects a number of guests. Tickets may be obtained from the president, Henry Lansink. NORTHSIDE UNITED CHURCH Worship, 11 a.m., World Communion; Church School, 10 a.m.; Jr. Church School during worship period.—Minister, Rev. J. Cliff Britton, B.A. We're Moving . Effective Saturday, September 30th 'DORIS BEAUTY SALON will be located in my home Goderich Street West, first house west of Main Street, beside Cities Service. —DORIS GORDON PARENTS -ATTENTION JUNIOR BOWLING Commencing Saturday Morning, Sept. 30th 10 a.m. till 11:30 a.m. Any parent wishing their children to enjoy Bowling Saturday mornings, please see that they are at SEAFORTH LANES by 10 a.m., Saturday, Sept. 30th • We would appreciate hearing from interested mothers who could come and help keep score . . . and peace— six required. This Junior Bowling will be run as a regular league, with teams, etc. Only two games will be bowled, at a special price of 25c per game. Shoes will be free, if available; otherwise socks can be worn. • Junior Bowlers are those attending Grade School, from Grades 1 to 8. Anyone from Seaforth or district invited. SEAFORTH BOWLING LANES Automatic Pin Setters Phone 350 SPECIALS OM at -- Anstett Jewellers ELECTRIC SHAVERS SCHICK - - SUNBEAM - PHILISHAVE - REMINGTON - Ma FREE HOME TRIAL Ow - 13.95 19.95 22.95 26.95 DIAMONDS CLEANED AND CHECKED FREE OF CHARGE MEN'S AND LADIES' WATCHES Priced as Low as $12.95 Guaranteed One Year BONE CHINA CUPS AND SAUCERS - $1,.00 • GIFTS FOR ALL OCCASIONS -' GIFT WRAPPED FREE { 6 •