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Lethbridge Herald Newspaper Archives

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Lethbridge Herald (Newspaper) - January 26, 1971, Lethbridge, Alberta 4 - THE 1ETHMIDGE HERALD - Tuesday, January 26, 1971 A reflection on Matthew Halton By LYNN STUCKEY Matthew Halton High One of the great war correspondents of our time was Matthew Halton. Only recently, at New Year's the CBC, honored him for the qualify of his work during those dark tunes. Our school attempts to reflect some of his values and beliefs. Matthew Halton was born September, 1904, in the town of Pincher Creek, the third oldest in a family of five boys and one girl, and received his education here. In those days, high school classes were taught in the town ball, now the municipal and library building. His favorite subjects were English and history. Instead of taking part in sports after school, he rushed home to help bis dad with the chores and was always impatient to get back to his reading. He was an avid reader. During the First World War, he . was inspired by the writings of . war correspondent Phillip Oobbs. It was then that he ex-. pressed the determination to . become a news correspondent. When asked about his book, Construction The building program in the LCI consists of building construction a n d-or production woodworking. The emphasis is on the use of power machinery and power tools and in the case of Production Woodworking, jobs are carried out on a production line basis, as used in industry today. The program fits in especially well with such local industries as, for example, the manufacture of mobile homes. Many graduates of the course are successfully employed in this industry and are always in demand. By completing the three-year program in the LCI in Build-. ing Construction 12, 22 and 32 a student receives credit of one year in the similar program at one of our two technical institutes. In addition a student is granted credit for one year of the apprenticeship program, cutting the time from four years to three. A successful graduate of the program in this school can save a minimum of two years on his way to a good job in the construction industry. The program is of particular value to those who are interested in the following occupations. 1. Teachers of industrial arts or vocational education. 2. Technical school - building superintendents, foremen, estimators etc. 3. Apprenticeship - carpenters etc. 4. Direct entry from school into a job in one of the various phases of building or construction. i In all three year programs in the LCI a student will put m better than 900 hours in the shop, the majority of this being in practical work, the balance theory. At the end of the course be is quite proficient in the use of tools used in the trade and a good working knowledge of what is required. The modern equipment used is of the very best and there is no shortage of it Special emphasis, of course, is placed on accuracy and dependability. The net result is that a boy has little difficulty in obtaining a job if he wants to leave school. The number of graduates employed in the various industries in our city is a good indication of what can be accomplished in this vocational education program. Ten Years To EI Alamcin, his mother said it was first published in England and later in Canada. Reminiscing, she said, "as European correspondent for The Toronto Star, Matthew covered the Spanish Civil War, Russo - Finnish war, all phases the Second World War, and interviewed all the leading personalties of the era. He was one of the four correspondents present at the signing of the unconditional surrender of Germany, in Berlin. Towards the end of the war, he was awarded the Order Of the British Empire in recognition of his outstanding broadcasts of the allied forces in action. During his last visit to Canada on a lecture tour, he was again honored when, on May 17, 1956, he delivered the Convocation Address at the Uni-veristy of Alberta and received the Honorary Degree of Doctor of Laws. This, said his mother, was one of Matthew's proudest moments. Before leaving, he gave a lecture on world affairs to a crowded audience in the Pincher Creek School. His travels took him' through-� out Europe and Asia, but he always said there was no place in the world as Pincher Creek. In fact, he always acknowledged his home town of Pincher Creek, making it known that he was from here, and that he was proud of the town and the "Chinook" country. People of Toronto and London, England, too, became aware of Pincher Creek because it was Matthew Halton-'s birthplace. In 1957, Pincher Creek's High School became known as Matthew Halton High School in honor of this great war correspondent. The school's dedication plaque rests at the front door, and bears the inscription chosen from his book and reflecting his philosophy-Idealism As The Only Realism. New industrial arts program By D. PETERSEN Although industrial arts has been offered at the LCI for the last few years, this year marks the beginning of a new program. With our new facilities and equipment a more complete industrial arts program is now open to all students, both male and female. The industrial arts program has been improved in three ways. First, new areas have been added, second, course structure and content have been updated in keeping with new course requirements from the department of education and thirdly, the method of course presentation has changed from unit shop type to a multiple activity type laboratory. As a result we now have a broader, more interesting Industrial Arts program to offer our students. The new addition to the LCI has provided two separate industrial arts labs, one for materials and one for graphic communications. Students may earn five credits a year in either the Materials 10, or Graphic Communications 10, and may continue in the 20 and 30 courses in following years. In both cases the 10 course provides a broad introduction to the industry while the 20 and 30 could go into more detailed approach. Through explanatory contacts the student has a better understanding of the skills necessary in the various processes and procedures of industry. It should be noted that industrial arts is not classified under the heading of vocational education and is still part of the general education program. One primary function of industrial arts program is that it helps fill the gap between academic and vocational in that it provides the student the opportunity to familiarize himself with Us own capabilities and those needed for different areas' of industry sufficient to make a more intelligent vocational choice. To the academic student, industrial arts courses provide the opportunity to experience first hand the technological environment we all live in. It is important that all students develop an understanding and appreciation of the academic disciplines in an industrial environment Industrial arts courses for some students are their only opportunity to work in such an environment. Academic disciplines are reinforced, analytical thinking and problem solving abilities are developed when working with the tools and materials of industry. These then are a few of the functions of industrial art courses. Electronics course stepping stone By H. R. ANDERSON Electronics Instructor The course content for the Electronic classes at the LCI is essentially the same as the year A of SAIT, in Calgary. Students who pass Electronics 32 are able to use this as a stepping stone to the electronic trades or to further training at the Technical Institutes at either Calgary or Edmonton. Also some students have taken this course to provide valuable background before furthering their studies in Electrical Engineering. The present electronics shop in the LCI is the best equipped electronic classroom in the Lethbridge and surrounding area. The laboratory-experimental approach is used to verify the students theoretical knowledge. The students are able to work at their own level on an individual basis. Those who have covered the prescribed course content are encouraged to study further in their own special area of interest. An experimental radio station (call sign VE6AJL) has been set up for students'use, pro- viding they have their operators certificate of at least an Amateur grade. For those who wish to obtain a certificate, ample opportunity is provided for them to work towards one. A student who has an Amateur Certificate as issued by the Department of Communications, has a good start towards obtaining a commercial radio certificate if he wishes to do so. An Adult evening course in Electronics offered under the auspices of the LCC have been given in the LCI Electronics shop for a number of years now. This is a further indication of the flexibility of the LCI electronics shop facilities. Interested people who wish to see this shop area are cordially invited to visit, either during class period or even during noon hour. The training in electronics is a part of general education at the LCI. This applies to those students that choose this option regardless of whether they are in the technical-vocational pattern or in the matriculation pattern. Those arrogant teachers? By DOUG McRAE Matthew Halton Teachers mainly are a group of arrogant people who are taken up with their many years of education and the importance of their many years of experience, A teacher of this nature is a teacher that I, as a student have difficulty in respecting and learning from. They speak, much too low at the end of their thoughts to understand. If a thought is missed by a student, the teacher is defeating his purpose of delivering that thought It doesn't matter though, what the students miss, to that teacher. It only matters that the teacher is getting more experience and directly receiving higher wages. Next he decides to get a night course at a city up to 100 miles away. The next day his thoughts are dull because of the lack of sleep that he receives, but he is getting more education and directly receiving higher wages. Looking at the other side of the story a teacher may work bard at home and deliver very interesting courses. This teacher is very easily understood and feels obliged to deliver his courses so that the student benefits from the class and can go on to the betterment of his future. Unfortunately these are the teachers that are the minority of the teacher population and I do wish that more teachers would humble them- selves to this conscientious minority. Mr. Hard Boiled Tax Payer would not be complaining so bitterly if his taxes were going to this worthy cause of paying teachers to do their thing - not acting like supreme snobs and know-it-alls that never make a mistake. There is too much dead wood floating around in the great field of easy money making, among the conscientious professionals that do earn their wages in education, as well as other fields. Best teachers aren't hired By DARRYL ROWLEDGB Matthew Halton High With the exescs of teachers in Alberta you would think that the best ones be hired, but tins is not true. Most school boards would rather hire a teacher with the minimum qualifications and pay him less than one with a degree or two. Thus we end up getting an excess of teachers with degrees, and better training then the ones teaching in the schools. Even in our own school there are a few teachers who can have three-quarters of a class fail a 'snap' course. For example, out of a certain class last semester, only about five passed, and the rest had failing marks. Some would have had to get over a thousand per cent on the final exam to obtain forty per cent or ob- tain their credits in the course. This, in my opinion, could not be the students' fault, but that of the teachers. And yet this teacher is still teaching in this school this year, and still failing students. I have been told by many an adult of the importance of a good education in my generation, and yet we still have these idiots who only teach for money and do not care what happens to the students. This is not running down all teachers for I greatly respect some, not only for their ability to teach but also for their attitude. However, the fact exists that some are being paid simply for attending. Some are even as stupid as to admit that they could care less about the outcome of the class. In discussing this with my parents I found another point worth arguing. It was explained to our class that the average teacher works seven to eight hours a day, and are at a mental strain at all times. This I do not believe! Some teachers have been teaching the same course for some 20 years, and there is no way they should be thinking constantly. I can see an elementary teacher thinking about half the time, because of all the stupid questions asked, but even that is questionable. As for high school teacher's homework, I can see an hour or two, but four to five is ridiculous, especially the ones who have been teaching the same course for 15 to 20 years. Thus, I think there could be many improvements made in the education field. ;