331 research outputs found
Letter from C. R. Mathis, Sr., Panama City, Florida, to Borden Burr, Birmingham, Alabama, May 10, 1941
No full textThis is part of the Hill Ferguson July 1961 loose scrapbook, whose items range from u0003_0000511_0000190 to u0003_0000511_0000312 in Box 106, Folders 22 and 23
Letter from C. R. Mathis, Bonifay, Florida, to Hill Ferguson, April 25, 1956
No full textThis is part of the Hill Ferguson July 1961 loose scrapbook, whose items range from u0003_0000511_0000190 to u0003_0000511_0000312 in Box 106, Folders 22 and 23
Letter from C. R. Mathis, Panama City, Florida, to Borden Burr, Birmingham, Alabama, April 12, 1941
No full textThis is part of the Hill Ferguson July 1961 loose scrapbook, whose items range from u0003_0000511_0000190 to u0003_0000511_0000312 in Box 106, Folders 22 and 23
Rewarding Innovation: Improving Federal Tax Support for Business R&D in Canada
No full textBusiness innovation is viewed by many as a solution to Canada’s ailing productivity performance. One of the more troubling aspects of Canada’s innovation track record is that businesses spend relatively little on research and development (R&D) despite having access to some of the world’s most generous R&D tax incentives. Canada’s low levels of business R&D have called into question the effectiveness of Canada’s generous R&D tax incentives, particularly the flagship federal Scientific Research and Experimental Development (SR&ED) program. A deeper analysis, however, reveals that tax incentives are effective in stimulating more R&D – that is, Canada would have lower levels of business R&D in the absence of these inducements. Instead, the root cause of Canada’s business R&D deficit appears to stem from structural aspects of the economy and, more importantly, a lack of demand-related pressure to pursue innovation.Fiscal and Tax Competitiveness, Canada, research and development (R&D) incentives, Scientific Research and Experimental Development (SR&ED) program
Beyond black and white : affirmative action in America
No full textModerator, Charles J. Ogletree ; panelists, Ward Connerly, Angela Walker, Ruth J. Simmons, Ann Coulter, Frank D. Riggs, Ann F. Lewis, Antonia Hernandez, Suzan Shown Harjo, Diane Chin, Robert L. Woodson, Sr., Christopher Edley, Jr., Judge Jon O. Newman, John R. Strangfeld, Tamar Jacoby, Lt. Gen. Julius W. Becton, Jr. Editor, Jonathan Fein.All sides of the affirmative action issue have targeted the same goal: ending racism of all types. But do opportunities for some have to come at the expense of others? In this Fred Friendly Seminar moderated by Harvard Law School's Charles Ogletree, a what-if scenario revolves around a university's efforts to enroll a diverse student body of qualified candidates. Panelists include Ward Connerly, proponent of California's Proposition 209; Christopher Edley, Jr., author of Not All Black & White: Affirmative Action, Race, and American Values; Julius Becton, Jr., former head of Washington, D.C.'s public schools; Ruth Simmons, president of Smith College; and policy activists from the African-American, Asian, Native American, and Latino communities
W. R. Myers High School 1968
No full textThe annual publication of the students of W. R. Myers High School Taber, Alberta. (Volume 1967-1968)pdfW.R. MYERS HIGH SCHOOL 5511-54 Street
Taber, Alberta TIG 1L5
Phone: 223-2292PRESENTING
^mtl '68
W.R. MYERS HIGH SCHOOL LINDA FONG,
TABER, ALBERTA EDITOR
Dawn of Wisdom "Aurora Sapientiae”
D is for determination to get an education...
A is the ability to use what we have learned...
W the wealth of knowledge we have obtained...
N is for the novices that we no longer are...
O is for the many opportunities we have had...
F is for foundations of our future firmly laid...
W is willingness to strive always for improvement...
I is insperation that keeps us ever trying...
S is for success that comes to those who earn it...
D is the desire to develop understanding...
O is ever onward? and onward we will go...
M is what we all can achieve?
a mature outlook on life...Dedication
This term is one that Mr. Frank Semaka, our
vice-principal, will always remember. He was
honored this school year by a special day dedicated
to him. This year also, he received the Centennial
Medal in recognition of his dedication to the
teaching profession. These honors, however, were
long overdue. All Myer's students have long recognized
his great contribution to education and their
lives.
Working through 25 graduations and hundreds
of students is his greatest fame. But as well as these
things, often most remembered are the small things
which show the feelings and energies that his
pupils can acknowledge. What other teacher could
handle detention duties for as long a duration with
the only complaint of the large number of students
who perhaps sometimes fail to appear? Who else
could liven up the lecture with an occasional story, or
an explanation of poker or a sour joke? No student
who has ever had the experience of being in any of
his classes can ever forget his style, personality, and
wit.
The little recognition-little in the light of his
achievements and contributions-that Mr. Semaka
has received-will always be foremost in his
memories. But may he always delight in the
memories of his many students and have the satisfaction
of knowing that, although we do not often
show it, we are truly grateful to him for the
tremendous influence he has had on our lives. It is
with great sincerity that we say, "We're proud of
you, Mr. Semaka. "
Dawn ’68 Staff
Acknowledgements
The staff of Dawn '68 gratefully
acknowledges the assistance and support
of: Mr. Baldwin, our advisor, and the W.
R. Myers faculty and staff; Mr. Geraghty's
Period 5 English 20 class who eagerly
sacrificed their English period to help out
when a deadline had to be met; Mr.
Brownbill, who patiently toted his camera
literally up, down, and around the school
for us; Mr. Lawson, Charles Enman, and
the Photo Club for the many fine pictures
which are an invaluable part of the yearbook;
the many anonymous students who,
though not officially staff members, were
always willing to give any assistance; and,
all those who, in any way, have
contributed to the Dawn '68.
MAY YOU BE PROUD OF YOUR
EFFORTS !
Executive: Phillip Peterson, Adv. Man. ; Terry
Holman, Bus. Man. ; Susan Hattori, Asst. Ed. ;
Linda Fong, Ed. ; Brenda Donick, Asst. Ed. ; Burton
Conrad, Layout. Also: Linda Wall, Co-Layout;
Gwenne Halma, Sec. ; Valeen Jensen, Art.
Editorial
1
This year's edition of The Dawn is unlike any
previous one in content and concept. The Dawn
'68 has been an experiment, a challenging,
exciting and satisfying experiment.
In an effort to present more "action" we have
tried to dispense with as many as possible of the
traditional still group pictures and dull club
reports often borrowed from previous years. In
their place, we have experimented with new,
varied group poses, unique layout techniques,
more interesting copy ( reports ) and new
materials.
We are aware that not all of our revolutionary
ideas will be approved of. However, it is our
hope that those who are dissatisfied will support
the next staff with their suggestions and assistance.
Like any experiment, the Dawn '68 has
required an extraordinary amount of time and
tedious effort. A common comment among our
staff, none of whom had had any previous experience
with the production of a yearbook,
was, "I never realized there was so much work
involved!" The yearbook is thus the efforts of
many; my thanks are extended to all those
responsible.
It is when we view the actual published
product, instead of a paraphernalia of assorted
pictures, bits of typing, dummy pages, and
layout mats, that our efforts become a
worthwhile experience.
Our experiment will be justified and deemed
successful if the Dawn '68 gives you much to
reminisce of this school year.
Linda Fong ( Editor )
Taber Division
School Board
STANDING: M. Smith, H. Anderson, D. Greenaway, G. Gillespie, Dr. W.P. Eddy, Supt. of Schools; A.
Walfer. SITTING: J. Mereski, T. Parkinson, Len J. Wright, T. Thiessen.
Administration
Faculty
Staff
Mr. Semaka, Vice-Principal; Mr. George, Principal; Mr. Francis, Vice-Principal.
Administration - "The Top Three"
These three gentlemen have been entrusted with
the awesome task of guiding the education of the
eight hundred not-so-studious pupils of Myers. Fulfilling
their duties efficiently, they hold the respect
of all. Thank you, Mr. George, Mr. Semaka, and
Mr. Francis for your devoted, untiring efforts and for
the interest shown in each one of us . . . you have
truly added much to our memories of high school!
Congratulations to Linda Fong and her committee
for the long hours of work and planning that have
resulted in this fine edition of '68 Dawn. A real
effort has been made to make this yearbook unique.
Preserved between its covers is the history of a year
at Myers School. In addition to the pictures of all
the students- the pictures of the activities ranging
from initiation to graduation are a storehouse of
memories. The publishing of this yearbook is
truly a worthwhile venture.
I would like to share with all the readers of this
Yearbook a definition of education. Education is not
a thing or a place; it is a process. Education is the
process of producing a person who is publicly useful
and privately happy. Education is not to be confused
with attendance at school. Attendance may be
necessary but it does not guarantee an education.
Education is the spark of insight into a problem, it is
the revealing of relationships between events, it is
the appreciation of the struggle of minds that has
provided us with the tremendous fund of knowledge
that is now ours. Education is listening to the spoken
word and reading the written word; it is taking the
ideas of others, analyzing and sifting them, and
coming up with a conclusion or generalization of
one's own.
Education is learning to accept responsibility for
one's own actions whether that action be lack of
preparation for an exam, or whether that action be
hookey playing-both have consequences that are the
responsibility of the doer.
Education is probing the internal organs of a
preserved frog, it is developing a skill of the basketball
floor, it is polishing and refining an essay, it is
making a painting come to life, it is struggling with
a complex problem.
Thus, education is a many faceted diamond, with
each facet requiring the effort of the learner to
polish it to brilliance. Education is obtained by
those who work for it.
I believe that the facilities, program and staff
at Myers school are among the best to be found in
Alberta. May I urge all who have the opportunity to
take full advantage of the education available
here.
James L. George
( Principal )
into Tomorrows
Mrs. M. Allen-P. E.
Mr. R. Anderson-Sc. , Math
Mr. A. Anderson-Math, Bk.
Mr. J. Bailey-Shop, Materials
Mr. D. Baldwin-Math, Sc.
Miss H. Barlow-Home Ec. , Foods
Mr. R. Beck-Biology, Sc.
Mr. H. Berg-Math, Ind. Arts
Mrs. D. Brown-Art, Health
Mr. C. Burke-Typing, Bk. , Bus. Fund
Mrs. H. Campbell-Typing
Mr. R. Dick-Drama, Soc. Studies
Mr. D. Ferguson-P. E. , Soc. Stu.
Mr. R. Francis-Health
Mr. J. Geraghty-Eng. , Lang.
Mr. L. Higley-O.P., Shorthand
Mr. L. Hoogerdijk-Math
Mr. M. Iverson-Music
Miss M. Johnson-Home Ec. , Foods
Mrs. E. Kiester-Home Ec. , Fab.
Mr. K. Lawson-Science
Mr. B. Leavitt-Pow. Meeh. , Ind. Arts
Mr. L. Lewsaw-Lang. , Lit.
Mr. E. Litchfield-Soc. Studies
Faculty
Mr. W. Mathis-Music
Mrs. L. McMullen-Lang. , French
Mr. N. Morrison-Lang. , Eng.
Mr. R. Murphy-French
Mr. D; Nelson-P. E.
Mr. T. Olson-Lang. , Occ.
Mr. Pinkney-Soc. , Econ.
Mr. R. Robinson-Sc. , Chem.
Mrs. L. Rolfson-Eng. , Lit.
Mr. R. Schneider-Graphics, Occ. , Soc.
Mr. F. Semaka-Math
Mr. R. Sheen-Occupations
Mr. R. Silvers-Social Studies
Mr. D. Slawenwhite-Soc. Studies
Mrs. N. Smith-Librarian
Mrs. G. Smith
Miss M. Snowden-O. P. , Shorthand
Mr. M. Stephani-Eng. , Lit. , Lang.
Mr. J. Thompson-Math
Miss F. Tyo-Lit. , Health
Mrs. M. Voth-Math
We'll all take a spare today.
Our Hard Working Staff
Mr. W. Tucker
( Division Courier )
Mrs. G. Smith, Librarian; Mrs. N. Smith Librarian; Mrs. H. West, I.M. C. Coordinator.
CUSTODIANS: Mr. Bullock, Mr. Jones, Mr. De Groot, Mr. Tufts.
SECRETARIES: Mrs. J. Stone and Miss L. Santoni
Industrial Material Centre Workers
Library Assistants
In Memoriam
On June 8, 1968, the W.R. Myers School was saddened
by the sudden death of Tom Nelson, a popular sport's enthusiast.
Since coming to Myers five years ago from Stirling, Tom
had made many friends and had become well-known in
Southern Alberta high school basketball circles as an All-
Star.
It is in his memory that we dedicate this page of Dawn
'68 to Tom.
Graduation '68
BANQUET
Mistress of Ceremonies
- Diane Clifton
Invocation - Greg Francis
TOASTS:
The Queen - Jim Corbett
The Parents - Wendy Wood
Reply - Mr. B. Wood
The Teachers - Ian Miller
Reply - Mr. R. Beck
The School Board - Kirk Fong
Reply - Mr. L. Wright
The Graduands - Karen Neuman
Reply - Linda Fong
•■ ■ Mr. George, Principal, gives opening remarks.
CEREMONIES
Prelude of Band Music
PROCESSIONAL
directed by Miss P. Sakatch
PRINCIPAL'S MESSAGE
Mr. James L. George
CLASS HISTORY
Bette Jo Hamman
VALEDICTORIAN - Bruce Conrad
TRIPLE TRIO "I Believe"
"The Halls of Myers”
GUEST SPEAKER - Dr. W. A. S. Smith
President of the U of L
MYERS SENIOR BAND
PRESENTATION OF DIPLOMAS AND
AWARDS Mr. F. Semaka
RECESSIONAL
GRADUATION AWARDS
ATHLETIC - Joan Cannady, Alan Omatani
LEADERSHIP - James Corbett
CITIZENSHIP - Ian Miller
LITERARY - Linda Fong, Rea Jensen
MUSIC - Burton Conrad
DRAMA - Suzanne Karren
SMALL "M" - Bruce Conrad, Burton Conrad, Linda
Fong, Linda Mikalson
GREGG SHORTHAND CERTIFICATES
Margaret Cannady, Rose Doell,
Gwenne Halma, Maxine Santoni
SUPERIOR MOTORS LTD. SCHOLARSHIP
$25. 00 to the outstanding Grade 12
commercial student - Coralie Arnett
Class ’68 History
Bette Jo Hamman
We, the graduating class of '68, were born smack
in the middle of the 20th century.
To be alive in such an age.
With every year a lightning
Page.
Turned in the world's great wonder
book.
Whereas the learning nations look.
When men speak strong for brotherhood;
For peace and universal good.
We are the product of the years which passed by
fast and furious in a changing world following World
War II, we were part of the twist, the Beatles, color
television, jet propulsion, Canada's Centennial, the
space era, the New Math, go-go dancers and the
mini-skirt.
Think of that glorious golden morning of
September, 1956, Brave mothers of Dr. Hamman,
Central, Barnwell, Kinniburgh, and the L. T.
Westlake districts clasped the eager ones tightly by
the hand as the little rascals skipped along, anticipating
the grand adventure of school. With scrubbed
faces and toothless smiles, we took the first step
toward the future which so hopefully belonged to us.
It was a new and very different world. We entered
timidly, because it was a world of faces we did not
know. It was our secret fear that the teacher would
expect us to read and write on the first day. We had
shy fears of having to go to the bathroom and not
wanting to ask.
But after the first week, school was a place of
laughter, scuffling feet, whispers, and old friends.
Listening intently, we ventured through the magic
doors of storylands. Then joy burst upon us as we
began to understand, following directions, and
thinking for ourselves. We rested our little heads on
our desks and peeked, squirmed, and suppressed our
giggles, for the minutes of rest seemed so endless.
During elementary school, we blessed the relief
of recess as we ran, jumped, and shouted after being
subdued for over an hour. We remember the refreshing
coolness of the drinking fountain water; the good
smell of fresh air; and the freedom in games of
baseball. We learned to accept criticism when we
did something wrong.
In 1962, we, of different schools met on a
common stamping ground in Junior High. We were
together--our country cousins of Kinniburgh, the
sophisticated ones of Central, the intellectuals of
Dr. Hamman, and the delinquents of L. T. Westlake
who played a mean game of football, with the girls
as the star quarterbacks.
We were all enthusiastic, typical twelve year
olds; bursting with energy, often noisy, very talkative,
and almost immune to discipline. The halls
were our domain. Our lockers were everybody’s
lockers; our books belonged to anyone, and we were
always in a mad scramble to get to class on time.
I'm sure we all remember waving our green slips
frantically as we brazenly entered the classroom late
again. Detentions became an extracurricular activity
where we met our pals at noon hour. Without a doubt,
we were little monsters in Junior High.
In Autumn, 1965, our happy, carefree schooldays
resumed. Barnwell cummuters became part
of our happy crowd of teeny boppers.
During our high school days, we became more
serious as we realized our school demanded the price
of discipline, hard work, and patience.
Tonight, we fully appreciate to be alive in
such an age.
To Live to it!
To Give to it!
Valedictory
Bruce Conrad
"All who have meditated in the art of governing mankind have been convinced
that the fate of empires depends on the education of youth. ”
Those were the words of the ancient philosopher, Aristotle, commenting
on the vital role of education in his time. In our time, the need for education
is much greater. Our happiness, economic success, and well-being in the
future depend on the extent of your education.
Our technology today is expanding more rapidly than it has ever done
before in the history of man. Many new books, especially those on scientific
subjects, become out-dated within five to ten years from the time they are
published. The use of automation is increasing. Computers speed up the handling
of business; run all sorts of establishments from airports to libraries; and
are an indispensible aid to scientific research. They are also essential to
national defence. The heart of the NORAD defence system is a giant computer
which keeps tab on hundreds of flying objects simultaneously and warns of
enemy attack. These remarkable devices are the products of the well-trained
minds of the past. But many people are needed now, and many more will be
needed in the future, just to keep our defense systems up to date. It is indeed
true that the fate of impires depends on the education of the youth.
We graduands have, for the past twelve years, been learning the facts
which will enable us to take our place in the future. We have not been alone
in this effort. Many teachers have laboured to give us the knowledge of past
centuries. Facts which have been accumulating for hundreds of years are now
our personal possessions thanks to their efforts. To our parents we also extend
our personal gratitude. They have given us the rather firm encouragement that
we have needed at times. Yes, our thanks go to all those who have so painstakingly
prepared us for success in the future; a future full of promise.
We will be sorry to leave these familiar hallways and classrooms. They
have been the scene of so many happy moments, and the backdrop for so
many distressing problems. They will remain in our memories forever.
Our high school preparation is now complete; we are ready to go our
separate ways and face the great challenges that lie ahead. May we forge forward
fearlessly and make our lives as successful and enjoyable as our high
school days have been. The future and all it holds is waiting.
Ambition: Nurses'
Aide
cial Teacher
CONNIE ANDERSON
Biz-Ed Board of
Directors
ERICA ANTON
Yearbook
Biz-Ed ( Sec. )
Ambition: Stenographer
BOB APPLETON CORALIE ARNETT
I. M. C. Projectionist
Ambition: Harming
Newspaper
Biz-Ed ( Treas. )
Ambition: Missionary
JACK ATKIN
Hockey
Badminton
Figure Skating
Volleyball
VICKI BAROLDI VERONICA
BETTCHER
Keyettes
Intramurals
Ambition: CommerLINDA
BAROLDI
Ambition: Secretarial
Work
Basketball
Ambition: Technical
Training
Key Club
Nature Club
Stage Band
■ Curling Club
Mixed Choir
PETER BOERSMA
DAVID BOYLE
JOAN CANNADY
Basketball
Softball
Badminton
Ambition: Phys Ed.
Teacher
7' BURTON CONRAD
- Stage Band
. Chess Club President *
' Key Club
_ Yearbook ( Co-Editor )
Science Club
Ip, Ambition: Physics
Teacher or
researcher
DONALD COOK
Key Club
Yearbook
Band
Sleeping
Ambition: Doctor
«O»®.^
JIM CORBETT
Key Club
Students' Council
( Pres. )
Basketball
Hi-C
Band
PETER CSEKE
Curling
LEONARD CRADDOCK
Taber Boxing Club
( Pres. )
4-H Beef Club
Badminton Club
Senior Softball
ROSE DOELL
Newspaper
Volleyball
Bowling
Y earbook
Ambition: Stenographer
CARL DUMONTIER
Curling
DALE DUNCOMBE
Badminton
Bowling
Church Basketball and
Volleyball
JOHN ELLINGSON
Church Basketball
Assistance Council
Stage Band
Chorus
Musical Comedy
WAYNE DANFORTH
Curling
Badminton
’Hi-C
• . . Bowling Club
Science Club ( Sec. - ,;
Treas. )
Ambition: Mechanical ..
Engineer.
^®s&#
MERLE ENGLESON
j Curling
Students’ Union
Biz-Ed
Chorus
Keyettes
Ambition: To make
first Million in
Taber
ALLYSON FALLON
Church Activity
( Sec. )
Ambition: Home
Economist in
R. C. A. F.
DIANE FEHR
Frequently seen with
her bus driver
Biz-Ed
Girls' Chorus
Paperback Book Club
Musical
JERRILYN FRANCIS GREG FRANCIS
Keyettes
Yearbook ( Art Editor )
Girls' Chorus
Band
Mixed Chorus
Ambition: Teacher
PATRICIA FRIESEN
J KIRK FONG
| Key Club
" Band
, Stage Band
, Students' Union
Ambition: Optometrist
Drama Club
Keyette Club
Yearbook
Chorus
Paperback Book Club
Ambition: To Succeed
DERALD FRETTS RICK FURUKAWA
Badminton
Hockey
Baseball
Volleyball
Hockey Coaching
School
Ambition: Maybe
University,
LINDA FONG
Yearbook ( Editor )
Keyettes ( Secretary )
C. G. 1. T.
Debating Club
( Pres. )
Band
I Newspaper
| * Stage Band
- "Biz-Ed
5 Fishing
| ■ Hunting
"Where Is The Mayor
H Ambition: University
Intramurals
Volleyball
Badminton
Biz-Ed.
, TED FOULKES
Basketball
Bowling Club
Chess Club
Science Club
| Yearbook
| Ambition: To finish
Social 30
BRUCE HURDMAN
BRENT HLEUCKA
'4
Intramurals
Sports
Badminton
Chess Club
Fort Benton Exchange
Ambition: Architect
ROBERT HARRIS PATRICIA HASLAM
Drama Club - Sound
Effects
Ambition: Telecommunications
Tech.
Basketball
Keyette Club
Student Union
Taber Colt Club
DOUGLAS HOLLAND
Curling
LAURA JANSAN
4-H Clothing Club
Keyettes
Ambition: Nursing
NORRIS IVERSON
Band
Stage Band
CHERYL JAQUE
Yearbook
4-H Clothing Club
Newspaper
Ambition: Registered
Nurse
Key Club
Student Council
SUZANNE KARREN
Keyettes, Yearbook
Badminton
Volleyball
Musical Comedy
Mixed Chorus
Ambition: Home Ec.
Teacher
TERRY KINNIBURGH
Music
1 C. G. I. T.
Figure Skating
Sunday School
Teacher
Yearbook Typist
: Ambition: Medical-
I Dental
Secretary
PHILLIP LeBLANC
WENDY LEEKS
Bowling
Curling
Yearbook
Mixed Chorus
Musical
Ambition:
Hairdresser
GEORGE LEM
Baseball
MONICA
LEMIESZEWSKI ►I
Basketball
Sports
Newspaper
Piano
Keyettes
Ambition: Journalist
HANK BEKKERING
Intramurals
Sr. Men's Basketball
Ambition: Mechanics,
Electronics
NORMAN MACHIDA
Key Club
J Intramurals
DONALD MALINSKY
Hockey
DONNA MALINSKY
Softball
Newspaper
Curling
Yearbook
Students' Council
Ambition: Social
Worker
if.
ROCKY McPHEE
• Girl Watching
- Ambition: Commercial
Artist
LINDA MIKALSON
Softball
Curling
Yearbook
Ambition: Medical
Lab.
Technician
IAN MILLER
Basketball
Key Club
Students' Council
Ambition: Dentist
DIANE MEISNER
Badminton
Bowling
Drama
Newspaper
Mixed Chorus
Ambition: Artist
Retailer
Lt;'^i
ALAN OMATANI
Key Club
Sr. Volleyball Team
Track and l ield
Ambition: University
Pharmacist
JAY PETERSON
Basketball
Bus Driver
DONALD NOBLE
Curling
Basketball
Badminton
PHUJ.JP PETERSON
Stage Band
Science Club
Curling
Yearbook
High School Musical
Ambition: Band
Master
RICHARD PETERSON
Noon Activities
Broom ball
Billiards
Ambition: To
Graduate
BRENDA PICKLES
Works at Hospital
Ambition: Job or
College
REED PLATT
Band
Stage Band
RONALD RAKOS
Hockey
Pool
Ambition: R, C. M. P. kx
CHARLES RENNER
Hockey
Ambition: Accountant
NORMA SANGSTER
Keyettes
Band
4-H
Sports
LINDA SHOCKEY
Newspaper
4-H
Sports
MAXINE SANTONI
TOM SAUNDERS
Senior Basketball
Diving Team
Band ( Pres. )
GLORIA STOLK
4-H
Softball
Volleyball
Newspaper
MONTE TURNER
LINDA STONE
Curling-Draw Master
( Vice-Pres. )
A. Y.P.A.
LARRY TAYLOR
Biz-Ed, Council
Hockey, Band
Musical
Ambition: To be a
bachelor all his
life and teach
his children to
be the same.
Basketball
Badminton
Bowling
Ambition: College
LARRY VALGARDSON
4-H
Curling
Ambition: Farmer
GAYLE RUSSELL
4-H
Sports
Ambition: Nurse
LOGAN PORTER
RON WESTHORA
DICK WIEBE HERMAN WIEBE
MYRNA WIEBE
Mixed Chorus
Ambition: Secretary
PATRICIA WILLIAMS
Curling Club
School Newspaper
Yearbook ( Picture
Editor)
Ambition: Home Ec.
Teacher
BETTE JO HAMMAN
Basketball, Keyettes
Hi-C, C. G. I. T.
4-H Sugar Beet Club
Ambition: Home Ec.
Teacher
WENDY WOOD
Basketball
Baseball
Badminton
Girls' Stage Band
Keyettes
Triple Trio
Ambition: Physical
Ed.
DONNA KINNIBURGH
4-H Club
Baseball Team
Volleyball
Curling Club
Square Dancing Club
LOUISE KINNIBURGH
Piano Teacher
Senior Classes
Hall
Best Looking
Linda Bowman, Mark Bi
Robert Buchanan 1841-1901: an assessment of his career.
No full textPhDRobert Buchanan was widely regarded during his
lifetime as a poet of distinction, a capable and powerful
novelist, and a critic of some perception, yet his name is
now associated only with one regrettable episode, while
those of lesser men and women continue to be remembered for
work inferior to his. A man possessing large reserves of
energy, and pressed to write for a living at an early age,
he produced much work that deserves the oblivion it has
found; but his early verse, expressing his profound compassion
for the sufferings of the unfortunate in the simplest
language, some of his ballads, and not a little of his
later more vatic verse, is still worthy of study. As a
novelist his work is provocative and readable, but too
often descends to the level of the sentimental melodrama
which earned him, for a while, a very good income from the
stage. As a critic he was not profound, but was quick to
detect and praise expression of his own sympathy for humanity
that came to represent for him art's highest aspiration;
Dickens, Browning and Whitman were his heroes, and for the
last two he did sterling work in helping them to gain widespread
recognition. As a polemist he rushed into several
arenas, for some of which his talents were not especially
suited; but he publicly supported C. S. Parnell and Oscar
Wilde when few found the courage to do so. An interesting
man of impressive variety and undoubted talent has found an
undeserved neglect, and a full-scale critical biography of
Robert Buchanan is long overdue
The life and works of James Miller, 1704-1744, with particular reference to the satiric content of his poetry and plays.
No full textPhDJames Miller was born the son of a Dorset rector in 1704. He
was himself ordained, but acquired no benefice until just before his
early death, probably because of a scathing portrayal of the Bishop
of London in one of his verse satires. At Oxford he wrote a vivacious
comedy of humours, set in the University. Its production in 1730
began his dramatic career, at a time when the number of London
theatres had just doubled, and new dramatic forms were being invented.
In 1731 his poem Harlequin-Horace, a witty inversion of
the Ars Poetica, attacked pantomime and opera, but also painted a
lively portrait of the entire theatrical world, in the tradition of
the Dunciad.
After collaborating in a translation of Moliere's works Miller
wrote two plays based on this author. Of all his dramatic works
these were the most successful with his contemporaries, and were
followed by a modernisation of Much Ado, and a ballad-opera adapted
from an afterpiece by Jean-Baptiste Rousseau, and rendered highly
topical. Miller made similar use of a recent French comedy showing
a Red Indian's reactions to civilisation, a satiric "fable" by Walsh
and Voltaire's Mahomet. A large quantity of original material was
incorporated into most of these, and this is generally satirical in
nature. The Indian is made to voice almost egalitarian sentiments.
An afterpiece, "The Camp Visitants", satirised military inaction
in the war, and was apparently banned. The manuscripts of the six
plays produced after the Licensing Act bear the examiner's deletions,
and illustrate the nature of the censorship at this time.
Miller's greatest strength is probably his flexible, vigorously
colloquial dialogue. His political satire is mostly contained in
the poetry, which attacks Walpole's administration with increasing
vehemence through the seventeen-thirties, until its fall. In 1740
two poems that used Pope in symbolic contrast to Walpole caused a
sensation. In both poetry and plays Miller is also a social satirist,
who lays unusually strong emphasis on false taste and the deterioration
of culture
W. R. Myers High School 1969
No full textThe annual publication of the students of W. R. Myers High School Taber, Alberta. (Volume 1968-1969)pdfW.R. MYERS HIGH SCHOOL 5511-54 Street
Taber, Alberta TIG 1L5
Phone: 223-2292DA WN OF WISDOM AURORA SAPIENTIAE
is for determination to get an education . . .
is the ability to use what we have learned . .
M^ the wealth of knowledge we have obtained . . .
N
is for the novices that we no longer are . .
o
is for the many opportunities we have had . .
is for foundations of our future firmly laid
MT is willingness to strive always for improvement . . .
is inspiration that keeps us ever trying
s
is for success that comes to those who earn it .
D
is the desire to develop understanding .
^5 is ever onward? and onward we will go .
M
is what we all can achieve!
a mature outlook on life . . .THIS BOOK IS DEDICATED TO THE GRADS OF '69THE STUDENTS OF MYERS HONOR
MR. “LEN” WRIGHT
Voltair once said, "You cannot hate someone you really know". One might paraphrase this and say: You cannot hate learning once you really know it.
We at Myers, have been fortunate to have Mr. Wright as the President of the School Board. Fortunate in that he has tried to make us less blind and less complacent; his story is one of dynamism, not deterioration.
It has been and still remains for Mr. Wright, that the school surroundings will be one of renewal in a hospitable environment. But in so having - renewing becomes something of the self. Mr. Wright is an "involved" person; a man that has realized long ago that the challenge between potential and life must be an endless dialogue. He asks this of all the students of Taber and has worked hard to be heard on the idea. Life, is after all, an unequalled teacher if one is not afraid to look at it. Mr. Wright would say, that education has at its zenith the idea that the individual must pursue his own education.
There is no question that Goethe was correct when he said that man will always make mistakes as long as he is doing something. By all means do something! Mr. Wright has striven for the idea that spirit is more important than form. He has seen and continues to see in teaching, that the classroom MUST possess curiosity, objectivity of search, open-mindedness, and the capacity to think critically.
Is Mr. Wright saying or does he say, that freedom means permission to do just about anything? Hardly! He sees in freedom the carrier of possibilities.
It is therefore with deep appreciation, that we dedicate this portion of the 1969 Dawn Yearbook to Mr. Len Wright who has helped to make us "know education".
- R.J. SilversASSISTANT EDITOR'S MESSAGE:
The Myers Yearbook portrays an image to those who examine it. The book portrays how the school
is run, the type of students and teachers in its walls, the activities, attitude and atmosphere of the
school. One can generally tell from the quality of the final product of the Yearbook just exactly what
type of school it represents.
Myers is a good school, but too often the final result is not a fair representative of the type of school
it really is. But this is due to the lack of student support.
Every year only a select few- and very few- compile and combine our Yearbook and then we the
non-participating ones have the nerve to run down such a fine effort.
This year the credit for such a good book lies on one man-Jim Ackerman. I do not wish to imply by
this that all the other members of the Yearbook committee did not contribute or help out but when it
came down to the real nitty-gritty it was he alone who put forth the effort and work needed into completing
this book, that you now hold. So, to Jim-we must take off our hats and salute you.
Myers must and better take more care in selecting the Yearbook Committee; for every year the
staff dwindles and the editor handles the bulk of the responsibility of compiling a book. This year we
had one heck of a time finding people to take over the responsibility of running next year's yearbook.
Just remember this: if you do not like our book as it is you know what YOU can do about it - - - -
You the individual must get in and participate and put every effort into a good Yearbook, not only for
yourself but for Myers.
Shelby J. Wills
Assistant Editor
An editorial from the Yearbook Editor is, as tradition would have it, one that happily states what a
wonderful job the committee has done and how the Yearbook is so much better than in previous years.
However, since I seldom abide by any traditions, I would like to dispense with all this and state generally
what my views are about this book and its purpose.
As much as possible we have tried to break the more tedious traditions of the yearbook. Prose has
been despensed with or added where ever and when ever possible. Candid snap shots have been almost
done away with because they are too contrived for a good yearbook to contain.
Shelby's enthusiasm and assistance more than any other factor made the publication of this book
possible and I would like to sincerely thank her. Thanks also to Norm and his advertising committee,
Lynette and the other artists and Mr. Baldwin for his advice and assistance. Thanks also to all those who
in any way contributed to the publication or development of this book.
Aquarius begins something new and something that greatly pleases me. Martin Kaga, the artist, has
derived the title from the song of the same name by the FIFTH DEMENTION. In this new age "...
peace will find our planet." Therefore we ask Aquarius - Where? When?
Where on this planet does one find equality, stability of values, sincere friendship, a place where
ideals are not scoffed at and where individuality is respected and sought after. If one were lucky enough
to find such a place he would think he had discovered a Utopia if not Shangrala.
Such a place will never be found if one is shrouded in the unenvolved attitude of the Canadian people.
To the Grads: "the development of the world is within your grasp. Stare the realities of life square
in the face, determined to sway the human race from the goal of self destruction they have set. Never
feel alone in your attempts to change your environment. Always stick with your original ideals and
never, ever give up.
To all those people whose hands search the pages of this book, the same should be applied to their
lives. Good luck to all and may all your endeavers be fruitful.
Jim Ackerman-Editor
’69 DAWN YEARBOOK STAFF
MEMBERS OF THE YEARBOOK ORGANIZATION:
Norman Brown, Advertising Editor; Margret Wiebe, Layout Editor; Carol Lazeruk, Secretary; Lynnette Jensen,
Art Editor; Sharon Reti, Advertising; Jim Ackerman, Editor; Shelby Wills, Assistant Editor; Susan Jensen, Layout;
Agnes Williams, Advertising; Darlene Taylor, Layout; Amy Kadoyama, Layout; Brian Meisner, Photographer.
MISSING: Percilla Hammer, Layout; Glenna Jensen, Art; Mr. Baldwin, Advisor; Lynnette Iverson, Treasurer.
ADMINISTRATION
" THE BIG THREE"
Mr. F. Semaka, Mr. J. L. George, Principal; Mr. R. Francis.
Whom, then, do I call educated? First, those who manage well the circumstances which they encounter
day by day, and who possess judgement which is accurate in meeting occasions as they arise,
and rarely miss the expedient course of action.
Next, those who are decent and honorable in their intercourse with all men, bearing easily and
good-naturedly what is unpleasant or offensive in others and being themselves as agreeable and reasonable
to their associates as is humanly possible to be; furthermore, those who hold their pleasures always under
control, and are not unduly overcome by their misfortunes, bearing up under them bravely in a manner
worthy of our common nature; finally and most important of all, those who are not spoiled by their successes,
who do not desert their true selves but hold their ground steadfastly as wise sober minded men.
Rejoicing no more in the good things which have come to them through chance then in those which
through their own nature and intelligence are theirs since birth.
Those who have character which is in accord not with one of these things but all of them, these I
maintain are educated and whole men possessed by all the virtues of a man.
-Socrates: 436 - 338 B. C.
Mr. R. Beck Mrs. L. Rolfson Mr. B. Burbank
Mr. R. Silvers Mrs. E. Keister Mr. K. Lawson
Mrs. H. West Mr. R. Sheen Mr. W. Mathis
Mr. W. Morrison Mr. D. Lusk Mr. D. Dick
PEOPLE BEHIND THE ADMINISTRATION
SECRETARIAL STAFF
LIBRARY ASSISTANTS & ADVISOR
CUSTODIANS: Mr. Tufts, Mr. De Groot, Mr. Jones, Mr. Bullock.
Allen Doug
Anderson Jolayne
Anderson Marvin
Anderson Shirley
Andres Marge
Archer Sharon
Austin Larry
Avery Betty
Bareham Deb
Bareman John
Baroldi Rhea
Bekkering Alzo
Bell Randy
Bennett Rod
Bettcher Gary
Bigelow Judy
Birch Tom
Bodnar Fred
Brezovski Judy
Broadfoot Doug
Brown Norm
Christensen Janet
Clements Bruce
Cobler Marcia
Conrad Marilyn
Craddock Lawrence
Craddock Mervin
Danforth Lynn
Djani Slavko
Djani Vera
Doell Jerry
Duncombe Vicki
Easthope Karen
Easthope Sandra
Engleson Cynette
Engleson Reg
Erickson Leif
Evanson Eric
Fehr Mary
Ferguson Brenda
Fong Joey
Friesen Sharon
George Bob
Georzen Sherry
Grant Barry
Grieser Barbra
Haverman Karen
Hacking Keith
Hall Jerry
Hamman Cam
Hansen Jim
Harding Terry
Harris LeAnne
Harris Renae
Hart Lana
Haas Dixie
Herringer Shauna
Holland Mike
How Joe
Holman DeWayne
How Rackel
Hurdman Fred
Ishida Kerry
Iverson Vicki
Jansen Carol
Jensen Barbra
Jensen Cam
Jensen Derek
Jensen Diane
Jensen John
Jensen Laura Mae
Joblonkay Lissa
Johnson Cheryl
Jones Linda
Kalma Elsie
Littletent Curtis
Karren Sharlene
Kiester Kerry
Kinniburgh Bill
Kinniburgh Jack
Krahn Norman
Kunimoto Robert
Lagran Bonnie
Laing Bob
Langhofer Danny
Leavitt Randy
LeBlanc Gary
Lehto Dale
Lewis Tim
Litchfield Ardyth
Loree Gordon
Lowry Gail
Malinsky Ed
Marose Marvin
May Harold
McKay Ken
McCulloch Sharon
McLeod Gary
Meyer Brenda
Mikalson Daryl
Milne J ane
Mitchell Sandra
Moorey Brenda
Mueller Fred
Nikoleychuk Darvin
Nordquist John
Ohashi Joy
Omotani Les
Paterson Jerry
Pauls Rodney
Perry Randy
Peters Gary
Peterson Jody
Peterson Randy
Platt Reva
Pollard Lynne
Quong Mae
Rodwell Larry
Kempt Henry
Russell Charles
Salomons Diane
Salomons Ralph
Schaafsma Hank
Selk Karenne
Smith Connie
Sullivan Rosie
Tatoosh Jim
Thiessen George
Tschritter Brian
Tschritter Willie
Uyeda Terry
Valgarson Richard
Waddle Donna
Walker John
Wedel Kathy
West Doug
Wiebe Ivan
Wiebe Stan
William Agnes
Williams Keith
Willis Fern
Wood Denise
Wright Derrick
Zacharias Dave
Boro JOT WAkAlK
Zelenka Robert
Zuidhof Wilma
Rombough Sharon
Gwte 8hejt
Abell Esther
Anderson Denise
Anderson Janis
Anton Monica
Arnett Tim
Barca Sharon
Bennett Deitra
Biegler Randy
Born Norma
Boyle Heather
Braun Bill
Brenner Arnold
Browning Bev
Browning Bill
Bullock Drew
Cannady Cheryl
Chin Wendy
Clements Wendy
Collett Judy
Conrad Brian
Conrad Perry
Coombs Dale
Crawford Calvin
Djani Mary
Doell Eva
Price Marilynne
Donick Brenda
Dow Cheryl
Erickson Dale
Erickson Tom
Evanson Bonnie
Evanson Kent
Fedor Aleitta
Ferguson Debra
Francis Kim
Francis Leslee
Friesen Margret
Furukawa Susan
Goodfellow Brian
Gough Gladys
Gow Susan
Grieser Donna
Guenter Ross
Gustum Richard
Munroe Dale
Hall Linda
Halma John
Hammer Priscilla
Hansen Vai
Harris Melissa
Harris Randy
Hedley Gay
Henley Ed.
Hill Darryl
Holthe Brian
Ikebuchi Ken
Ingram Bruce
Jensen Brenda
Jensen David
Jensen DeRay
Jensen Garth
Jensen Jerry
Jensen Ladene
Johnson Lynn
Kadoyama Amy
Kalma Susie
Kerner Ron
Kinniburgh Craig
Kinniburgh Ron
Layton Barbara
Layton Betty
Layton Wendy
Ledgerwood Lorraine
Leeks Sandra
LeRoy Valerie
Lewis Tom
Littletent Curtis
Madsen Susanne
Martin Bryce
Matsuda Don
Mataamoto Bill
Mazereew Renny
McKay Cheryle
McPhee Randy
Megyes J anet
Meier Myrna
Milne Vicki
Nagy Bill
Peterson Vernon
Peterson Pam
Pollard Doug
Price Richard
Reamsbottom Betty
Reamsbottom Bill
Renner Maureen
Reti Sharon
Russell Randy
Massong Ray
Russell Bill
Sameshima Mel
Schaafsma Lex
Shockey Diane
Shockey Vai
Stimson Deb
Tanaka Harvey
Taylor Darlene
Taylor Harriet
Tschritter Peggy
Noble Connie
Perini Darlene
Peters Robert
Peterson Denise
Tychon Joanne
Valgardson Ed
Valgardson Reta
Vic Vik Rick
Walker Linda
Werewka Fred
West Gordon
Wiebe Henry
Wilde Deb
Winkler John
Williams Allan
Workman Linda
In^uhtiu
Hackett Murry
Johnson Brooke
Kano Mark
Kerkhoff Ron
Layton Gordon
Duell Bev
Stokke Ken
Tychon Glen
Ackerman Jim
Anderson Decker
Wright, Jane
Anderson, Cam
Anderson, Craig
Perinik, Rob
West, Bob
POSTGRADUATES
Cough, Lynn
Holland, Doug
Jesperson, Tom
Shockey, Linda
Atkins, Jack
Abell, Marsha
Lem, George
Christensen, Georgia
NO PrfOTO AVAILABLE
Hamman, Bette Jo
Kano, Mark *
Ellingson, John
Fretts, Deraid
* Mark Kano is a Postgraduate instead of an undergrad as shown on the previous page.
The Yearbook Committee.
GRAD ’69
MAY 23, CLASS NO. 98
TIME FOR A BEGINNING"
CLASS
HISTORY
EXCERPTS from the CLASS HISTORY BY MARTIN KAGA
Madam Chairman, Honored Guests, Fellow Graduands:
I have been accorded the privilege this evening of presenting
to you, a personal summary of the experiences of the
'69 graduating class. Condensing the events of twelve years
for a hundred students would be an impossible task however,
unless there were some point to talk or focus upon. Therefore,
in review of all the events: successes, failures and
progression, the keynote which suit our class seems to be the amount of responsibility we have taken up
between grades one and twelve towards ourselves and the parts of society which determine our character.
Through each grade the added responsibilities and opportunities have thus brought us to today's climax.
Our first troubled days quickly prepared us for this theme. Separated from our parents for the half
day of school, to be the first of many, the responsibility of looking out for ourselves to a greater extent
was a fearful and tearful one we more or less accepted. As we learned however, school was not as bad
as its first impression. The work was easy and quickly to be praised. Our educators shared with our
parents, the daily chores as mother or father figures and our respect for those beings was only matched by
our fear of their laws. The grades soon progressed however, as did the students' view of school. The rough
life consisted of chasing enemies up the backstop of Westlake, the annual track meets at Dr. Hamman,
Centrals sportsmanship. Thus in six years of elementary life we gained some of the responsibilities we
would remember and use in High school.
The shocking new freedoms and temptations of Jr. High however, sidetracked our confidence, but
definitely elementary young minds. The shock which broke this somnolent stupor, came in the form of
departmental exams. Disgust, frustration, and cramming somehow enabled us to survive that storm and
threw us into the din of Sr. High life. We enlisted the cosmopolitans of Barnwell, selling our class to its
present capacity, finally concluding a process of unifying all the districts grade tens.
The theme of everything we did in class from that point on centered about our life after leaving
school. From deciding what to do after school each day to deciding what to do after school for a life
time is a huge contrast from writing a simple occupations 10 essay. The three years it took us to gain
that responsibility has been thus a result of slow process which we are formal completing acceptance of
today.
The gaining of these obligations and their fulfilment have been the paramount ideal of our society.
Our ascendency from looking after ourselves in school to looking after our future satisfies this ideal in
part. The gaining of responsibility like history, itself however, is a continuing and growing event in
its own right. Thus, although we must close this chapter of our history, we must prepare ourselves for
those YET TO PASS.
sorrow as we leave this place.
CLASS
VALEDICTORIAN
EXCERPTS FROM ANGELA HOWS' SPEECH
Madam Chairman, Honored Guests, Parents and Fellow
Graduands and Ladies and Gentlemen.
To this place, W.R. Myers, to the guidance of our parents
and teachers, to the fellowship of our schoolmates, we owe
everything. Here we lived for 6 years, having passed from childhood
to maturity, as mature as teenagers can be. But now the
end has come; we must bid farewell to all of you and to the
good and bad times we have experienced. Our old meeting
places and favorite haunts will be frequented by new faces and
entities.
It is with mixed feelings that we move onto a new way of
life and all of us will be experiencing feelings of both joy and
It will be a sad occasion because we will be loosing many of the friends we have made and the
attachments we have established over the years. Some of us will miss the social and other activities associated
with school.
The occasion will be a glad one too, because an end has come to the routine, classroom discipline
and regimentation, exams, and all the other things that are associated with Jr. and Sr. High School.
Another reason for happiness is the sense of achievement synonymous with this occasion, a sense that
carries with it a feeling of satisfaction.
But this satisfaction was only possible through the sympathetic understanding and guidance of our
parents and teachers. To our parents we owe our very being as well as the opportunity of gaining an
education. They have provided for our every need and have steered us safely through many a crisis. We
are also beholdent to our professors for the knowledge and understanding they have imparted to us.
Credit goes to our friends for assisting in the building of character and personality. We have achieved
an awareness of social grace and poise and have learned to respect the INALIENABLE RIGHTS OF EACH
INDIVIDUAL.
As we leave the safe confines of home and school and go out into the world we must always keep in
mind that there can be NO HAPPINESS in a LIFE WITHOUT WORK. To win success we must well use and
need ambition and a strong determination to work hard. The world needs people of worth, people of
determination, people with a purpose, people of action. Our duty is to accept our stations in life with
strong faith, zeal, self-confindence and the willingness to toil hard. Though the future is unforeseeable
and uncertain, we can take steps to reasonably insure a hopeful fate for ourselves by setting high goals and
striving unceasingly to attain them. Without a capacity for work and a love for performing the duties of
our chosen vocation, success, independence, and security will surely elude us. It is a proven fact that
out of 100 men at the age of 65 a full 50^0 would be broke and dependent upon charity to their relatives
or public institutions. One third would be dead, many due to improper living. 5 of the 100 would be in
poor financial circumstances, while only 4 would be considered comfortable and 1 lone man would be
rich and you can be sure he had the unusual capacity and willingness to work. Perhaps the bad thing
about making good is that you have to keep on making good every day thereafter, but by sticking to one
thing and laboring at it constantly, we are bound to perfect ourselves in a job we seek to do.
Now we leave, not knowing when or whether ever we may return, to face the future with hopes and
aspirations, with fears and apprehension. Shouldering a task greater than ever we've had to shoulder
before, but with inspiration given to us - WE CANNOT FAIL.
Good-bye, good luck, and God bless you all.
GRADS ’69
VICE-PRINCIPAL'S MESSAGE TO THE GRADUANDS
The school year 1968-'69 could well be called the year of student unrest, resistance and even violence. A tide or rebellion has broken out in educational institutions all over the world. The newspaper and television coverage of student rioting has contributed heavily to perpetuating and aggravating the number and instensity of such episodes. Paralleling the incidence of physical upheaval there has been a moral and emotional conflagration. Use of psychedelic drugs generation gap conflicts, "hippie" behavior and thinking and a general renouncing of the honored virtues of honesty, responsibility, industry, good will towards fellow men, all have caused schools to become suspect. Added to this, the tremendous drain of costs of education on the national economy and it is small wonder that the serious minded part of society has become alarmed and outraged.
Although this picture of educational institutions is not satisfactory, it is also not completely true. The foregoing description is applicable to only a segment of individuals in relatively a small number of schools. Most students and most schools are bending their energies to the task of developing intellectual competence. Schools are still producing knowledgeable, capable, creative thinking young people who will handle the problems and ills of their generation just as adequately, if not better than their forefathers. Here in W. R. Myers probable exists a small reproduction of the national educational scene. We have our rowdiness at dances occasionally, differences of opinions between teachers and pupils; among pupils; among teachers and even among administrators but wisdom and good judgement inevitably follow discussion. Dialogue prevails over violence and swinging fists. Of course this relatively quiet purposeful achievement doesn't make very interesting reading in the newspapers or viewing on television. In summation, an appraisal of our situation would indicate that although we have a considerable amount of room for moral, intellectual and cultural improvement, we are not in immediate danger of break down in these areas! But only with conscious, planned effort will we surpress undesirable manifestations in our midst and strive towards worth-while goals.
F. SemakaGRAD CEREMONIES: A NIGHT
OF BEAUTY
FOR BEGINNING
THE GRADS OF
BEST DANCERS
BEST ATHLETES
BEST SCHOLASTIC ABILITY
’69 CHOOSE:
BEST CITIZENS
BEST DRESSED
BEST PERSON
The sense of a beginning : Bakhtinian dialogic criticism on 'the gospel' in Mark.
No full textContemporary literary approaches have caused paradigm shifts in Biblical Studies in the last two decades as it appears in a great deal of Markan studies using narrative, reader-response, deconstructive, feminist, and new historicist approaches. However, literary studies on the Gospel of Mark have not taken into account theoretical questions underlying those approaches. As a result biblical critics are driven by new trends without ever having a chance to examine the critical baggage of the approaches. Consequently, there is a gap of communication between the old and the new one. Therefore this thesis is an attempt to meet the need of enhancing the quality of critical endeavour in biblical studies. In the light of most recent competing critical theories of literature, the first contribution of this thesis is the methodological finding that Bakhtinian dialogic criticism contains the most profound philosophical and practical foundations for solving some crucial theoretical problems in contemporary literary theories. It is a critique to a Saussurian linguistic system of language which becomes the very foundation of modern and postmodern literary criticism. Bakhtinian literary theory shifts the foundation of literary criticism on linguistic signs into the creative activity of the socio-cultural production of human communication. The shift into socio-cultural reality of language communication makes the notion of 'genre' very important to unlock the problem of text and context in literary studies. Since the Gospel of Mark has fascinated most literary critics in Biblical Studies, the problem of 'genre' of this gospel is chosen as the focus of this study. Secondly, as no agreement is reached as to what 'genre' the Gospel of Mark belongs, this thesis makes its contribution to the discussion by locating the problem of 'genre' of Mark in the context of genre theories and argues that the Bakhtinian suggestion to find genre in the socio-cultural sphere by analysing artistic intercourse between narrative agents in Mark has freed the competing analysis from the unresolved problem between the kerygmatic (content oriented) approach and the analogical (form oriented) approach. To achieve finding 'genre' in the socio-cultural sphere, this thesis focuses on Bakhtinian analysis of the process of artistic intercourse between narrative agents. The narrative communicative interrelationships between narrative agents is constructed in this thesis as a 'stereophonic' Bakhtinian model of dialogic communication. This model is an original contribution of this thesis for revising the traditional two dimensional model of narrative communication. Based on this dialogical model of communication, a special role is given to the Bakhtinian 'author-creator' in the realization process of genre through the interaction of polyphonic voices. Through the interaction of voices of the author-artist and the hero we are led to discover a relatively stable type of portraying and controlling reality in Mark, known as the genre of Roman 'satire'. The closest literary affinity is Satyrica by Petronius. This narrative strategy of 'satire' in Mark has its root in the prophetic discourse of the Old Testament which is saturating the speech of the narrator, John the Immerser, the centurion, the people, and even Jesus. Finally, the whole search for Markan 'genre' culminates in the analysis of the realization of genre through the analysis of Bakhtinian chronotope. The reality of the genre of Mark is its social reality that is in its role as dpxrj/ 'beginning'. As the Gospel of Mark proclaims itself as 'a beginning', it defines its claim of socio-cultural 'authority' in early Christianity. It is this 'sense of beginning' which enables the narrating and the narrated world of Mark to interact dialogically
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