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Las diagrammes suivants illustrant la mAthode. 1 2 3 i 5 6 MICROCOPY RESOLUTION TEST CHART (ANSI and ISO TEST CHART No. 2) 1.0 12.8 13.2 r 1^ If i't.O 1 2.5 2.2 2£ 1.8 A /^RJEDJM^GE 1653 East Mam Slrtel ??fi'?^ „'• '^""' '^°'^ '*609 USA (716) 482 - 0300 - Phone (7'6) 288 - 5989 - Fox M li t i^'' I ?fs ^2ta4!i^"\j£?f|; ADDRESS BY DR. PARKIN TO THE BOYS OF IIPPER Canada College. Printed from a Verbatim Re PORT AT THE REQUEST OF THE TRUSTEES. ^m •^'A m AD D R ESS. ♦fplOW, boys, I am here as your new Principal to welcome you back to ■I ^ work and to play. If you could see wiiat I tliink about it myself, you would find tiiat you arc welcoming me chiefly to work. A schoolmaster kn nvs that if he is to exact work from his boys, he has to exact ten times a.« much from himself Still witii the certainty of the severest work before me, it fills mc with the utmost delight to look into your boyish faces. I have taught school many years, I am almost afraid to mention how many, because you might think me a very old fellow, but one thing that has seemed to keep me young is the fact that for a great part of my life I have been in touch with young hearts and young lives and can sym- pathize with them. I think I can enter into boys' feelings, know what they wish, know what they enjoy, and I hope that I know what is good for them. Whatever I have to give, I am coming here to give it to your service, in as simple and humble a way as I can ; not so much as your master, but rather I hope you will in time grow to look upon me as ypur friend ; one to whom you can come either now or in later, years for such wisdom as one has picked up in life, and such guidance as one is able jto give you ;.u working out your own difificulties, your own lives, your own; careers and aspirations. Now, I do not know how it is with you boys— perljaps a boy takes things as they come, and is not surprised at what is around him— but I want to tell you one thing which occurs to me in meeting you -here this morning. We are meeting in a noble building. I have travelled round a . it many parts of the world, and I have seen most of the great buildings whi ;h are erected for educational and other purposes, and yet I do not hesitate to say that, after seeing all this, the Upper Canada College in its architectural efifect and in its arrangements for your comfort, impresses me. I think it means that the people who erected this great building must have had some striking idea and some very noble view in their minds when they did it. You look around from this place and you see that it is the most beautiful site that can be found near Toronto, You boys and we masters have been placed where we have the noblest prospect that God has given to this part of the country, the highest ground, the widest outlook, the very best place that can be found around the city, and probably one of the finest in Ontario. Upon used in the furnhur/-, if f V '"■'Shfcss. and the finest of woods so that you boy s oukl no^h" ""' 'u"'' "'""'="«'' '"'° '«'>■ -•"". before your eye Vol see .vhl^ " ''°'' " ?' ""* " '"■^"""'^ ""-•"■y and ventdate^his Ll^l^'y n'^T:;;; t:„ tV'"""'" '->""■ ^^^ there overythin(; that is nceessarv ,f , " ^ bedrooms and you find doliars for noth nl VV at ' t, ' ' "°' '""'' """^ '""' " "'"''••>" °f ''""'*>• vviiao vva.s tlie reason it w-ic crvo^^i-a t'l ^ pace ne is m. Let me add something more Not nnl,. hn . i • splendid place been given to vou hut w. u . ., , ' '''^ ^'"-^ prominent men in Toronto T; ' T, ' *°''^^^' ^ ^"^>' °^ ^^le and I have only one word „" onl, ■ h I S'toXJi: 'f "'"'' " >'™' talk about any hopes I 'have about ^.Zg^t w „ ers" xf^ '° come or it may not God m;,xr h.,r« • ^ . vvmners. That may brains some If you . 'a;tvTeXaS:,;°lit«:^ To I^IS^^;"'^ °' rert4fro,t:;-tr;e£tZ~^^ .^oundsyouou,htt„,et%ysL„;:::i-:;roU:rote^x^^^^ 5 wind and muscle, but tl.ouRl, it should turn you all out athletes the school has someth.n, much better to Rive 30U than that. The s hoo 'm - a fTel h r ' ""■; '"m" " ^'" ^'■•"■"'"^' "*■ *h- -hool- I woul 1 like o ftel that anywhere an Upper Canada College boy would be k-nm ? sti h r; .h .K^ ^^''" "''^^' '" ^'■^" >'"" '"''»""^'-^- but it has som^thin; still better than that to give you. What is it? It is chnr^cter \ what does character depend on P Does it depend on he amo ^ f br l^' you have or your power to learn a thing readily? Not at all. t does o depend on your strength. Nor even upon your manners. It does clenem upon someth.ng else ; and it is the only word I want to .say to.ou Th corner stone on which this Upper Canada College can be made wo tin of one word. It s Truth. Truth from the top to the bottom. Truth in -.ll from the Pnncpal down to the humblest .servant in tl-e kitchen A . ' we must have. I give you fair ..arning. boys, that ^Ivthi::' hot oT har w. 1 f5nd the school too hot to hold him. If wec^n cletu out al 1 ,^ tl the fortunes of Upper Canada College are saved There is nof .hn \ doubt of it. What do I mean by this ? I expect ev v bo •> ^ i'uT truth, even if he knows that he is going to 4 a lic-L • ? "" '° '1^ '''' to be pu,nshed severely in any way. There n,u,,t be hml, in sm,Il" H "s as well a, ,n great. If you have that all ,he re.„ works s^oo.hl f Z IS lazy, for instance, and one ask, him the reason why he doe, not l)^,^ lessons he tells the truth frankly, and .he right L d of pr ^.r '" apphed .0 h,m. If something wrong has been done, and I ask who 2 A boy gets np and says " , did." That is .r.„h. I arranged best icll that he shall no, do ,. any more. A boy produces an e.xcrcise whi h „ myopniion, he could not do him,elf and T ask "„.!,„ j-j ""i™. m from ..•-.. From Tom Jo. . " The bo^;' nL^is on^tr^^tre'rf be faced m the same way. A boy in trouble must come forward aTd Take h,s pun.shment hke a man. and not by falsehood sneak out of it like a cur That ,s the uay you make men ; that is the way you get character i^' upon that principle of truth in everything that'this slool m : 'b nt Don t th.nk for one mstant it is only to you I would apply the yinciple of truth ; ,t .s to myself, and it is to every master of the school. No XpL In the world have such temptations in that way as masters have. We mt do our duty faithfully or we may shirk them. We have to deal wf.h v^uboys not only as a bociy, but as individuals. Truth in the master consists in see- ing that every boy has a fair chance ; that every fellow is fairly treated ; that every boy can have the amount o? teachiii;,' he ouyht to have. It will hems business to urge that always there shall be a sufficient staff of masters to train individually every boy here ; whether he be clever or stupid, we must train each and every individual boy and be able to tell his parents what kind of a boy he is ; whether he is getting along, and if not, why not. In our dealing with you, we must, as teachers, establish a standard of abso- lute tr;ith. I want the truth to extend to the kitchen, to your food, and your rooms ; to every pha.se of your life ; from the top to the bottom of the school. It must begin with yourselves. I hate a liar, and I never want to have one in the school. You probably arc anxious to know what my views are about punish- ments. This is a very important question to boys. I have spoken of truth in the school. Let me illu.strate my views of punishment from that. I will tell you the most terrible puni.shment that can happen to a h-.y ; the lowest depth to which a boy can go. I don't know whether you evi i thought that in one way it does not in practice make much difference to people whether a man or a boy is a liar or not ; the difficulty is when people think he is speaking the truth, whereas he is telling a lie. If I am dealing with a man , and I know he is a liar, I take account of him at that valuation, and then' it does not bother me a bit. Now, every one of you boys is going to stand in this relation to this school. You will be taken at your own valuation. In a very short time the masters, including myself, will be saying, " What is the character of that boy ; docs he alwa>-s look me straight in the eye ; does he always answer me directly ; does he always tell the truth ?" Some day a little difficulty comes up, one boy is untrue ; another speaks the truth whatever the conse- quences may be. So you will rapidly find yourselves being divided in the masters' minds into two classes There will soon be an understanding in the school amongst the masters as to the boys who tell the absolute truth and those who cannot be relied on. The most terrible punishment I know for a boy is to be reckoned in the minds of his masters or fellows as untrust- worthy. I wish you would point that out to your parents at home, and I will tell you what will happen ; that there is not one here who leaves home for school in the morning, but his father and mother will be pray- ing that their boy will be kept from the .shame of being reckoned a liar. I am dwelling upon this point because, as I said, it is the corner stone upon which a good school must be built. If a boy is not true, it may at first only be a matter between himself and his master ; if it goes on, it will then be a matter between your masters and your parents. And if any boy cannot ^Wr '^" 'T' ^" •""'' ^'' ^^-^P*^"^''- ^V*^ "^"^t '" this school have a sharp ci.stmct.on between those who tell the truth and those who Inve recorded themselves as untrue. ^ Fn regard to other punishments-sometimes boys do not like to be flogged. Sometimes parents do not like their boys to be flogged I mvself beheve that the less flogging a school can be managed with'fhe bet teT i But I can g,ve you a very simple rule as to the best kind of punishment " leav.ng as.de the act that school justice has to be a rough anS r" actk d of JUS .ce. I would be almost willing to promise any bo/in the school U,at I would punish him just as he pleases.-on one con'dit.on. Suppose o' comes ar,d says " my father does not like me to be flogged or Jo nn^ I ^ to be nogged." Another says •■ I do not like t. be puS d by d^t n i .^ What would I say ? " Show me the punishment which will cure you of 'our thfb:: TH "'7 ' T ^°"'' ^'^ ^^°'^ °^J^^* °^ punishment o c^ e the boy. The master does not give it for his own satisfaction. Suppose a boy .s lazy. 1 look around and see what will cure his laziness. STov may be flogged and his laziness cured ; another boy has something else .n 1 he :s cured. You will find when you come before me to be p";- heVfo your fohes. I w.ll punish you in the way that you please, pro v'd u i Jm thoroughly and speedily cure you. That generally^s my 'principle Lou pumshments. and you will find it working out in mJny way's througtuUh: There are one or two other vital points which I wish to mention and I am glad that the governors of the school have honored us with heir "re sence, and I am able to mention them in their hearing. The dfficu tie's of govermng a residential school in a large building ar'e very glT Every boy who hves m this building will find that there is a strong pressure u no n h.m to do right. Let me give an illustration. Within the ne'xt day oTso every servant m this house from one end to the other will know that anv one of them who assists a boy to violate a rule, must expect dismissal withmtwenty-four hours. If a boy ever attempts, herefore. to indu eTs r vant of any kind, high or low, man or woman, in this place to aT^st hfmT" violating a rule, he is not only doing injury io his ow'n h'aac 'but he ruinmg the career of the servant. I would like you to hold that closelv in your minds, not for to-day. not for next week, not for next year, bu as lone as you remam m this College. There is one more point, and it refers oth! difficulty of managing a school that has the combination of wo L es 'f boarders and day boys. Boys within the school can be kept under mo per feet discipline than those without. Out of .11 the ^r.J. ^.,uu. . ^P^' England, there are very few that have had to"fac;\hr p^bi:;";^;: ;;' face here, that is. the discipline of a school composed partly of bolrdei' and 8 missed from the schoof VVHI 1 rule does ,t at the risk of being dis- nunds,you who are day boyj ' " ''"' '^"'""^^ ^"^ fi^ly i„ your these lines'^vvith s v^y " lUW L''": 'l ^°" ''^ '^ ^^^'^''"^ ^ ^^^ ^^ to love, to work for, to do any hi "th I"'" "' " " "^ '^^'•^- ^ ^^ '■^^^y •n the school, but kno^his that H " '" ^P^^-^or each and every boy together, where their pa^en ha" !? ' '"? ^""'^^ of boys have come discipline, where habits have to be fiT'' ^^-'u'"' ''^^''^ "'"^^ ^^ ^^rict strong compulsion beh nd 1 ? "^ °^' ''' ''"'' '^'^' ^""^' ^^ ^ you here fo'r disc pli t is ^^0^°"' " '"J ""'P'""^' >'°"'- P^^^s send discipline that yo^gi LrVhary^lrrrent ^'^You^^^ "" ^"^^^^' ^°^ ^^^ If a boy finds anything unreason.hl! . . ^"""^'' '' ^o obey, to discuss that questio? but tnTh . " T '''^'"''"'' ^ ^^ always willing to n,e afterwardlto LI' about It V ^ u'^ ^'°"'' "^^'^ ^"^ ^^^^ ^^^ treated in the right way The fiV ; 7^' M'"' P-'obablyfind yourselves ^^Pv^ .1 • I r ^ ^' ^"^^^ ^"ty IS obedience. school ::;o:„iA;^'^.;f™ttT''"''^''''" '^ '=^°- -• «=- '- Boy.,.» I do not think that It ?f "="'■<•" '"^ Seneration of ■■ Old anxious minds andlearts Le ^ "'"2"""'° '""'''^ " 'P°' '° ->>'* """-e Peo„e want to knt^Thlt .r is't bt tw ^^ '"^'" "°"=^'- school of three or four hundred bovs Z ' V"^ ^'^ '"'° => fl it con.es in five years JZT ^ ,. "'^ '" "° ''"">' »'"'"' 'hat. hurry about another L; a dT ^ thar,,' '"•"""'='• '"" ' ^™ '" » shall know that a bn„ I, u , , "'°'"= '"^rested in this College and in pl yTi at I 'sValb "'"■"."'':'" " ""^ ^"^ "-"^y in work school. I want anVnltht- f, ^ "'" """" *e general tone of the co,nos here,7he i/a It it .'," " """""^ '" ''"°»' *=" ""en her boy big boy. .hLt «,e a e fcl "h":'; ' ^ 'T'l, """^ ">' ^ ^""^ °f ' harmed ; that if a lar;.. %!„, ''^'"' .P'"'='* «'"' '^i" see that he is not boy who Will come tferfe t! "T "■? ^ ""^" ^"^ """S'^' " '^ *e big •than one. It isTn a nifcTwl, I '*°°' " """" °" ^ •>'" '" "-O'- sense! -g it. I feel h resp ns bn '^'T^l '' "''''"=" = '=^">"'<"'>' '^ "'*- bility is any geateTZ ^h "f."' ""J ' "^ "<" Relieve that my responsi- bare. The'c'harac e " ZZ''cL"1"cT''"% °' '"' ""^ ^™"'' iudiWdual character of the boys in tht u "^ir^' "^""""^ "P™ '^' about numbers I h» J 7 .T ''°°'- ** ^''^ '" "° B^at hurry the best en.^ Aa has Lke'n ^"" •'°' u *" ""^ '="''>' '°' *= «-' f"™ '^ encourageme« b t faSch ITJ" /'^ """"J "i"^ ^""^' ^^^ ^hat is attach not nearly as much importance to this as I do a day boy r being dis- nly ill your y to you in on some of I am ready i every boy have come 3t be strict must be a irents send ted for the > to obey. lys willing then come yourselves Here is a 1 of " Old lich more 1 College, ow into a 30ut that, f am in a s College ' in work le of the her boy ully of a e is not 3 the big 'e senses 3 watch- esponsi- ' around pon the it hurry form is That is as I do to the fact that the boys who are here are going to make this a core a centre of honest workers, honest players, of honest gentlemanly character, of truthfulness, of fa.r dealing with each other, of a proper regard for those about hem, and all tho.e other things which go to make up the character of a Christian gentleman. This is what I am anxious about. This is the object I am working for. In the present condition of this school, I feel that I will be right ,n branding as a traitor to one of the holiest and highest causes imagmable, the boy who by any baseness degrades the character of this school. We are going to try to make this place worthy of its sur- roundings, and a place where parents can trust their boys. You must rise up to that level, the smallest boys and the largest boys, and particularly the largest boys, because more is expected of them. I had no thought of speakmg so long in setting these things before you knowing that I will have many occasions to speak to you ; knowing that I will have to study and learn the names and look into the minds and spirits of you boys; to knovy whether you are good or bad ; to discover by degrees what you are like ; to judge from that fact what your homes are Ike; to form an opinion of the fathers and mothers who have trained you ■ to see how far you carry out thei training I fee! very deeply at meeting' you here for the first time. You will hav. .ots of play' and'lots oT work^ The sum of a happy life is plenty of work at the time for work ; and plenty of play vvhen the time comes for play. A school boy's life may be very delightful If he will do the things he ought to do. enjoy the pleasuL which are freely given to nim ; not be anxious about the pleasures which are demed him ; and constantly feel that the things which are denied him are denied or a wise purpose. I shall not now say anything more to you. As he work goes on I sha 1, no doubt, have a great many reasons for speaking to you. Most of the time I hope it will be with gratitude for help given me ; sometimes, perhaps, with severity for wrongs done. But be assured that If ever a man entered upon a great work, with the sincere desire to be of service to every one of you, it is myself The greatest satisfactions of my hfe, m a rather varied career, have come from the love, the affection the respect and friendly regard given to me by pupils whom I havJt Jned up whom I have seen grow into manhood, who have in many cases risen to positions of influence and who tell me that they look back upon the days of our association in school, as the happiest days in their lives. I trust that i^ rtZiLT^'"\lTi "^'' ^' ''' ''""'■ "^y P^^^ ^-" -t be wanting in trying to bring that about. ^ 1 C/MOl ATll/r- i-i-UiOL/ii i i'^t. LIBRARY FREDEfiJCTON