Almaguin Students
by Jim MacLachlan
Twenty-five students in a class have perspectives on one teacher. One teacher in a class has a perspective on twenty-five students.
We asked a group of teachers who taught at Almaguin between 1965 and 1980: “How would you describe Almaguin students?”
Here are some thoughts.
We must first remember a few important points. Almaguin students (you) came from a variety of small villages and rural addresses in East Parry Sound. You were very proud of your home village, region or area and rightly so. Chisholm, Nipissing Village, Port Loring, Golden Valley, Commanda, Pevensey, Spence, Novar, Kearney, Emsdale, Burk’s Falls, Magnetawan, Sundridge, South River, Trout Creek, Powassan and all points in between. These were the parts. Could we all work to create the sum: the Almaguin Family?
And, of course, you all arrived and left by bus, early and late.
Also, many of the teachers hired during this time came from urban areas, mostly in south and central Ontario. However, some of these teachers were also looking to work in smaller communities and eventually make Almaguin their home and raise families.
Now to you, the students. As mentioned, you were proud of your communities. You wanted teachers, support staff and other students to know and appreciate your piece of East Parry Sound. You hung out together but the clan system made you meet other students. You hung out together in the cafeteria and usually had lockers close to your bus.
You practised the grade 9 hustle: “Can you tell me where Glencairn is? I can’t be late for Giroux’s English”.
You practised the grade 12 shuffle: “I’ve got Bottomley’s History”.
“You are going the wrong way”.
“I know”.
You quickly learned to cope in a secondary school of 1200 students when you came from an elementary school of possibly less than 100. You were willing to suspend judgment when so many and so much was new.
You brought your small community friendliness to Almaguin and the Almaguin family. You could be hyper in grades 9 and 10 but by the time you reached the senior grades, you had mostly settled in to a college/university-bound or apprenticeship plan.
You were fun. You could laugh and learn. You were good natured. You were cooperative, helpful and dare I say it, polite.
You brought a down-to-earth practicality to your learning. You were willing to do the work.
You faced many new challenges and opportunities. Challenges like a comprehensive technical, musical and commercial education. Challenges like a new credit and semester system with an expanded arts and science curriculum.
You took advantage of opportunities like field trips, international travel, regional and provincial athletic, academic and theatrical competitions which were enthusiastically participated in by many.
With these challenges and opportunities, your world of possibilities got wider and your goals became clearer. You may have left the area for post secondary training or education but some of you returned for work, recreation or dare I now say it, retirement.
So, if you are not currently living in the area, you are probably still living with many positive memories of Almaguin Highlands.
On behalf of many of your former teachers, thanks for being who you were and, we are sure, still are.
We asked a group of teachers who taught at Almaguin between 1965 and 1980: “How would you describe Almaguin students?”
Here are some thoughts.
We must first remember a few important points. Almaguin students (you) came from a variety of small villages and rural addresses in East Parry Sound. You were very proud of your home village, region or area and rightly so. Chisholm, Nipissing Village, Port Loring, Golden Valley, Commanda, Pevensey, Spence, Novar, Kearney, Emsdale, Burk’s Falls, Magnetawan, Sundridge, South River, Trout Creek, Powassan and all points in between. These were the parts. Could we all work to create the sum: the Almaguin Family?
And, of course, you all arrived and left by bus, early and late.
Also, many of the teachers hired during this time came from urban areas, mostly in south and central Ontario. However, some of these teachers were also looking to work in smaller communities and eventually make Almaguin their home and raise families.
Now to you, the students. As mentioned, you were proud of your communities. You wanted teachers, support staff and other students to know and appreciate your piece of East Parry Sound. You hung out together but the clan system made you meet other students. You hung out together in the cafeteria and usually had lockers close to your bus.
You practised the grade 9 hustle: “Can you tell me where Glencairn is? I can’t be late for Giroux’s English”.
You practised the grade 12 shuffle: “I’ve got Bottomley’s History”.
“You are going the wrong way”.
“I know”.
You quickly learned to cope in a secondary school of 1200 students when you came from an elementary school of possibly less than 100. You were willing to suspend judgment when so many and so much was new.
You brought your small community friendliness to Almaguin and the Almaguin family. You could be hyper in grades 9 and 10 but by the time you reached the senior grades, you had mostly settled in to a college/university-bound or apprenticeship plan.
You were fun. You could laugh and learn. You were good natured. You were cooperative, helpful and dare I say it, polite.
You brought a down-to-earth practicality to your learning. You were willing to do the work.
You faced many new challenges and opportunities. Challenges like a comprehensive technical, musical and commercial education. Challenges like a new credit and semester system with an expanded arts and science curriculum.
You took advantage of opportunities like field trips, international travel, regional and provincial athletic, academic and theatrical competitions which were enthusiastically participated in by many.
With these challenges and opportunities, your world of possibilities got wider and your goals became clearer. You may have left the area for post secondary training or education but some of you returned for work, recreation or dare I now say it, retirement.
So, if you are not currently living in the area, you are probably still living with many positive memories of Almaguin Highlands.
On behalf of many of your former teachers, thanks for being who you were and, we are sure, still are.
Learning at AHSS
In the early years of AHSS there were three basic programmes of study as stipulated by the Ministry of Education. Each programme had a common aim which was to take each student as far educationally as they had the ability and the inclination to go. They were equal in status but different in objective. The five year programme had university or further education as an objective. The students who enrolled in the four year programme had employment or applied studies and trades as an objective. The two year programme included students who often did not graduate from Grade 8 but were transferred.
The goal of the two year programme was to help students become good citizens and give them an attitude that would let them know they were worthwhile and worth caring about, and also help them gain enough skills of gainful employment in service positions. This programme was intended to induce hope in the students, and out of it would emerge a career plan. The courses were designed to be practical, and the quantity that was taught was secondary to the development of attitudes and emphasis on their daily work. The students learned basic arithmetic and reading classes and then the practical subjects of sewing, knitting, hairstyling, homemaking and cooking for the girls. Boys learned different subjects of carpentry, automotive and welding. In their second year, students participated in a work-experience programme with respect to their interests.
The five year programme evolved throughout the early years. Apart from a core curriculum in Grade 9, Latin and typing were initially the options for students in the arts, and those in science and technology studied several trades. Grade 10 was strictly academic, and in Grades 11 and up, there was a choice of options. The four year programme offered business courses, technology and trades such as machine shop, drafting, welding, automotive and woodworking. The business students had a choice of bookkeeping, office practice, stenography, shorthand and typing.
In the 1970s, the creative and performing arts- music, drama and visual art - were introduced. The school decided to adopt the semester system about 1974, and was one of the first six schools in Ontario to do so. The administration thought it was a logical move so that students could complete their schooling by December, or if they needed to make up a course, they could do it in a half year rather than travel by bus every day for a year.
The goal of the two year programme was to help students become good citizens and give them an attitude that would let them know they were worthwhile and worth caring about, and also help them gain enough skills of gainful employment in service positions. This programme was intended to induce hope in the students, and out of it would emerge a career plan. The courses were designed to be practical, and the quantity that was taught was secondary to the development of attitudes and emphasis on their daily work. The students learned basic arithmetic and reading classes and then the practical subjects of sewing, knitting, hairstyling, homemaking and cooking for the girls. Boys learned different subjects of carpentry, automotive and welding. In their second year, students participated in a work-experience programme with respect to their interests.
The five year programme evolved throughout the early years. Apart from a core curriculum in Grade 9, Latin and typing were initially the options for students in the arts, and those in science and technology studied several trades. Grade 10 was strictly academic, and in Grades 11 and up, there was a choice of options. The four year programme offered business courses, technology and trades such as machine shop, drafting, welding, automotive and woodworking. The business students had a choice of bookkeeping, office practice, stenography, shorthand and typing.
In the 1970s, the creative and performing arts- music, drama and visual art - were introduced. The school decided to adopt the semester system about 1974, and was one of the first six schools in Ontario to do so. The administration thought it was a logical move so that students could complete their schooling by December, or if they needed to make up a course, they could do it in a half year rather than travel by bus every day for a year.
Building community at AHSS: The Clans
ARGYLL BALMORAL GLENCAIRN INVERNESS STORNOWAY TOBERMORIE
Creative approaches were taken to make AHSS a cohesive community. The focus was on the theme of the Almaguin Family.
For students, this was promoted through the AHSS clan system. Each home room had students from each grade and from grade 9 to graduation each student stayed in their home (clan) room along with the same teachers.
This gave each student a clan identity that stayed with them throughout their high school years.
Friendly rivalry was encouraged between the clans.
For students, this was promoted through the AHSS clan system. Each home room had students from each grade and from grade 9 to graduation each student stayed in their home (clan) room along with the same teachers.
This gave each student a clan identity that stayed with them throughout their high school years.
Friendly rivalry was encouraged between the clans.