Re: Some developments
2008-Aug-07-2156hrs
Some time ago I found my ring binder notebook that I had used at MTC. I had many a chuckle as I reminisced while going through the pages.
I also found a photograph which I think was taken at the St. Joseph Gov't Primary School during teaching practice. The three persons are (from left to right) Florabelle Baldeo, Alice Alexander and Maureen Ramjitsingh.
I am also attaching a copy of the valedictory address by Dave Bostic, then President of the 74 - 75 Student Council. This was delivered at the Scarlet Ibis Hotel when the students had their own graduation.
I also need to mention that some students from the 73 - 75 group have initiated some kind of reunion with the last two residential groups. Hatim Mohammed (73 - 75) called me a few times and I have been unable so far to attend any of the meetings, but I hope to get in touch with them to inform them of the reunion, this website, etc.
Herbert Garvin
2008-Aug-07-2156hrs
Some time ago I found my ring binder notebook that I had used at MTC. I had many a chuckle as I reminisced while going through the pages.
I also found a photograph which I think was taken at the St. Joseph Gov't Primary School during teaching practice. The three persons are (from left to right) Florabelle Baldeo, Alice Alexander and Maureen Ramjitsingh.
I am also attaching a copy of the valedictory address by Dave Bostic, then President of the 74 - 75 Student Council. This was delivered at the Scarlet Ibis Hotel when the students had their own graduation.
I also need to mention that some students from the 73 - 75 group have initiated some kind of reunion with the last two residential groups. Hatim Mohammed (73 - 75) called me a few times and I have been unable so far to attend any of the meetings, but I hope to get in touch with them to inform them of the reunion, this website, etc.
Herbert Garvin
"VALEDICTORY SPEECH
1973-1975
I address you today, in what is indeed a sad moment for Mausica. Our graduation ceremony this evening marks the end of an era for the college. To me, this is by no means the end of Mausica but the end of a novel plan in Teacher Education. A unique plan, which government embarked upon when it opened the only pre-service education college for teachers, in our little part of the world. For this, may I compliment the planners for their ingenious efforts in their attempt to the “perfectioning of Teacher Education."
Mausica progressed. Teacher education progressed. Mausica was the pride of the nation. It injected new blood into the profession. No longer was there any over emphasis on the academics, the mark of distinction of our education system. Mausica proved that the social arid cultural aspects of education were also vitally important. The teaching fraternity at Mausica for the short span of its time, injected into the teaching profession a type of unison that was the envy of stalwarts of the profession, but at the same time a hallmark of professionalism. For us, it was our measure of distinction.
Mausica was a society within a society. Notice I use the past tense, for information reaching us indicates that with our passing out, pre-service education of teachers shall pass away. We worked together, we felt for one another, we shared common goals and interests. Ours was a perfect setting for transmission of fruitful living to young receptive minds. But in all societies there are problems and Mausica was no exception. In fact, the problems experienced at Mausica were similar to these being experienced by the larger nation. It was a question of the cancer of the whole affecting every part of the whole. We may conveniently term this “a new awakening." It is unfortunate for us that in our reaction, we were termed, rebels, upstarts and delinquents.
Instead of discovering the problems and attempting to solve them, corrective measures have been taken by erasing from .Education the most effective form of teacher education. For this, I dare say, that the country must suffer the consequences in the long run. The planners in the education plan who are shaping a new system pointed out that “pre-service training will eventually replace in-service training when the backlog has been eliminated.” Pre-service training should not be absolutely stopped at any time, for in order to facilitate the smooth and early elimination of the back-log and taking into consideration:
(a) the need to replace persons withdrawn from teaching for entry into colleges
(b) the supply of in-service personnel qualified to enter college at any given time
(c) the need to guard against too rapid conversion of the untrained into trained—the two types of training must be made to co-exist
Furthermore, Sir Ronald Gould in his lecture on “Weaknesses in Teacher Education” had this to say: "our first task as teachers should be to see that all entrants to teaching are adequately trained, and not for professional reasons alone, but because of the benefits that flow to the child.” Sir Gould was a chairman of the Confederation of Members of the Teaching profession of which our teachers’ union is a member.
Mausica as we know it is dead. Yes, our Alma Mater is dead. But even though our mother may die, her soul shall continue to live on in Mausicans wherever they are found. With her death, we have no more residential brothers and sisters; no more of the unity we hope to project into the schools. Our students may be beautiful in their graduation outfits, but below these are hidden burdens, frustrations, and sad faces. My wish is that they may now be prepared to work in education for the sake of education. For, it is only by the supreme power of God that each and every student has made it to the end. For that show of courage, strength and endurance they deserve the Trinity Cross.
Graduating students, you have completed two years of teacher education at the college but your learning has just begun, and with this, your troubles also. Your immediate difficulty on going out to school will be simply envy. Envy against you because you are trained youths, who did not have to wait five, six and seven years before entering college. I ask you to understand this. As some suffer today for you, you nay be called upon later to do the same for others. Remember that at sometime, some must suffer for the changes for which we clamour in our society.
In the schools you will find that your training will be of no value unless you are prepared to defend yourself against the old stagers. With young blood hurrying through your veins be prepared to experiment and not be afraid of failure. Be willing to rise above it and try again. This is your potential weapon—one which demonstrates the qualities that are essential to the living teacher.
Graduating students, let it be known that you are able to use your experiences over the past two years to carry you through for most of your teaching life. In your first year you lived and practised in a near perfect community, and in the spirit of unity. You fought together for what you considered your right. In September, you are entering the schools as trained teachers of a lower status than your colleagues from the other colleges. Be not daunted. The children you have to serve are too important. They are your guides, teaching your business.
Be at all times, true Mausicans and show that you have the ability to manufacture good out of evil. Let it be known that you can still go out to the school and satisfy the varying needs of the little ones who call you to service. But teaching the child should not be your only objective. You must see to it that government gives to teaching :and education the priority it demands.
Let us remind the authorities that from the school cometh, the doctor, the scavenger, the policeman. Let us remind them that only through an efficient education system with equal opportunities for teachers and children alike, can we have the efficiency and proper attitudes to work that should characterize all our services.
Our lecturers tell us and we know that the first five years of a child’s life are his most important, but most parents are ignorant of this fact and hence the child suffers. Let us go forth and teach the parent, commanding them to know and understand their children and to work with us in their interest.
Mausicans, we have to work and work hard. Let us band ourselves together to see to it that the aims of eduction are achieved. Let us forget unions which only seek pay increases. Let professionalism be our watchword. Let us see that we are respected professionally. Many teachers who work in schools call themselves professionals. When anyone says “I am a professional” let it be a declaration of our determination for better working conditions, freedom to practice up-to-date methods and the practice of instruction that would help to produce worthwhile citizens of Trinidad and Tobago.
Mausicans, we can do it. We can shape the profession, we can mould the nation, we can make the teaching profession in this country be respected once more. Let us assemble in spite of any effort from any quarters to separate us. Let us come together. The children await us, the nation is depending on us. Let us not be afraid, rather let our hearts be troubled.
One of our eminent pastors said last year the Christ was a revolutionary. We must be also, but let us remember that revolution is tied with change, and at all times our change must be for the better—a better child, a better profession, a better nation."
I address you today, in what is indeed a sad moment for Mausica. Our graduation ceremony this evening marks the end of an era for the college. To me, this is by no means the end of Mausica but the end of a novel plan in Teacher Education. A unique plan, which government embarked upon when it opened the only pre-service education college for teachers, in our little part of the world. For this, may I compliment the planners for their ingenious efforts in their attempt to the “perfectioning of Teacher Education."
Mausica progressed. Teacher education progressed. Mausica was the pride of the nation. It injected new blood into the profession. No longer was there any over emphasis on the academics, the mark of distinction of our education system. Mausica proved that the social arid cultural aspects of education were also vitally important. The teaching fraternity at Mausica for the short span of its time, injected into the teaching profession a type of unison that was the envy of stalwarts of the profession, but at the same time a hallmark of professionalism. For us, it was our measure of distinction.
Mausica was a society within a society. Notice I use the past tense, for information reaching us indicates that with our passing out, pre-service education of teachers shall pass away. We worked together, we felt for one another, we shared common goals and interests. Ours was a perfect setting for transmission of fruitful living to young receptive minds. But in all societies there are problems and Mausica was no exception. In fact, the problems experienced at Mausica were similar to these being experienced by the larger nation. It was a question of the cancer of the whole affecting every part of the whole. We may conveniently term this “a new awakening." It is unfortunate for us that in our reaction, we were termed, rebels, upstarts and delinquents.
Instead of discovering the problems and attempting to solve them, corrective measures have been taken by erasing from .Education the most effective form of teacher education. For this, I dare say, that the country must suffer the consequences in the long run. The planners in the education plan who are shaping a new system pointed out that “pre-service training will eventually replace in-service training when the backlog has been eliminated.” Pre-service training should not be absolutely stopped at any time, for in order to facilitate the smooth and early elimination of the back-log and taking into consideration:
(a) the need to replace persons withdrawn from teaching for entry into colleges
(b) the supply of in-service personnel qualified to enter college at any given time
(c) the need to guard against too rapid conversion of the untrained into trained—the two types of training must be made to co-exist
Furthermore, Sir Ronald Gould in his lecture on “Weaknesses in Teacher Education” had this to say: "our first task as teachers should be to see that all entrants to teaching are adequately trained, and not for professional reasons alone, but because of the benefits that flow to the child.” Sir Gould was a chairman of the Confederation of Members of the Teaching profession of which our teachers’ union is a member.
Mausica as we know it is dead. Yes, our Alma Mater is dead. But even though our mother may die, her soul shall continue to live on in Mausicans wherever they are found. With her death, we have no more residential brothers and sisters; no more of the unity we hope to project into the schools. Our students may be beautiful in their graduation outfits, but below these are hidden burdens, frustrations, and sad faces. My wish is that they may now be prepared to work in education for the sake of education. For, it is only by the supreme power of God that each and every student has made it to the end. For that show of courage, strength and endurance they deserve the Trinity Cross.
Graduating students, you have completed two years of teacher education at the college but your learning has just begun, and with this, your troubles also. Your immediate difficulty on going out to school will be simply envy. Envy against you because you are trained youths, who did not have to wait five, six and seven years before entering college. I ask you to understand this. As some suffer today for you, you nay be called upon later to do the same for others. Remember that at sometime, some must suffer for the changes for which we clamour in our society.
In the schools you will find that your training will be of no value unless you are prepared to defend yourself against the old stagers. With young blood hurrying through your veins be prepared to experiment and not be afraid of failure. Be willing to rise above it and try again. This is your potential weapon—one which demonstrates the qualities that are essential to the living teacher.
Graduating students, let it be known that you are able to use your experiences over the past two years to carry you through for most of your teaching life. In your first year you lived and practised in a near perfect community, and in the spirit of unity. You fought together for what you considered your right. In September, you are entering the schools as trained teachers of a lower status than your colleagues from the other colleges. Be not daunted. The children you have to serve are too important. They are your guides, teaching your business.
Be at all times, true Mausicans and show that you have the ability to manufacture good out of evil. Let it be known that you can still go out to the school and satisfy the varying needs of the little ones who call you to service. But teaching the child should not be your only objective. You must see to it that government gives to teaching :and education the priority it demands.
Let us remind the authorities that from the school cometh, the doctor, the scavenger, the policeman. Let us remind them that only through an efficient education system with equal opportunities for teachers and children alike, can we have the efficiency and proper attitudes to work that should characterize all our services.
Our lecturers tell us and we know that the first five years of a child’s life are his most important, but most parents are ignorant of this fact and hence the child suffers. Let us go forth and teach the parent, commanding them to know and understand their children and to work with us in their interest.
Mausicans, we have to work and work hard. Let us band ourselves together to see to it that the aims of eduction are achieved. Let us forget unions which only seek pay increases. Let professionalism be our watchword. Let us see that we are respected professionally. Many teachers who work in schools call themselves professionals. When anyone says “I am a professional” let it be a declaration of our determination for better working conditions, freedom to practice up-to-date methods and the practice of instruction that would help to produce worthwhile citizens of Trinidad and Tobago.
Mausicans, we can do it. We can shape the profession, we can mould the nation, we can make the teaching profession in this country be respected once more. Let us assemble in spite of any effort from any quarters to separate us. Let us come together. The children await us, the nation is depending on us. Let us not be afraid, rather let our hearts be troubled.
One of our eminent pastors said last year the Christ was a revolutionary. We must be also, but let us remember that revolution is tied with change, and at all times our change must be for the better—a better child, a better profession, a better nation."
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