Page 2 February 1983 Cassiar Courier a LEGEND IN HIS TIME home. he had many mementos of his trips. affair’ with planes and flying. A memorial service was held in Watson Lake on January 6th, for the late George Dalziel who passed time. He became famous for his expertise in han- away on December 26th at his Salt Spring Island dling planes and his ability to do maintenance on Mr. Dalziel was often referred to as the flying trapper and was reknowned as a big game hunter. His passion for hunting took him to many countries on much of his knowledge to new pilots. including Africa, India, Russia and Afghanistan and In his lifetime he logged 35,000 hours of flying them even in adverse conditions. During the Second World War Mr. Dalziel be- came an aviation instructor and he was able to pass In the 1940’s he instituted two flying services in Northern B.C. In 1950 he and his family settled Mr. Dalziel was born in Winnipeg in 1908. He in Watson Lake where he established the B.C.Yukon struck out on his own in his teens when he travelled Air Service. At the same time he continued to oper- along the coast of Northern British Columbia in his ate his hunting-guiding business, He sold the Air Ser- quest for adventure. He first came to the Watson vice in 1959 at which time he started Dalziel Hunt- Lake area in 1925 after hearing rumors of the gold ing Ltd. This was to be his retirement hobby and is to be found in the area, In spite of finding that the now managed by his daughter and son-in-law. rumors were untrue Mr. Dalziel liked the country and started trapping in the area. He worked for ten years on his trapline using dogteams. Then in 1935 Byron, two daughters Cheryl and Bonnie and eleven he joined Edmonton and Northern Alberta Aero grandchildren. In accordance with his wishes Mr. Club realizing that planes could play an important Dalziel’s ashes were scattered over the Northern part in his trapping pursuits. Thus began a “love Mr. Dalziel was predeceased by his wife June in 1974. He is survived by his two sons Robin and Bush Country which meant so much to him in his lifetime. EDUCATION — ANOTHER POINT OF VIEW On reading the January issue of this paper | took more than just a passing interest in a question which was tion which was posed to a random selection of our citiz- ens on the question or proposal that standard provincial school examinations be applied in local areas. | noted with some pleasure that most of those interviewed were in fa- vor and | was especially pleased to read that Mr. Stefan Dyk, an astute gentleman, had added a proviso that per- formance and course content would have to be taken into account before slamming an unfortunate student with a standard examination based upon “‘what should have been covered’’, Those who answered the question were mostly par- ents and here | am unable to compete in as much as | am not a parent but | do, at least, understand every honorable parent who desires to see his children properly and fitting- ly educated — as is their right. A considerable part of my life. has been spent teaching, both at the senior high school and university levels and the problems and sometimes agonies of students are dear to my heart. | am enjoying my stay among you in Cassiar and my ears are getting a long-deserved rest from every well-battered cliche in the English language, especially the language, so euphemistic at times, of today’s academic circles. Hence, | will not trouble you with any “in-depth” or ‘‘on-going”’ jazz. However, | will, based upon Mr. Keith Lanphear’s al- arming comments, exhort any young teachers in this com- munity to have a close look at Bertrand Russell’s ‘‘On The Purpose of Education’ and to then have a crack at T.S. Eliot’s “Notes On The Definition of Culture’. Mr. Lanphear tells us that standard examinations would encourage teachers “to teach to the exam’’. Surely this gentleman is not telling us that teachers would over- night become sham sophisters and cheap. purveyors of morsels of knowledge? | allow myself to hope that all teachers will agree with me when | say that the greatest aspect of teaching is the constant inspiration that arises from watching a stu- dent’s mind grow and unfold itself before his teacher. To help to lead the student to realize the power and possibil- ities of his own mind is all the compensation any text or teacher need seek. Knowledge, wisdom or truth cannot be imposed upon the mind from without. But in the sense that my mind cannot be imposed upon effectively, it is nonetheless true that the mind must be receptive for truth. | must be will- ing to wait-for and want the fresh idea. | must be willing ‘to be possessed by it, to assimilate it, to co-ordinate it with what | have already learned — to accept or deny it. And here again, no one else-can be a principle cause of knowledge for me: There are no. proxies in true education. This is so, because to know truth is attained only in a judgement. It is not merely acknowledging what other people think, nor is it merely an accumulation of data, or opinion, or belief, or sentiment. The acquisition of real knowledge can only bean im- minent growth, a gradual and interior growth or process. It must be gradual because true knowledge is thé result of a successive experience,.a co-relation of many. ideas each with the other, proven and tested with time and patience. It must be interior for no one can.do my learning, much less my knowing, for me. | can REMEMBER what some- one else said, but | KNOW it only when | see its connec- tion with what | have learned beforehand. Whatever you teachers do, you do because you love God. Therefore, you want to show all those lovely boys and girls what they themselves can sometimes neither feel nor understand, All other principles of teaching must be subordinated to this one, namely you do not replace par- ents but represent and extend them. Therefore, it is not chalk or crayon but love that is the guiding principle. Charity and patience must be your virtues — and oft times seem more important than truth or justice. Thus you are artists and not professionals. Dear readers, allow me to-assure you that this has been my first and last effort in the Cassiar Courier. |t was the nature of the article and question that moved the spir- it — or the gall! | urge all honorable parents to see to it that their children are allowed to follow courses which contain good, decent and solid content. Do not fear exam- inations because an exam can never ask more than a frac- tion of what a student has learned. Rather, see to it that all fear of Provincial examinations be removed. | salute Mr. Lanphear and truthfully believe him to be a sincere man, who is doing his best. This little missive to our local paper is nothing more than to air a few of my views and not to attack the views of others held in sin- cerity. However, | will never bend to EXCUSES which | deem to be invalid. We are told that there are ‘socio-econ- omic’ factors in this province. That is true. It is equally true that there are similar factors throughout the world and | had a near tearful example some years ago when working on a doctoral thesis at the University of Vienna. | was befriended by a brilliant, penniless scholar from War- saw who stood before an enormous task. There was solid work to be done. He did it. Richard G. Sweeney “i>

homme Shellie Ronnenbérg, Guy Roy, Chante Weiss ~SPECIAL THANKS On behalf of Bob Takahashi and Albert Rahall and Cassiar Resources, the Safety Department ex- tends a grateful ““Thank you” to all the fellow employees that helped in the recovery from the snowslide. The names of the people involved in the recov- ery are too numerous to mention here, so we say “Thank you” again for a job very well done. SS