International Understanding, a Working Model
Publication:
The Empire Club of Canada Addresses (Toronto, Canada), 20 Mar 1975, p. 296-313


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Matthews, Jack E., Speaker
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Text
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Speeches
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The Lester B. Pearson College of the Pacific: a description of its function, its mandate, its history, its finances, its operations details such as how students are chosen, its achievements, goals, and plans for the future. Also much anecdotal material on the daily life of the students that attend the school from all over the world, seeking the international baccalaureate. A success story.
Date of Original:
20 Mar 1975
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English
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The speeches are free of charge but please note that the Empire Club of Canada retains copyright. Neither the speeches themselves nor any part of their content may be used for any purpose other than personal interest or research without the explicit permission of the Empire Club of Canada.
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Full Text
MARCH 20, 1975
International Understanding, a Working Model
AN ADDRESS BY Jack E. Matthews, DIRECTOR, LESTER B. PEARSON COLLEGE OF THE PACIFIC
CHAIRMAN The President, Sir Arthur Chetwynd

SIR ARTHUR CHETWYND:

Distinguished guests, ladies and gentlemen: We are extremely pleased to have as our guest today Mr. Jack E. Matthews, Director of the Lester B. Pearson College of the Pacific.

In a December issue of Weekend Magazine, there was an interesting article on the college written by John Aitken entitled "The School that Poisons Prejudice". We live in turbulent times. Internationally, nationally, even within our own community, our social and economic structures are creaking and groaning under all kinds of stresses. As the collective and individual race for the golden idol of materialism gathers increased momentum, so grows man's inhumanity to man. Prejudice is one of the nasty social spin-offs of the frailty and selfishness of we humans.

Jack Matthews, as the head of the very new Lester B. Pearson College of the Pacific, together with his staff and I hope the students, have accepted an enormous challenge in trying to teach and to learn how humans regardless of colour, race, creed or station in life can live with tolerance, understanding and respect for each other.

We are particularly privileged that Jack Matthews accepted our invitation to be our guest today and to use the forum of The Empire Club of Canada to make his first major address of this kind in Toronto, and to bring us a progress report on the work of this small but most important contribution to world understanding, less than a year since its official opening.

The Lester B. Pearson College of the Pacific is a high adventure in education for young people of high school age -young people from a multiplicity of nations who study for an international baccalaureate degree, at the same time involving themselves in a broad extracurricular life which can include sailing, scuba diving, mountain climbing, and volunteer work among the needy of the community.

Pearson College is the third of the United World Colleges to open, following a sister institution, the College of Southeast Asia, which opened in Singapore last year. It follows the original concept of Atlantic College which had its beginning in 1962 in Wales. The late Lester Pearson visited Atlantic College. He called it the most inspiring academic environment he had ever seen and joined the effort to establish a similar college in Canada, which has now become his memorial.

Students drawn from all over the world, at present, about 25 % of them from Canada, are given a two-year immersion in education designed to stretch both mind and muscle and to draw closer to their neighbours in a shrinking world on the premise that although you may not love people you know well, it's very difficult to hate them.

Over two thousand teachers, many with already distinguished careers, applied for the twelve teaching positions at Lester Pearson College, knowing full well that they would be signing up for the kind of a teaching job that would involve them with their students around the clock, and without pay for overtime as far as I know.

Aristotle once said: "All who have meditated on the art of governing mankind, have been convinced that the fate of empires depends on the education of youth." In a potentially explosive world, there is much lost ground to be made up in the bringing together of the youth of all nations, hopefully in an accord based on principle rather than power. One might well despair of our achieving this ideal in time, but it is encouraging to know that we are doing something about it in Canada and that our effort is headed by such an enthusiastic leader.

Jack Matthews was born in Peterborough, Ontario and graduated from the University of Western Ontario, taking PreMedicine, followed by Arts and then post-graduate Business Administration. At Western he played championship football and basketball with the Mustangs, and used to pound the dickens out of the Varsity Blues when I was teaching there. This is the first time I've had a chance to get even with him. So he has learned something about "knocking heads", both mentally and physically.

He spent some time in the world of business, and then from 1952 to 1958 he taught Chemistry and Physics at Lakefield College, Peterborough-rising to Assistant Headmaster and Director of Studies, which post he held from 1958 to 1962.

The school year 1962-63 was spent at the famous Gordonstoun School, Scotland, which most of us will remember was the school attended by Prince Philip and by his son, Prince Charles. During this period, Mr. Matthews was able to study not only Gordonstoun, but the British public school system and particularly the educational philosophy of Dr. Kurt Hahn, founder of Gordonstoun, the Outward Bound programme and the United World Colleges. From 1963 to 1971 he was Headmaster at Lakefield College School. In 1971 he was made Executive Director of the Canadian National Committee of United World Colleges and director-designate of Pearson College. He succeeded to his present position as Director of the Lester B. Pearson College of the Pacific in 1974.

An ancient definition of education was this: "The process of driving a set of prejudices down one's throat." It is significant that today, on this occasion, we can introduce a man as the head of an international school whose aims are the exact opposite of that stifling exposition.

Perhaps our guest would agree with Leonard Brockington, late Rector of Queen's University, and probably the most eloquent Canadian of my generation, who said that the best definition of education which he had come across was this: "Education makes the gift of life more precious and men more worthy of the gift." For in reading of Pearson College it would seem that with our guest's example, the young people fortunate enough to attend will be stretching the parameters of their experience in a manner that can only make the gift of their lives more precious and make us all more worthy as citizens of the world.

Ladies and gentlemen--speaking on the subject "International Understanding, a Working Model"--the Director of the Lester B. Pearson College of the Pacific, Mr. Jack Matthews.

MR. MATTHEWS:

Mr. President, members of the Empire Club and guests. Thank you very much for the introduction. You reminded me a little bit of a minister that we had in Peterborough. We called him Reverend Whitewash Jones. This minister buried some of the wildest reprobates in Peterborough with such eloquence that they went into the ground as white as the driven snow. I was thinking of Sir Whitewash Chetwynd!

What I would like to do is go right back to the beginning of the United World Colleges idea. I would like to tell you how it began, and then tell you what is happening out on Pedder Bay, eighteen miles from Victoria on Vancouver Island.

In 1958, the NATO Defence College was in Paris and had a visit from Kurt Hahn one evening to speak to the people there. The Director of the NATO Defence College could not help but be affected by the way these men (thirty-five to forty years old) lived together for six months, worked together, studied together--and some of these people had been at war with each other a few years before. He was very impressed with the understanding that grew during those six months. After Kurt Hahn had spoken they went up to his room and they were chatting and the idea came forward, "If we can create this kind of feeling between older men, why not try and do it with the most impressionable age possible, and why not try and do it over a two-year period rather than six months?"

Out of that conversation came the idea of United World Colleges. Then a Frenchman named Tony Besse bought a castle near Cardiff on the Bristol Channel, a 13th Century castle, St. Donat's, and a young Admiral retired from the British Navy, Admiral Hoare, became the first Headmaster of Atlantic College and in 1962 the College began. It has been immensely successful.

Then in 1972 the College in Singapore opened, and in 1974 the Pearson College opened.

If I could just step back a little bit and tell you about this man Kurt Hahn. He died a few months ago just after Pearson College opened, and if you would not mind I would like to spend a few minutes telling you a little bit about him.

Kurt was head of a school called Salem in Germany in 1932. This was just as Hitler was coming to his real power and strength, and Kurt was so determined that there would be one bastion of reason and honesty in Germany that he spoke out against Hitler publicly and encouraged his teachers to do so. He did this so much that it ended up with an S.S. trooper in each one of the classrooms. He would gather his staff together at 6:00 o'clock in the morning and talk to them for an hour, and a very persuasive man he was. Then they would go into their classes and speak out against the actions of Hitler.

This went on for a while until late one evening Prince Max of Baden, who was Chairman of the Board of Governors of Salem School, came to Kurt Hahn and said, "Kurt, you have to leave. You are going to be arrested in the morning." He said, "Gather together some of the teachers that you need and some of the students that you feel should leave with you and get out of the country. I have a truck arranged for you." Kurt finally agreed and said he would leave in the morning. Prince Max said "No. I mean right now. You haven't any time." So he packed his bags and got in the truck.

Two teachers came with him. I met these two teachers, two dear old German ladies, both music teachers. This was what he wanted to take with him from Germany. He also took the Duke of Edinburgh, who was a student at Salem School at the time.

He went to England and started looking for a place to start a school that would follow Salem. It took him a year and I spoke to Kurt many times about this. He feels that the choice of site for a school is tremendously important, and the buildings that make the place. It is just as important as the choice of staff and students. He toured all over England until finally he found Gordonstoun up near Inverness. It was built by a rather superstitious lord many years ago and it is a round square. It is a stone building built in a circle which forms a round square in the centre.

It was while I was at Gordonstoun that I got to know Kurt Hahn so well.

During the war Kurt Hahn developed a twenty-six day course to help seamen and merchant men whose ships were sunk, to give them some training that would help them live on rafts for a longer period of time. It was so successful that every merchant marine and every sailor in the British Navy took this course. Then it was adapted for the Commando course. Right after the war it was adapted again and became the Outward Bound Schools, which are all over the world now.

And so this amazing man has left us. When I talked to him it was like talking to Rousseau or Hegel. We spent hours together. You could not ask him a question that he could not give you a considered reply from years of experience. He was not the kind of person that gave answers off the seat of his pants, as many of us do.

The next thing that happened was Lord Mountbatten became involved in the United World Colleges, and he asked Lester Pearson to be Honorary Chairman of the Canadian National Committee for United World Colleges. This Committee operated very successfully under Lester Pearson, with a great deal of help from Ken Rotenberg here. At one time there were forty students at Atlantic College who had gone there from Canada.

Because of this interest, and because of Lester Pearson's interest, Canada was asked to create the next United World College. We chose the site and spent hours discussing what kind of place it should be, what kind of buildings, and so on. Then Mr. Pearson asked John Nichol, who was a Senator at the time, to be Chairman of the Board of Governors. John did not agree at first, finally did agree, and it is really through the efforts of people like John Nichol and Ken Rotenberg that this College has been formed.

Could I tell you a little bit about the financial arrangements. We deliberately stayed away from governments in searching for funds to build Pearson College. We went to corporations, foundations and individuals for the capital funds involved. We required $4.7 million. Clarence Shepard, the Chairman of Gulf Oil, agreed to be Chairman of the National Campaign in Canada.

I must say it was a tremendous inspiration to me, having been hiding away up at Lakefield near Peterborough for a number of years, to travel the country with Clarence and meet people like you right across Canada who were willing, through their own personal cheque books or through foundations, and particularly through corporations, to endeavour to raise the funds required to build this College.

We have raised $3.7 million. There must be over a thousand Canadians involved right from coast to coast in raising this money. The Toronto area has raised over a million dollars, over $800,000 from Montreal. We have committees operating in Newfoundland, Nova Scotia, right across the Prairies to British Columbia. Just recently other countries are becoming interested in what we are doing and I think you should be aware that the Japanese government has provided a $200,000 fund to help build one of the buildings at the College.

We are not finished. We have raised $3.7 million. We have another million to go, and now with the Japanese donation we have $800,000 still to go, but with the help of the people who are working for us I am sure we will be successful.

With the finances dealt with, maybe I should deal with the way the students are chosen. We have selection committees in every province in Canada and some forty other countries in the world. Nobody can pay to go to Pearson College. The fees are zero. The transportation to come to the College is provided by C.P. Air. The idea of this is to make sure that the students are selected on merit alone regardless of any kind of prejudice you can think of, including economic. Now this has been a tremendous job, raising the scholarships. We have a hundred students this year from thirty-two countries and raising the scholarships for this has been a huge job. We have a hundred scholarships now, and we are aiming for another hundred next year, so there will be two hundred students all on scholarships next year.

We are trying to make the point . . . and please do not misinterpret me here . . . we are not an independent school. That does not mean that I have any feelings against independent schools. My goodness, I spent nineteen years at Lakefield--I left part of my soul there. I thoroughly believe in the independent school idea. But we are a public institution, supported not by any one government but by a good number of governments around the world. The German government provides for three scholarships, the Swedish government one, Denmark one, Hong Kong three. We have just heard that the Japanese government are providing three scholarships next year. The provincial governments across Canada, not all of them yet but most of them, provide scholarships. The Ontario government provides four scholarships for Ontario students to attend. We are answerable to all of these governments, which is a rather nice way to be because no one of them can dictate to you.

The students are selected on the basis of merit. There has to be the academic qualification. We are a university-oriented college, heading towards university entrance, all over the world. The students have to have indicated that they have the ability to go to university. Roughly half of their subjects need to be first-class honours. Then we interview the students. Obviously we cannot interview them all. There is a paper selection first. In Ontario they are in the process of doing the interviews now. They are interviewing thirty students in order to choose five and I am afraid that is out of about two hundred applications.

The interview is looking for some area of enthusiasm. This recalls Kurt Hahn to me too. Kurt Hahn spoke of the "grand passion". This is good advice to parents. He said if you can get your twelve-year old really enthusiastic about something--it does not matter what it is, it can be stamp collecting or football or hockey or music or dance or dramatics or chess--if they can really be enthusiastic about it so that it means almost as much to them as their parents do, then this gives them a stability to go through the difficult years, the next six or eight years until they are full adults. It gives them a stability that pushes them on through.

I cannot help believing that Kurt Hahn is absolutely right in his idea of the "grand passion". Well, we, are looking for the grand passion. When we are interviewing the students, I advise the committees to look for something that the student really cares about. If you get that enthusiasm in one area you can spread it out into other areas later on. So it is the whole student that we are looking at.

The next thing I had to do was choose the faculty, and as you can imagine there were quite a few people interested in coming. We had twenty-seven hundred applications, which is rather tricky when you are just trying to pick twelve for this year. But I was able to line up another ten for the next year because we are doubling the size of the College. We laid down no criteria for the selection of staff and what we have ended up with--well, it varies.

Just to give you two examples: we have one man teaching English who has never been to university. He left high school at the end of Grade 12, in 1945 1 think it was. He went out West as a logger, washed dishes at Banff and got on a freighter and went around the world two or three times. Then be decided he should get down to work and so he went with Quaker Oats and ended up as assistant to the President of Quaker Oats in Canada and then Vice-President of Quaker Oats in Australia and finally President of Quaker Oats for Colombia and Latin America. At the age of 40 he retired. He retired for four years and then we hired him as an English teacher. He also teaches Economics. His name is Larry Huddard and he is just one of the most valuable people on the faculty.

On the other side of the fence is the academic. We have Dr. Wee Chong Tan. He has a Bachelor of Science from Taiwan, a Bachelor of Science from Malaya, an M.A. in Chemistry from the United States, and a Ph.D. in Chemistry from Great Britain. While he was doing his Ph.D. he became interested in the Anglican religion and so he took his Theology degree at the same time and he is an Anglican minister. His age is 42.

The staff are from six different countries, the students from thirty-two different countries, and it is almost a case of just throwing all this together and then stand back, or run back, because things happen so quickly you just cannot keep aware of them all.

When we built the buildings, we had some basic sort of educational ideas which we wanted built into the place. I have always thought . . . I can't remember who said this, I wish I could, as I would like to maybe claim it myself . . . if you work from the premise that the best school room you can find, the best educational situation, would be a short bench with Socrates on one end and the student on the other . . . that to me is the ideal educational environment. So if you accept that then let us try and get as close to it as we can.

In our school we have no staff dining room. The tables are round, about the same size as the ones you are at. The students and teachers sit together during the meals. The teachers have no offices. Most of the teachers have no classrooms that they teach in all the time. The teachers are not able to gather all their goodies around them that support their position. They have to sit down with the students and talk to them on the bench and it has created many difficulties for the staff and no difficulties for the students. The students adjusted to it very easily but some of the teachers are having some difficulty; not people like Larry Huddard, because he is coming into it fresh, it is the people who have been through the system who are having difficulty adjusting.

The whole place was designed so that the teachers could not get away from the students. The only way they can get away is by going out to sea or going up in the woods or going away for a week-end or something like that. While you are at the College you are with the students all the time and this is built right into the buildings. Five of the classrooms have comfortable chairs in them and pictures on the wall and curtains and fireplace. The students often light the fireplace in the morning and each class that comes in throws a few sticks on and they sit around the fireplace and chat.

Just stop to think of it--imagine teaching history with students from thirty-two countries. Let's say you have a class of fifteen. There might be ten countries represented there and you are talking about world history. These students have finished most of their high school education. Who knows more about the history of the world . . . these students from ten different countries or the teacher? And then the next question: What history are you going to teach? You might have a Japanese and a Malayan and a German and a British student and a Canadian there. Which history will you teach of the Second World War? They are all different. So the teaching becomes a discussion and the teacher has to sit down with the students in front of the fireplace and let them talk and listen. This is the way this international baccalaureate has to be dealt with in a place like ours.

I might just say a few words about the international baccalaureate. It would take me too long to really describe it to you. It is a course of studies set up by a group in Geneva. It has been experimented with for ten years and they now feel that the experimental period is over and it can be taught in either French or English, and Spanish will come in very shortly. They have courses in almost everything you can think of. We are teaching the usual high school subjects but in addition to that anthropology and economics and philosophy and so on.

We have a little difficulty teaching the languages. We teach English, French, German, Spanish, Russian, Chinese, Japanese and Italian. Those languages are not only taught as a second language, they are taught as a literature course as well, and we have to choose the staff to deal with this.

Here again, we have Richard Liu, who has an English degree, a B.A. in English and an M.A. from Madrid University in Spanish, and a Teaching Certificate from the University of Rome in Italian. Then he came back to U.B.C. and did his Ph.D. in Spanish. He is Chinese so he can teach Chinese as well, and as a matter of fact he makes a nice little bit of money on the side translating Italian and English books into Chinese.

This international baccalaureate is tightly controlled by Geneva. They set the course of studies. It is a very broad course of studies and the examinations are very broad, but they set the examinations and they mark them. It is going back to the old Grade 13 system where the Department set and marked the examinations. It is the only real way of keeping a tight control on the standard, and they must keep a tight control on the standard. Our idea for these students is they do not stay in Canada, that they leave us and go to their universities in their home countries.

Our students come to us at the end of Grade 11 and stay for two years. That fits fairly well into Ontario. It fits well into Quebec. It does not fit so well across the Prairies. In B.C. the word "college" is correct. We are in between high school and university. We teach the last year of high school and the first year of university, and our students go into the second year at U.B.C. or Simon Fraser or the University of Victoria.

You might be interested to know that as soon as the students came we realized we had made a mistake for the Canadians and the Americans and the British and the New Zealanders, the native speakers of English. You can imagine the difficulty for the students, one-fifth of the college is Spanish speaking. English is the largest second language taught. I am making these statements to try and put the whole thing in context for you. So here are the Canadians sitting beside some students from Germany or Colombia or Uruguay or some place, and the teacher has to speak very slowly at the beginning so they can follow the courses in English. We thought "What are we doing? We are making it too easy for the Canadians." So we called all the English-speaking people together and said, "Look here . . . it so happens that we have a staff who are capable of teaching mathematics, philosophy and physics in French. Why don't you take one of those courses in French?" You could not do this in another school, the students would just laugh at you. I would have at that age anyway. But when they saw the troubles and the difficulties the other students were having to study in English they all agreed, every one of them agreed, to take either math or philosophy or physics in French. Some of them are taking two courses in French. Could I take the last few minutes to try and give you a feeling of what the place is like out there? It is B.C. cedar, cedar shake roofs, no cars allowed on the property, three hundred year old B.C. fir trees climbing up to the sky above us. We have half a mile of shoreline on the sea in a bay. The students do all sorts of work around the place. They built the docks themselves. They have built a nature trail that takes twenty minutes to walk and they are building a longer one. They do all the gardening. They do most of the cleaning. They clean the washrooms, they make their own beds, they sweep the floors. They do nearly all the work around the property. We have one repair man for all fifteen buildings. He has a group of students that he has taught how to repair windows. If a window is broken he just calls on the student who is in charge of repairing windows and the students repair the windows. They do a tremendous amount of work around the place.

I have been in schools all my life and I have never been in any educational environment where there is more kindness. I think this comes from the mixture of nationalities and from the mixture of sexes. There are forty-two girls and fifty-eight boys. The age group is from sixteen to eighteen or nineteen. There is one girl of twenty-one. She is from King William Island. I see a lot of blank faces . . . that is part of Canada--it is way up North. She is an Eskimo girl, and she did not start school until she was ten so she is older than the others. These students help each other so much. I have never been in an environment where there is more genuine kindness.

Mohammed Housseini came from a tribal school in Iran. You might be interested in this. I came in one night at about two o'clock and there was Mohammed in the library, studying away. I went in and I said, "Mohammed, you cannot study until two o'clock. You must go to bed." He had arrived speaking hardly any English at all and he looked up at me and said, "I must learn English." I said, "You will learn English. It will come to you if you just live with us and bear with it a little while. But you cannot study until two and three o'clock." He looked up at me with a sort of fierce look in his eye and he said, "I come from the proudest tribe in Iran. I was the best student at our tribal school. Our tribe are 50,000 people, our tribe supply all the generals and all the government leaders. Those 50,000 people all know I am at Pearson College. I must succeed and you will not make me go to bed." I turned around and left.

They have built two high-speed rescue boats. The students built them themselves. It is astounding what happens. They built a rescue boat and one of them has two 85 horsepower outboards on the back. It is twenty-two feet long and it will take a tremendous sea and goes 37 knots. We decided that the outboards were too expensive to run so we wanted to try and put an inboard in one. We bought the motor, it is a Volvo 85 horsepower inboard motor, gave it to three boys and a girl with the instruction book and said "Put the motor in the boat" and that is the last I did with it. Now the boat is in the water and running and we are operating under the local Coast Guard.

The involvement with the community has just been astounding. You can go out there on the week-end now and of the hundred students there might be only ten or fifteen on the property. They have all been invited into houses, all over Victoria and over to Vancouver. The people in the area have just taken us on as friends. We are literally a little village on the Island and living a village life. It is kind of a global village and we are being made a part of the community.

We have not built a library. We have some books but not very many. We use the University of Victoria library, which is a marvellous association for the college.

As far as social service, the students are involved in Victoria every afternoon. They are going to the Old People's Home, they read to the blind, they teach handicapped children how to swim. They bring these people out to the college. There is one blind carpenter, about sixty years old, and he has always wanted to build a 26-foot sailboat. We heard about this, and I spoke to some of the students and said, "Would you be interested in helping him?" Two boys go in there almost every weekend. He is blind and they are building the boat for him, but he is teaching them how to be carpenters at the same time.

The music and the dance is just beautiful in the place. We had an Afro-Asian Day, and during the evening we had African dances from Lydia Mammah from Sierra Leone and Sonny Maxwell from Gambia. We had two students, one from Hong Kong and one from Japan, one playing a violin and the other playing an uru, which is a two-string instrument that will do anything a violin will do, and the amazing thing is the two strings are tied together at the end. There are no frets, no bars, no nothing . . . it is just astounding.

They built a pottery studio. It is a geodesic dome and one of the German girls designed this building, fed all the information into a small computer we have to get the forces and stresses on this. It is made of log, canvas, and clear plastic. She and some of the other students built it.

Another student, Kwok Leung Li got an idea from our Chemistry teacher, Dr. Tan. He went to the head of the Chemistry Department at the University of Victoria and asked if he could do some experiments during the Christmas holidays. They said he could, and he went to the university for three weeks and lived there. The research work that he has done was new work that has never been done before, and it is going to be published in the scientific journals this spring. These are the kind of things these students can do.

I will tell you two more things. The place runs with a thing called a village meeting. It is going back to the tribal school or tribal meeting. This is a forum where anybody can say anything that they wish and everybody can attend: students, teachers, children, dogs, cats, secretaries--everybody. Anyone is welcome to attend. There is only one rule: you cannot make a public attack against another person. Everybody has his say in this forum. It was at this forum that they asked me what name they should call me. I said, "Well, you can call me Mr. Matthews or Sir or Mr. Jack. Why don't we leave it this way and you call me whatever name you are most comfortable with." Well, it started out with Mr. Matthews, and then it changed to Mr. Jack, and now they all call me Jack, which is a bit of a jolt for some of the visitors coming out there but I like it and it seems to work well.

We had a visitor from London, a Clarence Peterson, and he sat in on one of these village meetings. He came back afterwards and he said, "I have never seen anything like that." He said, "Did they really vote to start school at eight o'clock in the morning?" And I said, "Yes, that is what they wanted to do." And he said, "Yes; but the vote was almost equal for seven-thirty!"

They decide when school starts and when it ends and so on, but I keep the veto power. We are running in a community and we cannot offend the community, and if we are doing anything that is going to offend the community the students would want me to tell them.

Just one little story about Mohammed Housseini. At the last village meeting just before I left he stood up and said, "This is the first village meeting that I have spoken in. I could not speak English when I first came and you were all very kind to me. You taught me how to speak. You asked me many questions and I kept saying yes, yes, yes. I said yes because I did not understand what your question was. Now I can speak English and I would like you all to ask me those questions again so I know what I said; 'yes' to."

Just a week ago I wanted to see how the nature trail was coming along and I wanted some exercise so I was running along this trail. The trail comes up near the top of a hill, and the top of the hill is quite beautiful with no trees on it, sort of like a high meadow that overlooks the sea. As I was going by there, this voice said, "Jack . . ." It was a girl from Thailand, Nouperat Jittanupakorn--and she said, "Jack, why don't you come and sit down? I think you need to sit down and let your soul catch up with you." I went up and sat down beside her. She stayed about fifteen minutes without speaking and I remained two hours and composed this speech.

The official thanks of The Empire Club of Canada were expressed to Mr. Matthews by Joseph H. Potts, a Past President of the Club.

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International Understanding, a Working Model


The Lester B. Pearson College of the Pacific: a description of its function, its mandate, its history, its finances, its operations details such as how students are chosen, its achievements, goals, and plans for the future. Also much anecdotal material on the daily life of the students that attend the school from all over the world, seeking the international baccalaureate. A success story.