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Other Name
"SPEED GUN"
Date Range From
1980
Date Range To
1985
Material Type
Artifact
Materials
STEEL, PLASTIC, FOAM
Catalogue Number
P20120014000
  2 images  
Material Type
Artifact
Other Name
"SPEED GUN"
Date Range From
1980
Date Range To
1985
Materials
STEEL, PLASTIC, FOAM
No. Pieces
5
Height
13
Length
45
Width
32
Description
A. CASE, SPEED GUN, 45CM LONG X 32CM WIDE X 13CM TALL. BLACK SYNTHETIC LEATHER EXTERIOR WITH SILVER TRIM ALONG LID, TWO SILVER METAL CLASPS WITH LOCKS ON FRONT, FOUR ROUND, SILVER METAL FEET ON BACK, AND SILVER METAL HINGES ON BACK. FRONT OF CASE HAS BLACK PLASTIC HANDLE ATTACHED TO SILVER METAL MOUNT. CASE INTERIOR HAS GREEN FOAM INSERTS INSIDE LID AND BASE; BASE FOAM INSERT HAS CUT-OUTS FOR SPEED GUN TO REST. CASE EXTERIOR IS SCUFFED AND WORN; TOP AND FRONT OF CASE STAINED WHITE AND BROWN; HANDLE HAS LABEL RESIDE ON TOP AND INSIDE; FOAM INSIDE CASE IS HAS INDENTS FROM SPEED GUN. OVERALL VERY GOOD CONDITION. B. SPEED GUN, 75.4CM LONG WITH CORD, GUN 30.8CM LONG X 9.2CM WIDE. BLACK METAL GUN BODY WITH CONICAL FRONT END; SPEED GUN HAS BLACK HANDLE WITH ENGRAVED CROSS-HATCHED GRIP, AND BLACK TAPE WRAPPED AROUND THE BASE; BASE OF HANDLE HAS BLACK CORD ATTACHED. CORD HAS WHITE TAPE WOUND AROUND TOP, WHITE RUBBER CABLE GUARD; CORD IS SPIRALED WITH BLACK VEHICLE ADAPTER FITTED AT END; ADAPTER IS BLACK PLASTIC WITH ROUND SILVER METAL FITTING. SPEED GUN HAS BLACK PLASTIC TRIGGER AT FRONT OF HANDLE BELOW BODY; FRONT OF SPEED GUN HAS BLACK FOAM FITTED INSIDE CONICAL END. SPEED GUN BODY HAS WHITE TEXT ON SIDE “SPEEDGUN EIGHT” WITH ARROW RUNNING THROUGH WORDS; BODY HAS SILVER SWITCH, TWO WHITE DIALS LABELLED “ALARM”, SILVER DIAL, AND BLACK PLASTIC SWITCH LABELLED “MAN.” “AUTO” “(REL).” BESIDE TEXT. SPEED GUN HAS WHITE TEXT ON REVERSE SIDE “SPEEDGUN EIGHT” WITH ARROW RUNNING THROUGH TEXT. UNDERNEATH OF SPEED GUN BODY HAS SILVER AND BLACK METAL PLATE FIXED WITH SILVER TEXT “CMI INC, MINTURN, CO. USA, TRANSMITTER TYPE JF100, PAT. NO. 3,689,921 & RE 29, 401, S/N 38-001367”. BACK OF SPEED GUN HAS DARKENED GLASS DISPLAY WINDOW, WITH TWO GREEN AND TWO RED BULBS VISIBLE INSIDE. BACK OF SPEED GUN HAS SILVER SWITCH LABELLED “(CAL), MOV, STA.” BELOW DISPLAY WINDOW, AND BELOW A SECOND SILVER SWITCH LABELLED “OFF, ON”. BACK OF SPEED GUN HAS WHITE TEXT “CMI INCORPORATED” BELOW DISPLAY WINDOW. BODY OF SPEED GUN IS SCUFFED AND WORN, WITH CHIPS IN BLACK PAINT; OVERALL VERY GOOD CONDITION. C. LEATHER CASE, 14.4CM LONG X 6.7CM WIDE. BLACK LEATHER EXTERIOR WITH BLACK COTTON AND FOAM-LINED INTERIOR; FRONT OF CASE HAS GOLD TEXT STAMPED NEAR TOP EDGE “DECATUR ELECTRONICS, INC, 715 BRIGHT STREET, DECATUR, ILLINOIS 82522”. CASE MACHINE-STITCHED ALONG RIGHT AND BOTTOM EDGES; TOP EDGE HAS RIM ENGRAVED IN LEATHER. CASE INTERIOR IS FLAKING; TEXT ON FRONT OF CASE IS WORN AND FADED; OVERALL VERY GOOD CONDITION. D. TUNING FORK, 12.5CM LONG X 2.5CM WIDE. SILVER WITH TWO SQUARE PRONGS AND HANDLE; FRONT HAS TEXT ENGRAVED BELOW HANDLE “65 KPH, X BAND”. BACK HAS TEXT ENGRAVED BELOW HANDLE “11443”. TOP OF HANDLE HAS CUT-OUT CIRCLE IN MIDDLE. TUNING FORK HAS BLACK FOAM RESIDUE ON PRONGS FROM LEATHER CASE INTERIOR; OVERALL VERY GOOD CONDITION. E. TUNING FORK, 12.5CM LONG X 2.5CM WIDE. SILVER WITH TWO SQUARE PRONGS AND HANDLE; FRONT HAS TEXT ENGRAVED BELOW HANDLE “88 KPH”. BACK HAS TEXT ENGRAVED BELOW HANDLE “C22333”. TOP OF HANDLE HAS CUT-OUT CIRCLE IN MIDDLE. TUNING FORK HAS BLACK FOAM RESIDUE ON PRONGS FROM LEATHER CASE INTERIOR; OVERALL VERY GOOD CONDITION.
Subjects
MECHANICAL T&E
Historical Association
SAFETY SERVICES
History
ON DECEMBER 22, 2017, COLLECTIONS TECHNICIAN KEVIN MACLEAN INTERVIEWED TIM STOBBS, FORMER LETHBRIDGE POLICE SERVICES OFFICER, ON THE DONATION OF THE SPEED GUN. ON THE SPEED GUN, STOBBS ELABORATED, “[THE SPEED GUN 8] REALLY CHANGED THE WAY THE WORLD WORKED. [IT] ALLOWED US TO SET AN ALARM, IT COULD BE MOUNTED ON THE DASH OF THE CAR TO BE MOBILE, OR IT COULD BE HELD IN A STATIONARY POSITION.” “THIS IS THE LAST ITERATION OF THE SPEED GUN SERIES OF RADAR THAT THE POLICE SERVICES USED IN THE LATE ‘60S…PROBABLY A LOT OF PLACES USED THEM INTO THE EIGHTIES, AND LATER BECAUSE THEY WERE SUCH A GOOD UNIT. THE SPEED GUN 6 WAS A PRECURSOR TO THIS AND IT WOULD [BE] A PLAIN SPEED GUN WHICH LOOKED IDENTICAL TO [THIS] MODEL. BUT IT HAD NONE OF THE FANCY ITERATIONS LIKE ALARMS AND MANUAL AND AUTO SETTINGS ON IT. IT WAS THE FIRST ITERATION THAT ALLOWED THE POLICE, OR AN ENFORCEMENT AGENCY, TO ACTUALLY HAVE A PORTABLE UNIT THAT THEY COULD HOLD IN THEIR HAND [TO] GIVE THEM A READING ON A CAR…VERSUS EVERYTHING THAT THEY HAD WHICH WAS BUILT INTO THE CAR BEFORE AND ACTUALLY FIXED IN THE CAR. PRIOR TO THAT YOU WOULD BE OUTSIDE AND YOU WOULD HAVE A MOUNTED PIECE THAT WOULD BE A TIMING DEVICE, AND YOU WOULD HAVE PIECES OF TUBING ON THE GROUND AND IT WOULD GIVE YOU SPEED FROM TUBES. THIS WAS A STEP FORWARD INTO THE MODERN 2000 FUTURE. EVERYBODY THOUGHT THIS WAS FROM THE PLANET MARS, IT WAS AWESOME." “THE INITIAL ONES THAT STARTED OUT WERE 6’S…[BY 1979 WHEN I ARRIVED] WE WERE MOVING TO 8’S. 8’S HAD ALL THESE WONDERFUL FEATURES IN THEM, THEY HAD COME SO FAR [WITH] THE ALARM, THE AUTO AND MANUAL SETTINGS, THE STATIONARY MOVEMENT, VERY QUICKLY YOU COULD MOVE FROM STATIONARY TO MOVING. THE INTERNAL CALIBRATION WAS A BIG [FEATURE] BECAUSE YOU COULD VALIDATE YOUR SPEEDS WITH YOUR TUNING FORKS, BUT IT WAS ALWAYS NICE TO JUST PERIODICALLY RUN AN INTERNAL CALIBRATION TO MAKE SURE EVERYTHING WAS RUNNING GOOD.” “THEY ONLY LASTED PROBABLY ANOTHER 5 YEARS AFTER I GOT THERE, IF THAT, BECAUSE WE STARTED MOVING TO…A DOUBLE SYSTEM WHERE WE HAD HARD MOUNTED, MOVING RADAR. IT ALSO DID STATIONARY FRONT AND BACK. WE ALSO STARTED MOVING TO A HANDHELD STATIONARY RADAR, WHICH GAVE US MORE VERSATILITY AS WELL. NOW YOU HAD YOUR RADAR LIKE THIS [SPEED GUN] AND YOU COULD RUN TO THE SIDE, YOU COULD DO MULTIPLE FUNCTIONS AT ONCE.” “[WE RAN] 6’S AND 8’S AT THE SAME TIME.” “THIS PARTICULAR MODEL IS QUITE A HIGH END ONE, IT HAS A NUMBER OF DIFFERENT SETTINGS ON IT AND, YOU CAN LOOK ON THE SIDE AND IT SAYS “ALARM”. THIS WAS A UNIQUE THING BACK IN THE DAY—YOU COULD SET, WHEN YOU WERE TRAVELING DOWN THE HIGHWAY OR ON THE ROAD, A PRE-SET SPEED. LET’S SAY FOR AN EXAMPLE YOU GAVE A 15 KM/H DIFFERENTIAL. YOU WOULD SET THIS AT 65 KM/H AND YOU WOULD PUT THE TOP SWITCH TO THE “ON” POSITION, AND YOU LEAVE THIS BACK ROCKER SWITCH IN THE CENTER POSITION, AND WHEN YOU’RE TRAVELING DOWN THE ROAD, ANY VEHICLE THAT WAS IN VIOLATION OF THAT 65 IT WOULD AUTOMATICALLY BEEP AND IT WOULD LOCK THEIR SPEED ON THE RIGHT HAND SIDE. YOUR PATROL SPEED WOULD BE DEMONSTRATED IN THE GREEN ON THE LEFT HAND SIDE OF THE BACK DISPLAY AND ON THE RIGHT HAND SIDE WOULD BE THE RED DISPLAY WHICH WOULD BE YOUR TARGET SPEED. IT WOULD LOCK IT. WITH RADAR, THIS IS A DEVICE THAT CAN BE USED TO TEST A SPEED OF A MOTOR VEHICLE, BUT THE INITIAL OBSERVATION HAS TO BE MADE BY THE OFFICER TO SAY THAT, “I LOOKED AT A VEHICLE, I SAW THE VEHICLE WAS TRAVELLING AT WHAT I BELIEVE TO BE A SPEED OF FASTER THAN 65KM/H, I CHECKED AND VALIDATED IT WITH MY RADAR.” THIS [SPEED GUN], YOU COULD TOTALLY DEPEND UPON THE RADAR TO LOCK IT UP, EVEN IF YOU DIDN’T SEE THE VEHICLE. THIS ONE WAS A MILE STEP AHEAD OF ANYTHING AT THAT TIME THAT WE HAD.” “[THE SPEED GUNS] WORKED WELL IN COLD, THEY WORKED WELL IN HOT, THEY WERE VERY PORTABLE. WE COULD PUT A BATTERY PACK ON THESE, A 12 VOLT BATTERY PACK AND WE COULD STAND OUTSIDE THE VEHICLE WITH THE BATTERY PACK. THEY WERE A PRETTY GOOD UNIT FOR THE DAY. THE ONLY THING THAT YOU REQUIRED THE OFFICER FOR WAS TO ENSURE THAT YOU DIDN’T GET THE WRONG READING, BECAUSE IF YOU HAVE TWO CARS COMING AT YOU AND YOU HAVE TWO OF THEM IN THE BEAM, THE OFFICER HAS TO MAKE A DIFFERENTIAL WHETHER OR NOT IT WOULD WORK.” “WE HAD A NUMBER OF DASH MOUNTED UNITS WHICH HAD THE SAME CAPABILITIES, BUT NOTHING HAD THE ALLOWANCE FOR YOU TO BE ABLE TO PULL IT OUT IN A SECOND AND POINT IT OUT THE SIDE WINDOW TO CATCH SOMEBODY COMING AT YOU FROM THE SIDE OR THE REAR. IT WAS A VERY UNIQUE AND WELL THOUGHT OF BEAST. THE ONLY PROBLEMS WE HAD WITH THESE IS IF YOU CAN NOTICE THERE IS AT THE END [THERE’S A PIECE THAT LOOKS] LIKE A HORN. ONE OF THE BIGGEST ISSUES IS MOST POLICEMEN ARE RELATIVELY HARD ON EQUIPMENT IN THE CARS. THEY’VE GOT THE [SPEED GUN] AND THEY DROP IT ON THE GROUND AFTER THEY GET A SPEED. WE [USED] TO KNOCK THE HORNS OFF [SPEED GUNS] QUITE A BIT AND HAVE TO SEND THEM BACK, OR THE HORNS [BECAME] DEFORMED, AND THE REASON IT’S DEFORMED IS ITS BEEN DROPPED OR BANGED AGAINST SOMETHING. WHILE THAT WOULD BE A NORMAL FOR THIS TYPE OF INSTRUMENT, THAT WAS THE ONLY WEAK POINT IN THIS. IF YOU LOOK AT THE MORE MODERN HANDHELD UNITS THEY WENT AWAY FROM A HORN AND PUT A CONE ON THE OUTSIDE TO PROTECT THE INTAKE OF THE RADAR UNIT. THIS ONE HERE…HAS A STYROFOAM INSERT [IN] IT [TO PROTECT IT]. THOSE ALSO WERE VERY SUSCEPTIBLE TO BEING BANGED AND SMASHED OUT. WE WERE ALWAYS MAKING SOMETHING NEW TO PUT BACK IN THERE AND GLUE THEM BACK IN TO PROTECT THE INNARDS OF THE UNIT; THAT WAS PRETTY MUCH THE ONLY DOWNFALL OF THE UNIT.” “ANOTHER THING IT HAD, WHICH THE OLD ONES DIDN’T HAVE, IS IT HAS A STATIONARY MODE ON THE TOP SWITCH AND A MOVING MODE. THEN IT ALSO HAD A CALIBRATE MODE. IT HAD AN INTERNAL TESTING SYSTEM THAT WHEN YOU HIT CALIBRATE IT WOULD RUN AN INTERNAL CALIBRATION ON IT TO HELP YOU, WITH YOUR TUNING FORKS, TO ENSURE THAT THIS WAS WORKING RIGHT. YOU WOULD GENERALLY TEST THIS AT THE BEGINNING OF YOUR SHIFT AND IF YOU STOPPED FOR LUNCH YOU WOULD TEST IT AGAIN DURING THE MIDDLE OF YOUR SHIFT. THEN YOU’D TEST AT THE END OF YOUR SHIFT TO VALIDATE THAT THIS INSTRUMENT HAD BEEN OPERATING CORRECTLY DURING THE DURATION OF YOUR SHIFT.” “THIS CALIBRATION INTERNALLY WOULD RUN AN INTERNAL TEST TO MAKE SURE THAT THE CALCULATIONS INSIDE WERE WORKING CORRECTLY, THE ELECTRONICS. BECAUSE THIS IS A PIECE OF ELECTRONICS AND IT IS SUSCEPTIBLE TO HOT AND COLD. THE WHOLE IDEA OF THIS IS TO ENSURE THAT WHEN YOU WENT TO COURT, WITH THE TUNING FORK TEST AND WITH THE INTERNAL CALIBRATION TEST, YOU COULD STAND UP BEFORE THE COURT AND [SAY], “I TESTED THE UNIT, AND IN MY OPINION, AND MY TRAINING, THIS UNIT WORKED CORRECTLY AND AS IT SHOULD TO DETERMINE ACCURATELY THE SPEED OF A MOTOR VEHICLE, EITHER WITH ME MOVING IT OR ME STATIONARY”. YOU HAVE TO GIVE THAT EVIDENCE…AND THAT [CALIBRATION] ALLOWED THAT. [THE] TUNING FORK TEST AND THE INTERNAL [MODE] VALIDATED YOUR ABILITY TO SAY THAT.” “EVERY TIME YOU TOOK OVER A CAR, OR SAY YOU CHANGE CARS MID-SHIFT, [AND] YOU HAD ONE OF THESE UNITS OR ANY RADAR UNIT IN IT, THE FIRST THING YOU’D DO IS YOU WOULD TEST AND ENSURE THE ACCURACY OF THIS UNIT. [THAT WOULD] ENSURE THAT WHEN YOU LEFT, IF YOU GOT SOMEBODY ON RADAR, IT WOULD BE GIVING YOU AN ACCURATE READING. THEY’RE USUALLY ACCURATE, PLUS OR MINUS LESS THAN 1%. AT A 100KM/H IT WOULD BE LESS THAN 1KM/H OFF. THERE ARE VARIOUS THINGS WITH RADAR THAT ARE [BENEFICIAL]. IF YOU’RE SITTING AT THE SIDE OF THE ROAD AND YOU’RE SHOOTING AT AN ANGLE, THE HIGHER THE ANGLE THE LOWER THE SPEED BECAUSE IT’S LIKE A TONE. IF YOU THINK OF RADAR AS HEARING A TRAIN COMING TOWARDS YOU, YOU HEAR IT COMING, IT GETS LOUD, AND THEN IT GOES AWAY AND IT CHANGES TONE. [THE SPEED GUN] GIVES US THE SAME THING AND THAT’S WHAT THIS READS. SO THAT’S GOOD. THIS [SPEED GUN] WAS THE ULTIMATE IN THE SPEED GUNS, THIS WAS EXCELLENT.” “THE COOL THING ABOUT IT WAS FOR THE COURT SYSTEM, IT CAME WITH TWO SETS OF TUNING FORKS. THE TUNING FORKS WERE USUALLY CALIBRATED TO A SPEED. THESE ONES ARE X-BAND TYPE TUNING FORKS, AND THEY WERE SENT AWAY ANNUALLY TO BE CALIBRATED TO ENSURE THAT THEY MAINTAINED THEIR FREQUENCIES. WHAT WOULD HAPPEN IS THAT YOU WOULD TAKE AND PUT [THE SPEED GUN] IN STATIONARY MODE, AND YOU WOULD TEST THE DEVICE TO ENSURE THAT IT WAS ACTUALLY READING CORRECTLY, ON BOTH OF [TUNING FORKS]. YOU TESTED THE COMPUTATIONAL SPEED OF THE UNIT. YOU’D STRIKE TWO OF THE TUNING FORKS AND PUT THEM TOGETHER IN FRONT OF THE UNIT, AND IT WOULD MAKE A COMPUTATION ON THE TWO TONES TO GIVE YOU THE BASIC SPEED DIFFERENTIAL BETWEEN THE TWO TUNING FORKS. THIS WAS ANOTHER MEANS TO ENSURE THAT WHAT YOU’RE DOING IS GETTING THE PROPER SPEED OUT OF YOUR UNIT. IT WAS REALLY A STEP FORWARD IN INSURING THAT THE CREDIBILITY AND CAPABILITY OF THE UNIT WAS VALIDATED, AND THE COURTS ACTUALLY LOVE THAT.” “ANNUALLY YOU RECERTIFY YOUR TUNING FORKS, YOUR TUNING FORK CERTIFICATION FOR TWO TUNING FORKS IS PROBABLY ABOUT $120 A YEAR. IF ANYTHING STARTS HAPPENING TO THESE, BECAUSE THEY GET BOUNCED IN THE CAR, VIBRATION, HOT, COLD, THEY’RE IN THE CAR ALL THE TIME. THEY START TO WEAR OUT. IT STARTS BECOMING COST PROHIBITIVE TO SEND THEM BACK TO THE FACTORY FOR REFURBISHING. THERE’S A THING IN [THE SPEED GUNS] CALLED THE OSCILLATOR. UNDER THE NEWER UNITS THE OSCILLATOR IS IN THE HEAD, AWAY FROM THE MAIN UNIT. THE OSCILLATOR FOR THIS [MODEL] IS BUILT INSIDE, SO YOU HAVE TO TAKE [THE] WHOLE UNIT AND SHIP IT OFF. THEY HAVE TO PEAL IT ALL APART, PUT AN OSCILLATOR INTO IT. WHEREAS WITH THE NEW UNITS, WITH THE SEPARATE HEADS WITH THE OSCILLATOR, YOU CAN JUST GET ANOTHER HEAD, PUT ANOTHER HEAD ON, SEND THAT HEAD AWAY TO THE, AND FOR A $160 YOU GET THE OSCILLATOR FIXED. WHEN THESE START TO BREAK DOWN, IT’S USUALLY CATASTROPHIC. THIS IS USUALLY ALMOST COST PROHIBITIVE—LIKE MOST ELECTRONICS, THEY HAVE A VERY LIMITED SHELF LIFE. THEY DON’T GET TREATED EXACTLY THE NICEST. MOST POLICE CARS WILL HAVE POWER SEATS BECAUSE OF THE AMOUNT OF PEOPLE THAT [HAVE] TO BE IN THEM AND THE DIFFERENT POSITIONS THEY HAVE TO BE IN, AND A REGULAR SLIDING SEAT GENERALLY DOESN’T GIVE ENOUGH TO FIT ENOUGH PEOPLE. IF SOMEBODY HAD USED THIS, AND PUT IT DOWN, AND IT FELL BEHIND THE SEAT, AND THEY PUSHED THE SEAT BACK, THOSE POWER SEATS ARE FAIRLY STRONG, THEY CAN DO A SIGNIFICANT AMOUNT OF DAMAGE TO ONE OF THESE UNITS INADVERTENTLY. YOU HAVE TO ASSESS HOW THEY’VE BEEN TREATED, WHAT THE COST IS GOING TO BE TO MAINTAIN THEM, LONG-TERM INVESTMENT. AS SOON AS A SPEED GUN 8 OSCILLATOR’S DONE, IT’S DONE. BECAUSE IT’S NOT WORTH SENDING IT BACK TO HAVE RE-DONE.” “[THE] TRAFFIC SERGEANT WOULD HAVE BEEN IN CHARGE OF THE PROCUREMENT OF [RADAR EQUIPMENT]. AT THAT TIME I’M NOT SURE WHO WOULD HAVE BEEN SERGEANT, BUT IT WAS ONE OF MY SERGEANTS THERE. HE HAD BEEN ON TRAFFIC FOR QUITE A WHILE AT THE TIME…SHORTLY THEREAFTER, WHILE I WAS TENURED THERE, SERGEANT NORRIS VANHORN WAS ALSO ON TRAFFIC WHEN I WAS ON THERE. THESE [SPEED GUNS] WERE FANTASTIC…WHEN WE GOT THESE, THESE WERE EYE OPENERS…YOU THOUGHT YOU’D DIED AND GONE TO HEAVEN BECAUSE OF THE VERSATILITY IT GAVE YOU TO DO YOUR JOB.” “YOU CHANGE THE TECHNOLOGY TO TRY TO KEEP UP WITH THE NEEDS OF THE GUYS THAT ARE WORKING. IT MAKES YOU MORE EFFICIENT…I MANAGED THE PEACE OFFICERS IN OKOTOKS, AND I CAN TELL YOU, I CAN BUY EQUIPMENT EVERY DAY…THAT STUFF’S CHEAP. PEOPLE ARE EXPENSIVE…YOU WOULD TRY TO KEEP THEM IN EQUIPMENT THAT KEEPS THEM VERY EFFICIENT AND EFFECTIVE, AND YOU’D GET THE MOST BANG FOR YOUR BUCK OUT OF THE PEOPLE WORKING…THIS TYPE OF EQUIPMENT HAS USUALLY A SHORT SHELF LIFE. WE DID OTHER THINGS WITH THEM. WE USED TO LEND OUT THESE RADAR GUNS TO THE SOFT BALL KIDS…OR THE HARD BALL KIDS…AND THEY COULD SEE HOW FAST THEY COULD PITCH. OR WHEN THEY HAD SOAPBOX DERBIES…YOU’D GIVE THESE [SPEED GUNS] AND THEY COULD POST IT ON THE NEWS “AH LITTLE JOHNNY CAME DOWN THE HILL AND HE WAS DOING 37 KM/H IN HIS HOME MADE THING”. THERE [WERE] LOTS OF OTHER APPLICATIONS THAT THIS WAS SORT OF RE-CIRCULATED TO, FOR THE COMMUNITY. IT’S NOT LIKE YOU’D JUST DISCARD THE [EQUIPMENT], YOU’D TRY TO MAKE ANOTHER USE FOR IT. A LOT OF THIS [EQUIPMENT] FOR MANY YEARS, MADE ITS WAY AROUND THE COMMUNITY IN OTHER SOCIAL EVENTS TO ASSIST THE COMMUNITY IN WHAT THEY WANTED TO DO AND SEE.” STOBBS RECALLED HIS TIME WITH THE LETHBRIDGE POLICE SERVICE, NOTING, “I WAS VERY FORTUNATE. I WORKED FOR LETHBRIDGE POLICE SERVICE [STARTING IN 1979]. I ALSO WORKED FOR THE RED CLIFF POLICE SERVICE PRIOR TO THAT, AND WE RAN THESE UNITS WHEN I WAS A YOUNG CONSTABLE. I WORKED IN TRAFFIC FOR OVER 3 AND A HALF OR 4 YEARS.” “THESE [SPEED GUNS] WERE VERY COMMON IN OUR CARS WHEN I CAME HERE. I WAS VERY FORTUNATE—I DROVE A BLACK WIDOW…ONE OF OUR WIDOWS HAD THIS IN IT…WE HAD TWO CARS IN TOWN THAT WERE RENOWNED WITH THE KIDS. THEY WERE TWO BLACK FORDS WITH BIG 429’S IN THEM. THEY HAD SPEED GUNS IN THEM AND THEY ALSO HAD OTHER RADARS IN THEM. THAT [SPEED GUN] WAS ONE OF THE ITERATIONS WE HAD IN THEM, AND WE USED THESE A LOT FOR OUR ENFORCEMENT PROGRAM. THEY COULD GIVE US SUCH VERSATILITY FOR THE OFFICER TO SIT STATIONARY OR TO BE MOVING. WHEN YOU’RE IN A SCHOOL ZONE, SOMETIMES YOU WANT TO STAND OUTSIDE YOUR CAR, YOU WANT TO RUN BACKWARDS, OR YOU WANT TO RUN TO THE SIDE. IF YOU’RE IN A PLAYGROUND ZONE, IT’S MORE ADVANTAGEOUS TO BE SITTING ON A SIDE STREET THAN SITTING WITH THE CARS PASSING YOU. IT GAVE US SUCH VERSATILITY WHICH WE NEVER HAD BEFORE.” “BACK IN THE DAY, OUR FLEET WAS…WE CALLED IT THE ‘SMARTIE’ FLEET. IT WAS MULTIPLE COLOURS AND I DON’T KNOW THE PURPOSE BEHIND IT. WHEN I WAS IN [LETHBRIDGE], IF YOU WOUND UP WITH THE TRAFFIC FLEET WHEN I STARTED IN ‘79, THERE WERE TWO CARS. THERE WERE ALWAYS TWO BLACK CARS, AND THEY WERE CALLED THE BLACK WIDOWS. THERE WERE DIFFERENT ITERATIONS. THE FIRST TWO WERE FORD INTERCEPTORS WITH 429’S ALL DECKED OUT, AND THEY WERE PURSUIT TYPE CARS, THEY ALL WERE IN THOSE DAYS. THEN WE HAD A NUMBER OF OTHER VEHICLES. ONE OF THE CARS THAT, WHEN I FIRST WENT THERE, I DROVE [WAS] A SECONDARY MARKED ENFORCEMENT CAR AND IT WAS A PINKIE SALMON COLOUR. I DON’T EVEN KNOW, AND IT WAS GREAT, BUT IT WAS A GREAT BIG LTD AS WELL. THEN WE HAD A COUPLE OTHER CARS THAT WERE A COLLISION CAR AND A HIT-AND-RUN CAR. THEY WERE DIFFERENT COLOURS AGAIN. I DON’T KNOW WHY THEY BOUGHT THEM THAT WAY, I DON’T KNOW WHETHER THAT WAS THE THOUGHT OF THE CHIEF AT THE TIME, BUT THAT WAS THE WAY THINGS WENT UNTIL FINALLY WE DECIDED LATER ON THAT OUR FLEET WAS GOING TO GO BLACK AND WHITE LIKE IN THE OLD DAYS. BEFORE THE “SMARTIE” FLEET IT WAS BLACK AND WHITE, WE WERE GOING BACK TO BLACK AND WHITE. WE WERE THE FIRST POLICE SERVICE IN ALBERTA THAT WENT BACK TO BLACK AND WHITE AND EVERYBODY’S FOLLOWING LETHBRIDGE SUIT, ACTUALLY. THAT’S A CULTURAL THING THOUGH AND LETHBRIDGE IS VERY PROUD OF THEIR BLACK AND WHITE CARS.” “RADAR WAS A DAY-TO-DAY THING; IT WAS INVOLVED HEAVILY IN A DIRECTED TRAFFIC ENFORCEMENT PROGRAM. WE USED TO HAVE A PIN-MAP, AND WE DIRECTED OUR ENFORCEMENT ACTIVITIES AROUND A NUMBER OF THINGS. FIRST AND FOREMOST WOULD BE OUR PIN-MAP AND OUR PIN-MAP WAS OUR COLLISION MAP. EVERY COLLISION WAS PINNED AND THEY WERE PINNED IN DIFFERENT COLOURS—THIS [IS] OLD TECHNOLOGY. A FATAL WOULD BE BLACK, AN INJURY WOULD BE RED, A NON-INJURY WOULD BE BLUE. WE COULD VISUALLY SEE FROM THE ENFORCEMENT ASPECT WHERE WE SHOULD BE INVESTING OUR TIME TO SLOW PEOPLE DOWN AT THESE COLLISION POINTS. SECONDLY IS, LETHBRIDGE HAD ALWAYS HAD OUR SCHOOLS CLOSE TOGETHER, SO WE INVESTED A LOT OF OUR TIME AND ENERGY AROUND THE SCHOOL SYSTEM. ONE OF THE THINGS THAT I WAS PROUD OF IS, FOR THE SIZE OF THE CITY AND THE TRAFFIC FLOWS THAT WE HAD, OUR FATALITY WITH YOUTH WAS VERY LOW. WE HAD A FEW KIDS HIT IN MY TIME AND A FEW OBVIOUSLY PASSED AWAY, IN A CITY OF THIS SIZE, BUT OVER THE YEARS MOST OF US TOOK GREAT PRIDE IN THE FACT THAT WE HAD AN OPPORTUNITY TO REALLY MAKE A VISUAL AND A NOTED IMPACT ON BEHAVIORS IN SCHOOLS, WHETHER IT BE U-TURNS, SPEEDING, IN THIS. PEOPLE WERE WELL AWARE WE WERE THERE.” “WE HAD AN EXCELLENT RELATIONSHIP WITH THE KIDS…[IN THE 1970S-1980S WHEN] MUSCLE CARS WERE BIG. WE USED TO HAVE A COOL THING GOING WITH SOME OF THESE KIDS WHEN YOU’RE IN THE ENFORCEMENT GAME. WE USED TO HAVE A [SYSTEM OF] EVERY THIRD ONE’S FREE TYPE THING. THEY’D WORK ALL WINTER, A LOT OF THESE KIDS DIDN’T SMOKE, THEY DIDN’T DRINK, THEY DIDN’T DO ANYTHING. ALL THEY WORKED [ON] WAS THEIR CARS, BUT ONCE SPRING ROLLED OUT, OUT CAME THE MUSCLE CARS. OVER THE COURSE OF THE SUMMER THEY DROVE THEM. THEY WOULD END UP AFOUL OF US, WHETHER IT BE FOR STUNTING OR SPEEDING. WITH SOME OF THESE KIDS, WE WOULD HAVE THIS FREQUENT FLYER MILE PROGRAM BECAUSE THEY WOULD GET THEMSELVES INTO A BIND, BUT THEY WERE SUCH GOOD KIDS THEY WERE JUST STUPID WITH THEIR CARS. WE USED TO CATCH THEM FOR SPEEDING WITH THESE [SPEED GUNS], OR STUNTING. THE RELATIONSHIP WITH THE YOUTH, SOME OF THE YOUNGER PEOPLE, THAT ARE LATE-TEENS OR EARLY-TWENTIES WAS PRETTY GOOD, THESE GUYS THAT BUILT THESE CARS UP. WE HAD A PRETTY GOOD KNOWLEDGE OF THEM AND WE WORKED WELL WITH THEM.” “WE RAN WHAT THEY CALLED A “DIRECTED TRAFFIC ENFORCEMENT PROGRAM”. THERE [WERE] A LOT OF OPTIONS FOR THE GUYS TO GO WHERE THEY WANTED, BUT FIRST AND FOREMOST WE CONCENTRATED ON HIGH COLLISION AREAS AND SCHOOLS. OBVIOUSLY WE KNEW WE HAD THE STRIP…WE HAD 3RD AVENUE AND MAYOR MAGRATH DRIVE AND KIDS DROVE THE STRIP IN THE SUMMER, THAT’S WHERE THEY DID THEIR DRAG RACING…BACK IN THE DAY, WHEN I FIRST STARTED, MAYOR MAGRATH DRIVE WENT STRAIGHT THROUGH TO NORTH MAYOR MAGRATH DRIVE. THAT INTERSECTION [OF] 3RD AVENUE, MAYOR MAGRATH DRIVE USED TO GO STRAIGHT THROUGH ON THE HIGHWAY. IT WAS A BUSY PLACE [WITH] LOTS OF COLLISIONS. WE SPENT A LOT OF TIME DOWN IN THERE ON MAYOR MAGRATH, AND THERE WERE OTHER PLACES IN TOWN WHICH WERE CONCERNS. YOU’D GET CITIZENS COMPLAINING ABOUT LOTS OF TRAFFIC AND SPEED, WE WOULD GO DOWN AND MONITOR IT, AND WE WOULD TRY TO RESPOND TO THE NEEDS OF THE COMMUNITY BY ATTENDING THAT AREA. USUALLY IT WAS ONE OR TWO PEOPLE IN THE AREA THAT WERE DOING IT AND YOU CAUGHT AND DEALT WITH THEM, AND THE PROBLEM PRETTY MUCH WENT AWAY. ONE OF THE THINGS I WAS TAUGHT AS A YOUNG CONSTABLE [WAS WHEN YOU] COME TO WORK AFTER YOUR DAYS OFF, THE FIRST THING YOU DO IS YOU GO LOOK AT YOUR PIN BOARD AND YOU SEE IF ANYTHING CHANGED, IF HAVE WE HAD A FATALITY. HAS THERE BEEN SOME SERIOUS COLLISIONS, HAS SOMETHING CHANGED? YOU ALWAYS KNEW IN YOUR MIND WHERE YOU HAD TO BE.” “WE SPENT LOTS OF TIME ON SCENIC DRIVE ANYWHERE. AN OUNCE OF PREVENTION IS WORTH A POUND OF CURE. IF YOU’RE RUNNING A MARKED VEHICLE, SOMETIMES WE WOULD JUST PARK ON A BOULEVARD SOMEWHERE IT WAS BUSY AND JUST SIT THERE. YOU’D MONITOR TRAFFIC AND OF COURSE SOMEBODY WOULD EVENTUALLY DO SOMETHING SILLY AND YOU’D HAVE STOP THEM, BUT THE WHOLE IDEA WOULD BE FOR THE VISIBILITY ASPECT.” “I REMEMBER WHEN WE GOT THE 8’S [SPEED GUNS] AND WE COULD PROGRAM THEM, WE THOUGHT WE’D DIED AND WENT TO HEAVEN. WE ARE ALL ABOUT EFFICIENCY. EVERY SHIFT YOU WOULD DEAL WITH TWENTY, THIRTY PEOPLE OR MORE. NOT INCLUDING COMPLAINTS, WE’RE TALKING ABOUT INTERACTIONS WITH PEOPLE THAT WERE VIOLATIONS SOMEHOW. [THE SPEED GUNS] GAVE YOU A TOOL TO INTERACT WITH SOMEBODY…AND A LOT OF OTHER THINGS COME FROM THIS. A LARGE AMOUNT OF CRIME IS SOLVED BY SOMEBODY STOPPING A CAR AND TALKING TO SOMEBODY, AND THE CAR’S STOLEN, THERE’S STOLEN PROPERTY IN THE CAR, THE GUY’S WANTED ON WARRANTS. THIS TOOL WAS A LEVERAGE AND AN ABILITY TO ENTER A WHOLE NEW REALM IN ASSISTING OUR COMMUNITY AND KEEPING OUR COMMUNITY SAFE. IT JUST WASN’T FROM THE TRAFFIC END OF IT, IT GAVE YOU AN OPPORTUNITY TO INTERACT WITH PEOPLE THAT NORMALLY YOU WOULD NOT HAVE THE CAPACITY TO INTERACT WITH. AND DO IT IN A LAWFUL MANNER.” ***UPDATE 15 JULY 2020: EMAIL CORRESPONDENCE FROM JEFF COVE, RETIRED LETHBRIDGE POLICE SERVICE INSPECTOR AND CURRENT “THE WATCH” MANAGER, INDICATES THIS DEVICE WAS IN ACTIVE USE UNTIL AT LEAST 1989. STATED COVE ON 9 JULY 2020: “THAT IS THE RADAR SET I LEARNED ON WHEN I STARTED [WITH LPS] IN SEPTEMBER 1985. THEY STOPPED USING THEM IN THE TRAFFIC DIVISION CARS BEFORE THAT AS I WAS TOLD BY MY TRAINING OFFICER AND WE ALWAYS GOT THE RADAR “HAND ME DOWNS” IN PATROLS. WHEN I STARTED IN 1985 WE STILL USED [THE DONATED RADAR GUN] IN THE PATROL DIVISION VEHICLES UNTIL 1989 OR LATER. IN 1989 I WAS ASSIGNED TO THE TRAFFIC DIVISION DOING ENFORCEMENT IN A GHOST CAR (EXCITING STUFF FOR A YOUNG POLICE OFFICER IN THOSE DAYS) AND WE HAD WAY BETTER FIXED RADAR SETS IN THE TRAFFIC DIVISION CARS.” FOR MORE INFORMATION INCLUDING THE FULL STOBBS' INTERVIEW TRANSCRIPTION, LETHBRIDGE HERALD ARTICLES AND EMAILS FROM JEFF COVE, PLEASE SEE THE PERMANENT FILE P20120014000-GA.
Catalogue Number
P20120014000
Acquisition Date
2012-05
Collection
Museum
Images
Less detail
Other Name
DEMONSTRATION ALARM BOX
Date Range From
1910
Date Range To
1950
Material Type
Artifact
Materials
WOOD, STEEL, PLASTIC
Catalogue Number
P19760095000
Material Type
Artifact
Other Name
DEMONSTRATION ALARM BOX
Date Range From
1910
Date Range To
1950
Materials
WOOD, STEEL, PLASTIC
No. Pieces
3
Height
183.5
Width
32.0
Description
"SERIAL #20114C" AND "17" ON BACK OF ALARM BOX. DEMONSTRATION UNIT CONSISTS OF A WOODEN STAND WITH A TRIANGULAR BRACED BASE. AN ALARM BOX IS AT TOP OF THE STAND, A GONG IS MOUNTED BELOW THIS, AND A GONG MOUNTED ON A CONTROL BOX IS AT THE BOTTOM. AT THE BACK OF THE STAND IS AN AUTO BATTERY MOUNTED AT THE TOP, A RESET SWITCH BELOW THE BATTERY, AND A CIRCUIT BOARD BELOW THE SWITCH. BOX IS RED, PENTAGONAL SHAPE, WITH FRONT OPENING. TOP FEATURES A FIST DESIGN AND EMBOSSED WORD: "GAMEWELL". DOOR OF BOX FEATURES WHITE LETTERING: "FOR FIRE". INSIDE DOOR IS PLASTIC COVERED OPENING, A HANDLE MARKED: OPEN, AND A WHITE HOOK WITH RED LETTERING BELOW: "PULL DOWN HOOK". LETTERING FLANKED BY DOWN POINTED ARROWS. BACKSIDE OF DOOR AND OPENING AREA FEATURE SILVER/BLACK LABELS SHOWING: PATENT NUMBERS, SERIAL NUMBER, UNDERWRITERS LABORATORIES OF CANADA, FIRE ALARM, NORTHERN ELECTRIC COMPANY LIMITED, MADE IN CANADA, ETC. TWO KEYS AVAILABLE TO LOCK BOX VIA KEYHOLE INSIDE DOOR. THE MIDDLE GONG IS MOUNTED ON A MAHOGANY BLOCK AND FEATURES A SPRING LOADED HANDLE AND TWO COILS. THE GONG IS STAMPED IN GOLD; THE NORTHERN ELECTRIC & MANUFACTURING CO. LTD. THE BOTTOM GONG IS MOUNTED ON A BLACK/SILVER METAL CONTROL BOX FEATURING A SILVER SWITCH AND A RED INDICATOR LIGHT. THIS BOTTOM UNIT IS MARKED WITH A CLENCHED FIST SYMBOL AND: THE GAMEWELL COMPANY, NEWTON, MASSACHUSETTS. KINGSTON AUTO BATTERY AT TOP REAR OF STAND IS BLACK METAL & HAS A PRODUCT LABEL: KINGSTON AUTO BATTERY...KINGSTON PRODUCT CORP. KOKOMA, INDIANA, U.S.A. BATTERY IS WIRED FOR A WALL PLUG, 115 V. A.C., 65 WATTS. THE RESET SWITCH BELOW THE BATTERY FEATURES THE WORDS: TRIP AND RESET. THE CIRCUIT BOARD AT THE BOTTOM REAR OF THE STAND IS WIRED TO THE VARIOUS ITEMS ON THE DEMONSTRATION UNIT, AND IS LABELLED: MOTOROLA, MADE IN CANADA.
Subjects
REGULATIVE & PROTECTIVE T&E
Historical Association
SAFETY SERVICES
EDUCATION
History
UNIT CONSTRUCTED BY LETHBRIDGE FIRE DEPARTMENT PERSONNEL TO DEMONSTRATE ALARM SYSTEM USE TO SCHOOL CHILDREN. UNIT WAS COLLECTED FROM NO. 1 FIRE HALL WHEN ABANDONED BY FIRE DEPARTMENT. NO. 1 FIRE HALL WAS CONSTRUCTED IN 1908-1909. ARCHITECT: J.A. MCDONALD, CONTRACTOR: SMITH BROS. & WILSON.
Catalogue Number
P19760095000
Acquisition Date
1975-03
Collection
Museum
Less detail
Other Name
R.C.M.P COMMEMORATIVE
Material Type
Artifact
Materials
ROSEWOOD, STEEL, GOLD PLATE
Catalogue Number
P19900007021
  2 images  
Material Type
Artifact
Other Name
R.C.M.P COMMEMORATIVE
Date
1973
Materials
ROSEWOOD, STEEL, GOLD PLATE
No. Pieces
1
Length
109.8
Width
21.5
Description
WOOD & GOLD PLATE HANDLE , STAINLESS STEEL BLADE. HANDLE HAS R.C.M.P. CREST. BLADE IS INSCRIBED WITH SCENES & SYMBOLS OF N.W.M.P., R.C.M.P. HISTORY & ALSO WILKINSON (MAKER) CREST. NUMBERED ON REVERSE OF BLADE NR. HILT, "CO 388".
Subjects
PERSONAL SYMBOL
ARMAMENT-EDGED
Historical Association
COMMEMORATIVE
SAFETY SERVICES
History
MADE BY WILKINSON FOR CENTENNIAL OF ROYAL CANADIAN MOUNTED POLICE IN 1973. ONLY 1000 MADE, EACH IS NUMBERED ON BLADE. ENGRAVED SCENES WERE PRODUCED FOR WILKINSON BY ROYAL CANADIAN MOUNTED POLICE ARTIST, STAFF SGT. PAUL SEDERBURG. BASED ON TRADITIONAL CLAYMORE SWORD IT BEARS NO RELATION TO SWORDS HISTORICALLY WORN BY THE FORCE, MADE AS OFFICIAL SOUVENIR ONLY. ACQUIRED BY DONOR WHEN OWNER COLIN CAMPBELL, A LETHBRIDGE COLLECTOR DIED. WILLIAM HERBERT SCORESBY SKELTON WAS BORN IN LETHBRIDGE ON 6 APRIL 1920. HIS PARENTS WERE MARION SCORESBY SKELTON AND HERBERT SCORESBY SKELTON. EDUCATED LOCALLY, MR. SKELTON WORKED AT THE DOMINION EXPERIMENTAL FARM (NOW THE LETHBRIDGE RESEARCH CENTRE) FOR SEVERAL YEARS. HE BEGAN HIS CAREER AS A REPORTER WITH THE LETHBRIDGE HERALD IN 1943. AFTER FIVE YEARS AT THE NEWSPAPER, HE BECAME NEWS DIRECTOR AT RADIO STATION CJOC ON 15 FEBRUARY 1948. DURING HIS FIRST TWO YEARS AT THE RADIO STATION, MR. SKELTON WAS THE ONLY EMPLOYEE IN THE NEWS DEPARTMENT. MR. SKELTON ORGANIZED THE FIRST FULL-TIME NEWS DEPARTMENT AT THE RADIO STATION AND WAS NEWS DIRECTOR FOR THE JOINT RADIO – TELEVISION OPERATIONS OF SELKIRK COMMUNICATIONS IN LETHBRIDGE AND SOUTHERN ALBERTA. BY THE TIME OF HIS RETIREMENT IN APRIL 1978, CJOC HAD EIGHT EMPLOYEES IN THE NEWS DEPARTMENT. WILLIAM SKELTON MARRIED MARY THERESA FRANCIS IN SOUTHMINSTER UNITED CHURCH, LETHBRIDGE ON 3 AUGUST 1957. THE COUPLE DID NOT HAVE CHILDREN. DURING HIS LIFE MR. SKELTON WAS VERY ACTIVE AS A VOLUNTEER WITH MANY COMMUNITY ORGANIZATIONS: THE SOUTHERN ALBERTA BOY SCOUT COUNCIL, WINSTON CHURCHILL HIGH SCHOOL ADVISORY COUNCIL, THE UNIVERSITY OF LETHBRIDGE’S ADVISORY COMMITTEE ON PUBLIC INFORMATION, LETHBRIDGE COMMUNITY COLLEGE SCHOOL OF JOURNALISM, YWCA BUILDING FUND DRIVE, 1975 CANADA WINTER GAMES PROTOCOL COMMITTEE, LETHBRIDGE CHAMBER OF COMMERCE, 1981 ALBERTA SUMMER GAMES, PUBLIC RELATIONS ADVISOR FOR THE SIR ALEXANDER GALT MUSEUM, A CHARTER MEMBER OF THE LETHBRIDGE JAYCEES, SOUTHERN ALBERTA COUNCIL ON PUBLIC AFFAIRS AND THE LETHBRIDGE & DISTRICT UNITED WAY, AMONG OTHERS. HE ALSO VOLUNTEERED HIS SERVICES WITH LETHBRIDGE OVERTURE CONCERTS, THE ALBERTA MOTOR ASSOCIATION, LETHBRIDGE AND DISTRICT JAPANESE GARDEN SOCIETY AND THE LOCAL BRANCH OF THE COMMITTEE FOR AN INDEPENDENT CANADA. WILLIAM SKELTON DIED ON 13 JULY 1998, AGE 78, AND IS BURIED IN MOUNTAIN VIEW CEMETERY IN LETHBRIDGE. MARY THERESA SKELTON (NEE FRANCIS) WAS THE DAUGHTER OF DR. AND MRS. JAMES R. FRANCIS AND THE GRANDDAUGHTER OF REVEREND JAMES ROBERTSON D.D., A FORMER MODERATOR OF THE PRESBYTERIAN CHURCH IN CANADA. A TEACHER AT LETHBRIDGE COLLEGIATE INSTITUTE FROM 1945 UNTIL HER RETIREMENT, MARY SKELTON WAS ALSO ACTIVE IN THE COMMUNITY. MRS. SKELTON WAS A MEMBER OF THE CANADIAN FEDERATION OF UNIVERSITY WOMEN; THE SENIOR HIGH NOVELS, NON-FICTION AND DRAMA AD HOC CURRICULUM COMMITTEE OF ALBERTA EDUCATION; THE LETHBRIDGE SENIOR CITIZENS ORGANIZATION; AND A DRIVER FOR LETHBRIDGE MEALS ON WHEELS. MRS. SKELTON WAS ALSO A MEMBER OF THE ADVISORY COMMITTEE OF THE SIR ALEXANDER GALT MUSEUM DURING THE TIME OF THE MUSEUM’S FIRST RENOVATION AND EXPANSION IN 1983-1985. MARY SKELTON DIED ON 23 AUGUST 2000, AGE 80, AND IS BURIED BESIDE HER HUSBAND IN MOUNTAIN VIEW CEMETERY. [SOURCES: THE LETHBRIDGE HERALD, VARIOUS ISSUES; WHO’S WHO IN SOUTHERN ALBERTA 1988-1989 (HISTORICAL RESEARCH CENTRE, 1989) PAGES 739-740] *UPDATE* IN 2014 COLLECTIONS ASSISTANT JANE EDMUNDSON DEVELOPED THE FOLLOWING BRIEF BIOGRAPHY OF THIS ARTIFACT'S ORIGINAL COLLECTOR, COLIN CAMPBELL, FROM INFORMATION IN THE GALT ARCHIVES AND HIS LETHBRIDGE HERALD OBITUARY. COLIN CAMPBELL WAS BORN ON DECEMBER 20, 1903 IN SCOTLAND, AND CAME TO CANADA IN 1911, SETLLING IN EDMONTON. HE WAS COMMISSIONED A 2ND LIEUTENANT IN THE EDMONTON FUSILIERS IN 1936, AND SERVED OVERSEAS DURING WORLD WAR II WITH THE SASKATOON LIGHT INFANTRY. IN THE EARLY 1950S CAMPBELL MOVED TO LETHBRIDGE, WHERE HE WORKED AS AN ACCOUNTANT FOR STERN'S FURNITURE. CAMPBELL WAS A MEMBER OF THE ELKS AND THE ROYAL CANADIAN LEGION NO. 4, WHICH HE MANAGED. HE WAS THE NEIGHBOUR OF THE DONORS, BILL AND MARY SKELTON. COLIN CAMPBELL DIED IN LETHBRIDGE ON MAY 2, 1979. SEE PERMANENT FILE P19910064001 FOR HARDCOPY OF CAMPBELL'S OBITUARY.
Catalogue Number
P19900007021
Acquisition Date
1991-02
Collection
Museum
Images
Less detail
Date Range From
1960
Date Range To
1965
Material Type
Artifact
Materials
COTTON
Catalogue Number
P19970075002
  2 images  
Material Type
Artifact
Date Range From
1960
Date Range To
1965
Materials
COTTON
No. Pieces
1
Height
10.5
Length
16
Width
11
Description
WHITE HEAVILY STARCHED COTTON NURSES CAP. CAP WAS A FLAT PIECE OF FABRIC FOLDED INTO A STANDUP BRIM, AND A POINTED CROWN. THERE IS THE REMNANTS OF A TAG ON THE EDGE MARKED "DONNA MELLORM?". ALSO MARKED "M.H." IN ONE CORNER. ITEM HAS THREE PAPER CLIPS ATTACHED TO KEEP HAT IN PLACE, BUT WITHOUT HAT STILL MAINTAINS SHAPE.
Subjects
CLOTHING-HEADWEAR
Historical Association
HEALTH SERVICES
EDUCATION
History
FROM DONORS UNIFORM FROM THE ST. MICHAEL'S SCHOOL OF NURSING. DONORS MAIDEN NAME WAS FLETT. FOR MORE INFORMATION SEE P19970075001-GA. *UPDATE* IN 2016 COLLECTIONS ASSISTANT RUTHANN LABLANCE CONDUCTED A SURVEY OF CLOTHING, INCLUDING A NURSE’S UNIFORM DONATED BY MARION WRIGHT. THE FOLLOWING INFORMATION COMES FROM AN INTERVIEW CONDUCTED BY RUTHANN LABLANCE WITH THE DONOR, MARION WRIGHT (NEE FLETT), AND HER CLASSMATES MARLENE SIMPSON (NEE BACHMEIER) AND MARY ANN PRASKACH (NEE SERA). THE THREE WOMEN STUDIED TOGETHER AT ST. MICHAEL’S NURSING SCHOOL AND GRADUATED IN 1966. NONE OF THE THREE WOMEN HAD ANYTHING SPECIFICALLY TO SAY ABOUT THE NURSE’S CAP. THEY DID RECALL THAT THEY RELIED ON SAFETY PINS TO HOLD THEIR UNIFORMS TOGETHER. ASKED ABOUT THE OTHER NAMES WRITTEN IN HER UNIFORM, MARION REPLIED: “OH, IT WAS PROBABLY REUSED … THEY WOULD NEVER WASTE A THING, AT ST. MIKES WE WERE TAUGHT TO CONSERVE … NOTHING WAS THROWN OUT THAT COULD BE REUSED, WHETHER IT WAS ON THE NURSING UNIT OR AS FAR AS OUR UNIFORMS WERE CONCERNED. I REMEMBER ONE INCIDENT: I WORKED IN THE OPERATING ROOM AT ST. MIKES AND I BRIEFLY WORKED THE “OR” AT THE FOOTHILLS HOSPITAL AND I COULDN’T GET OVER [IT], I KEPT RUNNING TO THE GARBAGE AND PULLING OUT WHAT THEY WERE THROWING AWAY BECAUSE IT WAS STILL GOOD. AND WE WOULD NEVER CONSIDER THROWING AWAY THINGS THAT COULD BE RE-STERILIZED AND REUSED.” MARY ANN ADDED: “OUR UNIFORMS WERE WASHED FOR US. … SO WHEN WE GOT OUR UNIFORMS, SOMETIMES WE GOT THE WRONG HAT AND STUFF.” THE FOLLOWING BIOGRAPHICAL INFORMATION WAS COMPILED USING ARTICLES FROM THE LETHBRIDGE HERALD AND “OUT OF THE BLUE: SCIENCE, SERVICE, SANCTITY: ST. MICHAEL’S SCHOOL OF NURSING YEARBOOK 1966”. MARION WRIGHT (NEE FLETT) GRADUATED FROM THE ST. MICHAEL’S SCHOOL OF NURSING IN 1966. SHE MARRIED DR. GERALD A. WRIGHT AND AT THE TIME OF HIS PASSING IN 2007, THEY HAD BEEN MARRIED FOR 25 YEARS. GERALD WAS BORN ON MAY 7, 1917 IN SOUTH WALES. HE IMMIGRATED TO LETHBRIDGE IN 1951. HE WAS PREDECEASED BY HIS FIRST WIFE, ISOBEL WRIGHT. GERALD PASSED AWAY ON MARCH 31, 2007. SEE PERMANENT FILE FOR A TRANSCRIPT OF THE INTERVIEW AND FOR HARD COPIES FROM THE LETHBRIDGE HERALD AND “OUT OF THE BLUE:SCIENCE, SERVICE, SANCTITY: ST. MICHAEL’S SCHOOL OF NURSING YEARBOOK 1966”.
Catalogue Number
P19970075002
Acquisition Date
1997-08
Collection
Museum
Images
Less detail
Other Name
CAP, “GSN”
Date Range From
1910
Date Range To
1930
Material Type
Artifact
Materials
COTTON, PLASTIC
Catalogue Number
P20140006005
  1 image  
Material Type
Artifact
Other Name
CAP, “GSN”
Date Range From
1910
Date Range To
1930
Materials
COTTON, PLASTIC
No. Pieces
3
Height
0.1
Length
60
Width
30
Description
.A - TRIANGULAR PIECE OF WHITE, STARCHED COTTON WITH WIDE HEM ALONG BOTTOM EDGE AND CONCAVE CURVES ALONG EACH UPPER SIDE. TOP IS HEMMED AND HAS TWO HORIZONTAL BUTTONHOLE ALONG EDGE. A SMALLER PIECE OF WHITE COTTON IS SEWN ONTO THE BACK OF THE TOP HEM, AND MARKED WITH HANDWRITING IN BLACK INK READING “GSN”. MINOR WEAR ALONG EDGES, BROWN STAINED DOT NEAR BOTTOM CENTRE; OVERALL VERY GOOD CONDITION. 0.1 X 60 X 30 .B & .C – WHITE ROUND PEARLIZED BUTTONS, ATTACHED NEAR CENTRE OF TRIANGULAR PIECE OF FABRIC AT EDGES OF CONCAVE CURVES. PINNED TO .A WITH METAL SAFETY PINS. OVERALL VERY GOOD CONDITION. 0.1 X 1.4 X 1.4
Subjects
CLOTHING-OUTERWEAR
Historical Association
HEALTH SERVICES
EDUCATION
History
AT THE TIME OF DONATION, GALT SCHOOL OF NURSING ALUMNAE ASSOCIATION PAST ARCHIVIST ELAINE HAMILTON IDENTIFIED THIS CAP AS BEING PART OF THE “OLDEST UNIFORM” HELD IN THE ALUMNAE’S COLLECTION. THIS CAP, ALONG WITH P20140006001, P20140006002, P20140006003, AND P20140006004, WAS USED TO DRESS THE ALUMNAE’S MANNEQUIN THAT WAS ON DISPLAY IN THE ATRIUM AT THE LETHBRIDGE REGIONAL HOSPITAL. IN SUMMER 2014, COLLECTIONS TECHNICIAN KEVIN MACLEAN INTERVIEWED THE PAST ARCHIVISTS OF THE GALT SCHOOL OF NURSING COLLECTION, SHIRLEY HIGA, ELAINE HAMILTON, AND SUE KYLLO, ABOUT THEIR INVOLVEMENT WITH THE GSN ALUMNAE ASSOCIATION AND THE HISTORY OF THE COLLECTED ARTIFACTS. HIGA, THE EARLIEST GSN COLLECTION ARCHIVIST, SAID: “I TRAINED MOSTLY AT THE GALT. THE STUDENTS, WE ALL KNEW EACH OTHER, HELPED EACH OTHER BECAUSE THERE WERE MOSTLY STUDENTS THERE: ONE REGISTERED NURSE FROM 7AM TO 7PM. THE REST WERE ALL US STUDENTS THAT RAN THE HOSPITAL SO, BUT WE WERE REALLY GOOD FRIENDS AND WE HELPED EACH OTHER… WE HAD SUCH GOOD RAPPORT BETWEEN THE STUDENTS IN MY CLASS… I JOINED [THE ALUMNAE] WHEN I GRADUATED IN 1955… I WAS INTERESTED IN HOW EVERYBODY TURNED OUT, AND THE ALUMNAE SORT OF KEPT IN CONTACT WITH THEM, AND IT WAS QUITE IMPORTANT TO ME. I FELT QUITE HAPPY TO HEAR ABOUT ALL THE OTHER [NURSES]… IT’S NICE WHEN THEY CAME FOR THE REUNIONS. YOU SEE ALL THESE GIRLS YOU WORKED WITH, MAYBE ONLY FOR A LITTLE WHILE, BUT YOU REMEMBER THEM… I REALLY DIDN’T WANT TO BE THE ARCHIVIST, BUT WE DON’T HAVE TOO MANY PEOPLE THAT OFFER TO DO THINGS… I WAS INTERESTED IN ALL THE HISTORY AND ALL THE THINGS THAT THE GIRLS THOUGHT ABOUT IT… [THE ARCHIVIST WAS TO] KEEP TRACK OF ALL THE HISTORY AND THE PEOPLE THAT WERE INVOLVED, AND KEEP TRACK OF THE STUFF WE COLLECT[ED]… [THE COLLECTION IS IMPORTANT TO ME BECAUSE] I LIKE EVERYBODY TO KNOW ABOUT THE GALT AND HOW WE TRAINED AND HOW IT PROGRESSED… AS YOU GET OLDER YOU KIND OF HAVE MEMORIES THAT YOU WOULD LIKE TO KEEP, AND YOU KNOW YOU THINK ABOUT THOSE THINGS… [WHEN] YOU LOOK AT [THE OBJECTS] YOU REMEMBER.” ELAINE HAMILTON BECAME THE GSN COLLECTION ARCHIVIST IN THE LATE 1980S AFTER SHIRLEY HIGA STEPPED DOWN. OF THE ALUMNAE ASSOCIATION, HAMILTON SAID: “I THINK THE RETIRED NURSES DECIDED THAT THEY SHOULD FORM A GROUP TO HELP THE STUDENTS… I WASN’T THERE BUT IT WAS ’45 WHEN THEY FORMED, AND THEY DID THINGS FOR THE NURSES STUDENTS LIKE, THEY BOUGHT FURNITURE [FOR STUDENT RESIDENCES]… THEY DID A WHOLE BUNCH OF BAKE SALES AND CRAFT SALES; THEY WORKED AT THE BULL SALE OUT AT THE EXHIBITION GROUNDS. THEY DID A LOT OF THINGS LIKE THAT TO RAISE MONEY FOR LITTLE THINGS THAT COULDN’T BE BOUGHT OTHERWISE, LIKE THE PATIENT COMFORT, LIKE PATIENTS WOULD COME IN WITHOUT TOOTHBRUSHES AND COMBS… THEY HAD A BANQUET [FOR NURSING STUDENTS], AND THEY HAD A TEA WITH OUR PARENTS TOO, FOR US IN THE RESIDENCE… FOR ME, THE MOST IMPORTANT THING WAS THE BANQUETS, AND HAVING MY CLASSMATES COME EVERY FIVE YEARS, BECAUSE THEY ARE LIKE SISTERS TO ME… OF COURSE I LIKE HISTORY AND ARCHIVES TOO SO [THE COLLECTION] IS KIND OF IMPORTANT TO ME TOO… WE LIVED TOGETHER, AND ATE TOGETHER, AND CRIED TOGETHER AND DID EVERYTHING TOGETHER FOR THREE YEARS, BECAUSE WE LIVED RIGHT IN A RESIDENCE. SO, WE BECAME VERY CLOSE… AND IF YOU WORK IN THE ALUMNI, YOU BECOME KIND OF LIKE A LITTLE FAMILY TOO BECAUSE THERE’S NOT THAT MANY OF US THAT GO TO OUR MEETINGS, SO WHEN WE GET TOGETHER, IT’S KIND OF NICE TO SHARE WHAT’S BEEN GOING ON… IT’S A FELLOWSHIP.” OF THE GSN COLLECTION, HAMILTON SAID: “IT’S AN ACCUMULATION OF ARTIFACTS FROM THE HOSPITALS AND FROM OUR TRAINING DAYS. AND, IT’S PART OF THE HISTORY OF LETHBRIDGE IN A WAY, BECAUSE THE SCHOOL WAS HERE FOR QUITE A WHILE… I’M A CARE GIVER AND I LIKE TO LOOK AFTER STUFF. SO, IT WAS IMPORTANT TO ME THAT IT GOT CARED FOR… I THINK WITH THE CLOSING [OF THE GALT SCHOOL OF NURSING, IN 1979] WE GOT ALL THE CHARTS, AND WE ALREADY HAD THINGS FROM THE GALT HOSPITAL IN OUR STUFF THAT PROBABLY SOMEBODY [BEFORE HIGA] ACCEPTED… WHEN WE WENT INTO THE MUNICIPAL HOSPITAL [IN 1955] IT WAS ALL BRAND NEW, STAINLESS STEEL, SO THERE WAS NONE OF THE ENAMEL STUFF, AND THEN WHEN THE MUNICIPAL CLOSED [IN 1988], THE OPERATING ROOM GAVE US A LOT OF THINGS. THERE WERE A LOT OF DONATIONS THEN FROM DIFFERENT SPOTS BECAUSE THEY DIDN’T WANT TO MOVE STUFF SINCE IT WAS OLD… WE GOT A PLACE [FOR STORING THE COLLECTION IN THE REGIONAL HOSPITAL], ACTUALLY ABOVE THE WASHERS IN THE LAUNDRY FIRST. BUT IT WAS PRETTY MOIST UP THERE. AND THEN THEY GAVE US A ROOM IN THE SEWING ROOM, WHICH WAS VERY NICE, OUR OWN SEPARATE LITTLE ROOM THERE FOR OUR STORAGE… WE HAD THINGS UP ON A SHELF AND WE HAD A TRUNK IN THERE, AND… WE HAD ALL THE LETTERS FROM THE RESIDENCE… WE HAD A DISPLAY CASE THAT THEY BUILT AT THE REGIONAL [IN THE HOSPITAL ATRIUM] AND WE HAD STUFF IN THERE, AND WE’D MOVE IT AROUND… HAVING THE DISPLAY CASE WAS IMPORTANT TO ME, AND CHANGING THE UNIFORM ON [THE DISPLAY MANNEQUIN] EVERY ONCE IN A WHILE, AND HAVING HER IN DIFFERENT OUTFITS… I ALWAYS HAD IT ALL TIDY FOR A REUNION… I WOULD CHANGE THE UNIFORM FOR THEM, DEPENDING ON WHAT CLASS WAS HAVING THEIR REUNION.” SUE KYLLO BECAME THE GSN COLLECTION ARCHIVIST IN 2010 AFTER ELAINE HAMILTON STEPPED DOWN. OF THE ALUMNAE ASSOCIATION, KYLLO SAID: “[I ATTENDED THE GALT SCHOOL OF NURSING] FROM ’66 TO ’69, AND I JOINED IN 1976 AFTER I CAME BACK TO LETHBRIDGE. I HAD TWO LITTLE KIDS AND I WANTED TO GET OUT AND MEET PEOPLE AND THE ALUMNI GAVE ME THAT… I WANTED TO STAY IN TOUCH WITH MY NURSING FRIENDS AND SEE IF I CAN HELP OUT IN SOME WAY… THE ALUMNI IS THE WAY TO GO TO KEEP OUR NURSING MEMORIES ALIVE AND I WANT TO DO THAT. SO NOW IT’S IMPORTANT TO ME WAY MORE THAN WHEN I WAS A YOUNG MOTHER THAT WANTED TO GET OUT… IT MEANS COMPANIONSHIP [AND] TO HELP EACH OTHER.” OF THE GSN COLLECTION, KYLLO SAID: “I DON’T KNOW HOW IT GOT STARTED. I WOULD THINK THAT MRS. BOYCHUCK WOULD HAVE A LOT TO DO WITH IT BECAUSE [SHE] WAS VERY ACTIVE IN THE ALUMNI AT THE BEGINNING, AND I WOULD THINK THAT IF ANYBODY, IT WOULD BE HER THAT STARTED COLLECTING THE ODD LITTLE THING, AND THEN IT WENT TO SHIRLEY. I DON’T KNOW THAT THERE WAS ANYBODY BEFORE SHIRLEY… OUR ALUMNI ONLY STARTED IN [1945], SO THERE WERE THOSE PERIODS WHERE I DON’T THINK ANYBODY CARED ABOUT ANY OF THIS STUFF… TO ME, IT MEANS AN AWFUL LOT. IT MEANS THAT WE EXISTED REALLY… IF WE DIDN’T HAVE ALL THIS STUFF, WELL WHAT WERE WE? A NURSE, WHAT DOES A NURSE DO? WITH THIS WE CAN SHOW THEM THAT WE DIDN’T JUST GIVE BEDPANS. WE DID A LOT OF THINGS, AND I’M REALLY PROUD THAT WE HAVE WHAT WE’VE GOT.” OF THE SITUATION LEADING UP TO THE DONATION OF THE GSN COLLECTION TO THE GALT MUSEUM, KYLLO SAID: “WE HAD A DISPLAY AT THE NORTH END OF THE HOSPITAL [THAT] WAS GOING TO STAY THERE [AND ADDITIONAL COLLECTION STORAGE] AND WE DIDN’T HAVE A PROBLEM... WE WERE ALWAYS UNDER THE IMPRESSION OF ALL THE PAST ADMINISTRATIONS THAT WE ALWAYS HAD A PLACE IN THAT HOSPITAL… NOW THAT ALL THE OLD GUYS HAVE GONE, THEY JUST UP AND MOVED [THE COLLECTION, IN FALL 2012] AND DIDN’T CARE. THEY WERE BUILDING A NEW WING AND ‘TO HECK WITH YOUR GUYS’ STUFF’… NOBODY WANTED TO EVEN TALK TO US ABOUT IT. I FINALLY GOT AHOLD OF THE GUY IN CHARGE OF MAINTENANCE, [HE] SAID, “WELL IT’S UPSTAIRS IN THE PENTHOUSE.” WELL, WE KNEW WHAT THE PENTHOUSE WAS LIKE, BECAUSE IT WAS VERY HOT AND YOU DON’T WANT [THESE ARTIFACTS] IN SOMEPLACE REALLY HOT, SO I WANTED IT OUT OF THERE… SO THAT’S WHEN IT WENT OUT INTO A STORAGE LOCKER. AND IN THE STORAGE LOCKER… IT WAS JUST NOT CLEAN ENOUGH TO BE IN THERE… WE WERE VERY DISAPPOINTED.” HAMILTON ADDED: “WE DIDN’T HAVE ANYWHERE FOR [THE COLLECTION], AND IT’S IN PEOPLE’S GARAGES AND BASEMENTS AND LIVING ROOMS… [THE MUSEUM IS HOUSED IN] THE GALT HOSPITAL. AND A LOT OF OUR MEMBERS TRAINED HERE. SO IT’S PRETTY SPECIAL TO THEM, AND THEY WOULD LIKE TO LEAVE SOMETHING HERE TO BE REMEMBERED BY… IT’S VERY IMPORTANT TO US TO LEAVE SOMETHING BEHIND.” SEE PERMANENT FILE FOR HARDCOPIES OF FULL INTERVIEW TRANSCRIPTS AND NEWSPAPER ARTICLES.
Catalogue Number
P20140006005
Acquisition Date
2014-03
Collection
Museum
Images
Less detail
Other Name
GRADUATION CAP, TASSEL, AND BAG
Material Type
Artifact
Materials
PLASTIC, POLYESTER, THREAD, CARDBOARD
Catalogue Number
P20200024002
  1 image  
Material Type
Artifact
Other Name
GRADUATION CAP, TASSEL, AND BAG
Date
2020
Materials
PLASTIC, POLYESTER, THREAD, CARDBOARD
No. Pieces
3
Length
30.7
Width
27
Description
A) BLUE PLASTIC ZIPLOC BAG. LENGTH: 30.7CM WIDTH: 27CM. “HUDSON TAYLOR” IS WRITTEN IN BLACK MARKER ON THE FRONT. THE MARKER INK SLIGHTLY WORN OFF. VERY GOOD CONDITION. B) BLACK SQUARE GRADUATION MORTARBOARD CAP WITH BLACK BUTTON ON THE TOP AT THE CENTER. LENGTH: 25.5CM WIDTH: 22.5CM. INSIDE THE HEADPIECE IS A CIRCULAR WHITE CARDBOARD LABEL WITH BLACK PRINTED LETTERING. IT SAYS “MY GRADUATION CLASS AUTOGRAPHS” “GASPARD SINCE 1909” “100% POLYESTER”. THERE IS A CIRCULAR METAL DIVET IN THE CENTER OF THE CARDBOARD LABEL. THE CAP HAS ELASTIC INSIDE THE EDGES. THERE ARE SOME FOLDS IN THE HEADPIECE, BUT IN VERY GOOD CONDITION. C) GREEN AND GOLDEN YELLOW TASSEL. LENGTH: 23CM WIDTH: 4CM. GOLD FASTENING AND “2020” CHARM PIECE ATTACHED TO THE TOP. GOLDEN YELLOW THREAD LOOP FOR ATTACHING AROUND BUTTON ON TOP OF THE MORTARBOARD. EXCELLENT CONDITION.
Subjects
PERSONAL SYMBOL
Historical Association
EDUCATION
COMMEMORATIVE
History
ON JUNE 25TH, 2020 COLLECTIONS TECHNICIAN KEVIN MACLEAN INTERVIEWED DYLAN TAYLOR IN REGARD TO THE LETHBRIDGE COLLEGIATE INSTITUTE 2020 HIGH SCHOOL GRADUATION MEMORABILIA HE DONATED TO THE MUSEUM. THE FOLLOWING DIALOGUE WAS EXTRACTED FROM THEIR MEETING. DYLAN SPOKE ABOUT HIS EXPECTATIONS WHEN THE PANDEMIC FIRST AROSE: “…BY MARCH WE WERE DECENTLY SURE THAT BY JUNE WE WOULD BE BACK AT SCHOOL AGAIN BUT…HERE WE ARE. A LOT OF THE NARRATIVE THAT WAS BEING SPREAD AROUND WAS THAT IF WE STAY HOME ENOUGH AND IF WE QUARANTINE ENOUGH [AND HAVE A] SICKNESS FREE SUMMER THAT FALL WILL CONTINUE AS NORMAL AND EVERYTHING WOULD GO BACK TO NORMAL. BUT AS TIME GOES ON IT [WAS] BECOMING INCREASINGLY APPARENT THAT THIS [WAS] NOT GOING TO GO AWAY VERY EASILY IF AT ALL, AND THAT’S A…VERY...DRAMATIC CONTRAST TO HOW WE WERE FEELING IN MARCH…EVEN AS THE MONTHS PROGRESS, I THINK WE ALL GOT MORE AND MORE HOPEFUL…[AND] AROUND APRIL…THERE WAS A PUSH FOR THERE TO BE A GRADUATION– [WHICH WOULD HAVE BEEN] TOMORROW ACTUALLY…THEY HAD RESCHEDULED GRADUATION PROVISIONALLY FOR JUNE 26TH [2020]… WE ALL GOT OUR HOPES BACK UP AND THEN WITHIN 2 WEEKS’ TIME OR SO THAT WAS GIVEN THE KIBOSH AS WELL…THERE WERE…WAVES OF OPTIMISM…ABOUT OUR RETURN TO NORMAL… ONCE WE GOT INTO MID… [TO] LATE MAY THERE WAS THIS…ASSUREDNESS THAT THIS IS HERE TO STAY. WE’RE NOT COMING BACK TO NORMAL– PROBABLY EVER.” DYLAN ELABORATED ON THE UNIQUE GRADUATION EVENTS: “…IN GRADE NINE YOU ARE ASSIGNED TO ONE [ADVISOR] TEACHER…AND THAT TEACHER IS THERE TO…HELP YOU MOVE THROUGH YOUR…THREE OR FOUR YEARS OF SCHOOLING…THEN, IN THIS PARTICULAR CASE…WE WERE RECEIVING THESE GRAD PACKAGES BASED ON WHICH ADVISOR YOU HAD. YOU WERE TOLD TO COME TO THE SCHOOL AT A CERTAIN TIME…FOUR OR FIVE INDIVIDUALS WHO WERE [IN] GRADE TWELVE IN MY ADVISOR GROUP, WE ALL CAME [TO THE GRADUATION EVENT] AT SAY…2:00 -3:00 ON A GIVEN DAY….SO THEY HAD US…COME UP IN OUR CARS, PARK IN A SPECIFIC SPOT BY THE SIDEWALK, AND WALK INTO THIS COURTYARD IN THE FRONT OF OUR SCHOOL. FIRST, THEY WOULD GIVE US THIS PACKAGE OF ITEMS [THAT WAS DONATED TO THE MUSEUM]…THEY WOULD HAND IT OVER TO US OVER A TABLE. YOU’D GET A LITTLE PICTURE FOR…OUR YEARBOOK… STUDENT COUNCIL, OF WHICH I’M A PART-OF, ORGANIZED A LITTLE STUDENT VIDEO, SO THEY HAD ALMOST EVERY GRADUATING STUDENT RECORD A LITTLE MESSAGE, OR…RECORD ONE LINE OF A LARGER SPEECH THAT WOULD BE DONE LATER; [THEN IT WAS] POSTED ON SOCIAL MEDIA, AND SHARED TO PARENTS…THAT WAS ABOUT IT...THE TEACHERS WERE VERY GOOD SPORTS ABOUT IT. THEY GAVE YOU A BIG CHEER. BUT, OTHER THAN THAT, LITTLE TO NO FANFARE, AND NO DECORATIONS, OR ANYTHING…JUST ABOUT LIKE A SIX MINUTE PROCESS OF GRABBING [THE GRADUATION PACKAGE DONATED TO THE MUSEUM]. “SO, THE FRONT DOORS OF LCI HAVE…A CONCRETE COURTYARD IN FRONT OF THEM, WITH SOME BENCHES AND LITTLE THINGS FOR STUDENTS…[THE] TEACHERS HAD SET UP IN THAT CONCRETE SPACE TO HAND [GRADUATING STUDENTS] THESE ITEMS…NOT INCLUDING THE SIGN.” “…[THERE WAS] NO POSING [FOR PHOTOS] OR ANYTHING…[THE TEACHERS] JUST…USHERED YOU OVER TO A CERTAIN SPOT WHERE YOU WERE SUPPOSED TO STAND, AND PASSED [THE GRADUATION ITEMS] OVER.” “THAT [EVENT]…WAS THE BIGGEST MOMENT THAT PALES IN COMPARISON WITH THE REAL…HANDING-OF-THE-DIPLOMA MOMENT, WHEN YOU ARE IN FRONT OF YOUR PEERS, AND YOUR FAMILY, AND THE PUBLIC…THAT ABSENCE OF PEOPLE TO SEE IT HAPPEN FELT…VERY EMPTY AND INSIGNIFICANT…EVEN LOOKING THROUGH THESE ITEMS AFTERWARDS, THEY DIDN’T FEEL LIKE THEY MEANT ANYTHING, AND THAT WHOLE EXPERIENCE, IN GENERAL, DIDN’T REALLY FEEL LIKE IT MEANT ANYTHING. AS HARD AS THE TEACHERS TRIED, AND AS MUCH EFFORT AS THEY PUT INTO IT…IT REALLY WAS KIND OF A FACSIMILE…A POOR FACSIMILE OF A REAL GRADUATION.” “I HAD HONESTLY NO IDEA WHAT TO EXPECT…COMING UP TO THE SCHOOL; SEEING THE VERY SPARSE SET-UP THEY HAD THERE WAS A LITTLE SHOCKING…DEPENDING ON THE TEACHERS THAT WERE PRESENT, THEY DID SOME KIND OF GROUP PHOTOS, WHICH THEY WERE IMMEDIATELY SCOLDED FOR AFTERWARDS, BECAUSE THEY WEREN’T SUPPOSED TO DO THAT… IT WAS…A BLEAK MOMENT…AS HAPPY AS THEY TRIED TO BE; AS HAPPY AS WE WERE MEANT TO BE, IT DIDN’T QUITE MEASURE UP...” ACCORDING TO A JUNE 22, 2020 LETHBRIDGE HERALD ARTICLE, THE SCHOOL ORGANIZED A PARADE, FOLLOWING ALBERTA HEALTH SERVICES REGULATIONS, TO CELEBRATE THE 225 LCI GRADS OF 2020 AMID THE PANDEMIC. FINE ARTS AND ATHLETIC AWARDS WERE ALSO DELIVERED TO THE HOUSES OF RECIPIENTS. IN CELEBRATION, DYLAN’S GRAD CLASS ALSO RECEIVED A LAWN SIGN: “…THE LCI STAFF WAS KIND ENOUGH TO DELIVER ONE [SIGN] TO EVERY SINGLE GRADUATING STUDENT…THE ADVISOR TEACHER I MENTIONED BEFORE (MINE IS ACTUALLY MY CHOIR TEACHER…) DELIVERED THE SIGN PERSONALLY TO STUDENTS, AND HAD A PICTURE OF THEM PLANTING IT ON THEIR LAWN, [WHICH WAS] VERY NICE. IT WASN’T EXACTLY A SURPRISE…BECAUSE I SAW PICTURES OF STUDENTS RECEIVING THEM PREVIOUSLY— BUT, IN THE E-MAIL SENT TO PARENTS, IT WAS DECLARED AS A SURPRISE FOR STUDENTS…IT WAS NICE TO NOT ONLY SEE OUR TEACHER AGAIN, BUT TO HAVE THIS…EMBLEM…IN FRONT OF MY HOUSE, THAT [SHOWED] WE DID COMPLETE ALL FOUR YEARS, AND IT DID FEEL GOOD.” DYLAN EXPLAINED THE VALUE OF THE ITEMS HE RECEIVED IN THE GRADUATION PACKAGE: [THE] FINE AND SUPPORTING ARTS CERTIFICATE [WAS SIGNIFICANT COMPARED TO SOME OF THE OTHER ITEMS]…IT [HAD] BEEN SIGNED HERE BY…MY CHOIR TEACHER…MY DRAMA TEACHER; AND MY PRINCIPAL… ALL OF THESE THINGS ARE IMPORTANT TO ME. OBVIOUSLY, MY CERTIFICATE OF BILINGUALISM; I SPENT [ABOUT] TEN…YEARS BEING EDUCATED IN FRENCH, AND THAT’S VERY IMPORTANT TO ME OBVIOUSLY. I’VE HAD SO MANY…PERSONAL EXPERIENCES [AND] MEMORIES WITH ALL THE FINE ARTS PROGRAMS AT LCI… SO MUCH OF WHO I AM TODAY CAN BE OWED TO THESE TEACHERS; TO THESE PROGRAMS. SO, AS MUCH AS IT’S A PIECE OF PAPER WITH A LITTLE JPEG OF A STAMP HERE, INSTEAD OF A REAL ONE…THIS DOES MEAN A LOT TO ME—…THIS…DECLARATION THAT I DID PASS THROUGH THESE PROGRAMS; THAT I DID…PUT IN THE EFFORT, AND THE WORK, TO LEAVE MY IMPACT ON THEM, AND TO BE IMPACTED BY THEM. ADDITIONALLY, IN THIS PACKAGE, THE ONE THING I DIDN’T INCLUDE [IN THE DONATION TO THE MUSEUM] WAS A LITTLE LETTER THAT YOU WROTE TO YOURSELF IN THE NINTH GRADE. IT WAS AN ENGLISH ASSIGNMENT…EVERY STUDENT WAS MANDATED TO TYPE OUT A LETTER TO THEIR GRADE TWELVE SELF, THAT WOULD THEN BE INCLUDED IN THIS PACKAGE, AND [THAT WAS IMPORTANT]. IT WAS CERTAINLY AN INSIGHTFUL LOOK INTO HOW MUCH I HAVE CHANGED…OVER THE PAST FOUR YEARS.” DYLAN COMMENTED FURTHER ON THE EXPERIENCE OF GRADUATING HIGH SCHOOL AMIDST THE GLOBAL COVID-19 PANDEMIC: “IT’S A LITTLE BIT OF A LETDOWN IN SOME WAYS…IT’S WONDERFUL TO HAVE THESE PHYSICAL TOKENS OF THE TIME I SPENT IN HIGH SCHOOL BUT IT FEELS LIKE SUCH A GRANDIOSE EXPERIENCE COMING TO SUCH AN ANTICLIMACTIC FINISH IN SOME WAYS. A LOT OF THE MOST IMPORTANT EXPERIENCES IN MY ENTIRE LIFE THAT I’LL REMEMBER FOREVER HAPPENED IN THIS BUILDING, LETHBRIDGE COLLEGIATE INSTITUTE, AND I FEEL A LITTLE CHEATED IN SOME WAYS TO HAVE SUCH A KIND OF LACK LUSTER FINISH – AS MUCH WORK AS THE LCI STAFF HAS PUT INTO RECOGNIZING THEIR GRADUATES AND THE STUDENTS WHO DID…GO ABOVE AND BEYOND, IT’S STILL A KIND OF MEAGRE FINISH I SUPPOSE.” “…MARCH 15TH WAS WHEN SCHOOLS CLOSED FOR GOOD INDEFINITELY AND…AT THAT TIME WE ALL HAD VERY VISCERAL REACTIONS. I REMEMBER COMING HOME FROM WORK AND THEN AS SOON AS I GOT IN MY CAR I WAS TOLD THAT I WASN’T GOING BACK TO SCHOOL WHICH IS A VERY STRANGE THING TO HEAR BECAUSE NONE OF US EXPECTED IT…THAT DATE MARCH 15TH…IT WAS ANNOUNCED BY LCI ADMINISTRATION THAT THEY HAD CANCELLED SOME EXTRACURRICULAR ACTIVITIES OR SPORTS GAMES…TO PRESERVE SAFETY. WE WERE ALL UPSET…WE DIDN’T SEE ANYTHING LIKE THIS COMING. THEY HAD ALSO RECENTLY QUASHED A TRIP TO DISNEYLAND THAT THE BAND AND CHOIR HAD PLANNED SO WE WERE ALL…REELING AFTER THAT…SEEING IF WE COULD RECUPERATE ANY KIND OF FUNDS TO REALLOCATE TO SOME OTHER TRIP SO IT WAS ALL…SUDDEN AND FAST IN THAT WEEK…EVERYTHING SEEMED TO BE CANCELLED... SO IT WAS BEWILDERMENT AT FIRST AND THEN EVERYONE WENT INTO A STAGE OF…A VERY DEEP SORROW AND…FEELING SORRY FOR OURSELVES, WHICH WASN’T HELPED BY THE ABOUT 2 WEEK GAP THAT WE HAD IN TERMS OF ACADEMICS. THE SCHOOL TOOK A COUPLE OF WEEKS OFF JUST TO DRAFT SOME KIND OF PLAN AS TO WHAT THEY WERE GOING TO DO FOR THE REMAINDER OF THE YEAR. SO WE HAD A LOT OF TIME TO…GRIEVE AND PROCESS…WHAT A CATACLYSMIC EVENT THIS REALLY WAS. BUT…AFTER THAT WE KIND OF SETTLED INTO THE ONLINE DISSEMINATION PLATFORM…SOME BETTER THAN OTHERS, BOTH STAFF AND STUDENTS ACCLIMATED TO THIS NEW CHANGE…FOR BETTER OR WORSE… BUT THEN AGAIN, NEARING THE END OF THE SCHOOL YEAR, I THINK WE’RE ALL…FEELING…THIS HEAVINESS A LITTLE BIT. MAYBE NOT AS MUCH AS WHEN THE…CLASSES ENDED IN PERSON – BUT NOW THAT IT’S ALL OVER THERE’S A BIT OF WEIGHT THERE, THERE’S STILL THAT KIND OF [A MOROSE FEELING] THAT I MENTIONED EARLIER THAT’S…CREEPING BACK.” DYLAN ATTRIBUTED THIS SAD SENTIMENT TO BOTH THE PANDEMIC AND THE TRANSITION OUT OF HIGH SCHOOL IN GENERAL: “…AS MUCH AS THAT HEAVINESS IS [FROM] THE LEAVING BEHIND THESE EXPERIENCES WE’VE HAD, IT’S ALSO…A SADNESS THAT WASN’T LIVED OUT TO ITS FULL POTENTIAL. USUALLY AROUND GRADUATION THERE’S…[A] BIG HURRAH EVENT AND A BIG ANNOUNCEMENT OF GOING OUT INTO THE WORLD...BUT IN THIS CASE IT WAS…LIKE A SILENT CREEPING OUT INSTEAD OF A BIG HURRAH. SO…THERE IS THAT REGRET…THAT WE WEREN’T ABLE TO FULLY LIVE OUT THE EXPERIENCE, BUT THERE IS ALSO THE SADNESS OF LEAVING OUR OLD LIFE, OUR CHILDHOOD BEHIND…IT’S MY EIGHTEENTH BIRTHDAY TOMORROW WHICH COINCIDES CLOSELY WITH MY LAST SCHOOL EXPERIENCE SO VERY MUCH THIS IS…THE END OF LIFE AS WE KNEW IT AND OUR CHILDHOOD, IF YOU WILL.” “…IT WAS A PLEASURE TO HAVE THE TIME WE DID HAVE IN SCHOOL. WE HAD ABOUT SEVEN PRETTY SOLID MONTHS OF A GRAD YEAR…AS MUCH AS THERE IS A BIT OF UNFAIRNESS THERE, I ALSO FEEL BAD FOR THESE NEW STUDENTS WHO ARE MOVING INTO AN UNCERTAIN GRAD YEAR; WHERE THEY WON’T HAVE THINGS LIKE SCHOOL PLAYS, THAT WE WERE ABLE TO HAVE, OR BEING PART OF CONCERTS OR SPORTS GAMES. THE WHOLE NINE YARDS. EVERYTHING WILL BE CONDENSED AND WILL HAVE THAT SAME UNDERWHELMING EFFECT THAT I THINK WE EXPERIENCED TO SOME DEGREE. I DON’T EXACTLY ENVY THIS GRAD CLASS OF 2021. CERTAINLY, I WOULD LOVE TO BE BACK AT SCHOOL. I WISH THEM ALL THE BEST, AND I HOPE THEY ARE ABLE TO MAKE THE BEST OF WHATEVER KIND OF UNDERWHELMING EXPERIENCES THEY ARE MOVING INTO.” DYLAN TALKED ABOUT TAKING CLASSES ONLINE DURING THE SCHOOL YEAR: “I WANT TO PREFACE WHAT I AM SAYING HERE BY COMMENDING THE LCI STAFF, BY MAKING THE BEST OF WHAT THEY HAD UNDER VERY SHORT CIRCUMSTANCES. WE USED A SOFTWARE CALLED ‘MICROSOFT TEAMS’…IT WORKED IN SOME CAPACITIES AND IT DID NOT WORK IN SOME CAPACITIES. OBVIOUSLY DOING DISTANCE LEARNING AND DISTANCE WORK IS A LOT DIFFERENT THAN HOLDING PEOPLE ACCOUNTABLE IN PERSON. FOR STUDENTS AND TEACHERS, SOMETIMES IT CAN BE DIFFICULT TO STAY ON TRACK AND TO STAY COMMITTED TO THEIR WORK, ESPECIALLY UNDER THESE KIND OF DISAPPOINTING AND DISHEARTENING CIRCUMSTANCES. THAT COMBINED WITH THIS NEW SYSTEM THAT DOES NOT EXACTLY HOLD STUDENTS ACCOUNTABLE WITH THEIR WORK—OR LACK THEREOF—IN THE SAME WAY THAT IN-PERSON SCHOOLING DOES. I DID HAVE SOME REALLY GOOD EXPERIENCES [IN ONLINE CLASSES], SPECIFICALLY IN DRAMA. [THE TEACHERS] MADE INTERESTING USE OF THE SOFTWARE. WE WERE ABLE TO DIVE INTO THE HISTORY OF DRAMA AND THE THEORY OF DRAMA. WE ALSO WORKED ON SOME PROJECTS WHERE WE WERE EXPERIMENTING WITH THIS VIDEO CALLING SOFTWARE, SIMILAR TO SKYPE OR FACETIME THAT THEY HAD IN THE ‘MICROSOFT TEAMS’. WE WERE ABLE TO DO SOME INTERESTING DRAMA PROJECTS IN THAT CAPACITY. OUR TEACHER…KEPT US VERY BUSY AND ENGAGED. IT WAS A BIT OF A MIXED BAG. I KNOW GOING FORWARD THE SCHOOL IS LOOKING AT A MORE INTENSIVE ACADEMIC STRAIN ON THEIR STUDENTS, IF THEY ARE LOOKING TOWARDS ONLINE LEARNING. WHICH I KNOW THEY ARE LOOKING TOWARDS A MIXED MODEL, WHERE SOME OF YOUR WORK WILL BE ONLINE AND SOME IN PERSON. I KNOW THE ONLINE WORK THAT THEY WILL DISSEMINATE WILL BE MORE ENGAGING AND CHALLENGING. WHEREAS THIS YEAR IT WAS A LITTLE BIT OF A WRITE-OFF, PERHAPS.” “ABOUT ONE DAY OUT OF THE WEEK, TEACHERS WOULD HOLD LIVE, IN-PERSON, CLASSES WITH THEIR STUDENTS. AGAIN, FOR MORE INFORMATION HEAVY CLASSES LIKE SOCIAL STUDIES, SCIENCE, MATH…THEY WOULD HAVE AROUND FIVE CLASSES IN FRONT OF WHITEBOARD WHILE TEACHING THE STUDENTS THROUGH A CAMERA.” “…IN OTHER CASES THEY WOULD SCREEN SHARE A POWER POINT. IT VARIED FROM TEACHER TO TEACHER. BUT, I DID SEE SOME TEACHERS STANDING IN FRONT OF A WHITE BOARD AND WRITING…” “IN THAT ‘MICROSOFT TEAMS’ SOFTWARE THEY HAVE A VIDEO CALLING FUNCTIONALITY. ABOUT EVERY WEEK OR SO, DEPENDING ON THE CLASS, YOU WOULD MEET UP WITH YOUR TEACHER AND THEY WOULD TURN ON THE CAMERA AND USUALLY [YOU WOULD] SEE THEIR FACE.” “…EVERY STUDENT WOULD PILE INTO THE CLASS AND EITHER TURN ON THEIR CAMERA OR NOT. YOU WOULD HAVE A CLASS FULL…WITH NOTHING ON THE CAMERA, AND THE TEACHER…DICTATING OUT INTO AN ENDLESS SEA OF DARKNESS. IT VARIED FROM CLASS TO CLASS. AGAIN, WITH THAT DRAMA CLASS THE TEACHER WAS ABLE TO GET US ENGAGED, INVOLVED, AND TALKING. BUT IN OTHER CASES IT WAS THEM TELLING US WHAT TO DO WITH HOMEWORK AND SIGNING OFF IN ABOUT FIVE MINUTES TIME.” “IT [WAS] THE SAME AMOUNT OF STUDENTS THAT WERE IN CLASSES WHEN WE WERE IN PERSON…DEPENDING ON THE CLASS, MAYBE FIFTEEN TO TWENTY STUDENTS PER AVERAGE CLASS. A LARGER CLASS MIGHT LOOK CLOSER TO THIRTY.” “THE LCI TEAM DID THEIR BEST TO TRY AND PRESERVE A REGULAR SCHEDULE. SO CLASSES…HAPPENED AT THE SAME TIME THAT THEY NORMALLY WOULD HAVE [OTHERWISE]. IT WAS A VERY DIFFERENT EXPERIENCE BEING ABLE TO WAKE UP BLEARY EYED AND TURN ON YOUR PHONE AND YOU'RE IN CLASS.” “…EVEN THE BEST OF STUDENTS GOT A BIT OFF-TRACK IN THAT CAPACITY; MYSELF INCLUDED. IT IS VERY DIFFICULT TO STAY MOTIVATED IN THAT KIND OF CONTEXT.” “WHEN YOU DON’T HAVE THE IN-PERSON PRESSURE AND MOTIVATION OF TEACHER, WITH A CARROT OR STICK, TO MOTIVATE YOU TO COMPLETE YOUR WORK TO APPLY YOURSELF— IT IS COMPLETELY DEVOID OF ANY KIND OF AWARD, IN TERMS OF YOU FINISHING YOUR WORK. HANDING IN AN ASSIGNMENT FEELS LIKE A COMPLETELY EMPTY TASK. YOU ARE JUST HITTING A BUTTON AND THEN IT GOES AWAY PRETTY MUCH FOREVER, LITTLE IN THE WAY OF FEEDBACK I FOUND. SOME STUDENTS NEVER WENT TO A SINGLE CLASS AND NEVER HANDED IN A SINGLE ASSIGNMENT. AS PER THE GOVERNMENT’S INSTRUCTIONS, YOUR GRADE [NEVER CHANGED] FROM THE MOMENT YOU LEFT IN-PERSON CLASSES. SO AS OF MARCH 15TH [2020], YOUR GRADE WAS SET IN STONE... ANYTHING YOU [CHOSE] TO SUBMIT [WAS] KIND OF UP TO YOU. IN SOME CASES YOUR GRADE COULD GO UP IF YOU HANDED IN AN ASSIGNMENT, BUT NEVER DOWN BELOW YOUR ORIGINAL MARK. A LOT PEOPLE DECIDED THAT WAS ENOUGH FOR THEM; THAT THEY WERE DONE FOR THE YEAR. OTHER PEOPLE SETTLED INTO IT VERY WELL, KEPT A REGIMENTED SCHEDULE AND COMPLETED ALL OF THEIR WORK. MOST OF US FELL SOMEWHERE IN THE MIDDLE THERE. [AL]MOST EVERYONE COMPLETED EVERY ASSIGNMENT. WHETHER OR NOT THAT WAS ON TIME WAS A COMPLETELY DIFFERENT STORY.” DYLAN SPOKE MORE ON HIS TIME AT LETHBRIDGE COLLEGIATE INSTITUTE HIGH SCHOOL: “…I [HAD] A VERY UNIQUE EXPERIENCE WITH THE DECISION I WAS MAKING ABOUT HIGH SCHOOL…IN THE NINTH GRADE…I WAS PLANNING ON TRANSFERRING OVER TO WINSTON CHURCHILL [HIGH SCHOOL] FOR THEIR IB PROGRAM, WHICH IS ESSENTIALLY LIKE AN ADVANCED PROGRAM OF STUDIES… IT WAS A VERY LANDMARK DECISION FOR ME, BECAUSE I THINK WHAT’S VERY SPECIAL ABOUT LCI IS THEIR EXTRA-CURRICULAR PROGRAMS, AND WHAT THEY’RE ABLE TO OFFER FOR STUDENTS BEYOND ACADEMICS… I’VE HAD A GREAT EXPERIENCE IN THOSE DEPARTMENTS, AS WELL, BUT I THINK WHERE IT REALLY SHINES IS WHERE IT IS ABLE TO NOT ONLY PROVIDE STUDENTS WITH A CREATIVE OUTLET, OR ATHLETIC OUTPUT, OR ANY OTHER KIND OF COMPARABLE EXPERIENCE— THEY ALSO ARE VERY GOOD ABOUT PROVIDING A VERY NURTURING, FAMILIAL SORT OF COMMUNITY. CHOIR AND DRAMA, I THINK, ESPECIALLY ARE GREAT FOR THIS, WHERE YOU HAVE A VERY TIGHT-KNIT…PRETTY LARGE GROUP. THESE [TEACHERS] AT THE SCHOOL, ARE ABLE TO…PULL THESE REALLY LARGE AND DISPARATE GROUPS OF PEOPLE TOGETHER AND REALLY MAKE SOMETHING SPECIAL OUT OF IT, WHERE EVERY STUDENT HAS THIS SORT OF INTRINSIC CONNECTION WITH ONE ANOTHER, WITHOUT BEING…VERY OVERT…FRIENDS…BUT THERE IS STILL THAT CONNECTION THAT YOU HAVE WITH THOSE STUDENTS IN THAT COMMUNITY THAT’S FOSTERED… MOVING INTO HIGH SCHOOL, THAT…BECAME…A REALLY INTEGRAL PART OF WHO I WAS…[ALONG WITH] THE COMMITMENTS THAT NOT ONLY I MADE, BUT EVERY STUDENT MADE TO THESE PROGRAMS, AND THE COMMITMENTS FROM THE STAFF AS WELL…TAKES IT ABOVE-AND-BEYOND AN AVERAGE FINE ARTS EXPERIENCE…BY THE END OF THE YEAR, WHEN ALL IS SAID AND DONE, THAT COMMUNITY, AND THE QUALITY OF EDUCATION THAT WAS PROVIDED FROM THE FINE ARTS DEPARTMENTS REALLY WAS CONFIRMATION THAT THIS WAS WHERE I WAS MEANT TO BE, FOR SURE.” DYLAN OFFERED HIS OUTLOOK ON THE FUTURE: “…THERE’S A VERY PROFOUND SENSE OF UNCERTAINTY THAT WE’RE MOVING INTO SO, I’M SETTLING ON REALISTIC OPTIMISM FOR NOW…BECAUSE THERE’S ALL THESE WHISPERS ABOUT A SECOND WAVE OR A RESURGENCE [OF COVID-19] AFTER…MORE BUSINESSES [AND] PARKS…ARE OPENED UP. BUT WHO KNOWS?,,, SO I’M GOING TO, AGAIN, REMAIN REALISTICALLY OPTIMISTIC ABOUT THIS SITUATION. I KNOW SOMEDAY I’LL GO TO UNIVERSITY. I KNOW SOMEDAY THE STUDENTS WHO ARE COMING UP INTO THEIR GRADUATION YEAR BEHIND ME WILL HAVE SOME SORT OF COMEUPPANCE…FOR THE THINGS THEY DID LOSE OUT ON. I’M NOT SAYING THAT IT WILL BE EASY OR THAT IT WILL BE NORMAL OR THAT IT WILL FEEL ENTIRELY NATURAL BUT I AM SURE THAT THINGS WILL WORK THEMSELVES OUT IN THE END.” FINALLY, DYLAN COMMENTED ON DONATING HIS GRADUATION ITEMS TO THE MUSEUM AND THE CONCEPT OF MAKING HISTORY: “I THINK MORE AND MORE [HISTORY] IS BECOMING, TO ME, SOMETHING THAT’S NOT SO DISTANT… IN THESE TIMES WE’RE IN RIGHT NOW SEEING HISTORY REPEAT ITSELF…OR EVEN HISTORY [FEELING] VERY IMMEDIATE AND…LIKE IT HAS A VERY PROFOUND INFLUENCE ON WHAT’S HAPPENING RIGHT NOW… IN THESE EVER CHANGING TIMES, EVERYTHING WE DO CAN BE CONSIDERED HISTORY AND CAN LEAVE A VERY SIGNIFICANT MARK THAT WILL EITHER COME BACK TO BITE US OR REWARD US IN FUTURE… [DONATING THE GRADUATION ITEMS] FEELS LIKE…I’M LEAVING SOME SORT OF IMPRINT ON HISTORY, THE CLASS OF 2020 IS LEAVING SOME IMPRINT ON HISTORY THAT WILL BE REMEMBERED FOR A VERY LONG TIME…THAT WAS A LITTLE BIT CONVOLUTED BUT…I THINK…I’M COMING TO REALIZE THAT HISTORY DOESN’T JUST EXIST IN THE PAST. HISTORY IS ALWAYS HAPPENING WHETHER YOU LIKE IT OR NOT, THE THINGS YOU DO NOW [WILL MAKE] A BIG DIFFERENCE TOMORROW, AND THE NEXT DAY, FIVE YEARS FROM NOW AND FOREVER.” “…WHENEVER YOU THINK OF A MUSEUM OR YOU THINK OF HISTORY YOU THINK OF THE DISTANT PAST THAT YOU DON’T HAVE MUCH…[OF A] PERSONAL CONNECTION TO, SO IT WAS REALLY REMARKABLE TO CONSIDER THAT THE MOMENT THAT WE’RE IN RIGHT NOW WILL SOON BE CONSIDERED HISTORY AND IS SIGNIFICANT ENOUGH TO BE RECORDED, AND TO HAVE SOME KIND OF PERSONAL CONNECTION TO THAT HISTORY IS…VERY RESONANT…” FOR MORE INFORMATION, OR TO SEE THE FULL INTERVIEW TRANSCRIPT, PLEASE SEE THE DONATION’S PERMANENT FILE.
Catalogue Number
P20200024002
Acquisition Date
2020-06
Collection
Museum
Images
Less detail
Other Name
LAWN SIGN
Material Type
Artifact
Materials
COROPLAST, METAL
Catalogue Number
P20200024001
  2 images  
Material Type
Artifact
Other Name
LAWN SIGN
Date
2020
Materials
COROPLAST, METAL
No. Pieces
2
Length
102
Width
61.5
Description
A) RECTANGULAR COROPLAST LAWN SIGN. LENGTH: 45.6CM WIDTH: 61.5CM. COLOUR THEME PRINTED ON THE SIGN IS GREEN, GOLDEN YELLOW, AND BLACK ON A WHITE BACKGROUND. ON THE TOP LEFT IS THE CIRCULAR LETHBRIDGE COLLEGIATE INSTITUTE LOGO. IN THE MIDDLE IN LARGE LETTERING IS “CLASS OF 2020”. AT THE BOTTOM IN YELLOW IS “CONGRATULATIONS #LCIGREEN2GOLD”. THE SIGN IS IN EXCELLENT CONDITION. B) METAL STAND THAT INSERTS INTO THE SPACES AT THE BOTTOM OF THE LAWN SIGN. LENGTH: 76CM WIDTH: 24CM. IT HAS TWO LEGS AND TWO SUPPORT RUNGS ACROSS THE MIDDLE. THE METAL IS SLIGHTLY BENT AND THE LEGS HAVE DIRT ON THE BOTTOM WHERE THEY WERE INSERTED INTO THE GROUND.
Subjects
VISUAL COMMUNICATION T&E
Historical Association
EDUCATION
COMMEMORATIVE
History
ON JUNE 25TH, 2020 COLLECTIONS TECHNICIAN KEVIN MACLEAN INTERVIEWED DYLAN TAYLOR IN REGARD TO THE LETHBRIDGE COLLEGIATE INSTITUTE 2020 HIGH SCHOOL GRADUATION MEMORABILIA HE DONATED TO THE MUSEUM. THE FOLLOWING DIALOGUE WAS EXTRACTED FROM THEIR MEETING. DYLAN SPOKE ABOUT HIS EXPECTATIONS WHEN THE PANDEMIC FIRST AROSE: “…BY MARCH WE WERE DECENTLY SURE THAT BY JUNE WE WOULD BE BACK AT SCHOOL AGAIN BUT…HERE WE ARE. A LOT OF THE NARRATIVE THAT WAS BEING SPREAD AROUND WAS THAT IF WE STAY HOME ENOUGH AND IF WE QUARANTINE ENOUGH [AND HAVE A] SICKNESS FREE SUMMER THAT FALL WILL CONTINUE AS NORMAL AND EVERYTHING WOULD GO BACK TO NORMAL. BUT AS TIME GOES ON IT [WAS] BECOMING INCREASINGLY APPARENT THAT THIS [WAS] NOT GOING TO GO AWAY VERY EASILY IF AT ALL, AND THAT’S A…VERY DRAMATIC CONTRAST TO HOW WE WERE FEELING IN MARCH…EVEN AS THE MONTHS PROGRESS, I THINK WE ALL GOT MORE AND MORE HOPEFUL…[AND] AROUND APRIL…THERE WAS A PUSH FOR THERE TO BE A GRADUATION– [WHICH WOULD HAVE BEEN] TOMORROW ACTUALLY…THEY HAD RESCHEDULED GRADUATION PROVISIONALLY FOR JUNE 26TH [2020]… WE ALL GOT OUR HOPES BACK UP AND THEN WITHIN 2 WEEKS’ TIME OR SO THAT WAS GIVEN THE KIBOSH AS WELL…THERE WERE…WAVES OF OPTIMISM…ABOUT OUR RETURN TO NORMAL… ONCE WE GOT INTO MID… [TO] LATE MAY THERE WAS THIS…ASSUREDNESS THAT THIS IS HERE TO STAY. WE’RE NOT COMING BACK TO NORMAL– PROBABLY EVER.” DYLAN ELABORATED ON THE UNIQUE GRADUATION EVENTS: “…IN GRADE NINE YOU ARE ASSIGNED TO ONE [ADVISOR] TEACHER…AND THAT TEACHER IS THERE TO…HELP YOU MOVE THROUGH YOUR…THREE OR FOUR YEARS OF SCHOOLING…THEN, IN THIS PARTICULAR CASE…WE WERE RECEIVING THESE GRAD PACKAGES BASED ON WHICH ADVISOR YOU HAD. YOU WERE TOLD TO COME TO THE SCHOOL AT A CERTAIN TIME…FOUR OR FIVE INDIVIDUALS WHO WERE [IN] GRADE TWELVE IN MY ADVISOR GROUP, WE ALL CAME [TO THE GRADUATION EVENT] AT SAY…2:00 -3:00 ON A GIVEN DAY….SO THEY HAD US…COME UP IN OUR CARS, PARK IN A SPECIFIC SPOT BY THE SIDEWALK, AND WALK INTO THIS COURTYARD IN THE FRONT OF OUR SCHOOL. FIRST, THEY WOULD GIVE US THIS PACKAGE OF ITEMS [THAT WAS DONATED TO THE MUSEUM]…THEY WOULD HAND IT OVER TO US OVER A TABLE. YOU’D GET A LITTLE PICTURE FOR…OUR YEARBOOK… STUDENT COUNCIL, OF WHICH I’M A PART-OF, ORGANIZED A LITTLE STUDENT VIDEO, SO THEY HAD ALMOST EVERY GRADUATING STUDENT RECORD A LITTLE MESSAGE, OR…RECORD ONE LINE OF A LARGER SPEECH THAT WOULD BE DONE LATER; [THEN IT WAS] POSTED ON SOCIAL MEDIA, AND SHARED TO PARENTS…THAT WAS ABOUT IT...THE TEACHERS WERE VERY GOOD SPORTS ABOUT IT. THEY GAVE YOU A BIG CHEER. BUT, OTHER THAN THAT, LITTLE TO NO FANFARE, AND NO DECORATIONS, OR ANYTHING…JUST ABOUT LIKE A SIX MINUTE PROCESS OF GRABBING [THE GRADUATION PACKAGE DONATED TO THE MUSEUM]. “SO, THE FRONT DOORS OF LCI HAVE…A CONCRETE COURTYARD IN FRONT OF THEM, WITH SOME BENCHES AND LITTLE THINGS FOR STUDENTS…[THE] TEACHERS HAD SET UP IN THAT CONCRETE SPACE TO HAND [GRADUATING STUDENTS] THESE ITEMS…NOT INCLUDING THE SIGN.” “…[THERE WAS] NO POSING [FOR PHOTOS] OR ANYTHING…[THE TEACHERS] JUST…USHERED YOU OVER TO A CERTAIN SPOT WHERE YOU WERE SUPPOSED TO STAND, AND PASSED [THE GRADUATION ITEMS] OVER.” “THAT [EVENT]…WAS THE BIGGEST MOMENT THAT PALES IN COMPARISON WITH THE REAL…HANDING-OF-THE-DIPLOMA MOMENT, WHEN YOU ARE IN FRONT OF YOUR PEERS, AND YOUR FAMILY, AND THE PUBLIC…THAT ABSENCE OF PEOPLE TO SEE IT HAPPEN FELT…VERY EMPTY AND INSIGNIFICANT…EVEN LOOKING THROUGH THESE ITEMS AFTERWARDS, THEY DIDN’T FEEL LIKE THEY MEANT ANYTHING, AND THAT WHOLE EXPERIENCE, IN GENERAL, DIDN’T REALLY FEEL LIKE IT MEANT ANYTHING. AS HARD AS THE TEACHERS TRIED, AND AS MUCH EFFORT AS THEY PUT INTO IT…IT REALLY WAS KIND OF A FACSIMILE…A POOR FACSIMILE OF A REAL GRADUATION.” “I HAD HONESTLY NO IDEA WHAT TO EXPECT…COMING UP TO THE SCHOOL; SEEING THE VERY SPARSE SET-UP THEY HAD THERE WAS A LITTLE SHOCKING…DEPENDING ON THE TEACHERS THAT WERE PRESENT, THEY DID SOME KIND OF GROUP PHOTOS, WHICH THEY WERE IMMEDIATELY SCOLDED FOR AFTERWARDS, BECAUSE THEY WEREN’T SUPPOSED TO DO THAT… IT WAS…A BLEAK MOMENT…AS HAPPY AS THEY TRIED TO BE; AS HAPPY AS WE WERE MEANT TO BE, IT DIDN’T QUITE MEASURE UP...” ACCORDING TO A JUNE 22, 2020 LETHBRIDGE HERALD ARTICLE, THE SCHOOL ORGANIZED A PARADE, FOLLOWING ALBERTA HEALTH SERVICES REGULATIONS, TO CELEBRATE THE 225 LCI GRADS OF 2020 AMID THE PANDEMIC. FINE ARTS AND ATHLETIC AWARDS WERE ALSO DELIVERED TO THE HOUSES OF RECIPIENTS. IN CELEBRATION, DYLAN’S GRAD CLASS ALSO RECEIVED A LAWN SIGN: “…THE LCI STAFF WAS KIND ENOUGH TO DELIVER ONE [SIGN] TO EVERY SINGLE GRADUATING STUDENT…THE ADVISOR TEACHER I MENTIONED BEFORE (MINE IS ACTUALLY MY CHOIR TEACHER…) DELIVERED THE SIGN PERSONALLY TO STUDENTS, AND HAD A PICTURE OF THEM PLANTING IT ON THEIR LAWN, [WHICH WAS] VERY NICE. IT WASN’T EXACTLY A SURPRISE…BECAUSE I SAW PICTURES OF STUDENTS RECEIVING THEM PREVIOUSLY— BUT, IN THE E-MAIL SENT TO PARENTS, IT WAS DECLARED AS A SURPRISE FOR STUDENTS…IT WAS NICE TO NOT ONLY SEE OUR TEACHER AGAIN, BUT TO HAVE THIS…EMBLEM…IN FRONT OF MY HOUSE, THAT [SHOWED] WE DID COMPLETE ALL FOUR YEARS, AND IT DID FEEL GOOD.” DYLAN EXPLAINED THE VALUE OF THE ITEMS HE RECEIVED IN THE GRADUATION PACKAGE: “[THE] FINE AND SUPPORTING ARTS CERTIFICATE [WAS SIGNIFICANT COMPARED TO SOME OF THE OTHER ITEMS]…IT [HAD] BEEN SIGNED HERE BY…MY CHOIR TEACHER…MY DRAMA TEACHER, AND MY PRINCIPAL… ALL OF THESE THINGS ARE IMPORTANT TO ME. OBVIOUSLY, MY CERTIFICATE OF BILINGUALISM; I SPENT [ABOUT] TEN…YEARS BEING EDUCATED IN FRENCH, AND THAT’S VERY IMPORTANT TO ME OBVIOUSLY. I’VE HAD SO MANY…PERSONAL EXPERIENCES [AND] MEMORIES WITH ALL THE FINE ARTS PROGRAMS AT LCI… SO MUCH OF WHO I AM TODAY CAN BE OWED TO THESE TEACHERS; TO THESE PROGRAMS. SO, AS MUCH AS IT’S A PIECE OF PAPER WITH A LITTLE JPEG OF A STAMP HERE, INSTEAD OF A REAL ONE…THIS DOES MEAN A LOT TO ME—…THIS…DECLARATION THAT I DID PASS THROUGH THESE PROGRAMS; THAT I DID…PUT IN THE EFFORT, AND THE WORK, TO LEAVE MY IMPACT ON THEM, AND TO BE IMPACTED BY THEM. ADDITIONALLY, IN THIS PACKAGE, THE ONE THING I DIDN’T INCLUDE [IN THE DONATION TO THE MUSEUM] WAS A LITTLE LETTER THAT YOU WROTE TO YOURSELF IN THE NINTH GRADE. IT WAS AN ENGLISH ASSIGNMENT…EVERY STUDENT WAS MANDATED TO TYPE OUT A LETTER TO THEIR GRADE TWELVE SELF, THAT WOULD THEN BE INCLUDED IN THIS PACKAGE, AND [THAT WAS IMPORTANT]. IT WAS CERTAINLY AN INSIGHTFUL LOOK INTO HOW MUCH I HAVE CHANGED…OVER THE PAST FOUR YEARS.” DYLAN COMMENTED FURTHER ON THE EXPERIENCE OF GRADUATING HIGH SCHOOL AMIDST THE GLOBAL COVID-19 PANDEMIC: “IT’S A LITTLE BIT OF A LETDOWN IN SOME WAYS…IT’S WONDERFUL TO HAVE THESE PHYSICAL TOKENS OF THE TIME I SPENT IN HIGH SCHOOL BUT IT FEELS LIKE SUCH A GRANDIOSE EXPERIENCE COMING TO SUCH AN ANTICLIMACTIC FINISH IN SOME WAYS. A LOT OF THE MOST IMPORTANT EXPERIENCES IN MY ENTIRE LIFE THAT I’LL REMEMBER FOREVER HAPPENED IN THIS BUILDING, LETHBRIDGE COLLEGIATE INSTITUTE, AND I FEEL A LITTLE CHEATED IN SOME WAYS TO HAVE SUCH A KIND OF LACK LUSTER FINISH – AS MUCH WORK AS THE LCI STAFF HAS PUT INTO RECOGNIZING THEIR GRADUATES AND THE STUDENTS WHO DID…GO ABOVE AND BEYOND, IT’S STILL A KIND OF MEAGRE FINISH I SUPPOSE.” “…MARCH 15TH WAS WHEN SCHOOLS CLOSED FOR GOOD INDEFINITELY AND…AT THAT TIME WE ALL HAD VERY VISCERAL REACTIONS. I REMEMBER COMING HOME FROM WORK AND THEN AS SOON AS I GOT IN MY CAR I WAS TOLD THAT I WASN’T GOING BACK TO SCHOOL WHICH IS A VERY STRANGE THING TO HEAR BECAUSE NONE OF US EXPECTED IT…THAT DATE MARCH 15TH…IT WAS ANNOUNCED BY LCI ADMINISTRATION THAT THEY HAD CANCELLED SOME EXTRACURRICULAR ACTIVITIES OR SPORTS GAMES…TO PRESERVE SAFETY. WE WERE ALL UPSET…WE DIDN’T SEE ANYTHING LIKE THIS COMING. THEY HAD ALSO RECENTLY QUASHED A TRIP TO DISNEYLAND THAT THE BAND AND CHOIR HAD PLANNED SO WE WERE ALL…REELING AFTER THAT…SEEING IF WE COULD RECUPERATE ANY KIND OF FUNDS TO REALLOCATE TO SOME OTHER TRIP SO IT WAS ALL…SUDDEN AND FAST IN THAT WEEK…EVERYTHING SEEMED TO BE CANCELLED... SO IT WAS BEWILDERMENT AT FIRST AND THEN EVERYONE WENT INTO A STAGE OF…A VERY DEEP SORROW AND…FEELING SORRY FOR OURSELVES, WHICH WASN’T HELPED BY THE ABOUT 2 WEEK GAP THAT WE HAD IN TERMS OF ACADEMICS. THE SCHOOL TOOK A COUPLE OF WEEKS OFF JUST TO DRAFT SOME KIND OF PLAN AS TO WHAT THEY WERE GOING TO DO FOR THE REMAINDER OF THE YEAR. SO WE HAD A LOT OF TIME TO…GRIEVE AND PROCESS…WHAT A CATACLYSMIC EVENT THIS REALLY WAS. BUT…AFTER THAT WE KIND OF SETTLED INTO THE ONLINE DISSEMINATION PLATFORM…SOME BETTER THAN OTHERS, BOTH STAFF AND STUDENTS ACCLIMATED TO THIS NEW CHANGE…FOR BETTER OR WORSE… BUT THEN AGAIN, NEARING THE END OF THE SCHOOL YEAR, I THINK WE’RE ALL…FEELING…THIS HEAVINESS A LITTLE BIT. MAYBE NOT AS MUCH AS WHEN THE…CLASSES ENDED IN PERSON – BUT NOW THAT IT’S ALL OVER THERE’S A BIT OF WEIGHT THERE, THERE’S STILL THAT KIND OF [A MOROSE FEELING] THAT I MENTIONED EARLIER THAT’S…CREEPING BACK.” DYLAN ATTRIBUTED THIS SAD SENTIMENT TO BOTH THE PANDEMIC AND THE TRANSITION OUT OF HIGH SCHOOL IN GENERAL: “…AS MUCH AS THAT HEAVINESS IS [FROM] THE LEAVING BEHIND THESE EXPERIENCES WE’VE HAD, IT’S ALSO…A SADNESS THAT WASN’T LIVED OUT TO ITS FULL POTENTIAL. USUALLY AROUND GRADUATION THERE’S…[A] BIG HURRAH EVENT AND A BIG ANNOUNCEMENT OF GOING OUT INTO THE WORLD...BUT IN THIS CASE IT WAS…LIKE A SILENT CREEPING OUT INSTEAD OF A BIG HURRAH. SO…THERE IS THAT REGRET…THAT WE WEREN’T ABLE TO FULLY LIVE OUT THE EXPERIENCE, BUT THERE IS ALSO THE SADNESS OF LEAVING OUR OLD LIFE, OUR CHILDHOOD BEHIND…IT’S MY EIGHTEENTH BIRTHDAY TOMORROW WHICH COINCIDES CLOSELY WITH MY LAST SCHOOL EXPERIENCE SO VERY MUCH THIS IS…THE END OF LIFE AS WE KNEW IT AND OUR CHILDHOOD, IF YOU WILL.” “…IT WAS A PLEASURE TO HAVE THE TIME WE DID HAVE IN SCHOOL. WE HAD ABOUT SEVEN PRETTY SOLID MONTHS OF A GRAD YEAR…AS MUCH AS THERE IS A BIT OF UNFAIRNESS THERE, I ALSO FEEL BAD FOR THESE NEW STUDENTS WHO ARE MOVING INTO AN UNCERTAIN GRAD YEAR; WHERE THEY WON’T HAVE THINGS LIKE SCHOOL PLAYS, THAT WE WERE ABLE TO HAVE, OR BEING PART OF CONCERTS OR SPORTS GAMES. THE WHOLE NINE YARDS. EVERYTHING WILL BE CONDENSED AND WILL HAVE THAT SAME UNDERWHELMING EFFECT THAT I THINK WE EXPERIENCED TO SOME DEGREE. I DON’T EXACTLY ENVY THIS GRAD CLASS OF 2021. CERTAINLY, I WOULD LOVE TO BE BACK AT SCHOOL. I WISH THEM ALL THE BEST, AND I HOPE THEY ARE ABLE TO MAKE THE BEST OF WHATEVER KIND OF UNDERWHELMING EXPERIENCES THEY ARE MOVING INTO.” DYLAN TALKED ABOUT TAKING CLASSES ONLINE DURING THE SCHOOL YEAR: “I WANT TO PREFACE WHAT I AM SAYING HERE BY COMMENDING THE LCI STAFF, BY MAKING THE BEST OF WHAT THEY HAD UNDER VERY SHORT CIRCUMSTANCES. WE USED A SOFTWARE CALLED ‘MICROSOFT TEAMS’…IT WORKED IN SOME CAPACITIES AND IT DID NOT WORK IN SOME CAPACITIES. OBVIOUSLY DOING DISTANCE LEARNING AND DISTANCE WORK IS A LOT DIFFERENT THAN HOLDING PEOPLE ACCOUNTABLE IN PERSON. FOR STUDENTS AND TEACHERS, SOMETIMES IT CAN BE DIFFICULT TO STAY ON TRACK AND TO STAY COMMITTED TO THEIR WORK, ESPECIALLY UNDER THESE KIND OF DISAPPOINTING AND DISHEARTENING CIRCUMSTANCES. THAT COMBINED WITH THIS NEW SYSTEM THAT DOES NOT EXACTLY HOLD STUDENTS ACCOUNTABLE WITH THEIR WORK—OR LACK THEREOF—IN THE SAME WAY THAT IN-PERSON SCHOOLING DOES. I DID HAVE SOME REALLY GOOD EXPERIENCES [IN ONLINE CLASSES], SPECIFICALLY IN DRAMA. [THE TEACHERS] MADE INTERESTING USE OF THE SOFTWARE. WE WERE ABLE TO DIVE INTO THE HISTORY OF DRAMA AND THE THEORY OF DRAMA. WE ALSO WORKED ON SOME PROJECTS WHERE WE WERE EXPERIMENTING WITH THIS VIDEO CALLING SOFTWARE, SIMILAR TO SKYPE OR FACETIME THAT THEY HAD IN THE ‘MICROSOFT TEAMS’. WE WERE ABLE TO DO SOME INTERESTING DRAMA PROJECTS IN THAT CAPACITY. OUR TEACHER…KEPT US VERY BUSY AND ENGAGED. IT WAS A BIT OF A MIXED BAG. I KNOW GOING FORWARD THE SCHOOL IS LOOKING AT A MORE INTENSIVE ACADEMIC STRAIN ON THEIR STUDENTS, IF THEY ARE LOOKING TOWARDS ONLINE LEARNING. WHICH I KNOW THEY ARE LOOKING TOWARDS A MIXED MODEL, WHERE SOME OF YOUR WORK WILL BE ONLINE AND SOME IN PERSON. I KNOW THE ONLINE WORK THAT THEY WILL DISSEMINATE WILL BE MORE ENGAGING AND CHALLENGING. WHEREAS THIS YEAR IT WAS A LITTLE BIT OF A WRITE-OFF, PERHAPS.” “ABOUT ONE DAY OUT OF THE WEEK, TEACHERS WOULD HOLD LIVE, IN-PERSON, CLASSES WITH THEIR STUDENTS. AGAIN, FOR MORE INFORMATION HEAVY CLASSES LIKE SOCIAL STUDIES, SCIENCE, MATH…THEY WOULD HAVE AROUND FIVE CLASSES IN FRONT OF WHITEBOARD WHILE TEACHING THE STUDENTS THROUGH A CAMERA.” “…IN OTHER CASES THEY WOULD SCREEN SHARE A POWER POINT. IT VARIED FROM TEACHER TO TEACHER. BUT, I DID SEE SOME TEACHERS STANDING IN FRONT OF A WHITE BOARD AND WRITING…” “IN THAT ‘MICROSOFT TEAMS’ SOFTWARE THEY HAVE A VIDEO CALLING FUNCTIONALITY. ABOUT EVERY WEEK OR SO, DEPENDING ON THE CLASS, YOU WOULD MEET UP WITH YOUR TEACHER AND THEY WOULD TURN ON THE CAMERA AND USUALLY [YOU WOULD] SEE THEIR FACE.” “…EVERY STUDENT WOULD PILE INTO THE CLASS AND EITHER TURN ON THEIR CAMERA OR NOT. YOU WOULD HAVE A CLASS FULL…WITH NOTHING ON THE CAMERA, AND THE TEACHER…DICTATING OUT INTO AN ENDLESS SEA OF DARKNESS. IT VARIED FROM CLASS TO CLASS. AGAIN, WITH THAT DRAMA CLASS THE TEACHER WAS ABLE TO GET US ENGAGED, INVOLVED, AND TALKING. BUT IN OTHER CASES IT WAS THEM TELLING US WHAT TO DO WITH HOMEWORK AND SIGNING OFF IN ABOUT FIVE MINUTES TIME.” “IT [WAS] THE SAME AMOUNT OF STUDENTS THAT WERE IN CLASSES WHEN WE WERE IN PERSON…DEPENDING ON THE CLASS, MAYBE FIFTEEN TO TWENTY STUDENTS PER AVERAGE CLASS. A LARGER CLASS MIGHT LOOK CLOSER TO THIRTY.” “THE LCI TEAM DID THEIR BEST TO TRY AND PRESERVE A REGULAR SCHEDULE. SO CLASSES…HAPPENED AT THE SAME TIME THAT THEY NORMALLY WOULD HAVE [OTHERWISE]. IT WAS A VERY DIFFERENT EXPERIENCE BEING ABLE TO WAKE UP BLEARY EYED AND TURN ON YOUR PHONE AND YOU'RE IN CLASS.” “…EVEN THE BEST OF STUDENTS GOT A BIT OFF-TRACK IN THAT CAPACITY; MYSELF INCLUDED. IT IS VERY DIFFICULT TO STAY MOTIVATED IN THAT KIND OF CONTEXT.” “WHEN YOU DON’T HAVE THE IN-PERSON PRESSURE AND MOTIVATION OF TEACHER, WITH A CARROT OR STICK, TO MOTIVATE YOU TO COMPLETE YOUR WORK TO APPLY YOURSELF— IT IS COMPLETELY DEVOID OF ANY KIND OF AWARD, IN TERMS OF YOU FINISHING YOUR WORK. HANDING IN AN ASSIGNMENT FEELS LIKE A COMPLETELY EMPTY TASK. YOU ARE JUST HITTING A BUTTON AND THEN IT GOES AWAY PRETTY MUCH FOREVER, LITTLE IN THE WAY OF FEEDBACK I FOUND. SOME STUDENTS NEVER WENT TO A SINGLE CLASS AND NEVER HANDED IN A SINGLE ASSIGNMENT. AS PER THE GOVERNMENT’S INSTRUCTIONS, YOUR GRADE [NEVER CHANGED] FROM THE MOMENT YOU LEFT IN-PERSON CLASSES. SO AS OF MARCH 15TH [2020], YOUR GRADE WAS SET IN STONE... ANYTHING YOU [CHOSE] TO SUBMIT [WAS] KIND OF UP TO YOU. IN SOME CASES YOUR GRADE COULD GO UP IF YOU HANDED IN AN ASSIGNMENT, BUT NEVER DOWN BELOW YOUR ORIGINAL MARK. A LOT PEOPLE DECIDED THAT WAS ENOUGH FOR THEM; THAT THEY WERE DONE FOR THE YEAR. OTHER PEOPLE SETTLED INTO IT VERY WELL, KEPT A REGIMENTED SCHEDULE AND COMPLETED ALL OF THEIR WORK. MOST OF US FELL SOMEWHERE IN THE MIDDLE THERE. [AL]MOST EVERYONE COMPLETED EVERY ASSIGNMENT. WHETHER OR NOT THAT WAS ON TIME WAS A COMPLETELY DIFFERENT STORY.” DYLAN SPOKE MORE ON HIS TIME AT LETHBRIDGE COLLEGIATE INSTITUTE HIGH SCHOOL: “…I [HAD] A VERY UNIQUE EXPERIENCE WITH THE DECISION I WAS MAKING ABOUT HIGH SCHOOL…IN THE NINTH GRADE…I WAS PLANNING ON TRANSFERRING OVER TO WINSTON CHURCHILL [HIGH SCHOOL] FOR THEIR IB PROGRAM, WHICH IS ESSENTIALLY LIKE AN ADVANCED PROGRAM OF STUDIES… IT WAS A VERY LANDMARK DECISION FOR ME, BECAUSE I THINK WHAT’S VERY SPECIAL ABOUT LCI IS THEIR EXTRA-CURRICULAR PROGRAMS, AND WHAT THEY’RE ABLE TO OFFER FOR STUDENTS BEYOND ACADEMICS… I’VE HAD A GREAT EXPERIENCE IN THOSE DEPARTMENTS, AS WELL, BUT I THINK WHERE IT REALLY SHINES IS WHERE IT IS ABLE TO NOT ONLY PROVIDE STUDENTS WITH A CREATIVE OUTLET, OR ATHLETIC OUTPUT, OR ANY OTHER KIND OF COMPARABLE EXPERIENCE— THEY ALSO ARE VERY GOOD ABOUT PROVIDING A VERY NURTURING, FAMILIAL SORT OF COMMUNITY. CHOIR AND DRAMA, I THINK, ESPECIALLY ARE GREAT FOR THIS, WHERE YOU HAVE A VERY TIGHT-KNIT…PRETTY LARGE GROUP. THESE [TEACHERS] AT THE SCHOOL, ARE ABLE TO…PULL THESE REALLY LARGE AND DISPARATE GROUPS OF PEOPLE TOGETHER AND REALLY MAKE SOMETHING SPECIAL OUT OF IT, WHERE EVERY STUDENT HAS THIS SORT OF INTRINSIC CONNECTION WITH ONE ANOTHER, WITHOUT BEING…VERY OVERT…FRIENDS…BUT THERE IS STILL THAT CONNECTION THAT YOU HAVE WITH THOSE STUDENTS IN THAT COMMUNITY THAT’S FOSTERED… MOVING INTO HIGH SCHOOL, THAT…BECAME…A REALLY INTEGRAL PART OF WHO I WAS…[ALONG WITH] THE COMMITMENTS THAT NOT ONLY I MADE, BUT EVERY STUDENT MADE TO THESE PROGRAMS, AND THE COMMITMENTS FROM THE STAFF AS WELL…TAKES IT ABOVE-AND-BEYOND AN AVERAGE FINE ARTS EXPERIENCE…BY THE END OF THE YEAR, WHEN ALL IS SAID AND DONE, THAT COMMUNITY, AND THE QUALITY OF EDUCATION THAT WAS PROVIDED FROM THE FINE ARTS DEPARTMENTS REALLY WAS CONFIRMATION THAT THIS WAS WHERE I WAS MEANT TO BE, FOR SURE.” DYLAN OFFERED HIS OUTLOOK ON THE FUTURE: “…THERE’S A VERY PROFOUND SENSE OF UNCERTAINTY THAT WE’RE MOVING INTO SO, I’M SETTLING ON REALISTIC OPTIMISM FOR NOW…BECAUSE THERE’S ALL THESE WHISPERS ABOUT A SECOND WAVE OR A RESURGENCE [OF COVID-19] AFTER…MORE BUSINESSES [AND] PARKS…ARE OPENED UP. BUT WHO KNOWS?,,, SO I’M GOING TO, AGAIN, REMAIN REALISTICALLY OPTIMISTIC ABOUT THIS SITUATION. I KNOW SOMEDAY I’LL GO TO UNIVERSITY. I KNOW SOMEDAY THE STUDENTS WHO ARE COMING UP INTO THEIR GRADUATION YEAR BEHIND ME WILL HAVE SOME SORT OF COMEUPPANCE…FOR THE THINGS THEY DID LOSE OUT ON. I’M NOT SAYING THAT IT WILL BE EASY OR THAT IT WILL BE NORMAL OR THAT IT WILL FEEL ENTIRELY NATURAL BUT I AM SURE THAT THINGS WILL WORK THEMSELVES OUT IN THE END.” FINALLY, DYLAN COMMENTED ON DONATING HIS GRADUATION ITEMS TO THE MUSEUM AND THE CONCEPT OF MAKING HISTORY: “I THINK MORE AND MORE [HISTORY] IS BECOMING, TO ME, SOMETHING THAT’S NOT SO DISTANT… IN THESE TIMES WE’RE IN RIGHT NOW SEEING HISTORY REPEAT ITSELF…OR EVEN HISTORY [FEELING] VERY IMMEDIATE AND…LIKE IT HAS A VERY PROFOUND INFLUENCE ON WHAT’S HAPPENING RIGHT NOW… IN THESE EVER CHANGING TIMES, EVERYTHING WE DO CAN BE CONSIDERED HISTORY AND CAN LEAVE A VERY SIGNIFICANT MARK THAT WILL EITHER COME BACK TO BITE US OR REWARD US IN FUTURE… [DONATING THE GRADUATION ITEMS] FEELS LIKE…I’M LEAVING SOME SORT OF IMPRINT ON HISTORY, THE CLASS OF 2020 IS LEAVING SOME IMPRINT ON HISTORY THAT WILL BE REMEMBERED FOR A VERY LONG TIME…THAT WAS A LITTLE BIT CONVOLUTED BUT…I THINK…I’M COMING TO REALIZE THAT HISTORY DOESN’T JUST EXIST IN THE PAST. HISTORY IS ALWAYS HAPPENING WHETHER YOU LIKE IT OR NOT, THE THINGS YOU DO NOW [WILL MAKE] A BIG DIFFERENCE TOMORROW, AND THE NEXT DAY, FIVE YEARS FROM NOW AND FOREVER.” “…WHENEVER YOU THINK OF A MUSEUM OR YOU THINK OF HISTORY YOU THINK OF THE DISTANT PAST THAT YOU DON’T HAVE MUCH…[OF A] PERSONAL CONNECTION TO, SO IT WAS REALLY REMARKABLE TO CONSIDER THAT THE MOMENT THAT WE’RE IN RIGHT NOW WILL SOON BE CONSIDERED HISTORY AND IS SIGNIFICANT ENOUGH TO BE RECORDED, AND TO HAVE SOME KIND OF PERSONAL CONNECTION TO THAT HISTORY IS…VERY RESONANT…” FOR MORE INFORMATION, OR TO SEE THE FULL INTERVIEW TRANSCRIPT, PLEASE SEE THE DONATION’S PERMANENT FILE.
Catalogue Number
P20200024001
Acquisition Date
2020-06
Collection
Museum
Images
Less detail

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