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Page 40 text:
doorway and lightly toss the four of them into your seat. I cannot guarantee that they will land in a neat pile or without noise on the top of the desk, but that has nothing to do with the subject. It is just a matter of one’s choice. Next, button your coat securely, adjust your muffler, assume a dignified and important air, and w r alk loudly down the steps. I may suggest stopping and pondering thoughtfully at the bulletin board a bit and then walking out the front door. The advantage in this is that every one will think you don’t have a class, for if you did, you wouldn’t have nerve enough to use the front entrance. The only catch is, to be certain that one certain teacher doesn’t see you; otherwise this method is flawless. Once outside you can do as you please. There is no known cure for this mania of “cutting classes,” unless it is that little slip of paper issued every June 10. I think they call it a diploma or something. Of course, once you acquire that you have no use for this method of procedure. Speaking of my colleagues, I once knew a certain J M who was practically a “pro” in the business. Naturally there were some who hadn’t acquired the correct technique. Now, take me for example. I am considered one of the best, if not the best, “class cutter” in the school, and I am positive that if every reader will carefully study my method, in no less than ten days he will acquire “Why, yes, Mr. Eckman. Me? I had no intention of skipping English class whatsoever. I was just reading the bulletin board. Well, isn’t that odd? My watch must have stopped. You were going up to English class too?” Well .... I’ll be! Dawn Purvis Lyons, ’37. 32
Page 39 text:
Cutting Classes I F IT had not have been for you, my dear English teacher, this essay doubtless would never have been written, and to you I transfer all the blame for whatever comments are made on this masterpiece. However, I know of no human (by that I mean the average person) who is better acquainted with the subject of this essay than myself — unless it is my best friend. Nevertheless, I have taken upon myself this delicate subject and in the following paragraphs I will endeavor to reveal the methods used, causes of, and cures for “cutting class.” Now, first of all, by cutting classes we mean being present somewhere else while the roll is being called in a certain class when you are supposed to be there answering it. Of course , you all know that classes are those sixty-minute intervals in which one can always find time to think of something else, instead of English, history, or whatever the case may be. There is no direct cause for the cutting of classes. It is simply the natural desire a person has for a coca-cola, a “camel,” or gossip, instead of listening to what Chaucer wrote or why he wrote it. This desire is not confined to any certain lad or lassie; it affects both young and old. But, on the other hand, one has to be equipped with something more than the desire for a “dope” if he expects to forget Chaucer and get the “dope” at the same time. Now we come to the methods. The method most commonly used is lingering awhile putting up your books, then shyly peeping over the up- stairs railing to see if the Principal is using the hall below at the moment, at last tripping lightly down the steps, hoping you can reach the side door before your absence has been detected. This method may have its advantages; still, for myself, I strongly advocate the following method, and may I add that this method has not only been tried during the last period of last year but proved successful, not only by some of my closest friends but by some of the high school’s outstanding students: The first step is to walk briskly to your desk and place your books, or, if you prefer (or should I say, if you are good enough), you can stand in the 31
Page 41 text:
Faces I T IS interesting to study faces on a street car in the late afternoon. The faces are always hot and tired looking. Things may not have gone right at the office; if not, it can always be told by the expression on the face. If there is a young, happy, contented look on a face, it is evident that everything has gone all right. It is most interesting because there are so many different expressions, and so very many different faces. There are young, eager, and inexperienced faces; old, tired and careworn faces, and there are also middleaged, ex- perienced faces. Each face is just a little more interesting than the one before it. Audrey Murphy, ’41. IVhat do You See in a Picture f “When you look at a picture, what do you see?” You seem, to say as you look at me, “ This sets me thinking of my many friends Whose pictures I have almost without end. These images serve to make me gay When the load grows heavy and the days grow gray. I look behind the face to see The kind deeds they did for me. Thus, when I look at a picture I see not only the face But the person who bears it, the time and place That I knew him, too. This is what I see, but what do you?” Frances Leffew, ’37. 33
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