Central Collegiate Institute - Analecta Yearbook (Calgary, Alberta Canada)

Page 29 text:

The Analecta 29 CHRISTMAS W ESTERN CANADA with its clear starry skies and snow-covered prairies, resounding with the music of the sleigh-bells, is especially favored by ! Nature at this season of the year. Christmas Day is a time of family reunions, when the children of other days return to renew the happy memories of childhood. Then the modern world pauses for a brief period in ifts pursuit of wealth; the clangour of industry is stilled; and the bustle of the stores ceases I —all pay tribute to the Christ Child. The celebration of Christmas, with its traditions of sentimen and religion ) unite us in bonds of sympathy with the whole human race. Many of its quaint customs have their roots in antiquity. Thus, among primitive peoples, this period immediately succeeding the shortest day of the year was the occasion of a festival in honor of the sun, which had always been considered to be the giver of life. The Christmas Tree had its origin in the old Teutonic fir tree, which was decked as a symbol of the rising sun. The name Yule, which is sometimes used for Christmas, was a festival of the early Saxons, It is related that in ancient ( times the Yule Log (Clog) which was generally the root of a large tree, was introduced into the house with great ceremony. When each had sung his Yule song, standing on its centre, it was burned. The Mistletoe Bough was cut from the sacred oak by the Druids of Ancient Britain; the Christmas Fire probably had its origin in the great fires burned in honour of the gods Odin and Thor, when sacrifices of men and cattle were offered; while the Waits correspond to the minstrels of old. Christian nations have retained these beautiful old customs, while trans¬ forming the spirit which animated them; for at the coming of the Prince of Peace, “Nor all the gods beside. Longer dare abide.” the lust for human sacrifice was replaced by the remembrance of the greatest of all human sacrifices; the licence of pagan rites gave place to the Christian spirit of love and good fellowship: “On earth peace, good will towards men.” In modern times the significance of Christmas is interpreted anew in the practical gospel of giving and of spreading rays of “sunshine” and happiness into the poorest of homes. A sense of responsibility for the welfare of others permeates the whole of society, and not even the smallest child is content to have a “good time” without sharing his happiness with others. Now, in 1926, the spirit of Christmas has taken possession of us once again. Who can resist the charm of the stores with their fairyland of toys and presents? A sudden interest is aroused in the movements of the heavily laden postman as he slowly passes from door to door, leaving behind him a host of eager faces scanning the greetings from absent friends. What a flood of happy memories those letters arouse! And, alas, what vain regrets for correspondence neglected! Within the house, amid the bustle of preparations, deep secrets weigh heavily on the brows of young and old. What is the conspiracy that is threat¬ ening the peace of mind of the (otherwise) good people of the household? And what is happening at “Christmas Eve, and twelve of the clock?” Of course, no modern boy or girl believes in the existence of Santa Clause I—that benevolent old gentleman who, like Peter Pan, refuses to listen to the stern voice of Father Time. But, happily, doubting Thomases are not to be found among the happy little children, who stir uneasily in their sleep. What will the morrow bring for them? Time (and Santa) will decide. —G. ROBINSON.

Page 28 text:

28 The Analecta janitor with a long white beard told me to use the side door. After gaping at him for some moments I decided that he was Mr. Andy Hill. Well, I used the side door and finally wended my way through the long lines of baby carriages and nursemaids in the hall. (This seems to prove someone’s theory that the grade nine kids are getting smaller and dumber every year). But the school certainly had improved. Helen McKenzie ran a restaurant on the new roof garden. Ted Neilson had the candy concession and bowling alleys in the basement and did a little private bootlegging on the side. Doctor Hutchinson had retired, and who do you think was principal? None other than Harry Gibson, shell rims and all. He had reached this position after years of honest effort. And the teachers—! Helen Carr taught French and Joan Inglis was dispensing Algebra. What a difference fifteen years made! A sign on the bulletin board an¬ nounced that the Board of Education with Bill Ludlow as president was in¬ troducing horse racing as a special course, and dancing for students every night from 9 to 3. At this point I awoke and found it all a vision, but every time I think of that dream, when 1 see Emerson Borgal, I have to laugh. GRADUATION! Graduation—what is it? The term, generally speaking, signifies one of the important events in the life of the boy or girl of today. It means the end of school days and a taking hold of the duties of life—the end of youth and the entering into adult life, manhood and womanhood—-the end of class work confined within four walls, and the commencement of the world’s work where space and distance are negative quantities—the end of obtaining knowledge under paid tutors, and the beginning of the acquiring of wisdom through experience,—the end of dependence and the beginning of in¬ dependence,—a testing of the strength of one’s wings, and the first attempt to stand on one’s own feet. All these and more are what graduation means. Now, just how would the average student sum it up for himself? Probably, something like this-—a breaking of old ties, a separating from old associates, and a feeling similar to that of a young bird standing on the edge of the parental nest. Nevertheless, the majority take it rather philosophically. A few see a good time ahead; a number, whose thoughts are on University life, picture themselves rolling peanuts with their noses, or imagine what a cold dip would be like, when least expected; still others, wonder how it will feel to teach instead of being taught. A very small minority, either from natural timidity, or from the faculty of seeing what rare opportunities await those capable of mastering world-wide problems, with excusable nervousness or temerity, as the case may be, engage in a private chat with their instructor, a successful business man, the family doctor or any one whom they think would be likely to give them the advantage of his experience. The result, to their surprise, is a different viewpoint from each one with whom they converse. The instructor stresses concentration; the minister, faith; the dentist diet; the lawyer peace “at all costs”; the manager, work; the physician, health, and so forth. The wise student will find in these friendly chats hints, helps and much food for thought. But, he will be convinced that he must carve out a line of activity for himself irrespective of others, and that success depends entirely on his own efforts. ZELLA JEANNE OLIVER, XIIB

Page 30 text:

30 The Analecta THE SUCCESS OF A STUDENT The life of a student is the life of mingled failure and success. To avoid failure a student must have ambition and to gain success he must not do things that will lead him to defeat and disappointment. Every one of us hates failure and welcomes success. But few of us consider how to be successful. Still fewer of us take measures to prevent failure. Failure and success are the two kinds of postage-stamps used in school as well as in life. In order that this discourse might be helpful to you here-after, I will endeavor to discuss it in further detail and in a more comprehensive manner. School is our occupation, for school is the place of our work. It is true that there are drawbacks to our work of being a student, just as there are ad¬ vantages and disadvantage in being a nurse, dentist, lawyer, doctor, or teacher. In any work we undertake we will have to work hard to succeed, and we will need patience, perseverance, and other good qualities to secure promotion. School life is like all other lives. The real purpose of the school is to enable us to live better. This means that the most important study of all is the s tudy of life, and that algebra, latin, history, hygiene, science and physics are for the purpose of learning how to live. Real’zi ig that school is our present occupation, our duty is to study and to make the best of it. After we have finished our studies in High School, we have gained but the first stepping stone to higher education. How far one may care to go is a private matter. The field of education is an endless one; it is pro¬ gressing and changeable. But whatever we do we cannot go on to school all the time. There must be a time when we have to say “good-bye” to schoo; and enter the third avenue of life. It is the choosing of our life’s work. Before I am going to tell how we should prepare to choose an occupation, it is necessary to make clear to you that we must concentrate and apply ourselves to our studies while we have a chance. Six things must be done by a student who determines to be a real Canadian citizen in the world of occupations: (1) He must discover his interests and abilities. (2) He must study the world of occupations. (3) He must make a choice of a vocation. (4) He must prepare for his chosen calling. (5) He must make a successful beginning in his vocation. (6) He must make such readjustments and secure such promotion and preparation as shall establish him on an occupational level worthy of Canadian citizenship. These six principles are equally important. They are hints and suggestions for every one of us now. When the necessity arrives for that application, it will be a help for us to remember them and recall them. I have indicated that success in school is a part of our success in life. We must remember that success in our future occupations is another equal factor and greater struggle, one which concerns our successes in life. WILLIAM TUE LEE, (XIIB) CENTRAL HIGH TO A NEWCOMER C.C.I. seems so much larger than the school from which I came. It is different in so many ways—the large number of students, all conscious of their important work(at least they all rush about in a very business-like manner); the life of the students, always ready to start something new; the confusion, unavoidable among so many; the knowing experience of the teachers because never yet have I seen a student “put one over on them.” Mentioning teachers—well, teachers just will be teachers, everywhere. As usual their chief ambition is to think up work for us poor creatures (who