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

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22 The Analecta lomas are extended our heartiest acclamations. To those fortunate enough to secure honor diplomas are offered our sincerest and deepest congratu¬ lations. In concluding such a statement of the fine work of the teachers and the splendid works of the students of Central High School, it need only be sufficient to express the desire that always may Central have such honors contributed to her through the never-failing work of her teaching staff; and the never-tiring work of her students! —Gerald Wilson. A NEW GYMNASIUM What an asset a good Gym. would be to C.C.l. What a painful lack we : feel in having to use the old one. We do not use the Assembly Hall for : any strenuous exercise for fear of knocking the plaster off the ceilings of the rooms below. Thousands of dollars have been spent on the two new : High schools. Central High School will last at least fifty years more. It seems only fair that C.C.l. should be provided with a good gymnasium. Physical training is a compulsory unit on our High school course. Yet how many students benefit by it in our school ? Our rugby players get : training in autum; our basketball teams practice for a few winter months; a few boys knock elbows in the spare room, trying to do cadet drill. Roughly about 10% of the students get any physical drill. A good Gym. built on our grounds would make possible any amount of training. Also interest would be stimulated in inter-room sports; our school life would be livened up; our studies would be done in a more cheerful manner. Central High School is a more logical location for the best gymnasium than is Crescent Heights. Our grounds are more in the centre of the city. More people would be interested in the City Basketball Leagues than at present if the games were played in the central part of the city. The arguments in favor of a good gymnasium are so practical and , forceful, that the arguments against the project simply fade away. A new gymnasium on our grounds would be used to its full value. M.S.—XIIA. A PIECE OF GOOD ADVICE We’re almost ready to go out into the great, wide world where we will have to cease depending on others and begin to rely on ourselves. From what I hear we will also be compelled to change our ideas of life to a great extent; and we want to change them for the better. Many business men have said that the reason they become so disgusted with the young people that come into their offices, is that they aren’t willing to work for promo¬ ti on—they want to get picked up. One man in particular advised us all to take this piece of advice to heart. It’s taken from an Old Fogy’s Inglenook in the Valoo World.

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The Analecta 21 THE HONORS OF CENTRAL HIGH Each year it is with the highest expectancy and the greatest interest that we await the announcement of the winners of the Bennett Scholar¬ ships. It is our fervent hope that the honors may fall upon some of our comrades in Central High. These scholarships were first offered in 1922. Since that time twenty-eight of them have been awarded. Of these, Cen¬ tral High may boast of having fourteen won by her students. Central may claim even more honor when it is understood that this competition is open to all the students in the High schools in Calgary and that only half the scholarships have been won by students in High schools other than [ Central. This indeed is a credit to our school and an honor much to be ! coveted by any school. To win such a scholarship a student must obtain the highest average mark on the June exams. For this reason not only are these students to be applauded, but also the teachers who, by their fine imparting of knowledge, were able to make it possible for the students to win such distinction, are to be strongly commended. The following Bennett scholarships have been won by students of Cen¬ tral High School: 1922— Grade XI—Donald Simmons; Lesley Lillian Calder. Grade XII—Marshall Edward Manning. 1923— Grade XI—George Stanley. Grade XII—Lesley Lillian Calder. 1924— Grade XI—Wilbur B. Chellis. Grade XII—Isabel Landels. 1926— Grade XI—Arthur R. Cragg. 1927— Grade XI—Alfred Stiernotte; Patricia Parker. Grade XII—William P. Taylor. 1928— Grade XII—Alfred Stiernotte; Patricia Parker. 1929— Grade XI—Margaret Agnes Smith. A matter of more general interest is called to our mind. It is that of the recent results of the June, 1929, examinations. We are informed that of the 114 diplomas awarded in Grades XI and XII of Central High School for Normal and Matriculation courses, 34 were honor diplomas. Another banner added to the flagstaff of Central High! To those obtaining dip-

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The Analecta 23 “I am going to do all in my power to help the fellow above me—the fellow whose responsibilities are greater than mine, whose duties are more exacting, whose planning is more important, whose vision has a wider range, whose time is in greater demand, and upon whose shoulders rests a heavier burden. I shall do this whether I am at the bottom of the ladder and the fellow higher up is immediately above me, or on the topmost round. In doing this, faithfully and ungrudgingly, I believe I shall be most likely to help myself. “I know frankly that this seems to be a reversal of the time-honored admonition to give a helping hand to the fellow lower down. But it is nothing of the sort. I do not intend to lessen my sympathetic interest in the fellow below me simply because I plan to show keener interest and a more alert sympathy for the fellow above than I have shown in the past. Rather, it seems to me, my interest in the man below will be increased by reason of my better directed interest in the man above; and if the man below follows my example, I shall be a beneficiary of his reawakened inter¬ est and effort, thus adding to my capacity to give helpful service and to pass it along the line clear to the top.” It’s this co-operation that they all claim we young people lack. So let’s surprise them and co-operate to the very best of our ability. —G.M.R. EDUCATION Unto what heights are we consciously striving; towards the realizatior of what ideals do we labor? We ask ourselves continually, “Do our studies lead directly to the fulfillment of these hopes, or should we be following a more practical education?” We challenge the theory strongly that success in life is the direct re¬ sult of book-learning. We would not have our students confined to the narrow bounds of two covers. It is true that knowledge in itself is nothing if with it there is not a knowledge in the affairs of the world about us. To compile a knowledge like the former, but not being able to apply it, of what use is it? Yet though this be true, our academic training must not be neglected. Often students are heard to say “What good will Science or Literature ever do me. I don’t intend to earn my living with them.” True, but that is not the object of Academic training. Though Science and Literature will prob¬ ably reap us no direct returns, ye t much is gained. With it comes the power of concentration and the appreciation of good books, so that one is better enabled to acquit himself creditably in the hours of leisure he may follow in later life. So in our curriculum, men successful in life have endeavored to combine that which will be profitable to our general advancement. To realize our ideals, this book knowledge is very essential; our books should be used not merely to teach us a trade in life, but as counsellors and treasured friends; allies in the task of achieving- a really creative education. —L.G.—XIIA.