Central Collegiate Institute - Ye Flame Yearbook (Regina, Saskatchewan Canada)

Page 48 text:

5? 9? 77 BY MARIANNE MACDONALD THE CHALICE The Chalice of Youth is o'er flowing With the red wine of spirit and love, That sparkles with joy and youth's questing And mirth that's a gift from above. So take it and drink of it deeply This Chalice of crystal so pure, Do not scornfully sip of it lightly And lose all its golden allure. Tho' the platter it rests on be silver Or metal or baser alloy, Tho' the Chalice be shadowed by sadness Or brightened by radiant joy. Still the wine in that Chalice is sparkling Undimmed by want or wealth, It brightens the darkest of futures It sparkles with hope and with health. So drink of it deeply and gladly, It will lead you, on pathways more broad, To Success, in the dawn of tomorrow, For that Chalice was given by God! BY CAN DLELIGHT In the silvery dusk of a twilight grey As I watch the ghostly shadows sway, I sit and muse the hours away By candlelight. And as the night wind stirs the trees My fancy weaves, in that magic breeze, A silver web of memories, By candlelight. And so, till starlight fades away Into the dawn of another day, I sit and dream and hope and pray By candlelight. 25

Page 47 text:

Upon this afternoon, she and Kate had been compelled to change their stockings on the train. The floors of the factory contained many pipes. Stockings, worn on feet which had walked these floors for many hours, became unpleasant company. They had therefore done their best to part with their footwear, ruined in this manner. When Jane had finished, the guardian of the peace turned with great dignity, and swung away down the street. The old lady stood, stupi- fied, with her nose tilted toward the sun and with her mouth wide. The girls went inside the cafe. When they again emerged, the un- wanted parcel lay under one of the tea tables. As they crossed the threshold, the voice of an irate patron reached their ears, I say, waitress, I ordered Kraft Cheese, not Limbergerf' 4 TO THE GENTLEMEN When one sees a member of the female sex rising to propose to the males, one knows, without doubt, that it is Leap Year. As we, the femininity, survey the school, we notice that the boys out-number the girls. Although we admit that in numbers lies strength, this fact itself tends to put the ladies in a defensive state of mind, and while in this mood, we would like to avail ourselves of this opportunity to briefly touch on something that has bothered us very much. We appreciate Rudyard Kipling and his works, but he had to spoil it all by his famous words- A rag, a bone and a hank of hair, referring, painful thought, to a woman. One woman retaliated thus: Man-a gag, a groan and a tank of air. We would compare them to a lamp- They are not especially brilliant, they are often turned down, they generally smoke, and frequently go out at night. However, a proposal should be complimentary and in this case we wish, to be brief, to please the gentlemen, although we girls are usually credited with talking much and saying little. And so to the boys of' Central Collegiate may we express our sincere thoughts with regard to your future. You have proven yourselves sports in the truest sense of the word. When you leave the school may your highest ideals and greatest ambitions be realized. We all join in the hope that, not only will prosperity and happiness be yours but that your lives will be lives of usefulness and service to your country and your friends. 'Q ' I 3. Q-ln , M it I vl . 5 ff 5258 ,fag Qi-2: ,. ff . , - ,-v0.4-g.:..--.-f.-is 1'FiiA1? 95 -- , - i , A ,, 'Ii gf4'f' 1 5: all gggigggggfac-:.:.-4 ,qi,Qg,gg3..,m, fri W., , L '- , Jr Sisfiiftf-Wil ' ,x .h I- ' ' -'lvl' 4 I, V 1, n ' Q '+7 -:H 'rf ' ..-2, .mi RJ Y. Qi. ,pf1t.,:' J- EEN 'v.i,'1Xjs,N l. MQ ,ll, 'M' - wi?-F9 -,z-- ' Ha- H -Mn - ',,u.fx-l -it 'V lx' -u ful . L 41...-.11 slr' ' iq: . hvwimyu' -vilylltl 'ul NAVA nfl- .. 'lvl' I n 'I' --J ,.f7l5', ' W-.Au N '1 N! -'L-' 5 ilu-llx pi. ,tg.'lx',l.' R . 1.1 Q n. xl- . . ggi., i.,5Mx.ixl,,mnI W utu-l,.l,,Iil ..1nReaum Bfnch-, . N' I2-,, - , . I4-Cunnichihauk-fn ' 1 l l-.Mil 24

Page 49 text:

REFORM IN THE EDUCATIONAL SYSTEM This subject has such a scope that it would require a book to set forth all the existing imperfections. Reform is needed not only throughout the Dominion, but also throughout each individual province. When we, the present High School pupils, entered public school, we heard the older students voicing various complaints, mainly about examinations and their management. But all this was to be altered long before we reached High School 5 indeed, change was certain and soon. However, each year passed with the rumoured change still in the near future. And we are still labouring under this system today, a system which, in a rapidly advancing country has failed to advance proportionately. What have we in our Dominion today? Not a centralized organization, but many independent systems, sundry and divers. What can be said for a system where a student cannot move from one province to another and Ht himself into the order existing in that province? A move from one section of our Dominion to another means not only the loss of money, time, and energy a student has spent, but also so much confusion that it is most difficult for him to continue his education. In an age of un- employment and rise of entrance qualifications, it seems only logical that a centralized system be put into practice throughout the Do- minion, to fit young people for positions in every part of the country, instead of one locality. Today, more than ever, intelligent citizens are needed to cope with the problems facing the nation. It is the young people now in colleges and High Schools who will be expected to carry the work on. But how a united intelligent citizenry can result from a disorganized, dull educational system, is hard to understand. As for conditions in Saskatchewan: The main pillar of our system seems to be the annual examinations. This method is being replaced in some provinces, because of its several weaknesses. When the unjust- ness of this system crushes the spirit of the better student, one can only imagine its effects on the poorer student who is more easily discouraged. It is surprising that any survived at all. Under our present system we are given one, two or three hours to recall, and present in an orderly manner, material from all parts of our course. Time is not allowed for thought or initiative, indeed, we are lucky if we can complete the paper. When a pupil leaves an examination room possessing knowledge he has not been given time to write down, does his paper represent his year's work and his real standing? Our system is a game of chance, one who crams the week before the examinations may strike on the paper the very question he has been studying, and stands as many chances for a good mark as his friend who has worked conscientiously the entire year. It would be possible to pass well in one examination, and yet fail in another covering the same course. This problem is at least worth the consideration of the govern- ment. We would advocate supervision of education by a Dominion 26