Crescent Heights High School - Bugle Yearbook (Calgary, Alberta Canada)

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20 THE CRESCENT BUGLE, 1928 “The judgment of this court is that restitution of the stolen article be made to the plaintiff, and that the defendant himself be deprived of hope for the space of twelve calendar months.” Who will dispute the wisdom of that Magistrate? That Magistrate is your better judgment. The prosecuting- attorney represents your Discouragements. You had better confine your discouragements to the rubbish heap for the next twelve months at least. Remember there is still an opportunity of success for the person who has hope, living in his breast. WILLIAM ABERHART, B.A., Principal. CRESCENT HEIGHTS—“A GROWING SCHOOL” Within the past two years, Crescent Heights has adopted a motto, by which she indicates to the outside world something of her aims and achievements. Although it is but recently that we have decided upon “crescit eundo” as our watchword, wel realize that ever since its foundation, Crescent Heights has been a “growing school.” I wonder how many of us have ever stopped to consider what really is involved in the phrase “a growing school.” Our first indica¬ tion of progress is the increase in the number of students attending C.H.C.I. We know how rapidly our school has advanced in this re¬ spect, and we ex-students feel, with gratitude, that we still “belong.” This, in itself, is a splendid indication of the spirit of co-operation which exists among the students of Crescent Heights,—a spirit which points out growth in another important direction. In estimating the value of the time we spent in High School, we must realize that it is not so much the formal knowledge which we obtain that really counts, but the incidental teaching of the lessons of service, co-operation, and loyalty. If these lessons are thoroughly learned, we need have no fear for the future. We sincerely hope that Crescent Heights High School will con¬ tinue to live up to her motto, and give her students the right to say : “We belong to a growing school—‘Crescit eundo.’ ” MARGARET WATSON. Sometimes we style ourselves “we.” We ask you to believe, or misbelieve if you like, that this indiscretion was committed in a mo¬ ment of self-confidence. “WE” EDITORS.

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THE CRESCENT BUGLE, 1928 19 ONE OF LIFE’S GREATEST VALUES “Let No One Ever Lose It!” You may lose your money and survive. You may lose your year at school and still regain your position; but there is one thing you must never lose. WHAT IS IT? Have you discovered it? The greatest of poets has said : “We are such stuff As dreams are made on, and our little life Is rounded with a sleep.” It is a well-known fact, that men grow stronger by believing themselves strong, just as homely women grow almost beautiful by thinking themselves pretty. Our dreams and our hopes are good m that they keep us up to a standard, which we may not fully attain, but which we would miss altogether without them. I have no hope for the youth who has lost his aspirations foi the future. The boy or girl, who still maintains that the future contains something good for him or her, has still that within him that will bring results. No voyager on this journey of life should allow him¬ self to be robbed of his hopes by any one. There was once a man who was robbed of his last possession. The thief was caught and haled before the magistrate. The attorney for the defence admitted that his client was guilty, but appealed to the mercy of the court on the ground that the article stolen was of such small importance. “What was the nature of the article?” asked the Magistrate. “The article, your Honor,” replied the attorney, “was Hope.” “Hope!” exclaimed the Magistrate, to whom had been given wis¬ dom as well as learning in the law. “Hope! And do you consider Hope of no importance?” “If you will allow me, your Honor, it seems to me that Hope is an illusion, a dream—and I fail to understand why my client should have stolen so worthless an object.” “I am sorry to differ with you, my learned friend,” began the Magistrate, with a whimsical smile, “but it is not for the thief nor his counsel to assess the value of the thing he steals. This defendant stole something of value to the man from whom he stole it, a man so poor that he has been unable to engage counsel. Under the circum¬ stances it is for the court to decide the value of the thing stolen, and that value is conditioned by the necessity of the man from whom it was stolen. In the case under hearing that object happens to be the only thing of value left to the man from whom it was taken. To him it is of great value. “To the thief also it must have been valuable. Otherwise he would not have stolen it. My ruling is that the plaintiff has been deprived of the most valuable possession that a man can have—Hope. “You may contend that Hope was an illusion or a dream, but it was by means of its possession that this man had every light to believe that he could rebuild his life, re-create himself, and once more become a useful and honored member of society.

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21 THE CRESCENT BUGLE, 1928 SHALL I PLAN ON UNIVERSITY? To most High school graduates University seems very remote— just as remote as was Grade XII and Graduation some four years ago. But, of course, almost everyone wishes to attend University and the vagueness of the prospect should be no discouragement. For it is certain that in three years or so, you will be able to profit more by a University training than you would, say, next year. Your twelve years’ Public school course has been a long road to travel and a break of a few years will come like a refreshing rest. But almost everyone at least considers the idea of attending a University, even though he does not cherish it. And I have yet to see a graduate, no matter how bad his digestion and general outlook might be, who does not look back with pleasure to the day when, as a green and self-conscious Freshman, he signed his name to his first registration blank. For the University community is a young peoples’ world in minia¬ ture, but much more comprehensive than the High school world. At University we meet young men and women, not from three or four different city districts, but from three or four different provinces, and their outlooks are as varied as the types of environment from which they have come. This mingling with all kinds and manner of people is an education in itself. But better still, among this cosmo¬ politan group you are going to make a few firm friends. And, after High school pals have entered walks of life that lead them away from you, your University friends, who have shared with you the same in¬ tense interests in work and play, remain as friends, year in and year out. But University, besides enlarging your sphere of acquaintance, should also broaden out your mental outlook. You are living in an intellectual atmosphere, an atmosphere that cultivates a respect and interest in knowledge just as kindness and understanding cultivate friendship. Probably you will find for yourself one subject that be¬ comes a hobby. If so, you are fortunate, for you have acquired a permanent pleasure which makes you independent of automobiles, mah-jong, cross-word puzzles, bridge, and all other distracting amusements. 0, yes, there is the social whirl; a place for everyone from the epicurean to the ascetic. The athlete has a splendid opportunity for developing his prowess, the musician is sure to be appreciated, even the amateur comedian will be idolized—if he is very original. But these are hardly reasons for attending University. There is, of course, a practical aspect to University training, which is an urgent motive for almost everyone. American authori¬ ties have shown, with the aid of reams of statistics, that a University education is an excellent money investment which will pay dividends no matter what kind of work you eventually pursue. University students do not dwell much on this phase, because there are usually the “lean” years that always precede the promised years of plenty. But probably in this practical day, the money value of an educa tion— for a University education has a real money value—provides the most cogent reason for attending University.