Halifax Grammar School - Grammarian Yearbook (Halifax, Nova Scotia Canada)

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OUR LAND Pam Medjuck— M3 Who is it Who in youth has might and knows not bondage ties? Who is it whose alhes are roaring seas illustrious skies? Where can one find the royal majesty of her Rockies, Where can one see The soft rolls of her Prairies? Whose saviours are = - men who did for her sake Whose heart lies in the soil, the tree, every lake. Tell me who doesn ' t know of B.C. ' s trees and totem-poles? Show me Who has the vigor to match her Arctic ' s Ice and jagged knolls? Who means the maple leaf, beaver, bison, and moose? Who means the rabbit, coyote, and wild goose? Who is Ottawa, Parliament, ten provinces, and two? Who has the wisdom rarely found in the new? The answer ' s the rock, the dove, and the hand; The answer is Canada Yours, mine: our land. THE FOG AND THE MIST Bruce Maclean — P4 The fog and the mist roll in Without any help from the wind Rolling over the land Covering it over like a hand It slowly rises and disappears Like water sinking through sand. IF I WERE . . . Christian Koppernaes — P3 If I were an ant so very very small . . . If I were a giant so very very tall . . . If I were an ant I would crawl along the floor. If I were a giant I would not get through the door. If I were a bird I would fly up high, If I were a fox I would be very sly. But I ' m not an ant so very very small. I ' m not a giant so very very tall. I ' m not a bird that can fly up high. I ' m not a fox so very sly. I am just plain dreamy old me, And I ' m as happy as can be.

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PEACE Michele Ravmond — M3 Peace lodged in the sun ' s face and smiled down upon the green valley. She heard the sound of an old woman singing as she thought of Peace ' s benefits. Peace saw children making mudpies, while their father worked in the fields. She though a little sadly of how she, Peace, had been nearly universal once. She thought, These people have never knowTi War, and Devastation. They are nearly the world ' s only people who don ' t know them. Peace stayed. She could almost touch her quiet, smell the love and trust in this, her last haven. She stiffened. The quiet became strained. The sensation she felt was not recognizable to her at first, she had lodged for so long in this little hamlet. Then she saw children, older now, grow wan and haggard, and go from her spell as War approached. Peace felt herself retreat, and shrink, becoming no more than a symbol of what had gone before. POEME Janet Still— U3 Chaque jour J ' attends I ' amour, Mais il ne vient jamais. Chaque jour je cherche la bonte Mail 11 est rare, tres rare. Chaque jour je desire le bonheur Mais il n ' arrive guere. Cependant chaque jour, je vois le maJ, je vois la haine, je vois la tristesse. Le monde n ' est pas parfait. 28

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J Co tion ON THE ACQUISITION OF THE KNOWLEDGE OF OPERATING A MOTOR VEHICLE Leah Edelstein— U3 There comes a time in every teenager ' s Hfe when his whole character takes on an alarm- ing change. It is at this time that he undergoes that drastic transition to adulthood. In this period of his life (circa fifteen years of age) parents begin to notice signs of Driving Mania which has been infecting their young. Symptoms come in the early stages of the disease anc include day-dreaming and occasional moroseness; envy, the green-eyed monster, is brought out of its cage and let loose upon all owners — be they brothers, sisters, friends, or relatives — of . . . a driver ' s permit. In the family car. Dads often get the uneasy feeling that they are being watched and may catch a glimpse through the rear view mirror of a pair of penetrating eyes scrutinizing their every move. At such a time, • too, they are subjected to an onslaught of start- ling questions: Why did you push that little knob just now? , How do you turn on the wind- shield wipers? , Which way does the flicker go to signal left? — The parent, however, need not be unduly alarmed. This stage is completely natural. Of course, the reasons for this overwhelming desire to get behind the wheel vary from individual to individual. For some, this stage is as ' taken-for-granted ' as shedding fins is to a tadpole. They get to the appropriate age and proceed as their brothers and fathers have done before them with no hesitation. For others the need arises, simply enough, from difficulties of transportation. Annoyed at being ' tied down ' to their own two feet, they naturally wish to take advantage of their ' coming-of-age ' . For others still, learning to drive is purely a matter of pres- tige. To them it offers an inflated status, the power to impress, the ability to grant favours . Finally there are those who have no particular reason save that of duty to their parents. They seize this as the ideal opportunity to make some waves in the hitherto unruffled surface of parent-teenager relationship and increase the generation gap. They delightfully, if diabol- ically, take advantage of this occasion to assert their independence and cause their parents a little discomfort. Whatever the reasons, the procedure is roughly the same. The Driver ' s Handbook is obtained. There is a greal deal of fuss and bother and long tedious study (the weaker of heart are always put off by this part). With most there is procrastination. Finally all gather courage and apply for a beginners test. Contrary to false rumors (spread by foreseeing parents) candi- dates usually whisk through the test with no trouble at all. Everyone is greatly encouraged . . . except the parents. Now the troubles begin. A driving school is considered but the idea is usually dismissed after a quick mental calculation (six dollars an hour, that ' s ten cents a minute, that ' s a cent every six seconds, that ' s a little extravagant). After several days of incessant nagging, the wearied parent is convinced to undertake the teaching himself. As everybody knows, the first time in a car can be quite a harrowing experience for both teacher and pupil. Hanging on with nail and tooth the parent alternates bellowing at the top of his lungs, breathing, praying, and covering his eyes while his son struggles in confusion. As time goes on, the two begin to gather experience — the one in teaching, the other in driving. The young driver learns to overcome fear as lights, signs, cars, trucks whiz by from every direction. He learns to make quick deci- sions. He is introduced to a new concept — that of being courteous. The final step, however, is the most important. At last the new drivers are called to 30