Kennedy Collegiate Institute - Kencoll Yearbook (Windsor, Ontario Canada)

 - Class of 1940

Page 6 of 40


Kennedy Collegiate Institute - Kencoll Yearbook (Windsor, Ontario Canada) online yearbook collection, 1940 Edition, Page 6 of 40
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Kennedy Collegiate Institute - Kencoll Yearbook (Windsor, Ontario Canada) online yearbook collection, 1940 Edition, Page 5
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Page 6 text:

4 THE KENNEDY YEAR-BOOK ..Ill.IIMIIIMIIMItlllll........ ..Illlllll EDITORIAL you n — KHNCOLL — 1940 Published By the Students of the Kennedy Collegiate Institute Windsor, Ontario Price 20c per copy by S. R. Ross, Vice-Principal, Technical School Secondary school students look forward to the irreat adventure of life—a span of fifty or more years after leaviiifj scliool. Of this ])eriod there are ahead some forty-five years of work in a gainful occupation—in some role of service to their fellows. Such a long ])eriod to many hoys and girls seems endless—years seemingly pass so slowly that the time will never come when they will receive their first pay envelope and certainly the age of retirement, say sixty-five, is so far in the distance that it is never considered. Such is not the case, however, with all older jteople who fretiuently comment on the rapid passing of time and wish they could turn the clock backwards. Could the student of today detach himself from his group and hut survey the whole situa- titju with the eyes of older people, he would realize many facts which to him now are only hazy if at ail even contemplated. Since it is not given to young people U) realize their experiences beforehand, there may he some way of anticipating them and preparing for them. ()ne method is to formulate a plan. I’efore launching upon any enterprise or project there is always an objective in mind and to reach that objective, some ])lanned procedure, mental, written or drawn, must be pursued. I’cojile who ])erfonn the coni])lex work of the world are always ])lanning to lay. the work of tomorrow, next month and even ne.xt year. It is a safe guess that automobile models to he introduced in I ' Ml are being designed, modelled and studied today. Teachers of composition have this in mind when they urge a student to have a written i)lan for hi.s e.ssay. Me then knows his objective, his train of reasoning in reaching that objective, and as well, his place of starting. 1 low seriously is needed then a plan for one’s journey through the 45 years of work lying ahead which each student hopes to travel happily and successfully in some useful vocation. ' I ' he choos¬ ing of that vocation is not easy or to be dismissed lightly—there are some twenty thousand known occupations from which to choose. I laving once been inspired to a realization that there is after all something of a problem here, a student will be disposed to seek information and advice hel])ful to himself. It is here that ' oca- tional ( ' luidance will serve a useful purpose. . ])rogram of Guidance aims to assist individuals to choose, prepare for. to enter, or successfully adjust themselves to occupations: also to inform young peojile, and parents as well, regarding job rec|uirements, conditions and demand; to study educational facilities of their community and elsewhere which best may serve their particular program. This, in brief, is the purpose of guidance, so one can readily sec that there is nothing in the opinion that, by some magic, young people on sight are to be sorted out into groups suitable for one calling as against another. It is not as easy or self-evident as that. There is in Ontario a pnjvincial Vocational Guidance .- ssociation and some day there will be a Windsor Hranch because there are today many efforts of this nature being made here bv Service Clubs and intcreste l individuals includ¬ ing business and i)rofessional peoi)le. Then, if this short article has been an ins|)ira- tion to anyone who has read it, he may decide to study his own capabilities. i)ersonality. likes and lisiikes to determine if possible what is his forte. Me may be fortunate in deciding on a very clearly defined goal or he may feel that his goal lies within a broad phase of life’s activities in which his particular role is not yet clearly apparent. Then he will study his educational program and the way of evolving his plan through the most direct sequence of occupations. E ' rom various people and sources available to him he will learn job requirements, working conditions, remuneration, chances for advancement. lie should make many personal contacts, meeting people whose experience and advice will guide and hel]) him. -At any rate he should be a hapj)y adventurer on that long journey, knowing that the man with a plan and a thorough preparation for some definite useful .service will get o])])ortunitie.s— for him there are big rewards in the offing. llest of luck to Kennedy students!

Page 5 text:

THE KENCOLL 1 940 3 ..... MR. GEORGE S. CAMPBELL. B. A. POR many of the students in Kennedy Collegiate Institute the personality of Mr. Campbell was the outstanding feature at the beginning of their high school life. He it was who set before them the ideals for guiding them in the business of following adolescent education. With grateful remembrance they will carry his words and his encouragement on into the life beyond school days, and continue to find them a helpful influence.

Page 7 text:

THE KENCOLL 1 9 4 0 5 ... MHMIMMMMIMMIIIIIIIIIIIMOIMMIMIMill ' llIttMIIIIIIIIIIIMMIMillUIIMIIIMIIIMIMMItMMlMilMIHIIM i ---- “AMERICA DEL SUD” hast summer. I visited the West Indies and South America. h ' ach ])ort of call—Nassau, Jamaica, Havana, the ’ir ;in Islands, I’uerlo Kico, Trinidad, Pernamhuco. l,a (luaira, Santos and many other.s—was different, and fascinat- inj;ly interesting, h ' ach of the fifty-three days at sea on the gotxl ship “Rotterdam” was as idle or energetic as one cared to make it, or as the pas.sagc from summer to winter and hack to summer again left one the energy to attempt. Lazy days afloat alternateil with crowded days ashore. It was a liberal education to see geography come to life in tropical jungles, w.aving i)alm trees, banana plantations, coffee farms, and a winter sky whose guiding constellation was not the Rig Dipper, l)ut the Southern Cross; to experience mythology come to life in the holding of Father Neptune’s Court at the cro.ssing t)f the h ' (|ualor: to observe science in the making at the snake farm which prejmres anti-venom scrum; to see modern motor traffic streamlined along eight-lane houlevarded parkways in handsome Ituenos . ires; to hear S|)anish, Portuguese, Dutch, Ivnglish, and—“talkie talkie”: and to see and meet pco])le cjf many nationalities and colours and ways of living. In the light of e ’ents since my return. I have often recalled the cruiser I ' -xeter on patrol at Nassau, the .Aja.x visiting in the Itrazilian ])ort of Hahia, the cold south wind tossing waves of the South . ' tlantic off the La Plata river. During that c.xciting week-end in December of the Craf S] ee scuttling 1 pictured the bright Itusy city of Mt)ntevidco. its fine port, miles of beaches and marine drives, its ex(juisite Legislative Palace, the special j)rogramme in the schools for the “professores Norte—.Americanos”,and the evident popidarity and influence (jf the British minister to L ' ruguay, the Hon. Eugene Millington Drake. I have remembered the F ' nglish Club at Buenos . ircs: the warm likin g for people and thitigs British we encounteretl in that sj)lcndid capital of .Argentina; the reports of .Nazi activity in the capital of Itrazil, the magnificent harbour and city of Rio de Janeiro over which the Christ of the Corcovada stretches protecting arms; the anti-Nazi .Austrian refugees we met in Pernam¬ buco; the ( ' •erman cruise ship, the Cidumbus, at St. ' I ' hcmas; the i)ort imprt)vcments being rushed to cfjiupletion at Trinidad as the British oil depot of the Caribbean; the increasing fre iuency of lifeboat drill; the growing an.xiety as the ships radio brought us re])orts of the approach of war. Relief, therefore, mingled with regret as our neutral Dutch ship arrived safely in New ' ork. ()n that very morning the (ierman liner New ' t ' ork hurried away without her passengers, the Bremen came in for those few tense days before she made her flash for .Murmansk, and the .Norm.andie brought Miss Bondy home and then df)cke l in neutral safety beside the Queen Mary. It is a pictures(|ue and interesting new world down there in “.America del .‘sud.” 1 hope many of you will see it s mie day. I know you would enjoy it as greatly as 1 did. —.Aileen Noonan. READING AND QUOTING What a famous essayist says about his “trade.” and about the difficulties and pleasures of it, is worth a passing thought. Charles Ivlward .Montague, b ' uglish journalist and essayist, has written: “Certainly if you know as few bffoks as 1 do, and like them as much, you will find they stand by you surprisingly well. fJften they will strike in. spontaneously, to your aid when, without a season.dtle ‘iiuote’, ytm might pass for a dtimb- dog in the day of trial. “ ' I ' hat is how Charles Lamb read the Bible— for delight; and that is how Sir Walter Scott read Sliakespeare—for delight. “Quite early in the history of medicine, doctors found out that a man could digest food best, if he ate it with pleasure among clieerful friends. “So it is with hooks. You may devour them by the thousand, swiftly ami grimly, and yet remain the lean soul that you were. The onl} ' mental food will turn to new tissue within yoti, and build itself into your mind, is that which you eat with a good surge of joy, with surprise that anything so exciting and delightful should ever have been written. “ ' I ' ff be amused by what you read—that is the great s])ring of happy ([notations. .A|)art from professional writers, think of people who have Iiad the conventional “good education. ' I ' lie difference between them is the difference between those who were tickled by what they studied, and those who were not tickled in the slightest. ' I ' he former may have been arrant idlers in school, and yet you will find them, at forty or fifty years of age, making the most diverting applications of “classical tags” to common life and ])ublic affairs. The untickled may have won scholar- shi])s, but before they are thirty they are dead to what they studied in their youth. “V hat 1 mean by real reading is not skimming, not being able to say with the world, ‘()h, yes. I’ve read that,’ but reading again and again in all sorts of moods, with an increase of delight every time, till the thing becomes a i)art of your .system, and goes forth along with you to meet any new experiences you may have.” So says .Montague. Perha])s, like ' rouchstone one might add, “Learn of the wise, and perpend!” —Miss C. R. Hewitt.

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