Lowe High School - Towers Yearbook (Windsor, Ontario Canada)

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The Windsor-Walkerville Technical School Year Book 21 WE—OURSELVES ’Tis so funny, folks, How people can hear! But of course that’s because Of our little wee ear. And when out comes our compact, Nobody knows What a difference some powder Will mean to our nose. And sometimes things hapjien That make us all cry: And tears, just like rain drops. Stream down from each eye. Then to aid us in travelling We have two things called feet: Some people have big ones While others are neat. Our feet are a foundation To hold up our legs; Some people have fat ones While some are like pegs. On our heads we have hair, Nobody knows why; Some people insist That it grows when you die. To feel with we ' re given A whole lot of lingers; Don’t touch a hot stove Or you’ll find the burn lingers. And then we have arms Attached to our hands; There are different kinds— All sorts of brands. And then there’s a mouth Near the end of our face; Sometimes we say things That are quite out of place. At the bottom there lies. What we call a chin, Where a dimple dwells Every time that we grin. In our head there is something, I cannot explain; It has a large meaning And we call it “the brain.’’ ELEANOR BURKE, C2A. ACHOO! ACHOO! “Oh, Anna, will you please refrain From talking in this room? For if you don’t your class-mates will Be weeping round your tomb.’’ It was the teacher who spake thus. Her look made Anna freeze! Then in that, awful silence, There came a mighty sneeze! Once, twice, three times it rang. Then ended with a screech. And the whole class said in unison That sounds just like Jean Keech.” Jean Keech it was—so if you hear. When everything’s serene, Something between a sneeze and a screech, You’ll know that that is Jean. IRENE BELL, C2A. -o - THAT LITTLE LAKE OF MINE Quiet and beautiful the silence reigns Round that little lake of mine; Tranquil and shining in its depths I see Images of sky and tree. Healing and soothing it repels all pains; Mourning is done and joy is mine; Pleasure and cheerful hope and sweet relief Take the place of tears and grief. Round that little lake of mine. FLORENCE DONALDSON, C2B. -o- THE VALUE OF SUPPLEMEN¬ TARY READING First Prize Essay Shirley Hetherington, Com. Spec. While supplementary reading is on the curriculum of almost all schools at the present time, do stu¬ dents regard this course in reading as merely an extra study with which they are burdened, or do they regard it as a useful guide

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20 The Windsor-Walkcrvillc Technical School Year Book Mysterious world! How rapidly you change The dreary darkness into roseate light; E’en thus, when I’m with you, my dearest friend. All rhy dark hours assume a radi¬ ance bright. -o- YEAR HOOK MEMORIES A blot of ink here, A name written there, The cover all finger prints. She doesn’t care. They’re memories of Tech; And the good times she had; Just to look back over them. Makes her feel sad. The book is a treasure To her mind, so dear; As she turns the page over. She loses a tear. Her eyelids are closing. She lets the book fall. As she sleeps toward dreamland. She hears a voice call. E And before her are pictures, Of memories long past; Rut nobody knows How long they will last. So while she is happy. We’ll all steal away. That she may dream onward. And Tech thoughts may stay. ELEANOR BURKE, C2A. -o- COURAGE To the temple of Buddha, Through old China’s fog. They bore the infidel devil. The unbelieving dog. They swore that, he would bow Before their idol bright; They did not know the white man Or his capacity for fight. When they reached the temple They spat upon his face; He tugged upon his bonds And thought of distant Grace. Me strained his mighty sinews. His bonds he tore apart, He seized a giant sword And fought with all his heart. Three yellow men were dead In a pool of living gore; His sword flashed in an arc Cutting down another four. % He is sorely wounded; The blood runs in his eyes; The yellow pack around him Send forth exultant cries. He clears a space around him And totters on his feet; With a grim smile on his face His Creator he goes to meet. For the honour of his country. For the glory of his race, He died a noble death Which time cannot efface. Ry ALLAN MUIR. C3R. -o- “TECH” What is greater far than fame? What ranks higher than honoured name? What makes us wish to play the game? Love of Tech! What makes our hopes mount to the skies? What makes us all wish we were wise? What else could make our spirits rise, Save love of Tech? When we have gone to face the world, Why will rare visions be unfurled Of the school adored by boy and girl? Love of Tech! RENEE SKLASH, C. Special

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22 The Windsor-Walkerville Technical School Year Book to all future reading? For such should be its aim. Place a book of real literary merit into the hands of a young person, and it should leave its mark on his mind; it should form a contrast to the mod¬ ern trash” so often digested by our boys and girls: it should de¬ velop his taste for good books so that he will feel the shallowness of the poorer class. Nor do I advocate that all books on the list are suitable for all pu¬ pils. Remember that just as a child learns to walk before he learns to run, so pupils must mas¬ ter the easier books before they cope with the more difficult. I be¬ lieve the mistake is often made of attempting to read a book whose style is too heavy or whose think¬ ing is too profound for the reader’s mind to comprehend. Such read¬ ing is a hindrance rather than a help, as the pupil becomes prejudi¬ ced against this type of book at the start, and is more than likely to retreat to something of Zane Grey’s or of Ethel M. Dell ' s. For example, I should not advise a first- form student who has had little experience in reading to begin with Milton’s “Paradise Lost” or with Carlyle’s “Sartor Resartus.” Let him content himself with Tenny¬ son, or with the simple biography of some well-known nian. Briefly, I say, supplementary reading should develop the taste for good books, and when there are far more good books in the world than any one individual can possibly read, what is the need of dabbling with trash? As Ruskin says: “If you read this you cannot read that—what you lose today you cannot gain tomorrow. Will you go and gossip with your house¬ maid when you may talk with queens and kings—or jostle with the common crowd for entrance here and audience there, while all the while this eternal court is open to you?” Reading is not merely a light pastime—just as exercise develops the body, so reading should develop the mind and soul. And remember, to say that a book is popular is not to say that it is good; the taste of the majority is not what it should be: it is the sensational, the blood-heating that they desire—this style of writing serves the purpose of strong drink, it merely stimulates, it does not. nourish. A book is nothing which does not call forth the power of thought, whose author does not have a thorough understanding of the passions and aspirations of great men. And do not think that it matters how long you take to read a book. Do not read straight ahead — pause; ask yourself why the author said that particular thing: jot down any criticism you may make; try to estimate the value of the book as a whole and then compare your estimation with that of some real literary critic. Always have a dictionary at hand —you will be surprised how T quick¬ ly you can increase your vocabul¬ ary. Do I recommend fiction or non¬ fiction?—both; fiction to stimulate the imagination, non-fiction to in¬ crease the extent of the learning, and both to facilitate the expres¬ sion of thought. Are you fond of history? Many students are not, yet why should heroes of fiction, mere creations of the imagination, make more appeal to the reader than the great flesh-and-blood her¬ oes of the past? What could be more thrilling than the deeds of real, live people? If you do not like history, go to the juvenile de¬ partment of the library, get a book of history which contains many il¬ lustrations—some of these books are written more after the manner of a fairy-story than of history— and try to enjoy it with unpreju¬ diced mind. If you are once able to grasp the human element of history, to feel that these figures were, after all, merely poor, weak human beings with hopes and as¬ pirations as your own, I believe that events in history will become gripping, enthralling. I mention