Malvern Collegiate Institute - Muse Yearbook (Toronto, Ontario Canada)

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TH. fi .-lflfifi.-. .J THE STAFF Iy'fliiH1r-iz:-C'l1 inf luvnv BICNULTY .-lxsistuilf Editors RUTH Snizmnir IRVING PHILLIPS llomvrnx' BELL Ih'1ff1rln1wlf Eflitnrx Art .... ...... W1Li.1.n1 STICNVAI-l'l' Girls' Athletics ..... ....... R IADGE PRICE Stwial. ....., .......... I Domi: LEARIE Buys' Athletics ............... ROBERT PORTER H umnur ...... .... . .RALPH PITTIS Exchange ......... ........ E DWARD DICCLURE .1lfI1'ixnrg1 0j'1'iwvrs Miz. HURTON MR. TAYLUI: .llanzugers Husim-ss-linwL'f:1.As AUSTDN Adverti5ing4Gr.om:E WA'rsuN Cll'L'Ul21tlOll+FRANK Rook Ifurm Rvlwwsmlfflfirvs I. Spviiut-, li. Morin, O. Smith, K. Goodie, B. Fzi1'quh:i1', M. Graham, C. llfwm-i'. J. Nesbitt, M. Anderson, I.. Trory, J. Fui'co1'an, H. Finley, R. Buckhzim, G. 1 n-mu-, H. Meyers, C. Jones, E. Sheridan, G. Sanders, F. Cargill, I. Bloomer, .l. Vit-L-i'i, F. Mcflung, A. St-haiiiiler, S. St-holukir, R. Rownthwaite, J. Mk'Cl'll1l!11Oll, J. l mirr1, J. Harris, J. Latta, P. Lampert, G. Pearson. J. Armstrong, G. Sanders, J. 3ll'f.lUL'l', A. Ilmld, li. Stzinstii-lcl, M. Gutlfrey, T. Bennett, H. Gillis, N. Cotton, S. Wnlfi-, V. Westlake, A. Jaunhs, M. Tuye, J. Standing. A1l1'1'1'ffx.'lfy Sulivifrirs li. Fan-quliai', S. VVulfi-, K. Westlake, J. Latta, F. f'zxi'g'ill, J. Fcarn, R. Burk- hnm, ll. Rmvntliwaitc-, H. Vlziytun, J. f'oi'voi'ziii, J. Mcffrimmun, I-I. Finlay, I. Spf-ini-, la Stzinsiiulal, l.. Bird, A. VW-zithe'i'lJui'ii, K. Pittis, XV. Davidson, D. Bell, li. Sil Il2iI'fl. I. Phillips, J. Mc'f'luci'. :mi

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Kgggggg THE MUSE A MESSAGE FROM THE PRINCIPAL HEN this volume gets into your hands you will probably be thinking about the Easter examinations. Therefore, can I better use this space than by reminding you how to study, and by pointing out the difference between study and cramming? Cram- ming loads your brain with ideas partly understood and unrelated to other ideas in your mind. They are useless and soon fade from the memory. On the other hand studying consists of taking ideas, com- paring them with other ideas, and applying them. The first requisite for study is concentration. Probably more failures are due to lack of concentration than to any other cause. There is probably no student who has not the wish to learn, but there are many who have not suiiicient will-power to pay the price. Their Wish-bones are all right but they have weak Back-bones. They may strengthen their back-bones by thinking of the serious consequences of failure, by determining not to fail whatever the cost, by avoiding day-dreaming and by promptly checking mind-wandering. To aid in concentration you must be comfortable. Sitting at a table is better than in an arm-chair. You must avoid all distractionsg you must have a quiet room and see that there is no glare from the light. Next in importance is interestg in fact if the interest in the sub- ject is sufiiciently strong. concentration will follow. When reading make sure you understand the meaning of each section. Reproduce the thought in your own words, if necessary make notes. Before putting away the book reconstruct the whole lesson. re-reading any part that is not perfectly clear to you. Next to interest in the aids to study comes review-the daily review of each lesson taken up during the day. It will take but a few moments: you can do it on your way to or from school and during lunch periods. It is not what goes into your mind that counts, but what comes out of it. What comes out of it is your own and is the only part that stays in your memory. You have made it your own by thinking about it, by reconstructing it. and by giving expression to it. -CARL LEHMANN. E91

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THE MUSE 'I - f Kr ' f! i 3 I in A. . 'T' -. n Q at b ev.: ff ' V k UIQ, S 2 5 'I :AJ I i IV I Lulmwl rvniiiiilixzilliaau I EDITOR APPRECIATION OW many of us ever pause to consider the greatness of the effort put forth in providing schools for us? We should realize that public funds make provision for our modern buildings, their furnishings and the grounds on which they stand. After the cost of construction comes the maintenance, and when we take into account the caretakers, the repairs, water, gas, electricity and the many other supplies we can realize somewhat the extent of the work, the time and money which is expended on us. The sum of the annual salaries of teachers and instructors would probably astonish most of us. We can understand by reflecting on the cost of this vast endeavour how great a burden our citizens bear so that we may be educated prop- erly. At present our public and collegiate schools open the way to all culture for every student disposed to pursue learning. In addition, we are given time and support to enable us to take advantage of this tuition. If we wish to discover just how fortunate we are to be given this opportunity to develop our abilities. we need only to compare ourselves to one who must leave school and go to work at an early age. Our days do not become tedious nor monotonous. At Malvern we have a very short school day, with frequent changes and varia- tions: we have several courses to choose from and are not forced by necessity to enter into something we dislike. This is only one example of the advantages we enjoy which one who has to begin earning his living without a fair education is deprived of. That is one side of the question-the parents' and the taxpayers'. We shall consider our part. In the first place, we are too easily satis- fied to take the matter for granted. Secondly, we are not always fair to ourselves. In return for these grants we should be consistent in our regularity and punctuality: our future depends on the founda- tion which we are now building and we should be only too eager to gain as much knowledge as possible while the time and place permits. The universality of education to-day as an integral part of the upbringing of youth embraces a field that far surpasses any earlier system and seeks to provide for the needs of our future. Moral train- ing is recognized as being the first aim of education and therefore our schools, especially our public schools, take the responsibility of teach- ing us the fundamentals of good citizenship. Scholarship alone does not command the highest prizes, but when connected with social and tlll