Montreal High School - Magazine Yearbook (Montreal, Quebec Canada)

 - Class of 1929

Page 58 of 120

 

Montreal High School - Magazine Yearbook (Montreal, Quebec Canada) online collection, 1929 Edition, Page 58 of 120
Page 58 of 120



Montreal High School - Magazine Yearbook (Montreal, Quebec Canada) online collection, 1929 Edition, Page 57
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Montreal High School - Magazine Yearbook (Montreal, Quebec Canada) online collection, 1929 Edition, Page 59
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Page 58 text:

56 THE HIGH SCHOOL MAGAZINE A WEEKLY SORROW It was about the lovely close of a dreadful dreary day, There came a gentle hustle as all books were put away 5 Their owners had been working 'till they all felt stiff and sore, And now they all were just opposed to working any more. And as they sang about the task of gathering up their books, Each saw the others turn around, and cast disdainful looks, And thus it was on looking up that each became quite pale, To hear the teacher calmly quote her usual Weekly tale. Why, what is all the fuss about? the lesson is not through, Will you two girls please close your desks 5 this nonsense will not do, You do not seem to realize-although you will quite soon, That 'though it is just two o'clock, itls Wednes- day afternoon! SONNETTE ROSS, 9-2-B. IMAGINATION MAGINATION is that creative power which enables us to take parts of our conceptions and combine them so as to form images. These images are more select, more striking, more delightful, and altogether more expressive and emotional, than those which we behold with our eyes in nature. Imagination aims at results of a definite character. All the great works of Hction are founded on imagination. The exquisite scenes of Milton's Paradise Lost, as well as the writings of many other famous men and women, are all products of imagination Over twenty years ago, Jules Verne, a famous author of the time, wrote about ships sailing under the ocean. These stories were products of his imagination, and were at the time considered fiction, but to-day they are realities. Certainly Verne was not the inventor of submarines, but it may be that the idea was taken from his stories, who knows ? From early times, highly educated people have been trying to analyze life, as did Addison in his 'fVision of Mirzahf' This vision is a Wond- erful piece of contemplation, and is purely imaginative. Many of the luxuries which wc enjoy to-day, such as automobiles, tramcars, and electric lights, are due to the fact that certain men imagined these things, which at the time appeared impossible, just think of a vehicle running on wheels without a horse to pull it, or light being produced by merely turning a switch! Impossible! Nevertheless these men set to work and invented things which have proved not only a luxury, but a benefit to mankind. Without imagination the world could not have progressed as it has done. Many poor people are happy just imagining the pleasures and happiness which the future holds for them. Just think how dreary would be the life of many of these poor wretches if imagination did not exist to carry them into a dreamland of bliss. MARGARET MORRICE, 8-1-E.

Page 57 text:

THE HIGH Sci-roor. MAGAZINE 55 HINTS FOR EXAMINATIONS AM GIVING here some hints that I have picked up during my long and varied school career and which I think will be of use to those who have yet to pass through the school of hard knocks. They are as follows: 1-The Chiasmus.-This is a Latin figure of speech meaning a gap in thought. It is to be used only when the pupil is uncertain as to what follows g also, by means of it an answer may be quickly brought to a close if time is pressing. This figure of speech is specially suitable for Latin translations, Chemistry write-ups, and History questions. For example, if in a Latin examination you are asked to translate a cer- tain passage, this might be done: t'Although Caesar saw that Cxj he demanded hostages, or in Chemistry: 'LTO smelt iron, you take the ore Qxj this finished product is called steel , and again in History: HAt this time the Parlia- ment passed many laws such as Cxj, these laws were of great value to the countryf, The Chiasmus should be suitably designated, and a footnote running something like this should be put at the end: Please note the Chiasmus Cxjf' This may work with a certain type of master. Note the may and the certain,'. 2f-'-Referen.ces.-eefThis method is specially adapted to History, but may be used with some degree of success in other subjects. It is to be used when the pupil is doubtful whether his answer is complete enough, and he often is. QI speak with authority herel. For example, if his account of the rise of Prussia is rather incomplete, he may affix these words to the end of it: 'tFor further reference see Davis' Readings, page 279 et seq. 3.-Examples.-fAlways give light, amusing examples, as this will help to hearten the exam- iner. That is, if asked, say, for an example of a reducing-agent, give Hmules' hoofs as in La Mule du Pape . The pope's mule wished to reduce her tormentor to a wisp of smoke or flames, as the Greeks reduced Troy to ashes. S. WILLIAMS, 6-A. There was an old man named Whim, Who wanted to learn how to swim, He went to the river, And started to shiver, The vibration made him fall in! THELMA KYLE, 8-2-A. THE BOOKS OF BURDEN Take out the Books of Burden- Take out the worst you know- Go bind your brains to study, And donlt be quite so low 5 Go sit in moods of study, And try to concentrate- For all you have done lately Has brought you close to Fate. Take out the Books of Burden- In patience to abide, To escape the threat of terror, And make you have more pride, By open words and simple, And a hundred times made plain, To seek your own grave profit And see your hard-earned gain. Take out the Books of Burden! The teachers' wars of peace! They fill you with unknown knowledge, And bid your blankness cease, And when the time comes creeping, The end for which you're taught, Watch marks and lessons ending Bring all your hopes to naught. DONABELLE MARTI N, FRANCIS CASSIDY, -8-2-A. Note:--Apologies to Rudyard Kipling. .lf f Pg,KC'BgnnP5 6'b



Page 59 text:

THE HIGH SCHOOL MAGAZINE 57 HOW IT FEELS TO BE A SUPER ET us begin by explaining the word super',. It is a corruption of the word Hsupernumer- ary , one of the mob or crowd of people in a stage production. In motion picture argot, they are known as Uextrasn. In this case, the stage production was f'Julius Caesar . An offer had come to the sixth form boys through Mr. McBain. The Stratford-Upon- Avon Festival Company were to give a few of Shakespeare's plays in Montreal. For these plays a number of supers would be required. The offer of playing as supers in these plays was accordingly made to us. Most of us accept- ed, and we soon took part in the plays Richard III and Julius Caesaru. Cf Richard III I do not care to write, since I was so busy that I do not remember much. I had a much more leisurely time in Julius Caesar , and so had more time to look about. Before my debut, imagining somehow that I was really of importance to the company, I practised taking curtain bows and signing autograph albums in an offhand manner for enthusiastic admirers. Came the Dawn! I made my way on Saturday afternoon to the Princess Theatre determined to play Julius Caesar as it had never been played before. I arrived at the stage door to find the rest of my comrades in various stages of cold feet 3 and, to cheer them up, I told them about the things they should not do. We all had a very agreeable time until Mr. Bridges Adams, the director of the company, who had already rehearsed us, took us in hand and led us down to the costume room, directly under the stage. Here a rather lugubrious individual distributed the costumes. Yours truly received a piece of red cloth about the size of an ordinary handker- chief, and was informed that That's all there is, they ain't no more. Blushing furiously, I changed into my costume, and when we were all finished, we turned around to look at each other. After the hysterical laughter had some- what died down, we went on the stage to await the curtain, and to have a little chat with some of the actors. They were a very pleasant lot of people, and gave us various tips on stage deport- ment, facial expression, etc. Suddenly, all the lights flashed out twice, as a signal to the actors that the overture was to begin. We were told by the stage manager that the orchestra would play two bars of C Canada and the curtain would rise immediately after. Suddenly the band crashed into music. The whole group of amateurs jumped like startled deer. The band rounded off the first bar, while we fidgeted nervously back-stage, trying to control our shivering legs. The stage manager, over at the switchboard, with his hand on the curtain lever, hushed the whispering, and one of the tribunes took one last puff at his cigarette and threw it away. All of a sudden, the band finished with one last flourish, and the curtain rose, presenting the revolting spectacle to the astonished audience. The footlights glared in our faces, and the play was on! When the tribune spoke, I wondered at the strangeness of those words which I had formerly known only in black print. It seemed almost a sacrilege to speak those words to gestures, as the actors did. Somehow, they became human, slowly but surely-so different from the lines of poetry we had to study at school. It was easy to support the tribune, for, spoken with the ordinary ges- tures, his words seemed perfectly natural, The scene was soon ended, and we flocked off to compare our feelings and express our relief at getting through so easily. We promptly took up our positions right in the way of the stage hands, who were changing the scenery. After several vituperative encounters, we moved en masse to the stairs and sat down to restore our equanimity. As soon as we were all settled comfortably, somebody bustled in and announ- ced that the next scene was about to begin. Of course there is not space enough to tell everything, so I shall touch only the high spots. After one scene, I came off with my hands rather dirty, for I had leaned against a rather dusty back-d1'op. Seeing what looked to me like a fingerbowl, I put my fingers in. When I withdrew them, they dripped blood! I almost shrieked for an ambulance, but restrained myself sufficiently to investigate further. I found it to be red ink, used in the scene where Caesar is stabbed, murdered, assassinated and otherwise killed. Imagine my relief! My next shock was seeing Caesar, or rather the man who played him, gazing at his wrist watch while out on the stage. He did it swiftly and secretly, but still I thought the audience

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