Morris High School - Yearbook (Bronx, NY)

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ZBILIEHUE Kit CHARACTERS Loquacious Nerve.. .A student of the Corris High School blessed with much nerve and an extensive vocab- ulary. Miss M ox ......,. Secretary in the Corris High School. Mr. Wyue ...,., . .Latin teacher in the Corris High School. Miss Braulce ...... German teacher in the Corris High School. Mr. Beubigh ...... Principal of the Corris High School. Bill Joues I Charles White ' ' . . . . . . . . .Students in the Corris High School. SITUATION: Loquacious Nerve had been to an affair the night before. Therefore, the day after, homework had he none. But as he arose at ten minutes before nine, decided Loquacious to bluff, SCENE I. The secretarg's ojice in Corris High School. Loquacious Nerve enters with a haughty strut. Miss Move: Why are you late? Loquacious: What? I? Late? Miss M ox: No, not very, very lateg only twenty-five minutes. Tell me why you are so late. Loquacious: Late? Yes, Yes-YeswIt was in this manner, or to use the words and epithet- Miss M ox: Come to the point, will you? Loquacious: Very well. Here is the reason: As I did not shake the sleep of the just from my most humble lids until the hour was nearer nine than half-past eight, this beauteous morn, and as I did not concentrate enough velocity into those organs which give me the power of locomotion, I was unable to arrive at my destination with as much rapidity as I otherwise would have been able to do. Therefore my lateness. Miss M ox: Have you finished? Louqacious: Oh, no! Will this soliloquy, although ten- Miss M ox: 'Tis enough. Two weeks in the late room. SCENE II. Five minutes later. A Latin room in the Corris High School. Enter Loquacious Nerve. Mr. Wgue: Well, well! Look who comes to midst! Have you written your homework? Loquacious: Why, good morning, good morning, Mr. Wyne. There are a few things about to-dayis translation which I know not. 24

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lIll 'l' il 'l' ill THE DEATH lf? 'Sill llllmfmll Ilh.m.ll CWith Apologies to Nathcmicl Ilawthornej JUDGE PYNCHEON is sitting in the great ancestral chair looking fixcdly at his heavy watchg but his thoughts are far removed from that ancient timepiece. Can Clifford tell him anything definite about the deeds to those vast, rich lands in the East? If he can wrest this secret from Clifford, how can he best obtain, by fair or foul means, the estate from its present owners? With such great wealth at his disposal will he not be able to bribe the most power- ful politicians in the state? NVill not Governor Pyncheon then become a reality? Finally, how can he get rid of Clifford without drawing the slightest suspicion upon himself? These questions are running through Judge Pyneheonls mind. Suddenly he raises his eyes and strangely enough, they rest upon the portrait of the stern founder of the Pyncheon house. What! is it possible that Judge Pynchcongthe hard, unflinching man, who believes in nothing supcrnaturalfcan it be possible that Judge Pyncheon sees a man, clothed in thc apparel of a laborer, stepping forth from behind the portrait? But look, Judge Pyncheonl The man is approaching you. Nearer and nearer he comesg his lips are moving, f'And God shall give you blood to drinkf' they seem to say. Why do you sit so quietly? Why do you stare so vacantly? He is drawing a long, thin sword froni behind himg he is towering above you! But suddenly he draws back. HAh, God has given him blood to drinkin he mutters as Judge Pyncheon falls forward to the floor. ANNA JOSEPHS-ON, '14. 23

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BLUFFING IT Jlr. Wyne: Nothing unusual. But what about your written homework? Loquacious Qafter noting that the period bell would ring in three minutesj: The present infinitive means to, plus the verb, therefore Hdicat eos faceren means he says them to make, but that does not seem to be correct. So having expounded my theory and hypothesis, will you not use your coneentrativeness and convert this dilemma into a comprehensible statement? Mr. Wyrie: Yes, I Will. You have not studied your grammar for had you, you would know all about the indirect discourse. Therefore, one zero. You have not prepared your translations, for the Whole passage is translated in the notes. So you get an other zero. Thirdly you receive another sphere for not giving me your written Work. And finally you may come to see me after school for the rest of the week, for Wasting the time of the class. Loquacious: But my presence is required in the late room at two-thirty. Mr. Wyue: Very good. I have a class until a quarter past three. Come to me after that. Period Bell: Dong. SCENE III. A German room in the Corris High School. Loquacious Nerve sealed. Miss Braucke: Is Nerve here? Loquacious: Why surely! Without any miscomprehensiveness of your ques- M iss Braiicke: Stop, stop! Why did you not report to me this morning? Sprechen Sie Deutsch. Loquacious: Ga-ich-ich-sind-Well, my dear Miss Branke, in as much as the epithetical phraseology of the no doubtw Miss Branlce: Werden Sie Deutsch sprechen? Loquacious: Ga-and as I was about to state, the mediocrity of- llliss Brauke: Stop! This is more than enough. Do not forget to come to me every afternoon this week and next. Loquacious: But I have to stay in with other teachers until four o'clock. Miss Branke: Then come to me after that. SCENE IV. Ten minutes later. The luncheon period in the Corris High School. Loquacious and friends sauuteririg in the hall. Bill J ones Charles White Why thy gloom, Nerve? 25