Oakfield High School - Acorn Yearbook (Oakfield, ME)

Page 52 text:

LITERATURE RECALLED TO LIFE N a manner unique and supreme, Dickens, in The Tale of Two Cities, em- bellishes trivial facts to portray realistically the horror, bloodshed and grief existing during the French Revolution. One of his themes is Recalled To Life. Dickens acquaints one with the times by describing them in contrasting style-he says, It was the best of times, it was the Worst of times, it was the age of Wisdom, it wasthe age of foolishness,--. Then, England's disorderli- ness and injustice, along with burglaries and smuggling, are introduced. Erench conditions are far worse-weak rule, discontented people, countless scenes of innocents placed in tumbrils, fed to the merciless guillotine, and watched by stone-hearted spectators who enjoyed the process which left a figure minus a head! Having described the era generally, Dickens goes to Dover Road, over which three passengers were traveling. Since the horses seemed disturbed, the driver got out and. saw that a messenger had stopped to iind out if a Mr. Lorry were in the stage-coach, then he gave him a dispatch from Tellson's Bank. Lorry, enroute to Paris on business, told Jerry to reply, Recalled to Life. Jerry was so confused that he considered Lorry drunk and unconscious of the reply made, but Jerry didn't know that Lorry dreamed about freeing a forty- five-year-old man from his eighteenth year of imprisonment. The coach reached Dover, and Mr. Lorry went in the Royal George Hotel to the empty coffee-room, and pondered on how he could free that soul. When Lucie Manette came to him, he told her that he was going to free her father whom she thought dead. Dead? In a sense, for, an eighteen-year imprison- ment couldn't offer much for a full life. Then, they went to Defarge's wine- shop on a handy corner in Saint Antoine where wine was spilled on the streets, soaked up in rags, and squeezed into thirsty mouths. Defarge led them to a garret where Dr. Manette, making ladies' shoes, was kept. The venerable gentleman was so stunned by his daughter's appearance, that it was immaterial to him whether or not he was dug out -or shall we say, Recalled to Life? Rose Sapienza, English IV. 44

Page 51 text:

LITERATURE WHY STUDY ENGLISH? EW realize that the study of English is rapidly growing more important in the education of our youth-important because the study of English is the mastery of our language as a science, as a history, as a joy, and, last, but not least, as a tool. The presentation of English as a science is grammar and analyzing. We form a sentence and then it is ruthlessly torn apart to learn what lies hidden behind the words, to learn of their origin, and then to put the entire thing together again, having been fascinated by its construction. To establish the scientific manner in which composition is created, however, one should possess restraint and the ability to construct. The good writer should be an artist, but he cannot climb to such heights if he does not study the fundamentals and basic factors of English. Writers such as Shakespeare and Keith make it possible for even the poor man to follow through and understand the thoughts of his ancestors. Notable works in prose and verse supply us with the knowledge of centuries ago. Through English we study these and make stronger our understanding of to- day's history as well as that of our ancestors. Poetry, essay, story, and drama, each having its own nutriment or correc- tion, provides one with enjoyment and relief. At a moment of despair one can seek refuge in the lovable works of his loved authors by whose charms he re- fines and sweetens. The study of English touches off the match, but to keep the flame in existence, one should continue with the wee task of extensive reading. Finally, we use English as a tool. Our language is the fundamental means of communicating with others. We use it to maintain what we command, to express ourselves, our thoughts, and our feelings, and to peculiarly arouse a close association between individuals. The culture derived from studying English cannot be obtained from any other high school subjectg therefore, let us all diligently study English. Mary Angeles, English IV. 43

Page 53 text:

LIBRARY Library FOUR DUCKS IN A POND H OUR Ducks In a Pond, by Ruth Sawyer, is the story of a young girl, Tad Mason, whose hunger for life and fear of it battled in her for victory. Her father was a horrid, unclean, whining creature always complaining about his work on the farm: her mother was a tired, unkempt, irritable person who worked from dawn 'till dusk and yet never finished her tasks. The house was always in a clutter-dirty, greasy dishes stacked high in the kitchen, a sticky baby playing in the middle of the floor, swarming flies over everything, stale cooking odors prevailing, and dirt everywhere. In this murky atmosphere Tad had lived a daily life of hard unending toil for eighteen years, being the oldest of the eight Mason children. Tad was little and hollow-chestedg too gaunt to be pretty. She was now ready to leave this world for another-she was going away to State College. She hated her lifeg she compared it to the slimy, dirty duck pond behind their house. Ever since she could remember there had been dirty bedraggled ducks that raised every year a brood of fiuffy yellow ducklings who in their turn be- came more dirty ducks. The hopelessness of their cycle cut through Tad's sensibilities like a surgeon's knife. She wanted to get away from this existence but- What's the use, thought Tad. What's the use of trying to get out of it when you know something older, stronger than you, will pull you back in again? Both her father and mother objected to her going, only her oldest brother urged her on. One day she left. She walked down the narrow dusty lane eager to get away, yet- She happened to glance back at the duck pond, and it flung her a challenge, insolent and contemptuous: Go ahead, it said. See if you can get away from me. See if you can ever forget me! She had at college two staunch friends, Danny Herron, an Irish boy, and Bobby Campbell, her lively roommate. Both of them understood Tad and helped bring her out of her shell. She learned to swim, to dance, and how to dress. At the end of her first year, she was a happy, changed girl. She had cast from her mind the vivid details of the duck pond and was planning to spend the summer vacation at Bobby's home. She had her trunks all packed to leave for her much anticipated vacation when a letter came for her. It was from her father. Her mother was very ill and there was no money left, Tad must come home. There was not a moment's hesitation on Tad's partg she was going home-back to the duck pond. Joan Hint, English II. 45