Royal St Georges College - Georgian Yearbook (Toronto, Ontario Canada)

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Harold the Turkey was out behind the house eating and won- dering. He could not understand why all of a sudden his daily rations had been more than tripled. For the past three weeks, he had been getting nothing but crumbs, and suddenly he was getting three plates of leftovers every day. He could not under- stand it. The snow had begun to fall early this week. Maybe they were trying to fatten him up to keep him warm. That couldn't be it or they would have left him in the house. They must have some reason, but what could it be? Harold went on eating and wondering for several days until one day he overheard the people in the house. The man was talking to the woman. Harold could not understand the words but the gestures were enough to put him into a coma. The man had just pointed to Harold, to his belly, and finally to the pot. Harold pan- icked. They were going to put him into a stew. At least that was what they thought. Harold noticed that the man had left his wire cutters TURKEY STEW on the other side of the fence, and Harold could reach it with ease. In a couple of minutes, he had it on his side and he rushed over to the house. He dug a hole and dropped the cutters into it and replaced the snow. The next morning when he woke up, he saw the man on his hands and knees crawling around the yard. He must have found that the clippers were missing. Would he look under Harold's hut. After half an hour, he had not. He went inside. He had given up. Harold breathed a sigh of relief and went on eating. He thought that the more he ate, the fatter he would become and the bigger the hole in the fence would have to be, and therefore the more noticeable it would be. He must go on a diet and begin work immediately. Christmas was coming fast! To lose weight, Harold had to go on a strict diet and body-building course at which he was very successful. Each day, he was losing more and more weight. Then one day he tried to get through the hole. Be- lieve it or not, he did fit. He was so excited that he did not know what to do, so he ran into his house to pack and noticed that he was not a moment too soon for it was already Christmas. He quickly packed and ran through the hole in the fence. He was walking down the driveway thinking to himself how lucky he was when he noticed the farmer coming out of the house with a box in his hand. Harold took it as his coffin and so began to run. This caused his be- longings to bang together hard enough so that the farmer could hear. He ran and caught up to Harold because the turkey's legs were no match for the man's. The man brought Harold into the house. Harold began saying his prayers. The man brought him over to the pot and took a small bowl, filled it with stew and gave it to the animal. Then he opened the box and produced a new bowl for Harold. The man gave it to him and said, Merry Christmas, Harold. Harold thought to him- self how lucky he was not to have escaped. Karl Gerulath l ' Ai 1' ' I gg f C 42' f 1? fl re f' , zgfiwtys. L . f , an : qi . - 'f' 1 ! fi7 if f fQf2?fr23f9f9Q-QW'-t.f,f' 'llllulwill - H ft ef 4- ,wi-it f 1 7, f 'gg-r?ffif?gWfWfZ f W 'l tlll'qy?? '1.. f . 2 f if 1-E2-7412+ -2W?'l',1,alf'l''.E,,'i' ft . . T 571 - I -.H f .ziggy 4 Q ipwi A ist' uyrscz 5-bs f f 2 fa Z' I fi-Qt-ll9'.1.-fgIt.i.:1V-pqi...ii tg: -. X gy , ,gqggi f V i -Y .ie,,k,,,,.r4-.,, t,y.l,:,W...ulil:Nttl,.,fl:Q- gf ll pr! . . I77 .: V, il.-il .-nh-..alllllllc, 'ttt',,,,,,-'1I,'w,3W .V gg i: 4' , ff, 4 if ' ,cw f W ll' il'l -' 77-222. at ' .4 f 4' tl at A ,. ,- f . , i. ,l wf, 1' 1 -' I I. '. rl, f, f, --.. ' W 'ji KZ ' fi- . ' .71 V ii j Q lllgsigd -I-l rf ff, 4 x ia-r iff W' 4 f WM: ' . -, 3. '5--'X -V e 'A f i ff , -' ' 7 -QI' g ,f. ,Z f ll ,ft l.' ,' EUI f1.l'- yyvfl' i Q 22, f v i , p ffl ,fffilg lla' It K will ' QZJW .T f 1 Q, pl, ,wdttl-is lf: Z-'L-gint,-,gllm , aff . ,, .af 'f' .4iW1a. fe , H 2 ' . I 126

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BARTONSHIRE TOWERS It was several weeks after the Headmaster's heart attack which left him severely mentally and physically disabled so that he eventually passed away. His passing, however, came all too late as the Board of Governors had had a change and did not appoint the Assistant Headmaster, Mr. Bradwick, also the director of music, but imported Dr. and Mrs. Haughtie to be the First Family. With the retirement of Mr. Limbetage also came the appointment of Mr. Incline as assistant to the Headmaster. Their first meeting in the Guild Room of the College was to tell of things to come. All the new appointees were present as well as Mr. Bradwick and Mr. Curr. Do you reside at the college, Mr. Bradwick'?, asked Mrs. Haughtie. Mr. Bradwick explained that he lived only a short distance away in his own abode. Mrs. Haughtie said she and her husband both agreed that there was far too much travelling and that practically all the staff and even some students were driving to the College. We believe this is a disgrace. Can these people not rise an hour earlier and walk? Surely, these people appear healthy! Mrs. Haughtie then proceeded to ask if every student in the school was required to recite catechism. Mr. Curr's reply was that chapel is attended three times weekly. Surely, this is not enough! Ten minutes in the morning is hardly catechism, replied Mrs. Haughtie. Mr. Incline brought it to the attention that heating was inadequate and dilapidated. Indeed the buildings of Dee House and Mustard Hall are abhorent and appear to be falling to pieces. 11181 Good heavens! , exclaimed Mr. Curr. I don't think I shall ever like that Mr. Incline , said Mr. Bradwick softly. Like him! , roared Mr. Curr. He glanced up at the chapel roof as the two of them returned to Founding Hall. The pigeons became silent on the tarmac. Mrs. Haughtie is a bitch. Her husband is a puppet: he said hardly a word throughout our conversation. Don't tell anyone. Nepotism is high. That Haughtie is some nephew of someone on the Board. What are we to do with him? Mr. Curr had no reply to this question. This new Headmaster of Bartonshire College is the worst thing that could have happened. There are other pressing matters other than the hot water. What about the poor students? , cried Mr. Curr. Indeed the question of who would be stewards in the fall as well as who would be Head Steward was yet to be decided. Mr. Incline, in his part-time teaching soon learned that one particular student's father owned the large local newspaper chain, the Uranus. If Mr. Incline could succeed in installing this boy as Head Steward, he might be able to win the support of his father making it easy for him to obtain favourable reports in the Uranus. Lester Hiraki FRENCH IN THE ENGLISH SCHOGL SYSTEM Canada is supposed to be a bilingual country. The two languages are French and Iznglish. It is theretorc important, or should be important, for the Iinghsh population to be able to speak French. The question is: Can a child learn French without immersion'. ' The obvious answer is yes. It is mandatory for all schools to run a French programme. But is this programme adequate? Because of my experiences in C'anada's tvvo types of schools, I have made some conclnsioiis. Let's take an example of an English skier standing at the bottom of a ski hill in Quebec. This child has been educated in an English school. Novv, a Frenchman comes up to him and asks him for directions. The child shrugs his shoulders or turns for support from his family. This is not because the child does not knovv any French, but because he has never learned hovv to speak the language. The idea of understanding French is because of the French population, but vvhat good is it if you cannot speak to the French people? Another point is pronunciation. In the English programmes, students must learn the very important vowel sounds by themselves. In immersion, the pupils are taught pronunciation before vocabulary. In the French classes of the English schools, one learns pages and pages of French vvords and their English equivalents. It's the same as taking a university translation course at an elementary school level. This is not vocabulary. To have a word in your vocabulary, you must know not only its spelling but its uses. When it comes to conversing, knowing a lot of translation does not help. First, you must translate what your questionner is asking. Then, yoti must think of an answer before translating it back into French and answering. By this time, it is easy to become nervous and clutch. In immersion, one is forced to speak French constantly, so when you hear a vvord you think of its FRENCH definition. ln English schools, the pupils are not exposed to enough of the spoken language, and this does not help thc children in thinking in French. A very important and refined part of speech in the French language is the verb. Working vsiih verbs is difficult in French. There are tvvicc as many verbs .is English-speakirig children are accustomed to. and many of these take various forms -- both regular and irregular. Because of this, close to half of the I-'rench periods in immersion schools are used in learning verbs and their forms. But in the English schools. ncvt to no time is spent with learning verbs. With these points, I leave yoti to guess my ansvver to the question. Petit-on apprendre assel bien la langue francaise dans les ecoles anglaises? I figure that these points tell why courses in immersion schools are called francais and in English schools are called I iench . 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