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

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DREAM OF LOST LOVE Time's tenderless It cut me to the core. The wounds are still sore And loverless. I-Ier tenderness Is meant for me no more. Now I can't adore Her loveliness. Never could, Only a lost idol. A broken dream, Of burnt wood. Gordon J. Paul WHAT MATTERS A girl that I know, knew before I saw liked before I saw. Imagine what she looks like it really does not matter I know her already and appearance will not matter Her looks do not attract me but her personality I meet her I am attracted much like a magnet lt is not her looks but character No Aphrodite but beautiful to me. Al D. Hicks JAN US As I sat staring out Of sad glassy eyes My mind spinning roundabout l finally began to realize What it was all about. This thing, after all, wasn't hard For time and time before I asked myself over and over And countless ages did I explore Before the day that I met her to recognize. Of all emotion, why love was so superior. And that day I cannot forget Because from it sprang the answer To the question so often put forth by any lover To her I am endlessly in debt. For the first time In the span of my life My hope did climb And no more did I feel the strife. And through the years To each other we grow so dear From the times of cheer To the times when we each shed And now when I think Of what we used to share My heart almost seems to shrink Yet the pain, I must bear. H leaf. THE PROMISE A beautiful Virgin Bride in white She is quite Peaceful Dead. Careful, Slowly, Her groom opens her long gown to reveal her true self warm green alive She holds the promise S. Beatty Poth

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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 . Xlicliacl l'tckcisgill

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A POEM ABOUT HOMEWORK QNO help from parentsj If I come into school with my homework not done the teacher screams and yells. But if I come to school with my homework DONE the teacher says l've done well Staying after school with my homework not done is no fun I assure you of that But at least Mr. Hookey isn't that mean hc would give you the Cricket Bat When he calls you up to sign your file you feel like breaking his neck But at least I'm not like some other kids who always get in heck When I sit down to do my math I feel like throwing up But it's better than being with Mr. McElroy who always says, You've got C.L.U.P.! English Lit is another subject I can't stand even more Because I think reading and writing is such a dreadful bore Science is a kinda good subject because it explains why But when Mr. Hookey says we have homework in it I could punch someone in the eye Social Studies how I hate it because it explains why And also when we have homework in it I feel like I could die I like gym because there's no homework in that subject - oh certainly not But when we're finished with a good workout we're sweating and hot I am very sorry I didn't do my homework that is true But if you excuse me now I'vc done I8 lines and I am through. Jake Moore l f 4 l I ,N frrexx-J , , I I 'll' If 1 A g MIEQEZQ? I lf' X I t I fl J I lfffi I fill! I .1 AN f it if W - M I II .lf K lr l I' ,I it , fs I i l ict-I I f f EI fr-za? l lv X i' ll l O A cy I- In Ki U IMS' -W! W6 Maur 94' Ut,-1.1 '