St Clare High School - Je Me Souviens Yearbook (Woonsocket, RI)

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SO I to the bathroom vsrth yet unsteady step whereupon a ubrant stroke of the cy mbal stuns qulte as much as a dash of rcy water on a sleepy face Soon a chromatlc descent from a jubllant F to a graxe C suggests a glldlng down to the breakfast room There the slpplng of coffee and the munchlng of a doughnut are expressed by a lyrlc melody sustamed by xroltn and clarrnet 'I hls Andante develops mto 1 theme of a rather agntated nature when a trumpet toots a call slmllar to that of a school bus Naturally an accelerando out through the front door follows Fxnally Estudnantlna rs on her was to school the mellow voice of a B flat saxophone approxes of the fact A carefree frollcklng 9cher7o characterlles the opemng bars of the thxrd movement After a pl77lC3IO passage for the strlngs arco strokes brlng forth a melody whlch relapses unto an Andantlno for the noon hour wtth nts sletpplng and laughter soon gnes vsay to more recollectlon and more reasonlng Further a pleasmg modulatlon xntroduces a straln of a 111 eller and more rhythmlc tempo Behold l rvmg lmes as parellel as those of the staff are moung ln strlct cadence gym exerclses are rn full svx ay A trumpet call blarlng and declslve mterrupts the act1v1t1es and dlsperses the group whlle fragments of an early theme 1f1CllC3TL that soon home l1fe IS to be resumed Fmally the composltron offers an Allegro as preamble to the closmg straln whereln 1 syncopated effect predomxnates Could ll be that Estudrantma IS lendmg a wlllmg ear to swung numbers our the radro as 1 drversron from CICCIOP But an unlooleed for transltron raptdly swells mto a XIIVBCC wrth an Allargando end1ng to prevent too abrupt a stop Mental alertness IS called for as a lrterary asslgnment must be Hnlshed before checkmg up on the day s w ork rn the presence of the all understandmg lVl1ster I Asst ,J -'lf0l+ 4 l 4 1 - e ell: Vll: UVl5NS r' v1 1 r 1 r' 1 - v ' v , 1 . x . . 7 X . , . 1 1 I ' 1 l 1 L1 1 r L I Q ' 1 1 ' 1 1 1 I 1 1 1 1 e . .. Q. - 4 V t . e e . r 1 v ' 1 . . . . I 11 . j .r . . . 1 , . v V 1 h . . . N . ,Y,., x . l I ' 1 1 1 v ' 1- ' 1 I 1 . V 1 1 1 1 1 . . ,, . ,, x Y, X . . y . . . 1 . 7 V . , . . . . . . , 1 1 1 1 V E ' 1 r e . D. ..1. 42 ff

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JE ME SOUVIENSH A Student s Symphony The members of Saint Clare s Orchestra submit to the approval of their schoolmates the structural design of a Symphony dedicated to the departing graduates Its themes though not unfamiliar ones may recall a path treaded hand in hand The opening movement of the score IS heralded by a strident and prolonged trill from the oboe winding up in a daring crash from the percussion section We are transferred as though by magic to a co7y bedroom at a time considered as early dawn. when a persistent ring from a dutiful alarm clock summons to Work. In blissfully soothing strains the tender reed instruments then enter upon the main theme and convey the assurance th1t the day s first and foremost trial has already ascended to Heaven on vs ings of prayer. A short episode given out by the flutes and punctuated by the full orchestra leads to the second theme, swifter than the first. Our heroine finds her way 692-

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JE ME SOUVIENS Vern, Vldl V1C1 Vem Yes I came to the first Latln sessron four years ago wonderlng whether the study of th1s language would ever fascmate me or not The experl enced students of the hrgher classes had generously suppl1ed me wlth comments both pro and con Latm NVell All you haye to do IS to swallow a dlctronary and a book of rules and you re O K O To tell you the truth four years of I atm rs a waste of tlme You mlght as well read a good Enghsh verslon of the Latln works It s the same story so what s the dlfferencep Of course rf you have any knack for languages go rlght ahead Best w1shes Others were more encouraglng but I could not derlve any substantxal 1n formatlon whatsoever from the1r confus d cr1t1c1sm Dec1d1ng to see for myself what secrets th1s dead language concealed from me I greeted the Prrmary Lat1n Grammar wth a doubtful sm1le Vldl Yes I saw lrttle by llttle what the study of I,at1n means what mrsery rt brlngs to a HOVICL 1n translat1on Caesar who exerted hrmself to stamp he fact upon our consclousness that all Gaul IS d1v1ded xnto three parts and who sent our young mlnds through such contortlons of Indnrect Drscourse and Ablatxye Absolutes to polnt out that he consolldated the three parts together agaxn by brmgmg them under Roman control Crcero who 1n pollshed perlodlc sentences flayed Catlllne or pralsed hlmself ln over modest self deprecratlons Vergrl and Ovld whose mythologrcal poetrv IS laden w1th poet1c frgures and om1ss1ons all baffled me How often dxd I struggle to find the CXII from a labyr1nth of entangled Latm words I-low often d1d I despalr of my ab1l1ty to master th1s language l1v1ng only by 1ts prec1ous llterature And yet I kept VICI Yes I conquered for now the ve1l has lrfted from my eyes and the numerous advantages I.at1n offers to an earnest student stand revealed I atm IS of great servlce 1n many other l1ngu1st1c SfUd19S for 1ts grammar and vocabulary haye stood as models for several modern languages It trams our mlnds to reflect and lf develops a strong sense of observat1on A knowledge of the customs and htstory of the Romans IS 1mparted to us by the most rel1able sources of rnformatlon Wrth Latln as a classlcal background one may more eas1ly achleye success rn other flelds Vluch toll and occas1onal farlure haye not been ln yaln The day that wlll put an end to my I-Ilgh School Isatln Course rs near and I haye learnt to find beauty and pleasure 1n the Roman manuscrlpts the perfect models of survlylng lrterature JACQUELAP Pexrfz 41 9-lf .. Y. ll . . . . .11 .. 5 Z V Y Y Y Y Y Y , X 'S I W V 7 .. Y- .. YY A, . P Y . . Y Y I- IA 1 Y Y . Y Y. . Y Y Y . . Y - - YY Y Y ,Y Y Y , Y . . 1. Y Y L . H . . . . ,, . L Y Y Y Y Y - . . . Y, Y , - - Y l 7 7 7 J . . , . . .. Y . . . . . . , Y Y Y Y ' .. l ' 3 Y V YY Y Y Y 1 Y Y Y v v ' ' - . , r . , . 1 ii..-