Sydney Academy - Record Yearbook (Sydney, Australia)

Page 47 text:

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Page 46 text:

PRINCIPAL 'S MESSAG-E ' Students who read this, the Record for 1.950, will be interested to know that the students of the year 1900 also published a Record. Even then the Record was an institution of some year 's standing. The Academy of 1900 could well be proud of its initiaitive and enter- prise. The school was small. Twenty-two pupils were enrolled i11 Grade Ten. CThis year's enrolment is 258.D The Grade Eleven class numbered eight. QThis year's class numbers 211.5 T'here were no Grade Twelve students, but thirty-two students in Grade Nine were of the student body. Small though it was, the Academy of 1900 could publish a school paper that will bear compar- ison with this issue of 1950. Tfo students of today the year 1900 may seem incredibly remote in time, and the Academy of that year to have more in common with Plato 's Academy than with Sydney Academy of 1950. But I suspect that the student of 1900 was much like his mid-century counterpart. At any rate, I am sure the Editor of 1950 could rightly have written the following, taken from his predeccssor's Editorial written fifty years ago. It would be a good practice for our students to favour the Record with contributions to a greater extent, and not leave the whole work to be done by the Editors. The Editor of 1900 had something to say o11 Athletics. The following extract has a modern ring: I In Athletics we miss one- thing in particular. NVhen will we have a gymnasium? When will some enthusiast come forward and suggest, and agitate and get us a gymnasium? 'When indeed! And when will it cease to be argued, as a contributor of 1900 forcibly argued, that Apart from the physical, the intellectual training derived from football playing deserves notice. l like that phrase intellectual training as applied to football. The same contributor ends his article as follows: We had a very good team out of the Academy last year and the year Ibefore. There is no reason to believe that, witlisuch a large number of able-bodied students as we have this year, we should not have a still better team next summer. Let everyone play who can, there is no better cure on earth for that attack of the blues which are so liable to seize one after a long day 's grind in sclhool than a lively game of football. The sentiment, the grammar, the sentence structure - all alike point to the Academy student of 1950 as the probable author. But in truth the article was written by his grandfather, fifty years ago. One is reminded of an un- translatable French proverb ........ Plus ca change, plus c'est la 11161119 chose. Let us hope as we mark the half century that the year 2000 A. D. will find Academy students still playing football, still arguing that the game can provide intellectual training, and still making plans for next season's game. And - who knows? The Academy may by that time have a gym- nasium. ' Q S

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THE PART THAT OUR SCHOOLS PLAY IN THE DEVELOPING OF G-OOD CITIZENS FOR OUR COUNTRY Velma Williams, XID Schools play a very important part. in the developing of good citizens for our country. Schools prep-are us for the business world and teach us the things to ex- pect from our fellow workers and citizens. First of all the purpose of school is to teach ns to think, so that when we have finally settled in our place in the business world, we will be a4ble to meet our problems with patience and under- standing. It should also help us to enter a university or learn the trade which will be our final training for the business world. Schools also teach us co-operation so that we may work and live togeth- er with other people. Sports help to do this for they teach us the great value of co-operation and thought for our fellow men. In schools we learn of our country, of its developments and of its indus- tries. NVe learn of its trade and commerce, things which good citizens should know. Schools teach us, too, of our government so that we may be able to vote for proper men to help govern our coun,try. We learn of other countries and the difference of leadership and dictatorship, so that we, as good citizens, may h-elfp to keep a free Democratic country. ' In school we learn to spe-ak and write English properly. We also learn other languages, so that we may have a better understanding of the foreign countries. They he-lp us, to-o, if we visit these countries to speak the proper language and thus learn the custo-ms off the other countries too. . We learn in school to appreciate good music and books which is so es- sential in the life of every citizen. All these things and many more, which we learn in scfhool help us to be- come better citizens, and so to live together efficiently and happily in a better country. -f+55-O-?3+- d Mr. Johnson was giving a demonstration on the properties of acids one ay. Now, he said, I am going to drop this fifty-cent piece into this glass of acid. Will it dissolve or not H No, Sir, replied Bud C. Then perhaps you will explain to the class why it won't dissolve, replied the teacher. Because,7' came the answer, if it would you wouldn't drop it in. ...Er-g-ian One day John was chewing gum in school and was sitting with his feet' sprawled out in the aisle. VVhen the teacher saw him, she roared out, John! Take that gum out of your mouth and put your feet in. 9