453 research outputs found
An exploration of the outsider's role in selected works by Joseph Conrad, Malcolm Lowry, V.S. Naipaul.
No full textPhDThis thesis explores ways in which the outsider questions rather than confirms
dominant cultural values whilst avoiding the crudity of overt politicisation. I argue
that the outsider's preference for an observer's stance is not so much an act which
denies responsibility to the world of his day, but rather a means of reassessing its
priorities.
In Section One, I discuss Conrad's role as an outsider in the age of Empires. I
demonstrate the ways in which Conrad employs narrators, frequently using strategies
of irony which can be and have been read in very different ways. I argue that Conrad
uses irony as a tool for condemnation rather than condonement of imperialist practice,
if not its ideology.
In Section Two, I discuss Lowry as an emigre from England (so contrasting
him with Conrad, the immigrant from Europe), and examine his dissenting voice
which opposes bourgeois prejudice against the working class, a totalising ideology
like Fascism, and a Western rationalism which sees too rigid a distinction between
sanity and madness. I demonstrate how Lowry as an outsider reacts to the age of
twentieth century World Wars.
In Section Three, I discuss Naipaul's role as an outsider in the age of
decolonisation, when bogus liberals and false redeemers fail to rebuild the newly
independent post-colonial states. As in Conrad's case, I show how a failure to read
Naipaul's ironic tone of voice has given rise to radically divergent views as to what he
is about. I also link Conrad and Naipaul through their cultural negotiation between the
'centre' and its peripheries.
By looking at these three writers in chronological order and offering a
comparative perspective on their work, I highlight the outsider's disturbing, yet
illuminating role within a historical context. I also draw attention to creative tensions
between artistic concerns and a serious political purpose. I assess the outsider as
observer and man of conscience rather than as a` mere onlooker. I conclude that the
outsider also fulfils a social obligation by promoting critical awareness on the reader's
side by means of his defamiliarising perspective
Kämpfe für Gerechtigkeit an den Grenzen. Die Suche nach einem neuen politischen Subjekt im globalen Zeitalter
No full textThe chapter stages an encounter between border studies and postcolonial criticism against the background of the lively debates surrounding the topic of political subjectivity and justice. Starting from a discussion of the postcolonial condition, particularly in the light of the development of the "subaltern studies" project in India, the author proposes to take the border as a privileged research onject and at the same time as an epistemic angle on the political tensions and conflicts crisscrossing globalization
Telling realities : the story of Winnie Verloc in Joseph Conrad's The secret agent
No full textThis dissertation will investigate how Conrad's "purely artistic purpose" comes under ethical review as reader, character and author renegotiate the terms of the story's telling - specifically (to pursue the novel's haunting reference to Othello) with regard to "the pity of it"
“He was one of us” – Joseph Conrad as a Home Army Author
No full textThe aim of this article is to show how Conrad’s fiction (and above all the novel Lord Jim) influenced the formation of the ethical attitudes and standards of the members of the Polish Home Army, which was the largest underground army in Nazi-occupied Europe. The core of this army was largely made up of young people who had been born around the year 1920 (i.e. after Poland had regained her independence in 1918) and who had had the opportunity to become acquainted with Conrad’s books during the interwar years. During the wartime occupation, Conrad became the favourite author of those who were actively engaged in fighting the Nazi regime, familiarizing young conspirators with the ethics of honour—the conviction that fighting in a just cause was a reward in itself, regardless of the outcome. The views of this generation of soldiers have been recorded by the writers who were among them: Jan Józef Szczepański, Andrzej Braun and Leszek Prorok.
Joseph Conrad and Polish Romantic Silence: In Search of Commonalities
No full textThe article attempts to extend the existing Polish-language research on the semantics of silence in Joseph Conrad’s works, and to interpret this semantics, in the view of the Polish literary tradition, to which Conrad indicated his debt subtly but quite unambiguously (e.g. in an interview with Marian Dąbrowski from 1914). The author highlights the perspective of the so-called Ukrainian school in the Polish Romantic Literature, suggesting that it was from this imagination (more than from Mickiewicz’s) that the author of Almayer’s Folly could adopt specific figures: “the cosmic night” and “the ontological silence”. It is visible both in the construction of events (Nostromo, Almayer’s Folly, The Shadow-Line) and in the narrative strategies (Heart of Darkness, Lord Jim, Chance)[email protected] Samsel, dr hab., adiunkt w Zakładzie Literatury Romantyzmu Wydziału Polonistyki Uniwersytetu Warszawskiego. Autor monografii Norwid – Conrad. Epika w perspektywie modernizmu (Warszawa 2015) oraz Inwalida intencji. Studia o Norwidzie (Warszawa 2017). Członek Polskiego Towarzystwa Conradowskiego; bada relację między Conradem a romantyzmem polskim. Redaktor tomu Poeci-studenci podziemnego Uniwersytetu Warszawskiego wobec romantyzmu.Instytut Literatury Polskiej, Uniwersytet WarszawskiAdamowicz-Pośpiech Agnieszka (2012), Pidgin English and Sailors’ Jargon in Polish translations of Joseph Conrad’s “Typhoon”, „Yearbook of Conrad Studies (Poland)”, Vol. 7, s. 85–96.Bieńczyk Marek (2002), „Wszystko w świecie tracić” (O „Marii” Antoniego Malczewskiego), w: M. Bieńczyk, Oczy Durera. O melancholii romantycznej ¨ , Warszawa: Wydawnictwo Sic!, s. 37–56.Bobrowski Tadeusz (1979), Pamiętnik mojego życia, t. 2: Wspomnienia wieku dojrzałego, opracował, wstępem i przypisami opatrzył S. Kieniewicz, Warszawa: Państwowy Instytut Wydawniczy.Busza Andrzej (1966), The Cultural Environment of the Young Conrad, w: A. Busza, Conrad’s Polish Literary Background and Some Illustrations of the Influence of Polish Literature on his Work (ex “Antemurale X”), Romae Londini: Institutum Historicum Polonicum Romae and Societas Polonica Scientiarum et Litterarum in Exteris.Chwalewik Witold (1963), Conrad a tradycja literacka, w: Wspomnienia i studia o Conradzie, oprac. B. Kocówna, Warszawa: Państwowy Instytut Wydawniczy, s. 446–448.Conrad Joseph (1972), Lord Jim, przeł. A. Zagórska, Warszawa: Państwowy Instytut Wydawniczy.Conrad Joseph (1972), Nostromo. Opowieść z wybrzeża, przeł. J. Korniłowiczowa, Warszawa: Państwowy Instytut Wydawniczy.Conrad Joseph (1972), Szaleństwo Almayera, przeł. A. Zagórska, Warszawa: Państwowy Instytut Wydawniczy.Conrad Joseph (1973), Smuga cienia. Wyznanie, przeł. J. J. Szczepański, Warszawa: Państwowy Instytut Wydawniczy.Conrad Joseph (1973), Gra losu. Opowieść w dwóch częściach, przeł. T. Tatarkiewiczowa, Warszawa: Państwowy Instytut Wydawniczy.Conrad Joseph (1974), Życie pozagrobowe, przeł. M. Boduszyńska-Borowikowa, w: J. Conrad, O życiu i literaturze, przeł. M. Boduszyńska-Borowikowa i J. Miłobędzki, Warszawa: Państwowy Instytut Wydawniczy.Conrad Joseph (2005), The Shadow-Line, w: Selected Works of Joseph Conrad, including the Novels “Lord Jim”, “Nostromo” & “The Secret Agent”, and the Short Stories “Youth”, “Typhoon”, “Heart of Darkness”, “The End of the Tether” & “The Shadow--Line”, Hertfordshire: Wordsworth Editions.Dauncey Sarah (2010), ‘The Islands Are Very Quiet’. Space and Silence in Conrad’s “Victory”, „Conradiana”, Vol. 42, No. 1/2, s. 141–154.Dąbrowski Marian (1974), Rozmowa z J. Conradem, w: M. Dąbrowska, Szkice o Conradzie, red. E. Korzeniewska, Warszawa: Czytelnik, s. 42–46.Feliksiak Elżbieta (2012), Ukraina w „Marii” Antoniego Malczewskiego, w: „Szkoła ukraińska” w romantyzmie polskim. Szkice polsko-ukraińskie, red. S. Makowski, U. Makowska, M. Nesteruk, Warszawa: Wydawnictwo Wydziału Polonistyki UW, s. 179–194.Flatter Richard (1948), Shakespeare’s Producing Hand. A Study of His Marks of Expression to be Found, London: William Heinemann Ltd.Hannah Daniel (2008), ‘Under a Cloud’. Silence, Identity, and Interpretation in “Lord Jim”, „Conradiana”, Vol. 40, No. 1, s. 39–59.Hollahan Eugene (1974), Beguiled into Action. Silence and Sound in “Victory”, „Texas Studies in Literature and Language”, Vol. 16, No. 2, s. 349–362.Hooper Myrtle Jane (1996), ‘Oh, I Hope He Won’t Talk’. Narrative and Silence in “Amy Foster”, „The Conradian”, Vol. 21, No. 2, s. 51–64.Hooper Myrtle Jane (1993), The Heart of Light. Silence in Conrad’s “Heart of Darkness”, „Conradiana”, Vol. 25, No. 1, s. 69–76.Janion Maria (2001), Zwierciadło zwierciadeł, w: M. Janion, Żyjąc tracimy życie. Niepokojące tematy egzystencji, Warszawa: Wydawnictwo W.A.B., s. 97–113.Kaplan Carola (2011), Conrad – Polak: z pewnością nie „jeden z nas”, przeł. K. Sokołowska, w: Conrad a Polska, red. W. Krajka, Lublin: Wydawnictwo UMCS, s. 271–288.Krenn Heliena (1993), The “Beautiful” World of Women. Women as Reflections of Colonial Issues in Conrad’s Malay Novels, w: Contexts for Conrad, eds. K. Carabine, O. Knowles, W. Krajka, Boulder – Lublin: UMSC – New York: Columbia UP, s. 105–120.Krukowska Halina (2011), „I głucho – tylko jakaś w powietrzu rozterka” (Antoni Malczewski „Maria”), w: H. Krukowska, Noc romantyczna. Mickiewicz – Malczewski – Goszczyński. Interpretacje, Gdańsk: Słowo/Obraz Terytoria, s. 11–70.Lindskog Annika J. (2014), ‘It was very quiet here’. The Contaminating Soundscapes of “Heart of Darkness”, „The Conradian”, Vol. 39, No. 2, s. 44–60.Malczewski Antoni (1976), Maria. Powieść ukraińska, opracował R. Przybylski, Warszawa: Państwowy Instytut Wydawniczy.Masłowski Michał (2011), Transcendencja pozioma. Zachowania, obrazy, koncepty, w: M. Masłowski, Etyka i metafizyka. Perspektywa transcendencji poziomej we współczesnej kulturze polskiej, Warszawa: Wydawnictwo Neriton.McLeod Deborah (2009), Disturbing the Silence. Sound Imagery in Conrad’s “The Secret Agent”, „Journal of Modern Literature”, Vol. 33, No. 1, s. 117–131.Mickiewicz Adam (1993), Dzieła, t. 4: Pan Tadeusz, oprac. Z.J. Nowak, Warszawa: Czytelnik.Najder Zdzisław (1999), Cisza i milczenie w utworach Conrada, w: Semantyka milczenia, zbiór studiów, red. K. Handke, Warszawa: Slawistyczny Ośrodek Wydawniczy przy Instytucie Slawistyki PAN, s. 177–191.Najder Zdzisław, Skolik Joanna [red.] (2006), Polskie zaplecze Josepha Conrada-Korzeniowskiego. Dokumenty rodzinne, listy, wspomnienia, przeł. Najder, t. 1–2, Lublin: Wydawnictwo Gaudium.Pacukiewicz Marek (2008), Głosy we mgle. Doświadczenie kulturowej niewiedzy w pisarstwie Conrada, w: M. Pacukiewicz, Dyskurs antropologiczny w pisarstwie Josepha Conrada, Kraków: Universitas, s. 184–210.Pacukiewicz Marek (2019), Milczenie morza, w: Obecność, tak bardzo prawdziwa. Księga jubileuszowa dedykowana Profesor Annie Grzegorczyk, red. A. Kaczmarek, R. Koschany, J. Sójka, Poznań: Wydawnictwo Nauk Społecznych i Humanistycznych UAM, s. 217–226.Peters John Gerard (2016), “Let that Marlow talk”. “Chance” and the Narrative Problem of Marlow, w: Centennial Essays on Joseph Conrad’s “Chance”, ed. by A. H. Simmons and S. Jones, Rodopi: Brill, Boston: Leiden, s. 130–146.Pinsker Sanford (1972), Language, Silence and the Existential Whisper. Once again at the “Heart of Darkness”, „Modern Language Studies”, Vol. 2, No. 2, s. 53–59.Przybylski Ryszard (1970), Świat jako maszyna piekielna (O „Zamku kaniowskim” Seweryna Goszczyńskiego), w: Studia z teorii i historii poezji, red. M. Głowiński, Wrocław: Zakład Narodowy im. Ossolińskich, s. 129–149.Ray Martin (1984), Language and Silence in the Novels of Joseph Conrad, „Conradiana”, Vol. 16, No. 1, s. 19–40.Retinger Józef Hieronim (1943), Conrad and His Contemporaries. Souvenirs, New York: Roy Publishers.Richardson Brian (2014), Silence, Progression, and Narrative Collapse in Conrad, „Conradiana”, Vol. 46, No. 1/2, s. 109–121.Samsel Karol (2019), Posępne ciągi dalsze. Jak Conrad śni Słowackim?, „eleWator”, nr 1 (27), s. 87–96.Silesi Laurent (2018), In the Beginning was the Nil. The “eloquence of silence” in “Finnegans Wake”, w: James Joyce’s Silences, eds. J. Wawrzycka, S. Zanotti, London: Bloomsbury, s. 61–80.Sławińska Irena (1971), Reżyserska ręka Norwida, Kraków: Wydawnictwo Literackie.Sõnmez Margaret J.-M. (2012), The Speech and Silence of Orientals in Conrad’s Malay Novels, w: Joseph Conrad and the Orient, eds. A. Acheraïou, N. Içöz, Boulder: Columbia UP, Lublin: Maria Curie-Skłodowska UP, s. 263–301.Tarnawski Wit (1972), Conrad a Malczewski, w: W. Tarnawski, Conrad. Człowiek – pisarz – Polak, Londyn: Polska Fundacja Kulturalna, s. 211–212.Tarnawski Wit (1972), Echa mickiewiczowskie u Conrada, w: W. Tarnawski, Conrad. Człowiek – pisarz – Polak, Londyn: Polska Fundacja Kulturalna.Trench-Bonnet Dorothy (2000), Naming and Silence. A Study of Language and the Other in Conrad’s “Heart of Darkness”, „Conradiana”, Vol. 32, No. 2, s. 84–95.Tutein David W. (1990), Joseph Conrad’s Reading. An Annotated Bibliography, West Cornwall, CT: Locust Hill Press.Watt Ian (1984), „Jądro ciemności”. Perspektywy krytyczno-porównawcze, w: I. Watt, Conrad w wieku dziewiętnastym, przeł. M. Boduszyńska-Borowikowa, Gdańsk: Wydawnictwo Morskie.Wollaeger Mark A. (1990), “Heart of Darkness”. Visionary Scepticism, w: M.A. Wollaeger, Joseph Conrad and the Fictions of Skepticism, Stanford: Stanford University Press.Wyka Kazimierz (1967), Wyspa na polskiej zatoce, w: J. Conrad, Siostry, przeł. W. Tarnawski, Warszawa: Państwowy Instytut Wydawniczy, s. 55–76.Zabierowski Stefan (1971), Conrad w Polsce. Wybrane problemy recepcji krytycznej w latach 1896–1969, Gdańsk: Wydawnictwo Morskie.Zabierowski Stefan (1985), „Pali się we mnie jednak wasz nieśmiertelny ogień”. O „Rozmowie z J. Conradem” Mariana Dąbrowskiego z roku 1914, „Pamiętnik Literacki”, nr 1, s. 121–144.Zawadzka Danuta (2000), Jak czytano „Marię” Malczewskiego? Oczarowania, pasje i neurozy, w: D. Zawadzka, Pokolenie klęski 1812 roku. O Antonim Malczewskim i odludkach, Warszawa: Instytut Badań Literackich PAN, s. 17–61.188110
The influence of Conrad’s personal experiences on the modelling of male and female characters in his writing
No full textIn this article I argue that the sphere of complex and difficult relations between men and women plays an important role in Conrad’s fiction, as it brings together all the existential, socio-philosophical and ethical dilemmas faced by the protagonists. Scholars who have discussed this subject include A. Gillon, E.B. Harrington, S. Jones, B. Meyer, A.M. Roberts, B. Soane and C. Watts. It would seem that there was a strong link between Conrad’s traumatic experiences as a child (when his parents were unable to provide him with the emotional warmth and security which he needed), his later unsuccessful relationships with various women and the way in which he portrayed relations between the sexes in his fiction. Conrad’s pessimistic outlook on life and the difficulties he had experienced in forming relationships with women would seem to have been reflected in the way in which he constructed the ‘represented world’ of his novels. Conrad’s characters are torn between attraction to the opposite sex and a feeling of alienation resulting from an inability to achieve mutual understanding. The words “irresistible and fateful impulse” – used by Conrad in the story Amy Foster – not only seem to be particularly applicable to relations between men and women in Conrad’s fiction, but would also seem to constitute a model according to which the author maps out the courses of their lives. The Conradian drama of relations between men and women is played out between two extremes or poles, as it were. In most cases we have an “irresistible and fateful impulse”. At other times the woman is idealized, while the man is left to play the equally unconvincing role of enthralled admirer. Either way, there is an awareness of the immense obstacles which hinder mutual understanding and which result from a sense of the tragic nature of human existence – and relations between men and women in particular
W. R. Myers High School 1965
No full textThe annual publication of the students of W. R. Myers High School Taber, Alberta. (Volume 1964-1965)pdfSOCIRL
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SIR WINSTON CHURCHILL
Sir Winston Leonard Spencer Churchill was born on Nov. 30, 1874 in Blemheim Palace in Oxfordshire, England. He became one of the greatest statesmen in world history. Churchill reached the height of his fame as the heroic prime minister of Great Britain during World War II. Churchill was also a noted speaker, author, painter, soldier, and war reporter.
Sir Winston Churchill's personal courage, the magic of his words, and his faith in victory inspired the British to "their finest hour. " The mere sight of this stocky, determined man - a cigar in his mouth and two fingers raised high in a "V for victory" salute - cheered the people.
Churchill not only made history, he also wrote it. As a historian, war reporter, and biographer, he showed a matchless command of the English language. In 1953, he won the Nobel prize for literature.
Churchill entered the service of his country in 1895 as an army lieutenant under Queen Victoria. He ended his career in 1964 as a member of the House of Commons under Queen Elizabeth II, the great-great-granddaughter of Queen Victoria. Few men ever served their country so long or so well.
Important Dates in Churchill's Life
1874 (Nov. 30) Born in Oxfordshire, England.
1895 Graduated from Royal Military College.
1901 Entered House of Commons.
1908 (Sept. 12) Married Clementine Hozier.
1911 Appointed first lord of the admiralty.
1915 Resigned from the admiralty.
1939 Appointed first lord of the admiralty.
1940 Became prime minister of Great Britain.
1945 Became leader of the opposition.
1951 Became prime minister of Great Britain.
1953 Knighted. Won Nobel prize for literature.
1955 Retired as prime minister.
1963 Made honorary citizen of the United States.
1964 Retired from House of Commons.
1965 (Jan. 24) Died from stroke.^cljoal
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Mr. J. B. Percevault
Superintendent
Mr. F. Sauter Mr. L. Wright Mr. G. Gillespie
Mr. L. Harding Mr. J. Roberton
Asst. Superintendent Secretary Treasurer
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Mr. H. Anderson Mr. C. Oddie Mr. C. Rushford
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principal’s pcttcr
Dear Students:
At the time of writing two days have elapsed since the announcement of my resignation from the staff of the
Taber School Division. In a few weeks time I shall be entering the Provincial Superintendency and leaving
Taber for what is still an unknown destination.
Wherever we go we shall consider ourselves extremely fortunate to find a home as happy as the one we are
leaving, to find a community as friendly as Taber, and to find schools developing as rapidly as W.R. Myers.
During the two years I have been here I have often heard remarks to the effect that big schools like ours lose
the personal touch of smaller centres and therefore are bound to have a lesser degree of success. But you know,
this is nonsense. Of course we cannot get to know one another as well as in much smaller schools, but this is a
minor disadvantage when compared to the many great advantages our school offers its students and its teachers.
What are these advantages? First there’s the quality of the teaching. Most teachers prefer to specialize and
in our school they can do this. Secondly there is the question of physical plant and equipment. How far
superior are our facilities than those of smaller centres! Thirdly there is the matter of the wide and varied programme.
Only in the major cities can students have a more varied programme than ours, and this means that
practically every student obtains a grade XII diploma in one subject field or another. There can be no doubt
whatever that the students at W. R. Myers have greater opportunity and greater chance of success than any students
in smaller schools, and each year the opportunities and the possibilities of success are increased.
Next year Mr. George will take over the principalship. I know he will do a fine job and I know the staff and
students will give him every support. I wish him every success and I know that he will find, as I have, a great
deal of personal satisfaction in guiding W. R. Myers on its road to becoming a bigger and better school.
I have one final word of advice to all. It is time to stop talking about the problems we have had, the lack
of spirit we once showed, the poor morale we used to display. Those days are gone for Myers. The future is
brighter and more promising than ever before. We must think positively and the ghosts of problems-past will no
longer haunt us.
Good-bye and good fortune to all.
Mr. A. Baker Mr. W. Terriff Mr. H. Jepson
Senior
Mr. J. C. Bailey
Miss H. Betner
Mr. M. C. P. Thomas Mr. J. Mahnic Miss J. Evanson
Mr. F. Semaka
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Mr. R. Anderson
Mr. H. Terson Mr. Pinkney
Mrs. H. West Mr. B. Jenson
Miss M. Morris Mrs. B. Terriff Mr. W. M. Prendergast
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Mr. D. Nelson Mr. W.E. Litchfield Mr. H. Jepson
Mrs. L. Rolfson Mrs. L. Jensen
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Mrs. R. Knibbs Mrs. G. Hart Mrs. H. Alexander
Mr. L. Hoogerdijk Mr. M. Weir
Mr. R. Francis
Miss Kozdrowski
Mr. F. Sudol
Mrs. M. McLeod
^Jtce-^rinctpal’s ^Message
James M. Small
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At the time of writing this message a chemistry club is being formed at W. R. Myers High School, and the
whole of the North American continent is mourning the needless death in Alabama of a Boston clergyman.
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You may be wondering who two obviously unrelated events have apparently been linked together. If your c
curiosity has been roused then read on. You may yet see that there is, in fact, a connection. tl
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The study of chemistry is full of many fascinations. Chemicals are wonderful things. They fuel our engines sc
clothe our backs, improve our farms, and fight our diseases. You name it—chemicals do it! Chemicals are all
around you----- in fact chemicals ARE you. Your origins were two cells made of chemicals arranged variously
into patterns called genes and chromosomes. You had no say in how these patterns were formed, neither could w
your parents control them; yet in an instant of time they decided whether you would be short or tall, stout or thin,
blue-eyed or brown-eyed, of high intelligence or not so high, white-skinned or black-skinned.
It would be very strange if the tall people in W. R. Myers school dissociated themselves from the short people
or the blue-eyed from the brown-eyed. It would be made disturbing if the suggestion was ever made that one
group was worthier than the other. This would be generic prejudice, the product of ignorance.
It is easy for us in Canada to malign our southern neighbours for such behavior, but we must not forget that behind the gene of skin colour are many differences of culture, established and perpetuated by generations. Recognizing this, it would be foolish to allow a new cult to develop in our own midst—the cult of intelligence, based as it is on similar chemical factors.
Teachers have been criticized for placing too much importance on intelligence, but other public groups are more to blame. A world wide club exists membership of which is open to persons of very high I. Q. only; parents have been known to regard high I.Q. 's in their children as the latest status symbol; and, alas, some students in our own school, who see themselves as "smarter,” have adopted lordly attitudes over their classmates. Such self- glorification must surely breed prejudice.
It is high time that the whole question of intelligence and worth be viewed in clearer perspective. Intelligence alone will not guarantee a free pass to a worthwhile life.
There is the story of the student who was smart enough of mind to realize that by acting stupidly he would not be expected to produce at school. It was only after he "dropped-out" that he realized that undisciplined smartness produced little more than unemployment.
Real smartness is knowing our own capabilities and working towards their realization. This smartness of personality is the key to the worthy life; it is not an accident of birth, but the sum total of every word we have ever heard, sight we have ever seen, and thought that has ever crossed our mind. It is something which develops continuously through life, and which is nurtured by good habits especially during the formative early years.
Here we find the main reason for the existence of schools and compulsory education: to make available to all the benefits of a stimulating environment where personalities can develop.
With the right personality behind it there will be a satisfying place in the world for any ability be it low or high. Let us "look to the ant” as Socrates advised his students thousands of years ago. Man will always be more capable than ants, but we can gain by studying the selfless purposefulness in their every activity which allows them to perform amazing feats, for the benefit of the whole colony. Ants are never idle, but faithfully carry out their assigned tasks according to their various specializations. Not all can be queens; some are soldiers; some are workers; but all are worthy because they know their purpose and dedicate themselves to its achievement.
School can help you to know yourselves and to appreciate others, to identify yourselves with realistic and worthwhile goals, and to strive for these goals to your own satisfaction and for the good of your total society.
James M. SmallCaught in the Act
K P duty
Tsk, tsk
Linda Allen
'Here is a true and
industrious friend.'
Allan Anderson
'It is well to know
more than one says. '
David Archer
'The more you
learn the more
you forget. '
Tom Archer
'Sometimes I sit and
think; other times I
just sit. ’
Andy Birch
'The future belongs
to those
who prepare for
it!'
Richard Bennett
'Genius is the infinite
art of taking pains.'
Jim Birch
'The dictionary is th
only place where
success comes before
work.'
Dathan Arnett
T must give my books
and conscience a
vacation.'
Doug Bell
'A gallon of thought
to a spoonful of
words.'
Gordon Bailey
'All the world loves
a lover. '
Sarah Braun
'My thoughts and I
were in another world. ’
Arlie Bowman
t and 'Effort is an im-es
I portant duty in
life.'
Arlene Campbell
is tl
e I | 'Though she is but
efore Utile she is fierce. '
Merle Brown
’He studies but still
has time for cupid. '
Heather Bowman
'To know her is
to like her. '
Betty Cannady
'Small in stature
unique in mind,
you'll never find
her lagging
behind.'
IM Faye Clements Florian Cook
■Quiet but efficient.' ’Why do it now when
I’ve got four minutes
before the bell?’
Bob Corbett
'A good time now is
worth two in the future. '
Gwen Danforth
'Patience and diligence
like faith removes
mountains. '
Violet Derksen
T am a true
labourer. '
Mark Ellingson
'Why let studies interfere
with my education?’
Richard Ellingson
T think aloud on
all subjects.'
Linda Dumas
Rita Engwer
'Tis a thriftless thing
to be sad.'
Car
'The reward for work
well done is more
work to do. ’
•Wi
pie
wis<
thy
star
A r
von
ake
Maureen Evanson
T talk, I laugh, and if
necessary I work. '
Janet Fenton
'A lady in every way. '
;arol Friesen
Wisdom is the princi-le
thing; therefore get
isdom and with all
ly getting get under-ending.
n Holthe
ling ‘ man with few words
on't have many to
ike back. '
Allan Fletcher Ron Friesen
'One part of homework
to two parts of fun.
To my extreme mortification
I grow wiser every
day.
Bill Hamman
'His word burneth like a
lamp - - rich in good
works.
Wade Gulmick
'When business
interferes with
pleasure - - drop
business. '
Wayne Holstein
'The world turns
aside to let any
man pass who
knows where he
is going.
Pat Holtman
'Power will accomplish
much but perseverance
more.
Chris Hurdman
'The days that make us
happy make us wise.
Alma Jensen
Vicki Jensen
'The
'The sweetest garlan ball
to the sweetest maid can 1
roun<
'I am slow of
study.'
Rona
Barry Kinniburgh
'Friendship with all;
entangling alliances with
none.'
Eric Johnson
'Keen sense,
common sense,
and room for
nonsense.'
Weste Jensen
'The man who rolls up his
sleeves seldom loses his
shirt. '
Brian Kennedy
'Good humor is the
health of the soul. ' ^a1
Jo-Ann Kinniburgh
'What wisdom can you
find that is greater than
kindness?'
Sandr
Bruce Kunumoto
'The day is short; the work
is long.
To waste a moment would
be wrong. '
Frances Kurina
'The best mirror is an old
Friend. '
onald Layton
The man who hits the
rla all over the fences
iai( n take it easy going
bund the bases.'
Merlin Litchfield
'A lion among
ladies is a most
dreadful thing.'
andra Mackenzie
'Little strokes fell
great oaks. ’
he
1.'
Marilyn Lloyd
'Reserved, studious and
sincere. '
Lawrence Marriot
T meant to do my work
today—but--.'
Lorna Maggs
'To do a common
thing uncommonly
well brings
success. '
Judy Marose
Tn nice balance she
weighs truth with gold. '
Geraldine Murphy
'Charm is a woman's
strength.'
Pauline Nakahama
'She's winsome and she's
shy but there's mischief in
her eye. '
Bob Newman
'A live wire with
high voltage.'
Marie Norquist
'I am not afraid of t
morrow, for I have
seen yesterday and 1
love today. '
Neil Norquist
'Quiet but not asleep.' if IA
Charles Oseen
'With the help of
a surgeon he
might yet
recover. '
Rick Parker
'Hold the fort for I
am coming.'
Linda Paterson
'Enthusiasm makes heavy
work lighter.'
Gerald Pierson
'The best time to study is
between bells. '
Vai Shworan
'Mildest manners and
gentlest heart. '
Barbara Stevens
Tull of spirit as the
month of May.'
Brian Silzer
'The great end of a reasonable
education is to form
a reasonable man.'
Garth Smith
Tull of laughter, his
work comes after.'
A git Thomas
'Still waters run deep.
David Snell
'Member of the
school 'bored. '
Jerry Snell
'Good humor is the result
of congenial spirits and
lively wit. '
Ruth Thiessen
'Five foot two;
Eyes of blue.
Randy Weiss
'The rest of your days
depend on the rest of
your nights. '
Ron Friesen
Myrna Windberg
Ctlase grains ^ost |upul ar
1965 ^al!D
^Beet funking
Jieet ^ense of jHunwr Wfst Rancors
tj| f ^amc
^ssi Citizens
^esi pressed ^wt ^H ^ound
R.E.
B. S.
^akdktorg ^Message
Madame Chairman, honored guests, parents, and fellow students:
Graduation is a word that has several connotations or meanings. Each person
thinks of graduation in different terms. To the student, graduation is a time of
celebration, now that he is truly on his own in the adult world. He is also apprehensive
of the future, not knowing what lies ahead. The parents are proud--
proud that their child, who started school only yesterday (so it seems), has
achieved this momentous step in his life. With this proudness, the parents feel a
little remorse and have a few misgivings about their child now having the chance
to make his own in life. Teachers are happy at graduation--happy that we students finally made it out of Grade
Twelve.
The twelve years of schooling before graduation have been compared to the climbing of a previously unconquered
mountain, to the arduous plight of a small boat which eventually reaches harbor after being caught in
a storm at sea, and to the journey of an explorer, who, following years of diligent search, finally attains his
goal. Graduation is all these and more. Each graduate has a different concept of graduation. But they all have
one thing in common; namely, each encountered snares and pitfalls as he struggled toward his goal--graduation.
Tonight marks the leaving of a familiar way of life and heralds the beginning of a new way of life. During
the first years of our lives, our teachers and parents have bravely attempted to instill some knowledge in us, the
students. They realized the importance of our school years, for upon them depends the future. We students ofte
fail to realize this until it is too late. Graduation is only the first small hill in a range of goals, tasks, and
achievements. The hills will become mountains with steeper slopes and wider precipices. But these obstacles ol
the adult world need not be feared; we have only to apply the skills of learning and reasoning garnered in the pas
twelve years to find a solution to these problems.
Not every oneofuswillbean Einstein or a Rockefeller, but we graduates must endeavour to make somethin!
of ourselves according to our individual abilities. Never has a generation had so much to look forward to, to
anticipate. These anticipations will only be realized if we, tomorrow's society, make it so. Herein lies our
responsibility to man and to God. We may fail in fulfilling some of our goals and responsibilities. But the
values of life should not be measured by material success. If we have done our best in an honest and truthful
manner, we need not be ashamed of our failures.
Tomorrow we take our place in the world where we must either learn and work by ourselves or fail. Life is
now our school; may it be as happy and rewarding an experience as our school years have been.
Ron Friesen
Valedictorian
^ardxtcll—
The pupils and teachers of W.R. Myers High School were very distressed recently, to learn
of Mr. Jepson's departure from Taber at the end of the present school term. In the two years
that Mr. Jepson was with us, he advanced the status and well-being of pupils and teachers alike.
His wise counsel, sound judgment, keen insight and delightful sense of humor instilled a sense
of confidence and purpose in the entire school. Never was morale as high as during his
principalship!
Mr. Jepson came to us from Cold Lake, Alberta where he was vice-principal and principal
for five years. He took most of his schooling in Manchester, England which accounts for most
of his old world charm. He is quite fluent in French and Spanish among many other personal
accomplishments. It is with a sincere sense of loss that we wish Mr. and Mrs. Jepson happiness
and success in the former's new position as Superintendent with the Department of Education.
Frank Semaka
Vice-principal
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Ackerman, Phil
Anderson, Robert
Archer, Robin
Baker, Bill
Biem, Calvin
Bohnet, Brian
Captaine, Barbara
Conrad, Larry
Conrad, Norman
Cook, Marya
Crawford, Joan
Debona, John
Donick, Cheryl
Ellingson, Roger
Grant, David
Goodfellow, Chris
Hahin, Lydia
Howells, Lynn
Kinniburgh, Allan
Kennedy, Jean
McLaughlin, Grant
Nagy, Leslie
Perini, Robert
Platt, Deveny
Smith, Bryan
Tanner, Jim
Tinsley, Ron
Turnbull, Bob
Urano, Tom
Vivyurka, Don
Williams, David
Halverson, Barry
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Anderson, Deanna
Anderson, Laurie
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Archer, Shirley
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Austin, Carol
Barca, Margaret
Ba reham, Arthur
Bareham, Hal
Black, Cheryl
Bodie, Judy
Bouwman, Uilkie
Braun, Tena
Cannady, Gordy
Clifton, Marvin
Conrad, Douglas
Conrad, John
Derksen, Anne
Dick, Ron
Dow, Donna
Eichhorn, Ronald
Endo, Ruth
Fallon, Anita
Flegel, Eric
Flexhaug, Marlene
Flexhaug, Terry
Foote, John
Francis, James
Francis, Michael
Hacking, Lois
Halma, Thea
Harris, Karen
Harris, Robbie
Haslam, Bruce
Haynes, Bruce
Hedley, Francis
Heinricks, Arlene
Hildenbrand, Donald
Hluecka, Brent
Horrocks, Reid
Hyde, Shirley
Irving, Blayne
Ito, Ken
Jansen, Ernie
Jensen, Gerald
Jensen, Merlin
Jensen, Robert
Jespersen, Blair
Jespersen, John
Jespersen, Leslie
Johnson, Hollis
Kay, Darlene
Kay, Terry
Kemper, George
Koehn, Evelyn
Kunimoto, Eileen
Ledgerwood, Bryce
Litchfield, Rita
Luehr, Brenda
Mah, Henry
Malinsky, Georgia
Marose, Doreen
Marriott, Rick
Martens, Irvin
May, Garth
McKee, Darlene
Mereski, Sheila
Mikl a, Cheryl
Moyor, Sherry
Nielson, Charlene
Nielson, Ross
Omotani, Bobby
Parker, Ted
Peterson, Dee
Peterson, Gayle
Peterson, Melvin
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Rombough, Roger
Rosko, Linda
Sakatch, Pat
Sanderson, Marilyn
Schmidt, Kathy
Sekiya, Ken
Shockey, Myrna
Sinclair, Pat
Smith, Marjorie
Stalker, Lorna
Stone, Trudy
Sullivan, Michael
Tada, Ronald
Tanaka, Keith
Taylor, Lynn
Teshima, Louise
Teske, Wolfgang
Thomas, Usha
Tschritter, Rosemarie
Turnbull, Dwaine
Valgardson, Robert
Van DenBrink, Bill
Van Der Vai, Clarence
Van Egteren, Corina
Van Spronsen, Arina
Vickery, Michael
Wiebe, Shirley
Wood, Kathy
Woolley, Rosamond
Woolley, Tom
Wright, Sharna
Adachi, Rodney
Anderson, Barbara
Anderson, Brian
Anderson, Heather
Anderson, Keith
Anderson, Reginald
Barca, Rose
Bell, Glen
Biegler, Linda
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Bodie, Jerry
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Braun, Brian
Browning, Terry
Buck, Mary'Ann
Christie, Marilyn
Conrad, Robert
Conrad, Ruth
Cowie, Bonnie
Crawford, Donald
Djani, Olga
Driedger, Beverly
Duncombe, Robert
Easthope, Dennis
Enman, Rae
Evanson, Barbara
Evanson, Brent
Evanson, Terry
Fehr, Richard
Fenske, Dennis
Filgas, Thomas
Fong, Patricia
Frisen, Patricia
Goerzen, Irene
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Grant, Dale
Halma, Gwen
Harris, Blake
Haynes, Jolayne
Holman, Terry
I
^Wen
Holstine, Brian
Horrocks, Betty
Harris, Robert
Hurdman, Bruce
Ikebuchi, Ted
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Jensen, Richard
Jespersen, Janice
Johnson, Brooke
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May,
Writing from the shadowlands: how cross-cultural literature negotiates the legacy of Edward Said
No full textThis thesis examines the impact of Edward Said's influential work Orientalism and its legacy in respect of contemporary reading and writing across cultures. It also questions the legitimacy of Said's retrospective stereotyping of early examples of cross-cultural representation in literature as uncompromisingly 'orientalist'.
It is well known that the release of Edward Said's Orientalism in 1978 was responsible for the rise of a range of cultural and critical theories from multiculturalism to postcolonialism. It was a study that not only polarized critics and forced scholars to re-examine orientalist archives, but persuaded creative writers to re-think their ethnographic positions when it came to the literary representations of cultures other than their own. Without detracting from the enormous impact of Said, this thesis isolates gaps and silences in Said that need correcting. Furthermore, there is an element of intransigence, an uncompromising refusal to fine-tune what is essentially a binary discourse of the West and its other in Said's work, that encourages the continued interrogation of power relations but which, because of its very boldness, paradoxically disallows the extent to which the conflict of cultures indeed produced new, hybrid social and cultural formations.
In an attempt to challenge the severity of Said's claim that 'every European, in what he could say about the Orient, was consequently a racist, an imperialist, and almost totally ethnocentric', the thesis examines a number of different discursive contexts in which such a presumption is challenged. Thus while the second chapter discusses the 'traditional' profession-based orientalism of nineteenth-century E. G. Browne, the third considers the anti-imperialism of colonial administrator Leonard Woolf. The fourth chapter provides a reflection on the difficulties of diasporic 'orientalism' through the works of Michael Ondaatje while chapter five demonstrates the effects of the dialogism used by Amitav Ghosh as a defence against 'orientalism'. The thesis concludes with an examination of contemporary writing by Andrea Levy that appositely illustrates the legacy of Said's influence.
While the restrictive parameters of Said's work make it difficult to mount a thorough-going critique of Said, this thesis shows that, indeed, it is within the restraints of these parameters and in the very discourse that Said employs that he traps himself. This study claims that even Said is susceptible to 'orientalist' criticism in that he is as much an 'orientalist' as those at whom he directs his polemic
Sea Beam Mapping Systems
No full textThis paper will detail some of the history of multibeam sea floor mapping as well as some of the promises and problems of these systems. The systems installed and operated aboard the R/V\u27s Conrad and Atlantis II by the URI/NECOR Sea Beam Facility will be described. The Conrad is a well-equipped geophysical research ship with multichannel and precision gravity capabilities. Its navigation equipment includes Loran-C, two-axis doppler speed log, SATNAV and GPS with atomic clock. The Atlantis II is the support ship for the submersible Alvin, and is equipped for acoustic transponders and range/bearing navigation in addition to speed log, Loran-C, SATNAV and GPS. -from Author
Ewolucja recepcji twórczości Josepha Conrada w Polsce
No full textIn the essay author describes the way J. Conrad’s books were interpreted during decades by polish critics and readers. Author argues that reception of J. Conrad’s books was determined by the periods in which critics and readers lived. During war J. Conrad’s works were perceived as guides and psychical assistance. After World Word II critics divided into main two groups – one group maintained that J. Conrad’s conceptions were harmful and the other group pointed that J. Conrad’s books were important and carried universal meanings. Nowadays J. Conrad is still interpreted in very different ways. Author focuses only on Zdzisław Najder’s interpretations
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