Rachel Beattie
New Timetable Causes Mixed Reactions Among Students
Tonya Facey and Lauren MacLeod
How to Deal With Your Teachers
Jeff Cooper
Santa Harris Strikes Again
Constance Nguyen
Grade Nine Students Failing Core Subjects
Jargon Staff
Combating the Myth of Justifiable Homicide
Jeff Dalziel
Canadians: Are We As Tolerant As We Think?
Jeff Dalziel
Were Art Students Censored?
by Casey Johnson
Not All Students University-Bound
Rachel Beattie
University. The very word can send the typical OAC student into cardiac arrest. The stress of applications, seminars, early acceptance and scholarships is no stranger to anyone in Grade 13. The rest of your life can depend on what universities you apply to and which ones accept you. Stay in Toronto? Stay in Ontario? Stay in Canada? What if you change your mind about the field you want to get into? What if you get there and find out that always winning at the board game "Operation" doesn't actually make you a good doctor?
Luckily, the guidance counselors are well prepared. Coming to each OAC home form, handing out application forms, instruction booklets, information about courses, not to mention the representatives that come from each university who give presentations and hand out pamphlets. This is all in an effort to soothe the nerve-wracked university bound students.
But what about those of us who aren't going to university? There are no in-class seminars that are meant to discuss college applications. Visits from representatives of community colleges are non-existent. The seminar on how to fill out application forms for colleges was not well publicized, held in a room too small to hold all of the students who were interested and took a total of fifteen minutes. There is so little information provided for those students who want or need to attend community colleges that as one OAC student put it, "I feel like I'm making one of the most important decisions in my life and I have nothing to base it on. Sometimes it feels like a crap shoot."
Some teachers are taken aback by a student's decision to attend college. After telling a teacher what my post-secondary plans were, I was told that community colleges often "dumb down" the courses and that I would be "wasting my talents, skills and time" by going to college.
Other students talk about how they've encountered a similar reaction from a parent. "I told my dad I didn't hand in my university application because they didn't offer the kind of education I wanted and that I was going to apply to college in January. He flipped out and said I was making the biggest mistake of my life and that he could try to pull a few strings for me at U of T and see if they would still consider my application in time for early admission," says one college-bound student.
These criticisms don't help ease the stress college applicants feel. We constantly second-guess ourselves. We are told over and over again the disadvantages of not going to university but are rarely told of he benefits of going to college. So what are the advantages of a college education? The typical college education tuition averages between $1500-2200 per year. The average university tuition is $3300 and up. Over a four year program, going to college will save over $4000. Those numbers don't include textbooks, classroom materials or costs of living such as rent, food and clothes.
"I have three other siblings who are either in college or planning on going to college. I come from a working-class family. Yeah, I want to go to Ryerson or U of T but my family just can't afford it. My grades are good but not good enough for one of the bigger scholarships. College is my only option," says a male OAC student.
College students spend an average of three years in post-secondary education as opposed to the average of six in university. In addition to those six years an increasing number of university graduates are applying to college to gain the balance of theory and hands-on experience. Some of the larger colleges claim that up to 30% of their students have a university degree.
The shorter program allows college grads to get a head-start inthe job market. Colleges have a tendency to produce more well-paid workers than universities. This is because colleges gear their programs towards providing more hands-on experience and universities teach more theory. As one English teacher put it, "you can have a university student write a wonderful essay on the instruction manual of a barbecue but you'll need a college student to actually put the thing together."
The majority of colleges in Canada promote that this allows up to 90% of their students topfind jobs relating to their area of study. According to an Angus-Reid poll, 35% of Ontarians felt that a college diploma in a technical occupation was the most valuable type of education. This was twice the percentage of those who felt a university degree was most important.
New Timetable Causes Mixed Reactions Among Students
Tonya Facey and Lauren MacLeod
With the start of the school year, Jarvis instituted a timetable with many drastic changes: more, and shorter periods, a common lunch, and an earlier dismissal time. The change in schedule was brought on in response to the flaws of the previous timetable, to implement the Ministry of Education's new guidelines, and to accommodate Jarvis's smaller population.
This new timetable is seen as a blessing by many, considering that with the old timetable students at Jarvis were subjected to 75 minute periods and a 3:34 p.m. dismissal time. This year students have the joy of much shorter periods; 15 minutes shorter to be exact and dismissals at 3:03 p.m.
Grade 12 student Johanna Hillary says, "Having those 75 minute periods last year was terrible, they were just too long. It's a lot easier to stay focused for 60 minutes than it is for 75 minutes." This opinion is shared by the majority of students interviewed. 60 minute periods really are ideal: you have the benefit of having time to learn and be productive in class without that tedious extra 10 or 15 minute time span at the end of class where very little ends up being accomplished (and wherein teachers had the tendency to dismiss their classes earlier, having finished covering that day's material).
And being let out of school at 3:03 instead of 3:34 is nothing but good. It was to everyone's disappointment when Jarvis went from a 3:15 p.m. dismissal time two years ago, to last year's change to 3:34. With the earlier dismissal time, students are a lot happier. According to another Grade 12 student, "Being let out at 3:03 is a lot better because you can do a lot more after school and still get home at the same time as usual." Perhaps the best part of the new dismissal time is that extra curricular activities can get underway a lot earlier, which means athletes have a longer practice time, musicians have a longer rehearsal time, clubs have a longer meeting time, and students can generally get home earlier.
After years of having the split 5/6 lunch periods, Jarvis has returned to a common lunch. The return to the single lunch period was brought on by the fact that Jarvis didn't really need a split lunch anymore because of its smaller population. The divided lunch period has over the years created many complaints, particularly from Jarvis's staff who complained about having too many absences from the period 5/6 classes because of their shorter length and more frequent occurrence. "I think that the main reason that they made one lunch was because too many kids were skipping their lunch hour class," notes Victoria Marin, a Grade 12 student. "People don't want to be stuck in class when their friends are outside having fun."
In an attempt to combat these problems and others, the new schedule was introduced featuring the single lunch hour. So far, most students seem happy with the new system. Students who were unlucky enough in the past to get a different lunch from their friends have been enjoying the socializing that one lunch period has brought. "I think that having one lunch is good. It gives you a chance to see more of your friends, you have a longer lunch, and it creates less confusion in the schedules," says Chris Woodin, a grade 12 student. Although this aspect of the scheduling change has been an improvement over previous models, it does not come without problems.
Over time, Jarvis has become dependent on the split lunch to run extra-curricular activities such as concert band, orchestra, and interform. Many students who engage in these activities during lunch hour are finding that one lunch is not enough. "It is good and bad," says Grade 11 student Tema Smith. "I'm in a few music rehearsals that practice at lunch, and it's sometimes hard to fit that in, plus have enough time to eat my lunch and do any homework or other things that I have to do."
Despite these negative aspects, the new system is being embraced by most as a welcome change to the previous timetables that Jarvis has adopted over the years. When asked how the timetable could be further improved, a common response among students was that lunch should start earlier so that by the end of the third period everyone isn't starving. Hopefully, Jarvis has finally found a schedule that meets the needs of students and staff with limited sacrifice.
How to Deal With Your Teachers
Jeff Cooper
You're sitting in class listening to your teacher talking when suddenly he says something you disagree with. You raise your hand to argue the point, and a discussion ensues. A few days later, you get back an essay you wrote and your mark is significantly lower than what you usually get. Coincidence?
Your name gets called to answer a question, and you get it wrong. Your teacher snaps back a sarcastic response, the rest of the class laughs, and you're left wondering if she's even allowed to say something like that.
Like every school, Jarvis Collegiate has its share of good teachers and bad teachers. The good teachers can inspire us, fill us with a passion for learning, and we often leave their classes feeling refreshed and energetic. The bad teachers can bore us, intimidate us, and make us dread coming to school. It seems that they might even let their personal feelings affect our marks sometimes, and these grudges are reflected on our report cards.
Teaching is by no means an easy profession, but students often feel no attempt is even being made to reach the students. "[Some teachers] don't realize that there's more to teaching than just standing up there, writing the notes on the board, and leaving the classroom for 45 minutes," says Laura, 18, speaking on the condition that her real name not be used. She feels that students are essentially helpless within the school, and that there is little that can be done to improve the situation. "We have no power in the school," she says, and believes that "sometimes… teachers take advantage of the fact that we feel powerless."
While students may feel powerless, however, there are certain procedures in place to ensure that teachers do not overstep their limits. Guidance counselor Janice Fricker says that "if a student is having problems with a teacher, it's best if the student begins by discussing [the situation] with a parent or guardian." Ms. Fricker also notes the fact that conflict in a school is inevitable, pointing out that there are 16 different personality types and four major learning styles. "Te achers cannot please all the students all the time."
Ms. Fricker stresses that there are various ways of dealing with a problem. "If possible, speak privately with the teacher. Respectfully describe for the teacher what is troubling you. Very often, a teacher is not aware of the problem…Teachers need the opportunity to say 'I'm sorry, I was wrong,' and it's hard to do that in public."
If a student feels too intimidated to talk to a teacher, Ms. Fricker says that the guidance office is always open. Guidance counselors are able to act as intermediaries between the student and the teacher, though if students feel confident enough, it's best to talk to the teacher themselves. Eleventh Grade student Casey Johnson gets frustrated when "teachers don't have the credibility to criticize you yet they just keep on doing it. When a teacher is very much lacking in organizational skill to the point where it disrupts the class and then they criticize you on your organizational skills…the double standard is the problem. I'm willing to play by the rules of the teacher if I know what they are." He does talk to his teachers when problems arise. "It's always best to say what you feel about the teacher if it comes up instead of letting it fester."
Laura believes that there is virtually nothing she can do if she has a conflict with a teacher. "We have no power in the school. Basically, if I go talk to someone, my mark will suffer…teachers can always find a way to back up their criticisms," she says, revealing the common fear that a student's marks will inevitably suffer should a complaint be made.
According to Ms. Fricker, this is a "natural fear, but not an honest one. There is a system of checks and balances to prevent this sort of thing from happening. It's easy to redress."
Kerry Keenan, head of the History department, says that in the past, where students felt they had been unfairly marked, "the essay, without the teacher's comments, had been given to several other teachers" to mark, and in this way the student increases his or her chances of receiving a fair grade.
If talking to the teacher proves uneventful, the next step is to take the complaint to the department head, and then the administration. "Usually it's good to have a letter describing the problem and asking for assistance…students and parents have the right to do that, but they should talk to the teacher first," notes Ms. Fricker. She also says that it's important to keep a record of any incidents involving the teacher, in order to be able to substantiate one's claims.
Jarvis Principal Pauline McKenzie says that she does "get some concerns about how [a student's] marks are calculated, and concerns of a more personal nature." She talks to the teacher and the student, and hopes that an amicable solution can be found. "My first choice is that we come to an agreement," without having to resort to disciplinary measures.
The Ontario College of Teachers (OCT) is the governing body of teachers in Ontario, and has the power to suspend or revoke teachers' certification when circumstances warrant. According to the OCT's website (www.oct.on.ca), "when a member of the public expresses concern about a teacher, he or she is encouraged to talk to the teacher or principal of the school, if appropriate. In most cases, the principal will determine the need to involve the superintendent and/or the teacher in further discussions."
The majority of teachers at Jarvis are fair and honest, but a single bad teacher can forever sour the learning experience. It's better to give a teacher the benefit of the doubt and give him or her a chance to remedy the situation than to simply hope the situation resolves itself. As Ms. Fricker says, "when we don't deal with problems, nothing gets improved."
Santa Harris Strikes Again
Constance Nguyen
Outrage across the province continues to grow regarding the Mike Harris Millennium Memento project." These were the words of Mr. Rick Bartolucci, Liberal Member of Provincial Parliament, last December. This past Christmas it had seemed that Mike Harris, Premier of Ontario, was playing the role of jolly Old St. Nick.
Thousands of books, Millennium Memento, were distributed to every child in Ontario. At first glance, the books look harmless and may even be enjoyable for elementary kids. Page after page of colourful drawings and writings, displayed children's dreams and goals for the future.
But, I dare ask, how could these kids even visualize a bright future if already millions and millions of dollars have been cut from the education system?
One parent said, "Homework assignments must be photocopied. It is very difficult for teachers to balance the individual needs of all their students when they don't have textbooks."
Take a look at the walls of Jarvis you'll see posters advertising candy-grams, plays and programs. Why are we fundraising? Because we need money to repair musical instruments, to decrease the cost of field trips, essentially to provide ourselves with a satisfactory education, something the government has failed to do.
Textbooks are in such short supply that students have to sign up to borrow the books and bring them back the next day so that other students can use them. It's pathetic.
$2.4 million was taken out of the Ministry of Citizenship, Culture and Recreation to manufacture these books. Where are they now?
Most students can't recall where their gift from Santa Harris has gone to. Books have been torn, burned, used as paper airplanes, origami, or thrown into the garbage.
Ms. Kennard's ESL class sent their books back to Queen's Park in a box.
Jarvis and several other schools around the province gave their students the option of dropping off the unwanted books at the mainoffice, which then returned them to the premier.
The Liberal party started this "Return to sender" campaign, and for a few days, truckloads of yellow books poured in to the government.
A survey of Jarvisites revealed that most students at Jarvis agreed the production of the Millennium Memento was a waste of money. OAC student Marlon Gerra declared, "I always thought it was a waste of money." Allen Van, in Grade 12 exclaimed that it was "a waste of money....I threw it in the garbage can. I don't think the government is doing the right thing...a useless book."
On December 16, a rally was held on the front steps of Queen's Park. When asked how the rally went, Liberal Party member Andrew Steele said the kids were just having a great time. But, I asked him, isn't it even more of a waste if the kids threw back the books? I mean, the money had already been used, why not just keep the book? He said that the students were taking a drastic action, they were fighting for their rights.
"Shame on this government. What an obscenity when students have to stand up for their right for adequate funding for education and this government wants to blow $2.5 million on propaganda, with another $300 000 set for edition number two. The students suggest that it might have been more appropriate for the government to lend support, let's say, to student council yearbooks by way of sponsoring a millennium page. What a good suggestion. Unfortunately, this government isn't about to consider it," say Peter Kormos, MPP.
Now, only a few months after the books were handed out, the words Millennium Memento don't ring a bell for anyone. What? What's that? Oh, that piece of trash. Yeah, I don't know where I put it.
What's that being flushed in the washroom? Ah, another plot of the government to bring happiness to the minds of students by means of better reading/learning materials, went down the drain again.
How I used my Millennium Memento
- Balancing- The book helped me balance my computer speakers, so I now get full stereo.
- Cleaning spills or vomit- the mementos can easily be used for wiping up any millennial messes.
- Dartboard- It's really fun (trust me) to throw sharp pointed objects at this great government gift.
- Firewood substitute- it's great for keeping fireplaces going and for starting fires.
- Fly swatter and all-purpose whacker- the memento is great for getting rid of household pests, siblings, or classmates.
- Hat- Useful when raining or as a fashion statement.
- Origami- I use it as a creative output to make little planes, boats, and the occasional crane.
- Paper maché- Another way to use the booklet artistically.
- Paper weight- helps me weigh down all of the loose sheets on my desk that might be blown away by a gust of wind.
- Personal fan- It can be used to help cool down on hot summer days.
- Scratch pad- It's good for testing pens and drawing little cartoon ideas to submit to the Jargon.
- Shoehorn- It personally shaved 2.3 seconds off my shoe putting-on time.
- Wedge- It works great to prop up lopsided furniture and school desks.
- Wrapping paper- It's a colourful, shiny, stylish thing to wrap gifts in, and is also environmentally friendly.
-Raki Singh
Grade Nine Students Failing Core Subjects
Jargon Staff
Students are finding Grade 9 even more difficult than usual this year, as the new curriculum is implemented. In order to change high school from a five-year program to a four-year one, extra material is being squeezed into each class,and many students are having trouble coping.
"We're in a transition year where things are going to be covered in (Grade) 9 that were covered in other years," points out guidance counselor Janice Fricker.
As of the December report cards, more students were failing in the core subjects of math, English, and science than the previous year. As well, the average mark in each subject has also dropped considerably.
34% of ninth-graders are failing math, and the average for the grade is 58%. In June of last year, the average mark was 62%, four percentage points higher, and only 28% of students received a below-passing grade.
Grade nine science students have an average mark of 64%, compared to last year, when the average was a much-higher 72%. The failure rate has also increased to 19% from 11% a year ago. As well, 21% of English students are failing, up from 18% in 1998/99.
Math teacher Brian Dunfield says that the curriculum changes are hard on both the students and the teachers. "It's an awful situation," he says. "You can't blame the kids." Dunfield says that teachers are finding themselves forced to modify the curriculum themselves, lest they lose a large portion of their audience. "We are trying to adapt it…we are trying to water it down."
Science teacher Ms. Eyasu, who has two Grade nine classes, says that the new curriculum has been "implemented so fast, there is no real testing."
As well as being given a new, untested, Grade nine curriculum, these students will also be on the receiving end of new, untested, curricula in Grades 10, 11 and 12.
In the end, only time will tell what effect the new curriculum will have. For now, students will simply have to wait and see.
Jarvis' Native students share cultural exchange
Skyler Longboat
What would you do if you were offered an all expense paid trip to South Korea?
Ask the Redspirit Drummers and Dancers from Toronto, who recently had the opportunity. They were invited to the Andong International Mask Dance Festival in South Korea, as representatives of Canada's First Nations people.
"People were very generous, and helpful with everything," says Cheryl Rivers who attended the trip along with six others.
Rivers is a student who attends the Native Learning Centre, which is an alternative program for Native students at Jarvis. She accompanied seven young people to Andong, South Korea, for the 10-day festival that took place September 29th, through to October 8th.
The group was made up of Jingle Dress Dancers: Cheryl Rivers, 19, from the Wikwemakong Reserve on Manitoulin Island, Sylvia Redbreast, 19, from Chapleu First Nation, and Fancy Shawl Dancer Katie Longboat, 16, from Six Nations.
The festival, which featured cultural performances from countries including Mexico, Britain, and Sri Lanka, was an opportunity for the Redspirit Dancers, particularly Rivers, to show their style to the world.
The main event of the Festival was the Ancient Mask Dance, performed by a large group from host nation South Korea, plus others from Eastern Asia. Originating from Korea's prehistoric age, the dance is performed in both artistic and religious contexts. More than movement, the Mask Dance is a drama that allows performers to act out people, animals, or supernatural beings.
Steve Teekens, who is the leader of Redspirit, says it wasn't always easy to understand the significance of the various dances he saw, from places like Sri Lanka, Indonesia and Ethiopia, "but everyone still enjoyed watching."
Redspirit performed every day of the festival for one hour. They were then free to enjoy the colourful sights of the festival and also the city of Andong.
"The ocean was beautiful and the sand stones were a nice colour of jade," says Rivers, who also adds that she thought all the temples were very impressive.
The group had tour guides to show them around. They were also provided with translators so that they could communicate with other people, which was good, according to the youth that went. Rivers says that the Korean people were some of the nicest people she had ever met.
Funding for the trip was provided in part by Native Child and Family Services. Redspirit Drummers and Dancers also raised money by drumming at different events around Toronto. Frances Sanderson, who works for Anishinabe Homes Inc., helped organize the trip.
"I think that this trip brought more awareness of First Nations people to the world," says Teekens.
Teekens says that Redspirit was one of the more popular groups at the festival, filling the most seats for every performance.
Combating the Myth of Justifiable Homicide
Jeff Dalziel
Summary executions are carried out in many Asian, Middle-Eastern and African nations, where the rule of law is non-existent and human rights are not guaranteed in the constitution. However, the archaic practice of capital punishment also occurs in the "civilized" Western world, most notably in the United States of America. The millennium has brought us a universal sense of optimism, unparalleled in recent times, for the future ahead. The dawn of the 21st century has given us a fresh start and a unique opportunity to correct the wrongs of the past. Many injustices have characterized the preceding century and acts of barbarism must now be universally outlawed. The time has come for all of us to take a stand against archaic capital punishment.
My concerns are especially legitimate in light of the current political situation in the U.S. I fear that George W. Bush may succeed in winning the Republican nomination, and he will inevitably become the future president if Al Gore's campaign continues as it has. For those who are unfamiliar with Governor Bush, he currently heads the infamous state of Texas, which has been universally condemned by groups such as Amnesty International for having executed more than 200 people since 1976. Governor Bush continues the trend and Texas leads the entire country in executions, despite measures by humanitarian groups opposing Governor Bush's fierce contention that capital punishment acts as a deterrent. Incredibly, in 1998, Texas executed more citizens than California, Indiana, Utah, Mississippi, Nebraska, Washington, Maryland, Nevada, Delaware, North Carolina, Illinois, Oklahoma, Arizona, Alabama, and Virginia combined!
Different methods of execution have progressed with technological advancements, as executioners have tried to make the killing process as efficient as possible. As of 1999, however, barbaric executions continue, and electrocution, lethal gas, hanging, and the notorious firing squad are all used in a modern context. Electrocution is used in 11 states, ranging from Alabama to Virginia; lethal gas, reminiscent of Hitler's gas chambers, is used by six states; hanging and firing squads are used by Idaho, Oklahoma, and Utah. Despite numerous attempts at making the death penalty less inhumane, it continues to be a barbaric and uncivilized tool, used callously for retribution.
While wandering the halls of J.C.I., I managed to interview several students about this extremely controversial topic, in an attempt to discover the views of our young and diverse population. Grace, an OAC student, stated that "[the death penalty is] not only hypocritical, it just doesn't make sense! Capital punishment never acts as a deterrent and only fuels our subconscious desire for vengeance."
Another female student in OAC gave us her perspective, emphasizing the differences between Canadian and American society. "Of course we look up to the US, but thank God we don't follow their legal system. There is always a risk that someone innocent may be killed by accident. We (as a whole) aren't as cruel as he Americans."
Everyone I spoke to strongly opposed the idea of capital punishment, including one student who recently immigrated from Indonesia (where the death penalty continues to be an accepted practice). Areef, a Grade 12 student, gave us his view that, "in a democracy there must be alternatives, and death should never be an option. Because if it is, then the state is not truly democratic."
On an international scale, all democratic countries should demand an end to the death penalty. The United Nations Declaration of Human Rights states: "No one shall be subject to cruel, inhumane or degrading treatment or punishment." If strapping someone to a metal chair and sending thousands of volts of electricity into his or her body isn't cruel or inhumane, then I don't know what is. With the end of the twentieth century, these acts of barbarism can no longer be tolerated. Few developed nations continue to execute their citizens, whereas the United States is on the same level as China and Saudi Arabia (who, combined, make up 80% of the executions world-wide). The time has come to condemn their archaic laws, and as a leader on an international scale, the US must now follow the example of Azerbaijan, Estonia, Latvia and Lithuania which all abolished the death penalty just in time for the millennium.
Canadians: Are We As Tolerant As We Think?
Jeff Dalziel
As I write this article, a startling wave of
anti-immigrant sentiment has swept through our nation due to a
recent influx of Chinese refugees who were abandoned on the shores
of British Columbia. Surprisingly, many Canadians have not been
sympathetic to the plight of these people in need of sanctuary, and
many of our citizens have not embraced them with open arms. The
Fujian migrants fled an authoritarian government in an attempt to
better their lives and surely expected a more tolerant society.
Canada is renowned around the globe for being an accepting and
compassionate nation but our world-wide image is on the brink of
deterioration.
Newspaper articles and editorial headlines played a major role in
the drastic change of Canadian public opinion. the reputable
national daily, The Globe and Mail, published a scathing article by
Max Berger called "From Refugee to Welfare" which
appealed to the rising unsympathetic attitude for potential
refugees. This past summer the Canadian public was bombarded by
images of "illegal aliens" who were deserted on the coast
of BC. CBC's The National as well as local programs portrayed
the potential refugees as burdens on an already strained social
services safety net. The CBC attempted to sway public opinion by
quoting a spokesperson from the Metro Toronto Social Services
Division who stated that refugees on welfare have cost the citizens
of Toronto $209 million in 1998.
Sadly, far too few Canadians who saw the photographs of women and
children being paraded into a downtown courtroom felt outraged at
their apparent mistreatment. Young refugees, some as young as
thirteen years old, were taken to court in bright orange prison
gear and shackles. The most disturbing recollection I have of the
events was a photo of a little girl in shackles who was unable to
walk and had to be carried into the courthouse by another Chinese
national seeking refuge.
As a student at arguably the most multiethnic and diverse school in
Canada, I cannot help but feel ashamed by the cruel perception of
refugees in our modern society. Jarvis Collegiate has become a
second home for all students from all over the world. Students from
Argentina to Zaire have been embraced with open arms and welcomed
as necessary and productive members of our society.
A Singaporean immigrant in OAC at Jarvis was outraged by the
handling of refugees, and thought that Canada was a more civil
society. "I used to think that Canadians treated people with
more respect. I know that the Americans have stricter regulations
[in regards to refugees seeking asylum] and I always thought that
Canadians as a people were more humane. Unfortunately, I was
wrong."
Many Canadians seem to have forgotten that we don't live in a
homogenous society, and thus feel threatened by visible minorities.
But it remains that Anglo-Saxon immigrants from Ireland, England or
Australia are treated differently than those from Asia, the Middle
East, and Africa. It should not be forgotten that we live in a
nation of immigrants and that our rich culture is enhanced by a
mosaic of different ethnic groups. Remarkably few Canadians do not
have grandparents (if not parents) who immigrated to Canada, and
although many did not have to endure the hardships of living under
a totalitarian regime, they were given the opportunity to migrate
to a peaceful and stable country. It is our obligation as Canadians
to welcome new members of our society as productive individuals who
make a significant contribution to our nation.
Were Art Students Censored?
by Casey Johnson
Fall 1999
Why were there cutout maple leaves covering the genitalia of the figure drawings in the first floor display case of JCI?
First, there were life drawings, genitalia and all. Then, there were drawings with maple leaves. Then, they were covered entirely.
Just outside of the main office were life drawings from two of Ms. Gentles's Grade Eleven art classes. Each penis was covered with a red maple leaf bearing phrases like "CENSORED," "For Mature Audiences Only, "Viewer Discretion Advised" and "Canadian, Eh?"
The drawings were arranged in sets of two, the first based on a specific part of the skeleton and the second depicting the same part, drawn from a male nude model.
The students were first asked to draw some part of the skeleton which in their opinion made an interesting composition. When the model came in, drawings were made of the same area on which they had based their skeletal studies. This resulted mainly in frontal view drawings of the pelvis, because formally, the pelvic bones are the most interesting in terms of shape and shadows.
In an interview with Vice Principal Mathoo, after speaking with Principal McKenzie and reviewing the board and ministry regulations, he said, "There are no regulations, per se, prohibiting the drawings being displayed uncovered in the hallway." However, the principal has "important discretionary power over the issue."
Most recently, Ms. McKenzie told Ms. Gentles to take down the covered pelvic studies from the main floor display case, even though there haven't been any complaints made. Part of her reasoning was that she didn't want to offend the parents coming to parent-teacher night. The covered studies are permitted to be displayed on the fourth floor. The same assignment with frontal pelvic studies had been displayed in the main halls in the past without complaint.
According to Ms. McKenzie, the display of the work on the main floor was inappropriate because, "Some members of our school community have religious beliefs that forbid exposure of the body."
The work was covered and displayed by the students and Ms. Gentles, without the knowledge that the work would later be censored by the principal. Who was responsible for the original maple leaves, and how they came about, is interesting to look at.
It appears that all of the staff and artists involved assumed that there would be enough offense taken by the school population to warrant censoring the art. This article is not the place to assess whether there would have been "enough offense taken," because that is totally subjective. It is easier to find out what the people involved thought and did about it all.
When the opportunity came to display the work, the head of the art department, Ms. Sparham, wrote a letter to Ms. Gentles stating, in part, "I think that in order to preserve our life drawing program, discretion should be used in selecting the Grade Eleven skeleton/human studies. With this in mind, go ahead, put up the display, the case is available now."
Ms. Gentles said that they were faced with a dilemma because, "On the one hand it was excellent work, that was on the course, that deserved to be shown; on the other hand, we didn't want to offend people or jeopardize the future of the program."
So, Ms. Gentles said to the students, "Either we don't display them or we have a bit of fun with the whole idea of censorship, that we're not in fact censoring the work, we're throwing the idea of censorship back on the viewer." The class also studied censorship of both traditional and contemporary art.
The students whose drawings were chosen to be put on display (based on the quality of the work), then cut out the leaves "of their own volition," said Ms. Gentles, from templates she provided. The slogans were thought up by the students and Ms. Gentles.
Emily MacLaurin-King, one of the artists of the work in question, said, "I think people thought it was kind of funny that it went up with the maple leaves and the slogans on it just to say that we realized that we were being censored and we knew and we had a part in it."
In the past there have been complaints by staff about drawings of female nudes displayed in the halls. Ms. Gentles said she didn't want Ms. Sparham or Ms. McKenzie to be on the hot seat for something she and her students thought was a legitimate art activity.
"It's the two values, one is to display the fine work that our students produce in its purity, the other is to protect the program by not calling undue attention to controversial subject matter."
The students, originally, were not exactly told to censor their own work, but they were encouraged to do so.
Another point is that there were no objections voiced to Ms. Gentles by the students concerning the coverings. No one who was chosen to display their work decided not to put it up or asked to put it up uncensored.
Ms. Gentles said she would fight to maintain the life drawing in the classroom but she wouldn't fight about whether to display it.
All of this circles the question: were the maple leaves and their phrases art or self-censorship? It is all a bit foggy, because there are a lot of things going on . First of all, the drawings were complete in and of themselves before the subject of displaying them ever came up.
Then, the possibility of a negative reaction and controversy was introduced. It was brought to the class by Ms. Gentles when she suggested the maple leaf concept. Ms. Gentles also said, "In the best of all possible worlds, we would put [the drawings] out there."
So there is encouragement of self-censorship because there is a compromise being made. The art is being changed in response to an anticipated reaction.
On the other side, the maple leaves and the phrases were turned into a social commentary by the artists and in turn became a part of the art, even if they were literally tacked on at the last minute
How much opposition is necessary to cause censorship is another question altogether. Emily MacLaurin-King said, "The problem is who draws the line of what's offensive or not."
It seems that all parties involved assumed that there would be enough opposition in the school to warrant censoring the work.
In an interview with Mr. Mathoo he stated that, according to board policy, "Such displays [containing the drawings uncensored] would be acceptable in the art room of a gallery, an enclosed area where one would have to make a conscious attempt to enter the room.
That is, if the school had a gallery.
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