Jarvis JargOnline 2001 - 2002: Issues

American Universities
By Tema Smith

Is Jarvis Getting Back to Normal?
By Helen Chow

The Value of an Informed Society
By Ali Karim

American Universities
By Tema Smith

A new school year has started, and once again, for those in their final year, university applications are quickly approaching. The choice of where to go for undergraduate studies, whether to stay at home, move out of Toronto, or leave Canada altogether is one of the most difficult decisions that must be made.

While most people opt to stay in Canada, American universities are attracting some of the nation's top students. Despite costs amounting to between roughly $20,000 and $60,000(Cdn.) each year, SATs are written, and essays prepared to meet the requirements of applications for schools in the States.

Many of those who choose to go to school in America are in search of the complete "college experience." School spirit, fraternities, sororities, and football are just some of the things that are capturing Canadian students' attention. Most students opt to live on campus and thus are constantly surrounded by the college atmosphere.

Attending college in the States is not just going to class. "American schools have become more than just institutions of higher learning; they seem to represent a whole way of life," reports Professor Henry Srebrnik in his article Football, Frats, and Fun vs. Commuters, Cold, and Carping: The Social and Psychological Context of Higher Education in Canada and the United States.

Right from the initial application, the attempt to ensure that the school would be a good match for the individual student is on the mind of the admission staff. A large attraction to American schools is the attempt to get to know the applicant as a person, and not just a SAT score.

"Here [in Canada] you are six OACs. Not even a name. It's so impersonal. But in the States, they get you to write essays about who you are and who you want to be. Even if your test scores aren't that great, they'll still consider you if they think you've got something they want. They actually want to know you, not just your marks," says Morgan Connelly, a student at Upper Canada College who is planning to attend university in the United States.

The tradition of excellence at American schools is one that goes back to the beginning of America. Some of the founding fathers, such as Benjamin Franklin and Thomas Jefferson. wanted to base their nation on intellect, and therefore, they placed much emphasis on higher education. Franklin was the founder of the University of Pennsylvania and Jefferson founded the University of Virginia. American schools to this day are full of pride and brimming with a strong sense of history.

This tradition is another reason many people choose to pursue their education south of the border.

"American schools are a prestigious destination for the next step of a student's education. They have international acclaim and very high admission standards. The private schools seem to place an emphasis on even being offered admission to the school, not to mention actually attending it," states Sally Jordan, Head of the Guidance department at Jarvis Collegiate.

"They're better schools. The professors are better; the course material is better; they're just better in general," stated one Jarvis student, 18.

The States also has a wider variety of schools to choose from. Compare: The United States has about 1800 four-year colleges and universities, some private, some public. Within these, there are state schools, world-class institutions, small undergraduate liberal arts colleges, small private schools linked with the church and various others with different focuses. In Canada, there are roughly 90 degree-granting institutions and numerous diploma-granting colleges.

American schools also have massive scholarship funds available for students attending their schools. If a university wants a student, it will go out of its way to insure that the student will come. Most American schools consider themselves "needs-blind;" that is, financial situation has no bearing on offers of admission. Financial aid is given to anyone who meets the admission criteria of the school but cannot afford to attend. Canadian universities do not consider financial status during the application process, but leave it up to the student to find loans from the government and banks.

Networking is almost promised at America's more prestigious institutions. People from small places are given the opportunity to hobnob with those who will help them gain power and recognition. One such person is former President Bill Clinton. As an undergraduate, he left his home state of Arkansas to attend a national institution, Georgetown University, in Washington D.C. He took advantage of his location to meet people, which he never would have been able to have done in a state with as little power as his own.

"Attending an Ivy League school in the States almost guarantees recognition from anyone. I mean, when you look at biographies of people and it says 'Graduated from Harvard' next to their name, it makes you say 'Wow!' It's a big deal, because it's so hard to get into the schools, and also because of the kind of people you meet while you're there," states another Jarvis student when asked why she plans to apply to American schools this winter. "The high-end schools in the States give their students chances to meet the people that will help them get where they want to be."

While many see all of these features of American schools as attractive, there are still those who feel that Canadian schools would be better suited to their needs. "Personally, I feel that we have schools here in Canada that rival the top U.S. schools," asserts Jordan.

Many Canadians find the patriotic nature of American schools a turn-off and would much rather stay at home where school spirit is an option. The belief that the university years should be transforming, shaping a person into one who understands how to have fun, do well, and be loyal to one's school, is not held in the same esteem as it is in the States. Based on these criteria, many Canadian students choose to remain in Canada, and deal with what Srebrnik calls "the bureaucratic 'non-experience'."

American schools are doing their best to attract Canada's best and brightest, and in many cases, they are succeeding. By providing students with an outlet for pride, school spirit, and involvement, they are going beyond the standard rigours of academia that their Canadian counterparts are also known for.

Is Jarvis Getting Back to Normal?
By Helen Chow

The basketballs are flying and the cheerleaders are chanting our te

If any grade nine students were to ask a Jarvisite just how exciting the school was last year, they will, in most cases, receive a short, blunt reply that goes something like "What excitement?"

Such an answer is valid considering the fact that the routine last year consisted of waking up in the morning, going to school, and then finally going home to do all the homework of the day. School was comparable to a black hole of emptiness.

The absence of extra-curricular activities was noticed almost everywhere. Students of all grades slouched up and down the halls with bags under their overworked eyes, heavy books cradled in both arms, formulas, economic models and Shakespearean verses drilled in their brains.

I began to notice the symptoms of all work and no play when I had the opportunity to sit through the Welcome Back assembly that took place last year.

As the audience was asked to rise and then informed that the Jarvis School Song was about to be sung, people glanced at one another with raised eyebrows and blank faces.

I interpreted these gestures as a warming- up exercise to get ready to sing. Members of the band grasped their instruments and warms up. They begin to play the notes of the song, and take a wild guess as to what happened, or shall I say, what didn't happen.

The auditorium was quiet and not one mouth from the audience even opened to utter a single lyric of the song.

After the assembly, I quickly realized that no one sang simply because they didn't know the words to the song. How can you expect some fifteen- hundred students to know the words to a song that is seldom sung?

Such a feeling of emptiness took place in our school last year due to the fact that six-thousand secondary school teachers withdrew participation in extra-curricular activities to protest provincial requirements that saw classroom time increase from six to six and a half periods out of eight.

Such a requirement by the Toronto District School Board also resulted in the reduction of four- hundred teaching positions in secondary schools across the city, which provided the Ontario government with savings of up to twenty- five million dollars per year.

Although a small percentage of teachers at Jarvis were able to squeeze extra- curricular activities into their demanding schedules last year, many were just unable to cope. Teachers were just too burnt out with advising students about their educational careers, continuing on-calls, and patrolling hallways, to maintain extra-curricular activities.

Whether you noticed it or not, the absence of extra- curricular activities was all around us like a rainy day that just wouldn't go away.

The frustration of Jarvis students was evident as they attempted to voice their concerns in a walk- out that was attended by almost every student of the school. In front of the school steps on Jarvis Street, students confidently held up signs that read 'Support Our Teachers.'

Principal McKenzie has referred to this year as a "nova" simply because everything has exploded into life. We are no longer living in a black hole of emptiness because the games, clubs, and many other extra- curricular events have brought colour back into the school.

In late August of 2001, the Toronto District School Board and the Ontario Secondary School Teachers' Federation reached a tentative agreement that reduces classroom workload so that teachers will now have time to volunteer for extra-curricular activities.

Finally, the halls are bursting with excitement, people have things other than schoolwork to gossip about, and the morning announcements are filled with the results and highlights of games played by Jarvis teams.

Renata Ancans, a grade twelve student and a member of the Girls' Athletic Council remarks on the return of extra- curricular activities: "I think it's really good for the school as it encourages school spirit and the students are active again." Teams help a lot of students to enjoy school and they help some focus a bit better because they have a lot on their minds and they can put this energy into the game. The number of students that have come out for teams this year shows that J.C.I. is very eager to participate in sports again.

There is an oriental philosophy that one 'seeks for balance in life' and is symbolized by the yin-yang. Extra-curricular activities bring balance to the life of a school.

Our school principal, Mrs. McKenzie states her view of the return of extra- curricular activities:

"I just feel as though there is a whole new beginning. Extra- curricular activities keep both students and teachers happy, busy and play a big role in providing a fun- filled educational experience for all. They allow students to interact socially with their peers and the teacher, and also give students the opportunity to develop leadership skills, which are considered an asset to prospective employers. We also know from studies that students who are involved in activities outside of the classroom do better in school."

Extra- curricular activities are not about politics; rather, they are about enabling students to unleash the talents and strengths that lie deep within them.

A curriculum is not just about going to school from nine to three, it is about going to school and trying our best in order to find the people that we truly are. It's about trying things that test our endurance, strength, strategy and ability.

I urge all Jarvisites to take advantage of our school's wide selection of extra- curricular activities.

The Value of an Informed Society
By Ali Karim

It's not an easy task to sit back and watch your particular race of people being targeted and turned into victims of hate. After the tragic occurrence of terrorism in the United States on September 11th, a wave of anti-Muslim feelings has swept though North America. As a result innocent people have been killed, lives crushed and sacred property destroyed. Now, it's no secret that the incidents of September 11th have brought out both the best and the worst in people.

On one hand we have brave firefighters, police officers and civilians working around the clock in a united effort to salvage lives from the rubble. On the other, we have hate.

If there's a lesson to be learned today it is that hate begets hate. And violence begets violence. Being part of the Muslim community, I find myself confused sometimes when I think about the people that have committed crimes against my people - what makes them any different from the people who destroyed those two buildings? They both preach intolerance, and this worried me the more I thought about it. However, after allowing a day to go by, my worries began to subside. Recently on television there was a story about a Sikh man that was murdered - his murderer thinking him to be Muslim, and a Hindu temple burned to the ground - by an arsonist believing it to be a Mosque. These people believed they were doing their society a favor by destroying all things Muslim. Of course, these incidents beg the question - what could have spawned this ignorance?

I'm a Grade 12 student at Jarvis. I share this facility with over a thousand students from a multitude of backgrounds - from every race and place on Earth that I could possibly think of.

So I felt it necessary to gather the views of some of my fellow students on matters of the heart. My questions were based on how these incidents may have affected people's views about Muslim students. "The truth? Well, when I first found out about the anti-Muslim feelings surfacing around here, I felt nervous. But what can I say? People here are just generally cool," said a grade 12 Muslim student Damir Maltaric.

"The people who did those things were sick - I'm a Muslim, and I've always been taught to be peaceful. What I like is that the people at JCI are smart enough to realize that not everyone's a terrorist." This was the reply from another Muslim student who is an OAC, and preferred to be anonymous. "No, life hasn't changed. I think everyone knows that all Muslims aren't responsible for this," was the reply from Grade 11 student Ozren Stambuk.

I conclude to state that the words of my friends and those I interviewed have all been correct. The people at Jarvis are cool. The teachers have been sensitive and supportive towards Muslim students.

The students I interviewed, and conversations I've had with my other Jarvis friends have all brought comfort to me. Turns out, that people that attend JCI are intelligent and informed, and I think that this is the primary reason that there hasn't been any discrimination of any sort and that Jarvis has stayed peaceful through the start of a rough year. It is in times like these that one can take notice and appreciate how education strengthens our community.

In the end, I confess that this little article was written in the spirit of admiration for our school community. Or perhaps simply a thank-you note to all the teachers and students that have made life this much easier for me and other Muslim students, camouflaged in an article constructed to inform.

Jarvis JargOnline 2001 - 2002: Editorials

(What's so Funny 'Bout) Peace, Love & Understanding
By Kate Ranachan

Mixed Race
By Tema Smith

Reading Between the Lines
By Raki Singh

(What's so Funny 'Bout) Peace, Love & Understanding
By Kate Ranachan

The events since September 11th constantly remind me of an article written by a Uruguyan writer named Eduardo Galeano.

He wrote, "In the struggle of Good against Evil, it's always the people that get killed." I can't help but think that Galeano may be right.

This should come as no surprise considering that the struggle of Good against Evil has been taking lives for centuries.

The Crusades were fought on the premise that Muslims were bad and Christians were good. In the 1972 Munich Massacre, Jewish Olympic athletes were killed by Palestinians terrorists in the fight between good and evil.

Even here in Canada we are not immune. During the Second World War we put the Japanese in camps because they were considered to be evil.

The terms good and evil are thrown around without knowing what they mean. They are just words that are used to justify any conflict.

How else can we explain why someone can be good one minute and bad the next? Was Osama Bin Laden not considered good when he fought the Soviet invasion of Afghanistan in the 1970's and 80's?

Prior to the terrorist attacks, September 11th was already a historic day. It was on this day in 1973 that a military coup backed by the United States overthrew the democratically elected socialist government in Chile.

These battles were all fought by different people in different parts of the world, but they all have one thing in common: the loss of innocent lives, the torture of innocent people, loss of dignity for a nation.

Recently while watching a documentary about what happened in Chile, I was struck by how these victims of torture spoke about dignity, the dignity they have found in surviving.

They can hold their heads up high because they have survived whereas as those who tortured them must hang their heads in shame. None talked about revenge.

They didn't see things in terms of good and evil. They were able to see a middle ground--compassion and forgiveness.

As long as we see every issue as black and white or good vs. evil, it will be harder to find peace anywhere. But I guess this is why forgiveness and compassion are harder to come by than vengeance and retribution.

It is much harder to try and understand your enemy than it is to shoot him.

My only hope is that soon the world will see more clearly. That after all the bloodshed we have seen in the past century and even in this new one, the world will learn that answering violence with violence is no solution at all; it only leaves more people dead. Or as one person spray-painted on a wall near the World Trade Center, "An eye for an eye makes the whole world blind."

Reading Between the Lines By Raki Singh Reading period was introduced this year to Jarvis. Silent reading is not new program as it has been already implemented in other schools in Toronto like Bloor Collegiate and Essex Middle School. It was started at Jarvis after results on a questionnaire from the Grade Ten Literacy Test indicated that a lot of younger students don't read at all or read less than half an hour a week. The purpose of the program is to encourage literacy, a skill that is required for university and the work place. But what does Jarvis think about the program? The articles the Jargon received from students (mostly seniors) at the beginning of the year were highly negative. The initial reaction from these articles seemed to say that they felt they were being forced to read. However, this wasn't an accurate representation of the whole school. Recently, a survey was distributed to the department heads and they were asked to give it to their different grades. The survey sampled more then 10% of Jarvis's population. The response was generally positive. There was roughly a ratio 3 to 1 in favor of the reading period. The comments were interesting; many students pointed out that the time was appreciated as they could study notes for tests or catch up on English class reading. Students also seemed to enjoy the peace and quiet the program offered. There were other comments as well; many students pointed out that people used the time for sleeping or that teachers used the time to teach longer into the period. Students also complained about not being allowed to go to the bathroom. So what is going to be the fate of reading period and literacy? For one, there are going to be discussions to move the reading period to the morning instead of the afternoon. Secondly, a committee has been formed to assess the literacy results and work on new programs. This committee has teachers from many different subject areas, including math and science to encourage literacy across the school. Also, the recent Jarvis Reading Program Questionnaire may hold the key to many of the changes that could occur to the reading program. But ultimately, only time will tell if reading period will be a success. Mixed Race By Tema Smith For all my life I've been called a "white girl." It's a label that I have lived with for all of the eighteen years I've spent in the world. I guess it comes along with my light skin. However, it rings false; or at least it does to me. I, like many others in the world, fit into the "biracial" category. That's right, the "other" on the census form and other applications and surveys. The invisible minority. People look at me and automatically assume that I have a white father and a white mother. But that's not my family. Sure, my mother is Caucasian, but my father is African-American. Black. Not white. When I tell them this, I am usually questioned. "Are you sure? Maybe he's not your real dad." Sometimes I am even corrected. "You're not black. You're white." People stare at me with doubt flashing through their eyes. "If your dad is black, how come your skin is so white?" they ask. I don't know how to answer that because I honestly don't know. I don't understand how genetics work. What I do understand is that I am sick of people defining my race by what they see and hesitating to believe me when I tell them my background. My race. It is not only skin colour that people base their assumptions on when it comes to race. It's also attitude, intelligence, and even taste. How many times have we heard someone referring to hiphop as "Black" music, and sometimes even accusing a white rapper of having an "identity crisis?" Called that guy sitting at the back of the class with his Fubu sweater and big headphones "ghetto"? Decided that the person with the highest mark in that calculus class is Asian? And that the highest mark in English went to someone white? A racial identity has often been predefined, and those who question or deviate from it are labeled as posers, outcasts, or disrespectful to their 'people.' It is disturbing that it has come to a point where a person feels uncomfortable sharing his or her background with people for fear that he or she will be questioned. It frightens me that people assume automatically that skin colour is race and that attitude, intelligence, and taste should fit the stereotype of a person of that faction. To this day, every time I hear someone refer to me as a "white girl," I remember a day in the second grade when two of my other mixed-race 'friends' (who had the skin colour to prove it) cornered me in the schoolyard as my father walked away, taunting me. "You're white! You're white!" they chanted. I ran out to the street and after my father, crying. He sat me down, upset that people had already started to doubt my racial background at the tender age of seven, and said what was to become my mantra. "It's not what they think you are that counts. It's who you are."

Jarvis JargOnline 2000 - 2001: JCEye

Jarvis Collegiate Washrooms: 
The Rooms We Love to Hate 
Katie Gougeon

Why Won't the Dogs Shout? 
Heather Fletcher

A Grade Nine's Perspective of Jarvis 
Peter de Vries

Jarvis Collegiate Washrooms: 

The Rooms We Love to Hate 

Katie Gougeon

When you walk through the big unfinished wooden door, the smell immediately hits you. You can't put your finger on it, but it's fair enough to call it off-putting. Suddenly, you're blinded by the over indulgence of off-white walls, but that matter becomes trivial as you face 6 orange doors, stuck in grey frames. Instantly, you ask yourself, "Which of these six little stalls are in the best condition?" Unfortunately, the answer is always the same: none. Why would there be nice stalls? After all, you are in the Girls' bathroom at Jarvis Collegiate Institute.

"Not only do you have to worry about teachers and homework when you go to school, you have to fear the washrooms as well!" says Pauline Lee, a Grade 11 student at Jarvis. She's not really exaggerating; not one area is properly functioning.

Take the sinks for example. In theory, they are the most positive aspect of the washrooms because they are automatic; however 9 out of the 12 don't work and the ones that do have a weak little stream that probably doesn't have enough water pressure to drown a fruit fly. I won't even mention the ones that over flow.

"I would just like to comment on the 2nd floor sinks which are most commonly used, and how they did NOT work for the first 4 weeks of school. After making this discovery, I feared for my life due to the possible amount of disease circulating in our school," recalls Sarah Smart, a 16-year-old J.C.I. bathroom user.

Then there's the issue of the short stalls. You don't have to be very tall to see above them. A public washroom should pride itself on the privacy it provides, but the height of these stalls borders on voyeurism. What's more awkward than doing your business and then standing up to come face to face with one of your classmates?

When it comes to the colour scheme, it's safe to say the designer went into home hardware and picked out everything unattractive. The front entrance is done in white tile, but the main part of the room is covered (including the sinks) in strange off-white cement with abstract grayish shapes stuck in it. Then totally out of nowhere comes this 70's orange colour on the doors of the stalls. I wouldn't wish a room like that on Satan!But aside from its faults, Jarvis female "servicios" as they say in Spain, have character and intrigue. You'll never get sick of sitting down to read other's graffiti; it's almost a source of entertainment. You can find anything in those stalls: love advice, insults, and even information on alternative religions. Then there's the mysterious locker in the wheelchair-accessible stall on the main floor. No one knows why it's there, but like everything else in the bathroom, no one questions it. "What about the vents behind the toilets? What are they and what's behind them? I saw a light coming from one once, two years ago," explains Molly Gardner, Grade 11. Who would think that a washroom experience could ever belong on unsolved mysteries?

Now, you may be asking yourself why the girls put up with the strange smell, the ugly colours, the broken sinks, the broken mirrors, and just the general ugliness of it all. Apparently the male population has been doing the same. Cam Finlayson, a former J.C.I. student, now a twenty year old university man was happy to leave those bathrooms behind. "The washroom at Pizza Pizza is cleaner, and homeless people wash in there."

For strictly investigative purposes, I decided to take a peek into the boys' "toilettes". To my surprise, it was decorated in the exact same way, but the smell was definitely more off-putting. Aside from that and the urinals, the girls' and boys' washrooms barely differ! It turns out the lavatories at Jarvis Collegiate are a lose-lose situation, no matter what the sex.

Perhaps it's time the students take a stand, for future generations of bathroom goers at Jarvis. Maybe our voice will be heard, and our health will no longer be at risk! Just in case it doesn't work, we could all do our part. For instance, put a limit on funky odors, or maybe put instructions inside the stall on how to flush the toilet for those of us who seem not to know. We could crack down on the girls who seem to think that sink is another word for hair disposal, or those who seem to make an effort to be disgusting with what they leave in the stalls. To those of you who do, you're only making everything worse. For the guys, Chris Murray, 16, insists on one lesson and one lesson only: "We aim to please; you aim TOO, please!" For girls, it's a lesson in courtesy: "If you sprinkle when you tinkle, be a sweetie, wipe the seatie!"

Why Won't the Dogs Shout? 

Heather Fletcher

All eyes are on him. Number 9 has never felt this type of pressure before. He dribbles the ball once, twice, and then fumbles. He looks out onto the bleachers, and sees a hundred shining faces staring back at him; faces painted with encouraging messages, hands holding homemade signs, and mouths screaming for him. All for him. Number 9 then gives them all a confident, mischievous grin, shifting into a swift jog, dribbling the ball back and forth between his hands. He stops. He shoots. He scores. And the crowd goes wild. They scream for him, they cheer for him, they love him. They run onto the gym floor, each lifting a member of the team onto their shoulders. This is highschool? This is something that Jarvis will never be.

While recently visiting an old friend at her highschool, I found her to be bubbling over with excitement and anticipation. She wanted to show me everything her school had to offer, and was ecstatic that my visit had been scheduled on the same day as one of her school's pep rallies. As we waited for the game to begin, we sat in the bleachers, involved in conversation. I was amazed to see how many students had turned out for the pep rally. "Jarvis never has pep rallies like THIS, " I said to her. "We only have one a year, and you're lucky if even half of the school shows up." She looked at me as if I had committed a criminal act. "What?!" she exclaimed, "P.E.C.I. has a pep rally every two weeks! How can you not have pep rallies, or cheerleaders? That's what highschool's about!"

According to teen angst films such as "10 Things I Hate About You", "Angus", and "Never Been Kissed", a school just isn't a school without a football team, or cheerleaders, or even a student clothed in a furry mascot suit. One thing that highschoolers must remember is although academics are crucial and important for your future, school spirit is an essential thing as well. Why? Have you ever heard the phrase, "Time flies by when you're having fun"? School would be more appealing if it was exciting. Not only will it unite the school as a whole, but will unite individuals. School spirit would likely reduce racial discrimination, improve the image of our school, and therefore making school a more enjoyable environment.

So why isn't Jarvis more spirited? True, with the provincial cutbacks this year, and teachers teaching 6.5 classes, pep rallies and sports teams seem more like a dream than ever. However, the spirit event "Fall-Fest" was held in a time perfect for students, was supported by teachers, was free, and still only a sad percentage of a 1/4 of the schools population showed up. Last years girls' volleyball games were quieter than a math classroom, where Jarvis "fans" were non-existent. And yet 88% of the 200 students surveyed believe that spirit is an important factor to have in Jarvis, and they would like to see more student run events.

I was surprised to find that 100% of the students surveyed knew the school colours, and 83% knew either all or some of the words to the school song. This proves that our students are interested in being involved in spirit events. The student organized walkout in September proved that Jarvis students DO care what happens in our school, and that Jarvis is not just a place to learn in. In fact, the walkout was one of the most popularly populated Jarvis events.

Some argue that if more pep rallies and cheerleaders existed in Jarvis, they would cause a definite boundary of social cliques. Matthew Stokes, a student in Grade 11 thinks, "If there's cheerleaders, I think it's going to simulate more like the U.S. school system. With cheerleaders and too much school spirit, cheerleaders would definitely make a cheerleading clique. We already have a jock clique already - the basketball players hang out together." On the contrary, Morgan Koch, also in Grade 11 believes that, "Just because cheerleaders exist, it doesn't mean that there will be a large boundary between social classes. Jarvis is so diverse, and contains approximately 1300 students. It's impossible for a sport's team to make such a major impact. Our school's too big for that."

I'll always remember the first time I attended a Jarvis sports event. It was a boys' basketball game, three years ago. While in warm up, they ran in a circle chanting, "Who let the dogs out?" The bleachers were slightly filled, and not even a cheer emitted from one person. I watched our boys dribbling and shooting, giving the game their all, running until they could run no more. They wore the same vintage Jarvis jerseys, while the other team had Nike-sponsored warm up suits, parents attending the game, and even students from their home school, complete with the painted faces, hand-made signs, and cheering mouths. I asked myself then the same question I've asked after each Jarvis spirit event: why won't the dogs shout?

A Grade Nine's Perspective of Jarvis 

Peter de Vries

After a couple of ridiculous years of half-ass education with teachers who could barely control classes, you walk through the doors into the rotunda on the first day and find yourself in a maze of halls, rooms and staircases. Now thanks to Sir Harris's "plan," I've found that learning various subjects is often like this too. I also remember teachers and students talking about how drastic the new curriculum is. I haven't really looked very deeply into the facts; however, I do know from my learning experience thus far that something is not right. I've been hearing about material from the Gr. 10, 11 and sometimes even small pieces of the Gr. 12 curriculum being shoved into Gr. 9 compulsory subjects, specifically: math and science.

I have found math and science to be the two real killer subjects this year. I've also inferred that a lot of Physics has entered the Gr. 9 science curriculum; up until now, I've found the Gr. 9 science course to be a near equivalent to the Gr. 9 math course. Many of the concepts in the chemistry and electricity units revolved around mathematics and "chemistry" was hardly chemistry from what I could tell. I don't remember ever studying chemicals in the chemistry unit, just mathematical formula's to present two units on a line graph.

Let's not forget the insanity implemented in the Gr. 9 math course either, I distinctly remember my parents telling me that they had never studied the dreaded "equation of the line" in Gr. 9 math, and I've been hearing many warnings about how heavy the Gr. 10 math course is going to be. I recall Mrs. Cooper, the Head of Math's description of the Gr. 10 math course quite clearly: she had announced to the class that if you do not finish the year with a mark of 70% or higher, then it is highly recommended that you get some major tutoring over the summer; not even summer school would be appropriate preparation for the following year should you fail to grasp the total of 70%. I remember feeling rather uneasy about the thought of a math curriculum that would be implemented even more heavily than the one I'm presently taking and barely scraping through thus far. I've found this statement to be more like an evil decree than a "respectable" government standard, knowing that the Gr. 9 math course average was far below 70% in term one. I'm sure that many Gr. 9's have had trouble adjusting to the expectations of high school math, myself included.

Another thing that has been hard not to notice is the absence of extra-curricular activities. I'm sure everyone is aware of the "work-to-rule" situation that the teachers have undergone recently; however, as a result of these nasty politics, a typical day for a student at high school has been as follows: you go to school, eat lunch, talk to a few people and go home. Older students who have visited Gr. 9 home form classes for fundraising events have described to us their experiences at Jarvis before all the political stuff kicked in. These descriptions of what life at Jarvis was like in the past were hardly similar to life at Jarvis now. With the cutbacks and reduced extra-curricular activities, Jarvis seems to be more about working extra hard to study for government standardized tests than a positive learning experience for the average Gr. 9 student.

Overall, it's hard to really get a good impression of what Jarvis is like, since so little of it is actually being offered to the new students right now. I guess only time will tell how this whole mess resolves.

Jarvis JargOnline 2000 - 2001: Humour

What's the deal with Chairs?

Paul Kozieradzki

Chairs! I know there are students out there who have been terrorized by dangerous chairs. These chairs attack during high-pressure situations such as tests, quizzes, and exams. They attach themselves to your body, and hold it ransom for several hours of the school day. Their demands are that you conform to their torturously poor design.

The basic designs for student chairs at Jarvis are the combo desk, the plastic chair, and the backless stool. Most familiar is the desk chair combo unit used by the English, History, and Math departments. The small backless stools still remain in the biology and art classrooms. Both these designs have the potential to harm your body in ways you can't begin to imagine.

"The portion that supports your back is located near my lower back…some chairs are also small in relation to the length of my legs…I remember there were a couple of chairs that were too small and they caused a sore on my lower back," said Justin Khan a Grade 12 student who is six foot four and a half inches. These combo desk and chairs were not designed to accommodate a student of Justin's size, and although the impact is not life threatening, it still affected his comfort in the classroom.

"I'm just a big man living in a short world," said Staford Campbell, a six foot two inch student in Grade 12, who sympathizes with Justin's problem and can actually feel his pain.

The problem with these chairs is that they are essentially 'one-size fits all' approach to seating. This militaristic approach does not belong in a multicultural school such as Jarvis. Jarvis students come in a variety of body types, and when these young and developing bodies are forced to conform to 'ideally suited chairs' the damage to their bodies may affect their future experiences with chairs. These chairs could be a contributing cause in the increase in back problems among young adults. This one-size-fits-all theory is also promoting the negative view that the human body should grow a certain way, or the consequences will be pain. Chairs are an alien object to our bodies, and therefore should be as comfortable and natural as possible.

"Some of them are broken, have cracks, are hard, squeak, or the legs are uneven…sitting in them just hurts," said Darryl Spencer, a Grade 12 student with lower back problems. The lack of comfortable chairs sends Darryl on an awkward search for an adequate chair every time he enters a classroom.

When these seats were designed, there was no knowledge of ergonomics, which is why they are too old for this scientific age. It is the year 2001, and perhaps we should catch up in terms of chair design. The chairs have not aged well, as evident from the dried pieces of gum under the desk, the cracks, and there are a few desks that have been bent back into a reclining position by students who were not satisfied with the chairs.

As bad as the desk chair combo is, the small stool is even worse. It should be a criminal offence to have these backless stools in our art and biology classrooms. They provide no back support and are too small to accommodate the average size buttocks.

"It's tradition… they take up less space…it's not an issue of safety," said Mr. Whitney, a biology teacher with stools in his classroom. The fact that students and teachers can consider uncomfortable stools a tradition is appalling. It amazes me that the human body can become desensitized to such horrors.

Frustration over the quality of chairs has driven some students to activism. "I'm against chairs all together… my solution is levitation," said Casey Johnson an OAC student. This anarchist approach is a definite sign that there is a problem according to students.

Teachers have different theories depending on the grade level and the subject they teach. "I don't have a problem with stools. Uncomfortable chairs give you the incentive to move around, stand up, and draw," said Ms. Moran, Acting Head of Art. She also added that the class never sees her sitting in her chair. She is always walking around helping students.

There are varying degrees of disaffection for chairs. The teacher believes that students should avoid sitting in the chairs and instead move around. The student takes this to the highest degree and believes levitation to be the answer.

"Many fast food restaurants want uncomfortable chairs because they want a quick turnover," said Ms. Beaudry, a history teacher who compares this to student chairs. Finally the question of why students are always watching the clock that will strike the end of the period can be answered. This could explain why several students feel that they have been forced into skipping school. If you went to a restaurant and the chairs were uncomfortable would you come back?

The theory behind uncomfortable chairs seems to be that they prevent students from becoming too comfortable or falling asleep. This punishes the backs of thousands of students to stop a few students who will probably fall asleep anyway.

The government would be wise to make the classroom environment more inviting. This can be done by examining places where people enjoy hanging out for long periods of time such as bookstores. Chapters and Indigo are two of the most popular chains of bookstores in Toronto. These places try to give their customers a comfortable environment in which they feel they can take as much time as they need. In these stores there are plush sofas and comfortable chairs. I have never seen anyone sleeping in them. "We have the chairs so people can stay and be comfortable," says Ira Tam store manager of fiction zone at Chapters on Bloor Street. Although their approach does not exactly match that of a school, a lot can still be learned from their successful business. People enjoy being in these places, and perhaps some day students can enjoy the classroom environment.

I have a dream that one-day students will sit in ergonomically correct chairs that can properly support their bodies. These chairs will be free at last of the militaristic approach, and will be varying in heights and width to accommodate the tallest of students and the largest of buttocks. In my dream chairs are used as a vehicle to take students through the journey of education. But nonetheless I must accept the reality of lack of funds and lack of concern from the Oppressor Man.

Jarvis JargOnline 2000 - 2001: News

 

Contract Ratification Only Equals Bum Deal For Jarvis Athletes 

Vanessa Rankin

Have you heard the good news? High school teachers in Toronto have ratified their contract. Work-to-rule has ended. 'Excellent', you say; now you can get back to playing some of those sports like soccer and hockey that you have waited a good two thirds of the school year to take part in.

Think again. As an athlete at Jarvis, you were most likely the one to feel the earliest effects of work-to-rule. All decisions regarding whether to proceed normally with extracurricular activities were halted pending a solution between the teachers of public high schools in Toronto and the Toronto District Board of Education regarding, amongst other things, workload. Most teachers were faced with the task of balancing an increased workload along with limited prep-time and the instruction of new curriculum, leaving little time for anything else.

Toronto high school teachers were looking for acknowledgement and a fair contract from the Board of Education in return for their teaching an extra half credit a year, totaling up to the instruction of 6.5 classes. The solution came in the form of a pay raise of 8% over the next two years. Although this solution has ended the teacher's legal strike action, it does not mean that teachers will be rushing back to volunteer their time to coach sports teams as their workload has not changed and will not change in the immediate future. "Much of the coaching has been left up to the Phys-Ed department and I can't see anyone else volunteering… There has to be a motivation for teachers and that motivation is getting the time back," spoke Mr. Kreiner.

That time is something that has disappeared with the instruction of an extra half credit, and that extra credit course, has become a huge hindrance to teachers volunteering their increasingly valuable time to coach sports teams. "Currently, I'm teaching seven courses, as many other teachers are, and I can't even picture coaching an additional two hours afterwards. It seems almost impossible," said Ms. Misko, one of two teachers in the girls' Phys-Ed department.

Besides an increase in pay nothing else has been changed with this new contract, and high school students along with teachers now find themselves in virtually the same situation as under work-to-rule, regarding time for athletics. "Just because the teachers' pay has been increased, it doesn't mean that they have the energy or time to contribute to extracurricular activities and the coaching of teams," commented Jane van Keerbergen, a Grade 12 student. Teachers just don't have the time to coach teams that have thrived and depended on their assistance in the past.

Another large factor contributing to the fact that resurgence in high school athletics will not be seen this spring is that many key people involved in the athletic organizing bodies for Toronto high schools resigned. These resignations came in opposition to the Government's law (Bill 74) mandating that all teachers participate in extra curricular activities. As the ratified contract ending work-to-rule has come through so late in the school year, it will take much reorganization and cooperation on the part of associations such as OFSSA and high schools, to pull together tournaments and establish leagues, including the officials to oversee them. "We have been trying to run sports but it is extremely difficult to do so under the present circumstances. There are so many obstacles. There is no framework in place, no budget and no support for coaches," explained Mr. Kreiner.

What has been most discouraging, however, is the effect of little to no sports at J.C.I, on new students to the school and those in the younger grades, particularly the nines. "I like sports and I do want to join some teams but there are none," voiced Mey Mey Fung in Grade 9. In fact, out of the twenty-two or so teams that normally operate in the school year at Jarvis only two have survived and those have been both the boys' and girls' basketball teams. A few teams such as boys' soccer, did get underway for a short while before Christmas but there was little advertising done by teams that had become operational due to possible problems their operation would pose under the constraints of work-to-rule.

So how does the future look for athletics at J.C.I.? Some solutions have been proposed by the Board of Education to free up that much-needed time during the day which could then, possibly, be put towards coaching teams. The main solutions will most likely come in the form of changes to the timetable, allowing for some time to be freed up during the school day, which may possibly be put towards coaching but these solutions are only just being considered.

Unfortunately, when some teams do begin in the spring it will not be an "all or nothing" attitude. Spring teams that do have teachers willing to volunteer their time to coach will go forward but others will not. Some coaches have expressed concern over the fact that, once again, it has been the fall and winter sports that have suffered. The situation which has not been entirely fair will, hopefully, in the coming school year resolve itself, and support for our once active sports teams will return to previous levels.

Jarvis JargOnline 2000 - 2001: Issues

Do Jarvis Students Bust Their Butts For Nothing? 
Melinda Maldonado

Kiss My Ash!: A Majority of Jarvis Smokers Find it Easy to Buy Cigarettes 
Joanne Mei

Do Jarvis Students Bust Their Butts For Nothing? 

Melinda Maldonado

Have you ever canceled plans with friends from other schools because you had too much homework to do, and they didn't?

Jarvis students know that they work hard, and it seems unfair compared to the amount of work other schools require for the same course. After all, we end up with the same credit. Who is the judge of how well a student learned the course material and how well immersed they were in the subject? This is certainly important for applying to university; it makes sense that admissions departments would be aware of this, and take the school's educational standards into consideration.

JCI is well known for having a strong academic program offering this through advanced and enriched courses. Schools with a large special education department will have a variety of course levels to choose from, including basic and applied levels.

"Even if it's an advanced course, if everyone's dumb in the class, it's not like the teacher can go really fast if no one's getting it. The teacher has to slow down to make sure that everyone understands," said a Gr. 12 Jarvis student.

Of course the teacher has to slow down if students have no idea what's going on.

If the pace of a class is determined by the capability of the students, why do some schools seem to be attracting the same type of students over and over again?

A Jarvis teacher said, "A lot of a school's academic success depends on the students that the school attracts. The standard of the school is set by the department head, the teachers, and the principal, as well as the capabilities of the students."

This teacher found that at another school it was hard to teach at the academic standard that they felt appropriate, so they looked for a school that had higher standards and chose Jarvis.

The effort seems to be for nothing when you "realise" that universities do not consider which school you studied at, and how in-depth the learning experience is there.

Does a student taking OAC Chemistry at Central Tech with a 90 do as much work as a Chemistry student at Jarvis with an 85? Or does U of T favour students from the University of Toronto High School? When a U of T Admissions representative was posed with the question of the difference between an OAC Chemistry 90 at Central Tech, or an 85 at Jarvis, they said there is absolutely no difference and that "it's too messy and complicated to get into ratings."

The representative said that she thinks other universities, particularly Queens, rate highschools. And indeed she may have been correct.

A letter was written to Jarvis from Queens' Faculty of Engineering and Applied Sciences. It stated that they compared students' first year marks to high school marks and that there was a wide range of variation.

They said that Jarvis students have continued to perform well and that they are willing to consider dropping their high 80's percentile cut-off to the high 70's for JCI students applying.

If they are doing this for our school, they are probably doing the same for other schools with similar results. This means they probably have a list of "excellent high schools" which have consistently produced good students. This is great for us, but what if we are not on the "good school" list for other programs, or other schools?

A Jarvis teacher said, "Students come back to visit and they tell us that they feel extremely prepared for University or that they are at the top of their class."

So there is feedback that is telling us that the academic courses are "Some of the best in town," as a Jarvis teacher said, and that at least some universities are recognizing this.

Guidance counselor Ms. Fricker says that, "Students want to believe that they are better than others. Students should not be so concerned with ranking, and should focus on being 'good students.'" She says that except for elite programs, no ranking system has been created because there is such a wide variety of factors to consider when comparing high schools.

When the U of T Admissions representative was told of the Queens letter to Jarvis, she said, "Oh, are you applying to Engineering? Because they [the faculty of Engineering] do rank high schools." This was not the information given when the question was first asked, which provokes the question of how much rating is going on behind closed doors.

Kiss My Ash!: A Majority of Jarvis Smokers 

Find it Easy to Buy Cigarettes 

Joanne Mei

I was on my spare just the other day with nothing to do, so I decided to go to a nearby convenience store to buy a yummy, yet nutritious, Passion Flakie. I was at the counter ready to pay for it when I saw something that shocked me. There in front of me were some of my peers purchasing cigarettes.

This was shocking because the cashier did not ask them for any identification. She just simply placed the pack of smokes on the counter and politely said, "$4.50 please," after one of the boys requested a pack of Du Maurier Lights.

Cigarettes should not be sold to anyone under the age of 19 in Ontario. Law prohibits it. However, too many teens these days find it easy to get their hands on them.

"I would say that 6 out of 10 tries [at buying cigarettes], I don't get carded," says a Jarvis student, age 17. "If I get carded and they don't sell me cigarettes, I just go somewhere else."

The Canadian Government is well aware of the harmful effects of cigarette smoking, so they use many different methods to deter the public from buying them. They banned the advertisement of cigarettes in Canada; they put excise taxes on them; cartons and individual packs of cigarettes are covered with bold warnings (for example, "Smoking can kill you."); and the Ontario government passed a law, outlawing the sale of cigarettes to people under the age of 19.

Smoking is the leading cause of preventable illness or death in Canada. It is responsible for over 40 000 deaths a year. That is four times as many people as those who die from AIDS, traffic accidents, suicide, homicide, fires, and accidental poisoning, combined. Smoking can also lead to cancer - and not just lung cancer. It cans also result in cancer of the mouth, sinuses, esophagus, brain, breast, uterus, bladder, kidney, thyroid, leukemia, and lymph glands.

Smoking also causes or increases the risk of many other diseases, including bronchitis, emphysema, strokes, heart attacks, ulcers, cataracts, gum disease, and tooth loss. It can cause early aging in women and impotence (yes, IMPOTENCE) in men.

The government attempts to prevent vendors from selling cigarettes to kids in many ways. There is a hefty fine of up to $25 000, jail-time, or the store could be closed down. At the 7 Eleven on the corner of Queen and Broadview, a cashier, who would like to remain anonymous, said "I check every time," when asked if he asks for identification.

Nicotine is a very addictive chemical. 8 out of 10 people who try smoking get addicted; that is a very scary fact, considering most smokers start in their teens. 28% of teenagers between the ages of 15 and 19 smoke. Evidently, teenagers are much smarter now. The lower number of teen smokers shows that adolescents know about the addictive nature of cigarettes and the effects of smoking; however, some choose to ignore them.

"I know smoking is bad for me," says Adele Bolonzo, 16, a student at Riverdale C.I. "But I'm not going to quit. We all have to die sometime!"

Jarvis JargOnline 2000 - 2001: Editorials

 

Teachers' Contract Solves Little 

Brianna Julien

The five-month work-to-rule campaign by the teachers is finally over as the teachers voted 69% to accept the contract offered by the Toronto Board of Education and, yet, the students haven't seen much of an improvement to Jarvis life.

It was a sad sight in September when school started with an air of uncertainty. No one seemed to know what was happening with the teachers contract, which ended on August 31, 2000 and very little information was given out by the Toronto District School Board or the OSSTF Secondary Teachers' Union. Finally some light was shed on the situation and students were informed that talks between the Toronto District School Board and the District 12 OSSTF Secondary Teachers' Bargaining Unit negotiators was happening. However, little progress was being made and the talks were constantly adjourning.

At the end of October, teachers were informed that they were on strike (what the union called "work-to-rule") and that they were to withdraw all professional services performed for the TDSB. However, the terms of this strike were sketchy and what the teacher could and could not do was left up to each teacher's own judgement.

With this rather ambiguous direction, Jarvis students saw changes in some departments and none in others. For instance, teachers were still conducting TAP because it is a mandatory part of the curriculum. However, no teacher was allowed to sign any report cards or response forms going home to the Gr. 9 and 10 students in November. On the other hand, most teachers agreed to still perform commencement, which was out of school hours.

In sports, it was again to be left up to each individual teacher. The GAC and interform went ahead and the boys' and girls' basketball teams got together and played on their own accord. However, almost all of the junior teams were not started and many tournaments were missed. One phys-ed teacher commented on how the gym teachers were just too tired after teaching 6.5-7 classes to stay after school for two to three more hours to coach teams.

In the music department, the teachers had agreed that Concert Band and orchestra were co-curricular and, therefore, they felt it only right to put in the extra time for the music groups. On the other hand, only the clubs that could get a staff sponsor who had no moral objection to offering some extra help under the conditions offered by the OSSTF, such as the Multicultural Club and the Charity Club, had taken action so far this year.

Academically, the information was ambiguous and varied from teacher to teacher. The Classics department had to stop offering OAC classes during a lunchtime period in which they helped out the students. Conferences concerning ISU's had to be conducted either during class time or not at all. The library had shorter hours, the computer rooms were closed with no one to supervise them and the guidance office was closed during common lunches. For extra help, programs were being started for the junior grades by guidance because most teachers could not offer any extra instruction before school, after school or during lunches. Some departments decided collectively that they were all not going to offer extra help and other departments left it up to the individual teacher to decide. Some teachers were available for students before a major test or assignment, especially in the sciences or English. One teacher, who chose to remain anonymous, commented on how "it tears me apart not being able to help my students be the best they can be."

By January, the morale of the students had hit an all time low. Everyone was tired of waiting for a settlement between the Board and the OSSTF. When asked if there were any changes to the situation, Mrs. McKenzie sighed and said, "No. I am very frustrated with the slowness of the proceedings at this time." She also commented on how education was being turned into a professional business at a very high price.

Fortunately, February came and some light was shed on the issue. The Toronto District School Board made a "final" offer to the teachers that the union rejected and the five-month old work-to-rule situation came to its climax. The Board publicized the fact that the teachers had rejected a deal that cut down on their workload, gave them an 8% salary increase and gave them a comprehensive and competitive benefit plan. However, the union then circulated a fact sheet that was only handed out to the teachers to explain what the Board really offered. In reality, the salary increase was to be paid in minor increments; some after the contract would expire, and would not have been retroactive. The benefit plan was to be paid from the teachers' own pocket and the workload issue was not even addressed.

After negotiations started up again, a new offer was formulated and the OSSTF plus the teachers finally reached an agreement with the TDSB. The new offer allowed the salary increase to be retroactive and eliminated on-calls.

So how is this collective agreement going to affect Jarvis students? Well, there are some perks. Now Jarvisites can go to their teachers for extra help, classes can go on field trips, the library hours are back to 8:15 am-4:00 pm, guidance is open during common lunches again and extracurricular activities are technically allowed. However, with teachers still teaching 6.67 classes, the extra-curricular situation still remains pretty grim.

In sports, it is doubtful if many sports will resume or start-up because the coaching has been left up to the Phys-Ed teachers, with no other teachers volunteering because of the lack of time.

It is also doubtful if many clubs will commence at all this year. "The fact is that the teachers just don't have the time. I strongly doubt if the collective agreement will have an impact on students and clubs will start happening because the issue of the extra class was not addressed," declared Ms. Roti, a history teacher at Jarvis. There are a few clubs, such as the Debating Club, that has started up but most of them will not be seen in Jarvis until, hopefully, next year due to the lack of staff sponsors.

Mrs. McKenzie had the final say about the matter. "I expect the collective agreement to have little impact on the extra-curricular activities at Jarvis or on the students because the matter of the extra class or the extra six hours a week are not addressed due to the fact that it is a mandate of the provincial government and not the Toronto Board of Education. However, with that said many great things are still happening at Jarvis."

So, the major question for all Jarvisites is when does it all truly end and things get back to normal? Unfortunately, that is still a question that cannot yet be answered, except for the hopeful, "Soon."