Kelvin High School - Kelvin Yearbook (Winnipeg, Manitoba Canada)

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signia of qualities its symbolism con¬ tains. There are many alumni of the School who in the past received the Crest as an athletic award who framed this and treasure it as a personal association with Kelvin. To those it is their visible con¬ tact with their Alma Mater. At a more recent date an attempt to focus student attention upon one com¬ mon design to take the place of indi¬ vidual class pins was made. A design suitable to the broad statement neces¬ sary to “felt” was instituted, consisting of a trefoil and a triangle enclosing the letter “K.” This without the inscrip¬ tion of the three virtues “Courage, Truth and Right” leaves one open to confusion of thought as both trefoil and triangle may be interpreted in many dif¬ ferent ways. If the “trefoil” is accepted as symbolism for “Courage,” “Truth” and “Right” then the sharp points of the triangle are the opposite, i.e., “Fear,” “Ignorance” and “Injustice.” In the de¬ sign the trefoil is triumphantly super¬ imposed upon these negations. The symbolism therefore declares that “Fear,” “Ignorance” and “Injustice” are vanquished by “Courage,” “Truth” and “Right” and the heart of this is in “K”— Kelvin. H. V. Fanshaw. Our Scene Painters W. McDowell R. Cullen D. Kirkland 23

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THE KELVIN CREST T HROUGHOUT the ages “symbolism” has played an important part in our history and still means much to us. In brief, “symbols” are outward and visible signs of an inward meaning. Thus, all flags convey to their na¬ tionals special meanings as in the case of the Union Jack which by its pattern¬ ing incorporates the red cross of St. George for England, the white cross of St. Andrew for Scotland and the diag¬ onal red cross of St. David for Wales. These incorporated into one symbol sig¬ nify the union of the three countries as a corporate whole. In the days of Chivalry each knight was distinguished by his coat of arms. These consisted of symbols bearing ref¬ erence to qualities for which the family was distinguished, such as the “Lion,” a symbol of strength, sometimes “couch- ant” at others “rampant” as in the arms of Scotland. One of the best known symbols is that of the “Cross” which epitomises all that is inferred by Chris¬ tianity. Whether you are aware of it or not (in modern times) though the signifi¬ cance may have been lost, we still fol¬ low the practice in regalia, club in¬ signia and school and college badges. We naturally desire distinctive mark¬ ings to identify our associations and there is no better way than that of a design distinctive in form and color, one easily recognizable by the mem¬ bers of an organization. Whether you call it a crest, a badge, an emblem, or any of a dozen names in common use, it essentially is a symbol of the quali¬ ties and identity of such a body using it. In our School’s history we have found ourselves searching for some form of expression embodying a rich symbolism to express our identity. First we chose as our colors Cherry and Gray; the rich red expressing all those warm human sympathies we admire; the cool blue gray symbolising the calm judgment of an educated mind. This became natu¬ rally the basis for all the designs we use to identify particular emits of our school. Of our first school crest, no one has any record other than the designer of it, but it was the beginning of a con¬ sciousness for an official symbol. The second developed in the War period and consists of a background of cherry and gray stripes, vertical and superimposed by a Golden Torch, a Laurel wreath and ribbon upon which is inscribed “Kelvin.” It was inspired by McCrae’s poem “In Flanders Field,” the passage “To you from failing hands we throw the torch” providing us with our chief sym¬ bol. Just as over 500 of our students accepted the challenge of the War, we who remain accept the challenge of the “Torch” to carry on the progress of humanity. Not only that, but we crown it with the Laurel of Victory, and label it with our identity, and back it up with the full strength of the Cherry and Gray symbol of war, human sympathies, and calm human intelligence. That is what our Crest should mean to us and we should be proud to wear it as a School. That the enterprising Sports Committee was quick to seize it as an athletic award is history but the crest has wider sig¬ nificance than that and in one form or another should be adapted for all school uses, stamping these with the rich in-

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T HOSE who took part in the musi¬ cal activities of the school have had a very busy year. The Mixed Choir sang as usual at the Armistice Celebration in November. This group also sang two numbers at the performances of the pageant, “Hori¬ zons,” in March. The Grade XI Girls ' Ensemble broad¬ cast on four occasions, twice for the Radio School, once for the Junior Sym¬ phony Orchestra, and once for the Junior Musical Club. Russell Cooper, Room 28, assisted as soloist at two of these broadcasts. The girls who belonged to the Junior Musical Club sang a group of songs at one of the spring meetings in the Fort Garry Hotel. This year the Girls’ Glee Club was successful in obtaining for the second time the Aikins Shields, and the coveted Earl Grey Trophy, emblematic of the best children’s choir of the Festival. Dr. Staton, in giving his final adjudica¬ tion, said, “This choir gave us the best singing of any choir or soloist in the Festival.” The test pieces this year were “Who Comes So Gracefully,” by Alec Rowley, and “How ‘Merrily We Live,” by Michael East. To Miss An¬ derson, the conductor of this choir, is due the credit for this great achieve¬ ment. A number of the students entered in the solo, duet, and trio classes. All performed with credit to the school, and mention is made elsewhere of those who were successful in obtaining first, second, or third place in their respective classes. The sincere thanks and appreciation of all is extended to Wilna Radcliffe, Room 37, who played so beautifully for all the individual entries as well as for the Glee Club. On April 29 and 30, Grade X stu¬ dents produced “As You Like It,” un¬ der the direction of Miss E. Thomp¬ son. The traditional Shakespearean music was sung by a group of boys, namely, Harry Cave, Russell Cooper, Fred David, Arthur Griffin, Frank Hooton, Maurice Hooton, and Bill Saunders. Carl Chodyniecki and Law¬ rence Halsey ably assisted by the vio¬ lin. The choir was honored this year by being asked to take part in two of the celebrations for Coronation. The first took place on May 11, when the scholars assembled at the front of the school to witness the planting and dedication of the Coronation Tree. The choir was massed on the steps, and lead the school in singing “O Canada,” “Land of Hope and Glory,” “O God Our Help In Ages Past,” and “God Save The King.” On Coronation morning the choirs of five High Schools were assembled on the steps of the Parliament Building, and led the assembly in the singing. For an anthem the choir sang “Jeru¬ salem,” by C. H. H. Parry. FESTIVAL WINNERS First—Norma Kendall and Margaret Ball—Junior Duet. Third—Norma Kendall—Junior Sopra¬ no Solo. Third—Beatrice Baldwin—Junior Con¬ tralto Solo. Third—Gilmour Rogers—Boys’ Sacred Solo. Second—Hilda Main—Intermediate Pi¬ anoforte Duet. Honorable Mention—Don Kirkland— Festival Poster Contest.