Appleby College - Argus Yearbook (Oakville, Ontario Canada)

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tf N The Board of Governors is a title which causes many doubts in the minds of the boys. In most cases they are portrayed as a group of old- fashion men who make all the unpopular decisions that affect the well-being of the school. This, I am glad to say is a fallacy! They are not senile - they are truly concerned for and vigorous in their attempts to help the boys . And since most are old boys of have sons that attend i he school they have a clear, con- temporary view of the problems a private school has to face. Their conduct shows their concern for the boys. The time devoted to supervising school matters is their own. They do it voluntarily and receive no pay for their valuable work. The time I met one of the governors (by accident) he appeared whole and hearty, all old school tie. 1 was expecting a prepared speech on the playing fie lds of Eton. However I was wrong. His manner turned serious and he asked me what my grievances and or praises were against and or for Appleby. Afterwards, 1 was impressed with his concern for the school and with the weight and thought he gave to both sides of my list. They are all successful businessmen but their manner towards the school is not business- like. It stems from their love and t for Appleby College. i I Board of Governors A.W. Baillie, Esq., Honorary Chairman F.W. Baillie. Esq.. Chairman W.S. Robertson, Esq., Q.C., Secretary EX OFFICIO MEMBERS G. Brooke Ferris, Esq., President, Old Boys Association Richard A. Harcourt, Esq., First Vice-President, Old Boys Association A.D. Turner, Esq., Second Vice-President, Old Boys Association LIFE MEMBERS The Rev. Canon John A.M. Bell. D.D. W.H.Edwards, Esq. S.G. Fearman, Esq. W.A.T.Gilmour, Esq. D.L.Gordon, Esq., F.C.A. D.G. Guest, Esq., O-C. Dr. N.B. Keevil H.J. Lang, Esq. J.W. Little. Esq. C.MacArlhur, Esq.,M.D. R.R. Manbert, Esq. J. P. Northey, Esq. D.G. Ross, Esq. Rhys M. Sale, Esq. J.T. Scarlett, Esq. E.P.Soanes,Esq.. M.D. J.H. Thomson, Esq., Q.C. R.G. Wace. Esq. D.S. Watson, Esq. MEMBERS Allan D. Baker, Esq. A.W.Bailhe, Esq., Jr. Warren Beasley, Esq. J. P. Bunting, Esq. P.A.G. Cameron. Esq. W.A. Cook, Esq. J. Douglas Crashley, Esq. . .H. Crosbic, Esq. Rear-Admiral E.W , Kinch-Noycs, CD. RCN(Ret.| J.S. Gairdncr, Esq. J.R.Gairdncr, Esq. W.T. Grant, Esq. B.B. Green. Esq. D.B, Green, Esq. J.D, Harrison, Esq., OC. J.D. Lcitch. Esq. A.J. Little, Esq. F.C.A. J.D. MacFarlanc, Esq. J.P.Mctarler, Esq. J.K, McCausland, Esq. J.R.McKcn ic. Esq. S.B. McLaughlin, Esq. C.Z. Mann, Esq. W.J. Mann, Esq. T.R, Mcrritt,Esq. R.J, New, Esq. D.W ' . Newlands, Esq. K.A. Randall, Esq. A.V. Robbins, Esq. E.L. Samuel, Esq. H.E.C. Stoncham, Esq. W.R.Taprcll. Esq. F.R. Wcis, Esq.

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The Argus: Contents Dedication 1 Editor ' s Page 4 Head Boy ' s Message 7 Headmaster ' s Message 12 Grade and Form Pictures ... 14 40. Sports Fall 42 Winter 56 Spring 74 88. Arts The Arts at Appleby Dial M for Murder . Pirates of Penzance Art and Literary . . . 90 96 1 20. Activities and Events Events 122 Thursday Activities .. . 132 Cadets 136 Northern Campus .... 138 Sports Day 144 Closing Day 147 4 {a t, ?«d 9 ta tj4 i f44A tet J i ff ' la t wd SP{a t r««d EDITORS: Rob Cartotto Dave Green Jamie Washington JUNIOR EDITORS: Toby Follows Andrew Krempulec Jonathan Haldane PHOTOGRAPHY: Stephen Durst Chris Baker Dave Tan Denis Tomicki Paul Bundschuh Simon Weisbaum Steve Cockell Brad Merrill Mike Kent Don Hamilton Bill Benson Rob Dal Bianco Mr. Crabb TYPING: David Durdan (Chief Typist) lainHueton Kristian Steifenhofer Adam Gordon ADVERTISING: Doug Campbell (Head of Advertising) Mark Manifould Rich Withey KyleO ' Hearn Adrian Graham STAFF ADVISOR: Mr. Snowden JUNIOR SCHOOL: Mr. McLean

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Head Master s Message Instead of stringing together a series of platitudes which try to imply what good fellows we are in Canadian Schools in general and at Appleby in particular, I would simply like to say that I am deeply concerned about the subtle drift there is in all our educational institutions toward the casual and per- missive approach, and away from some important time-honoured values. We, who are committed to the education of young Canadians, might do well to remember that the teenager of today cannot recall at first hand any of the war years - the losses, the wounded, the thousands of refugees, the question of the survival of whole peoples, the many examples of courage and gallantry shown in the face of overwhelming odds, the quiet heroism of thousands in just maintaining life for their families, the ideals for which we fought, and which we hold so dear. This is all really just history to modern youth. They have lived their impressionable years in times of unprecedented prosperity, unprecedented self- indulgence, and in the middle of an unprecedented barrage of communications - much of which is highly suggestive and destructive. If we are to stem the drift, and indeed to assist in developing a society in which integrity and com- mitment and responsibility are fundamental to our way of Hfe, there is an enormous work to be done. As a start, and dealing only with the boys for the purposes of this article, 1 believe that right across the land we should develop programmes which will in- volve much more challenge and much more discipline, to the extent that our young people might learn more about responsibilities to be met and less about benefits to be received; so that they might learn a greater respect for sheer hard work; and so that they might develop those important qualities of per- severance and self-discipline. To be specific, I think it is our job to prepare the boy for the stresses of life - to give him a robustness, or resilience, which will stand him in good stead in adult life. He must acquire physical, intellectual, emotional and spiritual toughness - for it needs all four to make him into a whole man. The games field with its challenge to face physical hurt, and the long road on a cross-country run with its challenge to endure, are the natural places in which he may develop physical toughness. We must plan physical fitness programs designed to extend our youth, to toughen them up physically, and to develop courage and endurance. Young men need to learn that fitness cannot be inherited or bought; it has to be earned. In the classroom our young people must be taught the value of intellectual striving and the meaning of intellectual courage. While we should try to find ways and means to transform the learning process into a series of projects which are at once challenging and stimulating, we should also base them in discipline. Indeed it is important for our students to learn that there is no substitute for effort on the part of the learner, in the same way that there are few satisfactions comparable with the knowledge of difficulties overcome and work well done. Emotional robustness is a slow growth in a small boy, and here is where a residential school has a unique role to play. For him it is no easy transition from the privileged consideration of the home to the equality of boarding life; from being the focus of attention to becoming one of many. Yet it is essential that somehow he learns to accept the even-handedness of justice and the ironies of life - with its disap- pointments and its frustrations - with equanimity. Contact with nature can help; and the schoolmaster can also help, by sympathetically putting into proper perspective those crises which understandably loom too large on the youthful horizon. And finally, spiritual robustness is probably the most important of all. This is rooted in deep personal conviction, and in a genuine regard for whatsoever things are true, honest, just and of good report. It is not a quality which may be taught formally; however a great deal can be done by a group of masters in a school when they can show consistently by their example that they know what is meant by true compassion for one ' s fellows, what is meant by the determined search for truth and by the courage to stand up for what they find to be right, what is meant by charitableness which is never unkind - and above all if they can think of their vocation not in the narrow sense of teaching a subject, but in the fullest sense of true Christian living. If a group of teachers can do this in any school, the young will certainly respond - because deep down they are idealists, and instinctively they admire the right things when they are shown them. I hope my comments can have some value for wider field than that of our school. At the same time, while there is very important work to be done in a general sense, I believe that a school like Appleby will have a special responsibility in such a crusade; in fact, I think we should realize that we shall not be living up to our own obligations unless the young men who leave us are strong enough - not only to direct and to discipline themselves properly, but also to attract, lead and help others who have not had the same ad- vantages.