Ruperts Land Girls School - Eagle Yearbook (Winnipeg, Manitoba Canada)

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RUPERT,S LAND GIRLS, SCHOOL RUPERT'S LAND SCHOOL

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Qiuprrfz -Dlnnh Girlz R. I Svrhnnl 5 66 P f Emir mi1IIIipPQ - iFHa1uiInha me C' voLuME 18 JUNE, 1950 9

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THE EAGLE 17 3 hitnrizrl We were impressed by the breadth of outlook displayed in last year's editorial. That editorial dealt with the spirit of co-operation, empha- sizing the importance of its recognition by the individual, by small groups, and by the world at large. The editors pointed out the necessity for the existence of co-operation, not only in- side a country, but between the nations of the world. In this year's editorial, however, we have decided to confine ourselves to a narrower field, and to deal with the principle of co-opera- tion in a specific medium-namely the school. If our editorial were to have a title, it would simply be-School Spirit. The term--school spirit-is vague and elusive, but at its highest and best, school spirit in- volves an acceptance of one of the noblest principles of life-that of self-sacrifice-a wil- lingness to serve rather than to be served. ln last year's letter, Miss Bartlett interpreted this idea as a willingness to live, a life consecrated to the service of those around you. The principle of self-sacrifice applies to both leaders and led. Leaders play an important role, and if sufficiently imbued with school spirit, they accept this role without fuss, showing a cheerful willingness in undertaking the very many---and sometimes irksome-duties, which fall to their lot. They are loyally punctilious and can be relied upon to set an example to the younger members of the school. The posi- tion calls for a subordination of personal in- terests to the good of the whole, it calls for courage, patience and long-suffering. Leaders cannot fulfil their function adequately, how- ever, without the whole-hearted support of the school. Girls not chosen as leaders should not take this as a signal to withdraw into their own private little shells, comfortable though this may be. They must realize that they are as important in their own way, and that they must play their part-and play it well. But to be even more specific-where and how can school spirit manifest itself? Immediately we think of various fields of activity-the class- room-the Houses --school societies and the gym. The classroom is a small unit of the school, where each member has an opportunity to work whole-heartedly to achieve a good standard of work and conduct. The class presi- dent takes the lead, but she is helpless unless everyone is willing to do her share. House and society activities reveal co-operation or the lack of it, for again the leaders cannot shoulder all the responsibility. Girls should learn to work and play together, taking a special pride in performing well, any duties delegated to them. Sports are an ideal field for the demon- stration ofa happy school spirit. Team work, the enthusiasm of the players, and last but not least, the support of those not participating in the game, are all important factors. In games played against other schools, the school spirit is, as it were, on display. All girls should par- ticipate in gym or games, whether expert or not, and room and class games should foster a healthy, friendly spirit of rivalry and com- petition. Unity is also achieved by school gatherings. Any activities in which the school as a whole takes part, are to be welcomed. Such include socials and parties. Most important in this re- spect, however, are school prayers. Every morning our corporate act of worship unites us, and reminds us of all that is best and most worthwhile in life. How then shall school spirit be fostered? We feel that once the principle of self-sacrifice has been recognized and ac- cepted, happy results will follow. An effort of will is necessary, however. The way is not easy, and as example is better than precept, the senior members of the school must lead the way. Co-operation is all-important. It results in an invigorating atmosphere of hard work, friendliness and fun, and its impact is felt by the world outside. If we are imbued with school spirit and bear responsibility cheerfully, play- ing our part well, whether it be great or small, then we carry a lighted torch to hand on to those who come after us. Then and then only, are we as individuals and as a school, a living demonstration of the great truth, that it is more blessed to give than to receive. THE EDITORS.