Shawnigan Lake School - Yearbook (Shawnigan Lake, British Columbia Canada)

Page 12 text:

SHAWNIGAN LAKE SCHOOL MAGAZINE Reading (Bishop ' s Prize) — J. F. Lake. Sportsmanship Cup — P. S. Mallam. Efficiency Cup (Michaelmas and Summer) — J. F. Lake. Inter-House Sports Cup — Ripley ' s and Copeman ' s (a tie). Form I Race— O. B. McDonald. Old Boys ' Race — A. Playfair. MATRICULATION EXAMINATIOINS The following took the Departmental Examinations suc- cessfully in 1932 : Senior— E. A. Riddell, D. E. Bradford. Junior — R. F. Pearce, D. B. Savage, B. L. Robinson, C. H. Hyde, D. C. S. Barker, J. R. Doull, M. P. Larsen, D. J. Lawson, G. A. Pownall, P. N. T. Skrimshire, M. G. Stirling. LOOK THROUGH LIFE ' S WINDOW Look through the window, and the scene A placid, wondrous beauty holds, That charms the eye, and quiets the soul. Against the cloudless perfect sky the trees Hang in a lofty wall of green, which glows With the rich late sunshine striking down ; And many a soft shadow, or a gap Of palest blue blends perfectly, to form A pattern not outdone by Persia ' s best, And costing nought, for it is always there To be enjoyed, and no smooth merchant Makes profane its glorious shroud with talk Of money and exchange. The topmost branches Reach their stems towards the blue, as if They were uplifted to do honour to the sun Who clothes them in their cloak of light. Their soaring height gives majesty to all The view; their great trunks ' firmness lends An air of power : they glory in their strength. 10

Page 11 text:

SHAWNIGAN LAKE SCHOOL MAGAZINE The other side of the stamp, however, is equally impor- tant, insisted Professor Logan, if boys are to take their place in the life of the day. In a good school, if they have been well taught, they will have learnt to think out things for themselves — and that is what, more than anything else, uni- versities try to teach their students. Parents, then, have a right to expect that their boys ' char- acters will be developed and that they will be trained to use their minds properly — and a boy who has been well started in both these respects had already won more than half the battle of life, asserted Mr. Logan. Lastly, education, in the strict sense, will not teach a boy to make money. The object of education is to teach a boy how to live, not how to make a living. And if a school, con- cluded the speaker, has succeeded in beginning that process for a boy, and beginning it well, it has done all that school education can be expected to do for him. PRIZE LIST, 1932 Form VII— I. M. D. Fox. Form VI — B. L. Robinson. Form V-A— R. H. Hyde. Form V-B— R. C. Hayden. Form IV— G. W. Reed. Remove A — J. A. Davis. Remove B — R. L. Macleay. Form III— R. A. Kerr. Form II— J. H. Budd. Form I — W. E. Ridewood. French — R. C. Hayden. Mathematics— I. M. D. Fox. General Progress I — D. E. Bradford. General Progress II — C. R. Day. Music (Sight Reading)— M. R. F. Oliver. Drawing (Mechanical) — C. J. Henniker.

Page 13 text:

SHAWNIGAN LAKE SCHOOL MAGAZINE What can we ask more of the world than this — Great Nature ' s endless store of beauteous things, To fill our minds with thoughts, and make our life Flow smoothly through a world of love and art, And help us rise above all common lust, To reach before we die a point as near Perfection as we may, who are the sons Of countless generations of the earth Since first sin came. Our duty ' tis to see Through life ' s wide window one thing, only this — See Beauty, nothing else, and rise to life Of perfect harmony and lasting love. — D. I. FOUNTAIN PENS No child of to-day is ever content to write with ordinary, satisfactory, smooth-running pens and pen nibs, but always looks forward to the day when he may scrawl ugly characters with a real fountain pen. No boy wishes to go through life without a watch, about the merits of which he may continually argue. It is the same with a fountain pen. In spite of the fact that he never really believes any of them to be satisfactory, yet he never tires of showing the superiority of the Parker over the ShearTer, or the ShearTer over the Waterman ' s as the case may be. I well remember the first fountain pen I ever had. It was a Christmas gift from a well-meaning and loving relation. The first thing I did, naturally, was to fill it with ink and to scrib- ble my name on anything- and everything, including paper, furniture, and the kitchen pots. Soon, however, it was for- gotten and put in my pocket as my attention was turned to other presents. When I remembered it later I drew it forth from a soggy and inkstained pocket, as it appeared that I had used the filler instead of the clip as a fastener. Seeing ink all over my hands I immediately dropped and broke the pen in two. The 11