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

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j ljatmugatt Hake rtjool SCHOOL DIRECTORY, 1956-57 Head Prefect R. Cooper School Prefects I. BEARDMORE L. BORTLES I. ROBERTSON A. V House Prefects GROVES ' LAKE ' S RIPLEY ' S G. Keith P. MCINTOSH M. McAlpine J. LUNDELL T. Warren E. STEWART J. NEAL COPEMANS R. Vandersluys D. Millar - S. Ryland Captain of Rugby R. COOPER Captain of Basketball R. COOPER Captain of Cricket J. LECKY Captain of Rowing L. BORTLES Captain of Track and Field R. COOPER Chief P.O. of Cougar I. ROBERTSON Crucifer L. BORTLES Assistant Librarian J. LUNDELL

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Editorial 00 N THE POST-WAR ERA men ' s minds and actions, at least in the Western World have been dedicated as never before to the cause of freedom. It is right that this should be so, else the sacrifices of the war years would be in vain, and all Christian concepts brought to naught. However, in this search and this striving there has developed, it seems, some confusion and misconception of the term discipline, which all too often is swept aside as being the antithesis of freedom. Tradition in the Independent Schools, whether in England, in this country, or elsewhere, has placed emphasis on discipline and it has come to be looked upon as one of the strong characteristics of this form of education. This discipline takes several forms. There is the discipline that produces orderly study habits and a tidy mind; the disciplines of the body that produce personal neatness and physical fitness; the discipline that develops courtesy, good manners and respect for others; the discipline of obedience to those in authority,, whether that be a parent, a master, a games captain, or prefect. The society in which we live demands a sense of discipline enforced by its laws and customs with their system of rewards and punishments. And what is boarding school life but a process of learning to live together in an ordered society, wherein each must show respect and consideration for others, if happiness and success is to be achieved both in the school and in the individual? If they are to be successful, these disciplines of mind and body must ultimately lead to self-discipline — and that is their aim. The enforcement of rules and the establishment of good conduct will not succeed if they do not ultimately produce behaviour which is adopted by the individual freely and voluntarily, rather than by imposition. When this behaviour is achieved thus, it establishes example, and there is no stronger force among youth than the force of personal example; of this is leadership made, and never before was the world in greater need of leaders in every walk of life. Page Five