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

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FOUNDER The late C. W. Lonsdale VISITOR The Most Reverend the Archbishop of British Columbia H. E. Sexton, d.d. HONORARY BOARD OF GOVERNORS The Honourable Major-General G. R. Pearkes, v.C, P.C., C.B., D.S.O.. M.c. Lieutenant-Governor of British Columbia The Honourable Mr. Justice H. I. Bird Gordon Farrell, Esq. Dr. H. Hickman, Principal of Victoria College Dr. M. McGregor, Head of the Classics Department of the University of British Columbia D. K. Macrea, Esq. A. B. Robertson, q.c BOARD OF GOVERNORS W. G. H. Roaf, O.B.E.. (Chairman) Harry M. Boyce, Esq. (Vice-Chairman) R. H. Angus, Esq. J. M. Cross, Esq. H. A. Dunlop, Esq. J. L. Gibson, Esq. Dr. K. Greenwood, m.b.b.s., m.r.c.r, M.R.C.S., L.M.C.C. G. Peter Kaye, C.A. J. M. McAvity, Esq. C. E. Morris, Esq. W. E. Murdoch, Esq. R. B. O ' Callaghan, Esq. C. E. Pratt, F.R.A.I.C.. B.Arch. Frank Read, Esq. J. H. Wade, F.R.A.I.C., F.R.I.B.A., A.A.Dip. G. H. Wheaton, Esq. J. W. Whittall, Esq. J. B. Williams, Esq. W. Ellis, Esq. W. Foster, Esq. T. E. Ladner, Esq. President of the Old Boys ' Society— J. I. Bird, Esq., for 1963-64. Indicates Old Boy of Shawnigan Lake School

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TABLE OF CONTENTS THE SCHOOL 1963-64 2 Board of Governors 2 We Have the Tools 3 School Staff 4 School Office-Holders 6 CLOSING DAY 8 Prize List 12 SCHOOL CALENDAR 14 PROVINCIAL EXAMINATIONS 18 VALETE 20 SALVETE 28 THE SCHOOL CHAPEL 29 Confirmation 31 THE HOUSES 32 Ripley ' s House 32 Lake ' s House 34 Groves ' House 37 Copeman ' s House 40 SCHOOL ACTIVITIES 43 Drama and Music 43 The Dramatic Society 43 The Cowichan Music Festival 45 Christmas Music Concert 45 The Orchestra 46 2nd Shawnigan Lake Group, Boy Scouts 47 Scout Activities 47 Rover Scouts 49 R.C.S.C.C. Cougar 50 The Rifle and Pistol Club 52 The Debating Society 54 The Philosophy Club 55 Library Notes 56 The Duke of Edinburgh ' s Award Scheme 56 Shawnigan Philatelies Association 57 The Art Club 57 Shawnigan Lake Ski Club 59 The Dances 59 SCHOOL LIFE 61 Interlude 62 Learning to Dance was an Ordeal 62 Election News 63 Overtones 64 Student Conferences 65 A Letter to the Editor 66 Trouble Makers 67 Saint-Exupery, Pilote et Auteur 67 Vivamus, Mea Lesbia, Atqu ' amemus .... 68 SPORTS 70 Rugby 70 The First XV 70 Results of First XV Matches 74 The Second XV 74 The Colts XV 75 Inter House Matches 76 Cricket 77 The First XI 77 Batting and Bowling Averages 78 The Junior Colts XI 79 Track and Field 79 Inter House Track and Field 81 Cross Country 82 Rowing 83 Basketball 86 Inter House Basketball 87 Squash 88 Swimming 89 Gymnastics 90 Hockey 91 LITERARY 92 The Farm Awakes 92 The Ballad of Cross Country 93 The Cave 94 Zenith 95 A Fire in the Bush 96 A Dock at Night 98 A Crummy Ballad 99 Hallucination 99 The Hunter 100 Snow 100 A Sonnet 101 The Trip to the Wilderness 101 Make it Another Lager 102 A Frosty Morning 102 Separatism 103 A Tale of Thwarted Love 104 Time 105 All is not Gold that Glitters 105 Questions 106 THE SHAWNIGAN LAKE SCHOOL FOUNDATION ....107 OLD BOYS NOTES 110 Marriages 1 1 1 Addresses of New Graduates 112 ADVERTISEMENTS 113

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We Have the Tools (AN EDITORIAL) Solomon was ambitious. He wanted to be rich. He wanted to be powerful. And, like most national figures, he wanted to be a hero. But when God said, Ask what you will, and I will give it thee, Solomon did not ask for riches or power, for honour or glory. Instead, he asked for the one quality which would produce all the other things. Solomon asked for wisdom. The wisdom of Solomon was infinitely more than a mere accumulation of facts. It was not scientific knowledge. It was not just a wide range of informa- tion. Solomon ' s wisdom was a deep perception— an understanding of people and their institutions. He had learned early in life that factual evidence without the ability to assimilate and draw sound conclusions from that evidence is little better than ignorance. The advice of Solomon as recorded in the book of Proverbs has never ceased to be timely: Wisdom is the principal thing; therefore get wisdom: and with all thy getting, get understanding. Knowledge without understanding provides fertile soil for despotism. A totalitarian state is grounded in popular misconception. Hitler perverted the minds of German youth. His schools were not the tools of learning; they were the instruments of German national policy. They did not teach the student how to think. They taught him what to think. The Kremlin has constructed one of the most efficient school systems the world has ever known. But with all its presentation of facts and figures, the curriculum does not include the elements of logic and analysis. A curriculum which teaches the people to reach logical conclusions of their own would make it impossible for a demigod to dupe them. A wise and understanding people would quickly destroy Russia ' s monolithic regime. We must judge our education less by the amount of knowledge it instils than by the wisdom of living it creates. As citizens of one of the great Western democracies we pride ourselves on our freedom to think. But unless we exercise that freedom, we become objects of propaganda— one of the greatest dangers to a democracy. The reiteration of slogans, the distortion of the news, the great storm of propaganda that beats upon the citizen 24 hours a day, means either that democracy will succumb to the loudest and most persistent propagandists, or that people must save themselves by strengthening their minds so that they can appraise the issues for themselves. If we, who have freedom of thought, fail to exercise this freedom, we must bear the additional burden of responsibility for the failings of our own government. And our governments past and present have had their failings. But the blackness of the Democracies ' failures is not without a ray of hope; a hope which rests with the people; a people who are the government, and who determine its policy. Only in a democracy can an intelligently informed electorate hope to achieve its national goals. Only a government imbued with wisdom and understanding can serve the interests of such an electorate.