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

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Skawnlgan Lake School 965-6 6 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 Henry I. Bird Chief Justice of British Columbia H. M. Boyce, Esq. Gordon Farrell, Esq. Walter Koerner, Esq. J. B. Macdonald, Esq., D.D.S., M.S., Ph.D., A.M. (Honorary), L.L.D. (Honorary) President of the University of British Columbia M. McGregor, Esq. b.a., ma., Ph.D. Head of the Classics Department, University of British Columbia D. K. Macrae, Esq. A. B. Robertson, q.c. M. G. Taylor, Esq., b.a.. ma., Ph.D. President of the University of Victoria BOARD OF GOVERNORS C. E. Morris, Esq. (Chairman) R. H. AngUS, Esq. M.D.(Lond.), M.D., B.S., F.R.C.P.(C), M.R.C.P.(Eng.) Peter Banks, Esq. •J. I. Bird, q.c. C. Burke, Esq. W. E. Burns, Esq. J. M. Cross, Esq. W. F. Foster, Esq. K. H. Gibson, Esq. K. Greenwood, Esq., m.b.b.b.s., m.r.c.p., m.r.cs.. l.m.c.c. G. P. Kaye, Esq., c.a. T. E. Ladner, q.c. J. M. McAvity, Esq. W. E. Murdoch, Esq. R. B. O ' Callaghan, Esq. C. E. Pratt, F.R.A.I.C., B.Arch. W. G. H. Roaf, o.b.e. J. H. Wade, f.r.a.i.c. f.r.i.b.a., aa.Di P . G. H. Wheaton, Esq. •J. W. Whittall, Esq. J. B. Williams, Esq. President of the Old Boys ' Society - E. V. Ardagh, Esq., for 1965-66 Indicates Old Boy of Shawnigan Lake School

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TABLE OF CONTENTS SHAWNIGAN LAKE SCHOOL Board of Governors 4 Editorial 5 School Staff 6 School Office Holders 8 CLOSING DAY Headmaster ' s Report 10 Prize List 14 PROVINCIAL EXAMINATIONS 16 SALVETE 28 CLASS OF ' 66 29 Valetes 29 Head Boy ' s Letter 30 THE HOUSES Lake ' s 34 Ripley ' s 36 Groves ' 38 Copeman ' s 39 Junior 41 SCHOOL ACTIVITIES Operetta 42 Drama 45 Choral Society 45 Christmas Term Music Festival 46 Annual School Concert 47 Grade Twelve Variety Show 47 Organ Renovation 47 Grade Twelve Society 49 Shawnigan Philatelic Association 50 The Sailing Club 50 Student Christian Conference 51 The Parliament 51 The School Election 51 The Spectator 52 The Pacific 52 The Philosophy Club 52 Reach for the Top 52 Hobbies 54 Welfare 56 Fire-fighting 56 Civil Defense 57 Duke of Edinburgh Award Scheme 58 R.C.S.C.C. Cougar 58 Scouts 60 SPORTS First XV 64 Second XV 68 Third XV 69 Colts XV 69 Junior Colts XV 69 Basketball 70 Cricket 71 Rowing 73 Squash 74 Track and Field 76 Cross-Country 77 Gymnastics 79 Grass-Hockey 80 LITERARY Water 82 Une Entrevue 82 Les Ecoles Francaises 82 The Eagle 83 Silence 84 On Turning off the TV Late at Night 84 Love Is 84 Desperation 84 Birth of a Glorious Nation 87 Oldies but Goodies 88 GOLDEN JUBILEE A Brief History of Shawnigan Lake School 91 CLASS OF ' 66 ADDRESSES 103 EXTRA CREDITS 104 3

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EDITORIAL - 1966 In this modern age we are in some danger of being a little neurotic when we talk about the problem of Authority. It has always been a problem for any adults with a sense of responsibility for the young. Some kind of tension between the generations must exist. The adolescent has to grow up in a society which has values about which he has not been consulted; in a number of ways he is required to toe a line which he has not drawn. He has always felt that th e short cut to personal identity lies through revolt. The adult knows that he has to provide a background of security for the young and that the two extreme enemies of that security are remotness and posses- siveness; on the one hand, the cold shoulder and, on the other hand, what may be called the hug of death. For a healthy atmosphere between the generations he must tread delicately between these extremes. This inevitable conflict between the generations is sharpened today by the teen-age cult, a product of tem- porary media of advertising and of influences which have discovered in adolescents a profitable market. It is to their interest to flatter the young, to put an inflated value on their tastes and standards, subtly to encourage their revolt against Authority and in fact to herald the dawning of the Permissive Age. As a result of all this— and many other factors — Authority seems now to be on the defensive, and it appears that many educators are in fact looking at the question defensively. To many people the image of educators, who insist on a disciplined approach to worthwhile activities, is that of a fairly stiff-necked lot of reactionaries, yearn- ing to exercise a Victorian authoritarianism in the modern age. But in fact most of us are no more disposed to bossy than any other cross-section of our generation, and are as tempted by the charms of permissiveness as any other well-meaning adults. And thus there is growing up, within the profession itself, an attitude to Auth- ority which can be summed up in the following proposition: It is not our job to tell the young what to do — but to give them their heads, to leave them free from direction, and to stand by to pick up the pieces. What I want to state is that I believe this to be heresy — this which regards the educational process as one which allows your charges to run violently down a steep place and provides first aid at the bottom. Possibly it is old-fashioned for an educator to think of his job in pastoral terms and to regard himself as a shepherd rather than a swine-heard. But I believe that the trouble today is not that there are too few people prepared to lead the young — there are too many of the wrong kind. It is not only that the hungry sheep look up and are not fed, which is bad enough. They look sideways, or down and they are fed— by the irresponsible hirelings who gladly fill the gap in Authority when those who ought to be shepherds have abdicated. a little authority A real difficulty is that, when the young run violently down steep places, they drag others with them. Samson would make a good representative type for some adolescents. He was very strong and very impetuous and his hair was never quite the right length. Moreover, he involved other people in his self-destruction and no one could pick up the pieces. Those who entrust young people to our care have a right to expect that we shall not leave them to be the victims of one another ' s experiments in ethics. It would be a truism to say that the burnt child dreads the