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

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Exchange Student Ashbury Colleee Ashbury posed a very different kind of life, one of tbe ritv and all that that entails. You can make it to the centre of the city in about ]5 minutes bv bus. The means for all levels of cultural, social and intellectual enrich- ment are readily available: libraries, museums and art galleries are all easily accessible. (Not to mention the Parliamentary Buildines.) The National Arts Centre is here which I visited on manv occasions, and one ran certainly get a good view of the biculturalism of Canada after a stay of one winter in Ottawa. The unique thing about Ottawa is its af- fluence of heritage and historical background, not only is Ottawa more of a city than Shaw- nigan Village, but it is the capital of Canada. Being an American I find having visited Otta- wa,a penetrating experience. I derive a certain honour in knowing I ' ve been to this place, where many Canadians have never been. It must be remembered that my exchange was with Ashbury and not Ottawa. When I first arrived there on that January morning, I had nine hours of jet travel behind me plus three hours gained through crossing the time zones. Everyone willing and enthusiastic to help me settle in and that ' s the way it stayed, right up until the moment I left. If it wasn ' t to be an educational experience, which it unquestion- ably was, it was going to be an enjoyable one. My thanks are to the people at Ashbury, es- pecially the headmaster, Mr. W. A. Joyce, plus those who, in any way, permitted me to go and represent Shawnigan. S. I. LAWLEY Trinity College School When I was first asked to go to Trinity College School for last lent term, I was very apprehensive in accepting the offer. Now that I have returned I am very pleased I had the opportunity of going. To be able to attend a school in a similar category to Shawnigan yet in a different part of Canada is a very good ex- perience. Trinity College School is 60 miles from Toronto at a town called Port Hope. The school itself has 300 pupils altogether, including about 125 in the junior school, which grades are 7 to 9. The senior school has grades from 10 to 13 and it consisted of four houses. At T.C.S. I was a boarder which in itself was an experience for me as I am a day boy at Shawnigan. I was in a dorm with 8 other boys the majority of whom were in Grade 10. The nights always seemed too short for a bell would awaken you at 7 a.m., but most people would- n ' t get up until 7:25, just in time for breakfast at 7:30. The day consisted of eight classes apart from Wednesdays and Saturday, half day off when there were four. After classes there were game practices in hockey, cross country, ski- ing, basketball, swimming, souash and gym- nastics. Supper was at six followed by chapel before prep. The chapel service was about fif- teen minutes long and the service was taken by the boys sometimes. The half-days were taken up by sports, usually games against the other schools such as Upper Canada College, Appleby, Ridlev or St. Andrews. If I had no basketball game there were inter-school hockey games in the local arena. On Saturday night there were movies such as we have at Shawnigan. I would like to end this report expressing my thanks to our headmaster for arranging my visit and also to evervbody at T.C.S. who made my visit so memorable. J. A. BRIERLEY 14

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J. SANDERSON Mr. Sanderson came to the school in 1969 following an outstanding career as an organist and recitalist in Europe, where he was given considerable acclaim. Before this he had re- ceived a good deal of musical training and ob- viously decided that music would be his life, for he continued his education in this respect following World War II (during which he served with British Naval Intelligence). Upon arrival at Shawnigan, Mr. Sanderson set out to raise the standards of the choir and to generally instill a greater musical element in school life, goals which he felt were of para- mount importance. Amid all this, he even man- aged to teach some French and serve as Cope- man ' s House tutor. Although his ideals of mus- ic within the school may not have been fully realized, the school has undoubtedly flourished musically in his presence. Anyone will attest to that. His industriousness, character, and humour will always be appreciated and he will be sadly missed on the Shawnigan scene. R. I. G. HUGHES After teaching at Highgate School in Lon- don, England, Mr. Hughes came to the West Coast to teach at Shawnigan, and in a short two year span has contributed heavily to the school. In physics he introduced individualised courses for grades eleven and twelve, and as- sumed sole control of the department in his second year, certainly a heavy burden. He was instrumental in creating an Independent Schools soccer tournament, which we won, and also a school ski team. Undoubtedly, his great- est achievement was in the field of drama where he directed and conceived such success- es as Julio Cesar and Sweet and Sour. He also served as staff advisor for the short-lived mag- azine, Symposium, and performed numerous or- atorios and musical functions. He is off to U.B.C. to study philosophy and his extreme ver- satility and devotion will most certainly be missed on the campus. M. V. R. NUTH Mr. Nuth, a native of South Wales, came to Shawnigan in 1969, having previously at- tended Oxford, where he received an Honours Degree in Modern Languages, and teaching in several British schools thereafter. In a short two year span, he has shown a good deal of drive in all his endeavours, whether they be improving school standards in French and Ger- man, or such as in the case of field hockey. Both have benefitted through his contributions, and along with his tutoring and counsel, Mr. Nuth has gained a great deal of respect from the boys, and it is hoped that his return to Great Britain will bring his continued success in these and other respects. 13

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Exchange to Shawnigan On the whole my stay at Shawnigan has been a most fruitful and enjoyable experience. Being on exchange has an amazing amount of advantages besides missing final exams. One sees how different people live in different en- vironment from your own. Although Shawni- gan is not that much different from T.C.S. there are many things one notices. Shawnigan has a much wider range of sports per number of boys than my school. Despite the number of sports, the school comes up with a great amount of top teams and both the coaches and the boys are to be congratulated. I found that the academics were not that much different although I was switching from a grade thirteen system to a grade twelve sys- tem. The humanities, I feel, are not stressed enough, the science field having more options. Although classes here tend to be less discus- sion groups and more lectures I found the mas- ters most enlightening. There tends to be a whole different academic outlook because of the more liberal work at your own speed system. Coming from an environment of dead- lines for all assignments my own speed was usually rather slow. On the whole, life at Shawnigan is easy and free-flowing. There seem to be less hang- ups due to superfluous traditions yet I feel a little more tradition would add something use- ful to the school. I have enjoyed myself immensely and I thank all who took the effort and time to make my stay at Shawnigan very enjoyable. Hugh Balloch Rudyard Kipling once wrote East is East and West is West, and never the twain shall meet. The headmasters of Shawnigan Lake School and Ashbury College obviously do not agree with this. Since last year an exchange system has been in effect between the two schools, Scott Lawley was this year ' s Shawni- gan exchange student i n Ottawa ' for the winter term while I represented Ashbury here in the summer term. The pros and cons of each school are far too numerous to go into any detail. There are, of course, many marked differences between the schools in regard to organization and struc- ture. The main theme and general aims of the two, however, differ very little. An exchange student is continually aware of the attitudes, feelings and ideas which em- erge from the boys of the school he is visiting. He is immersed into a new and different way of life. It is certainly an extremely interesting and profitable way to spend a term. The most important task that the trans- planted student must do, is to constantly ob- serve his new school. In this respect, I would not only like to thank everyone at Shawnigan for my pleasant stay but also for being th em- selves at all times. Nigel Macleod Salvete Ackerson, P. R. Allen, P. M. Altman, M. B. Anderson, R. M. Andring, D. R. Angus, A. S. Baile, G. Bailey, G. Banks, N. J. Benedict, K. A. Bonelli, K. S. Bostrum, A. K. Brandt, R. A. Chesman, D. D. Clements, T. S. Crane, B. W. Crawford, W. B. D. Dimant, M. W. Forward, P. H. Fuller, J. S. Gagnon, D. P. Hartwig, G. H. Heffernan, C. T. Hodel, P. S. Hovey, M. W. Hyde-Lay, I. A. Hoff, B. Jeles, J. Kwok, J. H. Lawrenson, R. E. Lee, P. L. Messerschmidt, B. M. McClaskey, B. J. Mcintosh, H. B. McKendrick, G. W. A. MacLachlam C. I. Messinder, P. H. Millham, P. C. Morris, G. A. Noble, J. R. Noble, P. R. Noble, S. A. O ' Brien, J. Roskell, S. R. Ruddell, G. R. Ried, R. A. Smith, M. C. Solmer, R. T. Stannard, B. D. Steinau, P. Sorenson, M. A. Tan, C. Tong, K. L. B. Tottrup, P. Trylinski, T. J. M. Walters, L. K. Wingate, C. B. Yates, N. D. Yeung, D. Yiu, E. Yuan, T. J. R. Yuen, D. 15