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

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Editorial During my years at Shawnigan I have often heard and become involved both for and against the school. During those arguments I often wished that I could tell everyone in the school what I thought of it, but now that I finally have my chance to say exact- ly what I feel I can only defend it. Just looking at the surface of the school many of its advan- tages come plainly into view. In academics these advantages are most obvious. In a school of this size it is possible to give every student the individual attention he deserves. With classes of only fifteen or twenty the master can make sure each student is work- ing to his full capacity. Also at Shawnigan with the teacher always available it is strictly up to the student to decide how much he wants to learn. For many years grade twelve ' s have finished the first-year university French course and many grade eleven ' s have finished Math 12 a year ahead of time. Being able to receive teach- ing and extra help at almost any time of the day is only possible at schools like Shawnigan. But Shawnigan does not want to turn out a batch of comput- ers every year, this is why so much time and energy is spent on making sure the hobbies programme is successful. The hobbies have become so diversified in the last few years that it is impos- sible for a boy not to be interested in at least some aspect of school activities. Sports play a large part in life at Shawnigan because it is felt that sports can teach us many important lessons that we may not have learned otherwise, such as sportsmanship, teamwork, pride and discipline. Of course Shawnigan also has its faults and short-comings but is is constantly trying and learning how to get rid of them with new ideas. Every year it changes and improves and comes a little closer to the ideal it is seeking. But I feel the most educational part of Shawnigan is just the every day to day life here. It teaches things that you could never learn in a classroom; things you will use for the rest of your life, perhaps more than anything else. These are such qualities as get- ting along with other people, being able to stand on your own feet, or the value of discipline and self-confidence. Shawnigan is really a miniature society, it has its own estab- lishment, its own dissenters, its own injustices and its own rewards. I ' m sure that if you can fit into Shawnigan and make a success of your time here, then you will have no problem with the outside world. That is why it is such a good experience to come to Shawni- gan because you get a chance to learn and adapt to the real society before you are thrown out into it. At Shawnigan you have the chance of preparing yourself for the years ahead in the best possible way. It ' s all up to you. Many boys have come to this school with everything in their favour but because they were unwilling to work or make an effort have gained little from their time spent here. Then there are others not so naturally gifted who have worked to capacity and have gained from all aspects of school life. Shawnigan is the type of school that rewards effort and dilig- ence. It is therefore up to you. Shawnigan can give you the key to any door, as long as you are willing to work for that key. 16

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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

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