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Page 29 text:
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' Jujif, i Oi wm !%7 His Excellency the Governor General ' s Medal for General Proficiency, 1966 .AARON SCHWARTZ British Public SchooTs Prize .MARK JACKMAN —Form VI Upper Jean Joy Memorial English Prize .MARK JACKMAN (1966) Board of Governors ' Medal for Lower School .MARK MILNE — Form 7 Extra Work Frederick Johnson Memorial Prize .MARK JACKMAN — Form VI Upper Norman Young English and History Prize .PETER SHEEN (1966) J.L. Doupe Prize for Mathematics .GERALD MORRIS McEachem Memorial Science Prizes .STEWART SEARLE — Form 4 NATHAN KOBRINSKY - Form 3 P.H.A. Wyhes Mathematics Prize ..PETER LEMON — Form VI Walter Burman Prize for Latin .NATHAN KOBRINSKY - Form III Perreault Lower School French Prize .STEPHAN KRUEGER - Form VII Extra Work Lower School Prizes : Mathematics . English . Art . Music . Walter J. Burman and Associates Prize . Lower School Honours Trophy . . . . Masters ' Shield for Total House Points The Eagle Prize . Photography Prize . Qsown Prize for Music . Lower School Spelling Cup . . .STEPHAN KRUEGER . . .WILLIAM ANNETT . . . .MICHAEL PURDY .STEPHEN GOLDRING NATHAN KOBRINSKY .RICHARDSON HOUSE .RICHARDSON HOUSE . .PAUL LEATHERDALE . . . .DAVID SPRAGUE NATHAN KOBRINSKY .BOYD BEATON Form I .MICHAEL TURELOVE Form II.ERIC GULLICHSIN Form III.DOUGLAS McKEAG Form IV.KENNETH YOUNG Form V .PAUL FINKEL Form VI.STUART GUEST Form Remove.DAVID JOHNSON Form VII Extra Work. .STEPHANCRUESER Form II .GERALD MORRIS MICHAEL HAMMOND Form IV .STEWART SEARLE RICHARD WOODHEAD PETER McCREATH MICHAEL PAYNE GRAHAM MORRIS Form III .NATHAN KOBRINSKY 26
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Page 30 text:
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' Juf 2) Hj The guest speaker at the Prize Day Ceremonies this year was Mr. E.M. Davidson of the University of Toronto. In his address, Mr. Davidson pointed out the criterion used by universities in reviewing prospective students. The four main attributes that are most necessary are: proven past performance, probable future potential, independ¬ ence of thought and character, and an ability to go it alone. Promises for the future are important, but not sufficient alone. Applicants must present a record of past performance to support these promises. If a student builds up a good record, he will be sought after as a person most likely to repeat his suc¬ cesses in the future. Behaviour, approaching people and jobs to be done, is impor¬ tant in all fields of endeavour. People who approach all tasks with a willing and helpful frame of mind paint a fine composite picture of themselves for future univer¬ sity entrance reviewers. Potential for the future is much more difficult for universities to measure than past performance. One of the most important things any student must do is to real¬ ize his own potential. He must aim at those targets which are open to him in his situation and with his personal ability. Much more important than the presence of potential and natural ability is the useful application of that ability. Universities are paying an increasing amount of attention to standardized tests to measure native abil¬ ity. Students, too, must welcome these tests as guides in setting their goals. Future potential is difficult to measure; independence of thought and character is quite unmeasurable. This quality, however, is essential in learning as opposed to being taught. Frontiers of learning are open to those wishing to exploit them more today than ever before in the history of mankind. The ability to go it alone is the last but not least essential quality for a student entering university. From your very first appearance in an institution of learning, you are gradually pushed toward this eventual end. Whether or not this goal is achieved is primarily up to the individual concerned. As soon as he learns to read, he has made the first step towards shifting dependence from the teacher to the book, and therefore the responsibility of the learner. When used properly, the book is a better teacher than the human one in that it is not subject to human flaws and temperament. A transfer from human to bookish learning must take place before university entrance if an individual is to survive. In these institutions, instructors touch on only a small fraction of what the student must encompass in the course of a year. In essence, the ability to go it alone is complete when a complete transition has been made from the process of being taught to the process of learning. Mr. Davidson did not try to tell us how to govern ourselves. What he did do was to give us an insight into a process of which most of us had little or no know¬ ledge. His explanations gave all of us, and especially the senior boys, a guide in pre¬ paring for university and advanced education. 27
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