St Michaels University School - Black Red and Blue Yearbook (Victoria, British Columbia Canada)

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judge ourselves by what we are capable of doing. Others just judge us by what we have already done: we hope that the legacy, whatever that may be is perceived as having been productive. We will continue to search for the POT OF GOLD AT THE END OF THE RAINBOW for searching is much better than actually finding it. lt may also prevent us frotn stagnating and being ttnprofitable. Our school has become more INTERNATIONAL in its outlook these last few years and I think it appropriate to conclude with the words of a song, written by a group of inspirational and concerned American musicians, I refer to the USA for Africa RELIEF FUND GROUP: with your indulgence, I will direct my last words to the Grad class of 1985. WE ARE THE WORLD, WE ARE THE CHILDREN, WE ARE THE ONES THAT CAN MAKE A BRIGHTER DAY, SO LET'S START GIVING . Thankyou. Steven Kasapi, Head Boy Ladies and Gentlemen, Honored Guests, Headmaster, Staff, and Fellow Students. Minasama, yokoso, watakushitachino gakkoe. That's Japanese for welcome to our school which isn't really appropriate but at least now I have your attention. Having finished our secondary education, many of us in the Grad class have great dreams, visions of what our lives will be like, whether we want to change the world or just remain independent and in control of our own fate. The Russians have a very realistic view of what the rest of our lives will be like. Dreams will possibly motivate us to work with incredible intensity for a few years. Between the ages of about I7 to 27 we will have the drive to perform some remarkable feats, making our dreams more and more realistic. It is an exciting time. But then we grow older and at about the age of 30 we notice that something has gone wrong. We look back at the dreams we had when we were seventeen and say to ourselves: Well, my dream is dead! But the Russians have another saying: kasy kasa paka raka which translates as something like: cut with the scythe until the dew comes , or as I think we might say in English: there's a time for everything . The French 20th century poet, Jean-Paul de Dadelsen, is almost as sobering. In his poem Le Grand Ltvre, The Great Book, he is rites: Il est bon qu'apres la pluie vienne le deluge: il est excellent Qu'un tiens fasse sortir deux loups du bois: il est necessaire Que pour ne pas aller assez sottvent a Ia fontaine La cruche soit cassee. It is a good thing that the rain is followed by flood. It is excellent That a bird in hands calls forth two wolves from the woods. It is necessary that the jar should break, so it won't have to go the well anymore. In a school such as St. MichaeI's what we have learned stands out strongly. but St. Michaels has done more than just educate us: tt has changed us and our motivations. In an address to the Progressive Education Association on November 23, 193-I. Albert Einstein sdldi behind every achievement exists the motivation which ts its foundation and which tn tttrn is strengthened and nourished by the ac- complishment ofthe undertaking. Here there are the greatest differences and they are of the greatest importance to the educttttonttl value ol the school. The same work may owe its origin to fear and compulsion, ambitious desire for authority and distinction, or lox ing interest in the object and a desire for trttth and understanding, and thus to that divine curiosity which every healthy child possesses. but it Inch so often ts weakened early. The educational influence which is exercised ttpon the pupil by the accomplishment of one and the same work may he wtdelj. different, depending upon whether fear of hurt, egotistic passion. or desire for pleasure and satisfaction is at the bottom ot this work. -Xntl nobody will maintain that the administration of the school and the attitude of the teachers do not have an influence upon the molding ot the psychological foundation for its pupils. So, school should do more than educate us: it should help to fortn our motives. We've been very fortunate to hase at community at SNIL which has potential to form sincere motives. On behalf of the graduating class I would very much like to thank Nlr. Scliuftter, li1tIslf!ll.IlIL' board of governers, the parents, friends of the school, and of course the students for trying to provide examples, and llttts .tn cnt tronment, which leads to healthy motivations. But we've had, on the whole, a pleasant time. I'd like to end on an Oplottllsllc note by quoting Goethe's poem li RINNI1 lit M I, of REMEMBRANCE: Willst du immer weiter schweifen? Sieh, das Gute liegt so nah. Lerne nur das Gluck erreiferi. Denn das Gluck ist immer da. Do you want to wander further and further? Look, good things are so close. Just learn to obtain happiness, Because there is always happiness. Ars the Russians sometimes say on parting: Noo, pakaf' .Although tt doesn't mean the same thing, in Lttgltslt l'l! lust ..i- I Ill wt-tit it s ice. Ilntttkyott. 9

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'Valedictory Addresses Shannon Hill, School Captain I would like to extend a warm welcome to all those present today- teachers, parents, honorable guests and fellow students. When I left my home in Regina, Sask., 3 years ago to come to St. Michaels University School, I was a very young girl filled with high hopes and great ex- pectations. And now as I stand here before you today with a very full heart I want to tell you that all my dreams have been fulfilled. Dreams come true for a variety of reasons: An Olympic athlete might tell you it's because of discipline, a business man might tell you it's because of tenacity, a mother might tell you it's because of patience - a school headmaster might tell you it's because of love. When I first met Mr. Schaffter I realized that he really cares about educating the whole person, and his school is a model of this principle. If I remember correctly, he told me that he believed in my potential to be a great person. Mr. Schaffter has never stopped believing in me and I know that he believes in the unique potential of every student in the school. Mr. Schaffter is a man who makes us believe in ourselves. And so, my Headmaster has definitely played a role in the fulfillment of my dreams, here at SMU, the close unit of friend I have made - the family I've been a part of. I realize that I have gained much more than a graduation certificate. There is more to education than trigonometry and chemical equations, for as important as these may be, it is one's own learning experiences that contribute to the K overall development of the individual. SMU has provided for us this important educational balance. The many activities that vv e, the Grade I2's have engaged in - The Spring Fair, Staff impersonation day, our venture to Salt Spring Island on Skip Day have brought us closer together as a graduating class. We have discovered qualities about ourselves and about each other. Now, with a tear in our eyes and a memory in our hearts, vve must go our separate ways. Yet. in our parting we know that we have acquired a greater understanding of friendship and compassion. As for our teachers. they certainly deserve congratulations on a job well done - you've turned out another class of SUPER students! Your continual encouragement and guidance have given us the confidence to strive for better things. I vvould especially like to thank my parents who have always told me, Absolutely nothing is impossible . One rainy day last March when I was feeling a bit discouraged, I received a letter from my mother. My mother is a mind-reader - she knew I needed a little inspiration and I would like to share with you, part of that letter. It is from Dag Ham- mersholdk book. Markings , - I AM OF THE OPINION THAT MY LIFE BELONGS TO THE WHOLE COMMUNITY- AND AS LONG AS I LIVE, IT IS MY PRIVILEGE TO DO FOR IT WHATEVER I CAN. I WANT TO BE THOROUGHLY USED UP WHEN I DIE, FOR THE HARDER I WORK, THE MORE I LIVE. I REJOICE IN LIFE FOR ITS OWN SAKE. LIFE IS NO BRIEF CANDLE TO ME: IT IS A SORT OF SPLENDID TORCH WHICH I HAVE GOT HOLD OF FOR THE MOMENT - AND I WANT TO MAKE IT BURN AS BRIGHTLY AS POSSIBLE BEFORE HANDING IT ON FUTURE GENERATIONS. To my fellow graduates, I wish you the best in your future endeavours - and may all your torches burn brightly. Gareth Rees, School Captain Mr. Guest Speaker, Mr. Headmaster, Ladies and Gentlemen, Graduates and students. As I complete I2 years of schooling I realize that I have met many many people. I have even en- countered myself. During my five years at SMU I have been encouraged to pursue excellence - and I can only hope that, along with my fellow graduates, we have made an honest effort to follow that advice. In respect of excellence, I was recently invited to read a book entitled: Memories and Miseries of a Schoolmaster' written by Stephen Leacock. A quotation that appealed to me and hopefully is appropriate for the Grads today, reads as follows: IF EVERY DAY IN THE LIFE OF A SCHOOL COULD BE THE LAST DAY BUT ONE - THERE WOULD BE LITTLE FAULT TO FIND WITH IT. We are delicately balanced with just a few days to go, but as students it would be honest to say that we too can find little fault in our school A SMU has been generous to us. Our gratitude then extends to many groups -tothe SMU student body V to the staff -to our scholarship donors - and perhaps, most of all, to our parents. At times it is difficult for us to appreciate and therefore understand our parents, but with the unsolicited permission of Oscar Wilde, I would like to paraphrase, his thoughts: IF PARENTS WEREN'T THERE WHEN YOU GOT HOME AFTER SCHOOL, YOU WOULDN'T KNOW HOW TO MAKE YOUR DINNER - AND YOU WOULDN'T FEEL LIKE EATING IT ANYWAY . To all those that have helped us along the way we thank you for giving us your bones and allowing us to cut our teeth upon them. Saturday 15th of June, I985 marks the end of our time at school, and the day and date will be of special significance in our lives. The years that have passed will hold many memories. Memory is perhaps the most delicate and frail of all the powers of the mind - but I can only hope that certain events during my time at SMU will remain indelible. I will not forget the CREATIVITY shown by one of my class in having a book published. The ORIGINALITY of seeing a waving gorilla on the roof of the Gym on our SKIP DAY. The COMMADERIE experienced when I was part of the rugby tour group of 50 boys that travelled to the South Pacific. The ABSURDITY of 90 NERDS parading into morning chapel. The ARTISTRY that was in evidence in WEST SIDE STORY, and of course the now infamous HISTERIONICS of our senior basketball coach, Staff and parents are often bemused by these affectations and antics - but, in our youth we are merely trying on one face after another, until we find one, that fits. It really is as much as we can do for you the older generation -to shock you and keep you up to date. On a more serious note, I want to add that we are aware that BOTH parents and teachers hold the reins of power, and again vve are grateful that you have chosen to bear that responsibility. Technically, we graduate today, which qualifies us to pursue our interests in the future. Up to this point I have avoided using the word education, because what we have received at SMU is maybe not an education, but a means to an education. It would be false for me to state that all the Grads have clearly defined goals, we don't, many of us are still searching. But I think the common denominator within us, is that we are interested in the future, because we are going to spend the rest of our lives there and we can never plan the future by the past. It would be presumptuous of us, the senior class, to try and assess our contribution to SMU, because vve can only

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