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

Page 14 text:

Some Common Pests 1--Qz'l

Page 13 text:

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

Page 15 text:

! Il if 45 . ' -,hm-'J ,f-2 '3 ,4 .ps 1 1... ,WG 5 Vs W QQ 7 in W '.! W' Syd x , 'qw : ffffa -.1 suis V, fx-iii 45 i YI 9' L., 1 .