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Pickering College 




— 1942 — 

The Voyageur 

With the Compliments of 


Alfred Rogers, President 


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Gilbert S Sullivan 



George C. Williams 




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The Voyageur 



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The Voyage u r 

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The Voyaaeur 

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Joseph McCulley, M.A. 

The Voyageur 

A Personal Word 

MILESTONES along a road are important, not so much because they 
inform a traveller how far he has already gone, but because they 
advise him of the distance yet to go. 

Pickering College has, during the current year, passed a significant 
milestone. It is now one hundred years since the establishment of the West 
Lake Boarding School, later known as The Friends' Seminary of Ontario 
or Pickering College. During this period the School has had its "ups and 
downs", its successes and reverses, the chronicle of which appears in the 
leading article in this year book. 

That the school has survived is due, not only to the labours of those 
who have been responsible for its destinies from time to time, but in large 
measure to the fact that throughout its history the school has been an 
expression of the fundamental Quaker faith in the infinite and eternal 
value of every human soul. 

This belief in "persons" and their potentialities has always been a dis- 
tinguishing feature of the Society of Friends; it is a basic tenet in the 
philosophy of the "new education". But it is not a new educational doc- 
trine; it has characterized all good education at all places and in all periods 
of the world's history. It is essentially a religious faith — no matter in what 
words it may be expressed. It is a direct outgrowth of the Christian view of 
human life and destiny. 

The present clash of titanic world forces seems to have been occasioned 
by the denial of the validity of this belief — or, perhaps, by man's failure 
to implement it in all areas of human activity and in all forms of human 
relationships, — social, political and economic. It can only be considered 
as a "tragic necessity" that the course of human events had rendered inevit- 
able an appeal to the harsh and cruel arbitrament of war. It is, however, 
becoming increasingly evident that when the clash of arms is over there 
will still remain the challenge to men of intelligence and goodwill to prove 
that, in the final analysis, right is the only might, — that no peace can be 
assured unless it is based on justice,— and that no pattern of national or 
international organization can possess stability unless it recognizes the in- 
herent worth of human personality and gives scope and dignity to the life 
of the "common man". 

Our roll of service indicates that "old boys" and ex-members of the staff 
during the last fifteen years are taking their full part in the present grim 
struggle; it remains for others of us to strengthen and maintain those values, 
the survival of which can alone justify their sacrifice. 

It is only these values which justify the past and the continued existence 
of this school and all other forms of democratic educational effort. As we 
pass the one hundredth milestone, therefore, — 

We commit ourselves anew to the future, — 

We affirm our faith in friendship and fellowship, sympathy, tolerance 
and co-operation as the only true bases of human relationships, — 

The Voyageur 

We assert "that hope not fear is the guiding principle in human 
affairs" — 

We dedicate ourselves to the proposition that goodness, beauty and 
truth are in the nature of the universe and that, in so far as in us lies, 
they shall not perish from the earth. 

That the almost ceaseless alternation of work and play which con- 
stitutes the life of a boys' residential school has proceeded more or less 
normally during the past year, the following pages should bear sufficient 
testimony. The student body has been larger than at any time in the past 
fifteen years, chiefly due to the rapid increase in the enrolment of the pre- 
paratory department which now numbers thirty-six pupils in a total of one 
hundred and twenty-five. The war situation created certain difficulties in 
maintaining an adequate and efficient staff, all of which were happily sur- 
mounted. The urgency of the times reflected itself in an increased serious- 
ness of purpose in all, — staff and students alike. Recognizing, however, 
our obligation to maintain inviolate the fundamental content of "a good 
education" we have endeavoured to provide a rich and balanced programme 
designed to stimulate the interest and to promote the all round development 
of students, both old and young, committed to our charge. Hobbies, 
clubs and special interest groups have flourished, modified in their form and 
programmes by the nature of the times in which we are living. Sound 
scholarship has still seemed a worthy end to be achieved; in the final 
examinations of last June 74% of junior matriculation papers were written 
successfully, 89% of senior matriculation; of all senior matriculation 
papers written 65% were passed with first or second class honours. 

During the year I have endeavoured to maintain a contact with old boys 
on active service but the large numbers involved have made this a difficult 
task. Copies of the Centenary Souvenir Programme have, however, been 
mailed to all; I trust that "The Voyageur" will reach many and that it 
will remind them of their own school days and assure them that, at home 
or in the far corners of the earth, we are still comrades of the heart bound 
together by the common tie of a "dream worthy to be believed". To all 
of you, — our greetings and a fervent hope for a speedy and happy termina- 
tion of your labours. Those others, whom no written word may reach, — 
who have paid the last full measure of devotion, we remember with affec- 
tionate pride and gratitude. 

As usual, this year book will reach students during their summer vaca- 
tions. To all of them, whether they be younger boys at home, or older 
students serving as volunteers in camps, on farms or in industry, go my 
warmest greetings and my thanks at the conclusion of another year. The 
members of the staff have this year faced new and exacting responsibilities 
and have discharged them faithfully. To each and to all of them, my 
fellow-labourers, I desire to express my gratitude for their contributions to 
the year 1941-42; to those who are leaving "on active service", best wishes 


The Voyageur 

for a safe return. I would once again express my appreciation to those 
others, without whose continuing faith and generosity our work would not 
be possible, particularly to the Board of Management and its Chairman, 
Mr. Samuel Rogers, K.C. As another year becomes a part of the history 
of Pickering College it is my hope that it is not unworthy of those that 
have gone before and that, in some small measure at least, it may be 
equally worthy of the future for which we dream and hope and plan. 




Samuel Rogers, K.C. 
Chairman, Board of Management 


Friends' Boarding School, West Lake, 

Prince Edward District - - Canada West 


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(Dn& cJrundzEd Hjza%± or l/^zogzz±± 

Pickering College, Newmarket, Ontario 
1908—1917 - 1927—1942 

The Voyageur 

Vol. 15 



Published by the Staff And 

Stidents of Pickering College, Newmarket 

Ontario, Canada 



ONE OF THE significant trends in modern educational practice is an 
appreciation of the great wealth of educational opportunities to be 
found outside the classroom. Clubs, interest groups, activity programmes, 
and enterprises of all kinds provide valid media in which young men and 
women can "learn by doing". It is not surprising that some extremists 
take the view that formal classroom academics have very little to offer by 
comparison as a preparation for life. This has led in some cases to a 
dilution in the content of courses and an unfortunate reduction in standards 
to a point where the individual no longer faces a challenge worthy of his 

Without wishing in any way to disparage the excellent educational pos- 
sibilities existing in informal situations, many teachers will affirm the fact 
that formal education, handled with understanding by trained minds, fur- 
nishes an indispensable complement to other types. It is true that one 
learns by doing; it is even truer that one learns by thinking. To deprive 
a youth of as much formal education as his abilities justify is to deprive 
him of his birthright. In the education of free men, it is of first im- 
portance that educators have worthwhile objectives clearly in mind; such 
objectives may be classified as factual, personal, and social. The teacher 
in the classroom can make outstanding contributions in each of these cate- 

The factual aspect of academics is a dual one. The citizen-in-training 
must be equipped with the specific facts with which to face the problems 
of his daily work; this is the utilitarian aspect. In addition, he must be 
permitted to dip into the great storehouse of facts and culture that he has 
inherited from the past; this is the spiritual aspect. Utilitarianism in its 
purest form is animal training; it may provide food for the body, but it 
provides none for the spirit. Long after the specific facts of a subject are 
forgotten, there remain cultural residues which enrich the soul of man and 
increase his powers of appreciation. To have studied chemistry is to have 
some appreciation of the unselfish devotion that drives men in laboratories 
to tireless toil so that others may live. When the "successful man" smugly 


The Voyage ur 

remarks that chemistry never did him any good, he is not criticising chem- 
istry but rather making a very damaging personal admission. 

Along with the factual learnings of the classroom go other associated 
learnings; these contribute directly to the personal and social aims of edu- 
cation. Henry Ford has said: "It doesn't matter much what you study, 
the important thing is, what is it doing to you". Such a statement places 
a hand on the shoulder of every teacher. The challenge is to seize upon 
the opportunities for developing free men. An emphasis on ideas, rela- 
tionships, and general methods of thinking helps to produce straight think- 
ers; an awareness of the importance of attitudes helps to produce curiosity, 
open-mindedness, and tolerance. To guide one's students to a respect for 
knowledge; to encourage them to finish the job no matter how unpleasant; 
to inculcate a respect for good workmanship — such things are not only 
possible in formal academic situations, they constitute an objective that far 
outweighs any puny strivings towards 50% in June. The fact that these 
aims are difficult of attainment should not blind us to the possibility of at- 
taining them. 

It remains to re-emphasize the fact that objectives of education must 
always be viewed against the background of their social implications. The 
citizen must be prepared to accept his share of responsibility in co-operative 
living. It follows that the teacher must always be on the alert to bring 
life situations into the classroom, and to point the teachings of the class- 
room towards socially significant ends. The practice of self-discipline 
(discipline from within) and the voluntary acceptance of group discipline 
(discipline from without) are important to every citizen. Likewise the 
concept of freedom controlled by law forms a basic idea of a democratic 
system. The story of man's past offers many opportunities to drive home 
these great principles that are surely to shape his future. 

In conclusion, it seems prudent that we should be aware of the poten- 
tial values of academics before relegating them to an inferior place in the 
educational scheme. Under proper guidance, a course in algebra does 
something more than provide the student with an opportunity to dominate 
a system of ideas and test his skill against a fairly objective standard; it 
can also be used as a basis for the promotion of healthy growth — factual, 
personal, and social. 



/^|nce again school closes in the Spring and with our departure from Pick- 
" ering we stop living in the present and start living in the past year. 
We think back upon opening day when we met old friends again and were 
introduced to new. We recall the early "bull-sessions" where we told each 
other of our academic aims and our athletic hopes. We look back on the 
football season when we learned the skills of the game and, moreover, the 


The Voyageur 

meaning of sportsmanship. Basketball, Hockey, Baseball, Elections, the 
Christmas Banquet, Track and Field, Exams., and Garrett Cane memories 
enter our minds never to be forgotten. 

I think I should express on behalf of the committee a sincere vote of 
thanks to several people for their contribution to our school life and for 
their co-operation with us. First of all it is only fair that we thank you, 
the students, for putting your faith in us for leadership and for your con- 
tinual willingness to co-operate all year. 

Secondly our thanks goes out to our genial staff representative to the 
student body, Harry Beer, for his exceptionally fine guidance. The Head- 
master and the rest of his staff must also be mentioned gratefully in this 

Lastly I think it would be unfair if we didn't congratulate Daniel Sherry 
and Donald Dewar, receivers of the Garrett Cane. Their contribution to 
school life left nothing to be desired. 

Yes, the year 1941-42 was truly a great one. We had fun, most of us 
studied hard, and we learnt to be sportsmen in the real sense of the word. 
I think we as a student body have fulfilled the ideal of the school expressed 
in the Oath of the Athenian youth: "We have transmitted this city not only 
not less, but greater, better and more beautiful than it was transmitted to 
us." With real confidence I believe that the school of 1942-43 will do 


Ye that have faith to look with fearless eyes 

Beyond the tragedy of a world at strife, 
And know that out of death and night shall rise 

The dawn of ampler life: 
Rejoice, whatever anguish rend the heart, 

That God has given you the priceless dower 
To live in these great times and have your part 

In Freedom's crowning hour, 
That ye may tell your sons who see the light 

High in the heavens — their heritage to take — 
"I saw the powers of darkness take their flight; 

I saw the morning break." 


The Voyageur 

From West Lake to Newmarket * 

TT^ROM THE earliest days of the Society of Friends in England, Quakers 
-*- have maintained a consistent educational tradition. The philosophy 
inherent in that tradition has been marked to this day by a belief that "the 
object of ... . education .... is to give every opportunity for the good 
principle in the soul to be heard"; and by a complementary conviction that 
an academic program should be supplemented by growth-inciting interests 
of a social, physical, and spiritual nature. The ideas and attitudes implied 
by these beliefs came to Upper Canada in the early days from England, 
largely by way of the United States. Inspired by Ackworth School, estab- 
lished in 1779 near Pontefract in Yorkshire, New York Friends Yearly 
Meeting opened in Dutchess County in 1796 the Nine Partners Boarding 
School; this coeducational frame and clapboard structure — with a frontage 
of nearly a hundred feet — represented to the pioneer Quaker groups in what 
is now Ontario the best Friends education which was at that time available 
to them. There were no holidays at Nine Partners; attendance there in- 
volved a long separation from home for Canadian children, as well as con- 
siderable expense, in spite of the creation by American Friends of a special 
fund for young scholars coming down from Canada. By 1838 the Canada 
Half-year Meeting had recognized that the elementary instruction offered in 
or near the local meeting houses, with but few boys and girls proceeding 
to Nine Partners, was inadequate; monthly meetings, therefore, were in- 
structed "to open subscriptions to defray the expense of a Boarding School 
in the province." The Methodists had already established Upper Canada 
Academy at Cobourg, and within a few years the Anglican, Presbyterian, 
and Roman Catholic churches were to found denominational institutions 
of learning. It remained, however, for Joseph John Gurney, brother of 
Elizabeth Fry, to move the Canada Half-year Meeting to decisive action. 
Wealthy friend of political and social leaders on both sides of the Atlantic 
and one of the most distinguished Friends ministers of the day, Gurney 
not only contributed financially to the projected Friends school, but also 
selected personally a site "admirably adapted for a manual labour boarding 
school" on the old Danforth Road in Prince Edward County, about four 
miles west of Picton. With a red brick house for the girls and a frame 
house for the boys, both departments of the West Lake Boarding School 
were functioning — as separate units, it is true — by the spring of 1842. 

For £12-10 per annum board, tuition, pens, ink, and paper were pro- 
vided the young Canadian scholars. The school discipline seemed not 
unreasonable: the committee strongly recommended, for example, that those 
pupils "who are in the habit of chewing tobacco wholly abstain from a 

*( Material for this essay has been abstracted by Mr. F. D. L. Stewart from the 
paper "One Hundred Years of Quaker Education in Canada; The Centenary of Pickering 
College", prepared by Professor Arthur G. Doi land of The University of Western Ontario, 
read before the Royal Society of Canada, May, 1942. Dr. Dorland is a former student 
and teacher of the school, the father of three "old boys", and a member of the present 
Board of Management.) 


The Voyageur 

practice so unbecoming to youth"; and also that "large scholars who will 
not obey the rules of the school after being suitably admonished shall be 
expelled." The "three R's", with English grammar and geography, were 
taught, and other languages were added later. In accordance with the 
very sound theory that "learning and labour properly intermixed greatly 
assists the ends of both — a sound mind in a healthy body", male pupils 
were permitted to labour two hours each day, and to receive payment for 
their work; the girls too could engage in "suitable employment". 

Evidently the teachers shared in the common tasks about the school; in 
1843, when Jesse H. Haines — the first teacher in the boys' department — 
was re-engaged, he "agreed to paint the Boys' School inside and out at his 
own expense." In 1857 there were one hundred and sixteen pupils reg- 
istered, and the construction of a "farm labourer's dwelling" at this time 
would indicate that such a large number was too unwieldy for an effective 
work plan. 

Instructions from the committee in charge which reflected practices and 
ideals peculiar to the Quaker religious ethic were far from rigorous — 
plainness of dress and propriety of language were to be observed, "light 
literature" (fiction) was aschewed, regular Friends' Meeting was to be at- 
tended, and the Bible was to be read daily at school. "Formalized plainness" 
was in time abandoned by the Society of Friends, but the ideal of simplicity 
in more vital ways as an attitude towards life continues to be of significant 
influence in modern Quakerism and in the Pickering College of to-day. 

The West Lake Boarding School "served its generation well" until the 
end of the summer term of 1865. Responsibility for its upkeep had come 
to rest largely upon the West Lake Monthly Meeting rather than on the. 
Canada Half-year Meeting; qualified teachers who were also Friends were 
difficult to obtain; and the growing state-system was offering serious com- 
petition to the school, whose somewhat out-of-the-way location prevented 
its attracting pupils from a very large area. The Canada Half-year Meeting, 
moreover, now severed its connection with the New York Yearly Meeting, 
and with this independence came the revival of a project for a boarding 
school, which would offer broader and more generally appealing educational 
opportunities, directly under the care of the New Canada Yearly Meeting. 
After some ten years of planning and financial organization, construction 
was begun along much more ambitious lines than had at first been con- 
templated, and in 1878 the first Pickering College, rising four stories high 
upon a gentle hill in the village of Pickering, opened its doors to scholars of 
both sexes. 

The first Pickering College was a blend of the old and the new. In 
this respect and many others, the pattern of living and learning established 
sixty years ago is curiously reflected in the activities and objectives of the 
modern school at Newmarket. A dual emphasis marks the published aims 
of the school at that time: the needs of the young scholars were regarded 
from a practical point of view having reference to their later vocations in 
society, and their education was not limited by the academic curriculum. 
When a student had made his choice of profession, he was required to study 
only those subjects necessary for admission to that field; and a commercial 
form was established for those who wished to enter the world of business. 


The Voyageur 

In these young Canadians was to be inculcated "a love of outside exercise 
.... a prominent feature of the institution", and gymnasiums were avail- 
able during "winter and inclement weather". A Literary Society was 
organized which met once a week, when lectures on literary and scientific 
subjects were heard. Among the distinguished visitors in this connection 
were George W. Ross, M.P., and Inspector James L. Hughes. A student 
paper was published by the simple and convenient method of having the 
editors read it to the assembled Society twice a term. Departments of Music 
and Art were added, and some paintings done under the tutelage of Edward 
S. Shrapnell, A.R.C.A., the first art teacher, were hung in the present school 
at the time of the Centenary Re-union through the kindness of Mr. Walton 
of Aurora. As a final suggestion of the spirit of this first Pickering College, 
there may be noted the gracious and rather curious survival of the old 
"manual labour" tradition in the announcement that "students who wish 
jg may have flower r&ts assigned to them for their own cultivation." 

The history of Pickering College nicely exemplifies the truth of a belief 
often expressed by the present Headmaster that "there is no growth without 
a struggle." A division in the Society of Friends along conservative and 
progressive lines (the Separation of 1881), together with financial troubles, 
occasioned the temporary closing of the school in 1885. After seven years, 
however, operations were resumed, partly because of aid solicited and ob- 
tained from Friends in Great Britain by Mr. John R. Harris and Mr. Samuel 
Rogers. It is noteworthy that the College Committee described the re- 
opening at this time as "an act of faith", for the same phrase was spoken 
again in 1927, and "faith" has continued and will continue to make the 
school live. 

To give expression to their faith, the Committee were forunate to secure 
William P. Firth as Principal and Miss Ella Rogers, a graduate of the 
University of Toronto in Modern Languages, as Lady Principal: as Dr. 
Dorland writes, "so well did they succeed in this joint enterprise that in 
1894 they joined hearts and hands to continue, as husband and wife, what 
was to be their life's work." Dr. Firth came to America from a Yorkshire 
mill town in the seventies; he became a member (later a minister) of the 
Society of Friends, and taught at Oakwood Seminary — a continuation of 
the earlier Nine Partners — before coming to Canada. His own field was 
Science, in which he received his Master's degree and afterwards his Doctor- 
ate from Queen's, but his learning was broad and his teaching exceptionally 
stimulating. His understanding of youth was matched only by the sympa- 
thetic and skilful endeavour of his wife, whose interest in the school has 
never flagged. It was perfectly fitting that the hundredth-birthday cake 
at the Centenary Dinner this year was cut by Mrs. Firth. 

The activities and objectives at this time differed little from those suc- 
cessfully established before the closing. Various improvements were effected 
in the building; a new gymnasium was added, the gift of Samuel Rogers, 
and the "old pump" was abandoned where the "order of the bath" had 
long been established as a technique of justice dispensed by students to their 
fellows. By 1904 the school had not only reached its peak enrolment of 
one hundred and twenty students, with some from as far away as Jamaica 


The Voyageur 

and Persia, but also had a reputation as fine as it was far-reaching. The 
school's achievement was brought to a conclusive but again only temporary 
end by a disastrous fire which, on the last day of 1905, almost completely 
destroyed the buildings and its contents. 

The Committee lost no time in making plans for a new school. After 
four years of effort on its part under its generous and enthusiastic chairman. 
Albert S. Rogers, assisted by many Friends and well-wishers, notably Joseph 
A. Baker and Arthur G. Borland who interested English Friends in the 
undertaking, students again entered Pickering College, a noble building 
beautifully situated on the outskirts of Newmarket. The first few years in 
Newmarket were not easy ones. The demand for this type of education 
had definitely declined. In the rapidly expanding Canadian economy, a 
set of values stemming from the Quaker tradition appealed to a relatively 
limited group of people with means sufficient to make use of a private school 
rather than the increasingly elaborate state schools supported by tax-payers. 
English-style colleges and finishing schools were fashionable. The leader- 
ship and devotion of Dr. and Mrs. Firth, however, surmounted this and 
other difficulties, and had it not been for the first World War the previous 
success would beyond doubt have been repeated. But a different mode of 
service presented itself, and the school, with its land and equipment, was 
turned over in 1916 to the Military Hospitals Commission to be used rent 
free as a mental hospital as long as it was required. The plant was released 
by the government in 1920. 

For seven years the "school on the hill" did not function, and one might 
have supposed that its history as an educational institution had ended. But 
in the midst of the materialism and disillusionment general after the war, 
the great Quaker attributes of faith and vision endured. If a predominantly 
Quaker co-educational boarding school did not seem a practical venture, the 
College Board and the Society of Friends saw that a service of great signifi- 
cance to education generally might be performed by a private school with 
a freedom to experiment often lacking in more conservative foundations 
or government controlled institutions. A new charter was obtained for the 
school which left it associated with but not controlled by the Canada Yearly 
Meeting; the co-educational feature of the College was abandoned, since the 
duplicating of equipment was very costly; and finally, on the retirement 
of Dr. and Mrs. Firth, the Board believed that they had found in Joseph 
McCulley, the present Headmaster, a man who could undertake the kind of 
educational pioneering which the Board envisioned. A great opportunity 
was thus offered him and, gathering around him a group of young and 
enthusiastic teachers like himself, "a great experiment" was begun.* 

*Of the 1927-28 staff of the College, besides the Headmaster, Mr. Taylor Statten. 
Mr. R. E. K. Rourke, Mr. R. H. Perry, Mr. J. A. Maitland, and Miss F. S. Ancient 
are still associated with the school. In 1942, Mr. Rourke was appointed Associate 
Headmaster: Mr. Perry is on leave of absence, a Flight Lieutenant in the R.C.A.F. : 
Mr. C. R. Blackstock, Director of Health and Physical Education, and more recently 
Preparatory Housemaster, came to the school in 1928. 


The Voyage ur 

Mr. McCulley, of Old Country birth and Canadian convictions, has been 
described as "predominantly non-conformist and eclectic in his religious 
and educational philosophy." This may be interpreted to mean that he is a 
keenly aware person, alive to and eager to apply the best in any system of 
ideas or practices. At one time a theological student at Wycliffe College, 
a graduate of the University of Toronto and the Ontario College of Edu- 
cation, and holding the Oxford degree of M.A., a synthesis of his knowledge 
and ideas might be said to be achieved by his inspiring respect for and 
faith in the personality and potentialities of human beings, especially young 
human beings. This attitude towards people is basic in Quakerism, and at 
the same time finds place in the theories of the "progressive" educators of 
to-day. Similarly, we had early occasion to note the Quaker emphasis on 
the practical in education; this is nothing more nor less than the "educa- 
tion for life" which is an expressed ideal of the modern Pickering College. 
Again, it will be recalled that there was little formal religious instruction 
in the early Quaker school, but that religion was traditionally regarded as 
an inward experience showing itself by a way of life; to-day at Pickering 
College the democratic way of life is studied, and the attempt is constantly 
made to instil into the members of the school group a sense of belonging 
to a co-operative community; the essentially Christian basis of this concept 
and all the spiritual values inherent in it are brought out by the regular 
Sunday evening chapel services offered by the Headmaster, members of the 
staff, or friends of the school. 

The continuity of theory and practice through the last hundred years is 
apparent also in less general ways. The activities on the farm and grounds 
and in the workshop of the present school would gladden the heart of 
Joseph John Gurney, with his belief in the dignity and usefulness of manual 
labour. Physical exercise is still thought to be of fundamental importance; 
almost without exception every student participates in a year-round athletic 
program which emphasizes the development of lasting skills and the value 
of team-work. The facilities for "mental recreation" (in the phrase of 
'79), with its attendant broadening of the student's cultural experience 
and its enriching of classroom studies, are numerous, and best revealed by 
the current "Voyageur" with its accounts of the place occupied in the school 
by music and drama, the creative arts, and interest clubs of various kinds. 

There is the absence in the school of superimposed, unexplained author- 
ity, and of artificial deference from student to master. Mr. McCulley has 
said on occasion that "teaching is relationship"; that is, the personality of 
the teacher must attract or interest the student to produce the most valuable 
and lasting exchange of ideas between the two. Thus, the Headmaster and 
staff endeavour to meet the students on the basis of friendship, and such 
respect as is due the older from the young is genuine and knowledgeable. 
Once a friendly relationship has been established, as is the way of friends 
the world over, the student in many situations may naturally address his 
teacher-friend by his first name. To correct a common misapprehension, 
it is perhaps not out of order to emphasize that the classroom, or any formal 
or official school meeting, does not present a situation in which this practice 
is acceptable. 


The Voyage ut 

That the foregoing ideas derive from a philosophy of education capable 
of successful practical application is demonstrated by the progress of the 
school during the past fifteen years. The enrolment of about one hundred 
and twenty-seven students in 1941-'42 is double the number of "pioneers" 
registered in the autumn of 1927. After four years of operation, the build- 
ing appropriately known as Firth House was constructed, originally intended 
for younger boys in the lower high school grades, now the home of the 
flourishing new Preparatory Department. The corner-stone of Firth House 
was laid by Sir William Mulock, longstanding friend and regular visitor, 
who had performed the same ceremony a quarter of a century before when 
the main school was built. This growth has been matched and must in part 
be explained by a continuously improving academic standard; in 1941, for 
example, ninety percent of all honour matriculation papers written by 
students of the school were passed, sixty-seven percent with first and second 
class honours. 

Pickering College to-day, in spite of war and the far-reaching effects of 
war, is conscious of its strength and optimistic of its future. It represents 
the achievement not only of those industrious and idealistic men and women 
who have worked in its classrooms and offices through the years, but also 
of those loyal and interested members of the College Board, who in a very 
real sense have "made everything possible." Dr. Borland has demonstrated 
in his paper "a certain continuitv both in (the) theory and practice" of 
the school for the past hundred years. Of equal interest is the part played 
by the Rogers family for the last sixty years in the development of the 
school. It will suffice to note that the present Chairman and Treasurer of 
the school. It will suffice to note that the present Chairman and Treasurer 
of the Board, Samuel Rogers, K.C., is the grandson of that Mr. Samuel 
Rogers whose name we have noted in connection with the first Pickering 
College and its re-opening in 1891. This continuity of personnel has doubt- 
less helped to keep unbroken the continuity of philosophy mentioned, and 
has been of inestimable value. A remark current in the school this past 
term has been, "We're through the first hundred years," and history justifies 
the implication. No better conclusion to these notes could be found than the 
school motto: 

Bene provisa principia ponantur. 

'A new soul wakes with each awakened year. 
The valiant soul is still the same, the same 
The strength, the art, the inevitable grace. 
The thirst unquenched for fame . . . 
The long obedience, and the knightly flame 
Of loyalty to honour and a nameT 



The Voyageur 

Setting for Closing Chapel Service, June 7th, 1942. 


IT has become customary thai each member of the staff arrange the 
service and give the address at one of the Sunday evening chapel services 
during the school year. While it is impossible to make this selection all- 
inclusive, the magazine is proud to print here significant selections from 
some of these services. 

Pickering DAYS are busy days. Our lives are full of crowding and bustle 
and hurry. It is easy for us to let important experiences be crowded 
out by non-essentials. It is easy for us to miss great opportunities, to lose 
sight of Christ in the crowd. 

All those who would achieve must be workers. I do not mean necessar- 
ily the super- workers like Edison; but the great host of average men who 
have done the world's work throughout the ages; men who when faced with 
a task could clear the decks of unimportant things and get the job done. 

At the recent Queen's centenary, many great men of our time were 
honoured, and as I watched them march to the platform to be laureated 
I saw the determined faces of men who knew how to work when work had 
to be done. 

I wish that I could impress upon all of you tonight that Pickering offers 
you an opportunity to work, and that you must not let that chance be 
jostled out of your lives by a crowd of trivialities. It is necessary that 
each one of us learns to do a job. What you do it on doesn't much matter, 
so long as you do it on some worthy task. 

''There Being a Great Crowd in the Place." 
R. E. K. Rourke. 

AT first glance, the purpose of a school is education. By education, I 
do not understand merely the accumulation of facts and a little practice 
in the art of thinking; education is much broader than this; it includes 


The Voyageur 

activity on the rugby field and in the gymnasium, on the hills and rinks, 
on the stage and in the shop, in the dining-room and in the Headmaster's 
kitchen, learning from contemporaries and from those older and those 
younger. But education is not an end in itself, even in this larger defini- 
tion. The education of a young man should enable him to take his place 
as a citizen of Canada. If that seems a commonplace idea, it is because 
you have not thought deeply enough about just what Canada is, that land 
in which you have a stake by reason of your presence here. It is half of 
a vast continent containing many millions of people, containing mountains 
and rivers and lakes and plains the grandeur and glory of which are some- 
thing which at best you can only imagine. In Canada is your home, in 
Canada is your favourite place of trees and blue water, the river you like 
best to paddle, the gleaming white hill on which you have liked best to 
ski, the woods which in younger days you liked to explore, the familiar 
street, the fields which you have watched in springtime and again in August 
and October, your friends and your family. A citizen of Canada will know 
these things, and appreciate them to their full. But there is a bigger con- 
cept of citizenship than the national. I am fond of the phrase "a citizen 
of the world". By that I mean a man who is aware of his kinship with all 
humanity, who recognizes that his fate is bound up with that of all human 
beings, who knows that a starving child in France is part of our common 
shame just as the heroism of a mother in London is part of our common 
glory. That is the ultimate in sense of community and citizenship. 

''Democracy and the Individual. 
F. D. L. Sewart. 

What YOU ARE capable of time alone will show, providing you make 
the best use of that time in growing. But at the end of your days let 
it be said of you that you have grown so completely that to your life may be 
applied that fine standard of classic Greece: "to this nothing can be added, 
nor from it anything taken away without destroying the perfect unity of 
the whole." 

Let your growth not be stunted by sloth or withered by the eating blight 
of boredom; may it not be emaciated by too little of living or bloated by 
too much of sensual pleasure; let it not nourish the parasitic fungae of 
greed and fraud and ignorance, may it not bring forth the bitter fruit of 
mockery and cynicism, for cheap mockery and hollow cynicism are the last 
resort and ultimate futility of the mediocre mind striving for false recog- 

Rather may your growth be positive and purposeful. May your body be 
straight and your eye clear; may both your heart and your hand be warm, 
your anger just, your mercy swift, and your passion full-flowered. Having 
eyes to see, may you see; and ears to hear, may you hear; with a heart to 
feel and. a mind to know and a soul to serve, may you feel and know and 
serve; and always may you grow — until, in the fullness of time, you reach 
your true stature and full fruition under God's heaven. 

''What is the Measure of a Man?" 

B. A. W. Jackson. 


The Voyageur 

WE have all received a heritage from the past. Our bodies and our 
minds, our knowledge and our skills, our comforts and our pleasures, 
these are a free gift to us. Our school community with all it possesses of 
faith and friendship, of love and loyalty, is equally our debt to our grand- 
parents. In return for this it is surely our responsibility to decide on a 
worthy gift from ourselves to those who will follow us. It cannot be 
done in ways that are cheap, trivial, superficial or selfish; it can only be 
done as each of us loses his own individual life in something greater than 

"A Gift from Grandfather.'"' 

THE Christmas season bids us look up and behold the stars still shining. 
Perhaps that is what is wrong with our generation — we have forgotten 
to look up. But the star of human decency is still shining; the star of 
Christian fellowship shines on throughout the whole world. Faith in God 
and faith in man is still possible. It is being proven today that no sacrifice 
is too great to preserve the sanctities of human existence. The good, the 
true and the beautiful — these things are eternal, immortal and changeless. 
The light of these stars will lead us to the beginning of a new and nobler 
life for ourselves and our fellowmen." 

"The Stars Still Shine." 

NOTHING in this world is ever achieved without struggle — without 'dust 
and heat'. The value of that struggle, however, is determined by the 
ideal, the goal, the particular Grail to which we have committed ourselves. 
The great failure of education in our time has been that it did not provide 
young men with great convictions. This school has no business to exist 
unless it continues to send out a succession of graduates whose lives are on 
fire for some great cause." 

"Not Without Dust and Heat." 

"TTITLER has mesmerized his young people with his beliefs. We can- 
■*--*• not win the war, much less win the peace, unless we believe firmly, 
ardently and passionately in another kind of new order — 'The New Jeru- 
salem', 'The Beloved Community', that our efforts can help to create." 

"Marching Orders for Youth." 

SOME of you, my friends of the staff and of the student body are leaving. 
We will miss you, but you will be among our cloud of unseen wit- 
nesses. We know you will not let us down. And as we believe that life is 
good and that it can and will be better, we will not let you down. Remember 
'they only are loyal to this school, who, departing, bear their added riches 
in trust for mankind'." 

"So Great a Cloud of Witnesses." 

The above five quotations are from addresses by the Headmaster. 


The Voyageur 

R. E. K. Rourke, M.A. 

"]1/|*R. R. E. K. Rourke was this year appointed a member of the 
- L *- B - Board of Management of Pickering College. Besides this 
distinction, he was made Associate Headmaster. The Voyageur 
would like to take this opportunity on behalf of the staff and 
students of the school to congratulate "Bob" on these new suc- 
cesses. That they were well earned goes without saying, that they 
were justified has already been proven. 

Mr. Rourke is spending the summer as Camp Director at 
Camp Mazinaw. There he will have on the staff along with him 
several of the senior students of this year as assistants. 


The Voyageur 

Human Priorities 

An address delivered by Joseph McCulley, M.A., 

Headmaster, Pickering College, 

Newmarket, Ontario. 

at the 

Annual Convention of the Associated High School Boards 

of the Province of Ontario, May 7, 1942. 

IT is not without sicnificance that the British Government, in the spring 
of 1940, announced that it would double the grants made to the Arts 
by the Carnegie United Kingdom Trust and the Pilgrim Trust. In com- 
menting on this action, a Canadian editor recently wrote as follows: "It 
is common in war time to ignore the value revealed by art as something not 
then to be considered, but rather to be put aside until peace returns, for 
other more immediate and obvious values. Granted we are fighting for 
our lives; yet is it not true that we are fighting for our souls? Is it not 
publicly announced by our leaders that we are at war, not alone to avoid 
murder at the hands of misled barbarians, but also that we may maintain 
our own ways freely. Surely it is worth while to use this freedom we 
still possess so that those fighting physically for our free mode of living 
may find, upon their return, no deterioration of the home for which they 
have sacrificed so much, but improvement." 

This editorial comment on the action of the British Government stresses 
the fact that the war is more than a war for physical survival. At the 
annual meeting of the American Headmasters' Association this year, one of 
the speakers expressed a similar thought in this way, — "there is no use 
fighting through and winning, then to find we have nothing left to save." 

Do we really know what we are fighting for? "To maintain our own 
ways freely"? Yes, indeed. "For democracy"? Yes, also indeed. But 
if democracy merely means our old way of life which we, the more or less 
privileged of our society, have found comfortable and pleasant, it is not 
enough. Our objective must be better than that. 

Our enemies have sensed that there must be some objective for the 
war which Hitler has described as "a new order". He captured the minds 
of millions of German youth with his slogan. We, too, must visualize a 
new order better than we have ever had. 

It is only necessary to recall the plight, not of thousands, but of hun- 
dreds of thousands of young people in Canada during the decade 1929-39. 
It is only necessary to remind you that the first grant by the Federal Gov- 
ernment under the Dominion-Provincial Youth Training Programme was 
for the expenditure of one million dollars to rehabilitate and train some 
400,000 unemployed rural and urban young people. (This seems a paltry 
sum when compared with our present expenditures.) It is only necessary 
to recall that in the United States, potentially one of the richest nations 
on earth, that approximately one-third of the people were living on an 
income under a minimum subsistence level. Our new order must certainly 
be better than this. 

But it must be a better new order than Hitler's. We cannot accept a 
society in which the basic principle is the diefication of the state and the 


The Voyageur 

subordination of the individual. In our new order every individual must 
have dignity and importance in his own right. Professor George S. Counts 
of Columbia University has defined democracy as "A sentiment with respect 
to the moral quality of man and an aspiration towards a society in which 
that sentiment may find complete fulfilment". To create that society is our 
privilege — it is our task, — the objective of our struggle, our effort and our 
sacrifice. The period in which we are living is undoubtedly one of the 
great periods of change in human history. What we do now, not only 
may but will affect the pattern of life for millions of people yet unborn. 

Our task, therefore, at this moment, is a three-fold one. If we are to 
survive at all the war must be won. To accomplish even this task will 
take all that we have of fortitude and courage. At the same time we must 
preserve all those values that make civilized living worthwhile, and we must 
determine a peace of such a character that the transmission of those values 
will be guaranteed to posterity. It is an obligation on all of us to utilize 
our every effort that these three results can be achieved. Anything less 
than that is a denial of the finest traditions of our nation and our race and 
equally certainly it is a betrayal of the future. 

In recent months there has been much talk of "priorities" in business 
and industry. I do not believe that we can achieve these three-fold objec- 
tives unless we can concern ourselves here and now with human priorities. 

Tanks, battleships and aeroplanes do not alone win wars. Modern war 
requires men, not only of brawn but of brain. Similarly to win the peace 
and to achieve "our brave new world" will require men better, stronger and 
of finer calibre both mentally and physically than any previous generation. 
We have seen our young people unwanted, untrained, under-nourished, 
growing cynical and disillusioned, doubtful of their place in the world and 
in society. Today we are depending on them, and the shape of things 
to come will depend upon them even more. 

We are, however, I am afraid, still unconscious of the importance of 
our human resources. The figures on rejections for military service have 
drawn our attention to the fact that we are not an Al nation physically. 
It is a sad commentary that over 40% of our young men are rejected for 
military service on purely physical grounds. It is too bad that it takes a 
war to make us conscious of such defects. 

Bad as this is, I am more concerned with the moral and spiritual de- 
terioration that is evident since the outbreak of the war. Reports from 
England indicate a large increase in juvenile delinquency. The Big Brother 
Movement in New York City has already reported a sharp rise. In our 
own city of Toronto the juvenile court reports an increase of 471/2% m 
juvenile delinquency in 1941 over 1940, and the Big Brother Movement has 
reported that 51% of all cases coming to their attention are affected in 
some way by the war. 

In a Toronto suburban area there was recently reported a sharp struggle 
over the school budget. I do not know the rights or wrongs of that par- 
ticular conflict but it has been drawn to public attention at the recent an- 
nual meeting of the I.O.D.E. that Canadian education is suffering from de- 
creased financial support, from curricula speed-up schedules and lower 
standards of teaching. In the Toronto Star, Dr. Goldring, superintendent 


The Voyageur 

of schools for Toronto, is quoted as follows: "We have now lost about 140 
men teachers of 900 on our staff by enlistment, and it is soon coming to 
the point where further enlistment may injure the school system." It 
has already reached the point where it is almost impossible to obtain teach- 
er replacement in certain subject areas, particularly mathematical, scien- 
tific and technical branches. If this process continues the time is not far 
distant when we may not be able to provide a continuing supply of ade- 
quately trained young people for industry or for those branches of the ser- 
vice such as the Air Force in which a fairly advanced educational status is 
absolutely necessary." 

This is not imagination. England already recognizes this danger. R. 
A. Butler, president of the Board of Education, is quoted in the London 
Times as saying: "the teaching profession has contributed to the forces as 
much of its share as can safely be permitted. No further inroads are con- 
templated at present." 

These facts all point in one direction. One of the most important but 
most neglected matters at the present time is the adequate use and conser- 
vation of our human resources, not only for the immediate present but for 
the better tomorrow. Effective training and education of today's youth is 
more important than ever before. All expenditures to this end constitute 
no more than an insurance premium that all we are spending to win the 
war, will not, in the long run, be lost. 

In our organization of man power we must not neglect the reserve of 
man power still available in our schools. It is unfortunate that our Fed- 
eral Government is so hesitant to touch the subject of "education". We 
all recognize that there are constitutional limitations but surely in a time 
of such emergency as the present, ways and means should be found to de- 
velop a great national revival among our youth in which all agencies would 
unite, federal, provincial and municipal governments, schools — public and 
private, all the voluntary welfare organizations and agencies, service clubs, 
the churches, the Y.M.C.A.'s, the Boy Scouts — in other words, all those who 
believe in youth. Such a national youth revival would capitalize on the 
enthusiasm and idealism of youth. It would provide an outlet for youthful 
energy in terms of immediately useful services. It would help to give faith 
in Canada and Canada's future and to train young people to serve Canada, 
the Empire and humanity both for today and for the fairer tomorrow. Such 
a task is too big for the schools alone. To be successful it must be 
national in scope and broadly conceived to capture the imagination of our 
whole people. 

In the meantime, however, there are some matters to which members of 
high school boards and teachers can give their attention. The Department of 
Education is planning to introduce a number of so-called "defence courses" 
which will be correlated with other branches of the curriculum. For older 
students these courses are at the present time a necessary step. They will 
help to provide older boys and girls with some feeling of participation in 
the total community effort. We must, however, be certain that in provid- 
ing specialized training for immediate needs, that the basic content of good 
education is not lost. 


The Voyage ur 

Under date of Nov. 12, 1941 the Bureau of Navigation at Washington, 
D.C. noted that of 8,000 applicants, all college graduates, for commission- 
ing as ensigns, some 3,000 had to be rejected because they had no mathe- 
matics or insufficient mathematics at college. The Educational Policies 
Commission, in "A War Policy for American Schools" goes so far as to 
recommend that high schools provide no further extension of specific mili- 
tary training in the schools. It is obvious that there are fundamental as- 
pects of an educational programme which are essential and which must 
be continued. 

There must also be more awareness by our teachers and by school 
boards of the physical needs of all our children. In this country where 
good food is still available, it is vital that no child should suffer from mal- 
nutrition and there must be ample provision made for medical and physical 
programmes in our schools that will raise our C3 level to an Al. 

It is my conviction also that it may be necessary for the authorities to 
demand that certain teachers should stay with their teaching jobs as a form 
of essential though non-military service. I realize that such a procedure 
raises problems, but we have proven equal to other problems just as dif- 

Lewis Mumford, in a recent article in The New Republic, pointed out 
that in a time of famine even primitive tribes had enough sense to save 
the seed corn for the next crop. In a very real sense we are responsible 
for saving the cultural seed corn of the next generation if the total objec- 
tive of our war effort is to be achieved. School Boards will be tempted to 
economize. Great care must be taken that any economies that are exercised 
are not of the "penny wise and pound foolish" type. The proper conser- 
vation and training of our human resources is an A priority, and members 
of Trustee Boards can best serve their constituencies and fulfil their obli- 
gations to the future by facing their tasks at this time in that spirit. 

I know it is a truism to point out that the youth of our country con- 
stitute our single greatest national asset, but under the strain of war time 
emotions we are apt to overlook or forget it. 

What is a boy? "A person who is going to carry on what you have 
started. He is to sit right where you are sitting and attend to things which 
you think so important, when you are gone. You may adopt all the 
policies you please, but how they will be carried out depends upon him. 
Even if you makes leagues and treaties, he will have to manage them. He 
will take your seat in Parliament, assume control of your Cities, States, 
and Empires. He is going to move in and take over your Churches, 
Schools, Universities, Corporations, Councils and Prisons. 

"All your work is going to be judged and praised and condemned by him. 

"The future and destiny of humanity are in his hands, so it might be 
well to pay a little attention to him now." 




; m 






we recall some two hundred of our ex-students and staff now 
serving the Empire. Of these ten have already given their 
lives for their country and their fellowmen, two others are 
reported missing, and one is a prisoner of war. 



Members of the Pickering College staff who are joining the armed services: — 







(Tutorial Staff) 


Best of 


Air Force 







Prisoner of War 



Ex-members of Staff and Student Body 


Pickering College on Active Service 


Allan, Wm. G. N. 
Carscallen, Gerald 
Doe, Earlston 
Frosst, Eliot 
Harvey, John F. 
Hunt, Barrington 
Johnston, Murray 
Kendall, Edward B. 
Kernohan, Gordon E. 

Lanctot, Pierre 
Laughton, Van 
Millichamp, John W. 
Rankin, Jack 
Rising, Theo E. 
Ross, Duncan B. 
Stewart, Donald 
Toller, Frederick 
Toller, Harry 


The Voyageur 


Abrams, Leonard 
Bagg, Douglas 
Baker. G. G. Courtlandt 
Baker. Farish 
Bowser, Jack 
Burnett, John Edward 
Carroll, Ghent 
Carmichael, Howard A. 
Chandler, Chas. 
Charlton, George A. 
Charters, Sam 
Chester, Lorne E. 
Clarke, Hugh H. 
Clarke, John C. 
Connor, Ralph A. 
Coulson, John 
Crawford, William 
Curry, George D. 
Ditchburn, Herbert 
Duncan, Donald G. 
Dyer, Arthur R. 


Freer, Edward G. 
Harris, Lawren 
Hill, Wm. H. 
Hobson, James 0. 
Holmes, 0. Wendell G. 
Hunt, John B. 
Ivey, Peter J. 
Jackson, Rowland P. 
Jay, William H. 
Kettle, Orval H. 
Lander, David H. 
Lander, John L. 
Leitch, David 

Leitch, Wm. McC. 
Leslie. W. W. 
Mills, Harold J. 

Minnes, Allen 
Moncur, Robt. M. 


Morrison, Bruce A. 
McCreary, Sam 
McKee, Glen 
McNally, Robt. H. 
McNaught, Ken 
McMahon. Errington 
McIntosh, Donald 
Oille, William A. 
Osborne, J. Somerset 
Palmer, Hamilton Z. 
Peace, William R. 
Price, H. J. 
Robinson, John S. 
Roos, Robert P. 
Ross, George William 
Simpson, Douglas 


Statten, Page 
Statten, Taylor, Jr. 
Stephens, John S. 
Storms, Peter 
Tarr, Alan 
Tickner, Douglas S. 
Turfus, Fred 
Wallwin, Henry 
Walton, George 
West, Frank C. 
Wilson, Donald George 
Wilson, J. Thos. 


Austin, Peter 
Babb, John 
Baker, H. D. 
Bailey, Ronald Y. 
Barton, Wallace S. 
Bell, George C. 
Bishop, Gordon F. 
Brandon, Norris D. 
Burrill, Scott 
Buskard, Glen T. Burnett 
Charles, John H. 

Chellew, C. F. 
Cleland, Calder L. 
Cleland, Douglas J. 
Copp, W. Edwin 
Cowan, Kenneth A. 
Coste, Frank E. 
Denne, Jack 
Dunlevie, Michael 
Doughty, Douglas 
Eakins, James R. 
Ferguson, R. C. 


The Voyageur 

AIR FORCE— Continued 

Fleming. George 
Frappier, Donald E. 
Galbraith, Donald C. 
Galbraith, Murray 
Gardner, Currie R. J. 
Glendinning, Bruce W. 
Gorman, Jack 
Greenberg, Paul T. 
Hale, Edward B. 
Hall, James D. 
Hardy, George 
Harris, Michael 
Harris, Stanley D. 
Ide, Ranald 

Jeffery, Richard H. C. 
Jordon. Louts S. 
Kinton, Clare 
Knight, Alan 
Knight, John R. 
Kydd, Graham 
Laurie, Wm. A. 
Laurin, Duncan 
Lewis, Reginald S. 
MacAdams, Harold W. 
Macallum, Ian 
Mackenzie, Kenneth A. 
McLaren, Kenneth W. 
Marsh, F. Peter 
Mather, E. R. 
Mayo, William 
McComb, James A. 
McDonald, Chas. 
McGibbon, Peter 
McGibbon. Robert 
McGuire, Sells 
Meredith, Jack McI. 
Mills, Frank 
Milne, Dick 

Minchinton, Edward 
Morgan, Douglas 
Murphy, Arthur 
Mutch, Robert 
Neeld, John 
Nesbitt, Murray H. 
Oille, Vernon 
Ormond, William H. 
Perkin, Reg. 
Perry, Ronald H. 
Pettit, John C. 
Phipps, David A. 
Poole, Clifford 
Randall, W. Bruce 
Richardson, Carlton D. "Bud' 
Roberts, Grant 
Robertson, James A. 
Scholtz, Harold 
Shore, Taylor 
Sorley, James B. 
Stiver, Donald 
Sutcliffe, Robert 
Talmage, Murray 
Taylor, Bruce W. 
Taylor, Wm. C. 
Terry, Benjamin R. 
Thompson, A. Cameron 
Thompson, Fraser H. 
Tisdall, Jack 
Townley, Wm. B. 
Valentine, Robert 
Vaughan, J. Leslie 
Wakefield, Edgar W. 
Wallace, Edward W. 
Williamson, Isaac 
Williamson, John 
worthington, john w. 
Young, John McC. 


Buscombe, William 
Chipman, A. M. 
Daly, F. St. L. 
Edmison, Harry 
Hilts, Alvin 

Kent, Dale 
Stephens. Llewelyn 
W t esley, Kenneth 
Widdrington, G. N. T. 


The Voyageur 


Fleming, George H. Minchinton, Ed. 

Galbraith, Murray Rising, Theodore 

Kent, Dale Sorley, James B. 

Knight. Alan J. Taylor, Bruce 

Milne, Dick Vaughan, J. Leslie 

Charles, John H. Thompson, Fraser 


Barter. Jack Stone, James 

Hanley, Robt. Sloss, Peter 

Johnston, Alex C. Strouse, Alex L. 

Steele, Thos. Strouse, Roger J. 

Mills, Frank 

The School will appreciate being advised of errors or omissions in the above lists. 

The Graduating Class 

OUR sincere GOOD wishes to those students who, completing their Honour 
Matriculation or Senior Business courses, are leaving us this year. 
Our thanks to them for their leadership in one of the best years of the 
school's history. 

Ardenne, Jack — Our one student of the humanities this year, we wish 
him good luck at University. Member of Polikon Club. Interested in 
music, archery, tennis. 

Cody, Bob — One of the Widdrington Award holders we wish him good 
luck; member of the Kosmo and Glee clubs; played first team hockey and 
football; holds his First colour. 

Da vies, Vern — has been with us for two years and now intends to join 
the air force. A member of the Thirty Club. Good luck, Vern. 

Davis, Ghent — has been with us for five years and has entered almost 
every phase of school life; for three terms a member of the School Com- 
mittee; took principal role in Dramatic Club presentation; member of the 
Polikon Club; played first team rugby and hockey; holder of first team 
colour. We expect him back on the Tutorial staff next year. 

Dewar, Don — Has had a multitude of interests and activities, his place 
in the student body will be hard to fill; co-winner of the Garrett Cane and 
Widdrington Award; for three terms an influential member of the school 
committee, a member of the Dramatic Club and the Glee Club; member 


The Voyageur 

of the Polikon Club; captain of the Blue team; captain of the basketball 
team; in the fall coached the Bantam rugby team; received his first colour 
again this year. 

Findlay, Bob — Has been with us for two years and we wish him God- 
speed at University; has been a member of the Glee Club and Polikon Club; 
has brought recognition to himself and his school with his ski-ing. 

Frosst, Jim — A five year man; one of the Widdrington award winners; 
member of the Dramatic Club; took a principal role in the Glee Club; 
member of the Kosmo Club; one term on the School Committee; played 
first team rugby and basketball, and received his first colours for the second 
time this year. 

Grant II, Scotty — A younger brother of Scotty I, we're sorry he didn't 
come to us before his last year. However, he soon made himself at home 
and was elected a member of the School Committee for the last term; a 
member of the Root of Minus One Club, he played first team hockey, re- 
ceiving his first letter. 

Harvey, Chuck — Our representative from French Canada, he has been 
at Pickering for four years; played first team rugby; member of Polikon 
Club; enthusiastic member of Glee Club. 

Kilgour, Doug — Fire Chief for the year, almost got the new siren in- 
stalled; member of school committee for two terms; president of Senior 
Club for one term; belonged to Root of Minus One Club, Dramatic Club, 
Glee Club. 

Noorduyn, Bob — The senior student in the Business Forms this year, 
president of the Thirty Club and manager of the rugby team. 

Partridge, Des. — A member of the School Committee, Kosmo Club and 
Glee Club, he is expected back next year on the tutorial staff. Played first 
team football and hockey; holds his First colour. 

Proctor, Ted — A member of the School Committee for one term; played 
first team rugby and basketball; member of the Root of Minus One Club. 

Pyburn, Grant — A member of the Glee Club and played first team 
hockey; expects to enter Radio college in the fall. 

Rankin, Bill — Has been with us for five years, member of the Polikon 
Club and Dramatic Club. 

Ross, Bill — has been with us for six years; a member of the Dramatic 
Club and Glee Club; passed his A.T.C.M. with honours this year; member 
of the Kosmo Club. 

Sherry, Dan — Has participated in almost every phase of our school 
life; co-winner of the Garratt Cane and Widdrington Award; for three 
terms a prominent member of the Glee Club and Kosmo Club; played first 
team rugby and was captain of the hockey team; received his first team 
colours this year. 

Wilson, Jack — President of the Senior Club for one term; member of 
the Glee Club and Kosmo Club; played first team rugby and hockey. 

Young, Bob — our representative from South California is leaving to 
enter Pomona in the fall and we wish him all the best; a member of the 
Polikon Club and any given argument. 


The Voyageur 


Chosen from their number by the members of the 
graduating class as students most representative of the 
aims and ideals of the school. 

r i 



Winners of the Garratt Cane and the Widdrington 


Chosen by the staff from the graduating class "for notable 
contributions to community life. 11 


Winners of the Widdrington Award. 

The Voyageur 

Staff Notes 

THE headmaster was this year elected an honorary life member of the 
American Headmasters' Association. He is one of three Canadian head- 
masters to be so honoured. 

Mr. McCulley has also continued this year as chairman of the Young 
Men's Committee of the National Council of the Y.M.C.A. Despite his 
heavy job at the school he also found time to speak occasionally on Edu- 
cational problems facing us in these times. 

Dick Mather and Tommy Myers plan to spend July and August at 
Queen's Summer School. The former is awaiting his call to the Air Force. 

Norm. Ward, who was with us in the fall, left to take up a Fellowship 
at Toronto University. He has lately been taken on by the Wartime Prices 
and Trade Board at Ottawa. 

To Messrs. Jackson, Mather, McNaught and Ide, "Congratulations!" To 
the former Misses Davies, Holderman, Aylesworth and Argue, "Best wishes!" 

To the families Jackson, Mather, McNaught and Ide, "All happiness and 
good fortune in the future. 

C. R. Blackstock will be at Camp Pinecrest this summer where he has 
taken over the position of Camp Director after serving for two summers as 
Director of Programme. Assisting him are Barney Jackson and Fred 
Hagen of the school staff and a number of the senior students. 

We are happy to announce the promotion of Ronald Perry to the rank 
of Flight-Lieutenant in the R.C.A.F. 

Duncan Haskell of this year's tutorial staff will be at McGill next year. 

It is our pleasure to announce a BLESSED EVENTS for Mr. and Mrs. 
Harry Beer. These arrived in the persons of twin boys, recently christened 
Charles McWaters and David Holmes Beer. 

Van Laughton, member of the tutorial staff during 1940 and 1941, 
President of the student body and Garratt Cane winner in 1939, has joined 
the Navy as a sub-lieutenant. 

Clifford Chellew who was a member of the Preparatory Department 
staff in the fall of 1941 is now a member of the R.C.A.F. 

Leaving the staff this year for the armed services are Don Stewart and 
Earl Doe as sub-lieutenants in the Navy and Dick Mather and Ran Ide who 
are joining the Air Force. Ken McNaught of the Prep. Dept. staff is at 
yet undecided as to what branch he will be in. To these five we wish all 
possible success and a speedy and safe return. 

Jack Byrne, of the Art Department, has been called to do war work. 
Mr. Luscombe, who was filling in temporarily after Mr. Ward's departure, 
is leaving us this spring. 


The Voyageur 

We were fortunate in having on the music staff this year Mr. Rutledge 
and, in charge of the Preparatory Department music, Mr. Reg. Godden. 

Fred Hagan is now a member of the Engravers and Graphic Arts Society. 

To that forgotten but magnificent Quartet, the Medical Department, the 
Crafts Department, the Culinary Department and the Secretarial Staff, our 
gratitude for all the work that is done so well and so efficiently that we 
hardly realize it requires doing. 

Many thanks and best wishes to Dr. Case and Miss Ancient; Mr. Mait- 
land, Rudy and Fred; Mrs. Buckley and her crew, and finally, Miss Rich- 
ardson, Mrs. Streeter and Miss Thompson; not forgetting the man behind the 
camera and the lady in the library — Mr. and Mrs. R. B. G. 


John William Babb — Ann Kathleen Gallagher, 

on August 30th, 1941, at London, Ont. 

Douglas Gordon Bagg — Margaret Stan wood Drummie, 

on December 6th, 1941, at Saint John, N.B. 
Wallace William Beatson — Patricia Mary Cockram, 

on May 23rd, 1942, at Woodstock, Ont. 

Charles Joseph Chandler — Helen Audrey Mackay, 

on February 24th, 1942, at Toronto. 

Dixon S. Chant — Marion (May) Macnaughton, 

on June 13th, 1942, at Toronto. 

William Allan Dafoe — Marion Elizabeth Weymark, 

on June 27th, 1942, at Toronto. 

Herbert F. Ditchburn — Elizabeth C. McCulloch, 

on November 27th, 1941, at Brockville, Ont. 

Paul Theodore Greenberg — Bertha Mary Kent, 

on September 17th, 1941, at Moncton, N.B. 

Thomas Ranald Ide — Eleanor Banzley Aylesworth, 

on June 17th, 1942, at Toronto. 

Peter John Ivey — Ethel Roberton, 

on June 13th, 1941, at Barrie, Ont. 

Berners Wallace Jackson — Evelyn Maire Davies, 

on April 10th, 1942, at Toronto. 

Gabriel Shire Levy — Margaret Simpson Riley, 

on August 16th, 1941, at Malpeque, P.E.I. 

Keginald Lewis — Georgie Baird, 

on September 13th, 1941, at Gait. 

Richmond E. Mather — Anna Barbara Holderman, 

on June 13th, 1942, at Toronto. 

John Wallace Millichamp — Eileen Isabell Munro, 

on July 25th, 1942. 

Frank Armour Peace — Margaret Evelyn Anderson, 

on October 14th, 1941, at Toronto. 

Cameron Alexander McDowell — Ruth Ernestine Carr, 

an November 8th, 1941, at Windsor, Ont. 


The Voyageur 

Gerald Elliott McCoy — June Louvaine Summerville, 

in October, 1941. Toronto. 

Kenneth William McLaren — Josephine Bruce Condon, 

on April 2nd, 1942, at Monet on t N.B. 

Kenneth Kirkpatrick McNaught — Beverley Eileen Argue, 

on June 13th, 1942, at Toronto. 

Edward Kimball Ren wick — Trude Heumann, 

on October 25th, 1941, at Evenston, III. 

John Crews Ringlani>— Mary Madelon Dickson, 
on September 1st, 1941, at Banff, Alta. 

James A. Robertson — Emily Josephine Lawless, 

on March 17th, 1942, at Regina, 8 ask. 

Joseph Ross Rogers — Jane Gertrude Mary Brunton, 

on October 18th, 1941, at Toronto. 

John Beverley Ross — Janice Barbara Johnston, 

on July 4th, 1942, at Winnipeg. 

William La Verne Sager — Dorothy Verna Alice Kinman, 

on October 25th, 1941, at Toronto. 

Page Statten — Eleanor Jane Warwick, 

on June 13th, 1942, at Toronto. 

Llewellyn Aikins Douglas Stephens — Carolyn Cope Smith, 

on July 12th, 1941, at Dundas, Out. 

Ernest Charles Sutton —Betty Jean Ferguson, 

on February 28th, 1942, at Meadoivvale, Ont. 

A. Cameron Thompson — Edwina Joyce Toms, 

in March, 1942, at Cornwall, England. 

Douglas Stewart Tickner — Mary Elizabeth Rutherford, 

on April 11th, 1942, at Toronto, Ont. 

Robert G. Valentine — Isobel Dunnet, 

on May 26th, 1938. 

Eric McDonald Veale — Janet Ruth Kimball, 

on November 22nd, 1941, at Detroit, Mich. 

Student Committee, 1941-42 
Ward Cornell, Chairman 
G. Davis J. Frosst 

D. Dewar S. Grant 

R. Detwiler D. Kilgour 

D. Sherry 

J. Mack 

D. Partridge 

E. Proctor 

First Colour Awards, 1942 
R. D. Cody R. Detwiler S. Grant 

J. E. Cooper N. Dutton J. D. Mossop 

G. Davis M. A. Gill D. Partridge 

D. Sherry 


Centenary Re-union Programme 

Chairman — Samuel Rogers, K.C. 
INVOCATION ----- The Headmaster 

THE KING - - ' The National Anthem 


Excerpts from "The Gondoliers', 1942, by the Glee Club 
Chairman's Remarks 


One Hundred Years in Review 

Vocal Solos . 

Some Boyhood Recollections 

Violin Solo 
Education and the Future 

Vocal Solos . 

To-Day and To-Morrow 

j Gordon Hallett 
{Clifford Poole 

Arthur G. Dorland, Ph.D. 
j Elizabeth Beer 
)Alan Sawyer 

Sir Wm. Mulock, K.C.M.G. 

Adolph Koldofsky 

Clarence E. Pickett 
JMaire Jackson 
| Alice Rourke 

The Headmaster 

"O Canada" 
Gwendolyn Williams at the piano 

the head table 

Sir Wm. Mulock, K.C.M.G. 

Mr. Clarence Pickett 
Mr. & Mrs. Samuel Rogers 

Mrs. W. P. Firth 

Dr. & Mrs. A. G. Dorland 

Mr. & Mrs Morcan Baker 

Mayor L. W. Dales 

Mr. C W. Robb 

Mr. & Mrs. David Rogers 

Mr. & Mrs. Roy Warren 

Mr. & Mrs. Fred Robertson 

Dr. W. Pakenham 

Mr. & Mrs. C S. VanEvery 

Mr. & Mrs. Taylor Statten 

Flt. L'eut. C. D. Richardson 

Mr. & Mrs. Keith Robinson 

Ward Cornell 

Mrs. Eva McCulley 

The Headmaster 


Dr. H. C. Griffith 

Ridley College 
Mr. & Mrs. T. W. L. MacDermot, 

Upper Canada College 
Mr. & Mrs. P. A. C. Ketchum, 

Trinity College School 
Mr. & Mrs. K. G. B. Ketchum, 

St. Andrew's College 
Mr. John Garrett, 

St. Andrew's College 
Dk. & Mrs. A. C. Lewis, 

University of Toronto Schools 
Rev. & Mrs. J. A. M. Bell, 

Appleby School, 
Mh. G. W. Smith, 

Lakefield School 
Mr. C. V. Wansbrouch, 

ex-Lower Canada College 
Mr. & Mrs. J. H. Knowles, 

Aurora High School 
Mr. & Mrs. J. B. Bastedo, 

Newmarket High School 








^mi i I 


Mr ' *i 

w (411 

\ m 


APRIL 25, 1942 




The Centenary Banquet 

On the night of April 25 ; 1942 the staff and students of Pickering 
College together with many guests and old boys of the school sat down 
to dinner in the gymnasium which had been turned into a banquet hall for 
the occasion by a band of decorators headed by Rudy Renzius. 

The celebration took place to mark the one hundredth anniversary of 
the founding of the Friends' College from which the present school has 
sprung in direct lineage and in the educational and social tradition of the 
Society of Friends. 

Youth and education in a democratic society provided the general theme 
for the after-dinner speakers. During the course of the evening the history 
of the school was sketched together with the part it has played in educational 
advance in the past century. Sir William Mulock in a series of reminis- 
cences provided an anecdotal historical background for the other speakers. 
The present headmaster in the concluding speech of the evening outlined 
the creed and ideals of the present school. 

Between speakers, music was provided by the College Glee Club and 
former members of the musical staff of the school. The banquet lasted 
well into the evening with even the youngest of the young from Firth House 
remaining interested to the end. 

Appreciation is expressed to Upper Canada College, who, on the occasion 
of our Centenary, presented us with a beautiful silk Union Jack, for use 
in the School. To our senior institution we express our thanks. 


The Voyageur 

Re Tetanus Toxoid 

This is to 

certify that 

has received the three injections of 

Connaught Laboratory 


The series was completed 

Pickering College 

Doctor's Signature 

¥t now seems clear from the research done at the Pasteur Institute. 
■■- France, the Connaught Laboratories in Toronto and also in the labora- 
tories in the United States, and from the experience gained in the three 
branches of the armed forces of Canada that TETANUS TOXOID is satis- 
factory as an agent to immunize persons against tetany tetanus or what is 
commonly known as "'lockjaw". 

Whenever there is any break in the skin caused by coming in contact 
with the ground or something that has been in contact with the ground, 
there is danger of tetanus infection setting in. Tetanus is not common but 
is a very serious infection. 

Treatment in the past, following possible exposure to the infecting 
organism, has been to have the family doctor administer an injection of 
Anti-Tetanus Serum or Tetanus Antitoxin. Reactions to the serum may 
occur in approximately 5-10% of persons, in some cases the reaction being 
especially violent. 

Tetanus Toxoid is safe; is followed by no reaction after being adminis- 
tered; provides a long time protection; and is comparatively inexpensive. 

All armed forces are now given this preventive treatment upon entering 
service. By so doing the necessity of giving the anti-tetanus serum after 
each injury, has been eliminated. Having been given the toxoid to estab- 
lish a basic immunity, when a wound is inflicted, an additional injection of 
the toxoid is given instead of the anti tetanus serum. 


The Voyageur 

It has always been a problem with us to decide whether or not to give 
the anti-tetanus serum after each scratch or bruise that breaks the skin. 
That the serum should be given there has been no doubt but the possibility 
of a reaction occurring has often made us hesitate to administer it. 

The doctors who are in attendance at the school are agreed that it would 
be a good thing to have each boy receive the tetanus toxoid treatment. This 
would give him protection for at least several years. The doctors of the 
Hospital for Sick Children advise us strongly to have each boy treated. 

Tetanus toxoid treatment is given by means of three subcutaneous in- 
jections one month apart. The cost is low. The toxoid cost is slightly 
over a dollar for the complete series. To this the doctor's fee has to be 

Some fifty students were treated this year at the school under a group 
plan. Parents were advised that the toxoid was available and would be ad- 
ministered by the school doctor if the parents would authorize the school 
so to do. The service will be continued next year for those students 
who have not yet been protected. 

Parents can discuss the matter with their family doctors. The toxoid 
will be available to all doctors and children can be treated at home. 

Accident Insurance 

A rrangements TO FIT THE needs at Pickering were made this year for a 
^"*- group accident insurance plan. Quite a number of parents availed 
themselves of this protection for their boys. 

Accident insurance plans and schemes for secondary schools' students 
are rather common in the United States. In some States the schools have 
grouped together under a mutual benefit plan. Such a scheme has not been 
organized in Canada as yet. Several of the private schools in Ontario have 
used a plan similar to the one in force at Pickering this year. One of the 
large public schools in Montreal has a plan that seems to be very satisfactory. 

The policy in force here provides a maximum benefit in the event of 
accident which includes doctor's fees, x-rays, nursing fees, and cost of 
hospitalization. The parents are required to pay the first ten dollars of 
the cost. With the medical service provided by the school, and the in- 
firmary accommodation available only the more serious accidents are costly 
aside from doctors' fees. 

Education is expensive enough. Accidents occur often to make an added 
burden. Insurance such as this helps to lighten the cost when accident occurs. 

Every effort is made to protect students in athletics from injury and 
accident by having good pre-season conditioning. The college accident 
record is good. This year there were three claims made for accidents, only 
one being at all serious. The insurance was a help in meeting the cost. 


The Voyageur 

The Dramatic Club 


I AST year the Dramatic Club, inspired by Orson Welles' text and treat- 
J ment, attempted a production of "Julius Caesar" in which ideas and 
dramatic conflicts were permitted to carry the play, with little or no 
emphasis on any reconstruction of history. The sets were suggestive only, 
and the costumes belonged to no period, merely adding a suggestion of the 
colour and "glamour" which we like to find in the theatre. The struggle 
between Brutus and Caesar, as Shakespeare treated it, is a topical one, that 
between democracy and fascism. 

We approached "Macbeth" in the same spirit, in the hope that the con- 
temporary interest of character and situation would be made apparent. Lust 
for power, a moral and unscrupulous killing, imagination and superstitious 
faith verging on the neurotic, domestic insecurity, and shameful "faith- 
breach" all were present; opposed to them, gentleness and piety, legality 
and social order, and a noble and unselfish patriotism. Again our cos- 
tumes and settings belonged to the theatre rather than to history, and again 
we used a text arranged to simplify and speed up the action of a play which, 
even in the original, plunged the audience without delay into a tense and 
tragic situation. 

The production was well-received. There were a few highly undramatic 
pauses, one or two inexplicable caesuras; but the total effect maintained and 
enriched the tradition of the Club as one composed of sincere and coopera- 
tive actors, be the part ever so small, some of whom have now worked 
together for four or five years. The title role is an extremely demanding 
one, and the members of the Club would agree that there should be recorded 
here the general appreciation felt of the job Ghent Davis did with this 
difficult part. To discuss each of the other characterizations is impossible; 
suffice it to say that everyone gave of his best, and there were moments 
of that "best" which approached an almost professional feeling and ex- 
pression; to give but one example, Peter Eshelby's portrayal in the sleep- 
walking scene could not easily have been improved. 


The Voyageur 

To all those who worked behind the scenes, the Club gives thanks. 
Mr. Jackson and Mr. Renzius headed a helpful and skilful group of tech- 
nicians, and the gracious hospitality of Miss Ancient again rounded off 
the show. A few days later, the members of the Club were the proud and 
grateful guests of the school at a dinner arranged by the Headmaster, when 
"good digestion waited on appetite, and health on both." It was a good 
season, and next Autumn the watchword will still be "The play's the thing!" 

The Glee Club 


The year 1942 called forth a very special effort from the Glee Club. Not 
only were its members proud of having reached their tenth annual 
Gilbert and Sullivan production, but they were also eager to make a worthy 
contribution to the celebration of the Pickering College Centenary. Many 
remembered the splendid success of our first attempt at The Gondoliers in 
1937 and resolved to top even that performance. But the task was not 
easy. The largest Glee Club in the history of the college had to whip our 
most ambitious show into shape with one month less rehearsal time than 
was available in 1937. The fact that the job was done, and well done, 
reflects great credit on the many who contributed to the success of the show. 

Augustus Bridle has said of our productions that they "simmer down 
to brains, talent, and hard work"; he might well have underlined the "hard 
work". The Glee Club is very fortunate in having gathered into our com- 
munity a number of experienced leads who would grace a professional 
stage; to these are invariably added a number of highly-talented students 
who lend distinction to difficult roles. Yet the fact remains that without a 
hard-working, patient, and faithful chorus there could be no cohesion or 
polish or any of those things that go to make up what is called ensemble. 
The chorus of this year is worthy of the highest praise. The long climb 


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from October to March left very few by the wayside, and ambition's peak 
was reached. Observers whose experience covers many of our past shows 
are unanimous in acclaiming The Gondoliers of 1942 as a new high. A 
large measure of this acclaim must go to the choristers. 

Another source of gratification is the manner in which our tiny stage 
is forced to give forth the illusion of spaciousness. A good set lends a 
touch of "artistic verisimilitude to an otherwise bald and unconvincing 
narrative". A well-executed back-drop, the ingenious use of flats, drapes, 
and skirts, and one might almost think that we had what we badly need — 
an adequate stage. It is a healthy sign in any educational project to ob- 
serve growth and development; the photographic record of our successive 
sets over a period of ten years is one of increasing efficiency Those re- 
sponsible for the two sets used this year gave both the audiences and the 
cast a lift. 

The opening sequence of The Gondoliers is one of the loveliest in all 
the operas. From "Roses white and roses red" to "Fate in this has put his 
finger", the stream of melody flows on without a break; routines, solos, 
duets, and a wealth of interesting business make the scene memorable from 
either side of the footlights. During this sequence the cast set a tone of 
infectious gaiety, animation, and enthusiasm that carried through the en- 
tire opera; the arrival of the Plaza Toros, the pompous smugness of Don 
Alhambra, the royal bewilderment of Marco and Giuseppe, the charming 
and possessive Gianetta and Tessa, the scenes at Barataria with the colorful 
Cachucha — these were but a few of the highlights drawn from the springs 
of Sullivan's melody and the well of Gilbert's wit. If applause is a cri- 
terion, the audience enjoyed it as much as the cast. 

And now as the tenth opera recedes into the distant horizon, there may 
be some who will recall the work and personal sacrifices that made the 
show possible and wonder if the results were worth it. The members of 
the cast will not be found among them. Like Savoyards all over the 
world, the gondolieri and contadine will be looking back with nostalgic 
eyes to an incomparable experience in which work and fun were ever at- 
tractively mingled. For them one truth is clear: 

"Of happiness the very pith 
In Barataria you may see." 

The Story of Gilbert and Sullivan 

IT WAS in the spring of 1939 when I witnessed my first "G. & S." opera. 
The College Glee Club here at Pickering presented the "Mikado" and 
it was at this show that I began to take an interest in their works. The 
bright lilt of their choral numbers, the humour of the leads, the simple 
but entertaining plot and the fun which the actors themselves seem to get 
out of producing the show, all made a deep impression on my mind. The 
following year "Pirates of Penzance" was produced and two weeks before 
the show I managed to secure one of the twelve policemen in the "Taran-tara" 
chorus. Last year the club produced "H.M.S. Pinafore" and I was lucky 


The Voyageur 

enough to secure a small lead which I had much fun in doing. It was 
that year when I took my real interest in the works of Arthur Sullivan and 
Sir William S. Gilbert, and I would like to relate to you some of the in- 
teresting factors about the composers, their work together, their operas and 
the ideas behind their shows. 

I shall first attempt to give a character sketch or a short biography on 
the two geniuses. Gilbert was a domineering, self-assertive man who was 
born with fighting blood in his veins and the intestinal fortitude to become 
a conqueror. Sir William was very sensitive and could give a joke but 
could not take a similar joke which was poked at him. Many of his jokes 
were the type which hurt. He seemed to care little about the other person's 
feelings. Gilbert had a very hot temper and built up a reputation that 
showed him up as a hard man to get along with. All through his life he 
thought himself a great playwright of drama in its deepest sense. He staged 
several extravaganzas with complicated plots and some fantastical event, 
"par example" volcanoes, earthquakes and even large fires, all happening 
right on the stage. Naturally he was a "flop". 

Sir Arthur Sullivan was lazy, moody, irresponsible, and yet a genius. 
He was always musical and won several scholarships as a child. He wrote 
his first work at the age of seven when he composed an anthem. As years 
went by he became very popular with the opposite sex and with Royalty. 
He had such acquaintances as Dickens, Browning, Disraeli and Tennyson. 
His big aim, however, was grand opera rather than the type of music which 
made him famous. 

One who is not very familiar with the two musicians would imagine 
that Gilbert and Sullivan were very close buddies who very rarely did any- 
thing without the other. This was not the case. They were continually 
fighting. They were jealous of each other. Gilbert of Sullivan's music, 
Sullivan of Gilbert's showmanship. Their first show was backed by 
D'Oyley Carte, whose players are now world renowned and it was "Trial 
By Jury." From the time of this first successful production, the pair turned 
out many shows until their partnership dissolved. 

If one studies the shows at all intelligently, one will discover that Gil- 
bert has written the opera with a certain idea behind it. He may be taking 
a crack at the Democratic System of Government as in Gondoliers, at the 
high authorities as in "Pinafore", "Trial by Jury" and "Iolanthe" and even 
at the aristocratic leaders of Old Japan as in the "Mikado". I don't believe 
there is one show which has not an underlining plan. 

To wind up this short essay on "G. & S." operas, I think it only fair 
that I dwell upon the music itself. Each opera has a great variety of songs. 
There are sweet feminine choral bits, robust male parts, humorous quick 
tempoed patter songs and beautiful operatic airs. The majority of tunes 
are simple and Sullivan's music is the type which makes a person whistle. 
I recall, at a recent party where several "G. & S." records were playing 
that I left the room at the close of the evening whistling small parts "from 
that infernal nonsense Pinafore" to the finale of the "Mikado". This same 
effect has struck millions of people all over the world and I hope it will 
continue to affect millions of people for many years to come. 


The Voyageur 


Along with tennis, track and baseball the warm spring weather brought 
another activity — "projects". 

For those who are not familiar with the term used in this sense, it 
might be said that it includes various forms of productive community build- 
ing work, ranging from the building of a horse-shoe court to the planting 
of potatoes and weeding of gardens. 

The group composed of pupils from Grade IX and X was first split up 
into three main squads. The 'motif of the first being farm work, of the 
second, improvement of the grounds, and of the third, community projects 
constructed in the craft shop. 

The farm work group not only were able to contribute to the country's 
war effort by saving labour time, but also acquired invaluable experience 
related to the organization of a large farm. Direction was given by Messrs. 
King, Doe and Luscombe. 

The ground improvement squad repaired the tennis courts, track, base- 
ball diamond, school walks and constructed a horseshoe court. They also 
helped in the preparation of the school's Centenary Dinner and its annual 
Sports Day. Mr. Blackstock, Mr. Jackson and Mr. Ide were responsible for 
the organization of this group. 

The third, or craft shop group, under Mr. Renzius, built benches, painted 
buildings, constructed a cart, and added colourful touches to the gym- 
nasium for the anniversary dinner. 

A friendly invasion of Eaton Hall farm was made by the members of 
all the groups, when 35,000 young trees were planted as a part of Lady 
Eaton's contribution to the county's reforestation plan. Everybody 
worked hard, ate heartily and enjoyed themselves thoroughly. To com- 
memorate the occasion, Lady Eaton presented the school with a fine Can- 
adian flag. 

In conclusion it may be said that a successful season was enjoyed with 
much that was productive being accomplished and much that would be 
considered educational, being acquired. 


The following Clubs completed successful seasons: 

The Root of Minus One Club The Camera Club 

The Kosmo Club The Junior Corridor Club 

The Polikon Club The Glee Club 

The Thirty Club The Dramatic Club 
The Art Club 


The Voyageur 

Literary Section 

Education john meisel 

In order TO BE able to evaluate most of the institutions of our modern 
civilization we have to be in a position to compare them with others of 
the same nature, or those that serve a same or similar purpose. 

I will say a few words about Pickering College. The impression it 
makes on me as a centre of education, and why, if I was a father, it would 
probably be there that I would send my boy. I will bear in mind, all the 
time, the experiences I have had the good fortune to know in other schools. 

Before I will go into this, however, I will try to explain what I person- 
ally consider to be the important things a school should give its pupils: — 

Academics are very important, of course, and in our system of certifi- 
cates and reports, the successful citizen must have passed through a certain 
number of years of study and exams before he is considered fit to make 
a place for himself in society. 

Yet I think that something exists, that is perhaps even more important 
in the long run. It is a philosophy of life. Every human being has 
either consciously or unconsciously an ideal he lives up to, an ideal for 
which he is willing to fight, an ideal that guards him through all his life. 
It is usually at the age of sixteen that he starts to form this ideal. In the 
subsequent years he changes and develops it, and those years are the 
most important ones in the development of his mind. It is in this de- 
velopment that a school ought to be a guiding force to its students. 

The third thing a school should give its pupils is development of 
character. It should educate young men or women to know their place in 
the world, and to take the blows that they are bound to receive. It should 
teach them that life is like a game, where only those who obey the rules 
and play fair can be of any value. The students should be introduced to 
beauty and taught to appreciate it. 

At Pickering the boys are given guidance in all the three fields of edu- 
cation. I will not go into any details about the academics. The results 
can be studied in statistics, and they speak for themselves. 

Yet the success of the second role of a school outlined, cannot be so 
readily observed. I think that those who are in need of some guidance in 
finding their philosophy of life, get all the encouragement and help they 
require. In many schools the students are subject to lectures and talks, 
all telling them about a certain philosophy of life, imploring them to ac- 
cept it, and condemning all the others. At Pickering the boys are encour- 
aged to read about all philosophies, and learn about all religions. Yet, 
in most of the talks they are given, they are told about the conception our 
society has of good or bad. They are being shown the moral strength 
of the Christian ideals, and their application in practical life. Under these 
conditions the boys are able to arrive at conclusions which give them a 
philosophy which will not contradict the moral principles set up by our 


The Voyageur 

It is believed in our democracies that the state is made of individuals. 
But these individuals have to be educated as such. At Pickering individ- 
ualism is encouraged: and although when it is carried out to a high degree 
it tends to sabotage successful cooperation, it certainly is a good thing to 

The students at Pickering are also shown the value of beautiful things 
and are thus taught to appreciate music and art. They hear good music 
every Sunday and have many opportunities to go to concerts in Toronto. 
An arts library is also available for their use. 

During their games among themselves and with other schools, they learn 
what Fair Play really means, and that one cannot always win. Besides this, 
their athletic activities keep them fit and show them how physical exercise 
is important even for the mental activities of a person. This of course is 
done in all schools, yet the spirit at Pickering is so pleasant that more 
than anywhere else does one feel that here there is a team of boys and 
masters, all aiming at one goal. By doing their job as it should be done, 
they do their part in building a new world out of the chaos of the old one. 

When moonlight falls across the sky 
We take our leave — my dreams and I 
And soar into the palmy night. 
And streams are topp'd with silver light. 

Cool darkness soothes a fixed mind, 
Soft winds caress a heavy heart, 
In lilting air light peace we find 
And from all worldly things we part. 

Time drops away with easy grace, 
And early dawn with pinkish hue 
Breaks up my dark delightful space 
And all my dreams are broken, too. 

"/ am a part 
of all that 
I have met." 

(See Page 8) 


The V or age u r 

Dinner Will Not be Served m. walton 

A small, ungainly little creature sat basking in the evening sunshine 
by the side of a quiet pool. Its little pop eyes bulged convulsively 
each time he gulped in a mouthful of air but they followed each motion 
of an unwary fly with intense excitement. Closer and closer moved the fly 
while the frog remained immobile and watchful. 

A few yards away a long sinister figure lay coiled in the long grass. 
The cold expressionless eyes that gazed from the small diamond-shaped 
head were watchful. Without a sound the green body uncoiled and slid 
towards the unsuspecting frog. Inch by inch the snake slid closer until 
barely a foot separated the two. 

Just as the careless fly was within range some sixth sense told the frog 
that he was in deadly peril. Frozen with terror he was unable to move as 
he heard a tiny rustle that told him that the awful foe of his race was 
about to strike. 

Suddenly there was a crashing in the bushes nearby and a soft, brown- 
eyed deer bounded to the edge of the pool. The horrible spell broken 
for a second the ugly little amphibian hopped into the water with a splash 
and the fly buzzed aimlessly on not realizing his narrow escape. With an 
icy hiss of fury the disappointed snake turned and disappeared amid the 

Only the doe was left. 

X he -T ire OI J. yUD An imaginative reconstruction. 

On New Year's Eve, 1905, when all but a few of the students were cele- 
, brating the New Year with their parents the most disastrous event of 
the history of Pickering College occurred. 

The headmaster and his wife were quietly celebrating the New Year 
with a few of the students in his study when suddenly one of the boys said 
that he thought that he smelled smoke. All dismissed this by saying that 
it was only the fire in the fireplace which was beginning to smoke with the 
addition of a few pieces of damp wood. 

When an hour later the little gathering broke up they were greeted at 
the door by long wreaths of thick black smoke. With the headmaster taking 
the lead they were able to navigate through the familiar corridors to the 
front door where with a sigh of relief all drew in great lungfulls of fresh 
air. The building was now a raging inferno with flames leaping out of 
every window, lighting the sky and the surrounding countryside. 

The Pickering village fire department with its one ladder wagon and 
ancient pumper could do no more than put up a pretense of fighting the 
fire. Finally with a loud crash the roof fell in throwing up great clouds 
of glowing sparks. Now the pumper after receiving several coatings of 
water began to slow down and finally stopped, allowing the fire to rule 


The Voyageur 

The next morning the curious crowd saw only a gaunt blackened skeleton 
of what had once been a proud and beautiful building. Wisps of smoke 
still were drifting upward but they were the only thing that moved in the 

Many rumours were fast spreading as to the cause of the fire but no 
one was certain. It remained for the headmaster, his face lined with 
worry and lack of sleep to break the real story. The body of the night 
watchman had been found in the basement lying beside the remains of 
what had looked like an oil lamp. As the fire had started in the basement 
it was concluded that the watchman had probably tripped and dropped his 

With the loss of this school it seemed for a while the idea of a Quaker 
school was to be dropped. Several years later at a Friends Meeting the idea 
was again raised and it was decided to try again, this time at Newmarket. 
The result was the fine new building of Pickering College. 

My Most Unforgettable Moment 

at Pickering john meisel 

Tt is very hard to talk about one's most unforgettable moment in a certain 
-*- place, only a couple of months after one's arrival. These moments are 
usually discovered very many years afterwards, and they turn out to be the 
most ridiculous and insignificant incidents. 

As far as I can see now, there is no incident that has made a bigger im- 
pression on me than a certain atmosphere. It is a spring atmosphere — and 
I am under its spell now, as I write these lines. I do not remember a spring 
that was more lovely and that gave nature more time to wake-up slowly, 
revealing her beauty bit after bit, until from her dress of brown she changes 
into a light, fresh green. 

The fact that I am able to be so impressed by this in days like these is 
all the more remarkable. It is the first spring awakening of nature I have 
witnessed since the war broke out. I would expect, that with all the worries 
and troubles I have to face, with my heart hardened by the experiences of 
the past few years I would not be able to appreciate such idealistic beauty. 
However, the magic of this atmosphere is stronger than any hatred, stronger 
even than the memory of friends dead and colleagues tortured. Yet, in the 
midst of this admiration a discomforting feeling creeps into my mind, and 
eventually I find out that it is a regret that those at home cannot join me 
in the contemplation of this beauty. 

All this creates a mood in me that I think that I will hardly ever forget, 
and that will perhaps, be the most vivid recollection of Canada I will keep. 


The Voyageur 

Photography f. marx 

As early as the sixteenth century a Neapolitan scholar described a 
camera fitted with a lens; probably the first use of a lens for image 
formation. The only thing needed to complete the photograph was a 
method by which to permanently retain the obtained picture. Sixteenth 
century chemists knew of the blackening effect of light upon silver, but 
it was not until the turn of the eighteenth century that the first actual 
negative was made by an Englishman named Thomas Wedgewood. He 
impregnated leather or paper with silver salt and the surface gradually be- 
came darker when held to the light. No method had yet been invented 
to stop this darkening process, or, in photographic language, to "fix" it. 
In 1819 the fixing properties of sodium thiosulphate were discovered by 
another Englishman named John Frederick Herschel, who exhibited his 
first photographs in 1839 and also invented the word "photography". 

What had happened in those twenty years between 1819 and '39? 
Herschel was an astronomer and busy with his job, so why did none take 
advantage of his discovery? 

Very very few scientists knew enough of both optics and chemistry to 
be able to further photography. Man was still recovering from the mental 
imprisonment of the middle ages and only very few had recuperated fast 
enough to know enough of optics and chemistry. These few had enough 
knowledge in those two fields but were unable to construct the actual lenses 
and films with a flexible base. 

By the early nineteenth century the industrial revolution had affected 
Western European civilization and the striving of the lower classes "to 
be like" those of the upper sections of society, resulted in their wish to 
possess photographic portraits instead of paintings, because the former were 
the "rage" and naturally expensive. 

In 1840 a professor of the University of Vienna introduced a new and 
improved lens. This lens was a great step forward then but it has taken 
another century of careful planning, designing and experimenting to bring 
the lens of to-day to its present degree of excellence. 

Quality of the lens obviously depends a good deal on the quality of 
the glass used, so the greatest advancement of image formation followed 
the discovery of entirely new types of glass in 1880. 

Colour photography was originally attempted by Wolfgang Goethe way 
back in 1810, also a little later by Daguerre, on whose discoveries of neg- 
ative material our present day photography is based. As black-and-white 
photography progressed, however, the difficulties of colour were appre- 
ciated and severely left alone until 1891 when the first colour picture was 
made. Even to-day we are still waiting for a simple method of producing 
colour prints. 

Plates were used as negative material up to the year 1888 when George 
Eastman put his first box camera into mass production. Instead of glass 
plates he used paper coated with the light-sensitive material. This 
introduction of a flexible support for film was the vital factor leading to 


The Voyage ur 

a large-scale production of motion pictures. The interest which the 
"movies" aroused in the public stirred many a scientist into new and in- 
creased activity to improve lenses and films. 

These demands, well-backed with money, led to the improvement of 
shutters without which the best lenses and films are useless. 

Nowadays photography is indispensable in all fields of science. As- 
tronomers depend almost entirely on photography for their data. Every- 
body knows of the vital importance of the X-ray department in a hospital. 
Criminals are traced by having their photographs published; their guilt 
or innocence may be determined by comparing huge enlargements of their 
fingerprints. Paintings are tested for authenticity by photography, and 
it is used to make copies of irreplaceable originals of different writings. 
Newspapers have their special staff photographers all over the world, and 
advertisers depend just about entirely on the resourcefulness of photo- 
graphic studies to sell their products. 

And last, but certainly not least, is there anyone in this wide world, 
rich or poor, who does not treasure some photograph of his family or 

The Most Unforgettable 

Character at Pickering anon. 

THE gentleman whom I will try to describe was one of the finest men 
that ever set foot in Pickering. He is not at the school any more as 
he left us two years ago. One might quickly say that he was a member 
of the academic staff, but he wasn't, "An ex-student?" you ask. No, I'm 
sorry, he wasn't. He was a member of the domestic staff for a period 
covering 34 years. Peter Brown was his name. 

Some of you might remember Peter; if you do, you'll probably agree 
with me when I say that he was a very fine man. Mr. Brown grew up 
with the school, he was here in 1908 when my father was a student and he 
hadn't changed much from then till the time that I first met him. 

He was still the same quiet, friendly, good Quaker that he always was. 
He was simple, honest, religious, good natured and kind. He always had 
a cheering word for you and when anything was asked of him he always 
accepted his responsibility cheerfully. Peter Brown stood as an example 
of the great Quaker doctrine of which we to-day, in this bitter world, should 
take particular note. 



o y a g e u r 

The Elementary Department 


IT was with some hesitation that the school ventured to open an Ele- 
mentary Department some two years ago. Because many parents indi- 
cated their belief in a school for younger boys, operated on similar lines 
to those of our Secondary Department, we arranged to open a Department 
for the lower grades. We have used the same guiding principles, the same 
approach and methods in this new department and we believe that it has 
been reasonably successful. 

During the two years the enrollment has grown steadily. The boys have 
taken an active interest not only in the academic programme but in all other 
phases of school life. Outsiders have examined the Department and ap- 
proved of it. Parents have been more than pleased with the progress and 
development of their boys. 

The department has used a statement made by Abraham Flexner, who 
helped inspire the establishment of Lincoln School, Columbia University, 
as a guide; ''However plausible the arguments in its favour, final judg- 
ment cannot be favourable unless the students it turns out are keener, abler, 
better organized, more resourceful and more highly cultivated". It will 
take a lot longer than two years to discover whether or not such goals have 
been achieved. We do believe that we have made a reasonably good start 
towards them. 

From the beginning our concern for the boys has been more than an 
academic one. We have endeavoured to provide a place where these 
younger boys feel at home, are happy, and have enough free- 
dom to follow their strong interests. The first requisite for a happy child 
is a feeling of security in his physical environment and in the relationship 
he has with adults and other boys. A sympathetic and understanding hear- 
ing is given to each of them as they face problems and difficulties of ad- 
justment from day to day. Our purpose is to make them social beings, 

The Voyageur 

able to live happily with one another and to make their contribution to 
community life. 

For the future they will need to know more about the democratic way 
of life. While they are given graduated measures of freedom so also are 
they given responsibility suited to their age and experience. Part of the 
preparation for living in this Dominion of ours is a normal and wholesome 
childhood and adolescent experience. It is our belief that there is no better 
preparation of these future citizens of our land, who will have to carry 
tremendous burdens in the cause of democracy. 

Sports in Firth House 

TT^OLLOWING the system which has proven so successful in past years in the 
■*■ Secondary School, the students of the Preparatory Department are divided 
as evenly as possible into three groups, or teams, the Reds, the Blues, and 
the Silvers. The idea of this is to promote the desire to work for the good 
of the team, rather than for personal laurels. 

The groups were captained as follows: 

Reds — Brian Kermode, and later Blair Wilson. 

Blues — Norman Sansom. 

Silvers — Bert Stevenson. 

During the Fall, intramural games of Soccer, Field Ball, and Hand 
Soccer were played, Soccer being, perhaps, the most outstanding of the three. 
Firth House also had a share in Rugby inasmuch as four of the Prep, boys 
played on one of the teams of the Senior School. 

During the Winter, Hockey was the most popular game. Besides the in- 
tramural games, several games were played against St. Andrew's College 
and one trip, much enjoyed by all, was made to Trinity College Schools. 
Some Basketball was played in the Gym. Skiing was taken up enthusi- 
astically by quite a number of the boys, while others went in for sleighing 
and tobogganning. 

Some mention should be made of the sport of snowballing, although 
those on the receiving end did not always consider this to be sport. 

In the Spring, baseball stood out as the important game. Some intra- 
mural games were played and many more "pick-up" games. Some of the 
boys "played at" lacrosse, too. 

Swimming in the creek was very attractive to most of the boys, nine of 
whom opened the season, to their sorrow, early in April. 


The Voyageur 

Firth House made a good showing on Sports Day, the majority of the 
boys entering all the events open to them. The most humorous event of 
the day was the Bantams' Obstacle Race. 

All in all, "Blackie" with some assistance from the Firth House staff, 
gave the Prep, boys a most successful and complete year of Sport. 



Swelled TO MORE than twice its enrollment of June, 1941, the Prepara- 
tory Department started the year by straining to capacity the resources 
of Firth House. In October Mr. Challew left us to join the R.C.A.F., hav- 
ing launched grades 1-6 successfully on the year's work. This included 
the planting of a flower garden which showed excellent results this spring. 
Mr. Jackman took over his grades, and, with this change, the Prep, staff 
remained intact for the remainder of the school year. 

The fall term witnessed a vast amount of activity highlighted by clashes 
between the house soccer teams and participation by our senior boys on the 
Bantam rugby team. With the onset of colder weather, a games room was 
outfitted in the basement and there' were many inspiring (occasionally 
drastic) indoor matches of table hockey, ping-pong, checkers and darts. 
Later in the year a motion picture projector was purchased and the Friday 
evening showing of pictures obtained from Government departments be- 
came a regular feature. 

During the winter there was one night sleigh ride and several ski-hikes 
to the back of the school property. The Prep, hockey team (whose feats 
are mentioned elsewhere) was exceedingly proud of its victories over the 
Bantam hockey team of the Upper School. 

The spring term all efforts focussed on the construction of our 'pioneer 
community' in the pasture to the east of the school. Contrary to general 
prophesy this feat of human endurance was brought to a successful con- 
clusion with the cabins of the live settlers' groups completed and with 
just enough necessary improvements still called for, to stimulate the in- 
terest of next year's group. 

The Preparatory Department wound up the year in great festivity with 
its own house banquet and later, attendance at the annual athletic banquet 
of the whole school. 

K. McN. 




The Voyageur 

My First Year at Pickering 


| Tpon my arrival shortly after supper on the fifteenth of September, 1 
^ was greeted by a group of friendly, jovial boys. I met my room-mate 
who was Blair Wilson. 

I must admit that my memory isn't detailed enough to give a day by 
day account. 

Soon many of the boys were turning out for football practice. After 
many days of this we were ready for our first game. I remember it vividly. 
It was against Newmarket High. We came out on top with a score of six 
to nothing. The Bantam team had a number of good games with schools 
such as Saint Andrew's, the Grove and also more games with Newmarket. 
After our last game with Saint Andrew's, which by the way we won by 
a score of thirteen to twelve, we disbanded. 

Later we started the Intramural competitions. The Blue team which 
could hardly seem to win a game tried desperately to break the spell. They 
soon managed to and won quite a few games. 

After a session of term examinations we left for our Christmas Holi- 
days which lasted three weeks. 

After the holidays we organized our Firth House hockey team. We 
were ably captained by Blair Wilson. We played our first game with 
Saint Andrew's. Later we had an enjoyable trip to Trinity College Schools. 
Soon our team activity dwindled down to a few odd practices. Later we 
disbanded and again took up the Intramurals which continued on as usual. 

Within what seemed a very short space of time we left for our Easter 
holidays which consisted of two pleasant weeks. 

After returning to school we got settled down and started to practise 
for the triangle meet and Sports Day. Unfortunately, I am not able to 
give an account of the latter period of the term, so I will finish up now 
with — "Bene Provisa Principia Ponantur" — "May well planned foundations 
be laid." 



Summer is near When I am on the beach I say. 

The birds are here; Would I like to sail away 

Now it can be seen In my little boat some day, 

That the grass is green. Across the deep blue ocean? 


The Voyageur 

The Pioneer Village 


THE master first called it a super-project. The first day we designed 
the cabins and the way to build them. There were to be five groups, 
led by Norm Sansom, Bert Stevenson, Blair Wilson, Bill Wansbrough and 
Jim McKeown. On the second day we looked for possible sites and finally 
hit on a good one. Our first task was to cart the burnt logs from the rink 
to the site of the village. The days following we carted logs, staked out 
cabins, levelled the ground and got stones for the fireplace. 

We knew that we would have to have a stockade so we went to a valley 
in bad need of a cleanup and proceeded to work. We have a number of 
logs at the village now. It should turn out to be very successful and boys 
in the following years will make it better. 


It was midnight on the ocean, 

Not a yacht nor boat in sight; 
The North West wind was blowing, 

Especially on that night. 

A little boat came chugging 

Up the river side; 
Not a single thing was moving, 

Except the ocean's tide. 

The crew were all a-shouting, 

We could not hear their words 
Because the boat was spouting, 

And because of the deep sea birds. 

When all the men were landed, 

They started to talk about 
Their voyages on the ocean, 

Of which we none could doubt. 

Our Farm 


Tn our farm we have a herd of cows, which Mr. King the head farmer 
■■- looks after. Besides that we have about seven horses. They are all 
in one farm house. Next, across from that, we have a smaller barn full of 
pigs. Beside the farmhouse we have a hen-house full of hens. We have 
beside that about two hundred and fifty acres of field which Mr. King looks 
after. Besides this farm we have another farm about a mile from the 
school about which I know nothing. All I know about that farm is that 
it belongs to Mr. King. Mr. King has four other farmers to help him. 


The Voyageur 



Senior Football 

Like the little lass with the wavy locks, when we were good we were 
very good, but when we were bad . . . however, we were good more 
often than we were bad so we consider the season as being more or less 

It was a small team this year with practically all the available seniors 
taking part — the squad of eighteen worked hard and well and not only 
stood up, but in some cases handed out beatings to institutions much larger 
and more powerful than ourselves. In our openers we took Riverdale to 
town, and surprised the last year's city champions and this year's finalists, 
Humberside, by edging them out in a hard fought and close battle. The 
Old Boys and St. Andrew's teams were further good games, with Pickering 
playing good substantial football. 

However, with the U.T.S. and Trinity teams we ran into some difficulty. 
The Bloor Street boys were a team well-drilled in the fundamentals and in 
two games thoroughly impressed upon the Pickering grid-enthusiasts the 
importance of learning well the basic fundamentals of football. And Trin- 
ity, with a combination of razzle dazzle, enthusiasm and good ball, com- 
pletely bewildered and baffled the boys from Newmarket. 

Such bad losses can be marked up to inexperience, for when reverses 
were suffered, the team could not rally strongly enough to overcome them. 
It was a young team, made up of a few former members of last year's 
seniors, and a number of juniors, along with some members who were 
completely new to the game. The group learned well and quickly and in 
all of the games turned in very creditable performances and in some, rose 
to the heights and looked like a highly organized football team. 

With this much more experience, the team next year should be one of 
Pickering's better squads, and will no doubt be able to stack up well with 
any first class high school team. 


The Voyageur 


--^ U^^ ^^^ ^^^ 


picker^ W»° 




(OS. MtCUUEY (Headmasfer)"CHUCK"«USSON (Mgr 



I* ~ 





Senior Hockey 

^T^he first hockey team had a season of ups and downs. Due to the 
■*- fact that the players were strange to one another the early part of the 
season was mostly downs. As they practised and worked together they 
gradually developed into a team that, towards the end of the season, was 
effectively working together. 

The squad was small and many of the players had to do double duty. 
This was a handicap when they were up against some of the better teams. 
The good spirit that the players had at the close of the winter was the thing 
that often carried them through and kept them playing even against heavy 


The Voyageur 


%■ ; f^fit* 

GMe» e 

Pickeri»9 w 1 ** 

Basketball TJeant 



L ,». * j?rw 


Senior Basketball 

HPhis year's group played a fairly successful season, winning nine out of 
-*- their thirteen games. Managing to come out in top place in the Prep. 
School League, they entered the city playdowns, where they lost a two game 
series to North Toronto Collegiate. This final defeat was due in good 
measure to erratic play caused by lack of experience and game stability 
in a contest against the highly efficient Toronto veterans. 

The highlight of the season from some points of view was the overnight 
trip to London. There the Pickering team played a game with the London 
All Star Collegiate team, were entertained at a dance and finally bedded 
and boarded by various London families. Although the game was lost 
it was well contested and noteworthy for its good sportsmanship and the fine 


The Voyageur 

officiating provided. The Pickering boys would like to say "Thank you" 
again for a delightful visit. 

From the standpoint of team development and the progress of individual 
players the season was eminently satisfactory. Co-operation and team 
play were stressed and individual initiative only encouraged when it en- 
hanced the working of the team as a whole. The boys came to like this 
system and several very fine players were developed. 

The captain this year was Don Dewar. Supporting him were the old 
guard of Cornell and Frosst, strengthened by newcomers Mossop, Detwiler, 
Cooper, Gill and Proctor. In every way the team was a credit to its 
personnel and to the school. 

Intramural Plan 

This FOURTH year of the all-year intramural plan has been most success- 
ful. There has been doubt all year as to the final outcome and the 
final standing was decided by the last event of the Sports Day events. 

The sports played, when listed, look like an Olympic programme. The 
youngsters of the Prep. Department played less highly organized games than 
those for the older boys, but there was plenty of colour to them. These 
youngsters are getting early experience that will make them future greats for 
the Blue and Silver. 

During the winter term four or five different sports would be played 
in the gym in one afternoon and as many as fifty different students would 
take part. At the same time a hockey game would be on in the rink. 

The spring term was even more varied in its activity. Lacrosse was kept 
alive. Softball, tennis, archery and preparation in track and fields events 
all went on at the same time. The climax of the intramural programme 
was Sports Day. Practically every student took part in the events for 
the occasion. An outstanding feature of the day was the fine spirit and 
excellent sportsmanship and obvious fun amongst the competitors. 

Games and sports played for good fun have a value in giving people 
experience in democratic living. Games and sports are a tradition in the 
democracies and especially with British democracy. Pickering has favoured 
a games programme all along. It will be our purpose to continue the games 
programme. The intramural programme will be the chief means of doing 
so during the next year since games with other schools will be greatly 
limited due to transportation restrictions. The traditions of sport at Picker- 
ing will be carried on. New students will burnish the banner made bright 
by the hundreds of players who have gone before. New records will better 
old ones but the same spirit of "struggling with friendly foes" will remain. 


The Voyageur 

Sports Day 1942 

THE annual Sports Day, held this year on May 30th, was marked by 
exceptionally keen competition between the intra-mural teams, the 
Reds, the Blues and the Silvers. We were a bit concerned in the previous 
rainy week as to what the weather conditions would be; but, although we 
retired on a cloudy night May twenty-nine, thanks to Wakonda the thirtieth 
dawned bright and clear and stayed that way until the meet was over, when 
another week's rain began. On the morning of the day a rehabilitation crew 
went to work on the grounds, and by noon had them in good enough shape 
for the events. By two-thirty many guests had arrived, and the school was 
again honoured by the presence of Sir William Mulock. 

Outstanding among the senior contestants were Brandt and Mossop; the 
former with a ten second hundred yards and the latter with a record break- 
ing hurdle event. In the intermediate class Dutton, Cottrill and Maresch 
turned in fine performances. Among the Juniors DeMille and K. Warren 
were standouts. 

The real highlight of the meet this year was the introduction of a Midget 
and a Bantam class comprising the personnel of She Preparatory depart- 
ment. The little fellows got a lot of fun out of the day and competition 
in the Bantam obstacle race was just as keen as in the Senior mile. 

Some names have been mentioned for individual performances but the 
real interest and value of the day lay in the splendid spirit of co-operation 
between the members of the various teams and in the fine sportsmanship 
shown by the contestants even when the scores were close and a point or 
two might decide the year's intramural winner. 

Thanks and appreciation go to Mr. Blackstock and his staff for the tire- 
less labour and unflagging interest which made the day possible. 

The Minor Teams 

Besides the teams listed above the College has many smaller teams in 
each of the sports. We are sorry that space does not permit a record 
of each team to be printed; but we assure the players who, on the minor 
teams, carried the school colours so well that we are none the less proud 
of their effort despite the fact that we can give them no further recognition 
than this poor note. ED. 


The Voyageur 

The Craft Shop 

THE craft shop is not a great architectural triumph. There is no scenic 
entrance and the machinery is not the latest or the best, but many 
boys have learned that ageless art of how to use their hands to fashion wood 
and metal. 

Most of the fellows who use the craft shop are boys who are not 
actively interested in sports and if it were not for the craft shop they 
would be left with practically nothing to do. The craft shop also enables 
boys to make practically anything they wish much cheaper than it could 
be bought. 

With resources of our shop, different boys have made canoes, sea-fleas, 
paddles; all types of furniture, such as lamps, ash trays, chairs and desks; 
many kinds of jewelry such as rings, bracelets, necklaces, compacts and 
cigarette cases, arrows, baseballs, bats and even shoes. 

The arts learned by boys in the craft shop will serve them in after life 
and give them a fuller knowledge of the value of work done by hand. 


in the 


Trinity College, federated with the University, is one of the Arts Colleges = 

of the University and includes: 

1. A Faculty of Arts providing instruction for students in classes of limited | 
size in all subjects taught by the colleges. I 

2. The full advantages of Federation with the University, instruction by its 
professors, qualification for its scholarships and degrees, with its Library, 
Laboratories and Athletic facilities and membership in Hart House. | 

3. A Faculty of Divinity in which Trinity exercises its University powers ' 
of conferring degrees and prepares candidates for the ministry of the 
Church. | 
A new residence for men students was opened in September 1941 at Trinity f 
College. I 
This and the new St. Hilda's residence for women students opened in i 

1938 enable the College to offer excellent accommodation. 

The scholarships offered by the College have recently been revised and 
largely increased. Full particulars will be supplied on request. 
For information concerning Scholarships, Exhibitions, Bursaries, etc., address I 
the Kegistrar, Trinity College, Toronto 5. 

___ __ ^_ __ ___ __ ^_ __ __ m ini , m , [M |M| ( t, 




The Voyageur 

.— .* 


— the — 


c ) 


Telephone 39 





"Some chicken!. 

Pickering College 
Marks 100 Years 
oi Service 



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and progress from Westlake 
via Pickering to Newmarket 

Pickering s future growth will be 
proudly recorded by 

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The Voyageur 

Forsey Page 

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Manufacturers of 







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The Voyageur 

Dack's "Bond Street" Line 


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The Voyage ur 

Visit the 


Our new Milk Bar has been remodelled and equipped to serve 

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The Voyageur 



Mean a lot to the "Prep" Lads! 

"Barrans" of London and Leeds "Kantabs" "Hydrotite" English 

names that "Prep" lads know. To them they stand for precision tailoring, latest 
styling and sturdy British fabrics. There is a wide range of easy-fitting sizes for 
juniors and seniors as well as an eye-pleasing shade selection. 

1. "BARRANS"— navy blue, trench 3. "KANTABS" — wool worsted 
coat in wool and cotton gabardine flannel slacks with self-adjusting waist- 
plaid cotton lining; 7 to 10 years, , , , . OQ . oo ;„,./, 
each $13.95; 12 to 19 years/ each band ^ * Te ? only > sizes 28 to 3Unch 
$15.95. waist, pair $8.50. 

2. "BARRANS" — wool tweed 
jackets; single-breasted with half belt 
and pleats; grounds of brown, blue; 
"Woodcock" tweeds; sizes 12 to 16, 
each $18.00. 17 to 19, each, $20.00. 
Scotch Wool Tweeds, each $20.00, $22.50. 

4. "HYDROTITE" — raincoat in 
wool covert cloth, Balmacaan style with 
fly front, brown only, sizes 32 to 37, 
each $20.00. 

THE "PREP" CLOTHES SHOP, Main Store— Second Floor