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THE MAGAZINE OF SHAWNIGAN LAKE SCHOOL

EDITORIAL NOTES

Every day in our lives, we face choices. Many are trivial, but some might be life-changing; a few may be agonizing, while others could be deeply fulfilling. Whatever the situation, there is one thing that choices invariably are: unavoidable. Here at Shawnigan, we believe that choice is not just an inevitable part of life, but that it is also an essential element of education – so much so that we have woven it into the Shawnigan Journey, our signature educational framework. The Shawnigan Journey is designed to guide each student through their time at the School, with every grade level steered by a central theme: Nurture in Grade 8, Discover in Grade 9, Choose in Grade 10, Lead in Grade 11, and Inspire in Grade 12. In this edition of Black & Gold, we have chosen to focus on the theme of Choose, knowing that, while choice anchors the Grade 10 year, it also shapes every student’s path at Shawnigan, regardless of their grade. Within these pages, we share just a few of the many stories of choice that play out at our School each and every day – including our diverse range of co-curricular options, the decisions that made up one student’s leadership journey, the daily care that our faculty and staff provide, and one family’s three-generation investment in the School. Together, they offer a glimpse into the world of opportunity that Shawnigan offers. – Jenny Dunbar

EDITOR

PICTURE EDITOR

DESIGN

Jenny Dunbar

Arden Gill

WRITERS

CONTRIBUTORS

Jenny Dunbar Tom Lupton Greg Putterill Kevin Rothbauer Rachel Stephens

Nicole Bélanger Ash Butun Benneit Hall Richard Lamont Advancement & Community Engagement Office

Jenny Dunbar

INSIDE 4 PREFACE

A note from the Head of Shawnigan Lake School, Richard “Larry” Lamont

6 MOMENTS

Shawnigan in pictures

A WELL-ROUNDED EXPERIENCE

A PLACE OF GROWTH

How Mersaya Hughes ’26 (Strathcona) fulfilled her Shawnigan Journey

A LIFE THAT MATTERS

Reflections from a House Director

SUPPORT & SELFLESSNESS

UNDER THE LIGHTS

LIVING A LEGACY

PATHS OF PURPOSE

How six Nepalese students are leveraging their Shawnigan education

CLOSING REMARKS

From the Head’s Closing Day address to the graduates

FINAL WORD

SHAWNIGAN ALUM OF THE YEAR AWARD

Lynne Grass and Shawnigan’s advisor program

Greg Putterill ’26 (Lake’s) takes a leap of faith Three generations of Coopers at Shawnigan

From our Co-Heads of School

63 SHAWNIGAN COMMUNITY 72 CLASS OF 2026

How a diverse 360 program inspires students

Academic profile

Celebrating our inaugural winner

Notable achievements 2025–2026

FROM THE HEAD OF SHAWNIGAN LAKE SCHOOL

PREFACE It is August 2026 and I find myself again on the verandah of the Head’s House, charged with the task of reading the draft of the next edition of Black & Gold. This edition speaks to the Shawnigan Journey and, in particular, the essential ingredient of choice at Shawnigan. Shawnigan Lake School’s unique educational philosophy, known as the Shawnigan Journey, emphasizes a holistic and interdisciplinary approach to equip students with the skills and competencies needed to thrive in a complex world. This journey is lived out day to day in boarding houses and classrooms across the campus as well as in various islands of pedagogical innovation within the School. We continue to explore opportunities – both strategically and at ground level – to develop the carefully crafted and delivered Shawnigan Journey into an extraordinary, compelling, challenging, and unique educational experience. The school year 2025–26 saw many exciting developments: the launch of the latest iteration of our strategic plan, Project Future 2.0: The Shawnigan Journey; the redevelopment of the Sportsplex; the best recorded AP academic results in our history; a record level of $6.1M of financial aid distributed to enable access to the Shawnigan Journey for talented students; and the celebration of our 110th anniversary. The photo opposite captures me moving into the Quad after a ceremony in the Chapel on April 27, 2026 to mark the signing to the day of the Shawnigan Lake School charter by our Founder C.W. Lonsdale in 1916. The birth of the School also coincidentally happens to be my birthday! In the Quad, we created a historical re-enactment of the Pancake Greaze, a tradition Lonsdale brought from his alma mater, Westminster School in London, England. Our School photographer commented that the photo captures my happiest moment in eight years as Head of Shawnigan – combining a love of tradition with a sense of mischief. Further afield, our 110th anniversary included an exceptional event at Canada House in Trafalgar Square, and an evening in Tokyo at the private residence of the Canadian Ambassador to Japan. I continue to love our tradition of the word shirt; in fact, this year we celebrated the 21st anniversary of its introduction to Shawnigan. At the start of each school year, we invite the new prefects to come up with a selection of verbs (and definitions) that they feel capture the spirit of the year ahead. They then put the words forward to their whole grade group and collectively they choose one word from the list for the whole School. Our Chaplain is then invited to hone the definition for our world at Shawnigan. Each student is given a T-shirt for the year ahead, and the word acts as our inspiration. At the end of the year, we place a plaque with the word in the corridor of the Main Building. 4

Looking back over the plaques, some of my favourites include “imagine,” “appreciate,” and “dream.” This year, our students chose “believe.” Our definition on the back of the T-shirt invites all members of our community and readers to believe – “To trust what you cannot yet see but feel deeply within. Seeds planted together in community allow dreams to grow beyond imagination. Believe, and new paths appear.” Our hope is that all of our students this year have felt that they have belonged here at Shawnigan and that they have found their people, their community – and begun to believe in themselves. A former colleague once gave me a card with the following line by John Buchan (1st Baron Tweedsmuir, novelist of The Thirty-Nine Steps fame and other “shocker” adventures, and the 15th Governor General of Canada): “He disliked emotion, not because he felt lightly, but because he felt deeply.” She thought it captured and explained my very British stiff-upper-lip approach to all matters; to this day, it lives as a reminder on a shelf in my study. I have to say that reading and editing this edition of Black & Gold has made me feel deeply about the year gone by. I am filled with a deep sense of pride and admiration for Shawnigan, the people and the place. I am certain you will enjoy the stories within. The articles speak to the moments of choice on our campus (and beyond it). From Jenny’s editorial notes to the heartfelt Final Words by our Co-Heads of School, from illuminating photography to an insightful and loving portrayal of Shawnigan 2025–26, this is a publication full of history, pathways, joy, and stories. It is true labour of love for our team. The “Paths of Purpose” article absolutely made my heart sing – the tales of six Nepalese students who have faced significant adversity, shown tremendous courage, exhibited modesty and humility at all times on campus, and enriched all our lives. It is a reminder of our important and strategic approach to access to Shawnigan for Canadians and students from all corners of the world, and all walks of life. And back to our North Star, our word shirt – a trumpet call to believe: “To trust what you cannot yet see but feel deeply within. Seeds planted together in community allow dreams to grow beyond imagination. Believe, and new paths appear.” We will continue to encourage our students to believe in life’s possibilities and to choose their own unique paths. I like to think C.W. Lonsdale would approve.

Richard “Larry” Lamont Head of Shawnigan Lake School

MOMENTS

SHAWNIGAN IN PICTURES

WELL-ROUNDED

Experience

STORY BY KEVIN ROTHBAUER PHOTOGRAPHY BY ARDEN GILL

MUSIC WAS A BIG PART OF PHILLIP CHUNG’S LIFE LONG BEFORE HE CAME TO SHAWNIGAN. Phillip grew up playing a variety of instruments, including cello and piano. But his interest in music went beyond merely performing and into recording and production. “I always had an interest in the engineering side, but I didn’t have the experience to do it,” Phillip recalls. “It was just always in the back of my mind.” The opportunity finally came when Phillip came to Shawnigan in Grade 8, travelling to Canada along with his sister from Jeju Island, off the southern end of the Korean Peninsula. “When I came here, with all the equipment they have here, that’s when I was able to get into it. Now, I’m more into the engineering side and recording side than playing instruments. I still do that as well, but I’m more into the recording tech.” As long as he has been at Shawnigan, Phillip has been a fixture in the recording arts 360 program. An integral part of Shawnigan’s co-curricular initiatives, 360 offers up an allencompassing variety of arts and activities, where students can choose from more than 30 options, from woodworking to the school musical, and from figure skating to robotics. “It’s as diverse as our student body is,” says Assistant Head Co-Curricular Nigel Mayes. “When we rebranded fine arts, the idea of 360 was to take a full view around yourself and the offerings of the School, and to have a full, well-rounded experience. So, our 360 program covers four things: visual arts, performing arts, applied arts – the technical pieces like woodwork, robotics, and film – and service.”

Some students experiment with different 360s throughout their time at Shawnigan, while others find something that clicks right away and immerse themselves in it for years. Phillip fell into the latter group, and never considered anything else. Recording arts never gets old for him. “This was what I wanted to try, and I just fell in love,” he said. “I just learn more every time I come in here.” Thanks to Shawnigan’s C.A.S.E. (Communications, Arts, Sciences, and Entrepreneurship) program, and the generous work of alum Carl Bradley ’78 (Groves’) and The Bradley Family Foundation, the School is furnished with an industry-standard AV production facility, where students like Phillip can master the technology used by the pros. The program allows students to learn hands-on skills in live and recorded sound, lighting, video production, and livestreaming: skills they use to collaborate with their talented peers, and to record and broadcast events on campus. Alumni have returned to work in the facility as well, like MacKinley Bourne ’22 (Strathcona), who went on to Berklee College of Music and is now pursuing a career as a pop-rock singer-songwriter. This past summer, she returned to Shawnigan with her band in tow for a recording session in the studio. “I didn’t know Shawnigan had this stuff, but somehow I ended up here with all this,” Phillip says, gesturing around the well-appointed recording space in the Mabel Lonsdale Music Centre, focused around a state-of-the-art Avid S6 console. “I would say this is pretty much the best of the best. When we went on the School trip to L.A., Sony was using the same equipment we have.” 21

Someone Phillip has learned a great deal from is Steve Smith, the School’s liaison with The Bradley Family Foundation, and a Grammy-award-winning veteran of the recording industry who has worked with legends from Van Halen and Pearl Jam to Garth Brooks and Supertramp. “I love Phillip,” Steve extols. “He’s focused and enthusiastic. He’s someone who was an early adapter and very teachable. Philip took to it just so quickly. And my interactions with him were super rewarding for me because he was such a quick learner and so sharp. “One of the things C.A.S.E. strives for is to be involved in programs or to help fund programs that will speak to students’ passions, whether a student wants to be in carpentry or in graphics or film or, in Phillip’s case, the music studio. If the avenues are presented to the students, if they have an opportunity to do something that they hadn’t thought of, or if all of a sudden they discover something – that is a perfect day for C.A.S.E.” The programs offered by 360 include those the School has identified as important for career development for certain students, such as Model United Nations. Other programs are determined by the passions of staff members, or even students. Robotics came into existence because of the efforts of one student, and has since become one of the top programs of its kind in BC, with Shawnigan teams making frequent trips to the world championships. Another student with a passion for woodworking researched specific equipment required for the shop and put together a successful proposal to have it purchased by C.A.S.E. 22

“There are two parts to the success of 360,” Nigel relates. “First of all, there’s the students’ drive; it isn’t going to be an amazing experience if Phillip or other students aren’t really driven to push in that particular area. The second thing is that we’re actually able to provide them an industry-standard experience. It’s something where they could take the skills they’ve used here at Shawnigan and they could actually be immediately employed, in some way. Being able to run the Avid S6 console is an immediate entry point. “The drive and talent might exist, but the industry-level experience wouldn’t exist if it wasn’t for C.A.S.E. I think we’d get to a particular level, but not the level that will get the kids into exclusive programs and into careers right away. It’s fundamental to the success we have enjoyed recently.” Not all 360 programs are career-oriented, but they are all part of developing well-rounded students. “In some instances, they are about wellness – something that helps you to relax at the end of the day,” Nigel notes. “Tying a beautiful fishing fly and that process of doing intricate work with your hands is meditative and supportive of relaxation and mental health. Concentrating on something other than your academics provides just a little break so that you can perform at your best a little bit later. That mind shift helps a lot in getting our students ready for other big things. It doesn’t matter if it’s getting your hands dirty with the clay on the wheel, or the intricacy that’s required for jewelry-making and fly-tying. It serves a couple of different purposes: it serves to continue to leverage something that you love and that you’re good at, but

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It serves to continue to leverage something that you love and that you’re good at, but also to provide opportunities to try something new that you might never have imagined trying.

also to provide opportunities to try something new that you might never have imagined trying.” Many of the 360 programs venture beyond the campus gates. Outdoor Leadership and Development takes camping trips and learns from local search and rescue crews. Grassroots Sports travels to schools and community centres to work with local youngsters. Film and music groups travel to L.A. to see those industries in action. Figure skaters compete in the Vancouver Island championships. Phillip and other students from the recording arts 360 program are involved around campus outside of the recording studio. They help livestream Chapel services and other events, and Phillip recorded a well-received concert that members of the rock band 360 put on in the Library. That concert was just one example of how different 360 programs collaborate, and how the School benefits directly from their efforts. The fruits of 360 can also be seen around campus in the form of sets built for the School musical, artwork that decorates the hallways, and vegetables from the Growing Dome. The 360 year is bookended by a couple of big outdoor events. In the fall, each program sets up a booth in the Quad staffed by instructors and experienced students who encourage their peers to sign up. In the spring, the programs celebrate by displaying the results of their hard work all year: paintings and photographs hang beside robots doing battle, with a soundtrack provided by the rock band. The only students who don’t pick their 360s are the Grade 8s – a change to the program since Phillip’s first year. For the first half of the year, at least, most of them enjoy a sampler that will give them an idea of what the School offers. “We put the students through a rotation in their first five months of Grade 8, where they’re experiencing four to six different 360s,” Nigel relates. “So, they have a bit of choice, but it’s a menu of things they are unlikely to do in their academic experience, such as film, clayworks, Model UN, fly-tying, and robotics.” The next step in Phillip’s educational journey will take him to the University of Southern California’s Thornton Music Industry program. He picked USC because of its strong ties to the L.A. music scene and the opportunities it will provide for internships. “I’m also interested in the business side, but I was thinking that, because I’ve already worked so much on the music side, I didn’t just want to get rid of it, so I came up with the music industry,” Phillip explains. “And then, as a minor, I can do music engineering as well, so I’m still on the production side.” 24

A PLACE of

Growth STORY BY JENNY DUNBAR PHOTOGRAPHY BY ARDEN GILL

WHEN SHE FIRST HEARD ABOUT SHAWNIGAN LAKE SCHOOL, MERSAYA HUGHES WAS SKEPTICAL, TO PUT IT MILDLY. It was 2019, and her older brother, Marcus, was about to start at the School. As a young preteen, she questioned his sanity, not quite sure why he would want to leave behind friends and family and everything that was familiar to attend boarding school. “I made fun of him for a bit,” she admits. Her skepticism slowly began to wane, however, as she learned more about the School from her brother and started spending time at Shawnigan events, from cheering Marcus on at ice hockey games to watching inter-House competitions from the sidelines. When it was time for her to consider attending Shawnigan herself, she had started to gain an appreciation for it – and had begun to wonder if the School might just have something to offer her, as well. Her brother, meanwhile, was convinced that she would thrive at Shawnigan. “He told me, ‘I think if you came to Shawnigan, you would be a really good leader at the School,’” she shares. When the day of her campus tour came, Mersaya was impressed by the warm welcome she received from the community, particularly from the student leaders. “I got to meet one of the Co-Heads of School because she was a Strathcona girl and I was touring in Strath,” she remembers. “Right off the bat, she was such a sweetheart, and not only to me – you could see how much care she had in her heart for Strathcona. I really looked up to her throughout my tour. And I was only there for the day. And I said to myself, I want to be somebody like her when I come to Shawnigan.”

Before the tour had even ended, she was sold. Her visit to Shawnigan had sparked something, and it was more than just a desire to join the School community – it was the awakening of a challenge, and something she saw within herself that could rise to meet the occasion. Meeting student leaders and seeing them in action had set the standard for who she wanted to become, and she knew that this transformation could only happen at Shawnigan. And so her Shawnigan Journey began. While the Shawnigan Journey – the purposeful pathway that takes students through their years at the School – incorporates curated landmarks and themes along the way, each student’s journey is unique. As a gregarious and talented Grade 9 student, Mersaya immediately embarked upon many different paths when she arrived at Shawnigan, but her desire to be a student leader continued to drive her. Matt Clinton-Baker, Assistant Head – Student Life at Shawnigan, recognized Mersaya’s innate leadership qualities early in her Shawnigan career. “I’ve known Mersaya for as long as she’s been at Shawnigan,” he notes. “She’s always had this ability to give people direct feedback, to be really clear, to have high expectations, and to bring others along to try to meet those expectations.” Mersaya’s first opportunity to try her hand at a formal leadership position at Shawnigan came at the beginning of Grade 10 – a year after she had entered the School – when she applied to be on the Grade 10 roundtable. Each grade level at the School is represented by a small group of student leaders chosen by their peers, and as a budding leader and someone who was actively involved in many aspects of the School, Mersaya was confident she would be chosen.

To her dismay, she was not. “I was distraught because I thought that this was my way to step up and use the leadership skills that I hadn’t been able to use in public school,” she shares. In the wake of the roundtable decision, Mersaya admits that she felt doubt and insecurity. The clear pathway in front of her had suddenly – and unexpectedly – taken a sharp turn. Matt remembers working with Mersaya at this time and talking her through some of the challenges of working with others. “I said to her, ‘You have the potential to be a real leader in the School, but you need to understand how to work with people,’” he recalls. “‘You’ve got all these leadership qualities and you’re such a valuable member of our community.’ “It’s a challenging thing for a teenager to take that information, reflect on it, and then apply it – but she did.” And it became a pivotal moment in her Shawnigan Journey. Instead of shutting down or giving up, Mersaya chose to dig deep and learn from her disappointment. “I’ve never been one to give up on something,” she emphasizes. “If I am really passionate about something, I’ll always try my hardest to do well in that.” As her Grade 10 year went on, Mersaya continued to mature and grow, opting to stay positive instead of letting her frustrations control her. At the end of that year, another leadership opportunity presented itself: the Grade 11 mentorship program in Samuel House. All Grade 8 students begin their Shawnigan Journey together in a dedicated boarding house to give them a nurturing 28

start to life at Shawnigan. Part of the success of this unique boarding model is the way in which select Grade 11s are integrated into the programming in supportive roles. Towards the end of their Grade 10 year, students are invited to apply to be mentors to the School’s youngest students. A handful are then selected to spend a term working closely with the Grade 8s the following year. They spend time with the students in the House, providing academic and emotional support, and helping them adjust to living away from home – for the very first time, in most cases – and helping them acclimate to the busy schedule and unfamiliar traditions of Shawnigan. To her delight, Mersaya was successful in her application, and went on to dedicate several months of her Grade 11 year to working with the Samuel House students on top of her busy schedule of academics, co-curriculars, and student life activities. Her time as a mentor proved to be incredibly impactful for her. Not everyone is cut out to work with dozens of 12- and 13-year-olds, but it proved to be a great match for Mersaya’s personality and skill set. “I got to be a leader and a role model to younger students from all over the country and all over the world,” she says. “It was nice to be awarded the opportunity to support these students because I knew, from coming here at a young age, that being away from your family for periods of time can be difficult.” Working with younger students helped her learn a lot about herself and about what being a leader truly means. In those months, she started to develop a deep appreciation for personal connection and came to cherish the role that she

had been given and the relationships that she was forming. She discovered quickly that there was a way to approach people – and be approachable – in order to gain their trust. While she was working in Samuel House, Mersaya continued to dive deep into other aspects of School life. A gifted athlete, she spent long hours on the field hockey pitch, the basketball court, the soccer turf, and – in her spare time – on the softball field. “I love being busy, especially here at Shawnigan,” she laughs. As any athlete knows, playing and competing with teammates is one of the great joys in life, but it can come with its own challenges as well. Navigating the highs and lows of competitive sports with a group of peers demands empathy, patience, and wisdom to know when to offer a word of encouragement and how to rally others when times get tough. For Mersaya, the sports arena offered a rich opportunity to grow as a leader among students her own age. “Even though sports are more rigorous and you have to be a little more competitive on the field, you also have to be somebody who’s calm and collected and can pick a group back up and put them on your back if things get tough,” she explains. With every exhausting practice, thrilling win, and crushing defeat, Mersaya was developing more than just her athletic skills. She was learning how to build on her strengths, lift up a team, and grow as a leader. “I used to be a very ‘do this’ type of leader, and then I realized when I came to Shawnigan that not a lot of people like that type of person,” she admits. “I’ve come to realize that to be a good leader that people enjoy and like, you need to be open to everyone.”

That mentality led to her becoming a leader on each of those teams, including a formal role as one of the captains of the field hockey team. Another milestone in Mersaya’s leadership journey came in her Grade 10 year: her decision to take Entrepreneurship 10. Shawnigan’s entrepreneurial programs largely focus on the operation of a student-run business called the Stag Café. The running of the business and key leadership roles are all filled by senior students, but Grade 10s have the opportunity to participate at certain points throughout the year. As a Grade 10 student new to the program, Mersaya really admired the student leaders, especially the CEOs. “I looked up to them and thought, wow, I want to do that,” she reminisces. Her time in Entrepreneurship 10 gave her the unique opportunity to work closely with her Grade 10 peers while also seeing older students in action. The Grade 11s and 12s in the program were doing everything from making a business plan and marketing the café to ordering the supplies and cooking the food, all while working together as a team – and she wanted in. Fast-forward two years, and Mersaya is now the co-CEO of the Stag Café alongside another Grade 12 student. She prides herself on running an open, collaborative team, rather than a traditional top-down hierarchy. From her perspective, the success of the business begins with team unity. “I think the level of respect and trust within our Stag group reflects the level of respect and trust I’ve tried to give to the community,” she explains. “The Stag group has done a really good job of trusting each other and working not just by themselves or in small groups, but with everyone.”

When the time came to apply to be a School Prefect at the end of her Grade 11 year – in many ways, the pinnacle of student leadership at Shawnigan, and something she had aspired to since her very first day on campus – Mersaya was ready. She had learned a lot about leadership, about working with others, and about herself. Perhaps most importantly, she had experienced first-hand the ways in which her own choices could alter the course of her future. The reader can guess the outcome at this point – after a long road filled with many twists and turns, Mersaya was chosen to be a School Prefect. All prefects at Shawnigan have a focus area within the wider School context, and given her own journey at the School, it is entirely fitting that Mersaya was given the role of Shawnigan Journey Prefect. The title says it all – it is a position focused on the process of growth, mirroring the path that she had walked during her time at the School. Just a few weeks into her Grade 12 year, Mersaya was given the opportunity to address the whole School in her capacity as Shawnigan Journey Prefect. Standing before her peers, she took the opportunity to encourage them to embrace the same vulnerability that had shaped her journey, saying, “When I first stepped onto the Shawnigan campus, I didn’t fully realize what kind of journey I was about to begin. I thought it would be about academics, sports, and a basic routine. And it is – but it also became something else. It became a place of growth, of challenge, of deep reflection. A place where I learned just as much about myself as I did in the classroom.” Reflecting back, she still stands by those words. “I just wanted to tell people to be themselves and try new things,” she recalls. “I wanted to advocate for students to put themselves in uncomfortable situations and learn to love something new. I wouldn’t have earned these leadership roles if I hadn’t put myself in the uncomfortable position of leaving home to join a community that’s now become more like a family than friends.” Looking around at the younger students she has mentored, coached, and led during her time at Shawnigan, she now feels a profound sense of satisfaction. “I’ve really fulfilled my Shawnigan Journey, which is exciting,” she reflects. While she may feel a sense of fulfilment in knowing she has made a difference in the lives of other students as a School leader, her journey is far from over. As she prepares to leave the Shawnigan gates as a graduate, the foundation she built here will carry her forward. As Matt notes, her trajectory is only pointing upward. “She’s learned some valuable lessons over her time here. And she’ll continue to, as well,” he says. “Things aren’t going to slow down for Mersaya when she comes out of Shawnigan.” In fall 2026, Mersaya will begin her studies at the University of British Columbia, where she has been selected to play competitive softball with the Thunderbirds. 30

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When I first stepped onto the Shawnigan campus, I didn’t fully realize what kind of journey I was about to begin. I thought it would be about academics, sports, and a basic routine. And it is – but it also became something else.

A Life That

MATTERS STORY BY TOM LUPTON PHOTOGRAPHY BY ARDEN GILL

THE MOST FUN I EVER HAD IN MY LIFE WAS IN MY EARLY 20s, BACKPACKING AROUND AUSTRALIA WITH ONE OF MY BEST FRIENDS. I spent a year surfing, travelling, and meeting new people. When I needed money, I would bartend or wait tables, and when there was an adventure to be had, I was in. When I got home, the lure of long holidays and the possibility of more adventure helped me decide on a career in education, and teaching has been one of the great joys of my life. I would like to think I have been at least modestly successful at it. During last week’s Chapel about vocations, we thought about what we want to do when we grow up. I thought about what I wanted for my life when I was younger; teaching was one of the paths I considered. I thought about journalism, law, international diplomacy, managing Liverpool Football Club – I thought about a lot of paths. The curse of this life is that we only get one, and I couldn’t be all the things I wanted. But I do have to be honest here: there wasn’t a single moment in the myriad of paths I could have taken when I planned to be a House Director. And if your House Director is honest with you, they’ll probably tell you the same thing. And I imagine that if I were to sift through the hundreds of dreams that filled the hummingbird box after last week’s Chapel, I’d be shocked if I found even one person who put down “live-in House staff at Shawnigan Lake School” as their hoped vocation. Well, joke’s on you – because just wait until I tell you what a beauty of a job this is. Our day starts early – sometimes really early, like 3:00 a.m. early – because someone came back to campus late, their 34

flight was delayed, and despite the door being unlocked, they felt the need to call us to ask how to open it. After that, we grab a few hours of sleep before being the first up again for morning health checks. That’s when you all come joyfully out of your rooms, perfectly on time, always smiling. Sometimes we even get to go room to room, waking those of you having the sweetest of dreams. The rest of the day brings breakfast and lunch, teachers wondering where some of you are, missed doctor’s appointments, Gathering, co-curricular commitments, and dealing with concerns from Mr. Clinton-Baker. Evenings are for House meetings, inter-House events, roommate diplomacy, and – if we’re really lucky – a GI illness sweeping the campus. Nothing brings a House together like a mass vomiting event; it’s breathtaking, really. There’s more, lots more, but I think you get it. Somewhere in between, we do our full-time day job, engage in our co-curriculars, and try to see our family from time to time. Weekends are for suckers – am I right? I sometimes get asked, “Tom, why don’t you smile more?” Why indeed? So, if all of this is true – and it is – why on Earth would anyone sign up for this bizarre Canadian form of indentured servitude? If teaching is the noble profession, what is House Directing? Is it for the fortune? Mr. Hyde-Lay did this for 22 years and still wears the same suit. Is it the fame? Infamy, perhaps. The easy life? I live with 50 teenage boys. Do you know what that does to your sense of smell? The reason we do this is because, in order to have a life that matters, you need to matter to someone else. There’s nothing I’ve ever done that compares, and it is the great honour of my life.

In 1990, Voyager 1 turned its lens back on Earth as it hurtled through space and took a photograph of our planet – a pale blue dot surrounded by the infinite dark of the universe. It inspired the physicist Carl Sagan to write this: “That’s here. That’s home. That’s us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every ‘superstar,’ every ‘supreme leader,’ every saint and sinner in the history of our species lived there – on a mote of dust suspended in a sunbeam.” For all our delusions of self-importance, only one thing truly matters in the end: how we impact the lives of those we love in the time we are given. In this ever-so-strange vocation of ours, we get to be more than ourselves; we get to extend beyond our own lives because, through you, we embrace your hopes, your dreams, and your wishes for a brighter future. We get to be part of your life in a way that no one else, save for your family, gets to be. For the time you are part of our Houses, we are immeasurably bonded together. They say that to become a parent is like having a piece of your heart removed from your chest to walk around in the

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world. And here we are – 11 House Directors and our assistants – responsible for the hearts of 50 or more families who have placed in us the awesome responsibility of helping to guide you through this magical journey of life. When you leave this place and the years go by, the decisions you make, the people you become, and the stories you tell about your life will have been shaped, in no small measure, by your time at this School. And the place where so many of those memories are made is in the House you live in. For each of you, you take a piece of us with you, write the story of your life, and we get to be the cheerleaders on the sidelines, quietly watching how each of you, in your own dignity, will change the world. As Poet Laureate Alfred Tennyson said, “I am a part of all that I have met.” To be part of a boarding school – and not just any boarding school, mind you, but Shawnigan Lake School – is to be part of the lives around you in an extraordinarily meaningful way. One day, you’ll sit down and think about your Grade 10 roommate, the time you were on Wilber, your favourite teacher, the smell of wet rugby boots, how the sun felt when it was your turn to graduate in the Kaye Gardens, and the happiness and sadness you felt when you left campus for the very last time. And you might even think of us. But we will always be thinking of you. And that’s why we do this. From a speech delivered in Chapel to the whole School.

In order to have a life that matters, you need to matter to someone else. There’s nothing I’ve ever done that compares, and it is the great honour of my life.

Support STORY BY KEVIN ROTHBAUER PHOTOGRAPHY BY ARDEN GILL

Selflessness

BEFORE NIK OBERLEITNER CAME TO SHAWNIGAN IN GRADE 9, HE HADN’T REALLY BEEN INVOLVED IN ORGANIZED SPORTS. Although he has Type 1 diabetes, his parents – both of whom are family doctors – wanted to make sure he was involved in everything at the School, including rugby, and they told his advisor, Lynne Grass, as much. After a few practices, though, Nik wasn’t sold on rugby. He asked Lynne if he could do something else for his sport component, like weight training or fitness. Already knowing what his parents wanted, she consulted with the nurses at the School’s Health Centre, who reassured her. “They said, ‘Look, he can do everything,’” Lynne recalled toward the end of Nik’s Grade 11 year. “‘He’s fine as long as he’s got his snacks and whatnot.’” So, Lynne went to Nik’s next rugby practice, taking snacks for him, just in case, although it turned out he had his own. “Then, I just stood and watched for a while,” Lynne remembered. “And it just happened: he was standing out on the wing and caught the ball and ran in and scored.” Lynne lauded Nik’s try in the next meeting with her advisees, and he ended up sticking it out. Rugby never became his passion, although he got into rowing and ended up going to nationals in Grade 10. With Grade 12 on the horizon, he is looking at a career in medicine, and drops by Lynne’s office to chat regularly. One brother, James, just finished Grade 9, and a third, Liam, is entering Grade 8 this fall. All three brothers are among Lynne’s advisees. When Lynne started teaching at Shawnigan in 1989, an advisor’s role was strictly to address their advisees’ academic journey, but it has since become much more.

“As the School grew, it became another adult who’s looking after them, to go and watch their sports events, to putter around their activities when you can. It’s not all that often because things are so busy, but I try at least once or twice a term to just pop around and see them in their 360s – it also it means you see other kids doing things as well, not just your advisees, and a bit of interaction with those instructors. I think that kids do appreciate it, and you see huge talent in kids that you don’t see just in the classroom.” The importance of the advisor role was impressed upon Lynne when she started at Shawnigan in 1989, and while the role has morphed over the last 37 years, Lynne’s dedication hasn’t changed. She sees two main aspects to the position of advisor: communication – with the advisees and with their families – and taking an interest in all aspects of an advisee’s life at Shawnigan. “I think it’s sort of a reassuring thing for parents to know that there’s another person, another contact point, who is taking a particular special interest in their kids,” Lynne said. “I think it’s important for the School, for the students, for the parents. I think it’s someone that those parents will feel quite comfortable contacting about one thing or another.” In the early days of Lynne’s time at Shawnigan, all communication took place over the phone following academic assessments. One of her advisees in the early 1990s was an Indigenous student from Hot Springs Cove, an isolated community on the west coast of Vancouver Island, and Lynne had to call the student’s parents on a radio phone at the Band office at predetermined times. Lynne still prefers to make phone calls with parents after assessments, unless they prefer to communicate by email. When it comes to taking an interest in her advisees’ lives at Shawnigan, Lynne is deeply committed. She has had as many as 10 advisees at a time, and has developed close relationships with all of them. 37

“You get to know them really well,” she said. “They become very comfortable. Within my group, I’ve been really lucky with the kids that I’ve had. They are quite a cohesive group. I usually meet them every Wednesday, but occasionally there’ll be one off at rugby, and three doing hockey, and someone somewhere else. If there’s nothing pressing, I’ll just say, ‘We don’t have to have a meeting today, but I’ll be there.’ And the remaining ones usually show up, and they’ll just chat to each other.” Lynne’s advisees have come to Shawnigan from homes across Canada: from BC to Newfoundland and Labrador, and from the urban sprawl of Toronto to a sprawling cattle ranch in the Chilcotin. And from around the world: Germany, Finland, Australia, Saudi Arabia, Singapore, Mainland China, Hong Kong, Taiwan, and Peru. Her advisees have gone on to careers in engineering, accounting, medicine, law, diplomacy, the construction industry, mining, geology, and business. Lynne prides herself on her lifelong connections with students, and their families, dating as far back as the 1990s. She has been the advisor to children of three former advisees. Her former advisees include current staff members Rosalynd Roome and Owain Samuel, and current and past members of the Board of Governors, including current chair Jacqueline Flett. “I used to tell them to brush their teeth, do their prep, and be in bed on time, and now they are running the School,” Lynne commented with a laugh. Among Lynne’s current advisees is Sophie Wignes, who is entering Grade 12, having started at Shawnigan in Grade 10. Sophie noted Lynne’s honesty and the respect she commands 38

from students – whether they are her advisees or not – and her attention to detail. “She’s an advisor who really cares,” Sophie said. “Earlier this year, I got diagnosed with hypoglycemia. It’s not that serious, but I just need to eat more protein. So she would always get me protein from the store. One time I mentioned that I liked watermelon, and she bought a bunch of watermelon for me. I feel it’s those little things that show how much she cares. She cares a lot about people. She’s also a silent leader in a way. She’s always doing things to make the School better, and I think she’s brought a lot to the School with her many years of being here.” In some ways, Sophie felt like she knew Lynne long before she stepped inside the Shawnigan gates. That’s partly because her mom attended Shawnigan as well – and is now on the School’s Board of Governors. “My mom always talked about her like she was this figure that helped shape my mom, and she talked about her as someone that would really help me through Shawnigan,” Sophie said. “It was my first year here, I didn’t know anyone, and I was kind of lost, but it was kind of nice to know that she was here, and she was a connection back to home and my family, and it helped because she knows a bunch of stories of my uncles and my mom here.” Emily (Purtzki) Wignes ’96 (Groves’) is just one of the dozens of former advisees that Lynne has stayed in touch with long after graduation. Shortly before the end of the 2025–26 school year, she returned to campus and went out for dinner with Lynne and Sophie, sharing story after story.

“Thirty years ago, Lynne helped shape my experience as a student, and today she is doing the same for my daughter,” Emily shared. “It is especially meaningful to see that she has kept some of my school assignments from over 30 years ago, a reminder of the lasting connections she builds with her students. Her kindness, steady presence, and genuine care for students have never changed. She possesses a quiet confidence that exemplifies true leadership – never seeking the spotlight, yet making an impact that lasts a lifetime. Lynne is proof that leadership does not have to be loud to be powerful. Small but mighty, she leads with extraordinary compassion, humility, and unwavering integrity. “Lynne has a remarkable ability to foster a sense of belonging while encouraging students to grow in confidence and character. She is one of those rare educators whose influence extends far beyond the years students spend at school. The ability to positively shape the lives of generations of students is a remarkable gift, and her impact continues to be felt long after her students have left Shawnigan.” Nik Oberleitner already knows that he will stay in touch with Lynne after he graduates from Shawnigan next spring. Their connection has already evolved significantly since his first days at the School. “I think our relationship started out as me trying to do well to impress her,” Nik recalled. “And that’s definitely still a part of it – working as hard as I can so that she can say, ‘Oh yeah, I’m proud. This is one of my advisees.’ On top of that, I think it’s become a real rapport. I don’t know if that’s the word for it, but she’ll have her classroom open on Monday nights for prep. I usually go there and we’ll just talk about stuff. We have more than just an advisor-advisee relationship. We have an actual bond.” Nolan Blankstein graduated from Shawnigan this spring, but Lynne – who had been his advisor since Grade 8 – was already making plans to stay in touch long before that. He is taking a gap year to play for the Prince George Spruce Kings of the BC Hockey League before resuming his studies at Northeastern University in Massachusetts, and Lynne asked him to get her a Spruce Kings jersey.

“She’s already talking about making sure that I’m checking in with her, seeing how I’m doing, and keeping in touch,” Nolan said shortly before he graduated. “Just because you leave the School doesn’t mean she doesn’t care. I think she does absolutely care about all of her advisees and how they’re all doing, because when we are at advisor meetings, she’s always talking about one of her past advisees and how they’re doing. For her, it’s not just a Shawnigan requirement, but it’s because she loves all of us and she cares about how we’re doing and what our future holds for us.” Nolan says that Lynne has played a huge role not only in helping him get through Shawnigan, but also in his development as a person. “I think the biggest thing that I’ve learned from her is the academic standpoint,” he said. “Coming into Grade 8, I was never an amazing student. I was never able to really focus and sit down and do my schoolwork. So, I struggled in Grade 8 and Grade 9. She was never hard on me; she would find ways to support me, whether that was helping set up tutorials or teacher meetings. I think the part that has grown the most because of her is my academics. And because of that, I’m able to go to an excellent school like Northeastern. “As a person, she’s taught me a lot about humility and selflessness; how it’s good to be who you are and that you don’t have to change anything for people, and that putting others in front of yourself is such an important value to instil at a young age. If it wasn’t for her, I wouldn’t be the person I am today.” Grade 12 was an especially challenging year for Nolan, and Lynne was there for him the whole way. “This has been a tough year for me,” Nolan acknowledged. “I lost my dad at Christmas, and the first person that I got texts from was Mrs. Grass. She’s been my advisor for five years, and she immediately went to check in on me. I was struggling with school for a couple of months, and she always reminded me that you’ve got to focus on yourself and that it’s OK to take a break from school. She was never hard on me for not keeping up with my academics. She was always there in my corner pushing for what was best for me. She was always

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Lynne is proof that leadership does not have to be loud to be powerful. Small but mighty, she leads with extraordinary compassion, humility, and unwavering integrity.

backing me and supporting me, knowing that I can catch back up and she was always there to vouch for me.” Nolan is fully aware of how much Lynne has done for him throughout his time at Shawnigan, and he knows he’s not alone among her advisees. Not that he isn’t special, but that Lynne sees the potential and value in all her advisees and tries to treat them all in an exceptional way. “When I think about Mrs. Grass, I think about support and selflessness,” he said. “She has always gone out of her way to support her advisees. I can think of many times where she’s helped me stay on course at the School and stay on top of my schoolwork. She likes to call me a ‘useless boy’ sometimes, but it comes out of the kindness of her heart, because she wants the best for you. I just think that she is the epitome of a Shawnigan staff member. Obviously, she’s been here for a long time, but she really knows the true values that our School embodies. She never seeks attention. She does everything behind the scenes, and you know that she’s going to be there for you no matter what challenge you’re facing. And she does it with a smile on her face. She’s just amazing. “I think that if the School strives for greatness, we need to have more people like Mrs. Grass. I’m just so lucky that I’ve had her for five years. I wouldn’t be where I am without her. I wouldn’t be the academic I am. I wouldn’t be the person that I am without her support and trust.”

Under the Lights

STORY BY GREG PUTTERILL ’26 (LAKE’S) PHOTOGRAPHY BY ARDEN GILL

MOST OF YOU KNOW ME AS AN ATHLETE – SOMEONE WHO GREW UP HUNTING, FISHING, AND LOGGING, CHOPPING A CORD OF WOOD BEFORE I WAS ALLOWED TO HANG OUT WITH MY FRIENDS ON WEEKENDS.

My life has always been defined by dirt, sweat, and a “110%” mindset. I was taught at a young age that you never give up and you never back down from a challenge. A huge part of who I am comes from growing up on Haida Gwaii, off the northern Pacific coast of BC. Life there teaches you resilience early on. The weather doesn’t care if you’re tired. The ocean doesn’t care if you’re unprepared. You learn to work hard, respect nature, and take pride in doing difficult things properly. Some of my best memories are from being out on the water fishing with family, hunting in the bush, hauling wood in the rain, and learning what it means to contribute instead of making excuses. At the age of 14, I worked at the local fish cutting plant. I started at 3:00 p.m. and finished around 12:00 midnight – gruelling hard work that taught me the ability to push through discomfort and build my confidence at a young age. Growing up on Haida Gwaii gave me a deep appreciation for community, toughness, and humility. It shaped the way I approach every challenge in life. Because of that upbringing, I always saw myself in a certain way: rugby, sports, competition, and hard work. If you had told me at the start of this school year that I would be standing on a stage, under the spotlight, performing in a musical, I would have laughed. Yet, just a few weeks ago, that’s exactly where I was. I traded in the gym and the rugby field for the stage and took on the role of King Triton in The Little Mermaid. I’ll be honest: thinking about it made me more nervous than any game ever has. In sports, I know the rules. I know how to move on the pitch. But on that stage, I was completely out of my comfort zone. 42

We often think of courage as being fearless, but I’ve learned it’s actually the opposite. Courage is being terrified – having your heart race and your hands shake and feeling your stomach drop – and doing it anyway. It’s about being willing to be a rookie again, even when people expect you to always be the expert. Playing King Triton taught me that the “never give up” attitude I learned from my family, from Haida Gwaii, and from rugby applies everywhere. Courage is trying something new even when you might fail. Strength is being vulnerable enough to sing in front of your peers. Growth only happens when you stop worrying about being known as “Greg the athlete” and start finding out what else you can become. I’m still that guy who loves to hunt and fish. I’m still an athlete. But I’m also someone who can command a stage, perform in front of hundreds of people, and discover new ways to enjoy my Shawnigan Journey. And recently, I learned something else about myself. Earlier this year, I was accepted into the Canadian College of Performing Arts. A year ago, I never would have imagined that happening. The kid from Haida Gwaii who spent his weekends outdoors instead of on a stage had suddenly been given an opportunity to pursue performing arts at a high level. After a lot of thought, I’ve decided to continue pursuing rugby and will be heading to France to train and play with the Nissa Rugby Academy, a Pro D2 club in Nice, 44

France. At first, those two paths – performing arts and rugby – seemed completely different to me. But now I realize they actually require many of the same things: discipline, confidence, resilience, teamwork, and the willingness to fail, improve, and keep showing up. Whether it’s under stadium lights or stage lights, growth only happens when you push yourself into uncomfortable situations. Leaving home for France is exciting, but it’s also scary. It means stepping into another unknown, just like stepping onto that stage did. But growing up on Haida Gwaii taught me not to back away from challenges. It taught me that hard things are usually the things most worth doing. So my challenge to all of you is this: don’t let the labels people have for you define your limits. Step outside of your comfort zone. Be nervous. Be 110% brave, because the best version of yourself is usually waiting on the other side of the things that scare you the most. Maybe for you, that means trying a new sport, stepping up for someone, meeting new people, auditioning for a play, or taking a chance on something completely unfamiliar. Whatever it is, give it everything you have. Because sometimes the places where you least expect to belong end up teaching you the most about who you are. From a speech delivered in Chapel to the whole School.

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Whether it’s under stadium lights or stage lights, growth only happens when you push yourself into uncomfortable situations.

Living a

LEGACY STORY BY JENNY DUNBAR PHOTOGRAPHY BY ARDEN GILL

ON A BEAUTIFUL AFTERNOON IN LATE JUNE, THE SUN SHONE BRIGHTLY ON SHAWNIGAN LAKE SCHOOL’S 2026 GRADUATION CEREMONY. Students, staff, and families gathered in the Schieldrop Amphitheatre in the Kaye Gardens, watching proudly as each graduate crossed the stage to receive their diploma. This was a singular moment for one graduate in particular. As she stood at the base of the amphitheatre and shook the Head of School’s hand, Grace Cooper wasn’t just stepping into her own future – she was stepping into history. With that handshake, she became the third generation from her family to graduate from Shawnigan, making her part of a distinct group of legacy alumni. The Cooper family’s Shawnigan story spans eight decades, beginning in a very different era when young Bob Cooper arrived at the School in the 1950s. In those post-war years, a boarding school education in Canada was a very different thing than it is today, and the start of Bob’s Shawnigan Journey wasn’t entirely a personal choice. Like many spirited young men of his generation, Bob had a penchant for getting into mischief. At the time, Shawnigan was a place of structure and discipline, designed to channel that youthful energy into character, resilience, and purpose – in other words, a perfect place for parents to send their rambunctious teenager to keep him out of trouble. It was a good fit. Decades later, Bob would still laugh about how his time at Shawnigan started – and the shenanigans he managed to get up to at the time – but the truth is that what started as a disciplinary detour eventually became a life-changing journey. Shawnigan gave Bob an overwhelmingly positive experience and a solid foundation for his future, with his time culminating with his appointment to student Head of School. He ultimately 46

developed a deep, lifelong affection for the School, so much so that he returned many years later as a School Governor. When it was time for Bob’s children to start considering schools, the nature of boarding schools in Canada was beginning to change. While the family connection to Shawnigan was strong, his sons were given the freedom to choose where they would attend high school. When his elder son chose another school for its elite hockey program, however, Bob made a point of touring Shawnigan with his younger son, Chris. But he needn’t have worried – Chris was immediately taken with the School. “I loved it,” Chris says as he reflects on that first tour of Shawnigan. “I thought it was a very incredible place.” And so, Chris’s own Shawnigan Journey began. Shawnigan in the 1980s was a place of boisterous energy, structured learning, and competitive athletics – and it proved to be as valuable for Chris as it was for his father. Although he wasn’t entirely sure what to expect upon arrival, he soon found his way, jumping wholeheartedly into new activities like rugby, making fast friends in the House, and sharpening his focus on academics. He credits the School with setting him up well for university and beyond. “Shawnigan prepared me to live away from home,” he shares. “I learned how to study. I learned how to make friends. It was a really good experience, and I enjoyed every minute of it.” If Bob was sent to Shawnigan, and Chris chose Shawnigan, Grace dreamed of Shawnigan. From an early age, she was captivated by the idea of the school that had shaped her grandfather and father. “I was excited about the experience of being in a boarding house and the independence that comes with that, and also about living with people who would become some of your best friends,” she recalls. “I thought it was cool how it is such a close-knit community, and you eat together and you do everything together.”

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We walked around campus, and she turned to us and said, ‘I’m coming here. I love this place.’

Chris remembers the moment Grace’s dreams began to solidify. It was a few years before she started, during a family visit to campus. She had attended a Shawnigan ice hockey camp the previous summer, but this visit was purely to explore the School. “She was so happy the first time we took her to Shawnigan,” he says. “We walked around campus, and she turned to us and said, ‘I’m coming here. I love this place.’” There was no doubt in her mind. Even when the dreams are your own, however, they can come with some nerves. When her time at the School finally started, it didn’t begin with a gentle orientation, but with a demanding pre-season ice hockey camp. It was tough, exhausting, and a little overwhelming, and Grace recalls becoming overcome with emotion at the newness of it all after a particularly gruelling training session. But the magic of the Shawnigan community immediately took over. Her peers and coaches rallied around her, offering comfort and encouragement.

“That made me feel like I’m a part of Shawnigan and that I belong here,” she remembers. Her own Shawnigan Journey had begun. When Chris walks the campus now, he is struck by the transformation of the School. The rustic charm of his father’s era and the traditional campus of his own time have given way to a spectacular educational village. “It’s much bigger now,” Chris observes. “I thought it was like a country club when I went there in the ’80s – it was pretty fancy. And now it’s like the campus is on steroids. It’s unbelievable. Who wouldn’t want to go there? It’s beautiful.” The campus may have seen dramatic changes, but it is still recognizable as the same place. Similarly, other threads of continuity can be found throughout the Cooper family’s experiences. Both father and daughter name the student centre as their favourite spot on campus. Despite significant upgrades, a new location within the Main Building, and a fresh nickname – it was known affectionately as “the Ritz” in Chris’s time and

is now known as “Duke’s” – it is still an important aspect of the Shawnigan experience. The same could be said about the School’s legendary inter-House competition. The year-long series of events that pits boarding houses against each other in everything from academics and downhill skiing to air band and rowing remains the heartbeat of School spirit. “We all love the inter-House events,” declares Grace. “The idea that you get to represent your House and compete and try to be the better House is always really fun.” “It was a very big deal in my time,” Chris comments. “But it’s a different thing now – they’ve taken it to another level. It looks like a lot of fun. I think there’s a lot of fun built into the schedule these days.” This observation touches on a deeper shift in the School’s evolution: the very nature of the School has changed. While Bob’s era focused on discipline and Chris’s on achievement, today’s Shawnigan emphasizes well-being and holistic development in addition to strong academics and athletics. As she reflects on her time at Shawnigan, Grace describes it as “surreal” to be walking – quite literally – the same paths as her family. From sitting in the same Chapel pews as her grandfather to having friends live in her dad’s old boarding house, there are reminders of her family’s history with the School everywhere. “Sometimes I stop and think, oh, my grandfather was here,” she says. “It’s so crazy.” One of the most tangible reminders of the past can be found in the old photos hanging in the hallways of the Main Building. “I always go by them,” she admits. “My dad and my grandfather are in some of them. My grandfather is in all the sport photos, and his name is always underlined [denoting Captain].” For Chris, one of the most full-circle moments came not from a photo, but from the sidelines of the rugby pitch. As he and

his wife Elaine waited to watch Grace play rugby for Shawnigan, the student spectators started lining up to form a tunnel. “I turned to my wife and said, ‘Oh my god. They’re doing the tunnel. We used to do this,’” he shares. “It was exhilarating. It pumped you up for the game.” Watching his daughter run through that same wall of sound and support decades after he did brought a wave of nostalgia. The rugby pavilion might have been new and the opponent might have been different, but the emotions were the same. On Closing Day, as Grace walked across the stage to receive her diploma, she was surrounded by her grandfather’s memories and her father’s cheers, but the moment truly belonged to her. She had survived tough training sessions, cheered herself hoarse at inter-House events, gained the independence she was craving, and made friendships that will last a lifetime. Her Shawnigan Journey had come to an end, and like her father and grandfather before her, she felt well-prepared for the world outside the School gates. As Grace enters the next chapter of her life, the Cooper family legacy will remain at Shawnigan in more ways than one. In June, the family generously established the Robert Cooper Family Scholarship, named in honour of Bob, who passed away in February 2026. The scholarship will support female ice hockey players at Shawnigan who exemplify compassion, selflessness, and a commitment to positivity, and it celebrates three generations’ worth of affection for and belief in the School. Bob, Chris, and Grace Cooper each experienced a different Shawnigan, shaped by the eras in which they lived. Yet, through the decades, the School fulfilled the same promise for each of them: it gave them a place to grow, a community to lean on, and a foundation to step confidently into the world. In fall 2026, Grace will begin her studies at Western University. 49

Paths of

PURPOSE

STORY BY RACHEL STEPHENS PHOTOGRAPHY BY ARDEN GILL

NEARLY FIVE YEARS AFTER SHE GRADUATED FROM SHAWNIGAN, TENZIN LAMA ’21 (STRATHCONA) DROVE BACK THROUGH THE FRONT GATES OF THE SCHOOL. Memories came rushing back. She saw herself walking across campus on a crisp autumn morning with friends, books in one hand and an iced chai latte from Duke’s in the other. She remembered being in the Pavilion, lacing up her cleats and running onto the rugby pitch for the first time, bravely taking the field even though she had never played the sport before. She pictured herself stepping into the Shaw Centre for a frog dissection lab, still feeling a little queasy at the memory. These were the moments that shaped her time at Shawnigan. This time, though, campus feels different. It’s a warm, sunny day in June. The students have just departed from campus to begin their summer holidays, while the Class of 2026 prepares for graduation. As Tenzin walks down the path towards the Head’s house, she is joined by those who feel like family: Tsewang “T.D.” Diki ’18 (Renfrew), Junu Dimdung ’19 (Kaye’s), Pemba Lama ’26 (Kaye’s), and Dorje Sherpa ’26 (Lonsdale’s). Yangchen Dolma Tamang ’24 (Groves’) is there in spirit, unable to attend due to being back home in Nepal. Laughter echoes through the empty campus, as they all reminisce about their time at Shawnigan, and give advice to Pemba and Dorje, who are soon to embark on their newest adventure as Bell Scholars at Mount Allison University in New Brunswick. 52

Looking around at the friends beside her, Tenzin realized they had all travelled remarkably similar paths to arrive at this moment. Each of them began their journey at Shree Mangal Dvip (SMD) School for Himalayan Children in Kathmandu, Nepal. Coming from villages across Nepal, they went to SMD not just for accessible education, but also for housing, healthcare, and the prospect of future opportunities. “SMD has been more than a school for me and my family because they have done so much and have changed all of our lives,” Junu states. “Especially my brother; he had a condition that we later learned was epilepsy…SMD was so generous to accept him as well and provide free healthcare for him.” Each of them studied at SMD all the way through Grade 10, the highest grade offered at the school. After graduating, they were encouraged to either volunteer or apply to schools around the world to continue their education. Many did both. Dorje and Yangchen, for example, spent a year working as the school’s librarian, while Junu spent two years as a homeroom teacher and volunteering at orphanages and care homes. They all, in the end, decided to pursue further education abroad. For years, SMD students have gone to study around the world, hoping to gain the experience, knowledge, and connections needed to make a lasting difference back home. Some have gone to Germany, others to Norway and Japan. Six students found their way to Shawnigan, thus bridging the two

communities of SMD and Shawnigan, despite being thousands of kilometres apart, a partnership that was co-founded by Shirley Blair, the Canadian Director of SMD. Of course, the transition from SMD to Shawnigan was not easy. Before even arriving in Canada, they faced the crucial hurdle of finding a host family. For Junu, this requirement almost meant missing the opportunity to attend Shawnigan. However, just in the nick of time, Mike and Chantal Schauch stepped forward and opened their home to Junu, and later, Pemba. Host families like Mike and Chantal have been more than just caregivers – they’re family. Many SMD students affectionately refer to their hosts as their “Canadian family,” a reflection of the love and care they have for each other. “Mike and Chantal are compassionate, loving, and caring – I am truly fortunate and deeply grateful to have my Canadian family,” says Junu. Once a host family is secured, the next chapter begins, and with it, the reality of attending school in a new country. For Yangchen, one of the greatest challenges was learning in a new language. She arrived in Canada with a basic understanding of English, having studied it as a subject in Nepal. But when she sat down in her first social studies class, she quickly realized just how different it was to learn entirely in English. Trying to listen, understand, and take notes all at once felt overwhelming. She looked around the classroom and watched her classmates nodding along, seemingly understanding everything with ease. Panic began to settle in.

The language barrier was only one part of the adjustment. The classroom itself was completely different from what she had known in Nepal. Instead of teachers simply telling students the right and wrong answers, she was expected to engage in discussions, think critically, and develop her own ideas. Pen and paper were replaced by a laptop, something unfamiliar at her school in Nepal. She struggled to type, translate, and keep up with the lessons all at once. Junu and Yangchen’s experiences were far from unique. Each of the six SMD students faced moments of uncertainty as they adjusted to a new country, a new education system, and a life thousands of kilometres away from home. There were days when the challenges felt overwhelming and they felt sick, longing for their homes in Nepal. Yet they met these challenges with resilience, determination, and a willingness to keep learning. They sought help from teachers, connected with their peers, relied on their House Directors and advisors, and leaned on their host families for support. Tsewang reflects on her own moments of uncertainty. “It was a bit emotional at the beginning because you’re leaving behind your comfort zone,” she explains. “You leave all your family and your friends and then you come to a new country where you don’t know anybody, and no one speaks your language. So it’s very emotional, but I’m glad I came.” Those early struggles became the foundation for the confidence and leadership the SMD students would later develop at Shawnigan and beyond.

Every one of the School’s SMD students has now graduated from Shawnigan and started a new chapter, carrying with them the experiences, friendships, and lessons that shaped their journeys. Many have chosen careers that they hope will make meaningful contributions to both their communities in Nepal and the places they now call home in Canada. Tenzin graduated last year with a degree in education from Simon Fraser University (SFU), where she was an Uggla Family Scholar. She’s now looking forward to completing the Professional Development program, a 16-month full-time teacher education program. Her plan is to stay in Canada and get as much experience as she can before returning to her village in Nepal. Being in Canada, however, has not stopped her from giving back. She is currently part of a program called Friends of Simon, an after-school program associated with SFU that helps kids, many of whom are refugees, with English and math. In the healthcare sector are Tsewang, Junu, and Yangchen. Tsewang, after graduating from the University of

British Columbia, works in a Vancouver-based biotech company that helps manufacture RNA therapeutics delivery technology. Also in Vancouver, Junu is an administrative assistant at UBC Hospital, supporting the people and processes that help deliver quality care to patients. In the future, she hopes to become a nurse and, like Tenzin, eventually return to Nepal to help improve access to healthcare in rural communities. Across the country, Yangchen is entering her third year of nursing at Trent University. Her goal is to gain experience in Canada before returning to support SMD and her village, using the knowledge she’s gained from Shawnigan and university to give back the same generosity that supported her own journey. While all are taking different paths in life, some in science, others in education, there is one common thread: a deep desire to serve Nepal and the communities they now call home. Some have already turned that desire into action in ways beyond their career. Tsewang has been working with the Namo Buddha Foundation, a Canadian non-profit organization

that is one of the supporters of SMD. For years, she volunteered by putting together their newsletter, but, just recently, she joined the Board of Directors, taking on more leadership and fulfilling the dream she had to give back to her home when she first left Nepal. Tenzin has also done transformative work in her village. At Shawnigan, she connected with Chelsie Wong ’21 (Strathcona), a friendship that would later introduce her to Chelsie’s aunt and uncle, Melanie and Steve, co-founders of Joseph for Dignity, a charity that empowers vulnerable populations around the world. This connection would later change Tenzin’s village forever. In 2023, Tenzin offered to take Melanie, Steve, and two of her Shawnigan classmates, Abby Dyer ’21 (Strathcona) and Davis Gage ’21 (Groves’), back to her village in Nepal. They spent five days journeying up steep gorges, through narrow canyons, and around large boulders, before finally arriving at

Tsum Valley, a small village engulfed by the towering Himalayan mountains. During their visit, Tenzin expressed her desire to support her village and help improve the lives of her people. After hearing Tenzin’s vision for her community, Melanie partnered with Tenzin to support the creation of a school. Over the next two years, a joint effort between Tenzin, Joseph for Dignity, and the Compassion Project, an organization that Tenzin’s uncle is associated with, brought a brand-new school to life. Opening its doors in April 2026, the Compassion School now educates students from kindergarten through Grade 5, and includes boarding so young students can live on campus and further their education. “I feel very grateful for Shawnigan,” says Tenzin. “If I didn’t come to Shawnigan, I wouldn’t have built this connection with my friend, and I wouldn’t be able to make these impactful changes in my village. All this impact came through Shawnigan.”

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It meant so much to see my parents and family feeling so proud.

But graduates aren’t the only ones making a difference. The next generation of SMD alumni has already begun giving back. While still in Grade 12, Pemba and Dorje took a group of Shawnigan students to Pemba’s village for the School’s most recent EDGE (Engagement, Development, Gratitude, and Experience) trip. Inspired by a previous EDGE trip to Jamaica and through conversations with her host parents, Pemba wanted to do something that was meaningful to the two communities that she cares about most, Shawnigan and her village of Nar. With the help of Dorje and Shawnigan teachers Katrina Cholack, Galen Loiselle, Tom Lupton, and Emily Coolidge, Pemba’s dream came to life. In March 2026, a group of eight travelled to Kathmandu, Nepal. There, they visited SMD, where the journey started for our Nepalese alumni. The Shawnigan travellers were given a warm welcome and participated in teaching and learning alongside the SMD students. From Kathmandu, they began their five-day journey to Nar, which included three days of rigorous mountain trekking. Using donkeys, the group transported fresh foods that are rarely available in the high-altitude village, such as eggs, peas, cauliflower, and broccoli, to host a special community picnic with the villagers. “The picnic was really special to me because the head of the village gave a speech about how proud and grateful everyone was. It meant so much to see my parents and family feeling so proud,” says Pemba. The group also made a thoughtful last-minute decision to bring first aid kits to the village. Nar has very limited access to healthcare, with the nearest hospital being a three-day trek away. Having grown accustomed to accessing school nurses, medications, and health resources at Shawnigan and SMD, Pemba and Dorje wanted to help bring that care to Nar. They packed what they could: Band-Aids, Polysporin, and Advil. Things that seem simple, but can save lives in a remote emergency. 56

“There have been so many deaths that could have been easily prevented,” Pemba reflects sombrely. “Sometimes it’s something as small as an infection that isn’t treated, and people lose their lives because of it. We started thinking about what could make the biggest difference. Things like Band-Aids and Polysporin might seem small to us, but those small things can make a huge impact in an emergency. That’s why we wanted to give the village first aid kits.” As Pemba and Dorje head off to Mount Allison University in the fall, Shawnigan and SMD will be eagerly following along to see where their passions, determination, and commitment to their communities take them next. But for now, they walk with Junu, Tsewang, and Tenzin up to the front door of the Head’s house, on a sunny day in June, with their graduation ceremony awaiting them the next day. Many people who have supported and cheered them on throughout their Shawnigan Journeys have gathered to celebrate them and their fellow SMD alumni. They smile as they share their stories with those around them, reflecting on their time at Shawnigan while expressing excitement for all that lies ahead. For Shawnigan, this moment is bittersweet. With Pemba and Dorje’s graduation, we are saying goodbye to two remarkable students who made a difference in the School. Their stories of resilience, generosity, and commitment to their communities have left a legacy at Shawnigan that will continue long after they leave the campus gates behind. However, as one chapter ends, another begins. Shawnigan is thrilled to be welcoming a new SMD student this upcoming school year, whose own story will soon become part of the legacy Tsewang, Junu, Tenzin, Yangchen, Pemba, and Dorje helped build. SMD students attend Shawnigan on Impact Scholarships, championed by generous donors to support students facing conflict, discrimination, or other barriers to education.

CLOSING REMARKS EXTRACT FROM THE HEAD’S CLOSING DAY ADDRESS TO THE GRADUATES

At the start of this term, we hosted four Tibetan Buddhist monks on campus. The sand mandala, carefully and ritually created by the monks in our library from millions of coloured grains of sand, spoke to beauty in its creation – and the impermanence and transitory nature of life when it was ceremonially dismantled and released into nature. Buddhists believe in reincarnation – a form of rebirth as part of an endless cycle – a soul coming again in another life. In some cultures, it is believed that animals can transform into humans, and vice versa. In many ways, I too believe in reincarnation or rebirth of one’s soul. Each of you already has a House spirit animal: your eagle, your dove, your griffin, your phoenix, your swan, your lion, your cougar, and your wolf. In addition to your House emblem, you will each have developed, as part of your Shawnigan Journey, your own unique spirit animal – a reflection of your soul, both curious and courageous. My speech today is an invitation to the secret commonwealth of the spiritual world. We have become progressively unnecessary as your teachers here at Shawnigan, but your spirit animal will guide you, always. More than anything, this final address to you all is about discovery, identity, transformation, and transition. Shawnigan has, at every turn, sought to develop your human intelligence – it is our superpower and it will serve you well in the years ahead. You are facing an exciting but daunting world of artificial intelligence, arriving with frightening speed, but it will be your human intelligence, and your inner spirit animal – honed at Shawnigan – that will help you to thrive, and not simply survive, in the landscape ahead. For we are defined by each other and our relationships, our friendships, our nuanced understanding of each other, and our commitment to making a difference in the lives of others. Humans are notoriously imperfect and messy, but we are interconnected, and I hope we, at Shawnigan, have guided you as to what is distinctive about being human. The best people I have met over the last half century exhibit human and emotional intelligence and imagination, and an unquestionable loyalty – reflected in their spirit animals. They understand and consistently model friendship, a generosity of spirit, and a deep humility, and they somehow banish narcissism and ego – and they tread softly around other peoples’ dreams. This is a great and unique school; it is not, of course, without its faults and imperfections, but it is exhilarating and unstuffy in the way in which it fosters a deep sense of belonging and encourages its students to develop human intelligence. Our hope is that all of you – as the Class of 2026 – have felt that you have belonged here at Shawnigan and that you have found your people, your community – and your sense of identity. And that you have found laughter along the way. It has been a great privilege to be your Head. Richard “Larry” Lamont Head of Shawnigan Lake School June 2026 58

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FINAL Word

FROM OUR CO-HEADS OF SCHOOL

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Leaving these gates feels like leaving a place that actually knew us as well as we knew ourselves. Stepping away means we’ll have to do all of it again – on our own. And to be straightforward, the world outside can seem terrifying from time to time. But as that reality of leaving sets in, there’s one thing that makes it less scary for me: it’s hope. The thing is, Shawnigan has this cruel way of looking even more beautiful the closer I get to the end, like when the sun hits Lake Omar just right, or the flowers outside Duke’s Café are in full bloom. But as I look around at all of it today, I realize that I can’t just stand here and thank Shawnigan itself. Because a campus can’t hear me, and a building can’t miss friends. When we say we love this place, or when we call these grounds our home, we miss the point. The home I found here isn’t made of brick and stone, and it doesn’t span across 270 acres. It’s the comfort of knowing exactly whose footsteps are coming down the hallway. It’s the people who saw me on my worst days, and the family that filled every single empty space. These paths and these flowers have never been what kept me here: it was all of you. It was the people Shawnigan brought into my life. I’m so glad that our paths – from China, Germany, Cobble Hill, and everywhere else – have led us to these pews at this exact moment. A part of what makes it scary to leave isn’t the world beyond these gates. It’s knowing that I won’t get to live my life with you anymore. Ash Butun ’26 (Strathcona) Extract from her Closing Day Chapel Speech to the Grade 12s June 2026

At this time of year, I often hear the quote that is attributed to Dr. Suess: “Don’t cry because it’s over, smile because it happened.” Let me offer you a different perspective – I think you can do both. It’s an emotional time of year for all of us, graduates and returning students alike. And to discourage emotion seems wrong. I have felt all sorts of things since coming to Shawnigan. Belonging and homesickness, like the first few weeks at the beginning of term. Happiness and sadness, like nights together as a House, and coming back from an unsuccessful inter-House event. Victory and loss, like when Lake’s went undefeated in soccer and then lost rugby without a single win four days later. Yet, all the while, I have had friends to go through it all with – the boys in my House to cheer with, the Prefects to keep each other accountable, my advisor to chat with, and Mr. Lamont to both tease and encourage me. Shawnigan has been here with us the whole time, and it will continue to be after we graduate. It is special because it is ours, because we go through this together, and a ceremony like this one doesn’t change that. I know that for fact. That’s the magic of this place, that even though we have come from every corner of the world, we still have a connection that binds us. Shawnigan is special in that regard, that no matter the time or distance, the connection remains. Benneit Hall ’26 (Lake’s) Extract from his Year-End Speech to the whole School June 2026

SHAWNIGAN Alum of the Year Award Chloe Hunt ’09 (Groves’)

The Shawnigan Alum of the Year (SAY) Award was created to honour alumni who embody the School’s values of Curiosity, Compassion, Community, and Courage through meaningful, sustained engagement in their communities and beyond. The award recognizes change-makers who give their time, talents, and energy for the good of others, without seeking recognition themselves. Their contributions strengthen communities, inspire others, and create lasting impact.

We are proud to announce Chloe Hunt ’09 (Groves’) as the inaugural recipient of the Shawnigan Alum of the Year Award. Chloe is the founder of Fourwords Solutions Ltd., an organization dedicated to helping communities develop sustainable, community-led responses to sexualized violence. Her work focuses on rural and remote communities across Canada, and advocating for Indigenous and under-represented groups. Through Fourwords Solutions, Chloe is helping restore voice and agency to survivors of sexual violence. Her approach goes beyond temporary solutions, as it prioritizes education, meaningful communication, and long-term strategies that help communities create lasting change. Chloe’s work gives a voice to those who need it most, while helping individuals and communities find a path forward through trauma. She embodies the qualities the SAY Award was created to celebrate. Through her leadership, advocacy, and commitment to others, Chloe is helping to build stronger communities, greater resilience, and a better world.

Q: Tell us about your journey after graduating from Shawnigan. What path led you to where you are today? A: I went on to do a BA in Psychology at UVic, which led me into marketing and later, web experimentation. Throughout that journey, I always volunteered in the gender-based violence sector, and I felt drawn to make a bigger impact beyond climbing the corporate ladder. A good friend of mine met a Founder on Twitter, introduced me to her, and that changed everything. Through that company, I spent two years studying how evidence collection after sexual assault can be facilitated, which eventually led me to founding Fourwords Solutions and creating the paceKit. The paceKit is a formalized, supported self-collection forensic evidence kit. It allows people who have experienced sexual assault to self-collect DNA evidence in a designated facility with the support of a staff member. It uses materials consistent with forensic standards, and it was built to expand access to time-sensitive evidence collection in rural, remote, and underserved communities. We developed the paceKit alongside forensic, law enforcement, and legal professionals, and we consistently consult with the communities we seek to serve. 62

Q: What’s next for you and Fourwords Solutions? A: I’m hoping to have, in the next few years, some province-wide programs running. Right now, we’re in the pilot stages, but having even just one province commit to implementing this across the province would be huge. In five years, I would love to have the start of some legislation in place to talk about supported self-collection. Right now there’s no legislation that tells you who must collect evidence after sexual assault, which is great because it doesn’t preclude people from doing it. But it would be better to have this worked into legislation so it can never be questioned again. Q: Receiving the inaugural SAY Award recognizes not only professional success but also service and impact. What does this honour mean to you personally? A: Trying to change a system that historically hasn’t been discussed or prioritized can be long and challenging work. Hearing that other people think it’s worthwhile, and worth recognizing publicly, is very validating. It gives me hope that all the long nights and weekends will actually help make a difference.

SHAWNIGAN Community Notable Achievements 2025–2026

Academics

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1. Shortly before she completed her undergraduate degree at St. Francis Xavier University in spring 2026, Keely Ralf ’21 (Strathcona) co-authored a groundbreaking paper in Science, one of the world’s most prestigious scientific journals, for her research on experimental evidence of a liquid-liquid critical point in supercooled water. Keely is now living in Munich, Germany, where she works as a researcher focusing on eye-tracking in virtual and augmented reality within the Department of Physics Education at Ludwig Maximilian University of Munich. 2. Clarke Hardy ’14 (Duxbury) recently completed his PhD at Stanford University with his dissertation titled In Search of Majorana Neutrinos and Micron-Scale Interactions. He is now a post-doctoral researcher in the Wright Lab at Yale University, where he works on developing new experimental techniques for particle physics. 3. Congratulations to Elizabeth Yates ’12 (Groves’) on being named one of the 2025 Canadian Hydrographic Association Bursary recipients for her exceptional commitment to advancing studies in hydrography. Elizabeth is pursuing further educational certifications in both a Category A Certification in Hydrography and a Postgraduate Certificate in Ocean Bathymetry through the Nippon Foundation/GEBCO program in New Hampshire, USA. She is the first Canadian selected for this prestigious program.

2026 Graham L. Anderson Alumni Scholarship recipients: Melanie Bristoll ’20 (Groves’), Daniel Enge ’18 (Copeman’s) & Jenny Zhu ’21 (Kaye’s).

4. Melanie is pursuing a master’s degree in sport management at the University of Michigan’s School of Kinesiology. Passionate about advancing gender equity in sport, she hopes to become an advocate for women in leadership roles within the athletic world. 5. Daniel is pursuing a Master of Science in Mathematics degree at the University of British Columbia. One of his lifelong goals is to represent Indigenous voices in mathematics and academia. 6. Jenny is pursuing a degree in physics at the University of British Columbia. Her goal is to pursue a PhD in physics and work as a clinical medical physicist in a teaching hospital, where she could contribute to patient care, mentor students, and conduct research. 63

Career 5. Curt Sigfstead ’85 (Ripley’s) was named one of Canada’s Best Executives by Report on Business magazine. Curt is the Chief Financial Officer at Clio.

1. Juan Pablo Tame ’20 (Ripley’s) has been working with HO Speed Racing as a support engineer and track crew member in NASCAR México Series and Súper Copa Roshfrans, working closely with the team’s head engineer and conducting live radio communications with the drivers. Juan and his team won the 2025 NASCAR México Challenge.

6. Benjamin Hayes ’10 (Duxbury) won the 2026 HiP Luxury Hospitality Rising Star Award at the HiP Awards. Ben serves as a senior associate architect and project manager at the renowned Rockwell Group.

2. Avi Horwitz ’12 (Lake’s) was named to the 2025 40 Under 40 in Canadian Construction list in On-Site Magazine. Avi founded Sterling Floor and Tile at age 22 and is now a major flooring contractor in BC.

7. Owen Quinn ’22 (Lonsdale’s) founded a new business called Found It Golf, which has developed cutting-edge QR technology to help golfers safeguard their golf equipment.

3. Diana Chang ’06 (Kaye’s) was named to Business in Vancouver’s Top 40 under 40. As the Business Development Manager at Minerva BC, Diana has made meaningful change across the province.

4. Brendan Cook ’08 (Ripley’s) was featured in American Whiskey Magazine, where he shared about his journey to become a master blender.

Arts 1. Sophy Romvari ’09 (Groves’) wrote and directed the film Blue Heron, a critically acclaimed and award-winning drama set in BC. 2. Mia Liang ’19 (Renfrew) is the founder and president of Forest Path Productions. This past year she worked as executive producer on the indie film Pretty Babies and she currently has several other projects in development. 3. Abbie Vandivere ’97 (Groves’) and Trisha Dalke ’16 (Groves’)’s passion for art has taken them both to the Netherlands. Trisha is completing her MSc in Technical Art History at the University of Amsterdam, and Abbie has worked as a paintings conservator at the Mauritshuis museum in The Hague since 2015. This spring, they had the opportunity to work together on a large painting from the museum’s collection: The Bull by Paulus Potter.

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Sports 1. Ben Berard ’17 (Copeman’s) of the Abbotsford Canucks showcased his skills at the American Hockey League (AHL) All-Star Classic in Rockford, Illinois. Playing for Team Pacific, Ben secured the win during the championship game with two goals and three assists. Ben also took part in the All-Star Skills Competition, where his goal during the Breakaway Relay went viral. 2. Gunnar Platt ’22 (Lake’s) was recognized with the Godfrey Award for commitment, work ethic, and being a positive influence on his team. He was voted the winner of this award by his Syracuse rowing teammates. 3. Congratulations to Ellexi Fulton ’21 (Renfrew), who won bronze with Team Canada in the women’s 8+ at the World Rowing U23 Championships in Poland; and to Ally Tuttle ’23 (Strathcona), who earned medals with Team Canada in the women’s 4+ and 8+ at the Junior Pan Am Games regatta in Asuncion, Paraguay. Ellexi (left) and Ally (right) are pictured together at the Challenge West Regatta in Victoria. 4. After graduating from Yale University this year, Jojo TanakaCampbell ’19 (Ripley’s) has signed with the Yokohama Grits in Japan. 66

5. Congratulations to Gracie McAllister ’20 (Strathcona) for being selected for the Canadian national bobsleigh program after being identified as a prospect by Bobsleigh Skeleton Canada through RBC Training Ground. 6. Reid Irwin ’17 (Ripley’s) played his first season of professional ice hockey with the Belfast Giants of the Elite Ice Hockey League (EIHL) in the UK, while also completing his MBA in Project Management through Lasell University in Massachusetts. 7. Casey Crowley ’15 (Strathcona) made her 50th appearance in an international match with the Black Sticks, New Zealand’s national women’s field hockey team. 8. Jack Shaw ’18 (Duxbury) played for Canada in the Pacific Nations Cup in September 2025, where the team came fourth. In January, Jack helped Canada to gold in the HSBC SVNS 3 in Dubai, scoring a try as Canada defeated Belgium in the final. Jack also competed in the HSBC Vancouver Sevens tournament in March.

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Life Updates 1. Diana Chang ’06 (Kaye’s) married David Farris in Vancouver on August 10, 2025 with many alumni in attendance. 2. Leah Bracken ’14 (Kaye’s) married Cody Brinkman in September 2025. 3. Milan Varma ’11 (Lonsdale’s) married Emily Brown on January 12, 2026. 4. Nicole Ng ’16 (Strathcona) and Chris Lor ’16 (Lonsdale’s) were married in January 2026.

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5. Dominic Tjia ’11 (Duxbury), married Bernice Choi in June 2025 in Bali. Guests included Danielle Tjia ’14 (Strathcona), Christian Tjia ’11 (Duxbury), Julien Mouret ’11 (Lonsdale’s), Ryogen Taguchi ’11 (Duxbury), and Tenkai Taguchi ’14 (Duxbury). 6. Liam McKay ’15 (Copeman’s) married Dr. Alice Storrie on July 12, 2025 in Dorset, UK. Among those in attendance were Anika Affleck ’17 (Groves’), Kaleb Armstrong ’26 (Copeman’s), Olivia Edwards ’15 (Kaye’s), Wyatt Huber ’15 (Duxbury), and Will Laumann-Wallace ’15 (Duxbury).

Alumni Gatherings 1. A gathering in Seoul, South Korea in fall 2025 brought together alumni, current students, and staff members Andrea Carballo and Paul Klassen, who are currently teaching in Korea. Guests included Jessica Kook ’08 (Renfrew), Gabe Shin ’09 (Lake’s), Don Song ’09 (Copeman’s), Sean Jeong ’10 (Ripley’s), Paul Shin ’10 (Lake’s), William Kim ’16 (Lake’s), Helena Hwang ’16 (Kaye’s), Minsuk Seo ’16 (Copeman’s), Harry Kang ’26 (Ripley’s), and John Park ’26 (Ripley’s).

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2. On March 28, a group of Shawnigan Lake Old Boys (SLOBs) gathered together at the Royal Victoria Yacht Club. Those in attendance included Garth Homer ’62 (Lake’s), Rick Evans ’63 (Lake’s), Julian Greenwood ’62 (Groves’), Rick Anderson ’63 (Ripley’s), Paul Longridge ’63 (Copeman’s), Alan Roaf ’63 (Ripley’s), Peter McMartin ’62 (Ripley’s), John Simson ’64 (Ripley’s), Mike Fall ’63 (Copeman’s), Charles Sauer ’62 (Ripley’s), Chuck Salmon ’64 (Lake’s), Don Manning ’64 (Copeman’s), Mark Appleton ’65 (Groves’), Dennis Maguire ’65 (Lake’s), Harold Munn ’63 (Groves’), and Andrew Wade ’62 (Ripley’s). 3. This year’s Shawnigan Alumni Golf Classic tournament and dinner brought together over 120 alumni, parents, and community members at the University Golf Club in Vancouver. All proceeds from the event supported our Legacy Student Awards and the Shawnigan golf team.

4. The School hosted a 10-year anniversary celebration for the U18 girls’ ice hockey prep program on June 6. More than two dozen alumnae and former coaches returned to campus for an exhibition game against the School’s current team, followed by a reception.

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5. Shawnigan hosted a 110th anniversary event at the Canadian embassy in London in March. We were delighted to welcome over 120 guests from our global community, including alumni, parents, and friends of the School. Special guests included David Trafford-Roberts ’43 (Lake’s), who attended Shawnigan as part of Operation Pied Piper during the Second World War, and nuclear physicist Gerry Lander (son of John Lander ’24, Shawnigan’s first Olympic gold medallist). 6. Our 110th anniversary celebrations continued with a tour through Asia, beginning in Shanghai with a gathering of parents, alumni, and friends of the School. Our second stop brought us to the private residence of the Canadian Ambassador to Japan in Tokyo (pictured), where we reconnected with many alumni and parents. Next, we hosted a celebration in Seoul, South Korea with alumni and parents. At our final stop, we were hosted at the Hong Kong Club.

Passages We honour the memory of the alumni, former staff, and board members recognized in the Passages section of our quarterly community newsletters issued between September 2025 and July 2026. If you would like more information or know of a community member who should be included below, please reach out to the School at advancement@shawnigan.ca.

Geoffrey Archbold ’61 (Ripley’s) passed away on March 31, 2025 in Victoria, BC. Brother to Anthony Archbold ’59 (Ripley’s) and cousin to Philip Archbold ’66 (Ripley’s). Patrick Assu ’79 (Lonsdale’s) passed away in January 2026. Brother to Brian Assu ’77 (Lonsdale’s), Michael Assu ’82 (Lonsdale’s), and Brad Assu ’83 (Lonsdale’s). Thomas Coldicutt ’63 (Ripley’s) passed away on February 2, 2026 in Rancho Mirage, CA. Robert Cooper ’57 (Lake’s) passed away on February 23, 2026 in White Rock, BC. Past board member, father to Chris Cooper ’88 (Lake’s) and grandfather to Grace Cooper ’26 (Groves’). François Elmaleh ’53 (Ripley’s), former Chair of the Shawnigan USA Fund, passed away on September 20, 2025 in Lake Oswego, OR. Roland Emery ’83 (Lake’s) passed away on December 30, 2025 in Nanoose, BC. Graydon Gibson ’64 (Ripley’s) passed away on October 6, 2025 in Victoria, BC. Keith Homer ’63 (Lake’s) passed away on March 8, 2025 in Victoria, BC. Brother to Garth Homer ’62 (Lake’s). Nick Kaiser ’63 (Ripley’s) passed away on July 25, 2025 in Ponte Vedra Beach, FL. Grandfather to Anastasia Kaiser ’23 (Kaye’s), Sasha Kaiser ’24 (Ripley’s), and Markellen K. ’27 (Lake’s), and brother to Anthony Kaiser ’65 (Ripley’s).

Mike Little ’90 (Ripley’s) passed away on June 13, 2026 in Alberta. Alastair Macdonald ’61 (Ripley’s) passed away on September 10, 2025 in London, ON. Son of Ian Macdonald ’39 (Groves’), uncle to Ian Macdonald ’01 (Ripley’s) and Laura Macdonald ’02 (Kaye’s), and cousin to Margot Izard ’60 (Strathcona Lodge School). Roderick MacDonald ’69 (Copeman’s) passed away on June 19, 2025 in Vancouver, BC. Patrick MacLachlan, former Shawnigan Lake School Headmaster (1968–72), passed away on March 20, 2025 in Vancouver, BC. Father to Martin MacLachlan ’74 (Lake’s), Charlie MacLachlan ’75 (Lake’s), and Patrick MacLachlan ’79 (Lake’s). Roy McIntosh ’59 (Lake’s), former Shawnigan Lake School Board Member, passed away on October 20, 2025 in Vancouver, BC. Son of Fraser McIntosh ’29 (Old School) and brother to Peter McIntosh ’58 (Lake’s), Ross McIntosh ’65 (Lake’s) and Joni Moyle (née McIntosh) ’67 (Strathcona Lodge School). William McKechnie ’60 (Groves’) passed away on May 18, 2026 in Victoria, BC. Brother to Robert McKechnie ’56 (Groves’), and father to Bryna Cable (née McKechnie) ’92 (School) and Kendra McKechnie ’90 (School). John Norton, former Shawnigan Lake School Board Member (2006–13), passed away on June 8, 2025. Charles Pentland ’60 (Ripley’s) passed away on May 11, 2026 in Toronto, ON.

Patrick Kingsford ’62 (Groves’) passed away on January 29, 2026 in Qualicum, BC. Brother to Doug Kingsford ’65 (Groves’).

Tim Powell, former Shawnigan Lake School rowing coach, passed away on January 18, 2026 in Kingston, ON.

Harry Kipnes ’76 (Groves’) passed away on November 4, 2025. Father to Pascal Lamothe-Kipnes ’13 (Groves’).

Paul Silcock ’90 (Groves’) passed away on March 29, 2026 in Thailand. Brother to Katherine Silcock ’92 (Kaye’s).

Blake Lawson ’66 (Lake’s) passed away on November 4, 2025 in Qualicum Beach, BC.

Chris Winslow ’70 (Lake’s) passed away on December 27, 2025 in Mount Vernon, WA. Brother to David Winslow ’68 (Lake’s) and Jeff Winslow ’73 (Lake’s).

2026 Class of 130

Graduates (BC Dogwood Diploma)

100% Received post-secondary admission

8 earned a Dual Dogwood

Matriculated at

54 in 6 countries

57% Canada

21% USA

11% UK

4% Rest of world

7% Gap year (athletic pursuits, travel,

military service) 72

AP International Diplomas

Sharon Xian (Kaye’s)

Brady Zhang (Lonsdale’s)

diploma (French Immersion)

232 universities worldwide

Black and Gold 2026