THE SAINT - Summer 2012 by St. George's School

THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL | SUMMER 2012

BOYS

WHAT IT MEANS TO BE A BOYS-ONLY SCHOOL

THE SAINT • SUMMER 2012

IT’S ALL ABOUT

THE SAINT

THE MAGAZINE OF ST. GEORGE’S SCHOOL

EDITORIAL 3

From the Managing Editor by Gordon C. Allan

Interview with Dr. Matthews Interview by Gordon C. Allan

From the Chairman by Rob Cruickshank

school Life 8

Inspiring Meaningful Investment by Adrienne Davidson

10 Boys-Only Education by Brad Adams 13

Character Matters by Brian Lee

Working at a Boys’ School by Bud Patel

Junior School Student Services by Daphne Beames

St. George’s Day Welcome Back!

Faculty Profile: Stephen Ziff Interview by Gordon C. Allan

The Business Brain by Kimberly Orr

Innovation, Ideas, and Science Fairs by Wally Mackay

Boys Will be boys: Then & Now Page 36

MANAGING EDITOR Gordon C. Allan Director of Development and Communications GEORGIANS EDITOR Chris Blackman, Head of Alumni Relations

GRAPHIC DESIGNER Bruce Elbeblawy

SENIOR COPY EDITOR Nancy Kudryk ARCHIVES AND HISTORY EDITOR Elizabeth Knox, School Archivist and Historian President of the Georgians and the St. George’s Old Boys’ Association Prentice Durbin '89 PHOTOGRAPHERS Richelle Akimow Photography Gordon C. Allan Chris Blackman Bruce Elbeblawy Shawn Lawrence Geoffrey Litherland ’84 The Ron Sombilon Gallery: www.ronsombilongallery.com St. George’s School Archives Aldrich Tan We acknowledge use of material provided by: Brad Adams Ron Sombilon

Interviewwith Dr. Matthews Page 4

STEPHEN ZIFF Page 24

GEORGIAN HONOURS Page 42

The Saint is published twice per year, expressly for Georgians, parents, and friends of St. George’s School. It is also distributed to other Canadian independent schools and selected public or private institutions. Comments about any of the articles are always welcome.

THE SAINT • SUMMER 2012

Address all correspondence to: Gordon C. Allan, Managing Editor, The Saint | St. George’s School | 3851 West 29th Avenue, Vancouver, BC V6S 1T6 CANADA | Phone: 604.224.1304 Fax: 604-224-7066 Email: communications@stgeorges.bc.ca

Bringing the Strategic Plan to Life Prepared by Dr. Tom Matthews

Boys Will Be Boys: Then & Now A Photographic Essay

THE GEORGIANS

13 CHARACTER MATTERS Page 13

SPECIAL FEATURE

The Saint is copyright © 2012 St. George’s School, Vancouver BC Canada. Reproduction rights: We encourage you to circulate or copy this material unmodified for your own private use. You may quote any article or portion of article with attribution. Quotation of any article or portion of article without attribution is prohibited. The Saint , its contents, or material may not be sold, intact or modified, nor included in any package or product offered for sale. Please contact our office to be added to the mailing list. St. George’s School is proud to be associated with:

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From the President by Prentice Durbin '89

Introducing Chris Blackman

Georgian Honours

Georgian Profile: Geoffrey Litherland

A Boys’ School: It’s Who We Are by Alex G. Tsakumis ‘84

Georgians Photo Album

58 Saints’ Notes

from the MANAGING EDITOR

What is a boy?

About a boy. To borrow from the title of that movie with Hugh Grant, this edition of The Saint is all “about a boy”. We thought this focus was particularly timely given the recent release of the new Strategic Plan, the title of which is not “One Student at a Time”, but “One Boy at a Time”. St. George’s School is embarking on an ambitious 10-year plan that not only re-affirms its commitment to being an all-boys school, but deliberately envisions a multi-faceted program and a facility designed to focus on the learning needs of boys of the 21st century and beyond. Building on research that identifies the unique ways in which boys learn, the School will continue to look at authentic ways to tap into that sense of wonder that we often see in the classroom. In this edition, we’ve asked Dr. Matthews to reflect on this past year and discuss the vision he holds for the School’s future. We have also profiled some of the unique, and in some cases pioneering, programs that are already defining the St. George’s School learning environment as something special for boys. Whether it’s the personalized approach of our Student Services faculty at the Junior School, our business programs at the Senior School, or our older students mentoring at a special-needs school, the focus truly is “all about a boy”. Before you move through the pages of this edition, here is a 1949 reflective piece from writer Alan Beck entitled What is a Boy? While approaches to teaching boys may be changing, boys will be boys no matter the generation.

Boys are found everywhere—on top of, underneath, inside of, climbing on, swinging from, running around, or jumping to. Mothers love them, little girls hate them, older sisters and brothers tolerate them, adults ignore them, and Heaven protects them. A boy is Truth with dirt on its face, Beauty with a cut on its finger, Wisdom with bubble gum in its hair, and the Hope of the future with a frog in its pocket. When you are busy, a boy is an inconsiderate, bothersome, intruding jangle of noise. When you want him to make a good impression, his brain turns to jelly or else he becomes a savage, sadistic, jungle creature bent on destroying the world and himself with it. A boy is a composite—he has the appetite of a horse, the digestion of a sword-swallower, the energy of a pocketsized atomic bomb, the curiosity of a cat, the lungs of a dictator, the imagination of a Paul Bunyan, the shyness of a violet, the audacity of a steel trap, the enthusiasm of a firecracker, and when he makes something, he has five thumbs on each hand. He likes ice cream, knives, saws, Christmas, comic books, the boy across the street, woods, water (in its natural habitat), large animals, Dad, trains, Saturday mornings, and fire engines. He is not much for Sunday School, company, schools, books without pictures, music lessons, neckties, barbers, girls, overcoats, adults, or bedtime. Nobody else is so early to rise, or so late to supper. Nobody else gets so much fun out of trees, dogs, and breezes. Nobody else can cram into one pocket a rusty knife, a half-eaten apple, three feet of string, an empty Bull Durham sack, two gum drops, six cents, a slingshot, a chunk of unknown substance, and a genuine supersonic code ring with a secret compartment. A boy is a magical creature—you can lock him out of your workshop, but you can’t lock him out of your heart. You can get him out of your study, but you can’t get him out of your mind. Might as well give up—he is your captor, your jailer, your boss, and your master—a freckled-faced, pint-sized, cat-chasing, bundle of noise. But when you come home at night with only shattered pieces of your hopes and dreams, he can mend them like new with two magic words, “Hi Dad! Hi Mum!”

THE SAINT • SUMMER 2012

Gordon C. Allan

Director of Development and Communication gallan@stgeorges.bc.ca

Between the innocence of babyhood and the dignity of manhood we find a delightful creature called a boy. Boys come in assorted sizes, weights, and colors, but all boys have the same creed: to enjoy every second of every minute of every hour of every day and to protest with noise (their only weapon) when their last minute is finished and the adult males pack them off to bed at night.

An interview with Dr. Tom Matthews

THE SAINT â&#x20AC;˘ SUMMER 2012

building fine young men.

ONE BOY AT A TIME.

Looking Back at Year One of Our Strategic Plan Interview by Gordon c. allan

In developing the Strategic Plan, we recognized that one of the distinguishing characteristics of St. George’s is the fact that we are a boys’ school. We set out to build on that foundation and to ensure that we are deliberate, proactive, and mindful in developing programs and instructional practices to meet, as fully as possible, the needs of our students, all of whom just happen to be boys. We want to celebrate the fact we are a boys’ school and reaffirm that in our plans for the future. GA: How has your career as an independent school educator enhanced your understanding? TM: My own experiences, in two boys’ schools and two co-educational schools over a period of 25 years, have confirmed my belief that there is an important place for boys’ schools in 21st century Canada. In a co-ed environment, boys, in comparison to girls, are more likely to underperform academically, while representing a disproportionately high number of disciplinary concerns. Similarly, many boys in co-ed schools shy away from service, leadership, and the arts, favouring instead more stereotypically ‘male’ endeavours. The wonderful thing about Saints is that the boys feel able to be themselves and to move outside their comfort zone, both in the classroom and in their co-curricular activities. They share a commitment to doing their best, and they also enjoy a strong sense of camaraderie with their classmates. As a boarder said to me last year, “I love boarding, sir, because I have 120 brothers!”

GA: What do you say to those who worry that Saints boys don’t have enough contact with girls and are not being exposed to the female perspective? TM: It’s really important that our students learn empathy—it’s one of our core values— and part of that is being able to see the world from multiple perspectives, including the female perspective. We already achieve this goal to a significant degree from the presence of female faculty and speakers through to structured co-ed opportunities, including community service and a variety of curricular and co-curricular opportunities. Another factor is the emphasis we place on subjects such as English and Socials that typically lend themselves to exploring issues through multiple lenses. Nonetheless, in the Strategic Plan, we have confirmed the need to provide our students with even more opportunities to work with girls. In fact, if you look back on the past year, you’ll notice several new co-ed initiatives, including a collaborative art project in Grade 7, and a sustainable energy project with Grades 11 and 12. And as we prepare for the 2012-2013 academic year, we are already poised to launch other co-educational initiatives, including a new co-ed choral program. GA: We hear a lot about 21st century learning, and your plan talks about 21st century skills. How would you characterize this style of learning and the types of skills we need to be teaching? TM: As we move into the second decade of the 21st century, there is no doubt that students will require a new expanded skill-set if they are going to flourish in their academic studies and beyond. If you believe Howard Gardner, for example, they will need to cultivate five different kinds of minds, including the Disciplinary Mind, the Synthesizing Mind, the Creating Mind, the Respectful Mind, and the Ethical Mind. Similarly, the work of Tony Wagner has helped to popularize a set of 21st century skills, ranging from critical thinking and entrepreneurship to agility and adaptability.

Here at St. George’s, we will continue to focus on traditional academic skills, such as literacy and numeracy, while embracing additional skills that reflect the needs of the rapidly-changing world beyond our campus. Along with “learning how to learn,” these include higher-level thinking and problem solving, collaboration, adaptability, entrepreneurialism, and creativity. Our Strategic Plan recognizes that if we are going to develop these skills within our students, we need to rethink curriculum and classroom practices, as well as our approach to assessment and evaluation. Our students need to be actively involved in the learning process, and our teachers need to have a wide repertoire of instructional strategies at their fingertips. Core curriculum will continue to be important, but we must frame our programs and instruction within the context of real-world opportunities. GA: So much of your Plan—character development, breadth of program, 21 st century learning, and personal wellness—is contingent on a systematic and well-thoughtout curriculum. Is that the rationale behind the creation of a Director of Learning position? TM: Yes; many of the key initiatives in the Strategic Plan will be spearheaded by the Director of Learning. For example, he will work with the faculty in developing a vision and plan around the integration of technology. He also will play a key role in helping to create goal-setting and performance reviews for faculty, embedded professional development, and a comprehensive review of our curriculum, including skills, content, resources, and teaching strategies. The Director of Learning will ensure that we continue to move forward with many of the priorities and actions outlined in the Plan. GA: As both independent and public schools strive to meet the needs of the 21st century learner, how do you foresee St. George’s differentiating itself? TM: To start with, we will continue to

“My own experiences, in two boys’ schools and two co-educational schools over a period of 25 years, have confirmed my belief that there is an important place for boys’ schools in 21st century Canada.”

THE SAINT • SUMMER 2012

GA: Your Strategic Plan focuses on reinforcing the importance of St. George’s as a boys’ school. Why the emphasis? TM: Beginning in the 1960s and carrying on into the 1980s, many boys’ schools in Canada became co-educational. Schools like St. George’s, which chose to remain boys’ schools, were almost apologetic for their existence, and unlike girls’ schools, were slow to conduct research into the benefits of single-sex education for boys. In recent decades, however, the educational landscape and our understanding of how people learn have changed. We now have solid research on how boys learn and how boys’ schools are ideally situated to meet the developmental and educational needs of boys and young men. We also have a fuller understanding of how the brain works—including aspects that may be unique to the way boys and girls learn, and how we can reflect that understanding in our practice of specifically educating boys.

differentiate ourselves by doing what we have done so well since the 1930s. We will ensure that our graduates are able to flourish in the best post-secondary programs available, while becoming positive and productive members of society. I also believe that much of our success will come from how we deliver our programs— something you don’t often see in other schools. Whether it’s our unique service learning opportunities, Discovery 10, or Arts Week, we will continue to differentiate ourselves by providing programs that bring out the very best in our boys, challenging them to use higherlevel thinking skills, and allowing them to apply what they have learned in authentic situations. That’s why we’re exploring additional flagship programs in areas such as entrepreneurship and global-mindedness, while strengthening our commitment to character education. The title of our Strategic Plan really says it all. We are committed to building fine young men—one boy at a time. GA: It’s been almost a year since your Plan was released. How successful have you been at realizing this year’s Operational Action Plan? TM: After drafting the Plan and presenting it to the Board for approval, my first goal was to ensure that we shared it with all of our stakeholders through a comprehensive communication plan. I was also committed to ensuring as much collaboration and consultation as possible as we moved into the implementation phase. We began this process in September through public forums, several publications, numerous presentations, and regular articles and blogs in our eNews. Moreover,

in this edition of The Saint, you will find a copy of our 2011-2012 Strategic Action Plan, which outlines the progress we have made in advancing the four key Priorities over the course of the year. Of particular note, I am gratified by our success in identifying a set of core values, launching a comprehensive facilities review, and enhancing the quality of the residential life experience for our 120 boarders. GA: You mention a key action arising from the Strategic Plan—a comprehensive facilities review. How is that project unfolding? TM: We have made solid progress since launching the process in late January, working in conjunction with Fielding Nair International (FNI: www.fieldingnair.com) and Graham Hoffart Mathiasen Architects (GHMA: www.ghma.com). From the very outset, we involved faculty and staff, students, parents, and Georgians, as well as our neighbours, in the process. We also spent a lot of time looking at the relationship between our educational philosophy, and classroom and school design. Keeping in mind that this is an eight- or nine-month-long process, I intend to present the community with a completed Campus Master Plan by the fall. It is important to recognize that at this stage no new buildings have been designed and that we are not planning to begin construction in the immediate future. Rather, this Plan will present a long-term, bigpicture view of what will be renovated or built new in the years and decades ahead. GA: So where do we go from here with the overall Strategic Plan?

“I love St. George’s! It is an incredibly engaging and compelling place. What I admire most are the boys.

THE SAINT • SUMMER 2012

They love Saints .”

TM: Obviously, we must maintain the momentum. For example, on April 28 of this year, a cross-section of stakeholders met to review the progress made in 2011-2012 and to suggest possible actions for next year. A similar group met a week later to determine how our boycentred vision of teaching and learning might be incorporated into the campus master planning process. As well, at its August Retreat, the Management Team will develop the Operational Action Plan for 2012-2013, which then will be communicated to the wider Saints community in early fall. These are exciting times at St. George’s, and I expect that you’ll see even more progress in the year ahead. And we will continue to ensure that everyone has the opportunity to participate in this process and that our communication is full and timely. GA: Two years into your time as Headmaster, what are your impressions of St. George’s? TM: I love St. George’s! It is an incredibly engaging and compelling place. What I admire most are the boys. They love Saints. They are proud to be part of the School, and they are genuinely committed to doing their best and meeting our expectations. For me, St. George’s is characterized by an overriding culture of respect. Every day I go home to my wife, Sheena, with what I call a ‘Saints Story’ attesting to that culture of respect and how it is manifested in the behaviour of the boys. That’s why I love my job, and that’s why I feel honoured to be playing a part, albeit a small one, in the unfolding story of St. George’s School.

from the CHAIRMAN

Ensuring the Future of this Wonderful School for Years to Come.

Adrienne joins St. George’s at a most exciting time and in a mission-critical role. Over the coming months, we will gain clarity on the financial requirements for success with our new Strategic Plan and our Vision to be “Canada’s World School for Boys.” I won’t preclude that work by suggesting a number, but my guess is that we are on the cusp of the largest fundraising campaign in Canadian independent school history. To be successful, we will need an Endowment capable of attracting the best and brightest students. Why is endowment important? I’m sure we all want our sons to be the best that they can be. One of the ways to facilitate that is to ensure they have excellence around them. However, the best musicians, academics, and athletes don’t necessarily come from families with the financial wherewithal to attend St. George’s. With a healthy Endowment, we can provide opportunities for boys who might not otherwise realize their full potential to experience the St. George’s DNA and become fine young men who inspire those around them to do likewise. In light of the Strategic Plan, we are currently undertaking a review of all our facilities to ensure that we will have the environment necessary to implement and support leading-edge methods that best enable boys to learn and develop. I’m sure you can appreciate that to create and maintain these facilities will be a major undertaking. The best students, the best program, and the best facilities require the best teachers, and attracting, developing, and maintaining the top talent will be another challenge as we proceed with our Strategic Plan. We will need to be innovative and creative in providing compensation and benefits that will make us an attractive, compelling employer. Reflecting on Adrienne’s role, we need to develop an Advancement Team that can build and maintain relationships with our current and past parents, grandparents, Georgians, and friends of the School—instilling a spirit of giving that will enable us to succeed with our Strategic Plan and ensure the future of this wonderful School for years to come. Like you, our family supports many worthwhile charities. I’m proud to say that “building fine young men” at St. George’s School is one of those. I hope we can count on your support and look forward to sharing more detail on where that support is required and what might best align with your spirit of giving.

THE SAINT • SUMMER 2012

ROB CRUICKSHANK

CHAIRMAN OF THE BOARD chair@stgeorges.bc.ca

Over the last several years, we have gone from being very centralized in terms of responsibilities for the “business” aspects of the School, to creating more senior positions in each of the functional areas. The goal has been to broaden and deepen our expertise, in order to strengthen our performance and mitigate risk. We have successfully accomplished our goal in the areas of Human Resources, Finance, and Operations where Karen Potter, Barry Mitchell, and Neil Piller respectively fill the Director roles. In the last few months we added another individual to Dr. Matthew’s Management Team, with Adrienne Davidson joining us as the Director of Advancement.

Inspiring Meaningful Investment in SAINTS

A key focus for the Advancement Office going forward is the strengthening of a real culture of philanthropy in our School amongst all stakeholders who believe, as we do, in the value of a Saints’ educational experience. If we are to be successful in the long term, we will need to do two main things: develop a compelling case for support in alignment with our Strategic Plan; and fully engage a wide range of parents, Old Boys, and faculty and staff in understanding that case, moving towards a willingness to invest in St. George’s.

THE SAINT • SUMMER 2012

by ADRIENNE DAVIDSON, Director of Advancement

How do we benchmark ourselves as an Independent School Community? At St. George’s, we pride ourselves on our sense of community. A defining strength which we celebrate together is the strong sense of family at the School, and our shared involvement in the success of both our boys and the institution as a whole. As a relative newcomer to Saints, I am very impressed with this commitment, as I am with the calibre of the many boys I have had the pleasure of meeting so far. There is absolutely no doubt that we do indeed develop “Fine Young Men.”

campaigns, and this is certainly something that we at St. George’s will aspire to as we clarify and strengthen our own Annual Giving Campaign. Strong philanthropic support to our School is one of the measures by which prospective families judge us when considering enrollment, and on almost all requests for outside financial assistance to corporations, private foundations, and endowments, the degree of participation is a required entry on the grant applications. There is also a sense that, as a community, we should all share the responsibility of supporting our organization to the degree we are each able.

Our mission statement also calls for us to establish St. George’s as “Canada’s World School for Boys,” and to do this we need to ensure that we position ourselves as a world school community in support of our mission. From an Advancement Office perspective, this translates into how we collectively support the School by way of volunteerism, philanthropy, and other resources.

Like most independent schools in North America, St. George’s relies on the funds from our Annual Giving campaign to help meet the gap between tuition revenues and our operating budget requirements. This is by design, in order to ensure our tuition remains as accessible as possible, and the campaign fundraising goals are set as part of our annual budgeting process. It is part of our culture to value ALL gifts, large and small, and a strong participation rate reflects on our shared commitment as a community to the work the School does with our boys.

Annual Giving a key performance indicator Schools with high participation rates in their Annual Giving Campaigns are often held up as examples of successful institutions, and as such, the percentage of participation by parents and alumni in the Annual Giving Program has become a key performance indicator; one which is often used by the industry and outsiders to evaluate different schools. North America unquestionably leads the way in terms of the sophistication of the development sector (fundraising) in the global arena, but Canada sometimes lags behind our American neighbours in this regard. We can learn from their experiences as we position ourselves for ongoing success at St. George’s.

How are we performing? There is no hard and fast rule about what percentage participation rate is acceptable to any given school. The demographics of the school will play a key role, as will the sophistication and history of the philanthropic programs. The degree of participation will also vary between stakeholder groups; it would be expected that the parent participation rate would normally be higher than the alumni rate, given their closer degree of current connection to the organization as a whole.

In the USA, many independent schools will routinely celebrate 100% participation by their key stakeholders (parents, alumni, boards, management, staff and faculty) in their giving

At St. George’s, we have a renewed focus on defining our Annual Campaign Program, and in this first year of new initiatives and directions we have set a few key goals:

• I ncrease our Annual Giving Campaign participation amongst current parents from last year’s 41% to more than 50% by June 30, 2012. Currently we are 38%, representing 392 donors out of a possible 1023. • Increase our alumni participation to at least last year’s closing number of 2% overall; this is an area in which we will continue to work with the very active Georgians Board to develop a long-term goal of double-digit participation, in line with other successful schools. • Ensure that new families joining the school community are given information early about the culture of philanthropy which defines us as an independent school. To date this initiative is working very well, with an impressive 44% participation rate in this year’s campaign, in just the first few months of the information program. This project will continue over the summer months as we meet personally with all new families. A truly generous family of supporters From the perspective of dollars raised in support of the School, we are a generous community, to a degree which I have not previously seen in my experience with development work. All that remains is for us to combine our efforts on a larger scale; the fact that we all participate is more important than the amounts we donate. Please feel free to contact me, or any of my colleagues in the Advancement Office, with any questions or comments, and I hope that we may count on your participation and I hope that we may count on your participation in support of Building Fine Young Men, One Boy at a Time! Adrienne can be reached at: 604-221-3883 or adavidson@stgeorges.bc.ca (This article first appeared in the St. George’s parent e-news 5/25/2012)

THE SAINT â&#x20AC;˘ SUMMER 2012

Adrienne Davidson joined St. Georgeâ&#x20AC;&#x2122;s School in January 2012 as the Director of Advancement, leading a team of eight colleagues in the Communications, Alumni Relations, and Fundraising functions at the School. Adrienne was previously the Director of College Advancement at Hillfield Strathallan College in Ontario, and has also worked in leadership roles in the Hospital, the Arts, and the Community Foundation sectors. She has extensive experience in planning and executing major fundraising campaigns, as well as building key strategic relationships on behalf of the organizations she has served. Adrienne has a daughter studying Archaeology at UBC, and a son who graduated last year from McMaster University and is now a commercial airline pilot.

THE SAINT • SUMMER 2012

Brad Adams, President of the International Boys’ School Coalition

THE GRoWING INTEREST In

BOYS-ONLY EDUCATION An Interview with the President of the International Boys’ Schools Coalition (IBSC) Founded as a not-for-profit coalition of independent, parochial, and public schools from around the world and dedicated to the education and development of boys world-wide, the International Boys’ Schools Coalition (IBSC) is dedicated to the professional growth of those who work with boys, and the advocacy and the advancement of the institutions that serve them. Recently, the editors of The Saint had an opportunity to interview the Executive Director of IBSC, Brad Adams. Interview by Gordon C. Allan

remains hugely more significant in both the independent and public or state sector. I am thinking here of those fine boys’ grammar schools, not just the Etons and Winchesters. I think we are seeing now a renaissance for boys’ schools. Why? The first reason is that traditional boys’ schools actually did, and do, some things extremely well. No one now would want to walk now in the shoes of Tom Brown, but some of the traditions— character education, leadership and service—are important, as are the venerable house system, a sense of belonging, and healthy competition. We may parse these things differently now, but in a rootless world the “spirit of a boys’ school” has value. The second reason is that today, boys’ schools have re-invented themselves. I have been in hundreds of boys’ schools

around the world, and have seen how they have changed. They are really different institutions today—creative and innovative in meeting the learning and social-emotional development of boys. Let me tell you a story: a few years ago, the IBSC did a workshop at a big independent school conference on the work and mission of boys’ schools. More than a hundred teachers showed up, all but a few from co-ed schools. They were hungry for what we had to say, and many lamented that their own schools were not doing very well in meeting the needs of many boys. So boys’ schools have become experts! The third reason follows from the second. Many parents are concerned that maybe the prevailing orthodoxies of education may be failing boys, or aren’t embracing their full potential. Peg Tyre’s best-selling The Trouble with

“I think we are seeing now a renaissance for boys’ schools.”

THE SAINT • SUMMER 2012

GA: For many years, the concept of a boys-only school was perceived as a throw-back to Tom Brown’s Schooldays at Rugby School. Why is there now growing interest in boyonly schools? BA: Tom Brown’s Schooldays? That’s exaggerating a bit. It’s important to recognize that outside North America there has always been a much more significant role for boys’ schools (and girls’ schools). They’re much more popular and dominant in Australia, New Zealand, and South Africa, for example. Many of the most prominent schools in Singapore are boys’ schools. It is the case that in the US, many independent schools went co-ed in the 70s and 80s, driven in some cases by market forces, in others bowing to the temper of the times. It was the same in the UK, but even there the boys’ schools presence

“Young boys on average tend to fall behind in reading, for example, and the gap only widens. Traditionally, boys do better at Science and Math, but even that appears to be changing. ” Boys captures that concern well. So boys’ schools now are seen in a very different light. GA: What is brain research telling us about how boys and girls may learn differently? BA: The truth is that while we know so much more about the learning brain than we did just a few years ago, research is still in the pioneer stage. It is the case that gender differences are frequently reported, but although they may be statistically significant, many of these are small, and with much overlap. Still, I think there are important differences; for example, in boys’ greater spatial abilities, and girls’ advantage in language and reading. There may be different developmental trajectories in emotional processing. We certainly know that many more boys than girls are diagnosed with ADHD and other learning disabilities, and this is surely telling us something. Brain research aside, I am impressed by the volume and depth of other research on gender differences, much of it in education, psychology, and social sciences. Topics are as diverse as health, motivation, self-esteem, resilience, risk behaviour, peer relationships, reading habits, competition and cooperation, and play patterns, to name but a few. Learning, after all, is shaped by many factors, not just the strictly cognitive.

THE SAINT • SUMMER 2012

GA: Recently, a number of reports have suggested that boys are falling behind girls, both in terms of school success and acceptance to universities. How can a boys-only school address this phenomenon? BA: Yes, the evidence is pretty consistent, even in Canada. Young boys on average tend to fall behind in reading, for example, and the gap only widens. Traditionally, boys do better at Science and Math, but even that appears to be changing. Many campuses and programs are A student usinguniversity a Smart Board now more than 50% female, often dramatically so. Young men are more likely to drop out, or to take longer to graduate and to land on their feet. Some of the most compelling evidence of how boys’ schools meet these challenges comes from

the many new public and charter schools in the US. I am thinking here of the Eagle Academies for Young Men in New York City, or the Urban Prep Academies in Chicago. In all of these, the emphasis is on academic dedication and achievement, on creative teaching and curriculum geared to boys’ learning, on fostering purposeful manhood, on exceptional mentoring and support, on leadership and character education, and on inculcating a sense of pride and place in the school community. They are transformational. GA: We hear that boys learn differently from girls. In your view, what characteristics should underscore a learning environment for boys? BA: We need to understand what highfunctioning boys’ schools do in building a total learning environment for boys. The first task is to build a curriculum and a way of teaching boys that harnesses their engagement, even excitement, in learning. The IBSC’s research project a few years ago unearthed a set of teaching practices that teachers and the boys themselves in 20 boys’ schools around the globe reported as “super-charging”. For example, lessons built around surprise, friendly competition, simulations, physical involvement, engaging texts and topics, “real world’’ connections, or real life accountability. There is a distinctive “boy cast” to this pedagogy and curriculum, and real expertise in building them. Good boys’ schools also create school rhythms and schedules that provide outlets for energy and re-focusing, within strong and supportive boundaries for order and conduct. Sports—lots of sports—are important of course, but the arts need to be at the centre of the school too, and of every boy’s experience. I have already mentioned the importance of a focus on character, leadership, and service. I also think that a strong sense of tradition and ritual is essential in binding boys’ loyalty to school and to one another. The final catalyst in building a learning environment for boys is clear and visionary strategic focus on the part of school leaders and school governors.

GA: Critics of boys-only schools will argue that they are not representative of the “real world” in that boys need to be exposed to the female perspective on issues and learn how to interact with girls socially. How do you respond to these criticisms? BA: First, I am not always so sure that coeducation really is the “real world”, with all the pressures to conform. There is benefit in allowing boys to be themselves a bit longer, to move back and forth between boyhood and manhood a little more comfortably, in places where distractions and social games are muted. It sounds counterintuitive to many, but a boys’ school can actually break down gender stereotypes. Boys in a boys’ school step up to do everything. In a poetry lesson, they can be impressively emotional and sensitive, and they take on the full range of school activities that are sometimes overpopulated by girls in co-ed schools. Issues about male identity and manhood—what it means to be a “good man” —are tackled and aired forthrightly. Surely there is value in all of this for the development of boys’ full humanity, for the “real world” of relationships and work ahead of them. On a more practical level, boys enjoy extended social networks outside of school that give them abundant opportunity to interact with girls. Where possible, some courses and activities are shared with a sister school. GA: For anyone interested in the growing research into boys-only education, what publications would you advise as a starting point? BA: I am a fan of Celia Lashlie’s He’ll be OK, a nononsense account of her visit to New Zealand’s boys’ schools based on The Good Man Project there some years ago. There is much value in Leonard Sax’s Gender Matters and Boys Adrift, both of which talk about the power of boys’ schools. Teaching the Male Brain by Abigail Norfleet James is effective in bridging research and the real world of classroom practice. Reaching Boys, Teaching Boys by Michael Reichert and Richard Hawley is based on the IBSC research report about effective teaching practices in boys’ schools I mentioned previously. Still to be written, and I think it will come, is a great global story about the real life and energy of boys’ schools today, rooted in classrooms, playing fields, and art studios and attuned to the voices of boys and their teachers. Boys’ schools have much to tell us, and their story is lived day in and day out. For more information on the The International Boys’ Schools Coalition, visit their website at: http://www.theibsc.org

Character

MATTERS

Inherent in creating the men of tomorrow is ensuring the proper character education of the boys of today. Through innovative programs, St. Georgeâ&#x20AC;&#x2122;s continues to place character education at the forefront of boy-centered learning.

Grade 12 students mentoring students from Windermere School in the Each One Teach One Program.

THE SAINT â&#x20AC;˘ SUMMER 2012

By BRIAN LEE, Associate Principal, Student Life

“Deep in a back alley of the downtown drug-ridden streets of East Vancouver, slight drizzles of raindrops hit the top of their unprotected heads and roll down their red and grey grad jackets…they shiver, not from the chill of the weather but from the sight of Jane Doe and her makeshift home. Wrapped in blankets and a hooded sweatshirt, she peered through the gaps of her long stringy hair. As Jane tells her story of living on the streets from inside a hut barely the size of a dog kennel, the six St. George’s boys huddled around her are visibly moved by her story. The thought of this distant world existing a mere 15 minutes from where they call home, brings perspective to each of them. “How did you end up here?” asks one student. Shivering, Jane looks away quickly and responds, “It happened fast. I had a job and was going to school in Edmonton. I got drunk one night and wanted to try lines (cocaine) with my older cousin. Once I felt that hit, I had to have it again, and again…when I didn’t have the money, I did what I needed to get it…you get the picture.” Experiential Learning: Seeing is Believing This experiential and real-life program, sponsored by the Vancouver Police Department (VPD) and supported by Senior School Counsellor Ms. Carol Pollock, brings our drug awareness and education program to new heights, as it incorporates both leadership and mentorship opportunities for students. The program affords senior students the opportunity to engage in a drug education seminar, interview inhabitants of the city’s Downtown Eastside, visit rooming houses, and witness real-life drug dealing and raids, all alongside undercover police. For our students, the opportunities for reflection and growth come together during the latter phase of the program when they are trained to deliver drug education and awareness workshops for younger students, drawing on the unique experiences gained through the program.

THE SAINT • SUMMER 2012

D ear St. George’s Big Buddy, My name is Michael. I like to play baseball. Do you like to play baseball? I am 11 years old and I am almost 12 years old. How old are you? I am in

Grade 6. What grade are you in? I have ADHD but I am OK with it. I like to read a lot of books. Do you like to read a lot of books? I am the youngest in my family. Are you the oldest in your family or are you the youngest in your family? My favourite food is pepperoni pizza. What is your favourite food? My favorite pop is Pepsi. What is your favourite pop? From Michael

Etiquette Says… When you first sit down, place your napkin on your lap. If you leave the table with the intention of returning, your napkin should be placed on your chair. At the end of the meal, place your napkin to the left of your dinner plate. Always pass the salt and pepper at the same time, even if only one is asked for. Food should be passed from the left to right, unless being passed directly to a person.

Dear Michael, Thank you for writing me a letter. I am 17 years old and I am in Grade 12 at St. George’s School. My favourite sport is basketball. I play on my School’s 2nd Varsity Basketball Team. I also play on my School’s 1st Rugby Team. I have an older sister and I am the youngest in my family. I also like pizza and Pepsi. My favourite colour is red. I love music! I play the guitar and sing. My favourite genre of music is hip hop, but I love all types of music! Anyways Michael, I am REALLY excited to meet you. See you soon! From JJ

Respect Says… Be sure to stand if seated. Keep head straight and hands to the side. Shift briefcase, beverages, or cell phones to the left before greeting. Smile briefly and make eye contact. Face the person squarely and extend right hand and arm across your body. Hand should be straight up with thumb on top. Open your hand between your thumb and your first finger so that your hand slides easily into the web of the other person’s hand (web to web). Remember to keep the rest of your fingers together and your palm flat— touching the other person’s palm. Give a firm and confident grip but do not clench too tightly…but no soft or meek handshake either.

Mentorship: “Tell me and I will forget, show me and I may remember, involve me and I will learn.” The Each One, Teach One Mentorship Initiative begins with the exchange of introductory letters between our St. George’s mentors and their assigned buddies. The mentorship sessions, organized by faculty sponsors Mr. Sandy Bucifal, Ms. Karla Boucher, Ms. Tarah Feldman-Lloyd, and Mr. Stephen Ross, include the involvement of mentors and mentees in art and ceramics, swimming, tubing, science lab activities, and visits to the aquarium. Our students have the opportunity to make an enduring difference in the lives of others. Through the establishment of positive peer interactions, our mentorship program provides students with the opportunity to engage in community service, cultivate leadership skills, and develop positive character traits. What makes the experience both unique and impactful is the relationships developed between the rare collaboration between the public and the private schools environments.

Courtesy Says… Always open and hold the door for your date. Be sure their attire is also in the car before closing the door carefully. If riding in a limo or taxi, help your date in first and then follow. When getting out, get out before your date and then offer a helping hand out of the car. Character Development: Civility and Cultural Intelligence Training Through modules taught by Mrs. Susan Matheson in the Planning Transitions and the Health and Career Education classes (Grades 8-12), students receive lessons on cultural intelligence, social etiquette, professional presentation, and courteous communication. Class lessons specifically address issues related to optimizing etiquette and presentation skills while creating awareness of the importance of civility in a culturally diverse environment. Outcomes include strengthened leadership skills, increased selfconfidence, and improved comfort interacting in culturally diverse settings.

T eacher: Do you think Baby Sophie is feeling happy or sad? Grade 2 Student: …I think she’s feeling sad because she wants her mom. Teacher; When have you felt sad? Grade 2 Students: …When my brother was mean to me. …I feel left out when my friends at school will not invite me to their birthday. …I was sad because someone kicked me in the neck and I went flying over the room. …I feel sad when I can’t have a play date. Teacher: What can we do at school to help someone who is crying or looks sad or mad? Grade 2 Students: …Ask them if they are ok. …Give him a hug. …Be a friend. …Include them in the game. …Share your snack.

Brian Lee with Grade 12 student Bryan Fong.

In keeping with our strategic priorities, and the School’s mission—Building Fine Young Men— we approach character education in a more deliberate manner, at the forefront of teaching and learning at St. George’s School. The vignettes in this article illustrate some of the character growth opportunities that exist for our students. Best practices and strategies in character education for boys suggest that boys want to be outdoors, like to use their hands, and are most receptive to learning when actively involved in their work. Feeling valued and acknowledged also rank high amongst important aspects of boys’ learning and successful school engagement. These boy-centered initiatives help our students develop relationship skills and foster a sense of caring and empathy, thereby challenging them to explore wider dimensions of themselves and others.

THE SAINT • SUMMER 2012

Developing Social- Emotional Competence: Roots of Empathy Supported by our Junior School Counsellor, Dr. Karin Kemeny, and Primary Teacher, Ms. Barbara Carlson, the Roots of Empathy (ROE) initiative has already had a profound impact on the students who have experienced the program. Ms. Carlson, a trained ROE instructor, teaches her primary students over the course of the school year to observe a baby’s (2-10 months old) development and take note of feelings, actions, and the interactions between a mother and a child in the classroom setting. Through guided discovery students learn to both recognize and reflect on the inner feelings of others, in addition to their own. This teaching scenario places the infant as the “educator”, engaging primary students in lessons of respect, empathy, and a variety of pro-social behaviours.

Reflections on working at a Boys’ School Bud Patel, the Deputy Headmaster and Principal of the Senior School, will be leaving St. George’s at the conclusion of the academic year to assume the Headship of Brentwood College School on Vancouver Island. In this reflective piece, Bud looks back on what defines Saints not only as a great school, but a great school for boys. By BuD Patel, DEPUTY HEADMASTER AND Principal of the Senior School

THE SAINT • SUMMER 2012

My first taste of boys and independent schooling came when I was 13 years old and my parents enrolled me in boarding school. For the next four years, I experienced the usual highs and lows of high school, but what I remember the most is the collegiality and strong sense of community. To this day, many of my best and most trusted friends are those who shared the same experience.

Today, as an educator, I’ve seen over 1400 boys graduate from St. George’s. All have had their own unique story but the themes of camaraderie and the ability to ‘be themselves’ within a culture of collegiality and community remain the same. That is the Saints difference. Our boys have a myriad of opportunities that allow them to explore, focus, and find their passion. We are not a “regular” school where students move from bell to bell, from 8:30 to 3:15…no, no, we are much more than that. Out new Strategic Plan is really an affirmation of our long-held values and our commitment to each and every boy. The difference is that now it is researched-based and sets a course for continual improvement. Our document on Boys’ Learning speaks to key areas that we are fortunate to witness on a daily basis; here some examples.

Relationships According to our 2011 Student Survey, boys highly value the positive student-teacher relationship. Whether formal (in the classroom, on the sports pitch, or on stage) or informal (in the hallway or on tour), the culture of care is palpable. Our recent eminent character education scholar, Dr. Tom Lickona, noted that relationships are the bedrock of all successful schools. We are conscious and deliberate about fostering these. Classroom practice There is an ever-growing body of evidence that boys learn differently than girls and that each boy has his own unique learning style. As a result, our teaching practice is formed to support our boys’ learning. Boys are able to move. Lessons are more project-based and collaborative. Students are given mini-breaks to allow for renewed focus. St. George’s is a boy-friendly environment. Character Since our inception, character has been highly valued. To perform, to win, and to pursue excellence without maintaining our (now defined) core values—empathy, humility, integrity, respect, responsibility, and resilience— is meaningless. The ‘how’ we perform, win, and

pursue is far more important. An honourable and respectful school is what we have. Community “It takes a village.” Saints is a confluence of parents, Georgians (alum), faculty and staff, and students that make up a supportive community for all. The inclusive nature is what sets us apart. We have day boys travelling from Surrey and boarders from Brazil. They and their families have committed to the School and to each other. What a special place! Role Models Students are often the most insightful observers. They carefully watch how we (adults— Georgians, parents, faculty and staff) behave and treat each other. We need to provide positive role models for our boys so they move into this global community with the necessary EQ or soft skills to navigate the complex, multi-faceted human dimension. In sum, exciting times are ahead for St. George’s, and we must never take for granted the special place we have and continue to build.

things teachers can do to help boys learn

with permission from Peter West author of What is the Matter with Boys?

2. GET BOYS DOING. Focus on – what will boys DO in this lesson? Most males are focused on action. It comes partly from their biology. And partly from what we expect of boys. 3. USE HUMOUR Use a joke now and then. It really helps to get boys on side and it discourages trouble from appearing because they are bored. 4. GET HELP. Use a teacher buddy to help you watch underachievers who slide under the radar. Tell the class someone is coming in to give you a hand. 5. “CAN YOU DO IT?” Challenge boys more. Boys say school doesn’t challenge them enough. 6. COMPETITION WORKS. Get boys competing—against others, against themselves, against teachers. “I bet I can do this faster than you...”. Many boys will do it, and enjoy proving the teacher wrong.

7. HELP WITH WRITING Cut down writing tasks to what is absolutely necessary. Show boys how to write assessment items. Use guidelines, rubrics, models. Work on what interests the boy in front of you. And don’t imagine that boys are all the same. 8. BEING A MAN MEANS... Get boys talking about what it means to be male. Women have a useful role to play because they have experience of men as husbands, partners, sons; don’t be afraid to give boys some help in getting on with other people. Men have a role, too. Guys, don’t try to be a big he-man. Show boys by example—read books, be gracious and thoughtful to female teachers. Look at examples of men in the media and help boys question them. 9. KEEP IT CLEAR Explain tasks simply, step by step. Put the steps up somewhere and refer boys to them. 10. BE BRIEF - BE POSITIVE - BE GONE Go around and encourage boys with a quick word of praise. And move on to the next student. We all like some praise! Don’t you?

THE SAINT • SUMMER 2012

1. TALK LESS. Boys are not terribly good listeners. Cut the words you use down to the absolute minimum. Get boys active early in the lesson. Avoid a long preamble.

“One Boy at a Time”

in Action: The Junior School Student Services Department By Daphne Beames Department Coordinator, Junior School Student Services Department

THE SAINT • SUMMER 2012

How do you monitor and measure success? In the so-called “good old days”, it was often about passing a singular test that, at best, identified whether or not you had an aptitude for rote-memory. Today, forward-looking educators recognize that the process is as important, if not more important, than the content. One area of the School that is focusing on the whole child is the Junior School Student Services Department and the work being done by faculty member Daphne Beames and her team.

The Junior School Student Services Department is one of many important value-added services that defines boys’ education at St. George’s. Our goal is to strengthen the social, emotional, and intellectual growth of each student, and empower them to reach their full potential— one boy at a time. Our value-added service is comprised of four key supports: Primary and Intermediate Learning Resource, English Language Resource, Inquiry-Based Resource, and Counselling.

to ensuring appropriate accommodations and English language enrichment.

At the primary level, Student Services is working collaboratively with teachers to shift practices from summative to formative assessment. With summative assessment, students are tested at the end of a unit solely to determine if they’ve retained the content they’ve been taught. Conversely, formative assessment first considers factors such as skills, motivation, and learning style preferences before, during, and after instruction. This shift is necessary to successfully differentiate instruction and, therefore, crucial to developing successful learners.

In addition, Student Services is incorporating a community-based approach to learning. For example, several Grade 12 students are collaborating with our Grade 3 boys to build structures in order to enhance their skills as visual spatial learners, while others are working as math mentors. We’ve also engaged primary parent volunteers to create hands-on math games to improve fluency and accuracy. These games are helping boys to learn and excel in a fun, moderately competitive environment.

Student Services continues to support learners as they move to the intermediate level by strengthening self-advocacy—helping boys understand and speak out about their learning profiles. For example, we are currently experimenting with attaching student-generated videos to Individual Education Plans to give each boy an opportunity to explain what he needs to succeed as a learner. Our diverse approaches include one-on-one, small group, and whole class instruction, and our expertise ranges from remedial intervention, subject support and organization skills training,

Further supporting our philosophy of boycentered learning, is our department’s inquirybased resource. This comprehensive approach highlights horizontal learning, which encourages students to think or learn about problems in new and different ways. As a result, students are not “pushed ahead”, but instead are motivated to become self-directed learners.

To augment our individual, group, and class services, our counsellors have implemented an innovative curriculum designed to promote social and emotional intelligence, teach strategies for better self-regulation, and nurture character development. Finally, Junior School Student Services is exploring leading-edge practices in neuroplasticity—the notion that the brain can reorganize itself to function more effectively. This means piloting evidence-based programs that may strengthen and improve the way the brain functions, ensuring our students have every opportunity to succeed in the 21st century.

THE SAINT • SUMMER 2012

St. George’s Day Welcome Back, For good! It was first referenced by the venerable Bede (c. 673–735) and then later by the Synod of Oxford in 1222, which declared it a feast day in the Kingdom of England. St. George’s Day. A day that celebrates the Patron Saint of England. Held each year on April 23, the date on which St. George died (AD 303). Today, St. George’s Day is still celebrated around the world. In Newfoundland, it is a provincial holiday.

THE SAINT • SUMMER 2012

By Gordon C. Allan

When Dr. Matthews arrived at the School, a consummate historian himself, he was quick to question why a school with the name “St. George’s” would not celebrate the official day. A committee was quickly formed and, working in conjunction with the Georgians,

St. George’s Day was re-introduced to the school calendar on April 23, 2012 with the objective that, over time, the annual event would evolve into something resembling a traditional Founder’s Day. Bringing St. George’s Day back to the School also entailed inviting back retired faculty who had served the School for 25 or more years. A rousing Assembly, featuring keynote speaker Jason McLean ‘91, was followed by a special luncheon hosted by the Headmaster, honouring these very special faculty, who included: Clive Austin, 1967-1996 Ray Stevenson, 1967-2006 John Lawrence, 1973-2002 Norma Parker, 1973-2006 Tosh Ujimoto, 1974-2001 Simon Oliver, 1976-2003 Nan Oliver, 1979-2006 Eric Stewart, 1979-2008 In turn, Senior School boys were treated to chocolate croissants—a favourite—as a gift from the Headmaster, while Junior School boys enjoyed hot dogs, cupcakes emblazoned with the St. George Cross, and

curricular activities which included making St. George’s shields. Later in the day, both Junior and Senior boys converged on Toy Field as the School hosted more than 175 boys from three schools to play six matches of Rugby. A clean sweep of victories included: the first match of the afternoon (refereed by Pat Palmer ’80), which saw the Grade 7s defeat Collingwood (coached by Nick Allen ’00); two Grade 10 matches— both played against the Carson Graham Eagles; the Senior Boys 2nd XV matches, which were played as seven-a-side matches; and, to wrap up the afternoon, the 1st XV’s defeat of Carson Graham by a score of 46-33. Man-of-the-Match Honours in the final match went to # 8 Mitchell Rothman, and the Nigel Toy Cup was presented by Dr. Matthews to 1st XV Captain Conor Hamilton. As the re-constituted St. George’s Day continues to grow, we’d love to hear from you about what you remember about the traditions and culture of this celebration. Please email your recollections to Chris Blackman at cblackman@stgeorges.bc.ca.

THE SAINT • SUMMER 2012

When St. George’s School was founded in 1930, the School adopted both the name of St. George as well as his emblem—a red cross on a white background—which is also the Flag of England, and part of the British Union Jack. While the School’s archives are sketchy about the inclusion of St. George’s Day, it does appear that the event was celebrated each year since the School’s founding, usually with a special service held in the School Chapel. The School’s records also show that in 1956—the 21st anniversary of the School—a St. George’s Day service was held in Christ Church Cathedral, during which Headmaster John Harker and the School Captain read the lessons. In the 1990s, a father-son breakfast and a Society Dinner became part of the tradition. St. George’s Day was eventually discontinued, apparently because of scheduling issues around the Annual Fair.

THE SAINT • SUMMER 2012

The Role of St. George’s School in my life so far The focus of Assembly at this year’s St. George’s Day was our first annual keynote Address delivered by JASON McLean '91

Last September, I attended my 20th Grad Reunion. Having officially finished adolescence about three years ago (as my wife AJ would have you believe), I was quietly horrified at how quickly these years have passed. So when 2011 rolled around, I signed up with some trepidation and kept my expectations low. Now don’t get me wrong—I have some very close friends from those days—but I have not kept in close contact with the majority of my classmates. During the time we spent together over those two days in September, I was struck by the strong bond we felt with each other. Despite the passage of time and the scars of life, there is a sense of shared experience, of place, and a kind of fellowship that brought everyone right back to 20 years ago. I’m starting to realize that Saints has played a stronger role that I ever imagined in preparing us to deal with life’s challenges and opportunities. One of the aspects of life that Saints helped to hard-wire in me is a sense of responsibility for my community. The priority placed on service recognizes that this is a place of privilege, and with privilege comes responsibility. This focus on service leads to young men who have a better sense of citizenship and who appreciate the importance of giving back. This theme has followed me through my career—from the Prime Minister’s Office to

the Board of Trade. And I will pause here to say that my requiring a Canadian government interpreter to do business in francophone countries had absolutely nothing to do with my French class taught by Mr. Healy. I’m sure the Algerian government officials understood completely while I represented our bilingual federation and a francophone Prime Minister with the long exchanges of speaking through an interpreter. But I can read French just fine. Another aspect of life at Saints that has stayed with me is a love of sport and the outdoors. You each have many opportunities here to explore different sports and activities. Regardless of whether you are a competitive athlete or just find a way to incorporate physical pursuits into your life, I can’t overstate the value of taking that with you as you get older. My own sport ended up being Rowing, and it had a large impact on my confidence, discipline, and learning about being a team player. The Outdoor Program here also introduced me to some of my great passions like mountaineering. I have Saints to thank for developing that physical side of my life and all the adventures that resulted. St. George’s, with its focus on continuous improvement in education and setting up a platform for each boy to explore his own capacities and find his own passions, recognizes a simple truth. Learning is a lifelong pursuit. A student is not simply a vessel to be filled with knowledge, but a potential waiting to be unlocked. And to create a school experience that is truly about turning out graduates who are ready to face the next stages of life with some perspective, some humility, and hopefully some passion and sense of purpose—that is a worthy mission. Perhaps the most important part of this, the thing that all of the members of the school community—parents, teachers, faculty and staff, and Georgians—want for you, the students, is that you lead happy lives. The importance of happiness shouldn’t be

oversimplified. Of course, it has value in itself—we all hope that you lead rich lives where you are engaged with the world in some meaningful way, lives where you are able to have meaningful relationships. But happiness also has a direct connection to society as a whole. Happy people are generally more successful, live longer, and contribute more to their communities. In recognizing that you can’t use a cookie-cutter approach to getting students ready for the next stage of their lives; that the School has a role in helping you find your moral compass; and the value in turning out Graduates who are interested in becoming fully-realized, self-aware citizens, St. George’s does our community, and even our economy, a great service. I was extremely lucky that my parents allowed me to attend St. George’s and I loved my time here. AJ and I hope someday that we have some young McLean miscreants who are able to share in the Saints experience, though I think we would have to request a temporary name change to McLean Hall if they are anywhere near as sensitive as I was to stuff like that. Although, if my brother Sacha (Grad ’93), helicopter pilot and accomplished CEO of an aviation company, can achieve such success in life with a girl’s name, maybe we’ll leave well enough alone. This place, after all, is all about building character. I am confident that the legacy of service, excellence, character, and encouraging intellectual curiosity—all the things that I treasure from my time here—are still important and your current leaders take their stewardship of these traditions seriously. I wish you students happy, memorable times at Saints. I hope that when your 20th Reunions come around, that you feel the same sense of connection, fellowship, and gratitude that I did towards the School that had such a very positive impact on my life. Happy St. George’s Day. Sine Timore aut Favore.

THE SAINT • SUMMER 2012

Good morning and thank you for inviting me to join you on this special occasion, the celebration of St. George’s Day. When Headmaster Matthews asked me to address this assembly some time ago, I experienced two competing sensations. One was a flood of pride to have the honour of addressing a school community I hold in such high regard. The other was a sense of shame in failing to satisfy my two-decades-old fantasy of returning here as a rock star. Well, I guess I have to play the hand I’ve been dealt and share with you some non-musical reflections on what my experiences at St. George’s have meant to me so far.

FACULTY PROFILE:

STEPHEN ZIFF: THE FACTS CURRENT POSITION AT THE SCHOOL: Assistant Director of Studies. Year he started at the School: 1992 What he has taught: Social Studies 9, 10, 11; Earth Science 11; Geography 12; and AP Human Geography.

THE SAINT • SUMMER 2012

POSITIONS HE HAS ASSUMED: • Head of Social Studies Department for 9 years • Coordinator of the Grade 10 “Sea to Sky” Outdoor Education Program for 11 years • Assistant Housemaster in Harker Hall for 4 years

HIS SUPPORT OF THE SCHOOL’S CO-CURRICULAR PROGRAM: • Coordinator of Ski/Ride Day for 15 years • Head Coach of Senior Ultimate for 18 years • Head of Ultimate for 10 years • Worked one year in the Discovery 10 Program • Chair of the Environmental Sustainability group that worked on the current Strategic Plan • Member of the first Educational Technology Cohort (2010-2011) Educational Background: • McGill University (BA Geography) • Simon Fraser University (PDP)

Out and about with

Stephen

Ziff

As part of our ongoing series of faculty profiles, in this edition of The Saint, we are pleased to profile the Senior School’s Assistant Director of Studies, Stephen Ziff, who attributes his passion for education and outdoor education to his experience at an intensive all-boys summer camp in upstate New York. We recently caught up with Stephen to talk about how his childhood experiences led to his love of the outdoors and his impressions of the School’s new Strategic Plan. Interview by Gordon C. Allan

GA: What are some of the obvious areas on which the School can focus to both reduce its environmental footprint and raise the awareness of environmentalism in its curriculum?

SZ: As the Environmental Sustainability group recommended, we need to do a complete audit of our ecological footprint and then change the way we operate based on the results of that audit. Actively engaging the students in the audit process, as well as in the process of cultural change on campus, is essential and could easily be done within the curriculum of many of the courses at various grade levels across both campuses. Many schools around the world have already done this, so we know such programs exist, we simply need to implement them. Lastly, anything we build in the future should be built to the highest LEED standards, or beyond, and it must incorporate easy access to outdoor space. GA: You had some first-hand experience living in a unique part of Canada’s environment when you spent seven weeks at the McGill High Arctic Research Station on Axel Heiberg Island and five weeks on Baffin Island. What was that like? SZ: They were both incredibly enriching experiences and I feel very fortunate to have been able to travel to a part of Canada that is so rarely visited. The remoteness and beauty of the high arctic on Axel Heiberg Island is something

that I will never forget. My time spent travelling with two Inuit outfitters on Baffin Island taught me aspects of linguistics and culture that are not possible to learn in school. Both trips reinforced for me the value of hands-on learning and expanded my notion of a classroom. GA: The School’s new Strategic Plan focuses on the 21st century learner, but you’ve already been adapting your teaching to foster active learning in the classroom to prepare students to become life-long learners. What has that looked like? SZ: Right now, it is a combination of discussionbased and problem-based learning, and trying to engage students to focus on the questions they ask, as opposed to worrying about the answers they give. As well, it is engaging in conversations and sharing ideas with members of the faculty, especially in the Social Studies Department, in order for me to understand how my role as a teacher has changed over time, and especially in the last three to five years. THE SAINT • SUMMER 2012

GA: You are known at Saints for being one of our resident environmentalists. In what way did your experience as a camp counsellor shape your passion for the environment and the outdoors? SZ: I have to admit that I am not a big fan of labels; I find they can too often be used to exclude, and being known as a “resident environmentalist” comes as a surprise to me. Nevertheless, I do have a relatively strong environmental ethic and I try to follow it when I can. Spending every summer in the outdoors since the age of seven has definitely given me an appreciation of the benefits of experiencing nature using nonmechanized means, especially at formative stages in my life. And learning, and then teaching, lowimpact camping skills no doubt got me thinking about my impact even when not in the outdoors. So while I initially developed an environmental ethic in the outdoors, I also now recognize the importance of limiting our environmental impact in urban areas.

It’s all about BUSINESS THE SAINT • SUMMER 2012

By KIMBERLY ORR, Senior School business FACULTy

When you enter a Saints’ business class you might encounter boys making ‘flutternutters’ to learn how to be efficient when producing a product, beading bracelets to understand fully the various world economic systems, or even drinking copious glasses of water to experience diminishing returns. Similarly, within a Law class, you might be witness to a crime or perhaps join a competitive oil market game with the frenzy of Wall Street days.

Yes, boys learn differently, and each boy brings different talents, strengths, and needs to our courses. Business courses go far beyond the historic misconception of ‘counting beans’ and, in fact, require a complex set of skills. Our business courses demand that the boys learn that the key to success as businessman is to be able to articulate ideas succinctly, research critically, analyze thoroughly, and solve problems both with a team and independently. And our course activities—discussions, peer-teaching, and guest speakers—all seek to hone the students’ basic skills in order to ensure success at the postsecondary level and in the world beyond. A core lesson of the courses is the recognition that success in business depends on hard work and passion.

“The St. George’s community has a wealth of talent from which students and faculty can truly benefit. ” Carefully selected guest speakers such as consultants, university professors, police officers, entrepreneurs, lawyers, and our own in-house faculty, expose the boys to innovative avenues of business. Mr. Reto Camenzind, for example, shared how he funded his university education by franchising dollar stores. Mr. Lindsay Thierry discussed managing a London Drugs store, while Mrs. Ashwin Benny explained her role as a District Manager for Geox Canada, and Mr. Gordon Allan lectured on branding—and that’s just a few of our inspiring speakers.

Dragon’s Lair finalist, Spencer Quong, for his Polar Knights

Financial Crisis in the Context of Moral Hazard” long before the movie Inside Job was filmed. Similarly, our Dragons’ Lair (the Saint’s version of the Dragons’ Den and Shark Tank), created such a buzz, it deserves special mention. The Dragons’ Lair competition has blossomed from a formal inclass presentation to an impressive school-wide event celebrating the spirit of entrepreneurship. It is about authentic learning, building a network of support, and demonstrating that, through collaboration, anything is possible. This studentcentred and student-driven event was organized by Devan Dass ’12 with classmate, Sameer Javir’s technical support. These two organized lunchtime support for all of the 105 initial entrants, created the ‘wow’ factor for the five finalists, and were behind the scenes on Thursday, May 31st. The buzz around the School in the last couple of weeks and the number of students involved in the competition are testament to both student interest and participation. This event also provided an opportunity for the Georgians to mentor our boys on their strategies and products. Roman philosopher, Seneca said, “Luck is what happens when preparation meets opportunity.” Luck is exactly what Scott Munro had, when he was declared winner of The First Annual Dragons’ Lair. Scott was extremely well-prepared and passionate while making his business pitch for EZ Accessories, which sells a wide range of

protective devices and customizable pieces for electronics. Featuring the latest, the greatest, and the “must haves” in a range of colours at great prices, those great prices have already led to profits. Congratulations Scott! Special thanks go to our esteemed Saints’ Dragons—Jake Kerr ’61, Shawn Pozer ’85, Horatio Kemeny ’86, and Steven Newell ’91—who were animated and asked real business questions, and to Bruce Jackson ‘78, who hosted the evening. This event would not be possible without their expertise and support. In addition, Michael Skene ’85 should be highlighted for all his support, counsel, and organization throughout making the connection with our Georgians. The other finalists were Connor Gill and Rajeev Bagga, Spencer Quong, Jason and Aidan Tong, and Matt Zhang. To catch a glimpse of our finalists and winner go to www.stgeorges.bc.ca/ dragonslair. Students who did not pitch this year and are interested in entering the 2013 Dragons’ Lair, should stay tuned for announcements in September. Regardless of the future career path our boys choose, there is a high probability they will be connected to business. The relevance of high school business courses is therefore evident. Michael Wu (Class of 2013) comments, “Love AP Econ, Mr. Palmer really ties the concepts to current events.” Indeed, the Economics courses prepare students well for their university studies. Alumnus Andrew Lowe ’11, who studies at Sauder School of Business, is one of many former students who scored 15% higher than their class’s average in university Microeconomics after taking Economics 12 at Saints. Armed with a strong background in business and its related skills, our boys step into the real world critically and confidently. The St. George’s community has a wealth of talent from which students and faculty can truly benefit. Parents are warmly invited to support our Economics, Law or Business courses, by sharing their expertise. Please contact Kimberly Orr at korr@stgeorges.bc.ca .

External networking opportunities are always at the forefront of our course design. Dr. A.R. Elangovan (Director of International Studies at UVIC) was invited to lead the Economics and Law classes through a mediation simulation for benefits and salary increases, utilizing hard negotiation tactics. Whole brain thinking was also examined with the help of consultant and parent, Mr. Peter Wilken (Dolphin Brand Strategy Ltd.), who taught the Grade 9 class how to determine their preferred thinking style and its implications. Mr. Bob Orr (CFO St. Augustine) introduced the cutting edge topic of “The 2008

To view video highlights from this year’s Dragon’s Lair, visit: www.stgeorges.bc.ca/dragonslair

Dragon’s Lair Winner, Sott Munro, receives his cheque from the judges for his EZ Electronics Accessories.

THE SAINT • SUMMER 2012

Business courses at Saints are geared towards teaching boys. Dynamic, activity-based, authentic, and directly linked to the real business world, our boys incorporate essential skills not only from Science and Math, but also from the humanities and the performing arts. The boys learn concepts through activities and experiences to understand how to collaborate cohesively and effectively under pressure. As a result, students at Saints clearly appreciate the mantras, “you must produce results” and “you are only as good as your last job.”

IDEA INnOVATION,

SCI

How can a teacher or a parent encourage the development of creativity in children? Is creativity something that can be nurtured, or is one predisposed to creating new ideas? What motivates someone to explore possibilities and try new things? These are a few questions posed in Imagine: How Creativity Works, a book by Jonah Lehrer, a neuroscientist graduated from Columbia and Oxford, who argues “the young know less, which is why they often invent more.”

THE SAINT • SUMMER 2012

By Wally MacKay, Senior School Science Faculty

Science Fair. This year, thirteen students from the Junior School entered the Fair, along with six students from the Senior School. Two Grade 7 boys, Brogan Csinger and Arjun Mehta won First Place for their project titled “Good Rock or Bad Rock?” in the Junior Division.

IENCE FAIRS And that’s why St. George’s boys are drawn to Science Fairs. Just ask Grade 8 student, Raymond Wang. He’ll tell you his motivation to participate in Science Fairs is drawn from his intense curiosity and desire to innovate. Wang was a winner at the 2012 Greater Regional Vancouver Science Fair (GVRSF) for his project “The Smart Knee Assistant” and selected as a regional finalist in the Google Science Fair 2012 contest. And how did Raymond come up with his idea? “I was curious about whether there was a better solution to help alleviate some of the pain and limitations that certain knee braces provide to people who need them.” After performing some research on the various types of braces and bandages used currently, Raymond began designing a “smart” knee brace, one that could adjust depending upon the amount of support required by its wearer. Raymond also earned the top prize at last year’s 2011 GVRSF for the creation of a piezoelectric roofing tile that stores energy from rain events, called “The Weather-Harvester”.

And in the case of Kais Khimji and Preston Lim, both Grade 11 students who also won their event at the 2012 GVRSF, they were motivated to devise a better way to clean up and recover oil from an oil spill. Both boys were impacted by the consequences of the disastrous 2011 oil spill in the Gulf of Mexico. Kais recalls reading an article in The Economist magazine on the absorptive properties of wool. After some preliminary designs, the two designed a batteryoperated device that rotates “a woolen conveyor belt” that can soak up oil. Once the oil has been absorbed into the wool on the conveyor, it can be squeezed out of the wool in a rotating drum device—one that resembles the wringer of an old washing machine (used to wring water from wet laundry) from the 1950s. Carlos Xu, also in Grade 11, won his event at the GVRSF for his project that explored theoretical physics, titled “The Gravito-Meissner Effect in Neutron Star Systems”. Mr. Brian Shin, a science teacher at the Junior School, has also been very proactive in encouraging our Junior boys to participate in the Greater Regional Vancouver

Jonah Lehrer and other researchers have written much about whether one’s penchant to experiment, innovate, and design new products is a personal characteristic that can be developed. In his newest book, Imagine: How Creativity Works, Lehrer includes interviews with some famous and very creative people, including cellist Yoyo Ma, singer Bob Dylan, and the animators and artists at Pixar Studios. Here is a short list of ideas that Lehrer promotes as being very complementary to the development of creativity and innovative thinking: • Make friends and acquaintances with people who are different from you—they may provide experiences and perspectives that are new, refreshing and may offer the spark required for a break-through or a new idea. • Good ideas rarely come from socially isolated individuals—by mixing ideas and suggestions within a social network, the odds of a new idea being put forth is increased. This is one reason, Lehrer suggests, why places like Silicon Valley in California are hot-beds for ideas in the computing and software industries. Many smart people congregate in a single neighborhood and generate some very powerful ideas. • Travel. Lehrer suggests travelling as a means to stoke new ideas through new observations and experiencing new cultures. • As teachers, we may view “daydreaming” as a non-productive and wasteful activity. Not so, says Lehrer. He suggests “letting yourself go”, and dream more. He also suggests taking lessons in “Improv” (improvised drama) as a very good way to encourage the spontaneous ideagenerating part of the brain. As I engage the students in my own classroom each day, I often ponder whether one of these young men may go on to create something truly revolutionary. I’ve also come to realize something they never taught me in Teacher’s College: letting students daydream and say things that may seem naïve are both part of the process of solving problems. When all is said and done, the greatest innovations always started with an idea.

THE SAINT • SUMMER 2012

From all the participants from the School this year, four travelled to the 2012 Canada Wide Science Fair in Charlottetown P.E.I. in mid-May to compete with the very best in the nation. Gold Medals were awarded to both Raymond Wang and Carlos Xu for their projects, while Preston Lim and Kais Khimji earned a Bronze Medal. Carlos Xu also won $7000 in prize money, along with $22,000 in scholarship awards from various Canadian Universities. Raymond Wang, a Grade 8 student, won $2000 in prize money and a $4000 entrance scholarship to the University of Western Ontario.

building fine young men.

ONE BOY AT A TIME.

Bringing the Strategic Plan to Life: What did we accomplish during 2011-2012

STRATEGIC UPDATE It’s been eight months since the official launch of the School’s new Strategic Plan entitled Building Fine Young Men: One Boy at a Time. Central to the launch of this long-term, big picture vision for the future of St. George’s School, was the creation of yearly action plans translated into tangible initiatives shaping the focus and future direction of the School.

THE SAINT • SUMMER 2012

On April 28, 2012, approximately 60 members of the Saints community—faculty and staff, senior management, Georgians, parents, and the Board—gathered in The Great Hall to review the progress of this year’s Action Plan and to identify priorities for the 2012-2013 school year.

Working in conjunction with consultants Carolyn Kirkwood and Peter Wilken, and maintaining a focus on the School’s Mission and Vision, the workshop provided a wonderful opportunity to celebrate the accomplishments made in 2011-2012, while charting the course for next year. The underlying purpose of the workshop was to ensure that we continue to move forward in a deliberate and proactive manner so that St. George’s School becomes the very best school possible for the benefit of its students, present and future. What follows is a summary of the key actions pursued in 2011-2012:

Priority A:

A Boy’s Learning We will embrace a boy-centered approach to teaching and learning, thereby making St. George’s School a world leader in the education of boys. STRATEGY #1: WE WILL ALIGN INSTRUCTION WITH BEST PRACTICES IN BOYS LEARNING.

STRATEGY #3: BROADEN THE ROLE OF TECHNOLOGY AS AN INSTRUCTIONAL TOOL.

•C reation of a new leadership position (Director of Learning)

•C onclusion of the Educational Technology Cohort initiative.

focusing on instructional growth and program renewal. •C onsolidation of research on how boys learn and the

production and distribution of a printed document entitled: Boys’ Learning and Best Practices. •L aunching of the Saints Institute for Teaching and Learning,

a two-day summer conference featuring educational experts and focusing on brain research and 21st century learning.

•A ddition of an ICT Integrator for September 2012 who will

work with students, faculty and staff to support technology skills development and technology integration. • I ntroduction of Lynda.com, an online professional

development resource. • I ntroduction of Outlook and the exploration of Sharepoint

as the School’s new intranet system.

•R enewal of the School’s Professional Development Program

•D evelopment of a Leadership Training Institute for all

instructional leaders, in partnership with Independent School Management (ISM). Taking place in August 2012. • I ntroduction of professional development workshops

addressing differentiated instruction and boy-centric teaching practices, as well as character education. •D evelopment of new Senior School courses in keeping

with Strategic Plan priorities, including Film and Television Production, co-ed Choral Music, and Skills and Organization.

STRATEGY #2: WE WILL RENEW OUR CURRICULUM IN ORDER TO MAXIMIZE BOYS’ LEARNING AND ADVANCE RELATED PRIORITIES. •O ngoing review of curricula from Grades 1 to 12 with a

focus on content, skills, instructional strategies, assessment, and resources. •D evelopment of several new Senior School courses (Film

and Television Production, co-ed Choral Music, and Skills and Organization), as well as ongoing exploration of possible new ‘flagship’ experiential programs. • I ntroduction of new experiential learning opportunities

including the Dragons’ Lair project and Learning Garden at Junior School. • Development of a Learning Garden at the Senior School, for September 2012.

STRATEGY #4: PURSUE OPPORTUNITIES FOR ADDITIONAL CO-ED LEARNING OPPORTUNITIES. •O ngoing consultation with Crofton House and York

House on additional co-ed curricular and co-curricular opportunities to augment those already in existence, namely Ultimate, Badminton, Tennis, and Theatre. • I ntroduction of several new co-ed initiatives, including

Ballroom Dancing and a collaborative art project at the Junior School, and an Energy Fair as part of the Geography curriculum at the Senior School. • I ntroduction of a new co-ed credit course in Choral Music,

in conjunction with Crofton House, beginning in September of 2012.

STRATEGY #5: DEVELOP WORLD-CLASS FACILITIES IN SUPPORT OF OUR EDUCATIONAL VISION AND PROGRAMS. •E ngagement of an international consulting firm (Fielding

Nair International) and a local architectural firm Graham Hoffart Mathiasen Architects (GHMA) to conduct a comprehensive review of facilities through a collaborative and consultative process engaging all stakeholder groups, including faculty and staff, students, parents, Georgians, neighbours, and the City of Vancouver. •L aunching of the facilities review process with the intention

of completing the Campus Master Plan by the fall of 2012. • I dentification of several pilot projects to renovate current

classrooms to make them more boy-centric learning spaces, to be implemented for September 2012.

THE SAINT • SUMMER 2012

through additional professional development days, as well as faculty participation in conferences, workshops, and action research projects hosted by organizations such as the National Association of Independent Schools (NAIS) and the International Boys’ Schools Coalition (IBSC).

Priority B:

A Boy of Character We will reinforce character development as a cornerstone of a St. George’s School education STRATEGY #1: INFUSE THROUGHOUT THE SCHOOL COMMUNITY A SET OF CORE VALUES.

STRATEGY #2: CONTINUE TO DEVELOP A DYNAMIC AND INCLUSIVE SERVICE LEARNING PROGRAM.

• I dentification of a set of Core Values—Empathy, Humility,

•R eview and enhancement of administrative leadership for

Integrity, Respect, Responsibility, and Resilience—through a collaborative and consultative process involving input from all stakeholder groups. •C ommunication of Core Values to the Saints community. • I ntroduction of several initiatives to infuse our Core Values

throughout the Saints community, including the Men of Character project at the Junior School, Pink Shirt Day, increased emphasis on ethics and character education in Junior and Senior School Assemblies, and a Professional Development Day and Parent Workshop focusing on character education. •E xpansion of mentorship programs promoting community

service engagement, cultivating leadership, and providing experiential learning opportunities . •T eaming with the Parents Association (Boy O Boy Speaker

Series) to align speakers and topics that support the development of character. •U se of Advisor and Planning Transitions classes to address

issues around character. •P articipation of Senior School boys in the CAIS Student

Leadership Conference in Montreal and submission of a proposal for St. George’s to host the Conference in 2013. • I mplementation of the Roots of Empathy program for

Grade 2 students.

OUR CORE VALUES •E mpathy is the ability to move beyond ourselves, to identify with others, to walk a mile in another’s shoes.

•H umility is the ability to be humble, not to be big-headed or

boastful, and to recognize that we all still have a lot to learn.

• I ntegrity is an extension of honesty; it is doing the right thing even if no one is watching.

THE SAINT • SUMMER 2012

•R espect is feeling regard and even admiration for yourself and

for others; it is being thoughtful and considerate of others.

•R esponsibility is being accountable, doing our best to meet our commitments, and to keep our word.

•R esilience is an extension of courage. It’s the ability to recover quickly, and to not give up when beset by setbacks and disappointments.

service learning. •E xploration and development of key partnerships with

service organizations, both in Vancouver and abroad. •O ngoing program enhancements, including service trips

to Peru (June 2011) and Guatemala (March 2012), Each One, Teach One Mentorship program, and the Vancouver Police Department Experiential Program, which helps students to appreciate the service needs of those who live in Vancouver’s drug-ridden Downtown Eastside.

Priority C:

A Boy of the World We will establish global-mindedness and environmental stewardship as cornerstones of a St. George’s education. STRATEGY #1: DEVELOP AND IMPLEMENT A COMPREHENSIVE ENVIRONMENTAL STEWARDSHIP PROGRAM FOCUSING ON STUDENT LEARNING, AS WELL AS THE PHYSICAL PLANT. • I nitiation of a comprehensive facilities review with a focus on how our buildings and physical plant can be made more

sustainable. •O ngoing exploration of “green school” options, including visits to leading educational institutions that are on the cutting

edge of environmental sustainability (e.g. the UBC Centre for Interactive Research on Sustainability). •D evelopment of a comprehensive composting and recycling program, as well as a bike rack initiative, to be launched in

September of 2012 with SGPA funding support.

THE SAINT • SUMMER 2012

•L aunch of the Grade 3 Learning Garden at the Junior School.

Priority D:

A World School We will build a world-class residential program. STRATEGY #1: CONTINUE THE PROCESS OF STRENGTHENING THE OVERALL RESIDENTIAL LIFE EXPERIENCE AND PROFILE. •D evelopment and implementation of a strategic marketing plan designed to broaden and diversify the boarding population, and

to increase the number of seven-day-a-week boarders. •D iversification of the boarding community, with the number of countries from which boarders are coming increasing from 15

to 20. •S ubstantial increase in the number of seven-day-a-week boarders from approximately 35 to 60 boys. •E xpansion of the number of boarders coming from the BC interior and northern Canada. •E nhancement of weekend programs for boarders and increased access to Senior School facilities on weekends. •O ngoing development and implementation of a Residential Life curriculum. •O ngoing engagement of more faculty members in the boarding community, including the University Counselling Department. • I ntroduction of a new project, coordinated through Summer@Saints, that provides optional activities and trips to boarders

during statutory holiday periods, as well as a “Host a Boarder” program encouraging day families to host boarders for dinner or a weekend. •S ubstantial improvements to key services, including IT and Food Services. •O ngoing enhancements to the Harker Hall facility including new furniture, shower doors, carpets, and plumbing. •C omprehensive review of boarding facilities, including staff housing, as part of the campus master planning process. •H iring of a new Director of Residential Life.

STRATEGY #2: DEVELOP A VISION AND A STRATEGIC PLAN FOR THE LONG-TERM FUTURE OF BOARDING AT ST. GEORGE’S SCHOOL .

THE SAINT • SUMMER 2012

•L aunching in the fall of 2012, a process to develop a new vision and strategic plan around boarding.

Based on the input received at the April 28 Retreat, as well as the tentative actions identified last year in the Multi-Year Operational Action Plan, the Headmaster and Management Team will prepare an Operational Action Plan for 2012-2013 at their annual summer retreat. This Plan will be presented to the Board and communicated to the entire St. George’s community in the fall. Over the course of the year, the Management Team will continue to monitor the implementation of the Strategic Plan, and the Headmaster will report the ongoing progress to the Board on a regular basis. As always, we will remain mindful of our Mission of building “fine young men” and establishing St. George’s as “Canada’s World School for Boys.”

THE SAINT • SUMMER 2012

NEXT STEPS:

THE SAINT • SUMMER 2012 36

THEN &NOW

BOYS B WILL BE

THE CLASSROOM

THE SAINT • SUMMER 2012

BOYS

THE LAB

THE SAINT • SUMMER 2012

RECESS

Studies

ART

ROWING

Rugby

THE SAINT • SUMMER 2012

BASKETBALL

Boarding

from the GEORGIAN PRESIDENT

Establishing St. George’s as Canada’s World School for Boys. The Georgians support this goal of the School through our own Strategic Plan and the second of the five pillars the we have established, Constituency Engagement.

PRENTICE DURBIN '89

PRESIDENT OF THE ST. GEORGE’S OLD BOYS’ ASSociation pdurbin@van.fasken.com

The Old Boys’ Association is the organization that keeps Georgians connected to each other and to the School. Pursuant to the Old Boys’ Strategic Plan, the Georgian Board is to actively engage Georgians worldwide through effective communications and meaningful events. One way we do so is through our chapters. The Old Boys’ Association currently has four chapters: Toronto (President, Monte Burris ’89), New York (President, Charles Foster ’80), London (President, Steven Allen ’84) and Hong Kong (Presidents, Simon Hui ‘99 and Timothy Loh ‘88), and the list of chapters will grow as more Georgians continue to settle in various centres around the world. Over the last several years, representatives of the Georgian Board and the School, including the Georgian President and the Headmaster in many cases, have attended several Chapter events, both close to home and abroad. Our visits outside of Vancouver over the past year have included gatherings in London, Hong Kong, Victoria, Los Angeles, San Francisco, Toronto, and New York. In the coming year, we will continue our efforts to ensure the Georgian network is vibrant, strong, and growing worldwide for us now and for future Georgians.

THE SAINT • SUMMER 2012

We are also increasing our communications in other ways. If you are not available to attend a Georgian event, our newly formatted monthly e-newsletter, the Georgian eNews, is your primary source of information about the Georgians and the School. Please let us know what you are up to, or simply join a Georgianhosted Facebook page or the Georgians group on LinkedIn to stay connected and provide updates about your life, career, education and family, if you so choose. We can also include updates in the Georgian eNews or The Saint. Thank you to the Head of Gerogian Relations, Chris Blackman, who is at the helm of these information-sharing sources, and who is tirelessly supporting our efforts to stay connected.

Finally, it being the end of the school year, please join me in welcoming the 158 newest Georgians: the Class of 2012. On Prize Day, as part of our continuing efforts to be more engaged with the School, we hosted these new Georgians for lunch just before the ceremonies that afternoon and the traditional presentation of the Georgian tie to each of them. We spoke to our newest brothers about our network—where it is and where it will be with their assistance—and the connections they now have around the world. We discussed the value of our network, and the expectation we have of them to help it flourish and to support the School and future Georgians, regardless of where each of them eventually resides. Sine timore aut favore.

the Georgian View

Hit the ground running… The first four months have flown past with amazing speed and more than a dozen successful Georgian events. I’ve enjoyed each dinner, the receptions, and the pub nights. I’ve also enjoyed meeting the many Georgians at each of those events who are all so very passionate about Saints. So, now that the dust has settled and I know my way around the filing system and a portion of the schedule of events, I’d like to offer a public ‘thank you’ to the following:

head of Georgian relations cblackman@stgeorges.bc.ca

• to the St. George’s School faculty and staff for welcoming me to the team. • to the Old Boys’ Association Board of Directors who have been supportive of my ‘rookie’ enthusiasm and are steadfastly committed to the continued growth of the Georgians, and in particular to President Prentice Durbin ‘89, Events Committee Chair Bruce Jackson ‘78, Stephen Millen ‘70 and Vice President Ryan French ‘84 for their sage advice and timely ‘history’ lessons. • to my predecessor Bryan Ide ’99, who has helped me start to learn the ropes and has graciously answered my many questions these past few months. As I look forward to my third summer on campus, working without the daily noise of hundreds of boys in the hallways and outside, I know the next Georgian event is just around the corner. A new group of Saints boys, many of whom I’ve known for three years, have just joined the Georgians and they will start attending those occasions. In the 2012-2013 Georgians Calendar, I see more than 25 events—not including Board meetings! I’m looking forward to connecting with those familiar younger Georgians amongst the many others who will attend those events. Making those connections is critical in my view and I will do so in a few different ways. A monthly newsletter, the Georgian eNews, has now been established and is clearly a key communications tool on many levels. The Georgians LinkedIn Group continues to grow and now includes more than 675 members. The connections available within that group are diverse and spread across the globe, a highly valuable resource which will become a focus of mine in the coming months. Our Facebook presence is being revamped and I expect that those changes will reap rewards starting this fall. Most importantly though, one-on-one communications at events both on- and off-campus as well as phone calls and personal emails will be key to how I connect with each Georgian. All of this ‘connecting’ work is not being done in isolation as I am very much part of a team in the Advancement Department. There are nine staff in total working on a variety of projects; the All for One Saints Gala, our database of Alumni records, the School website, Annual Giving etc. In fact, we’re all, in one way or another, working on Alumni relations on a number of levels. All of the on-line links, newsletters, press releases, phone calls, meetings, posts, e-mails campaigns and events are connected – again, none of us works in isolation. I know I able to do better work as part of this team. So, while the summer gives me a break from events, it gives me time to continue building connections. I look forward to connecting with you in the near future… THE SAINT • SUMMER 2012

Chris blackman

2012 GEORGIAN HONOURS

GEORGIAN HONOURS Georgian Lifetime Achievement Award Winner

Ronald CLIFF Sr. ‘46 One of the leading figures in Canada’s business community, Ronald Cliff Sr. is currently the Chairman of Canfor Corporation and Heathcliff Properties Ltd. Formerly, Ron was Chairman of BC Gas, Trans Mountain Pipe Line, Southam Inc., Pacific Press, Sun Publishing, and a Director of Royal Bank of Canada. Ron’s previous commitments to not-for-profit organizations include Vancouver International Airport Authority (Director), Hockey Canada (Director) and the Royal Vancouver Yacht Club (Treasurer & Commodore). Ron has a long history of participation in charitable organizations and continues to remain active in this area. He was a Founder of the Vancouver Police Foundation and a Trustee for many years. He is currently Chairman Emeritus and continues with the Vancouver Police Foundation as a Trustee. He is Honorary Life Vice-President of the Vancouver Symphony Society and is a Founder of the Vancouver Symphony Foundation. Former charitable activities include supporting Lester B. Pearson College of the Pacific, the University of British Columbia, St. George’s School, the Vancouver Art Gallery, the Pacific Parkinson Research Institute, the United Way of Greater Vancouver, the Queen Elizabeth Theatre & Playhouse, S.I.W.A.S.H. (now Endeavour), the Chartered Accountants Education Foundation, the Olympic Trust of Canada, and the Scripps Hospital Foundation.

THE SAINT • SUMMER 2012

Ron is a recipient of numerous honours and awards. In 1986, he was made a Member of the Order of Canada in recognition of his philanthropic endeavours. He is a Fellow of the Institute of Chartered Accountants of B.C. (1994) and in 2002 received that organization’s Lifetime Achievement Award. In 2007, Ron received the honour of Outstanding Philanthropist by the Vancouver Chapter of Associates of Fundraising Professionals and is a recipient of the B.C. Aviation Council’s Lifetime Achievement Award.

Ron graduated from St. George’s in 1946 and then attended UBC. In 1954 he completed his articling at Peat Marwick Mitchell and received his Chartered Accountant designation. Ron has been a significant supporter of St. George’s over the years and the Senior School Library, known as the Cliff Resource Centre, is named in his honour. Many of Ron’s relatives have attended St. George’s, including his son Ron Cliff Jr. ’79, grandsons William Cliff ’11, Andrew Cliff ’08, Arthur Maughan ’94, Michael Maughan ’98 and Scott Tindle ’03, and grandnephews Malcom Campbell ’93, Angus Campbell ’99, Alex Lecky ’99 and Graham Lecky ’97.

2012 GEORGIAN HONOURS

GEORGIAN HONOURS Distinguished Georgian Award Winner

PETER LAM ‘72 As Chairman of the Lai Sun Group and Chairman of Media Asia Entertainment Group Ltd., Deputy Chairman of Lai Sun Garment (International) Ltd., and Executive Director of eSun Holdings Ltd. and Crocodile Garments Ltd., Peter is one of Asia’s most well-known businessmen. In particular, he is known for his contributions to Asia’s property development, manufacturing, and hospitality businesses and also to the film industry. Peter is Vice Chairman of the Hong Kong Film Development Council and sits on at least four other Boards in the film industry. In 2008, the Chinese central government appointed Peter as a Member of the 11th National Committee of the Chinese People’s Political Consultative Conference. He is also a member of the Hong Kong Tourism Board, a Director of the Real Estate Developers Association of Hong Kong, an Executive Committee Member of the Hong Kong Hotel Owners Association, a Trustee of The Better Hong Kong Foundation, a member of Friends of Hong Kong Association, and a Director of Hong Kong-Vietnam Chamber of Commerce. Films produced by Peter’s company have won numerous nominations and praise from film festivals including the Cannes Film Festival, the Venice Film Festival, and the Berlin Film Festival. In December 2009, Peter was honoured by CineAsia with its Producer of the Year Award. In June 2011 he was conferred an honorary doctorate of the Academy by The Hong Kong Academy for Performing Arts.

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In addition to his significant achievements in his professional life, Peter is a generous philanthropist. He is a major benefactor to St. George’s School and his son, Lucas, graduated from Saints in 2008.

2012 GEORGIAN HONOURS

GEORGIAN HONOURS Young Georgian Award Winner

NICK ANDREWS ‘89 Since 1999, Nick has been at the forefront of developing renewable energy in British Columbia. Nick and his partners craft agreements with First Nations, municipal government, various arms of the provincial and federal governments, and senior corporations. Nick’s first project was a 30-megawatt run-of-river project on Miller Creek, near Pemberton, BC. In 2001 it was sold to Epcor and today produces electricity for BC Hydro customers. Nick formed Cloudworks Energy Inc. in 2003 to develop a larger and broader suite of projects focusing in an area north of Harrison Lake and working with the Douglas First Nations. In April of 2011, Cloudworks was purchased by Innergex for approximately $465 million, but its legacy will continue for the local communities and British Columbia.

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The primary driver of Cloudworks’ success has been its willingness to work with local communities, particularly First Nations, to find areas of mutual benefit. Cloudworks has been a proud partner of the Vanasep Training Society, where Nick has served as a Director.

Nick graduated from St. George’s in 1989 and was a proud Captain of Fell Wing. He has an honours degree in Economics from McGill and he completed an MBA and LLB from the University of Toronto. Nick is an avid tennis player and is currently ranked in the top 10 nationally in his age group category. Nick has been married to Jacquie for ten years and has two daughters, Brooke and Claire.

A GEORGIAN PROFILE:

Geoffrey

Litherland ’84 A Georgian in the Middle East

Geoffrey Litherland ’84 is a lawyer with Harris & Company LLP, a labour and employment law firm in Vancouver. Geoff is currently the firm’s Managing Partner and represents both public and private sector employers in a range of labour and employment law matters. Geoff recently joined the Board of Directors of The St. George’s Old Boys Association.

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From 2009-2011, Geoffrey was retained by the United Nations Relief and Works Agency for Palestine Refugees, known as UNRWA, to review and advise them on their labour relations with their Area Staff working in the Middle East. The editors of The Saint had an opportunity to interview Geoffrey about his experience.

What exactly does the United Nations Relief and Works Agency for Palestine do? It provides education, health, and social services as well as business financing to approximately three million Palestine refugees living in the region. Its employees include teachers, doctors, nurses, engineers, accountants, sanitary personnel, food distribution workers, social workers, etc. UNRWA is the largest of the UN agencies. It‘s senior official is the Commissioner General, who reports to the UN’s Secretary General.

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Why was UNRWA created? It was established in 1950 to deal with the displacement of the non-Jewish population after the partition of Palestine and the UN’s creation of Israel in 1948. Prior to that, Palestine had been under the British Mandate. When Palestine was partitioned, many non-Jews left or were forced out of the territory and went to neighbouring countries. UNRWA’s mandate is to provide support to these people until such time as there is a new peace agreement and/or the Palestinians receive a homeland that they can return to, in theory anyway.

Why were the Palestinians not simply absorbed into the main populations of the neighbouring Arab countries? Well, three million of them live in West Bank and Gaza, which are under the authority of the Palestinian Authority, and there are about a million Arabs who chose to stay in Israel and are now Israeli citizens. Jordan has also absorbed a large number of the Palestinians. But in countries like Syria and Lebanon, Palestinians, who are Shi’ite Muslims, are considered destabilizing to the delicate balance between the different Muslim groups. This was particularly so in the 1970s and 1980s when Arafat and the PLO were using their bases in Jordan and then Lebanon to engage in terrorist activities against Israel. Historically, the Arab League and the Gulf states have viewed the Palestinian issue as the West’s responsibility, as it was the West that created Israel. So they are reluctant to help out, although I understand they do provide some financial support to UNRWA. As well, many Palestinians do not want to give up their faint dream of returning to what is now Israel. I realize that your advice to UNRWA is confidential, but what sort of labour relations issues have you been dealing with for UNRWA? They have experienced strikes and sit-ins in host

countries where such actions are unwelcomed. There are strained union relations in the West Bank and Jordan fields. Much of this is due to the poor economic conditions and the resulting decline in monies from UNRWA’s donor nations, which include Canada. I have been advising them on strategies and tools for improving the Agency’s relationship with their Area Staff Union, avoiding strikes and resolving issues before they escalate into work stoppages.

I understand you came across a St. George’s School for boys in Jerusalem. Tell us a little about that experience. Yes, it took me completely by surprise. I stumbled across it when I was in the Christian part of the city, on my way to the Old City. Some boys were horsing around outside the entrance of the school and they started asking me where I was from etc. So when we were all done with our chat, I took a photo of them.

Did you ever have any fear for your personal safety when you were over there? Gaza was a bit dicey, because in addition to it being under a partial blockade by Israel, there is an ongoing civil war between Hamas, Fatah, and radical Islamists.

Tell me your most memorable experience during your travels in the Middle East. It was probably during my visit to Gaza. I had just been toured around the medical centre and the Beach Camp. The UNRWA official took me down to the waterfront, where UNWRA was putting on a summer camp for children. It was late in the afternoon, about 38 degrees and very humid. I was taken to a large covered area where about 150 teenage boys were having a blowout dance party with a DJ. I showed up still in business attire from meetings earlier in the day and was hoping to keep a low profile so I could just observe. Well, the boys would have none of that! The guy on the PA introduced me as “Mr. Geoff from Canada” and after that, all hell broke loose. The boys started coming over, and one boy desperately wanted to know how much it cost to buy a bicycle here. They were all delighted to see me and they dragged me up on the stage to do a crazy dance with them. I am not much of a dancer but they cheered me like I was Mick Jagger on a farewell tour! Afterwards, as I was getting ready to leave, an older boy, perhaps 15 years old, approached me, looking very serious. He needed to know something. In broken English he wanted to know what I thought of Israel, which of course was making his life living hell under the blockade. It put me on the spot because UNRWA has a strict policy of neutrality, given its relationship with its donor countries and its need to cooperate with all of the host countries. I know what answer he wanted to hear from me. There are, of course, two sides to the Israeli-Palestinian conflict and it is hard to find the truth sometimes. I think I told him that Canada supports the people of Gaza, which of course it does through UNRWA, and that we want life to get better for everyone. I admired him for asking me this question, even though I was not in a position to answer it very well.

What was your impression of the Palestinian people? I found them to be very kind and friendly. Some of the men are rather intense, not surprisingly. There are radical groups that are tied in with the political struggle and party politics, but by and large the people are generous. They love to talk and laugh. What about the living conditions in the Palestinian refugee camps? With the exception of the Jordan field, the Palestinians’ quality of life is not good at all, but UNRWA ensures a basic living standard and probably helps the Palestinian population avoid becoming more desperate and radicalized. Their living conditions in Gaza, West Bank, and Lebanon are quite poor. Syria now is an absolute mess, with most UNRWA staff having been evacuated, things are pretty desperate there. Unemployment in these places is very high and the Palestinian refugees are interfacing with the host authorities everywhere they go, so it is tense, especially in the West Bank. In Lebanon, Palestinians cannot get citizenship, so their employment opportunities are quite limited. Were there any places in those countries or territories that you wouldn’t go? Yes. I wanted to see Hebron, but it was very tense so I passed. There, Palestinian teenagers will throw rocks at you because they are angry at the Israeli occupation and frustrated. In Hebron, there are Israeli soldiers patrolling to provide security to the Israeli settlers, who see the land as a sacred site for Jews. They confront each other constantly.

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Looking back

In the end, there was never any doubt.

A BOYS’ SCHOOL.

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It’s who we are.

The decision for St. George’s School to remain a boys’ school has not been without challenge or self-reflection. During the late 1970s, as many single sex schools around the world went co-ed, former Headmaster Alan Brown, having just returned from visiting a number of leading co-educational independent schools in the US, put the question of co-education to the St. George’s School community at an open forum. A decade later, the question was raised more earnestly, and, at times, the discussion became quite heated, according to John Lawrence, author of Without Fear or Favour: “After three evenings of fiery, divisive debate in crowded auditoriums, a motion to make St. George’s a co-education institution failed to secure the necessary majority at the board level.”

Former Georgian President Alex Tsakumis ’84 (father of George in Grade 5) remembers what it was like during the months leading up to the vote and how the notion of being “fine young men” ensured that the heart of the school—its spirit—remained front and centre. As Alex reflects in this piece, spirit continues to be a major driving force at St. George’s School and ultimately defines who we are today.

Girls and boys learn differently. Girls, in fact, come further along and at a quicker pace than boys. In large part, this is how we develop through our cognitive years. Boys require a firmer hand, yes, but at times a gentler one, too. We’ve all seen this in our own sons as they navigate the challenging waters of St. George’s rigorous academic curriculum. St. George’s is a very special place. Spirit first.

Two plus decades ago, when storied Georgian Angus Gunn ‘86, myself, and others were in the thick of desperately fighting for this school to remain boys only, we were left wondering how we would ever again regain our school spirit. Spirit. What a wonderful word. It took years for us to come together, but it was only after rediscovering our core value. What we learned in that oftentimes painful journey was exceedingly important: that the choice of a single-sex learning environment was paramount to the tailoring of an academic environment that would be most conducive to learning, growing and living better lives for our boys at St. George’s. Being good men. You will find a whole slew of peer-reviewed studies on the laurels of co-ed schooling. After all, it’s worked in our public school system and

We remain unique—very. Not that the failed proposition of creating a stronger school, if coed, wasn’t flawed, but it made us examine and finally embrace our core principles. Spirit. What an incredible concept. Lost amid the manufactured rhetoric of fundamentally becoming something quite different from what is now permanently established; learned, more so than anything else, was that we had something no one else could boast. Spirit. It was what carried us in the midst of our greatest challenges: in the classroom, on the pitch, in debating theaters, in every science lab, and later, in our lives. In our darkest hour, it’s what made us stand taller and straighter than any other school that lost its sons to the ravages of Europe’s early battlefields; blood-soaked, but not beaten. Never. We buried our lads with dignity and honour. We sacrificed mightily. It’s what we do. Spirit. Yes! St. George’s spirit. It’s what drove

us in every unforgiving moment to reach higher and run faster; to work harder and to think more deeply. I was reminded, when asked to pen this piece, of the wonderful spirit that rises from the hallowed halls of this place—this all-boys school—unlike any other school that has facilitated the forging of life-long friendships, business partnerships, and unshakable relationships between friends. We’re family. We bring our beloved sons here for this. Harold Goodwyn ’81, one of the best Head Boys St. George’s has ever produced, put it so eloquently, so beautifully, so succinctly, in his valedictory address to the school in June of 1981. Thankfully, I’ve never forgotten his poignant words: “ What makes us different or even better? It’s our spirit…the spirit of this place. There is nothing like it. May it never change.” And it’s what has bound us for all the many decades of great success, and saved us in those transitory moments where we fell short. If we lose, we do so with grace and if we win, and often we do, we do so because of that great St. George’s spirit that binds us from the moment we knot our first tie and don that crest—the one that remains over our hearts. Forever. We don’t choose all-boys schooling because it makes us better; we chose all boys schooling and made it the best. An all boys’ education? At St. George’s? Of course. It’s in our spirit. May it always be so, indeed.

by A. G. (Alex) Tsakumis ’84, writer and one of BC’s best known political bloggers. He is a former member of the Board of Directors (2005-2008), Past President of the Georgians (2006-2008) and Past Director of the Georgians (2005-2010). He is the father of George A. Tsakumis, a student in Grade 5.

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throughout a majority of the world. But there is also an overwhelming amount of evidence to show that single sex schooling—particularly, ahem, established environments; highly successful ones—such as ours, works wonders.

Eric Stewart, Angus Forsyth ‘84, and Matt Wright ‘84

GEORGIANS’ PHOTO ALBUM

VICTORIA RECEPTION L to R : Carl Jensen ‘90, Don Malins ‘57, Adrienne Davidson, and Eric Stewart (retired faculty)

David Cooper ‘60, with Prentice Durbin ’98

GEORGIANS’ PHOTO ALBUM

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Guests enjoy the San Francisco Reception.

San francisco RECEPTION

L to R : Prentice Durbin ’89, Matt Chambers ’96, Brandon Zien ’99 and Dr. Tom Matthews; Headmaster

Timothy Hsiu ’02 and Justin Segal ‘08

GEORGIANS’ PHOTO ALBUM

LOS ANGELES RECEPTION

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Shawn Yu ‘00, Brandon Zien ‘99, Christian Lin ’05, Matt Chambers ‘96, Prentice Durbin ’89, Mike Gifford ‘88, Timothy Hsiu ’02, Justin Segal ‘08, Dr. Tom Matthews; Headmaster

GEORGIANS’ PHOTO ALBUM

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ANNUAL GEORGIANS DINNER

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A Toast to Geof Stancombe ‘62, for a speedy, full recovery.

GEORGIANS’ PHOTO ALBUM

Careers Day

L to R: Michael Armstrong 96, Chris Boltwood ‘89, Dr. Tom Matthews; Headmaster, Rodan Gopaul-Singh ‘88, Chris Blackman; Head of Alumni Relations, Brian Lee; Dir. Student Services, Graham Handford ‘05

Prentice Durbin ’89 and Brian Grant Duff ‘83

GEORGIANS’ PHOTO ALBUM

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Year Captains’ Dinner

David Rolfe ’49 and Graham Cumpston ‘58 Stephen Millen ’70 and Stuart Clyne ‘50

Montreal Pub Night Toronto Pub Night

Toronto Pub Night

London Pub Night

GEORGIANS’ PHOTO ALBUM

Ottawa Pub Night

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Pub nights

Guests at the Toronto Chapter Dinner at Marben Restaurant.

Ian Lee ’85 and Chris Blackman, Head of Alumni Relations

GEORGIANS’ PHOTO ALBUM

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Toronto CHAPTER DINNER

Headmaster Dr. Tom Matthews and host Monte Burris ’80 on the right.

Sam Harris ’11 and Mark Chan ‘93

Chris Blackman, Marko Horvat ‘07, Rahman Vahabzadeh ‘91 and Reyaz A. Kassamali ’91 (Graham Bodel ’89 in the mirror behind Reyaz)

Lucas Lam ‘08, Mr. Bud Patel, Senior School Principal, and Ms. Adrienne Davidson, Director of Advancement

GEORGIANS’ PHOTO ALBUM

Dr. Tom Matthews, Headmaster, Charles Court ’75, Charles Foster ’80, Brandon Green ‘05

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NEW YORK CITY CHAPTER DINNER

SAINTS’NOTES

1946

2010, I decided to semi-retire. We sold our home in Langley and moved to Sechelt on the Sunshine Coast from where I have set up a Human Resources Consulting practice specializing in small to midsize organizations, especially focusing on the not-for-profit sector. I can be found on LinkedIn, Facebook and at my own website www.williamhtnorris.com

• Tom Lymbery writes: I have finally retired from our family business at the age of 83, since my son and two grandsons are handling the continuance of our Gray Creek Store on Kootenay Lake, which will celebrate 100 years of family ownership and operation in 2013. We have literally sold everything possible (except liquor) in those years, including 40 years of General, Life and ICBC insurance. We are listed in many European Tour Books because of the unbelievable variety of stock in a community of only 354 residents.

1968

1997

• William J. Moore, formerly living in the United Arab Emirates, William has returned to BC and is now living in Nanaimo.

1951

1975

• C hris Hindmarch-Watson was recently selected as the PA Announcer for the preliminary sessions at the 2012 London Olympic Test Event / Great Britain Olympic Swimming Trials at the new London Olympic Aquatic Centre.

• Tom Butler is writing a book, due out this fall, in which he promises to reveal the full name of “Captain Parker” for all the Old Boys who’ve wondered about it over the years.

• Dr. Doug Hamilton, after 14 years in Houston, Texas working at NASA Mission Control as a flight surgeon, Doug has moved back to his hometown of Calgary and is now with the University of Calgary.

1964

1990

• Bill Norris writes: After being caught in a downsizing in

• Carl Jensen has been elected Councillor for the District of Central Saanich on

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1993 Grads: Classmates Gardy Frost, Mark Chan and Travis Dowle caught up on a sunny spring day in Vancouver. Gardy is a financial and insurance advisor in Vancouver; Mark is a real estate investor in New York; and Travis is an investment fund manager in Vancouver.

Vancouver Island in the recent 2011 Municipal Elections. In between municipal duties, Carl works in Forest Revenue Operations at the Ministry of Finance.

1996 • G reg Mitchell is now engaged to Aisling Murphy (Brentwood ’96).

1999 • Angus Campbell is a Rotman Business School MBA candidate (2014). He and his wife are looking forward to meeting the Toronto Chapter to re-connect with old friends and meet new ones.

SAINTS’NOTES

Constable Connor Robertson ‘06 and his proud father, Ian Robertson. Connor graduated at the top of his class from RCMP Depot in Regina Saskatchewan in May of this year. He was recognized with a Cross Pistols Award for Exceptional Marksmanship

• Gavin Dew is taking an MBA at Saïd Business School at the University of Oxford, graduating in September 2012.

2004

• Grant Findlay-Shirras has launched a Canadian-branded venture capital organization—BetterU. They are currently offering fitness services for individuals, distribution of high performance products, and business consulting in Toronto.

• Dan Sutton has recently signed on with CounterPath Corp., a new publicly listed telecommunications technology company (CCV on the TSX.V) as their Investor Relations Manager. CounterPath is a global leader in SIP-based softphones, server applications, and Fixed Mobile Convergence technologies.

• Graham Handford writes: Since graduating from the Nova Scotia College of Art + Design in 2010 with a Bachelors of Design, I have been working at Musson Cattell Mackey Partnership (www.MCMParchitects.com) as a Creative Designer. I will be applying to the Masters of Architecture program at UBC, commencing September 2013.

2005

2006

• Peter Chiu writes: We are still looking for those few who have yet to join our Facebook page, please find us under “Georgians ‘05”. With over 80% of our graduating class already linked within the group, let us keep one another updated and invigorate the comradeship that was once the Class of 2005!

• L andon Braverman is a musical theatre composer in year one of a two-year program at the Tisch School of the Arts working towards his MFA in the Graduate Musical Theater Writing Program—the only degree program in the world that is specifically focused on the craft of writing new musicals for the stage.

• H afiz Kassam has just graduated from medical school and will be starting his Orthopedic Surgery Residency at the University of Toronto in July. He would love to meet with any Georgians in the area and offer whatever advice and support he can to those who are currently in medical school or who might be interested in the field.

2008 • Matt McFetridge has been accepted for the MA program at Bristol Old Vic— the alumni from this school include Peter O’Toole, Michael Redgrave, Jeremy Irons, Daniel Day-Lewis and Gene Wilder.

2011 • Sam Harris is currently a freshman at Columbia University in NYC (class of 2015) and is rowing on the freshman 8.

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2002

SAINTS’NOTES

BIRTHS • Faculty member Ms. Tracy Wallis and her husband, Jim, a boy, Thomas Henry on June 1, 2012.

• Faculty member Mr. Mike Stiles and his wife, Nicole Ricci-Stiles, a girl, Imogen Margo on February 2, 2012.

• Faculty member Mr. Norm Kaethler and wife, Terra, a girl, Abigail Marie on December 22, 2011.

• Scott Siegert ’95 and his wife, Sherry, a girl, Hannah Sophia on May 23, 2012 in Newport Beach, CA.

• Timothy Harvey ’96 and his fiancée, Laura, twin boys, James and Alexander, on February 1, 2012 in Victoria, BC.

• Faculty member Mr. Bill Chamberlain and his wife, Giselle, a girl, Sophie Nicole on June 8, 2011.

• Faculty member Ms. Suzanne Dill and her husband, Ryan, a boy, Morgan Isadore on March 1, 2012.

• Faculty member Ms. Leanne Watts and husband, Ofer Bahar, a boy, Adam.

• Adam Braverman ‘02 and wife, Erin, had a baby girl, Carys Aliyah Braverman at BC Women’s hospital on Tuesday, February 14, 2012.

• Faculty member Mr. Christian Duhme and his wife, Roselle Wu, a girl, Emily on February 28, 2012.

Hannah Sophia Siegert

• David Crerar ’87 and wife, Julia, a boy, Angus Robert Anthony on December 14, 2011.

Sophie Nicole Chamberlain

Morgan Isadore Dill

James and Alexander Harvey

Imogen Stiles

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Abigail Kaethler with older sister Nora.

Carys Aliyah Braverman

SAINTS’NOTES

PASSINGS • Ross Hamilton ’46 on June 6, 2012 at Calgary, Alberta • Robert Cave-Browne-Cave ’46 on September 29, 2011 at Langley, BC •M ichael McAllister ’53 on January 28, 2012 at Nanaimo, BC • Mark Steven ’68 on June 1, 2012 at Vancouver, BC.

Georgian

Honours

Do you know of a Georgian who has made a difference to society? Do you know of a Georgian who is a leader in his industry? Or perhaps you know of a Georgian who is a rising star? Then we would like to honour him.

•W illiam Sampson ‘76 in late March 2012 in England

• Georgian Lifetime Achievement Award Honours a Georgian’s lifetime of outstanding achievement in a particular field or industry and his significant involvement with the St. George’s community and with furthering the mission of the School and the Georgians.

• Cameron V. Beddome ’84 on December 16, 2011 at Kamloops, BC

• Distinguished Georgian Award Recognizes outstanding achievement in a particular field or industry, and dedication and service to the community.

•D ave Abbott, former Master at St. George’s during the 1950s - 1960s on December 18, 2011 at Vancouver, BC

• Young Georgian Award Recognizes a Georgian who has reached a significant level of success but has not yet reached the age of 40, has demonstrated vision and leadership, and has contributed to the community. For more information or to download a nomination form, please visit: www.stgeorges.bc.ca/georgianhonours

September 14 & 15, 2012 We invite all Georgians from classes ending in 2 and 7, along with all Senior Georgians (those celebrating their 50th reunion and beyond) to enjoy a weekend of fraternity and reunion. Friday, September 14 6:00 pm: Reunion Weekend Kick-off Reception for all Participants St. George’s School, Senior Campus, Great Hall 7:30 pm: Senior Georgians Dinner for those celebrating their 50th Reunion and beyond St. George’s School, Senior Campus, McLean Hall 8:30 pm: Class Dinners (organized by each class) venues off-campus If you would like to volunteer as a Class Reunion Organizer, please contact: The Advancement Office at 604-221-3889 For more information: www.stgeorges.bc.ca/reunionweekend

SUBMISSION DEADLINE: JANUARY 6, 2013

Congratulations to Marc Weber ’96, the winner of our recent iPad 2 contest!

Georgians Network Online Directory Still haven’t registered in the Georgians Network online directory? Then please take a few minutes to do so. The Georgians Network offers enhanced features which will allow you to: • Search the directory for friends by name • Search by year or geographic region • Send messages to other Georgians • Edit your own information and update your full profile • Volunteer or search for career or academic mentors • Read and post Class Notes by year • Create a business listing to offer services to other Georgians • Help us track down Lost Georgians • Year Captains can broadcast messages to their classmates This Georgians Network is just one way in which we are helping Georgians to connect, network, and mentor.

www.stgeorges.bc.ca/georgiansnetwork

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1932 – 1962 | 1967 | 1972 | 1977 | 1982 | 1987 | 1992 | 1997 | 2002 | 2007

ST. GEORGE’S SCHOOL 2012-13 KEY DATES For the most up-to-date information, please check our online calendar at: www.stgeorges.bc.ca

2012

2013

September September 3, Monday September 4, Tuesday September 5, Wednesday September 29, Saturday

Labour Day Staff Meeting Classes begin All For One Saints Gala

October October 5, Friday October 8, Monday October 19, Friday

Pro-D Day, no classes Thanksgiving, School closed Pro-D Day, no classes

November November 11, Sunday Remembrance Day Service (Senior School) November 12, Monday School closed November 22, Thursday Early Dismissal for Term Break November 23, Friday Term Break, no classes November 26, Monday Term Break, no classes

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December December 20, Thursday December 22, Saturday

Early Dismissal for Winter Break Hamper Drive

January January 14, Monday

Classes resume

February February 8, Friday February 11, Monday

Pro-D Day, no classes Family Day, School closed

March March 15, Friday March 29, Friday

Early Dismissal for Spring Break Good Friday, School closed

APRIL April 1, Monday April 2, Tuesday April 22, Monday April 23, Tuesday

Easter Monday, School closed Classes resume Term Break, no classes Pro-D Day, no classes

May May 17, Friday May 20, Monday

Early Dismissal for Victoria Day Weekend Victoria Day, School closed

June June 6, Thursday Last day of classes (Senior School) June 7-14 Internal Exams (Senior School) June 12, Wednesday Junior School Prize Day June 14, Friday Graduation Ceremony and Grades 11-12 Prize Day June 15, Saturday Graduation Banquet TBA Middle School Prize Day June 17-25 Provincial Exams

GEORGIANS UPCOMING EVENTS For more information on our events, please visit our online calendar at: www.stgeorges.bc.ca/georgiansevents

•A LL FOR ONE SAINTS GALA Saturday, September 29, 2012 | 6:00 pm Fairmont Hotel Vancouver •H Y’S BUSINESSMAN’S LUNCHEON Thursday, October 4, 2012 | 12 Noon Hy’s Steakhouse & Cocktail Bar •M cgill GEORGIANS Pub Night Tuesday, October 9, 2012 Location to be announced • QUEEN’S GEORGIANS Pub Night Wednesday, October 10, 2012 • WESTERN GEORGIANS BBQ Thursday, October 11, 2012 Hosted by John Lewis ‘95 Details to be announced • U of T GEORGIANS Pub Night Friday, October 12, 2012 6:30 pm – 9:30 pm Location to be announced • UBC GEORGIANS Pub Night Thursday, October 18, 2012 Details to be announced •R EMEMERANCE DAY CELEBRATIONS Sunday, November 11, 2012 Senior School Campus

•Y OUNG GEORGIANS Pub Night Thursday, December 20, 2012 6:30 pm – 9:30 pm Vancouver - location to be announced

•A NNUAL GEORGIANS DINNER Friday, April 26, 2013 5:30 pm – 9:00 pm Senior School Campus

•L OS ANGELES RECEPTION Monday, January 21, 2013 6:30 pm – 9:30 pm Location to be announced

•O TTAWA Pub Night Tuesday, May 7, 2013 6:30 pm – 9:30 pm Location to be announced

•S AN FRANCISCO RECEPTION Tuesday, January 22, 2013 6:30 pm – 9:30 pm Location to be announced

•T ORONTO CHAPTER DINNER Wednesday, May 8, 2013 Details to be announced

•Y EAR CAPTAINS’ DINNER Tuesday, March 12, 2013 6:30 – 9:30 pm Senior School Campus

•N EW YORK CHAPTER DINNER Thursday, May 9, 2013 Details to be announced

•D RAGONS’ LAIR Tuesday, May 28, 2013 6:30 pm – 8:00 pm Senior School Campus

•V ICTORIA RECEPTION Wednesday, March 13, 2013 6:30 pm – 9:30 pm Location to be announced

•G EORGIANS ARTISTS BBQ

•C ALGARY RECEPTION Thursday, March 14, 2013 6:30 pm – 9:30 pm Location to be announced

•S TANCOMBE INVITATIONAL

•G EORGIANS’ CAREERS DAY Wednesday, April 10, 2013 10:00 am – 2:00 pm Senior School Campus •S T. GEORGE’S DAY CELEBRATIONS Friday, April 26, 2013 | All Day Senior School Campus

Friday, June 7, 2013 5:30 pm – 8:30 pm Senior School Campus GOLF TOURNAMENT Monday, June 17, 2013 1:00 pm shotgun start University Golf Course, UBC

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•R EUNION WEEKEND 2s & 7s Friday, September 14, 2012 6:00 pm Reception 7:30 pm Senior Georgians Dinner Senior School Campus

What makes a great school great? Great teachers? Great facilities? Great programs? Great students? Great opportunities available to any deserving student? How about, all of the above! And what ensures that a great school remains great? The annual support it receives from each member of the school community.

We call this ANNUAL GIVING.

SUPPORT THIS YEAR’S

ST. GEORGE’S ANNUAL FUND Because every boy benefits every year from these funds

You can make your donation online at: www.stgeorges.bc.ca/onlinegiving RETURN ALL UNDELIVERABLE CANADIAN ADDRESSES TO: 3851 West 29th Avenue, Vancouver BC V6S 1T6 Canada

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