THE
A MAGAZINE FOR THE ROYAL ST. GEORGE’S COLLEGE COMMUNITY
SPRING 2016
SHIELD The Best Version How Our Strategic Plan is Making a Difference Across the Tarmac
Globetrotting Georgians Make Dreams Come True The Story Behind Vision '18 The Evolution of an Urban Gem Georgians in the Dragons' Den
100% 100% GEORGIAN PARTICIPATION
Annual Giving 2015/2016 Your gift to this year’s annual fund will allow us to continue our tradition of creating life-long Georgians. This year, our annual fund continues to focus on the renovation of Ketchum Hall, as part of Phase 1 of the Junior School Redevelopment Plan, and the Manners Maketh Men Scholarship and Bursary Fund. Our goal continues to be 100% participation. Any donation, whatever the amount, makes a difference. Thank you for your support! Please use the enclosed form to make your gift or visit the Giving tab at rsgc.on.ca
For more information please contact Maria Jordan mjordan@rsgc.on.ca or call 416-533-9481 x298
Contents
The Shield Spring 2016 Email: shield@rsgc.on.ca General Inquiries: 416.533.9481 Alumni Inquiries: 416.516.5202
COVER PHOTO: GETTY IMAGES
Headmaster: Stephen Beatty ’86 Editor: Lauren Mandarino Copy Editor: Dave Mitchell Designer: Jonathan Cresswell-Jones Photography: CanGrad Studios, Tim Hutton, Tom Stevens, Andrea McGavin
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Editorial Committee: Stephen Beatty ’86, Drew Blanchette ’96, Maria Jordan, David Lee, Lauren Mandarino, James Patava ’03, Stacey Russett
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The Shield is the official magazine of Royal St. George’s College. Serving RSGC’s alumni and community, it strives to engage, inform and connect all audiences.
FEATURES 8
Strategic Objective #1: Challenge our boys with strong and inspiring academic programs
The Story of Vision ’18
FPO
BY SUMNER & LANG
12 Strategic Objective #2: Support the development of our boys’ resilience and independence
Georgians in the Dragons' Den – RSGC’s New Entrepreneur Club BY SUMNER & LANG 16 Strategic Objective #3: Connect our boys to the world beyond the College
The Experience of a Lifetime 20
BY CARMELLE WOLFSON
Strategic Objective #4: Further develop an environment that celebrates and supports the individuality of our boys, and reflects the diversity of our changing world Communications and Sports Prefect Nathan Byrne, Class of 2016, and Child Psychiatrist Taylor Armstrong ’92 discuss mental health in schools.
22 Strategic Objective #5: Ensure an environment that inspires faculty and enables collaboration and innovation Meet the Department Head for Canadian and World Studies, Dr. John Lambersky 26 Strategic Objective #6: Build learning partnerships and connections with our extended community
The Greatest Classroom
BY CARMELLE WOLFSON
28 Strategic Objective #7: Engage our Georgian community in the life and development of our College
Hidden Gems: An All-Community Event BY LAUREN MANDARINO
4 DEPARTMENTS 3 Message from the RSGCAA 4 RSGC Events 6 Giving 30 Retrospective 32 Time Capsule
The Shield Spring 2016 • Royal St. George’s College 1
LETTER FROM THE HEADMASTER
Dear Fellow Georgians,
I
n September 2013, the College unveiled its new five-year strategic plan. The plan was created during the 2012/13 school year with input from students, faculty, staff, parents, Old Boys and alumni parents. In the end, over 270 members of our community were involved in the creation of the plan, which was ratified by the Board of Governors. As we approached the 50th birthday of the College, the question these stakeholders considered was simple: How should the College evolve over the next five years to meet the needs of today’s students? In considering this question, stakeholders were asked to consider some additional questions: What should never change at RSGC? What should be the College’s mission? What values and guiding principles should be entrenched in the plan? In the end, the mission statement of the College was changed. Our new mission statement is, To Challenge and Inspire Each Boy to Become the Best Version of Himself. This mission speaks to the school’s focus on the individual, on the value of great educators and on the relentless pursuit of excellence. Our strategic plan is grounded in two domains: a primary goal and an enabling goal. Within each are a few strategic objectives. Our primary goal for 2013 to 2018: Preparing our boys to thrive and lead in a changing world.
Board of Governors James Crossland, Chair of the Board Bruce Chapple ’87, Vice Chair, and Nomination and Governance Committee Chair Paul Clark ’85, Past Chair Cathy Bateman, Treasurer/Audit and Finance Committee Chair Peter Furnish, Advancement Committee Chair Dorothy Byers Ryan Cookson ’03 Cathy Cranston Steve Geist Adrian C. Lang Jennifer Keenan Caroline Newall Jesse Parker ’01 - Clergy Stacey Russett - Guild Representative Colin Watson ’94 - RSGCAA Representative Officers of Royal St. George's College Stephen Beatty ’86 - Headmaster Jane Nyman - CFO & Secretary
Message from the Editor
T Our enabling goal for 2013 to 2018: Foster innovation and excellence by engaging our community and partners. In this edition of The Shield, we’re pleased to provide for our community a mid-point check-in on our progress. We have chosen to frame this mid-point check-in as a series of narratives that illustrate the strategic plan in action and demonstrate how the College is evolving to become the best version of itself in a rapidly changing world. Enjoy!
Stephen Beatty ’86 Headmaster
2 The Shield Spring 2016 • Royal St. George’s College
his is the fourth issue of The Shield I’ve put together while on maternity leave and although it’s always my pleasure, it’s never the same as doing it from within the walls of RSGC. As I prepare to send this issue to print, I say goodbye to my leave. It’s time to return to my home away from home, the campus that has witnessed so many great stories and helps turn out remarkable young gentlemen who go on to do incredible things. Because we are in the midst of our five-year strategic plan, we decided to stray from our usual Shield format to share stories that tie in with the plan’s seven strategic objectives. It was surprisingly easy for the Editorial Committee to come up with story ideas related to each objective – the hard part was selecting just one for each! What this issue does is tell the story of a remarkable community in the process of becoming the best place of learning it can be – a community comprised of students, staff, alumni, parents and alumni parents. These people make our community what we are: family. Enjoy the read.
Lauren Mandarino Editor, The Shield lmandarino@rsgc.on.ca
MESSAGE FROM THE RSGCAA PRESIDENT
RSGCAA Executive & Volunteers
2015-16: Success after Success for the RSGCAA
Alumni Association President: Alex Edmison ’02
W
ith the 2015-16 school year come and gone, I can look back at this year’s activities with pride. The school year began with our Grad Alumni Speed Mentoring in September, followed by our first AGM in October. Our Old Boys’ Dinner, a Toronto Alumni reunion and a Young Alumni social evening bracketed a full slate of university visits. Activities continued in 2016, including a Hockey Night that saw a great showing from our alumni. In February, eight Young Alumni hosted a University Breakfast mentoring session for the Class of 2016. We also invited alumni to say goodbye to Ketchum Hall before the renovations began. The 6th Annual Alumni Mentoring and Networking Event, under the stewardship of Geoff Osborne ’08, was also a huge success. Recently joining the Executive Committee to focus on fundraising, Jon Lucas ’03 is in the process of creating a sustainable fundraising roadmap for the RSGCAA.
Jon’s particular skill set is a welcome addition to the Executive Committee. Speaking of fundraising, this school year was a milestone in Alumni fundraising, arguably engaging more alumni than ever. As Chairs of the Great School, Great Boys campaign, Ann and John Firstbrook ’76 and their son Andrew ’15 launched the RSGC Alumni Matching Gift Challenge, challenging us to raise $25,000 – which they would generously match. I am proud to say that we have surpassed this target. Thanks to all who contributed. This combined $50,000 is a testament to your commitment and dedication to the institution that helped shape you into the men you are today. Moving forward, I challenge you all to dig deep and support the College – whether through a one-time gift or a recurring monthly donation. I am happy to report a 100 per cent participation rate from the Executive Committee – matching that of the Staff and Board of Governors. Alongside a renewed financial commitment to the College, the Executive Committee also took on the task of refreshing our visual brand with the support of the Advancement Team. Distinguishing ourselves from other constituent elements of the College, we worked collaboratively to create a new logo and slogan, Always
Georgian. This edition of The Shield marks the first time that it will appear in print. When I took up the position of President in 2014, I did so with a clear set of organizational goals. I wanted to professionalise your Executive Committee, with clear roles, responsibilities and accountability. I planned to ratify the first Alumni Association Constitution. Finally, I planned to bring to this role the passion, dedication and time that it deserved. While only history can judge me on the latter, I am happy to report that I leave the organization in a better position than I found it. In May, the Executive
Alumni Association Vice President: Drew Blanchette ’96 Representative to the Board of Governors & Past President: Colin Watson ’94 Liaison to the Foundation Board: John Buckingham '71 Communications Chair: James Patava ’03 Mentoring & Networking Chair: Geoff Osborne ’08 Members-at-Large: Peter Antonoff '82 Eddie Beqaj '08 Tim Clark '03 Jonathan Lucas '03 Dan Mitchell '99 2016 Old Boys’ Dinner Chair: George Rutherford '71 Alumni Legends Ball Hockey & Basketball Tournament Event Co-Chairs: Jeff Enfield ’97 Rickesh Kotecha ’00 Alumni Steward: Dylan Tulett ’16
RSGC
ALUMNI
ALWAYS GEORGIAN Committee overwhelmingly voted for Drew Blanchette ’96 as my successor as RSGCAA President; I know that his leadership will continue to grow our Association in leaps and bounds. Through your support, the hard work of the Advancement Team and the guidance of the Alumni Association
Executive Committee, great things have been accomplished and I believe that we are on the path to accomplishing even greater things.
Yours sincerely, Alex Edmison ’02
The Shield Spring 2016 • Royal St. George’s College 3
EVENTS
Georgian Nights RSGC Hockey Night and Community Skate January 19 was a full evening of games and family fun! Thanks to everyone who came out and to all the volunteers who made the night possible!
Love, Blood and Rhetoric On April 14 and 15, Love, Blood and Rhetoric included four productions of theatrical talent directed by students Christian Figueiredo, Michael Vassos, Dylan Tulett and Graeme Edwards.
Hidden Gems April 20 featured the celebratory concert to showcase the hidden talents of our community in support of the Georgian Scholarship for the Arts. A special thank you to Molly Johnson, Stephanie Martin, Masters of Ceremony Kelley Fitzpatrick and Nick Vassos, and the Hidden Gems Committee.
Alumni Parent Pub Quiz Night Many alumni parents, alumni and staff had a blast at the quiz night at the Duke of York on May 9. Congratulations to the winning team!
4 The Shield Spring 2016 • Royal St. George’s College
Grad Moms’ Tea This special day for mothers of boys graduating in 2016 was held at the Royal Canadian Yacht Club on April 8.
Memorable Moments
Class of 2016 Leaving Gift Bake Sale On May 18, the Class of 2016 held a bake sale on campus to raise funds for its leaving gift to the College. The boys raised an impressive $532.35, which will help fund a wooden RSGC Shield that will be erected in their honour in the new Ketchum Hall.
Toronto Alumni Reunion
Don’t forget to add these exciting events to your calendar:
On May 16, 50 Old Boys from 2008-2015 got together over food and drinks at the Quail and Firkin.
Terry Fox Day
September 23 September 23
Old Boys’ Dinner September 29
Grad Alumni Speed Mentoring Event October 4
RSGCAA AGM November 2
Grade 9 Take-Your-Kids-toWork Day November 18
Senior School Day of Service November 21
Mistletoe Market and Cocktail Reception November 28
Georgian Round Table December 2
Admissions Application Deadline December 19
Grandparent and Neighbourhood Carol Service
6th Annual Networking & Mentoring Event On May 26, the RSGCAA hosted yet another successful mentoring event featuring Old Boys from 1971 to 2013.
2016 Parents and Sons Legacy Celebration May 30 was a special evening for the parents and boys of the Class of 2016, featuring a reception, toasts, presentations, gifts and a speech by Anthony Lisi ’15.
The Shield Spring 2016 • Royal St. George’s College 5
CAMPAIGN UPDATE
Evolution of an Urban Gem Five Years of Transformation on the RSGC Campus
B
y the time school opens again in September, RSGC will be completing a five-year period of renovations and upgrades that have transformed the campus. Since 2011, the College has been investing in capital projects focused on ensuring that the facilities optimize the learning and living experience for the boys. “We are constrained by the footprint,” said Headmaster Stephen Beatty. “We need to ensure that what we do have is the best. We want our students to have the space they need to learn, play, share and just be boys.” The first wave of changes came in 2012 and was headlined by the ambitious decision to move the parking lot underground.
“Moving the parking transformed the campus,” recalled Wanda Ho, who cochaired that campaign. “What used to be four buildings with limited connection became a unified campus. It was a huge change in the life of the boys.” Previously, playing outside meant boys had to navigate between the posts of a chain link fence and parked cars. Now, there is close to an acre of landscaped tarmac and an artificial turf field – space that is in continual use for Physical Education classes, free time, lunch activities and intramurals. In addition to the relocation of parking, that phase of building added a Black Box theatre with flexible seating for up to 90 people. That space is used for a range of purposes including regular
6 The Shield Spring 2016 • Royal St. George’s College
classes, school productions, a student-run film festival, open mic jam sessions, the Grade 5 mock parliament and special events. There were also new classrooms added, including an art room, and the eventual
creation of the Design and Engineering Studio. Now, with the successful completion of the recent Great School, Great Boys campaign, the College is poised to reinvent Ketchum
Hall by bringing the Tye Farrow design to life. “We wanted to put a 21st century face on the space,” said Ann Firstbrook, Co-Chair of the current campaign with her husband John ’76. “The students and teachers at RSGC are the best and they deserve to have a bright and welcoming place that inspires them.” Executive Director of Advancement Maria Jordan has seen the students’ anticipation firsthand. “All of the boys, even the Grade 12s, are so excited when they see the renderings,” she said. “They take great pride in their school. It will be wonderful to see what happens when they begin to make it their own.” When the Ketchum Hall renovation is complete, RSGC will move on to the second and third stages of this development phase. In the summer of 2017, the school will install a new kitchen in Ketchum Hall, designed with the help of Michael Bonacini, renovate the Junior School
classrooms and create a new entrance foyer. In the summer of 2018, the final phase will focus on improvements to the Middle School. Throughout this period of growth, RSGC’s campus development has been informed by best practices in school design. All across the education system – especially in leading universities and independent schools – new buildings invariably feature welcoming spaces that encourage interactions among students. This trend has emerged because research indicates that open, flexible and well-designed spaces foster the strong social relations and connection to place that optimize learning and contribute to well-being. Over the five-year period leading up to the end of this summer, the College has made a significant investment. “We have injected close to $20 million into the campus,” said Jane Nyman, Chief Financial Officer. “Along with the major changes that are evident, we have also attended to infrastructure maintenance projects. All together, we are well positioned for long-term sustainability.” All of these campus improvements have been possible only because of the community’s commitment to the College. “People take pride in the school,” said Ann. “We all want RSGC to be the best version of itself. Everyone has been so supportive because they know these changes are needed to create spaces that reflect what is great about this incredible school.”
The Shield Spring 2016 • Royal St. George’s College 7
OBJECTIVE
1
Challenge our boys with strong
The Story of
Vision ’18 8 The Shield Spring 2016 • Royal St. George’s College
and inspiring academic programs BY SUMNER & LANG
S
ometimes, how you do something is as important as whether you do it at all. So when the teachers and administration at RSGC came together in the spring of 2014 to begin work on a whole-school academic vision for the future of education at RSGC, they sought to ensure that this shared vision would be arrived at through a collaborative, inclusive process. In convening the discussions that ultimately shaped Vision ’18, Anna Magor and Mike Ruscitti, the Directors of Teaching and Learning in the Junior and Senior Schools, led a process that often involved teachers who don’t normally work together sharing their ideas. “We value the autonomy and individuality of each teacher,” said Anna. “Our goal with the process was to spend time together talking about the big questions in education. Ultimately, the document was written by all the teachers.” Mike added that the process was a superb way to build on the outstanding learning already happening in the College. “We have terrific teachers,” he said, “Our goal was not to hamper individual
style, but to outline overarching themes that could guide us. When we assess new possibilities, we can ask ourselves how they meet the vision.” Because it was created through a collaborative process, Vision ’18 has become a catalyst for curriculum development. “It is not a prescriptive document,” said Head of Junior School, Catherine Kirkland. “It’s about conversations, talking about learning, developing a collective vision.” To support the process, the academic leaders also did extensive research so they could infuse the ongoing discussions with cutting-edge ideas to consider. This included looking at project-based learning, a model that emphasizes complex problem solving, and participating in Canadian Accredited Independent Schools’ 2051 Project, a professional learning forum focused on the future of independent school education. It also involved visits to schools around North America that excel at innovation, and an exploration of the ideas of educational thinkers such as Grant Lichtman, a thought leader in K-12 school transformation. The goal of the visioning process was to create a learning environment that promotes 21st century capacities such
Through our academic programs, our boys will learn to: BLAZE TRAILS • Think critically about ideas, systems or processes • Generate ideas and insights • Design solutions to problems • Consider the purpose and ethics of actions • Understand how position and experience impact perspective
DIG IN • Use collaboration, feedback and reflection to co-construct knowledge • Welcome challenge and adversity: take steps to effect change • Embrace failure as part of the learning process • Take full responsibility for decisions and actions • Act in our local community: be a full participant
TAKE RISKS • Build knowledge capacity in order to act with purpose • Innovate and design sustainable change when required • Demonstrate an understanding of literacies through creative expression • Contribute positively and substantially to a learning community
In the Junior School, Vision ’18 is an evolution of the project-based and integrated approach to learning. Guided by the Learner Profile, Junior School teachers design curricula to promote capacities in four broad areas: researcher, designer, developer and presenter.
The Shield Spring 2016 • Royal St. George’s College 9
OBJECTIVE
1
as original thinking, creativity, social intelligence and moral character. As Catherine put it, “We want to prepare our boys for the world. We want them to be flexible and be problem solvers, to learn to deal with issues and to work with others to solve problems.” In general, the emphasis of Vision ’18 reflects the seismic shift in education away from traditional approaches that emphasize content and rote learning, and toward technology-enabled, active and integrated learning. More and more, schools focus on the application of knowledge and the role of relationships and risk taking in solving complex problems. With this emphasis, students can design, prototype and iterate while developing global skills like the ability to research. This educational shift is widespread, including at the top universities most Georgians go on to attend. Gone are the days of endless lectures punctuated by occasional term papers or exams. Leading programs now offer their undergraduates opportunities to participate in faculty research, campus-based incubators for start-up companies and extensive experiential learning options. There have also been shifts in the nature of learning
10 The Shield Spring 2016
as a result of technological innovations, such as the use of clickers in lectures or the flipped classroom model where students watch a lecture at home and spend class time working together on problem solving. Throughout RSGC, there is evidence of the transformation in learning that Vision ’18 aspires to create. In the Junior School, Vision ’18 is an evolution of the project-based and integrated approach to learning that emphasizes interest, engagement and enjoyment. “Intuitively, we have always known what makes the boys happy,” said Catherine. “We want to make sure our boys say, ‘This is my home. I can be myself here. I can make mistakes. I am unique. I’m okay with myself ’.” Guided by the Learner Profile, Junior School teachers design curricula to promote capacities in four broad areas: researcher, designer, developer and presenter. “Our teachers are very nimble,” said Anna. “They take the best of programs such as IB or Reggio and integrate them. By making room for creativity and innovation, we ensure our students are fulfilled, engaged and confident.”
In the Senior School, forms of hands-on learning are evident across the curriculum. Some examples include case studies in business classes, AP Capstone™ courses, the Advanced Computer Engineering School (ACES) program, the media arts course and a Senior French project where students pursue a personal interest such as building a table or cooking the perfect steak entirely in French. One major example of integrated learning is the Grade 9 Social Entrepreneurship project in which boys worked in small groups to identify a social problem in a local community and then devised a potential solution. Sample projects included gathering clothing and
Vision ’18 reflects the seismic shift in education away from traditional approaches that emphasize content and rote learning, and toward technologyenabled, active and integrated learning.
resources for homeless people, developing online games and sites to address issues like racism, and tutoring youth at risk. Along with being interdisciplinary, the project involved leaders in youthdriven social innovation. Social Journey, a leading organization in the field, helped develop the project and made an initial presentation to the boys about the principles of social entrepreneurship based on its work with institutions like Ashoka. The project also involved RSGC alumni and Rockstar Café co-founder Mark Kryshtalskyj ’10, and attracted the interest of the School of Design at Ryerson, one of the leading comprehensive innovation universities in the country.
Vision ’18 has also already led to increased collaborations across the tarmac. As the academic visioning process was getting underway, there was a joint project between Grade 3 students and members of the Grade 11 ACES class to create a living wall. The younger students built and planted individual modules, while the older boys advised on construction, helped with the structure and designed devices to monitor humidity, temperature and soil moisture in the plant habitat. The Design and Engineering Studio (DES), located on the second floor of See House, was also an outcome of the vision process. It exists to enable design thinking, collaborative inquiry and project-based curriculum pursuits. Home
to the ACES program, this space is a hub for junior and senior boys to work together formally and informally. With all of the innovation happening across the College, there are diverse and changing needs that put pressure on the organization. Teachers exploring integrated, hands-on projects and problem solving require an inventive use of time, space and resources. “There has been a significant increase in particular timetable requests,” said Assistant Head and Head of Senior School Paul O’Leary. “Every year, we revisit the model to see if we can be more creative in how we allocate space and time. It’s a complicated process, but it’s worth it to support the incredible projects that people are coming up with.” From the outset, the faculty and administration were focused on more than just a formal academic vision. They wanted to create a culture of innovation and imagination among the staff and students at every grade level. By adopting a collaborative and integrated approach to the Vision ’18 process, they not only modelled creativity, they developed a professional climate that will continue to produce the optimal learning conditions for students.
Vision ’18 has led to increased collaborations across the tarmac. A joint project between Grade 3 students and members of the Grade 11 ACES class had them create a living wall. The DES is also a hub for junior and senior boys to work together.
The Shield Spring 2016 • Royal St. George’s College 11
OBJECTIVE
2
Support the development of our
Georgians in the
Dragons’ Den RSGC's New Entrepreneur Club
12 The Shield Spring 2016 • Royal St. George’s College
boys' resilience and independence BY SUMNER & LANG
E
ver wonder where the next generation of visionary entrepreneurs will get their start? One place is the new Entrepreneur Club at RSGC – more of an incubator for new businesses than a typical extracurricular activity. The story of how this new initiative came to be illustrates as much about the commitment to innovative learning at RSGC as it does about the business savvy of the students involved. Last summer, RSGC teachers and business enthusiasts Rickesh Kotecha ’00 and Drew Blanchette ’96 visited the University School in Ohio where they attended a professional learning session at the Young Entrepreneur Institute. While there, they met high school students who had started their own businesses, such as an applesauce company and an organic fair trade tea importer. They also observed a session where high schoolers pitched their business concept to a Dragons' Den-style panel of potential investors. Inspired by what they saw, the pair returned home full of ideas about how they could create a mini-version of the institute at RSGC. After some conversations with Headmaster Stephen
Beatty ’86, they began by reaching out to the student body and inviting anyone interested in starting a business to come out. Twelve students attended the first meeting and the Entrepreneur Club was underway. “At the first meeting, we talked about a bunch of different ideas for companies we could start,” recalled Grade 10 student Adam Fell, “but we decided it made the most sense for us to work together on the same project. That’s when we narrowed in on creating a dry cleaning service so families could drop off and pick up blazers at the school.” Dubbed Spark Dry Cleaning, the business concept was in place. Now the group faced the same problem every small business must overcome: securing enough funds to get started. After some brief conversation with the faculty advisors, the boys arranged to make a pitch to Headmaster Beatty and Chief Financial Officer Jane Nyman. “The boys did an amazing job with the presentation,” explained Stephen. “They were so passionate and answered all of our questions carefully. We could tell from the get-go that they weren’t going to take ‘no’ for an answer. It was easy for us to see that it was worth it to give them a loan to get started.”
With $1,000 seed funding in place, the boys had to decide how to proceed. But the logistics weren’t the first hurdle to get over. “After they had the loan, they asked us what would happen if the business lost money,” recalled Drew, who runs his own property management company on top of his work at RSGC and knows firsthand about the pressures of being in charge. “We said, ‘you are on the hook for it.’ That’s when their eyes lit up.” From that moment, the boys got to work. First, they divided into two groups, one to look after logistics and another to handle sales and marketing. Then, they set March Break as their target for the first round of blazers to come in. From there, they had to sort out everything from attracting customers and establishing an effective labelling and tracking system for the blazers, to handling payments and registrations. “The students did everything,” said Rickesh, who teaches business. “We were there to advise them and offer suggestions, but it was up to them to make decisions and execute. They even handled the meetings and negotiations with potential suppliers. When they met with the owner of Modern Laundry and toured the facility, he asked to see their business plan.
A socially responsible business The boys not only turned a profit, but they also made an advance repayment on their loan and donated 20 per cent of their earnings to support Syrian refugees.
The Shield Spring 2016 • Royal St. George’s College 13
OBJECTIVE
2
They didn’t have one at that point, so they had to go away and create it.” Throughout the process, students were forced to step out of their comfort zone and tackle challenges they had never faced before. For example, they had to market the business – first at a school concert and parent-teacher interviews, and then in individual sales calls. One student even made three sales at a Saturday night party he attended with his parents. The opportunity to develop basic business skills was enjoyable for the students. “We had to learn how to run a meeting and make decisions,” said Adam, who works on the logistics side of the business. “We had to communicate a lot to be sure we knew what each of us was doing. We also had to stay on top of things and get them done right away. I learned a lot about time management.” Beyond specific skills, the students also got a taste of what it’s like to work for a living. “We learned how much work it takes to be successful in business,” said Joey Lisser, a Grade 7 student. “You realize that successful people didn’t get there overnight. They had to work hard.” In the end, the first round of the Spark Dry Cleaning Service turned a profit. In fact, they were so successful that they, prioritizing careful financial management, were able to make an advance repayment on their loan. They also wanted to be socially responsible, so they donated 20 per cent of their earnings to support Syrian refugees. Looking back on the initial phase, the students say they see great value in this unique experience. “Learning on your own is really enjoyable,” said Adam. “It’s very different from in class. You work hard because you enjoy it. It is really fun.” Now, with their first success behind them, the boys are dreaming big. “We are exploring ways to expand to dry cleaning other uniform items
or possibly offering a hemming and clothing repair service,” said Joey. “We are also focused on the next round of blazers, likely for Grade 8 and Grade 12 graduations this spring. After that, we might offer the service over the summer so families can get the uniforms ready for school next year.” Having brought the concept to the College, Drew and Rickesh are excited to see the students so passionate about the project. “They are living and breathing it. They all want to see it grow,” said Drew. “We hope that we can build on this early success and turn the club into an incubator for student start-ups so that even a 12- or 13-year-old boy who wants to start a business can do so.” Exemplifying RSGC’s commitment to supporting new and inventive opportunities for personal growth in its students, the Entrepreneur Club teaches resilience, independence and confidence to the boys involved. By creating a totally different kind of learning, the club develops skills and ignites passion in enterprising students. As Joey put it, “I love it – it’s work without having to work.”
14 The Shield Spring 2016 • Royal St. George’s College
“We had to learn how to run a meeting and make decisions,” said Adam, who works on the logistics side of the business. “We had to communicate a lot to be sure we knew what each of us was doing. We also had to stay on top of things and get them done right away. I learned a lot about time management.”
Around the
World in
80 Bites
gala
Saturday, April 29, 2017 The historic Carlu Tickets on sale February 2017 Proceeds benefit the Ketchum Hall kitchen renovation For information on sponsorship opportunities, contact advancement@rsgc.on.ca
Headmaster Stephen Beatty ’86 and Gala Co-chairs Jane Halverson and Heather McGowan invite you to join them for a celebration of culture and cuisine.
OBJECTIVE
3
Connect our boys to the world
The Experience of a
LIFETIME
16 The Shield Spring 2016 • Royal St. George’s College
beyond the school BY CARMELLE WOLFSON
E
mma Totten, RSGC’s Coordinator of Community Service and Global Partnerships, has been organizing Service Learning trips around the globe for many years. Thanks to her hard work, the College’s Service Learning program has grown from sending five boys overseas in its first year to over 40 this past year. Working with humanitarian organizations like Me to We and Habitat for Humanity in far away places like Brazil, India, Nepal, Ecuador and Costa Rica, the boys return home having gained invaluable lessons. “I love when students return and realize they’ve gained more than they gave,” said Emma. “To me, developing global awareness is the most important part. I particularly like the points in these types of opportunities when the students see how similar we all are. Often this happens in something as simple as a soccer game.” In this year’s trip to Belize, RSGC partnered directly with a local school and helped on projects such as establishing a community garden and creating a new pathway for the school. Other trips have included digging the foundation for the Baraka Health Centre in Kenya, building
a home in Vietnam with Habitat for Humanity, planting a community garden and painting a new library in Nicaragua, digging septic tanks for local families in Bolivia and building a kitchen garden and porch for a daycare in India. For the first time this year, a few boys went on a trip that was more difficult than manual labour. Thanks to alumnus Ian Firla ’89, who resides in Poland with his family and runs a financial services company, RSGC connected with the Canadian charity Coalition for Kids International, which takes small groups of students to the homes of terminally ill Polish children ages 8-18 to help make their wishes come true. The young ambassadors also bring joy and happiness to many others in the hospitals they visit throughout Poland. Ian, who has been supporting the charity for the past three years, was thrilled to get his alma mater involved. “It’s an amazing feeling to be thousands of miles from Howland Avenue, but sharing the values instilled in us by the school,” he said. “It made me feel very proud to be a Georgian!” Two boys from the Class of 2016, Andrei Miler and Nicholas Ramsubick,
and Grade 10 student Jonah WalkerSherman, joined RSGC supervisors Tim Hutton and Alison Hart on the 10-day Poland trip. Nicholas, the Community Service Prefect who has done a lot of volunteering with young children, was extremely keen to go on the unique trip, but knows that many other students were hesitant. “Going on the trip was something really cool that everyone wanted to do, but I think when they heard they were going to meet terminally ill children, they might have gotten uncomfortable about the whole situation,” he said. Before they left, Andrei was nervous. “I had a few fears,” he admitted. “I kept thinking to myself ‘What if someone is very sick?’ or ‘What if I’m speaking to someone and he just passes out?’” The first home visit was the most difficult – everyone was nervous, uncomfortable and slightly scared of the unknown. The tour guide advised the boys to be nice, relax and just be themselves – which is exactly what the students did. “It ended up being easy to just be nice and have fun,” said Andrei. Among other things, the students
Ian Firla '89 connected RSGC with Coalition for Kids International. He met up with the Georgians while they were in Poland.
The Shield Spring 2016 • Royal St. George’s College 17
OBJECTIVE
3
learned that their preconceptions of sick kids were somewhat misguided. “When we met the first child, we all noticed that none of the children looked terminally ill,” said Nicholas, who also said that while sometimes the physical disabilities were obvious, they just focused on getting to know the children and their interests. Through the help of their translator, they were able to converse and play with the children. Before each visit, Andrei, Nicholas and the others wrapped the gifts requested by the children, ranging from video game consoles and laptops to cosmetics and figurines. But when they delivered the gifts, the children seemed more interested in playing with the boys than their new toys. “They wanted us to go into their rooms and play with their Lego or the games they had,” said Nicholas, who says he felt like a big brother to the children. “Our presence there was so impactful on them, which was really great.” During the 10-day trip, the boys spent their days travelling from place to place by bus while staying in a new hotel each night. On the final day in Poland, they visited a rehabilitation centre for children with debilitating diseases and their families, where they received a very warm welcome. They handed out gifts of Canadian memorabilia to many of the patients. One mother, who received a dollar store watch with a Canadian flag on it, was so happy that she hugged the boys and took more than 40 photos with them. “I’ve never taken that many photos in my life in such a short period of time!” said Andrei. The children at the centre welcomed RSGC students by putting on a show for them, playing the guitar and singing. When it came time for the students to do their own performances, they had to come up with something fast. In the end, they settled on singing “Summer Nights”
from Grease and “My Favorite Things” from The Sound of Music. Seeing the joy their visit brought to the patients made it one of the best parts of the trip for both Nicholas and Andrei. The boys also went to a museum for the blind, visited Auschwitz and saw
18 The Shield Spring 2016 • Royal St. George’s College
various historical sites in Berlin. But visiting the sick kids was definitely the highlight of the journey. “I learned that you can’t let your illness define you,” said Nicholas. “You really have to try to go out and live your life.” The trip also helped the boys to realize
the importance of having a supportive family and they all feel even more grateful for the education and opportunities they have had access to through RSGC. “The trip was definitely not falsely advertised as the experience of a lifetime!” said Nicholas. Ian knows the importance of trips like this one and still remembers the impact of the trip he took to Italy with RSGC in the ’80s. “You certainly gain a wider perspective on the world and a sense of maturity as well,” said Ian, who met up with the RSGC students while they were in Warsaw. “The trips are great experiences to help you in your growing up and your pathway towards becoming a man. They are key growing moments. I think they focus the mind and certainly create those memories that help mould you as an individual.”
GEORGIANS TRAVEL THE WORLD In addition to the Service Learning trips during March Break, which will include Bhutan in 2017, the boys have numerous opportunities for international travel. Judo trips to Japan, and alternating band and choir trips to Europe have boys with varied interests visiting cultural capitals of the world. For the past four years, Georgians have taken part in a Swedish exchange program with the International English School in Bromma, Sweden, while a recent partnership with OSEF (Organisme de Séjours Éducatifs Francophones) facilitates cultural exchanges for our Grade 10 French students. Henry Stevenson, Class of 2018, went to Provence Alpes Côte d’Azur this past year and emailed his grandfather about his experience: It is hard for me to articulate my France experience as it blew away my expectations far more than I had anticipated. I have learned and grown so much as a person and I cannot believe that my trip ended as quickly as it did. My highlights included surfing in Saint Tropez and Biarritz, skiing in the neighbouring Alps (Les Orres and Risoul), staying in Paris for one week and unleashing my inner “tourist”. Believe it or not, this all took place within my first two weeks. The school system in France is quite different to RSGC; the structure was more comparable to that of a university. For example, some days I had two-hour gaps between classes. Everyone agreed that my correspondent Élouan and I were a great match (OSEF said this happens more often than not). Being the avid rugby player that I am, getting to play in France was an opportunity of a lifetime. It was fascinating being surrounded by people that share an equal amount of passion for the sport and this was another common interest between Élouan and myself. I have noticed astronomical progression in my knowledge of the French language. I am able to converse amongst my fellow classmates with ease and can only urge future Georgians to take advantage of this opportunity.
The Shield Spring 2016 • Royal St. George’s College 19
OBJECTIVE
4
Further develop an environment that of our boys, and reflects the diversity
Our changing world places significant pressure on boys. Our support for them, as individuals, has evolved a lot to reflect this. So for this year’s Prefect Q&A, The Shield brought together Communications and Sports Prefect Nathan Byrne, Class of 2016, and Child Psychiatrist Taylor Armstrong ’92 to discuss mental health in schools. They each had the opportunity to ask the other questions. Nathan Byrne: Taylor, can you please tell me what you do for a living? Taylor Armstrong: I’m a child analysis psychiatrist at a children’s mental health centre called the George Hull Centre for Children and Families. We are a non-profit charitable organization affiliated with the University of Toronto. I’ve been there for five years, after I came out of my psychiatry residency and medical school. We deal with kids and teens and give them some direction in identifying resources and understanding what might be going on. We also do follow-up work with kids who are more complicated and need more support. We also have students who come through – med students, students who are training to be psychiatrists and social work students – and I teach with them. NB: What are the stresses and places of anxiety for adolescent boys and young men? TA: Looking at adolescent boys in general, because my sample at the George Hull Centre is a bit skewed, it’s pretty standard stuff. It often comes down to school expectations, school work and relationships. I hear a lot of worries about the future: where am I going, where am I headed, what am I meant to do? There
was a census done a couple of years ago and those same worries came up pretty commonly for the teenagers. NB: How has this changed in the time that you’ve been practicing? TA: I'd have a hard time saying whether it has actually changed. Five years practicing isn’t a lot of time! So I would say that a lot of the worries I was hearing about when I was training or just starting at the George Hull Centre are fairly similar to now. NB: What common themes do you hear from young men? TA: Again, expectations is a big word – expectations of teachers and parents. Expectations from peers to have them do certain things or be involved in certain activities. The other thing that I hear is around the theme of connectedness. Sometimes, teenagers feel a lack of connection. That could be as extreme as bullying, exclusion or just the day-to-day stuff with their peers. And also connection with families, or sometimes lack thereof, conflict with parents or family members – not feeling like the people who are supposed to be closest to them understand them in a way that they feel is being supportive. NB: Where might schools fit into the work for boys in managing this?
20 The Shield Spring 2016 • Royal St. George’s College
TA: Schools have a really tremendous and important role. They have so much exposure to boys who might be struggling with anxiety, expectations or any other host of mental health challenges, whether they be anxiety disorders, depression or stress within the family life. Schools and school staff have a lot of exposure to these kids, so they have an important role. It could be getting an inkling that something is going badly, extending a hand of support and perhaps directing families and boys to the supports that are available. I think that’s one important role: monitoring and ushering kids, and advocating for them to get the supports that are out there in the community. I also think that teachers, guidance counselors and other school staff can be tremendous resources. I know when I was at St. George’s, that was a real positive. I think a lot of my peers who went to school with me would probably say something similar. Interestingly enough, if you ask a wider audience of adolescent boys and girls about how close and connected they feel with their teachers at school, at least half of them would probably say that they don’t have somebody they feel they can approach with a personal difficulty. NB: What was the path to your career?
celebrates and supports the individuality of our changing world Did your experience as a young man at RSGC impact this? TA: It wasn’t while I was at RSGC that I first wanted to be a child psychiatrist. I wasn’t really sure if I wanted to pursue medicine – it was sort of in the back of my mind. I really enjoyed my science classes, and my science teachers here were my mentors and role models. So I went from here, got my graduate degree and then came back to Royal St. George’s and taught for a year. I think that experience of being around kids and young people fuelled my interest in working with them down the road. Eventually, I chose medicine over teaching and here I am now. I had enough positive experiences in my education and I really wanted to work with kids and families.
give my piece, but it’s just not there. TA: I’ve found that there’s a lot people can do even without necessarily having the same experiences that other people bring to the table. You just put your head into their experience a little better or just try to understand, which is sometimes the most important thing. NB: Absolutely. TA: So what have you found or seen that’s been helpful for RSGC students or boys your own age to manage with these stresses or challenges? NB: When I came to the College in Grade 9, my brother was in Grade 12 and I knew about Ms. Kaye's room. It had the
TA: So now I get to ask you some questions! Where does your interest come from in terms of mental health in schools? NB: I’ve always been a regular in Ms. Kaye’s [the College’s Social Worker] room, just stopping in for visits. Sometimes, I help out or sit in on talks and say my piece. TA: When I talk about some of the stresses that I hear in my work with young men and boys, does that resonate with what you hear at RSGC and in your own experiences? NB: Absolutely. Mostly, it’s a case of somebody having family problems, not doing well in school or breaking up with a girlfriend. I definitely see a lot of similarities with the work that you do, just with much less experience! TA: Yes, you can kind of distill it down to a few themes, but what I’ve found is that everybody’s story is different – how family stress or school stress comes out is different for everybody. NB: For the most part, I can relate to many of the boys, but then I realize that I don’t have a lot of ground to speak about relating. For the most part, I wish I could
reputation of being a place to hang out and talk about stuff. Boys go there to talk about something that's been bothering them with her or with each other, like tests that they all bombed. TA: How do you think that having that environment is helpful to students? NB: What I try to be diligent in expressing in her room is the importance of starting the conversation. It doesn’t need to be anything big, but when you flunk two tests in a month and then something else happens, it all seems to pile up and weigh down. Boys don’t really know how to deal with it. I’m certain that some boys are still on the edge and have never and most likely will never go into Ms. Kaye’s, but I think the guys that do get a tremendous amount from what she has to
offer as a professional and what the other guys sitting in the room have to offer as peers and friends. The school does a fine job of nurturing boys from whatever age they come to the school. They make sure to share staff and student experiences so we understand that stress and anxiety get to us all. Everybody at the College has experiences they can share that could help a range of boys in many ways. TA: Can you speak about other initiatives at the school to attend to the boys’ mental health? NB: We have Mental Health and Awareness Week or Weeks. There were talks about depression and stress, social anxiety, and substance abuse, and less major topics like meditation, how to relax and family situations. There were 15-minute massages on the last day. TA: Are there other things that you think the school could do in the future? NB: Every grade is different, but I think, for the most part, RSGC has the advantage of being able to connect with every boy. I know everybody’s first and last name in my class and one or two things about them. We have a tremendous environment. I spoke in Assembly to the guys about how to handle things in your life. I reminded them that there are so many great adults here who can help with all kinds of issues. TA: I think that connection is really important. You asked me the question about the path to my career and how it was influenced by RSGC… I don’t know if my education took me on my way to becoming a child psychiatrist, but I definitely think a lot about my experience at RSGC when I’m working with families and kids. I think about the connections that I had with my peers and the teachers here, and try to build those into the lives of the struggling students that I see day in and day out.
The Shield Spring 2016 • Royal St. George’s College 21
OBJECTIVE
5
Ensure an environment that inspires staff
TEACHER SPOTLIGHT: JOHN LAMBERSKY 22 The Shield Spring 2016 • Royal St. George’s College
and enables collaboration and innovation
J
ohn Lambersky joined the RSGC faculty in 2010. He teaches three courses at the College: Canadian Civics, a Grade 9 course centred on politics, government and justice; Grade 12 World History since the 15th Century; and AP Capstone™. He is also the Department Head for Canadian and World Studies. His innovative ideas and impressive volunteerism make him a born leader and an inspirational teacher. The Shield had a chance to sit down with John, who recently completed his PhD.
JL: I love a lot of things about being here, but I think the most sustaining element is humour. Teaching boys brings a restorative liveliness.
The Shield: Tell us a little bit about where you were before RSGC. JL: I was teaching at Crestwood Preparatory College. It was a very important place in my development as a teacher and I still count many of my former colleagues as friends. But my experience teaching summer courses in Italy is what made me eager to come to RSGC. There was always a group of Georgians in my classes – young men who impressed me with their leadership, humour and curiosity. So when I saw an opportunity at RSGC in my sixth year of teaching, I jumped at the chance.
The Shield: Seems like you never want to stop learning! JL: That’s true. I think a lot of teachers enjoyed school and learning new things, which certainly applies to me. At our best, I think teachers are scientists in the classroom. Every class is an opportunity to learn what works and what doesn’t. And students, thankfully, are never too shy to share their views. A bored student is its own form of data!
The Shield: What do you love about the College?
The Shield: You recently completed your PhD. What is it in? JL: My PhD is in education. My dissertation was about school improvement and sustaining excellence – especially on the human side of schooling. How might a humane and supportive school environment produce better results?
The Shield: Can you tell us about AP Capstone™? JL: A new two-year program for Grade 11 and 12 students, AP Capstone™ is designed to stimulate minds, prepare students for the rigours of university
(including grad school) and have them join important conversations about our world. It seeks to build key skills like deep and sustained reading, scholarly research, the formation of evidence-based arguments and the effective communication of ideas. We are proud to be part of a small group of schools offering this program, which is only in its second year. The AP Capstone™ program is about big ideas. This year, our course is structured on three of them: truth, justice and prosperity.
The Shield: What is your involvement in the program? JL: I’m its first teacher at RSGC. I spent a week in Houston this summer learning with teachers from all around the world how to implement this program. Then I spent most of August designing this, our first Capstone™ course. The Shield: How do you think it will benefit the boys? JL: Students in the program will be experienced in the research, communication and writing skills necessary not just for their first year of post-secondary, but also for graduate school. They will be able to seamlessly pursue their passions and distinguish themselves in university – and
The water is John's teacher "Each paddle stroke teaches you something. Nature provides immediate feedback. Paddling is also the most fitting metaphor for life."
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OBJECTIVE
5
their careers beyond. I’m very grateful that we have this course. I think it will pay dividends for our students and anyone who is lucky enough to teach it.
The Shield: You wrote a book for your Civics course? JL: I did. I know it has become fashionable to deride the textbook, but I believe students should be reading – frequently and about important issues. But I wasn’t satisfied with the textbook offerings. One of the troubles with most Civics texts is that they are often obsolete before they are printed, so they tend to avoid any current events. So, a few years ago, I decided we could do a better job to suit the needs of our students than publishers could. I wanted our text to be relevant and able to communicate the most complex parts of our political and judicial systems, while appealing to a variety of reading levels and interests. I wanted it to be electronic – for ease of student annotation and so I could update it as political realities change. I wanted it to have built-in context quizzes that provide feedback to students. And, of course, I wanted it to be offered free. I wrote it over a few months in the evenings and we’ve used it since (and updated it more than a few times). The Shield: What is your idea of great teaching? JL: At its best, teaching can change lives. I think great teaching is a mix of many things. I think it is humble and giving and kind, but it is also firm. I think it is content-rich and expects a lot from students. I think teachers are part salespeople, part personal trainers. And I continue to believe that teaching and learning are acts of mutual gratitude. The Shield: How has teaching changed in the 21st Century? JL: In teaching, I don’t think the most important things have changed at all. Knowledge is surprisingly durable.
Writing and reading will always be important. Young men who can express themselves with grace and eloquence, who understand the big questions of our day, and most importantly, know how to answer them – that’s always going to be in fashion. I don’t see teaching as an innovation race. I see the challenge as this: how do we scale up the most effective teaching strategies? It’s not about “new”; it’s about being consistently excellent.
The Shield: How are you helping the boys become the best version of themselves? JL: I think you would have to ask the boys that! As teachers, it’s hard to know what impact we might have on any given day. I would hope to bring a sense of curiosity to the boys – that the world is interesting enough to want to learn about it. I would also like to think that I have high expectations for my students. But most teaching is aspirational and it can feel a lot like failing a lot of the time. The Shield: What is Clean Up the Bay? JL: Clean Up the Bay is a project of mine to take care of some very special parts of this city’s waterfront. A small group of people and I – sometimes just me alone – meet at Cherry Beach and paddle to the wilder sections of the waterfront to clean them of litter. From May 24 until Thanksgiving, I lead two formal group events each week – one on Saturday morning and one on Tuesday evening. But most weeks in the summer, I’m there three or four times a week. The Shield: How long ago did you start it and why? JL: I wanted to keep the beaches I’ve begun to love free of the small bits of plastic that are inevitable with pleasure boating. I started a few years ago just keeping a short section clean. I made a small website and recruited volunteers through social media. This past year, with
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“I don’t see teaching as an innovation race. I see the challenge as this: how do we scale up the most effective teaching strategies? It’s not about ‘new’; it’s about being consistently excellent.”
a more regular effort, we expanded to about two kilometres of shoreline. We’ve removed over a thousand pounds of trash, estimating conservatively. I started this project because I wanted to change the conversation about what it means to live in and enjoy a city. With a 10-minute paddle, I can be floating on a quiet bay, on clean water, with a kind of solitude not found on some lakes in cottage country. I think we should find recreation where we live rather than commuting to it on summer weekends. We are blessed with some of the finest recreational waters in the world and I want to help keep them that way.
The Shield: Why do you think it’s so important to give back? JL: I’m not so sure Clean Up The Bay is “giving back.” I do it because I enjoy it. The water is a wonderful teacher, if you listen to it. Each paddle stroke teaches you something. Nature provides immediate feedback. Paddling is also, I think, the most fitting metaphor for life. Sometimes the headwind is strong and the waves unfavourable, but each stroke gets you closer to where you want to go. All you can do is point your boat towards the shore and keep paddling. The rest doesn’t really matter.
Old Boys’ Dinner 2016
- Save the Date September 23, 2016
This year’s Alumni Association signature event will be held at Hart House (University of Toronto campus) We will be celebrating the anniversary classes of ’66, ’71, ’76, ’81, ’86, ’91, ’96, ’01, ’06, ’11. We will also be honouring Paul O’Leary as he is inducted into the Order of the Dragon for 25+ years of service and Mark Ackley who is retiring from RSGC after over 35 years at the College. Chapel Service at Trinity College Chapel: 6:00 pm Reception – Hart House Courtyard: 6:30 pm Dinner – Hart House Great Hall: 7:45 pm
RSGC
ALUMNI
ALWAYS GEORGIAN
The Shield Spring 2016 • Royal St. George’s College 25
OBJECTIVE
6
Building learning partnerships and
The Greatest Classroom BY CARMELLE WOLFSON
U
nlike many teachers, Emma Totten doesn’t have a daily schedule. Since 2002, the Community Service and Global Partnerships Coordinator has been spending her days on the phone, sending emails and out in the community building relationships with organizations that connect RSGC students to incredible volunteer opportunities. Before matching students with opportunities, Emma aims to find out from students their skills, interests and career aspirations. After they have been placed, she has students track the skills they’re using, what community they’re serving and the number of volunteer hours they’re earning. In addition to coordinating service trips abroad, Emma has facilitated partnerships in Toronto with, among others, AIDS organizations, the Hospital for Sick Children, the Alzheimer Society of Canada, a nearby seniors’ home, Right to Play and an Out of the Cold program at a local church.
“Involvement in community work aids students by instilling them with a sense of empathy and providing them with new skills and experiences that they can draw upon in the future,” said Emma. “Students also gain a better understanding of the world through volunteer work. They begin to understand, for example, the
Senior School Day of Service Each November, the entire Senior School spends a full day volunteering at various organizations across Toronto. While some boys do manual labour, others spend time with seniors or in soup kitchens.
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complexities of what might lead a person to use a food bank or meal program.” Fitting into the school’s strategic plan, this local and international community work exposes students to the world around them. “In this day and age, we have to know about the world as a whole,” said Emma.
connections with our extended community A few of the projects and programs that students had the chance to take part in this year: Friday Food Ministries Every Friday, students prepared dinner at St. Thomas’s Anglican Church as part of an Out of the Cold program. Three times a year, they also served the entire dinner, including one family night that took place in April this year. Community Service Prefect Nicholas Ramsubick welcomed all types of people, both young and old, when they came in for food. “Sometimes you’ll see a young boy who comes to the dinner service, sits down at the table and takes out a few books that he’s reading while he waits for the dinner to be ready.”
Living Library
“We need to understand our place, roles and responsibilities within the global context.” Community partnerships focus on a variety of issues, such as poverty, social justice, seniors’ care, education, children and healthcare. However, Emma says the offerings are always evolving based on suggestions from students, parents and staff. Through days of service, charity drives, curriculum-based action projects, helping out at school events and volunteer work with non-profit and charitable organizations, students are given many opportunities to get involved in the community. Boys also have the opportunity to connect with a wider network thanks to diligent work by the RSGC Alumni Association regarding networking. RSGCAA Mentoring and Networking Committee Chair Geoff Osborne ’08 dedicates a lot of his time and energy to advancing the cause. An annual networking event connects students with alumni working in their fields of interest, which Geoff says is a type of “organic mentorship” that is more effective than a structured program. “Let’s host the event, that’s the platform — but really, mentorship is what happens after that,” he said. Geoff encourages alumni to get involved by signing up as mentors at campus.rsgc.on.ca/Mentorship. “There’s a lot of value for the mentee, but there’s a lot of value for the mentor as well,” said Geoff.
On May 6th, our Grade 7 boys took part in the Royal St. George’s Living Library. Inspired by our new focus on humanities, the Living Library offered our boys the opportunity to converse with a wide variety of leaders, achievers and fascinating people. The project began by putting a small group of Georgians in front of a stranger. For some, it was Kevin Vowles of the White Ribbon Campaign. For others, it was a newly arrived Syrian refugee family. Yet more boys travelled to Vermont Square and spoke with a former professional soccer player or a veteran of the Second World War. Our boys put their Georgian code into practice. They introduced themselves, shook hands and politely began a conversation. Over the course of the day, the boys spoke to four or five different people of varied backgrounds and life experiences. They chatted, laughed, asked many questions and learned a great deal about their community, their neighbours and their world. After speaking to Muluba Habanyama, a young woman living with HIV, one of our boys said he “learned that small, regular people can be very brave.” Overall, the Living Library was a great success. Our boys acted as gentlemen, ably represented RSGC and became better versions of themselves for the experience.
Right to Play Once a week, RSGC volunteers played games with Grade 2 students from Lord Dufferin School in Regent Park. They were trained in Right to Play principles and games, which incorporate elements of anti-bullying and leadership. At the Right to Play Leader Symposium in April, RSGC was awarded the Student Choice Most Creative Program certificate.
Vermont Square After volunteering with the Alzheimer’s Society of Canada’s iPod project on the day of service, Fraser Stevenson, Class of 2016, became inspired to start a similar initiative at a local seniors’ home in Vermont Square. Students interviewed the seniors about their lives, interests and musical preferences. After soliciting iPod donations, they loaded them with music for the residents to listen to with them on weekly visits. In November, students also succeeded in obtaining $12,000 in donations for the Society through their pitch to The Funding Network – Toronto.
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OBJECTIVE
7
Engage our Georgian community in the
Hidden Gems:
An All-Community Event
BY LAUREN MANDARINO
E
very year, the Georgian calendar is filled with special events, from the Showcase Concert and RSGC Hockey Night to the Terry Fox Run and the Service of Lessons and Carols. And while each event is special in its own way, there is nothing quite as unique as Hidden Gems, a community talent show that has raised over $135,000 for the Georgian Scholarship for the Arts in the six years since its inception. The brainchild of alumni parent, former Board member and accomplished jazz singer Molly Johnson, Hidden Gems features members of the Georgian community sharing their artistic talents. Students, parents, and RSGC staff and faculty have come forward with impressive performances in song, instrumental music, spoken word, visual art, stand-up comedy and martial arts. Each year brings new discoveries to the enthusiastic attention of the Georgian community. “It’s so community oriented and my husband and I look forward to it every year,” said Hidden Gems committee member and RSGC parent Lisa Barney. “We look forward to it because it’s different. You see people in a different light and it’s always incredible.” A lot of leg work goes into making the event memorable, and people like Molly Johnson and RSGC parent
Stephanie Martin, a singer, songwriter and voice-over artist, have really gone above and beyond. Their commitment to the College, the boys and the event are obvious in the amount of time and energy they put into making Hidden Gems a success. “It’s a lot of hours, but I’m happy to do it,” said Stephanie, who released her second full-length studio album this past winter. “I love helping the boys gain the confidence to get on stage and help them perfect their performances.” Lisa witnessed first-hand this year the amount of work it takes to pull the event together and has only glowing things to say about Stephanie. “Stephanie is amazing – she’s everywhere, like the Energizer Bunny,” said Lisa. “She has a lot of patience. She is all-knowing and on top of everything.” RSGC Spanish teacher Cathie GryfeSeeley, who also sits on the Hidden Gems Committee and has performed
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in the event each of the past two years, echoed Lisa’s sentiments. “Stephanie is a powerhouse in every aspect you can imagine,” said Cathie. “She gets things done, she’s gentle but firm, she knows what she wants and how to get there. Stephanie has a sense of how much she can stretch a performer. She’s really very talented.” Ultimately, it is Stephanie and Molly’s passion for music and the arts that has kept Hidden Gems running. “Molly is so passionate about this whole learning experience for the boys, as far as music and performance go,” said Cathie. “When Molly sees kids who really have talent, she offers to spend time with them,” said Lisa. “Her passion for all of this is incredible. She just lights up a room when she comes in.” Lisa’s son Owen has performed at the event since he started at RSGC in Grade 7, four years ago. It was his first time playing the guitar and singing in front
life and future development of our school photo: Denise Grant
of a large audience. Now, he performs several times a year at his own gigs. “I think Hidden Gems was a wonderful opportunity for Owen to perform. He has come a long way since that first one,” said Lisa. “The response from the RSGC community has been so positive and people have been very kind. That in itself has given Owen the confidence to continue to perform and, ultimately, pursue music moving forward.” Stephanie is always thrilled to hear stories like Owen’s. “People are really taking risks and are very nervous to get up there,” she said. “To see those people get out there and do it, then come back the following year and be more confident and comfortable, is a wonderful thing. I feel so lucky to be able to participate in that.”
Cathie believes that is one of the things that make Hidden Gems so special. “As someone who struggles to put myself on stage, it’s amazing to see what other people give to get up there and perform,” she said. “To watch the parents’ faces while their kids are performing and to see the kids laying themselves bare… it’s just magic.” Cathie sees the positive impact that the sharing of such talent has on the Georgian community. “When so many of us work together, it gives us this cohesion as a community,” said Cathie. “It’s such a gift to get to know these people and share something outside of academics, which builds a strong foundation in a school. We don’t have to have a teacher-student relationship or teacher-parent relationship – we
can talk about music or art and it’s a nice other layer in our community.” Stephanie, meanwhile, points to how much the community enriches school life and vice versa. “Going to the book club, participating in events where your child is playing hockey, participating in the evensong, donating your time as a mentor – this is what contributes the glue that keeps our community thriving,” she said. “It’s sticky and it keeps people coming back, keeps us wanting to stick together. It’s vital and contagious.”
Molly’s Vision "My vision for Hidden Gems has always been to bring the school community together to celebrate our talented boys, to help build an arts scholarship and, as always, an occasion to mentor and support the boys." photo: George Whiteside
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Retrospective
Want to share your latest news, proud moments and achievements with the RSGC community? Send details to shield@rsgc.on.ca
1990s Neil Hetherington ’91 Neil has joined Dixon Hall Neighbourhood Services (DHNS) as its new Chief Executive Officer. DHNS is a multi-service agency that serves thousands of needy and marginalized people living in downtown Toronto with programs focused on helping youth-at-risk, seniors and adults who are ill and/or disabled, the homeless and vulnerably housed, and those seeking training and employment. Prior to joining DHNS, Neil served as the CEO of Habitat for Humanity in Toronto and New York City for 15 years. He joins DHNS at a critical time, as the organization prepares to launch a Capital Campaign to raise funds to build a
new youth centre for atrisk youth whose former home was demolished during the Regent Park revitalization project. “I am privileged to be serving this veteran agency just as it undertakes a defining new project that will play a significant role in contributing to the health and well-being of east downtown Toronto,” he said. Neil was named one of Canada’s Top 40 under 40 in 2005 and was awarded Queen Elizabeth’s Golden and Diamond Jubilee medals in 2002 and 2012.
Mark Schatzker ’92 Mark published his second book in 2015, The Dorito Effect. An awardwinning food and travel
Mark Schatzker
30 The Shield Spring 2016 • Royal St. George’s College
Drew Blanchette ’96 Drew and his wife Kelly welcomed Morgan Victoria James Blanchette at 5:15 am on February 19, after a surprise run to the hospital in the middle of the night. Morgan is a little sister for Ava and came in at 6 pounds 4 ounces.
Drew Pearson ’97
Morgan
writer, Mark had his first book, Steak: One Man’s Search for the World’s Tastiest Piece of Beef, published in 2011. Last year, he joined the Dr. Oz show as a field reporter. You can catch him on the show in 2016 as well.
Drew Pearson
Edmonton firefighter Drew Pearson ’97 was certainly in the right place at the right time. While on vacation in Puerto Vallarta, Mexico in February, Drew and a mother-son duo from Saskatchewan rescued a father and son from the strong rip tide of the Pacific Ocean. The three Canadians were sitting near each other on the beach and had literally just met 10 minutes prior when they leapt into action. Drew, who is also a military reservist, saves lives for a living, but this was his first off-duty rescue.
Guild Faith Harvey On May 2, 2016, Faith Harvey, President of the Guild in 1976-77 and a long-time supporter of the College, passed away peacefully at the age of 83. She was surrounded by her family, including son Cam Harvey ’77. Donations can be made to the Canadian Cancer Society.
2000s
Mason
Christopher Kelly ’00 Reverend Kelly has been appointed Chaplain of Huron University College. Chris is a Huron alumnus and previously held the position of Director of Liturgical Formation at the school. He has extensive experience in youth ministry. Chris takes up his position in August 2016.
lbs. The entire family is doing well, including Grandpa Mark!
Erik Reed ’07 Erik is currently pursuing his MBA at Yale School of Management (Class of 2017) and has been elected captain of the Yale SOM hockey team. In February, they played in the Garstka Cup, one of the biggest events of the year, pitting the Yale SOM first-year students
Scott Ackley ’04 Congratulations to Lindsey and Scott Ackley ’04, who welcomed their first child, Mason Mark James Ackley on May 2. Mason entered the world at 4:13 pm, weighing 9.1
against the second-year students. This summer, Erik looks forward to working for L.E.K. Consulting in Boston.
2010s Kit Green-Sanderson ’12 Kit graduated from Skidmore College in June with a degree in Exercise Science. He now has a B.Sc. and made both the Honour Roll and the Thoroughbred Society, an Honour Roll for athletes, while competing on the tennis team.
Robert Saunders ’15 Green-Sanderson
Robert has been busy since graduating from RSGC. The first year Queen’s Engineering student has been hard at work and is proud to announce that his fitness app, StayHealthy, is now available in the Apple Store. The app gives you numerous exercises to target specific muscles and allows you to develop your own workout. Visit www.stayhealthyapp.com for more details.
The Shield Spring 2016 • Royal St. George’s College 31
TIME CAPSULE
Then & Now:
Mark Ackley Mark Ackley has been involved in the teaching of athletics for almost four decades and has been a fixture at RSGC for 35 years. He began his career teaching Physical Education at Overlea Secondary School in 1977 and moved to RSGC in 1980. He began teaching Phys Ed and Grade 10 Geography, but after two years, focused solely on Phys Ed. He was named Athletic Director of the College in 1992 and hangs up his hat in 2016. We wish him all the best in his retirement.
32 The Shield Spring 2016 • Royal St. George’s College
Academic Vision
BlazeTra ls
TakeR sks
Dg n
authentic, artistic, empathetic, versatile, knowledgeable, imaginative. We asked each boy to describe himself in just six words. Their answers were as diverse and as individual as the school itself; a place where each boy is challenged and inspired to become the best version of himself. Experience the difference at our Open House: October 5, 2016 from 9:30 to 11:30 am. Call 416.533.9481 rsgc.on.ca
RSGC. Here, I am.