THE SAINT - Summer 2020

SPECIAL EDITION

THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL | SUMMER 2020

THIS IS

OUR LEGACY

THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL

MANAGING EDITOR SAMANTHA WINK SENIOR COPY EDITORS NANCY KUDRYK AGNES FINAN GRAPHIC DESIGNER BRUCE ELBEBLAWY GEORGIANS EDITOR IAN YEN ‘03 Head of Georgian Relations PRESIDENT OF THE ST. GEORGE’S OLD BOYS’ ASSOCIATION PAUL MITCHELL-BANKS '87 PHOTOGRAPHERS St. George’s School Archives Richelle Akimow Photography Rob Newell Photography Ian Yen '03

THE SAINT is published twice per academic year, expressly for Old Boys, 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.

Address all correspondence to: Managing Editor St. George’s School 3851 West 29th Avenue, Vancouver, BC V6S 1T6 CANADA T: 604-224-1304 | E: communications@stgeorges.bc.ca THE SAINT is copyright ©2020 St. George’s School, Vancouver, BC, Canada.

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COVER STORY

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THE 1930s >

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THE 1960s

OLD BOYS’ PHOTO ALBUM 48

THE 2000s 60

66

THE FUTURE

SAINTS’ NOTES

FEATURE STORY

THIS IS

OUR LEGACY With articles focusing on every decade in the School’s history, this edition of The Saint provides an informative and engaging overview of the St. George’s story. In an era of unprecedented change, it is important that we don’t forget our historical roots and the important contributions of those who came before us. We also must remain mindful of the traditions that help to define us as a community. In particular, the commitment to character education articulated by Headmaster John Harker more than 80 years ago is as relevant today as it was in the 1930s.

In recent months, I have drawn inspiration from what historian Jack Granatstein termed “the most heroic generation of Canadians” —those individuals who grew up during the Great Depression and experienced the challenges of the Second World War. Rereading Douglas Harker’s fascinating history of St. George’s, I am reminded that the School came close to financial insolvency during the 1930s and was severely tested during the war years. Rather like the current pandemic, these challenges demanded much from the School community, and they helped to define the very essence of St. George’s.

While valuing our traditions, we also must be willing to embrace innovation.

The changes that have taken place since the School’s founding highlight the fact that equally significant changes will unfold in the years and decades ahead. Just as our predecessors did in the past, we must determine what it means to be a Vancouver-based day/boarding school for boys, taking into account the unique challenges and opportunities of our time. Our answer to this overarching question will change and evolve, but we must never lose sight of our foundational commitment to character education. That is at the very core of who we have been and who must continue to be as we move towards our second century.

In conclusion, I would like to express my gratitude to the authors of the various articles, as well as to everyone who has contributed to this retrospective edition of The Saint. In the pages that follow, you will learn much about the School, and you will develop an even fuller appreciation of our history and of the contributions of those who came before us. I trust that you will enjoy the process!

DR. TOM MATTHEWS HEADMASTER

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1930s THIS IS OUR LEGACY

BY: SAM JOHNSTON

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“EXPERIENCE IS NOT WHAT HAPPENS TO YOU, IT’S WHAT YOU DO WITH WHAT HAPPENS TO YOU.” ALDOUS HUXLEY

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A

Letter to Parents - September 22nd, 1933.

This year, managing the myriad changes, it felt like being in the middle of a shaken snow globe, all of the bits and pieces swirling around, making it hard to see what was going on. Not only was it a challenge to discern what was happening in the immediate surroundings within the globe, it was even more difficult to get perspective on what was happening outside the glass bubble. And yet, more than ever, we needed to learn from our experiences, to find clarity, to help us look ahead to plan for what was to come.

The procedure is to give each boy at the beginning of the week an Assignment of work in every subject based on the requirements of the Government syllabus. This Assignment is a written statement of the chapters he is to read and the exercises he is to write in that subject during the week : instructional matter is included and advice as to the best method of setting about his various tasks. He is then at liberty to arrange his own time-table within the limits of these programmes, though he must complete his first week’s assignment in every subject, before he can proceed further. As soon as he experiences difficulty he consults the Subject Master, who never leaves the room.

s we come to the end of a remarkable year, we are finally able to take some much needed time to reflect. All too often the busyness of school, work, extracurriculars... life in general, gets in the way of reflection - an integral step in the learning process.

With the forced disruption of our normal yearend rituals (exams, prize day ceremonies, etc.) we looked to reflection to help us bring the year to an appropriate close for our students, finding answers to the questions: How might we use the time we have to celebrate the learning that students do individually, and as a collective? How might we focus on students’ strengths and their growth over the course of the year? How might we reflect on a year so different from any we’ve experienced before?

For our Senior School students, it meant a week-long reflective exercise, taking stock of learning and connecting it to the Ministry of Education’s three Core Competencies (Thinking, Communication and Personal/Social Development). This exercise culminated in a final debrief between each student and his advisor.

I met with each of my advisees one-on-one to discuss his reflection. One of my students, Noah, surprised me with the depth of his examination about the importance of reflective thinking in his learning process, and how it helped him achieve his goals (and set new ones). He used the metaphor of a slingshot to describe his reflective process. The more energy you put into looking back, the more you learned, and the faster your learning propelled you forward. It reminded me of a saying that Dr. Matthews frequently shares with the student body: It isn’t what life throws at you but how you respond that determines your character.

The conversation with Noah made me think of how dramatically learning changed this year, and how the School responded to the forced closure of our physical buildings. … Had there ever been a time that the School had seen such dramatic change in its learning program? More broadly, how had the learning program changed since the founding of the School? After a short dig through the archives, we found this:

“Several parents have shown an interest in the new method of education in operation in our Intermediate Forms, and I feel some explanation to be due. This System is known as the Dalton Plan and ‘although barely twenty years old, it is becoming widely used in Europe and in the United States.

Progress is recorded by means of a Graph-Chart. The Assignment is divided into Units of work, each of which represents approximately forty minutes, though in a weak subject it may take an hour and in a strong one, twenty minutes. As each boy finishes a Unit, he brings it to the master, who corrects it with him, and, if the work is satisfactory, plots one point on the boy’s chart. When the entire subject is completed for the week, the master adds his initial and the date. Thus a week’s assignment may be six days for Jones (who then proceeds with his second batch) and eight days for Brown.

The afternoons are devoted to the usual Class Teaching.

It will be seen that certain advantages attend this method of working: 1 . Boys are able to spend more time on their weak subjects.

2. Every piece of work is corrected individually, and within a short time of its having been completed.

There is also more scope for the treatment of individual difficulties.

3 . Every boy proceeds at his own pace.

4. Every piece of work is eventually completed.

5 . The old methods of “chalk and talk” are replaced by those of active study on the part of the pupil .

6. The boy is given a certain amount of responsibility for his own progress: is enabled to Do rather than to Listen: is taught to make plans and to regard his various subjects objectively, as parts of one Job. We would be delighted if those who are interested would care to visit the School and see the Plan in action. Comments and criticisms would be welcome.

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A quick bit of research reveals the Dalton Plan is still being used in schools around the world.

It was started in an independent school in the United States by the educational philosopher, Helen Parkhurst. Parkhurst headed The Dalton School for many years and her student-centred plan spread to countries far and wide in the 1920s and 30s. Currently, the largest number of Dalton Plan schools are in the Netherlands. The original Dalton School is still in operation in New York City.

In fact, it was recently in the news as having one of the highest day tuitions in NYC. The philosophy, akin to the more recognizable Montessori or Reggio, focuses on the education of the whole child and independent learning, giving children the freedom to focus on work that is meaningful to them. It is founded on the principle that learning is the responsibility of the student, and it provides structure to let the student meet personal goals. I wasn’t able to find a reference to when the weekly structure of the Dalton Plan ceased at St. George’s, but it is easy to see philosophical aspects of the plan still woven through our current boy-centred programming.

The emphasis on the student’s responsibility for his learning, and doing rather than listening is evident in our current learning philosophy. Strategies we employ, such as Harkness discussions or project-based inquiry learning, require students to take ownership of their learning and actively participate, as opposed to passively sitting back and absorbing.

Interestingly, a more concrete reflection of the Dalton Plan was in our Remote Learning plan for the Junior School; it mirrored the structure significantly. The Assignment was delivered by our teachers every Monday morning in Homeroom, and then the synchronous and asynchronous classes were analogous to the afternoon Class Teaching and the morning Laboratory work periods respectively. All that was missing was the GraphChart, which may be something to implement if we find ourselves in Remote Learning again.

I am regularly struck by the richness of the School’s academic history and the depth and breadth of programming that the Masters implemented even 90 years ago. Certainly, the language has evolved and technology has advanced the ways we can analyze student work and tailor the program to their needs. Now, there are richer and more varied ways for teachers to engage students and for students to express themselves. However, the underlying philosophy hits the same consistent notes: Learning is an experiential process by which a person better understands who they are at their core, and how they can and must act in the world around them. Reflection and meaning-making are fundamentally how we turn our experiences in and out of the classroom into learning. They are how we build character, and how we use it to find and fulfill our purpose, helping boys become fine young men.

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1940s THIS IS OUR LEGACY

BY: JOHN G. LAWRENCE

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SURVIVAL, THE COSTS OF WAR, AND RECOVERY

The following is an excerpt from Without Fear or Favour: A History of St. George’s School, 1930 - 2005 written by John G. Lawrence in 2005. The book was released to commemorate the 75th Anniversary of the School.

Mr. Lawrence worked at St. George’s for 30 years, in which time he taught chemistry, biology and mathematics. He served as Head of Science, Director of Studies, Acting Headmaster and Associate Principal. Mr. Lawrence was engaged in almost every aspect of the School, including playing violin with the School orchestra and assisting with backcountry and ocean kayaking expeditions.

H. LAWRENCE ANDERSON '42

WILLIAM A. BLACK '39

GORDON W. BOLIN '42

JOHN G. CLOTHIER '38

JOHN W.C. COWAN '39

GORDON M. DES BRISAY ‘41

HARRY ELSE '37

JAMES ELSE '36

A JACK GREATHED (FACULTY)

GORDON H. HANNA '35

DONALD F. HOOD '39

WILLIAM J. MAITLAND '40 D.F.M.

L. CHARLES MARTIN '42

JOHN D. MERCER '41

CARSON C. PROBY (FACULTY)

GEORGE H.T. RASMUSSEN '39

ROBERT H.M. ROSE '38

STEWART R. ROSS '39 M.I.D

C. RICHARD SANDES '40

RICHARD A.B. SLEE '42

S. GALT SMITH '40

G.F. (JACK) STRONG '40 14 | THE SAINT

REGINALD V. STUART '40

RICHARD C. STUART '38

S.F.C. (BEN) SWEENY O.B.E. (FACULTY)

WILLIAM F. TUDHOPE '36 D.F.C.

MARRIOTT WILSON '38

THIS IS OUR LEGACY

SURVIVAL Surviving the war years with an intact reputation for good teaching was to be the greatest challenge for St. George’s. It wasn’t until 1942 that John Harker could breathe a sigh of relief and emphatically state that his staff was now 100 percent ineligible for war service. Over the twoyear period he had lost ten staff members. In the Georgian of 1940, only one year into the war, he wrote of these challenges: The momentous school year just ended has not unnaturally proved one that rang many changes among our staff, and during the course of its ten months there have been many inevitable replacements. It is the record of a school year in war time, with enlistments in the fighting forces to supplement the usual stones of births, marriages, and sad to say, a death.

Taking things more or less in chronological order. Mr. Douglas Harker enlisted before the term actually began, and joined a gallant company of first-day volunteers. Three weeks later, he was gazetted a Second-Lieutenant together with Mr. Arthur Lungley. Shortly after, Mr. Beatty, a new master, was offered and accepted a Fellowship at Toronto University.

After a month’s respite, at Christmas, Ben Sweeny, who had been very restive, left us to join the Gunners just before the term’s end.

The Christmas holidays provided a blessed respite for Staff reorganization, and when term commenced it was with two new members.

In February, Christopher John Harker joined our Junior Staff, and after due celebration we actually imagined that there would be no further Staff Incidents for the balance of the year but we were mistaken. In early March, Captain Robinson fell and broke his ankle, scouting in the gym. By the time the school reassembled for the Summer Term everyone seemed fully recovered. Even so, there were further changes with the loss of Mr. Costello in May and two weeks later, Nip Parker, despite the fact that he was now the proud father of a six-week-old son.

Harker was successful in replacing his young staff volunteers and conscripts with three older men then in retirement; a “Mr. Chips” of sorts.

He was particularly fortunate in finding W.H. “Huddy’’ Hudson, who served throughout the war years and taught almost every subject offered, including trumpet lessons, the latter providing a ready excuse for missing staff meetings. Huddy retired in 1945 but continued to teach part-time until his death in 1948.

In 1941 Reverend William Theodore Keeling became the school chaplain and full-time master.

The triumvirate of veterans was completed with the addition of Dr. Connor, who joined the staff in the same year and did prodigious work equipping and running the laboratory, as well as teaching all the sciences, until his retirement in 1952. The special contribution of these three at Saints was celebrated at a House Supper in 1944 to the tune of “Willow, Tit-Willow,” from SUMMMER 2020 | 15

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The Mikado, with the refrain cunningly rephrased as “Keeling, and Connor, and Huddy.”

At the time, John Harker reflected on the trio’s not inconsiderable efforts to keep the School going during five years of war: As I deliberated this morning on what to say in this year’s staff notes, I wondered if there were many other schools in and around Vancouver, either public or private, who could boast three teachers of such knowledge and so much experience. I thought of them bustling about the daily round and common tasks at St. George’s with seldom a free moment or a free period, and I mused upon the example set to the rest of us by these three Venerable Invincibles, who muster between them 125 years of teaching experience and whose efforts for the boys they teach never flag and never end.

It was Nip Parker who took command, his first, before going overseas. Although small of stature and youthful in appearance, he had a formidable parade-ground below, which he used to good effect to muster the Cadets on parade and drill them remorselessly in the name of an unforgiving military discipline.

Courses in musketry at the Beatty Street Armouries were organized and before long Morse code, signalling, St. John Ambulance first aid, telephony, and radio courses were added. By the end of the year Cadet ranks had been assigned from captain down to lance corporal. Sadly, of the dozen Cadets so honoured, five were not to return from wartime service.

It eventually became government policy that all boys 12 and older should become Cadets, and with this decree the school put its time-honoured Scout program on indefinite suspension.

When war broke out five years ago they felt it their duty to stand by the profession to which they had already given so much on a full-time basis, and it is largely due to them that academic standards at St. George’s have not only been preserved but improved.

With the departure to Europe of Nip Parker, the Cadets were organized by a number of staffers, including First World War veterans Wally Pringle and Cappie Robinson. They were assisted in their endeavours by Sergeant Major Clapshaw, who remained a constant throughout the war years, despite the fact that Georgian editors were never sure that his name was not “Clapshew.”

FOUNDING OF THE CADET CORPS The first Cadet force was organized in 1939. Under the stresses of war, the force quickly became an integral part of school life.

Having an effective Cadet corps was close to the hearts of the governors of the time, who provided generous support in the way of uniforms, equipment, and advice. In the final tally no fewer than four lieutenant colonels were consulted for their military advice!

Annual inspections by visiting military dignitaries were affairs of careful preparation and honour. Full regimental uniform, with boots made mirror-like by diligent spit and polish, was the name of the game. Parade-ground drills carried out with military precision were the hallmark of the well-trained force. In the BC annual inspections of 1941, 80 schools took part. The St. George’s contingent received praise for the high standard of its turnout and placed 14th.

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THIS IS OUR LEGACY

In 1945, the year Captain Nip Parker returned, the corps won the lODE trophy for the best Cadet force in BC. It was the crowning achievement of the force’s short history, for the following year Corps #1605 became a regimental Cadet unit affiliated with the BC Regiment and the program moved off-campus. Despite the shift from St. George’s, the Cadets were still able to serve the province during the spectacular flooding of the Fraser River in 1948:

RECOVERY After the war there was a veritable flood of contributions to raise fitting memorials to those who served and those who died in the conflict. These were added to the already considerable number of tributes that had arrived during the early 1940s, when the chapel was the beneficiary of gifts connected with the wartime experiences of members of the St. George’s community.

Our cadets were called out en masse to fight the floods and to assist the farmers with their marooned and stranded stock and homes. From all accounts they did a fine job, proceeding to the various distressed areas by lorry, and also school bus in groups of 40 to 50. While this was originally intended as only a daytime occupation, some of our boys were inevitably sent far afield, and it goes without saying that three of those who missed nearly a week’s school by being transported to distant points-no doubt against their will-were Burdick, Minty, and MacInnes.

William Culham Woodward, who was Lieutenant-Governor of BC from 1941 to 1946, was also one of the School’s first governors in the 1930s. He and his wife remained firm supporters of the School, attending chapel services and providing flowers for the altar through the 1940s. In 1941 Colonel Woodward presented the school with the ensign of King George V, the battleship on which he had returned to Canada from the United Kingdom after being torpedoed in an earlier attempt to come home. The ensign was a gift of the captain and crew, and to this day it hangs in the Senior School library.

COUNTING THE COSTS OF WAR The School was justly proud of the contribution of its staff and students to the war effort, as summed up by John Harker: We have another boast which, for the size of the school, may take some beating, and that is based on the number of younger sometime Masters here who joined up immediately without hesitation or question... two of them have given their lives; five of them have been wounded. I should like them to believe when they read these lines that the memory of some happy times we spent together is kept alive by those of us who stayed home, and that we follow their careers and achievements with affection and pride.

In the first meeting of the St. George’s Old Boys Association (the Georgians) after the war, the chief item of business was to decide on a fitting memorial for the 165 Georgians who had served in the war, and for the 27 Georgians and staff who had given their lives. A generous outpouring of support for the project led to the dedication of a stained glass window in the chapel, flanked by a plaque of the names of the fallen and the roll of honour listing all who had served. Further gifts were to follow. Mrs. Parker, mother of Nip, presented an oak cross; Friends of the School presented a carved oak altar; and Mr. and Mrs. J.S. Burtt presented candlesticks.

In all, 165 Georgians and members of staff served in one of the three services or the merchant navy and 27 Georgians and staff did not return. The stories of two students from this time, Bachee Parker-Jervis and Bill Maitland, encapsulate the careers of many brave young men. Today Parker-Jervis is an energetic octogenarian, but his contemporary Maitland has been lost to us for more than 60 years, after he failed to return from a bombing raid over Germany.

Before the end of the decade a subscription led to the purchase and presentation of the first four of ten stained glass windows.

They were dedicated at the 1949 Remembrance Day service. The Ontario Window, in memory of Sanford GaIt Smith, was presented by his family; the Quebec Window was presented by an anonymous donor; the Manitoba Window was presented by the Old Boys; and the Saskatchewan Window was a gift of the 1949 staff and students.

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1950s THIS IS OUR LEGACY

BY: LESLEY BENTLEY

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With an ambitious plan to support the School, the St. George’s School Auxillary convened a Country Fair in 1953. The Fair would become the single largest volunteer event held at the School and would build a dedicated community of parents who made wonderful things happen each May. The 25 mothers who put on the Fair in 1953 had vision, and they understood service.

IN THE BEGINNING:

THE FIRST FAIR (1953)

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he first-ever St. George’s Fair raked in a gross profit of $135.65. After all expenses were accounted for, they were left with a profit of $94.65. The committee reported that the Fair was a success “not only because of the financial result but because of that atmosphere of enjoyment that seemed to pervade the Fair. Helpers and patrons alike all appeared to have a happy time.” The committee went on to express their “hope that the St. George’s School Fair will become an annual event.” Those hopes were realized.

And what of the profits over those first few years? Well, in 1953 that $94.65 went to the purchase of laboratory and gym equipment. There was the vegetable slicer in 1957 for $151, and in 1954, a brand-new TV for the boys’ common room because it was deemed to be “…the solution to many forms of disciplinary problems – and a relief of boredom.” Then there have been the bigger items: the buses, rowing sculls, a refurbished chapel, and new gym floors.

By 1954, the Country Fair was newsworthy:

“COME TO THE FAIR”THEME OF ST. GEORGE’S EVENT

The gaiety and colour of a country fair appeal to all ages and with this in mind, the Auxiliary to St. George’s School is planning its second country fair theme. Wife of the Lieutenant-Governor of BC, Mrs. Clarence Wallace, whose sons are “old boys” of St. George’s School, will open the event. Mrs. Russell Palfreyman is busy with arrangements as general convener with Mrs. Ralph Brown as her assistant. The school colours of red, black and white will lend an attractive decor to the booths. For the second year, Mrs. W.G. Stephens, President of the Auxiliary, is looking after the raffle ticket sales. In the spring, plants are always popular and Mrs. T.D. Coldicutt is gathering a good selection for sale. Home cooking is being convened

by Mrs. W.H. DeCew, while delicacies with a foreign flavour will again be the charge of Mrs. C.V. Corbet and Mrs. F.B. Stanford.

Mrs.C.B.K. Van Norman will have “treasures” for sale at her booth, and Alan Brown will be In charge of the bookstall. The young fry will be able to enjoy horseback riding under the supervision of Mrs. Llonel Kent and her family, and a fish pond and games will be run by Mr. Perrott. Mrs. E. Colchester is arranging movie cartoons and there will be a candy booth, With Mrs. O.B. Ammundson in charge. The babysitting department will be under the supervision of Miss Sherry Grauer, while Mrs. Montague Caple will be in charge of the tearoom. Wives of the board of governors invited to preside at the tea tables Include Mrs. Godrey P. Gower and Mrs. Victor Whlttall.

- The Vancouver Province, April 5, 1954

T

hat first fair was the foundation of a spirit of volunteerism for the parents of St. George’s School. Although the Fair continued to raise increasingly higher amounts of money every year, the more precious byproduct was the sense of community its activities built at the School. Everyone got involved and friendships were formed over planning sessions and convenor meetings. From humble beginnings, great things lived on.

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THE FAIR THROUGH THE YEARS

FAIR CONVENORS and THEMES 1953-2020 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020* * Fair not held

Marjorie Palfreyman Marjorie Palfreyman Madge Brown Josephine Freer Mrs. J.A. Smith Gwen Scott-Moncrieff Gwen Scott-Moncrieff Denise Chappell Denise Chappell Margery Kellett Violet Lennox Aase Andreasen Joan McDonald Audrey French Constance Barber & Barbara Webster Margery Jones Barbara Schmer Trish McGeer Audrey Findley Audrey Findley Pam Goodman Pam Goodman Betty Anne Knickerbocker Rhona Fleming Elizabeth Burge Elizabeth Burge Diane Mitchell & Dorina Palmer Audrey Litherland & Dorina Palmer Joan Anderson & Rosemary MacDougall Joan Anderson & Rosemary MacDougall Helen Maberley & Carolyn Maude Joanne Brown, Kay Docksteader & Darlene Pozer Susan Gifford & Leslie McGee Jane Hungerford & Anna Linsley Lorraine Bowden, Anne Humphries & Brenda McLean Barbara Hallatt & Denny Lang Barbara Bodel & Beverley Weaver Carol Friesen & Barbara MacDougall Karen Denton & Susan Dickson Elaine MacKenzie & Davida Wilkinson Elaine Sproule & Ebie Pitfield Angela Lee & Heather Robinson Timmy MacKay-Dunn & Mary Wesik Wendy Cameron & Diana Maughan Moira Frier, Paula Masterson & Geven Opal Kathleen Orieux & Dianne Turner Cathy Howden & Janice Ketcham Kristina Berman & Susi Owen Wendy Armstrong & Rose Smith Wendy Armstrong & Rose Smith Linda Folk & Bev Hsiang Jackie Bevis & Anne Hankinson Maria Harris & Suzanne Paulus Ellen Cornelissen & Cecile Wong Pam Hole & Rita Ireland Florence Hamilton & Evelyn Siy Carla Gilley & Betty Warren Lesley Bentley & Tracie Watson Susan Chow & Jennifer Bibby Melissa Howie & Sue Hyslop Ming Shen & Regina Wilken Ming Shen & Regina Wilken Jody Dales & Sue Hector Christie King & Megan Verchere Amy Mair & Janna Werry Jagrup Bains & Sue Hector Agnes Finan & Jessica Hotz Noreen Chand & Tammy Young Andrea Maru – Fair Coordinator

Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Country Fair Celebrating 50 Years Cowboys & Indians Let the Good Times Roll!

Back to the Future Let’s Go To the Hop! Circus Circus Welcome to the Jungle Celebrate Saints Country Fair Country Fair Diamond Jubilee Carnivale Medieval Superheroes Canada 150+ Western Dino Daze!

Love

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1960s THIS IS OUR LEGACY

BY: JOHN G. LAWRENCE

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WHILE THE DECADE’S MOST SIGNIFICANT EVENT WAS THE BUILDING OF THE NEW SENIOR SCHOOL ON TOPSIDE, THE END OF HEADMASTER JOHN HARKER’S 30-YEAR REIGN WAS OF ALMOST EQUAL IMPORTANCE. In quick succession, some of the School’s most colourful and enduring characters were to follow him into retirement. However, as the last of the First World War veterans would cease to have an influence on affairs, there were many Second World War veterans, including Douglas Harker, to put their stamp on the School’s subsequent history.

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John Harker’s retirement was announced by the Chairman of the Board, Russell Palfreyman, in a “Memorandum to All Parents” on March 15, 1962: As you have no doubt heard, the Headmaster is retiring at his own request on December 31st of the current year. I am happy to announce as his successor, his brother, Mr. Douglas Harker, a scholar of Cheltenham College, England, and a school master of ten years’ experience.

While the termination of Mr. John Harker’s long service to the School is much to be regretted, his brother is, in the opinion of my fellow Governors and myself, a most suitable successor. He was an assistant master at Port Regis, Broadstairs, England, and Vice Principal of St. George’s from the year 1932 to 1939. He resigned this appointment on the outbreak of war, in which he served with the British Columbia Regiment (D.CO) with the rank of Major, was wounded and mentioned in dispatches. Mr. Douglas Harker is aged 50 and a widower with three grownup daughters. He will resign from his present position as Educational Director and Personnel Manager of the Woodward Department Store organization, and will assume his new duties next January.

We feel confident that under his guidance the School will retain, to the greatest possible extent, the spirit and character that have been engendered by the present Headmaster during his nearly 30 years of leadership.

John Harker’s immense contribution to the School cannot be easily measured. He is remembered by students, staff, friends, and Board members for his great sense of humour, which always rescued him from the many situations he would unintentionally create through an inveterate forgetfulness.

His wife, Naggers, is remembered as well for “taking on duties whenever the necessity arose or substituting wherever she was needed-from Matron to Cub Mistress, from helping in the library to scoring for the Father and Sons Cricket Match, or producing and where necessary taking part in plays and concerts.” Despite the demands of serving the school, the Harkers still managed to enjoy a happy family life. The Honourable JV Clyne recalls “the gaiety of the Harker Household”: Besides Johnny and Naggers, and the children, there were of course the dogs: Smith and Jones, the two German shepherds, always slept solidly throughout our anxious financial meetings and later they were to be joined by Lobo and Shaughnessy. There were the evenings around the fireside when Johnny would play his ukulele and sing from his large repertoire of popular songs, or keep us all spellbound with stories from his days in China and the Far East, or as a cipher expert with the British Legation in Washington.

And, while Clyne conjures an image of the family man at home, Archie Shafonsky ‘53 depicts a more formidable Headmaster at School: It was during breakfast that announcements were read out.

These would include directives to report to the Headmaster’s Office.

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Those poor individuals, hearing their names read out, knew what was in store for them. Fear of the “Beak” was instilled into the little creatures.

Standing before the Headmaster and charged with infractions, and advised of the punishment, the poor soul would be instructed to bend over the chair. His eyes would follow the “Beak” to the basket of canes. Flexing a few canes and settling on one to his liking, the Headmaster would take a position... The sound of a cane in flight and the impending pain to be experienced left one dancing a little jig after it was all over. The bathroom was the next most immediate destination. Welts were counted, checked for size, and observed for colour.

Dropping the pants and surveying the carnage became instinctive.

John Harker brought the school successfully through the Depression, the Second World War, and the Cold War. Throughout hard times, he kept a firm hand on the purse strings, steering the institution forward through adroit land and property purchases, and preserving his shaky boarding establishment with concessions and compromises hammered out with the city. When he handed St. George’s over to his brother Douglas, he did so knowing that the School had become a Vancouver institution, and that the long-awaited permission to develop the Topside property was imminent.

When Douglas Harker took over the School in January 1963, he was returning after an absence of 15 years. However, in his own words, “nothing had changed”: There was the usual crowd of dogs – a spaniel on the front steps, two Labradors in the hall, a beagle and a mutt of indeterminate origin in the Head’s office. They gave me an enthusiastic greeting, putting black paw-marks on my clean white shirt and hairs on my dark suit... I looked through the comments in the masters’ book – “I find this boy incorrigibly idle and impenetrably stupid.” “Who has removed the key of the games lockers?” “May I suggest, with the full knowledge that the idea will meet with the most violent and prejudiced opposition, that dogs be restricted to the outdoors?” Nervously I took my first chapel.

I did not notice that the prayer I had chosen had been written by Robert Louis Stevenson when he was in Samoa and found myself inviting the boys to pray for “our friendly helpers in these foreign isles.”... Still more nervously I went out to the playground. Balls, boys, shouts, grins.

An extremely small boy – grade 1, I would guess – confidently presented me with his yoyo to untangle. There were some cheery goodmornings and an indefinable air of vigour and Vitality, of warmth and friendship, of humour and good-humour... It was good to be back. True to the St. George’s tradition, Douglas looked after his brother’s dog, Shaughnessy, during John’s trip to the UK – a leaving gift from the School. The boys were soon to welcome Douglas’ corgi and, when Douglas remarried in 1966, yet another two dogs belonging to his bride, bringing the grand total on campus to 14.

THIS IS OUR LEGACY

TWO SCHOOLS – TWO CAMPUSES

When September dawned – the gym unfinished, the lights not working, the cafeteria not ready, the telephone disconnected, and only one toilet in operation – I found that the bland and confident look, which other headmasters wear so becomingly, had become a bit twisted.

Of equal concern to the Headmaster was that the move to a new purpose-built school, with none of the character and traditions of the old, might seriously damage school spirit. Douglas worried that the School might become formal or fancy; that brand new drapes and furniture might bring a new formality. This has not happened.” ‘The same old St. George’s in bright new quarters’ wrote a visiting newspaper reporter, as he tripped over a trio of dogs.” And so, it has been ever since with the innumerable additions over the years. Soon a spirit of optimism and confidence was palpable on both campuses: When the boys surged in during early September there was an air of pride and happiness in the environment which we had not known before. Everything seemed possible. The settling in, the general good humour, the new ideas, influenced every member

The school began to look forward again, shook itself like a spaniel climbing out of water, and looked around to estimate what it had achieved and where it might go on from there. The move to the new quarters had given back the Senior School the breathing space, the open fields, the sun and rain, which are synonymous with a school in the country, which yet enjoys the advantages of proximity to a great city.

The sense of spaciousness and newness was not confined to the Senior School. The “Cell Block” was now filled with the chirping of little boys spreading themselves out in delight, enjoying a space refurbished with “pastel paint, tiled floors, and art nouveau curtains. An era had ended and other times and spaces superseded them. Even the actual proportions of the smaller boys gave to the building a spaciousness hitherto unsuspected.”

On October 27th, the new school was formally opened in the Wallace Gym by the Honourable Clarence Wallace, CBE, before an audience of over a thousand students and parents.

After the ceremony, Mr. R.H. Tupper, QC, a long-time friend and former school governor, unveiled three plaques celebrating the contributions to the School of the Auxiliary, the Wallace family, and former Headmaster John Harker.

This excerpt is from the book Without Fear or Favour, written by John G. Lawrence to commemorate the School’s 75th Anniversary.

Douglas Harker received the long-awaited permission from the provincial government to build on Topside in 1964. It was a minor miracle that funds were raised, an architect hired (Mark Sharp ‘40), and the building completed to receive its first Senior School students in September 1965. The opening months, however, were not without their difficulties. Douglas Harker admitted to experiencing “all sorts of doubts and worries”:

of this community. With winter the new school struggled with mud on the floors, heat on and off, fluctuating tempers, and the reaction of expecting too much too soon. Spring brought the sweeping influenza which laid Iow a quarter of the school at one time. The momentum began to pick up as Easter neared, rugger sides began to win and the plays were good. Easter holidays were a respite, and suddenly it was summer.

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1970s THIS IS OUR LEGACY

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“COME GATHER ‘ROUND PEOPLE, WHEREVER YOU ROAM AND ADMIT THAT THE WATERS AROUND YOU HAVE GROWN. AND ACCEPT IT THAT SOON YOU’LL BE DRENCHED TO THE BONE IF YOUR TIME TO YOU IS WORTH SAVING, THEN YOU’D BETTER START SWIMMIN’OR YOU’LL SINK LIKE A STONE FOR THE TIMES, THEY ARE A CHANGIN’” BOB DYLAN, 1964 Ever the poet, ever the prophet, Dylan certainly was not thinking of St. George’s School when he penned these defining lyrics in 1964. However, the premonition of how drastically things were to evolve for the School as it entered its fifth decade could not be more salient.

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s a now well-established entity in Vancouver and beyond, the School in the 1970s truly started “swimmin’” – figuratively and literally! Any reflection on this era, quite rightly notes and highlights the transition to new leadership, a rise of excellence in athletics, academia, and the arts and a forward-thinking mindset that set the course for the decades to come.

The retirement of Douglas Harker in 1971 truly demarcated the end of a dynasty. The contributions of the Harkers are well documented and left a lasting legacy on the community. The appointment of Alan Brown, an Old Boy from the class of 1954, as the new leader brought a lovely continuity as well as an institutional memory to the Headmaster’s office. Drawing from his own experience as a student, and from his professional expertise, Brown was noted for his progressive approach to building on the cultural traditions of the School. Redefining the role of Prefects, phasing out corporal punishment, and establishing a different relationship between teacher and student are but a few examples described by John G. Lawrence in Without Fear or Favour.

This emerging aura of excellence infused the many aspects of the life of the community. Rugby’s First XV, a cornerstone of the St. George’s tradition since founding, won the BC High School championships for the first time in 1973. Not content to rest on laurels, the team repeated this epic feat in 1974 to firmly cement a winning mentality. Simultaneously, the Badminton Program, under the leadership of a young teacher named Ray Stevenson, became a major school sport. This team won the BC High School (BCHS) championships in 1974, 1975, 1977, and 1978. Players such as John

Nicholls ‘78, Brad Johnston ‘75, Andrew Bibby ‘75, David Long ‘75, and Don Anderson ‘75 were all top-ranked in BC. As any school leader will attest, an attitude engendering excellence on the playing fields and courts is typically mirrored in more academic pursuits. Not surprisingly then, there was a parallel demonstration of excellence underway in other domains. Those old enough to recall Reach for the Top, CBC’s regionally and nationallytelevised high school trivia show, will know that this was not only a launching pad for the career of a young Alec Trebek, but also the genesis of a powerhouse tradition at St. George’s. “Knowing a lot about a lot,” in a time predating Wikipedia and Google, became something of which a young man could be proud. Winning the provincial championships in 1974 established this noble pursuit and set deep roots for teams that went on to win provincial championships in 1978 and national championships in 1991 and 2004. Our younger students clearly took heed as they composed a team that went on to win the Ontario Junior Math Contest in 1975. A casual observer would notice that St. George’s in the ’70s was clearly establishing itself as a school that valued effort and excellence.

To fully reflect the liberal arts model of developing young renaissance men, St. George’s in the 1970s was also providing a variety of opportunities for personal expression, individual development, and collaboration. With the opening of the new Performing Arts Centre in 1975, untold opportunities arose. Building on the legacy of the literary stylings of The Georgian, the stage band emerged as a premiere musical ensemble. Many fondly recall the breakout SUMMMER 2020 | 33

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performance of Joseph and the Amazing Technicolour Dreamcoat. Could the 2019 performance of Les Miserables have been possible without this legacy?

The addition of the famous woodworking studio also provided countless young men an opportunity to solve problems and become creators. The vision of a school that developed well-rounded young men was coming to fruition during this formative decade. The times, they were ‘a changin’.

While young men like Pat Palmer ‘80 were years away from thinking about returning to dedicate a career to educating the next generations of athletes, scholars, and artists, they were absorbing all the unique aspects of this magical school. Pat recalls meeting John Blackmore in his office, which was more like a cozy den than a functional workspace, and noting the omnipresent beagle (Bugler and then Trumpeter) at his side. He remembers being puzzled upon arriving at the Senior School and not being too sure if Geof Stancombe and Ray Stevenson were teachers or senior students. And to put it all in a perfectly Vancouver perspective, he fondly pictures the custodians Isaias and Tony placing planks on the raised flower beds during periods of heavy rain so students could navigate the flooded quad!

While to a young man’s eye it all may have seemed somewhat random and unplanned, there is little doubt, in retrospect, that a great plan was unfolding.

Brown and a forward-thinking Board of Directors were looking ahead and putting all the pieces in place for future growth. Having built the pool in 1969, the School added a bubble to support year-round use in 1971. Now, we were literally swimming! When the Convent of the Sacred Heart property became available in 1978, the School saw stones that were not sinking but rather stabilizing. John G. Lawrence notes “The offer from St. George’s was not the highest, but long association and mutual goals soon resulted in an agreement acceptable to both parties.”

(Lawrence, 2005) St. George’s secured the buildings and 9.5 acres of land for $2,050,000 and had the property and facilities to ensure its future.

As the 1970s came to a close, there must have been many who reflected back on a decade of great change and growth. It is clear that this period was transformative as the School progressed through an ‘adolescent’ stage of development to a more complete, more mature version of what it could become. The times were a changin’, but certainly for the best!

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1980s THIS IS OUR LEGACY

AS RECOUNTED BY NAN OLIVER

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BY DEFINITION, A SCHOOL IS BUILT WITH BRICKS AND MORTAR, BUT ANYONE WHO HAS ATTENDED A SCHOOL, WORKED IN ONE, OR ENTRUSTED THEIR SMALL CHILDREN TO A SCHOOL WILL TELL YOU THAT IT IS BUILT AND HELD TOGETHER BY PEOPLE. WITH GOOD PEOPLE BEHIND YOU, ALMOST ANY TRANSITION OR TRIAL CAN BE OVERCOME. In the 1970s, St. George’s School underwent a major staffing change due to new requirements from the BC Ministry of Education which stated all teachers must possess a teaching certificate. Many of the cherished “Old Guard” at Saints had to either retire or return to school themselves. One such teacher was Simon Oliver, who took the opportunity not only to update his credentials, but also travel with his wife. Between the fall of 1976 and winter of 1978, Nancy (Nan) and Simon travelled throughout the world, including a stint in Australia where they purchased the infamous seagreen Mini that signaled their presence on campus and at school events.

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s many past families and alumni know, once you are a part of the St. George’s Community, your membership is good for life, so it comes as no surprise that upon returning to Canada, Simon was contacted by Headmaster Alan Brown about his own return to teaching, and to see if he knew of anyone who might be interested in teaching art at the School.

Nan joined St. George’s first as a substitute art teacher shortly after Spring Break in 1979 (with Simon rejoining her in the fall as a librarian/teacher). It quickly became apparent to Alan Brown that Nan had found her own home at Saints. As the decade closed and the School moved into the 1980s, Nan was enshrined in its history as the first woman in a full-time teaching position, and the first female Head of Department (Art).

The 1980s marked Alan Brown’s second decade as Headmaster and ended with his retirement. The decade saw the sale of Block 60, the move to the refurbished convent, and the demolition of the old school buildings. In mid-decade, the low profile of the original Senior School building was altered as a new library, gymnasium, and swimming pool rose to dominate the modest structures of the 1960s.

On December 13, 1984, the Senior School moved lock, stock, and barrel out of the building that had been the “new” school only 20 years previously. Under the direction of “prefects and masters”, the entire move—desks, books, furniture, electronics, equipment—took around 30 minutes. A temporary home had been constructed from portables on the tennis courts. It was a time of flexibility for the staff and students, with the School’s culture nurturing an environment of “we’re in this together.”

The construction of the new school brought many opportunities for the departments to look at how environment shapes learning (and vice-versa). For Nan and the Art Department, that meant a blank canvas.

Designs for the new art space fell to the two art teachers, who laid out meticulous plans for canvas drawers, natural light, and a space that would inspire students to explore their own creativity. But, as the saying goes: “The best-laid plans of mice and men often go awry.”

When the project was finished by the contractors, they discovered some of the measurements were off. Drawers meant to house largescale art pieces were insufficient and would have to be redone.

The new facilities were officially declared open in May 1986. In the same month that the citizens of Vancouver got their Expo, St. George’s got an almost brand-new Senior School.

During the decade, the Art Department flourished under the nurturing guidance of Nan and—her first hire—Robert Stickney (1981). With support from Headmaster Brown, Nan and Rob were able to foster

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the kind of creative freedom that would guide students’ artistic passions and practices. Impromptu expeditions to local galleries, exhibits, and museums fueled the students’ creativity. It was a time where a rainy day meant jumping in your friends’ cars, or borrowing a bus – no permission slips needed – and heading over to Granville Street to check out the latest in a private gallery, or downtown to the Vancouver Art Gallery for that week’s exhibit.

The exposure to the local arts scene didn’t stop with excursions. Local artists like Gordon Smith, Toni Onley, and Ted Harrison stopped by the campus and gave talks to the budding artists, sharing their own experiences and works. Soon, St. George’s began to get a reputation for its Arts Program, one that garnered the attention of UBC professors. The new campus’ art spaces and approach to artistic learning and exploration were lauded by Professor Kit Grauer, who brought her own classes down to see what St. George’s teachers were accomplishing.

Although Philip Rigg died in 1975, after a long and courageous struggle with cancer, it was in the 1980s that his legacy became a hallmark of the Arts at Saints. He was a talented artist, athlete, and scholar, and his family and friends established foundation scholarships in his honour. These awards have been used over the years to promote and encourage students of the Arts. During the 1980s, Nan Oliver and her music and drama colleagues made a grand occasion of the Rigg Awards, staging an art exhibition, a dinner for the scholars (over which some members of the Rigg family presided), and a concert for the senior grades and invited guests that featured work by the year’s scholars.

In 1988, Arts Week was introduced and has remained one of the most exciting events of the year, eagerly anticipated as much by the staff as by the boys. Performances and workshops during assembly, at lunchtime, and sometimes after school by invited filmmakers, musicians, street poets, and eccentric art collectors from New York have been an endless source of delight. Certain activities became traditions. For several decades, one of these was the contest of the mini-sagas: 50-word “epics” written by staff and students, with the three winners in each grade reading their contributions at the week’s final assembly.

Many Arts traditions began in the 1980s, helped along by the keen eye and enthusiasm that Nan Oliver brought to her role as Head of Arts, as well as the many enthusiastic teachers that made up the department and the School at large. It was this impact that guided the decision to designate Nan as a Builder of St. George’s School in 2020. Nan was, in fact, the bricks and mortar of the St. George’s Arts Program.

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THE

1990s THIS IS OUR LEGACY

BY: STEPHEN L.M. HUTCHISON, JUNIOR SCHOOL PRINCIPAL, 1989-2000 BUILDER OF ST. GEORGE’S SCHOOL

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THE DECADE FROM 1990-2000 TRULY PROVED TO BE A TRANSFORMATIONAL ONE THAT CULMINATED IN ST. GEORGE’S SCHOOL BEING RECOGNIZED, BOTH NATIONALLY AND INTERNATIONALLY, AS A REMARKABLE EDUCATIONAL EXPERIENCE FOR BOYS.

BY: EVAN LORANT ‘20 AND JESSICA HOTZ

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s the 80s waned, St. George’s welcomed a new Headmaster, Mr. John Parry, and a new Junior School Principal, Mr. Stephen Hutchison. The departures of long-serving Headmaster, Mr. Alan Brown, and Junior School Principal, Mr. John Blackmore, allowed for new approaches that respected the great work already done while seizing the opportunity for change. Little did the new administration realize that significant challenge was fast approaching in January of 1990.

During the summer of 1989 a thorough structural analysis of the Junior School building (formerly the Convent of the Sacred Heart) was conducted, and the results were presented to the Board. It was discovered that the foundation on which the building stood was constructed of clay tiles that were deteriorating. As well, the beautiful stone façade was found to be simply leaning against the wooden frame of the school, unattached in any way. The seismology report indicated that any seismic activity could result in the collapse of the building. In addition, demolition was not an option as the Junior School had been designated a heritage building. Needless to say, the report sent anxiety throughout the school community. With 300 day students and 95 boarders housed in the building, immediate action was required.

Concurrently, the Board was faced with yet another change in the Headmaster role. In 1991, recently-retired Mr. Gordon Atkinson was asked to return and lead the School at a time when a quiet, steady hand was needed. Gordon proved to be the right choice, well respected within the school community and prepared to work closely with a strong Board under the leadership of Mr. George Hungerford. It was decided that the Junior School would be restructured and a new Boarding House would be built on the property. As well, the forest would be removed to create a playing field for the Junior School boys. This was a project that would be three years in the making.

With the great angst felt by Junior School parents about the many decisions to be made, much credit must go to the Junior School teachers who each played a major role in reassuring families that their children would be safe. For the new Principal of the Junior School, the circumstances proved to be a blessing in disguise, as it helped to unite everyone in the quest to maintain calm within the student and parent communities and build enthusiasm for how the coming changes would open the door for program enhancements.

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It was a remarkable time to be at the School. Every program had strong leadership. George Ryan developed a Music Program that was unique and attracted students of all interests and abilities to be part of his choirs and school plays. Colleen Busby’s ability to make every boy believe that he was an artist was a tribute to her approach to art. Angela Nutter and Michael Statham (who later took on the role of Deputy Principal) led an English department that was second to none. Terry Naso and Rob McCall transformed a tired Games Program into a strong PE Program that emphasized participation, good health, and lifelong interests. Norman Chandler was the perfect individual to lead Chapel services. Sandy Brun’s Gifted Program inspired students and teachers alike. Marko Rnic introduced the Junior School Band Program in the fall of 1989 for Grade 6 and 7 students, and Brian Lecky captivated boys with his Spam collection and his rousing stories. Every team member rose to the challenge of inspiring and challenging boys on a daily basis.

Once completed, the restructuring of the Junior School building provided larger classrooms, additional meeting spaces, offices for teachers, new administrative spaces, a huge playing field, and the expansion of the Extracurricular Program. In the last half of the decade a new, very large gymnasium (now Devenish Gym) completed the building projects of the ‘90s.

The Junior School had always prided itself on offering opportunities beyond the classroom. As mentioned above, George Ryan’s choirs attracted scholars, athletes, artists, and musicians. His school plays were entirely his creations and provided great entertainment for the school community and beyond. In the early days of Bard on the Beach, Mr. Ryan also wrote the music for those productions. Within the local and provincial athletic competitions, St. George’s teams were dominant. The ‘90s saw the Junior School win Basketball, Soccer, Swimming, and Track & Field championships under the direction of Clive Austin, Terry Naso, Rob McCall, Cal Tustin, and Mike Statham. Participating in national competitions through CAIS, the Junior School teams also proved to be prominent and often dominant in both Soccer and Basketball, winning several national titles during the decade.

It was a mystery to many as to why St. George’s started at Grade 2. As it turns out, 1968 was the last Grade 1 class (of which Patrick Palmer ‘80 was a member) because there were too few applicants to warrant a continuation of the program. During the ‘90s, applications rose to the level such that for every boy accepted, the School was turning away a minimum of four. Thus, it was decided that a Grade 1 class would be introduced in September 1996. The response was overwhelming. As was the tradition on the first assembly of the year, new students were welcomed and presented with their school ties.

The entertainment factor of watching these new recruits fumble with their ties was memorable.

The Junior School has always been a special environment in which young boys grow to become young men as they move up through the grades and onto graduation. Mr. Brown had a motto on his desk which read, “Don’t wait to become a great man. Be a great boy.” Such development doesn’t just happen. It takes a partnership between home and school, and it takes a dedicated group of teachers that make a genuine commitment to the overall growth of each student. It is not so difficult to follow a curriculum and have students attain the academic skills required. The challenge comes in cultivating character within each individual. Integrity, honesty, empathy, compassion—such traits will only develop when they are modelled by the adults with whom the boy interacts. Fortunately, such individuals were abundant within the Junior School staff.

It became a tradition for the leaving Grade 7 class to donate a gift to the School. During the ‘90s there was strong student leadership from individuals such as Murray Allan ’96, David Wesik ’98, Tim Grant ’00, Gary Ho ’00, Andrew Poole ’01, and Cyrus Chee ’02 to mention a few. Gifts ranged from plaques to crystal statues, murals, and original paintings. There are two leaving gifts from the ‘90s that are obvious to all on a daily basis. Standing watch over the entrance to the Junior School is the statue of St. George, and, upon entering the School, you will find the crest inlaid in the central foyer.

As the ‘90s came to an end, change was once again in the wind.

Mr. Atkinson announced his retirement and after an extensive world-wide search, Mr. Nigel Toy was appointed as the incoming Headmaster. In addition, Mr. Greg Devenish was hired as the incoming Principal of the Junior School. Each would make a significant contribution to continuing the excellence that still defines St. George’s School today.

Looking back, the changes were considerable and the memories ran deep. It was a golden time; a time when the strength of the community was required; a time when camaraderie was prerequisite; a time when challenge provided opportunity. I recall during the interview of each applicant I would pose the question, “Are you prepared to be extraordinary?” There was not one child who did not respond with a “yes”. I believe that such a commitment was evident in the teaching staff as well as in the boys.

Long after lessons learned have been forgotten, the boys will call to mind those teachers who truly made a difference. I believe that the ‘90s found a great many such individuals in the Junior School.

My ten years there were as enriching for me as I believe they were for the boys—a transformational time, respecting the path created by those who went before while paving the way for the remarkable school we find today.

Sine Timore Aut Favore

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THE

2000s THIS IS OUR LEGACY

BY: BRIAN LEE

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BC AGRODOME, 2009: STILLNESS DESCENDS OVER THE JAM-PACKED CROWD OF OVER 6500 AS SECONDS COUNT DOWN FROM THE FINAL SENIOR HIGH SCHOOL BOYS’ PROVINCIAL CHAMPIONSHIP GAME. DOWN JUST 1 POINT WITH 8 SECONDS REMAINING IN THE GAME, SAINTS CALLS A TIMEOUT WITH THE BALL AT HALF COURT AGAINST CROSSTOWN RIVALS, VANCOUVER COLLEGE. THE BALL IS INBOUNDED AND PASSED TO EMERSON MURRAY WHO MAKES A MOVE BASELINE AND SHOOTS A PULL-UP JUMPER, SWISHING IT WITH 2 SECONDS REMAINING ON THE SCORE CLOCK...ST. GEORGE’S GOES ON TO WIN ITS FIRST-EVER AAA BOYS CHAMPIONSHIP FINAL BY A SCORE OF 63-62.

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nlike Vancouver College, which had participated in 170 games at the Provincial Championship Tournament over the years, winning 110 of those matches, this was St. George’s first time in the championship final, having participated in only 14 contests in the tournament’s history. How did it come to be that a school, lauded for its athletic prowess on the rugby pitch and the glorious success of its rowing crew, found itself capturing the crown jewel of BC High School Sports, its first-ever Basketball Provincial Championship title?

When Nigel Toy took on the role of Headmaster at St. George’s in 1997, he embarked on building upon the tradition of success paved before his arrival, ensuring that standards of excellence were met in all facets of school life. A visionary, Nigel was aware of the critical ingredients required to build a successful Athletics Program. He believed wholeheartedly in the benefits that accrue from bona fide sports programs in schools: maximizing both student and faculty engagement, cultivating both relationships and a sense of belonging, strengthening of school spirit and pride, and the opportunity to be intentional in building young men of good character.

might wane as a result”. However, as time progressed it became clear that the growth of rugby was not stymied, but instead was bolstered by more broadly-developed athletic programming. Basketball was one sport that grew in interest and higher participation levels as a result.

It was also in 1995 that the Vancouver Grizzlies secured a franchise in Vancouver, as part of the NBA’s expansion into Canada. The Grizzlies captured the city’s attention, bringing fans, particularly school-age children, to GM Place to witness the excitement of a professional sport that boasted world-class and iconic athletes such as Michael Jordan, John Stockton, and Charles Barkley. As the basketball culture grew around the province, Saints witnessed more student-athletes heading to the courts, as opposed to the rinks or the fields, taking particular interest in summer camps and clinics within the community.

Nigel understood the importance of attracting and maintaining a highly committed faculty who, as educators, also bring coinciding levels of expertise and passion to their craft as mentors, instructors, and coaches. A successful Athletics Program must win first in the locker room. For Nigel, that meant ensuring that a culture of care, respect, and hard work permeated the classrooms, hallways, and the playing fields throughout both the Junior and Senior campuses.

The early pioneers who paved the way for basketball at St. George’s included the likes of Geof Stancombe ’62, Dave Wilson, Rob McCall, Michael Statham, and, more recently, Paul Proznick, Brian Lee, and Guy daSilva. Each played a pivotal role in the development of the sport at Saints, and are key contributors to the strong foundation on which today’s program so firmly rests. Reaching recognizable heights in 1996, Saints moved up to the top AAA tier and went on to capture its first-ever Independent League Championship in 1998, defeating Vancouver College in the finals. This historic first generated what we now know as the most heralded rivalry in all of BC high school sports—the Saints vs. VC series.

An important shift in the School’s athletics culture came about in the mid-90s with the decision to change the longstanding expectation that all students play rugby at the Senior School. Jon Bey (Athletics Director, 1995-2005), acknowledges that this was a “bold move, considering the history of rugby at Saints and the overall successes of the program. There were some initial fears that the change would detract from a strong rugby culture and that interest in the sport

Connie Smith, mother of Saints alumni Colin Smith ’02, commented that she is “forever grateful for being part of the golden years of St. George’s basketball... and feel fortunate that Colin was part of such an enriching culture... Nigel Toy’s leadership as Headmaster was transformative to the Athletics Department, and his ‘play hard, play fair’ approach to life and learning led to a healthy sense of pride for students in the school”.

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For many student-athletes, involvement in sports is a defining aspect of their experience at St. George’s School, fostering a sense of belonging and purpose and providing character-defining moments that endure a lifetime. The following former members of our Basketball Program share the impact of their past experiences.

SEAN ANTHONY ’04

In the 7th grade I transferred from a school with no sports to St. George’s, and my basketball journey began. I still cherish every moment from my high school career. As a professional basketball player in the Philippines, I’ve played in front of thousands of fans in packed arenas, but to this day nothing compares to the Saints vs VC games. The memories are so vivid and clear that I can still taste the muggy air, feel the bleachers shaking, and see the moisture dripping down the walls as the gym roars with students screaming and chanting their heads off. There’s something about being packed in a tiny gym with hundreds of rowdy students and all your closest friends and family that to this day nothing compares.

If I can sum up what St. George’s basketball meant to me in one word, it would be: brotherhood. An eternal bond set from the countless hours of time and work you put in together. It’s like a fraternity where the initiation is all the adversity you overcome together through the course of a season. To this day, those bonds with my teammates, coaches, and managers are set for life and whenever we get together, we always look back with the fondest memories... mostly of instances off the court together.

52 | THE SAINT

EMERSON MURRAY ’10

It was an honour to be a part of the St. George’s lineage of strong athletes. Being able to have such great coaches in high school was instrumental in my development both on and off the court. I had the pleasure of playing with amazing teammates and being able to experience the heralded battles of the Vancouver College vs.

St. George’s match-ups. In my Grade 11 year, we played Vancouver College four times, and every time the build-up to the game was uniquely special. The support of my teachers, classmates, and my family, made me feel as though I was part of the larger community, which was the ultimate team. It was truly a feeling that I never experienced anywhere else; this includes my time playing at Cal Berkeley and Seattle University.

THIS IS OUR LEGACY

JEFF TING ’03

When we beat VC in the finals, a lot of the guys were there to support us court-side (Doug Grant, David Stockton, Jay Hamilton, etc.) despite having graduated six years earlier, and I think that speaks volumes about just how attached members of the program have become. Speaking for myself, I was a frequent visitor to games up to around 2011 when I moved to the States, and even then, I remember following guys like Drew Urquhart and hoping he would somehow end up playing Purdue at some point while I was still there.

CHRIS BARRETT ’0 7

I gained so many great friends throughout my time playing on the various basketball teams at Saints – players, managers, and even coaches that I am still in touch with today. The best man at my wedding, Michael Sengara ‘07, was a teammate on the Grade 8B team and one of our managers on the senior team. I also personally learned many valuable life lessons and skills that I have taken with me through university and my career. Perseverance and hard work, for example, were things that I had to internalize early, as I was cut from the Grade 8A team, and ended up playing with the Grade 8B team. It was this experience that challenged me to work both harder and smarter, allowing me to go on to play basketball at Queen’s University.

As much as ever, Basketball at St. George’s continues to provide a healthy outlet and an enriching experience for not only the participating members of the program, but for all the community it brings together in a very unique way. Perhaps it is the indoor nature of the sport combined with the fast-paced action that allows familiarity and connections to organically unfold. Bob Corbett, past administrator at Collingwood School and previous Varsity Basketball Coach at Vancouver College, describes the energy of the Saints vs.

VC rivalry... “For that one night when the game was on, both communities, Saints and VC, students, parents, teachers, general fans, came together to cheer a common hero. In basketball, there are around 40 baskets per team so there are 40 chances to cheer and 40 chances to groan—the energy of the crowd and the players was and is synergistic; they get each other going. There is something about that process that is just special and wonderful to be part of (win or lose). The community as a whole comes together in a way that only sport can accomplish. So yes, it might be over the top at times, but for a few days, what an amazing boost for the community.”

Nigel remains proud to have had a role in the development of Basketball at St. George’s. He has watched the sport flourish over the years and witnessed the positive impacts on both the individuals involved and on the larger school community. He has done his share to ensure that the tradition of success in basketball lives on.

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FEATURE STORY

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THIS IS OUR LEGACY

THE

2010s THIS IS OUR LEGACY

BY: ALAN HESKETH

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FEATURE STORY

WHILE WE CAN FOCUS ON THE OPPORTUNITIES FOR ACADEMIC GROWTH, THE WIDE ARRAY OF EXPERIENCES, OR DEVELOPMENT OF LIFE SKILLS, BOARDING AT ST. GEORGE’S IS REALLY ABOUT GROWING UP AND BUILDING NEW AND LONG-LASTING FRIENDSHIPS WITH OTHERS FROM AROUND THE WORLD. 56 | THE SAINT

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THE FUTURE

I vividly remember the day I landed in Vancouver. I had no idea that I would meet so many amazing people and accumulate such exceptional experiences. I firmly believe that you are a product of your environment. Although I have gone through many ups and downs, I always had people to celebrate with while achieving my goals, and always had someone listening when I needed support. This community has shaped me.”

SANGYE DUDUL ‘20 – BHUTAN

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B

ack in 2011, the development of a high quality, comprehensive boarding experience was seen as a key strategy supporting all aspects of the School’s vision. Over the subsequent decade, strategic change in our Boarding Program and the intentional recruitment of students from around the world has further diversified our School. We have brought together a community that can learn together with a broader worldview.

An evolution in the focus of our Boarding Program has facilitated the change. At the centre of our decision making is the goal of developing community and relationships. First, we intentionally focused on building a 7-day program. In order for new students,

particularly those coming from other countries, to feel connected, we needed everyone to be present on campus. Rather than supporting students from our local community, our Boarding Program is intended to provide opportunities to students who otherwise would not be able to attend. The Admissions team has done amazing work travelling both North America and the world seeking out missionappropriate students to join the program. From our own continent, we now have students from other regions of British Columbia, two territories, Alberta, California, Washington, New York and Mexico.

Around the world in recent years, students have joined us from as far away as Ethiopia, Brazil, Bhutan, and the Ukraine.

GERMANY

COUNTRIES REPRESENTED IN BOARDING

UKRAINE

OVER THE PAST 5 YEARS

UK

NETHERLANDS SOUTH KOREA

SPAIN

USA

BHUTAN

JAPAN

SAUDI ARABIA CHINA

HONG KONG

MEXICO

BAHAMAS

JAMAICA

ETHIOPIA

VIETNAM INDIA

KENYA BRAZIL

CHILE

RWANDA

SINGAPORE

INDONESIA

NAMIBIA SOUTH AFRICA SUMMMER 2020 | 57

FEATURE STORY

W

ith more than 100 teenagers on campus, we have needed to develop many opportunities to keep them active and help them connect with each other and the faculty. Over the years, we have built up the most extensive activities program of boarding schools across the country. In particular, we have become very good at sharing elements of the Canadiana experience with our international students.

Skiing and snowboarding at resorts across the province, surfing in Tofino, canoeing in local lakes, and hiking in our incredible parks offer opportunities for students to get outside, connect with nature, and learn new skills while building connections and relationships with each other. We complement these with local activities focused on five key areas.

ARTS AND CULTURE Each year we offer concerts, Broadway musicals, visits to museums, participation in festivals and local theatre performances to provide exposure to a range of artistic and cultural experiences.

SPORTS AND OUTDOORS Indoor activities like rock climbing, bowling, archery tag, curling, and innertube water polo are complemented with bouldering, hiking, canoeing, rock climbing, skiing, skating, surfing, and field sports during the appropriate seasons. We also attend major sporting events across the city.

VOLUNTEERISM From tree planting to helping out at the BMO Vancouver Marathon, our students are actively involved in volunteering with opportunities available every month. Soup kitchens, the Dunbar Community Centre, Pacific Spirit Park and St. Philip’s Church are all organizations with which we have ongoing partnerships.

SKILL DEVELOPMENT Students can take advantage of opportunities to learn to cook, do laundry, complete basic repairs, and take First-aid courses. Miniworkshops focused on interpersonal skills, university planning, men’s health, and time management are offered to various grade levels throughout the year.

RECREATION AND FUN The year wouldn’t be complete without the fun activities - paintball, go-karting, laser tag, visits to Playland, the Cultus Lake Waterpark, and escape rooms. We also travel to visit the girls’ schools on Vancouver Island and host each annually.

U

Unique at St. George’s, the vast majority of the experiences available are included in our tuition.

This ensures that students are not restricted from participating due to financial constraints, and encourages everyone to try new things. We also provide significant financial support for students to get involved in the special long weekend trips so that all students can access these meaningful community-building experiences.

When I came to Harker Hall in Grade 8, I had a plan. I was going to start working harder at school and get into a prestigious university. But somewhere along the way, about a week in, I got lost. I could not be more thankful that I did. If I had been too focused on school work I would have missed everything great that has happened to me in the past five years.”

ETHAN YAN ‘20 – CHINA 58 | THE SAINT

THIS IS OUR LEGACY

“

This has been the best three years of my life… moving to a new country and not knowing anyone but my fellow Jamaicans, I have tried new things and made new friendships that I would not have if I was still going to school back home.”

MATTHEW HUGH ‘20 – JAMAICA

T

he supports for our students continue to evolve. Enormous changes in our food services program, technology support, access to the campus, and the physical environment of Harker Hall ensure that our students have a world-class experience. Building closer relationships with programming at the Senior School has also shown positive results, particularly for our international students. For example, further developing an intentional English Language Learning program has supported students in accessing advanced courses and adapting quickly to the culture of the school. This program crosses between grades and includes support both at school and in the house in the evenings. Similarly, we have developed an integrated model for counselling, health care, and personal support where students can connect with key staff both during the day and in the evening.

Another key evolution in our program was the development of new strategies for advising our students. Each student in Harker Hall now chooses the houseparent he would like to have as his advisor for the year. Through a one-on-one conversation approach, students are guided through their school and boarding experience by an adult they trust.

As each year comes to a close, the special

connections and meaningful relationships become increasingly apparent. Graduating students, as they are introduced and recognized by the advisor they have worked with, have clearly grown over their time with us, whether that was two years or five. The connection between students is strong and the tie with the community palpable.

Focusing on a 7-day program and building a diverse community has had wonderful impacts on all of our students. We now celebrate and recognize important events and traditions beyond those typically recognized by the School. Understanding that a large portion of our boarding community, and school population on the whole, celebrate the Lunar New Year, we began coordinating holidays to ensure that our students can share this important time with their families.

Our interpersonal skill workshops provide meaningful opportunities to reflect on the learning that comes from working with students who have had different experiences from our own. We often need to navigate the challenges of communicating with individuals whose first language does not match ours. As each of us connects and builds relationships with those who are very different from ourselves, we also find many similarities.

“

I really appreciate everyone who’s made my journey here so rewarding - the House Parents and all the students that I’ve ever spent time with. You’ve allowed me to grow so much in my time here and even better, made me realize just how much more growth is possible.”

ABE GIRMA ‘20 – ETHIOPIA

T

he changes in our program have been well received by our students and their families. In our 2016 surveys, boarding families reported higher satisfaction with the overall school experience than day students. In 2019, ratings from students and families across elements of our program were the highest yet, in many cases yielding new high scores for the independent company that administers the survey. Our students and families value the personal growth and development that comes from their time in boarding.

While we are proud of the changes in our boarding program and the incredible community that we have built, there is still much

work ahead. At a time when our world is grappling with issues of racism and prejudice, our boarding program offers an opportunity for our School to pause, reflect, and change. The next steps for our School, particularly given our international focus, involves ensuring that our entire community collectively is learning as much from all of our students as we can. Coming back to a student-centred focus on relationships and community-building, we need to ensure that we continuously ask questions about how we support our students, respect their individual experiences, and offer meaningful opportunities for each to have an impact on others. As our students have much to gain from St. George’s, we as a school can grow so much from our time with them too.

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FEATURE STORY

WHEN WE FIRST BEGAN TO CONSIDER THE DEVELOPMENT AND IMPLEMENTATION OF A KINDERGARTEN PROGRAM AT THE JUNIOR SCHOOL, PREDICTABLY, THERE WERE A LOT OF QUESTIONS. There were practical questions, such as: Could you fill the 36 spaces with missionappropriate families? And where will the classrooms be? And then there were more abstract questions like: What does it add to the Junior School experience? And why is it imperative to add kindergarten now?

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THE FUTURE

THE

FUTURE KINDERGARTEN AT ST. GEORGE’S BY: EMILY MOIR

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FEATURE STORY

The first type of question was easy for us to answer. In Vancouver, kindergarten is the stage where students’ formal education begins. Many local catchment schools were experiencing over-enrollment, and St. George’s School was one of the only independent schools in the Lower Mainland without kindergarten.

Soon, we found a space for the program, and our historically strong applicant data and our competitive market analysis told us that we would likely be able to recruit and enroll mission-appropriate children and families. We had confidence that the program would be compelling, given the strong teacher recruitment and hiring process.

The second set of questions, however, encouraged us to think more deeply about what we were hoping that kindergarten could offer our students and how the new program could potentially enhance our Junior School. To answer these questions, the team turned to research in childhood development and, more specifically, to the correlation between play and school readiness. Prominent educational philosopher John Dewey believed that learning occurred through doing and that education should be a hands-on experience.

Psychologists Piaget and Vygotsky complement Dewey’s work in their beliefs that learning is social, and that children need to explore, question and experiment in their learning, which is natural when playing.

Play enables cognitive, social, emotional, and physical development in children. In a variety of play settings, children can test boundaries and take risks, learning about their bodies and their capabilities. Physical development occurs with the fine motor activities of beading and pinching clay, children learn about control and body-awareness when balancing and jumping. When children engage in creative and imaginative play, they develop language skills in mimicking heard language and in negotiating reality in make-believe. They learn social skills by taking turns and playing their roles. Play allows children to express their feelings and to work through their emotions in a safe space (Gestwicki, 1999). They learn to take turns, negotiate and control impulses thus helping to develop self-regulation (Vygotsky, 1978).

Play encourages self-reflection in its non-judgemental environment, where a child can ponder their actions and how to do things differently or how to try different approaches.

Increasingly, play is being undervalued with a drive toward achievement. This is a nod to our society where a fast pace and quick gratification are desired.

In education, play can be less valued due to more achievement-based testing, more use of technology, and a push-down of academic materials (Winters, 2019). A child can use an app to finger paint, but this is no substitute for the sensory-rich experience of dipping your fingers into a pot of gluey paint hearing, it squelch delightfully, and experimenting with it: smearing it across the page, mixing colours, feeling it dry on your hands, and smelling- and perhaps even tasting- that gooey glob on your fingers. There is something so satisfying about playing with finger paint. Exploration is not a hurried process. Investigation is not a hurried process. And research is not a hurried process.

There is no test for finger painting. No one can win.

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No one is the best finger-painter. No one cares much at what age a child first finger-painted. Exploration, investigation, and research, where humans try and fail and try and fail and try and fail until one moment, Aha!, something is achieved and is mastered, is a long pathway with reflection and understanding gained in the process. The feeling of satisfaction realized is for the efforts put into the experience (Lomangino, 2008).

Play is satisfying because it takes effort; play gives rise to joy. Joy fills our hearts.

As a school with a strong academic reputation, it might seem counterintuitive to realize that play will be part of the foundation of our kindergarten program here at St. George’s School. What happens in play that makes it so compelling to our educators at St. George’s School?

Beyond the amazing skills (emotional, physical, cognitive and social) that children learn naturally in play, is the fact that play prepares children to learn in a more structured school environment, too (Winters, 2019). Children set their own goals, take initiative and evaluate their results. They develop executive functioning skills in complex group play, developing their working memory, learning self-control, and managing competing priorities. According to Harvard’s Center on the Developing Child, executive functioning and self-regulation are key to success in school and in communities, as these tools are crucial to gaining not only academic success, but also to gaining and maintaining friendships, to focusing and completing tasks, and to being a contributing citizen.

REFERENCES

Lastly, at St. George’s School, we want our students to become lifelong learners. Like Dewey, we believe that education is life, not the preparation for a future life. If our introductory program here is grounded in play, which children love to do, they will be intrinsically motivated to investigate and explore. Learning will be natural and satisfying led by their inner desire to do so. Lighting that love of learning through playbased experiential learning, will guide our children to living life with the curiosity and joy that play brings (Lomangino, 2008).

“Executive Function & SelfRegulation.” Center on the Developing Child at Harvard University, 24 Mar. 2020, developingchild.harvard. edu/science/key-concepts/ executive-function/

At St. George’s School, our mission is to “Build Fine Young Men. One Boy at a Time”. To me, play and the development of the skills that children need to be successful at St. George’s School and beyond go hand-in-hand. Ultimately to grow closer to our vision to be “Canada’s World School for Boys”, which implies a service to humanity, we must attempt to set our learners on a path to be confident, compassionate and curious beings, who will be motivated to care for others, and who will have the tools to meet the big challenges of today and tomorrow.

Lomangino, Angela.

“Children’s Play Is More Than ‘Child’s Play.’” Children’s Play Is More Than “Child’s Play” | Bing Nursery School, 1 Oct. 2008, bingschool.stanford. edu/news/children-s-playmore-child-s-play.

When you imagine a child of 4 and 5 years old, what adjectives come to mind for you? Perhaps some words you might have chosen include busy, determined, affectionate, active, imaginative, humorous, loud, and curious. At this amazing preschool age, there are few limits to how we describe children, and children at this age see limitless possibilities for themselves and for their futures. When I think about kindergarten beginning at our School in September this year, my hope for these children is that they remain curious, inclusive, and open-minded learners who strive to make the world a better place.

Gestwicki, C. (1999).

Developmentally Appropriate Practice: Curriculum and Development in Early Education.

Albany, NY: Delmar Publishers

Winters, Jennifer. “Director’s Column: Play-Based Learning Leads to School Readiness.”

Director’s Column: Play-Based Learning Leads to School Readiness | Bing Nursery School, 1 Nov. 2019, bingschool.stanford.edu/ news/director-s-columnplay-based-learning-leadsschool-readiness.

Vygotsky, L. S. (1978). (19301935/1978). Mind in society: The development of higher mental processes.

In M. Cole, V. JohnSteiner, S. Scribner, & E. Souberman (Eds. & Trans.)

Cambridge,MA: Harvard University Press.

THE FUTURE

KINDERGARTEN CLASSROOM 2020

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OLD BOYS

>

2020 RUGBY SEVENS

On March 6th, many OBA Alumni cheered on Conor Trainor ’07, Theo Sauder ’14, Phil Berna ’14, and the rest of Team Canada as they took bronze at the Vancouver Sevens. It was great to see so many alumni out cheering on our boys.

PHOTO ALBUM 64 | THE SAINT

OLD BOYS

>

NEW YORK

The New York Chapter had its annual gathering in February. More than 40 OBA Alumni attended, with alumni from the early 1970s to 2018 spending the evening reminiscing and connecting.

>

The San Francisco Chapter of the OBA met up in downtown San Francisco for a few drinks and laughs. Established San Francisco alumni welcomed many recently landed alumni. Jeff Ting ’03 came all the way from San Jose to participate in the event.

>

PUB NIGHTS >

SAN FRANCISCO

LOS ANGELES

Old Boys in the Los Angeles area gathered in West Los Angeles for some drinks, laughs, and stories. OBA President Dr. Paul Mitchell-Banks ’78 was able to make the trip down to talk about upcoming OBA events and the School.

TORONTO

The Toronto Chapter came together in mid-February to reconnect and welcome new members.

Dr. Matthews was able to attend and reconnect with many former students.

>

VICTORIA

On March 6th, Old Boys from around the Greater Victoria Area gathered at the Bard and the Banker to share a few laughs and memories.

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SAINTS’ NOTES

1985 / 2001

RAYAN CADER’ 01 and COLIN LAKER ‘85 had a chance encounter in the sky after they were paired as co-pilots on a flight for Flair Airlines.

SAINTS’ NOTES 1987

DR. IAN DICKEY ‘87 has been awarded a patent for “soft tissue ingrowth of porous, threedimensionally printed, transcutaneous implants of varying material and pore geometry” as a result of his efforts with the University of Maine, University of Colorado VA research to re-attach artificial limbs directly to the skeleton. His revolutionary treatment will help improve patients’ everyday capabilities and overall quality of life, and will have a direct impact on the lives of many wounded servicemen and women.

66 | THE SAINT

1985

BILL THOMAS ‘85 has been honoured with a Lifetime Achievement Award from the Chartered Professional Accountants of British Columbia.

1995

ROBERT W.E. LAURIE ‘95 has been working as a lawyer, tirelessly advocating to improve medical patients’ access to cannabis, psychedelic, and sacred plant medicines and to facilitate the reform of drug laws for the betterment of society. Robert and his legal practice AD LUCEM LAW CORPORATION, recently joined Dr. Bruce Tobin’s Charter litigation team, which is challenging the constitutional validity of the Government’s absolute prohibition concerning compassionate medical access to psilocybin in Federal Court. His goal is to help provide more options for doctors and treatments for patients dealing with end-of-life anxiety and depression, and other types of treatment-resistant depression, addiction, and PTSD.

2002

ADAM SEGAL ‘02 was profiled as one of the Top 100 Canadian Professionals by the The Top 100 Magazine. As President and CEO of Storkcraft, he has implemented initiatives for diversity and inclusion, female empowerment, and progressive thinking. He established Storkcraft’s first-ever dedicated design and innovation teams, and invested in best-in-class customer care and operations teams, while developing a fresh and innovative product portfolio, a multi-faceted pricing structure, and and opened key distribution centers for customers.

SAINTS’ NOTES

2004

ALLAN MCGAVIN ’04 received the Marsha Lampman Volunteer Award, which is presented annually to the Queen’s University alumnus/ alumna who best exemplifies Marsha Lampman’s outstanding dedication and service to a Branch of the Queen’s University Alumni Association.

2007

CARLTON EE ’07 was named one of the Top 30 under 30 in April 2019 for his work as VicePresident, Consolidation and Coastal Operations, Speedee Transport, whose customers include Best Buy Canada, Coca-Cola Canada, Loblaws, PepsiCo, Sobeys, and Walmart Canada.

2008

BENJAMIN TISCHLER ‘08 had his first author publication from his PhD accepted into a peerreviewed journal and will be defending his dissertation in July.

2012

JJ ASUMING-TAWIAH ’12 released a new EP, While We Wait, in early May.

2015

ALEXANDER BEBB ‘15 has been elected as President of the Oxford University Boat Club for the 2021 Boat Race season. He follows in the footsteps of Olympic Champion Malcolm Howard, the most recent Canadian OUBC President from 2014.

CAREERS DAY

On Friday, March 6th, the School held its annual Careers Day for Grade 11 and 12 students. The OBA and the School would like to thank JOHN BEATY ’03, AUSTIN CHEN ’11, ADAM FRITZ ’03, ALLAN MCGAVIN ’04, DREW TESKEY ’03, JEFFERY UPPAL ’07, and JACKSON UPPAL ’11 for being our session speakers.

The University Counseling Department thanks EMERSON MURRAY ’10, NAEEM BARDAI ’10, SHEA HORNE ’10, HERBERT CHAN ’95, and MATT CHENG ’19 for being part of our University Panel.

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SAINTS’ NOTES

2014

THEO SAUDER ’14, PHIL BERNA ’14, and CONOR TRAINOR ’07 won a bronze medal forv Canada at the HSBC Canada Sevens Tournament.

2016

JAKE HAUSER ‘16 won a National Science Foundation Graduate Research Fellowship. The Graduate Research Fellowships support the graduate education of outstanding students in the fields of science, technology, engineering and mathematics by providing three years of financial support.

2012

ALEX LIN ‘12 completed his PhD in Materials Science and Engineering from Northwestern University in June 2020. His research was most recently published in the American Physical Society’s journal Physical Review Letters.

Alex has accepted a postdoctoral Fellowship at Lawrence Berkeley National Laboratory.

2017

RYAN WATT ‘17 graduated from Columbia University.

KATHERINE LOU ‘17 launched Dear/Cher Canada (DearCanadians.ca) with a team of Canadian youth and corporate and non-profit partners. The project’s national, bilingual, and digital platform connects Canadians of all ages during this unprecedented period in our country’s history while raising funds for COVID-19 relief efforts through support from TELUS.

2017

2017

JAY MCCAULEY ’17 has launched a charitable initiative delivering lawn signs to thank our healthcare and frontline workers who ensure our safety amid the COVID-19 crisis (thankyoufrontlineyvr. com). All proceeds go to SafeCareBC’s Operation Protect to support their supplying crucial Personal Protective Equipment (PPE) to these frontline health care workers.

68 | THE SAINT

DENNIS WANG ‘17 published, Reigning the Future: AI, 5G, Huawei, and the Next 30 Years of US-China Rivalry.

Through his personal experiences with companies like Huawei Technologies and China Central Television, as well as his studies at Duke University, Wang provides unique perspectives and indepth analyses in this informative overview of US-China relations in regards to the dynamic world of technology.

SAINTS’ NOTES

STEPHEN HSIA ‘04 and his wife Christine were thrilled to welcome their first child – and the first grandchild on both sides of the family – in mid-May. Daniel Philip Hsia was born on May 17, 2020.

BIRTHS

BENJAMIN TISCHLER ’08 and wife, Alyssa, welcomed their son, Noah Isaak, on March 5, 2020.

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SAINTS’ NOTES

JAMES “JIM” ECCOTT ’50

OLD BOYS WHO HAVE PASSED…

James Eliot “Jim” Eccott passed away at the age of 87 on March 6 at Kelowna General Hospital. He is survived by his wife, Colleen, his four children, nine grandchildren, and two great grandchildren and was predeceased by his first wife and the mother of his children, Shirley-Anne in 2016.

Jim’s commitment to giving back and paying forward was exemplified in his actions. He was a member of the Vancouver General Hospital Foundation, the Kelowna Hospital Foundation, and the University of British Columbia Board of Governors, and his annual giving also benefited the Salvation Army, Gospel Mission, Humane Society and numerous other small charities.

In business, Jim pursued many adventures from coastal fishing as a young college student, working as a sales representative for MacMillan Bloedel, owning a lumberyard, and becoming the president of a successful diamond exploration company. Along the way, he took risks, faced challenges and always had time to help others achieve their goals through mentoring and encouragement.

JOHN FRASER MACKAY ’77 Fraser Mackay passed away suddenly at the age of 60 on June 14, 2020. He is survived by his wife, Susan, his three children, his brother and two sisters, and innumerable nieces, nephews, cousins, and friends.

Curious and always up for fun, nothing made Fraser happier than spending time with his family and his many friends during idyllic summers at Savary, on the courts of the tennis club, and at St. George’s and UBC, where he met the love of his life, Susan. Well respected in business as a highly successful entrepreneur and business owner, he loved what he did and was good at it, but even more, he was a trusted advisor and mentor to many who were fortunate enough to learn from his extensive experience and wise counsel. He had time for everyone, and was generous to all.

A man of impeccable character and integrity, he had a wicked sense of humour and a true impish streak. Kind, thoughtful, loyal, and true, he was one of a kind and will be forever missed.

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The entire St. George’s community owes a debt of gratitude to Mr. Jake Kerr ‘61 for his leadership.

During his tenure as Society Board Chair and ONE+ Campaign Chair, Mr. Kerr provided vision, direction, and tireless energy in service of his school.

We offer a special tribute to Mr. Kerr for all he has done to build on the strong traditions of St. George’s while also looking to the future.

When asked in 2015 why he decided to take on the role of Campaign Chair and lead the largest capital campaign in the School’s history, Mr. Kerr shared: “There are so many opportunities for us all to contribute to our community, but St. George’s has a special place in the life of my family. As a Georgian, Saints parent, and now grandfather, I am truly inspired by the vision for the School and the aspiration to be a world leader in the education of boys”.

Mr. Kerr’s love for the School has shaped his lasting legacy and he continues to inspire the Saints Community.

THANK YOU, JAKE KERR!

RETURN ALL UNDELIVERABLE CANADIAN ADDRESSES TO:

3851 West 29th Avenue, Vancouver, British Columbia, Canada V6S 1T6

40580507