THE SAINT — Summer 2024

OUR CORE VALUES IN ACTION | LEADING WITH INTEGRITY | CULTIVATING A CULTURE OF EMPATHY

THE SAINT

THE MAGAZINE OF ST. GEORGE’S SCHOOL | SUMMER 2024

EMPATHY HUMILITY

RESILIENCE RESPECT

INTEGRITY

AT ITS CORE

THE SAINT

MANAGING EDITOR

SARAH GHOSH

SENIOR COPY EDITORS

DAVE FITZPATRICK

MADELEINE WOOTTON

LINN CARDINAL

GRAPHIC DESIGNER

BRUCE ELBEBLAWY

HEAD OF OBA ALUMNI RELATIONS

PAT PALMER '80

CHAIR OF THE OBA OWEN CAMERION '99

SCHOOL PHOTOGRAPHER /VIDEOGRAPHER

HAYLEY LOHN

CONTRACT & PARENT VOLUNTEER PHOTOGRAPHERS

BOB FRID

AIDAN ZHANG '26

THE SAINT is published twice per academic year, expressly for alumni, 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

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PARENT VOLUNTEER PHOTOGRAPHERS ST.

IS

HELLO

FROM THE SOCIETY BOARD CHAIR

MS. SHANNI ECKFORD SOCIETY BOARD CHAIR

Someone’s sitting in the shade today because someone planted a tree a long time ago.”

WARREN BUFFET

Greetings from the St. George’s Board of Directors and myself, the new Chair of the Society Board of Directors.

It is an exciting time in our School’s history. One of the greatest attributes of our community, our staff, faculty, and our Board is that we are always accepting of, willing to embrace, and searching for growth and opportunity. David Young, our Head of School, has recently unveiled our new 10-year Strategic Plan. Our new school will be the centre of our academic and community life and, as always, our educators continue to look forward and refine what it means to teach and learn in an ever-changing world.

We are a diverse community. Our student body represents 18 countries of origin and bearing witness to these young men sharing their perspectives, traditions, and thoughts is a joy for us all. Yet, the question we will always continue to ask is, “What more can we do?” That is what our 10-year Strategic Plan is about. It is the tree being planted. We will strengthen our boys’ sense of identity; we will continue to drive innovation in education, facilities, and resources; and we will graduate young men who make a positive impact in their communities. This way forward will always be rooted in our Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience. These values are who we are, what we aspire to be, and give strength and guidance to decisions that will shape our future. I encourage you to look at our Strategic Plan. It is inspiring. David Young, Head of School, summarized, “We will be ready and relevant in a changing world.”

As always, many thanks to all our parents, educators, staff, volunteers, alumni, SGPA as well as the Society, OBA Board Members, and Foundation Trustees.

Lastly, I am honoured to serve as Board Chair for the next three years. Like all of you, St. George’s School has an incredibly important place in my family history. I look forward to working with all of you this year, and in the years to come.

Sine Timore Aut Favore.

FOUNDATIONS ARE IMPORTANT.

The things we build upon matter. The unseen strength of the most ambitious constructions lies in the depth of structural anchors under the line of sight. With real excitement, we launched our Strategic Plan last November. We are thankful for the enthusiasm with which it was received and everyone’s desire to partner with us on this voyage.

Our Strategic Plan is ambitious. It will require our collective efforts to ensure we are at the forefront of future-ready learning and offer our expertise beyond the walls of our campus. And we are acutely aware that this work needs to be strong. It needs to be built upon strong foundations, and those foundations must be the values that bind this community.

Our Core Values link our present with our past. They also dictate the manner in which we will step towards our future. Our Core Values unite our current students to a world of those who graduated from these hallways decades ago.

And so as we start our journey towards the vision we have for our School to be Ready and Relevant, we thought it was important to start that journey by focussing on our Core Values, which are the foundation and the strength behind our good work.

DAVID YOUNG HEAD OF SCHOOL

Sine Timore Aut Favore.

THE FOUNDATION FOR OUR FUTURE

EXPLORING OUR SCHOOL'S CORE VALUES

St. George’s School’s Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience serve as our compass, directing us to achieve excellence in all that we do. These values are not merely words on a page — they are the guiding principles that shape our actions, interactions, and work each and every day. We invite you to delve into the essence of who we are, what we stand for, and the principles that will help guide and move us forward into the future as we achieve the goals outlined in Ready and Relevant, our ten-year Strategic Plan.

To learn more about our Core Values from members of our school community, PLEASE CLICK BELOW:

OUR CORE VALUES IN ACTION

The Journalism 12 students share their personal definitions of St. George’s School’s Core Values and recount occasions where they witnessed them being put into practice in their day-to-day learning and activities.

ACTION

Empathy is the ability to take another person’s situation into context to understand it and to comprehend it. Empathy is a skill that requires us to sit in another person’s shoes and embrace and re-imagine their experiences. True empathy is silent yet speaks volumes. It involves a nonjudgmental stance where the listener offers a sanctuary for the speaker’s thoughts and feelings. It demands presence, attention, and sometimes the challenging task of withholding advice or solutions, honouring the other person’s experience as their own and resisting the urge to overlay it with one’s own narrative.

One example of empathy takes me back to the time I was struggling in Latin class in Grade 10. Instead of reprimanding me for not keeping up, Ms. Catherine Mori took the time to talk to me privately. She listened attentively to my concerns, validating my feelings of frustration and confusion, and offered additional help and resources to support my learning. She understood that I was struggling, offered me extra help sessions, and worked with me to get me back on track. She demonstrated empathy by recognizing and responding to my emotions and needs in a supportive and understanding manner.

ALEX YANG '24 AND ARNAV MODI '24

EMPATHY

Empathy

EMPATHY is the ability to move beyond ourselves, to identify with others, to walk a mile in another’s shoes.

Humility is quiet strength, a subtle but nevertheless powerful trait. In our community, which is constantly abuzz with competition, it’s humility that stands out. It is found in those who recognize their accomplishments while staying grounded and authentic. Humility is demonstrated in those who share their success and use it to build others up. It exists in those who forge connections with everyone and see the value in learning from others. It is found in those who lead by example and know when to step aside. Humility is being a part of something bigger and a willingness to empower others before yourself.

Within the Athletics Department, there is a large emphasis on creating a culture of humility. Speak to any coaches or players at Saints and they will have countless stories about the ways their teams and teammates have demonstrated humility. For example, Mr. DaSilva, the coach of the Varsity Basketball Team, highlighted Dominic Aquino ‘24, the team’s captain, who after winning an all-star player award, gave the prize jersey to another player who had not won an award. Ultimately, it’s the little things members of the team like Dominic do to put others first that exemplify how humility is cultivated within our community.

LIAM HUGHES '24

HUMILITY is the ability to be humble, not to be big-headed or boastful, and to recognize that we all still have a lot to learn.

EMPATHYHUMILITY

Humility

INTEGRITY

It is good to do what is right. Integrity means having the moral compass to do the right things even in situations where people don’t expect you to do so. It’s being grounded in your apprehension of your own ethics that ultimately steer you to make certain decisions. Most people understand integrity as being honest; I agree, but it’s also being true to yourself — being able to reflect on the values gained from your upbringing, and apply those lessons to your life.

In Discovery 10, examples of integrity were always on display. Throughout the year, I was shown different sides of my classmates: one was how they acted at school, and the other was their behaviour in the field when we were on trips. Specifically, on our 21-day year-end trip, I was in a group with Justin Applegarth ‘24. From the very first day, I saw every side of him — traits that I still strive to achieve to this day. He was constantly seeking to help. He’d walk to the nearby stream to collect water for the group, carry more equipment than anyone else, and serve his group mates dinner before himself. Justin showed me integrity; he stayed true to his values regardless of his situation. He never took the shortcut and instead opted to do what was right.

GEORGE SUN '24

Integrity

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

Resilience is blind, which seems contradictory considering that resilience generally means to be steadfast, unrelenting, and opaque. To me, the essence of resilience lies in tackling a project with no blueprint or journeying without a map. Resilience isn’t just about not giving up. Rather, it’s about moving in a direction and trusting that things will change — maybe for the better, but also maybe for the worse. Despite the circumstances, someone who is resilient learns to accept setbacks without expecting success; someone who is resilient possesses a vitality for life, and is always challenging themselves.

In our experience, resilience is best demonstrated by the Rowing Team. Their sheer determination and drive to wake up early and sacrifice their weekends is deserving of respect. Most mornings, the rowers can be found in their boats along the Fraser River before they head in to school. Howie Wang

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

Resilience

RESILIENCE

RESPECT

is feeling regard and even admiration for yourself and for others; it is being thoughtful and considerate of others.

Respect, as a Core Value, means treating others and oneself with dignity, kindness, and consideration. In the classroom, it means listening to each other's ideas without interrupting, valu ing different perspectives, and being polite to classmates and teachers. It involves allowing for the feelings and opinions of others, even if we disagree. Respect also means taking care of classroom materials and following rules to create a safe learning environment. Overall, it's about recognizing the worth of every individual and showing them courtesy and empathy.

During rehearsals for The Wizard of Oz in Grade 10, I witnessed the Core Value of Respect in action. Despite the pressure and excitement surrounding the production, the cast of of Oz maintained a culture of kindness. There was a moment when one of our cast members, who struggled with stage fright, forgot a line during a crucial scene. Instead of ridiculing him or being impatient, their scene partners rallied around them with encouragement and support. Everyone patiently helped them regain confidence, offering words of kindness and understand ing. This experience exemplified respect in action; we honoured their feelings and supported their journey, creating an inclusive environment and one where everyone could shine.

BENJIE BAKER '25

RESPECT

Responsibility means to take control over one's actions and decisions, and be accountable. It is applicable to all facets of life such as academics, athletics, and the world outside of school. On a daily basis, this can look like showing up to class on time and being on top of work. In another sense, it can be leaving a space looking better than it was before, and being proactive to always communicate in advance with teachers about conflicts.

In my own experience, being responsible was key to finding success in the Discovery Cohort in Grade 10. That year, while playing tennis, I tore two of the tendons in the ring finger of my dominant hand. This led me to have two surgeries and go through many months of intense physiotherapy. Through this, I was forced to learn how to use my non-dominant hand on a daily basis. I discovered the importance of communication with those who are close to me as well as with my teachers and coaches. Surviving that year was a challenge; nonetheless, taking control over my own circumstances and being proactive allowed me to finish in stride.

RESPONSIBILITY

RESPONS

ALAN McLACHLAN '24

Throughout the delicate ecosystem of St. George’s School, the Core Value of Empathy is the soil from which understanding and support spring forth. At the heart of this nurturing process are our school counsellors, guiding our students through the labyrinth of emotions and challenges that accompany their academic and emotional journey.

Cultivating A Culture Of EmpathY

PERSONAL COUNSELLING AT ST. GEORGE’S SCHOOL

FEATURING: MS. ERIN LEACH & MS. JOCELYN COBURN

WRITTEN BY: SARAH GHOSH

READY AND RELEVANT

relays that Identity is one of the three Core

Tenets that form the foundation of the School’s Strategic Plan stating, “We must evolve a strong, future-ready school identity within which a boy can understand his own identity” (Ready and Relevant, page 7). The Strategic Plan also “aligns our learning community’s focus on wellness (physical, mental, and emotional health)” (Ready and Relevant, page 9).

Personal Counsellors Jocelyn Coburn and Erin Leach both embody empathy not only in their counselling sessions but also through their efforts to cultivate a culture of empathy within the broader school community, helping students to better understand themselves and the world around them.

Jocelyn, a Senior School Personal Counsellor, states that empathy is the backbone of everything counsellors do and is a critical piece of counselling. She shares, “When I think about empathy, I am really trying to understand the person in front of me, their experience, and all of the moments that they have had that led them to the place where they are right now. I can never fully enter into a student’s life, but empathy is the exercise of trying to fully understand the person. I don’t imagine what it is like if I put myself in their shoes, but rather what it is like to exist in their shoes, in their experience, their entirety of being.” In the case of Erin, a Junior School Personal Counsellor and Teacher, she views empathy as a way of responding to another person so they feel seen, safe, and cared for. She shares, “I connect to myself so I can stay open and remain connected to my student. It’s the idea of having one foot in the experience of the child, to feel what he is feeling, but not get lost in it. ”

St. George’s School has a culture where students have a strong desire to perform and excel. Jocelyn understands this is necessary, especially in an academic environment where students are striving to be accepted to top universities. However, she shares the following important reflection, “The cost of all of this striving is empathy. We know all the psychological research says that when people are focused a lot on themselves and don’t experience a ton of other adversities, they don’t develop empathy as much. It is important to be intentional about how we help people develop empathy. It is something that needs to be taught and emphasised.” Erin also understands the importance of encouraging students to succeed in a school environment, and shares the interesting connection between student success and empathy: “We are in a school and it’s about performance, excellence, producing results, but none of that will happen without the foundation of emotional awareness and emotional support when there are struggles. Empathy is powerful because of the element of connection. You can use it to bring about good.”

The Junior School is definitely creating space for children to learn about empathy because Erin and her fellow educators understand that it helps students develop a whole sense of themselves. She shares, “When I think of the importance of empathy, I think of it like

the jumping off point to accept and allow our whole experience and full self to emerge and develop, not just the good stuff, but all of it. So when we have empathy for someone and their story, it allows the full human experience to show up. Whereas the opposite is true if we cut off other elements of experience. Then we actually cultivate rigidity and create shame. People shut down and they are not their whole true self.” Erin believes in the importance of nurturing empathy in children at a young age because it also encourages resilience. She states, “There is secure attachment with empathy. If children know they are seen, heard, and loved, this creates a safe space for them to learn, grow, and take risks.” Both Erin and Jocelyn are committed to cultivating empathy in the school community not only during their personal counselling sessions, but also through programs at their respective schools. Erin was initially a teacher at St. George’s Junior School for 14 years. However, her own personal experience with Alopecia, an uncontrollable autoimmune condition, led her on a new path. She enrolled in a life-changing program that provided counselling as she dealt with her personal health challenges — and trained her in a new career path at the same time. Soon after, Erin became a Junior School counsellor, a position she has held for the past eight years. Her strong teaching background and training in counselling resulted in her spearheading the Junior School’s Wellness Program for Grade 1–5 students focused on Social Emotional Learning (SEL). She shares, “When this position came up, Mr. Greg Devenish, the Junior School Principal at the time, said ‘Make it what you want.’ I thought, how can I be a counsellor and support families but also be in the classes and deliver content that is related to counselling? The answer was the Wellness Program.” Through this innovative and enriching program that is custom-tailored for the Junior School students, Erin serves as a counsellor/ teacher, and educates students about emotional literacy and social skills in a proactive and universal way. She attends Grade 1–3 classes on a weekly basis and Grade 4 & 5 classes in a flexible, organic manner, working closely with the teachers to determine the culture of the group, what each class may be struggling with, and where they may need a bit more help. Her classes also focus on other important school priorities such as Mental Health Week

""There is mutual care and connection in our school community. I am able to help students take that initial step and connect with one another because they care for each other.”

JOCELYN COBURN SENIOR SCHOOL PERSONAL COUNSELLOR

""We are in a school and it’s about performance, excellence, producing results, but none of that will happen without the foundation of emotional awareness and emotional support when there are struggles. Empathy is powerful because of the element of connection. You can use it to bring about good.”

ERIN LEACH JUNIOR SCHOOL PERSONAL COUNSELLOR

and Diversity. The Core Values are integrated throughout the Wellness Program. For example, Erin helps students develop their emotional skills by introducing the Empathy Game, where they tap into someone else’s feeling or experience. Erin’s Wellness Program also allows her to organically create relationships with students in their classrooms in order to be proactive rather than reactive. Then if there comes a time when a student really needs personal support, she will not be a stranger. Through Erin’s Wellness classes, the students also develop the language and framework to help communicate their feelings during their oneon-one or group work.

Erin has also found that her personal journey dealing with Alopecia fuels a lot of her work with Junior School students, especially in developing the Core Value of Empathy. She shares about when she lost her hair 14 years ago, “I was teaching Grade 4 at the time. It all happened very fast and was very traumatic. I wore a wig for two years or so. I was speaking with one of my students in the hallway at one point, and I remember having this feeling in the moment like, ‘Oh my gosh, I feel like I am hiding from him.’ There was something about having a wig on. It was this weird moment where I thought if we are teaching our kids about Core Values and Empathy and I am not able to show up as my true self, how am I going to expect these kids to show up as their true selves? So that was a pivotal moment when I thought, ‘I am done hiding.’ I remember talking to the students and prepping them about it. I gave my nine year old version of my story, and I said that I am fine now, and when I come in on Monday, I am going to take my wig off. And they all said ‘Take it off now!’ I said, ‘Well are you sure?’ My heart was racing but I did and the kids said, ‘You look so much brighter! You look more like your true self!’”

Erin understands that as a teacher, she signed up to be a role model, and believes in owning her story. She has since ventured on to build a culture of empathy in the school community by speaking about her personal journey with students, staff, and faculty at Junior School Assemblies. During these inspiring talks, Erin shares how she overcame her loss and got to the other side, and reassures students that she is available to provide support to them as well if needed.

At the Senior School, Jocelyn is also dedicated to nurturing relationships with the students outside of the classroom. Since the majority of her caseload includes students who are in Grades 10, 11, and 12, Jocelyn and Tim Soril, the Head of Counselling, have focused on reaching out to the younger Grade 8 and 9 students. They created a program called Mini Mo Talks, which are mandatory sessions connected to Advisory Groups, providing a space for students to talk about how they are feeling and what is hard for them. Jocelyn shares, “We are helping them to be vulnerable because if they aren’t able to be vulnerable, then they can’t access empathy. So we ask students questions like, ‘When was a time when you didn't live up to expectations?’ Then everyone can answer the questions and share experiences. By and large, this program is working well. Kids have built more honest and genuine connections.”

The Senior School Personal Counselling Department, the Health and Wellness Portfolio, and the JEDI Portfolio also team together to present larger Mo Talks for all students from Grades 8–12. These sessions are focused on health and wellness as well as important issues arising from Black History Month, Pink Shirt Day, International Women’s Day, Mental Health Month, among others. Mo Talks often run at lunchtime; everyone sits in a circle and enjoys pizza, creating a relaxing, casual environment for the boys to unwind, connect, and share their feelings.

Jocelyn sees the benefits of being in an environment where all of her clients are friends with each other stating, “There is mutual care and connection in our school community. I am able to help students take that initial step and connect with one another because they care for each other.” She feels our close school community is a big part of where empathy comes from and is one of our School’s strengths. The students show up and support each other during sports or arts events, and they do so with such care and conviction.

Jocelyn and the other personal counsellors make an effort to take part in school events and activities as well as the student government to engage with students who may not necessarily come to counselling. She relays, “Students confide in those with whom they have a relationship so my job is to make sure I am not a stranger.” Both Tim and Jocelyn’s doors are always open, providing a welcoming space for those students who may want to quickly stop by and chat rather than attend an official counselling session. The counselling offices in the brand new Senior School will also help counsellors develop connections with the students as they are conveniently placed by the Learning Commons, providing students with immediate access to counselling services.

Both Erin and Jocelyn have tremendous respect and gratitude for the faculty who work with them to provide as much support for the students as possible. Regarding the Junior School’s response to her Wellness Program, Erin shares, “The buy-in from the teachers has been amazing. Teachers provide time for me even though they don’t have to. They see value in the program. We have formed a symbiotic relationship where we work together to address important issues.” Jocelyn echoes this sentiment, “I think something that I have been heartened by is how empathetic all of the Senior School teachers are. There is a really deep and profound level of care there. We get so many referrals from teachers as they are on the front line. We do have some students who self-refer but most of the students I see are because their teachers have guided them in. So I think recognizing the huge space of empathy that already exists and celebrating it is really important.”

Along with Empathy, Jocelyn and Erin feel that Resilience is another Core Value that is an underlying part of their counselling work. However, it must be handled with care. Jocelyn states, “Resilience is a fine line where you are not ignoring the problem but persevering, and at the same time, getting the support you need.” Erin elaborates, “Resilience is the ability to build your window of tolerance and be with stress or different feelings that are challenging so that when stress happens you’re not flooded or checked out. But the ‘get up, keep going’ needs to be tempered. It is counterproductive and can potentially cause trauma.” Erin also really likes incorporating the Core Value of Integrity in her counselling as it is a way to work through issues. It encourages students to ask, ‘What’s the next right thing?’, especially when mistakes happen.

Through their programs and daily efforts to connect with the students, Erin, Jocelyn, and the other personal counsellors at the School are actively helping students talk about their feelings and develop the skills to form deep and profound relationships; thereby, creating a caring and supportive culture of empathy. They feel it is important to nurture students’ emotional health — this is ultimately the gateway for graduates to become emotionally intelligent and thoughtful future leaders who are able to fully embrace their communities, develop strong connections, and make a positive difference in the world.

In sports, true greatness transcends physical prowess when athletes embrace the Core Value of Humility. It is a catalyst for profound transformation, capable of reshaping their journeys toward achieving success. Meet three remarkable student-athletes from St. George's School: Charlie McConville '24, Ben Maijer '25, and Ivan Sun '25. Their stories are a testament to how humility helps athletes develop a team mindset, navigate losses, and learn important life lessons along the way.

THE POWERFUL ROLE OF

Humility IN STUDENTS’ ATHLETIC JOURNEYS

FEATURING: CHARLIE M C CONVILLE '24, BEN MAIJER '25, & IVAN SUN '25

WRITTEN BY: MADELEINE WOOTTON

CHARLIE McCONVILLE '24

is a versatile multi-sport athlete who has played on numerous St. George's School teams including the Junior and Senior Varsity Basketball Teams, where he's typically seen wearing #4. In his 2023–24 Varsity Basketball season, Charlie showcased his skills at the CAIS National Tournament, the Western Canadian Invitational, the Curtis Classic in Seattle, and games against teams like Vancouver College, Burnaby South, and Kelowna. In addition to basketball, Charlie also played on the 2nd XV Rugby Team and the 1st XI Soccer Team, travelling to events such as the CAIS and ISAA Tournaments back in the fall.

Charlie reflects on how humility fosters awareness, respect for teammates and opponents, and ultimately, personal, and athletic development. “When you get older, you realize that humility is key in your development both as an athlete and as a person. Humility helps you become more aware of your surroundings and where your teammates are at. Humility also teaches you to respect your teammates, coaches, and opposing teams.” Charlie emphasizes the pivotal role of humility in navigating victories and defeats with grace and respect for his opponents. "From this past season, there was one game in particular that stuck out to me. We came up against a really strong team, and I think we underestimated them initially. After coming back from being down 23 points at halftime, we still wanted to win with honour and humility out of respect for the other team's efforts and hard work."

Charlie's coaches attest to his influence, praising his selfless demeanour and commitment to team success. Coach Steffen Tweedle remarks, "Charlie has a calmness to him that permeates the rest of the team while he is on the pitch. It is never about 'him' and always about the team," Coach Guy DaSilva highlights Charlie's athletic journey, noting, "Charlie has been one of the most improved players we've had in our Varsity Program, going from earning one of the last spots as a Grade 11, working his way into the starting lineup that year, then returning as a leader and captain in his Grade 12 year. One of the best things about Charlie is that he always puts the team first. Regardless of his individual successes, he is a great teammate." According to his coaches, Charlie's humility was exemplified on Senior Night when he selflessly yielded his starting spot to a teammate. Coach DaSilva shares, "It was one of the best examples of humility and empathy I've seen as a coach."

"

“When you get older, you realize that humility is key in your development both as an athlete and as a person. Humility helps you become more aware of your surroundings and where your teammates are at. Humility also teaches you to respect your teammates, coaches, and opposing teams.”

CHARLIE McCONVILLE '24

"

"Being humble has kept my doors open to mentorship, which has helped me stay consistent with my training and kept me pushing forward. Every coach or teammate can give you a different perspective. This feedback is important because it diversifies your understanding of your skills and keeps your mind open to other possibilities."

BEN MAIJER '25

BEN MAIJER '25

also shines as a talented student-athlete at St. George's School, excelling in the role of Stroke Seat on the Junior A Rowing Team. Earlier in the year, he anchored the defense for the first XI Soccer Team as centreback player #15. Some of his past athletic achievements include two 1st place finishes at the CSSRA National Regatta in Grade 9. In 2023, with the support of his St. George’s coaches, Ben raced for UBC’s Youth Program at the Royal Canadian Henley, finishing as the Top Canadian Boat for U17 Double.

Some of his past athletic achievements include two 1st place finishes in Canadian competitions for Quads and Doubles during Grade 9 in rowing. In the summer of 2023, he placed first in Canada, racing for UBC's Youth Program, supported by his St. George’s Coaches at The Royal Canadian Henley Regatta. In soccer, the 1st XL Team reached the 2023–24 CAIS National semi-finals, after three days of pitting their skills against talent from across the country. Ben's dedication to continuous athletic improvement and humility sets him apart. He is on a mission to create a team culture that values personal accountability and mutual support, Ben’s commitment to growth and productivity makes him a valuable player on any team. "Humility drives my training and has taught me that there's always room for further improvement,” says Ben.“ You have to respect your failures because with every mistake you make, or even in things you do well, you can always find something new to work on and learn from. With that mindset, you save yourself from complacency. In rowing, I always have to be in check with myself — but also with my teammates and what they're working on so I can best help them as well as get their feedback. There's so much trust involved."

Ben credits much of his achievement to his growth mindset and a supportive team culture. "Being humble has kept my doors open to mentorship, which has helped me stay consistent with my training and kept me pushing forward. Every coach or teammate can give you a different perspective. This feedback is important because it diversifies your understanding of your skills and keeps your mind open to other possibilities."

Coach Brent Duncan eloquently reflects on Ben’s athletic journey, sharing, "Ben eschews public praise and brings an incredibly effective work ethic to every rowing session, whether as an athlete, coach, or leader. Despite his many successes in his early years of rowing, Ben remains committed to building a positive team environment and continuing to pursue his own growth at the highest level." Ben's hard work and commitment to his goals inspire other students to follow in his footsteps.

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"Sport is just one area of your life, but your character moves through everything you do. Humility is important in the sense that what you get out of athletics can set you up for success outside of the world of sport."

IVAN SUN '25

is an accomplished member of the Swimming and Varsity Water Polo Teams. At the tender age of five, he started competitive swimming. His athletic journey continued when he joined the Junior School Swimming Team in Grade 6, later adding Water Polo to his repertoire in Grade 9. Most recently, Ivan showcased his skills as a Breastroker at the 2023 BCSS Provincials, placing first in the Boys (15 & 16) 50 Metre Breaststroke, notably contributing to the 4x50 Medley Relay. Additionally, he also participated in the Vancouver Sea To Sky Zones and the Swimming ISAA Championships in the 2023 athletic season. This May 2024, Ivan is excited to take part in the Olympic Trials, the biggest competition of his swimming career.

Ivan’s success in the pool is matched only by his humility and sense of gratitude. He emphasizes that his athletic motivation is driven by the joy he finds in celebrating collective victories, rather than individual glory. He relays, "As a team, you're working towards something more significant than individuality, aiming for collective success. You want everyone to feel supported and united towards the same goal. For the team to be successful as a whole, people need to enjoy working with you and know they have your support. Sport is just one area of your life, but your character moves through everything you do. Humility is important in the sense that what you get out of athletics can set you up for success outside of the world of sport." Despite his achievements, Ivan remains grounded, attributing his success to the support of his coaches, teammates, and friends. He adds, "The connections and friendships you build in sport enhance every aspect of life and contribute to your success. When you achieve something, you should appreciate not only the work you put in, but also the work your coaches and teammates have put in.”

Reflecting on Ivan's athletic journey, Coach Neil Jones states, "Observing Ivan's growth as a swimmer, athlete, and young man has been a treat since his arrival at Saints. He's had some record-breaking years in the pool; however, his display of leadership, enthusiasm, and respect for his teammates has never wavered.” With his successes, Ivan remains a true 'team first' athlete even though swimming is often considered an individual sport.

At St. George's School, a shared understanding of the Core Value of Humility empowers student-athletes to navigate obstacles with grace, confidence, and determination, making them better equipped to handle the challenges they face both on and off the field. Student-athletes who exemplify humility have a deepened appreciation for the encouragement and support from their coaches, teammates, parents, and teachers.

By celebrating team strengths and accomplishments without arrogance or self-aggrandisement, student-athletes clearly understand their limitations, garner greater self-awareness, and create a supportive and respectful environment. This development of humility will play a critical role in Learning, one of the four strategies of Ready and Relevant, our Strategic Plan, in that it requires students to develop a comprehensive awareness and understanding of themselves and the world around them. Fostering humility will undoubtedly help students to work effectively with others in their future athletic, academic, and professional pursuits.

With Integrity Leading

FEATURING: BRIAN LEE & MAX NG '24

WRITTEN

BY:

LEN GURR

In

a world where the boundaries between right and wrong can at times seem increasingly blurred, the Core Value of Integrity stands as a beacon of unwavering principles. Understanding the profound importance of integrity is crucial in navigating the complexities of modern life. Each of our School’s Core Values are a vital component of the culture and learning environment that we strive to foster at St. George’s School.

Yet among these Core Values, Integrity holds somewhat of a unique distinction in that it ultimately resonates in nearly every facet of a person’s actions and decision making. A comprehensive education is not merely about the development and acquisition of skills and knowledge; it is also about the cultivation of character and the evolution of an ethical compass. At the heart of this lies Integrity. Broadly speaking, integrity involves consistency between one's words, actions, and beliefs. As Mr. Brian Lee, our Associate Principal, Student Life, so often reminds our students during Assemblies, integrity is ultimately about doing the right thing, even when no one is watching, and standing up for what you know to be morally correct, even in the face of peer pressure or adversity. A person with integrity does not waver because of challenging dilemmas, but rather they uphold their values with complete resolve. More succinctly, Max Ng ‘24, our Deputy School Captain, puts it best when he says, “Integrity is not just about doing the right thing when convenient; it’s about doing the morally correct thing, even when difficult or unpopular.”

We continuously strive to imbed conversations and reflective opportunities for our students to develop their own personal sense of integrity. When asked about this, our students referenced talks at assemblies and in their classes that encourage them to consider the choices they make with integrity in mind. Furthermore, there is an awareness and appreciation for the School’s policies and procedures that promote integrity, such as the student-led honour council, academic integrity guidelines, and our conflict resolution strategies. Overall, our students have shared that they believe we continuously aim to facilitate a culture where integrity is not just a concept, but an ongoing lived experience that results in personal growth and success.

One of my favourite expressions, which I will often share with the boys, is the notion that “how we do anything is how we do everything.” While this is somewhat casual phrasing, I have always seen this statement as a clear and succinct way to capture the importance of realising that patterns of behaviour form personal habits. More specifically, when considering integrity, if we start to find ourselves compromising our own internal sense of right and wrong in smaller, routine situations, it is

just a matter of time before this manifests itself in larger and more significant ways. Conversely, if we continuously strive to ground all decisions and actions in integrity, this forms the basis for a lifelong commitment to ethical behaviour.

With this in mind, we see it as crucial that our students are guided to act with integrity every day and in all scenarios at school. Whether it’s diligently contributing to a supportive and celebratory environment anchored by mutual respect for all; discreetly picking up another person’s trash off the floor rather than expecting our maintenance staff to further extend themselves; or intervening when they witness one of their peers being treated poorly in a social situation, it makes me proud to know that our students very much see and feel the presence and importance of integrity in all facets of their daily lives at St. George’s School.

Max Ng recalled a recent example he observed among a group of Grade 9 students who were teasing each other, and subsequently making inappropriate comments. In this situation, one of the young boys courageously spoke up, calling out his peers, and reminding them that their comments could be hurtful to others. Max beams with pride when recalling this incident and views it as a powerful example that reinforces an ongoing desire among our boys to act with integrity. They don’t always get it right, and that’s okay. What matters most are their ongoing attempts to do so.

When we consider the School’s new Strategic Plan and our goal to support our students in becoming Ready and Relevant, it is quite clear that prioritising the importance of integrity with the boys will serve as a crucial tenet of this work. Our ambition is that each of our students will develop as leaders in their own unique way. Authentic and effective leadership requires a daily commitment to acting with integrity. Without question, integrity builds trust. When leaders consistently demonstrate honesty, reliability, and sincerity, they earn the trust and confidence of those around them.

Moreover, integrity fosters respect. When leaders uphold their principles and values, even in immensely difficult circumstances, they earn respect from others. People admire those who possess the courage and conviction to do what is right, regardless of the consequences. In a world often character-

""When we consider the School’s new Strategic Plan and our goal to support our students in becoming Ready and Relevant, it is quite clear that prioritising the importance of integrity with the boys will serve as a crucial tenet of this work."

LEN GURR SENIOR SCHOOL PRINCIPAL

ised by moral ambiguity, leaders of integrity serve as strong examples of ethical clarity, inspiring others to follow suit. In addition to building trust and respect, integrity contributes to personal growth and fulfilment. When individuals live in alignment with their values and principles, they experience a sense of inner peace and satisfaction. They know that their actions are consistent with their beliefs, leading to greater feelings of direction and purpose.

Integrity is placed as one of our Core Values not merely because it is a desirable trait, but rather it is an important aspect of the healthy human condition. It forms the basis of trust, respect, and meaningful relationships, and it is essential

for personal growth and effective leadership. Integrity serves as a foundational pillar which reminds us of the importance of doing what is right at all times. As our students continue to grow and evolve, we strive to facilitate a school environment that constantly reinforces the unwavering need to uphold the principles of integrity in all aspects of their lives. We wholeheartedly believe in the capacity of our boys to lead in ways that can make this world a better place. It is through leadership with integrity that they can each find pathways to live this level of aspirational ambition and ideally spark transformational change, not only for themselves and those they will live and work alongside, but also for future generations.

"“Integrity is not just about doing the right thing when convenient; it’s about doing the morally correct thing, even when difficult or unpopular.”

MAX NG '24 DEPUTY SCHOOL CAPTAIN

OPENING DOORS WITH RESPECT AND BRIDGING THE PATH TO

TRUTH AND RECONCILIATION

FEATURING:

MRS. KAREN GRANT: SHMULQWILUMAAT (Name comes from Campbell side of family)

OWEN GRANT '25: SHMULQWILUM (Shared with Mom from Campbell side of family)

FELIX GRANT '22: c al əxʷ əqən (Shared with his father on Grant side of family)

WRITTEN BY:

SARAH GHOSH

St. George’s School’s Strategic Plan, Ready and Relevant, recognizes that we have much to learn about Truth and Reconciliation. We are committed to furthering our understanding about Canada’s history and the mistreatment of Indigenous people.

As we near the completion of our new Senior School buildings, it’s important for us to reflect on the land where we are situated. We are grateful to the xʷməθkʷəyəm (Musqueam) people for sharing their traditional and unceded land upon which our students are able to learn and grow. As part of our commitment to Truth and Reconciliation, the School has embarked on the process of deepening our relationship with the Musqueam people by developing “mutually valuable collaborations centred around ancestral knowledge as well as cultural teachings, practices, and responsibilities'' (Ready and Relevant, page 11). Mrs. Karen Grant, a current Board Member, and her sons Felix Grant ‘22 and Owen Grant ‘25, all members of the Musqueam Nation, recently shared their thoughts about the Core Value of Respect in terms of Truth and Reconciliation — and how as a community, we can open our doors, help bridge the gap, and journey on a path together towards understanding and healing.

Phantom GX "OG" Pack, by Owen Grant '25. This work is in progress.

In the wake of decades-long systemic injustices against Indigenous people in Canada, the Truth and Reconciliation Commission (TRC) stands as a pivotal initiative aimed at acknowledging historical wrongs, fostering healing, and paving the way toward genuine reconciliation. Between 1850–1960, Indigenous children were separated from their families and forced to attend residential schools. They experienced spiritual, emotional, physical, and sexual abuse, which has since been documented in several written testimonies in the TRC’s final report. As Canada confronts its painful colonial legacy, the TRC's mission of uncovering truths about the devastating legacy of residential schools, amplifying Indigenous voices, and catalysing meaningful change has become increasingly important.

The echoes of residential schools reverberate through generations, deeply impacting families like Karen Grant's. Her own journey of healing intertwines with her relatives' struggle to

comprehend and process the haunting legacy of these institutions. Karen’s father and her husband’s mother both attended residential schools and this greatly affected their family growing up. She relays, “I think with Truth and Reconciliation, it’s more of a lifetime commitment to learn and discover what happened. It’s a lifelong journey. I think that’s a big thing for most Indigenous people. At least it is for me as my father went to residential school. My sons’ grandmother also went to residential school, so we have had numerous conversations in that regard about what it has done to them, and how it impacted me and their dad when we were growing up.”

Karen continues, “It's important to realize that I am the first generation after residential schools and my two boys are the second generation. It’s not long ago. All the trauma and how it affected all of us is very close.” Owen adds, “For Truth and Reconciliation, I think it’s important to just learn about what other Indigenous kids went through at residential schools. It’s about acknowledging the after effects like the intergenerational trauma, learning how to deal with it, and coming back from that. I feel that it’s important to understand the full picture.”

Karen further explains how the residential school system deeply destroyed family and community structures. She states, “One needs to reflect on how it affected the parents, too. I can’t imagine my kids being taken away from me at three years old and not having control over it, and knowing that they're not allowed to speak their own language and their culture is taken away. It’s part of who we are. By taking that away, you’re taking a part of us away. It’s such a sad thing to think about and I can’t imagine it.”

When considering St. George’s School’s Core Values that are important to the principles of Truth and Reconciliation, Owen, who is currently a Grade 11 student, astutely shares, “One is Respect, but I also think Empathy and being able to put yourself in other people’s shoes. That’s how you build relationships with people and find out how you relate with them. Empathy really helps with Truth and Reconciliation because you have to imagine what it would have been like to be in those kids’ shoes who were going to residential schools. Resilience is also a big one. I usually think about my ancestors and my elders who went through residential schools. Obviously, they all had to persevere through those times to keep our culture alive.”

Today, the xʷməθkʷəyəm (Musqueam) people are dedicated to honouring and keeping their culture vital and strong. They are part of a unified, self-governing nation who work together to ensure they have an enhanced quality of life for all generations. They have worked hard to develop a sustainable, self-reliant, and vibrant community that is built upon historical and traditional values. Like St. George’s School, Respect is one of the Musqueam’s Core Values, along with Pride, Inclusiveness, Honour, and Shared Responsibility. Felix shares more about the Musqueam people’s outlook, “Respect, to us, is how we are with one another. Respect and treat someone the way you want to be treated. It's the only way you can bridge the gap between one another. It’s something that you have to take with open hands. That’s what I feel was my experience at St. George’s School and what I think is so great about the school community.”

"“Respect, to us, is how we are with one another. Respect and treat someone the way you want to be treated. It's the only way you can bridge the gap between one another. It’s something that you have to take with open hands. That’s what I feel was my experience at St. George’s School and what I think is so great about the school community.”

FELIX GRANT '22

cal əxʷ əqən, The Mona Lisa, by Felix Grant '22.

"“Respect is a big thing for us in our culture and it’s a big step when you have a true relationship and friendship, opening up each other’s doors to learn about one another. It’s important to have St. George’s School learn from Musqueam people and understand Truth and Reconciliation because it had a big impact on all Indigenous people across Canada. For the doors to be open in that way is a huge step, and I see it as being a continuous step.”

KAREN GRANT

Owen observes, “When I think of Respect in my culture, I usually think of respecting our elders, all of the older people with more experience in life. We respect them because usually they are the ones giving us advice in our lifetime. Again, it’s about relationships. They care about us.”

Karen adds, “Respect is a big thing for us in our culture and it’s a big step when you have a true relationship and friendship, opening up each other’s doors to learn about one another. It’s important to have St. George’s School learn from Musqueam people and understand Truth and Reconciliation because it had a big impact on all Indigenous people across Canada. For the doors to be open in that way is a huge step, and I see it as being a continuous step.”

Karen, Owen, and Felix are very open to sharing ways that people in our school community could continue to demonstrate respect towards Indigenous people and contribute to the process of Truth and Reconciliation. Owen feels strongly that Respect ties in with Integrity. He conveys, “People should just respect Indigenous people’s views because it’s the right thing to do.” While all three members of the Grant family appreciate that Canadians honour the National Day of Truth and Reconciliation on September 30th, they expressed that learning about Truth and Reconciliation and truly understanding it should be an ongoing process and not just something to reflect on one day in the year. Karen further explains, “It requires a lifetime of learning and understanding.”

During his years at St. George’s School, Felix was dedicated to sharing about his culture on an ongoing basis with other members of the school community. When he was in Grade 12, he gave a moving speech about his grandfather, a residential school survivor, during the Senior School’s Assembly to honour the National Day for Truth and Reconciliation. He also spearheaded the Truth and Reconciliation Club with Jonathan (Jonny) Gray ‘22, one of his friends at Saints. Felix shares, “Jonny is not Indigenous, but he came to me and we talked about the idea of starting this club to bring more awareness. We were expecting 10, maybe 15 people to show up. We had some pizza and put on a video called Musqueam Through Time, which shares a brief history of Musqueam people. That day alone, we had almost 35 people show up. The cool thing about it was that it was just word of mouth. It was just, ‘Hey, we’re going to start this club. Do you guys want to join?’ And from there, we consistently brought in more and more people every time.” The club’s success helped to spread awareness about Musqueam people and Truth and Reconciliation on a regular basis. Felix and Owen's works of art, which they created in their Visual Art classes, serve as a medium to share about their Musqueam culture. Felix found his artwork sparked several engaging conversations with his teachers and classmates.

St. George’s School is committed to building partnerships with the Musqueam Nation and sharing about Indigenous perspectives in the curriculum. Musqueam Chief Wayne Sparrow gave a powerful speech last September at our Senior School Assembly for the National Day for Truth and Reconciliation. Several classes in both the Junior School and Senior School have ventured on field trips to the Musqueam Cultural Centre. In February 2023, the St. George’s Parents’ Association (SGPA) teamed with staff and faculty as well as Dr. Jan Hare, Dean of the Faculty of Education at UBC, and presented a Boy-O-Boy Speakers Series for parents about Indigenous perspectives, Truth and Reconciliation, and the shift in the framework of BC education in response to recommendations from the Truth and Reconciliation Commission. Our students learn about residential schools in Grade 5 and the depth of their understanding grows from there. Our Senior School students are able to enroll in an English First Peoples 12 course. This year, Contemporary Indigenous Studies 12 was added to the curriculum, offering students the opportunity to study the 94 Calls to Action from the Truth and Reconciliation Commission in addressing the injustices of the past. The School wishes to continue on this journey of understanding; provide more educational opportunities for students to learn about Indigenous culture; and embrace a larger Indigenous presence within the school community.

The Grant family is pleased to see that St. George’s School is building awareness about Truth and Reconciliation, incorporating Indigenous perspectives in the curriculum, and deepening students’ understanding about Indigenous people, and they look forward to the School's relationship with Musqueam people continuing to grow in the future. They suggest it would be wonderful for the School to continue to have Musqueam representatives visit and teach the students about their culture. Karen further explains that the Musqueam people have a 1000-year-old history and members of the Musqueam Nation would be open to sharing about their deep connection to the

land. Karen elaborates, “Musqueam is in your backyard. We’re right beside you. Everything around you is connected to the Musqueam, such as the forest, the trees, the plants — everything. Making this connection would be helpful in addition to classroom learning.” Felix encourages other Musqueam students attending St. George’s School to follow in his path and continue to share about their culture with the school community in their own way. Karen, Owen, and Felix also invite parents, faculty, and staff to learn more about the Musqueam people, and welcome members of the school community to visit the Musqueam Cultural Centre.

The Grant family believes that building relationships and educating students for the future are key to the Truth and Reconciliation process as this creates mutual respect and friendship. Karen states, “Keeping each other’s doors open is so important.” She feels that it is paramount for all students at St. George’s School to learn about Truth and Reconciliation so they can pass this knowledge on to their families and communities. Through this education, we will all build a future of caring. Karen relays, “People are opening their hearts and minds to learn about Truth and Reconciliation. I think it is really important that we continue the learning process.”

Felix adds that he thinks St. George’s School is going in the right direction in bridging a path towards Truth and Reconciliation. “I know this from the feedback I’ve had from teachers, classmates, and friends. Once we open up and talk more about it, then that’s when people start asking questions and they want to learn more — not for the sake of having to learn it, but because they are truly interested. Each day at School, I would always have people coming up to me asking questions and saying that they want to learn more about my culture. It made me realize that St. George’s has such a unique community and it is so tight-knit. The Core Values that Owen mentioned earlier, Respect, Empathy, Humility, those really do shine at St. George’s School. Because of that, I am truly happy to see it is going in the right direction. Again, it comes to us creating a space with mutual respect and saying, ‘Okay, we are going to both have open hands. We want to learn from each other and progress this relationship.’”

Karen agrees that things are moving in the right direction. “I feel it in the community since we have been involved with St. George’s School. You feel it when you walk in. The relationships are expanding. It’s a nice feeling. It truly is. You feel respected.”

TO LEARN MORE ABOUT THE MUSQUEAM NATION, PLEASE CLICK HERE TO LEARN MORE ABOUT TRUTH AND RECONCILIATION, PLEASE CLICK HERE

stgeorges.bc.ca stgeorgesbc saintsbc info@stgeorges.bc.ca stgeorges.bc.ca info@stgeorges.bc.ca

To visit the Musqueam Cultural Centre, contact: MS. NOREEN POINT, Facilities Coordinator facilities@musqueam.bc.ca to book a tour or call: 604-263-3261.

EMBRACING RESPONSIBILITY

In The Saints Community:

A PARENT PERSPECTIVE

FEATURING:

BY:

MS. HAYLEY GADALLA & MS. SAMANTHA JANUA

WRITTEN

MADELEINE WOOTTON

The Core Value of Responsibility is interwoven into our school culture, uniting and guiding us toward shared aspirations and collective success. Ready and Relevant, our Strategic Plan, is focused on developing purpose-built partnerships. Through our community's dedication and hard work, we not only nurture community-centred students equipped with the ability to make contributions to their society in the future, but also help individuals broaden their understanding of belonging. Whether assisting a fellow student, volunteering, or contributing to school-wide initiatives, Hayley Gadalla and Samantha Janjua are two dedicated members of our parent community who play a vital role in helping the School achieve its goals, demonstrating the true essence of Responsibility.

Reflecting on the meaning of Responsibility as a Core Value, Hayley shares,"Responsibility is showing that you care for something or someone, a group of people, or a community. There are so many varied opportunities at school for our boys to be able to learn how to lead with their own confidence." She also emphasises the positive influence of community involvement, stating that it not only benefits the individuals receiving support but also strengthens the community as a whole. Upon enrolling at St. George’s School, Hayley saw volunteering at Saints as a way to support her son, meet new people, and help her new community.

Hayley began her journey as a volunteer at the Junior School, assisting with the Junior School's Lost & Found and ArtsWeek. She shares what motivated her to get involved, "You really get to see what goes on in the boys' daily lives, whether they're chatting between classes or running to the cafeteria for lunch. Seeing the teachers as well, how they connect with each other, and how passionate they are about what they're doing — I think it made me feel more connected to the community and helped me better understand my son's role at the School."

When her son moved up to Grade 8, Hayley continued to volunteer at the Senior School's Lost & Found. Every week, Hayley and Noreen Singh, another member of the Lost & Found Team, collect lost items, organize, and catalogue them with the hopes that they will reunite them with their rightful owners. The team also makes great efforts to contribute to the School’s sustainability goals by repurposing unclaimed items, often donating them to non-profit organisations or local thrift stores. The profits from these donations go to supporting experiences and events to actively contribute to the student life at Saints.

In her reflections on her role at the Senior School, Hayley underscores the interconnectedness of our community, emphasising the importance of collective responsibility. She remarks, "Knowing that all these people are behind you and trust you...it's like having a second family.” This sense of belonging and trust is a true testament to the importance of community involvement. Hayley embodies the Core Value of Responsibility through her unwavering dedication and steadfast commitment to our community. As Hayley's involvement at the School evolves, so does her sense of responsibility. "Vol-

unteering at the School taught me that I have the power to make a difference," she explains. "It's about stepping out of your comfort zone and embracing opportunities to contribute positively to the lives of others." This personal growth and empowerment that comes from community involvement is what inspires Hayley to extend her reach beyond the school walls. In the future, Hayley plans to engage in local environmental conservation efforts at Pacific Spirit Regional Park and volunteer at local senior centres.

Samantha Janjua is a parent volunteer in our school community who also exemplifies all of the Core Values, especially Responsibility, through her unwavering hard work and commitment to supporting the students’ experience at St. George’s School. Samantha's journey at Saints began when her son enrolled in Kindergarten. She relays,“Getting involved straight away was a great way to meet people. I didn’t grow up here, and now I have this amazing community of people and close friends. I don’t think I would’ve met the people I’ve met, or got to know all the teachers, principals, grounds staff, and Sodexo Team if I hadn’t got involved.”

Now Samantha regularly invests her time and energy in helping staff and faculty as well as ensuring the success of many of the beloved school events. She has willingly taken on responsibilities ranging from her role as a Grade 2 Class Parent to contributing to the Saints Fair, the Saints Soirée, and the Saints Spirit Run. Samantha always eagerly volunteers to take on more responsibilities for the sake of the School. According to Samantha, the meaning behind the role of Class Parent is to support and collaborate with the teachers and organise activities, parties, crafts, cultural celebrations, and more. “As a Class Parent, you get to see the boys’ smiles and see them be so happy to be at school.”

In addition to her role as Grade 2 Class Parent, Samantha is the Fair Secretary, actively working alongside the Saints Fair Team to make the event a day to remember. The Saints Fair Team works tirelessly throughout the year, starting in August and continuing until the very moment the Junior School's gates open in May. When asked about what motivates her to take on multiple responsibilities simultaneously at the School, she states, “Alongside helping the teachers, you do it for the boys.

"

"Volunteering at the School taught me that I have the power to make a difference. It's about stepping out of your comfort zone and embracing opportunities to contribute positively to the lives of others."

HAYLEY GADALLA

"

“Alongside helping the teachers, you do it for the boys. That’s why we’re here — to give the boys an enriched experience and hopefully adding to that, help out with events and have fun at school. It feels good to be here and help out."

SAMANTHA JANJUA

That’s why we’re here — to give the boys an enriched experience and hopefully adding to that, help out with events and have fun at school. It feels good to be here and help out." Samantha feels that her experiences have had a profoundly positive effect on her family, and she takes immense pride in the community and their collective accomplishments. She further explains, "When my son sees me volunteering, he recognizes the importance of the School and the significance of my work. This, in turn, reflects back on him, helping him improve and enjoy his time at School. This highlights the substantial impact of our Core Values through affirmative action. Our Core Values are firmly embedded in every aspect of life at St. George's School, whether it be through curriculum and classroom learning or by the behaviour demonstrated by our community members. I am always amazed by how much the Grade 2s understand about the Core Values. They comprehend that as soon as they put on their blazer, they must be responsible, and their understanding of their responsibilities continues to evolve over time. Their decisions and actions become more

significant. Their sense of responsibility and self-ownership begins early, and eventually, they become more confident and empowered, socially, academically, and physically. This motivates them to learn and aspire for more." Samantha's reflections highlight the importance of our Core Values and how they guide every aspect of student life at Saints.

The unwavering efforts of Hayley and Samantha serve as inspiring examples of our Core Value of Responsibility, showcasing how individuals within the Saints community collaborate to create an environment where everyone thrives. Their effective management of the Lost & Found and enthusiastic organisation of school events have had a profoundly positive effect on the School. Both Hayley and Samantha are driven to support students and contribute to their well-being, viewing it as an opportunity to help nurture the next generation of leaders and thinkers. Their experience resonates with countless other dedicated members of the school community who generously offer their time, energy, and resources to ensure that St. George's students flourish and grow.

RESILIENCE A TALE OF

WRITTEN BY: PAT PALMER '80

RESILIENCE

FEATURING: DONOVAN TILDESLEY '02

RESILIENCE

can be described as the ability to withstand adversity and bounce back from difficult life events. Being resilient does not mean you never experience stress, emotional upheaval, or suffering. Resilience refers to one’s ability to work through such challenges, setbacks, and hardship. St. George’s Strategic Plan, Ready and Relevant, is focused on Impact, one of the Core Tenets, citing, “We believe that our graduates’ experiences at St. George’s School should motivate them to be leaders in their communities who seek to make a positive impact on others and the world” (Ready and Relevant, page 7). Throughout his life, Mr. Donovan Tildesly ‘02 has been a shining example of the Core Value of Resilience. Despite being blind since birth, he has emerged as a beacon of inspiration, overcoming obstacles to become a remarkable leader and advocate in his communities in Vancouver and beyond.

Donovan came to St. George’s School in September 1997 when he was in Grade 8, and was the School’s first completely blind student. It was a bit of an adjustment for Donovan, but a refreshing one as he was faltering a little at his previous school. There were some questions about the School’s ability to support Donovan’s needs. However, Mr. Nigel Toy, the Head of School at that time, offered a placement for Donovan at St. George’s School as he had experience helping blind students at his former school. This was ultimately a great decision for both Donovan and the school community.

My first interaction with Donovan was outside of the classroom when I served as the Director of Athletics and he came on a cross-country run. I accompanied Donovan, holding one end of a baton and guided him through the trails of Pacific Spirit

Park. It was on this run that I came to realise how trusting Donovan was, and how trusting he needed to be to experience as normal a life as possible. I also had the pleasure of teaching Donovan mathematics when he was in Grade 8, and I was blown away by his openness, independence, and daring nature. He was determined to succeed in both his athletic and academic pursuits. Nothing was going to hold him back — nothing was going to stop him from living a full, dynamic, and exceptional life. To me, he is the true embodiment of resilience. Donovan cites his biggest challenge at School was the social side. He felt well-supported at School, and was engaged in many activities, but his social life, which is always awkward for teenagers, was a challenge. He reflects, “Making meaningful social connections and building friendships as a teenager

""I also had the pleasure of teaching Donovan mathematics when he was in Grade 8, and I was blown away by his openness, independence, and daring nature. He was determined to succeed in both his athletic and academic pursuits. Nothing was going to hold him back — nothing was going to stop him from living a full, dynamic, and exceptional life. To me, he is the true embodiment of resilience."

PAT PALMER '80

with a disability has its challenges. It’s an age when people in general are questioning who they are, what they believe in, and how they fit into the world in general. For a lot of young people, befriending someone who is perceived to be different from them is way outside their comfort zone. It’s not a negative. It’s just how it is growing up with a disability”. He states that fitting in socially was something he had to work at, and that he did not really hit his stride until UBC when he joined Sigma Chi, his fraternity, and also various clubs. Now, 20 years after graduation, Donovan feels he is getting closer to his classmates from Saints, demonstrating that patience and perseverance are key elements of resilience.

Trust in others is vital to Donovan’s lifestyle. He could not participate in many of the activities he enjoys without the support of others. The fact that Donovan cycles, rock-climbs, skis (down-hill and backcountry), swims, has tried his hand at a couple of instruments, sings karaoke, and travels is testimony to the trust he has in the people in his life. Donovan has a strong connection to Whistler; he used to be part-owner of two radio stations, connecting to his love of music and public speaking as well as his love of skiing. He states that skiing is a great instrument for learning to trust and developing familiarity, comfort, and confidence in his ski guides. He has done a lot of work with Whistler Adaptive Sports to help train and develop guides. Many of the volunteers are his friends.

Donovan has a passion for adventure, and a quick trip through Donovan’s repertoire of activities will show him captaining a speedboat, taking the plunge in a Polar Bear Swim, boxing with another paralympic swimmer, stand-up paddle-boarding, and even driving a car. (Donovan admitted this was probably not the best idea for an insurance broker!) And of course, he enjoys lots of travel.

A description about Donovan’s immense character would not be complete without reference to his athletic accomplishments, which are all testimony to his drive, imagination, and profound resilience. Donovan is an international athlete who competed in four Paralympic Games from 2000–2012, winning five medals. While still a student at St. George’s School, Donovan attended his first games in Sydney in 2000 where he earned a Bronze medal. During the Beijing Olympics in 2008, Donovan was the flag bearer, a highlight of his swimming career. Donovan has held three world records; the 200m Butterfly, the 800m, and 1500m Freestyle. In 2022, Donovan was inducted to the Swim BC Hall of Fame. His accomplishments in the pool are exceptional, and represent his hard work, focus on training, and commitment to healthy living. Donovan doesn't miss venturing to the big swim competitions. He found that travelling with a big

team was exciting, but also a little overwhelming. However, he still maintains a healthy lifestyle and enjoys swimming at Vancouver's Arbutus Club. He shares, “I still swim three times a week because of the benefits it provides to both my physical and mental health. Those fifty plus minutes in the pool are where I allow myself to process any frustrations or negative emotions I’m feeling on that particular day. I come out of the pool feeling fresh, more energised, and ready to take on the day ahead. ”

Donovan also delights in travelling and has visited countries all over the world. Last year, he prepared for a cruise through the Caribbean. He flew to Miami, stayed a night in a hotel, and visited with friends before joining his cruise. While Donovan was enjoying a drink on Valiant Lady, the cruise ship, he was approached by a representative from the company who told him that he needed to disembark as the company did not feel that they were capable of looking after Donovan’s needs while on board due to ‘safety issues’. Arrangements were made for Donovan to return to a hotel in Miami.

Donovan was a little frustrated by this reaction as he had worked with his travel agent to ensure that all the logistics of his trip were properly arranged. He couldn't believe this was happening. Donovan’s first thought was,“Well, if I can’t go on the cruise, what should I do for my holiday?” He shared this experience with a friend who tweeted about Donovan’s circumstance. Through the speed and power of social media, Sir Richard Branson, co-founder of Virgin Group, learned of Donovan’s circumstances and realised his company made a mistake. Very quickly, the company contacted Donovan, arranged to fly him to the ship’s next port-of-call, and Donovan rejoined the cruise. Donovan was also provided with another complimentary cruise for his troubles. Donvan’s incredibly empathic and resilient nature was demonstrated during this situation. He could have reacted differently, but instead, he chose to use this experience to consider how to stop such an error from happening to another person in the future. With the support from a friend, Donovan initiated a conversation with Virgin about how to improve the experience for passengers with disabilities. Then in June of 2023, Donovan signed a contract with Virgin and served as an Accessibility Consultant to help work through accessibility issues faced by blind passengers.

Donovan has since been engaged in cruises from Athens and Miami, advising the company on how to improve the ‘sailor’s journey’ on Virgin. The company has set a goal to be the most disabled-friendly cruise ship line. Donovan continues to probe the company asking the question, “What’s next?’ He urges the company to keep asking this question in relation to almost every aspect of a disabled person’s cruise; being ready to answer this question is key to the cruise line providing the best service. For example, you have brought a passenger to their cabin…”What’s next?” Or they have finished their lunch in a restaurant…”What’s next?” This simple question has prompted Virgin, under Donovan’s guidance, to see how a person with a disability can be cared for and supported from the moment they leave their cabin until their return. What an amazing example of turning a bad situation into a positive one — Donovan showed true resilience.

Donovan graduated from St. George’s School before the Core Values were articulated, but he certainly lives by all of them. However, to me, he exemplifies Resilience. Thank you, Donovan for sharing your story and inspiring so many with your spirit, drive, and enthusiasm for life!

PAT CHATS

To enjoy a wonderful fireside chat between Mr. Pat Palmer '80 and Mr. Donovan Tildesley '02 about the Core Value of Resilience, PLEASE CLICK BELOW:

The design of our new Senior School buildings are magnificent physical spaces engineered “to create collisions with individuals to spark shared thinking, community, and friendship” (David Young, Head of School, Ready and Relevant, page 12). Enjoy these snapshots of our future taking shape — where very soon, the next generation of leaders will learn and grow.

WHERE FUTURES TAKE SHAPE:

GLIMPSES OF OUR NEW SENIOR SCHOOL BUILDINGS

WRITTEN BY: NEIL PILLER '85

FEATURING IMAGES BY: HAYLEY LOHN

Exterior details of the two new academic buildings showcasing the white terracotta and Prodema wood finishes.

The interior ceiling of the new dining and gathering hall showcases the spectacular mass-timber structure. A series of lights at each column will illuminate the fir structure. The upper windows that encircle the room let in beautiful natural light and connect occupants to the mature trees outside. Note the stunning stainless steel cross-braces and donut rings at the windows.

Rooms with a view. One of the seven student lounges, located just off the main atrium in both academic buildings. These rooms, with incredible views to the playing fields and North Shore Mountains, will be a place for students to relax and socialise.

The incredible mass-timber structure of the new dining gathering hall. This exterior portion highlights the fir columns, beams, and craves that mimic the adjacent mature trees. The roof structure is a wood crosslaminated timber (CLT) assembly.

The new library space is finished with rich BC shelving and acoustic ceiling baffles. The School’s book collection will be housed on perimeter shelving and mobile racks. The window areas, facing the quadrangle, will be furnished with comfortable seating where students can read and work.

The clerestory above the new dining room servery bathes the space in natural light and houses an amazing architectural light fixture. This will be an incredible space where our new menu items will be served.

The mass-timber of the dining/gathering hall in the foreground frames the white terra-cotta and wood Prodema of the academic buildings across the quadrangle.

The sixty-foot high atrium space in each academic building is finished in the soft glow of fir and has been designed with a picture-rail system and lighting to showcase student artwork. These impressive walls will soon come alive with the work of our talented artists.

Stunning views northward from the interior of the new gathering/dining hall, across the quadrangle, to the North Shore Mountains.

Located on the ground floor of the west academic building, the makerspace and robotics lab (pictured) will be a hub of activity as students make and create. These spaces will offer both scheduled class time and drop-in support for hands-on student learning. This space also opens directly onto the courtyard to allow for both indoor and outdoor learning.

Engaging, varied, individualised learning requires specialised spaces to support each boy and our faculty as we leverage a wide range of instructional strategies. The ONE+ Campaign allows us to expand the reinvention of boy-centred education. For a more detailed portrayal of our vision, please visit: www.onesaints.ca.

Please consider a gift to St. George’s School and make a positive difference for the students who are beneficiaries of our Mission, Vision, and Values by contacting:

MR. DAVE FITZPATRICK, Director of Advancement at dfitzpatrick@stgeorges.bc.ca.

NOTES SAINTS'

JASON TANG '95 AND BENNET ADAMSON '15

While visiting New York City in September 2023, MR. DAVID YOUNG, Head of School; MR. OWEN CAMERON '99, OBA Chair; and MR. PAT PALMER '80, Head of Alumni Relations, and his wife had the opportunity to visit SUMMIT with JASON TANG '95 and BENNET ADAMSON '15 SUMMIT is an art installation on the 91st–94th floors of One Vanderbilt, a new high-rise tower in Midtown, New York. The OBA Alumni network and Head of Alumni Relations connected Bennet with Jason some years ago and they worked together to create this remarkable installation. We are excited to see what will be next from this creative business partnership.

PETER ARMSTRONG '72

Last June, acclaimed entrepreneur and visionary Peter Armstrong ‘72 stepped into the role of Chair of the Volunteer Board of Directors of The Nature Trust of BC. Peter is known as the founder of the Armstrong Group and the owner and operator of Rocky Mountaineer, the award-winning luxury train company. He also has interests in Alder Bay Private Equity and Invictus Properties, a real estate holding company, as well as numerous holdings in the travel and tourism sector. Peter has been inducted into both the Business Laureates of BC Hall of Fame and the Canadian Railway Hall of Fame. His many awards include the Ernst & Young’s Entrepreneur of the Year Award for Tourism and Hospitality and the Queen’s Silver and Golden Jubilee Medals for contributions to Canadian communities.

CONGRATULATIONS TO ALUMNI MEMBERS OF THE UBC RUGBY TEAM OF 1974–76

L to R: John Olesen, Peter Bull, Andrew Bibby, Ian Busfield, Henry Edmonds, Will McKenzie, and Rob Greig.

In April, the 1974–76 UBC Men’s Rugby Team was inducted in the 2024 Class of the UBC Sports Hall of Fame. A number of St. George’s alumni played on those teams and toured during those seasons. Congratulations to WILL MCKENZIE '70, PETER BULL '72, HENRY EDMONDS '72, ROB GREIG ‘72, COLIN MASSON '72, JOHN OLESEN '72, IAN BUSFIELD '74, and ANDREW BIBBY '75. Congratulations as well to Bill Collins, a long-time faculty member, who also played on these teams.

FELIX GRANT '22 is a member of the BC U-19 Men’s Soccer Team, and a remarkable athlete. His team recently won the Gold Medal at the North American Indigenous Games in Halifax this past July. Congratulations to Felix for his ongoing success on the soccer pitch!

Belated congratulations to HARRISON FUGMAN '07 for being named among Goldman Sachs 2022 Top 100 Builders and Innovators in recognition of his vision and work in creating The Naked Market. This achievement comes nearly three years after the launch of his business. Harrison had ambitious goals for this company, but he could have hardly imagined that within just a few years, he would establish two eight-figure brands, making them available in thousands of stores nationwide! Harrison attributes his success to the drive, dedication, and ambition of his team, emphasising that passion combined with a scrappy, "get it done" attitude, is precisely what's needed to pull off seemingly impossible tasks.

CONNOR TESKEY

'05

CONNOR TESKEY '05 , President of Brookfield Asset Management and CEO of Renewable Power and Transition, has been named by The Globe and Mail Corporate Citizen of the Year. Connor has spent the past three years working to fund companies striving to achieve net zero. Congratulations, Connor!

Congratulations to CAMPBELL PARISH '23 for his efforts and successes in cycling. Not only did Campbell earn a spot on the Canadian Team that competed in Team Pursuit to become the youngest cyclist at the 2023 Pan Am games, but he also went on to win the Gold Medal with his team.

OUR ELDEST ALUMNI BACHEE HARKER ‘36

Have you ever wondered, “Who is our eldest alumnus?” Currently that position is held by NOEL (BACHEE) PARKER-JERVIS '36. Bachee is one of our first students, a step-son of Douglas Harker, and brother to TONY PARKER-JERVIS ‘35, former Math teacher and Department Head. This is a photograph of Bachee on his 103rd birthday with Malaika Harker, his niece.

HARRISON FUGMAN '07

Harrison (R) with his business partner Alex Kost (photo PR Newswire)

CAMPBELL PARISH '23

(Photo - Chris Harker '57)

In November 2023, EVAN DAVIES '04 and CLEO MORDEN brought Baby Arni into the world.

ANDREW MUNRO ‘79 and CATHERINE DAVIES are happy to announce their marriage in January of this year.

Weddings & Births

SEBASTIAN MUNRO '10 and NATALIE

From L to R: Zach Fisher, David MacFayden, Isaac Jacobsen, Sebastian Munro, Natalie Weyerhaeuser, James Allester, Marc Webster, David Ling, and Shea Thorne.

WEYERHAEUSER

BRIAN BACINSCHI ‘15 and ALEXANDRA were recently married.

IN LOVING MEMORY OF

XAVIER CHARLES KRISTEN '21

December 20, 2003–July 1, 2023

It is with profound sadness that we formally announce the loss of Xavier Kristen ‘21, our beloved son, brother, grandson, nephew, and friend.

Xavier is deeply missed by his loving family: his mom and dad (Roz & Richard), his brother (Max '12), his sisters (Anna & Amelia), his dog (Roo), his Babi and Babu (Dr. Jennifer & Tom Simons '49), his aunts, his uncles (Andrew Simons '78 and Jeff Simons '83), and his friends.

Xavier blessed our world with his love, friendship, kindness, and unbreakable spirit. He had many athletic and academic accomplishments, achievements, and successes, but he will largely be remembered for the incredible bonds he developed with his family, close friends, and community. Xavier was strikingly loyal and made an impact on every person who was fortunate enough to have known him. His contagious smile and positive energy continuously provided a bright light in our School's hallways and to everyone around him.

His fight with brain cancer was met with courage and bravery. He battled through each day, each treatment, each surgery, and each hospital visit with an inspiring strength. When mere mortals would be lying in bed recovering, Xavier spent all the time he could in the gym working out and experiencing life with his friends and family.

Xavier will be remembered for his exceptional resilience and selflessness. He blessed his loved ones with a beautiful final week at home where his close friends and family came together to support him and one another, and to say goodbye. Xavier is missed dearly by his family, friends, classmates, teachers, and everyone he encountered during his 12 years at St. George’s School.

Xavier’s family would like to extend their sincerest gratitude to the remarkable team of nurses and doctors at BC Children’s Hospital for their care and unwavering compassion over the last three years. They would also like to thank the wonderful community care team at Canuck Place who made it possible for them to honour Xavier’s wishes and bring him home for his final days. Lastly, they would like to thank David Young and the St. George’s community for their support in honouring Xavier.

“Xavier was a true gentleman and I remember he had a wonderful sense of humour and how much he enjoyed playing basketball. We often talk at Saints about building fine young men and all rounders. Well Xavier fit that bill.”

GREG DEVENISH

”Moments with friends is one thing of so many wonderful qualities I remember about Xavier. How he enjoyed the company of his friends especially in a sporting setting is so clear in my memory. Xavier has been a significant part of my teaching experience at Saints. I vividly remember his energy, enthusiasm and kindness and his beaming smile as he walked around the halls and classrooms at Saints. In spite of the incredible sadness, I will always reflect on how fortunate I was to have known him and carry with me the fond memories and his infectious smile. “

BRIAN SHIN

“Xavier was kind to everyone he came across. He didn’t care about who you were, in my case, how terrible you were at soccer. He treated everyone with respect and love. I remember the lessons he taught me about kindness, compassion, and never underestimating the impact a simple act of inclusion can have on someone's life. He was the strongest man I have ever known, and even when faced with adversity, Xavier's determination and positive outlook on life was truly inspiring."

EDDIE HUANG

”Xavier brightened up the School and he was a gentleman: my highest accolade, as it encapsulates every thing that is ‘right, true, and good’ about the male species. Truly, a great loss.”

CHRIS HEALY

“Xavier, I saw you often in the halls, and your smile and energy would radiate, casting light on everything around you. I have rarely seen such a thing! You clearly were a force of light in everyone’s lives.”

CHRISTINE WESSLER

“In the short time that I knew him, I was always impressed with the respectful way in which he carried himself. He was one of the top athletes that I had the opportunity to work with and those memories will never be lost with me.”

PAUL PROZNICK

This year, the Sportsman of the Year Award for Grade 12 is being rededicated in the name of Xavier Kristen. Throughout his 12 years at St. George's School, Xavier made a profound impact on his community. He will be forever honoured for his exceptional performance and competitive spirit.

BRITTON (BRITT) ELLIS

1943–2024

Brittton (Britt) Ellis passed away January 21, 2024, in La Jolla, California. Britt is remembered by his children: Margo (Reid), Mitchell ‘92 (Samantha), and Marsha (Fraser); and his beloved grandchildren: Maryn, Claire, Kate, William, Angus, Natalie, and Stuart. He is survived by his sister Patsy Seed (David), his partner Pauline Cohen, nephews, nieces, and many cousins. Britt was born in Vancouver, attended St. George's School, and graduated from Magee. He was lucky to make some lifelong friends in school. They had many great adventures together in their youth and these cherished friendships continued throughout his life.

1942–2023

In Loving Memory of John Denton Fraine ‘62. It is with deep sorrow that we announce the passing of John, a cherished brother, loving husband, devoted father, adoring grandfather, and proud great-grandfather. John departed this world on October 8, 2023, leaving behind a legacy of love and lasting memories. He graduated from St. George's School, where he not only received an education but also distinguished himself as the captain of the Rugby Team. Even in his final moments, John's dry and witty sense of humour remained, bringing smiles to the faces of those who surrounded him. John's legacy will forever be remembered by those whose lives he touched. As John would say, “Keep your stick on the ice and stay out of the trees.”

Philip Henry Hebb passed away suddenly on February 24, 2023 at the age of 69. Born and raised in Vancouver, Philip earned his Bachelor of Arts Degree in Communications from Simon Fraser University, and spoke fondly of his time at St. George’s School. Philip was an avid skier in his younger years while living at Whistler with his wife Edith and his son Justin. Then he moved to Victoria where he enjoyed reading and poring over his extensive music collection. Philip also enjoyed walking around Victoria Harbour, averaging three kilometres each day, where he was always happy to engage in an interesting conversation with someone new and discuss current events of the day. He is survived by Zoraida, his wife, and Justin, his son. He will be greatly missed.

DANNY GRANT '62 1944–2024

Born in Saskatoon Saskatchewan, Danny Grant ‘62 had a full and adventurous life. His childhood years were spent in Burnaby and Penticton. Following Saints, he graduated from California State Polytechnic College in June 1967 with a Bachelor of Agricultural Science Degree. In the 1980’s, he and some partners began Cranwest, a cranberry farm on the edge of Burns Bog that to this day, continues producing cranberries for Ocean Spray. He had a love for all things “horse” and would compete in endurance races and “Ride and Ties” (a two person and one horse leap frog race).

Danny was a man who didn’t believe in obstacles and was always up early doing chores and working on projects. His love of family and community was a driving force in his life. Even strangers were touched by his charismatic and generous nature. He is survived by his partner Colleen; his siblings Barrie, Byron, Clayton and Lauralee; his three boys Steven, Devin, and Aaron; and his eight grandchildren Ryanne, Lauren, Caden, Jayce, Olivia, Sydney, Ty, and Ruby.

DOUG HALLMAN 1936–2023

Doug Hallman ‘55 was born in Chilliwack, BC. He spent the majority of his childhood, youth, and formative years enjoying his summers at his beloved Cultus Lake. Doug developed a love for motorcycles...it all started when he bolted an old, used motor to his bicycle. Many and varied (always modified) motorcycles followed over the years, including celebrating his 86th birthday on his highly modified Harley. Doug attended Kerrisdale, St. George’s School, Magee, and Surpas Pacific College to complete high school. It was at Magee where he started dating Betty Gammer, leading to their marriage in 1960. Later, they had two beloved children: Gordon and Vicki. Doug enjoyed several years of teaching Physical Education and Mathematics in the Chilliwack School District. Doug was a dedicated educator who believed the 'learning for life' slogan applied to all students and teachers. He realised that student learning needs to be varied and he worked hard with staff to try and ensure special needs were being met, including for gifted students. Doug is survived by Betty; his daughter Vicki Schmeisser (Alex); grandchildren Lee and Ashley; his son Gordon (Tracy); and his grandchildren Kirsten, Brody, and Riley.

JOHN FRAINE

PHILIP HEBB '71

BILL HOBBS 1965–2023

In loving memory of Bill Hobbs ‘83. Bill is survived by his amazing wife Sandra and their cherished children: Jordana, Jared, Sam, and Sydney. Bill lived life to the absolute fullest with his foot firmly planted on the accelerator at all times. During his time at St. George’s School, Bill was an all-round student and friend of many. Bill's unwavering commitment to excellence and friendship will be deeply missed. The love and respect shown by so many after his sudden passing is a true testament to Bill’s character, and the deep impact he had on his friends, family, and community.

ROD HOFFMEISTER '63 1946–2024

John "Rod" Hoffmeister ‘63 passed away on February 21, 2024 after a hard-fought battle with pancreatic cancer. Rod was born in Vancouver and graduated from St. George's School in 1963 and the University of British Columbia (UBC) in 1967. It was at UBC where he met Patricia, the love of his life. Rod spent most of his career in the forest industry, much of it as an entrepreneur. After his retirement, he dedicated his time to serving the Seaforth Highlanders of Canada. Rod thrived in nature and was an enthusiastic sportsman. He loved skiing, fly fishing, hiking, and tennis. He was thrilled to share these activities with his sons and grandchildren. Rod was an active member of the UBC Gold for Life committee, responsible for fundraising and building the high-performance rowing facility in Richmond that would serve the needs of both of his alma matters: St. George's and UBC Rowing Teams. Rod is survived by Patricia, his loving wife; Christopher and Stephen, his two sons; Margot, his sister and Anthony, his brother-inlaw; Linzi and Melanie, his daughters-in-law; and six adoring grandchildren: Luca, Georgia, Isabelle, Bowen, Alexandra, and William.

CARSON INGHAM '05 1987–2023

It is with great sadness that we announce the passing of Carson Ingham, a member of the Class of 2005. Carson will be remembered for his contagious smile, big mop of hair, and enthusiasm for life. Carson was a key component of the 2005 Provincial Rugby Championship Team and a member of the Snowboarding Team. After St. George's School, Carson attended UBC Okanagan before becoming a shipbuilder with CSPAN. A gentle giant, Carson had an open heart for all, vocalising and offering his support to anyone around him who was struggling or in a time of need. He found friends everywhere, sharing his light and laughter wherever he went. He tied communities together by cracking a joke or lending a hand whenever he could. As Carson would say, “It’s a good day to have a good day”.

DENIS STEAD 1933-2023

Our condolences to the family of Denis Stead ‘50 who passed away October 9, 2023 at the Cowichan District Hospital. Denis was born in Jersey (Channel Island) and came to Cowichan Valley in 1936 with his family. Denis, with his brothers Christopher ‘42 and Hugo ‘49, were sent to St. George’s School shortly thereafter and Denis went on to play rugby and make lifelong friends. After St. George’s School, Denis became an accountant and worked in Venezuela, New York, Montreal, and Vancouver. He married Trudy in 1958 and they had two sons named Christopher and Tony. After retiring, the Steads moved back to the Cowichan Valley, where they enjoyed time with friends and family and on the golf course.

WILLIAM (BILL) MERCER 1952–2024

Bill Mercer passed away January 20, 2024. He is survived by his wife Diana; his children James (Melissa), Robyn (Jeff), and Jack (Jackie); his grandchildren Jesse, Macklin, Thayer, River, Tyde, and Olive; and his sisters Daphne Frost and Mary Norris. He lived his life by happily following "life's road less travelled" and left us with an "Irish Goodbye". A side note: Bill was the grandson of Brigadier General Clark after whom the Clark Wing was named.

RICHARD SHERWOOD 1932–2023

Our condolences to the family of Richard ‘Dick’ Sherwood ‘50. Dick died peacefully at Winchester District Memorial Hospital on April 29, 2023, after a lengthy struggle with Parkinson's disease. Richard was a cherished husband to Shirley (née Davies) Sherwood for 64 years; a dearly loved father to Greg (Vivien), Kate (Rob); grandfather to Malcolm (Isidora) and Dylan; and much loved uncle to Ann (Alan) and Peter (Jacquie). Dick graduated from St. George’s School in 1950 after being involved in the Rowing Team and the Scouting Club. Dick joined the RCMP in 1958, serving for more than 30 years. He was active in his community, including devoting his time and skill to the municipal pool and other recreational spaces. He was an avid reader, a skilled woodworker, and a keen gardener. Chivalrous, intelligent, skillful, active, traditional, thoughtful, and kind are among the words used to describe Dick by those who knew and loved him. He will be greatly missed.

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St. George’s School acknowledges that we are situated on the unceded traditional territory of the Musqueam First Nation.

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