Here at Shawnigan, we have long held the belief that there is something magical about the five-year experience.
In recent years, we have begun to formalize this belief into what we now call the Shawnigan Journey. Recognizing that each year at the School, while distinct, inherently builds on the last, the Journey deliberately brings students through their time at Shawnigan. Each ascending grade is framed around a guiding concept: nurture, discover, choose, lead, and inspire. As students progress through their time at the School, each year’s theme is added to the next, so that these five words come to define the whole of the Shawnigan experience.
In honour of Samuel House, the innovative Grade 8 boarding house that we proudly opened this year, we have focused this edition of Black & Gold on the Grade 8 theme of nurture. Within these pages, you will find just a few examples of the ways in which this concept is lived out at the School at every level – including a group of students inspiring young athletes at the grassroots level, the positive impact of our music program, a special bond that has formed within our advisor program, and the distinctive Grade 8 program that led to the creation of our newest boarding house.
My hope is that these stories bring the Shawnigan Journey to life for you in new and meaningful ways, connecting you to the students and staff who make up our extraordinary community.
– Jenny Dunbar
EDITOR
Jenny Dunbar
WRITERS
Cari Bell
Jenny Dunbar
Harry McGurk
Kevin Rothbauer
PICTURE EDITOR
Arden Gill
CONTRIBUTORS
Nicole Bélanger
Richard Lamont
Elliot Logan
Jackson Palmer
Grace Shepherd
DESIGN
Jenny Dunbar
Advancement & Community Engagement Office
44 MUSIC IN THE AIR A deep dive into Shawnigan’s music program
52 A UNIQUE POSITION Shawnigan’s signature advisor program 58 INTO THE SWING Omar Mawjee ’00 (Lonsdale’s) recounts his Shawnigan Journey
62 FINAL WORD From our Co-Heads of School
64 SHAWNIGAN COMMUNITY Notable achievements 2023–2024
72 CLASS OF 2024 Academic profile
PREFACE
It is August 2024 and I find myself on the verandah of the Head’s House, reading the draft of the next edition of Black & Gold
This edition speaks to the Shawnigan Journey and, in particular, the essential ingredient of nurture at Shawnigan.
Shawnigan Lake School’s distinct educational philosophy, known as the Shawnigan Journey, emphasizes a holistic and interdisciplinary approach to equip students with the skills and competencies needed to thrive in a complex world. It is lived out day to day in boarding houses and classrooms across the School, as well as in various islands of pedagogical innovation within the School.
We continue to explore possible ways – both strategically and at ground level – to develop the Shawnigan Journey into a compelling educational experience.
We opened Samuel House during the course of the 2023–24 school year as home to one of Shawnigan’s differentiating features – our carefully crafted Grade 8 experience. For our 12and 13-year-old Grade 8 students, we have developed a nurturing program that acts as a springboard into the wider Shawnigan community.
My wife Kathini and I are incredibly excited that our daughter Poppy will be starting at Samuel House in September 2024. With students drawn from a wide compass of over 30 countries, we at Shawnigan pride ourselves on the sense of belonging we strive to create for each student, from Grade 8 to Grade 12. Each member of our community is encouraged to respect and learn from the “unique remarkable” of each individual.
In November 2023, we hosted a team of 10 specialists from Canadian Accredited Independent Schools (CAIS) on campus for an in-person review of Shawnigan, following a twoyear self-reflection process. A 50-page report from the visiting Peer Review Team was published in February 2024, providing a set of both commendations and recommendations. I was particularly struck by the Chair’s identification of people, place, and programs as Shawnigan’s defining strengths.
Perhaps my favourite moment during the whole review process was when we gathered in Chapel to listen to the Chair of the Peer Review Team introduce the purpose behind their visit. The student body responded, unrehearsed and unprompted, to deliver the finest rendition of the School hymn, There’s a Voice in the Wilderness, that I have heard in my six years as Head of School. The moment was not lost on the visiting team and it reappeared in their report: “The [accreditation] team will not soon forget the full-throated joy and pride of the Shawnigan community as their collective voices rose in unison, proclaiming the School’s hymn.”
Chapel is very much part of the Shawnigan Journey. We gather here, as representatives of many faiths, to connect, share, support, and sing. I am sure there are not many schools across
North America where the collective energy generated in Chapel resonates so deeply.
I also wonder if it was a moment that best encapsulates the partnership between students and staff at Shawnigan. I am often asked what differentiates Shawnigan from other schools, and in the many boarding schools I have experienced since I first stepped into my own journey aged 8 (!), I have yet to discover a stronger bond between students and staff. Somehow, the students understand that we dedicate our lives to nurturing and supporting them at every turn of their Shawnigan Journey. In that moment in Chapel, I like to think they were responding viscerally, knowing that the School and their staff were under the microscope.
Shawnigan is as Shawnigan is, and it always seeks to be a better place. This is a great and unique school; it is not, of course, without its faults and failures, but it is exhilarating and unstuffy in the way in which it fosters a deep sense of belonging and encourages its students to enter a formative partnership with the staff, to develop lifelong friendships, to appreciate the gifts and and needs of others, and to find a home away from home.
Each year, I am deeply struck by the emotional intensity of the final term for our Grade 12s – from the Grad Gala in Whistler to the 5-year dinner in the garden of the Head’s House to the last singing of each House hymn in Chapel to the Closing Ceremony.
Our graduating class cries each year in their last Chapel service – tears of joy mixed with tears of sadness, caught between an eagerness to be free of the place and, at the same time, a deeprooted love of the place, its seasons, and its rituals. The ceremony serves as the final celebration of our partnership but also the final act of separation of School and the graduating class.
I hear the refrain on Closing Day each year of tearful 18-year-olds asking their parents why they couldn’t have started their Shawnigan Journey a year or two earlier…
Reading and editing this edition of Black & Gold has made my heart sing. I am certain you will enjoy the stories within. The articles speak to the nurturing nature of our campus, the legacy of Gaynor and Rhod Samuel, and our unparalleled advisor system. From Jenny’s editorial opposite to the Final Words by our Co-Heads of School, and from exquisite photography to an insightful portrayal of Shawnigan 2023–24, this is a publication full of history, joy, and stories.
Richard “Larry” Lamont Head of Shawnigan Lake School
MOMENTS
SHAWNIGAN IN PICTURES
LovingHomeA
STORY BY JENNY DUNBAR PHOTOGRAPHY BY ARDEN GILL
ON A SUN-DRENCHED AFTERNOON IN EARLY MAY, SHAWNIGAN LAKE SCHOOL FORMALLY OPENED ITS NEWEST BOARDING HOUSE WITH A BEAUTIFUL RIBBON CUTTING CEREMONY.
The grand opening of Samuel House honoured long-serving staff members Gaynor and Rhodri Samuel, celebrated the success of the School’s distinctive Grade 8 program, and marked the beginning of a new era at Shawnigan.
There was a perceptible sense of excitement among the gathered guests – donors to the House, Shawnigan’s Board of Governors, and current parents and staff – as they were given their first tour of this groundbreaking new home for Grade 8 students. This moment was the culmination of years of hard work, careful planning, and forward thinking. But more than that, it represented a huge shift in Shawnigan’s boarding program – and stood as testament to the strength of the Grade 8 boarding model already established at Shawnigan.
In September 2019, Shawnigan opened Stanton House for Grade 8 girls. Although the decision was made in part to relieve pressure on the other girls’ boarding houses as the School’s population grew, it was immediately clear that the merits of the House went far beyond creating dormitory space.
It was so successful, in fact, that Levien House for Grade 8 boys was launched the following September.
These unique Houses took Shawnigan’s youngest students out of the School’s nine traditional “big Houses” and allowed them to acclimate to boarding school life on their own timeline, with extra support along the way. Sharing a boarding house with their Grade 8 peers gave the School’s 12- and 13-year-olds a safe landing pad, providing them with time and space to grow at an age-appropriate pace, learn more about themselves and the School, and develop confidence.
“The biggest change I saw in my children was that they were secure and confident,” reflects Shawnigan parent Andrea Carballo, who saw two of her three children go through the Grade 8 Houses.
“I think that building confidence in Grade 8 is so important, and the Grade 8 Houses give that opportunity to all the students, because they’re not so young compared to everyone else in the House,” adds Grade 12 student Grace Shepherd, who was part of the first cohort in Stanton. “They’re level with everyone else, so everyone gets a chance to share their opinions, to talk in House meetings, to help out, and to volunteer for things.”
When Stanton House was created in 2019, Shawnigan was in the early stages of developing the Shawnigan Journey, a path that intentionally takes students through their time at the School. With each year building on the last, the foundational Grade 8 year was designed as the gateway to the remainder of the journey, giving students who come for all five years the richest possible Shawnigan experience.
“I think that coming in Grade 8 was the best decision I ever made,” declares Grade 11 student Adam Au, who was part of the first group in Levien House. “My brother came in Grade 9, and one piece of advice he gave me when he graduated was, ‘come earlier, come in Grade 8.’
“He always said, ‘I wish I came in Grade 8.’”
As the program has continued to grow and evolve, the students who come in Grade 8 still feel the same way that Adam did all those years ago.
“It’s like no other experience I’ve ever known,” shares Grade 8 student Carson Peet. “I’m glad that I came in Grade 8
because now I have a feel for Shawnigan, and how it runs, and what the expectations are in each class, and I feel like that is going to help me overall.”
Within the Shawnigan Journey pathway, each grade experience is guided by a single concept. For the Grade 8 year, that focus is nurture, and it has been carefully woven into the very fabric of the program. From Grade 8-specific activities such as a deep dive into Shawnigan’s history in the School museum, decorating the School in December, and staging a Grade 8 musical to thoughtful integration into the School’s wider programming such as co-curriculars and inter-House events, students’ passions, skills, knowledge, and sense of belonging are all nurtured.
The Grade 8 Houses provided the perfect environment for this concept to flourish, and Stanton and Levien soon became pivotal pieces of the Grade 8 experience within the Shawnigan Journey. In fact, the success of the Houses was so remarkable that it quickly became a strategic priority to further
develop the program. Research and planning began in earnest, and before long, the Samuel House vision was born.
But its creation required a bold move: the formation of Shawnigan’s first co-educational boarding house (and the first of its kind at the Grade 8 level in Canada). Naturally, this was not a decision that the School took lightly – but the research clearly supported the approach.
“A co-educational boarding house can provide a rich and rewarding experience for students, allowing them to develop academically, socially, and emotionally in a supportive and inclusive environment,” explains Ed Taylor, the founding House Director of Levien House, who has taken up the same role in Samuel House. “Co-education in a boarding house provides students with the opportunity to interact daily with peers of different genders. This helps them develop social skills such as communication, empathy, and respect for others. It can also have a positive impact on academic performance, as students are exposed to different ways of thinking and problem-
solving, and can also encourage teamwork and collaboration, which are essential skills in the workplace and in life.”
And so, in spring of 2022, ground was broken for this pioneering project. The response from the School community was overwhelmingly positive, reflected in the generosity of the project’s donors. In fact, the School received more donations than ever before for a boarding house. In February 2024, less than two years after the ground was broken, Stanton and Levien moved into the new House.
Samuel is built with one wing for girls and one wing for boys – still referred to as Stanton and Levien to honour the program’s beginnings – with co-educational gathering spaces in the middle. These safe, supervised common spaces are separated from the bedrooms by doors that can be locked, and include a large kitchen, a crafts room, a games room, and a gym, in addition to the more traditional common rooms found in Shawnigan’s other boarding houses. These spaces are designed to allow students and staff to cook, eat, study, play, and socialize together in new and meaningful ways.
“A co-educational boarding house can provide a rich and rewarding experience for students, allowing them to develop academically, socially, and emotionally in a supportive and inclusive environment.
At the heart of the co-educational model is the desire to unify the Grade 8 class to a degree that has not yet been seen at Shawnigan – to bring the students together like a family unit, in roles akin to siblings. The benefits are undeniable. The familial environment fosters healthy relationships, instills respect, and creates a strong grade culture, leading to friendships that are sure to last the whole Shawnigan Journey – and possibly a lifetime.
Rainbow Bartlett, House Director of Stanton House within Samuel House, describes Samuel House as “a home in which students can live out the values of family where the richness of their diversity is loved.”
The students can attest to the truth of this. “Coming from a completely different culture and climate, I was blown away by the hospitality and kindness of the staff and students here,” shares Grade 8 student Fernanda (Fer) Monroy Sanchez. “At the beginning, being an international student was a challenge for me, being far from home, away from family and friends. But when I first got here, I knew something about Shawnigan was different. And that could never be truer than when we moved into Samuel.”
“Being an international student, you do miss home, and you miss your parents, but the fact that you have your friends in the same House, they end up being like your family,” agrees Grade 8 student Sofia Cosio.
It’s no wonder that the motto chosen for the House, the Welsh word Cartref (pronounced “cat-rev”), means “A Loving Home.” It embodies the objective of the House – and is lived out every day.
“Learning together in a mixed educational setting cultivates what they do, while learning to live positively together nurtures who they are,” Rainbow continues. “Samuel House is at the heart of diversity and equity, as these qualities are embraced with genuine understanding in a family setting.”
Supportive staff were key to the success of Stanton and Levien, and they remain an essential element of Samuel House. Samuel has more live-in staff than any other Shawnigan boarding house, including two House Directors and two Assistant House Directors – one of each for both Stanton and Levien. Each wing also houses a staff Boarding Assistant. This unprecedented number of live-in staff ensures that the appropriate care, guidance, and supervision are delivered to the School’s youngest members at all times.
In order to ease the students’ transition into boarding school life, the House has introduced a further layer of support in the form of a Boarding Well-Being Assistant – a full-time
staff member who is based in the House during the day to check in with students and liaise with the Health Centre, boarding staff, and parents. Coupled with the Samuel housekeeper – an important connection point in all of Shawnigan’s Houses – this means that Grade 8s can find a trusted adult at any time of day, no matter where they turn.
“Everybody’s there to support you – your House Director, your Grade 11 mentors – they’re all there for whatever you need,” testifies Sofia.
The integration of Grade 11 mentors into the Grade 8 Houses has been perhaps one of the most meaningful components of the program from the very beginning. These students work closely with the Grade 8s, acting as caring older siblings to Shawnigan’s youngest members. It’s a more personalized approach to the cross-grade experience they will get in the big Houses, and it forms special bonds between what will be, in the following school year, the youngest and oldest students in the big Houses.
A small group of Grade 11s from each of the other nine boarding houses takes turns dedicating a term of their year to the program, which involves moving into leadership rooms in Samuel House. Their responsibilities include helping with homework and bedtimes, and offering peer-to-peer support.
Grade 8 student Gabriel (Gabo) Alanis Cardenas specifically mentioned the Grade 11 mentors in his speech at the ribbon cutting ceremony, emphasizing, “I can tell you that, thanks to them, every boy in Levien is who they are today.”
The mentorship program has clearly benefited the older students as much as the younger. The Grade 11s often describe their term living and working with the Grade 8s as an incredibly rewarding experience, giving them the opportunity to cultivate leadership skills while building meaningful bonds with the students in their care.
“My biggest takeaway from my term as a Samuel House mentor would be developing strong relationships with all of the
boys,” explains Grade 11 student Daniel Sun. “Our mission isn’t about getting tasks done and checked off a list; it’s about making significant and long-lasting connections with the people who we work with on a daily basis.”
“My youngest two children, who were in Grade 8 Houses, have now been Grade 11 mentors – and it’s probably the most important thing they’ve done at Shawnigan,” adds Andrea. “They remembered those older kids who helped to take care of them, they remembered what it was like to be in a Grade 8 House, and they wanted to give back. They feel a sense of responsibility for those Grade 8s.”
As much as Samuel House is designed as a safe landing pad, it also serves as a launch pad into the older Houses and the remainder of the Shawnigan Journey. By the end of their first year, students are strong and confident citizens of the School, ready for what awaits in Grade 9 and beyond.
In mid-June 2024, as thoughts began to turn to the next academic year, the first Samuel House cohort participated in the annual Sorting Hat ceremony. Borrowing from a certain book series about a magical boarding school, the ceremony sees the class sorted into their new Houses, which will become their homes for the next four years. (Unlike the book series, however, these important decisions are made very carefully by Shawnigan staff, not a hat!) It represents the completion of the first step of the Shawnigan Journey.
It is fitting that even the process of separation is, in fact, a communal event. On yet another beautiful spring day, the whole House came together to support each other and to witness the sorting. Since its inception, the event has been an emotional one, as the now tight-knit class faces the reality that it will be divided. Students can take comfort in knowing, however, that the bonds they have created in their time living together under one roof will remain strong and will carry them through the rest of their time at Shawnigan.
“My closest friends to this day are from Levien,” reflects Adam. “I can call them my brothers. Friendship, like anything in life, takes time – and when you start early, that’s really where you allow your friendships and relationships to prosper.”
Adam’s testimony is proof of the worth of Shawnigan’s signature Grade 8 boarding model. And while not everyone believes in the sort of magic that is written about in the Sorting Hat stories, it would be foolish to deny that Shawnigan has its own brand of magic. In fact, the word magic is often used to describe the sense of community that pervades everything that happens on campus – a magic that can only come from a boarding school.
“We have only had three months in the House, and it has already transformed my Shawnigan experience,” declared Fer at the ribbon cutting ceremony. “As the years roll on, I can’t wait to hear about the countless little girls who, after travelling far from home, get to walk through those Samuel House doors and find a home just like I did.”
Magic indeed.
When
STORY BY CARI BELL PHOTOGRAPHY BY ARDEN GILL
NATURE is NURTURE
THE SHAWNIGAN JOURNEY IS A UNIQUE, INTENTIONAL EDUCATIONAL MODEL COMMITTED TO DEVELOPING KEY ASPECTS OF STUDENT GROWTH AT EACH OF THE FIVE GRADE LEVELS: NURTURE, DISCOVER, CHOOSE, LEAD, INSPIRE.
The role models for the Grade 8 theme – nurture – and the namesake of their boarding house are Gaynor and Rhodri Samuel.
To nurture is “to care for and encourage the growth or development of,” which is what the Samuels do at every step, and have been doing since they arrived on campus in 1993.
Rhod was born in Cwmgors, Wales, one mile away from the village of Brynamman, where Gaynor grew up. These two Welsh-speaking coal-mining villages in the Swansea Valley were home to several chapels, the community centres where people gathered to share music (such as choirs and brass bands), poetry, and rugby. Each chapel would compete, thereby bringing together the villagers from the valley. It was on the sidelines of one of these rugby games where Rhod and Gaynor met, at the ages of 16 and 14, respectively.
Rhod attended Cardiff University in Wales and studied biology. When he graduated, he moved to Italy to play rugby before deciding to pursue a teaching career. He obtained his teaching certificate from the University of Exeter, in England. Rhod taught chemistry and biology and coached rugby in the UK for a few years, and in 1982 he travelled with his school rugby team to Victoria, BC. There, he met the Head of St. Michaels University School (SMUS), who offered him a job. Rhod accepted. He taught and coached at SMUS for the next seven years.
Gaynor also attended Cardiff University to follow her dream of becoming a science teacher. Once she graduated, she
taught in Mold, Wales, for two years and then moved to Glantaf School in Cardiff, where she taught biology and Welsh and was appointed the Head of the Middle School.
After navigating a long-distance relationship for many years, Rhod and Gaynor married in 1988 and Gaynor joined Rhod at SMUS. She was appointed as the Head of Girls’ Boarding at SMUS and also taught Welsh for the Victoria Welsh Society. After a couple of years, the Samuels moved back to Wales to be closer to family as they started having their own children, and worked at Christ College, Brecon.
Two years later, when Shawnigan staff member John Davies was visiting Wales, he met with the Samuels and encouraged them to consider applying for a job at Shawnigan. Gaynor admits, “We were rather smitten by the whole Shawnigan setup that always looked so impressive, so we leapt at the chance to go there.” Rhod added that they had remained good friends with the Hyde-Lays since their previous time in Canada, which added to the appeal of returning.
In 1993, Rhod became the Ripley’s House Director and taught science, while Gaynor was the beloved Ripley’s “House Mother” and also took on some advisees while their sons, Dafydd and Owain (Rids) were young. Once the boys started attending school, Gaynor once again pursued her teaching. While she was offered a teaching position at Shawnigan, she declined, saying, “Working in the same science department as Rhod would be too much for both of us!” Instead, she taught for the Cowichan Tribes Band Office, at the Yuthuy’thut Adult Training Centre with adult learners upgrading their studies to prepare them to attend Malaspina College. “I taught biology and started a much-needed health program, working with dietitians at the local hospital. It was one of my most rewarding jobs ever!” Gaynor also took on the temporary role of House Director of Renfrew at this time.
“
It would appear that the Samuels’ Golden Rule has not to do with gold; rather, they value a virtuous character, a high standard that they aspire to, and model, through every interaction.
In 2006, Gaynor left teaching to become an Admissions Associate and two years later, she was appointed the Director of Admissions. In this role, Gaynor has become the face of Shawnigan, often the first person prospective families meet and the person they quickly come to trust and rely on because of how she nurtures them through the Admissions process and continues to follow with keen interest until their child graduates, and even beyond. Gaynor tells us “I have a passion for people, and meeting new people every day is energizing for me.” Of her role in Admissions, she says, “Shawnigan is about the individual student and about getting the formula right for each to instill a sense of self-worth, to ensure success, and to help create their own positive energy.” In essence, Gaynor sees the role of an educator at Shawnigan to very much be one of nurturing. Evidence of this core value is omnipresent in Gaynor’s world. One such example is drawn from the time when the Samuels lived at Ripley’s, where she had a local artist write the Welsh words from Mil Harddach, a Welsh lullaby, along the top of their family room walls.
The Ripley’s House motto – Acta Non Verba (Actions, Not Words) – was something that Rhod embodied for his 17 years as House Director, and so when he retired from that role, it was a natural next step for him to be appointed the School’s Senior Master in charge of tone and discipline. Rhod’s manners are impeccable, his thoughtfulness is boundless, and his sense of decorum is consistently aligned with his strong values. Rhod’s actions have always set him apart as someone with integrity who considers the well-being of the community above himself. Therefore, who better to put in charge of maintaining the tone of the School than Rhodri Samuel? One student said of Rhod in this role that she “always had a healthy respect for Mr. Samuel. He kind of scared me because he was always correcting behaviour – little things, like interrupting people or not making eye contact when speaking to someone – but it wasn’t scary in a bad way. More like in a way that you wanted to do right by him. He was always consistent. And fair. And kind.” Rhod’s brand of nurturing was intended to raise people up to be their best selves.
Not only have they mentored countless students over their many years as educators, but also adults, including parents and colleagues. As they are highly regarded by their peers, many will seek their wise counsel. When you engage with one of them, they give you their full attention, making you feel seen, heard, and valued. Dylan Thomas, the famous poet from Swansea, sums up the Samuel effect in these lines from Under Milk Wood:
We are not wholly bad or good Who live our lives under Milk Wood, And Thou, I know, wilt be the first To see our best side, not our worst.
The Samuels do tend to see the best sides in all, which is an effective approach to nurturing others, valuing them with generosity while considering their potential, instead of judging them for their deficiencies. This is yet another lesson we can learn from them.
Samuel House will have many ties to Welsh culture and history as part of its celebration of the Samuel legacy. Gaynor and Rhod have chosen a one-word motto for the House: Cartref (pronounced “cat-rev”), which is Welsh for “A Loving Home” – representing the nurturing home away from home that the Grade 8 students will experience. The House symbol will be a dragon, steeped in Welsh history and literature, and the House hymn will be Calon Lân, the chorus of which is traditionally sung in Welsh at Shawnigan.
In his Chapel address on St. David’s Day 2022 when the plan for Samuel House was announced, Rhod spoke about the importance of Calon Lân to him and Gaynor. He said: “I’ll ask you to consider this: the gift of happiness is not something out there – it’s wrapped up in your heart. What’s heart in Welsh? Calon. Calon lân is ‘pure heart.’”
A theme echoes through the words they favour, whether they are written in Calon Lân (“I seek not life’s ease and pleasures / Earthly riches, pearls nor gold”) or in Mil Harddach (“A thousand times better to me than the world’s gold
/ Is seeing your smiles in your cot”). It would appear that the Samuels’ Golden Rule has not to do with gold; rather, they value a virtuous character, a high standard that they aspire to, and model, through every interaction.
When asked what excites them most about Samuel House, Gaynor said she is delighted that it is a co-ed House and that each wing – one for the girls and one for the boys – has its own separate common room, but also a common room that joins both wings. This inspired design allows the Grade 8s “to be alone, and together.” Rhod believes that if a solid foundation is established early in a safe home, the Grade 8s “will be ready to lead” when they move on from Samuel House. The students who start at Samuel House together will be spread out around campus for Grades 9–12, but the bonds they forged in Samuel House in Grade 8 “will remain strong throughout their Shawnigan careers – and likely beyond.” Both believe that “if tolerance and respect are nurtured early on in Samuel House, Grade 8s will become role models for others when they move into the big Houses. Not only will they learn from the wonderful Samuel House staff, but also from each other, which is the best kind of learning.”
In their selfless, modest ways, the Samuels wanted the last words of their interview to deflect away from them, and
back to the School, to express their gratitude. Gaynor wanted to clarify that “it’s not about what we have done for Shawnigan, but what Shawnigan has given to us. This School – this community – lives in us, in our boys. We are only part of the story: so many individuals have played a part in our lives and continue to do so. We feel so fortunate and humbled to be part of this School community.” And Rhod wanted to emphasize that “I’ve worked at many schools over the years and I can tell you that there is still no better place than Shawnigan.”
From Gaynor’s role as a teacher, “House Mother” of Ripley’s House, and current role of Executive Director of Admissions to Rhod’s roles as biology teacher, long-time Ripley’s House Director, 1st XV boys’ rugby coach, Senior Master, and his current role as Director of Alumni Engagement, the Samuels have been an inspiration to us all over their 31 years at Shawnigan Lake School. During this time, they have taken on each new role by giving their all. And now a new role has presented itself to them, leaving them absolutely smitten: They are proud grandparents to Ella, Owain and Courtney’s baby. And, as is their way, Rhod and Gaynor’s nurturing tendencies have kicked into overdrive, rocking Ella fach (little Ella) while singing in Welsh from Mil Harddach
CULTIVATING GRASSROOTS the
STORY BY KEVIN ROTHBAUER PHOTOGRAPHY BY ARDEN GILL
ONE OF THE SMALLEST PLAYERS ON HIS RUGBY TEAM, HE MAKES UP FOR HIS LACK OF SIZE WITH FEISTINESS AND DETERMINATION.
Careful to stay a few steps behind his teammates, he waits for his chance to carry the ball. Finally, the ball finds its way into his hands. With eyes alert and feet moving like an egg beater, he winds his way through the defence without being touched, setting the ball down over the tryline to joyous cheers.
This might sound like a moment from any game or practice of one of Shawnigan’s flagship sports. What wasn’t mentioned, however, is that the try-scorer was four years old, and his teammates and opponents were anywhere between the ages of four and 12, and the whole scenario played out in a gymnasium, while kids on the other side of the floor were trying to master lacrosse.
Welcome to Grassroots Sports and Service, a new addition to Shawnigan’s 360 (co-curricular arts and activities) lineup in the 2022–23 school year that sees student-athletes from the School leading youngsters from the local community through a series of sports activities. A year after it was introduced, the program blossomed in popularity this year and has brightened the days of participants and students alike.
“It’s always fun teaching the kids,” says Grace Cooper, a forward on the U18 girls’ Prep ice hockey team and a coach with the Grassroots program. “Because when one of them does something funny or makes a successful pass or you teach them
something, you all kind of look at each other and smile, which is always nice.”
“It brings up your morale,” adds Josh Polak, a forward on the U18 boys’ Prep ice hockey team, who coached floor hockey along with Grace. “Because you’re around little kids who are always happy and it’s contagious. You’re almost forced to be happy around them, because whatever you do, they’re going to be happy. As long as you can keep them entertained and happy, they’re going to enjoy it and they’re going to want to keep coming back and running around and burning more energy.”
The program is the brainchild of Clay Panga, a former Canadian international rugby player and experienced sports educator who joined the Shawnigan staff in 2022 as a rugby coach, Indigenous Community and Engagement Coordinator, and Assistant House Director of Copeman’s House. Before his time at Shawnigan, Clay – who is originally from New Zealand and has Maori heritage – created the BC Grassroots Rugby Foundation, a non-profit organization that connected with kids across the province through rugby, generating interest in the sport through a range of initiatives, including formal camps and play days at local parks. Grassroots Sports and Service at Shawnigan continues that legacy.
“The idea came from a love of the sport,” Clay explains. “I’ve been doing this for years, even when I was still playing. If I wasn’t training with my Premier club, the national team, or the provincial team, I would always go out and help in the community.
“I started this because organized sports have become too expensive. I think the service and servanthood that I had exposure to as a kid has probably died a bit, so we are trying to teach our Shawnigan coaches the value in volunteering. I think that, outside of encouraging those values in our students, the ultimate goal would be trying to give kids who can’t afford to play organized sports opportunities by removing that financial barrier.”
At Shawnigan, Grassroots goes beyond rugby, adding staples like floor hockey, squash, basketball, soccer, and lacrosse. “Guest coaches” from the Shawnigan staff have come in to help out with some of the sports, guiding the students until they are comfortable taking the reins themselves. Vital to the program at Shawnigan is that it is largely student-led.
“Coaching skills are a big piece of what we are teaching,” Clay explains. “Planning, preparation for a session, being able to deliver drills that are focused on the fundamental skills of the sport. Then also allowing them to gauge the participants’ level of attention throughout the session, which
is a skill in itself. Also, just making sure we give the right combination of basic skills and games. Kids want to play games.
“The big thing is just engagement. I always try to push my coaches to have one-on-one conversations with kids, try and encourage them to give positive feedback, and then, most importantly, try to have fun as a coach, too, connecting with these young community members.”
Carlie Reidlinger, whose son Harry, 6, has been taking part in Grassroots the last two years, and whose daughter Stella, 3, has been waiting eagerly for her chance to take part, appreciates the way the coaches make the sessions fun while still developing the youngsters’ skills. And because they split the kids up into groups for age-appropriate activities, Harry can see the older participants do what he will be learning when he’s a little older, as well as what the younger kids are doing that he has moved on from.
The effort that the student coaches put in to get ready for sessions with the kids is apparent and appreciated.
“They’re prepared, which is important with little kids,” Carlie says. “They always know what they’re doing. They do a good job of keeping the kids engaged and making it fun.
“I’ve always thought it was a special program. The staff coaches are incredible. It’s valuable for the students. It’s valuable for the kids. It gives in a lot of ways. I’m happy that Harry participates, and I can’t wait for Stella to join too.”
Leilani Molina, a player on Shawnigan’s Iron Women senior girls’ rugby team, attended Clay’s Grassroots Rugby programs in Victoria when she was younger, then became an instructor, so joining Grassroots at Shawnigan as a studentcoach was a natural transition. She remembers it being an easy step up from being a participant in the Grassroots camps to being an instructor.
“It was easy to make that move because while I was in the camps, I was watching the coaches and how they dealt with everything,” Leilani says. “I didn’t find it too hard.”
The Shawnigan leadership team was excited to bring Clay’s Grassroots efforts to the School, and the students were so inspired that the program ended up with too many studentcoaches that first year and had to restrict the number of participants in the second year.
“Our Shawnigan student body, they love service,” he says. “Whether you’re a rugby player, a hockey player, or a basketball player, our kids have a natural desire to want to give back to their sport. I think that speaks volumes for the School.”
For Josh, it was the chance to share a sport that he loves that hooked him into Grassroots this year after trying different 360s in his first year at Shawnigan.
“I had friends who did it last year who enjoyed it,” he relates. “And I was thinking about my little sisters – it’s cool to be that role model or that coach, the person those little kids look up to when they’re out there running around. You get to be a happy moment in their life where they’re having fun; it’s a pretty cool thing and a unique experience.”
Particularly unique about that experience at Shawnigan is that the students often end up coaching their teachers’ kids. Although Grassroots is open to anyone from the larger community, many of the participants over the first two years were the children of staff members. For the students involved in Grassroots, it’s a unique way to relate to their teachers and other staff members outside of class.
“It helps you feel more connected with the staff members because you see this other side of them,” says Josh. “When they’re dropping their kids off at Grassroots, you’re seeing them as a parent, not as a staff member. You’re getting to see a different side of them, and you feel more connected, as you realize they have lives outside work. It’s pretty cool that they’re trusting you with their family in a way; parents want to feel comfortable with who they’re dropping their kids off with for a couple of hours each day and having a big influence on their lives.”
Grace has had similar experiences.
“It’s cool because some of the teachers come up to me in the hallways or when we’re walking and they’ll say something like, ‘My daughter or son really enjoyed Grassroots last week,’” she says. “It’s pretty cool how I get to connect with them.”
The key to Grassroots at Shawnigan is keeping the sessions fun. If the kids stay engaged, they will learn the skills naturally.
“We’re helping run the younger kids through games, letting them have a stick in their hands, and feel comfortable playing around and just enjoy it,” Josh explains. “That’s the biggest thing – they’re not going to want to keep doing it if they’re not enjoying it. If you try to force a bunch of drills onto little five- or six-year-olds, it won’t go as well as you planned, so you’ve got to improvise as you go, and make sure that they’re having fun. That’s the biggest piece to it.”
It’s not just about the kids, either. The Shawnigan students are getting a lot out of Grassroots – understanding their
sport better, developing coaching proficiency, and adding life skills like patience and communication.
“That’s a cool byproduct that happens,” Clay says. “You become a better player when you teach it, and there’s an understanding of the sport that comes along when you coach it. It was definitely part of the plan – to develop these coaches, and develop a holistic approach to the game.”
“As far as myself and hockey goes, you’re learning little things because you have to think of things in a different way,” Josh reflects. “Oftentimes when you’re playing hockey, you’re just ‘doing’ because you’ve been doing it for 15 years of your life. But then you start to break things down and think about it on a different level, and it lets you be more conscious about your decision-making and your thought process as far as training or practising. Then in games, you might have those moments where it’s like, ‘Oh, I was thinking about this,’ and something clicks the right way.”
Josh has also learned to be more patient, and to check his outside problems at the door when it comes time to coach the kids.
“I know there are times when you might feel frustrated or your fuse is a little short because you might have had that long day at Shawnigan,” he says. “But you learn that you can’t put your own problems on other people, especially these little kids because they don’t deserve to not have your best. They deserve to be there and be in a happy and fun environment.”
Several of the Grassroots students plan to pursue coaching at some level in the future, including Josh, who has also worked with kids in the local minor hockey system.
“I find that it’s really rewarding,” he says. “Especially when you find kids who are interested in it, it’s really fun because everything you’re doing, they’re applying. And when kids are coachable or they want to listen or they want to learn, they’re getting everything that they put in back out. With kids who might be a little more behind in a sense of how urgent they are or what they want to do, there’s always more you can do. When you’re around kids for an extended period of time, and you’re seeing their improvement, and you know you’ve had an influence on that, it’s pretty cool.”
With the Vancouver Island Mini Rugby Jamboree taking place at Shawnigan in April 2024, the Grassroots program entered teams in several different age groups, giving some of the little athletes their first taste of competitive sports.
“It was about a year and a half in the making,” Clay says. “Kids need competition, so here’s a group of kids who had been doing something for an extended amount of time. It was really nice to give them that reward of competition and for them to also be led by our student coaches, and even our First XV coaches. That was really cool.”
Carlie was thrilled to see Harry and his friends from Grassroots put on team jerseys and play against teams from across Vancouver Island.
“It was such a good community moment for them,” she relates. “They came together. Most of the little kids had never done anything like that before.”
Many of the students have stepped up to face challenges of their own, such as coaching sports they’re unfamiliar with. Coaching floor hockey or rugby is one thing for athletes trained
in those sports, but sometimes they’ve had to get out of their comfort zones.
“I’ve been teaching squash, which was interesting for me because I’ve never played squash before,” Leilani admits. “I also helped with basketball a bit. It’s a lot of learning for yourself how to coach a sport you don’t know how to play very well.”
“Last year, we were trying to teach them how to play cricket, and with me not knowing a single thing about cricket, it was a learning experience for me as well,” rugby player Logan Bainbridge adds. “Some of the kids with British or South African backgrounds who were more experienced were teaching me how to play cricket, so that stood out to me. They were obviously cricket players, and they were teaching me how to bowl properly. It was pretty fun.”
“Fun” is the key word at Grassroots. As Logan says, “In other 360s, you could be sitting down, writing, or at a computer. But with Grassroots, you’re out with staff kids and kids who live around the School, having fun, putting a smile on their face, so it stands out because you know at the end of the day, you’re making someone else smile.”
“ At the end of the day, you’re making someone else smile.
JOURNEYThe
STORY
BY HARRY MCGURK ’24 (DUXBURY)
PHOTOGRAPHY BY ARDEN GILL
AS IS THE CASE WITH MOST SHAWNIGAN STUDENTS, I REMEMBER TO THIS DAY THE FIRST INTERACTION I HAD WITH MR. AND MRS. SAMUEL.
At the first meeting with them at a coffee shop in Calgary, Mr. Samuel bought me the biggest cup of hot chocolate I had ever seen, despite me politely declining his offer for a drink five minutes earlier. I can’t seem to recall anything we talked about at that meeting, but I do remember the huge cup of hot chocolate, and how they made me feel. The nervousness and unease I previously had surrounding the idea of boarding school quickly shifted to an immense feeling of excitement about my future, and what Shawnigan had in store for me. Though insignificant to them, for me, that hot chocolate marked the beginning of my Shawnigan journey.
The feelings of anxious anticipation on my first day quickly went away when I was told I would be in Duxbury House, the boarding house I had secretly hoped I would spend the next five years in. I settled in, unpacked my things, and met the other Grade 8s, most of whom are still some of
my closest friends now in Grade 12. I was truly blind to what the next chapter of my life had in store for me. Your first year at Shawnigan is filled with new people, a new environment, new classes, new everything. Luckily, our whole grade bonded instantly, and I embarked on my journey knowing everyone was experiencing similar emotions to mine. We would do many things together as a grade that year, such as playing games in The Ritz (the colloquial name for Shawnigan’s student centre) every night, the infamous start-of-year camping trip, and even taking our swim tests in the lake. Those moments stand out to me, not because they were life-defining, but rather because they remind me of the lasting friendships that I forged throughout my first year.
Shawnigan is not just a place where you go to attend classes. On top of your day-to-day schedule, you are awarded the opportunity to find a passion and community that you can delve into. Whether a sport, a 360 activity, committing yourself to your boarding house, or whatever it may be, Shawnigan gives you numerous resources to find an activity catered to your passion. In fact, I found that the junior years are specialized in helping you find “your thing.” In my case, I found something I loved and wanted to commit myself to right away.
“
Shawnigan is not just a place where you go to attend classes. On top of your day-to-day schedule, you are awarded the opportunity to find a passion and community that you can delve into.
When touring the campus, I was immediately in awe of the recording studio. With all the fancy buttons and high-level equipment, I had no clue how to use any of it. However, soon after joining the Recording Arts 360, I started learning how to professionally record musicians and singers, and by the middle of my Grade 9 year, I was confidently able to record any song I wanted.
There are so many things that Shawnigan has offered me over the years, and I could be sitting here for hours writing about them. The aspect of Shawnigan that has had the most profound impact on my personal values is my involvement in my boarding house, Duxbury. Most Shawnigan students that I have talked to over the years all share the same deep love for their respective Houses as do I. Everyone thinks their House is the best and most perfect House on campus. The people in Duxbury – House staff and students – have really been the ones to make my experience unique. My housemates have always been the ones side by side with me throughout my years at Shawnigan.
As my love for my boarding house grew, I knew I wanted to strive for a leadership position in my last year. There are many leadership opportunities for the graduating class in their final year. Although receiving a Head of School or School Prefect position are crucial roles for the School, they were not as meaningful and honourable in my eyes, compared to House leadership. Being named Head of House in my final year not only taught me great leadership qualities, but also the importance behind upholding tradition and core values. Day to day, it’s the Grade 12s who run many aspects of the House as a
collective group. For me, witnessing how past Grade 12s have led the House in previous years gave us inspiration as to how we wanted things done in our year.
The values I learned throughout the years in my boarding house will forever be valuable to me. On the other hand, being surrounded by a larger community was equally beneficial for me. In my first few years being away from home, it was comforting to know that other students were experiencing the same things as me. The support I received from classmates, housemates, and teachers was overwhelmingly helpful. As I became a senior student, I found myself in the role of the person the younger kids look up to. I’m extremely grateful for the support I was given, and how that transitioned into the person I am now. This kind of environment filled with encouragement helped me grow, and discover, to an extent, what I wanted to pursue after Shawnigan.
I’m now in the position that my Grade 8 self thought was so far away: ready to graduate and go to university. Although it is bittersweet to leave, I am filled with anxious anticipation about what is coming next, and am grateful for the ways that Shawnigan got me here. More importantly, I am grateful for the lasting memories and experiences I had the chance to participate in throughout my five years with such a special community.
In fall 2024, Harry will begin working in the Canadian House of Commons Page Program while attending the University of Ottawa.
Music in the air
STORY BY JENNY DUNBAR
PHOTOGRAPHY BY ARDEN GILL
SOMETHING BEAUTIFUL IS HAPPENING AT SHAWNIGAN.
You might not always see it, and you may not be able to touch it, but you can hear it: there is music in the air. Walk through the hallways of the Main Building, sit in one of the School’s gardens, or listen while enjoying a meal, and you can’t miss it.
Shawnigan’s vibrant music program is filled with passionate and talented musicians who are determinedly filling the campus with music as often as they can.
The School’s curricular program includes vocal and instrumental options for all grades and skills. At the senior level, the instructors carefully select a range of courses each year that will best complement and challenge the students in the program, with this academic year’s offerings including AP Music Theory, Vocal Arts (Contemporary Music), Instrumental Music, and Composition and Production.
As part of the School’s 360 (co-curricular arts and activities) programming, students of all ages who are musically inclined can choose from Rock Band, Choir, Musical Theatre, and Broadway Choir.
In addition to these formal offerings, students are encouraged to make music on their own, whether by forming a music group with friends, writing their own music, or holding informal jam sessions to let off some steam. Current student initiatives include a jazz band and a string ensemble.
Everything in Shawnigan’s music program is designed to nurture students’ passions and abilities. And while that goal is undoubtedly met in every class or rehearsal, it can be argued that much core learning actually happens outside of the classroom.
In the most literal sense, that learning happens within class time but outside the classroom. Since Shawnigan is located on the mild west coast of Canada, classes can take place outdoors in the fall and spring, contributing to the music that is often heard across campus.
Director of Music Mandy Bryant shares, “Whenever the weather is beautiful and sunny, I try to get us outside, and sometimes we sing in common spaces so that we can hear how our voices sound in different spaces, to show the community what’s happening musically, and to fill the School with music.”
On a broader scale, however, important lessons are learned outside of the timetable, when students are given the opportunity to perform.
By design, Shawnigan provides many performance opportunities. These vary considerably in venue, audience, and scale, giving Shawnigan’s budding musicians different ways to explore their talent, no matter where they are on their personal music journey.
There are many pianos scattered across campus, from the dining hall to the Chapel to several boarding houses. At last count, there were two alone in the Main Building, with three more in adjacent buildings, and several others further afield. They sit there inviting anyone who passes by to sit down and play, and in a way are representative of the ongoing invitation to perform – an invitation that is enthusiastically taken up.
One of the marquee performance venues at the School is the Chapel. A fundamental part of the Shawnigan experience, Chapel brings the whole School together on Saturday mornings during term time. Every week, a brave group or individual gets up in front of their peers to share their music – and every week, without fail, the performance is met with a standing ovation.
“I just love performing in Chapel because there’s something very special about performing for your school,” says Grade 12 student Audrey Tsang, who has performed in Chapel many times over her four-year Shawnigan Journey. “One thing about Shawnigan that’s sweet and that I love is the applause after and the standing ovation, no matter what – because it takes a lot of courage to go out there and perform. The audience is probably thinking, ‘Wow, I wish I could do that and be brave enough to go out there,’ because not everyone can do that.”
Of course, Saturday Chapel is but one example of the many opportunities that students have to perform in front of a large audience. In addition to formal concerts, numerous School events – both formal and informal – integrate student music. These range from singing with the choir during the Christmas Carol Service and playing with a band at the Remembrance Day ceremony to performing a song with friends at the Graduation Gala and singing the national anthem at an ice hockey game.
Grade 12 student Josef Jakubec is Shawnigan’s first School Prefect designated as Music Prefect, and he has made it his mandate to bring music into as many areas of Shawnigan life as possible. “Every single day I do something to help the music program,” he says. “I really love the music program, and I came here knowing that I wanted to be a big part of it.”
He also leads a group of students in a music council that, among other things, advocates for and organizes events throughout the year.
“In my experience, it is music that provides a platform for so many students and staff to express themselves in a way that is incredibly unique and deeply personal,” he continues.
“Being able to help create more of these platforms and opportunities for people to do just that has been the highlight of my Shawnigan Journey.”
Thanks to the efforts of Josef and other students and staff in the music department, performance opportunities have expanded over the years, and the Shawnigan community has now become accustomed to hearing music at various events. It is not uncommon to be treated to a live musical presentation – whether planned or impromptu – at functions such as barbecues, cultural celebrations, or school dances.
In recent years, a popular development has seen a variety of musical events regularly accompany the Stag Café, a student-run kitchen. As their entrepreneurial peers cook up enticing food on the upper floor of the student centre, student musicians perform on the main floor (or in the adjacent courtyard in good weather).
A few times a year, instead of lining up performers, the music department hosts open mic nights to coax out a different mix of performers.
“The open mic performances are rewarding in such a different way from Chapel because it might be someone’s firstever performance,” says music instructor Vince Hale. “So, it can be very sweet. It can be the start of the journey for someone.”
He explains that, in his time at the School, he has seen students begin that journey by timidly getting up in front of a small crowd at an open mic night, and go on to confidently perform in front of the whole School the following year.
In true Shawnigan fashion, performances aren’t just for students. Staff, whether or not they are attached to the music
program, are always welcome to join in alongside students, especially during less formal occasions. Like much of what happens at Shawnigan, music is a shared experience.
Vince regularly accompanies his students when they perform, whether it’s in Chapel or at a rock band concert. “I feel like they learn from having me in their ensemble because I have a lot of performing experience,” he explains. “Sometimes when I play in Chapel with them, I can feel their nerves radiating off them. And I can calm them down a bit when I’m onstage with them because I’m used to it. The goal ultimately is to let them have the strongest possible performance, and I feel like I can help them do that if I perform with them.”
While performing can certainly bring on anxiety for many musicians, young and old alike, the associated benefits can be life-changing.
Josef shares that, thanks to his early involvement in Shawnigan’s music program, he found himself singing the national anthem on Remembrance Day just two months into his first year at the School, a moment that proved to be pivotal in his Shawnigan experience.
“It really helped me to grow out of my shell,” he says. “That’s one of the reasons why I love the music program – it gives people this opportunity to perform, to put themselves in front of other people, and to get out of their comfort zone. In such a tight-knit community like Shawnigan, everybody is so supportive of that. And for me, it was a great way to push through my fears as a new student, and I’ve seen that happen with other people, too, who’ve grown as performers and as people.”
“ It is music that provides a platform for so many students and staff to express themselves in a way that is incredibly unique and deeply personal.
That personal growth is something that the instructors are particularly proud of. They know that every student’s journey has its own set of challenges and triumphs, and they make it their mission to meet each student where they are and support them along the way, becoming one part teacher and one part cheerleader. Every time a student musician courageously shares a piece of themselves on stage, the instructors’ hearts sing alongside them.
For most people, of course, the primary reason to make music is for the pure joy of it. And in today’s fast-paced world, the mental health benefits associated with music can be more valuable than ever before. Music can provide an escape, a sense of comfort, a way to channel emotion, and even a lens through which to view the world.
“I’ve always loved music,” Audrey beams. “It brings me joy and peace and it’s something to turn to when I’m feeling any overwhelming emotions. Sad or happy, I like to turn to music, and I think that’s something you can take with you in life because it’s something to help you cope.
“It’s easy to lose yourself in the busyness of Shawnigan. I think music kind of grounds me a bit, and it feels like I get a part of myself back.”
Another benefit that Shawnigan’s musicians and their instructors all attest to is the powerful sense of community that is built when making music with others. It is an act that brings together even the most different people in a wonderfully unique way. Just as each distinct voice or instrument plays an essential
role in a choir or band, so too does each individual as they become a valued member of the community.
They are united by the rush of getting the rhythm just right, the satisfaction of working through a particularly difficult piece, the understanding that long hours can bear many fruits, and the highs and lows of performing together.
“Music can make these amazing connections,” reinforces Vince. “And that kind of blends into what makes Shawnigan great, because Shawnigan’s all about connections.”
Another unifying force among musicians is the unique way in which they can look at the world and meet daily challenges.
Mandy sees this as one of the biggest strengths of the School’s music program. “Some of us have these creative, nebulous brains – like my own – that do really well in creative fields, and I want to nurture that,” she explains. “We want diversity of thought and creativity, and music provides that.”
She goes on to share that, regardless of whether it leads to a career in music, at the very heart of Shawnigan’s music program is the desire to nurture a deep passion for music that will last long after a student’s time at the School. She and Vince understand that, as an emotional outlet, a community-builder, a mechanism of joy, and an architect of courage, music will carry their students far in life. It is with the goal of creating this lasting love of music that they enter each day.
“I can’t see myself giving up music in any way, shape, or form,” promises Josef.
Position Unique A
STORY BY KEVIN ROTHBAUER PHOTOGRAPHY BY ARDEN GILL
WITHOUT A DOUBT, THE ADVISOR PROGRAM AT SHAWNIGAN LAKE SCHOOL IS SOMETHING SPECIAL, CONNECTING EACH STUDENT WITH A TEACHER OR OTHER QUALIFIED STAFF MEMBER TO CREATE A UNIQUE RELATIONSHIP THAT HELPS GUIDE THE STUDENT THROUGH THEIR TIME AT THE SCHOOL.
That could take the form of academic help, advocacy, or emotional support, but it is first and foremost a listening ear for students, many of whom are living far away from their parents and families.
But even within that program, there are relationships that transcend the format. For 2024 graduate Alex Nelson and her advisor Jennifer Manuel, the special connection goes far beyond what the program was created for.
Both Alex and Jennifer are ice hockey goalies. Anyone who has been around a sport with goaltenders knows that it takes a particular type of personality to do that job. While it isn’t unusual for advisors and advisees to connect in ways beyond the typical student-teacher relationship, sharing a common position – and passion – helped Alex and Jennifer develop a special bond from the start.
“Goaltending is such a unique position,” Jennifer says. “It’s probably one of the most unique positions in any sport, because you’re either the hero or the scapegoat. It’s a position of extremes, so I think for that reason, goalies automatically kind of get each other.”
No one at Shawnigan knew that Jennifer was a goalie before she started working at the School in the fall of 2022, so there was no intention of pairing up the two netminders. Alex was also new to the School that year, as a student and member of the U18 girls’ Prep ice hockey team. When Jennifer received the list of her advisees, she was thrilled to see that the group included a goalie.
Alex was understandably nervous to begin her boarding school experience in Grade 11, and it took a few sessions with her advisor before the connection blossomed.
“I think at first we were both a little reserved and quiet,” Alex remembers. “I don’t know what happened, but we just kind of started bantering and having fun. Even though last season, hockey-wise, was a little tough for me, I was able to go to Ms. Manuel and talk about it. We’ve just developed this really unique relationship that doesn’t happen that often between students and teachers. That’s what Shawnigan brings to students who come from all over – they find teachers that they trust.”
While the connection between Jennifer and Alex goes far beyond hockey, the sport and the position they play laid a strong foundation for that bond, as Jennifer knew how Alex would want to be treated after a difficult outing.
“If she came back late and said, ‘It wasn’t a good game,’ maybe somebody who doesn’t play that position or sport would ask, ‘Well, tell me more about it,’” Jennifer says. “But I knew to just leave her alone.”
Although Jennifer is a sounding board for Alex off the ice, she stops short of doing any coaching, leaving that to the Shawnigan hockey staff.
“She should be coaching me,” Jennifer laughs. “The hockey talk is about being in a unique position, so when we talk about it, it’s from a very specific passion for that position.”
Jennifer might not be offering Alex a lot of hockey tips, but they still have a lot to talk about. When Alex went to the 2024 National Aboriginal Hockey Championships in Grande Prairie, Alberta in May (she came home with a bronze medal), they were texting back and forth the whole time, and Jennifer streamed all of Alex’s games on her iPad.
“She takes great care in knowing how certain things are going in my life and in all of her advisees’ lives,” Alex says. “That’s definitely a big supporting thing that has helped me feel at home at Shawnigan for the last two years.”
In weighing her post-secondary options, Alex had to consider if it was worth playing hockey after Shawnigan. While some colleges and universities did talk to her about joining their hockey programs, Alex decided the best choice was to move away from competitive hockey and focus strictly on her education.
“Alex is in my creative writing class, and I remember her walking in and saying, ‘How do you feel, Ms. Manuel, about me not playing hockey next year?’” Jennifer says. “At first, I thought, ‘Why are you asking me?’ but then I was like, ‘No, that’s a valid question because we’ve talked about it so much.’”
There is another strand in the connection between Jennifer and Alex in addition to hockey. Alex is a member of the Snuneymuxw First Nation, and Jennifer, although she doesn’t personally have an Indigenous background, has First Nations family members, spent several years teaching in First Nations communities in northern BC and on Vancouver Island, and has written two acclaimed novels (The Heaviness of Things That Float and The Morning Bell Brings the Broken Hearted) that incorporate some of her own experiences and aspects of Indigenous culture. As well as being an English teacher at Shawnigan, Jennifer is the School’s Head of Indigenous Initiatives.
“The First Nations aspect is great, because Alex has really moved into a leadership role in that way, and we’ve helped each other,” Jennifer says. “She’ll come to me with ideas, and then I come to her with tasks, like land acknowledgements.”
“She’s really pushed me out of my comfort zone about doing things like leadership and land acknowledgements,” Alex adds. “She was the one who inspired me to do my capstone project, which was finishing the Indigenous space (a room that functions as a cultural hub and safe space for students of all Indigenous backgrounds). I was lucky enough to get it finished this year in time for presentations. I couldn’t be happier with the way that space has turned out.”
When the Guidance Office told Alex she needed two teacher references for her college applications, the first one who came to mind was Jennifer.
“We’ve just developed this really unique relationship that doesn’t happen that often between students and teachers. That’s what Shawnigan brings to students who come from all over – they find teachers that they trust.
“She’s been there,” Alex explains. “She’s seen it all. She knows me. I’ve been in her class. She’s been in my House. It was such an instant kind of thought, ‘Let’s ask her to do one,’ because you know that she’s going to be honest and she’s going to be truthful about everything. I think without her references I wouldn’t be going where I’m going, so I have her to thank for that as well.”
Obviously, not all advisors talk about hockey or First Nations culture with their advisees. Their number-one priority is to hear what the students have to say on any topic.
“It was made clear to me, and it was the best thing I was told, that you are there to listen,” Jennifer explains. “You are not there to correct in too strong a way. She has to know that there’s no judgment. If she comes and says I’m really struggling with this course or even with this teacher – which can be tricky because those are my colleagues – my job is just to listen, and
that really helped me navigate the advisor role. It’s a safe space to talk about those things.”
Advisors aren’t meant to take the place of parents for students; instead, they frequently work in concert with parents to help students progress along their Shawnigan Journey. Jennifer feels that her connection with Alex’s parents served to bolster her bond with Alex.
“Alex’s parents have been really active at establishing a relationship with me and seeing me as an ally for Alex at the School,” Jennifer says. “That part enhances the relationship immensely because Alex knows that her parents can stay in touch with me. It takes significant work to establish that, but it makes a world of difference.”
Jennifer sat with Alex and her parents at the graduation banquet in Whistler, where they talked about Alex’s postShawnigan future. Alex recalls a pivotal moment during her
Grade 12 year when she was struggling with some of her science courses, which caused her to reconsider the career in medicine she had always dreamed of. Jennifer helped her consider all the other different paths she could take, still circling back to the question closest to her heart: how she could support Indigenous communities.
“It’s been such an adaptive advisor/advisee relationship,” Alex says. “I struggled to really decide what I wanted to study in university. I had a lot of one-on-one conversations with Ms. Manuel, who also happened to be my English teacher, so she got me onto, ‘You have the option of succeeding in a Bachelor of Arts in English,’ so that’s what I’m going to study next year.”
In the longer run, Alex hopes to progress into law school. She plans to continue playing and coaching hockey and lacrosse (she was a gold medallist in box lacrosse at the North American Indigenous Games) on the side.
It isn’t unusual for advisors and advisees to stay in touch long after their official partnership has ended. Staff members at Shawnigan talk about continuing to exchange emails or getting together for dinner with advisees decades after the students have graduated. Alex and Jennifer anticipate that theirs will be one of those relationships that stands the test of time.
“We’ll be meeting for lunch for a long time, I’m sure,” Jennifer says. “We’ll be friends after she graduates. I see that part growing as she’s suddenly not my student and that relationship can expand.”
Alex will be attending the University of British Columbia in fall 2024. In August 2024, Alex was announced as one of 10 provincial recipients of the 2023 Premier’s Awards for Indigenous Youth Excellence in Sport.
Into the Swing
STORY BY OMAR MAWJEE ’00 (LONSDALE’S)
PHOTOGRAPHY BY ARDEN GILL
I BELIEVE THAT NURTURE IS THE PERFECT THEME FOR THE GRADE 8 STAGE OF THE SHAWNIGAN JOURNEY.
This focus helps the School’s youngest students to not only achieve academic success, but also to develop into confident and versatile individuals who are prepared to face the challenges of the future.
I graduated from Shawnigan Lake School in 2000 (Lonsdale’s) and have served on the Board of Governors since 2021. I now live in Bellevue, Washington, and usually when I tell my friends – especially those from my recently adopted country – about my high school experience, nurture is the last word that they would associate with a boarding school. They typically don’t believe me when I say that I chose to attend a boarding school.
But nurture was a cornerstone of my Shawnigan experience. The School’s environment was designed to foster growth, development, and success in every student. From the dedicated teachers who went above and beyond to support us to the close-knit community that provided a sense of belonging and encouragement, nurture was embedded in every aspect of school life.
Shawnigan’s diverse offering of academics, athletics, and fine arts – and emphasis on having each student participate in all three – creates new interests and develops students throughout their time at the School, helping the seeds germinate to maturity, even after graduation. Each year, hundreds of students enter the School’s gates and are enriched because of the nurturing environment that is part of Shawnigan’s DNA.
I am one of thousands of alumni who have benefited from that environment.
I enrolled at Shawnigan during my Grade 9 year, and I was one of a handful of students who joined after the big cohort of new students who had joined in Grade 8 the year prior. Coming into a situation where many students in my grade already had tight bonds and were familiar with the cadence of Shawnigan life was challenging at first, as was being away from home for the first time. Being a big sports fan, I looked for acceptance and familiarity in athletics. I found out early on that no amount of nurturing was going to make me a rugby star. Despite having world-class rugby player Marius Felix as my House Director and rugby coach, my high-water mark for rugby contributions to Shawnigan was as a limited but enthusiastic member of the Colt C team.
I was more excited about my prospects in the winter term. As a die-hard Vancouver Canucks fan, I was excited to make my mark on the ice hockey team. The one problem was that, despite playing ball hockey and roller hockey as a kid, I didn’t grow up playing ice hockey. Fortunately, in those days there was no ice rink on campus, the Shawnigan ice hockey team was short of players, and there were no tryouts, so with some cagey answers about my prior hockey experience, I was welcomed onto the team. I look back and vividly recall our first practice, and not even knowing how to put on my hockey equipment. I kept looking across the dressing room to our captain and trying to mimic what he was doing.
Fortunately, things got better – I learned how to put on my equipment, and as a result of patient coaching, my skills slowly improved. I looked up to, and aspired to play like, the veterans on the team, and each of them was supportive in their own way and nurtured my passion for the game. Despite my
“It is vital to have nurturing coaches, teachers, and teammates – and we certainly had that at Shawnigan.
love of hockey and the great coaching I received, my career stat line over four seasons was one goal (which was deflected off my helmet in a crease-wide scramble) and two assists. What I lacked in offensive prowess, I tried to make up for with spirit, carving out a role on the team by standing up for my teammates, and – once I could skate fast enough – finishing my checks, which resulted in me getting to know many of the referees on a firstname basis and recording 400+ penalty minutes, which I have been told may still be an unofficial Shawnigan record.
After having a lot of fun but not finding much success in the fall and winter sports, the spring term changed things for me – and had a huge effect on my life. Growing up on Vancouver’s North Shore, I learned the game of golf at Gleneagles Golf Course, a municipal nine-hole course near Horseshoe Bay. But in my first year at the School, golf was open to senior students only, so I had to plead my case to try out for the team.
That year, the golf coach, Lew Fraser, was on sabbatical and my science teacher, Scott Noble, filled in as coach. He agreed to let me try out, which consisted of playing nine holes with him and two senior players. Armed with my mom’s old Daiwa irons and some misfitted woods, I got off to a slow start, bogeying the first hole. I hit a poor tee shot on number 2 and felt my chances of making the team slip away. With 56 yards left to the pin, over a bunker for my third shot on the par-4, I grabbed my favourite club – my sand wedge – and pitched it onto the green. It bounced once and disappeared into the hole. At first I didn’t realize it went in for birdie, but my playing partners were celebrating, and before I could fix my divot, I heard Mr. Noble say, “Welcome to the team, son.” I don’t remember much of the remaining seven holes of that round, but I was relieved and excited that I would get to play on the golf team. Shawnigan’s small size helps make its nurturing environment possible. I probably would not have made the golf team at a larger school. But once I earned my spot at Shawnigan, I became obsessed with the game. Our golf team didn’t find a lot of success against other schools, but I was able to play in weekly matches, often against players two or three years older than me. Through these matches, I learned how golf is a microcosm of life. Sometimes you hit good shots and get bad breaks; sometimes you hit bad shots and get good breaks. The game is predicated on sportsmanship and integrity. The golf ball doesn’t really care how big or small you are or what you look like – it is a game where even the pros rarely hit more than a couple of shots exactly how they intended, so you are constantly picking yourself up after some level of failure. It is vital to have nurturing coaches, teachers, and teammates – and we certainly had that at Shawnigan.
With each passing year, my passion for golf – and, more specifically, the Shawnigan golf team – grew. After transitioning from being a wide-eyed rookie, I took on more responsibilities as a leader on the team. During my Grade 10 year, I was often paired up against other schools’ top-ranked golfers, which forced me to up my game.
The most special golf season, however, came in my Grade 11 year. For the first time, we qualified for the Island Championships out of the Mid Islands, a big accomplishment for us. And my favourite golfing memory at Shawnigan occurred during that year’s Independent Schools Association of BC (ISABC) tournament – which, at the time, the School
had never won. Our self-described band of misfits travelled to the Mainland to battle the other independent schools at Furry Creek Golf and Country Club. We felt like heavy underdogs, as usual, with some of the other schools boasting provincially and nationally ranked players. That day, the Shawnigan squad played some of our best golf under difficult circumstances, and we brought home the trophy, prevailing over the traditional golf powerhouses.
Upon graduating from Queen’s University and beginning my career, my passion for golf led me to work in sports. If I couldn’t play professionally, the next best thing would be working in sports. As Managing Director of the Seattle Seahawks Regional Marketing Office – Canada, I created the 12 North Golf Classic, a 12-hole golf tournament in Vancouver, and exposed many Seahawks players to golf for the first time. I remember player Russell Wilson standing on the first tee at University Golf Club in Vancouver (home of the Shawnigan Lake School Alumni Golf Classic) and slicing one over the fence, almost taking out a TransLink bus. Another year, we brought up players Richard Sherman and Kam Chancellor, neither of whom had ever golfed before. They were so competitive and wanted to beat each other so badly, but had such bad form that I was scared they would injure themselves before the football season began.
After leaving the Seahawks, I took over a research and analytics company that is heavily involved in professional golf. We work with the PGA Tour, USGA, and other key stakeholders within golf, working to measure fan experience, grow golf participation, and measure the economic impact of the sport I grew to love during my time at Shawnigan.
Golf was the main catalyst that drew me back to the School. For many years after graduating from Queen’s, I was not very active within the Shawnigan community. It was the Alumni Golf Classic that brought me back, after our old golf team entered a foursome into the event. That put me on a track to volunteer on the event committee, and then onto the School’s Board of Governors. One of my proudest moments as a School Governor was when Shawnigan’s golf team won the provincial championships in 2022.
In reflecting on my time at Shawnigan, I can see how the nurturing environment shaped me into the person I am today. The friendships I formed, the mentors who guided me, the passions that were ignited and then fanned into flame at the School – all played a crucial role in my development and career path.
I often think of all of us as unique trees in a forest. No matter the type of tree or its growing conditions, the early stages are crucial. Shawnigan is part of that initial phase: without a nurturing environment, a seedling cannot develop the roots that help it grow to new heights.
As a Governor, I am passionate about how Shawnigan can continue to help our forest of alumni grow beyond the gates, and how we can nurture their passions as they develop, grow, and stay connected to the Shawnigan family.
There is no doubt that Shawnigan has helped me to grow, develop, and succeed. The encouragement that I received at the School has had a profound impact on my career, and even how I spend time with my family. I am forever grateful for how Shawnigan helped to nurture my passions.
“Although we are all so young, I feel that there is so much that we can learn from each other, and I think that is a big part of why boarding is so unlike any other type of school. One thing I know is that Shawnigan can be extremely challenging. We are constantly being tested and constantly busy, and in getting caught up in all of that, it’s easy to take the incredibly special thing we have here for granted. So, for all the returning students, I urge you to try your absolute best to keep your head up. Take everything in, and don’t go about your time here trying to get it over with. That is a mistake that so many of us Grade 12s have made, and today we all sit in this Chapel wishing to have just one more minute with our teachers, our roommates, and our friends.
Grace Shepherd ’24 (Kaye’s) Extract from her Year-End Speech to the School, June 2024
FINALWord
“
This really has been my home for the last five years, and I don’t feel like that just because this is where I fall asleep. It’s because I get to wake up with a family, eat breakfast with a family, and go to classes, play sports, and spend my evenings with a family. I often like to complain about how swamped I am with prep, how busy I can get, how tired I am, etc., but that’s all just blabber. Work doesn’t really feel like work when you’re doing it next to the people you love. So thank you all for being so lovable. That feeling of home that I’m talking about stems from the uncommon kindness of those who take care of us. Thank you to all of the staff, in the classroom, in the House, and around the School, for always going a step further than you need to, for sacrificing your time, and for lending your wisdom. We’re so fortunate to be surrounded by such caring people.
Jackson Palmer ’24 (Duxbury)
Extract from his Year-End Speech to the School, June 2024
FROM OUR CO-HEADS OF SCHOOL
Community SHAWNIGAN
Notable Achievements 2023–2024
Shawnigan Welcomes a New Chair of the Board
Shawnigan was delighted to welcome a new Chair of the Board in October 2023: Jacqueline Flett ’97 (Groves’). Jacqueline served as Vice Chair of the School’s Board for four years and took the proverbial baton from Fiona Macfarlane, who led the Board with distinction for four years.
A fter working as a general solicitor at a prominent downtown Vancouver law firm for six years, Jacqueline founded Flett Law in 2011, a forward-thinking law firm focused on value and fixed-fee billing, and leveraging on technology to make legal services accessible and cost-effective for all clients. In 2021, Flett Law merged with Breakwater Law. Jacqueline acts as a trusted business advisor to private companies and professionals in a variety of industries.
S ince 2016, Jacqueline has also been a Director of The Ghost CEO, North America’s leader in business development coaching. In this role, Jacqueline is responsible for strategic planning and oversight of The Ghost CEO’s legal and accounting professional practice within North America.
J acqueline’s love for Shawnigan runs deep, and she has dedicated her time on the Board to ensuring the School is financially accessible to more families.
Athletics
1. Dylan Compton ’23 (Copeman’s) helped Canada West win the gold medal at the 2023 World Junior A Challenge in Truro, Nova Scotia in December. A defenceman, Dylan finished the tournament with one goal and one assist in six games. Dylan spent two years with Shawnigan’s U18 Prep boys’ ice hockey team before playing junior hockey. He has committed to playing Division 1 hockey for Northeastern University beginning fall 2024.
2. Ian Hyde-Lay ’75 (Lake’s) and Eddie Evans ’81 (Lake’s) were named as inductees into the BC Rugby Hall of Fame for 2024. Ian joins his father, Derek Hyde-Lay, a long-time Shawnigan staff member, who was inducted in 2007. This achievement demonstrates the influence Eddie and Ian have had on rugby, not only in BC, but also across Canada.
Images courtesy of BC Rugby
Arts
1. On April 12, 2024, Sasha Luchkov ’23 (Lonsdale’s) was a featured performer in the Concert for Peace at the Chan Centre for the Performing Arts on the campus of the University of British Columbia. Proceeds from the concert supported Thrive Refuge’s Fine Arts Bursary Program with the Immigration Services Society of British Columbia to provide fine arts education to incoming refugees. In advance of the concert, he shared some of his personal journey from Ukraine to Shawnigan and Canada on CBC Radio.
2. Brendan Tang ’93 (Lake’s), award-winning artist and ceramics instructor, was a judge on the new show The Great Canadian Pottery Throw Down, which ran on CBC from February to April 2024.
3. Cassie Chang ’16 (Renfrew) was an understudy for the lead character, Laetitia, in the production of Gian Carlo Menotti’s opera, The Old Maid and the Thief, presented by the Heroic Opera Company on June 1 and 2, 2024, at the Orpheum in Vancouver. Cassie will be touring BC for the 2024–2025 season. Last September, Cassie returned to the School to perform at the Truth and Reconciliation Chapel service.
3. Shawnigan hosted the Mike Johnson Classic Squash Tournament from May 10 to 11, 2024. The School was honoured to welcome back a number of alumni, including Bransten Ming ’15 (Lonsdale’s), Ryan Picken ’17 (Lonsdale’s), and Michael Mehl ’18 (Ripley’s), who are still competing at an elite level. Bransten prevailed in the final, having come through a well-fought semi against Ryan.
4. Meghan Gillmore ’21 (Renfrew) was named the 2024 Rookie of the Year for the University of Victoria Vikes Varsity rowing program.
5. Gaby Morton ’16 (Groves’) won gold at the Henley Women’s Regatta in June 2024 with the London Rowing Club Coxless Four.
Academic
1. Chelsea Gladstone ’15 (Renfrew) graduated with her Juris Doctor degree from the Peter A. Allard School of Law at UBC in 2023 with a dual specialization in business law and Aboriginal law. Chelsea is working as an articled student at Boughton Law Corporation in Vancouver, BC. By pursuing a career in Indigenous law, she hopes to create pathways that support the goals and needs of First Nations peoples.
2. Sarah McDonald ’23 (Renfrew) is now a published scientific author. In January 2024, the Canadian Science Fair Journal published her research on the environmental effects of vaping liquids and cigarette butts. Sarah originally conducted this research for her Japan Super Science Fair project while she was a student at Shawnigan. Sarah just completed her first year at McGill University, where she plans on doing a double major in psychology and English with minors in microbiology and immunology.
2024 Graham L. Anderson Alumni Scholarship recipients: Sharm Pedersen ’24 (Strathcona) and Shaughnelene Smith ’13 (Groves’)
3. Since her time at Shawnigan, Shaughnelene earned a Bachelor of Science (Honours) from Queen’s University, graduating with distinction in 2017, then attended medical school at Kansas City University, where she discovered her passion for social determinants of health, with a specific focus on geographical isolation and the negative impacts on the health outcomes of patients. This scholarship will support Shaughnelene as she completes her post-graduate medical education at Mayo Clinic to become a fully licensed board-certified physician.
4. Sharm is a recent graduate of Shawnigan Lake School, where she excelled academically. This fall, Sharm will attend the University of Toronto, taking the Rotman Commerce undergraduate business program, helping her achieve her goal of becoming a successful entrepreneur in international business.
Career
1. Rhys Davies ’10 (Copeman’s) and Ryan Gan ’14 (Duxbury) are both serving as Naval Warfare Officers aboard the HMCS Vancouver, deployed to the Indo-Pacific region for Operation Horizon from August to December 2024. Rhys is the Operations Officer, responsible for coordinating with teams on and off the ship, including an air team, a logistics team, a combat systems team, a deck team, and an operations team of over 60 members. Ryan is a Watchkeeper, responsible for steering and operating the ship on the Captain’s behalf, navigation, weapons, and the routine of all sailors aboard. Ryan is also a navy diver and the Diving Officer aboard HMCS Vancouver.
2. Alexandra Hennig ’10 (Kaye’s) achieved a professional milestone in June 2024, presenting at her first external speaking engagement at an Impactic Global GmbH conference in Munich. Alexandra is a senior manager in marketing at the Coca-Cola Company.
3. Avi Horwitz ’12 (Lake’s) was recognized as a BCBusiness 30 under 30 winner in 2023. Following his time at Shawnigan, he studied at Western for a year but then decided the academic route was not for him. He took time out for reflection in early 2016, and then spent six months working in the flooring division of a Vancouver furnishing company. In October 2016, Avi broke out on his own and established his own company, Sterling Floor & Tile. He saw success quickly, with over $1.5 million in sales in the first year. Avi projects sales will hit $50 million for the company in a couple of years.
4. On February 1, 2024, Mike Kaye ’87 (Groves’) stepped into the role of Chief of the Saanich Fire Department. Mike has served with the department for the past 25 years and has held various positions. Mike is also the proud recipient of the Queen Elizabeth II Diamond Jubilee Medal for community service and leadership.
Life Updates
1. Ben Kingstone ’08 (Ripley’s) married Leah Hughes on September 9, 2023 in Cumberland, BC. Alumni in attendance included Sarah Kingstone ’07 (Kaye’s), Chris Linn ’08 (Ripley’s), Alex Housser ’08 (Duxbury), Dafydd Samuel ’08 (Ripley’s), Brendan Cook ’08 (Ripley’s), and Brian Sirkia ’08 (Lake’s).
2. Dafydd Samuel ’08 (Ripley’s) married Emily Cox on December 31, 2023 at Shawnigan Lake School.
3. Rachel Conconi ’11 (Renfrew) married Brian Cross on July 8, 2023. Alumni in attendance included Amanda Reid ’09 (Renfrew), Dayle Murray ’09 (Renfrew), Marlie Coward ’09 (Strathcona), Morgan Lee ’10 (Renfrew), Jacqlyn Kernohan ’10 (Renfrew), Alex Conconi ’05 (Copeman’s), Katie Flanagan ’06 (Renfrew), Maddy Hall ’08 (Renfrew), Kelly Rentz ’11 (Renfrew), Chloe Wurm ’11 (Renfrew), Tessa Hallet ’11 (Kaye’s), Lizzie Adams ’12 (Kaye’s), Shannon Kelly ’11 (Groves’), Jenna Hickman ’11 (Groves’), and Dave Hansford ’02 (Duxbury).
4. Brian Sirkia ’08 (Lake’s) married Samantha Vivian on April 6, 2024 with many Shawnigan alumni in attendance.
5. Long-time SUSA (Shawnigan USA Fund) Board Member Stuart Milbrad ’48 (Lake’s) celebrated his 95th birthday with family and friends on June 14, 2024.
5. Conor Finucane ’00 (Copeman’s) was married in June 2024. Shawnigan alumni in attendance included (L-R in photo below): Joel Duthie ’00 (Copeman’s), Matt McClure ’00 (Copeman’s), Erik Groot ’00 (Copeman’s), Paul Houghton ’00 (Ripley’s), Conor Finucane ’00 (Copeman’s), Ryan Sutcliffe ’00 (Ripley’s), Seppe Laudisio ’99 (Copeman’s), Yuichi Levinson ’00 (Lake’s), Kevin Finucane ’02 (Copeman’s), James Carswell-Engle ’00 (Ripley’s), and Toby Cubitt ’99 (Copeman’s).
Achievements
1. Ian MacDonald ’01 (Ripley’s) was recognized by the Calgary Chamber of Commerce through the Volunteer of the Year Award for his work as a Chamber Ambassador. Ian is the Business and Innovation Leader with KPMG in Calgary, where he leads the High Growth Ventures program, working with tech and innovation startups and scaleups. He lives in Calgary with his wife, Kelly, who he married last June.
2. As everyone at Shawnigan celebrated the incredible fundraising efforts of our friends at Cops for Cancer Tour de Rock, alumna Briana James ’06 (Renfrew) had an exciting story of her own to share. In summer 2023, Briana embarked on the Tour de Cure bike ride for BC Cancer in honour of her late mother, Ali. “It was a tribute to her memory, a celebration of her spirit, and a way to honour her enduring love,” said Briana. Thanks to an outpouring of generosity and Briana’s hard work, she was able to raise an outstanding $262,957. In total, the ride collectively raised $7.1 million for essential cancer research.
3. Édouard Receveaux ’17 (Duxbury) competed in the Culinary Olympics in Stuttgart, Germany in February 2024. Édouard was one of seven members on Team Canada and earned two silver medals.
Alumni Gatherings
1. In June 2024, a group of Shawnigan alumni, friends, and staff competed in a friendly fishing tournament and revived the Derek Hyde-Lay Fishing Derby at Langara Fishing Adventures, owned and operated by Rick Bourne ’69 (Copeman’s). Freeman Ford ’57 (Ripley’s), Iain Morris, past parent, and James Morris ’17 (Duxbury) joined Head of School Larry Lamont, Deputy Head of School Bill Nicholas, and Campaign Director Greg Stevenson for a five-day fishing expedition to Haida Gwaii.
2. A group of nine Shawnigan Lake School old boys from the Class of 1977 gathered in Vancouver in spring 2024 to honour a classmate, Ross Sterling (Copeman’s), who recently passed away. For some in the group, it was the first reunion with classmates since graduation, so the gathering lasted very late into the night as the group shared over 47 years of stories, memories, and recollections. In attendance were Mike Hill (Lake’s), Chris Hyde-Lay (Lake’s), Martin Goodger (Copeman’s), Matt Arrott (Groves’), David Davies (Lake’s), Trevor Creaney (Copeman’s), Steve Baker (Copeman’s), Ross Gilmour (Lonsdale’s), and Bruce Anderson (Copeman’s).
3. The Class of 1973 came together at Founder’s Day 2023 to commemorate their 50th reunion and established the new Class of ’73 Zenith Scholarship. The Class of ’73 Zenith Scholarship aims to extend the pioneering legacy of the Class of 1972’s Spirit of ’72 Scholarship, inspiring forthcoming classes to continue this tradition. The Class of 1973’s choice to create a lasting legacy is one that will have an immeasurable impact on future students at Shawnigan.
Approximate total value of scholarships and financial aid received by the Class of 2024 applications
$3.2M
5
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with Honours 20
Scholars with Distinction
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NOTES
This magazine is a regular publication of Shawnigan Lake School. No material from this magazine may be reproduced in any form without written permission of Shawnigan Lake School.
We acknowledge with respect the Coast Salish Peoples on whose traditional lands and waterways we live, learn and play. We are grateful for the opportunity to share in this beautiful region, and we aspire to healthy and respectful relationships with those who have lived on and cared for these lands for millenia.
