St. Clement's School - Red Blazer - Spring 2018 by St. Clement's School

A publication for all members of the St. Clement’s School Community — Spring 2018

Spring 2018

Our mission St. Clement’s School develops outstanding women who are intellectually curious, courageous, and compassionate. Principal Martha Perry ’85 Executive Director of Advancement Lisa Watson Associate Director of Communications Kristin Mills Editor Jen Rowe, Communications Manager

SCS is a special place

While our girls imagine their futures, we are always imagining the best ways to get them there. With our small school size, St. Clement’s is uniquely positioned to address each girl’s dreams and aspirations with individualized nurturing and attention.

Copy Editor Joanne Thompson, Past Staff Graphic Design Underline Studio Contributing Photographers Daniel Ehrenworth Karri North Derek Monson, Staff Alisha Trigatti, Staff Illustrations Rami Niemi Ali Mac Printing Andora Graphics Inc. Thank you to all of our community members who contributed photographs, stories, opinions, and personal expertise in creating this magazine. Your input is encouraged: Kristin Mills, Associate Director of Communications 416 483 4414 x2230 kristin.mills@scs.on.ca Alumnae Contact Meagan Thomas Associate Director, Alumnae and Donor Relations 416 483 4414 x2231 meagan.thomas@scs.on.ca

St. Clement’s School 21 St. Clements Ave. Toronto, ON M4R 1G8 Canada Telephone 416 483 4835 scs.on.ca

COVER PHOTO KARRI NORTH

Red Blazer is published twice yearly by the Advancement Office for all members of the St. Clement’s School Community.

Red Blazer Spring 2018 |

Table of Contents

At SCS, I gained a very strong work ethic, good time-management skills, and grace under pressure. All of these are vital to working successfully as a freelancer. — Alex Boersma ’11 on how SCS prepares its students

5-9 10-16 17-25 26-29 2

| Red Blazer Spring 2018

Life at SCS Principal’s Perspective ..................................................................... 5 Highlights ............................................................................................... 6 At Issue (Q&A) ..................................................................................... 8 Day in the Life ...................................................................................... 9

Features Partnering Up .................................................................................... 10 Does Curiosity Really Kill Cats? .................................................. 14

From the Desk Sports .................................................................................................... 18 Arts ......................................................................................................... 20 Math & Science................................................................................. 22 Advancement & Giving .................................................................. 24

Experiential Education Out There............................................................................................ 26

Community Making Connections ....................................................................... 28

30 32-37 38 43-48

Feature The LINCWell Toolbox .................................................................... 30

Next Chapter Alumnae Profiles............................................................................... 32 Alumnae Connection....................................................................... 34

Feature Academic Vision ............................................................................... 38

Bulletin Board Class Notes ......................................................................................... 44 Staff News ........................................................................................... 47 Tempus Fugit ..................................................................................... 48

Red Blazer Spring 2018 |

Life at SCS Principal’s Perspective

Did you know? Despite their lack of visible ears, penguins have excellent hearing.

Well equipped Martha Perry ’85

Being guided by a mission is important.

We must know what it is we wish for our girls and young women both as they develop at St. Clement’s and, most importantly, when they leave the School and move on to their next stage of life. While our mission of developing outstanding women who are intellectually curious, courageous, and compassionate is our ultimate goal, the learning, leading, and living along the way provides our girls with the skills and experiences that contribute to their standing out amongst peers outside St. Clement’s. While our girls are afforded a vast number of opportunities and experiences, every one of them from Grade 1-12 is also being equipped with a diverse toolbox of skills, strategies and approaches through our School’s unique LINCWell approach. LINCWell is designed to craft an experience for each of our girls that is characterized by Learning, Individualization,

Nurturing, Creativity, and Wellness (LINCWell). The brainchild of my predecessor, Pat Parisi, LINCWell is not a place or a program, but an approach that affects the ways in which our girls consider who they are as learners, how they manage their work and study, how they approach their physical and mental health, and how they best take care of themselves such that they are resilient, compassionate, and self-compassionate women. Our ultimate goal is to enable each one of our girls to learn well, lead well, and live well. LINCWell ensures we can meet this goal, so that by the time our girls head out beyond our school, they have developed into young women who have the confidence to take on that world, in whatever way they choose. We do this in many ways, through a variety of programming including mindfulness education and practice in the Junior School, and the Sprouting Minds program for Grade 6; our LINC7, LINC8, and LINC9 Middle School curriculum emphasizing work habits, study strategies, metacognitive skills, and mindfulness and wellness; and, in the Senior School, life skills workshops and leadership retreats and training. These are but a few highlights. The tools our girls are acquiring during their time at St. Clement’s are invaluable. Beyond the specific academic disciplines in which our girls enroll, their broader capacity for learning, leading, and living is what truly makes our mission possible.

While our girls are afforded a vast number of opportunities and experiences, every one of them from Grade 1–12 is also being equipped with a diverse toolbox of skills, strategies, and approaches.

Red Blazer Spring 2018 |

Life at SCS Highlights

Highlights

Golden girls The grads are celebrated early in the school year, when they receive their gold belts at assembly.

| Red Blazer Spring 2018

Images from top left: 1 Parents’ Association BBQ 2 Stuart House Day 3 Tudor House Day 4 Spirit Week 5 Dodgeball Lessons 6 Tudor House Day 7 Junior School Christmas Production 8 Gold Belt Assembly 9 Windsor House Day 10 Halloween 11 SCS Hockey Day 12 Field Day 13 York House Day

9 IN NUMBERS

90+ The number of elective course options in Grades 10 –12.

1 Great grilling The PA BBQ is always a hotly anticipated event in the SCS calendar! It’s a great opportunity for the whole community to gather together. 2

5 The number of Olympic rings — we cheered the 2018 Winter Olympics with spirited House Olympic events!

1st We cheered the inaugural SCS Hockey Day as part of Spirit Week festivities!

SPRING / SUMMER SNEAK PEEK

Carnaval House Improv Lumina Fashion Design Show Volunteer Assembly May Day Friendship Assembly Closing Ceremonies

11 Rinkside spirit For the first time, SCS Hockey Day was part of Spirit Week! Upper School students and staff came out to cheer on the Hockey Team. 6

Red Blazer Spring 2018 |

Life at SCS At Issue

Life at SCS A Day in the Life

Q&A

Dena ’19 and Hannah ’28 Abtahi AMY YEUNG,

ANJALI SACHDEVA, Grade

My leadership role as Peewee Dance Team Head has allowed me to connect with the Junior School girls. By working with the younger girls, I have gained a newfound respect for their determination to try something new, no matter the difficulty.

MAYA ANNAMALAI,

Grade 4

I enjoy recess at SCS because I can play and have fun with younger students. I also like reading with my Grade 2 Reading Buddy, Hannah!

SOPHIA TAYLOR,

Grade 9

Working with younger and older girls at St. Clement’s gives me the ability to learn and get advice for what is coming next from the older girls, but it also gives me the ability to teach and give advice to the younger girls.

| Red Blazer Spring 2018

A Day in the Life

What do you gain or learn by working together with girls who are older/younger than you?

Grade 6

7:00 A.M. We get dressed and eat our breakfast. We walk to school together every morning and discuss our schedules. Hannah and I arrive at school at 7:45 a.m., and I help with the Before School program, where Hannah plays until the bell rings at 8:15 a.m.

It’s nice to see students of different ages sharing their opinions with one another. The students here at SCS are open to new ideas, and I love being a part of a small school community where I am known.

Grade 10

Older girls have a lot of wisdom and advice to share on anything from school to social life. With younger girls, you get a new perspective and you better understand your impact because those girls look up to you.

KAITLYN WAN,

8:17 A.M. After playing in the side yard, I head to my locker and get ready for class. I always make sure my tunic is looking nice.

9:00 A.M. Each morning, my whole class sits on my favourite rug for our morning meeting. Today, we do a Smarties greeting. We all get a few Smarties and their colours mean different things. Based on your Smarties colours, you have to say your favourite thing about that subject.

11:05 A.M. In Physics, I hand in my Rocket lab, an experiment that was fun. This class is also very lively and vibrant — a truly amazing environment in which to learn such an awesome subject.

10:30 A.M. In Science, I work on a poster with my classmates, Sophia and Charlotte. Our poster is about narwhals, sharks, and dolphins. My favourite animal is the dolphin.

9:50 A.M. In Chemistry, I have my second unit test. Before I sat down to write, I was extremely nervous, but while writing the test, I realize that I’m well prepared.

12:25 P.M. On Wednesday, I attend Diversity Committee. Today, we watch a video on being an ally, as we’re trying to create a special week on that topic for the entire School.

Hobby: finger knitting

Grade 8

Every day, the younger students remind me to take life slowly and to enjoy being a kid. The older students are my guide to how I should balance my work and make decisions for the future.

8:50 A.M. In Spanish, we do prep work for our AP exam, taking place in May. I answer multiple-choice questions based on an article I read.

Hannah

House Tudor RENÉYAH BROWN,

Dena

Favourite music: Logic

2:35 P.M. My last class of the day is AP Capstone. In Capstone, we’re always looking at the bigger picture, trying to understand major global issues. This helps us better understand the world we live in.

12:45 P.M. During lunch, my friends Caroline, Eden, and I meet with Paige H. about an Animal Rights Club for the Junior School.

1:15 P.M. Back on the carpet, Ms Armstrong reads Reindeer Christmas, which is part of our Holidaypalooza show. It helps us get more comfortable with the words we have to speak.

4:00 P.M. After school, I go home and spend time with my little brother, Kian!

Favourite sport: soccer

4:00 P.M. After school, I go to St. Clement’s Early Learning School to help with their After School program until 5:00 p.m. It’s always refreshing to play tag and hide-and-seek with the nursery school children.

Red Blazer Spring 2018 |

At St. Clement’s, we’re always on the lookout for unique learning opportunities for our girls, regardless of the course or subject matter. It’s a key part of our academic vision; hands-on experience inside and outside our building goes hand-in-hand with classroom learning.

Think about experiential learning when it

comes to conservation, for example — it is one thing to read about chimpanzee conservation attempts in Africa; it is quite another thing to witness the work being done in the leafy, protected forests in Uganda on an actual chimpanzee trek. Or, consider how much there is to learn about Indigenous Canadian history; there are countless books and articles to pore over, but listening to stories recounted by a First Nations elder around a fire in Northern Ontario can spark a real understanding. St. Clement’s is a small school, but our reach is wide when it comes to the opportunities for learning and growth that we offer to our girls. Learning partnerships are one strategic way we accomplish this; in fact, they are a key component of our vision for the future as identified in our 2020 strategic plan. To help to ensure our stated goal of excellence in teaching and learning, we must solidify our established learning partnerships, and nurture new collaborations. Two partnerships at very different phases of development help to illustrate how we plan to achieve this important component of our vision. 10 | Red Blazer Spring 2018

Red Blazer Spring 2018 | 11

With the right partnership, we can forge personal connections that really endure. — Louise Melville, Coordinator of Experiential Education

An Established Connection

St. Clement’s partnership with Moose Factory and the Moose Cree First Nation was forged in 2010, and has been strengthened since then with regular visits by SCS students and staff, and, two years ago, with a reciprocal visit by a group of elders and Grade 8 Moose Factory students. The power of this partnership isn’t based solely on trips taken once or twice a year — although that goes a long way toward building the understanding and respect that is crucial for a mutually beneficial exchange. SCS’s relationship with the Moose Cree is layered into many aspects of our programming, both curricular (Indigenous Studies class) and co-curricular (Indigenous Affairs Circle). There are many champions of Indigenous rights at SCS who are eager to educate their peers, highlighting our ongoing relationship. “Having now visited Moose Factory myself, I can see the warmth in the community towards ours, the willingness to talk and engage in activities that develop our understanding of the community and the difficulties they face,” observes Louise Melville, Coordinator of Experiential Education. “I was deeply affected by the beauty of the land, the people, and the culture. Where I felt the connection most was in the genuinely affectionate greetings, hugs, and smiles — like a family member had come home. It was very special.” A long-term partnership like Moose Factory continues to have an impact on students 12 | Red Blazer Spring 2018

after they leave SCS. Charlotte Butler and Lauren Wildgoose, both ’12, first visited as students and returned in the summer of 2017 to spend three weeks living as part of the Moose Cree community. On their most recent trip, Charlotte and Lauren spent most of their time with Kim Cheechoo, who creates wonderful cultural opportunities for visitors to, and residents of, Moose Factory. The three women discussed the transformational impact an experiential education opportunity would have on Grade 8 Moose Factory girls — a trip where they go out onto the land with elders. Charlotte and Lauren left Moose Factory the second time with an idea to help make such an experience possible. They decided to host a fundraiser in Powell Hall. The inspiring evening featured a talk by traditional healer and Moose Cree First Nation member Arlene Faries, who touched on a number of timely topics like residential schools and trauma, and the importance of traditional ceremonies and a connection to the land. It’s just one example of alumnae impacted by our connection to Moose Factory who didn’t want their involvement to end with graduation. A Starting Point

It’s inspiring to see the ongoing impact an established partnership like the one between SCS and Moose Factory has on our current students, alumnae, and staff. It’s also exciting to see the possibilities for a brand new

partnership in its infancy — one that also features alumnae support. In 2016, Zarin Machanda ’97 was visiting SCS for a Tea Talk with Middle School students. While she was in the building, she approached Louise with an idea: wouldn’t it be fantastic for SCS to connect with the organization she worked with in Uganda, the Kasiisi Project? Louise was eager to hear more. Zarin’s professor Richard Wrangham had set up a research centre in the Kibale Forest years ago; this helped to eventually designate the forest as a conservation site, not least because of the large number of primates living in the forest. It is now known as Kibale National Park. Richard’s wife, Elizabeth Ross, then set up the Kasiisi Project in 1997, with the aim of conservation through education and health programs. The Kasiisi Project works with several research groups in and around Kibale National Park to target critical issues for the survival of the forest, and support of the local population. In addition to its focus on conservation, the Kasiisi Project supports early childhood education, trains teachers, encourages literacy through libraries and computer usage, and addresses the special needs of girls in the community. Partnering with this established organization provided SCS with a wonderful opportunity. “As a school, we had looked at a variety of new partnership opportunities over the last several years, but nothing presented itself

as quite the right fit,” says Louise. “When Zarin pitched the opportunity in Uganda, it embodied much of what we had been looking for. Moose Factory is a great model of the type of partnership we’re hoping to create with the Kasiisi Project in Uganda. With the right partnership, we can forge personal connections that really endure.” Preliminary connections were established in July 2017, when four SCS teachers (Director of Student Life Barb Macintosh, Middle School LINCWell Counsellor Laura D’Angelo, Technology and Teaching Coach Adam Caplan, and Louise) journeyed to Kibale. The focus for the four travellers was to learn through interacting with both the Kasiisi Project staff, and the local community in the town of Kasiisi. Just a few of the many highlights were trekking into Kibale National Park with rangers to observe chimpanzees in the wild; school visits where they helped teachers to mark (each teacher has 80-100 students in their class!); building beehives on the Kasiisi Farm to help increase honey production; and learning from conservation sessions and presentations (speaking of beehives, Scout, a summer intern from Harvard University was teaching the local children about the benefits of honey bees). What’s next for SCS as we work to establish this new collaboration? Now that she’s experienced a snapshot of life in Kasiisi for herself, Louise is looking at

several initiatives that will connect our girls with students at the local Ugandan schools she visited. “From our initial connection with Uganda through Zarin, to the links we formed on our first visit, we will be looking to build those connections and engage with the wider community,” Louise explains. “Geographically, a partnership like Moose Factory is more accessible in terms of time and distance. There is obviously the issue of distance to contend with when it comes to Uganda, but there is great potential there for unique learning on both sides. A large part of what will shape this partnership is based on what the community in Uganda needs and hopes for from the relationship — we are just visitors there, so the way it unfolds over the coming years will be driven in large part by the locals in Kasiisi.” With the benefit of eight years of history with Moose Factory, and knowing the impact the partnership has had on both of our communities, SCS is eager to explore the potential that exists in this most recent connection beyond our walls.

HORIZONS: A PARTNERSHIP CLOSE TO HOME

Twelve years ago, SCS established the Horizons program in partnership with Stanley Public School, a JK to Grade 5 school in Toronto. In the early days of the partnership, in which SCS students in Grades 9 -12 would tutor students at Stanley P.S., there were six elementary students who participated. Over the course of more than a decade, the program has grown to include 40 elementary students. SCS students visit weekly from October to May, working with the young students in a variety of subjects like literacy, wellness, and art. The program has also expanded to include a March Break Camp.

In recognition of this longstanding community partnership, Horizons Program Advisor Nuria Varela was presented with an award from Stanley Public School. Principal Kay Roumanis noted in her accompanying letter to SCS that “St. Clement’s tutors have always been an awesome support for many of our students in enhancing their social and academic skills. Most importantly, the young ladies have become important role models for each of our participating students.”

In the words of Stanley P.S. student Ariana B. in Grade 4: “Our tutors help us build community and we are able to become friends with other students by doing neat activities and co-operative games. I can talk about anything (with my tutors) and they don’t judge me. We do all kinds of art and painting by just letting our hearts fly! I don’t want this program to end.”

Red Blazer Spring 2018 | 13

Each year, the Alumna Scholar Award, based on character, leadership, scholarship, service, and an essay, is given to a Grade 12 student. The winner is awarded $1,000 towards tuition. This year’s recipient discusses the importance of curiosity. Photography by Daniel Ehrenworth Text by Caroline Tolton ’18

Sometimes I walk into a bookstore, wistfully gaze up at all the books, and feel melancholy. Not because I hate books — the opposite is true — but because I realise that I will never read all of them. No matter what I do, even if I spend my whole life reading, I can never know everything that is hidden within those books, which leads me to my sad, ultimate conclusion: although knowledge may be infinite, I am finite. Nevertheless, this conviction has not deterred me from reading; rather, it’s encouraged me even more. I want to read as much as I can before I’m through, extracting information and sending it deep into the recesses of my brain. I want to read about stem cells, the Franco-Prussian War, and fictional characters trying to make it in fictional worlds. A cynic might ask: why? Why even bother with a quest that will never end and requires countless hours of devotion? It’s a good question. I’ve been thinking about it myself, and I believe I’ve determined the reason: curiosity. Curiosity is one of the values that makes up our School’s mission statement, and it has been, for me at least, the most underappreciated. Courage and compassion, the other two values, are difficult to achieve, certainly, but not too difficult to understand. Both values are quite revered in society (for good reason), whether 14 | Red Blazer Spring 2018

Red Blazer Spring 2018 | 15

From the Desk Spring 2018

Curious people thirst for knowledge. They thirst for answers. Our role models are innovators, researchers, and those who search to create change.

16 | Red Blazer Spring 2018

We owe a great deal to intellectual curiosity and human innovation. However, we’re still warned of relentless questioning. The proverb “curiosity killed the cat” suggests that dangers are associated with investigating too deeply. It’s true that when ethics are ignored, great problems can arise — Frankenstein teaches us that. However, the proverb ignores the benefits that can be reaped through knowledge and investigation. Discoveries like those of insulin and penicillin have saved countless lives and have done incredible good; they wouldn’t have occurred without curious people testing the boundaries of human knowledge. While curiosity can kill cats, it more often saves them. I believe in the importance of curiosity, both as a St. Clement’s value and as a model for my day-to-day life. For some time now, I’ve made it my mission to learn something new every night before bed. That might mean a spontaneous Googling of the history of Qatar or reading about tortoiseshells — really, I’ll research anything that comes to mind. These days, there is great incentive to simply “Netflix and Chill.” While relaxing is important, I don’t want to sit idly by when I have the potential to do so much good someday with my passion — learning new things. I love to read, I love to research, and I love spouting random facts to anyone who wants to hear them. Einstein once said, “I have no talents. I am only passionately curious,” and “passionately curious” is exactly what I hope to be, too — because curiosity has changed the world for the better, and it still can.

ALUMNA SCHOLAR STATS

21 Average number of hours Caroline reads each week.

A Tale of Two Cities

From the Desk

they are reflected in the courage of soldiers or the compassion of numerous charity groups. But curiosity is a bit of an odd one out. We don’t talk about it the same way, and it’s difficult to know what it really means to be “intellectually curious.” Indeed, it is easy to find role models for the values of compassion (Mother Teresa, perhaps?) and courage (anyone with a Victoria Cross) — but curiosity? It makes you think: who exhibits curiosity, and how can we be curious? I took the liberty of looking up the word ‘curiosity’ in the Oxford English Dictionary and was given the definition, “a strong desire to learn or know something.” And that’s just it. Curious people thirst for knowledge. They thirst for answers. Our role models are innovators, researchers, and those who search to create change. These people are everywhere. Curiosity is everywhere. Can we fly? The Wright brothers found out. Can we land on the moon? NASA. Can we cure cancer? Researchers are working on that right now. So even though courage and compassion may be the values we think of most, I would argue that curiosity is just as important. The desire to learn leads to innovation and progress — and that’s what humans have been doing all along. In fact, the superior innovation and tool creation of Homo Sapiens helped contribute to the demise of the Neanderthal around 40,000 years ago. And we’ve only been going up from there. Curiosity has driven recent innovations that have drastically improved living conditions and life expectancy.

The academic program at St. Clement’s supports our mission to develop outstanding women who are intellectually curious, courageous, and compassionate. We do this by ensuring that excellence is not just a word — it’s our commitment and our passion.

Sports Highlights from our fall and winter seasons pg. 18

Her favourite book, written by Charles Dickens

THE MOST IMPORTANT THING LEARNED

Following your passions makes life better! “When I’m reading a good book, it makes me so happy, and everything around me seems brighter. If you do (or read) what you love, you can’t go wrong.”

Arts Students at every grade level have the opportunity to explore their creativity pg. 20 Math & Science Exploring the STEMinist side of SCS pg. 22

Advancement & Giving Celebrating the generosity of our School community pg. 24

Red Blazer Spring 2018 | 17

Sports From the Desk Sports

From the Desk Sports

ST. CLEMENT’S SCOREBOARD

Badminton

Smash The birdies were soaring all season, courtesy of our Badminton Teams!

Alpine Ski

Swoosh The Alpine Ski Team made tracks to another great season, with a team comprised of both veteran and new skiers.

Soccer

Athletes from all grades showed skill, spirit, and sportsmanship, bolstered by our athletics program’s philosophy of encouraging participation and fostering ongoing skill development.

Net quest

Spike to win

The U13 Basketball Team finished the regular season in a tie for fourth place. In Junior Basketball Team action, the girls finished the regular season in fifth place. Our Senior Basketball Team finished the regular season in third place. They hosted and won a playoff game against Ridley College and moved on to the final four.

The Senior Volleyball Team spiked their way to an excellent season and were third in the league heading into the final four. They qualified for OFSAA, travelling to Windsor in March to compete! The U11 and U12 Volleyball Teams played with a new format this season called triple ball. Our U11 Team had an outstanding finals tournament, losing the championship game by mere points.

May the course be with you

Our U11 and U14 Cross Country Teams both finished in second place overall at CISAA! Our Midget Team won gold at CISAA with Yoyo Benchetrit ’21 placing first, Kate Botha ’21 placing second, and Elizabeth Shannon ’21 placing fifth. Ellie Stevens, Hannah Moffat, and Kelly Lang, all ’21, rounded out the SCS team for OFSAA, where they placed fifth overall in Ontario! On our Senior Team, Anna Turner ’18, who placed sixth at CISAA, participated in OFSAA as an individual. Semis and shoot-outs

The U15 Soccer Team finished the regular season in sixth place after which they played and upset the third place team in the first round of the playoffs. At the CAIS national tournament in Rothsay, NB, our Senior Soccer Team finished the season in second place, and played Havergal College in the championship game. 18 | Red Blazer Spring 2018

Shoot-out

Puck luck The Hockey Team played — and won! — a game on the inaugural SCS Hockey Day during Spirit Week!

Our U12 Soccer Team won the first game in the final tournament with one of these.

Field Hockey

Scoop Our Field Hockey Team had fun this season learning the game of scoops, shots, and strikers.

Swim like a (really fast) fish

The Winter Swim Team propelled their way through the water to impressive results all season, sending eight swimmers to OFSAA. Against the best in Ontario — 2,000 athletes! — they had several top 16 finishes: Megan Sugiyama ’18 came sixth in 200 Free and eighth in 100 Free; Megan Leung ’18 was seventh in 100 Fly and 15th in 100 Individual Medley; Cassandra Chong ’18 was 15th in 200 IM; Senior Girls Relay team (Jamie Scoler, Olivia Zankowicz, Lauren Ing, Megan Sugiyama, all ’18) placed eighth; and in the Open Free Relay, Megan Leung, Cassandra Chong, Auden Tura ’20, and Hannah Carling ’19 placed 13th. The best game you can name

The Hockey Team finished the regular season in third place, just missing out on a chance to go to the final four.

SPOTLIGHT

Running away with it Our Midget Cross Country Team were gold medal winners at CISAA.

This season went swimmingly for our Swim Teams, who dove right in on their way to top finishes in the pool. After all teams finished in second place at the Bishop’s Cup championship meet, our Winter team also qualified eight swimmers for OFSAA in Windsor!

Red Blazer Spring 2018 | 19

Arts From the Desk Arts

From music and theatre to visual arts and dance, the creativity our SCS girls possess is boundless. Here’s how the arts take centre stage in our School community.

Have you ever?

Our MADDNESS Arts Banquet is a way for girls to tap into their creative ability regardless of experience. Themed “Have you ever?” this year’s event challenged our girls to try something they’ve never done before. The event was attended by more than 80 students and featured a variety of workshops, including theatrical makeup, ukulele, stage combat, felting, cake decorating, landscape painting, and button making. It was a great way to celebrate the arts and encourage students to step out of their creative comfort zones. Off to see the Wizard

The Middle School proved “there’s no place like home” with their energetic, funny production of The Wizard of Oz. Dorothy and her band of buddies, the Scarecrow, Tin Man, and Lion, weaved their way down the yellow brick road to the land of Oz. The girls were dedicated to preparing for their roles and really brought this story of friendship, dreaming, and courage to life through their portrayal of the characters. Designing with empathy

Together with staff and students from OCAD University and from a Toronto school for students who have developmental and /or physical disabilities, Senior SCS Art students participated in a Health and Wellness product design project facilitated by Codesign, a 20 | Red Blazer Spring 2018

From the Desk Arts

BY THE NUMBERS

23 The number of students who participated in Recital Night, an annual event that allows musicians of all levels and ability to perform with a friend, as a group, or as a solo musician.

80 Wonderful wizard Even though there’s no place like home, The Wizard of Oz made audience members want to stay in Powell Hall a little longer!

Toronto-based social enterprise. They observed the staff and students at the Toronto school in action to glean insights into the needs of the end users. Analysis of information, research, and ideas followed, which helped to inform the look, shape, and function of a prototype chair they designed. This led the girls into a cycle of testing, reflecting, and refining until they settled on a final version, which was vetted and certified by an Occupational Therapist. The prototype was well-received by the staff at the school and plans are in the works to create one unit that will be donated for use. It was also displayed at OCAD University as part of the Toronto Design Offsite Festival.

MINI-MADD

Our Mini-MADD event exposes Junior School students to different areas of the Arts, some for the first time. This year’s event included music, art, drama, dance, and photography workshops. This is an opportunity for Arts discovery and for the students to contribute to shared works of art.

Shiver me timbers!

Ahoy! What comes to mind when you think of a pirate? A one-legged buccaneer with a parrot on his shoulder? Maybe a treasure map, with a big “X” marking the spot (arrrr)! Whatever you associate with pirate life, it likely came from Robert Louis Stevenson’s 1882 adventure novel Treasure Island, which had enormous influence on popular perceptions of pirates. Our Senior Drama Production brought the tale of treachery, mayhem, and swashbuckling to Powell Hall, transforming the stage into a tropical setting where Jim Hawkins’ longing for adventure and Long John Silver’s greedy quest for gold played out.

The number of students across Grades 7-12 who attended this year’s MADDNESS Arts Banquet, an opportunity to try different forms of creative expression.

ANIMAL ART

Sailing the high seas The Senior Treasure Island cast and crew turned audience members into seafaring folk, with a tale that featured a host of legendary pirates.

The Grade 7 Visual Art class created life-like animal portraits using conte crayons (a drawing medium composed of compressed graphite or charcoal with a wax or clay base) on paper.

Red Blazer Spring 2018 | 21

From the Desk Math & Science

Math & Science

BY THE NUMBERS

2 The number of days each week that our Robotics teams practice.

8 The number of Math contests our students will write throughout the 2017–2018 school year.

Whiteboards

It’s a simple equation: SCS students and STEM subjects add up to academic excellence. Our girls, from the Junior School on up, are solving problems to understand how the world around us functions.

#STEMinism18

Each year, the STEMinism conference promotes feminism and encourages girls to go into the fields of Science, Technology, Engineering, and Math (STEM) which are typically male-dominated fields of study and work. For the 2018 conference, Kayla Goodridge and Maia Deluz, both ’19, represented St. Clement’s on the event’s organizing council. Speakers at the event covered topics ranging from astrophysics to sustainable urban infrastructure to computer coding. Scientific inquiry support

Our Science department is leveraging SCS’s unique school environment, having Grades 1-12 in the same building, through scientific inquiry support from Laura Sardone, Senior School Science Teacher. This portion of Laura’s role sees her assisting and supporting Upper School science teachers with the development and implementation of new, inquiry-based science labs and inquiry projects. She acts as a resource for all science teachers when they would like to try out a new lab/idea and, working with Grades 1-6 classes, she creates, develops, implements, and teaches multi-day science inquiry labs, and aids Junior School teachers with science assessment. The Curiosity Cart is Laura’s mobile science lab, which she takes into Junior School classrooms to transform their usual space into a place for science exploration and experimentation. Junior students learn 22 | Red Blazer Spring 2018

Standout squad The Penguin Squad earned a spot in the Robot Game playoffs at the FIRST Lego League qualifying tournament!

a continuum of science skills that they will continue to build upon as they move into Upper School grades. An incredible accomplishment

Throughout the year, our Grades 7–12 students write a number of optional Math contests. In the first of such contests, the Canadian Senior and Intermediate Mathematics Contest run by the University of Waterloo, 75 Clementines participated, and our Intermediate Team, comprised of Heidi Hon ’21, Laura Li ’21, Victoria Li ’21, Natalie Lo ’21, and Kailin Chu ’20, placed an incredible twenty-fifth in all of Canada and fifteenth in Ontario. To top it off, SCS was the top girls’ school in Ontario! Especially notable was the achievement of Laura Li ’21, who was one of the top finishers provincially, with the eleventh highest score. She was the second highest scoring Grade 9 female.

Math classrooms have been updated with wall-to-wall whiteboards, giving our girls an opportunity to learn by working up at the boards. This encourages students to communicate, collaborate, and engage in critical thinking while receiving ongoing feedback from their teacher and peers.

MENTORSHIP AWARD

Mobile curiosity Junior School girls create using components found on the travelling Curiosity Cart!

Congratulations to Talya Martin ’18 for winning the Mentor Award at the FIRST Lego Robotics Tournament this past fall for her mentorship of our Junior robotics team, the Hatchlings. Under her mentorship, the team walked away with the Core Values award for gracious professionalism and teamwork.

Technological tournaments

Our two Lego Robotics teams went to a FIRST Lego League qualifying tournament. They were evaluated on their robot design, the quality of their water-sustainable research project, and their teamwork. Both teams earned call-backs in two of the three categories. In the end, the SCS Penguins earned the highest score in Core Values — the teamwork category, and the Penguin Squad earned the Robot Design award and advanced to provincials. Red Blazer Spring 2018 | 23

From the Desk Advancement & Giving

Your legacy and the future of SCS

Planned Giving Tea

What is a legacy gift? It’s an extraordinary opportunity for donors to have a meaningful impact on the future of SCS. Legacy gifts are the foundation upon which dreams are built, visions are fulfilled, and curious, courageous, and compassionate girls are educated. Choosing to support SCS with a legacy gift enriches the education of future generations of our students.

Annual Fund giving at an all-time high

Legacy gifts include

$551,586

• A gift left in a will • Gifts of stocks and securities • Gifts of registered assets • Gift of life insurance • Charitable remainder, residual, and trusts

Amount contributed in 2016–2017 — a 19% increase over five years 2012–2013

• Endowment funds

$464,000

2013–2014

$492,000

2014–2015

$532,571

2015–2016

$547,321

Thank You

SCS has received 19 legacy gifts over the past 25 years

Did you know?

SCS has 20 members in The Francis C. Powell Heritage Society

Tax on Capital Gains of gifts of listed securities was eliminated in 2006 10% to 15% of retired Canadians have made a legacy gift to a charity (and SCS is a registered charity!) SCS’s average charitable estate gift is $32,000

Education is the fastestgrowing cause to be named in wills, followed by Arts and Health The average charitable estate gift in Canada is $35,000 –$40,000 35% to 40% of adult Canadians are inclined to make a legacy gift to one or more charities

Total number of donors:

570 24 | Red Blazer Spring 2018

Donor highlight The Francis C. Powell Heritage Society

Donors contributed to ensuring that the many enhancements that make up life and learning at SCS continue.

Make your 2017-2018 gift to SCS today. Visit scs.on.ca/supportscs

Legacy giving is an important and meaningful

way for donors to ensure St. Clement’s continues to be a vibrant, challenging, and engaging place for young women to develop, to find their place, and to grow into our leaders of tomorrow. “Planned gifts fill donors with a sense of satisfaction,” says Lisa Watson, Executive Director of Advancement. “They are able to choose how they want their donation to be used in future and they are able to see, today, the impact they will have on the lives of future Clementines.” SCS honours its legacy donors’ commitment to the School through membership in The Francis C. Powell Heritage Society. The Society was named after Francis Powell, Class of 1913 and son of SCS founder Canon Thomas Wesley Powell. Francis himself was an educator, and to the end of his life at 105 years old always enjoyed hearing news of St. Clement’s School and receiving visits from staff and students. His own legacy gift to the School has had a significant and lasting impact, and we felt it fitting to acknowledge his support of legacy giving while recognizing our current donors who have decided to support the School through their own estates.

In November, we launched the inaugural Francis C. Powell Heritage Society Tea as a way to say “thank you” and to celebrate Society members. The Tea provides the School with the opportunity to bring donors together and to provide a glimpse into our students’ lives today. “It was a lovely event, and one that we plan to build on in the years ahead,” says Lisa. Those in attendance were treated to a full afternoon tea experience complete with finger sandwiches, scones, pastries, and tea. Joining the donors was Julie Midroni ’18, one of our Student Council Presidents for this school year. Julie spoke to those gathered about her life as a current Clementine, and together they all shared memories, some strikingly similar and some much different to today. After tea, guests toured through the newly renovated Lassonde Library before enjoying the Middle School performance of The Wizard of Oz. It was a lovely way to spend the afternoon with these donors. “I thoroughly enjoyed attending the Heritage Society Tea,” reflects Carolyn Gossage ’51. “I was honoured to be included in such a special event.” The School is very grateful for our legacy donors’ decision to recognize St. Clement’s in their will. “On behalf of the students, their families, and our staff, we thank them,” says Lisa. The Francis C. Powell Heritage Society Tea will be held bi-annually, with the next taking place in the fall of 2019! Would you like to learn more about how you can leave a lasting legacy? Please visit scs.on.ca/legacygiving or contact Janice Meighan at janice.meighan@scs.on.ca or 416 483 4414 x 2272.

And the winner is… You Might Be from Canada If…, by Michael de Adder, was submitted by Maia List ’22 and won the 10th annual Red Reads competition.

Planned gifts fill donors with a sense of satisfaction…they are able to see, today, the impact they will have on the lives of future Clementines.

Red Blazer Spring 2018 | 25

Experiential Education Out There

Out There

NA MON, VIETNAM December 2017

Farming infrastructure will be improved as a result of the Round Square students’ work.

Our girls embrace their curiosity at home and farther afield. Here’s a look at a few of the places they’ve traveled to learn and to be of service.

MOOSE FACTORY, ONTARIO June 2017

Immediately following our 2017

Closing Ceremonies, twentytwo students travelled to Moose Factory for a combined silver and gold Duke of Edinburgh and Indigenous Studies trip. They started with a five-day paddle on the Moose River, focusing on leadership, collaboration, and expedition skills while gaining a deep appreciation for the traditional land of the Moose Cree First Nation. Upon arrival in Moose Factory, our girls volunteered with local organizations and spent time with culture guides and elders to learn about the language and tradition of the community. They spent time on James Bay, learned traditional Cree beading, games, and dances, and enjoyed a traditional feast. 26 | Red Blazer Spring 2018

Twenty-two student travellers ready to embrace the beauty of Northern Ontario, and learn from the Moose Cree First Nation.

Caroline Tolton and Olivia Zankowicz, both ’18, embarked on a Round Square International Service Project with 48 other students from Round Square schools around the world. Working with the local community, they contributed to building a water dam, which will help to improve farming infrastructure, and to store water in the dry season and drain water during monsoon season. Each participant had an opportunity to take a leadership role in organizing the day, briefing their peers, reviewing safety and risk management, and assigning duties to fellow participants. In addition to the intrinsic rewards of their contribution to the project, the girls received feedback on their leadership.

ST-DONAT, QUÉBEC February 2018

The Grade 10 class traveled to

Skating under the stars and gliding through the forest on cross-country skiis were two highlights from the Grade 10 trip to St-Donat.

St-Donat, Québec, for a cultural and outdoor education experience. Putting their French speaking skills into practice, they participated in winter activities, including alpine and Nordic skiing and snowshoeing, attended Québec cultural workshops, and interacted with members of the local community. In addition to these experiences, St-Donat provided an opportunity for leadership development. Each student was asked to connect their experiences to the SCS Leadership Framework, to explore collaboration and leading within a community. Red Blazer Spring 2018 | 27

Community Making Connections

Making Connections

THE MOST IMPORTANT MEAL OF THE DAY

The whole SCS staff and student community met up early for breaky. The morning menu even included pancakes, flipped by Ms Henricks and Ms Singhal!

Breakfast gives us the energy

we need to start the day off right. It boosts brain power and concentration, and provides our bodies with important nutrients after hours of sleeping. What could be better than that? Perhaps sharing it with close friends and teachers! On January 24, the entire school gathered in the East Gym for breakfast. The event, hosted by LINCWell, was initiated because of the many benefits that come from coming together as a community. The menu included pancakes, fruit, cheese, yogurt, bagels, and croissants, and we warmed up for the day by sipping hot chocolate and tea.

Our School community is always looking for ways to deepen our connections with the wider community. Here’s a look at how our girls and our staff are doing just that.

A HOLIDAY TRADITION

DRIVEN TO GIVE BACK

Our Junior School visited with

The annual Book Drive, led by

the residents of Briton House, Cedarhurst, and Sunnybrook’s K-wing in December and shared in the holiday spirit by singing carols and delivering handmade seasonal cards and ornaments. This has been an annual tradition for about five years. It is not only an opportunity for our students to showcase their music and art, it’s also an opportunity to build relationships within the wider community, to practice compassion, and to learn about aging. The residents are always overjoyed to speak with our girls and to sing with them. 28 | Red Blazer Spring 2018

Junior School students encouraged residents to sing along with carols, and treated them to dance and recorder numbers as well!

More than 20 boxes of books were compiled by a group of Senior students at an early morning sorting party, for delivery to charities across the GTA.

Zoya Rahim ’19, collected 1,500 new and gently used books. They were donated to charities across Toronto, including WoodGreen and Ronald McDonald House. Tait Gamble ’18 organized a drive in support of The Period Purse, a grassroots organization that delivers purses filled with tampons, pads, and wellness items to disenfranchised women across Ontario. It resulted in 170 “Period Packs”, which will assist with the organization’s big blitz in April, where the packs are put into purses, along with toiletries, and distributed to women in shelters. Red Blazer Spring 2018 | 29

30 | Red Blazer Spring 2018

Did you know? In LINC class, Grade 7s are developing executive functioning skills by learning to fill in and maintain a weekly schedule, where they plot out their fixed commitments, healthy habits like sleep and physical activity, and their best learning times to complete homework.

Grit

Know This: Elements of EI include motivation, empathy, and selfawareness. For example, you likely have a high degree of EI if you are strongly committed to your goals and work hard to meet them; have respect for the feelings of others even when you don’t share them; and know what you stand for as a person.

TOOL

Function: Emotional Intelligence (EI) is the measure of someone’s ability to recognize and manage their emotions, and the emotions of other people.

Mindfulness practice starts in the Junior School at SCS, where scheduled mindful moments like Breathing Buddies with Middle School students and Mindful Colouring during Winter Wednesdays happen often!

Did you know? You can complete a self-test to see how gritty you already are: check out angeladuckworth. com/grit-scale/

Function: Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s happening around us. Try This: Practice is key when it comes to being more mindful; it helps us put some space between ourselves and our reactions. Practice by doing things such as setting aside some time each day; focusing your mind on breathing in and out; returning to the present moment (again and again) when your mind starts to wander; and being gentle on your wandering mind — no judgement of thoughts that may pop up!

Function: Executive Function skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.

Know This: It’s like an air traffic control system managing hundreds of flights simultaneously at a busy airport: your brain needs this set of skills — such as organization and planning, emotional regulation, and decision making — to filter distractions, prioritize tasks, control impulses, and set and achieve goals.

Mindfulness

Try This: Replace “I’m afraid” with “I’m courageous and confident.” Instead of “Bad things always happen when I try something new,” think “I expect good things to happen when I try something new.” Practice saying “I can and will accomplish anything I choose to do” as opposed to “I’ll never be able to do this.”

The tools LINCWell is helping to develop in our students can be summoned at any time, in any number of situations. The overarching goal is for every one of our girls to leave SCS with a fully-stocked tool kit that she will always have access to, no matter where she goes.

Know This: Developing grit demands many things; one is the belief that failure is not a bad thing. Failure can be painful and humbling, but it’s also a necessary step in the process of achieving something great.

TOOL

Function: Each of us has a personal commentary that frames our reactions to things that happen to us. Positive self-talk replaces the negative internal dialogue that fuels feelings of anger, fear, and hopelessness.

Executive Functioning

TOOL

If you’re having a hard time visualizing the

work LINCWell does every day, picture a handy Swiss Army knife. Think about all the unexpected things you’re prepared for with one of those in your back pocket. You can tease a tough knot out with the corkscrew, use the tweezers to quickly remove a painful splinter, illuminate your surroundings with the LED light, or bring something tiny into focus with the magnifying glass. Having a portable all-in-one tool kit close at hand to get you out of tricky situations can be a big help — and a big comfort. This is why LINCWell exists at SCS — to provide the education and training that enables each of our girls to create her own individual tool kit, one that is always within reach. Imagine being able to pull out the “tool” of positive self-talk on a particularly challenging day, or grit when it feels like you’ll never make progress towards a goal. That’s the aim of all LINCWell programming at SCS — to build each girl’s tool kit, so she can use it while at St. Clement’s, at university, and in her daily life.

TOOL

Try This: Think you aren’t a great writer? Replace that fixed mindset with a growth mindset that says, “I’m not great at writing yet.” When you fail at something, don’t tell yourself you aren’t good at it. A growth mindset says, “I can learn through strategies and effort.”

Positive Self-Talk

Function: A growth mindset allows us to believe that our most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. People who embrace this mindset believe that they can learn more or develop new skills if they work hard and persevere.

Emotional Intelligence

3 Growth Mindset

Access to a host of helpful skills and traits can make all the difference when dealing with the challenges of daily life. Here’s a look at how LINCWell supports each of our girls by helping her build her own individual tool kit.

TOOL

A Trusty Tool Kit

Function: Grit is a combination of passion, resilience, determination, and focus. It allows someone to maintain their drive and optimism to persevere in pursuing their goals, even in the face of discomfort, rejection, and lack of visible progress.

Red Blazer Spring 2018 | 31

Next Chapter Alumnae Profiles

Did you know? SCS students formed some new clubs this school year, including the Italian Culture and Animal Rights Clubs.

Where art and science meet Alex Boersma ’11

She thought she was done with science; now,

Alex Boersma ’11 finds herself combining it with her artistic talent. “I stopped taking science when it was no longer mandatory because I had this idea that science and art were incompatible and, since I considered myself to be an “art kid,” I didn’t think I had any use for science. Little did I know,” says Alex, who, in her time at St. Clement’s, immersed herself in every art course available, including AP, and was the first-ever Arts Head. “It wasn’t until college that I made the connection between my love for art and my love for nature and, by extension, science.” After completing a BA in Geology and Studio Art at Vassar College in New York State, Alex worked for a year as a researcher in the Paleobiology Department at the Smithsonian National Museum of Natural History in Washington, D.C. There, she was studying how whales evolved from modestly-sized terrestrial animals into the aquatic giants we know today. “I quickly realized that a huge part of the job of doing research is communicating your findings to people outside the scientific community — journalists, grant committees, and the general public,” she recalls. “My artistic 32 | Red Blazer Spring 2018

skills were a great asset because I was able to reconstruct what extinct whale species would have looked like in life to make my research more accessible to a broad audience. The process proved to me just how effective art is as a tool for communicating science.” This prompted her to pursue a Master’s Certificate in Scientific Illustration at California State University, which she completed in June 2016. Now, as a freelance science illustrator in New York City, Alex works with clients including researchers, museums, and exhibit design firms. Because her work is rooted in scientific accuracy and trying to explain complicated concepts as simply and clearly as possible, there is a lot of research involved and a lot of testing of different ideas before moving forward and bringing the final image to completion. “I think the thought processes of science and art are very similar,” she muses. “In both cases, you start off with a problem or a question, then there is a stage of divergent thinking to come up with interesting ways to go about solving the problem and, finally, there’s a stage of convergent thinking to bring those big ideas together into a cohesive and effective package.” Reflecting on her time at SCS, Alex says the academic rigour is what prepared her best for her post-secondary studies and current career. “At SCS, I gained a very strong work ethic, good time-management skills, and grace under pressure,” she reflects. “All of these are vital to working successfully as a freelancer.” Alex measures success in her work in several ways, including having the freedom to take on only the projects that really excite and challenge her, and how well her work communicates the subject and engages the viewer. A freelancer never really knows what’s coming next, but Alex has set some big goals for herself, such as having her work published in the big science magazines and journals, and doing more work for exhibits in natural history museums.

I think the thought processes of science and art are very similar. In both cases, you start off with a problem or a question.

Claim to SCS fame: she was the School’s first-ever Arts Head. After SCS: Vassar College; California State University at Monterey Bay. On the horizon: Learning and incorporating new techniques into her work, including animation, 3D modeling, and ceramics. Portfolio: alexboersma.com or @aboersmaillustration on Instagram.

Inspired learning Lorraine Heath ’94

A spark of interest can come from the most

unlikely source — just ask Lorraine Heath ’94. While she was enrolled in science courses at St. Clement’s, they weren’t what led her to a career in Forensic Science. Instead, it was an English comprehension exercise that involved an article on the subject that piqued her interest in the field that is now her career. If she hadn’t read that article, she may never have gone down her current path. “There weren’t all the TV shows centred on Forensic Science back then that there are today,” she reflects. “It wasn’t as well-known a field at the time.” After SCS, Lorraine initially attended the University of Toronto’s downtown campus with the intent to major in Molecular Biology. In her first year, she learned that the Erindale campus in Mississauga was starting a Forensic Science double major program. She was accepted into the first cohort and earned an Honours B.Sc. with a double major in Forensic Science and Biology, with an emphasis on Molecular Biology. Years later, while living in Liverpool, England, she took a break from practical forensic science and worked at Liverpool John Moores University as the subject matter expert

60M for their undergraduate forensic science degree program. While there, she received an M.Phil. for her research into the use of bacterial DNA profiling for forensic soil comparisons. She also completed a post-graduate certificate in education and is currently earning a law degree. Today, Lorraine lives in Spokane, WA, and works as a DNA Supervising Forensic Scientist with the Washington State Patrol Crime Lab. Her role is both rewarding and challenging. “My work has a direct, positive impact on making the world a better place by helping to exonerate the innocent and by providing evidence that is used to convict those that are guilty of committing crimes against others,” she says. “On the flip side, court testimony is challenging, because you have to translate complex scientific information into lay terms while having to withstand attacks on your integrity, professionalism, and qualifications, and you see the worst side of humanity every day. You have to have a strong support system to stay objective, not to get too emotionally connected to the cases you work, and to remember that there is good in the world.” Among her support system are her many animals, with whom she spends lots of time when she’s not working. “My personal passion is horseback riding — I’ve been doing that since I was eight years old,” she reflects. “I have one horse, Luna, whom I ride regularly, and we compete in the equestrian sports of eventing and dressage.” Lorraine is active in the local horse community both as a competitor and as the organizer of several horse shows each summer. She also has three dogs, two parrots, a snake, and a large saltwater fish tank. “If I could give one piece of advice to current Clementines, it would be to find something that excites and inspires you, and do that!” she exclaims. “Life is full of challenges, no matter what career you choose, but if you choose to do something you love, you will get through those challenges.”

Did you know? Fossils place the earliest penguin relative at some 60 million years ago.

Cases she enjoys most: cold cases are often the most difficult, but providing closure for a victim or their family is extremely rewarding. TV versus reality: most Forensic Scientists work primarily in the lab; the majority don’t go to crime scenes! How she measures success: by the success of the people she supervises: a combination of the number and complexity of their completed cases, and the development of their skills and confidence.

My work has a direct, positive impact on making the world a better place.

Red Blazer Spring 2018 | 33

Next Chapter Alumnae Connection

Alumnae Connection 10 A sunny visit! SCS flew to warmer climates last fall to visit with alumnae in Los Angeles and San Francisco, California. 9

Images from top left:

London calling Principal Perry caught up with alum across the pond in November 2017.

Back Row: Angela Wright ’06; Emily Reddon ’09; Alex McCarter ’06; Martha Perry ’85, Principal; Anne (ButlerWilson) Macpherson ’44; Skylar Montgomery Koning ’12; Francesca Baldry ’00; Alex Currie ’05; Sonya Bikhit ’03 Front Row: Andrea Davidson ’12; Davina Given ’95; Emmanuelle Nuti ’96; Andrea Byrne Goss ’96; Tuula Rea ’96; Lauren Shrubb ’03; Charisma Patel ’03

Queen’s Reunion 2

34 | Red Blazer Spring 2018

Bullock; Claire Smith; Sarah Wong (all ’15)

London, UK Reunion

Joanne Thompson, Past Staff; Nazgol Kafaei; Meghan Stephenson-Smith; Sarah

Sam Sarabia; Julia Geist; Emma Ryan; Emily Aiello; Jessica Gizuk (all ’14) Daniela Melis; Maddy Radomsky; Michelle Tompkins (all ’17)

Past Staff; Tammy Yuen ’00; Dimple Khatter ’15; Iris Chan ’04; Meg Shankar ’04

Western Reunion 6

My-Linh Ying; Nicole Ng; Claudia Fournier; Michelle Cheng (all ’16)

Joanne Thompson, Past Staff; Hilary Stone ’12; Alessia Dzwigala ’15; Bianca Huang ’15

Meg Shankar ’04; Wendy Girvan, Past Staff; Daphne (Humphreys) Anneet ’84

Kate Hardacre; Rebecca Jones; Elizabeth Davidson (all ’15)

Dimple Khatter ’15; Janet Mackinnon, Past Staff; Kaitlyn Leewing ’12; Laura Coholan ’09

Gold Award Celebrations 5

Martha Perry ’85, Principal; Isabel (Macdonald) Bassett ’57; Joan (Simpson) Gordon ’55; Margaret (Macdonald) Casey ’55; Marilyn (Irwin) Boynton ’55; Marion (Pope) Magee ’55; Sue (MacNaughton) Taylor ’55

Los Angeles Reunion 9

Back Row: Meagan Thomas, Staff; Martha Perry ’85, Principal; Janet Mackinnon, Past Staff; Laura Coholan ’09; Kaitlyn Leewing ’12; Beth (Gerry) Smith ’53; Daphne (Humphreys) Anneet ’84

Front Row: Wendy Girvan,

Halifax Reunion 12

Madeleine Fox ’13; Sarah Gleeson, Past Staff; Jean Hodgson ’16; Elizabeth Talbot ’16; Martha Perry ’85, Principal; Erin Yabsley ’16; Julia Fast ’16; Claire Chadwick ’16; Lily Coles ’16

Red Blazer Spring 2018 | 35

Next Chapter Alumnae Connection

Alumnae Connection

Coast to coast! SCS also visited Canada’s west coast in the fall, catching up with alumnae from the last 60+ years!

Images from top left:

Kelterborn; Daniela Melis; Grace Sarabia; Seona Bain; Sabrina Brunet; Isabelle Schreiner; Claire Greening; Pascale Mettrick; Christine Carlsen; Holly Conway; Eleanor Mak; Daphne Stone; Gillian Power; Clarisse D’Costa Ulicki; Claire Dalkie; Ellen Taylor; Jordan Chin; Lily Prendergast (all ’17)

San Francisco Reunion 13

Audrey Anderson ’09; Lindsay Pennal Artkin ’02; Vanessa Soros ’91; Jean Elliott ’86

Tory Sims ’09; Allison Tse ’09

Back Row: Wendy Girvan, Past Staff; Janet Mackinnon, Past Staff; Lindsay Pennal Artkin ’02; Vanessa Soros ’91; Jean Elliott ’86; Michelle Pang ’10; Audrey Anderson ’09; Meagan Thomas, Staff

Welcome home It’s one of our favourite SCS traditions — welcoming last year’s grads back for Homecoming!

Front Row: Anita Choi ’00; Allison Tse ’09; Tory Sims ’09; Elise Ho ’93

Front Row: Simona Rocco; Mackenzie Muir; Maddy Radomsky; Phoebe Lombard; Stephanie Rintoul; Corrinne Murphy; Alex McCartney (all ’17)

Homecoming 16

Back Row: Eliza Wallace; Brigid Waddingham; Barry

Laurier/Waterloo Reunion 17

Avril Jonker ’17; Meredith

Mackenzie ’15; Sarah Martin ’15; Joanne Thompson, Past Staff; Emily Allen ’16; Erika Domitrovic ’16; Lea McBride ’16; Martha Perry ’85, Principal; Meredith Omstead ’13 Vancouver Reunion 18

Rebecca Crosthwait ’01; Natalie Chu ’16; Emilie Morin ’16; Colleen Wilson ’15; Charlotte Estey ’14; Haley Oosterman ’14; Sarah Power ’13 Katherine (Little) Hamilton ’89; Jennifer Riley ’97; Jessica Chant ’97; Liana Sipelis ’90

Julia Scott, Past Staff; Karen Auyeung ’05; Carolyn Johnson ’07

Diana Matthews ’87; Wendy Hurlburt ’85; Cathie Hurlburt ’82

Victoria Reunion 20

Wendy Girvan, Past Staff; Alex Joyce ’06; Anna Dabu ’00; Vanessa Lang ’08; Joan (Greig) Boyce ’53; Ruth (Simonton) McDougall ’64; Heather MacPhail ’08; Martha McGinnis Archibald ’88; Janet Mackinnon, Past Staff; Kate (Lang) Starr ’04

36 | Red Blazer Spring 2018

Red Blazer Spring 2018 | 37

Our three-year strategic vision is guiding us to 2020. What might the future hold for SCS? Here’s a glimpse. Text by Kristin Mills

We’re Imagining Things

We spend a lot of time imagining things around here. You can do the same: stop for a moment, and think about St. Clement’s School in the future. How will it progress? The world around us is changing quickly; we wondered how that might impact the members of the SCS community on a more personal level. 38 | Red Blazer Spring 2018

Principal Martha Perry ’85, Vice Principal Heather Henricks, and members of the SCS Administrative team spent a lot of time considering interesting and challenging questions like these in the early months of 2017 as they worked to crystalize a vision of where St. Clement’s is heading next. The resulting

strategic plan, 20/20 Vision for the Future, is our roadmap as we continue to evolve and prepare our girls for a world that is complex, ever-moreconnected, and changing constantly. “SCS’s founder, Canon Powell, believed that learning could and should be an exciting experience that encouraged mental agility Red Blazer Spring 2018 | 39

TIMETABLING: A CONCEPTUAL REPRESENTATION

and curiosity, while developing a sense of commitment and responsibility to other citizens of the world,” explains Martha. “More than a century later, we continue to share Canon Powell’s vision, but know that the way forward to achieve it is very different today. Our path to 2020 takes into account how quickly the world is changing and what that means for our girls when they leave SCS. Our job is to prepare them in innovative ways.” The first goal of our three-year strategic vision is Excellence in Teaching and Learning: our girls must learn to think critically, wrestle with complex problems and ideas, make connections, be creative, and collaborate as they prepare for the future. Martha, Heather, and the team considered how SCS would need to adapt in order to achieve this strategic goal. How will coursework change? Where will we be learning? What new partnerships will need to be formed? “As part of our strategic planning process, we identified six tactics to implement as a school, in order to achieve our goal of excellence in teaching and learning,” Heather notes. “These tactics inform our academic vision — the path we feel SCS must follow. We will enhance our students’ learning by refining programming and continuously integrating technology; we will adapt the school day structure to put student learning and wellbeing first; we will implement our newlydeveloped Diversity Strategy; we will launch our multi-phased campus master plan; we will improve the understanding and impact of our LINCWell approach; and we will solidify our current partnerships while nurturing new ones — all to enhance learning for our girls.”

What might this look like in practice? “The best way to illustrate what the implementation of these tactics actually means for our students is to tell a story of a ‘day in the life’ of one of our girls,” continues Heather. Imagine this, SCS. It’s the fall of 2020. The sun is shining, the leaves are just beginning to change. Grade 11 student Sophia — who is in Grade 8 today — is excited about her day at school. It started with Public Speaking class, where each student used virtual reality to simulate presenting a prepared speech, followed by a question-andanswer period to an audience of 500 people. Sophia was asked to speak on her favourite era in history, and the rationale for her choice. The virtual program used in class provided feedback to each speaker on heart rate, movement, pace, and frequency of “likes, ums, and ahs.” By mid-morning, Sophia was feeling a bit nervous about a Chemistry test later in the week, but was able to meet one-on-one with her teacher during the tutorial time that is built into the school day. Tutorial time is scheduled separately from lunch and co-curricular time in her timetable, reducing the scramble that Sophia used to experience to find time in her day to receive extra help. Second period was French class, where the girls were sent on a “trip” to Paris. Using virtual reality technology, the girls could choose from a range of exercises, allowing them to explore different areas of the city. They engaged local shopkeepers and café owners in French conversation to purchase items, order a snack from off a menu, and ask for directions to make their way around.

OUR NEW TIMETABLE

With the start of the 2018– 2019 school year in September, comes the arrival of a new timetable at SCS!

THE POSSIBILITIES OF THE NEW TIMETABLE

Simultaneous timetabling of Junior, Middle, Senior Schools — improving equity of access to spaces and teachers, and consistency of programming in Junior and Middle School Predictability

Event (Minutes) Period One (80) – proposed 8:30 a.m. start

Community Time (35)

Period Two (80)

Monday

A HF Check in and Tutorial

Tuesday

E Assembly, Grades 1–12

Wednesday Flex* Later start for faculty collaboration

A or E B or F “Flex time” (60 – 90) Multipurpose (e.g. LINC program, speakers, Civics, passion project, interdisciplinary)

HF Check in and Tutorial; Junior School Assembly

F Assembly, Grades 1–12

Fewer disrupted days Expanded partnership opportunities — with availability Monday to Friday, mornings and afternoons Study and extra-help time built into the day

Co-Curricular Time (30)

Period Three (80)

Later start time, sleep-ins Protected eating time at lunch for students and faculty

C or G D or H

Travel Time (5) WHAT WE’RE GIVING UP WITH THE NEW TIMETABLE

All students will earn a total of 17 credits over two years (the option to earn 18 credits over Grades 9 –10 is removed)

Period Four (80) – proposed 3:30 p.m. finish

Early dismissal to allow co-curriculars to start earlier**

*Wednesday Flex is weekly time for innovative, creative, interdisciplinary, cross-grade or cross-school learning and experiences.

Morning recess in the Upper School

40 | Red Blazer Spring 2018

Friday

Eating Lunch (30)

Some flexibility with period lengths — whereas periods were 30, 40, 60, or 80 minutes, now all periods will be 40 or 80 minutes

Our path to 2020 takes into account how quickly the world is changing and what that means for our girls when they leave SCS. Our job is to prepare them in innovative ways.

Thursday

Consistency in start time — once a week, classes will now begin later

**May vary by division.

After her short stint as a European traveller, Sophia was ready for lunch. She was able to connect with friends, and they all took the full lunch period to eat together — because lunch is designated for eating, and club and council meetings are scheduled for a different time of day! In the afternoon, Sophia had a field trip with her Design class to OCAD University, where they visited an Industrial Design class.

The two classes will be working together to design furniture for a local Retirement Residence. After school, Sophia had a basketball practice. She was excited because the coach had used a program on the iPad to film each player’s shooting, and then compared their technique to that of professional basketball players. She was already sinking more foul shots by the time the practice concluded. Red Blazer Spring 2018 | 41

Bulletin Board Spring 2018

What’s Been Gained

What’s the Compromise

Start Time (8:30 a.m.)

Sleep/wellness

8 Blocks

ąą

Shorter day

ąą

Grade 10s cannot take 9 credits (all will earn 8.5)

ąą

More instructional time per credit course

ąą

No morning recess for Upper School students

ąą

Consistency of programming across Grades 1–12

ąą

Grade 10 students will not have a spare

ąą

Alignment

ąą

Predictability

ąą

Partnership opportunities

Monday – Friday (5-day cycle)

Flipping Period Order (currently full tumble)

Equity of access to specialty teachers and facilities for Grades 1–12 ąą

Scheduling subjects that currently occur less than once a week in Junior and Middle School

In Grades 9 –12, some classes will always be in the morning and some will always be in the afternoon

In Grades 1– 8, ease of consistently timetabling subjects that are better learned in the morning (e.g., Language Arts, Math) ąą

Lunch (time for eating and time for co-curricular)

Dedicated time for eating — wellness, community

5 –10 minutes longer

Tutorial Time (Grades 7–12)

Time in the day to complete homework, meet with teachers, work with others, wellness

Homeform programming in its current form

Placement of Community Time (assemblies, homeform, tutorial, Health Hustle)

Senior School students with first period spares start later, without missing community time

May be less convenient for parents to attend assemblies ąą

School activities cannot “bleed” into homeform time ąą

Travel Time between classes (Grades 7–12)

More instructional time

Flex Day (Wednesday)

ąą

Weekly time for innovative, creative, interdisciplinary, cross-grade learning and experiences ąą

Fewer disrupted days

Earlier start for after-school co-curriculars/less class time missed for athletics once a week ąą

Weekly time for teachers to collaborate, learn, and continue to enhance their practice without affecting the co-curricular program ąą

Consistent start and end time to the day

Bulletin Board

Major Change

St. Clement’s School community is close-knit, supportive, and welcoming. Clementines, their families, and staff and faculty always have a place here.

Class Notes See what your classmates are up to pg. 44

Staff News The team dedicated to developing outstanding women pg. 47

Sophia’s day was a busy one, but on the subway ride home, she was able to find a bit of time to do some mindful breathing and reflect positively on her day strategies she had practised over the years in LINC class. Following dinner and a quick neighbourhood jaunt with the family dog, Sophia headed off to her room to prepare for an upcoming World Issues test. In the current unit, the class had been exploring multiple perspectives on 42 | Red Blazer Spring 2018

the issues of sustainable sources of energy in the developing world. Early in the unit, experts from various disciplines and different parts of the world weighed in on the issue via Skype. The conversations were captured and made available online for review. The class was brought back to life for Sophia, sparking new thinking that will be useful for tomorrow’s test. That’s just Monday.

Tempus Fugit The 50th anniversary of SCS becoming a charitable organization pg. 48

Upcoming Events Don’t miss these 2018 spring/summer events pg. 49

Red Blazer Spring 2018 | 43

Bulletin Board Class Notes

Class Notes

1940s

1960s

Marjorie Wonham ’88 and her mom Anne Wonham, Past Staff, visited SCS in September and checked out the new Penguin costume. Marjorie was the one who initiated the penguin as the SCS mascot back in the day!

Tammy Yuen ’00 and her daughters Rory (5) and Eden (18 months) in Santa Monica, CA, in October.

Bernice Go ’11 over tea in Sunnyvale, CA, in October. Bernice is a User Experience Engineer at Google.

Love

Class of 2014 – Julia Sims, Julia Bickley, and Zahavah Kay. Love and Joy

1990s

We were delighted to have Anne (Butler-Wilson) Mallinson ’44 and Jean (Butler-Wilson) Macpherson ’44 visit the School in August from the UK. Anne and Jean attended SCS as war guests in the 1940s.

Annemiek (Tupker) Miller ’65 visited with friends and classmates Liza Hutchison ’65, Susan (Byford) Challies ’65, and Katharine (Bassett) Paterson ’65 while in Vancouver in September. 1980s

1950s

Past Staff Wendy Girvan and Janet Mackinnon visited Krisha Bullock Alexander ’87 in October at her studio in Burbank, CA. Krisha is a Casting Director at Bullock and Snow Casting. Congratulations to Carolyn (Schmidt) Gossage ’51 on the publication of her book Gentleman Spy: The Exploits of French Resistance Hero Robert de la Rochefoucauld this past fall. She also recently collaborated with Mario di Salvo on The Basilicas of Ethiopia: An Architectural History. 44 | Red Blazer Spring 2018

Rachel (Telch) Megitt ’99 spoke at the Middle School Parent/ Daughter Tea in November about her pursuit of her passion: positive change. Rachel is Director and Head of Business Transformation Canada with RBC Capital Markets’ Strategy and Transformation Group. Rachel has been the driving force behind several programs that promote the advancement of women in the workplace. 2000s

Past Staff Wendy Girvan and Janet Mackinnon visited with

Jocelyn Geddie ’03 visited SCS in November and spoke to some of our English classes about television script writing. Jocelyn is a writer, comedian, and co-host of the podcast I Hate It But I Love It.

Past Staff Wendy Girvan and Janet Mackinnon caught up with Kelcie Abraham ’06 over dinner in San Francisco, CA, in October. Kelcie is a Project Leader at The Boston Consulting Group (BCG). 2010s

This past November, Bianca Linhares-Huang ‘15 and her film partner Alice Liu participated in the So You Think You Can Pitch? Competition, an extension of the Toronto Reel Asian International Film Festival. They were awarded a $6,700 cash and in-kind prize in the Emerging Filmmaker category for their coming of age short film, Tell It To My Mother.

Kathleen Lank ’05 married Steven Carota at the OslerBrook Golf & Country Club in Collingwood, Ontario, on October 21, 2017. Kate (Lang) Starr ’04 was a bridesmaid, and Karen Javorski ’05, Vanessa Lilleyman ’05, Jaye Landow ’05, Lorna Sampson ’06, Stephanie Gossage ’06, and Vanessa Cameron ’06 attended.

Molly Gillan ’06 married Matthew Wilkie on September 23, 2017, at the Ward’s Island Clubhouse on Toronto Island. Vanessa Cameron ’06 was maid of honour, and Stephanie Gossage ’06 and Molly’s sister Caitlin Gillan ’00 were bridesmaids. Five weeks later, on October 30, 2017, Caitlin welcomed a son, Charles (Charlie) Andrew Lind Gillan. Joy

You never know when you’re going to run into one of your old teachers! Sarah Dickson, Staff, was at a concert in September and ran into Sarah Walkington, Stephanie Clark, Stephanie Pinnington and Vanessa Lilleyman, all ’05.

Kalyna Miletic ’10 returned to SCS in November to speak to the Grade 9 Careers class about personal development. Kalyna is a career coach and the Founder of KickStart Your Work.

Congratulations to Maham Rehman ’17 and Gemma Barber ’17 who received their Gold Standard at the Duke of Edinburgh’s Award ceremony in September 2017. One of the highlights of the ceremony was meeting Prince Harry! Past Staff Wendy Girvan and Janet Mackinnon caught up with

Tory Sims ’09 married Curtis Yancy on October 7, 2017. The ceremony was held at St. Andrew’s Church in downtown Toronto. The cocktail reception was at the ping pong bar SPiN, and the dinner reception was held nearby at 2nd Floor Events. It was a wonderful celebration, and many Clementines attended; from the Class of 2009 – Arienne Frontin, Eva Athanasiu, Emily Reddon, Julia Harbell, and Audrey Anderson;

Sonja Vojnovic Matheson ’95 and her husband Roddy welcomed baby Petra in November 2017. Big brother Milan (5) and big sister Verra Jean (3) are delighted with their new sibling. They live in the highlands of Scotland.

Red Blazer Spring 2018 | 45

Bulletin Board Class Notes

Bulletin Board Staff News

Staff News

Jennifer Lovrics ’02 and her husband Connor Page welcomed Finnigan to their family on November 14, 2017. Finn is a happy little guy who is bringing endless joy to his parents!

Anne (Cory) Barstow ’40 December 1, 2017 Isabelle (Currah) Macklin ’40 December 21, 2017

Bree Kruklis ’99 and her partner Catherine Wachter welcomed Elle Catherine Kruklis to their family on August 5, 2017. Elle is a very happy baby, and they are having a lot fun with her!

Kathleen (Brink) Gerald ’42 July 24, 2017

Brittany Stief ’04 and her husband Andrew Bartkus are thrilled to announce the birth of their baby boy, Ian Samuel Bartkus. He was born on December 27, 2017. Brittany and Andrew are very happy about their growing family and are enjoying this special time at home in Ottawa. Anita Choi ’00 and her husband Chris welcomed Liora Rose into their family in August 2017. They live in San Francisco. Anita continues to work as a patent attorney, and she and her husband raise dogs for service. Zuke, the puppy on the right, is currently in training.

Mary (Woodcock) Hawkins ’43 December 1, 2017 Sister of Nancy (Woodcock) Vernon ’50 Mary (McCree) Warner-Smith ’46 July 18, 2017 Jeanne (Cossar) Pettit ’47 October 7, 2017 Sister of Noreen (Cossar) Beasley ’53 Sister of the late Lois (Cossar) Bell ’49

Leo Nahavandi Levina Mahnad was born on April 28, 2017, in Geneva, Switzerland. His parents, Polina Levina Mahnad ’06 and Ramin Mahnad, have been captivated – and awake – ever since! In December, Leo visited Toronto and met one of his favourite aunties, Kat Andrikopoulos ’06. 46 | Red Blazer Spring 2018

PEACE

Robert George Bertram ’48 February 7, 2017 Husband of Elizabeth (Gooch) Bertram ’48 Sister-in-law of Patricia (Gooch) Robertson ’49

Lois (Cossar) Bell ’49 January 17, 2018 Sister of Noreen (Cossar) Beasley ’53 Sister of the late Jeanne (Cossar) Pettit ’47 Sheila (East) Harvey ’49 September 27, 2017 Sister of the late Shirley (East) Stephenson ’47

Welcome New Staff

Michelle Livingstone, Science Teacher (maternity leave contract)

Sarah Behl, Advancement Associate Cindy Leech, Visual Arts Teacher (maternity leave contract)

Jen Rowe, Communications Manager, has accepted an opportunity to lead Strategic Communications at Children’s Aid Foundation of Canada.

Amanda (Chisholm) Singleton and her husband Jamie welcomed Evelyn (Evie) Jean Singleton, born on January 20, 2018.

Marilyn (Bothwell) Oldfield ’49 November 5, 2017 Sue (Steel) Ward ’53 September 11, 2017 Janet (Nixon) Macey ’54 January 4, 2018 Sister of Heather (Nixon) Diduch ’57

Lauren del Rio, LINCWell Program Coordinator (maternity leave contract)

Laura Gordin, MSW, School Social Worker Farewells

Joan (Machell) Pringle ’48 February 1, 2018

Megan Clay, her husband James, and big sister Ella welcomed Alexander James Stuart Clay, born on February 9, 2018. Peace

Joy

Qennefer (WoodHahn) Browne ’55 October 26, 2017 Sandra (Hoseason) Spencer ’57 November 18, 2017

Steven Whalley, Theatre Technician, has accepted the role of Theatre Manager at a colleague school.

Judith Mills December 18, 2017

James Finnerty, Theatre Technician Emma Groia ’07, Advancement Officer, has been accepted into the MBA program at Queen’s University.

Laura Sardone, Science Teacher, and her husband Greg Whitton are pleased to announce the arrival of Elia Rose Whitton, born on December 5, 2017.

Red Blazer Spring 2018 | 47

Bulletin Board Tempus Fugit

2018 SPRING/SUMMER EVENTS

April

June

Admissions Open House

Primary Spring Showcase

Tuesday, April 24, 2018

Thursday, June 14, 2018

Sights and Sounds of Spring

Closing Ceremonies

Thursday, April 26, 2018

Wednesday, June 20, 2018

May

September

Alumnae Reunion Weekend

First Day of 2018 – 2019 School Year

Friday, May 4 – Sunday May 6, 2018

Tuesday, September 4, 2018

Launch of SCS Connect

*Dates may be subject to change. Visit scs.on.ca for more details

Friday, May 4, 2018

May Day Festivities Friday, May 18, 2018

All House Day Friday, May, 25, 2018

In 2018 it will be 50 years since the establishment of the St. Clement’s School Foundation, when SCS became a charitable organization.

48 | Red Blazer Spring 2018

Prior to the mid-1960s, SCS was privately

owned by its Principal. For 50 years, that Principal was Miss Effie Gordon Waugh. The School was very dear to her, and she remained as Principal until her retirement in 1960. After her death in 1967, the School came very close to closing its doors. In an effort to keep the School running, a Survival Fund was launched in 1967. The goal was to raise $500,000 (which would be the equivalent of about $3.6 million today) to save SCS and to replace the farmhouse at 21 St. Clements Avenue with a school building. This building is now the east wing of our current campus, having been extended by the Bigger Blazer campaign in 2005.

The Survival Fund campaign was a success! As Miss Margaret Thompson, Principal from 1963-1970, reflected, with typical St. Clement’s spirit, two years after the financial difficulties arose: “Two exceedingly busy and happy years have whisked away since that tearful day when an ominous fate threatened the very existence of St. Clement’s School. On that day, each one of us discovered a ‘pearl of great price’ in her life, and we knew why we prized it — for its friendships and loyalties, for its demands on our integrity and our courage, for its warmth and love, for its joys and sorrows.”

St. Clement’s School Open House Friday, October 19, 2018 Friday, November 16, 2018 8:30 a.m. – 11:00 a.m. Pre-register for our Open House at scs.on.ca/open-house