The Saint Fall 2011 Issue

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THE MAGAZINE OF ST. GEORGE’S SCHOOL | FALL 2011

TRADITIONOUR VISION FOR THE FUTURE

CONTINUING THE

THE SAINT

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EDITORIAL

3 From the Managing Editor by Gordon C. Allan

4 From the Headmaster by Dr. Tom Matthews

5 From the Chairman by Rob Cruickshank

SCHOOL LIFE

6 Brain Matters Interview by Gordon C. Allan

10 Educational Technology Cohorts by Marc Crompton

12 Technology @ the Junior School by Stephen Sturgeon

14 Faculty Profile: Brenton Wilke Interview by Gordon C. Allan

16 The Good Old Days by Martha M. Lopez

18 Then and Now by Dr. Tony Mercer Photography compiled by Elizabeth Knox

SPECIAL FEATURE

THE LAUNCH OF A NEW STRATEGIC PLAN FOR THE FUTURE

21 One Boy at A Time: A Strategic Plan for St. George’s School: 2011-2021 Prepared by Dr. Tom Matthews

THE GEORGIANS

45 From the President by Prentice Durbin '89

46 Georgian Honours

50 Technology Profile: Gumstix

52 Technology Profile: Connectthedoc

54 Georgians Photo Album

60 Saints’ Notes

STRATEGIC PLAN Page 21

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THEN & NOW Page 18

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GEORGIAN HONOURS Page 46

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THE SAINTS’ INSTITUTE Page 6

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BRENTON WILKE Page 14

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THE MAGAZINE OF ST. GEORGE’S SCHOOL

THE SAINT is published twice per year, expressly for Georgians, parents, and friends of St. George’s School. It is also distributed to other Canadian independent schools and selected public or private institutions. Comments about any of the articles are always welcome.

Address all correspondence to: Gordon C. Allan, Managing Editor, THE SAINT St. George’s School | 3851 West 29th Avenue, Vancouver, BC V6S 1T6 CANADA Phone: 604.224.1304 Fax: 604-224-7066 Email: [email protected]

THE SAINT is copyright © 2011 St. George’s School, Vancouver BC Canada. Reproduction rights: We encourage you to circulate or copy this material unmodified for your own private use. You may quote any article or portion of article with attribution. Quotation of any article or portion of article without attribution is prohibited. THE SAINT , its contents, or material may not be sold, intact or modified, nor included in any package or product offered for sale.

Please contact our office to be added to the mailing list.

St. George’s School is proud to be associated with:

MANAGING EDITOR Gordon C. Allan Director of Development and Communications

GRAPHIC DESIGNER Bruce Elbeblawy

SENIOR COPY EDITOR Nancy Kudryk

ARCHIVES AND HISTORY EDITOR Elizabeth Knox, School Archivist and Historian

PRESIDENT OF THE GEORGIANS AND THE ST. GEORGE’S OLD BOYS’ ASSOCIATION Prentice Durbin '89

PHOTOGRAPHERS Richelle Akimow Photography Gordon C. Allan Courtney Brooks Kyla Brown Photography Bruce Elbeblawy Bryan R. Ide '99 Roger Maher Photography Bud Patel St. George’s School Archives Perry Zavitz Photography We also acknowledge the use of material from: Don Anderson '77 Gordon Kruberg '78 Martha M. Lopez Nadeem and Nashhel Kassam '06.

THE SAINT

PUBLICATIONS MAIL AGREEMENT NO. 40580507 RETURN UNDELIVERABLE CANADIAN ADDRESSES TO: ST. GEORGE’S SCHOOL SOCIETY, 3851 WEST 29TH AVENUE, VANCOUVER BC V6S 1T6

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FROM THE MANAGING EDITOR

With the release of the new Strategic Plan for St. George’s School, change and change management will certainly become more noticeable as the School moves towards better meeting the needs of the 21st century learner. Historically, this is not a new process for the School. St. George’s has experienced multiple transformations since its founding in 1930. Each of these has been reflective of the changes happening in the world at the time. However, throughout each of these transformations, the School has always remained true to its core values, identity, and traditions.

The world is not what it was twenty years ago, and we cannot rest on our laurels. Technology, a global society, team-based workplaces, new research into how boys and girls learn, the demands for multi-tasking, and world-wide environmental challenges mean that St. George’s needs to transform its overall approach to learning to ensure that we are properly preparing our boys for a world that is fundamentally different from when we went to school. But transformation does not mean abandoning who we are and the values we have always espoused as a School. On the contrary, it means ensuring that those values are reinforced within a 21st century context.

As you can see in this publication, change has already taken place: a new look, a new feel, a new name—The Saint. Why The Saint? When we polled Georgians and others in the St. George’s Community, we were informed that the Dragon as an icon or brand did not elicit an emotional connection. At the same time, we were continually reminded of how the external community often refers to our Georgians and students as Saints. At sports matches, it’s “Here come the Saints”; on Prize Day, we celebrate the graduation of our Saints. We are Saints; it’s in our blood. Having an alumni magazine called The Saint just made sense to us.

In the midst of this change in look, feel, and name, you will continue to find certain familiar features: the continued use of a theme—in this edition, it’s technology and the new Strategic Plan: One Boy at a Time. We also profile our Georgian Honours recipients and include the usual Georgian Section in which we look back on recent alumni events and profile newsworthy information about Georgians around the world.

We hope you enjoy the change. Welcome to The Saint.

Change

Change: a word that is viewed with suspicion and trepidation; a word that challenges our inherent need for stability and security. And yet, change is also a process that ensures we don’t become stagnant, complacent, or bound by limiting beliefs and patterns that blind us to the bigger picture. Change allows improvement. Change is inevitable

GORDON C. ALLAN DIRECTOR OF DEVELOPMENT

AND COMMUNICATION [email protected]

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FROM THE HEADMASTER

We have experienced particularly dramatic change in the area of technology. When I was a graduate student, there was just one main university computer that occupied an entire floor. By comparison, today’s mobile phones have greater capacity than the computer that I used for my doctoral research. In short, the changes brought about by technological innovation have been nothing short of transformative. And the experts tell us that the pace of change will increase exponentially in the years ahead.

St. George’s has a long history of using technology to enhance student learning. This edition of The Saint will highlight some of those initiatives, both past and present. While we recognize that technology is an important tool, we also recognize that it is essentially a means to an end. We must focus on the quality of our students’ learning experiences, regardless of the tools being used. We must ensure that we keep pace with the changes taking place beyond our campus. The words of the adage, “If you don’t control technology, it will control you,” highlight the importance of being proactive and of directing technological change in a deliberate manner. Otherwise, we run the risk of falling behind and of simply reacting to change rather than harnessing it for the benefit of our School and its students.

Embracing change as a vehicle for ongoing school improvement, our new Strategic Plan sets a bold and exciting new direction for St. George’s School. The overall purpose of the Plan is to advance our Mission of building “fine young men” and our Vision of being “Canada’s World School for Boys.” Entitled One Boy at a Time, it builds on the accomplishments of the past, while seeking to establish St. George’s as a world leader in the education of boys. I believe one of the reasons the Plan is resonating with Georgians and other members of the St. George’s community is because of its affirmation of key attributes that have always been integral to the School’s identity.

In a nutshell, the Strategic Plan commits the School to four interrelated Strategic Priorities. These are: a boy-centered approach to teaching and learning; character education; global-mindedness and environmental stewardship; and a world-class Residential Life Program. Underlying the Strategic Plan are Operational Action Plans. In the current school year, we will begin to develop a Campus Master Plan and hire a Director of Learning. In doing so, we are not embracing change for the sake of change. Rather, we are adopting a deliberate and proactive approach as part of our ongoing commitment to what we describe in our Guiding Educational Principles as “a culture of continuous school improvement.” Our key motivation is to make St. George’s the very best school that it can be for the benefit of all of its students, present and future.

Sine Timore Aut Favore

A Proactive Approach to Change, Technological and Otherwise

In reflecting on the stories contained herein, I am reminded of how much has changed in just a few decades. On the world stage, the Cold War came to an abrupt end with the collapse of the Soviet Union; countries that didn’t exist when I was a boy are now represented at the United Nations; and perhaps most profoundly, 9/11 destroyed the perception that we in the West are immune from the tensions and conflict affecting the rest of the globe.

DR. TOM MATTHEWS HEADMASTER

[email protected]

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FROM THE CHAIRMAN

The Strategic Plan, as indicated, provides an exciting vision for the future of St. George’s School. Over the next several months we will be unveiling the specific details of the Plan. As the elements crystallize, it is our hope that everyone will find something in the Plan that inspires them to work with management and the Board to ensure successful delivery.

If your house is anything like ours, then you understand the increasing role technology plays in your life and, most likely, how far you are behind your son in understanding and incorporating technology. You also understand the financial challenge of trying to stay abreast of technology. Now think about technology as the underpinning of delivering our Strategic Plan and a world-class education to your son and 1100+ other boys, and you can start to grasp the financial significance of just this one element of the Plan.

The Board will need people who can assist in effective oversight of the risks that information technology both creates and resolves. If you have expertise in this area, have the time to invest, and would be willing to do so, then I would love to chat with you about service on the Board. Or, perhaps even more importantly, if you already recognize how vital technology is to the sustained success of St. George’s and would like to invest in that success, then I would love to sit down and talk about how you might do that.

Technology is just one important aspect of the Strategic Plan that will need your support to ensure successful delivery on our Mission and Vision. Over the next several months you will hear about other aspects of the Plan. I encourage you to make the effort to both understand and support the Plan and to look for the specific aspects that appeal to you.

An engaged community that provides its time, talent, and treasure will secure our future.

Delivering our Strategic Plan

I have written before about the three fundamental and most important roles of your Board of Directors. First is the hiring (which we have done) and stewardship (which we continue to do) of the Headmaster. Second is working with management to create an effective and inspirational Strategic Plan. Hopefully you all have had a chance to digest the recently published overview of the Strategic Plan. We believe it builds on our strengths to create an exciting roadmap for the future. The last role is ensuring that risk is effectively managed, which includes making sure there are sufficient funds to deliver our Strategic Plan. It is that last point that I would like to focus on here.

ROB CRUICKSHANK CHAIRMAN OF THE BOARD

[email protected]

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BRAIN MATTERSSAINTS INSTITUTE LAUNCHED WITH A FOCUS ON BRAIN RESEARCH

This past year, Dr. Matthews and his team launched the The Saints Institute for Teaching and Learning. The goal of the institute is to provide educators access to leading thinkers, researchers, and mentors as they learn about real-world challenges and opportunities that confront the 21st century learner.

The theme of the 2011 Conference was, “The Connections between Brain Function and Educational Practice”. Discussion topics and presenters focused on issues relating to the brain and its development and how issues like gender, neuropsychology, and technology present both challenges and opportunities for the 21st century learner.

One of the keynote speakers at the conference was Dr. Robert K. Greenleaf, a former professional development specialist at the Education Alliance at Brown University. Dr. Greenleaf’s areas of expertise include brain-based classroom applications for memory and recall, bi-modal memory formation, as well as relationships and behavior. During the conference, we had a chance to interview Dr. Greenleaf.

Interview by GORDON C. ALLAN, Director of Development & Communications

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S: Why is it important for educators to understand brain function?RG: The brain, as the “learning organ”, orchestrates the processes by which learning occurs. Identifying the intersections between our successful experiences in teaching, best practices in educational methods, and neuroscience research will provide us an ever-increasing probability of reaching more students and fostering greater learning. As we work to support the progress of all learners, the more we understand about how memory is formed and how we can guide youth to long-term memory instead of short-term memory, the better. Additionally, learning is not just a function of storing new knowledge and ideas—it is about recall, association, and the transfer of concepts to new material in an ever-changing world. Being a good student with good grades is meritorious. Developing the skills and dispositions of a strong learner is life-changing.

S: How is technology impacting the 21st century learner?RG: To date, the jury may be out on this one.

There are numerous claims and warnings, from the extremes of promise and fear, that the latest advances will either save or ruin the day. Neither is accurate. New opportunities and experiences have unfurled for each new generation throughout time. Each generation of parents has borne concerns with respect to that which was not part of their youth. Appropriately, parents must reconcile their perspectives about the merits and pitfalls of emerging challenges and opportunities. That said, learning is fundamentally a “minds-on” activity. By that, I mean that if processing does not occur sufficiently in the brain—regardless of which approach is being used—then we can expect less in terms of memory and recall. Learning is about what our minds do with each and every option placed before us. There is no single panacea to remedy all learning dispositions or needs. Thus, no one strategy and no single technological advance will meet the needs of 100% of the population. It is true that technology has brought the universe of information to our fingertips, at lightning speed. But, as always, it is what the learner does with

the information, knowledge, and ideas that ultimately determines the acquired benefit. If available technologies meet the criteria for effective learning, then it’s as valid as any approach. If not, then it is entertainment at best (and there is nothing wrong with entertainment, if that is your objective) and not contributing to learning outcomes. Bottom line: technology is changing rapidly and will continue to do so. And not just for our kids—we all live in this mix, and we all will need to determine how best to take advantage of the upsides that are available.

S: We see more and more students being diagnosed with ADHD. Is it that we are better able to diagnose this disability, or is the frenetic way of life in the 21st century creating young people who are being over stimulated by their environment?RG: At this past June’s Saints Institute for Teaching and Learning, Dr. Eagleman stated, and Dr. McCloskey would concur along with many psychologists and educators, the condition is over-diagnosed. That said, we must take care not to mistake rapid shifts in attention with

“BOTTOM LINE: TECHNOLOGY IS CHANGING RAPIDLY AND WILL CONTINUE TO DO SO. AND NOT

JUST FOR OUR KIDS— WE ALL LIVE IN THIS MIx.”

From l to r: Dr. Robert Greenleaf, Dr. Luc Beaudoin, Dr. David Eagleman, and Headmaster Dr. Tom Matthews

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anything more that a brain being born into a world of fast-flying options and inputs. It is also important we recognize an ADD or ADHD diagnosis as an opportunity to thrive, rather than as a deficit. Well-channelled ADD can serve to increase learning just as much as it can interfere. Learning to manage the condition is the primary challenge—to ensure one doesn’t fall into victim mode and use it as an excuse for less than acceptable achievement. That said, I am concerned that children (and in reality, adults too) are navigating environments and social circumstances that are over-booked. They are subjected to overly demanding schedules from the moment they awaken until their heads rest on their pillows, and are bombarded with the beeps and buzzes of academic and social interactions incessantly, without reprieve. It will take a very deliberate parent or educator to ensure that time is set aside for reflection and “down time” so we are not chronically demanding the brain always chooses speed over thought.

S: As educators, how can we structure our learning environments to best meet the needs of differentiated learners?RG: This is a question as big as life. There are some pat answers to this notion in the field. My approach is a little askew of the norm. I believe that we must seek ways to reach the majority of learners through effective strategies and the use of tools as an initial entry to the curriculum and learning in general. Differentiation should begin only when we gain clear evidence that another approach would be of interest or benefit to a learner. Although it would be logical to suggest that each person should learn through his preferred approach, in reality, our experience tells us that we are not afforded that choice in all circumstances. Personal preferences and a choice of alternatives are

effective strategies and designs for learning that need to be taken into consideration, but are not a requirement for every task. Clearly, we need to foster independent learning as the outcome of schooling. Time-tested moderation will be the key. Approaches will vary. Gaining understanding of multiple ways to approach challenges will serve all students’ needs as we actively help individual students understand and develop their personal skills of learning.

S: Where are we with respect to the nature vs nurture debate and learning? RG: We’re done. The debate is largely over. Genetics are present at birth. Whether and to what extent the genes express themselves is a function of the environment–what we are exposed to, our experiences. Through environmental demands and stimuli, DNA forms RNA, and then the necessary proteins that foster genetic expressions, and ultimately form the declarative and procedural memories that shape our development and acquired capacities. Without question, the role of

parents and educators is paramount in the emerging development of youth. Meaningful and purposeful engagement will always be the cornerstone of expressing and strengthening the genetics we were each given at birth. There is no guarantee that the offspring of musicians will automatically be musical. Skills, abilities, and interests need to be nurtured. It would be risky business to leave things to nature alone. Nurture isn’t only important, it is essential. There is no more important role we play in life that that of parent. Right behind that responsibility, is that of teacher. Early environments are especially fundamental to constructing the ways in which an individual will grow and address the world they encounter. For those interested in attending the 2012 Saints Institute, the theme will be: “Engaging 21st Century Minds”. Please check our website for ongoing updates as the conference unfolds (stgeorges.bc.ca/saintsinstitute)

“GENETICS ARE PRESENT AT BIRTH. WHETHER AND TO WHAT ExTENT THE GENES ExPRESS THEMSELVES IS A FUNCTION OF THE ENVIRONMENT...WHAT WE ARE ExPOSED TO, OUR ExPERIENCES.”

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ENSURING TECHNOLOGY ACROSS THE CURRICULUM

By MARC CROMPTON, Head of Library and Head of the Educational Cohort Team

Technology is turning the world upside down.This really isn’t anything new; computers have been changing the way we communicate, how we do our banking, and what we do to entertain ourselves for decades. What is changing is the rate of this technological transformation and how society is shifting because of it. It is the rate of change and society’s reaction to the technological advances that has the greatest impact on education.

EDUCATIONALTECHNOLOGy COHORTS

William Sauder, Grade 8, with Marc Crompton

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No longer are we training our students to take over the family business. If the family business still exists when they enter the work force, the way that business will be run will be significantly different. If you believe what is being said about the effect of technology on the job market, the majority of our students will be graduating into jobs that haven’t even been invented yet. Teachers now have to find ways of ensuring that students are ready, essentially, for anything.

This is why the School adopted a program of Education Technology Cohorts a year ago. Teachers need to not only know the technology that students will be expected to use but, we also have to figure out how to best use these new tools to help our students learn. These tools fall into four key areas: communication, information gathering, information organization and processing, and knowledge presentation.

Electronic communication really took off with email and progressed into the realm of Facebook, Skype, Twitter, Google+, etc. We can now instantly communicate at any time with anyone about anything. We can build communities of like individuals who have never, and will never, physically meet. But do we have the skills to operate safely and effectively in this kind of a world? The learning opportunities are huge, but the need to learn how to use these tools is equally daunting, as the landscape constantly shifts beneath our feet.

Learning is first concerned with information. It was easy when all information in the world was stored in books. Information was localized in the great collections of human knowledge called libraries. It took time to look things up and it was important to memorize large amounts of information in order to do your job effectively. Now, information is at your fingertips, any time and anywhere, with the growing variety of mobile devices. Memorization of vast bodies of facts becomes less important. What becomes more important is how quickly you can find reputable and up-to date information and what you do with it.

Teaching students how to organize their information in a digital age, in order that

they can access it effectively, work with it, and make it their own, is increasingly important. We are all required to be life-long learners. The jobs that we do will require us to adapt to change and to do that, we have to be able to digest the information that is thrown at us and make it make sense. Tools that flowchart, mindmap, outline, blog, and mark-up digital documents all help students absorb and work with information rather than simply memorize facts.

Finally, knowledge is of little use if it can’t be communicated. People learn in different ways, and ideas can be presented through a multitude of media. The most common method of students presenting their knowledge has been testing and essay writing. Although often appropriate, we know that this is not always most effective. Some disciplines lend themselves to this mode of literacy better than others. We also know that some students communicate better through one medium than another. Technology allows students to present their understanding of a topic through a variety of media. If an auditory learner can put together a podcast to demonstrate their command of a subject, it is easy to let them do that with inexpensive technology. Of course all students should learn to read and write, but technology can help provide greater opportunities for all learners.

The basic principles of education haven’t changed at all. We still need our students to be informed, reflective, and critical thinkers. They still need to develop their literacy skills so that they can digest information and present their thoughts. But the tools that are used to teach and learn are changing. The technology skills that are expected of our graduates are changing. This is why we have 35 teachers across all disciplines and grades involved in Educational Technology Cohorts exploring how these tools are most effective with our students. It is an exciting time to be a teacher and, hopefully, an exciting time to be a student!

RESOURCES

• What are 21st Century Literacies? http://www.noodletools.com/debbie/literacies/

• Educause – A great source of information on specific technologies in education http://www.educause.edu/Resources/Browse/ELI/33152

• Twitter in Plain English http://youtu.be/ddO9idmax0o

• Wikis in Plain English http://www.youtube.com/watch?v=-dnL00TdmLY

• Blogs in Plain English http://youtu.be/NN2I1pWxjxI

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A student using a Smart Board

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@ THE JUNIOR SCHOOLTECHNOLOGy

“ALL JUNIOR SCHOOL CLASSROOMS ARE EQUIPPED WITH SMART BOARDS—INTERACTIVE WHITE BOARDS THAT

BRING THE INTERNET TO LIFE.”

By STEPHEN STURGEON, Deputy Principal of the Junior School

Use of technology in primary classes varies from lesson to lesson. All Junior School classrooms are equipped with Smart boards—interactive white boards that bring the internet to life. Students may be grouping geometric shapes in one classroom and exploring the life cycle of butterflies in another. Grade 2 classes use a program called Raz Kids that lets them read digital books and improve their reading comprehension. Other teachers use programs to enrich Math classes or explore units in Social Studies. Each of the primary classes receives weekly lessons on technology use, which the classroom teacher then incorporates into their lessons. One of the primary focuses of the class is to introduce technology to the students so they can develop an appreciation of how to use technology wisely and to understand all that it can provide. The recent addition of iPads into primary classrooms opens the door to even a greater of technology use.

By the time students enter the intermediate classroom, they have a solid understanding of how to use technology. They feel comfortable researching topics and incorporating that knowledge into their reports. Technology has expanded the manner in which information can be presented. Students may now be asked to create a movie or PowerPoint presentation to showcase their learning. They may be asked to illustrate a story they have written or create a cartoon to demonstrate their understanding of a topic. Many classroom teachers have websites or wikis, which provide students with information about their courses including worksheets, assignment criteria, calendars of due dates, and other essential information. In some cases, students use these sites to discuss course-related topics. Technology is also invaluable for improving student writing. Using a program called Titan Pad students can access each other’s writing

so they can help edit the work of their peers. They can develop pen-pal relationships with other students around the world. In Math class, students can manipulate angles using technology or watch teacher-generated videos that explain difficult concepts. Technology helps bring Social Studies classes to life by allowing students intimate access to places and events far from home. In French class, students can listen to native speakers or play on-line grammar games, all with the click of a mouse. The options are limitless, as is the enthusiasm for technology use.

The investment in technology at the Junior School has enhanced teaching and learning for our students. It provides infinite opportunities for exploration and presentation of knowledge. Technology brings the world to the classroom and showcases our classrooms to the world.

MANAGING THE “BABY EINSTEIN” AND “TAG READER” GENERATION

Students entering St. George’s Junior School in Grade 1 have usually spent the first six years of their lives surrounded by technology. They have grown up with iPods and iPads. They are the “Baby Einstein” and “Tag Reader” generation. They are “digital natives”, so technology use to them is as natural as taking a breath. It is therefore incumbent on the School to use their proficiency with technology as a tool for bettering education—to incorporate technology seamlessly into everyday teaching and learning, and to use technology to help deliver differentiated learning.

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Interview by GORDON C. ALLAN, Director of Development & Communications

BRENTONIn this feature section, in which we profile faculty members who are exemplary examples of authentic teacher-mentors, we profile former Walt Disney animator and current animation teacher at Saints, Brenton Wilke.WILKE

S: When did you first discover a love for animation? BW: I have always loved animation. I grew up on Bugs Bunny and Tom & Jerry. The Disney Classics have always been close to my heart as well, but I think one of my “discovery points” happened during a family trip to Disney World when I was in Grade 12. At the time, there was a Disney studio at Epcot, and it was set up as a bit of a fish bowl for tourists. They were working on Beauty and the Beast and we literally watched the artists draw—I was blown away. My parents also bought me the book The Illusion of Life on that trip, which I read over and over.

S: How important were mentor-teachers in helping you find your passion? BW: Mentor teachers have been crucial throughout my life in terms of my artistic development. At every stage I had one—in elementary school, high school, university, and college. I remember all their names and am still in contact with many of them. They had a huge influence—not only in terms of my understanding of the creative process and my technical abilities, but they also significantly shaped the teacher that I am today. I have many passions, but certainly one of them is the relationships I develop with my students. My mentor-teachers instilled that in me.

S: You worked at Walt Disney. What was that experience like? BW: Working in animation for Walt Disney was an incredible experience on so many different levels. The irony of it was that it began almost as a fairy tale. I was pulled out in my second year of a three-year animation program, got married to a beautiful girl, and moved back west to start this dream job with Disney, in Vancouver of all places. Believe it or not, the first show we worked on was the sequel to Beauty and the Beast! It was pretty awesome to be paid to sit in my own high-rise office with headphones on and draw all day. That said, it is a corporation—and a very large one. And, as in most aspects of the entertainment industry, the demands can become grueling and are not particularly conducive to family life. After three years, I knew that I had to do something more personally rewarding.

S: you are first and foremost an artist, but technology continues to change your landscape. How do you view the use of technology in the creative process? BW: My learning curve with technology has been a steep one. Despite being initially hired at Saints as a computer graphics teacher, at the time I did not even own a computer, let alone know how to turn one on. I was a Painting and

Drawing major and the animation at Disney was all classically drawn. Let’s just say I took a lot of crash courses. The Media Arts program at Saints has developed along with me. In a sense, it has come full circle. The Art Department, and the art world in general, now encourages such a crossover between traditional and new media that the “bridge” is almost a moot point. Students now start a drawing in the studio, scan it in the Mac Lab, manipulate it in Photoshop, print it out on the poster printer, and then take it back to the studio to add paint. The computer is just another tool in the art-making process, like a paintbrush or a stick of conte.

S: What impresses you most about the students with whom you work? BW: The way they provide a continual source of fuel for my life. They inspire me creatively. They surprise me. They challenge me. They make me evaluate my own sense of who I am and why I do what I do. They allow a venue for relationship-building similar to the one I grew up with in a house of four boys. They shape the way I raise my own son. They make me wonder how I could have ever thought that drawing Piglet every day for a year was a “dream” job.

???????

FACULTY PROFILE:

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BRENTON WILKE: THE FACTS

POSITION AT THE SCHOOL: Art Department: Coordinator for the Mac Lab & Media Arts. Rugby and Soccer Coach

yEAR HE STARTED AT THE SCHOOL: 2000

WHAT HE HAS TAUGHT: Art 8, Animation 9, Graphic Design 9, Media Arts 11, Graphics, Media Arts 12, Computer Graphics 12, and Drawing & Painting 12.

HOW HE HAS SUPPORTED THE SCHOOL’S CO-CURRICULAR PROGRAM: • Rugby from Grades 9-12, including the last Rugby Tour to New Zealand and Australia • Soccer 10 • Art Tour to New York • Coordinator for the Portfolio Club • Coordinator for Portfolio Day with visiting Art Schools • Graphic Design for Saints’ Players posters

EDUCATIONAL BACKGROUND: • Brentwood College; University of Victoria and Concordia University (Fine Arts); • Sheridan College (Animation); and the University of British Columbia (Education)

WORK ExPERIENCE PRIOR TO ARRIvING AT ST. GEORGE’S: Animator for Walt Disney Studios

HIS PASSIONS OUTSIDE THE CLASSROOM: Along with his wife, homeschools his three children; works on his character house; and builds country furniture in a shop full of old growth fir and vintage wood.

BRENTON WILKE: THE FACTS

POSITION AT THE SCHOOL: Art Department: Coordinator for the Mac Lab & Media Arts. Rugby and Soccer Coach

yEAR HE STARTED AT THE SCHOOL: 2000

WHAT HE HAS TAUGHT: Art 8, Animation 9, Graphic Design 9, Media Arts 11, Graphics, Media Arts 12, Computer Graphics 12, and Drawing & Painting 12.

HOW HE HAS SUPPORTED THE SCHOOL’S CO-CURRICULAR PROGRAM: • Rugby from Grades 9-12, including the last Rugby Tour to New Zealand and Australia • Soccer 10 • Art Tour to New York • Coordinator for the Portfolio Club • Coordinator for Portfolio Day with visiting Art Schools • Graphic Design for Saints’ Players posters

EDUCATIONAL BACKGROUND: • Brentwood College; University of Victoria and Concordia University (Fine Arts); • Sheridan College (Animation); and the University of British Columbia (Education)

WORK ExPERIENCE PRIOR TO ARRIvING AT ST. GEORGE’S: Animator for Walt Disney Studios

HIS PASSIONS OUTSIDE THE CLASSROOM: Along with his wife, homeschools his three children; works on his character house; and builds country furniture in a shop full of old growth fir and vintage wood.

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TheGoodOldDaysHOW WE MANAGED BEFORE THE TECHNOLOGY WAVE: LOOKING BACK AT SAINTS IN 1975

By MARTHA M. LOPEZ, CMA, Former Bursar’s Assistant and Administration Systems Manager at St. George’s School.

Have you ever thought about not having a computer—no copiers, printers, scanners, electronic calculators, or fax machines? And certainly, no email, no voicemail, no texting, no USB sticks, DVDs, wireless networks, nothing of the sort!? Well, there were times in the past when we did not have any of the above at St. George’s School— none of those electronics that we now completely take for granted. We are talking about 1975. We had simpler things instead, which did not work the same way, but they did the same job—sometimes more efficiently, believe it or not!

How did we do it? To begin, all form teachers had to prepare a student list to take daily attendance. The records were kept in a pre-printed booklet and entered by hand with a pen or pencil. This booklet was then hand-delivered to the Front Office where it was entered into a larger list (again by hand), which showed the general attendance of the entire school. Armed with “The List”, the Front Office Secretary would contact the parents of any student who was not present for that particular day to confirm their absence or lateness. This formed the formal record. All of this information was created by hand and/or typed on a manual typewriter.

To report academic achievements to the Ministry of Education and prepare student evaluations to be submitted to parents, a typed Report Card was created for every student and was passed to each of their teachers, who then wrote their

marks by hand and passed the Report Card on to the next teacher. This Report Card had carbon copies: one was kept in the office for every student file, one was sent to the Ministry, and the original went to the parents. All exam scores were recorded in handwriting by teachers and then typed by the Secretary into a Gestetner* duplicating machine matrix mounted onto the drum of the machine, and copies were created from the matrix. Exams were also typed into the Gestetner matrix to make copies for students.

For mailing purposes, we had the “Ditto” duplicating spirit system, which was a machine that would imprint names and addresses. You would type them into the machine to create imprinted metal cards. These were then stacked in alphabetical order, and a wheel was turned so the cards

Martha M. Lopez

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Goodpassed through a blue ink sponge that was dipped into a clear spirit liquid. At the same time, envelopes where placed where the cards where passing, and an imprint would show on the envelope with the information.

General record-keeping for the School required a massive effort from everyone. It was all done by hand, either written in ink or typed. Later on, for billing and accounting processes, the NCR* (National Cash Register) machine came to the aid, using a very large cardboard sheet full of

little squares. The programmer would fill the squares with black ink to form the instructions for the machine, and then insert the card into the machine that would read the sequence.

As time passed, other systems were invented and implemented do all of these same jobs, such as “self-carbon” and “thermal” paper. At that time, pre-printed forms were created for each student and handwritten or typed reports were composed for each subject, so that in the end parents would receive an envelope containing

between 6-8 small report forms.

Well there you have it—that was life at St. George’s without electronics. And guess what? We had no excuse to go home on those days when the power went out. As long as there was daylight, we could create all these documents!

* If you are interested, google Gestetner, Ditto or NCR in your browser and you can learn how these systems worked in the past.

Here is that new logo:

vISUAL IDENTITYOUR NEW

A Gestetner machineThe original word processor: The Typewriter

Earlier this year, the School engaged a brand consultant to help us examine the evolution of our School’s iconology. We felt that, with the release of a new Strategic Plan, it was timely to also look at our visual identity and ensure that we are projecting an image that is both rooted in the history of the School and adapted for a school of the 21st century.

What became apparent is that, over the years, the School has used multiple iterations of its crest and a variety of fonts. In 1984, a heraldic crest with a coat of arms was bestowed on the School by the College of Heralds in London. This crest incorporates many aspects of the story of the School, but at its heart is a red and white shield derived from the cross of St.

George, a design that can also be traced to the very first crest used by the School when it was founded in 1930.

Two important decisions emerged from our discovery process. Firstly, the heraldic crest needed to be treated with greater respect: it will be retained for ceremonial use, like graduation certificates, and used only at the discretion of the Headmaster. Secondly, we needed a simplified logo for day-to-day use that reflected previous iterations and was evolutionary, rather than revolutionary, and that a corresponding graphic feel, colour scheme, and standards guide should be established to ensure that this brand is implemented with a consistency that will prevent it from being modified by future users.

Earlier this year, the School engaged a brand consultant to help us examine the evolution of our School’s iconology. We felt that, with the release of a new Strategic Plan, it was timely to also look at our visual identity and ensure that we are projecting an image that is both rooted in the history of the School and adapted for a school of the 21st century.

What became apparent is that, over the years, the School has used multiple iterations of its crest and a variety of fonts. In 1984, a heraldic crest with a coat of arms was bestowed on the School by the College of Heralds in London. This crest incorporates many aspects of the story of the School, but at its heart is a red and white shield derived from the cross of St.

George, a design that can also be traced to the very first crest used by the School when it was founded in 1930.

Two important decisions emerged from our discovery process. Firstly, the heraldic crest needed to be treated with greater respect: it will be retained for ceremonial use, like graduation certificates, and used only at the discretion of the Headmaster. Secondly, we needed a simplified logo for day-to-day use that reflected previous iterations and was evolutionary, rather than revolutionary, and that a corresponding graphic feel, colour scheme, and standards guide should be established to ensure that this brand is implemented with a consistency that will prevent it from being modified by future users.

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THENNOW&

CHANGING TECHNOLOGy @ SAINTS

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The new Strategic Plan has highlighted the importance of technology integration as part of its overall approach to learning. With this in mind, we thought it would be interesting to contrast how the School used technology in the past with how it uses it today in this retrospective prepared by Dr. Tony Mercer.

By DR. TONy MERCER, Head of Science

DUPLICATION

Then: I believe that photocopies came into general use at Saints in the early 80s. Until that point, we used the spirit duplicator (also referred to as a Ditto or Banda machine) or a Gestetner. These were devices in which the teacher attached a printed or handwritten master to a drum and then rotated a handle to produce copies. It was little better than the Gutenberg’s printing press and it looked as if it could be easily modified to counterfeit money. The smell of the chemicals that were used with these machines was also quite intoxicating.

Now: The photocopier is the machine of choice. Digital colour copiers are available on both campuses, and many of them have scanning, booklet-making, sorting, and stapling capabilities and can be networked to individual computers. In the MAC lab, there is a large poster-making printer that can produce high-resolution posters and banners.

REPORT CARDS AND MARKING

Then: Back in the 80s, St. George’s was blessed with in-house computer experts who were able to create an onsite marks and reporting program. Former Headmaster Alan Brown '54 wrote the first marks program for the School, and later Craig Zacharias became commander of the Q&A system. These were database programs that were modified to produce reports, grades, averages, and rankings.

Originally, all student Report Cards were handwritten and I remember them being on triplicate paper. At the end of each term, teachers were asked to separate them, and the original was sent to parents and the copies were stored in boxes. As computers became more prevalent, the School switched to typed, single-copy reports. During this transition, many staff members who had never learned to type were allowed to submit handwritten copies that were then typed into the system by secretaries.

Now: Reports are generated through an integrated database, complete with marks program and multiple-user port system. Parents receive their reports electronically, unless they request otherwise, and these are stored in PDF format in a secure portal that parents and students access with their own password. All associated computer technology is managed by an IT Support Team.

BLACKBOARDS

Then: The blackboard was the standard front-of-the-class presentation medium for all faculty. Tales of rooms full of chalk and of certain faculty members’ skill (most notably P.J. aka Tony Parker-Jervis ‘35) at projecting the board eraser or chalk, were legendary. As time went on, innovative teachers even ventured into the land of coloured chalk.

Now: Blackboards have been replaced with whiteboards, which use erasable markers. A growing number of classrooms also have Smart boards that integrate computer technology and allow the teacher and student to use touch detection functionality. In the MAC Lab, students also use Cintiq touchable screen technology in animation and design.

Former Headmaster, Alan Brown '54, designing his marks program

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PROJECTORS

Then: In the past, the overhead projector was certainly the projector of choice. Many former students will not forget Paul Baumann’s use of the overhead as a teaching prop or Tosh Ujimoto and his slow-moving cart.

Now: Today, each classroom is fitted with an overhead LCD projector that can be easily connected to a teacher’s laptop, and PowerPoint is the industry-standard software used by most teachers to augment classroom presentations.

TELEvISION AND vIDEO

Then: Complementing traditional classroom instruction with visual media often entailed the use of less-than-reliable movie projectors. With the advent of the VCR in the late 70s, a revolution took place. And, of course, who can forget the great debate over VHS versus Beta? The School had numerous televisions and recorders on carts that could be booked. The number of carts and their size also grew, particularly as the dimensions of the typical television increased.

Now: The VCR eventually gave way to the DVD player. Now televisions seem forlorn and abandoned, as teachers are more likely to download video clips to their laptops and show them through in-class projectors with surround-sound.

PREPARING WRITTEN WORK

Then: Typewriters used to be the efficient way to prepare professional-looking written work, and tests and handouts would often be prepared using this technology. Students typically handwrote their essays and the only spell-check that existed was the dictionary in the local library.

In 1976, I was one of the first graduates of UBC who wrote his thesis using a word processing program on the UBC mainframe. To further put this into perspective, I had to handwrite some of the scientific nomenclature, as the computer couldn’t replicate this.

Now: The use of a computer is now second nature to our students and the existence of PC rooms, MAC rooms, and roving laptop carts are now commonplace. Most teachers produce and save their presentations on their own computers and students regularly bring their own computers or smart phones to class that easily access information through the School’s wireless network and produce their final essays using word-processing software that incorporates both spell-check and a Thesaurus.

STUDENTS TYPICALLY HANDWROTE THEIR ESSAYS AND THE ONLY SPELL-CHECK THAT ExISTED WAS THE DICTIONARY IN THE LOCAL LIBRARY.

Cintiq touchscreen technology

Junior School students using iPads

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1ONE BOy

A Strategic Plan for St. George’s School

2011 - 2021

AT A TIME:

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To strengthen our ability to build fine young men as we establish

St. George’s School as Canada’s World School for Boys.

OUR OvERRIDING GOAL:

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Message from the Headmaster and the Chairman of the Board of Directors

St. George’s School has been a leader in the education of boys for more than 80 years. Inspired by our motto, Sine Timore Aut Favore (Without Fear or Favour), we have provided boys and young men with an environment in which they have been able to pursue their interests and discover their own unique potential. We have grown in size, and our programs and facilities have expanded, but we have never wavered from our commitment to the development of the well-rounded boy.

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By a myriad of measurements, St. George’s has enjoyed many decades of success. Strong enrollment, an enviable reputation, extraordinary success in academics, the arts and athletics, and innovative programs such as Discovery 10, are all indicative of our commitment to a culture of excellence. Nevertheless, like every great school, we are mindful of the fact that we must not rest on our laurels. We therefore are committed to a process of ongoing school improvement, and we are determined to become the very best school possible for the benefit of all of our students, present and future.

This Strategic Plan represents the culmination of more than three years of hard work and extensive research and consultation. What began in 2008 as an exercise in branding soon morphed into a more ambitious strategic planning process. Defining the essence of St. George’s through a DNA statement, the participants identified a number of Pillars, which then became the focus for additional collaboration and consultation involving all stakeholder groups. A series of surveys secured input from parents, faculty and staff, alumni and students, and more than 60 faculty and staff members served on five working groups investigating various elements of the Student Experience Pillar. In conducting a thorough investigation, we looked beyond British Columbia and Canada. We adopted a global perspective, conducted extensive research relating to trends in education worldwide, and visited more than a dozen schools across North America and in the UK.

In April of 2011, a Strategic Planning Retreat involving more than 50 members of the St. George’s community reviewed the options presented by the working groups and identified the key priorities that would constitute the eventual Plan. The participants demonstrated a willingness to think boldly and to embrace transformational change in a number of key areas. Following this workshop, additional review and revision took place to prepare the document taken to the Board for approval on May 30, 2011. At that meeting, the Board approved the key elements contained within this document, namely the Mission and Vision statements drawn from the DNA, the Plan’s Overriding Goal, its four Strategic Priorities, and the Implementation Strategies identified for each Priority. The Board also charged the Headmaster with the responsibility to develop specific actions for the duration of the Plan, including an Operational Action Plan for the 2011-2012 school year.

It is important to recognize that key programs not addressed specifically in this Plan (including the arts, athletics, and outdoor education), will continue to be priorities here at St. George’s. Sport and a spirit of healthy competition, for example, are integral to our commitment to the well-rounded boy. In addition to promoting physical fitness and an active, healthy lifestyle, they contribute in a substantial way to the development of character. In the years ahead, we continue to strive for improvement in all areas of school life, not just those highlighted in this document.

We strongly believe that this Strategic Plan charts a new and exciting direction for St. George’s School. Respecting our traditions and building upon the accomplishments of the past, it will ensure that we are able to meet as fully as possible the developmental and learning needs of our students. In doing so, we will establish St. George’s School as a world leader in the education of boys, one boy at a time.

Dr. Tom Matthews, Headmaster Mr. Rob Cruickshank, Chairman

Sine Timore Aut Favore

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The ContextThe distinguishing characteristic of St. George’s School is the fact that we are a boys’ school. As we enter the second decade of the 21st century, we reaffirm that commitment as we embrace a more deliberate approach to the education of boys. In recent years, ground-breaking research has confirmed that boys learn differently than girls and that boys’ schools enjoy many distinct advantages over coeducational schools in the education of boys. As the International Boys’ Schools Coalition (IBSC) has observed, they “are able to develop their resources, choose their teachers, and design their programs with only one goal in mind—to meet the educational and developmental needs” of boys as they make their way towards manhood.

The ContextThe distinguishing characteristic of St. George’s School is the fact that we are a boys’ school. As we enter the second decade of the 21st century, we reaffirm that commitment as we embrace a more deliberate approach to the education of boys. In recent years, ground-breaking research has confirmed that boys learn differently than girls and that boys’ schools enjoy many distinct advantages over coeducational schools in the education of boys. As the International Boys’ Schools Coalition (IBSC) has observed, they “are able to develop their resources, choose their teachers, and design their programs with only one goal in mind—to meet the educational and developmental needs” of boys as they make their way towards manhood.

The distinguishing characteristic of St. George’s School is the fact that we are a boys’ school. As we enter the second decade of the 21st century, we reaffirm that commitment as we embrace a more deliberate approach to the education of boys. In recent years, ground-breaking research has confirmed that boys learn differently than girls and that boys’ schools enjoy many distinct advantages over coeducational schools in the education of boys. As the International Boys’ Schools Coalition (IBSC) has observed, they “are able to develop their resources, choose their teachers, and design their programs with only one goal in mind—to meet the educational and developmental needs” of boys as they make their way towards manhood.

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Through this Strategic Plan, St. George’s School is committed to the overriding goal of becoming a world leader in the education of boys. In the coming years, we will move from an intuitive approach to one that is intentional, research-based, and comprehensive. We will continue to provide a challenging yet supportive environment that will allow every boy to explore his interests, move outside his comfort zone, and maximize his potential. Our main challenge is to ensure that every boy is able to discover and grow what Adam Cox termed his “seeds of destiny” so that he becomes the very best person that he is capable of becoming.

Since our founding in 1930, we have been committed to the development of the well-rounded boy through a broad and inclusive educational experience, embracing academics, the arts, athletics, outdoor education, leadership, and service. Interestingly, when Headmaster John Harker introduced Rugby in the 1930s, he did so in order to promote the development of character with particular emphasis on values such as courage and unselfishness. He knew that some of life’s most important lessons are learned outside of the classroom.

Equally significant is our commitment to service. During the Second World War, this commitment was evident in the fact that students, faculty, and Old Boys enlisted in disproportionately high numbers. In more recent years, members of the St. George’s community—students and Georgians alike—have distinguished themselves through a wide range of service projects at home and abroad. Some of the imperatives may have changed, but our commitment to bettering the world around us remains undiminished.

At this pivotal point in human history, our Mission of building “fine young men” is even more compelling than in previous decades. The world is an increasingly complex, competitive, and challenging place. Problems such as climate change, environmental degradation, and economic instability require a new generation of thinkers and doers. In particular, we require leaders who are creative, empathetic, and adaptable big-picture thinkers and problem solvers. As a number of writers, including Howard Gardner and Thomas Friedman, have suggested, our very survival as a species depends our ability to develop a new generation of leaders—including young men of character—able and willing to build a better world.

We must meet these challenges one boy at a time. Recent advances in brain research confirm that we all have different kinds of minds. In addition, we know that boys develop and learn differently than girls. Boys are strongly relational, more likely to be motivated by competition, more visual, and more bodily-kinesthetic in their learning. As well, there is a growing body of evidence suggesting that our educational systems are not necessarily doing a good job of meeting the learning needs of boys. Drawing upon these and other insights, we must ensure that our programs and instructional strategies reflect best practices and are rooted in a solid understanding of boys’ developmental and educational needs.

Located in Vancouver, St. George’s is ideally situated to become Canada’s World School for Boys. Our city is repeatedly recognized as the one of the world’s most livable cities. Dynamic, vital, and cosmopolitan, it is characterized by a rich confluence of culture, geography, and perspectives. The gateway to Asia and the Pacific Rim, it is has strong connections to other countries and continents. Vancouver also is well known for its inclusivity and healthy work-life balance, as well as for its engaging spirit of adventure, respect, creativity, entrepreneurialism, and environmental awareness. It is home to several universities and a rich array of cultural facilities and resources. In short, it is the ideal place in which a boy can be educated for life.

As a community, we have embraced a bold vision of our School and its future. In fulfilling every boy’s potential so that he can grow his “seeds of destiny,” we will contribute in a substantial way to the building of a better school and a better world. In doing so, we will establish St. George’s School as a world leader in the education of boys—as Canada’s World School for Boys, one boy at a time.

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Who we are: DNA, Mission, and Vision

DNA: WE… build fine young men WE WILL… develop happy, confident, well-rounded individuals inspired to fulfill their potential IN ORDER TO… create men who shape positive futures for themselves, their families, and the global community BY BEING… Canada’s World School for Boys practicing 21st century Renaissance principles without fear or favour

As part of the strategic planning process, we developed a DNA statement designed to distill the very essence of St. George’s School. Just as DNA contains the genetic code for all living things, this statement encapsulates who we are, our primary function, and our aspirations for the future.

MISSION: We build fine young men.

Our Mission is to inspire our students to become fine young men who will shape positive futures for themselves, their families, and the global community. Through a broad and inclusive program, our students will be educated and prepared for life. They will possess a solid knowledge base in a wide range of disciplines, as well as core academic skills combined with 21st century global skills. During their time at Saints, they will also develop key virtues such as empathy, humility, integrity, resilience, respect, and self-discipline. They will be inspired to become good men!

VISION: Canada’s World School for Boys

Our Vision is to be recognized as Canada’s World School for Boys. We aspire to be a school of international significance, one that will graduate young men with a global outlook who are able to meet the challenges of a complex and rapidly changing world. Through its diversity, our student body will be more representative of the larger world beyond our campus.

Who we are: DNA, Mission, and Vision

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At this pivotal point in human history, our

Mission of building “fine young men” is even more compelling than in

previous decades.

At this pivotal point in human history, our

Mission of building “fine young men” is even more compelling than in

previous decades.

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What we believe: Guiding Educational Principles

Since the School’s founding in 1930, the concept of the “well-rounded boy” has been the defining characteristic of a St. George’s education. Mindful of their ethical, intellectual, physical, and social development, we educate and support boys to achieve fulfilling lives, here and after graduation, to be lifelong learners, and to engage meaningfully in their communities.

We therefore are committed to:

• Character Development: The development of character with particular emphasis on values such as empathy, humility, integrity, resilience, respect, and self-discipline.

• Breadth of Program: A rich and diverse educational experience rooted in the liberal arts tradition and embracing academics, the arts, athletics, outdoor education, service, and leadership.

• Meeting the Learning Needs of Boys: Varied, engaging, and research-based instructional practices acknowledging the diversity of learners, and meeting the learning needs of boys.

• Core Academic and 21st Century Global Skills: The development of key skills, including creativity and innovation, critical thinking and real-world problem-solving, communications, collaboration, and leadership.

• Personal Wellness: The strengthening of our students’ physical, emotional, and spiritual well-being through mentorship and counselling, physical and health education, and an athletics program promoting active participation and healthy competition.

• Continuous School Improvement: A culture of continuous school improvement through which all are inspired to do their best.

What we believe: Guiding Educational Principles

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We must ensure that our programs and

instructional strategies reflect best practices and are rooted in a

solid understanding of boys’ developmental and

educational needs.

We must ensure that our programs and

instructional strategies reflect best practices and are rooted in a

solid understanding of boys’ developmental and

educational needs.

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St. George’s School is committed to the

overriding goal of becoming a

world leader in the education of boys.

St. George’s School is committed to the

overriding goal of becoming a

world leader in the education of boys.

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Strategic PrioritiesStrategic Priorities

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Priority A: A Boy’s Learning

We will embrace a boy-centered approach to teaching and learning, thereby making St. George’s School a world leader in the education of boys.

Rationale: At the core of our educational vision is the recognition of the fact that we are a boys’ school. Boys learn differently than girls, and our programs and our instructional practices must be research-based reflecting best practices in boys’ learning. Building on what already distinguishes St. George’s as a leader in the education of boys, we will maintain our commitment to academic excellence while continuing to enhance our programs and instructional practices. We will strengthen professional development, review and renew curricula, develop innovative new programs, continue the process of integrating technology, and provide additional opportunities for interaction with girls. We also will undertake a full review of facilities to ensure that they are able to fully support our educational vision and programs.

Implementation Strategies:

1. Align instruction with best practices in boys’ learning.

2. Renew curriculum in order to maximize boys’ learning and advance related priorities.

3. Broaden the role of technology as an instructional tool.

4. Pursue opportunities for additional co-ed learning opportunities.

5. Develop world-class facilities in support of our educational vision and programs.

Priority A: A Boy’s Learning

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We will continue to provide a challenging

yet supportive environment that will

allow every boy to explore his interests, move outside

his comfort zone, and maximize his potential.

We will continue to provide a challenging

yet supportive environment that will

allow every boy to explore his interests, move outside

his comfort zone, and maximize his potential.

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When Headmaster John Harker introduced

Rugby in the 1930s, he did so in order to promote the development of character with particular emphasis on values such as courage

and unselfishness.

When Headmaster John Harker introduced

Rugby in the 1930s, he did so in order to promote the development of character with particular emphasis on values such as courage

and unselfishness.

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Priority B: A Boy of Character

We will reinforce character education as a cornerstone of a St. George’s education.

Rationale: Since its founding in 1930, the development of character has been integral to St. George’s. Interestingly, when the School underwent its first formal inspection several years later, the resulting report commented on “the good (moral) tone in the school,” and the readiness of the boys “to comply with the wishes of those responsible for their training.” In an increasingly competitive world in which there is growing pressure to succeed, every boy must develop his own moral compass, while strengthening his leadership skills and his desire to serve others. As a school, we will reaffirm our commitment to a set of core values, including integrity, courage, humility, and respect. We will develop and implement a comprehensive plan establishing them as integral to school life, along with service learning and leadership training. That way, we will be able to ensure that every graduate of St. George’s is able to shape a positive future for himself, his family, and his global community.


1. Infuse throughout the school community a set of core values.

2. Renew student leadership so that every boy is able to develop his own unique leadership potential.

3. Continue to develop a dynamic and inclusive Service Learning Program.

Priority B: A Boy of Character

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Priority C: A Boy of the World

We will establish global-mindedness and environmental stewardship as cornerstones of a St. George’s education.

Rationale: The world is an increasingly complex and challenging place. The pace of change is increasing exponentially, and globalization has transformed daily life from one end of the planet to the other. In the years ahead, humankind must confront a variety of challenges, including climate change, looming energy shortages, pandemics, and economic instability. In order to flourish and to contribute to the building of a better world, our graduates must possess a heightened awareness, a sense of social and environmental responsibility, an enhanced skill set, and a more fully developed global perspective. Building on the various programs currently in place, we will develop new partnerships and initiatives and involve every boy during his time at St. George’s. In promoting environmental stewardship, the School must set a positive example to its students through curricular priorities, as well as through operational decision-making.


1. Develop and implement a comprehensive Environmental Stewardship Program focusing on student learning, as well as physical plant.

2. Develop and implement a comprehensive Global-mindedness Program.

Priority C: A Boy of the World

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Our very survival as a species depends on our

ability to develop a new generation of leaders

—including young men of character—

able and willing to build a better world.

Our very survival as a species depends on our

ability to develop a new generation of leaders

—including young men of character—

able and willing to build a better world.

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Located in Vancouver, St. George’s is ideally

situated to become Canada’s World School

for Boys. Our city is repeatedly recognized as

the one of the world’s most livable cities.

Located in Vancouver, St. George’s is ideally

situated to become Canada’s World School

for Boys. Our city is repeatedly recognized as

the one of the world’s most livable cities.

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We will build a world-class Residential Life Program.

Rationale: St. George’s has always been a boarding school, and residential life brings with it significant benefits for the School and its students—boarders and day boys alike. With boarders from more than 20 countries, Harker Hall contributes in a substantial way to the development of a global perspective throughout the School. It also provides an ideal community within which to nurture core values and a shared sense of social responsibility. As well, if we aspire to become a school of international significance, like all truly great schools, we must have a vital and dynamic boarding community that is central to the School and its culture. We therefore will continue our ongoing efforts to strengthen residential life through a renewed boarding curricula and a diversified population of boarders. We also must develop an even bolder long-term vision for the future of boarding at St. George’s.


1. Continue the process of strengthening the overall boarding experience and profile.

2. Develop a vision and strategic plan for the long-term future of boarding at St. George’s.

Priority D: A World SchoolPriority D: A World School

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The All for One Saints Gala 2012

A premier event for Georgians, Parents, Past Parents, New Parents, and friends of the Saints family.

This year, two sets of St. George’s families, who have chosen to remain anonymous, have graciously stepped forward to be our Co-Presenting Sponsors as

“Passionate Parents Supporting Saints”.

The All For One Saints Gala will celebrate Headmaster Dr. Matthews’ leading vision of “One Boy At A Time” and raise funds for:

• an endowment to support financial aid for deserving boys who would otherwise be unable to attend St. George’s.

• creating a 21st century boys’ learning environment with a focus on boy-centric learning and learning spaces.

Sponsorship and Donor Opportunities There are Sponsorship and Donor Opportunities available at various levels:

Table Sponsors, Live and Silent Auction Donations, Reception Sponsor, Wine Sponsor, Entertainment Sponsor, Event Sponsor, Decor Sponsor, Dinner Sponsor

Please contact: Caitrin Innis at [email protected] or

Steve Millen at: [email protected] for more information.

SAVE THIS SAINTS DATE!

09∙29∙12Saturday, September 29th, 2012

Fairmont Hotel vancouver

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THE GEORGIANS

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I have spent more time at the School and thinking about the School in the past few years than I did for the better part of two decades after graduation. As you can imagine, it is an extremely busy place with more students, more faculty and staff, and more programs than ever before. There are more people “in charge” of their respective areas and teams because it is simply too much for one or a few to manage. Such is a blessing, but it’s also a curse. Many people, including many of you, have different views of the School, its images, and the path it should take.

With a new Headmaster, the School has had an opportunity to reflect on itself and its past, and to consider its future. Part of that reflection has included the School’s visual identity. Many of you participated in the process. Many of you have sent us emails or otherwise commented on the School’s new logo. Comments—both positive and negative—were expected and received. It is a reflection of your care for your School. Thank you for sharing your concerns and thoughts; I am delighted to see the interest you have in the School. Know that the decisions made during the visual identity process were carefully considered.

Let me share one example of some of the issues recently encountered. Since my days at the School, designs and colour schemes of jerseys on the playing field have changed from year to year and the metaphors around the School have been inconsistent with the story and symbolism of St. George. Beyond the special tour jersey designs, teams have changed their uniform designs from year to year, and different representative teams have used different logos and colours. During the Harker and Brown eras, it seemed that jerseys, crests, and other images of the School were under the tightest of controls—everyone knew and recognized the kit of the First xV. Last spring, I didn’t. The new visual identity brings back the bright red of the cross of St. George. It identifies the School’s location with the maple leaf. Reflecting on history and traditions, those involved with the visual identity process considered the attributes of St. George’s and the attributes that were instilled in the boys during the Harker years, and continue to be today. The new visual identity will filter its way through the School. Look for it on the pitch, the court, and elsewhere.

I share with you the thought that a headmaster, principal, dean, or other head can guide an institution to greatness, but it is the alumni that fuel and maintain it. A strong alumni—demonstrating success in any way—reflects well on an educational institution. You and your successes reflect well on your School. People look at the St. George’s community differently than others. Everyone wants to upset the number one seed.

Lastly, Mr. Murdoch – thanks for getting this publication started. What a Saint!

The Saint

My first article as President of the Old Boys’ Association was published in The Dragon. Here is my second; it is published in The Saint. Over thirty years ago, The Dragon was first published by Bill Murdoch, who served the School for many years in many roles, including Director of Development and leader of the Cub and Scout troops. Although we lost him earlier this year, a small part of him will continue in this publication and in future ones. Regardless of its name, the same theme recurs—connecting Georgians, students, parents, faculty, and staff through updates and anecdotes from around the world.

PRENTICE DURBIN PRESIDENT OF THE ST. GEORGE’S

OLD BOYS’ ASSOCIATION [email protected]

FROM THE PRESIDENT

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DAVID R.L. ROLFE ‘49, FCA

GEORGIAN HONOURSGeorgian Lifetime Achievement Award Winner

David Rolfe founded the accounting firm Rolfe Benson LLP in 1958 and served as Managing Partner until 1996. In 1985 he was made a Fellow of Chartered Accountants and in 2004 he was awarded the Lifetime Achievement Award by the Institute of Chartered Accountants, where at one time he served as Treasurer and Member-in-Council. Rolfe has had considerable community involvement.

He is Past Chairman of the St. George’s School Society, Past President of St. George’s Old Boys’ Association, Past Treasurer and Director of Crofton House School, Past Director of Lester B. Pearson College of the Pacific, Past Treasurer of the BC Rugby Union, Past President of the Vancouver Club, Past Commodore of the Royal Vancouver Yacht Club, Past Chair of the Finance Committee of VanDusen Botanical Garden, and Past Chair of the Advisory Committee of the BC Sports Hall of Fame and Museum. He was invested into the Sovereign Order of St. John in 1989.







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DOUGLAS R. HAMILTON ‘75, MD, PhD

GEORGIAN HONOURSDistinguished Georgian Award Winner

Dr. Doug Hamilton, a physician who also holds a PhD in Cardiovascular Physiology from the University of Calgary, is a NASA flight surgeon and biomedical engineer. Doug also holds a BSc and an MSc in Electrical Engineering, both from the University of Alberta. He received his MD at the University of Calgary and was Valedictorian of the Class of 1991.

In 2009, Doug was in constant contact with the International Space Station as he served as the deputy flight surgeon to Canadian astronaut Dr. Robert Thirsk. It was Doug’s responsibility to ensure Thirsk’s health and well-being while he was in orbit.

Doug received his USAF flight surgeon wings in 1998 and attended International Space University (ISU) in the Faculty of Life Sciences in 1992 in Japan. He has taught at ISU (1996-2010) in the areas of Operational Space Medicine, Bone and Muscle Physiology, Cardiovascular Physiology, and Life Support Systems.

In addition to his professional achievements, Doug is known for his humanitarian efforts. In 2005, after Hurricane Katrina ravaged New Orleans, he volunteered as the lead night physician at the Houston Astrodome, which received evacuees from Louisiana. In 2000, Doug’s alma mater, the University of Calgary, awarded him its Distinguished Alumni Award.

Doug recently relocated to Calgary with his family and we look forward to receiving an update from him on his new career path.











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ALY JETHA ‘88

GEORGIAN HONOURSyoung Georgian Award Winner

Aly Jetha is the founder and President of Oznoz Entertainment, a company that develops and distributes entertainment that teaches children different languages and about different cultures. Big Bad Boo Studios, the company’s animation division is one of the largest animation studios in Western Canada. Its Emmy Award-winning team has developed two cartoon series, Mixed Nutz and 1001 Nights, which have been distributed in over 50 countries on premier networks like Disney, PBS, and Al Jazeera Children’s Channel. 1001 Nights returns to Cannes this year with 52 11-minute episodes, defending its title as the #1 Canadian show.

After graduating from Saints and then UBC, Aly began his career working in the United Nations Community, representing Canadian Members of Parliament at an NGO called Parliamentarians for Global Action. He then completed his law degree at the University of California at Berkeley after which he worked as a management consultant in the San Francisco office of Bain & Company.

In 1998 he founded his first company, Intra Technologies, which developed and sold power semiconductors to companies like Volvo, Mercedes Benz, and TRW. Aly sold Intra to a strategic partner in 2003 and then joined the founding team of Via One Technologies, a prepaid telecommunications and transaction processing company. During his five-year tenure as Chief Operating and Chief Corporate Officer, Via One went from being a start-up with no revenue to being one of the largest distributors of prepaid airtime in the United States, generating over $350 million in annual revenue.

In 2008, to his parents chagrin, Aly left Via One to start Oznoz Entertainment. Aly and his wife are excited about launching their new business, oznoz.com, which distributes cartoons that teach children different languages. Oznoz.com recently acquired exclusive rights to all foreign languages versions of Sesame Street.

Aly Jetha is the founder and President of Oznoz Entertainment, a company that develops and distributes entertainment that teaches children different languages and about different cultures. Big Bad Boo Studios, the company’s animation division is one of the largest animation studios in Western Canada. Its Emmy Award-winning team has developed two cartoon series, Mixed Nutz and 1001 Nights, which have been distributed in over 50 countries on premier networks like Disney, PBS, and Al Jazeera Children’s Channel. 1001 Nights returns to Cannes this year with 52 11-minute episodes, defending its title as the #1 Canadian show.

After graduating from Saints and then UBC, Aly began his career working in the United Nations Community, representing Canadian Members of Parliament at an NGO called Parliamentarians for Global Action. He then completed his law degree at the University of California at Berkeley after which he worked as a management consultant in the San Francisco office of Bain & Company.

In 1998 he founded his first company, Intra Technologies, which developed and sold power semiconductors to companies like Volvo, Mercedes Benz, and TRW. Aly sold Intra to a strategic partner in 2003 and then joined the founding team of Via One Technologies, a prepaid telecommunications and transaction processing company. During his five-year tenure as Chief Operating and Chief Corporate Officer, Via One went from being a start-up with no revenue to being one of the largest distributors of prepaid airtime in the United States, generating over $350 million in annual revenue.

In 2008, to his parents chagrin, Aly left Via One to start Oznoz Entertainment. Aly and his wife are excited about launching their new business, oznoz.com, which distributes cartoons that teach children different languages. Oznoz.com recently acquired exclusive rights to all foreign languages versions of Sesame Street.

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GEOFF MAIR ‘88

GEORGIAN HONOURSyoung Georgian Award Winner

At the age of 27, after a brief stint with a Seattle-based web development firm, Geoff founded Constructive Media Inc. Renamed Partnerpedia in 2009, the company provides custom software and services for well-known companies such as Microsoft, Research in Motion, and Novell. The company’s core product, Partnerpedia Community Marketplace, powers the enterprise app stores of companies like Cisco and Alcatel-Lucent and enables an open and free business-to-business networking community that allows companies in the IT sector to recruit partners. As President and Chief Technology Officer of Partnerpedia, Geoff is responsible for driving the company’s product strategy and managing the product development group at the 50-person strong company.

This year, Partnerpedia was selected by Rocketbuilders for the Ready to Rocket list, a compiled list of forward-looking BC technology companies which has consistently predicted revenue growth leaders since 2003. Partnerpedia was also named Best Presenting IT Company at the 2011 Canadian Financing Forum.

Geoff is Past Director of the St. George’s Old Boys’ Association and is the current Board Chair of Choice School for Gifted Children. He was named as one of the Top 40 Under 40 business leaders in BC by Business in Vancouver in 2009. He is an active leader in Scouts Canada and a proud father of two.

At the age of 27, after a brief stint with a Seattle-based web development firm, Geoff founded Constructive Media Inc. Renamed Partnerpedia in 2009, the company provides custom software and services for well-known companies such as Microsoft, Research in Motion, and Novell. The company’s core product, Partnerpedia Community Marketplace, powers the enterprise app stores of companies like Cisco and Alcatel-Lucent and enables an open and free business-to-business networking community that allows companies in the IT sector to recruit partners. As President and Chief Technology Officer of Partnerpedia, Geoff is responsible for driving the company’s product strategy and managing the product development group at the 50-person strong company.

This year, Partnerpedia was selected by Rocketbuilders for the Ready to Rocket list, a compiled list of forward-looking BC technology companies which has consistently predicted revenue growth leaders since 2003. Partnerpedia was also named Best Presenting IT Company at the 2011 Canadian Financing Forum.

Geoff is Past Director of the St. George’s Old Boys’ Association and is the current Board Chair of Choice School for Gifted Children. He was named as one of the Top 40 Under 40 business leaders in BC by Business in Vancouver in 2009. He is an active leader in Scouts Canada and a proud father of two.

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Founded in 2003 by Gordon Kruberg '78, Gumstix, Inc. is a worldwide leader in the development of advanced computer-on-module products. In 2004, it introduced the world’s smallest commercially available Linux boards and computers, about the size of a stick of gum. Dr. Kruberg and his business partner, Don Anderson '77, sat down with The Saint to talk about their company.

Gumstix

TECHNOLOGY PROFILE:

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S: Gordon, what was your inspiration for Gumstix? GK: In 2000, my 12 year-old daughter asked me an unforgettable and insightful question. “When Nanna was born, cars had been invented but not everyone had one. When Grandma was born, the television had been invented but not everyone had one. When you were born, the computer had been invented but not everyone had one. What is there that has already been invented that will be everywhere when I have children?” We had just seen the movie Bicentennial Man and the answer “robots” leaped to mind. I have always been fascinated by robotics and motor control systems and realized, if I believed my answer, I should make sure I was working in the field.

I decided the best way to contribute would be to develop a standard computing platform for robotics: a tiny computer that would remove the bulk of the hardware challenges and allow an ecosystem of open-source robotics software to evolve. Luckily for us, it turned out that particular design concept would be useful in many different markets, not just in robotics.

S: Why are you both so passionate about the product that you’ve produced? In your minds, how is Gumstix a technological innovation? GK: To succeed in building a hardware platform that roboticists would value, we believed we had to design and produce powerful low-energy computing systems that could run standard software. For eight years we have watched our customers use our computer boards to build innovative products across a broad range of commercial, industrial, and military markets worldwide, and we have seen our original assumption validated. In fact, we found ourselves pioneering the concept of powerful tiny computers that have come to be known as a “computers-on-module”.

Today, our customers can build custom computers without being overwhelmed by electrical engineering; instead they are being limited only by their imagination. The diversity and innovation in their products continue to surprise us. Yesterday, we discovered that one customer had completed successful tests for inclusion of Gumstix products into their satellites. In another project, Gumstix computes the “in-helmet display” for the driver of a solar-powered car. A third customer has clustered hundreds of Gumstix computers together into a cabinet that is still only the size of a medium suitcase.

S: Don, how did you find yourself going into business with Gordon in California? DA: Gordon and I played rugby together all through our years at Saints, including the 1977 European Rugby Tour. We both played saxophone in the school band. Through the early stages of our careers, we caught up almost every year on November 11 at the annual Remembrance Day service and games at the School, but not much more than that.

When Gordon formed a Palo Alto based start-up called Deersoft to build one of the first spam filtering companies, he brought me on board to help develop the company from an open source product to a proven business model. After we sold Deersoft to Network Associates at the end of 2002, Gordon formed a new company called Gumstix in early 2003 to begin his dream of working in robotics.

Over the past eight years, we have grown Gumstix from a small company for robotics into a well-known provider of computer modules for a wide diversity of engineering applications and acquired customers in more than 50 countries worldwide.

Gordon and I have worked together for almost ten years now. Until Gordon took a working sabbatical and spent some time in Vancouver during the fall of 2010, we had never spent more than four days in the same city, as our homes and lives are 800 miles apart in Vancouver and Portola Valley. Skype, instant messaging, Gmail, wireless networks, and other commonly available technologies have made this partnering, and our personal mobility, possible. It gets easier every year.

S: This issue of The Saint magazine focuses on how technology is being used in innovative ways to teach our boys. As someone previously active in the educational industry, Gordon, what role do you think technology should play both inside and outside the classroom? GK: What a great question for 2011! I think the most exciting challenge for educators this year

is the transition from books to tablets. The iPad and its cousins truly are windows into the entire accumulated intellectual contributions of mankind, and it is frankly difficult to imagine continuing the practice of issuing textbooks at all.

The tablets have obvious roles in “courses and sources” but also as lab tools, tele-presence operators, and as diagnostic aids for learning limitations. Sites like the Khan Academy are wonderful examples of online courseware. I have enjoyed beginning to study Latin using Tutubus Latinus. This explosion of freely available material increases the burden on the classroom teacher to stay abreast of available sites to supplement coursework. Teachers learn to become guides to the increasing and remarkable volume of online original works and sources. Students get to read and see original material, such as looking through the ancient texts on Project Gutenberg, zooming in on buildings in Google Earth, and comparing interpretations.

Lab experiences have been expanded by countless opportunities for telepresence, which we at Gumstix have enjoyed supporting. One favorite is an open lab in Sydney, Australia at: http://www.labshare.edu.au

Over the past 30 years the diagnostic assessment of reading disorders has undergone truly phenomenal development, and the expansion of these tests online to support a more automated approach is compelling.

S: Gordon, how do you believe today’s students need to be prepared to face the challenges of a rapidly changing world? GK: Nurturing inquisitiveness is the best foundation for education, and we suspect that statement will be as true in 20 years as it is now. It is more important now that the search for knowledge or answers can be almost immediately satisfied. This immediacy of the media can also be so compelling that students need to be taught that there is a significant cost to context-switching: multitasking is illusory!

Finally, without a familiarity with core concepts of computer technology students will be crippled. Luckily, the availability of open source software removes almost all cost hurdles to IT experimentation.

Don Anderson '77 and Gordon Kruberg '78 with Mitch Williams of Sandia Labs

Gumstix in a Hamilton Jet Marine Application

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TECHNOLOGY PROFILE:

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Founded by twin brothers Nadeem and Nasheel Kassam ’06, Connect the Doc is a service that allows patients to search and book appointments online with a variety of healthcare professionals including dentists, physiotherapists, massage therapists, optometrists, and chiropractors. The goal of Connect the Doc is to help busy patients and healthcare professionals by connecting them through appointments that work for everyone. The Saint sat down with Nadeem and Nasheel to talk about their new venture.

S: What was your inspiration for Connect the Doc? NK: The day before my university graduation my dad, who is a dentist, told me that he was going to miss part of the ceremony because he had to treat an emergency patient. Not wanting him to miss this important occasion, I suggested he tell his patient to book an appointment online with another dentist in the area. It turns out that this service did not exist, so my brother and I decided to create it.

S: What have been the biggest challenges you’ve faced in starting up your company and how have you overcome them? NK: Financing the project was one of our biggest challenges. Very early on we discovered that the development costs alone for the site we envisioned would be well over $100,000. Fortunately, we partnered with a local web development company who took an immediate interest in our idea. Over the next three years, we will have received over $250,000 of investment in exchange for a small share in our company.

S: you are both young entrepreneurs. What advice do you have for other Georgians or current students who want to start their own business? NK: Prepare to work harder than a Nigel Toy handshake. Get comfortable with being uncomfortable. As an entrepreneur you will have to step out of your comfort zone and complete tasks that you would have never experienced before. Embrace the workload and do not cut corners. You will develop a work ethic that will prepare you for success in all facets of life.

S: As this issue of The Saint focuses on technology, what suggestions do you have for young people today to keep up with all the rapid technological advances? NK: Technology solves problems that we do not even know exist. The best technological ideas, advancements, and businesses will be discussed online. Explore the internet to learn about these new solutions and discuss your findings with friends, family, and others on Facebook, Twitter, and other social networking sites.

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1: NYC Chapter Dinner, from l to r: Mackenzie Smith ’06, Alexis Assadi ’06, Nathaniel Bentley ’07, Jonathan Davis ’06, and Allan Merrill ’93

2: Ottawa Pub Night, from l to r: Adam Goldenberg ’04, Andrew Hupfau ’98, Brock Stephenson ’99, Bryan Ide ’99, John Ross ’57, and Mykhaylo Shaforostov ’02

3: A mini reunion for the Class of ’89 at the NYC Chapter Dinner, from l to r: Chris Taylor, Prentice Durbin, Edward Shin, and David Law

4: NYC Chapter Dinner, from l to r: David McPhedran ’89, Jason Chan ’92, Roland Sanford ’62, and Chuck Court ’755: Georgians in Toronto and NYC had the chance to connect with faculty member Shawn Lawrence (l). 6: Close to 35 Georgians attended the NYC Chapter Dinner.7: The Toronto Chapter Dinner also saw a great turnout with close to 45 in attendance.8: Toronto Chapter Dinner, from l to r: Graham Allen ’74, Headmaster Dr. Tom Matthews, and Greg Burns ’74

EAST COAST CHAPTERGEORGIANS’ PHOTO ALBUM 1

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WHO’S WHO?

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FALL UNIVERSITY TOURGEORGIANS’ PHOTO ALBUM

1: Queen’s, from l to r from the Class of 2010: Marshall Mackoff, Tommy Kirkham, Spencer Gudewill, and David Worsley

2: McGill, from l to r: Alex Rivers ’09, Justin Hayto ’11, and Sebastian Hayto ’08

3: London, ON Georgians Breakfast, from l to r: Davin Juusola ’90, John Lewis ’95, faculty member Dr. Tony Mercer, and Jackson Lee ’95

4: Western, from l to r: Martin Jim ’08, Min-Ki Kim ’08, Derrick Hui ’08, Ross Wolrige ’08, Dean Solloway ’10, and Alex Chang ’10

5: Queen’s, from l to r: Danny Hong ’08, Matt Cunningham ’08, Darren Wong ’08, Ben Lipsey ’08, Headmaster Dr. Tom Matthews, and Matt McFetridge ’08

6: Queen’s: Joshua Karton ’97 (l), a law professor at Queen’s, had the chance to catch up with Dr. Tony Mercer (r).

7: Montreal Georgians Breakfast, from l to r, back row: Jens-Erik Walter ’88, Charles Roburn ’87, and Brock Clancy ’05. From l to r, seated: Dr. Tony Mercer, Craig Francis ’86, and Headmaster Dr. Tom Matthews

8: Queen’s, from l to r: Mark Louie ’11, Connor Kelly ’11, Grant Jones ’11, and Alec Read ’11

WHO’S WHO?

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STANCOMBE GOLF TOURNAMENTGEORGIANS’ PHOTO ALBUM

1. From l to r: Fraser McKeen ’02, Sam Jenkins ’02, Andrew Lee ’01, and Scott MacDonald ’02 2. The Class of ’03 from l to r: Lyle Perry, Liam Everett, Louis Orieux, and Tyler Hotson 3. From l to r: Stephen Molnar ’83, Evan Davies ’04, Ryan French ’84, and Gavin Reynolds ’86 4. From l to r: Reto Camenzind ’05, Head of Science Tony Mercer, Science teacher Hugh Wohlgemuth,

and Director of Visual Art Brian O’Connor5. Max Hager ’00 (l) and Chris Boltwood ’89 (r)6. Ryan French ’84 (l) with Headmaster Dr. Tom Matthews (r)7. From l to r: Chris Francis ’01, past parent Philip Francis, Josh Owen ’01, and Chris Owen ’788. The Class of ’75 again won the Johnny Dockrill Trophy. Pictured from l to r: Edwin LeBlanc, Ernie Anderson,

Brad Johnston, and Brian Paterson

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PRESIDENT’S DINNERGEORGIANS’ PHOTO ALBUM

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1. On October 27, 2011, Prentice Durbin ’89, President of the St. George’s Old Boys’ Association, hosted the Past Presidents and the current Board of the Georgians at the annual President’s Dinner.

2. From l to r: Michael Skene ’85, Scott Lamb ’79, and Paul Mitchell-Banks ’78 3. From l to r: Michael Skene ’85, Bruce Jackson ’78, and Junior School Principal Greg Devenish 4. From l to r: Angus Campbell ’99, Prentice Durbin ’89, and Chris Boltwood ’895. Ralph Brown ’53 (l) and David Rolfe ’49 (r)6. Bruce Jackson ’78 trying out his new comedy routine on the group.7. At the dinner, the Board and Past Presidents said farewell to Scott Lamb ’79, who was retiring at the end of his term on the

Georgians Board.8. From l to r: Retiring Board Member Scott Lamb ’79, Headmaster Dr. Tom Matthews, and Prentice Durbin ’89

WHO’S WHO?

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1. Over 100 Georgians attended this year’s Businessmen’s Luncheon at Hy’s Steakhouse in downtown Vancouver. 2. Geof Stancombe ’62 (l) chats with Donovan Tildesley ’02 (r) as Aly Alidina ’96 (c) looks on. 3. McGregor Wark ’00 (l) and Josh Owen ’01 (r) 4. John Nicolls ’78 (l) and Don Anderson ’77 (r)5. From l to r: Geoff Simpkins ’79, Scott Lamb ’79, Gavin Reynolds ’86, and Headmaster Dr. Tom Matthews6. Michael Thouin ’98 (l) and Ben Batt ’99 (r)7. Ward McMahon ’62 (l) and Angus Campbell ’99 (r)8. Two Past Presidents of the Georgians: Neil Menzies ’82 (l) and Peter Armstrong ’72 (r)9. There was a great cross-section of Georgians as this year’s attendees spanned from the Class of 1949 to the Class of 2010. 10. This year’s luncheon was chaired by Dirk Laudan ’87.11. Greg Mitchell ’96 (l) and Jamie Heras ’00 (r)

WHO’S WHO?

BUSINESSMEN’S LUNCHEONGEORGIANS’ PHOTO ALBUM

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REUNION WEEKENDGEORGIANS’ PHOTO ALBUM

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1: This year, classes ending in 1 and 6 were invited back to Saints for the 2011 Reunion.2: The Class of 1961 celebrated its 50-year reunion.3: The Class of 1966 celebrated its 45-year reunion.4: Those celebrating their 50-year reunions and beyond were invited to a dinner hosted by the Headmaster.5: Close to 180 guests attended the Reunion Reception.6: Class of 1996 held its 15-year Reunion a week earlier at the Charles Bar in Gastown.7: Alexis Assadi ’068: Class of 1996 at the Charles Bar9: Scott Griffin ’9110: George Peat ’71 barbecues up a storm at the Class of 1971 gathering at his home in Point Roberts, WA.11: Henry Reeve ’86

WHO’S WHO?

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SAINTS’NOTES

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1957• Chris Harker retired from “the family

business” (teaching) in 1999. In 2001, he and his wife Catriona started a safari company (www.chriscatsafaris.ca). Since then, they have organized nearly 40 safaris and escorted more than 400 guests to Tanzania to experience and enjoy that country’s incredible wildlife parks.

1969• Michael Steven writes in, “I am a litigation

lawyer practising in Kerrisdale, Vancouver. My wife is a pediatrician at Children’s Hospital. We have two children, both boys- Benjamin, age 10, and Sebastian, age 13. The interesting news is that Sebastian started Grade 8 at St. George’s this September and we hope to have Benjamin join him at the Senior School or sooner. My brother Mark Steven graduated from Saints in 1968. We both went to UBC for our undergraduate degrees and we both went to Cambridge University in England for our law degrees. Mark is litigation lawyer in Vancouver and is a sole practitioner specializing in medical malpractice claims.”

1971• True to his profession, Malcolm McLaren

writes in:

Still the working artist. latest struggle...address the dimensional aspects of colliding time metrics .... A thin collection of recent work can be found at my Facebook page...tap in my name, it’ll get you there. a quote that carries me thru the hard spots...Fail again, fail better...s beckett. now that I have gotten used to the shambling walk that age bestows, I can shuffle my pages for wisdoms’ coals.

• David Wallace hosted a group from the Class of ’71 in Christchurch, New Zealand for the recent Rugby World Cup. Just prior to the Canada-Tonga game, the group ran into Past Headmaster Nigel Toy at the Killer Prawn, a local sports bar in Whangarei loaded with Canadian supporters.

• Ross Waters was a finalist for the 2011 Ernst & Young Entrepreneur of the Year Award. Ross is President of C.G. Industrial Specialties Ltd., a supplier of industrial valves and controls.

1980• Michael Bentley is President of SierraSil

Health Inc. This past spring, the company was awarded their second patent as a nutritional supplement for osteoarthritis. His volunteer activities now include working as a Trustee of the UBC Foundation and the BC Sports Hall of Fame, and as a Director of the Canadian Forces Liaison Council and the Anglican Network in Canada.

1982• Bob Findlay writes in that he’s between

jobs and sailing through Europe. He has documented his travels at http://web.mac.com/bobfindlay1/Faem/Faem/Faem.html.

• Scott Sheppard has taken a position as Administrative and Human Resources Manager in an industrial cleaning company in Suresnes, a suburb of Paris, France.

• Jeremy Sayers finished 16th in Men’s 45-49 category at the Masters World Triathlon in China. He also was able to spend some time with 2008 Olympic silver medalist Simon Whitfield and to race on the Olympic course.

• Henry Tenby was featured on the season premier episode CBC’s Dragons’ Den, which aired on September 14, 2011. He presented his business case to the Dragons as to why Canadians should use his Vancouver-based CashSender service (www.cashsender.com) instead of US-based PayPal.

1983• Fred Lackmance completed a Diploma

in Teacher Llibrarianship from UBC. In September, he started as Teacher Librarian (French Immersion) at Kitsilano Secondary School.

1986• Richard Bice, along with Bruce Jackson ’78,

Gavin Reynolds ’86, Ian Cooper ’87, Tyler Hotson ’03, Conor Trainor ’07, and Senior School Principal Bud Patel participated in the Rugby Canada Golf Tournament on August 18, 2011 at the University Golf Club.On January 4, 2011,

• Gavin Reynolds became a founding partner and Senior Vice President of Jones Lang LaSalle’s new Vancouver commercial real estate office. JLL is the world’s second largest full-service commercial real estate firm with a 2010 global revenue of more than $2.9 billion.

From l to r: Braeden Waters ’98, Ross Waters ’71, Past Headmaster Nigel Toy, Alistair Palmer ’71, Sandy Manson ’71, and Tom Jennings ’71

From l to r: Richard Bice ’86, Senior School Principal Bud Patel, Bruce Jackson ’78, Tyler Hotson ’03, Ian Cooper ’87, Conor Trainor ‘07, and Gavin Reynolds ’86.

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Aly Jetha, Rick Brooks-Hill, and Anthony Lee

• In May 2011, Raymond Wong completed a full Ironman race in St. George, Utah. It was a 140.6 mile race (swim 2.4 miles, bike 112 miles, run 26.2 miles). In July 2011, Raymond also completed the Vineman Half Ironman Race in Windsor, California (swim 1.2 miles, bike 56 miles, run 13.1 miles).

1988• Aly Jetha and his wife, Shabnam Rezaei, are

excited about launching their new business, oznoz.com, which distributes cartoons that teach children different languages. Oznoz.com recently acquired exclusive rights to all foreign languages versions of Sesame Street. Aly and Shabnam are over-the-moon excited with the birth of their daughter, Her Royal Cuteness Aliana Rezaei Jetha. Mom and dad expect Aliana to learn potty training from Elmo in five languages!

• For the past 10 years, David McKinnon has been living in Waterloo, Ontario with his wife, Jennifer, and children Heather (10), Robert (8), and Katie (4). He is an associate professor in the Pure Mathematics Department at the University of Waterloo. David mentions that St. George’s is very well known at Waterloo as he gets comments on his Old Boys tie when he wears it around the department. We thank David for advertising!

• Classmates Anthony Lee, Aly Jetha, and Rick Brooks-Hill managed to reunite at Game 5 of the Stanley Cup Final on May 24, 2011.

1989• In 2011, Paul Gribble was promoted to

Full Professor at the University of Western Ontario, where he is a computational neuroscientist studying the neural control of movement and motor learning. Paul is jointly appointed in the Department of Psychology and the Department of Physiology and Pharmacology, and he runs a research lab in the UWO Centre for Brain and Mind. Paul teaches graduate courses in Computational Neuroscience, Statistics, and Scientific Computing. You can learn more about Paul’s work at http://gribblelab.org.

1992• Doug Fry writes in from Toronto where he

is living. He married Julie Oden on September 5, 2008. He was recently promoted from Director of Strategic Sourcing for Cara Restaurants (Swiss Chalet, Milestones, Montana’s, Harvey’s and Kelsey’s) to Vice President of Milestones. He reports to the President of Milestones, fellow Georgian Jeff Stipec ’79.

1993• Rob Hernandez has started a new software

company called gowerk solutions inc. (www.gowerk.com). Based in Vancouver, the company designs enterprise software for human resource needs at small and medium-sized businesses. Their flagship product, gowerk:perform, is being employed by companies across North America and Europe. They are excited to be adding new modules to their product suite in the

upcoming year and growing their workforce and their market reach exponentially.

• David McPhedran is Managing Partner at Triliad Capital. He and his family are doing well and continue to live in New York City.

1994• In October 2010, Mark Pinder started a

new position as Media Systems Engineer for Pixar Canada in (not so) sunny Vancouver!

1995• Ben Cooper has left his job as National

Teams Video Coach with Hockey Canada in Calgary, and has moved to Victoria, BC to take a position as Assistant Coach with the Victoria Royals of the Western Hockey League.

1997• Ryan Landels is engaged to Chelsea

Armstrong, Crofton House ’00, and their wedding is set for December 31, 2011. How connected are they to St. George’s? All five Landels brothers attended Saints. In addition, Chelsea’s family association includes her great-grandfather Capt. B.O. Robinson, grandfather Geoffrey Robinson ’38, uncle Michael Robinson ’69, father Peter Armstrong ’72, and brother Tristan Armstrong ’03. Chelsea’s grandmother, Frankie Robinson, was actively involved in the Parents Association and her mother, Wendy Armstrong, served as Co-Convenor of the 2001 and 2002 Country Fairs.

1998• Zul Kanji completed his Master of Science

degree in Dental Science from UBC in December 2010. On July 1, 2011, he was appointed as an assistant professor in the Faculty of Dentistry at UBC.

• Warren Woo has become a partner and owner of Aspen Law Office in Calgary. He got married in Calgary in 2009.

1999• Christian Johannsen was appointed

Board Chair of the Kitsilano Chamber of Commerce in July 2011. He invites his fellow Georgians to join him at one of the many networking functions the Chamber has to offer on Vancouver’s Westside.

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• Aly-Khan Lalani graduated from medical school and started his residency training in the Department of Internal Medicine at the University of Manitoba with the Winnipeg Regional Health Authority (WRHA).

2000• Graham Horton lives in Vancouver and

works for Shape Properties Corporation doing shopping centre & retail development.

2001• Chris Flak has been named Producer

of CTV’s new local morning show in Vancouver, CTV Morning Live. The new program launched on October 17, 2011. Previously based in Toronto, Chris served as Segment Producer for etalk, Canada’s #1 entertainment show, and Producer of CTV’s Royal Wedding production.

• Vishal Gupta completed medical school in Ireland in 2007, after which he began his residency in Emergency Medicine at Yale University. He finished residency this past June and will be staying with Yale as a fellow in Ultrasound in Emergency Medicine for a year. He hopes to move back to Vancouver in late 2012.

• Riaz Kara proposed to Ola Madi in July 2011. They celebrated their engagement in Vancouver in October 2011 and will celebrate their wedding day in Ottawa in October 2012. Riaz has also become Manager of Integrated Consulting Services for the Real Property Group at Public Works and Government Services Canada. He began his new role in August 2011 after three years as a senior consultant with Government Consulting Services.

• Warren Miles-Pickup was promoted with AGF to Regional Sales Manager and has moved to Edmonton to cover the Northern Alberta and NWT territory.

• Josh Owen recently joined the Jones Lang LaSalle commercial real estate brokerage in Vancouver. Josh will be working on downtown Vancouver tenant representation and office leasing.

2002• James Cheng received his law degree from

Osgoode Hall Law School in June 2010. He was called to the bar in June 2011 and is currently legal counsel at Hydro One in Toronto.

• Bernard Lau graduated from the Faculty of Law at UBC and is preparing to start his own law firm with a partner. Their practice areas are in real estate, corporate/commercial, and criminal.

RUGBy WORLD CUPTyler Hotson ’03 and Conor Trainor ’07 did the School proud as they represented Canada at the recent Rugby World Cup Final in New Zealand.

One of the highlights was Canada defeating Tonga in their opening match. Both Tyler and Conor played in the match and had an enormous impact on the final result. Conor came on in the second half and went on a strong run, breaking a few tackles on the way. His run switched the momentum back to Canada’s favour. Tyler, playing in the pack, helped set up the winning try by clearing out the favoured opposition from a fiercely contested ruck near Tonga’s try-line. The final score was 25 for Canada and 20 for Tonga.

While at St. George’s, both of these young men excelled in many areas of school life. Tyler was the classic all-rounder. He was a double Rigg Scholarship winner in Music and Ceramics, and played Varsity Hockey and 1st xV Rugby as a Grade 11 and 12 student. Conor’s accomplishments were also impressive during his time at Saints. He was runner-up for Sportsman of the Year and played 1st xI Soccer, Varsity Basketball, and 1st xV Rugby in Grades 11 and 12—a very difficult task. Conor is currently attending Western, while Tyler is playing professional rugby in England. In Tyler’s most recent correspondence with the School, he indicated that he attributes his current success with his past experiences at St. George’s, beginning at the Junior School where he learned to play rugby. As well, he sends this message to current boys at Saints: “I hope they are watching the games and believing that they too can play for Canada and professionally too.”

Tyler Hotson ’03 with Headmaster Dr. Tom Matthews and Senior School Principal Bud Patel

Tyler Hotson ’03 and Conor Trainor ’07

Conor Trainor ’07 with Bud Patel and Dr. Matthews

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2004• After two years at the Boston Consulting

Group, Spenser Rocky has left to run pricing and promotions at Mobilicity, one of Canada’s three new start-up wireless phone companies. He is still living in Toronto and loving it.

• In August, James Thomas, stage name Arn Rhys, released his new CD Chapel of the Fool. His earlier CD, Winter Letters, was released in March of this year.

2006• Spencer Bentley graduated from the

University of St. Andrews in June and recently became engaged to Lauren Maertz.

• Michael Paulus recently earned a Bachelor of Arts in Economics and a Masters of Science in Management Science and Engineering from Stanford University.

2007• In January, Nathaniel Bentley began

working for Sotheby’s in New York City.

• Matthew Hayto graduated from Columbia University with a degree in Engineering Management Systems (minor in Economics). While at Columbia, he rowed with the First Varsity Lightweight 8+, placing 6th at nationals this year. He has started a new position as a project manager at Gardiner & Theobald Inc. in New York City.

2010• Zach Yuen has been selected to represent

the Western Hockey League in the Subway Russia/CHL Super Series.

2011• After finishing off their senior year at St.

George’s with a win in the Senior Boys 8+ at the Nationals in St. Catharines, Ontario, Colin Schaap and Sam Harris continued rowing this summer with Team Canada and Team BC respectively. Colin is now at Northeastern University, while Sam is pursuing his studies at Columbia University.

2012• Christian Gravel finished 6th in the 1500 m

at the Commonwealth Games.

FACULTy

• Throughout his travels in Asia this past year, Peter Jamieson happened to run into some Georgians – Nick Ayling ’04, Charlie Argue ’05, and Zack Myers ’05—in Bangkok, Thailand.

• Faculty member John Hughes completed the Gran Fondo while his son, Tristan Hughes ’13, won his U19age category, completing the ride from Vancouver to Whistler in three hours and thirty-four minutes.

From l to r: Charlie Argue, Nick Ayling, Peter Jamieson, and Zack Myers

Thomas Cobb ’04 (l) shows Senior School Principal Bud Patel (r) the proper way to wear a Harrow hat.

London, from l to r: Sheena Matthews, Headmaster Dr. Tom Matthews, Wendy Patel, and Bud Patel

London Reception, from l to r: James Chung ’08, Cole Martin ’04, Bernard Ho ’08, Headmaster Dr. Tom Matthews, Julian Dindo ’92

Dennis Marinakis ‘80, Jos Brosnan ‘84, London Chapter President Steve Allen ’84, and Bud Patel

LONDON: SUMMER 2011GEORGIANS’ PHOTO ALBUM

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MARRIAGES

• Gabriel Becher ’99 to Amber Wignall in Toronto, Ontario.

• Graham Horton ’00 to Jen Bertram on April 10, 2011 in La Quinta, California. The desert wedding was attended by 17 Georgians from eight different grad years, including wedding party members, Geoff Bertram ’96, Kevin Fairbairn ’00, and Iain Cameron ’00.

• Joel Abramson ’99 to Julia Kaffka (Crofton House ’02) on August 6, 2011 in Whidbey Island, Washington. Colin George ’99 served as the best man.

• Simon Litherland ’83 to Jessica Lowe on November 15, 2011 in Maui, Hawaii.

BIRTHS

• David McPhedran ’93 and his wife, Nikole, a son, Jake Alexander McPhedran, on March 9, 2011.

• Scott MacKenzie ’93 and his wife, Sarah, a daughter, Lucy, on April 1, 2011.

• Steve Grimmett ’93 and his wife, Marie-Eve Daunais, a boy, Marcus Paul Grimmett, on April 11, 2011.

• Chris McLean ’97 and his wife, Megan, a son, Nicholas John Patrick McLean, on May 1, 2011. Nicholas joins Chris and Megan’s first child, Emily, born May 17, 2008.

Graham Horton ’00 and Jen Bertram

Lucy MacKenzie

Marcus Paul Grimmett

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September 14 & 15, 2012We invite all Georgians from classes ending in 2 and 7, along with

all Senior Georgians (those celebrating their 50th reunion and beyond) to enjoy a weekend of fraternity and reunion.

Friday, September 16 6:00 pm: Reunion Weekend Kickoff

Reception for all Participants St. George’s School, Senior Campus, Great Hall

7:30 pm: Senior Georgians Dinner for those celebrating their 50th Reunion and beyond

St. George’s School, Senior Campus, McLean Hall

8:30 pm: Class Dinners (organized by each class)

Venues Off-Campus

If you would like to volunteer as a Class Reunion Organizer, please contact:

The Advancement Office at 604-221-3889

For more information: www.stgeorges.bc.ca/reunionweekend

1932 – 1962 | 1967 | 1972 | 1977 | 1982 | 1987 | 1992 | 1997 | 2002 | 2007

• Zul Kanji ’98 and his wife, Ada, a daughter, Niyah Kanji, on May 21, 2011.

• Nick Chan ’95 and his wife, Kanako, a second daughter, Emlee Sora Chan, on July 14, 2011.

• Aly Jetha ’88 and his wife, Shabnam, a daughter, Aliana Rezaei Jetha.

• Head Athletics Trainer Jonathan Figueora and his wife, Jessica, a boy, Matteo Land Figueora, on August 26, 2011.

• Staff member Ryan Morris and faculty member Heather Morris, a boy, Miles Timothy Morris, on October 15, 2011.

PASSINGS

• Daniel Fortin ’46 on March 27, 2011 at Langley, BC.

• Tim Douglas ’65 on April 7, 2011 at Issaquah, Washington.

• Derek Miller ’86 on May 3, 2011 at Burnaby, BC.

• Russell McPhee ’71 on June 20, 2011 at Port Moody, BC.

• Joel Nortman ’06 on July 5, 2011 at Harrison Lake, BC.

• Robert Malins ’62 on July 13, 2011 at Vancouver, BC.

Zul with Niyah

Big sister Leah, Nick, Kanako, and little sister Emlee

Aly with Aliana

Matteo Land Figueora

Ryan holding Miles

GEORGIAN HONOURS

Do you know of a Georgian who has made a difference to society? Do you know of a Georgian who is a leader in his industry? Or perhaps you know of a Georgian who is a rising star? Then we would like to honour him.

• Georgian Lifetime Achievement Award Honours a Georgian’s lifetime of outstanding achievement in a particular field or industry and his significant involvement with the St. George’s community and with furthering the mission of the School and the Georgians.

• Distinguished Georgian Award Recognizes outstanding achievement in a particular field or industry, and dedication and service to the community.

• Young Georgian Award Recognizes a Georgian who has reached a significant level of success but has not yet reached the age of 40, has demonstrated vision and leadership, and has contributed to the community.

For more information or to download a nomination form,

please visit: www.stgeorges.bc.ca/georgianhonours

SUBMISSION DEADLINE: JANUARy 6, 2012

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GEORGIANS NETWORK ONLINE DIRECTORY

Congratulations to Marc Weber ’96, the winner of our recent

iPad 2 contest!

Still haven’t registered in the Georgians Network online directory? Then please take a few minutes to do so.

The Georgians Network offers enhanced features which will allow you to:

• Search the directory for friends by name

• Search by year or geographic region

• Send messages to other Georgians

• Edit your own information and update your full profile

• Volunteer or search for career or academic mentors

• Read and post Class Notes by year

• Create a business listing to offer services to other Georgians

• Help us track down Lost Georgians

• Year Captains can broadcast messages to their classmates

This Georgians Network is just one way in which we are helping Georgians to connect, network, and mentor.

Prentice Durbin ’89, President of the Georgians, holds the jar of all the entries, while Headmaster

Dr. Tom Matthews pulls the winning name.

www.stgeorges.bc.ca/georgiansnetwork

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• ANNuAL HAMPER DRiVE Saturday, December 17, 2011 8:00 am - 3:00 pm Senior School Campus

• YOuNG GEORGiANS ('07-'11) PuB NiGHT Thursday, December 22, 2011 7:00 pm - 9:00 pm Yaletown Brewing Company

• ViCTORiA GEORGiANS RECEPTiON Thursday, January 19, 2012 6:30 pm - 9:30 pm University of Victoria Club

• LOS ANGELES GEORGiANS RECEPTiON Wednesday, February 1, 2012 6:30 pm - 9:30 pm Location to be Confirmed

• SAN FRANCiSCO GEORGiANS RECEPTiON Thursday, February 2, 2012 6:30 pm - 9:30 pm Location to be Confirmed

• ANNuAL GEORGiANS DiNNER Wednesday, March 14 2012 6:00 pm - 9:30 pm Senior School Campus

• GEORGiANS CAREERS DAY Friday, April 13, 2012 10:00 am - 2:00 pm Senior School Campus

• ST. GEORGE’S DAY CELEBRATiON Monday, April 23, 2012 3:00 pm - 10:00 pm Senior School Campus and Global Locations

• ANNuAL FAiR Saturday, May 5, 2012 10:00 am - 4:00 pm Junior School Campus

• OTTAWA GEORGiANS PuB NiGHT Tuesday,May 8, 2012 6:00 pm - 9:00 pm D’Arcy McGee’s Pub

• TORONTO CHAPTER DiNNER Wednesday, May 9, 2012 7:00 pm - 10:00 pm Location to be Confirmed

• NEW YORK CiTY CHAPTER DiNNER Thursday, May 10, 2012 7:00 pm - 10:00 pm Location to be Confirmed

• GEORGiANS ARTiSTS BBQ Friday, June 8, 2012 6:00 pm - 8:30 pm Senior School Campus

• CLASS OF 2012 NEW GEORGIANS WELCOME LUNCHEON AND PRIZE DAy Friday, June 15, 2012 12:00 pm - 4:00 pm Senior School Campus

• STANCOMBE iNViTATiONAL GOLF TOURNAMENT Monday, June 18, 2012 10:30 am - 9:00 pm University Golf Club

CalendarMark your

UPCOMING EvENTS

For more information on our events, please visit our online calendar at: www.stgeorges.bc.ca/georgiansevents

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RETURN ALL UNDELIVERABLE CANADIAN ADDRESSES TO:

40580507

3851 West 29th Avenue, Vancouver BC V6S 1T6 Canada

WHAT MAKES A GREAT SCHOOL GREAT? Great teachers? Great facilities? Great programs? Great students? Great opportunities available to any deserving student? How about, all of the above!

AND WHAT ENSURES THAT A GREAT SCHOOL REMAINS GREAT? The annual support it receives from each member of the school community.

WE CALL THIS ANNUAL GIvING.

You can make your donation online at: www.stgeorges.bc.ca/onlinegiving

ST. GEORGE’S ANNUAL FUNDBecause EvERy boy benefits EvERy year from these funds

SUPPORT THIS yEAR’S

WHAT MAKES A GREAT SCHOOL GREAT? Great teachers? Great facilities? Great programs? Great students? Great opportunities available to any deserving student? How about, all of the above!

AND WHAT ENSURES THAT A GREAT SCHOOL REMAINS GREAT? The annual support it receives from each member of the school community.

WE CALL THIS ANNUAL GIvING.

Documents

The Saint Fall 2011 Issue