THE SAINT - CHARACTER EDUCATION THE MOST IMPORTANT THING WE TEACH
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FAREWELL MR. DEVENISH | RUGBY SPRING TOUR | PLACE-BASED LEARNING
THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL | SPRING 2018
CHARACTER EDUCATION
THE MOST IMPORTANT THING WE TEACH
THE SAINTTHE MAGAZINE OF ST. GEORGE’S SCHOOL
ACTING MANAGING EDITORS
NIK WILLIAMS-WALSHE
DOMINIQUE ANDERSON
SENIOR COPY EDITOR
NANCY KUDRYK
GRAPHIC DESIGNER
BRUCE ELBEBLAWY
GEORGIANS EDITOR
COVER STORY
IAN YEN ‘03
36
Head of Georgian Relations
PRESIDENT OF THE
ST. GEORGE’S OLD BOYS’ ASSOCIATION
DIRK LAUDAN ‘87
CHARACTER EDUCATION
PHOTOGRAPHERS
Richelle Akimow Photography
Bob Frid
St. George’s School Archives
Clement Woo
Ian Yen '03
THE MOST IMPORTANT THING WE TEACH
THE SAINT is published twice per year, expressly for Old Boys, parents, and
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24
FAREWELL
MR. DEVENISH
>
SPRING 2018
12 40
FAREWELL MR. RNIC GLOBAL STEWARDSHIP CONFERENCE
60
ADVENTURES IN HOCKEY
44 16 54
PLACE-BASED LEARNING BAND SPRING TOUR RUGBY SPRING TOUR
SAINTS LIFE 4 | THE SAINT
SAINTS LIFE
THE
On April 19th, 2018, Mr. Andrew D. Grant, Mr. Sam H. Gudewill, and
Dr. Tony Mercer were inducted as Builders of St. George’s School.
Board Members, faculty and staff, Georgians, family members,
and the community gathered to honour these individuals who have
made an extraordinary, transformational contribution over time to
the building of the School. The Builders designation represents the
highest award the School will confer in recognition of extraordinary
support. Reflecting a genuine love of St. George’s School, this
support may involve either personal effort ‘above and beyond the
call of duty’ and/or financial support.
BUILDERS
2018 BUILDERS OF ST. GEORGE’S INDUCTEES
SPRING 2018 | 5
SAINTS LIFE 6 | THE SAINT
SAINTS LIFE
BUILDERS OF ST. GEORGE’S SCHOOL
MR. ANDREW D. GRANT
HONOURED IN 2018 MR. SAM H. GUDEWILL DR. TONY MERCER
Georgian Parent (Timothy ’00, Douglas ’03); Georgian Parent (Spencer ’10); Foundation Chair Senior Master; Robinson Distinguished Service
Honourary Old Boy; Board Member (1991-2003); (2005-2012), Board Member (2007-2012); Chair of Award Recipient; past Director of Senior School,
Board Chair (1994-1996); Foundation Chair (1999- Advancement Committee (2007-2010); Member of the Head of Grade, and Head of Science; Outstanding
2001); Chair and Member of Building & Grounds Headmaster’s Council. Major donor since 2003. Educator Awards from the University of Chicago and
Committee (1990 -2002). Major donor since 1991. Stanford University; Soccer, Rugby, Field Hockey,
A tireless volunteer and supporter of and Golf Coach; Skydiving Aficionado and CSPA
When his eldest son joined St. George’s St. George’s School, Sam played a key Master Course Facilitator; Photographer and World
School in 1989, Andrew went ‘all in’ to leadership role at a definitive point in the Traveller
contribute to the building of St. George’s School’s history. Already familiar with the
School. As president and founding partner world of Canadian independent schools, Coming to Canada from England to pursue
of PCI, and with development projects as a member of the School’s two Boards a PhD in X-ray crystallography at the
around the city, his experience proved he emphasized the importance of thinking University of British Columbia, Dr. Tony
invaluable to the School during a period of big and of striving to establish St. George’s Mercer then went on to complete his teacher
expansion. Along with his wife, Joan, he was as one of the country’s pre-eminent training before finding a life-long home
generous with his time and energy, putting independent schools. In particular, as Chair at St. George’s School. Having served St.
his heart into everything he did for Saints. of the Foundation Board, he focused his George’s for more than four decades, Tony
attention on the importance of the School’s has worked with six different Headmasters,
His many realms of service to the School
Endowment, pursuing the audacious goal and he has held many of the key positions
include stints as Foundation Chair and
of building an Endowment large enough in the School, including Director of the
Board Chair and over a decade as a member
to cover the entire cost of the School’s Senior School (now Principal), Head of
of the Board of Directors. He served
Financial Aid Program. Grade, and Department Head. As Director,
with the Nominating Committee and the
Advancement Committee, and was involved Under Sam’s leadership, the operations of he led the Senior School during a period
with the Excellence in Education Campaign. the St. George’s School Foundation were of change and growth. Among his most
significant accomplishments was his focus
However, it was as Chair of the Building systematized and professionalized. He also
and Grounds Committee he made his mark, worked hard to grow the Endowment from on improving the overall quality of the
formally serving from 1990 to 2002, and then $3M to over $20M through a combination of School’s academic program. Tony has seen
his share of changes, but he has never lost
remaining as advisor through 2010. Andrew adept financial management and ongoing
his commitment to his students and their
oversaw the first master plan for the Senior fundraising. The retirement of Headmaster
learning, nor his passion for teaching and
and Junior Schools and then the seismic Nigel Toy in 2010 helped facilitate this
learning.
upgrade and rebuilding of the Junior School, process through the creation of an endowed
the building of Harker Hall, new playing fund in his name. For Sam, the overriding The Senior School’s Senior Master since
fields for the junior campus, the construction goal was to build the Endowment so that 2012, he truly is a master teacher who has
of the Headmaster’s Residence, two financial aid could be provided to deserving inspired generations of Science students
upgrades to the Senior School (including boys who would otherwise be unable through his dynamic and innovative
McLean Hall and the Chan Arts and Science to attend the School. Sam’s loyalty and approach to teaching. As one of his former
Wing), and was instrumental in guiding the commitment is reflected in the fact that he students noted, “What a journey it has
School through dealings with City Hall and still serves on the Foundation’s Investment been through Dr. Mercer’s teaching, from
the neighbours. He was also a member of Committee, even though he stepped down intellectual challenges along the way to
the Search Committee that brought us past from his role as Chair of the Foundation continuous reminders about the importance
Headmaster, and Builder, Nigel Toy. more than five years ago. of connecting knowledge to the real world.
Dr. Mercer’s teaching sparked in me an
intellectual passion for science that I can
never thank him enough for.”
Highlights of Dr. Mercer’s tenure also
include various school trips to locations like
Mount Kilimanjaro, Mount Everest, and the
Galapagos Islands, as well as the annual
CAIS Soccer Tournament and numerous
golf tournaments. Many of our Old Boys
remember his spectacular entry to the 1992
Fair – skydiving from a plane! This is Tony’s
42nd year at St. George’s, making him the
longest serving faculty member in the
School’s history.
SPRING 2018 | 7
SAINTS LIFE
Dr. Hughes has wanted to write a novel set in Morocco
since he first visited there as a boy and explored the
Spanish Foreign Legion forts (not French) and learned
about the Rif War and the Spanish Civil War. After
receiving a doctorate in history in the UK, writing
nonfiction, and teaching in the United States and
ST. GEORGE’S VERY Canada, he finally wrote that novel. Dead in Tangier, the
OWN DR. JOHN HUGHES first Captain Equi mystery novel, is set in Tangier against
intrigues in Spanish Morocco that ignited Spain’s civil
RECENTLY PUBLISHED war in 1936. Those who have heard Dr. Hughes speak
at ArtsWeek or attended his lecture series are eagerly
DEAD IN TANGIER, THE anticipating reading his story.
FIRST IN A SERIES OF Notes from Kirkus Review: “In his series opener, Hughes
makes excellent use of place, history, and character to
MYSTERY NOVELS, tell a moving story that goes deeper than crime-solving.
NOW AVAILABLE FROM Tangier of 1936 comes alive in his telling, with its tangle
of cultures, languages, people, and neighborhoods.
AMAZON/KINDLE. It’s a fine metaphor for moral ambiguity, summed up
by Tangier rules, a phrase so central that it should
be the book’s title. Equally well-drawn are the tale’s
characters, particularly Equi, who has a complicated
past that includes an English mother, an abusive father,
and a wife who died 15 years previously.”
AUTHOR IN THE HOUSE
8 | THE SAINT
25Years
SAINTS LIFE
H O N O U RIN G
OF SERVICE
AT OUR ST. GEORGE’S DAY CELEBRATIONS EACH YEAR, EMPLOYEES WHO HAVE REACHED 25 YEARS OF SERVICE
TO THE SCHOOL ARE HONOURED AT A SPECIAL ASSEMBLY AND LUNCHEON. RETIRED LONG-STANDING FACULTY
AND STAFF ARE INVITED BACK TO THE SCHOOL, AND MANY STORIES AND FOND MEMORIES ARE SHARED.
FROM THE 1993 GEORGIAN: “THE ROOKIES”
L TO R, BACK ROW: MS. WESSLER, MR. SHERMAN, MS. BASSETT, MR. PALMER
L TO R, FRONT ROW: MR. CROMPTON, MR. MARTIN, MR. ZIFF, MR. BECOTT
SPRING 2018 | 9
SAINTS LIFE
Mr. Becott was born in New Westminster but attended school in Prince
George and then Brentwood College. He went to journalism school in
London, Ontario, worked briefly as a reporter, then went back to the
University of Western Ontario for a degree in history. With the passing of
his father in 1986 he moved back to BC, and studied education at UBC.
Mr. Becott learned about St. George’s through a friend in the education
faculty and was immediately hired. Over the years he has participated
in 46 international Model United Nations and loved every one of them.
He has coached rugby, sailing, curling, skiing/snowboarding, public
speaking, and MUN and loves the opportunity to make friends with both
faculty and students. Mr. Becott met his partner, Eli, in Lebanon and he
immigrated to Canada in 2012. They have two dogs - Zac who comes to
school every day and Poco who came with Eli from Lebanon. Mr. Becott
loves travelling, and his favourite trip was in 1986 – around the world,
including the Soviet Union and China.
Verne Becott
Martha Bassett
Martha first came to St. George’s in 1991 to lead a lunchtime Japanese Club and
a student tour to climb Mt. Fuji in the summer. She inaugurated the Japanese
Language & Culture program that now culminates in Advanced Placement
Japanese 12. Over the years, she has led student tours to Paris and Barcelona,
Turkey, seven tours to Japan, and accompanied Outdoor Education cycling
and kayaking trips. She inaugurated Comparative Civilizations 12 and currently
teaches Japanese and Advanced Placement Art History. Her experience as a
Senior School teacher has been complemented by Grade 6 guest workshops
about Chinese characters, and also being a parent of Grads (Conrad ’00 and
Gavin ’02). She plans to retire in 2019 after one more student tour to Japan.
Marc Crompton
Mr. Crompton was born in New Westminster.
He has always lived in the Lower Mainland,
attending elementary school at Seaview
Elementary in Port Moody, Champlain Heights
Elementary in Killarney, and Killarney High
School. High School is where Mr. Crompton
discovered his passion for music. He studied
music at UBC before getting a teaching degree,
after which he began work at St. George’s as a
band teacher. After 18 years teaching music,
Mr. Crompton took a temporary, part-time
position in the library that has since become
less temporary and less part-time. While at St.
George’s, Mr. Crompton has directed all of the
bands, started Music AP, has taught classes
on both organizational and library skills, and
has inaugurated both the Maker Club and the
Fusion Cohort. Mr. Crompton’s favourite thing
about St. George’s is that it is a place where
he has never stopped learning. He finds it
inspiring that he is challenged to stretch his
knowledge and abilities nearly every day. Mr.
Crompton is a family man; he has been married
for nearly 24 years and his daughter is now
studying Musical Theatre at Sheridan College.
In his sparse spare time, Mr. Crompton is a
practicing amateur photographer, avid reader
of books, and a Civilisation VI addict.
10 | THE SAINTSAINTS LIFE
Ms. Wessler was born in Vancouver, B.C. After completing
a Bachelor of Arts in French and German Literature at
UBC and spending a year at Law School, she decided to
complete her Bachelor of Education and, later, a Masters
in Education at the University of Calgary. Her first position
at St. George’s School was as a full-time French teacher.
While Ms. Wessler has had many memorable experiences
over her 25 years, she says, “My pinnacle moment at St.
George’s School was watching my son cross the stage
during Prize Day. He is a lifer, and that was a moment of
sheer happiness and pride for me.”
As a teacher, Ms. Wessler has taught French, German,
Social Studies, and English, and she inaugurated the Film
Studies program. She was also the Head of Languages and
since 2011 has been the Head of University Counselling.
Within the Saints community, she ran the Georgian
Yearbook, and has been involved with Model UN for 17
years. She was also a House Supper organizer and teacher
sponsor for the Green Machine, Film Club, Documentary
Film Club, Multicultural Club, German Cultural Club, and
Alley Outreach, to name just a few. In the sports field,
Joao Medeiros she has been involved with softball, yoga, table tennis,
trail running, and rock climbing, and, in her early years,
aka “Little John” as an assistant coach for competitive Grade 8 basketball
John immigrated to Canada from Azores, Portugal and a Grade 8/9 soccer. She has served on many school
with his wife Maria and three young children, committees that have helped keep St. George’s School
Sergio, Bruno and Claudia, in 1989. He joined St. innovative and continually improving.
George’s in 1993, first at Harker Hall and then as a
custodian at both the Senior and Junior Schools. Outside of school, Ms. Wessler loves spending time with
her family and friends. She loves to see new parts of the
Little John is skilled in carpentry and gardening
and has made many impressive renovations on world, watch rom-coms, and laugh with her friends. She Christine Wessler
never takes herself too seriously, after all, life is short!
his own home. John lives with his wife in North
Delta, and now has two wonderful grandchildren,
(BOENSCH)
Adriano and Wally.
Stephen Ziff
Stephen Ziff was born in Montréal, and grew up
in Montréal, Québec City, Dundas, and Windsor.
His summers were spent at a camp in upstate
New York, where he developed a love of the
outdoors, especially hiking and climbing. His
time there led him to a degree in Geography
from McGill, and then a teaching diploma from
SFU. In the summer of 1992, Mr. Ziff read an ad
for a teaching position at St. George’s School
for a “senior socials teacher with a geography
degree and experience in outdoor education”, he
decided to apply, and the rest is history! In his
time here, he taught Socials 9, 10 and 11, Earth
Sciences, Geography 12, AP Human Geography,
Outdoor Education, and SRE. Highlights of his
career at St. George’s include inaugurating and
coaching the Ultimate Program that spanned
two decades, a magical kayaking trip with six
Grade 12 students around the Broken Islands
in BC, and a two-week Discovery 10 year-end
trip in the Broughton Archipelago. He is an
avid outdoor enthusiast, enjoying activities
such as sea kayaking, backcountry skiing,
mountaineering, and rock-climbing, often
accompanied by his wife and two daughters. Mr.
Ziff’s love for the outdoors, music, food, social
justice, and his family, all reflect in his teaching,
and makes the classroom experience with him a
truly memorable and impactful one.
SPRING 2018 | 11SAINTS LIFE 12 | THE SAINT
SAINTS LIFE
I cannot believe how quickly the past 30 years have gone by. It seems like just
yesterday that Headmaster Alan Brown telephoned me at my former school in
Ontario to arrange for a job interview. At the time, St. George’s was looking for a
music teacher who could also teach mathematics. As these were my two areas,
I eagerly made the trip west to investigate this exciting prospect. After a tour of
the new Senior School building and a hearty welcome from legendary teacher
Mr. Geof Stancombe, my wife and I and our two-year-old daughter relocated to
Vancouver and began a lifelong adventure at St. George’s School.
FAREWELL 30 YEARS AT ST. GEORGE’S SCHOOL
BY: MARKO RNIC
SPRING 2018 | 13SAINTS LIFE
“
WHAT IS ST.
GEORGE’S TO ME?
ST. GEORGE’S IS
NOT A SCHOOL
WHERE STUDENTS
GRUDGINGLY ARRIVE
AT 8:25 AM
EACH DAY AND GO
THROUGH A DULL AND
BORING ROUTINE.
RATHER, IT IS A PLACE
WHERE BOYS ARE
BOTH CHALLENGED
AND SUPPORTED TO
MAKE THE MOST OF
EVERY DAY.
The School was much smaller then, with only 400 students at the joy to see the boys laughing and smiling as they go through their
Senior School and 180 at the junior campus. The Boarding House daily lives, even though life today seems far more busy and stressful
was contained entirely on the fourth floor of the Junior School than I recall years ago. It is just as gratifying to see this same spirit
building, McLean Hall was a lovely outdoor courtyard, and there within the faculty and staff. From my travels to other schools in
was only one school nurse for both campuses. School life was far Canada and the United States, I know this is a rare thing. Where
less complex as well: AP courses had not yet been introduced, it some other schools suffer from a lack of caring and mediocrity, we
was next to impossible for any activity to take students out of class, have something here that is truly special, something that I hope will
Mr. Tosh Ujimoto took care of all university applications by himself, continue for many years to come.
and the Counselling Department simply did not exist. After seriously What is St. George’s to me? St. George’s is not a school where
considering whether St. George’s should become a co-educational students grudgingly arrive at 8:25 am each day and go through a
school, the decision was made not only to remain a ‘single-sex dull and boring routine. Rather, it is a place where boys are both
school’, but to grow in size. I believe it was this decision to grow that challenged and supported to make the most of every day. I believe
has led to the magnificent school that we have today. St. George’s offers a huge amount to enrich the lives of each
Over the past 30 years, the student population, the faculty, and student, encourages all to grow, develop, and experience new
the staff have essentially doubled in number. Along with this, ways of thinking. It is much more a way of life than a school. The
our curricular and co-curricular offerings have grown by leaps fabric of St. George’s lies in the people that make up this wonderful
and bounds. Yet, many fundamental aspects of the School have community. It is the way we celebrate the successes of our friends
remained constant. Most importantly, our school spirit has and colleagues just as much as it is the way we help each other
remained vibrant, positive, and full of vigor. Those of you who know through difficult times. It is the way we laugh, joke, and play just
me understand that I see the world through rose-coloured glasses. as much as it is the way that we console, support, and comfort. St.
That is, my viewpoint is perpetually positive and enthusiastic. And, I George’s is a wonderful place, and I feel so privileged to have been
truly feel this is most appropriate with respect to St. George’s. Since a part of this community.
the day I arrived, I have always noticed a wonderful joie de vivre While retirement will bring many new opportunities and exciting
amongst both faculty and students. During the past three decades, times, I will greatly miss everyone here. Thinking of the raw energy
this delightful atmosphere and approach to life has also grown and of our remarkable students and the passion of our extraordinary
deepened, I believe, just as much as the population has expanded. teachers, I find it almost impossible to believe that I will not be here
The ‘twinkle in the eye’ of many boys is just as strong today as it was in September. I wish you the very best of what life will bring, and
in the past and may even be even stronger now. It brings me great may our paths cross again soon.
14 | THE SAINTSAINTS LIFE
MARKO BROUGHT ME TO ST. GEORGE’S 25 YEARS AGO AND INITIATED A PATH THAT HAS
RESULTED IN AN EXCITING AND STIMULATING CAREER. I AM TRULY GRATEFUL TO HIM FOR
PROVIDING ME THE OPPORTUNITIES TO WORK WITH SOME OF THE MOST AMAZING AND
TALENTED STUDENTS THAT ONE COULD EVER WISH TO BE ASSOCIATED WITH.
MARC CROMPTON, HEAD OF SENIOR LEARNING COMMONS
SPRING 2018 | 15SAINTS LIFE
16 | THE SAINT
FRÜHLINGSB
BEHIND THE SCENES WITH THE EUROPEAN BAND TOURSAINTS LIFE
BAND-TOUR
BY: DR. DEAN MARKEL
SPRING 2018 | 17SAINTS LIFE
THE EUROPEAN BAND TOUR IS A LONG-STANDING TRADITION AT ST. GEORGE’S THAT CONTINUES TO THRIVE TODAY.
THIS IS DUE, IN NO SMALL PART, TO THE STRONG RELATIONSHIP CULTIVATED BY MARKO RNIC BETWEEN THE
ST. GEORGE’S MUSIC DEPARTMENT AND THE AICHACH MUSIC SOCIETY (MUSIKVEREIN AICHACH) IN GERMANY.
ITvirtually
BEGANuninterrupted,
IN 1994, when the Aichach Stadtkapelle answered the call to host a school band from Vancouver, Canada and has continued
every three years, since. Fast forward to 2018 and you see the kind of relationship that can develop over 24 years.
Despite the fact that we have actually spent only 24 days in Aichach, each time we visit it feels like returning home. Our students, directors,
and chaperones are each greeted with warmth and joy and given the opportunity to visit and live in a German home; perform a joint
concert with the Aichach Stadkapelle; and have a “family day” where they have no other commitments. While it is a one-time chance for
the students, as directors we continue to stay with the same family each trip and develop a long-term relationship. I continue to be amazed
at how quickly bonds form and how strong they are. It is not unusual to see students and adults wiping tears away as we say farewell at
the end of the homestay. Beyond all the musical benefits of our tour, the homestay plays an enormous role in developing character in our
students—they see first-hand the beautiful friendship that exists between these two groups of people from distant lands and the shared
value of music.
18 | THE SAINTSAINTS LIFE
WHILE THE PROSPECT OF TOURING EUROPE WITH 80 TEENAGE BOYS CERTAINLY BRINGS CHALLENGES, IT
IS WONDERFUL TO SEE HOW THIS EXPERIENCE IMPACTS EACH BOY. IT IS A TRULY VALUABLE AND UNIQUE
EXPERIENCE TO BE ABLE TO TRAVEL WITH ONE’S CLASSMATES AND COLLEAGUES.
This year’s European Band Tour was my third since coming to St. our arrival in Frankfurt to Heidelberg, Rothenburg ob der Tauber,
George’s in 2011. Knowing this would be his final tour, I was asked Nuremberg, Prague, Aichach, Munich, Salzburg, Budapest, and
by Marko Rnic to take on the role of organizing the trip. In doing Vienna. During our 16-day European Tour we performed four
so, I knew I would be both removing the stress of planning and concerts, worked with a guest conductor from Jeunesses Musicales
managing the many details and allowing Marko to relax and enjoy in Weikersheim, Germany; attended performances by the Prague
his final European Band Tour. It was an exciting, if not daunting, Symphony Orchestra and the Hungarian National Ballet Company;
opportunity to take on the task of planning the tour with the goal toured cities, castles, and cathedrals throughout central Europe;
of preserving the elemental aspects while implementing some visited a Concentration Camp Memorial in Austria; enjoyed the
new ideas to reflect our changing society. This year’s tour, quite relaxation of thermal baths in Budapest; and immersed ourselves in
by accident, was a throwback to some of the early European Band the culture of Europe. Our route took us (mostly) from west to east,
Tours. We stayed north of the Alps in Central Europe and visited and we returned home via a connecting flight from Vienna, Austria
Germany, Czech Republic, Austria, and Hungary—the last time the (a first for a St. George’s European Band Tour!)
European Band Tour visited Prague was in 1994, the first year of
the homestay in Aichach! During our visit, it was delightful to see While the prospect of touring Europe with 80 teenage boys certainly
the photos and memorabilia from the first tour and a much younger brings challenges, it is wonderful to see how this experience impacts
looking Mr. Rnic and Mr. Crompton. each boy. It is a truly valuable and unique experience to be able to
travel with one’s classmates and colleagues—to connect outside of
Since my first European Band Tour, it was clear to me that the
the classroom is priceless. The homestay in Aichach was especially
homestay and relationships built with this small village about 45
poignant this year, as it was a chance for everyone involved over the
minutes northeast of Munich are key to the success of the European
past 24 years to celebrate the long friendship, say farewell to Marko,
Band Tour. Thus, our itinerary was planned to prioritize the homestay
and to plan for our next visit in 2021.
which would include a Saturday joint concert and Sunday “family
day.” To allow for the most cultural time and least amount of bus For a more detailed account, check the European Tour blog at:
time, an itinerary was planned that was the most direct route from www.saintsbandtour.blogspot.com
SPRING 2018 | 19SAINTS LIFE
“Hi Sir, can I talk to you about an idea?”
“Hi Sebastian. Certainly, what’s the idea?”
“We want to break a world record.”
“OK, well, I’m going to need some more information…”
“We’re going to row a million metres.”
“Great, that’s a long way! And, I’m still going to need some more information…”
AND THAT’S HOW IT ALL STARTED.
1 MILLION KILOMETRES NON-STOP ON 1 ROWING ERG –
BREAKING A WORLD RECORD!
BY: CHRIS BLACKMAN
20 | THE SAINTSAINTS LIFE
After a few more meetings and quite a bit more clarity, we identified a list of initial challenges for our shot at the Large Team
Million Metres world record. First, we needed a date and we needed to be able to set-up a single erg that would be used
continuously for close to 72 hours. Secondly, we needed a space that was easy to supervise and could handle 5-10 people
hanging out around the erg. Thirdly, we needed to have supervisors around the clock for close to 72 hours. It all came
together, and suddenly it was time for the first shift and the first pull on the erg.
In the end, nearly all the boys on the Grade 10 team or older were involved, and a few Grade 9s supported the event as
well. Grade 11 Sebastian Smith played a central role in pulling it all together and was helped out by Simon Liu, William Li,
and Andrew Wei. Coach Duncan added, “Darius Chan and Emre Alca did a lot of the heavy lifting by physically leading the
overnight teams and all the Senior coxies—Aaron Han, Aaron Qiu, and Jameson Eng—did a great job managing the logging
of the event.”
It was nice that the boys got to set a new World Record; however, two accomplishments from that weekend really stand out.
First, it was a fantastic team-building experience for the boys and it wasn’t a coach-led initiative. The time the boys spent
together, late in the night and into the early morning hours, strengthened their bond of friendship. Secondly, they supported
a charity of their choosing—United World Schools—and raised over USD$12,000 that will be used to provide teacher training
and resources for the Pa Bee Five School in the Mine-Koe District of Eastern Myanmar.
“We recognize the opportunity that we have been given at St. George’s and understand that schooling changes lives”
said Sebastian Smith. “Without our help, the kids in the Pa Bee Five School would likely never learn how to read, write,
or even count. Let us give these children the opportunity to learn!” added Darren Kwan, another organizer of the event.
You can now see their accomplishment, their World Record from November 23-26, 2017, on the Concept2 website:
http://www.concept2.com/indoor-rowers/racing/records/ultra-distance/world/million-meters
CITY OF VANCOUVER
PROCLAIMS ST. GEORGE’S
ROWING DAY
The City of Vancouver proclaimed
January 29, 2018 “St. George’s
Rowing Day,” in recognition of the
Saints Rowing Team breaking the
U19 Large Group Million Meters
World Record on November 23-
26, 2017 by rowing continuously
on a single erg for nearly 72
hours, beating the old record by
more than 23 hours.
SPRING 2018 | 21SAINTS LIFE 22 | THE SAINT
SAINTS LIFE
ESTABLISHED IN 1980, the Philip N. Rigg Scholarship
was created in honour of Philip Rigg, a “scholar, athlete, and
artist of considerable merit” who succumbed to leukemia
at the age of 16. Over the years, being named a Rigg
Scholar in the Visual and Performing Arts “in recognition of
RIGG
SCHOLARS
contributions to the creative and performing arts, citizenship,
and academic achievement” has become one of the most
prestigious designations at the School. At a special ceremony
during ArtsWeek, the current Rigg Scholars perform, and the
incoming Rigg Scholars are announced.
The process and expectations for this scholarship
are different from others at the School. Grade
11 students apply within their discipline (Music,
Theatre Arts, or Visual Arts) and must meet a
rigorous set of criteria to demonstrate their
dedication, facility, participation, and leadership.
During their Grade 12 year, they will support and
mentor younger students and work to promote
the arts throughout the Saints community.
Kevin Tang ’18, Rigg Scholar in Visual Arts,
noted, “To have impact as a mentor requires
empathy, humility, and responsibility. You need
to simply be present for younger students,
to respect their explorations of the various
mediums, and know when to offer your help. You
demonstrate your work ethic, and, hopefully,
inspire them with your level of skill. Being
named a Rigg provided a validation of my skills
that gave me a greater level of confidence and
allowed me to demonstrate humility because I
didn’t need to prove my expertise.”
Joe Goetz ’18, Rigg Scholar in Performing Arts
(Acting), talked about integrity, responsibility,
and resilience. “Being named a Rigg was a
transformational experience for me because it
allowed me to explore the full range of acting. I
defied the expectations of myself and everyone
around me. The major time commitment
required for theatre productions provides lots of
time to simply hang out and engage with many
different kinds of people, and to offer them help
with acting, but also with other things like time
management and study habits.”
And two of our Rigg Scholars in Music, John Kim
’18 and Jack Li ‘18, both felt a responsibility to
hold themselves to a higher standard than they
would have otherwise. For some, The audition
process was their “biggest performance to
date.” Humility becomes key, because “…in the
music world, your performance is never perfect;
there is always room for improvement.” They
viewed empathy as “…a necessary component
of leadership because you deal with different
levels of ability in those you are mentoring.
And resilience is key when you are stepping
outside of your comfort zone when performing
or speaking.”
SPRING 2018 | 23SAINTS LIFE 24 | THE SAINT
SAINTS LIFE
I ARRIVED AT THE JUNIOR SCHOOL ON SATURDAY, AUGUST 14, 1999.
After settling the family in the guest suite (Boiler House) I proceeded to the Junior
School building for a look around. I walked straight in the building and proceeded
to my office. To my surprise, nothing was secured. A quick stroll around the building
and a peek in the classrooms revealed blackboards, chalk brushes, and chalk. I
also noticed some new whiteboards with whiteboard markers. There were a few
computers around the classrooms. There were green garbage buckets on the fourth
floor. However, these were not for garbage. Having viewed the ceiling, I surmised
they were for catching leaks from rainwater. The upper classrooms had single
desks, but to my surprise, they were old wooden desks, which had to have been
around since the 1950s. Some of them even had inkwells!
CHANGE
&
IMPACT SINCE 1999
REFLECTIONS FROM THE JUNIOR SCHOOL PRINCIPAL
BY: GREG DEVENISH
SPRING 2018 | 25“
SAINTS LIFE
EDUCATION IS THE GREAT ENGINE OF PERSONAL DEVELOPMENT. IT IS THROUGH
EDUCATION THAT THE DAUGHTER OF A PEASANT CAN BE A DOCTOR, THAT THE SON OF A
MINEWORKER CAN BECOME THE HEAD OF THE MINE, THAT A CHILD OF FARMWORKERS
CAN BECOME THE PRESIDENT OF A GREAT NATION. IT IS WHAT WE MAKE OUT OF WHAT
WE HAVE, NOT WHAT WE ARE GIVEN, THAT SEPARATES ONE PERSON FROM ANOTHER.
NELSON MANDELA
26 | THE SAINTSAINTS LIFE
Looking back over almost 20 years, there have been significant changes in terms of new learning spaces, reporting, pedagogy,
counselling, administrative structures, technology, and student learning support. There is no question that during this period
our Strategic Plans and our two Headmasters, Mr. Nigel Toy and Dr. Tom Matthews, have had an incredible impact in moving
the School forward, both inside and outside the classroom.
My purpose in this article is not to conduct a historical review of the School over the last 20 years—I will leave that to a future
historian in 2030 when the School marks its centenary. I want to highlight some significant changes that have impacted St.
George’s School over my time as Junior School Principal. The School does not work in isolation and, like all schools in our
community, it has been impacted by world events and changes in pedagogy. I thought it prudent to highlight 10 key themes
that stand out for me:
1. INFORMATION TECHNOLOGY AND SOCIAL NETWORKING
Since 2000, IT services have expanded into all areas. All students
have access to computers. Today, students from Grades 3 to 7 are
assigned a computer, and students in Grades 1 and 2 have tablets.
At the Senior School, students bring their own devices. Students no
longer rely on binders, pencils, and paper, and can now research,
collaborate, and produce work online. Libraries are moving away
from books to digital services. In the classroom, students are online
working on Khan Academy and Google Docs. Smartboards and
projectors are replacing whiteboards. The School has invested heavily
in hardware, software, projectors, and professional development.
Massive amounts of funding are required just to support IT.
Today, we teach students not only how to use technology but also
digital responsibility. This generation of students is “digitized” with
hand-held devices and 24/7 access to Wikipedia, Google, Instagram,
and Facebook. Schools are dealing with addiction to social media.
This new world presents both new opportunities and new challenges
for faculty and students.
2. RISK MANAGEMENT
Over the last 20 years, the need for security protocols, including
locked entrances and lockdown drills, has increased dramatically.
Since 9/II and the rise of school shootings, schools have been
forced to implement new protocols and security measures. Striking
the right balance between security and an open, friendly campus
has led to increased costs. During the day, access to the School is
restricted to one entrance, and we have security personnel on site
24/7. Trips and tours are more carefully assessed, and there are
more protocols in place regarding the ratio of teachers to students,
types of activities, emergency procedures, and obtaining informed
consent from parents, to name a few.
3. CLASSROOM PEDAGOGY
There has been a dramatic shift away from rote memory, surface
learning, and testing towards allowing students to delve deeper
and then demonstrate their learning in a variety of ways. Students
have more choice, with a greater emphasis on collaborative work
with peers. There is more time for self-reflection and assessment.
There are more inquiry-based projects at all levels, and the Grade 10
cohorts allow students to investigate areas of interest and deepen
their learning while exploring, or finding, a passion. The teacher’s
role is shifting from a disseminator of information to a facilitator.
4. PROVINCE-WIDE TESTING
The Foundation Skills Assessment (FSA) is an annual province-wide
assessment of academic skills for Grades 4 and 7 that has been in
place since the early 2000s. It provides parents, teachers, schools,
and the Ministry of Education with important information on how
well students are progressing in the foundational skills of reading,
writing, and numeracy. The Fraser Institute also uses this information
to rank schools, and this has become a sensitive and controversial
issue, pitting different constituencies against each other.
SPRING 2018 | 27SAINTS LIFE
5. THE RISE OF SINGLE-SEX SCHOOLS
Since 2000, there has been a greater acceptance of single-sex schools. This is
particularly true for boys’ schools. In the ‘70s and ‘80s, many traditional boys’
schools went coeducational. Today, there is a reversal, and the demand for single-
sex schools is increasing. Boys’ schools are back. Public schools are adapting to this
need by opening single-sex schools. There has been new research into how boys
learn, and organizations such as the International Boys’ Schools Coalition (IBSC)
are doing much work in this area. This has influenced the delivery of education in
the classroom, which programs we support, and the design of new learning and
workspaces. There are now numerous books on how to raise and educate boys,
such as Boy Smarts by Barry Macdonald, and Reaching Boys, Teaching Boys by
Michael Reichert and Richard Hawley.
6. THE RISE OF HELICOPTER PARENTS
All parents are keen to meet all the academic, recreational, emotional, and
nutritional needs of their children. My parents were keen to do that in the ‘50s and
‘60s, but today it has become a 24-hour-a-day requirement. In the words of Dr.
Alex Russell, “…the desire to excel at raising kids has led to the professionalization
of parenting”. Play dates are organized and students are rushed from tutors to
sports academies to volunteer activities. Students are overprescribed, and with the
addition of cell phones, they are in contact with their parents 24 hours a day. It’s
exhausting for parents, and, “It’s really no better for children to have their [parents’]
fingerprints all over their lives, all of the time…Increasingly, our children live in
adult-controlled worlds,” notes Dr. Russell. Schools now provide counselling for
parents and arrange information evenings such as our BoyOBoy Speaker Series to
educate parents about best practices in raising boys and help them find balance
in their lives.
7. THE RISE OF POPULAR READING SERIES
There has been a significant increase in young people’s literature, notably the
explosion of literary series like John Flanagan’s Ranger’s Apprentice, Stuart Gibbs’
Spy School, and J.K. Rowling’s Harry Potter Series, and a similar upsurge in graphic
novels. This means young people are avidly reading books, which is very exciting.
8. HEALTH AND WELLNESS
Health and wellness have gained importance in the life of schools with society’s
rising awareness of mental health issues. Students are stressed, and schools
now deal with everything from depression to anxiety disorders. There have been
increases in counselling services for students, parents, and staff. Schools arrange
for speakers to provide professional expertise in dealing with issues that affect
well-being. Through our BoyOBoy Speaker Series many of these issues are being
discussed and supported. For example, Dr. Shimi Kang, author of The Dolphin Way
has presented on 21st century parenting, the need for a balanced life, and practical
ways to achieve that.
9. DECLINE OF MEN PURSUING EDUCATIONAL CAREERS
A recent article in the Vancouver Sun (April 18, 2018) indicated that male teachers
make up only 25% of the public teachers employed in this province. That is certainly
a decline from when I started teaching in 1974. Only 11% of public school teachers
below the age of 25 are male. Even more alarming, only one out of every 10 people
entering B.C.’s teaching profession is a man. The downward trend continues
despite noted studies by a Stanford University education professor, Thomas Dee,
and others that suggest boys generally do better in classes taught by men. UBC
Professor Emeritus Marv Westwood, has found that boys need male role models.
“A male teacher,” writes Mr. Westwood, “validates boys’ experience.” As a male
teacher, it is disheartening to see a decline in men who want to pursue a teaching
career. St. George’s has a healthy ratio of male to female teachers, and this bodes
well for some years to come. The question for the School in the next decade is how
to attract quality male teachers.
10. SERVICE LEARNING
Schools have taken on many service programs. There are service hour requirements
for diplomas and a recognition that helping others develops empathy, which in
turn develops global citizens and improves society. Many schools have adopted
overseas projects such as building schools and constructing wells, and more
recently, have emphasized service in their local communities. The challenge for
educators is to develop these programs to instill an intrinsic need to help others in
our youth. There is a fine balance between giving them opportunities for service
and resume padding based on reward systems.
28 | THE SAINTSAINTS LIFE
Throughout the decades, one area that remains constant is the boys; they have not changed much over my time here. Their energy and
competitive drive are still evident inside and outside the classroom. They have wonderful senses of humour and are more resilient than we
give them credit for. Their need to be part of a group make friendships very important to them. They continue to take pride in their School,
their wing, and their school teams. They are more empathetic today and certainly more digitized than boys of 20 years ago.
Going forward, I am certainly not worried about Canada’s future. The boys of this generation are in a good place and I am very confident
they will find success and contribute to the well-being of others. Despite the changes over the last 20 or even 100 years in how education
is delivered, at the heart of it there is always a constant that can be best summed up simply:
“Education is the great engine of personal development. It is through education that the daughter of a peasant can be a doctor, that
the son of a mineworker can become the head of the mine, that a child of farmworkers can become the president of a great nation. It
is what we make out of what we have, not what we are given, that separates one person from another.” Nelson Mandela
SPRING 2018 | 29‘
SAINTS LIFE
GREG IS A PASSIONATE STORYTELLER
A VOCAL SPECTATOR OF SPORT, WIT
I’VE NEVER MET A PRINCIPAL MORE FOCUSED ON EVERY ASPECT OF A STU
EXCITED BY THE WINNING GOAL THAN “IT’S ALL ABOUT THE BOYS”. WE WIL
MR. DEVENISH. GO SAINTS! LOUISE JONES
GARY KERN
GREG IS THE KIND OF PRINCIPAL AS TEACHERS, OUR GOAL IS TO EDUCATE
THAT TEACHERS WANT TO WORK FOR. OUR STUDENTS BOTH IN MIND AND HEART.
WHEN YOU WALK INTO HIS OFFICE, HE DURING HIS 19 YEARS AS OUR JUNIOR
STOPS WHAT HE IS DOING. HIS FACE SCHOOL PRINCIPAL, GREG DEVENISH
BREAKS INTO A BIG SMILE AND HE HAS DONE BOTH WITH EXTRAORDINARY
SAYS “HEY KIDDO!” TO YOU IN A WAY PASSION AND COMMITMENT. HIS LOVE
THAT MAKES YOU FEEL SEEN AND OF THE SCHOOL AND ITS STUDENTS IS
APPRECIATED. IN MY FIRST YEAR AT LEGENDARY, AND I FEEL PRIVILEGED TO
ST. GEORGE’S, I SOMETIMES STOPPED HAVE WORKED ALONGSIDE HIM DURING
BY HIS OFFICE JUST TO HEAR A “HEY MY TIME AT ST. GEORGE’S.
KIDDO!” AND BELIEVE THAT I COULD DO DR. TOM MATTHEWS
ANYTHING. I HOPE THAT ONE DAY I’M
AN ADMINISTRATOR LIKE GREG. G TH S . H E IS K IN D , P A S S IO NATE
GREG HAS MANY STR EN
KARYN ROBERTS
. U N FO R TU N A TE LY , G R EG ’S A BILITY TO
AND ENTHUSIASTIC S TR O N G A S S ET . HE CALLED
REMEMBER NAM ES IS N O T A
MY FAMILY AND I OFTEN SPEAK ABOU
T S IX M O N TH S O F M Y TI M E AT THE
GREG DEVENISH TO PEOPLE NOT T S
ME GEORGE FOR THE FIR HERE I SIMPLY RESPONDED
CONNECTED TO THE SCHOOL. WE DE SCHOOL. IT GOT TO A POINT W. WE ARE AT A BETTER PLACE
HIM AS THE HEART OF THE JUNIOR SCRIBE INSTEAD OF CORRECTING HIM T I WILL TAKE THAT.”
SCHOOL—A RESPECTED DISCIPLINA NOW. HE CALLS ME STEVE, BU
WITH A COMPLETE LOVE FOR THE SCRIAN STEPHEN ST
URGEON
AND, MORE IMPORTANTLY, A COMPLHOOL
LOVE FOR EACH AND EVERY STUDEN ETE
WILL BE SO VERY MISSED. T. HE
TAMMY YOUNG,
BECKETT (GRA
DE 7) AND FINNIA
N (GRADE 9)
30 | THE SAINTSAINTS LIFE
R, ENTHUSIASTIC HISTORIAN,
TH THE HEART OF A LION. HE IS O P P O R TU N IT Y TO B E U N D ER MR.
HAD THE
UDENT’S LIFE IN SCHOOL AND I AM VERY GRATEFUL TO HAVE R SEVEN YEARS. ONE OF MY FAVOURITE
LL MISS HIM.” GREG DEVENISH’S GUIDANCE FOWAS OUR TIME IN FRANCE, THE NETHERLANDS,
MEMORIES OF MR. DEVENISH TRIP. IT WAS AN EYE-OPENING EXPERIENCE
AND BELGIUM ON THE EUROPEICES MADE BY MILLIONS OF PEOPLE WHO
LEARNING ABOUT THE SACRIF US DURING BOTH WORLD WARS. I WOULD
WERE NOT MUCH OLDER THAN FOR HIS DEDICATION AND PASSION TO THE
LIKE TO THANK MR. DEVENISH BE MISSED.
SCHOOL THAT WILL CERTAINLY
E8
FFER - GRAD
ARMA AN JA
MR. DEVENISH IS A PRINCIPAL
EXTRAORDINAIRE. WHETHER IT’S ON THE
PLAYGROUND, THE CLASSROOM, OR EXTRA-
CURRICULAR ACTIVITIES, HE BALANCES
ENCOURAGEMENT AND SUPPORT WITH FIRM
DISCIPLINE. HE GETS TO KNOW EACH BOY AS A
UNIQUE INDIVIDUAL AND SERVES AS A MENTOR
TO ALL. HIS CHARACTER IS THE EMBODIMENT OF
THE CORE VALUES TAUGHT AT THE SCHOOL. HIS
COMMITMENT TO SAINTS IS UNRIVALLED AND
HE WILL BE GREATLY MISSED BY THE ENTIRE
SAINTS COMMUNITY.
JITI GILL & HARJINDER DHALIWAL
TARAN (GRADE 3)
MR. DEVENISH, YOU EXEMPLIFY THE CORE VALUES AND IDEALS
OF THIS AMAZING SCHOOL AND COMMUNITY WHICH WE ARE
SO THANKFUL TO BE A PART OF. AIDAN LOVED HIS PRINCIPAL’S
PERIOD AND WE SELFISHLY WISH YOU COULD POSTPONE YOUR
RETIREMENT UNTIL 2023. CONGRATULATIONS, AND ALL THE
BEST FOR AN AMAZING RETIREMENT.
DAVID HOWARD AND SUSAN LEUNG-HOWARD, AIDAN GRADE 3
SPRING 2018 | 31SAINTS LIFE 32 | THE SAINT
SAINTS LIFE
FOR ALMOST TWO DECADES Junior School Principal Greg Devenish has been
leading and inspiring our young boys to become enthusiastic and motivated learners.
His caring, patient, and energetic personality, dedication to teaching, and unrivaled
passion for St. George’s have positively impacted countless members of our School
community.
As we celebrate his retirement, we have the opportunity to honour Greg for 19 years
of outstanding service and contribution to the School. Tribute Gifts made in Greg’s
name will support ongoing Junior School renovations and provide opportunities to
embrace dynamic new learning strategies and technologies which he has resolutely
championed over his time as Principal.
To make a gift please visit:
www.stgeorges.bc.ca/gregdevenish
or contact Tracie Watson at:
twatson@stgeorges.bc.ca
604-222-5800.
In the words of a Grade 7 leaving class, “Thank you for the guidance you have shown
us, for the places you have taken us, for the falls you have helped us stand up from,
and for the care and heart you have given us.”
THANK YOU,
GREG
FOR YOUR EXTRAORDINARY
COMMITMENT TO THE STUDENTS
OF ST. GEORGE’S SCHOOL!
SPRING 2018 | 33SAINTS LIFE
“IT’S OK
TO COLOUR
OUTSIDE THE
LINES”
THE GREAT THING ABOUT SAINTS, IS THAT
IT KNOWS HOW BOYS THINK, AND THE NEW
FLEXIBLE LEARNING SPACE AND PROGRAMS
WILL NOT JUST TEACH STUDENTS WHAT TO
LEARN, BUT HOW TO LEARN.
JADEN BAINS
SCHOOL CAPTAIN 2017-18
34 | THE SAINTSAINTS LIFE
INTRODUCING THE NEW GRADE 4 NEIGHBOURHOOD
The Junior School will have some excitement on campus
this summer as the Board has approved the renovation of
the Grade 4 space into a brand new neighborhood. Through
generous donations to the ONE Campaign, the current Grade
4 classrooms will be completely revitalized to create flexible
learning spaces conducive to 21st century boy-centred learning,
which we call a “neighborhood.” Once completed, every boy in
Grades 4 to 7 will learn, experiment, and collaborate in a grade-
specific neighbourhood.
To maintain consistency, the aesthetic of this new space will have a similar
look and feel to the Grade 5 and 6 neighbourhoods. The movable furniture and
different types of seating will create a comfortable atmosphere where students
feel encouraged to take risks in their learning and are able to collaborate more
easily with their peers and teachers.
Our faculty often remark how students become more aware of who they are as
learners through being able to decide how and where they best work to achieve
success. The openness and fresh feel of these dynamic spaces are designed
to foster these objectives. Flexible spaces encourage exploration and deeper
learning as our students develop the necessary skills to thrive in an increasingly
complex and changing world and, at an early age, learn how they learn best.
Students also benefit from active engagement in classrooms where they can
practice creativity, critical thinking, communication, teamwork, and individual
learning. Colour, lighting, and ventilation are key to creating the environmental
conditions for successful learning. This is a cornerstone of all the new
neighbourhoods in the Junior School.
One of the central elements that allows teachers to be effective is the provision
of great spaces. The ONE Campaign is driven by the fundamental belief that our
students and teachers need the right tools to succeed. The focus on providing
outstanding educational spaces that ensure our faculty have the ability to focus
on boy-centred 21st century teaching and learning is at the very core of the
School’s vision.
To learn more about the ONE Campaign and how your family can become a
partner in this extraordinary project to shape the future of the School, please
contact the Advancement Office.
IF WE BELIEVE THAT OUR BOYS NEED TO DEVELOP MULTIPLE
WAYS OF LEARNING, THEN WE MUST PROVIDE THEM WITH THE
SPACES THAT SUPPORT MULTIPLE STRATEGIES OF TEACHING.
GARY KERN
PRINCIPAL, SENIOR SCHOOL
SPRING 2018 | 35FEATURE STORY
Character education has always been the cornerstone of a St. George’s
education. As John Harker stressed during his time as Headmaster (1933-
1962), the overriding goal of the School is to graduate young men of good
character who will go on to make a positive contribution to their families and
their communities. In order to promote values such as loyalty, courage, and
commitment, Harker established rugby as the School’s defining sport, and
over the years, he never wavered in his conviction that character education
should permeate all aspects of the School’s program, both inside and outside
of the classroom.
In a speech delivered to the Vancouver Rotary Club, for example, Headmaster
Harker went so far as to state that the curriculum set by the Ministry of
Education was only a means to an end. Much more important than the material
covered in English, Science, Math, or History class was the progress a boy
made in developing the moral compass that would guide him throughout his
lifetime. “The most important thing we teach,” he declared, “is proscribed
in no particular programme of studies—loyalty and integrity, leadership and
interdependence, poise and self-control; in other words, character building is
the first and principal aim of our curriculum.”
More recently, through our current Strategic Plan, we have reaffirmed the
primacy of character education and identified six Core Values, namely
empathy, humility, integrity, resilience, respect, and responsibility. Building
on Harker’s legacy, our Core Values and our Mission of “Building Fine Young
Men” remind us that we have a responsibility to educate our students’
hearts as well as their minds. In our complex, rapidly changing world, this
educational philosophy is more important than ever. There seems to be an
acute shortage of positive role models for boys and young men, and we
require a new generation of leaders, including young men of character, who
will have the moral courage to do good and to help make the world a better
place.
I’m reminded of the feedback that our coaches received from an Air Canada
cabin crew as they were returning from this year’s Rugby Tour to Argentina
and Chile. Learning that the large group of young men boarding the aircraft
was from St. George’s, the chief attendant said that they loved it when
students from Saints were travelling with them because they are always so
respectful and well behaved. “We never have to worry when St. George’s
boys are on board,” she noted, “we know that it’s going to be a pleasant flight.”
John Harker would have been incredibly pleased by these comments, just as
I was, as they affirm our shared belief that “character building” is indeed “the
most important thing we teach” here at St. George’s.
DR. TOM MATTHEWS
HEADMASTER
36 | THE SAINTCHARACTER
CHARACTER EDUCATION
THE MOST IMPORTANT THING WE TEACH
SPRING 2018 | 37FEATURE STORY
JOHN BROMLEY, CLASS OF 1996, has founded three successful charitable giving and community
engagement companies. As founder and CEO of his most recent venture, CHIMP: Charitable Impact,
Bromley established the first giving platform built for donors—when you deposit money into your account,
you receive a tax receipt immediately. That money can then be given away to any charity of your choice or
simply saved to give another day. To date, over 100,000 Canadians have used CHIMP to donate more than
$380 million to charities nationwide.
The Saint spoke to Bromley about the vision of his Charitable Allowance Program, its commitment to our
School’s Core Values, and the importance of teaching charity.
CHARITABLE ALLOWANCE
EMPOWERING STUDENTS TO CHANGE THE WORLD
38 | THE SAINTCHARACTER
Tell us about the inspiration for your vision for shown humility in their ability to share, grow, and
your Charitable Allowance Program. adjust the ways they consider charitable giving.
“Increasingly, there is nowhere to learn how to Their intelligence and fearlessness in questioning
give, and as a result there are now fewer and fewer and seeking knowledge is verification that you can,
Canadians donating to charity. In direct response in fact, build and foster a culture of giving.
to this matter, we at CHIMP: Charitable Impact, are
An integral part of Charitable Allowance is teaching
investing in the development, and empowerment
financial literacy. Instead of focusing purely on ‘how
of future donors through education. Imagine, for a
moment, if we weren’t taught Math in school—do
you think there would still be engineers? I believe the
much to give to whom’, students are taught the
skills needed to make informed donation decisions. FROM OUR STUDENTS
Revealing the opportunity costs of charitable Donating money makes me
same very much applies to charity. If it’s not taught
giving demonstrates the importance of saving and feel like I’m adding worth
and experienced, then how is it ever fully grasped?
spending wisely. to the world, makes me feel
So, how does this program work? helpful, and makes me feel
The intent here is to nurture prosocial development,
Charitable Allowance has been providing the boys good about myself.
and for students to develop, act on, and take Keaton
with a monthly allowance of $10 each, thanks
responsibility for their allowances. It is CHIMP’s
to funding from an anonymous donor. Over the
hope that over the course of the program, students
course of the year, teachers and students engage
will learn about different avenues for giving and feel I choose organizations that
in conversations around giving. Students then use I feel are going to make a
their charity allowances to learn more about, and the power that comes from creating greater impact
change in society and are
participate in, the charitable sector. through their own financial decisions. They are
using the money wisely.
learning that effective generosity is a tool that can Charlie
While this program’s concept is relatively simple, be used to actively impact change.
the complexity lies in its ‘giving away’ component.
Students are taught skills to enable them to How will this affect the future of our students?
It feels like an achievement,
contribute to charity independently, whether they My experience is that Vancouverites are generous
even if it is a small one…it can
want to donate to one, two, or ten causes. They are and generally conscious of the environment and still have an impact. Jason
empowered to give in a way that makes the most the world around them. This means people already
charitable sense to them, as evolving donors. To give. But are we proactive? Are we habitual in our
generosity? Generally speaking, the answer is no— The purpose of CHIMP is to
assist in the research of this program, CHIMP has teach young people about
enlisted Harvard Business School’s Dr. Ashley and this is because we weren’t taught how to give.
donating money and how it
Whillans. Instead of experiencing our own charitable pathway,
is important that charities
most of us were just asked to participate. As a result, get the money that they
And what about the program’s intent? for most people, our moments of generosity only need. As a student, I think
My experience shows that when youth experience occur as a reaction to fundraising asks. that I learned lots about the
giving in a context that empowers them, they’re different charities and their
better able to become engaged citizens who Our Charitable Allowance Program’s ultimate aim is
expenditures and revenues.
contribute consistently and positively to society. to develop a generation of donors that not only gives, Justin
but gives often and with intent, with the agency to
But I think it’s important here to take a look at how donate to any registered charity they wish.
the Charitable Allowance Program aligns with St. I feel good donating money
George’s Core Values and how the 250 students How can parents, and the entire St. George’s to an organization like this
involved are learning how purposeful giving can community, get involved? because it’s a great cause
impact meaningful change. Much like teaching art, We see a future where every young person in Canada and I can’t wait to see what
we promote the idea of giving and enable students earns a Charitable Allowance. Share your favourite happens in the future.
causes with your kids to inspire them to want to Charlie
to donate in the hope that each of them will be
inspired to create change their own way, on their create change. Give together and see how easy it
own terms. By exposing students to charity, we is to make a bigger difference to the world. CHIMP
provide each young person with a chance and a is the first giving vehicle built for donors, making it
pathway to develop into an effective and powerful easy for families to make giving a part of everyday
philanthropist. living. Sign up to CHIMP.net for free, deposit money
into your account for when you’re inspired to give,
By asking the question “What do YOU care about
or set up a monthly recurring donation for all your
changing?”, we empower students to make their
favourite Canadian charities. Join us in nurturing the
own decisions about supporting the causes that
future generation’s passion for creating change.
matter most to them. Facilitating this seemingly
simple conversation in classrooms has allowed St. I would like to take this opportunity to thank St.
George’s students to gain not just a deeper level of George’s for having trust in our program, and
empathy for their surrounding community, but to for being innovative in their approach to student
really explore the notion that, while everyone wants development. I hope our program manifests itself,
something in the world to change, taking real action alongside the likes of math, sport and science, as an
is essential to creating impact. The students have important tool in shaping positive futures.
learned that the more thoughtfully they give, the As for St. George’s Junior School boys in particular,
more impact they will make on the world—whether I would like to thank them for being themselves and
they care about Kitsilano beach, the Pacific Ocean, for their willingness to grapple with this part of their
or the fish that live there. humanity. I am grateful for their enthusiasm and
Choosing to support a different charity than your intelligence in helping us to pilot this program, and I
best friends can be a demanding notion for young hope we have helped them to think, feel, and act like
people to grapple with. However, the students have the fine young philanthropists they really are.
For more information, please contact our Head of Communities at hello@chimp.net
SPRING 2018 | 39You can also read
