School Ties Where a Soon-To-Be Grad Interviews a Member of Our Alumni Community to Gain Insight on What May Lay Ahead Both in Life and Their Career

SPRING 2021 | ST. MICHAELS UNIVERSITY SCHOOL

Stories of COMMUNITY andRESILIENCE over House during asunrise. School Inside cover photo: autumnrainbow An appears year.of the2019-20school with studentsfor Parade theSpirit during Term 3 signs to share messagesofwarmth andpositivity coverBack made photo: faculty School Junior Parade Spirit School the Junior inMay 2020. Kingston wave signsto celebrate SMUS during Front cover photo: Marchesa Siblings and members community Adventures, SMUSArchives andSMUS Reynolds, KyleSlavin, Mothership Leahy-Trill,Hochhalter ’97,Kent Jeff Photos: SimonAger, Davis Whitney Jordan Tessarolo, TurnerMark Nation’70,AndyRodford,Michael Hyde-Lay, Tanya Lee, Margaret Lincoln, Easdon ’91,Maureen Hann,Ian Daniel Chen’21,Amy Dove, Gillie Additional Contributors: SueBowness, Rees,Denise KyleSlavin Hill, Chong, Adrienne Davidson, Stuart Editorial Team: SharaCampsall, Chris smusconnect.com. at alumni, pleasejoinSMUSConnect morein connecting withfellow yousmus.ca/alumni. are If interested TiesEditions ofSchool are onlineat please [email protected]. suggestions regarding thispublication, community. you have If commentsor onthealumni andreports articles andinitiatives,activities andto provide to communicatecommunity current School University St. Michaels TiesSchool to isdistributed the Email: [email protected] Admissions: 1-800-661-5199 Telephone: 1-250-592-2411 4P5 Canada V8P Columbia British Victoria, Road 3400 Richmond School University St. Michaels Published by theAdvancement office OUR COMMITMENT CREDITS

TO SUSTAINABILITY by HemlockPrinters, Burnaby, BC. Printed inCanada more information, visitwww.papercalculator.org ofpaperproductionanddisposal.impacts For reviewed studyofthelife environmental cycle research done by the Paper Task Force, a peer- Paper Calculator Version 4.0,whichisbasedon made usingtheEnvironmental Paper Network fiber recycled towere theuseofpost-consumer Environmental estimates ofsavings impact due the following environmental benefits are realized. paper Tiesfor theSchool certified project, waste FSC- 5,983 poundsofpost-consumer choices. Basedonusingand manufacturing has madeenvironmentally sustainablematerial sustainability, School University St.Michaels the Floreat strategic plancommitmentto As aresponsible consumer, andinlinewith

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CONTENTS 38 34 26 16 12 34 38 26 16 12 44 48 40 50 36 25 32 37 4 3 2 Stories of Community and Resilience Portrait of a Learner News School Creating aNew Campus Master Plan Introduction from the Head of School Passages Notices Community Updates Alumni youRetirees: for Thank your Service Honour of Boy A Farrer: Anthony Endowment of Foundation the Laying Serve. Lead. Learn. Planned Giving at SMUS O’Connor Marianne Conversation: In The Graduating of 2020 Class Coastal Cleanup Recognizing Resilient Alumni 1

CONTENTS Introduction from the Head of School

Since the publication of Floreat (let flourish), our 10-year strategic plan in January 2020, progress has been rapid. Highlights include: • The completion of our new Campus Master Plan, designed to provide the students of 2030 the facilities they will need to flourish in a fast-changing, increasingly technology focussed world. • Plans are well underway for the long-awaited refurbishment and extension of the Junior School. • We have plans to revitalize heritage spaces and to commit investment to STEAM (Science, Technology, Engineering, Arts and Math) facilities. • A three-year viability budget to ensure the school remains on strong financial footing has been approved. • A new Memorandum of Understanding has been worked through in detail with the SMUSAA (SMUS Alumni Association). • We have appointed Dr. Moussa Magassa, who has the ver the course of the last year, the resilience and flexibility of title of ‘Guide’, to lead us through the complexities and O all of us as individuals and our community as a whole has been sensitivities in constructing our Equity, Diversity and tested as never before. Inclusion Plan. As I write, it has been more than a year since the first case of Although we have cancelled our second consecutive Alumni COVID-19 was reported in Canada, we can look back with gratitude Weekend, there is much to look forward to. In the academic year at our relative good fortune. I maintain good communication with running September 2021 to June 2022, we will be celebrating our other schools around the world, and having been able to enjoy Jubilee. This is the 50th anniversary of the joining of our two key almost uninterrupted education since the start of the new academic roots, University School (est. 1906) and St. Michael’s School (est. year in September is very much the exception rather than the rule. 1910), a synergy that has unleashed half a century of dramatic We should also feel a sense of satisfaction, if not outright pride, at expansion and development. In my mind’s eye, I can see in May 2022 the way our key constituent stakeholders, students, faculty/staff and a wonderful jamboree taking place. I hope that all members of the parents, have responded. Students have been magnificent. Not only extended SMUS diaspora will return for the in-person celebration. have they seen key ‘rite of passage’ moments such as graduation, Recently, we were rummaging around in the Archives and found concerts, assemblies and competitive fixtures fundamentally the stuffed head of a cougar that hung at the old St. Michael’s School changed, but their quality of life under masks and with constant (see page 38). Perhaps this is the inspiration for the Blue Jag that has hand sanitization is far from what we would like it to be. spurred on so many generations of SMUS sportsmen and women. Faculty earned their spurs in March 2020 by pivoting our entire Although the cougar may be a metaphor for the school, at the curriculum to remote learning. Think of an oil tanker having to moment (a little faded and dog-eared), I know that as things return change course by 180 degrees in confined waters and you will have to normal, the Blue Jag will come roaring back with renewed vigour. visualization of the scale of this challenge. Parents have supported this with remarkable magnanimity, composure and support for the Floreat! school’s general direction. Kitchens have become workstations, and garages, gyms and spare bedrooms have become science laboratories. One good thing is that parents now have a much better appreciation for the challenges of educating 1,000 boisterous and intellectually inquisitive youngsters, day in and day out. Adjustments have been made by all. Structural reforms to the curriculum, timetable, syllabus and boarding routines, that would normally take years, were rushed through in weeks. As a result, we have started 2021 even more confident having had our fortitude Mark Turner tested and found resilient. Rather than fractured, we have emerged Head of School galvanized. In fact, despite the backdrop of momentous events, progress has been maintained.

2 designs, functionality, movement networks and sustainability elements for the Richmond Road and Derby campuses, focussing Creating a on the 10-year horizon of Floreat priorities, but with a longer-term consideration given to the next 25 years. The steering group conducted a Request for Proposal process New Campus and a comprehensive search for a firm that specializes in CMP designing for the educational sector. After a competitive evaluation of several firms, Dialog Designs was confirmed by the Board of Master Plan Governors and awarded the contract. Over this last year and notwithstanding the impact of With the completion of the Sun Centre, we marked COVID-19, Dialog Designs undertook a comprehensive the end of a campus planning era at SMUS. engagement process. This included reviewing copious data gathered Following the introduction of goals from our new to create Floreat, which included more than 500 current parents, strategic plan, Floreat, we’re now taking a fresh look 220 faculty and staff, 600 alumni, and 87% of Middle and Senior School students who contributed their views, alongside interviews at our campus needs with a view to the next 10 with Junior School students. Additionally, many interviews and 15 years and beyond. focus groups, with more than 150 people were held that spanned all stakeholders and generations back to the 1940s. By Andy Rodford, Deputy Head of School With SMUS’s Vision, Mission and Strategic Priorities as a guiding lens, Dialog Designs led the community through three ollowing last year’s launch of SMUS’s new strategic plan, phases; Imagine (ask lots of questions), Draw (develop concepts) F Floreat, the Board of Governors immediately identified the and Write (develop the plan). During each stage they held Zoom need to commission an updated Campus Master Plan (CMP) that workshops, gathered ideas, presented findings, tested assumptions, addressed the Vision of the school and was centred around four sought feedback, refined concepts, and inclusively moved the project Strategic Priorities: Foundation; Preparation for Life; Sustainability; forward. Various stakeholder groups were presented iterations of the and Community. The previous Richmond Road CMP had reached plan as it developed, culminating with a final presentation to the its end of life, after more than two decades of adding facilities and Board of Governors in December, where the CMP was accepted and concluding with the much-heralded opening of the Sun Centre confirmed unanimously. in 2018. As a result, sights turned to generating a new CMP that would become the framework for future decision making regarding Next steps the location, form and character of new buildings, open spaces and movement networks on the Junior School, Richmond Road and In the coming weeks and months, the Campus Master Plan Derby campuses. will be unveiled to the community, once the Board of Governors The Campus Master Plan steering group was formed as a sub- determines priorities and which projects may be required to reshape committee of the Board of Governors and comprised members of the Richmond Road campus, to realize SMUS’s Vision and to best the Board’s Finance, Facilities and Advancement Committees, along support teaching and learning, now and in the future. with members of the Senior Leadership Team. In order to build It is with much gratitude that we thank everyone who played on the past Richmond Road CMP, the steering group separated a part in developing the new CMP and it is with much excitement future Junior School developments from the new CMP initiative, that we look to the future with optimism, confidence and, as stated knowing that the Board Facilities Committee was already planning in Floreat, “we are ideally poised to begin fresh growth and, indeed, for new opportunities on the Junior School campus, which will be to flourish.” communicated in the near future. This decision allowed the new CMP process to move forward on exploring potential physical

3 SchoolEvery day at SMUS offers students the opportunity to experiment, discover and explore their passions and interests. The following pages highlight the diverse activities at our school as captured in the SMUSpaper, our online news site at news.smus.ca. News Grade 8 boarding students Daniela G. (right) and Caro G. (left) take advantage of the January 2020 snow day on campus.

4 M By KyleSlavin By Coffee Fundraiser Youth’ Contestfor Wins ‘Power of Grade 12Student October 2019 power ofyouth. Mark exemplifies that.” has inthe Victoria community. That isthe idea coupledwiththetangible impactthatit Mark’s submission wasthesimplicityof beautyof at CoastCapitalSavings. “The Young, Director ofCommunityLeadership, change intheirown backyards,” saidMaureen about how theycouldcontributeanddrive young peopleandchallengingthemtothink again. thru would beputtowards operatingthedrive- tosecurecontest inaneffort acashprize that projectthe drive-thru to The Power of Youth community,” Mark said. the local homeless money to help support rewardingvery beingabletoraisesomuch going andorganizingtheevent, butit’s than $1,000. three morningsandraisedmore drive-thru shop in front of School House. They held Club set up a by-donation coffee drive-thru secure coffeeandpastries,theMe to We take advantage ofthatinsomeway.” and thought it would be super awesome to of trafficinthemorningalongdriveway Mark said.“Ialwaysnoticedtheheavyflow awareness for local and global initiatives,” community togetherthrough events thatraise Grade 9andourgoalistobringthe Victoria CoalitiontoEnd Homelessness. on campustoraisemoneyfortheGreater acoffeedrive-thru members forrunning of theschool’s Me to We Clubandallits their communities. young people inBCwhoare givingbackto Power of Youth contest,whichrecognizes of thewinnersCoastCapitalSavings’ The difference. “[The contest]wasaboutengaging “[The In thesummerof2019,Mark submitted “It wasalotofwork gettingtheinitiative Mark connectedwithlocalbusinessesto “I’ve beeninvolved intheclubsince Mark wonthe$2,500prize onbehalf The Grade 12studentwasnamedone have the power tomakeapositive ark Finamore knows thatyouth E for straight talk about topics such as anxiety, pressing issueandwanted tocreate aforum decided thatmentalhealth was themost students theirageface. that asks them to identify current issues that They are guided through a conversation students deciding on a conference theme. and generatingideas. feedbackwhilebrainstorming constructive critically about others’ opinions, and provide share theirideas in apurposefulway, think their abilitytostepupandback, are responsible foralldecisions. They utilize team. These students,withteacherguidance, students cametogethertoformtheorganizing “To –inaction. learn,tolead,serve.” students. theschool’sThis istruly Vision – This conference isplannedby students,for for Grade 8studentsfrom around BC. By By Tanya Lee, teacher School Middle Health atLeadershipConference Grade 8StudentsHighlightMental January 2020 Student organizers oftheGrade 8“Here 4You” leadershipconference. The student planners unanimously The studentplannersunanimously The idea-generatingprocess beginswith Ahead oftheJanuary 2020event, 19 a student-ledleadershipconference ach year, theMiddle Schoolorganizes LGBTQ2S friends that are to real struggling, talkabout from sleepandwellness, tohow totalk offered. These workshops rangedin topics led by SMUSfacultyandstudentswere mental healthjourney, aswell asworkshops mental wellness. Astudentpanelonpersonal focus andinternaldialogueare all keys to keynote speakerspokeabouthow body, and workshop facilitatorsaccordingly. The health issuesandchosekeynotespeakers breaking down thestigmaattachedtomental see itintheirfriends. They seeitinthemselves. because they see and experience it daily. They depression andstress. They chosethetopic and support thosewhoareand support struggling. looking forwaystopromote mentalwellness slogan, andthattheyreturned totheirschools are not alone,whichisalsotheconference student attendeesleftwithasense thatthey The studentplannerswere intenton The hope of the student planners is that + issues. 5

SCHOOL NEWS SCHOOL NEWS reading voraciously andquizzingthemselves. of about 30 Middle School students began are allfairgame. There isnosetreading list. mythology, graphicnovels andpicture books children wouldread from ages2to14. World consists ofliterature questionsaboutbooks of reading” forstudentsages10-13. The quiz literature competitiondescribedas“the sport postponed duetothepandemic.) Final inJuly 2020,however theevent was slated totravel toNew Zealand forthe World the titleof Team studentswere Canada!(The the nationaltournamentin Toronto toearn seven other schoolsfrom across Canadaat Kids’ Lit Quiz World Final, after beating 6 Championship robotics competition finishedinsecond place. The Grade 11/12SMUS team theFIRSTTech at Challenge BC teacher-librarian School SarahCraig,By Middle Reading Takes You Places! February 2020 A Since the summer of 2019, a group The Kids’ LitQuiz (KLQ) is anannual readers willrepresent Canadaatthe group of voracious Middle School I they learntolistenandrely oneachother. the students’ gaincollaboration skillswhere children’s literature. By working inteams, venue forstudentstodeeplyengagein their leadtowinthenationaltitle! stride in the third round and firmly held competition. Our SMUSteamhittheir to Toronto tocompeteinthenational named Regional Champions. and Will C.–wonthecompetitionandwas SMUS teams–LailaS.,Avery S.,AidanM, end,oneofourthree biting tothevery competition in Vancouver in November 2019. who wouldrepresent ourschoolattheregional Book Clubandwe heldcompetitionstosee Through the fallof2019,theyjoined programming challenges each worth aset programming challenges eachworth game, witha variety of engineeringand season beginswhen theFTC releases anew than justbuildingrobots. Eachyear, the securing asecondplacefinish overall inBC! making itrighttothefinal matchand admirably, withtheGrade 11/12team at otherlocalrobotics competitions. workshops forrookie teams,andvolunteered building, andengineeringnotebook activities includingleadingprogramming, inoutreach the robotics studentsparticipated inthetournament,manyof to participating some more experiencedmembers.In addition torobotics9-12 students,somebrandnew and These teams were madeupofamix Grade around British Columbia. by 30teamsofhighschoolstudentsfrom all the culmination of six months of hard work robotics competition. This event represented By Maureen Hann,Educational By Technology Specialist place atFIRSTTech Challenge Senior Schoolstudentswinsecond February 2020 Tech Challenge(FTC) BCChampionship n February 2020,SMUShostedthe FIRST KLQ provides afunandchallenging In February 2020,thisteamheaded At theregional round, whichwasnail- The competition involves much more All oftheteams,androbots, performed SMUS hadfourteamsparticipating. Zealand, reading does take you truly places. Vancouver, Toronto andeventually New program seekstofulfilthismission. student.KLQfor every isonewaythatour around fostering alifelonglove ofreading literature. program iscentred The library passions andKLQ shinesthespotlighton to feeltheycanshare andexplore their finished longafterthequizisover. favourite authorsorbooksthey’ve new just dayabouttheir and lunchchattingevery atrecessThese studentsare inthelibrary in KLQfor and participating is long lasting. their favourite area ofliterature. Individually, in students become experts on theirhard work. their robots usingprogrammed gamepads. a-half minuteperiodwhere studentscontrol intervention. This isfollowed by atwo-and- out pre-programmed tasks carry with no user autonomous periodwhentherobot hasto possible. The gameconsistsofa30-second work togethertoscore asmanypoints necessary, redesigned theirrobots. decisions, built,tested,adjustedand,when for themtoseehow theteamshave reached teams submittheirnotebookstothejudges engineering notebook.On tournamentday, carefully documentedby thestudentsinan and programming process mustbe step oftheplanning,designing,building of theirrobot. from there begintodesignthefirstiteration to determineastrategyscore pointsand amount of points. Teams work collaboratively As demonstratedby ourtripsto Everyone inMiddle Schoolhasaplace The camaraderiedeveloped by preparing Congratulations toallofour students During therobot game,twoteams oftheFTCAs part program, each C By IanHyde-Lay, PhysicalBy Education teacher finishes 2 Basketball Junior Girls March 2020 and talentedsquad. remarkable atruly featforayoung history; finish by agirlsbasketballteaminSMUS player. tournament’s mostoutstandingdefensive Grade 9studentLauren Rust was named the to the tournament’s first all-star team, and and Makena Andersonwere bothnamed to win52-48. Knox scored thelastsixpointsofgame Jags, 48-46,wouldnotbeenough,asDr. lead by theBluequarter not quit. A fourth halftime break up25-21.But SMUSwould of thefirstquarter. Dr. Knox entered the Dr. Knox wouldequalize before theend early9-4lead. the gatesstrong, takingavery Dr. Knox of Kelowna, SMUS came out of 44-35. take thevictory second half. sawtheBlue Abigfourth Jags defensively, holding the Owls to a 17-point SMUS cameoutwithastrong secondhalf Owls offensively. Down 22-20atthehalf, astheymatchedthe both endsofthecourt, outstrong at in theseason.SMUSstarted the onlyteamtodefeatBlue Jags earlier up versus the No. 2seededKelowna Owls, Woods) whichsetupasemi-finalmatch- 26 over Sahali and59-44over Heritage with a25-1seasonrecord. Girls BCChampionshipastheNo. 3seed SMUS Island titletoenterthe2020Junior Girls Basketball teamromped toafirst-ever Second placeinBCisthebest-ever Grade 9studentsJojo Tupas-Singh In thefinalgameagainstNo. 1seed, SMUS wontheirfirsttwogames(44- elite teamsintheprovince, theJunior ementing theirreputation asoneofthe nd inBC By Margaret programBy Lincoln,JuniorSchool specialist Welcome toWonder Wednesday May 2020 The Girls Basketball Junior team Girls BC Championship aheadofthe2020Junior game, onthecourt where theyfinishedsecond intheprovince. school comesfrom theneed todirect ourown andsatisfaction at motivation, performance and baked,sewed andweaved. tips forustobeaware of! Children cooked presentation onelectricity, includingsafety record flight data, and create a Kindergarten testpaperairplanes and themed marblerun, Rube Goldberg machine,aspaceandrobot- would liketolearnmore about. experience thattheyare interested inand students were invitedtoexplore atopicor dedicated tostudent-leddiscovery. The youngest learners. curiosity andcreativity alongtheway forour to fosteralove oflearning,andinspire provided tocontinue aweekly opportunity of Wonderintroduction The Wednesday we know abouthow children learnbest. ways thatwouldcontinuetohonourwhat tobecreativeopportunity andflexiblein of young children. But italsobrought an constraints totheteachingandlearning year, brought ahostofchallengesand learning for Term 3ofthe2020-21school We know from research that the path to We sawstudentscreate amodelof Every Wednesday afternoon was Entering intotheworldofremote of thechildren’s timeandattention. and see the topics and ideas that are worthy resilience, initiative andcuriositycome tolife, of aLearnertraits(seepage 12)suchas your own adventure’ kindofexperience. follow wonders and interests. It is a ‘choose experience,and skill,engaginginanew new learning of a potential for cross-disciplinary were tomaximize the anopportunity extracurricular activities. These afternoons of and teachers,aninterruption being physically distanced from classmates of well-being thatwascompromised by space for children to experience a sense for learnergrowth. student agencyhave favourable implications development. This kindofautonomyand thinking, communication,andpersonal learner competencieslikecreativity, critical joy oflearning.In doingso,theyactivate skill or endeavour,of a new capturing the desire tochooseandself-direct theirlearning experiences tolearnandcreate things. new It inspiring to see the Portrait was truly Wonder Wednesdays created timeand Wonder Wednesday harnessesachild’s 7

SCHOOL NEWS SCHOOL NEWS W Jeremy 8 KyleSlavin By Watch June 2020 smus.ca/grade5movie. to fruition. You canwatchthemovie at: their work tohelpRobot vs. Jeremy come Junior Schoolfacultyandstaffforallof writer/director Duncan Frater, andour our Grade 5studentsandtheirparents, University of Victoria inmid-June. debuted attheLegacyDrive-In theatre atthe just onefinalweek toeditthemovie before it one week tofilm their scenes,giving Duncan rehearsals withstudents.Students thenhad Robot vs. Jeremy, followed by aweek ofdigital Duncan hadoneweek towritethemovie, already had at their disposal. From there, on settingsandcostumesthatstudents parents couldfilmfrom home. working onamovie thatstudentsandtheir project. Inperformance May 2020,hestarted of comingtogether(notliterally)foralarge wanted the students to have the experience in March. COVID-19 pandemicquashedthoseplans to stage a musical in June,was underway the at theMcPherson Playhouse. While work foracrowdwho wouldnormallyperform an unforgettable experience for students, work andpracticeallhelptocreateeffort, mount animpressive production. Months of Junior Schoolmusical. Duncan Frater hadtogetcreative withthe spread outacross thecity, choirteacher Sci-Fi Musical We offer oursincere thankyou to Week 1entailedgatheringinformation As director of the musical, Duncan still Every year, ourGrade 5students the schoolyear andGrade 5students ith five weeks left until the end of Robot vs. vs. Robot , AGrade5 W By KyleSlavin By Residential SchoolSurvivors Rallying toHonour Meet aMiddleSchooler September 2020 Community inNanaimo. School Stuwixwulh Qwam Qwum Grade 6studentHaley P. Day T-shirt, designedandsoldanOrange onaCowichan Shirt based sweater hergrandmother that knitted, to raise moneyfor and soldthemat school. They raised $1,400 and familymembers, beadedorangebracelets said Haley, now inGrade 6. in thepastandpeopleneedto know that,” people are by things thathappened stillhurt and thatwe’ve moved onfrom it.Some was OK in the past feeling like everything about it]andwe can’t slip by, justlethistory just ignore it.It’s generation [learning anew happened isn’t OKandIdon’t thinkwe can addressing ourhistory. relationship withourlocalpeoples and school’s journeyofbuildinganauthentic ofour keen toembraceherinitiative aspart administration with heridea,whowere residential schoolsurvivors. Haley’s relatives, including her father, are Tribe andCowichan Tribes, andmanyof the Snuneymuxw First Nation, Penelakut Nations schoolsinBC.Her familyisfrom Firstspearhead a fundraiser to support of residential schools and, at the same time, school torecognize Orange Shirt Day. That firstyear, Haley, alongwithfriends “I thinkpeopleshouldknow thatwhat Haley approached the Junior School Haley wantedtohelpraiseawareness she hadtheideatoencourage hen Haley P. wasaGrade 3student, like thatever again.” people know thatwe shouldn’t doanything andletting residential schoolsurvivors Child Loved andProtected. patterns isawayofhonouringgrandma.” for 70-plusyears; usingoneofheroriginal pattern. She’d beenaCowichan knitter of herandthefamilywiththatparticular ofmysisters,soit’sfew more ofanhonouring along withmostofhersiblings,myself, anda “My momwasaresidential schoolsurvivor, Haleybe meaningful,” said. knitted. “I thought using the pattern would on aCowichan sweater thathergrandmother designed anOrange Shirt Day T-shirt based $2,500 forStz’uminus CommunitySchool. for Orange Shirt Day, andraisedmore than “Every ChildMatters,” theofficialslogan Haley andfriendssoldbraceletsthatread Schoollibrary.Elementary In year two, to help buy books for the Penelakut Island Added isabouthonouring Haley: “This Below reads: the pattern, the shirt Every Haley’s father, Steve Sxwithul’txw, said, This year, inSeptember 2020,Haley S F she considerpursuing rowing atthepost- that timecoach LizFenje ’09suggested in three different team events. It was around Schools Rowing AssociationChampionships – from thenationalCanadianSecondary earned three medals–twosilvers andabronze 9. By theendofherGrade 10year, shehad somewhere thatwasacademicallyrigorous.” No. 1priority[inchoosingaschool]wasfinding to have an amazing athletic experience, but my “I’m really excited fortheacademics,too. Iwant constantly pushingmetoimprove,” shesaid. competitive environment andhave people University inBoston,Mass. to attendingandrowing forNortheastern June andcommitted 2021,signedpaperwork universities. $1.2 milliontostudyandrow atAmerican morefull-ride scholarshipoffersworth than on the Teaching Canada’s Historypodcast. through theireyes,” David saidinaninterview toseetheevents ofthatperiod and theystart off withareal historicalCanadianortwo, unit,thestudentsstart corresponds toevery real-life experiencesofCanadians. Canada’s through the history 20thcentury project that engagesstudentsastheyexplore Eyes” project, a year-long, multi-stage createddepartment the“Through Their redesign oftheSocial Studies 10course. for Excellence in Teaching forhiscreative for theGovernor General’s History Award for ateachingaward. David wasshortlisted By KyleSlavin By Ride RowingScholarships Student Athlete OfferedThreeFull- November 2020 KyleSlavin By General’s Teaching Award Finalist David Lynch ’98NamedaGovernor September 2020 Firinne beganrowing atSMUSinGrade “I’m soexcited togetbein sucha The Grade 12student,whograduatesin “At stageoftheproject, which every He andcolleaguesinourHumanities Lynch ’98wasnamedafinalistinAugust teacherDavid enior Schoolhistory student athlete,havingreceived three irinne Rolfe isahighlysought-after of thedayyou shouldbedoing whatyou enjoy.” what Ienjoy, andit’s areminder that attheend that hard her gutpayoff. work andtrusting row inBoston,San Diego and Washington, DC. decision Iwassohappy,” Firinne said. imagine notrowing, andassoon as Imadethat time deciding.But Iwent withmygut;Icouldn’t to herrowing career. Grade 12year, whichcouldhave putanend considering a study abroad program for her during herGrade 11year, shewasalso but alsoherthree full-ridescholarship offers. only toFirinne’s abilitytorow inuniversity, Rowing Susanne Walker Curry, referring not that could happen,” added SMUS Head of watching herthatthiscouldbesomething University aftergraduatingfrom SMUS.) level. (Lizrowedsecondary forStanford are abletolookbackandsay, ‘Wow, that’s in thelearning. more andtobetterengagethem meaningful, tomakestudents’important experiences historical thinkingconcepts. with thecomplexitiesandchallengesof that require studentstograpplefirsthand through research andcritical-thinkingtasks person’s perspective andlived experiences then explore aspects of the era through this reveal theirwiderhistorical context. They Black-Canadian singer–toresearch to Cloutier andPortia White, apioneering John McCrae to Inuit activist Sheila Warr- from First World War Anglophonesoldier “All mylife I’ve made decisionsbasedon Firinne said she feelsthat thisisproof She wasultimatelyoffered scholarshipsto “I hadtwo paths and I was havinga hard As Firinne researching started schools “I hadafeelingbackinGrade 9 “My goalisattheendofcoursethey David said hands-onlearningis Students are assignedareal person– remember whatit’s liketobeahistorian.” learned aboutCanadianhistory, Ihopeyou Canadian, ‘Ifyou you forgeteverything really complicated. this stuffasahistorian,socialscientist,is thinking, ‘Wow, theprocess ofknowing all said. “But atthesametime,[Ialsowantthem] than, say, themainstream narrative,” David of different people having different experiences different thingsthatIdidn’t know about,alot There are alotmore storieshappening,alotof really complicated;there’s alotgoingonthere. scholarship offers worth morescholarship offers worth than$1.2million. inBoston University receiving after Northeastern three full-ride Grade 12studentFirinne Rolfe committed to studyandrow at “I saytoalotofstudentswhoare not 9

SCHOOL NEWS 1 Grade 10 students taking part in the whitewater kayaking outtrip pose for a photo after a day on the water in September 2019.

2 Grade 9 student Allegra Nelson hits the ball during a Senior Girls Field Hockey game versus Little Flower

SCHOOL NEWS Academy at UVic in October 2019.

3 Grade 4 students calculated how much space one million one- centimetre cubes would take up using a PVC frame.

4 Students perform in the Senior School musical, NEWSIES, at the McPherson Playhouse in March 2020. 1 2 5 Grade 10 student Malik Salamatian learns about the structure of DNA by building a 3-D model out of candy in Science 10 in January 2020.

6 Students high five the Cops for Cancer Tour de Rock team during their October 2019 visit to the Richmond Road campus.

7 Kindergarten student Greta paints a clay mouse in the Junior School art room in December 2019.

8 Avery G. and Bhavneet A., Grade 7 students in Winslow House, show off their school pride during Middle School 3 House Games in September 2019.

9 Grade 8 student Taiga P. presents his science fair project on different clothes drying methods to schoolmate Kevin Y. (Grade 6).

10 Grade 3 student Isla stands in front of the Junior School outdoor chalkboards on the first day of school in September 2020.

11 Grade 12 students celebrate the start of Winter Break with a COVID-safe rendition of “The 12 Days of Christmas.”

12 Grade 8 athlete Stuart K. competes in the BC Jesters PNW Junior Squash Championships in February 2020.

13 Grade 6 trumpeter Dani P. performs 4 5 in band class in January 2020.

14 The Senior Boys Rugby team celebrates after winning the Boot Game over Oak Bay in March 2020.

15 Grade 4 student Brandon works on an assignment during an outdoor education excursion to Kitty Islet in October 2019.

10 6 7 8

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11 14 Designing intentional learning experiences that prioritize developing soft skills helps build characteristics that serve students beyond graduation.

By Jordan Tessarolo, Senior School teacher

very day I get a front-row seat in my processes, behaviours, and habits of mind. Eclass watching the frustration on For example, in cooking class you may have students’ faces transition to pure elation as needed to follow a cake recipe and then were they find solutions to problems they have graded based on its appearance or, if your struggled with for 20 minutes. It’s rewarding teacher was brave enough, the taste. Instead, to see them push through a challenge and an ADST cooking class today would likely come out the other side feeling proud of have you invent your own cake recipe by their work and of what they learned. researching ingredients, creating a draft This is what it’s like every day in recipe, and testing it. the Grade 9 Applied Design, Skills and That’s not to say the end product isn’t Technology (ADST) course. important, but it is more likely that the skills In the course this year, students have developed by going through the process itself designed and built a pachinko machine will be more relevant in preparing students Portrait (think pinball, without the flippers) using a for life. of a Learner vector graphics software and a laser cutter. For Grade 9 SMUS students, ADST is Then, they put their newfound circuitry about getting an opportunity to apply their In 2018, the school’s and coding skills to use by integrating an knowledge of digital design and coding to Personalization Team, made up Arduino microcontroller and programming solve complex problems where there are of teachers from all three schools and electronic components that interact with no right answers. Asking students to create headed by Director of Academics Denise the ball – making lights turn on, keeping projects where there isn’t a right answer Lamarche, launched the Portrait of a Learner score and making noises. Hard? Yes. Fun? is key to developing and honing those practice. This work brought to light the Absolutely. competencies in a school setting. seven skills that we want all students to ADST might look different at every While these Grade 9 students are develop that will benefit them now and after school and includes many options that you gaining hard skills such as coding, designing, graduation: curiosity, resilience, initiative, might remember such as cooking, drafting and programming, those skills are secondary. balance, integrity, collaboration, and and woodworking. When I took cooking This intentionally designed ADST course is empathy. and sewing as part of my home economic simply the vehicle for students to develop “If you look at where careers are rotation in high school, it was about getting important soft skills. The pachinko project heading, there is a need for more than just hands-on experience in unfamiliar territory. prioritizes resilience, one of seven qualities what you know. It’s how you are able to That’s still the same in ADST. What’s changed that SMUS has identified as characteristics work on a team, and how you’re able to is the shift to prioritize the development we want all students to possess. communicate and collaborate effectively for of competencies: a combination of skills, ultimate success,” Denise says.

12 Faculty across all grades balance going to present their information. There are academic rigour with skill development by many different ways to answer a question or planning lessons and schoolwork around solve a problem, and students can tailor that both what students need to know and how experience to themselves.” they can demonstrate their understanding by Since the Portrait of a Learner applying knowledge to an inquiry question launched, Denise says she has seen students or real-world problem. Intentional thought develop and demonstrate these skills in very goes into giving students experiential noticeable ways. learning opportunities that help develop “Resilience has had to come out in these seven skills in age-appropriate ways. spades as students and teachers navigated the “That’s what I think makes impact of COVID-19 with remote learning, learning exciting today. Any time timetable changes, cohort restrictions and we have student demonstrations more. I think about how our community of learning, it highlights the has navigated all of that and the success that depth of what the students we’ve seen in the classroom and through know but also how they many different demonstrations of learning, arrived at sharing what and I think that everyone has done an they know. No longer are extraordinary job,” she says. projects all the same,” Later this year, the school will begin to Denise says. “Now what undertake a process to articulate the Portrait you’re seeing is students of a Graduate, which will highlight the bringing in some experiences we want all SMUS grads to have passion and bringing embedded in their learning journey – from in other connections, public speaking to outdoor education to and deciding that leadership opportunities. this is how they’re

The Portrait of a Learner practice at SMUS gives students the opportunity to develop key soft skills through intentionally designed projects and courses. In the new Grade 9 ADST course, students learn hard skills such as coding and design, and soft skills like resilience, by being challenged to complete a project that is both hard and fun.

13 There are no right answers for students working on this ADST project, meaning students build resilience through the learning process as they test and adjust their projects.

Portrait in Practice While ADST was previously integrated into experiences throughout the Grade 9 year, the 2020-21 schedule changes allowed for the introduction of the ADST course into the timetable. When designing any course or any project, one philosophy is to start at the end. As teachers we ask: what do we want students to know, do, and understand by the end?; How are students going to demonstrate this learning?; And how am I going to assess it? By answering these questions, we can identify the skills students will need to be successful and structure the course or project accordingly. ADST lends itself well to project-based work as it provides the ideal setting for students to demonstrate their skills, while engaging them in the hard-fun experience we are after. Rather than assessing Grade 9 ADST students solely based on the end product, we are looking for students to be able to use the design cycle to inform the creation and development of their projects. It is an iterative process that involves defining a problem, researching and brainstorming ideas, building a prototype, and then testing it. The process then repeats based on the results of the testing phase. When are we done? Never! Although there are no right answers, we can always make improvements. We can always be better. It is this attitude and approach to life, along with the Portrait of a Learner skills, we hope students walk away with. Grade 9 students in ADST designed and built a pachinko machine using design software and coding skills.

Welcoming With an international reputation for academic excellence and post-secondary preparation, St. Michaels University School blends academic rigour with applications character and leadership education. for 2022 With the school in high demand from Kindergarten through to Grade 12, it’s never too early to start thinking about an application. If you, or someone you know, is interested in a SMUS education beginning in September 2022, visit the website to learn more and to begin the application process.

If you have any questions or if would like to speak to a member of th e Admissions team, please contact us at [email protected].

Start an application today at smus.ca/apply 15 Stories of

From alumni to teachers to students, the pandemic brought out the best in the SMUS family and showed how resilient we are as a community.

By Sue Bowness

he global pandemic that emerged in early 2020 is the kind T of once-in-a-generation event that we will all look back on a decade from now as a point of fundamental change. For students at St. Michaels University School, COVID-19 is now forever a part of the memory of their educational experience, from the shift to interacting with classmates through online Google Meet windows, to the challenges of coping with altered routines, to the adventure of finding new ways to connect. Head of School Mark Turner credits the success of SMUS’s shift to online learning on platforms like Google Classroom in spring 2020 to the faculty’s general comfort level with technology, along with the positive attitude of the entire school. “First and foremost, I think the community was flexible in being willing to change. The vast majority of people were totally resilient and able to cope with the changing situation,” says Mark. Yet, he adds that part of that resilience is taking care of those who are struggling. “We have good resources internally, and a really strong counselling team, so we were prepared to go above and beyond to RESILIENCE help out,” says Mark, noting that provincial authorities were also COMMUNITY helpful in making the school aware of external supports. For the school’s part, he says that the effort to communicate openly with families on a weekly basis about the changing situation also helped to encourage resiliency. He adds that he was inspired by SMUS parents who were organizing lessons at home, and equally has heard from many parents who expressed a new appreciation for the complexities of teaching. Let’s take a tour, then, of this year unlike no other, to examine

and the ways our community came together. 16 Stories of Resilience from Students and Staff of raising $300,000. Immediately, the Parents’ Auxiliary stepped in to offer a matching gift of $150,000 as a challenge to the SMUS SMUS has long cultivated resilience among our learners but the community. The response was immediate, and in eight weeks pandemic brought that to the forefront of everyday life. Everyone $319,692 was raised in total. from teachers to administration to students rose to the challenge. To To parents who did face financial hardship due to COVID-19, start with, there was a commitment to keep the school community the knowledge that SMUS would be there for them was clearly together: as the pandemic took hold and the economic uncertainty moving. “I recognize that donations to the school have allowed my became clearer, the rallying cry went out to ensure that no families daughter the privileged opportunity to remain at one of the best would be prevented from returning to SMUS for the 2020-21 school schools in Canada,” wrote a grateful parent. “It is therefore my year due to the financial impacts of COVID-19. personal goal and intention to be in a position to contribute and Thinking back to the early days when the pandemic unfolded, pay it forward to other students in a similar situation in the future.” Director of Advancement & Campaigns Adrienne Davidson marvels Yet another touching moment emerged when the school’s at how the school took action in relatively short order. “When you grandparents took action in support of teachers pivoting to remote consider where we all were relative to COVID-19 one year ago, it is learning, offering $5,000 to help buy tools such as microphones and heartwarming to have navigated it so well as a school community,” headsets. “It was an important donation that had incredible ripple she says. One example of community spirit was the launch of the effects in support of our faculty and students,” says Adrienne. “We are Financial Aid Relief Fund in April 2020, with an ambitious goal so grateful to all who support the school.”

To help build community during remote learning, the Junior School hosted an outdoor Spirit Parade through Oak Bay for students and families to see each other from a distance.

17 Boarding students move onto campus to start the 2020-21 school year. Many students demonstrated great commitment to SMUS by quarantining off-campus for 14 days before being able to move into their boarding house.

When in-person learning resumed in September 2020, a number of familiar start-of-year events were able to still take place, albeit with masks and physical distancing, including the Middle School WEB Leader Welcome.

18 Junior School iPhones, in their own homes,” says Becky. To make it special, SMUS rented a drive-in From the beginning Junior School movie theatre to screen the final production teachers created something close to so that everyone could enjoy it together yet miraculous. Besides “doing something that apart (see page 8 to read more). there’s no playbook for, to deliver an online elementary program in the same enriching A new tradition way” in the words of the Director of Junior The pandemic year also presented School Becky Anderson, the Junior School opportunities to create new traditions. One also aimed to find ways to provide continuity of the sweetest was brought to life by school in terms of community. This happened in chaplain Keven Fletcher, who created a nightly ways small and big, from creating routine- video series called “Goodnight SMUS” over busters like pyjama days and superhero days Google Classroom, where he and guests from to planning larger celebrations like the Spirit the Junior School read aloud a chapter from Parade, to rethinking the Grade 5 graduation. a Winnie-the-Pooh book. Describing the “Why Not Throw a Parade?” idea in a SMUSpaper article, Keven reflects on the magic of storytelling and its ability to Seeing photos of the Junior School Spirit create a shared experience. Parade is all the evidence you’ll need of its “To think that other children success! As remote learning was becoming and other parents are doing “We had our cars rote in early May, Junior School teachers this at the same time cements decorated with signs, started to brainstorm how they could do the understanding that we’re something special for the students they all in this together,” said and people had their longed to see in person. “We were so missing Keven, who began each video the kids and community, which is such an by asking students to think bikes decorated, and important part of the Junior School. Seeing about something positive that their children joined. parents and grandparents and pets that come happened that day. to drop the children off – we missed them! We took a couple hours And community connection is a real core Middle School value of the Junior School,” says Becky. The to drive around town answer? Why not throw a parade? Shake It Off and the kids came out, “We had our cars decorated with signs, and people had their bikes decorated, and String musicians at and we waved and cried their children joined. We took a couple hours SMUS provided an excellent to drive around town and the kids came out, model not only of how to and smiled. And it was and we waved and cried and smiled. And it take one of the harder subjects really, really lovely. was really, really lovely. Some of the children online, but how to make along the way had posters too!” says Becky, it fun. The results of their Some of the children recalling the day. The school also held a hard work were shared as the Spirit Week leading up to the Spirit Parade, kickoff to the Middle School along the way had with dress-up days and other activities. Closing Ceremonies in June, which also included a mix of posters too!” Rethinking the Grade 5 musical videos documenting the year and Zoom-style recordings of remarks by Yet another effort by the Junior School students from each grade. In a year where the staff was to figure out ways to honour past song title proved a useful anthem, more than traditions in ways that would still be safe for this pandemic year. Perhaps one of the most 70 Middle School musicians wowed viewers amazing results was the Grade 5 musical – with a charming rendition of Taylor Swift’s could an event that contained singing and “Shake It Off” performed from bedrooms, dancing (everything public health said not balconies and backyards. to do...) really be pulled off safely? It could if So how did the video come to be? While you wrote a pandemic musical designed to be each of SMUS’s three music tracks of choir, produced at home. So choir teacher Duncan band and strings had the choice to create a Frater, who directs the musical, did just final performance however they wanted, that. “He ended up writing a musical based Middle School strings teacher Christopher on the costumes the children had in their Smith ’98 was determined to include his homes, so it was actually quite psychedelic, whole group in the effort. “I wanted to because there was the challenge to weave in involve as many students as I could,” he says. these random costumes, like a hot dog and “And I think it’s important that students a unicorn, and then people filming on their learn about current music as well as older 19 styles, plus that particular song is fairly easy knew kids had ‘Zoom fatigue’ from spending to play along with because there’s only three so much time online. We really grappled as chords.” an admin team with the pros and cons of Wanting to offer flexibility, Christopher whether it was better for students to spend allowed the students to choose their own level their break on a Google Meet with their of complexity to play, from riffs to melody Council, or get off their screens and go for to accompaniment. After a couple of weeks a walk,” says Ritch Primrose, Senior School of rehearsal, he asked for a video recording Assistant Director of Student Life. from each and selected the best parts so that every student was on video for a couple of Celebrating the Class of 2020 seconds. Then he painstakingly mixed the Another important milestone to re- video in Apple’s GarageBand program, even imagine was Grade 12 graduation. “We managing to structure the final product so brainstormed, we talked to other schools like that each grade generally plays together, with ours around the province to find out what Grade 6 students on the first verse, 7s on the they were doing, and obviously didn’t make second and 8s on the ending. any concrete plans until the public health By September, the students were back guidelines came out,” says Ritch. In the end, in school, although music continues to be grad was arranged in groups that respected one of the more challenging subjects. Public the maximum gathering sizes for social health requires students to be masked and distancing (the largest was 16), with students distanced when singing, and walking across the stage in their chosen cohort “We are entering a SMUS students are now in and greeted by Head of School, Mark Turner smaller classes and divided (without the traditional handshake) then get world that demands by cohorts. Christopher their photo taken with two allotted family says the results are a more members. The iconic SMUS teddy bear toss change. We will need exposed sound. “It’s harder was also preserved, just in smaller groups. competent leaders, to get a blended sound, and “The anecdotal feedback I got afterwards it’s harder for them to feel was that they did enjoy it,” says Ritch. “And and kind, empathetic, like they’re mixing it. So, my observations were that they seemed to then they get a little bit more enjoy it: they really made the most of it.” The smart, passionate, timid about their sounds, so school also launched grad.smus.ca featuring loving, energetic, they don’t play out as much,” biographies of each graduate, and created a says Christopher, noting that pre-recorded ceremony video where every determined, strong he still sees much resilience student’s photo was shared alongside details in students’ continued efforts of their interests and involvement at SMUS. human beings. We have despite these constraints. He Ritch, who is also Director of Health and learned how to be those adds that other benefits have Wellness, says resilience is something that’s materialized from students long been embedded at the school as one of people at SMUS.” learning to record themselves four cornerstones of the Health and Wellness – while he used to assess philosophy. “We talk about having a growth students live, now he asks for a recorded mindset as opposed to a fixed mindset, submission, which ultimately has resulted in looking at challenges as opportunities to learn a better assessment and record of a student’s to improve,” he says, noting that he saw that progress. “It gives me a much better picture attitude pay off in the good spirit with which of each individual’s learning,” he says. students took the changes of the past year. Perhaps valedictorian Kate O’Connor ’20 Senior School said it best when she noted “this isn’t how we imagined the end of our high school career. When the need to move to remote But this unconventional end does not take learning happened, teachers at the Senior away from our 12 years of schooling, and all School brainstormed together on how to we’ve accomplished to be here today.” Her pivot in ways that would support students resilient attitude towards the future was even yet keep the learning journey at a high more remarkable, as she reminded classmates standard. At the same time, they were also that “we are entering a world that demands mindful of the stress level of Senior students change. We will need competent leaders, and in handling both classwork and any altered kind, empathetic, smart, passionate, loving, extracurriculars. “To be candid, it was very energetic, determined, strong human beings. difficult to be successful. We held council We have learned how to be those people at meetings where all the students could log SMUS.” on, but also we had this challenge where we

20 The Class of 2020 didn’t get to celebrate their graduation with the usual dinner-dance and full ceremony. Instead SMUS hosted staggered gatherings for many of our grads to celebrate in small groups.

Grads were able to experience an adapted version of a SMUS graduation ceremony, complete with a Grad Bear Toss and walking across an outdoor stage.

Grade 12 Link Leaders hosted a fun and COVID-safe orientation day for Grade 9 students to start Head of School Mark Turner speaks with Grade 12 boarding students ahead of new boarder move-in day the new school year. in September 2020. Boarding Boarding was another realm at SMUS heavily team was careful to maintain. “As a houseparent, interrupted by the pandemic. When school closed you create a relationship that is more than just early for Spring Break as a precaution, the 237 academic; you’re creating one of support and care, “As a students from 28 countries may have gone home and you’re giving a student another adult who can houseparent, but they also “brought boarding home with give them support,” says Keith. [them],” in the words of then-Grade 11 student In the fall, SMUS international boarders you create a Marbella Rodriguez-Ramirez, a Symons House demonstrated incredible resiliency when arriving resident who finished her year from her home in in Victoria early and undertaking a 14-day relationship Oregon. Houseparents kept in touch five days a quarantine off campus. Boarders were also invited that is more week via drop-in chats on Google Meet, boarding to live as a cohort by grade, to align with the advisors conducted weekly check-ins, and all six cohorts of their classes. Students were furthermore than just houses held weekly house meetings, with boarding- required to wear masks in common areas, and wide events most Sundays including boarders’ meals were held at staggered times per house with academic.” chapels and a year-end awards ceremony. designated seating. Boarding activities such as In a SMUSpaper article in May, Keith orientation moved online, with boarding heads Driscoll, Director of Boarding and Student Life, retaining leadership roles to inspire their cohorts. summed up the powerful relationship that his

21 Stories from our Community The SMUS community is large and far reaching, and many of them took on the challenge of the pandemic directly in support of our local community. Junior School parent Karen Jawl ’99 and her brother Robert Jawl ’00 helped to launch the Rapid Relief Fund in Greater Victoria alongside the Victoria Foundation and the Times Colonist newspaper. Inspired by his editorial in the Times Colonist, the Jawls connected with editor Dave Obee early on so they could meet the anticipated need for support as the days and weeks rolled along. Starting on March 20, the goal was to raise $1 million in 30 days. They raised it in a day and a half. Within 55 days, they had raised $6.1 million. The funds provided 105 grants to 97 organizations, including the Salvation Army, Big Brothers Big Sisters of Victoria, the Crisis Intervention and Public Information Society of Greater Victoria, the Greater Victoria Coalition to End Homelessness, and the Boys & Girls Clubs of Greater Victoria Foundation. Beyond large partner contributions, the Jawls say they were most touched by the fact that the total number of donations topped 15,000, including many from people in the community who would send even $10 along with a handwritten note. “To me, in the face of uncertain times, personal adversity and economic challenge, this was another example of how the community showed up for itself,” says Robert. “In our experiences with philanthropic undertakings, I’ve never seen something catch fire in such a way – it was an unprecedented response.” This wildly successful fundraising effort was just one example of Shara Campsall, Assistant Director of Advancement, delivers a large donation of personal protective equipment from SMUS parent Liang Liao (not pictured) to Island Health in April. the SMUS community showing up. Another is in the generosity of the Liao family, whose daughter Julia was in Grade 11 in the 2019-20 school year. In April, parent Liang Liao reached out with an unexpected offer, and not a small one. Not long after, 10,000 masks, 50 isolation units and protective clothing showed up, which SMUS Assistant Director of Advancement Shara Campsall promptly rerouted to Island Health via physician and alumnus Colin Riddler ’83. Yet another donation, this one DIY, was made possible when Director of Junior School Becky Anderson, along with Senior School visual arts teacher Brad Ingimundson and Junior School Imagination Lab Coordinator and teacher Alison Galloway, took up the challenge of redeploying the school’s 3-D printers and laser cutters to design face shields. In tandem with healthcare professionals, they created and refined a prototype, eventually cutting 200 shields to pass along to the front line. Students also looked to continue their community involvement through the pandemic. Before the pandemic, the school’s Me to We Club would support Victoria’s homeless community by providing food, drink and fellowship in early morning visits to those who were waking up in the streets. When the pandemic ended those in-person visits, club members like then-Grade 11 student Julia McDermott rallied her cohort to wonder if some other small kindness might be possible. So, they created goodie bags with cookies, candy and handwritten notes, delivering them to the Dandelion Society for distribution. Then-Grade 11 student Isabel Cormie, co-head of Me to We, reflected on her pride in the initiative in an article for the SMUSpaper. “A lot of the services that this vulnerable population access have closed, so many of them are Senior School teacher Brad Ingimundson was joined by colleagues from our Junior, Middle and Senior Schools fully on the streets now,” said Isabel. “What we’re doing is something to making face shields for healthcare workers using our 3-D printers and laser cutters. small but we hope that it brightens their day a little bit.”

22 Siblings Aysha Emmerson ‘18, centre, and Jasper Johnston ‘16, right, seen here with Sean Finamore ‘18, launched two great community-focused initiatives during the pandemic.

Ambassadors of Resilience If the durability of a school’s values is best proven by the way its alumni take them into the world, then siblings Jasper Johnston ’16 “I think people were and Aysha Emmerson ’18 are great ambassadors. The pair returned to Victoria in March 2020 from Harvard University to wait out the looking for ways to pandemic, and like many in this community got to thinking: what enact change, and to be could we do to make things better for others at this uncertain time? Their question resulted in not only one but two initiatives: Co-VID- able to make a difference SSN (Collaborative-Video Individualized Development Student Support Network), a project to pair students from Kindergarten to in small ways.” Grade 12 with tutors, and the Dear Canadians project, aimed at capturing the everyday moments of the pandemic. While Aysha and Jasper thought high school students would be Inspired to start the Co-VID-SSN project after speaking with the primary client for the network, they were pleasantly surprised their family (their mother is a teacher) as well as neighbours with to see many younger students take up the support, too. Besides young children, the pair quickly began interviewing university academic tutoring in subjects like math, Co-VID-SSN also offered students to build up a roster of university-student tutors. While the support for students applying for university, show-and-tell sessions need for tutors was clear from families trying to cope with online for younger students and even online fitness classes. “Our teachers learning, the project equally responded to the desire by university got really creative with it, which was exciting to see,” says Aysha. students to be useful. “I think people were looking for ways to enact The project ended up being a bit of a class reunion as well. “We change, and to be able to make a difference in small ways,” says were very fortunate that we had several recent alumni join us as peer Jasper. The project ended up helping nearly 50 families from 20 supporters,” says Jasper. In another SMUS crossover moment, they schools in Greater Victoria, and even spread across the country when also incorporated the Rapid Relief Fund into their Co-VID-SSN one of the peer tutors launched their own branch in New Brunswick. project as a destination for donations, raising an additional $2,000.

23 “Copy Cat” by Charlotte Campbell ‘20 is an acrylic on canvas piece.

Inspired when they abides by its mission statement. “SMUS “Being confident in were asked to consult on a does such an exceptional job of fostering who you are as an similar project at Harvard, students to be well rounded, to have many the siblings also launched different strengths and to find their passions. individual, being able Dear Canadians (www. And I think those elements of passion dearcanadians.ca) at the same and compassion and well-roundedness to call on support time, to create a platform contribute to resilience in these difficult from your peers, from for people to share digital times,” says Jasper, who is continuing his postcards, messages of hope own educational journey with a Master’s other students, from and hardship. While they degree in Public Policy at Oxford University invited celebrities from after graduating in 2020 from Harvard with faculty and staff – this Olympians to city mayors his degree in Strategic Social Behaviour. makes our community to contribute messages, they Aysha, in turn, is now majoring in also encouraged ordinary Resilience Studies at Harvard. “I’ve really resilient, makes us Canadians to also take part, come to conceptualize resilience as a process and intentionally created a of learning how to navigate and negotiate personally resilient, platform without hierarchy. resources. And SMUS not only provides and gives us a sense of “There was no “like” feature, you the resources and immense opportunity, no way to make anyone more but it also instils in you the voice and the courage so that we can popular than the other, it was confidence to navigate and take advantage all part of this tapestry that of those resources, and to ask for help cope with whatever is we were creating,” says Jasper. when you need it. I think that’s absolutely thrown at us.” The project even secured essential to resilience, this comfort to partnerships with charitable reach out for support when necessary. We organization Historica Canada (best known wouldn’t be here today without all of the as creators of the Heritage Minutes TV incredible teachers that we felt comfortable spots) and mobility company TELUS, approaching,” she says. which donated money for every card, raising At SMUS, resilience is something that $10,000 for COVID relief efforts. Head of School Mark Turner tracks back to the school’s enshrined value of Courage. Re-imagining the Ordinary “Being confident in who you are as an Thinking back on a year with so many individual, being able to call on support examples of re-imagining the ordinary, what from your peers, from other students, from further inspiration can be gained from the faculty and staff – this makes our community alumni who started us off on this inspiring resilient, makes us personally resilient, and trip through a year of resilience? When gives us a sense of courage so that we can asked to reflect on how SMUS taught them cope with whatever is thrown at us.” resilience even before it became a global requirement, Jasper says the school really 24 Recognizing Resilient Alumni

This year’s Distinguished Alumni Award sought nominations celebrating the resilience, talents, and dedication in the many ways our alumni have confronted the COVID-19 pandemic. The past year has marked an unprecedented time and as a result, St. Michaels University School and its alumni took a different and broader approach to the award this year. Part of the spirit of the award was to celebrate all alumni’s responses and the unsung heroes, such as the many first responders. We asked our school community to nominate alumni who deserve to be highlighted.

The following alumni are the names received by the Distinguished Alumni Committee:

Leah Balter ’17 Leah Balter is a student at Stanford University pursuing her undergraduate degree in human biology. Originally from Baltimore, she spent time during the pandemic volunteering through Maryland’s Johns Hopkins University to help make personal protective equipment – masks, gowns and face shields – for frontline healthcare workers. Additionally, she worked through a lab at Stanford University to help run a study on the SARS-CoV-2 genome by enrolling and surveying individuals who tested positive for COVID-19. Brianne Bentzon Budlovsky ’04 Dr. Brianne Bentzon Budlovsky is an emergency room physician who works on the frontlines in Greater Victoria. After a six- month maternity leave, she returned to work in early 2020 just weeks before the pandemic hit. In March, she started an Instagram account (@doctorbri) to combat fallacies and misinformation regarding the pandemic, and to keep people up-to-date on the local response. Bri was recognized by VIATEC as a 2020 COVID hero for her work in the emergency room and on social media. William Cunningham ’77 William Cunningham, emergency doctor and family physician, is Island Health’s Department Head for Primary Care and Medical Director Urban Victoria. He and his team created the Victoria COVID-19 assessment and testing centres, which were the model for the rest of Vancouver Island. He was the early provincial voice about COVID-19 for Primary Care and sat on committees that supported the BC response, including participating in creating the BC Centre for Disease Control guidelines. With his family practice colleagues he reinvented how care could be delivered virtually. William’s work made a positive impact in Victoria, on Vancouver Island and across BC. Gargee Ghosh ’93 Gargee Ghosh is the President of Global Policy & Advocacy with the Bill & Melinda Gates Foundation. She leads the Foundation’s work to increase awareness, action and resources devoted to education, global development and health priorities. During the pandemic, Gargee’s division worked with global partners to raise more than $8 billion USD in support of GAVI, the Vaccine Alliance. She was named by India’s Business Today magazine as one of the country’s Most Powerful Women in 2020. Carl Swanson ’03 Carl Swanson is the Manager of Communicable Disease Control for Island Health. Through the pandemic, Carl was tasked to support leading the COVID-19 Case Investigation and Contact Tracing programs. Despite having his first child in January 2020, Carl has spent countless long workdays committed to help lead efforts to contain the spread of COVID-19 on Vancouver Island and parts of the west coast of BC. Due in part to his work and dedication, Vancouver Island has one of the lowest infection rates in Canada.

The Distinguished Alumni Committee continues to review the submissions received for the award, and the recipient will be announced later this year. Visit smus.ca/alumni/daa to learn more about the Distinguished Alumni Award.

25 Coastal Cleanup By Kyle Slavin

26 A crew member sits on the deck of a ship alongside bags of garbage collected from the shoreline of After filling large bags with debris, a helicopter would collect the bags and the Great Bear Rainforest during the Marine Debris Removal Initiative. Photo by Jeff Reynolds. deposit them on a barge to be properly disposed of. Photo by Jeff Reynolds.

27 Top: Retired SMUS science teacher Mike Jackson, left, seen here with Kevin Smith, co-owner of Maple Leaf Adventures and the MDRI expedition leader, took part in both three-week clean-ups to help with coordination and data collection. Photo by Jeff Reynolds.

Middle: The MDRI team found so much more debris on the coast than originally anticipated that they had to halt clean-up operations early because there was no more room on the barge. Photo by Mothership Adventures.

Bottom: The MDRI expeditions used a total of nine ships and 17 skiffs, a helicopter, barge and tugboat. Photo by Simon Ager.

Opposite top: The largest amount of debris collected was abandoned or lost fishing gear and aquaculture equipment. Photo by Simon Ager.

Opposite bottom: Crews found lots of polypropylene, a plastic used to make a wide variety of household and commercial products, during the clean-up. In addition to polypropylene rope getting tangled among logs and rocks, it is also harmful to the environment and marine organisms as it breaks down into microplastics. Photo by Simon Ager.

elow the surface of the Pacific Ocean, B where it meets the rugged central coast of BC, lies a mainly unseen and devastating problem. Marine debris large and small – lots of plastic foam, rope, bottles, and fishing gear – litters the shoreline, embedding itself into the ecosystem and endangering marine life. “In a way it’s kind of a slow-moving, hidden problem. While we usually find some things tossed up, even we didn’t realize the extent of it,” says Maureen Gordon ’88, co- owner of Maple Leaf Adventures, a Victoria- based boutique expedition cruise company that Gordon co-owns with her husband, Kevin Smith. In March 2020, it became evident that BC’s tourism industry would be impacted hard by the COVID-19 pandemic. Maureen and Kevin, along with six other companies that make up the Small Ship Tour Operators Association (SSTOA), looked at doing something proactive. “Kevin had been part of big beach cleanups off northern Vancouver Island when he was a park ranger. And he realized we could do this because we and our colleagues have these small expedition boats that are outfitted to live for weeks in the wilderness and that can access remote places,” Maureen says. With the Great Bear Rainforest chosen as the beneficiary of a massive-scale coastal cleanup, this group of tour operators wrote a proposal and pitched the project to the provincial and federal governments. They found financial support from the province through The Clean Coast, Clean Waters Initiative Fund.

28 29 30 On August 18, the Marine Debris Removal Initiative began the first of two three-week cleanup expeditions on the central coast. Through the course of six weeks, 100 people cleared some 540 km of coastline. “It was a real eye-opener,” says Mike Jackson, retired SMUS science teacher who took part in both cleanups as assistant expedition leader. “I just had no real concept of the scale. … To go to places that hadn’t ever been cleaned and to see the huge amount of stuff that was there was crazy. It was powerful to be part of this.” When the project was initially pitched to government, the group anticipated they would be able to remove 20-30 tonnes of debris during the two expeditions. That estimate changed within the first couple days. In total, the MDRI removed 127 tonnes of debris from the shoreline in the Great Bear Rainforest. They tracked what was collected over the course of the two expeditions and found that abandoned or lost fishing gear – nets, floats and lines – and aquaculture equipment made up the largest amount of debris. Literal tonnes of polystyrene foam, rubber tires and consumer plastics (from water bottles and food containers to buckets and rope) was also collected.

Above: The project employed 111 “That plastic and foam break down into smaller and smaller chunks until you’ve crew members from the Small Ship got little pieces that are a few millimetres in size,” Mike says. “The microplastics Tour Operators Association and 69 First Nation community members. basically get into the bodies of all kinds of marine organisms through the food chain, Photo by Jeff Reynolds. and the chemicals that are in the plastic can have a physiological impact and cause damage to those organisms.” Opposite: The MDRI removed 127 Maureen says the first MDRI was so successful that the SSTOA is looking to run tonnes of debris from the shoreline in the Great Bear Rainforest, filling the a second cleanup this year. barge twice over the two expeditions. “The size of expedition was unprecedented in BC – if not Canadian – history. Photo by Jeff Reynolds. But we had to leave so much behind,” Maureen says. “We’ve cleaned one stretch but the rest needs cleaning, as well. The BC coast gives us our livelihood, so it’s only natural that we want to do what we can to preserve it.”

To read an extended version of this story, visit smus.ca/marinedebris

32 Visit grad.smus.ca for all the 2020 grad bios and awards.

33 In Conversation “In Conversation” is a recurring feature in School Ties where a soon-to-be grad interviews a member of our alumni community to gain insight on what may lay ahead both in life and their career.

Below, Grade 12 student Daniel Chen ’21 talks to Marianne (Stevulak) O’Connor ’05, founder of Arro Academy, a career-training organization.

By Daniel Chen ’21

Q: How did you find your passion in career training? A: During my time at Lululemon head office, I had access to amazing mentors and world-class training and career development programs. I realized that I was lucky because a lot of my peers did not get that experience. Because of my experience in education and career development training, I constantly had friends, students, colleagues, people reaching out to me for career advice. It was something that I looked forward to and was passionate about and really thrived at. So I decided that I wanted to find a way to share those lessons with everyone.

From sharing lessons learned and stories of success, to exploring industry and post-secondary insights, the St. Michaels University School Alumni Mentorship Program (AMP) is your opportunity to connect with others in our community to share your skills as a mentor or find support as a mentee.

Available to all SMUS alumni, the program is facilitated through SMUS Connect (smusconnect.com), the school’s exclusive online alumni community. AMP connects alumni established in their careers with alumni and current students to create mentor connections that are tailored to each situation and need.

Learn more at smus.ca/alumni/mentorship_program

34 Q: Why did you choose to start Arro Academy? for them, what else you can consider, is Q: Do you recommend high school students A: I wanted to create and share critical very critical to professional growth. get a job early, or spend more time studying skills that help someone elevate Q: What are some things that you wished you or volunteering? both their competence and their knew about career planning when you A: I worked for Roots Canada for a very confidence in their career. You have to were in high school? brief period one summer in high school, be competent and be able to achieve A: Three things: building a personal but what I learned from that is how results and perform, but you also need toolbox, learning network skills, and much goes into running a business. to have the confidence to be able to creating a competency file. First, a I learned teamwork from a business market yourself for prospective roles personal toolbox is your values, your perspective, such as the importance of and to grow your career. And I, along purpose, your goals, and your strengths. being able to rely on people to show up with my two business partners, are It is not like a one-time assignment for a on time and to perform well. Besides using our experience working for world- class, but it is the mindset of constantly those soft skills, I also learned about class organizations and educational building, maintaining and evolving doing sales, receiving and organizing institutions to offer training programs, that toolbox as your passion changes. products and shipments, and managing such as “the Get HIRED Formula,” that It is important to not confine yourself the inventory levels. Those are the provide game-changing career skills to in high school because I thought I was pieces that go into running a successful our clients. I think what differentiates going to be a lawyer, but now I found my business which laid the groundwork us from other resources online is the passion in career training. The second for me to grow in other roles. I always diversity in our experience in career skill is networking-related: how do you encourage high school students to get training and education, because there’s reach out to people who are established some working experience. It’s always three of us with unique journeys, it then in a field that you are interested in and the hardest to get that first job because combines to create a really holistic skill ask for an informational interview; how companies are looking for someone set that we offer our clients. For us, we to ask good questions to learn more with experience. And until you have have simplified the process of getting about a certain career and see if this experience, it’s very challenging to hired into four steps, so you don’t have career is right for you. Lastly, build a break that barrier. So once you start to to go online and watch five different competency file, which is to document generate that working experience, you YouTube videos and be overwhelmed by things that you have done well – and start to have more confidence. Don’t get the advice with varying quality. start it young. It can include the awards me wrong, education and volunteering Q: What do you love most about your work you received, events you held or an are critical as well, but being diverse is with Arro Academy? organization you led. This helps you important. Therefore, I think doing to build your resumé, but also allows a little bit of all of the above is what’s A: It’s a bit cliché, but there’s nothing that I going to set you apart when entering love more than seeing people successful you to see your strengths and market yourself better in the job market. the workforce and you’re going to learn and seeing people grow. So to hear from all of them. our clients and our students emailing Q: What is the most valuable lesson you us that they got hired, or they had the learned at SMUS? Q: What advice would you give yourself in high school and university? most amazing informational interview A: I think SMUS taught me that hard and they are connecting with so-and-so. work and discipline can be synonymous A: “Get comfortable with being Seeing people utilizing the skills that we with fun. I think some people perceive uncomfortable.” That was what provide for them to positively impact independent schools as intense and Lululemon’s vice-president of operations their life is why I do what I do. very challenging in terms of academics. told me when I asked him for his advice Q: How do you define mentorship? There was a pressure to work hard to be successful in my career. I think we are all perfectionists, to some degree. A: Mentorship is that balance between to perform, but I think there was a healthy balance. When I was there, I Sometimes that holds us back from providing advice and consultation, but learning and growing because we’re also listening, asking you really great learned the importance of hard work, setting priorities that align with my scared of being uncomfortable or we questions and trying to get you to figure want to play it safe so that we can do it out those answers yourself. values and where I want to go, while having fun and truly enjoying myself. perfectly. If we can’t get comfortable in Q: How valuable is mentorship when it comes I think that’s the beauty of SMUS. being uncomfortable, it holds us back to professional growth or development? They instilled these really incredible life from learning and growing and trying new opportunities. Instead of pulling A: Often, mentors can help us identify our skills, but they also make it enjoyable, ourselves back immediately when we blind spots or a strength that we have whether it’s through community events, are feeling uncertain, we should explore not noticed before. In many scenarios as sports, different clubs and councils. that discomfort and treat it as an we grow our careers, we have decisions For example, I played soccer and field opportunity to grow. that need to be made that go beyond hockey at SMUS. And sports taught me our scope of experience. And to be able many valuable skills that are useful in to talk to someone who may have been the workplace such as working with a through a similar experience and share diverse group of people and executing what worked for them, what didn’t work your role and responsibilities.

35 Learn. Lead. Serve. Planned giving at SMUS turns a lifetime of support into a legacy for generations

By Amy Dove

o learn, to lead, to serve is the Vision of St. Michaels University T School. It is a commitment to teach and grow alongside our students, an opportunity to use what we learn to make a difference, and a promise to give back through philanthropy. Throughout our nearly 120-year history, students have benefited from the leadership and service of outstanding individuals who fully embody the school’s Vision. Starting with the very foundations of St. Michael’s School and University School, to our amalgamated school of today, many exceptional people have contributed to an enduring legacy of educational excellence. Planned giving allows our community members to be a part of this shared legacy by making a gift of a lifetime to the students of our school. “Community is extremely important. That is something the school can impart, and it did when I was there. I have a sense of belonging,” said Nick Etheridge ’61, who attended St. Michael’s School through the generosity of others. “I am supporting SMUS through my estate to pay forward the opportunity I was given.” Left to right: Nick Etheridge ’61, Leslie Hinton ’25, Bryan Tassin ’61 A Meaningful Legacy After providing for family members and loved ones in your will, a gift through SMUS’s Legacy Circle, our planned giving program, is an extraordinarily meaningful way to leave a legacy and it is considered the ultimate gift a person can give. Further Information Planned gifts are tailored to your interests and unique giving situation, and they make a real difference in the lives of young If you have questions about joining the Legacy Circle or have people, who will grow up to become the next generation of leaders, decided to leave St. Michaels University School a gift in your will, we would love to hear from you: innovators, and philanthropists. There are many kinds of planned gifts, including, but not Adrienne Davidson, Director of Advancement & Campaigns limited to, simple bequests in a will or trust, gifts in kind, and gifts [email protected] of RRSPs, TFSAs and insurance. Shara Campsall, Assistant Director of Advancement Philanthropy has changed the landscape of our school and [email protected] enriched the everyday student experience throughout our history. From new facilities to financial aid and programming inside and outside of the classrooms, our students benefit immensely from the foresight and generosity of planned gifts. “After 50 years of observing the evolution of the school, I am convinced that SMUS is a world-class school and it provides an outstanding learning environment,” said Jane Gardiner, a former houseparent, parent to two Lifers and wife of Peter Gardiner. “It has been a very fine school for a very long time, and it just gets better. … By giving either now or in the future we can continue to give deserving students the benefit of a SMUS education.”

36 Laying the Foundation of Endowment Vivat Foundation aims to enhance endowment to $25M to help retain exceptional students

By Adrienne Davidson, Director of Advancement & Campaigns

s part of the school’s strategic plan, Floreat, we have an ambitious goal to increase the A endowment funds within the Vivat Foundation in the coming years to $25 million through fundraising initiatives, including a strong focus on the SMUS Legacy Circle, our planned giving program. Currently, the market value of all endowment funds invested in the Vivat Foundation is $16,651,000. Endowment-building is a long-term strategy which will help secure the financial sustainability of SMUS. Income from these funds is allocated to the school annually, and the capital is invested in perpetuity. Most of our named endowed funds were established to help recruit and retain exceptional students who need financial assistance, a strategy that SMUS remains very committed to enhancing. The Vivat Foundation was established in 2017, replacing two former foundations which The Student supported St. Michaels University School. The Foundation and its Being awarded financial aid has been a blessing... It pushes me every day knowing that directors work in close alignment with the Board of Governors of I was “given something special. St. Michaels University School, sharing a common Vision and – Grade 11 student ” Mission in support of Floreat. The Donor Board of Thirty-five years ago, I was a millworker’s kid from a dead-end town who was lucky enough“ to benefit from a modest BCTV scholarship. That award was just enough to make it Directors affordable for my family to send me to SMUS as a boarder. It was the first step in establishing Eric Heffernan ’73 (Chair) me in a successful and rewarding legal career of 24 years and counting. There are hundreds of Paul Flanagan Ann Glazier Rothwell ’85 kids out there in BC and beyond who are in similar situations today, and by giving to financial Kathy Jawl aid, I like to think I might be helping the next kid take the first step on that same journey. Hugh McGillivray ’64 Anthony Souza ’72 – Neil Mulholland ’88, SMUS Alumni Association board member ” Mark Turner (Head of School) The Volunteer Advisory Our financial aid program remains as significant as ever. As longtime supporters of this Directors program,“ we continue to be motivated by a desire to extend the opportunity of a SMUS education to as many motivated students as possible so that they, too, may have a chance to learn and flourish David Angus ’62 at this great school. The support and growth of the financial aid program has long been a priority Jay Hayden of our school’s strategic plan, predicated on the knowledge that a diverse student body creates a For more information on the Vivat more invigorated, dynamic and balanced environment and education for all. Simply put, diversity Foundation, please visit smus.ca/ makes our school stronger and better, and this diversity is a gift to every student. vivat-foundation to view our latest brochure. – Kathy Jawl, Vivat Foundation board member, alumni parent and grandparent”

37 From the Archives

Eight-year-old Anthony Farrer ’26 was attacked by a cougar in September 1916 near Lake Cowichan. That cougar was tracked and killed by a local farmer, and its head was mounted. Coincidentally, the taxidermied head wound up hanging in the gymnasium at the old St. Michael’s School on Windsor Road, where Anthony went to school.

Anthony Farrer A Boy of Honour

By Michael Nation ‘70

38 n September 23, 1916, near Lake More than a century after Anthony’s Doreen Ashburnham’s family lived O Cowichan on southern Vancouver arrival at St. Michael’s School, in late in Lake Cowichan until 1925, while she Island, 8-year-old Anthony Farrer ’26 and January this year, I received an email from attended St. Margaret’s School in Victoria. his cousin Doreen Ashburnham, 11, were Adrienne Davidson, SMUS’s Director of She led an adventurous, Beryl Markham attacked by a cougar. The children had left Advancement & Campaigns. She and one of kind of life, dying in California in 1991. the farmhouse to round up their ponies. her staff had just found a rather gruesome, Anthony graduated from Brentwood Surprising the animal at a bend in the stuffed cougar’s head in a storage room. Did College in 1926 and continued as an athletic trail, they first tried to run away. The cat I know anything about it? star in Victoria for a few years. He joined one of chased them and sprang onto the little girl, On hearing of the attack on Anthony the local militia battalions, the 16th Canadian knocking her to the ground and biting her in and Doreen, a local farmer, Charlie March, Scottish. In the fall of 1929, he married a the shoulder and buttocks. Anthony struck set out with his dogs, tracked the cougar, Victoria girl, Jean Gibson. Shortly afterward he at it with his fists and the riding bridle he’d and shot it. It was two-and-a-half years received his officer’s commission in the Princess been carrying, and succeeded in driving it old but, with cataracts in one eye, partially Patricia’s Canadian Light Infantry and moved off Doreen. The cougar then turned on the blind. Its hunting efficiency thus reduced, with his regiment to Winnipeg. boy in a running fight for 200 yards down it had been starving, and took advantage of On July 9, 1930, he was accidentally the trail, clawing his cheek and ripping his the opportunity when the children surprised killed by a stray bullet to the head during scalp partly off his head. In spite of being it. Mountain lions tend to avoid humans target practice on the firing range at Camp told by Anthony to run away, Doreen leapt whenever possible. Had it been healthy, it Hughes, near Brandon, Manitoba. His on the animal’s back, and managed to likely would have left them alone. body was returned to Victoria for burial in scratch out one of its eyes and thrust her arm the Veterans Cemetery in the municipality into its mouth in a bid to prevent it from of Esquimalt. It’s a lovely, small, peaceful biting her cousin. The cougar stood up on place. Coincidentally, Anthony’s grave its hind legs to continue the fight with her was recorded on a genealogical website by but was distracted and ran off. The children another St. Michael’s School Old Boy. helped each other back the half mile to their Twenty-nine boys from St. Michael’s farm. Though very badly mauled in the School, and many more from University half-hour struggle (by one report, Anthony School, were killed during the Second needed 175 stitches; Doreen suffered blood World War and continue to be honoured by poisoning in addition to her other wounds), SMUS every Remembrance Day. Although both children survived. Anthony didn’t live to fight in that conflict it The incident attracted international seems to me that he earned a place on some attention, with the Farrer and Ashburnham roll of honour. families receiving many letters, including The coincidental connections to St. one from President Teddy Roosevelt. In Michael’s School in Anthony Farrer’s life February 1917, King George V approved to and death are extraordinary. There are award both children the Albert Medal for literally hundreds of other such moving and (civilian) bravery. They became the youngest compelling stories about our school and recipients to have received the award, which about the human beings who became part of was presented to them by the Governor its family. They lie in the Wilson Archives at General, the Duke of Devonshire. In fact, SMUS, waiting to be remembered. Anthony Farrer was the youngest person ever to receive a British gallantry decoration, and Doreen the youngest ever female recipient. Anthony’s family moved to Victoria Michael Nation ’70 has been volunteering in the Wilson Archives identifying boys in the series of St. Michael’s soon afterward where he entered St. Michael’s School photographs going back to its beginnings in School in January 1919. He passed through 1910. If any reader knows another St. Michael’s School six grades (including skipping ahead three The animal’s body was almost story which should be ‘resurrected,’ please contact him at the archives. times), becoming a Prefect, Merit Shield immediately obtained by Mr. T.H. Slater of winner, captain of the soccer team, and the Esquimalt Red Cross. Francis Kermode, the Victor Ludorum. He graduated in June the first curator of the British Columbia 1923 and continued for three more years at Provincial Museum, performed the taxidermy Brentwood College where he also excelled: and two weeks after the event, it was placed Head Prefect, captain of rugby and cricket, on exhibition at the Home Products Fair in and again best athlete in the school. Victoria. Subsequently, it found its way onto Forty years later the story of the cougar the wall in the gymnasium of the ‘old’ St. attack was told to my class at St. Michael’s Michael’s School on Windsor Road, where School by Mr. Ned Symons, a son of the it hung until the move from that building school’s founder, and a classmate of Farrer. in 1959.

39 RETIREES 40 youThank for your Service read thefull-lengthstories at smus.ca/retirees2020 To andinterests more learn abouttheimpact ofour2019-20retirees, GillieEasdon’91 By spend timewithfamily. with thestudents,buthe’s takingtimetorelax and friends.” never thought that students would become lifelong in strong friendshipsover theyears. Tony admits,“I for one. The bondsformedatschoolhave resulted alumni’s weddings, a marriage and even performed in chapel.He hassungatmanySMUSevents, and hegotinvolved insingingwiththekids to know studentsreally well. soccer, and basketball coaching. rugby He also got and distributing mail, along with ongoing cricket, Campus Shop, working withthegrounds team, thetuckshopandmanaging spanned running education program. Tony’s work atSMUSalso word; Tony oftheschool’s becamepart physical year andJohn Schaffterremained tohis true Victoria), we have ajobforyou here.” John Schafftersaid,“If you comebacktolive (in in England. When theymet,then-Headmaster a formerBarbadian first-classcricketerwhoplayed that played. Before comingtoCanada, Tony was SMUS was the only school on Vancouver Island towoo associations were trying Tony to Victoria. visiting Victoria later thatyear astwocricket withhiswifeandtheirtwokids.HeAlberta was in 1985.At thetime, Tony lived inGrand Prairie, Tony Cordle Now retired, Tony misses chatting and singing Singing to hasalwaysbeenimportant Tony, The Cordles moved to Victoria the next Tony Cordle’s first contact with SMUS was Diana Nason Gisèle DiIorio Mainland withhim. Joel, aSMUSalumnus,isteacher inDelta, soshemayspendsometime ontheLower community. She’s alsoalways wantedtotakeclassesattheUniversity of Victoria. Her son colourofpaperorfontcanconnect astudenttoreading.sometimes aparticular also tofindwaysmakereading accessibleforstudentswithspecific waysoflearning; to motivate children to read when it’s turned into play, Diana says. Part of her work was a secondlanguageeasier;you have more options.Reading isthebasisofallhappiness.” well, you writebetter. If you read andwritebetter, you stayinschoollonger, you can learn is tobeinaroom where children are reading. “Reading isyour superpower. If you read the toolstobecomebetter“readers andskillfulusersofthat information.” 27 years attheJunior School,sheworked todevelop witheveryone alove ofreading and to knowteacher, eachstudent,every and many, manyparents. Throughout Diana Nason’s construction. There’s alwaysmore tolearn,shesays. framingand surprise sheispitchingintotheprocess andlearningaboutdrywalling, Victoria andmoved toCreston, BC,tobuildtheirdream home.It shouldcomeasno early years, there wasalotofinteractionfrom thekids.” and sharinghow dataisstored, managedandused. following year. She was the key point person for organizing, optimizing, understanding thegrowthsupport oftheschool.Gisèle andtookitover joinedthisdepartment the welcome fit fortheschool. appealed toGisèle, andherbalanceofintelligencepositive “let’s doit” attitudewasa time attheschooltowork inseveral departments. ofprojects andpeople The assortment thebigfallmailout.Byto SMUSstuffenvelopes tosupport July 1,shewashired full- community.feet andtoconnectwiththisnew Afterabrieftypingtest,shewasassigned recommendation, Gisèle connectedwithalocaltempagencyinMay 1990tofindher In retirement, Diana tostudying Italian looks forward andgivingbacktothe She created themedreading incentive programs toaddextraexcitement; it’s easier Diana ispassionateaboutconnectingthrough books.She reflects onhow lovely it The schoollibrarianisoneoftheonlystaffmemberswhogets tospendtimegetting Shortly aftersheandherhusbandretired inJanuary 2020,theysoldtheirhousein Reflecting on hertime with the school, she shares, “I really enjoyed my job. In the In 1993,theSMUSData Centre wasexpandingtobetterprocess informationand Gisèle Di Iorio and her husband Peter moved to Victoria in early 1990. At a friend’s some timeforhimself. more timewithfamily(whoallbenefitedfrom theirtimeatSMUS),travelling andtaking full SMUSexperience,”Kevin says. vital tocreate goodglobalcitizens whichrequires more thanjustaddingon toanalready rewarding forhim,hesays. Engaging withandopeningthedoorforpeopletorecognize theirabilitieswasdeeply through experiencesthattookplaceoutsideofthetraditionalclassroom environment. role coaching rugby. But he really connected with mentoring students and younger staff citizens oftheworld,you aren’t init fortherightreasons.” He says,“If you’re notineducationtohelpchildren learnandsucceed,becomebetter SMUS embraced a balanced approach to learning which aligned with his style and values. Expeditions –avariety ofroles, spanning29years. Director andDirector ofCommunityService ofCommunityEngagement andGlobal teacher, Deputy Director oftheSenior School,houseparent, Director ofResidence, Kevin Cook In retirement, Kevin plansonhikingwithhissmallchocolate Lab, Ziggy, spending through engagement via an intentional process“Developing meaningful is service toKevin have inadditiontohis Mathematics alwaysbeenimportant andchemistry Kevin joinedSMUSinSeptember 1991asascienceteacher. He felttheethosof Throughout thelastthree decades,Kevin Cookhasbeenamathematics and chemistry 41

RETIREES RETIREES 42 students andpresent andpaststafffaculty. factor” wasvital.“It children. wassomuchfun,likehavingallthesewonderful Sometimes thestudentsjustneededtositonfloorandchat.She saysthe“auntie will IbewhenI’m notNurse Kaye?” the school. Now, 44 years of nursing later, 21 of them with SMUS, Kaye wonders, “Who years. Her nextstop was Victoria, in1997,where sheworked inhospicebefore joining English nursethatresonated withherandshechosetopursuenursing. to bewatchingtheright TV program attherighttime.She cameacross ashow aboutan Kaye Mains Leaving was a tough decision, she says. Kaye made many important friendshipswith Leaving wasatoughdecision,shesays.Kaye mademanyimportant “Nursing isanimmenseprivilege,”sheadds. Kaye wastheevening andweekend nurse,attending totheboarders andothers. Kaye trainedinLondon,England thenwent towork inemergency inOman fortwo As ayoung woman,notquitesure whattodowithherlife,Kaye Mains justhappened make better soup and getting involved in some type of service work.make bettersoupandgettinginvolved insometypeofservice explore how toturnthatintoawayinwhichthey canlead. contact.” She emphasizes thatitisontheschooltohelpfindwhateachkidcan do andto mean you have towear your hairabove your collar. ... You openthe doorandmakeeye what leadershipisandinthemethodsusedtodevelop studentsasleaders. School leadershipprogram. She notedthere wasapositive evolution intheconceptof of SMUSlife. much ofthesuccessnon-academicpart the Middle SchoolAssistantDirector in2002.In herposition,shewasresponsible for Middle School. time,you stay.wonderful For Dariol Haydock, thisdescribesher18fulfillingyears atthe working hard to develop for a common cause, yourselfsupported further, and having a He alsoappreciated towork withsomanytalentedcolleagues. theopportunity a deepersenseofbeingcommittedtostudentswithdifferent learningstylesandabilities. for “super keenoutdoorkids.” legacy atSMUSalsoincludestheGrade 10Experiential Program, whichbeganasatrial commitment tomentorship, traditionsandgivingyoung peopleachancetolead.Pete’s naturally inclinedtobeoutdoors,hesays. can buildwithastudentintheclassroom canbepivotal tothosewhoare notversed or about having a class,sohealsotaughtgeography. The relationships that you andtrust and toldhimabouttheposition. Next, hespentnineyears atUpper CanadaCollegebefore acolleaguemoved toSMUS counsellor, andtheformercampdirector laterhired himtoteachatRosseau LakeCollege. the same day.” His connection to nature deep. has always run As a youth, he was a camp Education in1996,hethought,“I’d diedandgonetoheaven. ... We on canskiandsurf Pete McLeod Dariol Haydock Dariol’s list of things to do in retirement includes travel, more reading, learning to “Now, it’s more about being a good person, a person of integrity. It doesn’t always One ofDariol’s keyaccomplishments attheschoolwasco-creating theMiddle Dariol joinedtheSMUScommunityinSeptember 2001toteachFrench. She became When you findyourself inarole where you’re relationships, buildingmeaningful As for retirement, Pete skiing and fishing. to a lot of paddling, backcountry looks forward Looking back,Pete reflects thattheschool’s becomeakinder, gentlerplaceandhas The outdoorleadership program ishismostprized achievement. Pete hasaprofound Initially informedhewouldstrictlybeteachingoutdooreducation,Pete wasadamant When Pete McLeod moved to Victoria andjoinedSMUSastheDirector ofOutdoor Sharon Goodman Janice McCachen therapy practice part-time. “It’stherapy practice part-time. are-wirement, notaretirement,” Sharon declares. Sharon appreciated beingabletocatereachstudent’s need. School. Kidsare excited when another‘gets togo upstairs’ toseeme. That’s sogreat.” once ortwiceayear. She shares, “There’s atthe Junior nostigmaaboutlearningsupport butwho benefited from connecting to alsoassistkids who didnotneedongoing support challenges andthosewhoseabilities exceeded their gradelevel. She appreciated theability had a private speech therapy clinic for a decade and also taught in the public education system. choir (handbells),colouring,quiltingandukuleleclubs. Senior Schoolinherearlydays.Over theyears, shefoundedseveral clubsincludingbell also taughtmusicforadecade.Aoncecompetitive rower, Sharon tookoncoachingatthe into the SMUScommunity.herself wholeheartedly Goodman. From sustainabilitytomusic,from quiltingtorowing, Sharon immersed and toreading more. relationships withpaststudentsandcolleagues,tospendingmore timeonherwriting, bought ahomeonGabriola Island withfriends.She tocontinuingher looksforward a winterinMontreal where oneofherdaughterslives. But now, sheandherhusbandhave colleagues andfriends.She alsosincerely enjoyed herson’s timewiththeschool. many studentsfeelheard through creative writingand“that’s really important.” non-native speakers,becausetheygettoexplore andshare theirvoices. It’s validating, and SMUS legacyofsuccessandhopestheEnglish program continues tothrive. top honoursatHullabaloo, BC’s Youth Spoken Word Festival. Janice isproud ofthe She wasalsothrilledtoshare thatoneyear theschool’s VOICES spokenword clubtook student placed for the Jessamy Stursberg Poetry Prize, Canada’s prize. largestyouth poetry with manystudentswinningawards andbeingpublished.Nearly year, every aSMUS writing attheSenior School.In 2017,Janice alsobecameHead ofEnglish. Sharon SMUS before departed traditionalretirement agetoreopen her speech As alearningresource teacher, Sharon worked bothwithstudentswhowere having Sharon obtainedherbachelor’s andmaster’s degrees inspeechtherapy. Before SMUS,she She worked asalearningresource teacherattheJunior School for13years, andshe elsebutSMUScouldyou work“Where andpursueallyour passions?”saysSharon Pre-COVID, Janice hadconsidered writingandstudyingItalian inRome orspending Of many highlights from hertimeatSMUS,Janice prizes herrelationships with She reveals thatcreative writingisafantasticwaytoteachEnglish, especiallyfor Throughout Janice’s years with the school, the creative writing program flourished, For thelast15years, Janice McCachen, taughtEnglish, English literature andcreative workshops andevents ondiversity, anti-racism andintercultural education. Society for Intercultural Education, Training and Research (SIETAR) BC, focusing on gardening, hikingandeven asPresident beekeeping.Dawn continuestoserve of The resources.” consistently amazed were at how was. “There accommodating each department somany of the community,part working alongside the students and her coworkers, and she was SMUS. She saysit’s “a stunningcommunity.” state-of-the-art, She alwaysfeltluckytobe programs ideasandpeople. thatbrought placewithnew studentstogether inanew schools inorder toattractthesegroups were integraltoherjob. Dawn thrived creating students tovisitSMUS. Travelling todifferent countriesandfosteringrelationships with programming oncampus. international students and students from the broader Victoria community to enjoy in 2006. This dynamicpositioninvolved spearheadingprogramming tobringboth landed herdream jobastheDirector ofEducation Extension whenshejoinedSMUS Dawn Wilson Now Dawn hasmore timetodedicateotherthingssheenjoys: cycling, running, Dawn appreciated theunlimitedaccesstoleading-edgetechnologyandspaceat increatingDawn wasinstrumental programs thatattractedgroups ofinternational With adeeplove ofinternationaltravel connections,Dawn andmeaningful Wilson 43

RETIREES ALUMNI UPDATES 44 him totaketime offhislegalduties. the Great Slave Lakewhenhisscheduleallows in western Canadaaswell asonboattours guide, Niko stillguidesanglersonriver tours salmon andsteelheadtrout. Along-time river in British Columbiawithhisraftinsearch of boat, theNamaycush, ordriftingcoastal rivers found touringtheGreat Slave Lakeonhis time awayfrom hislegalduties,Niko canbe of theNorthwestCourt Territories. On his Territorial aswell asintheSupreme Court homicide andassaultrelated offences, inthe defending Criminal Codeoffences,including of Canada’s North. His work consistsof in the remote circuit court communities works in Yellowknife. He regularly attends Caicos Islands. At present, Niko lives and Territories, andinProvidenciales, Turks and in Calgary, in Alberta, Yellowknife, Northwest ’85 hasbeenadmittedasamemberoftheBar Choosing lawasacareer, Niko Homberg 1980s Mental Health Foundation. ontheboard oftheHongalso serving Fook theGTAbrokerage servicing area. Warren is he owns andoperatesasmallreal estate Toronto formore than30years. Currently Warren Yu asaRealtor’79 hasserved in 1970s UpdatesAlumni www.ttwinecounsel.com. gift campaigns. Checkoutherwebsite at and curatespremium corporatewine variety of “virtual” wine tasting experiences Fraser Valley. Tania alsodesignsandleads a Islands”other coastal“Wine regions andthe Okanagan Valley,Cowichan Valley, BC’s include bespoke small group tours in the Columbia Canadawinetastingexcursions adventures. Her British private charter creates andleadsprivate winetastingsand own styleof Wine Journey Design. Tania Tania Tomaszewska’88 specializes inher A bankinglawyer turnedwineprofessional, Association board. as a valuable member of the SMUS Alumni drawn backtoSMUSinavolunteer capacity LLP inBritish Columbia. Neil hasalsobeen at McQuarriebeen made partner Hunter, complex personalinjury, andhasrecently primarily incommercial disputesand career asanexperiencedlitigatorspecializing Caitlin ’19.Neil hasbuiltaformidable children, including proud SMUS alumna Carolynn, live inDelta, BCwiththeirsix Neil Mulholland ’88 andhiswife, Greater Victoria Sports Hall ofFame. Columbia Rugby Hall ofFame aswell asthe locally withaninductionintotheBritish recently acknowledged foraccomplishments andoverseascountry professionally. He was playingforhisprovince, exports, rugby his Ross ‘87isoneofSMUS’sBobby finest

www.safehandswristband.com. They canbefound at The Bay oronlineat hand sanitizer whenyou needitmost.” the solutiontoproblem ofnothaving aware of whattheytouchinaday. This is throughout theUS.“Everyone ismore in Toronto andmanyother lifestyleshows Vancouver, Global Television andCP24 NBC inNew York, Breakfast Television in Today Show withHoda andJenna on Wristband hasbeenfeatured onThe wristband foradultsandkids.Safe Hands Wristband, a hand sanitizer dispensing Dorazio ‘96haslaunchedSafe Hands Jill Street Church andFood Bank. Hospitality Pastor for The Mustard Seed from Leadership Victoria forhiswork as winning a Community Leadership Award Pollock ‘95for Congratulations toChris of Fame. with hisinductiontoCanada’s Sports Hall earned thecountry’s honour highestsporting Brooklyn Nets. Andinthesameyear, Steve He hastakenthereigns as Head Coachofthe transition from player tocoachintheNBA. Steve Nash ’92hasofficiallymadethe 1990s take placeinspring 2021. training for her54thprofessional fight setto SheDecember 17,2020boutinLA. is now Champion by unanimousdecisionin a ring todefendhertitleasreigning WBA Jelena Mrdjenovich ’00wasbackinthe onpage16. article Heroes. You canread more inourfeature spot onthe Top 10listof Victoria COVID andhasearnedRobert andKareneffort a South Vancouver Island COVID-19 relief of$6 million has been raised in support of theCOVID-19 crisis. To date,more than with the health, social and economic impacts thosewhoare lesspreparedserving to deal Fund front-line organizations issupporting form theRapidRelief Fund. Currently, this ’00 andKaren ’99Jawl teamedupto In response toCOVID-19, siblings Robert 2000s story, pleaseseepage9. Canadians.For(extra)ordinary more onthis through thereal-life experiencesof history as theyexplore Canada’s twentieth century students withthehistoricalthinkingconcepts David’s “Through Their Eyes” project engages approaches to teaching Canadian history. the award honourssixteachersforinnovative Excellence in Teaching. Establishedin1996, 2020 Governor General’s History Award for Lynch ’98wasnamedafinalistforthe teacherDavid SMUS Senior Schoolhistory Sun Centre). proud grandfatherisCliff Sun ’72 (asinthe generation of Suns at theschool,ashis as astudentatSMUS,hewill bethethird follows in hisfather’s footstepsandenrols ifKurtAlready hisSMUSshirt, sporting boy Kurt Trevor Sun onOctober 12,2020. ’04 andhiswife,Karmen,welcomed baby It’s asonfortheSun family... KristinSun and snippetsofCOVID advice. followers whotuneinforregular updates which quicklyamassedcloseto3,000local created the @doctorbri Instagram account right atthe beginning ofthepandemic. She to work aftersixmonthsmaternityleave is anERandcosmeticdoctorwhoreturned named a Victoria COVID Hero. Brianne Dr. BriBentzon Budlovsky ’04was ‘build abetterearth’ for future generations.” beliefs, and habits that help individuals enterprise, dedicatedtocultivating products, asustainable technology social Better Earth, develop this“founding product from Build A professor to teamed upwithhischemistry student attheUniversity of Victoria, Taylor reducing composting powder. As an MBA Breeze, anall-naturalandnon-toxic odour deal onDragons’ Den withhisproduct Bin Taylor ’08 landed himself a McCarten to themanymemorieswaitingbemade! laughter toourfamilyandwe lookforward 12, 2020.She hasbrought muchjoy and of Sophia Irene Laird, bornonFebruary Phil are delightedtoannouncethearrival Nicole (Edgar) Laird ‘07 andherhusband governance andcompliancematters. and commercial issues,includingcorporate organizations, onawiderangeofcorporate and private companies, as well as non-profit practice in2013,Gillian hasadvisedpublic Australia andCanada.Since commencing securities lawyer, having practised in both with theschool.Gillian is acorporateand roleback as an alumnus in this important Governors. We are thrilledtowelcome her the newestmemberofSMUSBoard of HaydenGillian ’05has recently become 45

ALUMNI UPDATES ALUMNI UPDATES 46 by Brian onthe stageandbeyond. are tofuture lookingforward performances Rock YouWill touringNorth America. We touring companyoftheQueen musical We Brian wasstarringintheofficialBroadway causing the closure oflive theatre production, a professional capacity. Prior toCOVID-19 he hascontinuedinfollowing hispassionin many SMUSmusicalsinhistimehere, and Brian Christensen ’11dazzledaudiencesin Having starred firstasHead Boy atSMUS, 2010s Emily onSpotify andApple Music. you canlistentotheseandothersongsby videos are available on YouTube now and “Stay Golden” and“CaliforniaKing.”Both industry, releasing hertwonewestsingles, continues tomakehermark onthemusic Reid ‘09, singer/songwriter, Emily Alumni Mentorship Program), Samina is year. AsamemberofAMP (theSMUS about 500,000+applicants per academic potential reach toallUofTapplicantsof 40,000+ applicantstoUTM, aswell as a foranaudienceof conversion efforts departmental digital projects thatsupport outreach activitiesandproducing influential role entailsplanningandimplementing Communications Student Ambassador. Her Toronto, Mississauga asanOutreach & and Recruitment atthe University of been working with the Office of Admissions MakhanbetazhiyevaSamina ’18has athletics andacademics. Commendation for her achievements in Governor General’s Academic All-Canadian Athlete ofthe Year andwasalsoawarded the Anna was named co-winner of UVic’s Female achievements onandoffthepitch.In 2020, local andnationalrecognition forher incredible year ofachievement withboth Anna ’17hashadan Mollenhauer more inourfeature onpage16. article learningenvironment. a virtual You canread help otherstudentsnavigatetheirstudiesin focus totheir Victoria, BCcommunityto COVID-19 pandemic,theyturnedtheir Harvard University, butinresponse tothe Emmerson ’18are bothundergraduatesat Jasper Johnston ’16&Aysha secondary destination. secondary are consideringUofTorUTMastheirpost- 11 or12students,alumniwhosechildren from our SMUS community, current Grade offering adviceandassistanceforanyone Environmentalists Under 25listfor2020. named to The Starfish Canada’s Top 25 Saanich South. She hasalso recently been she ran as the BC Green Party candidate in youngest candidatesintheprovince when Kate O’Connor ’20wasamongthe or stayingatthelocallevel.” if thatmeansRugby World Cup, Olympics, justasfarIcango, pursue [playing]rugby the current program atSMUS.“I’m goingto through extensive localcoachingincluding and has given certification back to the game earned herLevel 1BCRugby Union referee has earnedaCanadaU18cap. She hasalso home province ofBritish Columbiaand her localclub, Castaway Wanderers, her official. Asaplayer, shehasrepresented body ofRugby Union, asaplayer andan noticed by World Rugby, thegoverning ’20hasbeengetting Chloé Hill-Huse Despite only justgraduatinghighschool, 2020s SMUS Alumni The SMUS Alumni Association is invested in the long-term growth and the health Share Association of the school and is committed to The SMUS Alumni Association is a creating access to the school for children your news separate society comprised of an elected and grandchildren of the alumni. alumni volunteer board. These alumni The Association can be reached directly We would love to hear from you! If you work with the Advancement office at have news to share, please contact Denise SMUS to foster strong ties between the at [email protected] or through their website at smusaa.ca. Rees, Advancement Associate - Alumni school and its former students. Within Relations, at [email protected] with the parameters of their constitution, your information and a high-resolution the Alumni Association works towards 2020-21 SMUS Alumni photo if you have one. advocating for the common interests Association Board You can also post your update directly to of all SMUS, University School and St the alumni community on SMUS Connect Michael’s School alumni. Samantha Stone ’87 (Chair) (smusconnect.com). Matthew Ashton ’13 There exist opportunities for alumni to William Cunningham ’77 participate with the Alumni Association Christopher Devlin ’86 in the form of other related committees: Tom Erlic ’88 Distinguished Alumni, cricket, rugby and Neil Mulholland ’88 local social chapter groups. Tye Spicer ’98 Philip Woodcock ’90

SMUS Connect allows you to: Re-connect Access our SMUS Alumni directory 1 to connect with fellow graduates all over the world. Network 3 Connect with alumni in your field of work or study Give Back and learn from each other. Become a mentor or mentee, 2 plan or host an event, post a job or give a gift. Expand Find your next outstanding 4 employee or your most significant career shift by using our SMUS Connect Job Board.

To join, go to: SMUSconnect.com

Denise Rees For more information about Advancement Associate - Alumni Relations SMUS Connect contact: [email protected] 1-250-361-8150 47 COMMUNITY NOTICES 48 [email protected] formore information. would liketomakeanimpact, we would love tohearit.Please contactDenise Rees atdenise. have If already you rallyingtheirclasstoparticipate. have started acreative waythatyour class decided toextendourDecade Challenge toJune 30,2021.Some Milestone Reunion classes enthusiasm, andyour requests ourAnnualAppeal, formore tosupport we opportunities have fundraisingpriorities. Because ofyour ofourstudentsandimportant your continuedsupport the firstFA February Decade Challenge. We are gratefultoourentire alumnicommunityfor Congratulations togradclassesfrom the’80sand’90swhotiedfor topspotattheendof than $121,000toourfinancialaidbucketinjustonemonth! SMUS community, we surpassedthematchinggoalof$52,000and were abletoaddmore has beenincredible! Together decadeandmembersofourentire withalumnifrom every offinancialaid. matching campaigninsupport The response from ouralumnicommunity Alumni Challenge Giving host, pleasegetintouchwithDenise Rees [email protected]. getting excited foryour reunion. If you are interested ingettinginvolved classco- asavirtual Connect atsmusconnect.comsoyou canreconnect withyour formerclassmatesandstart we Milestone willbe hostingyour classforavirtual Reunion get-togetherinMay. year reunion torecognize in2021,orifyou missedtheopportunity thesemilestonesin2020, cannot gathertogetherinanotherway. If you are celebratingyour 10-,20-,30-,40-or50- SMUS communitybacktocampusforAlumni Weekend. But thatdoesnotmeanwe Join usfor a Milestone Virtual Year Reunion We’ve Not Forgotten You! Community Notices To putalittle funinfundraising,we alsorananAlumniGiving Decade Challenge! During themonthofFebruary, ina we askedourSMUScommunity toparticipate We ofourJubilee in2022aspart toseeingeveryone lookforward celebrations(seebelow). Please watch foraninvitationcomingby mailsoonandbesure toregister onSMUS It thatwe are iswithaheavyheart onceagainunabletowelcome ouralumnifamilyand

coming soon. biggest Alumni Weekend ever in 2022. Keep an eye on your inboxes for more information schools inthislegacy, datingbackto1906(University School)and1910(St. Michael’s School). celebration of the schoolsince 1971, we alsoacknowledge of our founding the importance 2021-22 schoolyear, SMUSwillcelebrateour50-year Jubilee. While Jubilee isprimarilya school oftoday. transformational event andbecamethefoundationforhugelyadmired andsuccessful and storiedhistory, amalgamatedtoformSt. Michaels University School. This wasa Celebrating 50years ofamalgamation St. University 50-year Michaels School Jubilee We have some exciting events plannedtoinclude akick-offevent inSeptember andthe We are excited toannouncethatbeginninginSeptember 2021,andthroughout the In 1971,University SchoolandSt. Michael’s School,twoschoolsbothwithalong

above, pleasereach [email protected]. parent (ofacurrent studentor of analumnus), and you wouldlike to explore anyofthe of theSMUSSociety andtheHead ofSchool. comprised primarilyofUS-basedalumni,aswell astheCanadian-basedPresident, theChair registered in2000,andwhichoperatesasourUSFoundation. Its Board ofDirectors is of USboarders andothermembersoftheSMUSfamilyresiding intheUnited States. Calling ourAmerican Friends ofSMUS! Associate, [email protected]. with theschool. will inspire thosewhomayhave losttouchtoreach outandreconnect witheachotherand we are andwhere we are headedasaleadingindependentschoolin Canada. We alsohopeit alumni communityanditwillultimatelyhelppaintapicture ofwhere we camefrom, where began. our story The memoriesare many, andtheselectionofonly50isachallenge! It willincludeacombinationofarchival andanecdotalvignettestocover the115years since marking the journeyofourfoundingschools,amalgamationin1971,andtheSMUStoday. which St. Michaels University Schoolhasbeenbuilt. two foundingschoolsandthetimesinceamalgamationtorecognize thestrong foundationson School andUniversity ofthese toreflect Schoolamalgamated–itisimportant onthehistory in50Objects oftheSchool A History Officers and Board Membersof and Officers American Friends If you are resident of the Unites States of America, are a SMUS alumnus or a SMUS 3. 2. 1. The aimsoftheAmericanFriends are asfollows: The AmericanFriends ofSt. Michaels University SchoolInc. isanon-profit Corporation ofAmericanties,includingastrong andconsistentfamily The schoolhasalonghistory For more informationaboutthisproject, please contactColleen Youngblut, Advancement as a sourceThis commemorative of nostalgia and pride for our publication willserve A ‘HistoryoftheSchoolin50Objects’ isaproject tofeature 50pieces of memorabilia As we tothecelebrationofschool’s look forward Jubilee –50years since St. Michael’s Mark Turner Timothy McGee QC Renton Leversedge ’93 David Hancock ’72 Daniel Duke ’88 Fiona Donald ’82 Adrienne Davidson Philip F. McCune ’72 Michael Throne into boarding atSMUS. ourAdmissionsto advocate forandsupport officeinrecruiting Americanstudents each other; to assisttheAlumniofficeinconnectingUS-basedalumnischooland oftheschool; for theirphilanthropic support to actasaresource forAmerican-baseddonorswishingtoreceive aUStaxreceipt ’83 Member andHead ofSchool Director Director Director Director Director President Secretary and TreasurerChair 49

COMMUNITY NOTICES PASSAGES 50 Passages SMUS Chapel and canbeviewed atsites.google.com/smus.ca/cbuckingham/home. April 4,1992andpassedinDecember 2020.Cameron’s CelebrationofLifewasheldin the they’ve been blessed to have had him in years.their lives Cameron for 28 too short was born members) andhissister, Heather ’08, loved himsomuchandwere soproud ofhimandfeel a selfless and charismatic nature. His parents, Bill and Sharon (both former staff and faculty thoughtful young man.He hadaquickandready sense ofhumourand smile,awonderful remembered friendsasthemostcaring,pleasant,kind,and by hisfamilyandmanywonderful were proud musicandtheatre, tobeassociatedwithSMUS.He andhewasalways very is Cameron ’10 Buckingham away February 23,2020. shared withhertwodaughters,Lauren andLily-Ann.KimwasbornMay 25,1979andpassed are someofthememoriesthatwill live onand be style, cheekysmileand‘twinkle ofmischief’ optimistic outlookonlifeandanunwavering loyalty toherfriendsandfamily. Kim’s unique became amedicalofficeassistantin Victoria. Friends and teachersshared thatKimhadan Sheheart. attendedSt. Margaret’s SchoolforGirls before graduatingfrom SMUSandlater ’97 Kimberly Bourne memories andlaughter. Wolf passedawayonJune 23,2020. to hisfamily, several friendsandformercolleaguesenjoyed regular visitswith Wolf toshare courage andtenacitywhilekeepinghisspiritofgenerosity andkindnesstotheend.In addition to simulatedflyingonhiscomputer!Afterastroke, Wolf facedthree years ofchallengeswith retirement hefollowed hisinterests inastronomy andwent from usinghisreal pilot’s license dancing, andgolfing,hadasoftspotfordogs,especiallyGerman Shepherds. After his manyscientificendeavours, Wolf enjoyed myriadactivitiesincludingtravelling, skiing, member oftheAssociationProfessional Biologists formore than20years. In addition to publications. He wasanAdjunct Professor atbothUVic andSimon Fraser University anda Branch from 1981to2003.His extensive research has leftalegacyofmore than100science called him“Doc”) wasaresearch scientistin Victoria ofForests, withtheMinistry Research earned hisPhD inForest Sciencesfrom Oregon State University. Dr. Binder (manyfriends Victoria BC,hecompletedhighschool atUniversity from northern Schoolin1966.Afterhe Wolfgang Binder’66 University School.Munroe wasbornonMarch 17,1946andpassedawaySeptember 8,2020. deeply missedby hisfamily, hisdearfriendsandneighbours,by manyofhisfriendsfrom as anassayer innumerous minesthroughout North andCentralAmerica.Munroe willbe He returned hometoCanadain1977,settlingthefamilySidney. He worked degreeArts in 1975. Munroe continued living in New Zealand, working for the government. to studyFrench attheSorbonne. From there hemoved toNew Zealand, earninghisMaster of with adegree inPsychology andSociology, andthentravelled firsttoEngland thentoFrance an avid athlete and became House Prefect in his final year. He graduated from UVic in 1969 Munroe ‘Roe’ Archibald ’64 Cameron started atSMUSinGradeCameron started 3andgraduated in 2010.His favourite activities Kimberly isaffectionatelyremembered askindandcaringwithagentlespiritwarm Born inHeilbronn, Germany, Wolf cametoCanadawithhisfamilyatage7.Moving to From Creston, BC, Munroe entered University School at the beginning Grade 9. He was in Victoria onDecember 31,1928andpassedawayOctober 20,2017. many years, spendingsummersinhiswifeCarolyn’s beloved Annapolis Valley. Tim wasborn and Africa,eventually returned toCanadain1973.He continuedwritingandeditingfor Nationalism. He spentfive years reporting ontheCold War anddecolonizationinEurope covering from thecivilrightsmovements everything in Washington totheriseofQuebec Correspondent at the in journalism,equippedwithaBAfrom McGill. By thelate1950s,hewasParliamentary footsteps. He latergraduated from theRoyal CanadianNaval Collegebutpursuedacareer Tim ’40 Creery loved. Patrick was bornAugust 12,1985 andpassedawayJanuary 16,2020. bright light.He willbemissedby hisfamilyasonewho loved fiercely andinreturn wasfiercely He is remembered by many friends as a ‘vibrant character’ who was warm, loving, fun, and a companiesandfocused onhelpingthemgrowinvolved start-up inafew into theirpotential. different companiesincludinghisfather’s years forafew andmore recently hewaspassionately and made dear friends at all of them. Patrick had an entrepreneurial spirit, working at several School andShawnigan LakeSchool.He referred Continental tothis as“The Tour ofEducation” Patrick Hunter ’03 and passedawayMay 24,2019. decades, Barbie, hisfourchildren andsixgrandchildren. Malcolm wasbornApril 27,1931 he created manybeautifulgardens around Victoria. He ofmany willbemissedby hispartner worked intheCoastGuard all over theBCcoast.He ‘retired’ toalifeofgardening, where marinas for many years business in Qualicum, and, after graduation, had a fishing then charter and graduatedafterafulltwoyears ofschoolactivities,in1950.He worked around boatsand role ontheFirst XVRugby team.In addition,hewasaLieutenantintheschoolCadetCorps involved program earning hisFirst inthesport XI Cricket Coloursandalsoplayingakey down, hecompletedhishighschooleducationatUniversity School.Malcolm wasvery initially attendedBrentwood CollegeSchoolfrom 1945to1947butwhentheschoolburned Malcolm Hodgins ’50 grandchildren, towhomhewasdevoted. by Miina, hissisterJennifer andbrother Nigel ’62,andtheirchildren Hawkesworth and Hedevelopment projects includingschools, healthclinicsandcommunityservices. issurvived and wasregularly inLaos. There, Miina, togetherwithhispartner heimplementednumerous generously over theyears andinhisfinalbequests.He andleisure, travelled widelyforsport agriculture, villagedevelopment inLaosand,notleast,hisoldschooltowhichhecontributed led toanactive lifeasaphilanthropist. His interests includedenvironmental issues,organic Ten investing years privately laterhestarted inafull-timecapacity. His continuingsuccess his degree andtakingagapyear inAustralia, hebecameaninvestment bankerin Vancouver. HawkesworthRichard ’61 in February 2020. deeply dedicatedtohisfamilyandwillbegreatly missed.He passedawayafterabriefillness wasrecognized Award. in2002,whenhewontheCGACommunityService service John was was involved intherestoration andconversion ofFairfield’s Ross Bay Villa. His community asthetreasurerand served oftheHallmark Heritage Society since1976.More recently, he in in heritagepreservation Victoria, herestored hisown hometoitsoriginal1903condition retiring in 1999.Abelieverspending hisworking lifeprimarily in the federal publicservice, at Victoria General Accountant CollegeandUBC,obtainingtheCertified designationand attended University Schoolfrom 1948to1950andwent ontopursueaccountingstudies John C.Edwards ’50 Tim wasasecond-generation student atUniversity Schoolhavingfollowed inhisfather’s Patrick attendedSMUSforGrades 11and12afterattendingbothGlenlyon Norfolk Malcolm wasbornin Victoria andgrew upinQualicum Beach andSouth Africa.He A graduateofUniversity School,Richard studiedEconomics atUBCand,afterearning Born inOttawa, John wasraisedonbothcoasts,thankstohisfather’s naval career. He Montreal Star’s Ottawa Bureau. Tim had an extensive career in journalism 51

PASSAGES PASSAGES 52 November 20,2018. his father, Edwin andfriends.Duncan wasbornonFebruary 20,1961andpassedawayon with hislatebrother Edwin andtheirmother, andhemadefrequent tripsto Vancouver to visit Miranda married in January 2012. Duncan enjoyed travelling, not only with Miranda but also a popularHong Kong restaurant. Earlier, heracedcarsinSoutheast Asia.He andhiswife and love oflife.He in years wasaconnoisseuroffoodandwine,forfew partner which hemaintaineduntilhisdeath.Duncan wasloved forhisplayfulenergy, enthusiasm, to Hong Kong in 1987 where he later established Design Logic, an interior design company in 1974where heattendedSMUSandthenSimon Fraser University. Duncan moved back attended St. Paul’s Co-educational School before studying in Switzerland. He came to BC LeeDuncan ’80 life. Nowell wasbornonMay 10,1931andpassedawayMay 25,2019. greatest impacthemadewere hislegacyandcherish onhisgrandchildren whowillcarry Lake inthe1980s.Nowell madefriendsandimpacted thelives hemet,butthe ofeveryone Doug. They wouldspendtheirsummersandallavailable timeatacabintheybuiltFishing and they settled in Regina where they built their home and raised their two sons, Rob and University ofRegina where heworked untilretirement. Nowell marriedhiswifeAnnein1958 from 1943to1946.Nowell becameachartered accountantandlater theRegistrar at the Second World War thefamilymoved to Victoria where Nowell attendedSt. Michael’s School Arthur ‘Nowell’ Stables ’46 joy. ChristopherpassedawayFebruary 8,2021. activities –however strangetohim–andencouragedthempursuewhatever brought them fatherandgrandfather,wonderful hischildren whosupported andgrandchildren in alltheir and goodcompany. Chris’s twochildren, Matthew ’83andLindsey’85,remember himasa his authoritywiselyandledwithcompassion.He loved agoodconversation, agoodlaugh him as a patient, kind and understanding man who always saw the potential in youth, used as ayouth probation officeruntilhisretirement. Students andformerclientswillremember family, andtravelling theworldtogether. Chris’s secondcareer wasworking withtheprovince who enjoyed working ontheiroldstoneMaclure collectingart, house,hostingfriendsand coach.Hisrugby wifealsojoinedthestaffatSMUS.ChrisandSunny were aloving team, studied atUVic, andthenjoinedUniversity Schoolasageographyandeconomicsteacher youngest member. Sunny After working as a forest and marrying surveyor in 1961, Chris andtravelling asaforward ofrugby toJapansport in1959withtheprovincial teamasits University Schoolin1956.“Moose” wasastellarall-round athlete,excelling inhischosen Christopher Pollard ’56 gentle spirit.Robert wasbornJune 27,1961andpassedawayApril 16,2020. fan andfather. Rob loved agooddebatebutwillmore likelyberemembered forhiskindand of ourmostvulnerablecommunitymembers.He asaplayer, waspassionateaboutallsports Rob usedhisownfamily services, blendofhumour, andlifeexperiencestoassistmany truth and son,Michael, whowere thelightofhislife. Throughout hislongcareer inyouth and from theJustice Institute. Rob eventually settledintheOkanagan withhisloving wife,Katrina, Recreation Facilities Management diplomaatLangaraCollegeandhisMediation certificate developed manylifelongfriendships.Rob degree obtainedhisBiochemistry atUVic, his ’79 LeNoury Robert Duncan, originallyfrom London, England, moved toHong Kong in1966where he Nowell attended St John’s-Ravenscourt Schoolin Winnipeg ofthe butaround thestart Chris wasalifelongresident of Victoria. He grew upinOak Bay andgraduatedfrom Rob wasborninKano,Nigeria butgrew upin Victoria. He attendedSMUSwhere he passed awayJune 1,2020. a betterplace’, bemissedby Dermod many. willcertainly He wasbornonJune 3,1960and as a‘political professional andactivistwhotriedhard tomakeCanadaandBritish Columbia by family as a ‘grand person’ sense of humour, with an old soul and a wry and by colleagues electoral reform andadvocating forpoliticalintegrityandsocialjustice.Remembered fondly as theExecutive Director ofIntegrity primarilyonfinancial BC,Dermod focusedhisefforts the Canada-Tibet Committee,helpingrefugees andtheirfamiliesimmigratetoCanada.Later, of that year’s federal election. After he left the Green Party, Travis as executive served director of director ofcommunicationsanddirector ofmediaforthefederalGreen Party ofCanadaahead Party andspentmore than20years asapoliticalconsultantinMontreal. In 2004,hebecame an even more impactfullegacy. He attendedUBC,worked Liberal inEdmonton fortheAlberta Canada didn’t endupbeinghiscallinginpolitics.However, one could arguethatDermod left causes.Hisspeaking up and advocating for worthy early hopes ofbecomingPrime Minister of year. While attheschool,Dermod wasinvolved indebateanddramahadareputation for TravisDermod ’78 Gerry passed awayinMarchGerry 2015. loved playinggolfandinretirement wasthepresident fortheMetchosin Seniors Golf Club. guitars. He loved soccer, andwasacoachreferee bothinSooke andJuan De Fuca. He also he paintedbeautifulcanvases andenjoyed joiningKaren, hiswife of 30years, playing their 35 years where hemademanyfriendswithhis fun-loving wasanaturalartist; nature. Gerry career working fortheLandsBranch oftheprovincial government, retiring in2004after ’59 Gerald Williams 1997 andpassedawayonMay 20,2020. missed dearlyby herfriends,familyandtheSMUScommunity. Beta wasborn January 24, feelvaluedexample withheropennessandabilitytomakeeveryone accepted.She willbe by her SMUS community as someone who believed in inclusivity and equality, and she led by of theNew South Wales periodlivinginAustralia. teamduringashort Beta isremembered on toplaythevarsity volleyball teamatCapilanoCollegein Vancouver andwasamember and trackfieldteams,butshereally She foundherhomeonthevolleyball court. laterwent school would remember her as a gifted athlete. Beta was a valuable member of the basketball ’15 WilleboordseBeta and wisdom.He wasbornOctober 14,1922andpassedawayMay 15,2015. Austen” andmyriadactivitiesinbetween. He willberemembered forhiskindness,generosity 1997. Monty had a love for fly fishing the rivers in “all of the world, participating things Jane youngest member. He withdistinctionuntil his retirement served as a Supreme Justice Court in in1962,atthattimeits he practisedlawuntilappointedtothebenchofCountyCourt timein from UBCLawSchoolin1949.Afterashort Toronto, theymoved to Victoria, where 1945; theywere marriedinJune 1946,inNancy’s hometown of Toronto. Monty graduated World War inEurope. Monty metNancy Lang,aRed Cross ambulancedriver, inBelgium in School in 1939. He studied at McGill University in the Second until he was called to serve Tyrwhitt-DrakeMonty ’39 Dermod spent seven years at SMUS, holding the position of Head Boy in his graduating Gerald attendedSt. Michael’s went Schoolfromontoenjoy 1949to1954.Gerry along Beta attendedSMUSfrom 2009to2014. herduringtimeatthe Those whoknew Monty attendedSt. Michael’s Schooluntil 1935 andthengraduatedfrom Shawnigan Lake 53

PASSAGES 54 With special appreciation for the guidance of Jane Timmis, this wonderful piece of our school heritage was recently restored to the cloister near the Chapel. It was originally designed by Mrs. Mary Timmis, wife of former Head of School, Mr. J.J. Timmis, and mother to Jane and Andrew ’65. If undeliverable, return to St. Michaels University School 3400 Richmond Road Victoria BC, CANADA V8P 4P5