Royal St Georges College - Georgian Yearbook (Toronto, Ontario Canada)

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UPPER SCHOOL REPORT As you read this, I will be in Cambridge Q5 hours later than Torontol, settling into a new school, a new challenge, and a new lifestyle. As I write this, you are probably enjoying your summer holidays and I am busy tidying things up at St. George's as well as packing for England. The academic year 1987!88 was one of major change for many of us. I remember writing in this yearbook 2 years ago that what we were trying to teach at St. George's, amongst other things, was to not fear change. Little did I know how timely and true that statement would be. I also should have added that when change does occur, it need not only be that the status quo is unacceptable, but also that the alternative may be better. I hope that you will permit me one personal comment before closing. I want to acknowledge and'thank my wife, Ms Tevlin, for her steadfast support over the last 10 years, for the splendid contribution she has made to the College in the last 4 years building the Art Programme into one of the best in the country, and for making the Yearbook, in the last 3 years, a much more positive, accurate, and creative depiction of the school. We leave St. George's with fond memories of many students, and proud of whatever contributions we may have made to their development. One thing we hope won't change in the future is the way St. George's boys are: confident but not arrogantg mature as well as subtleg intelligent but also thoughtful. We wish you all the best. G.D. O'Meara Head of the Upper School 7

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JUNIOR SCHOOL REPORT Recently, I read an article called Memetics: The Science of Information Viruses by Keith Henson. The author is suggesting that some ideas function in a similar fashion to viruses. He refers to such ideas as memes . Viruses are a fascinating group of living things. Although extremely primitive when viewed from the heights of our evolutionary progress, they survive and flourish with few active systems. They consist of a few strands of DNA, the chemical basis of cell information, covered in a protein coating. Because of their minimal content, they lack the ability to reproduce themselves. Undaunted by this seeming impediment to continuance, viruses take over control of more advanced cells and force them to produce baby viruses instead of self- replication. Henson makes an analogy between the functioning of viruses and the ability of some ideas to grow and infect individuals. We have had more than enough examples of how corrupt ideas can self-perpetuate, grow, and subvert the logical process of thought, but l want to give an example of how one man's excellent idea has infected many with positive results. This past year has been a momentous one in that the last two founders of the school have retired from active service: Mr. John Allen as Headmaster, and Mr. John Bradley, previously Assistant Headmaster and Director of Music. Mr. Bradley conceived the idea of a school that would promote music, an involvement with the Anglican 6 church, and academic excellence while he was the Director of the summer Choir School at Trinity College School in Port Hope. tl find it interesting that I was a boy at the Choir School in the late 50's and early 60's, and that while I was in music practice or playing sports, discussions were going on in Mr. Bradley's rooms that would form the place that now provides my em- ployment.J Mr. Bradley's idea infected others: Mr. John Allen, Dr. Jack Wright fthe founding Headmasterl, Fr. Kenneth Scott fthe first Chaplainj, and many others. Like a virus, the idea, though initially a simple wish, grew and changed its outer form without modifying its content as more individuals caught it and, as it went from person to person, it became an original and exciting possibility. l am convinced that this virus will continue to infect others tas it has mel and St. George's will follow its founding roots. Fr. Scott has written a book about the start of the College wherein he uses the analogy of slaying the many dragons that stood in the way of the progress of SGC. I have here employed another analogy to try to explain the remarkable beginning and staying power of this idea. I believe that the fascination of this school for so many lends itself to the many attempts to explain its success. Let us hope that, as we enter St. George's jubilee year, the epidemic will continue and that the school will go from glory to glory.

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