Gratitude

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The Assaly Arts Centre provides modern facilities for the arts (music, drama, fine art), mathematics and includes a state-of-the art 540-seat auditorium for whole-school gatherings and special events. This milestone is the product of years of collaboration by professional educators, fundraisers, architects, builders and an army of passionate volunteers and alumni. Achieving our vision is the result of extraordinary philanthropy, generosity and teamwork. How lucky our young students are to be part of such a giving and caring community.

I hope that you will soon have an opportunity to see the Assaly Arts Centre. I assure you, gratitude will continue to rain down at LCC for generations to come. –Christopher Shannon, Headmaster

Community Service: Forming Life-Long Friendships

2013_2014_MackayCentreTrip_082On November 18, several other students and I went on a life-changing trip with the Mackay Center to Camp Massawippi. On the first day of the trip we started to settle in, helping the kids unpack and making their beds. We went for a small hike around the camp, bonding with both the kids and the teachers who accompanied us. After a short walk, one of the kids, who I think is absolutely hilarious, had a problem with his wheelchair which was going extremely slow. So we turned back and went to the balcony next to the lake. We hung around listening to music and really just having a good time taking “selfies”.

Soon after, we headed inside because it was getting so cold. I immediately crashed. Believe me when I say these kids put you to work. Once I woke up, it was time for all of us to have dinner. Soon after that, the kids had to go to bed, but that wasn’t the end of the night for LCC students. We all started to play one of the most addicting games ever, involving codes, playing cards and teams. Long story short, it was one of the biggest mistakes of my life. I had never gotten so competitive in my life.

I was hoping the second day would be a bit easier. Thinking that this would be a bit of a getaway from school, I assumed that we would relax, take it easy and maybe wake up a bit late. I was so wrong. After everyone got ready and made their way to the “village” (the building where we did most of our activities) we had breakfast. Soon after that we went on a hike with the kids up a mountain. I would say that pushing the kids up the mountain while they were in wheelchairs was my workout for the year! Once we arrived at the top, we took some pictures and really just hung out for a bit. I thought the hard part was over, but what I had forgotten was that we still had to bring the kids back down to the bottom of the mountain.

Once we finally got back to the village we chopped down Christmas trees for the kids and hung out. A couple of us built a fire while the kids watched a movie. We all went down to the fire and roasted marshmallows and made smores. After that, we all hung out playing board games and really just having a good time until sadly the kids had to go to bed. Then some wise guy thought it would be a great idea to bring out the cards again, once again huge mistake. Everyone got super competitive. But all in all everyone had fun.

But waking up the next morning we all came to the realization that this amazing trip was coming to an end. It was going to be our last day there. In an effort to show how thankful we were, all the LCC students contributed to making a giant brunch for both the teachers and the kids. We spent the rest of the morning hanging out and just having fun.

I must say it was one of the best trips I’ve ever been on. The friendships formed over the course of these trips are ones I’ll truly cherish for the rest of my life. – Alessandro Dumoulin ’15

La classe de droit de 11e année avec Me Marin Cojocaru

ProcesSimuleRéflexions sur le procès simulé R.c.Wai en présence de Me Marin Cojocaru du lundi 9 décembre 2013.

 

J’ai vraiment apprécié la visite de Me Cojocaru. Je crois qu’il nous a bien aidé durant le procès. J’ai apprécié ses corrections, car je crois que ce cours est là pour nous aider, et il nous a bien expliqué comment la cour fonctionne. – Luca Saputo ’14

 

C’était une très belle expérience et j’ai beaucoup aimé la façon dont Me Cojocaru nous donnait ses idées pendant le procès. Ces points de vue ont été appréciés et je vais les appliquer au prochain procès. – Eric Tellier ’14

 

Au cours du procès simulé, j’ai appris quand faire des objections. J’ai aussi appris quelles questions vous pouvez poser pendant le procès. Me Cojocaru m’a vraiment aidé à m’imaginer dans un vrai procès, j’ai adoré son implication et ses explications pour nous dire ce que nous ne faisions pas correctement. – Arianna Silla ’14

 

Je pensais que c’était une bonne expérience. Ça nous a aidé quand il nous interrompait quand nous faisions quelque chose d’une façon incorrecte. Il nous donnait des conseils que j’utiliserai la prochaine fois. Dans l’ensemble, j’ai beaucoup appris pendant ce procès. – Carina Bertoldi ’14

 

J’ai beaucoup aimé l’expérience du procès simulé. Comme l’année dernière, je trouve qu’à chaque fois, j’ai plus de connaissances en sortant de la classe. Je vous remercie M. Maurice et je suis content que Me Cojocaru puisse venir, ça a été un grand plaisir. – Matthew Filgiano ’14

 

Lundi quand Me Cojocaru est venu regarder notre procès simulé, il avait beaucoup d’informations précieuses à offrir. À certains moments, je me suis sentie très frustrée, car chaque fois que je posais des questions, il m’interrompait. Avec le recul, j’ai compris les raisons et j’ai appris beaucoup de choses pendant cette heure passée avec lui. – Lindsay Eiley ’14

 

Mon expérience pendant l’appel du procès de Jesse Wai était très enrichissante, et je l’ai beaucoup aimée. Comme juge stagiaire, j’avais beaucoup à apprendre pendant ce procès, Me Cojocaru et M. Maurice m’ont grandement aidé à décider quelles objections devraient être acceptées. Ils m’ont aussi expliqué le terme: “preuve close”. Je pense que je me suis bien amélioré depuis ma première expérience comme juge, et notre dernier procès m’a appris encore plus qu’avant. – Nicholas Tabet ’14

 

Comme c’est ma première année de droit, mon apprentissage est exponentiel, car chaque cours, je reçois une quantité énorme d’informations. Cependant, ma plus grande expérience est celle d’avoir eu la chance d’être un avocat. C’était une expérience très utile et j’ai appris comment poser les “bonnes” questions et comment formuler un argument cohérent et intelligent. – Elie Climan ’14

Piece of the Pi

cmu13 1121 _M133354The recent release of PISA data has caused quite a stir in education circles and beyond.  PISA is the acronym for the international organization that every five years tests 15-year-old students in 65 countries on core literacy and math skills (i.e., the Programme for International Student Assessment of the OECD).

The new math results were particularly interesting on many levels. For the third consecutive time, Canadian scores slipped, to the point that some experts are calling the trend a crisis for Canada. For a long time Canada was firmly among the top 10 nations in math results. We have now slipped to 13th and some feel it’s an indicator that Canadian society may struggle in the coming decade in the competitive fields of science, engineering, and high tech research where math skills are foundational.

Although alarm bells have been ringing across Canada for the past week, here in Quebec, student results on the PISA test were actually very strong. The Quebec results placed our province well ahead of the rest of Canada, at 8th place in the world – the only North American constituency in the top 10. Already, people are scrambling to know what’s different about the teaching of math here. There was a two-page spread in last weekend’s Globe and Mail about this issue and many are wondering what can be learned from our provincial math programme.  Quite simply, it appears that teacher training in Québec mandates a lot more time on the training of math teachers than in other provinces or American states. Policy-makers from across North America and Europe are now dissecting the Quebec teacher training regime and the specifics elements of our core math curriculum.

So, kudos to our LCC math teachers. They teach a subject that can be difficult for many students. Regardless of teaching skills, confidence in mathematics requires constant practice and a lot of focus and resolve. By definition, math can be a challenge in a world full of distractions and easy access to so many digital entertainment tools. I’m impressed with our school’s math culture. Our students’ results on a host of math exams and contests are strong and our top students are among the top in the country. Clearly, our math faculty & students are truly deserving of a brand new math wing.  I only hope all the space and light will further enhance our students’ quest for better understanding and achievement on the math front. —Christopher Shannon, Headmaster

 

Mandela’s Legacy

MandelaThe topic that has dominated discourse across the globe in recent days has been the passing of Nelson Mandela at age 95. He was a true giant among personalities in the past century, and his passing has had a phenomenal global response.

Out of respect, our school flags were lowered when we learned of Mandela’s death. Canada was a major supporter of Mandela and the ANC’s (Africa National Congress) quest for racial justice. Under different Canadian prime ministers we openly renounced the policy of Apartheid. While Mandela was imprisoned, a host of diplomatic initiatives were carried out, and we boycotted all South African products in an open effort to isolate and strangle the sustainability of the white-only government. After his release from prison in 1990, the first country Mandela visited was Canada. He was also named an honourary Canadian citizen. Interestingly, Mandela was a Patron of the Round Square and a supporter of the active learning and globalism that this association of schools embodies.

For inspiration I continue to turn to the life story of Nelson Mandela and his relentless struggle against the demeaning injustices of decades of apartheid in his country. After his release from 27 years in prison and eventual rise to the top political office in South Africa, we all learned from Mandela about the incredible power of forgiveness. Once free, with the snap of a finger, Mandela could have insisted on armed revolt to overwhelm the two million white South Africans whose governments had violently subjugated the black majority for decades. Mandela did not seek revenge; instead he sought reconciliation and forgiveness as the foundation for a new South Africa‑–a multicultural country he labeled the “Rainbow nation”.

Mandela insisted on peace, telling his followers that not a drop of blood should be shed. While in prison he took the extraordinary step of learning the language of his oppressors, the white Afrikaans.  Once elected president, he immediately hired a white executive assistant, and out of respect, spoke to her mostly in Afrikaans.

So many had suffered under the violence of apartheid regimes.  Mandela realized he needed to find a way to heal wounds that were generations deep. Most said it was impossible. He quickly established something called the Truth and Reconciliation Commission‑–a place where former state police would confess their vicious sins after decades of conflict in the South Africa of apartheid, a word and a philosophy that literally meant “Apartness.”  Those who confessed were assured in advance that they would not be imprisoned.  But for Mandela, allowing the truth to emerge was better than allowing the truth to remain buried forever. This was part of the long road to healing a nation that he envisioned for his citizens. As one can imagine, it was very difficult for families to hear the stories of how the secret police conducted their vile business.  But Mandela convinced his people to accept this process as the best bridge that could be built to a new multiracial, peaceful, democratic South Africa. Forgiveness personified. The chairperson of the commission, the venerable Archbishop Desmond Tutu, underscored the miracle of  hope as the foundation for South Africa’s renewal process. In those early days after Mandela took power as the first black president in South Africa, Archbishop Tutu said, “I hope I’m  a prisoner  of hope. However dark the past,  it  cannot overwhelm  the light  of  the dawn  of  the future.”

In addition to forgiveness and the building blocks of peace, Mandela believed that the key to a prosperous South Africa would be education.  I keep a card at my desk with a quote by Mandela: “Education is the greatest engine of personal development.”  It’s on card I bought in Cape Town immediately after visiting Robben Island where he was imprisoned for more than 25 years. I stood in his former cell, saw where he broke rock in the searing sun, and was inspired by his capacity to overcome such suffering and neutralize a quest for revenge in himself and his people.

To begin the official remembrance ceremonies for Mandela within South Africa, close to 100-thousand people gathered in a Soweto soccer stadium to celebrate his life. Among them were many heads of state, including four Canadian prime ministers.

Mandela has taught us all about the magical power of forgiveness and reconciliation with our opponents. Our challenge is to implement just a fraction of what Mandela modeled in life. However, if we are to truly honour Mandela, I assert it is beyond that, it is our duty. —Christopher Shannon, Headmaster