Reflections of Havergal: 1994-2019

SCHOOL LIFE

TABLE OF CONTENTS

CO-CURRICULUM

Co-Curricular Conclusion The language we use on a day-to-day basis reinforces our assumptions, and often simple changes result in fresh perspectives. As noted earlier, when Havergal began to use the adjective “co-curricular” in place of “extracurricular,” it underscored the educational significance of the program. As Suzanne Bowness observed in the Spring 2016 issue of Torch , while there is variety in the activities, there is unity in the underlying values that students develop, regardless of their passions. The dedication of the singer who commits to a choir for several years. The discipline of the swimmer who sets her alarm to make a regular 6:45 am practice. The leadership of a girl who joins a club in Grade 7 and heads it by Grade 11. Moreover, there’s a strength of character shared by the whole community when everyone is interested in helping each other. The co-curricular activities at Havergal are not simply add-ons; they are not frills. They signify another fruitful approach to the cultivation of the values that are fundamental to the school’s mission.

It is probably hard to overstate the value of the experiences students have in the school’s cocurricular athletics program. “Athletics Help Girls Make the Grade,” a 2002 Torch article cited previously, provides the following insight: “Through team and individual sports, girls develop self-confidence, discipline, cooperation and commitment to their personal goals. They establish positive lifestyle habits related to physical fitness and health that are best developed during the formative years in school.” And, it should be mentioned—they also have fun!

“Havergal Stories”—Teammates 2017

Ludemus , 2012.

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