Crescent School builds men of character at a critical timein their lives
The importance of leadership and character in boys’ education is so important that Crescent School has it written in its mission: Men of Character from Boys of Promise. The Toronto school for boys in grades 3 to 12 has had an unwavering focus on character development for more than 100 years. It is in fact what sets a Crescent education apart, staff and students say.
“A man of character sets a good example. In a tight-knit community like Crescent, that is integral,” says Ted Ferris, head boy and Grade 12 student at Crescent. “Older students must demonstrate good character so they can mentor and become role models for the younger boys. Good character is also a valuable tool over the course of one’s life. It provides the guiding principles to help navigate the challenges that may lay ahead.”
According to Crescent, a boy’s journey to becoming a man of character starts with family, is supported at school, and is influenced by friends, community and the world at large. At Crescent, a boy’s character- building journey takes three distinct paths: moral character (respect, responsibility, honesty, compassion); performance character ( the grit and resilience necessary to achieve true potential); and civic character (being an engaged citizen who respects and helps others).
Crescent’s emphasis on character development begins in its lower school (Grade 3 - 6) with a theme-based character education curriculum woven into every aspect of the school culture. The boys pledge to follow the core values of the school and to strive to be their best selves. A companion character recognition program celebrates the times when a boy shows personal growth, development and leadership as a student, friend, maturing young man and emerging leader.
True character cannot be developed in the classroom alone, however. Enter Crescent’s “Character- in- Action” ( CIA) programs that span co-curricular activities in arts, athletics, business, outreach and robotics. Each student is encouraged to contribute in one or more of these areas during his time at the school. Mentors, teachers and coaches provide individual feedback to the boys and encourage them to participate in programs that will help them fully become men of character, though participation is largely student-driven.
Ferris, who joined the Crescent community in Grade 5, says CIA initiatives helped develop his own character and led him to become head boy and a role model and mentor for others at the school. “Boys who may be shy or lack confidence can grow at the school, as I have,” he says. “In my first year, for a lower school competition, I wrote a speech about dinosaurs. I was so nervous that I completely froze in the wing of the auditorium right before I was to go on stage. The school never did hear my thoughts on dinosaurs. You can imagine the kind of growth it has taken to go from speechless in Grade 5 to a Grade 12 student who made the opening address for the year in front of almost a thousand people.”
That growth of character has and continues to come from action. Ferris has participated in outreach programs, such as fundraising for local community groups and a cultural exchange, which he says have increased his compassion for others and helped dispel stereotypes. Athletics, including soccer and Ultimate Frisbee, have contributed to his teamwork skills and relieve the stress of a busy academic calendar, he adds.
Ferris has also been an active member of Crescent’s robotics team (Team 610) for four years. “It is a truly unique experience and an amazing opportunity to develop technical skills. But more importantly, it is inspiring to see so many people all focused on a common goal and sharing knowledge with others. It is an excellent way to expand communication and collaboration skills,” he says.
Ferris exemplifies the school’s character philosophy, says Crescent’s director of robotics, Don Morrison. “He was a rising star in robotics from the beginning and now plays an active role on the team’s executive board,” says morrison. “He is now head boy with a huge mandate, in addition to his role on the robotics team’s executive board. And he has an incredibly busy academic schedule, so he has his work cut out for him. With all that, he still manages to mentor and shine as a role model for others.”