The Dragon opened its doors on September 11, 2001. We’ve had 30 graduates so far. They’ve all been admitted to their post-secondary institution of choice (Concordia, King’s College, Halifax, London School of Economics, MacMaster, Queen’s, Ryerson, UBC, University of Toronto, York), over half of them with scholarships. They’re studying everything from Studio Arts to Math and Physics. And they’re all doing really well. We know because they keep in touch, and we continue to support them, discussing research topics, proofreading essays, offering counseling on post-graduate choices and the meaning of life.
We’re proud of their considerable academic achievements, but proudest of the way they’ve grown. When they leave us, they are ambitious, self-motivated, confident, and knowledgeable, above all about themselves.
Here are a couple of our students in their own words:
Jeff: Before The Dragon, I felt that I wasn’t being challenged enough, or growing as a person as I wanted to.
Mike: They bring the subjects to life and make you want to learn.
Jeff: They challenge us, and make us think for ourselves. The skills are transferable. We don’t just get what we’re studying, but also how to examine, understand and fully appreciate anything.
Mike: Even the museum trips, you bring back what you saw to the school and it incorporates directly into what you’re learning.
Jeff: Like when we were reading Macbeth, going and visiting an actual director helped deepen our understanding. In Ancient Art and Architecture, going to the ROM created a concrete image of what we were learning, so it goes beyond simple textbook definitions. We can actually see and relate to what we are being taught.
Mike: Being a student at the Dragon definitely sky-rockets you into becoming an intellectual being. The classes are all integrated, they all go hand in hand.
Jeff: In drama, we were reading Doctor Faustus and talking about the Faustian bargain, which came up again with Macbeth, but also, simultaneously, in English and Philosophy, that concept of transgression became dominant.
Mike: I think that the table seating creates a much better environment. There isn’t any pecking order for seating arrangements, the “cool” kids can’t sit at the back of the class, and kids can’t be judged based on where they sit.
Jeff: When we have everyone close together around one or two tables, it makes things naturally progress towards discussion. …