Request a package from: Crescent School

 School information package
 Curriculum and admission information
 Schedule a visit or tour
 Employment opportunities

Contact me by:
please provide your first name
please provide your last name
please provide your email address
please provide your phone number
please enter the code
verification image, type it in the box

Our Kids

This contact form is brought to you by Our Kids – The Trusted Source for thousands of families since 1998.

Crescent School
Crescent School
2365 Bayview Avenue
Toronto, Ontario, M2L 1A2
Contact name:
David Shaw

Phone number:
(416) 449-2556×
Crescent School

Crescent School

2365 Bayview Avenue, Toronto, Ontario, M2L 1A2

Grades (Gender):
3 to 12 (Boys)
Main Language:
Avg. Class Size:
15 to 20
Day: 715 (Gr. 3 - 12)

Get more information

Contact Name:
David Shaw

Phone Number:

School Address
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2

About this school:

Since 1913, Crescent School has been a leader in boys’ education. Our mission is Men of Character from Boys of Promise. Relationships are key to learning: we assure our boys that they are valued and valuable. Our rigorous academics and superb faculty foster a strong work ethic. Our arts, business, outreach, sports and robotics programs develop character outside the classroom. Our boys enjoy our 30-acre mid-Toronto site with high-tech learning facilities, a modern theatre, athletic facilities and two libraries.

Principal's Message


Michael Fellin, Headmaster

Congratulations on embarking on your journey to find the right school for your son. It is undoubtedly one of the most important decisions you will ever make as a parent.

I am so pleased that you have chosen to include Crescent School as part of your consideration. Everyone at our School looks forward to the possibility of providing your son with the support he needs to become a courageous young Man of Character who will make a positive impact on this ever-changing world.

Crescent is truly a unique place for your boy to learn, grow and thrive. Now in our second century, we remain one of the top independent schools for boys in Canada, built on a solid foundation of brotherhood and an unwavering focus on character.

Our mission, Men of Character from Boys of Promise, recognizes that boys with curious minds and open hearts have the potential to develop in a manner that will fit their mission in life, whatever it might be.

Each day, your boy will be immersed in an enriched learning environment that is driven by a relevant curriculum of study. His growth will be fostered through relationships with teachers and mentors who understand the distinct challenges and complexities of boys’ growth and development.

We are a School that takes great pride in the strength of our community of alumni and parents; and we are steadfastly dedicated to ensuring Crescent reflects the rich cultural diversity of the Toronto of today.

We look forward to welcoming you and your family to our campus and to our community.



Curriculum Traditional

Primary Curriculum: Traditional

What Crescent School says: A Crescent education is exciting, fulfilling and broad. Our curriculum is taught by highly motivated teachers who understand that establishing a relationship with a boy unlocks the door to learning and engages him in his character development. At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Throughout your boy’s Crescent education, he will be exposed to a multi-faceted landscape that allows him to find his true passions and the learning skills that work best for him. He will be celebrated for both his work and work ethic and guided on his journey to becoming a Man of Character.

  • Pedagogies and subject courses

  • Mathematics Traditional Math

      Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
      Learn about the different mathematics approaches  

    • What Crescent School says: In Grades 3-6, our math curriculum is one grade-level ahead of the Ontario Ministry of Education expectations. It combines daily math drill and problem-solving activities with the Math Makes Sense textbook series and Crescent School-created math curricula. In Grades 9-12, we strive to challenge and support a wide range of aptitudes and abilities. Our program is streamed in Grade 9 into regular and enriched math. Students in the regular stream are given a strong foundation. Extra help is easily and widely available. Most of our students take two of the three Grade 12 math courses. For students in the enriched stream, there is a heavy emphasis on problem solving and math contests, leading to the opportunity to take AP Statistics and AP Calculus.

    • Textbooks and supplementary materials: Math Makes Sense, MathPower Series, Functions 11 (Nelson), Enriched Functions/Relations (Harcourt), Data Management 12 (McGraw-Hill), Advanced Functions 12 (McGraw-Hill), Calculus & Vectors ((McGraw-Hill Ryerson), Single Variable Calculus (Brooks/Cole)

    • Calculator policy: Regular stream: non-graphing scientific calculators are always permitted and a graphic calculator is permitted in certain courses. Enriched stream: TI-83 and 84 are recommended and any calculator allowed on AP exams is permitted in Grade 12 courses.

    Early Reading Balanced Literacy

      Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
      Learn about the different early reading approaches  

    • What Crescent School says: Crescent School begins at Grade 3. We offer an enriched, balanced literacy program to all of our students. A variety of reading tests are used to ascertain each student's individual reading level in order to create a personalized literacy curriculum.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What Crescent School says: [Crescent School has not provided this information]

    Writing Equal balance

      Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
      Learn about the different writing approaches  

    • What Crescent School says: For Grades 3-6, Crescent School's writing program is an enriched curriculum. In addition to teacher-created materials, we use the "Step Up To Writing" program. Cursive writing is taught in Grade 3.

    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  

    • Teaching approach: Crescent School's science curriculum is a balance between expository- and inquiry-based learning, with more emphasis on inquiry wherever possible.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What Crescent School says: ...

    Social Studies Core Knowledge

      Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
      Learn about the different social studies approaches  

    • What Crescent School says: ...

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What Crescent School says: ...

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What Crescent School says: Crescent School's foreign language curriculum is based on a teaching philosophy known as the "action-oriented approach." Students are given real-life scenarios in which they learn the language through social interaction (rather than focusing primarily on grammar rules and fill-in-the-blank exercises). In the action-oriented approach, there is a focus on certain vocabulary and grammar rules are taught within the context of the scenario. The scenarios are complemented with materials such as newspaper articles or videos. In addition, the language being learned is used as the language of instruction. Our foreign language curriculum also strives to instill an interest in the cultures to which the languages are tied.

    • Studying a foreign language is required until:   9
    • Languages Offered: • Chinese-Mandarin • French • Spanish

    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Visual Arts
    • Visual studio philosophy:

    • What Crescent School says: At Crescent, students of all ages are encouraged to take creative risks and explore their artistic abilities. We produce three major drama productions each year in the school's professionally equipped theatre, giving students experience with acting, production and theatre-management roles. In our visual arts program, students are exposed to a broad range of forms, genres and styles. The experience of making art is central to the curriculum. Crescent's music program offers individual and group lessons in a range of musical disciplines. These include senior and junior choirs, chamber choirs, a senior string ensemble, a strings academy, wind bands, a guitar ensemble and chamber groups. Students perform at assemblies, recitals and concerts. Students also perform in music festivals, competitions and performance tours. Crescent also offers a strong media arts/multimedia technology program.

    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  

    • What Crescent School says: ...

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Crescent School says: We want our students to appreciate healthy active living, and to understand how living a healthy, active life can enhance all aspects of their lives. We expose them to many different types of athletic activities and exercise, so each student can find something they enjoy doing that they can choose to participate in all their life.

    • Crescent School 's approach to sex-ed: We want our students to have accurate information so they can make the most educated decisions for themselves when the time comes. Our sex-ed curriculum is taught through our science and health/physical education curriculum.

    Religious Education
    • What Crescent School says: [Crescent School has not provided this information]

    Advanced Placement Courses
    • AP Physics 2
    • AP Statistics
    • AP Spanish Language
    • AP Biology
    • AP Calculus AB
    • AP Chemistry
    • AP English Language and Composition
    • AP French Language
    • AP Human Geography
    • AP Macroeconomics
    • AP Microeconomics

    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What Crescent School says about flexible pacing: [Crescent School has not provided this information]

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

    What Crescent School says: At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our boys are given ample opportunity to develop as innovative, inquisitive and creative learners. They are celebrated for both their work and their work ethic, and guided academically and emotionally on the journey to becoming a Man of Character.

    Developmental Priorities Balanced

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What Crescent School says: [Crescent School has not provided this information]

    Special Needs Support Limited


    Crescent School offers limited support for students with learning difficulties or special needs.

    • Academic Support:

      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties

    Gifted Learner Support Moderate


    Crescent School offers gifted learner support in the form of inclusive practices -- special, custom arrangements made for advanced learners (who otherwise remain in the regular classroom).

    Inclusive practices:

    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What Crescent School says: [Crescent School has not provided this information]


    What Crescent School says:
    • Crescent School's robotics team, Team 610, competes in the FIRST Robotics Competition at the world level. In 2013, Team 610 won gold at the FIRST Robotics Competition World Championship.
    • Crescent School's Senior Basketball team earned the silver medal and Team Sportsmanship Award at the 2015 OFSAA AA Championships.
    • Crescent School's U13 Basketball team won the 2015 CAIS invitational championship and were also Provincial Champions for 2015 CISAA U13 Basketball.
    • Crescent School's Junior Rugby team won the 2015 CISAA Junior Rugby Championships.
    • Eight Crescent School business students placed in the top 10 at the 2015 DECA provincial finals, competing against 6,300 students from across Ontario. Two Crescent students placed first overall, qualifying for the DECA international competition in Florida.
    • The Crescent School team placed third in Canada at the 2015 Kids' Lit Quiz national finals. Kids' Lit Quiz encourages a love of reading through fun competitions for children aged 10 to 13.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
      Martial Arts
    • Clubs Offered
      Chess Club
      Community Service
      Debate Club
      Environmental Club
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Education
      Robotics club
      School newspaper
      Student Council

    Tuition & Financial Aid



    What Crescent School says: Crescent School tuition is competitive with fees at other independent schools. Financial assistance is available to all families based on need. Crescent tuition fees of $31,750 (2016/2017) cover most academic expenses, as well as local activities and our lunch program. Additional incidental fees are $1,000 per student on average. These costs are charged to the boy's personal sundry account.

    Need-based financial aid

    Grade range that need-based aid is offered: 7 to 12
    Percentage of grade-eligible students receiving financial aid0%
    Average aid package size$0
    Percentage of total enrollment on financial aid0%
    Total aid available$0

    Application Deadline:

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications

    Merit based Scholarships

    Crescent School has not provided this information.


    Total enrollment 715
    Average enrollment per grade72
    Gender (grades)3 to 12 (Boys)
    Boarding offeredNo

    Student distribution:

    Day Enrollment28405463838099909088




    Admissions Assessments:

    Assessment = requiredGrades
    Interview3 - 12
    SSAT7 - 12
    SSAT (out of province)
    Entrance Exam(s)

    Application Deadlines:

    Day students:
    December 04, 2015

    What Crescent School says:

    Applicants to Grades 7-12 must write the Secondary School Admissions Test (SSAT) on or before Saturday, January 9, 2016. (The SSAT can be written at Crescent School on Saturday, November 7, 2015.)

    All applicants to Grades 3-6 attend an assessment morning on Saturday, January 9, 2016. The assessment includes a written test as well as individual seat work and group work activities in the classroom and gymnasium. A snack (nut-free) is provided during break time. Applicants are encouraged to wear athletic footwear.


    Acceptance Rate:


    Type of student Crescent School is looking for: We welcome boys from diverse backgrounds who are intellectually curious and eager to learn, and who enjoy a variety of activities outside of academics, such as arts, sports and other pursuits.

    Student Entry Points

    Student Type3456789101112
    Day Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size95
    *Canadian "Big 6" placements29
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University of Alberta or Dalhousie.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    What Crescent School says:

  • Crescent School offers a full range of high-calibre university counselling resources to help you and your son navigate each step of the university application process. Our graduates can be found in top universities in Canada, the United States and abroad.

  • Notable Alumni

    Alumnus Graduation Year Accomplishment
    Peter Aceto 1987 President and CEO of Tangerine Bank.
    Jason Beck 1989 Grammy-nominated pianist, producer and songwriter who performs as Chilly Gonzales
    Ming Wai Lau 1997 Hong Kong businessman and philanthropist
    Ted Livingston 2005 Founder and CEO of Kik Inc., a mobile communications platform with over 240 million users.
    Neil Lumsden 1971 Professional football player in the Canadian Football League

    Alumni Highlights

    • Crescent School's alumni mentoring programs are high-touch personal and professional growth opportunities. They connect our Grade 12s and recent graduates with alumni who can provide guidance about university programs, career possibilities and life choices.
    • Crescent School's Alumni Internship Program connects young Crescent alumni with employers who can offer meaningful summer employment opportunities.

    Stories & Testimonials


    Character in Action: Preparing our boys for the bigger world

    “No one can rescue him out there. He’s got to figure it out. That’s why this is so important.”

    I was sitting with a Crescent dad on a Saturday morning in a public school gym. Our varsity basketball team was playing in a regional tournament. It was a short drive from Bayview and Lawrence but it felt like a different city. “We’re not in Kansas anymore, Toto,” I thought as I followed the signs through the school hallways to the gym. The opposing team was warming up. They looked like men, bigger and tougher than our boys, and with a lot more facial hair. They went through their drills with a kind of easy swagger. 

    As the game progressed, the dad and I talked – about basketball obviously – but also about the school, about life after Crescent, and how effectively the School prepares our boys for that bigger world. His words have resonated for me ever since. They put in a nutshell the value of sport in developing character, especially at a school like ours.

    The dad told me about his concerns for his son: he's from an affluent family, with a nice house, all the toys and gadgets, cars, travel and leisure, going to an elite private school with small classes where it was easy to get individual attention, help with assignments, and even extensions when he didn’t get the work done. In this world, there was no problem that couldn’t be negotiated. He was well insulated from most of life’s ordinary challenges and deprivations. The father was acutely aware that the world in which he made a living did not work like that. Hence the high value that he placed on basketball as the vehicle for developing traits like discipline, tenacity, leadership, courage and respect.

    As I reflected afterward, this is not a new idea, and I was reminded of the Duke of Wellington’s (perhaps apocryphal) remark that the Battle of Waterloo was won on the playing fields of Eton. 

    But it’s not only on the playing fields, in the gym, or in the arena that these critical traits are learned at Crescent. Our robotics team facing the intense pressure of competition in front of thousands at the world championships, our musicians and actors finding the courage to stand and deliver onstage, our business and social science students at DECA and Model UN, our Outreach guys tutoring students from the Jane/Finch neighbourhood or working with a school in South Africa – they all learn essentially the same things. That’s why we refer to our co-curricular programs as Character-in-Action Programs. Through their involvement in these carefully aligned and purposefully run programs, boys begin to learn that a man of character is wise, principled, resilient and engaged. And they are inspired take at least their first few, faltering steps on that journey.

    - Colin Lowndes, Deputy Headmaster, Crescent School


    Kickball, Capture the Flag, and Character Moments

    It’s a warm spring day and Crescent’s Lower School boys are outside playing an energetic game of capture the flag. Boys are defending their territory while trying to cross opponent lines to capture the golden flag. Sounds like fun, doesn’t it?

    I love the role that physical education plays in developing character with our boys. Sure, you could just focus on how many times you were able to capture the opponent’s “flag” – but I stress to the boys there are more important lessons here. It is inevitable that the score will become lopsided, and this is where the real learning happens. The boys and I discuss how to react and deal with that type of win or that kind of disappointment. Often the blame game will come out where someone tries to justify why their team is not winning. These situations are what we call Character Moments.

    Just the other day, I had a very proud moment when a Grade 6 student spoke out after a kickball game got a little one-sided. We discussed the teams and we all agreed before the game that the teams were “fair.” I asked the boys, “is the score always an indicator of fair teams?” That’s when someone on the losing team took a risk and said “I think the teams were fair, but some of us just had a really good game and some of us didn’t play as well as we normally do.” He then went on to point out that it’s easier to blame a loss on whoever picked the teams, or some other reason. I couldn’t agree more. I told the boys that we should be able to shake hands with the other team and look forward to the next challenge regardless of the score.

    I enjoy discussing these kinds of moments with the boys. It’s an opportunity to explain what is really important: the relationships our boys are building with each other every single day, through the “successes” and the “failures” on the playing field. We all know that we can learn a lot from both experiences.

    - Jerry Hesse, Faculty Member, Crescent School


    Outreach: Transforming Lives and Building Character

    It is my personal belief that Outreach transforms lives, not only for the person who may receive our help, but also our own. At Crescent School we promise parents that we will help turn their sons into Men of Character. We do this through academics, artistic and athletic programs, and also through our strong emphasis on outreach.

    Each outreach activity provides our boys with time to engage with and reflect on the world around them. Creating opportunities for young men to get involved and reach beyond their comfort zones also creates opportunities for character building.

    For example, Grade 8 student Marcel says the Right to Play program at Driftwood Public School made him more understanding and empathetic. Marcel had recognized what he had in common with Imran, a Grade 1 student at Driftwood. Imran liked to disappear behind the classroom furniture. His teacher viewed Imran’s behaviour as disobedience. But Marcel remembered living behind the bookshelf himself at that age. All he wanted to do was escape into the pages of a good book. By being able to empathize, Marcel made a connection with Imran that adults did not. To see the joy on each boy’s face when they meet is one of the reasons outreach is so powerful. Imran will never forget the kindness that Marcel, his new “best friend,” has shown him. Marcel will always remember what he calls “his second chance at passing Grade 1.”

    Outreach also builds respect and compassion. Recently, all Grade 7 students visited the Holland Bloorview Kids Rehabilitation Centre. This hospital for children with physical disabilities and injuries also operates a full-time school. Our boys worked with the Holland Bloorview students in their therapy sessions and physical education classes, and took part in a disability workshop.

    Each boy was transformed by the experience. They were so happy bonding with their new friends that they didn’t notice – or perhaps just didn’t care – about the physical differences. I heard comments from our boys such as, “Wow, did you hear that little girl, Ms. Murray? She is so funny!” Not one mention of the little girl’s prosthetic legs. Our students left Holland Bloorview with a lot more understanding of people with disabilities. They discovered that they were all the same, despite the physical differences: they all wanted to win at wheelchair basketball or goof off while the teacher was talking.

    - Sheryl Murray, Faculty Member, Crescent School

    These are just two examples of outreach activities at Crescent. Whether it’s a food drive for the Daily Bread Food Bank, a bake sale to raise funds for earthquake victims, or weekly tutoring sessions at local public schools, the Crescent community is always getting involved. We do this because we want the boys to be confident in their ability to make a difference. We want our boys to ask questions and be understanding of different people and situations. We want them to break down barriers and eliminate fear. And we want our boys to learn how to adapt and be flexible, because life doesn’t always follow a scripted timetable the way it does here at school.

    Outreach activities give our boys the exposure necessary to understand the big wide world in which they live, providing some of the tools our boys need to become the Men of Character who will build a better tomorrow.


    Head Boy's Assembly Speech: Be Humble, Be Hungry

    The following speech was given by Head Boy Cooper Midroni at Crescent School's Opening Assembly on September 10, 2015.

    Mr. Fellin, members of the platform party, faculty, staff, and fellow students, I cannot be more excited to welcome you all to the 2015/2016 school year. In my three years at Crescent, now entering my fourth, I have seen three generations of Crescent leaders come and go. To now be wearing the blue blazer is not only a surreal experience, but it is an honour. My only hope is that I can share with you the excitement that myself and the grad class have about this upcoming year. It will be a year filled with energy and opportunity, and personally, I cannot wait to begin.

    Three years ago this may not have been the case. And by “may” I mean… it absolutely was not. I was nervous, scared, because I was entering a new school where I knew very little people. My first day was a flurry of places, directions, with hundreds of new names thrown my way, of which I remembered barely any. You can see how that would be a problem. This was a school with a grade size that tripled the grade I had just left. The size of this community, to me, was daunting. And yet when I came here, from the moment I walked through the door, I still felt that sense of community. It was that feeling of belonging that I believe Crescent imparts in every boy that left no doubt in my mind, Crescent was the school for me.

    And I see this feeling manifest itself, every day here, in so many ways. I see it in the way boys of all ages dive into the opportunities hosted by this school, by joining clubs and teams and councils. I see it in the brotherly way the older boys walk down the Lower School hallway. And I see it in the spirit of the Houses, how a single house point is worth its theoretical weight in gold. Often I think of how being a part of this community influences me, and I realize how Crescent not only motivates me, but attracts me.

    For those of us who may not have worked the custodial graveyard shift, you can often find me in the Latifi Commons at 6:30-7:00 am. To my peers, this is insane. That I would leave the comfort of my bed, the natural habitat of the teenager, to be at school? When they ask me why, I only have one response: That I enjoy being at school, that I come early to soak in all that makes this place so special. It is the people that make this great school what it is. The laughter in the hallways, the personalities behind names on the wall. And I come early to feel a part of that.

    For the grads, this year is also veiled in a certain sadness. Sadness that you can put the words “the last” in front of most things we do during this year. Coming from this place of hindsight and general worldly knowledge, there are a few messages I would like to impart to you all today.

    Make the most of our time at Crescent

    To the Lower School and Middle School I have one message, which I will share with you in the form of a quote from a classic song I came to appreciate at camp this year, The Circle Game.

    “We’re captive on the carousel of time. We can’t return we can only look behind from where we came. And go round and round and round in the circle game.”

    I ask of all the students in this room, that you make the most of your time here at Crescent. To the Lower and Middle School, I ask that you keep this notion in your heart as you journey through the ranks of school. Because it’s true. There is no going back, there is only reflecting on the times you’ve had and the times yet to come. I know you all will bring your energy and enthusiasm with you, changing Crescent for the better in your own time.

    To the Upper School, I want for all of you to recognize that now is your time. You all have it within you to make these final years count, leave an impact, have no regrets. Now is one of the best times in your lives to take chances. As Mr. Kovacs mentioned in his address to the Upper School, what I believe to be an incredibly powerful quote from Theodore Roosevelt, “there is no effort without error.” Take those risks and put in the work. The safe and comfortable environment of high school is your friend, and even if you fall, you have the Crescent community here to catch you.

    To the faculty and staff, understand that your impact on our lives goes much deeper than education. You are our role models, whose dedication to not only teaching us the curriculum, but life lessons, makes our time here truly rich. You will hear this many a time down the road, but thank you for all your efforts so far and all those to come.

    To those new to the Crescent community, students and staff alike, I have no doubt that you soon will feel the sense of community and belonging that I alluded to before. It is merely a matter of time.

    And finally, a message to the grads. My boys. As we round this final year to a point, I ask that you make every moment count. Like I said before, there will be many “lasts,” but I hope they will be accompanied by many “bests.” I cannot think of a better group of people to spend this final year with, nor more promising boys to become Men of Character by my side.

    Be humble, be hungry

    As a grad class, we have adopted the motto “Be humble, be hungry.” We want to challenge every member of the Crescent community to display their humility and their drive. This year should be a year of appreciation, for all that this school provides. We hope you will come to understand the position of privilege you are in. This should also be a year of ambition, where we adopt the willpower to endlessly pursue our goals. Through humility and hunger, we not only have the ability to succeed but to display the highest degree of character for which Crescent is known for. 

    As I said in the beginning, I could not be more excited to see and take part in the products of this school year. From all corners of Crescent life, athletics, the arts, robotics, and community service, I cannot wait to see your hunger for excellence and the humility with which you approach it. Please join me in making the most of this year, by putting our best selves out there, exemplifying both humility and hunger.

    Thank you all for listening and have a stellar school year.


    In the News


    March 11, 2016 - Crescent School's Wellbeing Initiative Supports Active Minds

    Crescent School's wellbeing initiative encourages good nutrition, sleep, exercise and mental outlooks that are essential for active minds. ...

    November 24, 2015 - David Grant is new Dean of Studies at Crescent School

    David Grant, Crescent School faculty member since 1992, appointed as new Dean of Studies ...

    November 24, 2015 - Crescent School launches its Strategic Plan 2015-2020

    Crescent School's new Strategic Plan 2015-2020 affirms Crescent's mission, Men of Character from Boys of Promise. ...


    • The Conference of Independent Schools of Ontario (CIS) Associations
    • Advanced Placement Canada (AP) Associations
    • International Boys Schools Coalition (IBSC) Associations

    Social Feeds


    Get more info

    Contact Name
    David Shaw

    Phone Number:
    click to view number

    logo Get more information on Crescent School     Request a package   Website