P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
1920
1972
310
806
8 to 12
JK to 12
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Traditional
Progressive
12 to 16
18
Learning, Behavioral
In-class adaptations
In-class adaptations
$3,400 to $11,550
$32,450
$23,100 to $53,550
Yes
Yes
30%
0%
8 to 12
None
$10,000
$0
62
54
87%
0%
90%
0%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Dec 01, 2023
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 12
No
No
information not available
“In the 50 years since its founding, The Country Day School has managed to retain its small-school, community feel while growing to offer students rich academic, artistic, outdoor, and athletic programs on a modern campus.”
“Nurturing academic excellence and challenging students are key priorities, but not at the expense of the whole child’s development.”
“Everyone wants to be successful, and our teachers push us to get to the next level, but all in a supportive atmosphere where the goal is to get us ready to be independent, motivated learners.”
Read The Our Kids Review of The Country Day School
The school began its life in 1920 as a convent school, though came into its own—and gained the present name—after Father Athol Murray arrived in 1927. Murray is one those great Canadians that we all should know more about. Charity was a guiding principle, and he believed that quality education was to be offered to all, if they wanted it, whether they could pay for it or not. Indeed, many students he admitted couldn’t, and he took them anyway. It was on that basis that he was invested into the Order of Canada.
Still, Murray is more remembered today due to his influence in regional and professional hockey. He once said, “I love God, Canada and hockey—not always in that order.” He built the Notre Dame Hounds into a force, and in time the program attracted students for that reason, many of who went on to professional careers. Olympic medalist Delaney Collins is an alum, as is Wendell Clark and of course many others. That said, there is far more to the school than hockey. The program is based in the Catholic tradition, and attention to values is a particular attraction, both for students who share that tradition as well as those who don’t. Character is important, too, and while we tend to look first at the hockey program, the list of notable alumni would be impressive even without the NHL players. The ideal student is one looking for a strong foundation for their careers at university and beyond.
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Building experience and leadership
Liz Diaz - Parent (Feb 03, 2018)
Balanced education which means his receives great education and many options to participate in other...
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"Parents are involved in the life of the school on many levels."
Jennifer Sanderson - Parent (Nov 02, 2021)
Both of our children went to The Country Day School from Kindergarten through to graduation. They ar...
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"The teaching staff at The Country Day School are top-notch!"
Jane Cathers - Parent (Nov 02, 2021)
My daughter started grade 9 at CDS last year and right from day one she was very impressed with CDS,...
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"Athol Murray College of Notre Dame is a private, independent, co-educational boarding high school, rooted in Catholic tradition and open to students of all faith backgrounds. Athol Murray College of Notre Dame is dedicated to the development of intellectual, social, emotional, spiritual and physical qualities of our students with a passion for lifelong learning. Through a balance of strong academic, athletic and spiritual growth in a safe and caring prairie environment, we prepare our students for life as leaders."
"Situated on a 100-acre campus just north of Toronto among the rolling hills of King Township, The Country Day School is a leading JK-12 co-ed independent school. Since 1972, the dynamic and friendly CDS community has been nurturing student talent and fulfilling promise. Our innovative approach to learning integrates leading-edge technology, sophisticated facilities and exceptional teaching. We offer a superior educational experience that is sensitive to each student's individual needs, enables learning and equips them for life. Emphasizing education with balance, CDS provides diverse opportunities in academics, athletics, and visual and performing arts. Plus, students of all ages also love to explore our sprawling campus for outdoor education activities. This is a place of possibilities where students unearth their passions and everyone feels known, supported and inspired. CDS is a school where each graduate can answer the biggest question of all: Who will you be? Learn more at www.cds.on.ca."
"Athol Murray College is more than just a school, it is a way of life. The College is located on 50 acres within the small rural Village of Wilcox, surrounded by endless skies and expansive views, with breath-taking sunsets and ocean like wheat fields. This physical location allows for our students to feel safe, secure and part of a local community. It provides an unique atmosphere free from the distractions, but still connected to the global world with our 21st Century Education Learning Plan."
"At CDS, we help students realize their brightest future, and equip them with the knowledge, abilities and perspectives they need to navigate their journey with empathy, fortitude and confidence.
We do this by offering an education with balance that includes outstanding academics & arts programs, excellent extra-curricular clubs and leadership opportunities (including a world-recognized Debating program), and expansive athletic offerings, all supported by our highly dedicated teachers."
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"Families will choose Notre Dame because of the proven success of our challenging academic, athletic and spiritually balanced lifestyle. Notre Dame develops leaders who are equipped with the emotional, physical, mental and social tools needed to become successful and contributing members within their own communities. The developmental growth within ND students is the most noticeably distinguished character commented on by our parents and guardians."
"Prospective parents either hear about CDS’s warm and friendly teachers via word of mouth or get a sense of its caring community firsthand hand while touring and find themselves imagining their students here.
As well, they consistently comment on how impressed they are by our confident and kind student ambassadors when visiting our school and want their children to be part of it. We actively work at creating an environment where kids can feel comfortable and happy in their learning and it shows."
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"One of the aspects of our school that is often overlooked is the convenience of all essential amenities located in one location. Our university style campus provides everything you need with no more long hours spent driving to location for sports or clubs. It's all right outside your doorway. We are not just a hockey school, we have 15 high school sports including ND Alumni competing professionally in football and rugby and a new Esports Athletic Program (Canada's 1st Prep-College Program)."
"While we consistently offer balance in a nurturing and supportive academic setting, we are also a university preparatory school with rigorous academic offerings that can challenge students on that playing field as well. There is an academic strength here that can challenge the mightiest of learners with a broad range of curriculum offerings and teachers who will help them soar."
"Families might find surprising that no other high school in the world has developed more elite junior, collegiate, USPORTS, NCAA, National, Olympic, NHL and professional hockey players than Notre Dame with over 215 NHL drafted players alone. ND graduates also receive more than twice as much in post-secondary scholarships and 50% more scholarships that the average Canadian high school. 80% of all students are on the Honour Roll with 100% graduation rate."
"There are probably lots of answers to this question, but the main one is how deeply rooted the sense of community is at CDS, starting with how well the teachers get to know each student. The expression Support, Know and Inspire is taken very seriously by every faculty member. Likewise, the more effort our students (and parents) make to become involved, the more rewarding their CDS journey will be. Amazing lunches in our Dining Hall, incredible facilities and a 100-acre campus also top the list!"
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What do I love most about The Country Day School? That’s a good question. It is the overwhelming sense of community I discovered the first time I visited.
Community still remains at the core of all that we do here at CDS. In 1971 a group of committed parents first conceived of the idea to start a co-ed private school in King and worked tirelessly to open our doors to 47 students just a year later. CDS has since grown to 810 students with offerings in JK-12 and beautifully situated in the original 100-acre country setting.
This is a place where your children can come be themselves and feel encouraged and supported in everything they do. Our tagline – Education with Balance – speaks to our balanced offerings of a wide range of individualized academics, athletics, arts and extra-curriculars that will cultivate a passion in every student and help them achieve a healthy balance. I encourage you to experience some wonderful examples of this by watching our Portrait of a Graduate videos.
Are you just starting your search for an independent school? Or are you well on your way to making a decision?
Whatever stage you are at in this important process, I invite you to explore our website and social media presence, and then attend an Open House or request a personal visit. Once you step onto our campus for a face-to-face visit, you will witness firsthand the feeling of community I talked about earlier.
Thank you for your interest, and we look forward to meeting you soon.
John Liggett,
Head of School
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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The academic program at Notre Dame is an integral part of the development of the complete Notre Dame Hound. Graduates from Notre Dame are regularly accepted at top universities in Canada, the United States and abroad. At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. A professional, highly educated and highly motivated academic faculty provides students with a unique learning experience. The creation of a positive classroom environment where students are challenged to think and speak for themselves contributes to the education of our students. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
At CDS we are mindful that as students enter the final stages of their educational journey with us, they will be confronted with very difficult life choices, not least of which are post-secondary destinations. We offer the Ontario Secondary School curriculum, as well as Advanced Placement courses. As students move through their Senior School years, the number and range of optional course offerings increase to reflect greater levels of independence and choice, so that by their final year students have more than 20 optional courses from which to choose. Our Senior School staff is committed to a yearly academic renewal process in which new courses are vetted for consideration to ensure students have the opportunity to fully engage their interests and cultivate the skills necessary for future success.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Visual Arts
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Technology is an integral part of learning at Athol Murray College of Notre Dame. we strive to use modern teaching approaches that use technology to enhance student learning, facilitate collaboration, and make creating and communicating e ective and easy. we work closely with students to develop their technology skills and to promote the responsible use of technology and social media tools. Notre Dame also provide families back home an online portal to be able to access student grades, school calendars and collaborate with the Notre Dame Community from anywhere in the world. Every student is issued a tablet that can be utilized from anywhere on our wireless campus. for students frequently traveling o campus, it is easy to stay organized, access coursework and connect with teachers and classmates.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
A successful kindergarten program encourages curiosity and imagination. Our full-day developmental program provides our students with a balance between academically appropriate activities covering math, language, science and social studies, and fosters a sense of mutual respect, responsibility and a positive attitude toward learning.
Standard-enriched
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.
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.
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”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
We really work at making sure that students meet their potential and go on to thrive from there. In the Senior School, we require students have a 70% average to promote them, but also take into account if they've had struggles in their home lives or whether there are other relevant factors. Our teachers and courses do provide academic rigour because we are a university preparatory school, but we are not a pressure-cooker school. We want students to be successful, but we also want them to be well and happy in that success.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our aim is the growth of individuals with deeply rooted personal values, who are ready to take responsibility for their own lives and to serve the true needs of our society in Canada and the world. This aim is achieved through the College's program of studies and of spiritual, cultural and social activities, with a special emphasis on athletics. It is also reached through the experience of community life in the College, a life involving both cooperation and competition in the context of the prairie village of Wilcox.
CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centered. At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning and ensures success.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
8 - 12
30%
0%
$10,000
$0
90%
0%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Dec 01, 2023
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 7 - 9
No
No
No
No
The Notre Dame Man & Woman The world today is looking for men and women, Who are not for sale Who are honest, sound from centre to circumference, true to the heart's core With consciences as steady as the needle to the pole Who will stand for the right if the heavens totter and the earth reels Who can tell the truth and look the world right in the eye Who neither brag nor run Who neither flag or flinch Who can have courage without shouting it In whom the courage of everlasting life runs still, deep and strong Who know their message and tell it Who know their place and fill it Who know their business and attend to it Who will not lie, shirk or dodge Who are not too lazy to work, nor too proud to be poor Who are willing to eat what they have earned and wear what they have paid for Who are not ashamed to say "No" with emphasis God is looking for them. He wants those who can unite together around a common faith - who can join hands in a common task - and who have come to the kingdom for such a time as this. God give us such as them. Not only will they be better prepared to fulfil their duties as a citizen, they should make a better friend, a better husband, a better father, a better wife, because free people do. They will, in short, be better prepared to live, and when their hour comes, they will know better how to die because free people do. – Athol Murray
The Country Day School recruits students who have the desire and potential to engage in their studies and embrace all facets of school life. A balanced education includes academics, athletics, the arts, service and opportunities to learn otuside of the classroom. The admission process identifies students who will thrive in the CDS environment so that we will continue to meet our objective of developing students who are confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware.
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