The determination of the academic structure of the Saconay campus is perhaps the most significant decision the Board of Governors will need to take in the current year. For this decision carries with it consequences that, once in effect, cannot easily be undone. It is for this reason that members of the Administrative Council have chosen to present two alternative proposals for the consideration of the Education Committee. Monsieur Streuli has agreed to summarize proposal #1, the establishment of a terminal campus, hosting exclusively students in their final three years who are preparing IB, Maturité, and Bac exams. I have presented below the case (proposition #2) for a comprehensive program, admitting grades 1-13. The two propositions are illustrative of a broad spectrum of opinion on the subject—a diversity of viewpoint that will no doubt find its echo in the broader ISG community.

The arguments in favor of a full-service campus, spanning grades 1-13, fit more or less neatly into four broad categories: pedagogy, administration, atmosphere, and parental interest. They will each be considered in turn.

1. ISG prides itself on a pedagogy which is both coherent and innovative. But sheer size and vested interests make it very difficult to introduce changes of consequence without upsetting a very fragile social balance. The new campus offers an opportunity to put into practice principles and programs that would occur only very slowly or not at all on existing campuses. All age groups should benefit from this opportunity. In particular, it will be possible to re-design our dual language program in such a way as to retain our commitment to bilingualism without diluting the pool of francophone students on existing campuses.

2. By separating IB instruction from the lower grades we force our teachers

to choose between introductory and advanced instruction. Inevitably

teachers possessing the deepest knowledge and the greatest love of their

subject matter will opt for the terminal campus. This will result in a

degradation of teaching quality for grades nine and ten. Currently

teachers teach the full spectrum within the senior schools.

3. The developmental continuum, which is a feature of cognitive growth,

1. One can anticipate a human resources nightmare in determining which

faculty members will become pure IB teachers and which would become

middle years teachers. Negotiations would need to take place with the unions over criteria.

2. Assuming that senior school facilities can be easily converted to middle

1. Both LGB and La Chataigneraie have comprehensive school traditions

and atmosphere. This atmosphere presupposes the co-mingling of very young and older children. The disappearance of the older students will create a wholly new atmosphere, one inherently less complex, less rich.

2. The new campus with sparkling facilities and only senior students would

would inevitably become the elite camp, thus creating a constellation of "haves" and "have nots" within the Foundation.

3. The alumni, whose loyalty we seek to solicit would no longer be able to

1. Many parents would be obliged to ferry students to multiple campuses,

who are currently not obliged to do so.

2. Those who have made housing choices based on school location will find

themselves with long commutes.

3. There is a perceived need for a special education program. A comprehensive campus would make this possible.