A Magazine of the Priory · Issue #46
· March/April 2010
Get on Board! This years Auction promises a wonderful evening of decadent fun and a treasure chest of items. Sail with the ‘SS Priory’ on a cruise to Paradise Island.
TOC TA B L E O F C O N T E N T S
Priory School Celebrating 52 Years of Benedictine Education In This Issue Winter at a Glance. Pages 2-3 Auction: Island Ports of Call. Pages 4-7 Fund-a-Need. Letter from John Baldwin. Page 8 Alumni Profile: Liam Thompson. Page 9 Alumni Class Notes. Pages 10-13 PAC Anniversary. Pages 14-18 New Middle School vision. Pages 19-21 Campus Mom. Pages 22-23 Faculty Profile: The Socratic Mr. Olcott. Page 24 Monastery News. Page 25
Board of Directors Abbott Matthew Leavy, OSB Father Mark Cooper, OSB Brother Edward Englund, OSB Father Martin Mager, OSB Father William Sullivan, OSB
Board of Trustees Janet Brownstone Peter Campagna Lisa Carlos Monica Corman Hugh Cornish Wayne Davison Kathy Feldman Chris Galli ‘84 Hilary Giles George Hohnsbeen Father Eric Hollas, OSB David Jim ‘74 Peter Kasenchak Indu Khanna Rick Magnuson Bud McElroy ‘83 Cecilia Montalvo Father Tom Moran Jami Nachtsheim Father Maurus Nemeth, OSB Dale Pfau Hank Plain Patti Plummer Ray Rothrock Kari Rust Ken Tehaney ‘66 Paul Titterton ‘82 Dan Turner Lisa Wan Mark Wilson Andrea Zulberti
Priorities magazine is published in March/ April, June/July, and November/December by Woodside Priory School for its alumni, parents, students, neighbors and friends. Contact the Communications Office at 650-851-6193 or the school at 650-851-8221. Editor: Sean Mclain Brown Contributing Writers: Fr. Martin and Thea Sullivan, Design/Production: Jim Kirkland, Copperline Multimedia Photos: Sean Mclain Brown, Father Martin, Jim Kirkland, Priory Parents Printing: Communications on the Mark, Mark W. Allen
Chapel Services
Masses at 7:15 a.m. Monday-Saturday 9:30 a.m. Sunday 11:00 a.m. Sunday Hungarian service 8 p.m. third Friday (Taize) ecumenical service All are welcome.
B
FROM THE HEAD OF SCHOOL
Dear Priory Community, By the time you receive this issue, we will have started the final quarter of this school year; the rain will begin to dwindle, our high school play will be a memory, our spring sports will be in full swing (high school baseball is back) and our spectacular annual auction will be drawing near. The flow of every school year is a bit different, and that makes for the excitement that working in a school environment brings to students and teachers alike. No two weeks are alike. Every day there are activities and events that remind us the Priory is truly a specal place. We are eye to eye with students on a daily basis and as we laugh and smile or furrow our brows at some of their antics, we are reminded what a pleasure it is to be such an intimate part of a young person’s developmental years. While those in the teaching profession don’t always make a lot of money, they do make students wonder, question, analyze, criticize, write, and read. In the long run, teachers make a difference. Our faculty had the opportunity at the end of February to attend the annual conference of the National Association of Independent Schools in San Francisco with over 4,000 educators from around the country. Our faculty visited workshops and listened to some of the cutting-edge thinkers in education share their expertise about working with young people. The experience was a reflective one on the eternal and inspiring impact secondary education provides for teenagers as they transition through the “wonder years.” The highlight of the day was listening to the Priory’s Chamber Choir as part of a combined high school group, sing to the entire assembly. Our students made up about 2/3 of the choir and their performance was outstanding. We were all so proud of them, their smiling faces and professional poise a tribute to the Priory performing arts program. There are three articles in this issue that are very worthwhile. The first is a look at our Performing Arts Center at age three. Our three-building complex has added so much to our community and benefited the entire school in so many ways. It has far exceeded our expectations and provided us with a state of the art auditorium and space for all the performing arts. I think you will enjoy it and wonder how we got along without this facility for so many years. The second article takes a look at our Academic Resource Center (ARC) at age five. The ARC provides specific academic help and assistance for all our students and, in this age of overstressed students, provides a haven from the ever-increasing academic demands. Finally, there is an article on the vision for our Middle School. Take some time and read about the exciting plans for its relocation on campus and the creation of a developmentally appropriate space and curriculum for those in grades 6 through 8. Last week we paused for a few minutes in our weekly Chapel service to remember Father Egon on the 2nd anniversary of his death. Once again, we were all reminded of what a debt of gratitude we owe to him and the other Founders for their vision and commitment. Since those first days, the Priory has focused on preparing our students academically, spiritually, and personally for a “world in need of their gifts.” While the number of monks has declined, our dedicated lay faculty and staff continue to model the Benedictine educational philosophy of teaching and educating the whole person while following the words of The Rule – Listen ...with the ear of your heart. The Priory is able to maintain its high standards and success only through your constant support and belief in the school at 302 Portola Road. For that we are grateful, pray that it continues, and strive to be good stewards of those resources you share with us. May your life always be balanced with Ora et Labora,
Tim Molak, Head of School
“The flow of every school year is a bit different and that makes for the excitement that working in a school environment brings to students and teachers alike.“
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AT A
WINTER Right: Seniors workshopped with faculty from Stanford’s Design School to learn how to design a project from start to finish. Dean of Students Scott Parker said this would help seniors better design and execute their senior projects.
Above: A student shows Priory Pride by decorating his shoes with the Priory logo
Below: The Priory Choir performed in front of an audience of 4,000 at the National Association of Independent Schools and received a standing ovation.
Right: 6’5 Levente Juhos, WBAL 1st team All-League dunks on an unsuspecting Knights player.
Above: Adriana Cortez, WBAL 1st Team All-League outmanuevers a Sacred Heart player.
Left: Middle School students get together for the annual 3-on-3 Basketball tournament.
GLANCE
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All League Winter 2010 Basketball Honorable Mention – Alex Peyser, Keaton Carano 1st Team – Levente Juhos
Boys Soccer
Above: Students learn what leadership is all about at the annual student Leadership retreat.
Above: Dormers show of their fashion sense for the annual Dorm Olympics
Honorable Mention – Alex Brugger 2nd Team – John Kim, Tommy Shields, Evan Finney 1st Team – Guillermo Talancon, Evan Filipczyk
Girls Soccer
Below: Students honored Father Pius for his years of service to the Priory community.
Above: Dormers have fun in the snow at the annual ski week during winter break.
Honorable Mention – Alex Schnabel, Melissa Perna 2nd Team – Adriana Cortes, Lauren Allen 1st Team – Molly Simpson, Darah Shields, Massiel Castellanos Below: The Priory’s 6th & 9th grades transformed Dr. Owens’ Room 2 into Santa’s Workshop.Over 150 Christmas stockings were decorated and stocking stuffers added. Families at Glide Memorial in SF were the recipients of much hard work and generosity by grades 6 & 9 for Christmas 2009.
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Island RY PR IO S S
5
ports of
CALL WELCOME ABOARD
the SS Priory
The Auction Crew is swabbing the deck, prepping the Galley, and stocking the Ship’s Store to make your cruise aboard the SS Priory smooth sailing.
Sail Away to the Cabana Hotel in Palo Alto on
May 8th, 2010. You do not want to miss the Priory event of the year, Island Ports of Call.
ALL HANDS ON DECK! ANNOUNCING OUR NEW CHECK OUT PROCEDURE This year we are making dramatic changes in the Auction check out procedure. In the Benedictine Spirit of Community, there has been a collective decision to simplify the process so that the evening is “hassle free” and allows everyone to have a wonderful time. The Priory Staff and Auction Volunteers thank you in advance for your support with these changes. • We will no longer be creating invoices or taking payment the night of the event. • After the silent auction closes at 7:30pm, the winning bidders will be determined. From 8:30pm until 10:00pm, the silent auction area will reopen. If you like, you may take this opportunity to see if you have been a winning bidder. You may also, with a signature verifying you are the winning bidder, take your item with you back to your table. The opportunity to pick up the item(s) you have won will close promptly at 10:00pm. *Items not picked up at the auction, as well as all gift certificates and coupons, will be available for pick up in the PAC Wednesday May 12th - Friday May 14th. Please have your credit card or check book ready at time of pick up. Please be aware that there is a fee to the Priory for using credit cards, so payment by check is preferred. • If you have taken your item home with you the night of the auction, your invoice will arrive to you by Friday May 21st. Again, please be aware that there is a fee to the Priory for using credit cards, so payment by check is preferred. Thank you so much. We look forward to everyone coming on the cruise! We promise it will be a fantastic evening, as we celebrate the close of another special year at The Priory.
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VOLUNTEER OPPORTUNTIES • Be a Lifesaver and come help us set up. Itʼs a party all by itself. • Weʼll need swabbies to work under the Stewardship of our Silent Auction Chair, Kerry Perez and Decorations Chair Lisa Wan.. Help transport items, decorate and organize the silent auction area, and put the finishing touches on the tables and centerpieces. • During the live auction we will need spotters to assist Captain Molak lock in the winning bidders. • Canʼt make the 5:30 Embarkation, but still want to help that night? Kerry Perez will be looking for crew to assist in wrapping up the Silent Auction; a much easier job with our new improved Check Out Procedures. • Last but not least, as the ship sails into the sunset, weʼll need a few stout and sturdy hands to help with clean up. No drunken sailors allowed.
FATHER MARTIN’S CLOCK What can I say about this timeless treasure? It sure looks great in my entryway! Father Martin. Is a true craftsman.
to Michael Graves
A FEW MORE HELPFUL TIPS FROM YOUR CRUISE DIRECTORS… • What to wear? Whether dressed for a balmy evening stroll on the beach or a Black Tie dinner at the Captainʼs table, it all works. • Anchors Away and throw caution to the wind – Come Early! Bid Often! Stay Late! • Review your catalog and check your calendar. Some dates for some auction events are already set. Fill out your shopping list from the catalog and bring it along. • Take a moment upon arrival and let our Shipʼs Photographer take your photo with the Captain. A once in a lifetime opportunity. • If you have to miss the cruise, assign another passenger who is sailing with us to have them bid on your behalf. • “A full ship is a happy ship” so RSVP right away. You wonʼt want to miss a moment.
HEARST CASTLE Feeling like a King and Queen on this holiday weekend at Hearst Castle. This is more magical than the North Pole.
to Santa Claus
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VIRGINIA TAYLOR’S BEACH HOUSE Soooo happy I won this Live Auction item. Virginia Taylor is the perfect hostess and the best cook EVER! Her beach house is to die for!
to Rachel Ray
BIKE Y’S E r s? V HO ool is thi ade by ou c m uy w g d o H han k. This e l c y r A bic ovey Cla Itʼs such ! H own erything pper in v n ho e s uctio e! (c doe t rid actual a e e w as not re is .) pictu t similar bu e k i b
BLIMP A Once-in-a-Lifetime Opportunity!! The views of San Francisco Bay are AMAZING! I canʼt believe we got to ride in a blimp!!
to
to Richard Branson
HEALDSBURG What a special place! A private tour of Ridge Winery and now basking in the beauty, poolside of this beautiful Healdsburg ranch. Wish you were here!
rong
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eA Lanc
to Robert Mondavi
8 FROM DEVELOPMENT
A
Dear Friends of the Priory, Ahoy, mates! I hope everyone has booked passage for this year’s trip on the S.S. Priory, due to embark on May 8th. Our cruise directors, Jill Caskey and Patty Turnquist, assure me that a good time will be had by all. The Priory faculty and staff are looking forward to a great evening, especially the main event – the live auction to be conducted by the irrepressible Captain Tim Molak. I understand the available items are more spectacular than ever and, rumor has it, that the bidding process is expected to be fiercely competitive! As you all know, the Auction proceeds go to unrestricted annual support and directly benefit each and every student at the Priory. And three items in particular, as part of the annual Fund-A-Need, will have a truly significant impact for both students and faculty.
“The Priory faculty and staff are looking forward to a great evening, especially the main event – the live auction to be conducted by the irrepressible Captain Tim Molak. “
The Fund-A-Need items for this year are: • Faculty Compensation/Professional Development • The ACCESS Program (financial aid) • Co-curricular Support: Performing Arts and Athletics I am pleased to announce that, to date, extremely generous supporters have offered $70,000 in challenge grants for Fund-A-Need. Every dollar bid for these items at the Auction will be matched one-to-one! I hope all of you will take advantage of this wonderful opportunity to double the support for these very important programs. Looking forward to seeing everyone onboard. Bon voyage,
John Baldwin Director of Development
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Priory
Style
by Liam Thompson ‘09
My arrival at college was very different compared to your average stu-
dent. During the winter of my senior year at Woodside Priory, I applied for a Naval Reserve Officer Training Corps Marine Option scholarship. While I had a pretty good idea of what I was getting into, nothing could have prepared me for the day I stepped off the bus at Newport Naval Station for Freshman Orientation Training. What you’ve seen in the movies about the stereotypical screaming drill instructor is true, but this was not a movie. I got off the bus and ran through a gauntlet of drill instructors yelling at me. I knew then that my journey to become a Marine Corps Officer was not going to be easy. As an ROTC student, I have one foot in the civilian world and one in the military. For a large part of my time in college, I’m just your everyday run-of-the-mill college student. I go to classes, do homework, live in dorms and eat at the dining hall with everyone else. However, unlike your average college student, I’m training to become a leader for a force that has served the United States for 235 years. I will eventually be responsible for accomplishing difficult and potentially dangerous missions while looking out for the welfare, and indeed the lives, of Marines and the United States. My experience at Woodside Priory strengthened my commitment to serve. Sometimes students think that the Priory exists in a kind of bubble, but the Priory mantra that students should “serve a world in need of their gifts” has stuck with me. Many of the lessons I learned at the Priory, including the need to serve the world and be a part of something larger than myself, are serving me well in college. Many of the chapel talks and community service activities that we participated in revealed that the outside world is very much in need of dedicated individuals willing to commit themselves to serving others. For me, this strengthened my decision to join the military. I feel that serving the military is the best way for me too give back to America and to all those people, including the teachers and staff who help to make Priory such a special place. We are all called to serve each other and make a difference in the world and I’m thankful that the Priory is a place that continues to help students discover and develop their passions.
CLASS
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ALUMNI Note: Class Agents’ names appear at
REUNION YEARS: 1965, 1970, 1975, 1980, 1985, 1990, 1995, 2000, 2005
year. If your year is not represented,
1965
the beginning of each Reunion class
or if you would like to become a Class
Agent, please contact the Alumni Office at alumni@prioryca.org or (650) 8516146. And don’t forget to check out
Woodside Priory Alumni Association
on Facebook for additional photos and updates!
45th Reunion Year
1970
40th Reunion Year
1975
35th Reunion Year
1980
30th Reunion Year
1981
Pepe Iturralde just went back to school...Ken Hill Motorcycle Racing School. “I’m not planning on racing; it’s just really to learn to ride a bike.”
1982 Alumni Events 2010 Alumni Reception McCovey’s Resturant · Walnut Creek, CA April 13, 2010 Alumni Reception MarketBar · San Francisco, CA April 20, 2010 Priory Auction Palo Alto, CA May 8, 2010 Reunion Weekend 2010 September 10-12
Jim Dugoni began his duties as Associate Director of Athletics for Development at University of the Pacific on October 19, 2009, after spending the previous three-and-a-half years overseeing annual giving for the entire University as Director of the Pacific Fund. In his 14th year at the University, Dugoni’s current role with Pacific Athletics includes major gifts fundraising as well as securing annual contributions through the Pacific Tigers Athletics Association (PTAA). He has also been an active in his local community as he is President-Elect for the North Stockton Rotary Club and Secretary for the Library & Literacy Foundation for San Joaquin County. Jim and his wife, Lisa, a Speech-Language Pathologist, have two sons: Tyler (17) and Jack (14).
1985
25th Reunion Year Class agent: Dan Begin
1986
Larry Sullivan moved back to China to work and write scripts. In March, he finished his second Ironman China, in Haikou, Hainan - 106 degree heat, 20mph winds, 100% humidity. But, he finished when there was 27% drop out rate.
NOTES 11
1990
20th Reunion Year
Class agent: Ryan Lugbauer
1991
Salvador GarcĂa-Atance recently moved to a new house in Madrid, Spain and in April, his wife Carla will give birth to their third child; the first two are Olivia and Salvador. He is currently training for the NYC marathon in November. Helmut Mees and his father, Dieter, are now the owners of the gas station and repair shop formerly owned by Ron Ramies on the corner of Alpine and Portola Road.
1995
15th Reunion Year
1997
Brianne Baker stopped by with her mom, Rochelle, to visit The Priory and favorite faculty and staff, Paul Trudelle and Camille Yost. Geoff Welliver is releasing his first full-length album with MalLabel Music in April of 2010, and is supporting the album with a US tour. Stops will include San Francisco, Austin, Miami, Portland, and Denver.
1998
If you have seen a recent Air Force commercial on T.V. and someone on it looked very familiar... it is, indeed, Doug Kirkland. The commercial was shot at Vandenberg AFB where Doug is now stationed. Bernadette Austin-Bower and Michael Bower welcomed their first child, Zenaida Rosemary Bower, into this world on Saturday, March 13 at 6:29 pm.
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1999
Tom Alexander sold the company he was at most recently, Dedicated Media, and formed his first start-up. It’s called PK4 Media and is an online ad network that is based in Los Angeles, CA. Julie Kimball came to visit The Priory and her mom, Gail, in January. Pictured: Gail, Julie and Al Zappelli. Joan Lando is currently in her 2nd semester of graduate school at Dominican University in San Rafael. She was recently inducted into the Psi Chi National Honor Society for Psychology and working on her masters in Counseling-Psychology, to become a licensed Marriage and Family Therapist. She will be starting her fieldwork in the Fall.
2000
10th Reunion Year
Class agents: Emily (Cohen) Chapman, Alexandra DeMartini and David White
2001
Diego Avalos visited the Priory in February to catch up with some of his favorite teachers. Pictured: Diego and Todd Turner Kendal Holland is engaged to Graham Brown. They will be getting married on August 6, 2010 at Fallen Leaf Lake.
2004
Elizabeth Janz, a marine biologist, recently came back from Maui and took some great underwater pictures of Megaptera novaeangliae (Humpback whales mother and calf). Pictured: Elizabeth with her brother and dad (right to left) scuba diving with a Pacific green sea turtle.
2005
5th Reunion Year
Class agents: Jocelyn Gamburd and Olin Montalvo Laura Trudelle is teaching Geometry in Costa Rica until June.
2006
Ben Pekarek and Tori Patton, who are both graduating from USD this year, came to visit the Priory in March. Pictured: Ben and Tori with Alumni Coordinator, Casey Wynn.
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2007
Chrissa Trudelle qualified for the finals with a Personal Record of 10:30 in the 3000m March 5, at the Indoor Track NAIS Nationals meet in Tennessee. Mark Simon is a junior at Tufts University majoring in Quantitative Economics and Environmental Studies. He is studying abroad at the School for Field Studies, sponsored by Boston University. He is studying Wildlife Management in the Tarangire-Manyara Ecosystem of Northern Tanzania for 6 weeks Feb-March and then moving to Southern Kenya for the ensuing 7 weeks to study the Amboseli ecosystem. During his stay in Tanzania, he visited the following National Parks: Lake Manyara, Tarangire, Ugorongoro Crater and Serengeti. In Kenya, he will be visiting Amboseli and Tsavo National Park. Other highlights of the program are a homestay with a Maasai family and many other interactions with the local communities. Pictured: Mark standing next to the Ugorongoro Crater.
2008
Greg Somogyi, who plays basketball for UCSB, broke a school record with eight blocked shots in a game in February. Then in March, UCSB (20-9) defeated Long Beach State in the Big West Tournament title game to earn its first NCAA Tournament bid since 2002. The team then headed to Milwaukee to face the 2nd seeded Ohio State Buckeyes in the first round. Liam Thompson is all smiles while he is catching up with Tim Molak and Sean Mclain Brown in January.
2009
Congrats to Claire Dennis who made the 2010 U.S. Sailing Team! Laurel Detkin visited former teachers and staff at the Priory in January.
2006-2009
Home For the Holidays: December 2009 in Father Christopher Room.
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Build It and
They Will Come The Performing Arts Center Celebrates its Third Anniversary by Thea Sullivan
It is 7:30 on a chilly Thursday morning. Campus is quiet;
classes won’t begin for another hour. But outside the choral music room, there is a small mountain of student backpacks. Inside, the room is filled to capacity with high school students, and they are all looking awake and intent, and singing beautifully. This is the Priory’s Concert Choir, led by energetic and passionate choral teacher Tina Paulson, who recently brought a smaller choral group in front of an audience of 4,000 at the National Association of Independent Schools and received a standing ovation. “When I started four years ago,” she says, “Concert Choir had forty, forty-five kids. When it got to sixty, I thought, ‘This is awesome! It’s not going to get any bigger than this.’”
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Assistant Head of School Brian Schlaak shakes his head in amazement. “Seventy kids! We only have two hundred and fifty kids in the whole high school, and seventy of them are in Concert Choir!” Father Martin notes, ”You see the captain of the football team, a senior quarterback, right there, as prominent as anyone, singing away. You’d never have gotten that before.” The booming concert choir is just one of the many ways the performing arts have blossomed at Priory since the opening of the Performing Arts Center in 2007. Made possible by the Golden Jubilee Campaign, the PAC’s opening was timed to coincide with Priory’s 50th anniversary. The ambitious three-building project, which provided Priory with the 400seat Rothrock Performance Hall, a Black Box theater, and state-of-the-art
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choral and instrumental classrooms, not only transformed the look of Priory’s entrance. It may have changed Priory’s identity as a school. “There’s a greater buzz now around the performing arts,” explains Director of Performing Arts/Drama teacher John Sugden. “There are more kids that are interested in showing up at extremely early hours for orchestra and choir. On the theater side, we have more kids coming out for shows than we’ve ever had before. There’s been a very big shift.” Priory alum Nathaniel Rothrock, class of ‘08, says, “It’s great to see the theater and music departments getting the boost they’ve needed for so long. It seems that Priory is finally starting to be known as a school for performers.” Before the Performing Arts Center existed, music and drama happened in the former assembly hall, now the library. Though the programs didn’t lack for enthusiasm or rigor, there were some drawbacks. The theater space was small, making elaborate staging impossible. Sets had to be put up and torn down quickly, which meant long nights for students, parents, and staff volunteers. “We’d get done around one o-clock, one-thirty, two o-clock in the morning,” remembers Father Martin. “And, oh, it would get so hot and stuffy. People were just sweating away.” A lack of soundproofing was also a problem. “The music room and theater room were separated by a thin hollow-core door,” explains John Sugden, “so there was sound-bleed like you would not even imagine.” According to Tom Carter, former Priory Drama teacher, “In the Drama room it sounded something like this: “But soft [crash, squeal, blaaaaaaaaaaat, shrIEEEEk], what light through yonder window breaks?” [thumpathumpathump, PHWOOONK!]. And in the music room, it was: “Amazing grace [“Stella! Bippitybippitybop! It is the East…”], how sweet [WHOOOOOOOOOOOOOOAAA!”]
the sound [“WOOF!WOOF! HISS! GENERAL UPROAR!”].” Despite these inconveniences, students mounted ambitious productions in the old space, including “Into the Woods” and “Les Miserables”—“I wanted to prove we could do it without a turntable,” John Sugden says proudly—and learned valuable lessons about transporting the audience without fancy staging. “There was a magic up there as to what we could do with spit, duct tape and baling wire,” says Sugden. “There’s a magic down here as to what we can do with world-class facilities.” To call the new performing arts facilities world-class is no exaggeration. The Rothrock Performance Hall features retractable seating, an orchestra pit, state of the art lighting and sound capabilities, and exceptional acoustics. It boasts a beautiful lobby that doubles as a gallery space, dressing rooms and bathrooms for performers. and even a green room with a flat screen TV so those waiting to go on can watch the performance in progress. The Verhalen Black Box theater, which serves as both the Drama classroom and a flexible performance space, has its own high-tech lighting and sound systems. “The design is brilliant!” John Sugden says. “The floor in the Black Box is exactly the same size as the floor of the stage. So we can rehearse and know it will transfer in real time and space.” Unlike the simple tech tools of the past—“a wrench and a chopsaw,” according to Sugden—an all-new set shop has plenty of power tools and roll-up doors that access both performance spaces, allowing a two-story set to easily transfer each way. Keith Drotar, who teaches the Theater Tech class and runs the tech department, enjoys watching Priory students get a hands-on experience with the techniques to create theater. Because of the space and tools they have at their disposal, he says, “they’re actually getting to taste what theater is—as opposed to cardboard sets or video backgrounds. They’re going to walk out of here and eventually they’re going to figure out, ‘Wow, we were doing real theater!’ That’s exciting.” The two new music classrooms are equally well equipped, with
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excellent acoustics, practice rooms, a full inventory of new instruments, and ample file space for a growing music library. A MIDI Lab—that stands for Musical Instrument Digital Interface— allows students to listen to, compose, and arrange music, as well as offering some exciting tools for teachers. “In this room,” says Tina Paulson, “I have the ability to record my choir and play it back for them so they can have instant feedback on how they sound. I create rehearsal tracks for my students and post them on Moodle so they can sing along with the computer at home.” Unlike the old facilities, all the new spaces can be used simultaneously without a noise problem. Instrumental Music teacher Eileen Dimminger explains, “Because the buildings are sound proof, we can have a choir practicing in one room, students using the MIDI lab, students practicing in the practice rooms and me running an orchestra, all at the same time.” The new facilities inject an exciting sense of professionalism into the performing arts at Priory. John Sugden says, “Now when I’m working scenes with kids, it’s really easy to give them the experience of theater lights, give them the experience of pulling props and pulling costumes specific to their characters. We can go over to the large space and get the sense of how your voice needs to pitch in order to carry in a 400-seat theater versus a more intimate space like the Black Box.” The set shop has contributed greatly. “When we did Midsummer Night’s Dream,” says Sugden, “it was a set with three levels. There was a forty-foot high tree that Oberon and Puck could appear at the top of, a working cave, a sloped hill. It gave the actors so many options, and the tech kids so many challenges to put together. Because we have these facilities now, we can really give kids a collegiate-to-professional experience.” Getting to practice and perform in such beautiful, up-to-date spaces, Tina Paulson says, “gives students a sense of pride and a sense
of professionalism. It makes them bump it up that much more. The expectation is, we’ve done this for you, so give us your best. Give us your very best on a daily basis.” The journey to the current performing arts center was a long one, beginning over ten years ago. Father Martin remembers, “A number of us were saying, we really need to do something better than what we’ve got now. At the end of every play we’d say, “You know, guess what we need, but anyway…” We’d make all sorts of little subtle suggestions about what might be nice in the future. It was something a lot of us were on board with, but we didn’t know we could afford it.” Head of School Tim Molak was an early proponent—“He was the sparkplug,” says Father Martin—as was Ray Rothrock, who joined the Board of Trustees in 1999. At that time, Rothrock says, “There was a seed of an idea to build a new auditorium. I remember walking the campus with Tim Molak and hearing his vision for the school. It was very inspiring.” Next came brainstorming meetings with then- Chair Wayne Davison, Brother Edward, Tim Molak, and the performing arts faculty. Brother Edward remembers those meetings well. “We sat around the table and dreamed. When we came out of those meetings, they thought we were crazy. Well, sometimes that’s what visioning takes. It means taking risks.” Tom Carter provided input as to what an ideal performing arts center would look like. “I had a little computer drafting program that I used to create a ground plan,” he says, “and that became a template of sorts for future discussions.” Before long, a $15 million capital campaign was launched—incorporating other building and improvement projects, but with the PAC as its centerpiece—and an architect was found, MKThink of San Francisco. The years that followed involved fundraising, town meetings, design revisions, higher projected costs, and more fundraising. The whole Priory community got involved, including major contributors of time and treasure Ray and Meredith Rothrock,
18 Wayne & Cindy Davison, Rick and Amy Magnuson, John Kriewall and Betsy Haehl, Andy Verhalen and Janet Brownstone, and Hank and Lisa Plain, among others. “It was great to see the Priory community be so generous,” says Magnuson. The fundraising was a community effort, and so was the planning. Says Brother Edward, “Those three buildings are not what we thought, when we started. We thought: one. But look at it now! That was being open to what people in town had to say. Dialogue, communication, that’s part of Benedictine stability.” The process was collaborative throughout, says Tom Carter. “Even when people had vehemently contrasting opinions, we found a way to work it out.” The Benedictine values came through in the design as well. Architect Steve Kelley noted how the value of community manifested in the plan for Father Egon Square, the gathering space between the three buildings. He also appreciated the value the monks placed on environmental sustainability, and their openness to hearing green building ideas from student science groups. In the end, everyone agreed upon a living roof for the PAC. Also called a green roof, this natural technology cleans rainwater, makes the building more energy efficient, and helps the structure blend into the landscape. The green roof was an “extra” that could have easily been removed, says Kelley, especially given the rapid rise of construction costs during the years the project was happening. The fact that it remained part of the plan is a testament to the school’s commitment to the environment and the project overall. Donor Rick Magnuson admits, “Costs mounted. But there was not a reaction to scale back the project or scale back the quality. There was an attitude to do things right. We just had to raise a bit more money.” Finally, all the permits were secured, the money was raised, and the Performing Arts Center began to take shape. Donor Betsy Haehl says, “It was so exciting to see the PAC come to life. We realized early on that our daughter wouldn’t benefit from the facility but we were thrilled to know that so many other students would. We love the way the buildings have come together to form Father Egon Plaza. And I love to come by school during the day and see all the backpacks near the PAC. I know how much the kids are benefitting from the new classrooms and practice rooms.” Given that the Peforming Arts Center is only three years old, it’s too early to measure its full impact on Priory as a school and a community. But already, the Rothrock Performance Hall has allowed Priory to host national talent such as Grammy nominated jazz pianist Taylor Eigsti, Priory ‘02, and tap dance legend Jason Samuels Smith, whose visit was arranged by Priory Dance teacher Kendra Anderson. Student participation in the performing arts is at an all-time high, whether through classes, plays, or the monthly Open Mic in the Black Box open to any and all Priory students.
With the construction of the PAC, Priory has put the performing arts front and center, and in doing so, continues strongly in its tradition of Benedictine education. Father Martin says, “If you notice, when there are cutbacks in funding, even in the universities, the first thing that goes is the arts. That is a terrible mistake. The arts allow students to function as more than just students. Here, the whole culture has changed. It’s done wonders for what the kids are able to do. They can have a place where they can really develop their skills. It’s a great facility. And the seats are nice,” he laughs. John Sugden says, “I feel the arts serve the Benedictine values as well as anything I know. We’re very much about nurturing individuals and the individual creative process. At the same time, there is nothing that is not the work of many hands that goes into an orchestra, or a choir, or a theater piece.” It’s about hospitality, too. “We really stress a sense of ensemble, and a sense of being kind and welcoming to all. It’s not the same three kids getting the leads every time. I want everyone to explore this experience and have it be positive and enriching.” Tina Paulson also sees the Benedictine values as central to her work as a teacher. “My ultimate goal for students is that they understand it’s not just individuality, not just community, but those things together that make this music, this art, this expression happen. I want them to understand that it’s a very human thing, a very connecting thing they’re doing. And it’s not just with each other, it’s with the audience, it’s between them and the people who wrote the music and what the music is for, and the people who wrote the text.” She adds, “It’s always encouraging to look at a community which cares enough about the performing arts to do something like this. To deem it worthy enough to have a space where students can practice and grow and learn in the best way possible. Since this place has been built, I’ve seen an amazing shift in community—and not just school—community support for the performing arts. We’re showing, not just saying, that it’s important, and showing that these skills that kids are developing by being on stage and in choir and in orchestra are valued and helpful, even if every kid isn’t going to be the next Yitzhak Perlman. These buildings show that the community truly believes in the value of the performing arts.” As one of the major donors and initiators of the project, Ray Rothrock is thrilled about the way it has all turned out. “Words cannot describe how good Meredith and I feel about the outcome,” he says. “The PAC changed Priory. It changed how the school feels about itself. But most importantly, it changed the opportunity set before the kids. Priory is about the kids and giving them everything they need to become lifelong learners and great citizens. I believe we added to that 1,000 year-old goal in some small way. As they say, timing is everything, and it clearly was Priory’s time.” Eileen Dimminger speaks for many others when she says, “I often wish I could go back and be a student at this school!”
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Stepping Up: Dean Caitha Ambler
Spearheads a New Vision for Priory’s
Middle School by Thea Sullivan
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When Caitha Ambler started as Dean of Priory’s Middle School last fall, she was full of ideas about the direction she wanted to see the middle school take. She’d been a 6th and 7th grade teacher at Priory for 11 years, an experience she loved. During those years, she observed that the middle school at Priory was based on the so-called “junior high model,” in which students in the middle grades tend to be seen as high schoolers in training.
“Since we’re a six through twelve school, and being in this
physical space, we are set up like a high school. The facilities are amazing. We have a pool, we have a gym, we have the Performing Arts Center, all these things you might not find in a K through eight school.” Despite these benefits, Dean Ambler saw a need for Priory to move toward the “middle school model” for its sixth through eighth graders, a group she sees as having its own separate needs and identity. “It’s important to be mindful of the fact that this developmental age is really different than being in a high school.” Mrs. Ambler started her own teaching career in the elementary grades, and that gave her a helpful perspective. “I saw where incoming sixth graders had come from—a very kid-friendly environment—into this junior high model where they acted more like miniature high school students. But middle school kids shouldn’t be acting like high school kids yet.” In K through 6 schools, she points out, sixth graders are still playing on the playground at recess, and that freedom to act like kids is something she’d like to give back to middle schoolers. Brother Edward concurs. “As the Priory has grown and developed, we have become much more in tune with the developmental needs of the middle school. One of the earlier headmasters and I used to joke that many people on the faculty felt middle schoolers were high schoolers in short pants. And we would laugh—and then cry inside because we weren’t adequately addressing the needs of middle schoolers.” Addressing those needs is all about balance, says Dean Ambler. “I think of it like a teeter-totter. You have to find a balance, being respectful to middle schoolers but also giving them guidance. You want to give them kid-friendly activities but not dumb anything down.” She explains, “we still have a very rigorous academic program, and we want to support them in being kids for as a long as possible, because they need it. They need both.”
As soon as Mrs. Ambler was hired as Middle School Dean—the spring before she took her new post—she kicked off her mission to enrich the middle school experience. She surveyed Priory parents, students, and teachers, looking for input. Then, in the fall, she assembled a new Middle School Vision Team, a group that included core middle school teachers, Ruth Benz, and Brother Edward. Together, they articulated a shared vision—to create and support a developmentally appropriate middle school—and established three important goals for the coming year. Separate Identity, Separate Space One thing that everyone on the Vision Team agreed upon was that the middle school needed its own space. Therefore, the first and most ambitious goal of the Vision Team was to create a campus area specifically for the middle school. “Benedictine Square is more of a high school hangout,” says Ambler. “The middle schoolers are a little intimidated. People will say, but we like having all of the kids together. But they’re not really together. If you actually go out there and watch what’s happening, you’ll see that the middle schoolers hang out in the hallway by their lockers.” After a tour of campus, the team saw that Church Square, the courtyard at the top of campus, would be a perfect home base for the middle school. It was close to important buildings—the library, science classes, the computer lab—and middle grade classrooms could be clustered around the square with the long-term goal of future classrooms being built off the library. Ambler sees a tie-in to the Benedictine value of hospitality here. “We’re going to have a name, Priory Middle School, and make it feel like a really welcoming place. They’ll have their own bathrooms, their own games and balls they get to play with. They’ll have the Cub Shack and sell their own treats. It will be their area.”
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Middle school teacher Andrew Daniel is excited about the move. “This will help us feel connected as a community and in charge of our own events. By using the Church Square area as our base, we can plan fun events for them, and make it feel like a more kid-friendly experience.” Eighth grader Brandon Zarringhalam agrees. “Having a middle school area will not only give us an identity, but will let the sixth and seventh graders kind of act how they are. When they’re around high schoolers they try to act more mature but really they kind of just want to run around and have some fun. And I think this area will allow them to just act like themselves.” Will Latta, also in eighth grade, puts it more simply. “It will be nice to have a place where there aren’t six-foot tall people crowding everything around.” Continuity and Choice The Vision Team’s second goal—offering a year of French, Spanish, or Japanese to sixth graders—was all about closing a curricular gap. Ambler never understood why Priory didn’t offer language classes for sixth graders. “Most of the time they’ve come from an elementary school studying a language,” she explains. “My proposal was that whatever we offered in 7th and 8th grades should also be offered in 6th.” True to the middle school model, the 6th grade language class will be developmentally appropriate. “It’s really immersing them in the language and getting them interested. It’s playful. It doesn’t have lots of homework. It should be an exposure to the language,” Ambler says. The third short-term goal articulated by the Vision Team— reorganizing the middle school electives program—is designed to give middle schoolers more freedom of choice, something they clamored for when responding to Ambler’s survey. Currently, students in the middle grades take art, computer science, and drama in a predetermined order, without any variation. In other words, says Ambler, “we tell them what they’re taking.” In the new model, music will be added to the list of electives, and after sampling all four in sixth grade, students will be able to choose which three they’d like to take over their seventh and eighth grade years, and in which order.
Middle school science teacher Lisa Wood is especially excited about giving middle schoolers more choice in their schedules. “It speaks to the individuality of the students and the reality that each student has different interests in these areas.” Right Person, Right Time Everyone agrees that Mrs. Ambler is the right person in the right job at the right time. Lisa Wood, who has a decade of middle school experience, applauds Mrs. Ambler’s clear vision, openness to input from the community, and her organizational skills. “It’s such a pleasure working with Caitha. She’s not afraid to shake things up. She’s gotten more accomplished in the last six months than any Middle School Dean I have ever worked with!” Brother Edward says, “Caitha knows and loves middle schoolers. And she has the expertise to articulate very clearly what their needs are. She can be a very loud advocate for them.” Of her passion for her work, Ambler admits, “I’m always thinking about it. I’ll be running down the road on the weekend and all this stuff is in my mind.” She ticks off some of her ideas for the future: designing more progressive learning spaces, incorporating Lego robotics into the curriculum, establishing a better social and physical health program. “They’re not all great ideas. Some of the ideas I have and then I go, ‘Oh, that’s not going to work.’ But the exciting thing about working at Priory is—you have an idea, and it can happen. You can think about something and wish for it and then work it out! That’s really rare.” Brother Edward puts it this way. “We always need to keep in mind what is best for the kids. It’s a constant unfolding. It’s constant renewal.” He continues. “Caitha, in the role that she’s playing now, is at a marvelous time in the school’s history. Before, the soil had not been tilled and it would have been like the parable of the seed on the hard ground. The ground is ready now. Now let us do it, and let us move and bring it to the next level.”
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Campus Mom
Sandy Martignetti and the Academic Resource Center by Thea Sullivan
When you walk into the Academic Resource Center at
Priory, the first thing you notice is how comfortable the space feels. Students work quietly together at a dining room table, or sit reading on the couch. Along with the study carrels and computers, there are cozy armchairs, a coffee table with a basket of fruit for the taking, and an air of calm productivity. “It’s homey by design,” says learning specialist Sandy Martignetti. When she was hired five years ago to run the Academic Resource Center, she created the space to reflect the Benedictine value of hospitality, the idea that all are welcome. “I think kids feel that my room is a safe harbor. I have lots of kids who will wander in and say to me, ‘I don’t know if you’re the right person to talk to, but can you help me?’ If you go in during break or lunch, kids just like to hang out. It’s a comfortable space.” The Academic Resource Center was the brainchild of the late John Erkman, who saw a need to offer some Priory students extra academic support. Mrs. Martignetti brought to the ARC a wealth of experience as a teacher, educational consultant, and learning specialist. “I’m not a master of any particular content, but I really understand all the overarching principles in teaching and learning, and I get to do that all day. It’s great!” she exclaims. “It’s my favorite job so far, and I’ve had a lot of jobs!” Initially planned as a drop-in center, the ARC now hosts five periods of “Supervised Study Hall” where students can get on-going help with their classes. Two-thirds of its students are assigned there because they’re struggling academically. “Blake” Dou, a sophomore from Taiwan, is one of those. She says, “My grades were dropping
at the beginning of the semester. The way you study here is really different from the way you study in China. So I had a lot of trouble. I am thinking about taking another study hall next year, because it’s been really helpful. Mrs. Martignetti is probably the sweetest person I know, and she helps with whatever you need.” Of her struggling students, Mrs. Martignetti says, “They arrive feeling pretty defeated and don’t have a clue how they got into the predicament that they’re in. I’ll start with them usually mid-fall, and by February they’re looking at themselves differently and I think their teachers are too, which is really exciting.” Other students opt in themselves. Raymond Ross, a senior, explains, “I use the Academic Resource Center instead of going up to the library (for study hall) because Mrs. Martignetti looks up your grades, checks what classes you’re having any problems in, and then she sees how you can get it back on track. When you’re there she definitely makes you work.” One way Mrs. Martignetti helps students is by keeping in close contact with teachers, encouraging students to set up meetings with them, and even staging oral rehearsals of such meetings in advance. Other times her role is simply to help streamline information for students who are disorganized or overwhelmed. Take, for example, “The Board,” a simple whiteboard that serves as the nerve center of the ARC. On it, Martignetti lists information about upcoming review sessions, tests, and assignments, information she’s centralized from Moodle, teachers’ websites, and other sources. “I go over it orally with kids by grade,” she says. “They write it down in their planners.” It’s simple, she admits, but effective. The Board is a tool that works for almost everyone, but much of what Martignetti does is specifically tailored to the
23 individual. “I don’t have a one-size fits all mentality with kids. I’ve gotten better and better every year at listening more, and then helping kids, guiding them, to what’s going to fit for them.” Together with students, Martignetti comes up with what she calls “work-arounds,” customized strategies to meet particular learning needs. With a student who has difficulty writing, for example, she’ll probe for a solution. “I’ll say, OK, what can we do to make it easier? Do you need oral rehearsal, do you need a different kind of outline, would you like to write your ideas on a white board?” Some of the alternatives she offers come in the form of technological tools like Inspiration software, which helps students organize their ideas for writing, and Dragonspeak, a new program enabling kids to speak their essays into the computer, creating a rough draft from which they can edit. “It’s going to be terrific for the reluctant writers, for the kids who are dysgraphic,” Martignetti says, and then she pauses. “We’ll see, we’ll try it. Again, there isn’t one size that fits all.” In designing work-arounds, Martignetti pays careful attention to what a student’s innate strengths are. She explains, “There are kids who can’t remember anything they read but can remember everything that they hear. I ask them, ‘Have you ever thought about reading aloud from your textbook? Have you ever thought about downloading your textbook onto your iPod so you can listen to it?’” Marlena Rivera, a sophomore, describes the work-around Mrs. Martignetti helped her find. “Writing things down for me is the best way that I learn. What she thought of was T-charts. I put the vocabulary words on one side and definitions on the other, and that really helped me for Bio and history.” According to Brother Edward, offering such customized tools for learning is very much in keeping with teachings of St. Benedict. “One of the things that is very clear in the Rule and in the mind of Benedict is that you were always to respond to people on their own level. Not everybody is the same. There are different people with different needs all on the journey. Taking it right down to education at the Priory— yes, we know they are capable of the work. Some need different types of support than others. And in order to have those children succeed, that’s what we need to provide for them.” With so many students feeling stressed these days, often what’s needed most is emotional support. “Kids don’t learn when they’re
shut down emotionally,” Martignetti says. “And kids don’t learn when they’re afraid, or when they’re overwhelmed.” For some students, even small failures can feel devastating. “It’s hard to have perspective when you’re 15 or 16. Getting an F on a biology test can feel like the end of your life. When really it’s like, OK, how do we start this over again?” She laughs. “Always we begin again!” English teacher Cory Olcott sees the value of the kinds of support Mrs. Martignetti provides. “We all need a Sandy in our lives to keep us on task and to encourage us when we’re frustrated or feeling overwhelmed. Sandy is the ‘mom’ who not only makes sure the kids get their work done but also helps them work through the challenges.” In fact, some kids actually call Mrs. Martignetti “campus mom,” a name she found uncomfortable at first. “I get it now that it’s actually a great compliment,” she says. One remarkable thing about the Academic Resource Center is the complete lack of stigma around it. Students of all achievement levels feel comfortable here. Martignetti says, “If you look in my study hall sections right now, I have kids with nearly straight As and kids who are struggling, and they’re all working in the same space and they’re all cooperative. But I think that’s just a hallmark of the Priory. We have really kind, accepting kids.” Brian Nguyen, a sophomore, agrees—there’s no embarrassment. “It’s a place where people can chill out, do their work. I think people say, “Oh, you’re lucky, you get to go to study hall.” Such a lack of judgment, says Brother Edward, is right in line with the Benedictine tradition. “All these are just tools to help the person ultimately arrive at wisdom. Without saying what it is. But arriving at that stage. That’s where the lifelong learner comes in. If we can help the students realize what their strengths are and what their challenges are, and strategies to help them with their challenges, then we’ve put them on the road to success.”
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Mr. Olcott
The Socratic
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What are some of your teaching goals for your students? Great question. High school is such an important time for intellectual growth, developing study habits, enhancing communication skills, etc. When students leave my classroom, I want them to feel confident in their writing skills and in their ability to read and analyze literature. Of course, I would also hope that they would discover at least a book or author they love. When/how did you discover your love for the written word? Watching my kids read made me reflect on my first memory of reading. Hailey walks around with her nose in a book all the time; for as long as I can remember, I’ve loved to read. Hardy Boys, Encyclopedia Brown, The Narnia books, the Tolkein trilogy… What classes do you love teaching the most and why? Well here’s a question fraught with peril: is there a good answer? Only kidding. Each class is different, and each offers its own rewards. The freshmen show so much growth in their writing and thinking; I love to see the rapid development. The upperclassmen often have sophisticated ideas and analyses that drive fascinating discussions. And they get my sense of humor. In addition to teaching, what other collateral duties do you perform? Water polo. Most of my time is with the Stanford women’s and the Paly girls teams. We have just resurrected the Middle School polo team here and Priory, and I’m excited to build a program for our students. Outside of class, what are your interests, hobbies, etc? My family. My wife, Allison Mnookin, Hailey who is eight, and Eli who is five. We love to ski, go camping, play tennis, and have movie night on the weekends. What are 3-5 books that you would recommend students (and parents) should read and why? Depends on the age. There are a number of books I’ve really enjoyed that would probably not be appropriate for all students (e.g., Middlesex). Many people point to Ulysses as the most important work of the last hundred years. Hamlet would also qualify simply for the number of quotes we hear repeated. However, I am partial to Oscar Wilde. And one of my childhood favorites was A Wrinkle in Time by Madeleine L’Engle.
Q&A with Cory Olcott
What book have you taught recently that really had an impact on students and why? The freshmen seemed to have had fun with The Kite Runner. Katie Henderson picked this one out a few years ago, and it has been a consistent favorite. How would you describe your approach to the study of literature? Books should be fun. After all, they’re stories, not problem sets. The more sophisticated the book, the more time we spend unlocking it, like a puzzle. How is it put together? What is the author trying to say? The hardest part for some is the writing of which we do quite a bit and which is inextricably connected to the texts. With a little practice, though, our students figure out that a paper is just their ideas organized more clearly. What will you be teaching next fall? Next semester will be the same as this year: freshman lit, ap lit, and film & lit. The year after I’m thinking about doing a course on villains (looking at the different archetypes from Greek mythology through Dracula up to Hannibal Lecter. How would you describe your teaching style? Lots of Socratic method. One of the great aspects of teaching literature is the breadth of possible interpretations of the material. I really enjoy hearing what students have to say in discussions. They always amaze me with their insights. Variations on this include group work where students generate their own ideas and move away from my influence. What were early influences shaping your career and personal development? Not sure I have all that much personal development to point to. Again, I’m only joking. I’m fortunate to have known some wonderful people who helped shape me. Naturally my parents were a huge influence. They always promoted education. Playing sports, especially team sports, gave me a terrific group of friends and gave me an appreciation for collaborative effort, dedication, resiliency. Also, I was so tired most of the time that I (generally) stayed out of trouble. Starting with my summers in high school working as a tennis counselor at Carmel Valley Tennis Camp, I have had a passion for coaching, and this continues today.
Grow?
How Does the Green Grass
a talk by Fr. Martin
I am on the committee that supports the efforts to maintain a campus ethic of sustainability. To be sustainable is considered cool now and just about every high school makes an effort, some better than others, to declare themselves green. Often we wind up doing the right things for the wrong reasons. We can do things because they will make us look good, because it just makes us feel good, or perhaps there might be a little money to be made. Saint Benedict in his rule for monasteries sees doing the right thing as a way of life – as natural. In every monastery there is a sort of division of labor. One very important person in the monastery is the cellarer. He is the manager of the monastic storehouse. If a monk needs a new pair of sandals, a few tee shirts, or toothbrush, the cellarer takes care of it. It is in chapter 31 of the Holy Rule that Benedict outlines the work of the cellarer: “As cellarer of the monastery, there shall be chosen from the monastery someone who is wise, mature in conduct, temperate, not an excessive eater, not proud, excitable, offensive, dilatory, or waste- ful, but God-fearing, and like a parent to the whole community… The cellarer should not annoy the members. If anyone happens to make an unreasonable demand, the cellarer should not reject that person with disdain and cause distress, but reasonably and humbly deny the improper request… The cellarer shall regard all the goods and utensils of the monastery as sacred vessels of the altar, aware that nothing is to be neglected.” What chapter 31 says, as I see it, is two things. First, the cellarer has power. He possesses the keys to the storeroom and must deal with all requests as properly as possible. For example, if a monk arrives at the cellarer’s office and requests (or demands) six medium tee shirts, the cellarer may not always be able to accommodate that monk for a variety of reasons: a) the cellarer may know that the monk does not really need them; b) he doesn’t have any medium tee shirts; or c) he really needs six extra large shirts. His answer in all three cases will obviously be NO. But it is always in how that NO is given that makes all the difference. What chapter 31 does is to set up a scenario for human relationships. How do we deal with each other? What can we contribute to the life of the other? How can we show genuine respect for each other in every situation? So the cellarer becomes a sort of template for the ideal good monk and serves as a model for us all. Secondly, Benedict tells the cellarer to regard the utensils and goods of the monastery as if they were the sacred vessels of the altar, being always aware that nothing is being neglected. Benedict takes a gigantic step making the most elemental and simple things as sacred – pots and pans, hardware, furniture, tools – all of these are respected as gifts. Good stewardship is the proper acknowledgement of gift. By logical extension then, the fields and the property of the monastery and all creation are regarded as sacred. Long before sustainability became a popular cause, monasteries throughout the world cared for their little space on the planet because it was their precious gift. It is the reason why the Priory cares. A monk owns nothing. A monk cares for everything. A monk is no one special – just another human being trying, often unsuccessfully, to do it right. And so are we all.
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Celebrating Our 53rd Year