Bishop's Magazine Fall/Winter 2019

BISHOP’S A MAGAZINE FOR THE BISHOP’S SCHOOL FAMILY AND FRIENDS FALL/WINTER 2019

The Bishop’s School

Non-Profit Organization U.S. Postage PAID The Bishop’s School

7607 La Jolla Boulevard La Jolla, California 92037-4799

A rite of passage

matriculation

On Aug. 21, 2019 Bishop’s officially welcomed 156 new students and installed Mr. Ron Kim as the 12th head of school.

All Things Are Possible New head of school dedicated to student well-being

High-Powered Learning Healing through Forgiveness Parents of alumni, if your child no longer maintains an address at your home, please provide an updated address to the alumni office. (858) 875-0505 • Fax (858) 456-2681 • tbsalumni@bishops.com

FEATURES

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All Things Are Possible

BISHOP’S A magazine for The Bishop’s School family and friends

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Fall/Winter 2019 • Vol. 17, No. 1 Bishop’s is published two times a year

by The Bishop’s School.

Credits

Editor Letters: We welcome your comments.

Keri Peckham Please send letters for possible publication Assistant Editors to weiners@bishops.com or contact us at Jen Jordan (858) 875-0735.

Cathy Morrison

New head of school dedicated to student well-being

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A Force Multiplier for Good

2019 Reunion Weekend Fun Photo highlights from Oct. 11-12

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Graphic Design Design Perspective www.bishops.com

High-Powered Learning Unique courses encourage excellence.

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14 A Day in the Life: Lucas Sit ’25 A glimpse at a good day in middle school

16 Tod Mattox: At Home on the Court A passion for volleyball and its life lessons

18 Alumni in Art Making visual arts a way of life

Contributing Photographers Jen Jordan Mission Statement Pablo Mason Cathy Morrison The Bishop’s School is an academic Sarah Noblepursuing Photography community intellectual, artistic, Dave Siccardi and athletic excellence in the context Michael Spenglertradition. We are of the Episcopal Gavin Zau to offering the highest quality dedicated education to a diverse student body The Bishop’s School and to fostering integrity, imagination, Head of School moral responsibility and commitment Ron Kim the larger community. to serving Assistant Head of School and Chief Advancement Officer John A. Trifiletti

21 For the Love of Art Recognition and remembrance

Director of Alumni Relations Sarah Garro From the Editor: We apologize for omitting the Bishop’s is published twothe times a year name Cindy Weiler from board of trustees by Bishop’s School. list The in the fall/winter 2015 issue of Bishop’s.

Mrs. Weiler isyour a current trustee and serves We welcome feedback. as the board’s secretary.

Please send story ideas toPlease note: Craig Higgs ’62 is the board’s legal counsel. keri.peckham@bishops.com

22 Healing through Forgiveness Following a path of peacemaking

25 Family Matters Class Notes, reunion recaps and transitions

Gardening

Contributing The Bishop’sWriters School Zach Jones ’01 7607 La Jolla Boulevard JenJolla, Jordan La CA 92037-4799 Melissa Kenyon Cathy Morrison Phone: (858) 459-4021 Trisha Ratledge Fax: (858) 459-3914 Joe Tash

Three challenges for the Bishop’s community

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Boyband

Ceramics

the School and seeing it from the students’

The Bishop’s School 7607 La Jolla Boulevard La Jolla, CA 92037-4799

perspective.

Phone: (858) 459-4021 Fax: (858) 459-3914

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Check out our new

www.bishops.com Mission Statement The Bishop’s School is an academic community pursuing intellectual, artistic and athletic excellence in the context of the Episcopal tradition. We are dedicated to offering the highest quality education to a diverse student body and to fostering integrity, imagination, moral responsibility and commitment to serving the larger community.

Cover Photo Photographer Pablo Mason

Mr. Kim is immersing himself in the life of

or contact us at (858) 875-0790.

HONOR ROLL OF DONORS 2018-2019

Ron Tries…

table of contents

video series at

Strength and Conditioning Quiz Bowl

https://www.youtube.com/ bishopsschool

reflections from the quad with Ron Kim

In October, The Bishop’s School welcomed alumni back for their reunions, and I had the opportunity to spend time with a number of graduates who were back for their 50th reunion. One alumna from the Class of 1969 told me about arriving at Bishop’s as a new tenth-grader. She had felt nervous about being new, but she shared how welcoming everyone had been and how quickly she felt embraced.

I mentioned that I had heard the same thing this fall from students who were new to the School, and we reflected on how Bishop’s was and continues to be such a welcoming place. For me, it’s another example of how Bishop’s continues to be a unique and special community and how it possesses characteristics that are not common.

First, this is an incredibly giving community. What this alumna and current students discovered was that students, parents, faculty and staff are incredibly generous and willing to give their time and energy to making sure that those new to the community feel welcome. I am struck also that this impulse seems to be driven by a are part of a partnership where we all work in the service of others, not for self-gain or obligation but from a belief that such service is at the core of what makes Bishop’s a transformational experience. For all of us at Bishop’s, whether new or long-standing, I can’t say enough of how blessed we are to be here.

I hope you enjoy this issue of Bishop’s magazine.

Ron Kim Head of School

1 reflections from the quad with Ron Kim

love for the School and faithfulness to its core values of inclusion and a commitment to others. Finally, all here

By Trisha J. Ratledge

All Things Are Possible I

n March 2019, before Ron Kim officially stepped into his role as the 12th head of school at Bishop’s, he spent a morning shadowing theneighth-grader Johnathan Negrin ’23.

From class to class in Johnathan’s footsteps, Ron tackled trinomials, sought to summon his Spanish skills and found comfortable territory in the debates in American history. More important, he saw The Bishop’s School from the perspective that matters most: from the seats of the students.

It was a lesson he immediately carried forward into a spring Parents’ Association meeting, which he opened by asking some key questions of the parents in attendance: How many of you remember when you were 14 years old?

And, do you remember what you wanted to be when you were that age?

“You could literally watch the shoulders in the crowd go down and their eyes look up as people were putting themselves in that space to remember what it was like to be an

eighth-grader,” says Barbara Carson Edwards ’84 (Hank ’15, Caroline ’16), president of the Bishop’s Board of Trustees and chair of the head of school search and transition committees.

“I thought it was so wise and so provocative to put parents in that space.

It allowed him to go on to talk about what attracted him to Bishop’s and what he hopes to accomplish here. What he

“The moral component is fundamental to what makes learning feel lasting and meaningful,” says Ron. has asked of the board—and what we will fully support—is that he never wants to get too far away from that student experience.”

Ron Kim’s appointment as the new head of The Bishop’s School was announced on June 1, 2018, following an intensive national search. Rather than moving immediately into the role,

he completed the 2018-2019 academic year as interim assistant head of school at The Buckley School in Sherman Oaks, while Carol Barry, former Bishop’s head of middle school, served as interim head of school at Bishop’s.

This period made possible an intentional, measured transition of school leadership for the 2019-2020 academic year. The grace of time gave the head of school transition committee, led by Barbara, the opportunity to communicate key information Ron would need to understand Bishop’s culture and campus priorities, share regular updates on the CAIS/WASC accreditation and the strategic plan and provide steady introductions to members of the School community. Ron made 10 visits to campus during the 2018-2019 academic year, and he says the gradual transition flattened his learning curve, enabled him to participate in many high-level conversations on current and long-term issues and ensured that his first days at

3 All Things Are Possible

Ron Kim’s first 100 days as the new head of school at Bishop’s reveal his passion for this human endeavor called education and his dedication to the well-being of the students.

All Things Are Possible 4

Bishop’s would be immediately productive.

The year also gave Ron—who returned to the West Coast after 23 years as a history teacher and administrator at Phillips Exeter Academy—an opportunity to explore and understand life at a middle- and upperlevel California day school versus an upper-level New England boarding school.

“Here at Bishop’s, students are starting at 11 and going through age 18,” says Ron. “The neural development in that time is rivaled only by the infant to toddler period. They are different people during that time and the students are the only ones experiencing the entire school throughout that continuum. The eighth grade teacher only sees eighthgraders; the upper school teacher only sees upper school students.

“During the waiting period, I got to think more about that continuum and read more about adolescent development. The question that I posed then—and still pose—is: What’s that experience like for the students? Are we meeting their developmental needs throughout that process?”

This question is at the heart of every key discussion on campus, from the logistics of the school day to what it means to be an Episcopal school. “(The mission of an) Episcopal school is to raise up young people who have a moral compass, who are morally courageous, who know what it is to be decent and kind and to think of others, and who take what they’ve been given by their education and their upbringing and use that to change the world for the better,” says the Rev. Nicole Simopoulos-Pigato, Bishop’s chaplain.

While Ron is new to the Episcopal

community—his family attended a Korean Presbyterian church when he was growing up—he wholeheartedly embraces the virtues and the values of the faith, and he believes deeply in their importance to the Bishop’s education.

“The moral component is fundamental to what makes learning feel lasting and meaningful,” says Ron. One of his first requests of Nicole was to help him connect with Episcopal Community Services (ECS), which led to a plan for Ron, Nicole and Bishop’s Chapel Council students to meet at Ron’s house three times this year to cook meals for the ECS Recovery Center life celebration lunches.

“He really models servant leadership and how important it is to serve others and give back,” Nicole says, adding that he is a strong role model on campus who truly embodies the Episcopal virtues Bishop’s is focusing on over three years: kindness, humility and justice.

Ron is keenly aware of the intricacies of his position, calling it “a unique job where you are the chief executive officer of a reasonably large and complex organization and yet there are days when you are wrestling to get onto a floating unicorn at a middle school pool party. Who else has that kind of a job?”

At Bishop’s, there is a clear consensus across campus that Ron connects easily and genuinely with the community at all levels, and especially so with the students.

“One of the questions I asked all of the candidates was, ‘How visible will you be on campus?’” says Doug Peabody, Bishop’s longtime water polo and swim coach. His answer from Ron came when the new head of school suited up with him one afternoon and ran drills with the boys’ water polo team. A former All-American water polo athlete in high school, Ron held his own and the players were impressed, with one calling him “a beast.”

“To see the School’s top administrator get in and participate in what we think is the most grueling sport on campus and do such a good job was great for the boys to see,” Doug says.

“Water polo was a huge part of my identity and my success as a kid,” Ron says, but adds with a laugh, “It hurts now.”

“Athletics and competition contribute to the social and emotional health of our students,” adds Joel Allen, director of athletics, who, as head football coach, also welcomed Ron to a practice. “The focus on teamwork makes kids feel more confident about who they are and who they want to be. Ron gets that.”

But he also connects with students in quieter moments, such as at the pingpong table in the senior rec room, during drop-off at the beginning of the school day, while serving pizza on the first day of school and in his office, where he has an open invitation to the students to stop in if his door is open.

Ron’s interest in the students goes beyond their achievements in the classroom or in their co-curriculars.

“One of the most significant challenges our schools face is student well-being,

can influence the School and our experience.”

It’s a daunting task to get to know an entire community, but Ron is working on building meaningful relationships within all of the Bishop’s constituencies, from alumni and families to students, faculty, staff and administrators. For Reunion Weekend in October, for example, the Class of 1969 put together a book with memories of their time at Bishop’s and updates on their lives since.

“Ron read the entire memory book so that when he met those alumni celebrating their 50th reunion, he would know who they were and some things about their lives,” says Nicole.

“He deeply cares about people.”

Settling into his office facing the Quad, Ron draws on the inspiration of the School’s 111-year history and the wisdom of those who sat at his desk before him, particularly founder Ellen Browning Scripps, whose progressive stand on issues of justice serves as an example for all. As a historian, Ron is absorbing more than a century of Bishop’s anecdotes, milestones and traditions, and as an educator, he is reaching out to the community to continue the conversation about how to best serve Bishop’s students today.

“With Ron, we have a historian who is going to connect our Episcopal foundation through our founders, Ellen Browning Scripps and Bishop Joseph Horsfall Johnson, and their intentions for the School,” says Nicole.

“We have an opportunity to courageously embrace that history and foundation and then lean into it in very real ways in everything we do. With Ron as our head, we will model that in word and deed. He is exactly the person who we need to move us forward in embracing and celebrating our Episcopal identity and raising up morally courageous kids to make the world better.”

During the search process, Ron spoke candidly and transparently with the committee about what he was looking for in a school community.

He shared a parable about a traveler who encountered three bricklayers and asked them one by one what they were doing. The first said he was stacking bricks, while the second said he was building a church. Ron continues, “He keeps going down the road and sees somebody doing similar work and asks, ‘What are you doing?’ The third one says, ‘I’m building a house of God.’” “When I was interviewing, I said I want to work at a place that feels like the third one,” Ron says. “That there is a sense that we’re here for a much higher purpose. It’s not transactional and it’s not just for practical purposes, but for something much more meaningful.

“This is a human enterprise, and it’s the relationships that make so much of what we do meaningful and important. Students learn from people who they know care about them, and if you have that as the fundamental relationship, then pretty much all things are possible.”

5 All Things Are Possible

and it’s particularly acute for high-achieving students in highachieving communities,” says Ron, who made student well-being an initiative for the School.

“I think everyone understands at a fundamental level that no matter what they’re achieving, if they’re not well, none of it really matters.”

“This is a place that’s open to ideas and open to appropriate improvement. I’m excited about ensuring the well-being of the students,” says Janice Murabayashi, academic dean. “If there is conversation at the administrative level and also among faculty about student well-being, and if there is conversation about the process of teaching and learning, we can ensure that we are doing the best job that we can.”

With two children himself, Ron brings an understanding of student life as both an educator and a parent.

Ron and his wife, Theresa Kneebone, a consultant for cross cultural management and diversity and inclusion, have a son, Sam, who is a high school senior, and a daughter, Maya, who is a college sophomore, both on the East Coast.

Ron is also welcoming new connections with the students at Bishop’s this year, such as monthly meetings with members of the Associated Student Body Council (ASBC). “We felt like there wasn’t enough direct communication between the administrators and the student body,” says Noah Lin ’20, ASBC president, who adds that the first meeting this fall was productive.

“We began talking about issues on campus. We hope that meeting with administrators will help us get to know them as people, and as people who

Endowed Leadership Lecture Series

A Force Multiplier for Good The president and CEO of Project Concern International and former director of the Peace Corps spent the day with students.

A Force Multiplier for Good 6

By Cathy Morrison

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n a collaboration among three Bishop’s programs—the Endowed Leadership Lecture Series (ELLS), the chapel program and the Global Education Initiative—Carrie HesslerRadelet embraced the School’s theme of humility in her all-school chapel talk. Quoting C.S. Lewis, “True humility is not thinking less of yourself, it’s thinking of yourself less,” Carrie believes that is when “miracles can happen.”

Project Concern International (PCI) is a global development organization working to enhance health, end hunger, overcome hardship, and advance women and girls in 15 countries. It was founded in 1961 by Coronado pediatrician Jim Turpin, who was inspired while volunteering at a free clinic in Tijuana and saving a child’s life.

Global Education Director David Moseley recounts, “A few years ago Dr. Turpin, who is still going strong in his 90s, told me that when he first started PCI, he contacted a few schools in San Diego to see if any would be interested in supporting

PCI. The only school to respond was The Bishop’s School in La Jolla!”

Since 2008, David has taken six groups of students to India to visit PCI’s Shelter Home for Boys, a “safe place for boys ages six to 18 to live and grow together as a family.” Residents who otherwise would be living on the streets receive an education, nutrition and health care. Referring to the School’s support, Ms. Hessler-Radelet notes, “The boys see themselves as a family, but they also know they have a family of brothers and sisters across the world who love and care about them.”

David describes the shelter home, saying, “I’ve seen young boys who are first shy and frightened having experienced harrowing trauma, who in this loving communal environment have matured and developed into poised, fun-loving, accomplished, generous and compassionate young men. Some are now college students, apprentices in businesses, serving in the armed forces, entrepreneurs—thriving, selfsufficient human beings. Each time we visit, a few program alumni come back

to see us, and it’s moving to think of the children they once were compared to the amazing young men they are now.”

When staying at the shelter home, each Bishop’s student is paired with a resident. Ms. Hessler-Radelet explains that Maddy Eldredge ’13 was paired with 10-year-old Muna on a 2013 visit. She shared that though “they spoke little of one another’s language, they had a heart connection.” She quotes Maddy: “The world got a lot smaller that week.”

Students and faculty come away with a fresh perspective. English and dance teacher Cresence Birder ’07 chaperoned the 2019 trip and says, “Our trip to India radically changed my worldview. I’m continually inspired by

industry is pineapple harvesting and canning, the women are establishing a business selling tilapia. By earning, managing and saving their income, they can make some dreams become reality. Maddy’s story illustrates the first of three challenges shared at the assembly: Build bridges of hope.

Ms. Hessler-Radelet’s second challenge: Choose optimism, focused on Peter Ter, one of the “Lost Boys of Sudan” whose family was murdered by bandits when he was four years old.

Mr. Ter made his way to a UN refugee camp, came to the U.S., earned his high school diploma and a university scholarship. Graduating with honors, he joined the Peace Corps to serve the country “that had given him so much.”

Ms. Hessler-Radelet marvels, “He turned his tragedy into an opportunity to serve others and change their lives.” She encouraged students to embrace a “defiant optimism that sees the world as it is with all its pain and all its perils, but also all that it is capable of being and believe in it.”

Health and P.E. teacher Meghan Carr “loved that she reminded the audience to choose optimism. I consider the shelter home staff and kids my friends.

When the students from Bishop’s and the students from India get together they play, laugh and choose to be in the moment with each other.”

Ms. Hessler-Radelet’s third

challenge echoes Mahatma Gandhi: Be the change you seek in the world. Her premise—one needn’t travel the world to effect change—was illustrated in a story about 13-year-old Sean Nathan, who started monthly birthday parties for homeless children in his Louisiana community. Although he initially funded the project himself through odd jobs and fundraisers, local merchants now donate prizes and pizza. She explains, “Sean chose to be the change— to make life better for children his age.

Anyone can do it.”

She encouraged the students, telling them they possess “considerable super powers” to serve others, as well as causes greater than themselves. She concludes, “Through your transformation, you will be a force multiplier for good. It may seem like just a drop in the bucket, but raindrops become rivers, rivers flow into the sea, and over time, the rise and fall of the tide can literally change the shape of a continent.”

Miles McInerney ’20 relates, “The idea that resonated most for me was Ms. Hessler-Radelet continued contact with the communities she had served. It was clear her work is more than just a job. She kept in touch with her students and community members in Western Samoa for many years.

Her initial experience in the Peace Corps framed her future interests and career in NGOs and government.”

7 A Force Multiplier for Good

the resilience, generosity and kindness of those I got to know at the shelter home. It was an honor to visit and an experience that I will always hold close.”

Parviz Henderson ’20 adds, “I was exposed to such a different reality from mine that it almost felt as if I were no longer on the same planet. I was welcomed by all the people I encountered. We ate, sang, celebrated, played and eventually, we cried together. I left feeling a genuine connection to kids I had only spent a few days with. I bawled my eyes out after we said our goodbyes and looked through the back window as the boys started to chase our bus. I am forever grateful to Bishop’s, PCI and all who were involved in our India trip.”

Ali Pittal ’21 agrees it was one of the most “humbling and memorable experiences. The opportunities the boys have because of PCI are incredible. Ms. Hessler-Radelet’s talk helped me understand the people behind the scenes making the shelter home, along with countless other initiatives, happen.”

According to Ms. Hessler-Radelet, that experience also “changed Maddy’s life forever; it gave her a passion to see the world and help others.” She joined the Peace Corps after college graduation. Stationed in Costa Rica, Maddy helps women learn business skills. Although her village’s primary

Reunion Weekend 8

2019 Reunion Weekend Fun

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High-Powered Learning UNIQUE COURSES

By Joe Tash

High-Powered Learning 10

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earning how to clone and edit genes, studying why people act the way they do and executing projects powered by artificial intelligence are not tasks undertaken in your typical high school course. Unless, of course, you’re a student at The Bishop’s School and take one of many unique, specialized courses designed to prepare students for college and beyond.

A number of Bishop’s unique offerings take students beyond high school into material generally reserved for college students, while others examine the arts, from theater to literature, in new and intellectually stimulating ways. A common theme of the Bishop’s curriculum is teaching students critical thinking and leadership skills, helping them to determine for themselves what questions to ask and putting them on the path to find the answers.

One example is Advanced Honors Science Research, taught by Tony Pelletier. According to Tony, many traditional science classes focus on experiments in which the teacher already knows the outcome, and students merely replicate what has happened in classrooms for years, if not decades.

In designing the course, Tony wanted to closely recreate the experience of a real scientific lab, where the answer to a research question is revealed through work done by researchers. This allows students to break new ground, coming up with information not previously known, even by the instructor.

Before joining the Bishop’s faculty, Tony worked at the Scripps Research Institute, and he has forged partnerships with former colleagues in which his students carry out tasks for the researchers.

Tony’s goal is to teach students the techniques they need to perform research, as well as, “the ebb and flow of a research project and coping with failures and setbacks and restarting, basically the experience of trying to get publishable results.”

“I hope it makes them resilient in a research atmosphere,” says Tony.

A new class on campus, Leadership Exploration and Development (L.E.A.D.), impacts students in a more personal way. Students are taught to focus on their own motivations and behaviors, with the goal of increasing the effectiveness of their interpersonal relationships.

Anya Adjroud ’20, who took the inaugural session of the class when it was launched last school year, learned about empathy, need fulfillment and how every behavior can be traced back to the fulfillment of a specific need.

The class, which is offered on a non-credit basis, takes place primarily around a circular table, where students feel safe sharing their own experiences with the group. The class also takes “expeditions,” such as a walk to a local coffee house, where students observe the interactions of others and discuss what they saw.

Rather than memorizing a dry set of facts and figures, says Anya, “You’re learning new things and applying them to life.”

“It definitely opened my eyes to things I could do more productively that would make my life better.” As an example, rather than responding angrily when a friend makes a negative remark, she is more likely to think about what her response should be and show empathy toward her classmate.

“I believe we need more empathy on the Bishop’s campus, it’s allowed me to have better bonds with my friends,” Anya shares.

GUIDE BISHOP’S STUDENTS TO EXCELLENCE

and films, and is heavy on classroom discussion, in which students share their questions, observations and interpretations of a given text.

Students watched “Memento,” a film about a man with anterograde amnesia who can’t form new memories, and are reading novels such as “Sense of an Ending” by Julian Barnes and “Norwegian Wood” by Haruki Murakami. The class will cover the three central themes: memory and imagination, memory and nostalgia,

and memory and culture.

Among Amy’s goals for the class is helping students sharpen their skills in discussion, writing and critical thinking. Students are responding positively to the class.

“They seem to enjoy thinking deeply about how memory works in novels and films. So far, so good,” she says.

Amy hopes the interesting subject matter will draw students in, allowing them to improve their analytical and language skills. Previously, she created and taught another elective, Psychopaths in Contemporary Literature and Film, which had a similar objective.

Caroline Reitz ’20, who heard about Memory is Fiction, is enjoying the student-driven discussions and the readings the class has tackled so far.

“This class is really strengthening my writing skills,” she says.

Another class that is spurring Bishop’s students to pursue their artistic interests is Acting Workshop, which provides a platform for students to hone their acting skills while studying a variety of techniques. Students must have a previous semester of drama and audition for a spot in the workshop

11 High-Powered Learning

Shane Walton ’98, Bishop’s assistant athletic director and teacher of L.E.A.D. says, “I want them to learn how to be independent,” from anyone, anything or any substance.

Initially, the course was going to focus on developing leadership skills in student-athletes. But then the decision was made to open the class to all upper school students.

Shane leads the class to discuss a variety of topics, from the students’ definition of success, to taking responsibility for their behavior. The point is not to get them to answer questions in a way desired by the teacher, but for students to determine how they feel about a given subject.

“My job is to challenge students and guide them, so they can find their answer,” he says. “I want them to be able to empathize with others, be independent and have more meaningful and deeper connections and relationships.”

The new offerings at Bishop’s include classes that challenge students’ perceptions. Memory is Fiction, an English elective taught by Amy Allen, explores the use of memory in novels

High-Powered Learning 12

class. Along with honing their acting skills and learning the theory behind different acting techniques, the workshop also provides a sense of camaraderie among the students and their teacher. Throughout the year, students work on a variety of projects, from individual scenes to small productions put on by the class.

“It’s really wonderful to see them working so hard, with, by and for each other,” says theater teacher Nathan Emmons, who joined the Bishop’s faculty last year.

The class prepares students for their next step, whether they plan on pursuing drama studies in college or to continue acting as a hobby. And the skills the students learn, such as public speaking and critical thinking, will help them in almost any career path they choose.

Gabe Worstell ’20, who has been taking acting classes since he was in fifth grade, says Acting Workshop has helped improve both his confidence as an actor and given him the skills he needs to pursue his craft.

“Acting Workshop has given me a really solid foundation to build off of.”

Gabe appreciates the sense of connection among members, “The class is truly an ensemble group, we all function together. It really becomes like a family.

I feel that’s unique to Bishop’s.”

Students are approaching theater from a different perspective in Introduction to Costume Design and Construction, a new class taught by Jean Moroney (David ’05, Eric ’09, Samantha ’11), who began making costumes for Bishop’s productions 20 years ago as a volunteer

when her children attended the School.

Jean begins by teaching her students to sew, and they progress to learning about fabrics, costume design and construction. The students learn to research costumes that other productions and films have used, as well as learning to adapt existing costumes from the School’s collection of garments from previous shows.

One of the best parts of Jean’s job is witnessing how excited students become when they create an article of clothing from scratch. “I love when they are so proud of something they did.”

On the academic side, Bishop’s unique class offerings challenge students by introducing them to concepts and skills typically taught in college. One example is Advanced Honors Computer Science where students tap into their creativity and computer skills to design and execute projects based on their interests.

Wu Tsai Chair in Computer Science Marcus Jaiclin is teaching students about artificial intelligence and

computer vision, in which computers are programmed to recognize images from photos or live camera feeds.

One student is working on a project in which a computer could recognize an image of a handgun or rifle when it is brought into a public place, and alert the appropriate authorities. Another student is developing a program for stage managers to track the actors in a theater production.

Marcus says it is “great fun” to keep up with new advances in computer technology, which require updating the course material on a yearly basis.

“It’s an interesting subject, more of an art than a science,” Marcus says.

“There is a lot of trial and error and experimentation involved, which gives the kids latitude to be creative and explore. To me that’s the best kind of teaching.”

Elisabeth Holm ’21, one of Marcus’ students, plans to study computer science in college and pursue it as a career. She appreciates that Bishop’s encourages everyone to be involved in STEM classes and clubs.

Elisabeth has long had a fascination with coding and computer science and has made it her hobby as well as an academic pursuit. Just for fun, she recently wrote a program that alerts her when new listings pop up on Craigslist for cars meeting her search parameters.

“When I’m coding I lose track of time. I get so lost in what I can do, it’s so much fun,” Elisabeth says.

“It’s an outlet for creativity. Once you have the foundations for coding you can take it anywhere.”

MIDDLE-SCHOOLERS ENJOY CHOICES PROVIDED BY PERIOD X

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eriod X gives middle school students at The Bishop’s School a chance to try new things, from sports to arts, as well as gaining experience in determining which classes to take for a portion of their daily schedule.

Middle-schoolers have Period X four times in each seven-day cycle, at the end of the school day. Students in grades 6-8 can choose different activities for Period X during each of the three trimesters of the school year. Period X encourages risk-taking in a non-threatening, supportive arena and allows students to exercise choice in their learning and participation. No grades are assigned.

“I’ve been pleased to see how participation has built camaraderie and connection among students and between students and faculty,” says Head of Middle School Harlan Klein.

Students can choose from a palette of 17 different sports, which are available depending on the time of year. In addition, students can choose extracurricular offerings such as speech and debate, choir, instrumental music, Junior Model United Nations, middle school robotics and the graphic novels club. Students also have the option of splitting their Period X time between two extracurriculars, including sports.

Harlan says this year Period X options have been expanded to include even more extracurricular activities than

to choose from so many different activities for Period X. “This year, I’m probably going to play volleyball in the spring. It’s really fun that you have all these things you can choose from, and I really appreciate that the School does that,” Raphael says.

Middle School choir instructor Lara Korneychuk says that although students are not graded in middle school choir, they are motivated by wanting to do a good job on the performance they give each trimester.

when he arrived at Bishop’s in 2018.

In robotics, flag football, and speech and debate, upper school students serve as coaches and mentors.

Angelina Kim ’25 is currently taking robotics and joined the graphic novel club. She also enjoys sports and chose volleyball as one of her Period X activities last year. She has especially liked working with her classmates in the robotics class.

“The Period X choir seems more like a community than a class,” Lara says. “Some students fall in love with singing, others find a group of people they like being with, and they want to stay a part of that community, so they keep coming back.”

“I really like it. Robotics is really fun,” she says. “We get to build super cool robots.”

Raphael Delgado ’24 is taking speech and debate and choir for his Period X choices. He enjoys both singing and debating his friends on politics and his confidence is building through these activities. He likes being able

LUCAS SIT ’25

By Jen Jordan

8:15 A.M.—ADVISORY: My advisory is with my science teacher, Mr. Samale. Frequently, we’ll have a snack for everyone in the advisory and one person is in charge of bringing the snack. Mr. Samale went into the rotation and when it was his turn to bring snack, he brought us to Jack in the Box. That was definitely my favorite snack. We have pretty good stuff sometimes, and I really like my group.

8:20 A.M.—ARTS ROTATION: Computer Science is the second half of our arts rotation this semester. Before computer

A Day in the Life 14

science, we were doing music with Dr. Micu. I don’t really like singing, but we also played Garage Band, so that was really

“It was good.”

If you’ve ever asked a middle-schooler about his or her day, you’ve likely been met with this response.

Accruing a more in-depth and descriptive answer can seem like a full-time job. But at Bishop’s, we know the life of a middle-schooler is a unique one. Students’ horizons are expanded; their needs are put first and foremost and their days are holistic in nature. They are exposed to a wide variety of activities, assemblies and speakers.

To truly experience a day in the life of a Bishop’s middle-schooler, we followed seventh-grader Lucas Sit. 6:00 A.M.—WAKE UP! I have to wake up early because I live pretty far from school. When I take the bus, I leave my house at 7:05 a.m., the bus leaves at 7:25 a.m., and I get to school around 8:10 a.m.

When my mom drives me, we leave my house at 7:10 a.m. and get to school around 8:10 a.m. after we drop my sister off at school.

fun. In Computer Science, we’re learning the basics of Adobe Photoshop. We have to do a project with a theme of space, nature or earth. Since I have Photoshop on my iPad, I’ve used

it before. Usually I like to Photoshop my friends and my sister. On the computer, I think it’s a bit harder and more confusing. We just started but so far, I like it a lot.

9:30 A.M.—MILK BREAK: I really enjoy milk break. Usually during this time, I drink milk in the dining hall or on the terrace and hang out with my friends.

9:45 A.M.—SCIENCE:

12:45 P.M.—ENGLISH:

In science, we’re learning

In English, we did our daily

about the different kinds of

grammar practice quiz,

cells. Mr. Samale gave us a

then we had an iExcel.

bunch of living cells, and we

It’s an online app where

had to try to find out what

we have to answer a

kind of cells we were looking

bunch of questions to level

at in a microscope. It was

up. For today’s lesson,

hard to focus the microscope,

we had to do some

but we were able to see it.

different kinds of words

Science is a lot of fun for me.

and grammar. Then we annotated a short story and for homework, we had to write an essay on what we think about something in the story.

1:55 P.M.—PERIOD X: In cross country, we run somewhere.

Sometimes, we go down La Jolla Boulevard and sometimes, we go

present and future. We also had to try and figure out words

down to the Cove. On

that Mme. Sommer was saying. French isn’t really my favorite,

Wednesdays, we have

but it’s okay.

cross country meets.

Today, we did the

12:05 P.M.—LUNCH: Lunch is my favorite part of the day because

museum loop, where we

I get to hang out with my friends. Today for lunch was pasta. I ate

run around the Museum

with my friends and then went to the library to do a little bit of

of Contemporary Art.

homework, so I don’t have to do it at home. I usually do that: eat

In the winter, I play

and then go to the library.

basketball and in the spring, I play lacrosse.

My mom wanted me to play a sport in the fall, too. I didn’t want to play flag football, so I decided to run cross country.

AFTER SCHOOL: If I don’t have to visit my teachers for office hours, I’ll leave school around 3 p.m. In addition to cross country, basketball and lacrosse, I box outside of school, and I really enjoy doing that.

15 A Day in the Life

10:55 A.M.—FRENCH: In French, we are learning tenses—

Tod Mattox: At Home on the Court

By Zach Jones ’01

Tod Mattox: At Home on the Court 16

A

s a junior studying English at San Diego State University, Tod Mattox had already found his passion, but not yet his profession. When it came to finding a job, the options swirled, but none seemed quite right.

He could go to law school—plenty of English majors do that. He could follow his father’s lead and join the real estate business—he actually got his own license, but it ended up mostly collecting dust.

As for his passion, that was easy— daily games on the sand volleyball courts in Mission Beach were the rhythm of life at age 21. When a friend recommended a job coaching JV volleyball at Hoover High, passion and profession began to converge, crystalizing in a conversation with legendary coach Hal Mitrovich that Tod remembers more than three decades into his own remarkable coaching career.

“I remember as a 21-year-old kid, Mitrovich sidles up to me during practice and he says, ‘This is pretty cool what we get to do for a living. There are a lot of people out there working jobs that they hate. We get to go in and teach kids how to play sports, and embrace values … what could be better than this?’”

That philosophy is still central even as Tod has established himself as one of the top volleyball coaches in the state, including a run of six straight girls’ CIF section titles from 1996-2001 that matched the San Diego record at the time.

“It didn’t matter how good a player I was—whether I was going to play in college, or I was just doing this for fun,” says Paris Winkler ’18, who was a captain under Tod as a senior and is now playing as a sophomore at Brown University.

“For years, I watched a generation of volleyball players come through my classes. The girls all stood out for the confidence, poise and resilience they demonstrated.

They all took criticisms and setbacks in stride. I knew I wanted my daughter to get a dose of that.”

—Tony Pelletier

“He was as invested in me as in any other player.”

Part of that investment comes in the form of tough love. Every current or former player has a story about Tod stopping practice—the whole practice— to point out something that she was doing incorrectly.

Bishop’s faculty member Tony Pelletier wanted his 5’1” daughter to play volleyball because of Tod. “For years, I watched a generation of volleyball players come through my classes. The girls all stood out for the confidence, poise and resilience they demonstrated. They all took criticisms and setbacks in stride. I knew I wanted my daughter to get a dose of that.”

While Tod’s wife Jane (academic support coordinator at Bishop’s) still gives him a hard time all these years later for “yelling too much,” players say those lessons have been invaluable both on and off the court.

“You have to deal with making mistakes and how to learn from them,” says Lauren Flaming ’17, now a junior playing volleyball at Princeton University. “He would make it a teaching moment, not only for the person who made the mistake, but for the whole team.”

Tod’s style has engendered the loyalty of his players during two stops at Bishop’s (in the mid-1980s and his current tenure beginning in 1996), as well as a successful run at Monte Vista High in between.

Nohl Martin ’88 played on those early Bishop’s teams—including a 1986 squad that assembled an undefeated run that ended at the hands of the eventual state champions.

“I wanted someone who was going to

CIF 2009

the team get better, not only the physical aspects, but the mental aspects.”

To that end, Tod frequently visits colleagues in the collegiate coaching ranks to pick up practice techniques or coaching philosophy. This summer’s trip was to Wichita State University and head coach Chris Lamb (Volleyball Magazine’s National Coach of the Year in 2017).

Senior Brooke Buchner says the Knights regularly use a practice drill adapted from Stanford University, and Tod will often return from offseason trips with a new point of emphasis gleaned from conversations with college coaches.

A longtime proponent of video

analysis, Tod has been able to take that technique to another level thanks to external companies to whom he can outsource the editing.

“The amount of video he watches actually concerns me,” Brooke says laughing. “We’ll play a match, and he’ll come to practice the next day and tell us what we need to work on and then he’ll tell us how we would play that team the next time.”

That video analysis allows Tod to give his players extreme detail in their preparation for each opponent.

“When I walked in for our first film scout on varsity, he had a stack of papers with every rotation of the other team, every player’s favorite hit,” Paris says.

“I felt like I had the whole match in front of me.”

Away from Bishop’s, Tod has remained true to roots that stretch back to his time at Monte Vista, when he and Jane worked with at-risk students. The couple has been foster parents to four children over the years, two at Monte Vista and two at Bishop’s.

He has been a longtime coach with Starlings Volleyball, USA, a nationwide nonprofit that seeks to aid at-risk girls through access to volleyball. In 2017, he stepped away from the classroom to become the organization’s associate director.

Tod Mattox is volleyball to his core, but there was a time when he could have ended up doing anything. Almost four decades later, it’s hard to imagine him doing anything else.

17 Tod Mattox: At Home on the Court

demand and expect that I give it my all and really maximize what I could put out there,” Nohl says. “I felt like he got me, and he knew how to motivate me.

How I wish that my daughter would have had the chance to attend Bishop’s and have Tod as a coach.”

But the desire for constant improvement doesn’t end with his players.

“He has been and continues to be just an incredible student of the game,” says David Johnston, Bishop’s middle school math chair and Tod’s assistant with the girls’ volleyball team since the mid1990s. Their relationship dates back to the sand courts in Mission Beach. “He’s always trying to figure out ways to help

Top left: 2009 CIF Champions Bottom left: 2015 CIF Runners-Up

Alumni in Art Alumni in Art 18

By Melissa Kenyon

Lydia Boehm ’09 Lydia Boehm lives and works as an artist

Camilla Johnston ’10

in London. She’s known for her large-

Camilla Johnston is the founder and

scale abstract paintings—full of color,

director of CJ Art Management and

emotion and energy. Lydia has exhibited

is based in Los Angeles. Her love

her work in London, Berlin and New York

Shannon Reagan Bowen ’80

for art, history and business led her

and in magazines. She was awarded The

Shannon Bowen lives in Black Forest,

to her career, which provides her the

Jealous Prize, the John Frederick Oberlin

Colorado, where she works with her

opportunity to work with renowned

Merit Scholarship, and she was a finalist

husband making a wide variety of

artists and elite art collectors from

for the Hine Painting Prize. Lydia has a

functional and decorative stoneware

around the world. Before starting her

bachelor’s degree from Oberlin College

pottery, ranging from dinnerware to large

own company, Camilla worked at

in painting and a master’s degree in

sculptural bowls and vases. Shannon’s

Sotheby’s, Art Collection Management,

painting from Royal College of Art.

work has been shown in galleries in

Inc. and Los Angeles Modern Auctions.

California, Colorado, Arizona and New

After graduating from Bishop’s, she went

Mexico. She and her husband own

on to earn a bachelor’s degree in history

Bowen Pottery and host sales at their

from the University of San Diego and

home studio.

a master’s in art business from Sotheby’s Institute of Art.

From childhood, these Bishop’s alumni have held a deep admiration for art.

Their perseverance has led to diverse professional pursuits in painting, pottery, art management, mural and restoration work and concept art for animation.

What’s your earliest memory of creative expression?

Lydia: I have a vivid memory being dropped

Lynne Rutter ’81

Shannon: Art tools and materials were

Lynne Rutter is a fine art muralist,

always available to me. My mother was a painter and a tapestry weaver, and my sister, Lark Erin Reagan Gothard ’75, follows in her footsteps as a tapestry artist. My passion for art is both genetic and situational.

decorative painter and consultant.

An internationally recognized and awardwinning artist, Lynne is commissioned for custom large-scale murals, decorative painting and historic ornament restora-

Ian Walker ’18

tion. Lynne studied at the University of

Ian Walker has combined his interests

California, Berkeley and furthered her

in computer science and art, choosing

training in Europe and the U.S. Today,

to earn a degree in animation and

she runs her own art studio in San

illustration from San Jose State Univer-

Francisco, where she teaches classes.

sity. While at Bishop’s, Ian’s work was

When traveling, Lynne captures what she

recognized with Bishop’s Visual Arts

sees with her camera and posts her

Department Awards, and he was selected

photos, along with her thoughts on color

for the 2017 Groff Exhibition, a highly-

and decor to her blog, The Ornamentalist.

competitive juried show featuring the top visual art students in San Diego County.

Following graduation from college, Ian will pursue a career in concept art for games or animation.

Camilla: I remember going with my elementary school art teacher to the La Jolla Museum of Contemporary Art to see an exhibition of Frida Kahlo’s work.

Work like hers, that is not easily digestible, has always left an impact on me.

Lynne: When I was in elementary school and was introduced to charcoal as a drawing medium, it changed everything for me.

Ian: I remember watching a movie about Bionicle Lego people at age two or three, and then using a child’s easel and brushes to paint a character from the film. When I finished I cried to my mom, disappointed that my painting didn’t look like the character. I thought it would just happen once I put my brush to paper.

19 Alumni in Art

off at Gillispie School one morning, maybe it was kindergarten. I remember those smelly markers we had in the ’90s and used the purple and green to draw a wisteria plant—they bloom on the side of our house every spring.

How did your Bishop’s experience foster your love for art?

that I could tell my own stories through visual development and design.

Lydia: I was very comfortable in the art

What can someone expect when wearing your shoes for a day?

studio, feeling like I had the freedom to come in whenever I wanted to work and explore with paint.

If you could give students at Bishop’s advice on how to grow their passion for art into a profession, what would you tell them?

I fell in love with the materials, equipment and the tactile process of creating in clay.

my local coffee shop. Once I get to my studio, I drink my second coffee and look at whatever painting I’m currently working on until I feel compelled to get started.

Camilla: One of Bishop’s strengths is that

Shannon: I wake up, get a cup of tea and

students receive a liberal arts education in high school, which is rare. All of my teachers encouraged me to connect subject matters, even pulling in arts references when they learned my interest. This was invaluable because it reminded me why I love the art world: It crosses nearly every subject matter.

walk down a path through the beautiful piney woods with faithful dogs by my side, to a dream studio. There, I get to play in the mud.

My shoes definitely wouldn’t be heels, maybe snow boots.

Shannon: Listen to your heart. Don’t fixate

Camilla: Well, I read constantly. Many

Camilla: What you want to do professionally

Shannon: In my pottery classes at Bishop’s,

Lynne: Dr. Otto Mower was an inspiring teacher, but he went beyond that. He was more like a mentor.

Ian: Ms. Elizabeth Wepsic was instrumental

Alumni in Art 20

Lydia: I wake up early! I try to go to yoga and

I was half excited about and half worried. I ended up enjoying the experience, sharing my art with my friends, teachers and strangers.

people use art as an investment, so it’s important to research and compare prices, so I can find the right works of art for my clients.

Lynne: To be wearing really fabulous shoes!

in cultivating my love for art. Even before middle school, she was very supportive of me as a student in the Bishop’s Summer Program.

Ian: They’d notice that one of my shoes has

When did you decide to pursue your chosen career path?

Was there a pivotal moment in your life when you felt accomplished?

Lydia: I was hesitant leaving Bishop’s to

Lydia: Getting my M.A. degree was a very

pursue a career in art, so I opted for a liberal arts college. I figured I would explore other academic interests, but I still found myself graduating with an arts degree and pursued my master’s in 2015.

Shannon: At Scripps College, I studied sculpture with a renowned sculptor, Aldo Casanova. He fostered my love of working in three dimensions with stone and validated my later sculptural exploration including wood, steel and concrete.

Camilla: I knew in high school while working in a Gagosian gallery with a family friend. What she did fascinated me.

Lynne: In 1980, I was standing in the Gallery of Maps in the Vatican Museums with Dr. Mower during one of his summer art history tours—and I said, “This is what I want to do, I want to design and paint entire rooms.”

Ian: In high school. It felt amazing to realize

a hole in it, and they’d probably be upset.

But really, I get up, work on assignments, go to class and paint all day, every day.

big moment. It took a lot of hard work, focus and belief in myself to pursue a career that isn’t necessarily easy.

Shannon: The most significant turning point in my career was meeting my husband, Randy Bowen, a jazz musician and potter. For the last 30 years we have collaborated on almost everything: raising our son, working on our home and running our pottery business.

Camilla: Recently a major collector stopped a meeting and referenced me as the one with the most knowledge on a certain artist.

There were about 15 people in the room, and I was the youngest by 20 years. That was a validating moment.

Lynne: Over 20 years ago, I painted a mural after Vermeer’s “Girl with a Pearl Earring,” at a very large scale. I invested myself in this painting and my client was hugely supportive.

Ian: My senior year at Bishop’s, I had an exhibition of my work in the library, which

Lydia: Make as much as you can. Know that there’s no right or wrong way to go about being an artist—that’s the fun part!

on what art is “supposed to be.” There are many ways to be an artist and your path will invariably change as you continue your journey of exploration. Enjoy every bit of it.

isn’t always clear at 16 and the road to discovery can be daunting. Make sure to take the opportunities that are available to you and push forward with your passion.

Lynne: Anything you do is worth doing well, so be good at what you are doing, understand your materials and techniques and then you may gain the confidence to express your creativity in a way that’s relevant and fresh.

Ian: Never stop drawing, learn mindfully and practice your fundamentals. I’m still learning my fundamentals and probably always will be.

What’s next for you?

Lydia: I’m settling in London and taking time to develop a body of paintings in my studio, without pressure.

Shannon: I’d love to incorporate moving water in my work. Most of all, I just hope to be able to integrate creativity into every aspect of my life.

Camilla: A goal of mine is to sell a work from every modern movement. I’d especially like to sell a “Mountain” painting by Ed Ruscha.

Lynne: Finishing my book! The book is about painted ornament and is being written as a resource for designers and decorative artists.

Ian: My goal is to pass my mid-program review and complete the next three years of my degree. I’d like to work in game design at a studio, but then again, the future is never what you expect.

For the

Love

of Art

Remembering Jared Jacobsen

Annie Fang ’22 submitted a strong portfolio of work to be admitted into the California State Summer School for the Arts (CSSSA), a rigorous pre-professional visual and performing arts training program for high school students at the California Institute of the Arts in Sacramento.

“I took painting, digital art, ceramics and printmaking, and I improved a lot in those fields,” Annie says. “There were gallons of paint for everyone, and the canvas was the size of me. It helped me be more free in my art and try styles that I would have been too constrained to try before, like abstract art.”

“We had guest speakers whose careers are supported by art, and my favorite part of the program was the people I met there and the time I could spend with them every day.”

In a competitive process, Ellie Hodges ’22 had her portfolio approved for admission into the School of the Art Institute of Chicago’s (SAIC) 2019 Summer Intensive Painting Program.

“Sometimes art without meaning or purpose is valid and necessary,” Ellie shares. “Working for up to 10 hours a day, I stopped thinking so meticulously about my work, but also improved my technical skills.”

“At SAIC, I learned to be less sentimental about my work.

We had a piece that we painted over and one we completely destroyed. My work started taking a multimedia experimental route, and I wanted to paint larger than I ever have. That change is visible in my work as I am using bolder colors and shapes.”

“On the last day, we were told to choose our least favorite painting and do whatever we wanted. A friend and I used our works to make a sword and shield that we later used in a performance piece during a final exhibition. I wear a bracelet made from the canvas of my own destroyed painting.

Repurposing a piece I hated so much was an unforgettable experience.”

The School community mourns beloved teacher Jared Jacobsen, a member of Bishop’s music faculty for 22 years who was involved in a car accident in August. He was fondly known by students as “Mr. J.” Bishop’s Performing Arts Department Chair Christine Micu says, “While Jared’s title was accompanist, he did so much more. He was the students’ biggest cheerleader, always willing to help any student with anything musical. From accompanying sixth-grade violins, to helping students prepare college auditions, he was the epitome of humility. He was happiest letting students shine, making them feel like the stars of the show.”

Jared played for a papal mass in San Francisco’s Candlestick Park and was invited by Pope John Paul II to be a delegate to the historic First World Congress of Church Music at the Vatican. He served as the longtime organist at the Chautauqua Institute and director of music for the First Lutheran Church in San Diego.

Jared toured extensively as a pianist, organist and choral clinician in the U.S., Mexico and Europe, and he is greatly missed by all who had the pleasure of knowing him.

21 For the Love of Art

Students Spend Time in Summer Art Programs

Healing through Forgiveness 22

Woltman Lecture Series

h g u o r h t g n i l a e H Murder victim’s father espouses non-violence and making peace, even with his son’s killer.

O

ver the past 24 years, since the terrible day his only son was murdered, Azim Khamisa has spoken before hundreds of groups all over the world. As he urges his audience to forswear hate, violence and revenge for peace, love and compassion, one thing stands out above all else—his forgiveness for the teenager who fired the fatal bullet.

While many have marveled over the years at Mr. Khamisa’s willingness to extend a hand of friendship to the killer, it makes perfect sense to him.

“Unless you forgive, you remain a victim. Forgiveness is something you do for yourself,” said Mr. Khamisa at an all-school assembly at The Bishop’s School in November.

s s e n e v i g r o F

Mr. Khamisa came to the School as part of the Woltman Lecture Series.

He gave two talks: one in the evening for the community and one for students, faculty and staff. The lecture series was established in 2018 through a gift from Richard Woltman and his family, longtime Bishop’s supporters who wanted to bring speakers who embody the School’s core values of kindness, humility and justice.

At the all-school assembly, Mr. Khamisa, 70, began by showing a video that included news footage about the murder of his son, Tariq, a 20-year-old student at San Diego State University. On the day of the murder in 1995, Tariq was working at his job as a pizza deliveryman for a local Italian restaurant.

Four teenage gang members called in an order for a pizza, giving a fake address. Their plan was to rob the deliveryman, but when he arrived,

sh

By Joe Ta

Tariq refused to go along. He got into his car, preparing to drive off. That’s when the oldest boy handed a gun to 14-year-old Tony Hicks, ordering him to shoot Tariq. The boy fired a single shot, which went in through the car window and struck Tariq under his left shoulder blade, Mr. Khamisa said in a soft, even voice as he described his son’s murder.

“Tariq died a couple of minutes later, drowning in his own blood, over a lousy pizza,” Mr. Khamisa said.

Tony Hicks became the youngest person in California charged with murder as an adult, and he spent 24 years in prison before being released on parole in April 2019. Mr. Khamisa and his daughter, Tasreen, attended the parole hearing, and Mr. Khamisa spoke in favor of Mr. Hicks’ release.

Mr. Khamisa hopes that Mr. Hicks will volunteer with the Tariq Khamisa Foundation, which was founded in the months after Tariq’s death, with help and support from Mr. Hicks’ grandfather, Plez Felix.

The goal of the foundation is to

Richard Woltman with Azim Khamisa

The six principles as outlined by Mr. Khamisa include: 1. Violence is real and hurts everyone.

2. Actions have consequences.

3. Always make good and non-violent choices.

4. We can all choose forgiveness instead of revenge.

5. Everyone, including you, deserves to be treated well and respected.

6. From conflict, you can create sisterhood and brotherhood, love and unity.

23 Healing through Forgiveness

“stop kids from killing kids,” Mr. Khamisa told the assembled Bishop’s students.

From the beginning, Mr. Khamisa and Mr. Felix bonded over the shared tragedy that both had endured.

“His grandson killed my son, and we are brothers,” Mr. Khamisa told the students. He sees Mr. Hicks not as a violent offender, but as a victim of societal pressures that led to his gang membership. “There were victims at both ends of the gun.”

Mr. Khamisa and Mr. Felix have spoken together hundreds of times, trying to turn young people away from gangs and violence. Mr. Khamisa believes that with the right encouragement and support, his goal of a less-violent society can be achieved.

The foundation provides programs for youth, designed to end violence and foster peacemaking and forgiveness.

“Violence is a learned behavior.

No kid is born violent,” Mr. Khamisa said at the assembly.

The bulk of Mr. Khamisa’s talk was devoted to a discussion of six principles that he contends (see callout) will lead young people to become nonviolent leaders and peacebuilders.

He encouraged Bishop’s students to become leaders for the cause of non-violence in their community.

Mr. Khamisa shares that “We live in an eye-for-an-eye society,” but forgiveness can break the mold.

“I believe in every crime there’s an opportunity to create a better society.”

“You have to build your forgiveness muscle, it will serve you well,” Mr. Khamisa told the students. He ended the presentation by leading Bishop’s students in a peacemaker pledge, in which they vowed to strive for peace in their homes, at school and in their community.

Mr. Khamisa’s message resonated with Bishop’s students, who admired his capacity for forgiveness and his determination to create something positive from the tragedy of his son’s death.

“It was a very beautiful story about the power of forgiveness,” says Lila Chitayat ’21.

“He didn’t want to be a victim forever. That realization is the most powerful part of (his presentation),” says R.J. Faltinsky ’20.

“It takes so much wisdom to separate the pain caused to you and the pain you might cause someone else,” says Abby Beamer ’22. “I can’t make that separation, but he’s so incredible for being able to do that.”

“It was really impressive how he managed to forgive someone who killed his own son,” says Marcus Buu-Hoan ’24.

Mr. Khamisa, who was born in Kenya and educated in England, worked for many years before his son’s death as an

Healing through Forgiveness 24

Woltman Lecture Series

international banker. Since then, much of his time has been devoted to the foundation, and its programs to prevent violence in schools and communities.

He first met Mr. Felix soon after Tariq’s death, in the office of the public defender who handled Tony Hicks’ case. Mr. Khamisa shared that he was not there for retribution or revenge, but to “make sure no one else winds up dead or in prison like our kids.”

“He was quick to take my hand of forgiveness. Fast forward 24 years, and we are still together,” Mr. Khamisa says.

The program developed by the foundation has four parts—a school assembly, a 10-week course on peacemaking, empathy and leadership, a peace club on campus and a mentoring program. Over the past 24 years the program has been introduced to 300 schools. Now, the foundation has pivoted toward training teachers to carry out its precepts, with an eye toward taking its message across the country. The program costs just $100 per year per student, which Mr. Khamisa says is a bargain when compared with the $148,000 annual cost of incarcerating one person.

“Nobody who has gone through our safe school model has shot anybody or will shoot anybody,” he says.

As Mr. Hicks adjusts to life outside prison walls, Mr. Khamisa looks forward to the day when he can join him and his grandfather to encourage students to reject violence.

“Think about the power of him on stage,” says Mr. Khamisa. “I believe he will save many young people who might be thinking of following in his former footsteps.”

When Mr. Hicks is ready, he will become a valuable role model and speaker with the foundation.

“He’s not the same person he was at 14 when he took the life of my son.

I have high hopes for him.”

“He was quick to take my hand of forgiveness.

Fast forward 24 years, and we are still together.”

FEATURES

2

All Things Are Possible

BISHOP’S A magazine for The Bishop’s School family and friends

2

Fall/Winter 2019 • Vol. 17, No. 1 Bishop’s is published two times a year

by The Bishop’s School.

Credits

Editor Letters: We welcome your comments.

Keri Peckham Please send letters for possible publication Assistant Editors to weiners@bishops.com or contact us at Jen Jordan (858) 875-0735.

Cathy Morrison

New head of school dedicated to student well-being

6

A Force Multiplier for Good

2019 Reunion Weekend Fun Photo highlights from Oct. 11-12

10

Graphic Design Design Perspective www.bishops.com

High-Powered Learning Unique courses encourage excellence.

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14 A Day in the Life: Lucas Sit ’25 A glimpse at a good day in middle school

16 Tod Mattox: At Home on the Court A passion for volleyball and its life lessons

18 Alumni in Art Making visual arts a way of life

Contributing Photographers Jen Jordan Mission Statement Pablo Mason Cathy Morrison The Bishop’s School is an academic Sarah Noblepursuing Photography community intellectual, artistic, Dave Siccardi and athletic excellence in the context Michael Spenglertradition. We are of the Episcopal Gavin Zau to offering the highest quality dedicated education to a diverse student body The Bishop’s School and to fostering integrity, imagination, Head of School moral responsibility and commitment Ron Kim the larger community. to serving Assistant Head of School and Chief Advancement Officer John A. Trifiletti

21 For the Love of Art Recognition and remembrance

Director of Alumni Relations Sarah Garro From the Editor: We apologize for omitting the Bishop’s is published twothe times a year name Cindy Weiler from board of trustees by Bishop’s School. list The in the fall/winter 2015 issue of Bishop’s.

Mrs. Weiler isyour a current trustee and serves We welcome feedback. as the board’s secretary.

Please send story ideas toPlease note: Craig Higgs ’62 is the board’s legal counsel. keri.peckham@bishops.com

22 Healing through Forgiveness Following a path of peacemaking

25 Family Matters Class Notes, reunion recaps and transitions

Gardening

Contributing The Bishop’sWriters School Zach Jones ’01 7607 La Jolla Boulevard JenJolla, Jordan La CA 92037-4799 Melissa Kenyon Cathy Morrison Phone: (858) 459-4021 Trisha Ratledge Fax: (858) 459-3914 Joe Tash

Three challenges for the Bishop’s community

8

Boyband

Ceramics

the School and seeing it from the students’

The Bishop’s School 7607 La Jolla Boulevard La Jolla, CA 92037-4799

perspective.

Phone: (858) 459-4021 Fax: (858) 459-3914

16

Check out our new

www.bishops.com Mission Statement The Bishop’s School is an academic community pursuing intellectual, artistic and athletic excellence in the context of the Episcopal tradition. We are dedicated to offering the highest quality education to a diverse student body and to fostering integrity, imagination, moral responsibility and commitment to serving the larger community.

Cover Photo Photographer Pablo Mason

Mr. Kim is immersing himself in the life of

or contact us at (858) 875-0790.

HONOR ROLL OF DONORS 2018-2019

Ron Tries…

table of contents

video series at

Strength and Conditioning Quiz Bowl

https://www.youtube.com/ bishopsschool

BISHOP’S A MAGAZINE FOR THE BISHOP’S SCHOOL FAMILY AND FRIENDS FALL/WINTER 2019

The Bishop’s School

Non-Profit Organization U.S. Postage PAID The Bishop’s School

7607 La Jolla Boulevard La Jolla, California 92037-4799

A rite of passage

matriculation

On Aug. 21, 2019 Bishop’s officially welcomed 156 new students and installed Mr. Ron Kim as the 12th head of school.

All Things Are Possible New head of school dedicated to student well-being

High-Powered Learning Healing through Forgiveness Parents of alumni, if your child no longer maintains an address at your home, please provide an updated address to the alumni office. (858) 875-0505 • Fax (858) 456-2681 • tbsalumni@bishops.com