RED & GOLD THE COMMUNITY MAGAZINE of CATHEDRAL SCHOOL FOR BOYS
INSIDE: LEADING THE WAY: How Co-Lead Teaching is Changing Cathedral’s Classroom One Boy at a Time page 16 THE SUITE LIFE: Matt Peek ’85 Designs Cathedral’s New Science Suite page 44
WHAT TEACH FOR AFRICA’S NALAMOTSE “RALPH” RIBA KNOWS ABOUT ’UBUNTU’ page 84
THOUGHT LEADERS
AT-A-GLANCE
MESSAGE from the Headmaster
As the conversation about masculinity continues to evolve, we at Cathedral School for Boys believe we must continue to define what it means to educate and raise boys. We devote each day to the spirited dialogue, dynamic lessons, and intentional character building that guide each young boy to engage in the way that best fits him, while he simultaneously develops empathy and respect for the world around him. Because Cathedral is here to... raise the bar on raising boys.
I have often thought that the responsibility of any school should be to help students discover and become their very best selves. This is a respon- sibility that Cathedral School takes seriously, and the depth and breadth of our students’ interests and our alumni’s accomplishments stand as the most apparent demonstrations of our capacity to fulfill this obligation. Our efforts toward this end, however, also create demands upon the School. Most directly, they require us to engineer an educational experience that is both comprehensive and exceptional. In addition to an excellent course of study in all core subjects, our boys also engage in an extensive study in art, music, social-emotional learning, and physical education. All boys devote considerable time to service. Our students are exposed to speakers and artists of local and national acclaim. Each student will have the chance to participate in an international trip before he graduates. These opportunities, and others, provide a complete and comprehensive education and allow each student to discover his passions and interests. The quality of our programming is a direct result of the men and women who commit themselves to teaching at Cathedral. I have long maintained that we have the finest staff anywhere, and this decla- ration stems not only from their experience and education, but also from the dedication and passion that they bring to their work. This edition of the Red & Gold , I believe, profiles just some of the people and programs at Cathedral, and the type of opportunities that a Cathedral boy has each day.
47,965 MORNING HANDSHAKES | 25 STUDENT-BODY ASSEMBLIES
98% OF 2019 GRADUATES
42% OF STUDENTS
59 PRESCHOOLS 53 MIDDLE SCHOOLS Applicants from
28 Zip Codes Represented 18 Preschools 12 Different Religions
264 STUDENTS
got into their first choice High School
Self-identified as students of color
3% STUDENT-BODY ATTRITION OVER THE PAST 5 YEARS
22% OF STUDENTS
COVERS 68% OF TUITION
$23,700 average Adjustable Tuition grant
receive $1.44M in Adjustable Tuition
100% OF PARENTS & TEACHERS CONTRIBUTED TO THE CATHEDRAL SCHOOL FUND
27 SPORTS TEAMS (Grades 5-8)
95.7% OF STUDENTS
participate in sports with 73% multiple sport athletes
CC 7 DIFFERENT SPORTS
24 CHOIR BOYS
60 STUDENTS PLAY IN SCHOOL BAND
19 DIFFERENT INSTRUMENTS PLAYED
perform in a school production 100% OF STUDENTS
102 STUDENTS PARTICIPATED IN AN OUTDOOR EDUCATION TRIP
40 UPPER SCHOOL STUDENTS PARTICIPATED ON AN INTERNATIONAL TRIP
participate in Service Learning 100% OF STUDENTS
participate in the 1:1 iPad program 100% OF STUDENTS Grades 2-8
Enjoy,
396 ORGANIC CHEESE PIZZAS DEVOURED DURING LUNCH
9 YEARS AVERAGE TENURE FOR TEACHERS
TEACHERS THAT ATTEND PROFESSIONAL DEVELOPMENT: 100%
15 AFTER-SCHOOL CLASSES (piano, guitar, drums, movie making, coding, chess, garage band)
use morning care, after-care, and/or after-school study hall on campus
75% OF FAMILIES
Burns Jones Headmaster
Headmaster Jones congratulates boys from the Class of 2019 upon their graduation.
TEACHERS WITH ADVANCED DEGREES:
80%
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RED & GOLD THE COMMUNITY MAGAZINE of CATHEDRAL SCHOOL FOR BOYS
Editor’s Note: THOUGHT LEADERS
When I began to ponder this year’s Red&Gold theme—Thought Leaders— many famous people came to mind: Malala Yousafzai, Dalai Lama, Susan B. Anthony, Abe Lincoln, and Cesar Chavez. You know, the kind of people who stood up for change, often at personal expense, when many sat down. These thought leaders not only
In this issue, as an ode to the three pillars of our Strategic Plan, we wanted to uncover those deeds and stories of the people, programs, and places that highlighted thought leadership within our community. Not surprisingly, there were many stories to tell. While we would have loved to cover them all, we are proud of the ones we were able to feature, such as the piece written by Tara Boland on the School’s Co-Lead Teaching Model, Kate Juergens’s article highlighting ways to harness optimism, and Chris Corrigan’s story on our Puerto Rico service trip called, “In Giving We Receive.” Stories of Cathedral community thought leadership can be found throughout this issue and provide excellent examples of thoughtfulness in action. To further this theme of thought leadership, the Red&Gold is asking our community to consider how each of us might act as a thought leader. The way to begin is to recognize which societal conventions you feel need to change. Then start small. Contemplate ways you, personally, can help make a change. When we model the change we would like to see, not only do we change our lives for the better, we also affect those around us. Cheers,
challenged convention, they also marshaled change. In doing so, they inspired society to think, act, and believe differently. I think it is important to remember that many of these thought leaders were not immediately recognized; they were disregarded at first. In fact, much of wide-spread societal change encountered strong resistance before mass adoption. This means that thought leaders are people who tend to do right for goodness’ sake or because it feels right, not due to the promise of fame and fortune. Of course, thought leaders are not just famous people; they can also be not-so-famous people. A thought leader could be a mom, a teacher, a good Samaritan, a big-hearted kid, or a chaplain, to name a few. Everyday folks may not have the same national impact as the gentleman on our cover, Martin Luther King, Jr.; however, their deeds can still be seen as remarkable on an individual level.
Big and Little Brothers sharing a laugh at Grace Cathedral’s outdoor labyrinth.
Large-scale renderings of Martin Luther King Jr., Cesar Chavez, and Abraham Lincoln created by our eighth-grade art students over the years. (More at sidebar on next page)
OUR MISSION
IN THIS ISSUE 1 Message from the Headmaster 3 Editor’s Note 16 Leading the Way: How Co-Lead Teaching is Changing Cathedral’s Classroom One Boy at a Time 22 Puerto Rico: In Giving We Receive 26 Choose Optimism! 28 Chapel Talk: Are you a Traveler or a Tourist? 32 Cathedral Community Scholars 33 Graduation: Class of 2019 40 Alumni Section 50 In Memoriam
Katie Rice Jones Red&Gold, Editor-in-Chief
51 Annual Report 73 CSB Excerpt: An Interview with Acre Gourmet’s Chef Cameron Judge 75 Boy Study Committee 76 School Events 78 Cathedral Makeover Series: The Gym 79 Moving In, Up, and On 84 Mr. Riba Teaches Us About “Ubuntu” 86 Faculty News 88 Mac Barnett Visits CSB 89 D.E.I. Reading List 90 CSB Reads!
RENDERING THOUGHT PAT O’CONNOR, Upper School Art Teacher On the Cover...
RED&GOLD TEAM EDITOR-IN-CHIEF Katie Rice Jones COPY EDITORS Megan Brown Harrison Wilkes DESIGN Jenna Del Vigna PHOTOGRAPHY
To provide an excellent education for boys at the elementary level. To attract a diverse student body of strong academic potential. To provide a school committed to intellectual inquiry and rigor, centered in the Episcopal tradition, respectful of and welcoming to people of all religious traditions and beliefs. To develop social responsibility through exemplary programs of outreach and service. To create a community bonded
This large-scale rendering of Martin Luther King Jr. (48" x 66"), created by the Class of 2019, integrates themes of identity, leadership, civil rights, and current events. Art projects such as these aid students in the mastery of blending colors with oil pastel and depicting proper proportions. At the same time, these projects provide the opportunity to visually honor thought leaders who have made a global impact. I plan to work with eighth-grade students on a new thought leader rendering each year. If you have suggestions of thought leaders who could be our next subject, send your ideas to oconnor@cathedralschool.net. And while at School, check out this beautiful piece along with those of Cesar Chavez (42" x 66", Class of 2019) and Abraham Lincoln (48" x 71", Class of 2013).
Chris Corrigan Juancho Galich Katie Rice Jones Sarah Roggero Judy Hillbrich Sheppard
Cathedral School for Boys, a department of Grace Cathedral, is accredited by the California Association of Independent Schools, and is a member of the National Association of Independent Schools and the National Association of Episcopal Schools. As an institution with 501(c)(3) non-profit status, it relies on the generosity of individual and community support and an active Parents Association to fund its annual operating and capital needs. If you’d like to make a gift to the School or would like more information on how you can make a difference in the lives of the School and our boys, please contact James Schmidt, Director of Development, at schmidt@ cathedralschool.net. All gifts to the School are fully tax-deductible as allowed by law. CATHEDRAL SCHOOL FOR BOYS 1275 Sacramento Street, San Francisco, CA 94108 415.771.6600 www.cathedralschool.net
Ayumi Sohn Nano Visser COVER ART “Martin Luther King, Jr.,” produced by the Class of 2018
by open-heartedness, hope, compassion, and concern.
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THE HUMAN TOUCH Fourth-grade boys learn how to communicate with a robot during Mr. Santosa’s class.
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EIGHTH GRADERS GET INTO THE ACT (PART ONE) The eighth-grade production of Next Time, directed by Mr. Breen, had a multitude of revealing scenes include this one in which the boys sang as chanting monks.
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EIGHTH GRADERS GET INTO THE ACT (PART TWO) From Monks to Mullets, these eighth-grade boys sang about the virtues of being a “Mullet Man.”
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BACK TO THE 80s Gala-goers realized what fun it could be to relive the 80s but not to be stuck there. Over 300 of our CSB community attended the 2019 gala at Bimbo’s and danced to Notorious .
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SMART PEOPLE Teachers dress for a typical June morning at Field Day 2019. (left to right: Mr. Breen, Ms. Roggero, Ms. Hilbrich Sheppard, Mr. Harlow. Father Abidari, Ms. Williams, Mr. Chou, and Mr. Marini)
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RED AND GOLD COMPETITION GETS SERIOUS From the sack race to the 100 M dash, no competition is too small when it comes to who takes home the Field Day Trophy. Go HAWKS!
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Cathedral School for Boys’ families often describe the School as a magical place. What makes it so magical? At a fundamental level, boys feel understood by the teachers. The connection the boys feel to their teachers and the other boys in the class shapes how they approach learning. Cathedral boys see school as a joyful experience. They are confident, open, and are ready to take creative risks. Since Cathedral was established, we have thrived as a small school where each boy is known, loved, and challenged. In our never-ending quest to provide the best education for boys, a few years ago we asked ourselves how Cathedral’s emphasis on relational teaching could and should influence the future of the Lower School experience.
Second grade gives Ms. O'Brien and Ms. Rieger the thumbs up.
At Cathedral School for Boys, we are in the third year of our official Co-Lead Teaching program in the kindergarten, first, second, and third-grade classrooms. The students in those classrooms have two lead classroom teachers who, together, plan curriculum, instruct, assess students, and are able to subdivide the class into smaller groups. As a consequence, the boys are the recipients of more frequent and more meaningful interactions with their teachers who better understand their individual learning and development. With our already small class size of 24 students, having two lead teachers not only provides opportunities to reduce the student-to-teacher ratio to 12:1, it also capitalizes on the teachers’ experience and ability to collaborate and create. While many institutions are replacing the human relationship with screens and data collection, Cathedral is providing students with what we know they need most: a closer and deeper relationship between the student and teacher. As Cathedral has long understood, this is how boys learn best. This is true educational innovation. The introduction of the Co-Lead Teaching program reflects Cathedral’s commitment to providing the best education possible for our Lower School students. After a careful exami- nation of our teaching practices, extensive research, and a willingness to think beyond familiar models of teaching, Cathedral determined that Co-Lead Teaching is the answer for today’s boys. The Co-Lead model that Cathedral has adopted allows two teachers to inspire and lift one another to do their best work through collaboration. Teachers teach better and, consequently, students learn more deeply. The development of Cathedral’s Co-Lead Teaching model has also been driven by two of Cathedral’s strategic goals outlined in our 2017–2022 Strategic Plan, organized by the three P’s— “Program, People, and Place.” As part of our Program goals, Co-Lead Teaching will allow us to “capitalize on the educational advantage of Cathedral’s size by reducing class size… to help teachers better know each boy and help him become his very best self”; and “develop an excellent curriculum.” As part of our
People goals, it will also allow us to “attract and retain inspiring teachers” and “strengthen our professional growth program.” Cathedral’s first Co-Lead Teaching partnership began as a consequence of circumstance in 2013. In the third-grade classroom, two master teachers, Mr. Rob Kerman and Ms. Brenda Hayden, nearing the end of their careers, joined forces. Mr. Kerman and Ms. Hayden taught the third-grade class together for two years, with Ms. Hayden teaching Math and Science and Mr. Kerman teaching Reading and Writing. When Ms. Hayden retired in 2015, former Kindergarten Assistant Teacher, Mr. Dana Marini, stepped in as a Co-Lead and taught Math and Science. Two years later, in 2017, Director of Lower School, Ms. Kate Juergens, expanded the program. Following Mr. Kerman’s retirement, Ms. Anjali Henderson joined Mr. Marini in the third-grade classroom and Ms. Kelli Rieger joined Ms. Margaret O’Brien in second grade. Now, in the fall of 2019, the School has debuted four consecutive classes in the Lower School: In Kindergarten, Ms. Liz Johnson and Ms. Emy Gelb; in first grade, Ms. Tracy Murray and Ms. Jen Drake; in second grade Ms. O’Brien and Ms. Rieger; in third grade (following Mr. Marini’s move back to Chicago), Ms. Anjali Henderson has been joined by Mr. Paul Bertrand, who we are thrilled to announce has returned to the classroom after 14 years as Director of the Lower School and Director of Curriculum. In order to best serve students, Ms. Juergens wanted to see both teachers work together on all facets of planning, reflecting, and assessing students. Through collaboration, teachers could produce a stronger curriculum, and by teaching all students all subjects, obtain a fuller understanding of each boy. Teachers themselves are professionally renewed by this model as the different experiences each teacher brings allows for a diversity of instructional approach and perspective. Conversations would extend from what each teacher is doing, to why she is doing something. Too often in schools, teachers
LEADING THE WAY HOW CO-LEAD TEACHING IS CHANGING CATHEDRAL’S CLASSROOMS ONE BOY AT A TIME BY TARA BOLAND, Director of Admission
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Co-Lead Teaching offers a way to inspire and energize teachers.
so special. When we got to see the Co-Lead Teachers in action, we were more than impressed. They made learning fun for all and gave the boys the confidence to learn and grow so much this past school year.” Brooke’s son, third-grader Weston, said, “(My Co-Lead Teachers) were fun and they were really good teachers and got to teach at the same time. Like if we were playing a math game, they would both be able to play with us while they were instructing.” From a teaching perspective, the outcomes are clear. Teachers teach better, teachers get to know their students better, teachers are able to interact with their students in smaller groups, teachers are invigorated by their collaboration, and we can attract and retain better teachers because Co-Lead Teaching offers a way to inspire and energize teachers. Second-grade Co-Lead Teacher Ms. O’Brien reflects that Co-Teaching has improved every facet of her teaching because “I am accountable to the boys and Kelli (Rieger). It elevates what we are offering.” Ms. O’Brien cites more creative and meaningful projects, more student-centered work, better use of technology, and a more refined reading program. She reflects that Co-Lead Teaching has made her a better teacher: it has “renewed my excitement” and “it is a joyful experience.” Additionally, Ms. O’Brien refers to Co-Lead Teaching as “courageous learning,” because a Co-Lead Teacher is always seeking to improve and be a better teacher. Co-Lead Teaching requires a growth mindset that is modeled to the boys every day and seeps into the entire school culture. Looking forward to Co-Lead Teaching in kindergarten this year with Ms. Gelb, Ms. Johnson says, “It’s so much fun to work with Emy because she has wonderful ideas that are connected to her experiences in the classroom and as a student. Because there are two of us, not only will there be new ideas, but we will actually have the (wo)man power to get them done.” Ms. Juergens sums up the opportunities of Co-Lead Teaching: “You have a peer with whom you can work alongside as you assess, plan, and get feedback. You can obtain real-time data by asking your partner: ‘Check how many times I do X, Y, or Z,’ or ‘Watch this boy while I’m teaching.’” Teachers improve their craft and students receive the benefits. Just as important as teachers’ ideas is a teacher’s understanding of her students. Ms. Juergens says: “With two different teachers and two different teaching styles, you can better meet the boys’ needs. You can give every child what he needs. Co-Lead Teaching is one of the most effective ways to make it happen.” Ms. Johnson is thrilled to offer more differentiated instruction. She says, “With two teachers in the room who both understand the curriculum and the students, we can really
reach everyone. Classroom management is so important for the functioning of the class. With two teachers, we can meet with small groups of students and tailor our teaching to meet each student where he is.” First-grade teacher, Ms. Murray, is excited about her recent transition to Co-Lead Teaching with Ms. Drake this year. She says, “The greatest benefit to students is that both teachers use instructional time to work with boys in small groups. The lower student-to-teacher ratio creates a more individualized approach of content and skills, helping each boy meet his learning goals.” As Ms. Juergens says, “Differentiation in the classroom is frequently spoken about, but is harder to execute. The Co-Lead Teaching model allows Cathedral teachers to make it happen.” The boys who require more recursive review receive it, and the boys who are ready to go deeper can also do so. Fifth grader Willem told his mother that he “appreciated that teachers could balance their work load between each other. It gave them the opportunity to give extra attention to students who needed it while at the same time, the other students could keep up with the curriculum.” The invigorating collaboration of Co-Lead Teaching and Cathedral’s institutional support for the program is a draw for teachers. In a city like San Francisco, where cost of living HOW DOES CATHEDRAL HIRE A CO-LEAD TEACHER? BY KATE JUERGENS Hiring is critical, especially in support of the Co-Lead model. I consider many factors when hiring, including experience, teaching ability, communication style, and potential for professional growth. Perhaps more than any other factor, however, I look for candidates who are committed to collaboration, creativity, and innovation, as these tenets are fundamental to Co-Lead success. Because Co-Lead Teaching requires teachers to work so closely together, personal connection is also important. Therefore, when possible, I ensure that teachers for whom we are interviewing a Co-Lead partner are actively involved in the hiring process. Patience is critical and I have been selective as I have hired. I have paused the growth of the program when I didn’t find the perfect teacher for which we were hiring. As we’ve seen over the past seven years, when the fit is right, the teachers soar.
First-grade boys enjoy group storytime and later break into smaller reading groups led by Ms. Murray and Ms. Drake.
wind up siloed and disconnected. Even two teachers teaching in the same classroom can operate in very separate spheres, missing out on important aspects of their students’ experi- ences. By sharing space, time, and resources, teachers can truly collaborate and assess the students’ learning. However, Ms. Juergens knew that just pairing two exceptional teachers wouldn’t be enough. Successful Co-Lead Teaching requires institutional support, too. The Co-Lead Teaching would require intentional scheduling to ensure that the teachers could work together several times a week to plan, reflect, and assess. Ms. Juergens added monthly meetings to provide time for teachers to work on their partnership and communication and to look at different instructional models of Co-Lead Teaching. There’s no question that the Co-Lead Teaching model is a more resource-intensive model. So, the obvious questions are: How do we know it’s working? What are the outcomes of the investment in Co-Lead Teaching? In the second grade, students are hitting their “benchmarks” very quickly. For the past two years, all second grade students ended the year reading at or above grade level. Educational Records Bureau scores (ERBs) have been up in the third grade for the past three years (third grade
is the first point at which standardized testing is administered at Cathedral). But, like much of teaching, if you try to reduce “outcomes” to numbers, you will inevitably be disappointed. They simply don’t tell the full story. The qualitative feedback from parents, boys, and teachers fills in the gaps. Parents of students who had had one of the Co-Lead Teaching partnerships told me time and time again how happy their sons had been with their Co-Lead Teachers. A few parents pointed out that with two Lead Teachers, there was that much greater a chance that their son would connect with one of the two teachers, ensuring a happy year of learning. Parent Linda Mathews mentioned, “I think one of the benefits is the kids experience two different teaching styles and develop strong relationships with two head teachers who know the child well.” That connection is where the magic happens in a classroom. Parents and students see the results in slightly different ways, but parents and boys often reference “fun” as their assessment of a great year. Parent Brooke Kruger said; “The Co-Lead teacher model was absolutely great for our son. We know that both the teachers’ energy, attitude, camaraderie, and individual and small group attention helped make his second-grade year
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A rich teaching environment serves our teachers, our students, and our strategic goals.
annually pushes out great teachers, Cathedral’s Lower School offers a rich professional environment for motivated and driven teachers. A rich teaching environment serves our teachers, our students, and our Strategic Goals. In its strategic plan the School states: “Overwhelming educational research demon- strates that teacher quality influences learning more than any other factor…. As part of our strategy we will improve how we attract, retain, and reward talented educators….” The greatest obstacle confronting Cathedral’s Co-Lead Teaching model is lack of space. The proposed Terrace construction, part of the fulfillment of the third arm of the Strategic Plan for “Place,” would alleviate that. The Strategic Plan states under “Place”: “Improve use of learning space… to support new educational approaches and better meet the needs of boys and teachers.” Right now our teachers are resourceful as they navigate the space constraints of the Lower School
floor. The learning space gained by the Terrace Construction Project will allow our teachers to more fully realize the oppor- tunities of their Co-Lead Teaching. At Cathedral we have long offered the best of a classical—or traditional—education, coupled with the best of progressive models because that is the learning environment in which we believe boys thrive. Co-Lead Teaching is an exciting new addition to Cathedral’s Lower School. It reflects Cathedral’s commitment to the student-teacher relationship that is the foundation for all learning. This contemporary model should lead to more innovation in the classroom as teachers collab- orate. In the words of second-grade Co-Lead Teacher, Ms. O’Brien, Co-Lead Teaching is elevating teaching. I would argue, that Cathedral is amplifying what we have always done so well, with the boys at the center of the equation.
STRATEGIC PLAN 2017–2022 CATHEDRAL SCHOOL FOR BOYS STRATEGIC GOALS
First-grade Co-Leads Ms. Drake and Ms. Murray take a comfy seat while reviewing their day.
Three goals are centered on the boys and form a plan that guides us as we move forward. PROGRAM Maintain our leadership in boys’ PEOPLE Foster a community that
PLACE I mprove use of learning space, both on campus and off, to support new educational approaches and better meet the needs of boys and teachers.
education so that we prepare boys for success at high school and beyond in an increasingly complicated world.
attracts and supports talented educators and remains accessible
to all qualified students regardless of background.
Third-grade Co-Leads, Mr. Bertrand and Ms. Henderson, in a planning session.
Ms. Rieger and Ms. O'Brien collaborate on their second-grade lesson plan.
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OKAY, SO I CAN GO AHEAD AND WRITE THIS THE EASY WAY. I can tell you how 13 eighth graders chose to give up their spring break vacation and went with Ms. Munz to Puerto Rico to do service work. I can tell you that over the course of ten days, while their classmates were relaxing, these guys put in full days of manual labor—mixing concrete, pouring it into rebar—reinforced columns, and load bearing beams. I could recount how they helped build a greenhouse for a rainforest preservation project or how they cleared debris still leftover in the wake of Hurricane Maria. Maybe you’d like to hear about setting up bucket brigades to move concrete and building materials to crumbling homes in an impoverished barrio, or helping to build a walkway designed to redirect water away from someone’s house that floods during the rainy seasons? I can tell you about all that, and you’d be as proud of these eighth graders as I am. I might even go a little further and talk about supporting the School’s Mission of educating compassionate, empathetic young men who are called to serve others. But that would be easy and neglect the heart of the experience. So, I will start again. Here goes. A group of our eighth graders headed to the Caribbean for spring break but not to lounge on the beach, sip virgin piña coladas, and work on their tans. They returned to the communities of Villa Del Rio and Las Casas de la Selva, and continued the work of last year’s class, building hurricane-resistant housing and cleaning up messes still left over from Hurricane Maria. As with many service trips, the boys went in with the mindset of helping those in need and pitching in to help those who are struggling and may be less fortunate than themselves. But they came out realizing that they may have been the true beneficiaries of the endeavor.
PUERTO RICO 2019
While the labor in the heat was physically difficult, much needed, and very appre- ciated, it was our boys who received maybe even more than they gave. Talking about loading and moving wheelbarrows full of rocks might give you a picture of what we did. But it doesn’t convey the lessons Maria taught the boys about gratitude as she welcomed us into her home for lunch everyday, a lunch she prepared. (If you’ve ever had to feed a 14-year-old boy, you know how hard that can be. Now multiply that by 13, and you’ll get the sense of her task.) A story about pouring cement into wooden forms when it’s 90 degrees and 95% humidity might illustrate how gruelling the work was. But it doesn’t say anything about the empathy the boys discovered when Suri cried as she hugged goodbye to the boys who helped rebuild the support columns in her house. Writing about how William and Angel, two community leaders, taught the boys how to hand-mix concrete might give you a glimpse into how we spent our days. But it doesn’t express the camaraderie and friendship they shared with the boys as they all worked and laughed side by side even though language barriers made talking difficult. Sure, our boys did some serious work and impacted the commu- nities in a major way, but they took away so much more.
IN GIVING WE RECEIVE BY CHRIS CORRIGAN, English Teacher
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“When you travel, it’s like you’re on the outside looking in. I really liked this trip. I like the view better from the inside looking out.”
FORCES AT WORK MR. SANTOSA, Instructional Technology
But it wasn’t just the newfound connec- tions that enriched the experience. Each day as classmates, the group became tighter. When one guy needed a break, another stepped in for him. When someone skinned a knee or needed a hand with something, another boy was there to lighten the load. Boys who, over the course of time at Cathedral School, may have never been on the same team or travelled in the same circles were developing bonds with each other, discovering qualities they didn’t know about the others, and building friend- ships they might have otherwise missed. During times of reflection, so many of the group expressed how glad they were for the opportunity to connect with their classmates before graduation and how nice it was to see them in a new place, a new context, and a new light.
That’s the thing about true service: we often go in a little smug, arrogant, and self-righteous like we’re going to go help someone else, but we often forget how we are actually the ones who get the most out of the experience in the form of personal growth and connec- tions—how much we get back from those we think we’re helping. The work, though important in and of itself, becomes a conduit to a much richer experience. Well, that’s what happened for a group of our students this past April. They went to help others but wound up helping themselves and are now more apt to help others again. It’s like a cycle that will continue. One boy summed it up this way, “When you travel, it’s like you’re on the outside looking in. I really liked this trip. I like the view better from the inside looking out.” Didn’t someone once say that it is “in giving that we receive” or something like that?
While the Upper School boys were in Puerto Rico doing service work, third-grade students at Cathedral learned about relief efforts after Hurricane Maria through their Sci-Tech unit with Mr. Rankin and myself. The boys designed and tested zip lines used to transport supplies across a damaged bridge. In the process, they were able to identify the forces at work and how an object moves when the ends of the rope are at different heights.
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LAST JANUARY, AS I SETTLED INTO THE REALITY OF A MILESTONE BIRTHDAY, my older (and perhaps wiser) sister, gave me a great gift: a desk plaque reading, “Today Will Be Awesome.” Likely given in jest, those four simple words have had a profound effect on my outlook (especially as I hobbled around in a walking boot due to a foot injury from running). Optimistic messages are everywhere: greeting cards, Instagram feeds, t-shirts, and posters. Some might argue that these positive idioms are so pervasive that they are easy to dismiss and overlook. But my tiny plaque got me thinking about optimism and the potential of its impact. Does optimism have real benefits? Where does it come from? Is it important to learning? Can you teach it? Turns out, optimism not only has tangible health benefits, it is also an important factor in effort, motivation, and potential. Admittedly, some positive messages may be silly or even cheesy (i.e. You have to look through the rain to see the rainbow). But before you roll your eyes, the reality is that positive messages hold an important truth: Being optimistic leads to happiness Understanding optimism came from Positive Psychology, a field of psychology studying the positive aspects of human experience and what specifically has an impact on physical, emotional, and social well-being. Researchers have discovered that optimism not only contributes to a happier disposition, it also directly influences one’s health. According to an article published on Harvard Medical School’s Health Publishing website, various studies have found a correlation between optimism and lower blood pressure, lower levels of the stress hormone cortisol, and reduced risk of heart disease. What’s more, having an optimistic attitude pointed to increased longevity and improved immune function. Based on these biological benefits alone, having a positive outlook is a no-brainer. But, how does it connect to learning? Renowned
psychologist and Stanford educator, Carol Dweck, proposes through her research that, “[...] the view you adopt for yourself profoundly affects the way you lead your life.” She describes the “growth mindset” as a belief system in which you understand your talents and abilities to be a direct result of effort , not inherent skills that are “fixed” or unchangeable. Essentially, Dr. Dweck is saying that people with a growth mindset believe, optimistically I would argue, that their potential is limitless and that with time, effort, practice, and patience, achievement is possible. Optimism is a part of the very fabric of excellence in education and innovation. At Cathedral, we use the word “try” many times a day: “Try using a different strategy,” “Try to under- stand how he feels,” and “Try a fruit or a vegetable at lunch.” We are constantly encouraging our students to try and take risks because we have the perspective and experience to know the good that can come from it. However, believing in oneself and having a growth mindset requires choosing an optimistic outlook, despite the potential for failure. Pioneers of industry are successful not only
because of their resilience and perse- verance, but also because they are inherently optimistic about future results. The question then becomes: Can we teach optimism? Happily, the answer is yes! Parents and teachers can both actively teach behaviors that promote optimism by doing the following: • Modeling positive thinking
• Expressing gratitude and appreciating little things • Accepting your mistakes and learning from them • Focusing on the present
By focusing on the positive, we can instill in our boys a sense of potential and possibility. By encouraging effort over inherent talent, we can harness the boys’ belief in their capacity for growth. And by choosing optimism, we can, as a community, embrace each other with kindness and support each other in times of challenge. With this in mind, this year’s Lower School theme is Choose Optimism! I hope you will embrace it as I have and know that not only today, but this whole school year, will be awesome!
CHOOSE OPTIMISM! BY KATE JUERGENS, Director of Lower School
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ARE YOU A TRAVELER OR A
TOURIST?
Cathedral School for Boys has provided me with many professional and personal opportunities over the ten years that I have worked here. Perhaps the most unique has been the opportunity to travel during Intersession. In a decade, I have visited five countries on seven different trips with 171 students. And each time, my aim has been to be that of a traveler. Students who have participated on Intersession trips with me know that we spend a lot of time talking about the difference between being a traveler and being a tourist— the idea being that a traveler more actively engages in the experience, whereas a tourist watches passively without attempting to connect. Despite my emphasis on this in class, I’ve found time and time again that it is really quite hard not to be tourists on Intersession trips. After all, when you’re traveling with a group of 29 middle school boys, you stand out. It’s inevitable that we will be perceived as tourists—or a soccer team—and in that perception, it becomes harder to engage and connect with others. But this year I was wrong. This year we went to a uniquely magical place—San Juan de la Laguna. There are two reasons San Juan is uniquely magical, and the first one is the community. Most people in Guatemala are indig- enous, or Native Americans (remember, Guatemala is in Central America). There are 24 indigenous ethnic groups in Guatemala; most people in San Juan are Tzútujil. The people in San Juan are possibly the most welcoming people I have encountered in my travels. They go out of their way to say “hola” (English: hello) in the morning when you pass in the street and “buen provecho” (English: enjoy your meal) to neighboring tables in restaurants. I have observed bits of
this in other places where I have traveled, especially in small towns where neighbors constantly run into each other and thus, have to have a polite greeting ready, but never have I been regularly included in it. Despite my ability to recip- rocate in Spanish, my difference was obvious. Even when I was walking around without students, I stood out for wearing different clothes, being taller than locals, and, most obviously, being white. And yet that same neighborliness I observed among residents was extended to me. No one ignored me, even when it would have been easy to avert their eyes on the street. In fact, one morning I counted 11 people who said “buenos días” to me while I walked the three blocks from my house to the language school. In San Juan, 3,620 miles from Cathedral School for Boys, I truly felt that I was a part of a
CHAPEL TALK MARCH 13, 2019 BY SARAH ROGGERO, Upper School Spanish Teacher
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“I truly felt that I was a part of a community bonded by open-heartedness, hope, compassion, and concern, just as Cathedral intends to be, as stated in our school’s Mission.”
community bonded by open-heartedness, hope, compassion, and concern, just as Cathedral intends to be, as stated in our school’s Mission. This hospitality and inclusion allowed me to be a “traveler” and connect with others. It would be easy to attribute this friendliness to San Juan and leave it there, but in returning from Intersession, I discovered that I had the opportunity to bring this kindness to my community. In keeping with my experience in San Juan, I aimed to extend the same kindness and warmth to Mr. Ribas, a teacher working with Cathedral as part of Teach with Africa ( see page 84 ), while he visited our school. I said there were two reasons that San Juan is uniquely magical. The second lies in its location. Imagine four volcanoes. One erupts, creating a caldera. Another shifts, sculpting a profile with a distinct nose pointing upward as it emerges from the mountain. 80,000 years pass. The caldera has filled with water, forming a lake that is nearly the depth of Tahoe, yet only a quarter of the surface area. Still, it takes 30 minutes to cross by boat. That is Atitlán. The three volcanoes still surround it, separating the towns that dot the shore of the lake. The access to the towns is limited; you can either travel across the lake by boat or wind through narrow mountain roads. This geography is so unique that it has become the destination for international ultra marathoners (we saw them finishing their 50-mile race which spanned the three volcanoes).
We arrived in San Juan after dark, so our first view of Atitlán was particularly impressive—we awoke to see the mist lifting from the lake as birds chirped in the coffee trees. Ms. Hilbrich Sheppard said it was like being in a movie; other writers have called it the most beautiful lake in the world; I agree that Atitlán is majestic. And yet as my eyes focused that morning, I began to notice something eroding the beauty. What I thought were ducks on the water were actually plastic bottles. We discovered that litter crowds the lake’s banks—in fact, Cathedral students spent a morning collecting every- thing from tiny food wrappers to bus tires. Most of what they encountered was plastic. And the trash extends, with shopping bags floating into alleyways and piling up between houses. Guatemala as a whole struggles with infrastructure to support reliable waste management, and recycling is limited. In the case of Atitlán, the same geography that makes the lake so beautiful compounds the trash problem--it is difficult to access the towns and remove waste. This, furthered by the increase in tourism, makes Atitlán vulnerable to pollution. Again, just as I could limit the kindness of a community to San Juan, it would be easy to see the trash problem as limited
to Atitlán. It would be easy to blame local government for not providing disposal opportunities; it would be easy to say it’s their fault that plastic litters the streets. But that would be ignoring our role as consumers in creating a demand for plastic products. And the pollution that we saw in Lake Atitlán should be as concerning in the Bay Area as it is in Guatemala. The amount of plastic being produced has doubled every 15 years. Eighth graders—that means that in your lifetime, the amount of plastic being made has just about doubled. In my lifetime, it has more than quadrupled. Plastic now amounts to 8.3 billion metric tons. Worldwide, only nine percent of plastic ever made has been recycled. When Fr. Abidari and Ms. Cohen suggested giving up plastic for Lent, I immedi- ately pictured Lake Atitlán and thought, yes, I’m going to do just that. Just as I want to continue and extend San Juan’s kindness to Mr. Ribas, I want to take action to benefit my environment and that of the world. Cutting plastic is the harder task for me though—in fact, I haven’t gone a day without plastic yet but I promise I will do better. I encourage you to do so, too.
POEMS FOR GUATEMALA BY SARAH ROGGERO, Spanish Teacher
During Intersession this past year, 29 eager estudiantes de español and four fearless teachers traveled to Guatemala. There on the banks of Lago Atitlán, boys lived in homestays, attended language class, and learned a little bit about another country while discovering a lot about themselves. During the last afternoon in Guatemala, each boy wrote “Yo soy” poems to capture the moment and carry it back as a memento. Here is a selected poem from the series: Spanish
English Translation I am Guatemala I am Lake Atitlán I am blue I am Jimmy, my brother in Guatemala I am a coffee plant I am 8 in the morning I am the bread of my house I am the mountains I'm happy
Yo soy Guatemala Yo soy Lago Atitlán Yo soy azul Yo soy Jimmy, mi hermano en Guatemala
Yo soy una planta de café Yo soy las 8 de la mañana Yo soy el pan de mi casa Yo soy las montañas Yo soy feliz
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We believe that educating a diverse student body is essential to providing an excellent education at the elementary level. A diverse classroom enables students to learn from a variety of perspectives that allow children to challenge one another and grow. CATHEDRAL COMMUNITY SCHOLARS: BUILDING A SCHOOL COMMUNITY REFLECTIVE OF OUR BAY AREA COMMUNITY BY TARA BOLAND, Director of Admission
GRADUATION
Cultural competency is a critical life skill for all of our students who live in a diverse city and will be graduating into a more diverse world than our teachers, parents, and alumni did. Underpinning all of that, since our founding more than 60 years ago, Cathedral has been committed to serving an ethnically, religiously, and socio-economically diverse group of students, hailing from a range of ZIP codes. But we recognize that the high cost of living in San Francisco, coupled with the high cost of tuition, makes Cathedral less accessible to lower-income families. With that in mind, Cathedral School for Boys is thrilled to announce our new Community Scholars Program, a compre- hensive merit scholarship for high-achieving, low-income boys of color entering the fifth or sixth grade. With this program, Cathedral will continue to strive to meet our School Mission more fully. We look forward to welcoming into the community students who might not have otherwise had access to an independent school education. A Community Scholarship Fund has been established by the Board and funded intially by a generous grant from the Witter and Gillette families (see page 67) . THE COMMUNITY SCHOLARS PROGRAM PROVIDES: • Up to full tuition for a student during his middle school years (fifth through eighth grade). • Funding for associated school expenses like school uniforms, supplies, and athletic equipment. • Technology support, such as Wi-Fi access at home.
ELIGIBLE APPLICANTS: • Be enrolled in fourth or fifth grade during the year of application. • Consistently perform above grade-level standards in all subjects, averaging B+ or higher. • Receive strong teacher recommendations from two current teachers (with a preference for math and English teachers).
CLASS of 2019
Cathedral School welcomes nominations. Interested candidates or their families should contact Tara Boland, Director of Admission, by email at boland@cathedralschool.net, or by phone at 415.614.5113.
If you are interested in supporting this program, please contact Jim Schmidt, Director of Development, by email at schmidt@cathedralschool.net, or by phone at 415.614.5109.
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COMMENCEMENT: JUNE 13, 2019 As the graduating class looks toward the future, here are some words of wisdom that were shared with the entire school community.
debates revolved around things like football, Legos, and, of course, the card game Magic. In the Upper School we moved on to more sophisticated topics such as politics, music, and basketball. Over the past year we have had heated debates on topics such as abortion, gun control, and immigration. More recently, and on a lighter note, those who attended our spring band concert heard Mr. Barrett explain the long debate that our class had trying to decide our eighth- grade song. The theme was world music. And at the end of our 30-minute band period, our group decided on the Russian National Anthem. I promise, there was no collusion. One of our finest qualities, the last I will share with you, is what I will remember most about our class: our sense of humor.
Even though we have many different personalities, we all share a common sense of humor. Our humor has been present in basically all aspects of our life at CSB: from funny classroom talks to random conversations at lunch and recess, also on lively bus rides to various sporting events. For those in attendance at the eighth-grade musical last week, you could see our humor on full display. I would love to share a few more of these stories with you, but they really are unique to our class. We take the phrase “it’s an inside joke” to the next level. My final words of advice to my fellow classmates are related to the three qualities that I shared earlier. First, cherish the bonds that we have formed here at CSB. These friendships will likely be some of the strongest we will form
in our lifetime. Next, keep debating. A good debate is not only fun, but is healthy because it allows you to see the other person’s point of view, even though you might not agree with it. Lastly, keep laughing. Having a good sense of humor makes good times better and life more enjoyable, even when times are tough. I would like to thank everyone who made it possible for my fellow eighth graders and me to be here this morning: the faculty for your commitment to our education, the administration for all your support and guidance, and our parents for all of your financial, emotional, and vehicular support during our time here. Guys, it has been a great nine years at Cathedral, and I look forward to many memories to come. Have a great summer. Go Hawks!
ARCHER GEMMILL, Class of 2019
Friendship and Memories Good morning. I would like to welcome the Clergy of Grace Cathedral, Cathedral School for Boys faculty and staff, my fellow students, parents, relatives, and guests. My name is Archer Gemmill, and I am speaking on behalf of the Class of 2019. I am honored to give this graduation speech and to share with you some of my favorite memories and bonds that have been formed over the past nine years, in addition to offering a few words of advice for my fellow classmates. Our class is a close group of friends, most of whom started together in kindergarten. Case joined the group in first grade, followed by Andrew in second. Abi, Adam, Alijah, Andrew, Ben, Connor, Drake, Walter, Will Gaddis, Will Narvaez, and Zuzu all joined the crew in the Upper School. Each time someone joined our class, they immediately fit right in and made us stronger. I started at Cathedral as a Kindergartner. I can remember sitting on the little carpet spots in Ms. J’s class, just like my little brother Levi did this past year in kindergarten. Over the years, I may not have always been known as the “ideal” student, having spent my fair share of time in Mr. B’s office during Lower School, and maybe a chat here and there while in Upper School. But along the way, the School has always been here to support me. On one occasion when I was having a particularly hard time in third grade, I remember Father Abidari sitting with me and sharing his wisdom.
MEHRDAD ABADARI, Chaplain
This experience had a big impact on me, and I remember telling my parents that I was ready to turn my behavior around. Though I have experienced bumps along the road during my journey at CSB, I have continued to grow and have become a better student and a better person. The opportunities I have been given here have helped me grow as an individual, and I will carry them with me forever. Enough about me. Now it is time to share with you some thoughts and stories about my class. Every graduation speech says that their class is special, but our class is very special. We will be remem- bered for many things, I hope, but to me, three qualities stick out the most. First, we are an extremely close group of friends. If you ask our teachers, maybe a little too close. One memory I have is in second grade when Jack Chung and Mac formed a company that all of us wanted to join. To be honest, I had no idea what the company actually did. But, what I do remember is being hired and
fired on five separate occasions. Despite my termination from the company, I have remained close friends with them for the past six years. As we have grown and gained a little more independence, a group of us started getting together on the weekends to hang out on Chestnut Street (a.k.a. “The Nut”). Most recently on our service trip to Puerto Rico, I strengthened my connections with some of my fellow classmates outside of my typical friend group and also with our chaperones, Mr. Corrigan and Ms. Munz. Though I will only be going to high school with three of my classmates, I know that our whole class will stay close over the next four years. We will keep our group chats going, and one of our larger plans is to reunite in college and join a fraternity together. Even if this plan does not come to pass, the bonds we have formed here have created lifelong friendships. Another defining quality of our class is our love of debate. We are constantly debating. In Lower School most of our
From Veggie Tales to Hegel If these terms are obscure to you, be patient, we’ll get to them. Graduates, since last week, when I learned that you’ve given me the honor of this address, I’ve racked my old brain about what words I could offer us which are not old hat or cliché. Then some wise person told me, “You know, graduation means taking steps; it comes from the word gradus which is a step, and every church has one. It’s the step from which in the middle ages the priest would chant the ‘gradual’ hymn before reading the Gospel.” And in fact, the gradus in Grace Cathedral may be the green marble final step where the God Squad stands to direct the Upper School Chapel. And so, when I heard that, I had a revelation. A picture came into my mind, a drawing of our school building; our concrete bunker on Nob Hill, with the two staircases on each side, one on the east and one on the west side. Newcomers to the building often get confused. I did, for about week. I was supposed to be introduced to the faculty as the new Chaplain. I went down the west stairwell, ended up in Gresham and looked around. The meeting was in what is now the eighth grade math classroom— back then Mr. Breen’s music room—and so I never got the introduction and was the anonymous Chaplain for months!
There are a lot of steps at CSB. If you go from Gresham to the Upper School, you’ve walked 88 steps, to Lower School is 98, and to the roof—the Promised Land of recess and PE—it’s 118 steps. Just think about the number of times you make that trip. This physicality is imposed on us by the building’s architecture. And I think it becomes a metaphor for the stairwell of success that we have to climb every day: the stairwell of grades (if you’re in Upper School), of performance, of advancement, of athletic success, of social success. In our minds, we are climbing these all the time.
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