where Peter was going to be able to focus, have privacy, study, and interact on his Zoom calls. Once he claimed his space, the process as it was rolled out became very routine and logistically very accessible. So from a day-to-day schedule standpoint, distance learning ultimately became fairly predictable.” Recent eighth-grade graduate Dylan Mong recounts, “I was most grateful for the structure that the synchronous schedule provided. The built-in breaks were very helpful for me because they gave me a set time to take a break from school work. The schedule also gave me an end time that I could look forward to after a full day of school and homework.” As new demands were placed on students, Mr. Harlow and the Upper School faculty looked for places where students could
touchpoints that our School provided to stay connected and informed. The weekly Town Hall meetings were EXCELLENT— every week the topics were relevant and the CSB administration was completely transparent with their thinking and plans on how to navigate distance learning. We logged into every Town Hall. The daily emails from Mr. Harlow were also very helpful and kept us looped in without having to ask Holden (our son) a million questions.” Relationships and community continued to be a paramount piece of the Cathedral education experience—for students and parents alike. Ms. Cane recounts, “The most challenging part of distance learning for our son and family was missing out on all the camaraderie that in-person school allows. Sports, playdates
just how critical the in-person teacher/student, and peer/ peer connection is to learning specifically and to the school experience generally. The teachers missed being with the boys and the boys missed being with the teachers and with each other. In typical CSB fashion, the teachers did everything in their power to address this social-emotional component.” While a Zoom class may be a poor substitute for one-on-one time with a teacher, logging onto the Zoom calls and feeling those teachers’ love and support meant so much to students and their parents. Ms. Lehman continues, “Mr. Breen, Peter’s advisor, was able to maintain the close-knit environment amongst his advisory boys, and took extra steps to ensure that advisory was ‘even more fun’ than usual. Mr. Breen was clearly concerned about the effects of prolonged social distancing, quarantining, and distance learning on the psyches of his advisees and he made sure to check in with the boys and their emotional states daily. It was also very clear that all of Peter’s teachers did the same, both with their classes and with their own advisory groups.” Dylan Mong ’20 says, “I stayed connected to the School
As commitments outside the home such as athletics, music lessons, rehearsals, birthday parties, and other social commit- ments all disappeared, families rediscovered family meals, board games, puzzles, family movie nights, and long walks in the city. Whether inspired by Mr. Corrigan or not, students learned how to better contribute at home through chores. Pets were adopted, families discovered the limits of their Wi-Fi, and everyone’s hair grew long. Ms. Lee says, “The impact upon my family was that we’ve spent many hours together. The good news is that we all still love each other! It was interesting to learn how much food we all eat when every meal is at home.” Stephanie Lehman sagely reflects: “Obviously distance learning is not ideal for a myriad reasons, and it is a way of approaching the school year that requires a lot of give and take, as well as trial and error, particularly with respect to logistics and practical matters. It is a relief to know that thanks to the professional and caring teachers and faculty, it can also remain a healthy space for our boys’ emotional health and growth.” I heard it over and
with friends, small interac- tions with teachers, Chapel, etc. That said, Cathedral did a GREAT job of facilitating this as well as they could virtually. Teachers were available for office hours, weekly trivia, virtual chapel, virtual Field Day.” Each event that Cathedral was able to replicate or create for families helped foster that sense of connection and normalcy. Every parent I spoke to raved about the role that Chapel played for their family. Many said they regularly cried at Chapel. Parent Ms. Glynn said “Lower School Chapel buoyed the spirits of my family more than a few times. Being able to send the videos of the Chapels to family members allowed isolated grandparents to connect
have greater flexibility and autonomy. P.E. became an optional class. Director of Athletics, Alex Iljas explains, “When we started distance learning, we made the decision to shift our Upper School P.E. curriculum to a model that made it suggested rather than required. This was to account for differ- ences in household and family structures; we wanted to emphasize our academic core curriculum and still give an offering for students who needed the structure to continue their athletic and physical growth.” With choice came the opportunity for some students to really thrive. “I was beyond impressed by the 20 or so students who
“NECESSITY DROVE NEW PROJECTS FOR STUDENTS AND INSPIRED NEW WAYS FOR THE BOYS TO DRAW
over, the Cathedral faculty and staff made such a difference during this trying time. Cathedral School for Boys was very fortunate over the spring of 2020 to be located in a region and a city that were relatively untouched by what was likely the first wave of COVID-19, and we don’t take that good fortune lightly. It was hard. Don’t get me wrong. Ask any parent with young children who require attention and activity, or parents
community by playing the weekly Sunday trivia and being a part of group texts for each class. I also stayed connected with friends by playing a video game called Fortnite.” Dylan’s mom, Trustee and parent Sandra Lee, echoes Dylan’s sentiments. She writes, “I was most grateful for the CSB community. No other independent school had a fun weekly event to keep the
UPON AND EXPRESS THEIR CREATIVITY.”
community connected like the family trivia contest. Special kudos to Mr. Schmidt and Mr. Wilkes for coming up with great questions for ten weeks!” Ms. Cane adds, “Cathedral trivia was another weekly highlight! The comedic team of Mr. Schmidt and Mr. Wilkes was great. (My son) Holden and I would always be laughing hysterically at the commentary and at the fact that we were terrible at trivia.” Ms. Lee shared an assignment that should become a regular component of every class at every grade level: The Corrigan Quarantine Challenge! Ms. Lee writes, “A special thank you to Chris Corrigan for coming up with such a great idea. Mr. Corrigan gave his advisory group a challenge to complete eight tasks within three weeks. Some of the tasks were: cook dinner for your family and clean up afterward, clean a bathroom in your home such that it passes a parent’s inspection, do laundry (wash, dry, fold) for yourself and at least one other family member. My son, Dylan, had never cooked an entire family dinner or done laundry before so it was great for him to learn how to do some new chores.”
of middle school or high school students frustrated by their sudden lack of freedom. Ask parents trying to balance work while overseeing school pushed beyond their limits. Ask parents who served as Essential Workers, pulling them away from their home when their families needed them most, and forced them to make the choice between their family’s health and economic necessity. Ask families separated from extended families, some of whom were sick. Ask the suddenly unemployed, and the owners of businesses that had been built over years and decades that were forced to close. People were sick, and dying in huge numbers. Economic, social, and racial disparities were exacerbated. Everyone was stressed by the barrage of news. It’s no accident that the Black Lives Matter movement gained new momentum as our country saw yet another scourge of our Black citizens killed by the hands of law enforcement, and as a country we began a new reckoning with our racist history. The spring of 2020 brought tough times for our families, our country, and our world.
Crockett Picache ‘26 uses his iPad to connect with his class.
made a commitment day in and day out to attending P.E. classes at 8 a.m. and 3 p.m., before and after core classes; some of these students even committed to doing two-a- days for the entirety of the shelter-in-place! These students demonstrated an impressive commitment and passion for self-improvement. It has been one of the most inspiring and motivating experiences that I have had with students.” Parents felt informed and understood how and why decisions were being made thanks to weekly Town Halls, daily emails from Mr. Harlow, regular emails from Mrs. Juergens, the continuity of the weekly Bulletin, and a weekly “Cathedral Community Update” email from Headmaster Jones. Sixth- grade parent Halle Cane says, “I was most grateful for all the
with the school community and in doing so spread the much needed expressions of hope and love.” Everyone in her family would watch Lower School Chapels: Ms. Glynn’s son J.W., her preschool-age daughters, and her mother. In the Admissions department, we shared the Lower School Chapels with our incoming kindergarten families and I found myself sharing them with my sisters to watch with their children. Middle school students are by nature social beasts and the challenge of how to address their social needs were top of mind for Mr. Harlow and the Upper School teachers. Parent Ms. Lehman says, “What was less predictable was how much Peter missed being in class interacting in person with his teachers and his classmates. It was interesting to experience
18 | CATHEDRAL SCHOOL FOR BOYS
FALL 2020 • RED & GOLD | 19
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