THE GREAT HAWK MOBILE USES THE SCHOOL MASCOT AS THE STARTING POINT. Religion classes from kindergarten through eighth grade rotated through a special workshop, each creating panels for this hanging artwork. Working with shrinking plastic medium (a.k.a. Shrinky Dink), the boys drew and painted what they find most interesting about the life and world of a hawk: including habitat, prey, anatomical features, nesting, eggs, and chicks. The hawk design resembles a Red- Tailed Hawk, the most common hawk in our region and the basis for “Forbes,” the School’s mascot. These hundreds of panels—translucent and a bit like stained- glass—have been strung together in the shape of a hawk and CATHEDRAL SCHOOL FOR BOYS AT-A-GLANCE 47,965 MORNING HANDSHAKES | 25 STUDENT-BODY ASSEMBLIES 263 STUDENTS 24 Zip Codes Represented 17 Preschools 12 Different Religions 37% 100% SELF-IDENTIFIED AS STUDENTS OF COLOR SELF OR PARENT IDENTIFIED MALE 51 PRESCHOOLS 33 MIDDLE SCHOOLS Applicants from 19 HIGH SCHOOLS Attending 1% STUDENT-BODY ATTRITION
suspended in the School. As a metaphor for the interdepen- dency of all aspects of nature, the Great Hawk Mobile shows the web of a hawk’s world literally linked together. This piece demonstrates how, when we each do a small part, those small parts can add up to something big. The installation also demon- strates the many ways we are linked together: by our lives within our communities and by our shared connection with nature through the land we inhabit. As Grace Cathedral’s artist-in-residence, I was privileged to work with all the students on such an ambitious and complex piece. MESSAGE from the Headmaster DEAR CATHEDRAL SCHOOL COMMUNITY,
My older son has developed an interest in mythology, and one day while we were reading a book on Roman gods, we hap- pened across a depiction of Janus. As many of you probably know, Janus is the god of beginnings or transitions, and he is often depicted in dual-profile, look- ing both backward (into the past) and forward (into the future). I often think of Janus when I consider the evolution and approach of our school as one that blends tradition and innovation in ways that are both consistent and profound. There is a sense of history and tradi- tion at Cathedral that is essential to the education that we provide the boys. It grounds us. While some schools are buf- feted about by the latest educational whim, Cathedral maintains a system of educational continuity that remains essential to who we are. We wear uni- forms, for instance, not for the sake of nostalgia, but out of the belief that our dress code demonstrates a sense of pur- pose while at the same time diminishing the displays of socio-economic status that run counter to our philosophy. We shake hands with the boys as they enter the building each morning because relationships remain at the core of our approach. At the same time, we have always been a school of innovation. Cathedral was one of the first schools in the country to offer Mandarin, and we recognized the value in diversity and committed ourselves to it long before it became conventional. This sense of the future continues to inform our programmatic outlook. Our science department is in the process of imagining how the development of state-of-the-art
25% OF STUDENTS
COVERS 70% OF TUITION
receive $1.35M in Adjustable Tuition
$22,900 average Adjustable Tuition grant
RANKS IN THE 98TH PERCENTILE IN PEER SCHOOL PARENT GIVING
28 SPORTS TEAMS
98.5 % OF STUDENTS
participate in sports with 78% multiple sport athletes
6 DIFFERENT SPORTS
4 FULL-SCALE MUSICAL PRODUCTIONS (K-2, 4, 6, and 8)
64 STUDENTS PLAY IN SCHOOL BAND
31 CHOIR BOYS
100 % OF STUDENTS
perform in a school production
Headmaster Jones embraces graduating Upper School boys.
ABOUT SUKEY BRYAN: Sukey Bryan is a painter and printmaker whose work explores natural eco-systems, in particular water, fire, and earth cycles. A recipient of a fellowship from the National Endowment for the Arts and a grant from the Maryland State Arts Council, Mrs. Bryan was artist-in-residence at Denali National Park, Alaska in 2008. Mrs. Bryan created a seven-year project, a series of more than 100 paintings and prints, celebrating the beautiful and threatened Alaskan glacier ice cycle. Presently, Mrs. Bryan is artist-in-residence at Grace Cathedral, making artwork and group projects to celebrate the earth and engage audiences on issues around climate change. laboratory space might allow us to teach science in ways that were previously impossible. Our technology department has started to consider technology, not as a platform of computers and SMART Boards, but rather as the tools necessary for design, engineering, and robotics. Our teaching staff is considering how we might use the resources of San Francisco to internationalize the experience of all of our students. All of this stems from the overarching question of how we provide an education that will truly prepare our students to be productive citizens in a complicated, global world. Thus, we stay a school of
Mrs. Bryan has created large outdoor pop-up installations including “Sky Fountain” at Stanford University as well as “Sky Steps” and “Water Without” at Grace Cathe- dral—each piece draws attention to the simultaneously delicate and powerful elements of our environment. Mrs. Bryan graduated from Yale University with a B.A. in fine art and English and with an M.F.A. from the Maryland Institute. Her work has been exhibited nationally and in U.S. Embassies in Fiji, Russia, Finland, and Norway. She lives and works in Stanford, California. For more about Mrs. Bryan’s work, please visit sukeybryan.com tradition and innovation. Many of the hallmarks of a Cathedral School educa- tion remain as vital today as they were decades ago. At the same time, the sense of innovation and opportunity that catalyzed the founding of the School continues to inform our direction and future. Very truly yours,
6 LANGUAGES SPOKEN THROUGHOUT THE COMMUNITY
100 % STUDENTS GRADES 2-8
100 % OF STUDENTS
participate in the 1:1 iPad program
participate in Service Learning
396 ORGANIC CHEESE PIZZAS DEVOURED DURING LUNCH
TEACHERS THAT ATTEND PROFESSIONAL DEVELOPMENT:
30 AFTER-SCHOOL CLASSES (coding, robotics, cooking, chess, etc.)
use morning care, after-care, and/or after-school study hall on campus
70 % OF FAMILIES
Burns Jones Headmaster
100%
80%
TEACHERS WITH ADVANCED DEGREES
FALL 2018 • RED & GOLD | 1
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