PRIORY

SPRING 2010 issue 1

HIGHLIGHTS:

Priory Pulse ........ 2News from the School

Rebel Spirit .........4Spring Season Summary

Jr. School News ....6Teachers Making a Difference

How it Works ......18Faculty Development

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the joy of leaRNING:a student reflectionben constantino ’10

A recent graduate shares his thoughts on teachers, their lessons for life, and his transformative experience in the classroom.

thRee voIceS, oNe vISIoN:faculty perspectives

Hear from Tim Bussen, Cristina Cazabonne, and Kyle Oberle as these three faculty members share their thoughts, inspirations and philosophies on teaching.

alumNI PRofIleS:sharing the gift of education

Priory’s alumni help generations of students prepare for their careers, take the next step, and continue their adult education in this survey of alumni faculty, administrators, and consultants.

alumNI NewS:chicago’s second wind and mccabe field dedication

Priory’s out-of-town events continue with a return to Chicago, while at home, the new Baseball Field is dedicated to a lasting friend.

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Student AchievementsMissouri Scholars Top 100:

On April 25, 2010, Douglas J. Hall ’10 was recognized at the 16th annual Missouri Scholars 100 ceremony in Columbia, Missouri. The Scholars 100 Program was created by the Missouri Association of Secondary School Principals to celebrate academic excellence. Recipients are identified as among the top 100 scholars in Missouri in the class of 2010. Selection for the program is based on standardized test

scores, grade point average, class rank, involvement in com-munity service, enrollment in advanced level course work, extra curricular activities and citizenship.

Voices Like Thunder:David Fournie ’12 earned All-

District honors as a vocal soloist, and qualified to compete at the All-State Music Festival at the University of Missouri, Columbia, where he earned a one rating, the highest level of achievement. Mr. Marting remarks “Of the fantastic soloists we heard, David stood out as the best among them.” Congratulations and good luck to this future Pavarotti!

In other news, the student chorus from the classes of 2012 and 2013 will be singing the National Anthem at the River City Rascals game on July 16th! We wish Mr. Marting and his stu-dents the best as they prepare!

Geographic Bee Semifinalist:We offer our proud congratulations to Form II student

Charles M. Rapp, who is one of the semifinalist eligible to compete in the 2010 Missouri Geographic Bee, sponsored by Google and Plum Creek. Bees were held in schools throughout the state to determine each school’s Geographic Bee winner. School-level winners then took a qualifying test, which was then submitted to the National Geographic Society. In each of the 50 states, as well as the District of Columbia, the National Geographic Society invited the students with the top 100 scores to compete at the state level.

Scholar Bowl Team Wins State:On Saturday, May 8, the Scholar

Bowl Team took First Place at the State competition. This is the second year in a row that Saint Louis Priory School has been in first place. Mrs. Reichle re-marks, “The boys did incredibly well in the morning, winning their games with scores in the 400’s vs. [their] oppo-nents’ scores of less than 100.” The team was comprised of Matt Menedez ’10, Alex Noddings ’13, Alexandre Todorov

’10, and Zach Weiss ’10. Menendez was the first place scorer, Todorov third, and Weiss seventh overall. Although he was un-able to participate at State, team member Richard Mazuski ’11 was the highest scorer at Sectionals. Well done!

RoboRebels Take Second in FIRST Robotics Competition:

Congratulations Saint Louis Priory School Robotics Club, The RoboRebels (Team 1329), on winning Second Place in the St. Louis Regionals in the FIRST Robotics Competition along with two other teams. In addition, along with Team 1448 from Parsons High School, Priory secured a world record for being the first team to perform a very complex maneuver consisting of one robot doing a pull-up suspended from another robot! That in of itself is quite the accomplishment, and is a testament to all of the hard work and time given by the the Robotics Club students, mentors, parents and faculty. Thank you for helping make this one of the best years in Priory Robotics history.

Priory Pulse

SPRING 2010 issue 3

Farewells:Dick Cavanaugh: Mr. Cavanaugh will be retiring after almost 40 years of teaching, coaching, and mentoring. He has been an integral part of the English faculty, and a familiar face to many in the school. His hopefulness, dedication to his classroom, and generous spirit will be missed.

Jim Wortham: Mr. Wortham, a 39-year vet-eran teacher and coach, will also be retiring this year. As a friend to many, his contribu-tions to the Modern Language department and year-round dedication to the coaching staff will not soon be forgotten. Best wishes on a Happy Retirement!

Jessica Brown: After a brief tenure as a part-time Science teacher, Mrs. Brown will be spending more time at home with her sons, Mason and Avery.

Sherry Meyers: Ms. Meyers spent two years as a member of the French faculty. Priory wishes her well as she heads to Boston for her wedding, where afterwards, she hopes to join the faculty at Tufts University.

Brother Cassian ’97: Brother Cassian will relinquish his position as Assistant Director of Admissions to Brother John McCusker ’01 as he heads to Rome to study Theology at the Pontifical University of Saint Thomas (Angelicum) in Rome.

Brother Cuthbert ’02: Brother Cuthbert will be leaving the Theology department and heading to Oxford to study Theology at Saint Benet’s Hall.

New Faculty Hires for 2011 – 2012 School Year:Parviz Bashirzadeh: Mr. Bashirzadeh will teach two sec-tions of Algebra I Math and one section of Freshman Biology. Previously, he was a doctor in the Philippines.

Linda Shore: Ms. Shore will teach French in Form III, IV and V. She has worked for Mr. Finan in the summer school

program, and she has tutored a number of Priory students on the weekend and in the summer.

Kayce Swingelson: Ms. Swingelson will teach French in Forms II through VI, as well as AP French. She is a St. Louis native and a graduate of St. Joseph Academy.

Mike Nickolai ’03: Mr. Nikolai will teach several English classes and coach a sport each season. In the past, he has worked with our soccer program and our fine art depart-ment. Mr. Nickolai will be on campus at the end of July once he completes his Masters program in Georgia.

Andy Wenger: Mr. Wenger will teach three Social Studies courses and coach each season. He has previously worked with Priory’s rugby program. Andy will be joining his brother Jake Wenger as one of our newest members of the faculty.

Dr. PinPin Yu: Dr. Yu will teach two Mandarin I courses – one Form IV course and one Form V course. She has taught Mandarin at both Soldan and Clayton.

Priory’s 2010 Prize Winning Poets:Wednesday Club of St. Louis Junior Poetry Contest:Second Place: Carter Gage ’12 – “Loves”

Fourth Place: Ben Corley ’12 – “Free Spirits”

Honorable Mention: Ben Constantino ’10 – “Friendly Recompense” Brad Lenke ’12 – “The Things He Carries” Luke Slabaugh ’12 – “Driving” Zach Weiss ’11 – “High School Musical”

Beverly Hopkins Memorial Poetry Contestsponsored by the St. Louis Poetry CenterFirst Place: Kevin Hess ’11 – “Bat Boy”

Third Place: Brandon Wehking ’10 - “McDonald’s for Lunch”

Honorable Mention: Seve Esparrago ’12 – “Without Sleep I’d Go Crazy”

River Styx’s Founders Award Poetry Contest for Young WritersFirst Place: Ben Constantino – “The First Highway”

Honorable Mentions: Ben Corley and Luke Slabaugh

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BASeBALL Coach Russ Ham ’93

While the 2010 baseball season was challenging, the final record simply does not reflect the great effort and talent of this year’s Rebels. In fact, it was a mem-orable season for several players, who demonstrated their ability. Within the ABC League, the teams were some of the strongest in recent memory. While the Rebels dropped four league contests by a run, many of the other difficult losses were within reach, as well.

Jay Wortham ’10 led the way at the plate, with a batting average of .431 and a .517 On Base Percentage (OBP), which earned him First Team All-League hon-ors. Pitcher Brendan McDermott ’10 closed out the season with a 2.64 ERA, 30 strikeouts, and four complete games in seven starts earning him Second Team All-League recognition. Not to be outdone, Shortstop James Kopfensteiner ’10 also earned Second Team All-League recognition and finished the season with a .339 batting average, .431 OBP, and seven RBI’s. In addition, Third Baseman Andrew Wright ’12 and Outfielder Brendan Mulquenny ’11 also earned Second Team All-League honors for their performances.

The Junior Varsity team, who won the ABC League, compiled a record of 15-4. Several of the JV players had the opportunity to gain some varsity ex-perience this year which will prove to be beneficial for next year. The Junior School program, could be the deep-est group of baseball players to come through the school in a long time. The future of Rebel baseball looks bright, with three returning All-League per-formers, talented underclassmen, and a new summer program. Coupled with the newly dedicated McCabe Field and expanded facilities, the Rebels are well on their way to bringing the baseball program back up to prominence.

goLFCoach Joe genoni

Although the Rebels fell short of going to State, there were some outstanding team and personal achieve-ments that deserve to be mentioned. For the fourth consecutive year, the Rebels finished tied for first place with MICDS in the ABC League, with a record of 7-1.

Several athletes received honors. First Team All-League honors go to Steve Theisen ’10, Mason Meiners ’11, and Colin Kopsky ’12, and Second Team All-League honors were awarded to Andrew Fogarty ’13. The Rebels, as a team, came in second place at District to the even-tual state champions, Westminster Christian Academy. However, both Theisen and Meiners were All-District honorees, with Meiners finishing 4th and Theisen 6th.

Other members who offered signifi-cant help to the teams success include Form V golfers Pete Jacobs and Clay Petti and Form IV golfer Matt Finneran. Hopefully, with a beautiful summer, a little more seasoning and determina-tion, next year’s team will push on to a District title and a State team.

VARSITY TeNNISFather Ralph Wright, oSB

Kurt Miller, who came aboard this season as assistant Varsity Tennis coach, brought a new enthusiasm to our players and parents in his re-energizing of the entire Varsity program. It was definitely a rebuilding year. The team lost its top-ranked player over the summer of 2009 to another school, and one of its top-ranked Form VI players to injury in the first month of the 2010 season, both of which were major setbacks.

With challenging but instructive practices, Mr. Miller brought the qual-ity of the Varsity squad up week by week. The team went down to DeSmet, Chaminade, and Parkway West 3-4, and finished third behind MICDS and Burroughs in the ABC League and Tournament.

First Lacross team at Priory-Form I went undefeated this season.

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Then in District, the team fin-ished third behind Westminster and Duchesne and nudged past Duchesne to win Regionals. The team traveled to Jefferson City for Sectionals, beat Helias in a spirited 5-1 match in the semi-finals. Westminster, which eventually finished third in State, beat the Varsity team 5-0 in the finals, but not before two of the matches had gone to three sets.

Several athletes received ABC League Recognition: Second Team All-League honors go to Matt Keating ’11, Jack Schmerold ’12, Kyle Collins ’12, and All-League Honorable Mentions go to Spencer King ’12, Daanish Jamaluddin ’13, Richard Mazuski ’11, and Charlie Moore ’12.

JUNIoR VARSITY TeNNISCoach Jim Dodds

The young 2010 JV tennis team (Eight from Form III, eight from Form IV, and one from Form V) quickly jelled into a lean and mean fighting machine. Led by Trevor Jin ’12 and Brad Lenke ’12 at first doubles and James Capps ’12 and Will Moore ’13 at second doubles, the Rebels won 10 of their 14 dual meets. Only four ABC League schools field-

ed JV teams: MICDS, John Burroughs, Principia and Priory. These teams met each other three times: first at the Burroughs Invitational, second in their regularly scheduled dual meets, and finally at the post-season league tournament.

Priory defeated Burroughs and Principia each twice, but bowed twice to MICDS—once 2-3 but only in a tie-breaker, and then by a more decisive 2-6 loss. In the league tournament, players competed as individuals. First place winners were Capps and Moore in singles and Rocky Dara ’12, Connor Behnen ’13, Krishna Kumar ’12, and Wyatt Gill ’13 in doubles. Second place winners were Jin, Lenke, Brendan Phillips ’12, Michael King ’12, and Alex Noddings ’13 in singles, and Peter Forshaw ’12 and Steven Hanley ’13 in doubles.

TRACK AND FIeLDIt was a difficult season for the Rebel’s

Track and Field team. There were sever-al bright spots throughout the season. Most notably were the performances by

throwers Colin Linkul ’11 and Dan Reitz ’10. In the Discus, Reitz finished second in the All-Catholic Meet (128’-3”) and finished fourth at the Marion Freeman invitational (118’-2”). Shot Putter Colin Linkul was able to string together wins at the All-Catholic Meet (50’-11”) and the Marion Freeman Invitational (50’-4”). Linkul was the ABC League Champion (51’-10 ½”), the MSHSAA District (51’-10 ½”) and Sectional Champion (50’-4 ½”). Colin finished off his outstanding season with an All-State performance finishing fourth at the State Track and Field Championship with a throw of 50’ -7 ¼”.

Priory’s distance runners had some success in the form of a win at the All-Catholic Meet in the 4x800m relay with Form V runners Nick D’Orazio and Niall Caparon turning in fast split times in the victory. The Sprinters were a young group this season with only one Form VI athlete in the faster events. Showing signs of rebuilding, Form III sprinter Sam Newman turned in some good per-formances on the season. Vince Jones ’11 showed promise as well for next seasons in the sprint events. First Lacross team at Priory-Form I went undefeated this season.

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Mrs. ReichleKevin Dowling ’14

Algebra is for many one of the hardest subjects to learn. Luckily, I had Mrs. Reichle to help me the whole way through. Whenever I encountered a

problem I did not understand, Mrs. Reichle was readily avail-able for help even if it was an hour before school, or nearly every X-period. She knew what she was talking about, and knew how to communicate it to students.

Unlike at my previous school, where when I did not un-derstand something, I was left to figure it out on my own, she has been a great help to my learning experience at Priory. Not only has she done a great job teaching me algebra, but also she taught me not to give up no matter how hard the problem I encounter is.

Brother DunstanMark Jacobs ’14

I enjoy Latin Class, because the teacher makes it fun and easy to un-derstand. I know that Latin is a dead language, and that it does not help much by knowing

it in the real world, but it is the root of almost all languages. Latin may not have an effect on a community, but it has af-fected the way I learn things.

My favorite teacher at Priory is Brother Dunstan. He is one of the newest monks here. He teaches Latin, and is very good at it. He is very reasonable when it comes to homework, quiz-zes, and tests. He has very effective teaching methods that make learning the language both easy and fun.

Priory is very different than my old school. The classes are smaller, which gives you more one-on-one time with a teacher, and every one is very friendly as well. It’s kind of like a family. We all know each other well, and we have each other’s backs.

Mr. HuelsJack gorczyca ’15

This was my first year at Priory, and I expected my life to change. I thought, “There is going to be homework and tons of it.” Last year, I only had three homework assign-ments the entire year. And, school ended at 3:00 p.m., while we get out at 4:30 p.m. here. I knew that the work and managing my time would be a challenge, and I also knew I would require some help from the teachers if I was going to learn.

All the teachers at Priory are very helpful and understand how I learn best. They teach the class as a group, but it seems as if they were teaching each student individually. One teacher sticks out from the crowd though: Mr. Huels.

Math has always been my favorite subject and has always come to me with ease. This year, when I started Algebra I, ev-erything seemed easy at first but then things began to change. We learned some formulas that were hard for me to memorize, but it got easier when Mr. Huels helped the class. He explained the formulas, gave us real-life situations and showed us how to work them out. After that, math became even easier and is still my favorite subject.

Teachers Making a Difference

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Mr. SchakeJack gorczyca ’15

I recently interviewed Trey Erbs to ask him about his Priory experience and his feelings about the school year. He said, “…I feel like I have freedom at this school and [I’ve been able to] settle down, make friends, and have a good time.” He also said “I’ve had a really great year at Priory, and I’m expecting many more.”

When I asked him about the work load he said, “Don’t underestimate the amount of work and don’t think it will always be easy. The first term starts off easy but as the year progresses, the difficulty of the work increases.”

I also learned that Trey’s favorite class this year has been geography. He commented “I think that it’s interesting to learn facts about the world and the objects surrounding you. Mr. Schake made geography fun because he told our class stories about the places he has been and some wars that have happened.”

Mr. oberle Aris Sevastianos ’15

My time at Priory has blown me away. The faculty and curriculum pushed me to learn more than I ever thought I could; more about perfect and im-perfect tenses in Latin, quadratic equations, Missouri ecology, and God. And as my classmates and I learned, we ran further in the fall than we ever believed possible, played a ton of soccer in the snow, and caught fly balls 20 stories high. An experience like this depends on excellent faculty, classmates and coaches.

Priory is wildly different than my public grade school, where three-quarters of our class time was spent reviewing material covered the previous year. At Priory, each teacher gives their students an opportunity to learn as much as possible. In the process, they encourage us when we succeed, moti-vate us when we fail, and are always available to lend a helping hand when needed. They are truly dedi-cated educators.

One of my favorite teachers is Mr. Oberle. While I really don’t enjoy science, I like being in Mr. Oberle’s class as he is nice, has great patience, and is always a pleasure to be with. Whether I’m in science class or on the baseball field dur-ing sports period, Mr. Oberle motivates and encourages me to learn. For instance, as he goes through a lecture, he will stop if a student is having trouble understanding something and discusses that topic with everyone in the classroom. By addressing questions in class, he helps us learn a topic thoroughly. In short, his patience, kindness and dedication make him an excellent instructor and role model - just like all the Priory faculty.

Junior School NEWS

Teachers Making a Difference

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From the Associate Headmaster

As a very young teacher at Priory, I remember Father Austin Rennick. de-scribing teaching as a “calling” rather than a profession. Viewing what we do as a vocation has made all the dif-ference to me these past 35 years. As I reflect on what makes Priory teachers so special, it is clear that our best fac-ulty share common traits that identify them as master teachers.

Beyond the observation that they are well prepared for what they are asked to do, they see learning as a whole. Most have a liberal arts back-ground, though they are subject-area trained, and they are able to connect learning in their discipline with that which occurs in other subjects. They

help students see and make connec-tions through the stories they tell and the probing questions that they ask.

Dr. Ritchie is a wonderful exam-ple of a teacher who brings alive the ancient world through his love of Art History, Latin, Greek, and Roman culture. Doc’s passion for world travel, his avid birding, and his passion for archeology come through to the stu-dents he teaches. Like many of us, he fosters in his students a similar passion and hunger for understanding.

As our culture evolves, teachers see an increasing need for collegiality in the learning process. Students are living in a world that requires them to learn from others. Our faculty mem-bers model this cooperative approach by working in departmental pods where they share their perspectives, strategies and insights.

This is especially true in the quantitative sciences where math and science teachers share the same space. Mr. Wenger is an example of a teacher who expands to the outside world what goes on in the classroom. Through the Priory Outdoor Club and the Environmental Club, Jake works with groups of students as an equal partner in the learning process. This summer he will accompany a group of Priory boys to Costa Rica, continuing the learning process well beyond the classroom.

Another unique characteristic that distinguishes our faculty is their avail-ability. Early in one’s teaching career at Priory you discover that as much learning goes on outside the class-room as inside it. What Junior School student has not benefited from one of Mr. Miller’s noon-time help sessions in Latin? Who has not witnessed Mr. Huels holding forth with boys of all ages outside my office every morning before first bell?

A walk to the science wing at 7:30 a.m. will provide evidence of Mrs. Hall and Mrs. Reichle in round table problem sessions with Form I and II math students, while a little further down the hall you will hear Dr. Logusch discussing motion in two dimensions with Form V physics stu-dents. The same generosity with their time is evidenced by our coaches, our technology staff, the college counsel-ors and the librarians who freely meet with boys and parents at all hours of the day.

Finally, and perhaps most impor-tantly, faculty respect and nourish the individuality of their students. We wake each morning looking forward to what we will discover with them that day.

The Vocation of Education

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The Joy of LearningBen Constantino ’10

Every time we enter a classroom, we carry with us the anticipation of a new experience. We walk into a classroom because we value what we will carry out of it. And most of the time, we are met with more than simply knowledge. We are provided with more than mere information in a classroom—we are provided with the tools and the relationships which teach us how to think, and how to grow.

The classroom is a unique experience because of how it thrives on relationships. We learn the best when we are im-mersed in the material which we are learning—and this is only attainable when our teachers are immersed in the material as well. The learning process is one which, by nature, involves questioning. As a teacher draws us nearer to the subject, we are further encouraged to pursue the topic with questions. Teachers do more than simply inform—they engage.

As a classroom discussion narrows in on a topic, we are learning more than particulars on a single detail. We are learning how to question, and, in turn, how to develop ideas and opinions. Our teachers direct our questions towards greater understanding, and, in their excitement (and apti-tude) to do so, create a reciprocated joy of learning. Whether it be chemistry or English, our teachers are constantly urg-ing us to delve deeper into the subject. As we progress in our questioning, guided by our teachers, we learn how to explore a subject.

Priory has shown me this side of education through its teachers who are invested not only in their subject, but also in their students. As students, we are challenged to work our hardest, but our work is never insular. Learning flourishes at Priory because our experiences extend beyond the classroom. Our teachers act as more than just guides within a class—they are mentors and aids in our daily lives at Priory. Our teachers’ constant presence is what makes Priory what it is—a true com-munity rooted in seeking understanding.

We work, pray, and play alongside our teachers. They offer us scholarly advice as well as casual conversation. They wel-come us as eager students and as friends. Their active role in our daily lives makes it known to each student that his individual

education is important. Priory students love learning because our learning is an extension of the respect between teacher and student. Teachers learn how to best address the education of an individual while students learn the value of an education augmented by personal help.

My teachers at Priory have, through their knowledge and through their care for their students, taught me the value of a well-put question. Their invested responses to each of their students’ questions show how integral a part they are to our community—not simply as educators, but as peers. I am im-mensely thankful for having had the chance to be taught and mentored by teachers who are so caring.

I doubt that I will ever find a community so committed to its every member. Over my years at Priory, I have found myself more and more drawn to the prospect of being a teacher. I can only attribute this inkling to the great example that has been set for me. My teachers made it their priority to lead students

to where their interests and strengths lie. If I can reflect this attitude of caring, and in do-ing so lead others to understand something better or gain a new per-spective through their questioning, I believe that I have made an ac-complishment, and one which I had the chance to be a part of at Priory.

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SPRING 2010 issue 11

Three Voices, one Vision:

Faculty PerspectivesOne of the things that students amusingly overlook is that

teachers – even Mr. Gleich – have their own lives outside of school. They have hopes, dreams, aspirations, fears, and every other human emotion and experience that students have in their own. It’s easy to forget that. It’s even easier never to find out.

For a group of individuals, friends, and colleagues who spend about nine months of their year with our students, they remain one dimensional. They exist in the vacuum of the class-room. Now, while it might be true that the faculty spends its time thinking about classes, there is personal experience and character that make each classroom, and more importantly, each teacher unique.

The breadth and depth of their lives fills every gap left void by hundreds of textbooks, equations, and ideas. The entirety of Priory is driven by individuals. A community of people bound together by a single purpose in education. While it takes vari-ous forms, education is the goal.

And whether monastic or lay, it is the faculty, the people, the individuals of Priory that bring generations of students, alumni, and all their families back to the institution, even 50 years later. That says something to the breadth and depth of those lives that have inspired, instructed, and, as some may fondly reflect, disciplined those same students and alumni who continually seek out these meaningful relationships.

This feature shares with a few voices from amongst our fac-ulty and allows you to hear from them what it means to teach, to share, and to be. For current families, Tim Bussen (English/History), Cristina Cazabonne (Modern Language), and Kyle Oberle (Science) are familiar names. But, for many who have not met them, hopefully their reflections provide an introduc-tion to some of the fine members of our learning community, who are instructing the hearts and minds of our students.

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TIM BUSSeNA Case for Discomfort, a Case for Listening

We all know what it feels like to be confronted by ideas that chal-lenge our experience of the world. My personal reaction tends toward the hot face, trembling voice and hostile defensiveness. To say the least, it’s uncomfortable. Involved in such a confrontation, we have a decision to make. Do we listen—truly listen—in spite of our discomfort, or do we close ourselves off from the dialogue? As a teacher and a student, I recognize the profound gravity of this decision. Listening and learning are intimately related, and the way one deals with the discomfort that attends an en-counter with the unfamiliar has a great bearing on one’s opportunity for growth, development, and learning.

We might ask ourselves: in what cases must I seriously consider the arguments of another and in what cases am I justified in refusing to listen? This question is difficult to answer because of a strange, almost paradoxical aspect of human experi-ence. None of us would claim to be infallible. The familiar phrase “I’m only human” is an acknowledgment that fallibility—or, perhaps, a pre-disposition for error—is an essential feature of our human existence.

In a general sense, then, we’re all comfortable with the assumption that there are things—important, fundamental things—about which we are wrong. But take any particu-lar issue and we are often utterly convinced that we’re right. If we’ve given an issue any consideration it’s hard not to conclude that ours is the most reasonable position, hard-won through experience and reflection. If it must be true that we’re wrong about something, that something must belong to the set of things we’re not currently considering. At any given moment, then, we often live as if we are infallible.

Listening requires us to genuinely consider the arguments of the other, even when those arguments don’t agree with judgments we’ve already made. It follows that, when involved in a disagreement, listening would require us to temporarily suspend our judgments; to consider that a contrary

position could be right is to acknowl-edge our infallibility, that our judgments could be wrong. When we consider the extent to which we define ourselves by our judgments—political, ethical, etc.—the weighty nature of listening becomes evident. In an encounter with a person very different from ourselves, genuine listening can feel like the temporary de-ferral of one’s very identity.

As I write this, I am reading To Kill a Mockingbird with my Form II students, which has given me the oppor-tunity to consider this question—when must I listen—in the terms of Harper Lee’s classic novel. Atticus Finch is, of course, one of the most lionized char-acters in the American canon; in fact, in the text he is quite clearly compared to Christ. And, like Christ, Atticus’ sense of moral duty is expressed in two commandments. The first is to protect “mockingbirds,” the most innocent and vulnerable members of society. The sec-ond is to exercise empathy toward those we have difficulty understanding. As Atticus tells Scout in a famous passage, “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.”

This empathetic imperative requires charitable consideration of the per-spective of the other, no matter how unfamiliar or frightening. It is an ad-monishment to listen. Indeed, Atticus demands that his children show empa-thy toward the most unsympathetic of characters—a teacher who discourages her students from reading (!), the mem-bers of a lynch mob, and the menacing town drunk.

There are times, of course, when we cannot be expected to listen or em-pathize: I needn’t recap how Atticus’ stubbornness in opening himself to the drunkard who threatens him proves in-adequate and even, perhaps, naïve. But the most instructive facet of Lee’s text, in my opinion, is its depiction of the limita-tions of Atticus’ empathy, of his limited sense of who qualifies as a mockingbird.

Instructing his children to consider the motivations of the leader of the lynch mob, Atticus explains that the man “has his blind spots along with the rest of us.” This admission of fallibility calls our at-tention to Atticus’ moral limitations.

To point these out takes nothing away from the moral courage and heroism

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Atticus shows; he is only human after all. But even as he defends Tom Robinson’s right to a fair shake in court, Atticus never speaks against the system of seg-regation that relegates Maycomb’s black citizens to the town’s political, economic and social margins. He appears to ac-cept the South’s central taboo against miscegenation in its strongest, most de-structive terms. He tells Scout to avoid using the n-word, not because it is a de-grading and dehumanizing tool of racial prejudice, but because it is “common.”

Atticus is courageous and unwav-ering in his defense of the obviously imperiled Tom Robinson, wrongly con-victed of a capital crime, but Atticus’ blind spot keeps him from recognizing a whole flock of mockingbirds suffering under the oppressive weight of the Jim Crow system, all of whom are in need of protection and justice.

Again, we need not convict Atticus for failing to anticipate a civil rights move-ment that would not come to Alabama until some 20 years after the novel’s ac-tion ends or for failing to conceive of an ideal of racial equality that we have yet to realize in the 21st century.

My point is that recognizing the limi-tations of this patron saint of American literature forces us to confront the limits of our own understanding of the world and to acknowledge our own blind spots. Such a confrontation necessarily brings with it a choice: will I open myself to the possibility of gaining new insight, will I acknowledge that I could be wrong; will I listen?

I’m told that in some Jewish traditions, upon finishing a rigorous, seemingly exhaustive study of the Talmud, schol-ars will immediately start again from the beginning, continuing this pattern incessantly throughout their lives. The implication is that the mystical wisdom of the holy book does not readily dis-close itself, that the text is not a discrete body of knowledge to be mastered, that there is an openness to the process of learning—it is never something that will be finished, left behind, completed.

This is precisely the way I want my students to learn to read, both the texts we explore in the classroom and the world they rush into when the bell rings: if you think you’ve got it all figured out,

start again. The world is too complicat-ed and too mysterious—keep learning, keep listening.

Listening creates the necessary precondition for learning, for gaining insight, for acquiring wisdom. One who refuses to listen is condemned to stasis. This sentence, however, brings with it great security; refusing to listen allows insulation from criticism, from uncer-tainty, from confusion.

The case I make to my students is for the acceptance of the discomfort that ac-companies being open to listening, that it is a small price to pay for the exhilarat-ing experience of growing and learning. I can honestly say every one of my most powerful learning experiences was at-tended by the sense of discomfort I’ve described. For that reason, I’m thankful for such discomfort and I try to be open to it. I try—though it’s really hard—to cherish it.

May I never stop offering such irritating, confounding, disorienting discomfort to my students, as a gift.

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CRISTINA CAzABoNNeA Cultural Classroom

My name is Cristina Cazabonne, and I have completed my 11th year of teach-ing Spanish at Priory, and am completing my 11th year of teaching here. I am from Caracas, the capital of Venezuela, and came to the United States in 1979. I transferred to the University of Missouri, Columbia from SUNY in Cortland, and when I finished my master’s degree, I came to St. Louis for a job.

Coming to St. Louis was exciting and challenging, because previously, I had lived in small communities. The first city I lived was Eugene, Oregon, and later I lived in Ithaca, New York; both cities were more or less the same size, about 100,000 people. But nevertheless, St. Louis is the right size, neither too big nor too small, in comparison to Caracas, with its population of five million.

In St. Louis, I have been able to pur-sue my many hobbies which include gardening and crafts, chiefly drawing. I work on the garden as soon as the weather becomes warmer, and I work on my artwork during the summer. If I have the opportunity, I like to take classes, which I haven’t been able to do recently because I have spent the past few sum-mers traveling.

One of the places I like to go is France, because my family lives there. My fa-ther was born in France, and moved to Venezuela as a child. He met my mother in high school and got married while at-tending the University. My parents raised five children, all of whom live outside of Venezuela. My father, after living in Venezuela for 55 years, decided to retire in France due to the unstable situation in Venezuela. My father lives in Bezier, which is a small village about 30 minutes from Montpellier, in the south of France. Montpellier is also the city where my sis-ter and mother live. I am excited to be visiting them this summer, as it is one of the few opportunities to see them.

My family’s ethnic and cultural mix is common in Latin American societies. Some countries have a predom-inant indigenous population mixed with Europeans, others have more of African origin mixed with Europeans, and oth-ers are a mix of Indigenous, African and European cultures. Venezuela belongs to the latter group. Because Venezuela is in the Caribbean, it is a tropical country,

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and it is unfortunate that I no longer have reason to go there, since my par-ents left the country. I wish I could go there again because I miss the tropical environment, the beaches, and the exu-berant plants of the rainforest.

Teaching a foreign language is a chal-lenging job, because students do not see immediate practical applications. Also at the beginning, students are resistant to accept that we need to communicate in the classroom, as much as possible, in the target language. This can be accom-plished in different ways; one is that I ask the students, on Mondays, to talk to their partner about their weekends, then three students talk about their weekends so the class can hear it.

They really enjoy this exercise, be-cause they are using the target language and they are talking about themselves. The other students understand what they are saying, because their weekends are similar. In this way they lose the fear of talking in a foreign language in front of their classmates. Another way is to encourage students to ask and to answer questions only in the target language. At the beginning some students really don’t like this, but at the end of the school year, even on the hallways I hear them saying words in Spanish to their friends.

Some parents even tell me that their son talks to them only in Spanish, of course for the fun of it. The parents tell me that they don’t have a clue what their son is saying. So it is great to hear that the students are having fun with the language. Also the idea is for the student to have an appreciation for the Spanish culture, whether it is from Spain or from Latin America. I remind the students that the Spanish they are learning is a Latin American Spanish, because that is the Spanish I talk, and because in the American Continent that is the Spanish they are going to hear. Nevertheless, Spanish from Spain is very similar, but with some variations, just like the dif-ference between the English from the United States and the English from England.

This is why it is important to encour-age students to visit other countries. At Priory, we have been very fortunate to have the support of the school that al-lows us to organize trips overseas. In the past, our department has organized both vacation and service trips. On our vaca-tion trips we have gone mostly to Spain, because it has a rich old culture, which

is the backbone of the Latin American countries. In Spain, the students are exposed to the history of the Catholic Church and the strong presence that the muslins left behind when they ruled the

country for 700 hundred years. The mix-ture of religions and cultures is present in most churches, Cathedrals, monu-ments, museums, etc.

On our service trips we have gone three years in a row to Oaxaca, Mexico, and this year to Belize. St. Louis is a little smaller, so we don’t have as much diver-sity as some larger cities in the United States. Therefore, these trips give the students another perspective of the rich and intricate culture of Latin America. Oaxaca was an ideal place, because most of the people did not speak English. The students worked with different families throughout the area and moved around the city by bus, therefore they had to speak Spanish in order to get around, to buy something, or simply play with the kids.

At the same time they saw the dif-ferences between a third world country and the United States. They saw first hand issues that they do not see here in their hometown. For example they saw

street dogs that are mostly undernour-ished or diseased, as the budget of most third world countries are not big enough to control street animals. They also saw why some kids don’t go to school:

either because it is not mandatory, or because their parents, even when the school is free, cannot afford to pay for the uniforms or school supplies. Social benefits and consciousness are almost nonexistent, and people have to fend for themselves as best as they can in order to survive.

The students were also exposed to some institutions such as nursing homes, where they worked with the elderly. In this case, the students learned that most people don’t put their parents in nursing homes, because it is considered a form of cruelty. Families take care of each other, and only people whose children died or who never had children are the ones in nursing homes. These kinds of issues are hard to teach in the classroom. By travel-ing abroad, students can be exposed to social structures different from the one they are familiar with. Hopefully they learn to appreciate their country more, and better understand other cultures.

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KYLe oBeRLeWhat will you do to give back?

Ever since I left the Hazelwood School District to join Priory as a member of the Class of 2001, I have faced the question, “What will you do to give back?” While this question is one that many people ask themselves, I felt an extra sense of obligation as a financial aid recipient. Although uncertain how I would “give back” in the long run, I did my utmost to contribute to the school community on a regular basis in the short term. I gave back through student council, volun-teering at various school functions, and taking on leadership tasks when called.

As high school graduation drew near, I focused intently on the question but still had no long-term answer. After tak-ing Economics in Form VI, I thought I might repay that debt financially, although I certainly wasn’t ready to com-mit to anything. Yet, I took advantage of the opportunity to speak at graduation by challenging my classmates with the same question. I looked around and en-couraged them to do whatever possible to give back to the Priory community that had provided us with so much.

So, off to a private college armed with a hefty financial aid package, I found myself similarly indebted to a new com-munity. And each year, this debt was emphasized by the lists of prompts regarding our financial aid thank you letters. Unsurprisingly, one of the ques-tions was: “What will you do to give back?”

Faced with the decision of which ma-jor to declare, I addressed the question about giving back with a somewhat trite, albeit valuable, question of my own. Should I work for the cause, or work to support the cause? Through volunteer activities and classroom experiences, I discovered that economics was not the right field for me. I desired a more intimate, personal connection, and it became clear that I should work for the cause, and not outside as a supporter.

I found myself being drawn more and more to education as a calling. Before college, I was simply a student of modest means, the grandson of a hard-working diesel mechanic with an 8th grade edu-cation, who had only discovered Priory thanks to my mother’s employment as a high school administrative assistant during my childhood.

But, thanks in large part to that tremendous secondary school educa-tion, I had the good fortune to attend a wonderful college in New England that was completely off of my family’s radar screen. And that provided me with an idea of how I could give back.

How did this path unfold? I can un-waveringly attribute much to the fact that I was surrounded by so many great educators at such an early age—individ-uals not only committed to academic achievement, but full development un-der the goodness of God—educators in the broadest sense of the word.

Once enrolled, I developed a true appreciation for the goodness of these individuals. I experienced such generos-ity and kindness growing up at Priory that I had a strong sense that the school offered something special.

As time progressed, I found myself viewing Priory in a whole new light. I no longer believed that Priory had great individuals simply associated with an ex-cellent school, but rather, we belonged to a tight-knit community where all strove towards the common goal of rearing stu-dents in Christ. Community proved to be my lasting summary of Priory’s great-est strength. When asked what made my high school unique, I could simply an-swer with one word—community.

However, the one word summary is not so a concept. It took me several years to recognize that community is what really elevates Priory to excellence, for community is a status that many profess to have attained, but one that is very dif-ficult to fully develop. But, I sincerely believe that Priory has come to achieve it.

First, Priory is a community united in Christ. We do not stand alone as self-interested individuals, but rather we are keenly aware of our creation in the image and likeness of God. This is not a statement to take lightly, regardless of how casually one might hear it. It is a challenge for each of us to live to the best of our abilities for the service of others. Fortunately, Priory provides the tools to meet this notable challenge.

We are driven to be both wise and intelligent. Wise in that we not only de-velop a sound sense of ethical behavior, but that our actions prove our wisdom. Intelligent in that we push ourselves to acquire knowledge to best understand

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the world around us. Through this ac-quired intellect, we attain the tools requisite for acting upon our wisdom.

Finally, we are driven to complement sound spirit and mind with a sound body. All of us are pushed to our physi-cal limits to construct a temple worthy of a strong soul.

Serving as the ultimate backbone to this well-rounded development is the monastic community offering us a shin-ing example of communal life in Christ. As a child of a staff member, I was always

in awe of the men dressed in black roaming around campus. As a student, I felt fortunate to gain insight from their unique perspective. As a colleague, I am ever more impressed at their spiritual commitment, the faith example that they offer, and the foundation they have built for a truly remarkable school.

It is with this understanding of community, which Priory helped me attain, that I am extremely grateful to come home to open arms. I am com-mitted to serving this community just as it has served me – emphasizing the

goodness of each and every student for the betterment of the whole person and community.

In this light, I am especially grateful that my responsibilities extend beyond the classroom and athletic fields to the realm of community service. It is with this multi-faceted engagement that we profoundly unlock potential, build rela-tionships, and construct a powerful and lasting community in faith. It is with this pledge that I have decided to give back.

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How it Works:Faculty DevelopmentDr. Bernie Kilcullen, Ph.D.

Saint Louis Priory School has long supported a rich fac-ulty professional development program. Faculty members are involved in professional organizations, participate in research and cultural exchanges, attend conferences, workshops and ISACS accreditation visits, and pursue graduate studies among many other activities. There are currently numerous faculty members who have either recently completed or are soon to complete post-graduate work.

Additionally, the school encourages each faculty member to look outside of his or her academic discipline to enhance their involvement in the school community whether in the area of advising, coaching, extra-curriculars or in the spiritual life of the school. Many teachers participate in lectio groups and retreats, which fosters a closer sense of community within the school.

It is often said that entering onto this campus and entering into the life of this wonderful community of monks, teachers, and students forever changes faculty members and students. One insight into this transformation can be found within the Rule of Saint Benedict. Commentators on the Rule express an “educational instinct” of Saint Benedict revealed in his Rule as a source for identifying a “Benedictine model of education”. This model sees the progression of education as the dilatato corde, the enlargement of heart, which many view as authen-tic happiness.

This happiness is found in the advancement of knowledge and articulated within the wisdom fostered in the community of administrators, teachers and students. More importantly, the thinking of the Rule underlying education is the relation between the Divine Order and Human Order.

For Saint Benedict there was no distinction between the sacred and the profane. All share a unifying dignity with the Creator of all things. Not only the most profound, but also even the simplest endeavor of the individual contributes to the wisdom found in the life of the community. The foundation for this development, or transformation of faculty and students, is grounded in a movement toward a culture of conversion.

The vocation of teaching is an extension of one’s life. This vocation is most perfectly expressed when the individual seeks Christ. If we take the Rule of Saint Benedict as our model for improvement with the way he treats the individual, relates with adults, the way he directs the work of teaching the young,

living in community, and the way he sees himself as “master” we have a model of what faculty pro-fessional development means: mutual support, learning, conversion and treating everybody, and yourself, as Jesus Christ.

With Saint Benedict as our model, we have begun the work of connecting our professional development with evaluation. This process began this year with the use of a student evaluation of learning administered in the Winter term. This important knowledge of what and how students learn is complimented with a self-appraisal from each faculty member.

Additionally, the respective department heads write an appraisal of the faculty member. This is an effort to provide a space for conversation between the department chair and the faculty member to link what is perceived, and most im-portantly what is learned in the classroom, with the professional development of the teacher. This space is an opportunity for the work of the school to be understood by the members of the administration, as well.

This is essential so that proper communica-tion exists between the administration and those

who need to carry out the objectives of the school, whether they are teachers or students. The process of this conversation provides the context for a deeper understanding of the objec-tives of the decisions made at the administrative level for the development of the faculty and the students.

At the heart of this process is the nature of what it means to be a Benedictine school. Faculty and students are formed not because of what they are to learn, but because of the love that can be shown them. As a result, with the assistance of faculty development, their experiences move past simply teacher and student and become more of a master and disciple relationship.

The relationship between a master and his disciple is found in seeking Christ with the other in the context of the com-munity. This is the context of faculty development for the individual and the school community.

Our professional development provides a means by which to pursue our academic, athletic and spiritual goals with excellence. These three goals are embodied by the faculty development program and can only be perfected in the com-munity’s search for God, and it is our hope to continue to grow and develop in this way for years to come.

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John Broderick ’64I graduated from the University of

Notre Dame in 1968 before serving as an Army logistical officer in Europe and Southeast Asia. Upon leaving the mili-tary due to an injury, I completed my rehabilitation while earning an MBA from the University of Rochester. Twenty years of field and corporate assignments with Ford Motor Company and Subaru of America led to a consulting role with General Motors. I have trained adult au-diences, mostly one-on-one. In recent years, I have traveled from Anchorage, Alaska to Dubai, (UAE)/Bahrain and points in between.

There is no question in my mind that Priory, the school and the community, prepared us well to address the special challenges our class faced in the late ’70s. ‘When the dust settled and I headed off to a career, it seems that there have al-ways been two themes at work in my life: First, I have always had to address a topic of conflict each year. Second, I teach in everything I do, whether I realize it or not—not just in the classroom. Looking at 35 years in the automotive industry, I realize I have been in the unique posi-tion to help educate adults “on-the-job.”

I’d like to share some of the insights I’ve gathered, which I hope will help you approach your teaching opportunities.

First, listen, aggressively and proac-tively, because your mind is working five times faster than you can talk. Having the courage to be silent empowers you in the discovery of others needs, interests and points of view. As you listen, you will be able to plan your strategy and anticipate possible consequences of the conversations. Make sure to secure man-agement support and direction before you begin, because there will be no suc-cess without the approval and support of leadership. Try to let your students drive. Ask them, “Show me how you do it.” Observe, and remember to listen. If the process is flawed, you can make a recommendation. If not, you pick up new ideas to share with future students. Be sure to identify and respect the cur-rent business process. The cardinal rule of “If it isn’t broke, don’t fix it” should have a footnote, “but see if there is a way to contribute to their process.”

Pick the first training project of the day with care. Target the person who needs the most help and has the least interruption. Accept, and patiently wait out interruptions while moving forward. Then, take a break and let the word spread. When the first student of the day “spreads the good news,” the rest will come out of the woodwork. And remem-ber, when all else fails, find the backdoor. I once hit a roadblock with a dealer that ended in an unsuccessful effort to implement an idea. The rescue plan was simple: I found the dealer’s confidante was the Service Manager, and sold him on the concept in idle conversation. On the next call, the dealer bragged that “my Service Manager had this great idea that is saving us a lot of time and money”—mission accomplished!

Adult education in business is a two-way street, in a classroom without boundaries. If you can blend listen-ing, student control, and respect for the process, students will discover for themselves the value of your recommen-dations. And that is the key to guided self-discovery.

Dr. Patrick J. Ferrillo, Jr. ’69I’m the son of a dentist who followed

in my father’s footsteps. My dad was one of the original endodontists in St. Louis and was grandfathered in when endodontics became a specialty within dentistry in 1963.

My father was also a dental educator, and I owe a lot of who I am to him. When I was young I always enjoyed being around energetic students and learning more about their dental school experi-ence and other things happening in their life. Our Italian family would have students over for home-cooked dinners

made by my mother. It was a chance to get to know some of these bright stu-dents in an informal, relaxed setting with plenty of laughter.

My educational path, guided in part by my experience at Priory, led me to graduate from Georgetown University and into acceptance at Baylor College of Dentistry, where I received my DDS degree and specialty training in endo- dontics. Even after I started in private practice, I also kept my connection to dental education alive. My academic experience includes many years teach-ing at Southern Illinois University’s dental school, where I started as a

Alumni ProfilesSharing the Gift of Education

[priory] magazine20

clinical assistant professor in 1978 and rose through the ranks, eventually be-coming dean of the dental school in 1987. Before my current role, I was the founding Dean of the School of Dental Medicine at University of Nevada, Las Vegas. In July 2006, I became Dean of University of the Pacific’s School of Dentistry in San Francisco.

When looking back at Priory and all of my experiences in dental education, I see quite a few parallels. Both are highly selective environments, filled with smart and motivated students. Faculty, too, are such an important part of both ex-periences. I still remember many of my faculty members at Priory and recall the positive impact they made on me during those formative years.

One of my goals in dental education today is to create a positive and support-ive environment for students. Priory is a great example to look at for this model. Unfortunately, the earlier style of dental education 30-40 years ago at many schools involved a de-humanizing approach from faculty members who looked down on students and their in-experience. The attitude was that of a “drill sergeant” (literally, within dentist-ry). Fortunately, this has changed for the better. Today, most dental schools pro-vide a much more supportive approach to dental education. My current school, University of the Pacific, was one of the early leaders among dental schools in creating a humanistic approach to den-tal education. I’m proud to continue this tradition of respect between students and faculty members.

My experiences at Priory have in-spired me to give back over the years. One of my long-term goals is to estab-lish an endowment that will provide scholarships to gifted students who may not have the resources to otherwise at-tend Priory. I’m grateful to my parents and fortunate that they had the finances to support my schooling.

I’m a firm believer in Priory’s mission to educate the whole person, including the intellectual, artistic, physical, moral and spiritual dimensions. The school has given me much to be grateful for, and fueled my interest in academic leadership.

Dr. Mark Barteau ’73Doctor, Lawyer, Banker . . .

University Administrator? No one grows up saying they want to be a

university administrator! Is this a launching pad or a dumping ground? Among the readers there are probably a few whom one might euphemisti-cally describe as “professional students” —those whose pursuit of a bachelors degree involved six changes of major and eight years of tuition payments. The real professional students are the faculty members— those of us who have figured out how to get paid and still never leave the hallowed halls of academe!

From my experience, university fac-ulties have one of the best jobs in the world. Sure there are the hassles of rais-ing research funding, publish or perish, academic politics and all that, but there are analogous demands in any profes-sional career. I began at the University of Delaware as a 25-year old Assistant Professor of Chemical Engineering, and will begin my 30th year here in the fall.

Along the way I have had the chance to pursue research that I thought was scientifically and technologically im-portant, to travel widely and engage colleagues around the world, to work with public bodies to help set the direc-tion of US research investments, and to consult for industry on real-world problems. Most importantly, I have had the privilege of teaching enthusiastic students who, while they seem to get younger every year, have helped to keep my perspective young, hopeful, and ambitious.

I have been in my current position for nearly two years now. It was never one I envisioned, but one that I had been

unwittingly preparing for throughout my career. Not just the Priory education, but the values and the commitment to service embodied by the monks, have guided me along my career path. Serving as a department chair, which I did for seven years, has often been lik-ened to herding cats.

The secret, I found, was not to vis-ibly wield the limited authority that one had, but to serve others and to focus on building with them a stronger sense of community and shared purpose. Faculty discussions rarely ended in votes, but often in consensus or in agreement to let me work out what I judged to be an optimal solution within the depart-ment or with the Dean. Those who have not had the opportunity to observe the governance model of the monastic com-munity would likely never recognize the parallels with academic departments, and are, I believe, the poorer for that lack of experience.

A few years ago I began to focus on our energy future, and on founding the University of Delaware Energy Institute. I believe that energy is the grand chal-lenge of our time, and for me it came down to the “What did you do in the war, Daddy?” question. I simply could not imagine telling future generations that, while I had the ability, position, and voice to contribute to the aware-ness and solutions of this monumental challenge, I chose to do something else. In my current role, my most important task is to increase the impact of the uni-versity on issues of national and global importance by leading, supporting, con-necting, promoting …whatever it takes!

The Priory influence on my career cannot be overstated. Father Thomas Loughlin was surely a critical influence in deciding that science would be my profession. But the deep appreciation of the humanities fostered there has been just as important. I like to tell people that I studied Shakespeare with the same teacher, Father Austin, that Kevin Kline did!

So is administration a launching pad or a dumping ground? I still haven’t fig-ured that one out. All I know is that each day brings new challenges in helping to lead an organization that impacts thou-sands of students, the economic vitality of our state and region, and the energy future of our nation. The demands are great, but the rewards of service are immeasurable!

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george gaskin ’87My journey to education is not a ro-

mantic one, for I arrived at a career in education by accident. After graduat-ing from Priory, I attended Amherst College, where I developed a great in-terest in political science, and I set my mind to eventually pursue a career in politics. When senior year in college ar-rived, I set a plan—I would take a break from academic life for a few years to gain valuable experience in the “real world,” attend law school (my choice was the University of Chicago), and then pursue a political career with the dream of run-ning for office one day.

As I prepared for life after college, I had not considered the option of educa-tion, but some of my close friends were applying for teaching positions across the country, and I thought it might be a good experience. I, too, applied for a teaching position, and a school in Miami, Florida, made an offer to this young college student to join their mid-dle school faculty.

I drove to Miami from St. Louis in August 1991, and I began teaching almost immediately after I arrived. Since I had the long-term goal of having a career in politics, I quickly became politically ac-tive, joining several organizations and volunteering for campaigns. Everything was working according to plan. I was moving in political circles, gaining expe-rience in teaching, and I took the LSAT. It did not take me very long, however, to realize that a career in politics would not be good for my health! I also realized that I enjoyed teaching.

When I started teaching, I had a profound appreciation for the hard

work and dedication of all those who taught me (and the grief I must have given them in class). Moreover, I came to realize that teaching truly is a noble profession. For me, it is not merely a job, but it is a vocation, a calling. In the early years, as a young teacher—who made many mistakes and tried to learn from them—I would often try to imag-ine how my teachers at Priory would have handled a particular challenge. I teach history, and while preparing for a day’s lesson, I would often think about how my history teachers at Priory, Mr. Genoni, Mr. Finan or Mr. Combs, would teach the lesson.

Before too long, I lost all interest in pur-suing law and politics, and I decided to re-main a teacher. Still, I felt mild uneasiness for giving up the ca-reer I had planned, and I wondered if I made the right choice. In a letter to my col-lege professor, Hadley Arkes, whom I ad-mired and respected, I expressed my internal disquietude. He asked me about my experi-ence teaching, and I told him that it was more enjoyable and more rewarding than I could have imagined, but that I was still rest-less over the fact that I had chosen not to pursue a career in pol-itics. Professor Arkes eased my discomfort when he responded, “It sounds as though you are right where you belong.” From that moment on, I knew I was meant to be a teacher, and I was at peace.

I taught in Miami for 15 years, and in the summer of 2006, I moved to Los Angeles, California. The primary reason for the move was to enroll in the Christian Apologetics program at Biola University. While taking graduate classes at night, I taught middle school history at Harvard-Westlake School, where I currently teach. I am finishing

up my 19th year of teaching, and it grows better and better each year. I find no greater joy than to invest in the lives of my students and participating in their growth and development.

Kevin Kiley ’94In October 2000, I felt as though my

professional life hit rock bottom. Only eight months earlier I had left a very good job in journalism to chase a high-tech dream with a promising dot-com startup, only to have the company disin-

tegrate. I was worried that my fledging career was doing the same. I was out of work and frantically searching for my fourth job since finishing my under-graduate degree not even two and a half years earlier. My resume and I desper-ately needed stability.

I found it when Washington

Priory alumni Kevin Kiley (left) and Hugh Tychsen chat in Simon Hall on the Washington University campus. Kevin is senior associate director of MBA admissions at the university’s Olin Business School. Hugh is a student in the university’s Professional MBA (PMBA) Program and a member of the Marine Corps Reserve; he just finished a deployment to Iraq. One of the student organizations that Kevin advises is the Olin Veterans Association, collectively the uni-versity’s MBA students who have served in the U.S. Armed Forces.

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University hired me into a public-rela-tions position within its Office of Public Affairs. I had been targeting positions in education because, rather self-centered-ly, I thought it would facilitate a master’s degree. I also wanted to transition from journalism to public relations; but in truth, at that point I was just happy to have a job.

I discovered that my greatest source of happiness wasn’t just having a job or being able to get a master’s degree. I found it powerfully rewarding to play a role within an institution that enabled students to get a world-class education. Once I realized this, I sought out oppor-tunities to interact with students through our work-study program, mentoring and encouraging them as they sought their own career paths. It brought me incred-ible joy to coach our amazing students and to help them reach their goals.

I wanted to play an everyday role in the lives of our students, and eventu-ally transferred within the university to my current position as an MBA admis-sions director within our Olin Business

School. In this role, I’ve found that op-portunities to mentor are everywhere. I’ve judged MBA case competitions, helped students with their resumes and networking, served as the adviser for student organizations, and even coached undergraduates’ presentation skills. All have been incredibly fulfilling experiences for me, and I hope for our students too.

There’s hardly anything more reward-ing than seeing an individual through the entire admissions process — meet-ing them in their home city, encouraging them to apply, reading their application and knowing they would be a great fit, endorsing them in the Admissions Committee, welcoming them to campus as a WashU MBA student, witnessing their academic achievement and impact on the school, and finally seeing them walk across the stage at Commencement, their dream job having been secured — knowing that I played a tiny role in that great education.

I first witnessed dedication to the educational process in my parents,

especially my mother, a former teacher at Visitation Academy. But I’m certain my experience at Priory also played an enormous role in cultivating my passion for education and mentoring. It was ob-vious to me from the first day that the faculty and coaches there had a real love of helping us young boys develop into young men.

How many times did I see a teacher like Mrs. Hartnett or a coach like Mr. Finan go above and beyond to get in-volved with a boy’s growth as a student and as a person? Early in the mornings before classes, hanging out with us in the hallways were they and many other faculty members, a constant presence in our lives both inside the classrooms and outside. Dr. Ritchie amazingly opened my eyes to Latin; Brother Symeon trig-gered a passion for calligraphy; the list goes on and on.That kind of inspiration doesn’t happen without outstanding mentors and motivators. Priory was and is overflowing with them, and their ded-ication continues to inspire me in what I do today.

Dear Readers:

Have you’ve enjoyed reading the stories about our students, monks, alumni, and faculty in

Priory Magazine? It’s hard to believe it’s been an entire year since the launch of the magazine in

2009, but here we are. What a pleasure it has been to work with so many of you to make our pub-

lication reflect the unique character of our institution.

It is only through the tremendous leadership of Shelly Kurtz, our Graphic Designer, whose

work makes each issue come alive on the page, and Julie Lohr, our Director of Development, who

makes time to plan, coordinate, help write, and review each issue, that Priory Magazine is able to

be published. They are the foundation upon which the entire project is built.

We’ve enjoyed hearing your thoughts about the magazine, and we’d like to continue that di-

alogue. To that end, we’ll be adding a “Letters to the Editor” section in upcoming issues. Our

intention is to foster a forum to share your thoughts with fellow readers.

To kick it off that conversation, what do you think of Priory Magazine? What have you enjoyed

reading? What would you like to read about in the future? What could be improved?

Send your thoughts and comments to me at mturco@priory.org. We are eager to hear from you,

and we look forward to publishing your content in the Fall 2010 issue, and each issue thereafter.

Michael Turco ’04

Editor – Priory Magazine

Chicago’s Second Wind

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On March 25, 2010, 19 alumni attended the second Chicago-area Alumni Evening. The years of graduation ranged from 1971 to 2008, demonstrating the draw Priory has for all its alumni, regardless of decade. It was a leisurely evening of introductions, reunion, and lively conversation, as guest speakers Father Michael Brunner and Mr. Joseph Gleich (Headmaster and Associate Headmaster, respec-tively) met with the Chicago alumni.

“It was good to reconnect with the guys I knew from high school and network with the guys I didn’t know,” said Clayton Jones ’02. “I really enjoyed seeing Mr. Gleich and hearing about the teachers that shaped my life as I was growing up.”

Some graduates were literally stepping off a plane to make it to the event or driving out of the way to make the event. “Rebel Spirit” was definitely in the air. “The Priory Chicago event was a great opportunity to see some old, friendly faces...it’s always a pleasure to reconnect with the Priory Family!” quipped Jon Tottleben ’02.

Father Michael’s emphasis on offering the best education and authentically life formative experience to students was beau-tifully underscored by the message that alumni need to contribute not only financially, but also as mentors, friends, and as continuing participants in the life of the school.

Mr. Gleich shared news about the academic and ath-letics programs, which continue to provide an excellent background for young men. In addition, Mr. Gleich and Father Michael also emphasized changes to the faculty, and how Priory will be bridging the transition from some of the first generation of teachers into newer ones, and how the staff will evolve over time.

Alumni President Phil Willman ’71 and Alumni Outreach Coordinator Michael Turco ’04 also expressed their hope that even closer relationships could be forged between St. Louis and Chicago. Plans are in the works to develop a local group for Chicago, which would be able to act as social and professional contacts, particularly for someone re-locating or beginning studies.

“We are now in the second half of our first century, and we hope to continue being there,” remarked Father Michael. His words, highlighting that Priory is not only an educational experience, but a life-transforming one, cap-

tured the core of Priory’s mission. “Ultimately, we believe life has a purpose, and that there is an eternal life that we strive for,” said Father Michael. And as a Catholic com-munity, Priory’s Chicago alumni will continue to help each other along the way.

Chicago’s Second Wind

SPRING 2010 issue

[priory] magazine24

May 7, 2010 – When Priory events are being planned, you might wonder if God isn’t part of the initial planning. Providence tends to be a huge part of every endeavor, and the dedication of the new dugouts and Baseball Field proved to be no exception.

It began with the Capital Campaign. The naming rights to the newly r e f u r b i s h e d Baseball Field were offered to off-set the cost of the project. They quickly had a donor but this anonymous i n d i v i d u a l most gracious-

ly gifted them to the Xanadu auction, enabling the Alumni, as a community, to purchase those rights. Unequivocally, the decision was made to dedicate the field to Marty McCabe.

At the same time, the new dugouts were completed under the patronage of Thomas Plunkert ’70, whose investment in the school as an alumnus and friend is well known to many. Securing those dugouts in honor of his brother, William ’64 and his son, Robert ’02, all that was needed was a time and place to dedicate them.

A year after the completion of the field and dugouts (and praying for the grass to grow), it happened. After all the preparations, invitations, and solicitations, everything seemed set. But, like many St. Louis days, the threat of inclement weather loomed on the ho-rizon throughout the day. Perhaps it was a good thing that most of the Monastery turned out. The weather held.

Fittingly, the ceremony began with blessing and thanksgiving offered by Father Michael. In his prayers, he asked God to bless those who would use

and enjoy it, and officially dedicated it as McCabe Field. That was just the beginning of a heartfelt afternoon.

Tom Plunkert, who followed Father Michael, re-flected “Today, on a day when this baseball field is being named after Mr. Marty McCabe, the third base dugout is being dedicated to Bill Plunkert of the Priory class of 1964 and Bobby Plunkert of the Priory class of 2002. These three men are being honored because each exemplifies the following words from The Rule of Saint Benedict: ‘Your way of acting should be different from the world’s way.’”

Shortly after, Dr. Timothy Brady ’73 delivered a humorous set of anecdotes about Marty, before pre-senting him with a signed baseball, and a plaque commemorating the event. He remarked afterwards that: “The alumni were proud, no eager, to gather the funds to have the rehabbed baseball field named after Marty. He is such a fine man who started with many of us as teacher, then coach and mentor and finally as friend as we grew older. Getting the baseball alumni together to do this was easy. Who wouldn’t want to do this for a friend?”

And finally, Marty himself shared his thanks and gratitude. Looking towards the Junior School students which had come to the ceremony, with a loving, if tear-ful eye, he stated: “All these faces…are all familiar.” And with a hearty cheer, the crowd ushered him onto the pitchers mound, where he threw the opening pitch to his grandson, Joey Heitz ’11.

There are individuals who have given part of them-selves to Priory, and Marty was no exception. It is as if he left a part of his soul to linger, to be felt through-out generations. For 38 years, Martin McCabe, in his roles as a classroom instructor, advisor to countless

students, form master, yearbook moderator, ad-mission director, and memorably as athletic director, beloved head basketball and baseball coach, gave of himself in ways that deeply affected the lives of his students, co-workers, and players. And now, his legacy will last for years to come.

Marty McCabe Field Dedication