Mid-morning last Tuesday I was scurrying down the hallway– in a rush to get somewhere for reasons that I can no longer remember – and turned a corner to face three first graders coming in the opposite direction carrying some papers. They stopped short in their tracks, and their jaws dropped in obvious surprise to see me. But why would they be surprised to see me in the halls? That’s an everyday occurrence. I smiled, waved, said “good morning” and continued scurrying.
But out of the corner of my eye, I could see that they remained frozen and troubled. I stopped. Why, indeed, would it trouble them so to see me in the hallway…unless they were expecting to see me in my office? Aha! “Were you, by chance, on your way to see me?” I inquired. They nodded in relief. They looked at the papers in their hands; they looked up at me; they looked again at the papers in their hands; and they looked back up at me.
“Were you bringing one of those to me?” I asked, suddenly remembering the first grade tradition of writing and drawing lovely notes of thanks and distributing them around the school on the day we break for Thanksgiving holiday. More nods and more relief. I gently took and read the note that was presented to me as if it were a fragile, precious treasure – and a precious gift it was: “Dear Mr. Murray: Thank you for being our princeible. Happy Thanksgiving.” That was the moment, of course, that I forgot where I had been headed or why.
But here’s the best part of this story. I stood there and read my Thanksgiving note out loud, then began to thank the girls for my note and for the ones they were taking to others. I was fairly effusive in my gratitude, which was sincere, as they had caught me by surprise and touched me, and which they no doubt recognized. Just as I was about to say goodbye and allow them to continue their mission, one of the girls, perhaps a little taken with the moment herself, sort of blurted out, “I feel like hugging you.” So I dropped to one knee, and we had a nice hug. Then we all returned to our business, but now with much bigger smiles and bigger hearts.
I thought about this encounter several times over the Thanksgiving break: their mute surprise, the cute and thoughtful note that touched me in my busy-ness, and the spontaneous urge to acknowledge and complete the tenderness of the moment with a hug. More to the point, the encounter stands for me as simple but tangible evidence of the bounty created by “an attitude of gratitude,” something about which I have written before. There is a multiplier effect. A simple expression of gratitude at the right time, responded to with sincere gratitude, can explode like clashing atoms into a wave of goodwill and cheer.
I am fine with Thanksgiving Day being about family and friends gathering to eat a feast, tell stories, and watch football. Every other day of the year should be reserved for observing and expressing our gratitude – to anyone and everyone, but most especially to God. We focus too much on each other’s shortcomings (we all have them) and our unmet expectations. What if we let go of our expectations and forgave everyone their shortcomings? What if instead we looked for and focused only on the unique gift that each person, each child of God brings to us? Were we to adopt the attitude of gratitude daily, we would more regularly experience the mystery and miracle of life’s bounty. I happened upon it in the form of three grateful children as I turned the corner last Tuesday. What awaits us around the next corner? Will we see it? How will we respond to it? Have a happy Thanksgiving --- every day.
Tuesday, December 2, 2008
Thursday, November 20, 2008
Heroes, and Being Prepared
Our assembly last week with Medal of Honor recipient Sgt. First Class Sammy Davis was a remarkable experience. There was hardly a dry eye in the house by the end. We watched a DVD (from the Medal of Honor book) in which he tells the story of the events for which he was awarded the Congressional Medal of Honor. After that he answered questions from students
for about 45 minutes, ending only because he had another engagement, not because there was any shortage of questions from the students or any sign of fatigue on his part. During the time, he allowed his medal to be passed among the 160+ people in the audience, “I want everyone to touch it.” By the end of our hour together, I assure you that he touched everyone there.
He made a dozen unscripted comments in that exchange that are worth discussing in a column like this, but today I’ll explore the one he repeated with noticeable frequency, “I was just doin’ my job.” With true and sincere humility, he explained to us the rigorous training he had received so that when the critical time came he did not have to think about what was the right thing to do; he simply “did my job.”
Clearly he was being overly modest, and there was much more to his accomplishment and heroism. Not many of us could have (or would have) done what he did, despite all the training in the world. None the less, he was making a very important point. In many ways, I think this is a huge part of the hidden value of an EDS education. Much of the real value of the student’s experience here does not emerge, does not come into play, until much later. As Father Fain once said in a meeting of the EDS Board of Trustees, in which we were discussing possible amendments to the by-laws, “I guess you really don’t need by-laws and don’t see their relative value – weak or strong – under normal circumstances. It’s in times of difficulty that you need them, and need them to be well-designed and strong” (or words very much to that effect).
I suppose that in much the same way, the real value-added of an EDS education is not fully visible or apparent under normal circumstances. Sure we see great results on standardized tests, and our graduates generally do exceedingly well in high school, often leading the way academically and otherwise. But when and how do we see and measure the value that is accrued over several (as many as 11) years in this place? When and how will we see the impact on some student who suddenly remembers touching a Medal of Honor or recalls a lesson Sgt. Davis imparted? How do we see the seeds that were planted a month ago when we had a world class marine biologist speak to our middle school? What is the cumulative effect of having so many teachers who love, nurture, challenge, and support them? How do we capture the benefit of the public speaking or authentic leadership opportunities that permeate our program? Is it possible that we underestimate the core strength and skills that can develop in a person who spends formative years in a community that prays daily, strives to understand the lessons of the Bible, and practices service to others? Is it even possible to overestimate?
What does it mean that so many young alumni visit former teachers and friends during their breaks? That they return to be married in the church here? What does it say that within only a couple of weeks of creating an EDS alumni group on Facebook, we had nearly 100 members?
Of course, the students will not always recognize or value the experiences they are having.
Even parents will occasionally lose sight of the health and beauty of the rich forest as they become overfocused on an imperfect tree or two. So we must remind each other of the big picture.
We cannot predict what challenges or opportunities life will present these children. What I do know is that they will have a deep and rich pool of experiences, skills, and tools from which to draw -- deeper and richer than almost anyone else their age. No doubt they will be prepared to manage the math problems and the writing assignments. But more importantly, they will have already practiced leadership, service, problem-solving, collaboration, and risktaking. And they will have done a significant amount of spiritual reading, writing, questioning, and reflecting. They will know what community looks and feels like, and what success and failure look and feel like. When the critical time comes, they will be well-prepared. Then it will be up to them.
--Ned R. Murray
for about 45 minutes, ending only because he had another engagement, not because there was any shortage of questions from the students or any sign of fatigue on his part. During the time, he allowed his medal to be passed among the 160+ people in the audience, “I want everyone to touch it.” By the end of our hour together, I assure you that he touched everyone there.
He made a dozen unscripted comments in that exchange that are worth discussing in a column like this, but today I’ll explore the one he repeated with noticeable frequency, “I was just doin’ my job.” With true and sincere humility, he explained to us the rigorous training he had received so that when the critical time came he did not have to think about what was the right thing to do; he simply “did my job.”
Clearly he was being overly modest, and there was much more to his accomplishment and heroism. Not many of us could have (or would have) done what he did, despite all the training in the world. None the less, he was making a very important point. In many ways, I think this is a huge part of the hidden value of an EDS education. Much of the real value of the student’s experience here does not emerge, does not come into play, until much later. As Father Fain once said in a meeting of the EDS Board of Trustees, in which we were discussing possible amendments to the by-laws, “I guess you really don’t need by-laws and don’t see their relative value – weak or strong – under normal circumstances. It’s in times of difficulty that you need them, and need them to be well-designed and strong” (or words very much to that effect).
I suppose that in much the same way, the real value-added of an EDS education is not fully visible or apparent under normal circumstances. Sure we see great results on standardized tests, and our graduates generally do exceedingly well in high school, often leading the way academically and otherwise. But when and how do we see and measure the value that is accrued over several (as many as 11) years in this place? When and how will we see the impact on some student who suddenly remembers touching a Medal of Honor or recalls a lesson Sgt. Davis imparted? How do we see the seeds that were planted a month ago when we had a world class marine biologist speak to our middle school? What is the cumulative effect of having so many teachers who love, nurture, challenge, and support them? How do we capture the benefit of the public speaking or authentic leadership opportunities that permeate our program? Is it possible that we underestimate the core strength and skills that can develop in a person who spends formative years in a community that prays daily, strives to understand the lessons of the Bible, and practices service to others? Is it even possible to overestimate?
What does it mean that so many young alumni visit former teachers and friends during their breaks? That they return to be married in the church here? What does it say that within only a couple of weeks of creating an EDS alumni group on Facebook, we had nearly 100 members?
Of course, the students will not always recognize or value the experiences they are having.
Even parents will occasionally lose sight of the health and beauty of the rich forest as they become overfocused on an imperfect tree or two. So we must remind each other of the big picture.
We cannot predict what challenges or opportunities life will present these children. What I do know is that they will have a deep and rich pool of experiences, skills, and tools from which to draw -- deeper and richer than almost anyone else their age. No doubt they will be prepared to manage the math problems and the writing assignments. But more importantly, they will have already practiced leadership, service, problem-solving, collaboration, and risktaking. And they will have done a significant amount of spiritual reading, writing, questioning, and reflecting. They will know what community looks and feels like, and what success and failure look and feel like. When the critical time comes, they will be well-prepared. Then it will be up to them.
--Ned R. Murray
Tuesday, November 11, 2008
Embracing the Paradoxes of Being a Headmaster
Father Sawyer and I have just spent two days at the biennial conference of the National Association of Episcopal Schools. Throughout that time, I was privileged to spend several hours with one of the heroes of modern Christian education, Parker Palmer, whose books include A Hidden Wholeness: The Journey Toward an Undivided Life and The Promise of Paradox: A Celebration of Contradictions in the Christian Life. During that time he reminded me of two important messages.
First, he reminded me that most people have no idea what it is like to teach in a school, especially such a high-performing, mission-driven school like EDS. In fact, most people cannot possibly conceive of it unless they have done it or something like it. Even more to the point, they really have no idea what it’s like to be a headmaster in such a school. For fun, I’m trying to keep a running list of the various things that confront me in my work, the questions to answer, the problems to solve, the decisions to make, the demands on my time, etc. Unfortunately, most days I am too busy doing those things that I forget to add to the list. If I ever build a good list, I’ll post it.
Secondly, and more importantly, he reminded me that paradox is part of our natural, God-given state. He helped me re-discover that peace of mind and balance come from embracing the tensions of paradox in our lives and NOT trying to resolve or “win” them, as is our contemporary American way. The forces of good and evil, the tension of being and becoming, the passion for life and the acceptance of death – these are not resolvable by us. They are realities for us to accept, manage, and finally embrace.
The following two quotations capture well the very worst of being a headmaster and the very best. Seemingly opposite reflections, they are both true, at least for me. I have not shared them yet with the EDS faculty, but I intend to, and I suspect they will ring true for them as well. Perhaps they will resonate with you. If so, I hope you will post a comment.
The Violence of Modern Life by Thomas Merton: “There is a pervasive form of modern violence to which the idealist…most easily succumbs: activism and over-work. The rush and pressure of modern life are a form, perhaps the most common form, of its innate violence. To allow oneself to be carried away by a multitude of conflicting concerns, to surrender to too many demands, to commit oneself to too many projects, to want to help everyone in everything is to succumb to violence. The frenzy of the activist neutralizes his or her work… It destroys the fruitfulness of his or her…work, because it kills the root of inner wisdom which makes work fruitful” (published in 1968!).
The True Joy of Life by George Bernard Shaw: “This is the true joy in life, being used for a purpose recognized by yourself as a mighty one; being a force of nature instead of a feverish, selfish little clod of ailments and grievances, complaining that the world will not devote itself to making you happy. I am of the opinion that my life belongs to the community, and as long as I live, it is my privilege to do for it what I can. I want to be thoroughly used up when I die, for the harder I work, the more I live. I rejoice in life for its own sake. Life is no brief candle to me. It is a sort of splendid torch which I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations.”
--Ned R. Murray
First, he reminded me that most people have no idea what it is like to teach in a school, especially such a high-performing, mission-driven school like EDS. In fact, most people cannot possibly conceive of it unless they have done it or something like it. Even more to the point, they really have no idea what it’s like to be a headmaster in such a school. For fun, I’m trying to keep a running list of the various things that confront me in my work, the questions to answer, the problems to solve, the decisions to make, the demands on my time, etc. Unfortunately, most days I am too busy doing those things that I forget to add to the list. If I ever build a good list, I’ll post it.
Secondly, and more importantly, he reminded me that paradox is part of our natural, God-given state. He helped me re-discover that peace of mind and balance come from embracing the tensions of paradox in our lives and NOT trying to resolve or “win” them, as is our contemporary American way. The forces of good and evil, the tension of being and becoming, the passion for life and the acceptance of death – these are not resolvable by us. They are realities for us to accept, manage, and finally embrace.
The following two quotations capture well the very worst of being a headmaster and the very best. Seemingly opposite reflections, they are both true, at least for me. I have not shared them yet with the EDS faculty, but I intend to, and I suspect they will ring true for them as well. Perhaps they will resonate with you. If so, I hope you will post a comment.
The Violence of Modern Life by Thomas Merton: “There is a pervasive form of modern violence to which the idealist…most easily succumbs: activism and over-work. The rush and pressure of modern life are a form, perhaps the most common form, of its innate violence. To allow oneself to be carried away by a multitude of conflicting concerns, to surrender to too many demands, to commit oneself to too many projects, to want to help everyone in everything is to succumb to violence. The frenzy of the activist neutralizes his or her work… It destroys the fruitfulness of his or her…work, because it kills the root of inner wisdom which makes work fruitful” (published in 1968!).
The True Joy of Life by George Bernard Shaw: “This is the true joy in life, being used for a purpose recognized by yourself as a mighty one; being a force of nature instead of a feverish, selfish little clod of ailments and grievances, complaining that the world will not devote itself to making you happy. I am of the opinion that my life belongs to the community, and as long as I live, it is my privilege to do for it what I can. I want to be thoroughly used up when I die, for the harder I work, the more I live. I rejoice in life for its own sake. Life is no brief candle to me. It is a sort of splendid torch which I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations.”
--Ned R. Murray
Thursday, November 6, 2008
Veterans' Day Assembly Remarks
Welcome to our Veterans’ Day Assembly. Thanks to all of you for being here. Thanks to Trey and Ann Louisa, to the 2nd grade and their teachers, to the 5th grade and their teachers, to the other students and faculty who helped put this together. Thanks to Mr. Adams especially for organizing this wonderful assembly. Thanks most especially to the United States Army Signal Corps Band and Color Guard. Thank you for being here. We are very fortunate to have them. Let’s give them another warm round of thanks.
This is my favorite season, not just because of the wonderful crisp weather, football, and rolling out comfort food, but mostly because of how this season of thankfulness fills me with an attitude of gratitude. We just celebrated All Saints Day, All Souls Day, today we celebrateVeterans Day, and just around the corner is Thanksgiving -- an entire season in which we are asked to remember. To remember that the incredible bounty we enjoy -- the fruits we harvest in our lives -- come to us only because of the seeds sown by generations before us…all the way back to Abraham. And come to us only because of the generous grace of God.
And I have to mention this. You know, regardless of your politics, yesterday was an historic day. Historic because a man was elected president who IN MY LIFETIME, in many states would have been made to use a separate bathroom from white folks, drink from a different fountain, who would not have been granted the same opportunities of education and employment of so many of his fellow citizens. Despite your political leanings, you have to marvel at how far we have come in one generation. And again, that was only possible because of the incredible efforts and sacrifices of so many who came before.
Yesterday was also historic because EVERY SINGLE adult citizen had the opportunity to exercise the freedom to vote -- to practice self government. We talk about “the government” as though it’s some separate entity. But in this country, we the people practice self government. We ARE the government. And we the people protect our country, and our liberties, and our peace with the world’s largest volunteer citizen armed forces -- army, navy, marines, air force, and coast guard.
So it is especially appropriate, during this time of reaping, that we pause and remember those who, in service to our country, sowed seeds that grew into the fruits of liberty. We pause to honor the sacrificial service of our soldiers, past and present. We also pause to remind ourselves that the peace and freedom we enjoy came – and comes—often at great cost.
And we hope that in our remembering, our collective remembrance as a community, we also teach our children – some of them future soldiers -- that service to their country – service to these United States – is always an honorable sacrifice.
A few years ago, we were fortunate to be visited by Col. Jack Jacobs, who was awarded the Congressional Medal of Honor for literally putting his life on the line to save his fellow servicemen. As he was speaking with a group of students about the importance of service to one’s country, I asked him about that and what it should look like. He said, “I believe following your dreams is service to your country. Be the best you can be at whatever you choose to do.” I have had this quotation on bulletin board since the day he was on campus.
Next week we will have an opportunity – or grades 5-8 will – to meet with yet another hero and recipient of the Congressional Medal of Honor, SFC Sammy L. Davis. And it is in events such as these at EDS that we remember, but we also hope to teach our children. To teach them of their obligations as citizens, of their allegiance to the flag and to the republic for which it stands – and in doing these things, we hope to lead them to fall more in love with their country.
As the apostle Paul teaches us, perfect love never forgets – and today, in remembrance of our veterans past, present, and future – we strive to love our country - and each and every one of our fellow citizens - more perfectly. And to exercise our rights and freedoms for good, for the betterment of mankind, and to more fully fulfill God’s purpose.
We are grateful for your attendance at today’s program. We are grateful to you parents and grandparents for sharing your children with us. Please rise for our benediction, followed by a moment of silent rememberance and the sounding of Taps. At the conclusion of Taps, please remain standing for the retiring of the colors.
--Ned Murray
This is my favorite season, not just because of the wonderful crisp weather, football, and rolling out comfort food, but mostly because of how this season of thankfulness fills me with an attitude of gratitude. We just celebrated All Saints Day, All Souls Day, today we celebrateVeterans Day, and just around the corner is Thanksgiving -- an entire season in which we are asked to remember. To remember that the incredible bounty we enjoy -- the fruits we harvest in our lives -- come to us only because of the seeds sown by generations before us…all the way back to Abraham. And come to us only because of the generous grace of God.
And I have to mention this. You know, regardless of your politics, yesterday was an historic day. Historic because a man was elected president who IN MY LIFETIME, in many states would have been made to use a separate bathroom from white folks, drink from a different fountain, who would not have been granted the same opportunities of education and employment of so many of his fellow citizens. Despite your political leanings, you have to marvel at how far we have come in one generation. And again, that was only possible because of the incredible efforts and sacrifices of so many who came before.
Yesterday was also historic because EVERY SINGLE adult citizen had the opportunity to exercise the freedom to vote -- to practice self government. We talk about “the government” as though it’s some separate entity. But in this country, we the people practice self government. We ARE the government. And we the people protect our country, and our liberties, and our peace with the world’s largest volunteer citizen armed forces -- army, navy, marines, air force, and coast guard.
So it is especially appropriate, during this time of reaping, that we pause and remember those who, in service to our country, sowed seeds that grew into the fruits of liberty. We pause to honor the sacrificial service of our soldiers, past and present. We also pause to remind ourselves that the peace and freedom we enjoy came – and comes—often at great cost.
And we hope that in our remembering, our collective remembrance as a community, we also teach our children – some of them future soldiers -- that service to their country – service to these United States – is always an honorable sacrifice.
A few years ago, we were fortunate to be visited by Col. Jack Jacobs, who was awarded the Congressional Medal of Honor for literally putting his life on the line to save his fellow servicemen. As he was speaking with a group of students about the importance of service to one’s country, I asked him about that and what it should look like. He said, “I believe following your dreams is service to your country. Be the best you can be at whatever you choose to do.” I have had this quotation on bulletin board since the day he was on campus.
Next week we will have an opportunity – or grades 5-8 will – to meet with yet another hero and recipient of the Congressional Medal of Honor, SFC Sammy L. Davis. And it is in events such as these at EDS that we remember, but we also hope to teach our children. To teach them of their obligations as citizens, of their allegiance to the flag and to the republic for which it stands – and in doing these things, we hope to lead them to fall more in love with their country.
As the apostle Paul teaches us, perfect love never forgets – and today, in remembrance of our veterans past, present, and future – we strive to love our country - and each and every one of our fellow citizens - more perfectly. And to exercise our rights and freedoms for good, for the betterment of mankind, and to more fully fulfill God’s purpose.
We are grateful for your attendance at today’s program. We are grateful to you parents and grandparents for sharing your children with us. Please rise for our benediction, followed by a moment of silent rememberance and the sounding of Taps. At the conclusion of Taps, please remain standing for the retiring of the colors.
--Ned Murray
Thursday, October 30, 2008
Carpool Conundrum
Fairly frequently I get calls or emails expressing concern about certain carpool behaviors, particularly letting children ride in laps, lean out windows, or stand through sunroofs while driving through the parking lot or parents talking on cell phones. Judging frm the number and vehemence of the complaints I receive, lots of people see it as extremely dangerous and distracting (see excerpts below from two recent emails). On the other hand, a great many people clearly have no problem with these behaviors because so many people engage in them.
How should this be addressed, if at all? Can/should the school really be responsible for what is essentially a parental decision and judgment? On the other hand, can we really look the other way if we consider a behavior dangerous? Of course, some behaviors we see appear more dangerous than others. Cell phone use is controversial everywhere, but not necessarily illegal. Personally, I’m not sure it’s necessarily dangerous to let children stand with their heads out the sunroof in a parking lot when you are driving less than 10 mph, but leaning way out a window looks riskier to me. If so, what can or should the school do about it? Who gets to decide? If we take a position, how would we enforce it? Even if you don’t think it’s necessarily dangerous, should we take into consideration that it bothers so many people?
Below are just two examples of complaints I receive. I’d love to hear some dialogue from people on this issue.
“I would like to get you opinion about a situation I have been observing every day at the drop-out in the mornings. I see every day young kids either riding in the front seat of the car, standing up through the sun-roof window or, what is worst, riding on the parent’s lap while pretending they are driving. I am talking about young children (4-6 years old). My daughter… has [begun] questioning why those kids are riding that way and today, she wanted to do the same, and naturally, started to cry when I refused to let her ride in that fashion. I believe those behaviors do not set a good example for other kids and, definitely, do not have a place at a great school with an outstanding reputation as is EDS. Is there any way to address this issue? I would love to hear your thought on this matter.”
“I witnessed something early this morning that made my stomach ache and my blood boil…I looked out into the parking lot [and a car] wheeled through the line with two small children standing up in the car seat with their upper torsos hanging out of the sunroof! They were waving at the student patrols as they passed through the parking lot. Needless to say, this is an accident waiting to happen. There were adults walking through the lot. Suppose the driver had to make an abrupt stop? The image of these two children being thrown through the car roof and the image of these children hitting their faces and breaking their teeth or noses came to mind. Does the school need to address this issue with the parents?”
What do you think?
How should this be addressed, if at all? Can/should the school really be responsible for what is essentially a parental decision and judgment? On the other hand, can we really look the other way if we consider a behavior dangerous? Of course, some behaviors we see appear more dangerous than others. Cell phone use is controversial everywhere, but not necessarily illegal. Personally, I’m not sure it’s necessarily dangerous to let children stand with their heads out the sunroof in a parking lot when you are driving less than 10 mph, but leaning way out a window looks riskier to me. If so, what can or should the school do about it? Who gets to decide? If we take a position, how would we enforce it? Even if you don’t think it’s necessarily dangerous, should we take into consideration that it bothers so many people?
Below are just two examples of complaints I receive. I’d love to hear some dialogue from people on this issue.
“I would like to get you opinion about a situation I have been observing every day at the drop-out in the mornings. I see every day young kids either riding in the front seat of the car, standing up through the sun-roof window or, what is worst, riding on the parent’s lap while pretending they are driving. I am talking about young children (4-6 years old). My daughter… has [begun] questioning why those kids are riding that way and today, she wanted to do the same, and naturally, started to cry when I refused to let her ride in that fashion. I believe those behaviors do not set a good example for other kids and, definitely, do not have a place at a great school with an outstanding reputation as is EDS. Is there any way to address this issue? I would love to hear your thought on this matter.”
“I witnessed something early this morning that made my stomach ache and my blood boil…I looked out into the parking lot [and a car] wheeled through the line with two small children standing up in the car seat with their upper torsos hanging out of the sunroof! They were waving at the student patrols as they passed through the parking lot. Needless to say, this is an accident waiting to happen. There were adults walking through the lot. Suppose the driver had to make an abrupt stop? The image of these two children being thrown through the car roof and the image of these children hitting their faces and breaking their teeth or noses came to mind. Does the school need to address this issue with the parents?”
What do you think?
Tuesday, October 14, 2008
Change...
The changing of the seasons always reminds me of the rhythm of life’s changes. It reminds me that perhaps the most important preparation for life we can provide our students is the preparation for dealing with constant and often unpredictable change. The blessings and challenges of life move to and fro in our lives to a rhythm whose music we sometimes hear, but more often we turn a deaf ear.
This seems a good time to remind ourselves of what our children need (as do we) in order to best cope with change. It is best summarized in oft-used aphorisms about “roots and wings.” In our case I suppose the roots we help grow are faith, love, truth, beauty, family, and knowledge of the laws of the world. We help them build strong wings when we nurture their dreams, teach them the skills of self-directed learning and cooperation, and help them see beyond themselves and their wants.
Whether your child is three, in the 8th grade, or somewhere in between, there is much change coming. Some you can anticipate, such as learning to read or tie a shoe, experiencing their last EDS soccer or volleyball game or final chapel. Some changes can never be predicted. The important thing is to be prepared.
Below are a few thoughts from others throughout the ages who have contemplated the presence of change as a constant in our lives. I’d love for you to comment on your favorite one.
Become a student of change. It is the only thing that will remain constant. -Anthony D’angelo
It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change. - Author unknown, commonly misattributed to Charles Darwin
While we flatter ourselves that things remain the same, they are changing under our very eyes from year to year, from day to day. -Charlotte Perkins Gilman
In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. -Eric Hoffer
The important thing is this: To be able at any moment to sacrifice what we are for what we could become. -Charles Dubois
Life is a process of becoming, a combination of states we have to go through. Where people fail is that they wish to elect a state and remain in it. This is a kind of death. -Anais Nin
The future has a way of arriving unannounced. -George Will
“Nothing” is carved in granite. – Sculpture on Ned Murray’s office bookshelf
Change is inevitable, except from vending machines. - Unknown
Henri Bergson: To exist is to change, to change is to mature, to mature is to go on creating oneself endlessly.
James Baldwin: For nothing is fixed, forever and forever and forever, it is not fixed; the earth is always shifting, the light is always changing, the sea does not cease to grind down rock. Generations do not cease to be born, and we are responsible to them because we are the only witnesses they have. The sea rises, the light fails, lovers cling to each other, and children cling to us. The moment we cease to hold each other, the sea engulfs us and the light goes out.
John Dewey (father of American education): The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.
John F. Kennedy: Change is the law of life. And those who look only to the past or present are certain to miss the future.
Katherine butler Hathaway: A person needs at intervals to separate from family and companions and go to new places. One must go without familiars in order to be open to influences, to change.
Leo Tolstoy: Everyone thinks of changing the world, but no one thinks of changing himself.
M. Scott Peck: The whole course of human history may depend on a change of heart in one solitary and even humble individual - for it is in the solitary mind and soul of the individual that the battle between good and evil is waged and ultimately won or lost.
Mary Antin, 1912: We are not born all at once, but by bits. The body first, and the spirit later; and the birth and growth of the spirit, in those who are attentive to their own inner life, are slow and exceedingly painful. Our mothers are racked with the pains of our physical birth; we ours elves suffer the longer pains of our spiritual growth.
Nelson Mandela: Education is the most powerful weapon which you can use to change the world.
Ovid: All things change; nothing perishes.
Ralph Waldo Emerson: Life is a progress, and not a station.
Thomas Hardy: Time changes everything except something within us which is always surprised by change.
Unknown: Change is inevitable, except from vending machines.
W.E.B. Du Bois: He who rejects change is the architect of decay.
The only human institution which rejects progress is the cemetery. ~Harold Wilson
It is not necessary to change. Survival is not mandatory. ~W. Edwards Deming
When you are through changing, you are through. ~Bruce Barton
Life is its own journey, presupposes its own change and movement, and one tries to arrest them at one's eternal peril. ~Laurens van der Post
I put a dollar in one of those change machines. Nothing changed. ~George Carlin
What you have become is the price you paid to get what you used to want. ~Mignon McLaughlin, The Neurotic's Notebook, 1960
Continuity gives us roots; change gives us branches, letting us stretch and grow and reach new heights. ~Pauline R. Kezer
God grant me the serenity to accept the people I cannot change, the courage to change the one I can, and the wisdom to know it's me. ~Author Unknown
Because things are the way they are, things will not stay the way they are. ~Bertold Brecht
This seems a good time to remind ourselves of what our children need (as do we) in order to best cope with change. It is best summarized in oft-used aphorisms about “roots and wings.” In our case I suppose the roots we help grow are faith, love, truth, beauty, family, and knowledge of the laws of the world. We help them build strong wings when we nurture their dreams, teach them the skills of self-directed learning and cooperation, and help them see beyond themselves and their wants.
Whether your child is three, in the 8th grade, or somewhere in between, there is much change coming. Some you can anticipate, such as learning to read or tie a shoe, experiencing their last EDS soccer or volleyball game or final chapel. Some changes can never be predicted. The important thing is to be prepared.
Below are a few thoughts from others throughout the ages who have contemplated the presence of change as a constant in our lives. I’d love for you to comment on your favorite one.
Become a student of change. It is the only thing that will remain constant. -Anthony D’angelo
It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change. - Author unknown, commonly misattributed to Charles Darwin
While we flatter ourselves that things remain the same, they are changing under our very eyes from year to year, from day to day. -Charlotte Perkins Gilman
In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. -Eric Hoffer
The important thing is this: To be able at any moment to sacrifice what we are for what we could become. -Charles Dubois
Life is a process of becoming, a combination of states we have to go through. Where people fail is that they wish to elect a state and remain in it. This is a kind of death. -Anais Nin
The future has a way of arriving unannounced. -George Will
“Nothing” is carved in granite. – Sculpture on Ned Murray’s office bookshelf
Change is inevitable, except from vending machines. - Unknown
Henri Bergson: To exist is to change, to change is to mature, to mature is to go on creating oneself endlessly.
James Baldwin: For nothing is fixed, forever and forever and forever, it is not fixed; the earth is always shifting, the light is always changing, the sea does not cease to grind down rock. Generations do not cease to be born, and we are responsible to them because we are the only witnesses they have. The sea rises, the light fails, lovers cling to each other, and children cling to us. The moment we cease to hold each other, the sea engulfs us and the light goes out.
John Dewey (father of American education): The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.
John F. Kennedy: Change is the law of life. And those who look only to the past or present are certain to miss the future.
Katherine butler Hathaway: A person needs at intervals to separate from family and companions and go to new places. One must go without familiars in order to be open to influences, to change.
Leo Tolstoy: Everyone thinks of changing the world, but no one thinks of changing himself.
M. Scott Peck: The whole course of human history may depend on a change of heart in one solitary and even humble individual - for it is in the solitary mind and soul of the individual that the battle between good and evil is waged and ultimately won or lost.
Mary Antin, 1912: We are not born all at once, but by bits. The body first, and the spirit later; and the birth and growth of the spirit, in those who are attentive to their own inner life, are slow and exceedingly painful. Our mothers are racked with the pains of our physical birth; we ours elves suffer the longer pains of our spiritual growth.
Nelson Mandela: Education is the most powerful weapon which you can use to change the world.
Ovid: All things change; nothing perishes.
Ralph Waldo Emerson: Life is a progress, and not a station.
Thomas Hardy: Time changes everything except something within us which is always surprised by change.
Unknown: Change is inevitable, except from vending machines.
W.E.B. Du Bois: He who rejects change is the architect of decay.
The only human institution which rejects progress is the cemetery. ~Harold Wilson
It is not necessary to change. Survival is not mandatory. ~W. Edwards Deming
When you are through changing, you are through. ~Bruce Barton
Life is its own journey, presupposes its own change and movement, and one tries to arrest them at one's eternal peril. ~Laurens van der Post
I put a dollar in one of those change machines. Nothing changed. ~George Carlin
What you have become is the price you paid to get what you used to want. ~Mignon McLaughlin, The Neurotic's Notebook, 1960
Continuity gives us roots; change gives us branches, letting us stretch and grow and reach new heights. ~Pauline R. Kezer
God grant me the serenity to accept the people I cannot change, the courage to change the one I can, and the wisdom to know it's me. ~Author Unknown
Because things are the way they are, things will not stay the way they are. ~Bertold Brecht
Saturday, October 4, 2008
THE SCHOOL'S FINANCIAL SITUATION
A reader of my blog recently sent this question, "Just a thought to consider as you blog - some parents may wonder where does EDS stand financially in today's environment?"
Great question and I appreciate the suggestion. Here is my short response. If any of you are interested in more detail or further explication, please send your questions. I'll do my best to respond.
Where does EDS stand financially in today's environment? There are two categories of response for this question -- 1) how are our operating funds doing and 2) how are our investments (endowment) doing?
OPERATING: We are in a healthy, positive position. Like most independent schools, because we collect the majority of our tuition at the beginning of the year, we generally have a positive cash flow situation. By the end of our fiscal year (June 30) this becomes largely depleted, as we pay salaries, utilities, etc., even after we have stopped collecting tuition revenue for the year. However, for at least the past five years, we have still finished the year in a positive cash position. This means that we have not had to borrow money against future earnings to pay bills the way many businesses do. Therefore, the current credit crunch has not directly affected our operations. We expect this will be the case for the current fiscal year, as well. We have also finally paid off the last building fund, so we are not carrying any debt of any kind.
For your information, the school finances are overseen by the Finance Committee of the Board of Trustees. The Finance Committee is composed of the Board Chair, Vice-Chair, Secretary, and Treasurer, the Rector, and the Headmaster as an ex-officio member. This group meets monthly with the business manager to review in great detail the financial reports of the school, including a monthly balance sheet and budget update. The Treasurer then reports to the full Board of Trustees ten times per year. In addition, the school secures an annual audit from an independent accounting firm. We continue to receive a clean bill of health from that audit.
For the past several months, the Finance Committee has explored various options for protecting our cash and putting it to work. I'll keep you posted as that develops.
2) ENDOWMENT INVESTMENTS:
The EDS endowment is invested in a variety of vehicles with several different management firms. This is overseen for the school by the Investment Committee of the Board of Trustees according to Policies and Guidelines approved by the Board and in accordance with NAIS Principles of Good Practice (National Association of Independent Schools: www.nais.org). According to the EDS Endowment Fund Policies and Guidelines, the Board can utilize 4.5% of the 3-year trailing average of the value of the fund. This is about average for private school endowments and, over time, should allow for the funds to generate good support while still growing. The trailing average mechanism helps minimize the peaks and valleys of investment earnings over time. Our overall investment strategy is fairly conservative, with a healthy balance of various kinds of equities, bonds, and cash. The investment committee meets at least three times per year to review performance, policies, and procedures.
Obviously our endowment has suffered from recent declines in the market. However, remember that the endowment is a long term investment strategy. We expect that our conservative and diversified approach over time will yield steady positive results.
If you are interested in further explication or greater detail of any of these issues, please feel free to contact me.
Great question and I appreciate the suggestion. Here is my short response. If any of you are interested in more detail or further explication, please send your questions. I'll do my best to respond.
Where does EDS stand financially in today's environment? There are two categories of response for this question -- 1) how are our operating funds doing and 2) how are our investments (endowment) doing?
OPERATING: We are in a healthy, positive position. Like most independent schools, because we collect the majority of our tuition at the beginning of the year, we generally have a positive cash flow situation. By the end of our fiscal year (June 30) this becomes largely depleted, as we pay salaries, utilities, etc., even after we have stopped collecting tuition revenue for the year. However, for at least the past five years, we have still finished the year in a positive cash position. This means that we have not had to borrow money against future earnings to pay bills the way many businesses do. Therefore, the current credit crunch has not directly affected our operations. We expect this will be the case for the current fiscal year, as well. We have also finally paid off the last building fund, so we are not carrying any debt of any kind.
For your information, the school finances are overseen by the Finance Committee of the Board of Trustees. The Finance Committee is composed of the Board Chair, Vice-Chair, Secretary, and Treasurer, the Rector, and the Headmaster as an ex-officio member. This group meets monthly with the business manager to review in great detail the financial reports of the school, including a monthly balance sheet and budget update. The Treasurer then reports to the full Board of Trustees ten times per year. In addition, the school secures an annual audit from an independent accounting firm. We continue to receive a clean bill of health from that audit.
For the past several months, the Finance Committee has explored various options for protecting our cash and putting it to work. I'll keep you posted as that develops.
2) ENDOWMENT INVESTMENTS:
The EDS endowment is invested in a variety of vehicles with several different management firms. This is overseen for the school by the Investment Committee of the Board of Trustees according to Policies and Guidelines approved by the Board and in accordance with NAIS Principles of Good Practice (National Association of Independent Schools: www.nais.org). According to the EDS Endowment Fund Policies and Guidelines, the Board can utilize 4.5% of the 3-year trailing average of the value of the fund. This is about average for private school endowments and, over time, should allow for the funds to generate good support while still growing. The trailing average mechanism helps minimize the peaks and valleys of investment earnings over time. Our overall investment strategy is fairly conservative, with a healthy balance of various kinds of equities, bonds, and cash. The investment committee meets at least three times per year to review performance, policies, and procedures.
Obviously our endowment has suffered from recent declines in the market. However, remember that the endowment is a long term investment strategy. We expect that our conservative and diversified approach over time will yield steady positive results.
If you are interested in further explication or greater detail of any of these issues, please feel free to contact me.
Tuesday, September 30, 2008
Sept. 30 Musing from Panther Prints
These are uncertain and deeply unsettling times. The worst prognostications are dark; the best aren’t very good. We don’t yet know how this will play out or over what time frame. Nor is it my role to comment on those predictions or even the causes of the financial and political situation in which we find ourselves. However, it seems appropriate to ask, “What is our role at EDS?” and “How can we help?”
Let me tackle the second question first. Here’s how we can help: Episcopal Day School can be a place of great comfort and rejuvenation in troubling times – for children and for adults. Despite whatever personal turmoil or even tragedy one might be experiencing, visiting this campus can have a healing effect. Come to an event or have lunch with your child. Experience the warmth and love of this environment and be reminded of God’s presence in our lives. Watching the children work, play, love, and grow can remind us all of the resilience of the human spirit and restore our hope in the future. Visit a chapel service on Tuesday, Wednesday, or Friday morning and allow yourself to begin your day in quiet reflection and prayer. On a more practical matter, if your family becomes so affected by current economic conditions that your ability to continue to offer your child(ren) an EDS education becomes questionable, please come talk with us. There is a misperception that financial aid is meant only to pay tuition support for very poor families. At most good schools like EDS, financial aid is available to keep the school affordable for middle class families AND to help families bridge the gap in time of financial trouble such as cutbacks and layoffs.
But the first question is even more important to me, “What is our role at EDS?” Whatever we make of the current economic and political conditions, our children will inherit it. Our job is to help prepare them. This is why the EDS faculty began three years ago asking the questions, “What can we know about the conditions of the world our students will enter, and how can we best equip them for it?” We aren’t interested merely in meeting today’s minimum standards; we have our sights set on the demands of the decades ahead. We could write a multi-volume series on this subject, but let me point out two of the key issues on which we have focused. The first is the rate of change. There is much we cannot predict about the world – and specifically the economy – of the future. But we can say with certainty that rapid change will be a universal characteristic. Sociologists and economists are predicting that our children will change careers (not just jobs) an average of 3-5 times in their working life. Clearly, more than ever our children need to be equipped with fundamental skills of problem solving, adaptability, and self-directed learning. Already you see these skills embedded in the EDS curriculum from 3 year olds through 8th grade, but you will see more and more focus on this.
Today’s uncertainty about the American economy is just one of the many challenges we face. Unrest in the Middle East, China’s ownership of American debt, unchecked immigration, changing American demographics, environmental concerns, world health issues: focusing on these can be overwhelming and dispiriting. However, ignoring or dismissing them won’t help. Our students will desperately need a moral compass, a sense of meaning and purpose. How would they navigate the complex human world without understanding the history of God’s creation and their place and purpose in it? How can they walk with confidence and competence if they don’t know that God walks with them? It seems to me that the value and importance of an Episcopal education has never been clearer.
These can be uncertain and deeply unsettling times. Our hope is that EDS can provide for you and for your children (and for the entire community, for that matter) a place of comfort and a reminder. Come visit, watch, and feel our work together in community and be reminded of God’s love, and restore and resolve your hope for the future.
Let me tackle the second question first. Here’s how we can help: Episcopal Day School can be a place of great comfort and rejuvenation in troubling times – for children and for adults. Despite whatever personal turmoil or even tragedy one might be experiencing, visiting this campus can have a healing effect. Come to an event or have lunch with your child. Experience the warmth and love of this environment and be reminded of God’s presence in our lives. Watching the children work, play, love, and grow can remind us all of the resilience of the human spirit and restore our hope in the future. Visit a chapel service on Tuesday, Wednesday, or Friday morning and allow yourself to begin your day in quiet reflection and prayer. On a more practical matter, if your family becomes so affected by current economic conditions that your ability to continue to offer your child(ren) an EDS education becomes questionable, please come talk with us. There is a misperception that financial aid is meant only to pay tuition support for very poor families. At most good schools like EDS, financial aid is available to keep the school affordable for middle class families AND to help families bridge the gap in time of financial trouble such as cutbacks and layoffs.
But the first question is even more important to me, “What is our role at EDS?” Whatever we make of the current economic and political conditions, our children will inherit it. Our job is to help prepare them. This is why the EDS faculty began three years ago asking the questions, “What can we know about the conditions of the world our students will enter, and how can we best equip them for it?” We aren’t interested merely in meeting today’s minimum standards; we have our sights set on the demands of the decades ahead. We could write a multi-volume series on this subject, but let me point out two of the key issues on which we have focused. The first is the rate of change. There is much we cannot predict about the world – and specifically the economy – of the future. But we can say with certainty that rapid change will be a universal characteristic. Sociologists and economists are predicting that our children will change careers (not just jobs) an average of 3-5 times in their working life. Clearly, more than ever our children need to be equipped with fundamental skills of problem solving, adaptability, and self-directed learning. Already you see these skills embedded in the EDS curriculum from 3 year olds through 8th grade, but you will see more and more focus on this.
Today’s uncertainty about the American economy is just one of the many challenges we face. Unrest in the Middle East, China’s ownership of American debt, unchecked immigration, changing American demographics, environmental concerns, world health issues: focusing on these can be overwhelming and dispiriting. However, ignoring or dismissing them won’t help. Our students will desperately need a moral compass, a sense of meaning and purpose. How would they navigate the complex human world without understanding the history of God’s creation and their place and purpose in it? How can they walk with confidence and competence if they don’t know that God walks with them? It seems to me that the value and importance of an Episcopal education has never been clearer.
These can be uncertain and deeply unsettling times. Our hope is that EDS can provide for you and for your children (and for the entire community, for that matter) a place of comfort and a reminder. Come visit, watch, and feel our work together in community and be reminded of God’s love, and restore and resolve your hope for the future.
Faith and today's financial conditions
Loren Hague, the youth minister at the Church of the Good Shepherd, pointed out to me this online panel discussion. The discussion is entered as part of the blog, "On Faith," moderated by Washington Post reporter Sally Quinn and Newsweek editor (and esteemed Sewanee graduate!) Jon Meacham. They moderate a panel of renowned religious scholars of all denominations. "On Faith" is a self-proclaimed "worldwide, interactive discussion about religion and its impact on global life."
The current conversation is in response to this question posed by Quinn and Meacham: "Are the economy's recent financial failures also moral failures? Are credit and debt religious issues? Do you have faith in the economy?"
My Panther Prints column this week will talk a little bit about EDS's role in the current financial climate.
You can find the blog, "On Faith," at
but a few tantalizing excerpts are listed below.
Rabbi Irwin Kula – the President of CLAL-The National Jewish Center for Learning and Leadership in New York.
Every religious and spiritual wisdom tradition suggests that great moments of collective trauma or suffering are also invitations - not for flight (turning inwards to simply protect ourselves) or fight (blaming others) - but to honestly self-reflect, introspect, and grow. Obviously, some people are guiltier than others for this economic crisis but in an interdependent reality all are responsible…let's stop having faith in the economy and begin to have faith in each other - trusting that the happiness that comes from greed is transient at best while the happiness that comes from giving, serving and even sacrificing for each other is far more enduring and credit-worthy.
Matt Maher – Roman Catholic Singer, Songwriter, Worship Leader
I think Jesus was pretty clear when He said, "You can't serve God and Money." The problem is, most people end up misunderstanding the phrase, "Render to Caesar what is Caesar's, and to God what is God's." Most people combine the two, and form a general image that God doesn't really care about money at all, or how we manage the resources entrusted to us. To that, I would say you're missing the point. God cares about people, and how we are being good stewards of what we have. It's about being a responsible citizen. That is why Jesus says you can't serve two masters. Either your love for God (and consequently, your love of neighbor) will fuel your stewardship of money, or love of money will fuel your stewardship of love. Everything starts with stewardship.
Nicholas Thomas Wright – Anglican Bishop of Durham, England
What does 'repent and believe' mean in this situation? I'm not exactly sure; but I do know that it will involve cheerful generosity. Giving money away is the first great step towards dethroning it as an idol. As long as we are a culture of mammon-worshippers we can expect, quite literally, to pay the price that idols always demand.
Every religious and spiritual wisdom tradition suggests that great moments of collective trauma or suffering are also invitations - not for flight (turning inwards to simply protect ourselves) or fight (blaming others) - but to honestly self-reflect, introspect, and grow. Obviously, some people are guiltier than others for this economic crisis but in an interdependent reality all are responsible…let's stop having faith in the economy and begin to have faith in each other - trusting that the happiness that comes from greed is transient at best while the happiness that comes from giving, serving and even sacrificing for each other is far more enduring and credit-worthy.
Matt Maher – Roman Catholic Singer, Songwriter, Worship Leader
I think Jesus was pretty clear when He said, "You can't serve God and Money." The problem is, most people end up misunderstanding the phrase, "Render to Caesar what is Caesar's, and to God what is God's." Most people combine the two, and form a general image that God doesn't really care about money at all, or how we manage the resources entrusted to us. To that, I would say you're missing the point. God cares about people, and how we are being good stewards of what we have. It's about being a responsible citizen. That is why Jesus says you can't serve two masters. Either your love for God (and consequently, your love of neighbor) will fuel your stewardship of money, or love of money will fuel your stewardship of love. Everything starts with stewardship.
Nicholas Thomas Wright – Anglican Bishop of Durham, England
What does 'repent and believe' mean in this situation? I'm not exactly sure; but I do know that it will involve cheerful generosity. Giving money away is the first great step towards dethroning it as an idol. As long as we are a culture of mammon-worshippers we can expect, quite literally, to pay the price that idols always demand.
Tuesday, September 23, 2008
Welcome
Welcome to my blog! This is an attempt to expand our ability to have discussion about issues we have in common, primarily the school, education, raising children, etc. I will post my column, Mr. Murray's Musings, here, but I will also add occasional commentary or questions on other topics. In addition, you can post comments. A comment string will appear below each blog posting, so that we can engage in a continuous dialogue. Comments will be moderated by me before being posted, so please avoid personal, derogatory, or other inappropriate comments; they will not be posted. I welcome your input and look forward to the dialogue. This kind of dialogue is a lost art, and essential to the health and success of a democracy. Enjoy!
8th grade goes outward bound
Last week thirty two EDS eighth graders and four faculty members went outward bound. Shortly after noon on Monday we left the parking lot at the Pisgah Center for Wildlife Education and walked into the Pisgah National Forest with everything we needed for the next five days on our backs (food, shelter, clothing, gear, etc.). Our instructors spent much of the first two days teaching the requisite skills so that by Wednesday, the students were largely self-reliant. Each participant was assigned an important and vital daily job. The students broke camp each day, cooked the meals, cleaned up according to “leave no trace” principles (http://www.lnt.org/programs/principles.php), navigated their way to our next site, and set up camp again.
Teaching wilderness skills was not the point of the trip, although they are good to learn. It was within the context of this unique – and occasionally uncomfortable – learning environment that many other lessons were experienced. We worked with North Carolina Outward Bound’s “four pillars” of physical fitness (the importance of taking care of the body God has given us through proper nutrition, exercise, and hygiene), craftsmanship (do things that matter and do them well), self-reliance (becoming less dependent on our “stuff,” being resourceful, and recognizing and applying personal strengths), and – perhaps most importantly – compassion (recognizing and valuing our differences and our interdependence so that we live productively in community with each other).
Even still, more lessons were packed into this experience: lessons of courage and tenacity, leadership, reflection and self-knowledge, environmental awareness, the value of quiet time alone free from the daily distractions with which we occupy ourselves, and the list goes on. Lest you get the wrong impression, be assured that along the way there was also a great deal of fun, laughter, and fellowship.
While I am pleased that the immediate response to the experience by the students and their parents has been overwhelmingly positive, I also recognize that the full value and impact of the trip will not come to fruition for years to come. We went into the woods and lived simply with each other for five days. In doing so, we experienced the essence of community in a distilled and undisguised way. We directly and intimately experienced the magnificence and mystery of God’s creation, thereby being in direct communion with Him. Only later will we each, individually and collectively, determine the value and usefulness of this experience for ourselves. Somewhere along the way, I hope there is an English teacher who will assign Thoreau to these students and that his words will ring true for them when they read:
“I went into the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach…I wanted to live deep and suck out all the marrow of life…[but] I left the woods for as a good a reason as I went there..I learned this, at least, by my experiment: that if one advances confidently in the direction of his dreams, and endeavors to live the life he has imagined, he will meet with a success unexpected in common hours…If you have built your castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.”
Now, put the foundations under them. Amen.
Teaching wilderness skills was not the point of the trip, although they are good to learn. It was within the context of this unique – and occasionally uncomfortable – learning environment that many other lessons were experienced. We worked with North Carolina Outward Bound’s “four pillars” of physical fitness (the importance of taking care of the body God has given us through proper nutrition, exercise, and hygiene), craftsmanship (do things that matter and do them well), self-reliance (becoming less dependent on our “stuff,” being resourceful, and recognizing and applying personal strengths), and – perhaps most importantly – compassion (recognizing and valuing our differences and our interdependence so that we live productively in community with each other).
Even still, more lessons were packed into this experience: lessons of courage and tenacity, leadership, reflection and self-knowledge, environmental awareness, the value of quiet time alone free from the daily distractions with which we occupy ourselves, and the list goes on. Lest you get the wrong impression, be assured that along the way there was also a great deal of fun, laughter, and fellowship.
While I am pleased that the immediate response to the experience by the students and their parents has been overwhelmingly positive, I also recognize that the full value and impact of the trip will not come to fruition for years to come. We went into the woods and lived simply with each other for five days. In doing so, we experienced the essence of community in a distilled and undisguised way. We directly and intimately experienced the magnificence and mystery of God’s creation, thereby being in direct communion with Him. Only later will we each, individually and collectively, determine the value and usefulness of this experience for ourselves. Somewhere along the way, I hope there is an English teacher who will assign Thoreau to these students and that his words will ring true for them when they read:
“I went into the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach…I wanted to live deep and suck out all the marrow of life…[but] I left the woods for as a good a reason as I went there..I learned this, at least, by my experiment: that if one advances confidently in the direction of his dreams, and endeavors to live the life he has imagined, he will meet with a success unexpected in common hours…If you have built your castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.”
Now, put the foundations under them. Amen.
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