are also cognizant of this institution’s stated mission, “To prepare students for a principled and
useful life in this world and the next.” To do that
we must also educate hearts, and seek to find those
“sweet spots” when we teach. This sort of education, and the environment in which we foster it, is
rare, and therefore something I believe we should
acknowledge more.
Recently, we were visited by an evaluation team
from the Middle States Association, our accrediting organization. In a preliminary report to our
faculty, their leader, an imposing vice principal
from a public high school in New Jersey, noted
with emotion that our students recognize and appreciate that their teachers care about them, that
they not only learn about, but apply and live our
religion on a daily basis, and that the time our staff
spend with our students outside of class is priceless. His singular criticism that afternoon was that
more people don’t know about this. So I want to
tell you a bit more about the Secondary Schools.
As my career has progressed, I have come to
see my role as more of a coach than an instructor.
While instructors and coaches are both knowledgeable, the term “coach” implies more investment. A coach pushes students to see the value of
short-term sacrifice for long-term gain. And yet a
coach and his or her students understand they are
on the same team. I am both proud and humbled
to be a part of this coaching staff. The women and
men sitting in those chairs are this institution’s
most valuable resource. Without their caring presence, these grand, beautiful buildings would each
just be a cold edifice. I am inspired every day by
their consideration and devotion. As a young soccer coach, I was once told that an athletic field is a
“religion lab,” a context in which we practice living
our ideals. Indeed, you will find this philosophy in
many of our programs, and see it exemplified by
many of our faculty.
I also want to thank all of you for being members of this team. A school should be an extension
of its community, and we are lucky to be among so
many caring families. Many of you have done the
lion’s share of raising the students who attend this
school. Even more of you have supported their education here in countless ways. Consider this: over
180 community members were involved in Senior
Project this year. Students in that course regularly
receive offers of assistance from people they have
never met. Your goodwill and support mean as
much as any monetary donation.
Now I am not trying to pretend that everything
here is splendid - all rainbows and laughter. We
have challenges before us, too. But as we face those
challenges, we must take stock of our assets. Chief
among those assets are people; the two groups I
have mentioned, and then of course our students.
I often tell people that a major perk of my employment is to witness the maturation that takes place
in a few short years here. I love to watch students
walk across this stage each spring and remember
them when we first met. This brings me to the
piece de resistance, the graduating class of 2013.
Ladies and gentlemen, whether I have known
you for only one year, or from the day you were
born, it has been a privilege to spend time with
you. While teachers may turn these buildings into
classrooms, it is students who make the classrooms
come alive. I have been inspired by your courage,
your talent, and your kindness. In the careful balance between rigorous demands and supportive
coaching, you have risen to great challenges and
flourished. I will pause to mention that your class
has the highest average SAT scores of any, since
we started tracking such things. And while intelligence is an asset in the classroom, it is you "6