All Little Children, Love One Another: An Easter Chapel Reflection

[I spoke yesterday at the Easter Service for the sixth through twelfth grades at St. George’s Independent School. As students walked in, we projected a scroll of pictures from an event Tuesday where a number of our students and faculty joined with CityCurrent and Samaritan’s Feet to provide new shoes for children in need in Memphis. It was a remarkable event held at the St. George’s Bunkhouse that included foot washing. Such an event happening during Holy Week is particularly poignant given its parallel to the story of Christ washing his disciples’ feet and then announcing his commandment  “to love one another.” I have included today’s scripture from John below, and my talk follow it.] 

John 13: 12-17 and 31-35 After he had washed their feet, had put on his robe, and had returned to the table, he said to them, “Do you know what I have done to you? You call me Teacher and Lord–and you are right, for that is what I am. So if I, your Lord and Teacher, have washed your feet, you also ought to wash one another’s feet. For I have set you an example, that you also should do as I have done to you. Very truly, I tell you, servants are not greater than their master, nor are messengers greater than the one who sent them. If you know these things, you are blessed if you do them. When he had gone out, Jesus said, “Now the Son of Man has been glorified, and God has been glorified in him. If God has been glorified in him, God will also glorify him in himself and will glorify him at once. Little children, I am with you only a little longer. You will look for me; and as I said to the Jews so now I say to you, ‘Where I am going, you cannot come.’ I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another. By this everyone will know that you are my disciples, if you have love for one another.”

Good afternoon!

Besides being a central reading of the Easter Season, today’s scripture is particularly relevant to a number of our students who spent Tuesday of this week at the St. George’s Bunkhouse. In case you are unaware of the work of the St. George’s Institute of Citizenship, City Current, and Samaritan’s Feet, I wanted you to see this:

[At this point I showed a highlight video of the event featured on the CityCurrent Webpage.]

I’d love to have everyone, students and faculty alike who played any role in this remarkable event to stand and be recognized.

In reflecting on today’s scripture, I am reminded that there is so much that is difficult and challenging in the Bible. In the Old Testament, academically referred to as the Hebrew Bible, we navigate ancient stories that leave us searching to draw consistent conclusions about meaning. In the Gospels and the rest of the New Testament, we have examples placed before us that confound us, that raise a bar high enough regarding who we should be that we struggle to imagine clearing it. The Bible is not an easy read.

The complexity of it is particularly poignant in the season of Easter when we face the defining narrative of the Christian faith, the culmination of a story set in motion thirty-three years earlier in a manger in Bethlehem.

Interestingly, we know the end of Jesus’s story even before the story of his birth begins, and in the Christian calendar we reenact the entire story annually. Christ’s nativity and his death on the cross were thirty-three years apart in history, but for us just over three months separate them. In December he is an infant, in April he hangs painfully on the cross on Golgotha. It happens fast and presents us with a kind of spiritual whiplash. We focus on the ending in Jerusalem when the beginning is still relatively fresh in our memory. So, as we reprise, as we retell, the familiar story, we seek clarity, meaning, and solace. What we find, however, is often ripe with complexity, elusive in meaning, and full of discomfort. For me this discomfort boils down to this: as we come to understand and accept Christ’s divinity, we have to face our own human weakness. As we face the truth of his life and death, we have to confront our failings. Such an experience is hard, but it is essential. You can’t go around it, above or below it—you have to go through it. Not easy. The good news is this: you don’t have to go through it on your own.

Many of you will remember that Jesus’s disciples often refer to him as teacher. Fortunately, Jesus is a hall of fame teacher. The best teachers are able not only to set a bar for us higher than we can imagine reaching, but they can provide us with the tools to clear it. Just yesterday I watched the First-Grade Animal Play—how many of you remember being in the first-grade Animal Play? In addition to lots of family members of first graders, the audience included the kindergartners. To them, the first graders probably seemed impossibly knowledgeable. Some of the kindergartners were likely in awe of the first graders who each had their lines memorized and spoke clearly and confidently.

One year from now those same kindergartners will be in the same play and will be as beautifully prepared as this year’s group. What makes the difference? Teachers. Teachers who point the way forward step by step. For our first-graders they learned the songs a bit at a time from Ms. Colgate, and even as they were performing she was still there facing them, mouthing the words. Additionally, they worked with their classroom teachers learning their lines until they arrived yesterday ready to go, ready to teach their audience what they had learned.

We are each like first graders at the feet of a great teacher. I am and you are. No matter your own specific faith background or where you are eon your own spiritual path, I believe we are all seeing a great teacher in action in the scripture today. Think about what he does:

  • First, he demonstrates the action he wishes for his students to take. By washing the disciples’ feet, he illustrates a lesson about taking care of others…all others. He lives out a challenge to the hierarchical structure of society where only those lower would wash the feet of those higher.
  • He names the learning he wants them to take away—he doesn’t hide it when he explicitly says, “So if I, your Lord and Teacher, have washed your feet, you also ought to wash one another’s feet.” No mystery there.
  • He reiterates his call to action when he says: For I have set you an example, that you also should do as I have done to you.” He makes it clear that he is demanding that each of the disciples emulate him.

Perhaps the fact that he calls the disciples, each of them fully grown men, “little children” inspired my reference to first graders because it seems important that Jesus is highlighting that we are children of God in need of a teacher. And Jesus isn’t done with his lesson yet, because like the rarest of teachers having brought his students through one challenging lesson, he points to the next and greater lesson and demand. Hear it again: “Little children, I am with you only a little longer. I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another. By this everyone will know that you are my disciples, if you have love for one another.”

Here he takes it up another notch and adds the commandment of the new covenant, which is for us to love one another as Christ loved. In the final act of this teacher he prepares his students for life after him when he says, “Little children, I am with you only a little longer.” He is teaching right up to the moment he must let go, and he is leaving them with his greatest gift—the gift and the teaching of the Easter Season. That gift delivered long ago continues to be delivered today as if brand new—just take a look at what happened at the Bunkhouse on Tuesday. On that day and in that place, many of our students rose to the essential lesson Jesus left us—to love one another.

Amen.

Because it was raining for the SGIS/CityCurrent/Samaritan’s Feet event, they had to figure out an alternative activity so our students created a questionnaire that asked the children about basic needs, such as food, clothing, school supplies. Purely out of their initiative, they did a needs assessment survey with the hope that it will drive further programming.

Stretching the Rubber Band in a Progress Culture #tbt

In November of 2011 I wrote “Stretching the Rubber Band on a Progress Culture.” As the second installment of Ross All Over the Map #throwbackthursday, this one comes back to mind for me quite often as I reflect on how schools can become best equipped to move forward strategically. The rubber band metaphor has held up for me as a way to conceptualizing healthy progress in an institution.

On the knobs to the medicine cabinet, poised to make the nose dive into the toilet if my hand knocks them on the way to the aspirin…on the coffee table peeking out from under the magazines and books…on the floor under the couch…in the corner of the kitchen counter grouped in the eddy where keys and purses and ball caps wind up, RUBBER BANDS, specifically hair bands, are all over my house. 

Since they play no practical purpose in my own life, I tend to think about them metaphorically.  This is the sort of thing English teachers do when faced with a reality. My daughter—a hair-banded whirlwind of activity—often reminds me, giggling as she speaks, that I am bald. Strangely enough, when she does this, I both love her more and have a fleeting desire to sell her to the circus.

So…how can rubber bands help us understand what a Progress Culture will look like in a school?

Some school communities/school cultures seem surrounded by walls.  Membership is predicated upon sharing a tightly defined set of static customs and expectations—they are built for continuity.  I think of the Cardinals that meet in order to choose a new pope upon the passing of the Catholic Church’s leader. This gathering has changed little if at all over the last few hundred years—clearly one of the ways it defines its success is by the extent to which it has not changed its operation.  Schools that share some of these characteristics experience change glacially if they experience it at all.

The opposite of a walled community/culture is one that can quickly disappear within the larger cultural context in which it exists.  It is loosely organized and the factors that drive it are as fickle as wind.  Not only does it not have walls, but the bonds it encourages are likely to be so loose as to be easily broken. For a school, the idea of quickly disappearing is hard to envision; however, schools that seem to reinvent themselves according to the whim of constituents are numerous.

While the walled school community/cultures denies the existence of the tide, the wall-less community/culture is washed up and washed away by it. In a school with a Progress Culture, I see a third option. We need to create a school culture that is held together by a rubber band.

In order for progress to occur in a school, the strategic resolve, the entrepreneurial thinking of a faculty member, or the initiative of a student must be allowed to get ahead of the institution temporarily. Having participated in conversations at several schools about what language we will write that will describe the truth of the school and the aspirations of the school simultaneously, I have found that the tension between what a school is and what it desires to become is prerequisite to any lasting steps forward. To be a Progress Culture, we need vision, faculty members and students to get ahead of us, but not so far out in front that the bond that holds the community together is broken.

A Strategic Plan, a vision statement, an individual, or a small group can stretch the rubber band away from the larger group.  As it stretches, tension builds.  In the context of a school, that tension comes out in the form of hard questions—what does this mean for me? Will this diminish the desired outcomes of the school? Who will not choose to stick around to see how all this turns out?  How will this affect what we already do well?  Once the tension in this rubber band reaches a certain point the groups have to pull back together.

But which side will move first and where will the two sides meet? These are the questions that determine institutional resolve.  If the people and ideas that got out ahead of the culture/community must do all the moving back, the school will have a difficult time being believable the next time it invites community members to stretch the rubber band, and the right next steps forward will be missed.  If the established community/culture does all the moving forward, there is risk that the school will lose things of substantial value in their move to reduce the tension in our rubber band.

The good news is that when both sides engage this process thoughtfully and earnestly, a school can take great strides forward, while not sacrificing what should never change.

Differentiating Traditions From Bad Habits #tbt

In 2011 while working at The Westminster Schools, I wrote a piece titled, “Differentiating Traditions and Bad Habits.” I was reminded of it this week as I have been spending some time during our Spring Break near the University of the South in Sewanee, Tennessee, which also happens to be my alma mater, as well as the seat of some wonderful, often eccentric, traditions. Some of the traditions are in fact atavisms in the world of higher education–for accomplished students the wearing of academic gowns fits this bill, for instance. Sewanee is steeped in tradition and, like all institutions, it has been hampered by bad habits masking as traditions.

In independent schools, we are susceptible to the dangers of confusing the two as well. Virtually every school, no matter its history or position, faces challenges in this arena. With this in mind, I am posting my first #tbt blog post from 2011 below:

differentiating traditions from bad habits

I have been thinking today about the difference between traditions and bad habits in schools. It can be so difficult to distinguish between the two that we don’t even try to untangle them from the larger cultural fabric of the school.  But we must try to do exactly that. It may be helpful to think of it this way: imagine that every school has a ledger that marks the long-term debt of bad habit against the revenue of tradition.  My fear is that an audit of that ledger in many of our institutions might reveal that bad habits are costing us more than we choose to recognize.

We are drawn to bad habits—they can be seductive, and we often provide them cover by calling them traditions. Bad habits give institutions practice in the arts of rationalization and self-deception. While traditions bring us together in ways that allow us to reveal our individual best as well as the best of the institution to which we are attached, bad habits are more likely to bring us together in a co-dependence that allows us to repeat myths back and forth to the point we think they represent truth itself.

As we engage the conversation in my school regarding how to become a sustainable Progress Culture, it is necessary to identify the real traditions and thus be ready to preserve them against all comers. It is equally important, however, to spot the bad habits masquerading as traditions. Sometimes what we call traditions are really only atavisms stifling our thinking. And dangerously, in order to preserve such bad habits, we siphon resources—financial resources, as well as resources of good will—away from innovation.

Perhaps the worst of our bad habits in schools is our tendency to tell ourselves what we can’t do (or what our constituents will never accept) even when we believe there may be better way forward than the way we have always done things. In so doing we limit our influence, and we diminish our ability to lead.  Conversely, if we work diligently to break this bad habit and drive it out of the school, we will extend our influence, and we will increase our ability to lead.

 

“Education is What Remains”: A Cum Laude and NHS Induction Talk by Dr. Amos Raymond

Dr. Amos Raymond

[It is just about Spring Break here at St. George’s Independent School. You can feel the momentum pulling us toward a well-deserved time away from school before the run toward the end of another school year. Before we let completely go though, we had our Cum Laude and National Honor Society Induction Ceremony on Thursday to celebrate outstanding students, as well as to celebrate the role of scholarship in our school. We were fortunate to have Dr. Amos Raymond speak to our assembled Upper School community. Dr. Raymond is a former Board member at SGIS, and it was in that role that I got to know him a bit. Here is the introduction Tom Morris, Upper School Director, provided in advance of Dr. Raymond’s reflection: 

“For the past decade, Dr. Raymond has maintained relationships with multiple medical facilities and is currently devoted to the Veterans Affairs Medical Centerand Lakeside Behavioral Health. After finishing his undergraduate degree in biology at Emory University, Dr. Raymond completed his medical studies and graduated from the University of Tennessee-Health Science Center College of Medicine. In addition to his practice and medical consulting, he serves on the advisory boards of both St. George’s Independent School and Hope House, the only facility in the state of Tennessee designed to meet the unique needs of HIV-affected children by addressing their educational, social, psychological, and health needs. His deep passion for young people and education led him to create an educational program called Urban Whiz Kid,which strives to motivate students to take charge of their educational endeavors. Dr. Raymond and his wife, Chevida, have two daughters, both of whom attend the University of Memphis Campus School. The family is active at Coleman Avenue Church of Christ.”

Dr. Raymond is a wonderfully thoughtful and caring man who has led a professional life dedicated to the health and well-being of others. I aspire to have much in common with him. I have copied his remarks below.]

I want to first thank all of you, the steadfast and selfless Board of Trustees and Head of School, Ross Peters for this very special opportunity. In particular, Ross, you are a smart, heady but well-measured and compassionate educator who’s presence is greatly valued and appreciated by the St. George’s community.

I am even more grateful for this immense privilege in sharing a few words with you students in this National Honor Society Cum Laude Induction Ceremony.

It is Albert Einstein that inspired my words today and in this spirit, I open with a profound and befitting quote: “Education is what remains after one has forgotten what one has learned in school.” Our life’s journey is indeed our true path to learning.

Some have said that we are taught, educated and placed in a classroom for the first 25 years of our lives, then we work for 40 years and then we live the remaining 10 years or so of our lives, relishing in our golden years, riding off into that proverbial sunset. Well, this over-simplification of our life journey leaves out the many colorful stories of family, relationships, adventure, misadventure, love, laughter, grief and the exuberant feelings conjured during an awesomely plain game of stickball or handball.

Growing up in Brooklyn holds for me so many meanings. They all are significant though some more than others but if I may, this badge that I have carried with me has ultimately shaped me into the individual that I am today. I am the sum of all of my experiences, good and bad. My upbringing in an immigrant household and community, my fondest recall of my teachers and classmates, my introduction t0the violin in the 4th grade and even my rough and tumble experiences have all chiseled me into this God-fearing, emotionally intelligent and sentient being. Back to the quotation… “Education is what remains after one has forgotten what one has learned in school.”

Albert Einstein was a German born, Jewish theoretical physicist who influenced philosophy of science and also credited for the theory of relativity, yielding probably the most widely recognized equation in the world, “E=MC2”. However, a few highlights of his incredible journey affords us an opportunity for reflection.

He was forced to leave his home in Germany and formally renounced his citizenship during Adolph Hitler’s rise to power. Believe it or not, his cottage was raided and seized by the Nazis and converted to a Hitler Youth camp. Despite being politically left-leaning and a pacifist, Einstein is on record for having written a letter to President Roosevelt, urging that the US look into Nazi Germany’s efforts in making advancements towards building an atomic bomb. By way of well executed machinations, this resulted in the birth of the famous Manhattan Project.

Albert Einstein was also known for his stance on civil rights in the mid 1900’s. He openly spoke and wrote against racism in the US where he regarded it as America’s worst disease handed down from one generation to the next and that those who bought into such ideologies “suffer from a fatal misconception.” He was a member of his local NAACP chapter in Princeton, New Jersey, had close ties to W.E.B Du Bois and received an honorary degree from the Historically Black College, Lincoln University in Pennsylvania.

Albert Einstein was also instrumental in founding Hebrew University in Jerusalem. He was friends with Charlie Chaplin, Niels Bohr, the Bengali polymath & winner of the Nobel Prize in Literature Tagore and other luminaries and intellectuals. He loved music and was an accomplished violinist where he played chamber music with well known ensembles of the time. J. Robert Oppenheimer, a fellow theoretical physicist, reported in a 1965 lecture that many of Einstein’s early writings were peppered with errors which helped delay the publishing of some of his work for nearly a decade. Imagine that, the genius’s writings had flaws.

Will Rogers said, “Good judgment comes from experience, and a lot of that comes from bad judgment.” #aintthatthetruth

By no means have I completely chronicled Einstein’s life, but I believe imagining the full dimensions of his personal journey, one can see how it may have shaped him into the historical icon that he is.

My medical studies and training span a host of topics which include anatomy, pathophysiology and pharmacology. I have studied long and hard. I am well equipped and empowered to diagnose and treat a patient dying from the ill effects of a heart attack, but what I have keenly learned was how to calm the excited and frightened patient or temper the frenetic medical staff as the environment in the emergency department will most times seem uncontrollable.

Another example of an incredible man and their journey was The Apostle Paul. As we know it, he was no saint in his prior version of himself. In fact, this son of a Pharisee and tent maker was a staunch opponent of the Christian people during his time as Saul. However, his notable road to Damascus led him down a path of mutability. With the help of Ananias and faith, Saul became Paul, a fervent follower and advocate of Christ. By far, Paul is considered the most prolific author of the New Testament. His journey was long, arduous and ultimately led to martyrdom. Again, attempting to understand the fullness of his journey and to encourage you, I will read the KJV of Philippians 3:13 &14: “Brethren, I count not myself to have apprehended: but this one thing I do, forgetting those things which are behind, and reaching forth unto those things which are before, I press toward the mark for the prize of the high calling of God in Christ Jesus.” You all will traverse the many long and arduous roads, prudently navigate the forks, decidedly make headway towards your goal and along the way, you will learn.

 

As you all are being groomed as life long learners, it is with the God gifted ability to think and learn will you all forge paths, relationships and the soul of your fellow brothers and sisters. I want to congratulate each and every one of you on your journey as all of you will find your own special paths.

To those of you who finds yourselves…Cum Laude, Magna Cum Laude, Summa Cum Laude and lastly, Thank You Laude…Congratulations!

Cum Laude Inductees
National Honor Society Inductees