Faculty Schools Students in Cougar Bowl

When Broadway Joe Namath’s New York Jets beat Johnny Unitas and the Baltimore Colts in Super Bowl III, that was an underdog win.

When the Country Day Faculty soared to its 21-14 victory over the Students in the 2012 Cougar Bowl, that was an historic triumph on par with Alexander the Great’s defeat of Darius III, or even Rocky Balboa’s knockout of Apollo Creed.

The Faculty had racked up a half-decade of consecutive losses and, early in the first quarter, history seemed poised to repeat itself. Asked what the score was, Head of Upper School Eric Bondy said, “We’re not losing, which is good.” No sooner had those words left his mouth when the Students picked off a Faculty pass deep in their own territory, turning the endzone into a helicopter blur of black t-shirts as the kids broke into a chorus of “Let’s go students!”

 

Several series later, the Students had the ball around their own 25 when the Faculty defense made a risky choice and blitzed. Playing quarterback, senior Spencer R. broke out of the pocket and channeled Randall Cunningham, gaining the first down and leaving a few teachers grasping for flags and catching handfuls of air. Faculty coach Mike Simpson saw he had to rally his troops: “No, no, no! Do not rush the QB! They’re younger and faster than we are, and they’re very slender. You guys… You guys are really bad at football,” he said.

Simpson’s stirring speech must have hit a nerve, because the Faculty managed to convert a nice post route into a touchdown as time ran out in the first quarter. Up 7-0, they would never trail for the rest of that warm, late-summer night.

Senior Sam G. walked the sidelines swooshing and shining as only someone decked out in head-to-toe polyester can. And while he might have seemed like the Student coach, the masking tape on the back of his jacket announced his true title: Couch.

Like any great couch, Sam gathered his team at halftime, and, with tongue firmly in cheek, said they had to “stay positive and come together as a group.” Another far-less-amused student remarked, “They’re winning,” his voice dripping with incredulity. “Seriously. How sad is that? They’re old and decrepit; look at them!”

With 5:50 left in the third quarter, senior Gaby D. plucked a Faculty pass out of the air and took it a few yards the other way, her interception stopping the Faculty drive cold and sending the Student sideline into hysterics. But despite some last-minute flashes of Student heroics, Friday just wasn’t going to be their day.

The buzzer sounded and the scoreboard told the tale: Students 14, Faculty 21. But Sam mustered his team around him one last time to put the loss into instant retrospect, as only a true head couch can: “We’re going to fix the world, then this game won’t matter,” he said.

A Theater Double-Feature

Renée Morth prepares her student-actors for opening night with a thoughtful, rigorous process that would make Stanislavski proud. Right now, Morth is helping her cast of 17, including three Middle Schoolers, plumb the depths of Arthur Miller’s classic drama about the Salem Witch Trials, “The Crucible,” whose two-night run starts Friday, Nov. 2.

Even with her careful planning, Morth gets the same feeling every time she stages a new production: “I go home at night and think, ‘My God, this isn’t going to work at all.’ Of course, I’m always wrong and it always works, but somehow that doesn’t stop me from thinking it. Every time!” she said with a laugh, shaking her head.

But part of the reason it works out every time is that Morth remains true to the same thorough method that gets her students to the heart of the material. “I help them to investigate the complexity of the character through a series of questions. Physically, are they the same as you or different? When they walk, what part of their body do they lead with and how does that affect how they carry themselves? We approach voice the same way,” she said. “We ask each other a lot of questions to get to the ultimate one: What does this character want in this scene, and how does that connect to what he wants in the overall play?”

Asked why she chose “The Crucible,” Morth effused that the material presented her and her cast with an embarrassment of riches.

“It’s a stellar play, written exceptionally well,” Morth said. “The Crucible’ is fascinating to me personally because of its vivid depictions of hypocrisy and duplicity and the roles that they played in our society then, and continue to play in modern society as well.

“All the best drama is timeless,” Morth continued, “but the idea that this whole town gets wrapped up and duped by this, less charitable, shall we say, side of human nature — it’s just irresistible.”

In addition to directing “The Crucible,” Morth is also stepping into the assistant’s role for Country Day’s collaborative production of T.S. Eliot’s “Murder In The Cathedral,” the first such partnership in the school’s history.

Her applied theater students are working with actors from St. Edwards Episcopal Church in Lancaster.

Besides working with other actors, the students also have the unique opportunity to work with director Matthew Sternberg, who was assistant director to E. Martin Browne for the 1975 anniversary production of “Murder in the Cathedral” in London. Browne had also directed the play in its Canterbury debut.

“When I asked my students what piqued their interest, they all said the collaboration,” Morth said. “Matthew wanted to expose a younger generation to the play, but also wanted to expand it to students, so it was a win-win.”

Fall Theater What’s Doing

  • “Murder In The Cathedral” 7 p.m. Friday and Saturday, Oct. 26-27, at St. Edwards Episcopal Church, 2453 Harrisburg Pike, Lancaster.
  • Franklin & Marshall history professor Van Gosse will lead a free discussion on the Red Scare and “The Crucible” at 6:30 p.m. Tuesday, Oct. 16 in the Steinman Theatre. The event is sponsored by Project Arts, supporting the visual and performing arts program at LCDS.
  • “The Crucible,” 7 p.m. Friday and Saturday, Nov. 2-3 in the Steinman Theatre.

Tabling the Old Approach to Math

It seemed like something out of “The Twilight Zone”: For 30 minutes, Rob Trubiano’s Middle Schoolers sat in the dark learning about graphs while the clock on the wall stood frozen at 10:01. A storm knocked out the lights but neither Trubiano nor his students seemed to miss a beat.

Country Day’s first math teacher to use a Harkness Table and its method guided and encouraged a discussion that ricocheted across the room with each student contributing, oblivious to the dark and the diabolically static clock. The Harkness Table and its dedicated pedagogy aren’t new to Country Day; teachers such as Mike Simpson and Allen Miller have spent a few years incorporating its student-led discussion approach into their teaching of Upper School English and Middle School history, respectively. But Trubiano is the first LCDS teacher to bring the Harkness Table and method into a math class.

“USA Today does this neat thing called ‘Snapshots,'” Trubiano said to the class. “They’re surveys in graph form and that’s what we’re going to do today, so who’s got an idea for a survey?” A torrent of ideas came rushing out, and Trubiano gently helped guide the flow in the right direction, but otherwise took a backseat. “Kinds of pets” — That’s good; keep going — “Favorite ice cream flavors” — Good one. You don’t need to raise your hands — “How many sports you play” — Yes! — “Favorite number” — Are you planning on playing the lottery?… And on it went until the group hit their winner: Favorite superpower, and Trubiano split the class up into groups and had them draw graphs reflecting the results.

The week before that class, Trubiano talked about the difficulty of taking the Harkness leap into math, and why he felt it was a worthwhile effort. “The folks from Phillips-Exeter gave a presentation at the school using the table and the method, and I was very impressed,” Trubiano said. “They focused on the overall discussion-based approach, and weren’t so concerned about efficiency.

“The challenge with teaching math that way,” Trubiano continued, “is that it’s so content-oriented and the fastest way to communicate the content is for the teacher to lecture. But with the Harkness method, students gain a lot from the opportunity to articulate ideas about concepts and content and to obtain feedback from each other.”

Trubiano decided to ask for more training and a table and Head of School Steve Lisk decided to set him up with both. Trubiano traveled to Phillips-Exeter last summer to attend a workshop on recognizing and mastering the challenges of teaching with the Harkness method, and his custom, first-of-its-kind table comes apart to allow smaller group work.

From the Day One, Trubiano saw the opportunities the table provided. “Everyone is on the same level,” he said, “and you get that sense that we’re all in this together; we’re literally all seeing eye-to-eye, and that fosters not only an eagerness to participate, but a willingness to be wrong.

“I want there to be a common goal, and a sense of community around the table. That trust has to be there for students to take the chance of being wrong, because without that, no one would ever attempt anything.”

A Larger Reality

Allen Miller teaches LCDS 8th-graders a history course called The Modern World, so what better way for him to get a fresh perspective on the material than to take his former student, Arnav S. ’14, on an 8,000-mile field trip?

Over 11 days in June, Miller travelled with Arnav to Cape Town, South Africa, where Arnav became the first Country Day student to spend a term at Bishops School. Director of Admission Pete Anderson cultivated the momentum for the exchange after establishing a similar program at St. George’s School in Newport, R.I. Both programs aim to enlighten students by immersing them in so foreign a culture. For Arnav and Miller, Pete’s aim was true.

“South Africa is such a profoundly different a society from our own,” Miller said, “with a great deal of affluence and great deal of poverty, but very little middle class to speak of, just a stark economic divide. It’s also an interesting case in its change over time from an exceptionally oppressive society that managed to a establish democratic society in a relatively peaceful manner, and make some progress toward becoming truly multiracial and multicultural.”

South Africa slideshow.

But it remains a highly strained country with rampant political corruption and a restive populace, and achieving true stability remains a distant goal. As Arnav astutely put it to Miller one night at dinner, “This isn’t over yet.”

The students interested in taking the trip all had to make a presentation explaining why they should be chosen. “Arnav’s was great,” Miller said. “He talked about being Hindu and how Gandhi’s experience in South Africa influenced his thinking about non-violence when he went back to India. That gave the trip a particular resonance for Arnav.”

Arnav spent six weeks at Bishops and chronicled the experience in his blog, The Kaapstad Travels. He paints a vivid, earnest, and often hilarious picture of his July winter in the Southern Hemisphere, like this anecdote: “So I hiked Table Mountain on Friday and it was so great! It was a five-hour hike. Did you know that Table Mountain itself has more species of flora than the entire island of Great Britain? I bet you did not know that!”

Miller described his Modern World class as “consciously constructed to spend more time on topics and cultures we don’t often spend a lot of time on, and painfully constructed to look at things from a neutral perspective.” Asked how an American teacher teaching American students in an American school avoids an American perspective, Miller laughed. “Not easily.”

But he hastened to add that his experience in South Africa will make that job a little easier, because “there’s simply no substitute for experiential learning like this. If I’m able to relate to students a personal story, rather than a distant narrative from a textbook, that makes me a better teacher and kids are much more open to that,” Miller said.

“If you can stand up in front of your class and say, ‘I went there and this is what I saw,’ that really helps prepare kids to live in a global community, and it’s a hard thing to do if we ourselves are not a part of the global community.”