David ’ s — Dignity , Agency , Citizenship , Adversity , Equality , and Inspiration , for example . These words and virtues also align with one of five cognitive and behavioral competencies identified by the Collaborative for Academic , Social , and Emotional Learning : self-awareness , self-management , relationship skill , social awareness , responsible decisionmaking . As Kathryn Hunter , Lower School Sophrosyne Coordinator , wrote in a previous issue of Saint David ’ s Magazine , the goal in First Grade is for the boys to develop a sense of themselves , celebrate their differences as strengths and stories , and relate to others by understanding their own feelings during situations of exclusion , unfair treatment , or because of who they are or what is important to them . Understanding goals for each unit are framed with questions like : Who am I , and what are my stories ? How do my experiences shape my understanding of myself ? What happens if we view our differences as strengths ? Whose stories and voices do I hear ?
In Second and Third Grade , that work extends to the lives of others with understanding goals for each unit framed with questions like : How do I describe who I am ? What informs my understanding ? How do I respond to exclusive actions and inclusive actions ? What is the difference between wants and needs ( such as civil rights )? What happens when I consider others ’ perspectives ?
In the Upper School , Saint David ’ s values grounded in schools ’ graduating classes . The book club selection , New Kid , is a graphic novel by Jerry Craft that relays the story of a seventh grader ’ s experiences upon enrolling in a new private school and the variety of challenges it presented . Boys in all three schools began their discussions about this book from a similar shared experience : looking forward to graduation and the transition to a new secondary school . As the discussions unfolded in small-group breakout sessions over several weeks , they delved deeper into their individual feelings and thoughts , and shared their various perspectives across cultural , socioeconomic , and racial dimensions . Beginning with similarities and then delving deeper into differences helped build a sense of belonging and brotherhood .
Similarly , through the cumulative experience of daily Chapel , our boys learn the importance of humility , gratitude , patience , empathy , equality , and respect for difference in all manifestations . They learn to see beyond themselves — to contribute to their community and act on behalf of the greater good . Personal experiences and stories with a moral message shared by teachers , alums and Seventh Grade peers during Chapel give our boys additional tools to navigate life ’ s challenges with strength , courage , and integrity .
Service to others is another dimension we believe is necessary in cultivating a sense of brotherhood and fraternity . Again , the shared experience of serving the greater common good together builds the bonds of brotherhood . Examples include
“... to fully appreciate brotherhood we have to go deeper than any dictionary ’ s literal meaning to a more abstract understanding of the idea or the “ ideal ” behind the word .”
the Classical and Theological virtues collectively function as a beacon , guiding each boy ’ s growth as he reflects upon and responds to the various challenges he faces — whether academic , social , emotional , athletic , or artistic . By helping him develop self-knowledge and ultimately self-advocacy , he is guided to consciously reflect on his own feelings , needs , and motivations and then to articulate this knowledge by appropriating Saint David ’ s values for himself . Rather than being passively told what to think , our boys are given the opportunity to envision their own ideal state of well-being , of what ’ s right and good , their own values , beliefs , and thoughts on any particular issue and from there , discern how to pursue it . As Evan Morse , Upper School Sophrosyne Coordinator , has noted , “ This approach builds trust , allowing boys to advocate for themselves , and encourages them to seek support from across the community .” We use a historical lens and employ a critical mind to inform our thinking and discussion in Sophrosyne , allowing ( but not directly teaching ) boys to connect with more current issues and ideas .
By way of example , in the late winter and spring of last year , Saint David ’ s partnered with George Jackson Academy and the Buckley School to host a virtual book club for the our Seventh / Second Grade Buddies program , our work building schools in Ethiopia , our Horizons program , and our charity work with Graham Windham , Ronald McDonald House , Seeing Eye , Gbowee Backpacks , Cardinal Cooke Health Care Center , Daniel ’ s Music Foundation , Carnegie East Nursing Home , and Manhattan Childrens Center . Here , Saint David ’ s commitment to a balanced education shines : a boy ’ s awareness and expression of his own feelings build on and inform the experience of empathetically working to help and support others in our extended community .
We also look to cultivate brotherhood through our Advisory Program in Grades Six , Seven , and Eight . The program provides our boys with access to another dedicated teacher ( other than their homeroom teacher ) to support their growth across our educational pillars , providing academic guidance , promoting their social-emotional health , and engaging them in moral and spiritual reflection . Throughout the year , boys meet during dedicated 30-minute advisory groups each week and in one-on-ones with their advisors for structured conversations . The individual relationship between a student and his advisor ensures that every student feels valued and cared for . We do something similar for boys
6 • Saint David ’ s Magazine