Prep schools (New England schools especially) play some of the best boys high school basketball out there. It’s always impressive to see the number of prep school players on college basketball rosters of the highest level.

Players (by college, then, prep school) on the roster of the four teams eliminated this past weekend:

North Carolina

P.J. Hairston (Hargrave Military)

Baylor

Brady Heslip (New Hampton)

Syracuse

Michael Carter-Williams (St. Andrews, RI)

C.J. Fair (Brewster)

Russ DeRemmer (Worcester Academy)

Matt Tomaszewski (Holderness)

Florida

Erik Murphy (St. Mark’s)

Will Yeguete (Florida Air)

Photo credit: mvongrue via Creative Commons

Brown interviews Stillman (a Milbrook School alumnus) as he’s concluding filming his first movie in twelve years, “Damsels in Distress.”

But the bulk of the profile is biographical- much about how Stillman came to be Stillman- and how his movies are an extension of his sensibilities.

“… wry self-deprecation is one of the hallmarks of the well-bred WASP, and Stillman is a museum-quality specimen. Which you might expect of a man whose godfather, the sociology professor E. Digby Baltzell, always gets credit (inaccurately) for coining the term “WASP,” Even in unbuttoned Los Angeles, Stillman adheres to the preppy uniform of loafers, jacket and tie.”(NYT)

This the world Stillman knows and through which he finds and makes meaning. Brown again:

“Damsels in Distress” follows four college girls, Heather, Lily, Rose and Violet, as they grapple with problems ranging from love troubles to toxic frat-house odors and suicide attempts by education majors who insist on throwing themselves off two-story buildings. (‘If they can’t even destroy themselves, how are they going to teach America’s youth?’ Rose asks.) The students at Seven Oaks, the fictional college, have a lot in common with the preppies and patricians of ‘Metropolitan’ (1990), ‘Barcelona’ (1994) and ‘The Last Days of Disco’ (1998), the autobiographical trilogy that prompted reviewers to call Stillman ‘the WASP Woody Allen’ and ‘the Dickens of people with too much inner life.’ They grope for direction but are seldom lost for words, and beneath their barmy crotchets and pretentious dissertations there’s heartache and yearning. Stillman is the knight-errant of sneered-at bourgeois values. He extols the overlooked merits of convention and the hidden virtues of the status quo. Inveighing against ‘cool people’ and the social cachet of ‘uniqueness, eccentricity, independence,’ the transfer student Lily asks: ‘Does the world really want or need more of such traits? Aren’t such people usually terrible pains in the neck? What the world needs to work properly is a large mass of normal people — I’d like to be one those.’

Even the frat-house dolts who provide a counterweight of broad comedy — the character Thor can’t identify colors because he skipped kindergarten — aren’t belittled for their simple-minded aspirations. What Stillman captures best are people who aren’t quite adults but are no longer children: bewildered fledglings of beleaguered traditions who have a mostly abstract grasp of suffering, an often-preposterous belief in their own moral integrity and an optimistic faith that their destiny is part of a divine plan — ideally one of God’s.”(NYT)

It’s interesting to see how much a public figure is/and can be an ongoing extension of his background.

Stillman’s background certainly has been privileged and well off. But, I think Stillman’s reconciliation and care for his father is one of the most important pieces of the story. A vignette about Stillman’s dedication to his aging and dying father makes me wonder, just how much transcendence is one capable of? I think Stillman believes a good deal.

Ron Reed elucidates Stillman’s tendency toward transcenence in “Whit Stillman, Poet of the Urban Haute Bourgeoisie (Part I): Metropolitan (1990)“:

“It is a truism universally acknowledged, that Whit Stillman is the Jane Austen of indie film. But truisms only become truisms because they’re at least partly true, and this one most certainly is. Both Austen and Stillman bring an affectionate irony to their carefully observed studies of romance and social ritual among the young and privileged, whether in rural Britain around the turn of the eighteenth century or in uptown Manhattan at the end of the twentieth.

We don’t want to like these people: they have too much, they are too full of themselves. We delight in the author’s gentle skewering of their pretensions, the understated portrayal of their follies and the quietly relentless exposure of their casual cruelties. All too eager to see the high and mighty fall, we intuitively trust Stillman and Austen to be our guides in these exotic locales: their knowing attention to detail proves them to be insiders, their ironic distance shows them to be like us.

Little do we know, it’s all authorial strategy. These writers love the worlds they describe, love the characters they create, and in spite of ourselves we find before long that we’ve been won over. That sort of affection is contagious, and we end up bigger-hearted people for the experience.”(TOJ)

Can Stillman make us bigger hearted and move us toward transcendence by telling stories through the WASPy world he knows? I know that I’m sometimes not too happy that I like certain characters.

“I tell kids that if that’s your dream, dream…If you don’t dream, it doesn’t come to fruition. I also tell them that they’ve got to have Plan B,” Ivey told Roden.

For Ivey, Plan B means controlling one’s destiny through education.

Roden chronicles Ivey’s Time at the University of Texas, his trip to Final Four, and his professional career while telling the story that Ivey understands it’s all business (college and professional ball), knows it’s all fleeting and his parent’s insistence on education. Ivey’s grounding is rooted in the value his parents place on education.

“’The flip side of it [fun], the business side, is that when we make it to the N.C.A.A.’s., the schools get money or the conferences make money,’ he [Ivey] said. ‘Every time we’re on a big network, they’re getting a check. I didn’t understand until down the line that the N.C.A.A. is a business. Everything is a business; everything is surrounded by the dollar.’”(NYT)

This understanding has kept Ivey from being just another piece of meat for the grinder though. Roden writes:

“He spent a postgraduate year at Blair Academy in New Jersey with the idea of putting himself in the best position to succeed academically and athletically.

He chose the University of Texas, though not because it might lead to a pro career. ‘I always had it in my head I was striving to do that, but I also knew I needed to settle down and get that degree,’” Ivey said.(NYT)

Ivey of course succeeded at professional basketball. Currently a member of the Oklahoma City Thunder, he’s also played for the Milwaukee Bucks and the Philadelphia 76ers.

Ivey has become wiser through his success and, despite the fact that he left Texas without a degree, he has one now. Ivey graduated last fall after taking his nine final course hours during the lockout.

Make sure to read Ivey’s recounting of telling his mother that he wasn’t going to graduate when he left texas and his observations of friend T.J. Ford’s return to school.

Ivey’s mother, Jennifer Ivey is understandably proud.

As a young teacher watching him coach, I knew Fork Union Military Academy’s Fletcher Arritt was good. I didn’t know how good. Twenty+ years later and thanks to Erik Brady’s USA Today article, “Outgoing Coach Molded Men for Four Decades,” and Phil Wall’s documentary work (see above), I’m in awe.

As Arritt moves toward retirement form Fork Union this spring, how good he is, and has been for so long, is just beginning to come out.

Learning about Arritt, his approaches and practices, you can’t help but admire and see that he embodies everything you’d ever want in a great boarding school teacher. His practices and character impart lessons that his charges carry with them and use for life. He’s a FUMA alumnus; he’s loyal, straightforward, honest, and builds success on doing simple things right.

Arritt’s success is nothing short of amazing. He’s played, coached and coached against the best. His former players have gone on to success in athletic and professional realms. He counts high profile college coaches as friends.

Phil Wall (FUMA ’03 and Williams ’07) former player turned filmmaker is now making a documentary about Arritt- “The Passing Game.” Speaking to USA Today’s Brady, Wall, I think, captures Arritt’s work and thinking in a deceptively simple sentence:

“The message is profound: ‘If I can’t trust you to do this one little thing right, how can I trust you to do the big things?’ “(USA Today)

At 70, Arritt has been at FUMA for 46 years- 42 as head coach. He has famous coaching friends and successful, famous alumni. But, in reading and listening, to, and about Arritt, it’s his grounding that strikes me. He’s simply rooted in being a great teacher.

Seeing, teaching, and exposing a series of fundamentals on which one can build a life. I’d bet, it’s this approach to doing things right that matters most to Arritt and his players.

But, there’s one lesson imparted by Arritt’s father- in the video, but not in print- that undergirds Arritt and brings everything back to being a great teacher.

“…See if you can help somebody do something else…If you don’t help somebody, you’re not ever going to be happy. Making all this money and all that kind of stuff does not make you happy. It’s seeing somebody that you teach or coach go somewhere and do what he’s supposed to do.”(USA Today)

So, beyond school sites, I resorted to scanning the signings lists at Rivals.com and I found a few prep school players who signed.

The group doesn’t seem as numerous, or deep, as it has in the past but that may be from a lower profile more than anything else.

Remember this list is by no means exhaustive or thorough. If you’ve know a boarding school player who should be on the list, by all means add him to the comment section.

• Isaiah Battle (Fork Union Military Academy)
• Aharown Campbell (Hargrave Military Academy)
• Nevin Cyr (Cushing Academy)
• Taylor Gadbois(Fork Union Military Academy)
• Cardale Jones (Fork Union Military Academy)
• Jake Kiley (New Hampton School)
• Jamar Lewter (Fork Union Military Academy)
• James Meagher (Trinity-Pawling School)
• Cam Shorey (Philips Exeter Academy)

T-P ran short news post and photo covering Meagher’s commitment to West Point.

Photo credit: acaben

This list isn’t exhaustive. If I didn’t find someone, please add them to the comments.

Danny Aiken, long snapper for the New England Patriots, did a PG year at Fork Union where coach John Schuman taught Aiken the art of long snapping- a specialty that can earn a player a career. Aiken played collegiately at the Univerisity of Virginia and played with the Bills prior to coming to the Patriots.

Victor Cruz did a postgraduate year at Bridgton Academy in 2005. Un-hearalded coming out UMass, Cruz has developed in to a consumate slot receiver and one of Eli Manning’s primary targets.

Fellow New York Giant D.J. Ware did a post grad year Hargrave Military before attending the University of Georgia. Ware has been with Giants since 2007 and already has a Super Bowl ring.

Additional resources:

Bridgton Academy football program

Fork Union Military Academy football program

Hargrave Academy football program

Boarding schools in ME

Boarding schools in VA

Mark Schindler, Mercersburg Academy (a coed boarding school in Mercersburg Academy) assistant director of admission and head lacrosse coach, offers his perspectives on the roles that athletic talent can play in a student’s private school admission process.

Schindler talks about how a family can glean insights into academic and athletic fit- from expert to novice player. He also explores the importance of coaching expertise and a school’s competition level in a student athlete’s development.

In the admission fit equation, athletic ability and interest (along with academics and other considerations) are pieces of the admission process.

For the expert player, athletic ability may not the be-all and end-all; but, for a highly skilled and talented athlete, athletic talent is certainly a piece of admission puzzle. Even for the novice player, schools and admission officers like to see students interested in participating in school activities and school life.

How can parents and student gain insight into the competitive level of a program?

Schindler makes it simple. “Don’t be shy,” Schindler advises. Do your homework. Call coaches; e-mail; express interest; just ask. Coaches welcome and appreciate genuine interest in their programs.

Additional resources:

Mercersburg Academy – www.mercersburg.edu

Lacrosse boarding schools (a list of schools)

Scouting Report: Lacrosse boarding schools

We’ve been grinding for months. We’ve made it through the longest part of the school year without a major break (September to Thanksgiving) and now many of us will enter the final exam crunch next week- for students taking exams and faculty grading and writing comments.

We’re tired.

Here’s a fun video that that Trinity-Pawling School sent me back in the fall that helps me keep in mind the optimism with which every school year begins and, that sometimes, we have to fight to hold on to during the short slow winter.

We’ve seen three five six seven eight head searches for summer 2012 appointments concluding in the past few weeks and we suspect that we’ll see a few more announcements in the coming month, or, so. Rather than string-out the announcements, we’ve chosen to group these together.

Congratulations to all.

John Palfrey to Become Phillips Academy’s 15th Head

John Palfrey has been named to succeed current Phillips Andover‘s head Barbara Chase upon her retirement at the end of the 2011-2012 school year.

Palfrey comes to Andover from the Harvard Law School where he currently serves as the Henry N. Ess III Professor of Law and Vice Dean for Library and Information Resources at Harvard Law School. Additionally, Palfrey is a co-director of the Berkman Center for Internet & Society, having served as its executive director from 2002 to 2008.

Andover trustee and search committee chair Peter L.S. Currie said of Palfrey’s appointment:

“The trustees were captivated by John’s intelligence, warmth, passion and outstanding record of accomplishment…As we got to know him over the last several months, it became clear that he has the essential qualities and characteristics to lead this Academy well. Among them, John is instinctively collegial and has a collaborative leadership style. He has immense intellectual curiosity, works to make himself extremely well-informed, and acts with great care.”(PA)

Timothy Viands Named Grand River Academy Headmaster

Timothy Viands will take his post on July 1, 2012 upon outgoing head Randy Blum’s retirement. Viands comes to Grand River Academy from St. Thomas More School (Oakdale, CT) where he is both Dean of Students and Academic Dean.

Zack Lehman Chosen The Hill School’s 11th Headmaster

Lehman comes to The Hill School from Gould Academy where he is the assistant head of school for advancement- a post he has held for the past six years.

Beyond his administrative work at Gould, Lehman also stays active in all areas of school life teaching filmmaking, coaching boys’ varsity lacrosse , serving as an academic student adviser, and working in the dormitories.

On coming to The Hill Lehman explains:

“I am inspired by the extraordinary opportunity to live, learn, and lead at The Hill School…In addition to the exemplary leadership of David and Kay Dougherty, I admire the School’s strong reputation for excellence in academics, athletics, and the arts. During our visit to The Hill, Amy and I further experienced the tremendous warmth of the community; the School’s pride in its history, traditions, and alumni; and the genuine enthusiasm of a very talented faculty and staff.

The students at The Hill define the School’s true character — they seize opportunities, embrace diversity, champion integrity, and value hard work…I look forward to partnering with the Board of Trustees, collaborating with the faculty and staff, and rallying support from dedicated members of The Hill School’s extended family to ensure the permanence of that distinctive student experience.”(THS)

Margaret Jablonski Named Miss Hall’s Tenth Head

Margaret “Peggy” Jablonski comes to Miss Hall’s from the University of New Haven where she is the vice president for student affairs.

In Jablonski, Miss Hall’s trustees find a kindred spirit who embodies a great combination of administrative experience and success as well as a life-long academic and personal interest in women’s education.

Miss Hall’s trustee president Susan O’Day ’77 writes in her letter announcing Jablonski’s appointment:

“During the course of her career, Dr. Jablonski has demonstrated passion for the education of young women, including the academic and out-of-classroom experiences required for them to become effective leaders. In the process, she has mentored hundreds of women students on academic, career, and personal issues and has been a vocal advocate for education. Throughout her career, Dr. Jablonski has also continued to teach, including graduate courses in higher education policy, women’s issues, leadership theory, and student affairs. Additionally, she has worked closely with boards of trustees, faculty, staff, and students to raise funds and design major campus facilities, and she understands the complexities of leading an academic institution. Furthermore, during the course of our conversations with her, it became clear to us that Dr. Jablonski exemplifies our own values of authenticity, honor, respect, and growth.”(MHS)

Peter Saliba to Head Tilton

Saliba will take over as Tilton’s head of school upon the retirement of Jim Clements this coming summer.

Saliba comes to Tilton from Berwick Academy (ME) where he currently serves as the upper school director. Saliba brings a background of wide experiences to Tilton having served as assistant head at Sage Hill School (CA) where he was invlolved in growing the young school to its present 450 student size. Prior to moving west, Saliba worked in teaching and technology roles at Holderness and Western Reserve.

Tilton trustee chair, Kirk Wheale remarks of Saliba’s appointment:

“The Board of Trustees couldn’t be more enthusiastic about Peter’s appointment and the future of Tilton School. Peter’s background in growing and advancing schools demonstrate his proven leadership capabilities, including his academic leadership, admissions expertise, financial acumen and marketing and development insight. Furthermore, Peter’s experiences speak to his natural ability to forge partnerships with the many constituents responsible for making a school successful.” (TS)

Matthew Ruby to Lead Gould Academy

Ruby will arrive at Gould Academy this coming summer (2012) from his current appointment as the associate head of school at Shattuck-St. Mary’s (MN) where he has also been the director studies. He has also taught at the Breck School (MN) and in the Minneapolis public school system. Before beginning his educational career Ruby worked in the private sector and served as US naval officer.

“Gould has an abundance of assets – healthy tradition, natural beauty, habits of innovation, strong faculty and community, and a humane spirit – that set the stage for great success in the decades ahead. It will be a privilege to lead this school,” Ruby remarked upon his appointment.

Stephen Brotschul to Lead West Nottingham Academy

Brotschul will arrive on the WNA campus this coming summer from The Kiski School where currently serves as the Associate Headmaster.

A Hill School alumnus (’90), Brotschul, has fifteen years of independent school educator experience under his belt in variety of roles including work on the business and academic sides of schools. He has worked in fundraising, strategic planning, program creation and implementation, residential life, school finance, faculty development, school admissions, teaching, and coaching.

“Stephen has the energy, passion and experience it takes to lead West Nottingham through the challenges and opportunities of the Academy’s future,” board president, Paul McIntyre, commented.

Brotschul’s professional stops include The Webb Schools in Claremont, California, CEDU Schools in Running Springs, California, The Leelanau School in Glen Arbor, Michigan, and The Kiski School.

Bud Patel Chosen to Lead Brentwood College School

Bud Patel will succeed the retiring Andrea Pennells, whose thirty years at Brentwood include the final twelve as Head of School.

Patel comes to Brentwood College from St. George’s School, Vancouver BC where he serves as the deputy headmaster and principal of the senior school. In this role he has been involved and played active roles in all phases of school management from daily operations to strategic planning.

A graduate of Shawnigan Lake School (’85), Patel returned to his alma mater to begin his teaching career after earning his BS from the University of Victoria. He also earned his MA from the University of Victoria in 2000.

Class discussion at Westtown School

Nancy van Arkel, Westtown School Middle School Principal knows, lives, and practices Paul Tough’s New York Times Magazine article “What if the Secret to Success Is Failure?”

Like Tough, van Arkel sees failure- more specifically learning from failure- as key to future success for her students. van Arkel rhetorically asks:

“How many of us learn life’s big lessons when everything always goes well and the sun shines in the sky every day,”

van Arkel sympathetically finds the roots of our aversion to failure rooted in parental concern.

“The very notion of ‘failure’ has such negative connotations today, and that’s especially true when it applies to parents and their children…After all, what parent wants to see a child face setbacks or be hurt?”

But, how do we learn if never allowed to fail?

van Arkel sees her, and her school’s role, in student development as being the safe place, with supportive adults who encourage students, to stretch their abilities, take risks, and try new things. In short, school provides the safety net necessary for growth; school is the place where warm, encouraging adults provide guidance and support; school is the place where the adults pick a student up, dust his rump off, and help her understand why the new event did, or didn’t, work.

van Arkel illustrates the kind of growth that results from risk-taking through Westtown’s overnight canoe trips. The trips aren’t long. But students are outdoors, facing the challenges of moving water and working together.

“The parents are concerned about safety. The kids are worried they won’t be up to the camping and canoeing, despite weeks of practice and preparation beforehand.”

“When they [students] come back to school – and they all do! – dirty and tired and sometimes wet because it’s rained or a canoe capsized, they are so proud of what they’ve accomplished. They’ve been leaders, they’ve taken on responsibilities and they’ve challenged themselves in all kinds of new ways. And they’ve learned they can push themselves to whatever their limits are because they have teachers and peers who are there to help if they run into trouble. On a canoe trip or a math test, in the science lab or on the playing fields, on stage or in a reflective essay, students take risks and grow from the experience. And it seems like a thousand times a day, a child’s face lights up with ‘Oh, I get it!’ joy.”