PDS Spirit - Spring 2012

MAKING GLOBAL CONNECTIONS • SPRING 2012

PDS

SPIRIT

IN THIS ISSUE of PDS SPIRIT

PDS Spirit is a publication of Presbyterian Day School. PDS

We live in a dynamic, diverse,

maintains a nondiscriminatory

interconnected global community, and,

policy with regard to race, color,

as a school, we need to assure that we

and national or ethnic origin.

are preparing our boys to thrive and lead as scholars and citizens in that world.

For the last few years, our faculty, staff and Board have engaged in important and stimulating research and conversations about the world and how we best prepare our boys for it. This issue of PDS Spirit focuses on our questions and conversations, and it highlights some of the initiatives we have undertaken, ranging from the addition of Mandarin a few years ago to the development of a strategic partnership with a leading independent school in Buenos Aires, Argentina, to taking some boys on a service learning trip to Costa Rica, to our exciting Model UN program.

One of the many joys of my role at PDS is to teach a 6th grade global issues class. While that class has an explicit focus on global challenges and opportunities, all of our teachers, in all of their

EDITOR Winston Baccus Director of Communications wbaccus@pdsmemphis.org ART DIRECTOR Mike Bullard MANAGING EDITOR Kim Bullard PHOTOGRAPHY Lisa Buser CONTRIBUTING WRITERS Jamie Baker ALUMNI NEWS Cynthia Cross

subjects, are looking for ways to promote a deeper understanding for the diverse and fascinating world—and people—which and whom God created.

Sincerely,

PDS Lee Burns, Headmaster

Presbyterian Day School 4025 Poplar Avenue Memphis, TN 38111 (901) 842-4600 www.pdsmemphis.org

8 PUTTING THE WORLD INTO WORLD CLASS EDUCATION

18 FIT FOR LIFE

“It is important that our students understand the perspectives of others and to develop a sense of compassion to take action regarding issues that affect our world.”

–Charlotte Shaw, Reading Specialist, page 17

4 Mini-Features

6 SOURCES OF PRIDE

Boyspeak: What have PDS boys

Spelling Bee winners, Stock

learned about the world?

Market winners, United

PROJECT 25:40 Continues:

Nations winners and more.

Helping the community never stops Senior Kindergarteners LEAD

20 ALUMNI NEWS

BY EXAMPLE: SK students are learning

Pictures from the inaugural

to help younger kids

Alumni-Mentor Breakfast and notes from Crusaders past.​

22 TEACHER FEATURE Jessica Chandler, JK-2 Spanish teacher and Director of Crain Center for Global Curriculum, steps into the spotlight this issue.

Mini-Features

Have some news for a future issue of PDS Spirit? Send it to info@pdsmemphis.org.

BOYSPEAK

What are some of the things you have learned about the world and other countries?

The world outside our door is more important than ever. Learning about the world around us starts at an early age at PDS. So we asked PDS students, “What are some of the things you have learned about the world and other countries?”

“Non-verbal communication is universal. You could go to China and smile and they would understand that you are happy.” —McKnight Johnston, 3rd Grade “We have talked about the gas prices and currencies of countries around us. We also learned about how the location as well as the amount of oil affects the price.”

—Matthew Temple, 6th Grade “My favorite was a discussion about neutrality vs. involvement because it forced me to think about a sense of wrong and right vs. the benefits. The conversation proved to be interesting, and I enjoyed looking at other people’s viewpoints. “ —Jackson Moody, 6th Grade

Look for more answers from PDS boys on subsequent pages.

Senior Kindergarteners Lead by Example At a class meeting early in the year, senior kindergarten boys were charged with the responsibility of setting the tone for the year and setting a good example for the younger early childhood students.

As the oldest students in the Early Childhood building, many entering their third year at PDS, it is their responsibility and privilege to lead by example.

Senior kindergarten boys are encouraged to assist the younger students who are just beginning to learn to navigate the halls of PDS. The older students help younger boys

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find their way to their classrooms to ensure a smooth transition from the car to the academic workday.

Every morning, two senior kindergarten boys meet the Head of Early Childhood in her office and, after a few brief announcements, lead the division in the Early Childhood motto and prayer.

On Wednesday mornings, senior kindergarten boys escort each class of pre-kindergarten and junior kindergarten students to the Early Childhood Commons for chapel.

Whether following rules on the playground, walking quietly in the halls as a sign of respect, or showing appreciation for the campus by keeping it clean, senior kindergarten students are modeling responsible citizenship in our school community.

These qualities of leadership and responsible citizenship as children will translate into leadership and responsible citizenship as adults.

It is never too early to learn that the example we set will impact the lives of others.

Project 25:40 Continues Project 25:40 was inspired by Matthew 25:40: And the King will say, ‘I tell you the truth, when you did it to one of the least of these my brothers and sisters, you were doing it to me.’

• Collecting (5000+) cans for Neighborhood Christian Center

• Participating in Angel Tree at Christmas for families of Berclair

• 6th grade mentor groups serving lunches at the Union Missions

• Donating toys for children of Porter Leath

The project’s mission is to inspire and encourage all PDS students and teachers to invest their time, talents, and resources in God’s Kingdom wherever they feel led. Here are a few of our yearly service endeavors:

• Organizing school supply drive for students of Berclair

• Foregoing snacks to support Target House

• Our Parents’ Association providing lunch to faculty and staff at Berclair Elementary

• Filling Operation Christmas child boxes

Pictured below: 1 William Pollard helps with the food drive for the Neighborhood Christian Center.

2 Waiting to load up some goods collected for the Neighborhood Christian Center are Harrison Finks, Stuart Grow, Johnathan Johnson, Blake Sexton, Lee Linkous, Clay Harrison, Griff Griffin, Warren Turner, Ev Nichol, David Ogle, Hall Upshaw, William Quinlen, Andrew Gibson and Bo Abbay. 3 Toys were collected for the toy drive. Front row: Alex Coffman and Carrigan Sulcer. Middle Row: Hart Gowan, Robert King, Jonas Pflaumer, Walker Burks, Jack Jabbour, Henry Nickey, Will Schuessler, and Dominique Brown. Back Row: Allison Larue, Dabney Millar and Sherry Creasman.

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Sources of PRide

We have been hard at work. Here are a few of our latest accomplishments.

United Nations Seventeen PDS 6th graders were participants in the recent YMCA Middle School Model United Nations Conference on Thursday, December 1, 2011. This one-day event held in the City Hall Chambers was a hands-on experience for 6th, 7th, and 8th grade students involving international politics and issues promoting world peace.

Bradley Kerkhof and Barry Klug representing Kenya

received the award for Outstanding Resolution. Stan Smythe, representing Somalia, received the award for for Outstanding Delegate. The teams of Smith Duncan/ Christopher Kerkhof (Chad) and Bradley Kerkhof/ Barry Klug (Kenya) were voted by their committees to present in the final docket for the General Assembly presentations.Â

Pictured above: Back row: Stan Smythe, Austin Hamilton, Barry Klug, Joe Carter, Rucker Wilkinson, Wyatt Berry, Zachary Street, Bobby Wade, Spence Escue; Front row: Smith Duncan, Bradley Kerkhof, Greerson McMullen, Christopher Kerkhof, Will Huffman, Jason Wang, Luke Johnston, Jackson Bridgforth

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Movies on the Square

The Martin Institute for Teaching Excellence presented a pair of free public screenings at Malco’s Studio on the Square Theater. The first screening, on November 12, featured an award-winning education documentary, World Peace and Other 4th Grade Achievements. Filmmaker Chris Farina and teacher John Hunter joined attendees following the film for a discussion about how our glimpse into Mr. Hunter’s classroom might change the way we create our own classroom learning environments and experiences. The second screening, on February 4, featured the education documentary The Finland Phenomenon: Inside the World’s Most Surprising School System. Filmmaker Bob Compton is formerly of Memphis and also produced the films Two Million Minutes in China and Two Million Minutes in India.

Inspired Educator

St. Jude Children’s Research Hospital recently bestowed the Cure4Kids “Inspired Educator Award” on PDS Science Lab instructor Kim Bullard. The award is given annually to a select few teachers who went above and beyond in bringing the Cure4Kids program to their students.

The St. Jude Cancer Education for Children Program (Cure4Kids) is an educational outreach initiative of St. Jude Children’s Research Hospital. It helps school children, their parents and teachers understand the basic science and treatment of cancer and healthy living.

Stock Market Winners

Spelling Bee

Andrew Reid

The 2011-12 Spelling Bee was held November 7.

There were 24 participants in grades 3-6. 5th grader Andrew Reid took first place for the second year in a row.

6th grader James Jenkins was runner-up.

SK Read for the Record

Students and teachers from PDS and Cornerstone Prep joined for a time of reading together. PDS boys and Cornerstone Prep students read Llama, Llama Red Pajama. After sharing the book and making new friends, the group enjoyed animal crackers for snack.

What are some of the things you have learned about the world and other countries?

Congratulations to 5th grade PDS boys and Ms. Shelley Umberson for their success in the Commercial Appeal’s Stock Market Game! Fifth grade boys placed first, second, and third in the region by amassing the greatest amount of total equity. The Commercial Appeal will recognize the winning teams in May with a cash prize, reception, and tickets to a Redbirds game.

BOYSPEAK “We learned that the people in China, France, or Italy are just the same kind of people, but they just speak a different language.” —Mac Magness, 3rd Grade

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Putting the World into World-Class Education Written by Jamie Baker. Photos by Lisa Buser.

Today’s students will be working in a global marketplace and living in a globalized society.

To succeed and become leaders in this new world, they must acquire a far different set of knowledge, skills, and perspectives than previous generations. For our students to gain the new skill sets and mindsets they need to be contributing global citizens, PDS is putting the world into our world-class education experience through the implementation of a comprehensive and integrated global curriculum.

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T

here used to be a time when a regional or limited worldview sufficed. We also used to think that cities like New York or Los Angeles had global ties and global necessities, but not cities like Memphis. The global economic activity that Memphis and Tennessee enjoy might surprise you.

According to the Tennessee International Trade Report, Tennessee exports for 2011 were about $7.4 billion, up $1.5 billion from 2010. The state’s rate of export growth was 25.4%, 13th best among the American states. Tennessee’s trading partners include Canada, Mexico, China, Japan, Australia, the Netherlands, the Middle East, Singapore, the U.K., Colombia, Turkey, Vietnam, India, Venezuela, Brazil, Taiwan, Korea, Italy, and Germany, to name a few.

Memphis plays a significant role in the global supply chain, originating or terminating millions of tons of international freight each year. The Port of Memphis is an international port and offers the world’s most sophisticated distribution services, excelling in intermodal freight services via rail, ship, truck, and air. In 2009 over $23 billion of goods flowed through Memphis. More than 30 international freight forwarders operate in Memphis and, of course, FedEx offers the world’s fastest and largest cargo hub. Working on a cross-cultural team is a likely reality, even if one lives in Memphis.

Global education focuses on teaching students to see the world through multiple perspectives of diverse people and their culture.

For the last ten years, PDS has been focused on not just being a great school in Memphis, but truly a world-class educational institution that innovates and models leading practices in teaching, student learning, use of technology, leadership, and curriculum. Our motivation in doing this is to prepare our boys for the new global realities that we know to be true. We are also motivated by our understanding that education is at the core of our global competitiveness as a nation as well as the source of individual global competencies.

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Largely because of technology, the world is shrinking.

How far from Memphis is Azerbaijan? Just one click.

Internet tools like Facebook, Skype, OoVoo, Twitter and more allow our students to talk, see, and interact with teachers and students all over the world. Technology allows world news to reach us in a relentless 24 hour news cycle. We can feel and see the interconnectedness of the world’s communities as we watch events like the economic crash of 2008 as it sieged through global financial markets like a virus, or the revolutionaries of the Arab Spring as the uprisings spread from Tunisia through Egypt to Libya. Converging are powerful economic, political, demographic, and technological forces that require citizens from all nations to become more internationally knowledgeable, competent, and adept in world languages and cultural understandings.

In short, PDS boys must be able to compete, and to cooperate, with their peers from all over the world as students, and as the leaders they will become, working on cross-cultural teams, solving problems and issues with global components and considerations. Providing a well-designed global education will prepare boys for their worldly futures because global education prepares young minds to understand and interact in a culturally diverse and globally interdependent world.

Global education focuses on teaching students to see the world through multiple perspectives of diverse people and their culture. Because of the interconnectedness of the world’s people and the big issues they face, being able to comprehend the complexity of issues caused by the layers of cultural perspectives is an essential skill. While young people may be aware of world events because of the Internet and media, studies show their information is often slight and superficial. Much of their information comes in snippets and sound bytes that may create awareness but, because of their lack of depth, also reinforce stereotypes, generalizations, and misinformation.

Global education purposefully seeks to dispel cultural stereotypes and misconceptions. Global educators guide students in replacing misconceptions with information on the complexity of cultures, cultural conflicts, and global issues. This deeper understanding is developed through exploring the complexity of people’s histories, cultural

ideas, and values, especially those of people different from ourselves. Learning to dismiss generalizations and to engage multiple, and even conflicting, perspectives is an important discipline and critical thinking skill. Learning to detect and understand biases and misinformation, for example in a news story, leads to developing deeper, more agile thinkers and problem solvers.

FINDING THE GLOBAL FOCUS Led by Jessica Chandler, Director of the Crain Center for Global Curriculum and Spanish teacher for grades K-2, the Teaching and Learning Committee has undertaken the challenge and opportunity of re-engineering the PDS curriculum to give it a more global focus. They have met on a regular basis for the last few years to discuss questions like:

• Which countries will be relevant and significant for our students to know in depth in the 21st century?

• How can we study and understand non-western history, politics, religion, and culture?

• How can we globalize teacher preparation and teacher learning?

• How can world conflicts be explained by population migrations and economic factors?

• What is our role in global problems like poverty, global health, water availability, education, endangered species, and environmental sustainability? (continued on page 15)

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In the Classroom These big global ideas are taught in the classroom in a variety of ways.

Here are just a few examples.

Chinese Peers

Lili Frye, Mandarin Chinese Teacher Future sustainability of our civilization is in part dependent on respecting cultural differences and learning to appreciate similarities as we collaborate beyond national boundaries. I teach 2nd and 3rd grade Mandarin. In order to create

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an opportunity for third grade boys to connect with peers in China, I created a letter writing project with Peijia School in Shanghai. I found this school from a friend of mine in Shanghai. I hope my students gain knowledge of language and that they get a peek into a Chinese student’s

life. This experience is important to the boys’ developing global skills because having connections to and ways to gain understanding of people from other cultures is a first step toward collaboration and cooperation.

Global Learning from One Hen Charlotte Shaw, Reading Specialist, 2nd and 3rd Grades It is important that our students understand the perspectives of others and develop a sense of compassion that leads them to take action regarding issues that affect our world. Students today are the leaders of tomorrow. In my 2nd and 3rd grade Small Group Reading for Critical and Creative Thinking classes, we are exploring how changes happen in the world, one person, one family, one community at a time.

After reading One Hen: How One Small Loan Made a Big Difference, the third-grade boys developed an online discussion about ways in which they could make their world a better place.

They posted their own comments

and responded to comments on an educational networking site called Collaborize Classroom. Our focus this year is on Africa because the story, One Hen, is about a poor boy from Ghana who grew up to be the biggest chicken farmer in his country, thanks to a small loan and hard work. The book, inspired by the true story of the founder of a microfinancing organization that has helped thousands of African villagers improve their lives through microcredit, served as our launch pad for global learning. It is my hope that this project helps my students develop a social and emotional

foundation for global participation and leadership by gaining an understanding and a desire to make a difference in this 21st century world.

Global Perspectives Sharon McCall, 2nd Grade Teacher Our world is becoming smaller through technological advances. As a result, we have more opportunities to collaborate with other students from around the world. It is vital for PDS boys to have a global perspective so that they may communicate with others, exchange ideas and work towards common goals in ways that demonstrate mutual respect, understanding, and an appreciation

for the differences that make our world such an interesting place. It is also important for us all to learn that we share many similarities that connect us to one another as global citizens. My second grade class is examining this overarching question: how does where and how we live affect our perspective? This is an important question for students developing a world view because it allows them to learn that our perspectives vary depending on our

cultures, experiences, and resources.

I hope my students learn that throughout our world, many people do not have clean water, enough food, or basic health care. Investigation of the Peace Corp and Catholic Charities teaches our boys that agencies such as these can help by drilling wells, teaching communities how to grow their own food and how to prevent many illnesses.

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(continued from page 11) The committee adopted the following definition of global competence: Global competence is the capacity and the disposition to understand and act on issues of global significance.

direct the learner to actively engage geography and its relevance to creating problems and solutions; to be on guard for biases in intermediating sources; to consider viewpoint and cultural perspective; and finally to reflect upon his responsibility as a global citizen.

INTEGRATION OF GLOBAL EDUCATION

Our desired outcome is for PDS boys to be astute and active investigators and communicators who value the perspective of others and have the knowledge, skills, and desire to take action regarding the issues that affect our world.

In order to accomplish the goal of nurturing global competency in its students, PDS believes that global education cannot be a subject that is taught in isolation. Instead, the opportunities to develop global competence are being integrated into all subjects and across all grade levels through the use of these four dispositions of global competency: • Investigate the world beyond their immediate environment • Communicate ideas with diverse audiences • Take perspective (both others’ and their own) • Take action (ethically, critically and creatively) Global education includes the study of world cultures and religions, world literature, the interconnected views of world history, global issues, global economic, technological, environmental, and political systems, and cross-cultural communication skills. PDS teachers were asked to audit all their coursework and to find ways to integrate world literature, other countries, and diverse perspectives in the examples they emphasize in class.

Math teachers have already been participating in World Math Day, but there is a new insight and awareness that math is akin to a world language, a universal code, and that mathematicians from all over the world have collaborated on complex math problems for decades.

Social Studies is a natural platform to weave in strong global information and perspectives. At PDS each grade level is structured to explore a big idea around which they ask seven essential questions. These essential questions

In Language Arts, teachers at each grade level are identifying and selecting books for their grade level that will help boys gain a larger picture of the world around them. Also integrating technology into our language arts curriculum helps students publish and share their writing with the world. Through the use of web 2.0 tools such as blogs, wikis, voice threads, Skype and others, PDS students sharpen their communication skills and expand their voice as they collaborate and communicate with people throughout the world.

Learning a foreign language has long been one of the principle components of international study. Research has shown that the mastery of a foreign language is greatly enhanced when a young child is exposed to the sounds and syntax of that language at a young age. Students in the Early Childhood Division at PDS are exposed to both Mandarin and Spanish during PK, JK, and SK. Upon entering first grade, each student selects either Mandarin or Spanish as the language he will learn in grades 1-6.

In 2008, PDS was the first elementary school in Memphis to offer Mandarin, the most commonly used Chinese dialect. Although mastery of Mandarin is not within reach of PDS students, or high school students for that matter, because of the difficulty of the language, learning Mandarin is extremely important because of China’s rising power in the world.

The Crain Center for Global Curriculum enhances the PDS curriculum in world languages and Social Studies.

The Crain Center offers travel grants for PDS teachers

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to travel abroad so they may enrich their teaching practice by becoming students of the world, connecting to teachers from a variety of countries, and experiencing another culture firsthand. Teachers are also encouraged to participate with global action research teams that connect them with peers from around the globe who are doing similar research.

World Leadership School Whether for teachers or for students, there is no substitute for learning about a culture by experiencing it first-hand.

PDS is creating opportunities to experience other parts of the world and their cultures through two exciting initiatives: a strategic partnership with a school in Argentina and a service learning trip to Costa Rica hosted by the World Leadership School (WLS).

Whether for teachers or for students, there is no substitute for learning about a culture by experiencing it first hand.

The mission of the WLS is “to empower young leaders to find new and innovative approaches to the world’s pressing problems.” The outcome they strive for is to teach children to lead in an increasingly global and interconnected world. The WLS facilitates a relationship between local schools and sister schools in Africa and Latin America to create global education programs based on long-term relationships. Their programs begin with service and leadership trips and continue with Internetbased distance learning exchanges.

In partnering with the WLS, PDS boys will travel to Costa Rica in the summer of 2012 to investigate global problems such as climate change, endangered species conservation, and poverty. They will learn that these big global issues

demand new, powerful forms of leadership, cooperation, and collaborative thinking to impact the many layers of these complex and entrenched problems. Three teachers, Russ Norment (Spanish grades 3 - 6), Mark Fruitt (principal), and Cindy Brock (technology coordinator), will accompany the PDS students.

To give students and teachers many opportunities for cultural immersion and collaborative learning, PDS and St. Andrew’s School in Buenos Aires have formed a strategic partnership. St. Andrew’s School is an independent K-12 school of approximately 1,900 students that is widely considered to be one of the leading schools in Argentina. This relationship will allow for ongoing collaboration and sharing between the two schools. The partnership will include classes working collaboratively on some projects, a teacher exchange, and a 6th-grade student exchange. Funding for this strategic initiative is from the Crain Center for Global Curriculum. The relationship with St. Andrews offers exciting possibilities of teacher development and teacher learning as well as student exposure and immersion.

We live in a dynamic, interconnected and diverse global community. Online technologies make global interaction with people from around the world easy, effective, and increasingly common. As men, our students are highly likely to work on global teams with people from different backgrounds and upbringings. In preparing boys to be scholars, citizens, and leaders of the world they will inherit, we must make certain they are equipped to face challenges with self-knowledge and confidence, critical thinking, creativity, collaboration, a deep sense of ethics and moral courage, and global competency. Layering our curriculum with opportunities to deeply understand diverse viewpoints and cultural tensions, to accept and handle the complexity of issues and problems in our world, and to develop the skills of connection, cooperation, and collaboration across cultures will offer PDS boys world-class preparation for a world that very much needs all they have to contribute.

TEACHER FEATURE

Get to know some of the teachers that make PDS so special.

Jessica Chandler

Director of Crain Center for Global Curriculum and JK-2 Spanish SK boys take time out to interview Senior Chandler.

Questions by SK Sudents Carter Whitworth, Parker Leatherman, Jack Jarratt, Wyatt McAllister, Tyler Dang, Will French, Jack Taylor and Charlie Treadwell.

What do you have to do to be a Spanish teacher?

In order to become a Spanish teacher, you have to go to college.

If at all possible, studying abroad helps a great deal towards language acquisition. It also helps a great deal to make friends with other Spanish teachers with a lot of experience who can give you lots of good advice.

Why did you learn Spanish?

I loved the people I met that spoke Spanish more than anything– learning about the differences in our culture; I love the literature, art, and food, but most of all their attitude towards life. In the Hispanic culture, religion and family are of the utmost importance.

How did you learn Spanish?

I accomplished that in several ways…

I took many Spanish classes at school, hosted exchange students

from Mexico, made a good friend in college from Ecuador who didn’t speak English, and I studied in Cuernavaca, Mexico, after college too.

What did you do while in Mexico?

I lived with a family, went to school, visited museums (I am a big fan of the murals of Diego Rivera and the art of Frida Kahlo), ate at cafés and restaurants, swam at the beach, went to the plaza to watch dancing and listen to the music, went to many markets, went to the summer palace of Cortes and the home of Emperor Maximiliano and so much more.

What is your favorite country?

I have visited many countries and I can honestly say that I have never been to a country that I did not like, so they are all my favorites—Mexico,

What are some of the things you have learned about the world and other countries?

Argentina, France, Italy, Germany, Switzerland, England. The country I would most like to visit would be Peru or Colombia.

Have you ever climbed up the China wall?

I have never been to China, but I would like to go some day.

How old are you?

Older than you! Probably older than your mom and dad too!

What do you like to do after school?

I like to do anything outside when the weather is nice (bike, swim, walk, run, kayak, read, ride four-wheelers, grill), but after school I usually offer a free taxi service for my kids, run errands, cook dinner, fold laundry, and do dishes.

BOYSPEAK “We have discussed why some countries have done what they have done because they want to gain power, money, and land.” —John Staffel, 6th Grade

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Fit for Life

New classes in nutition, health and wellness made possible by the new fitness facilities.

The reality of new fitness facilities made possible by Phase 1 of the Building Boys, Making Men capital campaign has inspired PDS to rethink and revamp its physical education curriculum. The most recent element of the new Coach Creasman curriculum, which emphasizes health and wellness, in additional to sports, teamwork, and fitness, is the Fit for Life class for grades 3-6 taught by Coach Dwight Creasman.

The goal of the Fit for Life class is to give boys information about the body and its systems so that they can understand the science behind health and wellness.

Coach Creasman conveys to PDS boys information and knowledge about how nutrition, exercise, and proper selfcare are the foundation for being fit for life.

“Coach Creasman is teaching us everything we need to know about having a healthy lifestyle not just for right now, but for the rest of our lives.”

—Barry Klug Coach Creasman also leads workouts in the Lifetime Fitness Center such as classes on the stationary bikes and instruction with stretch bands, exercise balls, climbing walls and ropes, and other flexibility and endurance equipment. An understanding of the body and its systems combined with the experience of working out and challenging the body provides comprehensive instruction and a foundation for a life of health and fitness. Coach Creasman explains, “I have been very excited to start our new Fit For Life class this school year! It’s another useful tool that will help prepare our boys for manhood.”

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Some of the topics of the curriculum include: • The importance of cardiorespiratory fitness • The importance of cardiorespiratory fitness through team sports • Specifics of the cardiovascular system and how exercise affects it • Calculating maximum and target heart rates • The importance of nutrition and diet • Specifics of the muscular and skeletal systems • Proper hygiene • Proper sleep • Basic first aid • Conflict resolution, sportsmanship, and competition • How tobacco, alcohol, and drugs affect the body

ALUMNI NEWS

Have some news about a PDS graduate? Send it to alumni@pdsmemphis.org.

PDS

Ocean Protector

Bruckner Chase ’78, an environmentalist and adventure swimmer, has been awarded an Earnest F. Hollins ocean grant and will launch a youth ocean heroes program in American Samoa. Chase has been nominated by the World Open Water Swimming Association as a 2011 “Man of the Year.” Chase has been developing ocean awareness programs to aid in protection and restoration of over 150,000 square miles of ocean.

PDS

Inner-City Foodie

Michael Cross ’02, a Vanderbilt senior, is making a difference in Inner-City “Food Deserts” operating the Nashville Mobile Market that sells fresh produce and canned goods in neighborhoods that are filled with convenience stores and lacking in supermarkets.

PDS

National Award

Congratulations to PDS graduates Danny Galvin ‘06, Garrott Graham ‘06 and George Ormseth ‘06 who have been named National Merit Semifinalists.

PDS

Well-Rounded

PDS Alumnus Lee Moore ‘01 was one of eight studentathletes in the nation to receive the prestigious NCAA Today’s Top VIII Award as a result of his success on the field, in the classroom, and in the community. The former Ole Miss track and field All-American represented the United States in the Pan American Games, October 2011 in Guadalajara, Mexico in the 400 meter hurdles. He is currently attending medical school at the University of Tennessee Health Science Center in Memphis.

PDS

Naval Graduate

Lt. Wilson M. McManus ‘99 was pinned after earning his wings by his 88 year old grandfather who served as a pilot in WWII. Wilson graduated from the U.S. Naval Academy in 2009 and is a newly commissioned helicopter pilot. PDS congratulates Wilson on his accomplishments and wishes him continued success.

PDS

Virginia Alumni

While in Charlottesville, Virginia, Headmaster Lee Burns and PDS Chief Advancement Officer Steve Hearn met up with PDS graduates currently attending the University of Virginia (pictured left): Will Benton ’03, Sayle Atkinson ’02, Will Carruthers ’04, and Reid Sanders ’04.

PDS

Returning Speaker

Alumnus Britt Colcolough ‘06 spoke to 6th graders as part of the Building Boys, Making Men program about peer pressure, making wise decisions, and avoiding temptations of drugs and alcohol. We appreciate Britt’s leadership and dedication to PDS.

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PDS

New Addition

Congratulations to Renee and Philip Cook ’94 on the birth of a son, Lucas Winner Cook, September 13, 2011.

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Alumni-Mentor Breakfast The inaugural Alumni-Mentor Breakfast was hosted on Friday, November 18, 2011 by the PDS Alumni Association. Guests enjoyed breakfast and fellowship, followed by an inspirational message delivered

by PDS alumnus David Montague, Class of 1976.

Montague spoke about mentoring: specifically the need for mentoring and the necessary steps towards becoming a mentor within the Memphis community.

We look forward to this being an annual event.

Pictured above: 1 John Philips IV ‘70, and John Phillips V ‘97; 2 Robert Montague, Charlie Montague, David Montague ‘76, Jack Stokes ‘73, Ed Atkinson, and Oscar Atkinson ‘90; 3 Jim Dorman ‘89 and Paul Dorman; 4 Rick Moore ‘57, Dennis Smith, Len Sumner, Geddes Self, Wayne Dowdle.

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Young Alumni Reunion A gathering was held December 20 for PDS Young Alumni from the Classes of 1999, 2000, 2001 and 2002. These college seniors and recent college graduates enjoyed catching up and talking about future plans.

If you would like to help compile updated information for PDS Alumni Class Notes, please contact Cynthia Cross, Alumni Director, at 901-842-4691 or ccross@pdsmemphis.org.

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Pictured above: 1 Randall Noel ‘99, Jack Heflin ‘02, and Rob Heflin ‘99; 2 Paul Kennedy ‘01, Chase Moore ‘01, Ben Stallworth ‘01, Reid Higginbotham ‘01; 3 Collin Fountain ‘02, Trip Fountain ‘99, Barclay Montgomery ‘99; 4 Watson George ‘02, Michael Cross ‘02, Owen Mercer ‘02, Scott McClintock ‘02, Tyler Massey ‘02, Robert Hoehn ‘02.

PRESBYTERIAN DAY SCHOOL’S 2012

DISTINGUISHED ALUMNUS LUNCHEON

PDS Friday, April 27 • 11:30 a.m. • Honoree: Paul Tudor Jones II ‘66 Milestone Reunions for the Classes of 1962 and 1987 Please RSVP to Cynthia Cross, Director of Alumni Programs at (901) 842-4691 or alumni@pdsmemphis.org

presbyterian day school

PDS

BENEFACTORS SOCIETY

Investing in the Future The PDS Benefactors Society was established to honor those alumni and friends who recognize the importance of investing in the future of PDS by including the school in their long-range planning.

Planned gifts create a legacy at PDS, allowing for greater opportunities for each and every boy in the development of his heart, soul, mind and body.

Now more than ever, we rely on and are grateful for the planned gifts alumni and friends make today which will provide for tomorrow.

For more information about becoming a member of the Benefactors Society or the various ways you can include PDS in your plans, contact Steve Hearn or visit pdsmemphis.org/plannedgiving.

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www.pdsmemphis.org | PDS Spirit

PDS

PRSRT ST US POSTAGE

Presbyterian Day School 4025 Poplar Avenue • Memphis, Tennessee 38111-6022

PAID

NONPROFIT MEMPHIS, TN PERMIT NO. 554

& Grinder, Inc. • • Getaways • Grinder, GolfTaber, Experiences Baseball art • Necklaces • Gourmet meals • Ticket New York • DeSTIN • Asheville • Theater • Jewelry • SPECIAL TOUCHES • GrizzlieS • Basketba • Orpheum Getaways • Golf • Experiences • Baseball art • Necklaces • Gourmet meals • Ticket New York • DeSTIN • Asheville • Theater • S Jewelry • SPECIAL TOUCHES • GrizzlieS • Basketball • P D S Orpheum Getaways Sponsored By: Golf • • GRIZLIES Experiences • Baseball art • Necklaces • Gourmet meals • Ticket New York • Hundreds of items available • • Theater S Jewelry • DeSTIN • Asheville starting March 20, including • Basketball SPECIAL TOUCHES • GrizzlieS clothing, parties, jewelry, art, home decor, •toys, Golf • • GOUR • Orpheum Getaways memorabilia, •and more.

• ONLINE Baseball art Necklaces Experiences AUCTION 2012 March 20 - 29 • pdsmemphis.org/auction Gourmet meals • Ticket New York • DeSTIN • Asheville • Theater • SJewelry • SPECIAL TOUCHES • GrizzlieS • Basketball • General Contractors ♦ Construction Managers ♦ Design Builders

Racquet Club of Memphis

Rhodes College – Paul Barret, Jr. Library

Presbyterian Day School

Acura of Memphis

Wunderlich Securities

Educational Facilities ♦ Retail Centers ♦ Churches ♦ Office Buildings Commercial Interiors ♦ Banking Facilities ♦ Athletic Facilities ♦ Auto Dealerships Laboratories ♦ Medical Facilities ♦ Manufacturing ♦ Tilt-up Concrete ♦ Warehouses

Grinder, Taber & Grinder, Inc.