PRIORYsaint louis priory school fall 2009 issue

Letter from the Headmaster

Acknowledgements:

editor:Michael Turco

designer:Shelly Kurtz

director of development and public relations:Julie Lohr

photography:Brother Cassian Koenemann, OSBShelly KurtzJerry NaunheimJohn NotterMichael Turco

contributors:Kevin Hess Chad Huber Sean Lamb Patrick MulvihillDavid TaicletMichael Turco

headmasterFather Michael Brunner, OSB

associate headmasterJoseph Gleich

alumni president

Philip Willman ’71

Priory Magazineis published three times a year by the Office of Development and Public Relations for alumni, parents, students and friends of Saint Louis Priory School. We welcome reader contributions and encourage submissions. Questions or comments may be addressed to Michael Turco at mturco@priory.org.

Please Visit Our Websites:http://www.stlprioryschool.orghttp://www.stlprioryalumni.org

Address Changes and Correspondence:Development and Public Relations OfficeSaint Louis Abbey/Saint Louis Priory School500 South Mason RoadSaint Louis, MO 63141Telephone: 314.434.3690 ext. 326E-mail: development@priory.org

Once upon a time, about 3.5 million years ago, a clever Australopithecus discovered he could crack a nut open with a handheld stone, and that this would be a lot easier on his teeth. In some such way, technology was invented, and when this talent for manipulation of rock, stone, and wood was passed on to Homo sapiens about 300,000 years ago, the world was forever changed and humanity entered into a romance with machines.

It’s an odd romance of unrequited love, of constant chase. Technology does not respond, never satisfies, never does or gives back enough, and so humankind keeps pursuing and woo-ing in every area of human endeavor.

And so it has been with education and with Priory. Long gone are the days when a teach-er could pick up a stone for free and have it do something constructive and new. Modern technology costs and is one of the biggest drivers of the increasing costs in all educational institutions. The questions for us regarding technology always are…is it cost effective? Is it worth the price? Does it have value that will last?

The technological classroom still has a door, desk, and four walls. But the blackboard is becoming a vestigial component, like the appendix. White boards and smart-boards (a white board that is also a computer screen) are here, flanked by speakers and presided over by Video Data Projectors that displays DVD content or the Internet. Everything on the World Wide Web is immediately available to any class on the screen in the front of the room.

All this technology is second nature—maybe even first nature—to students, who have been and are growing up with and adapting to it. For faculty, it’s more challenging. Change is well within the comfort level of students, while for us, it is at the margins. All those beautiful transparencies I labored over years ago are useless, as all my content migrated to PowerPoint, and that migration took a lot of time and work. The adult in me says, “Can we stop now? This works fine.” But the child in me says, “Isn’t there something better?”

What’s better about all this technology is that it’s actually more interactive. And so we hope the students learn more. I was never good at blackboard technology because my writing borders on illegible and my art/diagramming skills are too idiosyncratic to be understood by others. I could not talk effectively while writing on the board with my back to a class. But I can PowerPoint and talk effectively. The students can read what I write, understand what I say, and ask questions, etc. One humble example.

The Internet, our mobile computer lab which travels to the classroom, interactive cur-ricular programs in languages and the Renaissance program in math, our Priory web-pag-es, PowerSchool, Parent-Teacher Conference Wizard, where will it end? Will our library be turned into Kindles? Perhaps, but it will end with us before it interferes with the transfer of knowledge, conceptual and evaluative, between teacher and students, before it dehumanizes the classroom. Humankind may have an unrequited romance with machines and technology, but we educate our students to consummate a romance with God. All human knowledge, all of creation, all technology is subsidiary to that.

That being said, technology has made this romance with God and truth (for all real knowledge, all truth is from and of God) exciting and more gratifying and fulfilling. The sat-isfaction of achieving our human potential within God’s creation, by all legitimate means technological and human, will always be our goal and will always be in our future.

Laus Tibi Domine.

Father Michael Brunner OSB

Alumni Outreach Coordinator

fall 2009 issue 1

7

In EvEry IssuE:

Priory Pulse ..... 2News Around Campus

Rebel Spirit ......4Fall Sports Wrap Up

Alumni News ...16Career Day

3 7

13

RecoRd setteRs:An Inside scoop on the Record

Form VI editors Chad Huber, Patrick Mulvihill, and Sean Lamb share their insights on the longstanding tradition of The Record.

We HAve tHe tecHnology:Balancing Innovation with tradition

Smart Classrooms. Monks on laptops. Priory Magazine shows you the integrated curriculum designed to prepare young men for their lives in a complex world.

AlumnI PRofIles:from lasers to sportscasting, Priory Alumni do It All

Hear from alumni spanning nearly 40 years of Priory history on the impact technology has had in their professional lives, and some of the fantastic changes that are shaping our world.

13

[priory] magazine22

Three Faculty Members Celebrate 25 Years of Service

Jake Wenger“Jake believes that science is

more than just something you study in a book. He has taught a generation of boys, as well as his colleagues, that science needs to have an impact on how you live your life...Jake Wenger is a person who embodies many of the academic, athletic, and spiritual goals of that signify what Priory stands for. He has offered care, concern and sup-

port for every member of the Priory family these past 25 years. It truly has been an honor to work closely with him as a colleague.”

— Mr. Gleich

Rick Suarez“Rick is one of the most ver-

satile instructors in the History and Social Studies Department. His ability to teach students up and down the curriculum has been a real asset to the school. [And] Rick excels at coaching a variety of sports. He has an es-pecially keen eye with regards to track and field technique. When I, myself, experience dif-ficulty in my own life, I often fall

back to repeating Rick’s favorite coaching mantra: ‘Pull that trail leg. Pull that trail leg. Pull that trail leg.’ No matter the situation, it always seems to help me out a lot.”

— Mr. Finan

Ed “Doc” Ritchie“As a result of his two sum-

mer courses [at the University of Kentucky,] Ed decided to try to teach his Honors Latin II and Latin III courses completely in Latin. He has been very success-ful in doing so, and it remains a unique feature of our Latin program. Only at Priory as you walk down the hall in the Junior School will you hear Salvete, discipuli (Hello, students) from

Ed, followed by the roar of the students, Salve, Doctor (Hello, Doctor) in response. Everyone who has sat in on one of Ed’s classes in [Forms II or III] has been impressed at the students’ understanding of the explanations and instructions in Latin, and their responses in Latin as well.”

— Mr. Miller

National Merit Semi-FinalistsCongratulations to our 11, Form VI National Merit Semi-Finalists.

These students’ scores represent the top 1% of PSAT totals in Missouri. We look forward to seeing them compete for a Finalist position in 2010.

Top Row:(from left) Jeffrey Swaney, Filip Swat, Matthew Menendez, Douglas Hall, Andrew Halenkamp

Bottom Row: (from left) Robert Becker, Bennett Krack, Luke Schmerold, L. Clayton Dahm, Christopher Frost (not pictured) and Alexandre Todorov (not pictured)

All-District and All-State Choir MusiciansPriory qualified five musicians for the All-District choir, and

of that five, one advanced to All-State. The All-District Choir per-formed on November 14, at the J. Sheiddeker Theatre at Lindenwood University, while the All-State concert will be held on January 30, 2010 at the Missouri Music Educators Association Conference at TanTarA. Congratulations to all our musicians.

Priory Pulse

All-District Choir: (from left) Richard Mazuski ’11, Ted Tooley ’12, Mike Hauiesen ’10, Doug Hall ’10, L. Clayton Dahm ’10

All-State Choir: L. Clayton Dahm

CorrectionsIn the past issue, it was stated that Tim Convy graduated in

1991. The correct year of his graduation was in 1998. In addition, Kevin Kline’s name was incorrectly listed as Klein. Apologies to both of them and our readers.

fall 2009 issue 33

RecoRd setteRs: by Form VI editors Chad Huber, Patrick Mulvihill and Sean Lamb

The Record is a part of a long standing tradition at Priory, dating back to the 1960’s, as noted in Father Timothy’s In Good Soil. As the current editors, we are proud to continue this tradition. When we organized our files this past summer, we discovered some past volumes of note. Appropriately, we have cre-ated archives so that future editors can use the excellent ideas of the past. Today, mod-ern technology has given us the ability to create a publication of the highest possible quality, and we are honored to leave our achievements as part of a legacy nearly as old as Priory.

In the past, writing and printing in a timely fashion was a major problem. Anything that was actual news became old by the time The Record staff had written, edited, compiled, printed, and finally distributed the issue. Luckily, with modern technology, this has ceased to be a problem. Our weekly issue is submitted via email on Thursday afternoon and the boxes of printed issues are delivered to our office by Friday morning.

While it has changed since the 1960’s, dramatic fluctuations have occurred even through the past decade. As late as 2005, The Record was primarily a monthly or even quarterly newspaper. Some years could only publish three or four issues, because students were simply not interested in writing for the publication. Another inherited challenge has been keeping sports from dominating the publication. Fortunately, we managed to strike a balance, with only six of 11 issues featuring sports on the front page.

Approaching this year, we were unsure whether we should publish weekly, biweekly, or monthly. Changing the frequency of the publication would change our entire ap-proach to articles. A monthly paper would mean broader articles, but detract from the goal of delivering big news. Waiting a month to report changes in school policies, advertise for a dress down day, or comment on recent athletic success would chip away at the goal to inform. In the end, we decided to aim for a

weekly installment, that focused on informa-tion and entertainment.

It may seem trivial, but the addition of puzzles and games by Craig Jacko ’08 and Brecht Mulvihill ’08 helped move The Record in that direction. We now publish more opinions articles than ever before, having developed an “opposing views” editorial cor-ner where we compare issues from politics to movies, or even the usefulness of lanyards. We print movie and album reviews, report on high school, college, and professional sports, announce dances and major school events, and publish two weekly editorials.

We are able to do this as a result of better management and efficiency. But, by far the greatest factor is the increased number of writers. After taking over the newspaper last year, our biggest problem, like that of our pre-decessors, was the availability of writers. We spent more time tracking down writers than we did formatting and editing combined.

On more than one occasion, the editors wrote over half an issue due to the scarcity of writers. Few people were willing to submit articles. This lead to the biggest change we made this year. To be taken more seriously by both our writers and our readers, we decided on a more professional approach. We decided to focus on more enriching, appealing articles over printing whatever happened into our inbox, valuing quality over quantity.

Starting with our look, we exchanged the old black and white, stapled format for a new, clean-cut, color booklet layout. We ditched Kinko’s as our printer and hired a newer, superior service that saved us money, while improving The Record’s quality and as a result, students began to take The Record more seriously and actually wanted to write. Students from Forms I through VI began approaching us about possible article ideas, while teachers and parents were impressed with changes that stemmed from our

simple goal in creating a paper of higher journalistic standards.

The Record has a very bright future be-cause of its members. With the addition of Tuesday activity periods, The Record club has an unprecedented group of talent. Of these, our younger members have shown great promise, and we hope they will continue to follow in the excellent traditions of the past. With contributors in the Junior School, The Record is becoming more universal, which bodes well for the future of the publication.

The Record constantly seeks to innovate and improve upon trusted practices. We have brought our paper to the web in a new, online publishing method on the Priory web site.

This makes The Record easily accessible to alumni and friends of the school who cannot get a hard copy. This increases our readership dramatically and provides added motivation as the editors and writers work weekly on The Record. As we look towards our own futures, we are proud to have added our lives to The Record’s legacy.

[priory] magazine4

SoCCeRKevin Hess ’11

Priory had a very up and down soccer season this year, ending with a heart-breaking loss in overtime to the top ranked team in the district, Westminster. The Rebels were plagued by sickness and injuries all year, only having both-Form VI captains Dan Croghan and Joe Altepeter in eight of their 22 game this

season. This may have been their down-fall as they did not have midfielders Doug Brooking ’11 or Altepeter in their final game. Despite this, Priory won the St. Dominic Tournament for the first time since their State Championship in 2005. Following this, the Rebels also knocked off a highly rated St. Mary’s team 4-2, and, later in the year defeated Whitfield 3-2.

Despite reaching some extremely high points this season, Priory also had stretches where they struggled, losing to MICDS and Westminster twice each dur-ing the season, as well as an overtime loss to John Burroughs and a loss in penalty kicks to Lutheran North. This game was exceedingly frustrating for the Rebels considering their success in that same season.

At the end of the season, the Rebels found themselves with a solid record of 13-9. Individually, Priory also had some

standout performances. Doug Hall ’10 played goalie for the first time in his ca-reer and exceeded all expectations. Hall kept the defense organized while making many unbelievable saves. Andrew Rhodes ’12 was the Rebels “go-to” guy on offense, finishing the year with 16 goals, the third best in the ABC league.

Many of these can be attributed to Jack Wegmann ’11 who led the team with

10 assists on the year while scor-ing seven himself. Priory had a very young team and will look to be much more consistently suc-cessful next year. My prediction: you’ll be watching your Rebels in State next season.

CRoSS CouNTRyChad Huber ’10

Priory Cross Country had a very strong season with the entire team back to state for the first time in three years. The Form VI class made a dominant appear-ance as almost half of the class (25 athletes) participated in Cross Country, the largest number of

students from any one class in Mr. Gleich’s entire reign as coach. Four captains were selected to show the importance of Form VI, and they led the team with a steady hand.

Any alumni or current runners know that the real beginning of the cross coun-try season is during June when summer running kicks off. The coaches put togeth-er a running schedule and as usual, there were even a few days for intense running as a team at Apple Hill, the monastery retreat house. The team had several run-ners train for over 300 miles and many more in the 200 miles range, and it sure paid off as the season progressed.

The true start of the season began in September with a meet at Jefferson Barracks. The meet was somewhat suc-cessful, but the team really found their groove the next week at Forrest Park where they packed together. Runners number three through six were at 70-

74th place at the one mile-marker and finished the race at 32-36th, picking up an astounding forty places. Although it was a great race, the very strong Lutheran South squad beat out the Rebels by a few points. The Rebels faced Lutheran South several times during the regular season, but it was not until League where the Rebels had incredible finishes from Jon Van Breusegen ’10, Niall Caparon ’11, Billy Fox ’10, John Cole ’11, and Spencer King ’12. The Rebels edged out league rival and predicted winner South by only four points.

The League race began an end of year spur that kept the Rebels rolling all the way to state. Districts was the next race, and the Rebels needed second place or better to qualify for state. MICDS, anoth-er tough team and League rival, came out stronger than the Rebels expected and tied Priory with 86 points apiece. Despite the Rebels packing together as a team (places 15-19 were all Priory runners), it would be the sixth man who decided the tie-breaker. Priory’s sixth man, Chad Huber ’10, came in at 19th place well be-fore MICDS’ runner who was 43rd. This gave the Rebels a second place finish and a ticket to the state race.

The Priory squad competed well at State, especially considering only two of the Rebels’ runners had been to State be-fore. The ninth place finish at State was a solid performance considering the Rebels were moved up to Class 3A since their 2A title back in 2004. The team has a strong outlook for next year as the Junior Varsity was very successful again – definitely look for the Rebels at State again.

fall 2009 issue 5

FooTBAllDavid Taiclet ’11

This year, the Rebels came in with high expectations after a 2008 playoff season, their first since 1992. Despite many new starters on the varsity line, 2009 ended with a playoff season one game short of the State competition. Matt Jones ’10, led the offense for the second year in a row, doing a fine job of it, despite losing almost the entire receiving corps from 2008, finish-ing the year with 15 passing touchdowns. The bulk of these touchdowns went to first year starter Mike Puettmann ’10 who provided Jones with an easy target thanks to his size and athleticism.

The core of the offense, the offensive line, kept three starters from the year before and added Brendan McDermott ‘10 and Francis Cassidy ’11. Led by Matt Rhodes ’10, John Notter ’10, and Zach Ross ’10, the offensive line created massive

lanes and provided Jones with plenty of time to throw the ball downfield. The development of the power running game was the key to the Rebels’ late playoff run. Craig Boyce ’10 led all rushers with almost 1,000 yards rushing in only about half of a season—he dislocated his shoulder during the Affton game. Colin Bruns ’11 rushed for almost 500 yards and Andrew Cusumano ’10 ran the ball very effectively when he touched it.

Defense was another important fac-tor in the late playoff push by the Rebels. In his first year playing inside linebacker, Colin Linkul ’11 was the leading tackler on the team. He looks to lead the defense next year as he returns for his senior sea-son. Billy Busch ’10 was a close second behind Linkul in tackles this year as he played outstanding as the other middle linebacker. The defensive line was led by Patrick Moley ’10 who led the team in

sacks from his position at defensive end. Moley filled in extremely well for the now graduated All-Star Defensive Ends Nick Ross ’09 and Ryan Allen ’09.

Also in his first year of varsity, Andrew Wright ’12 had a great season at the other defensive end spot, always pro-viding energy to amp up the defense. Ray Bayer ’11 started at defensive tackle for the second year in a row and also looks to wreak havoc in offenses again next year. Seve Esparrago ’12 had a great season at safety this year and finished as the fourth leading tackler on the team. Cornerback Andrew Halenkamp ’10 had a team high three interceptions and frequently pre-vented many teams from throwing the ball.

All in all, it was a season full of ups and downs. At one point, the Rebels were 3-5, putting them in a dire position. But, with a fiery speech from Coach Finan, who made it clear that the season was a single elimination from that point for-ward, the team took heart and got hot. The Rebels then won the next five games advancing farther into the playoffs then any varsity football team from Priory ever did, save for the 1973 State Champions. Congratulations and thanks to the coach-ing staff, and a special thanks to all the seniors who showed their younger team-mates that to win, it takes more than just skill, it takes heart. We look forward to a great season next year.

On September 26th, 2009, The Saint Louis Priory game field was of-ficially dedicated as Busch Field, in honor of Billy ’78 and Christi Busch and their family. Father Michael said in his speech, “When we approached them with our plans for expansion and improvement of our Junior School and athletic facilities, they unhesitatingly stepped forward to give all of us the gift of this beautiful athletic field for foot-ball and soccer...For all of us, I say thank you for Busch Field. May God bless and reward you for your generosity, and may we have Busches playing on it for many years to come.”

[priory] magazine6

fall 2009 issue 7

We Have the Technology: Balancing Innovation with TraditionBy Michael Turco

“The 21st century presents additional chal-lenges to human life and education that the Priory School must meet. Saint Louis Priory School should be leading, showing young men how to live active engaged Christian lives in the 21st century... This does not start with technology, but uses technology humanely and humanly. The Priory School of the future must have the technology needed, to effectively communicate and teach, as well as the technology to effectively administer...It goes without saying that knowledge in the 21st century will continue to expand at a breathtaking pace.”

Father Michael

[priory] magazine8

Technology is ubiquitous across the American educational landscape, but brings with it challenges to some well established traditions. It raises ques-tions about the role of the teacher in the classroom, what students should learn, and what kinds of investments should be made in both equipment and train-ing. But, Priory is fortunate. Across all fields, from the Media Center to College Counseling, Priory demonstrates what it means to provide education of the high-est excellence, and how technology is becoming more and more a part of that process.

[computer science]In Computer Science, students en-

counter and apply multiple applications and devices towards productive ends. They are made especially aware of the complex ethical and practical questions that surround computers in their first year of Computer Science.

“You have to be comfortable with the basics to get problems solved.” says Linda Schulz, the Computer Science Chair, “This requires having competence with our campus computer system, while learning problem solving, time man-agement, and task management with different technologies. It’s critically im-portant that students grasp this, because technology can overwhelm your time management and task management; it can almost make your life easier, and it can sure make your life harder.”

That complexity also affects the faculty. Fortunately, the department is dedicated to staying current on in-dustry standards, which provides the solid foundation on which students have come to rely.

At the basic level, students learn how to use the Priory network while explor-ing what it means to be part of Priory’s computer culture. These introductory

lessons help make them comfortable and competent users. One of the neat complements to hands-on experience is an evolving computer use policy, which helps remind students of the challenges they might face as users of technology.

By the end of Form III, students will have experimented in robotics, learned HTML coding, and utilized software to help illustrate geometrical principles in conjunction with their math cur-riculum. And, should a student elect to pursue these studies, Form V introduces the students to more complex questions surrounding the nature and function of programming. This in turn prepares them for the AP in Form VI, where stu-dents learn to code in Java.

[mathematics]The Math Department is noteworthy

for its multiple approaches to mathemat-ics. The common theme throughout is an

fall 2009 issue 9

emphasis on the personal relationship students have with the concepts, as well as the teacher. Jerry Huels, Mathematics Chair, engages students by creating re-alistic scenarios or narratives that help emphasize his lecture. “I tell them a sto-ry that humanizes it,” says Huels, which in turn helps students grasp and more critically, remember what they learn.

There is a fine line to walk in math-ematics. “Technology has become a crutch, in some respects. [But,] it’s also done some very powerful things that wouldn’t be possible otherwise,” shares Huels. Students must use their minds, rather than their calculators, to solve problems. The highest levels of math at Priory prepare students for the AP test, which tests the ability to do math with-out a calculator.

But students are calculator literate when called for, such as plotting a graph or check their work. Students might even be called upon to build a model for selling Priory T-shirts, important to the future business student. The Smart Boards and VDPs help with these instructional ele-ments, allowing instructors to display notes, calculations, and record them for future reference.

In contrast, Form V students tak-ing Advanced Mathematics use the Renaissance Learning Accelerated Math computer application. Keith Heerlein tells his students, “You know how to do this already, but lets look at these prob-lems which are more involved.”

At the beginning of the week, Heerlein presents a number of objec-tives, which are then broken down into individualized problem sets for

students. All week, students work on the problems, and respond with a remote-like device networked with a computer, which tracks their progress.

Depending on how students per-form, the program either recommends them for testing, or generates further questions and alerts the instructor. “The students are doing math almost constantly at class period, instead of in the traditional sense, [where] I’m doing most of the math from period to period,

and they’re sitting there watching me,” says Heerlein. While different, it can be a powerfully effective tool. Those students who couldn’t engage math suddenly find themselves doing better, while those who excelled still find a challenge.

[science]In the physical sciences, students

are introduced to a diverse group of technologies in the laboratories around campus. It is hard to envision a science program devoid of lab equipment for experimentation. But, some students never have the hands on opportunities offered at Priory. From Bunsen burners to specialized tools for gene manipula-tion, Priory students are fortunate to have access to a broad range of scientific equipment.

“Technology helps the most in the lab,” notes Jake Wenger, Science Chair, “When they move DNA, see that you can isolate things, and actually experi-ence it, it’s probably the most dramatic effect of technology. The boys are excit-

ed about learning more when you bring new ways to look at the material, espe-cially if they can interact with it.”

It’s one thing to analyze a data sets and test results. It’s quite another when students gather their own data during an experiment—it creates a powerful connection to the material. By engage-ment with the world around them, in Chemistry, Biology, or Physics, stu-dents experience a balance between lab and lecture. This broadens their minds through both theory and practical appli-cation, preparing them to pursue these topics in college.

Students also benefit from online programs designed to test their skills. Some of the physics and chemistry courses have used homework compo-nents generated offsite. Students spend their time solving these problems, sub-mit them online, and then review them their instructors the next day.

As Mr. Wenger relates, “I use technol-ogy as another tool to reach the kids, and I’m always looking for new approaches, and if you took my courses year after year, they’re going to change as the in-formation changes...The big thing I see is teaching your students how to manage it, and how to use it.” The equilibrium is one in which students and faculty’s benefit from the tools in the lab, as they elaborate and demonstrate the ideas teased out in class. Thus, through a judi-cious trial and error process, the Science Department continually reaches for new tools to help students apply theoretical knowledge in new ways.

[priory] magazine10

[media services]Likewise, the Media Center, com-

prised of print and electronic library resources, support for students and fac-ulty, and technology for the classrooms, is a crucial element in student growth. Beginning in Form I and culminating in Form VI, the Media Center provides a process of structured learning and prac-ticing research techniques.

Much of the staff’s efforts are spent facilitating curricular needs. They guide students in effectively navigating re-sources and collaborate with faculty to ensure that students can efficiently complete any project. Because of this support, students find their needs well met. “A student leaves Priory knowing that he can find resources in any college or university library, allowing him to de-vote more time to reading and analyzing the information,” says Maralea Gangloff, Director of Media Services.

Before the advent of the Internet or the ease of an online catalogue, students were very dependent upon the library staff to be their the primary resource. Today, with exposure to books, periodi-cals, several different online databases, and the online catalogue of materials, students are the primary users, while the Media Center staff facilitates.

As early as the first term in Form I, the science curriculum requires a research project on Missouri ecology. Here, stu-dents locate books using the Library of Congress Classification System, the same as used by most college and university libraries. By using books and electronic

databases on the Internet, students are taught how to look for authoritative sources and learn why discernment is an important part research.

With help from the Media Center staff, students experience and learn how technology allows them diverse methods of gathering and presenting information for oral reports with visual media, Power Point presentations, or written documents. Remote access to the online databases and catalogue, via the Priory web page, is just one example of students’ access to powerful tools.

Clearly, one of the goals is to provide students with adequate skills for navi-gating a college or university library. “It is here that Priory excels,” says the Media Center’s Karel Smith, “shaping a stu-dent’s mastery of research methods by practical application of skills over time,” with students called to tackle more complex research assignments as they progress in their education.

Through personal mentoring from the Media Center staff, students gain confidence and independence in their academic efforts. By the time they enter college, they have received six years of guidance in a diverse and demanding program, focused on good scholarship, intellectual challenge, and a balanced use of technology.

Russell Ham ‘94, in Media Services, provides much of the on-site technical support for Video Display Projectors (VDPs) and Smart Boards, as well as meeting specific curricular needs in various departments. He notes that with

technology readily available, “students and faculty are constantly learning, be-cause new tools and information evolve daily.” In the end, Priory is able to put an incredible amount of information at students’ fingertips, while using tech-nology to enhance an already excellent curriculum.

[college counseling]The impact of having this practical technological background can be felt when students approach the College Counseling office. Each year, more and more institutions are taking advantage of the powerful tools provided by the Internet. If anything, the process be-comes a little more complex each year. But, the computing skills and discern-ment of Priory’s students helps make this process easier.

Gone are most of the paper applica-tions, as most colleges and universities have moved to electronic applications. The most widely used is the Common Application, which allows students to complete one common core application online and then submit it to a wide array of schools.

In addition, the College Counseling staff also unveiled a software solution this year that allows them to create “packets,” including all the institutional records, transcripts, and recommenda-tions to be sent online. Students can therefore expect quicker turn around, and the College Counseling Office benefits from knowing everything is submitted in tandem.

The challenge is teaching students to coordinate their recommendation let-ters with teachers in a much more timely manner. But in the end, the result is a smoother, more efficient process. This same software system allows students to explore careers, majors and poten-tial college choices as well as track their chances for admission at a particular school based on Priory’s history with the school.

Some aspects of the college search process, such as those for scholarships and financial aid, have become both easier and more difficult. Now, a student can quickly navigate to databases of scholarships, but return with a plethora of information that needs to be pared down to a manageable level.

It can be daunting and time consum-ing, which is why the human element

fall 2009 issue 11

of the College Counseling staff is still so important. Ultimately, by working closely with a counselor, taking time to find good sources online, and using the same skills developed in the classroom, a student can approach his college deci-sion with confidence.

[technology]Priory’s ability to offer this experi-

ence hinges on its strong Technology Department. In recent years, one major effort of the Technology staff has been enhancing the stability and security of the network. The direct result is that students are able to use one set of login protocols around the campus, while edu-cators can quickly and easily collaborate on projects.

At home, parents are able to enjoy the use of Power School and students remote access to Media Center resourc-es. Some of the stability is also due to a major upgrade to a tier one internet provider and four bonded T1 lines to handle the increased bandwidth use of the school. The larger portion stems from careful administration and evolv-ing plans to meet the needs of a growing online community.

In addition, the separate wireless hubs around campus have been fully in-tegrated into the network. Now students and faculty are able to use laptops across campus, without losing signal or chang-ing networks. In the same way, frequent backup of the servers promotes system stability, leading to fewer problems, and provides a recovery method in the event of network failure.

Coupled with this stability is a com-prehensive security package, which protects users from malicious software

and keeps students responsible. The unique login provided to students, along with certification of student computers, provides the first layer of protection. Without these prerequisites, guest us-ers will have no access to the Priory network. The second layer of security is the SonicWall firewall, which provides a high level of security by automatically blocking security threats and intrusions to the network, while quickly letting the user and administrators know if they are detected.

The most dynamic layer, the LightSpeed content filter identifies dif-ferent strata of users, allowing them access to content based on the user’s role in the school. For instance, a student in class is blocked from using Facebook,

but the Alumni Outreach office is able use the site. The goal is to meet a diverse set of needs with a dynamic combination of software and dedicated support, with-out compromising security or stability.

Nunziante humbly remarks, “Do we need all this technology? No. Do we need this technology to make this school suc-cessful, to make any school successful? No...I strongly believe in one of Diana Hartnett’s favorite quotes: ‘Nothing can replace a good teacher and a piece of chalk.’ But does technology enhance the classroom and make it more appealing for the student to learn? Definitely so. It helps, but it does not replace the teacher by any means. It does not make a cur-riculum great, but for sure, it can take a curriculum to a different level.”

While the members of the Technology Department don’t teach per se, they do spend a fair amount of their time helping the community learn technology. Any time a teacher, monk, or Priory family has a technology question, its not un-usual to find them with the Technology team. In addition to the basic trouble-shooting, the department also hosts workshops and hands on sessions to explain newer acquisitions. This allows members of the community to experi-ence it firsthand. As Nunziante relates, “We want to introduce technology into the school, [to] the faculty, while mak-ing it easy, and show the excitement we have when we pick up something new.”

[priory] magazine12

From the Associate Headmaster

Scientists and mathemati-cians are prone to distilling complicated concepts down to fundamentals by using simple equations. In math-ematics we have all seen y = mx + b and in physics PE = mgh is equally famous. The equation for assessing the impact of technology on our lives is not as well known, but can be written in an equally simplistic manner: B = S + H

+ E – C. The benefit (B) derived from technology comes from the simplification (S) it pro-vides, the health effects (H) it

generates, and the efficiency (E) it reveals, minus the complications (C) that accompany it.

By defining it this way we can expand the tradi-tional definition of technology to include not only the Internet, the laptop, the function-graphing cal-culator, and the iPod, but also prosthetics, insulin pumps and contact lens. Like chemical reactions, this equation can generate positive or negative values as outcomes since there is a negative sign ac-companying complications (C). While the equation looks simple, it is far from it since each variable is very difficult to quantify. Allow me to elaborate.

On a personal level, I have benefited from tech-nology. I have had rods inserted just below my left hip to repair a fracture due to a bicycle accident; I have had many MRI’s and X-rays on my back leading to the diagnosis of degenerative disc disease; I have a cell phone, an iPod touch, a laptop, three digital cameras, an answering machine, two calculators and many other pieces of electronic equipment.

My brother’s heart was repaired during open-heart surgery, my mother had a total knee replacement last year, my sister-in-law has been on the insulin pump since it was invented, and my second youngest brother survived massive trauma in a car accident because of technology. I am one of ten children and half of my brothers and sisters live out of town. Weekly I receive emails and voice mails from them, my nieces and nephews, and our godchildren.

When I think about the S, H, and E variables in this equation, I feel pretty good. I can complete much more work than ever before and stay in touch with loved ones with greater ease. I do not have to go to the bank, write long personal letters, have pic-tures developed, or carry cash with me all the time.

All is not good, however. I realize that there is no going back, but observations about my personal life and reflections about what happens around me are distressing. I have witnessed adolescents texting their friends rather than talking to them so that they can “control” the flow of the conversation. Many el-egant dinners have been interrupted by Blackberrys (or Crackberrys as some call them), cell phones and electronic games, while “meaningful conversation” has deteriorated into sound bites.

Everyone expects instant gratification—parents and students are often frustrated when I do not promptly get back to them, my office voice mail is chronically full, and I receive about 100 emails each day at all hours. Students accept as fact whatever “information” is available on the Internet or can be “Googled.” Individuals get lost in the iTunes store, in YouTube comment channels, or on PowerSchool. The C portion of the equation has many hidden costs that jump up and bite you when you least expect it. After several 15 hours days the “horse and buggy” era sometimes looks pretty good to me.

What is the answer, then? Like most things in life it is all about ‘B’ Balance. Technology is here to stay, and we will only get more of it, and an up-graded version of it, tomorrow. It has improved our lives in more ways than I can imagine, and I may just live long enough to give new meaning to the words “beam me up Scotty.” However, I need to do a better job of trying to keep things simple, and a better job of finding a balance in the equation so that C does not outweigh S, H and E. If I do not, and I dare say, if you do not, we will find ourselves in the situation most feared by Albert Einstein, “Our technology (will have) surpassed our humanity.” I believe that is worth thinking about!

Technology and You

fall 2009 issue 13

Charlie ungashick ’89For myself, technology has turned

a lifelong passion into a career. In grade school, I disassembled house-hold appliances to understand how they worked. Entering Priory School in Form I, I could often find an excuse to hover over Mr. Barry’s shoulder as he repaired one of the few Apple II computers. In Form II, I volunteered to teach after school computer class at Mason Ridge Elementary School. Though the concept of a “Computer Lab” was new, Priory’s traditional fo-cus on “educating the whole person” gave me the ability to evaluate life from all angles and make technology part of my success.

After my graduation from Fordham University in 1993, with the economy in recession, I felt unsure about my career direction. While I was already on track to enter law school, I realized that international business and technol-ogy were far more interesting than the prospect of becoming a lawyer. I was able to rely upon my liberal arts educa-tion from Priory and Fordham, and a

sense of rugged individualism taught at home, to find my own direction, which I parlayed into a job designing computer networks for AIG.

Since I wanted to learn quickly, I volunteered to work weekends and joined a small team that designed and rolled out computer networks for over-seas offices. Every two weeks or so, I visited one of our foreign offices to up-grade computers and train local staff. I visited places such as London, San Paulo, Berlin, Tokyo, Sydney, Riyadh, Dubai, and Johannesburg, which have benefitted me with continuing friend-ships outside the US.

I soon realized that I wanted not only to use technology, but manage companies that developed it. In 1996, I moved to the vibrant technology com-munity in Boston, where I have worked for software and internet companies—two of which have gone public. Those events led to my “ringing the bell” on the NASDAQ, a definite high point in my career.

Currently, I am employed as a mar-keting executive for software startup, solving some of the most challenging problems for global businesses. We help the Department of Homeland Security match real-time flight pas-senger information against terrorist watch lists. Our software is used to keep the largest North American rail-road systems running 24x7. And last but not least, our software is used by the largest online gaming company in the UK, allowing grandmothers across England to play online poker whenever they want.

I’m sure Mr. Barry would be proud.

John Nuetzel ’64I’ve been exploring how things

work ever since I was tall enough to reach my dad’s workbench. In Form I, I built an AM transmitter from scratch, which spurred my involvement in the early Priory Radio Club. I connected it to my tape recorder, strung a wire antenna and then hopped on my bike,

listening to my own radio station while I rode, which was probably illegal. But, as my Priory days show, I was absolute-ly hooked on technology.

After attending Saint Louis and DePauw Universities, I began work-ing for my grandfather’s machine tool distributorship and sold computer controlled milling machines, lathes, and punch presses. These early com-puters, while very large and very slow, introduced a new era of automation in manufacturing. During this time, I served two terms on Warson Woods’ City Council, as the state’s youngest elected official.

Later moving into unincorporated Chesterfield and was elected President of the Incorporation Study Committee. While I authored the plan to make the area a self-sustaining city, our

alumni profilesFrom lasers to sportscasting, Priory Alumni do it all.

[priory] magazine14

ubiquitous committee attended weekly neighborhood meetings and continu-ously filed paperwork to help force votes. While we lost several elections for the incorporation, the committee’s final success paved the way for a proud community now approaching fifty thousands residents.

Prior to that, I happened into jobs as a blues musician on Gaslight Square, a jazz disk jockey (KADI, 96.5 FM and KXLW St. Louis), and an insurance adjuster. But after six years, I became serious about the direction of my ca-reer, which lead to my recruitment by Coherent Radiation Laboratories of Palo Alto, California in 1977.

My charter in this Rimrock start-up was to find new applications for com-munication, scientific, and industrial lasers, and to apply computer automa-tion to make them more useful and efficient for manufacturing. We moved to Michigan, where I was assigned the big three automakers, locomotive builders, microelectronics firms in the U.S. and Canada, plus our own space program.

I had an opportunity to sell some red lasers used on the Space Shuttle, which recorded data on light sensi-tive paper before the advent of ink jet technology. Later, I made the precision microscopic holes on the new print heads. By the end of my career, pow-erful lasers were no bigger than your desktop PC.

My travels spanned six continents for Coherent and other laser system manufacturers, and I enjoyed par-ticipating in three successful start-up manufacturers from the ground up. Most importantly, I was able to pass on my knowledge to succeeding genera-tions of students and thinkers. At the invitation of Big Ten and Ivy League graduate engineering classes, I gave lectures and even had chances to speak at technical conventions world-wide.

They say “active and vital people never truly retire,” and perhaps that’s so. Currently, I live in Northeast Arkansas as a full-time novelist under the pen name Arlington Nuetzel, with my muse and fellow novelist Georgia. Together, we enjoy a rigorous sched-ule of public appearances and book signings, and eventually plan to come home to Missouri, the place we’ve al-ways been meant to be.

Ben oberkfell ’99As a software developer at the

Genome Center at Washington University, I’m part of a team study-ing the origins of cancer and disease. It’s a unique environment where I work alongside some extremely talented researchers, in part inspired by an ex-perience I had 12 years ago at Priory.

In 1997 I participated in a pro-gram at Priory in conjunction with Washington University, where we used state of the art equipment and tech-niques to experiment with genome sequencing. For a 17 year old, decipher-ing genes had before been the domain of Jurassic Park or the O. J. Simpson trial. But in the end, I walked away from the experience with the idea that

this might be an exciting direction for a career.

The Priory summer study helped me forge connections with the Genome Center, where I worked as an intern while I studied computer science in college. This allowed me to be a part of groundbreaking work, and prompted me to join the lab on a full-time ba-sis after graduation. It’s been very rewarding, as I am at the forefront of innovation.

It’s amazing to think that the very same techniques we used at Priory were being used by thousands of researchers and teams worldwide. While the first sequencing took 15 years to complete, the advent of newer technologies allows us to sequence a full human in a mat-ter of days. For my team, that means we can quickly sequence cancer patients in an effort to seek out the mutations that cause tumor development.

Each week, our sequencing ma-chines generate about 50 terabytes of data, or roughly two and a half times the content of every book in the Library of Congress. Our mission is to mine this data for meaningful information that relates to disease. We compare the ge-nomes of our subject patients and their tumors to the published human genome sequence, in order to identify muta-tions. Our analysis finds mutations the patients were born with, as well as ge-netic errors picked up during life that may lead to the development of cancer. The most inspiring part of my

“It’s amazing to think that the very same techniques we used at Priory were being used by thousands of researchers and

teams worldwide.”

fall 2009 issue 15

work is how this will impact the way that we treat diseases like cancer. The more patients we are able to sequence, the better we understand the role genetics plays in how cancer responds to different treatments. In a not so distant future, “personalized medicine” will become a reality and genome sequencing may become as commonplace as an X-ray or MRI is today.

I am grateful for the opportunity I was given, and hope to give back in kind. Recently, I’ve been involved in events like the Greater Saint Louis Science Fair, working to get younger students involved in science and technology. I hope that their experiences, like mine, will inspire them to enter the field.

Will Bealke ’71I’ve worked in sports television since

1980, but got my start a decade earlier while shooting Rebels football games with an 8mm film camera from the roof of the press box. At Wesleyan University in Connecticut, I had a chance to call play-by-play for the hockey team on radio (I was awful) and worked in the school’s sports information office, writing string-er reports on Wesleyan’s football games for East Coast papers. I was, and remain, a sports fan, through and through.

When I’d been out of college for a couple of years, trying to figure out how to make a living with a less-than-practical B.A. in English and Film, I landed an in-terview at a startup venture that planned to televise nothing but sports, over the new medium of cable television, from

its home base in Bristol, CT. As a young company, ESPN offered plenty of oppor-tunity for rapid advancement, and I rose from my first job as videotape librarian to producer in about three years.

I started by working on such glam-orous and high-profile events as horse show jumping and demolition derby. But, over the years, I worked my way through different networks, first ESPN, then NBC, then ABC, until better assign-ments came my way, the highlights being Super Bowls, the Ryder Cup, U.S. Open and British Open in golf, the Australian Open in tennis, and the Barcelona and Atlanta Olympics.

Since TV’s infancy, live sports tele-casts have been produced out of a mobile television control truck, where the director and producer select the pic-tures and supervise a crew of as many as 200 people. There’s as much teamwork involved in sports television as there is in the games themselves. And despite stereo audio, and recent developments in HD pictures, and fast zoom lenses that provide clear, crisp close-ups, mis-takes are inevitable. But, we have an expression: “It’s on its was to Pluto now,” because once the TV signal is sent to the satellites in orbit, there’s no way to change it.

For my job, the most revolutionary device for sports coverage has been the digital video recorder (DVR), the cousin of the TiVo in your living room. The DVR most commonly used in sports television is manufactured by a Belgian company called EVS. The original units came with no name, just the company’s initials in capital letters. The device soon came to be known as “Elvis,” the technicians who run it “Elvis operators.”

The Elvis makes for very fast and simple highlight editing. No more video tape, no more rewinding, no more tape-to-tape editing. As a game progresses, the operator clips key plays, and then assembles highlights, all with a few key-strokes. All it takes is a skilled operator and a keen focus on the event, making the story much easier to tell.

In a basketball telecast I produced, analyst Bill Raftery asked the truck to put together a montage of an overanx-ious coach in his various states of dress throughout the game: neatly coiffed hair with jacket and tie at the opening tip; no jacket, no tie, shirttails out by the second half, and, in Bill’s words, “Hair

that looks as though he combed it with a dishrag.” Imagine trying to do that us-ing several video cassettes—it would be impossible.

In the end, the result is a fantastic play by play report of the game, seam-lessly pieced together, combined with a narrative that makes the game come alive.

Network with Fellow Alumni

Every second Thursday of the month alumni gather at JP Fields in Clayton for a Networking Happy Hour, from 5:30 to 7:30 p.m.

online giving Now Available

Priory is pleased to announce the launch of online giving to the entire Abbey family. This simple, secure method is an easy way to support current and future generations of students, faculty, and monks.

You can now give to the Annual Fund, Endowment Fund, and Capital Campaign at the click of a button. The site generates an automatic receipt of the transaction, making it easy to keep track for your re-cords. Log on today!

www.stlprioryschool.org

Check out the most recent Alumni News and Events online at:www.stlprioryalumni.org

[priory] magazine16

Career DayOctober 23, 2009

Since its adoption by the alumni community, Career Day has grown more diverse, gathering alumni in ever more widely varying fields. This year’s guests included John Nuetzel ’64, Jim Sullivan ’85, Tom Byrne ’85, Corge Umlauf ’89, John Peckham ’85, Ryan Casey ’95, John Short ’98, and Dan Sexton ’04. With careers ranging from novelist to counter-terrorism, students did not lack for lively discus-sion. Because of the large number of presenters, the alumni were partnered and held four “break-out” sessions with students, mimicking a classroom. It was a nice change of pace that demonstrated the continuing thought that goes into each year’s presentation.

Priory has been very fortunate to have Alumni Board member Corge Umlauf host and coordinate the efforts of the event. His enthusiasm and energy bring quite a few alumni each year, and

help provide a connection with the students. With Career Day really an ex-ercise in relationship building, and not speechmaking, it challenges both stu-dents and alumni to engage one another as individuals.

Alumni learn firsthand what their teachers at Priory knew—a crowd of teenage boys is a tough audience, but can be fun and rewarding. And so, each year,

through busy schedules, last-minute phone calls, and surprise appearances, alumni from several generations pass through the entrance of the High School, and for a few hours, get to be part of the school community again.

Taken seriously, Career Day can be an important part of educating students in the lessons of life, introducing them to what it means to be a professional. It’s a

powerful chance to peer into the lives of men who have gone before and tackled the world in their own right. Sometimes life deals hard hands, and sometimes things work better than expected. But, the important lesson (to the boys, at least) is that a man has to earn his daily bread, because the fridge does not magi-cally fill itself.

Finding satisfaction in a career can make those mundane challenges, as well as overall success, a lot less daunting. By examining the big questions, and talking about life experiences, students see how life shapes the man, and not the other way around. Thus, as the college-bound boy half runs, half drags himself towards graduation, Career Day is one of those strange rites of passage that mark a tran-sition into manhood. And along the way, it helps forge some of the earliest con-nections to the Priory network, which has and continues to serve so many of our alumni and students.

Though it comes each year, it is a unique day for alumni and students alike, and one that many remem-ber. So, a very special thanks to each of our alumni, our students, and to the faculty and staff who helped make Career Day successful. Priory looks forward

to next year’s event, and hopefully you’ll con-sider being a part of it. Come join the ongoing and devel-oping relationship between students and alumni. You might just change someone’s life.

On September 12, the annual Grant’s Farm Party was held under clear, calm skies. Several classes centered their re-unions around this event, mak-ing it an opportune time to visit with the monks, faculty, and new faces, while renewing friend-ships with classmates. Thanks, as always, to Andy Busch ’81, for making the Party happen.

Come see the improvements to the Priory campus at the PROGRESSive Party.

The Fathers’ Club is launching a new event this year replacing the Black Tie Dinner.

There will be academic challenges and interactive activities on the athletic fields.

A formal invitation with all the details to follow.

PR

O

GRESSIVE

P

A R T Y

RemembeR...Support of our annual events ensures scholarships for Priory students.

Later, on September 26, for Homecoming, while the Priory Varsity football team hosted John Burroughs, burg-ers and hot dogs were served in a steady downpour. Neither the final score nor the rain dampened the enthusiasm of regular stalwarts Tom Plunkert ’70, Steve Nangle ’67, and Mark Bahn ’67, who kept the refresh-ments coming.

Mark your calendar for Saturday, April 17, 2010

Saint LouiS Priory SchooL 500 South Mason Road Saint Louis, Missouri 63141-8500

Non-Profit Org.U.S. Postage

PAIDSt. Louis, MO

Permit NO. 2618

Save the Date!

Hesburgh LectureFriday, March 5, 20107:30 p.m.Kevin Kline Theatre

Alumni PicnicSunday, May 16, 201010:30 a.m. - 2:00 p.m.Grant’s Farm

Saint Louis Priory Scholarship ScrambleFriday, June 11, 201011:30 a.m. Activities BeginGateway National Golf Links

A formal invitation will follow for each event