Traditions serve many purposes: they may be the link that connects one group or class to the next and to the ideals of an institution. Or, they may remind us of our roots and our common purposes, while bridging the differences that threaten to pull us apart. At Sacred Heart Academy of Stamford, school traditions are not just window-dressing, but exist to give shape and meaning to a student’s high school years. The calendar includes such diverse occasions as the annual Father-Daughter Dance, Musical Showcase, Retreats, Spirit Week, Fashion Show as well as the many service projects undertaken annually by Student Council. These are the special times that create memories for students as they move through their high school years, the moments captured in yearbook pages and photos. Of all the traditions that enrich the school year at SHA, among the most meaningful to students is the Ring Blessing Ceremony, with its celebration of friendship and class unity. This fall, Junior class officers and faculty advisors planned a special Mass and Ring Blessing, regarding it as a pivotal event in the junior class’ transition to upperclass status and passage to maturity. Surely, receiving and wearing that new class ring is just as important to sixteen-year-olds today as it ever was, but educators see additional value in the tradition. The faculty of SHA recognizes that traditional events such as Ring Blessing present a unique opportunity to emphasize “process” over “product”; such moments present real life lessons in planning, cooperation, and compromise, skills greatly in demand in today’s business and professional worlds. Mrs. Frieda Soriano, for example, regards teaching “process” as her most important contribution to the Junior class. She says, “During the planning phase of a project, students need to learn to listen to all viewpoints before making a decision. I encourage them to reflect on their theme, and discover what it means to them and their lives. Cooperation, respect, and unity of purpose evolve slowly; I cannot rush the process.” In similar fashion, club advisors know that ideas and projects must spring from student inspiration and desire, if they are to be successful. Student council moderator Matilde Larson believes: “Students are more involved and satisfied when they feel ownership of the problem and the solution. It’s all about learning to work together.” Holiday service projects, plans for the annual Christmas Cotillion, the Junior-Senior Prom, Baccalaureate Mass and Graduation activities all reflect student thinking and require the participation of all members. Learning by doing, the hidden curriculum, becomes an important adjunct to lessons in history, religion, and science. In the area of athletic competition, coaches have long acknowledged that skill in playing the game must co-exist with good sportsmanship and team spirit if the experience is to have meaning for students. Perhaps this is why students cherish the award given for Sportsmanship or Most Improved; they know the discipline and teamwork required for such recognition. Athletic Director and coach Tom Harris, offers this view: “Beyond refining physical skills, athletic competition offers lessons in discipline, perseverance and meeting challenges. Students learn that success is not always about winning, but about doing your best”. Tom Harris has noticed that many of his student athletes become confident leaders both in and out of the classroom, they are more focused on their goals and less swayed by peer pressure. He believes these lessons have important carry-over to adult life. “Success may be defined in many ways, but an important criterion is the personal satisfaction that comes from knowing you have lived up to your ideals,” he says. Athletics offers that opportunity to students. Modern life may seem, at times, to overwhelm us with technology, offering an ever-growing army of cell-phones, fax machines, DVD players, emails and web sites. Has Tradition been lost in the rush to get connected? What value do old customs have to a society moving at the speed of light to embrace the new? Student leaders at Sacred Heart recently pondered these questions, giving thought to the ways that school traditions have mattered to them. A Senior remarked: “ As a 9th grader, I didn’t know the value of class projects or service activities, but I look back and see that they helped to create a unified spirit in my class. Now, I am looking for a college with strong traditions and the same opportunities to give service, to connect with other students, and to be involved in the activities I love.” A Junior eagerly anticipates special upperclass activities, like the Spring Prom, an event which requires hours of planning and discussion among students. She says, “ I love the feeling of helping to make something happen at school. When my ideas are used in a program, or our class has a great time carrying out a service project, I know the result is worth the effort.” Parents, too, have their own need for traditions. Just ask any Dad, who has proudly escorted his daughter to the Father-Daughter Dance, held annually in March, what he thinks of the tradition. Sentimental? Corny? Or, another way to enter his daughter’s world, for a few brief moments, and see the landscape of adolescence through her eyes. Connection and tradition may be opposite sides of the same coin, helping one generation to understand the next, and forging links of shared memories, laughter and appreciation. Want to add a little tradition and a lot of connection to your daughter’s life? Consider the opportunities awaiting her as a Sacred Heart Academy student, and discover the academic and personal growth possible in a small, nurturing, Catholic high school environment. Please call the Admissions Director at 203 – 323-3173, or access the web site at www.shastamford.org. Helping your daughter achieve Success is our BEST tradition! |
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