VOL. 4 FALL 2011 GreatHearts classical education, revolutionary schools

The Fate of Learning in the Digital Age

The Year of the Senior Pulchritude Building a Home for the Tradition GreatHearts classical education, revolutionary schools

Anthem

Peoria Scottsdale

Glendale 17 101 51 101

Phoenix Goodyear

EST. 2010 Mesa 10 Tempe MESA PREPARATORY ACADEMY 60

EST 2006 Avondale 10 Gilbert

Chandler

Great Hearts Academies Glendale Preparatory Academy Archway Classical Academy – Lead Office 7151 West Beardsley Road Chandler 444 North 44th Street Glendale, Arizona 85308 1951 North Alma School Road Suite 100 623-889-0822 Chandler, Arizona 85224 Phoenix, Arizona 85008 Established: 2007 480-855-6474 602-438-7045 Established: 2009 Scottsdale Preparatory Academy ACADEMIES 16537 North 92nd Street Trivium Preparatory Academy Scottsdale, Arizona 85260 Archway Classical Academy – Veritas Preparatory Academy 480-776-1970 EST. 2010 Trivium 2131 East Lincoln Drive Established: 2007 14140 West McDowell Road Phoenix, Arizona 85016 Goodyear, Arizona 85395 602-263-1128 Teleos Preparatory Academy 623-414-4883 Established: 2002 1401 East Jefferson Street Established: 2010 Phoenix, Arizona 85034 Chandler Preparatory Academy 602-275-5455 Archway Classical Academy – 1951 North Alma School Road Established: 2008 Scottsdale Chandler, Arizona 85224 7496 East Tierra Buena Lane 480-855-5410 Anthem Preparatory Academy Scottsdale, Arizona 85260 Established: 2004 42101 North 41st Drive 480-776-0413 Suite C-101 Established: 2010 MESA Mesa Preparatory Academy PREPARATORY ACADEMY Phoenix, Arizona 85086 1303 South Lindsay Road 623-465-4776 Archway Classical Academy – EST 2006 Mesa, Arizona 85204 Established: 2009 Veritas 480-222-4233 3102 North 56th Street Established: 2006 Phoenix, Arizona 85018 602-489-7341 Established: 2010 Contents

Board of Directors Great Hearts 2 Letter from the CEO 28 Essay: Is Google Making Us Management Team Jay Heiler 4 Student Profi le: John Rossi Stupid? by Nicholas Carr President Dr. Daniel Scoggin Arizona Board of Regents Chief Executive Offi cer 6 Great Hearts Academy Life 32 Alumnus Profi le: Jasson Parham Barbara Ralston Dr. Peter Bezanson Vice President Chief Academic Offi cer 14 Academic Results 34 Graduation 2011 President and CEO, Fresh Kiann Robinson Mapes 16 New Academies 36 Family Profi le: The Ayala Family Start Women’s Foundation Chief Talent Offi cer Athletic Highlights Robert Mulhern Paul Perialas 18 38 Building a Home for The Tradition Co-Treasurer Chief Financial Offi cer 22 Pulchritude: Helen Hayes 40 Great Hearts Contributors Managing Director, Jeff Van Brunt Colliers International Chief Development Offi cer 24 Teacher Profi le: Stacia Denhart 46 Financial Report Daniel Sauer 26 The Great Hearts Teacher 48 Senior Thesis Co-Treasurer Headmasters President, Educational Andrew Ellison Sales Company Senior Headmaster Karrin Kunasek Taylor Veritas Preparatory Secretary Academy Executive Vice President, Helen Hayes DMB Chandler Preparatory Maria Baier Academy Arizona State Land Robert Wagner Commissioner Mesa Preparatory Academy Clint Bolick C. Diane Bishop Director, Goldwater Scottsdale Preparatory Institute’s Scharf-Norton Academy Center for Constitutional Litigation David Williams Glendale Preparatory Kurt Davis Academy President, FirstStrategic; Former President, State Mac Esau Board for Charter Schools Teleos Preparatory Academy (Interim) Dr. Jack X. Evans Professor Emeritus, ASU Bryan Smith Anthem Preparatory Derrick Hall Academy President and CEO, Arizona Diamondbacks Leanne Fawcett Archway Classical Academy Hugh Hewitt – Chandler Nationally Syndicated Radio Host Dave Beskar Trivium Preparatory Bob Lanier Academy and NBA Ambassador Archway Classical Academy John Lock – Trivium President, Kaplan Robby Kuhlman Virtual Education Archway Classical Academy Robert McConnell – Scottsdale Vice President, Armor Erik Twist Designs, Inc. Archway Classical Academy Reed Porter – Veritas President, Trend Homes Tucker Quayle Investment Advisor Don Ulrich Chairman, RSI Enterprises, Inc. Stephen J. Zabilski Executive Director, Society of St. Vincent de Paul Letter from the CEO Dr. Daniel Scoggin

The Year of the Senior

One could aptly name this year at Of course, we wish our graduates Great Hearts the year of the senior. every success in college and Five of the academies are graduating beyond. We have no doubt that they seniors this year, three for the fi rst time. will do us proud. Some will rise to In total, 185 great-hearted young men academic, professional, and political and women will graduate at the end of accomplishment at the highest level, Othe 2011-2012 school year. and will play no small part, we believe, in redeeming the next chapter in This milestone in the growth of our American culture. organization, and this achievement of hard work and dedication on the part But above all, we wish our graduates of the Seniors and their parents and peace. We hope that they leave Great teachers, leads me to refl ect again on Hearts and their homes for college with what characterizes a Great Hearts man a deep and refl ective sense of who or woman at the point of departure. they are as human beings, an emerging awareness of their unique talents and gifts, and a solemn acknowledgement that they have a destiny — a call to action in this world that only they can accomplish. Their story is just starting to unfold, but they possess a strong foreshadowing that some great drama lies ahead. Peace then comes from the sense that they possess the character and talents to be the hero of their story. It won’t be easy, but they are gaining the confi dence for the role of a lifetime.

We believe that a classical, liberal arts education provides the best launch from adolescence to adulthood. Our graduates have become philosophers of the human condition, refl ecting again and again on the conclusions drawn by their predecessors in the West over the last three millennia, fl ourishing in their practice of the arts and sciences, and settling into the conviction that to be a real student of human nature one must pay careful attention — one must read the right books diligently,

2 GreatHearts FALL 2011 But above all, we wish our graduates peace. We hope that they leave Great Hearts and their homes for college with a deep and refl ective sense of who they are as human beings, an emerging awareness of their unique talents and gifts, and a solemn acknowledgement that they have a destiny — a call to action in this world that only they can accomplish.

converse openly, reason deeply, and the philosophical engagement of our At Great Hearts Academies, we will work really, really hard. Wisdom can’t upper school curriculum. But all skill preserve our place in the West as a be downloaded; it must be sought and and knowledge must eventually be place of deep reading, thinking, and earned over time with an open heart. ordered to serve human fl ourishing. refl ection. We will do so not because Liberal education puts fi rst things fi rst. we are monolithic and backward And isn’t this what every parent looking. Just the opposite. As American wishes most for his or her child? And in the last decade, liberal culture is buried in an avalanche of data I know I certainly do for my two education is put all the more at risk and surface learning, it will be the deep daughters — that as they blossom due to the centrality of the Internet and articulate thinkers — who can put into young ladies they fi nd noble in our culture. Digital technology can fi rst things fi rst — who will naturally be works and arts to love, that they be an asset to learning if kept in its called to sort, decipher, and lead for the naturally discover their unique talents proper place — we have the libraries surface learners. in relation to an art that resonates of the world at our fi ngertips. However, with their being — be it literature, as Nicholas Carr rightly argues, in his As a fi rst principle then, our graduates writing, painting, singing, science, recent book The Shallows: What the must fi nd the inner peace to lead mathematics, and even athletics — Internet is Doing to Our Brains, the with conviction. To better express and that they develop the serious Internet is compromising our ability what I mean and wish for each of our conviction to seek mastery for its own to think and read deeply, capacities graduates, I close with a quote from sake, out of love, and not due to me critical to liberal education. He quotes Aristotle from Book I, Chapter 10 of the or others just telling them they “have Richard Foreman: “I see within us all Nicomachean Ethics: to.” Don’t all parents wish for our (myself included) the replacement of a “ So what is sought will belong to the children to develop a sense of wonder complex inner density with a new kind happy person, who will be happy that begets a search for excellence? of self — evolving under the pressure throughout life, for such a person will For truth? of information overload and the always, or most of all people, be acting technology of the ‘instantly available’.” and contemplating the things that go All of this refl ecting, wondering, and Foreman warned that, as we are along with virtue, and will bear what searching is the essence of liberal separated from our “inner repertory fortune brings most beautifully and in education as Great Hearts knows it. of dense cultural inheritance,” we complete harmony in every instance, These forms of knowing take time risk turning into “‘pancake people’ — being in the true sense good and to grow in the souls of our students. spread wide and thin as we connect fl awlessly squarely centered.” Schooling in the classical sense is with the vast network of information about providing time and space for accessed by the mere touch of a What more could we hope for our introspection; schooling in the modern, button.” children? What more could we plan utilitarian sense, in contrast, is about for our culture? acquiring skills as quickly as possible, Our featured work in this magazine is an without considering their application to essay from Nicholas Carr that provides noble ends or the good of the person the central argument of his book. As as described above. Of course, liberal he has, we will all need to think clearly education cares very much about skills, in the coming years about the fate of facts, and hard knowledge — they are thinking in the digital age. essential and provide the grammar for

GreatHearts FALL 2011 3 Blazing the Trail

“ We are training ourselves to think, form our conscience, and begin to stake out our place in the world.” – John Rossi

4 GreatHearts FALL 2011 Student P r o fi l e John Rossi

It’s both exciting and daunting to be a At the beginning of high school, I'm not sure member of the fi rst graduating class at I could have given a very good explanation Scottsdale Prep. My classmates and I have of the benefi ts of the Great Books liberal arts had the opportunity to blaze the trail for those education. Since then, I've been fortunate classes and students following behind us. enough to have had the experience. The Great However, this was a large responsibility. We Books and the daily seminars from each year Ihad to be certain to blaze a solid and stable have required me to engage in material with trail, to offer our fellow students the guidance a level of commitment that has truly been a and direction to glean as much as possible surprise and a gift. For me, it's been the big from their time at Scottsdale Prep. We didn’t difference between being a spectator and a have a class of students before us, leading the participant in school. I've learned that it's a way. We had to create the path by following much richer experience to create, lead, and our instincts. Luckily, we’ve had the amazing participate in the discussion than just sit in class support of our teachers. Their advocacy of and listen to a lecture. The Great Books have led our class and its individual members has been me to think about important ideas and issues, incredible. They taught us to lead. Now, as our and Socratic seminar requires me to take and school is growing and has moved to a new defend positions. Now I can see that the benefi t campus, our leadership as a class is more for me, and everyone really, is that when we important than ever. engage with the material and work through our positions, we are training ourselves to think, Life as a Scottsdale Prep student can be form our conscience, and begin to stake out our challenging. Classes are intense and we have place in the world. a very active athletics and extra-curricular program. The academic bar is raised each I am looking forward to spending as much time year for every student. When I look back, I can as I can with my classmates before we head off remember thinking that the hill looked a little in different directions after graduation. I take too steep to climb, but at the end, I’ve been pride in knowing that more students will follow amazed at the ground I’ve covered. This year, on the trail we formed together. I take comfort in our senior year, will provide my class with yet knowing that, wherever I go, my education and another trek – writing and defending a senior experiences at Scottsdale Prep have helped to thesis. As a class, it will be our steepest hill- defi ne who I am. This will stay with me always. climb yet but I’m sure there will be another remarkable view from the top. John Rossi is a senior at Scottsdale Preparatory Academy.

GreatHearts FALL 2011 5 Veritas Preparatory Academy

Headmaster: Andrew Ellison Number of Students during the 2011-2012 School Year: 476 in grades 6-12 Number of Teachers during the 2011-2012 School Year: 37

2010-2011 Highlights • Veritas Prep (VPA) received • The Veritas Prep High • Veritas Prep students had a the Arizona Department of School Speech and Debate successful showing at the Intel Education’s Award for Math team traveled to the 2011 Science and Engineering Fair Excellence. Harvard National High with 7th graders Sophia Drapeau School Invitational Forensics earning 1st place in Behavioral and • Mr. Pagani launched VPA’s first Tournament in Boston, Social Science, Tarranum Malhi English Linguistic Fellowship of Massachusetts. earning 1st place in Physics and students and teachers who gather Astronomy, and Henry Gorton to study the origins of the English •  Mr. Dickerson launched VPA’s earning 1st place in Environmental language and publish a monthly first Philosophy Club to discuss Science. newsletter. the great questions of humanity.

6 GreatHearts FALL 2011 Chandler Preparatory Academy

Headmaster: Helen Hayes Headmaster of Middle School: Wayne Porter Number of Students during the 2011-2012 School Year: 646 in grades 6-12 Number of Teachers during the 2011-2012 School Year: 61

2010-2011 Highlights • Chandler Prep was one of eight • The Chess Team was the Charter • 7th graders Esther LeVan, Rachel schools in the state to receive Athletic Association Regular Hagerman, and Greyson Howell, the Arizona Department of Season and Tournament Team and freshman Alexander Balizado Education’s 2011 All-Around Champions. Sophomore Soren were among the 328 students Excellence Award. Aletheia-Zomlefer earned out of 18,100 test participants Individual Champion and senior to receive perfect scores on • Senior Martin Lawrence and Josh Zhu earned Runner-Up. the National Latin Exam. 2011 junior Noah Wuerfel participated in graduate Sammi Wreschner was the National Forensics League’s • Chandler Prep juniors Benjamin one of only 22 students in the Tournament in Dallas, Texas, and Merrill and Joseph Dorsch, and country to receive a perfect score earned first and second place senior Karyn Peyton scored in the on the National Greek Exam. for highest points in the Congress 99th percentile on the National round. German Exam. Senior Kelly Peyton scored in the 98th percentile and won the prestigious Langenscheidt Award, for which she was awarded a German dictionary.

GreatHearts FALL 2011 7 MESA PREPARATORY ACADEMY Mesa Preparatory Academy

EST 2006

Headmaster: Robert Wagner Number of Students during the 2011-2012 School Year: 360 in grades 6-12 Number of Teachers during the 2011-2012 School Year: 31

2010-2011 Highlights • Mesa Preparatory Academy was • The first Mesa Prep drama classes • The Mesa Prep Math Counts team voted the Best Charter or Private performed Shakespearean plays placed 7th in Arizona and freshman School of 2011 in the Valley by for the student body and parents in Karina Casey placed 10th in Phoenix Magazine. four performances. the state overall. The team was provided an expenses paid trip to • The Chess Club competed • Mesa Prep’s Robotics Club Washington, D.C. for the National in more than half a dozen placed 1st in the Spirit Competition Math Counts competition. tournaments and was one of the and 2nd in the head-to-head top four teams in their league. competition in the US Regional event held in Flagstaff, Arizona.

8 GreatHearts FALL 2011 Glendale Preparatory Academy

Headmaster: David Williams Number of Students during the 2011-2012 School Year: 338 in grades 6-12 Number of Teachers during the 2011-2012 School Year: 25

2010-2011 Highlights • Junior Clifton Palmer was selected of Ivan Denisovich by Aleksandr • Glendale Prep staff and students for the prestigious American Solzhenitsyn. The keynote address combined great literature and Choral Directors’ National Honor was delivered by Dr. Daniel fun with the all-night “Iliathon.” Choir. He traveled to Chicago to Scoggin, CEO of Great Hearts Students performed dramatic take part in a week of seminars, Academies. readings from the Homeric epic training, and performances. poem, enjoyed s’mores toasted on • Glendale Prep’s first annual a bonfire, and played various games • Students in grades 9-11 took part Promenade Ball was held at the under the night sky in their main in Glendale Prep’s second annual Irish Culture Center. A live band courtyard. Humane Letters Symposium, performed a variety of numbers entitled “Humanity, Inhumanity, as students danced the tango, • Mark Ryland, President of the and Great Hearts.” The academic rhumba, cha-cha, and several Institute for the Study of Nature, conference consisted of seminars, varieties of swing. visited Glendale Prep to lead a presentations, and panels on Man’s student and faculty colloquium on Search for Meaning by Victor the relationship between natural Frankl and One Day in the Life science and the humanities.

GreatHearts FALL 2011 9 Scottsdale Preparatory Academy

Headmaster: C. Diane Bishop Number of Students during the 2011-2012 School Year: 685 in grades 5-12 Number of Teachers during the 2011-2012 School Year: 53

2010-2011 Highlights • Out of 100,000 participants in the • T he Fine Arts students showcased • Scottsdale Prep students collected National French Exam, juniors their work at the 2nd annual shoes for needy children through Nick DeBeurre placed 2nd Scottsdale Prep Art Show with the Compassionate Kids program. nationally and 1st in the state, musical performances, poetry Hanako Yokoyama placed 4th readings, and displays of their • 40% of the Scottsdale Prep nationally, and sophomore Laura artwork in various media. students who participated in Jernigan placed in the top ten in the National Mythology Exam the state. • On the 2011 National Latin Exam, received awards. Scottsdale Prep earned 11 Gold Medals, 27 Silver Medals, 36 Magna Cum Laude certificates, and 44 Cum Laude certificates.

10 GreatHearts FALL 2011 Teleos Preparatory Academy

Interim Headmaster: Mac Esau Board Liaison: Natalie Williams Number of Students during the 2011-2012 School Year: 245 in grades 1-8 Number of Teachers during the 2011-2012 School Year: 18

2010-2011 Highlights • T h e Robotics Team won first • Teleos held its first ever Science • The 6th and 8th grade classes place for Most Innovative Solution Fair where students displayed their staged a formal debate regarding at the FIRST LEGO League experiments and projects from the violent and non-violent protests Arizona Regional Tournament. entire school year. that was judged by teachers from throughout the Great Hearts • Students took part in the First • Through their PRIDE groupings, network. Tee golf program where they students raised funds and material learned the fundamentals of items for such organizations as golf through the Great Hearts World Wildlife Federation and the philosophy of Truth, Beauty, Arizona Humane Society. and Goodness.

GreatHearts FALL 2011 11 Anthem Preparatory Academy

Headmaster: Bryan Smith Number of Students during the 2011-2012 School Year: 397 in grades 3-9 Number of Teachers during the 2011-2012 School Year: 22

2010-2011 Highlights • Anthem Prep held a winter and • The Art Club designed and created • The school launched several spring dance which was attended life-size Muses to inspire the school. successful clubs in its first by more than 100 students and year. There were more than 30 parents. All students received • Anthem Prep students excelled in students in the Science Club, 40 training in ballroom dance prior to the Arizona Spelling Bee and Math in the Latin Club and Greek Club, these events. Competitions throughout the year. and 10 students participated in the Fencing Club. The Chess • Each grade participated in the Club was a huge hit, with fall and spring concerts, which students arriving early at school were attended by the entire Anthem to challenge fellow students Prep community. and teachers.

12 GreatHearts FALL 2011 Archway Classical Academy – Chandler

Headmaster: Leanne Fawcett Number of Students during the 2011-2012 School Year: 498 in grades K-5 Number of Teachers during the 2011-2012 School Year: 28

2010-2011 Highlights • Archway Chandler’s community • The fourth grade class developed • The second grade class studied came together many times and implemented a recycling the digestive system and created throughout the school year to program that encouraged a large model that they could celebrate the joy of learning the entire Archway Chandler crawl through as they explored the together. The families participated community to recycle their paper various organs. in a Math Family Fun Night and a and cardboard. Reading Family Fun Night. They • Each Archway Chandler student also came together for a Fall Picnic • The third grade class read Alice participated in Project Week by and a Medieval Faire sponsored in Wonderland and attended a researching and presenting a by the parent organization. tea party on the athletic field when project on subjects that included Performing at the faire was a local the book was completed. They animals and their habitats, medieval group dressed in medieval garb participated in games that included tools, Roman architecture, and demonstrating various medieval croquet, reader’s theatre (complete famous scientists. skills including sword fighting. with costumes), and a run through a rabbit-hole obstacle course.

GreatHearts FALL 2011 13 Academic Results

Members of the Class of 2011 were accepted to the following colleges and universities. Graduates will attend the schools listed in bold.

Arizona State University Creighton University McDaniel College Stanford University University of Dallas Arizona State University Denison University Middlebury College Swarthmore College University of Denver (Barrett Honors College) Drake University Mills College Taylor University University of Houston Augustana College Drew University Mount Holyoke College Texas A&M University University of Illinois at Chicago Austin College Duke University New Mexico State University Texas Christian University University of Illinois at Ave Maria University Emory University Northern Arizona University (Honors Program) Urbana-Champaign Azusa Pacific University Evangel University Northwestern College The King’s College University of Nevada, Reno Baylor University Fordham University Pennsylvania State University, The Master’s College University of North Carolina and Seminary at Wilmington Belmont University Gonzaga University University Park The University of Arizona University of Oklahoma Benedictine College Grand Canyon University Pepperdine University Biola University Point Loma Nazarene The University of Arizona University of Pittsburgh Harding University (Honors College) Brigham Young University University University of Portland Hartwick College Trinity University Brown University Point Park University University of Redlands Harvard University Tulane University Butler University Pomona College University of Richmond Harvey Mudd College United States Merchant Princeton University University of San Diego California Polytechnic State Hillsdale College Marine Academy University, San Luis Obispo Providence College University of Vermont Illinois Wesleyan University United States Military Calvin College (School of Nursing) Purdue University Academy University of Washington Carnegie Mellon University Indiana University Reed College Universal Technical Ursinus College Case Western at Bloomington Regis University Institute Vanderbilt University Reserve University Johns Hopkins University Rhodes College University of British Columbia Villanova University Chaminade University Judson University Rose-Hulman Institute University of California at Davis Warner Pacific College of Honolulu Lafayette College of Technology University of California at Irvine Washington and Lee University Chapman University Lawrence University Saint Louis University University of California Washington State University Clark University at Los Angeles Lee University Scripps College Wellesley College Coe College University of California at Lewis & Clark College Seattle Pacific University Wesleyan University Colorado Christian University Santa Barbara Loyola Marymount University South Dakota School of Westmont College Colorado School of Mines Mines and Technology University of California at Macalester College Santa Cruz Wheaton College Colorado State University St. John’s University - Marist College Whitworth University Columbia University Manhattan Campus University of Chicago Marquette University Cornell College St. Olaf College University of Colorado (College of Engineering) at Boulder

National Class of 2011 Statistics Veritas Chandler Average

Number of Graduates 37 44 N/A Percent of Class Commended or Better by National Merit Scholarship Program (NMSP) 11% 23% 3% Percent of Class Named NMSP Finalist 5% 11% < 1% Average SAT Score 1815 1852 1500 Percent of Class Receiving College Scholarships 70% 82% N/A

14 GreatHearts FALL 2011 AIMS 2011 Teleos Prep In their second year of operation, 2011 AIMS results indicate that Teleos Prep has higher scores than any school in the Roosevelt School District and is ranked as one of the top schools in all of Laveen, South Phoenix, and Central Phoenix.

Math Reading Writing Science Percentage Percentage Percentage Percentage Passing Passing Passing Passing

Phoenix Elementary District 45 65 37 40

Roosevelt Elementary District 410 6 36 36

Teleos Preparatory Academy 53 74 60 57

AIMS 2011 Percentage Passing 5th grade 8th grade 10th grade 99 97 95 Scottsdale 94 Scottsdale 96 Veritas 99 Veritas 96 Archway/Chandler 91 Glendale 97 Glendale Chandler 93 98 Chandler Anthem 95 Anthem 97 Mesa Mesa 71 63 68 Arizona Average Arizona Average Arizona Average

Veritas Prep Chandler Prep Teleos Prep Mesa Prep N/A Archway Chandler N/A Anthem Prep N/A Scottsdale Prep } } Archway Chandler Glendale Prep }

GreatHearts FALL 2011 15 New Academies

Great Hearts Academies is pleased to introduce four new academies for the 2011-2012 school year.

Trivium Preparatory Academy Archway Classical Academy -

EST. 2010 Trivium Headmaster: Dave Beskar Number of Students during the 2011-2012 School Year: 88 in grades 6-7 (Full Capacity: 352 in grades 6-12 in 2015) 336 in grades K-5 (Full Capacity: 504 in grades K-5 in 2012) Number of Teachers during the 2011-2012 School Year: 36

Archway Classical Academy - Scottsdale Headmaster: Robby Kuhlman Number of Students during the 2011-2012 School Year: 369 in grades K-4 Number of Teachers during the 2011-2012 School Year: 37

Archway Classical Academy - Veritas Headmaster: Erik Twist Number of Students during the 2011-2012 School Year: 507 in grades K-5 Number of Teachers during the 2011-2012 School Year: 44

16 GreatHearts FALL 2011 GreatHearts FALL 2011 17 Great Hearts Academies Athletics High School

2010-2011 Highlights

Veritas Prep’s Volleyball team earned their second State 1A Championship.

Chandler Prep’s Junior Varsity Volleyball team earned 1st place in the Arizona Charter Athletic Association State (CAA) tournament after an undefeated season.

Scottsdale Prep’s Girls Basketball team earned 1st place at the CAA championship.

Chandler Prep’s Girls Track and Field team won the CAA Championship.

For the first time in team history, Glendale Prep’s Boys Basketball team earned a spot at the CAA playoffs.

Veritas Prep athletes - 2011 graduate Nick Rossman (Baseball), 2011 graduate Sam Heiler (Basketball), senior Catherine Mulhern (Basketball), senior Cassie Shortino and sophomore Katie Snyder (Softball), senior Theresa Heiler, 2011 graduate Rebecca Sponcil, and sophomore Sarah Sponcil (Volleyball) - were selected to their respective 1A East All-Region teams.

Veritas Prep senior Catherine Zabilski earned 1st place at the Arizona Interscholastic Association (AIA) State Tournament in the 3200 meter and 2nd place in the 1600 meter events.

Chandler Prep’s Softball team had a school record 11-game winning streak.

Mesa Prep’s Volleyball team competed in the CAA’s annual Spike-It Tournament and won 1st place in the Copper Division.

Glendale Prep’s Varsity Co-ed Soccer team finished their 10-game season with eight wins.

18 GreatHearts FALL 2011 GreatHearts FALL 2011 19 Great Hearts Academies Athletics Middle School League

The Great Hearts Middle School League was created to foster a deeper sense of community between the Academies and to extend the values of Truth, Beauty, and Goodness to healthy competition between the students. 2011 Great Hearts Middle School League Cup Results Athletic excellence in all sports for the academic year: 1st Place Chandler Prep 2nd Place Scottsdale Prep 3rd Place Veritas Prep

2010-2011 League Champions

Boys Baseball Girls Soccer Anthem Prep / Anthem Prep Chandler Prep Girls Softball Boys Basketball A Glendale Prep Teleos Prep Boys Track Boys Basketball B Scottsdale Teleos Prep Christian Academy Girls Basketball A Girls Track Scottsdale Prep Scottsdale Prep Girls Basketball B Girls Volleyball A Teleos Prep Veritas Prep Boys Cross Country Girls Volleyball B Veritas Prep Scottsdale Prep Girls Cross Country Scottsdale Prep Boys Football Chandler Prep Boys Soccer Chandler Prep

20 GreatHearts FALL 2011 GreatHearts FALL 2011 21 Curriculum Defense by Helen Hayes

Pulchritude

I remember learning the term pulchritude, which means beauty, in a high-school Latin class and refl ecting on the irony that it sounded like such an ugly term. I’m not entirely sure how to justify my sense that it was an ugly term. I guess I would call it a gut feeling and in saying so, I acknowledge that the idea of beauty has a strongly intuitive, I-know-it- Iwhen-I-see-it component. There it is, though, on every Great Hearts crest: Verum, Pulchrum, Bonum (Latin for the true, the beautiful, and the good). While it is often quite evident that our curriculum prompts students to consider the true and the good, the nature of our focus on the beautiful is at times harder to discern. Certainly a geometry class might demonstrate a beautiful proof, a science class might demonstrate the beauty of a natural process or phenomenon, and a French class might The most tangible demonstrate the beauty of the French language itself. However, experiences of the most tangible experiences of beauty in the curriculum beauty in the occur in our Fine Arts classes, in which students are asked to produce works of art, regardless of their innate gifts, and to curriculum occur become acquainted with the works that stand at the zenith of in our Fine Arts the Western artistic tradition. classes, in which The primary focus in each of the Fine Arts courses, which students are asked include studio art, music, poetry, and drama, is the production to produce works of works of art. In drama, students do not sit around a table and of art, regardless read and discuss plays; they stage them, learning about theater history as a by-product of their interactions with the great works of their innate gifts, they stage. Like the other courses in the curriculum, there is a and to become vocabulary to be mastered, there are concepts to understand, acquainted with the and there are mechanical or technical elements to practice. Rules of rhythm and rhyme, concepts of line and shading, notes works that stand on a scale – these are components that lend themselves to rote at the zenith of the instruction, to quizzes and tests. Western artistic The Fine Arts also pose analytical problems for students tradition. to solve. The problem that is to be solved in an art class is how to produce a portrait that is well-proportioned, how to make use of the full space, how to use the colors that make a statement refl ecting the artist’s intentions. In drama class, the problem is usually “how do I create an authentic realization of this playwright’s vision?” In music class, students study music

22 GreatHearts FALL 2011 Pulchritude

theory, learn to play the recorder, and acquire an By familiarizing students with the conceptual incidental familiarity with major musical movements, framework of various disciplines, we provide them which they learn by hearing and discussing the great with the tools to discern for themselves whether works produced in them. A main problem to be a mathematical proof is beautiful (in its graceful solved in music class is “how do I synchronize my progression to its end) or whether the craftsmanship rendition of this musical score with the others in my behind a work of literature makes it beautiful or ensemble?” These are analytical problems in artistic whether a work of music that many of their peers settings, and the ability to solve them is acquired have no ability to appreciate is, in fact, beautiful. much more by doing than by reading about doing. This is not to say that they will all ultimately concur on such questions. At the end of six years, some However, at the heart of the Fine Arts curriculum is students may prefer Beethoven and some may that point at which students are asked to take the prefer Bach, but all of them will have the depth of leap out of simple technical drills or application of knowledge to appreciate either. analysis and into the challenge of producing art. At that point, beauty becomes the goal, and at that I also know that not every student will arrive at the point, analytical, descriptive, and philosophical point of having produced a work that he considers terminology can often be frustratingly unsatisfactory. beautiful in every Fine Arts class he takes, and it Aristotle described the beautiful as “order, symmetry, can be quite frustrating to recognize great art but and definiteness,” and his definition has served as to be unable to produce it. We ask that students try a starting point for countless later philosophers to nevertheless. They might forget the geometric proof, reflect on the notion of beauty, but that definition is the processes of nature, or their French vocabulary, unlikely to help a student who is struggling to perform but they will not lose the ability to perceive beauty a Shakespearean monologue. Often, the additional with discernment. The Fine Arts courses ask challenge is that a work of art touch the audience students to reflect on beauty by attempting to create at a level that reaches beyond the analytical. It has it, and those are lessons of lifelong value. heart; it has soul; it has grace. Helen Hayes is the Headmaster of Chandler Preparatory Academy. The frustration of describing the part of art that steps beyond the merely analytical sometimes causes us to give up and simply say that beauty is whatever we say it is, that my daughter’s aimless scribbles can be placed up on a par with the work of Michelangelo, if I say that it is so. I love my daughter, and I even love her scribbles, but I know that art requires practice, that it does have an analytical component, even though beauty cannot simply be a product of an analytical process, and that a student who has had the opportunity to study great works of art has a better chance of producing successful, beautiful art than one who has not.

GreatHearts FALL 2011 23 Teacher P r o fi l e Stacia Denhart

The Heart of Learning

Exploring great works of literature with my I chose to teach at Mesa Prep because, as I often students opens up remarkable opportunities for tell my students, it’s the kind of school that I wish us to connect with each other and for a sense I could have gone to when I was their age. It’s a of community to grow among us. As we explore school where students are not only held to high a text together with curiosity and wonder, we standards of academic excellence, but where learn not only about the text, but also about one they are challenged to think deeply and speak Eanother and ourselves. articulately about the things that matter most. Why do I teach? Because I love to learn. More Mesa Prep is also, in the truest sense of the phrase, specifi cally, I love to learn together with other a community of learners. We, both the teachers people. Prior to teaching at Mesa Prep, I spent and the students, are genuinely excited about two years in graduate school at St. John’s College learning. There’s a line from Anne of Green Gables in Santa Fe, New Mexico. It was there that I fi rst that I wrote on the wall of my sixth grade classroom experienced learning in Socratic seminar classes because I think it captures the ethos of our school: – a formative experience for me as a teacher. “ Isn’t it splendid to think of all the things Unlike the mostly lecture-style classes of my there are to fi nd out about? It just makes me undergraduate years, the seminar discussions at glad to be alive – it’s such an interesting world.” St. John’s were incredibly engaging. Listening to the ideas of my classmates opened my eyes to Whether I’m diagramming a sentence with my new ways of thinking about the books we were sixth graders or interpreting a poem with my reading and the important questions they raised. ninth graders, every day I discover new things The challenge of speaking my own ideas and alongside my students. I feel privileged to share contributing to a shared understanding forced me in this process of learning with them. We laugh to invest myself in the process of learning more together at the funny things characters say and fully than I ever had before. do, we ponder seemingly impossible philosophical questions, we admire the strangeness and beauty It was also at St. John’s College that I fi rst of a metaphor – all the while, our hearts are knit encountered many of the books on the Great together as a true community of learners. Hearts curriculum. Despite having been an avid reader my entire life, prior to studying at St. Stacia Denhart teaches Poetry and Literature and Composition at Mesa Prep. John’s, I had never read the writings of Aristotle or Aquinas, Euclid or Descartes. The density and complex language of these books was intimidating at fi rst, but the more I read, the more I appreciated the rigor they demanded of my thinking. I also began to see that these so-called “Great Books” held ideas that shed light on the most perplexing aspects of being human. My life was enriched by the opportunity to read and wrestle with these ideas.

24 GreatHearts FALL 2011 “ Why do I teach? Because I love to learn.” – Stacia Denhart

GreatHearts FALL 2011 25 The Great Hearts Teacher

The job of a Great Hearts teacher is a daunting one – and yet it is of the highest good. Thus, those who are called to the task must be of the highest caliber.

Great Hearts employs philosopher-teachers, humanist- Tscholars, practical-idealists, life-long seekers of truth who want to live and learn charitably in community with other teachers - teachers who want to join the “Great Conversation.” We hire sincere men and women who are deeply committed to introducing the Great Ideas, books, arts, sciences, and virtues of the West to the young.

Their background Many of our faculty hold degrees from the most noted liberal arts colleges and universities in the country: University of Chicago, The Claremont Colleges, Columbia University, Cornell University, Dartmouth College, Massachusetts Institute of Technology, and Yale University. They also predominantly have a background in the liberal arts; many come to us from Great Books Colleges, including University of Dallas, Hillsdale College, St. John’s University, and Thomas Aquinas College.

Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. – Parker Palmer, The Courage to Teach

26 GreatHearts FALL 2011 The greatest and the most important difficulty known to human learning seems to lie in that The area which treats how to bring up children and Great Hearts how to educate them. — Montaigne, Essays Their views Our teachers have a positive, optimistic vision about liberal education and are excited to do what we do. Our teachers cite Teacher thinkers of the Western tradition as their teachers and mentors. They also desire to be intellectual and ethical role models for children and teenagers as they encourage the young toward the good.

Their identity As learners, our teachers are curious and modestly knowledgeable about more than one academic subject. Excellence in their work includes thoughtful and well-planned lessons, Socratic engagement of students, and consistent participation in various campus activities. In their relationships with students, they have a professional, caring personality and demeanor. Our teachers maintain uncompromising standards with hearts of charity and optimism. In doing so, they seek to employ candor without unfair judgment or bad will; joy and humor without sarcasm or apathy. Finally, they express true collegiality through guided, common study of the best in the Western tradition.

In particular, our prep school (grades 6-12) teachers demonstrate a rare balance of specialized, subject-area expertise and a profound appreciation for the breadth of the liberal arts. Nearly half of our faculty hold graduate degrees in their subject area. At the same time, many also hold degrees in several subjects. Along with this, they must demonstrate as much passion for teaching and working with young people as they have for studying their subject material.

The Archway teacher (grades K-5) possesses the rare synthesis of excellent skills in classroom logistics, an orientation toward the philosophical ideal, and a profound love for the intellectual study of multiple academic subjects. Many of our lead teachers both have had extensive experience in the classroom and are also passionate experts in the realms of English literature, Earth science, American/ world history, mathematics, and grammar.

The essential role of faculty in the success of great schools is undeniable; thus, Great Hearts is fortunate to continue to attract and retain individuals of such remarkable talent and dedication.

GreatHearts FALL 2011 27 Is making us stupid?

“Dave, stop. Stop, will you? Stop, Dave. Will you Now my concentration often starts to drift after two or stop, Dave?” So the supercomputer HAL pleads with three pages. I get fi dgety, lose the thread, begin looking the implacable astronaut Dave Bowman in a famous for something else to do. I feel as if I’m always dragging and weirdly poignant scene toward the end of my wayward brain back to the text. The deep reading that Stanley Kubrick’s 2001: A Space Odyssey. Bowman, used to come naturally has become a struggle. having nearly been sent to a deep-space death “Dby the malfunctioning machine, is calmly, coldly I think I know what’s going on. For more than a decade disconnecting the memory circuits that control its now, I’ve been spending a lot of time online, searching artifi cial brain. “Dave, my mind is going,” HAL says, and surfi ng and sometimes adding to the great databases forlornly. “I can feel it. I can feel it.” of the Internet. The Web has been a godsend to me as a writer. Research that once required days in the stacks or I can feel it, too. Over the past few years I’ve had an periodical rooms of libraries can now be done in minutes. uncomfortable sense that someone, or something, has A few Google searches, some quick clicks on hyperlinks, been tinkering with my brain, remapping the neural circuitry, and I’ve got the telltale fact or pithy quote I was after. Even reprogramming the memory. My mind isn’t going — so far when I’m not working, I’m as likely as not to be foraging as I can tell — but it’s changing. I’m not thinking the way I in the Web’s info-thickets’ reading and writing e-mails, used to think. I can feel it most strongly when I’m reading. scanning headlines and blog posts, watching videos and Immersing myself in a book or a lengthy article used to be listening to podcasts, or just tripping from link to link to easy. My mind would get caught up in the narrative or the link. (Unlike footnotes, to which they’re sometimes likened, turns of the argument, and I’d spend hours strolling through hyperlinks don’t merely point to related works; they propel long stretches of prose. That’s rarely the case anymore. you toward them.)

28 GreatHearts FALL 2011 Excerpts from “Is Google making us stupid?” by Nicholas Carr Full Essay Published by The Atlantic July/August 2008

For me, as for others, the Net is becoming typically read no more than one or two have to teach our minds how to translate a universal medium, the conduit for most pages of an article or book before they the symbolic characters we see into the of the information that fl ows through would “bounce” out to another site. language we understand. And the media my eyes and ears and into my mind. Sometimes they’d save a long article, but or other technologies we use in learning The advantages of having immediate there’s no evidence that they ever went and practicing the craft of reading play access to such an incredibly rich store of back and actually read it. The authors of an important part in shaping the neural information are many, and they’ve been the study report: circuits inside our brains. Experiments widely described and duly applauded. demonstrate that readers of ideograms, “The perfect recall of silicon memory,” It is clear that users are not reading online such as the Chinese, develop a mental Wired’s Clive Thompson has written, in the traditional sense; indeed there circuitry for reading that is very different “can be an enormous boon to thinking.” are signs that new forms of “reading” from the circuitry found in those of us But that boon comes at a price. As the are emerging as users “power browse” whose written language employs an media theorist Marshall McLuhan pointed horizontally through titles, contents pages alphabet. The variations extend across out in the 1960s, media are not just and abstracts going for quick wins. It many regions of the brain, including those passive channels of information. They almost seems that they go online to avoid that govern such essential cognitive supply the stuff of thought, but they also reading in the traditional sense. functions as memory and the interpretation shape the process of thought. And what of visual and auditory stimuli. We can the Net seems to be doing is chipping Thanks to the ubiquity of text on the expect as well that the circuits woven by away my capacity for concentration and Internet, not to mention the popularity of our use of the Net will be different from contemplation. My mind now expects text-messaging on cell phones, we may those woven by our reading of books and Is to take in information the way the Net well be reading more today than we did other printed works. distributes it: in a swiftly moving stream of in the 1970s or 1980s, when television particles. Once I was a scuba diver in the was our medium of choice. But it’s a “ Media are not just sea of words. Now I zip along the surface different kind of reading, and behind it making us stupid? like a guy on a Jet Ski. lies a different kind of thinking — perhaps passive channels of even a new sense of the self. “We are not information. They only what we read,” says Maryanne Wolf, supply the stuff of Anecdotes alone don’t prove much. And a developmental psychologist at Tufts we still await the long-term neurological University and the author of Proust and thought, but they and psychological experiments that will the Squid: The Story and Science of the also shape the provide a defi nitive picture of how Internet Reading Brain. “We are how we read.” process of thought.” use affects cognition. But a recently Wolf worries that the style of reading — Media theorist Marshall McLuhan published study of online research habits, promoted by the Net, a style that puts conducted by scholars from University “effi ciency” and “immediacy” above all College London, suggests that we may else, may be weakening our capacity for Sometime in 1882, Friedrich Nietzsche well be in the midst of a sea change in the kind of deep reading that emerged bought a typewriter — a Malling-Hansen the way we read and think. As part of the when an earlier technology, the printing Writing Ball, to be precise. His vision was fi ve-year research program, the scholars press, made long and complex works failing, and keeping his eyes focused on a examined computer logs documenting the of prose commonplace. When we read page had become exhausting and painful, behavior of visitors to two popular online, she says, we tend to become often bringing on crushing headaches. He research sites, one operated by the British “mere decoders of information.” Our ability had been forced to curtail his writing, and Library and one by a U.K. educational to interpret text, to make the rich mental he feared that he would soon have to give consortium, that provide access to journal connections that form when we read it up. The typewriter rescued him, at least articles, e-books, and other sources deeply and without distraction, remains for a time. Once he had mastered touch- of written information. They found that largely disengaged. typing, he was able to write with his eyes people using the sites exhibited “a form closed, using only the tips of his fi ngers. of skimming activity,” hopping from one Reading, explains Wolf, is not an instinctive Words could once again fl ow from his source to another and rarely returning to skill for human beings. It’s not etched mind to the page. any source they’d already visited. They into our genes the way speech is. We continued on page 30

GreatHearts FALL 2011 29 continued from page 29

But the machine had a subtler effect on his work. One of The process of adapting to new intellectual technologies is Nietzsche’s friends, a composer, noticed a change in the style of reflected in the changing metaphors we use to explain ourselves his writing. His already terse prose had become even tighter, more to ourselves. When the mechanical clock arrived, people began telegraphic. “Perhaps you will through this instrument even take thinking of their brains as operating “like clockwork.” Today, in to a new idiom,” the friend wrote in a letter, noting that, in his own the age of software, we have come to think of them as operating work, his “‘thoughts’ in music and language often depend on the “like computers.” But the changes, neuroscience tells us, go quality of pen and paper.” much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level. “You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the The Internet promises to have particularly far-reaching effects on machine, writes the German media scholar Friedrich A. Kittler, cognition. In a paper published in 1936, the British mathematician Nietzsche’s prose “changed from arguments to aphorisms, from Alan Turing proved that a digital computer, which at the time thoughts to puns, from rhetoric to telegram style.” existed only as a theoretical machine, could be programmed to perform the function of any other information-processing The human brain is almost infinitely malleable. People used to device. And that’s what we’re seeing today. The Internet, an think that our mental meshwork, the dense connections formed immeasurably powerful computing system, is subsuming most of among the 100 billion or so neurons inside our skulls, was largely our other intellectual technologies. It’s becoming our map and our fixed by the time we reached adulthood. But brain researchers clock, our printing press and our typewriter, our calculator and our have discovered that that’s not the case. James Olds, a professor telephone, and our radio and TV. of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind When the Net absorbs a medium, that medium is re-created in “is very plastic.” Nerve cells routinely break old connections and the Net’s image. It injects the medium’s content with hyperlinks, form new ones. “The brain,” according to Olds, “has the ability to blinking ads, and other digital gewgaws, and it surrounds the reprogram itself on the fly, altering the way it functions.” content with the content of all the other media it has absorbed. A new e-mail message, for instance, may announce its arrival As we use what the sociologist Daniel Bell has called our as we’re glancing over the latest headlines at a newspaper’s “intellectual technologies” — the tools that extend our mental site. The result is to scatter our attention and diffuse our rather than our physical capacities — we inevitably begin to take concentration. on the qualities of those technologies. The mechanical clock, which came into common use in the 14th century, provides a The Net’s influence doesn’t end at the edges of a computer compelling example. In Technics and Civilization, the historian screen, either. As people’s minds become attuned to the and cultural critic Lewis Mumford described how the clock crazy quilt of Internet media, traditional media have to adapt “disassociated time from human events and helped create the to the audience’s new expectations. Television programs add belief in an independent world of mathematically measurable text crawls and pop-up ads, and magazines and newspapers sequences.” The “abstract framework of divided time” became shorten their articles, introduce capsule summaries, and crowd “the point of reference for both action and thought.” their pages with easy-to-browse info-snippets. When, in March of this year, The New York Times decided to devote the second The clock’s methodical ticking helped bring into being the and third pages of every edition to article abstracts, its design scientific mind and the scientific man. But it also took something director, Tom Bodkin, explained that the “shortcuts” would give away. As the late MIT computer scientist Joseph Weizenbaum harried readers a quick “taste” of the day’s news, sparing them observed in his 1976 book, Computer Power and Human the “less efficient” method of actually turning the pages and Reason: From Judgment to Calculation, the conception of the reading the articles. Old media have little choice but to play by world that emerged from the widespread use of timekeeping the new-media rules. instruments “remains an impoverished version of the older one, for it rests on a rejection of those direct experiences that formed Never has a communications system played so many roles in our the basis for, and indeed constituted, the old reality.” In deciding lives — or exerted such broad influence over our thoughts — as when to eat, to work, to sleep, to rise, we stopped listening to our the Internet does today. Yet, for all that’s been written about senses and started obeying the clock. the Net, there’s been little consideration of how, exactly, it’s reprogramming us. The Net’s intellectual ethic remains obscure.

30 GreatHearts FALL 2011 “ Never has a communications system played so many roles in our lives — or exerted such broad influence over our thoughts — as the Internet does today. Yet, for all that’s been written about the Net, there’s been little consideration of how, exactly, it’s reprogramming us.”

other act of contemplation, for that matter, we make our own Maybe I’m just a worrywart. Just as there’s a tendency to glorify associations, draw our own inferences and analogies, foster technological progress, there’s a countertendency to expect the our own ideas. Deep reading, as Maryanne Wolf argues, is worst of every new tool or machine. In Plato’s Phaedrus, Socrates indistinguishable from deep thinking. bemoaned the development of writing. He feared that, as people came to rely on the written word as a substitute for the knowledge If we lose those quiet spaces, or fill them up with “content,” we they used to carry inside their heads, they would, in the words will sacrifice something important not only in ourselves but in of one of the dialogue’s characters, “cease to exercise their our culture. In a recent essay, the playwright Richard Foreman memory and become forgetful.” And because they would be able eloquently described what’s at stake: to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the I come from a tradition of Western culture, in which the ideal most part quite ignorant.” They would be “filled with the conceit (my ideal) was the complex, dense and “cathedral-like” structure of wisdom instead of real wisdom.” Socrates wasn’t wrong — the of the highly educated and articulate personality — a man or new technology did often have the effects he feared — but he woman who carried inside themselves a personally constructed was shortsighted. He couldn’t foresee the many ways that writing and unique version of the entire heritage of the West. [But and reading would serve to spread information, spur fresh ideas, now] I see within us all (myself included) the replacement of and expand human knowledge (if not wisdom). complex inner density with a new kind of self — evolving under the pressure of information overload and the technology of the The arrival of Gutenberg’s printing press, in the 15th century, “instantly available.” set off another round of teeth gnashing. The Italian humanist Hieronimo Squarciafico worried that the easy availability of books As we are drained of our “inner repertory of dense cultural would lead to intellectual laziness, making men “less studious” inheritance,” Foreman concluded, we risk turning into “‘pancake and weakening their minds. Others argued that cheaply printed people’ — spread wide and thin as we connect with that vast books and broadsheets would undermine religious authority, network of information accessed by the mere touch of a button.” demean the work of scholars and scribes, and spread sedition and debauchery. As New York University professor Clay Shirky I’m haunted by that scene in 2001. What makes it so poignant, notes, “Most of the arguments made against the printing press and so weird, is the computer’s emotional response to the were correct, even prescient.” But, again, the doomsayers were disassembly of its mind: its despair as one circuit after another unable to imagine the myriad of blessings that the printed word goes dark, its childlike pleading with the astronaut — “I can feel would deliver. it. I can feel it. I’m afraid” — and its final reversion to what can only be called a state of innocence. HAL’s outpouring of feeling So, yes, you should be skeptical of my skepticism. Perhaps those contrasts with the emotionlessness that characterizes the human who dismiss critics of the Internet as Luddites or nostalgists will figures in the film, who go about their business with an almost be proved correct, and from our hyperactive, data-stoked minds robotic efficiency. Their thoughts and actions feel scripted, as if will spring a golden age of intellectual discovery and universal they’re following the steps of an algorithm. In the world of 2001, wisdom. Then again, the Net isn’t the alphabet, and although it people have become so machine-like that the most human may replace the printing press, it produces something altogether character turns out to be a machine. That’s the essence of different. The kind of deep reading that a sequence of printed Kubrick’s dark prophecy: as we come to rely on computers to pages promotes is valuable not just for the knowledge we acquire mediate our understanding of the world, it is our own intelligence from the author’s words but for the intellectual vibrations those that flattens into artificial intelligence. words set off within our own minds. In the quiet spaces opened Mr. Carr has expanded this essay into the book, The Shallows: What the up by the sustained, undistracted reading of a book, or by any Internet Is Doing to Our Brains.

GreatHearts FALL 2011 31 Alumnus P r o fi l e Jasson Parham

Veritas, Truth. In the beginning, I Humane Letters instilled in me a most was thoroughly convinced that a fi rm valuable quality: respect for the ideas of and fl awless individual grasp of the others. From the dialogues of Socrates, Truth was the ultimate goal of my I was able to learn so much more than education at Veritas. What I gradually Plato’s philosophy. I learned the value discovered was not that the quest for of different points of view. Socrates Va comprehension of Truth is unending. would not take ideas or thoughts for No, I learned of the importance granted. He would not accept or reject of hearing the ideas of others and an idea without fi rst examining it. It was the beauty of trying. Learning to important to treat thoughts expressed understand the ideas encountered in in earnest with seriousness. Similarly, a liberal arts education, whether they those who expressed and formed come from a colleague or a book, has foreign ideas deserved respect. prepared me to look at the world more thoroughly than I otherwise would have. Humane Letters teaches you to look at new ideas or experiences thoroughly During my fi rst Humane Letters and carefully before accepting or seminar, I was just confused. I had no rejecting them. Humane Letters helps idea why I should learn the ideas of you to see things as they are, to judge the several great thinkers in history, ideas by their inherent merits. In that or why I was being challenged to way, it helps you to be intellectually understand them. I had other academic independent. Humane Letters lies at trials to brave, like latin, geometry, the heart of Veritas. So in essence, music theory, and biology. The pursuit Veritas pushes those who are willing to of Truth was an arduous task with no engage the rest of the world and try to visible end. I was frustrated at times, understand it. attempting to understand the ideas of Socrates, or parse the presentation Now, attending the University of of morality in The Adventures of Chicago, I am studying mathematics Huckleberry Finn, or fi gure out the and philosophy, as well as pursuing moral dilemmas of Raskolnikov. Then interests in creative writing, visual gradually I began to see that making an art, and music. I had a smattering effort to understand these foreign ideas of subjects of study at Veritas, and I was rewarding every time, because I couldn’t let go of any of them entirely, always understood a bit more at the because my time at Veritas helped me end of each attempt; I saw the Truth to see value in all of them. The push just a little bit more clearly. Slowly the that was given by Veritas to engage two hours of Humane Letters that I had the world has moved me into an previously endured became my two enjoyment of many different subjects favorite hours of the school day. and a deeper understanding of those around me. Jasson Parham is a sophomore at the University of Chicago.

32 GreatHearts FALL 2011 The Quest

GreatHearts FALL 2011 33 Graduation 2011

“ As we step off this stage tonight, we will enter a much different world. This eccentric, almost claustrophobically loving community won’t surround us anymore. But Veritas will always be a part of us. It will live in us in our desire to seek truth, to want justice, to need goodness. These desires “ You are here tonight because each one of won’t disappear after we step off you has worthily completed your studies, the stage. In fact, I don’t believe down to the last book, the last exam, the they’ll ever leave us.” final integral. Think of all you have done — Claire McVey, Co-Valedictorian, and learned in your time here — in an age Veritas Preparatory Academy that increasingly rewards just showing up, in which diplomas have gotten cheap, and what passes for education has gotten cheaper and easier (even as the dollar costs “ Learning how to be engaged, learning how to think, that is a great have steadily increased!), you have done gift we have received from Veritas. real things upon which no monetary value Being engaged in even the smallest can ever be placed. In an age characterized moments is just as valuable as by fiscal inflation and economic uncertainty, engaging in Humane Letters you have taken possession of something discussions on the cave metaphor that can never be devalued or lost — your from the Republic. This, I think, paideia, your humanitas, — your education, is the essence of Great Hearts the virtues of a heart and mind well-formed, Academies, seeking the beauty well-stocked, and well-exercised. in any intellectual pursuit, to get the most out of any conversation, You are ready to do noble things, be to think about ideas, and to find they great or small, and we send you forth happiness in those pursuits.” tonight not just to live, but to live well.” — S arah Wilkerson, Co-Valedictorian, Veritas Preparatory Academy — Andrew Ellison, Headmaster, Veritas Preparatory Academy

34 GreatHearts FALL 2011 “ S o I encourage you, I exhort you, I demand from you, that you do not see your graduation as an end, but rather that you see your formed Great Soul as a means. It is not enough to form your soul and then do nothing with it. Indeed, I would argue, just as a tyrant can never be happy, so too a truly great-hearted man cannot fail to fight for the Good. I implore you to fight, to revolt, to rebel, all in the service of one beautiful and profound ideal: the creation of a world that is more just, more humane, and more philosophical than the one that we find today — there is no greater cause than this, no greater need, and no greater cure for what ails us.” — Peter Bezanson, Chief Academic Officer, Great Hearts Academies

“ We can easily forgive a child for being afraid of the dark; the real tragedy of life is when men are afraid of the light.”— Plato “ We can, and we will, do great things. We are no longer afraid of the light; we still fight and struggle every day to reach the light, the truth. But beyond even that, we are our own light, shining through the darkness, reaching those who may still be bound and chained in the cave.” — Sammi Wreschner, Valedictorian, Chandler Preparatory Academy

“ You are here truly ready for the next step, and it is a rewarding next step, an exciting beginning, one that eschews trinkets and embraces the rich goods of the soul that have been waiting hundreds, even thousands of years for you to claim by the very labors you have already begun. Tonight is an ending, yes. A beginning, yes. An opportunity to look backward with a sense of accomplishment and a chance to look forward with a sense of true hope.” — Helen Hayes, Headmaster, Chandler Preparatory Academy

GreatHearts FALL 2011 35 Family Profile The Ayala Family

Family Life Questions and Answers with the Ayala Family

 You’ve looked at many schools its goals and values are united toward standards in sportsmanship and Q for your children; why did you the pursuit of goodness and nobility. competition, and allows our kids to choose Glendale Prep? exercise their physical talents outside of the classroom. W e chose Glendale Prep for our Q Was it the right decision? A children after meeting the Our hope for our own children is that headmaster, David Williams. We were G lendale Prep is the perfect their experience at Glendale Prep will looking for a school with a culture that A school for our children because be the beginning of a life-long pursuit was consistent with our family’s values. it provides an environment where of excellence in every aspect of their In our opinion, the cultural environment they can be themselves without any lives. Each one of our children has such of a school is equally as important as the pretensions or insincerities. Their tremendous potential. It is our hope that academic environment in the formation teachers and friends value them for who their time at Glendale Prep will plant of our children’s hearts and minds. After they are and the goodness that they seeds in their hearts and minds that meeting Mr. Williams, we were confident strive to manifest. Because Glendale they will continue to nurture into their that he was committed to leading Prep’s academics focus on personal independent adult lives. Glendale Prep toward the embodiment discipline, they are able to learn to of excellence in academics as well as in improve upon their weaknesses while Glendale Prep, like all Great its school culture. The environment at maintaining a sense of themselves. Q Hearts schools, offers a Glendale Prep is a beautiful example of The athletics program provides an classical, liberal arts education. what a community can accomplish when environment that upholds the highest Why is that important to your family?

36 GreatHearts FALL 2011 A liberal arts education has child as the need arises. Sometimes and introspective evaluations for their A proven to be the best way to our kids need someone to discuss students. Any time there is a request educate our children. The nature of a something they just read or to be for volunteers, we try to make ourselves liberal arts education is to offer students drilled in preparation for a test or quiz. available for those needs. I have seen an academic environment that forms Our involvement in their education is the incredible work that volunteer labor a well-rounded student. A student extremely hands-on. We are genuinely produces. The world would be a dark must work hard to succeed in all areas, interested in everything our kids are place if it were not for the people in even those in which he may be a little learning and enjoy the time we spend in our society who give of themselves weak or disinterested. Immersion, common study hours at home. without being paid. Glendale Prep is throughout the junior high and high no exception – their dedicated parent school years, prevents him from G lendale Prep asks its families and grandparent volunteers make dismissing something too early, before Q to support the school financially Glendale Prep’s events memorable and he reaches adulthood. Who knows, and with their time. What has that extraordinary. maybe a student who was previously meant for you? The culture at Glendale Prep is weak in mathematics might encounter alluring, so it is easy to be involved. a teacher who helps him strengthen We support Glendale Prep in any Every time we leave a Glendale Prep that weakness and turn the tide on his A way possible. While it has been event or help out in some way, we walk confidence in and enjoyment of the difficult for us to give as we would away convinced that we have made subject. like financially over the past couple of the right choice to place our children’s years, we continue to give what we minds and hearts in the hands of such What is the average night like at can. We also try to be creative about capable and caring teachers and Q the Ayala house? offering support in other ways. We administrators. try to express our appreciation to the The Ayala family consists of mom, Wendy, dad, Every night is like one giant teachers for their total dedication to Carlos, and sons Luke (17), Christopher (15), A tutoring session. We sit down our children. We do this especially after Andrew (14), Brendan (10), John (8), and David (5). at the table and rotate from child to they have completed the numerous

GreatHearts FALL 2011 37 building a home for The TRADITION

These new campus The dramatic downturn in the To complete these projects, the building Phoenix real estate market has a home for The TRADITION capital homes promise to made for challenging times in campaign seeks to harness the dedicated unlock the potential of our community. For Great Hearts investment of all those who wish to renew Great Hearts schools Academies, it has also created a public education in Arizona and provide a as emerging Arizona Tgolden window of opportunity to make model for the rest of America to follow. bold moves to secure permanent institutions. They will campus homes for several of its • Veritas Preparatory Academy and be places where the schools. As public charter schools, Archway Classical Academy – the Great Hearts academies do not Veritas: 3102 North 56th Street in communities can receive facilities funding from bond Phoenix. 142,000 square feet on build a home for elections as district schools do. In 13.5 acres, will serve 1,100 students The TRADITION – the last 18 months, Great Hearts in grades K-12 at full capacity in 2012 Academies purchased three separate and will house the Great Hearts lead a worthy home for the sites — for Chandler Prep, Scottsdale o f fi c e. present, for the future, Prep, and Veritas Prep in Phoenix — Total project cost: $13,058,066 and for 3,000 years of totaling 350,000 square feet on 30 acres at an average cost of $51 per • Scottsdale Preparatory Academy: the Western Tradition building square foot and an average 16537 North 92nd Street in Scottsdale. that stand behind us. construction improvement cost of 98,000 square feet on six acres, will $49 per square foot. serve 800 students in grades 5-12 at full capacity in 2012. For each of these schools and the Total project cost: $10,761,583 students they serve, these campuses are dramatic improvements from • Chandler Preparatory Academy constrained rented facilities with no and Archway Classical Academy libraries, auditoriums, gymnasiums, – Chandler: 1951 North Alma School or sports fi elds of any kind. These new Road in Chandler. 100,000 square feet campus homes promise to unlock the on 9.5 acres, to serve 1,100 students potential of Great Hearts schools as in grades K-12 at full capacity. emerging Arizona institutions. They will Total project cost: $10,548,338 be places where the communities can build a home for The TRADITION — a worthy home for the present, for the future, and for 3,000 years of the Western Tradition that stand behind us.

38 GreatHearts FALL 2011 Veritas Preparatory Academy and Archway Classical Academy – Veritas

Scottsdale Preparatory Academy

Chandler Preparatory Academy and Archway Classical Academy - Chandler

GreatHearts FALL 2011 39 Great Hearts Contributors

The Scottsdale Preparatory Academy Colonnade To commemorate generosity and a commitment to strengthening children, families, and the community, the leaders of Scottsdale Preparatory Academy wish to publicly acknowledge gifts from those who have helped make the goals of this campaign a reality.

Scottsdale Preparatory Academy gratefully acknowledges the following individuals, corporations, foundations, and organizations for their commitment to improving the quality of public education in Arizona.

As of August 15, 2011

$200,000 and Above Stephanie and Brent The Hudson Family $1,000 and Above The Chapman Trusts Goodman The Johnson Family Mary and Randall Brown The Hartman Family The Todd S. Jones Family The D. Clunk Family $100,000 and Above Diana Herrera and Brian Theut The McCollum Family The L. Clunk Family Anonymous The Lenniger Family The Smith Family The Cooley Family Marci and Ted Levie The Twait Family Mary and Mark Coppola $50,000 and Above The Rao Family The D’Water Family Marja J. and Troy T. Harris The Woner Family $2,500 and Above The Foster Family Jennifer and Vincent Rossi The Ziegner Family Kathy and Drew Bernhardt Dr. Luis F. Herrera Family The Hobin Family The Jackson Family Stewart Title and Trust $5,000 and Above The Goodson Family The Brian, Jill, Matthew Phyllis and Shawn Wright The Augustine Family The McKenzie-Saunders Hegardt and Annalise Family Mr. and Mrs. Leland Bettis Family Kusy Family The Bettis Family The Murwin Family The Lynch Family $20,000 and Above Drs. Jeffrey and Kathryn The Orson Family The Mazzarella Family The Zoneraich Family Cornella and Family The Poindexter-Kempf Family The Nambiar Family The Donatelli Family The Schulman Family The Port Family $10,000 and Above The Gordon Family Scottsdale Prep The Geoff Semro Family Anonymous (1) Mr. Gary Heath and Parent Organization The Siburg Family The Cotroneo Family Mrs. Reenie The Shelly Family The Sklar Family Judith and Steve Gomez Richards-Heath The Swenson Family The Sperduti Family The Tort Family The Utley Family

40 GreatHearts FALL 2011 Randy Gerdes, Vice President of Enterprise Strategy at SCF Arizona, with members of the Teleos Prep community.

Founding Partner Highlight In 2010, SCF Arizona joined as the newest Founding Partner of Teleos Preparatory Academy with a generous gift of $100,000 over three years. Building our community, especially in the area of education, is a hallmark of SCF Arizona’s charitable giving and community outreach. Great Hearts Academies and the Teleos Prep community are grateful to SCF Arizona for helping us provide a premier prep school education in the heart of Phoenix.

Each Great Hearts academy has a partnership with its families to make a classical preparatory education possible in a public school setting. Great Hearts would like to thank the following families and friends who invested in their school’s annual Community Investment campaign in the 2010-2011 school year.

As of June 30, 2011

Veritas Preparatory Larry and Cheryl Butler Yolando and Cellie De La Cruz Bradley Golich and Academy Noel and Virginia Cherry David and Sally Duncan Stephanie Fujii Herbert and LeeAnne Abel Ronald Beguin and Raul Rodelas and John and Robin Furlong Victor and Catherine Allison Sandy Christison Angela Dutton Robert and Suzann Gallas Vincent and Lori Andaloro Robert and Lisa Cobourn Ernie and Rose Dwork John and Laura Gibson Todd and Jo Anderson Melvin and Amanda Comstock John and Armida Escarcega Richard and Kathy Gilchrist Chris and Maria Baier Clay and Charity Conner Joseph and Barbara Esposito Derrick and Amy Hall Roman and Flavia Baltram Alan Cooper John and Rebecca Even Mike and Betsey Hamann Cindy Bernardo Soraya Cooper Mike Rucker and Don and Leslie Hanson Del and Jill Blackburn Jafet and Maritza Coronado Kathi Fairman Erik and Cheryl Hanson Marc and Elizabeth Boatwright Robert and Cindy Coughlon Lee Farmer Ahad Makarachi and Stephen and Diana Boatwright Kenneth and Patricia Curry Mark and Cindy Feddern Marcy Hayyeri Cricket Bourget Christopher McCrory and Carl and Laurel Fiore Darrel Bison and Leslie Healy Michael and Anna Brennan Jacqueline Daspit Johann and Diane Fournier Russell Greene and Linda Broihier Wesley and Colleen Davis Flavio and Silvina Fugazza Greta Heidner Mike and Pam Burgener Theresa Duarte Dan and Brenda Higbee

GreatHearts FALL 2011 41 Great Hearts Contributors

Greg and Marcia Hilliard Don and Karen Paxton Viki Williams Evan and Connie Harrison Rick and Linda Hosler James and Theresa Janet Wilson Helen Hayes Luz Ibarra Pehoushek Bob and Malarie Woolf Robert and Joan Hedman Kent and Jennal Johnson Chris Thomas and George Schlagenhaft and Christopher and Kelly Herbst Jeffrey and Karleen Johnston Karen Peters Susan Wyatt Don and Barbara Hiatt Frank and Heather Joyce Frank Portillo Steve and Denise Zabilski Darrell and Cindy Hill John and Susan Junker Jim and Kathy Promberger David and Rebbekka Hirsch Basile and Roula Kaneris Karilee Ramaley Chandler Preparatory Steve and Deanne Holgerson Jamal Atalla and Bill and Janet Richards Academy Dwight and Kanae House Nadia Katrangi Randy and Connie Ripps Charles and Denise Adams M.J. Howell Michael Gorton and Anita Rita Kowkeb Alzubaidi Paul Hui and Sau Chan Julia Keffer Martin Rollo Anonymous Rich Iwanski and Jonathan and Mary King Mark and Karen Rogers Tim and Shari Ayers Barbara Deppisch Portia and Sondra King Steve Germick and Jeffrey and Sheryl Bateman Kerry and Christin Jackson Mark and Shauna Kisicki Barbara Ruddy Robert and Wendy Belisle Jeffrey and Michelle Jenkins Gary Kovarik Bob and Ruth Runkle Ronald and Gloria Boisvert Mark and Patricia Keough Rizal Oei and Kim Kunasek John and Kay Sack Eric and Tanya Braden Dean and Lynna Kerl Robert and Sandra Lambie Brian Sands Bill Brittain James and Kathryn Kerr Lester and Mary Langlois Kathleen Sands Rolf and Marie Brown Richard Ketter Antonio and Kristina Larosa T. Jill Selby Rick and Helen Brzozowy Mike and Susie Kienast Bryan Murphy and Lisanne Shanahan Jeffrey and Terry Bukartek Dan and Anne Kiley Adrienne Leavy Darren Sversvold and David Burdeaux and Terry and Sarah Knight Michael and Cynthia Leonard Teryl Sands Debra Bettis Bill and Jenny Knotts Norm and Sue Lerner Shannon and Ann Scheel Geoffrey and Doni Cadien Timothy and Kimberly LaFrate Steve and Lynn Lillis Dan and Ginny Schoffelman Nick and Jennifer Carreras Jesse and Janis Lara Ralph and Mary Ann Lindsay Alan and Paula Sears Michael Chadwick Robert and Minnie Lawrence Tom and Maureen MacGillivray Ali and Noel Shambayati Sebastian and Stella Cherian Judith Lawrence Hank and Laura Mackey Tim and Lisa Sifert Alex and Sophie Chuang Kevin Lee Stephen Rosales and Amy Tim and Patty Slider Margaret Clark Jennifer Lindberry Magerkurth W. Patrick and Dee Snyder Frank Cotter and Christina Loera Farzad and Tara-Marie Wayne and Lisa Sponcil Diane Ho-Cotter David and Tina Lopez Mahootian Daniel and Margaret Stenson Steven and Peggy Cropper Marco and Myrna Malimban Joseph and Danya Marvin Christopher and James and Josie Danovich Frank and Laura Manella Kevin and Heather McClure Shelley Stevens Richard and Lynne Dearing Brandi Martinez Michael and Karen McVey Dan and Diana Suchoff Kevin and Kari DeLaMater Chris and Lynne Meagher Walter and Marcy Meacham Peter and Michelle Swann Jim and Paige Dempsey Mitchell Mertens and Christine Merrill Karrin Taylor Changhui Deng and Qian Liu Lindsay Naas Mark and Michele Meyer Shawn Tehrani Ray and Hollie DiCiccio Steve and Shannon Meyer Dean and Leila Miller Craig and Dee Tindall Joel and Amy DuBose Dennis and Melissa Minchella Jay and Susan Miringoff Daniel and Amy Tyre Eugene Dubs Gary Mirich and Andrew Reichlin and Leslie Ungerson Obinna and Chinwe Egbo Kerry Nickerson Lisa Moreschi David and Caroline Van Slyke Vincent Fiduccia and James and Lisa Mohr Peter and Sofie Morgan Ralph Gualtieri and Tanowo Wiggins Katheryn Moncivaiz Bob and Tina Mulhern Debora Villa Christopher and Amy Filler Stephen and Laurie Monk Phil and LeeAnne Murphy Pablo and Kristine Villalon Cliff and Deidre Fiore Howard and Jana Morrison John and April Murphy Jerry Donato and Allen Flores Pat and Sheri Mulloy Bobby and Tiffany Musselman Jennifer Villalon Donato Raul and Monita Gatchalian Steve and Amy Nicholls Robert and Christine Myers William and Patricia von Kolen Alan and Kieulinh Gin Carlos and Diane Nunez Doris Myracle Garry and Laurel Walsh Terry Gin Terry and Diana Olsen Allen and Leslie Nearing Joseph and Alyson Walters Seth and Amy Grainger James and Sharon Sandi Neuman James and Mary Ward Walter and Heidi Grimes Osborn Popp James and Uyen Newell Rodger and Vallerye Wells Timothy and Sylvia Hackett Steve and Amy Ostwinkle Vincent and Ericka Nicholes Matthew and Glynnis Weston Eric and Heather Hagerman Dean and Jessica Ouellette Walter and Lili Nieri Carl Quick and Pam White Jerry and Mitzi Haggard Joe and Rose Peeples Edward and Valerie Norris Tom and Kim Wilkerson Tim and Allison Harmon Joseph and Marlene Percuoco Christopher and Won Ohlinger Eric and Jennifer Williams Derrick and Benita Harris Greg and Laura Perschbacher

42 GreatHearts FALL 2011 Donald and Cindy Peyton George and Karol Wolf Shantha Kumar Mike Buckley and Henry Phan and Wynn Huynh Mike and Katy Wreschner John and Tina Lang Bev Vaal-Buckley Doris Phillips Wensheng and Guanzhou Xu Robert and Ann Lange Sherrill Burkhart Reed and Sabrina Porter Jason Zhang and Yenli Chen James and Victoria Lauer Mike and Beth Chaisson Mark and Patricia Premeau Jay Zomlefer and Roberto Lopez and David Cirulli Amish and Manish Purohit Leslie Aletheia Josefina Rivera Tim and Pam Clemit Gerard and Margaret Frank and Tracy Marin Steven and Julie Cohn Quenneville Mesa Preparatory Academy Louis and Magalie Massolas John and Mary Crow Mike and Stephannie Quick Alan and Roxanne Abul-Haj Phil and Stephanie Maxwell Gregory and Carol Davis Luisito and Eleanor Rabadam James and Juliana Akpede Raymund and Adriana Mayor Stephen and Jennifer Doughty Robert and Janette Rallison Chris and Cheryl Alvarado Doug and Heide McIlwriath David and Qing Qing Eilken Ward and Elaine Rand Don and Dianna Anderson Tom Merrifield Tom and Eileen Ellefson John and Lucy Ridgway Jorge Aragon and Diego Moncada Kent and Sandra Forsey Nick and Katie Rizzo Ana Sierra de Aragon John and Sabrina Newell Paul and Ann-Marie Forsey Steve and Richelle Rockwell Ed and Francine Babcock William Oliver Chris and Sandy Gallo Daniel and Lynn Romero Mike and Pam Baker Joe and Robin Panelli George and Julia Geha Doug and Kendra Rose James and Patricia Barton David and Deborah Pensyl Paul Griego and Grace Hier Anthony and Joel and Jan Berry Brian and Sharla Peterson Douglas and Maria Rwamukunyu Anne Bishop Ebenezer Quaye and Felicia Namjung Hammer Tim and Mary Schalick Julia Blazev Macgranaky-Quaye Joy Hanks Paul and Dori Schubring David and Jill Boesch Barbara Rathbun Carl and Kelly Hauprich Michael and Melissa Seliger John and Bonnie Bouma Tom and Elizabeth Rennie Mark and Haeran Heck Navid and Helen Shahriari Robert and Janet Bradford Raffy and Mary Safarian Phillip and Joy Hodesh Amy Shaw Edward and Christina Bronson Vince and Kari Salvato Afshin and Gail Iranpour Tracey Sherman Ed and Karen Brown Pedro and Kitty Samaniego Dale and Stefanie Jacobs Michael and Karin Sherrill David and Samantha Brian and Tina Samms Troy and Tammy Jarvis Martin and Rosemarie Sielaff Buchanan Philip and Bonnie Silvester Jennifer Keller Michael and Alice Simmons Jason and Iryna Burke Matthew and Mary Smith Robert Kemlage and Robert and Nancy Simons Bill and Shawn Busby Chrisman and MariBeth Smith Theresa Stevenson Brockton and Alicia Somsen Sean and Renee Carter Sam and Kelly Soesbe Gary and Debbie Kennedy Patrick and Lisa St. Peter Darlene Chirlo Mark and Ashli Spencer Lisa King John and Carolyn St. Peter Benedict and Theresa Dayrit Charles Spotts William and Jean Klein Robert and Angela Stamm Chris and Linda Decker Timothy and Adela Stanton Robert and Heather Kummeth Dean and Christina Staring Allen and Sherry Dorsey Thomas and Eva Stepek Dale and Barbara Kvittem-Barr Judy Starr Kevin and Sharon Dotson Robert and Karilee Stinger Soo and Ceu Lee Tim and Martha Strong John and Cathy Duncan Max and Santina Taddei Milie Lenker Leland and Nina Tate Leland and Tracey Foote Victor and Kimberly Tansey Matthew and Rhonda Lewis Scott and Elizabeth Taylor Don and Sharon Foster Dave Thomas and Barbara Louis and Lori Luu Michael and Michele Tobin Geoff and Jody Gagne Dykman-Thomas Brent Manning Nicholas Trang and Quynh Ho Einar Gamman Shawn and Karen Tibbitts Mark and Elena Mares Jay and Joanna Turpin Greg and Jean Geyer Ana Valdiviezo Peter and Brenda Martinez Scott and Janice Urick John and Christine Ginty Tamas and Emily Varga Mario Menta and Caroline Viswanath Vaidyanathan and Jaime Glasser Robert Wagner Torres-Menta Subhashree Viswanath Steven and Amanda Griffin Craig and Nongnpat Waters Adam and Jody Mooberry Carlos Vallecillo and Cristina Gutierrez Thomas and Janine Willis Phillip and Anita Moss Rossana Menna Russon and Melanie Hale John and Michele Wilson Michael and Stephanie Mower Sheryl Vendl Kevin Harris and Misouk Shannon Murphy and Martin and Jennifer Vilaboy Donovan-Harris Glendale Preparatory Rebecca Okray-Murphy Craig and Jennifer Wall Matt and Karen Hartshorn Academy Donna Natarajan Hermann and Lori Weidemann Jeremy and Belinda Hodder Jeff and Holly Anderson Glen and Kyoko Olson Gary and Michelle West Richard and Joyce Hoefle Dan and Nancy Arvidson Jon and Tausha Paul Sherry Willman John and Jeni Hyte Brian and Jaclynn Baird Todd and Julie Peapenburg Mike and Chylene Wilson Nathan and Michelle Jensen Antonio and Christine Barbosa A.W. and Monya J. Peters Richard and Mahi Wing Andy Kane and Kara Casey David and Susan Barrett Albert and Tracey Peters Thomas and Tom and Kathryn Kendall Stephen and Janet Barrett Terry and Nancy Pfau Noemi Wisniewski Jamie Kronwald Stephen and Allison Brioux Troy and Wendy Powelson

GreatHearts FALL 2011 43 Great Hearts Contributors

Randy Rafidi Anne Eve Berry Brian Hegardt and Ari and Tatiana Ramras Brent and Jacqueline Carr and Stephanie Bettis Jill Kusy-Hegardt Jeff and Cherese Reidl Ratterree Leland and Melissa Bettis Bly and Karla Hostetler Bruce and Wendy Robbs Mark and Lia Richardson Alexander and Csilla Bigham Jim and Mary Jacobellis Vincent Rossi William and Alicia Riebe Evette Bitto Alain Jebara and Karla Pertick Coleen Rossi Mike and Marianna Robertson Tressa Bitto Paul and Tonya Jernigan Carl and Jane Russo Ron and Stefanie Robertson Jeffrey and Debra Boyll Dan and Andrea Johnson Steven and Illiana Sanders Gary and Kris Rogers Randall and Mary Clare Brown Jay and Emily Johnson Henry Sanel and Shawn and Kathi Rohr Roger and Cathy Brown James and Alison Johnston Anne-Marie Cosijos Ben Rushlo and Julie Heimlich Charles Carefoot and Todd Jones David Saunders and Scott and Katherine Sarbacker Treena Crowhurst Jim and Jennifer Kaiser Rachel McKenzie Jamie and Andrea Self Brad and Sarah Carey Michael and Diane Kar Mark and Lucy Schmidt Thomas and Kathleen Shea Eddie Chan Kevin and Jackie Kempf Brian and Jami Schulman Geoffrey and Luma Simms Anthony and Silvia Christov Leslie Kiefus Sherry Schumm Christopher and Dieter and Paula Clunk John and Cathy Kim David Schumm Wonsook Sprague Scott and Karol Como Jonathan and Karen King David and Erica Schwartz Frank and Diana Storino Darla Cooke Bob and Rose Lanier Brian and Trish Shelly Daniel and Paula Sullivan Thomas and Jelena Cooley Patrick Lavezza and Frank and Stacy Shirvinski Allan and Nelia Taboy Mark and Mary Coppola Elizabeth Colore Tim and Lisa Sifert Ryosuke and Eiko Taniguchi Jeffrey and Kathryn Cornella Rod and Diane Lenniger Gordon and Dyanne Silloway Todd and Karen Thompson Joe and Stacy Cotroneo Ted and Marci Levie Steven and Deborah Sklar John and Judi Todd Donald and Theresa Crawley Sean and Diane Lille Ken and Brisann Smerz Stephanie Turner Dino and Semka Curovac Paul and Soledad Loven David and Regina Smith Paul Visco and John and Rebecca Dallmus Yvonne Lu Lewis Smith and Kym Strand Visco Adam and Cindy D’Angelo Eric and Jolene Lynch Carol Davis-Smith Thuan Vo and Eva Huynh Jung Dao and Anna Tran Troy and Lisa Lyscio Mark Smith Roger and Angela Wagner Brad and Jill Deacon Dave and Heather Mack Sally Smith Mark and Cheryl Walker David and Tracy Donatelli Johan and Cheryl Magnusson Warren and Wendy Smith William and Julie Waskow Matanda Doss and Tena Mitchell and Barbara Manley Jeffrey and Margot Sorensen Toni Welch Hughes-Doss Abbey Manton Bob and Kay Sperduti Christopher and Gary and Dannita D’Water Gregory and Robin Martin Robert and Adriana Stanton Rosalinda West David and Julie Ellefson Patrick Mazzarella and Terry and Sonja Stone Bob Wild Jesse and Suzette Eusebio Sue Freeman Michael and Robyn Stowell Louise Wild Jay and Jackie Felkins Deea McBride Gopal Sudhakar and Robert Wilson and Tony and Sue Fernandez Helen McDonnold Shampa Chatterjee Honey DeArmond Ryan and Christa Flook Karl Meyer and Brenda Kies Steve and Elizabeth Tansley Stephen and Margo Womack Jeremy and Alexander Mirza and Brian Theut and Diana Herrera Sterling and Sharon Woods Bernadette Forman Atouria Bodaghi Philippe and Claudia Tilly Christopher and Karin Frank Scott and Tami Moffitt Brian and Patti Tindall Scottsdale Preparatory Jay and Susan Fruchtman James Morrow and Graeme and Danielle Tolson Academy Todd and Cynthia Funk Cecile Babich Morrow Francisco and Heidi Tort John Alofs Ray and Michele Furtmann Len and Tracy Munsil Louis Trunzo and Rick and Tracy Anctil Matt and Jennifer Gage Norm and Bridget Murdock Jo Ann Kolnick Joseph and Annette Annoreno Ron and Lisa Garber Srikumar and Sujaya Nambiar Michael and Heidi Tully Taul and Tammy Aragaki Lee and Pia Garoian Andrew and Lori Neumann Jeff and Elizabeth Twait Mark Arooni Steven and Dorothy Gaynor Timothy and Tiziana Omta Leslie Ungerson Deif Atallah and Karen Hobin R.S. Gomez and Tom and Joni Owen Stan and Elayna Utley Jason and Shea Augustine Judith Stafford Jared and Janice Parker Michael and Dale and Tatyanna Aurigemma Melvin and Tina Goodson David and Sara Perrine Lori Vander Maten Rich and Eileen Austin Don and Janet Gresco Michael and Barrie Petty Thomas and Amber Waier Frank and Lynn Avrett Jeff and Liz Hague Chris and Janice Port Bruce and Cathy Walls Byron and Laura Babione Troy and Marja Harris Barry and Kathy Poupore Robert Wass Michael and Cindy Bailey Mark and Beth Harris Thomas Price and Todd and Sherri Weber Jason and Oren and Marcy Hartman Sandra Sutter Mark and Sandra Weisbrod Rachael Barclay-White Gary Heath and Reenie Roderick and Cheryl Prince Steven and Kristina West Drew and Kathy Bernhardt Richards- Heath Mo and Sherry Rady Richard White

44 GreatHearts FALL 2011 Jeffrey and Shawna Woner David and Sharon Millett Nick and Jennifer Carreras Tim and Mary Schalick Don and Kari Workman Shannon Murphy and Gwo-Jer Chang and Mark and Julie Schlarmann Shawn and Phyllis Wright Rebecca Okray-Murphy Wei Ling Xu Gregory and Christine Schmid Bil and Varisa Zeleny Arif Neazi and Almas Kidwai Fernando and Annie Chen Daniel and Andrea Scoggin Richard and Carole Ziegner Rick and Lisa Neumann Sebastian and Stella Cherian Navid and Helen Shahriari Sergio and Elsa Orellana Mike and Jennifer Chester Michael and Alice Simmons Anthem Preparatory Mike and Karen Phillip and Olivia Christensen Lyle and Debbie Smith Academy O’Shaughnessy Louis and Joann Chu Jon and Sonja Stevenson Daniel and Jennifer Acevedo Mark and Kimberly Palazzo Joe Crabb and Dana Christy Jason and Kristin Stoft James and Kori Adams Sean and Jessica Paxton Jon and Becky Crawford Tim and Martha Strong Dan and Nancy Arvidson Doug and Kendra Pillsbury David and Mary Crowell Michael and Michele Tobin Carlos and Wendy Ayala Chris and Dianne Prickett Marc and Michelle Dallacroce Brian and Mary Utoft Daniel Barbakoff Randy Rafidi Joe and Paru David Carlos Vallecillo and and Melissa Oritz Don and Audrey Reinhardt Todd and Michele Davis Rossana Menna Tom and Lisa Barnes Lincoln Samelson Niral and Manish Deliwala Mike and Lori Venberg Michael and Jessica Bell Scott and Katherine Sarbacker Jim and Paige Dempsey Martin and Jennifer Vilaboy Scott and Victoria Bennett Gerald and Shannon Sauter Reno Edgington and Craig and Jennifer Wall Jeff and Suzanne Bleich Michael and Robin Setto Yvonne Velasco Geoffrey and Julie Webster Frank and Kimberly Bouyer Bryan and Rachelle Shaver Vincent Fiduccia and Melissa Weedman Teresa Brown Gregory and Lynette Sheppard Tanowo Wiggins Carrie White Larry and Nancy Busch Lance and Wendy Sherwood Christopher and Amy Filler Wes and Nancy Casaus Marcus and Shona Raul and Monita Gatchalian Donald and Rebecca Case Shewmaker Michael and Sandra Gelblicht James and Nicole Cash David and Kim Shibata Stephen Goldinger and Lance and Laura Cattoor James and Michele Slezak Tamiko Azuma Jim and Nancy Chadwick Scott and Barbara Soulliere Josh and Amy Gottry Brian and Victoria Coats Douglas and Camille Spurlock James Guy and Colin Cosgrove Buzz and Barbara Stitzer Julie Eisner-Guy Timothy and Sharon Crumpler Graham and Robert and Joan Hedman Jeffrey and Lisa Davis Barbara Symmonds Steve and Deanne Holgerson Michael and April Decoufle Ken and Angela Tanigawa Dale Kemper and Sheila Thomas and Joan Devine Paul and Tracey Tibbs Motomatsu Kelly Devine Chris and Rosemary Urness James and Kathryn Kerr Brian and Deborah Doorley Alan and Angela Villandre Puru and Kavita Kumar Carlos Duarte and Tania Michael and Rajesh Kumar Dominguez Chiung-wen Wang Jason and Taryn Lucero Richard and Terri Fehr Paul and Lois Weber Frank and Laura Manella Kevin and Kristy Gintz Jerry Williamson and Steve and Shannon Meyer Rick and Connie Giordano Evelyn Kass-Williamson Gary Mirich and Robert and Terry Gollon Wiatt and Jodie Wong Kerry Nickerson Anna Gor Todd and Kristin Wyllie Yahya and Fatima Muraweh Joy Hanks Scott and Joan Zehrung Jared and Jennifer Nesbit Joanne Hartle Steve and Amy Nicholls Kris and Krista Hayes Archway Classical Academy Carlos and Diane Nunez Thomas and Kathrine Healy - Chandler Robert and Karen Oppen Mark and Lisa Hoover Phillip and Coleen Austin Hector and Veronica Ortiz Krishna Jandhyala and Jeffrey and Sheryl Bateman Joe and Rose Peeples Susheela Vempati Basil Boyd and Emily Heller Stephen and Sloane Ponder Tim and Jennifer Kaul Amy Bridges Gary and Jennifer Ponzo Traci Joana Kilgore Curt Bruns and Wayne and Julie Porter Steve and Linda Lauer Heather Davenport Benjamin and Cameron Pratt Marc and Courtney Liebman Christopher and Tessy Bryan Raymond and Fiona Quan Rebecca Lothes Trevor and Janelle Bush Gerard and Margaret David and Sharon Marcou Rory Buske and Quenneville Michael and Milena Mau Alexandra Stoppa-Buske Nick and Katie Rizzo Venu and Anita Mikkilineni Keith Capel and Leng See J.B. and Rachel Saunders

GreatHearts FALL 2011 45 Great Hearts Schools Achieve Academic Excellence While Maintaining Fiscal Responsibility

During the 2011-2012 school year, On the expense side, 78% of the Great Hearts will serve more than expenses for the school are directly 5,000 students at 12 academies related to salaries and benefits for throughout the metro-Phoenix area. the teachers, headmaster, assistant On the adjacent page, please find the administrators, and front office personnel. budgeted financials for each. As charter Included in this 78% are also classroom Dschools, Great Hearts schools are materials and extra-curricular costs. funded primarily with public dollars. Each school receives just under $6,200 per As charter schools, Great Hearts must pupil in state public education tax dollars, pay for its facilities out of its operational a significant drop from last year, and one budget, and on average, about 15% of of the very lowest per-pupil payments in the expenses are apportioned to facility the country. costs, including rent (or mortgage), maintenance, and utilities. Approximately 22% of the annual funds needed to operate the schools as a The remaining expense of the complete preparatory program come management services fee is paid to from sources other than state funding, Great Hearts Academies, which in turn including parent contributions, tax credits, provides central services back to the external grants, and fees for extra- schools including business management, curricular activities. The largest of these faculty recruiting and training, human stopgap sources is the generosity of our resources, fundraising, marketing and parent giving to the annual Community public relations, curriculum and program Investment campaign. Each of the schools development, state and audit compliance are not-for-profit, tax-exempt 501(c)3 reporting, IT, facility management, organizations, as is the parent company, performance reporting, and exceptional Great Hearts Academies. student services management. The schools access these exclusive Great It is worth noting here that not only does Hearts services at a lower cost than they Arizona have one of the lowest per-pupil could achieve if they were sought by payments in the country, charter school each school alone. students in Arizona are funded on an average of 20% less than traditional The headmaster and teachers at each district school students. Charter schools school can focus on their individual do not have access to local property community and instruction while also tax funding, as do many districts benefiting from the economy of scale of through bond elections. The bottom being a member of a larger organization line is that Arizona is funding charter tailored to serve them. students approximately $1,600 less per student per year when considering all K-12 revenue sources. Without parent generosity and tight attention to managing expenses, Great Hearts schools would not be possible.

46 GreatHearts FALL 2011 Financial Report 2011-2012 Financials

Veritas Chandler Mesa Glendale Scottsdale Teleos Anthem Archway Trivium Archway Archway Archway Prep Prep Prep Prep Prep Prep Prep Chandler Prep Trivium Scottsdale Veritas Network Student In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands In Thousands $ Dollars Number of Students 476 646 360 338 685 245 397 498 88 336 369 507 4,945 Income State Funding 3,133 4,166 2,362 2,281 4,291 1,738 2,473 2,773 556 1,920 2,104 2,799 30,596 6,187 Curricular Fees & Contributions 133 137 64 60 118 17 80 257 20 171 211 299 1,567 317 Extra-Curricular Fees & Contributions 258 249 153 123 279 48 146 84 34 59 79 84 1,596 323 Contributions & Grants 293 293 161 119 343 599 356 153 243 72 368 176 3,176 642 Other / Miscellaneous 5 10 0 10 350 36 1 5 1 1 5 5 429 87

Total Income 3,822 4,855 2,740 2,593 5,381 2,438 3,056 3,272 854 2,223 2,767 3,363 37,364 7,556

Expenses Instructional Personnel 1,952 2,482 1,374 1,165 2,368 1,024 1,387 1,579 281 1,079 1,193 1,690 17,574 3,554 Instructional Expenses 263 228 138 141 344 257 330 332 231 196 273 214 2,947 596 Administrative & Support Services 651 620 427 365 898 664 446 409 107 273 322 423 5,605 1,133 Extra-Curricular Expenses 265 262 153 123 279 78 140 84 34 59 79 83 1,639 331 Facility Costs 306 683 402 161 1,045 280 464 351 100 397 686 697 5,572 1,127 Management Services Fees 234 311 176 170 320 130 185 207 41 143 157 209 2,283 462

Total Expenses 3,671 4,586 2,670 2,125 5,254 2,433 2,952 2,962 794 2,147 2,710 3,316 35,620 7,203

Cash Flow for Reserve 151 269 70 468 127 5 104 310 60 76 57 47 1,744 353 or Debt Service

GreatHearts FALL 2011 47 Senior Thesis Class of 2011 Topic Selections

The Senior Thesis, a 15-20 page paper defended before a faculty panel, is a year-long project which is the culmination of each student’s time at a Great Hearts academy. Completion of the thesis, in addition to regular course work, is a requirement for graduation.

Finding Order in Chaos: It’s Only a Matter of Time Chandler Preparatory Academy In this compelling thesis on the human relationship with time, it is proposed that time allows for two main concepts To Infi nity and Beyond! An Exploration of in human experience: order and change. In a multi-discipline The Connection between Man and Infi nity analysis, the thesis philosophically examined Einstein’s This thesis investigated the concept of “infi nity” by examining idea of relativity and Augustine’s attempt to catalogue our a selection of mathematical, scientifi c, religious, and perspectives of time and then creatively used a literary philosophical texts. The author found that infi nity functions depiction of humans’ positive and negative interactions with as a limit in each of these disciplines — at times constituting time by looking at Faulkner’s Sound and the Fury. By the an absolute limit on the logically conceivable, at others end of the essay, the thesis concluded that this relationship representing a relative limit on the physically possible. This paradoxically both limits and benefi ts humans and that discovery helped to validate observations that humans fi nd ultimately a healthy, balanced perspective can help man the infi nite to be by turns unsettling and inspiring. appreciate and use his life in the best way.

Discourse on Dialogue Veritas Preparatory Academy In The Republic, Plato creates a line segment as a metaphor for Truth and Ignorance where Truth is the peak of the line and Ignorance is the base. Plato observes that only after the The Ethical and The Absolute soul ascends the line segment and engages in Dialectic, does This paper used the works of Kierkegaard, Melville, and the soul see Truth. Plato also explains that this Dialogue is Dostoevsky to examine the confl ict between moral absolutes shaped by a formal “Ta Mathematica” language. This thesis and ethical systems brought about by the story of Abraham’s explored the relationship between Dialogue and Truth through near-sacrifi ce of Isaac. The paper used Kierkegaard’s theory St. Augustine’s Confessions, Philo of Alexandria’s allegorical of the “knight of faith” and “tragic hero” to look at the effects interpretations of Genesis, and the Midrashim of medieval of two separate systems of moral decision making. Ultimately, Rabbis. Each of these authors approached dialogue in a the author came to the conclusion that the tragic hero follows different way but with a clear adherence to Plato’s linear the ethical, which looks to maintain the good of the community, arrangement and formal language. This thesis addressed the while the knight of faith follows the absolute, which looks to complexity of the dialectic journey, the necessary connection maintain the good of the individual. between Dialogue and Truth, and the deep tie these interlocutors share to the Great Conversation.

48 GreatHearts FALL 2011

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