Building a Cathedral

Every year when the Matric exams are in session, my mind inevitably turns to my own matric exams a number of years ago.  The pain of practising innumerable Maths and Science papers has now receded but I do remember the setworks with fondness, both English and Afrikaans.  Today I am grateful for the opportunity to read literature which I might otherwise not have done in the normal course of events.  Oliver Twist, Henry 1V Part One, High Wind in Jamaica and Zeal of Thy House were some of the English books. In Afrikaans, we delved into Agter my ‘n Albatross by Anna M Louw and I remember my delight when some thirty years later, while driving through Calvinia, we popped into the local museum, which was housed in a disused synagogue and found a room dedicated to her and her books.  Apparently she hailed from the area. I paged through the dusty copy of our matric         set work with nostalgia.   Jetwa die Buffelbul was another one which really grabbed my interest.  It was about a hunter who tried for years to earn the trophy of the horns of a particular buffalo and when the moment came and he had the magnificent animal in his sights, he couldn’t pull the trigger.

On a recent trip to the Umfolozi Game Reserve with some Wynberg boys, we watched a herd of over a hundred buffaloes come down to the river. 

‘I wonder how many of them are related to Jetwa?’ I wondered aloud.

‘Huh?’ said the bemused boy next to me.

‘Never mind,’ I replied.  He would not have understood anyway.

However, it was Zeal of Thy House by Dorothy L Sayers which has been imprinted on my subconscious for years.  It is a play about the trials and tribulations of building Canterbury Cathedral in the 12th Century.

No cathedral can be built without the vision of the original architect who, because of the length of construction time of this grandiose and splendid edifice, is never going to see the final product.  Architects, designers, artisans all put time into their area of the expertise knowing that they are contributing towards something which they also might not see but will outlast them in the centuries ahead – possibly even long after their own names have disappeared in the mists of time.

When I read the play in matric, I suspect that I just enjoyed the plot, the intrigues and the come-uppance which came the way of the glory seekers – in particular of the architect himself.  Although I have not read the play since then, I now understand that it was giving us a metaphor for life at this school – always to aim for the bigger picture, inspiring others and leaving a worthy legacy.

For a number of years, I have used this metaphor in my letter to Grade 7 parents when I accept their sons into this school.  I give them the vision of the Cathedral of Wynberg and invite them to share in the ongoing building of this special place of beauty. I invite them to join the myriad skilled artisans who are giving of their time and their skills to ensure that our imposing Cathedral is enriched and improved.

And so the Ladies’ Association, the Governing Body sub-committees, the groups who organise a variety of extra mural activities, take up their tools of trade every year to enhance the cathedral – and we are grateful and appreciative.

I was explaining this concept to one of my Grade 8 Ethics classes the other day and reminding them, that they too, just like their parents, the teachers, the ground staff and the Old Boys, have to play a role in contributing to the constant construction of this cathedral.  I stressed to them that it was not necessarily bricks and mortar that builds a school. Building must also take place in the hearts and minds of all pupils at the school.

‘Does this mean that we can build our own Cathedral if we follow the Wynberg Brand?’ asked one boy showing real insight.

I was impressed. He understood.

As we stand at the eve of our 175th year, it is inevitable that the next twelve months will be filled with pride, but tinged with nostalgia and appreciation of the vision and determination of the giants who went before us.  We are in the foremost position in education because of the Cathedral Builders over the last 174 years.  Even more important, have been the Cathedral Thinkers who have seen the vision and prevailed on others to buy into it.  It is humbling to reflect on the thirteen Headmasters, the hundreds of teachers, the thousands of boys, the tens of thousands of parents who have made significant contributions.

Canterbury Cathedral - image source: commons.wikipedia.org

Building Cathedrals needs all the skills which are necessary in this 21st Century World  - inquisitiveness and a desire to do things differently; relationship building and, above all, resilience. At Wynberg we call it Supera Moras or ‘Never Give up’. Without it, Cathedrals cannot be built. There are plenty of people who offer opinions as to why something can’t be done and why it is not worth the effort.  They are the ones who will never see the grandeur of a Cathedral and marvel at the workmanship and the passion which has gone into its conception and bringing its splendour into reality.

A story I have often told over the years in school assemblies is of the three stone cutters who were asked what they were doing.

The first said:  ‘I am cutting stones.’

The second kept on hammering while he said: ‘I am doing the best job of stone cutting in the entire country.’

The third stonecutter said:  ‘I am building a cathedral.’

I then pose the question to the boys as to which stone cutter they are.  Answers to these questions will presumably change over the course of their lives but those who see the bigger picture will no doubt be happier and more fulfilled in their future careers.

Every year I ask the matrics to fill in an Exit Questionnaire.  There are two pages of questions and the boys are asked to comment.  In many instances, their advice as to how their school might be improved, reveal a great deal about themselves.

One question posed was whether or not the school ran efficiently.  ‘Far too efficiently,’ said one boy.  One is left wondering if that was a compliment or not.

‘Give two words which sum up Wynberg’ was another request. The first stone cutters were out in force:

‘Short Hair,’ was one reply.  I bet he has a number of war stories to tell.

‘Nothing at all.’  Presumably he wasn’t that good at Maths either.  Two words were all that was requested.

‘Doughnuts / Juice.’   Well, I am glad Founders’ Day meant something meaningful to him.

At the other end of the spectrum, were the third stone cutters:

‘Respecting others.’

‘Excellence in Difference.’

‘Creating Real Men.’

‘Lifelong Friends.’

‘What message would you give the 2016 matrics?’ gave the two of the ‘first stonecutters’ an opportunity to state what they felt:

‘Good luck and get out while you can.’

‘Kiss up. That is what the teachers want.’     I love adolescent boys – they keep you honest….

In answering the question above, the ‘second stonecutters’ were also evident:

‘Do your projects in Term One – especially EGD!’

‘Get enough sleep.  Sleeping in class has consequences!’

‘Matric is like a lion.  Approach with caution.’  

In answering the question: What do you enjoy most about the school?, most comments revolved around sport, extra-murals and friends. Some comments showed insight.  I particularly enjoyed the insight of one boy who said:  ‘The person I have grown up to be.’

The ‘third stonecutters’ were fortunately far in the ascendancy and many comments about ‘making a difference’ and ‘leaving the school a better place’ were in evidence.  A number referred to the opportunity of assisting their Grade 8 buddies through their first year at high school.  ‘I thought that our Grade 8 hike was good, but the hike which we did with the Grade 8’s when we were matrics, was even better.’

Thank heavens for the Cathedral Thinkers in our midst.  They realise that this school is more than an institution. Not only does it evoke a sense of permanence, but it continually reminds us of a vision so strong that it will continue over time. The Cathedral Thinkers realise that a good school is a source of inspiration enabling others to aspire and visualise beyond their own brief tenure at the school so that they can also leave a legacy which future generations will experience and appreciate.

I am not sure which one of the three stone cutters this boy is when he responded to the question: Did you feel comfortable talking to your Headmaster one on one?

His response could be echoed by schoolboys of every era:  ‘Oh, yes – except when I was in trouble.’