#037 - Lillian Ragudo [Class of 2016]

 My name is Lillian Ragudo, I attended the Oaks K-12th, and graduated in 2016. This is a short record of my experience. I don’t think it is particularly more or less tragic or difficult than anyone else’s experience. I would have had struggles whether I went to another private school, was homeschooled, or went to public school. What you take away from my story is up to you at this point.

“The nail that sticks out gets hammered down.”

“出る釘は打たれる”

-a Japanese saying

My main difficulty at the Oaks was that this saying was really taken to heart. Whether this was intentional or not this is the environment I experienced. The Oaks taught me how to think logically, argue well, and to ask questions. I was taught to be bold in my faith and that Christians are meant to stand out in their beliefs. Yet in high school and junior high, where I was to practice these skills I was learning, I learned conformity instead. I learned that in the long run it was best to just believe what everyone else believed. To stand out was to be hammered down even by the safe bubble that the Oaks provided. If you wanted to use those logic and reasoning skills to debate or understand “the why”, then it was time for the Oaks faculty to force you into the mold of the ideal student, who agreed with them.

I learned in elementary school that if I outwardly looked like a good student then people would ignore or overlook my sins. My friends and classmates might get harassed for small uniform violations but I would not. Other students would be constantly watched for wrongdoing, but I would not. It wasn’t like teachers didn’t notice my behavior, it was more that the way I presented myself meant that somehow it was okay or just a silly mistake. Other students could do the same misbehaviors as me, but would end up with their name on the boards, office visits, and phone calls home. So I learned to act the part of a “good” student. This conformity affected my faith as well. I believed that I was saved through grace by faith, but lived my life as if it was my works that saved me. Throughout high school and after graduation I slowly became disconnected by what I truly believed and what was just memorized knowledge. I felt like an imposter. On the outside, I was that model Oaks student and a “good” Christian kid, but inside I was unsure of my beliefs just like anyone else my age. There were things that I saw and heard both at school and at church that I felt was wrong, but pretended I believed they were okay and right.

 I feared people and what they thought of me and only shared small pieces of myself. I thought that if people learned certain facts about me then I would be hated. I pretended that I was okay.  I lied to myself so well and so thoroughly that I really believed that I was the person, who I pretended to be. I also disregarded my own mental health. If you told me in high school that I clearly struggled with mental illness I probably would not have believed you. The truth is I have struggled with depression on and off since probably late elementary school. I also have social anxiety. I had suicidal thoughts all throughout my junior and senior years. I was also suicidal during my freshman year of college. Through therapy, journaling, and friends I have learned how to properly take care of my mental health. Now the Oaks was never the sole reason for my mental health issues, but the mindset and mentalities that I learned negatively affected me. I learned to conform to the community I was in and it has taken me a long time to really sort out what are my beliefs, thoughts, and opinions and what are the beliefs, thoughts, and opinions that were forced upon me. I don’t think there is anything wrong in teaching your beliefs to your children and sending them to a school that will align with your beliefs. I do think it is wrong for anyone to feel like they will be ostracized by their family, friends, and community for having differing beliefs. For everyone who I am sure is wondering at this point, I am a Christian.

Now to why I finished my high school education at the Oaks. If you have some inkling of who I am it's probably some thought of, “You were part of that nerd group, right?” Well you are correct. It all started with my dear friend Ashley. She pulled together several misfits from different classes to become friends. She gave me my first real close group of friends at the Oaks. Before her, I was friends with various people all of whom are wonderful, but this was for me the first time I clicked with a group of people. I didn’t feel odd or slightly out of place with them.  Ashley made a lasting impact on me forever about the difference one person can make. She created a space for misfits and I did my best to continue it.

After Ashley left the Oaks and some of my other friends graduated I became depressed. However, I found myself surrounded by new and old friends, other outsiders. I am happy that during my time at the Oaks there was a place for those of us, who didn’t quite fit. I think my life has certainly been enriched by my openness to being friends with anyone. I was by no means a perfect friend and have many failings. My friends and I struggled at the Oaks in our different ways. Our friendship was a place to find solidarity and to relax from the pressures. It was a conscious space that we had to make for ourselves. They are life long friends and the reason I could not imagine finishing my high school education anywhere else.

Another important group of people I would be remiss to mention were my classmates. While I was not as close to them as my nerd group, I am thankful that we all got along so well. I have many wonderful memories with them and continue to meet up with them every December.

The last thing I wish to say about my experience is that I truly loved my teachers imperfect though they were. Despite my difficulties, I did enjoy attending the Oaks. I am thankful for the love of teaching and the love for their students that I saw in all of my teachers. I appreciate my time at the Oaks and I wouldn’t be who I am today without it.  I do not want anyone to come away from my letter and believe that there was only bad or only good. Just like everything else in life there was both on a sliding scale.

My real critique for the Oaks is this: Learn from the feedback that you receive and grow from it. Critique is to help you grow and become a better school. I think in the past the Oaks has received feedback poorly and been stubborn to healthy growth in many areas.

Last but not least a confession. A detail that by itself I believed would cause people to hate me. Or at the very least cause people to think of me negatively. A statement I believed by itself would give people reason to disregard what I have said or will say. This detail is something I can’t control like my eye color, yet all of these horrible beliefs are attached to it. I am pansexual. I no longer live in fear of others. But tell me, was my fear misplaced?

Thanks for reading to the end,

Lillian Ragudo

She/ They

Feel free to talk to me about whatever, doesn’t have to be related to this letter.

IG: @lillianrose.design

Lillian.ragudo@gmail.com

#036 Alisha Myers [Class of 2012]

 I am going to be honest I was 100% against this blog at first. I loved the idea, but I thought it would have been better to send these letters directly to the staff. There was one thing that changed my mind: Charlie Dowers encouraging the staff, parents and students to resist from reading them. As an attorney, I am a big fan of free speech, and this makes me believe that even if the letters were to be sent, he wouldn’t give them to the staff. Mr. Dowers banning this blog is akin to the instance in the Harry Potter saga where Dolores Umbridge forbids practicing magic. These restrictions usually don’t work and even cause uprisings. That’s all I will say about that.

 
Some Positives: 
Before I begin, I want to say that there were several teachers whom I loved at the Oaks, and still love dearly.  Most were elementary school teachers and all were woman. Mrs. Holland taught me how to read, and has been a constant support ever since. I love her dearly. Mrs. Korver is still a good friend. Although she never taught me, she has always been a light in my life. Mrs. Kennedy (now Hartman) did a good job handling my drama in 4th grade and she is still a great teacher and amazing mom. Finally, Ms. Garlfield (now Wilson) taught me how to own who I was, with flair and respect. She brought fun back to the classroom and the year where she was my teacher was honestly one of the best in high school. I lived for that History class. Also Mrs. Gibson is the best person on staff because she worked with me one on one after I left the Oaks and helped me get into Law School. I am forever grateful for her. 
I worked my butt off in high school to make a decent G.P.A. and to remain on the volleyball team (that was my parents’ deal with me). I will say that the Oaks taught me that if you can work hard enough, you can achieve goals. Was that goal for me a 4.0? Absolutely not. The goal was a passing grade, and I did pass. I also really appreciated how the Oaks prepped you for college apps. If they did more preparatory work for college, I think that would be amazing because the way they help students into college is excellent. Finally, the Oaks instilled a love in reading in me. Mr. Palpant made me love reading, and although he may have had some issues as a teacher, he suffered from physical ailments that I am sure affected him that during this time.  These people are human, and I have to believe that this may have played a part in some of what others are saying. 
I also learned at the Oaks that boys are not worth the drama.  Seriously boys are never worth the drama and the good ones usually never come with drama. That’s actually why I left the Oaks because girls were being weird about how much I talked or spent time with certain male classmates. That may be more a high school thing in general than an Oaks specific thing but either way I learned a lesson from it. 
 I also learned that being a great parent means advocating for your kids. MY PARENTS WERE SO GOOD ABOUT THIS. ESPECIALLY MY BOSS OF A MOM.  The Oaks also taught me that you can teach about God in a school but unless your home life is Jesus-focused then your kids will not grow. My sister and I are still Christians and much of that is due to my parents, not the Oaks. 

Some Negatives:
Middle School- High school was honestly hard for me academically and emotionally. I remember not fitting in, drama with my female classmates regarding boys, and honestly some weird teaching experiences. I won’t name names, but I remember one teacher in 7th grade saying that the women should get married and have kids and that is what it means to be pure as a woman.  I told my mom that day that I thought this was messed up. I remember that teacher’s son making fun of me for wanting to be a lawyer. Despite the fact that my best grade at the Oaks was logic I was consistently told my place was in the house. Yikes… not even the Bible says that. 
I was a trouble kid in the Oaks eyes… I spoke out of turn, spoke loudly, and spoke my opinion. I was not liked by many male teachers for those qualities. I also was in tutoring for basically every subject, tutoring which still never really helped my grades. Never once was I tested for any learning disabilities or was it suggested that I had any, and now I know that I have ADHD. To be fair, an ADHD diagnosis in women is often missed but trained educators should know those signs. I wish that someone would have advocated to my parents for that. How can a kid struggle in so many subjects but the possibility of a learning disability is never discussed? 
There is so much more I could say including bullying and teasing by other kids, but it’s not worth rehashing.  I think those conversations I’ll save for therapy. (If you haven’t tried therapy I highly recommend it).  Finally, the one thing that put a bad taste in my mouth was how there were instances of students marrying teachers (not sure how anyone hasn’t touched that). I’m sure they are happy families now but at the time and even today that seemed WEIRD AF to me. I’m really hoping that is no longer happening. (I’m sure there are backstories on how they knew each other beforehand but if that’s the case, then they should have stepped down from teaching until the student graduated). 

Takeaway: 
Last thing I will say is this: I forgive those who hurt me or said things to me that were hurtful. And if I ever hurt anyone, I am truly sorry.  I really have no ill will toward the Oaks either.  I will end with this, Jesus loves people by serving them, bestowing grace, coming along side people’s mess, and loving those He disagrees with. I think if the Oaks displayed more of the love of Christ than legalism then it would be a much different school. My dad always says a school, a church, and the world is all perfect without people in it.  Its starts with the people. So Oaks kids and faculty (who are breaking the rules and reading this) what kind of person do you want to be, and how can you display Jesus’s LOVE? Answering that question can evoke change. 
P.S. For those who want to know I am a practicing attorney now, about to be married to the best guy, and I still love Jesus with my whole heart. Always happy to talk to anyone and catch up! Reach out to me on Facebook or through Natasha. With my line of work I don’t like publishing my private contact info. 
-Alisha Myers.

#035 Joel Wright - parent letter

Hello everyone my name is Joel Wright. I am the husband of the notorious letter writer number 19. I know she put my name on it but it was really mostly Jill’s letter. On a side note that is what we call her now. 19. Think Stranger things.

Let me get a couple of things straight right away. I do not use punctuation or proper sentence structure. One of my college professors asked if I had something against apostrophes. I also do not know how to spell. I was the kid who took woodshop in high school. I proudly got my Junior College AA degree in 4 years. 19 wanted to edit this but I would not let her because I wanted it to be authentic. I really cannot call myself an adult. When family friends drop their children off at our house they ask if 19 is going to be home?  I have read a few of the letters on the blog that 19 showed me. So I am not an expert. I do have experience with my son's attendance at the Oaks. This letter is more about going forward through looking at the past. I think that is what most of the authors on this site are trying to do. I might be critical of the Oaks teachers and administration in this letter. But deep down I know they are doing the best they can and believe they are doing what is in the students best interest. The Oaks deserve grace as well.

I have read letters of honesty, sadness and pride. I have seen letters stating everyone “needs to suck it up” “I just got through it the best I could etc." By now you realize I was correct about how I write. So focus on the message. I want to talk about Grit and Grace and how administration of both can affect people. I am not going to write the definition of each of these because I am too lazy to look them up at this time. And I know you guys already know the definition. Ok here goes woodshop logic at it’s best.

Let's talk about how the Oaks administered Grit in my opinion. How many of you felt the homework assignments were just busy work that didn’t teach you anything more than how to work hard and not have time for anything else you really wanted to do? This is an example of Grit. Just work hard, don't ask questions and if you fail to have Grit then it is a sin and I will point that out to you in the middle of class and in the end you will thank me. Do you think attention grabbers might be another example of Grit through discipline? You have the wrong pair of shoes on today. Name on the board. “The wall of shame.” The school thought they were teaching you Grit. But instead they taught you Pride and how to survive maybe? You toed the line so that you could get by. But as some of you have said ‘you really didn't give a shit.'' But Pride steps into our minds when our name is not on the board. The school seemed to have a system to separate the chosen from the sinners. I think attention grabbers are one way they inadvertently achieve that method. Attention grabbers point out sin. Grace lets you make mistakes and still loves you. Grit if taught incorrectly achieves nothing but distrust, anger resentment and dead thinkers.

Maybe some of you are thinking, was it really that important to have my shirt completely tucked in while I was learning? Did that really have anything to do with learning? Did they really need to point it out in front of the class? Then you went home and told your parents. Your parents said “That was stupid for them to do that. But just hang in there and tuck your shirt in properly so that you don’t get your name on the board.” I unfortunately probably said that to my sons.  So you learned the definition of Grit and discipline is to follow orders no matter if you agree with them or not. So let me ask you guys something? (oh by the way when I use the word guys I mean girls as well. I don’t want to offend anyone. I am old). So the question is when you went back to school the next day did you have more or less respect for your teacher? Did you want to learn more or less? Were you more concerned with conforming or learning? Were you a free thinker or just a thinker? Oh and if you question them or have the above thoughts did you feel like you were not praising God. How many of you are now having a hard time reconciling that notion? How far away are you from God?  I will not be putting any bible verses into this letter. You guys already know them all.

Now let me get something straight. We were all idiots when we were 14-18ish. They boys still are. You deserved to get your names on the board sometimes. But let us get into Grace. I like grace. It allows me to make mistakes and want to learn from them. I love when 19 tells me “I am really mad at you right now for (pick a reason. I screw up all the time. I am a dude) but I still love you.” When she says that I want to be a better person. When she sends me to the Headmaster’s office I just get angry and resentful. If the Oaks administered grace would your experience have been better? Instead of saying “Well the Oaks was tough and I got spanked and forced to apologize to teachers and they never apologized to me. I got my name on the board. I felt like a sinner and the way I reconciled that feeling was to not care. But look at me now!" Do some of you wish that you could have said that during your senior speech. I don’t know if you would have. I am not you. I don’t know your personal story. I don’t know your struggles. That is what Grace is all about. Would some of you felt differently about your education if your teacher would have pulled you aside after class and said “Hey I saw your shirt was untucked today and you forgot your belt, is everything ok? I noticed you had trouble paying attention? How can I make the course work more interesting to you? Would you have more or less respect for that teacher? Did you have any teachers that did that at the Oaks or in college? What did you think of that Grace? Did you respect them more after the conversation?

I think Grace teaches us more than Grit. Grit teaches us to suck it up, work hard and do what you need to do. I don’t think that was the Oaks intention. But maybe they taught the students to survive. Grace on the other hand teaches us to think of others. Not be focused on ourselves. It teaches us to give ourselves and others a break. It teaches us not to judge others but to understand them. It teaches us how to grow not survive. If the Oaks had focused on Grace instead of Grit would your education have been different? From reading these letters I think we all know the answer. So in closing please know God loves you whether you want him to or not. He is next to you with love and Grace. I know he feels far away sometimes. But he is not. You can be at odds with organized religion and the Oaks and still have a personal relationship with Jesus.

In the end nobody really cares about how many attention grabbers you get.

Cheers Joel Wright

#034 Aidan Clark [Class of 2020]

 Dear Board of Administration, Charlie Dowers, Ken Trodder, and Cory McEachren,

For the consideration of those with dedication to the Oaks at heart:

As an alumni, it is my belief that The Oaks Classical Christian Academy needs a redirection and a refocus in direction if it is to continue effectively achieving its goal of bringing up the next generation in the Word of God and instructing them on how to become the salt and light of the world. My name is Aidan Clark, I attended the school for 7 years, and I have grown much in knowledge and maturity thanks to it. I’m currently in continuation training in the United States Air Force and I am on track to become an In-Flight Refueler, or “boom operator,” by the beginning of the summer of 2021. I recall that the goal of many logic and rhetoric lessons is to form a sharp mind and by extension a critical thinker, and I believe that I am now able to say that I do indeed think critically. I have come to realize through my junior and senior years that the Oaks I graduated from is not the same Oaks that it was when I first arrived here in 6th grade. This however is for the most part inevitable, as we know that nothing on this earth stays the same forever. Many good teachers have moved on and left, and the void they left is being filled with teachers that may have the best intentions for the school and students at heart, but lack the qualities and understanding of its values that upheld the Oaks’ standards. Now, this is not to say that the quality of the experience and education is hindered by the quality of some of the teachers exclusively, in fact I believe they are only a part of the issue I wish to voice concern about. I believe that the intentions of the Oaks are well placed, but its practicality and execution are more or less… outdated; incomplete, perhaps even insufficient in the incredibly politically correct and progressive culture we happy few are leaving to explore. Allow me elaborate; I have put together a number of points that I believe, if considered, can truly help future generations when it comes to their education, understanding, and capability when they leave the Oaks and the confines of home. Please do realize that my intent in this letter is not to berate or accuse or belittle The Oaks, but to call it on its shortcomings and challenge it to revitalize its vision for a God-fearing, diligent, and well-rounded student body. I owe the Oaks more than I often realize, and this letter is my way of wanting to give back the love and commitment that was poured into me.

Firstly I wish to throw out some ideas for improving the quality of life when it comes to everyday school activities.

• For students using computers, having access to a wireless source for internet access during study hall and work periods would be an incredible blessing. It would allow students more flexibility when it comes to research and typing, and would greatly benefit printing papers at school. Nowadays computers are getting slimmer and slimmer and solid state ethernet ports are becoming more and more rare, not to mention obsolete. Many students, myself included, can’t afford suites like Microsoft Office or Word and resort to using programs like Google Docs because it’s free and intuitive. However there is no option for a document download while offline, making the use of thumbdrive to print impossible. There are plenty of incredibly configurable routers on the market that would allow for a restricted internet access point that still allows students to research or download articles and documents. 

• As a student who drove himself and his brother every single day, there was nothing more frustrating than seeing parents idling in the student parking lot, taking up several spots after they have dropped their kids off and are just sitting there talking with another parent or teacher. There really needs to be a clear designation or reminder that the lot is for student parking and that parents should drop off on the other side of the building, so that we aren’t forced to park on the street or wait for parents to move out of the way. I have witnessed many incidents where parents enter the wrong way, almost back into students who are leaving, and clog the flow of students leaving in general. There were several instances last year where parents were straight up not paying attention and either blocking or driving straight towards students walking through the lot. 

• The electives that are currently offered seem to be… lacking. There are very few obviously practical classes available at The Oaks (by that I mean that there are no life skills classes, leaving many of those types of things up to the parents, who may not pass those skills onto their children). There are no home economics classes, no technology or advanced science classes, only those that would most help a student get to a college like NSA, instead of many other institutions with much more industrially relevant career paths. I myself elected to take Christian Lit and Fine Arts, but neither of those equipped me with tools that I can use when in training to become an In-flight Refueling Specialist in the Air Force. 

• While the idea of having teachers send home attention grabbers via email sounds great on paper (no pun intended), it created much more confusion than is necessary about missing assignments or failing grades. There had been several occasions where my parents received a missing assignment notice a week after the due date or even after said assignment was turned in. In addition, it’s much less apparent to the student that they failed an assignment. Even over Christmas break, my parents received a notice that my brother had failed an assignment the day before classes resumed. The system is a good idea, but is too poorly executed to be used effectively, and paper attention grabbers are better for students and parents.

Secondly, I wish to voice some major concerns about teachers, practical application, relevance of classical education elements, and student health.

1. It is no surprise that The Oaks has a rigorous set of standards and holds its students to those standards. Its classical elements have been a hallmark of the school and its liberal arts focus since its inception. However, there is a problem with the execution of its classical elements, which is this: The Oaks is trying to achieve a classical Christian education and worldview in a secular modern world. If The Oaks wishes to teach us how to understand and deconstruct other religions or worldviews, there needs to be time taken in order to actually explain to us what those worldviews are and why people believe what they do. There is no teaching of other religions, no explanation aside from a brief, boiled down history in Bible Context and a high fly-over in Geography, which isn’t even offered anymore. As a result we become so deeply entrenched in our own worldview that we risk looking like fools and narrow-minded bigots when we interact with other people of our generation (it’s happened to me and it’s the most frustrating thing to deal with). 11th grade Biology is a great start, explaining many subdivisions of evolution, but it doesn’t go near far enough. Not only that, but many, if not all of the views taught are from the 80s and 90s, most of which aren’t even professed at all anymore. Many teachers warn that college life will be difficult because of the contradictory worldviews that will challenge us in ways we’ve never experienced, yet none of them are explained, essentially leaving us to figure it out on our own. There is certainly value in learning through experience but that experience needs to be gained with a solid context of the bigger picture.

2. Student physical and psychological health is one of the most important and grossly overlooked things at The Oaks. With just how rigorous and heavy the homework loads and expectations are, students are bound to develop stress-related ailments. Sleep deprivation, high stress, anxiety, and even depression are some of the things I have encountered and heard about from other students. I myself even developed anxiety and stress-related depression when I was fighting to keep my grades up in my freshman year. Whether teachers choose to believe it or not, mental health is an epidemic and it NEEDS to be properly addressed. At the time, I didn’t ever trust any of the teachers enough to actually talk to any of them, nor do I feel any more comfortable talking with many to this day. I was afraid, no, certain, that any teacher I talked to would brush it off as an exaggeration, giving me the all too common response of, “I’m sorry you’re having a hard time,” “just hang in there,” or “This will all be worth it, trust me.” And this wasn’t simply an individual fear of mine. A graduate from last year’s class struggled not only with anxiety but suffered from migraines and they said that they got that exact response. They felt that they weren’t taken seriously. The amount of work assigned is not without ramifications, and the teachers need to be aware of it. Students shouldn’t be spending 3-5 hours on homework a night. There needs to be an outlet for students, someone they can trust will have an objective view (NOT A TEACHER). Several of my peers and former students at the school have also voiced this concern, that there is no objective counselor at the school for students to go if they feel something isn’t right either with themselves or another teacher or student. It would be a tremendous blessing to the students if the board brought on a new staff member dedicated to helping students mental health and isn’t at risk of being biased by being in the position of a full teacher. In addition to this, there are many students, myself included, who attended school daily despite being sick. There is a constant lingering fear of being caught so far behind that drives a student to push through sometimes serious bouts of sickness just to come so that they don’t miss an assignment or lecture. The reason for this fear is that the assignment itself may be hard to decipher, or require an in-class explanation that a fellow student may not be able to provide. This may be expected at the college level, but is much, much too strenuous on highschool and middle school students. There shouldn’t have to be that driving of a fear of failure. This brings me to talk about homework times. I have started to notice a trend amongst teachers when it comes to actually gathering homework times. Many of my peers have observed that fulfilling the daily quota of homework minutes has become more of a checked box than an actual check-in on students like the teachers say it is. Many of us fill 450 or 500+ minute weeks, yet there’s no communication from the teachers about how we are doing or what we think about the workload. If you wish to have students fulfill 20-30 minutes of work per class per night, that is one thing. But the homework load and minutes cannot be allowed to take precedence over the student’s other time. The work seems to be assigned to meet the quota, with no regard whatsoever to the students' social life or free time. I myself wasn’t ever able to have a job after school because of how much homework was assigned and even had to sacrifice aspects of my social life. If the school wants to push accountability in students' homework, there needs to be accountability with the teachers as well. It may be said that the teachers haven’t known about the students overworking or becoming isolated socially because of the work because students haven’t communicated; yet how can we, when the teachers will brush off our real concerns with the clichéd response of “this is what college will be like,” because we aren’t taken seriously. 

3. The teachers at The Oaks are great people. They’re the kind of mentors a young person should have. This however does not mean that all of them are fantastic teachers. As I mentioned above, I believe that the culture of The Oaks has suffered because of the constant shifting of teachers. Just this last year, we lost 3 great veteran Oaks teachers, and had 2 more reduced to part-time. When I first arrived, I could clearly see that the teachers here were a solid team, one that knew how to keep order throughout the classrooms, not only within the student body but their own habits and disciplines as well. However, over the past several years, I have noticed that whenever an old teacher leaves, a new and inexperienced one comes in to fill the gap. Having one new teacher who isn’t used to Oaks culture isn’t too serious of a change, there are still many who know well what The Oaks expects. However, when multiple veteran instructors leave, and new inexperienced ones (sometimes both in Oaks culture as well as teaching in general) come to fill the ranks, it comes as a crippling blow to the strong and predictable expectations at the school. As the frequency of the coming and going of teachers has increased these past years, I have noticed an incredible decline in student discipline as well as command of attention in class. The student body has, as a whole, in my opinion, become like that of a public school; rowdy, disrespectful, uncouth and most of all, undisciplined. Myself and several other students have come to the realization that several of the instructors at The Oaks may be incredible to hang out with and just chat outside the classroom, but once the door closes and session begins, the attitude of the teacher either changes, or stays the same. The teacher is not always right. Among these things already enumerated is the unpredictability of teacher-student interactions. There are, I feel, one or a couple teachers that fail to realize how vital these interactions are. It is important for the student to feel comfortable talking to a teacher about a question on an assignment or assessment. This, I feel, has come as a result of lower standards for accepting teachers (I would like to point out that this is based purely on my interactions and perceptions, so please be gracious if my perception is grossly incorrect). This being said, the teachers need to be accountable to holding and enforcing the schools standards, otherwise there may as well be no point in writing standards at all. 

4. Having recently graduated basic military training, I have come to realize the importance of discipline and order. In my time at the Oaks, I noticed an overall decline in respect, discipline, and accountability in students. Now I realize I elaborated on hard standards and homework loads, however the need for good discipline is one that can’t really be seen until one leaves the “training” environment. I’ll be honest, for as much as accountability was preached at the Oaks, there was effectively zero accountability when it came to the classroom. I can’t even begin to describe how many occasions there were where students talked, distracted others, and goofed off in class in front of the teachers and weren’t called out for it. The name-on-the-board system is there for a reason, use it! Accountability goes both ways, student and teacher. Students need to be held to do the work, teachers need to be held to keep the students on task. I’ve come to realize just how important both accountability and discipline are, and I’ve realized how shamefully lacking the Oaks is in these categories. There is a way to keep a healthy learning environment while still maintaining good order in the classroom. 

The Oaks gave me a great foundation to build upon as a young man, but if the Oaks is going to continue to do that for others, it needs some refocus in some crucial areas. I won’t inject my opinions on the current COVID learning situation as I don’t have experience, but I will say that the school needs to be able to be flexible with how it creates and establishes protocol. Work with the parents, don’t make them work around you. This is just my thoughts and experiences, take it how you will. I refuse to hide behind online anonymity, so if you wish for me to elaborate on any of the issues I’ve discussed, my number is (509) 992-4274, or you can reach me at admiralaido117@gmail.com. 

Carry on friends, may God illuminate your path. 

Aidan Clark, class of 2020

#033 K. Fisher [Class of 2017]

 When the Eyes Hate the Ear 

I know this is a strange title, bear with me. Here’s my story.

Back in the days of elementary school I was carefree. I had teachers who loved me, and I knew no different. This was life, which I considered to be pretty good. Throughout my education, I made some great friends and I had some wonderful teachers like Mrs. Schlect, Mr. Fugitt, Mrs. Mannan, and Mr. Reidt who were passionate about kids, they loved us and loved to get to know each of us, our individual talents, what we were interested in, and what we loved. I was shown love by teachers who loved Jesus and loved me, how God created me in the midst of my broken pieces and unique talents. I am grateful for the love I felt from these teachers, the foundation of biblical history I was taught, and the friends I had. These encouraging encounters I have held onto throughout my education at the Oaks and beyond. Despite these experiences, there have been many traumatic moments throughout my time at the Oaks that I’ve struggled through for a long time. Remnants of loneliness, feeling discredited, shame, or like I never mattered still make their way into my opinions of myself. I wish my story ended with the positive experiences, but that just isn’t the whole story. 

Kindergarten. I was on the playground standing in line to go back inside from third recess. My recess monitor, Mrs. C., had called me by the wrong name all week. I had corrected her many times, telling her my name was KayDee. Instead of correcting her again, I turned my head to the right, away from Mrs. C. and said sullenly, “It’s KayDee.” I didn’t say it in a condescending way, rather, in a sad tone for this teacher could not seem to get my name right. This is not the issue; I realize that I should’ve probably just corrected her again. The trauma came after. The trauma came when my story was discredited. After that moment of defeat, I was pulled out of line and interrogated about what I said. I assured Mrs. C. that I had only said my name. She didn’t believe me. She told me that I backtalked and was lying. That defeated response “It’s KayDee,” was somehow turned into a kindergartener’s malicious attack toward her recess monitor. Following the interrogation, I was led back to the classroom to proceed with the next steps in dealing with a ‘lying child’. In the hallway, I talked to my kindergarten teacher who had just finished talking to Mrs. C. My teacher asked me what happened at recess, and I told her. “I said my name was KayDee.”

 In response she said, “No, what really happened?” I knew at that moment my story didn’t matter; she believed the adult. 

I said in defeat, “I don’t know”. 

I was sent to the office for lying. As a five-year-old, I was taught in my first year at the Oaks a lesson that would continue to be hammered into me: Your story doesn’t matter, unless it lines up with ours. 

Attention Grabbers. There is nothing more shameful than receiving a graded test with a bright blue piece of paper on top of it. Yes, all teachers put the test upside down, but the whole class can see that hint of blue. There are kids that never get attention grabbers and there are kids that get one almost every test. I was the kid who got one on every reading dibbles test. I was a slow reader; it took me longer to get it. I had a different story than the majority of my class. I wasn’t the only one, there were four or five of us that developed the skill of reading later than the rest. We knew it, the rest of the class knew it, and if it wasn’t evident enough there was always that blue paper that reminded us all of my “weakness.” The attention grabbers that were attached to each and every reading test taught me that the way my brain worked was shameful. My story may take longer to read, which was worth an attention grabber. Shame sucks, so as a second grader what did I do? The only thing I could think to keep that blue paper away. I cheated. I kept my paper after we were supposed to turn it in to change my answers. The attention grabber taught me it was shameful to fail, shameful to be slower, so I did what I could to change my story to fit those of the kids without the blue “Scarlet A.” 

Freshman year. I had four of the greatest friends this year. We were all trying to figure out who we were and what our purpose as human beings was. Part of this discovery process involves testing rules and asking why. I wanted to know why it was banned to wear colored socks. I wanted to know why we weren’t allowed to untuck our shirts after school. These were not harmful questions to ask. I have worked in youth ministry for the past four years. These questions, this testing, is a universal stage that fourteen-year-olds go through, so why did our desire to ask questions threaten the school so much? Why did the administration hold teacher meetings about the ways to fix our class? What about our stories scared you so much that you spent hours discussing us? What did you think was so wrong about us? Many of us felt targeted. Targeted for not being like the older, more loved, classes. We didn’t “measure up.” 

After School Music. One day freshman year, my friends and I sat in our car after school waiting for our older sibling to meet us in the parking lot. We sat in the car and listened to music. In this moment we were in no violation of any rules.  Mr. Principal came to our car window and knocked. “Is this something your parents would allow you to do?” you asked.

“Yes?” We answered. 

“I don’t know about that, are you sure they’d be okay with this?” 

“Yeah, we’re just listening to Imagine Dragons in the car,” We replied in confusion. We were not trusted even in the little things.

Why did you seek us out? We weren’t breaking rules. What were we doing that was in need of correction? It’s hard to find any time to be a kid, any joy in life, and any freedom in being a child of God when you’re constantly being watched. It felt they wanted any excuse to correct our story. 

Science. If there was ever a teacher that embraced the idea that we (the freshmen at the time) needed to be fixed it was Mr. D. This one hurt. A little over two years before, we loved you. We looked up to you. As seventh graders, you took us on a Mt. Saint Helen’s trip. Us five (me and my four best friends), we considered you to be a mentor figure. There are few things that hurt more than when a role model refuses to see you and all of your complex stories. It gets even more painful when instead of embracing your unique stories he tells you that you are destined for hell if you don’t stop asking “why” questions. I don’t remember all the different ways this message was conveyed, but it became routine after the 10th, 15th, 20th time it was expressed. We get it, we are worthless if we do not fit your ideal mold. I remember walking into the last day of class feeling relieved that we had a final so we wouldn’t have time to hear about our destination for destitution. We all took our seats and with pencil in hand and all of the sudden my face transformed into disbelief; not even the final day was immune to the lecture I’d become accustomed to. We waited through the lecture to begin our final. I’ve reflected a lot on this time of my life. I now have more questions than I have answers. I was a good kid, I wasn’t the type of kid to blindly do anything that I was told by authority, but I was raised to respect authority and I did. I had good grades, participated in class, and always finished my homework on time. So, what about me, about my class, threatened you? What made you think we were going to hell?

Disability. The title of “bad reader” never left me in my time at the Oaks. I did what I was supposed to do to become a good reader, I saw tutors to improve my skills. The funny thing is: I never lasted at a tutor more than three sessions. Why? Because other than my right eye finding the page texture and color more interesting than following the words from left to right, I could read fine. I could read fine, I had no confidence to, but I could read at the level I was supposed to. Confidence is hard to gain when you have lived with the label of “less than” for years. I was five when I gained my badge, I don’t remember much younger than five. I have been a slow reader my whole life, so the tutor’s opinion didn’t give me confidence. No, it was not the tutor’s affirmation I needed, it was the grace and affirmation of my English teacher I wanted. If only I could be trusted to read and be believed in, I could’ve read loudly and boldly. How can I know this? Because I have found belief after the Oaks from people who love Jesus and are able to see me. I don’t stumble or read slowly anymore. Not only was belief in me refused, Mrs. K., you told my mom that I was in need of some special ed resources. You labeled me as a person with a disability in need of special resources in order to graduate, when in reality all I needed was to be believed in, to have my story be my own journey, not yours.

Jacket Sin. In January, I invited two of my friends from Ferris to come eat lunch. I wanted them to see a glimpse of my world. I met them in the parking lot to walk them inside. As I was heading out, I grabbed my greyish-blue jacket and put it on to keep warm in the January air. From the excitement of them being there, when I came back inside, I forgot that I had my jacket on. I gathered my friends around some tables in the Latin room to eat lunch. In the middle of lunch, Ms. M. asked me to take my jacket off. “Oh yes, my bad I forgot I had put it on,” I said as I slid the jacket off and onto the back of my chair. If this was the end of the tale all would be well. I was wearing a jacket that was not part of my uniform, and I needed to take it off. But I was part of the “troubled” class, so it couldn’t just be an honest mistake. We finished lunch. As I got up to show my friends around the school, I got called over. You told me I rolled my eyes when I took my jacket off. But my back was to you the whole time… I didn’t roll my eyes, my friends can attest to this, but we knew our “place,” we knew there was no arguing your opinion, your story. At some point or another all my friends had learned the same lesson I had: our word wasn’t worth anything if it didn’t line up with yours. So, I did what you expected of me and apologized for how I acted. 

“Do you know what that is?” you asked.

I stood there very confused at this point. This part of the story was all too familiar and yet I stood in disbelief. “A sin?” I finally replied.

“Yes. Do you know what you need to do?” you continued.

“Ask for forgiveness?” 

“Yes. From whom?”

“God?” 

“And?” 

“You?” 

“Yes.” 

Lots of kids forget things like this, but due to my class’s reputation for trouble, my version was discounted and corrected. Was that why you saw malicious intent in an honest mistake? What about me made you automatically attribute malice to mistake? Your story turned a jacket mistake into a jacket of sin that if not taken care of “properly” translated into me not being right with God. 

City of Hell. “What is something fun you all did this last week?” My Latin teacher asked. I got very excited at this question; I was getting to share a glimpse into my story. I got to share something fun I got to do that I cared about.

“I played in the rubber chicken!” I exclaimed. “It was so fun, there were so many students that came. It is so fun to play in front of so many people!” I was referring to a basketball game between Ferris and LC that I was incredibly proud to be a part of. 

“Ah, yes, the game between the city of hell, and the city of destruction,” he replied. Excitement gone. I sat back in my chair. City of hell and destruction?... I have friends there. Does that mean that my best-friends are detestable because they go to Lewis and Clark High School or Ferris High School? I thought to myself, if you are associated with the city of hell (Ferris) or the City of destruction (LC), doesn’t that mean you’re less loved by God? If you don’t go to the Oaks are you less loved by God, are you not seen by God? I was hurt by the assumption that public schools and thus public schoolers, my friends, were destined for hell. 

Dispersion. It wasn’t easy, to hear day after day that I was in need of fixing, that somehow God’s grace to me was in my teacher’s correction. I can withstand almost anything if I have a best friend standing there with me. I am not easily broken when there are two or three around me. I broke summer after my freshman year. I gave up on my story. Sophomore year I walked around the school broken, depressed, and lost. In one summer, my class dropped from seventeen to eight. Those four best friends left, and my next closest friends left too. I was alone. I don’t blame them for leaving me, I wanted to leave too. It’s a natural desire to flee from those that belittle you. Their response was to disperse, and my desire was to flee also. Instead I stayed.

It’s not that I think I’m perfect, the issue is not that I think I did nothing wrong in school. I am aware that I was a kid and I bear responsibility for my part. I believe we live in a fallen world and no person this side of the fall is without sin. I know that no person is perfect. The problem is not that you weren’t perfect. The problem is that you didn’t want me the way I was created. I didn’t fit your ideal child. At the time, I liked sports more than academics, I had friends outside of the institution, I pushed for answers and got shamed for asking. I stood out, I took longer to read, I had opinions, I had passion. Were you threatened? Here’s where the title to my story matters: “Why eyes, did you look at the ear and wish the ear to stop being the ear and become an eye? What good is a body if they have four eyes and no ears?” (1 Corinthians 12: 12-27). The problem is I am not an eye, and I will never be able to be an eye. My story is not to image the same aspects of God as you, my job is to be an ear, to witness to Jesus in my passions and my sacred story. 

We are all part of the bigger narrative. Many of us love Jesus and praise Him as Lord and Savior of our lives. We are one body of an amazing God who embodies pure grace and truth. I write to you from experience, in vulnerability, aiming toward love. These experiences, although painful and I wish upon no one, are scars I use to witness to Jesus’ faithfulness through it all. He never left me nor forsook me. He looked out for me in the midst of my pain. He deserves all the glory. His unconditional love is continually training me to become the best ear I can for the body of Christ. 

With grace and truth,

K. Fisher

Oaks Student K-10th grade. Class of 2017.

Reach out if you’d like, I’d love to talk: (509) 720-3302

#032 Mac Peterson [Class of 2013]

 Hi Friends! My name is Mac Peterson (class of 2013, to save you the scrolling).  I’ve thoroughly enjoyed these essays by other alumni and felt compelled to share my own story and advice to current students. My musings may seem a bit different than the other content on here, and I hope they offer both encouragement and admonition. 

I think back on my time on the Oaks, I think of it fondly, by and large. I’m one of the rare souls who made it from K-12, and I feel in retrospect that the Oaks is largely responsible for giving me an upper edge on my peers, post-grad. 

In the spirit of some semblance of organization, rather than word-vomit my feelings and ramblings, I would like to focus on 4 key parts in this open letter, which I probably will completely disregard as I grow more passionate throughout (fair warning).

• Cons of the Oaks, 

• Pros of attending, 

• A critique of other writers

• And a bit about me. 

My “thesis statement”, if you will: You should attend the Oaks if you’d like to be a powerful force of change in the World.

Cons of the Oaks

Yes, the Oaks has a number of things to improve on, which are well-known, so I need not spend too much time on those critiques, but will do so briefly below.

STEM courses are severely lacking, although you’ll be hard-pressed to find a science teacher as passionate and delighted in his work as Mr. Dykstra is. If you want a career in medicine, consider additional studies on the side. In my Chemistry course in college (Sic ‘Em Bears), we covered in the first week what took us an entire course at the Oaks.

The time focused on Western history is a bit excessive, as Eastern culture is nearly a footnote in history classes. Since embarking on my own post-college studies, I’ve become enamored with Eastern Philosophy – I wish it had been discussed more at the Oaks. In regard to history, I certainly do love the ability to recall dates of specific events, thanks to the many history songs we had to learn. The tools you learn at the Oaks for memorization are superb.

Many critique the study of Latin in these letters, but I think it’s a fabulous tool for learning other languages.  My other friends who studied Spanish or other “living” languages in high school have all but forgotten those languages, anyways, but I can sort-of-guess what something means in another romantic language. Also, Mr. Indgjerd is awesome. Even though I got in trouble a lot (all throughout K-12: more on that later).

I fear that the Oaks’ devotion to raising children in a bubble may lead many to become one-dimensional bores. I do not believe there is such a thing as forbidden knowledge, and I do enjoy reading the works of many authors who would make Oaks faculty squirm. But, more on that during my “About Me” section. This gets me to my second topic, the Pros of the Oaks. 

Pros of the Oaks

The Oaks will make you a powerful critical thinker. It will teach you to read between the lines. It will make you understand that which is driven by logic and data, and that which is driven by emotion. 

It will give you excellent verbal and written communication skills. That, I believe is attested by the quality of writing in these alumni letters.

It will give you practice speaking in public. I have no qualms now standing and presenting my ideas to executive leaders at my company, and to speak my mind. I never struggled with that in college, either. I did however, have to watch many other students squirm. And I frequently see coworkers with over 20 years of experience on me struggle with it.

The Oaks will teach you discipline, and the power of rules. A person who has no rules is more a beast than a human. We are the one species who has the ability to employ the power of metacognition – or thinking about thinking. And that ability enables us to decide what brings us closer to the ideal, and that which detracts. 

The Oaks will push you, if you’re lucky. Too many people nowadays have weak work ethics and so fall vastly below their potential. I know this on a personal level, for I did not push myself until halfway through University, and regret it. To operate below your potential is not only a disservice to yourself, but is also a slap in the face of God. 

I wish I had listened to Mr. Palpant when he told me I was operating below my potential – but nonetheless, I made it eventually. I’m grateful for the ability to reflect on that conversation, which angered me at the time, but showed just how much Oaks teachers love their students – and want them to be great. 

I wish I’d cared more about philosophy at the time, and had more time to pick Mr. Gore’s mind: there are few subjects I care more about now at my age. A lot of things I wish I’d done differently, but if I hadn’t gone to the Oaks, I’d likely still be wandering aimlessly. I’d still be hedonistic. I’d still be working 8-5 and then calling it a day… but I know there is more to life than that.

A Critique of Other Writers

The ability to express yourself boldly and confidently is an art lost on many today. Perhaps - because of their inability to put down their phones, and their yearning to constantly seek validation from within a fictional world of glass. But - I digress.

The Oaks may not teach you about how the systems development life cycle operates. It may not teach you how to code Java or C#, and it may not teach you how to use MATLAB. But guess what? All of that is online, and OFTEN FREE to learn. 

It’s inexcusable for you to think that education is the responsibility of a school.  No - the responsibility is all yours, my friend. Those who think that education stops with a diploma or degree are doomed to a lifetime of the mundane. If you stop reading and learning, you will become stagnant. So, want a STEM degree in college? Pick up a damn book. I have a career in Technology and am leading a team of developers who are 20 years my senior. If I can do it, so can you.

Want to hear something difficult? No school is perfect. If a teacher hurts your feelings, talk to: a therapist, your parents, a friend….and if you don’t have any of those? Journal. Journaling and writing have brought me immense pleasure and free therapy over the years. Journaling also makes you a better speaker as you learn to order your thoughts from the chaos often residing within your mind. I cannot recommend it more.

Where others in these letters complain about specific teachers, that’s where I disagree. In your life after graduating from the Oaks, you’re going to meet all sorts of silly and nasty people. There’s no reason you should expect everyone to like you, and vice versa. It’s ok to butt heads with other people and disagree – especially your teachers! I have met my fair share of nasty people post college, but to be able to deal with such people in a dignified and calm fashion is of paramount importance. 

Many of those who believe they deserve something in life, will not go far – mark my words. Do not be so self-serving and vain so as to think that you’re owed something.

If you want to be a success in business, you NEED to have thick skin. Too many in my generation think everyone needs to like them or be nice to them. What a silly notion. You’re owed absolutely nothing in life. Take every disagreement you have as an opportunity to strengthen yourself. 

A powerful leader is one who can stand up for his sheep in the face of a wolf. In my career, I frequently have to face such wolves – people who are self-serving and will walk over you if given the chance. People who are, frankly, assholes.  And I have the Oaks for giving me the tools to be a clear and rational thinker in the face of the foolish.

About Me / Why the Oaks May or May Not be a Good Fit

Now, for a bit about me, for context’s sake. Perhaps the quality about me that made me survive the Oaks’ sometimes silliness is my devotion to Stoicism and living “in the moment”. My practice of introspection has always been near and dear to me, and in recent years – a healthy practice of daily meditation and yoga has left its mark on my mind, in a positive way. Also recommend that (it’s ok to pull some things from Eastern culture). 

I rarely did any homework (Holly Lewis remarked once on how I had the lowest homework times of any student), didn’t need to study really – to receive my mostly “A’s” and “B’s”. I got my name on the board, all the time. Was suspended a couple of times in Kindergarten (for stealing candy from KinderMart and then lying about it). Made plenty of jokes and fooled around. Didn’t really value the education I was receiving at the time. I lived so in the moment that I really didn’t think about my future at all, just enjoyed life for what it was in the present. Questioned everything, but didn’t care to vocalize it. 

I got along well with teachers like Mr. Fugitt, who shared my same sense of dry humor and sarcasm (and also thick skin). I didn’t as much like Mr. Palpant at the time (as I mentioned earlier, mostly because he pulled me aside and told me I was not performing nearly at the level I could – he was certainly correct in that regard).  In retrospect, there are few other teachers I’d rather grab a beer with now – mostly because of my lifelong love for books and writing, and his ability to think critically about what he reads (the most important skill to acquire in life – debate me on that).  I enjoy keeping up with what he’s reading on Goodreads now. 

Growing up, it’s easy to think of your teachers as brilliant people who have their lives figured out, but they are in every way as broken as you and I, and are still struggling to figure life out. In fact, there is little difference between a 20-year-old and a 50-something when it comes to wisdom. Aging is less a gift than a curse. You’d be well-off to operate under the assumption that you’re in every way as qualified to be a free-thinker as your teachers.

As Thoreau said, “Age is no better, hardly so well, qualified for an instructor as youth, for it has not profited so much as it has lost. One may almost doubt if the wisest man has learned anything of absolute value by living.”

Age? Pshhh. I work with people thirty years my senior who lead huge teams of people… yet haven’t gained a single ounce of wisdom in their lives. It’s ok to disagree with those older than you. In fact, if you don’t, you’re in for a lot of trouble.

Not to beat a dead horse here, but the biggest problem with the Oaks, is that it keeps you in a bubble. Some people never leave it even after graduating, and their “selves” remain as one-dimensional as they were at the Oaks. So if you’re one of these people that believes everything they’re told and can’t employ any critical thinking or curiosity – maybe you shouldn’t attend the Oaks.

Without understanding the rationale for other channels of thinking, many Oaksters graduate and remain exhausting and boring (I think). It’s ok to deconstruct your faith and to question everything you are told. Don’t be afraid to do so: you will emerge from the other side more powerful. My faith is of utmost importance to me now, but I had to deconstruct it, and explore, in order to understand the rare gift I had.

I encourage other students to explore what the grass is like on the other side. When I graduated from the Oaks, that’s exactly what I did, much to the chagrin of my parents and others. I went into full-blown hedonism, partied several times a week, and all weekend. Was that the best approach at the time? Probably not. But as most of the world seeks only pleasure in life, do not think that you’re above it without having had a taste of it. Looking back on these times, all I can do is laugh. It made me who I am today, and I like who I am today an awful lot.

I’m not encouraging anyone to follow in my footsteps, as it’s frankly exhausting. But at least question the firmly-held ideals you have. Work hard outside of your assigned studies. 

There is no forbidden knowledge, and you have the rare opportunity to have millions of books at your fingertips…unlike millions of people who lived before we do.  Don’t believe anything until you have found it to be true for yourself.  Read voraciously. Read about Buddhism.  Read about Atheism.  Read books with “fuck” littered throughout.  Read like all of the books in the world will burn tomorrow. Do not squander that gift. 

To lose the desire to read is to become stagnant in your personal development.  And while you teach yourself the many things you’re curious about on the side, be that how to develop a web app (it’s pretty easy) or how to make kombucha, thank your lucky stars you are at the Oaks. 

The Oaks is NOT FOR YOU if you’re afraid to question authority, or you are afraid to explore other paths to “success”. If you just want to follow instructions and not think for yourself, you may end up as one of those “bores” I mentioned.  I know several classmates who struggled, according to the Oaks’ conventional definition of success (look at how the Oaks selects valedictorians, for instance), and yet are doing incredible things with their lives. I’m talking about excellent people leaders, STEM workers, and life-savers. If you are afraid of the “pagans” in the “city of destruction”, maybe you should go to a public highschool.

It’s a bit off-putting how the Oaks holds other high schools in regard.  To go to a public high school just might save you from having to rebel in college, as I did. I did well at the Oaks because I didn’t really give a shit at the time and thought for myself. But, if you drink too much of the kool-aid, you may drown in it.  

Thank your parents for the investment they are putting in your education. Thank your teachers for teaching you that to operate below your potential is inexcusable. Thank both your parents and the faculty for having sacrificed so much in the name of love. 

For when you emerge from the other side of the Oaks, you may not have learned the difference between riding boots, wingtip boots or Chelsea boots due to the strict dress code (although the latter style should be discarded anyways, in my opinion) - but you will be ready to speak your mind boldly in the face of the fool, and do so with grace, tact, and power.  If you want to be a force for change in this world; if you want to inspire those around you; if you want to be a protector of your flock, and you do not operate with a mindset of entitlement…then the Oaks may be the place for you, after all.

I'd love to hear your thoughts or connect virtually and keep in touch. Below are the links to my LinkedIn profile, Instagram and email. Feel free to reach out in whichever manner is most convenient for you.

• https://www.linkedin.com/in/macarthur-peterson/
• https://www.instagram.com/macarthurr/
• petersonmacarthur@gmail.com

With Love and Encouragement,

Mac Peterson (Class of 2013)