Page 105 - The Gonzaga Record 1986
P. 105
POACHER TURNED GAMEKEEPER?
Reflections on a year as Chaplain to Third lear
It was a strange experience to start interviewing Third year boys at the
beginning of this year. There we sat, face to face in an office on the upper
floor of the Prep school. As I remember, the office is part of what was
a classroom when I was a Gonzaga student. I spent my own Third year
in this room.
How the wheel had turned full circle! When I left Gonzaga I studied
economics in Trinity College for four years. I next did a two year stretch
in the Jesuit noviciate in Dollymount. This summer on completing a
further two years of philosophy I will leave Ireland for a missionary
experience in Zambia. I thought I should give some service to my alma
mater.
So there I sat, trying to make conversation with the boys whose
surnames began with A, B, or C. I thought I noticed a few shaking knees
amongst my first interviewees. They had not a clue what to expect from
me. Just as well - their nervousness would keep their attention away
from my knees!
Fr Peter Sexton is the Pastoral Director for the school and acted as my
mentor. He suggested that I simply act as a friend whom the boys could
-confide in if they wanted to. I felt sure they would not. I was to be
surprised however.
It soon became clear that the service being offered was seen as
radically new by many of the boys. They seemed more at ease in relating
to adults in the school in an academic rather than personal way. My
emphasis on personal matters surprised and pleased them. I was very
happy about this. The nature of the job I had been asked to do seemed
to convey a very Christian message - there is more to life than academic
success.
Most of the boys were glad to talk about themselves . Many were open
in a way that left me feeling privileged and humbled. personal relation-
ships were always high on their agenda. Each boy seemed to telegraph his
need for acceptance and respect. With parents this usually took the form
of 'not wanting to be treated as a child'. I was struck by how well most
parents hit a balance between relaxing rules and maintaining a guiding
structure in the boys' lives. Then of course there were peer-friendships.
The classroom, particularly, seemed to be a major arena for the
emotional life. Many showed a high sensitivity about their status in the
group. Many also spoke of the value of a good friend. Primary virtues
seemed to be loyalty (not betraying confidences) and a sense of humour
(teachers watch out!).
I sensed that the boys found it helpful to talk with me about these
relationships with parents and friends. I would often ask questions such
as 'how did that make you feel'. This could elicit a pained expressi on as
103
Reflections on a year as Chaplain to Third lear
It was a strange experience to start interviewing Third year boys at the
beginning of this year. There we sat, face to face in an office on the upper
floor of the Prep school. As I remember, the office is part of what was
a classroom when I was a Gonzaga student. I spent my own Third year
in this room.
How the wheel had turned full circle! When I left Gonzaga I studied
economics in Trinity College for four years. I next did a two year stretch
in the Jesuit noviciate in Dollymount. This summer on completing a
further two years of philosophy I will leave Ireland for a missionary
experience in Zambia. I thought I should give some service to my alma
mater.
So there I sat, trying to make conversation with the boys whose
surnames began with A, B, or C. I thought I noticed a few shaking knees
amongst my first interviewees. They had not a clue what to expect from
me. Just as well - their nervousness would keep their attention away
from my knees!
Fr Peter Sexton is the Pastoral Director for the school and acted as my
mentor. He suggested that I simply act as a friend whom the boys could
-confide in if they wanted to. I felt sure they would not. I was to be
surprised however.
It soon became clear that the service being offered was seen as
radically new by many of the boys. They seemed more at ease in relating
to adults in the school in an academic rather than personal way. My
emphasis on personal matters surprised and pleased them. I was very
happy about this. The nature of the job I had been asked to do seemed
to convey a very Christian message - there is more to life than academic
success.
Most of the boys were glad to talk about themselves . Many were open
in a way that left me feeling privileged and humbled. personal relation-
ships were always high on their agenda. Each boy seemed to telegraph his
need for acceptance and respect. With parents this usually took the form
of 'not wanting to be treated as a child'. I was struck by how well most
parents hit a balance between relaxing rules and maintaining a guiding
structure in the boys' lives. Then of course there were peer-friendships.
The classroom, particularly, seemed to be a major arena for the
emotional life. Many showed a high sensitivity about their status in the
group. Many also spoke of the value of a good friend. Primary virtues
seemed to be loyalty (not betraying confidences) and a sense of humour
(teachers watch out!).
I sensed that the boys found it helpful to talk with me about these
relationships with parents and friends. I would often ask questions such
as 'how did that make you feel'. This could elicit a pained expressi on as
103
