The 7 Gateways: The Need for Initiation

— by Krista Taylor

“From the day she was born I knew she was special.”

“Let me tell you about my child. He is special.”

This message is repeated again and again as one family after another stands at the podium and speaks.

This is Meet the Seniors Night. It serves as a kind of kick-off to Senior year, and it is one of my favorite school events.

At this ceremony, the families of every senior stand with their student, and share the important details of their journey with their child … so far. It is the opportunity to speak publicly about what makes each child unique and precious, and to have this noted and honored by the school community.

The words spoken by one parent this year, “Don’t forget that you are as magnificent as you are,” are an accurate summation of the messages given by each parent to each child.

It proclaims: “This child is special.”

And, indeed, she is. And, indeed, he is. And, indeed, they all are.

In his opening remarks at this event, Jack says, “Acknowledgement is love, spoken aloud.”

And, indeed, it is, for throughout the evening, as family after family acknowledges their student, the room becomes palpably filled with pure love.

photo2But this event is about more than just acknowledgment. It is the beginning of the process of letting go and moving on. It is a rite of passage ceremony that marks the beginning of Senior year and embarkment on the final steps of the journey toward graduation.

Rachel Kessler, in her book, The Soul of Education (which identifies “The 7 Gateways to the Soul of Adolescents) notes the importance of these rituals.

“The need for initiation deals with rites of passage for the young – guiding adolescents to become more conscious about the irrevocable transition from childhood to adulthood. Adults can give young people tools for dealing with all of life’s transitions and farewells. Meeting this need for initiation often involves ceremonies with parents and faculty that welcome them into the community of adults.”

Erin Wilson, Gamble’s Senior Class Advisor, opens the Meet the Seniors event with this statement, “Rites of passage can take on many forms and are present in many aspects of society, but all mark a person’s transition from one status to another. Rites of passage show what social hierarchies, values and beliefs are important in specific cultures.”

Rite of passage rituals date back to earliest recorded history, but were first presented as a critical and universal cultural process by Arnold van Gennup in 1909. Van Gennep identified these celebrations as a structure that serves to ease the difficult transitions from one life phase to another.[1]

Coming of age, or growing up, is hard. It includes both the act of letting go of childhood and that of assuming the weighty mantle of adulthood. Like many processes, this transition is neither linear nor simple. As children progress through adolescence, they move forward and backwards along the continuum of development – sometimes experimenting with ideas, actions, and relationships beyond their years, and then, just as readily, returning to the safety and comfort of childlike behaviors and roles. Gradually, over time, their forays into the world of adulthood become more frequent, and their retreats to the metaphoric nursery occur less and less often, until they disappear entirely.

This is what makes adolescence such a tender time. In the beginning, children stand poised on one side of a great divide, and then, for a time, they stand unsteadily, with one foot balanced precipitously on each side of this chasm. Ultimately, they are ready to step firmly across to the other side, but this doesn’t happen suddenly, or even all at once, and, as a result, we run the risk of failing to note its occurrence at all.

In the modern, Western world, we have few remaining secular rites of passage marking the transition from adolescence to adulthood; however, according to some scholars, including Kessler, human beings have a psychological need to participate in ceremonies that honor and support life’s transitions. Robert Brain even goes so far as to suggest that the absence of these rituals is fundamentally damaging to both individuals and to society as a whole. “Brain asserts that Western societies do not have initiation at puberty; instead of ritual, we have disturbed teenagers and infantile adults. At the age of eighteen, teenagers are ‘magically’ converted into adults”[2]

The work of intentionally creating these critical rites of passage falls on the community of adults who participate in the hard work of guiding children along the path to maturity. Teachers are uniquely positioned to take on this task.

Meet the Seniors Night is one of several rites of passage events that take place during a student’s time at Gamble. Each student’s journey through our secondary Montessori program begins in earnest during the initiation ceremony that takes place at fall camp. This is continued with the ritual of saying good-bye to our middle schoolers and assuring them of their readiness for high school that occurs on the last night of the 8th grade trip to Pigeon Key. By the time our students stand with their parents on Meet the Seniors night at the beginning of senior year, they are nearly transformed from their junior high selves, and this maturation process is complete and finalized when they proudly cross the stage to receive their diplomas at graduation.

Each of these moments is powerful, and for a long time, I believed that they were conducted for the sole benefit of the novitiate. This year, however, for the first time, I fully understood that these experiences are equally impactful for all those who participate in them.

I came to this realization while working with the 8th graders on the final preparations for the 7th grade initiation at fall camp. Each year on the last night of camp, our 8th graders lead a ceremony, that they plan in advance, to welcome the 7th graders to our community. It is a powerful experience that students remember vividly, and although it takes somewhat different forms each year, there are elements that remain consistent from year to year. The ceremony always takes place after dark, and it includes an intentionally developed sense of mystery and apprehensive excitement as the 8th graders assemble separately from the 7th graders who are seated around the campfire. Each seventh grade student is individually invited to process through a line of 8th graders where they are presented with a variety of symbols marking their official initiation into our community.

I had always assumed that the basic function of this ceremony was to help the incoming students feel like a part of the community. This year, however, I understood its purpose differently.

About an hour before the ritual was set to begin, I met with the 8th graders to finalize all the pieces. They are always so excited that it can be challenging to corral their energy and get them to focus. This year, as we were verifying who would fulfill which roles and tasks, I asked who would be escorting the individual 7th graders from their seat at the campfire to the area where the 8th graders would be waiting. Zenyatta, a very quiet and introverted student, blurted out, “That’s me!” I was startled as this was not a role that I expected her to take on. It’s a big job that requires many trips back and forth to the campfire in the dark. I asked who would like to assist Zenyatta with this, as it’s generally a task given to two students. Zenyatta immediately interrupted me by saying, “No. It’s just me. I can do it by myself.” I was a bit perplexed by her insistence, but I had clearly underestimated her investment in this ritual.

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As we lined up to process through the campsite, Zenyatta was practically wriggling out of her skin as she squealed, “I am so excited!” Once we got into position by the campfire, she looked at me and asked, “Is it time? Who should I get first?” Back and forth she went, determinedly locating the next 7th grader at the fire and bringing them over to the initiation ceremony. Each trip was punctuated by her breathless question, “Who’s next?” When my response was finally, “That’s it. That’s the last one.” Her face was crestfallen as she said, “Really? That’s it? It’s over, already?”

This ceremony  is an initiation ceremony for the newly arrived seventh graders, but it serves as so much more. Clearly, for Zenyatta, designing and implementing the ceremony was important in developing her role as a leader; however it also fulfilled an important purpose for the classroom community as a whole. “An intentional rite of passage experience provides the space for the community to transmit its core values and confer the role responsibilities appropriate to the initiate’s stage of life, thus insuring cultural continuity, a sort of knitting together of the generations.”[3] In designing the ceremony, the eighth graders must reflect on the values and principles of the classroom group, and determine how to best confer these ideas, roles, and responsibilities onto the incoming students.

Some of this has become tradition. For example, in the United Leaders community, students always incorporate the reading of the poem “Great Leaders” by Meiji Stewart, which serves as a kind of motto for our classrooms. There are also other traditions such as chanting UL as initiates pass through a corridor of 8th grade students, writing UL on their cheeks in face paint, and distributing certificates bearing each 7th graders name and an observed character strength.

Students also always read statements of welcome, which convey the expectations of the community. While, each year, these are written by different students, the message is remarkably similar – thus ensuring the transmission of core values as noted above.

As evidence, here are excerpts of statements written by different students in different years:

  • “Welcome new 7th graders.  You guys are joining a community of leaders. We help each photo3other, and make sure we make others that join this community feel welcome. You will each get a leadership role and a trait about yourself.”
  • “You have now joined the United Leaders’ family. United Leaders always work together and never give up on each other.   We always welcome new members to the United Leaders. No matter who you are, what you do, or what you like, you will always be welcomed to the United Leaders.”
  • “Congratulations you are now officially a United Leader. Being a United Leader photo4means that you take on leadership roles only a United Leader can take on. You belong in our community. Some days, you might not feel like you do, but you really do. In United Leaders, we don’t break each other, we build each other.”
  • “Welcome to the United Leaders’ ceremony where you will become something – and that something is a leader! As a leader, you will be challenged with obstacles you are expected to overcome. That’s where leadership roles of grit, perseverance, optimism, and helpfulness will come into play.”

The ideas of belonging, leadership, and character strengths are noted year after year. In this way, students are building a cultural legacy for themselves.

And this is the secondary function of these rites of passage.

In the final moments of Meet the Seniors Night, after hours of individual acknowledgments by families, a circle is formed, candles are lit from a flame that is passed around the circle, and Jack shares these closing remarks.img_1268

“I acknowledge you. I am proud of the work you are doing, the trail you arephoto1 blazing. I try to honor you every day by working as hard as I know how so that this is a great senior year, and that your legacy remains strong for as long as I am here to honor it. I promise you this one thing. You will never be forgotten by this school. You will leave an indelible mark.”

An indelible mark. Isn’t that what each of us yearns for? To be remembered. To have made a difference. Rites of passage mark a beginning, but they also mark an ending, and it is this that makes them so bittersweet.

If we ignore the opportunity to note the farewell, we may also lose the power of leaving a legacy. The 8th graders establish their junior high legacy at fall camp; the seniors are invited to consider how the legacy of their senior year will represent them for many years to come.

Kessler is correct. We need rites of passage, for, as she notes, these life transitions are irrevocable. Rituals and ceremonies help us to move from one stage to another, causing us to note both the individual and the collective indelible marks that we have made, so we are better able to let go and move on.

As teachers, we are witness to many of the transitions of adolescence. We must honor these with gravitas, and build into our structure opportunities to formally note these changes. Like with so much of the work we do, this won’t be on any test, and it likely won’t be counted on any formal measures of our effectiveness, but it’s this work of the heart that is so important for our students … and for us.

 

[1] “Rites of Passage.” Rites of Passage. N.p., n.d. Web. 18 Dec. 2016.

 

[2] Prevos, Peter. “The Social Importance of Rites of Passage and Initiations.” Horizon of Reason. Third Hemisphere Publishing, 6 Feb. 2001. Web. 18 Dec. 2016.

 

[3] “What Is a Rite of Passage? Why Is It Important?” What Is a Rite of Passage? Why Is It Important? — Rite of Passage Journeys. Rite of Passage Journeys, n.d. Web. 18 Dec. 2016.