Athena's Legacy

By K.D. Flacche

Athena's Legacy is a compelling story about the struggles of a Principal at a small private school in New Jersey. Within the first year of becoming Principal, Athena observes what she perceives as gaps in the educational curriculum. As a result, she embarks on an ambitious plan to add three new courses to the curriculum. The courses are deemed unconventional, even radical, and the novel details her efforts to implement these new courses and embed them in the standard curriculum. She faces opposition at every turn, from parents, teachers, students, and the school board. Occasionally, she finds aid in unexpected places. We follow her life, and the results of her efforts with the students over a twenty-year span.

You will be transported to this small private school beginning in 1979, at a time when someone's beliefs could effectuate meaningful change in a small private school atmosphere. The premise of this novel is clever, interesting, and thought-provoking! This essential read will encourage you to reconsider the true potential and purpose of education, and how it can help develop our children.

• Language: English
• Publisher: Hawes & Jenkins Publishing, Inc.
• Release date: Dec 6, 2023
• ISBN: 9781637840450

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Athena's Legacy

K.D. Flacche

ISBN 978-1-63784-044-3 (paperback)

ISBN 978-1-63784-045-0 (digital)

Copyright © 2023 by K.D. Flacche

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods without the prior written permission of the publisher. For permission requests, solicit the publisher via the address below.

Hawes & Jenkins Publishing

16427 N Scottsdale Road Suite 410

Scottsdale, AZ 85254

www.hawesjenkins.com

Printed in the United States of America

Table of Contents

Dedication

The Realization

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

The Creation

Chapter 9

Chapter 10

Chapter 11

Chapter 12

Chapter 13

Chapter 14

The First Two Years

Chapter 15

Chapter 16

Chapter 17

Chapter 18

Chapter 19

Chapter 20

Chapter 21

Chapter 22

Chapter 23

Chapter 24

Chapter 25

Chapter 26

Chapter 27

Chapter 28

Chapter 29

Chapter 30

Chapter 31

Chapter 32

Chapter 33

Chapter 34

Graduation

Chapter 35

Chapter 36

Chapter 37

Chapter 38

Chapter 39

Chapter 40

Chapter 41

Chapter 42

The Diagnosis

Chapter 43

Chapter 44

Chapter 45

Chapter 46

Chapter 47

Pure Joy

Chapter 48

Chapter 49

Chapter 50

Chapter 51

Chapter 52

Chapter 53

About the Author

Dedication

To the blessings of a small school where learning is prized above all else, and to these teachers in particular, whose positive influences have never left me:

Angela C. Gibson, my K-12 school principal; she is famous for the words, Kids, I let you know this…, followed immediately by words of wisdom, life lessons, important ideas, or indispensable knowledge. Her approach as principal was stern but fair, leadership at its best. She saw every moment as a learning opportunity and encouraged all students to utilize their own potential to the fullest. It was from her that I learned my most valuable lesson—that I have the ability and the responsibility to think for myself.

Dr. McGeough, my high school chemistry teacher, who, through the teachings of science and nature, led me to a deeper understanding of the world and my own place in it. To him, I am truly grateful.

Mr. DeVita, my high school math and history teacher, who wore many hats, who persisted and taught me resilience and showed me the way, always with a joke and a smile on his face.

To the memory of my parents, Chris and Sophie Mattheou, who cherished and exalted education and epitomized the strength and determination to succeed.

And to my family: my husband, Matthew, and my son, Zachary—they are my world, my joy, and I love and appreciate them. Thanks to both for making every day worthwhile.

Part 1

The Realization

Chapter 1

Athena accepted the nomination of principal with seemingly effortless grace and her characteristic smile. She looked confident as she stood on the stage of the school auditorium, in a designer brown suit, hair curled, and wearing a subtle amount of makeup that accented her bright hazel eyes. Her introduction, which had been given by the current principal, Mrs. Stonebridge, listed her many accomplishments over the past ten years, teaching English and history, coaching volleyball, and participating in various clubs as an adviser. Mrs. Stonebridge had even called her a role model for the younger, less-experienced teachers. In addition, she provided many examples of Athena's positive influences and ended with a joke, saying that Athena simply understood teenagers.

Athena barely heard these words. She was too busy trying to keep her composure. When Mrs. Stonebridge finished, Athena stepped over to the microphone and prepared to speak. She inhaled deeply and broadened her shoulders and tried to stand as straight as possible. Then she began a long and well-rehearsed speech to the school board. She not only maintained her equanimity but managed to speak effectively. She talked at length about the academic standards of Gavelwood Academy, the dedicated teachers, and the overall school environment. She focused on the mission of Gavelwood, the purpose of which was to prepare students for college. A promise was made: never to lose sight of this mission. Finally, Athena talked about Mrs. Stonebridge and strongly affirmed her commitment to follow the lead of the outgoing principal.

As she ended the speech, she said, "Mrs. Stonebridge has capably led this institution for over thirty years and has been instrumental in developing this school from its inception. I truly hope that I can continue her work with the same resolve and dedication. Thank you for this opportunity." There was applause from the board members, and the ceremony ended a few minutes later.

Afterward, Mrs. Stonebridge led Athena to the back of the auditorium, where a large buffet dinner had been set for the occasion. She walked slowly. She was slightly overweight and about seventy years old. She was ready to retire and had handpicked Athena as her successor after seeing the effect she had on the students. She knew that they respected Athena and often flocked to her for advice on personal issues in addition to the classwork. Athena had a certain authenticity, a genuineness, that was very welcoming. And in addition, she was brilliant. A perfect replacement for Mrs. Stonebridge.

That was a wonderful speech Athena, said Mrs. Stonebridge with enthusiasm.

Athena responded immediately, "I meant every word, and I really appreciate your faith in me. How can I ever thank you for this?"

"Athena, my dear, this is no easy task. You may not thank me later," she said with a throaty laugh and a wry smile.

As they reached the table with drinks, they both took glasses of champagne and Mrs. Stonebridge said, Let's toast.

Athena considered the breadth of Mrs. Stonebridge's previous words as they clanked the glasses together. She shrank a little as she wondered about the future. Was she ready for this?

Chapter 2

Back at work after a much-needed summer off, Athena officially began her role as the principal of Gavelwood Academy. She took a long look around her new office. It was spacious with a wall of books behind the large distressed wooden desk. The desk faced the doorway, with a window on the left. In the corner near the window was a round table with four chairs, perfect for meetings. On the right-hand side, there was a credenza next to the door.

The very first thing that Athena did was hang her favorite sign on the wall, in a spot that she could clearly see from her desk. The sign said:

If you lose your love for learning

You lose your love for life

Never end the pursuit

—Author Unknown

She added Author Unknown when she had the sign made to make it sound more credible even though she made up the saying herself. It was her personal mantra; she firmly believed that school was only one part of the lifelong learning process.

She took a long sip of hot tea as her assistant strode into her office.

What can I do for you this morning, Athena? said Amanda pleasantly.

Athena was ready to get to work. Well, since the kids will start next week, we need to firm up the schedules. Let's go over them.

They both sat at the conference table and spread out the full curriculum for the 1979–1980 school year. Gavelwood Academy was a private school in New Jersey running from seventh through twelfth grades. The curriculum was standard, but there was a heavy focus on college preparatory classes.

One of the teachers had retired recently, and they found a gap in the history department. Athena had previously taught both English and history and planned to continue whenever possible even though she was now the principal. In public school, the principal would never teach, but in a private school, there was a lot more flexibility. Athena assigned herself and one other teacher to take on the extra classes until the retired teacher could be replaced.

In addition to the curriculum, they meticulously planned out the after-school activities. This was by design to accommodate working parents by keeping activities available until 5:30 p.m. It also fostered the general goals of promoting physical activity and camaraderie among the students. This after-school program was one of the draws of Gavelwood Academy.

Most of the teachers volunteered to be advisers for the after-school activities. The pay was modest, but the program was a great way to encourage the students in a less formal environment. The teachers could nudge them into doing their homework and keep them out of trouble at the same time. The idea was that the students would excel with the extra help in the afternoons. Gavelwood was founded on the principle that the students had to be successful for the teachers to be successful.

When they wrapped up several hours later, all schedules were confirmed, and Athena was feeling accomplished. Please give copies of the curriculum to the faculty, Amanda, and ask for feedback. Thanks.

What about the Friday faculty meeting? Mrs. Stonebridge always held a faculty meeting on Friday before school starts.

Sure, set it up for 10:00 a.m. And can you order food? Bagels and doughnuts are fine, but I'd like to see some healthy options too, she said with a laugh.

No problem, boss. Amanda was on board with that.

Chapter 3

On Friday before school started, the faculty assembled, and Athena was ready for them. She half expected a barrage of questions since she was the new principal, but the teachers were somewhat stony instead. She found she had to elicit them and started with Is everyone set with their classes? Any concerns?

Joshua Rainier, the chemistry teacher, began somewhat gruffly, We have a lot of students taking labs this year, and I believe the supplies are insufficient for the number of students. We will have to work in groups of four or six, instead of two, since there are not enough supplies, and I am concerned that the lack of hands-on activity for each student will impede the learning process. Mr. Rainier was seasoned and knew the behavior of the students. He had taught at Gavelwood for many years. Although he was extremely intelligent, he was also quirky and eccentric. Athena did not want to get on Mr. Rainier's bad side, but she also knew there was no additional funding available.

After a moment of quick thinking, she said, Chemistry is essential for certain, and the current funding allocation is twice that of most other classes because of the labs. Since the budget does not allow for more, let's tackle this in a different way. Perhaps we could raise the money for supplies. How about a fall fundraiser for chemistry?

A fundraiser? Mr. Rainier was skeptical.

Sure, this is a good cause. Joshua, give me an estimate of what additional funds you need. Then Athena turned from Mr. Rainier to the other teachers and said, Everyone else, please come up with ideas. Should we have a car wash?

Louisa, the art teacher, was the first to respond. How about a bake sale? I could make four or five pies. Baking was her favorite hobby, and she was more than happy to provide the pies.

Perfect, please coordinate through Amanda. Athena was definitive and quite authoritative when she was tackling issues. She also knew that some teachers at other schools took money from their own pockets to buy school supplies for the kids, and she was determined to never let that happen at Gavelwood if it could be prevented.

Slowly, more of the faculty began to ask questions and raise issues. The meeting took a less formal tone, and Athena paid close attention to their concerns. Amanda was taking notes in the back in order not to miss anything.

One of the new teachers spoke up at length about classroom order and discipline. This launched a discussion about the children's behavior in general and appropriate methods of discipline. Since Athena had taught at Gavelwood for ten years, most of the teachers already knew her methods. She was unconventional in some ways yet traditional in others. It was sort of an interesting dichotomy in the classroom. Children who misbehaved were awarded extra homework. If that didn't work, the next punishment was making the child answer lots of questions in the following class. She always told them what to study first. She didn't want to embarrass them, only make them work harder. Athena explained her methods, and then several other teachers gave their own insights and tips for methods they used in their own classrooms.

After a productive conversation about the various disciplinary methods acceptable at Gavelwood, the faculty meeting ended. Several of the teachers were whispering about Athena on the way out. Amanda was stationed in the back of the room and was keenly listening and trying hard to overhear. As Athena's assistant, she considered it part of her job to know what the teachers were saying. From what she gathered, it was positive.

Chapter 4

The school year started without much fanfare. It was an average year, and the school body included the customary mix of problem students along with academic achievers. Since Gavelwood Academy was a small private school, it attracted an eclectic mix of students. Some geniuses, some learning disabled, and some problem students that had trouble in public school. But what was unique was that these students were all together in a small classroom setting. It was an interesting environment.

Athena tackled the issues that came her way each day. When she got stumped, she called Mrs. Stonebridge for advice. They were developing a friendship, and Athena was grateful. For Mrs. Stonebridge's part, she was happy to hear about the happenings at the school and felt like she was still involved.

One day after discussing a particularly difficult student with behavioral problems, Mrs. Stonebridge changed the subject and asked, How is the chess club?

This was the club that Mrs. Stonebridge had personally started.

Knowing her keen interest, Athena reported every detail, including the new students that joined the club.

Mrs. Stonebridge smiled with satisfaction. Knowing these kids were some of the best students at the school, she said, Wish they all played chess.

Athena didn't say it out loud, but she thought the same. She recalled an article she had read a few years ago about a chess grandmaster who was trying to establish chess in the school system in his home country. He was explaining how chess improves cognitive abilities. And that even young children can learn how to anticipate moves and think ahead. In fact, many people believe that chess can fundamentally alter student performance because it encourages focus and determination. It may be the only game that actually teaches kids how to think!

Athena blurt out, Why couldn't they all play chess? What if it was a subject in school?

Mrs. Stonebridge just laughed and dismissed her. My dear, the school board would never approve.

But Athena couldn't drop it. When she was home that evening, she pulled out the article from the top drawer of her desk. She reread the whole article in detail and focused on the parts she found the most interesting:

The game inspires positive behavioral changes.

Chess makes you pay attention to the consequences of your actions and the value of the different decisions you make.

Kids…are accountable for