High Concept

High concept: Little students sit quietly at the St. Lawrence cookout.

Community Discourse: "I attended a small, private, Catholic school from kindergarten on through eight grade. The school was named St. Lawrence, after the Roman deacon who was famously martyred in 258 AD."

Family Discourse: "The library was sacred, and the spaces within it—the circulating reference, the common area, and the interface of the books themselves—held meaning and a history of experiences."
 
Career Discourse: "Unlike the codified, catalogued multi-classroom schools of today, the one-room school was a gathering of ages, experiences, subjects, tools, revisions, and collaborations..."
 
Family Discourse: "They [books] were, for me, both temporal and timeless all at once. The moment of opening up a random tome made me imagine cirucumstances in which someone would read it (perhaps the last person to check it out) while also simultaniously experiencing the moment of opening it myself without any knowledge of its content. As a young child, this had an odd effect on me, and I often felt like opening books in this way was a looking glass into someone else's physical experiences with a text."

Community Discourse: "The retelling of the events of St. Lawrence's death were common fair in religion class, required Wednesday mass, and in the principle's office. As the myth goes, Lawrence was condemned to death for his beliefs and sentenced to "roasting" over an open flame. It was said that, after having been strung up for some time over a fire (not unlike a rotisserie chicken), he remarked thusly: 'turn me over...I'm done on this side.'"
 
Career Discourse: "You know, I think eventually education is going to have to stop and look at the example set by a one-room school and say, 'Oh, my, maybe they weren't so deprived.' (Moni Hourt, Glen School teacher)"
 
Family Discourse: "The experiences of others—etched into the interface of the book—were punctam and out of sorts with my "schooled" understanding of a book as access to knowledge. There were 'felt' elements to a text as well... These felt elements, the punctam emotions and memory glimpses of another's experiences, along with my own, are what I hoped to recover in reflecting on these childhood experiences. Reading as a grade-schooled, print-literate child meant 'learning,' but that process of learning was stung by personal experience, something that is often shed or discarded as insignificant in Literacy. Electracy, in my own grappling of the term, aims in part at this recovery."