Christian Academy in Japan

Equipping to

SERVE

Fall/Winter 2019

Message from
Head of School
C H R O N I C L E
EditorDonna Lewis
Photo Editor
Linnea McGlothlin
Photo Contributors
Linnea McGlothlin
Ushio SawadaWe seem to talk a lot about service at CAJ. After all, we
have banners, bulletin boards, and icons all describing

our vision: equipping students to serve Japan and the world
for Christ. However, without practical opportunities to practiceservice, we could end up with lofty ideals but no substance.
Our students need to learn both why they should serve andhow they should serve.
We’ve probably all seen examples of service gone bad: service
that is rooted in pride and superiority, service done out of amisbegotten sense of duty, or service to impress others.
Furthermore, we do not need to look far to witness service

Jamie Matsuoka

done from pure motives, but without appropriate knowledge

Miwa Hashimotoand understanding, resulting in a worse mess than existed

Victor Eby
Julie Johnson
Tamara Hershberger

before.
We need our students to serve with a deep understanding of
our core values. They must know the truth about their own

Graphic Design

motives, as well as the needs of those they desire to serve.

Martin Barker

They must have a sincere love and respect for those they serve;

Juliana Barker

we are not trying to make them into our image, because we

Christian Academy in Japanthrough building relationships, because we value community,

1-2-14 Shinkawa-cho
Higashi Kurume-shi
Tokyo, Japan 203-0013+81–42–471–0022
www.caj.ac.jp

recognize and honor the image of God in them. We serve
community that transcends cultural and national borders, aswell as community built among classmates or teammates.
To be fully equipped to serve, students need to learn skills
that people will need in the 21st Century: science, technology,
engineering, mathematics (STEM) as well as research, writing,collaboration, and innovation. They will need to learn about
cultures, geography and biblical principles. They will also need

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multiple opportunities to practice a wide variety of serving
strategies and methods. They will need role models who live
out what it means to serve out of hearts that love God and love
people.
In this service issue of the Chronicle, you will find examples ofsome of the forms that service at CAJ takes.

Anda Foxwell, Head of School
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REFLECTING HIS IMAGE
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service
SNAPSHOTS
There are many stories in the Bible of Jesus seeing people and having compassion on
them. Through serving others in Japan, we are training our students to be like Christ.

Each year the students in 3rd gradestudy China and hold a fundraiser forthe printing of Chinese Bibles. The
students are sponsored with either
one-time donations or an amountfor every verse they memorize of 1
Corinthians 13. The class then visits
New Life Ministries to donate themoney, and see how Bibles andMessiah Manga are made.
Last year 15 out of 21 students
memorized the entire chapter, andstudents raised ¥248,331 which
provided for the printing of about
993 Chinese Bibles. More than 50
people were involved in the third
grade fundraiser and were blessed
to not only be able to help provide
the Word of God for others but also
to be able to commit 1 Corinthians 13
to memory.

Middle school students have been
partnering with Dr. Mark Bennett to serveat the Sidewalk Chapel which ministers to
the homeless in Yoyogi-Koen by providing
a worship service and a meal. Smallgroups of students travel down and help
the missionaries with setting up the tables
and serving food and drink. Students
worship with the homeless people that
come, interact with them and also help
distribute the meals and clean up.

Seventh graders demonstrate service by sharing
food with other CAJ staff and community members. We discuss
how they can use cooking skills to bless others, applying service into their own lives.
Here, they are learning how to make yeast dough for pizza.

CAJ has recently started partneringwith Second Harvest Japan’s “Adopt a
Family” project. Middle school students
prepare boxes of food for families
living in poverty which Second Harvest
delivers to those in need. Additionally,
we include notes of encouragement
and pray for the families.

Each fall, the first graders study
healthy eating and all bring invarious fruits to make nutritious
smoothies! They intentionallymake extra to then go aroundand share with CAJ staff
members.
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TEACHING TRUTH

Teaching forTransformation
DAVID MARSHALL, DIRECTOR OF
TEACHING AND LEARNING

CAJ

has a reason for existing. We aim to equip students to serve Japan andthe world for Christ. What does this look like?

To bring Christ into our classrooms, we need two

1. Deep Hope is the term used to describe theimportant ingredients: capable teachers who see

vision for each class or course that we teach.

their service as their way to follow the Lord Jesus,

Teachers describe what they would like stu-

and a curriculum that connects all that we dodents to be thinking and doing by the end of

to the God who made us. The curriculum at CAJ

their time in that class.

needs to be a program of learning that highlights
the needs of the world and provides ways for ourstudents to be a part of meeting those needs.
Over many years, CAJ has invested in training ourstaff to use a number of approaches to connecting
Christian teaching and thought to the educational
processes of our school. Students from the more
recent past will remember CFRR, which stands for
Creation, Fall, Redemption, and Restoration. This isa helpful way of remembering the main points of
the Bible story, and a convenient means by whichanyone can connect the truths they are studying
to this grand narrative of history.
At present, CAJ is undertaking teacher training ina program called Teaching for Transformation thatbuilds on the CFRR framework of understand-

2. Storyline summarizes the path of learningthat students will take throughout the year.
3. Throughlines are ways to describe several
Biblical themes that occur regularly in our curriculum from kindergarten to grade twelve.
4. Formation Learning Experiences (FLEx for
short) are larger, focussed activities that occur
once or twice a year that aim to bring the first
three pieces together and help students reachthe end goals described in the deep hopes ofeach class.
Here are some examples:• Our kindergarten is focussing on wonder at what

God has done. Each Wednesday, they are having

ing the Biblical story. The aim of this program,a time of wonder and amazement by looking at

which comes from the Prairie Centre for Christian

the different things they have learned.

Education in Alberta, Canada, is to give teachersa range of tools that they can use from the beginning of the year to connect all they do to the story• Our seventh grade teachers have teamed up to

have a common theme that runs through theirof the Bible.

curriculum focussing on three words: explore,

Training is still underway. Teachers are learn-dents contribute to building our community

ing about four pieces of the Teaching forfor the good of those around them.

Transformation package. Current students andtheir parents will have heard some of these, andwill be hearing more as the teachers complete
their training.

discover, respond. By applying this theme, stu-

• Our tenth graders are learning to see their stories
as part of God’s story, through reading otherpeople’s stories and then writing their own.

Our intent at CAJ is that our students will be able to look at what they learn over a week, or a month,or a year, and see that it all helps them to be better servants of Jesus. We look forward to hearing what
our graduates do with what they have been taught. We invite you all to keep us informed of ways thatyou are serving in the world.

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REFLECTING HIS IMAGE
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CAJ has taught me to love all kinds of people, though they may be quite different,
and to value and cherish those I have this privilege of living life with!
Jamie Matsuoka (Lucas)1984-87
Grade 6, English as an Additional Language Teacher, Community Relations

For

some people, their time at CAJ is short—just a few years, but for others, it is a lifelong journey. Here at CAJ we are blessed to have a large number of alumni on
staff. We recently asked these staff members about CAJ, what brought them back, and whatchanges they have noticed about CAJ and the area of Higashikurume over the years. This
article brings together the different responses to give you a snapshot of their experiences.

The teachers and my experience at CAJ is what brought be back. I had
such a good experience and had teachers who made such an impact
on my life, I have always wanted to come back to this place. Originally,
though, it was only going to be for 2 years. I’ve been here for 23 years now!
Tanya Hall 1982-89
High School Principal

There are many reasons why alumni choose to come back and work at CAJ. Some alumni
had opportunities come up at just the right time. Some came back for what they thought
would be just a short time, or just a small role, and ending up staying long, and contributing
in major ways. There seems to be an overall sense of God’s calling on people to be in thisplace at this time.
Many changes have occurred at
As a student I saw that the teachers
CAJ, and in the surrounding areas
were working hard for the students.
over the years. One of the mostAs a staff member, I still see that.
However I can see that more
noticeable of these is a change inclearly and understand the effort
the demographics here at school.
and methods that are used to help
Previously, the missionary comstudents achieve excellence.
munity used to be mainly fromthe USA, and the school popuYooRan Rudd 1996-99
High
SchoolMathematics Teacher
lation reflected that. Today, withmissionary families from all over
the world, particularly from Korea,
and with higher demand from local families, the demographics are shifting. An increased
number of students have grown up in multilingual and multicultural environments.

I never knew how much teachers had to work! In all honesty though,I think I appreciate CAJ more as a staff member. As a kid, I thought
all schools were like this, but after working in other schools andseeing that not all schools have dedicated teachers and caring
administrators, I’m even more grateful to be able to work here.
Julie Johnson 1993-2006
Grade 1 Teacher, Elementary School Head Teacher

From a time where computers
CAJ has taught me to serve and do
played no part in schooling, thiswhatever I can to make a positivehas changed to the point where classroom
difference in the lives of thoselife involves the internet, email, and onearound me.
to-one Chromebooks for many year levels.
Steve Hall 1976-88
Alumni noted that there now more choiceHigh
SchoolPhysical
Educationin subjects, and more support for college
Teacher, Athletics Director
applications. There is no longer a dormitory at CAJ. Nowadays, students who live
further away are housed with host families.
It is more common to have students transfer here in middle or high school than in the past, whenalmost all students came to CAJ for their entire schooling.

So many of my teachers were passionate about beauty and their passion was
contagious. They pushed and challenged me in areas that I thought I could not
grow in. I look back at some of the things my classmates and I accomplished andproduced with profound amazement. These same teachers gave me a taste ofGod’s good creation and opened my eyes to the beauty, diversity, and creativity
that exists in this world we live in and are called to care for. Appreciating andparticipating in literature and the fine arts has followed me far past the doors ofgraduation and for that I am so grateful to CAJ for giving me such a precious giftof finding and expressing this beauty wherever I go.
Linnea McGlothlin 1988-2000
Grade 6 Bible, Science, Publications

Some things, however, have not changed. Alumni spoke fondly of some of the long standing
teachers and the feeling of community that were constants in the fabric of CAJ, as well as the practical help and support that the CAJ community has provided, even down to things like packing,cleaning and moving furniture.

At college I realized how well CAJ prepared me forpublic speaking. This proved beneficial in that God
has opened doors of opportunity for preaching andsharing His word in various venues.
Victor Eby 1995-2007
Grade 3 Teacher

If you’re wondering what education at CAJ is really all about, this quote should leave no doubt as to
the role and calling that we have here in Japan.
“As an adult, I can look back and see how God used this school, the teachers and my friends tobring me closer to Him. CAJ taught me about God. I come from a non Christian home. What I knew
about who God was and His love for me was taught to me at school. That is the biggest gift. I justhope that I can do the same for a student.” ~Tanya Hall
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THAILAND 2019

LIVING IN COMMUNITY

CLASS OF10

is sending, giving, and somehow that is connected

the Son also to have life in himself” (John 5:26). The

to love and life. John also repeatedly emphasizes

Father has something­­life—in himself—and he givesthat we are to love one another (4:7, 4:11, 4:20-21).

that so completely that it is something the Son

But I want to pause and ask what exactly John
means when he says that “God is love.” This is a striking claim. We have to be very careful in approaching
this question, because we might fall into the trap of
thinking that love is a response to a problem, thatlove is a strategy for fixing something. In fact, thisforth in the early morning here at the MRVR.

first time in 2008. The Maekok River Village

Today, I want to connect this theme of life

Resort (MRVR) was then on the other side ofand flourishing with the theme of love, andthe river, in the town. But when I returned inconnect both themes to something that’s

2009, it had moved to this new location. The

really intense on the Thailand trip: relation-buildings were here, but the grounds weremainly just dirt.
The next time I would come was 2017. As I

response to sin. There is no sin within the Trinity

here are responses to problems. God sending histhat needs to be patched up or fixed with love. It

Son as an atoning sacrifice for our sins, for example.

is not even a response to a lack, as if the Son gives

Let’s begin by looking at 1 John 4:7-21. It’s easy

with me is that he said it’s like the Garden of
Eden. I had never really had an image in mymind of the Garden of Eden, but this must
be pretty close.

glory to the Father because the Father is somehow
short on glory. No, love is what it means to live in aflourishing relationship.

means when he says “God is love,” we need to look

The relationships within the Trinity of giving andat what John says about who God is. If God is love,receiving in love are, in turn, reflected in God’s rela-

we must start with God in order to understandtionship with us and in our relationships with one

love. And to do that, let’s turn to the gospel of John.

another. We’ve already seen this in 1 John 4, but I

There we find this key hint about the nature of love:“The Father loves the Son and has placed everythingin his hands” (John 3:35). The Father loves the Son
and therefore, what? Has great feelings about him?
No. He has placed everything in his hands. Here wehave within the Father-Son relationship that same

think we can also see this in the famous stories fromthe Garden of Eden. We see these relationships ofgiving and receiving as God shares with humans
his role as ruler over creation, and as Adam and Eveshare with each other in the work and joy of thattask.

dynamic of giving and sending that we already saw

And yet. It has gone wrong, hasn’t it? How can ain God’s response to sin. A little later, Jesus returns torelationship of giving and receiving go wrong? To

this theme of giving between Father and Son: “Forconsider this, we need to think about what theas the Father has life in himself, so he has granted

opposite of a relationship of giving and receiving is.

building with the people we’re meeting here

be amazed by the transformation: “Backhe was right. It is amazing! But what’s stuckreceiving within the Trinity.

classmates, but also the relationships we’rein Thailand.

a Garden of Eden—trees, flowers, birds!” Andglorify you” (John 17:1). There is a mutual giving andships. Not only the relationships with yourwas getting ready, Mr. Potter told me I would
then, the MRVR was a lot of dirt. Now, it’s likehour has come. Glorify your Son, that your Son may

trap, because some of the examples of love given

I want to argue that, to understand what JohnI came to Thailand with the seniors for the

Father and Son goes both directions: “Father, theThis means that love is not fundamentally a

he says “God is love”? I want to argue that it’s not.

SUNDAY MESSAGE • THAILAND SENIOR TRIP • TOM MCGLOTHLIN
BIBLE DEPARTMENT HEAD AND ACADEMIC COUNSELOR

we learn that the relationship of giving between

passage read in isolation might lead us toward thisBut is that fundamentally what John means when

Life, Love & Relationshiphas in himself. And as Jesus approaches his death,to see that there are some key, recurring,and connected themes: love, life, loving one
another. We can see from this passage that
“God is love” (4:8). We can see that love hassomething to do with giving and life, for how
does God show his love among us? He sent
his one and only Son into the world, that we

What am I seeing that makes me think that?

might live through him (4:9). He sent his Son

It’s life! It’s the amazing life that’s just burstingas an atoning sacrifice for our sins (4:10). God
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“You will not certainly die. For God

LIVING IN COMMUNITY

knows that … you will be like God”

12

(Genesis 3:4-5). What’s the serpent
saying? God does not have yourbest interests at heart. God is not ina giving and receiving relationshipwith you. You should suspect that
God is jealously keeping something
good from you.
And what’s their response? “Whenthe woman saw that the fruit of the

had told them that eating would
make them like God, and likenessthe receiver to receive it with joy. Think about
a gift that you give at Christmas. You pickit out because you believe that it will bring
joy and flourishing to the recipient. When

to God is a good thing! God created
us in this likeness (Genesis 1:26),
and God frequently calls us to this likeness.
We also read that Eve saw that the fruit was
desirable for gaining wisdom—another goodthing that God calls us to pursue! And yet we

about grabbing, holding, and taking. I think it’s anamazing contrast to Adam and Eve. In the Garden,
we sought to grasp, and we continue to do that tothis day. Christ was equal with God, but he didn’t
consider that equality something to be grasped.
Christ humbled himself, giving obedience even
unto death on a cross (2:8), and God therefore gave

is God’s response to our taking, to our rejection of
his gift? It’s to give all the more. To give his very own
self. 1 John repeats this over and over again. Welove only because he first loved us and gave himself
for us (4:19). And that act of giving invites us intoa renewed relationship with God. But God doesn’t
just invite us; God also empowers us to re-enter thisrelationship by giving us the Holy Spirit. As John
said, “This is how we know that we live in him andhe in us: He has given us of his Spirit” (1 John 4:13).
And as Paul said, connecting this Spirit to love:“God’s love has been poured out into our hearts(Romans 5:5).

rather than receive them from God. We arethat was to be received at Christmas.
Having turned our relationship with God into
one where we try to take rather than receivefrom God, we do the same in all our rela-

But how can this go wrong? The opposite

tionships. Just read further in Genesis to seeof a giving and receiving relationship is a

this clearly, or look around—or at yourself. As

relationship of taking and losing. The object

we’ve discussed in The Screwtape Letters, we

still transfers, but not because one person

are so often in relationships of taking rather

gave and another received. Rather, it trans-

than relationships of giving. We take from,fers because one person took and the otheruse, and exploit others for our own benefit.

person lost.

And when they no longer give us what we

I think we can see this happen in our rela-than competing, winning, losing, taking.

wanted to take these gifts on our own terms

them. Ideally, they receive it that way. And,

strengthened through that.

used for his own advantage,” but really the word isthrough the Holy Spirit, who has been given to us”

like children who take and open early a gift

give and you receive, and your relationship isto build relationships of giving and receiving, rather

grabbed for wisdom and likeness to God. We

you give it to them, it transfers from you toideally, there is a mutuality here, where they

NIV actually translates this as “something to be

And here we see what 1 John is talking about. What

he ate it” (Genesis 3:6). The serpent

giver to benefit to receiver, and the will of

are with your classmates, cherish this opportunity

ing to the eye, and also desirable

husband, who was with her, andit’s being transferred through the will of the

ity with God something to be grasped” (2:6). The

him the name that is above every name (2:9).

and ate it. She also gave some to her

have something that’s being transferred, but

is, and we reflect that in some way. So, when you

tree was good for food and pleasfor gaining wisdom, she took some

In a giving and receiving relationship, youPaul writes that Christ “did not consider equal-

want, we cast them aside.

tionship with God. Consider the moment

What is God’s response to this? We’ve alreadythe serpent convinced Adam and Eve toseen how 1 John talks about this, but I want

eat from the tree of the knowledge of goodto turn to Philippians to show you how God’sand evil. What is the serpent’s temptation?

response is the opposite of ours.

Second, and perhaps more importantly, it gives us
a framework for thinking about the relationships
we’re building with the people we meet here in
Thailand. Fundamentally, we are here for relationships, and this is really important to see, because
there’s a danger. We’re here for a very short time.
We interact with people here only glancingly. It’s
not a long relationship. Moreover, we’re interacting with people here in a context in which it’s easy
for us to feel like we’re fixing their problems. That’s
why I emphasize that love is not fundamentallya response to the fall. Love is not fundamentally
fixing problems. Love is fundamentally relationships of mutual giving and receiving for flourishing.
We’re not here to fix problems in Thailand. There
are problems, of course, and part of our giving is
helping with the problems that the people here
have asked us to walk alongside them with. But
we’re certainly not here to fix people. We’re here to
give so that they might receive, and to build that
relationship. And we are also here to receive, as
they give, to build that same relationship. It’s in thisrelationship of love, of mutual giving and receiving,

What does this have to do with our time in Thailand?
A lot of that might have seemed abstract. Whatthat we can all flourish. That’s what I want you toremember this week.

does this have to do with this week?
Two things, I think.
First, it gives us aframework for thinking
ships

about
with

relationclass-mates. What I’ve beenarguing is that relationships of love, ofgiving and receiving,are fundamental tolife. Not just because
you and I need themfor our own personalneeds, but because
that’s what the Trinity

Tom McGlothlin, JuShin Kim, Shani Mutenda and Damon Ealey

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The culminationof our service learning at CAJ is the Thailand trip our seniors takeevery spring as part of the SWOW (School Without Walls) curriculum.
We work together with a local organization to provide our seniors
with a partnership with a local Hill Tribe Village school. Our senior
students work together on a building project that will help provide

service
SNAPSHOTS

educational services to the under-served students who attend
there. Some of these projects have included laying foundations fora nursery school, a special education center, dormitories, libraries,
and computer rooms. Through hard, physical labor and playing withthe local children, our students learn more of what it means to taketheir service beyond the borders of Japan and out into the world.

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REFLECTING HIS IMAGE
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ages andstagesAt CAJ

we have professional staff willing and able to nurture the educational,
emotional, spiritual and social aspects of children’s education fromkindergarten right through to preparation for College. Having such a diverse student population calls for strategies suited to each age and stage of development. We asked the principals
what Christ centred Global education looks like at different ages and stages.

Jean Hino, Elementary School Principal
Here in the Elementary School we have 140
students ages 5-11. There are 12 classroom
teachers but some of them also teach EAL(English as an Additional Language), art,
Language arts or math.

Some of our students take private string

On top of this, we have specialist teachers forJapanese, PE, general music, choir and band.

teacher who helps in all 1st through 5th grade

instrument lessons. We also have a guidancecounselor for elementary. The speech andlanguage specialist is also in the kindergarten
classroom everyday and we have a resourceclassrooms.

What is unique to your stage of schooling andchild development?

their child in their home language and talk about
the books they read.

We are the first experience that many of these students have in formal schooling and so we want tocontinue to develop their natural curiosity. Children
are born with a desire to learn about their world.
We want to help them in making connections
between God, themselves and their world.

What special events do you run, and how dothese benefit students?

How do you build on the foundations laid by theprevious stage of the children’s development?
Children come to CAJ with a wide variety of backgrounds. Some have been in preschool programs
since they were 2 years old. Some have been in
Japanese programs and some in English programs.
Some children have not attended any formal preschool program. We encourage parents to spend
time playing with and reading to their child.
Children need lots of time to play in the early years
to help them prepare for school. It is not necessary
to teach a child how to write before entering kindergarten, but giving opportunities to draw withmarkers and crayons is very important. One of themost important things parents can do is to read to

We have chapel twice a month. Chapel allows
time for classes to share with all of the elementary
students from the bible, lead in worship or shareabout student objectives.
Each class has various field trips that support the
curriculum. Some of the field trips include the local
fire department, two different aquariums, Ueno
natural science museum, Tama Zoo, Koganei Parkand the recycling plant in Higashikurume. We also
have two bigger events. The first and ninth graders
go to Ueno Zoo together and the fifth graders go
on a camping trip in the fall.
This year we started cross grade teams to build community not only in the classroom but throughout
the elementary school. The teams will have lunch
together once a month, sit together at chapel oncea month and have a group activity once a month.
Our final activity will be field day in May. This is new,
but the students seem to be excited about working
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REFLECTING HIS IMAGE
18

with students outside of their grade. We also
anticipate that this will give the 5th gradersopportunities to be positive role models andbegin developing leadership skills.
How do you prepare students for the nextstage of their schooling or life?
One of the basics is that we teach students
to read and write and learn in English. We
also spend time helping students learn how
to collaborate and communicate with peers

and adults. This foundation allows students
to move successfully into Middle School.
What do you enjoy most about the
Elementary School years?
Students in the elementary grades generally
come to school excited to learn. They havelots of questions about the world they live
in and we get to help them explore and discover their place in God’s world.

Winnie Langelaar, Middle School Principal
Middle School consists of grades 6, 7 & 8. The
ages of the students range from 11 - 15 years
old. Currently we have 38 students in grade6, 43 in grade 7, 42 in grade 8. There are 28
teachers teaching either full or part time.
What is unique to your stage of schoolingand child development?
Middle School students are beginning tobranch out and explore who they are andwhat they are good at. They begin to wantto spend more time with their friends andsometimes begin to test what their parents
want them to do.
How do you build on the foundations laidby the previous stage of schooling?

We want to continue to equip our students
to serve. Many of the skills and habits they
have developed in Elementary School continue in Middle School. In Middle School weencourage students to begin taking more
responsibility for their own learning andadvocating for themselves when they need
help. If they do not understand a concept
or idea, we encourage students to ask theteacher for clarification.
In Middle School, we delve into content at
a deeper, more abstract level, prompting
students to think beyond the obvious. We
continue to work on ways in which we canserve in the community with our outreachprogram and the relationships we have built
over the years with our neighboring schools.

What special events do you run, and how dothese benefit students?
Our Grade 6 students partner with the Gakugei
school for students with special needs. We visit
their school and they come to visit us. Our interactions include introductions and playing games.
Four times a year, we have a ‘Wall of Honor’ celebration, where students nominate their fellow
students for one of twelve characteristics (collaboration, courage, diligence, encouragement, humility, integrity, joyfulness, kindness, leadership, perseverance, service, witnessing) describing evidenceof how the student demonstrated this trait. On‘Wall of Honor Day’, we read a description of each
student, and they put their handprint on the wall,with their name, the date, and the characteristic by
their handprint. This wall of handprints is a lasting
reminder of ways Middle School students develop
wonderful character traits.
We also have special Science showcase events: Egg
drop in Grade 6, Physics Olympics in Grade 7, andScience Expo in Grade 8.
At the end of Grade 8, all students participate intheir Encapsulating Extravaganza (E2) , the culminating event for our students at the end of theirMiddle School education. Students demonstrate
their learning during their middle school years,
reflecting on their content and skills . Each student

describes their learning to a staff member.
Each of the three Middle School grades go on ahike. The hikes become progressively more difficult, and prepare our students in a graduated way
for some of the more strenuous hiking they willencounter in high school.
All these events give our students the opportunity
to encourage each other or to serve others who may
be less fortunate or have different sorts of gifting.
How do you prepare students for the next stageof their schooling or life?
We work on study skills and independence in students’ learning. We encourage students to complete their homework on time, to work on advocating for themselves rather than relying on parents
to advocate for them. Our students work on presentation skills, focusing on how to put together
engaging presentations, speak well in public settings and respond to the prompt adequately. Weemphasize independence and responsibility.
What do you enjoy most about your area of theschool?
Students in Middle School are fun. They havetheir quirks and sometimes this can be a time ofchangeable emotions , but when they catch on toan idea or are exceptionally kind to a student who
is struggling, it is a joy to see.
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REFLECTING HIS IMAGE
20

What special events do you run, and how dothese benefit students?
Developing leadership skills is one of the mainemphases of School Without Walls (SWOW)
that is held in October. 9th graders stay in theTokyo area learning various aspects of leadership
through different activities led by our staff. 10th
graders have similar activities held at Yamanaka,
particularly emphasizing environmental stewardship, and the 11th graders test their leadership skills as they work together to survive andthrive on ‘Wilderness Camp’. All of these not
only help the students bond together as a class,make special memories, but also give them achance to step out of the classroom and learn in

Tanya Hall, High School Principal
We have 180 students, ranging from 14-19
years old. Our staff consists of 31 teachers:
16 are full time High School teachers and
15 also teach classes in other areas of theschool.
What is unique to your stage of schoolingand child development?
I believe that what is unique about highschool is that students are beginning to discover who they are, and this journey involves
the emergence of higher level thinking anddeeper analysis. Students explore deeply
and are ready to engage in discussions,debate, and selection and development of
their own passions and interests.
How do you build on the foundations laidby the previous stage of schooling? How
do you prepare students for the next stageof their life?

a completely different environment, discovering
new things that they may not have known about
themselves.
What do you enjoy most about your area of theschool?
I enjoy seeing excellent teachers passionate
about student learning. Our staff go above andbeyond the bounds of duty to see students excel.
Our students are going to schools all over theworld because they are willing to make choicesthat best suit their learning style and educational experience. I also enjoy how we as teachers collaborate to create experiences that extend
beyond the classroom.

At CAJ, we strive to make decisions based on serving our students, but the most important people inproviding a high quality education for our students are their teachers. We are proud of the teachers wehave on staff this year and of the support staff who keep CAJ clean, safe, and running smoothly.

In the previous stage, students are acquiringmuch of the base knowledge necessary to
critically assess and analyze various topics. At
the high school level, students build on thatfoundation and begin to apply, synthesize
and create. They become owners and leadersin their own learning experience rather thanreceivers of information. They engage withboth the teacher and the learning process,and begin to make choices about what theylearn and how they will learn it. This prepares them for the next stage in their life
where they will have less support and more
independence and responsibility in all areasof their life. Whether they go to university,
take a gap year or begin working right outof high school, we want them to feel confident that the skills and knowledge they
have been equipped with in high school will
help them live the next stage of their lives tothe fullest.

21

LIVING IN COMMUNITY
22

PLANS come together
BRYAN LEWIS, BUSINESS MANAGER

S OL UTI ON: A new larger band room withAll this will begin to come to fruition with thegroups, improve storage and ease timetable

mencing in 2020 to be ready by the com-better acoustics, to accommodate larger

construction of a new two-level building, com-pressure across the diverse music program.

mencement of the 2021/22 school year. The

We have a fantastic, well utilized gymnasium,commence shortly afterward.

recently equipped with a new floor, however
there is also significant pressure on the availability of this resource for all from K-12.

field and play facilities upgrade is planned to

We have the capacity to borrow for the newbuilding. The timing of the completion of theplay facilities will rely on the generosity of our

S OL UTI ON: A new Elementary Physical community, past and present. We are confiEducation space, well positioned to allow for

dent that with continued prayer, planning, anddirect access to the sporting field.

support from our many friends and stakeholders, that these first two stages of our renewal

This leads us to our sporting fields, courts andplayground facilities. Many achievements haveoccurred on these resources, and much fun
has been had, along with a few grazed knees
and bumps and bruises from the hard surfaces.
The need for renewal, upgrading, and a full-size
playing surface is recognized, and exciting possibilities have been identified to achieve this asa result of the cafeteria redevelopment.

plans will be completed in a timely way andbring many benefits to the CAJ community for
years to come. This will continue the vision of
the many that have gone before; to see God
glorified in Japan and the world, through theequipping of our students.
If you would like to discuss ways to support theschool in this or other endeavors, you are always
welcome to contact the Business Manager at

S OL UTI ON: Reposition the cafeteria to blewis@caj.ac.jp or go to the Giving Tab on our

allow for the construction of a regulation size
modern artificial turf field, with new play-

CAJ

has fantastic facilities that serve us well. However, as outlined in our last edition,

website. Donations are tax deductible.

grounds and landscaping.

our master planning, which commenced in 2017, has recognized the need to

begin renewal. Along with this, we have identified areas where improvements can be made, allaimed at enhancing educational outcomes and fulfilling our mission.
Can you believe our current cafeteria wasmulti-purpose

built in 1965? After nearly 55 years it is time

space.

for renewal of one of the oldest buildings on

SOL UTI ON: A kitchen with shutters

campus.

learning

andcommunity

which allows the dining space to be used

S O L UT IO N : A new cafeteria and kitchen. productively for other activities outside of the
The current size of the dining hall has recently
meant that students in each school sectionneed to be in and out in 20 minutes for lunch.

S O L UT IO N : A dining hall nearly twice
the size.

lunch period, and a well-positioned kiosk tofacilitate regular hospitality activities, concessions, and perhaps a coffee for thoseenjoying our beautiful courtyard.
Our music department continues to growand produce amazingly talented musicians.

Withchangesinenrolments,changing

teaching methods, and a vibrant CAJ family,
the need has arisen for a more accessible

Our Band now consists of around 60 students, more than the current band room wasdesigned for, and numerous music activities
compete for limited space.

23

From the archives… This article comes from the very first Alumni News—the predecessor to the Chronicle.

CAJ alumni

CRUISE

Join Us for a 10 Night Southern Caribbean Cruise
On the Serenade of the Seas • February 21–March 2, 2020
I TI N E RARY OV E RVI E W

do you remember…
• The old gym• Mr and Mrs Shimizu andtheir old store

Sound of Music, Fiddler on
the Roof, The Music Man

Day 1 - Fort Lauderdale, Florida

Day 6 - St. John’s, Antigua

Day 2 - Cruising

Day 7 - Basseterre, St. Kitts & Nevis

Day 3 - Labadee, Haiti

Day 8 - Philipsburg, St. Maarten

Day 4 - San Juan, Puerto RicoDay 9 - 10 - Cruising

Day 5 - Charlotte Amalie, St. Thomas

Day 11 - Fort Lauderdale, Florida

GROU P P RI CE S

• Middle School classes in themini-gym during a building
project.

• Interior Stateroom - $995.51 per person• Ocean View Stateroom - $1055.51 per person• Dead frogs on the road after• An arrow stuck in the ceiling• Ocean View Balcony Stateroom - $1415.51 per person• Thrift shop with movies or• Mr Donuts

Prices include the current taxes & fees and are based on double occupancy. Taxes and fees are subject to change up till sailing.

grade 5• Band and cheerleading for

For Questions or to Make Your Reservation Contact:bunny• Cross country running• Lockers in the Home Ec• The blue flour mill
• ‘Michael Jackson’ visiting• These 40 Years celebration

Your CAJ Group Contact: Barbie (Weber) Burrage class of ‘69 • Barbie.44@comcast.net(note: as of September 2019,
this is now a rice store, without
the snacks that have been so
popular over the years)• TV broadcasting elective in• Music lessons• Dottie Mawhorter’s library24• Productions of: Annie, The(ITINERARY SUBJECT TO CHANGE WITHOUT NOTICE AS CONDITIONS WARRANT)

a big rain

talent shows to finish

the basketball games

hallwayof the old gym(this also closed earlier in 2019)

CAJ?

***Lower NON-Refundable deposit fares may be available at the time of booking***
Additional information is available at: spark.adobe.com/page/gLxeDtByP7deL/
Paula at Travel Design • Paula-TravelDesign@outlook.com • 509-922-4354 (Pacific Time Zone)
25

Alumni Updates
CAJ Alumni News is a forum for updates from alumni, provided as a community service.
The inclusion of any piece of alumni news is not necessarily an endorsement by CAJ.

Lorne Kruse | 1983

in Germany.

Lorne attended CAJ for the 1979/80 year after

daughter is studying to be a midwife, their oldest

Richard Prout | 1967

every year. Her website is japancycletours.com.

attending school at JSVS in Kashiwazaki for 2

son is on track to study international business

Richard writes... Ric Prout and Lena Chang madeThe next tour is to Hokkaido in July 2020.

years. His experience at CAJ and the 3 years inand their youngest son still has a few years left ofit through their first year of retirement without

Her two daughters and grandsons live in NYC.

Japan has been one that he looks back on fondly.

high school. Look up the Logos Hope Ship to see

Lorne and his wife have two girls who are in highif she is in your area of the world.

murdering each other. Actually, we have foundout that we kind of like each other.

Ruthy enjoys hiking, walking, cycling, gardening
in Eugene, Oregon and is writing a memoir

Stephen Carrell | 1968

about growing up between worlds.

Stephen retired from Japan as a full-time mis-

Ronald Moe | 1971

sionary for the Church of Christ in July, 2017. He
remarried in June, 2018 to Theresa Jones. We
now live in Bald Knob, Arkansas. Stephen’s son,Matt Carrell and his family now live in Japan,
where Matt’s wife, Schivon (Shi), currently
teaches in the elementary program at CAJ.
Steve Shenk | 1969
Steve is teaching nearly full-time in an intensive
English program for immigrants and international students who want to enter an American

day return to Japan to visit and perhaps one day
meet CAJ peers.

their

Daniel Cummings | 1996
Daniel and his wife Priscila, are in the process of
returning from furlough back to Angola in Africa.

Mick family

They serve there as doctors in a mission hospital

The Mick family is now seventeen strong withthat is the only hospital with surgical services for

Heather (1989), Heidi (1991), Hollie (1994) adn

an area with 500,000 people. Daniel writes thatstudy resources.

Hannah (1997) their husbands and seven grand-

it is an honor to work with Angolan colleagues

Anne Ediger 1971

children. Rodney and Corliss write “ We remember

in loving their neighbors on Christ’s behalf. There

our time at CAJ fondly and pray for you often. We

are lots of medical and even more non-medical

look forward to our LORD’s soon return whenopportunities to help if anyone is interested. Their

we shall again be together with Him. For thoseblog is familiacummings.blogspot.com.

Ron is working on a new lexicon of NT Greek.
The target audience is Bible translators andpastors around the world who need free Bible

Anne hasco-authored a 4-volume series on

ESL Grammar, published in 2014-2016, entitled
Elements of Success: Grammar for Language
Learning. New York: Oxford University Press.

college or university.

Miriam Campbell Gregory | 1975

Ruthy Kanagy | 1970

BC and continue in their insurance business.

Miriam and her husband live in Vancouver
Miriam volunteers at church teaching English asa Second Language, in a ladies Bible study andas part of the food team, and plays Scrabble atcompetitive tournaments. Her husband works
as a notary public.Their 4 children are grownof you who were in the 84-85 Ninth Grade Bible
Class Remember: Grace is new every morning!”

Robert is working for an American dental instru-

tor and Ph.D Candidate

ment manufacturer in Tokyo as the director for
the Asia Pacific region.
Keith Lunak | 1986
Keith is working and performing with a Vaudevillerevival house at Minnsky Theatre in Minneapo-

from the Burlesque program and am constantly

My husband, Chris Stewart and I are currently
living and working in Nassau, The Bahamas.
Kathy Seat Laffoon | 1978
Kathy is teaching gifted English Language
Arts at the middle school level. Her daughter
Ruthy is the author of the book, “Living Abroad:is married and teaches ESL. Her son is in engi-

Japan” (2017, Avalon Travel Publishers) and leads

neering school. Kathy and her husband, Tim,

bicycle tours for small groups of cyclists to Japan

live in Liberty, Missouri.

connected to the theatre. He writes “I graduatedworking on learning new skills -including fire
manipulation.”

Mary is working as a counselor for patients ofPriscilla Probst | former staff member
Priscilla’s beloved husband, Dennis, passed awayin March 2016, shortly after his diagnosis withcancer. It was a shock to all, but God has kept
his promises, and Priscilla’s children Rebecca,
Deborah, Mark, and Susanna have two children
each, and Priscilla’s 8 grandchildren are filling

Gordon Carlson 1988
Gordons resides in Hyogo-ken where he is an
Associate Professor at Otemae University.
Beth Hall Mueller

Mary Trinkle Bodnar | 2003
addiction.

Esther Grisenthwaite Chisholm | 1978

Jeanne Mawhorter Stewart | 1978David is working as the director of Food Services
at the Orlando Hospital. He is a university instruc-lis. He has also been training at a fitness studio

National College for the Blind (RNC) in the UK.

David Tsubaas Trinkle | 2001

Robert Bouwman | 1985

and the youngest is married.

Esther is teaching Computer Skills at the Royal

26

school in the Vancouver area. He hopes to one

They have three children:

her days with joy.
Sydney Colvin | former staff member
Sydney has been involved in BSF for 16 years and1989

is enjoying wool applique and line dancing. She

Beth and her husband, Alex live in Germany

writes “Being retired and going at my own paceand continue to serve with OM Ships Interna-

and with treasured friends is a real blessing! The

tional. Alex is the onshore director for the Hotellonger I’ve been a Christian the more I love God& Catering Services Division, and Beth is theand His Word.”

Team Coordinator for the shore based team27

Equipping students to serve Japan and the world for Christ.
Thank you for your ongoing prayers and support making our mission possible.

www.caj.ac.jp