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TODAY.HEBRONACADEMY
AT THE ACADEMY From the Head of School
Hebron Good and Great
Hebron works hard to be large
enough to be financially sustainable,
yet still small enough to be nimble
and personal. Necessity marries
choice when we accept and enroll
such a wide range of students with
such talents, interests, challenges,
and diversity.
Hebron Academy isa GOOD school.
When I ask any of countless graduates -whether recent or from long ago - what
Hebron means to them, the answers make it
clear that Hebron is a GREAT school. My
first realization of how special Hebron is
came when Marcia and I had lunch conversa-
tions with a dozen students when I inter-
viewed for the Heads position fourteen years
ago. We had never experienced a more
engaging exchange with such an animated,
thoughtful, eclectic group of young people.
Those students wanted to know us and
wanted us to know how their school was
special and they wanted to be sure we
understood and would keep that special
school culture intact.
For fourteen years since that day, Ive
championed that special something that
captures students and teachers at Hebron.
The recipe for itis not written down; it cant
be easily defined. Weve discussed it, analyzed,
philosophized, surveyed and consulted with
marketing experts to put it to words: the
words always come back to caring, friendly,
open, supportive, individual, honest, simple
and straightforward. Weve branded
ourselves as Game-Changing; Where
Humanity andAchievement Ring True; andour mission speaks of Inspiring each
individual student to reach his or her highest
potential Whatever itis, it centers on who
each individual is and what each accomplishes
in order to become and be him or herself.
In this issue of HEBRON, we bring that
ongoing conversation to the forefront by
evaluating ourselves from the inside out, a
process triggered by the New England
Association of Schools and Colleges (NEASC)
Self-Study we are conducting as part of our
reaccreditation process. Looking from the
Inside Out on page 14 offers thoughtfulopinions, perspectives and examples from a
range of Hebron representatives, giving
evidence and illustration to our culture as a
great school.
My own explanation of Hebrons good
school culture references two source opinions:
the archives and historic legends of my alma
mater Williams College and an Independent
School magazine perspective titled 25 Factors
Great Schools Have in Common, by Pat
Bassett, then President of the National
Association of Independent Schools (NAIS). It
is an extension of Jim Collins books Good to
Greatand Great by Choice.
Put simply: Good teachers make good
schools. President James A. Garfield reminded
us of that when he immortalized Mark
Hopkins, renowned professor of moral and
intellectual philosophy and eventually
president of Williams. Garfield reportedly
claimed, The ideal college is Mark Hopkins
on one end of a log and a student on the
other. It was all about the single give and
take, the connection between teacher and
student, no matter how basic the classroom.
NAISs Bassett affirms that premise when,
among his 25 Great School Factors, headdresses the culture of such institutions,
citing Collins notion of getting the right
people on the bus and the right people to
the right seats. For a school culture to be
great, Collins says, this can only be accom-
plished by people who live, breathe, eat and
sleep what they are doing.
Thats what it is at Hebron: teachers who
are passionate and dedicated to each of their
individual students, who inspireandguideas
discussion leaders, counselors, coaches,
dormitory parents and mentors. And it is the
Hebron students who respond to that inspira-
tion by learning to speak for themselves, to
think, and share the experience. The culture of
a good school is a culture of connection.
Does ithelp that Hebron is a simple school
without undue frills or extras? Or that
Hebron is small compared to many of our
peer schools? Certainly. Hebron works hard
to be large enough to be financially sustain-
able, yet still small enough to be nim
personal. Necessity marries choice w
accept and enroll such a wide range
students with such talents, interests,
lenges, and diversity.
Bassett also underscores the impoexposure to differences: Commit to
of all kinds and at all levels to create
conditions and school culture so that
learn how to appreciate and map dif
and then navigate change. The real
lives on Hebrons idyllic campus in r
Maine. We may be the only school in
where a boy or girl from Auburn can
from two students, one from Ukrain
from Russia, about what is happenin
homelands, or become teammates w
native of Malawi who has known ho
feels to be hungry. Our students becoconfident to stand up and speak for t
selves and navigate to their opinions
values through channels such as Heb
Words public speaking program. T
messages and growth are profound t
The initiative and energy to alway
to be a better teacher, to collaborate
innovate, to give ones passion to you
people, to have ideas and share ideas
take on new projects thats the spec
of the personalities that have come to
to teach and grow. What is and will
intentional about Hebrons culture is
encouragement of every teacher and student to continue to learn, to expa
to find new ways to communicate an
Thatsthe culture of a GREAT sc
Sincerely,
John J. King, Head
John King awards Liberty McKnight 14 theTyler-Grandmaison Scholarship at Baccalaulast spring.
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2 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
AT THE ACADEMY
Commencement WeekendMay 23 - 24, 2014
O n Saturday, May 24, 2014, in the 210thyear of the Schools
founding, 80 Hebron graduates rang the Victory Bell together
as the Class of 2014. Remarks by Senior Class President Donita
Sharkey 14, now a freshman at Elon University (Elon, NC), retiring
Board Chair J. Reeve Bright 66, and Head of School John J. Kingpunctuated a memorable weekend for the newest class of Hebron
Academy alumni and alumnae.
HEBRONACADEMYCUPDonita Gail Sharkeyof Memphis, TN (Elon University)
RISMANHONORAWARDJanelle Webb Tardifof Auburn, ME (University ofUtah, Salt Lake City)
PHEMISTERAWARDMarco Aurelio Pereira Klosterof Curitiba, Brazil (Siena College)
MILTONG. WHEELER
GOODFELLOWSHIPAWARD
Joshua Nathaniel Boylanof Tyler, TX (United StatesMilitary Academy)
CHARLESANDAMY
DWYERMEMORIALAWARDOlivier Frenetteof Ste-Brigitte-de-Laval, Quebec(University Laval)
ERNESTSHERMANAWARDCharlotte Lucy Middletonof Hebron, ME (WheatonCollege)
EDWARDTATEII
GREENKEYAWARDBrittany Lauren Myrickof Auburn, ME (Babson College)
LEYDENAWARDDylan Langmaid Maliaof New Gloucester, ME(Unity College)
ATHLETICAWARD
Makoto Watanabeof Tokyo, Japan (ColoradoMesa University)
BESSIEFENNAWARDAtupele Lawrence Machika
of Hebron, ME/Malawi(Elmira College)
REEDAWARDSOlivia Kathryn Brownof North Haven, ME(Thomas College)
Jake David Bosseof Greene, ME (Hobart andWilliam Smith Colleges)
SENIORSCHOLARSHIPPRIZEOlivia Jane Campochiaroof EastFalmouth, MA (Union College)
ACADEMICEXCELLENCE:
ARTJin Qianof Haining City, China
(Parsons The New School forDesign)
ENGLISHOlivia Jane Campochiaroof EastFalmouth, MA (Union College)
HISTORYBrittany Lauren MyrickofAuburn, ME (Babson College)
MATHEMATICSZhuoyang Rinka Wang ofShanghai, China (BucknellUniversity)
RELIGION& ETHICSJames Paul Dean DunwoodyofEast Greenwich, RI (University ofRhode Island)
NATURALSCIENCESPeter Andrew Millerof SouthParis, ME (Rochester Institute ofTechnology)
PHYSICALSCIENCESYurun Wuof New York, NY(Bucknell University)
SPANISHMarco Aurelio Pereira Klosterof Curitiba, Brazil (Siena College)
COMMENCEMENTAWARDS
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TODAY.HEBRONACADEMY
AT THE ACAD
Farewell,Reeve!
Last May, Reeve Bright 66presided over his nal meet-ing of the Hebron AcademyBoard of Trustees afterserving as Chair from 2003to 2014. Before becomingChair, Reeve was a trusteefrom 1998 to 2003. He wasinstrumental in bringing theAthletic Center to life, oneof the Academys crowningachievements and the larg-est scale project undertakenby the school in recenthistory. To preserve thememory of his role in erect-ing such a game changing
facility and to honor his longtenure of service to his alma mater, visitors will be welcomed into the J. Reeve Bright 66 EntranceTower upon entry into the nor th vestibule of the Athletic Center.
The evening before leading the last Board meeting of the 2013-2014 school year, Reeve waswhisked away to a lively surprise party at Fuel in Lewiston, where he was f ted by close Hebronfriends and family. (Photos at right)
Boston The Harvard Club:
(L-R): Bill Golden 66, who fullled his nal a Hebron trustee this year, with classmatesBright 66 and trustee Clem Dwyer 66.
(L-R): Janet Kinasewich GP13, P86, Rob Kinasewich86, P13 and wife Pattie Kinasewich P13
Falmouth The Woodlands:
(L-R): Heather Stephens 88, husband Alex Stephensand Heathers parents Carol and Paul Fremont Smithco-hosted Hebron and friends.
Spring Alumni Gatherings
(L-R): Bill Allen 62, Regis Lepage 72, Carolyn Lepage and Albert Lepage 65
(L-R): Hebron Board Chair Paul Goodof 67, Bill Weary 60, and faculty member and past parent Brad Cum
Pictured above: Reeve with wife Anne at the unveiling of the dedicationletters on Commencement Weekend last May.
(L-R): Longtime Hebron faculty Bruce FoundChase, Patricia and Gino Valeriani and Betscame out to celebrate Reeves service to He
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4 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
AT THE ACADEMY
Lumberjacks scooped up a handful of
league and regional championships last
spring, the most significant of which
was the New England Small Schools Tourna-
ment title in boys lacrosse. The Jacks edged
out Pingree at Berwick Academy on May 23,
kicking off Commencement Weekend in fine
form.
Hebron athletes from the Class of 2014
are looking to capitalize on their athletic
successes beyond high school. Look for themmaking headlines at these colleges and
universities:Josh Boylan Football,
United States Military AcademyTommy Centemero Soccer,
Siena CollegeDaniel Davis Football,
United States Military AcademyTJ Gannon Hockey,
Johnson & Wales UniversityEvan Kalish Lacrosse,
Bellarmine UniversityMarco Kloster Soccer, Siena CollegeAtupele Machika Field hockey,
Elmira CollegeNico Manganiello Lacrosse,
Gordon CollegeIbrahim Moustapher Soccer,
Thomas CollegeJon Pallotta Hockey,
St. Anselm CollegeDJ Steed Hockey, Assumption CollegeMakoto WatanabeCross country,
Colorado Mesa University
springathletics recap
Spring 2014 brought blossoms, sunshine and
championships to the Academy.
Cheer on the Jacks this fall.For the most up-to-date schedule, pleaswww.hebronacademy.org/sportscalendyou on the sidelines!
Pitcher Atupele Machika 14 was named softball MVP forthe second consecutive season having never picked upa glove before Hebron. Atu helped the Jacks to a 2014MAISAD title.
Midelder DJ Steed 14 (L) and All-New EnglanMAISAD Defensive MVP Evan Kalish 14 (R ) nD1 lacrosse for Bellarmine University (KY) stmoment with the camera.
Attac kman Cole O Brien 16 received All -New EHonorable Mention nods last spring.
Girls varsity tennis went undefeated in league play andclinched its 3rd consecutive MAISAD title. The teamposted an 8-1 overall season record. L-R: Grace Lawson15, Liv Brown 14, Head Coach Colin R. Griggs, andundefeated doubles champions Donita Sharkey 14 andSophie Gibson 16.
Members of the boys varsity lacrosse team hoEngland Small Schools Championship trophy aPingree 8-4 in the nals last May.
Co-captain and Oensive MVP Nico ManganieL) nds the back of the net in a win over Gould.will play for Gordon College, was named NorthEngland Player of the Year and earned All-MAIHe posted 60 goals and 50 assists on the seas
Rachel Jurek 15 helped lead the Jacks to a MAISADchampionship last spring and was named MVP and aNEPSWLA All-Star.
championships & recognitionLacrosse: NE Small Schools Champions (boys)
MAISAD Champions (boys and girls)Tennis: MAISAD Champions (girls)Softball: MAISAD ChampionsBaseball: MAISAD ChampionsTrack & Field: 2nd in MAISADs (boys) 3rd in New England Div. III (boys)
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TODAY.HEBRONACADEMY
AT THE ACAD
TheBonney Suite
Remodel
In keeping with Hebrons campus master
plan of updating faculty dorm residences,
the Bonney Suite, located on the south
wing of Sturtevant Home across from the
Student Health Center, recently underwent
renovation. Hebrons talented team of
on-staff carpenters, masons and electricians
tackled the challenge of combining two
separate, stacked apartments into one
two-story unit with new flooring, kitchen,
common space, exposed beams and abeautiful cherry stairwell. The project was
born out of a push for more accommodating
housing for Hebrons resident faculty, a need
identified at the 2012 strategic planning
retreat.
The updated Bonney Suite, completed last
spring, is home to Ashley and James LeBlanc
02; Ashley is the newly appointed Sturtevant
Dorm Head who teaches English, coaches
field hockey and lacrosse, and leads Hebrons
senior and postgraduate program. James is a
Hebron graduate who works in the Admis-
sions Office and is the head coach of the boysvarsity hockey team. The two met working at
Hebron and now live together with their
black lab Tuuk in the Bonney Suite. Ashley,
an avid equestrian and self-professed nester,
enjoyed decorating the space with tasteful
touches of New England and barn chic
trimmings. The expanded living room now
can serve as a formal dining area, co
tive study spot for students, or even
pumpkin carving station come Hallo
The apartments namesake, Perciv
Bonney, was a Maine native who ser
Board Chair for many years during t
19th century and remained heavily in
with the school until his passing. In a
graduation speech he imparted to the
class, It should not be forgotten tha
purpose of mental discipline and cultpreparation of men and women for t
practical duties of life.
Barn chic touches oset by fresh white accents adorn the formal dining room, which doubles as a studlounging space for students and guests.
The Bonney Suite, a faculty apartment in thwing of Sturtevant Dorm, got a much neede
from Hebrons Buildings & Grounds crew laExposed beams, a wide staircase, and crispcream walls give a rustic, airy feel to the sp
Lacrosse is the fastest growing sport in the States,and New England sits atop the ranks as a hub foryoung athletes looking to compete at a high level inthe prep school arena. Hebrons lacrosse momen-
tum continues to surge forward, the latest wavearriving with a New England Small SchoolsTournament Championship last spring andback-to-back MAISAD titles the past two years. Newleadership, a surplus of raw talent, and a formidablecontingent of longtime players have invigorated theprogram and broadened valuable exposure for ourlittle school in Maine.
100+ point scorers:Myles Horn 15, 55 goals / 63 assists;Nico Manganiello 14, 60 goals / 50 assists
Accolades:Northern New England Player of the Year:
Nico Manganiello 14-Gordon CollegeFirst-Team All-New England:
Myles Horn 15, Evan Kalish 14-BellarmineUniversity
All-New England Honorable Mention:Erik Jennings 16, Cole OBrien 16,Gabe Zornik 16
All-MAISAD:Jake Bosse 14, Myles Horn 15,Evan Kalish 14, Nico Manganiello 14
Rankings:#5 in New England in scoring defense
(out of 100 teams), 5.5 g/game
#7 in New England in scoring oense
(out of 100 teams), 11.19 g/game
#6 in New England in net scoring
(out of 100 teams), +5.69
#254 out of 3,568 varsity teams in the country by
LaxPower (as of June 18)
Notable wins:Holderness (double OT), Tilton, Dexter, Pingree (forthe NE Small Schools Championship) and a majorupset against New Hampton
For more information about boys lacrosse atHebron, contact Head Coach Joe Bernier at
jbernier@hebronacademy.org.
squad spotlight:Boys Varsity Lacrosse
The Jacks celebrated their second consecutive MAISADtitle last spring over Gould and went on to beat Pingreeto be crowned New England Small Schools TournamentChampions.
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6 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
W
e hope youll join us for this
special weekend during New
Englands signature season.Classes ending in 4 or 9 will be celebrating
milestone reunions, but weve got plenty in
store for all Hebronians in tow.
jay l. woolseydistinguished service award
Amb. Thomas N. Hull III 64
athletic hall of fame inductees
Margaret Muller 99Track and field standout
Pierre Lucien Robert Legendre 18Olympic medalist in track and field
Friday, October 24Registration
Afternoon athletic contests
Welcome Receptionhosted by the HebronAcademy Board of Trustees
2:00 pm- 6:00 pm
5:30 pm- 7:30 pm
Celebrate three Hebron greats whose combinedtenure of service to the Academy totals morethan a century. Join us in honoring these veryspecial people whose impact will be felt longafter they retire.
Saturday, October 255:30 p.m. 7:30 p.m.
Dining Hall, Sturtevant Home
For more information, please contactPat Layman of the Alumni Office at
playman@hebronacademy.org or call 207-966-5236
Saturday, October 25
8:00 am- 3:00 pm
9:00 am- 11:00 am
9:00 am- 10:00 am
11:00 am- 12:00 pm
12:00 pm
12:30 pm- 4:00 pm
5:30 pm- 7:30 pm
Registration
Varsity Breakfast
Campus Tours
Alumni Convocationincluding Athletic Hall ofFame Induction
Lunch under the big tent
Evergreen Lunch for alumniin classes prior to 1964
Athletic contestsMusic & activitiesfor all ages
Celebration Dinnerhonoring Moose Curtis,Dave Stonebraker andGino Valeriani
CelebrationDinnerHonoringMooseCurtis,DaveSto
nebraker
andGinoValeriani
Return.Relive.Rejoice!
Questions? Call 207-754-0384 orhebronacademy.org/homecoming
Moose Curtis Dave Stonebraker Gino Valeriani
REUNION-HOMECOMINGWEEKEND
2014October24-25
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TODAY.HEBRONACADEMY
AT THE ACAD
Devon M.
Biondi 96Devon Biondi is Vice
President, Strategy
Services at Mashery, a
San Francisco-based Intelcompany that provides
API management services to technology
companies. Ms. Biondi works closely with
Mashery customers advising them in all stages
of their API lifecycle from program concep-
tion to platform launch. Prior to Mashery she
was the Chief of Staff at TIBCO Software
where she worked as a strategic advisor to the
CEO in all aspects of the company from
acquisitions, restructures, new product
development, large-scale customer retention
and events. Prior to TIBCO, Ms. Biondi
worked as an Innovation Manager at Monster
Labs, the R&D arm of Monster.com, where
she focused on market research analysis for
new products and strategic investment as well
as product management, public relations and
all IP management for Monster.com. Her time
before that was spent at CapGemini where
she worked in the Strategy & Transformation
group, consulting for Fortune 100 companies
such as McDonalds, Ryder Logistics, Eli Lilly
and many others.
Ms. Biondi majored in English Film
Studies at Amherst College. She is a class
agent and lives in San Francisco with her
husband and infant son.
Wende Fox Lawson P 15Wende Fox Lawson leads Fox Lawson
Management Consulting, Inc. which consults
to academic medical centers and other health
care provider organizations, specializing in
organization and strategy. She is married to
Jim Lawson, and their daughter Grace Anne
is a senior at Hebron.
Ms. Fox Lawson started her consulting
career with ICF in Washington, DC, focusing
on cost/benefit analysis for regulations in
health and pension. Following graduate
school, she was a consultant at Booz Allen
and Hamilton in New York and then Chi-
cago. Subsequently, she was a managing direc-
tor with APM, where she led the Physician
organization practice, was a member of the
management committee, and helped start the
Chicago office. She was also president of
Prompte, a startup surgical software company
focusing on electronic medical records for
elective surgery. Ms. Fox Lawson is a board
member of the University of Chicago Cancer
Research Foundation. She has been very
active in food allergy initiatives, including
advising the allergy department of Luries
Childrens Hospital of Chicago. In 2013 she
was honored by Food Allergy Research &
Education (FARE) as a longtime food allergy
advocate. She was recently asked to review
grant proposals for food allergy research for
the Department of Defense. Ms. Fox Lawson
has been active in parent activities at the Latin
School of Chicago and sits on the executive
committee of the parents association.
She earned her Bachelor of Arts degree
from Duke University and her Master of
Business Administration from the University
of Chicago.
Robert E.Waite 68Robert Waite is Manag-
ing Director of Waite +
Co., a firm with offices in
Boston, Ottawa and
Toronto that specializes
in Board and CEO-level communications
strategy and advice. He is also a Partner at
Rosenzweig & Company, an international
executive search firm, as well as a Signature
Contributor at the Huffington Post. He has
previously held senior executive positions at
Canada Post, CIBC, IBM and Ford MotorCompany.
Earlier in his career, Mr. Waite served as
Press Secretary to Senator Edward Brooke of
Massachusetts and Senator Bob Dole of
Kansas. He subsequently served as Vice
President of the Export-Import Bank of the
United States during the Reagan Administra-
tion. Before entering public service he was an
award-winning journalist in Massachusetts
and with the Pacific News Service (PNS),
covering the 1976 primaries and presidential
election. He was later PNS East European
correspondent, based in Warsaw, Poland.Mr. Waite is currently Chair of the
Canadian Stamp Advisory Committee; serves
on the Board of the Killay-Meany Founda-
tion; is an Honorary Fellow of the Royal
Canadian Geographic Society; a PR Seminar
Seminarian; and a member of the Union Club
of Boston. He served on the Parents Advisory
Council at Carleton College from 2010 to
2013 and on the UCLA Parents Council from
Paul S. Goodof 67
Judah C. Sommer
Scott E. Wilson 71
Debra Beacham Bloomingdal
Richard A. Bennett
Devon M. Biondi 96
James R. Clements
Felica W. Coney
Robert A. Donahue 83
Clement S. Dwyer, Jr. 66
Wende Fox Lawson
William B. Golden 66
Wallace E. Higgins
James B. Hill 90
Thomas N. Hull III 64
Matthew W. Johnson 93
Kimball L. Kenway 70
David S. Prout 83
Robert J. Ryan 77
Heather C. Stephens 88
Meredith Strang Burges
Robert E. Waite 68
David J. Williams 60
2014-2015 Hebron Acad
Board of Trusteess
welcomeMeet Our New Trustees
BOARDNEWS
Paul Goodof 67was recently namHebron Academys new Board Chaof July 1, 2014. Mr. Goodof replacReeve Bright 66, who served as Chfrom 2003 to 2014 and from 19982003 as a trustee.Jud Sommerhasappointed Vice Chair.
Thank you to outgoing trusteeBill Golden 66, for his service anddedication to Hebron Academy fro2006 to 2014.
2011 to 2014. He was a Hebron Tru
1992 to 2004.
Mr. Waite majored in European s
history at the University of Wisconsi
Madison and graduated from IBMs
vanced Management School at the T
Watson Center in Armonk, New Yor
native of Boston, he currently lives in
Rockcliffe, Ontario with his wife Ka
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8 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
They practice for hours before and after
classes. They go to camps during the
off-season and receive private
coaching. They bond with each other and
compete against hundreds of others. They are
selected to participate in elite groups. No,
these are not athletesthey are musicians.
And theyve come to play.
In recent years, Hebron Academys
instrumental program has developed tremen-
dously under the leadership of John Lawson
to one that can now boast representatives in
All-District and All-State auditioned ensem-
bles. With Johns baton, music at Hebron has
truly found its rhythm.
The level of playing has gone up signifi-
cantly, said Mr. Lawson. Theres no such
thing as a perfect concert, but unlike missing
a shot in a game, if you make a mistake, itwill sound really bad. Music is one of those
things that even getting 90% of the notes
right isnt really success.
The high standards set by Mr. Lawson,
who plays several instruments and maintains
a busy professional performance schedule
when hes not teaching, has resulted in music
permeating campus life at Hebron Academy.
L-R: Ben Bradford of nearby Poland High School, Field Peterson 15 and Lizzy Wilson 15 at last Mays spring concert
JohnonBassandJononBass
It wasaharmonydestinedtohappen.They
sharethesame wrysenseofhumor. They play
thesameinstrument. Theylistento thesame
National PublicRadioprograms. Theyshare the
same name(sort of).
Overthe past coupleofyears, JohnLawson
and JonTuttle15have spent alot of time
togetherlong concertrehearsals,longcar rides
to auditionsand performances,dayson end
and overnights at statemusic festivals,even
lessons during thesummer.
Playingthebass is now part of whoI am,
whatI do, abig part of mylife, said Jon. Thatis
all completely duetoMr.Lawson.
When Jonarrived at HebronAcademyas a
sophomore, he had neverplayedtheupright
bass before.Asajunior under thetutelageof
Lawson, hebecame HebronAcademys rst studenttobe selectedforAll State Orchestra, All
Jazz, DistrictII HonorsJazz,andDistrict IIOrchestra in thesameyear.
Jonisa lotoffuntoworkwith,saidMr. Lawson, aprofessionalbassplayer.Hesmotiv
quicklearner anyway. Healsohas astrongbackground inpiano.These things allowedhimto
chair at AllState at hisrstaudition.Hell have somesticompetitioncoming upthisyear, bu
bea goodchallengeforhim.
WhileJonsbackgroundis primarilyinclassicalmusic,asisMr. Lawsons,themasterintro
studenttojazz,andnewpossibilities opened.
Ivealways likedjazz,butI neverplayeditbeforeI met Mr.Lawson,saidJon.Inever ha
teacher who was interestedinit. Mr.Lawsonknowsalot aboutawiderangeofmusic.Therea
thingabout himisthat hesexiblehedoesnt just have atemplate.Wework onwhatwe n
depending onwhatscomingup or whatwe like, andweworkaroundreallybusyschedulesfo
us. Heskindoffunny too.
Thestudent andteacher havegottentoknoweachothersidiosyncrasies,tastes,andfru
levels.Theytaketheir musicseriously butnotobsessively. Theyhavefound theirgroove.
JonTuttle 15 andmusicfaculty JohnLawson
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TODAY.HEBRONACADEMY
Attendees at alumni functions for the past
few years have enjoyed the ambiance of a jazz
combo or a string quartet comprised of
Hebron Academy student musicians. Monday
school meetings often begin with students tak-
ing a huge risk by performing and maybe
trying something new in front of their peers.
They play for Admission Open Houses and
special school events. And of course there arethe formal student concerts in the winter and
spring. Several Hebron Academy musicians
also play in the Youth Orchestra of Lewiston-
Auburn, giving the school recognition in the
outside community. Recently, Hebron
Academy students successfully auditioned for
highly competitive spots in district and state
level ensembles.
Even though its music, its not really
what I teach, said Mr. Lawson. Its all
about building self-confidence, finding a sense
Even though its music, its not really what I teach. Its about
self-confidence, finding a sense of self, and establishing self-dis
john lawson, director of instrume
An Oasis of MusicMusic, particularly classical chamber music, cre-ates a deep intimacy between human beings thatcan rarely be found in other media. It inspires theperformer and listener alike. For several years, SaulB. Cohen 51 has supported these ideals for youngmusicians and public enjoyment through the CohenChamber Music Series at Hebron. The series is spon-
sored by the Saul B. and Naomi R. Cohen Foundationand is always open to the public at no cost.When I went to Hebron, it was a musical des -
ert, said Mr. Cohen. The nearest we got to musicwas the occasional a cappella singing.
Mr. Cohen took piano lessons as a young childand also studied the violin. But he stopped practic-ing and playing when he entered high school. How -ever, in his 70s, Mr. Cohen took up the cello becausehe loved the sound.
Young people should hear music, see it, notthink its for gray hairs only, said Mr. Cohen. Music is one of the riches of our civilization, andthing to broaden their experience. I also wanted to support young professionals at the early statheir careers when they need visibility and also need a few bucks.
Mr. Cohen, also a graduate from Harvard College and Har vard Business School, has used hsequent good fortune to bring world-class music to audiences throughout New England. He staHammond Performing Ar ts Series in Boston to give professional classical musicians exposure public. He also actively supports the K neisel Hall Chamber Music School and Festival in Blue H
In addition, he serves on the Deans advisory board of Boston Universitys College of Fine Ar tshe met Jan Mller-Szeraws, the currently featured cellist for the Cohen Chamber Music Series aAcademy, which brings renowned chamber instrumentalists to campus to perfor m for studentssurrounding public for free three times during the school year.
I met Saul when I was a student at Boston University, said Mr. Mller-Szeraws. He heard and he was very gracious to me.
The Saul B. and Naomi R. Cohen Foundation underwrites the grant that provides the HebronAcademy concert series as a venue for Mr. Mller-Szeraws and other young professional musicperform. For the Hebron concerts, other young musicians preformed before Jan Mller-SzerawsAlexandre Lecarme, Aurelien Sabouret, and Laurent Chatel (The Tancrde Trio). Mr. Cohen alsoto give back to the school that he said had done so much for him by supporting Hebrons music cultural programs.
AT THE ACAD
of self, and establishing self-discipline. Its
really special to watch kids hit a hard solo
patch and see them realize that theyre doingit. And theres a real camaraderie that comes
working as a group. This [past] years
students have really allowed that to happen.
Mr. Lawson noted that not every student
will become a music major or be a serious
musician after they graduate. However, the
primary purpose and joy of music education
is to explore new ideas, to have music in some
way always be part of their lives, and to have
a better appreciation for the humanity and
achievement music exemplifies.
Mr. Lawson directs the Upper School
Orchestra, Jazz Band, Jazz Combo, StringQuartet, and Middle School Band. He also
teaches courses in Music Theory, Digital
Recording, History of Rock and Roll and
gives private lessons. Off campus, he plays
double bass in the Bangor Symphony
Orchestra, Maine State Music Theater, Good
Theater in Portland, and various other
ensembles. h
John Law son conduc ts Evan Kali sh 14 (L) and Jon Tutt le15 (R) last spring.
John Law son (center) wit h members of Hebro ns Upper and Middl e School musi c program
Cellist Jan Muller-Szeraws (R) performs witpianist Adam Golka (L).
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When dedicated in 1891, the frontfaade of Sturtevant Hall roseunadorned from steps to tower. Thefamiliar clock and bell that havemeasured the hours of Hebron life wouldnot be installed until 1908, as a tributeto love and an untimely death. FannieDonham Stearns, Class of 1890, gaveinstruction in drawing and paintinguntil her untimely death in the spring of
1908. Her husband Harry Stearns hadthe tower clock and bell installed in thefall, dedicated to the memory of Fannie,and with the inscription in the doorwaybelow, By faithful service may it bearwitness to her fidelity to duty. And ithas, measuring the minutes and strikingthe hours of Hebron time for more thana century.
Love StoryThe Tower Clock
Objective CorrelativesThe Culture of the Academy
BYDAVESTONEBRAKER
Poet T. S. Eliot used the term objective correlative to capture
the idea that only through a connection with tangible
things could pure emotion be expressed. In Hemingways
novel A Farewell to Arms, the narrator observes that, only the
names of places had dignityAbstract words such as glory,
honor, couragehad no meaning beside the concrete names of
villages,the names of rivers,and the dates. A recent college
publication attempted to capture the history of the institution
through selected objects to embody that history. Here, we take a
somewhat different approach, selecting a bakers dozen of things
and places from the Hebron campus which may capture the spirit
and culture of the Academy, objects and places which come to
embody, perhaps, universal experiences of students, alumni and
friends who have shared the campus in time.
The Key to the 18School Building..
Commemorates the first centurof the school, a time when thAcademy Building stood upon a rise flanked by the Community CStudents traveled by wagon fromLivermore and Farmington to bo
round under the care of Ma BailMrs. Packard. Some students arrfrom places no longer named upoour maps: Flagstaff and Upper DMaine, or Bohemia, Burma and Babroad.
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TODAY.HEBRONACADEMY.
The FacultyPortraits...
Along the east hallway of SturtevantHall recognize the special group offaculty who have served the Academyfor twenty-five years or more. The rowbegins with the lions of Mr. Allensera - Ned Willard, Gerald Twitchell,Jay Woolsey and Vernon Wood - andcontinues to include Beverly Leyden,William Chase, and Betsy and BruceFound. Cindy Reedy is the most recentaddition; Leslie Guenther and KathyGerrits-Leyden will be added soon. Thesewomen and men honor the tradition ofexcellence in teaching, and their greattenure exemplifies their dedication andjoy of service to the students of Hebron.
Hands TogetherThe Victory Bell
For years, bells had rung out invictory and warning from thecenter of campus; however, when theDwyer Fields were completed in 1964,
Ned Willard
GeraldTwitchell
it was appropriate to situatecloser to the fields. Some aluwill remember a much smallbell located on the knoll abothe fields and across from R
Lion House. Damaged by wice, by the 1980s this bell walonger functional. For their Gift, the Class of 1984 resolremedy the situation and didgrand style, locating, purcha
and transporting a massive bell frHallowell to become a fixture onDwyer Fields. Victorious teams njoin together, all hands upon the to pull as one and swing the mas1,487-pound bell cast by Henry Hof Boston in 1867.
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12 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
The Scott SmithAward...
Remembers a youngman from the Classof 1986, yet more broadlyit honors the unselfishdetermination to contributeto Hebrons hockey teams,a tradition spanning from
Eddie Jeremiahs first teamat the Academy in 1926 tothe current NEPSAC contenders led bythe Scott Smith Award recipient JacksonParker 14, below, with the Head ofSchool John King.
Raised last spring by Donita Sharkeyof the Class of 2014, above, hasbeen awarded each year since 1947,
a tradition brought from DeerfieldAcademy by Claude Allen which honorsa student who represents the finestspirit of scholastic effort, who hasin athletic competition shown a highdegree of excellence, and who has inpersonal relations with the school showna commendable spirit of devotion,high ideals, friendliness, endeavor andresponsibility which qualities HebronAcademy holds in the highest esteem.The cup itself, engraved with the namesand class years of the first 35 winners,
was executed by the Balfour Companyand stands 24 inches tall with itsrecent addition of a pedestal base toaccommodate the names of recipientsgoing forward from 1998.
And Victorywill crown yourLabors...
Is the inscription beneath the faimage of the Academys first foteam, organized in the fall of 189Charles C.K. Brooks of the Cl1894. It was the first organized a
team at Hebron and the beginnintradition spanning over a hundreCharles Dwyer, Class of 1904, cothe team for some 35 years, a tennow surpassed by coach John MCurtis, who began as an assistantthe team in 1974 and who assists head coach Joe Bernier this year infinal season before retirement.
Scott andGene Smith
The Portrait ofClaude L. Allen...
Now hangs in the living room ofRed Lion House, the schoolsAdvancement Office and alumniheadquarters. Mr. Allen, whose tenurespans 27 years, set the tone of themodern Hebron. Reopening the Academyfollowing its closure during World WarII, Mr. Allen recruited a faculty includingMssrs. Willard, Williams, Augusta,Twitchell, Freiday, Veayo, Woolsey,Wood and Crist men whose tenure anddedication shaped the schools programfor decades.
The HebronCup...
The Hamlin Desk
B
elonged to vice president, staand lawyer Hannibal H. Ham
Class of 1829, and was for manythe desk in his office in Hamden,It was the gift to the school by TrJohn H. Halford, Class of 1904, Hamlin Reading Room in SturtevHall and later a treasured piece inAdmissions Office. For many stuwas the place where they sat to ca personal writing as part of theiadmissions visit to the Academy.
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TODAY.HEBRONACADEMY.
The Dwyer Award...
Honors Hebrons longest tenuredteacher, Charles Dwyer, Class of
1904, who returned to the Academyupon graduation from ColbyCollege in 1908 and remainedon the faculty until 1948. Hiswife Amy became a tutor,counselor and librarian forthe school, and together, theDwyers devoted more than halfa century to Hebron, serviceannually celebrated in theCharles and Amy DwyerAward, given to the outstanding
scholar-athlete of the seniorclass. Olivier Frenette, Classof 2014, right, was therecipient this year.
Jennie Packards Painting Class1898, together with their instrcompleted a series of oil paintings the Academy Building of 1847, the
recently razed and replaced by StuHall. Four of the seven compositioremain at Hebron today and quietspeak to the life of the arts in the sthrough the decades.
Commissioned in 1954 by JohnHalford, Class of 1904, and paintedby VivianAkers, Class of
1908, placesMr. Sargent inprofile betweenimages of theAcademyBuilding of1847 and thepresent SchoolBuildingconstructedin 1891.This composition artfullyrecognizes the development of the moderncampus conceived by Sargent and TrusteePercival Bonney and executed under thedirection of architect John Calvin Stevens.During Sargents time, Stevens presentedplans for the Principals House (nowAllen House), Sturtevant Hall, SturtevantHome, Long Cottage, Atwood Hall, andrenovations and reconstructions of theHebron Community Church and CookeGymnasium.
Andrews Fieldor The Bowl...
Honors Harold Andrews, Class of 1914, the first Maine casualty of the Firs
War. This central playing space was from the mid-1890s until 1963 the Aconly athletic field. It was lined for football in the fall and baseball in the springhad an encircling cinder track with jumping pits immediately behind the SargenGymnasium. It has even been flooded on occasion for pond hockey and sometiduring spring rains, has been so wet as to allow a canoe or two. Helicopters halanded and balloons have launched here. It has hosted carnivals, flea markets aannual Lumberjack Day. As much as any space on campus, The Bowl becAcademys front lawn, a place for all manner of mixing and playing, the place wwe are most together.
The Portrait ofWilliam Sargent...
The Six StudentsPictured Here
Several of the items and places above were suggested by faculty and trustees in response to an open query about the things and places that, for them, most rsented the culture of Hebron Academy. Among other suggested items were the curtain at Androscoggin Theater, Edie Piersons bell in Robinson Arena, the table in the Chemistry Lab and the newly installed Lumberjack icon in the Athletic Center. We invite alumni to respond to this collection with their own thougthe names of things and places that capture, for them, the spirit of the school. Please submit your responses to stonebrakerd@hebronacademy.org.
ObjectiveCorrelatives
The Culture of the Academ
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14 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
During the 2013-2014 school year, the Hebron commu-
nity undertook a lengthy and detailed examination of theAcademy to document the school for the New England
Association of Schools and Colleges (NEASC). The overwhelming
conclusion of the self-study is that Hebron Academy is a communi-
ty that is thriving, but what exactly might such a statement mean?
A gardener may well view the concept in terms of vigorous, healthy
growth inspired by the combination of a nutrient-rich environment
combined with fortuitous weather. An investor may thrive through
the application of strategic planning, inspired data-analysis, and
attention to historical performance as well as current trends.
Thriving has more recently become the subject of education-
al research and studies attempting to isolate and define factors
which influence the positive growth of students. While studentsultimately define themselves through personal goals and aspira-
tions, a school may purposefully and positively influence its stu-
dents by creating an environment rich in incremental challenge
and support, life skills, decision-making opportunities, and inter-
actions with peers and adults that reinforce caring, confidence,
persistence, resourcefulness and positive relationships.
SoundLeadership
Paul Goodof 67Board Chair
15
ProgramInnovation
Brian Jurek P 15, 18Associate Head of School
18
Ask Why?
Dr. Daniella SwentonScience Faculty
20
Good TeachersLearn from
Good Teachers
Peter ConzettFormer Physics Faculty
22
Reinforce Value
Julie Middleton P 12, 14Senior Associate
Director of Admission
25
Make thConn
Pat LDirector of
& Externa
2
This issue of HEBRON gathers together a number
touching on the concept of a thriving community: accounaccomplishments of current artists and athletes; the Car
nection Seminars when current seniors prepare their res
the future and network with alumni/ae actively engaged
professional fields; Associate Head of School Brian Jurek
tions on current program innovation at the Academy and
gural faculty Award for Innovative Teaching; current facu
ber Dr. Daniella Swenton and former teacher Peter Conzet
thoughts about what inspired their teaching as beginnin
at Hebron who had come to the school from doctoral stu
fellowships at university; Senior Associate Director of A
Julie Middleton developing the particular elements most im
to enrolling students and their families; and Paul GoodofChair of the Board of Trustees, sharing his path to leader
vision of Hebron for the coming years.
Our bold conclusion: Hebron Academy is indeed a
community dedicated to creating a culture of individual
ment in mind, body and spirit. As you read the linked a
this issue of HEBRON, we hope you will agree.
LOOKING FROM THE INSIDE OUT
Hebron answers the question:
What Makes aThriving School?
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TODAY.HEBRONACADEMY.
At last Mays meeting of the HebronAcademy Board of Trustees, Paul Goodof,Class of 1967, was elected as the next Board
Chair. Having served as Trustee for ten years andas Vice Chair for two years, Paul follows in thelong succession beginning with Deacon Barrowsand leading on to Percival Bonney, Freelan Stanley,Roscoe Hupper and recently J. Reeve Bright 66.Paul brings wide experience to the position, includ-ing his leadership as chair of the building commit-tee for the construction of Hebrons Athletic Cen-
ter and consulting work with a variety of nonprofitinstitutions. It seemed appropriate to introduce himto the wider Hebron community and to ask abouthis vision for the Academy and his experiences in it.
H:As you begin to lead the Board of Trustees afterthe long tenure of Reeve Bright 66, what thoughtsare on your mind?
PG: I am honored and humbled at the prospect ofassuming the chairmanship of Hebrons board, andhope to build on the momentum Reeve and othershave developed. Theres much to do: the launch of thenext phase of our campaign, the related critical up-
grades to science, arts and residential facilities, con-tinuing to build our endowment, and developing thenext generation of board leadership. I plan even moreengagement of board members with students andfaculty, something that I have really enjoyed. I thinkthat having my colleagues more rigorously look-ing under the hood will make us better equippedto make wise choices and decisions going forward.
H: One of your first tasks with Hebrons Boardof Trustees was chairing the building committeefor the Athletic Center. How was that important?
PG:One of my first meetings as a new trustee wasa planning retreat, where we heard that we needed
(1) to continue to build Hebrons enrollment, (2) tostrengthen our financials, and (3) to make plans asearly as possible for an updated athletic complex. Toappeal to prospects increasingly using the internetas part of their decision-making process, we neededto give our admissions team an attractive new toolto show to prospective families. Equally compel-
I plan even mo
engagement of
board member
with students a
faculty. I think t
having my colle
more rigorouslylooking under
hood will make
better equippe
make wise cho
and decisions g
forward.PAULGOODOF67,BOARDCHAIR
ling to the marketing argument, our students de-served a more appropriate and updated facility. Avery thoughtful and creative planning committee ofstudents, faculty and trustees, paired with brilliantarchitects and construction consultants, produced afacility that is superbly meeting every identified needand will serve the Academy well for generations.
H:When you consider the Hebron of your experi-ence and what you observe today, what similarities
and differences do you find?PG:One of the reasons that I was excited to cometo Hebron was that I (and my parents) realized thatI wasnt working very hard, yet I was still earninghigh marks in the Waterville (ME) school system.I needed more challenge, and boy did I get it. NedWillard, Bill Fritz, Charlie Tranfield, Bruce Gardner
SOUND LEAD
An Interview withPaul Goodof 67,
New Board Chair
Paul Goodof 67 looks forward to working more closely with
students and faculty as he takes the helm as Chair.
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16 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
and a host of others stretched and tugged me in verypositive ways, and it was hard work. That functionfrom a committed and inspiring faculty clearly con-tinues today, though with both obvious and subtledifferences. When I was here, the academic side ofthings was a one size fits all model: Everyone took
the same courses, and the primary difference of thestudent experience was what sport they played. To-days Hebron is far more individualized, with a wideselection of honors, AP and field study electives toallow students to seek, and possibly find, their pas-sions. Music, art and theatre, so much a part of to-days Hebron, were virtually non-existent in my day.Theres no less academic rigor, but its a far richerexperience for todays students.
H:You describe what might be called a traditionaleducation. As you observe the school today, youseem to find it more innovative, more creative. So thequestion is: what is the necessary and appropriate
balance between traditional rigor and innovation?
PG:During my time working at Harvard, I had thechance to travel with the then new President of theUniversity, Derek Bok. When speaking, he would al-ways begin with the statement, We must always re-member that the true purpose of education is to openminds, not merely to fill them. I think he was refer-ring to all educationnot just college education. Ina lot of ways, when I was at Hebron, the school wasfilling our minds; filling probingly and thoughtfullyto be sure, but filling nonetheless. Today, I think thatwhat we are doing with kids is opening, and that re-quires an experience and pedagogy that is totally dif-
ferent. It means stretching them with innovation andchallenging them to think analytically and critically,finding the ways to make them be tuned to prob-lem solving. Ultimately, it is the support, the push-ing, and yet finding the balance of how to reach eachindividual student and inspire him or her to reachfor the best. We are educating the whole student.
H:From Waterville to Hebron, and then to where? Whatwas the educational and career path you followed?
PG:From Hebron, I went to Harvard, followed bya number of years working for the University as anassistant dean of students and in alumni relations
and development. I then attended Harvard Busi-ness School, followed by a 20-year career as CFO/COO of a commercial real estate company. Early inthat career, I got my first taste of volunteer work, asbuilding committee chair and later trustee at PerkinsSchool for the Blind, a relationship that spanned 30years. My mid-life crisis was that I decided I liked
working for nonprofits more than the comworld, and for the last twenty years have gaged with consulting work (including halfinterim CFO/COO stints and project manassignments) at schools, colleges, museumstorical organizations, as well as serving as
teer trustee of half a dozen entities. Ive nowaside from all them in order to devote my gies to Hebron.
H: Some have argued that the independenmodel has become so complex as to btially unsustainable. Do you sense this ch
PG:As long as there are bright kids whostunities for education are limited by any ncircumstances, there will be a need for pHebron. Not all of the schools are necessarto have sufficient resources to survive in all othe number of families who can truly affor
portunity of independent schools is gettinand smaller and the need for financial assbecoming greater and greater. Nonetheless,schools are going to find a way to manage thin order to continue and sustain the vital misthey do. Hebron is an important place. Justhe changes we have made in the lives of our
H:If were launching kids on a new trajectdo you dial in the metrics of that trajectory;we doing that is new and unique?
PG:I think we do it every day, through thship, example and mentorship of an inspitalented cohort of adults in the classroom
dorms, and on the fields. It seems that everywhom students come in contact here is dative, worthwhile things, reflecting the trulifelong learning. We have published autpoets in the humanities faculty; actors, mand artists regularly performing or exhibitintists sharing postdoctoral research with theand coaches who try out and succeed as meprofessional sports teams. By example of allthe students see and learn, and realize a sensibility. Thats the difference, the new lau
H:To sustain Hebron, how do you attract people to rural Maine, and how do you nur
inspiration?
PG:We have to work at it. Hebron isnt BNew York. But I daresay that there arenschools in a major metropolitan area wheers can go home to walk their dogs betwee(and Hebron boasts more dogs per square
SOUND LEADERSHIP
That all students
emerge from their
time at Hebron with
positive personal
values and with
confidence and as
lifelong learners is
clear. Beyond that
- and this is the real
plus to what were
doing - virtually
every student will
have been nurtured
individually and can
be stronger for his or
her differences.PAULGOODOF67,
BOARDCHAIR
Hannah Mangham, a graduate of
Williams College, joined Hebrons
English Department in 2013.
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TODAY.HEBRONACADEMY.
any place I know!). Our culture and incredible senseof community clearly help in recruiting talented andable faculty. But we need to do more. The Head of St.Pauls School recently opined that we need to find
ways to create space in life for more intentional re-flection, in the context of giving faculty opportuni-ties for self-renewal and for growth and developmentso that they can impart to our students new thinking,new approaches to learning. I cant believe that wehave been as fortunate in keeping our faculty fresh aswe have with our limited professional developmentresources, and part of our quest for added endow-ment is to support faculty growth and innovation.
H:Pat Bassett has written in a recent piece for Inde-pendent School Magazineabout the qualities goodschools share, and that great schools create andperpetuate an intentional culture shaped by adults,
rooted in universal values of honesty and caring,and relentlessly oriented toward achievement.Would you embrace all of Mr. Bassets statement,particularly his observation about achievement?
PG:I think hes mostly right. I would only observethat the word achievement has considerably moremanifestations than it once did. Hebrons underly-ing mission to inspire and guide students to reachtheir highest potential in mind, body and spirit now has to have multiple calibrations as we defineachievement in different ways for just about everystudent. That all students emerge from their time atHebron with positive personal values and with con-
fidence and as lifelong learners is clear. Beyond that- and this is the real plus to what were doing - virtu-ally every student will have been nurtured individu-ally and can be stronger for his or her differences.
H:Finally, as you consider the trajectory of students andeven the school itself, what is your vision of the future?
PG:The culture in my time here was centered onstructure, rigor and discipline. We were expected towork hard, dress in coats and ties, and stay out oftrouble. It all seemed to work at the time. TodaysHebron, and the world in which it lives, is not so sim-ple. The very positive return to coeducation startedthe process of change; a far broader range of back-grounds with students from more distant US loca-tions and an array of foreign countries has added to
the richness and the complexity of the place; increas-ing the day student population has promoted greaterfamily engagement; and more studied and successfulfocus on nurturing self-expression and the individu-ality in our students - all of these things have madetodays Hebron a powerful crucible that turns outbroad-gauged and caring citizens. Yes, theyre aca-demically prepared in the same and perhaps betterways to deal with college, but equally and more im-portantly, they have, for some number of years, beenactive participants in a community that fosters andcelebrates virtues far beyond classroom or playingfield achievements. Seeing the joy and satisfaction in
our students that comes from performing on stage,taking the perfect photograph, closely editing a storyor presentationall these things so clearly define thelife in all we do. And if I had to choose a single vi-sion for my time as chair, it would be to sustain andin every way possible enhance the opportunities forour students to experience that joy and satisfaction.
SOUND LEAD
L-R: Then Board Chair Reeve Bright 66, Secretary Debbie
Bloomingdale 83, Vice Chair Stephen Jeffries 79 and Treasurer
Paul Goodof 67 at the dedication of the Athletic Center in 2008.
Members of the Class of 2014 crack a smile during the Career Connection
Seminars last March. L-R: Brittany Myrick, Amanda Small and Rich Shipman.
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test the model, it seems to weather each stmove forward.
The same cannot be said for public edHailed as one of the brightest achievemendemocracy, it has come under heavy fire dlast fifty to sixty years for its failure to delivpromise of a free, high-quality, and accesscation for all. And the problems recently hbecome more acute in terms of where Ameramong the nations of the world.
This is not to say that public educationaophy and policy has shied away from innRather, just the opposite has happened, aand state governments constantly introductive programs to address shortcomings. NLeft Behind and the Common Core are twosuch attempts at fixes. The problem lies nattempts nor in the desire to improve, but icus on innovation as a function of prograthan people (a programmatic veneering)where independent schools, and particularing schools, have an enormous advantage, schools like Hebron have the potential an
sponsibility to be lead educational innovatoA critical component in the ability to insize, and Hebron is blessed in its smallness.leads to smaller classes, more one-on-onetion, more conversation and communicationsharing, and a higher degree of flexibility. school nimble enough to handle change at a
Its the turn of the 19th century and educationalinnovation has come to the eastern foothills ofthe White Mountains, to the little outpost of
Hebron, Maine. There, under the direction and lead-ership of Deacon William Barrows, Hebron Acad-
emy, a private school, is granted a charter and opensits doors to its first students. It precedes by severaldecades Horace Manns concept of a free public edu-cation for all.
Fast-forward to 2004 and Hebron Academy iscelebrating its Bicentennial and the traditions of thepast two hundred years. It is among the oldest in-dependent secondary schools in the country. How-ever, the landscape of American secondary educationhas shifted dramatically since the schoolss opening.Whereas independent schools were once the onlyoption, they now serve just one percent of the highschool aged population, and considering only board-
ing schools, one-tenth of one percent.Having found and thrived in such an educationalniche for more than two hundred years, one mightwonder why a school like Hebron would need toconsider innovating. It appears that the traditionalboarding school model is a tried and true one, andalthough certain economic or social shifts sometimes
We are nimble
enough to handle
change at a pace that
flummoxes larger,
more bureaucratic
institutions, and we
allow our faculty the
autonomy to design
lessons and learning
environments that
adapt to individualand group needs.
BRIANJUREK,
ASSOCIATEHEADOFSCHOOL
PROGRAM INNOVATION People, Not Programs,Innovate
BYBRIAN JUREK, ASSOCIATE HEAD OF SCOOL
Longtime faculty member
Cynthia Reedy leads a French III
class in the reading of
The Little Prince.
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TODAY.HEBRONACADEMY.
flummoxes larger, more bureaucratic institutions,and we allow our faculty the autonomy to designlessons and learning environments that adapt to in-dividual and group needs. In other words, we allowfaculty the freedom to experimentto ask legitimatequestions about the efficacy of their teaching and todesign and redesign experiences that best benefit stu-dent learning. It is interesting to see new movements
in businesses like Google that encourage employeesto halt their regular routines for a certain amountof time each day or week to explore more person-al what ifs. This kind of innovation time is at theheart of what Hebron teachers engage in constantly.
But teaching in such an environment demandshigh-energy (as well as the commitment to theother duties associated with working at a boardingschoolcoaching, dorm parenting, taking weekendtrips, etc). So, the question becomes not one of es-tablishing a culture of innovation, but rather of pro-moting and sustaining it over the long haul. This is apeople first - not a program first - question.
One example of a recent people-centered initia-tive is the concept of faculty workgroups. In the win-
ter term several years ago,instead of continuing withtraditional all-faculty meet-ings, we decided to poll thefaculty on the most impor-tant issues facing the school.The top five were chosenand faculty groups formed
to meet and work on them.For some groups, the out-put was simply discussionand sharing of ideas. Forothers, the work evolvedinto significant and concrete programs for schoolimprovement. One such effort was the establishmentof a new schedule structure with tremendous benefitsfor students and faculty. Another led to the establish-ment of a new professional development initiative in-volving small, peer cohorts and online PD portfolios.
Another people-centered project involved theestablishment of an academic mission statementand set of core values (see lower left). Individualdepartments then engaged a similar exercise, allwith the goal of helping teachers align profession-al development and innovation with the overarch-ing mission of the school as well as making theschools mission more concrete and actionable.
There have been non-academic innovations aswell, particularly in the area of residential life. Atits heart, the LIFE program, which stands for Liv-ing (and Learning) in a Family Environment, bringstogether students and faculty to discuss issues andquestions about how best to live and work together.With the leadership of Dr. Daniella Swenton, He-bron has recently established an after-school science
program in field research called i4T, (Innovatefor Tomorrow), an addition to more traditionalsports and arts activities.
Hebron has begun to think not only about howto promote and sustain innovation, but also how tocelebrate it. Under the leadership of Dean of FacultyEmily Bonis, Hebron presented its first ever Innova-tive Teaching Awards at the conclusion of this pastschool year. Faculty were nominated by peers andpresent their work before a final vote decided theprizes. The school is also considering other ways inwhich to use the professional development budget topromote innovation.
There is much to do but also much to celebratehere at our little outpost. We are and always havebeen a people-centered institution, a community thatunderstands the value of sharing questions and ideasthat lead to natural and effective change. In thissense, innovation at Hebron is a natural end productof who we are and what we value.
PROGRAM INNO
The problem
not in the attenor in the desi
improve, but in
focus on innov
as a function o
program rathe
people. This is
independent s
have an enorm
advantage, an
why schools lik
Hebron have tpotential and t
responsibility t
lead innovator
BRIANJUREK,
ASSOCIATEHEADOFS
Hebron Academy Academic ProgramMission & Core Values
Mission
To create the most effective environment, use the most
effective teaching practices, design the most effective
assessments, and provide the most effective feedback, all
with the primary aim of inspiring and guiding our students
to become self-motivated learners adept at thinking
critically and creatively, working collaboratively, and
communicating with purpose and confidence.
Core Values
Teachers should:
Value and cultivate each students unique voice and
experience;
Prepare students for both college-level scholarship and
responsible participation in the global community;
Help students make connections within and between
disciplines and to see the forest as well as the trees;
Prepare students to be agile problem solvers; teach
students methods for finding answers on their own;
Promote learning as an investigation throughexplorationa quest to find answers to authentic and
essential questions. We must all, students and teachers,
be good question askers;
Encourage students to be active participants in theirown learning;
Employ a variety of teaching styles in order to meetstudents where they are cognitively and socially;
Foster in students an emotional connection to the workin addition to an intellectual connection;
Encourage students to develop multiple perspectiveson issues;
Provide effective feedback, critical in fosteringimprovement;
Emphasize process rather than content; content as ameans rather than an end;
Work collegially and collaboratively in order to improve.
Dean of Faculty and
Mathematics Departm
Chair Emily Bonis emp
cross-curricular progr
in her teaching.
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TODAY.HEBRONACADEMY.
well equipped to consider multiple dimensions in in-tellectual pursuit of the natural world, be they ethi-cal, artistic, philosophical, or scientific. It was thisrealization while teaching in a 7th grade classroomas part of a graduate school fellowship that sparkedmy desire to teach younger children, eventually lead-ing me away from university to the campus of He-bron Academy. With me, I brought an interdisciplin-
ary and inquisitive nature to teaching science. Onegreat challenge I have found is dispelling the notionthat science is a black and white discipline that pro-duces predictable and quick results. Students oftenenter with the expectation that rote memorizationwill secure a mastery of the subject. I teach studentsthat science is a highly dynamic and conceptual fieldwith ample opportunity for abstract thought. Asscientists, we must use unique skills and knowledgeto answer questions about natural phenomena, an-swers that do not come without thoughtful consider-ation and application of the scientific method.
When teaching I strive first to place new informa-
tion in the context of greater processes. Second, Iconstantly reinforce the integration of natural sys-tems from atoms through ecosystems. Finally, I ex-plain the origin of these scientific findings, describinghow scientists utilize the scientific method to arriveat their conclusions. Science does not exist in a vac-uum, nor do scientists. We have passions that extendbeyond our chosen professional field. For example,I draw, write, and bake in my spare time. I find thatplacing information in a human framework makesstudents realize that they, too, are capable of scientificinvestigation and that they need not be professionalscientists to appreciate or explore the natural world.
I find great joy in teaching, and I expect my stu-
dents to become advocates for their own intellectualgrowth. I see myself as an educator, to be sure, butalso as a facilitator. I foster an environment wherestudents are accountable to themselves, their peers,their teachers, and their community. My commitmentto student-centered learning is evident in student-leddiscussions, classroom debates, student-created ex-perimentation, and their active questioning and dia-logue during class work. I find that my responsibilitylies in offering theoretical and practical frameworksfrom which students may form their own ideas withcritical and creative thinking and constant consid-eration of the process of science. I lead them to find
solutions, not by providing a standard answer but byproviding necessary ideas, vocabulary and inspiringthoughtful consideration of the subject or problemat hand. Through this type of engagement collabo-ration is born. The process is not free of frustrationor setbacks, but it is the path of discovery - fraughtwith oxbows, seeming dead-ends, forking paths, and
other obstacles. As Dr. Seuss said: You can get helpfrom teachers, but you are going to have to learn alot by yourself, sitting alone in a room.
When my teaching is successful, I see the purejoy of my students faces because they discover orcreate something on their own! This is my greatjoy, and my heart is happy for it. Perhaps this isone reason parenting is such an incredible experi-
ence. To watch my young daughter embark onher daily discoveries and see her mind grow withsuch self-determination on her part with only asimple guiding hand from me is simply incredible.
My students enthusiasm for and interest in sci-ence is a refreshing reminder that instilling respon-sibility for the natural world starts at a young age.If we do not nurture the wonder and wander of ouryoung minds, then we erode the path of discoveryand destroy the desire to ask why of anything inthe world - including nature, art, music, literature,mathematics, love, and morality. We must teach ourchildren that they are independent explorers in their
own right and that their processes of discovery andnot just answers are what is valued. If successful,their experience with me and in all the things theyvalue will look something like the process of creationas explained by the architect Frank Gehry: For me,every day is a new thing. I approach each projectwith a new insecurity, almost like the first project Iever did. And I get the sweats. I go in and start work-ing, Im not sure where Im going. If I knew where Iwas going I wouldnt do it.
ASK
If we do not
nurture the wo
and wander ofyoung minds, t
we erode the p
discovery and
the desire to
ask Why?
of anything
in the world.
DANIELLASWENTON,
SCIENCEFACULTY
Olivia Berger 16 and N
Bennett 16 utilize the
scientific method in a
Honors Biology class.
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22 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
Iarrived at Falmouth Academy on one of thoseachingly fresh spring days last May when the
earth smells of abundance and the heart canimagine all possibilities. I was on a mission to catchup with Peter Conzett, physics teacher at Hebronfrom 1982 to 1988, and to reintroduce him to theHebron family. As I drove into the schools visitorparking, Peter was there, the hub of activity forhis senior physics students, as it was Day 1 of theLaunch Project, an end-of-year contest in creativerocket design fueled by inquisitiveness, competitive-ness and just a bit of trash talking. The goals weresimple: work in teams to design, build and fly arocket of innovative design capable of winning ac-claim for flight parameters of height, control, recov-
ery and the accuracy of a predicted landing. Petersupervised the preparation for each launch, banter-ing with the teams, confirming the entry criteria anddoing a pre-launch safety check. Then the rocketslaunched while Peter offered second-by-second com-mentary on a flight: Beautiful, spectacular, a reallylovely flight path that is heading yes, heading,
definitely headingout of bounds. Score points for accuracy, but a really lovely fligh
Flight follows flight until the close of thwhile Conzett, as his students name him,a nonstop chatter through the flights and olaunch failures, until he gives the summadays activity. Then students scatter to theirpointments, and Peter and I take up the conthat is our subject and reported here partlytive, and partly in Peters own words capturold-school tape recorder.
From the Midwest to MainePeters time at Hebron was relatively shyearsand it was his first job in teaching
ing his roots in the Midwest, I asked how Maine. I knew nothing about prep schooI was a Midwestern boy, and I was in grad Wisconsin with the goal of becoming a PhDdays, if you didnt check the PhD box on school admissions form, that was like checbox for Do not admit. As I went along an
GOOD TEACHERS LEARN FROM GOOD TEACHERS
Catching Up withPeter Conzett,
Former Physics FacultyBYDAVE STONEBRAKER
At Hebron, it was as
if my colleagues saw
in me some good
energy and felt that
it could be guided
a little, but for the
most part theyd
let me go and see
what happened. It
was the best kind ofmentoring I could
have hoped for.
PETERCONZETT,FORMERPHYSICSFACULTY
Peter Conzett today
at Falmouth Academy
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TODAY.HEBRONACADEMY.
got slower and the learning curve flatter, I began tohave my doubts. One day my research partner saidto me, You always wanted to teach, so why not in aschool? Why not in the east, where the prep schoolsare? It was all news to me.
I got the list of prep schools in Maine, NewHampshire and Vermont, and I wrote to the head-masters of all those schools. And JTL [John T. Ley-
den] and a couple of others wrote back. I didntknow at the time that people with advanced degreesin physics and math were a special sort of person,and I thought I would just do it for awhile until Iwas reminded about why the research part of sciencewas so interesting to me. But it just never happened.I think that in many ways my Hebron time was im-portant to forming who I really am, who I became asa teacher. It was the first time that I ever spent timeout of doors. Also, I had never really thought in anysophisticated way about what it meant to teach. Ihad been a student and had had some good teachersand some not so good ones, but I had never thoughtabout the difference.
At Hebron, it was as if my colleagues saw inme some good energy and were saying that maybeit could be guided a little, but for the most parttheyd let me go and see what happened. It wasthe best kind of mentoring I could have hoped for.I was in an active relationship with some prettygreat people in the classroom and on the fields, andI was figuring it out and yet working with people
who were letting me have the freedom to try newthings and see if they worked. It must have beendifficult to watch, knowing that mistakes wouldhappen, and yet also good to see what the out-comes would be. It was the best kind of experi-ence to begin with, and I feel very lucky for that.
Bruce [Found] was so patient with me, and I wasprobably pretty hard to manage. I had lots of ideasabout how things might be done, and I was prettysure of myself. That had the potential to make thingshard, but Bruce was good about letting me go andmaybe just tugging a little to get me focused again.He was very generous about that, and when Betsy
[Found] became the department head, we had a real-ly wonderful relationship because she had figured outabout how to manage me gently and support all thegood things that were happening in the sciences then.
What Big Macs can teach usPeter shortly went on to become a Kingenstein Fel-low at Columbia Teachers College and would workon new ways to present concepts in physics andmath. Students who studied physics with Conzettwill likely remember a question framed during earlydiscussions of approximating which came to themabsolutely from left field: How many Big Macs doyou think it would take to fill Fenway Park? I asked
Peter to recall the beginning of the legendary BigMac problem, and his laugh was instantaneous.That one came by chance from a weird conversa-tion with a friend. Do you remember when the Mac-Donalds signs used to say Over 70 Billion Served,or some such thing?
My friend said that he just looked at that num-ber and it had no meaning, no mental image, no ref-erence to anything in the real world that he knew.So, I just started to think about a volume, and theidea that if one could grasp the volume of one BigMac with cheese, pickle, onion and sauce on a sesa-me seed bun, then one could essentially grasp some-
thing about the actual world. And so when you startto think about it, you have a grasp on a relationshipto something that is tangible.
You know, people only start to learn when theycan connect new information to what they alreadyknow. And at that time, I had kind of intuited thatidea to be true without really articulating it. And
GOOD TEACHERS LEARN FROM GOOD TE
Its important
kids to look at
things work, to
have things in
hands, to be cu
about someth
real thats in fr
of them. Its cr
to understand
physics educat
but its also preimportant for
understanding
world.
PETERCONZETT,FORMERPHYSICSFAC
Todays science faculty like Jim Maldonis (above, teaching an
Honors Biology class) carry the torch by continuing to prioritize
experiential learning and practical application. Like Peters, Jims
teaching career began at Hebron, and he now chairs the Science
Department after earning his MS at Tufts.
A young Peter Conzet
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24 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
GOOD TEACHERS LEARN FROM GOOD TEACHERS
so, that was the root of the problem: it was not re-ally about the burgers but about the relationshipsbetween the known and the unknown, about beingable to put a knowable image in the mind and thenconnecting the dots between something you knewfrom experience and something that you had neverencountered before.
The good stuffOur time that morning spun out in reflections of be-ing a new teacher and coach at Hebron, of learningthe stuff of teaching by doing it, and how doing itin the company of good colleagues and mentors andwith the opportunity and flexibility to explore couldprovide an invaluable impetus to the profession. Aswe continued to talk, I baited Peter a bit with thesuggestion that launching toy rockets in the springwas just a bit old school, more an opportunity forplay than real substance. His retort was immediate,spirited and direct - a tribute to how creative, sub-
stantive and just plain fun doing something can be.We fly rockets because kids today dont have a clueabout rockets. I know we had ways to waste time inour day, but I think its important for kids to look athow things work, to have things in their hands, to becurious about something real thats in front of them.Its key to understanding a physics education, but itsalso pretty important for understanding the world.
I want to create a situation where theresapp for that. Its critical to actually have athing doing something as opposed to havingtronic simulation of what is happening.
When I ask why the physical thing is impthe teaching, Peter is equally quick to replwe are better off, and why? because I lov
may seem such a shallow answer, but its the truth. I guess I want them to be happwhat they are doing. The simulation is na substitute for the realness of it all - but that it was your hand that did it. Thats tit. The inclinometers, the observers, the lection, the whole contest of itTheres ing on at a whole bunch of different levethe competition goes on for several days,learn from previous mistakes, and they leeach other, from watching, from figurinout. They get so much more because Im nthem every little thing ahead of time. They
what worked and what didnt today, and twill go back all fired up to refine their ideanext time. Its the way that the real world
Too soon my visit with Peter came to a cday would include school meeting, anothplanning for Commencement and perhaps bto letter in calligraphy the diplomas for the2014, a special task that he has been doinyears, his tenure at Falmouth where he cas honored teacher and coach. Among hishave been Nate and Sarah Twitchell who, ltook their first teaching jobs at Hebron, arent colleague is Katie Curtis 02, daughter Curtis, who is beginning in her first teachin
Falmouth after graduate work at Dartmouher father concurrently winds down histeaching career.
Such are the threads that bind in the schools and the way in which the expeteaching and learning at Hebron has beetive for Peter and a number of others. Lit, Peter tells me in parting, Teaching isexperimental thing. There are moments ing that work in unimagined ways, and thyou always have to have your finger on ithow it will go. And it has been going wellter Conzett, from his early experiences at
where, in his words, I had the freedom twhat I enjoyed, and I loved the challengting kids to explore, of being less the mamore the guide asking the question, gettto go a little further and then to watch forment when they started to figure out the hathe good stuff. That is the real joy of te
At Hebron I had the
freedom to follow
what I enjoyed, and
I loved the challengeof getting kids to
explore, of being
less the master and
more the guide and
watching for the
moment when they
started to figure
out the hard stuff,
the good stuff. That
is the real joy of
teaching.PETERCONZETT,
FORMERPHYSICSFACULTY
Like Peter and Jim Maldonis,
Max Jones is another example
of a young and gifted faculty
member whose teaching career
has blossomed at Hebron. In
addition to teaching Latin and
chairing the World Languages
Department, Max takes
students surfing year-round,
boasts an uncanny passion
for etymology, plays guitar in
the faculty band and coaches
tennis.
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TODAY.HEBRONACADEMY.
their individuality,and guided to be
the best studentsthat they can be.Parents want their
child to learn good study habits and be invested intheir own education. They expect that by enroll-ing their student at a college preparatory school,they will be ensuring that their student learnsthe academic skills and gains the personal driveneeded to be successful in college and beyond.
Boarding schools are known for their strengthsin these areashence, the nickname prep school.And Hebron is no exception. We hear from recentgraduates and alumni across the generations that
Hebron is where I learned to write from Ned Wil-lard, Mr. Stonebraker taught us to think andto question, We learned what Study Hall wasfor!, and Carmine Caruso 12 in his Last Word se-nior speech may have said it best: I learned howto present myself, and it made all the difference.
For academic confidence and life experience,
Initially paren
may not be loo
for a game-ch
but it is almost
always what th
children get.
JULIEMIDDLETON,
OFFICEOFADMISSION
REINFORCE
Its a Great Dayto Be a Lumberjack
BYJULIE MIDDLETON,
SENIOR ASSOCIATE DIRECTOR OF ADMISSION
W
elcome:Elizabeth
M cK i n -non from Quincy,MA and Ben Eng-lish from Poland, ME. This is the first sign a visit-ing family sees upon arrival at the Stanley Building,a personalized, framed greeting, posted inside thefront door. This individual welcome is how Hebronhas paved the way to student success for many years,and it is still the hallmark of our schools educationalapproach. But its not why these families come toHebroninitially.
Families seek placement at independent schoolsfor many of the same reasons that they have for
years. Todays buzzwords in education aroundtechnology in the classroom, design educationand 21st century skills are very important, butthose items usually come after families have decidedthey want something much more basic. They seeka new, richer educational environment where theirchild will be challenged, supported, recognized for
Despite its size, Hebro
students from all over
country and the world
Standing (L-R): Sam M
of Quebec, Josh Boyla
Texas, Jack Bayley 15
Elysabeth Jeffries 16
and Danny Davis 14 o
Seated (L-R): Shawn C
and Kylin Wu 15 of Ch
Lizzy Wilson 15 of Flo
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26 HEBRON FALL2014 REUNION-HOMECOMINGWEEKENDIS OCTOBER24-25 !
REINFORCE VALUE
many students say these years at Hebron Academywere life-changing.
And likewise, if you look at The Association ofBoarding Schools (TABS) research on what a boardingschool offers you will find survey statistics including:
Boarding school students spend twice as muchtime on homework than public school students.
Three times as many boarding school students
than public school students say they feel thatthey are prepared for college.
90% of boarding school students describe theirteachers as high quality vs. only 50% in publicschool.
Twice as many boarding school students receive top management career positions over their
public school counterparts.
Those are amazing, encouraging, and most impor-tantly true results of what boarding schools do, butwhen parents contact us, in the very beginning, it ismuch more about wanting to provide their child withthe time, place and guidance for a better education.
Parents also want to stay connected. More thanever, parents expect to be a part of these impor-tant years and with the acc
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