8-28-14 Hebron Interior Final

8/11/2019 8-28-14 Hebron Interior Final

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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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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)


5/56

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

[email protected].

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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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

[email protected] 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


8/56


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


9/56

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.


11/56

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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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.


13/56


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 [email protected].

ObjectiveCorrelatives

The Culture of the Academ


14/56


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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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.


16/56


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.


17/56


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.


18/56


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.


19/56


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.


20/56


21/56


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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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


23/56


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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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.


25/56


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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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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