Hawken W INTE R
Why Space Matters
From the Desk of D. Scott Looney 2015 marked a pivotal time in Hawken School’s history. A year of celebrations – from the “100” photo on the Great Lawn to the Party of the Century in May to the 100th anniversary of the School’s opening in October – culminated in our Centennial Finale held at Severance Hall in November. In that world class venue, the Hawken community gathered to celebrate our rich history and to reaffirm our commitment to the highest level of artistic experiences for students, something that our founder James A. Hawken greatly valued.
As we began our second century of educating students this past fall, the construction of Stirn Hall was well underway, changing the landscape of our Upper School campus. Soon, the new building will be fully enclosed and weather tight, allowing for interior work on the buildings to proceed throughout the winter months. During the spring and summer months ahead, renovations and site work will continue, allowing for the building’s opening to proceed on schedule in August of this year. Mark your calendars for the Grand Opening on Sunday, August 21!
The opening of Stirn Hall and the renovation of the White House will mark the completion of a series of facility enhancements to both our Lyndhurst and Gates Mills campuses. To celebrate that accomplishment, the two feature articles in this issue of the Review focus on the transformative power of space. The first addresses the evolution of work and school spaces in the 20th and the 21st centuries; and the second, a photographic essay, highlights the evolution of spaces in the city of Cleveland. Both reveal through words and images the potential for space to inspire, engage, energize and connect members of our community – both within our school and about our city.
If you have not yet heard, Hawken’s Advancement Office welcomed 2016 by launching a 100-day campaign to complete the funding for the renovation of the historic White House. Designed to encourage a broad range of participation from our alumni and families, various giving levels from the Crispito Club to the Shepherd’s Pie Club have been designated. We hope that you will celebrate both Hawken and the New Year by being part of Hawken School’s history in its second hundred years!
D. Scott Looney Head of School
2015-2016 Board of Trustees Officers Charles P. Cooley, Chair Samuel P. Gerace, Vice Chair Paul N. Harris, Vice Chair Steven M. Ross ’84, Vice Chair Alan D. Rosskamm, Vice Chair Richard T. Marabito, Treasurer Janice W. Hawwa, Secretary Trustees Himanshu S. Amin Tamara Durn Doody ’85 Lauren Generette Floyd Hiroyuki Fujita Dan F. Grajzl Andrew S. Greiff Jennifer S. Grossman Blair K. Haas ’72 Stacie L. Halpern John LeMay G. Russell Lincoln ’64 James “Deej” Lincoln ’91 Ann T. Seabright Sonni K. Senkfor Debra Adams Simmons Lauren B. Spilman Anthoni Visconsi II ’71 Dominic A. Visconsi, Jr. ’77 Life Trustees Jeffrey M. Biggar ’68 Charles P. Bolton ’57 David A. Daberko Whitney Evans ’51 Leigh L. Fabens Sally L. Gries K.P. Horsburgh, Jr. ’65 Ralph T. King William C. McCoy, Jr. ’38 John Sherwin, Jr. ’53 Howard F. Stirn Visiting Committee Jeffrey M. Biggar ’68, Chair Donald R. Allman ’70 Mary E. Amor ’83 Robert J. Anslow ’77 Laura Rosenfeld Barnes ’84 Todd A. Barrett ’83 Scott M. Beatty ’77 Kathleen Bole ’77 Dr. William E. Bruner II ’67 William D. Burns ‘91 Dennis P. Fisco ’73 Jonathan W. Friedland ‘86 Timothy M. George ’70 Matthew R. Glass ’77 Robert D. Gries, Jr. ‘76 Daniel B. Hurwitz Dr. Todd R. W. Horn ’73 Peter A. Horvitz ’72 Charles N. Jordan, Jr. ’65 Henri Pell Junod, Jr. ’59 Roberta A. Kaplan ’84 William J. Lewis ’86 P. Jeffrey Lucier Julie K. Mangini David A. McCreery ’81 David A. Powar ’84 Rodger S. Rickard Randy Rizor ‘70 Paul C. Shiverick ’71 Carl E. Smith ’74 Bradley A. Stirn ’68 S. Tucker Taft ’70 F. Jerome Tone ’73 School Community Representatives Lisa Bercu Levine ‘85 Alumni Association President Shani B. Spiegle Parents’ Association President
Volume 36, No 1
Head of School D. Scott Looney
Executive Assistant to the Head of School Emily R. Morton
Advancement Department Assistant Head of School for Advancement Stephanie A. Tolleson
Why Space Matters
14 Cleveland Redux D epa r tm ents
Director of Constituent Relations & Events Eleanor Hitchcock Anderson ’79
Cover From the Desk of D. Scott Looney
Database Manager Robin L. Baringer
From the Chapel to the White House
Director of Special Gifts Jeffrey M. Biggar ‘68
Donor Relations Manager Lisa M. Brenner
From the Parents’ Association
Database Coordinator & Archivist Mary Crotty
Admininstrative Assistant, Advancement & Marketing Susan M. Daunch Director of Development & Campaign Coordinator Kathleen Z. Guzzi Director of the Annual Fund & Alumni Engagement Andrea Hocevar ‘01 Annual Fund Parent Coordinator Heidi E. Parker Director of Strategic Partnerships Matthew A. Salerno ‘92 Marketing Department Director of Marketing & Communications Gina Zeman Walter Admission Coordinator & Marketing Liaison Laura Lewis Editorial Director Lisa A. Lentz Graphic Designers Connie M. Moon Casey L. Zulandt Photography Jeffrey M. Biggar ‘68 Billy Howard Lauren R. Pacini ‘59 Kevin Reeves Michael R. Weil ‘85
Letters and suggestions are welcome: The Hawken Review PO Box 8002 Gates Mills, Ohio 44040-8002 email@example.com 440.423.2965
Why Space Matters By Lisa A. Lentz
Photography by Jeffrey M. Biggar ‘68 & Lauren R. Pacini ‘59
Walk into the headquarters of Google, T-Mobile, Dreamworks Animation or Nike and there you’ll see it: a revolutionary transformation of space. Pods, lounges, play areas, social spaces and aesthetic features designed to soothe or stimulate send a clear message: the workplace is, in many ways, not what it used to be. While some may dismiss such spatial innovations as a fad, they are in reality driven by something authentic and powerful: the irrefutable and at times unsettling fact that the world itself has changed dramatically. And it continues to change at rates previously unimagined. What implications does this have for schools – institutions historically designed to prepare students for the world of work? Are our schools doing students a disservice by not rethinking the way we approach education? Perhaps they are. That belief, supported by extensive research, prompted Hawken School to invest a significant amount of time and resources in the School’s learning spaces in recent years: Lyndhurst’s Lincoln Hall, Early Childhood Center, Hurwitz Hall and now on our Gates Mills campus, Stirn Hall and the White House expansion. Many of the changes may well prove to be not only advantageous but revolutionary. Some might argue that it takes more than a building to deliver an education and prepare students for an unknown future. And they’re right. But addressing the physical space in which our students learn is an essential first step.
“We shape our buildings. Thereafter, they shape us.” – Winston Churchill, 1943 Many contemporary experts in the fields of education, architecture and technology claim that 20th century buildings housing today’s offices and classrooms are keeping us trapped in an industrial mindset. “A Victorian teacher would get the hang of a modern school quite easily,” posits Sean McDougall, managing director of Stakeholder Design.1 Some, however, suggest that McDougall and his like-minded peers are resorting to hype and hyperbole to advance their own agendas.2 What are we to believe? Will our efforts to rethink and restructure our buildings really make a difference? A bit of history: In the Industrial Era, factories valued efficiency above all else; early factories were designed as multi-story, box-like structures with small windows. Although they evolved over time to more open, one-story structures to accommodate the assembly line, the work continued to be mechanical, repetitive and impersonal. Alienated workers were caught in a hierarchical, oppressive, impersonal, one-size-fits-all system, at the mercy of the factory owner, who typically cared little about their welfare.
Facing Page: L. Pacini ’59 3
As schooling became more widespread and eventually mandatory, “factories created to produce things led to factories to produce learning.”3 With advancements in technology, schools were designed to “embody both venerable traditions of learning and a modern system of American education.” Symmetrical, multi-story structures, often embellished with Greek or Neo-Gothic ornamentation, featured a central entrance and classrooms lined up on either side of a long corridor. Inside, a system of authority, discipline and obedience reigned, with teachers delivering curriculum to a passive audience of students.4 To millennials, this sounds like sheer torture. “How did they even survive sitting without electronic devices for hours on end?” they ask. Baby boomers and their predecessors, on the other hand, might explain (perhaps with a yawn) that their experience in school wasn’t all that factory-like, and that cubicle farms really aren’t as oppressive as Dilbert and Office Space make them out to be. And for many, school wasn’t so bad. It fulfilled its purpose by being good enough to adequately prepare them for the world they inherited.
The Rise of Progressivism and Its Impact on School Design But “good enough” did not satisfy those who embraced a different vision of education – one that took a more humanistic approach, addressing the whole child and the uniqueness of each individual. After all, they proposed, aren’t human beings capable and worthy of much more than passively absorbing a standard body of knowledge and robotically conforming to an established protocol? These ideals, espoused by progressive educators like John Dewey and his disciple James A. Hawken, inspired architects to consider the social, educational and psychological implications of the environment. As a result, alternative schools to house progressive programming were introduced and as early as the 1920s and 1930s. By the 1950s, research underscoring the importance of air, light and color inspired some school boards – primarily those L. Pacini ’59
L. Pacini ’59
in white, middle-class neighborhoods – to support newer approaches to school architecture, and school buildings featuring finger-like corridors or compact clusters designed to nurture the individual were gaining broader appeal in some circles. Other alternatives to the 19th century model were presented in traveling exhibitions developed by the Museum of Modern Art and the Henry Ford Museum in an effort to convince the greater public of “the power of design to change behavior and improve society.”5
The controversy over educational reform extended into the 1960s and beyond, when the influence of progressivism continued, albeit “under more radicalized versions.” 7 The
The Post-War Era and the Decline of Progressivism
Educational Facilities Laboratories (EFL) encouraged new ideas in both curriculum and architecture throughout the 1960s and 1970s, and tens of millions of dollars were spent on redesigning American education. The idea of openplan schools featuring differentiated areas that could be reconfigured quickly became popular. With a pedagogical goal of encouraging “individual discovery and personal freedom,” these new structures reflected the defining values of the times.8
While the notion that space holds the power to transform was intriguing to some, others found it downright threatening. Naysayers attempted to convince the public that taxpayers were “being duped into lavish facilities by haughty architects and educators preying on school boards in thousands of communities.” Skeptics accused progressives of emphasizing social adjustment and the learning process over instilling basic skills and knowledge, arguing that the current system wasn’t broken.6 And given the conservative climate of the 1940s and 1950s, perhaps their argument held a degree of validity – at least enough to stave off widespread reform.
In spite of the tremendous optimism surrounding this approach, there were practical problems associated with noise and acoustics, as well as issues regarding pedagogical implementation. Although in theory the model was designed to consider the best interest of the child, a study conducted by John Goodlad in the late 60s indicated that teachers misapplied or ignored new teaching methodologies designed for these new spaces. Instead, many continued to gear their lessons to previous standards and practices: lecture, desk work and textbooks.9
Kids today “can pass a calculus exam but they can’t identify or solve problems on the job, or negotiate, or lead a meeting.” – Michael Maciekowich, national director of HR consulting firm Astron Solutions, LLC
The experimentation that dominated educational architecture and practice in the 1960s and 1970s was ultimately dismissed as a fad, leading to a renewed emphasis on standardized testing and on teaching the basic disciplines using relatively traditional approaches. Declining enrollments downplayed a need for new buildings, and funding was directed toward renovating existing buildings. If space was needed, portable classrooms provided a “temporary” solution. Aging facilities were the norm, and a 1995 report by the GAO (Government Accountability Office) reported that $112 billion was needed just to bring the nation’s school facilities up to “good overall condition.”10 So perhaps MacDougall had it right after all. With a new millennium on the horizon, we found ourselves in some respects not far from where we were one hundred years earlier: students learning in predominantly drab buildings, stuck in a system that valued rote methods and regurgitation of knowledge, with a not-so-lofty goal of improving standardized test scores.
The 21st Century: A Shift of Seismic Proportions But there is one glaring exception to these similarities: Throughout the 20th century, most students were actually well-prepared for the world of work they inherited. Not so today, according to many employers. Michael Maciekowich, national director of HR consulting firm Astron Solutions, LLC, claims that kids today “can pass a calculus exam but they can’t identify or solve problems on the job, or negotiate, or lead a meeting.”11 Clearly there is a disconnect. And it’s a vast and in many ways an overwhelming one.
Because today’s job market values skills and abilities are “far different from the traditional workplace talents that so ably served their parents and grandparents… [students] must learn how to learn, while responding to endlessly changing technologies and social, economic and global conditions.”12 That’s a tall order, especially as we approach the age of pervasive technology and cannot possibly predict what the future job landscape will look like. This poses big questions for schools and businesses alike. And where there are no answers to the questions, we have to imagine – or, as some say, “re-imagine” – our approaches based upon what we do know. Authors of an article in the Harvard Business Review identify a seismic shift that has occurred in the modern workplace – a shift that schools must pay attention to if they are serious about preparing students for the real world: “More than a century ago, Frederick Winslow Taylor brought his stopwatch and principles of scientific management to the office, instilling efficiency as the highest calling in what was then a factory for processing paperwork. Today we have the means to measure the performance of modern idea factories. Even these early insights suggest a future in which we must aggressively change the definition of what workspace is, from where work is done to how it’s done, and then design spaces – physical and digital – around that. The office of the past was a literal box of cubicles and desks, meeting rooms and common spaces. In the office of the future, we’ll be thinking and working outside it.”13
Their analysis points to two key factors that are gamechangers as we imagine design for our future: 1. The concept of work has shifted from paperwork (knowledge work) to idea work. 2. Our understanding of space has taken on an entirely new dimension: virtual space. And unlike our physical spaces and buildings, we aren’t equipped to shape this kind of space. But it is shaping us – in very powerful ways. These two monumental changes propel us away from the status quo, demanding change with an urgency that cannot be ignored.
The Role of Technology: Rethinking How and Where Work and Education Happen In this new workplace, less tech-savvy bosses are turning to young employees to learn how to navigate cyberspace and how to apply technologies that change how work is done. The new “idea work” requires a shift from hierarchy to collaboration. Top-down management is replaced by a more horizontal model, where ideas are shared and employees, regardless of their tenure, learn from each other. A similar shift is taking place in our schools. Tech-savvy students, holding vast amounts of knowledge in their handheld electronic devices, don’t require teachers to deliver knowledge to them from a podium. Instead, teachers are
Student-centered learning at the Lyndhurst campus
L. Pacini ’59
being asked to abandon their front-and-center position and instead become moderators, guides, facilitators and managers in student-centered classrooms.14 As Hawken science teacher Todd Webster attests, “Lecture as we know it is not really a component of the fifth grade curriculum.” Instead, teachers create and deliver content in ways that incorporate different modes of communication to engage a variety of learning styles. For example, using an Apple TV display connected to his laptop, Webster links to videos so that students can hear and see the content. In addition, he explains, “The fact that I am not hard-wired to a particular place means that I can be anywhere in the classroom while the content is delivered.” This takes the focus off of the teacher and puts the students at the center of learning. Not surprisingly, technology companies are taking the lead in reimagining and redesigning workplaces to reflect this paradigm shift. Because innovation and creativity are considered primary “assets,” investing in spaces that promote social and collaborative networking and idea generating makes sense. Many companies including Facebook, Bloomberg and Sony are well ahead of the curve when it comes to designing spaces for the kinds of activities that support creativity and innovation, constructing distinct areas for stimulation, reflection, collaboration and play.15 Forward-thinking schools, too, are beginning to follow suit, providing a new context for Churchill’s claim that space “shapes us.”
The Impact of Recent Research on 21st Century School Building Design The very title of a recent article in the Harvard Business Review, “Workspaces That Move People,” further substantiates Churchill’s assertion. In addition to finding that “serendipitous encounters” improve performance, evidence indicates that spaces actually can promote specific outcomes like innovation, productivity or both. Studies also showed that space can be used as “a strategic tool for growth” by encouraging previously separated groups of people to come together for social engagement.16 As hierarchies are downplayed, space takes on a more active role, motivating, inspiring and bringing us together in more authentic ways. As a result of studies showing that nurturing a sense of well-being and motivation translates to greater productivity, designers are placing more emphasis on comfort as well. Personal choice and preference are additional factors that are moving workplace design away from a one-size-fitsall proposition. To promote an atmosphere that is more domestic and less sterile, cafes and common areas designed for comfortable, casual gatherings and interactions are becoming more common in the modern workplace. These approaches parallel much of the thinking and research around educational approaches and design, leading educators to the conclusion that “the self-contained
New learning spaces in Stirn Hall Shiverick Family Learning Commons Upstairs
Shiverick Family Learning Commons Downstairs
Overlooking Central Stairs
Hawwa CafĂŠ and Cooley Commons
View into Miller Fabrication Lab
The Nido serves as a classroom and a gathering space for Hawken’s Early Childhood Program
classroom can no longer provide the variety of learning settings necessary to successfully facilitate 21st century learning.”17 Roger Schank, founder of the Institute for Learning Sciences at Northwestern University, goes so far as to proclaim: “Classrooms are out! No more Classrooms! Don’t build them!” Instead of traditional classrooms, many experts are designing new and larger spaces, calling them by different names to underscore their new feel and purpose: language is shifting to “learning studios, learning plazas and home bases” along with planning rooms, workrooms and other breakout areas.18 Prakash Nair, author of Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning, includes the following design in his “blueprint” for the modern school: • Appropriate visual clues and messages through lighting, acoustics, doors, furniture arrangements, and tools available for learning
• Welcoming entryways to create a positive social climate • Classrooms and hallways that can be redesigned to create learning communities • Labs, studios, do-it-yourself spaces for creating, and learning suites • Areas for teacher collaboration • A library reimagined as a learning commons • Outdoor learning areas to enable connections with nature and play • Community cafes to celebrate community19 These very same elements have been incorporated into the design for Stirn Hall, the new academic building at Hawken’s Gates Mills campus scheduled to open in August of 2016. In addition to the new media and fabrication labs, the new science center, a café and a learning commons, the facility will feature much larger classroom space. “Every classroom will have the kind of space that art studios and science labs have,” Head of School Scott Looney explains. “The new
J. Biggar ’68
classrooms will support active learning activities including performance, simulations and group work.” Director of Information Management and Research David Gillespie ‘89 adds, “Just the larger space will be transformative, not to mention all the other aesthetic and technological upgrades of the new building.” With spatial organization, personalization, technology and interior design all playing a role in this new concept of school design, the environment becomes a “third teacher” that promotes activity, engagement, comfort, and community.20 The Nido at the Lyndhurst campus is a prime example of this kind of space. Its flexible and aesthetic design elements create an environment that inspires and motivates students to engage in a variety of learning activities and learning styles. As Director of the Early Childhood Center Mary Beth Hilborn notes, “The environment invites the children to interact with it; the natural world is the most complex to navigate because it engages all of our sense and promotes the greatest cognitive growth.”
L. Pacini ’59
Skeptics will no doubt question the effectiveness of this new approach, perhaps dismissing it as a 21st century hybrid of previous attempts at school reform – just another fad that will run its course in due time. But there is a difference in today’s approach to and rationale for school reform. In addition to the urgent need for change brought about by the exponential and rate of change in today’s society, new school designs and methodologies are grounded in extensive research on how children learn. Learning theories from constructivism to social learning to experiential learning underscore the importance of active and inquiry-based learning, knowledge construction through interaction with the environment, social contexts and meaningful experiences.21 While some schools may attempt to ignore this research, the best schools – the ones that will prepare their students to thrive in the unknown future – will hire and train teachers who embrace pedagogies and implement programming
J. Biggar ’68
that support authentic learning in settings designed to support that process. The results of a study conducted by Herman Miller, Inc. point to “a simple yet vital equation” to guide us: “The sum of people, pedagogy, and place equals possibilities that can enrich teaching and learning for students, faculty, administrators, and the community.”22 This is precisely the approach to education that Hawken’s learning spaces are designed to support.
The Future of our Learning and Working Spaces What will schools and workplaces look like a century from now? Some may wonder if the increasing prevalence of the telecommuter and online learner will supplant the need for any physical space in today’s workplace and schools. Will our institutions ultimately share the fate of so many “brick and mortar” stores? Are buildings even necessary beyond the functional
and aesthetic purpose of providing comfort and shelter? An interesting thought. But if James A. Hawken and other progressive thinkers of his day and ours have any stake in it, our buildings – both our schools and our workplaces – will remain, even as we move in and out of them, adapting to new approaches. After all, we are at our core social beings, dependent on each other, our communities and even our buildings to drive us to realize our full potential as human beings. The schools of today and tomorrow must meet much more than mere academic needs, and our workplaces must do more than meet and exceed production goals. As Hawken suggested, each institution should aspire to be “a miniature of the ideal society. It must teach us how to live and must not be a preparatory process for life as something that comes later.”
1. Kim Thomas, “The School of the Future,” Future Lab Innovation in Education (2006), accessed October 10, 2015, http://archive.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article424. 2. Audrey Watters, “The Invented History of ‘The Factory Model of Education,’” Hack Education (2015), accessed October 12, 2015, http://hackeducation.com/2015/04/25/factory-model/. 3. Amy Ogata, “Building for Learning in Postwar American Elementary Schools,” Journal of the Society of Architectural History (2008): 562-563. 4. C.K. Tanner and J.A. Lackney, Educational Facilities Planning: Leadership, Architecture, and Management (New York: Pearson Education Inc., 2006), 12. 5. Ogata, Building for Learning in Postwar American Elementary Schools, 570-575. 6. Ogata, Building for Learning in Postwar American Elementary Schools, 574, 581. 7. Daniel Schugurensky and Natalie Aguirre, “History of Education: Selected Moments of the 20th Century,” (2002), accessed October 9, 2015, http://fcis.oise.utoronot.ca/~daniel schugurenskly/sasignment1/1919pea.html. 8. Ogata, Building for Learning in Postwar American Elementary Schools, 581-582. 9. Ogata, Building for Learning in Postwar American Elementary Schools, 583. 10. R. Thomas Hille, Modern Schools: A Century of Design for Education (John Wiley and Sons, 2011), 203. 11. Jessica Hullinger, “The New Rules of Work: This is the Future of College,” (2015), accessed September 23, 2015, http://www.fastcompany.com/3046299/the-new-rules-of-work/this-is-the-future-of-college . 12. Brigid Barron and Linda Darling-Hammond, “Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods,” (2008), accessed September 19, 2015, http://www.edutopia.org/inquiry-project-learningresearch. 13. Ben Waber, Jennifer Magnolfi, and Greg Lindsay, “Workspaces That Move People,” Harvard Business Review, (2014). 14. Marie Adair, “From 20th Century Classrooms to 21st Century Work Spaces: Educating Students in a Rapidly Changing World,” (2009). 15. Kursty Groves, I Wish I Worked There (John Wiley and Sons, 2010), 12-14. 16. Waber, Magnolfi, and Lindsay, “Workspaces That Move People.” 17. Tanner and Lackney, Educational Facilities Planning: Leadership, Architecture, and Management. 18. Prakish Nair, Jeffrey Lackney, Randall Fielding, The Language of School Design: Design Patterns for 21st Century Schools, (Designshare, Inc., 2009). 19. Prakash Nair, Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning, (Harvard Education Press, 2014), 12-16. 20. “Values of the Reggio Emilia Approach to Childhood Education,” accessed October 5, 2015, http://www. innovativeteacherproject.org/reggio/values.php. 21. “Most Influential Theories of Learning,” Unesco Education, accessed September 24, 2015, http://www.unesco.org/ new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influentialtheories-of-learning/. 22. “Herman Miller Brings Analytical Approach to Higher Education Design,” last modified June 10, 2011, http:// www.hermanmiller.com/about-us/press/press-releases/all/herman-miller-brings-analytical-approach-to-highereducation-design.html.
Photo Essay by Lauren R. Pacini ‘59 & Michael R. Weil ‘85
M. Weil ’85
Story by Terry Dubow
This is not about LeBron. He does help, of course. It’s also not about the Republican National Convention coming to the North Coast this summer – though that helps, too. This Cleveland revival isn’t the result of one thing or another. It’s actually quite the opposite. Cleveland is rising again because of a collective and not always coordinated effort to capitalize on economic shifts, the return-to-the-city trends gripping the nation and a growing sense of the possible. Hawken certainly sees the possibilities. The School has long seen itself as being a part of rather than apart from the city. That’s why we established our urban campus, The Sally & Bob Gries Center for Experiential and Service Learning, that serves as a platform for some of our most transformative educational moments. It’s also why our students see Cleveland as one of their favorite classrooms. To capture the latest Cleveland rebirth, we asked two Hawken artists and alumni to scout the city and its outer reaches to capture on film the latest version of our city’s re-invention. Lauren Pacini ‘59 and Michael Weil ‘85 are life-long Clevelanders who see the city changing before their eyes.
“As a true Clevelander, I always believed in ‘next year,” notes Lauren,“ but it wasn’t until 2008, with much of the city in the grip of the sub-prime mortgage crisis, that I began to make good on my promise to document what had happened to my city. It was then, through the lens of my camera, that I discovered the seeds of rebirth among the rubble of decay. It was a matter of focusing on the trees, and not on the forest.” This issue of The Review is all about space – why it matters and what Hawken is doing to harness its power. The space Hawken students occupy extends far beyond the walls of the buildings in which they spend their days. Lauren and Michael did a masterful job capturing a city in the process of reinventing itself.
Here’s to Cleveland.
Lauren R. Pacini ’59 is a man of incredible talent and experience. Following a varied career that included six years as an intelligence operator/ analyst in Army Special Forces, steel sales and international metals trading, human resource consulting and information technologies consulting, support and teaching, he followed his passion for Cleveland in 2008, reinventing himself as a photographer and author of four books about Cleveland, including Shattered Dreams Revisited. In 2012 he was honored as a co-recipient of the National Trust/HUD Secretary’s Award for Excellence in Historic Preservation in connection with his documentation of the historic renovation of Saint Luke’s Hospital and its transformation into Saint Luke’s Manor. Currently, Pacini is co-author and editor of the story of the freeway fight and the founding of the Nature Center at Shaker Lakes, for the Nature Center’s 50th anniversary.
A Hawken lifer, Michael R. Weil ’85 holds a Ph.D. in art history from Case Western Reserve University where he focused on photo history. His wife Meredith ‘85 and children Sam ‘13 and Josh ‘15 are Hawks as well. Michael has held a camera close since childhood – even serving as photography editor for the Onyx in his senior year at Hawken. Many of his Cleveland images are owned by the Cleveland Museum of Art, the Cleveland Clinic and other private collections, and can be seen in numerous restaurants around town. Michael is an adjunct faculty member at the Cleveland Institute of Art, where he teaches art history. He is about to open The Foothill Galleries of the Photo-Succession, a new gallery in Cleveland Heights focused on photography.
Downtown Since 1950, Cleveland’s population has fallen almost 60 percent from more than 900,000 residents to 390,000 today. That trend, however, may be reversing. According to the Downtown Cleveland Alliance, beginning in 2010 developers have or will invest nearly $5.5 billion in Downtown Cleveland. Lauren R. Pacini ‘59 has certainly noticed: “Hustle and bustle has returned to Cleveland’s downtown,” he says.
This page: M. Weil ’85 Facing Page: L. Pacini ’59 16
Residential Since 2000, Downtown Cleveland has seen a 53 percent increase in residents, and by 2020 the Downtown residential population is expected to surge to 23,000. Michael Weil feels the energy too. “Young minds that develop and lead are returning to Cleveland to live and play downtown, in the flats from their apartment looking down on the crooked river flowing in from an epic body of water that calls for our thoughtful attention and recreation immersion.” Perhaps the biggest sign that people are moving in is the new Heinen’s grocery store on East 9th Street and Euclid Avenue, which opened in February of 2015 in the historic Cleveland Trust Building (see Lauren’s photo of the Rotunda at the far left).
This page (L-R): L. Pacini ’59, M. Weil ’85 Facing Page: L. Pacini ’59
Attractions When non-Clevelanders visit, they’re stunned by what they can do in a day, and that’s only getting better with the tremendous investments in University Circle, the Theater District and the Euclid Corridor. “Streets are lined with eateries, and the theaters in Playhouse Square cater to young and old,” says Lauren Pacini. “The pulse of the City is unlike anything that Clevelanders have experienced since the ‘50s.” The $350 million expansion of The Cleveland Museum of Art is certainly a signal that the arts are every bit as central to Cleveland’s identity as are hospitals and biotech. With its three-story-high ceiling, the museum’s Ames Family Atrium reminds people that the jokes about Cleveland aren’t funny, and they’re not true. Cleveland is reborn again.
Top: M. Weil ’85 Bottom (L-R): M. Weil ’85, L. Pacini ’59, L. Pacini ’59 21
StirnHall By The Numbers
square feet of new academic space
increase in square footage of classrooms
new state-ofthe-art science building with
classroom labs 22
college counseling suite learning commons
-seat student cafe for refueling
acres of green space
4 digital fabrication & design labs 1. wood shop 2. media lab 3. media studio 4. fablab
trees planted in the orchard
3 3-D printers 92% thermal efficiency boilers
45% reduction in water usage (over standard flow rates)
35% reduction in lighting power densities
available for charging
20% energy cost savings
2 CNC milling machines 1 laser cutter
440 tons of steel
18 steps on the central staircase
1 amazing new Upper School 23
From the Chapel
Stirn Hall Construction Update Construction on Stirn Hall at the Gates Mills campus is progressing on schedule. Almost all areas of the building are enclosed and weather tight, enabling work on the interior of the building to continue throughout the winter months. Remaining exterior work, including siding and roofing, will be completed when weather permits. The humanities wing renovation is underway, as is construction of the new science wing, which is projected to be completed for use during the Spring Intensives starting on May 11. Shortly after school is out in June, the north academic wing (known as Ireland Hall) will be demolished, and work will begin on the pick-up/drop-off traffic circle as well as the extension of the road to the back faculty parking lot and the orchard. All new construction, renovation and site work will be completed for the opening in August. To view photos documenting the construction progress, visit hawken.edu/construction.
Hawken Achieves 5th Year of Record Enrollment Hawken welcomed a record-breaking 1023 students for the 2015-2016 school year, including 172 students new to the school. The increased enrollment is a testament to Hawken’s innovative programming, excellent faculty, curriculum-inspired facilities and low student-faculty ratio – all contributing to the kind of education families are seeking as they prepare students for success in college and beyond. 24
Entrepreneurship Workshops Featured on edSurge Hawken’s Educators Workshops for Entrepreneurial Studies are featured in an article on edSurge, an independent education technology website. “More Than a Lemonade Stand: How 12-year-olds Learn to Launch Lean Startups” details the evolution of Hawken’s innovative entrepreneurial studies programs and subsequent workshops for educators. For the past two summers Hawken has conducted workshops in California to teach private and public school educators how to develop their own courses using Hawken’s innovative curriculum and methodologies. This past summer, a workshop was added in Boston. In 2016, the “Workshop East” will be held at Hawken’s Gries Center in University Circle. Visit www.hawkenentrepreneurs.org to learn more.
To the White House
Most Likely to Succeed Sparks Passionate Conversation
Hawken Player Society presents Metamorphoses
Kennedy Auditorium filled with parents, teachers and administrators on September 16 to watch the award-winning education documentary “Most Likely to Succeed.”
Hawken Player Society’s fall play, Metamorphoses, opened on November 5th in the Kennedy Auditorium to an appreciative crowd of theater-goers. According to director TJ Gainley, the production was a “huge success as both process and product.”
Following the screening, producer Ted Dintersmith joined a panel discussion that included Erin Frew, Principal of New Tech West, Cleveland Public Schools; Ann Klotz, Laurel Head of School; and Alan Rosskamm, Chief Executive Officer of Breakthrough Charter Schools. Hawken Head of School D. Scott Looney moderated the discussion. The film makes a compelling case for why our education system is in dire need of innovative schools like Hawken. “Having spent my thirty-year career as an entrepreneur and as a venture capitalist, I know what skills will be valued in the 21st century – innovation, entrepreneurship, creativity, complex problem-solving, productive collaboration, sound decisionmaking, passion and grit. And when I see how kids are being educated in America today, I’m shocked,” says Dintersmith.
An adaptation of Mary Zimmerman’s play Metamorphoses, a contemporary adaptation of Ovid’s epic masterpiece of the same title, the production posed an exciting challenge of no small proportions. As Gainley explains, the play is “set in and around a 2000 gallon swimming pool” and explores “the universal and timeless themes of love and loss, betrayal, despair, greed, violence, and ultimately, redemption.” Those are weighty issues – and yes, the crew constructed a pool as part of the set. Stories re-enacted in the performance included King Midas, Narcissus, Orpheus and Eurydice, Eros and Psyche, and others. Audience members would agree with Gainley that Hawken’s 16-member cast along with members of the tech crew rose to “the extremely mature demands of this play” and that “they also grew tremendously as artists along the way.”
In response to one of the last questions of the evening, Dintersmith urged the audience to become involved in transforming education by reading his book by the same title and by following his blog and other initiatives outlined on his website “Educating for the 21st Century”. You can find more ideas and resources for parents, teachers, school leaders and students on the film’s website www.edu21c.com.
From the Chapel
Hawken Hosts Students From Chile
Upper School Students Present STEMM Projects
Hawken recently hosted 10 students and 2 teachers from the Thomas Jefferson School in Concepción, Chile for a cultural and language immersion experience. During their September 12-24 stay, Chilean students attended classes and experienced other parts of Hawken life such as athletics games and the ropes course. Thanks to the generosity of their host families, the students were further able to practice their English and learn about the similarities and differences between cultures. This is the fifth year of the exchange with the Thomas Jefferson School and the second time that Hawken has hosted students.
Hawken Science Research III students took part in the 6th annual Bob Maciunas STEMM Research Symposium on Monday November 17, presenting their projects before a panel of expert judges, families and other guests, including Hawken middle school students, who received a special invitation to the event.
Two ASSIST exchange students are spending the year at Hawken. Tim Adler, from Otago Dunedin, New Zealand, is hosted by Stefan ‘18 Moeller’s family. Julia Schulze, from Ronnenberg, Germany, will be staying with Jane ‘18 Weirtel’s family. Welcome, Tim and Julia!
Student Accomplishments A journal article written by Hannah Aliazzi ‘16 as part of her STEMM project was published in the Journal of the Dermatology Nurses’ Association. Seysha Mehta ‘17 had the honor of presenting her STEMM research to the Society of General Internal Medicine Mid-West regional meeting at the Cleveland Convention Center in late August. Congratulations, STEMM scholars! Alex Ashley ‘15 received a first place scholarship through the National Spanish Examinations. Students from Hawken School have a long history of high achievement on these exams and were taught by Spanish teachers Chad Komocki, Rachel Mullen and Rick Tate. 26
Seysha Mehta ‘17 earned first place for her project “Potential Impact of Wearable Device Data on Assessment of Patients with Heart Failure.” Michael Gerace ‘16 took second place for his project “Vitamin C and Pigment Effects on Retinal Degeneration in Mertk Mice.” Third place went to Nayan Rao ’17 for his project “Efficacy of Antivirulence agantes against Methicillinresistant Staphylococcus epidermidis.”
14 Seniors Receive Merit Scholar Recognition Six Hawken students have been named semifinalists in the 2016 National Merit Scholarship Program. Congratulations to John Antolik, Tommy Dell, Sarah Senkfor, James Swingos, Hilary Vogelbaum and Matthew Zhu. Eight additional students were named Commended Students in the program: Ozan Aktay, Alexandra Blake, Phillip Hedayatnia, Alexander Isherwood, Derrick Liu, Katherine Pioro, Naomi Wu and Karen Yao. Phillip Hedayatnia received an additional honor of being named a National Hispanic Recognition Scholar. The students join a long tradition of Merit Scholar excellence and earn Hawken the distinction of the highest number of National Merit Semifinalists amongst Cleveland area peer schools for the past 10 years.
s po r t s news
Fall 2015 Season Highlights Middle School Cross Country Three Hawken Middle School cross country runners traveled to Lancaster for the OHSAA Junior High State Championship Meet. Seventh grader Juliana Metz placed 1st in the small-school division and was crowned state champion; eighth grader Carlos Botella placed 10th and eighth grader Julia Newman placed 15th. Congratulations Hawks!
Upper School Cross Country Girls Soccer Girls soccer finished the season 13-3-2 and ranked #3 in the D-III State Coaches Poll. After two early-round playoff wins, the Hawks advanced to the District Championship game, where they fell to Kirtland in a penalty kick shootout after two scoreless overtime periods. It was the third consecutive year the girls team was eliminated in the playoffs via the shootout.
Boys Soccer The boys soccer team closed their season with an exciting playoff run, their first ever year in Division II. After defeating Gilmour Academy 5-2 in the second round, they traveled to University School for the District Semifinals. The Hawks prevailed 2-1 in another thrilling game in this great rivalry. The win propelled Hawken to the District Championship game, where they played undefeated and #1 state-ranked Lake Catholic. Hawken played a great game, falling 1-0 in a very close match.
Girls Tennis Stephanie Shulman ’19 won a Sectional Title on her home courts. She advanced to the finals as the #2 seed, and then defeated the #1 seed to earn the Sectional Championship. She went 1-1 at the District Tournament, one match from States.
Hawken hosted the Chagrin Valley Conference Meet, where the Hawken girls team came out as CVC Champions. It was the first CVC Championship in program history and a great highlight of the season. The boys team finished 3rd at the CVC Meet. Michael Snyder ‘19 and Julia Alliazzi ’18 each advanced to the Regional Meet as individual qualifiers.
Boys Golf The Hawks finished as Chagrin Valley Conference Champions, winning the Pre-season tournament and going a perfect 6-0 in conference match play. They then went on to place 3rd at Sectionals, qualifying the team for the District Tournament. Congratulations boys golf!
Elisabeth Blossom ‘16 scored two hat tricks in a week and was named Plain Dealer Player of the Week.
Volleyball finished their season 11-10. The Hawks season was highlighted by winning the Andrews Osborne Invitational Tournament.
sp o r t s
The football team finished the regular season 8-2 and advanced to the OHSAA playoffs for the 3rd time in the past seven years. The Hawks were the 6th seed of eight teams in the region, taking on #3 seed Canton Central Catholic in round one. The Hawks fell 52-14, ending their season 8-3. It was a great season with many exciting wins. The Hawks finished as CVC Runner-up.
Isabella Joseph â€™16 advanced to the D-II State Golf Tournament where she finished 17th. It was Isabellaâ€™s fourth consecutive trip to the State Tournament, a run that included a team State Championship in 2013. Isabella was also the Chagrin Valley Conference MVP for the third consecutive year. She ends her Hawken career as the most accomplished golfer in program history. Congratulations, Isabella!
s po r t s news
Athletics Hall of Fame Hawken School congratulates the Class of 2015 Athletic Hall of Fame Inductees. These athletes and coaches – like those who will join them in years to come – represent the best of the best: studentathletes, coaches and contributors who have significantly impacted Hawken’s athletic programs and demonstrated the highest standards of character, leadership, sportsmanship and Fair Play.
2015 Hall of Fame Inductees Thomas B. Bryan, Athletic Director (1963- 2001) Honorary Alumnus and Faculty Emeritus Thomas Bryan’s contributions to Hawken athletics include the foundation, development and leadership of many of today’s outstanding programs. As the longest-serving Athletic Director in Hawken history, Bryan left his mark on virtually every athletic program, recruited legendary coaches such as Jerry Holtrey and Cliff Walton, and was a highly successful basketball coach in his own right. He was also a nationally known collegiate football official for many years and has received several Hall of Fame recognitions in addition to this one. John C. Lightbody ‘64, Football, Basketball and Baseball Nicknamed the “Shoeless Wonder of Hawken School” for removing his right shoe before punting the ball during football games, John Lightbody was among the first legendary multi-sport athletes at Hawken. He was All-League in both football and basketball, batted .486 one spring in baseball, went on to play for the Harvard Crimson football team, and above all was well-known for his display of sportsmanship and Fair Play. Murphy R. Reinschreiber ‘71, Swimming Murphy Reinschreiber was Hawken’s first elite swimmer, setting the pace for the success the Hawks would see for the next five decades. He was a four-time All-American, and one of the top high school butterfly swimmers in the United States. After captaining the swim team at University of Wisconsin, Reinschreiber went on to become a driving force behind the development of triathlons and international endurance athletics.
J. Robert Riser ‘72, Football, Basketball and Track A superior all-around athlete, Robert Riser was a triple threat for the Hawks. Best known as a highly decorated football player who would go on to captain the Cardinals at the University of Louisville, Riser also set records and earned numerous accolades for his time on Hawken’s basketball and track and field teams. Erica Rose Dancik ‘00, Swimming A three-time State Champion and four-time State Runner-up, Erica Rose was crowned the 5K Open Water World Champion as a 15 yearold Hawken freshman. Rose was a member of seven US World Championship teams (captaining four), a 10-time Open Water National Champion, a Big Ten and NCAA Championships qualifier as a swimmer at Northwestern and an Olympic Trials qualifier. Brook Turner ‘04, Track and Cross Country Brook Turner was a seven-time State Champion in track and field who still holds many Hawken School and Chagrin Valley Conference records. The winner of numerous awards in the realms of both athletics and academics, Turner was a National Merit Scholar who received prestigious scholarships that enabled her to continue her academic and athletic careers at University of California at Berkeley where she captained the track and field team. Note: Swimmer Byron Davis ‘88 was chosen by our Selection Committee for the Class of 2015, but was unable to attend this year. He will be inducted with the Class of 2016.
ar t s Centennial Finale Celebrated at Severance Hall More than 1,200 members of the Hawken community gathered at Cleveland’s historic Severance Hall on Friday, November 13 to celebrate the School’s 100th birthday one final time. Sponsored by Marsha and Chandler ‘53 H. Everett, the Hawken Centennial Finale Choral Festival celebrated Hawken School’s history, its founder James A. Hawken and our ongoing commitment to the arts. The Centennial concert was based on the newly released book Fair Play, which celebrates the first century of Hawken School. Performing Arts Department Chair Jodie Ricci created a program that brought history to life through music and poetry, choosing readings and performances that conveyed James Hawken’s vision, mission and commitment to the arts. Central to the story was our founder’s emphasis on the development of character and his commitment to building programs in the arts for Hawken students. Thanks to the Everetts, Ricci orchestrated an event that she considers “an incredible gift” to the entire Hawken community. “The arts not only offer students a deeper and broader understanding of the world and the human experience, but reminds them that they are part of something much bigger than themselves,” she explains. “At Hawken, we believe in the power of community and know that incredible things happen when we join together to create something meaningful. I can think of no better place to do this important work than Hawken School.”
from Hawken’s Advancement Office
Legacy Grant Contributes to Upper School Transformation At its final meeting this past summer, The Sherwick Fund Board of Directors made several impactful grants to organizations historically supported by the Fund. The Board awarded Hawken School a significant legacy grant in the amount of $1 million for the expansion and renovation of Stirn Hall. The philanthropic support of Stirn Hall underscores the passion and commitment of The Sherwick Fund and the Sherwin family to inspire in future generations of students “a higher plane of life.” From the School’s earliest days, the Sherwin family has been pivotal in Hawken’s success. John “Jack” Sherwin, Jr. ‘53 selflessly served as Alumni Board president for two years and as a member of the Hawken School Board of Trustees for more than two decades, including being president of the Board from 1987 until 1990. Following his term, Jack was elected a Life Trustee, an honor reserved for a select group of former board members. Jack and Clara’s two sons, John Sherwin III ’83 and Tyler Sherwin ‘89, attended Hawken as well. Clara comments, “Hawken’s culture is about the sense of community and the relationships between the students and teachers.” Today the Sherwins continue to be philosophically aligned with Hawken’s mission. Hawken School is proud to name The Sherwick Fund and the Jack ’53 and Clara Sherwin family among its leadership benefactors to Stirn Hall. In acknowledgment of this legacy grant, the School has named the second and third grade Commons in Hurwitz Hall on the Lyndhurst campus for Jack ’53 and Clara Sherwin. The Lyndhurst campus is where Jack and his sons planted their roots at the School. When Jack had the opportunity to view construction of Stirn Hall and take a
tour of Hurwitz Hall, he commented, “The magnitude of what is going on is something that would stun anybody of my vintage.” About The Sherwick Fund: In 1953, Frances Wick Sherwin and John Sherwin, Sr. established the Fund to serve the charitable needs of metropolitan Cleveland. According to Cleveland Foundation records, the Sherwins petitioned the IRS with their idea of making The Sherwick Fund a supporting organization of the Cleveland Foundation in response to provisions of the Tax Reform Act of 1969. In 1973, The Sherwick Fund became the first supporting organization in the United States. The Cleveland Foundation notes, “Under this precedent-setting arrangement, The Sherwick Fund would maintain both a separate corporate identity as a public charity and the direct participation of its donors in determining policy, while gaining the assistance of the foundation’s professional staff in identifying programs and institutions whose efforts were likely to result in the greatest civic benefit.” Since inception, The Sherwick Fund has awarded nonprofit organizations in Greater Cleveland with more than 1,100 grants totaling approximately $48.8 million in the areas of education, healthcare, economic development and the arts.
Developments Ensuring the Vitality of the School for Future Generations
Sheffield Society Dinner On October 13, Russ ’64 and Connie Lincoln hosted new and existing members of the Sheffield Society and honored guests for a recognition dinner held at the Chagrin Valley Hunt Club. The Sheffield Society recognizes donors who have generously named Hawken School as a recipient of a planned gift through a will, bequest, trust or other planned gift. Approximately 155 individuals and couples have informed the School over the past seven decades that they have made such a commitment to support future generations of students and faculty. The Sheffield Society is named after Henry Sheffield, a prominent attorney, philanthropist and early trustee of Hawken School who made numerous gifts, including an estate gift, to the School over a span of nearly six decades. The Sheffield Society, previously known as the Hawken Heritage Society, was formalized in the 1990s to recognize individuals who include Hawken School in their estate plans.
Having informed the School of a generous planned gift, Russ ’64 and Connie Lincoln are challenging the Hawken School community and will match new and increased planned charitable gifts. The Russ ’64 and Connie Lincoln Challenge will strengthen the School’s endowment for students, faculty and programs while contributing to Hawken’s future financial stability. The Lincolns have agreed to match ten percent of the value of the future gift with an immediate cash donation to the endowment, up to $1 million in aggregate. Hawken School celebrates those who make a planned charitable gift through recognition and membership into the Sheffield Society. Please consider making your commitment to the Lincoln Challenge, because collectively the Hawken community will create a tremendous legacy for the future of the School and its students. For more information on ways your planned gift can be enhanced through this challenge, please contact Jeffrey M. Biggar ’68, Director of Special Gifts, at (440) 423-2084 or firstname.lastname@example.org.
Hawken Serves up the
e s C u halleng o H e t i h e W January 4 - April 13, 2016 hawken.edu/100days Place Your Order With Our Chefs Kathleen Z. Guzzi 440.423.2918 email@example.com
Jeff Biggar ’68 440.423.2084 firstname.lastname@example.org
See what’s on the menu!
Latest Developments Annual Fund Leadership Donors Recognized The School recognized James A. Hawken Society donors and Decade Leaders for their leadership and unwavering support to the Annual Fund at a cocktail reception held prior to the Centennial Finale Choral Festival at Severance Hall. Eighteen generous benefactors from the community were acknowledged as new Decade award recipients for their 10, 20, 30 or 40 years of giving to Hawken School during the past two years. Receiving the fifth-ever awarded Quadruple Decade Leader Award was Jack ‘53 and Clara Sherwin. All members of the James A. Hawken Society were honored from the 20142015 fiscal year at this signature event. Student instrumentalists provided the beautiful backdrop for the evening, while Jodie Ricci, Department Chair for the Performing Arts, grades PS-12, spoke to guests about the origin of the Choral Festival and the student performers. New 2013-14 and 2014-15 Decade Leaders Decade Leaders: Chace ’71 & Josie Anderson Barbara & John Burns Rick & Tamara Durn ’85 Doody Cathy & Larry Goldberg Debra Leizman ’78 & Keith Kerman Mr. Michael B. Liebeskind Peter ’77 & Martha Rome Mr. Ken R. Rosen Ms. Rena Souris
Double Decade Leaders: Robert J. Anslow, Jr. ’77 Robert ’72 & Cynthia Bruml Thomas Clements III ’50 Dori & Blair ’72 Haas Carl E. Smith ’74 Triple Decade Leaders: Kathy & William J. O’Neill, Jr. Dominic A. Visconsi, Sr. Quadruple Decade Leaders: Clara & John ’53 Sherwin, Jr. George Garretson Wade Charitable Trust
Latest Developments The Callahan Foundation Awards Grant for Stirn Hall The Callahan Foundation, established in 1968 by Francis Joseph (“Joe”) Callahan and Mary Elizabeth Callahan, supports non-profit organizations with a track record of value creation throughout Northeast Ohio. The Foundation’s past investment in the Hawken Now! Middle School Campaign has transformed the educational experience for Hawken’s sixth, seventh and eighth grade students by creating distinct learning communities to serve the developmental needs of this age group. Lincoln Hall meets the high standards of Hawken faculty, the intellectual curiosity of its students and the forward-focused curriculum. Likewise, The Callahan Foundation’s support of Stirn Hall will create the spaces that will fully support the innovative teaching and learning occurring daily at the Upper School. Tim J. Callahan, president and executive director of the Foundation and father of three Hawken graduates, Margaret ’05, Caroline ’07 and T.J. ’10, says, “I am dedicated to promoting the philanthropic ideals of my father, Joe. The Foundation’s grant to Stirn Hall is an opportunity to provide Hawken students and faculty with a facility that they deserve. The Foundation trustees are pleased to contribute to the continued tradition of success at the School that will make a long-term impact on the students, the institution and the region.”
Scaling New Heights for Character Development On November 20 the Schneider Family Challenge Course opened on the Gates Mills campus. The Outdoor Leadership (OL) community celebrated with the Schneider Family and viewed demonstrations by OL students on the new structure, the largest of its kind among Northeast Ohio high schools. The Schneider Family Challenge Course will add a new dimension to character development for all students. Both of Mitchell and Kyla Schneider’s sons, Sam ‘15 and Keeva ‘16, have been involved in OL and cite their intellectual, emotional and experiential growth as a motivator in helping other Hawken students engage in the program. Kyla and Mitchell said, “The skills and abilities OL provided to our children were invaluable, but they learned much more. The
community, camaraderie, self-discipline and sense of self competence were at the core of learning for our boys. We believe OL and the new Challenge Course will appeal to a wide group of students who will engage in and profit from these experiences in the same ways as our children. We hope that this Challenge Course and the OL program continue to motivate and inspire students who would never think of themselves as OL potentials to take the leap into selfchallenge, self-development and leadership that provides creative and positive engagement in the world.” Constructed by Redpoint Adventures, the Goliath Series High Challenge Course uses 22 Class II 45’ and 55’ CCA treated utility poles. Construction of the course took approximately five weeks and was built so that each element has dual belays and uses a convertible belay system. These systems can be either static or dynamic. The static system does not require the participant to climb in a leading edge environment and will use a pig tail system for each element. The structure features a climbing tower entrance with three climbing walls. Equipped with 250 climbing holds, the walls measure 12’ wide and 38’ high. Also outfitted with a zip line and an oversized platform, the zip measures 370’. Other features include a large group platform measuring 20’ wide by 24’ long, vertical playpen, catwalk dual belay, multi-vine dual belays, islands in the sky dual belay, silva swings dual belays, dangle duo, pamper pole, UFO trolley, cargo net and four oversized platforms/transfer stations. The total length of the cable used on the course measures approximately 3,600 feet. Outdoor Leadership advisor Cris Harris says, “This is the largest, most modern and robust Challenge Course among the Cleveland Council of Independent Schools. I look forward to using the elements on a daily basis with members of my OL team.”
Leaning Into Risk by Abigail McNaughton ‘19 “I can do it, I can do it, I can do it,” I mumbled to myself over and over. The chant was a somewhat pathetic attempt to calm my nerves as I reached the top of the pole. Cautiously, I placed one foot on the foot-wide platform, then the other. Finally, I squatted on the top of the pole when I heard people from down below shout: “Now stand up!” Although I knew I’d have to do this when I put my harness on, my throat went dry. Standing on the pole seemed just as arduous as climbing the thing at this moment. Still, I raised myself upward ever so slowly. I cursed my knees that painfully shook and knocked together. Keeping my balance was harder than I thought. “Whoa,” I breathed when I was finally at full height. I couldn’t believe it; I felt like I could see to the ends of the earth. For a few moments I was ecstatic; then I looked down. “Is this a bad time to mention I’m afraid of heights?” I called down weakly. It was meant as a joke, but there was some truth to it. I figured that if I keep putting myself in high places, eventually it wouldn’t bother me as much. I was still very much bothered. A man below noticed my panicked expression and said, “Okay, now smile.” Reluctantly following his advice, I forced my lips to curl upwards. This almost immediately helped me feel better, much to my surprise. “Cross your arms over your chest and lean back!” my belayer instructed. “Take your time!” Another minute crawled by, and I felt people eyeing me expectantly, but I couldn’t make myself do it. My friends shouted encouragement from the ground, but it didn’t help. Stop being such a baby, I scolded myself silently, but I can’t help it. “Do you want me to count down for you?” someone offered. “I can do it,” I insisted. I knew she was just trying to help but it made me feel childish and scared. You’re taking too long, I thought. “Oh Lord Jesus,” I prayed softly before starting my count. “One!” I called down. Don’t chicken out, don’t chicken out. “Two!” Don’t you dare chicken out. I paused, inhaled sharply then said “Three!” Slowly, I leaned backwards and allowed gravity to pull me off of the small platform that was my only comfort. It was like I was falling in slow motion. Then it was like someone hit the fast forward because my feet slipped off the top of the pole and free falling. The thought of ‘I’m going to die’ didn’t even have time to go through my head before the rope attached to my harness yanked me upwards. My belayer gently lowered me to the ground as I called out, “Absolutely terrifying!” Once I was released from the rope, Mr. Harris came up to me. “Did you have fun?” I smiled and grinned, “Yeah, I did.” I couldn’t wait to climb it again. 37
First Day Coffee The Parents’ Association ushered in the 2015-2016 academic year on August 19 with its new tradition, First Day Coffee. Following morning drop off, parents from all three divisions gathered at the Lyndhurst campus on the lawn outside of Bolton Hall to welcome one another back to school over coffee and breakfast bites. Special thanks to Cori Sieger and Diane Attell for leading this effort.
Find It on HawkNet Thank you to Lynne Gerace for providing HawkNet Training 101 to approximately 40 parents at the start of the school year. She conducted a live demonstration of how to navigate Hawken’s intranet and identified important and useful information on the site. Parents left Lynne’s well-attended presentation feeling informed and confident about accessing the system. 2
Welcome to the New Middle School Directors The Parents’ Association provided Middle School parents with the opportunity to meet the new directors Becky Hausammann and Michelle Harris over coffee in September. Becky and Michelle made their introductions, spoke about the year ahead in the middle school, and answered questions. Becky joins the Hawken community after spending the last eight years as the head of school at Cascade Canyon, a small K-8 school in Fairfax, CA. Michelle, a familiar face at Hawken, has served the School for 15 years in her role as director of support services and as psychologist in the Upper School. Becky assumes the role of director of the middle school; Michelle is associate director of the middle school, support services department chair grades PS-12, and health teacher grade 8.
Parents’ Night Receptions Lower and Middle School parents enjoyed a wine and cheese reception in Hurwitz Hall Commons and Lincoln Lobby following Parents’ Night. Parents had the opportunity to meet the teachers and Class Parent Council (CPC) representatives, mingle with current parents and welcome new families. If you would like to volunteer for your child’s specific grade, please contact your CPC representative. 38
Happy 100th Birthday, Hawken School! Students on the Lyndhurst campus celebrated Hawken’s 100th birthday with a special cupcake treat provided by the Parents’ Association.
Hawken Art Series Back by popular demand, Hawken School partnered with the Cleveland Museum of Art to present the Hawken Highlight Art Series for a second year. Coordinated by Kelly Covitt, the Parents’ Association is proud to offer to parents this unique opportunity to take private, one-hour tours of various collections.
Call for Volunteers According to a study conducted by the Parents’ Association last year, it takes roughly 3,500 volunteer hours to plan and execute all of its events and programs. That may seem overwhelming, but with the collective volunteer efforts of the parent community, it is attainable. Parent volunteers provide a great resource for the faculty and a supportive atmosphere for the school community while modeling to the students the importance of giving back. As parents, we care about creating the best educational experience for our children, and we would like to invite you to become involved in the Parents’ Association. Email email@example.com to express interest about volunteer opportunities.
Save the Date
February 2-5 Scholastic Book Fair
Lower and Middle Schools
Field Day Grades 4-8 (Rain date is May 19)
First Annual Spring-A-Ma-Jig Formerly Fall Family Fair
Parent Volunteer Luncheon
Watch your email for further updates.
alumni From the Alumni Center Greetings Hawken Alumni, Wow! What spectacular momentum we have coming out of our Centennial Year as we look toward our next century! Already, excitement for the fall 2016 Reunions is building, and we hope you will become part of the energy, spirit and anticipation by getting involved. Please contact me at firstname.lastname@example.org if you are interested in organizing a class-specific event during the October 7-8 weekend. In particular, classes ending in “1” or “6” are encouraged to plan a special gathering, as we officially shift our formal Alumni Weekend to align with October’s Homecoming weekend. Indeed, homecoming is just about that…coming home. Our Athletics Hall of Fame induction, Alumni Tailgate, and sporting events have drawn an inspiring alumni presence at recent homecoming weekends, and 2016 promises to be an even more exciting year.
2015 Alumni Awards Recognized at Winter Luncheon As we went to press, final plans were being laid for what promised to be a memorable Winter Luncheon. This year’s luncheon included an announcement about a 100-Day Challenge in support of the long anticipated White House renovation and expansion. Additionally, we welcomed back the 2015 Bolton Award recipient, Matthew E. Pitera ’15, and presented the 2015 Distinguished Alumni Awards.
Carl N. Holmes Award Paul C. Shiverick ’71
Richard W. Day Award Natalie L. Hawwa ’00
Fair Play Award Lynne Marcus Cohen ’82
Honorary Alumni Award Anthony G. Wanner
In addition to our Homecoming and Reunion weekend in October, our local CCIS schools plan to continue the 4-school Party in May, and Hawken alumni will surely be invited to attend. All the best, and keep bright the Red and Gray!
Andrea Hocevar ’01 Director of Alumni Engagement
2016 Alumni Award Nominations Now Being Accepted Is there an alumnus that you would like to nominate for an alumni award? Criteria and nomination forms may be found on the alumni webpage at hawken.edu/alumni. Nominations can be emailed to email@example.com. Awards are presented each year at the Winter Luncheon and nominations must be received by September 1, 2016 for consideration.
Stay Connected 39
alumni First Thursdays with Peter and Special Guests Season Two NEARLY SOLD OUT! Unique Seminars for Hawken Alumni & Friends
Season two of Peter Scott’s seminar series for alumni and friends is underway, with only four more upcoming sessions for the year. Featured alumnus, Dr. Barron Lerner ’78, author of The Good Doctor, kicked off the season with the highly popular topic of Bioethics. Then, Peter took the show on the road to Boston with A Rabbi, a Priest and an Atheist Get Talking… featuring Rabbi Andy Vogel ’86 and Reverend Hall Kirkham ’83. December highlighted America’s Elite Soldiers: US Army Rangers and USAF Pararescue with Brinton Lincoln ’94 and Alex Calfee ‘92, followed by January’s session on Peter’s favorite book, In Our Time by Hemingway. Only four more sessions are available this year and are likely to be sold out. Details are available at hawken.edu/firstthursdays.
First Thursdays With Peter Unique seminars for Hawken Alumni & Friends
February 4, 2016: Current Literature: Great Reads with Wendy Morton Hudson ’86, owner of Mitchell’s Book Corner & Nantucket Bookworks March 3, 2016: The Cambodian Killing Fields with Socheat Som ’91, a survivor April 14, 2016 in CHICAGO: Mary Oliver Poems with Steve Young ’78 and Cris Harris, Hawken Faculty May 5, 2016 at Cleveland Museum of Art: Cezanne and Merleau-Ponty with Bro Adams, Chairman of National Endowment for the Humanities
Alumni Share Fond Memories with Students Hawken School officially turned 100 years old on October 4 – the first day of school on Ansel Road in 1915 for 19 boys and two teachers, founder James A. Hawken and William Phelan. The Lower and Middle School student body celebrated this milestone with various Centennial activities at the Lyndhurst campus from September 28 through October 9. The school community extends its gratitude to Morrie Everett ’56, Jock Collens ’31, and Harvey Webster ’69 for sharing with students their personal recollections and historical perspectives from their Hawken days. To an enthusiastic Lower School crowd, Morrie spoke about his experiences as a Hawken student and took several questions from the students. Following the Q & A session, Jock, Hawken’s second eldest alumnus, told students, “When I started in the first grade on Ansel Road, there were about seven boys in my class. The size of the School has changed, but the meaning of Fair Play has not. Your time at Hawken is something to be proud of. Make it count.” Morrie’s granddaughter, Audrey Ours ’23, presented Jock with a birthday gift from Hawken on the occasion of his 100th birthday, which he celebrated on October 21. Later in the week, Harvey shared with Middle School students his Hawken experiences and how they led to his current career as director of wildlife resources at Cleveland Museum of Natural History. Lower School students also had the opportunity to explore the Decade Displays during morning meetings throughout the week. Each morning, students visited two different displays to learn more about the history of Hawken School and our community. Students were engaged and eager to learn more. Memorabilia displays from the Hawken archives were also available for viewing October 5 through October 9 in Lincoln Lobby and Hurwitz Hall.
alumni 4th Annual Alumni Tailgate Despite high winds and chilly temperatures, nearly 100 alumni gathered on the Friday before Hawken’s 100th Birthday (October 4) for the 4th Annual Alumni Tailgate, which welcomed many of the Athletics Hall of Fame inductees and their families. School suburbans, decorated by students in each House, donned the White House’s side lawn, and food was served both in the solarium and in true tailgate fashion. The spirited suburban painting contest, judged by all alumni attendees, produced Bolton House as the decisive winner, followed by Chester House, Ansel House and Mather House. Based on an idea by Conrad Young ’15, a “Picture Party” was held, yielding hundreds of photo identifications not previously recorded in our archives. We look forward to next year’s tailgate during the 2016 Reunion Homecoming Weekend.
Alumni Sports Day In early August, alumni from across various decades returned to campus for a day of friendly competition with current students, healthy exercise, good sportsmanship and rousing school spirit.
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alumni From the Alumni Board Warm Greetings to our Alumni! It has been a fabulous year so far, one that in many ways seems to have flowed right from the goodwill and positive aura that we all felt from the year of Centennial celebrations. We continue to try to create enduring touch points throughout the year to strengthen connections with our classmates, our community and Hawken at large. What has been most striking in the communication with our widespread alumni from all corners of the globe has been the energy and enthusiasm projected throughout, from our recent class of 2015 to our most resilient class of 1931. Our newest inductees in the Hawken Sports Hall of Fame certainly exemplify that. Everyone that participated in the Hawkfest weekend was honored to celebrate six Hall of Famers spanning from John C. Lightbody ’64 to Brook Turner ’04. After the ceremony, over 100 alumni gathered for the 4th annual tailgate to enjoy delicious food and drink while mingling with the inductees. All then braved the cold to see the Hawks come from behind to beat Berkshire in stunning fashion. Another proud moment was inducting this year’s Alumni Award winners at the Winter Luncheon. Each individual truly has made a difference for Hawken and within his or her own community and profession, and each clearly embodies our motto that “each generation shall introduce its successor to a higher plane of life.” Throughout this year, Peter Scott has once again held his “First Thursdays with Peter” series. Numerous alumni have raved about this unique opportunity to once again enjoy Peter’s engaging, insightful and always memorable discussions and have loved adding such a new and different dimension to their usual routine. I can’t wait to continue to strengthen and expand engagement in our alumni activities and thank all of you who have made such a positive difference by attending our events. It’s not too early to begin thinking about the Fall 2016 Homecoming Reunion weekend; I encourage you to reach out to your classmates and start actively planning a meaningful celebration. Best regards and Go Hawks!
Lisa Bercu Levine ‘85 Alumni Association Board President
2015-2016 Hawken Alumni Association Board President Lisa Bercu Levine ’85 Vice President Shaquira M. Johnson ’94 Secretary Robert W. Mallett, III ’93 Board Members Richard H. Bole ’60 Brooke M. Buckley ’94 Stephen A. Caviness ’03 Morris Everett, Jr. ’56 H.W. Birkett Gibson ’68 Nina Fazio Greenberg ’96 David H. Gunning ’85 Glen M. Guyuron ’98 Josiah A. Haas ’99 James L. Hardiman, Jr. ’93 David R. Horowitz ’04 Brian D. Horsburgh ’06 Arvin Jawa ’89 Isabelle Bolton King ’01 R. Kirk Lintern ’98 Alan L. MacCracken, III ’92 Susan Yarus Meisel ’78 Jeffrey B. Milbourn ’94 Julie Roth Namy ’88 Lauren R. Pacini ’59 Robert T. Page ’49 Bernard D. Perla ’80 Alana A. Rezaee ’97 Marla Esgar Robbins ’75 Matthew A. Salerno ’92 Benjamin M. Vodila ’99 Senior Representatives Jacob W. Cohen ’16 Tim D. Holman ’16 Leah R. Meisel ’16 Sarah F. S. Senkfor ’16
prev the be intr ail an tter se d a h oduce each lf shal igh er pl its su genera l ane ccesso tion of li r to fe.
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H AW K E N S C H O O L 100 YEARS
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Hawken’s Centennial Book Fair Play is available for sale.
S C wk e 100 H O O n Yea L
When James A. Hawken was recruited to Cleveland to tutor a few young boys, establishing a school was just a dream for the young visionary educator. But the humble beginnings of Hawken School have grown into an independent school with more than 1,000 boys and girls and a national reputation for innovation. Through a century of growth and change, the School has stayed true to the vision of its founder, instilling character and intellect in its students. Fair Play: Hawken School 100 Years is a commemorative book that beautifully celebrates the first century of Hawken School. Authors, photographers and artists Laurie Shock and Billy Howard have delved into Hawken’s complex and rich history, finding facts previously unknown and photos previously unseen. Graduates, parents, faculty, staff and administrators will all enjoy and cherish this volume of memories, accomplishments and stories. Don’t miss out on this exciting opportunity in Hawken’s history – place your order today!
Visit hawken.edu/centennialbook to purchase your copy! 43
faculty footnotes Leslie Altman
Upper School English, 1993-2006
“I am now in my third (after teaching and librarianship) ‘career’ as a, dare-Isay-it, artist. I am primarily a watercolor painter, though I also sell some of my photographs, and the easiest way to describe that career is to refer you to my website: lesliealtmanart.com. I remain very fond of Hawken and my years there.”
Head of School, 1998-2006
Jim Berkman retired on June 30th after 31 years in independent school education as an English teacher and, in the last 17 years, as Head of School (eight at Hawken, then nine years at Boston University Academy, the high school embedded in BU where its students take university courses). In retirement, Jim plans to write his second novel, build a guest house at their home in Vermont (where he keeps his scull to row regularly), take on a number of civic commitments, and see more of his four adult children living in New York, Washington, D.C., Chicago and Los Angeles (three of whom are Hawken graduates, and two of whom are married). Already in the first three months of retirement, he has visited his kids in D.C., NYC and Singapore, as well as taken a trip to Istanbul and the Aegean! Jim and his wife McKey ”Mac” (a bookbinder/book conservator) will stay in their Back Bay home near Copley Square, and hope to see Hawken friends and colleagues passing through Boston.
Upper School English, 1972-1975 After leaving Hawken in 1975, “197576 was my Harvard year, and I took a position afterward at a boarding 44
school called Cushing Academy in north central Massachusetts. I spent eight years at C.A. in various positions, and I like to think that I did some good for the place; in any event, Cushing was good for me, and we had become a better school by the time I left in 1984 to become Head of the Upper School at a day school in the metro D.C. area. We stayed four years at Bullis (Potomac, MD), had our second child, and in 1988 I accepted an appointment to serve as the fourth headmaster of Heritage Hall, a day school in northwest Oklahoma City. Heritage Hall was beginning its 20th year of operation when I started my tenure, and I was excited to land the opportunity. We’ve made a lot of progress during the past 27 years – buildings have sprung out of the ground; programs in academics, athletics and the arts have found their way to excellence; and the quality of our faculty and administration is impressive. My daughter (Kristen ’99) and my son (Jamie ’05) both graduated from Heritage Hall and have enjoyed success in their careers and marriages. They’ve given Julie and me grandchildren, on whom we dote and who reward our doting with much laughter and a million smiles. Life is good for us.”
Upper School Science, 1968-1980
In 1980, Chuck accepted the position of headmaster of The Andrews School, then an all girls, day/boarding school in Willoughby that he turned into a college preparatory school during his 16-year tenure. He was invited back in 2010 to be the master of ceremonies for the 100th anniversary which was an honor he appreciated. After Andrews, he accepted the position of founding
head of a charter school in Princeton, NJ. After 11 years, Princeton Charter School had received numerous awards in French by the State of New Jersey, recognition of excellence by the New Jersey Chamber of Commerce and recognition as one of the top charter schools in the country by the National Charter Schools Association. “We consistently had the highest test scores in math and science in middle school in the state, and independent groups have rated the middle school as the best in the state with graduates going to schools like Lawrenceville, George, Hun and Princeton Day School”. He retired in 2008.
Kevin Neebes ’91
Upper School Science, 1995-2001
“I am living in Fort Wayne, IN with my wife Ellen and our three kids, Lindley (15), Mallory (11) and James (7). I work for Ambassador Enterprises, a for-profit, philanthropic, private equity company. I spend a lot of my time in Tanzania working with our investments (medium sized enterprises in the agro processing value chain) to optimize their performance and impact their communities.”
Upper School Math, 1987-1996
“Since retiring in 1996 I have spent a lot of time with family. A lot of time in New Jersey with my daughter’s family. The grandkids really grow up fast. Time in North Carolina and South Carolina with my wife’s family. I have also been spending a lot of time on golf courses. Around this time of year I spend time in my workshop making Christmas gifts. My wife and I both play golf and like to travel. We are best friends. God has blessed us.”
Winston Berkman ‘06, Carly Hoffmann ‘06, Mary Holmes Takagi ‘06, Claire Murray ‘06, Chai Reddy
Upper School History and Humanities, 2002-2006
After leaving Hawken in 2006, Chai became a social studies teacher at Punahou Academy in Hawaii. In 2009, Reddy was also named the director and a coordinating teacher of the Student Global Leadership Institute, a two-week summer program that brings together high school students from around the world to tackle global issues at a local level. The program tripled in size under Chai’s leadership and now involves students from 25 partner schools, who hail from nine countries and 10 states within the United States. In 2012, he became the associate director of Wo International Center and was recently named the new Director. At Punahou, Reddy helped develop and teaches Capstone, a social studies course required for all seniors. He has also served as a curriculum resource teacher in the Academy, been a member of several faculty committees, and has helped coach the School’s varsity football team. “One of my highlight’s of the summer was reconnecting with some ‘06 alumni at Molly Holmes’ ’06 wedding. I hope all is well at Hawken. I certainly have many fond memories of my time in Gates Mills.”
“Shirley and I enjoyed our Centennial visit this past May. Both of us had opportunities to spend time with many friends from our Hawken years. I recall more than a dozen meaningful, oneon-one conversations that weekend with former colleagues. We were impressed with the wisdom of Scott Looney when he and the Hawken staff made appropriate adjustments to
the Centennial schedule due to that weekend’s deaths of two seniors. Three of the parents who had experienced tragic loss were Hawken students during my tenure. I was gratified that we were able to express our condolences directly to them and to a grandmother who has been a lifelong friend of Shirley. This past summer Shirley and I took a two-week cruise from Moscow to St. Petersburg. Shirley has begun her twenty-fifth year as a docent at the Farnsworth Art Museum and Wyeth Center in nearby Rockland, ME. Her knowledge of the lives and works of all three Wyeths (N. C., Andrew and Jamie) is an ongoing resource at the Farnsworth. We continue to welcome visitors from our Hawken years to our home in Cushing, ME (the town in which the late Andrew Wyeth painted his iconic “Christina’s World”). In July Shirley prepared a lobster lunch for Gary and Pam Williams, whom we had seen at the Centennial. Gary was Hawken’s college counselor from 1978 to 1988. During those ten years he was elected President of the National Association of College Admissions Counseling. I remain active in my avocation of musical arranging. In October of this year my orchestral score of a medley of songs of Bowdoin College was performed by the College’s student orchestra as the processional at the inauguration of Bowdoin’s new President. In 2013 that piece had been recorded by the Portland Symphony Orchestra. At the request of “The Meddiebempsters,” Bowdoin’s male a capella double quartet founded in 1937, I reproduced three “Meddie” arrangements from sixty years ago. This time my writing of them was facilitated by the computer program and special printer to which I am now accustomed.
Back then I used manuscript music paper and a pencil while sitting at a piano.”
Upper School Physical Education 1993-2000
“I left Hawken in 2000 after graduating from Kent State (Ph.D. in Curriculum and Instruction) to work with the Ohio North Youth Soccer Association, where I remain their director of coaching. I also moonlight with the US Soccer Federation as a member of their National Instructional Staff. Otherwise, continuing to treasure Hawken’s fond memories and take every opportunity to shamelessly promote the school to anyone who cares to ask!”
Upper School Science, 1966-1979
The photo of Keith, flanked by Peter Armington ’72 and Jay Morrison ’72, was taken in late May and submitted by Keith’s son Jeff ’77. Pete was in town to visit with his family, and Keith was in Hudson for Jeff’s youngest daughter’s graduation from WRA. Jay was here for treatment. This was a special photo for Keith and a special opportunity to see two of his favorite Hawken graduates, both of whom became connected to Keith through the Hawken Outsiders. Peter and Jay were key in helping Keith form the Outsiders and then follow up with the Outdoor Leadership Program. Peter went on to work for the National Park Service, retiring as the Chief BackCounty Ranger in Denali National Park. Jay traveled all over the world, working in the Antarctic, Saudi Arabia and Europe. Keith retired from Kent Denver School in 2003. The close bond of these three men survived because of the bond they formed through the experiences in the Hawken Outsiders. 45
n Memoriam I R e m e m b e r i n g Fe l l o w A l u m n i , Fa c u l t y, S t a f f , Pa r e n t s & Tr u s t e e s
William A. “Bill” Wareing, Jr. ’36 Passed away on August 29, 2015.
Peter N. Blount ’60 Passed away on October 11, 2015.
Bill entered Hawken in 1934 and attended the School in grades nine and 10. Originally from Kentucky, the Wareing family returned to Louisville where Bill graduated Cum Laude from Louisville Male High School in 1938. He attended the University of Louisville before enlisting in the United States Army Air Corps.
Peter attended Hawken School in grades five through nine. He earned degrees from the University of Michigan and Case Western Reserve University. In 1968, he enlisted in the United States Navy Reserve as a naval aviator and achieved the rank of lieutenant.
He was trained as a pilot in the Army and, after Pearl Harbor, Bill was assigned as a flight instructor at Ellington Field in Houston, TX. While serving as a captain in the Air Corps he was deployed to the South Pacific, where he piloted the B-29 Flying Fortress and completed several missions before and after the end of World War II. Bill spent 25 years in the investment business as vice president of the Texas Fund before cofounding Brown, Wareing, Ball and Company. He also was employed at Rotan Mosle, Incorporated in the institutional sales division and he started two restaurants, The Domino Parlor and The Gallery. Bill was committed to honoring and preserving the memory of those who served in World War II through the legacy of Fredericksburg native and WW II hero, Admiral Chester T. Nimitz. He served on the Board of Trustees of The Nimitz Museum and was a past president and director emeritus of The Admiral Nimitz Foundation. Bill was preceded in death by his son, William A. Wareing III, and sister, Julia Frank Clark. He is survived by his wife, Nancy Staub Wareing; children, Julia Wareing McIlheran, Peter Staub Wareing, Matthew Wareing, and Steven Taylor Wareing; sister, Elizabeth Wareing Roe; eight grandchildren; and 12 great-grandchildren.
An aeronautical engineer, Peter was employed by Bell Helicopter, Nordam and Vought. In 2011, he retired and joined the Vought Aircraft Heritage Foundation. Peter helped establish the local Experimental Aircraft Association Chapter 670. He was preceded in death by his father Richard Blount. Peter leaves behind his wife, Anne Marie; mother, Viola Blount; and siblings, Stephen Blount ’65 and Anne Sanford.
Alexander Whitehill Clowes, MD ’64 Passed away on July 7, 2015. Alexander attended Hawken School and Phillips Exeter Academy. He earned degrees from Harvard College and Harvard Medical School. Alexander performed his residency in general surgery at University Hospitals. Following further training in vascular surgery in Boston, he joined the faculty of the Department of Surgery at the University of Washington School of Medicine. He held various positions including professor of surgery, acting chairman of the department, and chief of the division of vascular surgery. A renowned researcher in vascular diseases, he also trained physicians for careers in academic vascular surgery and cared for patients. Alexander received numerous awards, and, most recently, the Society for Vascular Surgery recognized him with a Lifetime Achievement Award.
He was president of The Clowes Fund and a member of the Board of Trustees of the Seattle Symphony. Alexander authored a biography (forthcoming 2016) of his paternal grandfather, George Henry Alexander Clowes, who played a pivotal role in the early history of insulin. Alexander was preceded in death by his first wife, Monika Clowes, and his brother, Thomas J. Clowes ’66. He is survived by his wife, Susan Detweiler; mother, Margaret Jackson Clowes; siblings, Margaret Bowles, Edith Clowes and Jonathan Clowes; stepchildren, Aaron Patterson and Amanda Lovelace; stepgranddaughters, Charlotte, Claire and Alice; and 10 nieces and nephews.
George Dixon ’77 Passed away on September 14, 2015. While a student at the Upper School, George was a member of the track and football teams. Professionally, he had more than 29 years of experience in the financial industry. Most recently, George was senior vice president, commercial lending at Boston Private. Prior to joining Boston Private, he was a strategic and financial advisor to a Boston-area venture capital firm, vice president of treasury and real estate services at Harvard Pilgrim Healthcare Incorporated, and interim chief financial officer at CSI Solutions, Incorporated. He also served as senior vice president and nonprofit banker in FleetBoston’s Healthcare and Institutions Division. In the civic community, George held board leadership positions at World Music, SCM Community Transportation, Corporation for Independent Living, and YMCA Training, Incorporated. He was a certified nonprofit accounting professional and income tax instructor. George is survived by his wife Jane.
While a student at the Upper School, Mark played on the football team. Mark then furthered his studies at Bowdoin College. He is survived by his spouse, Kelly Shirazi; parents, Fred and Pat Hoffman; and siblings, Jeffrey Hoffman ‘82, Nicole Hoffman ‘88 and Shanon Hoffman Googins ‘90.
David Coad Passed away on June 25, 2015. David was employed at Hawken School from 1972 until 1995. He was a physical education teacher at the Lyndhurst campus and a coach. In 2007, the Alumni Association recognized him as an Honorary Alumnus. He was also a Hall of Fame athlete at Baldwin Wallace College. David is survived by his wife, Carol, and sister, Martha Justice.
John Koehler Passed away on June 18, 2015. John was a long-time employee at the Lyndhurst campus. From 1996 until 2015 he served as a custodian. John is survived by his wife, Carol.
Larry Nelson Passed away on August 11, 2015. From 1969 until 2006, Larry taught English to nearly four decades of Hawken students. When he was not in the classroom, Larry could be found on the stage taking part in Hawken Players’ Society productions and talent shows. He was one of the first faculty members that freshmen and new teachers
would meet during orientation, as he took great pride in sharing the history of the Gates Mills/Circle W campus through walking tours. Larry integrated the history of the land with the current campus. He gave the address at the 2006 Cum Laude ceremony and also earned the distinctions of honorary alumnus and faculty emeritus. He was also the owner of The Chair Shop. Larry leaves behind his partner, Celeste Wiggins; children, Heather, Todd, and Tim; grandchildren, Courtney and Harper; and great-grandchildren, Bryce and Blake. He was also the brother of Dave and Kathy.
Constance L. “Connie” Palmer Passed away on November 11, 2015. Connie, faculty emerita, was a dedicated Lower School faculty member from 1966 until 2000. She cared deeply for her students and patiently assisted new students with their transition into school life at Hawken. Connie showed everyone gentleness and respect. In 1993, the Alumni Association recognized her as an Honorary Alumna. She was preceded in death by her son, Joseph F. Palmer ’80. Connie is survived by her husband, Edward J. Palmer, and son, John B. Palmer ’77.
John Russo Passed away on October 31, 2015. John was a long-time former Hawken softball, volleyball and girls’ basketball coach. He was preceded in death by his wife Shar Russo, who was a staff member at Hawken for 25 years. John is survived by his daughter, Jennifer Lowery; grandchildren, Jacob and AJ; partner, Pat Gembus; and siblings, Anthony, Andrea and Kathy. Photo by Jeffrey Biggar ‘68
Mark Hoffman ’81 Passed away on June 22, 2015.
hen I arrived at Hawken School as a junior in 1974, fair play was something I was still waiting to experience. I was the youngest of four siblings so my voice was rarely heard. I was always the daughter of, sister of, friend of, etc., and I was never known as Ellen. All through my primary and secondary schooling, I managed my life, but I really didn’t live it. Even during my two years at Hawken, the first years that women were admitted to the Upper School, the boys seemed to be in charge.
In my early 20s, I had to truly focus on who I was, what my goals were, and how I could matter. I wanted others to know me for who I was. I wanted to be heard, and I wanted to make a difference. In the back of my head, I could hear my parents say, “You must be friendly, respectful, and appreciative of everyone you encounter, from the garbage man to the President of the United States”. They also encouraged my love, respect, and care for all things in nature. These values kept me grounded as I became an adult and I found my own voice. For me, fair play came into focus when I started my first retail business in 1984 in Playhouse Square. I opened an elegant antique gallery, and our customers ranged from the top CEOs in Cleveland to the street drug dealers who paid with stacks of cash. My Gallery Manager and I were welcoming, kind, and respectful to everyone, and we were treated with the same smiles and courtesies. What I also came to understand was that the Gallery was a jewel box. It was a calm and uplifting space with soft lighting and color, crown moldings, plush carpet, antique furniture, and beautiful 64
decorative objects with histories we could extoll. Customers came to the Gallery for moments of peace, reflection, and education as they were surrounded by beauty. Their moods and attitudes changed within the space. They played more fairly, and my voice was finally heard. The same experience occurred when I bought Potter and Mellen, a 100-yearold fine jewelry, gift, and antique store near the Cleveland Clinic. I softened the space with color, lighting, and furnishings. Customers loved to view and learn about the exceptional and well-designed decorative arts and jewelry. I gave lectures and hosted trunk shows to teach the histories and crafting of the special items we made and/or displayed. Customers lingered for long periods of time, as they felt welcome and comfortable. They played fairly and respectfully, and they listened with interest. In my community work, I have been fortunate to work with the best local, national, and international architects to help envision buildings and interiors that elevate the souls of visitors. I am sure you have experienced a building, a restaurant, or a home where you just
felt special, and you looked around to try and figure out why. It is because the owner and the architect were in simpatico with their mission, vision, and artistic outcome. The spaces, the windows, the lighting, and the interiors are in perfect harmony. It is my personal experience that these unique buildings and interior spaces inspire interest, respect, and a higher consciousness which contributes to fair play.
My experience on Hawken’s Architect Selection and Planning Committee is a perfect example of mission, vision, and physical space coming together in perfect harmony. The committee played fairly, sharing their ideas and listening to each other. We didn’t always agree, but we worked together to create the plans for what I know will be a striking and well-designed building that will be enjoyed by many generations of the Hawken family. My hope is that Hawken and Stirn Hall will inspire students and faculty to appreciate their surroundings (inside and outside), speak their mind, listen to others, strive for excellence, and play fairly in all they say and do. Ellen Stirn Mavec ‘76
Celebrating a Century of Annual Fund: Partnership, Vision, Leadership As we embark on the largest Capital Campaign in the School’s history, this is a pivotal time to not only maintain but strengthen Annual Fund support. Notable annual donations of Henry Sheffield and Frances P. Bolton during Hawken’s early years are just two examples of the significant role of annual philanthropic support during times of expansion. Stirn Hall will allow us to reach new heights and become stronger – allowing us to fulfill our mission through thoughtful, programmatic space. The health and success of our Annual Fund and our endowment during this time help keep tuition increases to a minimum, as they combine to provide the supplemental funds that bridge the gap between tuition revenue and non-campaign expenses that are vital to ensuring a successful school year. Your continued support and dedication to the 2015-2016 Annual Fund is important during this pivotal time. Together we can reach our goal of $1,500,000. Thank you! To make your gift or pledge, contact: Director of the Annual Fund, Andrea Hocevar (440.423.2966) or Director of Development, Kathleen Guzzi (440.423.2918) or use the giving envelope inside this magazine.
2014-2015 Leadership Donors As an added benefit for those donors who have contributed $5,000 or more to last year’s Annual Fund, we pay tribute to the following group of distinguished individuals who have helped shape Hawken as a national leader in independent school education. Bolton Hall Associates Mr. Donald R. Allman ‘70 Mr. Robert J. Anslow, Jr. ‘77 Mr. Peter A. Horvitz ‘72 Dan & Ellie Hurwitz Russ ‘64 & Connie Lincoln C. G. Raible Educational Trust Ireland Hall Associates Anonymous (2) Charles & Grosvie Cooley Rick & Tamara Durn ‘85 Doody Emmy & Ray* Durn Mr. Timothy M. George ‘70 Jeffrey & Maria Green Chas ‘87 & Jennifer Grossman Mr. Mark A. Hale Jeff & Stacie Halpern Stephanie Tolleson & Peter Johnson Mr. Henri Pell Junod, Jr. ‘59
Mr. Hall Kirkham II ‘83 Mr. Blake C. Kleinman ‘95 Jeff & Susan Lucier Dr. & Mrs. Ronald J. Ross Michael & Sarah ‘83 Shaulis Mr. Paul C. Shiverick ‘71 The Kelvin & Eleanor Smith Foundation Steven & Lauren Spilman Mr. S. Tucker Taft ‘70 Anthoni ‘71 & Susan Visconsi Mr. Dominic A. Visconsi, Jr. ‘77 Lincoln Hall Associates Himanshu & Leslie Amin Lynne Marcus Cohen ‘82 & Philip Cohen The Firman Fund Mr. Royal Firman III ‘66 Mr. Dennis G. Friedman ‘65 Mr. Robert T. Gale ‘96
Mr. & Mrs. Larry Goldberg Andrew & Kim Greiff Bob ‘44 & Sally Gries Mr. & Mrs. Stephen Hardis Paul & Michelle Harris George & Janice Hawwa Jeffrey & Julia Healy Bill & Bobbie Jacobson Mr. & Mrs. Walter E. Kalberer Mr. Ralph T. King, Jr. ‘74 James ‘91 & Nicole Lincoln Mr. & Mrs. Stanley A. Meisel Peter ‘77 & Susi ‘78 Meisel The Murch Foundation Mrs. Leela R. Nair Ms. Molly Perkins The C. G. Raible and C. R. Raible Fund Roger ‘70 & Alison Rankin Steven ‘84 & Ellen Ross Alan & Barbara Rosskamm
Scot & Traci Rourke Mr. John C. Schirm ‘01 Thomas & Ann Seabright The Sherwick Fund Mr. John Sherwin, Jr. ‘53 Mr. Thomas A. Shively ‘72 Mr. Carl E. Smith ‘74 Mr. & Mrs. Howard F. Stirn Sara ‘87 & Brian Sullivan Mr. Dominic A. Visconsi, Sr. Sanjay & Neha Vyas George Garretson Wade Charitable Trust Barbara Brown & Steven Ward Michael ‘85 & Meredith ‘85 Weil Dr. Gordon C. Weir ‘55 Mr. Clifford A. White ‘78 * Deceased
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“The Annual Fund provides wings to the faculty’s vision.”
Save the Date! Grand Opening of Stirn Hall
Aug 20-21, 2016 Details to follow.
Vol 37, No 1. The Hawken Review is a print magazine published twice a year for the Hawken School community.