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Traditions Old & New


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his Review, which is based on Hawken’s traditions, is illustrated by archival and recent photographs, symbolizing Hawken’s timeless and consistent commitment to our founding educational goals and the students who have passed through our campuses.


When the Hawken Community works

together to achieve a common goal, there is no limit to what we can achieve. Participation in the Annual Fund unlocks the future of forward-focused learning, while simultaneously preserving our proud legacies of academic excellence and character development. The simple act of giving accomplishes these goals through increased participation rates, which serve as a critical factor for foundations who provide differencemaking external support to our unique, talented Hawken Faculty.

2012-2013

Help our teachers bring tomorrow’s educational breakthroughs to life – today. Celebrate “The Power of Community” with us by making your tax-deductible gift now. Please contact Joe Locandro, Director of the Annual Fund, at 440.423.2966, or visit www.hawken.edu/annualfund. Thank you for your kind support.

h awk e n a n n u a l f u n d

the power of


Illuminating Tradition From the Desk of D. Scott Looney

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radition is the frame that carries our values. The word itself originates from the Latin word tradere meaning to transmit, hand over, or give for safekeeping. As a community, there is nothing more defining than the traditions, and the values they frame, which we pass to our next generation. This Review honors some of our traditions, and their ability to illuminate and define who we are as a community. Their power elevates their significance, and requires them to be held to a sure sense of purpose. More than anything else, traditions have the ability to cross generational lines and personal experience, so when Hawken graduates meet, there is a shared sense of fellowship based on things that are timeless and substantial. Fair Play, character development, commitment to diversity, community involvement and service, are all part, or derivatives, of founding Hawken values. Each one of the traditions featured in this Review are aligned to those values. Hawken’s oldest tradition, Chapel Talk, has continued in much the same manner from our School’s founding until today. Its position as a Hawken student’s rite of passage moment, a testimony to the importance of the ability to stand up and speak in a clear voice, is detailed in our first feature article. Fulfilling Our Mission, and In the Spirit of Tradition, are examples of new traditions based on founding principles and values. These traditions, old and new, have significance, because they are about significant things. Being able to speak clearly about what you believe. Working with classmates towards a shared community service goal. Being in a place where different perspectives are valued. Albert Einstein once said, “The distinction between the past, present and future is only a stubbornly persistent illusion.” In this Review, the traditions are explained and discussed by people of Hawken’s past and present. They mix and float, define and perfect, as they each embrace an ideal and apply it in the context of their specific time. The times and personalities present the opportunities for application; the values remain timeless. We hope you enjoy these articles, which are expressions of the belief that, although many things have changed over the years, the important things have not. This Review is a celebration of those important things.

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Fall 2012 & Winter 2013

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Volume 33, No. 2

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Fea tures 4

A Wonderful, Living Bridge

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Fullfilling Our Mission

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In the Spirit of Tradition

Head of School D. Scott Looney Advancement Department Director of Alumni/Parent Relations & Events Eleanor Hitchcock Anderson ’79

D epa r tm ents 2

From the Desk of D. Scott Looney

Records, Research & Stewardship Coordinator Lisa Brenner

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From the Chapel to the White House

Director of Advancement Anne-Marie E. Connors

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Latest Developments

Administrative Assistant Susan Daunch

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From the Alumni Center

Director of Development Kathleen Z. Guzzi

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Faculty Footnotes

Director of Annual Fund Joseph Locandro

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Class Notes

Marketing Department Editorial Director Susan Amari

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In Memoriam

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Fair Play

Database Manager Robin Baringer

Electronic Communications Director Laura Lewis Kovac Director of Strategic Marketing Gina Walter Creative Director Nan Wiggins Photography Laura Lewis Kovac Kevin Reeves Nan Wiggins Conrad Young ‘15

Letters and suggestions are welcome: The Hawken Review P.O. Box 8002 Gates Mills, Ohio 44040-8002 review@hawken.edu 440.423.2965

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A Wonderful, Traditions connecting past, present and future.

By Sue Amari


Living Bridge asmin Raz ‘17 is worried about hiccups. For months she has sorted through details she could control. She picked an engaging subject of interest. She crafted her speech from research, to writing, to practice of delivery. All that’s left now, really, are the worries. “I am worried I will lose my place, or get the hiccups right before I go up,” she replied when asked what her thoughts were as the date of her speech approached. Bob Page ’49 has never met Yasmin, but he understands. “I was scared silly,” he commented, remembering how he felt before he gave his Chapel Talk, that definitive, shared rite of passage for Hawken students and alumni. Page is sitting in the Chapel, the place of his Talk some sixty years ago, the same place where Yasmin will step to the podium and address her fellow students.

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The tradition of Chapel Talks, which began one year after the School’s founding in a barn behind the original Ansel Road school, has survived throughout generations in basically its same original format. D. Scott Looney, Head of School commented, “It is true to its original intent, which is, students should be able to speak in public about something they believe.”

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Since 1922, Chapel Talks sole setting has been the arch-windowed Chapel at the Lyndhurst campus. Architect Richard N. Sweet, notes that it is the architect’s responsibility to “use space and design as a unifying force, to physically realize the insistent perception of community wherever it struggles to exist on its own.” If that is an architectural goal, then Walter R. McCornack, the Chapel’s original architect, was an overachiever, because the Chapel stands unrivaled as the definitive Hawken space. “It was always crowded in the Chapel,” Page remembered, “ but it was also expected to be quiet. I remember Mr. Stephens, the assistant Headmaster saying, ‘Young men, this is the Chapel’,” a reminder

Yasmin Raz Ô 17

Bob Page Ô 49

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hen Page made his Chapel Talk, it was in front of the whole student body, which at that time ended with ninth grade. “Oldest students in front, seated alphabetically,” Page remembered. “And Mr. Holmes, the Headmaster, was on the left,” he indicated with a wave of his hand, “with the teachers in the back.”

that the setting required an elevation of behavior. Raz echoes this expectation. “The Chapel is very small, so we’re all a little crowded … but it’s a place of respect … and I think that’s why we’re not allowed to talk very loudly in it.” The Chapel was completed in 1922 on land donated by the Bolton family. The cost of the building was $377, 363. Calculator.net translates that figure to a current approximate expenditure of 4.7 million dollars. First hand observations centered on the School’s “far away” location in the “country village” of Lyndhurst, and the building’s singular beauty. “Over rickety duck boards in a sea of mud, we walked toward the


beautiful building …” one student later wrote in a yearbook of his first impression of the new structure. The Hawken Book notes that “the new campus was proof of the power of environment.” From the beginning, The Chapel was the central meeting place, for … everything. Commencements. The 1925 yearbook notes, “Our memory goes back to that closing day of last year, a beautiful June morning, the stage in the Chapel brightly banked with flowers and evergreens, people busy everywhere …” There was the 1929 yearbook March 4 entry that stated, “We all came to Chapel to hear the inauguration of President Hoover over the radio.”

Page reminisced that his day as a Hawken student always began and closed in the Chapel. And it was the place where important community events, deaths, and births were commemorated. So the fact that the space carries with it such history, tradition and respect, only adds to the sense of importance the School confers on a student’s Chapel Talk. There probably is no greater singular honor than taking the podium in that place reserved for the most important of events. Bob Page gave his Chapel Talk his last Hawken year, ninth grade. “You worked up to it,” Page said. “In seventh grade, you read something, in eighth you could read off your notes. By ninth

grade you were required to give your Talk without notes, for 10-15 minutes, or as long as the student wanted to make it.” Ideas for Chapel Talk subjects were reviewed with a teacher. Page, whose parents owned a farm in Burton, spoke of something he knew very well, the making of Geauga County, Ohio, maple syrup. Carl Holmes, the Headmaster, was, Page noted “a proud New Englander,” with a natural prejudice towards the superiority of Vermont maple syrup, so Page’s subject wasn’t without a certain risk or lack of opportunity for good natured ribbing.

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Things in the arch windowed space are “During the course of the speech, which carried notes of our syrup is best pride,” Page remembers “Holmes laughed out loud.” In retrospect, said Page, the Chapel Talk, was a lesson on “how to stand up for something,” which was, in effect, its original intent. It also, because of the individual pre speech attention, seemed to elevate the unusual closeness and later, revered appreciation Page felt for the Hawken teachers and Headmaster. “I think I took them for granted,” Page said, who, completed his undergraduate studies at Andover, then went on to Yale University. “There was an absolute respect, Mr. Holmes demanded it. The teachers got to know the students very well, every report card had a personal

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somehow elevated to a different level of heightened sensitivity, place and respect. note and sometimes they were hand delivered.” Having that personal attention and direction from a teacher while a student is preparing for his or her Chapel Talk, help give the project “multi layered outcomes,” Matthew Young ‘83, Middle School Director stated. “The students get daily one on one attention as they work on the writing,” Young continued. “They may never again have an opportunity to receive such close writing attention. It increases the arc of learning.”

Raz, whose Chapel Talk subject is on “how today’s models create an image of perfection for young girls” will give her 5-8 minute talk, from her original paper of 5-7 pages. “We can make an argument on either why something is good, why something is bad, or present a case to raise a topic’s awareness,” she further explained. Today’s Chapel Talks are given to the 6th, 7th and 8th grade students. This year a 6th grader will present a small speech before the Chapel Talk, followed by a speaker introduction by a 7th grade student. “Before the speaker enters the Chapel,” Raz explains, “they stand outside the Chapel doors and give a handshake or a hug to everyone before they walk in… After the speech, the speaker and


There is a conscious sense of memories introducer … have the option to shake/hug audience members again.”

when you walk into the

Dr. Michelle Harris, Hawken’s Director of Support Services and Clinical Psychologist, wrote in respect to educational traditions, “Honoring and deepening positive traditions in academic settings is important for many reasons– predictability, positive anticipation, connection to others/history, and so on. These traditions create a unitary experience that enhances our connection to one another. They are a wonderful, living bridge connecting past, present and future.”

they take center stage.

There are some things about Chapel Talks that have changed over the years. They are now

Chapel, and sometimes

working on streaming the speeches live on the internet so out of town grandparents and relatives can watch in real time. But, there are some things that have not. When I met Bob Page at the Chapel for his interview, he wore a coat and tie. Our conversation drifted to one of Page’s classmates, Bob Bonebrake. “A wonderful athlete,” Page said. “One of the best.” Bonebrake’s untimely passing in a bicycle accident in ’08, spurred on a Hawken class reunion at Page’s home, with following festivities at the School and the Kirtland Club.

There is a conscious sense of memories when you walk into the Chapel, and sometimes they take center stage. They inspire conversations about some of the extraordinary people who have sat in the pews and took their moments at the podium. It makes you grateful for all that came before, all that will follow, and your serendipitous little part in it. Things in the arch windowed space are somehow elevated to a different level of heightened sensitivity. It’s as if Mr. Stephens’ reminder never, in fact ended, and is now embedded in the atmosphere.

This, after all, is the Chapel.

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FULFILLING Hawken’s first girls to enter coed Kindergarten

MISSI N OUR

By Sue Amari

HawkenÕ s mission, Ò That the better self shall prevail, and each generation introduce its successor to a higher plane of life,Ó are the words of John Lancaster Spalding in his 1890 book Education & the Higher Life.

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In February 1972, Hawken Trustees approved coeducation by a unanimous decision.

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t is early fall 1974. Richard Nixon has just resigned the Presidency. The Supreme Court decision, Roe v Wade, is a year old, as is the album, Dark Side of the Moon. Robert Redford and Mia Farrow are starring in the movie of the 1924 F. Scott Fitzgerald classic, The Great Gatsby, and a baby who will be named Leonardo Wilhem DiCaprio is about to be born in Los Angeles. And on an early fall day, Wendy Hoge, who was later to become Wendy Hoge Naylor Õ75, se t foot on the Hawken campus as one of its first Upper School female students. ÒI was much more excited about the change than scared,Ó Naylor remembered, thinking back on that first day, when she transferred from Laurel and joined her two brothers as Hawken students. Naylor was one of the first students to be admitted under the 1972 coeducational decision, making Hawken School part of the wave of well known independent schools and universities that went coeducational in the late 60s and 70s, forever changing the private educational landscape from its single sex nature.

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There is not a religion, a philosophy, a science, an art for a man and another for a woman. Consequently there is not in its essential elements … an education for a man and another for a woman.

Harvard, Princeton, Yale, Vassar, Radcliffe and Dartmouth all either merged or became coeducational during this period. And of the 2010 Forbes list of top ten distinguished college preparatory schools, half became coeducational, or began the

coeducational process in the 70s Ð including Trinity, Phillips Academy Andover, Phillips Exeter. HawkenÕ s 1972 decision wasnÕ t at the front or end of the wave, said James B. Young, Hawken Headmaster from 1970-1975, but Òso mewhere in the middle.Ó Internally, the decision began with 1971 Board discussions, the first of which was interrupted for a moment of silence for James A. Hawken, who had died the previous December. The Board then commissioned a study of esteemed independent schools including Exeter and Lakeside, which had already gone coeducational. The Hawken Book notes that the study was followed by questionnaires sent to Hawken parents to


Wendy Hoge Naylor Õ 75

James B. Young, Head of School 1970-1975

gauge their sentiments. Of the 40% that were returned, 57% approved of the coeducational move. Faculty and students indicated 75% support, which is along the lines of YoungÕ s remembrance. Ò I think 70% support would be accurate,Ó Young commented. In May, 1972 Hawken Trustees approved coeducation by a unanimous decision. The decision was implemented in stages, with primary levels moving first. In 1973, seven girls were admitted to the

…if Harvard is to continue its progressive path, it must discard the myths that have persuaded it to withhold equal access from women.

Lyndhurst kindergarten class. And on that fall day in 1974, Naylor was one of 86 girls experiencing their

first day as Hawken Upper School students. The Middle School, grades 4-8, received girls more on a natural progression basis, as they came up through the primary levels.Ò It worked very well,Ó Young remembers. When asked if there were any specific worries or anticipatory concerns, he responded. Ò No, there were none. There was a very positive feeling É I think by the time it happened, it wasnÕ t that huge of a concern,Ó he added. Ò I believe itÕ s because the idea of coeducation so well suited the Hawken mission.Ó The Hawken mission, That the better self shall prevail, and each generation introduce its successor to a higher plane of life, are the words of John Lancaster Spalding, from his 1890 book Education and the Higher Life. An author, poet, and advocate of progressive higher education, SpaldingÕ s thoughts, which blossomed into the gender unspecified “better self” quote, had been preceded by others that pointedly were gender specific, especially those concerning womenÕ s educational rights.

In 1884, Spalding stated women should receive the Ò best of education if humankind was to achieve genuine progress.Ó In 1895 he wrote on the topic of separate education for women and men, Ò There is not a religion, a philosophy, a science, an art for a man and another for a woman. Consequently there is not in its essential elements É an education for a man and another for a woman.Ó His underlying belief that the goal of education, the elevation of the human spirit to its best potential, was identical for both a woman and man, was outside, in the context of his times, the generally accepted idea that education of women should be primarily geared to the establishment of qualities needed to successfully function as a good mother and wife. When Young is asked today if there were other considerations, beyond the philosophical, that may have pushed the Hawken coeducational decision, Young replied, Ò No, there were no discussions that I remember at all about other considerations.

the changing lives of american women Bachelors Degrees Earned by Women

Masters Degrees Earned by Women

PhDs Conferred to Women

(% of total degrees)

(% of total degrees)

(% of total degrees)

1970

2010

43% 57%

1970

2010

39% 60%

1970

Female Physicians (% of PhDs)

2010

10% 52%

1970

2010

7% 29%


The only Ôe conomicÕ d iscussion I remember was figuring out the cost of facility improvements to accommodate the girls ÉT his just seemed the most honest and complete way to meet our founding mission and philosophy.Ó During this period almost all of the distinguished single sex universities and schools became coeducational based primarily on the following philosophical grounds: • In his book, The Chosen, a study on the history of admissions at Harvard, Yale and Princeton, Jerome Karabel writes, ÒI n this environment (late 1960s and 1970s) anything less than full coeducation seemed like a dubious compromise on an issue of fundamental principle: the idea of equality of opportunity applied to women, too.Ó • A 1972 draft to Abbott School parents concerning its imminent merger with Phillips Academy, stated, ÒW e are convinced that by so doing, we can better attend to the charge given us in our charter;

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namely, the task of providing the best possible education for girls.Ó • And from The Harvard Crimson, 1972, ÒH as the time come for meaningful debate on sex-blind admissions? For if Harvard is, as so many seem to believe, the center of the world, then this is a mockery of its sophistication ÉÓ T hat was followed with 1974Õ s ÒÉi f Harvard is to continue its progressive path, it must discard the myths that have persuaded it to withhold equal access from women.Ó Some research indicates that underneath the philosophy there were, however, other considerations.

Yale realized that they were going to lose some of the brightest young men if they remained all male.

• ÒAt a stroke, coeducation dramatically improved the intellectual quality of the entering class,Ó said Carl Hovde, Columbia University’s Dean, in a personal essay in 1993, alluding to the fact that the admittance process could retain a higher selectivity when there were applicants from both sexes. • And as early as 1967 Elga Wasserman, the Yale assistant dean, commented on the growing demand from the male students for Yale to join the coeducational ranks ÒY ale realized that they were going to lose some of the brightest young men if they remained all male.Ó But on her first day at Hawken in 1974, Naylor wasnÕ t thinking of philosophy. ÒI have a very distinct memory of coming across the driveway and up the sidewalk to the front door of the SchoolÉ Òshe remembers. ÒI felt self-consciousÐ there were people outside to greet us as well as students and I remember we all just kind of looked at each otherÐt he boys and the girlsÐa nd thought, well here we go!Ó Being one of the new girl students in the class was not a huge concern, and is actually remembered as a positive. ÒPe ter Scott started teaching that same year and I had him for Creative Writing ÉÓ Naylor reminisced. ÒI remember he just kind


the changing lives of american women Married Mothers Employed Full Time

Women/Men Earnings

Women Earnings to Total Family Income

(children under 18)

(ratio of)

(approximate %)

1970

2010

33% 60% of went with the flow and ran a great and encouraging class É Overall, I frankly enjoyed feeling special and known. It may have been the first realization that I had a voice, and because people noticed me as one of a few girlsÐ they listened.Ó Naylor also commented that Ò the coeducational experience was an introduction to the real worldÐ guys were not such a mystery,Ó a reflection of a statement from a 1969 Harvard-Radcliffe Policy Committee report that said, Ò Coeducation would provide for informal contacts between men and women; it would enable men and women to view each other more as people than dating objects; it would have numerous educational advantages.Ó This more natural interaction between girls and boys Ò decreases the

1970

2010

60% 77%

tension,Ó observed current Hawken student, Benson Anderson Õ 14 who previously attended a single sex school. Ò We were all competing for attention if a girl happened to come by,Ó he added. Anderson is discussing Hawken and coeducation with a group of five other students, three girls and two boys. They are all

. . . anything less than full coeducation seemed like a dubious compromise on an issue of fundamental principle: the idea of equality of opportunity applied to women, too.

1970

2010

20% 36%

intrinsically thoughtful and not prone to wide stereotypes. The group consensus is that single sex education is fine, it can be great, itÕ s just not for them. The three girls, so confident and unaffected, offer their opinions without hesitation, without a glance at the boys. They seem light years past the questions just asked. Do you feel inhibited in any way by the boysÕ classroom presence? Do you feel the boys, in any way, dominate conversations in science and math, or, demand the most attention? The girls look as if they are talking to a slightly confused grandmother who just asked them whether or not they think Paul McCartney is dead because of something on a 1969 record album. The silence is broken by Rachel Kennedy ’14. “Um…the boys in my science class donÕ t talk,Ó she offered softly. And with that, they went back to classes.

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In In the the Spirit Spirit of of Tradition Tradition

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pecific details have escaped her. She is unsure of exactly why they were in the Hawken pool lobby that day, or what had preceded the conversation. She only remembers the conversation, and that she was there with Alex and her brother.

The Purposeful Use of His Time By Sue Amari

.. .. ..

She remembers telling them of her experience at a New Hampshire camp, where campers were divided for varied natured competitions, and how she thought that could be done at Hawken. It would expand the Red/Gray tradition, engage the students and increase school spirit. Alex and her brother thought it was a great idea.

It all could have ended there, but, of course it didn’t. A lot of things happened from then until now, forever coloring the conversation with things that came after. Some of the colors are brilliant, full of youthful promise and energy. Some stand in illuminating contrast, reminders that the time for youthful conversations in a pool lobby pass all too quickly. Events have infused the conversation with shades that forever saved it from ordinariness and the similar fate of the forgotten nature of the rest of the day.

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nother conversation happened in 1922, over eighty years earlier, when Hawken faculty member Glenn A. Dowling was riding home with some of his students and suggested a vote be taken for the new School’s colors.

The next day, in a special election, the students chose Red and Gray, which garnered 19 votes, topping the nine of second place Blue and Gray. The School colors were from the beginning intrinsically tied to an internal school competition. Students, at that time boys, were divided into Reds and Grays, and remained on that team for life, as did any siblings, children, nieces or nephews. Points in yearly competitions were acquired for a wide range of activities, including a student’s grades, making first team in any sport, or earning a position in any extracurricular activity.

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In 1930 Vikings and Cyclops, made up of fourth and fifth graders, were initiated as a “feeder system” for Reds and Grays, with Vikings becoming Reds and Cyclops, Grays. This traditional competition served several purposes. The Hawken Book notes that most importantly, it “tested the boys against the Fair Play banner,” but it additionally served. . .“as a case hardening around Jim Hawken’s softer fraternal concept, equipping generations of boys to go out into the competitive, sometimes hostile world…and achieve.” It was also a means to increase school spirit through participation, and strengthen the students’ fraternal bonds. And although it was never explicitly stated when the tradition was initiated, it was most probably assumed that a logical outcome of an engaged student, would be an engaged adult, one who best reflected the Hawken mission of “better self.”

Seventy five years later, in an essay, The School as a Community of Engaged Learners, Stanford University researchers agreed, noting the importance of providing “communities of practice” to improve schools’ effectiveness. These “communities” would offer students activities “. . .united by a common enterprise” which would help students, through involvements in mutual activities, to participate and forge skills developed in endeavors that have a shared vision and common purpose. And in a 2012 article “How to Engage Your Students,” educators are advised to “Create Friendly Competitions,” with the recommendation to “divide the class into two teams.” The Red and Gray competition evolved over time as interscholastic sports entered campus life. Initially competitions were held during a three week period in February and March, but when Hawken joined the Chagrin Valley Conference, the challenges of scheduling moved it to what has become known as Field Day.


And so the tradition continued, with slight variations, as it had since its beginning. However, the Red/Gray tradition was never implemented at the Upper School level. The tradition’s translation to the Upper School environment presented more challenges–the influx of new students from other schools, a larger number of students to divide in half, and the additional opportunities at the Upper School for other athletic and extracurricular participation and competition. So the Upper School was left in a spirit void, which is what was being discussed at the start of this article conversation between Meredith Allenick ’08, her friend and classmate Alex Dobay ‘08 and her brother Bradley ‘10. Meredith shared her aforementioned experience at a New Hampshire camp, and then there was a discussion about the Harry Potter system, where each student is named to a House in a traditional ceremony. The House system seemed to Alex and Meredith, with its varied competitions,

and traditional feel, like a good way to reignite Upper School spirit. Four Houses would ensure a membership that would strike that balance between just enough and too big, and encourage participation and loyalty. “If the School was split into four Houses,” Meredith later explained, “each House would be smaller and would give students a chance to get to know each other.” “Tradition was a huge part of all this,” she added. “We were taking the Red/Gray to a new level. We didn’t want to rewrite history or change a valuable tradition, but we wanted it to evolve and we wanted to make it better.”

a reason for all grades to interact and find that common bond, we could bridge the grade gap between Hawken students.” “It was also important to Alex because through the course of his cancer treatments he became a member of the class of 2008 (instead of 2007),” added Meredith. In 2007, while they were working on the House system proposal, Alex was fighting the reemergence of a cancer that was originally diagnosed and treated in 2005. Because of these health challenges, Alex’s original matriculation year changed from 2007 to 2008. In 2007 he received a bone marrow transplant at Sloane-Kettering Hospital.

In Meredith and Alex’s proposal, students would be assigned to one of the four Houses upon Upper Campus arrival, and remain in that House until matriculation.

“Alex and I wanted students to take ownership of their education and their school,” Meredith reflected. “Alex had a unique love for Hawken, and we wanted other students to share that same love.”

“One of our main goals was to create cross-grade relationships,” Meredith said. “This was most important to Alex and me because the grades were segregated so much. . . We thought that if we could find

In a 2007 presentation to the School Senate, Alex and Meredith made their proposal. The Senate initially passed what was called “Circle W,” instituting the Red

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Ò Life must be lived forward, but it can only be understood backward.Ó Soren Kierkegaard

and Gray system at the Upper School, but it became quickly apparent that Alex and Meredith’s proposal better fit the Upper School environment. In 2009 the House System was introduced to the Upper School at a day-long series of events. Since then, all Upper School students, faculty and staff are assigned members of one of four Houses – Ansel, Bolton, Chester and Mather – named to commemorate aspects of Hawken history. Each year the Houses participate in a wide ranging competition in which points are earned for both individual and group efforts in everything from community service, to extracurricular participation, to sports and academics.

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House service, the main component of the system, is coordinated in assigned themes: Ansel – Health & Wellness; Bolton – Arts & Education; Chester – Food & Hunger; Mather – Environment & Sustainability. The name of the annual point winning House is inscribed on the Dobay Cup, a large trophy named in honor of Alex Dobay. Alex succumbed to his illness shortly after his graduation, in August 2008. “It is incredibly gratifying to see my ideas, and especially Alex’s, come to life,” Meredith commented, “to see that small ideas can truly come into being with

the right support systems. Our original conversation was like a stream of consciousness – we talked with my brother about what could be, and what should be.” When Meredith is asked what she has done since her 2008 graduation, she notes that she studied in Tanzania and is currently a production and marketing associate at NBC Universal. But her most difficult accomplishment since graduation? “I completed the Nike Women’s Marathon in San Francisco in memory of Alex Dobay,” she answered.


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n a fall day, a group of House representatives gathered for a discussion of the system and how it has defined their high school years.

“It creates a sense of community,” Sarah Jammal ’13, Mather House, replied. “And is a way of unifying kids for a general cause,” Oliver Young ’13, Mather House, added. “You can do service activities individually, but then it’s just a bunch of random kids doing something. When you do a service activity for a House, you are part of a group making a monthly unified commitment.” Benson Anderson ’14, Bolton House, noted that the competition’s point system, which awards House points for a wide variety of things, including community service, attending a school play, or other school functions, “ … encourages you to do something you might not do before, even though you would know it would make you feel good to do it. Then it sets up a habit.” The multi grade concept of the House system that Meredith and Alex were so committed to, also brings something distinctive to the mix. “Everyone interacts with students from all grades, so perspectives are seen from all levels,” Stephen Pioro ’15, Bolton House, explained. And the traditional Field Day competition at the end of the year? “There are just these amazing smiles …” Sydney Calabro ’15, Chester House, offered.

House leader elected from each grade. The House leaders, “. . . are responsible for running the school meetings,” Kelly Clark, Science Teacher and House Coordinator at the Upper School explains. Rotating meeting leadership between the school Houses, serves to engage and “verifies to the students, that they have both an ownership and a responsibility to the school they attend” she added. Clark encouraged Meredith and Alex’s original House proposal four years earlier, when the oldest of these current discussion leaders were in eighth grade.

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he Hawken Book contains questions from a nine page booklet, An Examination of Conscience, which was given to Hawken’s earliest teachers.

These questions were to designed to help each teacher to be mindful and reflective about their thoughts and behavior as educators, on a weekly basis. One of the questions starts, “Do you realize the greatness of your opportunity…?”

“Alex and Meredith came to the Middle School to talk about their proposal,” Oliver said, then admitted, “…at the time, the full importance of it did not resonate with me. But they were the definition of the House system. They planned it and organized it.”

Alex’s dream was to return to the Hawken campus as a Biology teacher.

Sarah added, “They were so excited about what they were proposing. They believed it could work…that was really important. They totally believed it could work.”

Henry James wrote, “It takes an endless amount of history to make even a little tradition.”

When asked what they knew about Alex Dobay, Rachel Kennedy, ’14, Mather House, offered, “At our Freshman retreat there was a presentation about Alex and the Dobay Cup.” And Oliver added, “Alex’s story reflects his value of time. What he did with the time that he had. That is the example.”

After his passing, Carrie Barnabei, former Math Department Chairwoman, commented in an interview, “Unknown to him…he was already a teacher to us.”

This little tradition began humbly, in a conversation in a pool lobby, on a day so uneventful everything else was forgotten. But the heart of the story is old and timeless, a reflection of caring about something so much you have hopes and dreams about what it can be. At the same time the story remains quintessentially fresh and youthful, about energy, hope, and enthusiasm, and grasping onto the opportunity given you, and leaving your mark. In the end, the story is big enough to hold both the past and the future. Which makes it, endless.

All grades are represented at the leadership level, with a boy and girl

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From the Chapel

STEMM Students Impress With Presentations

History Teacher Receives Fellowship

Upper School students presented their projects before a panel of judges at the fourth annual Bob Maciunas STEMM Research Symposium in November. Dr. Christopher Wilson, who teaches pediatric neurology at the Case School of Medicine, was the keynote speaker.

Upper School History/Humanities teacher Jim Newman was selected for a Barringer Fellowship awarded by the Monticello and Thomas Jefferson Foundation. The Fellowship gave Newman the opportunity to conduct two weeks of independent research and study during the summer at the Jefferson Library and Monticello in Charlottesville, Virginia.

Kathleen Graham ’13 took first place with her project entitled Green Synthesis of a Disulfide Linker for Targeted Drug Delivery. Second place was earned by Aric Floyd ‘14 who researched Synthesis of Phase-Controlled Iron Oxide Nanoparticle via Continuous, Atmospheric Pressure Microplasma. Hunter Moeller ’13 placed third with The Effect of Film Thickness and Thermal Annealing on the Morphology of P3HT PCBM Films for Use in Organic Photovoltaic Cells. Max Mattioli ’13 and Sophie Kerman ’14 earned honorable mentions. Hawken’s STEMM program is a program of guided research in Science, Technology, Engineering, Math and Medicine.

&

“This provided me an incredible opportunity to think, research, learn, discuss, observe and develop a curriculum that I can employ in my classes,” Newman said. “I spent my days in the Jefferson Library reading Jefferson’s personal letters, building notebooks, and other primary and secondary sources related to Jefferson’s architectural vision.” Besides being able to incorporate his research into his curriculum, the Fellowship gave Newman a reminder: “My greatest goal as an educator is to convey my passion for the study of history to my students.”

P A R E N T SERIES

Hawken Pilots Parent & Infant Program

Hawken’s Early Childhood faculty has piloted a new parent-infant program. Beginning with 3 to 6 month olds and their caregivers this past fall, the program included sharing, advice and support led by Hawken’s early childhood experts trained in Terry Brazelton’s Touchpoints. The program’s second offering was for 6 to 12-month olds in February, and will continue with 12 to 18-month olds in the spring. This program is open to current Hawken families and the general public. For more information call 216.403.4759. 22

Hawken Review


news

To the White House

Albuquerque Academy (Albuquerque, N.M.) Catlin Gabel School (Portland, Ore.) Cranbrook Schools (Bloomfield Hills, Mich.) The Dalton School (New York, N.Y.) Germantown Friends School (Philadelphia, Head-Royce School (Oakland, Calif.) King’s Academy (Madaba-Manja, Jordan) eelphia, Pa.) He Lakeside School (Seattle, Wash.) Punahou School (Honolulu, HI) Sidw Sidwell Friends School (Washington, DC) The Blake School (Hopkins, Minn.) Greenhill School (Dallas, TX) Hawken School (Cleveland, School of Beijing (Shunyi, Beijing,, China) Isidore Newman School (New nd, OH) International Inter Orleans, La.) Jakartaa International School (Jakarta, Indonesia) School of Chicago (Chicago, Ill.) tern donesia) Latin L go (Chicag ll.) Noble and Greenough (Dedham, (Dedh ham, Mass.) The Schools (Atlanta, Ga.) Albuquerque Academy dem (Albuquerque, N.M.) Catlin Gabel School (Portland, Ore.) Cranbrook Scho Schools ools (BloomWestminster Schools field Hills, Mich.) N.Y.) Friends School Calif.) h ) The T Dalton School (New York, Y Y) Germantown Y. Ge Sch ol (Philadelphia, Pa.) Head-Royce School (Oakland, Calif f ) King’s Academy (Madaba-Manja, (Seattle, Wash.) Punahou anja, Jordan) Lakeside School (Seatt ahou School (Honolulu, HI) Sidwell Friends School (Washington, DC) DC) The Blake School (Hopkins, ns, Minn.) Greenhill School (Dallas, (Dalla TX) Hawken Schooll (Cleveland, OH) International School of Beijing (Shunyi, Beijing, C China) Isidore Newman School Jakarta International School (Jakarta (Jakarta, Indonesia) chool (New Orleans, La.) Jakart d nesia) Latin School of Chicago (Chicago, Ill.) Noble and Greenough (Dedham, (Portland, am, Mass.) The Westminster Schools (Atlanta, Ga.) Albuquerque uquerque Academy Ac de y (Albuquerque, N.M.) Catlin Gabel School (P Ore.) Cranbrook Schools ools (Bloomfield Hills, Mich.) The Dalton School (New ew York, Y rk, N.Y. Yo N.Y.) Y) Germantown Friends School (Philadelphia, Pa.) Head Y. Head-Royce f ) King’s A keside School (Seattle, Wash hool (Honolulu, HI) Sidwel School (Oakland, Calif.) Academy (Ma (Madaba-Manja, Jordan) Lakeside Wash.)) Punahou School Sidwell Friends Blak School (Hopkins, Minn.) Greenhill ill School (Dallas, TX) Hawken School (Cleveland, nd, OH) OH International ernatio School School (Washington, DC) The Blake ewm School (New Orleans, ans, La.) Jakarta International School Scho (Jakarta, Indonesia) ndo Latin tin School S of of Beijing (Shunyi, Beijing, China)) Isido Isidore Newman Chicago (Chicago, Ill.) Noble and Greenough Academy (Albuquerque, ough (Dedham, (Dedham Mass.) The Westminster tminst r Schools (Atlanta, Ga.) Albuquerque A ch.) The Dalton Sc N.M.) Catlin Gabel School (Portland, Ore.) School (New York, N.Y.) Germantown Friends e.) Cranbrook Schools Scho (Bloomfield Hills, Mich.) Calif.) f.f) King’s King Academy (Madaba-Manja, daba-Manja, Jo Jordan) Lakeside School (Seattle, Wash.) Punahou School (Philadelphia, Pa.) Head-Royce School (Oakland, Calif. School (Honolulu, HI) Sidwell Friends School The Blake School (Hopkins, hool (Washington, DC) Th opkins, Minn.) Greenhill School (Dallas, TX) Hawken School (Cleveland, OH) International School of Beijing (Shunyi, Beijing, C China) Isidore Newman man School (N (New Orleans, La.) Jakarta International School (Jakarta, Indonesia) Latin School of Chicago Noble and Greenough (Dedham, Mass.) The Westminster Schools Atlanta, Ga.) o (Chicago, Ill.) Nob Albuquerque Academy (Albuquerque, N.M.) Catlin Gabel SSchool (Portland, Ore.) Cranbrook nbrook SSchools (Bloomfield Hills, Mich.) The Dalton School (New York, N.Y.) Germantown Friends School (Philadelph (Philadelphia, Pa.) Head-Royce School (Oakland, Oaklan Calif.) King’s Academy (Madaba-Manja, Jordan) Lakeside School (Seattle, Wash.) Punahou School (Honolulu, HI) Sidwell Friends School (Washington, DC) The Blake School (Hopkins, Minn.) ool (Honol levela OH) International School of Beijing (Shunyi, Beijing, China) Isidore Newman School (New Greenhill School (Dallas, TX) Hawken School (Cleveland, a, Indonesia) In Orleans, La.) Jakarta International School (Jakarta, Latin School of Chicago (Chicago, Ill.) Noble and Greenough (Dedham, Mass.) The Westminster Schools (Atlanta, Ga.) Albuquerque Academy (Albuquerque, N.M.) Catlin Gabel School (Portland, Ore.) Cranbrook Schools (Bloomfield Hills, Mich.) The Dalton School (New York, N.Y.) Germantown Friends School (Philadelphia, Pa.) Head-Royce School (Oakland, Calif.) King’s

Established 1915

&

Getting a Ton of Things Right Hawken is “...getting a ton of things right,” says education expert and researcher Grant Lichtman. Lichtman recently visited Hawken’s campuses to conduct research for a project called Innovation in Education: Meeting the Challenges of the 21st Century. Lichtman noted in his education blog, The Learning Pond, that Hawken’s innovative use of time “has created an explosion of creative thinking and practical innovation that, I believe, makes Hawken one of the most self-evolving school organizations I have seen.” Lichtman is a senior administrator on sabbatical at the Francis Parker School in San Diego and is “a writer, speaker, and change agent who is passionate about innovation in K-12 education.”

Keep up with Hawken On-line • Like Hawken School on facebook • Connect with Hawken School Alumni on Linkedin

You Tube

• Follow HawkenSchool on Twitter • Sign Up for HawkenSchool updates on YouTube

Hawken Joins Distinguished Global Online Academy Hawken School has announced its membership in the Global Online Academy, a not-for-profit consortium of prestigious, international independent schools with a mission to develop 21st century skills by replicating, in shared online classrooms, the intellectually rigorous programs and excellent teaching that are the hallmarks of its member schools. Hawken joins the Global Online Academy as the only school from Ohio. The consortium includes 19 signature independent schools from around the world recognized for their academic excellence. “At this time we are in the process of exploring how membership in the Global Online Academy can best be implemented into our schedule and learning environment,” says Head of School Scott Looney. “This will be a multi-year process, as we gain the information and ideas needed to utilize this partnership in a way that most enhances the Hawken tradition and learning experience.”

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Junior Earns Grand Prize at Science & Engineering Fair

7th Graders Spearhead Cultural Garden Improvements

Aric Floyd ‘14 was one of four Grand Prize Winners at the 2013 Northeast Ohio Science and Engineering Fair. This is the fifth consecutive year a Hawken student has been the recipient of a Grand Prize award at this distinguished competition, which is now in its 60th year. Floyd’s work Synthesis of Phase-Controlled Iron Oxide Nanoparticles via Continuous, Atmospheric Pressure Microplasma took a first place in Chemistry and qualified him for the International Science and Engineering Fair competition in Phoenix, Arizona.

As stewards of Cleveland’s American Cultural Garden for the past five years, 7th Grade students have worked on ongoing projects to restore the beauty of the garden, research its history and write grant proposals to foundations to assist with the funding of their efforts.

This year the four-day competition, sponsored by The Great Lakes Science Center, The Cleveland Clinic and John Carroll University had over 600 student competitors from over 80 area schools.

This year they received approval from the Cleveland Cultural Garden Federation for their master renovation plans for the American Cultural Gardens, and they also received a commitment from the Cleveland Water Commission to establish an efficient and timely procedure to access water for the gardens and throughout the cultural garden corridor. This commitment came after students, at the request of the Federation, researched the water issue, secured the Commission meeting, and then presented the case for improvement of water access throughout the garden corridor. “We have been working on gaining water access for years,” noted Sheila Murphy Crawford, President of the Cleveland Cultural Gardens Federation, “and are so thankful for the assistance of Hawken’s persuasive students.” Plans to celebrate the opening of a fully functional water box in the American Cultural Gardens are set for May, 2013.

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Hawken Review


news

Hawken Featured in Education Journal

Fourth Graders Learn from Past at Gries Center

Hawken School is featured in the spring issue of Independent School Magazine, a leading publication about education trends published by the National Association of Independent Schools.

In September, the 4th Grade spent two successful weeks at the Gries Center for Experiential and Service Learning, partnering with the Cleveland Museum of Natural History and the Great Lakes Theater Festival exploring the essential question “How do we learn to understand our past?”

“Extending the Classroom: Transforming a School Through Experiential Education,” articulates Hawken’s commitment to integrating real-world learning into the curriculum. The feature is written by Sara Mierke, Director of the Gries Center and a board member of Independent School Experiential Education Network. Last year Independent School Magazine published an article by Ryan Wooley, Director of Technology, Library & Media Services, titled “Acknowledging the ‘I’ in Education.” “It is highly unusual for Independent School Magazine to feature the same school in issues this closely together,” notes Head of School Scott Looney.

During the first week, activities and lessons included excavating and mapping “artifacts” from pit squares located in the backyard of the Gries Center; primitive tool demonstration; a trip through the museum to find information about early people; a note taking lesson using an article about Neanderthals; and a math activity using coordinate grids. The second week focused on the art and architecture of ancient Greece and had students working with a pair of actor/teachers as they explored the play Julius Caesar, and Greek myths that were later performed for part of the Lower School. The Greek Week also included collaboration with Hawken Middle School Latin students creating a Greek Root Word Book and staging an Olympic event.

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(L-R) Ron Lubarsky ’14 , Will Mascaro ’14 & Tim Perevozchikov ’14

Debate Team Has Banner Year 2013 continued Hawken’s Speech and Debate Team’s long standing tradition of excellence in local, state, and national competitions, as it won three state championships and several of the most prestigious national tournaments. Twenty three Hawken students qualified for the 900 member state competition, with the Hawken team of Tim Perevozchikov ‘14 and Ron Lubarsky ‘14 and debater Will Mascaro ‘14 respectively emerging as Public Forum and Congressional Debate champions. The team of Tim Perevozchikov and Aric Floyd ‘14 won the prestigious Stanford Invitational Speech and Debate Tournament over a field of 161 nationally selected Public Forum teams, and Perevozchikov bested a field of 578 Public Forum debaters at the Harvard National Forensics Tournament. The accomplishments of the Speech & Debate Team, which have spanned two decades, were also acknowledged with the 2013 induction of the team’s longtime coach, Robert Shurtz, as one of only two coaches selected for 2013 induction into the Ohio High School Speech League Hall of Fame.

Jen Halliday, Middle School Assistant Director

Middle School Teachers Share Expertise Hawken’s Student Life Team, which includes Middle School Assistant Director Jen Halliday, teachers Erin Thomas, Anna Tuttle, and Megan Saxelby, Learning Specialist Vonceil Strobel, and School Psychologist Rosemary Gallagher, traveled to Louisville, Kentucky in November to share their expertise with educators at an Independent Schools Association of the Central States conference. Addressing two sessions, the team presented Hawken’s proactive, roundtable approach to tackling student progress concerns that includes the creation of a collaborative threepart learning plan. The team simulated an actual round table discussion for attendees and also provided sample plans. During the school year, Hawken’s Student Life Team discusses programming, strategies and tools that promote a healthy and thriving school culture for the middle school child.

16 Receive Merit Scholar Recognition Seven Hawken seniors were recently named semifinalists in the 2013 National Merit Scholarship Competition. The students join a long tradition of Merit Scholar excellence and earn Hawken the distinction of the highest number of National Merit Semifinalists amongst its Cleveland area peer schools during the past five years. CONGRATULATIONS to Russell M. Cohen, Sydney T. Costantini, Jacob L. Dennis, Alexandra Markovich, Mark A. Murgiano, Isabella K. Todaro & Caroline G. Vexler. CONGRATULATIONS also to the following seniors for receiving a Letter of Commendation: Jacob Broida, Marissa Cominelli, Brian Drockton, Arthur Erlendsson, Justin Faulhaber, Carolyn Mazanec, Hunter Moeller, Liam Oznowich & Andrew Wakefield. 26

Hawken Review


U

Winter’s S ong Using the disciplines of art, music and writing as their lens, Middle School students hiked (and snowshoed when necessary!) through the Poutasse Woods, Lake County’s Penitentiary Glen and Holden Arboretum, the Cuyahoga Valley National Park, and the shores of frozen Lake Erie as part of their Insights course entitled Winter’s Song. Below are just a few samples of the imagery they captured during their adventurous forays into Northeast Ohio’s winter wonderland. (Yes, there is a vintage photo amongst the group).

Alexandra Harris ‘17

Kathryn Carmen ‘18

Nina Thompson ‘17

Alexandra Harris ‘17 Marilena DeGennaro ‘19

Hawken Students 1924

Wren Ward ‘19

Ashley WIlliams ‘17


sports

’15 & Emily Leizman ’13 competed in the State Championships in Columbus, finising an impressive weekend of play as Girls Division II

Emily Leizman ’13

TENNIS DOUBLES team Sydney Green

Tennis

State Tournaments Cap Fall Season

Emily were Sectional & District Champions, earned 1st Team All-Ohio honors and were selected as Plain Dealer All-Stars and News Herald

Sydney Green ’15 &

Doubles Runner-ups. Sydney and

Players of the Year.

Football

Hawken FOOTBALL won 9 of 10 regular-season games and advanced to the Division IV State playoffs this season. Seeded #4 in Region 13, Hawken lost 2114 to #4 seed the Akron Manchester Panthers. The football team was also crowned CVC Champions for the first time since 2005. Joe Marabito ’13 was named 2nd Team All-Ohio. Marabito and Josh Walters ’14 were CVC 1st Team. Marabito, Mark Murgiano ’13 and Ian Bell ’14 were selected 1st Team All-District. Marabito, Murgiano, Walters, Bell, Jared Berg ’13, Seth King ’14, Khari Anderson ’14, Jon Arnold ’13, and Ryan Stilson ’13 were selected 1st Team Geauga County. Also for Geauga County, Andrew Wakefield ’13 was the StudentAthlete of the year, Mark Murgiano was the Offensive MVP, and Josh Walters was the Defensive MVP. Bell and Murgiano were name All-Ohio Special Mention.

GO HAWKS! 28

Hawken Review


s p o r t s news

Golf

The GIRLS GOLF team finished their season 11-3, and were crowned Sectional and District Champions and finished 4th in the State, the best finish in school history. Meredith Cohen ’14 was named CVC MVP. Cohen, Ali Gole ’14 and Isabella Joseph ’16 were named CVC 1st Team. Cohen and Andrea López Crespo ’14 were named 1st Team AllDistrict. Debby Horowitz was named News Herald Coach of the Year. Meredith Cohen was named 1st Team News Herald. BOYS GOLF, playing a very tough schedule, finished their season 12-12 and 5th in the CVC. They placed 2nd at the Redskin Invitational. Sawyer Opalich ’13 was named CVC MVP, as well as 1st Team CVC. Opalich, a District qualifier, also tied the school record for an 18-hole round with a 73, shot at the CVC Preseason Tournament at Oak Knolls. He also had the only eagle in course history on the first hole at Wicked Woods. Eric Giesler ’14 had a hole in one on the 175 yard 9th at Fowlers Mill vs. Benedictine.

Soccer The BOYS SOCCER team ended their successful season with a 17-2-4 record and much to be proud

of. The team played for the State Division III Championship against Cincinnati Summit Country Day on November 10, but ultimately fell to the Silver Knights 2-0 at Crew Stadium. The boys soccer team has been to the final four an impressive 11 times and won the state championship title in 2000. The team also won the CVC Championship for the first time since moving to the Chagrin Division. Jacob Naft ’13 was named 1st Team All-Ohio, as well as 1st-Team News Herald All-Stars. Naft and Zack Whiting ’13 were named 1st-Team CVC, and

Whiting and Brian Drockton ’13 were named 1st Team AllGreater Cleveland. Dani Giulvezan was named CVC Coach of the Year. The GIRLS SOCCER team ended their strong season as Regional Champions with a 13-5-2 record, and won the CVC Championship for the second consecutive year. Sydney Hanzlik ’13 earned All-Ohio and 1st Team News Herald honors. Hanzlik, Courtney Yoke ’13, and Mackenzie Lesnick ’14 were 1st Team CVC. Hanzlik and Yoke were also 1st Team All-Greater Cleveland. Stan Shulman was named CVC Coach if the year.

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CONGRATULATIONS!

sports

Cross Country

The GIRLS CROSS COUNTRY team placed 3rd at Districts and 7th at Regionals. Senior runner Ally Markovich placed 4th in the D-III State meet with a personal best time of 18:19. In addition she was District and Region Champion. Markovich was also named CVC MVP and the News Herald Runner of the Year. Markovich leaves the Hawken Cross Country program as the most decorated, and fastest, runner in the history of Hawken’s girls cross country program. She and Rachel McKay ’13 earned CVC 1st Team honors. Congratulations also go to Adam Berry ’13 who placed 39th in D-III State meet. He earned 1st Team CVC honors and now holds a top-ten time in Hawken program history. Berry was named 1st Team News Herald.

Girls Field Hockey

Upper School football coach Cliff Walton was named D-IV All-Ohio Co-Coach of the Year. In addition, he was also named CVC and District Coach of the Year.

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Hawken Review

GIRLS FIELD HOCKEY finished their season 11-6, playing one of the toughest schedules in memory. They were Champions of the inaugural Golden Bear Classic at Upper Arlington HS. They were seeded 4th in the Region Tournament, but lost a close 2nd round game to Magnificat, ending their season. Annie Artz ’13 was named 1st-Team All-Ohio for the second straight year. Artz broke four school scoring records and tied one. She leaves the program as the most prolific scorer in Hawken’s history with 68 career goals and 31 career assists. Sarah Speroff ’14 also set two school records for goalies, saves in a game (37) and saves in a season (163). Both Artz and Speroff were named 1st Team Northeast Ohio Field Hockey League and were recognized as Plain Dealer All-Stars. Kate Anagnostos ’13, Artz, Kathleen Graham ’13, Swetha Kareti ’15, Hannah Reavis ’15, Parker Selman ’15, Claudia Willen ’14, and Laura Young ’13 earned Academic All-Ohio honors.

Girls Volleyball

GIRLS VOLLEYBALL capped a successful 15-8 season by advancing to the second round of the District tournament. Playing their toughest schedule in years, the volleyball team matched the program’s best record in the last ten years. They swept two of the three tri/quad meets in which they played, going 6-1 in those meets. McKenna Kasper ‘13 was named 1st team CVC, and was selected Honorable Mention All-District. Kasper also played in the All-District All-star Game. The volleyball program also fielded a freshman team for the first time in years.


1928-1929

2009-2010


gabe whitehead ‘13

rebecca rosen ‘13

gallery a r ts

emily leizman ‘13

anna laplaca ‘13


news

student writers & artists recognized

arts

Five Hawken juniors and seniors were recognized with awards from The Alliance for Young Artists & Writers, a nonprofit organization that identifies teenagers with exceptional artistic and literary talent and brings their work to a national audience through The Scholastic Art & Writing Awards. More than 2,100 works were submitted to the 33rd annual juried contest with the top 650 works on exhibit at the Cleveland Institute of Art in January and February. gold keys wr iting Megan Cerbin ‘14, “The Lunchbox” Sophie Kerman ‘14, “How to Make Momos,” “Inshallah”, “For a Maid in Poipet,” and “Don’t Fly too Close to the Sun” photography Erica Fearon ‘14, “Purification” and “Lost Soul”

silver keys wr iting Jacob Broida ‘13, portfolio Erica Fearon ‘14, “Portrait of a Sikkimese” Sophie Kerman ‘14, “Friend or Foe” poetr y Emma Link ‘14, “Spores; Pickling Jalapenos; Pretty is Standard & Laughter is Rough” honorable mention wr iting Jacob Broida ‘13, “Baby Shoes” and “North Star” photography Erica Fearon ‘14, photography, “Meditation” herbert ascherman award for photography Erica Fearon ‘14, “Purification” american voices regional award Sophie Kerman ‘14, “For a Maid in Poipet”

emma link ’14

arts calendar

apr 17 Lower School Evening of Art & Music, LY apr 20, 21 Upper School Spring Theater, GM may 3 Grade 1 Music Program, LY Senior Art Show, GM Upper School Spring Concert, GM

may 10 Kindergarten Music Program, LY may 21 Middle School Evening of Art & Music, LY may 22 An Evening of Storytelling & Song (PS, PK, K), LY

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a r ts

1922

Hawken’s first art teacher, Joe Motto, teaching his ceramics class in Bolton Hall at the Lyndhurst Campus.

Joe Motto Hawken’s first art teacher was a ”Cleveland School” (now the Cleveland Institute of Art) sculptor and ceramicist, Joe Motto. Motto served on the faculty from Hawken’s founding in 1915 until 1928. Several of his works can be found on the Lyndhurst campus, including the fountain sculpture of Pan in the Sedgwick Patio, and a small figure of a piping faun, at the Lower School. James A. Hawken commissioned Motto to formally letter the School’s motto, Fair Play, to be displayed in every room of the School and still is. The Cleveland Institute of Art has recently established the Joseph C. & Luis J. Motto ‘42 Scholarship in honor of Joe Motto.

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Hawken Review


1924

The Hawken Boy

1922

Motto was commissioned by Sherman Strong Hayden ’24 to create the bronze Pan that sits in the Sedgwick Patio fountain.

Pan, Sedgwick Patio Fountain

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from Hawken’s Advancement Office

Latest

Shulman Family Tennis Courts Dedicated 1

Hawken School 2012-2013 James A. Hawken Society Benefits Distinguished by their leadership, James A. Hawken Society members stay closely connected with the School. In appreciation for their continued generosity, the School offers recognition through the following benefits:

$2,000 - $4,999 I White House Associates

• Donors receive invitations to the annual James A. Hawken Signature Event • Donors are acknowledged in the Annual Report • Donors receive recognition on the donor walls at the entrance of each division • Donor recognition in select Arts and Athletics publications

$5,000 - $9,999 I Lincoln Associates

All of the above, plus: • Donors invited to annual Lincoln Associates event as an exclusive component built into the JAH Reception • Donors are recognized in the Hawken Review

Parents, alumni, faculty and friends gathered to dedicate the Shulman Family Courts on August 11. The eight new state-ofthe-art courts will preserve the success of championship tennis at Hawken School. Head of School Scott Looney opened the program by acknowledging donors – individually and collectively – for making the new tennis courts a reality. Lead donor Stan Shulman, father of Stephanie ’19 and Alex ’21, spoke about his family’s meaningful support. Michael Caraboolad ’78, whose family has established the Richard S. Caraboolad ’72 Memorial Tennis Tournament in memory of his brother, also spoke about their inspiration to support the project. Director of Athletics Jim Doyle concluded with remarks about the strength of Hawken’s tennis program and the value of the new courts for our students. He then invited Emily Leizman ’13, Sydney Green ’15, Dhruv Yadav ’14 and Vid Yadav ’16 onto the courts for the ceremonial first serve. Following the program, alumni and families were invited to play in a round robin on the new courts.

$10,000 - $19,999 I Ireland Associates

All of the above, plus: • Donors receive an invitation to an intimate event hosted by the Head of School

1

$20,000 + I Bolton Associates

All of the above, plus: • Unique donor experience with the Head of School

Note:

Leadership giving levels are scheduled to change for the 2013-2014 school year as follows: • Minimum gift of $2,500 for the White House Associates • Minimum gift of $25,000 for Bolton Associates

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For more information or to contribute to any of these efforts, please contact the Advancement Office at 440.423.2965. Hawken Review

)


Developments Edward E. Ford Foundation Awards Matching Grant The Edward E. Ford Foundation has awarded a $50,000 matching grant to Hawken School. Thank you to the members of the community who supported the fundraising challenge for a total of $151,200 which will support the expansion of the Pathways program at the Upper School.

Faculty and Staff Jumpstart the Annual Fund 2 Prior to the official launch of the 2012-2013 Annual Fund, an astounding 42 percent of faculty and staff members at Hawken School made their pledges to the campaign. The number continues to climb as they work to exceed last year’s employee participation rate of 69 percent. Their commitment to the Annual Fund has created a positive momentum and demonstrates the passion they feel for our students, the respect they hold for the institution, and the high-regard in which they hold the Hawken community. For more information on how you may contribute to the Annual Fund, please call Joe Locandro, Director of the Annual Fund, at 440.423.2966 or send him an email at jloca@hawken.edu.

From the Parents’ Association 3 Over 430 students and their families attended this year’s Fall Family Fair sponsored by the Parents’ Association. Cochairs Liisa Spaller and Tonya Thomas created a successful, energetic, community building event. The event raised more than $10,000 which will be used to support the Faculty Staff Grant Program. Fundraising initiatives conducted by the Parents’ Association provided over $30,000 to support teacher grants in all three divisions of Hawken School. With the funds, the Lower School will install new playground equipment; purchase a PA system; acquire furniture for the Nido; invest in digital cameras; and obtain a new music program. Meanwhile, the Middle School will install a permanent HD video system in the Chapel; purchase an energy bike for science classes and energy events; replenish supplies for the Lego League; acquire new equipment for the physical education department; and provide support for the Academic Challenge Team. Additionally, the Upper School will host the week long Freedom from Chemical Dependency program; purchase a piano for the music department; acquire materials for the design thinking curriculum; and launch Prep Me, an online test preparatory program for PSAT, SAT and ACT.

2

3

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Latest Developments

Announcing In February, Hawken School announced that, due to the generous lead support of Daniel and Ellie Hurwitz and other contributing Hawken community members, construction on Lyndhurst campus renovations would begin. In a letter to parents, Charlie Cooley, Board of Trustees Chair, noted, “We have expressed, on behalf of the entire Hawken community and those future students who will benefit from this generosity, our sincere appreciation for their contributions which enabled this project to move to completion.” In recognition of Daniel and Ellie Hurwitz’s leadership, the letter also announced that the renovated area will be named Hurwitz Hall, taking a “rightful position of honor alongside the Lyndhurst facility’s Lincoln and Bolton Halls.”

The renovations will include increased 2nd and 3rd grade classroom space to accommodate curriculum needs and provide classroom consistency throughout the facility, and the addition of a Kindergarten and a 1st grade classroom, to meet increased enrollment demand. Project construction, which will also include exterior remodeling to create a seamless architectural exterior design and the installation of a 3rd cupola, is expected to be completed by the start of the 2013-14 school year. To review renovation plans, please visit our website as www.hawken.edu, Hawken School’s Lyndhurst facility was originally built in the early 1920s, on land donated by Chester and Frances Bolton. The original architect was Walter R. McCornack, whose extensive architectural work for Cleveland schools and Cleveland public housing from 1914-1925 is described by The Encyclopedia of Cleveland History as “credited with changing the face of Cleveland.”

Transformation of the façade will match the Early Childhood Center and Middle School, reflecting the continuity of our programs from one phase of development to the next. Along with new roof lines, a third cupola will be added above a renovated Lobby.

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Hawken Review

Current Lower School Entrance

Front Exterior I Lower School


Hurwitz Hall T

Common Room between 2nd and 3rd Grade

M r( te nk) enhe Li C t s

Classroom Grade 3

Classroom Grade 3

Classroom Grade 3

Learning Enrichment

Lobby

M

ic

us

t ly Ar er & (Form

.C .A

)

Music

Music

Music

Common Room

Classroom Grade 2

Classroom Grade 2

Classroom Grade 2

Music

Classroom

Hawken Lower School

Current 2nd & 3rd Grade Commons

Science

Vestibule

Classroom

Interior Expansion & Renovation I Lower School

his blueprint provides a general overview of the project. Construction of the exterior began the week of February 18th, with interior work taking place over the summer of 2013. Completion of the project is scheduled for August 2013, prior to the opening of school.

Addition Phase B Renovation Existing

Interior I 2nd & 3rd Grade Commons This addition will add 5,540 square feet of new studioTECHNE|architects 4410 P |3rd 216grade 791 4438 F | Additionally, www.technearchitects.com space |to216 the791 2nd and area.

8,125 square feet will be renovated within the Lower School building. The 2nd and 3rd grade signature common space will be Nido-like with windows on the classrooms that look into the new space.

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alumni 2012-2013

Alumni Center

From the

Greetings Hawken Alumni. I’m excited to update you on the endeavors of the 201213 Alumni Board. As you will see, we’ve been busy, and we’re off to a great start! With the addition of our representatives from the Class of 2013 - Emily Leizman, Joe Marabito, and Laura Young, this year’s Alumni Board is a collection of bright, enthusiastic Hawken alumni who bring tremendous energy and a wealth of support to all that we do. I hope you’ve had the pleasure of attending one of our recent alumni gatherings. The Alumni Board’s Events Committee, co-chaired by Alana Rezaee ’97 and Andrew Coleman ’98, work incredibly hard to plan meaningful alumni events. In August, Alumni Sports Day brought a large and enthusiastic group of alumni to campus to participate in a variety of fall sports. This fall we hosted our first Alumni Tailgate. Nearly 75 alumni gathered for food, fun and a football team victory over neighborhood rival Gilmour. In December we hosted a Holiday Happy Hour, where, in the spirit of the season, we brought donations to benefit Toys for Tots. If you missed any of these great events, please plan to join us for Alumni Weekend! This year we celebrate classes ending in 3’s and 8’s. The festivities will take place May 17 - 19. Mark your calendars. Many alumni, families, and friends joined us at the Winter Luncheon to recognize three of our alumni for their accomplishments and dedication to Hawken. I was honored to present the Carl N. Holmes Award to Alex Kennedy ’67; the Richard W. Day Award to Alayne Reitman ’82; and the Fair Play Award to Bob Bruml ’72. In addition, Jenna Foti and Liam Green, the 2012 Charles B. Bolton Award recipients shared remarks on their Hawken experience. As always, the Winter Luncheon provided us with shining examples of the Hawken community who help to forever Keep bright the Red and Gray! Our Outreach Committee, co-chaired by Andrea Hocevar ’01 and C.C. CalfeeZerbey ’97, has been working to find ways for us to stay in touch with Hawken and with each other. In addition to doing the difficult work of updating our alumni databases, the Outreach Committee is creating new ways to connect us all to Hawken. If you haven’t done it yet, check out the Hawken Alumni Facebook page! I welcome you to send news that you would like us to consider for posting, and updated contact information to alumni@hawken.edu. To further help our alumni stay connected, we are revamping and revitalizing the Class Agent system. Our Fundraising Committee, led by co-chairs Morrie Everett ‘56 and Ben Vodilla ‘99, has restructured the system so that each graduating class has a point of contact - a Class Agent. Each Class Agent has a point of contact - a Decade Representative. The Decade Representative serves as a liaison to the School and the Alumni Board. This group was also busy doing the important job of raising funds to support Hawken. They hosted several phon-a-thons and tech-a-thons in support of the Annual Fund. It’s great to hear from you during these fundraising events! In closing, as we look towards our Centennial Celebration in 2015, we want all of our alumni to get connected, and stay connected. We’re eager to see you at upcoming events, and to hear from you with updates and good news. Go Hawks! Matt Salerno ’92 President, Hawken Alumni Board

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alumni Class of 2025 Tracks Gingerbread Man to Head of School’s Office.

O

ne dreary February day, a rainbow of pajama clad kindergartners swarmed into Ireland Hall and enveloped Head of School, Scott Looney. Their quest? - well, the traditional gingerbread man hunt of course. It was only the day before, inspired by reading the Gingerbread Man fable, they baked an oversized gingerbread man (observe cookie sheets in first row). When they arrived the next morning ready to frost and eat the scrumptious fellow, he was gone! The rest of the morning was spent scavenging for clues and searching the entire school. Desperate, they hopped on a Hawken bus and ventured to the Gates Mills campus. To their delight they discovered the toasty Gingerbread man napping on a cookie sheet (it was a long run from Lyndhurst) in the Head of School’s office. They carefully put him in a house box and brought him safely home.

The End.

Keep Bright the Red & Gray! With this issue of the Review focusing on Hawken traditions, the Alumni Office wants to hear about your favorite tradition(s) from your days at Hawken. To take part in the survey, please visit https://www.surveymonkey.com/s/HawkenTraditions Don’t have access to email? Contact the Alumni Office at 440-423-2951 to have a survey mailed to you. Voting will be open until July 1, 2013 and results will be shared in the next edition of the Review.

Bring back memories for some of you? We hope so.

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alumni

“How great to hear from Hawken! I left in 2003, to go on sabbatical and take care of my aging parents, having spent nine years at Hawken in one job or another. I married another English teacher in 1993, a former colleague from the 1960s. Since then I have been busy. I do a lot of gardening, studied to become a Master Gardener for the County Extension Office, and am currently harvesting peas, leeks, pumpkins, squash, and beets as well as putting perennials to bed for the season. I study watercolor painting and have actually sold several paintings. I work as a librarian for a local retirement community and for the local town library. I lead water aerobics classes three times a week at a local gym. I volunteer for the local historical society and appear in their presentations–in costume, mind you–and best of all I enjoy four granddaughters, aged 2, 4, 7, and 13. I often think of Hawken, former students, and colleagues and love hearing news from the school. I am particularly impressed with the Gries Center and with the new Upper School scheduling options.”

“This past summer I played Shylock in The Merchant of Venice at the Ohio Shakespeare Festival in Akron. Among other engagements,I will be playing Larry Slade in The Iceman Cometh for the Ensemble Theatre in Cleveland Heights April 19 through May 12.”

“We’ve been busy as field mice with fall planting and getting ready for the fall and winter holidays. Fall is a great time for planting, as all you good gardeners know. Roots continue to grow until the soil freezes hard and deep. We stocked a number of miniature bulbs for the border, path, or rock garden. For those of you who once patronized Sunnybrook Farms Nursery, we have Jenny’s catnip mice–always a favorite! For the Holidays we carried Fraser firs, roping, and greens and a variety of holiday arrangements. During an Open House weekend in early December, Preferred Perennials featured the marvelous artwork of former math teacher Hugh Thompson.”

“Not much to report now that I have retired from teaching, and really enjoying

42

Hawken Review

my freedom. After leaving Hawken, I taught at Laurel for two years, Spanish of course. I continue to coach girls JV tennis at Hawken, and have fun doing that. I still play tennis a couple of days a week, although I haven’t improved in golf so do that much less. My husband Chuck and I travel frequently and will leave this week for a cruise around Italy ending in Monaco... that’s the best bonus of retirement. Every Monday you can find me volunteering at the Hillcrest Hospital gift shop, which is fun and rewarding.”

“I am in my sixth year as Head at Park City Day School in Park City, Utah where the sun always shines and when it doesn’t it snows. Kim runs an interior design business in town and works with a couple of our early elementary students in dyslexia diagnosis and remediation. Daniel, the youngest of our four, graduates high school this year and is off to college probably somewhere in the Southeast close to Mark who attends Auburn University. Colin works locally, and Justin the oldest is with an Army Special Forces group. It looks as though Hawken is thriving and I am very glad to see it.”


alumni

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In Memoriam 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 & Tr u s t e e s

John L. Price, Jr. ’36

Passed away June 20, 2012. He attended Hawken School, Cleveland Heights High School and Western Reserve University. Mr. Price served in the Navy during World War II as a lieutenant and skipper of an LCT that reached Utah Beach in the first wave of the Normandy invasion on D-Day. Upon his return to Ohio, Mr. Price pursued his career in entertainment. He appeared in musical theater, created and produced three local television variety shows, wrote and produced Ohio radio programs, and was a weatherman on WEWS Channel 5. Mr. Price’s vast experience enabled him to create the Midwest’s pre-eminent musical theater, Musicarnival. He produced “Oklahoma!,” “Paint Your Wagon,” “South Pacific,” “The Music Man,” “Carousel” and “Kiss Me, Kate.” The Musicarnival closed in 1976 with a production of “Grease.” He donated his collection of photographs, props and other memorabilia to the Cleveland Public Library as the “John L. Price, Jr. Musicarnival Archives” in 2001. He served as executive director of the Northern Ohio Opera Association. Mr. Price is survived by his companion, Judith E. Daykin; children, John, Diana, Philip and Madeleine; and three grandchildren.

C. Stoddard Kreger ’38

Passed away on June 15, 2012. Following his studies at Hawken School, Mr. Kreger attended the Fessenden School and then graduated from Phillips Exeter Academy in 1942. He earned a B.S. in engineering sciences from Harvard University. Mr. Kreger served in the U.S. Army Air Corps as a first and second lieutenant. He flew P-51 Mustangs in 56 German missions, logging 800 hours of air time. Following his military duty, Mr. Kreger worked for the Univac division of Sperry Rand (Sperry Gyroscope) on the first commercial computers. He was a Cobol expert and for over 30 years, worked for various companies as a computer management consultant. He was married to Ann Wright for 26 years. Mr. Kreger remarried in 1979 to Mary Brown until she passed away in 2006. He and Mary shared a passion for daylilies and hybridized several varieties, including one named in her honor. Mr. Kreger is survived by his children, W. Robert Kreger, Sarah Dale, and Elizabeth Flanagan; stepdaughter, Mary Lynch; and three grandsons.

Ross Kipka ’45

Passed away on December 3, 2012. Mr. Kipka attended Hawken School grades six through nine and then graduated Cum Laude from Phillips Academy. He is an alumnus of Yale University and earned his law degree from the University of Michigan. He served in the Korean War with the United States Air Force as a 1st Lieutenant and in the United States Coast Guard. Mr. Kipka worked as general counsel at Eli Lilly & Company for 27 years. He was a board member of the Concord Neighborhood Center for more than 35 years. He was also a member of St. Paul’s Episcopal Church. Mr. Kipka was preceded in death by his parents; daughter, Kathryn Kipka; and sister, Barbara Gulshen. He is survived by his wife, Mary; daughter, Julia Enkema; brother, Robert E. Kipka ’48; and three grandchildren.

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Hawken Review

Charles Davidson ’48 Passed away on December 6, 2011. He attended Hawken grades seven through nine. Mr. Davidson served in the US Navy. He was the Vice President of Sales for Davidson Metals in Youngstown for 32 years, retiring in 2006. He was preceded in death by his parents, Charles and Janet Davidson, and sister, Elizabeth. He is survived by his wife, Marlene; children, Ronald Davidson and Cheryl Barton; brother, William Davidson ’48; and two grandchildren.

Edgar L. Ostendorf, Jr. ’49

Passed away on August 21, 2012. Mr. Ostendorf was a Hawken student grades one through nine. He graduated from John Carroll University with a degree in business. He was an industrial and commercial real estate broker and the former owner of Ostendorf Associates. From 1982 to 1995, Mr. Ostendorf also ran a small manufacturing company which made designer pewter items. Within the community, Mr. Ostendorf was an active volunteer. He served as a board member of the Cleveland Board of Realtors and chairman of its professional standards committee; as a board member of the Council of Smaller Enterprises (COSE) and on its governmental affairs committee; as a member of the advisory board of the St. Joseph Christian Life Center; on the candidates’ committee of the Citizens League; and on the occupational planning committee of the Welfare Federation, which is now the Federation for Community Planning. Mr. Ostendorf is survived by his wife, Joan; daughter Mary Beth Harvey; and grandchildren, Brendan, Grace, Jack and Patrick.

George M. Humphrey II ’57

Passed away on November 26, 2012. Mr. Humphrey attended Hawken School through the eighth grade and then graduated from Hotchkiss School in 1960. He earned degrees from Yale University and University of Michigan. While at Yale, he was captain of the freshman and varsity football teams and was awarded the Mallory Prize, given “to that undergraduate who on the field of play and in his life at Yale, best represents the highest ideals of American sportsmanship and Yale tradition.” He served as a captain in the United States Marine Corps. Mr. Humphrey worked in many capacities at the Hanna Mining Company, and following his employment with the company, he was an executive recruiter for Russell Reynolds Associates. He then chaired Philips Container Company and was president of Extrudex. Mr. Humphrey was a member of the Hawken School Board of Trustees for more than a decade. He also served on the School’s Personnel, Major Gifts, and Executive Committees. Mr. Humphrey was a Hawken Fellow, the School’s highest honor, and a recipient of the Carl N. Holmes Award. Within the civic community, he was a trustee of Case Western Reserve University, Cleveland Museum of Art, Cleveland Museum of Natural History, Cleveland Scholarship Programs, Inc., University Circle, Inc. and University Hospitals of Cleveland. In 1999, Mr. Humphrey was honored with the Samuel Mather Award, the hospital’s highest philanthropic recognition. His nearly 27 years of service at University Hospitals were also acknowledged on his retirement in 2006, when he was named

its first Lifetime Director and a major challenge grant and chair were established in his honor. He was also a volunteer at United Way. He was predeceased by his mother, Louise Ireland Humphrey, father, Gilbert W. Humphrey ’32, and twin sister, Margo Bindhardt. Mr. Humphrey is survived by his wife, Patience; daughters, Sandra Brinn and Mary Humphrey; brother, G. Watts Humphrey, Jr. ’59; grandchildren, Hanna and George; and step-children, Ben Jerman and Rebecca Hardiman.

Clifford K. “Chip” Fiordalis ’65

Passed away on December 24, 2012. Mr. Fiordalis attended Hawken grades one through 12. At Hawken, he excelled in football and wrestling. During summer breaks from Hanover College, he worked as a cartoonist in the advertising department of Republic Steel. Upon graduation, Mr. Fiordalis joined Hawken’s faculty. He furthered his studies and obtained a degree from Princeton Theological Seminary. He then returned to teaching at The Stanley Clark School where he became Head of the Middle School. Mr. Fiordalis later founded the Michiana Center for Independent Living (Cliffcor Medical), a business providing equipment for disabled persons. He was a talented poet and artist, creative writer, and philosopher. Mr. Fiordalis is survived by his former wife, Christine Fiordalis; children, David Fiordalis and Victoria Rose Fiordalis; brothers, Vincent “Vin” Fiordalis II ’57, Charles “C.J.” Fiordalis ’59, Stuart “Skip” Fiordalis ’67 and Gary “Zip” Fiordalis ’71; and two grandchildren.

William Millan, Jr. ’65

Passed away on February 2, 2013. Mr. Millan attended Hawken School grades nine through 12. While at Hawken, he was an active member of the school’s theatre productions and is credited as the originator of the term Hawken Players Society. Mr. Millan appeared in the 1964 production of Dracula, as well as Teacher’s Pet in 1965. He took his performance skills with him to Virginia where he worked under the name of Bill Saint James as a morning radio personality on WXEZ FM (94.1) and host of the weekly Big Band Saturday Night show. He is survived by his wife, Linda; children, Barbara Millan, William Millan III and Colin Millan; siblings, Sarah Millan and Jon Millan; and seven grandchildren.

Bernard Weiskopf ’71

Passed away on October 16, 2012. Mr. Weiskopf was a Hawken student, grades five through 12. He was a graduate of the University of Rochester, with a major in English. He was employed by Cleveland Cotton Products, Inc. and later, Weiskopf Industries. Mr. Weiskopt was a coach and mentor to many wrestlers throughout the Cleveland area for more than three decades. He was a fan of the Cleveland Indians, and also had a strong interest in classical music. Mr. Weiskopf is survived by his sister, Wendy Cash.

Charles “Chip” Hochstetler ’75

Passed away on July 16, 2012. Mr. Hochstetler was a Lifer at Hawken School, attending from kindergarten through grade 12. He matriculated to Carnegie Mellon University where he earned a BS in chemistry. He was employed at Lubrizol and


William R. Wood ’75

Passed away on June 26, 2012. Mr. Wood was a member of the track team at Hawken School. He graduated from Tufts University. He was a longtime journalist, who got his start at The Call & Post in Cleveland before moving to the Marion (IN) Chronicle-Tribune, and settling into a 24-year career as a well-known feature and food writer at the Kalamazoo Gazette (Michigan) and its online affiliate, MLive. In May, InterCom, an organization of Kalamazooarea professional communicators, awarded the Golden Word Award to Mr. Wood and his wife, Linda S. Mah for their contributions to professional communications in Southwest Michigan. In the community, Mr. Wood was involved in the Rotary International, Alpha Phi Alpha Fraternity Inc., and was the founding member and board member of the Unitarian Universalist Community Church of Southwest Michigan. In addition to his wife, Linda, Mr. Wood is survived by their two daughters, Lena and Ava.

Kathleen M. Carr

Passed away on September 9, 2012. Ms. Carr was employed at Hawken from 1972 until 2003. She was the former Assistant to the Director of Admissions and Financial Assistance and the “voice of Hawken” for 31 years. Ms. Carr set innumerable positive first impressions of Hawken School when she answered thousands of inquiry calls, over the years. Her welcoming voice and demeanor were always warm and friendly. In 2004, the Hawken School Alumni Association bestowed its Honorary Alumna membership to Ms. Carr in recognition for her years of service. She is survived by her brother, Bill Carr.

E. Mandell de Windt

Passed away on April 4, 2012. Mr. de Windt was a Hawken trustee from 1967 until 1972. Mr. de Windt attended Williams College. He was president of his class and played varsity football and hockey. After two years of college, he joined Eaton Corporation as a production clerk. After several personnel and operations assignments, he was elected vice president of sales in 1959 and became group vice president in 1964. His appointment to executive vice president of operations in 1967 was followed, within the year, by his election to President. In 1969, he became chairman and CEO. Mr. de Windt led Eaton Corporation for 17 years. He was instrumental

in the company’s global operations and promoted world trade. By 1977, Eaton Corporation had manufacturing plants in 24 countries. Mr. de Windt served on 15 corporate boards and the Federal Reserve Bank of Cleveland. He was chairman of Birmingham Steel Corporation and director of Reliance Electric Company. Within the civic community, Mr. de Windt helped found the Greater Cleveland Roundtable and Cleveland Tomorrow. He became the latter’s first chairman. He also helped to reorganize United Way Services. His many honors included the humanitarian award of the National Conference for Community and Justice and the United Way of America’s highest award. Mr. de Windt was preceded in death by his first wife, Betsy Bope. He is survived by his wife, Mary S. Ennis; children Pamela Burke, Delano de Windt II, Dana de Windt ’66, Elizabeth Kelly, and E. M. de Windt Jr.; 13 grandchildren and eight great-grandchildren. Theodore (Ted) M. Luntz Passed away in October 12, 2012. He served as a Hawken trustee from 1978 until 1988. Mr. Luntz was an alumnus of Yale University. He served in the Army during the Korean Conflict. Following his military duty, Mr. Luntz was a successful businessman and was president and Chief Executive Officer of Luntz Corporation and Marquette Steel Company. He was also active within the civic community. For three decades Mr. Luntz was on the board of trustees at Baldwin-Wallace College. He was also a member of the boards of Cathedral Latin School and College of Jewish Studies. In addition to his service on the board at Hawken, Mr. Luntz donated an unused outer space satellite to Hawken. It currently resides in the science wing at the Upper School. Mr. Luntz was a pianist, art collector, skier, tennis player and sailor. Mr. Luntz leaves behind his wife, Idarose; children, Jean Luntz, Pamela Gleisser, Brian Luntz ’79 and Jill Calhoun ’89; seven grandchildren; and three siblings. Richard Moore, M.D. Passed away in November 2012. Dr. Moore was the head coach for the varsity girls lacrosse team at Hawken for a decade. Under his guidance, Hawken was a perennial state-ranked power. He was an excellent teacher of the game, committed to his players and the program, and a man who deeply understood the value of education-based athletics. He also served as an assistant field hockey coach during the 2011-2012 school year. Dr. Moore was preceded in death by his daughter Susan (Michael) Liebeskind. He is survived by his wife, Mary; children, David Moore, Deborah Harris, and Jennifer Tramer; brother, Michael Moore; sister-in-law, Kathy Ryan; and 12 grandchildren including, Daniel Liebeskind ’05, Rebecca Liebeskind ’06, Hannah Liebeskind ’10, and Molly Liebeskind ’12.

Photo by John Tottenham

tutored students at Lake Erie College and Lakeland Community College. Most recently, he tutored chemistry, statistics, math, and nursing math at Ursuline College. He was dedicated to the students at Ursuline College, offering student review sessions the night before an exam, or meeting with them during summer school or breaks. He was also an annual guest lecturer for Ursuline’s Women in Science and Math Day. While Mr. Hochstetler was at Ursuline College, he helped coach the volleyball team. He also built and maintained the sand volleyball court, and participated as a line judge and score keeper. Mr. Hochstetler was preceded in death by his parents, William and Helen, and his brother, Larry. He is survived by his brother, Bill.

Benjamin E. Tetlow

Passed away on September 5, 2012. He was an inspiring and memorable coach to many Middle and Lower School students during the past three years. Mr. Tetlow was the son of Janis E. Sloan and Richard A. Tetlow and the brother of Derrick and Stephanie.

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James A. Hawken’s goal “that the better self shall prevail and each generation introduce its successor to a higher plane of life,” is also captured in the School motto, Fair Play. Each Review contains a Fair Play column written by a member of the Hawken community whose actions have served as living examples of James A. Hawken’s goal. Here we bring you thoughts from Pam Blossom ’83, who is part of a Hawken legacy family that includes two previous headmasters and numerous graduates. Pam is president of SearchPR, an online reputation management firm and is an active volunteer in area community organizations. She and her husband Perry have two girls, Elizabeth ’16 and Jennifer.

F

Fair pla la ay y

air Play is at the core of all Hawken students’ collective consciousness. While the general definition of Fair Play often applies to sportsmanship, Hawken’s ubiquitous application extends to all social, academic, personal and professional conduct as well. This shared belief in fairness and morality unifies our student body and would make my grandfather, former headmaster Carl Holmes very proud indeed.

Headmaster Holmes

Older alumni delight me with stories of Headmaster Holmes and his unique leadership style. Holmes’ sense of decorum was old school, but archives of his Harvard ivory tower research indicate he was a progressive thinker and revolutionary educator. He infused innovative educational beliefs during his Hawken legacy. His view of Fair Play engaged morality and removed artificial boundaries. His open door policy and engagement with students imbued a positive memorable impact for many alumni.

Nature Vs. Nurture

By nature, most kids are born fairly egocentric. Maturity reduces their selfishness and builds altruism gleaned from parents and teachers. For today’s tech-infused younger generation (95 percent are online according to the Pew Cento’s Internet & American Life Project), more than half of their education during school years comes not from the classroom but from outside influences, mass media and the ever expanding anti-social media. Families are cast with a big role endorsing Fair Play in both actions and words. As Holmes descendants, our familial adaptation is infused with personal and societal influences. Here’s of list of our idealistic tenets anchored in the roots of Fair Play. 64

Hawken Review

Engagement

The Victorian-era child-rearing mantra “children should be seen and not heard” carried in the mid-20th Century led to juvenile angst and teenage revolt. A childhood filled with unanswered questions about why we couldn’t stay over a friend’s house or why we don’t include certain relatives remained a mystery. Today, we engage and involve our kids with reasoning behind our decisions, albeit in age appropriate doses, to build their understanding of fairness in relation to personal judgment. Including kids in family discussions builds understanding of the “big picture” of why we make certain decisions.

Transparency

While transparency is an oft over-used corporate euphemism for information sharing, we prefer to focus on communication transparency. Transparency’s central theme requires ‘full disclosure.’ Wise or not, we incorporate communication transparency into family decisions hoping our kids understand adult parental logic (Teens – parental logic is NOT an oxymoron). Technology transparency also keeps Fair Play in check. All social media accounts are monitored to ensure appropriate content. “If you can’t say anything nice, don’t say it at all” applies to our online postings.

Advocate

Like most parents, we’ve been guilty of over-parenting, coddling and caving into guilt-based materialism (“Mom, I REALLY need that iPhone!”). Knowing how to identify an injustice, when to step in and when to hold back is a lifetime learning exercise. We want our kids to be able to step out of their comfort zone and speak up, take action or make a stand when appropriate. Being a wallflower isn’t acceptable. Don’t wait to be asked to right a wrong or hold a door open or be goaded into action. Be proactive, involved and gregarious to see

where YOU can improve the situation or lessen a negative impact.

Role Model

Don’t take action for purely personal benefit, whether it be financial or otherwise; demonstrate selflessness, high moral values and laudable pride of doing the ‘right thing’. As much as I love the 80s cinematic Gordon Gekko soliloquy on Greed is Good fostering the capitalistic drive for greater riches and rewards, greed is the demise of Fair Play. Greed can cloud judgment, build unjustified self-righteousness and lead to ruin. Strive to earn (not take) what is yours. Rewards earned through hard work and sacrifice are sweeter than those received through manipulation or happenstance.

Tenacity

Our early professional careers were influenced by the 80s & 90s corporate philosophy of Deming and Baldridge. Obsession with continuous process improvement and quality measures combined with cult-like slogans of “Right Things Right” and “Do it Now” leaving indelible mental tattoos on our psyche. Cutting corners and taking shortcuts can have negative consequences. Tenacious effort and sweat equity will lead to rewards. Remember Thomas Edison’s explanation for inventing the carbon filament light bulb? He said it took “99 percent perspiration and 1 percent inspiration.” Play it straight, play it fair, no workarounds. Parents offer unconditional support and guidance, experience based knowledge and a strong sense of familial values. Although every family has a unique set of morals influencing their approach, we all espouse the central tenets of Fair Play. In this year, 2013 we should remember that we’re guiding our successive generations to achieve that higher plane of life. I’m hoping our family’s commitment to Fair Play will help us deliver that promise.


keep up with hawken online HawkNet, Hawken’s online intranet, has expanded features! Login to hawken.edu/podium to review your profile information as well as look up fellow alumni by class year, occupation, profession, city, state and more! Visit us at hawken.edu.

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May 16 - 19, 2013 Honoring the classes ending in 3 & 8

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Non-Profit Org U.S. Postage PAID Gates Mills, OH Permit No. 7

P.O. Box 8002 Gates Mills, Ohio 44040-8002

!

PARENTS

If this magazine is addressed to your son or daughter who has established a separate permanent address, please notify us of the new address at rbari@hawken.edu.

Hawken School Annual Fund James A. Hawken Society Signature Event

An evening with Jill Snyder, Executive Director, Museum of Contemporary Art (MOCA) April 18, 2013 7:00 pm to 9:00 pm Gund Commons, MOCA

Cocktail reception and presentation for members of the James A. Hawken Society hosted by Ms. Jill Snyder. To participate in this unique experience, new or renewing members of the James A. Hawken Society must make their Annual Fund gift or pledge of $2,000 or more prior to April 1, 2013 (pledges payable by June 30, 2013). To make your gift or pledge, please contact Director of Development Kathleen Z. Guzzi at 440.423.2918 or use the giving envelope inside this Review.

&

The Hawken Review, Fall 2012 - Winter 2013  

The Hawken Review is a print magazine published twice a year for the Hawken School community.

The Hawken Review, Fall 2012 - Winter 2013  

The Hawken Review is a print magazine published twice a year for the Hawken School community.

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