Lincoln Academy Aerie Fall 2014

LINCOLN ACADEMY

Aerie FALL 2014

REACH HIGHER! Lincoln Academy students and faculty boldly embrace change and build a bright future

LA's Commitment to Comprehensive Education

The Von Vogts: For the Love of Language

Plus: Class Notes, Sports News, and more...

Contents

D E PA RT M E NTS

FEATURES

2 3 18 19 28 37 41 48

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LA Mission Statement A Letter from the Head of School Eagle's Eye Faculty Updates Department Updates Alumni Council News Alumni Profiles Class Notes

8 12 14 19 26 31 34 40

Opportunity for Renewal: LA's Commitment to Comprehensive Education ATEC: All Hands On! Jekyll and Hyde, the Musical The Von Vogts: For the Love of Language Enrich . Renew . Inspire: LA Faculty Summers Fall Sports Wrap Up Annual Report of Contributions LA Homecoming 2014 Senior Awards 2014

LINCO L N AC A D EM Y A D M I N I S T R AT I O N

BOARD OF TRUSTEES

Head of School - David Sturdevant Associate Head of School - Andrew Mullin Associate Head for Finance and Strategic Planning - Margot Riley Associate Head for Advancement - Matthew Goetting Director of Counseling Services and Studies - Sarah Wills-Viega Director of Enrollment and Marketing - Sheryl Stearns Director of Resident Life - Ken Stevenson Athletic Director - KJ Anastasio Director of Facilities - Briceson Henny

President - Ann McFarland ’73 Vice President - Christine Wajer ’85 Treasurer - Sarah Maurer Secretary - Dennis Prior ’91 Robert D. Baldwin ’62 Stephen Dixon Lisa Masters ’83 Jonathan McKane Karen M. Moran William Morgner Robert Nelson Faustine Reny ’01 Hilary Petersen, AOS 93 Representative Allen J. Corson ’64, Alumni Representative

THANKS! Aerie is a Development Office publication that would not be possible without the collaboration of the Lincoln Academy community.

This second edition of Aerie owes a debt of gratitude to Beth Sturdevant, whose pathbreaking design and production work on the inaugural edition in May 2014 gave us a major head start. We are grateful to our writers: Cynde Ferrill, Margot Riley, and Ali Stevenson. Thanks to the faculty and alumni who wrote reports and reflections, or took time to be interviewed: Sheryl Stearns, Ken Stevenson, Matt Goetting, David Sturdevant, Maya Crosby, Ricki Waltz, Brian O’Mahoney, Carole Brinkler, Patti Sims, Robert Breckenridge, Griff Braley, Phil Page, AJ Corson, Christine Nelson, Rob Nelson, Stephanie Nelson, George Weston, Chloe Maxmin, Don Carrigan, and others.

Photographs are by Jenny Mayher, Maya Crosby, Angus Fake '15, Jim Amaral, Ellie Hunt '18, Missy Abbott, Paula Roberts, Bryan Manahan, and Jonathan Mess. Special thanks to the LA Media Production Team for the 3D printer photographs and Marti Stone Photography for permission to use the Jekyll and Hyde photographs. Thanks to Tor Glendenning of 44˚ North for the ATEC Floor Plan graphic, Maya Crosby for the ATEC wordle, and Jim Gallagher '68 for the aerial photographs.

Special thanks to designer Kate Mess, who worked long hours while her new baby Josie slept, and is responsible for the beautiful design of this publication.

Your feedback is welcome! editor@lincolnacademy.org or 207.563.3599.

— Jenny Mayher, Editor Cover: LA students on an Outing Club trip to Acadia National Park. Photo by Angus Fake '15. Inset: Aerial photograph of the Lincoln Academy campus and surrounding area from November 2014 by Jim Gallagher '68.

Lincoln Academy admits students of any race, religion, gender, national origin, or sexual orientation in the rights, privileges, programs and activities available to students at the school. LA does not discriminate in the administration of its educational policies, admission policies, financial aid, or any other programs administered by the school.

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OUR MISSION

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incoln Academy, with a proud two hundred year tradition of preparing students to meet the intellectual demands of full citizenship, strives continuously to provide a learning environment in which all students can achieve their highest potential. As an accredited, independent, secondary school with deep roots in the communities of midcoast Maine, Lincoln Academy seeks to serve the public interest by affording not only a comprehensive academic curriculum, but also a diverse blend of cocurricular opportunities. Our programs undertake to build knowledge, skills, and social values, and to promote high aspirations among all of our students.

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incoln Academy is dedicated to creating lifelong learners who understand their complex relationship to the broader world. We make every effort to recognize and to meet the needs of students as individuals, while affirming that education is a collaboration of community, family, and student.

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A TALE OF TWO BUILDINGS A Letter from the Head of School

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or those of us - students, faculty, and staff - who have been studying, working, and living on campus since April, it has been impossible not to watch the progress of our two construction projects. It has been exciting to watch as the Cable-Burns Applied Technology and Engineering Center (ATEC) and the dormitory have gone from being holes in the ground to impressive structures, which are now almost totally enclosed! The weather has been mostly favorable, and both projects are on schedule. ATEC will be completed in late January, and the dormitory will be finished in mid-February.

We are planning to celebrate the opening of these buildings with a ribbon-cutting ceremony in April. While watching the buildings emerge on the construction site is great, it’s really the programs they represent that we celebrate. Many of you joined in the effort to fund ATEC and its equipment, and for that we are extremely grateful. This building will give us the opportunity to grow our applied technology and STEM (Science, Technology, Engineering, and Math) programs as we continue to serve all of our students in a comprehensive curriculum. In this issue of Aerie, we are featuring ATEC and its programs, and I hope that you will stop in and check it out sometime after we move in!

The dormitory represents the final part of our plan to add a boarding program to Lincoln, making us a day and boarding school. This year, we have 64 boarding students, and our goal is to have about 80 students in two dormitories as part of a target population of about 550 students. We believe that number represents an optimum size for LA, and that we can continue to grow and diversify our curriculum to meet our students’ needs. At present, we enroll students from 14 countries and the US, who complement our diverse population of students from about 18 towns in and around the midcoast.

We have just completed our ten-year NEASC (New England Association of Schools and Colleges) evaluation self study and team visit, and I am happy to report that one commendation the visiting team noted related to “Lincoln Academy’s comprehensive program which allows students of all abilities and backgrounds to find success.” As you know, this is our mission, and it’s good to be validated through the accreditation process for meeting that challenge. I can’t stress enough the effort that our faculty and staff put into this on a daily basis through our classes, advisor program, and extracurriculars.

As we move forward, we face more challenges and opportunities for growth. We need to improve our athletic facilities as well as our performing arts facilities. We have great programs, and we need to give our students the best fields and venues in which to perform. Our curriculum will continue to grow, and much of that will relate to ATEC and its integrated programming. Please don’t hesitate to contact us if you have questions or an interest in what we are doing here at Lincoln Academy.

David B. Sturdevant Head of School

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Opportunity for Renewal Lincoln Academy’s Commitment to Comprehensive Education

by Margot Riley

Lincoln Academy's main building and bell tower in 1920. Photo from Lincoln archives.

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uring the 1800s, secondary education in the United States was primarily geared toward preparing students for college. The Progressive Era that spanned the early decades of the 20th century challenged this tradition. The Progressive movement came to be during a period where the country was shifting toward industrialization. Prior to this era, there were no child labor laws, women did not have the same rights as men in government or in the workplace, and the largest sources of domestic labor came from either the “great migration” of poor African American workers from the South to northern urban centers or from the large and growing immigrant population.

Progressive leaders saw education as an essential component to transform this society by promoting democratic ideals, American culture, and spoken and written English. A necessary part of realizing this goal was to make secondary education available to everyone (Hansan, 2011).

With the influx of students to American secondary schools from a much broader range of background and aspiration, it soon became clear that the traditional academic curriculum was too narrow. Well known education theorist John Dewey espoused an educational system that was more driven by the perceived needs and interests of the students. This led to the Comprehensive Education movement. Consistent with Progressive ideals, comprehensive education promotes “com4

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mon ideals and values that sustain democratic nations” and “the concept of equality of educational opportunity” (Mirel, 2008). Comprehensive education also gave students the opportunity to prepare for success in the workplace by studying trades and other job skills, ensuring the notion of equality of educational opportunity for all students effectively giving everyone access to the American Dream.

But something unanticipated happened. Schools began the practice of “tracking,” where students were sorted by program within the school, effectively isolating them from peers in other tracks. In my own research on the formation of mutual interracial relationships in educational settings, I collected an oral history that poignantly captures the downside of tracking in schools. The subject of this account attended Central High School in Little Rock, Arkansas about 30 years after “the Little Rock Nine” first integrated the previously all white school. An excerpt from this account is below: … Central was completely tracked. The school was overwhelmingly African American, (probably 70% when I was there.)

(We were) little pieces of salt in the hallway and then (we would) reconvene into almost completely white classes. We got lots of messages there.

I do remember, two things happened and just feeling ill. One

was that five black men in my graduating class died my senior year from crossfire. A student came in (to my only interracial class) one day and her boyfriend had been one of the people who had been shot and murdered. I didn’t know anything about these men. I didn’t know any of their friends. It might as well have happened in another world.

Can you imagine, in your high school, if five men had been shot to death, and you basically had no clue? Like it didn’t mean anything to you or your friends? It was sad. We were in the same building and they never had any intentions for us ever to meet.

Another incident … this one black Teacher Matt Buchwalder (far right) and his Biology students work with plant and soil samples woman who (was the only black person gathered from the distinct biomes on the Lincoln Academy campus. in my college prep classes) … I remember one day … we were talking and she just turned and looked at me and said, “Do Furthermore, the rigor and quality of the educational experiyou seriously think that I am the only smart black woman in ence is seldom consistent across tracks. this school of 2,000 people?”

In 1983, this reality inspired William Bennett’s A Nation Numerous studies exist which show that when tracking is at Risk: The Imperative for Educational Reform, which inpracticed in schools, it is commonly purported that students dicted the American public system as a failure and ultimately are sorted by ability or interest when in practice, students spawned the standards based educational movement in lieu of are very often sorted by socio-economic level, race, cultural comprehensive education models. Standards-based education background, or aspiration (among others). As one can see is currently promoted today as a solution to our public educaanecdotally in the passage above, tracking can be psychologition shortcomings. cally and developmentally damaging to students in all tracks.

Lincoln Academy is an independent school that references its commitment to comprehensive education in its mission. While there Students in Bryan Manahan's junior English class choose books for their American Author Project in the LA library. is evidence that tracking existed at Lincoln in the '50s, '60s, and '70s, as research about tracking became well known, the school began to move away from tracking to heterogeneous grouping beginning with restructuring in the English Department. Lincoln Academy continues to support an honors/pre-AP/ AP level throughout the school’s core curriculum. Otherwise, most departments have also moved to heterogeneous grouping everywhere else. This practice helps to ensure a certain level of academic rigor across the school, thereby keeping future options of post-secondary study open for most of its students. In addition to a strong core program, Lincoln Academy has preserved comprehenLINCOLN ACADEMY AERIE

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Students in Jonathan Mess's Ceramics class participate in a raku firing at Watershed Center for the Ceramic Arts.

siveness through opportunities for students to pursue the study of languages, the visual and performing arts, business and economics, and technology and vocational education at high levels.

Culturally, the school has demonstrated the value it places on its comprehensiveness through the Friday Community Meeting. In this setting, we weekly celebrate the accomplishments of our students in the diverse breadth of our program, in and out of the classroom. The message sent and received is that students can invent themselves in many different ways and they all have a valued place in our community. This demonstrates an inclusive culture of Lincoln Academy “nation building� that was part of the vision of the Progressive Era. While the school has distinguished itself in many areas, it is at the threshold of an exciting period in its history, when it has the opportunity to renew the original promise of the comprehensive movement in education in a modern, original way. This potential renaissance is punctuated by some eerie historical similarities between the 1930s, when comprehensive education began, and today. First, in the '30s, the country was in the midst of the industrial revolution which required a more educated work force. Today, we are in the midst of the technology revolution which also requires a more educated work force. Second, in the '30s, we were living through the aftermath of the stock market crash of 1929 which brought 6

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a certain urgency to those looking to support themselves in a challenging economic landscape. Today, we are living through the aftermath of the 2008 Financial Crisis which also brings urgency to those looking to support themselves in a challenging economic landscape. Finally, it was in the period leading up to the '30s that we experienced a significant rise in the immigrant population where we needed to build common language and understanding across many diverse cultures in order to best support our economy and our efforts at nation building. In recent years we have entered an era of globalization where we need to build common language and understanding across many diverse cultures in many diverse countries in order to best ensure our economic future and continued strength as a nation.

This coming winter, Lincoln Academy will complete two building projects reflective of exciting new programming at the school that will renew and rejuvenate our comprehensiveness in a 21st century way. The first building is ATEC, the Cable-Burns Applied Technology and Engineering Center.

The second building is the new 54 bed residential dormitory.

ATEC will allow us to build curriculum that is relevant to all of our students by offering them a wide range of experiences that employ principles of technology and engineering while learning collaborative skills necessary for success in the modern workplace. Students will have access to modern tech-

nology and will have the opportunity to create and discover, positioning themselves for future study in technology fields or for a more immediate transition to workplaces grounded in the use of technology.

The completion of the new dorm will mark the end of our incremental transition to a fully built out residential program at Lincoln Academy. Most of our residential students are international. Currently, we have 64 students from 14 countries. This diversity gives us the opportunity to create “global classrooms” where teaching and learning at Lincoln Academy is enriched by the views and experiences of students from around the world.

As we reflect on our historic mission to provide the best education possible for students in the surrounding area, the opportunities available through ATEC and the residential program are both superlative and forward looking. As we do this, we must also be careful to learn the lessons of the past by acknowledging that the Achilles Heel of comprehensive education is to sort our diverse students into discrete groups through practices like tracking. Fortunately, much energy and attention has already been given to ensure that these new programs are inclusive. For example, Lincoln Academy hosted a summit in the early summer to enlist the expertise of local

professionals to brainstorm ways that ATEC programming can be diverse and inclusive of students and adults in the community with a wide variety of needs and interests. And, in the residential program, pains have been taken to help day and residential students build relationships through the Ambassador program and by opening all weekend residential activities to local day students. Several of these relationships have led to foreign travel experiences where local LA students have traveled abroad to be guests of LA residential students in their home countries. If we fully realize the potential of this comprehensive education renaissance, Lincoln Academy students will be able to function comfortably in an economy inextricably linked to technology in all of its forms and will be prepared to do this in a global environment with the skills necessary to engage with peers from many different countries and cultures. In this way, we can create a lasting legacy for Lincoln Academy students yet to come.

Margot Riley is the Associate Head for Finance and Strategic Planning and is in her 22nd year at Lincoln Academy. She holds an A.B. from Smith College and a C.A.S. in Educational Leadership from the University of Maine. Margot has a lifetime connection to the area, first as a seasonal islander, and now as a year round resident of Waldoboro.

LA students Audrey Harper '15, Vincent Havens'17, Wally Morris '15, and Greg Anderson '15 study Lincoln's new 3D printer, which will soon be in the Cable-Burns Applied Technology and Engineering Center.

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AT EC

ALL HAND S O N !

by Jenny Mayher and David Sturdevant

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his spring Lincoln Academy will cut the ribbon on the brand new Cable-Burns Applied Technology and Engineering Center, already known around campus as ATEC. The ribbon cutting will begin a new era of technological education at Lincoln Academy. “ATEC will offer an incredibly versatile space,” says Head of School David Sturdevant. “The possibilities for this building will be limited only by our imaginations.”

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It is my hope that each student at Lincoln Academy will access courses offered at ATEC as we integrate hands-on and STEM-related courses. In addition, ATEC may serve as a business/ technology incubator for students and members of the community as we move forward. This building and its programs will benefit both our students and the greater community.”

- David Sturdevant, Head of School

This facility would not be possible without the generosity of donors, who gave over $2.7 million to make the dream of ATEC into a reality. The building is slated to be completed in the winter of 2015, and the school will begin to hold classes there in March.

When the building is complete, existing technology education courses will move from their current locations to the new classrooms. In addition to traditional technology education courses currently offered, Lincoln will begin to add courses including Robotics, Composite Technology, Engineering 101, Aquaculture, Boat Building, Marine Technology, Cabinet Making, Fabrication Technology, (supported by a stateof-the-art fabrication laboratory, or Fab Lab), Architectural Concepts, Entrepreneurial Studies, and more. In addition, faculty members in other departments will have the opportu8

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My vision for ATEC is to introduce and train local students in the trades. The need for experienced tradesmen and women in the State of Maine and the country is huge. It`s estimated within 5 to 10 years there will be 10 million jobs available in the trades.”

- John Reny '69, LA Honorary Trustee

nity to access ATEC to incorporate various projects into their curriculum.

The building will offer hands-on education at every level.

“We hope every LA student will access at least one class in this building every year,” says Mr. Sturdevant.

ATEC is designed to meet the needs of a quickly changing workforce. The building includes three spacious, flexible laboratories which will accommodate automotive technology, marine technology, boat building and woodworking, and new courses as they are developed. There are also three classrooms in the building which will accommodate CAD (ComputerAided Design) activities, engineering courses, and science and math courses. The curriculum will integrate STEM (Science, Technology, Engineering, and Math) and hands-on studies.

“We need to make sure that we are doing our best to prepare all students for their next steps after Lincoln, whether they are headed to a four-year college, directly into the workforce, or something in-between,” says Lincoln Academy trustee and ATEC Committee Member Rob Nelson. “Experience with hands-on learning, across a broad range of technologies, will give our students the life-long skills they need to keep up with the jobs of tomorrow.”

Construction on the new ATEC building began in April 2014, and thanks to excellent weather and an ambitious

The following generous donors made this project possible, and will have spaces in the Cable-Burns ATEC building named for them: The Cable-Burns Foundation Christine Sherman Nelson '38 The Class of 1938 The Class of 1962 The Class of 1964 The Class of 1974 The Class of 1975 The First, N.A. Mid-Coast Energy Systems Phillips Power Products

Renys Charitable Trust The Roberts Family Sarah K. de Coizart Article TENTH Perpetual Charitable Trust Gifts Made in Memory of: Edward B. Denny Jr. Alton "Bud" Hall '52 Edith Curtis Masters '35 and George Sherman Masters, Sr. John Thorpe Richards

Lincoln Academy The Cable-Burns Applied Technology and Engineering Center

construction schedule undertaken by Peachey, Inc., the building is slated to be finished in the winter of 2015. Newcastle architect and Lincoln Academy Alumnus Tor Glendenning designed the building, as well as the dormitory that is being built concurrently next to ATEC. Glendenning describes the side-by-side construction this way: “The new ATEC and Dorm buildings are being constructed less than 20 yards from each other and it is going well. Construction is on-time and on-budget at the halfway mark.” Two construction firms, Peachey Builders, building ATEC, and Wright-Ryan Construction, building the dorm, have coordinated their schedules so that both structures will be complete by spring of 2015. Glendenning continues, “the time commitment and due diligence of the coordinated construction will pay off when both buildings are completed on time!”

Curriculum for the new building is already in the works.

“We are in the process of hiring an ATEC Director to en-

gage with students and the community to gauge interest in course content and to find qualified instructors to teach in the program on a flexible basis,” says David Sturdevant. “While we will offer courses during the traditional school day, we will also offer courses in the afternoons, the evenings and on the weekends. A course may meet once a week, once a month on weekends, or every day after school for a week.” This flexibility will maximize the possibilities of the new space, and ensure that ATEC serves not only LA students and faculty, but the extended community through evening, weekend, and summer programs.

“With the opening of the ATEC building, Lincoln Academy will usher in a new era of technological education and community involvement,” says David Sturdevant. “We look forward to sharing this resource with not only our students and faculty, but alumni, community members, and local professionals as well.”

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My vision for ATEC is a center where anyone can learn or participate in using emerging technology."

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I see ATEC as a place with high-tech, precise equipment and room to build and experiment. ATEC will provide new resources for technological innovations.”

- Alex Organ ‘16

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The new space will be a great way for people to come and explore different sections of the school. School is not just English and Math; there are lots of other ways to learn. I think ATEC will encourage kids to try new skills.”

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This is the right building at the right moment for LA, and our society in general. LA is doing its part to prepare students for this complex world where the competition is fierce.”

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- Ed Seidel, President, Tenji Inc., and LA Parent

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ATEC has the potential to engage every student at LA. Not only will it serve the traditional “industrial arts” curriculum but the versatile layout and 10,000 square feet of lab and classroom space will be venues for 21st century courses. With a cool-hip-tech aesthetic, ATEC will be the new building on campus that sparks curiosity in all students. It's the facility that everyone has been waiting for!”

- Dennis Prior ‘91, Secretary, LA Board of Trustees

- Maya Crosby, Digital Studies Teacher

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ATEC will allow us to expand our curriculum and allow Lincoln Academy students to learn in a state-of-the-art facility.”

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- Shawn St. Cyr ‘97, Industrial Arts Teacher

My vision for ATEC is a place where students can learn how the technologies of our material and digital environment interface and why they are mutually dependent on one another.”

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- Tor Glendenning '92 and ATEC Architect

-Matt Goetting, Associate Head for Advancement

My vision for ATEC is to provide a space with the tools and teaching talent that will inspire students to use both established and emerging technologies to prepare them for the 21st century workplace.”

- Brandon Salerno '15

I’m so excited for this space! It will open possibilities for students in all areas of STEM, and make Lincoln Academy unique among schools in our area. We are entering a new age of innovation - an age in which machines provide most of the answers. What we need are humans to ask the right questions and design new tools to solve real-world problems. ATEC will provide our students space and tools to accomplish this goal.”

- Theo Seidel '17

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My vision for ATEC is that the courses we offer will ignite a spark in every student at LA.” - Ann McFarland ‘73, President, LA Board of Trustees

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ATEC will give kids an opportunity to do vocational education without going all the way to Bath. The more people who learn skills like automotive repair and welding and know how to make and fix things, the better off the world will be.”

- Nate McDonald ‘15

Lincoln Academy Business and Technology Forum, June 2014 In June, 2014 Lincoln Academy hosted a strategic planning and vision forum focused on ATEC. Over 30 people representing local businesses, LA faculty and administration, higher education, economic development, community members, and LA alumni gathered to discuss the possibilities of the new building.

Goals of the ATEC Forum: • To gather a diverse group of educators, manufacturers, business leaders, technology and agriculture professionals, and scientists.

• To discuss courses and concepts that will best utilize ATEC to prepare students for tomorrow.

• To develop relationships with local constituents and broaden the reach of the new facility.

The group discussed three major questions: • What skills are current students missing?

• How might this facility prepare students for the future?

• How can Lincoln Academy partner with the community to best utilize the new ATEC facility?

ATEC Forum Conclusions: • Today's high school graduates need real-world skills: communication, problem-solving, perseverance, teamwork, initiative, and leadership.

• These skills are better taught through hands-on, project-based learning and connections to businesses.

• The key is to excite kids about learning and teach them life-long skills, whatever their path after graduation.

• Hands-on, experiential learning gives a context to academic studies.

• A key design feature of ATEC is flexible spaces that constantly respond to technology and workplace needs.

One of the most exciting possibilities offered by ATEC is community partnerships, including: • Inviting community members to ATEC to teach workshops or classes in their area of expertise.

• Using ATEC beyond the school day for adult ed, evening courses, seminars, middle school programs, etc.

• Creating mentoring and apprenticeship programs between students and local professionals.

• Making ATEC facilities available to area businesses for use in prototyping and testing new technologies.

—Robert Nelson

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Images from the Heartwood Theater/Lincoln Academy production of Jekyll and Hyde, the Musical, in November 2014. Photos courtesy of Marti Stone Photography.

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LOURDES RODRÍGUEZ-VON VOGT & CARL VON VOGT Inspiring a Love of Language and Culture at Lincoln Academy

by Cynde Ferrill

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he two are a common sight around Lincoln Academy’s campus, regardless of the season. In snow, falling leaves or raindrops, the couple can be seen walking side by side, up the hill and down, to and from their classrooms in Hall House.

Since 1990, the duo, Lourdes Rodríguez-Von Vogt and Carl Von Vogt, have taught world languages at Lincoln Academy.

Their students find it easy to learn when communication in another tongue is relevant, and the words taught are commonly used in their day-to-day lives. As teachers, the Von Vogts believe that language acquisition is the most direct path to understanding a new culture. Their methods help students make connections with everyday situations and expressing common thoughts. Learning to communicate helps a culture come alive, and gives students the chance to access a new language more meaningfully. Students comment that the Von Vogts show “extreme passion” for teaching and that they know how to “balance work and fun.”

The Von Vogts’ lives have been entwined since they first met in the mid-seventies, while both were studying linguistics during an exchange year in Barcelona. Their shared passion for languages and cultures brought them together. They soon discovered they had similar beginnings, having both grown up feeling the spark of multi-cultural influences from the time 14

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they were very young. Their backgrounds nurtured a passion for learning about worlds beyond their own, and whetted their appetites for knowing more about the people, the languages, and the cultures that intrigued them.

Lourdes was born in Chicago to a first-generation Puerto Rican family. She spent part of her youth in Puerto Rico and is grateful for the time she spent with her family in her native country, nurturing her Hispanic roots. When she was four, her family returned to Chicago. Lourdes recalls that being Latina in her adopted culture of America could be a challenge at times, yet she is grateful for the bi-cultural life her family gave her, and for the dual influences that guided her. She ate hamburgers along with arroz con gandules and danced both the salsa and the twist. Growing up, she often translated for her mother, and it was then she realized “… how limiting not knowing a language was, and, conversely, how empowering language can be.”

From the start, Carl, too, experienced the benefits of multicultural immersion. He grew up one of five children in urban Chicago, in a six-family apartment building where all the neighbors were from other countries. Carl came to appreciate cultural differences in a natural way; he played with the neig-

bors' kids, became familiar with their languages, and appreciated “how good the food was." This early exposure was the catalyst for his eventual linguistics study, which ultimately led to teaching languages and enlightening his students on how language embodies culture.

Carl attributes youthful experiences with establishing a tradition that he still holds dear, that of “breaking bread” with others. Sharing food is a ritual that brings people closer together. Beyond language, he believes the quintessential element of a person’s culture is its cuisine. It’s an important component in building relationships and community. This tradition is alive and well in his classroom and language-department-wide, where “food days” are much anticipated and enjoyed by students, who gladly bring dishes like guacamole and Moroccan chicken prepared in their own homes, to share with classmates. “It’s a food day!” can be heard up and down the hallways when one of the world language teachers devotes a class to learning about another culture through its cuisine.

It is a day when students learn easily, through the intimacy of sharing and enjoying one another’s food.

After finishing college, Lourdes and Carl wanted to pursue their masters’ degrees in Romance Linguistics research, so they continued on to graduate school at the University of Illinois.

After completing his masters degree, Carl got an unexpected call from his old high school; it was September and they were in need of a Spanish teacher. He was surprised and humbled they asked him back to teach, and he took the job at the inner city parochial school of about 1,500 students. It wasn’t long before he knew that he had found that his passion was not research but teaching. He made a one year commitment to teach Spanish at his alma mater, and stayed nine.

Meanwhile, Carl was showing Lourdes “how cool it was to teach high school,” and she took notice. While earning her masters, she accepted an assistantship teaching Spanish. The time she spent in the classroom was “exciting and enriching." and shifted her interest from research to teaching high school.

Lourdes got a job in Chicago, at a Catholic school of 3000 boys, where she liked it so much she stayed for eight years.

During their decade in Chicago, the Von Vogts married and continued teaching, gaining valuable experience with a diverse mix of students. During summers, sometimes they were able to get away to Maine, where they found a nice cottage in South Bristol and enjoyed the special brand of summertime that only coastal Maine can offer.

The year their identical twins, Michael and Matthew, were born in Chicago, two teaching positions opened in the World

Lourdes Rodriguez-Von Vogt and Carl Von Vogt share a passion for languages, but have very different teaching styles.

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Languages Department at Lincoln Academy. It seemed like a dream come true, that jobs germane to their interests and expertise had opened up in midcoast Maine, where Carl always considered it would “be a privilege to live.” The Von Vogts were thrilled when they were hired to teach Spanish and French. They winterized their summer cottage and moved their family east to begin a new life, raising their sons and teaching up on the hill.

When Lourdes accepted the position of World Languages chair, her first task was to align Lincoln Academy’s curricula with the National Proficiency Guidelines. Lourdes had worked with the standards at her former school and keenly understood their value. She led her department in raising the proficiency standards and students responded well to the new expectations. For many years, LA student scores have consistently placed high in both the state and the nation. Lourdes believes that the students’ success was a major factor in being chosen a finalist for Maine Teacher of the Year in 2005.

The Von Vogts and their colleagues in World Languages, Lyn Bass, Alison Welch, and formerly, Nathalie Gorey, have worked hard to make language relevant to students. LA’s language teachers are all very talented linguists who work towards the common goal of enabling their students to become full citizens in a global community.

The Von Vogts’ philosophical approach to teaching emphasizes communication and culture. They believe that the most important aspect of teaching is drawing connections and motivating students by making the material meaningful and relevant. This is evident when you enter one of their classrooms and see the colorful paper images made for a Day of the Dead project strung from the ceiling. Students choose

someone they feel connected to who has passed, create a skeleton representation, and write a poem. The thought that goes into the students’ work is obvious, and it is clear that the project's relevance helps draw the connection between what they are learning and their own lives, the very lesson their teachers work to convey.

Classes are conducted mostly in the languages that are taught, to immerse the students in the language and to mirror how they learned language as children. Both Von Vogts lament the lack of a fully articulated World Language program in our area, one that would begin as early as preschool. Brain science supports the notion that the optimum time for exposure to language is when we are very young, when we have the most number of brain synapses that enable language to be absorbed effortlessly. Science informs us that during the early formation of the brain, we have a rare opportunity to easily and permanently absorb language. Once we’re older, the brain cannot learn with such ease. Carl draws a cogent analogy when he compares the lack of early exposure to World Language study, to the negative effects on brain development caused by a lack of exposure to music or reading. A long-standing hope is to work with the surrounding academic community to establish a K-12 world language program, that would allow our children to fully realize the power of engaging globally.

“We are more alike than not as people,” Lourdes believes.

Both Von Vogts remark on how similar we all are, despite where we’re from, and that when commonalities are discovered, bonds develop that allow friendships to thrive. This truth is no plainer than when they see two students from different corners of the world, one from Shanghai, and another from South Bristol, talking about BMX bike racing or video game characters. Sharing interests, along with laughs, is an important connection.

The Von Vogts hold that “the most effective path to learning a language is through real world experiences.” Learning in the classroom and communicating with peers from around the world is one way to enter another world, but it is a priceless experience when students can immerse themselves in the actual world and live in a family home. Carl thinks cross-cultural interaction is vital and feels that not experiencing another culture “through the medium of that culture’s language is a regretful loss.” Learning through immersion is a holistic experience.

Absorbing the local sights and smells and trying new foods and hearing the sounds of people communing with one another render the language more accessible. One student commented that as teachers they are “passionate and supportive, and they really work with us” to learn a language.

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To help expand their students’ world, over the years the Von Vogts have made many cultural opportunities available to LA students. With support from their department, the administration, and the surrounding community, they have developed myriad ways for LA’s students to gain global experience, both on campus and around the world.

One of their first efforts was to start an International Club, which attracted adventurous students who travel with the Von Vogts and other teachers, participate in homestays, and study in a language institute abroad. Among other excursions, the group attends performances and tries unique Teaching languages is a hands-on and personal experience, as embodied by the Von Vogts. cuisines. Students comment that the Von Vogts are “really fun” on those trips, sharing in the from all over the world into our close-knit community of the excitement. The Club also raises funds for relief efforts around LA campus. The Von Vogts were happy about LA’s decision to the world, and contributes to our school’s awareness of other offer a boarding option to students, knowing that the move cultures. was one that would "transform the school in a positive way, and greatly enhance the diversity of our learning community.”

The Von Vogts have initiated programs to support students’ The program is proving to be everything they had hoped for dreams of studying in other countries, through year-long and more. They are warmed by the response of our surroundexchanges to places like Brazil and Japan, as well as through ing communities, who have opened their hearts and their shorter homestay visits to Spain, México, and Puerto Rico. homes to our resident students, helping them feel at home in With homestays, students have the chance to learn what it’s their new environment in midcoast Maine. like to live as a member of a family in their host country. It’s a powerful experience that changes lives. Carl confides that on a Their methods may be similar, but it could be said that the personal level, few experiences have affected him so greatly as Von Vogts' styles of teaching vary a bit. Lourdes is intense traveling with students. Lourdes, too, feels personally reward- and engaging with a rapid fire delivery, her hands gesticulated when she sees her students “feel empowered linguistically ing as she works to get a point across. Carl is a patient man, to travel, study and to live in different cultures." When seeing mellow in manner, and prone to shy smiles when he sees one this, she feels most satisfied that she has realized her teaching of his students making a connection. After over three decades goals. together, the Von Vogts happy, symbiotic relationship endures as an essential co-mingling of their personal and professional The couple facilitates various study abroad programs at LA, lives. It’s heartening to imagine them on campus for years to like AFS, programs that allow our students to study abroad come, making their way up the hill and down, to and from for a year and gain not only important life experience, but their classrooms in Hall House, side by side. also earn valuable life credits that are used towards graduation.

They were instrumental in establishing a “sister city” program with Valencia, Spain, and students from both countries have gained a great deal through the exchange homestays. Carl and Cynde Ferrill has worked at Lincoln Academy as a guidance Lourdes commend our community for graciously embracing counselor for the last sixteen years. She grew up in Eastport, foreign students and sharing their homes with them.

Maine, and has a masters degree in education. Cynde has had a passion for writing for as long as she can remember. These With the advent of Lincoln Academy’s residential program days, she dreams of her retirement in the Southwest, a place three years ago, the term "international student" has taken where she feels inspired. on new meaning. LA is excited to welcome resident students LINCOLN ACADEMY AERIE

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EAGLE'S EYE Glimpses of LA Life

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Enrich . Renew . Inspire Lincoln Academy Faculty Summers Returning to Irish Roots Brian O’Mahoney Ireland is very important to me in many ways, and going there is an intense and deeply personal experience. Every few years we try to make a trip to visit with my family. It’s usually one or two of us but this year, for the first time, all four of us went. Kristin, my wife, has been there many times and my older son went with me the last time, but it was pretty special to have all of us there, especially my youngest son, Eliot. My sister Anne and her daughters came from France to join us on the trip. We packed plenty into 16 days, spending time in three parts of the country: Cork City, Kerry, and the Burren region of County Clare.

For me, going home is as much about place as it is about people. While I always visit with my brother and sisters and aunt and cousins and friends, I enjoy just taking in the views and the experiences of the city of Cork where I grew up. It’s fun for me to take a walk into my own past. Cork is actually a very cosmopolitan city with many languages heard on the streets. When I’m there my old accent actually comes back.

I think it’s an unconscious attempt to reconnect. I’m also reminded of the huge roles that music, poetry, and language play in the life of the nation.

We traveled to Kerry and we rented a house in the middle of the mountains for a week. While there, I made a point of doing as much hiking and climbing as I could. This, too, was a journey through the past, since I used to do a lot of climbing while I lived there. There are many publicly maintained trails, and landowners are well used to hikers crossing their lands; they allow them to do so freely as long as you close the gates and don’t trouble the animals. I enjoyed bumping into people from many nations on these trails and it was especially fun to climb a mountain with my son, Eoin.

While in Kerry we visited Skellig Michael, a former monastery perched on a wild and rocky island about two hours out from the mainland. This was probably the highlight of the whole trip. Kristin and I had been there before, about twenty years ago, and I felt really fortunate to be able to return.

It’s a very special place and the difficulty of the terrain and distance keeps the number of annual visitors low. The government maintains it and welcomes visitors with strict guidelines

History teacher Brian O'Mahoney and his son Eoin in Ireland.

around access. For a history teacher, it’s heaven and a great opportunity to appreciate the monastic idea. It made a huge impression on me the first time I went there and that was echoed on this trip.

We finished our trip in Clare in a region known as the Burren, an amazing landscape dominated by limestone and filled with interesting geology. We stayed in a youth hostel and visited the local caves, cliffs and beaches and relaxed.

Lincoln Academy Hosts Professional Actors for Summer Theater Production Griff Braley During the summer of 2014, Lincoln Academy’s Hall House residence, recently renovated for boarding students, became home sweet home for a group of actors participating in Heartwood Regional Theater Company’s summer musical, The Legend of Jim Cullen. This was a maiden voyage for the residence hall in terms of summer living. The actors arrived from Chicago, Louisiana, New York, Iowa, Maryland, Florida, and other locations for a seven week stay at Hall House, where they would live and dine together, while they helped to create the new musical at Heartwood. Lincoln’s boarding students were barely out the door, and an exceptional effort by the cusLINCOLN ACADEMY AERIE

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Actors from the cast of The Legend of Jim Cullen on Monhegan Island (L) and on stage at the Poe Theater (R).

todial crew prepped the rooms in one day, allowing the actors access just a few days following the end of school.

Summer theater on the Lincoln campus includes the main stage production, but also opportunities for visiting actors to share and participate as teachers for the theater summer camp and to befriend families in the local area. In addition, one Lincoln Academy student and two local middle school students performed with a talented array of older performers, working with Lincoln Academy staff, including myself.

The rental of the Hall House was a great arrangement, one that allowed our visitors to bond outside the artistic process.

They loved getting to know the neighbors, the downtown merchants, and many of the surrounding sites. They swam at the Mills, shopped at Yellowfront, attended local churches, visited our restaurants, and even invited some of the crew working on new campus construction to attend the show.

Their presence was cross cutting in many ways. I am appreciative of Mr. Sturdevant’s positive and open attitude in this new programming development.

By the first week of August, actors departed for new roles in History teacher Robert Breckenridge in Germany.

cities across the country. Each of them expressed their appreciation for the residence opportunity and for the time to spend in this amazing part of the world, on a summer-long Maine adventure.

Summer Fellowship in Germany Robert Breckenridge Since 2002 the Goethe Institute of Washington, DC, has sponsored summer study tours of Germany for North American teachers through the Transatlantic Outreach Program (TOP), generously funded by the Foreign Office of the Federal Republic of Germany, Deutsche Bank, Robert Bosch Stiftung and Siemens. The program promotes education about Germany with a view toward encouraging intercultural dialogue and invites educators from the United States and Canada whose curricula relate to German history, language and culture to apply to experience Germany in person via two-week all-expenses paid study tours.

Teachers who have an interest in German history and culture (need not speak German, though “it helps”) apply, and 30-50 candidates are accepted. Tours of Germany are organized and tailored in part on the specific interests of the applicants selected. Certain sites and elements are included in all tours (usually a focus on the Jewish Holocaust, Germany’s postWorld War II experience, the Berlin Cold War experience and Germany’s reunification after the collapse of the Soviet bloc) but I was selected for a tour that included sites pertinent to the curricula followed in Lincoln Academy’s World History classes, including Trier (northernmost Roman city and home of Karl Marx) and Aachen (Charlemagne’s capital).

With airfare paid by TOP, I flew to Washington for a day of orientation on June 20, 2014, and then, on Lufthansa Airlines, of course, to Germany on June 21. My group consisted of educators from public and private schools and included two professors of education from universities in Arizona and

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Michigan. During the next two weeks we visited the Moselle River valley, Bernkastel-Kues, the Ordensburg Vogelsang in Eifel, Aachen, Eupen (Belgium), Cologne, Geisa, Fulda, Potsdam and Berlin. Some teachers elected to use free time to slip away to Luxemburg one evening, others to Poland after getting installed in Berlin for our last few days. I used my free weekend time to steal off to Beethoven’s home in Bonn.

The TOP tour was unquestionably the richest professional development experience of my teaching career, and I returned home late in July after extending my stay for ten days in Spain, feeling highly energized for teaching about all the exciting places I had visited. I can enthusiastically recommend the Transatlantic Outreach Program to any educator with an interest in German history, language, education, or culture.

Celebrating the Maine Outdoors Ricki Waltz

My Dad has attempted climbing Mt. Katahdin three times, his first time seven years ago when he and my youngest son, Alex, made the trip and didn’t quite make it to the top due to the weather. This was followed by an attempt in July 2013, taking the Hunt trail, which is part of the Appalachian Trail, and proved too difficult. So we struck out again this year, July 26. We took the Saddle Trail which is a 3.3 mile hike into Chimney Pond. Sitting at Chimney Pond gave us an opportunity to view the vastness of Mt. Katahdin. We continued up the Saddle trail another 2.4 mile hike. The boulders are large and as we peeked up over the edge of what they call the saddle we had approximately one mile to the summit. Katahdin has several false peaks and we were often left feeling that we might never make it. Getting to the summit proved to be a very memorable and emotional high.

Mt. Battie was an opportunity for mountains and ocean to meet. Maine has so many unique experiences and this is truly one of them. On the day of our hike, the schooners were out in full force, and we could see for miles.

Bigelow Range proved to be a rigorous 13 mile loop. Much of the climb up was in a staircase fashion; it is truly amazing the work that people have done over the years to create the trail.

It tested my endurance, had the most beautiful views, the forest was a very lush green, we saw many varieties of mushrooms, and the company was fabulous.

Lobstering on the Damariscotta River was a great stress reducer and a wonderful way to spend time with my father. I am always fascinated with the contents of each trap. I think my favorite is seeing all the stages of lobster growth. I sometimes think that the bottom must be covered with lobsters of all shapes and sizes. I also like to identify other creatures in the trap, feed the seagulls old bait, watch for seals, and enjoy the river community.

All of these summer activities help me to re-fuel so that I am ready to return to school refreshed and looking forward to seeing students.

Touring the Yucatan Peninsula in Mexico Patti Sims

School Nurse Ricki Waltz with her family on Mt. Katahdin.

Being the school nurse at Lincoln Academy is extremely busy and at times, stressful. When summer vacation comes, I look forward to spending my time outside. My summer this year was filled with adventures. I did a lot of hiking. My hiking/ climbing adventures took me to Mt. Battie in Camden, Baxter State Park, climbing Katahdin with my family and hiking the Bigelow Preserve with friends.

This summer I visited several Mayan sites in the Yucatan Peninsula of Mexico. It is a country rich in Mayan history, sundry archaeological sites, and a poor Mayan culture that still exists, much dependent on tourists’ money. It was uplifting to go to another country again. It has been several years since I have been beyond US borders.

We started in Cozumel, an island off the cost of Playa del Carmen, about an hour south of Cancun. We then traveled to Mayan religious temples in Cobá and Chichen Itza. Both LINCOLN ACADEMY AERIE

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have ball courts where the most popular and famous game called Pok-a-Tok was played. When the game was played for religious purposes, the captain of the winner was sacrificed; when the game was played for agricultural reasons, the captain of the loser was sacrificed. Our guide made sure that we understood that the culture wanted to give the best to their gods, nothing inferior. Who, then, is the best of the games but the captain who leads them? They willingly went to their death and were sacrificed on the altar. Coba civilization was in conflict with Chitzen Itza to become the most prominent in their land and lost its power to them around 1000 AD.

Technology Educators Convene in Atlanta Maya Crosby I traveled to Atlanta, GA for the International Society for Technology in Education conference, with over 13,000 other attendees from around the world. Teachers, administrators, software developers, technology educators of all kinds participated in workshops and sessions focused on trends in educational technology. One of my take-home messages from the event was that we here at Lincoln Academy are ahead of the curve in terms of using cloud based software and supporting student-centered learning that is platform agnostic-meaning that we focus on using the technology that works to support learning rather than teaching students to use a particular piece of software or device.

Probably the most significant statement for Lincoln Academy for the future was that we need to invest in infrastructure fully and completely-future communication and learning will be entirely dependent on it in the coming years. This message was repeated in a variety of ways in all strands of the conference. Second, the maker movement has taken off and we are poised to be able to take advantage of a new focus on discovery and invention with our new ATEC building if we can ensure that the facility is flexible, allowing many different types of innovation along cross-curricular lines.

A Mayan altar at the temple of Coba.

The Chitzen Itza culture was even more ruthless about their sacrifices to the gods.

We also visited Tulum, another Mayan site. As it is nearer the coast, the salt water was partly responsible for the lack of fertile land, which eventually caused the demise of that civilization. Buildings with remnants of blue paint were purportedly those belonging to high officials; blue paint was only for noble, royal, or upper class.

We were struck by the poverty of the Mayan communities in the Yucatan. At one point, a little Mayan girl came running to our car to beg for money; her situation is typical of the living conditions in the current Mayan village. It was heart-wrenching to see the poverty juxtaposed to the luxurious hotels and tourist attractions, which obviously do not share their wealth with the rest of the impoverished nation. Visiting and learning about the culture, however, was nourishment to my soul.

Observations from Maya Crosby's Twitter feed at the ISTE Conference in Atlanta.

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Visiting A Hosted Son in his Home Country Carole Brinkler, written with Cynde Ferrill My son, Liam Brinkler ‘16, and I took the trip of a lifetime last summer to Shenzhen China, to visit Bowen ‘Willy’ Wang ‘14, a young man who, in three short years, grew to be like a brother to Liam and Alexis ‘09, and another son to Michael ‘84 and me. Willy came to the United States to follow his dream of studying at an American high school, and we feel lucky he chose LA and lived with our family. Last June he graduated with Honors with the LA Class of 2014. This year he is studying engineering at Denver University in Colorado.

We traveled to China to visit Willy and experience his world for the first time. We were impressed with the unique architecture and the deep roots of traditional Chinese culture. It was enlightening to learn about China’s early history, dating back as far as the 21st century BC. Spending time in a foreign country gave us greater appreciation for what the resident students at LA experience. Like they do, we took our cues from gestures and facial expressions. There was a lot of nodding, bowing, and giggling amongst us, and it wasn’t long before we felt like friends.

Despite our language differences, we found ways to communicate and socialize. We also got to meet LA students past and present, including PQ Pu ‘16, Barry Yan ‘15, Adams Zhong ‘13, and Sean Li. We visited in the hottest time of the year, and it was often over 100 degrees. Even the added humidity couldn’t dampen the excitement of reconnecting with Willy or interfere with our grand adventure.

The food was incredible, the sites extraordinary, and the people friendly and helpful. We had inevitable mishaps that, fortunately, all ended well, but kept the trip exciting. Just before boarding a flight over the polar ice cap, we learned our plane had mechanical difficulties. There were frequent reports of international airspace matters, typhoon warnings, and at one point we found ourselves literally in the middle of a five-car pile up!

You name it, and we experienced it in a foreign language.

on a tour of his beautiful hometown of Shenzhen. Everywhere we went, the cuisine was exquisitely presented, delicious, and varied.

We experienced most modes of transportation there, and were impressed with the ultra-modern, super fast trains and sleek airplanes, equipped with automatic misters to keep us cool. The airlines use children as demonstrators in their safety videos, which made the important (but dry) topic fun to watch. The more we traveled, the more we realized that there is nothing in the States that can rival China’s transportation systems. The parks and public areas are pristine and beautifully landscaped.

It was surreal to be in China. Each time we walked outside, we remembered that we were half a world away from home, surrounded by things similar, but so different too. At times, we felt apprehensive, lone Americans in a sea of (mostly) unfamiliar faces. Young children found blonde-haired Liam fascinating, and it was comical to see them turn to catch a second look when they passed.

Willy, Liam, and I, as “the three amigos,” laughed, ate, and hiked our way across China. It was a fabulous, whirlwind trip that has had a profound impact on the way we view the world. Invitations to return to China were frequent, and we resolved to return someday. Willy and all his family and friends were welcoming and gracious hosts. We made lasting friendships and memories we will cherish forever.

Carole and Liam Brinkler '16 in China.

We toured many ancient attractions including Xian (Terracotta Warriors, Temples, Street Fairs), Beijing (Great Wall, Forbidden City, Summer Palace, Tiananmen Square, Temple of Heaven), and Shanghai (Oriental Pearl Tower, City Scape, River Walk and an M&M Factory store). Willy took us LINCOLN ACADEMY AERIE

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New Staff Profiles A L E X A A B B OT T Alexa Abbott has returned as an administrative assistant in the guidance office where she worked from 2001-2005. Her recent work included serving as vice-president and treasurer for Abbott Incorporated and substituting for teachers and office staff in the Wiscasset schools. Alexa is a Wiscasset HS grad, and attended Regis College and St. Joseph’s College in Windham.

KELLEY DUFFY Kelley Duffy is teaching social studies. She has worked in Wiscasset High School’s social studies department since 2002. Prior to moving to Maine, she taught high school and middle school in Switzerland, Venezuela, and New Mexico. A native of Vermont, Kelley graduated from Northfield Mount Hermon in Massachusetts and earned a BA in political science from Swarthmore College and a Masters of Public Policy from the Muskie School of Public Service in Portland.

DA R I N F L A N AG A N Darin Flanagan joins Lincoln Academy in the special education department. He served as an edtech and as a long-term substitute for Rebecca Farrell in the LA math department last year. He has taught math at Bourne HS and at Dennis-Yarmouth Regional HS on Cape Cod. Darin graduated from Wiscasset HS and holds a BS in Secondary Mathematics Education from UM Farmington.

L E X I G O L E S TA N I Lexi Golestani joins the Lincoln staff as a dorm parent and assistant soccer coach. Lexi is taking a semester off from Penn State where she is studying geosciences. She has led students on wilderness camping trips through the Penn State Aurora Orientation program, and guided horseback trips in the Rocky Mountain National Park.

J E N N Y M AY H E R Jenny Mayher is the new Manager of Communications and Community Engagement. Jenny spent the last eight years as the Children’s Librarian at Skidompha Library. She has also worked in the professional development center and the admission office at Eagle Rock School in Colorado. She earned a BA from Harvard and an MA in Anthropology and Education from Columbia Teachers College.

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ANNA MYERS Anna Myers is teaching in the science department. She previously taught at the Breakwater School in Portland, the Gifft Hill School in St. John, US Virgin Islands, the Brookwood School in Manchester, MA, and the Boston Public Schools. She earned a BS from Bowdoin, an MS from Northeastern, and an Ed.M. from Harvard.

SHELLY RICH A R D S O N Shelly Richardson is teaching in the math department and serving as a dorm parent. She has taught math in South Carolina, at Deer Isle Stonington HS, at Catherine Mcauley HS, and most recently in her hometown of Caribou. She holds a BS in Secondary Education - Mathematics from UM Presque Isle and an MS in School Counseling from Husson University.

CHRIS ROBIN S Chris Robins joins the LA world languages department to teach Mandarin and Japanese. He has taught at several colleges and universities including Vassar, St. Lawrence, and Bates. He also works as a translator and has translated Japanese books to English. He holds a BA from University of Vermont, and an MA and a PhD from Indiana University.

BRENDA SAW Y E R Brenda Sawyer is teaching in the English department. She taught English at Richmond HS (ME) and Mount Blue HS and at Wiscasset HS, her alma mater. She earned a BS in Secondary Education - English at UM Farmington and is currently finishing her MS in Literacy Education at USM.

BEN WALDRO P Ben Waldrop is working as a residential life intern, a dorm parent, and coach. He also teaches an ESL Biology course and a PE class. He earned a BS in Environmental Science from St Mary’s College of California with a concentration in environmental chemistry. He has been substituting in the schools on Martha’s Vineyard.

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FALL SPORTS WRAP UP

by Phil Page

Photographs by Jenny Mayher, Paula Roberts, and Jim Amaral.

GOLF LA Golf qualified for KVAC playoffs with a team record of 6-4. Bailey Plourde shot a 79 at the KVAC Qualifier to qualify for the State Individuals. At the State Individuals Bailey shot a 75 to tie for second place with Jenna Hallett of Presque Isle. Bailey and Jenna tied for the State Championship in 2013. Congratulations to Bailey for representing Lincoln Academy so well.

GIRLS SOCCER The girls soccer team had a great season, coming in second in KVACs and making it to the Western Maine Class B Semi Finals! The team had key early wins over Morse and Oceanside, a home victory over Camden Hills, and a big road win over Erskine Academy. These successes solidified a top spot in the Western B Playoffs and put the Lady Eagles into the KVAC Championship game against an undefeated Waterville.

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FIELD HOCKEY The field hockey team had its finest season in years, beginning with an opening season victory over Morse.

The team played competitively throughout the season supported by loyal fans and parents. Special thanks to retiring coaches Amanda Armstrong and Mary Martha Collins whose hard work and positive spirit reinvigorated the field hockey program at LA.

CROSS COUNTRY Both the boys and girls cross country teams fielded competitive teams this fall. At the KVAC meet both teams finished a respectable 6th out of thirteen Class B schools. Special thanks to Coach BJ Russell who is retiring after ten successful years coaching the LA Cross Country teams, and Lori Crook, who assisted BJ for seven years.

BOYS SOCCER The boys soccer team had a successful season finishing with a regular season record of 7-4-3, fifth in the Western B. A hard fought 0-0 tie with top ranked Camden Hills and an exciting Homecoming victory over a good Medomak Valley team were key games in the first half of the season.

The boys finished 5th in Western B and traveled to Gray-New Gloucester for their quarter-final game losing 2-1 in a well-matched game.

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Left: Director of Enrollment and Marketing Sheryl Stearns at an International Admissions Conference in Kazakhstan.

Below: Boarding Students enjoying campus life at Lincoln Academy.

Enrollment and Marketing M

aya Angelou declared, “It is time for parents to teach young people early on that in diversity there is beauty and there is strength.” This is not only a task for parents but also for educators and one which I take especially seriously. My goal from the beginning has been to recruit students from across the state, country, and globe. Lincoln Academy has always been socioeconomically diverse and as of this year, we have added students from thirteen different countries and another state to our wonderful community. Our recruitment strategy is a work in progress as we develop relationships with domestic and international partners and find ways to more effectively attract students in our local towns.

Our students find us through a variety of channels, and one of the most effective of those is a face-to-face meeting. To that end, I have spent much of the fall traveling in Kazakhstan, Mexico, Germany, Czech Republic, China, Korea, Vietnam, and Thailand – speaking with consultants, school counselors, parents, and students. In early October, we hosted thirteen consultants from twelve countries on our campus. Consultants recommend schools to prospective students and help

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them with the application process. Naturally, once they see the campus and meet the people of Lincoln Academy, they are much more likely to send students. We also continue our work to attract domestic students. Our Head of School, David Sturdevant, attended a local fair in Portland as well as a domestic fair in Orlando, Florida. Additionally, we are exploring ways to provide some Maine students with the opportunity to live on campus.

Students come to us because they have connected with the school in some way. Relationships are what compel them to stay. As I walk into the Alumni Dining Commons and see students from Vietnam, China, Turkey, Spain, Rwanda, and the US sitting together, I glimpse the beauty and strength of our budding diversity.

— Sheryl Stearns Director of Enrollment and Marketing

Resident Life

G

reetings from the Lincoln Academy residential community. The 2014-2015 school year is off to a great start with a total of 64 resident students from around the world, including the Czech Republic, India, Japan, Korea, Russia, Rwanda, Spain, Thailand, Turkey, China, Ukraine and Vietnam as well as California. Many of the resident students are planning on getting their diploma from Lincoln Academy while some will return to their home country after a year here. Resident students are taking classes that run the gamut from English for Speakers of Other Languages (ESOL) all the way to AP English. While the resident student population has grown, so too, has the ranks of resident faculty, which now includes eight faculty and staff.

Right from the very start we’ve involved the resident students in the life of the broader community of midcoast Maine. Our very first weekend together, we all spent the day on the waters of Muscongus Bay. Working with our friends from Camp Kieve, we spent the day kayaking and riding on a lobster boat modified specifically to be used for marine education.

The next weekend we took the entire resident community to Monhegan, which recently celebrated 400 years of settlement.

On Monhegan we split into three groups and performed trail maintenance, removed invasive species, and worked on a farm.

One of the challenges of a residential program is providing our students with interesting things to do in the “down time” between the end of the academic day and dinner, which is followed by study hall in the evening. Here at Lincoln, we provide a variety of activities and opportunities for students to branch out from their run of the mill habits and begin to experience some of the culture of Maine. While the resident students are important contributors to Lincoln’s various sports teams, they are also heavily involved in the math and debate teams. Performing music and singing are also rewarding paths that our resident students pursue. One of the great strengths of Lincoln Academy is the wonderful clubs sponsored by faculty and the resident students are very involved in things as

Director of Resident Life and Boys Varsity Soccer Coach Ken Stevenson talks to a student.

varied as the volleyball club, the marine science club, and the yoga club, which was actually founded by a resident student this fall.

Another important initiative within the residential community is an after-school “Culture of the Month Club.” Created by resident students, this club will meet after school and spend a month at a time focused on a particular culture, learning some of the language, creating arts and crafts projects, preparing, cooking and enjoying a meal, and selecting, viewing and discussing a film that provides insight into the chosen culture.

We are collaborating with Skidompha library as partners in this initiative; a very exciting opportunity to involve our students in the life of the broader community. We will spend November learning about Turkey, and December about the Czech Republic.

On weekends, just as on weekdays, we have a wide variety of activities offered to both resident and day students. We cover the range from perennial favorites like bowling, movies, and trips to the Maine Mall to more unusual experiences like a hike on the trails of La Verna Nature Preserve in Bristol offered by the Lincoln Academy library’s Brunch and Books program, in conjunction with the 150th anniversary of “The Maine Woods” by Henry David Thoreau. We strive to offer something for everyone.

— Ken Stevenson Director of Resident Life

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LA's Associate Head for Advancement Matt Goetting.

I am proud to do it because I have colleagues who not only give it their all each day during the school year but also find ways to grow during the summer.

I am proud to do it because Lincoln alumni are doing their part to have a productive and positive impact on their communities.

I am proud to do it for a school that has embraced the power of philanthropy. There’s evidence of what belief and investment can do all over Lincoln’s campus.

Have you …

Advancement I

really like my job.

Most people might find that hard to believe. Not because they think working at an amazing school with a rich history on the beautiful midcoast of Maine wouldn’t be enjoyable.

I reckon it has everything to do with the fact that my job description includes the following two words, in consecutive order: Fund Raising.

Take this example, from an introduction for an NAIS (National Association of Independent Schools) published book about a trustee’s role in fundraising: “Right up there with death, taxes, and public speaking — most folks hate to ask for money. Which is why a new book by NAIS for independent school trustees cuts to the chase: it acknowledges ‘dread,’ and offers ‘pain-free’ help.”

I’ll let you in on a little secret. For me, asking, or encouraging, people to support a worthwhile mission neither induces pain nor generates dread. In fact, I am proud to do it.

I am proud to do it because LA students compete every day, in the classroom, on the stage, on the fields, in the community and especially during Friday morning Community Meeting. (For those of you who are skeptical about today’s youth, I encourage you to come to one of these assemblies. I’ll even buy you breakfast afterwards.)

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º Been to the Alumni Dining Commons? º Observed one of our student scientists using our stateof-the-art labs? º Been the recipient of one of our named scholarship awards? º Let yourself get excited about the incredible potential of the Cable Burns Applied Technology and Engineering Center?

These are all testaments to the power of what a community can accomplish when a group of people come together to turn a dream into a reality.

Financial support by way of gifts large and small, and coming from Lincoln Academy alumni, parents, and friends, has a direct and significant impact on the day-to-day experience for our students and faculty. Simply put, philanthropy helps make our school a stronger place.

On behalf of those of us here at LA, I want to extend sincere thanks and appreciation to all those who make supporting Lincoln students, faculty, programs, and facilities a priority.

I am proud to work for, and on behalf of, such a spirited institution.

On second thought, I don’t like my job. I love it.

— Matt Goetting Associate Head for Advancement PS: Who is ready for our next effort?!

Annual Report OF CONTRIBUTIONS for the fiscal year July 1, 2013 - June 30, 2014

Lincoln Academy gratefully acknowledges the generous support of alumni, parents, friends and businesses throughout the year.

Unrestricted gifts to the Annual Fund, Capital Campaign and gifts designated to support specific programs and endowment funds. $1,000,000 and above Anonymous

$5,000 and above Jim ’54 and Sarah Birkett J. Edward Knight Insurance Co. Masters Machine Co. Dru ’64 and Carl Sanford The Class of 1964

$2,500 and above Flory Fund of the Maine Community Foundation

Damariscotta Bank & Trust, Co. Carole Fraser Fowler ’64 and Northrup Fowler ‘62 Martha Frink In honor of Kathe Cheska and in memory of Michael Frink Hart Fund of the Maine Community Foundation Lincoln Academy Alumni Association Lincoln Academy All Sports Boosters Ann '73 Alden '65 McFarland Mid-Coast Energy Systems, Inc. Karen and Sean Moran Christine S. Nelson '38 Christopher J. Olson ’83 Victor ’71 and Ruth Perreault Mary Jane Perry and Peter A. Jumars Charles L. Richards Janice O. Sprague ‘54 The Class of 1973 The First, N.A. William and Gertrude Jones Trust Yereance and Son Plumbing and Heating

$1,000 and above Anonymous Margaret Rigg Atwood Bob ’62 and Margie ’65 Baldwin Jean W. Burrage

$500 and above Gary ’73 and Pamela Alley Seth and Mary Anderson Jean Baldwin Beaulieu ’56 Verna Wyman Boyd ‘43

$50,000 and above The Reny Charitable Foundation Sarah K. de Coizart Article TENTH Perpetual Charitable Trust $15,000 and above Anonymous $10,000 and above Colby & Gale, Inc. and Phillips Power Products The Class of 1974 and 1975

Robert R. Brown ‘56 Allen J. ‘64 and Alina Corson Carol and Jack Dexter Lawrence ’77 and Judith Dumont First Federal Savings and Loan Geoffrey E. Gordon ‘82 Sung Han and Amy Lalime Anne W. Knott In memory of Barry (Gus) Knott ‘51 Jeremy D. Marks Garrett Martin and Jenny Mayher Lisa ’83 and Steve ’79 Masters Roland J. McFarland ‘68 Robert W. Packard ‘54 Todd ’97 and Monika Page Glenn and Linda Sandefur David and Beth Sturdevant Ellen and Stan Wells $250 and above Anonymous John and Barbara (Stockmann) ’74 Allan Gary and Rosie Bensen In honor of Kathe Cheska Lewis Burleigh ‘58 Stephen P. Dixon Marcy Plummer Duggan ‘81 Ken ’61 and Carol Fraser Dan Friedland and Heather Wolfe

Susan and Peter Glueck Mary Hart Stacey E. Hong ’84 John and Edna Kennedy David and Rosalee Landry Russell and Kathleen Mack Marianne Masters ‘81 Sarah Prime Maurer Anni Pat McKenney ’93 and Chris McKenney ’89 Rob and Stephanie Nelson Phil ’70 and Gail Page Robert E. Palmer, Jr. ’71 The Perry Family In memory of Donald Perry '64 Lee and Sandra Ramstrom Brian ’76 and Rosa ’76 Redonnett Shawn St. Cyr Ned Steinberger and Denise Soucy Jillian Testa ’95 The Class of 1962 Dick Valentine ‘49 Kathryn VanZand ‘64 Chrissy ’85 and C.J. Wajer Steven and Lisa Wallace $100 and above Anonymous (3) Dr. and Mrs. Thomas Abbott Charles F. Adams ‘64 Eleanor P. Adams Cally ’66 and Tom Aldrich LINCOLN ACADEMY AERIE

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David R. Alexander ‘51 Cynthia Allen ‘54 Tom and Debra Arter In memory of Michael Frink Rae and Ted Bachelder Nelson W. Bailey ‘54 Willard R. Bailey ‘50 William Balch and Patricia Matrai Henry and Alice Barstow In memory of Christopher Benner ‘98 Louise and David ’54 Belknap Dot Blanchard Clifford W. Bosworth ’50 Laurie ’73 and Jeff Bouchard Barbara P. Briggs ‘58 Linda D. Brunner ‘60 In memory of Donald Perry '64 & Bill Clark '60 Arthur S. Cameron ‘54

David Campbell In memory of Donald Perry '64 Sheri and Allen Chambers Jodie A. Clark ‘81 Eugenie ’55 (Woodward) Cole and Wayne Cole In memory of Donald Perry '64 Scott and Debbie Conant Tom Cromwell Dick and Jenelle Cummings Jennifer Conley Davis ‘82 Arthur and Joyce Dexter Ellen and John Dickens Chuck and Meg Dinsmore Brian ’71 and Ruth Dodge Dana L. Dow Jean Eaton ’54 Rosemary L. Emerson ’55 Patricia Parsons Fales ‘50 Margo Gilbert ‘85 Dr. Timothy Goltz and Karen Kleinkopf 34

FALL 2014

Henry M. Goodyear, Jr. Michael J. Hanley ‘71 Paula (Chamberlain) Hanson ‘57 John and Mary Harris Maia Hart ‘64 Clayton Hatch ’54 Alan and Pamela Henrikson Ralph ’40 and Jean ’43 Hilton Daniel A. Hodgkins ’41 Barbara (Smith) Hope ’63 Natalie House ‘54 Marcus and Andrea Hutchins Joan (Fish) Jackson Joanne V. Johnston Mark Johnston ’71 Carol Baker Joyal ‘60 Jan and Barbara Kiviniemi Elizabeth Koch '05 Anton and Alison Lahnston Porter D. Leighton ’50

Ed Lincoln ’70 Jack and Martha Lynch Bryan Manahan George L. Martin ’75 L. and C. Mayer Jonathan McKane and Susan Dale Nelson A. McLean ‘50 Peter and Amy ‘88 McNaughton Jennifer Meakin ‘91 William Morgner James and Margaret Newell Sara Schick Nordhoff ’89 Becky Raser Nunn ‘64 Lurie ’79 and Paul ’67 Palino Janice Palmer Alan C. Pease ’48 James H. Phillips Doris L. Pierce ’46 Kathy Pinkerton Johnna Sproul Porter ’63

Carol Preston F. Parker and Sue Renelt Grace Packard Reynolds ‘64 Richard B. Riley Sam and Abbie Roberts Paul C. Robinson ’58 Deborah L. Russell In memory of Donald Perry '64 Dan and Linda Schick Laura Schroeder ‘80 John M. Schumacher Alice Palmer Scott ‘45 Richard and Gail Shand Susan Taylor The Class of 1963 Heather Williamson Thomas ‘79 Cathy Fish Walker ‘62 William and Eliza Walton Ricki ’82 and Randall Waltz ’81 Elizabeth B. Welles David F. West In memory of Donald Perry '64 Michael and Dawn Westcott Kelcey and Brian ’89 Westhaver Ken and Barb Williams Sandra Sproul Woodbury ‘56 Chester ’54 and Betty Jean ’54 Wright, In honor of Kathe Cheska JB and Loren ’79 Bachelder Wright Norman ’81 and Lori Wright Robert C. York ’44 $50 and above Anonymous (2) Mr. & Mrs. KJ Anastasio Lorraine Bearce In memory of Donald Perry '64 Susan and Bruce Beaudette Susan Billings ‘73 Anni J. Black ‘62 In memory of Brian Kingston ‘62 Seth and Cindy Blodgett ‘83 Anne C. Booth ‘40 Bob Breckenridge In honor of Bonnie Kanavich, Judith Stafford, & Art Garey Katherine Brewer In memory of Charley Brewer ‘50 Barbara H. Briggs ‘67 Jim Briggs ‘70 Amy Brunner Brooks ‘90 Jean Brooks Dan Brown ’87 Steven P. Chaney ‘61 Ned ’62 & Mary Martha Collins ‘64

Thank you for y Maya Crosby Bernie and Penny ’66 Davala Allan and Ellen Fisher Janet Fowle, M.D. Judith Gerlinger In memory of Donald Perry '64 Faye Tibbetts Graham ‘62 John Grant Ann A. Guild Marcia M. Hall ‘64 In memory of Donald Perry '64 David M. Hanna ‘85 William Hart ’67 Judith Fraser Hope ‘59 Caroline Davis Janover ShirleyThompson Johnson ‘63 Joyce P. Johnston In memory of Donald Perry '64 Wayne Johnston In memory of Donald Perry '64 Donna Spencer Jolicoeur ‘64 Patricia L. Kempton Joan and John Kiersted Mary Watson Lemieux ‘56 Walter A. Lewis In memory of Donald Perry '64 Phyllis C. Lichtenwalner In memory of Donald Perry '64 The Lugosch Family Frazier and Susan Meade Karen and Bill Mook Mr. and Mrs. Andrew Mullin Betty Jean Oliver O’Dell ‘43 Eleanor O’Donnell ‘47 Brian O’Mahoney The Page Family In memory of Maynard Howell '43 Karen Leavitt Paz ‘78 Mike and Sally Emerson ’61 Pelillo Madelyn V. Pierce ‘43 Jane Hall Planty ‘64 Charles Rand ‘71 and Belinda Osier ‘76 Martha Belknap Reed ‘38 Judith P. Ribeiro Cheryl Rice Roney ‘64 Diane Russell In memory of Donald Perry '64 Rufus Short ‘44 Patricia M. Stout In memory of Ellen Schroeder '42 Nina Sylvia Claire Grady Thompson ‘43

r your support!

Rob Tukey ‘64 Carl and Lourdes Von Vogt Mary Sue Weeks ‘62 Shirley Batteese Welton ’65 Robert Wesson ‘69 Daria and Ed White Mark E. Whitney ‘86 Bridget O’Brien ’86 and Kurt Widmaier In memory of Stephen George Hanna ‘02 Louise ’51 and Andrew ’51 Williamson John Williamson ‘86 Sarah Wills-Viega Edward Wiseman In memory of Donald Perry '64 Mary H. York ’66 $25 and above Anonymous (3) Jacob Abbott Amanda Armstrong Nick Azzaretti and Kate Pennington Lyn Bass Alice A. Berry ‘54 Hilda K. Berry In memory of William J. Berry '46 Robert and Suzanne Bradley Lori Leavitt Budd ‘77 Joanne Bailey Anderson Campbell ‘51 Eleanor Catir ‘40 Ted Clapp Frank Creamer Alison Welch Davee Elizabeth J. Duckett Millie Edwards In memory of Donald Perry '64 Tracey Geroux Gervais ‘86 Jessie Briggs Gunther ’65 Marie H. Hall ’65 William C. Hammer and Nan Justice Kim Reilly Hodgdon ‘76 Janet Benner Holloway ’48 Jane Small Holmstrom ’60 Priscilla House ’69 Brian D. Huntley ‘76 In memory of Donald Perry '64 Carol Jackson Nicholas ’93 and Emily Allan Kutch Jennifer Milliken

Marion Mundy Julia Myers Karen and Steve O’Bryan Richard Perkins Hilary and Daryn Petersen Helen Spear Pietila ‘40 Marianne H. Pinkham ’70 In memory of Fred H. Pinkham ’16 Lucille House Putnam ‘48 Joleen M. Rice ‘68 Wanda Rice ‘82 Nancy A. Slocum ’62 Sally E. Smith In memory of Donald Perry '64 Ethel M. Stolte In memory of Donald Perry '64 Steven Sullivan Gail C. Thomson ‘62 Arthur Tordoff In memory of Ellen Schroeder '42 Sonya S. Verney ’81 Amy and Rosario Vitanza Olevia Watson Marty and Betty Welt

Contributions to Scholarship and Memorial Funds Lewis C. Alley Scholarship Fund Timothy J. Alley '77 David Archer Memorial Scholarship Lucilla Archer Carol Lessard Bickford Fund Amy Bickford Landry ‘99 Eleanor Ricker O’Donnell ’47 Matthew S. Budrow Scholarship Fund L.A. All-Sports Boosters Matt Budrow Tournament Frances W. Dixon Memorial Scholarship Fund

Scholarship Fund Elizabeth Page Phil Page ’70 Julie Burnheimer ’73 Daniel A. Pinkham Sports Scholarship Fund Ann Pinkham Gary Pinkham Scholarship Fund Lanelle G. Duke ’88 Patsy Pinkham Malcolm ’59 and Carol ‘59 Ray Leanne Pulsifer Scholarship Fund Priscilla Pulsifer Megan J. Redmond

Additional Donations John ’58 and Allison Chapman Kristen Jones Cowing’87 Samuel A. Hartford In memory of Ellen Schroeder '42 Ellen Kyder Charlie Scimone Patti Sims Mike Walsh Gifts of Goods and Services Anonymous Falcon Charitable Foundation Ellen Kyder Lincoln County Publishing Metcalf’s Janice Palmer Beth Preston Chris ’74 and Paula ‘75 Roberts Stars Supplies Unlimited Matching Gifts Shell Oil Company Foundation Wells Fargo Foundation

Contributions received after July 1, 2014 will be reported in the next Annual Report of Contributions.

Andrew L. Chase ’93 Richard and Mary Chase Stephen P. Dixon Jack and Martha Lynch Henry J. Sandlass Kay E. Dopp Scholarship Fund Maine Community Foundation Mary Gallagher Fund Priscilla Chapman John Gallagher Michael T. Hadik Technology Fund Ann Gold and Steve Hadik Muriel Havenstein Scholarship Fund The Havenstein Family Cleveland Page ’42

Stephanie J. Vincentsen ‘94 In memory of Sonny Pulsifer Richard Chadwick Richard L. Gilbert Catherine Gregg Michael McElroy Eleanor Schiavi The Reny Charitable Foundation Scholarship Fund The Reny Charitable Foundation Anne Scofield Scholarship Fund Hiram Sibley ’85 Yvette (Fish) Sullivan ’85

South Bristol Historical Society Scholarship South Bristol Historical Society LINCOLN ACADEMY AERIE

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L A H O M E C O M I N G 201 4 Homecoming 2014 photographs by Jenny Mayher, Angus Fake '15, and Jim Amaral.

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LINCOLN ACADEMY AERIE

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LINCOLN ACADEMY BOOSTER CLUB

Members of the Brackett family present a plaque dedicating the new Snack Shack to the memory of Gary Brackett. Receiving the plaque are Athletic Director KJ Anastasio, Head of School David Sturdevant, LA Students, and members of the LA All Sports Boosters. The dedication took place at Homecoming on September 27, 2014. Photo by Paula Roberts.

The Booster Club is off to another good start this year, thanks to the loyal support of area businesses on the Booster Calendar, the fall concessions at soccer games, and a successful Homecoming Weekend.

The LA Boosters have targeted the baseball and softball programs this year by raising funds to replace both pitching machines. Both machines are well over thirty years old, and the softball pitching machine is inoperable as of last spring. A special pledge is made each year at the Booster Auction to be spent on these areas of need.

Homecoming festivities this year included the dedication of the new snack shack in memory of Gary Brackett. It has provided not only an improved building, but also a great place With winter sports around the corner, the Booster Club is to view LA soccer games. Thanks to all those who made it always looking for help taking admission at basketball games possible. and staffing the concession stands.

Aside from the usual funding requests for individual athletic programs, the Booster Club in recent years has identified major needs within the Athletic Department to provide financial assistance. In the last two years major purchases included a new portable scoreboard for field hockey and girls lacrosse, and a high jump pit for the track program.

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—Phil Page '70, Assistant Athletic Director and Alumni Relations Coordinator

LINCOLN ACADEMY ALUMNI COUNCIL Letter from the Council President

Alumni Council News: A President’s Perspective At our September Council meeting we focused on the need to replace recently retired, long standing Council members: Catherine Walker ‘62, Cynthia Allen ‘54, Margie Baldwin ‘65, Jed Weaver ‘88, Carole ‘64 and Nort ‘62 Fowler. We thank them for the many, many years of substantive service, regularly attending periodic Council meetings and participating with excellent ideas and helpful suggestions. We miss you all!

With these veterans retired, the Alumni Council is SEEKING NEW MEMBERS, willing to attend and participate in 5-6 meetings a year, and lend a hand with the three annual fundraisers: Homecoming, Alumni Games, and the annual Alumni Banquet. Please contact me (AJ Corson) at: maineiac59@yahoo.com or call the Phil Page at 563-3596 ext. 123.

The three-day Homecoming weekend was a resounding success for Lincoln Academy and the Alumni Council. With big crowds and the weather cooperating with clear skies and warm temperatures, Homecoming 2014 was a very enjoyable event. Credit goes out to Bob ‘89 and Lynne ‘92 Plourde who handled admission and the 50/50 raffle at the soccer games on Saturday. The grill team of long-term “Grill Master” Chris Roberts ‘74 with Bob Plourde and myself ran out of hamburgers and hot dogs. Bob and Lynne also manned the grills and sold 50/50 tickets for the Golf Scramble on Sunday.

C U R R E N T A L U M N I CO U N C I L M E M B E R S : President: Allen AJ Corson ‘64 Vice President: Heather Lewis ‘82 Secretary: Yvette Sullivan ‘85 Treasurer: Shirley Welton ‘65 Britt Hatch ‘84 Bob Plourde ‘89 Chris Roberts ‘74 Jodie Clark ’81* Phil Page ‘70 * Special Thanks to Jodie Clark, who served as our faithful Secretary for many years. Due to family and work commitments, she has retired as the Council secretary, but will remain a productive Council member.

The Council is embarking on expanding fundraising opportunities to create an event similar to the Boosters Auction as a way of increasing contributions to the Lincoln Fund and giving Alums an opportunity to give the gift of time and resources to LA. The annual induction of new members of the Lincoln Academy Sports Hall of Fame will again be held during the 2014 Alumni Games on Friday, November 28, 2014:

Arlene Cole ’47-Athlete Rob Tukey ’64-Athlete Kenneth Dodge ’63-Athlete Dr. Stephen Reed ’65-Athlete Lowell Simmons ’35-Athlete(posthumous) Jeff Bradbury- Coach

— AJ Corson ‘64

1949 Girls Basketball game

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LA Alumni on Staff

Did you know?

THESE STAFF MEMBERS GRADUATED FROM LA! NAME:

Amy Lessner

“

When I remember my time in high school, I think of how quickly the four years at Lincoln went by!”

Cathy Alexander

Amy Lessner Phil Page John Schumacher Melody Faux Ricki Waltz Cindy (Poland) Blodgett Cathy Alexander Nina Sylvia Briceson Henny Bill Teele Robyn (Genthner) Henny Shawn St. Cyr Christa Thorpe

LA CLASS OF:

“

There is no way I can choose just one favorite teacher. So many faculty, staff, and coaches helped me along the way at LA to make it a memorable and enjoyable experience as they guided me to my future goals. I was truly blessed and also fortunate to have worked with some of them when I was later hired at LA.”

Cindy Blodgett

“

I never expected to work at LA, it was just a fluke! I didn’t expect to teach until about 11 years after I got my undergrad degree. It’s been such a pleasure to “come home” to Lincoln. I’ve taught in two other Maine high schools and this is the best hands down!”

Shawn St. Cyr Nina Sylvia

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1970 1970 1981 1982 1982 1983 1984 1984 1990 1991 1996 1997 2005

“

I never planned to work here. Patti Sims asked me to teach one section of English and the rest just followed naturally.”

John Schumacher

“

CURRENT JOB:

PE and Health teacher “Mr. LA!” Assistant Athletic Director Special Education Teacher Nurse Practitioner, School-Based Health Center Director, School-Based Health Center and School Nurse Guidance Assistant Custodian Visual Arts Teacher Director of Facilities Facilities School-Based Health Center Assistant Technology Education/Industrial Arts Teacher ESOL Department Head

Christa Thorpe

I never would have expected to be teaching at LA, and it’s still fun to see surprised reactions of former classmates. I returned to Maine for what I thought would be a temporary visit after having been gone 9 years studying and teaching in Chicago and Bangladesh. I was thrilled to get a job in the English department because I realized this incredible coastal community is one I had taken for granted. Every day I wake up glad to be home in midcoast Maine.”

“

Getting a teaching job is never a given, as the opportunity must arise. I was inspired to work at Lincoln (in 1983) by the opportunity to coach basketball, having acquired a significant background from several mentors.”

Phil Page

“

I would never have expected to return to work at LA, not in a million years! As both a small business owner and a pastor, I was burned out. I was looking for a chance to de-stress and focus on my family. Though at times the job can get a bit stressful, it is very rewarding.”

Bill Teele Ricki Waltz LINCOLN ACADEMY AERIE

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Senior Awards 2014 Senior Class Night and Graduation Awards B O O K AWA R D S

Bowdoin College Award: Miranda Meserve Chatham University Award: Abigail Farrin College of the Atlantic Award: Cassandra Leeman Dartmouth College Award: Andrea Call Mount Holyoke Award: Tess Fields Phi Beta Kappa Association Award: Alexandra Welch Ruth Ives Humanitarian Award: Abbie Healey Smith College Award: Rowan Carroll-Christopher Society of Women Engineers Award: Andrea Call St. Thomas University Award: Angus Fake Wellesley College Award: Nancy Billings Williams College Award: Thomas Rushton Yale University Award: Abbie Healey

FA C U LT Y AWA R D S

Gary Bensen History and Social Studies Distinguished Scholar Award: Julian Frink Lowell F. Simmons Award: Seward Matel Babe Ruth Good Sportsmanship Award: Michael McCormick, Heidi Ziegra L Club Award for Athletic Achievement: Lily Davis, Julian Frink, Sally Gardiner-Smith, Jen Genthner, Nate Geoffrion, Zach Hagar, Rachel Hughes, Camille Lazzari, Teiga Martin,

Seward Matel, Michael McCormick, Hannah Nevens, AJ Oliver, Katie Riley, Nick Smelcer, Holly Stegna, Alex Tomasello, Sammy Zaidi, Heidi Ziegra Theater Awards: Nick Maney, Abbey Hutchins, Elias Daiute, Micky McAtee, Mary Catherine Eddyblouin, Devin Domeyer, Jonah Vesery, Thomas Williams, Claire Dumont William Cunningham Mathematics Prize: Heidi Ziegra Language Awards: Lily Davis, Elias Daiute, Claire Dumont, Holly Stegna, Heidi Ziegra, Sam Genthner, Cayleigh Hearth, Abbie Healey The Lion and Unicorn English Awards: Julian Frink, Thomas Williams, Elias Daiute National Forensics Society Award: Claire Dumont (Special Distinction), Elias Daiute (Distinction), Thomas Williams (Distinction), Sammy Zaidi (Distinction), Devin Domeyer (Honor), Nicholas Maney (Honor), Tyler Abbotoni (Merit) Maine Principal’s Award: Seward Matel University of Maine-Orono Academic Performance Award: Heidi Ziegra, Michael McCormick, Teiga Martin, Samuel Genthner, Jason Berry, Ethan Bartholomae University of Maine-Farmington Academic Performance Award: Alexis Bailey, Caitlyn Waltz Linda Jean Metcalf Award: Elias Daiute Achievement Cup Award: Julian Frink

2014 Eagle Award Winners graduate with a Cumulative Average of 90 or above: Jiayao (Cecilia) Chen, Elias Daiute, Devin Domeyer, Claire Dumont, Julian Frink, Mara Gastaldo, Samuel Genthner, Maranda Hatch, Charlotte Harris, Camille Lazzari, Teiga Martin, J. Seward Matel, Michael McCormick, Emma Moorehead, Olivia Pennington, Morgan Riley, Kendal Steele, Holly Stegna, Huiquing Tong, Thomas Williams, Heidi Ziegra

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INTERVIEW WITH CHLOE MAXMIN, CLASS OF 2010

Chloe Maxmin, ‘10 founded Lincoln Academy’s Climate Action Club when she was a Lincoln Academy Freshman in 2006. Now a student at Harvard College, Chloe is the Coordinator of Divest Harvard.

Her environmental activism has gained her national and international recognition. She recently appeared on HBO’s Real Time with Bill Maher. She answered Aerie’s questions by email.

Can you briefly describe the work you are doing with Divest Harvard?

Divest Harvard is a student-run campaign calling on Harvard University to divest its $36.4 billion endowment from fossil companies. We join over 400 campuses' divestment campaigns across the country in a massive divestment movement.

The purpose of the divestment is two-fold: first the movement aims to stigmatize the fossil fuel industry and weaken their political influence, thereby creating space for political action on climate change. Second, the movement is building a broad-based climate movement. Everyone in the US is part of an institution that has something to divest, so the foundation is set for a powerful movement that can take back our democracy. Divest Harvard, on a more micro level, argues that higher education institutions should not be investing in

companies that are threatening students’ futures. Our investments should be aligned with the values of our education and the science that we teach.

Why has this movement grown so quickly? Why do you think it has attracted so many supporters and captured the attention of the media?

Fossil fuel divestment has resonated with thousands of people around the world because it bypasses a broken political system that most people don’t trust or respect. It directly targets the root of our climate woes—the fossil fuel industry—and thereby shifts the focus from the inherently diffuse concept of climate change to a concrete target. This is an empowering framework and signals a tangible way forward for political action. It gives agency back to voters, youth, citizens of the world to do something about climate change instead of waiting for politicians and leaders to take action. Since everyone is part of something that has something to divest, the movement has the potential to build more power than any other campaign thus far in the climate movement.

What makes you so passionate?

The core reasons why I do this work is because I love Maine.

I love my home. Maine is particularly vulnerable to climate change. The idea that what I love the most is threatened by climate change gives me the energy to do this work everyday.

Even if—on the surface—the climate movement seems to be LINCOLN ACADEMY AERIE

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about hating the fossil fuel industry and raging over political gridlock, the motivation is love for home, family, places, people, landscapes, creatures, ideas and the possibility of a better future. And so I think that we all have the capacity to build this movement from a place of love.

but—with Divest Harvard—I saw what was happening and could appreciate the process more.

And in addition to being passionate, what makes you so effective?

I look back on my time at LA with such fondness. I had the most amazing teachers. I learned so much and had a unique empowering educational experience. Of course, there was a steep learning curve going to a school in a city with a different academic environment. But LA taught me down-to-earth values that enabled me to find communities, friends, and a way of living that I truly love.

I truly believe that coming at this work from a place of love is crucial. A movement can’t be built on anger and hate-it takes a toll on your soul and wears you down. But love is infinite and can build, empower, and inspire. On a more tactical level, I think that it’s important to provide opportunities for anyone and everyone to engage with the climate movement. Not everyone wants to be (or should be) a climate activist. Therefore, it’s important for those in the climate movement to create effective and meaningful opportunities for engagement. This allows for the growth of an inclusive and effective movement.

You got your start in the LA Climate Action Club. Can you talk about how that club started you on this trajectory to becoming a national figure in the campaign to slow Climate Change?

The CAC is where I learned how be a leader and group member. It’s where I learned about the youth climate movement, formulating strategy, working with coalitions. I learned that I love being an activist. Most importantly, I learned the idea of First Here, Then Everywhere, the idea that—no matter who you are, where you’re from, or who you’re with—you can create a movement and inspire others to do the same. The lessons of FHTE played out with Divest Harvard as well as the CAC,

How do you reflect on your LA Education now? Did it prepare you take on Harvard and now, the world?

What does it mean to you to be an LA graduate?

It means being grounded in place and in my home. It means authenticity and creativity. It also means small-town Maine, which is a core part of my identity.

What advice do you have for current LA students?

First Here, Then Everywhere! Even though LA is in a small town in Maine, there is no limit to what you can do-in terms of academics, activism, or college. I never expected to get into Harvard or to be where I am today. But here I am. It’s important to be open to a process of evolution and also believe that you can achieve goals that, at the moment, you may think are beyond you.

Chloe Maxmin '10 on the set of HBO's Real Time with Bill Maher on October 27, 2014. Chloe was a guest along with James Risen, Dr. Cornel West, Mary Matalin, and John Avlon.

QR link to Chloe Maxmin on Real Time with Bill Maher.

QR link to Chloe's Real Time with Bill Maher backstage interview.

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DON CARRIGAN '69 N E W S M A N F R O M T H E S TA R T

by Ali Stevenson

Long time news reporter Don Carrigan '69 on camera with Portland Station WCSH6.

T

o listen to Don Carrigan’s resonant, audiogenic voice, one would assume that his career in radio and television was a destiny foretold. Indeed, the many iterations of that career are testament to his talent and perseverance. But his story is one of serendipity and stamina, and that story has its roots in his time at Lincoln Academy, class of 1969.

He credits a number of faculty and administrators at Lincoln with motivating him, and making his time there meaningful.

“Lev Davis, who recently passed away, was just a great guy. He was the guidance counselor and I think I was a great frustration to him because I was one of those underachieving kids.”

He is certain he frustrated his wonderful math teacher, Andy Williamson, as well; he appreciates the passion and encouragement of Mrs. Sherman, the “tough as nails” Latin teacher; English teacher Mrs. Duckett; and Vaughn Fuller, who taught general science. He reserves his highest praise for Arthur

Dexter, the incoming headmaster Don’s sophomore year; “here’s probably all you need to know about what I see as the success of Arthur Dexter. One, he was there for many years as headmaster; and, just about every year that my class has a reunion, Arthur Dexter is invited, and comes. He’s maintained a rapport with the kids, and kids at all levels. I was in the college track then, others weren’t, but it didn’t matter. He could be tough, he could discipline you when you needed it, but he was a great guy.”

One thing that Don remembers about his graduating class is that the class of 1969 had 69 graduates: “So many people who’ve gone on to do really, really impressive things.” Those fellow alums, he recalls, include John Reny, president of Reny’s; George Briggs, a botany professor in New York state; Rick Johnston, who is a high-level web consultant in Virginia; Wayne Plummer, who helped the local YMCA get LINCOLN ACADEMY AERIE

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off the ground; Rick Newells, the county treasurer; builder Mark Hatch; and “two guys who’ve really contributed heavily to their communities” through their work at BIW, Ralph Norwood and Mickey McFarland. As Don notes, “it’s surprising the number who stayed or came back; there is something about this part of Maine that inspires that loyalty. It’s not that easy a place to make a living-you have to want to be here.”

And in contrast, perhaps, to his generation, he feels that this is a “tougher and tougher place for young people to be. There are limited job opportunities here in Lincoln County, a limited number of people that age, but there is still a lot to offer.”

“You know, I’m like Forrest Gump, just lucky to have the chance to do things at a time that worked out well.”

“Lincoln has continued to send out some great people and kids out into the world” [he includes his niece and nephew in that contingent!] and he says he’s been “very impressed with the way that Lincoln has evolved. They stress quality,” he says, but not at the expense of diversity of opportunity.

“Friends of mine whose kids went through there 12, 15 years ago, told me they thought the school was focusing on sending kids to four-year college and not really supporting enough alternatives; obviously four-year college isn’t what every kid needs, and I think the school now believes that. My wife has a business, she’s a kitchen and bath designer, and she works in conjunction with the building industry and you see the need for skilled people, which Bates, Bowdoin and Colby don’t produce. It doesn’t mean they couldn’t also do that for their students, but that’s not what they’re there for.

“The true fact that most high school kids ought to be reminded of is that a 25-year old plumber is probably going to be doing a heck of a lot better financially than those who get out with a Bachelor of Arts degree. And if they know what they’re doing, they’ll always be employed.” Don relayed a quote, paraphrased from John Gardner: “A society needs good plumbers as much as philosophers, because otherwise neither its pipes nor its ideas will hold water.”

If he were to give advice to a current Lincoln student, he would tell them, “Don’t be reluctant to go out and explore the world. I say that as someone who would have been terrified to do that themselves at the age of 18, but don’t be reluctant to go out and explore, learn things, read extensively, learn about the world around you in all its parts, and whether you’re going to be a plumber or a philosopher, learn about as many different things as you can. Travel if you can. But also, don’t overlook the incredible aspects of life in this area, particularly this mid-coast Maine area. As beautiful as this state is, I think this area, essentially from the Kennebec River to the St. George River to Penobscot Bay, is the best part of Maine, and one of the most beautiful places in the United States. We’re 46

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incredibly lucky with what’s here.”

Don’s own professional journey is a great example of being in the right place at the right time, while remaining aware that the path to the right place takes frequent twists and turns.

After graduating from Lincoln, Don went to the University of Maine in Orono, along with a number of his fellow Lincoln alums. “Through an odd sequence of events, involving my good friend Rick Johnston, who was in my class at Lincoln, we both got into the campus radio station.” Don had done theater at Lincoln, so he was no stranger to performing. “We went to volunteer at the campus radio station, and a week or two later, I’m sitting behind a microphone, broadcasting a football game. Didn’t know much about football, but there I was. It was instantly cool. I mean, they probably couldn’t pick up the signal more than a hundred yards away from campus, so maybe eight people heard it, but there I was. After that, I really got into it and did everything there.”

Perhaps his enthusiasm was a bit too all-consuming, as the University suggested Don take a year off to consider his commitment to his studies. He worked a construction job and by year’s end was ready to get back to the University, complete with a shift in focus from marine biology to business. When the business track didn’t feel like the right fit, Don realized that what he enjoyed most was the “radio stuff, and the only way to study that at the time was (because the journalism program was focused on print) to be a speech major. So I got a BA in speech, minored in Political Science, and went on from there.”

What happened his senior year in college is best appreciated in Don’s own telling.

“I worked in radio my last year, my last summer on campus, helped keep the campus radio station on the air, and I worked part time at a commercial radio station in Bangor, and did some work for free at Maine Public Broadcasting, which at that time had a daily news program. In my one journalism class, which was a laboratory, they brought me in and said ‘what do you want to do for your lab?’ and I said, I think the folks over at public broadcasting need someone to write their news for their TV program, so every night I would go and write a five-minute newscast for someone else to do.

“And then that summer, one of their regular people there was a professor who took the summer off, so they said, ‘will you stay and do this for the summer, and read the newscast too?’

So that got me started, and they’d have me do some of the interviews. It was all unpaid but what great experience it was.

“That fall, at the commercial radio station, their news director got sick and they asked if I’d fill in for him in the afternoon.

And at that time they also owned a station in Bangor and they called up and said, ‘Our 11:00 anchorman is going on vacation for two weeks. Want to fill in?’”

When asked about this fortuitous sequence of events, Don said, “You know, I’m like Forrest Gump, just lucky to have the chance to do things at a time that worked out well.”

“So they asked me to fill in, I went in on a Friday. They showed me where the newsroom was, where the studio was, and where the bathroom was, and Monday night at 9:15, after I finished at the campus radio station, I went in there and at 11:00, I did the 11:00 news! I’m sure it was one of the worst things anyone had ever seen, but you just did it, and you came back the next night. So I did that for two weeks and then maybe a month later, they called up and said ‘Hey, we just fired the guy, do you want the job?’”

So as a college senior, Don was already the 11:00 anchor at a broadcast network and, enviably, had the coveted post-graduation gig all locked up. The unique nature of his situation is perfectly captured by the fact that Don was unable to participate in his own Commencement because he was covering the ceremony for the TV station!

Don is very appreciative of the work environment in which he was able to cut his news teeth; both the Bangor station, WLBZ, and the Portland NBC station, WCSH, were owned by the Thompson family, who created “a really nurturing, supportive environment. You made almost no money but people were friendly, they were encouraging, they helped you.”

For a 22 year old, it proved a uniquely forgiving place to be.

“You just kind of gradually learned, and you learned, probably, by just doing awful on the air. You tried very hard not to make a mistake. It was not a flashy TV world, at least not in Bangor, which was ‘meat-and-potatoes,' but probably a good way to learn, to learn by doing, by making mistakes and saying ok, that probably didn’t work out so well. And if you continue to make that mistake, people won’t talk to you, they won’t return your calls, so you’ve got to learn pretty quickly to be accurate, to be honest, to be fair, and that’s kind of how I’ve tried to guide myself. I’ve always gone after that, rather than the flashy. I’ve been very lucky to work for a company that was willing to let you make mistakes, and was willing to stand up for you.”

After the Bangor stint, Don worked a year at the Portland station before returning to Bangor, where he eventually became the 6:00 anchor through most of the 80’s, for a total of nearly 19 years with the company.

In 1990, Don received a call from the camp of then-US Senator William Cohen. They’d taken a run at Don in the early 80’s but he’d been happy to stay on the news broadcast beat.

This time, his curiosity won out. “I went to work for three years for Bill Cohen, who eventually became US Secretary of Defense under Bill Clinton. Bill had been my business law instructor when I was at the university before he went to Congress, and I had covered him extensively during the

Watergate years, an extremely instructive time for me. I did it for three years, managing his field office in Bangor, did some work for them in Washington, learned a lot, never worked on a campaign-which I’m glad about-and learned a lot about how things worked...and also learned that I didn’t want to work in government. Mostly, I learned that I really missed broadcasting and journalism.”

Nine years working as the executive producer of public affairs for Maine Public Television followed, with Don moderating political debates, doing documentaries and even a weekly interview show for a while. And then, once again, the fates and good fortune intervened. Don and his wife had moved to the midcoast by then, and were committed to staying put. “The news director at channel 6 in Portland, Mike Curry, called up and said, ‘Would you come back?’ and I jokingly said, ‘When you’re ready to open a news bureau in the midcoast, let me know,’ and a few months later he called me back, reminded me of that conversation and said ‘we want to do that.’

“I’m 63 years old, my employer still wants me in a young person’s business, and despite the fact that I’m legally blind and require transportation assistance, they’ve been very accommodating.”

“In hindsight, I think what they really wanted was me, and they’d also seen through their research that this was a booming area, but also a very underserved area in terms of daily news coverage. The newspaper bureaus in Rockland had left and it was a long trip from Portland, so there was this big area that didn’t get covered very much with a lot happening. So I was hired to be their midcoast bureau guy and State capitol guy, which I have continued to do.”

Reflecting on the remarkable path his career has taken, Don says, “I feel blessed. I’m 63 years old, my employer still wants me in a young person’s business, and despite the fact that I’m legally blind and require transportation assistance, they’ve been very accommodating. I used to be a news anchor; I can’t do that anymore, because I can’t read the teleprompter screen so that means they’ve got someone there who can’t do everything they need them to do but they’ve been willing to tolerate that. I’m very conscious of every day, needing to outwork the young people and always have something to bring to the game.

I still get a kick out of doing what I do, so I’ll keep doing it as long as I can. You always wonder what you would do if you got out of it, but I would miss it terribly. I still love it.”

Ali Stevenson loves to write and talk to people, so doing a profile for Aerie is her dream gig. Thanks to her husband Ken's job as Director of Resident Life at Lincoln, she looks forward to moving into the new dorm next spring.

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Two of Lincoln's most loyal living alumni both graduated in the class of 1938. We are honored to profile them in this edition of Aerie.

“Build honestly, build beautifully, build upward.”

CLASS OF 1938 MOTTO Black and white photos are from the 1938 Lincoln Academy yearbook.

Alumni Profile: George Weston ‘38 To sit with George Weston ‘38 and page through his Navy squadron’s yearbook is to be transported back to 1940, when then-21 year old Lincoln Academy grad George folded himself into the bomb bay of a B-24 most days, to fly missions over the South Pacific following the bombing of Pearl Harbor.

Describing his responsibilities as first using manual instrumentation to site the location of the bomb drop, then positioning it for release—oh, and sometimes flying the plane during this process—before dropping it on the target, he makes the modern day definition of multi-tasking seem pretty tame.

While stationed on Peleliu, George also had the distinction of being chosen to escort two VIP visitors to the South Pacific base: Mary Ryan, the head of the Red Cross; and Eleanor Roosevelt. He says, “Those two came out to raise the morale of the troops, and we were assigned to ferry them around the South Pacific. We made them pillow seats in the bomb bay to sit in, and I was assigned to bring them coffee or whatever they needed.”

George retired from the service after a distinguished career which included many citations and medals; as a bonus, he met his beloved wife, Helen, while stationed at Chase Field 48

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in her native Texas and somehow convinced her to leave that temperate climate for Nobleboro, Maine. True love is indeed a powerful force.

After the Navy, George attended the University of Maine at Orono and received his degree in Mathematics, as well as a teaching certificate as a fall back, he says, and one he never used. Instead, he applied for a government job in Washington DC in the navigational science division, where he was part of the team that developed the Loran navigational system.

He retired to Damariscotta Mills in 1975, and has been a loyal and generous supporter of Lincoln Academy.

George is an active local Alumnus and a regular visitor to the Lincoln Campus. He has established The George and Helen Weston Fund for Mathematics, in acknowledgement of the strong math education he received at Lincoln, and to ensure that current and future teachers and students are able to keep pace with advances in the field of mathematics.

— Ali Stevenson

Alumni Profile: Christine Nelson ‘38

Christine Sherman Nelson ’38 has been loyal to Lincoln Academy since she graduated 76 years ago. “Lincoln Academy gave me a firm foundation on which to build as I advanced through the years,” she reflects. Christine grew up in South Newcastle with her parents and her two older brothers, Paul and Roger. When her brothers attended Lincoln, they drove a horse-drawn cart each day, but when it was time for Christine to start high school, her family moved to River Road to be closer to school.

Christine’s father, Fred Sherman, served many roles in Newcastle, including station master at the South Newcastle train station and town selectman. It was during his time as a Newcastle selectman that Fred Sherman convinced the state to dam the Marsh River and create a lake for fishing and recreation. Sherman Lake was named for him.

After graduating from LA in 1938, Christine spent three years living with her parents on River Road and working as a night operator at the Nash Telephone Company in Damariscotta. “I think I got weary of that routine,” she says, “and felt that the Greyhound bus passing by my parents’ door was beckoning me to hop on board. Which I finally did one April day, in 1942.”

Christine moved to Hartford, Connecticut and spent five years with Pratt and Whitney before following her boss to Linden, NJ, to work at Pacific Airmotive for another four years. Christine then spent four years running the steno pool at Standard Oil Development. It was there that she met her husband, Channing C. Nelson. They married in 1959 and spent 28 years together before Channing died in 1987.

Kyle, 20. Rob lives in Newcastle with his wife Stephanie, and their two sons Channing, a sophomore at Lincoln, and Adlai, a seventh grader at Great Salt Bay Community School. Rob serves as a Lincoln Academy trustee.

Christine did not go to college until nearly 40 years after graduating from Lincoln Academy. “I feel that my solid background at Lincoln served me well, and I did get a lot more out of college by going later in life than had I gone right out of high school. I received an Associate Degree from the local community college in 1980, the same year my younger son, Robert, graduated from Cranford High School.”

After her husband died Christine’s adventurous spirit led her to travel the world, visiting every continent, including Antarctica, twice. She has been on a cruise above the Arctic circle, safaris in India and Africa, treks in Nepal, as well as tours of cities and museums in Europe.

Throughout her adventurous life Christine never forgot her Maine roots. She regularly traveled to Maine to visit family in Newcastle, spending several weeks each summer. In 2010, Christine returned to live in Damariscotta full time.

Christine, who has made generous gifts to both the Alumni Dining Commons and the Cable-Burns Applied Technology and Engineering Center says, “It is with pleasure that I contribute to strengthening Lincoln Academy and hope that it will inspire others to do the same.”

— Jenny Mayher with Robert and Stephanie Nelson

They have two sons, Peter and Robert. Peter lives on Long Island with his wife Denise and their two sons, Eric, 23 and LINCOLN ACADEMY AERIE

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1938 George Weston lives in Damariscotta Mills. See Alumni Profile page 46.

Christine (Sherman) Nelson lives in Damariscotta. See Alumni Profile page 47.

1954

Jim Birkett, David Belknap, and Robert Packard graduated together from LA, and went on to graduate from Bowdoin in 1958. During their college years, Lincoln was presented with the Abraxis Award for having three students from the same high school attend Bowdoin College. They all attended the 2014 Alumni Banquet for their 60th LA Reunion, where Bob Packard was presented with the LA Alumnus of the Year Award.

1964 Mary Martha Collins announced her retirement from the the LA Field Hockey program. Thanks to Mary Martha for the infectious, positive spirit she brought to the program.

ClasS Notes

1969 Don Carrigan has been working as a TV news reporter for almost 40 years.

He lives in Round Pond with his wife, Donna. See Alumni Profile page 43.

1970

Amy (Duckett) Lessner is in her 41st year of teaching PE and Health at LA. She is LA’s longest tenured teacher. She resides in Jefferson with husband Alan who works for the US Postal Service.

They have three children Kate, Nick and Hillary and several grandchildren.

Back row, L to R: Bill McElman, Barbara Lakin, Peggy (Woodman) Young, June (Lessner) Hussiere, Diantha (Carrigan) Robinson, Maia Hart, Dan Day, Mary Martha (Wilson) Collins. Front row, L to R: Marcia (Campbell) Hall, Carole (Fraser) Fowler, Drusilla (French) Sanford, Becky (Raser) Nunn, Jane (Hall) Planty, Rob Tukey, Donna (Spencer) Jolicoeur, Allen Corson, Cheryl (Rice) Roney, Henrietta (Bailey) Rankin. (Attended, but not pictured: Bob Boynton)

1967 Tommy Brooke and wife Beth of Cincinnati, OH spent some vacation time on Damariscotta Lake this summer. Tom is a Lead Specialist for NRG Energy and Beth is an actuarial consultant. They have three children. Tom and Beth spent an afternoon with basketball teammate Link Page '68 fishing on Pemaquid Pond.

Bob Caswell retired in May after 34 years as Executive Director of Public Affairs for the University of Southern Maine. Bob had spent five years prior to that working for the Courier Gazette in Rockland. Bob’s wife Diane also just retired after 40 years of teaching in SAD #6. Bob and Diane have two daughters, Aimee and Jenna.

1976

BJ Russell and Lori Crook announced their retirement from coaching Cross Country at LA. BJ coached for ten years, and Lori was his assistant for seven. Thanks to both of them for their dedication to LA Cross Country. BJ and Lori live in Round Pond.

1968

The LA class of 1964 gathered for their 50th reunion in September 2014. Their final reunion event was held at Muscongus Bay Lobster on Saturday, September 13. Nineteen members of the Class of ‘64 enjoyed camaraderie, good memories, and delicious food. Spouses and friends of the group joined in for a total of twenty-eight.

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Andrew Hubbard had a book of poetry published last year. The book is titled Things that Get You, and is available through online booksellers.

Andrew currently lives in Indiana.

BJ Russell and Lori Crook

1982 Elizabeth “Biz” Williamson lives in Vermont. This summer she had a visit from Tiziana Fronzaroli (known in her LA days as Tizi Faustinelli), whom her family hosted as an AFS exchange student from Switzerland in 1980. The two of them stopped by for a tour of Lincoln Academy in September.

ClasS Notes

Elizabeth "Biz" Williamson and Tiziana Fronzaroli

1984 Stefanie Rocknak, a sculptor and philosophy professor at Hatwick College in Oneonta, NY, was featured in an article in the New York Times in October related to the unveiling of a statue of Edgar Allen Poe near Boston Common.

Rocknak was the sculptor of the bronze statue. In the article, she says of Poe: “He’s home. He’s back, in triumphant gesture, respected as a literary figure."

Court on July 7, 2014. After graduating from Lincoln Academy in 1985, Judge Walker attended Norwich University, The Military School of Vermont, and the New England School of Law in Boston. Judge Walker spent 20 years in the midcoast area serving as an Assistant District Attorney and Deputy District Attorney. He hopes to see many of his classmates at their 30th reunion in June 2015.

Ryan Mara and Erin Roth were married on September 13, 2014 in Lake Tahoe, CA. They reside in San Francisco and Ryan is working as a Product Manager for IBM Tealeaf.

1989

QR link to the Boston Globe article on Stefanie Rocknak's Edgar Allen Poe sculpture.

1985 Eric Walker was recently appointed to the Maine District Court by Governor Paul LePage. Eric was sworn in by Governor LePage on May 2, 2014 at the Kennebec County Superior Courtroom in Augusta. Eric was assisted by his wife Susan and his daughters Alison and Kristina in donning his robe for the first time. Judge Walker began sitting on a full time basis in the Augusta District

Tor Glendenning is the lead architect for both the new dormitory and ATEC buildings on the LA Campus. After attending the Wentworth Institute of Technology and working in Portland, Tor moved back to the midcoast in 1997. In 2003, he founded his own architectural firm, 44˚ North, in Newcastle, where he has worked ever since, designing both residential and commercial buildings.

1997

Governor LePage swore in Maine District Court Judge Eric Walker on May 2, 2014.

Stefanie Rocknak's Edgar Allen Poe sculpture

QR link to the Ryan Gaul article in the Boston Globe.

Chris and Anni Pat (Hervochon) McKenney '93 have recently purchased Hervochon Construction. Chris and Anni Pat have been tremendous supporters of the fundraising efforts of the LA Booster Club. Chris recently retired from the varsity boys basketball position in March after rebuilding the feeder program and a successful stint as varsity coach. Chris is still spending countless hours developing young athletes. Chris and Anni Pat reside in Newcastle with son Patrick and daughter Katherine.

1992

Peter Drum lives in Damariscotta with his wife Becky and their three daughters. Peter has his own law firm, and often sees old friends Tom Boothby and Mary (Herndon) Boothby, Dusty Hancock, and occasionally Barn-dog Olson. Peter says, "Look out for Ryan Gaul on seasons 3 and 4 of House of Lies on Showtime!"

Theodore Lincoln Page was born to Todd and Monika Page of Plainville, MA. Teddy has two brothers, Oliver Edward and Harrison Charles. Todd is the Business Development Manager for TEK Systems in Boston, and Monika is a pediatrician in private practice.

1999

Sean Page and Kristy Heidt have recently purchased a home in New Haven, CT. Sean works for NBC Sports in Stamford, CT. He is the Studio Director for the Barclay’s Premier Soccer League.

Kristi works as a Front End Web Developer.

2000

Effective December 1st, Rebecca (Morin) Emmons will be the Executive Director of Mobius, Inc. in Damariscotta. Becca lives in Newcastle with her husband Lee who works as an Ed. Tech at Bristol Consolidated School. Thanks go out to Becca, as she has taken on the role of Class Agent.

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2001 Benjamin Gwozdz was born to Chris and Holly (Page) Gwozdz of Byfield, MA on March 14th. Benjamin has a brother, Henry Philip. Chris works for Fidelity in Boston and both are graduates of Bates College, Chris '04, Holly '05.

Mason Storer was born to Ronnie and Liz (Giberson) Storer of Damariscotta.

Mason has a brother Forrest and sister Marley. Liz is the Vice-President of R. J. Enterprises and Ronnie is the Operations Manager.

2007

Carly Williams spent the last two years working for Strive for College in New York City. It provides mentors to high school juniors to promote their advancement to higher education. In August, Carly began working for the non-profit Girl Sportworks.com in Cuzco, Peru, 11,000 feet above sea level.

Carly is working with young girls from five schools teaching them life skills through athletics.

ClasS Notes activism through Divest Harvard. See Alumni Profile page 41.

Katie Williams is spending the year in Haiti, assisting in community development and microfinancing for women.

She graduated from St. Anselm’s College in May 2014.

Patrick Williams is finishing a stint as a harvest chemist in Napa Valley after graduating from Haverford College in May. In January, Patrick will begin working for Northwest National Laboratory researching fuel energy from algae and cold water clean up of oil spills.

2012

2008

Luke Alley is living in Amesbury, MA, teaching at the Amesbury Middle School. He is coaching freshmen soccer, JV basketball and freshmen baseball at Amesbury High School. Luke is pursuing a Masters Degree in Athletic Administration, taking courses at Endicott College.

2010

Chloe Maxmin is a senior at Harvard College and has gained international recognition for her environmental

Chloe Maxmin protests for fossil fuel divestment at Harvard University.

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Malcolm Oliver takes a swing. Photo courtesy of Bentley College.

Malcolm Oliver became the first golfer in Bentley University history to earn medalist honors at the New England Intercollegiate Golf Association Championships. He shot a one under par 143 during the two day tournament.

Malcolm’s effort helped Bentley repeat as NEIGA Division II Champions. The Championship was the second of the

year for Malcolm, who opened the year winning the Joe Plante Invitational.

Malcolm finished the year with an outstanding 73.6 average.

2014

Thomas Williams is a Freshman at Lafayette College majoring in Engineering.

Sally Gardiner-Smith of Woolwich set sail from Portland on a solo trip to the Bahamas with her dog Ellie. She is sailing the 29 foot Ericson named Athena.

Her route will take her to the east coast of Florida, west to the Bahamas, on to the Gulf of Mexico, then to Florida’s west coast. If all goes as planned, Sally will end her trip in Florida in time for freshmen orientation at Eckerd College in St. Petersburg in September 2015.

QR link to the Portland Press Herald article on Sally Gardiner.-Smith.

Jonah Vesery is also spending his first year after graduating from LA on a sailboat headed to the Bahamas. He is sailing with Andrew Arter (Class of 2014, Maine School of Science and Mathematics), Tom Arter (father of Andrew and Jennifer Arter ‘17) and another friend from MSSN. Jonah writes: “We’ve taken our vessel, Merlin, down the east coast to Connecticut, off the Long Island Sound. We can see the New York lights and skyline from where we’re docked. Due to high seas and foul weather we haven’t gotten as far as we’d hoped to by now, but we remain excited to truck on and get further south! I’ve had several great experiences, and we even met up with Sally Gardiner Smith who’s also sailing to the Bahamas.”

Julian Frink is studying at the University of St. Andrews in Scotland, where he will major in history and the classics.

INSPIRED TO GIVE NOW?

Here are 6 Ways to Give to Lincoln: • Use the envelope in this magazine to write a check • Go to the LA website and give online: www.lincolnacademy.org under SUPPORT. • Make a pledge, or set up an installment plan.

• Make a bequest to LA in your will or living trust.

• Give a gift of stock.

• Make a leadership gift towards a capital campaign.

Thanks for supporting Lincoln Academy!

LINCOLN ACADEMY

Aerie FALL 2014

LA students decorated this Lincoln Academy Eagle pumpkin for the annual Damariscotta Pumpkinfest & Regatta in October 2014.

Non-Profit Organization US Postage Paid Newcastle, ME 04553 Permit No. 10