Becoming Magazine 2018

2018 2017

The Harley School. Committed to our motto, “Become What Thou Art.”

Igniting Our Second Century

Inside: Meet Our New Head of School, Larry Frye p. 9 New Spaces, New Learning p. 10 Full Circle: Harley Alumni Return to Teach p. 30 Class Notes p. 37

FEATURE STORIES Becoming Magazine is published annually

by The Harley School, an independent, college preparatory school in Rochester, NY. The Harley School 1981 Clover Street Rochester, NY 14618 We welcome questions, story ideas, and letters from readers.

Contact us by mail or at becoming@harleyschool.org.

Becoming Magazine

is printed in the USA

by Cohber Press in Rochester, NY, a certified FSC supplier.

Only operations that have been independently verified for FSC chain-of-custody certification can label their products with the FSC logo.

Head of School

Larry Frye P ’12, ’15, ’15 Editor and Publisher

Beth Bailey P ’23, ’26 Art Director and Designer

Lisa Osborne Lange ’74, P ’09 Director of Development

Whitney Brice

Associate Director of Development and Alumni Relations

Spaces, New Learning: Exciting Ways Our Strategic Plan Continues to Come to Life 10 New Our Mission: Divisional and Athletic Highlights/Awards 20 Living Circle: Harley Alumni Return to Teach 30 Full

DEPARTMENTS

Karen Saludo P ’27 Copy Editor

Rob Williams ’98 Contributing Writers

Karen LaFauci Dave O'Brien P ’19 Karen Saludo Junior Designer

Olivia Seeley ’17 Contributing Photographers

Art Rothfuss III P ’23 Olivia Seeley ’17

and submissions from our community

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By the Numbers

6

Commencement

8

From the Harley Archives

36

Faculty Awards

9

What’s New at Harley

37

Class Notes

1000 Words

44

In Memoriam

46

Retirements

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Fall 2018 I drafted this note at the Institute for New Heads (INH), a program of the National Association of Independent Schools, and it was midsummer-steamy in Atlanta, Ga. At INH, there were a lot of lectures, smaller circle discussions, filing into a dining hall, gossip in the hallways and, yes, homeroom.

The student becomes the teacher becomes the head of school becomes the student once again.

You learn a ton at conferences like this and make lots of good connections and friends, all of which I hope will be helpful to Harley in this and coming years. But I also tend to relearn something at conferences: Harley is exceptional. One night at dinner, I shared a bit about the School with several new heads from around the country. After running through some of our programs, from Harlic to Hospice, I heard the reaction that I always hear when I tell independent school people about Harley. Wow. Harley, of course, has work to do and ways to improve, but it’s important to stop and notice every so often: Wow. There is a great deal to be proud of in the history, accomplishments, and traditions of this wonderful, now century-old institution.

On to the second century!

What will our second century bring? As the new head of school, I often get questions about “what’s next” at Harley, as if I will decide what that might be. There was a session at INH about innovation, and there’s a whole superstructure of thought about how to cultivate an innovative mindset in a school or organization.

Given the time devoted, it would appear that a lot of schools struggle with this.

Not Harley. It’s not that we innovate or make changes lightly or just for the sake of it; in fact, we tend to be wary of “flavors of the month.” But there is a collective posture toward getting better—toward becoming our best selves—that pervades this extraordinary faculty and staff, and that mature commitment leads (over time) to innovation. “Ever better,” as our friends at the University of Rochester like to say.

So, what’s next? I’ll help answer that question, but I won’t do it alone—we’ll figure it out together.

I look forward to doing that work with all of you.

Larry Frye, head of school 3

By the

Numbers

44 4.33

We integrate

percent of alumni since 2007* are working in STEAM fields

STEAM

*as reported to Karen Saludo, Alumni Relations

(science • technology engineering • art • math) into all areas of the curriculum to provide a connected, well-rounded foundation for each of our students.

average AP score of Harley students taking an AP mathematics course in the past fiv years.

(AP Calculus AB, AP Calculus BC, AP Statistics, or AP Computer Science) NYS averages: AP Calculus AB=3.076 AP Calculus BC=3.848 AP Statistics=2.912 AP Computer Science=3.134

750

pounds of clay used annually by the art department.

46

128

meters long—Grade 6 model timeline of Earth’s history.

(Each centimeter equals 1 million years.)

ounces of glue used for the walk-in cell project created by Grade 7 students as they constructed 6-to 7-foot models of animal and plant cells.

They also used 30 days’ worth of newspapers to papier-maché the organelles.

(See a video about this project on The Harley School channel.)

95

percent of Kindergarten through Grade 6 students participated in the International Hour of Code Week.

See hourofcode.com/us for more info.

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296 353 and

linear feet

square feet

of wood were used for the Middle School musical sets this year.

Anything Goes featured construction of a 1930s ocean liner, café, and jail cell by the students.

Cherished

T R A D I T I O N S at

Oak Tree Ceremony Each spring, the graduating class and the rising Grade 1 students join together in our Oak Tree Ceremony. The event was started in 2001 by a Harley parent, Ellen Smith, who was inspired by the allegorical tale The Man Who Planted Trees

by Jean Giono. Giving oak saplings that were grown from acorns harvested on campus furthers the symbolism of our students’ journey from small acorn to mighty oak tree during their time at Harley.

Primary students gather the acorns in the fall, then plant them with the help of our food and farm coordinator. They are then tended to by different students and teachers in their nursery, which

Please make your gift.

Whitney Brice Director of Development wbrice@harleyschool.org (585) 277-1116

was built by Upper School students in the design and innovation class, located adjacent to The Commons.

The ceremony begins with the reading of the story The Littlest Squirrel. This inspirational tale was written in 2005 by A.J. Finkelstein-Fox ’05 and Ricky Turner ’05 .

Each senior offers a nugget of advice to their paired student and, in return, the child shares a wooden acorn with the “big kid” to represent that they, too, will now be a little acorn ready to grow more in their next school or life experience.

To the tune of “I’m a Little Teapot” You’re a little acorn, set to grow.

Out to the big wide world you go.

When you leave us here, remember please, Roots grown deep will make strong trees.

Commencement ’18 SCOTT FRAME ’73, P ’05, ’08

board president, welcomed everyone.

TESSA CHARLES

senior class president, introduced the speakers.

and OWEN LIOTTI spoke as the selected members of the graduating class.

IMANI BAKER

MICHAEL FRANK P ’28, ’33

selected faculty member, inspired all with his speech.

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College Choices: Class of 2018

American University 1 Barnard College 1 Boston University 1 Brandeis University 1 Bryn Mawr College 2 Case Western Reserve University 2 Clark Atlanta University 1 Eastman School of Music 1 Emerson College 2 The George Washington University 1 Hamilton College 1 Hampshire College 2

High Point University 1 Keuka College 1 University of Michigan 1 Monroe Community College 1 Mount Holyoke College 1 Nazareth College 1 The New School (All Divisions) 1 Northeastern University 1 Oberlin College 1 Pepperdine University 1 Purdue University 1 Rensselaer Polytechnic Institute 1

Rochester Institute of Technology 3 University of Rochester 5 Seton Hall University 2 Simmons College 1 St. John Fisher College 1 SUNY at Buffalo 1 SUNY College at Geneseo 1 SUNY College at Purchase 1 University of Toronto 1 Vassar College 1 Wake Forest University 1 Westminster College 1

Commencement

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from the Harley

Archives 1910

1917 The Harley School founded 1924 School incorporated

1925 Louise M. Sumner, director

1926 Moved to renovated barn on Clover St. and expanded to Grade 12

1931 Gymnasium and auditorium buildings opened; Harley fla created

1932 School accredited

1934 Commencement included firs male graduates

1934 First Harley pageant

1940

1941 Alma mater written; Hollister House opened (a boarding facility); firs Harley day camp

1944 Lawrence Wesley Utter, director

1944 First Harley Sale

1949 Hollister House closed; firs Harley Gallery and Perkins building opened

1950

1954 William Litterick, director/head

1954 Soccer fiel completed

1958 First alumni children graduated

1959 Rowland P. McKinley, Jr., headmaster

1960 Alumni Cup introduced

1964 Trimester plan began; Harley Record debuted

1968 Richard U. Wilson building, Beckerman Center, math, French, and science classrooms opened in west wing; firs Ralph S. McKee athletic trophy awarded

1969 Field House and pool opened, tennis and swim association formed

1920

1930

1960

1924 Acquired 242 Oxford St. and expanded to include Nursery 4– Grade 5

1962 Russell building opened 1963 Stephen Hinrichs, headmaster

1970

1980

1990

2000

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1933 The Comet yearbook debuted

1967 An Experience of Worth published for 50th anniversary; edited by Tom Toole and Mike Lasser

1926 Candlelight tradition began 1927 First May Day celebration; firs commencement with one graduate; firs banner (horn)

1972 Gift of Love written for pageant

1972 HAC athletics formed

1976 Honors assembly established; Wilson Arts Center opened

1977 Dexter Lewis, headmaster

1980 Harley Scottish Exchange launched

1982 John F. Skillman, headmaster

1984 Grandparents & Special Friends Day began

1988 Miriam Snyder, head

1999 First Blast! fundraiser

1981 Banner magazine debuted

1989 William Burleigh, acting head of school

1991 Richard M. Blumenthal, headmaster

1992 A History of The Harley School written by Ruth Ewell for 75th anniversary

1996 HAC Braves renamed Wolves

2000 Paul Schiffman, head of school

2003 Robert Lehman Center for Visual Arts opened

2001 Becoming newsletter published; Oak Tree ceremony instituted

2004 Harley Hospice program began

2005 Sands-Stern Academic Center (Middle and Upper School addition) and Wilson Gallery unveiled

2006 Timothy Cottrell, head of school; First Day Flowers

2010

2013 Ward Ghory, head of school

2015 New Harley mission statement

2018 Peckham Wellness Center and Winslow Natural Playground & Outdoor Learning Center groundbreaking

B e c o mDry i ng stone M a gawall, z i n ecircle, cairn

2010

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Notable dates in Harley School history

completed; Pam Kimmet Natural Playground dedicated 2012 Valerie Myntti, interim head of school

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2014 The Commons opened; The Commons Series began

1998 Sundae Sunday started

2017 Centennial celebrations commenced 2018 Moore/Brown Center for Creative Media opened

1999 Richard F. Barter, interim headmaster

2009 Becoming Magazine debuted

Larry Frye, head of school

What’s New at Harley Introducing Larry Frye HEAD OF SCHOOL

BY DAVE O’BRIEN UPPER SCHOOL ENGLISH FACULTY

I

Dave served as a member of our head of school search committee.

n May, during the Harley freshman Cape Cod trip, I stopped in at a bookstore in Provincetown where the manager, noticing my indecisiveness, recommended I try reading something by Karl Ove Knausgaard. By way of introducing me to the author, she recalled the summer when she traveled up the fractal coast of Norway in a mail boat. The journey, she said, took some time, because Norway has a lot of villages tucked away in fjords, each village waiting for its mail. She said that reading Knausgaard was like being in that mail boat: Instead of hurrying along, he takes time to observe everything he sees, often transforming the mundane into something worth paying attention to. I’ve since read the book she recommended (Autumn) and, because I teach at a school that encourages adaptation, I’ve added it to my English 12 reading list. I’ve also noticed an uncanny resemblance between Knausgaard and our new head of school, Larry Frye.

If you want to get a sense of who Larry is and you happen to be like me—socially inept, reluctant to meet new people, dyspeptic—you can help yourself, from the comfort of your home, by reading his previous Upper School weekly newsletters. They’re like Knausgaard’s essays in their simple clarity and their effect of bringing out wonder in the everyday life of the School. As a rule, newsletters tend to be impersonal, dry, and quickly forgotten. I find it remarkable that Larry’s newsletters were not only widely read, they were eagerly anticipated in the Harley community.

That’s no small feat. We are a compassionate community, to be sure, but we’re also quick to call out the disingenuous, the self-promoting, and the bloviating among us. Larry writes with a humble wit about what he observes. His field of vision includes the School’s monumental triumphs— championships, highest scores, scholarships, awards—but also the infinitesimal stories of generosity, empathy, and grit that define the real character of the School.

Larry’s field of vision includes the School’s monumental triumphs— championships, highest scores, scholarships, awards—but also the infinitesimal stories of generosity, empathy, and grit that defi e the real character of the School.

I’m an English teacher, so I can be forgiven for emphasizing Larry’s writing ability. It’s not, however, this ability, per se, that I value. His talent as a writer is indicative of an intelligence keenly attuned to its surroundings.

He tells the story of Harley so well because he’s listened to so many others tell their stories. So when he speaks for the School, I’m confident he can carry each of our voices out of our lovely, echoing fjords. what's new

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new spaces, new learning:

Exciting ways our strategic plan continues to come to life.

The Harley School has identified various initiatives as part of the strategic plan.

Two of these are inspiring Academic Excellence and providing Environments for Learning.

Four Major Gifts We are excited to announce three projects aligned with this vision. These donor-initiated investments signal our commitment to our educational community. We thank these four families for their passionate dedication to Harley.

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Peckham Wellness Center

Winslow Natural Playground & Outdoor Learning Center

Moore/Brown Center for Creative Media

Nancy and Larry Peckham are longtime Harley parents. ˜ eir daughter, Holly, is a member of the class of 2018.

Courtney and Matt Winslow are current Harley parents, and Matt is a trustee. ˜ eir children, Cash ’26, Mae ’29, and Knox ’32, attend our Lower and Middle Schools.

Connie and Bob Moore are Harley parents; Connie teaches Grades 5 and 6 English, and Bob is a trustee. ˜ eir children are Sarah ’18 and Leah ’21.

B e c o m i ng M a ga z i n e

Stephen Brown is a current Harley parent and trustee. His children are Makenna ’20 and Blair ’22.

Rendering provided by Hanlon Architects

holistic student wellness Ensuring a

Peckham Wellness Center is scheduled to open in

January 2019, thanks to a $1.5 million gift from Nancy and Larry Peckham. The facility will provide space for students from Nursery through Grade 12 to move, swim, workout, and dance, enhancing their Harley experience. By serving as a hub for lifelong wellness, the new spaces also allow for expanded programs and opportunities.

Peter Mancuso athletic director

approach to

Highlights of Peckham Wellness Center New 5,035-square-foot facility with cardio equipment and weights Improved pool area with energy-efÿ cient windows, new bleachers, more space for teams and spectators, and a trophy display Multipurpose room for physical education classes, yoga, dance, exercise classes, and stretching Locker and team room renovations including a gender-neutral changing room and bathroom

“Peckham Wellness Center will allow students to experience an even wider variety of activity choices, as well as provide new training opportunities for our athletes. We are so grateful to the Peckhams for helping to make this 20-year dream come true.”

The ÿ tness room and yoga/dance studio under construction

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Rendering provided by Hanlon Architects

Dunn Yoga & Dance Room

With a floor specifically designed for absorbing impact, this space will accommodate a variety of exercise programs including: Pilates, kickboxing, Tae Bo, step aerobics, relaxation, barre classes, Middle School flex time classes, and more.

Fitness Center

The equipment will be used in Middle School as part of the fitness units, modified sports, and rehab/conditioning of athletes with injuries.

For the Upper School, this space will serve as a major part of the curriculum for independent study students and athletes. Our staff will be able to customize the programs to the individuals because they know the students and their wellness goals so well.

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Taking

Play-based learning to a new Level Retired head of Lower School Pam Kimmet was the “grandmother” of Harley’s outdoor playground.

Because of her passion for play and her influence, the School built a hybrid between traditional playground pieces like swings and slides and imagination-sparking natural spaces such as log “bridges” and water play areas.

“Children learn everywhere, not just in the classroom.

Engaging children in their environment respects their naturally curious approach to the world.”

Terry Fonda Smith, DMA, P ’21 head of Lower School

“We designed a space that is not only full of rich, nature-based play opportunities but can also be utilized as a handson learning environment that serves as an extension of the classroom.”

Jeff Lindstrom lead project designer Bienenstock Natural Playgrounds

Today, there is growing awareness of the need for children to take risks in play as well as to conduct play in natural settings. Outdoor play and learning has been part of Harley since our very beginning.

The Winslow family understands our unique approach benefits students in a wide variety of ways, including improving coordination, balance skills, and agility. It also encourages free play and helps increase student interest in—and knowledge about—nature. The Winslows have taken their enthusiasm for our curriculum to the next level as lead donors for our new playground and outdoor learning center.

Connecting Children to Nature If you’ve ever followed animal footprints, dangled from a tree branch, rolled down a hill, jumped from boulder to boulder, or made a mud pie, you’ve experienced natural play. In fact, according to a variety of studies, kids who spend more time in nature are less aggressive and more cooperative, score higher on tests, get along better with their peers, and are happier overall than children who spend the majority of their time indoors. A study from the University of Tennessee at Knoxville noted the typical flat, treeless playground keeps kids busy for an average of nine minutes; on natural playgrounds, it’s 60 to 68 minutes.

This play space utilizes natural elements, plant material, and loose parts to give children less directed, more open-ended play opportunities. Most play spaces in Greater Rochester are made of manufactured play equipment where the engagement is dictated by the adults or the manufacturer of the equipment—telling children where to climb, where to jump, and where to swing. The natural playgrounds at Harley will be rich with open-ended materials and opportunities that empower children to be the architects of their own play.

Specific features incorporated into the design were carefully selected so that users are both physically and cognitively stimulated, while engaging all of their senses in the space. For example, there are large, sideways trees anchored into the ground that serve as climbing/gross-motor components, while on the other end of the space, there is an outdoor classroom full of creative materials that give children the opportunity to work with loose parts and express themselves with a variety of artistic materials.

For this project in particular, there were specific considerations that needed to be incorporated into the design process. First, due to its proximity to Allen Creek, this area is considered an Environmental Protection Overlay District (EPOD). This meant that extra sensitivity was given to the fact that we were minimizing our environmental impact and, ultimately, having a positive impact on the site.

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Highlights of the Winslow Natural Playground & Outdoor Learning Center Two nature-based play spaces totaling more than 7,000 square feet

“One of the key differentiators at Harley that our family celebrates is the focus on outdoor learning and play—it’s literally embedded into the curriculum of the Lower School. Dr. Terry Fonda Smith, head of Lower School, and the faculty understand that interacting with nature is critical to early childhood development. The Winslow Natural Playground & Outdoor Learning Center will further empower this dynamic faculty to create transformative experiences for students on a daily basis. It will also further distinguish Harley as the regional leader in nature-based play and learning.”

More than 100 new trees and shrubs planted An abundance of gross/fine-motor sensory, creative, social, and cognitive play opportunities Two outdoor classrooms with multiple gathering areas of different sizes Reduction of environmental impact to the existing Environmental Protection Overlay District

Matt Winslow Harley trustee

Second, there were many stakeholders who needed to be consulted: the Lower School, Nursery, administration, parents, community members, faculty, and supporters of the School. The designers made sure there was representation from all of these groups throughout the design process and that the design reflected input from all of those parties.

We are thrilled to be at the forefront of nature-based play and education in the region.

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Natural playground renderings provided by Bienenstock Natural Playgrounds

Adam Bienenstock founder and principal designer Bienenstock Natural Playgrounds

About Adam An internationally acclaimed designer, builder, and researcher of nature-based play spaces, Adam Bienenstock is the founder of Bienenstock Natural Playgrounds. He has traveled globally to advocate for children’s rights and nature play and to design spectacular natural parks and playgrounds. His resume is unparalleled; highlights include creating campuses for nature play in Jakarta, Indonesia, after attacks by ISIS, and redeveloping the baby panda exhibit at the Toronto Metro Zoo. His research includes play pattern mapping, physical literacy as it pertains to cognitive and sensory engagement during play, and connection to nature in the urban and built environment.

“The Winslow Natural Playground & Outdoor Learning Center will transform the way children at The Harley School experience the natural world and engage with each other—offering abundant, sensory-rich play opportunities that forge critical relationships between people and nature. This project will set a precedent in the region for nature-based play and become an integral part of The Harley School’s story for decades to come.” Adam Bienenstock

Emma Hornak ’18

Diane Ackerman, poet and essayist

Play has always been a key component of an education at The Harley School.

Our play-based curriculum engages curious, growing minds. [upper left] Nursery playground Pictured: Ethol Wadsworth, Nursery teacher 1939–1973 [middle] Maypole Dance in 1954 Pictured: Peter Warren, Nan Sheehy, Jay Gilbert, Ann Town, and Linda Warren [left] Toboggan run built by play-loving dads in the late 1930s

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The

Flexibility to Create Introducing the Moore/Brown Center for Creative Media

Our digital classroom was completely renovated over the summer to transform it into a state-of-

“Subjects covered in this classroom include marketing, photography, video, design, and the history of ÿ lm.

Now we’ll have ° exibility to make the changes we need to support the robust creativity and articulation of ideas.”

Michael Frank digital media instructor

the-art creative media lab. The project goals included the building of a more collaborative space to encourage peer-to-peer support and exchange of ideas. This classroom must be malleable, supporting quick changes from technical demos to narrative crafting to production and creation. The classes are taught through teacher examples, discussion, and peer-to-peer feedback—having a classroom that adapts to and accommodates these different learning opportunities is essential for fostering an optimal student experience. As an example, students might begin a yearbook meeting around a table discussing layouts, then move to computers to design individual pages, and end the meeting by viewing individual student accomplishments.

Digital media instructor Michael Frank, MFA and former visiting professor at Rochester Institute of Technology, led the redesign along with Mike Buck, facilities manager, and Ken Motsenbocker, chief financial officer.

“My goal is pretty simple: to help create a paradigm shift for our children, from absorbing media nonstop through their devices to creating content and media themselves. I want Harley to help them see the world beyond their screen, by showing them how to capture their thoughts and ideas within the world around them.”

“We wanted the Moore/Brown Center for Creative Media to help Michael Frank complete his vision of a state-of-the-art creative digital art and design education program at Harley. He was an inspiration to our children, and we are very grateful.”

Bob Moore Harley trustee

Stephen Brown board treasurer

Providing Equipment for Tomorrow’s Professionals Harley participates in a program with Sony that allows our students to use the latest equipment the company releases into the marketplace. Through this set-up, Sony “seeds” our equipment roster with two camera bodies and four lenses that are updated regularly. This model is used by many colleges and makes our center one that rivals what is found in higher education. Additionally, we have also invested in 12 new camera bodies and 14 new lenses for student use.

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The Moore/Brown Center for Creative Media, located near the main entrance of the gallery, is open to all Harley faculty, staff, and students, providing a space for media creation and editing.

Specific capabilities include large format printing, video editing (e.g., Final Cut, iMovie, Premiere Pro), image manipulation (e.g., Photoshop, Illustrator, After Effects), sound editing (e.g., Adobe Audition, GarageBand), media-rich website creation (e.g., Dreamweaver, Flash, Filezilla), and basic productivity (e.g., Microsoft Office, Adobe Acrobat Pro, various web browsers).

It is a complete production studio, fostering dynamic creation and an introduction to advanced post-production.

Highlights of the Moore/Brown Center for Creative Media Completely remodeled space for classroom flexibilit Industrial catwalk for storage, lighting, and overhead video/photography capture Ambient and studio lighting updated Tracks and grate added to expand studio lighting potential Incorporation of a screening area for film and portfolios Expanded, and more flexible photo/video green screen implementation area Large format printing, up to 24 inches Conversion to Apple hardware

Sudent portfolio work: AP 2-D Design [top to bottom]: Coco Cai ’19, Owen Liotti ’18, Kyle Lacey ’18

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AP Photo students using themselves as subjects to test lighting in the new studio.

Students learn the fundamentals of Photoshop on the new iMac computers.

Implementation of this technology has boosted available class time by 25%.

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WE APPRECIATE OUR DONORS!

Anonymous (2) Jeffrey Alexis and Christine Hay Ms. Elizabeth August ’82 and Mr. Thomas Mafriciu Mr. Robert August Paula Baker ’76 Jack and Lisa Baron Bruce B. Bates Jim and Kay Benjamin Mrs. Abigail Stern Bennett ’99 Phyllis W. Bentley ’45 Charlene Berry Matthew Berry Norman and Phyllis Breen Ms. Valerie R. Bronte ’99 Catherine M. Callery and Michael D. Nazar Mr. and Mrs. Daniel Chessin ’80 Patricia Corcoran Mary Critikos ’54 Mr. Eric N. Dobson ’07 Dr. Ray Dorsey and Ms. Zena Shuber Dorsey Mr. and Mrs. Timothy S. Douglas ’82 Dr. Clifford R. Everett and Ms. Rita M. Adler-Everett Bud ’40* and Ruth* Ewell Peter T. Ewell ’66 Margaret L. Ewing Victoria Rodwin Ferentz ’82 Mr. Raymond Fiorini and Ms. Gail Fiorini Scott Frame ’73 and Katherine Kearns Frame ’73 Lawrence Damrad Frye and Robin Damrad Frye Mary Jo and Conger Gabel ’62 Lee Gartley ’82 Mr. Ward J. Ghory and Ms. Anne Ghory-Goodman Mr. Mark Goldstein and Dr. Dena Levy Anthony L. and Earlene C. Gugino Drs. Kenneth and Kathleen Hale Dr. and Mrs. Samuel M. Hampton ’77 Drs. Omar Hanuch and Andrea Sandoz-Hanuch Mary E. Hartman ’90 Sara ’61 and Peter Hartman Dr. and Mrs. Wade C. Hedegard Srinivas Kaza and Lesley James

Gary and Pam Kimmet VaNita and Jim Laurito Dr. and Mrs. Michael E. Leit Dr. Kenneth Lindahl and Mrs. Kathy Lindahl Susan Mees Longfield ’82 Mr. and Mrs. Daniel Mahar Dr. John Markman and Ms. Amy Bach Mr. and Mrs. Robert F. McGraw, III Jon and Susan Parkes McNally J. Merrill ’73 and Katy Stein Ken Motsenbocker Mr. and Mrs. Gary Muisus Robert and Milena Novy-Marx Nancy and Larry Peckham Terry Platt and Dianne Edgar Karen Saludo and Dennis Drew Mrs. Marilyn Sands Mr. and Mrs. Richard Sands ’69 Mr. Robert Sands ’76 Kelly and Brian Scudder Mr. and Mrs. Thomas Shea The Sisson Family Dr. Andrew Stern and Mrs. Melissa McGrain Lisa and William C. Sykes ’76 Deb and Mike Szuromi Mr. Kunal Tanwar and Ms. Anuradha Chaudhri Tim Tindall and Erica Harper Dr. T. Michael Toole ’79 Mr. John S. Trow ’76 Ms. Mary C. (Kitty) Van Bortel and Mr. Roger C. Garrett Mr. and Mrs. Ziad Wehbe Mr. Timothy S. Wiest ’76 and Ms. Priscilla Rockwell Wiest ’76 Helen Wiley and Marian Payson Peter ’72 and Deb Schaller Willsea ’73 Ms. Kathryn B. Wilson Mr. and Mrs. Matt Winslow Mr. Thomas D. Woodhams and Dr. Charlene Conners Mr. Daniel P. Yeoman ’00 and Ms. Beth Bafford Dr. Xulong Zhang and Mrs. Xiaobei Qiu The Zupan Family *DECEASED

The Harley Circle is a giving society that recognizes those who provide leadership support for The Harley School, its vision, and core values.

A three-year commitment of $1,000 or greater annually to The Harley Fund provides membership into The Harley Circle. To learn more, contact Whitney Brice, Director of Development.

(585) 277-1116 • wbrice@harleyschool.org

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LIVING OUR MISSION We are a diverse, inclusive school.

We provide a balanced education that prepares our students to meet the challenges of tomorrow and lead lives of great purpose.

Those first few lines of our mission statement are more than words of aspiration—they are a blueprint for living life at Harley. From hands-on, collaborative problem-solving in the classroom to learning adventures close-up with nature; from pursuing a personal passion through independent study to reaching out to the needy in our local community, our students and faculty live and breathe our mission every day. Collectively, these experiences create a diverse community and help shape the ideals we seek to cultivate in a Harley graduate:

“A civic person…a pluralist (globally aware, tolerant, appreciative of difference); a respectful steward of community and environment; and a compassionate individual who knows what it means to take care of another human being.”

We highlight some delightful examples of how Harley students of all ages are living our mission in academic, community, and social contexts.

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Lower School Focus Week Focus Week is a collaborative month-long learning adventure that showcases how our Lower School students learn on a daily basis in the classroom. A Harley tradition since 1980, Focus Week creates an opportunity for faculty and students to delve deeply into one broad topic with many facets. In years past, the children have studied topics such as transportation, the underground (from plants’ roots to subways), and the number 100 (in honor of Harley’s centennial), as well as selected countries and regions around the world.

“The intent is that everyone has a common topic they can research, explore, and discover to drive the group learning.

What’s really great is that the teachers learn side-by-side with the kids and model how to ask questions,” says Terry Fonda Smith, head of the Lower School.

Using the inquiry approach, teachers and students must ask themselves:

What do we know?

What do we want to know?

How will we learn it?

What did we learn?

important to its people.

Celebrating the heritage of their Harley classmates, students crafted flour tortillas under the expert supervision of Harley parent and local chef Pedro Hoil Chi P ’26, ’28.

Tacos and other Mexican fare were on the dining hall menu throughout the week, too.

The children’s work was showcased in the centrum, which also served as a hub for activities such as daily sharing assemblies, a play performed by Grade 2 students, and special guest speaker Sandy Ramirez, Middle School Spanish teacher, who shared about growing up in her native city of Guadalajara. Focus Week: Mexico culminated with a lively fiesta, complete with maraca-making and Mexican hat-dancing lessons.

True to Harley’s mission, this approach fosters joy in learning and empowers our students to become confident, lifelong learners.

The most recent Focus Week theme was Mexico. The children studied everything from the country’s culture and traditions to its wildlife, foods, and foliage. Nursery Green studied cacti and succulents, while the Primary 1 class learned about Mexico’s colorful-winged beauty, the monarch butterfly. Grade 3 students connected to their ongoing lessons in diversity by exploring what makes Mexico’s culture unique and what’s most

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Middle School Cell project

As part of the Grade 7 Life Science curriculum, students investigate animal and plant cells—but Harley’s cell project puts a new twist on a traditional topic. In order to discover the relationship between structure and function in a cell, our students are given the task of designing, building, and installing a large-scale cellular structure or organelle. This year, to showcase the differences and similarities between types of cells, the Grade 7 students designed and constructed large, walk-in models of both an animal and a plant cell.

The cell project is co-taught by Middle School science teacher Carli Rivers P ’32, and maker educator Kima Enerson, who work collaboratively on this creative learning experience that merges science, engineering, and math with design thinking and maker skills.

“Our students learn about the different components of designing and building, cellular structures, and cellular processes. By studying in an active way, they are able to understand the parts of the cell, how they are placed within a cell, and how the shape of the cell dictates its function,” Enerson says.

Building cells with suspended parts meant the students had to carefully consider their choice of materials and determine how to best translate their vision into a fullscale model. The larger-than-life models were displayed in the gallery, where students and visitors could step inside and visualize ordinarily microscopic life. To draw visitors, the students created a promotional flyer with an intriguing headline: “Take a walk on the cellular side, but watch your head!”

“The students loved this project. The actual physical aspect of designing something, building it, and seeing it through is much more powerful than just sitting and writing about it,” Rivers says, noting that the cell project is a prime example of how Harley tailors learning to students’ developmental stages.

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Upper School Key Club

The Key Club connects Upper School students to service opportunities here at Harley and in our community. This year, club members from Grs. 9–12 generously devoted many after-school hours to local nonprofit organizations and people in need. Upper School Spanish teacher and Key Club advisor Juliana Floret credits Emma Hornak ’18 with spearheading several successful initiatives during her senior year.

“Emma was instrumental in organizing all of our community service projects,” Floret says, adding that every project is student-driven. “I direct them, but they do all the work. This really helps the students learn about leadership.”

In the fall, the club hosted a bake sale at Harley to raise money for Thanksgiving baskets for needy Rochester families.

Working in collaboration with the Center for Spirituality at Nazareth College and Dimitri House, club members used the proceeds to purchase nonperishable food items, which they then delivered to Nazareth College, where the baskets were filled and distributed.

The club also hosted two successful blood drives during the school year. A total of 30 pints were collected in January and 17 pints were donated in April.

In December, the club created a “giving tree” to collect items for Happy Birthday Cha Cha Cha, a Rochester-based organization that delivers birthday joy to needy children in the Rochester City School District’s K–2 classrooms. On their special day, each child receives two wrapped toys and a bag filled with goodies. Harley students collected Barbie dolls, soccer balls, socks and underwear, toothpaste, soap, boxed macaroni and cheese, and clothing.

Key Club members also spent many after-school hours assembling Happy Birthday Cha Cha Cha gift bags.

The club’s meaningful work reflects the School’s mission of showing students how to care for the world and other people, and it imparts some of the key characteristics we seek to cultivate in a Harley graduate:

A compassionate individual who knows what it means to take care of another human being.

“The students tell me that it feels good to do something for someone else. They love knowing that their work is making a child happy,” Floret says.

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1000 words

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HAC ATHLETICS

HAC Scholar-Athlete School of Excellence Award

The athletic departments at both Harley and Allendale Columbia are very proud to receive the School of Excellence award from the New York State Public High School Athletic Association (NYSPHSAA).

This award is earned when 75% of a school’s varsity teams qualify for the NYSPHSAA scholar-athlete team award by posting a 90% or higher grade point average. This is

the second year of the award and the first time HAC has earned it.

From 2009 to 2016, seven consecutive school years, HAC student-athletes earned the School of Distinction from NYSPHSAA. Thi award is presented when all varsity sports programs at a school attain a 90% or higher grade point average (GPA).

Wolves at States The HAC Wolves had state athletic representation in five different state championships. Athena Baronos qualified for the New York State Girls Golf Championships tournament with a fantastic third-place finish at the Section V Girls Golf Championship in the fall. At states, she finished 45th out of 95 golfers.

HAC diver Elina Natarajan made her second consecutive appearance at the New York State Boys Swimming & Diving Championships this past winter, qualifying when she surpassed the “magic” score at Class D sectionals. Elina placed 31 this year out of 36 divers, the best finish among females in the field.

The Lady Wolves cross-country team qualified for the state meet for the second year in a row by winning the Class C sectional title. The girls team—consisting of Roxy Reisch, Mary Cotter, Eleanor Foster, Liza Cotter, Lauren Browning, Emma Fiorini, and Sunniva Sheffiel —placed sixth at the state championship meet, competing against 11 other teams.

The HAC track-and-field team sent both a boy and a girl to states this year. The Wolves’ Niles Jones won the Division II 400-meter race at the Section V state qualifier, earning him a spot in the 400-meter race at states. Jones placed eighth out of 14 runners at the state championship meet. Ciarra Franz earned her spot at states by winning the Division II 100-meter hurdles race at the state qualifier, and she finished third in a field of 14 at the state meet.

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Ralph S. McKee

Awards

Imani Baker Xavier Israel

Alumni Cup Kit Taylor

Given to the senior(s) who, by their academic initiative, personal integrity, and concern for the School and its students, best typifies the spirit of Harley.

Highlighting New Awards In an effor to make our Honors assembly increasingly reflectiv of Harley’s mission and its student experience, we have created four new Harley-based honors that reflec the values we uphold. Thes inaugural awards are intended to recognize and celebrate the achievements of students in Grade 11.

The Ralph S. McKee trophy is presented to a Harley School student-athlete(s) who has displayed the greatest amount of dedication, leadership, and ability in athletics. The recipients of this award are also expected to be positive role models in school and to have achieved academic success during their high school career.

This year’s McKee winners have been making an impact at Harley and in HAC athletics since they were eligible to participate. Both participated in three sports during all six years of their HAC careers and have dedicated countless hours. Both have individual and team successes to be proud of during their four years in high school.

Imani Baker totaled 12 HAC varsity letters in volleyball, basketball, and track-and-field, while Xavier Israel earned 13 HAC varsity letters in soccer, basketball, and track-and-field.

Imani Baker (L) Xavier Israel (R)

Award for Academic Distinction Athena Baronos

This award honors a Grade 11 student who embodies the adage “education is the kindling of a flame, not the filling of a vessel.” The recipient is motivated by a sincere desire for challenges and deep understanding. Through rigorous coursework, selfless classroom participation, and productive collaboration, our honoree generates intellectual excitement that inspires both classmates and teachers.

Robert J. Moore Clara Costello Kyle Lacey

Thomas Neumaier

The Robert J. Moore award is presented to the Harley studentathlete who exemplifies a good work ethic, caring attitude, and compassion for all. Harley’s two Robert J. Moore Award winners this year are true competitors, who love to win, but who also know that preparing, competing, and doing your best will always make you a winner.

Advocacy Award

As a student-athlete, Clara Costello checks all the boxes you want to see in a team member: hard worker, selfless, coachable, and an outstanding student. Her coaches knew how greatly she contributed to her team’s success by setting a great example with all of the positive things she did on a daily basis at practice and on every game day.

Joy in Learning Award This award recognizes a Grade 11 student who is passionate about, and delighted by, the exploration and development of ideas. Fueled by curiosity, the recipient revels in research, invention, and creativity across the disciplines.

Jacob LaDue

This award honors a Grade 11 student who demonstrates commitment to understanding and addressing challenging social issues through leadership and dedication to community action.

Becoming Award Nikole Fandiño

This award honors a Grade 11 student who, despite untold challenges, is evolving into a student of remarkable accomplishment. Through cheerful diligence, purposeful exploration, and continual resilience, the recipient has begun to realize the potential in which others have long believed. Reflecting the essence of the School’s motto—“Become What Thou Art”—this student is becoming their truest and best self.

A lifelong sports fan and athlete, Kyle Lacey loyally competed for six years in the HAC athletics program. He experienced the ups and downs of high school sports—wins, losses, injuries—but most importantly, he learned hard work and perseverance gets you back to where you’d like to be after a setback.

Clara Costello (L) Kyle Lacey (R)

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Boys’ Swimming and Diving Repeat as Sectional Champs Entering the season as defending Section V champions, the Wolves set their goals high and defended their Class D title, earning their second team sectional title in school history.

HAC was led by individual event double winner Jacob LaDue, who captured both the 100 free (49.24) and 200 free (1:49.59) and also anchored the Wolves’ school record-setting 400-free relay (Vinny DeTomasso, Robert Gelb, and Max Kreckel) to victory. HAC placed second in LaDue’s fourth event, the 200-free relay, where they were nudged out of the top spot by Campbell-Savona.

Kreckel placed fourth in the 100 fly and fifth in the 50 free, while Nicole Gelb finished fourth in the backstroke and ninth in the 50 free, and Matthew Gelb finished fourth in the 100 free and seventh in the 50 free.

The HAC boys team also won the Genesee Region (GR) Division II title for the seventh straight season and were undefeated during the dual meet season, posting a perfect 12-0 overall mark for the year. This is the second time in three years they’ve accomplished this feat. Fouryear varsity seniors concluded their careers with a 47-2-1 dual meet record, including a 38-1-1 mark in the GR. The boys’ team also won the GR League meet for the fifth straight year, winning five of 12 events.

Girls’ Cross-Country Makes it Three in a Row and Returns to State Meet After winning back-to-back sectional titles, the Lady Wolves’ cross-country team was faced with a move up to Class C by the Section V classification committee.

Despite some injuries and a super-cold sectionals race day, HAC won the Class C meet and earned a return trip to the state meet.

Three HAC girls placed in the top 10 during the Class C race, led by sophomore Roxy Reisch, who finished third overall out of 89 runners. Eighth-grader Mary Cotter followed her in sixth place overall. The third-fastest runner for HAC was senior Emma Fiorini, last year’s Section V Class D individual champion, who took 10th overall. Following Fiorini was junior Eleanor Foster (12th), senior Sunniva Sheffiel (17th), and sophomore Liza Cotter (18th). The team’s excellent showing earned them a spot in the New York State Cross-Country Championship meet for the second straight year.

The previous week, the Lady Wolves capped off a perfect 21-0 regular season record by winning their third consecutive Wayne-Finger Lakes Championship, placing six runners in the top 20. In addition to three straight league championship race titles, HAC also won the Wayne-Finger Lakes West Division title for the third year in a row.

BY THE NUMBERS 33 three-sport athletes in 2017–18

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consecutive years that HAC varsity teams have won at least one Section V team championship

71 Section V team championships in12 different sports over the last

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38 years

Girls’ Tennis Captures 18th Sectionals Team Title HAC girls’ tennis team was Section V’s Class B Team Champions this year after beating Penn Yan 4-1. The top-seeded Wolves earned points at first, second, and third singles and also took a fourth point by winning at first doubles. Kristin Jones led the Wolves by winning 6-0, 6-2 at first singles. Anastasia Gubanova continued her impressive season, winning 6-1, 6-0 at second

singles. Sophomore Ava Gouvernet won 6-4, 6-1 at third singles, avenging one of just two losses at third singles this year. Lila Campbell and Fiona Lutz earned HAC’s fourth and final point after winning two tough sets 7-5, 6-4.

Girls Swimming Makes It Girls’ Swimming Makes it Four Championships in a Row The HAC girls’ swim team continues to write and rewrite the record books, and this winter it became the first swim team from the Genesee Region and Niagara-Orleans League to win four straight intersectional team titles.

The Lady Wolves four-peated as both GR League champion and Intersectional champion, marking the sixth time the girls have won that meet in school history.

The girls won the GR Division II title for a 13th straight season and finished the year with a 10-1 overall record and a 10-0 mark in the GR. Four-year varsity seniors have posted a 44-4 dual-meet record during their varsity careers, including a perfect 40-0 in the GR League. At the Intersectional meet, HAC won the 2018 championship.

Intersectional title winners were Erin Szuromi, McKenna Shearing, Kit Briggs, and Clara Costello in the 200-medley relay, Lila Campbell in the 500 free, Erin Szuromi, Cleo Wadkins, Lila Campbell, and Kit Briggs in the 200-free relay, Erin Szuromi in the 100 back, and McKenna Shearing in the 100 breast.

Girls’ Track-and-Field Goes Back-to-Back with Second Straight Sectional Title For the second straight year, HAC’s varsity girls’ trackand-field team are sectional champions! The Wolves won four different events and also had two second-place finishes en route to winning their seventh championship in HAC history, this time in Section V’s Class C division.

Freshman Ciarra Franz saved her best performances of her varsity debut season for sectionals. She ran personal bests in both the 100-meter hurdles (16.14) and the 200-meter dash (27.32), finishing in first place in both events. Also earning a first-place finish was eighth-grader Mary Cotter in the 2000-meter steeplechase. The Lady Wolves added a championship in the 4x800-meter relay as Liza Cotter, Olivia Reynolds, Middy Vella, and Roxy Reisch teamed up for the win.

Reisch, individually, led a second-, third-, and sixthplace trio of HAC runners in the 1500-meter run.

Reisch ran the best 1500 meter race of her career, taking second place. Senior Emma Fiorini took third, and was followed closely by Mary Cotter who took sixth overall.

Senior Imani Baker scored a season’s best 1,884 points in the pentathlon to place fourth for the Wolves.

All in all, the Wolves had 16 results that proved to be the best of the season to help HAC score 102 total team points, which was tops out of the 18 Section V Class C teams that competed.

Empire Tennis Academy is run by Jason Speirs ’99 (see class note, p. 42).

Classes take place at Harley.

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Full Circle: What is it like to go to school at Harley and come back as a teacher?

We asked seven alumni faculty members to describe how it feels to be on the “other side.�

They recounted stories about their favorite teachers, most beloved Harley traditions, and shared how they carry those Harley experiences and values into their classrooms today.

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Kirsten Allen Reader

knows Harley from many dimensions. As a Middle School faculty member, the 1990 graduate is truly a part of the family. Her mother, Maura Allen, retired in 1999 after 19 years as Lower School art teacher. Kirsten’s stepfather and legendary local storyteller, Jay Stetzer, taught at Harley for 47 years (see page 47). Daughter, Zoë ’20, and son, Liam ’26, are continuing the tradition as current students.

“The sense of community at Harley is by far its strongest attribute. It’s palpable,” says Kirsten, who teaches Grades 7 and 8 English. “It’s a real privilege to come back here and be a part of it; to be a caretaker of this community.”

Joy in learning began at home. “My parents embody that concept. They are lifelong learners who are fascinated by learning—they eat things up!” she adds with a laugh.

That solid foundation at home, coupled with her well-rounded Harley education, allowed Kirsten to become her best self.

“As a student, I felt seen for all of me—not put in a box.

I always felt like a whole person. That kind of empowerment helps breeds confidence,” Kirsten points out. “Everybody finds a place to shine.”

As a student, Kirsten was actively involved in drama performances and held a number of leadership roles as an organizer of student assemblies and a member of student council. She cites several faculty members who were pivotal role models during that time—including Maggie Schneider, former head of Upper School, biology and psychology

teacher, and student council advisor. “Maggie was instrumental in empowering us as students. She saw us as people.

She was an influential faculty member,” Kirsten comments.

She recalls how English teacher Alex DeSantis helped her discover that “learning is actually fun,” while her “tough-as-nails” AP Biology teacher, Gail McGuire, “expected excellence as well as bravery and courage.”

Now that she’s part of the faculty, Kirsten has a deeper appreciation for the School that shaped her life and is shaping the lives of her children.

“Harley is a fantastic place to explore teaching. We have lots of autonomy in the classroom and are able to teach what we’re passionate about,” she explains. “They say ‘it takes a village to raise a child,’ and I love being a part of that village.” [ed. note: Kirsten accepted the position of director of admissions since this article was written.]

Doug Gilbert’s

Middle School students giggle and roll their eyes as they thumb through the pages of his time-weathered Harley yearbook, searching for Mr. Gilbert’s boyish face among the Class of 1987 senior photos. Three decades have passed since Doug walked in their shoes. While the faculty and physical structure of the School have changed over the years, he is grateful that the School’s close-knit family-like culture has remained steadfast.

“Looking back, the thing I treasured most as a Harley

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spaces and places

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student was my teachers. I love the fact that our School is small and everyone knows you,” he says. “My teachers were like aunts and uncles to me.”

For Doug, who teaches Grades 7 and 8 history, the transition from student to teacher has been seamless.

“Being back on the other side, I’m able to teach in a way that worked for me as a student. I believe in using the conversation model. Rather than talking at my students, I engage them in a conversation,” he explains. For example, during class Doug will weave in a discussion of current events such as gun control legislation or the progress of presidential nominations to the cabinet.

“I like to encourage the kids to think new thoughts and look at issues from different perspectives. That’s what is most inspiring to me about Harley—we encourage learning, and our students have a genuine appreciation for learning.”

As a student, joy in learning extended beyond the classroom. He remembers with fondness many happy school days in the 1970s when the late Don Backe, former head of Lower School, would playfully initiate snowball wars with students during recess. “Mr. Backe would throw a snowball right at your head!” he recalls with a grin.

Doug also cherishes memories of retired athletic director Bob Joslyn’s outdoor education program, where Grade 8 students pitched tents and camped in the woods near a local farm.

Today, the family tradition at Harley continues with the next generation of Gilberts. Doug’s three children are students: Sam ’21, Jackson ’24, and Ellie ’27. “Harley is all about people and relationships. It’s a safe place where I learned to take risks and try new things—and now my own children are experiencing that,” Doug says.

Can one student make a difference in our community? In our world?

“Yes!” says Jocie Kopfman, a 2009 graduate who’s happily back in the familiar halls of the Upper School, teaching Rights and Responsibilities, a unique requisite class for Grade 9 students.

“It’s so easy to look at something and say that nothing can be done,” Jocie says. “In Rights and Responsibilities, we ask students to find something they’re passionate about and to do their part to create change in their community and their world.”

She describes Rights and Responsibilities as a “modernday civics” course that begins with a look at race, class, and gender from a historical perspective. Class discussions center on topics such as basic identity, racial stereotyping, and the mental and physical impacts of racism. Students 32

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learn all about agency development and go on to complete an advocacy project of their choice in the local community.

For students who want to delve deeper and learn to do qualitative research, Jocie also teaches a 201-level Sustainable Community class.

Jocie brings a broad scope of experience to her roles as a faculty member: As an Africana studies major at College of Wooster, she studied racial identity development in youth— a decision largely influenced by her Harley education.

“Harley taught me not to accept anything at face value.

That’s an indirect lesson I received from my teachers with whom I had very close relationships,” she recalls. “I’d always been interested in looking at race relations from a public health lens. When I got to college, I gained a whole new perspective on diversity. It really opened my eyes.” From her perspective today as coordinator of civic engagement, Jocie has noticed students have become more conscious of the power and unique abilities they bring to the table to create positive change.

“Harley has always had a commitment to community service outside of Harley’s walls, but I think that we are becoming much more mindful about how we participate and how we educate students about the impact they have,” she says.

For Jocie, seeing students passionately engaged in outreach is the essence of what it means to live lives of great purpose. “When we talk about living a life of great purpose, it’s not necessarily about finding happiness— it’s about something much deeper,” Jocie says. “It about having a life of meaning.”

Looking back, Jocie says one of her favorite teachers was Dan O’Brien P ’11, ’13, ’17, ’27. “I have always had math anxiety, and he offered so much support when I was in Grade 8. I had the honor of teaching with him when I first came back to Harley, and he continues to be one of the most creative (and funniest) teachers.”

Harley has been a part of Laura Joslyn’s life for nearly 50 years. She grew up as a “faculty kid”—her father, Bob Joslyn, was athletic director when she was a student. During her time in Upper School, she taught swimming and worked summers in Harley Day Camp. Her sons, Ethan and Danny, attended Lower School. So it’s no surprise Laura feels right at home as a Primary teacher.

“Harley is my past, present, and future. It’s a community in which I’ve been safe, and it’s comfortable to take risks and grow—both professionally and personally,” she says. “The faculty and families at Harley are truly my extended family!”

Laura’s journey back included a few twists and turns.

After earning a bachelor’s degree in speech communications at Denison University, she worked briefly at a Rochester advertising agency and went on to pursue a master’s degree in elementary education at Nazareth College. She spent the next decade teaching first grade in the Penfield School District. During that time, her two sons were born.

“When my older son turned five and started Kindergarten, I wrote him a letter describing my hopes and dreams for his education and journey in school—mainly, that he find joy in learning and feel a sense of belonging.

Without naming it at the time, I had described my own positive, wonderful experience at Harley,” Laura explains.

“It was then that I realized how terrific the Harley community would be for our family, and I decided to apply for a teaching position here.”

As a faculty member, Laura enjoys sharing the School’s values and traditions with her current students. She shares a few of her fondest memories: “My Grade 4 teacher was the delightful Mrs. Jane Parsons, and our classroom was in the old barn building.

She exuded joy, and ours fueled hers. She and her husband, George, wrote a play for our class to perform at an assembly, and it was purely magical,” she recalls.

Today, Harley continues to inspire Laura. “I thrive on new experiences, challenges, and opportunities to learn— whether it’s simple facts I discover with my students through an inquiry unit, new techniques to build a responsive classroom with my colleagues, or simply a new expression or dance move from a young student enjoying the moment—it’s all valuable!” she says.

Sybil Prince’s interest

in end-of-life care took root at Harley during her senior year, when she interned in the Memory Care program at the University of Rochester.

Eighteen years later, the 2000 graduate’s path has brought her full-circle, back to Harley as hospice, service learning, and mindfulness educator.

“My heart was calling me to do this. It feels as if everything I’ve done throughout my career was preparing me to return to Harley,” Sybil says.

A bereavement and grief specialist, Sybil earned a BA degree with a concentration in medical anthropology at Sarah Lawrence College and went on to receive a master’s in social work at the University of Southern California.

Over the last decade, she’s gleaned a wealth of experience in the field of social work, advocating on behalf of—and working with—a variety of clients from cradle to grave.

Upon returning to Rochester four years ago, Sybil worked in the Department of Psychiatry at the University of Rochester,

specializing in geriatric mental health and in palliative care at Wilmot Cancer Center. She is currently an adjunct professor at SUNY College at Brockport.

As a faculty member, Sybil brings this collective experience to Hospice, a year-long senior elective on death and dying, grief, and loss. Created 16 years ago by retired faculty member Bob Kane, the course utilizes lectures, discussions, literature, movies/documentary films, art, and music in addition to fieldwork at local comfort care homes.

Paired with an adult volunteer, students spend four hours each week working with dying residents and their families.

During shifts, they practice interpersonal skills they have been learning in the classroom—being mindfully present, actively listening, and communicating in ways that convey empathy and compassion—while providing comfort care measures such as turning, positioning, and sponge-bathing.

Back in the classroom, they discuss their shifts and share what they learned.

Although death takes center stage in Hospice class, equally valuable are the lessons learned about crafting lives of great purpose—one of Harley’s core principles—as a result of the students’ authentic engagement with individuals at the end of life.

“Death is a mirror in which the meaning of life is reflected,” Sybil points out. “And so, together, we grapple with questions such as: ‘What is a good life? How can we nurture a sense of purpose in our lives?’ These are powerful conversations.”

Something special happens every weekday morning when

Lee Sherwood Allen

(her “school” name; she’s now Mrs. McDermott) closes the door to her Middle School classroom.

“That’s when the magic starts—just being with the kids.

To me, that’s what it’s all about,” says Lee, who teaches Grades 5 and 6 math. “I just love this age! They are so full of joy and wisdom.”

Lee’s passion for education was kindled by her own experience at Harley, where special traditions like Elf Day and Candlelight evoked a sense of family and community, and beloved faculty like Leo Opdycke challenged and inspired her.

“Mr. Opdycke was my favorite teacher,” Lee recalls. “He instilled in me a lifelong love of poetry and writing prose.”

After graduating from Harley, Lee launched her teaching career in Philadelphia, and then returned to her alma mater in 1973 to teach Grade 6 math and science.

When she and a colleague decided to split the tandem subjects, Lee jumped at the opportunity to teach math.

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nationally competitive MathCounts team and helps coach boys and girls swimming.

Lee was also the brains behind Pi Day, Harley’s annual salute to the inimitable Greek mathematical symbol.

From solving pi equations to writing poems about pi, it’s a whimsical way to make math fun for students. “Pi Day engages students in hands-on learning and creative problemsolving,” she explains. The week-long celebration in March is capped off by an “American Pidol” performance featuring students’ original skits, songs, videos, and poems about pi.

“I know that I was impacted by good teaching here at Harley,” Lee says. “My hope is that a child from my class will come back one day and say, ‘I became a math teacher because of Mrs. Allen.’”

Harley is a second home for

Lindsay Worner.

So it’s no surprise the 2002 Harley graduate is happy to be back at our School as a physical education teacher, assistant varsity swim coach, and head coach for the modified track team.

“The one thing I’ve always said about my Harley education is that it’s home. It’s where I felt comfortable, safe, and loved. It’s a place where people cared about me,” Lindsay comments. “I just love being here, building relationships with the Harley community, being active with the students, and watching them grow.”

Teaching was a natural career path for Lindsay. Both of her parents were teachers. Before joining the faculty in 2010, Lindsay taught in public schools—an experience

that deepened her appreciation for the ways Harley builds community.

“The most important thing Harley does is create a small learning community where nobody slips through the cracks.

With our small classes, students are physically closer to one another so it’s impossible not to make connections,” Lindsay observes. “That simply doesn’t happen in a bigger school.”

Lindsay loves the fact that Harley requires all students to play school sports for two years. She ran cross-country in Grades 9 and 10, and swam competitively all four years of high school.

“Athletics is a life skill. Being on a team is a unique experience that gives students opportunities to make positive social connections. It also builds the foundation for an active, healthy life,” she notes.

What’s changed at Harley since she was a student?

“Cell phones and technology have changed the way that kids interact. It has affected how often and how much the students communicate—but the content is still the same,” Lindsay says, noting that the topics of conversation run the gamut from tonight’s homework assignment and tomorrow’s exam to clothing crises and school crushes.

While her favorite Harley tradition, Elf Day, remains steadfast in its rituals, she’s noticed that the costumes are much more ornate. “We used to glue a few pieces of felt together and tie a rope around our waist. Now everything is much more elaborate—people are actually sewing their costumes!” Thinking back to her time as a student, Lindsay fondly remembers Al Soanes who taught AP Chemistry and Grade 9 Science. “He was always honest and direct, willing to help, and could take a joke,” she said.

The Commons Series at The Harley School at 6:30 pm November 27, 2018

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The Net Zero Challenge of The Commons

Seth O'Bryan with Amos Frye ’15, (via Skype)

January 23, 2019

Community Investment in the Work of Dr. Martin Luther King, Jr.

Simeon Bannister, vice president of Community Programs, Rochester Area Community Foundation

February 12, 2019

Mindfulness and Medicine

Siobhan LeGros, mindfulness teacher at Harley, and Rob Horowitz, MD

April 25, 2019

Sustainability and Design

Maria Furgiuele P ’19, architect, realtor, and executive director of the Community Design Center of Rochester

May 21, 2019

Students in The Commons: presentations

Seth O’Bryan, Commons director, with Harley students

B e c o m i ng M a ga z i n e

The Harriet Bentley Society of The Harley School

Gift Ideas to Help The Harley School A GIFT THAT COSTS YOU NOTHING IN YOUR LIFETIME • Bequest GIFTS THAT PAY YOU INCOME • Gift Annuity • Charitable Trust

35 | B e c o m i n g M a ga z i n e

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Whitney Brice, Director of Development (585) 277-1116 wbrice@harleyschool.org giftplanning.harleyschool.org

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IN MEMORIAM Dana Randolph “Randy” Prozeller Randy Prozeller ’62 passed away on December 25, 2017. We remember him as kind, thoughtful, and helpful—a true gentleman.

Raised in Fairport, N.Y., he graduated from The Harley School, Williams College with honors in economics, and Harvard Business School.

Randy joined the U.S. Navy in 1969, completed Officer Candidate School and became a commissioned officer, serving with distinction for four years on the USS Boston, America’s first guided-missile cruiser, off the coast of Vietnam.

Randy always welcomed a competitive challenge and mastered everything he tried. Known by his siblings as “the Ultimate Competitor,” his athleticism was mental as well as physical. He received recognition in Upper School as a standout soccer, basketball, and tennis player.

Randy served as the treasurer of his Congregational church, of the Hollis Historical Society in New Hampshire, and of the Pepperell Horse Owners Association in Massachusetts. Randy also volunteered as a Big Brother, supporting a Little Brother emotionally and financially through high school and college.

Horses also played a continuing role in Randy’s life. He rode with his father as a teenager and was training his own horse, Harley, right up to the time of his passing.

Randy was a generous supporter of Harley, through his annual gifts to the Harley Fund and support of the Center for Mindfulness and Empathy Education. His work resulted in a grant from The Edward E. Ford Foundation. For the latter, he also left a generous bequest to the School that inspired his family to support the Horizons at Harley program and issue a “100 for 100 Challenge” for The Harley Fund in honor of our Centennial (and Randy!). The funds raised were used, in part, to help provide student financial aid and faculty professional development.

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Recognizing and Supporting the Craft of Teaching AWARDS Freckleton

Alumnus parent Jon Freckleton established two awards to show his appreciation for the experience his son, Jon Jr. ’91, had at Harley. The recipients receive $250 and their names are added to plaques in the science hallway and the athletic facility.

DAVE YOUNG AND SANDY FOSTER COACHING AWARD

GAIL MCGUIRE SCIENCE AWARD

Lindsay Worner ’02

Anneke Nordmark

GRANTS Cummings

These grants are designed “to promote teaching excellence by providing teachers with resources to undertake special professional enrichment activities.” Faculty members are offered an opportunity to pursue academic experiences or fieldwork, develop a specific classroom project, or pursue independent research.

Allyson Klopp

Served as the Hot Shop and Annex Shop coordinator at the Pilchuck Glass School in Stanwood, Wash.

Patricia Malone, PhD

Attended the NYSAIS-sponsored Institute for Teaching Diversity and Social Justice in order to better understand the complexities that arise in classroom discussions around issues of race, culture, social class, gender, and sexual orientation.

McLear

Referred to as “Innovative Teaching Grants,” McLear grants are intended to compensate faculty for time and effort in developing a new curriculum.

Eileen Ferrari

Evaluated and developed the health curriculum to ensure the proper topics and skills are being taught.

Specifically, she developed and implemented curriculum for drug-and-alcohol and sexual-health education.

Elizabeth Hallenbeck Daly Endowment

For faculty and professional development at The Harley School, this grant was created to: • Develop a faculty member’s individual skills or help them plan specific curriculum projects • Assure that faculty members develop technology skills and to investigate best practices in the use of academic technology • Promote the faculty’s capacity to analyze and coordinate curriculum both horizontally (within a grade level) and vertically (across grade levels) Connie Moore, Raj Singaravelu

Worked to more closely align the English 5 and History 5 curricula. In the process, they will identify one collaborative cross-curricular project per trimester they can undertake in the 2018-19 school year.

CUMMINGS/HALLENBECK

Michael Frank, Lyn Parsons, Rebecca Tracey

Designed curricula in conjunction with visiting artist Judy Livingston for the purpose of creating 10 “Teaching Tolerance” posters to be illustrated by students.

CUMMINGS/HALLENBECK

Seth O’Bryan

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Coordinated summer work for a group of teachers to each make 5- to 10-minute instructional videos about a teaching tool or classroom assignment they believe they do particularly well and that connects with an aspect of the School’s sustainability statement.

UNICORN shows us as creatures of dreams, magic, and imagination. We develop virtue and strength of mind and body.

VISOR/SWORDS

shows the penetrating power of the intellect with newfound assurance. We combine ambition with courage and justice.

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CLASS NOTES

1940s classes of 1943 and 1944 – 75th reunion __________________________________________

classes of 1948 1949 – 70th reunion TWOand UNICORNS symbolizes the virtue and strength of mind and body. We cooperate in work and in play. We cherish the goodness in others.

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I am so sorry I couldn’t go to hear about John A. Williams (February Commons Series), but worldno of changing forms. It shows us as developing people in an orderly universe striving for peace and understanding. living as I do on CRESCENT the Canadianrepresents Prairies, Iahave way to get there—and as I am approaching 90 in a few years, I couldn’t in any case. I have always said that The Harley School is the best school because it taught me to love to learn, and what is greater than that?

Sincerely, BARBARA BUELL (SLATER) Class of 1949

1950s

FLEUR DE LIS

In 1960, Frank went to work at Kodak in the

dementia, which can be part of that disease.

research labs. flower He worked there he retired is the emblem of illumination—the of light and life.until We strive toward balance andtime discipline, andhad dedication.

At the of hispurpose death he been living in

around 1992. A successful career as a scientist! a home for the aged for about five years. His He married Peggy Johnson in 1961, and they passing was truly a blessing.

STAG ON CHEVRON symbolizes the cycles of renewal and growth. We gain agility as we leave shyness and solitude for playfulness and joy. had two children, a son in 1962 and a daughter Peggy and Frank’s children unfortunately classes of 1953 and 1954 – 65th reunion __________________________________________ in 1964. In 1965, the family moved to Hilton, followed their father shortly after. In 2006, their classes of 1958 and 1959 – 60th reunion N.Y., and raised their children there. Frank did daughter died from cancer, and in 2010 their a lot of hunting and fishing. He quit hunting son passed away from cancer as well. Those were when nobody would eat what he shot—making very hard times for Peggy.

JUDY GOLDMAN REED DAMRON ’54 writes: him somewhat more sensible than many hunters.

It was difficult for Frank to attend Harley My great-grandson, Ethan Manuel Reed, turned Frank was also a great photographer. He took because his parents were neither socially or two this year, and my grandson Sam Baker several photography courses at RIT, and Peggy economically on the same level as the parents of graduated from RIT. I am one proud and has many of his photos framed in their house. other students. Even so, he took advantage of grateful woman! My life continues to be as full At one time, he had a darkroom and did his own all the opportunities Harley offered, and he was and productive as I like—tons of credit to Harley developing and printing of his pictures. It was very muchthe inemblem favor ofof private school education truth and illumination.

T O R C H shows us as a light to our School, our friends, our families. It represents and all I received from my years there. [1, 2] something he enjoyed a lot. based on his experiences there.

After their children had grown up and were TRUMAN BULLARD ’56 has retired from his on their own, Frank and Peggy moved to a house JOHN MILLS ’57 writes: I recently finished a the light of College, dawn turning Weacre growofinland our own vision of ourselves; vigilant, helpfultrip to others.

G R I F Fposition I N represents teaching at Dickinson in to gold. on an in Victor.

Frank was very fondkind, and six-week from Australia to San Francisco, Carlisle, Pa. (1965–2000), and from the Eastof the landscape there. The house was on a hill Seattle, Rochester, New York City, Madrid, man School of Music (1976 –2013), where he overlooking the town, and it had a driveway that Bangkok, and Koh Chang (Thailand). My wife, taught summers. He and his wife, Beth, reside was 500 feet long.

Suzanne Crowe, came along with me from in Carlisle, where they continue to perform as a As time went on, maintaining the property Madrid onward. We are pleased to be home, but bassoonist and a flutist in orchestras and other became too much for them, and they decided are already planning to spend a month in the musical ensembles, and where Truman teaches to move to the Southwest. In June of 1998, Northern Territory of Australia—the wild and music theory privately to high school students. [3] Frank and Peggy moved to Rio Rancho, N.M., woolly part of Australia. And, of course, we’ll be where they were very happy. He belonged to the visiting Harley friends when we go to Rochester FRANK JOHNSON ’57 passed away on May 14, fishing club at the senior center and fished often. for Thanksgiving.

2016, and his wife sent the following update: He also did a lot of hiking. Those activities After graduating from Harley, Frank attended diminished in 2002 when he was diagnosed A G Lyears.

E is the bird living in the full disease. light of the warmth of life. We strive to be bold, adventuresome and proud.

Kalamazoo College in Michigan forE three with Parkinson’s Hesun alsorepresenting developed the some c l a s s n o te s

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TWO UNICORNS

symbolizes the virtue and strength of mind and body. We cooperate in work and in play. We cherish the goodness in others.

CRESCENT represents a world of changing forms. It shows us as developing people in an orderly universe striving for peace and understanding.

MALCOLM BALDWIN ’58 writes: I’ve been active in helping start a group that’s concerned with protecting the rural part of this fast-growing county (Loudoun County, Va.) from costly housing developments. And I’m a board member of our local farm bureau, working to strengthen is the emblem of illumination—the ˜ower of light and life. We strive toward balance and discipline, purpose and dedication.

FLEUR DE LIS farms that provide valuable products and landscapes that foster our growing tourism (for our wineries, breweries, bed-and-breakfasts, and symbolizes so STAG ON CHEVRON the cycles of renewal and growth. We gain agility as we leave shyness and solitude for playfulness and joy. forth). Meanwhile WeatherLea Farm’s sheep, vineyard, B&B cottages, and wedding business keep me busy. And, of course, I’m engaged in local politics. ith one phone call from GENE SU ’67 an idea was born: Looking back on a most enjoyable celebration Pull the class together to raise $10,000 in honor of their at our 60th reunion, albeit with fewer of our 50th Reunion and Harley’s Centennial birthday. class of ’58 in attendance, I contemplate our “Celebrating our 50th Reunion during Harley’s Centennial actual graduation 60 years ago this June. year—this is a milestone for our class and the School,” Su said.

“Do you think we can do it?” They were determined to try!

The idea was introduced to classmates with a letter, followed by our friends, ourcalls families.

It represents the emblem of truth challenge and illumination.

T O R C H shows us as a light to our School, many phone and follow-up emails.

An enticing was issued as the class got closer to its goal. Fifteen participants later, the Class of 1967 surpassed their goal! And more than half of the classes of 1963 and 1964 – 55th reunion were from first-time supporters. of ourselves; vigilant, kind, and helpful to others.

G R__________________________________________ I F F I N represents the light of dawn turning to gold. We grow in our own vision gifts One of them was JANE MINETT ’67 . “Of the eight schools classes of 1968 and 1969 – 50th reunion I attended, Harley was the one that engaged me the most and made a lasting positive impact,” she said. “It was doing something RANDY PROZELLER ’62, avid golfer and horseman, right 50 years ago, and it clearly still is. Such a gift to all of us passed away suddenly and unexpectedly at Lahey lucky enough to go there.”

Clinic on December 25, 2017. [see In Memoriam,

Class of 1967 breaks its personal class gift record in honor of its 50th Reunion!

W

1960s

Than you to the Class of 1967 for your tremendous support of the School!

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4 assistant treasurer, responsible for pension plans several years ago. From 2007 until this past June, and related investments. I retired just before the we spent a week per month in the Florida Keys, Good timing!

My oftaking friend’s house in Marathon.

In E A G L E is the bird stock living inmarket the full crash light ofin the2008. sun representing the warmth life. Wecare striveoftoabe bold, adventuresome and proud. wife, Sue, and I live in Manhattan on the Upper July of this year the house was sold, which was East Side, and we also have a house in northwest excellent timing considering the hurricane. We So weWesplit ourthose time. also traveling and were ableinto H O R N symbolizes the strength to openConnecticut. up a path for oneself. protect lessWe strong and welove mature to appreciate beauty all spend things. six weeks travel some and have been doing a winter trip to in Europe last year, during which time we Florida for the last few years. I have always visited with JOHN DAVIDSON ’67 in Paris. We appreciated my Harley education and congratare looking forward to spending the Christmas ulate the School on reaching 100 successful years! holidays on a two-week river cruise that goes from Budapest to Amsterdam.

BOB CHAPMAN ’67 writes: I left Harley for DIAN WOLK WARNHOFF ’67 writes: During My brother, GARY WOLK ’69, still lives in Kenyon College, in Ohio, transferred after two my career, I primarily worked in sales and Rochester, and we had a chance to meet in years, then graduated with a math major from marketing for a group of hotels in Florida and Northampton, Mass., this past July to celebrate Wesleyan University in Connecticut. After getthe Bahamas. It gave me a chance to travel, our sister’s 60th birthday. I wish everyone a ting an MBA from the University of Chicago, I and for many years I spent two or three weeks great reunion. made my career with companies in midtown Manper month traveling to promote the hotels. hattan, first Mobil Oil and then 30 years at E R OMy N Smain L O Pjob E symbolizes and gentleness. represents growthand fromretired awkward beauty into grace and a longevity of commitment.

My husband was a Itmarina director Bristol-MyersD E Squibb. was as an swiftness

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DRAGON

represents us as creatures of courage and vigilance. We grow in wisdom as we grow in strength.

Become what thou art SARA PROZELLER HARTMAN ’61, the only girl and eldest among five brothers, grew up in a bustling family. During her early years at Harley, all six children squeezed into the family Jeep headed to and from school. In fact, through the years, “family” often included international students who stayed with them—32 to date.

After Harley, Sara went to Mount Holyoke College, founded in 1837 with a mission to prepare students, “through a liberal education…for lives of thoughtful, effective, and purposeful engagement in the world,” a value also shared by the Harley community. Both schools made strong impressions on her.

Following college, in 1965, Sara married Peter, the literal “boy next door.” After graduating from MIT, Peter was drafted into the Army (Vietnam era). Once he completed his military service, he secured a job at a startup technology company in Connecticut. Sara’s job search led her to the nonprofit world, which aligned with her growing interest in public service. Her initial employment in human resources at a local university included free tuition for graduate studies, enabling her to complete an MBA and advance to a senior position at a large hospital affiliated with Yale Medical School. Health care was a terrific match for her interests. She was accepted into Yale’s Master’s Program in Epidemiology and Public Health.

Upon completing her degree, the timing was right to start a family. Sara’s and Peter’s long-range plan was to have two of their own, later adding other children by fostering, adopting, and hosting others. When their own children, CHRIS ’93 and MARY ’90, were 6 and 8 years

Sara with her fiv brothers: Brad ’71, Judd, Drew ’74, Randy ’62, and Todd

old, Sara and Peter commenced fostering. Sara’s work on the Board of Hillside Children’s Center emphasized the great need for fostering, and from 1980 to 1994, they remained committed to providing this service, giving children a chance to experience positive family life. In 1995, they became “therapeutic” foster care parents working with children in need of special mental health and educational services. Over time, they adopted two foster children.

During the refugee crisis in 2015, they signed up for the year-long training program to foster youth in the federal Unaccompanied Refugee Minors Program. Currently, they have a teenage boy from Central America pursuing the American dream living with them.

Sara’s commitment to helping others with different backgrounds has been consistent with her professional career. This includes senior management positions focused on planning and initiating clinical programs and services in a variety of health care organizations. Additionally, she taught at RIT for eight years. For the last 15 years of her career, she had her own consulting business. Her most satisfying assignments included expanding primary care medical and mental health services for vulnerable populations: low-income residents, minorities, people with chronic mental illnesses, and seniors.

c l a s s n o te s

39

FLEUR DE LIS

is the emblem of illumination—the ˜ower of light and life. We strive toward balance and discipline, purpose and dedication.

STAG ON CHEVRON symbolizes the cycles of renewal and growth. We gain agility as we leave shyness and solitude for playfulness and joy.

CRESCENT represents a world of changing forms. It shows us as developing people in an orderly universe striving for peace and understanding.

1 2

symbolizes the virtue and strength of mind and body. We cooperate in work and in play. We cherish the goodness in others.

TWO UNICORNS

BRUCE LINDSAY ’68 writes: One of the

legacies of The Harley School that occurs more often than we realize is the unexpected grace and truly important impact that the Harley community can have upon each of us who were fortunate enough to attend this fineTinstitution.

O R C H shows us as a light to our School, our friends, our families. It represents the emblem of truth and illumination.

Sometimes these factors are actually subtle and unknown directly for years. With this in mind, I Who could have guessed have a story to share. In 1967–68, I was enrolled G R I F F I N represents the light of dawn turning to gold. We grow in our own vision of ourselves; vigilant, kind, and helpful to others. these generational blessings, at Harley and also at RIT’s School for American all from a Harley beginning?

Crafts. Due to this, my last two years at Harley consisted of a few required English and History Shira and her family, courses. Harley, in its wisdom, asked me to pictured below. [3] teach Grades 1 and 2 Art as well as Grades 7 VISOR/SWORDS shows the penetrating power of the intellect with new-found assurance. We combine ambition with courage and justice. and 8, which I was very pleased to do. After RIT, I created my own art school, and then in the 1980s went on to a career in real estate here Grade 8 art at Harley that gave me the conus as creatures of dreams, magic, and imagination. We develop virtue and strength of mind and body. in Rochester andUNICORN the Fingershows Lakes.

My stepfidence to go on to a successful career as an artist.” daughter, SHIRA YOUNG ’87, attended Harley In conversation, we shared family stories, and her senior year, and it was a blessing, helping her Scott saw my daughter’s photo of her third to emerge as a truly self-actualized person. Now, child,in Lulu inthe Paris front of the E A G L E is the bird living the fullBelle, light of sunin representing theEiffel warmth of life. We strive to be bold, adventuresome and proud. the unintended consequences of our Harley Tower [1]. Immediately his artist eye said, “I community come full circle this year. Last must paint this image.” I was both surprised June at SCOTT SMALL ’71’s mother’s memorial Nine months later, Scott H O R N symbolizes the strength to open and up a amazed. path for oneself.

We protect those less drove strong to and we mature to appreciate beauty in all things. service, I reconnected with Scott and was Rochester with a spectacular painting. The artistic amazed when he told me, “Bruce, even though photo of Lulu Belle turned into an amazing 3 my mother was an artist, it was your teaching of work of art [2].

Sarah Sette ’77 Urban Archeology Rocks!

What I’ve

Learned

DEER ON SLOPE

symbolizes swiftness and gentleness. It represents growth from awkward beauty into grace and a longevity of commitment.

DRAGON

represents us as creatures of courage and vigilance. We grow in wisdom as we grow in strength.

The Herring Run Archaeology Project was started in 2014 with the mission of exploring the rich history of Baltimore through archaeological discovery. The all-volunteer group, including Sarah, works in Herring Run Park, a beautiful wilderness area in Northeast Baltimore.

Sarah relates the following information about the group’s beginnings.

“It was started in 2014 by a husband and wife team of archaeologists who live in my neighborhood and were interested in exploring the history of our local park, located in the middle of Baltimore, where I walk my dog every day. I am fascinated by this history at my doorstep, and it has been great to be part of a real archaeological dig where professionals and volunteers, like me, work side by side. We participate in the dig onsite 40

B e c o m i ng M a ga z i n e

in the spring and fall and then do lab work in the winter.

We have been focused on the site of a manor house built in 1760 that burned down in the 1860s and was never rebuilt. We have found many artifacts from that home dating from the 18th and 19th century. The site had been occupied by the first European in 1692 and indigenous people were there before that! We have discovered artifacts from all of those time periods. Each day at the site, or in the lab, is an opportunity to learn and feel connected to my community in a new and exciting way.

I loved studying history at Harley (with much gratitude to various Harley teachers: MR. DEALY, MR. EWELL, MR. DALTON, and MR. HEWEY) and this has taken me full circle back to that early love!”

T shows us us as as aa light light to to our our School, School, our our friends, friends, our our families. families. It It represents represents the the emblem emblem of of truth truth and and illumination. illumination.

TO OR RC CH H shows G GR R II F FF F II N N

represents We grow represents the the light light of of dawn dawn turning turning to to gold. gold. We grow in in our our own own vision vision of of ourselves; ourselves; vigilant, vigilant, kind, kind, and and helpful helpful to to others. others.

1970s

DEB SCHALLER WILLSEA ’73 has been spendhighest distinction, summa cum laude. She will be ing most of her time this year on Cape Cod working as a health-care consultant in New York establishing Cape Cod Toy Library, Inc. at the City. Meanwhile, Jake is continuing progress on encouragement of Cape parents, educators, his doctorate in physics at UMass Amherst. classes of 1973 and 1974 – 45th reunion __________________________________________ and mental health professionals, building on classes of 1978 and 1979 – 40th reunion her 32-year experience developing Rochester’s successful Toy Library that’s now part of the KATHY FRAME ’73: Harley has been a centerRochester Public Library/Monroe County Library G E living the sun the warmth piece of our past year as I wrapped E upA E Amy GL Lrole E is System. “joyof accessible isasthe the bird bird living in inMaking the full full light light ofinthe thelearning” sun representing representing the to warmth of of life. life. We We strive strive to to be be bold, bold, adventuresome adventuresome and and proud. proud.

Centennial co-chair and SCOTT ’73 moved into the children and families in the community has classes of 1993 and 1994 – 25th reunion __________________________________________ the board president role. become a passion that continues to grow with the classes of 1998 and beauty 1999 – 20th reunion H O R N symbolizes the strength to open up a path for oneself.

We protect those less strong and we mature We continue HtoOenjoy our retirement and to open evidence of for neuroscience and societal changes R N symbolizes the strength up a path oneself. We protect those less strong and we mature to to appreciate appreciate beauty in in all all things. things. spend lots of time visiting our four children and adversely affecting children and families today.

KATE TURNER JACUS ’92 writes: I started their families: Michael and his fiancée, Rachel, Deb’s dedication to creating a “Family Play The Photo Curator (thephotocurator.com) to in Portland, Maine, Ryan and his wife, Polina, Learning Center” with an enriching community help people gain photo peace of mind and and our grandson, Viktor, in Oakland, CA, play space and lending library of play materials become family storytellers. It has been my CAITLIN ’05 and her partner, Andy, and our and more is fueled by the understanding that privilege to help families rediscover vintage grandchildren, Linus and Willa, on their farm “Play is a basic biological drive as integral to our slides and scrapbooks, celebrate events with in Monmouth, Maine, and CONNOR ’08 and health as sleep or nutrition. Play is the single video slideshows and albums, and back up his wife, Becky, across the pond in London, most significant factor in determining our success digital archives.

My love of photography was in England. With two children living in Maine, and happiness.” (Play: How It Shapes the Brain, part started by RON RICHARDSON ’s black-andwe recently purchased a second home on Moose Opens the Imagination, & Invigorates the Soul, white photography classes in the Upper School!

Pond in Bridgton, Maine. Our summer has been Stuart Brown, MD, National Institute of Play) D E E R O N S L O P E symbolizes swiftness and gentleness.

It represents growth from awkward beauty into grace and aa longevity of commitment.

D E E R O N S L O P E symbolizes swiftness and gentleness.

It represents growth from awkward beauty into grace and longevity of commitment. filled with family visits, and lots of wildlife: a Follow Deb’s progress at capecodtoylibrary.org LESLIE KNOX ’97 writes: After more than 15 loon nest on our beach, watching the loon or on CCTL’s Facebook. Deb can be reached years in social work, I’m pivoting into leadership hatchling learn to swim and fish, blue herons with your ideas, suggestions, and connections at in the local urbanwisdom agriculture sphere.

I’m D R A G O N represents us as creatures of courage and along the shoreline in the early morning and debw@capecodtoylibrary.org D R A G O N represents us as creatures of courage and vigilance. vigilance. We We grow grow in in wisdom as as we we grow grow in in strength. strength. currently the inaugural director of operations bald eagles flying overhead. for First Market Farm, an urban farm near We encourage our fellow alums to be in touch, the Rochester Public Market. The farm will be and to visit Rochester. There are so many exciting happenings at Harley!

1990s

1980s

classes of 1983 and 1984 – 35th reunion

The excitement of a tray of freshly washed finds from The Herring Run Archaeology Project. #URBANARCHAEOLOGY

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__________________________________________

classes of 1988 and 1989 – 30th reunion

DAVID FITZ-GERALD ’80 wrote a historical novel,

In the Shadow of a Giant, about a ski resort his grandparents built in the Adirondack Mountains, and its struggles to survive. On May 5 he walked 50 miles, reenacting an event from the book.

He mentions Harley and teacher ALAN SPARROW in the foreword. Go to itsoag.com to learn more.

[4]

JERRY HAMZA ’81 writes: My son, Jackson Joseph Hamza, was born on September 28, 2017.

ALAN SHECHTER ’83’s daughter Rachel, sister of JAKE SHECHTER ’10, graduated with a

bachelor of science in epidemiology from the University of Rochester: Phi Beta Kappa, c l a s s n o te s

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E A G L E is the bird living in the full light of the sun representing the warmth of life. We strive to be bold, adventuresome and proud.

H O R N symbolizes the strength to open up a path for oneself. We protect those less strong and we mature to appreciate beauty in all things.

°1

1 °˛2

˜3

4

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a place where the community can learn about into a small urban farm under the supervision of and acquire fresh food in a safe space. It’s an farm director and Harley alumna LESLIE KNOX ’97. opportunity to create beauty while practically Check it out at fb.com/firstmarketfarm or in addressing several community concerns, includperson at the corner of First and Pennsylvania— ing quality food access, self-sufficiency, youth Greg, Amber, Leslie, and other Taproot members empowerment, and infrastructure. I have oval are there every Saturday starting at around 10 a.m. skills in a round world, and I am joyously Come say hello! [5] finding creatingItnew ways to use and D E E R O N S L O P E symbolizes swiftness andand gentleness. represents growth from grow awkward beauty into grace and a longevity of commitment. my knowledge base. I look forward to the future!

HILLARY LEVITT ’04 writes: I was promoted in February 2018 to senior assistant district attorney in the Special Victims Trial Division, MORGAN DRYER (MAHOLICK) ’99 and her D R A G O N represents us as creatures of courage and vigilance. We grow in wisdom as we grow in strength. primarily prosecuting felony-level domestic husband, Matthew, welcomed their second child, violence cases.

Marley Rhodes Dryer, on April 13, 2018. Their son, Dax, is loving his little sister and his new role as big brother. [1] PETER WARD ’04 graduated from the University at Buffalo School of Dental Medicine this year. He started a residency program at RochJASON SPEIRS ’99 is proud to welcome Jeter ester General Hospital in July.

William Speirs into the world. Born July 22, Jeter makes a great addition to Jason’s first child, Empire Tennis Academy. Jason, his wife, Maria, JENNA FAIN ’05 married Bryan Wise, a fellow and Jeter are all enjoying their time together as Hamilton College graduate and her Brooklyn their family grows. [2] Heights neighbor, on October 7, 2017. The wedding was at their favorite restaurant, Marc Forgione, in Tribeca. Fun fact: Aunt MARILYN FENSTER (currently a Lower School teacher), sister CALEY FAIN ’08, and friend BRIANNA GIAMBRONE ’04 were at the wedding! Jenna is a founder of Stone Set Studio, a brand-building classes of 2003 and 2004 – 15th reunion __________________________________________ consultancy. Bryan is a vice president at Bank of classes of 2008 and 2009 – 10th reunion New York Mellon. They enjoyed a wonderful honeymoon exploring the Pacific Coast. [6] ELIZABETH MCDONALD ’01 writes: Last summer, my family traveled a great deal. I got to introduce BRENDAN LARRABEE ’06 writes: Our daughter, my daughter, Flora, to DANIEL EFFRON ’01 Maeve, will be a year old in September. We recently and his adorable baby, Maya, in London, then took a family trip to Sedona, Ariz. [7] to SANTTU OLLILA ’01 and his four-year-old daughter, Sonja, in Finland! It was wonderful to MEREDITH CIACCIA ’08 writes: Jared Pierce spend time with old friends and get to know and I became engaged on March 30 at the their families. I wish we were all closer, but Salamander Resort in Virginia! We are getting traveling with a baby convinced me that the married in April, 2019. [8] hassle is very much worth it, and I look forward to more visits in the future. [3] JANE MERRILL ’08 graduated from the New York University School of Law in May 2018 ROB RICHARDSON ’01 writes: Maddyx Dalylah and was awarded the David Friedman Memorial Richardson was born at 8:55 a.m. on January 6, Award for outstanding achievement in the field 2018. Both mom and baby are doing well, and of evidence. In the fall, Jane will join the staff of daddy is head over heels. [4] the Neighborhood Defender Service of Harlem as a criminal defense fellow.

GREG SHEAR ’01 and partner, Amber Powers, are restoring an 1872 Folk Victorian house adjacent to the Rochester Public Market. Half of the property is leased to a local nonprofit, Taproot Collective, and is being transformed

2000s

B e c o m i ng M a ga z i n e

Making an

Impact Caitlin Frame ’05

5

Sustainability Meets Community Via Farming

6

Caitlin Frame started at Harley in Grade 9. She was a three-season athlete all four years, participating in volleyball, indoor track, cross-country running, swimming, and outdoor track. She also participated in Harley’s Hospice program and the Recycling Club.

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After Harley, she went to Skidmore College to study early-childhood education. She continued swimming and volunteered at a local hospice home. She soon discovered that education was not her calling and, having touched upon sustainability with her work in Harley’s Recycling Club, decided to take Environmental Science Studies 101. She said this class showed her the importance of being aware and engaged with the world around her and kicked her accountability into high gear. She started thinking about sustainable food systems and farming. While at school, she started working on a local vegetable farm at the local farmers market, and did her environmental studies capstone project on bio-remediation (the introduction of plants to absorb and break down environmental pollutants). Her final semester was spent in Botswana, Africa, studying ecology and conservation, and while she was there, she learned about a farm apprenticeship program in Maine. Always having wanted to work a full season on a farm, she applied for an apprenticeship there, where she met her partner, Andy Smith.

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Caitlin and Andy, together with their children, Linus and Willa, now own and operate The Milkhouse Farm & Creamery, a certified organic, pasturebased dairy farm where they also raise cows and pigs for meat. They currently milk between 25 and 35 cows. They sell milk and yogurt made at the farm to three dozen wholesale accounts throughout the state and also ship milk to Horizon Organic. Meat is sold directly to consumers and to their wholesale accounts.

Their goal is to make their farm more sustainable by using an organic pasture-based system to sequester carbon, lowering their environmental impact on their immediate ecosystem. Additionally, yogurt is sold in glass jars, allowing them to “reuse and recycle.” Caitlin loves that their farm provides nourishing, healthy food for people throughout Maine.

Caitlin says Harley trained her to think strategically and express herself.

As a student, she was inspired by fellow students and teachers, and she remains appreciative of her Harley education. She admires Harley’s microfarm and the holistic “community sustainability” that Harley is working toward. Harley continues to inspire her.

c l a s s n o te 2 018 s 4343

DEER ON SLOPE

symbolizes swiftness and gentleness. It represents growth from awkward beauty into grace and a longevity of commitment.

DRAGON

represents us as creatures of courage and vigilance. We grow in wisdom as we grow in strength.

2010s Here are some notes from Harley’s 2018 class:

classes of 2013 and 2014 – 5th reunion

__________________________________________

CONNOR DANCE ’11 and Isabella Brostrom

tied the knot on May 19, 2018. Connor’s sister, CAITLIN DANCE ’09, served as the wedding photographer. [1] SHAYNE HOLLANDS ’13 writes: I recently graduated from RIT with a bachelor of science in mechanical engineering. I also accepted a job with II-VI in Easton, Pa., as a process engineer! [2, 3] MELISSA BRUEHL ’14 was named an Albright

Fellow in 2018. She graduated from Wellesley College this year, with a double major in political science and peace and justice studies. Her thesis was on “the comparative gendered experiences of asylum seekers in the international refugee regime.” In summer 2017, she worked at a refugee camp in Greece, aiding in logistical and educational support, and in the future she plans to continue her work advocating for refugees.

Go to wellesley.edu/albright/fellowship/fellows/ melissa-bruehl for more information.

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IMANI BAKER ’18 says her favorite memory from

Harley was the Grade 2 overnight.

ARIEL BERNHARD ’18 wrote: When I first came

to Harley in Grade 8, I was not aware of all of the traditions. One day in May, I was in Gilbert’s (DOUG GILBERT ’87) class, taking a test, and suddenly there were loud noises coming from the hallway. All of the other kids were getting so excited, and I was so confused. It was May Day, and we all ran outside. Classes were cancelled and replaced with games, water fights, and ice cream. Best tradition ever!

TESSA CHARLES ’18 says her favorite memory

from Harley is going on the New York City trip and getting to see Th Great Comet with Josh Groban performing.

STEPHANIE CUI ’18 says she will miss the end

of WOTV and Th Front Page when her friends took their final bows.

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EMMA FIORINI ’18 says a favorite memory is

enjoying learning with her teachers and classmates—especially in AP Biology and Calculus.

EMMA HORNAK ’18 writes that she will miss “Hanging out with my classmates in the senior hallway after lunch. We always would laugh so much!”

SARAH MOORE ’18 wrote: I will miss the friends

I’ve made, and running MOGII (Marginalized Orientations, Gender Identity, and Intersex).

I’ve made a difference in the lives of the students.

HOLLY PECKHAM ’18 says her favorite memory

from Harley is her Grade 4 pageant.

RYAN WOODHAMS ’18 says one of his favorite moments was JOHN DOLAN’s speech about learning and his “season the meat of writing” quote before he started high school—Ryan knew immediately that he wanted him as his advisor.

IN MEMORIAM

Ruth Sutherland Hall ’42 Richard Hargrave ’46 John Pf luke ’47 Gerald Colson ’48 3

John Gipner ’52 (July 2017) Sarah Holden Thompson ’53 Frank Johnson ’57 (May 2016) Dana Randolph “Randy” Prozeller ’62 David Lee ’74 Alice Istock Stone ’81 David Ford ’86

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OUR GOAL: TO RAISE

$612,000

FOR THE HARLEY FUND

Success!

Thank you to everyone who donated to The Harley Fund in 2017–2018!

We helped to provide funds for professional development for teachers, program needs such as transportation and equipment, as well as financial aid for students.

CHALLENGE

Donors to the 100 for 100 Challenge gave $130,000 ($30,000 past the goal!), securing a $100,000 match from the Hartman-Prozeller families.

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92

Our Harley Fund dollars at work!

16 donors of

92

100 280

88

40

$5,000 =

$2,500 =

$1,000 =

donors of

donors of

donors of

donors of

donors of

Annual school computer and technology upgrades

Harley’s healthy lunch program

Faculty attending professional development workshops

Student field trips

Bus transportation for athletic events

Average financial aid for one student

Equipment for Harley Micro Farm and Maker Space

$80,000

donors of

25

$230,000

$450 =

$45,000

$250 =

$25,000

$70,000

$100 =

$8,800

$50 =

$2,000

Diane Doniger Award

Sands-Stern Award The Sands-Stern award recognizes an individual or family who has demonstrated extraordinary commitment to The Harley School through the contribution of their service and passion.

2017–18 RECIPIENT:

Parkes/McNally/ Anderson families

Walter Parkes, great grandfather ’23, ’25, ’30, GP ’05, Kristina McNally ’05, Chad and Julie Anderson P ’23, ’25, ’30, Jon McNally and Susan Parkes McNally P ’05, GP ’23, ’30, ’35, Ward Ghory, Scott Frame ’73

The Diane Doniger Gold Key Parent Volunteer award was established in 1997 and is given annually to recognize the volunteer efforts of parents. Each recipient has given countless hours of time and talent to The Harley School.

2017–18 RECIPIENT:

Nancy Peckham P ’18

Nancy has served as room rep, Blast! committee member, organizer of Grandparents & Special Friends Day, a member of the Development and Centennial committees, Parent Council co-coordinator, and has even driven the Harley bus! (And those are just a few highlights of her volunteerism here.) Congratulations, Nancy. We are indebted to you for your generous work on behalf of the School.

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PASSING ON HARLEY’S BANNER

WARD GHORY, EdD

By Anne Ghory-Goodman AFTER OUR SABBATICAL IN 2011, Ward and I went looking for schools in “a good urban place.” He wanted a progressive school where children actively explored their own questions in a community that promoted equity and inclusion. I wanted to join a design faculty at a nationally-ranked university where I could teach and bring good design to bear on social problems.

We looked to Harley and Rochester as environments where we could act on our social ideals.

I was honored to be appointed as a Visiting Scholar at RIT, and I loved my work with the Vignelli Center for Design Studies, the Temple Sinai Social Action Committee, and the Rochester Coalition Against Human Trafficking. Ward always introduced Harley in conversation by talking about the extraordinary number of seniors in the Hospice Program. He was equally proud of the work of Horizons and Greater Rochester Summer Learning Association (GRSLA), telling anybody who would listen that Harley would experience its own summer learning loss without these programs. We came of age at a time when young people were speaking out about civil rights, Vietnam, and poverty. It is heartening to see today’s students declaring their opinions, acting on their values, and believing in a better world.

From the start, Ward recognized Harley as a school with a big heart. At our first pageant, Ward and I sat in the balcony next to Dean Kindig, former Lower School faculty member.

Our giggles must have made the oddest soundtrack for Dean’s annual Pageant video. “They get it: learning depends on relationships,” Ward insisted then. He loved living Harley’s traditions and watching them form the culture that has persisted through the generations. “I have the best seat at Candlelight,” he thrilled, “right in the middle of the orchestra and choirs.” He totally appreciated Lower School assembly, the Oak Tree ceremony, Honors assembly, and Commencement. He looked forward to the plays, musicals, sports assemblies, performances, and games.

“These gatherings ground us: Children of all ages are hungry for community.”

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B e c o m i ng M a ga z i n e

M

Ward took on the head’s role of articulating and explaining the values that bring us together. He devoted evening and weekend hours to preparing his speeches. A thoughtful writer and close observer, Ward gave himself permission to teach by telling stories (and in this way he reminds his family of his pediatrician father). Ward’s go-to speech inspiration was often a story about something that recently happened with a child at school.

When new parents came to our home every year, Ward gathered the crowd into a circle in our living room and asked directly about their hopes and fears for themselves and their children in a new school. Ward is especially gifted at talking one-on-one with parents about their concerns. He focuses on the nature of each child and looks for how they learn best.

He believes in schools that nurture first, then challenge.

Our children attended three different high schools. It was important that each had a place to flourish. In some ways, Harley would have been great for all of them (and we’d have done a lot less driving!).

Himself the product of a classical liberal arts education, Ward is the quintessential lifelong learner. Like his bookshelves, Ward’s interests are wide-ranging. There has always been a thick book on his night stand. He reads with a purpose, actively drawing out new ways of seeing the world. Ward was made for a school with the Harley philosophy: joy in learning.

More than anything, Ward wanted to see whether his experience at well-established schools in larger educational markets could help a smaller school. To Ward, a career was less a march toward greater influence, authority, and status, and more a lifelong effort to live up to his own ideals and vision for education. Ward’s hair turned grayer creating a strategic plan; steering the restatement of Harley’s mission; and stabilizing the staffing, leadership, and program of The Commons. He wanted Harley to benchmark its outcomes and operations against national independent schools. He took advantage of Harley’s Centennial to upgrade the campus. Launching the largest fundraising campaign in Harley’s history, he led the charge to improve faculty compensation, professional development, and evaluation.

Ward recently received an email from a student in his first English class 47 years ago. She wrote to tell him about a reunion of her friends, to thank him, and to let him know he was remembered. Ward’s career began with influencing individual students and evolved to leading processes that change entire schools. He happily turns these challenges and opportunities over to Larry Frye, particularly the job of getting up at 4:30 am to decide whether to call off school. I have always admired that even on those mornings Ward never made the easy decision, but always the right one. As he hands off the banner for the next 100 years, I can hear Ward channeling a kindergarten banner bearer at Commencement by whispering, “I have tried to do my very best.”

Moving on RETIRE

MENTS

… …

JAY STETZER

By Terry Fonda Smith, head of Lower School

DENISE KUEBEL, PhD

LET ME BEGIN BY SHARING AN EXCERPT from the letter Jay wrote to his Lower School colleagues, which gives you a sense of Jay’s devotion and investment in his program—and OUR GOOD FRIEND and Upper School student Harley in general: support program learning specialist, Denise Kuebel, “When I came as a substitute teacher for Adele Gundlach in retired at the end of the 2018 academic year.

1970, I fully expected to return to my PhD studies at Eastman Denise’s classroom and office were filled with School after she returned. The universe (and Adele) certainly photographs, hundreds of them, featuring students had different plans in store for me! she’d helped over the years. In the photos, the students By the time Adele had returned, I had begun to integrate were almost always dressed to the nines: prom pictures, creative movement into the children’s music classes. She calmly with their families at graduation, or at other big said, ‘Well, you’ve started something. Stick around and see it occasions, whether for school or with family. They through!’ So I did. Thanks to her support and the mentoring of were always at their most beautiful in these pictures, Guy Brown (the other music teacher at Harley), the program and that’s as it should be, as Denise always had a prospered and expanded. Still, I had no idea I would pass nearly unique ability to see the beauty in every child.

50 years in the position.

She worked with students who had sometimes Although the facilities have undergone profound changes been frustrated by various elements of academic life. during my tenure, the feeling inside has remained remarkably Yet they often had a particular genius that—if we could the same…a diverse community that welcomes and sustains its just figure out how to capitalize on those extraordinary members with compassion and kindness…a community where strengths—could make the demanding work of The everybody—children and adults—are crazy about learning Harley School a possibility, even a joy. new things.”

One of my own children worked with her Jay is the quintessential example of a lifelong learner, and I through Grade 11, stopping in every day, not always know his love of learning new things will keep him active and asking for help, but always benefitting from the engaged during his retirement, but never far from the school magical confidence-building space Denise created community where he has shared so much of himself with generafor her students. tions of students, families, and colleagues. We were musing that Join me in wishing Denise all the best in her well- he has been at Harley for nearly half of the School’s 100 years! deserved retirement! She’ll be missed.

We wish Jay the best as he steps beyond Harley to continue to seize life and explore with his wife, Maura, and live at the edge of his comfort zone…where the greatest learning always happens.

By Larry Frye, head of school

re t i re m e n t s

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June 14 & 15, 2019

Alumni Reunion celebrating classes of: 2014 2009 2004 1999 1994 1989 1984 1979 1974 1969 1964 1959 1954 1949 1944 1939 1934

Save the dates!

Reception and Silent Auction The Harley School Gallery Tuesday, March 26, 2019

Gala and Live Auction Arbor at the Port Saturday, March 30, 2019

Lighting the Way

BLAST!