Hamptonia Fall 2021

THE MAGAZINE OF NEW HAMPTON SCHOOL FALL 2021

IN OUR DNA

FOUNDATIONS FOR INNOVATION

A collection of journeys...

An annual tradition started in 1997, the senior Brick Dedication marks the beginning of the end. As the kickoff event to Commencement weekend, the Brick Dedication ceremony provides an opportunity for the graduating class to gather and reflect upon the journey that delivered them to this moment. Each collection of bricks, from 1997 to 2021, memorializes each member of the graduating class with a permanent space on campus.

HAMPTONIA 2021 | A THOUSAND WORDS

ASPIRE for more.

New Hampton School’s

ACADEMIC SUPPORT PROGRAM Our innovative Academic Support Program partners students with faculty tutors to identify their learning profiles and the unique skills that will allow them to achieve success in academics and beyond.

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WELCOME | FROM THE EDITOR

Editor Alex Molloy Assistant Editor Tracey Sirles Design and Production Tarah Hursh Contributors Jerrica Blackey, Kent Bicknell ‘65, Bo Cramer, Cody Heartz and Joe Williams Principal Photography Kaleb Hart, Michelle Larkin, Eileen Williams, and Contributing Photographers Printer Flagship © 2021 New Hampton School www.newhampton.org Hamptonia is published once a year by New Hampton School. The magazine reports news of the school, its students, teachers, and alumni. We welcome submissions for publication, news from and about alumni, and letters in response to articles. Inquiries, comments, and letters may be directed to: Hamptonia, New Hampton School, 70 Main Street, New Hampton, New Hampshire 03256.

Call 603-677-3417 or e-mail hamptonia@newhampton.org.

New Hampton School does not discriminate on the basis of sex, race, color, creed, national or ethnic origin in administration of its admissions and educational policies, scholarship and loan programs, and athletic and other school administered activities.

Hamptonia is printed on sustainably produced, chain-of-custody stock certified to Forest Stewardship Council (FSC) standards.

Hamptonia is printed using only wind-generated renewable power, and inks derived from vegetable sources.

Reflecting on the current class of Seniors as they started arriving on campus a few short months ago, someone mentioned that their freshman year would be the only “normal” year they would have in high school. The spring of their sophomore year was the beginning of remote learning while the start of their junior year was marked by many altered protocols for classes, athletics, and student life on and off campus.

Many of our international students never stepped foot on the New Hampton School campus due to travel restrictions and some faculty who joined New Hampton School in the last two years do not know what it’s like during a normal spring at Husky Nation. (It’s the best season at Husky Nation, in my opinion.) Their senior year began with face coverings, yet despite not being able to see each other’s full faces, there was positive energy at opening days, and you could see the excitement in both student and faculty eyes. The normal excitement of being back at New Hampton School ready to see classmates, friends, teachers, and coaches. The normal excitement and nervousness of new students starting an unknown journey in a place not fully known to them.

Community — a simple word that means so much more to New Hampton School inhabitants than just a group of people living in a specific area.

Ask a student, faculty, or staff member what they value at New Hampton School and I would bet you their answer would be related to the community.

More than classes, athletic teams, or world-class facilities, the community is what gives Husky Nation its strength. Even when students and faculty were

immersed in remote learning, they never lost sight of the impact community building exercises or the simple act of asking how someone was doing had on the overall health of the school.

This year is a fresh start for many. The senior class was halfway through their high school journey when they had to depart for home due to the pandemic.

They got a taste of what the community was like at New Hampton School. This year, our students and faculty have the chance to alter the course of the school community and influence a change for years to come. If they choose it. Community shifts as its make-up and interests change. As a community willing to be open-minded and challenged by new opportunities, change is inevitable. Do not fear change, for it is during the change that we grow.

In the following pages, you will find examples of obstacles overcome, ideas come to life, and thinking challenged. You will find stories of triumph and success. You will read stories of change.

ALEX MOLLOY Editor, Hamptonia Director of Marketing & Communications H communications@newhampton.org FALL 2021 • HAMPTONIA 3

2021 IN EVERY ISSUE 3

WELCOME LETTER FROM THE EDITOR

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HEADS UP FROM THE HEAD OF SCHOOL

HEADLINES 10 18 22

ACROSS ACADEMIC ROW CAMPUS CURRENTS SPORTS WRAP UP

CONNECTIONS 28 34 38

COMMENCEMENT REUNION WRAP-UP ALUMNI IN RESIDENCE

FACES 40 42 44

ASK A HUSKY ALUMNI PROFILES REDEFINING ESSENTIAL

THEN & NOW 48 50 51

50 YEARS OF CO-EDUCATION SUMMER PROGRAMS BRINGING BACK THE ICE

DISPATCHES 82 92

CLASS NOTES IN MEMORIAM

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FEATURES 52 SCENES FROM CAMPUS Huskies adjust to the challenges of a year unlike any other.

60 STOP THE STIGMA Three alumni talk about changes in the mental health field over the last few decades and months.

64 ADVENTURES IN OUR BACKYARD In a year where distancing became the norm, time outdoors meant the opportunity to stretch our legs, drop our masks, and explore our backyard.

68 IN OUR DNA

Our roots, present and future in entrepreneurialism. Profiling entrepreneurs Marcel Johnson ’15, Temirlan Nugmanov ’15 and Meredith Gardner ’98.

74 UNCHARTED EDUCATION Our inaugural IB diploma class reflects on their education, challenges, and time at New Hampton School.

FALL 2021 • HAMPTONIA 5

S U M M E R AT N H S PROGRAMS FOR ALL AGES AND INTERESTS! WINNIPESAUKEE PLAYHOUSE'S YOUTH THEATRE CAMP

The Winnipesaukee Playhouse Education Department takes students on a journey to faraway, magical, and thrilling places through an exhilarating exploration of theatre, art, movement, and music. www.winnipesaukeeplayhouse.org/education

ELITE HOCKEY CAMPS

The Elite Hockey Camps offer the most comprehensive instructional hockey-learning program in North America.

Elite Hockey is dedicated to helping young hockey players, boys and girls, reach their full potential. www.elitehockeycamps.com

Offerings include: SKILLZ CHECK SOCCER CAMP

Skillz Check Soccer Academy delivers top level soccer training and instruction with the objective of guiding youth players to attain their maximum potential. The emphasis in every clinic and camp is on skill and tactical development, not what club or team with whom you compete. Everyone is welcome because no matter what level you are, there is a place for you at Skillz Check. www.skillzcheck.com

MORE TO BE ANNOUNCED!

Please visit our website to learn more as the are confirmed.

Please visit our website to view the 2022 programs as they are confirmed.

VISIT WWW.NEWHAMPTON.ORG/SUMMER TO EXPLORE AND REGISTER

HEADS UP | FROM THE HEAD OF SCHOOL

main floor academic space which will serve as the physical home for innovation at New Hampton; flexible classroom space for project based learning, a breakout room, meeting space, and equipment promoting design, creativity, and collaboration rounded out the upgrades.

Lane Hall, home to our English Department, is in the midst of a complete renovation, having been brought down to its shell over the summer, and now being rebuilt as a premier academic building, completing our work to upgrade all classroom space along Academic Row. We hope to unveil this space during our June Bicentennial Celebration.

FROM THE HEAD OF SCHOOL

Together Again There is nothing quite like fall on the New Hampton School campus. Energetic students arrive eager to reunite with old friends, welcome new members to our community, explore changes to campus, and dive into their co-curricular activities. This year feels extra special, for a few concrete reasons.

We are a full school once again, welcoming back our international students who had a long year learning remotely. These students add so much to the life of our global community through their involvement, talents, and personality. It has, in part, influenced our theme for the year “Together Again”, acknowledging that we are all in-person and that the COVID driven separation we all experienced is subsiding.

This year we will celebrate, in earnest, our bicentennial, welcoming alumni, parents, grandparents, and friends to campus for a series of events and celebrations to reconnect with each other and our campus community. This campus and experiences

here are what link us, and it is our hope that despite distance and time that everyone stays connected with each other and does their part to help steward this great community into our next 200 years.

There are programmatic and physical signs of progress that fuel excitement and institutional pride. We have launched our Entrepreneurial Studies Program, a collection of courses that carry with them a tangible connection to real life application that highlight our community-wide commitment to project based learning. Our faculty are collaborating on the essential development of student writing, and core skill sets and mindsets which will define the New Hampton School graduate for years to come.

Students returned to a major renovation of the Academic Research Center (ARC) – improved classroom space for the World Language Department, a new home for the college counseling office, and an impressive

Driving on Shingle Camp Road, you will also notice that we have cleared the corner lot, which was recently acquired by the School, at the corner of Dr. Childs Road.

This work has created impressive views across campus and enhanced an important entrance to campus. All of this work is focused on elevating the student experience to bolster a robust and thriving campus community.

“Together Again” is not just an internal theme to guide those of us on campus. It also represents our interest and intention to reconnect with families and alumni, on and off-campus, through in-person events, at games, and when travel plans bring us together. Husky Nation is a robust community of over 6,000 living alumni and current students. Staying connected, or reconnecting, with this school as alumni and families is something we value greatly.

We are thankful to be “Together Again”, aligned in our continued commitment to providing the best possible platform for learning and character development, and appreciative of the unwavering support we receive from all of you.

Sincerely,

JOSEPH P. WILLIAMS P’22 Head of School H jwilliams@newhampton.org

FALL 2021 • HAMPTONIA 7

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CAMPUS CURRENTS

PAGE 22

ACROSS ACADEMIC ROW

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HEADLINES Highlights over the last year in Husky Nation.

News, events, initiatives, and updates.

SPORTS WRAP-UP Huskies in athletics.

Sophomores bond off-campus over marshmallows and campfires during orientation weekend.

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FALL 2021 • HAMPTONIA 9

HEADLINES | ACROSS ACADEMIC ROW

TE ACHING During A Pandemic Teaching in a pandemic provided both challenges and opportunities. Teachers and students would agree that we missed having our full community in places like the classroom, House, McEvoy Theater, or the DP. It was challenging to remain connected with students who live in different time zones or across the world. However, we proved that we could still make meaningful connections beyond our more traditional interactions of pre-pandemic life.

Teachers were determined to provide academically rigorous courses for their students while being more creative than ever to support student learning and relationship building.

Challenge and opportunity. These are two words that are used frequently to describe teaching in general, but the words took on a deeper meaning while teachers restructured inperson lessons to meet a fully online classroom, and then a hybrid classroom. Their powerful insights open a window on what it meant to be engaged teachers at New Hampton School since the onset of the pandemic.

I feel fortunate to have shared in many successes this year.

I have learned a lot about myself in the past year as an educator and person, and I am hopeful that I will move on from this experience more prepared to take on life’s challenges with confidence.

Students were understanding, showing resilience after an incomparable end to the 2020 year. Our Huskies that were not able to be on campus deserve endless praise for their drive to succeed and desire to stay connected to Husky Nation. From our Facilities Team to the Admission Office to the Athletics Department, it was incredible to watch the determination of our community in the face of adversity.

- Cate MacKenzie, World Language Faculty

Teaching during a pandemic was challenging because, as an educator, you recognized that you weren’t providing students with the best possible education. Teaching remotely does not provide the social interaction, accountability, or environment for students to fully engage in the curriculum.

When teaching remotely, what a student gets out of a class comes down to their ability to focus on the screen.

This is incredibly difficult to do, even as adults! Allowing students to Zoom call me for 1-on-1 tutoring sessions was a great resource that I will continue to offer that in the years to come.

- Ryan Henry, Mathematics Faculty

Teaching during a pandemic was a challenge that we all had to adapt to. An already great community became even closer; we have the ability to accomplish anything.

- Donovan Theme ’16, Mathematics Faculty 10 NEW HAMPTON SCHOOL • FALL 2021

Alumni Voice The school learning experience varied significantly across the country and globe, which our community recognized daily in the news. We spoke with several alumni, including Merrill Clerkin '10 M.Ed., about their experiences. Merrill's perspective as a 2nd grade teacher at Winthrop Elementary School in Ipswich, Massachusetts, highlights the versatility and challenges of pandemic teaching, but with the support of young learners through three seasons of changing conditions. From a hybrid model to full-time and quick changes with little notice, the classes shifted with each successive season, ending with a welcome spring.

"By March 2021, I welcomed all 17 of my students back to class. Sigh of relief. Not only were we fortunate enough to provide 1:1 iPads for students, but we were strongly encouraged by school leadership to make use of outdoor space.

As Music Director, I had to find a way to keep Contemporary Performance Lab performing.

As an Apple Distinguished school, we have access to quality technology and instruction on using said technology from our talented technology department. As an ensemble, we were able to use GarageBand and iCloud Drive to record music while remote. We had a single student start a project by recording a rhythm guitar part to a click track. That student would then pass the file, via iCloud Drive, back to me for editing. I would then send it off to the next musician. This process continued as we built up the arrangement. I would then create a mix and ask students for feedback. After several rounds of revision, we achieved our final product.

School safety protocols this year allowed us to remain in person when many other schools spent significantly more time in a remote or hybrid learning environment. Due to the hard work of our administration, and the forethought and planning of our COVID team and health professionals, we were able to do the job we love to do.

Student’s demonstrated their perseverance, flexibility, and ability to overcome any obstacle with grace and a smile.

We made monthly walking field trips to the public library. Students registered for library cards, and the generous librarians brought carts of books outside for students to browse while the library was closed to the public. In a year that brought constant change and adjustment to practice, these field trips allowed students and faculty alike to experience a sense of connectedness.

In May, Massachusetts lifted its outdoor mask mandate. Shortly thereafter, we went on a field trip to Bradley Palmer State Park to observe pond habitats. For the first time all year, I was able to see my second grader's smiling faces without masks.

- Merrill Clerkin ’10 M.Ed.

- Kyle Masterson, Visual & Performing Arts Faculty FALL 2021 • HAMPTONIA 11

HEADLINES | ACROSS ACADEMIC ROW

"VEIL OF MIRRORS"

by Talia Shirley '22 The vaguest of reflections blur Along the smokey windowpane.

A child sits across from you, On the other side Features hidden by the dappled light.

A wall of glass, a veil of mirrors, Separates the two of you.

You sit here among texts and books, While the child sprawls on sunlit grasses, And laughs between the pool of crystal, And the ceiling of the dragonfly.

You sit here and you wonder why, You cannot be the one Who sprawls and laughs and lays in the sun, Instead of sits and studies For what may or may not come.

TALIA SHIRLEY '22

An Emerging Voice in Literature New Hampton School's English department hosts an annual poetry contest in addition to bestowing academic awards at the conclusion of each year.

This spring, department head Luke Tobin shared that in the eleven years he has been here, no student has ever won both first and second place in the poetry contest. Talia Shirley '22 not only accomplished this feat, but she has also won the school's undergraduate Writing Prize two years in a row.

Tobin shares, "Talia is beginning to create a name for herself as a writer and a poet. English teachers eagerly await for her to turn in her next assignment, excited to see what she'll come up with next. Her ideas are advanced, and her writing pays close attention to structure and form. Her poems tell complete stories and allow the reader to ask deep questions about themselves and their own values."

It is easy to wonder and wonder and wonder, Yet much harder to go and search For a door, a gap, a crack in the walls, That form your messy bookshelves, And hide you from the sun.

And harder still it is, To even go and consider Cracks along the windowpane, Which holds you away from dappled grasses, And pools of molten crystal.

Should the veil between You and the bright wild child Shatter when you will it, Would the shards slice open your heart, Or just merely your hands?

And if there was no more distinction, Between the here and there, The inside and the out, Could you still find your way Back to the books and dusty tables, Or would you be lost once more In the big wide open world, With bees that sting and thorny roses And the wild dogs that bite and tear?

I suppose the real question here Is would it be worth it in the end, To break the smokey windowpane, To see the world with your own two eyes, And risk being blinded by the light?

This poem is shared with permission by the author.

THE WRITING CENTER The Writing Center found its new home in the Gordon-Nash Library in the fall of 2020 to give students the opportunity to focus on the craft of writing outside of classes. For peer tutors, it gives them the necessary time and space to really begin mastering the writing process through their tutoring of peers. This application of knowledge through teaching really allows them to discover what they know well and need to spend further time studying. For tutees, it gets 12 NEW HAMPTON SCHOOL • FALL 2021

them in the habit of seeking out help so that when they arrive at college, they know that these resources exist, how to seek them out, and how to use them.

Director of the Writing Center and English faculty member, Meghan Aronson says "the Writing Center can help students become more comfortable in their writing and provide a space to collaborate with their peers. It encourages students to ask for help and to feel comfortable doing so."

HEADLINES | ACROSS ACADEMIC ROW

Recognized for Studies in Earth & Space Science Mucheng Max Ma '22 received two prestigious awards this spring from the New Hampshire Science and Engineering Expo. The NHSEE hosts its annual awards to honor innovation and achievement in science among high school students. As it was hosted virtually this year, students submitted video presentations and photos of their project boards to compete. Max received 1st place in the category of Earth & Space Science for his submission titled "Identifying Habitable Planets with their Colorful Surfaces."

For the same project, Max was recognized with a special additional honor—the NASA Earth System Science Award.

This is "awarded to the project that best demonstrates insight into Earth's interconnected systems."

MUCHENG "MAX" MA '22

T WO & T WO

with Ryan Daye

Ryan Daye is in his 4th year of teaching at New Hampton School. He is a member of the Academic Support Program, a house parent, advisor, and is assistant coach to the men’s varsity basketball team. He attended public school in his home state of North Carolina before attending and graduating from Kimball Union Academy in Meriden, NH, and Wingate University in Charlotte, NC. Following college, he played basketball overseas before returning to work in the US and finding his way to New Hampton while working as an educational consultant. Ryan lives on campus and enjoys playing basketball, mentoring students, and traveling to experience new cultures.

WHAT DID PLAYING BASKETBALL IN LONDON AND OSLO TEACH YOU?

As part of the cultures, I don’t think people realize how hard the individuals work in Europe professionally when it comes to sports. The schedule is completely different. You play one game a week, and then the rest of the time, you are practicing. The work ethic and the time that people put in to just compete is a commitment. As part of a basketball team there, they are so skilled. They are textbook players— they play the game the right way. You basically have to learn how to play basketball again and learn a different style and how to slow down and be patient, which helped me in my life as well.

WHAT IS YOUR ADVICE AS A FORMER BOARDING STUDENT AND CURRENT FACULTY TO TODAY ’S STUDENTS?

Boarding school is a melting pot. You have kids from all over the world, and some kids have never heard of where you’re from, and you’ve probably never heard of where they’re from, so just be yourself because that’s what you’re here to do. You’re here to stand out; you’re here to expose people to your culture and to get exposed to their culture. Never hide who you are, and never be ashamed of who you are. You’re unique, so continue to be unique. People will gravitate to you just for being who you are.

FALL 2021 • HAMPTONIA 13

HEADLINES | ACROSS ACADEMIC ROW

ACKNOWLEDGING DISCRIMINATION Autumn James ’21 Inspired by the drive for racial justice, Autumn James ’21 set to work building a proposed curriculum to learn about implicit bias in its many forms—sexism, racism, and discrimination. The class took hold in the fall, welcoming the largest class of students on campus to the seminar-style course, as they learned to acknowledge their own biases and how to recognize and address reallife issues in our communities and the world.

As a student and co-teacher, James led a dynamic growth in student-driven curriculum while also demonstrating the impactful experience of Acknowledging Discrimination. In the spring of 2021, James’ efforts were recognized with a Certificate of Accomplishment by the Boston Committee of the Princeton Prize in Race Relations. These awards honor “significant efforts to advance racial equity and understanding in their schools or communities.”

You can read more about Autumn's work and more on our blog. https://today.newhampton.org

ON CAMPUS PROJECT WEEK Instead of students departing campus for locations around the world, Project Week 2021 took place locally in the surrounding Lakes Region area where there were myriad growth opportunities. Huskies connected virtually with students in Uganda, illustrated their own children's books, studied forensics, took on winter hiking in the White Mountains (no easy feat), and facilitated dog training—just a few of the many projects in which students participated in.

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Breaking All The Rules Exploring Performance Mediums

Last year broke all the rules. Not only did our theater casts and crews expand their physical realms of performance on campus, but they also took us from the digital age to the radio age and back again. Fall's production of Alexander the Great created an opportunity for collaboration between classic theatre and the digital arts—filming it as a movie. The spring production of The Rude Mechanicals, an adaptation of Shakespeare's A Midsummer Night's Dream by history faculty member and director Meredith Brown, was set in the time of the pandemic. With safety in mind, this one-ofa-kind production was staged outside, yet its most considerable challenge became the pandemic itself. Students dispersed from campus before the premiere date due to an outbreak but safely returned to campus to record it on the morning of Commencement.

A favorite of the year was the winter production of Dracula! A Radio Play, the only performance to be staged in McEvoy Theater. The scenery embodied a 1940s radio studio, and with a fully equipped foley board, the sounds of the classic tale punctuated the actor's words with wind, weather, beating horse hooves, and much more. Alumni and other community members were transported in this live-streamed performance, enjoying the chance to close their eyes and listen to the intricacies of the vocal and sound effect performances.

FALL 2021 • HAMPTONIA

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HEADLINES | ACROSS ACADEMIC ROW

F R O M T H E A R C H IVES THE BICKFORD COLLECTION

By donation of Kent Bicknell, Class of 1965 and current Curator of Special Collections at Gordon-Nash Library, New Hampton School has acquired an extensive collection of personal items of the Bickford family. The archive consists of handwritten letters, postcards, daily journals, essays, photographs, New Hampton School ephemera and a wealth of ancillary material such as records of the bed and breakfast the Bickford sisters, Ina and Grace, started in the 1930s—The Pillars.

The collection contains over 1,000 pieces of Bickford family personal items that, when viewed, paint a vivid picture of what life was like in New Hampton in the late 1800s and early 1900s.

The Bickford family were prominent in New Hampton School, Gordon-Nash Library, and town of New Hampton affairs from the 1870s through the 1950s. Reverend Lewis P. Bickford and his daughter, Ina, were both directors of the Gordon-Nash Library for its first 50 years. Both Ina and Grace taught at New Hampton School, and their parents, Rev. Lewis and Emma Fox, served on various boards and committees in town.

HEADLINES | ACROSS ACADEMIC ROW

T H E H O N O R A B L E S T E P H E N G. NA S H C O L L E C T I O N Rare Books, Prints and Journals in the Gordon-Nash Library at New Hampton School

BY KENT BICKNELL '65 Curator of Special Collections

Stephen G. Nash was born in New Hampton Village in 1822. His father, John Nash, was an early treasurer of New Hampton School and his mother, Abigail Gordon, provided housing for students attending the female seminary. The earliest library in town, the New Hampton Social Library (1813), was located in their home on Main Street.

Judge Nash entered New Hampton School in 1833 and graduated at age 16 in 1838. After completing his B.A. at Dartmouth in 1842, he returned to New Hampton School to fulfill the Chair of Ancient Languages from 1843-1844. Following his studies in law and a year as Head of School at Noyes Academy in Franklin, NH, he became a barrister in Boston and then the youngest Superior Court Judge appointed by the Commonwealth.

Upon retirement, the Judge and his wife, Mary Upton, were determined to give back to the town and the school that provided the foundation of his successful life. In 1887, the Judge petitioned the state legislature to incorporate a library, using the surnames of both his parents—the Gordon-Nash Library. While he died before full fruition, his wife, and other long-time friends, worked tirelessly to ensure the library was built, endowed, and populated with 6,000 books from the Judge's personal library and 4,000 books from the school's literary societies. The majority of the Judge's estate was dedicated to establishing "a public library and reading room in 'Smith's Village' in New Hampton, New Hampshire, my native place, for the free use of said town, whether residents, students or sojourners."

The original volumes formed the nucleus of the library's circulation and represented his diverse tastes, inclusive of a wide range of books, periodicals, and a vast collection of art prints of contemporary and antiquarian subjects, buildings, and picturesque scenes. His heavily annotated 1st edition of Henry Thoreau's Walden—acquired in the month it was published (August 1854)—was checked out twenty-two times between 1900 and 1935. Fortunately, some wise librarians and trustees had the foresight to withdraw the Judge's books from general circulation.

Today, 2,500 volumes in the collection remain—an extraordinary feat to celebrate.

10,000

Judge Nash loved poetry—which he read and wrote—and the collection reflects a broad range of 19th century (and earlier) poets. In terms of literature, he read contemporary authors like Anthony Trollope, William Thackery, Harriet Beecher Stowe, Oliver Goldsmith, Charles Dickens, Sir Walter Scott, Edward Bulwer-Lyton, George Elliot, Herman Melville, and Nathaniel Hawthorne. Essayists included Ralph Waldo Emerson, S. Margaret Fuller, Henry Thoreau, Walter Pater, Thomas Paine—as well as ancient and modern philosophers and historians.

He also favored travel books and biographies. The catalogue of the original gift lists at least 600 biographies—10% of the Collection. Examples include Wilhelm Rein's Martin Luther; The Memoirs of Marie Antoinette; Elizabeth Gaskell's Life of Charlotte Bronte; Harriet Martineau's autobiography; and several volumes of the American Men of Letters (1885), along with biographies of Lord Byron, Charles Dickens, Thomas Carlyle, Walter S. Landor, five volumes of The Diaries of Samuel Pepys Diaries, and four volumes of The Letters of Robert Southey.

Perhaps no scholar has looked more closely at the Judge Nash Collection than Jeannette Matthews, whose booklet, The History of the Gordon-Nash Library [1954; revised in 1965], contains a comprehensive biography of the Judge as well as an in-depth description of the Collection. Her booklet stands the test of time and is an excellent resource. It is appropriate to give Ms. Matthews "the last word" on the Judge and his donation, truly a "gift that keeps on giving!"

"We have read the bits that were written about him, we have dwelt long and lovingly upon his photograph and portrait, read his verse and his speeches, handled the books that through the years have given pleasure to so many people and all we can fairly conclude is, as we said in the beginning: he was a modest man with a great and generous idea executed very carefully and, after all these years we must reaffirm, very wisely carried on. The "torch" that was passed from his hand has been held high in spite of the frailty and indifference of human nature."

JUDGE NASH 'S FAVORI T E GE NRE S B O O K S TOTA L

6,000 books from personal collection 4,000 from school's literary collection

Travel & Biographies

600 BIOG R APHIES in the collection

FALL 2021 • HAMPTONIA 17

PROT E ST P ORTRAITS Maundy Mitchell, a local artist based out of Plymouth, NH, created an outdoor installation exhibit entitled Protest Portraits as a response to raising unheard voices.

Mitchell says of beginning the project, "Shortly after the murder of George Floyd, I decided I wanted to help support the Black Lives Matter movement in some way. I started by watching and listening, trying to educate myself. Then I began this personal portrait project."

The exhibit first appeared in downtown Plymouth, NH where, after welcoming protesters into her studio, she listened to their stories and took their portraits. The installation has graced the lawn of the State House in Concord, NH and other schools throughout the region.

Protest Portraits arrived on campus in the fall of 2020, a charged and tumultuous time around the nation. As New Hampton School students returned to an abnormal way of life on campus due to the pandemic, they were also faced with discussions of important but heavy topics including racism and discrimination.

As a community, we explored these topics through this installation, group discussion, selfreflection, and the new class Acknowledging Discrimination (see page 14).

Mitchell, an internationally acclaimed portrait photographer and Associate Level Photographer with The Portrait Masters International, runs her portrait studio Maundy Mitchell Photography in Plymouth, NH and her work has been published in magazines, on billboards, and online nationally and internationally.

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"I hope that these portraits will be an invitation to every viewer to look closer.

A closer look often creates empathy.

Empathy creates understanding.

Understanding builds community."

– Maundy Mitchell

HEADLINES | CAMPUS CURRENTS

LE AN ING IN

Critical Conversations on Race, Racism, and Antiracism

As part of an ongoing educational plan on race and responsibility, New Hampton School held a workshop series each semester, open to faculty and staff. Guided through critical conversations within each cohort by Lisa Dilorio, the coursework of "Facing Whiteness: Critical Conversations on Race, Racism, and Antiracism" provided further exposure to many key topics including racial realities, unconscious biases, what it means to have racial competency and to model racial humility, and accountability in an antiracism action plan. Shared with their permission, here are some reflections of our faculty and staff.

"No one wants to admit to being racist. What we now know, is that because we have been raised in this modern culture, we can’t help but to have taken on the beliefs of both our ancestors and society at large. Confronting our own white supremacist views is essential to moving forward. This was an opportunity to address these challenges head-on and break them down openly to uncover and discard what is not useful.

There is no quick fix for these issues. We must work daily to confront first our own racism and the racism around us. Living honestly and awake requires us to address these parts of ourselves with integrity and courage.

I am grateful for the opportunity to do that with colleagues that now share a common language so that we can support each other and work to grow forward and openly on this path toward equality and open-heartedness. " - Sara Tyson P’21, Science Faculty "I am grateful to have had the opportunity to engage in this dialogue with others. I have so much to learn when it comes to race, racism, and antiracism. Lisa offered a safe space to purposefully lean in. I appreciate my colleagues that committed the energy and time to process and examine with such purpose. Prioritizing time for these conversations is so important.

I had anticipated that the workshop would provide me with answers but ultimately, it prompted an abundance of questions that I look forward to exploring."

- Nicole Siciliano, Director of Counseling Services

Be willing to do your part, ask questions, engage in conversations about equality, be compassionate, kind, empathetic, and caring towards all humans.

- Craig Churchill, History Faculty "At the beginning of the Facing Whiteness course, I was very anxious and nervous to talk in front of my colleagues because I did not feel educated or prepared to discuss the topics.

However, through this course, I learned that others feel the same way and that the only way to move forward and improve is to have these tough conversations.

Once we each located ourselves on our journey, we could then move forward with the actual work. I am grateful to Lisa and the other members of the initial Facing Whiteness group for creating and holding the space for this personal and professional development."

The conversations that impacted me were about recognizing racial realities, identifying the characteristics of white supremacy and how to dismantle that culture in schools, and the steps to building a positive white antiracist identity.

The one saying that will always stick with me is, “Keep the Light Switch On”. We must always work on diversity and inclusion. We cannot just work on it when it is convenient. It is a lifelong journey that we must practice consistently in our daily lives."

- Stacey Wills, Executive Assistant to the Head of School

- Nick Ellis, Assistant Director of Admission

"The benefit of the intimate group was the space in which we could learn, grow, and make mistakes without judgment. Not only were the sessions informational, but they were also reflective, allowing each of us to identify where we were starting from in terms of anti-racist work and behaviors.

"The more time we spend wondering, ‘what we can do?’, the more time we waste towards progress. The class was uncomfortable yet powerful and one that forced introspectiveness. You will never be in a place where you are comfortable with topics like race and inequality so get used to being comfortable with the uncomfortable and don’t avoid these topics because you don’t understand them.

It is that very lack of understanding that, in my opinion, has created so much anger and hate in our world. Be willing to do your part, ask questions, engage in conversations about equality, be compassionate, kind, empathetic, and caring towards all humans. " - Craig Churchill, History Faculty

Course instructor Lisa Dilorio is an experienced educator, facilitator, and curriculum developer with over twenty years in secondary and higher education. Her focus is to create transformative learning experiences that empower others to be change agents.Drawing from her graduate research on interrogating whiteness in interracial friendships, her years of designing and delivering impactful curriculum, and her implementation of Courageous Conversations, she has developed a customizable program for white educators, as well as non-educators, who seek to build their racial competency in order to make systemic change.

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BODY O F WORK

By definition, the IB Diploma Programme visual arts course "encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problemsolving and divergent thinking, while working towards technical proficiency and confidence as art-makers." In practice, it is two-years of tremendous commitment, countless hours in the studio, and an incredible journey in breaking though barriers as an artist. The IB visual arts exhibition at the end of those two years shares their vision, uninterrupted.

P U T YO U R REC O RDS ON Creating music is often considered an in-person experience. Last year, our Contemporary Performance Lab crew proved that distance is conquerable with inspiration and an internet connection. During winter break and then again in a remote learning period in the spring, they recorded and produced songs using the GarageBand app and sharing files via iCloud. The result? Covers of Post Malone's "Feeling Whitney" and Tate McRae's "You Broke Me First" hit the NHS Musicians' Soundcloud. Take a listen online. Headphones recommended.

TAKE A LISTEN ON SOUNDCLOUD https://soundcloud.com/kwmasterson

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HEADLINES | CAMPUS CURRENTS

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1. Bridget McCallum, This Endless Existence Paper, acrylic paint, spray paint.

2. Emma Yao, 1869 Hand-carved three-layer relief print, black and red ink on white paper.

3. Mingwei (Aaron) Liu, The Us Glue, acrylic plates, cloth fabric, foam, wood.

4. Jenna Eisenmann, The New Look Cotton, tulle, wire, thread, ribbon.

5. Samantha Davis, The Human Complexion. Chicken wire, aluminum wire, wool, zip tie, duct tape

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Follow us on Instagram!

@nhsarts

For inspiration, art work and arts related endeavors by our students.

A Moment In Time: CELEBRATING FOUNDER'S DAY When we celebrate Founder's Day, we celebrate the people who founded the school and those who oversaw its continuation. Twohundred years, seven different institutional names, and twenty-three heads of school—by the numbers and names, we understand that New Hampton School has been a place that is not afraid to reinvent itself and adapt to changes despite the world around it.

The names we witness daily on campus are names that have been a part of our story for years. Meservey—rather, Atwood Bond Meservey—a former professor and headmaster whose name has stood on Academic Row since 1910 (known formerly as Chapel Hall, built in 1858), and graces our highest annual commendation for a graduating student. Veazey—William Damon Veazey—a beloved alumnus and trustee of the school, whose name lasts as a residence on the east end of campus. Each of the names around us has a history tied within our community. Some names are newer to modern campus life, like O'Connor and Jacobson, but their legacies

carry forward along with the school. This is a necessary time to pause, remember, research the stories of our alumni, teachers, and the people who have built the school into what it is. It is a time to share our histories.

For this year's event, the Bicentennial committees considered ways to reinvent the way we celebrate Founder's Day, and, in turn, it took on a new tone for the students, faculty, and town members.

A two-day event was crafted to, first, reconnect the students to the community through a day of service aimed explicitly at supporting neighbors and neighboring communities - allowing an opportunity for them to learn from the elders of this historic lakes region community. The second day invited townspeople into the GordonNash Library for history presentations and reflections. And lastly, the committee introduced a time capsule to be secured away for 50 years in hopes of sharing the joy of the Bicentennial for future celebrants to cherish.

FALL 2021 • HAMPTONIA 21

HEADLINES | SPORTS WRAP UP

VARSIT Y REFLECTIONS During a time when many high school athletes yearned to compete, New Hampton School athletes were fortunate to practice and play a modified schedule in the Lakes Region League. We asked them to reflect on seasons that weren't possibilities for most.

Having the amazing opportunity to get to play high level sports for all 3 seasons was amazing.

Because of our unfortunate circumstances with covid, I, along with everyone else are so thankful that New Hampton School has given us the opportunity to do what we love the most. I have learned more than ever to not take anything for granted because we were extremely lucky that we got to play sports this year, as many kids our age did not."

"Playing during COVID helped me gain a better appreciation for the opportunities that we are given each day here. Playing sports in person was something that many other schools were unable to do. I am very grateful to experience this past year with my fellow teammates and coaches."

- Nina Morel '23 (field hockey, lacrosse)

- Jo Tattersall '22 (soccer, hockey, lacrosse)

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"During this very uncertain time being able to have a competitive season gave me a sense of normalcy. I felt accountable to my teammates to work hard and improve. I am great full for coach Sherborne for pushing us to be the best we can be even in a short season."

- Catherine MacDonald '23 (basketball, golf)

HEADLINES | SPORTS WRAP UP

I have been able to expand my passion of hockey and softball due to the hardships COVID-19 brought to our community and many others alike. The experiences that I have endured this year has abled me to learn and understand how to adapt to new environments in the world around me."

- Averi Curran '23 (hockey, softball)

"New Hampton School has given me new opportunities and friendships. I have gained knowledge from skills and workouts.

I was pushed to my best ability on and off the field. Mainly my connections are greater because of the great people in the community. Lastly, I’m grateful for New Hampton School giving me the opportunity to be great."

- Ethan Cobb '22 (football, basketball, lacrosse)

In my first year at New Hampton, I was able to compete at a high level both athletically and academically. The new opportunities presented to me showed the great benefits of being a boarding school student-athlete. Team identity, love, and brotherhood are three major qualities each team has on campus, making everyone feel welcomed and a part of the community."

- Jake Connors '22 (hockey/lax)

Keep up with all our Husky sports!

The uncertainty that COVID-19 caused put a lot of stress on all students and being able to compete with a team was a constant that many other people were not as fortunate to have.

Whether it was practicing or playing, being able to show up the rink/field and give 100% effort towards something, and know I was getting better despite everything going on around me, made me feel very lucky.

@nhshuskysports

Having a place and team to share difficulties with was a real gift this year and it has made my appreciation for all the sports I play grow exponentially. "

The official Instagram & Twitter of New Hampton School Athletics.

- Isabelle Healey '23 (field hockey, hockey, lacrosse)

FALL 2021 • HAMPTONIA 23

THE SPORT FOR A LIFETIME History of the Tennis Program at New Hampton School

BY KENT BICKNELL '65 Curator of Special Collections

HEADLINES | SPORTS WRAP UP

The proud history of tennis at New Hampton School began with the game's introduction in the late 1800s. Draft notes for a sports column from town resident John Bickford, New Hampton Class of 1896, captured the presence of tennis on campus:

September 17, 1891. Croquet arts have been added to the playgrounds of the institution. With baseball, tennis and croquet the campus presents a lively appearance.

In 1913, the school sent a fundraising letter to alumni requesting support to build official courts. The letter added, "It is believed that such facilities, commensurate with the advantages of New Hampton and the recreation grounds of other schools, will prove of much benefit, especially to students who are not fitted or inclined to take part in the more strenuous games of baseball and football, but who need outdoor recreation quite as much as the adherents of those sports." The cost? "About $300.00 will be needed for grading and fitting up the grounds, one behind Berry Hall and east of Meservey building (Chapel Hall), and the other near the Lewis Mansion, now owned by the school."

In October 1930, two new courts were added to the current site, bringing the total to six courts near Lewis, and one each behind Berry and Randall. A year later, owing to "the growing popularity of tennis at New Hampton," another court was added behind Randall, raising the court count to nine.

Head of School Frederick Smith '10 coached the tennis team for twelve years through the 1937 season. That year the school hired a talented graduate of Springfield College (B.A. and M.A.)—Lansing Bicknell—who took over the role. Lansing, a successful amateur player in New England circuits, brought a love for the game and a passion for sharing his enthusiasm for what he called "the sport for a lifetime." With a couple of hiatuses while in the Navy in World War II and a few years teaching in Arizona, Lansing guided the New Hampton School tennis program from 1938 to 1971. The program experienced considerable success, including several Lakes Region Championships. Of particular note, in 1962, five of the six top singles players were from New Hampton—a testament to the highly successful summer program Lansing introduced for children and adults. New Hampton supplied the courts and maintenance, and for a summer of lessons three days a week, Coach Bicknell charged $3 to cover the cost of a can of tennis balls. In a formal ceremony in 1980, the courts in front of Lewis were dedicated to Lansing Bicknell; they were later rededicated in 1997 as the Jacobi-Bicknell Tennis Courts following restoration and enlargement of the courts with gratitude to the generosity of Peter and Mary Jacobi, parents of Jonathan '98.

Lansing handed the coach's role to Tom Diehl—a friend and champion doubles partner in statewide tournaments.

Tom graduated from Amherst College in 1963 and received a Master of Arts in Teaching in English from Harvard. Tom stayed at New Hampton for the next 28 years. His ability to

"I want the students to have determination, desire, and to be honest…It's a life sport; I think that the decisions you have to make in tennis, sometimes, are like the decisions you have to make in other parts of your life. The process makes you a better person; it makes you grow."

— Coach Veronica Lima-De Angelis

work with each player individually and shape a positive team ethos was critical to the program's success.

With the return to co-education in 1970, the women's varsity tennis program gained traction and experienced very successful seasons throughout the last 50 years. The names of their coaches are illustrious. Among them are leaders including Jinga Moore, Jennifer Shackett Berry '83, Steven Carter, Beth Grosart, Sam Cieplicki '08, Kathleen Bird, Russ Brummer, and several others. Not only have the Huskies fielded many solid teams—such as the 8-2 group from 2013— several alumnae went on to play competitively in college.

When New Hampton School sought a director to carry on its strong tennis tradition while developing it to new heights, they could hardly have found a better choice than Veronica Lima-De Angelis. She first learned to love the game as a sixyear-old in Salvador, Brazil. Passionate about the game—and still a fierce competitor on the international circuit—Veronica ("Lima") noted in a 2010 interview, "I just keep going because I love the game so much. The tennis court, for me, is like a shrink…Once I step onto the court, I just want to have fun and enjoy life." A dual US-Brazil citizen, Lima is fluent in Spanish, Portuguese and English, and brings a European style to her coaching, considering the tennis court as a chessboard. "You don't win with power; you win by thinking when you make your next shot, what is going to come next?'" She notes, "I want the students to have determination, desire, and to be honest…It's a life sport; I think that the decisions you have to make in tennis, sometimes, are like the decisions you have to make in other parts of your life. The process makes you a better person; it makes you grow." [1] Lima continues to oversee the tennis program, providing a popular Instructional Tennis Program every fall and leading the men's varsity team each spring. A patio by the courts was dedicated in her honor in 2019 with thanks to the generosity of Philip Lux '11, the Seymour family, and other donors.

[1] From an article on Coach Lima by Adam Drapcho, The Laconia Sun, April 20, 2010.

TOP: Julia Guadagno '22 on the Jacobi-Bicknell Tennis Courts. BOTTOM LEFT: The 1962 Lakes Region Champions sit on the Post Office steps on Main Street.

BOTTOM RIGHT: Tennis Team (Sarah Jane Morse, Amy Tappan, Mamie Farran, Ina Bickford) on the Court of Lewis Mansion.

FALL 2021 • HAMPTONIA 25

HEADLINES | SPORTS WRAP UP

Why did you choose New Hampton School?

I chose New Hampton School because of Revisit Days.

It was so open and welcoming. I hadn’t heard of it before I started searching but once I visited it just felt comfortable.

How was the transition?

I attended a Montessori school where the class sizes were small, so I was used to that. Because I was so used to speaking up and asking questions, the transition was smooth. The inquisitive nature of my previous school translated well to the culture at New Hampton School.

What surprised you the most?

I thought I would be home sick, but I wasn’t!

How did you get involved in the Husky Ambassador Program?

I applied to be a Husky Ambassador because of Ms. Cote. But also because I love the School and wanted to share that with other people. I wanted to calm any fears that someone may have about joining a boarding school because it can be intimidating.

“I really like filming basketball because they aren’t wearing helmets and you get to see the emotion on the players face–it’s very raw and emotional.”

EYES ON POSSIBILITY Nora Kent ’21 Nora Kent, Class of 2021, came to New Hampton School as an avid hockey player and enthusiast with extensive knowledge of the sport. Kent easily rattled off stats about professional players and followed teams throughout their seasons. Trying new things and learning about new subjects is in her nature, so when the opportunity to get to know a new sport arose, she didn't hesitate to begin.

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When did your interest in basketball start?

In videography?

I played ice hockey and it was my thing. During my sophomore year, I started wondering whether I wanted to continue playing hockey or try something new. Mr. Gale was my math teacher, and the Head Coach for men’s basketball, so I asked him if they needed any managers.

They did. I knew nothing about basketball, so it was a lot of asking questions, learning the game, and learning how to keep score in the books.

I was nervous about starting something I didn’t know about. Would the players like me? Would I know what to do? Would I like it? They did... I figured it out… and I do like it! The guys were patient with my questions and would take the time to explain things to me until I understood. I wasn’t afraid to ask questions which may have been my Montessori schooling but the atmosphere at New Hampton School really helped me to feel comfortable asking questions.

I got into videography when I started managing the basketball team. At first, I started with my phone and then a small video camera. I started putting together footage and compiling highlight reels, posting them to the team Instagram, and they would like, comment, and share them. I really like filming basketball because they aren’t wearing helmets and you get to see the emotion on the players face–it’s very raw and emotional.

Where do you want to take your talents?

I definitely want to continue with sports videography.

I’m attending University of Miami and focusing on sports administration with a minor in videography. I’ve started my own company, On Ya Head Filmz, and plan to continue making short films incorporating athletics.

What is one thing that is important for people to know about you?

When I’m passionate about something, I put 100% into it.

It’s a waste of time to do something I’m not interested in.

CONNECTIONS

Celebrating the graduates of the Class of 2021.

BY THE BELL From 1853 to 2021, the bell remains.

PAGE 34

COMMENCEMENT

PAGE 32

PAGE 28

Seniors TJ McMahon ʼ21, Hunter Henderson ʼ21, Daniel Pechr ʼ21, Camden Devlin ʼ21, James Pacchiana ʼ21, and Jan “Honza” Vrba ʼ21 celebrate their last night on campus at the Class of 2021 Brick Dedication.

REUNION

Old friends, memories, and lasting relationships.

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UNITED, APART

N E W H A M P T O N S C H O O L’ S B I C E N T E N N I A L C O M M E N C E M E N T On Saturday, May 15, 2021, New Hampton School’s Class of 2021 celebrated 103 graduates with classmates, families, faculty, and staff during this year’s Bicentennial Commencement.

The energy on campus felt different this year as we reflected not only on 200 years of New Hampton School history but also a year of change, vigilance for health and safety, and an elusive sense of normalcy. The ceremony relocated to Kennedy Field to accommodate spacing, something both new and unique—also a particularly poignant location this year following the loss of its namesake in early April. The hybrid ceremony acknowledged the notable absence of several international and domestic students who concluded the year remotely. This moment of togetherness, yet separated still from a portion of our graduates and community, felt bittersweet, joyful, and as close to normal as we have felt in many months.

The Class of 2021 took pride in being the bicentennial class and holding a unique place in the School’s history. Ultimately, their goal was realized—completing their education to become the newest graduates of New Hampton School. The honored speaker for the event, Briana Cardwell ‘13, offered kind wisdom, connection, and optimism as they walked their final steps as students on campus.

Left: Autumn James at the 2021 Commencement processional.

Top Left: Takamitsu Suzuki takes the podium as the Cum Laude speaker.

Top Center: Rory Keverline accepts his diploma.

Top Right: The Class of 2021 on Kennedy Field.

“Life is nothing but moments. You are only in high school for a moment.

You are only in college for a moment. This is why you must make the most of every experience you have and appreciate the little moments on the journey.”

— Briana Cardwell ‘13

FALL 2021 • HAMPTONIA 29

CONNECTIONS | CLASS OF 2021

CL ASS OF 2021 AWARDS CUM L AUDE SOCIET Y GILLIAN M. BONIN, New London, New Hampshire JARED RAYMOND HAUSMAN, Laconia, New Hampshire XINRAN LI, Beijing, China LILIANN QINGMO MCADAMS, Hollis, New Hampshire LEON SCHÜTTE, Wallenhorst, Germany TAKAMITSU SUZUKI, Fukuoka, Japan EMMA QINGLEI YAO, Beijing, China RALPH S. O’CONNOR EXCELLENCE IN TEACHING PRIZE ROSEMARY BREWSTER, Academic Support Program Faculty

PRESIDENTIAL SERVICE AWARD AUTUMN MURIEL JAMES, Danvers, Massachusetts PIRAMON KUMNURDMANEE, Songkhla, Thailand VISUAL ARTS AWARD MINGWEI LIU, Changzhou, China PERFORMING ARTS AWARDS EVAN EUGENE BRITTON, Wilmington, North Carolina ENGLISH DEPARTMENT AWARD GILLIAN M. BONIN, New London, New Hampshire HISTORY DEPARTMENT AWARD ANDREW DAVID SAYLES, Milton, Georgia

JOE PL AIA OUTSTANDING MALE ATHLETE CAMDEN WILLIAM DEVLIN, Cornwall, Vermont

MATHEMATICS DEPARTMENT AWARD TAKAMITSU SUZUKI, Fukuoka, Japan

JOE PL AIA OUTSTANDING FEMALE ATHLETE SAMANTHA ELIZABETH RIVET, Sudbury, Massachusetts

SCIENCE DEPARTMENT AWARD TAKAMITSU SUZUKI, Fukuoka, Japan

GOLDEN-TILTON POST-GRADUATE AWARD BENJAMIN LUSCKO, Duxbury, Massachusetts

WORLD L ANGUAGE DEPARTMENT AWARD LILIANN QINGMO MCADAMS, Hollis, New Hampshire

COMMENCEMENT AWARDS MESERVEY MEDAL SERAPHINA MAE HODGSON, Rindge, New Hampshire CITIZENSHIP MEDAL CAMDEN WILLIAM DEVLIN, Cornwall, Vermont AUTUMN MURIEL JAMES, Danvers, Massachusetts INTELLECTUAL CURIOSITY AWARD TAKAMITSU SUZUKI, Fukuoka, Japan ACADEMIC & PERSONAL GROW TH MEDAL JASON HENRY FEINSTEIN, Weston, Massachusetts DARREN JOHN LOMBARDOZZI, Windham, New Hampshire BEN CECIL COMMENCEMENT SPEAKER SERAPHINA MAE HODGSON, Rindge, New Hampshire FACULT Y AWARD EVAN EUGENE BRITTON, Wilmington, North Carolina MAREK PECHR, Pilsen, Czech Republic Left: Seraphina Hodgson receives the Ben Cecil Commencement Speaker Award.

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CONNECTIONS | CLASS OF 2021

CL ASS OF 2021

M at r i c u l at i o n Alfred University Amherst College Arcadia University Arizona State University Assumption University Belmont University Bentley University Bowdoin College Bryant University Case Western Reserve University Central Connecticut State University Clarkson University Coastal Carolina University Colby College Colby-Sawyer College Colgate University College of Charleston Colorado College Columbia University Denison University Eckerd College Elon University Endicott College Fairfield University Florida Gulf Coast University

George Washington University Howard University Lafayette College Le Moyne College Merrimack College Middlebury College Northeastern University Norwich University Parsons School of Design at The New School Pennsylvania State University Plymouth State University Providence College Roanoke College Roger Williams University Rutgers University Sacred Heart University Saint Anselm College Saint Joseph’s College of Maine Saint Michael’s College St. Lawrence University St. Olaf College Suffolk University SUNY at Binghamton Syracuse University Temple University

The College of Wooster Tufts University University of California (Berkeley) University of California (Davis) University of California (San Diego) University of California (Santa Cruz) University of Dayton University of Denver University of Maine University of Massachusetts (Amherst) University of Massachusetts (Lowell) University of Miami University of Minnesota University of Rhode Island University of Toronto University of Utah University of Vermont University of Virginia University of Wisconsin (Eau Claire) University of Wisconsin (Madison) Utica College Washington College Westminster College

FALL 2021 • HAMPTONIA 31

CONNECTIONS | BY THE BELL

32 NEW HAMPTON SCHOOL • FALL 2021

CONNECTIONS | BY THE BELL

New Hampton School has had its share of bells. The first sat in the steeple of Chapel Hall as well as above the Female Seminary. Many churches in New England chime the hour of the day, New Hampton’s Chapel was no exception. Students knew the time and when to change class by the bell. As you can see by this photo the boys’ dormitory, Randall Hall also had a bell protruding from the top of the building housed by its own belfry.

Over the years several buildings were ravaged by fire or replaced by stronger, more relevant structures. These four 1853 buildings are no longer standing.

Chapel Hall, which was one of these buildings consumed by fire, but rebuilt and renamed Meservey Hall after a muchloved, long-time teacher and principal. A room was devoted to the hourly ringing and the ringer. “The flames were so hot that they melted the old bell.” Fred Smith gathered the pieces and sent them off to former bell ringers as souvenirs.

One piece remained on campus as a paper weight.

That bell I learned through an article in the Bristol Enterprise of 1905 by Rev. George L. White takes its origins from a nearby church on the corner of Routes 3B and 104, “In 1895 this church was torn down by Rev. Daniel M. Dearborn… The bell was transferred to the Institution (hung in Meservey Hall) where it did excellent service in calling the student body together for the purpose of prayer and recitation.”

In 1909 plans began to build a three-story ladies dormitory out of brick on the site of the Female Seminary. Berry Hall accommodated forty students as well as room for the house parent and lady principal.

MARKING THE MOMENT

BY THE BELL

BY JERRICA BLACKEY P’19 , Library Director & Archivist

It is not uncommon to hear a bell ring at school to transition to and from class, go to lunch, or finally end the learning day. Metal bells have been around since the 2nd century as a signaling device to the masses. Even I remember my second-grade teacher Mrs. Thurber lived by her hand bell which sat on her desk in our classroom.

It meant it was time to be quiet and listen carefully (or else), that was more than forty years ago.

Up until 1935 the campus was void of that familiar chime due to the fire in Meservey Hall. However, through a donation of an old bell from Mrs. Abby Taylor Chase, chimes were once again heard on campus. “This bell is said to have come from the old Academy Building which was built about 1848 by Levi Bartlett on the west side of North Main Street in Bristol, NH” according to Pauline Merrill. Chase’s grandfather lived in New Hampton Village for fifty-two years as the blacksmith.

The bell was placed above the Berry trellis and was rung by a rope fed through the window of a student bellringer’s room.

The bell would continue to ring for many years and two students sharing a room had the honor of marking the day by pulling the rope. Such ringers as Carter Haff ’57, Jeff Glidden ’68, and PM Costello ’68 have delighted us with their stories in past Hamptonia articles. They are among our last bell ringers. According to Lou Gnerre, the bell was removed from Berry Hall in 1970 for structural reasons.

Dusted off and moved out of storage in 1987, the bell was placed outside the dinning hall after construction. Although no longer a sound presence on campus, the bell serves a greater purpose, rung when a senior receives word of an acceptance to college.

Marek Pechr ’21, Haley Stanley ’21, Alison Beaulieu ’21 and Maile Tur ’21 mark their impending graduation and plans for the future on Commencement morning.

FALL 2021 • HAMPTONIA 33

CONNECTIONS | REUNION

Virtual Reunion 2021 Constructing a Reunion experience for a virtual audience meant a new challenge for the Alumni and Advancement Office. Musthave events like class gatherings matched with weekend favorites like "back to school" classes, not

to mention the traditional alumni awards and the long-awaited Alumni Association Town Hall meeting. And if you missed trivia night, you missed the battle of the century among teams of alumni and staff—this is one event that

R E U N I O N AWA R D W I N N E R S HAZELTINE-MERRILL LIFETIME ACHIEVEMENT AWARD VICTORIA BLODGET ’80 Awarded Posthumously Awarded to a New Hampton School alumna, former faculty or present faculty member who has demonstrated leadership in her community and profession.

YOUNG ALUMNI LEADERSHIP AWARD BRIANA CARDWELL ’13

The Young Alumni Leadership Award. The Young Alumni Leadership Award recognizes an alumna or alumnus who, since graduation, has shown the same loyalty, dedication, and service to New Hampton School and the wider community as they did as a student.

34 NEW HAMPTON SCHOOL • FALL 2021

needs to return! We are grateful for those who could attend, those who were with us in spirit, and those who continue to inspire us to craft programming, both virtually and in person.

HEAD OF SCHOOL’S SERVICE AWARD JEFF GLIDDEN ’68

The Head of School's Service Award recognizes an alumna/us (or group of alumni) for his or her service to the school in a particular year.

LIFETIME ACHIEVEMENT AWARD KENT BICKNELL ’65

Given each year to a member of a Reunion class in recognition of exceptional achievement in his or her professional work.

SMITH-MOORE SERVICE AWARD JILL DUNCAN P’04, ’06

The Smith-Moore Service Award recognizes an alumna, former or present faculty, staff or parent for her service to New Hampton School.

CONNECTIONS | ALUMNI

A LETTER FROM

THE ALUMNI ASSOCIATION On behalf of the members of the Alumni Association Executive Council, we are excited and grateful to be partnering with the Alumni Office in support of the newly established Alumni Association. This group was established to expand the New Hampton School alumni network and to encourage alumni engagement with the school. As a leadership team, we are excited to support alumni programs and services, facilitate communications with the alumni community, and will seek to strengthen alumni bonds with New Hampton School.

Our goals are driven by the work of our four committees: NHS Gives Committee, Engagement Task Force Committee, Alumni Connectors Committee, and Nominating and Awards Committee. We will focus on supporting fundraising initiatives, leveraging the alumni network, growing communications, and finding new ways to honor and celebrate the exceptional work of our graduates.

With the establishment of this group, it is our hope that we can be a voice to all members of the alumni community. We are here to serve your needs as well as the needs of the school. Each year, during Reunion Weekend, we will host a Town Hall Association meeting where we will share updates on our work and hold an open forum. Please save the date for June 2-5, 2022, for our next open meeting.

We encourage you to connect with us, share your New Hampton School story, and get involved!

2021-2022

GOALS

At our first meeting we established a few goals to keep us focused over the next year.

ONLINE DIRECTORY Partner with the Alumni Office to take the Alumni Directory online.

DIVERSITY Increase diversity in alumni engagement.

GATHER & CAPTURE Capture the New Hampton School story.

SUPPORT & PARTICIPATION Support the Fund for New Hampton and Bicentennial Campaign initiatives with a goal of reaching 20% alumni participation.

FALL 2021 • HAMPTONIA 35

Join the C E L EB RATI ON! REUNION WEEKEND Join us for a weekend filled with traditional reunion activities, Bicentennial themed events, and reconnecting with classmates and former faculty!

Celebrating class years ending in ’2 and ’7.

JUNE 2-5, 2022

BICENTENNIAL GALA Our Bicentennial Gala is the culminating event of New Hampton School’s bicentennial year. Come celebrate this once in a lifetime event not to be missed!

JUNE 4, 2022 AT 5 PM

REUNION WEEKEND QUESTIONS? EMAIL DIRECTOR OF ALUMNI RELATIONS KATIE WARDROP AT KWARDROP@NEWHAMPTON.ORG. BICENTENNIAL CELEBRATION QUESTIONS? EMAIL BICENTENNIAL COORDINATOR CINDY BUCK AT BICENTENNIAL@NEWHAMPTON.ORG.

Meet the Bicentennial Gala MCs...

The Bicentennial Gala, led by Gara Field '87 and Derek Forrest '99, will guide you through the 200 year journey of New Hampton School and its next 200 years. When asked if they would be an integral part of the Gala celebration as MCs, they said yes without hesitation. Gara and Derek share a passion for Husky Nation and an appreciation for the transformative experience New Hampton School allowed.

GARA B. FIELD, PH.D., '87 Gara B. Field, Ph.D., '87 is the Director of Global Education & Social Innovation at Moses Brown School, an independent co-ed Quaker School grades N – 12, in Providence, RI. In 2015, Dr. Field was invited by the Obama Administration to be a keynote speaker at the White House Future Ready Superintendent Summit. She has particular expertise in expeditionary, project-based, blended, and personalized learning.

Gara carries a BA and MA from the University of Hartford, an M.Ed. from the Harvard Graduate School of Education, and a Ph.D. in Educational Psychology from the University of Connecticut. Gara is deeply committed to diversity, equity, inclusion, and student voice, as well as authentic teaching and learning opportunities that inspire action to positively impact our community, country, and the world.

DEREK FORREST '99 Derek has spent 19 years in the television business. He has done everything from working with ESPN on the production side of things, to working in front of the camera as a Sports Reporter / Sports Anchor. Derek is currently living in Cleveland, OH working for the ABC affiliate WEWS. There he covers local sports, including The Browns, Indians and Cavs. He is also now working for CrossFit as a CrossFit Games Host where he has the opportunity to travel a little bit more. So far, Derek has anchored studio shows, done sideline reporting, and anchored live out in the field for several CrossFit competitions. Derek is excited to combine his love for television and his passion for fitness and CrossFit specifically.

Q. What does the Bicentennial mean to you?

Q. What are you most looking forward to at Reunion?

A. It’s all about THE PEOPLE! Reunion to me is about reconnecting with faculty, friends and alums who made my NHS experience what it was. I hope to see many of my former students and student-athletes from soccer and basketball teams I coached (1994 – 2000). I’d also love to catch up with my high school friends from the late-80s (1984 – 1989). I’m excited to chat with teachers and coaches who had a profound impact on my life and of course my NHS colleagues who made work so much fun. Reminiscing about the bat caves, late night runs on Palazzi Field, game nights and theme parties at the Arsenaults, Spring Break adventures, and New England championships would be an added bonus! Husky pride runs deep and the love I have for these people and this place is beyond measure.

A. The fact New Hampton School has been around that long is truly impressive! It's just crazy to think New Hampton School has been around for so long! It's 200 year of telling successful story after successful story of former students and teachers changing their lives because of what the school has done for them. At least this is the case for me. To be a small part of the 200 year history means a ton, because the School has meant so much to me. I have always said New Hampton was the one place that made me the person I am today. At the young age of 13, I had to grow up faster than most. Living away from family and friends, the School allowed me to find another family and another group of friends. Some, to this day, I still keep in contact with. To see how far New Hampton School has come over the years has truly been impressive and not surprising the success the school has had in its 200 years.

CONNECTIONS | ALUMNI

Alumni in Residence REX DICKSON ’91 On March 1, 2021 we welcomed Rex Dickson ’91 for our second Alumni in Residence program of the year to hear about his career experience in game design.

Rex worked for EA Sports for over a decade as a Lead Designer and Creative Director for EA Sports Football Group, most notable on EA’s well-known sports game, Madden Football. Today, Rex has taken his skills to Sony where he is a Lead Designer for their newest entity Sony Immersive Music Studios, which focuses on developing immersive music experiences through the power of creativity and technology.

Rex graciously took time to meet with our current Esports team providing them with encouragement and gaming tips.

The realization that a passion for a non-traditional subject can provide a lifetime of creativity, excitement and a successful career was clear.

The goal of the Alumni in Residence program is two-fold.

First, we hope to engage our alumni constituency with the school and reconnect with former students. Additionally, it provides an outlet for our students to gain exposure to professional opportunities and connect with communities that they might be interested in.

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If you are interested in joining us in the classroom, providing an internship opportunity for a current student, or wish to hear more about the opportunities available to get involved, please contact the Alumni Office at alumni@newhampton.org.

FAC E S

ALUMNI PROFILES

Lindsay Pierce ’96, and Radar Jones Onguetou ’06 share their pursuits and reflections.

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Sage Patel ’21, Sam Rivet ’21, and Lindsey Duggan ’21 take the opportunity to learn outside on a fall day.

REDEFINING ESSENTIAL Community reflection on the strength found together through the pandemic.

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ASK A

Husky Q. A.

Why did you choose New Hampton School?

“I chose New Hampton because the school is more than just a school. It’s like you’re living in a town full of your friends. You can’t beat that. A community filled with love and diversity. No other school had that in my eyes.”

— Evan Britton ’21

“I chose New Hampton School over others because the sense of community I felt when taking a tour here was stronger than other schools. I needed the feeling of actually belonging to a community since I’m not the most outgoing person, and it turned out the school was a perfect fit for me. Now that I’m used to New Hampton, I challenge myself by taking hard classes, trying out some new sports I’ve never played before, and I’m really glad that I made a right choice four years ago.”

“I chose New Hampton School, because it was a school where I was able to connect great education with great athletics. It was also offers the challenge of the IB Diploma Programme, which was an important aspect for me as an international student. I also really liked the close community and how everyone on campus knows everyone. This gave me the certainty, that I will immediately find new friends and find the feeling of my second home.”

— Takamitsu Suzuki ’21

—Marek Pechr ’21

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Q. A.

What do you enjoy most about our community?

“What I enjoy most about the New Hampton School community is how welcoming it is and how it allows you to be your true self. When I came as a Freshman, I was a shy kid with very low self-esteem. But after spending three years in the community this is no longer the case. I have made lifelong friends that are always building me up and I am so grateful for that.” — Ben Fridlington ’21

“One of the things that I enjoy the most about the New Hampton School community is that it feels like a second family to me. Everyone is very friendly and always trying to help each other. I also like that the teachers always do whatever they can to help me. Everyone is very welcoming and supporting, even though we are all from different places all over the world we are all very close and always support each other.” — Daniel Pechr ’21 “One thing that has stood out to me in my past three years is how you are able to truly find yourself with peers and faculty whole wholeheartedly support you. High school is normally a time where you feel peer pressure and want to fit in. At New Hampton School, you are encouraged to find what you love and to pursue new experiences which transforms everyone in a different and unique way. The faculty encourage individuality and want to hear your opinions. Here, you don’t feel like your true self is disguised but it is encouraged for you to be your best.” — Haley Stanley ’21

Q. A.

What is your favorite husky tradition?

“International Night. This is a night where the whole community comes together to celebrate all the countries that represent New Hampton School. I love this night because the food is AMAZING and the performances afterward are always so fun to watch. Even though this night is not mandatory, everyone in the community goes to it. The café is filled with dumplings, sushi, crepes, pork schnitzel, and sweets from so many different countries that our own students make! I love being able to immerse myself into cultures I don’t know much about for the night.” — Callie McLaughlin ’21

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Alumni Profiles ALUMNI PROFILE

LINDSAY PIERCE '96 Lindsay Pierce '96 graduated from New Hampton School 25 years ago, where she credits many individuals for sources of inspiration. From her fellow students who inspired her to "open my mind and heart and to be curious" to a stunning list of teaching and coaching greats, these formative years at New Hampton School witnessed Lindsay complete high school in three years.

Q.

Lindsay's path led to New England College where she earned a BA and M.Ed. Today, she is settled here in New Hampshire with her husband and children, and her career has focused on public health. Her pursuits in this field ultimately brought her to the New Hampshire Division of Public Health Services, where she worked since 2008.

What does your current position entail?

For the past six years, I have served as Chief of the Infectious Disease Prevention, Investigation, and Care Services Section at the New Hampshire Division of Public Health Services. Our section is responsible for conducting public health investigations and outbreak response for over 65 reportable diseases. We also ensure that lifesaving care and medication are available for people living with HIV/AIDS and tuberculosis (TB), are stewards of federal funds that come into the state, and are distributed to community-based partners for important infectious disease prevention work, including harm reduction, testing for STDs, HIV, TB, and viral hepatitis.

Since February 2020, I have also served as the COVID-19 Contact Tracing Operations Section Chief, overseeing all aspects of New Hampshire's contact tracing efforts, including case and outbreak investigation, contact tracing, epidemiology, and surveillance. Working on a global pandemic response was certainly life-changing.

What surprised you about your career after college?

The uncertain path. I was 20 when I graduated from college, and I thought I needed to have my life figured out. I did not have my life figured out, so there was a lot of uncertainty. I'm glad I gave myself the time to naturally find my way to the career I have today.

Why is public health something in which you are passionate?

I built my career on a dedication to serve, and through my work in public health, I am able to serve the people of New Hampshire and beyond. My parents were loving role models

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when it came to choosing a career in which you're passionate.

Through them, I learned the importance of loving the work you do, as it plays a significant role in our daily lives. My mother is a vocalist, and my father was a landscape architect—both talented artists. Their careers always brought them immense joy. Therefore, I sought a career that would bring me joy by serving others, which I found in public health.

What do you find rewarding about your work at the NH DHHS? I am incredibly grateful to work with a dedicated team to ensure the best health and well-being for the people of New Hampshire. In the early days of the pandemic, the actual days were endless, and many of us didn't even know what day it was because we never really stopped working. As soon as we thought we had something figured out, we learned something new and had to quickly pivot to keep up with new science.

Even outside the pandemic, infectious disease prevention, investigation, and care is a team effort. Together we are working to bring better health outcomes, health access, and health equity to the people of our state—that is what is most rewarding.

What coursework/advice would you recommend to a student interested in public health work?

When I was at New Hampton School, my tendency toward human development, writing, and service courses started my interest in this field. Math courses were challenges for me through high school and college. Still, those statistical principles are part of my daily work now—albeit thanks to on-the-job mentoring by some amazingly patient epidemiologists! I would also suggest an opportunity to dive into topics such as health equity, social justice, and social determinants of health.

FACES | ALUMNI PROFILE

After graduating, he joined Cushing Academy to teach French and it was his work with the Black Student Union at Cushing that he found the most rewarding. He recalled his own experiences as a black student at UNH. “I knew the stereotype of being a black athlete, and I was determined to prove otherwise. I can be a bright, accomplished student and be a good athlete.”

Radar was encouraged by a fellow doctoral candidate to participate in an empowerment conference for men of color.

What began as an enthusiastic conference participant has evolved into becoming a keynote speaker, conference host, and leading discussions on empowering men through conflict resolution and leadership, the power of analogy, the power of being vulnerable, and the power of building reliability. “If there is a great leader, then everyone else rises; with a right and good leader all rise. How can we educate ourselves and get us all to rise? What does it mean to be a man in this society?” He continues, “Everyone’s truth should be validated. We can work together to make change happen in the most powerful way.”

As Radar plans to complete his doctoral studies by the end of this year, he reflects upon his hometown community in Africa.

He has successfully implemented a series of basketball camps in Cameroon and talks with both vision and confidence of eventually building a school there.

ALUMNI PROFILE

RADAR JONES ONGUETOU '06

T

raveling from his hometown of Yaounde, Cameroon Radar Jones Onguetou arrived at New Hampton School in August 2004, full of hope, anticipation, and understandable anxiety. Education was a family priority, and his mission was simple: earn an American education at the highest degree and play basketball. From the beginning, Radar was a people magnet, articulate as he mastered English, and an enthusiastic leader in the classroom and on the basketball court. By the time he graduated in 2006, Radar had embraced many leadership roles including senior class president; he was a true Husky Ambassador, highly respected and beloved by his peers, teachers, and coaches.

With undergraduate and graduate degrees from the University of New Hampshire, Radar returned to Husky Nation in 2012 to teach French and then History for the next four years. He then made the daunting decision to pursue a doctoral degree in Conflict Resolution at Nova Southeastern University in Florida. Radar quickly established himself as a passionate leader in equity and conflict resolution, became certified in equity training, and earned the recognition of his peers for his insightful and thoughtful opinions. A leadership role in equity training proved to be an incredibly transformative opportunity for him as it validated the power of his education and his impact on others.

“An important role for teachers is empowering their students to have the confidence to share their unique cultural perspectives.

There were few opportunities for me to bring my roots and who I was to the table in classroom conversations. As an educator, try to do this more and more because it promotes real learning.”

New Hampton School remains an invaluable common denominator for Radar. “I was given the opportunity of a lifetime.

I was chosen to come to America. While I was a very good student, I might not have been given the chance to go to the right schools and be prepared for a successful career without the good fortune to be a recruited basketball player. With that athletic skill, I was given the opportunity to attend New Hampton School,” Radar said. He speaks with deep respect and appreciation for the faculty and staff who helped to keep his soul safe as an emerging adolescent. “I grew up in Cameroon thinking that I would measure my success as a person in terms of my educational achievements, my work successes and satisfaction, and my earnings capability. As I have matured, and I have learned more about the world, I realize that it is what I can do with my education to help people achieve their dreams, especially those in my native land, that will be the true measure of my success. This opportunity opened many doors for me, and I am forever grateful that New Hampton School afforded me this opportunity.”

The next chapters in Radar’s personal and professional journey are as yet, unwritten, but without question, the best of Radar Jones Onguetou is yet to come.

This year, Radar joins former New Hampton School faculty and basketball coach Nick Whitmore at The Asheville School, as Assistant Basketball Coach for their men’s varsity team and to teach American history.

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REDEFINING

ESSENTIAL

T

he pandemic we've faced has changed a lot of what people consider essential. A well-stocked pantry, for one. Time outdoors. Connections with family and friends. It also highlighted careers and industries in ways that many of us may not have considered yet, let alone the social implications when certain businesses—like schools—close. The term essential permeated not only our cabinets and refrigerators but our livelihoods as well.

In those hazy first moments in March of 2020 following the word "closure" on what seemed like all of society, our own Head of School seemed to offer comfort in the questioning words that he didn't know if the state had the right to close private schools.

Still, as a matter of public safety, New Hampton School followed the governor's orders and helped our students return to their families. Those two weeks to flatten the curve drew out into months.

New Hampton School, for its part, was "closed" at times in a nontraditional sense. We remember early on in the pandemic, the school was erroneously marked as "closed" on Google because we updated the website to notify potential visitors that the campus was closed to visitors. In a horrifying rush, we fixed their digital error, as other schools found the same auto-correct on their hours and received panicked phone calls from families. The school was always open. There were always people on campus. Essential caretakers continued to maintain the grounds and facilities during a time when others stayed indoors.

Essential faculty and staff moved the critical work of the school forward in online classrooms and virtual conference rooms, both from on-campus apartments and remotely. Though the campus was repeatedly described as eerie and quiet in the often dark and drizzly spring with far fewer residents, it was never really closed.

As Head of School Joe Williams expressed, "the pandemic shined a bright light on the people and

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functions that are required on a daily basis to keep us running smoothly." He affirms that each employee is essential for New Hampton School to deliver its mission. Those necessary functions were acknowledged and continued without interruption; they were categorically critical to operations.

There were moments of sadness and feelings of loss. At times, an overwhelming requirement for flexibility beyond what many of us had faced as daily functions blurred the lines between departments, shifting priorities to who could best accomplish them. Williams says, "It was not an easy year by any means, but time and again, people accepted necessary changes in procedure and protocol and offered suggestions to support our commitment to safety. They adjusted work schedules, took on new responsibilities, covered for each other, and stayed positive."

In speaking with staff across several departments, we heard common phrases about their time during the early pandemic. For one, gratitude to the community.

Another, the weight of responsibility in keeping Husky families safe. Also, the odd gift of COVID testing reassured many about the safety practices in place and the genuine concern for the health of all community members. They all recognize unsung heroes, or that everyone, in fact, is a hero in their eyes. But the most common memory—the sadness and emptiness they felt without having students on campus.

Cate Boisvert P’22, a member of the facilities team, shares in these reflections of those days. She remembers the sadness when the students departed and the "constant fear of the unknown and what was to come for all." But she also expresses gratitude for her team and the very big role they played—and still play—with New Hampton School's accomplishments.

She witnessed teachers doing "everything they could to keep the kids positive and enjoy every moment they could" and a facilities team that stayed strong throughout and filled with "determination to keep all faculty and student areas safe. From academic buildings to dorms, the business offices, athletic areas, and more."

A struggle for many during the pandemic was mental wellness, and our community was not immune to this challenge. Director of Counseling Services Nicole Siciliano remembers the professional challenge of navigating how to best support students from a distance across many different zip codes and time zones. A bright memory came after students returned as—even in the cold winter months—solutions became apparent in ways to spend time together safely. "I really enjoyed our outdoor counseling pop-up during quarantine in January 2021. It was refreshing to connect with students outdoors. We have such a beautiful campus, and I found it incredibly rewarding to have the opportunity to connect with

Catherine Boisvert P ’24, Facilities Staff

students in different ways. Some students appreciated meeting outside in the Adirondack chairs with the heater and, of course, Visby puppy (thanks, Mrs. Knowles!) Others preferred to walk the Husky Mile together."

In the Admission Office—who thrive on connection with not only applicants and their families, but with students, faculty, and the greater community each day— they relied on their tight-knit group to brainstorm new ways to connect. During their workdays, that meant a lot of virtual outreach. James Pinkham, Associate Director of Admissions and Financial Aid, shares, "A positive takeaway is the way that we learned new ways to reach out and communicate with people. In a time when we couldn't hit the road, our team got creative and found new avenues to speak with a family, whether they were a drive or a flight away." And outside of work, the Admission team found ways to connect with the community on campus—even if it was just walking their dogs.

Perhaps one of the more unique stories of our staff comes in the form of Evelyn Larkin, the Administrative Assistant in the Student Life Office. Evelyn took on this new role from her home as she began her work during the pandemic. "I started work March 30 and worked from home till August. I didn't know anybody, didn't know the programs yet, and didn't always know

necessary. Still, we did it—and it was actually a nice way for me to see everyone more regularly than I normally would during the academic year!" She also learned more about how to gain patience with herself, make time for things that mattered to better support the school community, and achieve strides toward a better life/work balance.

In the end, what is essential? It has been defined by many. Throughout the past year, we have shared in the stories of our alumni on the front lines in healthcare, fire rescue, and police departments; our teachers in and out of their classrooms; the solutions of young alumni seeking to help their elders, striving to solve the connection between loved ones separated in ICUs; and others who took up the call for human rights, climate action, and much more. We have witnessed that essential can take on many forms and be redefined.

Evelyn Larkin Student Life Office Administrative Assistant

what I should be doing as everything was different for everybody." The idea of what we 'usually do' was thrown out. There were no transportation requests to handle, no typical forms, and no opportunities to witness the usually joyful spring. "I tried to join as many Zooms as I could to learn who people were and trying to learn as much as I could about New Hampton." Her positive memories come from many moments, from helping create games for student engagement in the remote days to supporting weekly testing when we were all together. "Checking in students week after week helped me get to know their names and faces!"

On our campus, each team took on roles both familiar and unknown to support the school. Unsung heroes were named easily by those we asked—facilities members, dining hall staff, administrators, admission, advancement, not to mention the library staff who moved an entire library and combined collections amidst the height of the summer of 2020—and so many others.

When we look around and ask ourselves about essential, we redefined the word as our community would do—by holding to our mission and doing the work that needs to be done and which is true to us. As Joe Williams surmises, "My hope is that we carry forward the comradery and flexibility that was required of us, and the willingness to try new things. These traits are something that I think has always been in our DNA at New Hampton School. I couldn't have been more proud of our team."

Evelyn was not alone in that sense of community vis-à-vis testing. Hailing from the Business Office in Berry Hall, where she is the Human Resource Manager, Wendi Cantwell has been a part of Husky Nation since 2013.

This business office team is also known for their close-knit qualities and how supportive they are. She admits that the lack of daily human interaction was a struggle and that emails and Zoom meetings were a short substitute compared to their in-person comradery.

While the office streamlined processes remotely, returning to the office was a welcome change. "It was like coming home again and seeing family. We didn't miss a beat.

We were cautious but back into a routine quickly."

Wendi was also a steady presence and welcoming face for employees when testing began on campus, checking them in each Monday morning. Cantwell shares, "One thing I appreciated the most was the cooperation from everyone every week! I tried to greet each person warmly and provide a little sense of comfort in a long, trying time. I know it was not fun, and some didn't think it was

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James Pinkham Associate Director of Admission & Director of Financial Aid

THEN & NOW

50 YEARS OF CO-EDUCATION Celebrating voices and connection across the decades.

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Julia Trillo Mouzo ’23 creates a custom color wheel in painting class this fall.

SUMMER PROGRAMS The origins of our summer programs and where they are today.

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THEN AND NOW

5 0 Y e a rs o f C o- E d u cat i o n Celebrating Voices and Connection Last year, New Hampton School celebrated 50 years since its return to co-education. A meaningful way to honor this included connecting alumnae with current students. To accomplish this, the Alumni Office arranged for a dynamic panel of speakers with alumnae and former faculty as part of the Class of 1969 Speaker Series. The panel included Alice Norris ’72, Lois Diehls Cornell ’75, Elibet Moore Chase ’75, Carolyn Crosby ’81, Gara Field ’87, former faculty member Carol Brooks (1974-1979), and was moderated by Jennifer Shackett Berry ’83.

Panelists shared stories about their school experiences and career paths while helping students better understand the extraordinary bond between alumnae of all ages. Students learned that Berry Hall was the first all women’s dorm and more about the living and learning conditions when first integrating females onto campus again. Discussions shined a light on the progression with equity in athletics and opportunities on campus, and where some things came naturally, others needed nurturing and work. Many alumnae spoke about the empowerment and the culture of New Hampton School, wherein they did not feel held back to take any chances in leadership, academics, or curriculars. While recognizing the unique, individual experience each students’ journey carries, what rang true for all panelists and students today was the appreciation of the open classroom environment and the support they receive from their teachers.

Welcome moments of reflection for the panelists were the opportunities to answer questions from the students about their time on campus, their backgrounds before coming to New Hampton School, favorite memories, and cherished spots on campus. From Foliage Day to Burleigh Mountain, no corner of the community was left out—including studying in the dugouts and hanging out on Blueberry Hill. Perhaps most charged were the answers to the call for advice for young women to position themselves in the world as they look toward their future careers.

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THEN AND NOW

Be genuine. Don’t try to be someone you’re not. Interview people often. If you run into someone or someone who gives you a connection and tells you you should talk to this person—take advantage. Don’t be apologetic. The vast majority of people take a meandering course to find what makes them happy, and you’re going to try out and discard things along the way. Keep talking, keep asking people, and you will find your way.”

- Carolyn Crosby ’81

“Fully recognize what speaks to you. Think about your daily life and ask yourself what energizes you, what exhausts you. It’s a start to learning how to recognize those priorities because there are so many voices telling you what to do. Your voice is one of those voices, too. Figure out how you can unearth your true passion and how you can feel comfortable letting yourself pursue it. You can pursue it and then change your mind. Your life is long; listen to your voice.

- Elibet Moore Chase ’75

When a new opportunity comes along, take a look at it, try it. When you’re given that chance, you get to see what could be. It can send you on a new path that’s really exciting and will help you grow. Be open to looking broadly.”

- Lois Diehls Cornell ’75

“Mark Tilton taught me so much, and the thing he said that has never left me is ‘Don’t sacrifice what you want most for what you want now.’ It’s this idea of ‘have a dream, make a plan, do the work.’ And don’t let anyone tell you, you can’t do something.

- Gara Field ’87

Thank you to our panelists for generously giving their time and knowledge in support of this panel. If you’re interested in joining us in the classroom, providing an internship opportunity for a current student, or wish to offer career mentorship, please contact the Alumni Office at alumni@newhampton.org.

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THEN AND NOW

Summer Programs THEN & NOW THEN The July 1943 edition of the New Hampton School newspaper The Manitou opens with the headline “First Summer Session in 123 Years of Existence.” This story and many that follow highlight the School’s adaptability during this period to provide for students in hopes of preparing them “equally well for college and the armed services.” Under the direction of Headmaster Frederick Smith ’10, the School instituted an accelerated plan to help students achieve graduation—and in some cases a year of college—prior to military enlistment. New Hampton School offered summer semesters, and graduations took place in the winter, spring, and summer.

The 1944 “Wartime Acceleration Plan for Secondary School Boys” states its goal simply: “To give boys of high school age an opportunity to be graduated before they are called to service.”

While operating on a three-semester schedule, “boys who start their senior year in June may graduate in January. Juniors, by studying at two summer sessions, are able to save a full year.”

The summer sessions were also helpful to those students who needed to help their families during harvest season.

NOW

Members of our Greatest Generation served in World War II in a number of capacities and all branches of the military. At the time of the war, our School’s primary publication was The Manitou—a monthly periodical containing many articles about student life, activities, sports. Notably, during this time, it also served as an archive of service during the war. In its pages are stories of enlistments, officer promotions, class notes from the front lines, and contributions to the War Memorial Fund (a fund started by the Class of 1943). The fervent patriotism, dedication to education, celebration, and mourning all mix together in a potent snapshot of the time.

To support our students’ educational goals as well as our mission to cultivate lifelong learners who will serve as global citizens, New Hampton School offered online academic enrichment opportunities throughout the summer of 2020. These programs were available free of charge for all grade 9-12 students— regardless of enrollment status. The programs focused on building learning skills or advancing knowledge in specified subject areas of interest and were taught by our seasoned faculty. Not only did this offer structured learning for students, but it also offered current students the opportunity to meet and engage with peers throughout the world who benefitted from a remote-teaching model.

students received an introduction to entrepreneurship before heading into incubator mode to design a business or nonprofit concept aimed at addressing a need during the global pandemic. For the Summer Writing Program, students focused on research methods, MLA formatting, outlining, structure, and much more. And, lastly, the Summer IB Program. IB Diploma candidates from around the world came together virtually for this opportunity to work on their CAS [Creativity, Activity, Service] hours and projects and complete their Extended Essay.

The essay portion, in particular, was beneficial as students were able to complete a required segment of their program outside of the rigorous academic year.

Curriculum options varied across a range of subjects. In Advanced Reading Skills, they utilized the all-school read One Goal: A Coach, a Team, and the Game That Brought a Divided Town Together as the primary text as they practiced new strategies. In Entrepreneurship—the first test of an introductory course in the School’s new Entrepreneurial Studies program—

While these summer offerings of 2020 were not required of all New Hampton School students, the tremendous support of the faculty, administration, and students during the pandemic made them possible. The summer of 2021 marked a lull in the pandemic for New Hampshire, and our campus witnessed the return of traditional summer programs focusing on arts and athletics.

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THEN AND NOW

BRINGING BACK THE ICE The Upper Pond was a space for skating, pickup games of pond hockey, was used as an official rink starting in the 1920s for the hockey team who used a fire hose from the basement of Lane Hall to flood the “rink”, and was revived this past winter to be used as an ice skating rink during the winter months. Head of School Joe Williams had the campus pond all to himself for a short skate before students, faculty, and their families joined in.

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SCENES FROM CAMPUS New Hampton School's campus is always alive with many students enjoying the outdoors and enthusiasm in the classroom.

This past year was no different.

Left: Jose Ching '21 and Barita JaJa Chamlongrath '21 strike a pose at the Senior Formal.

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Left Top: Fall colors on campus never seem to dissapoint. Left Bottom: Julia Pellerin '23 is happily reunited with her parents and dogs on a weekend visit in September 2020. Above: Emma Robertson '21 enjoys a game of table tennis between classes.

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Students back in the classroom for a year of in-person learning.

Picnic tables and adirondack chairs we a prime spot for catching up with friends between classes, studying, snacking, and even advisory meetings.

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Spikeball became a favorite pastime and sunny days always called for a round by the pond with friends, or even the occasional teacher or advisor.

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Brinly Janelle '21, Evan Britton '21 and Samantha Davis '21 at their Senior Formal.

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STOP THE STIGMA Conversations on Mental Health You may have noticed that the past year and a half has brought with it a heap of challenges in addition to a pandemic–the most noticeable of which for a few of our alumni, has been an increase in people seeking mental health services. Over the last 20 years, mental health concerns have been increasing in prevalence and with it, the acknowledgement of its important role and abundance, leading to a decrease of the negative stigma of seeking support.

To find out what has changed and how to provide support for those seeking assistance, we turned to alumni in the field.

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Dr. Stuart Bicknell C L ASS OF 1963

Dr. Stuart Bicknell, Class of 1963, focused his sights on a doctoral program at the University of Massachusetts, where he received a master’s degree, after obtaining a bachelor’s degree from Middlebury College. While finishing his doctoral program, he met with Deerfield Academy to suggest they start a counseling program. In 1975, school counseling programs were not in abundance and very few schools, if any, had counseling programs at the time. There is now a robust program founded and directed by Dr. Bicknell for 40 years.

Q: Over the last 45 years of your career, what changes have you seen in the climate and culture of adolescence?

A: In 1988, I wrote for a magazine about why students sought counseling–they were feeling disengaged, seeking to gain control and a sense of mastery over their circumstances.

In 10 year increments, I revisited the topic. I observed that adolescents today show a higher level of distress than the generations before. Adolescence presents a challenge to develop a healthy ratio of a clear sense of identity on one side of the continuum, to a high degree of identity confusion on the other. The search is on to find answers to questions like, What do I want to do with my life? Who am I? What do I like? How do I manage life’s pleasures?

There is a sense of urgency, immediacy, catastrophe, finality, and desperation that describe today’s translation of those ancient tasks. And, the dizzying array of technological devices and programs has accelerated movement through the tasks. Holding onto a clear sense of self is problematic for many in today’s fast-paced, high-stakes teenage culture.

Parents often feel that sense of urgency as well and worry that if their child doesn’t know where they’re going at an early age, they’re going to flounder. If the emphasis is on “achievement”, the child may begin to feel like their selfworth is conflated with achievement success and failure…in short, they may experience love as conditional.

That can all sound gloomy and I’d be remiss to leave it there.

So I must add, the vast majority of adolescents navigate their journey with little more than an occasional bump and shudder. At times they appear to be caught in a war zone where there is a vigorous contest in the brain between a maturing “executive function” (trying to make good decisions and sound judgements) and pesky hormones, imploding and scattering every which way. Most begin to forge positive connections and start to develop a sense of mastery.

Q: So, I have heard people ask, “Is adolescence today really that different from when I grew up?”

A: My answer to that is unequivocally yes. Add in social media and a sense of being constantly “on”, fear of missing out, developing an online profile that’s acceptable and all of the complications surrounding identity and gender.

It adds a whole raft of identity choices and possibilities –

which is both very freeing and a lot of information to contend with. And then you add in social justice movements. All of that leads to an overwhelming and full plate of things to think about. One of the outlets for all of this is counseling. It’s not the only one but it is available.

Q: There seem to be more people seeking out counseling now than before. What has changed?

A: Twenty years ago, a student who encountered me in the dining hall would pretend they didn’t know me. In the last few years, students would shout across the dining hall “Hey, Dr. Bicknell are we meeting at 2 pm today?!” In today’s school climate, we get an abundance of self-referrals.

Students compare notes and even refer friends. This is a significant departure from the days–not so long ago–when students came in only after a parent or teacher referral.

In the past, parents would often lie about their student’s mental health history on any intake forms for school. In the last 10 years, parents are more proactive for their student’s mental health.

Q: Are there any helpful resources or tips you can give readers?

For Parents: It’s OK to encourage children to work hard and aim high. But be careful to not value performance and achievement as the key measure of your child’s worth. Pay attention to their unique qualities and abilities.

For Students: Explore things you might want to be doing 10 years from now. Take many deep breaths and talk to a counselor or other trusted adult about healthy coping strategies. And give yourself a break.

For Schools: Schools are high achieving places and a lot is expected of students as long as it’s not attached to selfworth. Schools should celebrate the many different ways of doing many different things. And college… NHS does a good job helping seniors find a college that is a “good fit”, one that will feed their strengths and help discover new ones.

Dr. Bicknell was a founding member of the Independent School Health Association (ISHA) which supports the development and sustainability of health and health education at independent schools. He has consulted for independent schools looking to build or enhance their own counseling programs and has since retired from full-time counseling.

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Chelsea Lemke C L ASS OF 2004

Shifting away from schools and into the larger community, there is still the same increased prevalence and awareness of mental health services.

Chelsea Lemke, Lakes Region native and Class of 2004, assists adults with severe mental illness and substance use disorders in Belknap and Grafton counties. Lemke is the Substance Use Disorder Services Director for Lakes Region Mental Health Center, a local community mental health center located in Laconia, New Hampshire.

Q: You originally thought you wanted to enter the field of education. What changed?

A: I was working internships in education, and I just didn’t like it as much as I thought I would. I had majored in Psychology and my advisor suggested I look into a master’s degree in social work to expand my options after graduation.

I started working as an adult outpatient therapist at Lakes Region Mental Health Center and have been here for nine years.

Q: What part of your job do you enjoy the most?

A: I enjoy the increased freedom in working with adults as opposed to children. Working with children is more family work than individual. Every patient is different so I get to work to find creative solutions to their challenges.

Q: How have things changed over the last 18 months in your work?

A. Two benefits of needing to change how we deliver services were that we were forced into some technological advancements that probably would have taken 20 years and we did it in two months. Our entire staff went remote at the end of April and provided 95% of our services via telehealth and we now have a lot more access to those patients who might have had trouble with transportation.

Normally, in a therapy environment, if a patient has an experience that is similar to the clinician, we might look into switching the patient to another therapist, but everyone had

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the shared experience–a pandemic. We now have clinical staff supporting patients who are experiencing increased stress due to a pandemic and the staff are also experiencing increased stress due to a pandemic. Since it is a global challenge, it becomes something relatable for everyone to discuss and it’s not as directly personal.

Q: Why do you think that mental health conversations are more abundant now?

A: People are talking about it–in the community, celebrities, the news. It’s something that a lot of people are exposed to and it’s starting to be a more open conversation. It’s ok to ask for help and to get help early. It’s important to have prevention services¬–you stretch before you exercise, you wear a seat belt so you don’t get hurt. It’s ok to go to the doctor when you feel a little bit off, and not wait until things are bad. It’s harder to treat something the worse it gets.

Q: What is one thing you hope to see change in the future?

A: Schools increasing their curriculum about sleep hygiene, stress management, and emotional regulation. I hope we can get to the point where basic mental health first aid are common things that people talk about.

Chelsea Lemke holds a bachelor’s degree in Psychology from St. Lawrence University, a master’s in social work from Boston College, and holds licenses as a Substance Abuse Counselor, Licensed Independent Clinical Social Worker (LICSW), and a Master Licensed Alcohol and Drug Counselor (MLADC).

Marci Weinstein

C L ASS OF 2013

Focusing on whole-body wellness, Connecticut native alumna Marci Weinstein, Class of 2013, now lives in Texas where she works in a small private practice as a mental health therapist and as a well-being coach for Facebook. Weinstein uses a holistic approach to therapy to help her clients create a more fulfilling and meaningful life.

Using a combination of mindfulness, cognitive behavioral therapy, dialectical behavioral therapy, Somatic Experiencing®, and yoga or nature therapy, Weinstein looks to decrease self-defeating behaviors, improve self-esteem, and provide strategies for more effective communication.

Q: Why did you enter the field of mental health?

A: I have benefitted from therapy, and I wanted to have a similar impact on others. Our brains are just as important as the rest of our body.

Q: What do you enjoy about your work?

A: Over the last few years I worked at mental health hospitals, addiction treatment centers and in hospice care.

As a coach, I now do preventive work. I enjoy seeing my clients have “aha” moments where they realize what needs to change, how to get out of their own way and how they can help themselves lead a more fulfilling life.

Q: What has changed over the last 18 months?

A: This past year and a half has given us time to reflect, look within and learn more about who we are, what we like to do, and what we do not like to do. I have had to meet online with clients, rather than in person, which was challenging and rewarding. I now see clients all over Texas because of the ability to do virtual work and am now able to reach people who otherwise were unable to find a provider.

Q: Do you have any advice for our readers?

A: As we are now able to go back to this new normal, I encourage everyone to take the time they need. You do not have to be the person you were a year ago, yesterday, or an hour ago. Every minute is a chance to start fresh.

I recommend using the app “Waking Up” to learn how to meditate and learn more about mindfulness. I also recommend reaching out to your company’s Human Resources department to see if you have an Employee Assistance Program and use all the resources at your disposal.

Marci Weinstein holds a bachelor’s degree in Psychology from Lafayette College, a Master of Social Work from Columbia University, is a Licensed Master Social Worker, is trained in cognitive behavioral therapy, dialectical behavior therapy, motivational interviewing, and mindfulness based therapy, and is a Registered Yoga Teacher trained at Kripalu School of Yoga and Meditation.

M E NTA L H E ALT H RESO U RCES Contact your local community mental health center by dialing 211.

The Doorway: Servicing New Hampshire communities for access to substance use services and treatment.

Substance Abuse and Mental Health Services Administration The agency within the U.S. Department of Health and Human Services that leads public health efforts to advance the behavioral health of the nation. // www.samhsa.org

New Hampshire Alcohol and Drug Abuse Counselors Association: Dedicated to advancing addiction professionals in New Hampshire. // www.nhadaca.org National Alliance on Mental Illness NH: Improving lives affected by mental illness. // www.naminh.org Waking Up App by Sam Harris: A guide to understanding the mind, for the purpose of living a more balanced and fulfilling life. // www.wakingup.com FALL 2021 • HAMPTONIA 63

ADV ENT URE S in our

BAC KYA RD

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L

iving in a northeastern state, surrounded by lakes, rivers, mountains, forests, and wildlife means many things. For one, our community enjoys nature—its beauty and constant changes. It also offers a call to adventure. Whether from a bustling,

metropolitan city across the globe or a small midwestern town, students soon come to embrace New Hampshire's unique experiences mere footsteps from campus. And in a year where distancing ourselves became the norm, time outdoors meant the opportunity to stretch our legs, drop our masks, and explore our backyard.

winte r won de r s

The winter season holds its own with intense challenges and breathtaking temperatures that make even hardy New Englanders reach for their wool socks.

But for those who know, winter has many gifts to discover.

Not long after the majority of the birds have flown south for the winter, the landscape soon becomes enriched with a soft blanket of snow—and sometimes ice. Ice skating, sledding, and hockey are welcomed activities on campus but venture a little out of our space, and Huskies find rewards on the slopes with skiing, snowboarding, and, of course, snow tubing! In February, over 150 students ventured to nearby Gunstock Mountain for a tubing bash, spinning and sliding down the snowy lanes while enjoying a perfect sunny day with all of their friends. For those asking for a personal challenge like no other, ice climbing in the White Mountains was the answer. At the end of a long day, returning to campus for a movie night, smores by the fire, and sharing stories, built memories they'll never forget.

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the mountains are calling Hike the trails, earn the views—the mountains call those who seek new landscapes, new perspectives, adventures, comforts, and forest-bathing.

Whatever your personal call to the trails, the hills and mountains will provide.

Being in the foothills of the White Mountains, our campus is lucky to include Burleigh Mountain as part of its rural features.

A climb with a friend and advisory group is never hard to come by. And testing ourselves on the school's Alpine Tower helps tune climbing skills and encourages healthy risks. But the views are often what we seek the most.

While Rattlesnake Mountain draws the tourists, Little Sugarloaf claims its own chances to repose and enjoy the lakes and forests. Rumney Rocks offers world-class climbing, and is a must for peak foliage season. Trips to the Flume Gorge, Basin, and Echo Lake in nearby Franconia Notch offer serenity in off-peak months. With 48 mountains stretching about 4,000 feet, and many other hills and valleys, the trails for adventure are never far away.

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Eat local

Is there anything better than a chance to experience harvest season? Local farms entice students to slow down, enjoy their food, and learn about agriculture—or at least taste the sweet benefits of the harvest!

While Suroweic Farm in Sanbornton had students browsing the orchard for apple perfection, Moulton Farm in Meredith lured them with sweet apple cider donuts and classic corn maze puzzle-solving. Pumpkins returned to campus for carving and decoration, and students also tried their hands at baking apple pies and other seasonal treats.

Late summer and fall may be the pinnacle in eating local, but the early spring is not to be shown up. Huskies headed into the sugar shacks to see a different kind of harvest—maple syrup. This March's temperatures witnessed the sap running just right for demonstrations on how tapping, sapping, and boiling all work together to create the amber-hued syrup and confections for which our area is known.

New Hampton School's location in the state's Lakes Region enables students to go from hilltops to ocean views in hours, and their adventures are only limited by their time. With so many choices available, our community embraces the best of what New Hampshire and New England have to offer. Whether seeking personal goals on an icy face of a frozen waterfall or enjoying sunny days in an orchard, the hardest part by far is choosing where to begin.

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IN OUR DNA FOUNDATIONS FOR INNOVATION AND ENTREPRENEURSHIP

BY C O DY H E A RT Z

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I'm not an entrepreneur. I'm an English teacher. I should put that out there at the beginning of this article. In fact, when I started researching New Hampton's connections to the world of business innovation, I began where many of my students do when assessment time rolls around: by consulting Google.

What is an entrepreneur?

EN·TRE·PRE·NEUR

a person who organizes and operates a business or businesses, taking on greater than normal risks in order to do so.

H

onestly, I couldn't even spell entrepreneurialism on my first try (even now, I'm only at about a 50 percent success rate). Given that I'm an English teacher, you might think that this is a damning admission. But, let me give you some context. As you survey your memory of all the English teachers you had in school, I'm the one over on the "left"; the one with dog hair on his sweater; the one who recites Frost from memory and thinks Birkenstocks count as dress shoes. You get the picture. I've spent considerably more time thinking about Oh Captain! My Captain! than captains of industry.

When I was asked to write an article about entrepreneurialism and New Hampton Shool, I thought, surely Hamptonia wants the financial modeling teacher—the young one with the long hair and the couture sneaker collection—to take this on. He's the one who can identify the market gaps; he's out there scouting the new frontiers of the investment landscape. Me, I'm the other one. Several students have tried explaining to me how cryptocurrency works, and I've never once managed to maintain attention through the entire explanation. I tend to think of entrepreneurship like polo: it's a game that is as confusing as it is intimidating and one that I lack the skill, brass, or wherewithal to play.

So, why? What did the folks at Hamptonia think I could offer the average reader of their publication vis-à-vis insight into how New Hampton School fosters a culture of entrepreneurialism? Maybe it's because they knew I'd come to this question as a tabula rasa. Free from bias (or even a basic understanding of freemarket dynamics), I could offer a fresh perspective on how New Hampton prepares learners to emerge as successful, intrepid leaders in the field of business. Maybe they recognized that, as an English teacher, I possess the research and critical thinking skills necessary to get to the bottom of how New Hampton has historically fostered a culture of innovation. There is also the possibility that New Hampton's communications department offered me the job—charitable as they are—because they recognized that, as the school's resident bearded leftist, I could probably use the money to get me through the summer months.

I'm going to assume it was the former, but they would be correct in either case.

At any rate, in the course of my research, three things quickly became evident. New Hampton School is committed to cultivating an entrepreneurial mindset in its students. Students and families are drawn to the school because they recognize that it is a breeding ground for innovation and opportunity.

And, New Hampton School alumni, historically and in the present, go on to be independent-minded pioneers and change-makers.

New Hampton School's commitment to fostering innovative thinking is apparent in its mission statement, its course offerings, and the development of the Entrepreneurial Studies Program. But, to fully understand how the School arrived at a value system that produces students uniquely equipped to thrive in the business world, it's instructive to consider the legacy of its founders.

In fact, the seed money for New Hampton School was provided by an enterprising native son of the town. Kent Bicknell, Curator of Special Collections at the Gordon-Nash Library, notes, "The founder of the school, John K. Simpson, was a rags-to-riches story as far as his booming import business in Boston that allowed him to donate $10,000 (a substantial sum in 1821) to get NHS up and running." Simpson invested in industries as diverse as the "furniture and feather" trade and the burgeoning railroad industry.

Atwood Bond Meservey—the namesake of Meservey Hall and the school's most prestigious academic honor—came on as a math and science teacher in the early 1860s. He then went on to serve as principal from 1868-1898. An intensive scholar, Meservey developed a new system for financial accounting, publishing textbooks on the subject. In researching this article, I took the time to read some of Meservey's writing. He also published two novels, Drifting and Resisting and Through Struggle to Victory. While his prose has all the charisma you'd expect from a man that had a deep and abiding interest in bookkeeping, it is clear that he believed sincerely in the promise of young people—that is, provided they managed to resist the temptation of the three deadly vices that usually beset his young protagonists: cigar smoking, music concerts, and whiskey drinking.

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Meservey's commitment to inculcating his students with a sense of ambition and the means for achieving success led to the establishment of the Commercial College in 1866. New Hampton's Commercial College offered specialized courses in bookkeeping and banking and classes that introduced students to cutting-edge technologies in surveying and telegraphy. At the time, the school's catalog boasted that "there is no other Commercial College in the United States so thorough, so practical, so nearly resembling actual business. They challenge comparison with the oldest and the best."

writing. Through our conversation, I began to understand how New Hampton's faculty, even members as woefully disengaged from the business of business like me, use project based learning and student-centered curriculum design to spark entrepreneurial thinking. Mr. Schwab emphasized "project based learning is a way to teach entrepreneurial skills because it gives students creative license to realize their own paths to success. Training teachers in project based learning is the tide that lifts all boats. In this way, Entrepreneurial Studies touches every student at New Hampton School."

In the preface to his book Political Economy, written and published during his tenure as principal, Meservey wrote, "of all the sciences Political Economy is one of the most important.

It is the foundation of public and private prosperity. Hence, every person who is to be a citizen of this Republic should have a good knowledge of the elementary principles of Political Economy." In the school's more recent history, the legacy of Merservey's prodigious "business energy" is still evident. New Hampton's campus is defined by buildings and spaces bearing the names of alumni who sought out and found success as entrepreneurs. The Pilalas Center, Kennedy Field, and Jacobson Arena, for instance.

The energy generated by this tide is what propels classes that Mr. Schwab described as "souped-up yachts." Schwab's superyachts are elective courses in building startups, multimedia journalism, "fixpert" workshops, and a class in the fundamentals of human-centered design. In many ways, the Entrepreneurial Studies Program is the continuation of Meservey's Commercial College. Just as they did in 1866, students at New Hampton School have the opportunity to gain first-hand experience with contemporary technologies and the processes of building a business.

To see how New Hampton is preparing its students to find success in a 21st-century marketplace, I reached out to Jonathan Schwab, Director of Global Programs. He told me that in addition to explicitly business-focused projects in the tradition of Meservey's Commercial College, New Hampton School has designed a strategic vision and a pedagogy that fosters innovation.

The conditions that breed self-effective change-makers are part and parcel of the School's mission and teaching philosophy. Mr. Schwab explained that an overarching goal of the Entrepreneurial Studies Program is to ensure that creative problem solving, collaboration, and critical thinking skills are the foundation of every syllabus, from chemistry to creative

N E W H A M P TO N S C H O O L ' S

These classes offer real-life insight into both the gratification and frustrations of starting an entrepreneurial project. Mr. Schwab said of the startup class that "students are going to be able to run startups. The kids are actually learning this stuff from the ground up. My assumption is that in a class of 15, we might get five ideas launched, and two might fail within the first month and a half. That's the value of these courses. Students have to do it and go through the process, rather than learn about it in the abstract."

I recently spoke with three New Hampton School alumni who are currently staking their claim in the business world about how their experience as Huskies influenced their paths. In each conversation, It was striking how, without prompting, each person spoke to how their journey toward success reflected the essential values in New Hampton's Five Pillars.

3 . I N N OVAT I O N

FIVE PILLARS

The most powerful learning occurs through academic experiences that connect students to their learning through their hearts, hands, and heads.

1 . C H A R ACT E R

Boarding schools require talented and dedicated people to bring their programs to life. We must attract, develop and retain an employee body that enables us to realize our mission with each and every student.

A warm, welcoming, and unpretentious community is essential to students' healthy growth and development. These qualities are fostered through shared experiences that allow all members to be known, involved, and celebrated.

2. EXPERIENCE

Active learning, unconstrained by traditional classroom settings or academic calendars, and in collaboration with others allows students to discover their strengths and direct their own learning.

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4 . ST R E N GT H

5. TRADITION

Our rich history, marked by enduring relationships and stories of achievement and commitment, is a central part of our DNA. As we move forward, we must share our exceptional story proudly.

MEREDITH GARDNER ’98 FOUNDER OF THE GROVE APPAREL, HOME AND GIFTS The Grove is a lifestyle boutique where patrons can enjoy colorful, chic clothing, unique gifts, and distinctive home decor. A one-stop-shop for a life well-lived.

Since graduating, what have you been up to? What have been some of your formative entrepreneurial experiences?

After I graduated from New Hampton School, I went to Rollins College. I still live in Winter Park, Florida. It has definitely become my home. In college, I had a part-time job at a locallyowned family boutique right next to my school. I loved it. It was a great fit for me. After Rollins, I went into the corporate world.

I worked for J. McLaughlin, and then I worked for Lilly Pulitzer.

I was pretty young when I opened a store for J. McLaughlin in Winter Park. They gave me a lot of latitude, and it was pretty autonomous. Early on, I got to have free rein, even in a corporate environment. I think that's why I liked it.

The next step was to open my own store. I didn't want to move.

Winter Park was our home. We are raising our family here. But having my own store allows me a better work-life balance. My children come to the store after school. They're involved—as much as 10- and 11-year-olds will be involved in the store. It's is definitely not a corporate environment. My dog comes to work. We have a wine fridge. Sometimes my customers come just to hang out. When my partner and I started the store, that's what we wanted. I have more freedom to include my family and community and my values in the business. And when you own your store, you can make those kinds of decisions.

there is also the idea that it's okay to break your own path, to do something different.

As you think back on your time at NHS, is there anything that sticks out in your mind? Is there an event or a person that had a lasting impact on you?

On the whole, it was different from any schooling that I've had.

But, I remember Kim Sherman from the Learning Center. I still talk to her on Facebook. She was amazing. In the classroom, she wouldn't take "no" for an answer. We were going to figure it out. That was the feeling with all of my classes: you were going to get things done, but you also had people in your corner that would help you find your way.

I can remember sitting in Darren Redman's English class. He made you sit around the table. There was no hiding from him, and you couldn't get away with stock answers. You had to contribute, and you were held accountable. The teachers were also there to help you find your voice.

How do you think leaving home and attending boarding school shaped you into becoming an entrepreneur?

I think boarding school, in general, taught me that. When you leave home at 14 or 15 years old, it teaches you independence.

You feel bold and capable of trying new things. When I moved from Florida to New Hampshire, I'd only been there once—for a day.

What I took away from that is this: you need to find what works for you, and you can succeed that way. Working with Kim in the Learning Center taught me that there is no formula that is one size fits all. That idea has an impact on how I run my business now. My time at New Hampton showed me that you don't have to do things conventionally; you don't have to learn in a conventional way. Now, I have an unconventional business. I measure success differently.

And certainly, my teachers at New Hampton School shaped my thinking. I got to meet a lot of different people from a lot of different places. For instance, Jeff Beedy was the headmaster when I was at New Hampton. His dog was always lying around under his desk. There were dorm parents' kids running around.

It was a unique, welcoming environment. Now, I've got a store with dogs, kids, and families, and everybody in our small town is involved. So, I think you can see some of those values instilled in me from New Hampton School in The Grove. Beyond that,

What do you think it takes to stake your claim in this world?

I own a small business in Winter Park. We're not curing cancer, but I'll say this: we stay in business, and we succeed because we love it. I have found something that I enjoy, and I get to do it with people that I enjoy being around. Being true to yourself, being honest, is the key. Owning your own business is a 24-hour a day job, so you better love it. Ultimately, both you and your business need to be authentic in whatever you're doing.

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“

I FOUND OUT THAT BEING A LEADER INVOLVES SURFACING IDEAS, DRIVING INITIATIVE AND MANAGING CHANGE.

TEM NUGMANOV ’15 FOUNDER & CEO OF OPTEMIZATION Optemization is the best-in-class digital operations agency. "Our expertise is the implementation of ridiculously efficient and smooth organization systems, processes, and habits. We devote ourselves to helping people free up more time and focus for getting important shit done. With peace of mind."

What do you believe it takes to stake your claim in the world?

Risk tolerance and courage. Also, creativity, flexibility, and agility; in short, the ability to be unfazed and move forward in the face of failure.

How did you arrive at this worldview, and how did New Hampton School shape you into becoming an entrepreneur?

My experiences as house proctor, international trip leader, and team captain gave me a sense of confidence. These experiences also taught me how to be a leader. I found out that being a leader involves surfacing ideas, driving initiative, and managing change. It also involves being accountable and responsible. By the time I arrived at NYU, I had the confidence to throw myself at the startup resources and start working on my first company.

Also, I was elected class president (after failing five times at NHS!). I was optimistic, naive, and ignorant about 99% of life, but I still just started. I didn't overthink about the "right" way to do things; I just did it. The first company that I started at NYU ultimately failed, but the experience introduced me to everything needed as a good entrepreneurial foundation.

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Can you think back to a single person or event that changed you as a person?

I think the most formative moment was, paradoxically, right at the beginning of my New Hampton School journey. I got kicked out of school the year before I came to NHS. It wasn't drugs or alcohol or sex or whatever. No—it was more like a stupid decision. So going into New Hampton at that moment in my life was a powerful catalyst that pushed me forward at enormous speeds. I was hyper-motivated to prove myself to others, to prove that I wasn't a screw-up, that I could make this work, I could figure this out.

The School gave me a second chance. And I joke that I ran for class president five times and never won, but in every single one of my speeches, I would allude to this second chance. I think back to the moment I met Suzanne Buck and toured the campus, and I was like, "oh my God, I think this is the place." But then I was nervous about them accepting me. Suzanne took a leap of faith in me because it wasn't quite clear what I'd bring to the community. Once I got into New Hampton, it was lifedefining. It was the beginning of the arc that led me to higherlevel academia, high-level sports leadership, all of these things that laid the foundation for me becoming an entrepreneur.

I think back to that event, my interview with admissions, and my acceptance. It was nerve-wracking but very hopeful, like Star Wars A New Hope-type hope, you know. It was big. I felt inspired and very motivated to become the best Husky I could be. That sounds cliche, but that's true.

MARCEL JOHNSON ’15 CHIEF EXECUTIVE OFFICER OF DIALL "Diall is the most accessible and affordable way to take care of your mind." The mission of Diall app is to help users take the first step towards improving their mental health and well-being through building community, proactively learning from evidence-based resources, and accessing specialized crisis support in less time than it takes to call 911, all at no cost.

How do you think New Hampton School shaped you into becoming an entrepreneur?

When I attended New Hampton School, there were no classes focused on entrepreneurship or teaching you to be entrepreneurial. However, I did learn that it is important that you take every opportunity as a learning opportunity and a moment to build your skill sets. As I reflect back, I think of my time as a collection of experiences that helped build a diverse skill set that has contributed to my ability to be entrepreneurial. For example, relationship building is extremely important. There are so many people who are different than you. It is important to be curious and get to know them—relationship building is a skill that does not always come easy to everyone, yet is one that can set you apart as you progress in your career.

Can you remember one person or piece of advice from your time at the School that has had a lasting impact on the way you do business?

I remember having to write a speech for Baccalaureate—the ceremony before graduation. This felt like so much pressure as I wanted it to be good, I wanted it to be funny, I wanted it to be relatable. I rehearsed the speech with my English teacher Beth Grosart over and over again. And finally, she told me that "your speech is really good, but it doesn't feel like you. You need to do something that is more true to who you are!" This stuck with me because it was true; I was trying to do something that I thought other people would like, and though it was good, it didn't make me happy. As I live life out every day, I try to think if what I do is true to who I am and if it will make me happy.

I

've had to rethink the assertion I made at the beginning of this article. I'm still not an entrepreneur, but I am a teacher. And, as a teacher, I know how to create a challenging and authentically engaging environment that leads students to fulfilling outcomes. In talking to Mr. Schwab, I've come to realize how a studentcentered teaching philosophy is integral to how a New Hampton School education uniquely positions students for success, not only in business but in all of their future endeavors. The stories these alumni entrepreneurs shared stand in testament to that fact.

Can you think back to a single formative moment from your time at NHS? Is there an event that has changed you as a person?

I remember there was one formal dinner that we were scheduled to go to. Unlike dress dinners we had where we would hear from a guest speaker or a faculty member, this time, we heard from students—my peers. Two students, in particular, shared their stories about grieving the loss of a very close family member. This hit home for me as I, too, lost my dad at the age of nine and still hadn't found anyone I could relate to. I remember having such a heavy heart after this particular event, and I went back to my room and wrote out a letter to the two students thanking them for their courage and bravery in telling their stories. I also wrote out the details of losing my father as if I were the student speaking that night. The last letter I wrote was a letter to my mom; I had come out to her.

Though I did not give this letter to her until a year and a half later, it was important that I wrote it. What those two students taught me that night is that it is important to talk about our experiences and how we feel because we never know who can relate or benefit from hearing them. Though as humans we may not always be perfect at communication, it is important that we learn and explore different ways to express ourselves. Our stories are important, and it is imperative that we share them with others.

Every few years, I go back and read those letters to myself because they remind me that I am strong, and that I am special, and that my experiences as a QPOC are valid no matter how long it took for me to realize it.

At this year's Commencement ceremony, Student Body CoPresident Camden Devlin '21 expressed what it is about New Hampton that inspires students to stake their claim in the world. He said, "We all see the same statement on the bottom of every email that comes from school: Where a fulfilled life begins. Those five words embody New Hampton and life as a whole. The challenge of finding fulfillment in our day-to-day life for some will come faster than others, but we all will struggle through on that journey. New Hampton has allowed us to struggle and work for what we want, and isn't that the most rewarding feeling: to finally succeed in something that you have put so much into?"

FALL 2021 • HAMPTONIA 73

UNCHARTED E D U CAT I O N Lessons from the Inaugural IB Diploma Class

BY BO CRAMER

74 NEW HAMPTON SCHOOL • FALL 2021

I

n the early 2000s, Head of School Andrew Menke recognized a weakness at New Hampton School. It lacked a differentiating identity from its peers. Though

athletics were strong, according to some faculty, the academics were "lackluster."

To further the school's academic standing, Andrew set his sights on the globallyrenowned International Baccalaureate Diploma Programme®. This program boasted a robust and diverse curriculum, a focus on global mindedness, and participation in community service. While adopting the curriculum would transform New Hampton School for the better, in theory, to make this program a reality, the school would need to reconstruct the daily schedule, train faculty, and accommodate the numerous IB assessments.

Andrew hired Dan Love, who had experience with the program, as Dean of Faculty and to help oversee these numerous changes. While some faculty members like Jen McMahon, director of the Academic Support Program at the time, favored the change, others resisted due to the significant overhaul and uncertainty of what being an "IB School" actually meant. Regardless of the dissent and through the tireless work of Dan and Andrew, New Hampton School launched their IB Programme in 2010.

New Hampton's IB Programme is now entrenched in the DNA of the school. Up from 16 certified teachers in the early years, the school now touts 24 over six academic disciplines. Today, nearly three-quarters of the students at New Hampton School take at least one IB course during their upper-class years, marking the sustained demand of the prestige and challenge sought after by many students. To celebrate and reflect on the past decade of IB learning and instruction, members of the inaugural class shared their thoughts and experiences with the program.

FALL 2021 • HAMPTONIA 75

Above: Erin Moran '12 (3rd from left) and her classmates in 2011.

W

ill Callif is easy-going and professionally dressed in a button-down shirt. He sips water and scratches the head of his pet English Springer who paws at his sleeves.

Will has been gone all day, stuck in traffic on Storrow Drive as he commutes back to Manchester. He works at Newman School in Boston, where he teaches IB Latin during the day, and at night he attends law school. He also works at Devine Millimet, Attorneys at Law. “They presented the IB Programme,” Will says, “as an opportunity to improve our academics. To embrace the international mindedness of the school. To participate in community service. Also, to reflect on our sports in a sort of meta-analysis. And if I’m being candid, not everyone was on board with the program.”

Change is never easy, especially in institutions. The uncertainty of the IB Programme only compounded the trepidation students felt when enrolling. As 76 NEW HAMPTON SCHOOL • FALL 2021

the headmaster’s daughter, Anna Menke was closer to this shift than others but also experienced it first-hand.

Anna is in Maine with her family, enjoying a change of scenery from her life in San Diego. Everything she says comes with an easy-going smile, and all her answers come with such speed and articulation, you would think she’d prepared them. Her dad, former headmaster Andrew Menke, sits on a deck in the background while Anna juggles her phone and her laptop.

Though she is spending time on the east coast, she continues her relentless work at Draper Richards Kaplan Foundation, a venture philanthropy firm. Her clients are social enterprises looking to make significant changes in the world. This includes Crisis Text Line, a confidential crisis intervention NPO that uses SMS messaging, and Wattime, another NPO that offers emission reduction solutions.

“Everyone,” Anna says, “including the teachers, were learning alongside us. We

would all laugh about that. We were the guinea pigs.”

Not exactly the most flattering description, an image with connotations of experimentation, trial, and error, and yet every alumnus used the exact phrase over again and again when reflecting on their experience. They were an entire class of guinea pigs. Another IB Diploma recipient from the class of 2012, Kyra Nathanson, called their class “the testers.”

Kyra is a talent coordinator based in New York. She is an avid Marvel fan, something she has the tattoos to prove. Her eyes flick to her phone, and she apologizes for the side-eye during the Zoom call. She promises she isn’t rude. She’s just in the process of negotiating a contract for an actor’s role on an upcoming Amazon show.

“We didn’t know what it was or what the workload would be,” Kyra says, “but I’ve always been the person to try anything that would give me an edge. Anything that would

get me into college.”

Kyra worked internships throughout high school in the entertainment industry, working in music management and public relations before eventually settling into her current role as a talent coordinator. This ambitious nature attracted her to the IB Programme, regardless of the uncertainties it held. However, that was not the case for all students in the class of 2012.

“There was a little confusion as to how US colleges would look at IB,” Will says. “We were unsure if we had to get all sevens in our subjects, which is pretty much impossible.

And that made me hesitant. It made me wonder if this would be worth all the work I was putting in.”

In 2010 and still today, New Hampton School offers AP courses such as Psychology, Statistics, and English, but most students take IB courses. Back then, however, the track record and the intellectual rigor of an IB course had still yet to be tested. Only the brave few like Will, Anna, Kyra, and Erin Moran ventured into this uncharted territory and enrolled in the full diploma program.

All without knowing what the content or instruction would look like. That being said, Will thought the faculty adapted well to the new curriculum.

“I feel like the faculty were given an opportunity to be passionate about their subject. I can remember I had Mrs. FarrWilliams in Math. It was terrifying. But at the end of the year, I had a great grasp of the subject. And then I had Mr. Brummer for ESS (Environmental Systems and Societies), and he was super passionate about the subject too.”

Kyra laughs as she recalls her time with Mr. Brummer. “Mr. Brummer was my tennis coach! And I had him for ESS. We would go looks at birds and fish. On the tennis courts, we’d be hitting a ball, and then he’d stop and say,” Kyra points up in her best Brummer imitation, “Oh, a hawk!”

“That ESS class was my favorite,” Anna says. “It was the exam I did the best on, hence my majors in Environment Studies and eventually my career focus on this area. Had I not taken that class, I don’t know if I would’ve found my way as quickly.”

Will, Kyra, and Anna also reminisced on their time in English with Mr. Nagy, History

with Mr. Fisk, and especially their largest class, Biology with Mrs. MacLeod. From the diverse selection of labs to the projects in which students designed recessive and dominant gene traits for dragons, they all felt the content of the courses was strong.

However, Kyra also noted that while the faculty seemed prepared for the challenges of the IB curriculum, it is difficult to be sure as a student.

“We sensed confidence from them because at that age, with a superiority figure, someone hired to do that job, we just assume they know what they’re talking about. Now that I’ve grown up, I’m sure they were just as confused as we were. I’m sure, like us, they were all running around, throwing spaghetti at the wall, hoping something stuck.”

Theory of Knowledge, a class unique to the IB Diploma Programme and one directed toward the philosophical inquiry of knowing and understanding, stood out as a class that struggled to find footing.

While the teachers were passionate about the subject matter, this did not shield the first IB class from the program’s rigors.

The assignments required by IB are high stakes, grueling, and under constant threat of possible moderation. This means that the IB assessors could lower an entire class’s grades to match the global average, regardless of the student’s individual performance. Average scores were too risky should the school as a whole be moderated down. The expectation of scoring high marks was stressful.

For example, in a former iteration of the English program, students were tasked with the Internal Oral Commentary, a 20-minutelong conversation with an instructor analyzing a single poem they are only given fifteen minutes before. Students are then assessed on their abilities to speak, comprehend the poem, and analyze it with excruciating detail.

Many students, like Erin Moran, remember this exercise with dread. She sits on the floor as she reminisces about her time in the program, her eyes wandering off to the

“Being from rural New Hampshire, I wanted to get out and see the world,” Will says. “And the IB Programme taught me how to think internationally. Now I love to travel. I love to learn new things, try new foods, debate with people from different cultures. IB helps you realize there are ten different ways to think about an issue.” - Will Callif '12

“TOK was rough,” Will says, “but enjoyable. It helped stoke my interest in the classics. But the answer to everything in the class seemed to be, ‘I don’t know.’”

“It felt like a college philosophy class,” Anna says, “which I could’ve enjoyed later, but at that time, I only wondered what we were talking about. The teacher brought in munchkins and asked us how we knew they weren’t broccoli. Because they were donuts, clearly, but that was kind of the point. How do we make knowledge, what is truth and what are facts?”

distance as if she’s watching the memories unfold.

“I’ll be candid,” Erin says, “There’s a lot of hand-holding in independent schools. It’s a good thing because there’s a safety net and people who will support you through hard times, but with IB, that doesn’t work. I remember in English we got taken into this random little room, had to do reading and analysis, and—bad at English over here—I bombed it.” Erin makes a short slashing motion beneath her chin and then puts her hand against her head. “I just don’t know if we had enough preparation to do it ourselves.”

FALL 2021 • HAMPTONIA 77

Beyond the actual classes themselves, one of the most significant challenges of the IB is the sheer volume of requirements necessary to complete. Students must score a minimum number of marks across all their classes to prove their competency and receive their diplomas. They must complete their extended essay. And they must participate in fifty creativity, activity, and service hours, respectively. For students like Will, he saw this as an opportunity.

“It’s an important aspect,” Will says.

“Colleges want to see that you do something besides school and that you’re passionate about other things.”

He also credits Rosemary Brewster for the inception, organization, and execution of his project.

Above: William Callif '12, Charles Callif '14 with their brother Jack Kidd '25 on move-in day Fall 2021.

Erin would know about the levels of preparation needed to succeed because she works in education herself. She works at the Catalina Island Marine Institute as a science instructor while also tutoring students who have struggled with remote learning.

Currently, she is in the midst of packing and preparing for a trip to Belize, where she will lead a cohort of students.

Anna, on the other hand, remembers her extended essay, a 4000-word paper in a discipline of their choosing, being one of the most stressful experiences. “What the heck were we even doing?” Anna laughs. “There was no real structure back then. Looking back, it was incredibly great preparation for writing a college research paper, but there was no contextualization or support to help us do that. I picked a random topic like sports psychology, but I didn’t know anything about that! What sources do I draw from?

Had there been some support, it would’ve been helpful, but it was a bit of a disaster.”

Anna compared her Extended Essay to her experience writing a thesis at Princeton.

“It helped make the transition a little easier, but that was four years later. My thesis was

78 NEW HAMPTON SCHOOL • FALL 2021

an awesome experience because there was a very clear structure, and I had been prepped on how to write a good research paper; this is how you choose a topic, and this is how you do your research.”

Kyra didn’t remember her Extended Essay or IOC, only being stressed about it.

However, she did remember a particularly notable English paper she worked on with Erin. “Erin and I were working on a paper together the night before it was due. We were in Rice, I lived in Rice all four years, and we were in the single downstairs. She started bawling her eyes out because her entire paper got erased, and I started crying too.

Either in solidarity or because I was laughing, but we had to call our teacher and tell him everything was gone. It was awful.”

Erin, on the other hand, had another unfortunate memory about paper writing.

“This was pre-back up days,” she says, “I was in Mexico over winter break, and my computer got stolen. So I lost all my work. I had to apply for an extension, and thankfully IB headquarters was super responsive. In the long run, it was probably better written anyway.”

“My project was a Walk For Hunger. We wanted to raise money for the local food pantries, so we did a big cross-country race.

I helped set it up, and I believe Anna Menke and Erin Moran helped too. It was a big group effort.”

“We got to build it from scratch,” Anna says. “As a high schooler, I’d never had the experience to organize something like that.

I remember the day of, it was awesome, a pretty day, I’m pretty sure I ran it too. It was the longest I’d ever run because I started out just going for as long as I wanted and then ended up doing the whole thing.”

As a teacher now, Will sees the creativity side of CAS projects, especially when it comes to community service. With a smirk, he says, “I get to see a wide variety. Some are way better than others. You can tell when people are phoning it in on projects.”

Kyra jokingly raises her hand and says she probably threw hers together last minute. Though she couldn’t remember the exact details of her program, she admits she knows herself too well to take shortcuts on community service-oriented projects. Also, she knows Rosemary Brewster wouldn’t let her get away with an ill-conceived project.

Anna also adds that her lacrosse team put on a game for breast cancer awareness her senior year. “I don’t remember if it was for CAS credit,” Anna says, “but those were things I probably wouldn’t be involved with if it weren’t for IB.” The planning skills, the understanding of logistics, and the will to put together such an event, Anna credits to her

time in CAS and with Mrs. Brewster.

“It just shows I knew nothing. I learned so much, sometimes to my own detriment.”

While funny stories and memories tethered to the curriculum, faculty, and assignments elicit laughter and groans from these alumni, something else emerges from their experience in the IB Diploma program.

Content falls by the wayside when it comes to what they value all these years later.

Instead, what sticks with them is a change in mindset. For Anna, it opened the door to her future passion.

Kyra, in contrast, found that the international mindset was just in the curriculum rather than an organic ideology.

“I think it was just part of the program. I think the books we were reading and the history we were learning were the same. I just think we were worked a little harder. It was more about the title, especially for our class.”

“I don’t remember the specific content of ESS,” Anna says. “Climate change has been the thing I wanted to work on through college and my career, but I think about the first time I learned about climate change in the context of being an anthropogenically caused problem, and it was probably in that class. I also remember it helped me realize the impact of human-environment interaction.”

For Will, the IB Programme and his experience at New Hampton opened his eyes to the world around him.

“Being from rural New Hampshire, I wanted to get out and see the world,” Will says. “And the IB Programme taught me how to think internationally. Now I love to travel.

I love to learn new things, try new foods, debate with people from different cultures. IB helps you realize there are ten different ways to think about an issue.”

Will cannot overstate the importance of this global mindedness, though he concedes that it sometimes comes with unexpected consequences.

“In my town, Hancock, New Hampshire, there are about 2000 people. I knew all the cops, all the people. There’s one Chinese restaurant, but I’d never had Thai food before. New Hampton was serving Thai chicken fingers, and I am deathly allergic to peanuts. So I go into the caf, eat, and immediately start blowing up.”

Will got back to his dorm, where his friends told him how awful he looked, informed him of common Thai food ingredients, and he was then shuttled to Speare Memorial Hospital for treatment.

While not the best way to spend an evening in New Hampshire, Will looks back at this memory with fondness.

Anna agreed somewhat with Kyra’s analysis regarding the international attitude of the IB. “It was part of the pitch, but I don’t know if we had a ton of connectivity. The books we read weren’t the typical F. Scott Fitzgerald and To Kill a Mockingbird, though, so we read texts from all over the world.

Other than that, I’m not sure it felt super global.”

In that first class, the number of international students in the program was surprisingly low. One would assume that a whole curriculum and program dedicated to the development of global citizenship would attract more significant numbers.

But it did not. Perhaps the inner workings of the IB Programme were not properly disseminated or fully understood. Or maybe faith in the program had yet to be established.

Will, however, believes the answer is more straightforward.

“It was a kick in the butt I needed. I’ve retained how I need to push and grind at my job.” As she says this, her phone buzzes with an update on her client’s contract negotiation. She multi-tasks without missing a beat. “Just last week, I was covering for several agents while battling a fever because I got my second vaccine shot. I attained that work ethic at boarding school while I was living all alone in Rice Dorm.

Away from the drama all my friends were caught up in.”

That said, her attainment of an unshakeable work ethic did not happen by accident or with ease. It was a conscious choice she made each day. Kyra remembers a moment in McEvoy Theater that was one of the most stressful of her IB career and the most formative.

“I was in the school play with Anna. It was a zombie musical.” She rolls her eyes. “I never got the lead. We were playing these side characters, and even though we had no lines, they made us sit there for hours.

“People were very concerned with the college.

International students that come to New Hampton may want to get into US schools, so at first, they wanted to take AP classes because they knew AP worked.”

The obscurity of the IB Programme within the US may have worked against its greater goals but ultimately did not diminish the program’s benefits.

While Kyra expressed concerns about the global mindedness of the program, she readily admits how it affected her mentality when it came to adversity.

Erin Moran '12 and Anna Menke '12 in 2021

FALL 2021 • HAMPTONIA 79

And we had so many other things that we needed to do. The two hours I was there, I could’ve been working, and I remember I got so upset, with this due and that due and these thirty pages to read, that the drama teacher told me I should quit.”

Kyra says she was mature at the time but also confessed she could be simultaneously immature like most high school students. And though the stress of the IB Programme pushed her away from the play, she did not quit.

“I took that as a challenge. I became all cute, and Anna and I made a point to be adorable in the background. I wasn’t going to quit.”

Anna also found that her experiences with the IB helped shape her academic resilience. “The ability to deal with a high volume of responsibilities was important.

I still don’t think I was prepared for Princeton. I remember calling my parents, crying, telling them I wasn’t smart enough to be here, and I needed to come home.

But then I found my stride, and if it weren’t for the IB, I would’ve been even less prepared without that high volume and intensity.”

Anna also credits the IB mindset for helping shape her thought patterns.

While it wasn’t part of the curriculum in a specific manner, “the connectivity between disciplines,” as she called it, was one of the most rewarding skills she acquired.

“Seeing the system levels linkages between different fields of thought,” Anna says, “that’s something I’ve taken with me. I thought about it a lot in college, working in academia, and thinking about the field of economics and how they view the problem of climate change differently than the field of anthropology or the field of politics. Understanding how all these disciplines came with their own lenses but could be used in concert to come to solutions. Now I work with organizations working across so many sectors and try to think about how they connect.”

Will also credits the challenge of the IB Programme with his successes beyond high school.

80 NEW HAMPTON SCHOOL • FALL 2021

“I thrive on structure. I like knowing what I have to do from sunup to sundown.

Kind of like how I walked onto the rowing team in college.”

Will played a variety of sports at New Hampton. He was a varsity lacrosse player and contributed to the Varsity B hockey, football, soccer, and cross-country teams.

He admits he never had a chance at playing lacrosse in college. Still, between his experience in these sports and his time management skills juggling a full IB schedule, Will learned the valuable skills necessary to become a collegiate rower.

“Playing sports my whole life, when I started my freshman year at Holy Cross, I felt this hole. I wanted to do something on the side, and I ended up playing four years of a division one sport. I really believe IB had a role in that.”

After graduating from Holy Cross with a double major in Classics and Political Science, Will went on to immediately get his master’s at Brandeis University. Oddly enough, Will found his current job at the Newman School through his old English teacher Mr. Nagy and Mr. Nagy’s father, who was Will’s college advisor. Will is now colleagues with his old teacher.

“Now, as a teacher, I appreciate the skills IB taught me even more. It builds character. I get annoyed when a student says they couldn’t do an assignment because they were tired. That doesn’t fly when you get to the IB classes. It doesn’t fly when you get to the real world. I can’t tell my bosses I was tired.”

Will is finishing his final year of law school. Once more, he gives IB a fair amount of credit for his interest in the subject matter and his ability to pursue this goal.

“I decided to go to law school at night, and I guess I have to psycho-analyze myself a bit, but I just like the structure of it. I thrive when I have to be somewhere.”

Between the historical and rhetorical readings from high school and college, his practice debating, and the reward he feels advocating for someone, Will is torn

between corporate law and litigation.

In parting, Anna shared how much she enjoyed the novelty of being in that first inaugural class. “Being the test subjects for this curriculum,” Anna says, “was an overall good experience. It was especially cool to be in a cohort, to be the first people trying something new. Definitely added value.”

Erin also expressed gratitude for the social element the IB Programme provided.

“I think it made us more independent,” Erin says. “And within our cohort, we were already competitive, so it brought us together and created drive for us to be better students.”

Will only had positive things to say about his time at New Hampton and his experience in the first class of IB diploma candidates.

“I’m very thankful New Hampton chose to do it. Any student who wants to develop their character, who wants to do more than academics, IB is for them.”

Kyra also wouldn’t change her experience. Although she believes a major part of her high school tenure was dedicated to working toward the next step in life that would impress others, feeling as though she may not be smart enough or capable enough to handle the IB Programme, and doing things that were distilled to tics on the resume, she wouldn’t tell her younger self to quit. “I would tell her how to do it right,” Kyra says.

The true value proposition of the IB Programme seems to extend beyond the tagline, the mission, and the content.

Ultimately, its value comes from intangibles.

The change its candidates are forced to undergo. The openness it fosters to new experiences. The emerging soft skills and cognitive habits when students are pushed to their limits. And the memories of laughter and sobs imprinted deep within their psyche that remain for a lifetime.

It seems that you may forget everything you learned to get an IB Diploma, but you will never forget how you earned it.

With the support of their coaches, players can now work year-round on their form.

CL ASS NOTES Accomplishments, adventures and milestones .

PAGE 92

Michael McMaugh '24 from the Coed Varsity Golf team benefits from the newest addition to our health and wellness offerings—a golf simulator.

PAGE 82

D I S PAT C H E S

IN MEMORIAM We remember the friends and alumni who have passed on.

FALL 2021 • HAMPTONIA 81

DISPATCHES | CLASS NOTES

Ed Kellerman ’70 supports Food4Kids in Gainsville, FL alongside professional basketball player Patric Young.

Hugh Hare ‘87 on campus with his family.

Class Notes 1954

ANTHONY TORTI moved to Florida in January.

1961 ALBERT DYSON married Susan McHardy on February 22, 2020. They recently remodeled their house in CA. He is happily retired since 2005 and was disappointed that their class couldn’t gather for an in-person Reunion this year but hopes members of his class might join him in 2022 to celebrate their 60th Reunion, a year late! RICHARD TODRIN is eagerly awaiting the September reopening of their bed and breakfast in MA

82 NEW HAMPTON SCHOOL • FALL 2021

that he operates with his wife. This forced shut down has been a practice retirement opportunity for them.

1966 KEITH DUFFY is “living the life” in Longmont, CO. He is married and playing in old-time string bands and a folk group.

He is working on home repairs to keep busy and loves living in the Great American West, but he misses the good old days at New Hampton. FRANK MOTLEY celebrated 31 years with his wife Valeri Haughton-Motley on May 12. He has 19 grandchildren and 10 great-grandchildren. He recently got a note from former faculty member Joe

Tom Burke ‘90 visits NHS after 30 plus years since graduation.

Gauld, the man who recruited him to play at New Hampton, for which he is eternally grateful. He is also mourning the deaths of his former roommate BILL FEDOROWICZ ’67 and former basketball teammate GLEN SMITH ’67.

1968 RICHARD HUMPHREVILLE recently completed a bicycle ride from the east side of the Brooklyn Bridge to Jacksonville, FL; this ride was just over 1000 miles. Having done several other related trips on the East coast, he has “connected the dots” from Montreal, Canada, to Key West, FL. This includes riding from New London, CT, to his 50th Reunion at NHS, then going to Montreal. He considers serpentining 5000 miles across the United States in 2015 as a lifetime achievement. Similarly, thinking about his north to south bicycle trip gives him a great sense of satisfaction.

1970 ED KELLERMAN is recently retired after 25 years of teaching at the University of Florida. He is so grateful for the wonderful

DISPATCHES | CLASS NOTES

Maddy Isabelle '25 and Harry Jenkins '25 legacy of Alison Kirk ‘90 and Tracy Jenkins ‘91, Harry Jenkins IV ‘91 incoming freshman this fall.

Mark Maldonado ‘91, Sean Duplessie ‘92, Renee Tocci ‘92, Uni Asmundsson ‘93, Caitlin Dulac ‘93, Alison Kirk ‘90, Tracy Jenkins ‘91 enjoyed catching up in the Lakes Region of NH.

Mark Maldonado ‘91 and Carlton Yentsch ‘91 caught up with each other in Maine this summer.

teachers and role models he found at New Hampton in Bud and Jinga Moore, Lansing Bicknell, and Lou Gnerre. He keeps busy through charitable work for Gainsville Food4Kids. A non-profit organization that delivers meals to low-income families in the area.

retire and is excited to hit the open road with his RV. He has worked as a business executive, a firefighter paramedic, and is a licensed mental health therapist. He also has reconnected with HOWIE PACKER ’76 on Facebook.

BRIAN RILEY, Head Men’s Hockey Coach at Army West Point was celebrated for his 200th career win last season. He also led a conversation with members of the New Hampton School community, including our men’s hockey team, and shared his New Hampton experience, his playing and coaching career and his focus on leadership as the coach of tomorrow’s military officers.

football, hockey, and baseball. He was the starting pitcher for the varsity baseball team, starting quarterback for the football team, and starting defenseman for the varsity hockey team. He played on multiple state champion teams in all three sports, winning two Rhode Island state hockey championships, one state championship in baseball and another state championship in football. He also earned individual honors being named team captain and All Division in hockey, as well as being named as a Rhode Island All State player in baseball.

During his time at East Greenwich High School, just before he became a Husky, he was also scouted by the Boston Red Sox as a pitcher.

1981

1982

1971 DOUG VILES busies himself by raising his family. His son, Taylor, is a senior at Lasalle and is majoring in sports journalism and broadcasting. His son, Jaimine, is a senior at Conval in Peterborough, NH. He also is an active participant on the tennis and Nordic teams.

1972 CLARK STILLMAN and his wife recently traveled to Cape Cod from their home in Cleveland, OH. They were fortunate enough to be able to relax and enjoy the music of classmate BRUCE MACLEAN at a restaurant in Harwich.

1977 ROBERT WAKELEY is getting ready to

1978

It was an exciting year for DAVID SAYLES, whose younger son, ANDREW ’21, joined the NHS alumni community in May when he graduated with the Class of 2021.

Also, David will be inducted into the East Greenwich High School (East Greenwich, RI) Class of 2020/21 Athletic Hall of Fame. Prior to attending New Hampton School, David was a three-sport Avenger athlete, playing

KELLIE EASTMAN served as a panelist for our April NHS Connects event that was held virtually on Zoom. She and fellow panelist spoke about the current trends in today’s Real Estate Market and took questions from the audience. Kellie’s daughter just finished her freshmen year at New Hampton, and she is excited to be back connected with NHS. FALL 2021 • HAMPTONIA 83

DISPATCHES | CLASS NOTES

John Hinman ‘92 with his father Dave Hinman ‘69 and godfather Tom Haufe ‘69.

Kevin Blumenthal ‘95 celebrates daughter, Gianna’s 1st birthday.

1986

remember the old days when I was here and admire the updates that have been made to campus”. ALISON KIRK continues to enjoy her role at New Hampton as the Young Alumni Relations Coordinator and is looking forward to her daughter Maddy starting as a freshman at New Hampton this fall. She will be joined by lifelong friend, Harry R. Jenkins V, son of Tracy Jenkins ’91 and Harry R. Jenkins IV ’91.

MATTHEW KLEVEN has been the Adult Services Librarian at the Wilson County Public Library in Wilson, NC, since December of 2020. Before that, he served in the same capacity at the Cumberland County Public Library in Fayetteville, NC. He has worked in the library field for 15 years across various states and libraries. Thanks to Facebook, he has been in touch with ANNA BRINITZER HILL ’85.

1987 HUGH HARE visited campus with his three children this summer. Future huskies include Teagan, Gavyn and Hayden. They enjoyed a campus tour while in the area.

1989 ANNE HILE and her husband, after 26 years of marriage and raising four children, are officially “empty nesters.” They live in Florida, just south of St. Augustine, and they love living near the beach. Their children have made them very proud: their eldest son works in IT help in Houston, their second son is a yacht captain, their older

84 NEW HAMPTON SCHOOL • FALL 2021

daughter is a deputy sheriff, and their youngest just finished her first year at LSU, where she’s studying law. After a lifetime of being a chef, Anne’s husband finally took the jump and they’ve started their own sauce line, recently they celebrated the 2nd Anniversary of Dili Datil Sauce Co. Anne had the great pleasure of recently connecting with her friend SARAH RICE CUTLER ’89 on Zoom. Sarah and her husband David are godparents to Anne’s daughter, Hannah.

Anne’s NHS “tweedle brother.” STACY BAJZA, lost her mother Barbara last year, who was like a mom to Anne, especially back in the New Hampton days. They had a service for her in Naples, FL. CEDRIC SEYMOUR ’90 who lives in the Bahamas, has been giving Anne’s son advice and direction as he’s planning to do a startup business in the Bahamas.

1990 TOM BURKE recently stopped by campus with his wife of 28 years and his dad. Tom had not been back to campus since his graduation and decided while he was in the area he wanted to see the changes.

“It was great to walk through campus and

1991 CUONZO MARTIN got his 250th career win last winter when the University of Missouri’s basketball team, won against South Carolina. He has served as the Head Men’s Basketball Coach there for five seasons and is looking forward to the upcoming season. REX DICKSON was welcomed on March 1 via Zoom, for New Hampton’s second Alumni in Residence program of the year. Rex worked for EA Sports for over a decade as a Lead Designer and Creative Director for EA Sports Football Group, most notably on EA’s well-known sports game, Madden Football. Today, Rex has taken his skills to Sony where he is a Lead Designer for their newest entity, Sony Immersive

DISPATCHES | CLASS NOTES

Colin Bray ‘02 with his recently published book “Baby Broker”.

Mark Baldwin ’02, wife Sarah and son Miles.

Rob Stockwell ‘02, with his wife Taryn, and their daughter Fay.

Music Studios, which focuses on developing immersive music experiences through the power of creativity and technology. The students and faculty enjoy hearing about the many different stages of Rex’s career and how he turned his longtime love of gaming into a career.

with her husband JEFF SHACKETT ’83, and her brothers JOSEPH SANTAMARIA ’95 and PAUL SANTAMARIA ’97 awarded Amelia her diploma. She is attending Roger Williams University.

2000

1992

KEVIN BLUMENTHAL and wife Dana welcomed their first child Gianna last summer. Kevin and his family split their time between NYC and upstate NY, where he runs an organic farm and is a professional freelance photographer. Kevin is in touch often with classmates MEL MCSHANE, CHAD BARON, and LINDSEY COX.

JOHN HINMAN shared that he had recently enjoyed connecting with his father, DAVID HINMAN ’69 and his godfather TOM HAUFE ’69 when they visited Colorado. John is planning a trip to New Hampton this fall with his dad and he will share with our community his journey to owning his own bakery and more about the non-profit he founded, CHOW, as part of our Alumni in Residence program. RENEE TOCCI said her daughter Gabby had a blast attending Elite Hockey Camp at New Hampton School this summer. She was joined at camp by BRIAN COX’S daughter Hayden and sons Gavin and Morghan and MARK MALDONADO’S ’91 son Corey and daughter Rosie. CAROLYN SANTAMARIA’S daughter, AMELIA MONAHAN ’21, graduated from New Hampton School in May. Carolyn, along

1995

1998 GREG FRIEL had a near-death experience about two years ago. He was alone and weak in Moscow, Russia, on a concrete hospital floor, thousands of miles away from his home. He credits the trip for putting him on the road to recovery from relapsingremitting multiple sclerosis, for which he was diagnosed in 2010. He is in the process of writing a book about his medical journey, and he is happy to be alive.

MIKE ROBERTS rejoins his former NHS basketball teammate WES MILLER ’01 on the coaching staff at the University of Cincinnati, men’s basketball team. Wes is the head coach, while Mike has an assistant coaching position.

2001

ERIN JANELLE celebrated her daughter’s graduation from New Hampton School this May. BRINLY JANELL ’21 was awarded her diploma by her mom, Erin, uncle JAMIE GLIDDEN ’98, and her grandmother Cindy Glidden, former Director of Health Services. Brinly is attending Plymouth Stare University.

2002 COLLIN BRAY wrote and published his first children’s book. It’s titled “Baby Broker: The Adventures of Caleb the Realtor.” The book has raised over $5,000 for Easter Seals of MA, a nonprofit that supports children and adults with disabilities. He also purchased a new home in the Back Bay of Boston, which is undergoing

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DISPATCHES | CLASS NOTES

Brad Crocker ’04 and his fiancé Jenna.

Greg Helms' ‘06 growing family.

renovations. Collin participated on the New Hampton Real Estate Zoom Panel in April. He recently enjoyed spending time with ROB STOCKWELL, FREDDY PETKUS, ANTONY HAIVANIS ’04, NICK SCOLAMIERO ’01, and MIKE AUGER ’14. ROB STOCKWELL welcomed daughter Fay Joyce Stockwell on March 2, 2020. He lives in Swampscott, Massachusetts, with his wife Taryn and their daughter. He works at Game Creek Capital in Boston. He keeps in contact with COLLIN BRAY, JOHN NAPARLO, MIKE KONOVELCHICK, FREDDY PETKUS ’01, and WES MILLER ’01.

Healthcare, and FreshStart Staffing.

Having lost her father ROBERT KING ’66 to Alzheimer’s/Dementia, it was more important than ever to her to choose an industry where she could make a difference and help those in need. She is living with her husband, Joe Domonic Fierro, in Scottsdale, AZ, along with their son, Domonic Robert Fierro. He was named after his father and late grandfather. The Fierros are in the process of building a multigenerational home, with Kirsten’s mom, Jamie King. They are excited about this new chapter in their lives.

2004

2006

MACKENZIE EWING SEAGROVES and her husband welcomed their first child, a little girl named Hatley Lynn on October 19, 2020.

BRAD CROCKER is engaged to Jenna May, and they are planning a September 2021 wedding.

2005 KIRSTEN KING FIERRO recently accepted a new role as an Executive Assistant to the CEO of Moses Behavioral Care, Senior Placement Services, Trinity Integrated

86 NEW HAMPTON SCHOOL • FALL 2021

Tom Crocker ’07 and wife Sarah welcomed son Lucka in November 2020.

celebrated the birth of their son Luka Marston, born on November 21, 2020. Tom manages a sales team for Salesforce and Sarah’s company, Pathways Active Travel, is in its 6th year of operating trips around the world. They split their time between Boulder, CO and Crested Butte, CO.

2008

GREG HELMS and his wife Kristen welcomed twin girls on April 30, 2021.

Charlee Tess and Saylor Jeanne join siblings Grayson (3) and McKenna (2).

MIKE LYON talked with our student community on Zoom in April for our third Alumni in Residence of the year. Mike is the co-founder of Pedestal Footwear and shared with the students his journey as an entrepreneur and advice for those students that might want to follow in his career footsteps and start their own company.

SAM CIEPLICKI got engaged to Tristan Gertsch at Sun Devil Stadium. They are planning an April 2022 wedding.

2007

2010

MICHAEL ANDREWS and his wife Christina celebrated the birth of their son Jacob Michael Andrews on the June 8, 2021. He weighed in at seven pounds, six ounces, and he measured 21 inches long at birth.

TOM CROCKER and his wife Sarah recently

KEVIN DRISCOLL and his wife Madison were married at Squam Lake in New Hampshire on July 24, 2021. After spending the last three seasons as a member of the coaching staff of the Tri-City Storm in the United States Hockey League TROY THIBODEAU

DISPATCHES | CLASS NOTES

Sam Cieplicki ’08 and his fiancé Tristan Gertsch at Sun Devils Stadium.

will join the Dartmouth College’s Men’s Hockey Team as an assistant coach this season.

2011 STEVE BERRY and his fiancé are planning a fall wedding for October 2021. Steve recently attended a wedding in Kennebunkport, ME, with NHS friends TJ BOND and VIC WISEMAN ’10. CONNOR GORMAN married Cammy Keyser on August 14, 2021.

2012 JOHN WESTLAND and his wife Arisa celebrated the birth of their second daughter, Olivia Hanae Westland, in April 2021. John was selected for promotion to the USAF rank of Major and will pin on in 2022. He was also recognized as the 19th Operations Group Instructor Pilot of the Quarter. After a great run at Providence College on the Men’s Basketball coaching staff, MATT GARVEY accepted a position at Western Reserve Academy in Ohio as the Director of Programs. He joins fellow Husky PETE HUTCHINS ‘01 who is the Head Men’s Basketball coach and Athletic Director at Wester Reserve Academy. WILL CALLIF

Joe Williams P’22, Mark Tilton FF ’86-’07 & grandfather, TJ McMahon ’21, Kay McMahon ’13, Owen McMahon ’16, Liam McMahon ’12, Jen McMahon current faculty ’89—present, Jon Tilton ’83 and Karl Kimball ’74 Board of Trustees.

married Ana Spone on the October 10, 2020, at the Cathedral of the Holy Cross in Boston.

The reception was held at the Fairmont Copley Plaza, Boston, MA.

2013 KAY MCMAHON was recently appointed Associate Director of Alumni Programming and Annual Giving at Belmont Hill School in Massachusetts. This May, Kay returned to Husky Nation to award her brother TJ MCMAHON ’21 his diploma, alongside grandfather and former faculty member Mark Tilton; mother and current Director of Studies Jen McMahon; and brothers OWEN ’16, and LIAM ’12. TJ is headed to the University of Dayton.

2014 CARLEY DIBERT ODERMATT and husband LUKAS ODERMATT are enjoying living outside Pittsburgh, PA. “Lukas is an awesome stay-at-home dad, and I am currently pursuing advanced degrees at the University of Pittsburgh in Statistics, Mathematics with a focus on Actuarial Math, Archeology, and a Cultural Anthropology honors publication. I am also

planning on conducting an independent, fully sponsored/funded anthropological research project abroad next summer. Their son Dominic just turned 3 years old in May and October 2021 will mark eight years together for Lukas and me!”

2015 HAILEY HUROWITZ earned her “white coat” from Georgia State University by finishing her master’s program in Occupational Therapy. She loves the program and her career choice and encourages any young alumni that are considering the field to be in touch! ROBBY DONNELLY moved back to the Lakes Region of New Hampshire after working in technology sales for the last two years in Boston. He is a licensed health insurance agent with HealthMarkets, and he enjoys helping people in the states of New Hampshire and Maine find affordable health and life coverage. He would be happy to connect with fellow Huskies in the area.

2016 CARTER DILLON graduated from Brown University on May 24, 2020. Carter earned FALL 2021 • HAMPTONIA 87

DISPATCHES | CLASS NOTES

Kevin Driscoll ’10 and wife Madison were married on Squam Lake in NH on July 24, 2021.

Connor Gorman ’11 and wife Cammy Keyser were married on August 14, 2021.

Class of 2011 gathered for a wedding with Steve Berry '11, Mike Durelli '11, Casey Goll '11, Dane Caracino '11 and TJ Bond '11.

his Bachelor of Arts degree, with a concentration in Economics and Finance.

Last May he headed to San Diego, CA, to start his career at Hammond Hanlon Camp LLC. KATE DILLON graduated summa cum laude from Sacred Heart University, with degrees in Psychology and Health Care Administration, and a minor in Management. She then completed a MBA with a concentration in Marketing, while working as a graduate assistant in the career development office at Sacred Heart University. KATIE TUCKER graduated from George Washington University in the spring of 2020 and spent this year pursuing her Master’s in Management at GWU. BIANCA MAHEIA graduated from UNC-Chapel Hill with degrees in Global and Communication Studies and a minor in Spanish. While at UNC, she proudly served as the president of the Caribbean Students Association and became a member of the Spanish Honor Society, Sigma Delta Pi. AUDEN MENKE graduated from Notre Dame in May of 2020. He moved to San Francisco to work in commercial real estate finance at Jones Lang LaSalle (JLL). MORGAN BARLOW moved to Burlington, VT in September

2020 and started a new job at Saint Michael’s College as the assistant coach for the women’s lacrosse team. CAROLINE WENNERS graduated from the College of the Holy Cross, earning a degree in Political Science. While at Holy Cross, she was a four-year member of the women’s lacrosse team. She is currently working in marketing at Prospero Health and attended graduate school at Boston College this past year to pursue a master’s degree in Healthcare Administration. ANASTASIA DMITRIEVA graduated from Northeastern University and recently got married. She started a new job with Boston Consulting Group.

ANDREW HENRIQUEZ graduated from the Savannah College of Art and Design in June of 2020. He temporarily went home to Panama, and he is now living in Arlington, VA and working for Deloitte. Andrew said about his interview process, “It brought back many memories of NHS. Having had that experience of entering a completely new place led me to be adaptable and also always kind. NHS welcomed me into a loving and tight community. I learned, and I grew more into myself. NHS prepared me for the next steps in my life.” TEDDY

BEAUDET graduated from Northeastern University this spring and is played summer baseball for the Laconia Muskrats. PAUL CORAPI graduated from West Point on June 13, 2020, and then was stationed at Ft. Rucker, AL, for helicopter flight training. Paul was a four-year member of Company D2 (The Dragons), and was also a member of the parachute team at school. Paul was a computer science major, and he attended Airborne school and the Sapper Leader Course. He also spent a month during his last summer at the Royal Military Academy at Sandhurst, England. Paul is now a 2nd Lieutenant and is looking forward to training in the aviation branch headquarters in Alabama.

Paul will attend the Basic Officer Leader Course (BOLC) for aviation, followed by SERE school (survive, evade, resist, escape), followed by flight school. Paul was married this past winter to a fellow 2LT and member of the parachute team, Vienna Morrison Corapi. RILEY STONE is currently living in Denver, CO, after graduating from Southern New Hampshire University with a degree in International Business. Riley has been pursuing a career in Finance at Charles

88 NEW HAMPTON SCHOOL • FALL 2021

DISPATCHES | CLASS NOTES

Will Callif ’12 and Anna Spone married in Boston this past October.

Carley Odermatt '14 & Lukas Odermatt ‘14 with son Lukas.

Hailey Hurowitz ’15 earned her white coat from Georgia State University.

Schwab. Riley said he is “certainly enjoying the mountain skiing, backpacking, and fly fishing in Colorado! Hello to all at NHS!”.

EMILY CURRY JOHANSEN, graduated with a degree in Hospitality Management. Emily is also a certified wedding planner and used her time during quarantine to work on her own wedding and event planning business in New Hampshire. She was married in August of 2020, and New Hampton classmates NATALIE TUR and MADDY SCHUMACHER were her bridesmaids.

MONIQUE ROBINSON shared, “I graduated from DePaul University in Chicago in June 2020 with a Bachelor of Arts degree.

During my time at DePaul, I interned for a pharmaceutical company over the course of my sophomore to senior year, which helped me grow my passion for pursuing a career the healthcare field. During the COVID-19 outbreak, I was lucky enough to work full-time for a pharmaceutical company based out of the East Coast as a territory manager. After graduation, I moved back to my hometown Boston to begin my career and next chapter!”

HANNAH CUTHBERTSON graduated from Colby-Sawyer College and received her

Bachelor of Science in Nursing, graduating cum laude. Hannah recently moved to Nashville, TN, to work as a registered nurse at Vanderbilt University Medical Center on the orthopedic/trauma unit. She is enjoying life in Nashville and loves exploring her new city! RIA HARDCASTLE has been working as a freelance designer and brand strategist since 2017 in addition to working for various companies. “I’m currently working for a tech start-up called Minga as the product designer, as well as doing work on marketing. Minga’s main product is an app designed for schools that need to manage and communicate with the entire school community virtually. The timing of COVID and this new position has been very serendipitous. Aside from design, I got my certification as a yoga teacher trainer in August 2020.” HEATHER KING graduated from UMass Lowell with a bachelor’s in Exercise Physiology and headed to Franklin Pierce University last fall to begin a PhD program in Physical Therapy.

of all profits to charity. “I started What a Wonderful Life as a way to mix my love for fashion and design with a cause I am extremely passionate about. What a Wonderful Life aims to combine unique clothing with a way to raise awareness and funds for mental health and different mental health charities. The next collection, titled “It’s Okay,” will released on July 21, 2021 along with a short video talking about my story with mental health and why it has become so important to me.” MADISON ADLER graduated from Babson College with a Bachelor of Science in business management with a concentration in legal studies. Madison will attend New England Law School in Boston this fall.

2017 MAX MCGUIRE started a clothing line called What a Wonderful Life. He donates part

2018 NOAH DUMONT got his real estate license and has done very well this past year here in the NH market. In addition to real estate, Noah runs Dumont Farms in Loudon, NH. MIKE DONNELLY is living in the Lakes Region and attends Plymouth State University, where he plays lacrosse with MIKE FLEURY ’19. They both enjoyed life in the Lakes Region of NH this summer.

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Paul Corapi ‘16 was married to Vienna Morrison this past winter.

Anastasia Dmitrieva ‘16 recently graduated from Northeastern.

Andrew Henriquez ‘16 with his recent graduation from SCAD.

2019

LIV SOLLOWS and KELLY MATTHEWS in Boston. TYSON WALKER transferred from Northeastern to Michigan State to play basketball. After being sent home from Lafayette College due to the COVID-19 pandemic, ALLIE SOPER chose to use the time off to launch her own business, Blue Daisy Bakery. After spending the initial few weeks of quarantine baking for family and friends, Soper chose to take her hobby to the next level and begin selling to the Greater Boston area. In an effort to give back to the community during such a challenging time, a percentage of all proceeds were donated to the local hospital’s “Healthcare for Heroes Fund,” an organization established to give back to frontline workers. A little over a year later, Allie continues to keep baking while maintaining her mission to give back as she donates a portion of the proceeds to rotating charities in need.

great to see them on campus and playing alongside current students!

KELLY MATTHEWS was named to Elmira College’s Empire 8 Conference President’s List. The Empire 8 Conference recognized 94 Elmira College student-athletes on its semi-annual President’s List, which honors student-athletes who achieved a grade point average of 3.75 or higher during the spring semester while also participating in an NCAA-sponsored sport; Kelly plays women’s hockey. CATRINA CARUSO, ALLI CAVALLO, SYDNEY NOYES and JANE MIRMANOVA see each other often in the Boston area and stay connected with many fellow Huskies! SYDNEY NOYES transferred last fall to Suffolk University and joined ALLI CAVALLO and AMANDA DEANGELIS ’20 on the Women’s Varsity Basketball team.

Sydney recently returned from a trip to Greece and enjoyed all the sights! CATRINA CARUSO took time off from school to work in a nursing home in Beverley, MA. She then she traveled to Rome, Italy, to study Italian for four months. Now that she has done that, she will return to Providence College this fall with a focus of studying International Business. She also often sees

90 NEW HAMPTON SCHOOL • FALL 2021

2020 MATT BECKER and CHRISTAIN DAVIS were on campus this summer for basketball camp with Coach Andrew Gale. It was so

WHAT HAVE YOU BEEN UP TO? To be included in the next issue of the Hamptonia, please send us news and photos of yourself or other alumni by July 1, 2022.

E-mail information and photos to alumni@newhampton.org.

Class Notes reflect information received through July 1, 2021.

DISPATCHES | CLASS NOTES

Members of the Class of 2019 gathered in Boston, L to R – Catrina Caruso, Alli Cavallo, Sydney Noyes and Jane Mirmanova.

Matt Becker ‘20 and Christain Davis ‘20 on campus for basketball camp this summer.

Hannah Hibbert ’20 and Zola Braswell ’20 visit with Annie DeBenedictis.

Members of the Class of 2021 gathered this summer on the seacoast of NH. James Pacchiana, TJ McMahon, Ben Albro, Emma Robertson, Sam Rivet, Lilli Armstong, Hunter Henderson, Ford Cioffi, Courtney Collarulo and Will Van Ingen.

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DISPATCHES | IN MEMORIAM

In Memoriam TED JONES '49 Ted Jones, sailor and sailing journalist, passed away the evening of February 8, 2021, at the age of 90. Ted was born and raised in Manhasset, NY, attended New Hampton School and St. Lawrence University. He and his longtime companion were living north of Seattle, WA at the time of his passing.

After graduating, he spent several years in the Air Force flying, joined Tripp & Campbell as a Yacht Broker, became sailing editor of "Popular Boating" and, after a few years at Popular Boating, Ted became the associate editor of "One Design & Offshore Yachtsman" magazine, bringing Offshore to the name.

After many years at OD&OY, he left to write books on Offshore Sailing and about the America's Cup. In the 90s, he first wrote for, and then bought Coastal Cruising magazine focused on cruising the bays, sounds, rivers, harbors, and lakes in the United States. Ted was the Director of Offshore Activities at USYRU, now US Sailing, primarily administering the then prevalent IOR rule. He crewed on many of the top boats in the 50s, 60s, and 70s and campaigned his own modified Shark 24 in the late 60s in MORC events around Long Island Sound compiling an enviable record. In his later years, he cruised his Freedom 33 up and down the East Coast, from Maine to the Bahamas.

SEND A TRIBUTE In Memoriam reflects information received through July 1, 2021.

FOR CLASS NOTES AND TRIBUTES, E-mail information and photos to alumni@newhampton.org.

92 NEW HAMPTON SCHOOL • FALL 2021

FRED SMITH ’45 Frederick Smith, Jr. Class of 1945 passed away on Tuesday, November 10 at the age of 91 at Taylor Community in Laconia, NH. Fred was born in New Hampton, NH to the late Frederick and Grace (Vohr) Smith on June 28, 1929. Fred was also the brother of Norma Jean “Jinga” Smith Moore longtime faculty member and wife of T. Holmes “Bud” Moore ’38. Jane Bennett Willingham and Fred Smith were married on July 10, 1999.

He earned New Hampton School’s highest award—The Meservey Medal. Fred attended Dartmouth College and then Cornell Law School, graduating in 1952. Fred was commissioned as an Ensign in the U. S. Navy, serving on the USS Platte in the Pacific from 1953 to 1957.

He then moved to Washington, D.C. to pursue a career in government service where he joined the State Department as an Attorney-Advisor in the Office of the Assistant Legal Advisor for Inter-American Affairs.

Promoted to Assistant Legal Advisor for Security and Consular Affairs, Fred was then awarded a fellowship to study at Harvard University’s Kennedy School of Government, earning a Master’s degree in Public Administration.

Fred served as Deputy Assistant Secretary of State for Security and Consular Affairs, was selected to head the U.S. Delegation to the United Nations Conference on Rights and Duties of States in Vienna, Austria, and in 1976 was selected as the Consul General for Consular Affairs at the American Embassy in Mexico. Fred was selected as the Consul General for Consular Affairs in Toronto, Canada and held positions in the Bureau of Consular Affairs retiring from the Foreign Service with the rank of MinisterCounselor after 31 years of government service. He went on to serve on the Board of Appellate Review, as a Consultant to the U.S. Arms Control and Disarmament Agency, and a Senior Reviewer and Legal Advisor.

DISPATCHES | IN MEMORIAM

BOB KENNEDY ’50 Robert “Bob” D. Kennedy Class of 1950, died on April 3, 2021. Bob is a New Hampton legend, serving on the Board of Trustees since 1984 and receiving emeritus status in 2012. Bob was one of four brothers, three of whom attended New Hampton School (George Class of 1943 and Ty Class of 1946) and could be considered one of the School’s dearest and most impactful friends. His generosity and leadership have touched virtually every campus project and initiative during his time on the board. He loved New Hampton School and always provided meaningful, wise counsel throughout his incredible life. He and his wife Sally dedicated their philanthropy to help keep the school financially stable to allow this institution to carry out the legacy he benefited from during his time as an adolescent on campus. In 2007, Bob generously provided the funding for Kennedy Field, our lighted synthetic turf field, creating a much-needed venue for our student-athletes. It is fitting that his family name adorns such a prominent space on our campus and we will always remember Bob, his sound wisdom for our school, and the legacy he has so graciously left on our campus.

“There are only a handful of people you’ll meet in your life that have the transformative vision, generosity, character, and kindness of a man like Bob Kennedy. In our work of uncovering the fascinating history of influential people during this bicentennial year, he stands as one of those leaders that has done the most for our School and Community.

He will be deeply missed and honored by his legacy.”

– Peter Galletly ’73, Former Chairman of the New Hampton School Board of Trustees

We remember.

ALUMNI GEORGE L. ABRAMS ‘65 THOMAS C. ADAMS ‘64 ROBERT A. ALVEY, JR. ‘97 WILLIAM H. ARMES ‘66 CHAD AUWATER ‘91 ROBERT L. BAILEY ‘46 STANLEY F. BALCH ‘56 JAMES C. BALDWIN ‘37 CRAIG BARKER ‘37 GEORGE C. BELLEMARE ‘47 ROBERT M. BRENNEKE ‘47 C. STANLEY BUCKLIN ‘71 EARLE BURKE, JR. ‘43 RICHARD Q. CALVELLI ‘47 EUGENE V. CARTER ‘41 ROBERT H. CARTER ‘41 C. BRIAN CHAMBERS ‘60 COLIN S. CLARK ‘85 EUGENE H. CLARK ‘46 ROBERT B. COAN ‘47 STEVEN M. COHEN ‘75

WOODHULL L. CONDICT, JR. ‘46 WILLIAM D. COPE ‘65 JOHN B. COTTRELL III ‘60 JOHN S. CROSS ‘43 RICHARD F. DEVARNEY ‘37 WILLIAM F. DOHERTY ‘47 DONALD C. DOLE ‘46 BERNARD J. DONAHUE, SR. ‘41 TERENCE D. DOWLING ‘65 ROLAND D. FASANO ‘66 WILLIAM J. FEDOROWICZ ‘67 RYAN D. FENDLER ‘44 STEPHEN J. FRIEDLER ‘17 JOHN E. GARNSEY ‘42 DAVID A. GILMORE ‘47 ROBERT W. GLEDHILL ‘70 GREGORY GORSUCH ‘80 JAMES L. GRACOM ‘44 JEFF C. GRAHAM ‘73 JAMES R. GROVER ‘40 WILLIAM H. HATTON, JR. ‘35 RAYMOND B. HILL ‘44

WILLIAM B. HIRD, SR. ‘53 RUDOLF L. HIRSS ‘43 DONALD E. HOLBROOK ‘46 THEODORE A. JONES ‘49 ROBERT D. KENNEDY ‘50 ROBERT J. KURTZ ‘46 GERALD T. LAMARQUE ‘51 JOHN R. LARGENT, JR. ‘35 DR. H. LEONARD LEBEL ‘39 ROBERT E. LEE ‘65 PAUL LELONG ‘46 RICHARD T. LOCKE ‘47 DANA A. LYONS ‘41 JAMES A. MACHIN, JR. ‘47 ROGER MANN ‘46 H. JAY MELOSH IV ‘65 JOHN L. MERRICK, JR. ‘46 WILLIAM H. MEYER ‘45 GLENN MOHRMAN ‘43 KENNETH J. MOLLOY, JR. ‘00 GREGORY F. MONNETT ‘56 JOHN D. MOORE ‘51 JULIUS MUER ‘41

DANIEL D. MULLER ‘62 KENDALL S. MYERS ‘58 ARTHUR P. NIELSON, JR. ‘46 RICHARD P. NORTH ‘46 ALLEN A. ORR III ‘47 ROBERT N. PATCHETT ‘44 DONALD A. PHILLIPS ‘55 NORMAN A. PLAISTED ‘62 NORMAN J. POITRAS ‘51 J. ERIC JORDAN POLLACK ‘65 PAIAZI QUERIM ‘39 WILLIAM S. REILEY, JR. ‘47 JAMES P. RICHEY ‘46 ROBERT E. SANSON ‘44 HOWARD G. SEAVER ‘42 ROBERT B. SHAPIRO ‘57 DAVID E. SMITH ‘60 DONALD C. SPRING ‘45 JOEL W. STEVENS ‘60 SUSAN A. STIRLING ‘78 HOWARD F. STOLTE ‘47 WILLIAM A. SWARTS, JR. ‘48 LEE W. SWIFT ‘44

PHILIP R. THEODORE ‘40 MARON W. THORNE ‘74 PHILIP H. THRESHIE, JR. ‘45 CAUFIELD D. TWOMEY ‘38 RACHELLE L. VAIL ‘81 JOHN A. VALATKA ‘65 MATTHEW S. VALENTINE ‘03 ROBERT VITAGLIANO ‘59 HENRY S. WARREN, JR. ‘56 THEODORE S. WATSON, SR. ‘41 J. HENRY WEYMOUTH ‘44 FREDERICK T. WHEAT ‘47 JONATHAN T. WHITING ‘65 ROBERT H. WILLIAMS ‘38

FORMER FACULTY EVERETT ADAMS CONRAD CARLSON CHARLES HOWARD DAYTON SPAULDING CHARLES TAPPLY

FALL 2021 • HAMPTONIA 93

2020-2021 NEW HAMPTON SCHOOL

by the numbers T HE SHOW MUST GO ON...

2020-2021 THE ATER DEPARTMENT

3

2

PRODUCTIONS PER YEAR

PERFORMANCES FOR EACH PRODUCTION

72 HOURS SPENT IN REHEARSALS FOR EACH PRODUCTION

10-15 NUMBER OF PLAYS READ

by Mr. Sampson before deciding on a performance

150+

LI V EST RE A MS I N C LU D I N G S P O R T S GA M E S , D E D I CAT I O N S , AWA R D C E R E M O N I E S & P E R F O R M A N C E S .

Catch all of our 2021-2022 streams at newhampton.org/live

94 NEW HAMPTON SCHOOL • FALL 2021

125+ LIGHTING CUES PER PERFORMANCE

3000+ P OUNDS OF CL AY

USED BY STUDENTS IN THE CERAMIC STUDIOS EACH YEAR

FACULTY & STAFF PETS LIVING ON CAMPUS

28 & 8 DOGS

CATS

CL ASS OF 202 1

zoom events

A DVA N C E M E N T O F F I C E

COLLEGE STATS

F O R A L U M N I & PA R E N T S S

55+ EVENTS TOTAL

4200+ PARTICIPANTS

TOP 5 MATRICULATED SCHOOLS

Northeastern University Endicott College Elon University University Of Vermont University of Virginia

107 SENIORS

787 APPLICATIONS

36 flags

ON DISPLAY IN THE DINING HALL REPRESENTING THE NATIONALITIES ON CAMPUS

TO

301 COLLEGES B O T H I N T H E U S & A B R OA D

Including Argentina, Cameroon, Gabon, Iceland, Iran, New Zealand, Puerto Rico, and Spain to name just a few!

FALL 2021 • HAMPTONIA 95

96 NEW HAMPTON SCHOOL • FALL 2021

Center Stage Contemporary Performance Lab looked a little different this past year, but musicians still had the chance to take the stage under the lights for a winter performance.