Proctor Magazine - Fall 2015 by Proctor Academy

A PROCTOR ACADEMY PUBLICATION | FALL 2015

Featured Articles Celebrating the Class of 2015

Morgan Cartwright ‘15 and Frances O’Gorman ‘15 reflect on their four years at Proctor. (Page 6)

Alumni Stories by the Decade

Read how alumni have remained connected to the school that shaped their lives. (Page 18)

Peace, Patrice. Thank You!

After 35 years of shaping students’ lives in Slocomb Hall and beyond, Patrice Martin retires from Proctor as former students’ share words of gratitude. (Page 32)

Some things are Sweeter than Chocolate

Katie Ball ‘17 shares words of wisdom after traveling to Guatemala for two weeks as part of Proctor’s Summer Service program, “If emotions are like skin, then we all have stretch marks.” (Page 39) 2

EDITOR AND WRITER Scott Allenby

DEPARTMENTS 02 Message from the Head of School

PHOTOGRAPHY Lindsey Allenby Michael Barley Hans Mundahl Chip Riegel Chuck Will DESIGN Becky Burke

06 Celebrating the Class of 2015 14 Reunion 2015 Recap 18 Alumni Stories 32 Recognizing Years of Dedication 36 Program Updates 48 Proctor by the Numbers

Proctor’s magazine is published by Proctor Academy. Letters and comments are welcomed and can be sent to Scott Allenby, Proctor Academy, P.O.Box 500, Andover, NH 03216; (603)735-6681; communications@proctoracademy.org. Our Motto “Live to Learn. Learn to Live.” Our Mission Taking inspiration from our motto, Proctor Academy creates a diverse learning and living community: one that values the individual and recognizes the potential of each member to stretch beyond what had been thought possible. Balancing academic rigor, structure, and support with the freedom for students to explore, create and define themselves, Proctor encourages students to achieve their optimal growth. A deep commitment to a learning skills program and a strong emphasis on experiential learning is interwoven throughout Proctor’s academic, athletic, artistic, and environmentally conscious programs both on and off campus. Proctor students graduate understanding the values of honesty, compassion, respect, and responsibility, proceeding with confidence and with strategies to become life-long learners and thoughtful contributors to their communities. For more information about the school, please visit our website at www.proctoracademy.org.

mall corners, the soul corners on Proctor’s campus, the places where there’s a little dirt, a little grease, a little sawdust...tangible reminders of work, of effort, of progress – these are the places where the life breath of the school can be found. The ceramics studio, the set shop, the Wilson building, the metal shop, the recording studio, the dance studio, the woodshop, the forge, the weight room, the technology help desk. There’s something about these corners, where bits of laughter, scraps of essays, pieces of projects swirl like a river eddy. Palpable.

We share these spaces, and others, over the course of the year by updating the website, sharing blogs, tweeting, and it all requires a screen – phone or computer or tablet. We thought we’d go a little retro and publish a school magazine to give you something you could hang on to and didn’t have to plug in to read. It’s something we hope you’ll keep around to remind you of the Proctor spaces that matter, the soul spaces. We live in and go to these places – and you will come back to these places - to touch that energy, to be inspired by it, to contribute to it. Who are architects of soul? Take Slocumb’s ceramics studio where there is something almost sacred emanating from the creak of floorboards, where tangible spirit is softened, kneaded, dropped on a wheel, centered and spun and shaped into something – bowl, plate, pitcher, vase. Behind all of that has been Patrice Martin for 35 years; Patrice who is not tall, but who has a way of looking at students that is dead level, eye-to-eye. A giant. Something about her stature, the way she moves, the voice that is so calm yet so strong, that Zen of Patrice fills a corner of Proctor with soul. We recognize her retirement, and others, later in this magazine. Many, like Patrice, contribute to the soul of this community and to its soul corners. It’s a like the beginning of John Donne’s “No Man is An Island.” No man is an island entire of itself; every man is a piece of a continent, a part of the main. You all are a piece of Proctor, all a part of this main, have all made and keep the spirit of the school alive. Thank you. Please enjoy the “new old” of this publication. We believe you will hear the rustle of the Proctor soul within its pages.

Mike Henriques, P ’11,’15 Head of School

Admissions by the Numbers

Celebrating The Class of 2015 Proctorâ&#x20AC;&#x2122;s

167th Commencement

Proctorâ&#x20AC;&#x2122;s 167th Commencement took place on a beautiful early-summer day. Highlighted by musical performances, guest speaker Luke Wood, and remarkable student speeches, we were reminded there is nothing quite like a Proctor commencement ceremony. Enjoy the following student speeches by Valedictorian Morgan Cartwright and Salutatorian Frances Oâ&#x20AC;&#x2122;Gorman, and additional reflections from the Class of 2015!

Appreciating Community Morgan Cartwright ’15 | Class Valedictorian Bozeman, Montana/Montana State University

ust like orientation so many years ago, today marks a significant turning point in our lives, and we are doing it together. This is probably the last time that all of us will be together. I don’t know when the fact that this day was coming hit all of you, but for me it was when our bricks arrived. After today, the only part of us that will all be together is our names on those bricks in front of Maxwell Savage.

The same day that I had this realization, Hazel texted me saying that she kept having these “I’m almost in the real world” moments, and all I could think of was that my childhood is coming to an end, and the only other time that I remember feeling this way was the release of the last Harry Potter movie. I know, I know, some of you may roll your eyes, but I think I speak for many of us when I say that we grew up with the Harry Potter series, and the release of the final movie felt like the end of our childhood as we knew it. None-the-less, we continued to move forward, because just like Harry Potter, Proctor has taught us valuable lessons that we must remember as we move forward into this world. Number 1: Remember your true friends. Even if they constantly rave about their unexplainable love of bikes, or fall in trash infested rivers while sailing the high seas. These are the people who will be there to help vanquish the dark forces in your life when you need them most. Whether it’s helping you take down the sails during a raging storm, or staying up all night helping you study for a test, your true friends will stick by your side. Number 2: Be grateful for your family, for they are far more important than we will ever realize. They are the ones who send us letters by owl when we are far and away, reminding us of their love. I love my family more than anything, and it is because of their unconditional love and support that I am able to stand up here in front of you today. Number 3: As with anything in life, all good things must come to an end. What makes something valuable is that it doesn’t last forever. Just like the end of a critically acclaimed fictional series, our time at Proctor has come to an end. Sadly, this means leaving peers who have inspired us, teachers who have been our mentors, and a community that has nurtured us. But if we were here forever, our appreciation would not be the same. I experienced this first hand coming to Proctor. Before coming here, I had lived in Montana my entire life, and I wanted nothing more than to leave. However, over the past four years, I have realized how fortunate I am to have grown up under the Big Sky, and I will be returning there for college. Being away made me appreciate my home more than I ever had. I longed for it, just like I know I will long for the Proctor community when I am 2,300 miles away. As we move on with our lives, we must remember the value of this community which fosters individual talents and accomplishments. Celebrate those around you for their successes, and recognize your own. Respect the commitment it took Elemy to score one-thousand career basketball points, and applaud the seniors wearing gold cords with their gowns for National Honor Society. Learn from those who don’t shy away from public humiliation, such as Michael Hovem in his numerous assembly dance announcements. And remember the teachers, coaches, dorm parents, and advisors who supported us through every one of our endeavors. I personally have been humbled by the support I have received from this community, not only academic support, but emotional as well, especially throughout both my surgeries and my countless days away from school. I honestly believe that no where else in the world will a community, faculty, staff, and students included, go out of its way as often as this one to make sure that each individual student’s time

here is enjoyable, healthy, and successful every single day. We live in an extraordinary environment where everyone cares about each other despite their differences, and I feel privileged to be a part of it. With that being said, on behalf of the entire class of 2015, I would like to thank all of the faculty and let them know how much we appreciate them. These are the people who have not only taught us what we know, but have taught us how to be more. Our time at Proctor has taught us that we are at a point where change is necessary, whether it be in the environment, regarding our use of technology, or fighting for equality among both gender and race. We can either be remembered as the generation that waited for change to happen, or we can be remembered as the generation that made that change. Already, Proctor has taught us how to make a difference, and we don’t need magic to change the world, because we are the class of 2015, we are a powerhouse of innovation and creativity. So, in the words of Elle Woods, “It is with great passion, courage of conviction, and strong sense of self, that we take our next steps into the world. Remembering that first impressions are not always correct. You must always have faith in people. And most importantly, you must always have faith in yourself.” Congratulations Class of 2015! We did it!!

Mud Pond in Early May Frances O’Gorman ’15 Exeter, New Hampshire/University of Vermont

There is no sound comparable to spring peepers. No musical quality quite like it. It’s both a hum and a chirp endlessly bound together. It’s spring now - hot, humidity becoming more common, black flies just starting to eat us alive for the first time this year. My tea water boils on top of my still shiny dragonfly stove. Pine above, hay below. The smell of tiger balm floating off my legs, through my long johns and into the freshness of pre-sunset air. Legs crossed in a crazy creek. Pond stretched out in front of me, aweingly still. Lily pads, floating. How do they do that? Fire ring lonely, no fires this spring. The sign reads “fire danger high” these days. When is the fire danger low? When is there ever a chance of not getting hurt? Birdsong everywhere, if only I knew who they were. But then again the name doesn’t matter, and their songs are beautiful, their presence timeless. Aves. Aveces. Alone. Alone to write, to sing, to dream, to smile, to refill on that pure joy, that lonely joy. Oh introverts, how sacred are we! I should write more. I should read more. I should try to open my heart more. I should. I should. I should. But I am me, and I am happy just being free and wandering aimlessly. Who invented the idea of happiness anyway? When did emotions first come into play? Tea made. Tea quote: love is an infinite victory. What is infinite? What is victory? Am I? Are you? Are stones? Are trees? Are flowers or bees? Victory is never infinite; for there is always change. Good, bad. Whoever, wherever, whatever. And the black flies swarm and my crazy creek creaks with me. One, two, tree. My first crazy creek floated away from me, the only thing lost in a three hour tragedy. Cars and motorcycles, their sounds flash by.

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As we move on with our lives, we must remember the value of this community which fosters individual talents and accomplishments.

Oh, the din of peepers, though you are strong you still do not cover the damage done. For we are no longer one on this earth. We are fractured and torn, distraught and misled, misinformed and misread. We have left this earth for dead. And hope? Where are you now? Have you jumped off the page at the very sound of anger and misfortune. Well, believe it or not my friends, anger brings hope too and in many ways will guide you. For anger isn’t fists or guns, but an urge for solution and completion. Anger is a cue for work, for action and for thought too. And from those comes one thing - hope for something new, a change, a shift in paradigm. Do you feel that too? 9

Commencement | Awards and Recognition Scott Pond Prize Awarded to Faith Kenyon

Allan S. Bursaw ’67 Award Awarded to Morgan Cartwright

Established in Scott’s memory in 1993 and is presented to a member of the Proctor community who best exemplifies his sense of adventure, intellectual curiosity, and passion for life.

High Effort and Citizenship.

Nance Patten Barrett Staff Award Awarded to Todd Goings, Grounds Crew Manager This award recognizes extra-ordinary service to the Proctor Community by a non-faculty member and heightens awareness of the dedication, hard work, and loyalty of all its employees which makes possible the smooth operation of this institution.

John O’Connor ’79 Award for Excellence in Teaching Awarded to Karin Clough, P ’18, ’19, English Department Alumni two and five years out of Proctor vote for the individual among the current faculty who in their opinion is most deserving of this Excellence in Teaching Award.

Carl B. Wetherell Award Awarded to Ethan Butterworth Faithful and willing performance of all extra curricular responsibilities.

Fred Elroy Emerson 1886 Award Awarded to Michael Hovem A student who, during the junior and senior years, has shown the greatest development in attaining the ideals of Proctor.

Robert J. Livingston Community Service Award Awarded to Frances O’Gorman A student who has made outstanding contributions to the community through volunteer service to others.

Lyle H. Farrell Award Awarded to Abigail Young

Charles Levy Award Awarded to Morgan Cartwright

A senior who has performed outstanding service to the school and to his/ her fellow students.

Class valedictorian.

Charles A. Jones Outstanding Athlete Award Awarded to Fallon Adair and Connor Fries Most outstanding male and female athlete in the graduating class.

Citizenship Award Awarded to Alicia Barry and Calvin Johnstone Best all-around male and female citizens in the graduating class.

Philip H. Savage Award Awarded to Morgan Cartwright and Hazel Brewster Outstanding leadership qualities.

Alice S. Fowler Award Awarded to Benjamin Spooner A student in the graduating class who best exemplifies strength of character, personal dedication, and commitment to the Proctor community.

For a complete list of Senior Award Winners visit: www.proctoracademy.org/classof2015

Class of 2015 | College Decisions and Matriculation Adelphi University The University of Alabama Bates College Beloit College Boston University Colby College University of Colorado at Boulder University of Denver Drew University Eckerd College Emerson College Emory University - Oxford College Endicott College Fort Lewis College Gettysburg College Hampshire College Hobart and William Smith Colleges College of the Holy Cross Holyoke Community College Ithaca College James Madison University Lewis & Clark College

Macalester College University of Maryland, College Park University of Massachusetts, Amherst McGill University Merrimack College Montana State University, Bozeman Mount Ida College New England College University of New Hampshire New York University Palm Beach State College University of Puget Sound Queen’s University Quinnipiac University Reed College Rensselaer Polytechnic Institute Roanoke College Rochester Institute of Technology Rollins College Saint Anselm College Saint Michael’s College Salve Regina University

Simmons College Simon Fraser University Skidmore College University of South Carolina University of Southern Maine St. Lawrence University St. Olaf College College of St. Scholastica Suffolk University SUNY College of Environmental Science & Forestry Syracuse University The New School - Eugene Lang College Union College University of Vermont Warren Wilson College Webster University, The Netherlands Wentworth Institute of Technology Western Washington University Westminster College Wheaton College MA Widener University Worcester Polytechnic Institute

GRADUATING

Balanced Virtues

And just like that graduation was over. Summer is upon us. Faculty finished year-end meetings. Advisors mailed letters to their advisees recapping the academic year and reviewing grades and teacher comments. Reunion 2015 took place - time for faculty to reconnect with past students and rekindle the relationships that defined those students’ high school years. The end of each school year reminds us why we work in education, and specifically, why we have chosen to work at Proctor. Each of Proctor’s alumni take a different path. Some choose to work on Wall Street, others produce high end video for nonprofits, others make beautiful art that graces homes around the world. What we hope each graduate is able to do, regardless of their pursuits, is to strike a balance in the virtues guiding their lives. New York Times columnist and bestselling author, David Brooks, discusses his perspectives on balancing what he calls “Resume

Virtues” and “Eulogy Virtues”. His short, five minute Ted Talk is worth a watch as he describes the contrasting ideals of a capitalistic society. Students today are under constant pressure to pursue resume virtues we all are. Today’s high stakes college arms race is the perfect example. Is it possible to pursue high level colleges today while keeping eye on the kind of virtue and values that allow for long term happiness? Our graduates prove it is. Proctor’s approach has long emphasized the learning process is about finding true callings; interests and passions should serve as the guiding beacon of a student’s journey. College and economic success are byproducts of one’s true interest. Proctor students are not afraid to step off the grid and participate in off-campus programs or balance AP courses with unique electives like Forestry, Boatbuilding, or Surveying. Proctor’s off-campus and experiential programs are core to establishing this balance. When our highest achieving students decide to spend a term sailing Ocean Class-

room or traveling on European Art Classroom, they seemingly make a conscious decision to put their resume virtues on hold while they delve into a learning experience that will undoubtedly nurture eulogy virtues. A quick look at the matriculation list of seniors who studied off-campus last spring (Brown University, Stanford University, Williams College, NYU, Connecticut College, Skidmore College, Savannah College of Arts and Design, and Boston University) disproves the notion academic rigor and studying off-campus are mutually exclusive. It also says much about both the internal and external academic reputation of Proctor’s off-campus programs. Proctor’s educational model seamlessly weaves experiential learning, off-campus programs, authentic relationships, and academic support in a way that instills within our students a self-awareness uncommon in adolescents. It is an awareness that carries into their adult lives and allows them to intentionally wrestle with both their “resume” and “eulogy” virtues. They realize (as we all should) when you have balance in your life, your resume will take care of itself.

“What was the highlight of

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Completing my first mountain bike race and the many friends I gained from that team. - Josh Gluck ’15

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Climbing to the top of the maple trees with my friends outside the Wise Center.

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- Charlotte Hadley ’15

Preparing for my lead role in Fiddler on the Roof!

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- Morgen Rosengarten ’15

Waking up to the beautiful village music in Cambodia and having all the children wait for you to come play with them.

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- Erika Florian ’15

your Proctor experience?”

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Sitting on the San Juan River during Mountain Classroom, listening to Frances sing with her ukelele . - Greer Brodie-Hall ’15

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Winning the Girls’ Hockey NEPSAC championship freshman year!

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- Fallon Adair ’15

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Playing my new spanish guitar on the terrace overlooking Aix en Provence.

- Dan Reeves ’15

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Watching dolphins circle the boat as they swam through the bioluminescent water on Ocean Classroom. - Slater Payne ’15

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L-R: Mollie Burns Keith ’90, Chris Dale ’10, Bill Hood ’65, Madi Cryan ’11, Derek Beard ’90, Dave Pilla, Andy Cunningham ’95, Sean Venus ’95, Scott Venus ’95, London Allen ’95, Harriott (Lumpkin) Parker ’95, Sarah (Leith) Bahn ’95, Kelsey McNiff, Jenny Fisher

eunion 2015 saw 102 alumni return to campus to reunite, share stories, and reconnect with faculty and staff. Honored alums enjoyed a special dinner Friday evening and toasted Bill Blair ‘65 and his family, for their tremendous million dollar gift to the school. Saturday morning kicked off with a student panel discussion with current students. Others took part in an open art studio lesson with Kate Austin ‘01, went mountain biking with Josh Norris ‘92, Drew Donaldson ‘92, and Chris Rogers ‘95, took a hike in the Proctor woodlands with Dave Pilla, spent time at Elbow Pond with Annie MacKenzie, and learned about recent environmental efforts on campus with Alan McIntyre. It was a day of reconnecting with, learning about, and celebrating and learning the ethos of Proctor. As Steve Stoner ‘65 shared Saturday morning, “The faces and names may change, new buildings are built, and the technology is certainly different, but the bottom line is it’s all the same. The heart of Proctor is still the same.” As we look to the 2015-2016 academic year, there are many ways we hope you choose to engage with Proctor again. Whether it be talking to current students about your Proctor journey, sharing your alumni story with us, or giving back to the school in another way, we value your engagement! Email us at alumni@proctoracademy.org to discover ways you can reconnect with Proctor!

Reunion Recap June 5-7, 2015 • Andover, NH

ALUMNI >> Reunion

20th Reunion | Back Row: Chris Rowe ’95, Scott Venus ’95, Craig Churchill ’95, Andy Cunningham ’95, Cole Miller ’95, Sean Venus ’95, Chris Rogers ’95. Front Row: London (Allen) Deehan ’95, Amanda McIntire ’95, Coco (O’Brien) Mattos ’95, Becca Newhall ’95, Harriott (Lumpkin) Parker ’95, Ali (Tetler) El Ayadi ‘95

Reunion‘15

Betty Stoner and Kate Austin ‘01

See more photos at flickr.com/proctoracademy Click on the “Alumni Events” Album!

50th Reunion | Back Row: Bill Blair ’65, Bill Hood ’65, Steve Stoner ’65. Front Row: Bob Martin ’65, Stu Lipp ’65, David Tibbets ‘65

15th Reunion | Justin Putzel ‘00 and Laura Anker ‘00

Bob Martin ‘65 and Karl Methven 16

Bill Hood ‘65

5th Reunion | Back Row: Connor Salema ’10, Chubbs Bryson ’10, Marion Smith ’10, Gardner Kelley ’10, Eliza Perry ’10, Ben Bartoldus ’10, Mike Hemingway ’10, Clark Wallach ’10, Oliver Munsill ’10, Shantanu Sanyal ’10. Middle Row: Veronica Dunlop ’10, Abbie Webb ’10, Maggie Shine ’10, Sayre Limburg ’10, Taylor Weaver ’10, Bryson Lovell ’10, Peter Wade ’10. Front Row: Emily White ’10, Kerstin Middleton ’10, Jennifer Galligan ’10, Hannah Frantz ’10, Amanda Will ’10, Zoe Von Zwek ‘10

Jennifer Galligan ‘10, Edna Peters, Mike Henriques, Eliza Perry ‘10, and Hannah Frantz ‘10

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Sarah (Rowe) McIntyre ’90, Emmett Dunbar ‘90, Chelsea Kittell Taylor, Mollie Keith ’90, Jesse Schust, Uday Narasimham ’90, Derek Beard ’90, John Hurkala ’90, Shana Hurkala, Matt Grader ’90

The faces and names may change, new buildings are built, and the technology is different, but the bottom line is it’s all the same. The heart of Proctor is still the same. - Steve Stoner ’65

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L-R: Sean Venus ’95 , Jon Blair ‘93, Chris Farrell, Chris Rogers ’95, Ben Townson, Elliot Norris, Drew Donaldson ’92, Chris Dale ’10, Josh Norris ’92, Issac Norris, Harriott (Lumpkin) Parker ’95, Sarah (Leith) Bahn ’95, Scott Venus ’95, Cole Miller ‘95, Ali Tetler El Ayadi ‘95

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The most important thing Proctor instilled in me was the knowledge I could create my own path in life.

Jerry Lester ’54 A Passion Fueled Career

Over the past sixty years, Proctor has evolved tremendously. Our physical plant has grown along with our student body, but our core belief that each student has a unique learning style has remained unchanged since Jerry Lester graduated in 1954. Lester’s journey through his years at Proctor unlocked a passion for learning that would serve him well following his graduation. His story is unique, but represents the best of what Proctor has to offer each of its students. Lester came to Proctor as a discouraged student who had growing frustrations with school, “I had been a terrible student and hated school, but Proctor offered unique courses that allowed me to excel and reach the top of most of my classes. My passion had always been cars and airplanes, and Proctor had a metal shop where old cars could be restored. By having courses that allowed me to pursue my passions, my engagement in other classes like physics, chemistry, and math improved significantly.” Lester believes it was the overall atmosphere at Proctor that changed his course, “The atmosphere of freedom from regimentation was so appealing to me and seemed to lift the cloud of academic boredom and drudgery. The prep school I had come from was a very traditional Ivy covered prison. Although the campus was very nice in a nice area, the dormitories were like cells, whereas at Proctor we lived in houses with teachers who would help us. We worked in the kitchen, we waited tables in the dining hall, and I worked as a dishwasher; not great fun but it gave each of us a feeling of being in a community rather than merely a subject of the school.” It was this sense of community that permeated Lester’s overall experience at Proctor, “I think the most important thing Proctor instilled in me was the knowledge I could create my own path in life. Lyle Farrell was headmaster during my Proctor years, and although not a car buff, he supported the club on campus and the work I did on my hotrod. He acknowledged I had a gift and made sure I felt good about my talents.” Certain teachers were key to unlocking those gifts, just as they are for each student today. Lester notes, “My Chemistry and Physics teacher was Roland Burbank. He had a great influence on me as he was a great teacher and I learned basic principles of physics and chemistry. These have stayed with me to this day and were instrumental in my later career. But it was not only my teachers that shaped my Proctor experience. I lived in MacKenzie House and Mrs. Mac was a saint in how she treated us. She truly loved all her students and provided a home-like atmosphere to each of us.”

Following Proctor, Lester’s path took him on a bit of a different trajectory than many of his classmates. After building and racing cars for five years, he came to the realization he needed to find a more stable career path. He was hired as a technical draftsman by Grumman designing military aircraft. “My work as a technical draftsman involved making drawings and manuals for military personnel, however, I eventually went into support engineering to help build a program that took electronic cards out of aircraft boxes for testing.” As his responsibilities grew, so did his team. Before long Lester had 60 Grumman employees reporting to him on this project. Lester’s career at Grumman would continue to evolve over his thirty-five years at the company. He was involved in the configuration control of the A-6 aircraft program, director of special programs testing metal strengths and composites on aircraft wings, and eventually became one of five Vice Presidents at Grumman overseeing the A-6 program which meant having direct responsibility for more than 6,000 employees. Throughout each of these roles, Lester’s love of design using metal and machinery was central to his success. He notes, “My love of metal and machines was nurtured all the way back to Proctor and the metal shop run by Mr. Jones.” Also central to Lester’s success at Grumman was the sense of independence and confidence in his skills as a designer. “My career was not something I had planned when I was hired as a technical draftsman, but I know the independence I gained at Proctor was a big piece of why I was able to become, to the best of my knowledge, the only non-degreed Vice President in Grumman’s history. I don’t mention that to brag, but more to illustrate what a strong work ethic and positive attitude can do for you when you have a foundation built at a place like Proctor.” “Working at Grumman was exhilarating. I have often thought that for a kid with gasoline in his veins and dreams in his head, no one was ever luckier than I was to land where I did. Proctor provided an atmosphere for learning and growing that was truly unique, and for me, it was the perfect launching pad. It gave me a foundation for the rest of my life.”

60s Bill Blair ’65

Giving to a Place that Gave so Much

While Bill’s $1,000,000 gift is an incredibly generous one, your gift of any size makes a meaningful impact on the student experience at Proctor!

Each student graduates Proctor with a unique connection to the school based on his or her individual journey. For many, that connection grows over time as the full impact of the Proctor experience is realized. Each June, alumni return to Proctor’s campus for Reunion to rekindle relationships, both personal and with the school, first forged during their shared time at Proctor. As Bill Blair ‘65 prepared to celebrate his 50th Reunion, he chose to honor the school that had given his family priceless experiences with a 1:1 match of his $1,000,000 unrestricted gift to The Campaign for Proctor. After graduating from Proctor and attending University of Miami (Florida), Bill, originally from Ligonier, Pennsylvania, embarked on a career in trust banking. His involvement at Proctor encompassed playing on the football, baseball, and tennis teams, as well as ski racing, however, it was the totality of experiences he had at Proctor that left an indelible mark on his life path, including watching his three sons Rob ‘90, Jon ‘93, and George ‘98 attend Proctor. As the community toasted Bill’s gift on Friday night of Reunion Weekend, Bill

shared powerful words with those in attendance, including his 1965 classmates Ed Hinkley, Bill Hood, Stuart Lipp, Robert Martin, Steve Stoner, and Dave Tibbetts.

“I had my own unique Proctor experience. It was wholly different than my classmates. And that is what made it so powerful. It was mine. I was so impacted by Proctor that my three sons attended as well. What makes Proctor such a special place is that Rob, Jon, and George each had their own individual experiences that were just as powerful as the experience I had during the mid-1960s, but wholly different. A school that is able to provide one family with such diverse, yet consistently transformative experiences deserves investment to ensure the same opportunities exist for the next generation of Proctor students. My hope is that this gift will inspire a younger generation of alumni to also give back to the school that has given each of us so much.”

Bill Blair’s $1,000,000 gift was one of four $1,000,000 gifts to The Campaign for Proctor during the 2014-2015 school year.

Bill and his classmates at their 50th Reunion this June L-R: David Tibbets ‘65, Steve Stoner ’65, Bob Martin ’65, Bill Hood ’65, Stu Lipp ’65, Ed Hinkley ’65, Bill Blair ’65

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I had my own unique Proctor experience. It was wholly different than my classmates. And that is what made it so powerful. It was mine.

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ALUMNI >> Alumni Stories

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The experiences I had serving on Proctor’s fire department, and eventually as its chief my senior year, have shaped my life. But it was not just the hands-on experiences, it was the willingness of my teachers to give me confidence as a student that stuck with me.

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Henry Vaughan ’74 Setting the Course for a Lifetime of Service

Henry Vaughan ‘74 first pulled into Andover, New Hampshire in the fall of 1969 for an interview at Proctor Academy. As a prospective ninth grader, the Beverly, Massachusetts native already had his mind set on going into the forest services or municipal fire fighting. From promotional materials, he knew Proctor offered both forestry classes and had a small, albeit very active, on-campus fire department. As his family drove toward the intersection of Routes 11 and 4 on his way into town, he witnessed Proctor’s fire department in action as they pulled up to a small fire along the side of the road in their antique fire truck. At that moment, Vaughan thought to himself, ‘I think I’ve died and gone to heaven. This place is unbelievable!’ More than forty-five years later, Vaughan made good on his promise to serve others and sits as the Orono, Maine deputy fire chief and fire marshall. From the moment he stepped foot on Proctor’s campus, that passion for public service through fire fighting was encouraged and allowed to be explored. Vaughan notes, “As soon as I enrolled in the fall of 1970, I was met by my house parent in Carr House, David Fowler. A year later, he would become Head of School, and would have an unbelievable impact on my life. His belief that we, as students, had a right to shape the future direction of the school was invigorating and refreshing. I will never forget the example he set for me and the course he helped set me on for the rest of my life.” The Proctor that enrolled Henry Vaughan was one that would look drastically different four years later at his graduation in 1974. During those four years, the school would launch its first off-campus program (Mountain Classroom) and once again become co-educational. But as much as Proctor would change in the coming decades, its core remained the same as it continued to unlock student passions. Vaughan reflects, “Proctor was unlike any school I could have ever imagined. My relatives bought an antique 1930 fire truck at auction in 1970 and Proctor agreed to allow me to bring it to campus and restore it.” The truck had served the Seal Harbor, ME fire department from 1930-1965 and Vaughan believed it still had some life in it. “George Emeny became our faculty advisor for the project when the truck arrived on campus in 1972. Proctor allowed us to refinish the bottom floor of the boat house as a workshop since the truck would not fit in the firehouse that was located by the woodlands office at the time. A group of us as students poured the concrete floor and we had ourselves our own garage. Two years later, the truck was nearly restored and I still have it today. Proctor lent me money to put into it and I am proud to say I paid back every cent. It still pumps and runs!” This fire truck restoration was just one of the projects Vaughan remembers shaping his Proctor experience as he was a part of

helping build the new fire station, the suspension bridge over the Blackwater River, and enjoyed the whole-school ‘hot-shot’ fire training one year. “The experiences I had serving on Proctor’s fire department, and eventually as its chief my senior year, have shaped my life. But it was not just the hands-on experiences, it was the willingness of my teachers to give me confidence as a student that stuck with me.” He adds, “My freshman year, David Fowler found out I was a history buff and he asked me to teach a lesson to his senior history class. I went into his class and taught a lesson. I never thought I could do that, but it built confidence in me, just as every other project did, and let me know that I had something of value to offer others.” Just as Proctor seeks to do today, Vaughan’s teachers shared life lessons through each class he took. “All of my different classes helped me learn how to deal with life in general; how to set a goal and put a plan in place to reach that goal.” Following graduation from Proctor, Vaughan studied forestry at University of Maine - Orono and immediately got involved in the school’s volunteer fire department. When a full-time position came up in the Orono Fire Department, Vaughan signed on and the rest is history. He notes, “My story is not unique, there are so many guys from our Proctor fire department that have gone on to careers in the public safety sector. Hank Strickland ‘76 is the Deputy Fire Chief in Hilton Head, South Carolina, Captain James Kriger ‘73 FDNY retired, PA, Gunner Robinson ‘75 served the Vail, Colorado Fire Department, Howdy Rue ‘71 was a volunteer firefighter, Charlier Altmiller ‘75 was a police chief, and so many more. George Emeny helped organize and teach one of the first EMT classes in New Hampshire in 1973, and we helped recruit two of the first female firefighters in the state as well when Cindy Muller & Debbie Williams joined us.” He adds, “I am so thankful for the Town of Andover’s willingness to embrace and support the Proctor Fire Department. I was able to ride along with the Franklin Fire Department and even do my Project Period and Senior Project with them. I was just put in touch with a recent Proctor grad, Evan Gaskin ‘11, who attended Maine Maritime and is serving in Castine, ME in their fire department. I’m so glad Proctor continues to graduate individuals with public service in mind.” When asked who in particular shaped his Proctor journey, Vaughan provides a long list of teachers and students who mentored him including George Emeny, David Fowler, geology teacher Tom Bullen, and fire chief Howdy Rue ‘71. “I am forever grateful for what the school did to teach me how to learn to live.”

80s

Liz Blodgett Smith ’81, P ’13 Living Outside your Comfort Zone

Chris Bartlett ‘80 spent some time with current Trustee and Campaign Co-Chair who reflects on her experience as a Proctor student, parent and volunteer. Liz lives in Swampscott, MA with her husband Tim and is the parent of Tori Smith ‘13 (St. Lawrence University ‘17) and Abigail (St. Lawrence University ‘19) How did you end up at Proctor? I decided during the summer after my sophomore year to look into boarding schools. I was attending a private day school and I wanted something different. It was August. I toured schools and instantly fell in love with Proctor. It was not a “cookie cutter school” and that really resonated with me. The only problem: there were no beds on campus so Proctor accepted me into the program in Spain. It was a huge leap of faith for me at 16 years old to get on a plane and travel abroad with a group of strangers, but I did it! My parents and I trusted Proctor. What did you learn in Spain? I was dropped off at the doorway of my host family speaking almost no Spanish so I learned quickly to communicate using hand gestures! I’m not sure I realized it at the time, but Spain taught me that taking risks is part of finding success. Every day was a new challenge including being pulled into a bullfighting ring with a Matador and a 1,200 pound bull. It would be an understatement to say I was outside of my comfort zone. But that was the point. The daily challenge of navigating an unfamiliar language and culture instills an inner strength and confidence that later helped me professionally and personally. The next year you did Mountain Classroom? I was a preppie kid from the North Shore who wore monogrammed sweaters, espadrilles and colored belts so Mountain Classroom was initially outside my comfort zone. I will never forget coming off my solo experience and doing a group rock climb at Lizard’s Head Pass in Colorado. It was physically and emotionally exhausting but proved to me that if you dig deep within yourself you can accomplish anything. I could face down any challenge. Mountain Classroom really taught me soft skills I use in my daily business life like diplomacy, perseverance, mediation skills and group dynamics. These are things I teach in my consulting business today that I learned as a 17 year old at Proctor! When Mountain Classroom ended I was dropped off at the intersection of the Mass Pike and Route 128 and hitchhiked home to Swampscott. Proctor and the world was a different place back then but looking back I am amazed that did not phase me, as being something scary or uncomfortable...At Proctor every day was a new and unique one. You have been a Proctor Parent too? When Tori was looking at high schools, we wanted a place where she could be challenged and yet receive the same kind of nurturing and support adolescents need. Proctor was an incredible place for her and she found her voice and developed life-long friendships.

Tell us about your career. I spent the early part of my career in banking working in many different roles. My favorite was working with executive teams on strategic planning and M & A. I have always prided myself on being a hard worker, which I attribute to my early years in education. School was initially not easy for me, but I learned to learn how to study and appreciate academics at Proctor. I have transitioned in the past few years into more entrepreneurial roles. I currently run my own consulting shop, BlodgettSmith Group, where I consult small to mid size businesses on anything from starting a company, strategic planning, business and product development to team building. I enjoy helping organizations in transition and love the challenge of dealing with adverse situations. Consulting provides the constant challenge of problem solving and dealing with group dynamics, which I believe are my strengths. In addition I manage my family’s Real Estate Management Company and am part of incubating an educational start-up with postgraduate students from Harvard’s I-Lab. I love to be busy and be involved in many different business sectors. Volunteerism is part of your DNA. How did you re-engage with Proctor? As my family and friends say, “You don’t know how to say no”. I love helping people and organizations. So when Proctor needed a lacrosse coach for preseason in Virginia. I said yes. Being a middle school coach for 13 years in Marblehead this would be a fun way for me to lend a hand. Tori’s senior year I was asked to join the Proctor board. I also have run an entrepreneurial Project Period twice where I had 8 kids stay at my house. I was energized by the experience of working with Proctor students. Every time I am with the Proctor community it fuels my tank! What are you most excited about at Proctor right now? For me, teachers like Alice Fowler and George Emeny had a huge impact, as did programs like Mountain Classroom and Spain. Our role is to ensure those relationships and programs continue into the future. As an alum, that is very important. The campaign is off to a great start! Our Campaign and Strategic Motto: “Live to Learn, Learn to Live, Create a Legacy” resonates with so many constituents, especially alums. Campaigns are about people and sustaining the relationships and facilities that impact students, faculty and the community. Final Words? I did not appreciate or understand the impact Proctor had on me until later in life. It taught me life lessons that are part of my DNA now. I wish it had not taken me so long to become involved and give back. However it is never too late to help make a difference. I encourage alums to give back in any way possible - financially, through volunteerism or just spreading the good work of the school!

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For me, teachers like Alice Fowler and George Emeny had a huge impact on my life, as did programs like Mountain Classroom and Spain. Our role, as alumni, is to ensure those relationships and programs continue into the future.

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Our capacity to succeed is based on the tools you have. We have to understand those tools must constantly be acquired and honed by being willing to learn.

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Heather Moore ’87 Learning Never Stops

As a little girl growing up outside of Cleveland, OH Heather Moore ‘87 used to jump on the assembly line at her father’s tool and dye business and started collecting stamping tools from his factories. Little did she realize that her professional career would lead her back to her tool and dye roots. Heather’s journey has been one of continuous growth, exploration and learning. Today, Moore owns and operates Heather Moore Jewelry, a line specializing in custom stamped, personalized, heirloom pieces based in downtown Cleveland. She and her team of forty employees handcraft each piece through an intricate process of milling individual stamps which allows her work to be highly personalized using handwriting, logos and artwork. After spending the early part of her career designing for large retailers, she realized the power of storytelling in her work, “The value of personalization is more important than the value of the material, we are helping to share people’s stories through wearable art.” Her pieces are distributed throughout more than 250 stores nationally and Heather has garnered multiple industry design awards including recognition by Town and Country Magazine and Martha Stewart’s Weddings. While there have been many influences that have shaped Moore’s life, Proctor stands out as a formative experience that set the course for her future. At fourteen years old, Heather declared to her parents that she was going away to boarding school. A search landed her as a bright-eyed ninth grader at Proctor Academy in the fall of 1983. “I don’t want to say that I am restless, but I have always been on the move. I needed a different learning environment and Proctor seemed like an amazing adventure to me.” While at Proctor, Moore explored the arts through photography and ceramics classes with Patrice Martin and loved being in the studios. “In fact,” she says, “I still have my first SLR camera from Proctor!” It was not only the arts that impacted Moore, however. Traveling to Kenya on Project Period one year and taking part in Mountain Classroom showed Moore, “Learning is truly an adventure.” Other Proctor “adventures” included moving an entire classroom of desks out to the Proctor Pond in the middle of winter (where John Schoeller proceeded to hold class despite the frigid temperatures!) and a late night road trip to Holderness to paint a giant “P” on the Bulls sideline!

her own paper route at the age of twelve in the suburbs of Cleveland. She cites a class with Bob Livingston as a catalyst for her own business success, “I remember having to design an ad campaign and create a billboard for a product. It was at that moment that I made the connection between design and selling your idea. As an artist, you are naturally drawn to the creative process, but in order to be successful you need to be able to promote and sell your design.” Following her matriculation from Proctor to the Cleveland Institute of Art, Moore’s artistic education took her to the Pilchuck Glass School in Seattle, Washington where she apprenticed under world renowned glass artist, Dale Chihuly and learned the art of Venetian Glass blowing. She eventually landed in Brooklyn as an apprentice artist where she worked on large scale art installations, including work for Calvin Klein. While in New York, Moore began to experiment with welding and realized she had a talent for it. She found a kiln and started to work with enamel, teaching herself the effect of different glazes on different materials. After returning to Cleveland with her family in 2004, Moore was experimenting with some old stamps and made some small charms with her children’s names on them to put on a necklace she was wearing. At a jewelry show, nearly everyone asked her where she purchased that piece. In making something for herself that held meaning, she walked into what would become Heather Moore Jewelry. Moore’s success as an artist and entrepreneur is clearly the result of both talent are hard work, but it has been a growth mindset that has opened new pathways for her along the way. “If I had not challenged myself to learn new skills, to fully utilize the tools and knowledge around me, I would not be where I am today. I always tell my children, ‘Your capacity to succeed is based on the tools you have.’ We have to understand those tools must constantly be acquired and honed by being willing to learn.”

Like so many Proctor alumni in the arts, entrepreneurial skills are central to Moore’s journey, ever since she had

00s The Loehrs and Mountain Classroom Coco ’07, Lizey ’08 and Daniel ’09

Former Mountain Classroom instructor and current Learning Specialist Annie MacKenzie shares the story of how one Proctor Academy family’s journey was transformed by Mountain Classroom.

The other day, someone asked me to explain the magic that is Mountain Classroom. My first thought was that Proctor Academy’s Mountain Classroom changes student’s lives. However, knowing that in my gut is one thing, proving it is another. While Mountain Classroom shapes each student differently, a look at the Loehr family provides a remarkable sample. All three Loehr’s attended Proctor during the mid2000s during their father’s (Mark Loehr) tenure as Chair of Proctor’s Board of Trustees. Here are their stories: Coco Loehr ’07 Skidmore College, BS; Colorado College, MAT; NOLS Instructor Current Proctor Mountain Classroom instructor: “Mountain does a lot of things right. It keeps students just outside their comfort zone, it requires students to become stewards of their community and environment, and it blurs the line between learning and life so that students realize that the two are intrinsically intertwined. There is some essence of Mountain Classroom that I have never been able to describe. The essence is not tangible or concrete, but it is manifested in the students that have found a life passion while on Mountain Classroom. I see this essence in my brother, who is pursuing a career in immigration law after his experience at Annunciation House, and in my sister, who did her final project on backcountry cooking, and now teaches cooking classes and tells the story of food as a reporter for Heritage Radio. It was Mountain that launched me into a journey of place-based, outdoor education and it is Mountain Classroom that I reflect on daily as I try to facilitate meaningful learning experiences for those around me.”

Coco’s journey since graduating from Proctor has had the primary focus of preparing her for her current role as one of Proctor’s two Mountain Classroom instructors. She gained valuable backcountry experience as a guide in Alaska and an apprentice at High Mountain Institute in Colorado and has had an immediate impact on the continued evolution of Mountain Classroom. Lizey ’08 Lewis and Clark College, Heritage Radio Network, NYC: “Mountain Classroom was the most exhilarating part of my life. I was struck by how much everything made sense, the content of the classes mirrored what we were seeing, the nature of the work allowed us to dive deeper into the questions we had. I felt alive and angry learning about the history of Native Americans in our country and

alive and ecstatic planning our backpacking adventures through uncharted territory. It was on Mountain that I found my intrigue in food. I am now working as a radio reporter for Heritage Radio Network, a radio station dedicated to telling the story of food and I am also teaching cooking classes in East Brooklyn. I have worked in restaurants around the world and spent a year at cooking school while in college. I have also backpacked all around the world and led many trips in snow and ice and heat. I absolutely hated camping before Mountain Classroom, and I rarely cooked. All of this changed for me, as did my character. I am forever grateful to Mountain Classroom and am so proud to have a sister that gets to lead students through the same adventure.” Lizey’s path following her graduation from Proctor took her to Le Cordon Bleu in Paris, France where she studied culinary arts before arriving at Lewis and Clark College in Portland, Oregon. Following Lewis and Clark, Lizey took her love of cooking first discovered on Mountain Classroom to New York City where she currently teaches cooking classes and writes about food for the Heritage Radio Network. In fact, Lizey helped publish a podcast on the Heritage Radio Network with this spring’s Mountain Classroom group on their study of the American food system. Daniel Loehr ’09 Middlebury College, Truman Scholar, NYU Law School: “Mountain Classroom was without a doubt the most formative experience of my life. Six years after mountain classroom, I can’t help but notice how my path in life is the one that began on that rambling bus-where we were challenged to open our eyes and hearts, bear witness to injustice, and engage the world around us. I often look back to Mountain Classroom and remember how at no other period in my life did I feel so present, happy, and fulfilled. The challenges of growing as a group, and the lessons that came out of that have been useful to me as a student and as a professional” Since graduating from Proctor, Daniel spent a gap year working at the Annunciation House in El Paso, Texas - a stop on his Mountain Classroom journey - before attending Middlebury College. At Middlebury, he studied political science and eventually earned a prestigious Truman Scholarship to help fund his current enrollment at NYU Law School. The magic that is Mountain Classroom is not one thing to one person. It is, however, one of the most profound experiences a student can have while they are at Proctor Academy, just ask anyone who made it part of their Proctor experience and they will be happy to tell you!

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Mountain does a lot of things right. It keeps students just outside their comfort zone, it requires students to become stewards of their community and environment, and it blurs the line between learning and life so that students realize the two are intrinsically intertwined.

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-Coco Loehr ’07

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During my evolution as a leader, I have realized being a teacher makes you a far better student.

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Harris Williams ’10

Putting in his 10,000 hours

Social scientist Malcolm Gladwell says that it takes roughly 10,000 hours of practice to achieve mastery in an area. If that is the case, then Boston College graduate student and Proctor alum Harris Williams ‘10 has likely exceeded Gladwell’s benchmark both in the classroom and on the football field. Williams, a 6’4” 296 lbs. offensive lineman for the Boston College Eagles is enjoying his final year of college football which includes marquee ACC matchups against the Notre Dame Fighting Irish at Fenway Park and at perennial powerhouses Clemson and Florida State. Just as he was for the Hornets during his four years at Proctor, Williams has become a team leader by gaining the respect of those around him through his work ethic in the classroom, weight room, and on the football field. Williams’ journey to being a prospective NFL lineman was not preordained by any stretch. As an 8th grader at the Park School in Brookline, Massachusetts, Williams loved computers and baseball. Growing up in Lynn, MA, the 6’4” 300 lbs. Williams was told he was too big to play youth football by the town, so he turned to other interests. During his first days at Proctor, Williams was undecided on football, “I looked out of my dorm window in MLS and saw the football team running shuttles and thought ‘I don’t like to run that much’, and was ready to sign-up for kayaking.” Williams’ size caught the eye of then senior captain Josh Kershaw ‘07 who passed Williams walking by the Proctor pond and encouraged him to come out for football. Williams described himself as ignorant to fear (a trait that has repeatedly served him well), and decided to join the team. It was during football season Williams was introduced to weightlifting and conditioning. Over the next four years he would transform his physique from an out of shape kid interested in football to a NCAA Division 1 prospect. His hard work in the weight room was unparalleled and paid off as he helped lead Proctor to an undefeated season in 2008 and an appearance in the Class A New England championship game. Soon after, college recruiters began trekking in hoards to Andover, New Hampshire to meet the highly respected student-athlete. Williams’ 10,000 hours were not limited to the football field, however. Both his mother, Andrea (a Wellesley College alum) and father, Neville (a Boston University alum), emphasized academics as the number one priority. Williams took their advice seriously and approached his academic journey with the same discipline he did his athletic pursuits. Librarians Judy Preston and Marie Montivirdi attest he was regularly the first student in the library after dinner where he would remain through the end of study hall. A four year Learning Skills student, he utilized his time with his Learning Specialist Jen Fletcher to set goals. He made sure he attended every available extra help session offered

by teachers during his four years on campus and took nothing for granted, “My parents always told me they wanted me to do the best I could. By consistently setting goals for myself in the classroom, I was able to take multiple AP courses by my junior year, and earn my way onto Head’s List and Effort Honor Roll each term. You have to set small goals, achieve them, and then build your way to your ultimate goals.” Williams’ academic and athletic accomplishments at Boston College are due to the same perseverance, goal setting, and work ethic that defined his Proctor experience. After earning a BS in Computer Science in three years as an undergraduate student, Williams is currently enrolled as a graduate student in the Boston College Carroll School of Management where he is on pace to earn both his MBA and Masters of Science in Finance. He fully understands the hard work he has put into the classroom carries over to the football field, “The discipline of academic work and football are interchangeable. Whether you are learning a new algorithm for equity trading or a new blocking scheme, the same level of focus and practice are required.” While Williams is leading his Eagles to a strong showing in the ACC this fall, his time at Boston College has not been without its challenges. An ankle injury in 2012 sidelined him for much of the year before returning to the field for the 2013 campaign where he started all 13 games and help lead the offensive line in assisting Heisman Trophy finalist Andre’ Williams to over 2,000 rushing yards. Another season-ending injury in 2014 as a fifth year senior may have ended most collegiate careers, however, Williams’ coaching staff immediately petitioned the NCAA for an extra year of eligibility. This act by the coaching staff meant much to Williams, “During my evolution as a leader I have had the opportunity to lead young offensive linemen through film study and walk-throughs, and I have realized being a teacher makes you a far better student.” Williams’ football schedule includes countless hours of position work, film sessions and physical conditioning. Following a day focused on football, Williams spends his evenings in MBA classes with working students. “Their job during the day might be trading stocks while mine is football right now.” He hopes that his job of playing football does not end after Boston College’s season finale this fall; he has his sights set on the NFL Draft combine in hopes of being drafted next April. Following his football career, whenever that may be, Williams hopes to parlay his background in computer science and finance into a business related to Artificial Intelligence, scheming with his four-year Proctor roommate Mark Woo ‘07 (a biology major at University of Illinois) how they could team up in the future just like they did in MLS. When that new challenge comes along, we all know Williams will set goals for himself and put in the 10,000 hours to master his new craft.

ThankYou Recognizing Years of Dedication

At this year’s graduation, guest speaker Luke Wood shared his thoughts on lessons he’s learned over the course of his successful music career. His first point was that magic exists; there are moments when creative genius is unlocked and the result is nothing short of pure magic. These moments exist in the studio, on the athletic field, in the classroom, or simply in conversation.

High school had it’s share of dark days. But that space you made, it became my refuge. One day we might mix glaze, the next you might let me cry on your shoulder, and the next you would scold me for my mess. But always, in that studio, in your company, is exactly where I wanted to be. Your words, that dust, and the light through those windows settled deep in my being and generated the person I am today.

We have long known there is something called “Proctor magic”. We can’t define it. We can’t even really describe it. But if you’ve spent considerable time on Proctor’s campus, you know it well. There is something about this school that unlocks the best in students in a way no other place seems to be able to do. More accurately, though, the magic doesn’t lie within this place, but within the people who make up this community. One of the most ‘magical’ members of this community is Patrice Martin.

I feel so lucky that every morning, as I eat oatmeal from a bowl I made with you, I get to think of the outsized role you play in my life. I get to remember walking in, dropping my bag, giving you a hug, and taking clay to the table. Each morning I get to remember what you gave me through those bowls—the patience, the creativity, the beauty—and I am forever grateful for all of it.

Patrice, along with her husband, Jon Seigel, joined the Proctor community in 1980 as a dorm parent, advisor, photography and ceramics teacher, and yearbook editor. Over the course of the next 35 years, Patrice shaped the Proctor community like few others have done in the school’s history. As the 2014-2015 school year ends, Patrice enters a well-earned retirement. She will be missed terribly, but has instilled in all of us a greater appreciation for the magic that can happen at the most unforeseen moments in a student’s journey. A few of her former students shared thoughts about what Patrice meant to their Proctor experience: I am aware that no matter what I write, I will never do justice to the meaning that Patrice has given to my life. Her grace and strength and influence as a teacher are too immense to capture with words, but it is a treat that I get to try. Patrice, I showed up to learn how to make a bowl, and in theory, you were there to teach me how. But it didn’t take long to realize that this lopsided bowl was just a vehicle, through which you would offer me patience, creativity, and beauty. And I can’t imagine it was easy. I remember my bitter impatience! My moods. My haste. My mess. And even the dust I made when trimming bowls that had dried a day too long. But alongside all of this, I remember you, as my perpetually inspiring teacher. You pushed me to be better and allowed me to be happier. This worked, in part, because I admire and respect you so much.

- Daniel Loehr ‘09

Faculty play such an important role in the Proctor experience. Encouraging, ever-enthusiastic and constantly supportive is how I recall Patrice Martin from my Proctor days. As a student with an interest in the arts, her guidance and insight helped shape who I am today, and inspired me and those that followed. Today, as I run my own ceramics-based business, I fondly remember the time she first showed me how to write out a check from my first check book. Patrice and her husband Jon Siegel remain good friends 25 years later, and maintain a supportive presence in my life. Knowing she has bettered the lives of so many makes me proud to call her a friend. I am eternally grateful for their supportive presence, and for my time at Proctor. - Chris Spitzmiller ‘90

Patrice is one of the many faces of Proctor that so many alumni and parents know. I was lucky enough to have ceramics and photography with her as a student in the early 1980s. I loved photography so much that my Senior Project was to put together the Spring Supplement for 1983. She is one of the most patient, loving teachers that I was lucky enough to have during my time at Proctor. As a result of her teaching, I still enjoy photography today. I have had the opportunity to be close friends with her as well. She is the kindest person and is constantly thinking of others before herself. I have been privileged enough to run Project Period groups alongside her, and have been fortunate to witness her interact with kids in such a patient and direct way. It is the way Patrice is with everyone. - Alex Estin ‘83

Patrice Martin 35 Years | Proctor Art Department

Dearest Patrice, I know that we were not able to cross paths during my final year at Proctor last year, but your guidance and kindness will never be lost on me. The creative process that you instilled in me will continue for the rest of my life, and that is something truly priceless. From my first nights in Slocumb Hall my freshman year, your presence helped me grow my artistic ability and character over all. The constant constructive critiques and compliments were first class, and that helped me raise my abilities to the next level. Besides your prowess in the ceramic arts, your warmth and genuineness made Proctor a school above the rest, and while I am tempted to say that your retirement will lead to a void on campus, I know that your presence over the years at Proctor has infused the very core of the community with that warmth and genuineness that every Proctor student should strive for. Slocumb will never be the same, but you shaped it in such a way in your time there that, while never the same, it shall continue to thrive because you selflessly gave a piece of your incredible soul to it. I never will be able to repay you for your teachings, in all things, and I just am glad that I was granted 3 incredible years under your watchful eye. Who would have thought that someone with a voice almost as soft as the suspended clay dust, could reach so many people. Your grateful student, Axel Getz â&#x20AC;&#x2122;14

MENTOR Teacher

Friend

Coach

Anne Swayze 29 Years | Assistant Head of School

Dorm Parent

Dean of Students Assistant Head of School

Advisor The Proctor community is a tapestry woven by hundreds of teachers, coaches, dorm parents, and advisors over the past one hundred and sixty years. Each person weaves his or her threads into this tapestry. Some appear more prominently than others, but all are visible and all play an important role in shaping our school. Anne Swayze first started weaving her threads into the Proctor tapestry in 1986 when she first arrived from her previous post at Oldfields School and moved into Thoreau House with another new hire, Patty Pond. While hired to teach science and coach field hockey, basketball and softball, her path at Proctor quickly led her to the role of Dean of Students in 1989. Here Swayze played an instrumental role working alongside students and faculty to shape school culture. Over her twenty-nine years at Proctor, she impacted thousands of students through these various roles, most recently as assistant head of school. Whether it was delivering a note of encouragement in a mailbox or making a late night visit to an advisee’s dorm, Swayze had a gift of making you feel important and valued at just the right time.

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Swayze has this aura about her that you can’t help but gravitate towards. She seemed to have this way of helping you calm down from a given situation, take a breath, and with poise take a step back and try to see it from a different perspective. -Brett Wagenbach ’89

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Perhaps Swayze’s most lasting impact on Proctor came in the way she interacted with students. A generation of advisors, dorm parents, teachers, and coaches watched her care for the individual journey of each student. In turn, a faculty culture of student support continues to be one of Proctor’s greatest strengths as a community. As current faculty member Jon Beard eloquently said during opening faculty meetings, “We each carry forward a knowledge, understanding, and appreciation for the individual that Swayze modeled for us.”

Judy Preston

27 Years | LoveJoy Library

In the summer of 1989, Judy Preston entered the Lovejoy Library, then located in the northeast corner of Shirley Hall, for her first inter view for an open librarian position. Twenty-six years later, Judy stood in front of all faculty and staff and thanked the community for all of the learning experiences she enjoyed during her time at Proctor, “My daughters, Sarah ‘94 and Abby ‘97, are the women they are today - global citizens and contributing members to society - because of the education they received from all of you at Proctor.” Judy’s consistent presence in the Lovejoy Library will be missed sorely by everyone in the Proctor community as she enters retirement, but none more so than head librarian Marie Montivirdi who has worked by Judy’s side for the past 26 years. Marie reflects on Judy’s impact on Proctor:

“

What we thought libraries were when Judy arrived, and what we now understand libraries to be – it’s nothing short of a complete revolution. Her legacy, however, isn’t limited to a single building, but transcends the relationships she has built with students and faculty over the past two and a half decades. She emphasized finding new ways to reach out to students with services designed to support research, teaching, and learning. She helped students embrace research and the power of knowledge. She’s a pro, an absolute pro, a master librarian whose contributions advanced Lovejoy Library’s mission and a valued colleague and friend!

When I was appointed Director of Admission in the spring of 1983, the office secretary--a woman named Rose Chapman--decided it was time to quit and move to Florida. I immediately began interviewing candidates for a position that demanded an extraordinary set of diverse skills. Charlie Durell did more than fill that position; she reinvented it to exceed all expectations. My first impression of Charlie was truly a “wow” experience. Thirty-two years ago, her iconic smile was framed by billows of blond curls, curls that cascaded down over her shoulders from above. She reminded me of Farrah Fawcett, the actress who starred on the sensational late-’70s crime drama coincidentally called “Charlie’s Angels.” Charlie began the interview with an unsolicited comment of self-deprecation, by insisting “I’m not very fast at typing.” While it was true that the position required typing each interviewer’s hand-written notes on to formal letterhead stationery, speed was not as important as interpersonal skills, and Charlie had just established that she was thoroughly honest. As you can see, that was a lasting impression. Over more than three decades, Charlie has made first impressions on approximately twenty thousand campus visitors and their families. Four thousand students have passed through Proctor; dozens of admission personnel have come and gone; Proctor has grown and flourished. The number of telephone calls is beyond counting. Tech-

nology has radically transformed the industry. Through it all, Charlie has stayed true to principles and character forged in small town Indiana. She earned the respect of the nation’s educational consultants--(a notoriously challenging crowd!). She eased the jitters of anxious visitors with that smile and confident assurance that all would be well. She recruited tour guides on hectic mornings when students failed to show up. But-most remarkable--she internalized Proctor’s special nature, and communicated that nature to people, both in person and by phone, with accuracy, confidence and love. Charlie transformed the professional role for which she was hired long ago into a position that was thoroughly Charlie Durell: smart, proud, organized, funny and unpretentious. She makes her love for Proctor transparently clear to people who are cautiously exploring options. That is an extraordinary gift to the school, one that can never be truly measured or replaced. It can, however, be acknowledged. Charlie is a woman with a gift for first impressions, and all who love Proctor thank her for her lasting impression on this school. Chuck Will, P ’00, ’03 Former Director of Communications

Charlie Durell 32 Years | Admissions

The Academic Lens Exploring Proctor’s Educational Model

The Proctor CAFE and Beyond | Entrepreneurship at Proctor |

During a March Project Period visit to The Dartmouth Entrepreneurship Network (DEN), a group of ten students accompanied by their Project Period leaders, Scott Allenby and Gregor Makechine ‘90, heard DEN director Jamie Coughlin say a simple phrase that would reshape Proctor’s understanding of entrepreneurship: “Entrepreneurship is THE 21st century skill.” Coughlin made it very clear entrepreneurship was not just one of the most important 21st century skills, but was THE skill students needed to be successful in college and beyond. It is a skill that transcends disciplines and encompasses all other skills we seek to teach: planning, research, collaborating, writing, creating, and sharing.

Proctor has long had entrepreneurship pumping through its veins. During the 1970s, David Fowler and school leadership made a significant pivot as a school as it once again became coeducational and invited a cultural shift within the community. This same sense of agility remains today. New programs emerge. Institutional risks are taken. Students see this culture and become entrepreneurs while at Proctor; whether it was Stephen Rushmore ‘92 selling bagels after assembly each day outside of Holland Auditorium, Cortland Begor ‘14 designing wooden lacrosse shafts alongside Greg Allen in the woodshop and starting his own business, or four current students drafting a business plan and starting the Proctor Cafe as

an on-campus coffee shop/music venue over the past year. Countless others become entrepreneurs later in life and attribute that journey to the sense of independence and confidence gained during their formative years at Proctor. Maybe the inordinate number of entrepreneurs that graduate from Proctor occurs because Proctor tends to focus so much on the individual student and attracts creative individuals in the first place. More likely it is because Proctor provides a safe and trusted academic environment where risk taking is encouraged, not penalized. As Proctor looks to its future, entrepreneurship remains central to who we are and informs the skills we want to develop within each of our students.

Stepping OFF The Treadmill When you are on a treadmill you have to keep going at a steady pace, with eyes forward. Concentration is required to keep from losing your balance and falling off sideways or being flung off the back. There is no chance to stop and consider why you are running, much less notice that you are not actually moving forward despite considerable and consistent effort. This year, I stepped off the educational treadmill, the one I have been on for 25 years as a teacher, and 17 years before that as a student. The ridiculous ritual of exam week proved to be the final tipping point last fall. The traditional educational paradigm suddenly did not make sense to me anymore. Here is what happened that week. All of my high achieving students did very well on their exams. Great job kids! Yet I was left with the question: “Was it really necessary to test them?” They had already learned the material during the term. Wouldn’t we have achieved more, moved forward in learning and had a better experience doing a cool new lab or other active and collaborative learning experience?

As far as students who have been struggling with the material all along, after giving thousands of exams over the years I can say from the cumulative data, studying for an exam only rarely results in mastery of material students had not learned earlier. Instead, it usually serves to beat those kids over the head, one more time, that they still don’t get it, and are still doing poorly. So wouldn’t these students also have been better served by a well designed, active and collaborative learning experience that might actually have strengthened their foundational understanding? So I stepped off the treadmill, and let me tell you, the view from off the treadmill is quite startling. What I noticed is all those nice folks toiling away on the

treadmill, not realizing there is a moving rubber belt beneath their feet. We have all been accepting the treadmill like cattle do not fight the barbed wire fence, or my chickens do not wonder about the coop I built for them. We know how to survive on the treadmill. Its demands are comforting in their familiarity. Just keep walking. Do not question it. Stay upright. Look at all the other people walking the same way. We must be doing it right? The second thing I noticed is that I am not alone; there are many others at Proctor and around the world who have also stepped off the educational treadmill.

look like, but I’m fairly certain that the way we adults were educated is not going to serve this next generation well at all. It’s no longer about sitting in rows and learning facts, later to be spit back on tests and exams. It’s no longer about knowing a set of answers. It might be something about working together as the social primates we are. It might be something about developing students’ neuronal circuitry. It might have something to do with how all brains respond to stimuli and learn from there. What I do know definitively, however, is there is no better school than Proctor to see this revolution take place!

What have I learned? I’ve learned that education is ready and ripe for a revolution. I’m not at all sure what that will

Sue Houston Science Department

Beyond the Proctor Bubble Expanding the Classroom PROJECT PERIOD 2015

For the first week of the Spring Term each year, the Proctor “bubble” in which students and faculty often live is popped. It is not that our normal curriculum does not stretch beyond Proctor’s campus, it does. Project Period simply affords a different pace to learning and reminds us to constantly stretch our definition of ‘classroom’. With over thirty-five offerings this year, students had the opportunity to go dog-sledding in northern Maine, study fitness, nutrition, and strength training, develop business plans, visit collegiate athletic training programs around New England, and work alongside Sophie Viandier ‘11 and Gordon Bassett ‘96 at a sustainable farm. Others took advantage of annual traditions, like Dave Pilla and Karl Methven teaching the science of maple sugaring and interning with Brenda Godwin at the Andover Elementary & Middle School.

One of the most powerful projects, however, was the St. Baldrick’s event held in the Farrell Field House. Last year, the event run by Chris Young’s Project Period group helped raise over $30,000 by organizing shavees from both the local and Proctor communities to shave their heads as a fundraiser for childhood cancer research. This the year, the group led by Young and Alan McIntyre organized more than sixty shavees from the surrounding area and created a carnival-like atmosphere in the field house. More than $26,000 was raised and donated to the St. Baldrick’s Foundation following the event! When education occurs within the context of purposeful outcomes, the impact of learning deepens. Regardless of the project, moments of deep learning defined this year’s Project Period as each student and faculty member had the opportunity to dig into their passions and make an impact on the greater community.

Connected Learning | Matt Nathanson/Social Entrepreneurship When Proctor’s Social Entrepreneurship class approached alum Matt Nathanson ‘91 about playing a benefit concert in the fall of 2014, he eagerly agreed. Nathanson, the San Francisco based musician, agreed not just because he loves Proctor and makes an effort to return each year to reconnect with the place he loves so dearly, but because he believed he had an opportunity to help students connect their learning to something greater. As students in Social Entrepreneurship studied causes of poverty and were challenged to think of a way to provide a solution to the underserved communities they were studying, they immediately became connected to their learning on a very authentic level. Through meetings with social entrepreneurs, and organizations such as ACCION, Oxfam, Harvard Center for International Development, the University of New Hampshire Sustainable Microenterpise and Development Program, and Women’s Trust, students began to fully understand the scope and complexity of the world around them. They realized that while they may not be able to ‘solve’ the layered problems they were studying, they could most certainly be a part of a solution. After much research, students identified Freedom in Creation, a Ugandan based nonprofit building freshwater wells and using art as therapy for a war-torn community, and Lemonade International, a non-profit serving and educating the children of La Limonada in Guatemala, as opportunities to become a part of a greater solution. Through careful planning, the class was able to plan and market a benefit concert in the Wilkins Meeting House for an intimate crowd of 400 loyal fans. More than $20,000 was raised in ticket sales, donations, and the sale of fair trade goods from both Guatemala and Uganda, funding the building of a freshwater well in a Ugandan village, endowing education around fresh water in that community, and creating a microfinance fund through Lemonade International. Additionally, Proctor students continue to monitor the impact of money invested in the Guatemalan community. As in so many of Proctor’s courses, students are connecting their education to the world beyond the four classroom walls that surround them. It is a powerful way to learn, and an even more powerful way to live.

SOME THINGS ARE

Sweeter Than Chocolate by Katie Ball ’17

Proctor’s Summer Service trip to Guatemala spent two weeks in La Limonada and Antigua volunteering, learning about Guatemalan culture, and bonding as a group. Katie Ball ‘17 shared this post on the group’s blog. Today was our last day at the Miguel Magone orphanage which was definitely bittersweet. Finishing the concrete slab job was satisfying. We labored hard all morning mixing dirt, concrete mix, and gravel by using only tools and our backs, and then dumping it into the concrete site to make sure that the girls get a really nice, flat area to play. Personally, I felt like the first half of the day was extremely rewarding seeing all the work we helped complete, but it was sad to say goodbye because it has truly hit me that these are the last few hours that we will be spending in Guatemala together. As our time slowly comes to an end, I keep thinking back to the past two weeks here in Guatemala that have been so impactful and meaningful.

During our final group meeting, we discussed the highlights and challenges of the trip and then shared a special thought for each member of the group. The meeting ended in emotion, tears and a group hug. Many of us shared our personal growth and the strides we believe we had made over the trip. We also tried to articulate to each other the deep connection we formed while in Guatemala with the children who never fail to inspire us through their enduring positivity and resilience despite having been in situations that brought some of our group members to tears when the backgrounds of these children were revealed. Abuse, physical and emotional, has been a way of life for many of the children at the orphanage, and we each saw the past of these children permanently emblazoned on their skin in the form of scars. It is with great sadness, but equally hope, that we acknowledge our experiences in both La Limonada and Hogar Miguel Malon. It is our hope that we have given these children at least a small portion of love, care and compassion that is often lacking in their lives. We look forward to our special day tomorrow, consisting of a boat trip that will allow us to visit four different Guatemalan towns, but we will never forget the primary mission of our trip was service. And not only the service we have begun in these

communities, but the service that the children have done for us by welcoming us into their communities and hearts, and leaving memories that will surely impact our thinking as global citizens, and perhaps motivate us to continue service in our everyday lives. It is possible this may be our last blog post before returning. If it is in fact to be our last Guatemalan post, we would like one message to be overarching. We have learned so much during our seemingly brief time in Guatemala, and if emotions are like skin, then we all must have stretch marks. We have learned about the power of love, and the essential human necessity of being loved. We have had the opportunity to see a small act of kindness go a long way. We have forged connections and friendships in some of the harshest environments many of us have experienced. We have laughed, we have cried and we have perhaps scratched the surface of problems that cannot simply be fixed with a single hug, act, or trip. Guatemala and its people hold new meaning for each individual, and we are writing new definitions for words we may have thought we already knew the meaning. It has been a wild ride, but I believe that we will leave truly the better for each day we have spent pushing and working, serving and touring. It has, in the words of Lisa Scarry, really been “an honor and a privilege” every step of the way.

We have learned so much during our seemingly brief time in Guatemala, and if emotions are like skin, then we all must have stretch marks.

OFF-CAMPUS Program Update

Proctor is widely recognized for national leadership in experiential education, and our off-campus programs are core to that distinction. To our community, off-campus programs are not separate, but integral to the Proctor experience, providing hands-on learning opportunities that allow students to truly connect to the content they are studying. More than 70% of students take part in Proctor’s term-long off-campus programs.

European Art Classroom During the Winter and Spring Terms, European Art Classroom co-directors David and Jen Fleming welcome eight students to in Aix-en-Provence, located near the Mediterranean coast of France. Students immerse themselves in the study of fine arts prevalent throughout Europe, create their own body of artwork, study French language, and become skilled travelers. Through cooking meals together, traveling together, and participating in art classes, and European Literature classes with their teachers, students gain an unparalleled appreciation of European culture. This year, European Art Classroom’s adventures took them to Paris, Auvers-sur-Oise Brussels, Antwerp, Brugges, Madrid, Segovia, Milan, Florence, and Copenhagen.

Mountain Classroom Since 1972, Mountain Classroom has stood as a cornerstone of Proctor Academy’s commitment to experiential learning. During the winter and spring terms, ten students and two experienced instructors embark on a ten week exploration of the American West, gaining first-hand experience from local activists and guest speakers. Combining outdoor education and academic inquiry, Mountain Classroom students examine the complex and intricate connections between nature and culture as they study border issues in Texas, New Mexico and Arizona during the Winter Term. The Spring Term focused on studying America’s farms and food industry as the group visited food producers across the country, culminating in hosting a fantastic webinar for the Heritage Food Network in New York City. The program’s curriculum centers around the history, literature, and environmental sciences of the areas visited in the field, as well as the expedition skills necessary to live in the field for ten weeks. All classes are taught by the two Mountain Classroom instructors who are provided with logistical support from the Mountain Classroom adjunct teacher, an on-campus faculty member.

Ocean Classroom Since 1994, Proctor has offered more than 400 students the opportunity to board a traditional schooner and voyage along the eastern seaboard of the United States and into Caribbean waters. Students are not just passengers studying marine science, maritime literature, history and navigation during their term on Ocean Classroom, but are active crew members as well. From the first moment students step foot on the vessel, they are divided into “watches”, the core working group on any ocean-going vessel, answering directly to their professional watch officers. Starting in 2014, Proctor’s partnership with the World Ocean School and their Schooner Roseway helped transform students into experienced sailors as they sailed the 130 foot schooner from Gloucester, Massachusetts to St. Croix making stops in Mystic, Connecticut, New York City, Baltimore, Maryland, and Charleston, South Carolina to conduct community service and learn about each city’s maritime culture. Proctor en Segovia Since 1974, Proctor students have had the opportunity to live with a Spanish host family while studying Spanish language, literature and history in the ancient Roman city of Segovia, Spain for a nine week term. Through complete language and cultural immersion, Proctor’s teaching faculty in Segovia combine classroom instruction with weekly excursions, both locally and throughout Spain’s diverse regions, in order to craft a uniquely challenging, and equally rewarding experience for ten students each term. During the 2014-2015 school year, thirty Proctor students studied in Segovia and had the opportunity to travel extensively throughout Europe.

Proctor in Costa Rica Proctor in Costa Rica operates in partnership with the Cloud Forest School in Monteverde, Costa Rica. Situated at an approximate elevation of 5,000 feet above sea level, the ecologically diverse area attracts scientists, educators, writers, and artists from around the world. This program is attractive to Proctor students who desire to have a rigorous cultural and language immersion experience in a Spanish-speaking Central American country that encourages sustainable agricultural practices. Over the course of a tenweek term, Proctor students fulfill most of their regular sophomore academic requirements in courses taught in English while living with native Costa Rican families in the Monteverde region.

“

Over the course of the past two months I have painted, traveled, sketched, walked, and run, through four different countries and six major cities. To be able to have this opportunity as a high school student is surreal. European Art Classroom has increased my hunger for the arts, my passion for history, and my love of culture. It’s been a wild ride but it’s time to pack up my bags, take one last look at the house, and never forget what I have learned in this rich and beautiful country. - Jackson Dickstein ’15

”

Learn more about our experiential programs at proctoracademy.org/page/off-campus 43

he Arts at Proctor are alive and well! With more than thirty art electives offered during the academic day and afternoon activities in the arts, every student has the opportunity to explore the arts during his or her time at Proctor. An ‘Arts Spectacular’ stunned the community last fall, while the winter play was an outstanding performance of To Kill a Mockingbird. The spring musical, Fiddler on the Roof, complemented a Jazz-Rock Ensemble performance and end of term art show that exhibited the depth and breadth of artistic talent at Proctor. The artistic talent developed at Proctor continues to evolve into an incredible portfolio of alumni in all disciplines of the arts. Whether it is Matt Nathanson ‘91 returning to play an accoustic benefit concert on Proctor’s campus in September 2014, Gina Pettingill ‘83, P‘18 running a glassblowing workshop for current Proctor students during Project Period, or Kate Austin ‘01 and Corby Leith ‘92 teaching current students in Slocomb Hall as faculty members, alumni in the arts are finding success and sharing their talents with current Proctor students.

Attention Artists! We would love to hear your story as well! If you have pursued a career in the arts, share your journey with us by emailing alumni@proctoracademy.org! 44

Arts

Athletics X

X XX

Year in Review

During the 2014-2015 school year, Proctorâ&#x20AC;&#x2122;s athletic program continued to distinguish itself as a leader in the New England Preparatory School Athletic Conference. Through more than 30 athletic and afternoon activity offerings, students have the opportunity to pursue their passions while discovering new sports and activities.

Introducing the The Proctor Academy Athletic Hall of Fame will induct its first class at Reunion 2016! The Hall of Fame is being formed to recognize and honor those women and men who distinguished themselves as outstanding contributors to athletics while at Proctor and who have continued to exemplify the values core to the community: respect, responsibility, compassion and honesty in their personal and professional lives.

Proctor Academy

Athletic

Hall of Fame

We need your help nominating your classmates who you believe are worthy of a Hall of Fame induction. Please read the criteria for induction and submit your nominations by January 15, 2016. You can submit a nomination by either completing the online nomination form online at www.proctoracademy. org/halloffame or by submitting the attached postcard.

Criteria for Student/Athlete Selection The nominee must have demonstrated excellence while competing at Proctor. The nominee must be in a graduating class at least 10 years from the recognition year. The nominee must be a positive role model and show leadership qualities. The nominee must demonstrate a high level of sportsmanship and spirit.

Criteria for Team, Coach, or Other Selection The coach/faculty nominee must be currently unaffiliated with Proctor, or retirement pending. The team nominee should be five years removed from its season of accomplishment. The nominee must be a positive role model and show leadership qualities. The nominee must demonstrate a high level of sportsmanship and spirit. Posthumous nominees and benefactors will be inducted at the discretion of the committee.

Nomination Procedure The Hall of Fame Committee will accept nominations submitted on the official online nomination form or by mailed submissions to Athletic Director Gregor Makechnie â&#x20AC;&#x2DC;90. Nominators should provide as much detail and information as possible about the nominee. Once an individual is nominated, he or she will remain on the nomination list.

Please submit your nominations today!

Visit www.proctoracademy.org/halloffame or complete the nomination postcard included in this magazine.

$30,000,000 Campaign Goal 2014-2019 Reaffirming Our Mission Learning happens best at the intersection of individualized academics and experiential opportunities within a strong, nurturing community. That’s what Proctor does. Today, we share our vision to become a national model for educating life-long learners in a way that graduates creative, resilient, and knowledgeable problem solvers who care about community. The Campaign for Proctor will raise $30 million to support the construction and renovation of campus facilities, grow the endowment, and strengthen and enrich educational programs central to Proctor’s holistic approach. Each of us can join together to make a lasting impact on Proctor. The time is now to make a difference with your gift.

$7,625,000 Dining Commons $7,065,000 Field House $5,455,000 Maxwell Savage $4,200,000 Endowment

} Rethinking Learning Spaces

$3,200,000 Dormitory $2,000,000 Dormitory Renovation $ 455,000 Campus Gateway

Dining Commons - Fully Funded! $7,625,000

• Construction began September 2015 • Project slated for completion - Summer 2016

$8,310,369(27.7%) Highlights From 2014-2015: Raised to Date $4,855,710 Unrestricted $2,367,530 Dining Commons $ 972,650 Endowment $ 114,479 Gateway

Learn more about The Campaign For Proctor! 48

www.proctoracademy.org/campaignforproctor

s on m m

Co g e n i us age Din d Ho v Sa l 0 l e l i 0 e F t w 5,0 en on ax m ,7 62 ,000 ati M w v o $ 5 ry no ,06 ,000 End ito y Re y 5 m $7 r r 0 5 wa o o 4 0 e , t t D i a $5 00,0 0 orm us G 0 ,2 D 0 , 4 p 0 $ ,20 ,000 Cam 3 0 $ ,00 ,000 2 $ 5

Next Priorities: New Dormitory & Rethinking Learning Spaces

• Four $1,000,000 Campaign Gifts • 80 Donors

Supporting endowment and capital initiatives.

• $500,000 1:1 Matching Callenge

Presented this spring and met by The Board of Trustees in June.

Introducing the Proctor Dining Commons In 1977, the Cary House fire forced Proctor to transform its ski room and portions of the Farrell Field House into the Cannon Dining Hall. Over the next thirty-eight years, a growing student body and desire to further elevate health, wellness, and nutrition within the school community inspired the design of the first project in The Campaign for Proctor, and a longstanding dream for the school – the Proctor Dining Commons.

Rethinking Learning Spaces Why The Field House?

The completion of the Proctor Dining Commons for the 20162017 school year presents a tremendous opportunity to further re-imagine the west end of Proctor’s campus and the void left in the Cannon Dining Hall as we raise funds for a new dormitory and rethink learning spaces on campus. Construction of a new dormitory will commence next spring, while a focus on new learning spaces will: • Add flexible classroom space to the Farrell Field House in order to then focus on revitalized academic spaces in Maxwell Savage Hall. • Build a center for innovation and creativity to integrate entrepreneurial skills across all disciplines. • Create community meeting spaces for student-led extracurricular groups, athletic teams, and advisory groups. • Provide enhanced fitness facilities, locker room spaces, and gym facilities.

BY THE NUMBERS

276

Leadership ($1K+)

Investors Gave

$1,206,769

$22,000,000 ENDOWMENT VALUE

$30.6M Cash Received Over the Past 10 Years

( 7.1.05 - 6.30.15 )

NE T

Annual Fund

$1.45M

EVENUE $14.5 R N M TIO I TU

$18.6M TOTAL OPERATING BUDGET

$1.65M Additional

Revenue

$1M Annual

Endowment Draw

5 Year D

• Friends 2%

• Grandparents 4%

$1,492,008 From 1016 Donors | 1307 Gifts

INCREASE 2015 2014 2013 2012 2011 2010

O N O R S

23% 23%

In Monies

In Donors

P.O. Box 500 204 Main Street Andover, NH 03216 Return service requested.

UPCOMING PROCTOR EVENTS Wednesday | October 28th Cocktail Reception in Akron, OH hosted by Allan Johnson ’78

Wednesday | December 23rd Alumni Toast the Holidays Event New London, NH

Friday | May 20th and Saturday | May 21st Alumni Basketball, Softball and Lacrosse Games Andover, NH

Wednesday | October 28th Cocktail Reception in Rye, NY hosted by Amy and Rick Pagnani P’15

January 14, 2016 Cocktail Reception in New York City, NY

Saturday | May 28th Commencement Andover, NH

Thursday | November 19th Cocktail Reception in Santa Fe, NM hosted by Bill Feinberg ’90 Wednesday | December 2nd Alumni Toast the Holidays Event Burlington, VT Thursday | December 3rd Alumni Toast the Holidays Event New York City, NY Tuesday | December 8th Alumni Toast the Holidays Event Portsmouth, NH

January 2016 - Exact Date TBA Cocktail Reception in Washington DC hosted by Oliver ‘02 and Ana Schwab Saturday | February 6th Annual Proctor Ski Area Event Proctor Ski Area - Andover, NH Wednesday | February 10th Cocktail Reception in Houston, TX hosted by Ellen and Rob Blasio P’15 Thursday | February 25th Cocktail Reception in Naples, FL hosted by Paula and Harold Schwenk P’11

Wednesday | December 9th Cocktail Reception in New London, NH

Tuesday | March 15 Cocktail Reception in San Francisco, CA hosted by Karen and David Gronowski P’16

Thursday | December 10th Alumni Toast the Holidays Event Boston, MA

Thursday | March 17 Cocktail Reception in Boulder, CO hosted by Greg Stroh ‘86

Wednesday | December 16th Alumni Toast the Holidays Event Portland, ME

Saturday | March 19 Ski Vail and Join us for an Après Reception in Vail, CO hosted by Mary and Ron Pressman P’12

Friday | June 3rd – Sunday | June 5th Reunion Andover, NH

Questions? Contact Debbie Krebs at (603)735-6215 or krebsde@proctoracademy.org Stay up to date on the latest event information! facebook.com/proctoracademy facebook.com/proctoracademyalumni Want to receive our Alumni Newsletter? Email communications@proctoracademy.org

Reunion 2016 Interested in helping organize or spreading the word to your classmates about your next Reunion? Email us today at alumni@proctoracademy.org!