Brian Fisher (BF): Were Canadian schools initially part of your family’s school considerations? How did Ridley (and other Canadian schools) come to your attention? Did you see some instant advantages to choosing a Canadian boarding school?

Dana Evans (DE): We did not intend to look at any Canadian schools, we were looking for a boarding school for our son. Mostly in the NY/Connecticut area. My son met the admissions representatives from Ridley at a local boarding school fair. Ridley did not stick out as being foreign, Canadian or too far away to consider. He very much wanted to visit after talking with Dr Weller who pointed out that the school was no further than many of the boarding schools that came to the same fair. It just happened to be across the US border – basically it’s Buffalo. But, St Catharine’s, by nature of being in Canada, is way more glamorous than Buffalo!

In retrospect, the main advantage was that he did not have to compete for a spot at Ridley against his classmates and friends. In reality, I believe Ridley is a school with a stronger academic record than some of the ones he was looking at in Connecticut/New York. In that, I think our son made a smart choice that will last a lifetime.

BF: With Ridley, you find yourself in the position of being an international student, how has that worked? For your son? For you?

DE: I think he considers himself just a student. We are quite impressed at the representation of so many countries at Ridley. It gives our son global exposure which should serve him well when he moves out into any career. It could have an influence when he applies to colleges (which I assume will be US schools) but that’s not on our radar at this time. The quality of his education at Ridley will serve him well as he goes through the college process.

BF: Does being an international student family, require any special preparation on your part? How’s the paperwork?

DE: Yes, but involves just a passport and student visa. We had to renew the passport so that it would be valid through his 3 years at Ridley. The visa paperwork was much less daunting than the line at the Canadian Embassy in NYC. After two attempts at the cue, I found a service that handles student visas- with ease and clarity – very simple and straightforward. Even easier than getting a passport. The visa service price was very reasonable – I think just $80.

I do have to figure out the PSAT/SAT/ACT routine which I have to admit has not been at the top of my to do list. And in that vein, we need to make sure he fulfills US requirements for example the foreign language requirement in US is not the same as in Canada.

BF: How does travel and, say parents weekend, work for an American family with a student in Canada?

DE: Travel from NY area is very easy. We fly into Buffalo from LaGuardia which is then only 30 minutes to St Catharine’s. I can drop my other kids at school here, and be there for lunch with time to spare. Often times airfare is less than a tank of gas (big American SUV). Buffalo is a very easy airport in which to travel to and from. Small snow storms don’t shut down the city or the airport like they do in areas to the south. We have found it easy to go up for a day or the weekend. In fact, it’s even easier for our son to get home. All we/he has to do is reserve a seat on the shuttle via the school website and with airline ticket in hand – home he comes.

BF: Did you find some pieces of having an international student in Canada easier than you expected? Some more difficult than you expected?

DE: Not easier or more difficult – just different..

Health Care – With both a knee injury and head injury, I was surprised that the care and follow up was more thorough and comprehensive than he would have received here at home under our private insurance coverage..

Banking – I have yet to figure out the best way to handle money with him. Our primary banks don’t have branches in Canada. There are fees for transactions and currency exchange fees which add up. It seems TD Bank has the best option, though it involves me depositing funds into his account – old fashioned style – since we are Citi and Chase customers.

Cell phone- not the greatest situation….it works best to have someone in Canada get them a phone. He can’t without Canadian papers. So, we just kept the US plan which can add up if he uses a lot of data. So far the cell bill is about 20% higher, but in the big picture, we are glad that it’s easy to contact him and ultimately our responsibility on this end if he loses his phone.

In all, it’s been a great move.

Turner Dowling, Battalion-Commander, Riverside Military Academy

Edgar T. Dowling III (Tuner) was recently appointed Riverside Military Academy‘s Battalion Commander for the 2011-12 academic year.

As the highest ranking cadet/student leader, Dowling’s responsibilities include, “training of the battalion on drill days, commanding the battalion at all formations, and working with his staff and school administrators in coordinating activities of the battalion to ensure accordance with all Academy regulations.”

Dowling’s appointment piqued our interest: how does a student rise to such a leadership position? We called Riverside (Gainesville, GA) and they we kind enough help C/LTC Dowling visit with us.

1. How many years have you been at Riverside?

Four years.

2. When you arrived on campus as a ninth grader, did you see the Cadet Lieutenant Colonel, and say “I want that role; I want to be in that position”?

It wasn’t a role I wanted to pursue. I was blindsided (by the school’s structure) when I arrived. But, I needed it. By the end of my first year, I was a freshman squad leader. I kept setting goals.

I worked to be the type of person that showed interest in the Corps. Truthfully, I didn’t see myself as cadet commander.

3. What example do you work to set for other students?

I want to be someone willing to help you. Once you reach this position you have little contact with cadets. You have to rely on commanders. I like to be in contact. I ask cadets, “How are you doing at RMA? Can I help with any problems you may be having at Riverside?”

Asking questions shows that you care. Success of the mission is built on the welfare of people. I want to make sure that all cadets have what they need to be successful.

4. What’s the most important thing you do day-in and day out as Cadet Lieutenant Colonel?

Affirming the Honor Code is the number one thing I do. By upholding the honor system, I set the standard for the Corps of Cadets.

5. Talk about the faculty member who’s influenced you the most. How did his lessons prepare you for your leadership?

Lieutenant Colonel Jarrard has been the strongest influence on me. He is morally irreproachable. He’s helped me to become a man, to become a stronger person, and to reach out to strangers and build new relationships.

I also learn daily leadership lessons from fellow cadets. I watch to see what techniques work and which don’t, and I implement the ones that do.

6. College Plans?

I’m looking at marine engineering colleges- Maine Maritime, Massachusetts Maritime, and SUNY Maritime.

Stewart Miller, Head of School, The Greenwood School

Brian Fisher (BF): What’s the impetus behind growing to include a high school? Does Greenwood just work better for some kids to have a consistent Greenwood environment 9-12?

Stewart Miller (SM): For years Greenwood families and Educational Consultants encouraged us to extend our program into the high school grades. With a small nurturing community of 50 boys, a 2:1 student teacher ratio, high level of personalized programming, integrated educational therapies (Occupational Therapy, Social Pragmatics, Speech and Language), and innovative assistive technologies, Greenwood is unique.

For boys who are seeking an alternative to a traditional high school, or who are looking for intensive programming to gain needed skills and confidence to successfully transition to a traditional high school, Greenwood is an excellent option.

BF: Why is the time to establish a high school program ‘right’ now?

SM: The encouragement from Educational Consultants and current families to expand programming has never been more robust.

Now, with the construction of our new cottage dormitory, we have the facilities that provide us the flexibility to effectively program for the developmental range of students that is necessary when considering an expansion into a high school. We have added life-skills programs that foster independence in ways we could only dream of doing before the new dormitory.

For example, our older students learn to wash, dry and fold laundry, learn to cook, are responsible for cleaning their common room, and have opportunities to earn freedoms and responsibilities. We are also exploring different off-campus internship opportunities for our 10th graders.

BF: What will be the ‘Greenwood Advantage’ for boys as they work through their high school years and earn a Greenwood diploma?

SM: We see the advantages being the alternative we offer to more traditional high school experiences. Greenwood high school students are young men who are happy in a smaller environment, who could benefit from a high degree of individual programming including speech and language, social pragmatics, and/or occupational therapy, who want to grow without the typical pressures of high school.

BF: What’s been the most challenging part of making these changes?

SM: The biggest challenge has been to shift our thinking from that of a middle school culture to that of creating and including a high school culture. Fundamentally, this means taking an approach of educating students instead of restricting their access to certain freedoms and responsibilities like allowing student cell phones, access to social media, and increased availability of interaction with the internet. It means seeking new ways to foster independence. We see this as a positive, pedagogically–driven evolution of our programming.

Brian shared his thoughts on union of the two organizations, the ‘new’ MacDuffie’s potential, as well as the thinking behind starting a new school in today’s market.

We’ve known Brian for long time, through positions at several schools, St. Andrew’s-Sewanee School, Hawaii Preparatory Academy, and Wilbraham & Monson Academy.  Brian’s had great success at all of his boarding school stops.

As you’ll read in the interview, he articulates a clear vision of the strengths that will make MacDuffie a strong member of the boarding school world.  We wish great things for Brian and the MacDuffie School family.

Brian Fisher (BF): When we last wrote about you, International EC was moving ahead with preparing the campus and opening Granby Prep; how did the acquisition of MacDuffie come about?

Brian Chatterly (BC): After news appeared in the local Granby and Springfield newspapers concerning International EC’s presentation to the Granby Public School Committee and the Granby Town Committee, the company was contacted by a MacDuffie School representative to discuss a joint project. We held several meetings and discovered that the best solution for both sides was a potential sale of the MacDuffie School and relocation to the new and beautiful campus in Granby, MA. The 120 years of tradition at the MacDuffie School combined with the location and opportunities at the Granby campus made the partnership ideal for all involved.

BF: This combination of operations must offer some strong opportunities for both MacDuffie and International EC?

BC: International EC benefits from the experience and legacy that the MacDuffie School will continue, and at its new location, the school will have the opportunity for:

• Larger classrooms
• New teaching technology (wireless internet campus wide and smart boards)
• Several sports fields
• Updated fitness equipment, including a weight room and regulation size gymnasium
• Access to resources at the nearby Five Colleges
• Large student center
• State-of-the-art security system
• Expansion of ESL program allowing for a more diverse student body
• Room to grow

BF: What will be strengths of the ‘new MacDuffie?’ What will set the ‘new MacDuffie’ apart in the boarding school world?

BC: Known as “the International School,” the MacDuffie School’s commitment to international students translates into a global experience for visiting and American students alike, with deep and relevant learning opportunities from the classroom to the athletic fields, the dormitory to the community. The school brings together 21st century leadership development methods, such as an outdoor adventure program, with technology-enhanced classroom experiences that ensure rigorous academic standards.

Additionally, the proximity of the campus to the outdoors and to the cultural and academic strengths of the 5 College Consortium lend itself well to weekend programs and everyday learning.

BF: How will International EC’s mission and vision dovetail with MacDuffie’s history and mission?…What can families expect of the ‘new MacDuffie?”

BC: The mission of The MacDuffie School is and will remain as follows:

The MacDuffie School is a rigorous college preparatory school whose mission is to foster in all students the intellectual habits of mind, high ethical standards and respect for diversity required for becoming effective individuals in their personal and work lives and moral and responsible participants in the world beyond.

The goal of International EC is to enable the MacDuffie community to continue its diverse and demanding curriculum in facilities better equipped to teach the students in an interactive and supportive environment.

Families can expect the same traditions found on the Springfield campus as well as an expanded curriculum, and more athletic, social, and academic opportunities for their students.

BF: You were working on a completely new school- Granby Prep before acquiring MacDuffie. In terms of the larger market, what window, or opportunity, do you see? Why a new school now?

BC: Due to the international demand for boarding schools and a dearth of local independent schools, we see an opportunity to bring both international and local groups to campus to share cultural and environmental differences for a unique boarding and day school experience.

We have a unique opportunity to create a program for International Students that will effectively support their English language studies and introduce them to American culture. Our ability to develop a program from scratch enables us to build a program that provides students with a world-class education that can adapt appropriately to the differences in culture and experience that a diverse student body would bring to the campus.

Allyson Doran: RMA's first female Corp Commander

Brian Fisher (BF): How did you come to RMA?  Were you interested in military school/living as a cadet as part of your school search?

Allyson Doran (AD): I came to RMA when my family moved to Front Royal. We were interested in a private school and college prep education, and it just happened to be close by. I wasn’t particularly interested in the JROTC program or boarding on campus, but was drawn to both after spending some time at the school.

BF: Tell us about the application process and competition to become corps commander.  How did the interview/application process work?  Was the support of faculty and your peers part of the process?

AD: First, a selection committee made up of the AFJROTC staff and other senior faculty members monitor how specific cadets lead and how well they do with whatever assignments or difficulties come their way throughout the school year. Then there is a specific group of Junior and Seniors chosen to lead the Corps, who come to school early at the end of each summer for leadership training. During the beginning of this program we apply for what jobs we would like within the Corps. The committee then determines who would be right for what positions.

BF: What do you think ‘sold’ the selection committee on your leadership?

AD: I think the selection committee saw that I wasn’t afraid of facing the challenge of being the first female Corps Commander, and believed I was someone they could trust with such an important position.

BF: What will your perspectives and leadership bring the corps commander’s position?

AD: I hope I will make the Corps Commander known as a more approachable person and one that truly cares about the Corps. My leadership style is strict when a cadet isn’t doing what is required of them, but at the same time I try be understanding when someone is truly having trouble and needs some help.

BF: How do you live your daily life as an example for those under your command?  What’s most important for those around you see and learn every day?

AD: I feel that the most important way I can set an example and be fair as a leader is to never ask any cadet to do something I have not done or am not willing to do. This includes making sure that I am following the rules I enforce on others, from wearing the uniform correctly to treating others with respect.

BF: What’s the greatest challenge that you face a leader going into the
school year?

AD: This year I will have to put a lot of work into balancing my leadership responsibilities and academic work, because I have plenty of both.

BF: If you could impart one lesson or piece of advice to every member of the corps, what would it be?

AD: I would say to embrace whatever situation you are put in. If there is something in your life that you cannot change, there is no sense in fighting it. Try to learn from the experience if possible and enjoy the little things in life. Have a positive attitude and an unfortunate situation may turn into an enjoyable one.

BF: On personal note, what are plans beyond RMA?

AD: I plan to go to college and become an Air Force Officer either through the Air Force Academy or Air Force ROTC.

Celina Tio: The Next Iron Chef?

Brian Fisher (BF): I read that you were addicted to Julia Child reruns and that you received a knife from your uncle (not uncle, Grandfather, Julian Rodriguez) when you turned 8.  Did you carry your love for food and the kitchen to Westtown?

Celina Tio (CT): Yes, I loved working with Ernie Schoch in the kitchen.  I always chose the kitchen for my work project : )  I also always looked forward to the weekend when my dad would talk my roommate and me to Chinatown or make us Chinese fish soup during open dorms.

BF: Did Westtown nurture/influence/shape your thinking about cooking/pursuing cooking as a career?

CT: Westtown encouraged everyone to pursue their passions.  Though they didn’t have any culinary programs, I was never discouraged from cooking or going for anything I wanted to do.  I do remember I probably had the best fudge and pie dough of anyone in my middle school home-ec. class : )

BF: When did you realize the you could make cooking/food a serious career pursuit?

CT: I never thought that I couldn’t make it a full time career.  Julia Child was on TV doing it.  I later realized that it wasn’t really common for women to be in professional kitchens.  But I loved it anyway.  I just had to work hard to convince people to give me a chance

BF: In kitchens cooks are judged on their work.  Did you ever feel that you needed to outwork and prove yourself in the kitchen because of either your educational background or being a woman?

CT: Yes, I did feel that I had to work harder to prove myself in the beginning of any position, but, once I did, the playing field was back to level.  I’m a woman that doesn’t feel like my whole career has been slighted because it is male dominated.  It is what it is.  You are (partly) in control of your own destiny – make it what you want!

BF: What’s the craziest mistake you’ve ever made in the kitchen that you can now laugh at?

CT: I put a mixing bowl with a plastic bottom on a burner to warm it and caused  fire (you’ll see, not used to plastic covered bowls : )

BF: What pieces of your Westtown experience do you use every day?

CT: Embracing, appreciating and loving diversity!

BF: What’s the best thing/what do you enjoy most about going to work in the kitchen every day?

CT: Teaching people that are craving to learn.  But most importantly, in the kitchen, every day is a new day.  You get to start fresh every day!

BF: What advice do you give young cooks?

CT: Never lose your passion!  Always keep learning, never think you know everything.  If you do, then you’re stagnant and that’s something you never want to be!

Ms. Tio is the chef/owner of Kansas City’s Julian.

Check out Jonathan’s winning video below his answers.

Question (Q): How quickly did you know that you wanted to make a short video for the contest?
Jonathan Hopkins (JH): Very quickly. I saw a poster advertising the contest and was immediately interested. After speaking to a few faculty members and securing a camera, I began to draft ideas for the project and find team members to help me through the process.

Q: Tell us about a couple of experiences that are quintessentially Asheville?
JH: Opening Day for the Asheville School student is nothing like the first day of school anywhere else. After the stress of moving in and the panic of parents leaving, every student – new and returning – participates in the annual “Pig Pickin’”: an outdoor barbeque followed by a square dance. It may seem odd at first, but as students don cowboy hats and listen to a live bluegrass band, they leave their fears behind and can’t help but enjoy the beginning of the new school year.

Another Asheville School tradition is the chapel talk. Every senior is required to go before the entire student and faculty body and give a ten to fifteen minute speech about a topic of his or her choice. Some are humorous, and some are grim; many are a triumph of rhetoric and personal vision, while a few leave us wishing that the speaker had gotten just one more lesson in public speaking. However, no matter the content or style of delivery, a chapel talk is proof of a successful Asheville School education. To succeed, a student must find personal conviction in a subject, prepare a thesis backed by research and careful thought, phrase it in a cohesive, stylized manner, and deliver it before his or her peers and teachers – a task much easier said than done.

Q: What values underlie these experiences?
JH: Boarding schools are known for many things, from accelerated academics to their mostly snowy, northeastern locations. Asheville School, in the heart of the North Carolina mountains, retains high standards but keeps a distinctive attitude. The school is designed for students that fully interact with their community and learn to step outside comfort zones, whether through square dances, chapel talks, or a myriad of other opportunities. As our headmaster once said, Asheville School is not trying to raise a school full of really smart jerks; instead, we are part of a community that integrates all parts of a student’s life and treats them with equal importance.

Q: Do students live and experience them every day?
JH: We definitely do; in fact, we can’t escape them! As one senior chapel talk stated, we eat, sleep, breathe, and bleed community. Our school is designed to boost this sense of community, a mission that influences our lives in many ways. Our campus is cell-phone free; every student, boarding and day, is on campus until at least 5:30; we eat many of our meals as a collective body. Through this daily experience, Asheville School students form tight bonds with not only friends but also faculty members, and by graduation we are ready to thrive a much larger college environment.

Q: How did you arrive at Asheville and long have you been a student?
JH: I arrived at Asheville my sophomore year as a transfer from a small-town public school. This is my third year as a student.

Q: How quickly did you come to see Asheville as a great place?
JH: When I first visited the school, I immediately realized that it was leaps and bounds ahead of my current situation. I fell in love with it very quickly, and my years here have done nothing but confirm those first impressions.

Q: Are you planning on taking your film making skills further?
JH: Yes. My dream is to become a screenwriter, and I have submitted applications to several film schools.

Ed Cooper, Wolfeboro, The Summer Boarding School

With summer upon us, we’d like to quickly highlight our only AQ member – and only independent school that we know of- that specializes in and is only a summer school. Wolfeboro, The Summer Boarding School reaches its 100th summer milestone with the coming session.  We spoke briefly with Wolfeboro Head, Ed Cooper about Wolfeboro’s unique role in the boarding school world and its student mission.  As Peter & I have both worked at Wolfeboro over the years, we appreciate the school’s approaches and opportunities.

1. Explain/tell us about the unique role that Wolfeboro plays in the boarding school community?

Ed Cooper (EC): Wolfeboro is the only school of its kind: a traditional boarding school program- in a summer lakeside setting- offering middle and secondary school student’s opportunities for specific and lasting academic progress. We are exclusively and only a summer school.  We have a year round office that allows us plan and focus on our program and students goals as we prepare for our students’ programs.

Schools (public and private) and educational consultants from all over the world believe in the benefits of Wolfeboro’s singular focus- each student’s academic growth and preparedness. Wolfeboro is a summer boarding school designed to accomplish a singular objective: maximize readiness for the next school year. Courses in all subjects can be taken for review, preview or credit purposes

2. What does Wolfeboro instill in students as they prepare for school?

Wolfeboro’s mission is to elevate each student’s method of operation and skill level. Every aspect of the academic, residential and recreational program is designed to foster the development of academic confidence, motivation, accountability and productivity.  Wolfeboro teaches step by step process and the habits conducive to greater success in the next school year. Students leave Wolfeboro understanding knowing how to better approach their responsibilities- personal and academic. Wolfeboro alumni understand and are able to structure a framework and organized approach to their academic lives.  They know when and how to focus on school work and will improve their ability to stay on task until the assigned work is completed.

The Wolfeboro Experience creates scholastic momentum for the next school year as well as an increased eagerness for even greater achievement.

3.  Give us a picture of what’s new and interesting at Wolfeboro this year?

The 2009 season will be Wolfeboro’s Centennial Year as a ‘camp’ school.  We’ve changed in many ways and haven’t changed in many other respects.

As with many schools, Wolfeboro has evolved from a single-gender all-boys school to a co-ed institution with a middle school program.  We are commemorating the Centennial with the opening of a newly expanded girls’ residential campus.

While we are firmly rooted in our 100 year legacy, the school is proudly committed to a tradition of innovation.  At the same time, the school firmly adheres to three unchanging pillars of the prgram- tent living, family style meals, and an evening structure which includes a thoroughly supervised study hall.

Interested in learning more about Wolfeboro? Visit their web site: www.wolfeboro.org

We wrote Tucker Kimball, Gould’s Director of Communication and he was kind enough to fill us in and share some photos (see gallery below):

1. How does the China trip fit as part of the Ninth Grade Program? What concepts will the China trip provide, emphasize, teach, reinforce and teach?
 
Tucker Kimball (TK): This trip is part of Gould’s larger Four Point Program. Four Point, as it is known around campus, provides each class with an unforgettable experience that takes students out of their comfort zones and provides the opportunity for self reflection and growing self confidence. During the last week in February, ninth graders travel internationally, sophomores remain on campus engaged with local artists and the local community, juniors spend 8-10 days winter camping in the White Mountains, and seniors follow their own passions through independent projects that often take them around the globe.
 
For many ninth graders, this trip to China is their first experience traveling internationally. Imagine being 14 or 15 again and traveling to China? It is an amazing opportunity and one that is so important to Gould’s mission of preparing each student for the global community. Our ninth graders will come away more unified as a class and, individually, each one will have learned more about his/her self and that they are part of something larger.
 

2. Is the trip a culmination of a specific course of study?  Do students study China specifically before the trip or does the ninth grade program revolve around teaching concepts and China is ‘this year’s  trip?”
 
TK: There is an intentional, shared curriculum in place for our ninth graders that works in concert with ninth grade Four Point. Through their English and Human Geography courses, ninth graders learn about China’s landscape both physical and cultural through novels, poetry, and film. They’ve studied Taoism, Confucianism and the Cultural Revolution. So, they have a great background before they leave and are that much more engrossed in the culture when they arrive, culminating in a very powerful experience.
 

3. Does the entire ninth grade go?

TK: Yes, every year the entire ninth grade travels internationally. The Four Point Program is a graduation requirement.

4. What’s the goal for the students?  How will they use the trip after their return?  Will teaching and lessons continue drawing on the trip for the rest of the year?

TK: Each student is required to keep a 60 page journal based on themes they’ve covered in their English and Human Geography classes. When they return, each student creates a 500 word narrative from their journal. This serves as the script for a digital story that each creates layering narrative, photos and finally sound.
 
The reflection aspect of Four Point is a very important part of the program. The experience does not end once they return. It changes into something just as a powerful, as they begin to process the trip and how it has affected them and their view of their world. Self discovery through experience is something Gould is very good at. 

Created with Admarket’s flickrSLiDR.

Question: What’s the Buxton story?
Franny Shuker-Haines: Buxton has always defined itself as a progressive school. The school was founded in 1928 by Ellen Geer Sangster, a social worker, who was deeply influenced by the writings of John Dewey. Her goal was to create a school that would allow kids to learn from their experiences in the living present. To that end, she was determined that the school be diverse, interactive, intellectually stimulating, artistically rich, and community-oriented. Buxton continues to be all of those things; it is through students’ interactions with each other (across every kind of societal “line” you can think of: race, gender, class, interest, ability, talent, educational background, etc.) in a variety of settings that they really get educated.

Q: What are some of the special qualities and programs that make the school?
FSH: Classes matter, but they matter as much for the content of the student-oriented discussion as for the raw content the teacher is hoping to convey. Community matters enormously at Buxton: the students maintain the physical plant through our twice-weekly Work Program, they maintain the dorms through daily work jobs, they maintain the spirit of the school through various leadership roles and caretaking duties. And the arts matter: virtually every student takes some kind of arts class at Buxton; many take many!

For a small school, we offer a wide and deep arts curriculum, because we believe in the outlet for expression that art provides, the discipline it requires, and the richness it brings to our collective lives. At the end of their time at Buxton, our students have learned what it means to take care of themselves and each other, they have felt the weight and rewards of real responsibility, they have lived among a small but very diverse group of peers, and they have learned to value their own curiosity, creativity and ability.

Q: What’s specially valuable about a Buxton education?
FSH: It gives young adults a sense of agency. They know that lawns don’t mow themselves, for example; they also know that dedicated people doing the right thing can make an enormous difference. Through our investigative all-school trip, they learn that the world is a complex place, but that it is being run by real people who you can talk to, learn from and challenge. They learn first-hand that “diversity” is not just an abstract term, but a process of getting to know individuals well, taking them seriously, and negotiating a shared life with them. And, maybe most importantly, they learn that they do not live in a vacuum–that their actions have real repercussions in the lives of others. In an increasingly global world, these skills and lessons seem more important to me than ever.

Visit the Buxton School’s website or send them a catalog request to learn more.