James Earl Carter Jr.

I am not beholden to many fashion rules, but I try to never wear the same tie on consecutive days.  This week, however, I consciously broke my own rule.  Several years back I purchased a tie with peaches on it, as I am I fan of the Allman Brothers Band.  This Wednesday and Thursday, I wore that tie – not for the Allman’s, but for another native son of Georgia, President Jimmy Carter.  On Thursday, the National Day of Mourning, I spoke to the students about President Carter during Community.

It is not an easy task to speak about Jimmy Carter, as there is so much that can be said.  In fact, as I pointed out to the students, he was the first President that I remember in my life, and my memories were not necessarily positive.  However, I have since had a chance to learn so much more about President Carter and his life – before, during, and after his Presidency.  As such I focused my comments on two major themes - but encouraged the community to learn more on their own.  I did not even get a chance to mention that he won the Noble Peace Prize!

First, I focused on Jimmy Carter’s early years.  For students that have so much technology at their disposal, I emphasized that Jimmy Carter grew up in a house that did not have electricity or indoor plumbing.  In countless other countries and civilizations that would have precluded Carter from ever elevating himself to a person of import, and certainly not a Governor or President.  Yet, Jimmy Carter epitomized the American Dream, as an individual that eventually attended the Naval Academy and became a Governor of Georgia and President of the United States.

Next, I focused on the fact that Jimmy Carter lived a life that focused on doing good.  While one may argue about his political legacy and his efficacy as a president, it is hard to argue that this man did not serve those that were in need.  Specifically, I spoke about the way that Jimmy and Rosalind Carter would spend a week every year building houses with Habit for Humanity – truly working with thier hands and doing good work.

The students and faculty often hector me for my proclivity to speak at length. I am aware of that fact, so I knew that my time to reflect on Jimmy Carter was limited. With so much left unsaid, I had to get the students off to their classes.  Hopefully, they will take me up on my offer to learn more about Jimmy Carter on their own.  In my estimation, a survey of Jimmy Carter’s 100 years on this planet reveals that there is so much we can learn from this incredible individual.

Resolultions

Like most people of a certain age, my consumption of media has changed over time.  I am on social media to some extent, and consume media broadly – electronically, legacy media, etc.  As much as I have changed with technology, I am still old school in that I have the Concord Monitor delivered to my home daily.  As of late, I have come to find that all media has seen a dramatic increase in the promotion of contrarian content.  Sometimes, the content is so outlandish it has become known as “click bait.”  But even in the op-eds and letters to the editor of The Concord Monitor, it seems like there is significant rise in strong contrarian views to any and all topics.

As we celebrate the new year, it has been a time-honored tradition for folks to make resolutions for the coming year.  Given the well-known and widely accepted nature of this practice, it makes sense that in this current media environment, scores of articles, posts, and podcasts have taken a stance contrary to the act of making resolutions.

Well, I would like to take a stance contrary to the contrarians.  That is, I believe that New Year’s resolutions are great.  When one resolves to do something different or make a change in their life, it is a sign of hope and faith in one’s power of humanity.  Resolutions are the manifestation of the growth mindset, and whether one actually has the resolve to bring their resolution to fruition is of little consequence.  The simple act of making a resolution is indicative of one’s sense of aspiration.

At The Beech Hill School, “aspiration” is one of the four core principles that make our Foundations of Community.  In the Foundations, in defining our sense of aspiration, it states that “We understand that it is always possible to improve our communities and ourselves.  We achieve a sense of purpose through the creation of ambitious and meaningful goals.”  With the change of the calendar and the dawn of a new year, what a perfect time to redefine, realign, and state anew one’s purpose through a New Year’s Resolution.

So, no need for contrarian arguments against this time-honored tradition, embrace the opportunity for growth, and make a resolution!

A Joyful Community

Last Friday, December 13th, the Beech Hill School’s Board of Directors met for the Fall/Winter meeting.  While I am a tad superstitious, the date did not make me nervous for this meeting.  In fact, I was excited to have the opportunity to share the state of the school with the board.  In my estimation, The Beech Hill School is as strong as it has ever been.  I worked painstakingly to gather data that I would use to make my case, and the numbers were great – in admission, our general fiscal health, the number of families that had made donations, students that were involved in programs, the continuity of our faculty, etc.

I was, however, trying to capture, what I believe, is currently the greatest strength of BHS – the strength of our community.  While all the data that Assistant Head of School, Kate England, and I were able to present helps to support my thesis, I was lacking that one thing that could really illustrate just what a wonderful community we have at BHS.  That is until yesterday – our annual holiday party at BHS epitomized what makes BHS so amazing.

First, the support of the Beech Hill School Parents’ Association was incredible.  The large number of volunteers transformed the Community Room into a winter wonderland, The volunteers formed a u-shaped table that was large enough for the entire school to gather as one.  Then, they served an amount and variety of delicious food that was beyond words.  The students and faculty were all so appreciative and the entire event was a textbook definition of joy – like something out of Whoville.  For me, however, what was most revealing of the strength and quality of our community was the way in which everyone interacted with one another.  It was a mixture of the entire community - all grades, all genders, faculty, students, and parents - authentically smiling, laughing and truly sharing in the pleasure of one another’s company.

I am no Grinch – but after yesterday’s gathering, I think that my heart grew a size or two!  I wish you all happy holidays and I look forward the continued strength of The Beech Hill School Community in 2025 and beyond!

Stay Gold

I have always loved SE Hinton’s novel The Outsiders.  I love the book, the movie and hope that I can get to Broadway to see the musical.  The reasons I like The Outsiders are many, but I am especially fond of the way that it brought my attention to Robert Frost’s poem, “Nothing Gold Can Stay”.  In the movie, I was especially taken by the way that Johnny – a pre-Karate Kid Ralph Macchio, urges PonyBoy to “Stay Gold.”  Like other works of art, both the poem and the novel are open to interpretation and serve as inspiration.  I have alluded to the poem and the novel throughout my life.  I used it as the framework for a high school graduation speech, I have used it as a running joke with a wrestling team I coached, and will at times use it as a farewell, telling friends to “stay gold.”

I graduated from Hamilton College in 1995, and while I have been back to campus on occasion, I have never returned for a class reunion.  This spring will be my 30th Class reunion, and when recently asked by a fellow Continental if I was going back, I was dismissive.  In general, I figured that returning to “The Hill” would only exemplify the idea that “nothing gold can stay.”  Thus, I was confident that I would continue to pass on a reunion.

On the Monday before Thanksgiving, The Beech Hill School hosted its yearly young alumni night – a reunion, if you will.  I was excited to welcome over 20 former Beech Hill School students and to hear about their lives.  Moreover, it was such a pleasure to watch as the alums moved about the building, rekindling friendships and basking in the joy of connection.  As I watched these “kids” at their old school, older and changed by their new experiences, it dawned on me that Robert Frost and Pony Boy were right, time marches on and the innocence of 5th and 6th grade gives way to the young adults that attended the event.  But I also realized that Johnny was on to something too – that by attending to the connections that these individuals shared with one another, and the physical spaces that make up The Beech Hill School, the young alumni were “staying gold,” that is they were not recreating something old, they were honoring a shared experience and a bond that if cared for, could last a lifetime.

Following this event, I initiated a group text to a cohort of Hamiltonians and suggested that we go back for our 30th reunion.  Within seconds, I was receiving a symphony of notifications on my phone, indicating a shared desire to return to Hamilton.  Inspired by the BHS alumni, I realized that I am returning to see if somehow, I can recapture the “gold” that was my time in college – that “dawn” has not just “gone to day,” it is now in its twilight.  However, by returning to campus, with those I hold dear, and honoring those that have passed, I will “stay gold.”

To the Rescue?

Perhaps it is in my DNA, or perhaps it is because I have been in position of authority at a school for over twenty years – I like to solve problems. It gives me great pleasure to know that I had a hand in solving the problems of others.  Whether it is at a faculty meeting, or speaking with a student or parent, my position and experience provide me the opportunity to offer solutions to problems great and small.  Given my longevity in leadership roles, I would like to think that my track record for helping to find successful outcomes is rather strong.

The longer I lead, however, the less inclined I am to jump straight to the role of problem solver.  Call it wisdom, but through the years, I have come to understand that every “problem” that is brought to my attention may not “need” my solution.  Or simply because I am in a position of authority, it does not mean that I must be the arbiter of all things.

For example, a student recently came by my office because they were annoyed by the behavior of their peer.  Immediately, my brain started to kick into the problem-solving mode – that is - what actions could I take that make this all better for the student in my office?  Further, wouldn’t the parents of this student want me to make things better?  As the student went on, however, my instinct to be Super-Head of School subsided.  I realized that this student was indeed uncomfortable, and the peer relationship was a struggle.  But I trust this student, with the support of their advisor, could find ways to improve the situation without me.  In the end by checking my impulses, I am providing a chance to empower my student and to let them develop their own problem-solving skills.  Who knows, maybe I am even helping to create the next great Head of School?