Of Memories, Community and Sharing Gold

I always like to ask alumni about the most visceral memories of school. There are many responses and lots of variety. However, four themes tend to predominate:

1) Experience overseas, especially on service projects when graduates' report that their world views changed profoundly. Students' assumptions about norms, adversity, happiness and their own lots in life were often turned on their ears. I am proud that Appleby offers one of the leading global education programs as we "double down" on these kinds of experiences and epiphanies.

2) The Northward Bound program. When Bruce McLaughlin and some other Governors encouraged Ned Larsen to start an Appleby-specific Outward Bound-like program in the 1970s, I suspect they had no idea of the full extent of the impact that they would have. It is remarkable the number of alumni for whom their time in Temagami provides the centerpiece of their memories - be it related to experiences from years ago such as solos or swimming in ice holes (common sense and the risk managers put and end to this practice a while ago), or those from more recent times such as canoe trips, camping in quinzhees, and wolf howls.

3) The impact of specific teachers in shaping lives. Almost all alumni - be they from the class of 1943 or 2013 - have views on their teachers. While many names and faces will fade with time, most grads hold a few people locked in their hearts because in their life-shaping influences. Not surprisingly, in boarding environments, these kinds of impacts are both more frequent and all-encompassing as faculty can become a blend of parents, aunts and uncles, and mentors, in addition to their traditional roles as teachers, coaches and advisors. The thing that I have started to realize, and it challenges my natural intuition, is that while there are some teachers who have almost universally positive impacts, there are also some who are outliers. They are at the same time unpopular with some alumni, and wildly popular and influential with others. On a superficial level, it seems almost incongruous that someone can generate such divergent reactions. It does reinforce that each child has his/her own personality and make-up. The key to understanding, connecting and unlocking potential of each student is unique. Not every teacher can hold that key for every child. Moreover, it is a sign of a healthy school that students will deal with a variety of teachers with different styles, for that is good preparation for life. This does not mean that a great school should in any way compromise its commitment to very high quality teaching by all, but it does reinforce that great teachers will often have varied impacts on different students. It is critical, however, that schools find a way to make sure that each child does connect well with at least one teacher; that every child has a trusted adult to whom they can turn.

Over the next two weeks, we will be launching a series of comprehensive constituent surveys - all students, employees, parents and alumni will be asked to provide us thoughtful feedback on how we are doing and how we can get batter. Some of the questions will relate to these issues. Alumni are being asked to let us know which faculty had the greatest impact on them, students and parents are being invited to let us know how well faculty connect with students. Please take the time to fill out the survey.

4) Communal experiences. When I changed schools moving into Grade 4 in September in 1972, it was a big deal. I didn't know anyone there and I was one of only a few new students moving into a already coherent and close class. But when I think back to that year, there is little that I remember. But what does stand out (I think) were two major events that we watched together in class. They were the launch of Skylab (the first space station), and game 8 of the Summit (hockey) Series between the Soviet Union and Team Canada ... remember the Henderson goal? Through the fog of time, it seems to be that they were captivating events that generated great enthusiasm, in large part because we experienced them as a community. We celebrated together and our energy was amplified as it bounced off the energy from our schoolmates.

Like many other places, we shared a similar experience over the last two days as teachers tuned in the women's Olympic gold medal game on Thursday, then the men's semi final hockey game on Friday. Both of these fabulous bouts between Canada and the USA entranced the school population. (I was really impressed by the handful of American fans who courageously waved the red, white and blue in a sea of red and white.) Some classes watched the games in their classrooms while others saw it on Appleby's close circuit tv system. As I had it on in my office, it was clear that the streaming to the various computers and projectors were out of synch - you could hear massive cheering taking place on different rooms separated by minutes.

The largest gatherings were in the Schlesinger Dining Hall, which was packed with hundreds of students and employees - from Grade 7 to 12, from all countries, long serving teachers and facilities staff. Here is a clip of us watching the Canadian Olympic Women's Hockey Team win the gold medal. Of course, we were particularly proud that Brianne Jenner, Appleby graduate and daughter of our colleague David Jenner, scored the goal to get Canada back in the game.

These are incredible community events, which in 25 years time, our students will remember fondly as being highlights of their time here. Of course, the core aspects of school are critic - teaching, sports, arts etc. - but these times when we come together, share emotions, and celebrate are often what makes a great school experience whole, special, and memorable.