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Following winter break in Grade 11, Alan Staehle ’59, along with five other boys from the class of 1959, was asked not to return to Harley after a series of “stupid stunts” earlier in the year. Though he did not graduate from Harley, he is especially thankful for the influence of Bud Ewell ’40 (Math and Science, Head of Lower, Middle and Woodworking 1952-1993).

“A favorite time for me was lunch time and the socialization involved, and I liked wandering Allen’s Creek. In class, I remember Mr. Ewell told me that a theorem I had used to solve a geometry problem didn’t exist, but then he went on to help me prove “Staehle’s Theorem” and declared it useable by others in the class (it was actually of very little use, but his support made me feel good). I enjoyed all the science classes at Harley and think they were well presented for that day and age.

I also watched Mr. Ewell give some special attention and support to a kind of ‘loner’ girl who was desperate to get into the Coast Guard. That was not something that would have been common in those days, but he encouraged her and I think made some inquiries on her behalf.

Dr. Larry Utter (History, and Head of School, 1930-1954) was Head of School and I occasionally had to stop by his office. I felt he cared about the school and our success and enjoyed visiting with him, even if I was in hot water for something.

Now giving it some thought, I would guess Mr. Ewell became a role model for me in helping others solve problems and be successful in what they tried to do professionally. My father was a good person and a leader of many things, but as a scientist he didn’t have the opportunity to help others to the extent that it turned out that I was able to do, and got satisfaction from doing so.”

Alan went on to pursue a career in police and public safety for more than 50 years. Much of his work was in criminal justice reform in Colorado. He says one of the most successful jail program improvements was providing GED education for interested prisoners.

“Getting their GED really changed their self-image and helped keep them out of the Justice System when they left us.”

He was featured in “Marquis Who’s Who” for his work.

Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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1000 Words

Commencement 2022

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In Memoriam

Retirements and Fond Farewells

Letter from the Head of School

Letter from the Editor

Features

Central Work that Matters

Affinity Group Forms

Climate Crisis Curriculum

Citizen Scientists

Joy Moss: Storytelling Roots

In Every Issue

Class Notes

Diane Donniger Award

By the Numbers

From the Archives

What’s (Who’s) New at Harley

Divisional Highlights

Alumni Profile: Vandebroek

Alumni Profiles: Keller

HAC Athletics

2021 Lives of Great Purpose Awards

1000 Words

Commencement 2022

Reunion 2022

In Memoriam

Retirements and Fond Farewells