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Ann Hartman ’43, 95, died peacefully at home on Nov. 5 surrounded by family and friends who were keeping vigil. She was a woman who lived a memorable life, full of love, loving, and adventure. At age 21, she traveled to Oregon and, with a friend, built a cabin, acquired a goat named Gertrude and a chicken named Ears, taught school, and planted lily bulbs in the fields. At 40, she left her job as executive director of a mental health clinic to pursue a Ph.D. On her 50th birthday she went for a balloon ride. On her 60th she went parasailing over Lake Tahoe. At 70 she climbed a mountain in Sicily and, still later, spent four days snorkeling off of the Great Barrier Reef.

In between these adventures she became one of the most respected and prominent social workers of her era, a national leader, scholar, writer, teacher, and administrator. She retired in 1996 as Dean of the Smith College School for Social Work but continued working until age 85, at Fordham as a visiting professor and at Smith as head of human subjects review, still advising students and serving on dissertation committees.

(Lois) Hartman was born in 1926 in Rochester, NY, the daughter of Lois Elaine Spencer and William Weaver Hartman, Jr. Her parents separated when she was 18 months old, leaving her mother to raise Ann and her older sister Betty on her own. Her mother was away for months at a time, first recovering from tuberculosis at a sanitarium and later completing an eight-month internship as a student at the Smith School for Social Work. After 6th grade, supremely bored and underachieving, Ann transferred to the Harley Country Day School in Rochester. Ann was fond of saying “Harley saved my life.” She went on to graduate from Wellesley College in 1947. Five feet 10 and ½ inches tall, a cigarette dangling from the corner of her mouth, a hippy before her time, many thought her weird while a few teachers and friends recognized her brilliant mind and leadership potential. After Wellesley, Ann studied philosophy at the University of Chicago for a year and later obtained her Master’s in Social Work from Smith and her Ph.D. from the Columbia University School of Social Work.

She began her career in social work as a caseworker in child welfare in Akron, Ohio and in 1958 became the young Executive Director of the Southeast Nassau Guidance Center in Seaford, New York. Under her leadership this new community mental health clinic developed brief treatment, a crisis program, and a large volunteer program. This was a challenging but also difficult period as Ann lost her dear friend and housemate Jane Davis to cancer. She turned to bowling, becoming a champion bowler and making many new friends.

Ann, who lived in West Islip, L.I., for many years, loved the ocean and her condominium at Fire Island Pines. She and her enormous standard poodle, Sarah, would board the ferry to the Pines every Friday afternoon during the summer months. In 1965 she was joined by Joan Laird and her 18-month old son Duncan, beginning a partnership and later marriage that endured until her death.

In 1969, Ann began her academic career as an associate professor of social work at Fordham University, and in 1974 moved to Ann Arbor to become professor and chair of social work practice at The University of Michigan. In Ann Arbor, Ann obtained a large National Child Welfare grant to train social workers from all over the country in family-centered child welfare practice. She, Joan, and four others formed Ann Arbor Center for the Family, a clinical, educational, and research family therapy center that still thrives. These were fruitful years, exploring the emerging, exciting family therapy field, seeing families, taking and leading workshops, bringing family theory and practice ideas into teaching and eventually publishing Family-Centered Social Work Practice, a text co-authored with Joan and used widely nationally and internationally for many years. The next move, in 1986, was to Northampton to become the Dean and Elizabeth Marting Treuhaft Professor of Social Work at the Smith College School for Social Work. Her goals for the school were many, the most important among them to diversify the faculty and student body and to strengthen the curriculum. One memorable event was her invitation to all alumni of color to return for several days to help the School make plans to recruit and mentor students of color and to make the program more relevant to their needs and interests. Under her leadership, the school became far more diverse, anti-racism work began, the curriculum was revised several times to better meet the educational needs of all of the students, and Smith, a school which had historically been a major leader in social work education but had become more narrowly focused and insulated, was once again gained national prominence.

Throughout her career, Ann was a prolific writer, the author or editor of seven books and monographs and over 100 articles, chapters, and papers at conferences. Early in her career, as a doctoral student, she became interested in systems theory as a metaphor for social work theory and practice, producing seminal writings on this topic. One of her most challenging assignments was the editorship of Social Work, the profession’s signature journal. Her editorials, on many different and often highly controversial topics, were widely read and quoted, and later published in book form. Her emphasis on valuing many ways of knowing was to change the character of the journal. One of her articles, “Diagrammatic Assessment of Family Relationships,” published in Social Casework, became the most re-published article ever to appear in the long history of that journal. Later in her career she was influenced by postmodern ideas and the concepts of story and narrative, writing, speaking and transforming ideas for social work practice once again.

Charismatic, inspiring, and tireless, Ann was widely sought after as a speaker and consultant, traveling to almost every state and many different countries, perhaps most memorable her trips to Australia and New Zealand.  The recipient of many honors and awards, perhaps her favorite (the prodigal daughter returning) was the Wellesley Medal in 2000, Wellesley’s highest honor. Other honors included honorary doctorates from Smith and Tulane, a Lifetime Achievement award from the American Family Therapy Academy, election to the Columbia University School of Social Work’s Hall of Fame, and named a Social Work Pioneer by the National Association of Social Workers.

Ann loved the woods and the water and was an inveterate tent camper, crisscrossing the country several times. She liked to say that she could raise the tent, make martinis, and cook dinner over a camp stove or fire in under an hour. She loved to paint and knit, mastered carpentry producing a large parquet deck with a place for a tree, vegetable gardening, and was a gourmet cook who never tired of entertaining friends and family. The family spent 20 years visiting their “camp” on Great Pond, in Maine, sailing, swimming, canoeing, and partying with friends and family on their pontoon boat. Three generations of beloved standard poodles accompanied the family on many of their various adventures.

Her personal qualities gained her many friends. Interested in everyone and everything, she was a consummate listener. Highly energetic but unfailingly calm, patient, generous, and optimistic, she always looked for and found the best in everyone. Her students at Michigan, many of whom kept in touch with her for years, lined up in the halls hoping to register for her classes.

Passionate international travelers, Ann and Joan, who both loved wildlife, went on two safaris, the first in Kenya and the second in Botswana and South Africa. Also memorable were trips to Australia, India, Israel, Greece, and Egypt. Their travels included three guided walks, the most challenging the famous Milford Track in New Zealand.

Ann is survived by her life partner of 56 years, Joan Laird, and their son Duncan Laird, whom Ann adored and helped raise from the time he was a toddler. After the death of his father when Duncan was 40, Ann adopted him. Duncan met his wonderful wife Meg, who was a student at the Smith College School for Social Work, soon joining her there and continuing the tradition of social work in his family and hers. Ann is also survived by three much-loved grandchildren, Hannah, Julian, and Corinne, as well as her nephew Ben Turner (Cathy), niece Patty Turner-Massey (Nathan) and niece Kate Coates (Phil), and several grand-nieces and nephews. “Aunt Ann” was very special to her sister Betty’s children and they to her. She was pre-deceased by her sister Betty Turner, her nephew Andy Turner, and niece Maggie Hough.

The family would like to thank the wonderful people at the Fisher Home Hospice and the Cooley Dickinson Hospice for their care and support during Ann’s illness. There will be a private burial arranged by the Ahearn Funeral Home, and a celebration of her life will be held at a later date. Contributions in her honor may be made to organizations that support anti-racism, voting rights, climate change action, or the charity of your choice.

 

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College Counseling

Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

View the downloadable College Counseling Guide

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Athletics

​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

To learn more check out our athletics page.

Student Leadership

Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

– Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

– Serving on student council

– STEM: Climate curriculum program, biomimicry program, NASA Hunch program

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Hospice

Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

Learn more about the Hospice Program at Harley HERE.

Capstone/Independent Studies

This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

Students pick a research topic addressing honeybee health and the larger environmental picture.

Social Justice

At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

 

Capstone/Independent Studies

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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