A New Beginning

There is no more joyful place to start the day than at the front door of the Lower School building at Derby Academy. To see children bounding up the sidewalk, greeting their friends and teachers, ready to tackle another day of learning and growth, offers a daily reminder of what a truly special place this is.

This joyful enthusiasm carries Derby students as they explore the wonders within their classrooms, on the playground, and throughout the campus each day. This magical environment doesn’t happen by accident. During my first months at Derby, I have been astounded by the passion and dedication of the educators with whom I am so lucky to work. The thoughtfulness with which they approach the art and science of teaching is inspiring.

As a school that embraces the Responsive Classroom approach, we pay careful attention to the first six weeks of school. Establishing routines and expectations as we create a climate and tone of warmth and safety is an investment of time that pays dividends all year. Helping children understand the global expectations of what it means to be a Derby student—that our school is a place where people try hard, and take care of themselves, each other, and our facilities—is paramount when creating a space where all members of our community feel safe, cared for, free to take a risk, and joyful.

At home, too, you are surely establishing routines anew, with the different expectations of a new grade level, new teachers, or just the changed rhythm that comes with the transition from summer to fall. While establishing an afternoon homework routine with your third grader may not feel quite so joyful at moments, know that doing so will pay dividends, too. The effort is worth it, both at home and at school!

What a pleasure it is getting to know your children. In this joyful place, we are poised to have a wonderful year with them!


-Kathleen Smith

Head of Primary /Lower School

Derby Academy

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Greetings from the Primary and Lower School!

Dear Primary and Lower School Families,

Is there anything more exciting than a new beginning? This time of year, when one can detect the faintest smell of freshly-sharpened pencils (or, perhaps, freshly-charged iPads) in the air, has always given me a distinctive thrill and a feeling that something magical is about to happen. This summer has certainly been a magical time for me, as I was re-introduced to the joy of living on the South Shore after decades away. To be welcomed back by evening walks on the beach with my daughter, Red Sox games with my family, and—most especially—the incredible school community in which I now find myself has surpassed my wildest expectations.

The Derby Academy motto, “Improve Both Mind and Heart,” has come to life for me in myriad ways during my transition this summer… from many of you (and your children!) popping in to introduce yourselves, to the faculty members working hard in their classrooms and meeting with me throughout the summer, to the grade-level parent representatives reaching out to our new families to welcome them to Derby, to the incredible facilities team ensuring that this gorgeous campus will look its best on the first day of school, the community here clearly embraces its mission, even during the quietest time of the year. And it is truly a special mission. It was the equal attention to both a rich, rigorous academic program and the development of each student’s social and emotional acuity that drew me to Derby, both as an educator and as a parent. It is a fairly recent development in the educational space that research and attention have become more keenly focused on the idea that developing students’ character and social and emotional growth is essential; how amazing that the forward-thinking Sarah Derby knew this to be an essential component of a child’s education in 1784.

I am thrilled to welcome you to the 2016-17 school year in the Primary and Lower Schools, where we will live this mission together. During the coming days, you will be inundated with information aimed at ensuring you and your child have a smooth transition back to school. Your one-stop-shop for information is on the Derby website: www.derbyacademy.org. After logging into the internal website, please click on the Resources tab and then select Back-to-School 2016. Here you will find class lists and other important information; you will receive more grade-specific communication from your child’s classroom teacher very soon. Please note that class lists and teacher assignments are only changed if a new student is joining the class.

In addition to welcoming each of you to the new year, we are also thrilled to welcome the following faculty and staff to the Primary and Lower Schools.

Michele Dodge will be here to welcome you to school each day at the Primary and Lower Schools reception desk. After three years as the receptionist in the front office, Michele is excited to take on her new role as Joanne Butterfield moves to the Upper School as Derby’s secondary school placement officer. Michele may be reached at extension 150.

Ilana Marks Page will be joining the first grade team this year as a head teacher, joining Jenn Huber and Caitlyn McDonnell. Welcome to Derby, Ilana!
While not new to Derby, Susan Butzbach will be joining the kindergarten team as an assistant teacher. As our “go-to substitute teacher,” Susan knows Derby well!

Please feel free to contact me with any questions or concerns. I look forward to getting to know you and your children in the coming weeks!

With warmest wishes for a wonderful year,

Kathleen Smith
Head of Primary and Lower Schools

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Attention is the Beginning of Devotion

From Upstream by Mary Oliver

When you read the news online or in the papers or listen to a news broadcast, environmental issues are sure to come up. In September Pope Francis addressed the United Nations General Assembly entreating the member countries to stop abusing the environment. Later in the fall, the Intergovernmental Panel on Climate Change issued its Fifth Assessment of environmental risks and impacts. We hear about the pollution of water supplies in Flint, Michigan, and landfills are challenged to manage huge amounts of trash and waste. Clearly our children will be the stewards of the environment as they grow to adulthood.

“Environmental literacy” is part of professional development forums at NAIS, AISNE and other educational gatherings. Harvard psychologist Howard Gardner has added an eighth area of ability to his profile of “multiple intelligences”, which he calls “naturalist intelligence” meaning “nature smart.” As educators we have a responsibility to include environmental learning in our curriculum.

There are three main approaches we use in Derby’s Primary and Lower School classrooms when planning curriculum for environmental studies. Fortunately, these first steps are very easy to accomplish at home as well!

  1. The LOVE Approach: Get outdoors and enjoy the opportunities for play, investigation and discovery! Foster appreciation of the natural world. Wander. Wonder. Use your senses to enjoy nature.
  2. The KNOW Approach: Involve children in activities that extend their knowledge of the environment. Sign up for special programs or camps and visit our wonderful local museums. Read!
  3. The DO Approach: In simple and concrete ways increase children’s awareness of nature by planting a garden, recording plant growth and life cycle, feeding the birds, or hunting for spiders and insects. Increase children’s awareness of environmental problems by involving them in conservation and recycling. Turn off those lights. Recycle plastic containers, glass bottles and jars, and newspapers. Create art projects by reusing “beautiful junque” (cardboard, milk caps, boxes, tubes, etc.).

The recent Teach-In with Jon Belber from Holly Hill Farm wrapped these three approaches into one horticultural project. The first, second and third graders planted vegetable seeds and seedlings in the Sadlon School Garden, and the students will continue to water and monitor these plants. Not to be left out of environmental activities, the Kindergarten will visit Holly Hill Farm and Weir River Farm in May. Pre-Kindergarten and Kindergarten children will learn about tidal pool creatures when visited by educators from the New England Aquarium. The love, know, do approach builds positive attitudes toward the environment and nurtures a mindset of personal responsibility and stewardship.

Nature mentor Scott Sampson writes, “Individuals who act on behalf of the environment or some other cause, do so because of a blended kind of knowing that includes head and heart.” Whether you are a woodlands hiker or a backyard bird watcher, a sandbox digger or a novice gardener, the natural world has transformative power. As we carry out Derby’s mission and motto to “Improve Both Mind and Heart”, let us all be sure that the simple act of getting outdoors for recreation, exploration, observation – work and play – are part of school and family experiences.

If environmental consciousness is important to you and of importance to your family, I recommended the following books.

How to Raise A Wild Child ~ The Art and Science of Falling in Love with Nature
By Scott D. Sampson

Last Child in the Woods ~ Saving Our Children From Nature Deficit Disorder
By Richard Louv

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A Sense of Well-Being

By POLLY RIZZOTTO — Since the Derby Motto was penned and accepted by the first Board of Trustees in 1791, our school has endorsed the idea that education is more than the acquisition of skills and knowledge and more than the demonstration of scholastic achievement. Our school is equally devoted to building young people of character who exhibit qualities of goodness, kindness and caring. Improving “both mind and heart” is what Derby is all about.

In order to achieve these lofty goals, I deeply believe that first and foremost children must acquire and experience a sense of well-being, and that it is our collective responsibility to nurture this sometimes fluid and elusive quality. Happiness, comfort, security, safety and health are listed in the dictionary as synonyms for well-being, yet not one of these words alone is sufficiently descriptive. Well-being is experienced through a combination of good feelings. These intrinsic qualities grow within individual students when they engage in meaningful, interesting activities and when they feel competent and self-directed. The child who writes a persuasive letter for a longer recess is using an array of writing skills while learning to be a self-advocate and a problem solver. The student artist whose colors turned muddy and smudged self-assesses her work and then selects different paints and tries a different technique. We see a more confident and explorative artist as she tries again to represent her vision on the canvas. When children fill their social and emotional toolbox they are more likely to cope with difficulties and be resilient when faced with changes beyond their control.

Children’s relationships and feelings of connection to others are a vital aspect of well-being. Reciting a poem in front of the class, asking a classmate to explain the math problem, admitting a blunder in actions or words are times of risk taking, vulnerability and even embarrassment. Awkward and uncomfortable moments are inevitable for us humans, but children learn to take them in stride when they feel part of a network of relationships. When a young person can interpret body language and social cues, understands the difference between “friendly interactions” and “friendship” and knows how to have and be a friend, his sense of well-being becomes more durable and deep-seated.

While my ramblings emerge from thirty plus years as a classroom teacher, you have a wonderful opportunity to hear a lecture from noted educator, researcher and author Dr. Robert Brooks. I am sure his topic, “Raising Resilient Children,” will identify factors that enhance well-being and add to your parental toolbox. Please come and bring your friends and neighbors! Dr. Brooks will speak to our community next Wednesday evening April 20, at 7:30 p.m. in Larson Hall.

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How to “Grow” a Mathematician

Zero the Hero visits Pre-K students on Derby's 100th Day Math Morning.

Zero the Hero visits Pre-K students on Derby’s 100th Day Math Morning.

By POLLY RIZZOTTO — We all have been told to learn the lessons of history, and there is a lot of value in that simple statement. It applies to politics, culture, religion, ethics and even mathematics. That thought occurred to me as I was reading excerpts from the BBC series, “The Story of Maths,” hosted by Oxford professor Marcus du Sautoy. In the first episode, Professor Sautoy takes us to early Egypt and Babylon, where ancient peoples noticed patterns in nature and developed symbols—including the numeral zero—to count, represent and order the world around them.

Young children mirror the same path of exploration as they discover the world of mathematics. They notice patterns in nature—the seasons, life cycles, the arrangement of the petals of a flower. They experience the function of numbers as they count a bucket of acorns or use a non-standard unit of measure to determine the height of a sunflower stem. As children learn to record this information numerically, they discover the fundamental concept of number as representing an amount. They build bigger, more powerful numbers using zero as a placeholder. Children indeed order their world numerically—who is first and last; and make comparisons—who has more or less. Without even realizing it, children use math all the time and cultivate mathematical ideas.

Teachers and parents know the importance of learning skills such as rapid number naming, automaticity of math facts and identification of increasingly complex patterns as essential for mathematical success. Sometimes these skills are considered the most important stuff. Holistic mathematical experiences such as playing with blocks, doing puzzles, keeping score, learning a card game or sorting toys may be considered less foundational. However, when skills can be learned and applied within the context of meaningful, fun activity, mathematical thinkers are born and an enthusiasm for math may grow into a life-long passion.

Perhaps playful math investigations contributed to the current careers of all our Derby math teachers. Let’s hope that our Derby students find the joy that Math Department Chairman Jerry Boardman expresses: “I love the feeling of getting lost in a problem I need to solve. I forget about everything and get in a zone that is like riding a wave. It is not so much finding the answer that is the thrill, but the figuring-out process that is the fun.”

This week Pre-Kindergarten and Kindergarten moms and dads participated in Math Morning to celebrate our 100 Days of School. Zero the Hero swooped into the classroom for a dazzling guest appearance! Children taught parents how to play “Dice Roll to 100,” and together they recorded coin flips with tally marks and built structures with 100 table blocks. Later in the afternoon the first, second and third graders mixed up in teams and rotated through Lower School classrooms to play various math games, assemble 100-piece puzzles and string iconic Fruit Loop necklaces. Difficult tasks? No. Engaging projects? Yes. Perhaps it is the fun engagement that hooks our students on math and leads them to deeper fascination, a willingness to embrace more challenging work, to persistently practice and problem solve, and become better, stronger mathematical thinkers.

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Health & Fitness IPC Goes to the Gym

Health&Fitness-Thumb-TemplateThe McKelvey gym was filled by enthusiastic parents, guests, teachers, and students donning their laced up sneakers for a fun-filled morning of health-related physical fitness. The third graders have been diligently working in their Health and Fitness International Primary Curriculum unit since we returned to school from winter break. Their Language Arts teachers, IPC teachers, art teacher, and library tech teachers collaborated to introduce students to the body systems. Each student was given a body system that they were to research, develop a project for, and design a life-size representation of to showcase in the gym for guests this morning. The other portion of this IPC project was to be done in the students’ physical education class. Our job was to teach students about different muscle groups and have them research activities that are geared towards training each particular muscle group. This was a successful cross-curricular unit, with so many people being involved in the planning and preparations for the day.

At 8:05 students entered the gymnasium to set up for the arrival of our guests. Ms. Fedele’s class started on the fitness side of the gym while Mrs. Baxter’s class headed to the far end of the gym to prepare their body system projects for viewing and demonstrations. Half of the students were about to become fitness trainers at a gym, and they had to prepare for their first clients of the morning. They spread out their exercises across the width of the court and arranged the many pieces of equipment they would need to complete their fitness cards. Each line represented a different muscle group. Once they felt they were ready for their first client to train, they welcomed a guest at the starting cone to introduce their muscle group and explain their circuit of exercises.

Once the circuits were underway, I was able to observe the third grade trainers being engaged, enthusiastic, and supporting of each participant. Each trainer stayed with their client safely guiding them through all the exercises in their circuit. At the end of each circuit guests were asked to complete an assessment to give feedback to their trainers on their choices of exercises and repetitions. After reading through a few of the assessment cards already, I can see that each students’ hard work really paid off. The visitors loved the workout they got, and felt that overall the trainers were knowledgeable, helpful, and appropriately targeted their intended muscle groups.

About halfway through, the classes switched sides and a whole new bunch of fitness trainers prepared for the next wave of eager clients.

The teachers were so impressed with this classes’ work ethic. It was clear after this morning that they became acquainted with their targeted muscle group and body system, and will hopefully be able to continue spreading awareness for good health and fitness to the rest of our community and beyond.

Thank you parents and guests for joining us this morning. You continue to be a great support system for our young learners. We hope that you are not too sore in the morning!

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Practicing Empathy

The year is 1936. An African American named Victor Green had witnessed and experienced discrimination despite the fact that the Emancipation Proclamation and Thirteenth Amendment had ended slavery decades earlier. He took very concrete action to address the inequality black Americans encountered as they traveled on the public roadways by writing a travel guide called The Negro Motorist Green Book. This book listed hotels, restaurants, gas stations and businesses that would welcome and serve black travelers so individuals and families could plan their route and know that basic needs would be accommodated. Esso gas stations sold this guidebook and served everyone regardless of race. Over the years, Victor Green updated the content and expanded the geographic areas represented with the final edition published in 1964.

I did not learn about The Negro Motorist Green Book in a history class or through public outcry about discriminatory practices or from articles in the Internet or the paper. I learned about the Green Book from a children’s story entitled Ruth and the Green Book by Calvin Alexander Ramsey, which received an American Library Association Notable Book Award. Fortunately good authors are writing excellent historical fiction, fine illustrators bring meaning to the words, and educational journals and professional conferences are informing teachers about these resources. This genre makes history more accessible and understandable to young readers by providing factual information in storytelling format. This writing style is attractive, engaging and personalized.

Yesterday I read Ruth and the Green Book to all the third graders. My learning goal for these students included but went beyond factual knowledge. I wanted the children to make text-to-self connections, to reflect upon the privileges they enjoy and to push a bit deeper to recognize the emotional and life style impact of discriminatory laws and mindsets. In other words I wanted to lead the students through a discussion to practice empathy. Empathy is more than the capacity to see and understand the feelings and emotions of others. There is a sharing element in which a person experiences to some degree another person’s feelings through the power of imagination (skillsyouneed.com).

I cracked the door open with some simple questions and comments. When you go on a trip, what do you do if you’re hungry, get tired or have car trouble? Imagine having to pack all your snacks and meals, bring cans of extra gas and spend the night in the car. Did anything surprise you? How would you feel or react if you were treated this way? Were there examples of kindness in this story? Empathy is not a permanent mindset or quality, but rather is a dynamic part of our relationships and attitudes. Each person brings personal experiences and opinions to our interactions, and so becoming a more empathic person develops as much from creating a window into ourselves as it does by looking outward at those around us.

This brings me to the three-day weekend, which we are about to enjoy. While it is a wonderful time to slow down a little bit and have fun with friends and family, it is important to focus our students on the man it honors, Dr. Martin Luther King, Jr. It is a time to share stories and history, reflect upon his great words, and look at the broad context of his impact on our culture – and not just for a single day, but also as part of a continuum in the growth of our country and of ourselves.

Children have a concrete, even startling awareness of the social categories of race, gender, ethnicity, religion, culture, economic status and physical differences. As educators, we must look at the views and perspectives of our students and help them “think critically, adapt, communicate, collaborate, imagine, understand and grow.” (From Derby’s Diversity Statement)

What is on your bookshelf? Here are some books well worth finding in the Derby Lower School Library or adding to your own collection.

  • White Socks Only by Evelyn Coleman
  • No Mirrors in My Nana’s House by Ysaye M. Barnwell
  • The Story of Ruby Bridges by Robert Coles
  • Freedom on the Menu by Carole Boston Weatherford
  • A Home Run for Bunny by Richard Andersen
  • Picking Cotton by Sherley Anne Williams
  • January’s Sparrow by Patricia Polacco
  • Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids by Carol McCloud
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From A Conversation with Emily Shepard, Derby Art Teacher

It’s a busy time of year. Calendars are full and special events abound! The arts become especially visible around the holidays, because they are an expression of our joy and draw people together in celebration. Culture, tradition and belief are shared as students perform with music, poetry, dance and drama for our Derby community. Exhibits of artwork around campus and in the Brown Art Gallery create a setting for these festivities.

However, the arts are much more than a vehicle for celebration. The arts contribute in significant ways to the education of our students. Emily Shepard and I frequently explore the role studio art plays in our curriculum and how learning goals are supported through her work with the children.

Emily’s teaching approach is shaped through her work at Harvard University and her graduate studies of Project Zero’s
Studio Thinking. This body of research names eight Studio Habits of Mind. “Expression is the thing we think of immediately when we think of creativity. And while emotional engagement is essential to learning, there is much more to arts practice than just free expression.” Emily goes on to explain that the arts allow children to experiment, take chances and be flexible in their thinking. Children must visualize and imagine possibilities and approaches to problem solving. Art trains students to look closely and notice, as well as reflect upon and critique their work. “In our Derby studio, students learn to revise as they create first, second and even third drafts. Engage and persist are Studio Habits I am careful to prioritize.”

It is easy to see how these habits are essential across all subjects. Any instructional practice is more successful when students 1. develop a craft, 2. stretch and explore, 3. express, 4. understand community, 5. envision, 6. observe, 7. engage and persist, and 8. reflect on their learning. Children who develop these dispositions will be well prepared as scientists, writers, researchers, mathematicians and even social change-makers. This is really exciting stuff! No wonder Emily’s passion for art spills over to students and teachers!

If you find yourself in the Mary MacPherson Primary/Lower School building, be sure to pause outside Emily Shepard’s art studio and take in the exhibits she has prepared. The children’s work provides all the evidence you need to appreciate and value Studio Thinking. Currently, the display case houses works-in-progress from second grade. Students are working in pairs to sculpt wire buildings, which will form a model community as part of a larger IPC unit. In creating this piece, students take on the roles of architect and community planner. They must think spatially and mathematically to  construct geometric forms with clear edges and corners; they must work together to make decisions about scale, placement and infrastructure.


While some projects are grounded in interdisciplinary IPC units, students may also be inspired by the work of a famous artist. In a Kindergarten study of Alberto Giacometti, students explored gesture, or body movement, by using their own bodies to inspire wire and plaster sculptures. (Their work is now on exhibit in the Hingham Public Library.) Kindergarten is now studying Louise Nevelson, who built large assemblages from scrap wood. Students took scraps from the Derby woodshop and collected other bits of “beautiful junk” to form a collaborative assemblage of their own.

Emily’s explanations and student comments and reflections are generally posted alongside her displays. The care and respect given to each exhibit convey the message that children’s work is important, it is valued and it is to be taken very seriously. Just like the sculpture, collage, photography and painting exhibited in Boston’s Museum of Fine Arts, this is the real deal.

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Character Matters

Last weekend I saw the documentary “He Named Me Malala” about Malala Yousafzai, the Pakistani schoolgirl who was shot by Taliban militants because of her unwavering desire and advocacy for education. After surviving her assault, she became an internationally recognized activist for girls’ schooling and was awarded the 2014 Nobel Peace Prize. Her deeply moving speech before the United Nations concludes with her words, “One child, one teacher, one book, one pen can change the world.”


I walked out of the theater with two thoughts: first, that education and academic opportunity are taken for granted by many Americans, and here at Derby our children benefit from an education better than most. And second, character matters. Malala is remarkable, not simply because of her academic achievement, but because of her strength of character. Malala made an astounding impact because of her intrinsic qualities and steadfast adherence to her principles.


Our Derby Pals Program Kicked Off this Week

By now you can see where I am headed! Derby parents and teachers want both academic achievement and strength of character as educational outcomes for our children. Strong academic curriculum promotes intellectual curiosity, critical thinking, openness to new information, effective communication, problem solving abilities and mastery of increasingly complex skills and information. Intentional social curriculum builds character, which can be harder to teach but easy to recognize in actions and words. According to Past President of NAIS Patrick Bassett, character is demonstrated through self-discipline, empathy, integrity, resilience and courage.


Earlier this Year Derby 3rd Graders Video Conferenced with Friends in Malawi

We see evidence of character all around us. Third grade students build a bridge of understanding with Malawi students through Facetime conversations and the exchange  of letters and videos. Middle School children mentor their younger buddies as they complete activities during our Pals gatherings. Eighth graders greet and help Primary and Lower School children as they are dropped off in the morning car line. Students take risks and persevere as they learn to play a musical instrument or even cross the monkey bars! School wide support of the Foley Prize initiatives succeeds because of student commitment. Every day teachers notice small acts of kindness and consideration when a child takes time to comfort a friend, patiently explains a math problem or invites a bystander into a game. The school day often concludes with acknowledgements of compassion and personal responsibility. When social learning is made a priority, children build an essential set of social skills and values as we go about our daily lives at Derby.

Why does character matter? Character matters because it builds strong, healthy relationships within our school community. Character matters because it prepares and propels our children forward “to make ethical and mindful contributions in an increasingly interdependent world.”

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Mighty Words

As we begin the school year, it is important to focus our attention on the Derby Academy motto, Improve Both Mind and Heart. Our statements of Mission and Core Values, which are succinctly summarized in these five simple words, drive all we do at Derby. These mighty words guide us in the classrooms, on the playgrounds and athletic fields, on stage, in the dining hall, in our offices, during our meetings, and certainly in our more casual conversations and encounters with one another.

This motto dates back to April 6, 1791 when Derby Academy first opened its doors to students. On that same day the Board of Trustees appointed a committee to provide a seal. That seal showed a profile of a head with a heart and the inscription Improve Both, which was further articulated in the school’s motto Improve Both Mind and Soul. * This seal and the recently updated motto, Improve Both Mind and Heart, have carried our statement of purpose as well as Sarah Derby’s guiding vision through more than 230 years of Derby Academy history.

We follow in the steps of a farsighted woman, Madam Sarah Langley Hersey Derby, and we are each charged with carrying out this motto in all we do. It is not enough for the adults in our community to reflect upon this essential directive. It is important for our students – your children – to understand, appreciate and apply these words. Last year, the third grade students were asked to interpret the school motto in honor of Madam Derby’s April 18th birthday. Here are some samples – I wish I could have included every word these students wrote!

The motto “stands for learning and kindness. We improve both mind and heart by saying kind things and learning new cool, amazing things.” “Improve heart means to think about how other people feel. I think Sarah Derby wanted this school to include everyone.” “We learn skills and think about things to improve our mind.” “I love the symbol because it helps people to be kind and think.” “Derby’s motto is awesome.” “I love this school because there are people you can depend on.” “People care here.” Some years ago, a former student offered this fine explanation of the relationship between mind and heart. “When you open your heart to me, I open my mind to you.” I am certain that this boy has been guided by the Derby motto as he has grown and stepped out into a larger, more challenging, more complicated world.

When we truly strive to embody and practice the Derby motto, we grow in purpose, creativity and intellect. We also fortify understanding, empathy and character. Great people have valued these qualities of mind and heart and have recognized their dual contribution to learning. This message is echoed in the words of Dr. Martin Luther King, Jr. “Intelligence plus character – that is the goal of education.”

*Primary source: History of the Town of Hingham Volume I – Part II by Francis Lincoln, 1893

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