Category Archives: Uncategorized

Girl’s Varsity Soccer MAISAD Semi-Finals

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By Riley Phillips ’27

Last Wednesday, the Girls Varsity Soccer (GVS) team faced off against Kents Hill in the MAISAD Semifinals. Just two Wednesdays ago, we played Kents Hill and lost with a final score of 4-6. After a rough season of losses, we arrived at Kents Hill ready to turn our season around. With a TWEET from the ref’s whistle, the game kicked off. Within the first 5 minutes, Kents Hill sunk one into the back of our net off of a corner kick. While this quick goal was demoralizing, we kept our heads up and continued to fight. With only 6 minutes left in the first half, Kents Hill scored yet another goal off of a penalty kick as a result of a foul within the 18-yard box. 

Going into the second half with a score of 0-2 was quite unencouraging, but in the 55th minute, Oda Maier ‘26 scored off a corner kick! Putting one on the board perked the whole team up and Evie Willer ‘26 scored another beautiful goal just over 15 minutes later. With the score now 2-2, it was anyone’s game. Unfortunately, Kents Hill scored again, making it 2-3 and putting Hebron in the losing position once more. We continued pushing offensively and were granted a direct kick just outside of their 18-yard box. Evie Willer took the kick and Riley Phillips ‘27 (me) tapped it into the goal, tying up the game once more to 3-3.  We ended regulation playing time as a tie, meaning we were heading into overtime! 

The whole team was brimming with excitement but also very exhausted from having already played 90 minutes of soccer and now being asked to play 20 minutes more. Hebron’s girls were looking strong in overtime though, getting off quite a few shots on goal. In the second 10-minute half of overtime, 3 or 4 Hebron girls collided with 2 Kents Hill girls within our box. It was all very confusing, but the ref granted Kents Hill another penalty kick. In the 103rd minute of playing time, the opposing team scored, making the score 4-3. That score would be the final score. The ref’s whistle blew one last time, marking the end of our soccer season and the end of one of the most exciting games of soccer in GVS history.

About Ms. Blakelock!

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By Louisa Strong ’26

This school year, Hebron is welcoming many new students and teachers, including Ms. Blakelock, teacher of printmaking, sculpture, and drawing, all classes either new to Hebron or revived this year. This is her eighth official year teaching; previously to Hebron, she taught at Korea International School on Jeju Island and the Rectory School in Pomfret, Connecticut. Ms. Blakelock has had a love for art as far back as she can remember, which led her to major in art history and studio art at Hobart and William Smith Colleges. Her favorite project was a silk screening she did on a tapestry because of the way the colors were absorbed into the fabric, which made it look very dimensional. With her major, she originally intended to work in art museums and auction houses, which she did for a little while. Ms. Blakelock interned in the American paintings department in Christie’s in New York, which is a fine art, luxury, and antiques auction house. However, working at a summer camp made Ms. Blakelock realized that teaching was much more fun than working at auction houses and museums. Ms. Blakelock says, “I think one of the things that I love about teaching is that I’m often inspired by my students, what they’re making, and their ideas and I can bring that back into my own work. I feel like it feeds the whole artistic, creative cycle.”

Keeping Quiet

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By Brody Levering ’27

Now we will count to six eleven times

And hold a much needed breath

For once we are on the ice;

Stop your thinking and just breathe.

Something goes in the net,

Don’t threaten with something that wont happen.

It would be a reflecting moment

Without anger, without disbelief in yourself;

We would be calm and ready to move on.

In a very quick manner.

Parents in the stands

Won’t yell at the refs on the ice;

And the skaters on the ice

Wont start throwing hands with their opponents

Those who prepare fights on the ice

Fight with bare knuckles, fights ending with blood,

With only one winner

Would keep the gloves on

And skate about like nothing was going to happen.

What happens on the ice should not be similar 

To young hockey with no contact or anything at all.

But a good clean game

Where we win with great success as a team

If goalies were not so focused on being perfect in the net

And instead relaxing and trying to be the best 

while improving on what you can.

Then relaxation would cause huge growths in a goalies play

Which would impact him and the others around him

Causing everyone else to change and be more calm.

A calm mind may teach more than a 

Clouded or heated mind.

Hello From The Blog Editors!

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Hi, my name is Sylvie Gill and I am a sophomore boarding student. This is my fourth year at Hebron Academy. In the fall I play soccer, I ski in the winter, and I do track and field in the spring. A few of my favorite hobbies are reading, drawing, and playing the piano. 

I’m Louisa Strong and I’m a sophomore day student at Hebron. I’ve been going to Hebron since 6th grade. I dance year round and I ski for fun in the winter time. One of my favorite places is my family’s cabin on Frenchboro, an island off of Mount Desert. 

We are so excited to be the blog editors for the 2024 – 25 school year! We hope to upload articles and new stories consistently. The Hebron Blog is a place to find news about recent events at Hebron, work students are proud of, opinion pieces, and much more. We’re looking forward to making some big changes to blog, so keep an eye out!

Filling the Frame

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By: Cassidy Russell ’25

This photo was taken in the fall, for my photography class. At the time, we were working on composition and learning how to operate our cameras. This was one of my early pictures, and it displays “fill the frame”. Filling the frame is achieved by composing an image with its subject taking up most of the space on the photo.

Is a Hotdog a Sandwich?

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By: Mason Hatfield ’24

The mid-July sun is beating down so hard you can hear it. The croaking haze roars, giving way only to a gentle breeze and the sizzling of the grill. Minutes later, a still-crackling hot dog is placed on a bun and served. We have all had a hotdog at one point or another, and we have all had a sandwich at one point or another. Both hotdogs and sandwiches have been around for centuries, and hundreds of thousands of people have sunk their teeth into each numerous times. With their long and intertwining history, the question of what exactly is a hotdog has arisen. Is a hot dog a sandwich? After some extensive research and continuous in-depth thought, I have come to the conclusion that a hotdog is in fact a sandwich.

I know this conclusion may upset some people. If you look at the cold hard facts and set aside personal opinions, you will come to the same conclusion. I was once on the not-a-sandwich side and firmly believed that sandwiches and hotdogs were completely separate beings. One defining factor set this sword in stone for me; a sandwich requires two slices of bread. Then came along something that would pull that sword from the stone; subs. I’m sure you’ve been to a Subway sandwich shop. Subway sandwiches are undoubtedly sandwiches, right? Well, they have only one piece of bread, with a singular slice that gets stuffed with meat and whatever else you want. That sounds familiar. That sounds like a hotdog.

This astonishing revelation got me thinking, if we count subs and sandwiches then we have to count hot dogs, right? I needed an answer to this question so I did some research. According to the U.S. Department of Agriculture (USDA), a sandwich is “a meat or poultry filling between two slices of bread, a bun, or a biscuit.” With this definition, both hotdogs and subs can be considered sandwiches, finally settling the “beef” between Team Sandwich and Team Not a Sandwich. 

After unquantifiable amounts of research and thinking, I have come to the conclusion that a hotdog is undoubtedly a sandwich. The x-factor to this conversation is subs, if I never realized subs and hotdogs are eerily similar I never would’ve been enlightened to the sandwichness of hotdogs. Subs catalyzed hotdogs into the sandwich category.

Round Square trip to the U.K.

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By: Cotton Strong ’23

During the last two weeks of September, five Hebron students, accompanied by Mrs. Bonis and Mrs. Gaug, traveled to the United Kingdom to attend the round Square international conference. Round Square is a group of almost two hundred and fifty schools that meet annually to discuss and work for their six “ideals”: internationalism, democracy, environmentalism, adventure, leadership, and service. 

The Hebron Academy student delegation participated in a variety of activities throughout the trip. But arguably the most important part of Round Square goes beyond just the designated activities. Besides just working to understand the ideals of the conference, the point of round square is to have students from all over the world meet each other. The Hebron students met many people of many different backgrounds and cultures.  First and foremost, there were a lot of British people in the United Kingdom. We quickly learned that they think our accents are as dumb as we think theirs are. The other English speakers like Australians also had things to say about the way we talk. Everyone was surprised that we don’t call McDonald’s “Mackies” or “Mackers” or sunglasses “sunnies”. Non- Native English speakers like students from Peru and South Africa were shocked to learn that most of the American students only spoke one language since they were all at least bilingual. Students from Peru also brought some food to share, including a caramel-milk thing I can’t remember the name of, but it was very good, I promise. At the end of the day, even though Round Square is about learning to work for a better world, the stuff that takes away is the experience of meeting new people from so many unique cultures, and making new friends, even if you might never see them again. In summary, the real international student conference is the friends we made along the way.

The reality of students’ progress on summer homework

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By: Hannah Sullivan ‘24

On August 20th, Erin Keville and I conducted a survey that went out to forty people. The basis of the survey was to scale students’ progress on the summer reading assignments, with only two weeks to go before the start of classes. The survey was as follows: 

Have you a) finished your summer reading (including the work that goes along with it, b) started the readings but not yet finished them yet, or c) not started the reading(s) or the work yet? 

Out of 40 responses, 8 students answered a, 26 answered b, and 6 answered c. 

Fifteen percent of students had not started the summer reading by August twentieth, Sixty-five percent of students had only started by then and not yet finished, while twenty percent had completed it all. 

Dr. Oakes, the chair of the English department, gave her thoughts on these results:

“Based on what I see in my classroom each fall, I’m not surprised to learn that more than half of the students surveyed hadn’t finished their summer reading so close to the start of the school year. As a parent of students and as a person who cherishes downtime myself, I realize that summers can be full of family obligations, summer jobs, and travel. And I know that not everyone’s ideal summer day is like mine, sitting as close to the ocean as possible and reading from dawn to dusk!

I do find it concerning, though, that so many students wait so long to turn to their summer reading. In part, this is because one of the reasons Hebron teachers assign this work for the summer is to encourage students to see reading as a habit that happens all year long. We hope that students can make time to read in a favorite place and at a pace that works for them and, in doing so, realize that a little reading can make for a nice meditative or relaxing moment. I’d like to feel that we are helping students cultivate a stronger appreciation for reading. Another reason I assign summer work is because my students are usually in my Honors or AP classes. These classes are designed to move at a speed and at a difficulty level similar to a college course; thus, the day classes begin in the fall I want to start setting expectations for intellectual discussion and jump right into a conversation about the (what I consider!) intriguing texts from summer reading. We don’t have time in these classes to read a few chapters at a time and gradually gather enough context and content to discuss. So if students haven’t done the summer work for my class, they can be at a disadvantage right from the start. This goes for students in other teachers’ courses, too: Waiting too long to do the reading—or not doing it at all—makes it harder for a student to connect to the class material from Day One.”

Whether Dr. Oakes’ stong suggestion to keep up with your summer work-for your own benefit- influences you to change your mind about reading on vacation or not, I think many students can agree with us on the fact that while we may say now that we’ll be more productive this summer, in reality, it will still probably get left to the last minute.