Kieve-Wavus Blog

Searsport EIR

I remember when we first started talking about what would eventually become the Leadership School EIR program. At that point, there were a lot of cool questions without answers, but there never seemed to be any doubt that sending TLS staff into schools around Maine was a really, really good idea. Three years later we still have questions, but our early conviction about the viability and necessity of such an endeavor remains stronger than ever.

There are a ton of great moments and initiatives that grew out of our conviction: an after school program for the little ones; “Kieve days” at several partnering schools; countless one-on-one conversations between EIRs and students, many of whom are “at-risk”; tutoring sessions in every subject area you can think of; efforts to integrate Kieve and traditional public school curricula; games and more games and insightful debriefs. We’re even working directly with English Language Learners (ELL) programs! How cool! When I hear about all of these wonderful things we’re doing in schools around the state, I can’t help but feel more hopeful about the future of education in Maine. And make no mistake—primary and secondary education in Maine, despite a truly massive effort on the part of some top-notch teachers, administrators, students and families, is suffering.

Have you ever read that neat little piece about what life would be like if every day were a Kieve day? I’ve always loved that thing, but have to admit that it sometimes makes me sad because for the great majority of people every day is NOT a Kieve day. Of all the things were doing to empower people and communities around Maine, a desire to bring the “Kieve Spirit” to every corner of the state is surely the most important. Don’t get me wrong—we’re not banging on the tables during lunch, there aren’t any Aqua Attacks raging during Blocks 3 and 4, and there’s no Kieve Song sung before the kiddos hop on the bus or get picked up at the end of the day. What I mean is that as EIRs we try to bring the same indelible kindness and respect to our students and schools that is, without a doubt, the hallmark and most enduring legacy of Kieve-Wavus. For us, each day is an opportunity to give a kid a Kieve Day.

To this end, I couldn’t have been paired with a better “site mentor”. Judy Cohen, the Searsport District Middle and High School social worker, is (I hope she won’t mind reading this!) small in stature but a giant among those advocating for the rights and health of children. She’s tireless in her effort to help kids feel safe, happy and confident in who they are, and has enabled me to make the most out of my two years serving the Searsport Middle and High school. With her help, I’ve worked with advisories, core classes, clubs and after-school programs. We’ve facilitated awareness initiatives for sophomores, helped seniors think about life after high school, and recently we even managed to get an Outdoor Club up and running—in just a week I’ll take more than a dozen students to the Camden Snow for a chile lunch and some tobogganing. Yes! I’ve been involved with PBL efforts, mentorships, GSTA and Civil Rights team meetings, and every day at lunch I play basketball with teams made up of middle and high schoolers.

Oddly enough, I most enjoy the simple conversations I have with students everyday. So many of them need the things we carry on about at TLS—kind words, encouragement, positive reinforcement, patience and compassion. Some of them, for different reasons, just need someone to sit with. You can’t really quantify the academic or intellectual benefit of a good conversation, but qualitatively the benefit is immediately obvious: kids are happier and are more likely to succeed when nice people talk to them and listen to them. Wouldn’t it be neat to see a TLS EIR in every Maine school? How many more goals would be met? How many students would feel a little bit better about who they are and where they come from? How many students would have those Kieve Days that have made so many of our lives meaningful and joyous?

Tyler Pace, Searsport EIR

Tyler Pace, Searsport EIR

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Memorial EIR

My name is Will Hackett, I have been involved with Kieve for the majority of my life, and a part of the Leadership School staff for the last four years. This is my second winter doing the Educator in Residence program, and once again it has been a life changing experience! Over the past month and a half I have had the extreme pleasure of being the EIR at Memorial Middle School in South Portand. Memorial has been coming to The Leadership School at Kieve for six years with their sixth graders.  My responsibilities at memorial stretch from working with English language learner students to helping facilitate Restorative Justice Circles with Steve Chabot, the Assistant Principle.Hackett at Memorial 2

The ELL program at Memorial Middle School is run by Sheanna Zimmerman and Bird Potter who work tirelessly with students from all over the world to help them overcome language barriers and assist with a smooth transition to the mainstream of students. In my first weeks at Memorial, I was able to facilitate a Community Maps Project, where after discussing the meaning and importance of the word community, the students created a creative map of the community and culture they grew up in. It was fascinating to watch all of the students develop a passion for their home countries and be able to express themselves through detailed drawings with maps and flags. It was also really cool to learn about many different cultures around the world.Memorial Maps

After presenting their maps to their classmates, I was able to facilitate a discussion about how, while all of their countries have many things about them that are different, there are also many similarities that can be seen as well. It was great to see them gain more respect for each other’s cultures.

Finally, we broke the students up into groups of four, with the only restriction being that everyone had to be from a different country. Once groups, the students put there together to create a map of the community that they live in now. The maps included communities in; Memorial Middle School, South Portland, Maine, The United States, and The World. Overall the students were able to learn a lot about each other’s communities, and talk about all of the factors that are important in their own community now.

Will Hackett with Memorial Students

The other big project I had was organizing a Kieve Day for Memorial’s 7th and 8th Grade Students. Kieve day was set up as a refresher experience for students who have been more than one year removed from their residential Kieve experience. Eight other Educators came to Memorial on Friday February 6 and ran a half day of programming for both grades. While the students were in class refreshing all they learned in our Skills, Teambuilding, and Relationship curriculum, Reid Anderson conducted a Teacher Workshop for Memorial Middle School Staff,  to give teachers some activities that are easily transferable to their own school curriculum, The day was a great success and we may have even had a little bit of fun!

My overall experience so far at Memorial has been one that I will never forget. I can’t wait for February break to end so I can continue to form more lasting relationships among both students and staff!

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Bristol Consolidated School EIR

This has been my first year at TLS and therefore my first year as an EIR. I have had the great pleasure of working at Bristol Consolidated School (BCS) with mostly grades 4th through 7th for the past five weeks. I have been working with BCS Principal, Jennifer Ribeiro, and Guidance Counselor, Francine Rondina to make my role at BCS both perfectly versatile and uniquely purposefully. Having a Math Education background I have been able to work with the students comfortably both academically and non-academically. Throughout my day at BCS, I take every possibility I can to make a connection with a student. I eat lunch with the students everyday and try my best to keep up with all the rules on the 4-sqaure court at recess, which lately has proven to be even more difficult since the snow is covering the lines of the court.  The overall essence of my role is to be a positive role model for the students at BCS.

Bristol

For the past few weeks I have been working with the 5th grade on an activity called Explore to Ecuador. Explore to Ecuador is an activity that encourages being healthy, active, and having a global awareness. Each day I lead the 5th grade in some form of physical activity and we keep track of the physical activity we do as a class on a map from Maine to Ecuador and back! The students are also participating in a Soda Free Challenge and they keep track of the days they don’t drink any soda. It has been a great program so far and an easy opportunity for me to slip in some TLS curriculum.

Explore to Ecuador

 Each grade has identified one area where the class as a whole needs to improve. Part of my position here at BCS is to use the TLS curriculum to help the classrooms grow in those troublesome areas. For the 4th grade it is teambuilding. So far I have had one opportunity to really work with the 4th grade on teambuilding. I decided to start the students off with a very challenging activity, Flip Tarp, just to gauge where they were really struggling. Flip Tarp is a challenge where you have an entire team stand on a tarp that has been laid out flat and the team has to work together to flip the tarp over onto the other side without anyone ever stepping off of it. Before we started this activity we brainstormed “What makes a team successful?” and the students shared some brilliant ideas. We had a great conversation about being “bossy” and being a leader. I was surprised how well the students worked together during the challenge. I came to the conclusion that the students know what it takes to be a successful team and they can practice those things fairly effectively, but the students don’t recognize other places they can use these techniques (i.e. group projects). I’m looking forward to working with them again to bridge that gap. I think this is a great example of the work I am doing at BCS. For me, it’s all about taking the TLS curriculum and demonstrating how it truly fits into the everyday lives of these students.

Keslea, Bristol Consolidated Schools Winter 2015 EIR

Keslea, Bristol Consolidated Schools Winter 2015 EIR

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Nobleboro Central School EIR

During the day – Dave

Zoe and I are lucky enough to have been handed the educator in residence (EIR) torch at Nobleboro Central School from Cam Miller and Kayleigh MacFarlane.  Cam and Kayleigh worked hard with Nancy Courville and Ann Hassett to implement a fantastic EIR program here and Zoe and I are hoping to keep things rolling in a positive direction.  The obstacles we face have nothing to do with the school, the kids, or supplies, but with not wanting to leave at the end of the day! Everything about Nobleboro Central School comes together to create an environment that makes the EIR program a well-oiled machine.  The school’s staff is welcoming, accommodating, and appreciative of our presence.  The kids’ enthusiasm and excitement is contagious, and every single one is unique, kind, and understanding – which makes our job that much more interesting and fun.

We begin each day in the library and either stay to assist during library time or we march down the NCS hallways, art projects plastered from wall to wall, to the art classroom where these masterpieces are created.  Library time is an absolute blast for both EIRs and students alike.  It begins with a read aloud session lead by the wonderful Mrs. Harriman and is followed by a library choice time.  The students can either choose to search for one of the many captivating reads carefully arranged on the shelves, or they can participate in specific activities that change from day to day, or from book topic to book topic.

When we spend time in the art room with Ms. Workman, we can’t help but feel nostalgic for the art classes we remember taking as children.  Ms. Workman is fantastic at getting the kids ready and into the projects in the short amount of time allotted for art.  Zoe and I often find that we are so engrossed in participating in the art projects she arranges, that the first time we look up at the clock, class is over! Library and art room time is a great way to spend time with the kids, but lunch and recess are where we find the kids are really in their element.  This makes it a prime time to get to know them.

We often vary between staying in and eating lunch with each lunch group, or we decide to join all the groups for their recesses.  With snow cover came snow pants, igloo building, snow angels, and snow basketball.  When the snow is melted, the blacktop is filled with intense five on five pick up football games (these kids have skill), basketball, jump rope, zombie tag, and other various playground activities that often involve shrieks of genuine delight.  It is a great time to relieve some of the tension that inevitably comes with sitting still during a full school day.

We are excited in the remaining time here at NCS to get more involved in the Be a Learner program, and to step into classes upon teacher requests to facilitate activities that relay principles forged in Kieve’s Leadership School.  The days we have spent here at NCS have been an absolute delight for me and Zoe and the students we see everyday, and we are very grateful to have the opportunity to spend more time here!

Zoe and Dave during library class

Zoe and Dave make friends at library time

 

After School – Zoe

The EIR program at Nobleboro also includes running an after school program for students. Dave and I love coming up with creative ideas to get kids excited about hanging out at school for an extra hour. We have divided the program in three age groups: 1st-3rd graders, 4th-6th graders, and 7th-8th graders. This allows us to focus on each groups’ varying interests and skill levels. Our activities range from arts & crafts to trekking through the woods and building forts. Some days, we play basketball and football on the black top, while others we jam on homemade instruments. We are excited to continue exploring fun options from kitchen science to massive games of “everybody’s it tag.” We hope as we continue to make connections with the kids, the program will continue to grow in popularity.

The goal of the program is to provide another way for students to stay active and get involved, especially in between sports seasons. For us, it is a great way to connect with kids outside of the classroom. Our after school program provides an additional outlet for kids to express and explore this wonderful creative energy. From what we have seen, these kids have an incredible ability to be creative, fun, and silly while remaining incredibly fair and respectful. This speaks to the wonderful community NCS provides, and we are so grateful to be a part of it! It is our goal to be relatable, positive role models; Dave and I hope that kids will see us having fun in a respectable, fair way and will want to do the same. Through all of our after school activities, we aim to spread Kieve’s mission to empower youth to be kind and respectful. We passionately believe in the power of positivity and the importance of creativity.

Zoe and Dave, Nobleboro EIR's

Zoe and Dave, Nobleboro Central School’s Educators in Residents

 

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Lyman Moore EIR

This winter, I am lucky enough to spend three months at Lyman Moore Middle School working as an Educator in Residence. My goal is to serve as a liaison between The Leadership School and Lyman Moore, as well as to reaffirm the positive messages learned at TLS and incorporate them into students’ daily middle school lives. Because both Lyman Moore and I are newbies to the EIR experience, my role so far has been versatile, challenging and very rewarding.

Every spring, the sixth graders attend The Leadership School for a little under a week. There, they gain leadership and communication skills and learn character building techniques. It is my hope to first, introduce these initial messages to sixth graders who have not yet experienced TLS and second, to extend and reinforce these messages amongst the seventh and eighth graders who already have attended TLS.

Currently, I work most closely with ELL (English Language Learner) students. While they may be new to English, many of these students are fluent in multiple other languages — including but not limited to French, Spanish, Swahili and Arabic. These students are amazing, and I have helped facilitate conversations regarding difficult topics such as the inclusion/exclusion of ELL students, confronting stereotypes and their ultimate acceptance.

In addition to these conversations and workshops, I help lead a daily art class with seventh grade ELL students. These students are painting a mural on a school wall. The mural is called “The Write Wall” and students from all grades are encouraged to share personal stories or essays on the wall.

LM Mural 2

Over the past two weeks, I have also worked with most of the eighth grade and led an assortment of communication-focused activities. These have prompted interesting discussions of what it means to communicate, how people communicate at different ages, and ways to effectively listen to different forms of communication.

Furthermore, I co-host a weekly girls lunch. During these lunches, about a dozen seventh grade girls have dance parties, discuss different personal issues, conflicts and triumphs. These lunches provide a space where the girls feel comfortable discussing a wide range of issues, ranging from serious to comical, and a small window where they feel truly comfortable being themselves.

Lastly, I participate in an after school tutoring program called Make it Happen. Every Tuesday and Thursday, ELL students attend Make it Happen. At the beginning of Make It Happen, I lead a different game or activity (the game and TLS favorite Entourage is currently a huge hit) before myself and others tutor students one-on-one and assist them with homework.

I am so excited to continue to build new relationships with the students of Lyman Moore and strengthen the relationships I have already made. I hope to continue my work with ELL students and also expand my presence in Baxter School for the Deaf and various sixth grade classrooms. I am looking forward to a great winter!

Yaknin-Dawson,_Leah_804Leah Yacknin-Dawson, Lyman Moore Middle School EIR

 

Click here to read Bangor Daily New’s coverage of Portland School’s EIRs. 

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Boothbay EIR

My EIR placement is at Boothbay Region Elementary School. I was fortunate enough to have been the EIR for Boothbay last year as well, so when I walked into the school last week, I was greeted by both teachers and students who already knew who I was. It is very exciting for me to be able to return to this school since I already am familiar with it. The base of my goals is to continue and improve upon the work I accomplished last year at the school, as well as positively connect with the students.

Boothbay

The seventh graders come to TLS for a week in the fall, and so it is one of my ideas to facilitate various follow up activities for them, as well as the eighth graders. These activities generally focus on how they are bringing back TLS principles to their school and community. Spending time with these students is one of my favorite parts about the EIR program. All of them had such a memorable time at TLS and formed strong bonds with their classmates and myself during this time, and I love to see how their experience still carries over and affects them.

I also spend a lot of time with the sixth grade, who will be coming to TLS next fall. Along with my site mentor, I am planning a “Kieve Day,” where the sixth graders will be able to come to Kieve, have a tour of the campus, and then be able to do some climbing. This will be culmination of weekly activities that I will lead with them. My hope is that this program will get the sixth graders excited for TLS next fall, prepare them for a different style of learning, as well as provide them with fun.

Boothbay blog

In addition, I eat lunch with the middle schoolers, provide Spanish enrichment classes for the younger grades, help with a high school ambassador program and facilitate TLS type activities in many of the specials classes. Not only does the EIR program provide a way to make the TLS message last longer, it also gives me a chance to connect with the students on a higher level, and gives me a better understanding a local public school. I cannot wait to see where the winter will go, and I am excited to have another opportunity to work at Boothbay!
Hannah Lovejoy

Hannah Lovejoy, Boothbay Regional Elementary School EIR 2015

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Educators in Resident 2015

While Kieve campus is relatively quiet this winter, 11 educators from The Leadership School (TLS) will embody the Kieve-Wavus mission and share their positive energy with 10 different schools.  From January until March, the Educators in Residence (EIR) will work with school mentors to broaden and deepen the impact of the TLS residential experience. Together EIRs and their mentors have developed school-specific goals to support teachers and students in reinforcing the messages, learning style and relationships cultivated during residential Leadership School programs.

Each Educator has entered his or her school with an open mind and a set of goals and objectives shaped by the needs of the school community, the goals of the administration and the strengths of the educator. Their work plans are diverse and include school specific items such as:  develop after-school play clubs, support healthy classroom behavior, provide professional development for staff and help students transition between various life stages. Their work plans share commonalities too:  promote positive interactions amongst students, model inclusive behavior for students, model positive language and redirection for teachers, disseminate TLS messages and language across grade levels.

Ann Hassett, principal at Nobleboro Central School describes the benefit of having an EIR, “It would be hard to overestimate the impact this program has had on our students and our school community.  Not only has the program been extremely popular with many of our students, it has been transformative for many of our students, and the entire community has benefitted from the support and perspectives of the Kieve educators.”

This winter marks the third year of the EIR program. The program has demonstrated multifaceted impacts on KW educators, partner schools and students. Kieve educators enjoy the meaningful experience of connecting with students and a school based mentor. Teachers, staff and school administrators continue to learn with Kieve educators in practicing experiential education techniques in their classrooms. Most importantly, students receive the benefit of having an additional trusted ally to support, encourage, and believe in them.

EIR 2015

Over the next few months, Kieve’s Educator in Residents will document their journeys in this blog. Enjoy!

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A ’47 Long Voyage Memory

A Long Voyage Memory                                                                  Tony Ryan, Kieve ’47, ‘48

I have a quibble with the identification of the photo on page 10 of the recent issue of K-W News. I attended Kieve in the years 1946 and 1947 and remember that at the time there were two series of overnight canoe trips during each camp summer. The first were more or less introductory trips while the second tended to be the “real stuff.” Of these, the most demanding was a canoe trip in Canada populated by the camp’s older boys. This was called something like the “The Wilderness Cruise” trip and I think Hudson’s Bay may have been on the itinerary. Ranking second in duration was the Long Voyage. I remember seeing photos of the Wilderness Trippers at the time and being envious that they, unlike all the campers on the other excursions, wore woodsmen’s clothing rather than the then current daily camp wear as shown in the b/w photo on the following page. I think the photo on page 10 is not of Long Voyageurs, but participants in the Canadian trip.

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For several reasons, age being one, I never got to go on the Wilderness trip, but did do the Long Voyage twice. I’m fairly certain that the ’47 trip was the first time Kieve had elected to use that particular route. We put in at Caucomgomoc Landing, went down that stream of the same name to Chesuncook Lake, then up the West Branch and took out at Northeast Carry. While on Caucomgomoc Lake we diverted to Round Pond for a few days where we fished, hiked up Allagash Mountain and followed the old carry to Allagash Lake.

As I recall we had four canoes, each with two occupants including two counselors. Being the youngest of the collection, that first year I paddled in the bow of senior counselor and trip leader, Larry Plummer. Clearly older than the average counselor—probably, what?, in his 40s (wow!)—I was appropriately impressed by Larry. Back at camp he ran the waterfront in a no nonsense manner and taught us Junior Lifesaving among other skills. A Maine native, he held a Guide’s License and to me it seemed there was little he didn’t know about camping in the Maine woods, but there were a few times his then unfamiliar accent left me scratching my head.

As was the custom in those earlier less paranoid days, we rode all day from Kieve to Caucomgomoc in the back of an open truck (!) and had camped that first night at the landing. Our first real camp was the next day at Round Pond where the two counselors set about instructing us on setting up camp. Larry kept mentioning something about putting up a “tap.” Now tents I knew and wanigans had been easy enough to figure out, but this “tap” eluded me even after we had erected a canvas fly over the kitchen area. Of course, the “tap” referred to the tarpaulin or tarp which constituted the fly, but it took me longer than I like to admit to parse that one out.

Leaving Round Pond we’d camped at Caucomgomoc dam prior to starting down that stream the next day. Just below the dam is a rocky stretch known as the Horse Race or, more properly, the Hoss Race. In those long ago days the dam was built of logs and, in keeping with a requirement that the stream flow be kept adequate for navigation, the paper company installed a dam tender whose duty was to open a sluice gate on request to allow enough water for said navigation. That evening Larry had gone to make the arrangements for the necessary water and had returned with some long, slender, freshly cut spruce poles, one for each of our canoes. I don’t remember or perhaps never knew if the use of poles when descending through whitewater was something Larry already was aware of or if it was something he picked up from the dam tender. I suspect the latter, as poles had not been mentioned before. At any rate, we all broke out knives and set to peeling the bark from the poles and properly smoothing them.

In later years I learned of the great skill required to snub a canoe down whitewater with a pole and, at that, one properly shod with an iron tip. The expectation that any of our crew could have pulled that maneuver off successfully was a pipe dream. Other than the exhilaration, there are several vignettes I recall from that run. Riding in the bow of Larry’s canoe I remember “haystacks” of whitewater higher than my head, I remember at least one of the canoes which had preceded ours capsized. And to this day I can see Larry’s freshly peeled spruce pole, now jettisoned, sailing through the air like a javelin as he quickly reverted to the paddle. Larry wasn’t one partial to expletives, but I’ll bet if it hadn’t been for the roar of the Hoss Race I’d have heard a few of those sail along with the pole.

The next year The Long Voyage used the same route, but for some reason that time around we reversed direction.

I regret that over the years I lost contact with Kieve and even more so that I didn’t maintain contact with Larry Plummer who embodied so many of the happy memories I have kept of my two years at Kieve. Larry continued his association with Kieve until 1954 and he passed away in 2001.

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Posted in: Alumni Stories & History, Kieve Camp for Boys |

Kieve’s Writers’ Conference

Ralph Sneeden — our Writers’ Conference Director

Ralph is at it again, doing what he does best… Take a look at the link below for his latest published creation…

Ralph was born in Los Angeles and grew up on the North Shore of Massachusetts and Long Island. He has been teaching English since 1995 at Phillips Exeter Academy, in Exeter, New Hampshire, where he also directs the George Bennett Writer-in-Residence Fellowship and is the Continuing Professional Development Coordinator. He has also taught at the Pingree School and Lake Forest Academy. The title poem of his first book Evidence of the Journey (Harmon Blunt, 2007) received the Friends of Literature Prize from POETRY Magazine/Poetry Foundation and the book also received honorable mention for Washington and Lee University/Shenandoah Magazine’s Glasgow Prize.

Dear friends and family—

The Common (the folks who brought you “Django: Elegies and Improvisations with Small Boats”—bless them) has published my essay on surfing/drowning, etc.  It’s available in the print edition (handsome and desirable), but it just came out online, too:

Stepping Off: Confessions from the Littoral Zone | The Common

Each version has its own distinct and nifty set of photos (courtesy of the multi-talented Ike Fontaine, goal-oriented Jake Sneeden and Jesper— a Danish surf guru in Senegal).  Feel free to pass it on to any wave and/or surf-minded person in your sphere.  I’ve been encouraged by the editor to get the word out about both editions.

Thanks!

Ralph

Posted in: All Camps, News |

Kieve Camper Life in the Early ’50’s

Fond Memories of KIEVE – Bob Bishop Kieve ’49-’52, Kieve Staff ’59-‘78 (photos from his staff years in the ’60’s)

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We did not discuss courage, perseverance, and loyalty even during the campfires of song and well-told story, not even during the serenity of chapel. But we learned these values – soaked them up – during our young Kieve summers that we wished would never end. The impact of beauty among verdant hills and beneath azure skies throughout Maine, the challenge to take such risks as the island swim under the watchful and caring eyes  of men who seemed larger than life, the perspiration that lead to inspiration on far flung trips – all this helped us to grow up.

kieve_history_04

The ghosts of Pasquaney, Innisfree, and the flagpole remember -

  • Unparalleled leadership: Aunt Harriet and Uncle Don, Jim, Stokey, Don and Barbara, Dick and Nancy, Henry and BJ.

  • The continuing ritual of the council torch being passed such as: Bill McCook, Mike Westcott, Morrie Heckscher, Dick Koelle, and me to Fordy Stevens, Sandy Buck, Walter Morris, Tench Forbes, Shippen Bright, and Harper Sibley.

  • Campers in my 1959 Bunker Hill like: Jack Lanahan whose grandfather Scott Fitzgerald was the subject of my college senior thesis; John van Roden who was a trustee at my school and whose children I taught; Denny Emory who became the high seas skipper/navigator for my college roommate; Tom Ross who turned the tables on me in tennis before he was in college.

  • Savory food – fish and chips on Friday, flipped blueberry pancakes on Sunday, corn, clams and lobster on outings to Pemaquid Beach, final trip feasts on Harbor Island.

  • Canoe tilting and war canoe races at watersports.

  • Baseball/softball teams named for the Maine native American nations.

  • The often startling cry of the loons echoing among the coves of Lake Damariscotta.

  • Intense military style bunkhouse Sunday inspection to compete for an extra scoop of Round Top ice cream.

  • The precamp regeneration of the tennis courts from high weeds to hard clay.

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Bob Bishop – Kieve ’49-’52, Kieve Staff ’59-‘78 (photos from his staff years in the ’60’s)

Posted in: All Camps, Alumni Stories & History, Camper Stories, Kieve Camp for Boys |