Issue link: https://trevordayschool.uberflip.com/i/915972
current in response to the applied mechanical stress of a person's footsteps. In a model of combining professional development with service, seven students returned to Trevor to intern in a variety of capacities, including in the head of school's office, in classrooms throughout the Lower School, and in the communications and marketing department. A Trevor lifer, James Hearn returned to 1st grade for his Bridge project. His day-to-day work as a classroom intern was as varied for him as it is for our Lower School students. He helped present the daily schedule, worked with students on the Central Park study, published poetry, and led bird-watching in the Ramble. From his faculty supervisors, he learned how to present materials in multiple ways and how to receive feedback in a professional setting and apply it to his continued development. e experience was so influential, he spoke about it during his commencement speech: "Trevor has been my life. Recently, Bridge gave me the opportunity to go back and teach 1st graders, with my 1st-grade teacher, Ms. Rechenberg. She, along with Ms. Fishman and Mr. Taback, inspired me to write this speech. Seeing 1st grade through my now senior eyes has allowed me to realize something important: Trevor fosters an encouraging environment and has allowed us to be independent thinkers, enabling us to assess and analyze problems, and then make the right decision. I've seen students as young as six years old understand right from wrong, and more importantly, choose to do what is right—a tribute to the Trevor environment. Every year, we have built on this foundation—to the point that we can now make difficult decisions, and will continue to do so in the future." Observing the Bridge program for more than 20 years, Daniel Feigin, Assistant Head of School and Director of Upper School, notes its power to inspire, and sometimes even foreshadow post- Trevor academic and professional pursuits. "Ben Levine '99 interned with the New York Mets during his Bridge semester, and then went on to work with the team full time. He is still in sports marketing today. Juliana F. May, '98 was an avid dancer at Trevor and ultimately used the Bridge semester to advance her work as a choreographer and further her craft. Today, she is a Guggenheim and New York Foundation for the Arts Fellow and an accomplished choreographer. Adam Hartstone-Rose, PhD. '99, pursued his love of biology by studying lemurs in Madagascar during Bridge. He has since earned his BA and PhD in biological anthropology and anatomy from Duke University, and he is currently an associate professor of cell biology and anatomy at University of South Carolina School of Medicine. e Bridge experience is simultaneously the conclusion of a Trevor student's journey, and the exciting first steps as a Trevor graduate." n Seniors interning for Trevor, clockwise from top left: Jenna Parker, James Hearn, Errin Landberg, Michelle Flesaker, and Jordan Walz. Not pictured: Josh Hershkowitz and Alex Leon. Left: James Hearn with Ms. Rechenberg's 1st-grade students. Below: In this 2006 homeroom picture, James is in the first row at the extreme right. His classmates include Lily Salzman (back left), Jenna Parker (seated center) Errin Landberg (seated right), and Rachel Wolf (front middle). 2 7 T R E V O R D AY S C H O O L n FA L L 2 0 1 7 – 2 0 1 8