One of my go-to questions to members of our community that has prompted the most illuminating, crisp and aligned set of responses is: What makes Exeter Exeter? As I have pledged to be a student of this place and its people, I am eager to engage in conversations, dig into historic materials and make sense of written responses to deepen my appreciation for and understanding of what is core and enduring. As a student and teacher of history, I am amazed by how regularly the responses I have received circle back to John and Elizabeth Phillips’ 1781 Deed of Gift and the transformative vision conveyed through and enabled by Edward Harkness’ 1930 gift to the Academy. The most oft-cited replies include one or all of these phrases: Harkness, knowledge and goodness, youth from every quarter, non sibi and academic excellence.
I have always been drawn to learning communities that prize academic excellence. These vibrant and magnetic communities cultivate and celebrate high standards, determined work ethic, palpable curiosity and an enduring love of learning. They attract learners who love school and are drawn to a challenge like moths to a light.
In my remarks at Opening Assembly, I shared my admiration for our community’s dedication to excellence, my worries about conflating perfection and excellence, my commitment to cultivating a context that supports their ambition and nurtures their well-being, and my perspective that toggling between the seriousness and lightheartedness of our endeavors will develop cognitive agility, stamina and resilience. My sense is that these comments tracked with how many of our community members have come to think about the dogged and persistent pursuit of betterment.
““...gratitude, love and joy are too often underappreciated and de-emphasized as unserious distractions or unnoticed extras. I think that is a mistake. Gratitude, love and joy are expansive, infectious and deeply motivating. They serve our pursuit of excellence and learning.””
It was a later comment in my address that elicited a positive reaction and sparked more subsequent chatter from students and colleagues. I offered that in learning communities that prioritize excellence, “gratitude, love and joy are too often and de-emphasized as unserious distractions or unnoticed extras. I think that is a mistake. Gratitude, love and joy are expansive, infectious and deeply motivating. They serve our pursuit of excellence and learning.” This angle appears to have struck a chord, and I will take this feedback as instructive and directive.
I could not feel more grateful to get to lead this community at this time. I am excited to meet and learn from the many devoted members of the extended Exeter community. Thank you for your warm and inviting welcome. This will be the adventure of a lifetime!
