Hayfield Hall: Interlude-01
By: Annette MacGregor & Karen Page

Some students seem to build friendships irrespective of age, or year. David/Jayne and Dan/Sophia are two that have done this more than once in the stories. How did these two meet for the first time?

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Interlude: 2005, sometime in the three weeks prior to the trip to France

I guess I'd gotten used to folks stopping by to listen to the grand, while I was practicing. Okay, not really, but I also wasn't so completely oblivious to all that was going on around me when I was playing on that beautiful instrument either. I'd just finished one of my pieces and figured I may as well play something they'd recognize and smoothly shifted to Billy Joel's "The Entertainer" since it had some similar themes. I wonder how long it'll take whoever it is to realize I switched into this. I smiled to myself, then wondered if my audience would know him. Only one in my year had known Billy, when the year started. They learned better. Maybe I should have played the Joplin piece. These Brits know it better.

Noticing that my observer hadn't moved, I stopped at the end of the piece. "If you're going to stand there, do you have any requests?" Oops. That should have been in French! After last year, I should remember. "Pardonnez-moi."

"Mais, bien sá»r," responded a young voice, then continuing in French. "Sorry, I had no idea you knew I was here."

I laughed lightly. "I've learned to be a bit more aware of what's going on around me when I play." Getting up from the stool, and turning toward the voice, I saw one of the first year girls. "Hi, I'm Sophia."

"Oh, hi, I'm Jayne."

Hmmm. The name's familiar. I wonder why? Oh well, we'll see.

"I was passing by and heard you playing. I hadn't realized anyone was allowed to play that." She indicated the Steinway.

Laughing. "Mrs. Russell said I could, as long as I notified her when it needed to be tuned or if I noticed any other issues."

"I didn't know anyone here actually played the piano. I mean, when do you have time?"

"I make time, and you'll find, sooner or later, that Mrs. Russell's not the only other player. I take it you've not had an opportunity to have singing lessons yet?" At her negative shake, "Stopping by at times like this is one way I find the time."

"We can study alternate instruments? Wait, Kevin told me that a while back."

I smiled again, "Yes, quite a few of the older students play two, or even more, though they do tend to spend more time on their primary. Most play their primary instrument in the orchestra, though, I have it on good authority that secondary instruments are sometimes played, if only to provide a better distribution there."

"Wow, if that's your secondary instrument, I can't imagine how you are on your primary." Then, as if the penny dropped, "The piano's your primary, isn't it?"

Her question gave me the clue I'd needed. This is David. It's hard to believe he is actually a guy, though. Unless David spent a lot of time as a girl before coming here, his passing is pretty awesome. I spent most of my first months taking the classes to be able to BE a girl, rather than fake one. I've surprised folks too, and for some of us, that's important. Well, to be honest with myself, it seems to be for Andy, me and a few others. Heck, even Mark's not clowning much anymore. "Yes, I'm learning percussion for playing with the orchestra. I understand I'll get to start on the snares in the autumn."

"Oh, that's where I've seen you, in the back with," she paused a moment, as if reaching for names, "Andy and Andrea."

"Yes, they've both been very helpful!" Hmmm. She knows some kids from the upper years well enough to know their names, without being in our section. That pretty much cinches that he's one of the specials like Fran and Ingrid. "You're in the brass somewhere?"

"I play the horn."

Thinking back, I reviewed the others, as if I needed it to place him, no HER. I should know better. "Ahh, yes, I recognize you now." Now what? "So, what brings you out at this hour? I was about to wrap up and head for my room."

"I had to go and see Rachel."

"I see. The support staff are all really good here, and Rachel seems okay. I kinda miss Kate and Dr. Bill, though."

"Kate? Dr. Bill?"

"She was the head of the support staff last year and Dr. Bill was our physician until they both retired a few months ago."

"Oh. That's right. Rachel mentioned she was new."

"Yeah, Fran and Ingrid had a bit of a tough time switching over. But, they say Rachel's been really good."

"You know Ingrid and Fran too? You're in year two, aren't you?"

This girl will need some watching. She's really perceptive. I nodded. "I guessed you must be first year when I had to think to work out who you were."

"It's a bit hard learning everyone's name, along with having to do everything in French."

"Oh, you're not that far behind. We've all just been through this before, and, a new language is much easier after you've learned a few; specially a related one. Our trips last year helped a little, despite the very different way the French pronounce some stuff."

"Thanks for the encouragement."

"Any time; if you need help practicing, feel free to call."

"Thanks for the offer. One of our year is a languages specialist. He's been really helpful to all of us."

"I'm sure, and this living the language is so effective!" I could see Jayne nodding agreement.

"Do you think you'll be playing the piano with the orchestra any time soon?"

"Soon? I'm not sure, but Mrs. Russell's given me piano accompaniment for every piece we've done so far. She indicated that I'd eventually be there. I don't know that I'm ready, though I will admit that I've gotten much better over the last year. Still, I have a long way to go before I think I'm ready." My PDA chimed then. "Oops. Now we really need to get a move on."

I stood up, and collected my music.

"How do you handle the pedals in those heels?"

I laughed. "I asked myself the same question last year when I got here. I've discovered that if I stick to under four or five centimeters, I'm okay. I can do it barefoot easier, but with a long piece it's not comfortable and if I ever solo, I can't see Mrs. Russell being happy with me kicking my shoes off as I prepare to play."

That produced a laugh from Jayne. "No, I can't see her approving of that, either."

I tried to recall a little about Jayne. Then, remembering her attire and where I'd seen her name recently, I knew I'd seen the name. I'd best check if she's dressed so she and Helen can room together on the trip. "Oh, from your attire, is it safe to assume you want to share a room, in France, with Helen?"

Jayne gave me a sharp look. "Of course, but why are you asking?" I could see a questioning expression on her face.

"We normally room those that present as girls together and those as boys separately. Most of the world doesn't accept mixed rooms for teens. I was just confirming that you'd dressed as Jayne to make sure you could room together. Unless you'd rather not…" My voice trailed off at the end, just to check.

"I understand about boys and girls not sharing the same room while we're away, and of course we want to be together. My question was why are YOU asking this?" She gave me a quizzical look.

"Ahhh, sorry, part of my training includes room assignments." I replied. "Part of my specialty is Operations Analysis and Planning." No reason to mention the other part of my specialty, as it sounds a bit strange to me, even after a year. "That sounds pretty impressive, but so far, it seems kind of lame, organizing details for trips." Playing it down, is a good idea, too. I've yet to really figure out what I'm supposed to tell anyone but Renee. "I guess assigning people to rooms is part of that. I select our hotel based on criteria provided by Mr. Hobson and assign rooms, and things like that. When it was first assigned, I thought the name for my specialty was a joke, but I did look it up, and as a result I've wondered what they have planned for me." In case she looks it up, best admit it's not all fluff. "Anyway, Renee's sorting transport for the trip."

"Renee? First trumpet, right? I can see your involvement, I guess. Do you plan all of the trips?"

"I'm not sure. Last year, we did plan for our trips, but, it was only under training to see how our plans compared with the ones made by the staff. This is the first trip they've actually put us in charge of making the actual arrangements."

"I can see your part. I take it Renee's your study partner. Is that why she's helping?"

"No, her specialty is logistics." I could see Jayne's nod. We were approaching the hall with our rooms. "If you want to continue chatting, I'd better get clearance for one of us to be out of our rooms after ten."

"I'd like that, if it wouldn't get you into trouble." I could also see her nodding to herself, as if confirming something.

I laughed. "No, our homework's done."

I quickly sent Dan a note requesting permission for either Jayne or myself to be out after ten, to continue a conversation we'd started."

>> Is it important now, or could it wait? >>

I thought a minute, and something was telling me I should get to know Jayne better.

<< Not sure why, but I think it is important. <<

>> Okay Sophia, I'll clear it. But, don't make it too late. >>

<< Thanks. I'll let you know. <<

"We're cleared." Looking up from my PDA, "Your place or mine?" Then, I was careful to not start, as I realized why Dan might have questioned me. After the suicide watch following Jessica's attempt, the staff are all probably uber sensitive.

"It doesn't make much difference, but Helen might like to hear some of this, so why not my place?"

I nodded. "Yours it is. I'd best ping Renee and let her know." I sent Renee a note about where I'd be and that it was approved.

>> Okay. Sounds like you're doing another of your helpful chats. Are you going to adopt her entire year, or is Jayne just a single project? >>

I told her I'd let her know when I got there, while laughing a little. She'd been teasing me about mothering the year for the past few months, and if I were honest to myself, it wasn't totally unwarranted.

"What's so funny, Sophia?"

"Renee was just teasing me about something. Despite the authorization, we'd best get to your room." I didn't want to have to go into the teasing right now, as that'd just complicate things.

Jayne nodded. "Are all of the staff so quick to respond? I know Rachel's been very available."

That pretty much cinches that Rachel's her primary staff. She's got Rachel. Hmmm. I wonder if Helen has her too. "I think so; at least they have been so far." I walked with Jayne to her room. Jayne presents well. They'd not let her go as Jayne, if she weren't up to it. I wondered if Jayne had learned to present for reasons like I had, or if she had some other motive for doing it. Either way, it must have been before coming to the school, because she's not been practicing the whole time. Her business, but, if there's something I can help with... My thoughts trailed off as we arrived at her room. Not surprisingly, it was one of the rooms that had been refurbished following the old year's graduation.

Jayne headed for the open connecting door, and tapped on the frame, "Helen, I've got Sophia with me from year-two," she called.

Helen came through the door, a smile on her face

Jayne pitched in, "I found Sophia in that fancy room off the main entrance–with the grand piano."

"They call it the Music Parlour," I supplied.

"Fancy name," Helen responded.

"She was practicing on the grand," Jayne continued. "I'm afraid I disturbed her a bit, but we started talking, and decided to come back here to continue before curfew."

"I was wondering how close you'd cut it this time," Helen teased. "Thanks for bringing back my wayward partner, but won't you get into trouble for staying out late?"

I laughed at their obvious friendship. "No, I cleared it with Dan before coming over. As long as we clear things, most of the rules are flexible. Jayne and I were chatting, and I figured it wouldn't hurt to get to know you two better."

"She asked if we wanted to share a room on the field trip."

At Helen's questioning look, I rescued Jayne. "I'm responsible for organizing a bunch of aspects of the trip, as practice for my speciality which includes planning."

Helen nodded then, "I guess that's like the stuff you've been doing with Julia," she said to Jayne.

I was a bit surprised at her use of the first name, but figured it must be because she asked their class to call her by her first name. Turning to Jayne, "I guess you're doing something with computer systems, like Ingrid and her network stuff. She spends a lot of time with Ms. Toms, as well." First name's fine for her, but I can't see it for me. All the other staff are Mr or Ms, well, except the shrinks and Dr. Sue.

Jayne agreed. Then, before any of us could go further, Helen suggested we sit down. She and Jayne sat together on her settee, and I took the chair opposite them.

Interesting how close they are already. Wait, didn't I hear something about them knowing each other before coming to the Hall?

Jayne started. "But, to your remark before we sat down. Yes, I'm studying computer systems."

"Makes sense for someone in your year to work on something like that, as June graduated; Ms Toms was doing most of it with just Ingrid for help. Though, even there, I guess we're lucky to have Ms Toms full time. She was part-time last winter and spring. There was some guy here when we started, but he left right after the audit. Then, June was doing most of the stuff until Ms Toms started." I thought back to the time of the systems audit, last fall and shook my head.

"What?"

"Oh, they had an external company come in last year, and they apparently gave the school a mixed report. A few months later, our full time computer teacher left, and Ms Toms was here more often. She'd be here a few days or a week at a stretch, then be off somewhere. There was this long break back in May; then she was back by early June."

"Sounds like there was quite a lot of staff turnover last year."

I thought about it. "No, not really; like I told Jayne earlier, there was Dr. Bill and Kate Mayhew who left and were replaced, and Ms Toms being added. I guess you could say she replaced our original computer teacher. Apparently our language teachers vary occasionally, 'cause they brought in someone to help in Spanish–well Catalan–last year."

"Catalan?"

I nodded in response to Helen's question. "One of our concerts was in Barcelona last year, and while they speak Spanish, the native language of that part of Spain is Catalan. We didn't learn Catalan, they just helped us recognize it and have a few phrases, and shift our accent a bit. There wasn't time to do more."

"Why not?"

"We only got the word of the switch to Barcelona from Madrid a month before we left. So, they helped us speak with a more local accent of Spanish, rather than a Madrid accent, like we'd been learning."

I could see both of them getting the idea.

We talked on for almost an hour. They confirmed that they'd not only known each other before coming here, they'd even been close friends until their last few years in school. I shared some of the places I'd lived over the years, and the variety of schools. They both seemed like really nice kids. Listen to me, calling them kids. Renee'd certainly call me on that. I glanced at the time on my PDA, which I'd put on the armrest of my chair. Seeing how late it was getting to be, "I'd probably best get back to my room pretty soon, or Dan'll have my hide."

At their startled looks, "Sorry, just kidding. If I'd said we needed to have this talk for your wellbeing or some such, we could go as late as we needed. If you've not noticed, the school goes a LONG way to ensure that we get all the help we need."

Their response seemed to be mixed, so I expanded, "Seriously, if Dr. Ruiz hasn't told you yet, a dozen times, she's very different from Dan. I know the support staff, and other students were telling us that until we could hear it in our sleep last year. They also seem to really mean it."

"Okay, okay. Yes, they have said that. It's just hard to really believe, after my old school."

I nodded understanding a bit, as Jayne had shared some of the things that had happened to her, and I recalled some of the bullying I'd seen. "It took me a while to believe it, and I didn't have the same background you did, so I can understand that. But, as I was saying, if I believed it was important for me to stay NOW, I would, but, I think it'd just be us having fun. We can get together again, if you like."

They agreed to that, and I was shortly on my way to the room. It was far from the first time I was out after curfew, but it still felt a little strange. I thought back to the reason for some of my earliest "late nights" in the halls, and acknowledged to myself that Renee had had a point earlier. I was still smiling at the thought when I opened the door to our room.

She was already in bed, reading, but sat up when I came in. "Went well, did it?"

"They're pretty nice, though I get the feeling that something under the surface is bugging Jayne."

I saw the concern on her face as she climbed out of bed and came over, "Something to worry about?"

I thought about it, then, "No." I started. "Not yet anyway. Besides, she's got a close partner already and, as we saw last spring, Rachel's very quick on the uptake."

I was getting ready for bed myself, at this point, and although I didn't see Renee's expression at my last, I did hear her breath catch at the use of partner instead of study partner. "Yeah, they knew each other growing up, and were good friends until fairly recently. Looks like they've made up for lost time, to be quite honest." I paused, while brushing my hair, "They're already past the awkward stage most of our year is going through; when they realize that they're more than just study partners."

She laughed then. "It did take a while for Claire and Mark to work things out, didn't it?"

I smiled at the memory. Yeah, I'd had a lot of late night chats with both of them last spring. "Very true, though they worked it out. But, back to Helen and Jayne; I wouldn't be surprised to see them do something formal at some point. Whether it's one of the school's ceremonies or like what we did, I don't know.

Renee looked at me quite seriously then. "You're not serious, are you?"

"Actually, I think I am. Oh, not real soon, but it could be sometime this school year. They're that close."

We talked some more before, finally getting into bed for the night.

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Comments are greatly appreciated!

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Hayfield Hall: Interlude-02
By: Annette MacGregor & Karen Page

Since first reading the stories about Hayfield Hall, questions have been there about where the staff came from, how they are selected, and other similar points. One example is Dr. Rachel Ruiz. We know she was NOT staff at the school in 2004 and that Kate Mayhew held her position, but by the beginning of A New Style of Education, Dr. Ruiz was established. This interlude doesn't describe how that came to pass, but it does address some of the questions, at least in part. Originally written half in jest, this interlude is included for those readers that may have also had some of these questions.

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Interlude 2007, Late Autumn through 2008, Early Spring

During the rather pathetic lunch that my meager means could afford, another teacher plopped down with a similar light meal. We got talking about the morning's speakers, and I found myself telling him how worried I was about being able to retain my position come the next fall. There'd been talk about reducing staff at our school, and all of us, without tenure, were a bit worried.

He asked how far I might be willing to travel, and I didn't hesitate to say that despite liking the kids at my current school, moving somewhere might be the best all around. Whereupon he mentioned that while he was not in a position to move, but he'd run across an interesting school that might have an opening.

Intrigued, I asked about the school and upon learning it was in the UK;I asked why they would recruit from so far away. His response described a small school for talented students and that they recruited from all over, in order to have the highest caliber staff that would have the student's interest at heart while also providing as diverse a teaching staff as possible.

Not putting myself in the highest caliber bucket, I figured they'd have trouble finding someone more diverse. However, finding the idea even more intriguing, I expressed further interest, upon which he pulled out a scrap of paper and wrote an e-mail address, saying they preferred to make initial contact via e-mail.

Back at the hotel, I spent a while drafting the e-mail enquiry. I must have revised the enquiry a dozen times. I had so little information; I needed to weave a fine line between enquiring for information and actually applying for an unknown position. Whatever the case, the more I thought about it, the more I came to the conclusion that moving would probably be for the best, and across the ocean was as good as across the country as far as separation was concerned.

Despite my conclusions, I thought seriously about not actually sending the enquiry. The day had been exhausting and I feared I wasn't as coherent as I could be. I wondered if I should even not send it, or at least wait until morning. A quick search showed me that the school did not have a web presence, which I found surprising for what sounded like an exclusive school.

Deciding that second guessing, over and over again, was not getting me anywhere. I figured it wouldn't hurt to ask them for more information. After all, it was just an out of the blue enquiry…

To: [email protected] Subject: Teacher Application Dear Sir, I am an American teacher of secondary education currently attending the New Jersey Teachers Convention. Over lunch today, a colleague indicated that your school is open to consider applications from foreign nationals. His description of your school was intriguing. If you actually do have openings, and would consider a US national, I would like to investigate this further. Thank you for your consideration. Respectfully, Jean Marie Grieg

After sending the note, I decided to so some further digging. Interestingly I did find a few references to an orchestra from a school of that name, all over the world. I also found a ranking of the school on a UK government board that showed astonishing performance on their high level testing. I've never heard of a school achieving 100% success!. If that's the place, they certainly are successful. Then, sighing, I figured if they had a teaching opening, it was for someone with a lot more years of formal teaching experience.

Just as I was about to close down my laptop for the night, I got a mail popup. Wondering if one of my online friends was sending a note, I opened it, and was surprised to see it was a reply to my query. At first I thought it was just an automated daemon, but to my surprise, it seemed to be from the headmaster.

From: [email protected] To: [email protected] Subject: Teacher Application Dear Ms Grieg, Thank you for your enquiry. We have several members of our faculty that are not from the UK or even Commonwealth citizens. If you are serious in your willingness to consider employment outside the US and would consider our school, please provide your postal address, so we can forward you more information and an application. Yours sincerely, Quentin Hobson, Headmaster, Hayfield Hall email: [email protected]

Surprised, I went ahead and replied, including my snail mail address. I wonder if they expect everyone to keep strange hours...At least I have experience THERE. You can't get much crazier hours than onboard ship or developing software. Shrugging to myself, Well, I can at least see what comes of this.

The next morning there was a brief message stating that a package had been sent to my mailing address.

Upon return home from the conference a few days later, I found the information packet, and invitation to formally apply for a position. What I read along with the pictures they'd included seemed fascinating. As a result, I resolved to apply. It disturbed me a little that they were masking their address with a post office box, but given the exclusiveness of the school, perhaps it was not surprising.

[Author's Note: The remainder of this interlude shows the correspondence between Ms. Grieg and Hayfield Hall with little or no narrative.]

November 12, 2007 123 My Street Mytown, NJ 07123 USA Dr. Quentin Hobson Hayfield Hall PO Box 54123 London EC8P 9XY England Dear Sir: Thank you very much for this opportunity to apply for a position at your institution. Attached to this letter, you will find my CV as well as the application for employment that you provided. As you can see, in the attached CV, I have a wide range of life experiences which I believe prepare me well for a position with students such as you describe attend Hayfield Hall. I've taught teen and young adults in several subjects and as a result have experience in developing classroom materials and correlating information across fields into a coherent whole. Through non-educational venues, I've spent many years working with and interacting with teens. Respectfully, Jean Marie Grieg

20 November 2007 Hayfield Hall PO Box 54123 London EC8P 9XY England 123 My Street Mytown, NJ 07123 USA Dear Ms. Grieg, Thank you for your application for a position at our school. Your credentials are interesting, and your background may well make you suitable for our organisation. However, as you are a US citizen, I felt it prudent to suggest you might find it easier to look to our sister school in your country. Attached you will find contact information at that school. If you want to move forward with your application here, please forward a short note explaining why you wish to relocate to the UK. If I can be of further assistance, please feel free to write. Yours sincerely, Quentin Hobson Headmaster

November 27, 2007 123 My Street Mytown, NJ 07123 USA Dr. Quentin Hobson Hayfield Hall PO Box 54123 London EC8P 9XY England Dear Sir, Thank you for your kind response. While I was unaware that your organization had an institution here in the US, I would still like to apply to your institution. Due to personal reasons, I would prefer to look for placement overseas. My reasons are detailed in the attachment. Again, thank you very much for the reference to your school here in the states, but if you are willing to consider a US national for your staff, I would appreciate consideration. Respectfully, Jean Marie Grieg

6 December 2007 Hayfield Hall PO Box 54123 London EC8P 9XY England Dear Ms Grieg, Very well, I will commence the formal consideration process. One of the steps is an extended background investigation required by UK law. With the climate today, we are very careful about those who come in contact with our students, as I'm sure you will understand. The attached form must be filled out completely to begin this investigation process. Please return it to my office at your earliest convenience. Yours sincerely, Quentin Hobson Headmaster

December 17, 2007 123 My Street Mytown, NJ 07123 USA Dr. Quentin Hobson Hayfield Hall PO Box 54123 London EC8P 9XY England Dear Sir, Thank you for your continued consideration. Attached you will find the forms you provided, filled out in detail. I've added an additional note that may clarify certain of my answers. Feel free to contact me if further details are required. I have one request, and that is that you and your institution hold the information in strict confidence, as its publication could cause difficulties to me or others I've referenced. Thank you again for your consideration. Respectfully, Jean Marie Grieg

From: [email protected] To: [email protected] Subject: Teacher Application Dear Ms. Grieg, I have received your package, and assure you that we are as serious about the security and privacy of our staff and applicants as we are our students. I've forwarded the forms and your note, as well as your CV, to our selection committee. They will initiate the background investigation (which includes a credit and other checks, as you acknowledged in the forms). Upon completion of the investigation, we will be in touch again. This process normally takes between two and three weeks, but with the holidays we can expect it to take longer, so do not be surprised if you do not hear back before next year. I assure you that we will inform you of the status of your application, no matter the results even if there are no results. Thank you again, Quentin Hobson Headmaster email: [email protected]

From [email protected] To: [email protected] Subject: RE: Teacher Application Dear Sir, Thank you for this information. I look forward to hearing from you again in the near future. Thank you again for your consideration. Respectfully, Jean Marie Grieg

From: [email protected] To: [email protected] Subject: RE: Teacher Application Dear Ms Grieg, This is just a status update. The background investigation has taken longer than normal. They tell me this is due to the complexity of your background. The interim report that was provided with the update showed nothing contraindicative, and they said they didn't expect anything to come up. Another two weeks will be required to complete the checks, and I will be in touch with you again at that point. Yours sincerely, Quentin Hobson Headmaster email: [email protected]

From [email protected] To: [email protected] Subject: RE: Teacher Application Dear Sir, Thank you for the update. If I can provide any additional information that might speed their investigation, please ask. Thank you again for your consideration. Respectfully, Jean Marie Grieg

From: [email protected] To: [email protected] Subject: RE: Teacher Application Dear Ms Grieg, I have some good news for you. The background investigation is now complete, and you are being considered for one or more positions here at Hayfield Hall. Expect to receive a communication from Dr. Rachel Ruiz, on our staff, in the near future, to set up an interview. She will need to know how flexible you are as to travel, so she can schedule face-to-face interviews with several members of our staff, here in the UK. Once we know your availability we will arrange travel and accommodation. I wish you the best of luck and I look forward to meeting you in person. Quentin Hobson Headmaster email: [email protected]

From: [email protected] To: [email protected] Subject: RE Teacher Application Dear Sir, Thank you again, sir, for all the assistance you have provided. I look forward to Dr. Ruiz's communication. She is welcome to call, e-mail or write, whichever is most convenient. Thank you again for your consideration. Respectfully, Jean Marie Grieg

6-February-2008 Hayfield Hall Heath and Reach Leighton Buzzard Bedfordshire LU7 0XY England Ms Jean Marie Grieg 123 My Street Mytown, NJ 07123 USA Dear Ms Grieg, It was a pleasure speaking with you this afternoon. Thank you for taking the call so early in the morning, your time, as it greatly speeds the process. As we discussed, I've been able to make airline reservations to coincide with your school's winter break the 18th until 22nd. Attached you will find your travel itinerary, tickets and other information needed during your visit. I will be meeting your flight at Heathrow, Monday morning, and will bring you here to the Hall where you will meet with the individuals we discussed. I look forward to meeting you then. Sincerely, Rachel Ruiz, MD, BSc, MB BCh, MRCPsych

February 23, 2008 123 My Street Mytown, NJ 07123 USA Dr. Quentin Hobson Hayfield Hall Heath and Reach Leighton Buzzard Bedfordshire LU7 0XY England Dear Sir, Thank you very much for your time over the past several days. Having seen the school, met your committee, staff and some students, I am more excited about your institution than I was before. I sincerely hope that you are able to offer me a position. But, if not, I will treasure the days I spent visiting your wonderful institution. Please pass my thanks on to Dr. Ruiz, and the rest of the people I met, while there, for their time and consideration. Respectfully, Jean Marie Grieg

3 March 2008 Hayfield Hall Heath and Reach Leighton Buzzard Bedfordshire LU7 0XY England 123 My Street Mytown, NJ 07123 USA Dear Ms Grieg, It is with great pleasure that I can offer you a position at Hayfield Hall. Full details of the offer, along with an employment contract, are contained in the attached documents. Can you please sign and return this at your earliest convenience, using the enclosed overnight envelope. Also included is a certificate of sponsorship. This should aid your application to work in the UK. Feel free to contact us with any questions. As indicated, the offer is contingent on your receipt of authorization to work here in the UK (we will work to assist you in this area) and your formal acceptance by 17 March 2008. I look forward to hearing from you in the very near future. Yours sincerely, Quentin Hobson Headmaster

March 7, 2008 123 My Street Mytown, NJ 07123 USA Dr. Quentin Hobson Hayfield Hall Heath and Reach Leighton Buzzard Bedfordshire LU7 0XY England Dear Sir, It is with great pleasure that I accept your offer as tendered. Enclosed is my signed copy of the contract. I very much look forward to working with you and the rest of the staff at Hayfield Hall after my arrival at the end of the term here. Once I have travel arrangements made and have an arrival date, I will forward it to your office. Again, thank you very much for the confidence you place in me by offering me this position. Respectfully, Jean Marie Grieg

10 March 2008 Hayfield Hall Heath and Reach Leighton Buzzard Bedfordshire LU7 0XY England 123 My Street Mytown, NJ 07123 USA Dear Ms Grieg, I would like to take this opportunity to welcome you to the Hayfield Hall family. Please contact my office if you have any difficulties in making arrangements for permission to work here in the UK or with any other details. As discussed, there may be temporary onsite housing available for you, while you determine more permanent arrangements. Again, welcome to Hayfield Hall. Yours sincerely, Quentin Hobson Headmaster

May 15, 2008 123 My Street Mytown, NJ 07123 USA Dr. Quentin Hobson Hayfield Hall Heath and Reach Leighton Buzzard Bedfordshire LU7 0XY England Dear Sir, I've completed all arrangements for my move to the UK. Thank you very much for your assistance last month. As indicated, I've made arrangements to arrive in the UK on the 18th of June, and have scheduled shipping of those items authorized to the address indicated. I very much look forward to working with you and the rest of the staff at Hayfield Hall. Sincerely, Jean Marie Grieg

Stay tuned for more on JMG and Hayfield Hall.

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Comments are greatly appreciated!

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Hayfield Hall: Interlude-04
By: Annette MacGregor & Karen Page

As seen in A New Style of Education (in July of 2005) Rachel Ruiz is the Head of the Support Staff, and the previous year (as seen in Hidden Gifts), Kate Mayhew was head. What happened? Another staff change occurred at the same time. Dr. Sue only recently became the primary internist for the school. What happened to cause this change? Did something happen last year to cause this staff change? Was the change voluntary? I wrote this interlude to rationalize, in my mind, why some people in important positions might leave without jeopardizing the school — And, in the case of Rachel, lay the groundwork (in my mind) for why they recruited a new Head, rather than promoted from within.

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Interlude Early Autumn 2004.

What follows is a conversation between the Headmaster, and the Head of Support Services shortly following her husband's 70th birthday party celebration. She's just a few years younger than he is and both are well beyond normal retirement age.

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"Okay, Quentin, now to the subject I really needed to talk about," continued Kate Mayhew from her seat across the desk from the headmaster; "You know I have to retire this school year."

"Are you sure, Kate? The kids really need you."

"Stacy and Andrew will be fine, but next year is their last year. Stacy can be Beta-One then, but after that, Beta-One will be at best two years younger. I know you have doubts about the Beta program in general, but it's here and here to stay."

"All right, we won't argue the merits of the Beta programme again this time. But, why do you say you have to leave this year? Don't you think staying on a few more years would be better, 'specially with the gap between Stacy and new Beta team candidates?"

"No, I don't. It would be worse if I had to drop suddenly. We need to arrange a smooth transition–for the children's sake."

He sighed in agreement. "I can't argue that. So, who do we switch to your position?"

"That is a problem," Kate replied. "Dan or Tracy would be the obvious candidates, since they've both been here over a decade."

"Tracy won't do. I know she's been here the longest, but she's also the most resistant to the extra activities we're asking the children to perform. While she'd be great organizationally and has the children's best interest at heart, I don't think she could handle your Beta support duties."

"I came to the same conclusion, so I sounded Dan out over the last few weeks. You may be surprised to know he's well aware of many of the extra activities of the school, and has no problem with them. And, before you ask, no, I didn't confirm what he'd concluded, other than to say he'd been very observant. In many ways, he'd be ideal. However..." her voice trailed off at the end.

"What's the problem?"

"He said that he's not willing to swap kids with me so that he can take care of Ingrid and Fran–and, he's right to some extent. Renee is still very uncomfortable around me, so that would mean more disruption to achieve a three way swap." She paused then, "I did try to convince you of the issue last spring, you know."

"Yes, I know. I think part of it is that I see you as the heart of this school." He paused before continuing, "and I have difficulty envisioning the place without you."

"Quentin, Quentin." She shook her head. "The school will be here long after we're both gone. But, since Dan's not an option, we're down to Becky and Keith. Keith's obviously not in the running. He's good with the kids, but doesn't have the personality to deal with the issues. Becky's not much better for a different set of reasons. You know we've had issues where she's got preconceived notions and misinterpreted what the kids have said and done. So far, nobody's been hurt. The worst example was shortly after the new kids started. Somehow, she came to the conclusion that Sophia was TG and was setting her up with Bill to discuss options for postponing puberty. Which event, in turn, was a major factor in early deduction of the 'no contact' rule." She sighed at that.

Quentin was taken aback at this, "I figured that kid would figure things early, but… No, let's get back to Becky."

"I suspect that, with guidance and experience, she'll grow out of this, but she's not there yet.

"I've not seen that myself, Kate, as you've taken care of things in your area, but I'll keep my eyes open now that you've mentioned it. That doesn't leave anyone else, unless we find another head, and I revert back to support."

"No. You're best where you are. I'm afraid we'll need to look outside to find the right person."

"You may be right. I'll pass that on, but we need to take a look at our existing staff as well. Maybe Dan and Renee will come along faster than we expect."

"We can't depend on that, Quentin, and you know it. Ingrid and Fran will be fine. Both of them are very stable now, and will be able to handle a switch to a replacement support person. Besides, there is still the issue we may one day have to face if Sophia's father is posted elsewhere before they finish here."

He sighed again. "You're right again. You know, we didn't want to add the second year five pair three years ago."

"No, but Stacy and Andy weren't ready then, though, they were the next year. We both know that nobody in year two or three are up to it. So, since we'll have to either disband the Beta team, which I don't think is a good idea, or have very young members next year. Which, brings me back to why I think we need to switch this year; this will allow the transition to occur this year, and provide a stable start for the newcomers."

Quentin had no choice but to agree. As he thought about it, he found it ironic that it was a "Hobson's Choice".

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* In some areas, "Hobson's Choice" is synonymous with having no choice at all.

Comments are greatly appreciated! Short? Yes, but not much more was needed.

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Hayfield Hall: Interlude-03 has not yet been posted, but it does exist.
The author was to lazy to swap the numbers.

Hayfield Hall: Interlude-05
By: Annette MacGregor & Karen Page

Another mystery is how the students are selected and paired. Part of that process is a selection committee, whose membership includes the headmaster and the support staff. This Interlude doesn't address the entire mystery, but it does show some of the inner workings of the committee.

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Interlude: Spring 2004, before final student selection

This interlude opens midway through one of the last selection committee working sessions for the year. The committee is chaired by the head of the support staff, and includes the entire support staff and the headmaster of the school. As is normal at such meetings, the entire committee is present. They have already resolved six of the eight students to make offers to, and are struggling over the final two.

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"Are you sure we are equipped to handle a girl with her problems?" asked Quentin.

"If not us, then who? She fits all of our criteria for selection. Surely you won't say someone ELSE is in a better position to help her, Quentin," Dan replied.

"Better, no. But, she will be really hard on both her support staff and even more on her study partner."

"Granted. One of our founding principles as a school is to be here to help children in situations that keep them from attaining their full potential. While they may not have envisioned someone like her when we were set up, can you envision any other school, she might attend, that could help her reach her potential?" Dan continued to drive home his point. "She even has one point in her favor, over the vast majority of our students: she won't be hurt by the restriction against seeing her family."

"That's all well and good, but doesn't help us get through the first year. You know that it's not until near the end of the year, where it becomes obvious that the older kids are not talking about going home, that we generally have to tell them the rule. So, yes the rule is unlikely to impact her, and if we can get her through the year that fact may help the rest of her year mates." Tracy couldn't help but shudder a little, as she thought about the issues the girl faced. "Seriously, gaining her trust, and even getting her to WORK with a study partner are going to be a monumental undertaking."

"We don't even have a decent candidate to be a study partner for her," added Keith. "Even if we did, would it be fair to saddle her with this girl's issues?"

"That's not exactly true, Keith," interposed Kate. "Her study partner does not HAVE to be another girl."

"What, you mean the American? You can't be serious. That has all sorts of potential problems. First, being that he IS an American." At Kate's shaking head, he bulled on, "I know that legally he can attend any of our schools now. What happens if his father is posted elsewhere, before he finishes? Not only that, we've been able to maintain a low profile with the government since our graduates are all we said they'd be when the school was started. Offering him a position will surely cause his government to do a background check on us. Can we stand up to that? And, if they are doing that kind of check, it could bring others' attention to us. While we're not breaking many laws in the way we provide care to our students, we are certainly bending a few."

"If those are your only objections, Keith, I think you need to think about our official charter, and what you just said. Those issues have nothing to do with the boy," Kate said, bringing Keith up short. "The only one that remotely affects him is what happens if his family moves. And, as long as we sponsor him, he can remain and finish, so that's not an issue either."

Keith seemed to draw back, "You're right. I've been thinking of the school and problems we may experience, not the boy." He turned and addressed the others. "Say we do offer him a position, how can we best support the two of them? An almost thirteen-year-old is not equipped to deal with her problems. I'M not equipped to deal with them."

"Keith, I'd suggest that Kate, Becky or I take her on, as she'd likely have fewer issues talking with a female counsellor," Tracy interjected.

"No, Tracy. I'm afraid I'm the last person she needs for two reasons," Kate contradicted. "Secondarily, and I may as well let you all know now, I'm retiring at the end of the year."

This drew quite a few intakes of breath.

"Kate, you've been here longer than any of us. You were even one of the founding counsellors that made this school what it is. How can you bear to leave?" asked Becky.

"It's not been an easy decision. Quentin has been trying to convince me to stay on a few more years, but looking at the kids, I think the ones I have right now will be able to handle the transition to a new counsellor better than any batch I've had in five years. I mean, take a look at Stacy. She's sure to be selected for top girl after June, and there's nobody more stable than Andy." That got a laugh. "No seriously, I know he fools around a bit. Though, when things get serious, how many others have you seen get that focused on what really needs to be done?" She paused a moment, "However, we're getting off track. Tracy, the other, larger reason I can't take them on is something I noticed on page twelve of her dossier. Read the description of the matron who handled her return from her second foster home."

The others went to the page in question. "Oh my, Kate, I don't know how I missed it, but that description sounds like she could be your sister."

"Exactly, and someone that could muck things up with her like that... In any event, there's little chance she'll be willing to talk to, much less open up, to me like she needs to."

"What about Becky or me?"

"Becky's married, and you've a full load now." All of the younger staff looked at her with that. "I'm not saying you're not very good counsellors. Quite the contrary, you wouldn't be here otherwise. The issue is your experience and available time. Her profile indicates that she's become VERY close-mouthed around young counsellors. I can't say I blame her, but it does pose us a problem. Assuming we offer her a position, any person assigned to her to will need a LOT of time as well."

"Why does my being married have anything to do with," Becky started. "Oh, you expect more over nights being needed, don't you."

"Exactly, but, that's only part of it. We all have personal issues that make things hard. Challenging student issues that we can recognize and anticipate shouldn't make things harder. What, with your eldest starting school next year, and your youngest' issues... No, you and Keith have your hands full."

"I don't like to not pull my weight." Becky started.

"No, you both do your share. But, adding this on top. I'm sorry, but that's more than we will ask."

Dan interrupted, before it could go further. "I interviewed her, and while she wasn't overly forthcoming, as I indicated in my report, she also didn't clam up completely. That's why I recommended her so strongly. I believe we can help her out of her shell."

"I understand, Dan. Based on your report, if she is offered a position, I'm afraid you're the only person on staff that would do. Also, you are right that the boy is by far the most likely person to be trusted, or at least accepted by her. Our background checks on him and the comments you reported that his classmates made about him, all indicate that he is reserved himself. The test results and everything else tell us that he doesn't force himself on others." She paused then, and looked around the table. "To be honest, if we offer her a position, I think we have to ask the boy and hope that he accepts. What alternative do we have for her, for a study partner?"

"The next best partner for her is Judith Hawes. However, as you can all see, there is likely to be friction, if not major fireworks between the two for quite a while, before they settle down. I'm willing to deal with that, if it comes to it," Dan replied.

"I do still have qualms about offering him a position. And I wonder if, even if we do, if he'll accept. After all, his family situation is not a problem. He's accepted at school, and it is a good school. Why would he accept? And, if he doesn't, Judith isn't anywhere near as good a match."

"True, she's not. But, I actually believe he will accept. His current situation isn't as universally good as you paint. His older brother, to whom he was very close, recently moved away and is currently living in America with their grandparents. Add in, that while he has a few kids at his school he talks to regularly, he's not good friends with any of them. He's the outsider and an American, so different. All in all, I honestly believe he and his parents will accept the offer, if we make it."

"Dan, it looks like you and Kate have put a LOT of thought into the pair. Have you thought about what HE gets out of the school in the short and long run? I mean, we'll be taking him out of a fairly decent situation."

"Oh, it's certainly not a one way street. His current piano teacher is, in many ways, inadequate. He was composing, admittedly simple pieces, when he lived in Naples. And his teacher there had very high hopes for him, and encouraged him to continue. I talked to Sarah Russell, and she indicated that she can continue his musical education on piano and composition. She also suggested that, from my description, he would likely be interested in orchestration. Finally, she said that she has the contacts needed to bring in appropriate adjuncts should they be needed. There's no way a single outside teacher can do so much for him musically."

"You really HAVE done your research here, Dan. What did Sarah say about the orchestra? We've not had a pianist perform with the orchestra. Well, not for over a decade anyway. I'm sure he'll need to learn something to contribute besides the piano."

"Yes, she said that she would bring him into the percussion section. There's a lot of crossover from piano to several percussion instruments. Added to that, he'll have Andy there as a mentor."

"Okay. So, we can offer him something. Besides the risk to the school, not being able to offer him a real benefit was my concern," rejoined the headmaster.

"Quentin, we can address the school risks. We've had risky students before, and they've handled them in the States as well." This last comment generated several different reactions. "Okay, so one time it didn't go well, but they still managed to keep the school together and the students were not seriously hurt."

Keith nodded at that. "So, Dan, are you willing to take them BOTH on?"

Dan gave a sigh, "I think it best, Keith. There's a good chance he will be open with me, after all we share something in common," which got polite chuckles from some of the others. "Besides, he was fairly open in the interview and all of the reports indicate that as well. I think he'll be a good ally in helping her. And, I think his very stability will help her more than we can imagine."

"That's true, Dan. I doubt we have much to hope for, besides acceptance for a while. If they can eventually open up to each other, you'll have your hands full."

Dan laughed. "I suspect you're right on both counts, Kate. And, I think I'll have to agree it would be better if I take them both on. You'll take both Ingrid and Fran?" At her nod, "I thought so. And the other two pairs don't have any major issues." The last was said more quietly, to himself rather than the others.

The committee couldn't find another good pair out of the current year's crop of candidates. In the end, the committee decided to make the offers to the previously selected six students, along with the two agreed on in this session, and the rest, as they say, is history.

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FURTHER DISCUSSION ON THE RECRUITMENT PROCESS

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Some further information on the selection process may be useful. The process at each school is NOT the same. As Hayfield Hall is the oldest of the schools sponsored by S.P.A. it should not be surprising to discover that their process is the most formal.

Students come from two sources. One group (the smallest contributor, by far) is identified through many paths several years prior to their possible entry to Hayfield Hall. David/Jayne fell into this category. Not all students identified and followed by S.P.A. as possible students at the Hall ever attend, nor are even offered positions there. The majority end up going to normal schools for various reasons, and grow up to be productive members of society. It is only those with great potential, whose potential is not being met by their current circumstances and who are interviewed.

The vast majority of students are identified by a battery of tests given at schools across the country. Not all schools participate, as there is no mandate as such. Some schools participate in the testing–to receive an independent assessment of how they're doing, as educators. The test includes a number of non-academic areas, and even in the academic areas it is very different from other tests in that the emphasis is placed on how the students think, more than things they've learned already.

From the two pools, almost five hundred are identified for final screening interviews by the school support staff. The staff are looking for confirmation of what got the students identified in the first place, whether the student is likely to be able to adapt to the school both intellectually and emotionally. Finally, the staff makes sure that the school can provide all, or at least most, of the support the students will need to reach their potential. The vast majority fail on one or more of these checks. The interviewers write an assessment of every candidate. Background checks are performed on the entire pool, and this information is available to the support staff during the interview, and later in the selection process.

Many long days and nights go into assessing the candidates; culminating in a series of meetings by the selection committee. Each rejection is reviewed by at least one other staff member, to confirm the decision. Then, the remaining students are judged in several categories, including medical need, mental flexibility, musical talent, intelligence and acuity, family, and many more. These assessments are useful, but far from the only tool they use.

Each potential student is then paired with the others, to see if a pairing is likely to result in either or both gaining greater potential through their interactions. There ARE times when no suitable partner can be found, in which case even the best candidate has to be rejected, but most of the time there are several other candidates they could beneficially be paired with. Andrew Haynes, eventually paired with Marcus/Stacy, being one such example. In every case, at least one alternate for each member of an identified pair has to be available to deal with the rare cases when a student was offered a position, but for some reason turned it down.

Some years, they ended up with more pairings than could be accommodated. Other years, like the one above, coming up with four good pairs was difficult. On more than one occasion, they seriously considered increasing the class size from eight to ten. But, until unusual circumstances came up in the 2005/2006 year, they ultimately maintained the eight student class.

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Comments are greatly appreciated!

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