“Forget me not.”
It’s a simple phrase—one we associate with flowers, remembrance, and enduring friendship. But in our rush toward innovation and reinvention in today’s modern world, it may also serve as a quiet plea from the past: don’t discard the wisdom that brought you here.
Countless proverbs highlight the value of remembering the advice of elders. An African saying reminds us, “When an old man dies, a library burns to the ground,” underscoring the immense wisdom carried by previous generations. In China, “To know the road ahead, ask those coming back” encourages us to seek guidance from those who have already traveled it. Similarly, the Spanish proverb “El que no oye consejo, no llega a viejo” suggests that those who ignore advice may never reach that same place of wisdom.
These expressions make it clear that we should value the knowledge of those who came before us. So, we must ask ourselves: Is it important to pay attention to the lessons of the past—and if we do, does that hinder our ability to create change for the future? I would argue that these ideas are not mutually exclusive.
This tension exists not only between generations but also within our schools today. More and more institutions seem to disregard institutional knowledge—both traditions and individuals—in favor of creating something new, often unrecognizable to previous generations of alumni.
As we consider the importance of listening to elders in any societal structure, we must also apply that same reasoning to institutional knowledge in our schools. What role does it play in how we evolve, and what lessons can we learn from the proverbs above?
Listen and Learn
We need look no further than the United States and its first Indigenous inhabitants to find knowledge that still benefits us today. There are countless lessons to be learned from Native Americans regarding environmental stewardship, crop production, holistic health, and healing. From the “Three Sisters” method of planting complementary crops to herbal remedies still used today—often at great expense in organic markets—the teachings are both practical and enduring.
Consider also the cherished family recipes we enjoy on special occasions—birthdays, Thanksgiving dinners, or favorite summer traditions. These recipes are passed down through generations, carrying with them the love, care, and techniques of those who came before us. Should we discard these traditions in favor of modern culinary trends? I would argue that we do not need to sacrifice one for the other. To do so would show a lack of respect for our lineage, favoring novelty over meaning. The most successful—and delicious—recipes are those that blend the traditions of grandma’s cookbook with the creativity of today’s most talented chefs.
The Crossroads of Tradition and Progress
This brings us to what I believe is happening in many independent schools today. As these institutions seek to redefine themselves in an ever-changing world—to remain relevant and attract students—they often find themselves at a crossroads between tradition and progress.
Too often, alumni return to their alma mater only to find unrecognizable buildings, faces, traditions, and programs. While they may be impressed, they often remark, “Why didn’t this exist when I was here?” Yet in the same breath, they ask about traditions of the past—a favorite teacher, a beloved song, or a signature class trip. When they learn these have disappeared, they experience a sense of loss. Their pride in the institution remains, but their connection to it has weakened.
This is where administrators and senior leaders must strike a careful balance. I have worked in schools where comments such as, “We don’t do it like that anymore,” “These employees have stayed too long,” or “The veteran staff won’t support this initiative,” created an “us versus them” culture. These attitudes reveal a troubling disregard for institutional knowledge.
While it is true that some individuals remain in roles longer than they should, they are the exception. In most cases, veteran faculty and staff are deeply committed to their institutions. They want to see them succeed, are open to new ideas, and are willing to adapt existing programs to support new initiatives.
The key is inclusion. Everyone must be brought to the table—both veterans and newcomers. Veteran educators need to feel that their experience and knowledge are respected. New educators need to feel welcomed and understand they are joining a storied, well-functioning institution. When divisive attitudes go unchecked, they create fractures that ultimately harm the entire community.
Alumni are also a vital part of school culture. By disregarding institutional knowledge, schools risk losing that important connection and the sense of belonging that sustains long-term engagement.
A Powerful Coexistence
I am far from conservative—in fact, quite the opposite. I strongly believe in pushing beyond the status quo. However, as an educational leader, I will never sacrifice tradition for progress, nor progress for tradition. The two can—and must—coexist.
Elders across cultures offer lessons that continue to guide us today—from agriculture to medicine, from human relationships to perseverance. Why should schools be any different? We can innovate while still asking, “How was it before I arrived?”—and truly listening to the answer.
At the end of the day, veteran educators want their schools to succeed. They understand that evolution is necessary. But they also want to feel valued and know that the future is being built on the foundation they helped create.
By respecting our elders—whether in ancient cultures or within our school communities—we foster a world where knowledge is valued, people feel a sense of belonging, and progress moves forward with everyone aligned in the same direction.