"With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds”

­—Abraham Lincoln, Second Inaugural Address, March 4, 1865 
 
PROMPT:     
President Abraham Lincoln took office during a period of extreme political and social polarization. When he delivered his first inaugural address in March of 1861, six states had already seceded from the Union and four more would soon follow suit. Despite his call for unity, the Civil War broke out just one month later and four years of devastating conflict ensued.  

When Lincoln was reelected in 1864, and with the Union on the verge of winning the Civil War, the president did not use the occasion of his second inaugural address to deliver a victory speech and thereby widen divisions. He focused instead on reuniting the nation. Urging all Americans to move forward with humility and in a spirit of reconciliation, he counseled, "with malice toward none; with charity for all... let us strive on to finish the work we are in; to bind up the nation's wounds."  

With this in mind, please answer the following prompt in 500 words or fewer: 

The United States is once again deeply divided, politically and on a host of significant issues. Briefly describe how this polarization has impacted you, your community, family, and/or school.*  Then detail one action that you or your community, family, or school could take to promote the kind of reconciliation Lincoln spoke of. Explore both the possible challenges and potential positive impacts of this action in justifying why it would be worthwhile.

* For the purposes of this essay, polarization refers to the division of a group or society into subgroups with sharply contrasting sets of opinions or beliefs, often leading to increased tension and a reduced willingness to seek compromise or understanding of opposing viewpoints. Polarization can occur in various contexts, such as politics and social issues, and within a broad range of organizational settings and groups. In thinking about which community to focus on, students were welcome to choose from a wide variety of groups, ranging from local communities and organizations to statewide, national, global or online environments. Examples include town committees, school clubs, church groups, hunting clubs, sports teams, scout troops, 4-H, neighborhoods, family units, etc., in addition to other peer groups like online fan clubs or gaming platforms.

Your Invited!

The public is warmly invited to join us in celebrating this year’s inspiring winners at the awards luncheon in Hildene’s new Lincoln Hall on Sunday, May 18th.  Kindly RSVP at the following link: LEC RSVP for members and public

Congratulations to the 2025 Winners!

Hildene received 158 submissions from around the state to this year’s 8th Grade Lincoln Essay Competition. A first, second, and third-place winner was chosen from each of four regions and two honorable mentions were selected from the combined pool of finalists statewide.

Region One:  Grand Isle, Franklin, Orleans, Essex, Lamoille, Caledonia, Washington Counties

First Place, $500
Zoya Bianchi
Harwood Union Middle School, Moretown; Teacher: Nick Gordon

Zoya described how hard it can be to have a conversation with someone—even, and maybe especially, someone from your own family—when you both feel so differently and passionately about an issue. She encourages the simple but powerful act of practicing empathy as one action to address polarization:  really “listening to the other person and trying to understand where they are coming from so that each party can get their point across to the other without resorting to insults…to make this world a little kinder and a little more connected.”

Second Place, $400
Olga Synkova
Home Study Student, Roxbury; Teacher: Yelena Synkova

Olga wrote about a polarizing trend in her small community: People have been spending less time in each other’s company because public functions that used to bring people together have become private. This has caused a divide, making some feel included while others feel excluded. Olga’s response was to help facilitate a biweekly Boardgame Night at her public library where everyone is once again welcome to join in the fun.

Third Place, $300
Kendal Bowen
Green Mountain Valley School, Waitsfield; Teacher: Grif Edwards

Kendal wrote about the fallout that can occur when a national program gets caught in the tug of war of politics. With the intention of the Trump administration to terminate the Department of Education, Kendal expressed her profound concern about the loss of essential educational services that have made all the difference for her disabled sister’s quality of life. While she advocated for the creation of smaller organizations within the state to provide these academic programs and to hold schools accountable, she also stressed that this can only happen if funding is transferred from the federal government.

Region Two:  Chittenden County

First Place, $500
Natalie Richardson
Mater Christi School, Burlington; Teacher: Katherine Fischer

Natalie looked at the contentious issue of expanding medical assistance in dying (MAiD) to include those facing severely debilitating depression and proposed a series of seminars to bring people together in conversation “not to ignore differing perspectives, but to foster understanding between opposing sides” so that “each side can listen to and engage with the other.”

Second Place, $400
Bernadette Caldwell
Edmunds Middle School, Burlington; Teacher: Jeremy DeMink

Noting that ignorance about religion causes hatred and serves to divide people everywhere, Bernadette advocates that world religions should be taught in school. By exposing students to all sorts of religions, celebrating the variety of traditions, young people will be able to “see past our differences and find our common humanity to truly be friends.”

Third Place, $300
Esther Gray 
Mater Christi School, Burlington; Teacher: Katherine Fischer

Esther’s proposal for countering the dehumanizing effect of polarization--in this case, between those who are religious and those who are not—is to bring the opposing sides together in small groups on a weekly basis for a series of field trips. “Once the group has become friends,” she writes, “controversial issues will slowly be integrated every other week. Ideally, both groups will recognize that…there is humanity in the other. The goal is not for the groups to agree totally, but to see the goodness of the other… it might make them more open to discussion. Doing things not centered around polarizing issues can teach people to look at the character of a person, not their beliefs.”
 
Region Three:  Addison, Rutland, Bennington Counties

First Place, $500
Sienna Many
Otter Valley Union Middle/High School, Brandon; Teacher: Cameron Perta

Describing her school environment as a mirror reflection of the kind of polarization seen around the country—“a place divided by online echo chambers and mutual misunderstanding” –Sienna wrote of the need for a required class in which all students could “learn about media literacy, the politics of the day, and hold respectful discussions,” in order to be better informed about one another and ultimately bring about unity. “If our schools won’t educate us on such an important topic,” she asks, “then who will?”   

Second Place, $400
Lily Zinberg
Maple Street School, Manchester Center; Teacher: Conor Welch

Lily laid out the strategy of incorporating media literacy into school curriculum to contain polarization around divisive issues. “Teens will learn how to identify false information on social media through the lens of the Israel-Hamas War…[learning] click restraint and lateral reading…When you understand any debatable topic better, you can almost always understand the other side as well.”

Third Place, $300
Mia Miranda-Ngaiza
Middlebury Union Middle School, Middlebury; Teacher: Yoshi Aday

Mia wrote about the ways in which racism harms BIPOC students in Vermont. She proposes that schools create affinity spaces for racially oppressed groups “to foster a sense of community” where “they can feel heard and supported.” White students should also feel welcome in these spaces, she adds, because “they need opportunities to listen to BIPOC students and do their part in defending their school’s diversity.”

Region Four:  Orange, Windsor, Windham Counties

First Place, $500
Nick Melrod
Upper Valley Waldorf School, Quechee; Teacher: Devon Abbey

Nick observed that polarization is in large part caused by isolation, that “many Americans only engage with those who think the same way that they do and rarely connect with people on the other side of the political spectrum…” Reasoning that music connects all humans on Earth, Nick proposes that “communities across the country hold weekly jam sessions.” Gathering in public spaces, “people that don’t even speak the same language can play songs together, and music is powerful enough to break down the toughest social barriers…It’s hard not to get along while playing a song together.”

Second Place, $400
Viviana Fink
White River Valley Middle School, Bethel; Teacher: Zeljana Varga

Viviana described the heightened discussion in her town that feel more like battles in which each side seems “more focused on ‘winning’ than understanding one another.” The “us versus them” mentality “creates a sense of tension and fear, where people feel they have to pick a side instead of seeking common ground.” She proposes that there be “regular town hall meetings, classroom discussions, or even small group conversations where people with different views come together to listen and respect one another…By making it clear that the purpose is to understand and build bridges, we can overcome these challenges and create stronger, more connected communities.”

Third Place, $300
Agnes Derrendinger
Upper Valley Waldorf School, Quechee; Teacher: Devon Abbey

“Nationally, polarization has led to the fracturing of community,” Agnes wrote, which “cannot thrive when built upon the unstable foundation of isolation, division, and fear.”  Bringing people with opposing views together on a common project to improve the lives of others (i.e. working on a Habitat for Humanity project together) strengthens communities. “It is actual care, concern, and social engagement,” she counsels, “that reconnects people and is at the core of strong and meaningful relationships.”

2 Honorable Mentions
$200 each

Niamh Morris-Ravven
Putney Central School, Putney; Teacher: Amanda Dixon

Describing the widening gap in Vermont between those who choose to have their children vaccinated and those who do not, Niamh acknowledges that both can have “strongly held beliefs…about their families’ and children’s safety.”  To lessen the antipathy, she proposes that trusted leaders bring the community into conversation “to hear one another, respect sincerely held beliefs, and voice common values.” Noting the legitimate reasons why many people have developed mistrust around vaccinations, she also feels that more people would be open to learning about their safety and efficacy if provided with a space for respectful communication.

Eva Tarrant
Mater Christi School, Burlington; Teacher: Katherine Fischer

Eva described how polarizing the issue of women’s rights can be, often even within one’s own family. To encourage her relatives to have hard conversations, she proposes creating a board game. “When people with different opinions can compromise or realize they have similarities, they both get a point,” she explains. “Whoever has the most points…wins.” Engaging in this process would “help us communicate better, lessen polarization, and be respectful of others and their beliefs, which is just the kind of unity that Abraham Lincoln would have wanted.” 
 

LEC Background: 

For the past eighteen years, Hildene has administered the Lincoln Essay Competition informed by our mission: Values into Action. Using Abraham Lincoln’s legacy as touchstone, Hildene seeks to inspire young people to tackle important issues, underscoring the responsibility each of us has to help make our world a better place. The competition is open to all eighth graders in the state of Vermont, whether they enter as part of a class assignment or on their own. Essays are judged on the student’s understanding of the subject, as well as on their ability to convey that understanding through good writing.

The inspiration and prompt change yearly and are published in late November/early December, along with instructions for applying, rules, guidelines, tips and a sample assessment rubric. The Lincoln Essay Competition supports 8th Grade Common Core State Standards for English Language Arts Literacy in Writing, as well as the C3 Framework for Social Studies.

The competition is judged in four regions. Home-schooled students are encouraged to enter and will be judged as a member of the region in which they reside. Judges come from a variety of backgrounds, ethnicities, geographical locations, vocations, religions, genders, etc., and include a mix of new and repeat judges every year.  The judges never see anything that identifies the student, their address or the school they attend.

Winners receive certificates, and cash prizes. Each region has a first, second, and third place winner. Honorable Mentions are by discretion. We emphasize to all students and their educators that the most important aspect of the competition is the process of examining a tough issue and endeavoring to articulate a well thought-out and compelling response to it. We commend all participants who show their best effort in offering genuine responses under the very particular expectations and standards of Hildene’s 8th Grade Lincoln Essay Competition.

2025 Educator Introduction Letter
2025 Student Application
2025 LEC Poster
Steps To Success For Writing An Essay
 

About The Competition

For the past eighteen years, Hildene has administered the Lincoln Essay Competition informed by our mission: Living the Lincoln Legacy. Using Abraham Lincoln’s legacy as touchstone, Hildene seeks to inspire young people to engage in important issues—mindful of the responsibility each of us has to help make our world a better place.  

The competition is open to all eighth graders who study in the state of Vermont, whether through an institution or at home, or whose primary residence is in the state of Vermont while attending a designated public school just over the border. Essays will be judged on the student’s understanding of the subject, as well as on their ability to convey that understanding through good writing.

2024 Lincoln Essay Competition Winners

2024 Lincoln Essay Competition First Place Essays 

2023 Lincoln Essay Competition Winners

2023 Lincoln Essay Competition First Place Essays 

2022 Lincoln Essay Competition Winners

2022 Lincoln Essay Competition First Place Essays

2021 Lincoln Essay Competition Winners

2021 Lincoln Essay Competition First Place Essays

2020 Lincoln Essay Competition Winners

2020 Lincoln Essay Competition First Place Essays

2019 Lincoln Essay Competition Winners