"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.

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 discussions 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.” 
 

The Winning Essays

Zoya Bianchi 
Region 1, Harwood Union Middle School
Bridging our Two Worlds  

One Christmas morning as the gifts were just beginning to be unwrapped, I was at my peak happiness, thinking about how lucky I was to have a loving family. My grandfather began to open a present. It was an ornament with the face of Donald Trump plastered over an American flag. He held it up proudly and said “This makes my heart happy!” My stomach dropped. This wonderful man who had just showered me with gifts and love saying this left me confused and angry. He was a good person! So how could he have such horrible taste in presidents? This is a question that I have often asked myself. I have tried to understand HOW my family members can have opinions like that, or where they are coming from. However, I’m scared that any attempt to understand them will turn into a screaming match, as we both feel so passionately that we are correct. Political polarization has made it harder to connect with people who think differently, but through empathy and understanding, we can bridge these divides.  

Polarization has worsened. According to BraverAngels.org, 65% of people in this country feel exhausted by politics. 2 From abortion rights to gun control to healthcare, Media-fueled feuds over religions, genders, races, and policy deepen the divide. With each party believing that the other is a huge “threat to democracy”, what started as simple disagreements evolved into a hatred that has shaped our country.

Not only has polarization changed the states, but it has also changed relationships. Polarization affects my family. Differing views strain holidays, and at times I struggle to respect their opinions. I can’t comprehend how my generous, funny, loving family members can have beliefs that I see as horrible and unacceptable. Like my great aunt, a lesbian, voting for a man who states that there are only two genders.  

It isn’t easy to have a civil conversation with someone with an opposing viewpoint, which is why I rarely do it. Just because it isn’t easy, doesn’t mean it isn’t possible. Psychiatrist Alice Maher argues that while kindness won’t change minds, it softens polarization. She said that, in her conversation with a member of the opposing party, she was able to apply empathy and realized that his beliefs had made more sense than she anticipated. 

To me, empathy is the solution. 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. Applying empathy to conversations with my family members is one way that I will attempt to bridge the two sides together. Maybe next Christmas, when my grandfather holds up a political ornament, instead of feeling dread, I’ll ask him why it means so much to him, and listen. Practicing empathy is something that should not only be concerned with political debates but also in our everyday lives, to make this world a little kinder and a little more connected. 

Natalie Richardson 
Region 2, Mater Christi School
Rethinking the Right to Die: Exploring the Limits of Medical Assistance in Dying  

The growing debate surrounding the expansion of eligibility for physician-assisted death is sparking strong controversy in communities across the state and country. Should the scope of medical assistance in dying (MAiD) be expanded to include not just individuals suffering from terminal physical illnesses, but also those facing other forms of suffering, such as mental distress, as seen in countries like the Netherlands and Canada? The right to die with dignity is supported by 66% of Americans, while 31% believe doctors and nurses should do everything possible to save a life.¹ This indicates less of a controversy and more of a clear majority favoring death with dignity. However, the debate takes a dramatic turn when the question shifts to who should qualify for this right.

A deeper divide emerges when the conversation turns to expanding MAiD programs for mental health. There is broad consensus that individuals with terminal cancer, neurodegenerative diseases, or other life-limiting conditions, and who have less than six months to live, should have access to MAiD. Both sides of the debate generally agree on this point. But what about the grieving, hopeless, and depressed individuals who seek assistance in ending their lives? Should they be left to suffer in silence, possibly turning to drugs or violence? Or should they be allowed a legal and socially acceptable path to end their lives? In allowing this, are we risking the normalization of suicide and undermining the value of human life, particularly for the elderly or disabled? Conversely, if we fail to offer this option, are we depriving people of the means to alleviate their suffering—both mental and emotional—even when their bodies are not physically afflicted?

In moving toward reconciliation, the goal is not to ignore differing perspectives, but to foster understanding between opposing sides. This could be achieved through a series of seminars over the course of a year, where individuals with personal connections to MAiD—whether they are seeking care themselves or have a family member who has—share their experiences. Guest speakers would offer their views, and attendees would engage in monitored, facilitated discussions. These seminars would be attended by a diverse group to ensure a broad spectrum of opinions and perspectives.

However, several challenges could arise with this approach. While we can control the balance of speakers and presenters, we cannot control the individuals who choose to attend and how they express their opinions. Even with a nearly equal balance, two polarized groups may struggle to engage productively, as both believe they are in the right, viewing the other side as misled or simply wrong. When people are deeply invested in their own truths, compromise and reconciliation may be difficult—if not impossible. Ultimately, bridging these divides requires not just sharing space, but creating an environment where each side can listen to and engage with the other. Only then can we move toward reunifying our communities despite differing opinions on the expansion of MAiD programs across the country.

Sienna Many
Region 3, Otter Valley Union Middle/High School
“To Bind Up The Nation’s Wounds”: Using Education To Bridge The Divide  

“Baby-killer.” “Redneck.” “Libtard.” “MAGAt.” Those are just some of the names that echoed through the hallways of my rural Vermont school during this past election. While our state is mostly blue, this isn’t reflected at my school—rather, my school mirrors our country: a place divided by online echo chambers and mutual misunderstanding. In order to promote reconciliation, we should turn to education.  

At our school, we currently do not have any required classes on the current state of our political environment. Adding such a course could be a huge step toward informing us about one another and uniting our school community. This class would be a space where we learn about media literacy, the politics of the day, and hold respectful discussions. Considering that 67% of Americans have come across fake news on social media¹, what’s most important is that this course works to correct misunderstandings about current events and adds vital context to some of the vague information students are currently getting. If the questions we have are answered and the incorrect information we have is corrected, then we’re already solving many of the root problems that fuel our school’s fractured political landscape.  

Having a class like this is more important than ever since 45% of TikTok users report seeing political content on the platform², and 32% of TikTok users are between 13-17³—clearly politics is not something that can be avoided by my generation. Thus, it is not surprising that teens are experiencing the same division as adults, with 4 in 5 teens agreeing that America is a divided country⁴. With such a fissure, it makes sense to have a class that addresses this. Getting news from social media is troubling since it is often presented without context or framed to fit a certain narrative—one that villainizes members of the opposite political party. With this in mind, it is more important than ever that students learn about politics and current events in order to contextualize what they see on social media.  

One challenge this course presents is making sure it is politically neutral. In our current political climate, schools are like a warzone of red vs. blue. This means it would be important to keep things unbiased, making sure it reaches everyone regardless of their political beliefs. Though this is a fine line to walk, it can be managed—getting rid of the anger circulating in our school should be a priority that we address regardless of fears we have about it causing problems. 

Almost 50% of America sees the opposite side as an “enemy” and over 85% have nothing positive to say about the other party⁵—this data is quite unsettling. We shouldn’t see the people on the other side as nemesis; they’re just people who want to improve the country we share. Changing these statistics starts with my generation, and it starts in school. If our schools won’t educate us on such an important topic then who will?

Nick Melrod 
Region 4, Upper Valley Waldorf School
Jammin’ to Heal a Nation  

Anyone who has paid attention to the news recently knows that America has never been more politically divided. The internet and social media have alienated many people, giving them the option to stay home and only interact with others online. In addition, 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, causing them to demonize anyone whose beliefs are different than their own. In fact, a recent poll by the Generation Lab/Axios stated, “nearly a third of college students who identify as Republican said they wouldn’t even go on a date with a Democrat, and more than two-thirds of Democratic students said the same of members of the GOP.”  

To solve this crisis of isolation, it is important for us as a country to find ways to interact with people of opposing viewpoints. Music is something that connects all humans on Earth, so I propose that communities across the country hold weekly jam sessions. 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. Gathering at a park, library, or other public space to play music will bring back the sense of community that we have lost. All skill levels will be welcomed, even if the only thing someone can do is hum or shake a tambourine.  

The greatest challenge standing in the way of this idea is getting people to show up. It will be very difficult to break America’s reliance on social media and the internet. This is not only a major challenge to this idea, it is one of the largest facing our country. Fortunately, music is more fun than scrolling, and I believe this proposal could catch on if given the chance. 

As the musician Brian Eno said, “When you sing with a group of people, you learn how to subsume yourself into a group consciousness because singing is all about the immersion of the self into the community.”2 Even though Eno is talking about singing, this idea can be applied to playing music too. I believe public jam sessions will bring communities together, and people will realize that their neighbors aren’t bad or evil just because they have different political beliefs. It’s hard not to get along while playing a song together.

On the night of December 30, 1862, in Tennessee, during the Civil War, northern and southern soldiers getting ready to sleep and longing for the comfort of their families, lapsed into a heartfelt rendition of “Home Sweet Home” from opposite sides of the battlefield. This spontaneous demonstration of the power of music proves that if soldiers at war can put aside their anger and be brought together by a simple song, so can Americans today. 

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