The Grammar School - Roots & Wings - Spring 2016 by The Grammar School

The Grammar School spring 2016

www.thegrammarschool.org

message from the head t has been my true pleasure to serve as the Head of School at The Grammar School for the past three years. Though I am excited to move on to Hebron Academy in July, I will always cherish my experiences at TGS and the friends and connections I have made during my tenure here.

Upcoming Events Thursday, May 19 Golf Outing Friday, May 20 Grandparents and Special Friends Day Tuesday, May 24 Spring Concert Friday, June 3 Spring Event and Auction Saturday, June 4 Strolling of the Heifers Thursday, June 16 Graduation

TGS offers a unique and meaningful foundation for a lifelong love of learning, curiosity, inquiry, and goodness for its students. My daughter Lila loved being in the preschool for three years, and I feel sorry that she and my son will not experience this unparalleled approach to education for their entire elementary school years. Our caring teachers and staff deliver countless gifts to our students through our integrated, experiential approach to educating the whole child. We are delighted to welcome Nick Perry as our next Head of School. Nick is a veteran educator and is poised to continue the work we have accomplished through our strategic and master planning processes. I look forward to working with Nick in the coming months and to supporting him and TGS as he advances the school into its next chapter. Students have begun the sprint to the end of the year and graduation, and we are in the midst of a spring filled with the musical, trips, and countless learning opportunities. As we look to close out this terrific year, I ask that you join me in supporting TGS by giving generously to our Annual Fund efforts. There is no substitute for a TGS education, but the incredible work our teachers do requires your support to be sustainable. Your gift of any size will make a significant difference to this school about which we all care so much. Sincerely, Dan J. Marchetti, P ’24 Head of School

The Grammar School 69 Hickory Ridge Road, Putney, VT 05346 802.387.5364 info@thegrammarschool.org www.thegrammarschool.org Faculty and Staff Dan Marchetti, Head of School P ’24 Justin Altman ’95 Paqui Arroyo-Moyano Ken Brautigam P ’11, ’13 Kimberly Corwin Gray P ’23 Carol Cutts P ’01 Ponnie Derby P ’97 Laurie Fichter P ’04, ’06 Johanna Gardner P ’08, ’10 Apple Gifford P ’19, ’22 Mary Heller Osgood ’68 P ’95, ’97 Paul “Hop” Hopkins P ’19, ’22 David Hull P ’19, ’22 Tricia Hurley Alli Lubin Kurt Lynch P ’26 Libby McCawley P ’07, ’09 Eve McDermott P ’06, ’08 Tara Meinhard ’88 Tammy Neathawk P ’14, ’16 Hannah Richards P ’21, ’26 Kathy Richardson ’67, P ’02, ’03, ’05 Tracy Rodriguez P ’13, ’14 Jessica Sardinas P ’20, ’22 Jared Stolper P ’11, ’15 Michael Svensson P ’17 Michael Tholen Emily Weinberg P ’17, ’19 Board of Trustees 2013–2014 Chris Adams P’17 — Walpole, NH Julie Burns, Vice Chair P ’19, ’25 — Walpole, NH Kyra Chapin ’03, P ’25 — Putney, VT Katherine Cook P ’21– Walpole, NH Peter Cooper-Ellis ’68, P ’07, ’18, ’23 — West Chesterfield, NH Peter Eden, Chair P ’22, ’28 — Walpole, NH Erika Gustafson ’91 — Medford, MA Michael Hornsby P ’18 — Putney, VT Peter Howe P ’03, ’06 — Alstead, NH Marcia Leader P ’82, ’85 — Putney, VT Maggie Smith P ’90, ’93 — Putney, VT Justin Sterner P ’24, ’26 — Walpole, NH Katherine Wagenbach P ’19, ’24 — Putney, VT Eric Velto P ’21, ’24 — Bellows Falls, VT Trustees Emeritus/Co-founders George* and Kitty Shumlin P ’69, ’70, ’74, GP ’05, ’06, ’09, ’12 Roy (Dick)* and Dottie Richardson P ’63, ’67, ’68, ’69, ’74, ’76, GP ’02, ’03, ’05 * deceased

Cover: Droplets Buddy art activity for G.E.T. water theme

Oliver, Courtney, Dan, and Lila

Editor: Mary Heller Osgood Assistant editor: Tara Meinhard Photography: David Hull, Justin Altman, Allan Seymour GP ’13, ’18, ’20 and other submissions Design/production: Susan Kochinskas, Flocksholm Design

roots&Wings spring2016

Connections Table of Contents Connections .......................................3 Interview with Nick Perry, Next Head of School at TGS .........4 G.E.T. — How Does Water Shape Our World?.....................................6 Summer Camps..................................8 Art.......................................................9 Teachers Present at VMI ....................3 TGS Connections Through Art.........5 Chichi Williams ’99 Visits TGS .......10 Skier Noah Hoffman Visits 6th Grade......................................11 Preschool Intern Nevie McOwen ’11 .................................12 French Teacher Travels to Ecuador ....................................13 Beth Henkle ’03 Teaches French......14 Peter Pan...........................................14 Mummers Memories .......................16 Peter Cooper-Ellis ’68 on TGS.........18 Alumni News....................................19

hen we first discussed the focus of this issue of Roots & Wings, I was continually struck by how often the topics involved TGS connections, over the decades, between families and friends, and throughout the school community. This issue pays tribute to several of these connections.

Long time Head of School Nancy Calicchio, now a successful artist, finds that she has reconnected through her paintings with some of her former students and also has made new connections with current members of the student body. Nancy, along with founder Dottie Richardson and teacher Laurie Fichter, remarked on the TGS connections created and nurtured by the traditional holiday Mummers Play. Peter Cooper-Ellis ’68 was one of Nancy’s students, and writes of his own ongoing connections to the school since its founding in 1960, through generations of his family and now as a current parent and trustee. Three alumnae who returned to TGS this year to work in classrooms commented how much they appreciated their own TGS education as well as the opportunity to work with the present students. Artist Chichi Williams ’99 came to TGS for a day to teach an art class and present an assembly on mural painting. Nevie McOwen ’11 interned in the preschool as part of her education degree from college, and Beth Henkle ’03 substituted for French teacher Johanna Gardner, who was pursuing her studies in language in Ecuador for six weeks. In addition, Beth is leading the Girls on the Run program at TGS this spring. Many other connections take place both on and off campus. In March, United States Ski Team Olympic cross country skier Noah Hoffman visited TGS for the fifth year to see the class of 2018, with which he has a strong association through Gunnar Caldwell ’18, son of Noah’s ski coach Zach Caldwell ’84. Also in March, when Oakley Olson ’98 defended his thesis at Sloan Kettering in New York, his TGS classmate Tate Nova ’98 was there to listen. It is impressive to see how many people regard their experiences at TGS as important and relevant, and that The Grammar School continues to be an integral aspect of their lives. Mary Heller Osgood

Teachers Present at VMI eachers Kathy Richardson and Hannah Richards collaborated on a math/art interdisciplinary unit this year, and will present their successful Romanesco Math project at a Vermont Math Initiative conference. Their major goals for the session are to have participants observe the Fibonacci sequence in growth patterns and explore the intimate connection between math and art.

This project asks student to observe the structure of the Romanesco broccoli and grasp its mathematical and artistic applications. It also provides a tactile entry point to promote pattern recognition and the representation of three-dimensional shapes in two dimensions. Conference participants will record their observations, practice recognizing related patterns in numbers and the real world, and illustrate their discoveries. Kathy commented, “I love building integrated curriculum because that’s where I have the opportunity to work with my colleagues. It’s always the projects that kids remember!” Hannah agreed, and added, “Collaboration is a big part of creativity in both art and

Math teacher Kathy Richardson ’67, P ’02, ’03, ’05 and art teacher Hannah Richards P ’21, ’26

math. It’s valuable for students to see teachers working together across disciplines in the middle grades, modeling that genuine interest in finding new entry points and a deeper understanding of the material. It’s a benefit for us as teachers to engage in that process, too. It’s one of my favorite parts of the job.”

the grammar school

Interview with Nick Perry, Next Head of School at TGS

n October 2015, Dan announced his decision to take the Headship at Hebron Academy, a boarding and day school for students in grades 6–12 in Hebron, Maine. Following an extensive search, Nick Perry, Assistant Head of School at the North Country School in Lake Placid, New York, accepted the position of Head of School at TGS beginning July 1, 2016. Nick will be moving to the Putney area with his wife Liz and their children Maya and Malcolm.

Maya, Liz, Nick, and Malcolm

RW: Could you share a brief bio? I was born in Maryland, and moved north to the mountains for snow, skiing, and healthy living after college. I have focused most of my energies on my family (I have four children aged 27, 21, 3, and 6 months) and helping other children grow up with integrity and self-confidence. I love the outdoors, a long day of trekking on skis in the woods, and the camaraderie of friends.

RW: What was your educational path to TGS? I graduated from Haverford College with majors in education and anthropology, and received a masters degree from Vermont Law School’s Environmental Law Center. I have spent nearly 25 years working in education as a 1st, 2nd, 4th, and 5th grade teacher, middle school and high school math and social studies teacher, and administratively in admissions, secondary school placement, as dean of students, and assistant head. I began teaching in 1983 at the North Country School and since then I have worked at NCS and several other schools and summer educational programs.

RW: What excites you about being Head of School at TGS? In addition to working with students in grades 4–8, which I love, I am excited to be explore the richness of the TGS program in the preschool through 3rd grades. I love the energy that the younger students bring to all their pursuits. I am very pleased that my daughter Maya will be part of the preschool, too. There is a real sense of community that permeates the school. It will be a privilege to work with so many dedicated and talented faculty and staff, as well as a parent body that brings such commitment and passion to their children’s education. I can

see that students support and encourage each other and that there are close relationships between adults and students at school. Many families have been connected to TGS for a long time. I’m looking forward to getting to know them and better understanding the roots of the school. TGS alumni clearly retain their enthusiasm for the school. The recent assembly presented by Chichi Williams ’99 is an example of that enthusiasm; clearly what she got from TGS was transformative. I look forward to connecting with alumni and allowing them to feel the resonance of TGS.

RW: Are you looking forward to being in Southern Vermont after living in the Adirondacks for many years? We love the Vermont hills and mountains. Lake Placid is beautiful, but its economy is based on recreational tourism. We appreciate that there is more going on in Southern Vermont in terms of culture and employment, and we have heard that what is special about the area is that it isn’t a bedroom community; people live here because they want to be here. There also are more job opportunities for my wife Liz, who is a yoga teacher and reading specialist. We will be closer to metropolitan areas such as Boston, and Brattleboro seems like a vibrant community.

RW: Is there anything else you would like us to know? I am very happy to have been honored with the appointment to be the next Head of School. It is my job to build the community’s trust in me and in the path forward for TGS. There is nose-to-thegrindstone work ahead to meet the many strategic initiatives and help to ensure the long-term health of the school. It feels like there are great opportunities to strengthen the core programming and outreach of the school. I can’t wait to get started.

roots&Wings spring2016

TGS Connections Through Art

by Nancy Calicchio P ’77, ’78

n Thanksgiving weekend last fall, over 200 visitors on the Putney Craft Tour came to my art studio, attached to my house in Westminster West. I like the number of visitors, but the best parts of being on the tour is making new and old connections to The Grammar School.

The Putney Craft Tour is a great opportunity to catch up with TGS parents and teachers, past and current, and alumni. This past fall William Heller ’75 dropped by, gave me a new lens to look at governments, and I caught up with his work and family. It was a pleasure to see Eddie Gray ’74 and his wife, Julane, again; they have followed my work by coming on the tour each year. Peter Caldwell ’70 and his wife, Darcy, visited this year. I was pleased that Peter recognized in my paintings trails he had skied years ago. It’s true. I paint the landscape that Grammar School alums grew up in and hopefully where current students play, ski, run, hike, wander, and build forts. While the Putney area has changed in the last 50 years, the places I choose to paint have not. I paint outside as a way of being deeply observant and engaged in nature, so I paint by the side of our rivers, at the swimming holes, in the woods, and looking over the fields and trails.

Nancy hanging pictures for the SVAC show

I hope next Thanksgiving Weekend more TGS alums will visit me in my studio on the Putney Craft Tour, or just call and come over anytime. I like to show my work. I like it when someone recognizes a familiar place in a painting. Best of all, I like to make the connections, old and new, to TGS.

Apple Blossoms

Another wonderful moment in the Putney Craft Tour was to provide an eight-year old collector with her first painting! TGS second grader Charlotte ’22 has started her art collection with a Nancy Calicchio original.

Saxtons River

the grammar school

Bucket brigade!

Global Education Theme 2015–2016 — Water

G.E.T. — How Does Water Shape Our World?by Emily Weinberg P ’17, ’19, 4th grade teacher n inquiry into water has been the Global Education Theme (G.E.T.) this year at TGS. Water is a fundamental and basic resource to life, and the discoveries and issues that can be studied related to water are profound. Teachers chose a variety of approaches and activities to help students understand why water is so important to every aspect of life on earth.

We began the year with a kindergarten–5th grade trip to The Montshire Museum of Science in Norwich, Vermont. This was a day to explore and appreciate the wonder and beauty of water. Students touched the Connecticut River, made bubbles, played in the water park, saw water plants and creatures, and learned about weather systems. It was a playful introduction and memorable day for all.

Our school wide study focused on how life depends on water and the ways we need to share it as a global resource. Some topics covered include: Supply, need, politics, beauty, cycles and states of matter, science, power, weather, bodies of water, landforms created by water, and exploration of water ecosystems.

5th grade teacher Mike Tholen explains how to cut an apple to represent the amount of salt water and potable water on earth

Next, classroom teachers added water themes to their curriculum. Science, story telling, and appreciation for water both culturally and globally became a consistent topic across the grades. During the months of November and December, the students participated in multi-age focus classes every Thursday morning. The classes were:

Racing to complete the bucket brigade

Sponge relay

roots&Wings spring2016

Balloon boat

Kyran ’20 fills the bubble maker

Kemp ’19 watches a balloon boat

flow, sounds, sights, and poetry, watershed art and story, field games and science lessons, water toy design, and paper marbling and story telling. Each activity was an experience related to building understanding and appreciation of water. The students enjoyed this type of hands-on, creative, experiential learning, which continues to be the quintessential learning model at The Grammar School. Throughout the rest of the school year, we will be thinking about water on a global scale. We did an “all school write” to reflect on the different impressions and ways to understand water. We have several guest speakers coming to TGS to share their passions and contributions related to water issues. We will participate in Vermont/New Hampshire Green Up Day in May as a way to positively impact a cleaner watershed, and the Student Council will create a school wide fundraising event so the students can contribute to a nonprofit organization that impacts water improvements.

Gillian ’22 blows into the straw to produce bubbles

Sparrow ’24 hides behind his bubble

The Global Education Theme this year continues to be a meaningful TGS community exploration that promotes both local and global studies. We have thought about the countries and regions around the world that we have studied in other years and thought about how water shapes those diverse cultures and climates. We have compared the water resources in other countries to the abundant water supply we sometimes take for granted right here in Vermont. Water is the most globally shared resource and it unifies all people in all environments. The schoolwide theme of water has connected TGS to the world, supporting our mission to nurture intellectual curiosity, creativity, and personal growth in each student. Kaitlin ’23 makes more bubbles

the grammar school

Summer Camp at TGS in its 26th Year Put the dates of TGS camp on your calendar! Session 1: July 11–15 Session 2: July 18–22 Session 3: July 25–29 en Robb, P ’18, ’22 will lead the summer camp at TGS again this year. We will feature programs for campers 6–12 years old in arts and outdoor exploration, as well as mountain biking. This year the hours of the day camp will be extended to 4 pm, and campers also will have the opportunity to switch between arts and outdoor programming on a daily basis if they would like. Options for the afternoon include swimming at the Putney pool or staying on campus for free choice activities, such as maker space workshops or arts and crafts.

Nielsen ’20

Mud biking

Jason Touchette will return to lead an ongoing Dungeons and Dragons group each week, and the arts track includes painting, drawing, sculpture, clay, and photography, with current art teacher Hannah Richards and Cordelia Fuller as instructors. Amy Hyatt of the Vermont Wilderness School will be back to offer her courses on outdoor wilderness survival skills.

Isabelle ’20

Mountain bike coach Daq Woods returns for his 16th year, and he is excited to expand his program to include one week of half day and two weeks of full day biking activities. He says, “By having fun, the riders get better. All week long they gain confidence on their bikes, on trails in the woods. One of the best feelings I’ve had is when bikers I have taught years before come back to ride with us, and tell me that they never will forget that week of mountain bike camp they did when they were 12!” The very popular Young Explorers program for 4–5 year olds will be under the leadership of Jessica Sardinas again this year. Themes include art exploration, enchanted forests and fairies, and hunting for pirate treasure under the sea.

Elan ’22 Running the trails

For more information, please contact Jen Robb at camps@thegrammarschool.org.

Margaretta ’22

Young Explorers at the Troll Bridge

Ropes course

Zinnia ’20

roots&Wings spring2016

Art n conjunction with their classroom study of the civil rights movement, 6th graders created a collage of Dr. Martin Luther King Jr.’s iconic photo. This project was largely student generated, in terms of process and content. When asked how we should go about honoring Dr. King’s legacy, students discussed the role of community and the highly organized nature of the civil rights movement. Because Dr. King did not march alone, students decided that it would be appropriate to study and incorporate some of the many important collaborators with whom Dr. King worked to impact American history. Around Dr. King’s face, students completed the background of their collage with important quotes from his speeches. In addition to contributing to the photo collage, each student focused on two people and presented a few sentences about them and their roles in the civil rights movement at All School Meeting in late February.

Some of the MLK quotes chosen by the students for the collage: • “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” • “Everybody can be great…because anybody can serve. You only need a heart full of grace. A soul of love.” • “The arc of the moral universe is long, but it bends toward justice.” • “The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true education.”

Kindergarten Kandinsky

• “Life’s most persistent and urgent question is, ‘What are you doing for others?’” • “If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.” • “The time is always right to do what is right.”

Self Portraits Across the grades, we create many self-portraits at The Grammar School. Each year, students practice looking closely and representing their features as well as their unique selves, learning techniques of facial proportion and contour line sketching. In 4th grade this year, students also learned glazing while painting themselves as fanciful Elizabethan figures. Glazing is the art of painting in several thin layers of paint, starting with a midtone underpainting and building up to lighter, finer details. This was a fun project in which students could design themselves in period costumes, accessories, and poses, as well as studying Elizabethan painters. It was wonderful to observe the creative license students took with their portraits.

Kandinsky Kindergarteners looked at the iconic watercolor painting, Color Study: Squares with Concentric Circles by Wassily Kandinsky as inspiration for their group project. Students glued circles of colored construction paper of varying sizes to create overlapping rings of color within each of the six folded squares of their paper. I loved watching students consider different color combinations and test size compatibility, as well as find creative ways to add new patterns. After finishing this project, we discussed how the colors interact with each other, and then we put all the pieces together to notice the color interaction on a larger scale. MLK collage

the grammar school

Chichi Williams ’99 Visits TGS

Chris Osgood P ’95, ’97, former teacher and HOS, with Chichi and Dottie Richardson

ural artist Chinon Maria, known to The Grammar School community as Chichi Williams ’99, returned to school in March to teach an art class and present at All School Meeting. She had kept in contact with the school through her former classmates and friends as well as through the school’s Facebook page, but it was her first time back on campus since graduation.

At the beginning of the meeting, when Justin Altman asked if any of the students could imagine coming back to TGS in 17 years, he was answered with a resounding “Yes!” Chichi responded that the memories of her nine years at TGS have stayed with her all her life, and everything she has done since she left has been based on her elementary education. As she said, “I often think of The Grammar School and all my wonderful memories and everything the school did for developing, encouraging, and supporting my passions in the arts. To this day I credit TGS for who I am. I believe my experiences nourished a confidence to explore the world with curiosity, passion, and sensitivity.” Chichi also described how she had been inspired by TGS art teacher Dottie Richardson, who was the guest of honor at the meeting and welcomed the opportunity to reconnect with her.

Chichi teaches Cyrus in 4th grade

horse, and “I want you” Uncle Sam posters, students created their own posters to reflect messages they wanted to convey. Chichi noted, “It’s amazing what a bucket of paint can do.” She stressed that art has the power to make a difference in people’s lives, whether providing inspiration, gathering people to work on community projects, or improving a neighborhood so that people can respect and love the place where they live. Using her skills and what she likes to do best enables her make positive change in the world through her art.

Students eagerly watched her slideshow, which illustrated how her interest in art and being on stage, as well as her success as a downhill ski racer, began at TGS and gave her the skills and confidence to pursue careers in fashion, illustration, and finally mural painting. Chichi’s company, Maven Murals, now works with schools and communities to make artwork that involves everyone. Chichi taught a class to the 4th graders, showing them examples of political propaganda throughout history, and explaining how images can affect public opinion. The lesson was especially relevant to the students because of the upcoming presidential election. After discussing famous political works such as William the Conqueror in the Bayeux Tapestry, Napoleon on his white

Chichi’s school photos from kindergarten-8th grade at TGS

roots&Wings spring2016

Chichi’s reflections on her visit to TGS: It is with tears of joy that I write this. Today I had the honor to return to the place that grew the roots of Chichi. As I took the stage to present at an all school meeting, I was overcome with such gratitude, love, and respect for the place that was my home away from home for nine years. Chichi, Dottie Richardson, and Chris Osgood

It was the place that let me blossom, discover, and appreciate the world that I live in. I am so thankful for the love everyone showed me today, just as they did over 17 years ago when you made me feel so special. My art teacher even made a rare appearance to see me at the age of 90! Thank you, mama and papa, for giving me this gift. It was the best investment you ever made. Painting a mural

Skier Noah Hoffman Visits Class of ’18 for the Fifth Consecutive Year

nited States Olympic cross country skier Noah Hoffman visited TGS 6th graders in March with his friend and teammate Tad Elliot. Noah has been a fixture in the class of ’18 since Gunnar Caldwell ’18 (son of Noah’s coach Zach Caldwell ’84) first brought Noah as his item for sharing in the 2nd grade, and Tad also visited the class that year. Noah has returned to visit the students every year, and they are eager to hear about his skiing career.

Noah racing in the World Cup in Quebec City in March 2016

When he showed them videos of a recent World Cup race, the first question, as always, was, “Do you still wear your [trademark] red hat? Oh, we see you!”

Noah Hoffman and Tad Elliot with the 6th grade

As one girl who has gotten to know Noah during the past five years remarked, “It’s great to have him come back and hear about what he is doing now.” A new student commented, “It was really interesting to meet Noah and Tad because I didn’t know much about cross country ski racers and what they do.” Other students just said, “It was very cool to have him here.” Noah and Tad both noted that the connection with the 6th graders has been rewarding and fun. Noah said, “It’s been super fun to become part of the class, and I really appreciate how knowledgeable the class is about skiing.” It was Tad’s second visit, and he said, “It’s neat to see them grow up, but they are still exuberant and excited to hear about international ski races and adventures.”

the grammar school

Preschool Intern Nevie McOwen ’11

evada McOwen ’11 interned in the preschool this winter. It was a valuable experience for all involved: Nevie, the preschoolers, and teachers Ken Brautigam and Jessica Sardinas.

regarding many aspects of successful early childhood teaching. We said good-bye to her with hopes that we might see Nevie again in our classroom before too long.

Ken reflected on Nevie’s internship.

Nevie writes about her experience in the preschool.

When Nevada contacted me last fall about the prospect of doing a college internship here at The Grammar School preschool, I was thrilled. I have actually known Nevie since she was preschool-age herself, and more recently we reconnected when she arrived as a TGS middle school student in 2009. Now, only a few years later, Nevie is a poised, confident, self-directed college freshman preparing to become an early childhood educator. Jessica and I couldn’t be more proud or more delighted to support her in that process. Together with Endicott College’s Internship Office, Nevie, Jessica, and I worked to design a structured and thorough set of expectations and guidelines for her internship. From the very beginning of her time with us, Nevie was a comfortable and engaged member of the group. Teaching and assisting young children comes naturally to her. I was impressed with her ability to see "teachable moments" in her many interactions with the children. While she was happy to assist the children throughout the day, she also understood that they needed to practice taking care of their own needs, and she encouraged them with humor, patience, and warmth. Nevie’s month long internship came to an end on January 29, 2016. She made wonderful connections with our preschoolers, and with the teachers as well. Nevie asked thoughtful questions

It was not always clear to me that I wanted to be a teacher. As a matter of fact, I decided on a whim to major in education at the very last minute before starting classes in fall 2015. I jumped right in and loved my classes. When the time came to choose a three week internship in January 2016, and I could think of no better place to do mine than the Grammar School. Though I was only a student at TGS for two short years, the people I met and the teachers I had during that time shaped me into the person I am today. I was interested in early childhood education, and I had heard amazing things about Ken and Jessica as the preschool teachers. I wanted to experience their teaching methods myself. Everyone at TGS was on board with this idea, and I could not wait to get started. January 4 came around, and it was my first day of internship. I felt excited and nervous, along with so many other emotions wrapped up into being a first time intern! The instant I walked into the classroom, I was greeted by 12 smiling 3 and 4 year olds. Some of the children took awhile to warm up to me, while others were comfortable with me right away. After a week or so, I started getting into a routine with the children and got to know them as individuals. It was rewarding for me to see how the preschoolers worked through difficult situations and problems and were not afraid to take risks. They were excited whenever they learned something new. The challenge for me was to let them figure things out for themselves, but Ken and Jessica taught me the importance of having students learn to solve problems and navigate situations on their own. I saw so many children grow and develop in just three short weeks.

Nevie with her students

Observing how the preschoolers interacted with each other and how they viewed the world around them taught me so much about children and learning. I was not ready to leave the class at the end of my internship, and I can’t wait to come back and visit and see how much each child has grown and changed since I was there.

roots&Wings spring2016

French Teacher Johanna Gardner Travels to Ecuador TGS French teacher Johanna Gardner spent six weeks in Ecuador this winter to take a TESOL course (Teachers of English to Speakers of Other Languages) and Spanish lessons. Johanna noted that the trip offered a rich combination of language experiences. The instruction for teaching English as a second language was relevant to teaching French at TGS, and she drew parallels between studying Spanish herself and how TGS students learned French. Becoming familiar with a new language, country, and culture, was affirming and reinvigorating. She writes of her experience, both as a student teacher and as a visitor to a foreign country.

n New Year’s Eve, my husband Bahman and I climbed aboard a plane bound for Quito, Ecuador. The city sits at 10,000 feet in a bowl formed by beautiful high mountains and active volcanoes. We had expected to arrive to New Year’s celebrations, and Quito seemed to be on fire as we approached the city in our taxi. On most street corners, people burned small piles of wood that left an acrid smell in the air, and in the distance, fireworks crackled in the sky. It was a wonderful welcome to Quito, the beautiful and dramatic setting where I would spend more than a month studying language and teaching at the Experiment in International Living (a program of World Learning, which is based in Brattleboro, Vermont).

We settled in with a host family, who housed us in their apartment near the Parque Carolina. Communication with our host mother was challenging, as it happened entirely in Spanish. My verb tenses are almost nonexistent, but I could speak about my day, food, school, and other information that my host mother needed to know. As a teacher, it was important for me to practice a new language and realize the difficulties my own students at TGS face as they learn French. The first week was filled with Spanish classes, followed by four intensive weeks of studying the teaching of English as a Foreign Language. Most of the time we taught a group of Ecuadorian students aged 14–60, while we observed and critiqued each other’s teaching methods. Though we communicated in English, the work was related to my work at TGS as most of the methods of language teaching transfer directly from one language to another.

Johanna at Plaza Grande in Quito

Quito — Old City

Once my course ended, we had time to travel. We headed south to Cuenca, a world heritage site known for the numerous old buildings that grace the city, and where many of the indigenous Ecuadorians wore colorful traditional clothing. We rode the train to the Nariz del Diablo (The Devil’s Nose), following the 115-year-old steep, mountainous route of the first train that connected Quito with the coast. Finally, at the end of our trip we had the opportunity to see Ecuadorians celebrate their traditional festival, Carnival. And then it was over: Seemingly as quickly as it started, our trip was done. And now, sitting here in Vermont, we think a lot about the lovely people who smiled so easily at us, and the mountains that often took our breath away, and all the wonderful new friends we made on our six-week adventure to Ecuador. And I thank everyone here at TGS who made it possible for me to have this adventure that gave me new energy and more tools for working with my students in French class. It was rewarding to have the opportunity to study language instruction while living in a foreign country in a beautiful environment. The two experiences complemented each other and made me understand the importance of learning language as part of a larger study of people and cultures. Thank you to Dan, Apple, and, most of all, to Beth Henkle and to Laura Pratt, who so ably took my place and kept la langue française alive in my classes.

the grammar school

Beth Henkle ’03 Teaches French eth Henkle ’03 returned to TGS this winter as a long-term substitute for French teacher Johanna Gardner, who was taking a language teaching course in Ecuador. She reflected on her lifelong involvement with the school.

Girls on the Run — Sofia ’20, Hazel ’19, Lilly ’20, Emmaline ’21, Beth ’03, Elena ’21, Sina ’21

Interview with Beth Henkle RW: What was rewarding about your experience teaching French at TGS? I have always loved being at TGS. It’s been a part of my life since I can remember. It’s rewarding to feel so connected to a school’s past and present. I’ve also always loved teaching. TGS has always been an inviting and supportive environment for me, and any time I’m home and get the chance to be a part of the school community again, I take it, whether it’s coaching or subbing. So when Madame Jo asked if I’d teach French for six weeks this winter, I was glad for the opportunity to reconnect with the school. RW: Overall, what was the most valuable thing you learned while at TGS, and how did your time in the classroom shape your ideas about education and teaching? I think it’s not so much what I learned while teaching, but rather what I remember from my own education at TGS, which is how important it is to see every student as an individual with unique strengths and struggles. I feel that TGS values individuality and understands that there is no one way or right way to learn. This falls within my own philosophy of teaching, so it’s a good fit.

On Peter Pan

by Alli Lubin

everland, a place where children don’t ever have to grow up. No jobs. No responsibilities. Just adventure after adventure in a land inhabited by pirates, lost boys, mermaids and (in this interpretation) a band of wild cats! Peter Pan, directed by Rebecca Waxman P ’17, ’25, played for two evening shows and two matinees in early April.

This spring marks my 23rd 7th and 8th grade musical. This production of Peter Pan is particularly special because it’s the first show we’ve repeated in my time at TGS. The show reminds me how sweet it is to share in the lives of so many children and families through the vehicle of musical theatre. The musical continues to change lives. Students learn to pull together and take risks, and shy children blossom into young adults on stage, building self-esteem in the process. It makes abundant sense that 7th and 8th graders at The Grammar School would create a fresh take on a beloved story for their annual musical production, because Peter Pan travels the same

Bryn, Quinn, Robert, Izlin, Gus, Charlie, Addie, Ella W., Griselda, Maddie, Amelia, Abijah, Sky, Bayley

RW: You have worked with all ages of students at TGS. Do you have a favorite grade, or do you prefer teaching different ages for different activities? I love something about every grade and age group. I love middle school, because students are beginning to deal with the challenges of their worlds expanding. They are making so many discoveries about life and learning, and I’ve had some inspiring classes with that age group. I also love working with the younger grades; the kids are so earnest and fearless. I loved coaching K–2nd and 3rd–4th grade soccer a few years ago. I appreciate that TGS consistently reinforces and strengthens my educational beliefs, and that the institution remains true to its roots.

Bryn, Cassidy, Sky, Abijah, Gus, Addie, Charlie, Ella W., Griselda, Viva, Alex, Bayley

Sky, Ella B., Bryn, Ella W., Izlin, Gus

Bryn, Abijah, Cassidy, Alex, Ella W. Bayley, Myles, Sky, Gus

terrain that middle schoolers are crossing: that wild and thorny territory between youth and adulthood. We were excited to welcome Director Rebecca Waxman back to TGS. She is well remembered for her superb productions of Into the Woods, Jr, South Pacific, Bye Bye Birdie and Fiddler on the Roof, Jr. Celebrating her return to TGS, Rebecca masterminded a unique vision for the classic Peter Pan, supported by our dedicated staff and parents. She says, “Over the years, The Grammar School has welcomed me and my two daughters with open arms. We feel lucky and grateful for the growth we’ve all experienced here, as well as the friendships and memories we have made.” Sally Seymour GP ’13, ’18, ’20, continued to grace us with her expertise, creativity, and time as our Backstage Manager and Production Assistant. This was Sally’s fifth year backstage and we wouldn’t have had a show without her! Choreographer Shoshi Bass, who choreographed Bye Bye Birdie several years ago and Piano Accompanist, Walt Sayre, new to the TGS team, both brought a level of professionalism and high expectations to inspire the cast. TGS colleagues and parents gave invaluable assistance to make the show come together.

Gus, Viva, Addie, Bayley, Abijah, Charlie, Ella W., Griselda

Our enthusiastic 7th and 8th grade actors and stellar production team worked to create a fabulous show. I look forward to hearing from some of the cast members from Peter Pan 23 years ago as we celebrate this spring tradition. Ethan Y., Matt, James, Val, Ethan C. Myles, Virginia

14 Ella W., Bryn, Izlin, Abijah, Bayley, Sky, Robert, Gus, Quinn

the grammar school

Mummers 2015

Mummers Memories Thanks to former Head of School Nancy Calicchio (mother of Rafaela ’77 and Gabriella ’78), founder Dottie Richardson (mother of Peter ’63, Kathy ’67, Liz ’68, Seth ’69, Jess ’74, Jon ’76, GP Kate ’02, Beth ’03, and Teague ’05), and 8th grade teacher Laurie Fichter (mother of Wilder ’04 and Gage ’06) for their stories and recollections about the beginnings of the Mummers Play tradition at TGS. he Mummers Play is a long standing tradition at TGS. Teacher Lois Cooper-Ellis (mother of Cathy ’61, Fraser ’63, Sarah ’66, and Peter ’68) introduced the Mummers to TGS in the early years

Garrett — St. George

Ella — Fool

of the school, and it quickly became a tradition. Nancy notes that when she took over from Lois, she “fell in love with the earthy sense of cyclical renewal the play represented. ‘Arise like spring again’ was a lovely thought at winter solstice.” Dottie remembers trying to float the idea of presenting something different one Christmas. The idea was quickly rejected because it turned out that the entire 8th grade had decided which parts they wanted to play by the end of 7th grade the year before, so that was that. Each year brought new refinements to the characters. When Nancy researched the history of the Mummers, she found there were many different versions done at winter solstice time in Great Britain and Ireland. She discovered characters that she could use to add to the script when the group got larger than the usual cast.

Quinn — Jack Finney

roots&Wings spring2016

Please name these Mummers!

Mummers 1989 — Back row left to right: Amie Nadeau-Read ’90, Ian Balcom ’90, Titiana Kinker ’90, Alex Cohen ’90, Zach Wheeler ’91, Ethan Stead ’90 Front row left to right: Kate Geier ’90, Emma Tresemer ’90, Ian Stephenson ’92 (?), Paul Wood ’90, John Bricker ’90, Rupert Sandes ’90

Mummers 2009 — TGS class of 2010 left to right: Alec Ray, Danny Tharp, Sam Gohl, Ben Knapp, Max Basescu, Jeff Monahan, Anton Wozniak

For example, when thinking of Crusading Europe in the 12th century and reveling in the sense of history, myth, and legend, she added the Sultan and the lady from his harem.

Allegra Brelsford ’74 (mother of Jillian Brelsford ’99 and Jeremy Arnstein ’05) took over from Nancy for a year, and 8th grade teacher Laurie Fichter has directed the Mummers for the past 16 years. Laurie says that she loves the opportunity to create new characters and situations, while maintaining the basis of the original script. Alumni still remember their parts in the play, and students still plan on whom they will play when they finally reach 8th grade.

Nancy says, “Every December I adjusted the script and the characters to fit the group, except for one year. I had promised 8th graders Gabe Greenberg ’96 and Thomas Bartlett ’96 that they could write their own script, and if it met a whole bunch of criteria, including recurring patterns and themes, we would produce it. I gave them a long list of specific conditions because I was apprehensive about directing a ‘new, improved’ play. Of course, those two wrote a perfect script, and for the holiday celebration in December 1995 we had a new version of the Mummers. It seemed to work, since spring came that year, too.”

Alumni memories Kriya Lendzion ’84: “The Mummers Play was one of the highlights of the year! It was a blast. I got to be The Fool, which, as the class clown/trouble-maker was a pretty accurate role. The best part was how much the individual kids made the play something different every year. It was the same ole play... but managed to have different life year after year. Jessamyn Olson ’95: “So, my favorite memory of the Mummers Play was going up in that crazy loft where all of the costumes and props were!”

Laurie notes that each year, the 8th graders have taken on increasing responsibility for costuming their characters, which has allowed for a lot of creativity and comedy. She works through the meaning of the lines and the interactions between characters. She highlights the fact that though the students are performing a prescribed, archetypal play, that does not mean they can’t make it their own. “The play is high energy and needs to move. We rehearse enough to allow the action to flow, but not so much the performance gets stale. The classes keep coming up with more energy and more comedic action. This year, an 8th grade boy played the queen’s daughter, and it was brilliant: well received and a first in my 16 years directing the play.” The Mummers Play is a benchmark for all TGS students, and there is always energy and enthusiasm around the production. Even new students are enticed into being funny and committed to a play that celebrates the Solstice, Christmas, pagan rituals, and Christian holidays. The Mummers Play brings the community together and everyone eagerly anticipates the lively, creative production that welcomes in the New Year.

the grammar school

Peter Cooper-Ellis ’68 on TGS eter Cooper-Ellis ’68 has recently returned to the Southern Vermont area after living in California for more than 20 years. His daughters Kaitlin and Allison joined TGS this year in 1st and 6th grades respectively, and Peter serves as Treasurer for the TGS Board of Trustees.

Peter’s long association with TGS began in 1960, when he and his three siblings all attended TGS in its founding year and his mother Lois was one of the original teachers at TGS. Peter graduated from TGS in 1968, went to the Putney School, and then to UMass Amherst where he studied electrical engineering. Following his graduation from UMass in 1982, he worked in the software industry in California until 2015. While in California, Peter maintained his connection to Putney through family members living in the area and CE Maple, a large sugaring operation he runs with his brother Fraser. He also started Hidden Springs Maple, a Putney business that leverages the internet to bring maple syrup produced on family farms in Vermont to customers all over the US. The Hidden Springs farm store is a popular destination for both locals and tourists to Vermont. Since moving back to the area last year, Peter has worked full time at the business.

curriculum, but the single most important thing is how good your teacher is. A TGS integrated learning experience begins with that teacher-student relationship. Andy told me that he had great teachers at TGS who taught him how to develop and articulate his own thinking about all kinds of things. That was pretty much what I remembered about my own TGS experience during the 60s. Well, that and the ski jump we built out behind the old school… :-) Slightly more than half way through this school year, my daughters Katie and Alli both love their teachers and TGS appears to have been the right choice for both of them. When I spoke with Alli (6th) she had this to say: “I like the fact that TGS is like a small community and you can get to know people there. I also like the fact that we have open space to play.” Katie (1st) says “I just like it. The teachers are nice. The art teacher is calm. I like the teachers a lot. My other school was in Spanish. I thought we were never going to learn English!” It is interesting to see how my children experience TGS relative to my experience.

Peter with daughters Alli and Katie.

While there have been many changes, the school core values appear to remain true to the vision of the founders. It is a pleasure and an honor to be involved with the school again.

Peter’s son Andy also attended TGS, graduating in ’07. Peter reported on a conversation regarding Andy’s time at TGS, and how it related to his own experience at the school.

hen we moved from California to West Chesterfield, NH last year, we needed to figure out what school to put our kids in. I asked a few people around Putney what they thought of TGS. One person I spoke with was my son Andy, who is also a TGS alumnus. While he was attending TGS, Andy was always very clear that TGS was the school for him. I was curious what he would say 10 years later. He is still very clear about TGS’s strengths. He says that what matters most to kids is their teacher. Children care about socialization and

Dusty Ridge Sugarhouse, base of Cooper-Ellis sugaring operations in the 1970s

roots&Wings spring2016

Alumni News ’16 Kriya Lendzion ’84 writes, “In terms of news, I spent some time with TGS class of ’84 BFF Parke Ballantine last April, who happened to be passing through the area with her son and husband. We did some great reminiscing and conversing as we caught up on 3 decades! It’s awesome to have her back in my life! I’ve loved reconnecting with many of my TGS friends through Facebook.” Jessamyn Olson ’95 says, “I live in Miami with my husband and five month old daughter, Summer. I’ve taken the year off from teaching and am enjoying every moment of being a mom. “ Justin Altman ’95 and his wife Amanda Upton welcomed their daughter Daisy West in November. Governor Peter Shumlin ’70 met with the 6th grade when they visited the Statehouse in April.

Oakley Olson ’98 received his doctorate from the Gerstner Sloan Kettering Graduate School of Biomedical Sciences in March 2016. Galen Robinson ’08 is a senior majoring in art at Wheaton College. Céline Mudahakana ’09 is a junior at Mt. Holyoke College.

Please send alumni news and photos to Justin Altman at justin@thegrammarschool.org. We love to hear from you! Oakley Olson celebrating

James Tarmy ’99, Jillian Brelsford ’99, Chichi

Oakley and Tate Nova ’98 at TGS with kindergarten teacher Pat Thomas

Oakley and Tate March 2016

802.387.5364

info@thegrammarschool.org www.thegrammarschool.org

At The Grammar School, VWXGHQWV EHQHÀ W IURP D YDULHW\ RI RSSRUWXQLWLHV WR GHYHORS WKH VNLOOV DQG FRQÀ GHQFH WR DFKLHYH WKHLU JRDOV DQG SUDFWLFH NLQGQHVV DQG JHQHURVLW\ LQ WKHLU OLYHV Please support this year’s ambitious and essential goal to raise $135,000 by June 30, 2016. To make a gift, please visit: thegrammarschool.org/giving or contact Kimberly Corwin Gray at kcorwingray@thegrammarschool.org or 802-387-5364.

Thank you in advance for supporting TGS!