Legacy Spring 2021

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ACADEMY OF SAINT ELIZABETH

LEGACY magazine SPRING 2021

Mindfulness, Healing and Service Through Faith Lenten retreat offers community, friendship & time with God

Panthers Persist Athletic teams compete despite pandemic challenges LEGACY Magazine | SPRING 2021

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ACADEMY OF SAINT ELIZABETH

LEGACY magazine

ISSUE 4 | SPRING 2021 Lynn Burek Principal

Lauren Cor vo Assistant Principal

Helen Kotoulas Chief Financial and Operations Officer

Jeremy Mayer Director of Athletics/ Facilities Manager

Megan Knight Director of Development & Alumnae Relations

Beth Ellen Walsh

Seniors at Work and Play

Director of Counseling

Alison Minion Director of Communications

Between their hard work in the classroom, at the lab bench, and in the art studio, our seniors also found time to celebrate together.

Lisa Ratz Director of Technology

In April, parents surprised the Class of 2021 with a Roaring 20's themed viewing party of "The Great Gatsby." Our theater was transformed into a Jazz Age club, and this very special group of SEAsters enjoyed a day at the movies.'

@TheAcademyofSaintElizabeth @academyofsaintelizabeth @Academy1860 @AOSE1860 @AOSE1860

www.aosenj.org

The Academy of Saint Elizabeth is a Catholic, independent, college preparatory school for young women, founded by the Sisters of Charity of Saint Elizabeth. Our mission is to promote the disciplines of academic excellence and moral responsibility within our young women by sustaining a scholarly environment and a nurturing community of faith. Sponsored by the Sisters of Charity of Saint Elizabeth LEGACY Magazine | SPRING 2021

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Lenten Retreat

page 7

Celebrating service and mindful healing across campus.

Student Literary Picks for Your Summer List, page 22 Reviews are in – see what titles you should definitely put on your mustread list today.

what’s

INSIDE

TABLE OF CONTENTS

On the Cover The senior leaders of National Honor Society and the French, Spanish and Latin Honor Societies.

From left to right: seniors Lauren Kilgore (Boston College), Lauren Iskander (Villanova University), Danielle Silverman (Colgate University), Molly McKenna (University College London), and Gina Petruzziello (Georgetown University).

Letter from the Principal . . . . . . . 4 Accents . . . . . . . . . . . . . . . . . . . . . . 5 Parents’ Association Raffle, Beautification Committee Spring Planting, Giving Tuesday, Lenten Retreat, New Model UN Team

Excellence in Education. . . . . . . . 10 Dr. Tom Altonjy honored

Teacher & Student. . . . . . . . . . . . . 12 Lauren Corvo pursues Ed. S. at Seton Hall

Student Literary Contest . . . . . . . 14 Panthers Update . . . . . . . . . . . . . . 17 And Justice For All . . . . . . . . . . . . 20

Teacher and Student, page 12

Model UN, page 7

A first-hand account of Mock Trial

Lauren Corvo pursues Ed. S. in Education Leadership, Management and Policy at Seton Hall University.

AOSE’s new Model UN team gains important lessons in diplomacy, public speaking, research and civil discourse.

Shelf Improvement . . . . . . . . . . . . 22 Students and staff offer their literary picks

COVID By the Numbers . . . . . . . . 26 The financial impact of the global pandemic.

Supporting the Academy . . . . . . . 27 LEGACY Magazine | SPRING 2021

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A Mission-Driven Experience Lynn A. Burek Principal Academy of Saint Elizabeth lburek@aose.info

It’s been a remarkable year at the Academy of Saint Elizabeth! We are proud of what has been accomplished by this amazing learning and faith community during the difficult days of Covid and a global pandemic. As our seniors graduate in June, we know they’ll remember a year in which enrichment, reflection, learning, achievement, prayer and spiritual renewal overshadowed the many challenges of these unprecedented times.

As a result of the dedication of so many, Academics have moved forward with few interruptions, engaging and challenging young women in the classroom during in-person learning. Athletics have enriched the lives of our students, providing a much needed outlet for physical and mental well-being. Meaningful reflection and meditation have been practiced and mass has been celebrated, both in our beautiful Holy Family Chapel and live-streamed from Saint Paul’s Inside the Walls. Our community collaborated on a beautiful book of Lenten reflections highlighting some profound understanding of the role the Gospel plays in our daily lives. During these tenuous times, our girls continue to be devoted to service, tending to those who need care and sustenance.

We are proud of our newly formed Diversity, Equity, Inclusion & Justice Union. True to our mission, our DEI&J efforts have fostered awareness and sensitivity to issues related to the dignity of all persons and the celebration of differences, while overcoming the obstacles of division and incivility.

Despite the turmoil of the outside world, life within our gates has been peaceful, productive, and filled with a happy, fulfilling high school experience. Legacy magazine certainly illustrates how blessed we are for the Academy experience, our amazing connections to the past, our revered history, and distinguished alumnae. This publication will continue to honor the dynamic mission-driven life of our school.

In this Year of Saint Joseph, may we all be blessed with this complete confidence in our faith. Like “the carpenter of Nazareth,” the Academy team worked arduously to turn a problem into possibility, and the result has been amazing and so very gratifying.

May the blessings of family, peace, joy, and good health, be yours.

Warm Regards,

Lynn Burek Principal 4

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accents

Parents’ Association Tuition Raffle Congratulations to the Serivitto family who won the $10,000 tuition raffle prize on November 9. Pictured here are Anne and Matt Servitto with their children, Francesca, ‘21, Nicholas, Oratory Prep ‘24, Greta ‘24 and Bingo, their family dog.

The AOSE Parents' Association holds this unique and popular fundraiser annually. Only 200 tickets are sold, and each $100 buys you a chance to win $10,000 in tuition funds for any school! Winners may elect to receive a check written directly to an educational institution or to a 529 savings account.

April Showers Bring May Flowers A heartfelt thank you to our team of parents and students representing the Parents’ Association Beautification Committee for spending part of their Easter Break getting our main entrance ready for spring.

The Beautification Committee was founded in 2018 by a group of Parents’ Association members who wanted to do improvement and enhancement projects for the Academy and its community. Its first project was the renovation of the Faculty Lounge, completed in the Spring of 2019. Since then, the Beautification Committee has engaged and inspired the community with additional projects: the Christmas tree and tree lighting ceremony; decorating the main entrance for Christmas; new gardens at the front of the building; and new decorative planters full of seasonal flower displays. We are so grateful to these volunteers who share their pride in Saint E’s in such a meaningful and generous way.

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Gratitude for #GivingTuesday When we all come together for the greater good, wonderful things happen.

The many blessings that we experience each and every day together cannot be quantified: recalling a favorite Academy memory from years ago, being able to attend school each day in person, banding together with other supporters to make an impact on a community we all treasure.

We are especially heartened by the turnout for our campaign -- nearly twice as many donors as last year! The breadth of this year's support tells us that we are We were heartened by this year’s #GivingTuesday campaign turnout with

2x the number of donors

more connected to our community members than ever before.

A longtime supporter and friend of the Academy has graciously offered to underwrite a major portion of our project, but will also be putting in countless hours and years of experience to create a Study Hall that will remain loyal to our past, be attentive to our present, and embrace our bright future!

We were able to exceed our goal of $75,000 for the Study Hall renovation thanks to ALL of your gracious support!

Thank you to our loving community for your continued support of the Academy!

Catholic Schools Week: Faith, Excellence, Service Celebrated at The Academy

We celebrated Catholic Schools Week in February. This year’s theme -- FAITH, EXCELLENCE, SERVICE -- seemed as though it was designed around Saint E’s.

We are enormously proud of our enduring legacy, marking 161 years of an educational tradition rooted in faith, rigor, and service to others. Catholic Schools Week provided a sacred time to honor and reaffirm our mission to “promote the disciplines of academic excellence and moral responsibility within our young women by 6

LEGACY Magazine | SPRING 2021

sustaining a scholarly environment and a nurturing community of faith.”

One of the highlights of our CSW festivities was an entertaining (and informative!) Kahoot trivia quiz about Academy people, places and things. Special thanks to Toward Boundless Charity member Samantha Insler ‘22 for this fascinating deep dive into the Academy vault. We learned so much history and also got to know our faculty and staff a lot better!

The Academy celebrated 161 years of its educational tradition rooted in

faith, rigor and service.

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accents

Student-Led Lenten Retreat Celebrates Mindful Healing On March 19, our student-led, Mindful Healing and Wellness Retreat was hosted at school. We celebrated the themes of Lent, the healing that can be found in mindful moments of silence, prayer, community, and friendship. In addition, students celebrated the Feast Day of Saint Joseph.

Students had an opportunity to walk around our beautiful campus, capturing photos of hope found in the natural world.

They reflected on what we view outside of ourselves, within the group and also within our own spiritual development. Most importantly they were able to share in the affirmation of healing and wellness brought about by time with God. Students wore their Saint E's spirit gear and enjoyed a pizza lunch followed by a special treat: the Parents' Association delivered zeppole to celebrate the Feast of Saint Joseph. See more photos and reflections from the retreat on page 9.

Building Global Leaders: New Model United Nations Team Last summer, a few students approached Ms. Kelly with a proposal: would you help us bring Model United Nations to the Academy? These aspiring diplomats had heard Ms. Kelly talk about her own formative experience as a Model UN delegate while she was in high school, and it made them curious to learn more about the program.

Here we are, less than a year later, and our brand-new Model UN team is already collecting awards in its debut season! In its first conference, held virtually in February, our team performed well against clubs from all across the country.

In a simulation of the global work done by member nations of the UN, our students were assigned as delegates from member countries and placed on committees to propose solutions to real-world problems. Academy teammates represented the interests of India, Mexico, China, France, Paraguay, Libya and Norway. Competing in a beginner-level tournament, all 7 of our students were recognized by the moderators for their thorough preparation and effective advocacy, and some were honored with awards. (continued on next page) LEGACY Magazine | SPRING 2021

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Samantha Insler ‘22 Outstanding Delegate Award (Online Terrorism Committee) While preparing for the Model UN Conference I learned useful research skills. During competition, I learned a lot about public speaking and how to have a civil conversation with someone, even if we may disagree on a topic.

I’ll use my Model UN experience to help me become more aware of issues in the global community. As young women, it is vital to fight for those less fortunate.

Isha Ghude ‘22

Grace Roethlin ‘22 Marina Werner ‘22

Honorable Mention Honorable Mention (Rights of Indigenous People Committee) (Clean Water & Sanitation Committee) I have experienced a new interface to discuss world topics, something I already do within school. It allowed me to interact with students from other schools and broaden my perspective and understanding of global issues.

I learned in-depth the issues surrounding Indigenous people in Mexico, and this experience will help me debate and discuss issues in my future.

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Model UN allowed me to develop my communication and leadership skills. I was Model UN was an amazing opportunity to able to have civil discussions with other learn how to better collaborate with others students, while solving modern day issues. to solve problems and brainstorm soluDuring preparation and competition, I tions. I learned about issues the UN adlearned to always do my research and to dresses, and how they’re being solved. be confident in my statements. The Model UN experience will help me negotiate and I gained new skills in effective research and make a resolution with other people in the gathering information relative to my comfuture. mittee topic. I also learned how to work together as part of a team, solving problems with fellow committee members.

Caroline Villa ‘22

Ava Romer ‘22 Maggie Macchiarola ‘22

Model UN allowed me to try a new experience using critical thinking. I learned how to manage my time between homework, school, sports, and preparation for competition.

Model UN has grown my friendship with girls I had not come into much contact with. By the end of the season, we became connected, and other members were like my family.

This experience will aid me in the future when I need to problem-solve in a short period of time, using resources and interactions with others to create solutions.

Model UN allowed me to dive deeper into world issues, learning the causes as well as solutions behind these growing problems.

The experience helped me gain confidence to speak about issues publicly.

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I met amazing people even though the conference was virtual, I made many new friends with a common interest.

I learned how UN conferences take place and the important vocabulary used in writing an opening speech and resolution.

The public speaking and problem-solving skills will be an incredible asset in my everyday life and in my future career.

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During their retreat, students enjoyed time in nature, time with one another, time for service, and time to create.

Lenten Retreat

(continued from page 7)

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Excellence in Education Dr. Tom Altonjy honored with Sister Francis Raftery Award The Saint Elizabeth University Alumni Association has named Dr. Tom Altonjy the recipient of the Sister Francis Raftery Excellence in Educational Leadership Award. A member of the Math Department at the Academy, Dr. Altonjy says that he is humbled to be honored in this way, especially in honor and memory of Sister Fran, who "was a great person, mentor, and friend." In this socially-distanced time, the award was presented virtually by Sister Maureen Shaughnessy on Thursday, February 18.

In accepting the award, Dr. Altonjy detailed the many ways in which the Sisters of Charity of Saint Elizabeth have guided his life path. His gracious remarks are reprinted here:

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Thank you to the Alumni Association for this tremendous honor.

My life – both personal and professional – has been greatly and positively influenced by the Sisters of Charity. I was born in a hospital sponsored by the Sisters – St. Joseph’s in Paterson; I was educated through eighth grade by the Sisters of Charity at Saint George Elementary School in Paterson; and was later educated by the Sisters at the College when I returned as a graduate student in both the masters and doctoral programs. And now, I have retired from administration and am back to my roots of teaching high school mathematics at – of all places – but the Academy of Saint Elizabeth – right here on the very campus where I first met Sister Francis Raftery. I guess the Sisters of Charity can’t seem to get rid of me!

Over the years, I have been educated, mentored, lead, or worked side by side with no fewer than fifteen Sisters of Charity in my life! I am so blessed and honored to know each of them and although many have returned to the Lord, I still stay in touch with the remaining ones which is a blessing in my life! While they each hold memories dear to my heart, today, of course, I remember Sister Francis Raftery.

Sister Fran’s leadership style is one that I have tried to replicate over the years.

Having been in the initial cohort of the doctoral program was truly a humbling experience. The Educational Leadership doctoral program was the brainchild of Sister Fran and part of her vision for the College. She was an integral part of not only the creation, but the inception and follow through. Sister Fran would always

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take the time to talk to every student on campus, drop a small note to check in, give a big hug, and be present — physically, emotionally, and spiritually — in each person’s life she met. The doctoral program was not easy and she would always encourage you to see the finish line! She would not accept “giving up” and presented it in a way that always made you feel that “things were going to be OK.” God works in mysterious ways and my completion of the doctoral dissertation was delayed a year. While disappointing, it was a wonderful delay since it allowed me to graduate alongside my daughter, Alexandra, as she received her bachelor’s degree. We were the first father-daughter graduation in the College’s history and it has been a memory that has and will last in our family’s memories forever. And of course, when I was hooded and graduated as a Doctor of Education, there was Sister Fran beaming even more than I! You wanted to achieve your own goals, but you also wanted to make her proud.

The theme of the doctoral program is servant leadership and Sister Fran modeled that for us each and every day. She gave of herself and put everyone else first. What a wonderful role model I had in developing the skills and values and attributes of servant leadership in my own career.

In accepting this award, I thank the Alumni Association, all of my professors, my parents for their sacrifice to educate myself and my five siblings in Catholic Schools, my beautiful wife for all her support over my forty year career, my children who make me a proud father every day, the Sisters of Charity, and of course, Sister Fran, who will live on in my memory, heart, and soul – as I’m sure for so many others – whom she enriched with her presence, faith, and encouragement.

I know you’re watching up above, Sister Fran, and I hope I made you proud.

Thank you and God Bless!

faculty

Dr. Altonjy and Alexandra Altonjy were the first father-daughter pair to graduate together at what is now called Saint Elizabeth University. Alexandra received her BA in English and Music.

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Teacher

and Student

When Mrs. Corvo moved from the Bio Lab into the front office two years ago, she knew she wanted to grow in her new position as Assistant Principal.

Although she had been teaching here for 14 years, and had worn multiple leadership hats — Middle States Internal Coordinator, Academic Team Leader, Varsity Tennis Head Coach — she was new to administration. So Mrs. Corvo went back to school, and is now pursuing graduate studies.

By Lauren Corvo, Assistant Principal

Legacy recently asked Mrs. Corvo to report on her experience so far in the Seton Hall University Catholic School Leadership Program, where she is working toward an Ed. S. in Education Leadership, Management and Policy.

When I enrolled in this unique program, I knew that it would help to prepare me for mission-based leadership at Saint E’s. The curriculum knits together both the secular field of educational leadership, as well as the Catholic education and spiritual tradition. The coursework I’ve already completed speaks to this blended approach, including classes like Catholic Identity, Ethos and Culture; Curriculum Development; and Supervision of Instruction. Right now I’m enrolled in School Law as well as Leadership Dynamics. Both are very applicable to my work at the Academy, and I’m learning a great deal about

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the administrative side of institutional leadership and governance.

Probably the best part of this program is meeting the other seven members of my cohort. This group is composed of a variety of Catholic school educators from north and central New Jersey, serving in all different roles in Catholic education.

Aside from learning from the esteemed professors of the program, I have learned immensely from my amazing cohort. We have such varied backgrounds (some in education their whole lives, others started in the corporate world and then switched careers into education) and bring different perspectives and insight towards our common goal of educating students intellectually, spiritually, and socially.

Especially during the struggles of 2020 and living through the COVID pandemic, this cohort has been an unbeliev-

able support system and getting through these challenges together has brought us even closer.

We are all navigating these uncharted waters together and I am so grateful for the insight and knowledge this program and my fellow cohort members have provided me throughout the past year. Similar to the community/family atmosphere that I love so much about working at the Academy, my cohort feels like my extended family as well. We share best practices, professional experiences, advice, resources, and guidance throughout the school year and not just as it relates to the classes we are taking together, but more importantly about how to serve as an effective Catholic School Leader.

I’m most looking forward to taking the last course in the program. Principal As Servant Leader will be the true culmination

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Photo credit: Shutterstock.com

of everything learned throughout the twoyear program. I’m sure the information and collaboration from this course will be invaluable as I begin my journey as a Catholic School Leader.

One of the most important and applicable projects I have worked on so far in my program was to create a Technology Integration Proposal for the school in my Technology for Administrators course.

The proposal I worked on was entitled, “Creating an Interactive Learning Environment in the Classroom using Promethean ActivPanels and Chromeboxes”. As a college preparatory school, it is not enough to simply provide students with the content they need to excel academically, but we also must provide the skills they need to succeed. In today’s age of digital learning, 21st century skills such as creativity, collaboration, critical thinking, communication, media literacy, and technology literacy need to be infused into all areas of learning at the Academy. This is how we will continue to provide a scholarly environment for our students to prepare them for college, their careers, and life in this ever-changing digital world. Utilizing technology to create an interactive learning environment in the classroom empowers our students to have an active role in their learning and provides them with engaging lessons that motivate and teach digital skills.

This proposal was able to come to fruition at the Academy in the spring of 2020 just before the pandemic hit. The integration of this new technology was instrumental in a successful reopening of the Academy this past fall. The Promethean board upgrades gave teachers the necessary tools and resources to deliver effective instruction simultaneously to students in the classroom and those learning remotely.

I feel blessed with the support, education, and guidance I received throughout my 14-year journey as a teacher at the Academy. This graduate program has provided me with the opportunity to

Matt and Lauren Corvo surprised Ciella, 6, with a Christmas puppy named Jax.

Catholic school education provides the “unique opportunity to teach through a

lens of faith and moral values.” strengthen my leadership skills and expand my knowledge of Catholic education so I can best support the students, faculty and staff at the Academy on their own educational and professional journeys.

I have found inspiration in the fellow Catholic school educators in my cohort who have embarked on this leadership journey with me. Catholic school education provides the unique opportunity to teach through a lens of faith and moral values. This is accomplished not just through the curriculum, but more importantly, through the Catholic educators who live the mission and model these values daily in the classroom.

My goals for completing this program are so much more than just adding another degree to my resume. I’m looking to further my education and understanding of Catholic school culture, identity, and ethos. I’m looking to deepen my faith and become an effective Catholic school

leader. I’m looking to help nurture the strong Catholic values the Academy was founded on. I’m looking to further my development of the “on the job” skills I’ve picked up over the years. I’m looking to serve as a mentor to the faculty and staff at the Academy to help them provide the best academic and service program they can. I’m looking to ensure our students live their lives with integrity, honesty, moral responsibility, and are truly ready to take on life and their futures.

This program has given me the opportunity to reflect on my time at the Academy and I am honored to serve on a leadership team at an institution where our students are nurtured in a community surrounded by faith, demonstrate moral responsibility on a daily basis, provide service to those in need, and exhibit high standards of academic excellence and leadership.

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Latinitate Inspiratae Latin students of all levels were invited to enter a literary contest sponsored by Lupercal, a self-described Classics “reading group run for and by women to learn from herstory together.” Our scholars composed poems about a woman who inspires them; the poetry follows a format invented by Martha Marchina (1600-1648), a working class Latin student from Naples who came from a soapmaking family. Mercifully for those of us who do not read Latin, the students also submitted essays explaining both their choice of role model and their Latin composition. A selection of submissions is published here.

Florence E. Wall. Prima femina cosmetica chemica. Alumna Sanctae Elizabethae.

Ea est acuta astutaque. Ea est inveniens.

Ea est praebens.

Exemplum mihi. Ambitionem. Instinctum.

Propter profectu et prosperitatibus.

Cum scientia. A mea communitate.

Lauren Iskander ‘21 Several stylistic elements are interwoven throughout the poem through detailed word choice. For example, the first stanza contains a cognate. “Chemica” is a word constructed from common Latin rules and the root of the word Latin “chemista.” The use of the feminine word “chemica” instead of the masculine word

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“chemista” works to emphasize the tone of female empowerment present in the poem. The creation of a female term for a chemist highlights Wall’s accomplishments as one of the first scientists of her time. Her strides were so revolutionary that there exists no feminine word that describes her occupation.

In the second stanza, the words “acutula” and “astuta” are chosen in order to describe her intellect and create alliteration. Additionally, the word “acutula” alludes to the experience of the New Jersey Radium Girls. In this poem, “acutula” has two meanings: sharp in intellect and sharp in point. One of Wall’s first positions took place at the Luminous Materials Corporation, where many of the Radium Girls be-

came exposed to radioactive material. Not only is Wall sharp in intellect, but she is also connected to the dial painters who sharpened and pointed their brushes with their lips. The use of two present active participles (instead of present active verbs) in the second stanza illustrate the everlasting influence of Florence E. Wall.

Though Wall has passed away, her impact lives on. In the fourth stanza, the choice to use the word “scientia” rather than “cognitionem” continues to relate Wall’s actions and characteristics with science as “scientia” and “science” contain the same base.

The structure of this poem aims to connect the stanzas together. The second stanza is connected to the third stanza because each accusative in the third stanza

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students can act as the object of the transitive participle, “praebens.” Furthermore, the third stanza is connected to the fourth stanza because the first three ablative nouns, “profectu,” “prosperitatibus,” and “scientia,” describe the way in which Florence E. Wall has provided me with a role model, ambition, and inspiration.

Sasha Sloan, cantor, exemplum, Cantat, docet, inspirat, Salutem, amorem, virtutem, Omni, igne, cura.

Erin Kilgore ‘22 Sasha Sloan is an alternative/indie singer and songwriter. She is a role model because of the awareness she brings to mental health issues in her songs.

Throughout her music, Sloan has a constant theme of accepting and embracing her own mental illnesses, rather than trying to hide or be ashamed of them. She even built her career off of a joke, which she was the butt of, that went viral on Reddit. While she was away at school, her parents painted the word “DORK” on the outside of their house with an arrow pointed at her room. She used this viral photo as an opportunity to share her music, and her career took off. In her music, Sasha Sloan expresses the ongoing battles that occur within her life, her family,

and her own head. She touches on sensitive subjects such as her struggles to fit in, her parents’ divorce, and the fine line between loving and hating yourself. Through her music, Sasha sparks conversation about mental illness and its validity. She lets her listeners know that it’s okay to not be okay. She promotes conversation on her website with a “community” tab, where anyone can write her a message about how they are feeling. Sasha Sloan is a role model to listeners everywhere because of her down-to-earth, accepting, and honest personality that is evident throughout her work.

Each of the words in my poem are fairly simple alone, yet gain meaning when put together. I used three nominatives that merely describe who Sasha Sloan is: her name, “singer,” and “role model.” My verbs were things that she does: “sings,” “teaches,” and “inspires.” My accusatives are the main topics of her songs: “health,” “love,” and “strength.” Finally, my last three words describe how she does this: “to everyone,” “with passion,” and “with care.”

I structured my poem by putting all of my nominatives first, then verbs, then accusatives, then datives/ablatives so that the words could be moved around by the reader to form different sentences. The idea is that you can take any nominative, any verb, any accusative, and any dative/ablative and you’ll have a sentence.

Sasha Sloan is a singer-songwriter.

I wanted my poem to represent Sasha and her songs; while it may be simple at first glance, once you take the time to look a little closer, you’ll see so much more.

Nomen, potens anima, illa vox scriptum, vicit, pugnavit In libros historicos, obstacula, silentium Sine iusta agnitione, cum sua intelligentia, ducibus

Emily Crabbe ‘23 I chose to write my poem about Abigail Adams who is known for being the wife of Founding Father and President, John Adams and mother to future President, John Quincy Adams. However, Abigail Adams was so much more than the wife and mother of the President. There are many things to admire about Abigail Adams, but one of the best was her determination. When John Adams was president, she single-handedly cared for their children, household, and land, all the while advising her husband on political issues.

Abigail was very outspoken about equality for women, the importance of female education, and the abolition of slavery.

Abigail refused to sit on the sidelines of her husband's presidency and used her public position of authority and prominence to speak up about these issues. Abigail’s example of a strong and influential First Lady created a tradition that First Ladies continue to this day. Abigail’s strong resolve for fairness and equality is one of the many reasons she is an inspiration for me. Being a woman did not stop her from speaking out about the issues that were important to her. When the Founding Fathers were drafting the Declaration of Independence, Abigail sent John a letter saying to “remember the women.” Abigail knew that this was her time to try and influence those creating the Declaration of Independence to include women. She had the foresight to see that the document would shape the future of the country and (Continued on page 16) LEGACY Magazine | SPRING 2021

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Malala Yousafzai is a human rights activist.

she wanted women to have the same rights as the men.

The passive tense of a verb shows that the subject is not the one doing the action.

In the first line of the poem, I chose to use the passive tense of the verb to show that the historians wrote her history, not Abigail. The historians in the early days of American history did not give Abigail nearly as much credit as they should have for her fight for women’s rights. Also in the poem, I made the decision not to directly name Abigail. Instead I described her different attributes. I highlighted her attributes through all of the aspects of her legacy, such as her name in history, her determination that fought against everyone who tried to tell her who she should be, and her voice that stood up for what she believed in.

The order of the lines of the poem also goes from the least to most important. The first line of the poem refers to the early historians who did not give Abigail enough credit for all of her accomplishments. The second line in the poem is about her determination and intelligence.

Abigail read everything that she could because she was not formally educated and knew that an education was important.

The last and most prominent line in the poem is about how Abigail continued to speak out for women’s rights. This is most

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important because despite being ignored at the time she brought attention to these issues and refused to give up.

Scriptor, Bellator, Scholasticus, Scribit, Superat, Docet Libros, Violentiam, Populum, Intelligentia, Constantia, Gratia

Annelisse Bruder ‘23 Malala Yousafzai is an inspirational activist who fights for women and children’s rights in the Middle East. At just twenty-three years old, Malala has already written her own book, won a Nobel Peace Prize, spoken before the United Nations, and opened a school for Syrian refugees.

She was born in Swat Valley, Pakistan, a place where girls could not receive an education due to the Taliban’s reign of terrorism. Malala felt this was unjust, and she, being the outspoken woman she is, raised awareness to stop this injustice. In 2012, at age fifteen, she was shot in the head on her way to school. As a fifteen year old girl myself, I am incredibly inspired by the fact that she made such a difference to the point where a terrorist group felt threatened by her. I cannot imagine feeling that unsafe going to school, and I admire the strength it took for her to attend each day.

Malala miraculously survived, and she went on to tell her story to the world.

Malala published a book, I Am Malala, describing the trials and tribulations she went through while living in Swat Valley.

On her sixteenth birthday, she gave a speech about global education at the United Nations. The United Nations held a “Malala Day” in her honor. She was the youngest person to win a Nobel Peace Prize at age seventeen, and on her eighteenth birthday, she opened a high school for girls in the Middle East.

The reason I chose the word “scriptor/author” to describe her is because her book truly made an impact on my life. I chose “bellator/warrior” because it takes incredible strength to stand up to a bunch of grown men with guns as a young teenage girl. Lastly, I chose “scholasticus” to describe her because the definition says both student and teacher. Malala has taught the world so much, however she also takes great pride in being a student.

The first sentence in the poem translates to “The author writes books with intelligence.” Malala was first introduced to me as an author, which is why the sentence was placed first. She wrote a book in not only her native language but in English as well, proving her intelligence, despite the challenges she faced to get educated. The second sentence translates to “The warrior overcomes violence with courage.” Malala grew up in an unsafe place and was not given the right to education simply because she is a female.

She knew that the Taliban would not approve of her going to school or raising awareness, however she was courageous enough to do it anyway for the greater good. The last sentence is “The scholar teaches people with kindness.” This is placed last because she had to go through violence to really be able to teach the importance of kindness. Malala’s story has taught me to stand strong in the face of adversity and never take my education for granted.

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sports

from the SPORTS DESK AOSE Ice Hockey Debuts in ‘21 Freshman Mia Foer switched to ice hockey three years ago after successfully competing in figure skating for 10 years.

This season, she represented Saint E’s in the debut of our co-operative ice hockey team with Morris Catholic. Mia had already been playing on otherwise all-boys teams, and her comfort and confidence on the ice was evident.

Mia tells us that some of her favorite aspects of hockey are the team effort, playing on the ponds in the winter, and the adrenaline rush she gets when she scores, which is often!

The Panther Athletic Program is happy to report that Mia plans to represent AOSE in the co-op with Morris Catholic through high school; she hopes to continue her hockey career in college on a Division I team.

For now, Mia is happy to be here at Saint E’s with her older sister Sydney, ‘23.

Mia says her role models include Natalie Durwitz, Kendall Coyne Schofield, and Hilary Knight from the US Women’s Hockey Team.

PANTHER NEWS Even with our masks on, we can’t hide our Panther pride!

AOSE student athletes are playing under new restrictions imposed by the NJSIAA and the policies set forth by our own Academy Re-entry and Response Team.

Despite the circumstances, our AOSE Panther teams competed on the courts, on the fields, in the water, and on the ice.

Our Athletics program continues to grow, and we were thrilled to cheer on our new ice hockey team this winter, a co-op team with Morris Catholic.

This season, Panthers Varsity Volleyball won its first state match 2-0 and advanced to the quarterfinals. This is a young team and we look forward to watching it develop in the years ahead.

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Born to

RIDE

Equestrian program embodies a passion for horses and competition for Kathryn Blount ‘22

By Avery Amato ‘22 Editor’s Note: In our new Digital Publishing elective, students are immersed in the entire process of bringing a publication to life. From story ideas all the way through layout and submitting the final proof, this creative cohort does it all. DP students collaborated to produce The Beth, the yearbook of the Academy of Saint Elizabeth. This profile of equestrian Kathryn Blount ‘22 is excerpted from the yearbook. For many years, students have been drawn to Saint E’s for our unique and longstanding Equestrian program.

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Junior Kathryn Blount discovered her passion for horseback riding early. When introduced to it by her two older sisters at age 10, she fell in love immediately. She would accompany her sisters to their shows and lessons, and wanted to participate as well. Why is she so passionate about horseback riding? "The barn is my happy place and I use it to fuel my competitive nature. I love to compete and the rush of serotonin when I do well, but at the end of the day, I simply love riding and the bond I get to form with my horse."

A competitive and dedicated athlete, Kathryn normally rides four to six days a week for at least two hours. In addition to spending a large amount of her time training with her horse, she is often found cross training as well. Cross training is very common among riders. They use this extra core strength for competitions so they can stay safely mounted on the horse.

Kathryn has had two horses and three ponies: Tellie, Stella, Fiona, Claudius, and Chicago. She explains, "As you move up in jump heights, you need a new horse who can perform at the level you need them to." She started out at 2' divisions and has now moved up to competing in the 3'3"

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sports division. Although Kathryn does not own her horses, she treats them and considers them as her extended family. "I find horseback riding to be the most humbling sport out there. One wrong move or questionable decision at any point can land you off the horse and on the ground - and it happens a lot! One minute you can be

winning and the next you could be in dead last."

She has also traveled to many places to compete including Kentucky, Pennsylvania and Florida-- where she has won at least one class per competition, which is a great accomplishment. Her highest achievement was winning first place in a

national final at The National Horse Show, with her current horse, Chicago!

Kathryn plans on continuing horseback riding in college and dedicating any extra time to the barn and her horses.

"Over time, even with the ups and downs, you learn to enjoy it all-- and you learn to have a laugh even when you mess up."

A New Home for Panther Swimming Berkeley Swim Club Saves Season When Saint Elizabeth University decided to fill in the pool at Saint Joseph’s Hall several years ago to add additional gymnasium space, the Academy swimming program found itself without a home. Fortunately, Athletic Director Jeremy Mayer, found a new pool right next door at Fairleigh Dickinson University.

Fast forward to the onset of a global pandemic in 2020, which prohibited visitors to the FDU athletic complex. With another swim season looming, the Panthers swim team (like many high school programs) found themselves without a pool facility to train and hold meets.

Undaunted, Mr. Mayer persisted. After all, swimming is a revered Academy sport, and one that has garnered much success over the years. High hopes remained for the 2021 season, and although there was

An early morning selfie with Coach Vukas.

much competition for pool space, Mr. Mayer found a new home for the athletes at the Berkeley Aquatic Club in New Providence. It was apropos to discover an Academy alumnae connection to the BAC’s Aquatics Director Peter Barry, who married Linda Reinman Barry ‘82.

Mr. Mayer pointed out that the success of the swim season may be attributed to the combined efforts of the coaches, the swimmers, and parents who rallied around Covid-19 protocols and made some very cold, early morning runs to the pool for 7:00 am practice. Despite the very strange virtual meets and the lack of a competitor in the next lane, our students continued to drop time.

Head Coach Mr. Yarnall reflected on the many ups and downs, twists and turns of this strange season. “As positive case numbers continued to rise this winter, the one thing that I absolutely could not fathom was the possibility that we might not be able to provide our senior athletes the opportunity to complete their high school career for the Academy. When the governor paused all youth sports for the month of December I began to consider how to not just tell the swimmers there would be no National Catholic Swim

Championships this year, but there might not be any swim season at all. But our persistence paid off, and we secured pool time three mornings a week at BAC. There was very little normal about this year. We had bus rides to virtual meets where we were the only team in the pool. We had practices before snow days began. Indeed coaching involved leaving my house while it was still very dark out, but on those last days of their senior season Danielle, Lauren, Ciara, Kaitlyn and Gina's smiles (and tears) made it all worth it.”

Despite challenges, it was a memorable swim season for AOSE. Assistant Coach Vukas summed up the season perfectly: “I am so proud of our swimmers.

They adapted to a different pool, different workout routine, and different way of competing during this season. With all of those factors in play, they were still able to produce fast swims and best times.”

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And Justice For All A first-hand account of Mock Trial

By Caitlin Beck ‘21 I will be honest. My initial incentive to participate in Mock Trial was not because I wanted to become a lawyer. Rather, I knew it would look good on my college resume. However, I came to realize there was more to Mock Trial than a title on my resume. Mock Trial quickly became a fun activity with unforgettable times.

As a youthful sophomore, I naively presumed I would not be devoting much time to Mock Trial. However, I quickly realized that the hundred-page packet would be hard to swallow in one take.

Consequently, one would presume that Mock Trial is quite complex, but it is easier than one may think. The packet consists of all the information one needs for the 20

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trial. Half of the packet is about rules, procedures, and guidelines that are not necessarily important for the students. That information is primarily for the teachers and assisting attorneys. The most important part for the students is the actual case.

The case switches between a criminal and a civil case each year. The 2020-2021 fact pattern was a civil case, while last year’s was a criminal case. There are two sides, and there are typically three witnesses and two lawyers for each side.

Each witness provides testimony that leaves room for interpretation, and they often contradict each other. The prosecution has a burden of proof because they are making the charge. A burden of proof

is the duty to prove or disprove a disputed fact. Typically the disputed fact is the charge for the trial. For criminal cases, the burden is higher due to the importance of “innocent until proven guilty.” Criminal cases need to present their case “beyond a reasonable doubt,” while civil cases only need to prove on the preponderance of the evidence. Rather than “beyond a reasonable doubt,” preponderance only requires the demonstration that the charge is more likely true than not true. The only “burden of proof” defense has is based on any claims they present that are alternative to the given information.

For example, last year’s case was focused on a dog attack. The charge was for

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students the killing of a K-9 officer. The prosecution’s burden of proof was proving that a murder was committed; the defense made the case that the killing was in selfdefense. By claiming self-defense, the defense has a burden of proving that it was self-defense. This type of defense is called an affirmative defense.

Each year is set up the same. We start auditions in November, and then we begin to look over the packet. Depending on the number of participants, we have an understudy for each witness and lawyer. In my first year, I was a witness. I had to look over my testimony and formulate questions with my lawyers to paint my character the very best. Witnesses only have to defend themselves, while the lawyers have more complex responsibilities.

I was recently a lawyer my senior year.

As a lawyer, we must analyze all of the testimonies, analyze the charges, find advantages and disadvantages, and ultimately formulate questions based on these analyses. I have found that the questions are the hardest part of Mock Trial. The questions cannot be direct basic questions jumbled up together, but rather the questions expose a story that emphasizes important aspects of the case.

Another difficult part of being a lawyer is formulating one’s opening or closing statement. When I was a lawyer, I had the responsibility of the closing statement.

This is arguably harder than the opening statement because the closing statement is based on what is presented during the trial. That meant I had to pay close attention to parts of the trial and integrate that information into my closing statement.

Additionally, both the opening and closing statements must be delivered before the judge and the jury without a script. The statements are crucial parts of the trial be-

For the first time, this year's AOSE Mock Trial team was supported in the courtroom by a student sketch artist. Emily Crabbe '23 was recognized by the New Jersey State Bar Foundation's 2021 Courtroom Artist Competition with an Honorable Mention.

cause they introduce and conclude the entire trial for the jury so that everything is comprehensible.

Mock Trial has helped with many parts of my life. I am definitely more confident and cognizant when I debate. I try to not be flippant with my statements because I know that absolute or vague statements will create a disadvantage in my argument.

Furthermore, I am overall more confident when I speak and write. Critical thinking is another skill that has been elevated since my participation in Mock Trial. I often use general terms and arguments when debating, but Mock Trial made me realize that I need to utilize specific details when debating in order to get my point across.

Another skill is collaboration. I often like to work by myself with little interference from others. Disregarding my comfort zone,

Mock Trial forced me to collaborate, and I have learned to open up more about activities and assignments. A final example of the benefits of Mock Trial is work ethic.

Since Mock Trial requires much devotion and time, my work ethic has become better. I have learned to read thoroughly and pay attention to details, and I learned how to manage my time more efficiently. Overall, Mock Trial has been extremely beneficial to my life, especially as I mature into an adult.

Mock Trial is definitely an activity that students should experience. The process is difficult, but the results are rewarding.

Our school’s team is undoubtedly the best to be in. Mock Trial is a fun and challenging activity to do with friends, and an excellent outlet to express yourself.

“I have learned to read thoroughly and pay attention to details, and I learned how to

manage my time more efficiently.”

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SHELF

IMPROVEMENT Looking for a good read this summer? Consider one or more of these top picks offering lasting inspiration to Academy faculty and students.

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support We've all had the experience of putting down a book and saying, "Whoa." Maybe you learned a hard truth, or found hope, or walked a mile in someone else's shoes. Maybe you were transported to another time, another place, another way of life. Maybe you felt seen. Whatever the experience that led you to "whoa," that book helped to make you YOU.

We are excited to share Legacy readers’ answers to our question: “What reading experience has stayed with you?”

Aver y Amato ‘22 The Language of Flowers

by Vanessa Diffenbaugh My mom read this book before me and recommended it to me. It is a very mature book and should mostly be read by older girls and adults. It's all about a girl who works in a flower shop and uses this 'language of flowers' to describe people. I personally related to this book because it is also about finding yourself and navigating through your life through many different struggles, big and small.

Molly McKenna ‘21 Meditations

by Marcus Aurelius Recommended to me as a guide to live a good life, this timelessly relevant text is guaranteed to make one rethink one’s entire worldview. Marcus Aurelius dissects human nature at its basest form and stresses the importance of humility and personal responsibility, virtues that are as valuable now as they were 2,000 years ago.

Dr. Kimberly Borin Religion Department

To Bless the Space Between Us

by John O’Donohue In this beautiful book by John O'Donohue, he offers a series of blessings for all of the moments in life. Each blessing speaks to the heart in a way that helps you feel understood. He also has a chapter on blessings and how we can bring this lost art to our present moment and day. His writings have profoundly impacted me and I hope to someday write in a way that captures his sincerity and deep understanding of the spirit. It is a beautiful book that will leave you feeling, well....blessed.

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NONPROFIT ORG U.S. Postage

PAID

Hackensack, NJ Permit No. 1121

2 Convent Road Convent Station, NJ 07961

Decision Day Excitement College acceptances offer bright futures for AOSE Class of ‘21 Despite an unprecedented year, The Academy is once again celebrating the flood of student acceptances from the nation’s most desireable colleges and universities. We couldn’t be more proud of the opportunities ahead for our students as they continue their education. With so many acceptance letters, we know final decisions won’t be easy. But whether choosing a path

here in New Jersey or leaving home to pursue their dreams, our graduating seniors have opportunities that continue to illustrate the rigorous college preparatory program embraced by the Academy, and the standards of excellence that put future goals within reach for every student. To see a full list of college acceptances, visit aosenj.org.

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David Gillespie Histor y Department

The Screwtape Letters

by C.S. Lewis I first read this book when I was in high school, after having read other titles by C. S. Lewis. As I read this book, I felt like Lewis must have written it by watching over my shoulder and describing my life and habits of thinking! I turn to it time and again, especially when I might be thinking too highly of myself!

Erin Dowd ‘08 Dance Department

The Great Gatsby

by F. Scott Fitzgerald One of the first books I was required to read and thought "wow" when I finished it. I read it for Ms. Meskill's sophomore year English class and it was the catalyst for my love of historical fiction and a deep fascination with 1920s America. I've since read it multiple more times, thrown a few Jazz Age-themed parties, and read a number of other novels set in that time period. What I love most about this novel is that it's a prime example of "all that glitters isn't gold." It also illustrates that all people face the same struggles and we're not as different from one another as we think we are. Fitzgerald does an amazing job using the juxtaposition of wealth vs. poverty and carelessness vs. obsession to create a commentary on the American Dream and what constitutes "success". On the surface, it's a love story filled with glitz and glamour and all that makes the "Roaring '20s" an era I wish I could visit but in actuality, it's a dark story of disillusionment and futile hope and the desire to hold onto what no longer exists, which makes the characters that much more human. While it's not all glitz and glamour, I still dream of a house on East Egg with the fluttering curtains and lavish parties.

Jordan Pinkava ‘21 The Way I Used to Be

by Amber Smith This book is about some really serious topics that are not always talked about. It is divided into 4 parts, the four years of high school, and the book was absolutely phenomenal. I have so many recommendations to offer but this book seriously changed and educated me so much, and I think it’s important to pass along this book because it is less known and deserves recognition.

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Noah Stanzione World Language and Religion Departments

The Adventures of Huckleberr y Finn

by Mark Twain The moment when Huck tears up the letter is one of the most affecting scenes in literature of moral courage overcoming corrupt learned values. "All right then, I'll go to hell."

Carlin Heinle English Department

Alanna, the First Adventure

by Tamora Pierce Although this book was published in 1983, it is still so incredible because this was the first time I saw a GIRL as the hero. The author inspired my love of the fantasy genre and introduced me to the works of Holly Black, Phillip Pullman, and Mercedes Lackey. But I also have to include Little Women by Louisa May Alcott.

When I first read it I was about 8 or 9; it made me love literature and want to be a writer like Jo. I found that I was not as gifted as Jo and followed her other path instead to become a teacher.

Caitlyn Roper English Department

Imaginar y Friend

by Stephen Chbosky I read this book over the course of four days in 2019, and to say it changed me would be an understatement. I devoured this book, drawn into a world of fantastical horror that was grounded so tightly in religion and reality that I often felt like I was having revelation after revelation. It is the story of a 7-year-old child who, after going missing for a week, suddenly has a sense of the truth of the universe; however, he isn't safe as evil forces begin to twist and manipulate the town around him and threaten the safety of the world. I still think about this novel, and I recently re-read it. It's compelling, twisting, emotional, and it speaks to the truth of the human condition.

Bridget Lomax ‘24 The Starless Sea

by Erin Morgenstern Reading it felt like a dream, and I have yet to shake off my honey craving. It is one of the only fiction works set in modern times that I enjoyed.

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COVID-19

By THE NUMBERS The cost of a global pandemic has been staggering across almost every industry, but especially in education. With the tireless dedication of faculty and staff, AOSE maximized our ability to provide safe, in-person learning on campus. When necessary, our virtual models delivered instruction in our tradition of excellence. But operating in accordance with state and federal health guidance resulted in a year-to-date financial impact of $316,350 to support staffing, cleaning, technology and PPE/sanitizing.

$160,000 $120,000 $120,000 $100,000 $80,000 $60,000 $40,000 $20,000 $0

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STAFF

CLEANING

TECHNOLOGy

PPE

additional health professional and faculty

full-time matron and additional staff member for evening cleaning

upgraded wifi, server, hotspots, new laptops for faculty, staff and students

personal protective equipment and sanitizing supplies

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support

SECOND

CHANCES

By Colleen Barry P ‘20

The Academy offers young women the opportunity to learn and thrive.

I am the mother of three childrentriplets, two of whom are a set of identical twin daughters. Choosing the right high school in preparation for college was an important decision knowing it would affect our family for many years. Not everyone gets a second chance at making such a decision.

The real question: will you be willing to take that second chance?

My daughters, Ashlynn and Caitlin, are identical twins and, yes, they really are each other’s best friend. They share many interests including a love of basketball but have different interests as well as talents and strengths as students.

We thoroughly researched and did our homework with the Academy of Saint Elizabeth when contemplating which high school would be best for them. Naturally, we fell in love with the people, the beautiful grounds, the organization, the structure and the regal atmosphere of the school.

They particularly loved the small class structure, the individualized attention, and

most of all, the camaraderie shared among the students. I fell in love with the English department‘s approach to writing.

This was explained as a brick by brick sentence structure leading to paragraph formation. Simple yet profound.

I can still remember jumping for joy in the kitchen with both girls when they were accepted into this special school. But alas, practicality and economic sense won over and they attended their highly rated local school for the first two years of secondary

really our goal. They were not thriving, not very engaged in their education and lost in the shuffle. Ideally, one wants to do better than “fine” during their high school career.

One should be fully present and engaged and look forward to going to school every single day.

Caitlin and Ashlynn reapplied to the Academy of Saint Elizabeth and began their transformative experience in the fall of junior year. Their immediate challenge was adapting to a more rigorous academic

My daughters were doing fine in public school “and so was my son. But when I look back now

‘just fine’ wasn’t really our goal.”

education. After all, raising triplets with college expenses looming over us in a few short years would have a significant economic impact on our household.

My daughters were doing fine in public school and so was my son. But when I look back now “just fine” wasn’t

curriculum,but, believe it or not, the general mood in our household was lighter, happier and elevated.

Throughout this journey I said, “We only look forward, we do not look behind.”

We didn’t look back at the first two years (Continued on page 29) LEGACY Magazine | SPRING 2021

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Celebrate others with

The gift of opportunity.

Be a part of the Academy legacy – establish a scholarship fund and invest in a young woman’s future at AOSE. ON BEHALF OF YOUR CLASS Make your mark with a scholarship fund on behalf of your friends or entire class. Monthly gifts with just 5 or 10 of your classmates adds up to a profound contribution for a young woman. A scholarship fund is a great virtual service project that illustrates our mission while helping others. There’s no better way to pay it forward with gratitude for the positive experiences you’ve shared together.

IN TRIBUTE OR MEMORIAM Honor the achievements or memory of a friend, loved one or faculty member. There’s no better gift than an investment in a young woman’s future while honoring those who have impacted your life. The inspiration you experienced will be forever remembered by the young Academy women you help.

WHEN YOU TEAM UP, IT ADDS UP! Look how a monthly gift can make a profound difference for a student who qualifies for financial assistance and/or a merit scholarship: $100/month $250/month $500/month $1,000/month $1,625/month

= $1,200 scholarship = $3,000 scholarship = $6,000 scholarship = $12,000 scholarship = FULL scholarship

Monthly gifts are attainable and EASY for any group. Recurring donations at any level can make a tremendous impact.

To learn more about setting up a scholarship fund, or for more specific details about the young women who could benefit most, please contact Megan Knight.

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With parental consent, we can connect you to the student receiving your award, allowing you to follow her journey at The Academy of Saint Elizabeth.

In 2021 some circumstances, confidentiality is required and scholarship donations will be granted anonymously.

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support

Second Chances

(Continued from pg. 27)

with regret. Instead we embraced the Saint E’s experience and appreciated it even more.

During their tenure at the Academy of Saint Elizabeth each one found her own voice. Perhaps their voices were there all along but stifled in the midst of their large, co-educational, public high school. My husband and I watched them thrive at Saint E’s not only academically and spiritually but in athletics too. They joined the basketball team, worked hard and ended up winning a county tournament. Coach Bruce McCloud and Coach Anna Emmer Russo, ’87, were tough but extraordinarily supportive and committed to the young women who shared their passion for basketball and competition. Ashylnn and Coach Russo in particular formed a special bond after an injury which resulted in Ashlynn not being able to play her senior year.

Currently, Ashlynn and Caitlin are freshwomen at Stevens Institute of Technology in Hoboken. They are having a great year despite pandemic restrictions, and enjoyed continuing their basketball careers this past winter. They are working extremely hard but are passionate about their studies and interests.

We are so grateful for the opportunities presented to our daughters and remain active in the Saint E’s community.

We are still Parent Ambassadors and thrilled to see the Academy continue to grow. It is for this reason I share my story with all of you, for it is our collective investment in the Saint E’s legacy that is vital to their ability to be sustained for future generations.

We are deeply grateful for the solid academic, spiritual and emotional foundation my daughters will use for their bright futures.

When the pandemic forced the cancellation of a fabled Academy tradition, a group of SEAster, parent, and faculty volunteers took charge. Ashlynn and Caitlin, along with the other members of the Class of 2020, were surprised with a "driveby Fashion Show."

We are still Parent Ambassadors “ and are thrilled to see the Academy

continue to grow.”

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1860 LEGACY The Academy’s tradition of excellence can live on through a gift from your estate.

Society

A planned gift creates a perpetual legacy through a provision in your will or estate. Your generosity will continue our mission while empowering countless future generations of young women at the Academy.

WHEN

T H E R E I S A W I L L , T H E R E I S A WAY .

For more information, please call 973.290.5226 or can I get this email mknight@aose.info

artwork:

Development Office 2 Convent Rd. | Convent Station, NJ 07961

Sample wording that can be used: “I give to the Academy of Saint Elizabeth, a New Jersey nonprofit corporation, or its successor, Federal Tax Identification Number 22-22738106 [insert here the exact dollar amount or other specific information].”

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support

Be part of our legacy.

LIMITED OPENINGS AVAILABLE FOR FALL 2021

Scan for our admissions brochure OR VISIT AOSENJ.ORG LEGACY Magazine | SPRING 2021

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