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A P U B L I C AT I O N O F C H A R L E S TO N DAY S C H O O L
4 6 9 14&20 The Benefits of a K-8 School
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It Takes a Community
Building Character
Beyond the Gates: Alumni Spotlights
SC HOLARSH I P | I NTEG R I TY | R ES P EC T | R ES P ON S I B I L I T Y
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From the Head of School
Table of Contents
Dear Charleston Day School Families,
Letter from Head of School
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As I write this letter to you, our campus is quiet. Although it is Spring Break, the current COVID-19 pandemic dictates that students and faculty won’t be on campus anytime in the near future. It is at times like these that the word community takes on a larger and deeper meaning. We often speak about the Charleston Day School community, but now more than ever, this community is coming together in ways that are both expected and unexpected. On March 19, our extraordinary faculty began teaching remotely—it was wonderful to see the teachers engaging with students from afar and incredibly encouraging to see how much our families and students appreciated and depended on this connection.
The Benefits of a K-8 School
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The Strength of Community
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Excellence in Teaching Award: Brigitte Morin
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Building Character
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Third Graders Read and Raise Funds
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Distinguished Service Award: Scottie Johnson
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Alumni Spotlight: Blair Chesnut ’01
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Our Dynamic Garden: A Growing Season
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In this issue of The Gateway, we celebrate the strength of our community. Whether through character education or lessons in the newly refurbished garden, our community continues to grow and thrive. Two wonderful alumni profiles showcase the successes and stories of Blair Chesnut ’01 and Moby Marks ’77. Both Moby and Blair share their insights on the value of a CDS education. Please be sure to read “The Benefits of a K-8 School.” Not only does research support that a K-8 school of less than 400 students is the best place for students aged 5-14 to learn and grow, but the strong communication skills, resilience, leadership and self-advocacy that we see in each of our students every day speaks for itself. Watching our eighth graders confidently deliver their personal narratives is both a pleasure and a concrete demonstration of the power of a CDS education. As you and your family weather the challenges that face all of us as a nation, please know that your Charleston Day School community is there to support and sustain you. At a time when people are not able to meet face-toface, please take a moment to connect and reconnect with your Charleston Day School friends and classmates. Look after and take care of one another, because “Once a Scorpion, always a Scorpion.” Warm regards,
Big and Lil’ ,Woods Gamble and Benton Goodwin, work in the garden. Recipe: Fresh From the Garden Salad
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Alumni Notes
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Alumni Spotlight: Richard “Moby” Marks III ’77
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Gateway Giving Fund
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The Gateway Contributors Nicole Seitz Tim Coffey Katherine Kuszmaul
Editor/Writer/ Designer Photography Photography
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The Benefits of a K-8 School I
n a recent letter to parents, CDS Head of School Judith in. Encouragement abounds as well as redirection when Foley Arnstein wrote that, “In many ways, Charleston needed. Character is modeled in a caring community and Day School is doing what Mr. Rogers’ Neighborhood did reinforced day after day. for generations of children—creating a space for students to Because elementary children in the K-8 model remain feel safe, known and cared about. In fact, there is significant in the same environment through middle school, there are research that supports that Kindergarten through eighth fewer transitions in the adolescent years. grade schools like Charleston Day And without grades 9-12 attached, the School are the best educational models “If I could design middle schoolers aren’t curious as to what for children aged 5 through 14. In K-8 their older peers may be doing. Instead, psychologically safe schools, schools, children excel and become the they are simply concerned with their own every elementary school in best versions of themselves. Charleston appropriate level of development and Day School is a place where ‘kindness America would go from K acting as a role model for the younger is king’ and where every person has through grade 8 and would be students. a talent to be celebrated. It is a place no larger than 400 children.” where academics and social-emotional Leadership Opportunities wellness go hand in hand. — Dr. Michael Thompson, Ph.D., Although opportunities to develop NY Times Bestselling Author leadership are available in any grade, it Academics is the older grades (5-8) at Charleston A recent study in the Middle School Day that there is an emphasis on providing leadership Journal indicated that students in K-8 schools had higher opportunities. Beginning in fifth grade, students are assigned academic achievement than those in traditional middle a “Lil”, a younger student to mentor over the coming schools. In addition, students in K-8 schools surpassed those years. Being a role model to a little one builds friendships, in traditional middle schools in math, science and reading. community and character. The fifth grade year also brings Students at Charleston Day School also excel in fine arts, the annual Dottie Rhett Speech Contest, in which students foreign languages (Spanish and French) and electives (in compose and deliver their first of many CDS speeches. The grades 7-8) such as musical theater productions, The public speaking curriculum culminates in the eighth grade Clarion, movie making, film study, German, life skills and year when students share personal speeches before the entire more. The K-8 model maintains high academic standards school in Assembly. while addressing each student’s individual learning style By the time students are in eighth grade, they are and interest, developing a self-aware graduate with the skills celebrated as leaders of the school and given responsibilities necessary for high school. and opportunities to grow in that leadership. They act as junior docents, becoming an expert on an artwork at the Social-Emotional Wellness Gibbes Museum of Art. They may also participate in Student The K-8 model provides education for the whole Government, lead Assembly with their Middle School child, with an understanding that social and emotional Advisory group, walk off campus for lunch every Friday or development supports academic achievement. The K-8 visit Memminger Elementary to work with the children. As environment is a safe place for students to explore, grow well, there is a confidence that comes with assessing one’s and push themselves. In this type of environment, they academic achievements and making plans for the future. will challenge themselves more than they will in a larger The process of selecting and applying to secondary schools school, in which they may feel unseen. Students in K-8 allows our students to consider their many options and schools are able to form and sustain long-term relationships choose a high school that will best support their continued with teachers and peers. Whether shaking the hand of growth and success. the Head of School at morning carpool or sharing a meal with a teacher or staff member in the Student Commons, Preparation for High School and Beyond children at Charleston Day School do not go unnoticed. In a K-8 school, whether in the classroom, art room, If a child loses a tooth, someone notices. Likewise, when stage, field or court, students in each grade are prepared a shirt is untucked, someone offers a reminder to tuck it
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CHARLESTON DAY SCHOOL to succeed. You don’t know how a student will change as a learner from Kindergarten to eighth grade, but in a K-8 school, they are immersed in an environment that allows them to collaborate, communicate and develop as an independent thinker. By eighth grade, parents may better understand the learning needs and style of their child, and that self knowledge allows for better decisions regarding high school placement. Before the eighth grade year, students meet with Andy Willits, CDS High School Counselor, to assess their achievements and strengths and begin to identify secondary schools that would be a good fit. The high school application process fosters personal growth and accountability and adds a seriousness of intent to classes in seventh and eighth grade. Over the course of the year, students will work on mock interviews, prepare for testing, and shadow and apply to high schools of choice. Nearly every Charleston Day graduate attends his or her first choice for secondary school. Recent ACT data research presented in The Forgotten Middle shows that students must have college and career readiness skills by the end of eighth grade “so that they are prepared to maximize the benefits of high school.” It also
states that “the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school.” Charleston Day School graduates are prepared for whatever comes next, whether high school, college or career. CDS students excel in grammar, composition, mathematics, public speaking and foreign languages as well as strong academic discipline and habits to sustain them through high school and beyond. Socially, they are confident and comfortable in different situations and meet challenges head on. A firm handshake and a look in the eye go a long way to building a strong first impression, and a Charleston Day School graduate also has the character to sustain it. Ultimately, Charleston Day’s K-8 educational model provides students with self awareness, self advocacy and academic success. Combined with the emphasis on character development and public speaking, these traits allow CDS alumni to become valuable contributors to any community they choose to join in the future.
The eighth graders walk off campus with a chaperone for lunch on Fridays.
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ONCE A SCORPION, ALWAYS A SCORPION!
The Strength of the Charleston Day School Community A Sense of Belonging
Support and Encouragement
When a student comes to Charleston Day School, those early questions, Will I fit in? and Will I make friends? dissipate quickly. CDS is a welcoming community that embraces students from the moment they enter the campus. From the warm smiles at carpool and a handshake with the Head of School, to the small class sizes, hellos and eye contact in the hallways, students at CDS feel a sense of belonging to a caring community. Lifelong Relationships Charleston Day School students become part of a community for a lifetime. Students regularly return as alumni to visit with teachers throughout high school and college. Once they become parents, they bring their own children. Several current students are the third generation in their family to attend.
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The faculty and staff at Charleston Day benefit from a close-knit community. They lean on one another in challenges and celebrate small victories. When a teacher needs someone to cover a duty, a colleague always steps up graciously. Teachers care, both in and out of the classroom, and seek to find ways to encourage and support one another as educators. Charleston Day parents know that their students are in good hands within this community where the faculty wants the very best for each child. It’s a place where every child is seen, known, loved and prepared for their next phase. The no-cut athletic program enables our Lil Scorps and older Sporpions to work together as teams and to learn good sportsmanship—lifelong skills that will carry over into their future communities.
Look for the Helpers
red Rogers of Mister Rogers’ Neighborhood was quoted as saying, “When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’” This fall, the first grade classes completed a Social Studies unit about communities and community helpers. They learned about urban, suburban and rural communities as well as the people, places and things they might see in each. In each community, those who help others truly make a real difference. Students enjoyed a variety of speakers who are Community Helpers. A special thanks to our community helpers and parents for taking time out of their day to share their occupations with us. Our very own Officer Neil Sneath talked to the children about his job and showed them the different parts of his uniform. The students know Officer Neil’s job is to protect us and to keep us safe. He also shared the importance of communication with his police partners and members of the community.
Charleston was their campus when the students walked to First Citizens Bank to explore the world of banking. The children met bankers and learned about saving versus borrowing money. They saw a transaction take place at the teller’s station and stored special items in a lock box to keep them safe and secure. Mrs. Meredith Gale, Ebbs’ mother, discussed her job as Director of Development for the Glaucoma Research Foundation, a nonprofit, and as an interior designer. She explained that she has had a job since she was twelve years old which instilled a strong work ethic. Mr. Peter McCoy and Mrs. Jennifer McCoy, Lucy’s parents, talked about their jobs as a judge, attorney and congressman. Mrs. McCoy even showed her robe and gavel. Mrs. Jessica Mischner, Camp’s mother, is an author, editor, illustrator and publisher. She shared her passion for reading and how she uses different media to tell a story. The students loved seeing examples of her finished work.
The students interviewed Mr. Troy White, a new member of the CDS community, our maintenance technician. The first graders introduced him to our school at Assembly, asked great questions and made him feel welcome. Mr. Joe Leslie, Matthew’s father, is a member of the Military Bomb Squad in the Air Force. His job is to protect and keep the people of America safe, anything from taking an x-ray of an old cannon ball that’s washed ashore to securing locations for the President to enter. Mr. Steve Osmond and Mrs. Kate Osmond, Sunny’s parents, discussed their jobs. Mr. Osmond owns Pub Dog Pizza and Drafthouse in Maryland. Mrs. Osmond is an artist and shared her work as well as the tools and supplies she uses to be creative. The Community unit culminated with a Community Helpers play in which the students created the “set,” delivered their lines and sang for the audience. Bravo!
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Excellence in Teaching Award
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ongratulations to French teacher Madame Brigitte Morin who was recognized in September 2019 as the recipient of the Excellence in Teaching Award. Our School is filled with exemplary educators and each year seeks nominations from parents, faculty members and alumni for this prestigious award. “Brigitte Morin is one of our strongest faculty members and one of the best ambassadors for our school,” reads just one of the many nomination letters received on her behalf. “She constantly tells others about the great work we are doing here, and yet always downplays her own role in that work. Brigitte understands our students, particularly middle schoolers, and is always there to guide them and help them. She reaches out to parents when there are challenges and works with families and students to help each student be the best that he or she can be.” The Excellence in Teaching Fund was established in 2016 by a Charleston Day School alumni family who wanted to recognize and show appreciation for faculty members. Last year’s recipient was sixth grade teacher Marianne Clare.
▶ Madame Morin accepts her
award with her husband and daughter in attendance.
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CHARLESTON DAY SCHOOL
Building Character W
ithout a doubt, character is an integral component of a Charleston Day School education. In fact, it can be argued that character-building is as foundational as academic achievement. Take a look at our core values: Scholarship, Integrity, Respect and Responsibility. It’s clear that combining strong academics (scholarship) with integrity, respect and responsibility allows our students to become lasting contributors to society, both with regard to themselves and to others. At Charleston Day School, we understand the importance of gratitude, generosity, compassion, inclusion and empathy as well as sportsmanship and perseverance. You will find these traits as words of the month for the school, integrated in our classrooms and hallways in the ways we approach our studies, our friends and our teachers. Charleston Day students have a formal Character class taught by faculty members Eric Getter and Vicky Caldwell, but moreover, every teacher, every day, in every classroom is working to instill strong character traits in our students. Coaches Gigi Wallace and Travis Whetzel teach sportsmanship, perseverance, teamwork and selfdiscipline in their physical education classes and in the CDS inclusive athletic program which includes sports such as basketball, volleyball, golf and more. In the fine arts program, Janet Hopkins, Nicole Seitz and Chrystal Hawkins encourage students to build strong character traits such as persistence, patience, collaboration, courage, creativity, and respect and edification of others through drawing, painting, musical theater and other forms of artistic expression. From the moment the students enter the campus, they learn to greet our Head of School, Judith Foley Arnstein, with a firm handshake and look in the eye. At lunch, students share a meal with their peers and teachers as well as administrators. Manners matter. At weekly Assembly, eighth graders share their heart-felt personal speeches, sharing the values of persistence, courage, eloquence and advocacy. Bigs and Lil’s enjoy friendship and mentorship through shared activities, and in middle school Advisory, teachers work closely with students to discover their
Eighth grader Lawton Harper reads a book to a student during a weekly visit to Memminger School.
strengths and fortify areas of struggle. Relationships matter. Wellness matters. Accountability, integrity, generosity—at CDS, it all matters because every student matters. In a recent Independent School Magazine article entitled “Reframing the Foundation for Student Success,” Debra P. Wilson and Miguel G. Marshall wrote the following: “The freedom and flexibility that these students will encounter in their futures will require greater resilience, creativity, self-awareness, advocacy, agency, and independence than our graduates have ever encountered. A lack of these skills will have a lasting impact on the ability of these graduates to live healthy lives. Rather than a standalone subject, these skills need to be taught within the core of how independent schools educate students, an overlay as opposed to a silo of a separate subject.” Continues on page 10 SPRING 2020
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Building Character cont. from page 9
Although teaching character and integrity may be a newer trend in education, it has been the bedrock of education at Charleston Day School since its inception in 1937. Teachers at Charleston Day don’t need to strive to find ways to include a character unit into their rooms, it is a natural part of our community, the way we live and breathe. In a place where each student is known, respected and loved, our faculty members model and instill strong character in the classrooms, hallways, lunchroom, courts and sidelines. Students learn to be generous with their time and talents as they donate to good
causes in the third grade Read-a-Thon or the fourth grade holiday business project. Each week, as our eighth graders visit with the young students at Memminger, they share what they have learned at CDS and moreover, model who they have become and how they will contribute. In a recent article in The Tennessean penned by The Webb School’s Ray Broadhead, it is argued that “the ‘soft skills’—character traits, personal and interpersonal skills—are far more important in education today than the hard skills. Perseverance, grit and tenacity are qualities that have been the driving force of our nation since our first settlers. We need to give our students the confidence to meet the challenges that they face. Too often students lament, ‘It is too hard.’ With proper guidance, they can be shepherded through difficult times to learn that effort can conquer perceived obstacles.” At Charleston Day School, we couldn’t agree more. Our graduates go on to succeed in high school, college and their careers because of the daily focus on the whole student. Within the gates of Charleston Day School, character education is not trendy nor accidental. For the Scorpion, it has always been a way of life.
Teambuilding and Learning to Trust
☚ In an eighth grade Advisory group, students learn to lead their peers, whose eyes are closed, through a set of obstacles with only verbal instructions.
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Third Graders Read and Raise Funds
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he third graders participated in the annual Read-a-Thon again this year. Traditionally, the CDS third grade asks friends and family to sponsor each of them to read over the course of a week. The group walks off campus on the last day to read their books in Washington Square. This year, these phenomenal readers raised $7,400! That total amount was divided by eight local charities, so that each would receive $927. Through the Read-a-Thon, the third graders learn the value of working hard to make the world a better place. (And the love of reading.) The third grade chooses charities that coincide with the CDS monthly watchword. In October, Cindy Perry and Jennifer Woody from the Kiawah Conservatory brought their turtle friends to the CDS campus to help accept the gracious gift of $927. The students enjoyed a presentation about the Sea Turtle Patrol as well as a simulation in the garden on finding a sea turtle’s nest. In November, the School focused on gratitude, so to show their gratitude for veterans, the third graders donated to the Fisher House. The December Read-a-Thon earnings went to Toys for Tots. Having multiple beneficiaries has been a great change from previous years and is going well so far. Great job, third grade! Character Word
Charitable Donation
Oct
Scholarship
Kiawah Conservancy
Nov
Gratitude
Fisher House
Dec
Generosity
Toys for Tots
Jan
Sportsmanship
Miracle League
Feb
Compassion
Green Heart Project
Mar
Inclusion
MUSC Children's Hospital
Apr
Perseverance
Charleston Animal Society
May
Empathy
Camp Happy Days
Distinguished Service Award:
Scottie Johnson
Head of School Judith Foley Arnstein with Mrs. Scottie Johnson and Board Chair J. Rutledge Young III (’85).
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his year, Charleston Day School was pleased to honor Mrs. Scottie Johnson with the Distinguished Service Award. The Distinguished Service Award was established in 2016 to recognize and honor a member of the Board of Trustees or valued school volunteer who the Board of Trustees feels has made a significant impact to the Charleston Day School community, its future and to the mission of the school. Mrs. Johnson has been associated with Charleston Day School for over 50 years and served on the Board of Trustees from 2014-2018. She was a member of the 2019 Spring Luncheon Committee and a lead sponsor of the Luncheon, a member of the 2019 Gateway Giving Grandparent Committee, and was one of the leadership donors for the CDS Capital Campaign.
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BEYOND THE GATES:
ALUMNI SPOTLIGHT
Blair Chesnut ’01 1. As a designer and project manager at a landscaping firm in Houston, TX, what type of projects do you design and manage? What educational path brought you to your current position? As a Charleston native and daughter of a landscape architect, I chose to attend Clemson University (naturally) and earned my landscape architecture degree in 2009. Houston’s climate is similar to South Carolina’s, so I am able to incorporate many of the same plants I loved growing up in my Houston designs. I am currently a designer and project manager for one of Houston’s leading landscape architecture firms, Moss Landscaping. We specialize in residential projects and oversee the design and implementation for our clients. When explaining what I do, I sometimes joke that “I make people’s Pinterest dreams come true,” which always paints a nice visual. 2. In many ways, landscape design is a three-dimensional artistic venture, featuring color, texture, line, scale, form, plus a new dimension...smell! What is it like to work with an artistic medium that is alive and ever-changing? How important is maintenance to your creative vision? This is a great question! So many factors come into play during the design process! Of course, the client’s style is at the top of the list. We consider the architecture of the home and the amount of sunlight each area of the property receives. We look at the views from the interior of the residence to ensure the finished gardens become a visual extension of the home. An architect sees the fruit of their labor fully manifested on the final day of construction - everything looks exactly the way that they designed it to be. A landscape architect, however, waits a year (or more) to see their designs mature into their intended shape. That is why a strong and consistent maintenance plan is such a vital part of a successful garden. My most rewarding moment for a landscape architect is watching as my projects grow more beautiful with each passing year! 14
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3. Do you enjoy your work, and do you have a favorite project or projects you have worked on? I absolutely love my work — from the creative process to watching the finished garden evolve through the year — it’s very rewarding to create spaces where families will create memories and raise their families. I love receiving texts, emails or Christmas cards years after a project has completed with photos of my clients enjoying their garden with their families. It is the best feeling to know that I helped create a beautiful setting where families and friends can come together to make lasting memories! 4. How did Charleston Day prepare you for what you are doing now? What are your favorite memories of CDS? Charleston Day School provided me with an excellent education and social interaction to be prepared for the next steps in life. Based on the academic abilities, Charleston Day School allows students to explore their inner selves...whether that is focusing on arts, music, English, science...whatever the passion may be. 5. Charleston Day School now has a lovely educational garden planted with herbs, vegetables and flowers throughout the year. Did you always have a green thumb? Were you interested in design or gardening when you were at Charleston Day?
BEFORE
Designing Character This family wanted a more functional playspace for their children as well as an outdoor room for adults to enjoy. Blair designed the outdoor fireplace and kitchen area to be centered off of the indoor family room and used Magnolia trees as accents in the back corners. Eagleston Holly trees were used as an evergreen screen, growing taller over time. The artificial turf keeps the area clean at all times, and the brick banding detail adds that extra exclamation mark to the design.
Yes, I have always loved being outdoors and exploring gardens and learning about different plant materials. I am excited to hear that the school now has expanded this further and has an educational garden for students. 6. What do you do in your free time? In my free time, I volunteer with the Junior League of Houston, ride my bike with my Bichon Frise, Max, and am a very active member of the young professional group for Memorial Park Conservancy in Houston. 7. What advice would you have for a CDS student?
can be planted now as well as seasonal color such as Begonias, Geraniums, Caladiums and Coleus. 9. Last question: Red or Blue - which are you?! Go, Red Team!
▶“Charleston Courtyard” BEFORE (right) and AFTER (below).
Go for your dreams and do not let anyone stop you or bring you down for your passions and goals. 8. What should we be planting in our Charleston area gardens now? It is springtime! There are many beautiful shrubs such as Camellias, Azaleas, and Gardenias that
▶This small space is one of Blair’s favorites in Houston! Ironically, the client showed her a picture from an older Southern Living book and said, “I want this.” After looking more closely, she realized it was the house Blair grew up in at 73 East Bay Street, designed by her father! Blair transformed her small space into a “Charleston Courtyard.”
Existing flagstone was cleaned and relaid with mortar to create a more usable patio space. Blair kept the existing trellis but found a more suitable fountain for the look. The clean lines of the hedges, pops of accent color and decorative urns turned this space from ordinary to extraordinary! SPRING 2020
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OUR DYNAMIC GARDEN
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A Growing Season
n the midst of the joyous chatter of children and bustle of Charleston Day, there is a quiet space with benches and greenery for the contemplative spirit to rest and rejuvenate. Frequented by classes studying weather and plant cycles or creative children filling crannies with hand-made houses for fairies, the CDS garden is a favorite spot on campus for students, teachers and parents. Since its creation in 2016, the garden has evolved under the tender care of volunteer stewards into a practical yet aesthetic space with flowers for gazing and fruits, vegetables and herbs for our consumption. Lower school science teacher Kate Brundrett is new to CDS but quickly becoming entrenched in the garden. In Alabama, she worked for a nonprofit that created gardens for Title I schools. The children there were involved with planting, harvesting and cooking lessons. Slowly but surely, Brundrett is bringing some of what she learned in Alabama to Charleston Day. “We are very fortunate to have a dedicated team of parents that take care of the garden,” said Brundrett. This year, two parents of first graders have done much to enhance the garden, Kate Osmond and Vanessa Ryan. The team developed an overall vision for the year for ease and sustainability that includes planting herbs, pollinators and native plants along one side. There are lemon trees and blueberry bushes by the fence and four raised beds filled with soil, compost and new irrigation. On the garden shed wall, there is a new blueprint for the growing season, so planters and harvesters can easily identify the crops. An insect house now hangs on the fence, making the garden more of a habitat. “We’re located in the downtown Charleston
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area,” said Brundrett, “but still want this to be a place with pollinators and birds.” The native plants will help with this as well. A new weather station hangs on the fence to track rainfall and temperature. Eventually, Brundrett plans to install an anemometer for determining wind speed, something the kindergarteners will study. Perhaps most noticeable is a new hand-painted sign that reads, Dynamic Garden. It declares that the space is organic and uses no fertilizers or pesticides. The Charleston Day School garden is ever-changing and adaptable for various purposes. Teach a lesson on the weather, on insects or plant life cycles and seed dispersal. Explore ratios of neem oil to water or determine the overall area of the beds by measuring length and width. And what better way to teach a child to try new vegetables than to harvest them fresh from the garden? Depending on the growing season, you may find sunflowers, fig trees or green peppers. Right now, rainbow chard grows alongside lettuces, ornamental cabbages and nasturtium. This spring, a group of fourth graders have chosen to plant two cultivars of watermelon, cucumbers, strawberries, beans and beets. And will the crops all make it? In this educational garden, success is in the eye of the beholder. “Sometimes it’s more of a learning experience when everything fails,” said Brundrett. “We have no control over the weather.” On any sunny day, you might find a group of eighth graders in the garden with their advisory teacher engaged in thoughtful discussion or an art class sketching en plein air. Make no mistake, there is more growth occurring in this beautiful green space than simply mint, cilantro, lavender and sage.
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Fresh from the Garden Salad Create your own versitile spring salad with fresh produce from your garden or grocery. Greens (arugula, lettuce) Veggies (bell peppers, tomatoes) Fruit (blueberries, strawberries, peaches) Cheese (goat cheese, feta) Nuts (pecans, almonds, walnuts, pine nuts) Oil (olive, grapeseed, coconut) Vinegar (balsamic, white wine, red wine) Mustard (Dijon, whole grain) Salt and pepper to taste For vinaigrette, mix 3 parts oil with 1 part vinegar, add a touch of mustard and salt and pepper until blended. Lightly dress salad greens and veggies and top with cheese and nuts. Enjoy!
Second graders enjoy a class in the garden.
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BEYOND THE GATES:
Alumni Notes Class of 1986
Anne Hanahan Blessing’s son Walter (’19) started Episcopal High School. Jane is in 8th grade, and Lydia is in 3rd grade at Charleston Day. The Blessing family
Class of 1988
Joseph Daniel Caughman, Jr.
Joe Good III with his daughter, Caroline St Clair Good.
Joe and Molly Waring Caughman welcomed Joseph Daniel Caughman, Jr. “Daniel” on December 4, 2019.
Class of 2000
Ellen Mostellar’s second daughter, Adelaide “Addie” Mae Mostellar, was born on May 2, 2019! Everett (2.5 years old) is the best and proudest big sister. Also, Curtis was accepted to UNC Kenan-Flagler Business School, and the family will be moving to Chapel Hill this summer for him to pursue his MBA. The Mostellar family
Class of 2002
Contact Mary Baarcke at mary.baarcke@charlestonday.org or submit your alumni news online at www.charlestondayschool.org/submit-class-note/. Class of 2011
Cole Shubert graduated in 2015 from Academic Magnet. He was a Carolina Scholar at USC, receiving their top academic scholarship. Cole graduated magna cum laude from the University of South Carolina Honors College with a degree in Mechanical Engineering. He has accepted a test engineering position with SpaceX in Waco, TX where the pre-launch rocket testing takes place.
Class of 2013
Joe and Liz Good welcomed their second child, Caroline St Clair Good, into the world on September 6, 2019.
Class of 1998
Do you have news you’d like to share in the next Gateway?
Rebecca McCormack married Oliver Hartner on September 21, 2019 at First (Scots) Presbyterian Church in Charleston. They now live in Columbia with their dog, Fowler.
Class of 2003
Congratulations to Jamie and Fran Johnson on the birth of their daughter. Legare Clark Johnson was born on December 27, 2019 at 6:27 p.m. She weighed 6 lbs. 4 oz. and was 20 inches long.
Class of 2004
JC and Susannah Nelson Darby welcomed their son, The Johnson family John Charles Long Darby III (“Charlie”) on August 21, 2019 in Nashville, TN. The Darbys recently relocated back to their hometown at the end of 2019 and are so happy to call Charleston home again!
John Charles Long Darby III
Emily Moore, Liza Johnson and David Grubbs began their second semester of their junior year at USC studying abroad in Florence, Italy. With many adventures along the way they were quickly diverted back to the US because of COVID-19.
Emily Moore and Liza Johnson skydiving over the Swiss Alps in Interlaken, Switzerland.
Class of 2016
Neil Walters will attend the Citadel next fall. During the past two years he has earned his private pilot’s license and is presently working on his instrument rating. Neil also earned his Captain’s license and is a certified Level 3 U.S. Sailing Instructor.
Augusta Dixon with CDS Coach Travis Whetzel on signing day.
Congratulations to Augusta Dixon, for signing to play with Middlebury College in Vermont next season. Augusta came to Charleston Day in the 7th grade, which was her first experience with organized basketball. She is now an All-State basketball star at James Island Charter High School. Go Scorps!
ALUMNI GROUP PHOTOS Several members of the Class of 1994 gathered with families over the holidays. Top L-R: Pringle Claypoole Jackson, Mary Cutler Baarcke, Katherine Parker Clark, Katherine Maybank Bibee, David Kunes. Bottom L-R: Ben Steele, Susanne Leath Wright. Below: The children!
ABOVE: The Class of 2000’s Will Pierce, Charlton deSaussure, Teddy Winthrop and Odie von Werssowetz at Charlton’s wedding in February 2020.
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BEYOND THE GATES:
ALUMNI SPOTLIGHT
Richard “Moby” Marks III ’77 1. As the owner of Richard Marks Restorations, Inc. you have restored many properties. Do you have any favorite or most memorable projects over the years? What are you working on now? We have had the pleasure of working on all of the museum houses in the area, many historic churches, public buildings and private residences. My favorite projects have involved all aspects of preservationarchival research, on site investigation, archaeology, conservation science and the fabrication and installation of missing elements. Some of our most challenging projects have been the Market Hall and County Courthouse stone restoration, The 1820’s Fireproof Building, The 1710 Old Powder Magazine, the dismantling, moving and reassembly of The 1815 William A. Alston House and the old Navy Base Chapel. Currently we are working on The John Ravenel House, The Charles Edwards House and The Judge Robert Pringle House. 2. What led you into this career? What sparked your interest, and what educational path did you take? I grew up in Albemarle County, Virginia, near UVA and Monticello. I was inspired at a young age by Jefferson and his architectural, scientific and engineering abilities. I have always loved working with my hands, investigating and drawing old buildings and reading books on history. When we moved to Charleston in 1973, I had wonderful teachers at the Charleston Day School, like Cheves Leland. She not only wrote our textbook and taught SC history, but also took us on field trips to historic sites. She made history come alive in the classroom. I went on to Porter Gaud High School and worked summers for a local contractor on Sullivan’s Island. I also renovated several homes with my father on Sullivan’s Island and in the Old Village of Mt. Pleasant. I studied Architecture and Construction Science at Clemson University and began Richard Marks Restorations in 1985. In 1994, I kept fifteen employees and ran five projects while I attended graduate school at the University of Pennsylvania. I studied Historic Preservation and Architectural Conservation. My goal 20
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▶ ABOVE, Moby works to restore a column using traditional techniques. ▶ RIGHT, A restored ceiling medallion in a Charleston historic property. was to set up a conservation lab in 1995 to provide better services for our clients and the local preservation community. In 2000 I started teaching ‘Building Pathology’ in the undergraduate program in Historic Preservation at the College of Charleston. In 2003 I stopped teaching undergraduates and worked with Clemson to start a graduate School in Historic Preservation at a satellite location in Charleston. I have taught every student in the program over the past fifteen years and our students are involved with many of our projects throughout the city. 3. Which aspect of the restoration process do you enjoy the most? Is it researching the history of a property, meeting the unique challenges of reconstruction, the artisanship that restores a property’s true character, or something else? Our work often takes us back in a time machine. We are put in the place of the original artisans, and we make objects as they were created 200 to 300 years ago. I love not only the research and the discovery process, but also the creative process of
Restoring Character learning traditional skills and how best to use modern technology. My work is never stagnant, there is always more to know. 4. Would you tell us about your work that was featured on Bob Vila’s “Home Again’’ television show? In 1994 I was asked by Bob Vila if he could film one of our Charleston projects from start to finish. He filmed nine episodes of his show at our 54 Montague Street restoration. As his first project in Charleston, he wanted to showcase the city and other great buildings in the area. He filmed three more of our projects at 6 Thomas Street, 60 Montague Street and The Nathaniel Russell House. 5. How did Charleston Day prepare you for what you are doing now? What are your favorite memories of CDS as a former student, former parent, and former Trustee? Charleston Day School has remained a large part of my life for the past 47 years. I started in the fourth grade and many of my best friends are CDS alumni. I have fond memories of playing four square, basketball, field trips canoeing with Ned Jaycocks, and racing to East Bay Playground after school. Ned was still headmaster when our children attended and they also benefited from his leadership and vast knowledge of the natural world. Our three children Richard, Morgan and Louise each spent eight great years there. I was on several school committees before becoming a Trustee for ten years. My wife, Margi, has worked at the school for ten years and adores her time with the students, faculty and parents.
6. Charleston Day School is uniquely situated in historic Charleston and within walking distance of many historic buildings. Might you offer some addresses you’ve restored within a walking radius that students might be able to observe? The students only need to walk a few blocks to see some of the best 18th and 19th century architecture in America that we have had the honor to work on. They range from the earliest buildings like the 1710 Powder Magazine, the 1750’s Branford-Horry House, the 1770’s Old Exchange, and the 1790’s County Courthouse, to the 1809 Nathaniel Russell House, the 1820’s Fireproof Building, the 1840 Market Hall and the 1850’s Catholic Cathedral of St. John the Baptist. 7. Has your relationship with Charleston deepened as a result of your work on its historic structures? When you work to preserve and restore old buildings and sites in Charleston you become very protective of the unique nature and fragility of the historic district. I see rapid growth and alterations to old structures that ultimately leads to loss of historic fabric and loss of character. My work strengthens my resolve to protect Charleston and its history. 8. Do you have any free time, and if so, what do you choose to do with it? My favorite free time is spent traveling to historic towns, woodworking, hiking, biking or boating. 9. What advice would you have for a CDS student? ▶ Margi, Louise, Richard, Morgan and I would advise Moby Marks in Tahoe, 2017. all CDS students to follow their passion. It is true that when your work is enjoyable and fulfilling, it is not like work.
10. Last question: Red of Blue - which are you? I was RED ! SPRING 2020
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ime ill t ar t s s ye re i scal The ive! Fi ends to g 9-2020 . 201 ne 30 Ju
98% Grandparent Participation
Parent Co-Chairs: Kaky Grant Meredith McLaughlin
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Alumni Participation
2019-2020 Class Ambassadors Kindergarten: Rachel Ayotte & Liza Green Grade 1: Stephanie Alvarez & Vanessa Ryan Grade 2: Jodi Albert, Hillary Herring & Deborah Looper Grade 3: Anne Blessing, Laura Anne Moore & Tameka Smalls-Robinson
Grade 4: Dinah and Elmore Black & Jorie Stryker Grade 5: Susanne Cantey & Jessica Grubb Grade 6: Elizabeth Shealy & Gina Snyder Grade 7: Jessica Grubb & Hamlin O’Kelley Grade 8: Dee Kempinski & Liane Kerr
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15 Archdale Street | Charleston, SC 29401
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equest and other planned gifts have a lasting impact on Charleston Day and serve as a continuing source of support. The correct plan balances what you wish to accomplish for yourself, your family and your charitable interests in your overall estate and financial plans. There are innovative and creative ways to include Charleston Day School in your plan. To learn more about giving strategies that allow you to make a meaningful charitable gift, please contact the Advancement Office at 843.266.9797 or caroline.moore@ charlestonday.org.
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Non-Profit Organization Charleston, SC Permit No. 180