Cardigan Chronicle, Summer 2023, Volume 73, Issue 2

cardigan

in the days leading up to commencement, the ninth graders are divided into two teams and compete in a series of traditional green and white competitions, including dodgeball, a campuswide game of hide and seek, and capture the flag. the games begin with a rope pull!

board of trustees

David M. Gregory P’18, Chair

Paula R. Glover P’22, Vice Chair

Karl G. Hutter ’92, Vice Chair

George “Jory” C. Macomber P’12, Vice Chair

Robert V. Chartener ’73, Secretary

Michael B. Garrison ’67, P’94,’96, Treasurer

Christopher D. Day P’12,’13, Head of School

Lori Bohan P’21

Jeremy T. Crigler ’79

George Davis P’22

Stewart S. Dixon, Jr. ’80

Ethan T. Frechette

Christopher “Kip” R.F. Hale ’95

Guifang “Linda” He P’19,’22

F. Corning “Kim” Kenly III ’68

Christopher J. King ’79

Heather G. Knapp P’20,’21

Doowhan Ko P’23

P. Edward Krayer ’82

Tyler L. Lewis P’24

Jessica Abramson Lott P’23

Candyce Martin P’14

Pornphisud “Paul” Mongkhonvanit P’20

Dr. Richard D. Morrison ’50, P’76,’82

Marc Porcelli ’95

Jeffrey M. Roberts P’21

Kristi Ross P’18

Michael Santini P’23,’24

Christopher M. Taliercio ’95

Alva H. Taylor, Ph.D. P’22

Jonathan N. Wakely ’75

Laura F. Waldron

Mario A. Zambrano ’95

Daniel M. Zinsmeyer ’83

trustees emeriti

David H. Bradley, Esq. H’13, P’78

Dr. Robert F. Kenerson H’04

Burton E. McGillivray P’07,’09,’09

Diane G. Wallach H’16, P’06

e Chronicle Summer 2023

in every issue

4. letter from the head of school: What’s on the mind of Head of School Chris Day?

7. letter from the editor: A glimpse behind the curtain at the makings of every issue.

26. on the point: What’s new on campus?

48. from marrion field: Keeping score and touching base with the Cougars.

60. history’s mysteries: A visit to Cardigan’s archives.

62. founders path: Updates from the trustees and founders of the School.

64. alumni drive: Catching up with alumni around the bend and around the world.

72. cardigan connections: Snapshots of alumni, faculty, families, and friends, when they gather in the name of Cardigan— sometimes for planned events but often by chance

in this issue

8. commencement 2023: Congratulations to the Class of 2023! We couldn’t have asked for a better day to celebrate! From the boutonnière pinning and the Alumni Tie Ceremony to the presentation of diplomas and the receiving line, the sun shone brightly as we recognized the achievements of this impressive group of leaders and scholars.

18. should we rewrite history? the impact of women at cardigan: As a boys’ school founded in the 1940s, much of Cardigan’s historical records have focused on the boys and men who have lived and learned on The Point. But what about the women who have made Cardigan their home, some of whom dedicated decades of their lives to the School? What are their stories? And how did their personal and professional participation in the life of the School shape its progress? A deep dive into Cardigan’s archives uncovers answers that are neither simplistic nor linear.

editorial office: Cardigan Mountain School, 62 Alumni Drive, Canaan, NH 03741; communications@cardigan.org. editors: Director of Communications and Marketing Chris Adams; Assistant Director of Communications Emily Magnus. guest contributors: Meredith Frost P’25, Cam McCusker ’10, Jer Shipman ’00, and Judith Solberg. photographers: Chris Adams, Martin Grant, Kyla Joslin, Emily Magnus, and Steve Solberg. The Cardigan Chronicle is published bi-annually by the Communications Office for alumni, parents, and friends of the School. The magazine is printed by R.C. Brayshaw and Company on sustainably produced, chain-of-custody stock certified to Forest Stewardship Council (FSC) standards.

Making Time to Read

Whenever and wherever I travel I have with me a leather satchel. In it, I keep my laptop, journal for writing (one never knows when an idea will materialize), lozenges, hand sanitizer (the stuff of travel), etc…AND…I always bring a copy of Meditations by Marcus Aurelius. Aurelius, the last of the Five Good Emperors of the Roman Empire, spent most of his reign away from Rome, fighting to expand and preserve Rome’s massive empire. It must have been a lonely existence—conquering and defending—in command of a vast army so far from home. Aer his death in AD180, short notes, written to himself during this time, were collected and entitled Meditations. It is perhaps because he wasn’t writing to glorify his achievements or impress those who came aer him that I admire this work so much. It is a glimpse into his inner thinking—his reminders to

himself to keep perspective and focus on what’s important in life.

As an institution whose mission is to educate for the future, it is altogether fitting that now and then we at Cardigan take time to focus on our own quiet scholarship. Our lives—all of our lives—are noisy and fragmented and our inquisitive and intellectual muscles are at risk of atrophying as infotainment pelts us all like a summer downpour. We combat this, those of us who choose to, by making time to read—both to learn and to get lost. is “exercise” maintains our intellectual fitness and makes us lifelong learners. In this issue of the Chronicle, Editor Emily Magnus is supporting this intellectual effort by checking in with members of the Cardigan community to find out what they are reading. e resulting column is filled with passionate defenses of books that must be read. Below I share my own entreaties.

Our lives are short. The only rewards of our existence here are an unstained character and unselfish acts.

– marcus aurelius, – meditations

Each spring one lucky Cardigan student gets the opportunity to be the head of school for a day. On that day, the real head of school is relieved of his usual daily duties and is required to attend classes for the student. This spring Mr. Day was in his element when he got to join a group of ninth graders during a history class discussion.

I oen have two or three books going at once. Typically, one of them is on educational ideas. Recently a colleague introduced me to Adam Grant’s ink Again, which focuses on choosing courage over comfort in the forming and proving of our ideas and thoughts. In our world today we tend to see disagreements as threats rather than opportunities to learn. We surround ourselves with people who agree with our conclusions; the “news” we choose to watch serves as an echo chamber, calcifying our opinions while retarding our ability to flexibly think as curious actors, confident enough in ourselves to confront countervailing opinions. Adam Grant challenges us to train ourselves and our students to think through the noise around us and, increasingly, in our teaching and learning. With the accessibility of “information” and “facts” with a couple of keystrokes, not to mention the door-kicking arrival of generative artificial intelligence in our schools and classrooms (don’t try to hold it back; it’s already here and we need to make it work for us), students (and teachers) must find new ways to think about how they learn and to learn about how they best think.

As Cardigan strategically looks to focus ourselves as an equitable and welcoming community, I’m also working my way through e Sum of Us by Heather McGhee. McGhee focuses on the historical costs (financial and societal) of racism and how a “solidarity dividend” can actually benefit us all. When at Cardigan we hold up our Core Values of Compassion, Integrity, Respect, and Courage as guardrails for all to live by, it sometimes feels like we are insisting upon aspiring to a set of values that is at odds with what we see and hear in the world around us. I say this is a worthy pursuit. e vitriol and divisive messages inundating us through television and social media are harmful to our souls. Just as at the end of the day Emperor Aurelius quieted his mind by jotting down reflections—advice to himself—so too is it important for us as educators to take time out of our busy lives to quietly reflect and commune with the ideas and thoughts of others, and McGhee has given me a great deal to think about.

When I was in middle school our family’s television conked out. Instead of getting it fixed or replacing it, my mother said it wasn’t in the budget and encouraged my brothers and me to read books to pass the time. I don’t remember a coordinated pushback from my two brothers and me. It was likely fierce but, ultimately, no match for our mom. What I do remember is that I began to read lots of historical fiction, and I haven’t stopped. I found a love that has fed—and been fed by—my imagination. Connecting the events of the past with characters born out of creative prose by skillful novelists showed me that human decisions and events are usually the amalgam of timing and circumstances that are both complex and simple, decided by people not unlike ourselves. erefore, the other book that I have stacked on my bedside table is always a book of fiction.

Most recently I just finished the historical novel Munich by Robert Harris. e Munich Pact, signed by Great Britain, France, and Ger-

many in 1938 essentially gave Hitler’s Nazis permission to absorb the German speaking provinces of then Czechoslovakia into Germany. Britain’s Prime Minister Neville Chamberlain was grasping for any way to avoid another war with Germany and ultimately became the most infamous example of “appeasement” in the modern era. e humanist in me sympathizes with the well-intentioned Chamberlain. Aer all, he had no idea that giving that particular mouse a cookie would be a prelude to such horrifying consequences. But should he have? What circumstances led Chamberlain to make the decisions that he did, and what led his successor Churchill to make those that he did? e devil, as the saying goes, is in the details, and the details—the little things—make up the bigger picture.

At Cardigan we oen talk about little things being big things. e boys understand that their individual actions and choices—seemingly inconsequential—have ripple effects throughout the community…and their lives. is issue of the Chronicle is full of stories of ordinary men and women of Cardigan and the decisions and choices they have made. I hope that reading it opens your eyes and mind to the potential in all of us to learn from, and contribute to, our communities. Whether by sharing a passionate book recommendation, passing along wisdom from decades of teaching, or reflecting on lessons in our past—all of which are contained in this issue—the stories we tell and hear shape us in vital ways. In our short lives, as Marcus Aurelius reminds us, our character and selfless acts are the most valuable rewards. r

Christopher D. DayP’12,’13 Head of School

Post-Commencement Reflections

e dining hall bustles with parents, grandparents, aunts and uncles, brothers and sisters, alumni, graduates; strollers festooned with Class of 2023 balloons are parked haphazardly, blocking the flow of traffic through the tables; faculty and families sit together, eating slowly and savoring the final moments of the year-end festivities, finishing conversations that for some began four years ago and have continued through family weekends, parent-teacher conferences, athletic competitions, art gallery openings, and theater receptions. ey know each other well by now and enjoy each other’s company.

In the servery, hunger focuses one last wave of guests as they fill their plates with the special Commencement feast—poached salmon, green salads, cold lemonade, Cardigan’s special cookies. Aer a morning of photographing the Commencement ceremonies, I’m hungry. I join the line, hoping to fill my plate without being noticed or drawn into a conversation. Stay small; don’t make eye contact. But as I search for utensils and select a perfectly baked chocolate chip cookie, my path intersects with former Head of School Dave McCusker ’80, P’09,’10.

“How are you?” he inquires, catching me with a direct gaze.

“I’m doing well,” I answer politely, hoping for a quick exit.

“Oh, come now, you can do better than that,” he insists. “How are you really?”

First, I just want to begin by saying that I am grateful that I work in a community that doesn’t just ask “how are you?” to be polite. At Cardigan staying small and keeping your head down doesn’t work. To be seen and heard is the standard, not the exception. While my stomach might have been focused on digging into my plate of Commencement goodies, I was grateful that Dave genuinely wanted to know how I was doing, and followed up with an invitation to talk this summer when he returns to campus.

Our conversation wasn’t long, but we talked about the past year since we had last seen each other at the 75th Anniversary Celebration. Since then, I acknowledged, things have been a bit slower. ere’s been time to dig into projects without the pressure of catching up on deadlines that were already in the rearview mirror. March, I shared, offered moments of quiet reflection and time to consider new directions and new possibilities.

e Chronicle has been one area of focus for me. Feedback on the magazine has been positive, and I continue to find content that keeps me engaged and excited to work on every issue. But I am always asking the questions “What’s next? What will make this magazine better?”

One thing for sure is that a wider variety of voices matters; a diversity of voices can more accurately celebrate the Cardigan community and all that it is accomplishing—both on campus and beyond. It’s why I’m introducing two new columns. Why I Teach will feature the voices of

different faculty members, one in each issue, and will give them the opportunity to share why they teach, in their own words. I’m really excited to share their personal essays; the Cardigan teachers are passionate, dedicated professionals and I’m sure the Chronicle will be better with their voices included.

What We’re Reading will also include the voices of others. e Cardigan community is filled with lifelong learners who are curious about the world around them. What We’re Reading is a resource of sorts that encourages all of us to perpetuate our quests to keep learning, whether we are just beginning sixth grade or have graduated from middle school decades ago. It is an opportunity also for each of us to share the books that we love, to give forward the knowledge that we received from someone else. Give the gi of a good book; receive the gi of new knowledge in return. Join me by recommending a book and I’ll share it in a future issue.

In a new era of communication, the traditional alumni magazine of a school is no longer the primary vehicle for communicating the life and times of a school. Social media has made it possible for anyone, anywhere in the world, to find out Cardigan’s latest news, no matter the time of day. One no longer needs to wait for the postal service to deliver the news every six months. So are alumni magazines still relevant? When the content takes six months to curate, print, and deliver are magazines worth the cost? I think so, but they will need to evolve. Dave’s question, “How are you really?” becomes more important than ever as we set higher standards—delving deeper, seeking more diverse voices, and sharing the stories that support and celebrate our community of lifelong learners. e lemonade and cookies can wait. r

Emily Magnus, Editor emagnus@cardigan.org

Commencement 2023

the brotherhood these graduates share is perhaps the most valuable takeaway from the Cardigan experience. Love is an antidote for the far-too-frequent reminders of the division, and fear, existent in our communities—at home and abroad—and these guys have gobs of it right now. You’ve given it to them—we’ve given it to them— they’ve given it to each other. e world desperately needs more Cardigan boys, young men who have a compass whose heading is true. christopher day p’12,’13, head of school

education can bring you very far, but the most important thing education can do is prepare you for the unknown. It prepares you to respond to changes that you did not see coming…You can use your confidence that has been sharpened by your education to respond intelligently to circumstances that are out of your control…An education is the stability beneath your feet that allows you to face the world fearlessly.

yulia gerbut p’24,’25, commencement speaker

Commencement Prizes and Awards

the caldwell prize

nathan watson

e Caldwell Prize is awarded to the senior who has shown outstanding athletic achievement and sportsmanship.

the dewar prize

sunghoon park

e Dewar Prize is awarded annually in honor of Dr. and Mrs. Cameron K. Dewar to the member of the senior class with the highest academic standing.

the founders prize

sunghoon park

e Founders Prize is awarded to the senior who has the will to complete any project, regardless of the difficulties encountered, without thought of personal gain, and whose objective is a job well done in the same approach that characterized the life of Harold P. Hinman, one of the founders of Cardigan Mountain School.

the hinman prize

nathan watson

e Hinman Prize is given annually in memory of Mr. and Mrs. Harold P. Hinman to the senior who, in the opinion of the faculty, by industrious application to his studies, through his attitude on the playing field, and by his behavior and integrity, most nearly

approaches the ideals of manhood as conceived in the minds of the founders of Cardigan Mountain School.

the norman and beverly wakely prize

donald edward andrews

The Norman and Beverly Wakely Prize is awarded by the Class of 1989 to the senior who, in the opinion of his classmates, best upholds the tradition, spirit, and pride of Cardigan Mountain School, thus making every day “a beautiful day in New Hampshire.”

the pannaci memorial award

jaden samuel ficek

e Pannaci Memorial Award is awarded annually by the Class of 1959 as a memorial to Karl J. Pannaci ’59, to that member of the senior class who, in the eyes of his fellow students, has achieved the best attained ideals of honesty, integrity, leadership, and general social and spiritual adjustment.

the skibiski memorial award

asher coldiron frankel

hojoong “patrick” kim

e Skibiski Memorial Award is given as a memorial to Michael R. Skibiski to that member of the senior class who

has shown the greatest progress during his Cardigan Mountain School years.

the william knapp

morrison award

darius damorris yarborough

e William Knapp Morrison Award is presented to the senior who, in the opinion of the students, best exemplifies the spirit of Willie Morrison ’82 in academics, athletics, and as a campus citizen.

faculty prizes

sifei jia

joonseong “jake” lim

toshihiro moriyama

artemio costa zaragoza

e Faculty Prizes are awarded to the seniors who, in the opinion of the faculty, have made special contributions to Cardigan Mountain School.

the gilbert family service award

selina huang and song chen p’20,’23

elizabeth and michael santini p’23,’24

e Gilbert Family Service Award, is given annually to recognize a member, or members, of the Cardigan Mountain School community whose service to the School has been exceptional.

i encourage you all to be open to change. You will not do everything perfectly, I promise. I know it! You will make mistakes… Understand that life is a work in progress. Trust the timing of your life. I encourage you all to be ready for change, for challenges, and for adventures.

yulia gerbut p’24,’25, commencement speaker

Class of 2023

elan abramson

Mercer Island, Washington

freeman lee ambrose*

Ithaca, New York

junhyeong an*

New York, New York

donald edward andrews*

Cornish, New Hampshire

casey hayden blatz

Aspen, Colorado

daniel thomas blenk

Pawleys Island, South Carolina

mehki marshall brown

Telluride, Colorado

jorge burillo rojas

Southlake, Texas

liam michael burke

Andover, Massachusetts

enrique castillo

Mexico City, Mexico

griffin riley cepiel

Concord, New Hampshire

kaiyang chen

Qingdao, China

yinuo chen*

Hangzhou, China

archer william

davenport

Snowmass, Colorado

siyuan feng

Shanghai, China

jaden samuel ficek

Bedford, New Hampshire

asher coldiron frankel

San Carlos, California

sebastian garay

zambrano

San Pedro Garza

Garcia, Mexico

zheng gong

Qingdao, China

emilio gutierrez coppel

Durango, Mexico

gyeongmin han

Incheon, South Korea

tucker mclane harris

Ferrisburgh, Vermont

drew henry hemenway

West Lebanon,

New Hampshire

brandon william

downey hennessey

Newton, Massachusetts

xinyuan hu

Ningbo, China

minjun hwang

Seoul, South Korea

rupert peter ingram

Snowmass, Colorado

sifei jia

Beijing, China

bohan jiang

Beijing, China

grayson morse jones

Alexandria, Virginia

george s. kavanaugh

Exeter, New Hampshire

hojoong “patrick” kim

Seongnam, South Korea

jaeseong “nathan” kim

Seoul, South Korea

joshua eulhwan kim

Seoul, South Korea

sungyun kim

Seoul, South Korea

kai andrew kinoshita

Minatoku, Japan

hyunjun “jason” ko

Seoul, South Korea

amanuel august levine

Longmont, Colorado

chak shing li

Shenzhen, China

zhimin li

Qingdao, China

joonseong “jake” lim*

Los Angeles, California

maddox tuthill linen

Guadalajara, Mexico

yuehan liu

Cupertino, California

john k. mcnair

Boston, Massachusetts

clement moore mikheev

Manchester Center, Vermont

aidan milone

Lyme, New Hampshire

junseok “adrian” moon

Gyeonggi-Do, South Korea

toshihiro moriyama

Tokyo, Japan

bode edward murano

New London, New Hampshire

dylan ness

Aspen, Colorado

isaac parish oberting

Hanover, New Hampshire

semin oh

Seoul, South Korea

harrison hill ooten

Palm Beach, Florida

keunhoo park

Seoul, South Korea

sunghoon park*

Incheon, South Korea

sungsan park

Chungcheongnam-do, South Korea

jordan cuong pham

Newport Coast, California

permpoon promphan

Bangkok, Thailand

auberon robbins

Paris, France

enrique rojas

Mexico City, Mexico

maximus principio

romano

Hanover, New Hampshire

william dunn ruffa

Dorset, Vermont

York, Pennsylvania

joshua jaden tedeschi

New London, New Hampshire

shuhe tie

Beijing, China

alex yizhi wang

Qingdao, China

nathan watson

Mascouche, Canada

fountain varney

whitaker

San Francisco, California

darius damorris

yarborough

Washington, District of Columbia

aaron jaeyeon you

Seoul, South Korea

injun “andrew” yu

Seoul, South Korea

artemio costa zaragoza*

El Paso, Texas

*Indicates membership in National Junior Honor Society

within this seemingly ordinary fruit lies something truly fascinating. My grandfather once shared the secret with me: gently squeezing an orange before eating it enhances its sweetness. Recently, I discovered the scientific explanation behind it: applying a little physical stress to the fruit triggers the release of ethylene hormones that mature the fruit and make it even sweeter…is orange symbolizes us, united under different names: cougars, Cardigan brothers, a family. Life has subjected us to physical and mental stress from the mistakes we have made, sometimes squeezing us to our limits. Yet, we know that in the end, we have matured and savored a sweeter life together, just like this humble little orange. sunghoon “willy” park ’23, assistant school leader

Secondary School Destinations

Avon Old Farms School

Berkshire School (2)

Blair Academy (3)

Brooks School (2)

Carolina Day School

Choate Rosemary Hall

Deerfield Academy (4)

Dublin School

Episcopal High School (2)

Gould Academy

e Governor’s Academy (3)

e Hill School

Holderness School (2)

e Hotchkiss School (3)

Kent School (3)

Kimball Union Academy

e Lawrenceville School

e Loomis Chaffee School (2)

Middlesex School (3)

Milton Academy

New Hampton School (2)

Northfield Mount Hermon School

e Peddie School

e Pennington School

Phillips Academy Andover (3)

Phillips Exeter Academy

Pomfret School

Proctor Academy (3)

St. Andrew’s School (2)

St. Mark’s School (6)

St. Paul’s School (2)

Stevenson School

Suffield Academy (2)

e Ta School (4)

e acher School

Westminster School (2)

men, i’m going to borrow some advice that is hanging up on a poster in Wallach. ere are a few things that require no talent: effort, energy, and attitude. ere is a lot in life you cannot control, but you can control these things. Give your best effort, share great energy, and have your best attitude. david gregory p’18, chair of the board of trustees

thank you so much cardigan, for the opportunity to develop into young adults who are going to make a positive impact wherever we end up.

nate watson ’23, school leader

From serving tea to teaching students to establishing an endowment, the women of Cardigan have had a significant impact on the School’s trajectory and success. Who were they and what were their accomplishments?

1. Individualized support for reading and language remains a staple of Cardigan’s curriculum. Established as the Language Training program in 1950 by Dottie Emerson, this support later evolved into the Language Learning Lab. Pat Franz (pictured in 1993) worked in the lllfrom 1987 to 2008; 2. Social functions at Cardigan have helped build community and maintain connections with alumni and friends since the School’s founding. For many years, the women of Cardigan took the lead at these functions, welcoming all who attended;

3. Faith Degenhart became Cardigan’s first female director of development in 1990, serving the School until 1996.

should we rewrite history? the impact of women at cardigan

history often teaches us to embrace ambiguity, to understand there aren’t simple answers to complex questions, and americans tend to like simple answers to complex questions. so the challenge is to use history to help the public feel comfortable with nuance and complexity.

– lonnie g. bunch iii, an american educator and historian, and the – first african americanto serve as head of the smithsonian

by emily magnus, editor

Talk to alumni and you will hear numerous stories of the women at Cardigan who nurtured them, taught them, and helped them develop into better versions of themselves—more mature, more thoughtful, more selfless, more prepared to be leaders in their communities. These women were teachers, dorm parents, librarians, nurses, and coaches. They were here at the School’s founding and continue to play a crucial role in its growth today. But to record only the positive accounts would be to oversimplify Cardigan’s history. Director of Archives and Special Projects Judith Solberg shares surprising stories that are not as well-known and reveal a more complicated, and sometimes uncomfortable, reality.

In decades past, when dinner was over, Cardigan faculty would depart from the dining hall—then on the first floor of Hayward Hall—and walk through the connecting hallway into the living room of Clark-Morgan Hall (what is now the Admissions Office). Silver coffee and tea urns and porcelain teacups and saucers awaited them among the formal furniture and stately wood-paneled walls. With children well-taken care of by student babysitters, the faculty mingled freely, enjoying a few moments of adult conversation before returning to the dorms for study hall. As was then customary at many New England boarding schools, the women of the community shared rotating hostess responsibilities for these gatherings.

Today we see these events through a lens of gender equity, dismayed at what seems a blatant imbalance of power that belit-

tled the women on the Cardigan campus. Ms. Solberg, however, is quick to raise a cautionary hand. “It’s tempting to point to specific events as examples of larger cultural trends,” she says. “That’s not necessarily wrong, but it does tend to make our hindsight very black and white. Instead we should look for nuance and context as we retell these stories.”

Faculty teas are a good example. Ms. Solberg notes that, while women were asked to oversee the teas, in practice the responsibility was often shared by campus couples. “And if a hostess was busy, her spouse was expected to step in and serve,” Ms. Solberg explains. “I think it was a complicated situation to parse, then and now. I’ve heard from former faculty members who resented the obvious inequities, but they also missed the tradition when it was gone, because it built into their busy schedules much-needed time for fun and togetherness.”

There’s also the stories of the women who made significant contributions to the School in its early years, at a time when women were most often expected to stay at home with their children, embracing the roles of mother, homemaker, and wife. In contrast with these expectations, the stories of the first women of Cardigan—found in sidebars throughout this feature— illustrate a school that embraced women as leaders and invited their collaboration.

Extrapolating from any one of these stories is like looking at the world through a macro lens, only seeing the needles of a pine

There’s an assumption that moving forward always means making progress, but that’s not always the case. Cardigan had a lot of early policies that we should celebrate, and more recent ones that were less progressive. We need to examine both the good and the bad, because we often learn the most about ourselves through the details that feel uncomfortable.

– judith solberg, director of archives

1955

1963

cardigan firsts: dorothy emerson is hired as language training chair.

cardigan firsts: constance burbank establishes librarian role; national firsts: rosa parks refuses to give up her seat to a white man on a bus in montgomery, al.

cardigan firsts: jennie drew hinman establishes cardigan’s first endowed fund and earmarks it for scholarship.

cardigan firsts: nancy renehan is enrolled as first female summer session day student; national firsts: president john f. kennedy signs into law the equal pay act, prohibiting sex-based wage discrimination between men and women performing the same job in the same workplace.

tree or the single stitch of a baseball: each story or tradition offers a limited view of Cardigan. One perspective could point to a school that historically accepted traditional roles for women, but another might illustrate a school way ahead of its time, giving women authority and respect long before the rest of the world did. Taken as a whole—looking through a wideangle lens per se—the individual views coalesce into a more complex, but more complete, picture. Each detail is important and adds richness to the history of the School, but understanding the stories in relation to each other is important as well.

Ms. Solberg illustrates this by sharing one institutional stumble that caught her by surprise. She recently discovered that, in a 1963 school assessment, visiting educators chastised Cardigan’s administration for rolling women’s salaries into their husbands’ pay:

It is not unusual for boarding schools in country situations like C.M.S. to expect that the wives of faculty members will work for the school in some capacity, but the other schools pay them something for their work, and pay it to them rather than adding the remuneration to the husband’s salary. […] C.M.S.is getting the wife’s work in effect for nothing.

The 1960s compensation policy represented a step backward: just a few decades earlier, the School had been paying teachers like Dolly Peach and Barbara Sawyer a well-earned monthly salary. The work these women did also had been publicly praised in trustee reports, in founder Hap Hinman’s Bulletins, and in other publications.

“History is not linear and it’s not simple,” reflects Ms. Solberg. “Perhaps at some point the administration felt it was easier to roll couples’ salaries together than to do the work of teasing out a spouse’s responsibilities.” Intentions were not necessarily nefarious; Ms. Solberg points out that we know about the sexist policy only because Cardigan had invited criticism. “This was before school accreditations and selfassessments were the norm,” she says. “Cardigan proactively sought out this feedback from colleagues, and then acted on it. That’s a pretty important part of the story to remember.”

As a boys’ school begun in the 1940s, Cardigan has been primarily shaped by men and boys. It is appropriate to honor

jennie drew hinman: providing for the boys of tomorrow

While the Hinman name is well-known at Cardigan, the name Jennie Drew Hinman is perhaps less familiar. Founder Hap Hinman first met the “shy, attractive” Jennie in high school, and eventually introduced her to his brother John (her future husband) at a New Year’s dance in December 1910.

Jennie and John Hinman would be a formidable and successful pairing. While the couple raised their family, John’s career path led from work as a local forester to heading International Paper. John was a serious businessman, and in a 1966 family history he described Jennie as a serious and competent life partner:

“Her philosophy was that a woman in her home played just as important a role as a man in his business. […] Where I am impulsive, she is deliberate. Where I am intolerant, she is considerate of other people. Where I am inclined to lose my temper, she is calm. This influence has played an important part in my life and the life of our family.”

Hap Hinman began his Cardigan experiment later in their lives, and Jennie shared her husband John’s deep interest in the new school. Her support for Cardigan’s mission was not abstract: she had raised four boys, and was a nature lover, athlete, and “enthusiastic fly fisherman” in her own right. Jennie visited campus, attended the occasional board meeting, and made financial gifts independent of John. The legacy of these gifts continues today. Jennie was the main benefactor in the construction of Frieze House, and it was her significant, unexpected gift in 1956 that established Cardigan’s first endowed fund (earmarked for scholarship). As Hap Hinman wrote at the time, “all Cardigan of today is appreciative and many unknown boys of tomorrow will be the better because of […] the Jennie Drew Hinman Endowment Fund.”

After John’s death, Jennie maintained her personal support for Cardigan, and arranged for her estate plans to include the School. Her intent was not only to increase her endowed fund, but to provide monies “for an endowed scholarship fund in the name of my husband, John H. Hinman.” It is thanks to Jennie’s vision that the couple’s ongoing legacy at Cardigan still reflects their close partnership in life: their two funds work independently—yet in tandem—toward a shared vision of good. r

facing page: 1. A1971 image featuring Cardigan students who had alumni brothers was one of the first to include female students (from rear left: Tayo Sands ’73, Mary Wakely Laturnau ’73, and Sally Goodspeed Riley ’73); 2. In the fall of 2013, the same alumnae returned to campus: from left, Mary, Sally, and Tayo. While the School ultimately chose to limit the academic year enrollment to boys, Summer Session has continued to welcome girls to campus since 1963.

dolly peach: a triple threat and more

Right from its founding, Cardigan has relied heavily on talented and committed couples to embody the “triple threat” ethos in which faculty teach, coach, and live with students. In 1946 the stakes were high for the new school, and charter faculty member Dolly Peach was a feather in Cardigan’s cap. She and husband Ted had been recommended by Dolly’s cousin, Co-Assistant Headmaster Bill Everts. A delighted Hap Hinman enumerated Dolly’s qualifications to the trustees and incorporators: she was a Middlebury graduate, Red Cross lifesaver, cellist, athlete (tennis and skating), and already had a year of teaching under her belt.

Anxious to emphasize Cardigan as a nurturing environment for young boys, Hinman made sure to underscore the “woman’s touch” that female hires would bring to the School (“already Dolly's planning the kind of curtains she’s going to make for the windows”). But in practice, every faculty member would carry a demanding and diverse workload. Along with the other women on the faculty, Dolly Peach received a monthly salary that was independent of her husband’s. She taught Latin, arithmetic, and remedial reading; she was advisor to the drama club and The Clarion newspaper; she chaperoned nature hikes. As hockey coach, Dolly “drilled fundamentals” until the boys’ team beat the faculty 8-7 in overtime during one notable Sunday afternoon matchup.

In fact, as an “all-round young lady of many capacities,” Dolly Peach remains a role model for the kind of faculty member who still makes Cardigan run smoothly today. Hinman and the trustees saw this clearly at the time, and it was in part due to Dolly’s excellence that the board approached Ted Peach to become Headmaster Robert Kimball’s successor. The Peaches considered the opportunity, but eventually decided to move on from Cardigan instead. With telling phrasing, founding incorporator Bob Hopkins summarized the board’s response: “All were sorry to learn that Mr. and Mrs. Edward Peach had submitted a letter stating their unavailability for the position of Headmaster for next year.” r

Hap Hinman, Bill Brewster, and E.M. Hopkins, who founded our School and have earned a place in its history. We should, however, add the stories of the many women who have been powerful, positive Cardigan role models—as well as document and share the policies and traditions that were neither equitable nor supportive of women.

“There’s an assumption that moving forward always means making progress,” says Ms. Solberg. “But that’s not always the case. Cardigan had a lot of early policies that we should celebrate, and more recent ones that were less progressive. We need to examine both the good and the bad, because we often learn the most about ourselves through the details that feel uncomfortable.”

So why reflect on the past? How does it inform our future? Cardigan is at its best when multiple lenses frame both our history and our present—when we listen to all the voices at the table, intentionally examine traditions, and establish policies that are inclusive and equitable, looking for blind spots and adapting at every step. Preparing boys for responsible and meaningful lives in a global society requires the input and contributions of many voices.

“When women have had a seat at the table, they’ve made really important contributions to the School,” Ms. Solberg points out. “We just have to remember to keep pulling up more chairs—for women, and for others.” r

above: 1. Headmaster Bob Kimball and his wife Virginia (center in back row) in the spring of 1948 with some of Cardigan’s first faculty members, including Dolly Peach and Kathleen Farrell; facing page: 2. Elizabeth Stout became one of Cardigan’s first academic department chairs when she took on the role of visual arts chair in 1965 and served until 1968; 3. Jerry Cobb was Cardigan’s first female business manager, serving the school for over a decade from 1956–67.

1964

national firsts: title vii of the civil rights act passes including a prohibition against employment discrimination on the basis of race, color, religion, national origin, or gender.

1969

cardigan firsts: mary wakely, linda aldrich, sally goodspeed, and tayo sands are enrolled in academic year program.

1972

cardigan firsts: mary wakely, the last girl to attend cardigan during the winter session, graduates eighth grade; national firsts: title ix of the education amendments is signed into law by president richard nixon.

1973

national firsts: tennis great billie jean king beats bobby riggs in straight sets during an exhibition match aired on primetime tv, drawing 90 million viewers.

1981

national firsts: sandra day o’connor is sworn in as the first woman to serve on the u.s. supreme court.

1983

national firsts: flying on the space shuttle challenger, sally ride becomes the first american woman in space.

1984

national firsts: the state of mississippi belatedly ratifies the 19th amendment, granting women the right to vote.

1993

cardigan firsts: carol v. kitchell becomes first female trustee; national firsts: janet reno is sworn in as the first female attorney general of the united states.

dottie emerson: unlocking the potential in each boy

In 1950, “language training” was the term for support provided to students who could not find success under traditional approaches to reading and writing. Incoming Headmaster Dutch Clark recognized Cardigan’s need for such a program and recruited Dorothy “Dottie” Emerson for her decades of experience. As Hap Hinman put it, the School was “extremely fortunate” to hire Emerson; she was “established in the field [and] could select her spot about anywhere.” While Cardigan is now well-known for tailored academic support, Emerson was the first to establish the School’s credentials in the field.

In fact, Dottie was more than a subject expert. She was a committed and beloved member of the faculty. At Cardigan she helped organize the library, lived in a dorm, took boys to see movies and concerts, and directed school plays. When Summer Session first opened in 1951, she was there (“Miss Dorothy Emerson taught six boys remedial reading in a tent”). She cared deeply about her work, empathizing with students who had struggled to find support and understanding for their academic difficulties. An in-demand speaker at conferences, Dottie also—at Hinman’s invitation—shared this perspective with Cardigan’s board:

“A long, high wall of misunderstanding stretches away around these boys. 'They could do it if they tried.' [They] do try, almost hard enough to demolish the wall, but they find it impossible and give up. For certain ones Language Training opens the door through the wall to scholarly success.”

Dottie believed in each boy’s potential, never equating academic performance with intelligence. She focused on helping each boy find the tools that would help him unlock his own ability, and in doing so, set the tone for Cardigan’s academic support for the decades to come. r

at right. At the rainy May 2019 Wallach groundbreaking, the academic building’s namesake, Trustee Emerita and first female Board Chair Diane Wallach H’16, raised her hat to enthusiastic students, faculty, and families.

connie burbank: a professional in library science

During the tenure of a head of school, their spouse creates a role that balances personal strengths with the current needs of the school. Cardigan was supremely fortunate that Constance “Connie” Wilson Burbank’s strengths were an excellent match for the School’s needs when she and her husband Roland arrived in 1955.

The Burbanks were recruited to Cardigan from Proctor Academy, where Canadian Connie Burbank was skillfully balancing multiple roles: she was not only Proctor’s librarian, but also “taught Latin, English, typing and skiing.” She held two degrees (a BA from Dalhousie University and a BS from Simmons College) and had previously worked at Dartmouth’s Baker Library, served as librarian at the Tuck School of Business, and “organized the library for the Royal Bank of Canada.” In short, Connie was a professional in library science.

This happened to be exactly what Cardigan needed, as a merger with the Clark School provided Cardigan with the capital to move to The Point—and assume possession of Clark’s library. The joint collection was relocated from the Lodge’s top-floor “book room” to temporary space in Clark-Morgan, and soon was headed to permanent housing in a newly built, dedicated space in Hopkins Hall. Connie immediately went to work curating the haphazard, and now sizable, collection. Cardigan had acquired hundreds of books by the fall of 1957; Burbank removed many volumes and (in what would become an annual tradition) appealed to parents for donations of others:

“Some of you may have copies of the books listed below which you would wish to donate so that when we move into the spacious new library in Hopkins Hall next summer we will have a collection of books worthy of the room. It is important that we have on our shelves only those books useful to our age group.”

A student librarian program (first begun under Dottie Emerson) now blossomed, involving as many as 15 volunteers in any given year. Connie established an office in the new library, where she coordinated student work, repaired and added to the collection, incorporated magazines and secondary school catalogs, and instituted a check-out system. By the time the Burbanks departed Cardigan in 1963, the library had become a thriving center of residential life. New faculty member Carol Shelton was to become Cardigan’s next librarian, and she would extend the robust program by building on the impressive foundation established by Connie. r

1997

national firsts: madeleine albright is sworn in as the nation’s first female secretary of state.

2007

national firsts: u.s. rep. nancy pelosi becomes the first female speaker of the house.

2013

cardigan firsts: dianne wallach becomes first female board chair; national firsts: the u.s. military removes a ban against women serving in combat positions.

2021

national firsts: kamala harris becomes the first woman (and first woman of color) to be sworn in as the vice president of the united states.

Are there other stories of Cardigan women that have been lost to time? Who are the women of Cardigan who impacted your experience? Share your stories with us at emagnus@cardigan.org. And thank you!

on the point

Why I Teach

“Why I Teach” is a recurring column in which we invite Cardigan’s teachers to share their thoughts in their own words. It explores why these individuals got into teaching in the first place and what it is that gets them out of bed each morning. It is also ultimately a testament to their hard work and dedication—to all the planning and preparation, as well as the heart—that they invest in each day on The Point.

by meredith frost p’25, science faculty and assistant dean of student life

When asked the question, “Why do I teach?” I immediately see a flash of faces and names from my  years as a teacher. The trials and challenges, the smiles and achievements, all race through my mind as I see their faces. I think of each story, each individual, and marvel at how different they are; and whether they are raging successes or still finding their way, they are all

affectionately thought of and are an important part of my journey.

For the time my students are with me, they are all-consuming. They are what I think about for most of the day, what I analyze in the dead of night, and what occupies my thoughts at all the little random moments in between. Each and every one of them is my “kid” until they

aren’t any more, and a whole new group shows up in September to begin again. Although it stings, to change names on folders and seating charts, it’s also exciting to start again with a fresh slate and all that I have learned from the previous year, encouraging me to learn from my mistakes and do better.

I would like to say that the work I do makes a difference in the lives of my students or that I have changed the trajectory of my students’ futures, but I know that my lasting influence is only felt by a few. They will have so many teachers in their lives who will impact their careers, and looking back to their middle school science teacher…I know I am just one small step on their journey. This is as it should be. I hope that all my students will have multiple adults in their lives who will positively influence their development.

I have taught in multiple schools throughout my career, but it’s always the students who occupy my memories. I remember the ones who became what I believed they could, and my heart swells with unending pride. But I also remember the ones who didn’t make it the way I had hoped, and my heart breaks over and over again. I contemplate everything I could have done differently and second guess what more I could have said or done, knowing that I can’t change anything. Having those kids not make it makes me work harder every year; they stay with me, and I can't pretend that they don't. They are a huge part of my journey as a teacher.

The truth of it all is that my students change my world much more than I ever change theirs. They amaze me every year with their resilience, their positive outlook even in the face of negativity and their knowledge of things that never cross my day-to-day life. They are growing up in a

above: This spring, as a cumulative review and application of all their students learned, Ms. Frost, along with former science teacher Missy Escalante, organized a medical conference in which teams of students were given the symtoms of a fictitious patient and asked to come up with a diagnosis. Each student doctor became a specialist in one of the systems of the human body and ordered lab work that would help him determine the cause of the patient’s ailments. In this photo a team of doctors confers before presenting their diagnosis.

world that is vastly different from the one of my childhood, and it is humbling to watch them navigate these trials.

This is the reason why I teach: it is to be another voice in their world, one that only has their best interest at heart. It is to help them learn to believe in themselves, their potential, their abilities, and to support that growth no matter what. It is to accept and love them for who they are and not because I have to. It is to be a place of safety and calm in the storm that is being a teenager. It is to hold them accountable and forgive their mistakes. It is to be hon-

est, even if they don’t want to hear it, and to never sugarcoat the truth, so they can trust what I say is true. It is to encourage them to think beyond themselves and be kind to others. It is to show them what “service” means and how rewarding it can be. It is to show them that they can do hard things, even if they don’t think they can, and that I am here to help.

I teach because, for that short time, when my world intersects with my students’, I have the privilege of being their champion and their guide, and it gives me hope for the future. r

What We’re Reading

In this recurring column we’ll check in with individuals on the Cardigan campus and beyond to find out what they’re reading. From students to faculty, from staff to administrators, from parents to alumni, this community is engaged in lifelong learning, and the resulting reading list is diverse and insightful. If you have a book you’d like to share, email Editor Emily Magnus at emagnus@cardigan.org. We’ll print your recommendation in the next issue!

the other americans

Laila Lalami

Reviewed by Mehki

“Mack” Brown ’

The Other Americans goes into depth on some pretty sad topics, the biggest one being migrants’ struggles and the challenges they face. The Other Americans is primarily about a girl named Nora and the loss of her father. During the weeks following his death, the story tackles the themes of love and hate, some uncertainty, and uneased grief, until Nora falls back into her regular routine, her ordinary life pursuing her love of music. The book is full of tragedy, intimidation, and even some violence; though I think the book also has some very romantic, heartwarming events, all through the eyes of different people with different backgrounds and stories to tell.

The main lesson I got from this book was that nothing is permanent. Usually, when you pick up a book, you almost immediately know what the theme is, or you start to pick it up as you get deeper into the book. But in this book, it was only when I got to the last couple of chapters. Permanence is

desired, but we are never left with it. The truth is that permanence is just a long period of time, and sometimes it is not even that. Everything must come to an end, and this book is proof of that.

the immortal life of henrietta lacks

Rebecca Skloot

Reviewed by Missy Escalante P’,’, Biology Faculty

I love this book! It tells the remarkable story of a woman named Henrietta Lacks who was raised as a poor tobacco farmer in Virginia in the s. Sadly, she died of cervical cancer at the age of , leaving behind five children and her husband. Little did her family know, a sample of Henrietta’s cancer cells outlived her and became the first line of immortal human cells! Her cells, taken without her consent, have served the scientific community for decades and have led to life-saving research and awareness. The book has it all! Of course, I love the nerdy science that is peppered in but it’s really a story about

social justice. The author does a fantastic job of capturing Henrietta’s family’s grief, struggles, and injustice. It’s a page turner and you won’t be able to put it down!

does a phenomenal job incorporating every character’s life with the main theme of motherhood. The ability she has to change the younger characters’ stories to fit into the chorus of the Mothers is what truly makes this book special, as it allows for the kids to grow into their new selves despite the mothers’ expectations and petty gossip.

an ancient roc or secretly into the back of a container truck as it bounces on broken roads across deserts in unnamed territories. The lesson learned is equally beautiful: that you do not need a map to know where you are, you need to know yourself. This is transcendent of all humans and certainly elicits a desire for empathy and courage in a world that is certainly lacking both. I would love to teach this book. I want to share it with so many. I hope that others will open their eyes and hearts to take on this beautiful saga of two women who make incredible sacrifices and show wonderous courage in their own and adopted worlds.

the mothers

Brit Bennett

Reviewed by Tucker Harris ’

This novel was one of the more interesting novels I have read this year. When it comes to literature, it was not challenging, except that it forced me to think outside the box. The Mothers, by Brit Bennett, takes place in a small, tight-knit black community. The mothers are a group of older black churchgoing women, whose identities are now tied to the Upper Room, a black church in Oceanside. After being beaten down by years of institutionalized racism, they have now withdrawn to the quiet haven that is the Upper Room. To live out their final days, they spend their time gossiping about the town and the younger black generation such as Nadia: “We tried to love the world. We cleaned after this world, scrubbed its hospital floors and ironed its shirts, sweated in its kitchens and spooned school lunches, cared for its sick and nursed its babies. But the world didn’t want us, so we left and gave our love to the Upper Room.” Bennett

the map of salt and stars

by Zeyn Joukhadar

Reviewed by Marty Wennik P’,’, English Faculty

This book is beautifully written. The language of the author is magical and almost poetic in its beauty. Joukhadar clearly has a masterful grip on the English language, and the influence of her Middle Eastern word choice makes reading this book like riding a tranquil, flowing river on a summer's day. You bob along without any concern for your own lack of control of the situation. At the same time, you are easily transported to both Rawiya’s ancient Mediterranean world and Nour's modern Syrian escape. With insight provided unapologetically to the Western reader, Joukhadar weaves the reader into her two tales and brings you, sometimes breathlessly, into the battle with

sapiens: a brief history of humankind

Yuval Noah Harari

Reviewed by Rich McDonald P’, History Faculty

As I prepare to take on a new ninth-grade history curriculum in the fall, I picked up Sapiens: A Brief History of Humankind by Yuval Noah Harari, a history professor and lecturer at Hebrew University of Jerusalem. The book is a fascinating look at the history of the only species of man left on Earth, Homo Sapiens, and the author’s theories

about how we became this planet’s dominant animal.

Harari’s work is provocative. He calls the Agricultural Revolution “history’s biggest fraud,” theorizes that a defining feature of Homo Sapiens’ evolution is their ability to “gossip,” and refers to laws, religion, and money as “fictions” that allow humans to organize in increasingly larger social societies. Harari’s willingness to challenge conventional thought makes the book interesting and valuable. It is worth your time, even if you don’t finish all  pages. (I haven’t gotten there yet!)

from the horrifying civil war, but realizing it’s fictional, I started to wonder why Mohsin Hamid put this into the book. Did he add it just to differentiate the book from a random war-escaping book? Or is it just simply to create a “happier ending”? I think the author’s purpose is actually to emphasize the helplessness of the innocents in warfare. This magic is the imagination they use to comfort themselves in their desperate situation. In reality, however, there is no such thing as magical doors for refugees to get out. In the book, even after Saeed and Nadia leave the city, they are not welcomed but have to build their own houses. Exit West is a love story, a fable, and a sobering reflection on what it means to be unable to return home and unwanted elsewhere. The work serves as a striking reminder of the human cost of war and the value of understanding and compassion.

drawn into this story. Korobi, who was raised by her grandparents, falls in love with a boy who had recently called off his engagement to a different girl. Even though their marriage is arranged by Korobi’s grandfather, they are both ready for it. Korobi then makes the decision to fly from India to the U.S. in order to locate her father. During the time that Korobi and Rajat are not next to each other, their relationship is tested by many circumstances. Now Korobi must decide whether to go back to India and spend the rest of her life with Rajat or to carry on with her quest to find her father in America. Korobi personifies generosity. After being completely mistrusted and mistreated by Rajat’s mother due to a misunderstanding, Korobi manages to keep her emotions under control and gives their family enough time to investigate the truth. When Rajat’s mom finds out that she was wrong, she apologizes to her: “The girl could have said something harsh—she had the right—but instead she had thrown her arms around Mrs. Bose, and told her to put it out of her mind”

exit west Mohsin Hamid

Reviewed by Siyuan “Peter” Feng ’

This novel begins in an unnamed Middle Eastern city, where the threat of a civil war is haunting all the residents. A young man called Saeed and a young woman called Nadia get to know each other right before war breaks out. It is at this point that Hamid decides to throw in a magical element. He creates a rumor about “doors” that can transport people from one place to any other place in the world. The couple decides to jump into one and end up on Mykonos. It seems that they have finally escaped

oleander girl

Chitra Banerjee Divakaruni

Reviewed by Kaiyang “Stephen” Chen ’

Oleander Girl, by the beloved, brilliant storyteller Chitra Banerjee Divakaruni, is very fascinating to read. By creating a mystical scene in the beginning, I was completely

(p. ). As I read this scene, I was both amazed and shocked. I began to think back on a few conflicts I have had with other people. I realize how difficult it is to apologize or accept an apology and what I should do differently next time. Although the author didn’t write much about this scenario, readers who are invested in the plot will be touched deeply. r

Cardigan Welcomes New Director of Summer Programs Jen Guimaraes

Cardigan Mountain School is excited to announce the appointment of Jen Guimaraes as Cardigan’s new director of summer programs. Ms. Guimaraes brings more than twenty years of relevant experience in environmental education, outdoor non-profit organizations, and youth camps with her to The Point.

“Jen is an experienced educator and an established leader,” says Head of School Chris Day P’,’. “She brings unique strengths and has infectious energy. I am thrilled that in Jen we have an opportunity to write the next chapter for Cardigan Summer Session—a transformational program which serves boys and girls with a unique summer experience that inspires both the body and mind.”

Ms. Guimaraes is returning to New England from San Mateo, California, where she most recently led youth education efforts for US Sailing, the sport’s

national governing body. In her most recent role as a youth education manager, Ms. Guimaraes managed the organization’s Reach Initiative, including creating and designing a stem curriculum aligned to the Next Generation Science Standards. This program has reached over , youth through more than  participating programs. Prior to US Sailing, Ms. Guimaraes held roles at the Lake Champlain Community Sailing Center (Burlington, VT), Antioch University (Keene, NH), and Milton Middle School (Milton, VT). Her residential camp experiences

include time at Camp Dudley in Westport, NY, Camp Kiniya in Colchester, VT, and Sail Caribbean in the British Virgin Islands.

“Attending summer camp is an incredible experience for a child,” shares Ms. Guimaraes. “I truly believe that experiences in nature that blend structured activities with the freedom to explore inspire an individual to discover their true potential. I have seen firsthand the positive impact of camps and I am thrilled to take the reins of Cardigan Summer Session as it nears its th year in .”

above: Jen Guimaraes speaking with the Summer Session faculty in the Commons; at right: Scenes from Summer Session 

Ring the Bell in Celebration of the Arts

Often Cardigan’s athletic teams come back from games and competitions and ring the bell in front of ClarkMorgan Hall when they win. This spring, we had a bell ringer who swept the field at the ava Gallery Annual High School Exhibition! Not just one of his pieces, but two were recognized as outstanding works of art!

above: Desire by Dexiang “Johnny” Xu ’; facing page: Elephant Symphony by Natakorn “Time” Tanglertsumphun ’

The ava Gallery in Lebanon, NH, has been organizing an exhibition for  years and solicits works from the best artists in our region from both public and independent schools, including Hanover High School, Holderness School, Kimball Union Academy, Lebanon High School, and Proctor Academy. This is the first year Cardigan has participated, and six of our ninth-grade artists had artwork accepted into the show: Bohan “Bobby” Jiang ’,

Amanuel Levine ’, Sunghoon “Willy” Park ’, Permpoon “Perm” Promphan ’, Juhwan “Ryan” Sung ’, and Natakorn “Time” Tanglertsumphun ’.

“Whether it is at the start line of a mountain bike race or the drop of a puck, calculating in a math competition or sketching an original composition, these boys often have to show up against bigger, older fellas,” says Art Department Chair Nina Silitch P’,’. “Win, lose, or

As The Sky Changes

By Yinuo “Carson” Chen

Silent mountains moving over the discerning eyes of a blackbird and me.

Moving cloud in the sky I want to be taking a full day from the left to the right and wait for the night…

Here, I write a frivolous letter with starlight ink against the black night sky paper, dreaming a daydream of mine.

draw, showing up is half the battle and these boys are showing up with courage.”

At the exhibit’s opening at the ava Gallery in early February, it was Time’s ink drawing Elephant Symphony that tied for Best in Show for Drawing; his painting

“Bank’s House Perspective” was awarded an Honorable Mention (second place). The exhibit’s juror Matt Neckors reflected, “I have to say [Elephant Symphony] is one of the favorite things that I saw judging this entire show. First of all, I love that there is a narrative or story going along with it. It’s a mystery about what is going on. It is extraordinarily well executed in terms of the drawing skill, the control over the ink, and congratulations to this artist because it really is an amazing drawing.”

Student artists also participated in the national Scholastic Art and Writing Awards. This year  students submitted artwork and written pieces to the New Hampshire regional/state contest. The following students received awards: yinuo “carson” chen ’23: an Honorable Mention in Design, a Gold Key in Critical Essay, a Gold Key and two Silver Keys in Poetry

siyuan “peter” feng ’23: a Gold Key in Drawing and Illustration and an Honorable Mention in Drawing and Illustration

sifei “joe” jia ’23: a Silver Key in Photography

bohan “bobby” jiang ’23: an Honorable Mention in Painting, two Honorable Mentions in Drawing and Illustration, and two Silver Keys in Drawing and Illustration

amanuel levine ’23: a Silver Key in Drawing and Illustration

sungsan “john” park ’23: an Honorable Mention in Critical Essay

permpoon “perm” promphan ’23: an Honorable Mention in Painting, two Honorable Mentions in Drawing and Illustration, and one Silver Key in Drawing and Illustration

natakorn “time” tanglertsumphun

’23: two Silver Keys in Drawing and Illustration

dexiang “johnny” xu ’24: a Gold Key in Photography, two Honorable Mentions in Photography, and a Silver Key in Photography r

’23 Gold Key in Poetry Category

1: Journey Through Thailand by Permpoon “Perm” Promphan ’; . Tranquil Nature by Sifei “Joe” Feng ’; . Scenery by Bohan “Bobby” Jiang '; . Burt by Amanuel Levine ’; . My Teacher by Bohan “Bobby” Jiang ’; . Nature Around Me by Siyuan “Peter” Feng ’

2

Honoring One of Cardigan’s Greats: Coach Allan Kreuzburg

For almost  years, Coach Allan Kreuzburg P’,’ has embraced the ideals of servant leadership as a teacher, coach, mentor, and role model. He often takes on the hardest, least desirable, most thankless, and often least visible duties at Cardigan—the kitchen pit, the laundry, the garbage and recycling. Daily he has demonstrated the mantra that he has taught countless individuals:

r Do your job right.

r Do your job to the best of your ability.

r Do your job until it is done.

Despite, or perhaps because of, the countless titles that Coach K has had at Cardigan, he has also been a champion for others. He spots peaks for the people around him—ones they thought insurmountable. He leads them to the base and tells them not only can they climb that mountain, but they will. They may balk and com-

plain, but he is persistent and he won’t give up. And eventually, when a boy accomplishes something for the first time, we get to see something exceptionally rare…Coach K smiles…and then, beaming, he says, “I knew you could do it.”

It is for this reason, and many more, that as Coach K departed campus this spring to pursue other adventures, we took the time to recognize him for his service to the Cardigan community. First, in the Wakely Fitness Center, the wrestling room will now be named the Kreuzburg Wrestling Room, forever linking his name to the room where he taught so many young men the value of hard work, the satisfaction of achieving the unachievable, and the importance of serving others. Second, Coach K was awarded alumni status, along with the graduating Class of , underscoring the invaluable impact he has had on this community and this School. He may be leaving Cardigan, but his legacy and impact will resonate for many years to come. r

Mr. Kreuzburg is a bricklayer with the perspective of a builder of cathedrals. He is always most concerned with the future adults his students and athletes are becoming. This is about that. The bricks might be math problems, push-ups, or doing a job until it’s done; the cathedrals are the young men who develop integrity, respect, compassion, and courage. And with that perspective, Mr. Kreuzburg is a master craftsman.

– danielle fedele, math faculty

Coach K is a devotee of truth, order, and goodness, and an authority on the art of fostering this commitment in young men. He is the embodiment of saying and doing that which is right, however unpopular. In addition to his moral compass, his success is rooted in authenticity. He carries himself with conviction amongst both the boys and his colleagues, earning the respect of both.

– kevin franco, director of music

Selfless, humble, committed. Mr. Kreuzburg is the epitome of a servant-leader, putting others before himself. This is not only when it is convenient or glamorous; in fact, it rarely is. He literally rolls up his sleeves to do the work because it needs to be done for the community, and for the boys. He lives the Cardigan mission and Core Values with his whole being. He would never say, “Look at me,” but we should all look at him as a role model.

– austin hannis, former faculty

Thank you, Coach K, for instilling in me the qualities of character, commitment, and courage. Thank you for teaching me that the limits that we give ourselves are just delusions. Thank you for holding me accountable, even when I didn’t want to be.

Coach K has been an exemplary role model of hard work and how it should be done.

– griffin drescher ’05

– dong hyun “vio” chae ’13

Whenever I find myself in a tough situation, I ask myself, “How would Coach K handle it?” And that has guided me successfully through many instances.

– gus means, summer session faculty

I refer to this Kreuzburg motto all the time: “At Cardigan we don’t say ‘I can’t’; we say, ‘I will try.’”

The values Coach K imprinted, and embodied, and the directions that he provided on so many different occasions during that period of my life were so monumental and transformative. I’m so incredibly grateful for everything he stood for and everything that he was and chose to show up as every day.

– garrett plekenpol ’14

– marty wennik, english faculty

Cardigan Model UN Prepares the Next Generation of Leaders

What does it take to change the minds of those around you? The students in Cardigan’s Model UN Club quickly learn that there is great power and purpose in learning to communicate in a socially aware and culturally empathetic way.

Cardigan’s clubs on Thursday afternoons offer a variety of experiences from athletic games to trail work to community service. Students can also join the Model UN Club to learn about world politics, practice public speaking skills, and debate important global issues. After a three-year hiatus, Model UN students this year have also had the opportunity to put those skills to use at in-person conferences, both in Boston, Massachusetts and Hanover, New Hampshire.

To prepare for the conferences, faculty advisors Danielle Fedele and Josh Vega play debate games with the students and go through simulations of real-life events. This winter, for example, the students participated in negotiations concerning the Cuban Missile Crisis of ; they also played rounds of Four Corners, a game in which students are given an opinion on a controversial topic and have to state whether they strongly agree, agree, disagree, or strongly disagree. They are then given the opportunity to try to persuade their classmates to join them in their “corner.” “They quickly learn that staying calm and speaking clearly are much more effective than shouting at each other,” says Ms. Fedele. “They get really good at stating their opinions accurately and concisely.”

In the weeks before a conference, students are given the topics they will discuss and are required to write position papers in which they explain in one page the perspectives of the countries they

will represent at the conference. No research can be done during the conferences—computers are not even allowed in the conference rooms—so preparation is important.

“I encourage them to make a daily habit of reading about current events,” says Ms. Fedele. “The topics that come up during the conferences are broad and varied and keeping current on the news of the world is really helpful. Terrorism in the Sahel region, for instance, was one of the topics they discussed in their most recent conference. It’s not something most of us are familiar with, but it’s happening and it’s very real for many people.”

While the students were only able to go to two conferences this year, Ms. Fedele says they learned a lot and made huge leaps in their abilities. “There’s a whole unique language involved in these debates, and they have to learn to follow parliamentary procedures,” she says. “They are skills they can only learn through practice and immersion.”

In January, the Cardigan boys attended their first conference, Boston University Academy Model UN, which is run by high school students and is specifically geared toward middle school students. One boy whose progress stood out was Joonseong “Jake” Lim ’, who received the Outstanding Delegate Award. In a Crisis Committee Jake’s team worked to bring democracy to Portugal in a simulation of the Carnation Revolution that occurred in

Portugal in the s. While his initial inclination was to observe his teammates and say little, Ms. Fedele says she watched him adapt and become more proactive.

Jake remembers his success as well. “I never expected the award since I was surrounded by many high-performing people, but I learned to think fast while keeping my logic intact, even in the ever-changing, fastpaced sessions they offered,” says Jake.

More recently,  boys traveled to Dartmouth College for Dartmun in which over  students from  schools participated, including St. Paul’s School (NH), Gulliver Preparatory School (FL), and Youngsan International School of Seoul (Seoul, South Korea). Now in its th year, the conference is organized and run by Dartmouth undergraduate students.

“Most of the participants were high school students and that was intimidating at first,” says Junyan “Joey” Huang ’, who represented Austria in a discussion at the conference about democratic backsliding and refugee integration in Europe. “But the other delegates were really good at including me and listening to my ideas.”

While the Cardigan Cougars did not win any awards at the Dartmouth conference, they took with them many valuable life skills. “Public speaking is much easier now; I don’t get nearly as nervous anymore,” says Michael Tansey ’, who has been a member of the Model UN Club for three years. “Socratic discussions in history class are easier as well.”

Ben Clary ’, who joined Cardigan’s Model UN after witnessing his brother’s

passion for Model UN at his school, says he also learned a lot at the conferences: “The time constraints for speaking during the conference have forced me to be more direct; it’s taught me to ramble less.”

Next fall, when the Cardigan Model UN Club resumes its meetings, many of the students from this year will be returning, and with prior experience, Ms. Fedele is excited to see what they can accomplish. Learning to speak articulately, negotiating in good faith, and developing resolutions that all can agree on—these are unequivocally the skills that the world needs in the next generation of leaders. r

Cardigan’s Model UN Club after their conference at Dartmouth College this spring

To Be a Gates Teacher

What does it take to be a Gates teacher? It has very little to do with committing to memory any prescribed curriculum or concrete facts and a lot more to do with letting go and trusting the students to lead.

Walk into the Gates classrooms and it is not always clear who is in charge. Students move freely around the lab, working cordless drills in one corner, checking on the progress of a D printer in another. They huddle around their computers, discussing their designs in Tinkercad and researching parts and materials on Amazon. Tables are arranged, not so that students’ attention is focused toward the front of the room—in fact, it’s hard to tell where the “front” of the room might be—but instead so that stu-

dents have space to spread out, with plenty of surfaces on which to measure, cut, sew, build, and test.

It’s not to say that there are no adults present; they just are not taking center stage. This year’s Director of Gates Eric Escalante P’,’ as well as Gates teachers Annie Clark, Chris Kondi, and Amy Kreuzburg P’,’, circulate the room, stopping to talk to groups of students. But rarely will you hear them give directives or lectures. Instead their

conversations with students include more questions than answers: How can I help?

What’s next? Have you considered…?

What problem are you trying to solve?

What would happen if…?

“There’s a level of trust in the Gates classrooms that isn’t necessarily present in other classroom settings,” says Ms. Clark. “I have to trust that students can be safe using the classroom equipment; I have to trust that they are staying on task and can work toward a long-term end goal.”

That end goal, of course, is the Gates Invention and Innovation Competition in late April. By then students, either individually or as a team, will have completed and tested multiple prototypes of their invention and will be ready to sell it to the community. So for the teachers, from January through May, this means during any given class period they are overseeing and consulting on an average of eight to ten different projects.

“We have to have a huge breadth of knowledge,” says Ms. Kreuzburg. “It’s hard to pull off project-based learning but Gates is doing it.”

Mr. Escalante agrees: “It’s like teaching a science lab every day, except in a science lab the outcome is usually known. In Gates we don’t know the outcome and have to constantly pivot to meet the students’ needs.”

It’s a degree of uncertainty that isn’t always comfortable for the Gates teachers but is necessary in this student-centered classroom. In her first year of teaching Gates last year, Ms. Clark says she came to understand the value of collaborating with the students and learning through doing.

“I have a master’s in design thinking,” she says. “and I didn’t want the students to

think I didn’t know what I was doing. But the kids have really cool ideas and often think of solutions that I haven’t thought of; collaborating with them means accepting that I don’t always have all the answers.”

Other members of the Cardigan community help as well. When the Gates teachers don’t know the answers, they often rely on other members of the community to consult and advise. “One thing I love about Gates is the collaboration that happens with my colleagues,” says Mr. Escalante. “Math teacher Kyla Joslin often helps students with projects that require sewing, and wood shop teacher John Burritt helps with projects that involve woodworking. Director of Dining Services Joe Hines P’ often consults on food preparation tools, and the whole Athletic Department is always willing to help when students are developing sports equipment. People in this community are so willing to test and give the boys feedback.”

One thing you won’t see in a Gates classroom is a paper-based assessment. Students are not tested on the accumulation of any facts or skills, but rather on their ability to problem-solve, listen to feedback, and use that feedback to iterate and move forward. “It’s a breath of fresh air,” says Mr.

It’s a breath of fresh air. The Gates program makes it okay to make mistakes. Any frustration [the students] feel is in the right place—not on grades but on finding solutions to problems.

– chris kondi, – gates teacher –

gates invention and innovation competition 2023 winners

While all the boys “crushed it,” as Mr. Escalante said at the awards ceremony this spring,

were some inventions that stood out for a variety of reasons and were recognized by the judges of the competition.

first place

Helmeteer by Noah Humphrey ‘, Channing Rice ’, and Emilio Rojas Velasco ’

second place

Topper Stopper by Christopher Deoki ’

third place

On Mark by Rio Burnett ’ and Adlai Nixon ’

patent nods

Topper Stopper by Christopher Deoki ’

Magnetic Ski Straps by Devin Cokinos ’ and Simon Manners ’

best salesmen

Comfy Right by Dekun “Benson” Lu ’ and Kai Mansharamani ’

best presentation

The Cleat Clip by Max Timbrell ’

community choice award

Flip Clip by Enjie “Kevin” Yang ’

judges’ whimsical award

The Cookie Mugster by Will Gardner ’ and Griffin Jones ’

the practicality award

Sticky Icky by Riley Caples ’ and Po Yin “Apollo” Wang ’

Kondi, who was new to the program this year but previously worked in the Fabrication Laboratory—a space and program he helped build—at Hartford High School in Vermont. “The Gates program makes it okay to make mistakes. Any frustration they feel is in the right place—not on grades but on finding solutions to problems.”

And while not every student wants to be there every day, when they can embrace the lessons learned through failure and begin to develop the creative pathways that lead them to solutions, the students find themselves at the heart of a learning environment that supports their goals and visions. “I love watching the students take ownership of their learning,” says Ms. Kreuzburg. “By the end of the year, they’ve created something that grew out of their own ideas. That’s powerful. And middle school students don’t always get that.”

Students also get lessons in empathy; it’s an intentional goal of the program and is an intrinsic part of the invention cycle the Gates teachers reference often. Take the testing phase of their inventions, for example; students often ask members of the community to use and critique their prototypes. In order to succeed at the next iteration, students come to understand the value of listening to others and understanding the perspectives of others; they know that for their invention to succeed in an open market economy, it is going to need to solve a problem for others, or “help the other fella” as they say at Cardigan.

And as they watch the inventions of other teams and individuals take shape, they learn how to give productive feedback, the kind that lifts others up and encourages them. “We work every day on creating a climate of collaboration,” says Mr. Kondi. “The kids are constantly talking about their projects and making suggestions to one another. They learn how to give suggestions that are both positive and helpful.”

To be a Gates teacher at Cardigan is to practice every day the same skills that they are trying to instill in their students: curiosity, flexibility, humility, collaboration, perseverance, and empathy. And perhaps most importantly, they teach and model lifelong learning. With each new student who enters the Gates lab, the teachers dive in to help them succeed, no matter what that might entail. “When I walk into a math or science classroom to teach, I’ve already prepared, I already know all the answers,” says Mr. Kondi. “In Gates, students see us learning, because every day and every project is different. For kids to see us as lifelong learners is powerful.”

This year’s Gates competition was held on April  and , and on display was months of creative and collaborative thinking, not just on the part of the students but the faculty as well. It’s an investment in a different kind of teaching and learning, one in which the students often lead the way—teachers become students and students become teachers. r

there

WE KNOWMiddle Sc hool B oys

The years from grade 6 through 9 are an essential time for boys to develop leadership, deepen their talents, and master the skills to learn for life. From the academic curriculum to athletics to dormitory life, we have designed a program that is tailored for boys in these crucial years. The spirit of brotherhood that de nes Cardigan empowers every boy to achieve his best.

If you know a boy that can enhance our community and bene t from Cardigan’s unique and powerful programming, please reach out to the Cardigan Admissions Oce.

A boarding and day school for boys in grades 6 through 9.

Korean Artist Gifts Sculpture to School

Cardigan Mountain School is grateful to acknowledge a remarkable gift from Sowon Joo and Elvin Kim in honor of their son, Patrick Kim, who graduated this spring with the Class of . A sculpture, titled Cocoon, will be installed in the center of the Academic Quad outside of Stoddard Hall.

Cocoon, a cluster of three copper sculptures that stands over five feet tall, was created by Sowon Joo who is an artist, sculptor, and jeweler from South Korea. She earned her bfa and mfa from Seoul National University and an additional mfa from Rochester Institute of Technology in metal and jewelry design. She has won numerous awards and has participated in solo and group exhibitions in the United States, Canada, China, and South Korea.

“We are truly honored to have her work as a part of our permanent collection of art,” says Art Department Chair Nina Silitch ’,’.

“The symbol of the cocoon is inspiring, especially in the journey of a Cardigan boy,” explains Sowon Joo. “The three cocoons symbolize personal transformation and human rites of passage. The pupae grow and transform in the chrysalis and emerge into the world, in due course, as magnificent butterflies. Such emergence is founded upon the nurturing the pupae receive in the cocoons, just like our students receive such nurturing at Cardigan. Looking at cocoons, it may not always be obvious what types of butterflies may emerge, what the butterflies may look like, how big they will be, etc. Nevertheless, what is inevitable is that, at the time of emergence, the butterflies will have absorbed and received within their safe environment exactly what they need to open their wings and fly into the wider world to fulfill their true nature and authentic selves.”

“It is such a joy to commemorate this beautiful work of art that celebrates the transformation of each Cardigan boy,” says Ms. Silitch. “Sowon Joo’s work is full of strength and grace, capturing the beauty

of the natural form. It is a powerful symbol for our students, young men who are learning to live and lead with strength and grace in today’s global world.”

Head of School Chris Day P’,’ agrees: “I have met Sowon Joo on several occasions over the last few years when visiting Cardigan families in Korea. She and her husband Elvin have been wonderfully supportive of our ‘whole boy’ education at Cardigan, and their son Patrick ’ is a proud four-year boy. This past December, I had the opportunity to visit Sowon Joo’s gallery show in Seoul and was awed by her work, especially her Cocoon series; while not necessarily commissioned for this purpose, the sculptures communicate the high value of aesthetic education, especially for boys during the transformative years that they are at Cardigan. We’re so grateful to Sowon Joo for this gift to the School, and its installation on our Academic Quad will extend the work featured in the Tsui Yee Gallery into all areas of campus and school life. Art should not be a destination but a part of our everyday lives.”

This is the first piece of art to be installed on Cardigan’s Academic Quad, where we hope in the future to develop a sculpture garden. This location will serve as a central place where students can gather, reflect, rejoice and grow, and the sculptures will invite conversations that are thought provoking, uplifting, and awe-inspiring.

editor’s note: The sculptures were installed temporarily for their dedication in May . They were then returned to storage until a permanent base can be installed later this summer. r

from marrion field

Cardigan in Finland: The Old Boys and the Other Fella

On Sunday, March , the faces of the boys on Cardigan’s Varsity Hockey Team expressed uncertainty and hesitance, standing together in the lobby of Hyvinkää’s hockey rink. Just over a week later, those same faces—in that same room—bore the markings of bittersweet goodbyes, with the boys’ looming departure from what had become their home for the last eight days.

by cam mccusker ’10, varsity head coach

After a remarkable four months competing side-by-side, the Cardigan hockey boys punctuated their successful season with a special tradition that had been put on hold since . Like dozens of Cardigan teams before them, they traveled to Hyvinkää, Finland, to play hockey and experience a different culture—one that at times feels worlds apart, while at others feels more familiar than different.

Since the mid-s, Cardigan hockey players have traveled to Finland to play hockey, meet new people, experience new cultures, and expand their horizons. While there is something exceptional about being able to travel to another place to play the game the boys love, what is most special about the tradition lies within the city of Hyvinkää—specifically, the people, and the warmth with which they have welcomed Cardigan teams and boys for half of a century.

Those uncertain expressions on the faces of the Cardigan boys preceded their departures from the rink to the homes of their host families—residents of the city who volunteered to care for and welcome into their homes these adolescent strangers from , miles away. That uncertainty was not mirrored by the host families, who waited both patiently and eagerly to meet the boys and invite them into their homes.

Two by two, Cardigan boys stepped forward to meet their families for the week. Warm greetings and Nordic smiles welcomed the guests from The Point, as they departed both the rink and their comfort zones, fully immersing themselves in the magic of the experience.

The eight-day stay was full of sightseeing, travel, saunas, new friends, and yes, hockey. And while hockey was the genesis of this long-standing relationship between Cardigan and the city of Hyvinkää, what has grown from that canceled hockey tournament and those rearranged travel plans back in December  goes way beyond the game.

Nearly every two years since, boys from Cardigan have traveled to the city to meet those who have become Cardigan’s extended family. And, in exchange, boys from Finland have journeyed to The Point to attend Cardigan for a year or more. These Finnish Cougars—most of whom now reside in the Hyvinkää and greaterHelsinki area—have brandished themselves “The Old Boys.”

The last game of the  trip to Finland was the same as it has been for years, a game between the Cardigan varsity players and the Cardigan alumni from Finland; it’s also known as “The Old Boys Game.” It might appear ordinary to someone without knowledge of the ties that bind the players on the ice. To those who understand what the game represents, however, it is a symbol: a symbol of broth-

erhood; of shared experiences; of love for the game, each other, and Cardigan Mountain School. Attended by Cougar alumni whose graduation years span six different decades, the game is a reminder that even halfway around the world, the values and traditions of Cardigan have an impact that goes far beyond the confines of campus, country, and time.

On paper, the trip to Finland was a success. The varsity boys finished with a record of --; and, as has become a bit of a tradition, The Old Boys won the longawaited game against the current cms squad…can’t teach experience. On a deeper level, the success of the trip was illustrated every time a Cardigan boy shook the hand of an alumnus; in every commute by an Old Boy to a nearby city to watch their former school take on a team

of their countrymen; in every weathered Cardigan letterman jacket from decades long past (some fitting better than others); in every time Cardigan’s boys offered thanks—or “kiitos”—to the families that so generously welcomed them into their homes; and in every newly-formed friendship that will last far longer than the trip ever will.

The city of Hyvinkää, and the people who so warmly welcome their neighbors from the west year after year, have made a tradition and a custom out of helping “the other fella.” The Cardigan boys—both new and Old—carry with them the values of the School and the hockey program, and will do so for years to come. r

Cardigan Skiers Find the Podium–In Canada!

For many young ski racers, the season winds down sometime in the middle of March. Some qualify for their state championships, where they can compete in any of the three ski racing disciplines— slalom (SL), giant slalom (GS), or super giant slalom (SG). The lucky—and fast—who finish near the top can extend their season and keep skiing against the fastest racers from the eastern United States—and possibly Canada.

Cougars Wesley Berger ’, Cameron Blatz ’, Beomgeun “Thomas” Choi ’, Simon Manners ’, Kai Mansharamani ’, Channing Rice ’, and Quinn Schwab ’ all earned invitations to compete in the U New Hampshire State Championships, held at Wildcat Mountain Resort, March –. The slalom event was held first, with Thomas Choi skiing the fastest second run to claim the overall victory; teammate Simon Manners also finished in the top ten. The Cardigan boys continued to ski fast in the fol-

lowing day’s giant slalom; Cameron Blatz won both runs and the race, and Thomas Choi joined him on the podium in second place. Simon Manners skied another strong race and finished seventh. In team results the Cougars finished in second place. These top- results qualified Blatz, Choi, and Manners for the U.S. Ski & Snowboard U Eastern Championships, held at Whiteface Mountain in New York—the site of the  Olympic Winter Games—two weeks later. At Whiteface, the boys raced

above: Cameron Blatz ’ skiing super G at the U Can-Am Championships in Mont-Tremblant, Canada. Photo by Gary Yee/garyphoto.ca.

against the best competitors from the eastern United States, and continued their strong skiing. Cameron Blatz found the podium twice, finishing third in both the slalom and giant slalom, as Choi finished just behind him in fourth in the slalom while adding an th-place result in the super G. Simon Manners, a year younger than his teammates, gained valuable experience with a best result of st in the slalom.

Again, these strong results extended the season further for Blatz and Choi as they earned a trip to Mont-Tremblant, Canada, for the U Can-Am Championships, an event featuring the top boys from eastern Canada as well as the U.S. Both skied incredibly well, with each claiming a podium finish. Cameron Blatz completed a trifecta of top- results with a third place in the GS and a pair of sixth-place results in the SL and SG. Choi finished second in the SL, th in the GS, and th in the super G.

Even as March turned into April, Thomas Choi’s season continued, as he represented his home nation of South Korea at the U Whistler Cup, held April – in Whistler, Canada. “The conditions were really challenging and the weather wasn’t helping us. It snowed the whole day but that didn’t stop Thomas,” report-

ed Coach Giovanni Fassina, who went with Thomas to Whistler. “It is with a lot of pride that I share with you that Thomas placed fourth in the giant slalom race. That’s an incredible result and it’s the best result that has ever been achieved by a Korean skier.”

The following day, Thomas improved on those results, finishing first in both runs of the slalom course and earning the top spot on the podium one last time.

“I’m proud of our entire team and our coaches,” says Director of Skiing Julia Ford. “The racing season can be a grind, but everyone has worked hard to push themselves and Cardigan skiing forward, so it is especially satisfying to see these boys earn these special post-season opportunities.” r

above: Beomgeun “Thomas” Choi ’ skiing slalom at the U CanAm Championships in Mont-Tremblant, Canada. Photo by Gary Yee/garyphoto.ca; at right: Beomgeun “Thomas” Choi ’, Simon Manners ’, and Cameron Blatz ’ with coaches Doug Clark and Julia Ford at U New Hampshire State Championships

From Cortina to Canaan: Coach Fassina

Brings Italian Flair to Cardigan’s Ski Team

When Director of Skiing Julia Ford arrived on The Point in the fall of , Cardigan’s Ski Team was a successful but somewhat small group. Five years later, the program is incredibly popular; more than  boys tried out for this year’s team and Coach Ford has added a JV squad to make room for more student-athletes wanting to race. But a growing program must also strategically expand its coaching staff, and when Coach Ford set out to add another coach, she didn’t think she would find the right person , miles away.

After graduation, Gio remained at nec to focus on graduate studies, earning an mba in . The capstone project for his mba, a thesis titled The Rebirth of the nec Ski Team, identified the struggles of managing a ski team and the necessary steps needed to improve the team for the benefit of both its members and the institution.

Meanwhile, Gio had also been training to become a certified ski instructor at Scuola Sci Azzurra Cortina, one of Italy’s most important ski schools. Unlike in the United States, being a ski instructor in Italy is a highly regarded—and highly trained—profession. The first step is a skiing test so rigorous that only % of the candidates pass it the first time. The reward for passing? An additional almost two-year training course that covers everything a professional skier might need to know, from the physics of skiing to first aid, meteorology, and avalanche forecasting. Gio received his certification in  and immediately set about earning his coaching certification—a higher level of ski instruction specific to the rigors of racing—and he became Coach Fassina in .

“Coach Fassina adds incredible energy to our team,” says Julia Ford. “He guides the athletes into believing in themselves, allowing them to perform at a level many of them had not yet achieved, and he does it with hard work, laughter, and a passion for skiing.”

As a boy, Giovanni Fassina—or “Gio” as many people call him— grew up in Cortina D’Ampezzo, Italy, a small town of about , residents nestled in the Alps a few kilometers from the Austrian border. His family put him on skis at age three and he was racing internationally by the time he was a teenager. For college, he opted for a somewhat unconventional path for an Italian ski racer, choosing to attend college in the United States. He enrolled at New England College (nec) in Henniker, New Hampshire to pursue a bachelor’s degree in business administration and race on the school team. The team skiing approach common in the United States was new to Gio, but he thrived in it, earning several podium finishes in uscsa Reynolds Division competitions. “I like that American schools offer sports,” he says. “In Italy, sports are separate from school, making it harder on the athletes.”

Coach Fassina adds this expertise to an experienced coaching staff that already includes longtime Cougar coaches Doug Clark, Bob Nevins, and Alex Gray H’, P’,’. In his first year at Cardigan, he primarily coached the U group, the  and -yearolds who are the older boys on the team.

It has been a successful year for the team, perhaps the best in recent memory, but was different from the coaching Coach Fassina would have done back home. In Europe, ski racing is mostly an individual activity, organized separately from school with little or no team structure. Coach Fassina really enjoyed the Cardigan team camaraderie this past season, especially the team meals, earlymorning bus rides, and visits to new mountains with the boys.

“Of course, you need to teach the fundamentals, but I also like that it is important to build a team mentality and culture,” he says. “If you are having fun, you will go fast.” r

Cardigan Hockey Student-Athlete Plays in Canada Winter Games

In Canada, says Nate Watson’s ’ father, kids play hockey nine days a week. And Nate was all-in. But in , after a family friend suggested that he look at Cardigan, Nate made the unusual decision to apply to and then attend Cardigan. The results have been equally unique and surprising.

“Very few young men are able to gracefully blend ability with humility to the degree that Nate does,” says Cardigan’s Varsity Hockey Head Coach Cam McCusker ’. “He is an exemplary teammate, an outstanding leader, and is mature beyond his years.” In February, Nate’s exemplary character and skill earned him a spot playing defense for Team Quebec in the Canada Winter Games on Prince Edward Island.

Nate’s journey to the Canada Games began two years ago in July of , when he was one of  athletes selected for Team Quebec. During a series of camps and competitions over the next two years, Nate and his teammates were coached on technique and strength, taught about proper nutrition for athletes, and prepared mentally for the rigors of national competition. In December of , the final team was announced; Nate not only made the cut (one of  athletes) but was also voted by his teammates and coaches to be an assistant captain of the team.

“Nate’s selection to Team Quebec was hard-earned and well-deserved,” says Coach McCusker. “To be the only player to make Team Quebec, without playing hockey in Quebec during the season, speaks to what a strong impression Nate’s character and play can make in just a short time.”

Team Quebec began the games strong, winning two out of three games in the preliminary round, beating Manitoba (-) and New Brunswick (-) and losing only to Saskatchewan (-). Their early successes earned them a spot in the semifinal round during which they again faced Saskatchewan and lost (-). Quebec then rebounded, defeating Alberta in the quar-

terfinals (-). In one final match, Quebec faced off against British Columbia and won (-), earning a bronze medal.

“For me the most exciting thing about the games was the quality of play,” says Nate’s mom, Maggy Turcotte P’,’. “Nate put in a lot of hard work to get there; it was a dream come true.”

In April, Nate also played in the Quebec Major Junior Hockey League (qmjhl) Cup in Boisbriand, Quebec; it is the final opportunity for scouts from Hockey Canada to watch players compete before the beginning of the selection process inviting players to the U Canada team camp.

But the last two years haven’t been just about hockey; Nate chose an unconventional path for a Canadian hockey player when he headed south to Cardigan. Shy and reserved by nature, Nate stepped out of his comfort zone, embraced his new home away from home, and tried new things. Fully engaged in the three-sport model, he led the Varsity Cross-Country Team in scoring in the fall and pitched for the Varsity Baseball Team in the spring.

“Cardigan has taught me to be a leader,” says Nate, who was elected by the community to be the school leader for the – school year. “It’s why I decided to stay at Cardigan for a second year.”

Nate’s father Carlinton Watson P’,’ recognizes the impact Cardigan has had on Nate as well: “I don’t have the words to express our gratitude to Cardigan for believing in Nate and giving him the opportunity to grow, and not just in hockey. Knowing all that Nate has learned, we will forever be ambassadors for Cardigan.”

“He is not a number; he is a person that the students and adults respect,” adds Maggy. “When the opportunity to send his brother Elliott to Cardigan came up, we didn’t hesitate.”

There are certain boys who we wish could remain at Cardigan long after their ninth-grade year. Nate is one of them. But in May he graduated with the Class of , receiving both the Caldwell Prize and the Hinman Prize. In the fall he will be attending Deerfield Academy. “Cardigan helped us realize that Nate’s development as a hockey player, as well as a person, isn’t a sprint; it’s a marathon,” says Carlinton. “We are excited for the future.”

editor’s update: After interviewing with  different teams in the qmjhl this spring, Nate was drafted, the th pick overall in round , by Armada BlainvilleBoisbriand. qmjhl is one of three Major Junior Leagues in Canada, along with the Ontario Hockey League (ohl) and the Western Hockey League (whl). While Nate still plans to attend Deerfield, it was a great honor to be drafted. r

Nordic Team Places Second in State Championship

“At the awards ceremony, we were waiting for Cardigan to be called during the team results, but when they announced Hanover in third place, I thought they had forgotten us,” says Nordic Head Coach Morgan Wilkinson. “It was so fun to see the boys exceed our expectations.”

impressive third place overall, competing against the largest and strongest teams in the state. The  points the boys scored were enough to hold their position with a total  points, earning them the Reserve Championship Title trophy. The B Team relay—made up of Chance Zhu, Jason Zhao, Jayden Wang—also took third place, with Chance leading out of the start for nearly half of the first leg.

“It was an historic day for Cardigan and the Nordic Ski Team,” says coach Nina Silitch P’,’. “This result is a testament to their hard work all season and their tremendous progress.”

In the Middle School New Hampshire State Championships that were held in Sandwich, New Hampshire, on February , Cardigan proudly, even if unexpectedly, took second place. It is the best result for the Cardigan Nordic Team in at least  years.

The day began with a .-kilometer skate race, weaving over the rolling hills of the Sandwich Fairgrounds. As the event was only for skiers in grades -, only six of Cardigan’s student-athletes were able to compete: Ben Lewis ’, Jai “Chance” Zhu ’, Will Tindall ’, Yichen “Tony” Li ’, Bingrui “Jason” Zhao ’, and Shujun “Jayden” Wang ’. There were over  middle school teams at the race and over  skiers in the boys’ race. With the top four

racers on each team earning points, Will Tindall took th scoring  points, Ben Lewis finished th with  points, Tony Li finished in th with  points, and Jason Zhao finished in rd place with  points. Their team total at the end of the morning was  points, putting them solidly in second place between strong teams from Holderness Central School and Hanover Middle School. The boys needed to ski well in the afternoon event in order to maintain their position.

In the afternoon  x .-kilometer freestyle relay race, the boys did not disappoint. In the A-race relay, Will took on the first leg, Tony the second, and Ben anchored the team. They finished with an

“The results are only part of the story,” agrees Coach Wilkinson. “These boys have been incredibly supportive of each other all season. The weather has been challenging, but the boys have been undeterred, tackling a wide variety of terrain and activities—from embracing long skis at Green Woodlands to playing sharks and minnows on the playing fields to learning how to wax their skis. Their fitness has improved across the board and they’ve done it with smiles on their faces!”

Congratulations to the Nordic Team! r

Cardigan Boys Swim eir Way to Caribbean Championship

Not only on campus but off campus as well, the Cardigan Cougars continue to set the bar high and accomplish their goals.

A year ago Cardigan reported on sixth-grader Adlai Nixon ’25, who was a member of Team Jamaica that earned second place at the 2022 CARIFTASwimming and Open Water Championships in Christ Church, Barbados. While Adlai contributed to two silver-medal relay teams, he did not win any medals in the individual events.

“It was an incredible experience for him,” Adlai’s mom Hilary Nixon P’25 reported last year. “He set many personal bests and came away very motivated to return next year and win an individual medal. He knows it will take a lot of work, but he’s willing to put in the time.”

A year later, we can definitively report that Adlai followed through on his training plans and solidly accomplished his goal.

In early April, Adlai, who is from Jamaica, returned to the CARIFTAchampionship, this year held in Curacao. In the weeklong event, Adlai won bronze medals in the 100m fly, 200m freestyle, 200m individual medley, 100m freestyle, and 50m fly and won a silver medal in the 50m freestyle; he was also a member of the Jamaica 400m freestyle relay team that won silver.

“We are very proud of Adlai,” says Hilary. “He was determined to win medals and went in with a winning mindset.”

Adlai was joined this year at the CARIFTAchampionships by his cousin, Cameron Brown ’25. Cameron set many personal records in his races and made the finals in several events, including the 50m fly, 200m individual medley, 50m breaststroke, 100m breaststroke, and 100m fly. His best performance came in the 100m breaststroke in which he came in fourth.

“Cameron did so well,” says Hilary. “It’s hard to make finals and earn points at CARIFTAand Cameron delivered. He is a real fighter in the pool. He just doesn’t give up.”

Cameron’s mother, Eleanor Brown P’25,’25 added, “It was an extraordinary experience as a parent to witness—absolutely unforgettable.”

“I am really happy for them,” adds Javette Nixon P’25, Adlai’s father. “The boys showed a lot of character and determination during the lead-up. A lot of their training sessions this winter were at 5:00 a.m.; they braved many cold and snowy mornings to

prepare while staying on top of their school work. Their work ethic was tremendous.”

That training included sessions at the Upper Valley Aquatic Center (UVAC) in White River Junction, VT, as well as at their home pool in Jamaica during vacations from Cardigan. But Javette also attributes the boys’ success to the cross-training they did at Cardigan: “I would like to thank the Cardigan Athletics Department generally for giving the boys the opportunity to participate in a range of sporting activities outside of swimming while they are at school. Both of them played soccer during their first semester this school year, and that played a big part in their overall fitness when they got back to swimming.” Eleanor also noted that they played lacrosse in the spring, as they prepared for a summer of swimming.

In honor of both boys we ring the Cardigan victory bell and look forward to hearing about their future goals and accomplishments.

“They seem determined to make it to CARIFTAagain in the future,” says Hilary, “and maybe even the CCCANChampionships [a biennial aquatics championship for countries in Central America and the Caribbean]. We will be supporting them every step of the way as long as this is what they want.” r

Eaglebrook Day

The Cougars put their hearts and souls into their last matchups of the season against their rivals from Eaglebrook. The day began with misty rain falling intermittently on the tennis courts and baseball fields. There were plenty of victories and losses on both sides; the Eagles and the Cougars were worthy opponents, both providing fair and fierce competitions for their fans. By the beginning of the varsity lacrosse game on the turf, the rain began to fall in earnest, but that didn’t stop the Cougars from showing up on the sidelines and cheering for their brothers. The final victory of the day was sweet, but even sweeter was hearing the boys sing the Cardigan Hymn, their pride in their school lifting their voices strong and loud.

mysteries

What Do You Know About the Women’s Division?

by judith solberg, director of archives

Cardigan Mountain School’s archives collection brings together familiar and not-so-familiar items to give us a better understanding of the School’s past. In our recurring Chronicle feature, the Cardigan community helps to shed light on new discoveries and persistent puzzles from the archives.

This issue’s featured photograph is of Cardigan’s “Women’s Division,” an informal affinity group about which we know very little. Meeting periodically during the mid-to-late s (we think), the Women’s Division offered female members of the faculty and staff both campus visibility and peer support. Based on items in the archives collection, we can infer that gatherings included potluck meals and celebrations of milestone moments, but have almost no additional information. Note the “Women’s Division” logo on the t-shirts worn by the women in this image.

Can you tell us more about the Women’s Division, or help us to put more names to the faces that appear in this photo? Share your insights via email (archives@cardigan.org) or our website at cardigan.org/historysmysteries. While online, browse the virtual galleries that are a part of the Cardigan Archives’ growing digital collection, established in – in honor of Cardigan’s th Anniversary. r

founders path

Lori Bohan and Michael Santini Join Cardigan’s Board

lori bohan p’21

Cardigan is excited to welcome Lori Bohan P’ to the School’s board. An experienced independent school educator and administrator, Mrs. Bohan began teaching mathematics, coaching, and advising at St. Paul’s School in Concord, New Hampshire in , shortly after earning a master’s degree in mathematics from the University of Massachusetts. Mrs. Bohan also served as St. Paul’s dean of studies before beginning a new role as dean of faculty in July.

Mrs. Bohan P’ and her husband Scott are the proud parents of former Cardigan School Leader and Hinman Prize recipient Conley Bohan ’. Lori, Scott, Conley, and Conley’s sister Meg live on campus at St. Paul’s School, where Scott serves as St. Paul’s chief advancement officer. Her first term on the board began July , . Mrs. Bohan adds that she is “excited and grateful to be joining the Cardigan board and to be serving the Cardigan community!”

michael santini p’23,’24

Michael Santini attended St. Lawrence University, where he earned dual degrees in economics and speech and theatre, played on the lacrosse team, and was a member of the student leadership task force. For the last six years, he has served St. Lawrence as a member of the school’s Alumni Executive Council.

Professionally, Mr. Santini has pursued his interest in commercial real estate finance for more than twenty years and is currently a partner and portfolio manager with Ghisallo Capital Management of Greenwich, Connecticut. Prior to Ghisallo, he spent more than twelve years as a managing director and portfolio manager at One William Street Capital Management in New York City. He also serves on the

board of TankFarm, a national propane distribution company.

Mr. Santini and his wife Elizabeth are the proud parents of two Cardigan boys, Alexis ’ and Julian ’. In recognition of their contributions to the Cardigan community, the School presented Mr. and Mrs. Santini with the  Gilbert Family Service Award during the School’s th Commencement this past May. “Cardigan has been transformative for both of our boys,” he says. “I am excited to give back to the community that has given so much to our family.”

The Santini family lives on a small farm in Stanfordville, New York. r

Gift planning? Hoping to leave a legacy?

Consider becoming a member of Cardigan’s Heritage Society.

The Heritage Society recognizes those who make a bequest or planned gift to Cardigan. Their generosity expands opportunities for future generations of students.

With gifts of all sizes, members of The Heritage Society honor and sustain our mission, inspiring others to support our School. Like the School’s founders, theirs is a legacy with continuing impact. We are honored to represent their philanthropic priorities in perpetuity, and are deeply grateful for the opportunity to assume that trust and responsibility.

For more information about why our Heritage Society members choose to support Cardigan Mountain School, or how to do so yourself, visit plannedgiving.cardigan.org or contact Sandra Hollingsworth at shollingsworth@cardigan.org or 603.523.3745.

Please note: Cardigan Mountain School does not provide tax advice. For your gift planning, please consult a financial advisor to discuss what will work best for you and your family.

John and Dan Cesere: They Were Already Artists

While John ’ and Dan ’ Cesere were always passionate about the ocean, diving, and documenting their experiences, calling themselves artists wasn’t entirely straightforward; despite demand for their work, critical acclaim, and a thriving business, they remained hesitant to embrace the appellation until recently.

by jer shipman ’00, director of annual giving and alumni relations

Originally from York, Maine, John and Dan own and operate Cesere Brothers Photography, a fine art gallery based out of Maui, Hawaii, specializing in photographs of oceanic life from around the world. At Cardigan, however, they were both tri-varsity athletes, captaining teams and making a name for themselves as some of the best competitors to ever wear Cougar jerseys. Moreover they were smart and they were leaders—National Junior Honor Society, honor roll, and both floor leaders in Clark-Morgan. In another environment, John and Dan could have just focused on the areas in which they already excelled—sports and academics—but

Cardigan insisted (and still does) that all students also participate in the arts.

“I found a really comfortable place in Susan Rives’ studio,” says Dan. “I would hang out there in the afternoons, just making pottery. It was something that I’d never done before…I knew I liked being there and I liked doing art, but it wasn’t a conscious thing that made me think I wanted to be an artist; I just really enjoyed my time there.”

Meanwhile, the brothers had made a pact to someday move to an island and make a living as professional divers. Coming from humble beginnings, the brothers say Cardigan empowered them and helped them dream big; surrounded by classmates who seemed to have the world on a string, John and Dan thought, “If they can do it, so can we!” So when they aged out of competitive athletics, they took the plunge, moved to Hawaii, and

facing page: Maui Avalanche; at top: Maui Keiki; at left: Whale Meditation; above: Dan in Maui

facing page: John in Cuba; above: Lights, Camera, Poke; at right: Michelangelo; below: Ooh Yeah, That’s the Spot

began offering guided scuba experiences. Still, fine art was not part of the discussion.

The idea to become, or perhaps more accurately, acknowledge that they already were artists only occurred when a client asked the brothers to produce a print of a unique photo of a humpback whale that they had included on a souvenir CD. The client insisted that the image was much more than a snapshot.

Still hesitant to accept the title of artist, John adapted to artistic photography with an economics-based supplyand-demand perspective. He says simply, “We weren’t really sure why, but people bought our stuff…Still, we didn’t do it because we thought we were good; we did it because we loved it, and we wanted to share our passion.”

Now seasoned pros, the brothers can comfortably talk shop about the technical merits of their photography—focus, exposure, lighting, etc. But the artistic piece occasionally remains nebulous, and Dan humbly jokes that he still struggles to qualify what makes their photographs good. What they do know is that their best images come out of intense settings, a

familiar feeling from their competitive sports days.“It’s nice to take a picture of a pretty sunset,” says Dan, “but we’d much rather be hanging out of a helicopter [referring to a particularly perilous photo session at a wave known as Jaws in Pe’ahi, Hawaii] or taking pictures of a crocodile’s teeth. We’re more passionate about those intense, and even scary experiences, and it shows in the photos.”

“When someone looks at a piece, it should cause emotion,” adds John. “You should feel like you’re there.”

John and Dan’s list of honors and awards is too long to include in this article, but you have likely seen some of their photos without even realizing it if you have watched television or leafed through a travel magazine in the last twenty years. They have had three physical galleries and an online store. (The brick-and-mortar spaces were shuttered during Covid, but the brothers have aspirations of re-opening.) But perhaps most satisfying for the brothers is gaining the admiration of fellow pros who they once idolized.

On the importance of practicing art and how it can complement an already full

and rich life, the brothers offer insight. “We were jocks our whole lives, so becoming artists was a -degree turn,” reflects John. “But now it’s acceptable, and I’m happy for that. Those hockey players should put down their weights sometimes and try to sculpt or paint something.”

Dan, reflecting on his days in the Bronfman art studio with Ms. Rives, says, “You don’t have to be put in a box—the sports box or the academic box. Let yourself be comfortable and find a place to be creative. It’s nice to be able to explore all kinds of avenues, not feel judged, and have people help you through it.”

As a final word, John shared an invitation: “Any Cardigan alums who want to come diving should come!” If hanging their artwork on your walls isn’t enough, the brothers offer Bucket List Adventures, a guided diving experience. To see the brothers’ work visit cesere-brothers.com, follow them on Instagram @ceserebrothers, or better yet, join them on their next adventure by emailing them at bucketlist@ceserebrothers.com. r

Alexis Zambrano: Soaking Up the World Around Him

Alexis Zambrano ’ is one of more than a dozen Zambranos to have come through Cardigan in the last thirty years. (The first, Mario ’, now serves on Cardigan’s Board of Trustees, and the most recent, Sebastian, just graduated in the spring of .) Splitting his time between Monterrey, Mexico and New York City, Alexis spends most of his energy making art, but is also a consumer and collector of others’. From rare books and old prints to unwanted antiques, religious iconography, and architecture, he studiously soaks up the world around him and uses the inspiration to shape his own work.

by jer shipman ’00, director of annual giving and alumni relations

With what media/medium do you work?

The medium I predominantly work in is oil paint, but I also do mixed media, sculpture, and drawing.

Please tell us about some of your favorite creations.

The Dutch Salon from the Interior Artscape’s series is one of my favorites from my first solo exhibit in New York back in . This exhibit explored my curiosity for collecting; I played multiple roles as artist, curator, and collector (regardless of works availability), creating my ideal utopian “collections” set in the style of old Dutch and Italian salon paintings.

Kaufman Rodeo from the Xerocole Dreams series captures my fascination for modern American architecture juxtaposed with Frederic Remington’s Cowboy Referencing artists I am drawn to through characters and elements from their work is something I regularly do in my practice.

Esther Williams’s Balance Act from the Newsfeed Chronicles series references my interest in American cinema from the s. This whole series was imagined as a visual diary, mapping out characters, art works, and other elements I came across while producing these pieces.

Grisaille Assemblage No. Featuring Clara the Rhinoceros is from a series of works I made in  for a residency program with Tombolo, a New York City based clothing company. These works were created in the visual language of antique

botanical and zoological etchings which I have been collecting for years.

Licuala Grandis and Studio Visitors features one of the palm trees at my Monterrey studio where I work during the winters. Included were some of the different insects, birds, and other creatures that visited the garden while I was creating this painting. I am very fond of gardening and particularly enjoy collecting specimens that I find—everything from seeds and rocks, to minerals and insects—to include in my work.

How long have you been “doing” art?

I have been “doing art” since I was a child; I’ve always enjoyed painting and sculpting, and art was always one of my favorite classes in school. At cms I took art with Susan Rives—who was a wonderful mentor—and continued with lessons throughout high school with different professors for different mediums. After graduating from architecture school in New York, I decided to turn my hobby into my profession.

What/who influences your work and what gives you inspiration?

I’m constantly stimulated and inspired by my surroundings—nature, books, colleagues, work, movies, Instagram, museums, travel, etc. The processing of information is nonstop… These ideas are processed and later used in my works.

What role did Cardigan play in your development as an artist?

I fondly remember my days with Ms. Rives and my classmates in the Cardigan art

room, doing ceramics, painting, competing in the Scholastic Art and Writing Awards as well as visiting Dartmouth’s Hood Museum of Art. My time at cms planted seeds of knowledge and experience that I’ve used in different projects and residencies throughout the years.

What advice would you give to students in an art class at Cardigan?

I would advise them to take full advantage of the wonderful facilities and resources cms has to offer, to experiment with a range of shops and mediums, to open up their minds and see the full spectrum of possibilities they can explore in the future.

What do you hope to achieve with or through your work?

On a personal level I would like to further my understanding of my existence. My work is similar to therapy for me; I process ideas through it and learn a little bit more about myself with every piece I create. Professionally I would like to be able to continue sharing my work with people who appreciate its aesthetics, as well as the concepts behind each series, which map out my interests, struggles, and thought processes for the past  years.

Have you received any awards or accolades?

I recently won the Tombolo Company residency in New York City, during which I got the opportunity to work with their team, and they created a limited edition collection of my paintings.

What’s next? Do you have any goals you would like to accomplish? Are there other art forms that you would like to explore next?

I had a show in Stockholm in June and will be doing a residency there in the fall.

There are always new mediums I would love to explore. One that I’m interested in at the moment is creating sculptures through biocicling, where organic waste is broken down and combined with myceli-

um (fungus) to create strength that binds the material as it grows. r

clockwise, from above: Licuala Grandis and Studio Visitors, The Dutch Salon, Kaufman Rodeo, Esther Williams’s Balance Act, and Grisaille Assemblage No. Featuring Clara the Rhinoceros

Charlie Smith: Nurturing a Spirit of Perseverance and an Immunity to Boredom

Step into Charlie Smith’s ceramics studio at New Hampton School and there’s a sense that the possibilities are endless, that both his technical knowledge as well as his openness to the creative muse will support students’ artistic endeavors, no matter where they explore. It’s a familiar path for Charlie, one that has proved invaluable in his own journey.

by jer shipman ’00, director of annual giving and alumni relations

facing page, clockwise from top left: City Series, , low fire stoneware; Treehouse #, , high fire stoneware; Cassette Single #, , low fire porcelain; Charlie in the ceramics studio at New Hampton School, sharing one of his creations, a ceramic record

Charlie Smith grew up on boarding school campuses. His parents were on the faculty at Berkshire School for the academic year, and Cardigan for the summer. Charlie loved it but sometimes found living on campus to be overwhelming—the chaos of dorm life, the shift from one apartment to the next each year, the lack of privacy from students, faculty, and the rest of the community. Fortunately, Berkshire and Cardigan both offered an escape: the woods. The natural world brought Charlie peace, solace, and focus, and ignited his creativity. The woods were his proverbial blank canvas, and he scavenged materials to craft his first works of art—forts, treehouses, and forest hideaways—all the while

learning by doing and living out the engineering process. Though young, Charlie understood the value of creativity—how it nurtured a spirit of perseverance and an immunity to boredom.

Charlie’s early education drew on similar life lessons. From first to seventh grade, Charlie was homeschooled; his mother Laura, an art teacher, and father Procter, an English teacher, leaned into Charlie’s love of craft and built curriculum that included a great deal of experiential learning. In Charlie’s words, he was “always making stuff.” His introduction to ceramics occurred during Summer Sessions at Cardigan with art teacher Susan Rives. By the time he enrolled as an eighth grader at Cardigan in the fall of , he already knew where he wanted to spend his time: he found a second home in Susan Rives’ art studio in Bronfman Hall. Susan’s

teaching style was exactly what Charlie needed—calm, inspiring but not overbearing, and open to students taking risks without consequences. Charlie says that safety made him feel like he was capable of anything.

After Cardigan, Charlie matriculated to Berkshire and later Skidmore College, where he became increasingly certain that art wouldn’t be just a hobby. Following college, he worked for a nonprofit in Louisiana and later the Oliverian School in Pike, New Hampshire, teaching photography and graphic design. Already comfortable in the boarding school environment, Charlie eventually joined the art faculty at New Hampton School in 2014, and continues to live there with his wife Cath, and children Mariposa (eight) and Ansel (five).

Recently, Charlie was awarded New Hampton’s highest teaching award, The O’Connor Prize for Excellence in Teaching, in recognition of his creative and innovative approach to, and passion for, ceramics. Charlie teaches that art is about

growth, exploration, and discovery, and acknowledges that clay may not unlock the creativity in everyone as it did for him. He says creativity doesn’t always come naturally, and students may not feel like artists until they find the right medium. His guidance is simple, and it reflects that which was modeled by Ms. Rives—make the studio a comfortable space, allow room for mistakes, and don’t push too hard. Let the students figure it out. The joy and satisfaction one feels in their own accomplishments can be the spark, he says, the seminal moment that changes the course of a student’s life, allowing them to admit that they are indeed an artist. It can reframe their entire perspective on learning, the way they approach unfamiliar circumstances and lay the groundwork for lifelong creativity. Ultimately, he says, “Art is a process, not an outcome,” and that perspective shifts focus from the development of art to the development of an artist.

When Charlie isn’t teaching, he coaches soccer, leads the outing club, and

constantly practices his craft. His work has been exhibited all over the country, encompassing a wide range of mediums and subjects—from utilitarian vessels to abstract sculpture; from works depicting the woods of Canaan to pieces inspired by urban architecture; from personal memories subtly worked into recreations of old LPs to jugs glazed with hip hop lyrics. His work, taste, and style are in constant flux, and Charlie rarely has time to complete—or sometimes even begin— everything he wishes he could, but it doesn’t keep him from trying.

On the side of a small sculpture of an apartment building inspired by his time in New Orleans, Charlie has painted, in a graffiti style, the Cajun colloquialism

“Laissez les bon temps rouler” (a literal translation of the English phrase “Let the good times roll”), perfectly apropos for this free spirit whose work is without bounds and who has learned to follow his creative instincts, wherever they may lead. r

cardigan connections

Spotted

Philippe

1: Eduardo Grullon ’ stopped by campus in July to drop off his three children at Summer Session; 2: John D’Entremont ’ was on campus this summer to check his daughters into Summer Session; 3: Director of Development and International Relations Joe Burnett ’ reconnects with his French Hall dormmate

Cousteau ’ in Los Angeles; 4: Trustee Kip Hale ’ and former faculty Dan Murphy;

5: Cardigan ski coach Doug Clark with Tyrrell Nickerson ’; 6: Summer Session faculty Bob Low, Sam Funnell ’, former Head of School Jamie Funnell, Jason Mah ’, and Director of Development and International Relations Joe Burnett ’; 7: Ski coach Doug Clark, Adam Philie ’, and Thomas Choi ’; 8: Mike Moran ’ and Gavin Bayreuther ’; 9: Nick Parker ’, former Cardigan faculty

These alumni have been spotted by our Cardigan friends out and about.

Allan Kreuzburg H’, and Chris Parker ’; 10: Providence College (PC) Athletic Director Steve Napolillo, Charley Borek ’, Cardigan’s Director of Spiritual Life

Cheryl Borek, Owen Borek ’, and PC Head Lacrosse Coach Bobby Benson at Providence’s last home game and senior day. Seniors were presented with their framed jerseys, including Owen who graduated from PC this May; 11: Owen Borek ’ and Souleymane Ballo ’; 12: Tripp Hindle ’ and former Cardigan science teacher Missy Escalante;

13: Former Head of School Dave McCusker ’ and Gage Perry ’;

14: Lucas Ding ’ with Cardigan Head of School Chris Day;

15: Lachlan Simmers ’ and Cardigan faculty Ryan Sinclair;

16: Head of School Chris Day, Lagan Salathe ’, and Willem Naughton ’; 17: Director of Secondary School Counseling Kris Langetieg and Will Lyons ’;

18: Thomas Funkhouser and Tucker Mullen ’; 19: Assistant Director of International Relations Pablo Rocha, Kyle Murray-Smith ’, Landon Paul ’, and AJ Noel ’; 20: Nordic ski coaches Nina Silitch and Morgan Wilkinson with Jack Diemar ’

1: Gabe Quinn ’, former School Leader Preston Merrick ’, Zoumana Ouattara ’, and returning faculty Donna Fedele; 2: Mateo Escalante ’, Assistant Director of International Relations Pablo Rocha, and Diego Escalante ’; 3: Former Cardigan sixth-grade teacher Pat Kidder and Josh Hou ’; 4: James Liu ’, Cardigan basketball coach and history faculty Chris Kelleher, and former Assistant School Leader Heesung Jung ’; 5: Returning faculty Cory Lawson and Director of Development and International Relations Joe Burnett ’; 6: Eddie Andrews ’ visited campus at the start of Summer Session to drop off his younger brother; 7: Treva Murphy ’, math faculty Danielle Fedele, and former School Leader Bryce Terry ’; 8: During Commencement Weekend in May, several family members of the Cardigan graduates took advantage of the beautiful spring weather and hiked Mt. Cardigan.

Alumni Hockey Reunion

Cardigan alumni hockey players and friends came together in Turner Arena for the oldest winter tradition on The Point. On January , alumni from the s through , and current students, joined the fun and kept this tradition going strong in its th year.

DC Gathering

Chair of the Board David Gregory and Beth Wilkinson opened their home in Washington, DC for a gathering in April.

Alumni Networking

In March Cardigan partnered with peer schools in northern New England to host two professional networking events in Boston and New York City. In Boston, keynote speaker Tom Grilk shared reflections on the meaning of leadership and the power of helping others. (Tom led the Boston Athletic Association from , through the Boston Marathon bombings in , and up until his retirement in .) In total, more than  alumni of New England prep schools—with backgrounds in finance, real estate, publishing, law, renewable energy, entrepreneurialism, biotech, healthcare, and more—gathered to share experiences, meet like-minded people, and further their professional pursuits. If you’d like to know more about the Cardigan Career Network and how you can volunteer or connect with a mentor, visit www.cardigan.org/ alumni/cardigan-career-network.

. Alumni Networking Event in Boston

. Tom Grilk, father of Chris and Dave Grilk ’ and former president and ceo of the Boston Athletic Association, shared his thoughts during a Cardigan alumni networking event.

. Alumni Networking Event in nyc

Alumni Tie Ceremony

Before Commencement this spring, the community gathered on the lawn in front of Clark-Morgan for the presentation of ties to graduating seniors. Fathers, brothers, and friends shared in the annual celebration, which first took place more than  years ago. Director of Annual Giving and Alumni Relations Jer Shipman ’ also took a moment during the ceremony to present departing coach and faculty member Allan Kreuzburg H’, P’,’ with a tie in recognition of  years of service to Cardigan, welcoming him into the Class of  as an honorary alumnus.

. Kenny Chen ’ with brother Stephen ’

. Jason Jiang ’ with brother Bobby ’

. Enrique Castillo ’ and son Henry ’

. Alumni and honorary alumni on hand for the Alumni Tie Ceremony

. Connor Hennessey ’ with brother Brandon ’

. Wrestler Brian Tierney ’ embracing his former coach Allan Kreuzburg H’

. Jihwan Sung ’ with brother Ryan ’

Florida Receptions

West Coast Swing

. In Naples, Florida, trustee Heather and Eric Knapp hosted a reception for alumni, parents, and friends of the School.

. Cardigan visited Jupiter Island in Florida for a reception hosted by Cardigan friends Cory and William Laverack.

. Friends of Cardigan in Los Angeles on January 

. Trustee Jessica and Jeremy AbramsonLott hosted friends of Cardigan at a Kraken game in Seattle on February .

. Cardigan friends in San Francisco on February 

Hockey Reunion

In May, friends of Cardigan hockey reunited again, this time in Weston, Massachusetts to celebrate the -year anniversary of “the bus ride”—a recruiting trip organized by coach Bruce Marshard ’ and later Schuyler Peck ’ to infuse Cardigan’s hockey program with some of the best talent from around Boston’s North Shore. The hockey team was instantly improved, and as it turned out, so was the Cardigan community. Those first recruits—John Petraglia ’, Scott Powers ’, Paul Leahy ’, Dave McCusker ’, among others—became school leaders, building the foundation of a hockey powerhouse and helping shape the future of the entire School.

. Scott Powers ’ and Director of Leadership and Planned Gifts Sandy Hollingsworth shared a message from Beverly Wakely H’, who could not attend.

. Hockey Reunion Group

. Alumnus and former hockey coach Bruce Marshard ’ shared the origin story of “the bus ride,” and how he persuaded former Headmaster Norm Wakely H’ to take a chance on a group of athletes who would eventually reshape the Cardigan community.

. Hosts Marshall and Nikki Bartlett with Nikki’s parents Penny H’ and Schuyler ’ Peck, Bruce ’ and Laura Marshard, and Head of School Chris and Cynthia Day . Schuyler Peck ’ shared stories of the impact of the original recruits, many of whom have served on Cardigan’s Board of Trustees.

the annual fund for

cardigan

this is not a solo expedition. the view from a summit is better with friends. Each member of our community can help our school, and you’re invited to join us for this year-long journey. Your support through an annual fund gift keeps us on mission and sustains the people, programs, and traditions that make Cardigan special.

annual fund gifts help us:

r Open Our Doors. Your support increases our ability to provide financial aid awards to deserving boys and families from all backgrounds.

r Grow and Inspire. The Annual Fund supports members of our faculty as they pursue ongoing professional development as teachers, coaches, and advisors—gaining experience which they bring back to campus.

r Focus on What’s Important. The Annual Fund covers the day-to-day operating costs of Cardigan. Your support frees us to focus on that which is most important—the education of the boys.

This year, we aim to raise $1.2 million for the Annual Fund, and we rely on the entire community of alumni, parents, faculty, staff, and friends to help us meet that goal.

make your gift to cardigan’s annual fund today at www.cardigan.org/giving.

questions? contact jeremiah shipman ’00 at 603.523.3601 or jshipman@cardigan.org