Page 1

Alumni Awardees

Lang Fellows

Online Survey

Lucy Daniels ’51 and Mario Capecchi ’56 share their life stories, pages 4 and 5.

Fund gives two teachers the opportunity for academic enrichment, page 3.

Editor shares results from online alumni survey, page 2.

G

eorgian

A Publication of George School, Newtown, Pennsylvania

Volume 73 •

Number 1 •

Winter 2001

Changing Leadership at George School By Ayeola G. Elias

C

Responsible for all financial and administrative operations at the school, Cynthia ensures that the infrastructure of the institution operates in an efficient and cost-effective manner. Her job entails preparing and managing the school’s $16 million annual operating budget, as well as making sure that the programmatic and financial needs are anticipated and that the administrative elements of the school support the institution’s mission. And among her many other responsibilities, Cynthia helps manage major projects related to school construction, facilities, technology and human resources. “I work myself to death, but I am so happy here at George School,” Cynthia explained. “The only regret I have is that I didn’t find this place sooner.” After receiving a BS in liberal arts and business administration in 1971 from Washington, D.C.’s Howard University, Cynthia began her career working in the retail industry. She worked in New York, where as an assistant buyer, she evaluated market trends and made buying recommendations to 10 major department stores nationwide. But after 10 years in that field, she decided she needed to seek a career that better suited her life and her dreams. “I realized I didn’t want to work in an industry that did not see family as an important part of people’s lives and that did not fit my personality,” she said. Cynthia recalled receiving a phone call one day from her supervisor who demanded she come in to work even though she and her son were home sick (Turn to page 2 to read more)

Photo by Ross Photographics

ynthia Zealy Coleman is a George School first. She is the school’s first female business manager and treasurer. She is also the first African American to hold this senior-level management position in the school’s 107-year-old history.


Female Leadership Gender Diversity at George School

(Cynthia, continued from page 1) with the flu. It was then that she realized that “I needed to make a change and find a place where the employers cared about their employees.” While attending graduate school to obtain a master’s degree in public administration from Rider University in New Jersey, Cynthia worked at Burlington County College (BCCC) managing the college store. It wasn’t long before the vice president of administration and finance offered her a promotion. “He recognized my skills and potential and sort of took me under his wing,” she remembered. “He offered me a position running the accounting department of the college.” Working at an educational institution, Cynthia found her destined field of work. “I was drawn to working in education because it was a learning environment, where family was recognized and children were appreciated,” she explained. Following her experience at BCCC, Cynthia took the position of financial analyst at New Jersey Department of Higher Education. She was not only involved in budget review, but also in the evaluation of capital master plan documents which enabled the public universities to access a $350 million bond issue for new construction and renovation projects. From there, Cynthia moved to Rowan University in New Jersey, as the assistant vice president of finance with a staff of 25 managers and professionals and a budget of $80 million. “Working in higher education gave me a solid financial planning foundation and I learned to work with many different people from various backgrounds and cultures.” In her fourth year at George School, Cynthia is admired for her business and facilities management acumen. “Cynthia has a wonderful sense of humor and a remarkable capacity for organization and detail,” Head of School Nancy Starmer commented. “Cynthia’s other real gift is for hiring, not just for setting up a dependable and inclusive process, but for discerning what personalities, work styles, interests and dispositions will make a good fit. Cynthia values the different gifts that people bring to their

George School

Since the school’s beginning, women have been teachers, nurses, and librarians. The founding committee of this 107-year-old co-educational school was equally balanced between men and women. In 1925, Constance Allen became the school’s first dean. In 1948, Lucille B. Pollack became the first director of studies. And Dorothy Coppack became the school’s first female college counselor in 1977. Today, women are heads of academic and administrative departments and they play a dominant role in the Administrative Staff Group (ASG), the think-tank that advises the head of school on substantive issues. David Bourns, who selected most of the current members of the ASG recently commented, “One of the reasons ASG is so successful is because more than half of the group is women. I think the quality of deliberation has been substantially improved because of gender diversity. Like racial and age diversity, gender diversity strengthens the quality of discussion and of decisions,” he said. ASG is lead by the first female Head of School Nancy Starmer who began in August 2000. Other members of the committee are Director of Studies Francis Bradley, Business Manager Cynthia Coleman, Admission Director Karen Suplee Hallowell, Advancement Director Jim McKey, Dean of Students Wendy Nierenberg, Registrar Laura Kinnel and Assistant Dean of Students Nate McKee ’79, who represents Faculty Concerns.

work, and tries to find ways to use those gifts creatively.” Cynthia is attracted to the collaborative environment and the sense of community at George School. “Everything is discussed as a group. It’s almost like a ship. We either all survive and stay afloat or we all sink,” she said.

“I was drawn to working in education because it was a learning environment, where family was recognized and children were appreciated.”

Gender Survey A recent online alumni survey included questions about women in the workplace. We polled 459 people, whose e-mail addresses we have, and who are celebrating reunions this year. Our 14% response rate included 31 men and 32 women respondents. Question: Would you prefer a male or female boss? Of the 6 people who said they would prefer a female boss, 4 of them were male. Of the 4 people who said they would prefer a male boss, 3 were female. 53 people said their boss’s gender was unimportant. They felt that personality and leadership style were more important.

“Nowadays, corporations are seeking and trying to do more to hold on to their employees,” she explains 23 years after having left the retail industry for not finding just that—community. “And I think community is what George School already has.” Cynthia would like to see businesses and “corporations become more humanistic,” she said. She went on to explain her vision of seeing more corporations “develop working communities which provide childcare, housing, jobs, and businesses—just like George School.” With her accomplishments at George School and at home—she and her husband Willie have one son in college, Kristopher—Cynthia is a natural leader. But she doesn’t think for one moment that her accomplishments are extraordinary. “I come from a family where my mother and aunts always worked as professionals outside the home,” she explained. “For women to do what I’ve done has never been a big deal to me,” she said. ■

Question: What sex would you like to be in your next life? Of those who answered this question, 5 females said they would like to come back as male, 6 males said they would like to be female and 4 said they would like to come back as androgynous. The remaining respondents said they would not change their sex. Question: What female leader do you most admire? Hillary Clinton 9% Eleanor Roosevelt 6% Madeleine Albright 5% Margaret Thatcher 5% Mother Theresa 5% Carly Fiovina 3% Oprah Winfrey 3% Editor’s Note: A poll conducted by the Gallup Organization of more than 1,000 adults yielded similar results: Hillary Clinton (19%), Oprah Winfrey (4%), and British Prime Minister Margaret Thatcher (4%). More results of the George School alumni survey may be found throughout class notes and at www.georgeschool.org/ alumni/speakout.html/. ■

Vo l u m e 7 3

Georgian

2

Number 1

Winter 2001


Mathematician Returns for Community By Odie LeFever, parent ’88, ’90 studying environmental damage at nuclear weapons facilities. During her internship, Laura was surprised to find herself having epiphanies about ways to teach what she was experiencing. Once she realized that teaching was the right career for her, she went about finding the right place to teach. In the process of applying for positions at day schools, she called George School to arrange for references. Her former boss, science chair Mac McNaught, said he would be glad to be a reference for her but expressed that he would be even happier as her department chair again. He enticed her back in 1991 for an interview. “In reconnecting with the community, I was reminded of the committed, caring, energetic people who are here at George School.” That year, Laura came back to teach two hydrology and two math courses. In 1996, she joined the Administrative Staff Group (ASG) as a Faculty Concerns Committee representative. In 1997, she took over the ASG slot left by retiring Dottie Detwiler, a 43-year veteran of the math department and registrar for 16 years. Laura is deeply impressed with the

Photo by Ross Photographics

L

aura Kinnel, a 1987 Haverford graduate, is the youngest member of the Administrative Staff Group, having come directly to George School from college. She suspects that George School found her attractive because she was, in fact, female, with proficiency in traditionally male subject areas. In elementary and high school, Laura was exactly the kind of girl the women’s movement was seeking—a bright girl, naturally gifted in science and math who wouldn’t be cowed by male-dominated classrooms. In college, she was the only female of five physics majors in her class. In 1989, after teaching both science and math for two years, Laura left George School, not intending to return. She was unsure if she would want to be a teacher after graduate school, but if she did, she knew she would be looking for a day school. She spent two years at Washington University in St. Louis getting an engineering degree in science policy. Her internship at the Office of Technology Assessment, a research branch of Congress, was the stuff of dreams. She worked with intelligent, exciting people who were doing cutting-edge research,

Laura is grateful to work in a community that is on the cutting edge of workplace childcare. She was able to nurse both kids while working fulltime, a situation she knows was unusual. George School started daycare in 1989. Her husband’s large pharmaceutical company started providing childcare just last year.

Teachers’ Itch for Scholarly Projects Satisfied By Marie Duess, parent ’01

W

e wanted to give special recognition to outstanding teachers who have had an ‘itch’ to do scholarly projects but have never had a chance because of their devotion to the school,” said Eugene Lang (father of Stephen ’69, and grandfather of Lucy ’99 and Dan ’03). Together, Eugene and former Head of School David Bourns worked to create the Lang Fellowship Program that began in 1999. “Now [teachers] have that chance.” Each year, the school selects two Lang Fellows and gives them a 40 percent teaching-load reduction with a full sal-

Volume 73

Number 1

Photo by Ross Photographics

Chip Poston, head of the religion department, is one of the first Lang Fellowship recipients.

group of people who lead the school. “[The members of ASG] are extraordinary listeners, and, because of their objectivity—they aren’t so tied up in their own agendas that they can’t hear—they come up with creative, sound solutions.” Laura has enjoyed watching new Head of School Nancy Starmer in ASG meetings. “Nancy is intrigued by difficult questions and likes looking at things that seem diametrically opposed, and seeing the validity of both viewpoints. If the conflict comes from societal issues, she seems to enjoy delving into the core issues of a dilemma.”

Nancy Starmer’s take on Laura is equally positive. “Laura teaches two classes, lives in a dorm, is the mother of two young children, and does a major administrative job in the school. She’s responsible for the nuts and bolts of the academic program—the calendar, the schedule, course planning, transcripts, grades and progress reports. These are things that are easily taken for granted when they are done well, but they can cripple a school when they’re done poorly.... Laura does them exceedingly well, and with a sparkle in her eye. She’s a gem.” ■

ary. During their release time from teaching, these teachers study and research a subject related to the field in which they teach. Upon completion, they incorporate their new knowledge into their curriculum, ultimately benefiting their students and fellow faculty members. The 1999-2000 fellowship recipients were Chip Poston, head of religious studies, and English teacher Terry Culleton, both of whom have used their endowment for exceedingly interesting projects.

merous essays, books, pamphlets, plays, and artwork on Quakerism. The outcome is a collection of fortyfive lessons for teaching Quakerism, which he has titled, “Minding the Light.” Included in the compilation are lessons created by teachers of Quakerism from nine different Friends schools on topics such as meeting for worship, Quaker history, Quaker biographies and autobiographies, Quaker beliefs and Friends testimonies. There is also a study guide on The Quaker Book of Wisdom. “Minding the Light” has been duplicated and will be available through the Friends Council on Education so that other Friends schools and teachers of high school-age students can benefit from the project.

g Chip was concerned that there were few teaching aids on the topic of Quakerism available for high school students. Determined to create a resource that fully illuminates the richness and complexities of the religion, Chip used his allotted study time to collect and research nu-

(Turn to page 16 to read more)

George School

Winter 2001

3

Georgian


Alumni Award Recipients A Riveting Life Story Mario Capecchi ’56, 2001 Alumni Awardee By Carol J. Suplee

I

f someone were to make a factual movie of Mario Capecchi’s life, it would be more amazing than any plot contrived by even the most inventive screenwriter. Through a childhood grievously disrupted by war and deprivation, Mario survived to become one of the pre-eminent molecular biologists in the world. His work has begun a chain reaction among research scientists that will benefit mankind immeasurably. Winner of the Kyoto Prize in basic science (the Nobel Prize of Japan) and the Franklin Medal from the Franklin Institute in Philadelphia, Mario is currently a distinguished professor of human genetics at the University of Utah School of Medicine in Salt Lake City and an investigator at the Howard Hughes Medical Institute. In simple terms, Mario described his research as rewriting parts of the massive instruction manual that resides in and controls every human cell. The unit that carries out the manual’s instructions is the gene. Mario discovered how to target genes with specific functions and alter the function i.e., “change the text.” “Every cell holds two copies of the DNA,” Mario explained. “If, for example, the father’s copy is messed up, we can figure out which is the good copy, make a purified fragment and reintroduce that into the cell. The two pieces line up and recombine in normal sequence.” The implications for human benefit are infinite. Currently, drug research is largely accidental. Researchers learn what new drugs do, but they do not always know why. This ever-expanding revelation— how genes work, why they don’t work, how to isolate specific faulty genes and repair them—is beginning to revolutionize drug research and development.

g Against the backdrop of this extraordinary achievement, the script of Mario’s life is all the more riveting.

George School

brother and sister-in-law Edward and Sarah Ramberg in America, they send passage money and the war-lacerated duo comes to the US in 1946.

Act I; Scene I: It’s the late 1930’s, Mario is born to a beautiful, loving, poetically gifted mother, Lucy Ramberg, whose decision not to marry his handsome, but unreliable Italian pilot father showed her fierce independent streak. For his first three years, Mario lives an idyllic life with his mother in a Bohemian commune whose diverse inhabitants are open about their opposition to Fascism and all of its evils.

g

Mario and Lucy settled in Bucks County at Bryn Gweled, a widely diverse cooperative community now celebrating its 60th year. The open-hearted Rambergs took over Mario’s nurturing and education. “My aunt and uncle had the task of turning me into a civilized creature. It was a struggle for them,” Mario recalled. Through his aunt and uncle and his experience at George School, he came to believe that “you could—you should— do something to make this a better world.” To survive the war, he had developed skills that proved inappropriate to the genteel rhythms of Bucks County life. Totally unschooled, he was put into third grade. He credits understanding teachers for allowing him to draw and paint murals until he learned English. That took about three months. Mario found that because he was the little Italianspeaking kid from an ultra-progressive community, kids used to try to bully him and he would beat them up. School life was not easy. But, he survived and thrived, and eventually enrolled in George School. Here, he faced another major transition, an intellectual one. In public school, it was easier to hide one’s intelligence. He discovered that it was acceptable at George School to pursue learning. And it was fun. “I recall only excellent teachers at George School,” he said, praising the influence of Bill Cleveland, Frau Blaschke and coach Bill Sutton. When he entered Antioch College, he saw that George School students were as well-prepared as any from the most prestigious science-oriented high schools. He and his wife, Laurie Fraser, are pleased that their daughter Misha is a George School junior this year. George

Scene II: As the Nazis gain power, his mother realizes she is vulnerable, sells all her belongings and pays a Tyrolean peasant family to care for Mario. She is soon arrested and sent to Dachau. Scene III: Inexplicably, the money runs out about a year later. At age 4½, Mario is turned out by his caregivers. He is on his own. Scene IV: Mario heads south on foot and for the next four and a half years, he lives on the edge of death. At times he joins up with bands of other orphans, living by their wits on the streets. He learns to beg, to steal, to fight, and to focus all his intelligence on one goal: staying alive. Scene V: The war ends and, remarkably, his mother survives Dachau, though she is forever scarred in soul and spirit. As befits this melodrama, she finds Mario on his ninth birthday, starving and naked in an Italian hospital. Mario and other children ostensibly are being “treated” for malnutrition, but they are fed only cold coffee and dry bread once a day and kept naked so they will not run away. Lucy brings new clothes (Mario still treasures the Tyrolean hat), food and, for the first time in years, a bath. Scene VI: Remarkably, Mario’s mother also manages to contact her

Laurie Fraser (left) and husband Mario Capecchi ’56 wanted their daughter Misha ’02 (center) to experience the freedom George School provides its students in pursuing “new knowledge.”

School’s nurturing, family approach also has been validated in his professional experience. “In our lab, we have people from all over the world. Some of these kids come to us already burned out. They’ve been drilled on information until they are saturated with facts, but their creativity has suffered. Freedom allows you to shed what you think you know and to be open to new knowledge,” he said. “George School gave us that freedom.” Mario is deeply concerned with how society can provide all children with a nurturing environment that will allow them to pursue their dreams. “Our level of understanding of human development is too meager,” he told the Kyoto audience in 1997, “to allow us to foresee which of the children in our midst will be the next Beethoven, or Modigliani or Martin Luther King.” Or, indeed, the next Mario Capecchi. ■ Alumni Day On Saturday, May 12, 2001, Mario Capecchi ’56 will present a workshop from 9 - 9:45 a.m. Contact Alumni Director Raven Goldener ’94 for more details 215-579-6567, Raven_Goldener@georgeschool.org.

Volume 73

Georgian

4

Number 1

Winter 2001


Completing the Circle

sis, because “despite all the radical treatment she’s received, she has no understanding of the cause of her anorexia,” Lucy recalled him saying. Since Lucy’s father refused the psychiatrist’s demand, Lucy never entered UNC until 14 years later when her husband’s severe alcoholism forced her to seek more education to provide for herself and their children. In between receiving a Guggenheim fellowship in literature and publishing her second novel, Lucy decided she was not a good enough writer to continue. Much the same, she now understands, as she had earlier decided, she did not deserve to eat. Then, after completing college and going through divorce while earning her doctorate in clinical psychology, remembering what that doctor had said about psychoanalysis years earlier provided a wonderful breakthrough. “It saved my life,” she said. “It freed me of the torment that had previously driven me. And now it’s even returned me to the writing I’d loved, but had abandoned.” Since completing her doctorate in 1977, Lucy has worked in clinics, as well as private practice, where she currently provides psychotherapy for adults, adolescents and children. Her years at George School have remained a steady, bright light. “I am not a Quaker, but the concept of the Inner

Lucy Daniels ’51, 2001 Alumni Awardee By Carol J. Suplee

L

ucy Daniels ’51 tasted victory when she was invited by Wake Forest University Medical School to make grand rounds as a visiting clinical psychologist. For Lucy, those grand rounds are a metaphor for a completed circle in her life. She is whole. She is well. Now she can help others. Coming back to George School to accept the Alumni Award at her 50th reunion in May is another victory and the completion of another circle.

Writer and clinical psychologist Lucy Daniels spends much of her time at the Lucy Daniels Center for Early Childhood. Located in North Carolina, this center supports the emotional, social, and cognitive development of young children. Although she never graduated, she has cherished the Class of ’51 in her mind and heart. Now she returns to be honored as one of its most outstanding members. Lucy credits psychoanalysis with restoring her health and her creative spirit after years of struggle. Now, she has committed her life to helping others restore their creativity through her nonprofit, private foundation, the Lucy Daniels Foundation. Its mission is to support psychotherapy for creative people, to conduct research on the creative life and to educate others about the benefits of psychoanalysis. A separate entity, the Lucy Daniels Center for Early Childhood, provides early intervention for 2-to-6-year-

Volume 73

Number 1

olds diagnosed with emotional problems and for other children whose parents want them to have more assistance in learning about feelings. Lucy’s foundation provides a unique outreach that, a half century ago, might have found the young woman at George School a likely candidate. Deemed too ill with anorexia nervosa to stay, Lucy was sent home at the end of her junior year so she could receive proper treatment, but during the year at home, her condition worsened dramatically. She was subsequently hospitalized and confined for almost five years. “George School is the best thing that ever happened to me,” Lucy said in a recent interview. “It is a wonderful place where I was respected. My three years there saved me from adverse conditions at home, where I was not respected.” Despite her illness or perhaps, she later reflected, because of it, Lucy was a conscientious and successful student, would-be editor of the yearbook and a budding writer. Her first published story appeared in Seventeen Magazine while she attended George School. During her long hospitalization, Lucy wrote her first novel, Caleb, My Son, about a black family torn by generational conflict. Her family then owned the News and Observer Publishing Company, in Raleigh, North Carolina, and Lucy went to work as a reporter upon her release. Her father read her novel and sent it away to a publisher. To her surprise, it was accepted. “There I was, ashamed and still troubled after having been locked up for four and a half years,” Lucy said, “with my first novel published. Within eight months, I had a best-seller, was interviewed on the Today Show and reviewed by both the New York Times and the Herald Tribune.” That was 1956. Lucy was 22. But there were more struggles ahead. That same year, after applying to the University of North Carolina, Lucy and her parents were required to undergo an interview with a panel of doctors. Finally, one psychiatrist declared that Lucy could only enroll if she had psychoanaly-

Light, ‘that of God’ in every person, was wonderful for me and I even think it made the innerness of psychoanalysis come more naturally.” “I often spoke in meeting for worship. It helped me to focus inward, to understand myself,” she said. Teachers left their special imprint as well. Religion teacher William Hubben corresponded with Lucy after she left George School. She recalls the special touch of such teachers as Eleanor Hoyle, Latin, and Rees Frescoln, English. “I have wonderful friends from George School days, like [classmates] Eleanor Magid who wanted to be an artist, and Christopher Lindley. We had freedom to strive and were encouraged to do whatever we most cared about.” Psychoanalysis finally has freed her to return to her first love—writing. She completed her memoir and is deep into work on her first novel in nearly 40 years. The true triumph is in finding the strength to overcome handicaps and to help others. “That is the philosophy at George School,” Lucy said, “and that is the victory for me.” ■ Alumni Day On Saturday, May 12, 2001, Lucy Daniels ’51 will present a workshop from 9 - 9:45 a.m. entitled “From Rags to Riches: Using Your Dreams to Enhance Your Creativity.”

Lucy (center) revels in her four children, (bottom left to top) Patrick, Lucy, (top right to bottom) Jonathan and Benjamin. She’s also the proud grandmother of six.

George School

Winter 2001

5

Georgian


NOTE: Pages removed from this document to protect the privacy of GS alumni. Alumni may login to the alumni community at http://alumni.georgeschool.org to view the full version of this issue.


(Teachers’ Itch, continued from page 3) “The project was quite satisfying,” Chip said. “I ended up feeling like I had accomplished most of what I’d set out to do.” Tom Hoopes ’83, the Philadelphia Yearly Meeting coordinator of education programs and liaison to 40 Friends schools, credits Chip with “making a major contribution to our religious society and to our educational communities… by organizing the good thinking already in existence and bringing it together in an intelligible format.”

g Terry Culleton, also a recipient of the Lang Fellowship, used his grant to enrich his knowledge in the art of poetry, concentrating on Robert Frost’s work. He has written a 50-plus page researchbased essay applying Frost’s theory of sentence rhythm as developed in his letters and other prose writings. According to Terry, whose own poetry has been published in various journals, it has been an incredible opportunity and experience to be able to study poetry in greater detail and depth. “Robert Frost wrote not as a scholar, but as a writer. He never wrote books on how to write,” Terry said, which means Terry had to dig deep and spend numerous hours researching Frost’s letters, essays, forwards, and addresses to discern a solid concept of the how’s and why’s of Frost’s style of writing.

Although the monograph is nearly completed, Terry is still revising it, and wants the final edition perfected before submitting it for publication. His intention is for the essay to extol a certain school of writing. Terry feels that this project has helped him become a better teacher as he has developed an even deeper understanding of the techniques of writing. “To learn is to study how the true geniuses did it,” Terry said, and he applies his newfound knowledge not just in his own poetry, but in his curriculum as well. Terry finds that unlike years ago when free verse was most popular, students are now more interested in the formal demands of poetry, the nuts and bolts of writing and the study of meter and rhetorical technique. Because he now has a better understanding of it himself, it’s easier to explain to his students more precisely how meter and the English language interact. In addition, some members of his freshman class are presently doing their papers on Frost, and Terry is able to guide their research by helping them to clarify issues in Frost’s development as a writer. Terry also feels he’s now more precise when grading papers and poetry than he was before his project, and is able to give his students more in-depth critiques. “In the field of education, there’s a great emphasis placed on method and techniques of teaching, but not as much on what teachers know,” Terry explains. “The channels can dry up or narrow. I think it’s

Photo by Ross Photographics

Lang Fellowship Program

English teacher and poet, Terry Culleton, is one of the first recipients of the Lang Fellowship. He believes his recent participation in the fellowship program has helped to make him an even better teacher.

Save the Date important for teachers to stay engaged with their own academic growth.” Terry finds it amazing that this opportunity has been given to teachers at George School, as it is so unusual on the secondary school level. Both teachers are grateful for Eugene Lang’s wisdom in providing for it. The 2000-2001 Lang Fellows are Chéri Mellor, head of the foreign language department, and history teacher Scott Spence. ■

Georgian

Advancement Office George School Box 4000 Newtown, PA 18940-0962 www.georgeschool.org

Volume 73 • Number 1 • Winter 2001

I N THIS ISSUE Female Administrators .. 2 Lang Fellows ................. 3 Alumni Awardees .......... 4 Class Notes ................... 6 In Memoriam ............. 15

E

Ayeola G. Elias, Editor E-mail: Ayeola_Elias@georgeschool.org (215) 579-6568

P R I N T E D O N R E C Y C L E D PA P E R

Cougar Golf Classic, the fifth annual golf tournament, will be held on May 20, 2001, at the Middletown Country Club in Langhorne, PA. All proceeds from this event will benefit the George School athletic department. Last year participants raised over $9,000. For further information, contact Dave Satterthwaite in the athletic department, (215) 579-6680, David_Satterthwaite@georgeschool.org.

NON-PROFIT U.S. POSTAGE PAID PERMIT NO. 1 NEWTOWN, PA

Georgian, Winter 2001  

The Georgian is the official publication of George School.

Read more
Read more
Similar to
Popular now
Just for you