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We’ve POSTPONED the 2015 GUS ALL-CLASS REUNION to coincide with the school’s 40th anniversary and the arrival of our new head of school in 2016. Stay tuned for news about a whole year of celebration!



Martha Burnham P’16 President Bob Carroll P’17, ’20 Vice President Mollie Hoopes P’05, ’08, ’14 Vice President Lisa Sandouk-Romanelli P’13, ’19 Vice President Stephen Todd P’20, ’24 Treasurer Carl Graves P’19, ’20 Clerk Clare Byrne P’09, ’10, ’15 Emily Collins P’14, ’17 Susan Esty P’18 Phillip Furse P’16, ’17, ’18, ’20 Lauren Gudonis P’01 Jodi Klein P’19 Daniel LeVan P’13,’15, ’16 Peter Mason John McNiff P’15 Suzanne Mitchell P’17 Sallie Pottle P’15, ’19 Joan Rosenthal P’12 Zara-Marie Spooner Jacquelyn Swansburg Paulino ’98 Marit von Tetzchner P’15, ’17 Anita Meyer P’21 Parents Association Representative Lynn Warren P’81, ’86 Life Trustee Glen Urquhart School welcomes students and faculty of any race, color, or ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students and faculty of the school. Glen Urquhart does not discriminate on the basis of race, color, gender, sexual orientation, physical impairment, national, or ethnic origin in the administration of its educational, hiring, or admissions policies, financial assistance programs, and athletic or other administered programs. Tartan Editor: Judith Klein P’95, ’00, ’04 Art Director: Lisa Kent P’23 Photography: Kim Lowe, Kristina Young, Lisa Kent P’23, Raymond Nance P’99 Design: Graphic Details Printing: Cummings Printing Every effort has been made to ensure that the information in The Tartan is accurate. Please direct any errors to the editor at The Tartan is published for alumni, parents, and friends of Glen Urquhart School. Please send address changes and other communications to Martha Delay, Director of Advancement at: Alumni Relations Office of Advancement 74 Hart Street Beverly Farms, MA 01915 978-927-1064 ext. 117

Message from the Head. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Meet David Liebmann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Upper School Students ‘DO’ Science. . . . . . . . . . . . . . . . 5 Under the Sea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Report of Giving.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 A Day in the Life of a GAINer.. . . . . . . . . . . . . . . . . . . . . . 14 Players Swing at Wild Boar Classic. . . . . . . . . . . . . . . . . . 16 Editing in the Digital Age: Alum John Swansburg at . . . . . . . . . . . . . . . . 17 Alumni Short Takes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 GUS at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IBC

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Message from the Head

Greetings, GUS alumni, past and current parents! Many of you may do a double-take when you see the name at the bottom of this missive. Perhaps some of you may even check the date on the cover of the magazine. For the past several months, it has been my great privilege and honor to return to Glen Urquhart as the Interim Head of School while a national search has been underway for the next leader of this wonderful institution. A few weeks ago, that person was chosen. David Liebmann will take the reins on July 1, 2016 as the new Head of School, just as we start to celebrate 40 years since the school’s founding. During the search process I got to know David and to understand his philosophy of education. I am convinced that his perspective resonates with the core philosophy of GUS as no other candidate’s did. He is completely in tune with the school’s distinctive programs, right down to the aesthetics of the campus. Just as I have returned to GUS, I hope you will return here also—to see buildings that have been constructed since your graduation, to visit with faculty who prepared you for success in high school and beyond; to attend events such as our Alumni Speakers Series (John Swansburg will be here on December 8 to talk about his life as an editor at and family-friendly concerts for young children. Stop in for Bread Day if you are around the Tuesday before Thanksgiving. Many of you alumni now have children of your own. Please bring them by to see the school that had such an influence on your childhood. While GUS has grown and expanded over the past several years, you’ll see that it has maintained its same heart and soul. Speaking of events, please note that our first all-class reunion is postponed until next year in order to coincide with a celebration of our 40th anniversary and the installation of Mr. Liebmann as our new Head of School. So, get ready for a big year of celebration for GUS! Until then, enjoy reading some news about GUS and GUS people in the following pages, and be sure to let us know what you are doing, too. Trust and Go Forward,

Raymond Nance

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Meet David Liebmann

David Liebmann will become Head of Glen Urquhart School, effective July 1, 2016, the Board of Trustees announced on October 1. David, currently Assistant Head of the Fay School in Southborough, earned his Bachelor’s degree from Middlebury College and a Master’s degree from the Bread Loaf School of English at Middlebury. He has been awarded fellowships from the National Endowment for the Humanities, the National Science Foundation, and the Klingenstein Center at Columbia University, which is committed to developing strong leadership for independent schools. The new head has a strong interest in outdoor education and began his career at the Maine Coast Semester at Chewonki. David and his wife, Anna Catone, have an eighteen-month-old daughter, Gracie. The new Head of School barely had time to accept the Board’s offer before we asked him a few questions for The Tartan. WHAT ATTRACTED YOU TO GUS? The interdisciplinary, thematic curriculum, the foundation of my own identity as a student and educator, was a significant draw for me and my family. (My wife, Anna Catone, has taught about place, space, and identity, most recently on the English faculty of Boston College.) In addition, the sense of place that suffuses the program at GUS was important. I have always been interested in schools that strike a balance between traditional modes of learning and hands-on experience, and when I dove into the GUS website and later met the faculty, I was impressed by what has been accomplished and the potential to take the school to an even higher level of distinction. GUS is a relatively young school, especially in New England which boasts so many schools a century old or more. And that, I saw, as a strength. GUS is aware of its traditions, but it is not encumbered by them. The singular opportunity to lead the evolution of GUS was very appealing. WHAT DO YOU THINK DISTINGUISHES GUS FROM OTHER K–8 SCHOOLS? First, Glen Urquhart is a school with values. Before I even applied for the headship, I heard that from ordinary people on the street in Beverly. And GUS is a school on and of the North Shore. Every school is situated in a particular place, but few schools show the awareness of place and the human and natural history associated with its setting that GUS demonstrates. I loved the fact that fourth graders had walked to West Beach when I was visiting to collect organisms for the classroom saltwater tank. As someone committed to citizen science, that was a powerful example of how GUS distinguishes itself both in its local competitive independent school environment but also more broadly in the K–8 educational space.

WHAT ARE YOUR INTERESTS AND AVOCATIONS? I love exploring the natural world, reading, writing magazine articles, and now spending time being a parent. Anna’s priorities are quite similar. (We met at Middlebury’s graduate English program.) Besides a lifelong dedication to independent education and youth programs, I’m interested in history and art history (I worked at a museum in New York City in the late 1990s and John James Audubon is a personal hero).  Hiking, biking, and birding are my outlets.  I was an EMT in college, and I’ve remained interested in medicine, so my fun reading lately tends to be non-fiction by and about doctors.  More formally, I am a trustee of the Chewonki Foundation in Wiscasset, Maine and was previously a trustee of the Audubon Society of Western Pennsylvania. To read David’s full answers to these and other questions, go to November 2015 The Tartan 3


Upper school students at GUS “do” science the way adventurers tackle Mt. Everest. They are active participants, indeed, explorers intent on discovery. They begin and end under the guidance of Jo Slavitz, their teacher in sixth and eighth grade. Slavitz arrived at GUS in 2012 after a year at Nashoba Brooks and five years at Nantucket New School, all spent teaching middle school science and math. She began her career with Teach for America in the Rio Grande Valley in southern Texas where she found her love for middle school students. “Middle school is a magical time,” she says. “There are so many changes. I love the people I get to spend my days with! They grow so much in three short years.” Slavitz’s goal is to “interlock” the science curriculum with the year’s theme, “giving the students a sense of place and hands-on experience.” In sixth grade, the theme is “The People.” Students study astronomy and design and engineer robotic Mars Rovers out of Lego systems. After researching NASA’s Mars Rovers, they build their own to achieve specific tasks such as seeking water, taking rock samples, or shooting photographs. “It’s frustrating,” explains Slavitz. “Many times, it doesn’t work as they’d hoped, but it helps them problem solve and learn that things don’t always work as you’d like them to the first time.” The eighth graders have similar experiences building Rube Goldberg machines, applying skills they have acquired through their study of physics and Newton’s laws about motion. In other words, they design complex machines to achieve simple tasks. Last year, it was a device to pop balloons that had to go through five different energy transformations including cascading dominoes, rolling cars, and skateboards careening down ramps, before the balloons would pop. When the class studies the conservation of mass, students start by weighing salt and water. Then they move on to copper and sulfur. They observe that the mass doesn’t change. Multiple experiences demonstrate the same concept but in more complex ways as the students progress. Consequently, November 2015 The Tartan 5

“the students are able to design in their heads the laws and principles themselves,” says Slavitz. “The kids go through processes to reach scientific principles themselves rather than being told the principles and then doing experiments that prove them,” explains Slavitz. Clearly, the curriculum is hands on, with the emphasis on self-discovery. This is the inverse of how science is often taught, according to Slavitz, “but this is the way science should be taught.” Slavitz believes the GUS campus lends itself well to hands-on science curriculum. “Our campus is an incredible location. To be able to have the nature trail, multiple ponds, the ocean two minutes away, a greenhouse—you have the whole world to explore. GUS was founded with the idea that children should get outside and explore the world. Any school can have beakers and scales and basic lab equipment— and we have those things and we use them—but we also have so much more. Science is an extension of play. It’s so much fun to see the students explore and discover and get excited about science on their own and in real time.” Upper school students also participate in citizen science projects, a way to be a part of professional research projects by submitting their data to scientific pools. For example, sixth graders are tagging and identifying Monarch butterflies grown in the first grade classroom before they migrate south through a program called Monarch Watch. They then log by computer into an international database with date and information. If a butterfly is then found anywhere else, there will be information about where it migrated and how long it lived. Students 6 The Tartan November 2015

also participated in Oceans 180, a project which allowed them to judge video abstracts made by ocean scientists summarizing the results of a recently published, peerreviewed study. “For kids to participate in actual scientific projects and experiments is very empowering,” explains Slavitz. “They don’t have to ask, when am I going to use this? They are using it now.”

the greater food system and what similarities and differences they have with plants. When they learn how similar the reproductive system in plants is to the human system, it becomes easier to talk about human sexual reproduction without embarrassment, Cushing finds. “Before we do the reproductive system, we do a flower dissection,” Cushing explains. “They see that the flower’s parts correspond to human parts

“When they leave GUS, the students will have all the content of a good science background but more importantly, the confidence and ability to write a good expository lab report or scientific paper, set up complex lab equipment, and the curiosity to question, explore, and discover. What sets them apart is that they are confident and skilled scientific doers.” Emilie Cushing teaches the seventh graders that come in-between the bookends of Slavitz’s sixth and eighth graders. Cushing has been at GUS since 2001, except for a five-year hiatus to raise her two young daughters. Her experience before GUS was outdoor teaching on a farm, at the Seacoast Science Center, and at the Ipswich River Wildlife Sanctuary. With a BA in Wildlife Science and an MS in Environmental Studies, only a school like GUS that emphasizes the importance of getting outdoors to learn could have lured Cushing inside. Working with the seventh grade theme of “Who am I?,” Cushing’s goal is to “have the students understand how the systems in their bodies work and how they, as humans, fit into the entire ecosystem which includes plants, other animals, and things that aren’t living.” For example, the students look at who they are in relation to

and that flowering plants, too, use sexual reproduction to reproduce. It helps to be able to say ovary first when you are talking about a flower! And it is instructive to be able to compare the two systems.” Growing beans in the school’s greenhouse and then doing experiments about light energy, the students learn how plants are different from animals. “Plants make their own food through photosynthesis, while humans must consume food to provide their bodies with energy.” And, yes, this is part of the spiraling curriculum from first grade when they studied life cycles at a more simplistic level. As in sixth and eighth grade science, much of the learning in seventh happens through hands-on

activities. Students create models of how lungs work, observe and sketch a sheep’s brain because it is similar to that of a human, and design experiments to test hypotheses. Last winter, they engaged in experiments to answer questions about viruses and bacteria, first looking around the school to decide where the most bacteria might grow, concluding that the computer cart and bathroom door handles might be the worst offenders. They took Q-tips, swiped a variety of locations, put their samples in petri dishes filled with agar, a medium that encourages the growth of bacteria, taped up the dishes, and put them in a warm place to wait for bacteria colonies to start growing. Once the bacteria grew, the students compared results from the locations where they took swipes and considered the validity of their original hypotheses.

This is the inverse of how science is often taught, according to Slavitz, “but this is the way science should be taught.”

An exciting initiative this year will partner seventh graders with Harvard Forest in Petersham, Massachusetts, on a project to collect data that will be used to determine how trees change over time. Cushing has cordoned off a 10x10-meter area on the Glen Urquhart property and the seventh graders have done their baseline measurements of the trees within the designated area. Next year, Cushing will cordon off another 10x10 plot, so that every seventh grader has the opportunity to take measurements and data since Harvard only wants data on each area every other year. The students will measure the diameters of the trees at the same height (DBH—diameter at breast height) and record signs of human disturbance on the ground. They will send their data to Harvard. “This is a good way to teach the importance of accurate data collection,” explains Cushing. “Harvard would like all of this information but finding people to monitor all this area is costly and difficult. Having students do the work is very cost effective for Harvard and lets the students do important, relevant work at a very young age.” Like Slavitz, Cushing loves working with middle schoolers. “I like their sense of humor and their willingness and excitement to take risks. I like how they value their individuality. When I say that out loud, I feel like that does not describe middle schoolers, but I feel it is true of Glen Urquhart. Perhaps that is unique to our students.” November 2015 The Tartan 7

Makerspace at GUS

WABI –SABI First grade co-teacher Courtney Kelly, working in tandem with lower and upper school colleagues, transformed the lower school science lab into an exciting new makerspace last summer. “The goal of Maker,” wrote Kelly to parents, “is to develop sensitivity to design through deconstructing, building, and technology. We are looking for unconventional materials that can spark creativity while challenging students to learn through doing.” The new GUS science lab/maker space is named Wabi-Sabi, a Japanese aesthetic and worldview that is centered on the acceptance and beauty of the imperfect, impermanent, and incomplete as well as an appreciation of the modest and humble. The name was chosen in recognition of the alignment of this aesthetic with our school’s mission and philosophy. We asked Courtney Kelly to tell us a little more about the Wabi-Sabi room and how it will be used. TARTAN: How often will each class spend time in the room? Who will supervise? COURTNEY KELLY: Classroom teachers can choose how long they would like to be in the Wabi-Sabi Lab each week. Teachers can reserve the room in advance. Students will always have a teacher to supervise, prompt, and guide.

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T: Can you describe a couple of typical activities? CK: Tinkering involves taking something apart to discover individual parts, how those parts work together, and think critically about the design of the object. One example might be a landline telephone. What are the parts? How are they connected? How does the student suppose the parts work? Are some parts unnecessary, bulky, or subject to better design? Older students might also be prompted to think about manufacturing, consumerism, and systems that have developed from telephones.

Examples of teacher prompted challenges might include building a bridge using popsicle sticks and tape that can hold a jar full of pennies; building an object that can move from one side of the room to the other without touching it; or making a paper airplane fly as far as you can holding two pennies. T: Makerspace seems to be a new buzz word/expression in education. What makes the GUS space authentic and of pedagogical value? CK: Wabi-Sabi should not be compared with another school’s multi-million dollar Makerspace. We

don’t have a 3D printer or a fancy workshop. What we have developed is a space where students gain sensitivity to the designed dimensions of objects and systems through building, tinkering, and redesign. Students will learn to be innovative, inventive, move away from consumerism, and build self and community. In first grade, one of our “makerspace” projects has been “invented winter animals.” In this project, students are applying their knowledge of winter adaptations and creating a creature completely fictional. Not only is it an incredible assessment of what they know, but is also empowering, engaging, and memorable for students.

the Sea

Every GUS grade has its theme, but ask any alum which is most memorable and you’re bound to hear “The Sea.” What lingers in the memory more clearly than images of whales and tide pools, climbing the ropes of a tall ship at Mystic Seaport, studying mollusks and dissecting squid (“gross and exciting at the same time”), or pulling up traps full of lobster and crabs? Directing the study of marine biology at GUS for the past 21 years is Linda Bowden, who joined the faculty 14 years before that when the school was truly in its infancy. Although Linda was an English major at Colgate University, she has become an expert in marine biology and, specifically, the ecosystems along the North Shore. Her goal is for students to understand deeply why it is important to protect our ocean environment. “We start with two major questions,” she explains. “Should only the people who live near the coast care about the ocean environment?” and “How does an ecosystem come into conflict with humans?” Students discover the answers through in-depth study both in and outside the classroom. By the end of September, they have already taken five field trips to gather information, sketches, and photographs that they can record and consider once the cold weather makes outside study more challenging. Bowden’s fourth graders learn about the start of the food chain in the salt marshes and the importance of protecting the dunes and the dune grass so that juvenile animal life can thrive in the land behind it. Cleaning up the beach and staying clear of the dune grass has new meaning to the students now. They know that the grass holds the sand in place which protects the salt marshes where the juvenile zooplankton needs to grow to support large animals like whales. Indeed, these students are learning to take responsibility and stewardship of the ocean, Bowden explains, just as they will learn in fifth grade to care for the land. In a far corner of the classroom is an aquaponics tank—a 10-gallon freshwater ecosystem with six tropical fish. The fish build up natural bacteria and waste, Bowden explains, and the system is attached to two sets of pvc pipes along the top of the tank. A tube takes water up into the pipes. In the pipes are eight openings where the class will plant seedlings of basil and tomatoes in rockwool that will sit in openings. Because of the fish, the seedlings will get the nutrients they need in this self-contained system. “What’s important,” says Bowden, “is that the tank contains all the components of a successful system, demonstrating for the students once again that we are all interconnected in a global system.” As with much that is studied at GUS, science and social studies are closely intertwined in the study of the sea. Students

learn about the history of the fishing industry, the kinds of boats that were once used, how overfishing occurred and has affected families and communities. Bowden sees her marine biology curriculum as reflective of the Glen Urquhart philosophy. “Field trips, even just outside the classroom, have always been key. We believe it is important for all learners to have those experiences. This is what is distinctive about GUS. We look at our resources and engage students in the stewardship of their environment.” The Glen Urquhart Annual Fund supports teachers like Linda Bowden and programs such as the fourth grade marine biology curriculum. To make a donation to the 2015 –2016 Annual Fund, please contact Martha Delay at 978-9271064 ext. 117 or or go to

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Report of Giving

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GUS thanks alumni, parents, and friends who generously contributed to the school during the 2014 – 2015 fiscal year. In extending themselves to support this vibrant community, alumni, parents, and friends listed in this Report of Giving are actively enriching the lives of children every day, in many important and meaningful ways.


2014 –2015 ANNUAL FUND URQUHART CIRCLE A nod to the Highland Scottish clan “Urquhart” which translated from Gaelic means “fort on the knoll”—this society recognizes the leadership of those individuals who have gifted $10,000 or more. Bob and Brooke Carroll Tim and Emily Collins Carl Graves and Julia Mahoney-Graves David and Laura Quirk Joan and Steve Rosenthal Jon and Marit vonTetzchner

SUSTAINER’S CIRCLE $5,000 OR MORE This giving society recognizes the commitment of individuals who maintain the well being of the school at $5,000 or more. Anonymous George and Paulette Balich Scott and Patricia Barron Rick and Martha Burnham Clare and Michael Byrne Susan Coolidge Paul and Lauren Gudonis Herb and Lauren Harvey Dan and Leslie LeVan Sandy and Mary McGrath Kevin and Elizabeth McKelvey Richard and Donna Tadler

FOUNDER’S CIRCLE A salute to the school’s founding innovative and thoughtful educators, this society supports the school with gifts of $2,500 or more. Wrightson Ramsing Foundation Grantham, Mayo, Van Otterloo & Co., LLC Windover Construction Inc. Eric and Melanie D’Orio Michael Higgins and Julia Elliott

Philip and Donna Furse Kevin and Nicole Glass Inder-Jeet and Elizabeth Gujral George and Mary Harrington Thomas and Mollie Hoopes Dave and Abby Ingemi Jody and Stephen King Olaf and Kristen Krohg Jay and Leslie McNiff Raymond and Debby Nance Linda Newcomer Greg and Sallie Pottle Jeffrey & Sheara Brand Seigal

TARTAN CIRCLE The familiar Scottish pattern: “Clan Urquhart” has its own tartan. This giving circle recognizes gifts of $1,000 or more. Prudential Foundation Matching Gifts Program Andrew Brown and Anita Meyer Joe and Lisa Caruso Daryl and Kristin Colden Charlie Dunne and Elizabeth Lenart Alex and Paula Filias Peter and Joan Fortune Brian and Sherri Garvey Ted and Jeanette Glesmann Heidi and Craig Gorton Mr. Kenneth Grant and Ms. Carol Paczkowska Brehon and Kathryn Griswold Nicholas and Lisa Kent Loren Kessel and Alison Gibbs Oliver Klein and Jodi Klein Patricia and Mark Landgren Joseph and Emma Lilly Leslie and Guy Marchesseault Loren Morgan and MaryAnne Benevento North Shore Friends David and Deirdre Patch Tom Peckham and Ellen Petersen David and Yvette Putnam Don and Lisa Romanelli

Tom Shirley and Sarah Kaull Stephen and Linda Todd Lynne Warren and Daniel Szostek

FRIENDS CIRCLE Everyone needs friends, and so too does GUS, this group of supporters support the school with gifts up to $999. Daryl Achilles and Meghan Weir Rob and Marlowe Almeida Alison Anholt-White and Nicholas White Harry and Marcia Aptt Jason Aptt Cheryl and Rob Arsenault Jennifer Arthur Barbara R. Barnes Christine and Mark Barry Jake Bartlett Annie and Bill Barton Tom Bernardi and Christine Baxter Margaret Beaudoin Andrew and Suzanne Benfield Joe and Kathy Bertagna Tom Beyer and Yoshi Campbell D. Wesley Slate and Georgia Bills Pam Binnie Mark and Patricia Birchem Britton Bistrian and John Emptage Linda Bowden Mary John Boylan Kathleen and Sean Bracken Mr. and Mrs. Clinton H. Brown Jr. Elliot Buck Mr. and Mrs. Robert Bunn Benjamin and Nadia Buttrick Elaine A. Byrne Michaela Byrne David Cancel and Lise Carrigg Cotton and Kenneth Carlson Cristin Chafe Rose William and Rosalina Cheung Patricia Clark and Bernard Kravitz Sydney and Shaun Clarke Catherine Cobb and Shaun McNiff Elaine and Richard Collupy

Gene and Gillian Cornfield Jay and Jennifer Cornforth Martha Cox-Stavros Susannah Cramer-Greenbaum David and Kristen Cressey Sarah Currie Bobbie and Ralph Curtis Holly Curtis Emilie and Todd Cushing Frank and Elaine D’Orio Nicolasa Deschamps Pamela Deschamps Debora Diggins Margery Dimond Christine Draper and Jan Lindholm Jannice Ellen Bruce Emerson Dominic and Tammy Endicott John and Susan Esty Gretchen Forsyth Robert and Victoria Fortune Charles and Meridith Free Simon Glass and Susannah Ketchum Glass Eddie Gomez and Dr. Suzanne Mitchell Dennis and Deborah Grubbs Jennifer and Ernest Hanowell Danielle Harrington Charles Hay and Joanne Crerand Melodie Jeffery-Cassell Annalee Johnson Wendy Rubin and Robert Johnston James and Laurie Kean Courtney Kelly David and Stephanie Kenkel Stephen Kent and Nancy Sullivan Thomas Gschwendther and Stephanie Kermes Sarah and Tom Kotwicki Mary Krigbaum MaryAnn and David LaCarubba Cathryn and Anthony Lange Bruce and Jessica Lewis Tara and Sean Malone Tim Moreland and Lisa Marciano Cheryl Mazer

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Microsoft MFS Investment Management Matching Gift Program Nikki and Brian Miller Ana and Sean Monahan Amy and Gordon Morrison Nicole Moses and Michael Geringer Frank and Maura Murphy Laurie Nardone James and Susan Nelson Peter and Jody Norton Raymond Novack Judith Nunez Elaine and Timothy Palmer Molly and Salvatore Parisi Dan and Dianna Patterson Mckenzie Perkins Charles and Leslee Peterman Adam Portnoy Grant Proops and Tamah French David Provost and Sherry Copeland David and Jessica Pruden Gretchen Putnam and Melissa Dimond William Quigley and Leslie Cargill Marian and Thomas Quin Nicholas Richon and Carol Hong-Richon Beth Riley David McKay and Marjory Robertson Verdun Thaemert and Victoria Rolf Kelly and Johan Rostad Ruth Scheer Jeremy and Ellen Schiller Paul and Kathleen Seaton Bruce and Sandy Shaw Christoper and Holly Shepherd Jo Slavitz Stanley and Jody Smith Dawn Southworth Richard Morgan and Cheri Sperr Zara-Marie Spooner Dianne Stephan Carol and Peter Stewart Peter and Susan Stokes Richard and Linda Stone Marcia Strouss Barbara Sweeney Mark and Kara Swenson Caitlyn and Gregory Thomas Bill and Sandy Thoms Alan and Jenifer Wall Michael and Tee Wall Peter F. Carr and Lisl Warren Jessica Waters

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The Rev. Richard Watson and Mrs. Susan Watson Kristen Weber Hans and Janet Weedon Emily Weissblum Smith and Roger Smith Michael and Candace Wheeler Mr. and Mrs. White Olga Merchan and Julie Whitlow Curt Wilson Gregory and Kim Woods Julie Wyman James Zaremba and Tom Daniel Keith Zellman and Melissa Buchanan

Raymond Novack David Pruden Beth Riley Kelly Rostad Jo Slavitz Dawn Southworth Carol Stewart Sandy Thoms Jessica Waters Julie Wyman

ANNUAL FUND GIFT-IN-KIND With thanks to the following individuals for their donation of goods and services in support of a variety of school initiatives.

FACULTY AND STAFF Faculty and staff contributions are vast and varied and play a central role in the school’s everyday success. As donors to the Annual Fund, faculty and staff demonstrate yet another example of their strong and collective support. Cheryl Arsenault Jennifer Arthur Annie Barton Georgia Bills Pam Binnie Linda Bowden Kathleen Bracken Elliot Buck Cotton Carlson Sydney Clarke Patty Clark Catherine Cobb Elaine Collupy Martha Cox-Stavros Kristen Cressey Emilie Cushing Debora Diggins Melanie D’Orio Christine Draper Bruce Emerson Gretchen Forsyth Danielle Harrington Melodie Jeffery-Cassell Courtney Kelly Lisa Kent Sarah Kotwicki Tom Kotwicki MaryAnn LaCarubba Leslie Marchesseault Pam McCoy Betsy Miller Raymond Nance Jody Norton

Elliot Buck Alex and Paula Filias Courtney Kelly Andrew and Anne Mauck Kelly and Johan Rostad

Kenneth Grant and Carol Paczkowska Paul and Lauren Gudonis George and Mary Harrington Thomas and Mollie Hoopes Hurdle Hill Foundation Jane Kelley Mary Krigbaum Michael Milsom Raymond and Debby Nance Sandra Belock-Phippen and William Phippen David Provost and Sherry Copeland Michael Reinemann and Stephanie Williams Don and Lisa Romanelli Joan and Steve Rosenthal Mr. and Mrs. J. Wright Rumbough Joyce and Steven Tadler Alan and Jenifer Wall Whitehall Foundation, Inc.


ENDOWED FUNDS GUS Endowment, a perpetual source of support, is essential in sustaining the school’s mission. Each year a portion of the endowment is paid out as an annual distribution to support the school’s budget, while any appreciation is retained in the endowment so it can grow and bolster the school in all kinds of economic weather. You can help current and future GUS students and teachers alike by making a gift to a current fund (listed below) and/ or establishing your own named endowed fund at GUS.

RAYMOND NANCE FUND The Raymond Nance Fund was established in June 2012 in honor of Raymond C. Nance and his fifteen years of service to Glen Urquhart School as head of school. The fund is dedicated to strengthening the faculty and expanding the program so that GUS remains a leader in educational innovation. Kathleen and Sean Bracken Karen Cady Bob and Brooke Carroll Tim and Emily Collins

Named after founding students Molly Northrup ’86 and Lisl Warren ’86, endows the study, interpretation, and preservation of the natural resources located on the Glen Urquhart campus.

THE AUGUSTUS P. LORING LIBRARY FUND Established in 1986 to honor past-grandparent, Augustus P. Loring. In his quest for knowledge, Mr. Loring’s firm belief that the strength of an educational institution is reflected in its library led to the establishment of this fund to strengthen our school and to pay tribute to his lifetime dedication to education. The income from the fund is used for the acquisition of books to the school’s Loring Library.

THE KELLY STOTZ WYKE FUND FOR SCIENCE Established in 1999, this fund is dedicated to the memory of a loving parent who expressed a strong desire and commitment to enhance science education for GUS students.




With special thanks to the following individuals, foundations, and corporations for making possible a summer academic and experiential enrichment like no other. GAIN@GUS, serving children from the cities of Beverly, Lynn, and surrounding areas, provides skills in math, language arts, personal development through classroom and outdoor experiences, swim lessons, and offcampus day trips in the Greater Boston area each summer at no cost to their families.

The GAIN@GUS Scholarship Fund supports the summer program’s commitment to enroll a percentage of qualified students in Glen Urquhart School. This scholarship provides tuition and financial support for an eligible GAIN@GUS student to attend Glen Urquhart for grades six through eight at no cost to his or her family.

Joe and Kathy Bertagna Clare and Michael Byrne Rick and Martha Burnham Bob and Brooke Carroll Howard P. Colhoun Family Foundation Tim and Emily Collins John and Chrysa DaCosta Marie Fioramonti Richard and Caroline Fitzpatrick Danielle Harrington Highland Street Foundation Kelly Auto Group Nicholas and Lisa Kent Loren Kessel and Alison Gibbs Simon Glass and Susannah Ketchum Mary Krigbaum Leslie and Guy Marchesseault Mark and Alice Michel Charles Stewart Mott Foundation Raymond and Debby Nance Sean and Roberta O’Connor Mckenzie Perkins Forest Foundation Greg and Sallie Pottle Prudential Foundation Matching Gifts Joan and Steve Rosenthal Carol and Peter Stewart Peter Terrat and Ruth Bayer Alan and Jenifer Wall Windover Construction Inc.

Jennifer Arthur Annie and Bll Barton Rick and Martha Burnham Cotton and Kenneth Carlson David Cancel and Lise Carrigg Bob and Brooke Carroll William and Rosalina Cheung Catherine Cobb and Shaun McNiff Tim and Emily Collins Patricia Clark and Bernard Kravitz Sydney and Shaun Clarke David and Kristen Cressey Eric and Melanie D’Orio Thomas and JoAnne Doherty Christine and Joshua Doxsee Bruce Emerson Kim and Matt Fogelgren Robert and Victoria Fortune Gretchen Forsyth Philip and Donna Furse Heidi and Craig Gorton Carl Graves and Julia Mahoney-Graves Eddie Gomez and Dr. Suzanne Mitchell Paul and Lauren Gudonis Kenneth Grant and Carol Paczkowska Lawler Kang and Dawn Greene Courtney Kelly Sarah and Tom Kotwicki Olaf and Kristen Krohg Patricia and Mark Landgren Leslie and Guy Marchesseault Kyle Marchesseault and Marisa Howe Sandy and Mary McGrath Kevin and Elizabeth McKelvey John and Leslie McNiff MFS Investment Management Matching Nikki and Brian Miller

Merlin and Carlotta Miller Steven and Paula Mollov Thomas Mountain and Megan Cuddy Sean and Roberta O’Connor Sanford Paek David and Deirdre Patch Greg and Sallie Pottle Penelope and Evan Randolph Don and Lisa Romanelli Joan and Steve Rosenthal Kelly and Johan Rostad Christopher and Holly Shepherd Paul and Catherine Stanley Stephen and Linda Todd

VOLUNTEERS Special thanks to the cadre of enthusiastic volunteers who supported the school this past fiscal year. GUS is a stronger and more vibrant place thanks to the optimism and dedication of the following people:

PARENTS’ ASSOCIATION OFFICERS Sallie Pottle, Co-Chair Anita Meyer, Co-Chair Emily Collins, Treasurer Leslee Peterman, Secretary

ROOM PARENTS Marlowe Almeida Jocelyn Arel Christine Baxter Nadia Buttrick Brooke Carroll Rosalina Cheung Gillian Cornfield Donna Furse Mary Harrington Stephanie Kermes Katrina Kristensen Liza McKelvey Leslie McNiff Lauren Michaud Laurie Nardone Jen Newcomer Roberta O’Connor Deirdre Patch Stacia Pathiakis Leslee Peterman

Gretchen Putnam Victoria Rolf Olivia Rugo Erin Seaton Soozen Tribuna Kristen Weber Erica Wilson

WILD BOAR GOLF TOURNAMENT COMMITTEE Kathy Bertagna Eric D’Orio Carl Graves George Harrington Tom Tribuna

Dollar amounts in the 2014 –2015 Honor Roll reflect cash giving, including matching gifts, received July 1, 2014 – June 30, 2015. Dollar amounts include all new gifts and pledges received since the 2014 fiscal year. The Advancement Office takes great care to ensure the information contained herein is accurate and complete. Despite efforts to avoid errors or omissions, they do occasionally occur. If you believe your name has been omitted or listed incorrectly, please contact us. Some of our donors have requested that their names not appear in this report. We respect their desire to remain anonymous and thank them for their generosity.

November 2015 The Tartan 13

GAIN@GUS, the North Shore’s only free summer outreach program for students in grades 5–7, was founded by Leslie Marchesseault in 2010. Children with talent and motivation enjoy five weeks of academic, recreational, and cultural enrichment experiences led by GUS teachers and high school interns who are GUS alumni. Summer 2015 welcomed 35 students from Beverly and Lynn to our campus. While no two days are exactly the same at GAIN, we followed some GAINERS around for a day to see what keeps them smiling! 7:20 GAINers board a Glen Urquhart school bus near their homes in Lynn and Beverly to arrive at GUS at 8:00.

send them wishes to be happy, safe, healthy and peaceful. Then, send those same wishes to themselves. The children all engage fully.

8:15–9:00 Morning meeting begins outside with stretching, improv movement, and games to “shake off the sleep” before moving inside to go over the schedule for the day, share thoughts and ideas, and participate in a mindfulness exercise. Today, the mindfulness exercise asks the boys and girls to find a comfortable space in a chair or on the floor, close their eyes and, when they are relaxed, to focus on someone they care about and

9:00 –10:00 Students split into two groups. Half go to math and half to language arts classes. This morning, students in math class are learning about three types of transformation: reflection, rotation, and translation. Tomorrow, they will learn about the fourth kind—dilation. The boys and girls raise their hands eagerly to go to the whiteboard and display what they know. Before a young girl attempts to draw the lines of

14 The Tartan November 2015

reflectional symmetry, the teacher reminds her, “According to our hypothesis, shapes with equal sides will have lines of symmetry equal to the number of sides they have.” When another boy tackles the lines of symmetry in a pentagon, the teacher says, “You can phone a friend for a lifeline if you need to.” Before class is over, the teacher helps reinforce the learning kinesthetically by having the students stand and rotate, translate (move

side to side), and reflect their movements with partners. In language arts class, students are completing poems. The assignment on the blackboard reads: “Work on finishing poems: Just keep on writing even if you have 136,974,218,900,142 poems.” The last part was added by a student. Students get up from their work tables to conference with the teacher. They have spent the entire week writing and studying the various styles of poetry. They have learned about haiku, ballads, acrostics, free verse, iambic pentameter, and more. As they work, they ask each other for help in finding the precise word to use. Next week, they will study Greek mythology. 10:00 –10:30 The boys and girls take time out for a snack of fruit and cold drinks. Some

go outside to sit and talk under the shade of a tree or play a game in the warm sunshine. 10:30 –11:30 Those who went to math after morning meeting now go to language arts and those who went to language arts now go to math class. 11:30 –12:30 GAINers are ready for a healthy lunch of salad, chicken, rice, and milk. After lunch, there is time to relax, play indoor and outdoor games, get help from interns and teachers with classwork, and spend time with new friends. 12:30 –2:30 Today, the GAIN bus will take everyone to Paul Lydon Aquatic Center in Danvers for swim lessons. Knowing how to swim is fun and

builds confidence, but it is also a survival skill, since drowning is a leading cause of fatality among young children. Later this week, students will spend the afternoon at the Peabody Essex Museum to view an exhibit by a prominent artist of the 20th century. Recreational and cultural activities are an essential part of the GAIN experience. 3:00 The GUS bus takes weary but happy GAINers home!

GAIN@GUS is supported by private donors and corporate partners. Gifts of any size are greatly appreciated. For more information about GAIN@GUS, please contact Director Melanie D’Orio at mdorio@ and go to the website at www.gus/community/gain. November 2015 The Tartan 15

Players Swing at Wild Boar Classic

Skies were shining on a beautiful fall day for the 15th annual Wild Boar Classic, October 15 at the Essex County Club in Manchester. More than 80 golfers hit the links and raised more than $25,000 for financial aid and teacher-designated projects. Many thanks to Boar Classic Committee Chair Annie Barton and Carl Graves, Eric D’Orio, Sanford Paek, George Harrington and Chris Sheperd who organized the event. Though none of this year’s players hit a hole-in-one to win a brand new Volkswagen, all the players enjoyed a spirited day of golf, and many won prizes for accomplishments such as sinking the longest putt. Silent auction items and raffle prizes were awarded at a special reception following the tournament.

16 The Tartan November 2015

Editing in the Digital Age: Alum John Swansburg at

John Swansburg, GUS ’92, Phillips Andover ’96, Yale ’00, wrote his college thesis on Edmund Spencer’s 16th century Faerie Queene, a far cry from his current work as Deputy Editor of, one of the world’s premier online culture and news magazines. But even in his college days, Swansburg knew he wanted to go into the magazine world of long form writing and editing, though he may not have envisioned himself in the digital age. November 2015 The Tartan 17

The route to started with writing for The New Journal, a Yale student publication modeled after The New Yorker, followed by a post-college summer internship at Harper’s, after “an application process that was more grueling than to get into college,” according to the Beverly native. At the end of that summer, Swansburg applied, at the suggestion of Harper’s managing editor, to be assistant to New York Times columnist Frank Rich, one of the most popular writers on the newspaper’s Op-Ed page. Landing this job provided the young journalist with “an incredible mentor” who taught him about writing and culture.

Abby Alexanian ’03 returned to GUS on October 25 for our Alumni Speaker Series to share the personal journey she and her father, photographer Nubar Alexanian, undertook to discover and understand their Armenian heritage. Showing clips of their feature documentary, Scars of Silence, due for release next year, Abby spoke about the emotional dangers of not talking about tragedies that occur in families and history.

John Swansburg at GUS graduation in 1992.

18 The Tartan November 2015

Three years back in New Haven as senior editor of Legal Affairs, a startup magazine out of Yale Law School, then led to Swansburg’s next job as deputy editor of the Boston Globe’s Ideas section and the opportunity to hone his skills on his home turf before settling in at Slate. com where he has been for the past eight years. Editing for digital media is a much faster and more interactive process than for print publications, says Swansburg. “We can respond as fast as we can write them. When I’m satisfied a story I’m editing is ready for publication, I send it to the copy editors. They get back to me quickly, and I push the button and publish. Obviously, if you are a print publication, you can’t do that,” Swansburg explains. “All print publications now also have digital versions too, but we are only digital, so we try to make the most of the medium. Any given story can also have interactive video, map, chart to make the best kind of storytelling. We have more weapons in our quiver. Because we are a web only publication, we can concentrate on these efforts.”

With digital journalism, unlike print, publishers know exactly what is being read and by how many people. “We can tell if they get to the bottom of pages, whether they are coming from Twitter, Blogspot, Facebook, Reddit or wherever. For me as an editor, this is great,” says Swansburg. “We don’t want to pander to readers, but we want to know what they are interested in. We are constantly making decisions based on data. Something unpopular never gets taken down, but it might get moved from the home page. Every day we are balancing what stories we need to tell because they are what our readers want to see and what stories we need to tell to be the best magazine we can be.” Though Swansburg’s primary job is to edit, he still writes when he can find the time. “It makes me a better editor to write, but I went into the business to be an editor,” he explains. “The nice thing about Slate is that everyone can write as much as they want.” When he was the culture editor at Slate, much of his writing was about television, film, and other popular culture. “Nowadays, what I am most excited to write about is history. Four or five years ago, I went to visit Shiloh, the Civil War battlefield,” he says. After doing extensive reading about the Civil War, he took a leave of absence from his editing responsibilities to pen a long piece about Lew Wallace, a Union soldier who became a scapegoat for the loss of the Battle at Shiloh. Wallace later authored the novel, Ben Hur, one of the most popular novels of its time. Swansburg’s writing and research on Lew Wallace led to another long piece about the myth and reality of the selfmade man in American society. When is it possible to succeed? What are the inequalities that make success easier for some than others? What is the essential American story and how true is it? As he wrote in the article, “I’ve traced the evolution of the self-made myth through the lives of six men and one woman, each of whom lived a version of the self-made story while also participating in its reinvention for a new generation. Their stories demonstrate the undeniable allure of the myth and the shocking ways in which it often diverges from reality.” John’s own father’s story, as well of those such as Benjamin Franklin and Andrew Carnegie, are analyzed in “The Self-Made Man.”

John Swansburg will be talking at GUS on Sunday, December 8, 2015 at 2 p.m. as part of our first Alumni Speaker Series. The event is free and open to the public.

Did Swansburg’s years at GUS influence his way of thinking, his goals, achievements, and values? “I think GUS had a huge impact on me in a lot of different ways. My love of reading and writing was nurtured and deeply informed by GUS, especially by Penny Randolph. I think often of her class. Not a lot of schools teach close reading in that way. I went on to be an English major and do a lot of that as a student, and it made me a keen reader. As an editor, matching writers and story ideas is part of it but so is fixing sentences. I learned to do that from my teachers at GUS. The school encourages free thinking and creativity. My own predilections were shaped by that. What was also hugely important was the caliber of classmates surrounding me. It boggles my mind. There were only 14 kids in my class. Every one of them was super talented. It made me work my butt off because I wanted to be as smart as they were.” I bet they felt the same way about him.

Swansburg lives in New York with his wife, Happy Menocal, an artist and illustrator, and their one-year-old daughter, Daisy. November 2015 The Tartan 19

Alumni Short Takes

Tree Planted in Memory of Alumnus

Orren Fox ’11 Takes Beekeeping to Nepal

Skateboarding to Raise Funds in Memory of Alum

This past summer, classmates, family, and friends of Mark Tessicini, Class of 1984, gathered to plant a Japanese Maple in the school’s main courtyard in memory of Mark, who lost his battle with ALS in November of 2014.

Orren Fox, GUS ’11, Thacher School ’15, an avid beekeeper since his Glen Urquhart days, has now authored a book, Do Beekeeping— The Secret to Happy Honey Bees. All proceeds from Orren’s book will benefit Blink Now, a foundation that funds and operates the Kopila Valley Children’s School in Nepal, where Orren spent the summer of 2014 teaching beekeeping to children in this challenging economic and geographic area of the Himalayas. Orren is currently in New Zealand but plans to leave in December to study marine biology and sail in the Caribbean (concluding with racing in Antigua Race Week), before he returns to work in Nepal for several months, and then enrolls in Colorado College next fall.

Corey ‘02 and Jason Sherman stopped on their skateboard ride from New York City to New Hampshire in September for an impromptu visit with students in the GUS upper school. The young men were skating to raise funds for The Eric Sherman Memorial Scholarship Fund which honors their brother Eric ‘03, who died five years ago of leukemia. The fund offers scholarships to children with demonstrated need to William Lawrence Camp, where Eric was a camper and counselor for many years.

After GUS, Mark went on to Phillips Exeter Academy, where he excelled academically and was an All American water polo player, and then Brown University, graduating with his Bachelor’s degree in both Architectural Studies and Art History. He then pursued his Master’s in Architecture at the University of Washington in Seattle before beginning his career at Cambridge Seven Associates, Inc. He married his wife, Elia, in 2008, and they welcomed their daughter Allesandra in 2009.

Read more here: www.youcaring. com/the-eric-sherman-memorial-scholarship-fund-393246

SEND YOUR NEWS AND PHOTOS FOR THE NEXT ISSUE OF THE TARTAN TO MDELAY@GUS.ORG. And keep in touch by joining our online community on Facebook and LinkedIn, and follow @gustartan on Twitter and Instagram.

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Butterfly species seen by first graders on their field trip to The Butterfly Place

Discarded cigarette butts

removed from Dane Street Beach this fall by 23 fourth grade students in 45 minutes

40,000 Pounds of vegetables 7,000-square-foot grown each year in the

GUS greenhouse

and distributed to local area food pantries and to CSA members, as part of a partnership with The Food Project begun in 2009. GUS students plant the seeds, transplant the seedlings, and harvest the vegetables.


of honey per year yielded from GUS beehives


Kilowatts of electricity generated on one October day by the solar panels on Braemar, enough to power

169 laptops



who attended Harvard Graduate School of Education’s Project Zero for the last three summers, thanks to funding from the Raymond Nance Fund

1034 Latin verbs

learned by students in seventh grade Latin

GLEN URQUHART SCHOOL 74 Hart Street, Beverly Farms, MA 01915

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The Tartan: Fall 2015  

The Tartan: Fall 2015