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Inside Out, Outside In



HEAD OF SCHOOL Donna Milani Luther DESIGN & PRODUCTION Joyce Whitman, Director of Communications PHOTOGRAPHY Chris Bernstein, Keith Conforti, Heidi Harting, Matt West CONTRIBUTORS Leah Dering-Ridley PRINTER Webster Printing Inly School 46 Watch Hill Drive Scituate, MA 02066 781-545-5544 Inly is a partnership of children, teachers and families, dedicated to the joyful discovery of each child’s innate capabilities and potential. Our community of learners inspires and nurtures children to become global citizens by embracing the philosophy and methods of Dr. Maria Montessori, in harmony with other compatible and innovative practices. BOARD OF TRUSTEES 2017–18 President Davenport Crocker, Jr. P’19, ’20, ’24 Vice President Sandy Kronitis-Sipols P’08 Interim Treasurer Paul Antico P’11, ’14, ’16, ’21, ’24 Clerk Shannon Harper-Bison P’16, ’18, ’21, ’24 Stacey Best P’22 Charles Cella P’18, ’19 Conor Cooper P’27, ’27, ’29 Polina Haseotes P’21, ’22, ’24 Ursula Knight P’19 Amy Martell P’19, ’22 Lory Newmyer P’99, ’02, ’04 Carlos Perez P’13, ’15, ’18 Adam Russo P’27, ’28, ’29, ’29 Mike Sheehan P’20, ’23 Katy Sullivan P’22, ’22, ’28 Lisa Tyrrell P’19, ’22





16 I nly’s Outdoor Classroom: Inside Out & Outside In Good Judgement


22 L  anguage Learning: Rewiring Your Child’s Brain


Self Discipline


Independence Selfless ness


30 A  Closer Look at the Inly Middle School Student

36 A  lumni Profile: Tucker Antico




Growing Strong rowing, growing, growing. We are so proud of the growth at our school. I’m sure you’ve all seen our wonderful new building, and now, we’ve been growing in other ways. Outside the classroom walls, you’ll find our gardens are blossoming and the greenhouse is full. We have sold produce to restaurants Oro and Hola, and have donated money from the proceeds to the North and South Rivers Watershed Association. We’re also building more this summer — outside! Our new scoreboard is in place on the upper field, the irrigation system is installed, and the grass planting will take place in the fall. Thanks to some anonymous donors, a new turf field will replace the muddy grass beside the Toddler House. In addition, Inly alum Peter Hunt will be building a pavilion on Sunflower Hill, as part of his Eagle Scout Project. And, thanks to the 8th-grade legacy fund, our Middle School will now have a beautiful gazebo. Our students have been growing, too! We just graduated our largest middle school class to date, I have known most of our eighth-grade graduates since their preschool days. To see them grow into these fine young adults is quite a privilege. I hope you’ll take the time to read some of their graduation speeches in the following pages. They are quite remarkable. It is my hope that, through the following pages, you’ll see the joy and engagement in the growth of our community! All the best,

Donna Milani Luther Head of School




campus EVENTS FEATURE: Inly’s Outdoor Classroom: Inside Out & Outside In SUMMER 2018





In January, Inly families were “doin’ the hustle” and “stayin’ alive” at the Saturday Night Fever Disco Party. With episodes of American Bandstand playing on the big screen, guests snacked on Twinkies, Crackers and Cheez-Whiz, and danced the night away under the spinning disco ball.




Vanessa Trien and the Jumping Monkeys had Inly toddlers and preschoolers movin’ and groovin’ with their high-energy music (and bubbles!) on a Saturday morning in February.

Who or what is that shadowy figure playing the piano in the school music room after dark? Lower Elementary students set out to solve this musical mystery in their production of The Phantom of the Music Room.





February was Be the Change month, and students did everything they could to help others. From acts of kindness in the classroom to collecting coats and change for the homeless — all ages strived to “be the change they wanted to see in the world.” In addition, the Inly community once again contributed to Fill the Truck Fridays for four different charitable organizations — Aunt Dot’s Kitchen at Wellspring Service Center, Room To Grow, Scituate Animal Shelter, and NuDay Syria.



With generators humming in the background, the Inly Players performed a lively and colorful production of Seussical, The Musical. A severe March nor‘easter brought widespread power outages on the South Shore, resulting in the play being rescheduled several times, but for those who came out, they were rewarded with a spectacular show!




This year’s Learning Fair focused on physical science. Kindergarten and Lower Elementary students explored various aspects of simple circuits, Upper Elementary students studied light and sound through the lens of biomimicry, and Middle School students applied their study of force and motion to the creation of Rube Goldberg machines. It was a wonderful display of our students’ scientific minds!

OMRAN-NELSON SPEAKER Dr. Devorah Heitner, author of Screenwise: Helping Kids Thrive (and Survive) in Their Digtal World spoke to a crowded Meehan Family Artsbarn about raising resilient and kind kids in our always-connected, increasingly challenging world. Her talk provided insight, reassurance, and helpful tips to parents.



EARTH DAY CELEBRATION The 10-acre campus was buzzing with outdoor activity on the second annual Earth Day Celebration. Nature-inspired crafts and planting activities on Sunflower Hill, scientific studies in the EcoLab, walks on the Discovery Trails, and building in the outdoor forts provided plenty of outdoor enjoyment for all.





Middle School students, parents, and faculty entertained their audience with music, skits, and songs at the winter coffee house.




Kindergarten students performed the traditional “Stone Soup� for classmates and parents in May.


Inspired by “The Grinch Who Stole Christmas”, The Grunch tells the story of a grumpy 6th grader who tried to steal the school musical.

FOOD FOR THOUGHT Inly hosted the 4th Annual Food For Thought Event: Learn the Latest on Pediatric Food Allergies. The event featured doctors from the Food Allergy Centers at Mass General Hospital and Boston Children’s Hospital, as well as a teen panel who talked about their experiences with allergies.





The kids dressed in their wackiest outfits for field day on “Wacky Wednesday,” and enjoyed games and activities all around campus. Former Inly student, John Duke Logan performed a spectacular magic show and showed all of us that, with a little extra effort, the impossible IS possible!



The traditional “Flying Up” ceremony occurred on the last day of school to celebrate students soaring to new levels at Inly. Toddlers who will be moving to Children’s House donned their wings and paraded around the Artsbarn, and students transitioning to new levels “flew” across the floor with their soon-to-be new classmates.

GRADUATION 31 Kindergarten students and 24 Middle School students moved upward and onward this year — the largest group ever. As always, the ceremonies were joyful, and the 8th grade speeches brought tears to the eyes of many. The all school picnic was a fun-filled way to end the school year.




SUMMER AT INLY The official school year may have been over, but the campus was buzzing with activity during three Summer at Inly camp sessions. Classes included “No Bones About It!” with Ellyn, Preschool Adventures with Georgie and Kate, Isadora Duncan Dance with Colleen, Fearless Flyers Academy, App Design with Tschol, Steaming into Nature with Bruce, and Beyond the Yellow Brick Road with Meri-Lee. Save the dates for 2019: June 24–28, July 8–19, and July 22–August 2.






Inly’s Outdoor Classroom

Inside Out Outside In AND


itness the Fibonacci sequence on the bottom of a pine cone, the life cycle of a frog, the magnetism of the earth itself, or the burr that inspired Velcro, and it’s clear to see that the natural world provides us with a classroom designed to amaze and astonish. To capitalize on the incredible mind-expanding potential nature offers our children, Inly has created a 10-acre Outdoor Classroom laden with functional, educational and inspirational elements. And, critically, it’s run and managed by a team of dedicated educators who recognize, as Maria Montessori did, that getting outside and getting into nature is fundamental to the growth and development of every child.

The EcoLab is equipped with various plant material to look at under the giant magnifying glass.



“Everything our students learn in the classroom they can see tangible proof of outside. Science – biology, chemistry, physics, yes, but also art, music, literature, innovation, technology…,” explains Bruce Frost, Outdoor Classroom Coordinator and Upper Elementary Teacher. “They begin to see how everything is connected. If they’re only learning inside, they’re missing those connections. By touching everything, we are connecting the world to the child and the child to the world.” Inly’s Outdoor Classroom certainly provides an abundance of opportunities to discover, explore, and learn. The EcoLab (built in 2017) houses an assortment of fish and the set up needed for aquaponics. Recent equipment additions mean children have access to new magnifiers and tweezers for dissection. Next door, the Greenhouse flourishes with seedlings students have planted; seedlings that are eventually transplanted to the school’s 35 organic vegetable boxes. The Discovery Trail leads from these spaces up to Sunflower Hill, which not only houses the organic gardens and orchard (which, in the fall, yields Inly Cider), but also a stage, outdoor instruments, a climbing wall, and nature observation stations. A relatively recent addition to Inly’s Outdoor Classroom, the Story Trail – a quarter-mile (mostly boardwalk) path

“There must… be provision for the child to have contact with Nature; to understand and appreciate the order, the harmony, and the beauty in Nature; and also to master the natural laws which are the basis of all sciences and arts, so that the child may better understand and participate in the marvelous things which civilization creates.” – DR. MARIA MONTESSORI, THE SECRET OF CHILDHOOD

that runs over a stream and through woodland – is accented by pages from a storybook that is changed seasonally and provides ample opportunity for observation, a key element in learning science through discovery. “Anyone can be a scientist,” asserts Ellyn Einhorn, Inly’s Science/Outdoor Classroom specialist. “Learning how to observe, document and ask questions is key. Our children do nature journaling – they draw, do quick sketches, take notes – to keep track of their discoveries. They observe and they ask questions. For example, a recent conversation on the Story Trail went like this: One student

ELLYN’S RELEASE CHANT Swim away, fly away, crawl away, hop We’re not going to stop you from living your life You deserve to be free Thank you for spending this time with me

Students walk the Discovery Trail, reading the story along the way.

Handmade forts are regularly built and rebuilt by students in the woods adjacent to the upper field.

asked, ‘What happened here, it’s like a jungle!’ Another asked, ‘Well, didn’t it rain a lot?’ A third asked, ‘Oh yeah, doesn’t rain make things grow?’ See, scientists.” In another area of the campus, alongside the athletics field and hidden in a section of woods, the ‘forts’ can be found. They provide a clear example of the scalable nature of the outdoor experiential learning Inly provides. As Bruce explains, “In Kindergarten, children are using and playing with the sticks. In Lower Elementary, they are working collaboratively to build things. By the time children are in Upper Elementary, they are building civilizations with these sticks. They are developing monetary and defense systems. It’s amazing.” Even less elaborate set ups contribute to Inly’s Outdoor Classroom. Bird feeders outside the windows of Children’s House classrooms provide a simple way for children to observe and appreciate nature, and the garden beds, also located outside the classrooms, tie easily into the Practical Life curriculum. For example, children plant kale seedlings, care for and water the plants as they grow, and then pick and eat the leaves at snack time. And it seems Inly’s approach is working. Ellyn received the following handwritten note from her third-year

student Samantha Robinson: “What I like about science is… we always learn something new. Science is cool. We plant cool things. Science cannot get any cooler.” Future developments for Inly’s Outdoor Classroom include the creation of a new pergola on Sunflower Hill to “further enhance our ability to do discovery work, even in less-thanaccommodating weather,” explains Bruce. In addition to providing opportunities to learn social, economic and entrepreneurial skills (vegetables grown are sold to Scituate restaurant, Oro, and at the Cohasset Farmer’s Market), the Outdoor Classroom also helps Inly students to “learn how to deal with risk and to problem-solve. You don’t have to be afraid of the unknown and the more you know, the less there is to be afraid of,” Bruce contends. In summary, he maintains, “the Outdoor Classroom lets our students see the infinite potential the world provides them.” “People tend to forget about the natural world around them. I want our students to get to know the natives in their own backyard. It makes us more connected, to the natural world and to each other. With an Outdoor Classroom like this, we are encouraging future stewards of our world,” Ellyn concludes.



faculty PROFESSIONAL DEVELOPMENT NEW FACULTY FEATURE: Language Learning, Rewiring Your Child’s Brain 18




Summer is not only a time for rest and rejuvenation for our teachers, but many participate in conferences and workshops to enhance their teaching practice. Here are a few examples. KELLEY HUXTABLE attended a week-long workshop at EXPLO where she created a sewing cart to house fabrics, supplies, and machines when not in use. She worked with a fabrication specialist to operate a CNC (Computer Numerical Control) Machine, that uses digitized data and a computer to control and automate manufacturing tools. She is looking forward to staining the cart and bringing it to Inly. (Doug Dziedzic, Amanda Hollenback, and Matt Hollenback also attended workshops at EXPLO this summer.)

KATHY TAN took part in an eight-day workshop for third to fifth grade teachers, “Hot Topic: Climate Change in the Classroom.” The program was designed to introduce teachers to projects they can use in their classrooms to excite, educate and engage students about environmental science, through which they might see the effects of climate change in the natural world. “It was an incredible opportunity to explore local hands-on science happening with citizens and students in the area,” said Kathy. “I hope to collaborate with LE and UE teachers with some long term data collecting in our own outdoor classroom!”

DOUG DZIEDZIC AND JEN MCGONAGLE shuffled off to Buffalo to attend the annual CPSI conference, which focuses on deliberate creativity, innovation and change leadership. They were able to “ignite” their creativity with hands-on workshops that focused on tools and techniques, personal growth, current topics and research, strategic innovation, and the arts. DONNA MILANI LUTHER is a key player at CPSI each year and served as the conference emcee and “Creativity Provocateur.”

In The Montessori Method, Montessori states, “The transformation of the school must be contemporaneous with the preparation of the teacher.” Using this perspective as a guide, Inly School implemented Shared Learning Communities (SLCs) two years ago. Since then, groups of 10-12 teachers have met monthly to engage in shared inquiry of student or teacher work, persist through professional

COLLEEN QUINN AND MERI-LEE MAFERA honed their music and theatre skills at the Broadway Teachers Workshop in New York City. This is an annual, 3-day intensive workshop on Broadway that includes tickets to 4 shows with post show cast discussions, 8 workshops and master classes with Broadway performers, creative teams, production staff, and peer sessions throughout. The Broadway Teachers Workshop is designed to inspire teachers and directors of elementary through high school theatre programs as well as community and college theatres. New teaching methods, enhanced production skills and an exchange of ideas are discussed with peers and professional Broadway artists. Meri-Lee and Colleen got some great ideas for new Inly shows, theatre games and techniques and immensely enjoyed the Broadway productions of Mean Girls, The Band’s Visit, My Fair Lady and Once On This Island.

dilemmas, and consider texts pertinent to their practice. Each summer, Inly teachers attend training to become skilled Shared Learning Community leaders and members. This year, MATT HOLLENBACK, KATIE KNOX, SARAH LANE, GREG PEHRSON, JESSIE SLADE, LAINEY SLOMAN, and KATHY TAN will attend a week long SLC training in August.





LOWER ELEMENTARY Katie is an elementary teacher fueled by her passion for the outdoors. An avid hiker, runner, skier, and traveler, she has explored 23 countries since third grade. She is a strong believer in whole-body wellness, especially for young learners, and looks for opportunities to model and incorporate mindfulness practices in her classroom. Katie attended Hobart and William Smith Colleges and graduated in 2010

meet New Facul

with a double major in Sociology and International Relations. She decided to pursue the field of education and, in 2013, received her MEd in Elementary Education from Lesley University. She went on to teach 2nd and 4th grade at The Advent School. After traveling to Wyoming, Newfoundland, and Nova Scotia. with her husband this summer, Katie looks forward to continuing her teaching journey at Inly!


BEFORE/AFTER CARE AND ASP Born and raised in Ireland, Ciara lived there until 2015 when she was swept off her feet by Scituate native, Matt Selinger. Ciara attended college in Dublin and soon after receiving a Bachelor’s degree in Education she began teaching at Catholic schools. She later received a master’s degree in sports psychology and became head of the P.E. department at St. Vincent’s Secondary School Dublin, where she taught until moving to Scituate. Ciara used to compete at a high level in athletics, enjoys equestrian activities, going to the gym, walking with her son, and watching hurling and rugby. She began substitute teaching at Inly in January 2018 and is happy to be joining the community in a permanent teaching role.



Whether he is tending a garden, building a guitar, working with stained glass, or constructing an exhibit, Matt infuses creativity into everything he does. Matt discovered his creative side while working as Chief Preparator at the Corning Museum of Glass in New York, where he was responsible for building and installing museum exhibits. Matt received a B.A. in Political Science and Journalism from Purchase College in 2004 and went 20


on to teach English in South Korea on a Fulbright Fellowship. Several years later he met and married UE teacher, Amanda Pillsbury, and began to investigate a career in education. In the spring of 2017, he enrolled in Lesley University’s graduate program and is working toward a Master of Education with a focus on Creative Arts in Learning. Matt is eager to share his passion for creating and building with students in the da Vinci Studio.






Lainey has spent her career working with students from a broad range of cultural and linguistic backgrounds, as well as with diverse learning profiles. After graduating from Tufts University, she started her teaching career as a New York City Teaching Fellow in a traditional public school in Gravesend, Brooklyn. She co-taught a third-grade inclusive classroom while she earned a Masters degree in Teaching Students with Disabilities from Brooklyn College. Most recently, Lainey has worked as an Instructional Coach and Learning Specialist at Winston Preparatory School, an independent school that serves students with diverse learning needs. For her, the best moments in the classroom center around students developing a love of learning and gaining confidence in an area in which they previously experienced challenges. Lainey grew up in Wyoming and is thrilled to explore the natural beauty of the South Shore. In her free time, she enjoys traveling with her family and reading the latest young adult fiction (or whatever picture book her toddler hands to her!).

Jessie believes that true education balances the social, emotional, and cognitive development that is unique to each individual child. She has a wide variety of experience including teaching science at Beaver Country Day School and creating Trellis Community Learning Center. She has a Neuroscience degree from Brandeis University and an M.Ed. from Boston College. A familiar face on campus, Jessie has created science curriculum for Inly MS and UE programs in the past and also currently directs Inly’s summer programs. Jessie enjoys spending her free time with her husband, Tschol (MS teacher), and her son, Otto (MS student). Yoga, running, skiing, traveling to parts unknown, and painting anything that will stay still are her favorite things to do.



Greg enjoys using Spanish as a vehicle for communication, connection, self-expression and justice, and is very excited to bring his enthusiasm for the language to Inly. Read more about Greg on page 27.



Sarah is a scientist and explorer at heart. With a degree in Environmental Geography from Colgate University, she has taken her knowledge and passion for science across the globe. She has worked as a naturalist on adventure cruise ships in Alaska and Baja, Mexico, as a snorkel guide in the Virgin Islands, and taught at several environmental education programs around the country. She enjoys taking science outside the classroom and loves how science helps us understand the way the world works. Most recently Sarah has shared her passion as a middle school science teacher at a New Hampshire boarding school. SUMMER 2018



Language Learning ! or Rewiring Your Child’s Brain Hola! ^ ^

ni hao 22




quick scan of the ‘What the Research Shows ’ pages of the American Council on the Teaching of Foreign Languages’ (ACTFL) website reveals study after study after study, dating from the early 70s through to the 00s, demonstrating not only the academic benefits to children of learning a second language, but also the cognitive and even attitudinal benefits. The ACTFL (an organization founded in 1967 that’s “dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction”) draws the following conclusions from the cited research: • Language learning correlates with higher academic achievement on standardized test measures. • There is evidence that early language learning improves cognitive abilities. • Research suggests that language learners develop a more positive attitude toward the target language and/or the speakers of that language.


So, it seems, if we want our children to do better academically, be better thinkers, and be more tolerant, global citizens, a great step forward is to teach them a second language. Luckily for parents of Inly students, none of this comes as any surprise to Jenny Driscoll who heads up the school’s World Languages program. “Learning a language requires incredible attention and focus. The ear develops. The brain gets totally rewired. It’s really amazing,” says Jenny, who holds a M.A in international education from the Universidad de Alcala in Spain. And, Inly’s Assistant Head of School, Julie Kelly-Detwiler, agrees, “We know that starting a second language as early as possible is best for brain development in children. There is a direct correlation between language learning and the learning done for math and music. Approaching language in the right way sets our children up for success in all other areas.” “At Inly, we teach a second language like a first language. There’s no grammar or vocabulary taught in isolation. We use our bodies, we speak, we move. If you move while you learn, you embed the learning deeply,” she adds. Currently, all Inly students — Toddler House through Middle School — participate in Spanish classes and Mandarin Chinese is offered to Kindergarten students as well as participants in Inly’s After-School Program and Preschool Enrichment Program.

Language Through the Ages For Inly toddlers, listening is key. “We focus on introducing sounds at this age. There is no wall between listening and learning. Children’s brains at this age are literally sponges,” explains Jenny. “We have a window – from age 0 to age 10 – where children have no inhibition. We have to capitalize on this incredible time for learning in whatever way we can.”

! Hola! A Favorite Spanish song of Marisol’s Cuando un amigo baila

When a friend dance

Cuando un amigo baila, baila, baila, baila, cuando un amigo baila, baila, baila , baila Pies, pies, pies, pies, pies, pies, pies

When a friend dance, dance, dance, dance, when a friend dance, dance, dance, dance Feet, feet, feet, feet, feet, feet, feet

Cuando un amigo baila, baila, baila, baila, cuando un amigo baila, baila, baila, baila Rodillas, rodillas, rodillas, rodillas y pies, pies, pies, pies, pies, pies, pies

When a friend dance, dance, dance , dance, when a friend dance, dance, dance, dance Knees, knees, knees, knees and feet, feet, feet feet, feet, feet, feet

Cuando un amigo baila, baila, baila, baila, cuando un amigo baila, baila, baila, baila Caderas, caderas, caderas, caderas, rodillas, rodillas, rodillas, rodillas y pies, pies, pies, pies, pies, pies, pies

When a friend dance, dance, dance, dance, when a friend dance, dance, dance, dance Hips, hips, hips, hips, knees, knees, knees, knees and feet, feet, feet, feet, f eet, feet, feet

Cuando un amigo baila, baila, baila, baila, cuando un amigo baila, baila, baila, baila Manos, manos, manos, manos, caderas, caderas, caderas, caderas, rodillas, rodillas, rodillas, rodillas y pies, pies, pies, pies pies, pies, pies

When a friend dance, dance, dance, dance, when a friend dance, dance, dance, dance Hands, hands, hands, hands, hips, hips, hips, hips, knees, knees, knees, knees and feet, feet, feet, feet, feet, feet, feet

Cuando un amigo baila, baila, baila, baila, cuando un amigo baila, baila, baila, baila Cabeza, cabeza, cabeza, cabeza, manos, manos, manos, manos, caderas, caderas, caderas, caderas, rodillas, rodillas, rodillas, rodillas y pies, pies, pies, pies, pies, pies

When a friend dance, dance, dance, dance, when a friend dance, dance, dance, dance Head, head, head, head, hands, hands, hands, hands, hips, hips, hips, hips, knees, knees, knees, knees and feet, feet, feet, feet, feet, feet, feet



“We practice through games. We make it fun.” —JENNY DRISCOLL “It’s really wonderful,” agrees Marisol Martinez, Spanish Instructor (TH/CH/LE & Discovery). “There is no fear of learning. The children repeat everything. We use songs and games to engage them. They learn through their hands, their ears, and their feet. We connect all their senses.” Then, she explains, “As we move into Children’s House, we start to expose them to written language. We start working with letters.” Lower Elementary students are taught to connect sound with reading and writing, “but we’re still having fun with it,” Jenny remarks. By Middle School, Jenny aims to have students comfortable with learning a new language. She wants the experience to be enjoyable and natural, not stressful. “We practice through games. We make it fun. We are teaching our students the skills they need to learn any language,” she says. No surprise that as the students mature, so too does the context in which they learn. “In Middle School, we have to work harder to show students how this language ties into their world. For example, we tie it back to the global



community. We talk about how it’s a privilege to choose to learn a second language. We read current event articles in Spanish. Students make up their own songs. We work to keep it relevant.”

(left) Grace practices Spanish location terms. (right) A group of Middle School students making a Spanish exercise video.

different; the written language is totally different,” the principles behind the education are the same. “We teach Chinese the way we teach natives their mother tongue. We make it fun to learn and make associations

To celebrate Chinese New Year, Children House students perform the dragon dance at Morning Share.

And while, as Shannon Hsu, Children’s House and Discovery Chinese Instructor explains, “Chinese is a totally different animal; the sounds are different; the muscle movement required to make those sounds is

to daily life. We use materials so they can visualize. We use sounds, objects, and movement. We foster their passion. The kids in one of my classes were desperate to learn how to say ‘Spiderman’ in Chinese. In another class




Joining Inly this fall as Upper Elementary and Middle School Spanish Instructor, Greg Pehrson has been a community organizer and an advocate for social justice for the past 17 years. He comes to Inly from the Immigrant Worker Center Collaborative, where he was the Director of Capacity, working with nine human rights nonprofits in the Latino, Brazilian, Chinese and Indigenous Latin American communities of Massachusetts and Rhode Island. Greg, a graduate of Brown University’s Undergraduate Teacher Education Program, is fluent in Spanish and has traveled extensively throughout Latin America (accompanied by his flute and guitar). He went to language school in Xela, Guatemala, and upon his return to the U.S., Greg began working as a community organizer at an immigrant rights nonprofit in Central Falls, RI. “I am so looking forward to sharing my love of Spanish and of Latin America with Inly students and the wider Inly community,” says Greg. “You don’t need to learn Spanish in isolation. There are so many fun and exciting ways to learn: gardening, dancing, singing. I’m looking forward to creating an environment in which we can engage all of the senses and make connections.” “I also want my students to feel a local connection. We have such incredible diversity in our own community. I plan on drawing on the relationships I have with Latin American artists, musicians, and actors to bring their contributions into the classroom. I can’t wait to capitalize on the boundless energy, enthusiasm, and curiosity of my students.”


‘bubbles’ was in high demand, so that’s what we worked with.” Shannon continues, “We are creating a bridge between English, Spanish and Chinese. We are expanding the world for our students with these three associations. One item, say, a pen, but three words, three sounds. These connections require so many formulas, so much thinking behind the scenes. Just another reason why parents should be amazed at how

smart their children are!” Overall, explains Julie, “We want learning a language to be a passion for our students. It brings them face-to-face with a new world, with a new culture. Your mouth moves differently; the sounds are different; your vocabulary expands. Learning a language asks you to shift gears and every time you ask that of a child, you expand their world.”



students GALLERY FEATURE: A Closer Look at the Inly Middle Schooler MIDDLE SCHOOL GRADUATION





Patrick Murphy, CH1

Sydney Forbes, CH3

Estella Wallace, CH1

Isabel PerezAlbuerne, MS

Talulah Rutledge, CH1




Amartya Alstadt, UE2

Jay Connor, LE2

Chase Tyrrell, MS Jake Bednarski, MS




Frances Brisbane, MS

Ellie White, LE2 Tess DiGregorio, MS





nly middle school graduates are an impressive bunch. Their academic growth and achievement is real and visible. Equally significant is their natural desire to become strong and worthy members of society. Because they have been nurtured to value their effort with the head, hand and heart, they leave Inly with a deep and broad foundation on which to build and sustain success for a lifetime.

Good Judgement



Self Discipline


Independence Selflessness






Ability to work with others




The middle schooler’s day is pretty busy at Inly. Here’s a look at what is accomplished over a student’s two years in the Middle School.




30 Class Discussions 6 Cumulative Tests

20 Experiments 20 Lab Reports

12 Novels 50+ Small Group Discussions

6 Teams 25 Interscholastic Games


Research Paper

8 Essays 2 Resumés 6 Poems

1 Thesis 8 Pages 100 Notecards


6-Person Classes Infinite Possibilities


2 Classes per week 144 Hours of Cultural Exposure

Visual Art




2 Classes per week 1 Ceramic Tile, leaving a lasting legacy

2 Musicals 400 Enraptured Audience Members

5 Boston Harbor Islands Thousands of Strokes

10 Days Off Campus Hours of Experience

Model UN

Pizza Business


Outdoor Activity

2 International Conferences 100s of Points of View

$2.00 per slice 150 Hungry Customers

2 Competitive Tournaments 25 Interscholastic Games

Recess: 5 days/week Outdoor Classroom: 1 hour each week




It’s a tradition for each graduating student to create a ceramic tile to hang in the Middle School as their own personal legacy.

Jake Bednarski Hingham High School

Sam Benning Scituate High School

Joseph Bison BC High School

Samuel Burns BC High School

Emma Cella Chapman Farm School

John D’Allessandro Beaver Country Day School

graduation I have come to the conclusion that Inly relies on challenging us to go deeper, rather than sitting behind a desk and copying facts that we’ll most likely forget. Whether we’re trying to get through rough waters during rowing, or studying for a test in high school, we’ll remember Inly, and know that obstacles like these teach us valuable lessons. These lessons are what have prepared me for the future. —AUDREY DEMURIAS

In the past six years I have been at Inly, I have learned so much about how to push myself (even though I still don’t like to). Everybody around me has helped me discover where my boundaries are, and has helped me push past those boundaries. ow. —JOSIE NICHOLAS

I passed that little pine tree on my way into school today — my last drive over to Inly. The tree is a lot taller now than it was all those years ago. So am I. The tree has roots that are more firm, and a wider reach for its branches. I guess I do, too. And like the little pine tree, I will continue to grow. —GARRETT MORRIS 32


It’s kind of like that line on Inly progress reports, the one about ‘appreciating the learning process as well as the product.’ I couldn’t have gotten the product without the process. I could not have been the best version of me without every smile, mistake, and lesson learned on these grounds. That’s what makes my time here, my process, so incredibly special. —JAYDEN LEE

Ella Milani Norwell High School

Makena Monahan Tabor Academy

Audrey deMurias Notre Dame Academy

Abby DiGregorio Thayer Academy

Ian Faulkner South Shore Public Charter School

Wes Fennell BC High School

Helen Kahn Hingham High School

Jayden Lee Beaver Country Day School

Luke MacDonald Hingham High School

Seth McGowan Norwell High School

… the comfort of the couches faded away when I heard about being required to perform in the level play … But, on the day of the auditions, I somehow found the courage to do it. It was still super nerve racking, but there was also a sense of joy in the performing that was satisfying and motivating. My time at Inly has helped me to discover the important role of singing and playing music in my life. It is where I find comfort, joy, and peace when something difficult comes up… I am so grateful for this resource and I know I will carry it with me always. —HELEN KAHN

One of the two best things about being a builder is that I can take my skills with me as I move on. I will bring my study skills to the classroom. I will bring my confidence to push through challenges. I will bring my curiosity about the big questions that I will find answers to.ow. —JOHN D’ALLESSANDRO

I Am From a former Marine, who has taught me discipline, respect, and to be semper fidelis I Am From a Southern girl, who has shown me to always keep my chin up and never give up I Am From a little sister whos baba I will always be I Am From grandparents near and far who always make sure that my sweet tooth is satisfied. I Am From teachers who have guided me throughout the years I Am From friends that I see everyday and who I’ve up grown with. I Am From learning experiences that I will never forget. —SAMUEL BURNS

Garrett Morris South Shore Vo Tech

Josie Nicholas Stoneleigh Burnham

Bryndis Oddleifson Hingham High School

Helena Orth Hingham High School

Isabel Perez-Albuerne Beaver Country Day School

Grace Rodley Woodward School

Daniel Silvers Norwell High School

Devon West Notre Dame Academy




S’mores and Smiles

36 Inly graduates came together for an alumni reunion early this summer.

The Alumni Family Beach Party


n June 12th, 36 Inly graduates, ranging in age from 13 to 22, came together at the Antico’s Cohasset home for an annual alumni reunion. Although it was too windy for the beach, a firepit set up in the driveway provided the perfect spot for S’mores, with games of four square and street hockey nearby.

Members of the Class of 2018 hang out with their friends.

Selim Kattan ’10, Julie KellyDetwiler, and Phoebe Knox ’10.

Abby Park ’14, Jordan Cokinos ’14, and Shelley Sommer.

Chloë Vitali, Nora Kent ’17, Leah Grealish ’17, and Celia Hidell ’17. SUMMER 2018



TUCKER ANTICO ’11 Tucker Antico does a weather forecast at his WCVB Internship in July.



s three-year-old Tucker Antico (2011 Inly graduate and current Penn State senior), craned his neck to see the weather beacon atop the Old John Hancock Building in Boston, the 1950 poem went ‘round and ‘round in his head: Steady blue, clear view Flashing blue, clouds due Steady red, rain ahead Flashing red, snow instead (Except in summer, when it means the Red Sox game has been canceled…) “I really remember, even being that small, I used to check the beacon and then go around telling people what the weather was going to do,” Tucker recalls. And, over the years, his passion for the weather continued to blossom: “In CH4, my teacher, Elsa Libby, used to cut out the weather forecasts from the newspaper and put them up



in the classroom. A friend of mine and I used to plot the daily highs and lows. We did it for six months straight. We’d staple pieces of printer paper together and make these huge bar charts. Color-coded, of course. Totally legit.” In Lower Elementary, Tucker joined the science committee and began to study the clouds. “I learned everything I could about the clouds. Some of the kids would say ‘oh look, it’s a serious cloud’ and I just had to correct them. ‘It’s not “serious,” it’s a “cirrus” cloud’, I’d say. I just couldn’t help it.” Upper Elementary saw him preparing not only Tucker Trivia – a daily weather or science-based multiple choice question for his classmates (the answer to which would be revealed, by Tucker, at the end of each school day), but also, a presentation of his daily weather forecast. “I was really particular about my drawings. It was so important to me that they accurately depicted the weather,” he recounts. In Middle School, Tucker, now working with actual


“In CH4, my teacher, Elsa Libby, used to cut out the weather forecasts from the newspaper and put them up in the classroom. A friend of mine and I used to plot the daily highs and lows.” One of Tucker’s early weather maps from 2008.

weather models, would prepare a quick weather update for each daily meeting and his 7th grade internship (at the American Meteorological Society) and two 8th grade internships (Holly Hill Farm and Blue Hills Observatory) saw him delve even deeper into and learn even more about the science of weather and how weather can relate to other aspects of life, like agriculture. By the time Tucker started at Boston College High School his love of the weather was undeniable. In his sophomore year, he began to run, succeeding his mentor, Penn State grad and current NBC10 weatherman, Michael Page, which he continued to do through his freshman year of college. He also began to publish weather forecasts via his Twitter feed (a particularly good storm forecast earning him credibility and followers) and, at his school principal’s request, Tucker began to email him weather summaries, which provided an overview of snow, ice, and secondary threats and served as a major input into snow day decisions. Even the most practiced forecasters get it wrong sometimes, however. “There was one big storm at the end of the year and I missed the forecast really bad. I advised a snow day, but in the end, we didn’t need or get one. A classmate said to me ‘hey man, I didn’t do my homework!’ and I said ‘well, you can’t be right all the time.’” Tucker continues, “And, actually, a miss is a chance to ask, what in my forecast was different from what actually happened? You can get to understand your bias. Every forecaster has one. These times just help you to learn and to adjust.” With this as his background, it’s no surprise that Tucker chose to attend the top US school for meteorology, Penn State. As he explains, “Meteorology is like engineering, but with a focus on the atmosphere. We study calculus, forecasting, chemistry, atmospheric dynamics. Every kind of science, really.” He’s also pursuing a minor in energy business and finance.


Tucker during a storm chase earlier this year.

So, having just completed his year as president of the Storm Chase Team (10-15 weather fans driving through endless US States tracking storms), Tucker is now ready to get his teeth into his senior year of college. He’s still debating which career path he’ll choose - on-air weatherman, or private sector risk analyst/forecaster, but this year’s summer internship at WCVB Channel 5 Boston should prove insightful. In summary, Tucker says, “I love the weather because it’s always changing. It stays interesting. It’s always relevant. When I’m forecasting, I feel like I, personally, have an impact on people’s lives. Plus, I’m doing what I’m passionate about, what I’ve always been passionate about.” Whatever path he chooses, there is no doubt, Tucker Antico’s feet rest firmly on the ground, but his eyes will always stray skyward.



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Selim Kattan moved back to Saudi Arabia for his four years of high school following his graduation from Inly. After high school, he returned to Massachusetts to attend Northeastern University and majored in finance and political science. Selim completed a semester abroad in Ireland his freshman year and worked part-time as a stylist for Saks Fifth Avenue until graduating this spring. He plans to return to Saudi Arabia to look for a job in consulting. Selim Kattan ’10

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She graduated from Simmons this past June and is currently searching for a job in counseling or organizational development. She hopes to live in Boston.


Molli Morris graduated from Woodward School in 2017. Throughout her high school career, Molli was very active with student government as vice president during both her sophomore and junior years and president during her senior year. She also played soccer and softball and served as captain of both teams during her senior year. Molli just completed her freshman year at St. Lawrence University in upstate New

Molli Morris ’13

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Michaela Morris ’10

Phoebe Knox graduated from Simmons College this spring and is a Marketing Associate at the Harvard Medical School Center for Bioethics in Boston. Michaela Morris attended Duxbury High School after Inly and was active on the swim team. Following graduation at DHS, she moved on to Simmons College and majored in psychology with a business minor in principle leadership. She was also on the swim team at Simmons for 4 years, helping the team win their first NEISDA championships.

York and plans to declare a major in either political science or communication studies, with a minor in visual arts. Molli still loves to draw and paint, and she credits Inly for jumpstarting her creativity. This summer she enjoyed returning to Inly as a summer camp counselor.



Ashley Antico just finished up her senior year at Notre Dame Academy and had the privilege of being the graduation speaker of her class. In the fall, she is off to Boston College to major in chemistry and eventually pursue a PhD. Ashley is very excited to attend BC and even more excited to be rooming with Ginny Alex, a former classmate of Children’s House Three, with whom she recently reconnected. Jordan Cokinos ’14 (left) and Ashley Antico ’14 (right)

John McNeil attended Boston College High School where he ran cross country and track and started a film club. After graduating from BC High this past spring, he is off to Fairfield University in Connecticut, where he plans to major in communications. He’s looking forward to playing club hockey, running, joining clubs, and being involved. Abby Park just graduated from Tabor Academy in Marion, MA this past spring. She was on the varsity cross country and track teams for all four years and was captain of both teams for two years. She will be attending the School of Engineering at Johns Hopkins University in the fall and plans to study materials science and engineering with a concentration in biomaterials. Her ultimate goal is to develop a new female contraceptive.

Alexander deMurias ’15


Alexander deMurias will be a senior at BC High in the fall, and loves to ski and play lacrosse in his free time. He is working as a camp counselor at Inly this summer. Marty Morris will be entering his junior year at St. Sebastian’s School in Needham this fall. As a junior, he is able to pursue more varied coursework and plans to take advanced art history, a subject he is eager to learn more about. Marty is president of SADD (Students Against Destructive Decisions) and has been very involved with the ultimate frisbee team for the past three years. He is looking forward to becoming president of the team for his senior year and eventually playing at the collegiate level. Marty Morris ’15

coaching little kids at the Maritime Center, working as a counselor in Scituate’s Summer Recreation program, and also waitressing at Scituate Country Club. Belle Detwiler just finished her sophomore year at Norwell High School, where she took AP Euro and plans on taking several more AP classes junior year. For extracurriculars, she is on the track, ski, and field hockey teams, and participates in volunteer corps, math team, and several clubs. In her free time, she likes to draw and enjoys babysitting. Jake Sheer currently attends Roxbury Latin where he will be a junior in the fall. He plays soccer and lacrosse and sings for the glee club. He worked as a sports camp counselor at Roxbury Latin this summer.


Nora Kent recently wrapped up her freshman year of high school along with fellow Inly alum Pierce Gomes at New Hampton School. Nora played on the varsity softball team at NHS, starting at left field while occasionally playing third base and being a DH (designated hitter). The team finished second in their division, losing a tough championship game that went in to extra innings. She just returned from a trip to Greece and is representing Inly and NHS at Stonehill College and other collegiate development camps for hockey and softball over the summer. Nora Kent ’17


Louise Benning attended the South Shore Public Charter School in Norwell for her first two years of high school and is transferring to Scituate High School in the fall to complete her junior and senior years. She has been rowing at Lincoln Maritime Center in Hingham for two years and loving it. This summer, she is







SCOREBOARD Thanks to the generosity of UPPAbaby and the Monahan Family, the upper field has a new scoreboard! This is a wonderful enhancement to our upper field upgrade project, which has been made possible by donations from Inly families. With a new irrigation system installed and landscaping to come this fall, it will be a great way to kick off our athletic programs for the new school year!



Students enjoyed a visit from the Nona’s truck following The Inly Fund Ice Cream Challenge.

As we close the chapter of our Inly Fund story for 2017-2018, we are pleased to announce that thanks to YOU, the Inly Fund achieved a very happy ending by surpassing its goal with more than $204,000 raised to support our students on their adventure of learning and discovery! We are grateful to our Inly Fund chairs, Colleen and Conor Cooper and Lauren and Bob Monahan, for leading the effort with great enthusiasm and creativity. Thanks to them, and all of our Inly Fund volunteers, for helping to achieve a record 84% parent participation. We proud to announce that our faculty and staff once again went above and beyond with 100% participation.

With the generous support of class of 2018 families, the Legacy Gift surpassed expectations and raised $12,400.These funds will provide a gazebo for the Middle School and will also support updated technology needs, including interactive boards to benefit current and future Middle School students. Special thanks go to Jennifer DiGregorio and Jeff Lee, Legacy Gift co chairs, for their leadership of this Inly tradition.




AN EXTRAORDINARY NIGHT FOR INLY Thanks to the generosity of our donors, Syncopation, Inly’s Spring Auction grossed over $186,000, and the pre-event Superbowl Raffle raised over $5,000. The paddle raise gifts, which totaled $30,400, will be designated for hands on tools for learning at each level. Wishes granted from the Wish List will benefit our students — both in and outside of the classroom — in the upcoming school year! We applaud all of our dedicated volunteers and donors, and give special thanks to our chairs, Polina Haseotes and Jaime Sullivan, and the entire Syncopation Squad, for orchestrating an unexpected and extraordinary event for our community.













MAY 11, 2019 for the next Spring auction





We are delighted to announce that with the support of our community partners and friends, our 2018-2019 Friends of Inly Guide will include over 140 businesses and organizations. Proceeds of this initiative, which raised over $40,000, will be dedicated to financial aid at Inly. Be on the lookout for our newest guide in October! To learn more, visit www.

1 David Murdock, Kristen Cabral (in back), Amy Bowman Massey, Christopher Massey, and Christopher Cabral 2 Polina Haseotes and Jaime Sullivan 3 James and Sherri Hinchey 4 Shannon Harper-Bison and Sarah Adamson 5 Chris and Jeannie deMurias 6 Britt and Ryan PeĂąa, Doug and Heather Robinson 7 A view of the event, hosted by Station Eight, Marshfield 8 Paul Antico, Ted Hill, Sara Kate Hill, Muffy Antico, and Jacqueline Morein 9 Chris and Erin Griffith, Rachel and John Rich 10 Hilary Vance, Sarah Lucey, and Kelly Russo 11 Davenport Crocker, Jr., Donna Milani Luther, and Kendra Crocker




“Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and when the grass of the meadows is wet with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning.� DR. MARIA MONTESSORI





Grandfriends’ Day | Wednesday, November 21 Inly Players Auditions | Sunday, December 9 Winter Concert | Friday, December 14 Coffee House | Friday, February 2

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Inly Magazine | Summer 2018  

Inly Magazine | Summer 2018