THE SCHOOL NEWS FROM SPRINGSIDE CHESTNUT HILL ACADEMY
The Art Of Opening Doors Helping Students Love their Way to Learning PAGE 2
The New Literacies
Becoming a 21st Century Communicator PAGE 14
David Sims ’71 Patricia S. Huntington ’58 PAGE 18
THE SCHOOL Volume 2, Issue 1 SPRING 2013 The SCHool is a biannual publication of Springside Chestnut Hill Academy’s Office of External Affairs President Priscilla G. Sands, Ed.D. Head of School Francis P. Steel Jr. ’77 Director of External Affairs Katherine Disston Noel ’97 DEVELOPMENT Director of Alumnae Relations Gabrielle Pittman Gary ’02 Director of Alumni Relations Andrew M. Stevenson ’01 Director of Annual Giving Thomas G. Evans ’87 Director of Development and Capital Gifts Jennifer James McHugh ’84 Director of Major Gifts Ellen Nalle Hass ’77 COMMUNICATIONS Director of Publications Deidra A. Lyngard Director of Digital Communications Karen Tracy HA Editor at Large Elizabeth Sanders HA Communications Specialist Melissa Fisher Communications and Digital Media Assistant Heather DelGrande
The SCHool welcomes story ideas, articles, photographs, and comments from parents, alumni, and friends. Please send them to Deidra Lyngard at SCH Academy, 500 West Willow Grove Avenue, Philadelphia, PA 19118-4198 or firstname.lastname@example.org or 215-754-1616. Cover: Junior Fraser Reichner in front of his macro photograph featuring the pitted surface of an old tombstone. Revealing the usually unnoticed details of aging and decay is the focus of Fraser’s current work.
A model of passionate learning in action, SCH Academy’s robotics team learns it has received its second Chairman’s Award, the FIRST Robotics Program’s most prestigious recognition (See p. 11). Dear Community, This has been a year of highlights for our school, culminating in our graduations in mid-June. So much about these days appeared the same—boys in blue blazers, girls in white dresses; boys on one day, girls on another—yet at our core we are continuing to change and evolve. This theme was beautifully articulated by our student speakers who are emblematic of the strength of the student voice at SCH. They protected their legacies while acknowledging and celebrating the changing face of the school. This year’s student yearbook carries a cover that reads, “Something Old, Something New, Something Gold, Something Blue.” Leave it to our students to find the pithy statement that encompasses both the exciting transition that is underway and the timehonored traditions that we continue to enjoy and share. Nowhere was our new school more evident this year than in the classroom. Our faculty have embraced the skills necessary for 21st century students and created content that is engaging, relevant, and challenging. And our students are busy co-creating programs, bringing fresh ideas into the mix. Not long ago I met with a young man who is proposing a student trip to Ethiopia to work with a school that his grandparents founded. He has designed a Young Scholars program for the students there, who are among the most impoverished in the country. Next year, as part of our Center for Entrepreneurial Leadership curriculum, we will be sending students to Russia and Cambodia on trips that they designed and planned and have been raising the funds for. These are just a few examples of students answering our oft-asked questions: “What if?” and “What else?” A parent recently told me, “I love SCH because we have such soul and movement.” What a wonderful comment, because our trajectory is indeed fast-paced and purposeful while our soul is entwined with 1,100 students who are proud of their school, powerful in their voice, and full of grace in their care for others. We keep all of them in our hearts but especially applaud those students in the Class of 2013, who led us into the uncharted territory of a new coed Upper School, doing so with great joy, and now continue on their own unchartered journey.
Priscilla G. Sands, Ed.D. President
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THE ART OF OPENING DOORS Helping Students Love their Way to Learning.............. 2 BOOK REPORT Reading Recommendations from SCH Academy Faculty and Staff........................................................... 7 SCHOOLYARD Campus News............................................................... 8 SCH SCOREBOARD Athletic Highlights from the Past Season.................. 12 THE NEW LITERACIES Becoming a 21st Century Communicator................... 14 SCH PORTFOLIO An Interview with Graciela Vargas, Upper School Spanish Teacher and Entrepreneur........................... 16 STORIES OF LEADERSHIP: ALUMNI PROFILES David Sims ’71 and Patricia Skinner Huntington ’58......... 18 SCHOOL DEVELOPMENTS Update from the Development Office......................... 20 FUTURE READY Student Views: CEL in Action .................................... 21 PHOTO ESSAY: REUNIONS 2013 A pictorial review of the May Reunions Weekend....... 22 MYSTERY PHOTOS Can You Tell Us about These Pictures?...................... 24 GRADUATIONS Honoring our 2013 Graduates ................................... 25
THE ART OF OPENING DOORS Helping Students Love their Way to Learning Remember that first time you became passionate about something? how you wanted to know everything about it— dreamed of becoming the world’s expert. Perhaps it lasted only a few months or perhaps it became your life’s purpose, but for however long it possessed you, you felt like a door was opening and you were standing at the threshold of something mysterious and wonderful.
t SCH, teachers are primed to look for these door-
this is generally what teachers want their students to know
opening moments. Our faculty understand the
as well. It’s important to trust the process.”
enormous potential for learning that lies at the heart of a
At SCH Academy, where the goal is to make learning as
child’s curiosity and budding interest.
active as possible, students enjoy regular opportunities to
Letting a student’s interest guide the acquisition of knowl-
lead. While this work requires more of the student—and is
edge—what today we call passion-based or personalized
far more challenging and higher risk—it is also far more
learning—is not a new concept within education. It has
rewarding and likely to be remembered.
been around since John Dewey, one of the early fathers
While the child with a true passion for a subject is rare,
of educational reform. In his pedagogic creed, published
there is almost always some aspect that will excite curios-
in 1897, Dewey observed, “I believe that interests are the
ity or interest and serve as an opening for learning. “There
signs and symptoms of [a student’s] growing power. I be-
are countless doors into a subject,” says Sands. “It’s our
lieve that they represent dawning capacities. Accordingly,
responsibility, as 21st century educators, to find ways to
the constant and careful observation of interests is of the
engage our students as much as possible so they take
utmost importance for the educator.”
ownership and pride in mastering a topic. It is through this
Giving students more leadership in their learning may
independent knowledge-seeking process that they learn
seem at some level like ceding control. But it is not control
the art of asking good questions and gain the confidence to
of the subject that’s ceded; it’s control of the learning path-
navigate the unknown.”
way. “Students who have a serious interest in a subject
Examples of passion-based learning, such as those that
may start on an offshoot trail but will eventually work their
follow, abound at SCH Academy. They are made possible by
way onto the main path,” says SCH president Dr. Priscilla
the dedicated, and passionate, teachers who, in the words
Sands. “Anyone passionate about a subject will naturally
of Dewey, remain ever alert for the “signs and symptoms”
gravitate to what is most essential to know about it, and
of interest, then open the doors as wide as possible.
rogramming is in the blood of 4th graders Lenny Lorenz and Olivia Schwartz, who started learning SCRATCH, a beginners’ programming software, two years ago at the suggestion of their 2nd grade teacher, Mary Ann Domanska. The girls have
been going strong ever since. Their enthusiasm has sparked the interest of other students so that now there is a small cohort of girls, some as young as 6 or 7, who come once every cycle during lunchtime to work independently on projects under the guidance of New Media Specialist Karen Kolkka. Kolkka says there are as many
ways into SCRATCH as there are interests. “You can create interactive stories, games, animations, even greeting cards.” Lenny says she likes SCRATCH because she can create things on the computer that she can’t create with LEGOs. “It can be as easy or hard as you want. Sometimes you want a challenge.” Olivia and Lenny’s first coding project was the “Fortune Teller.” “You type in your name and a question, then press ‘go’ for an answer,” explains Olivia, who says it’s not quite finished “because there’s a glitch in it we’re still trying to fix.” In May, the two girls hosted their second annual SCRATCH Day when anyone who was interested in learning coding could come and try out the program. The girls love working together on projects, says Kolkka. “Sometimes I set them up with a little lesson, but really they just want to learn on their own.”
here might be a big difference in their age but not their passion: 3rd grader Kofi Jackson and senior Stephen Skeel are both totally obsessed with making movies. “I like to tell stories and make movies in my head of what I’m reading,” Kofi explains. For the past two years the 9-year-old has been working with LEGO sets, making stop-motion animation videos. He likes superheroes and “lots of action.” Kofi is currently writing a film script but has only done a couple of scenes so far. “When I’m older, I’ll go back and rework.” Stephen knows all about reworking, too. Some of his films have been multiple years in the making. His interest in filmmaking began when he was Kofi’s age and he saw Star Wars for the first time. “I’ve been obsessed with bringing magic onto the screen ever since.” SCH Academy’s ViDCAST Studio has been a place where much of this work has happened under the guidance of Ellen Fishman-Johnson, director of the Arts and chair of New Media. “Dr. F-J has fostered an amazing place for my growth in the field. The equipment I have had access to is the same as what you will find in film schools and professional workplaces. She has provided me with the ability to speak the language of film, allowing me to communicate with experts everywhere.” This fall, Stephen will head off to the prestigious Tisch School of the Arts at New York University where he plans to pursue—what else—filmmaking. Recently, he won a Scholastic Golden Key Award and a first at the Greenfield Youth Film Festival for his short films. This spring, the two future moviemakers got together in the ViDCAST Studio to “talk shop.” Stephen shared a demo clip he’s been working on and explained what he did to achieve the effects while Kofi listened intently and asked questions. “Kofi reminds me of myself at that age,” says Stephen. “He’s already driven. He’s the next generation of filmmaking. SCH should be glad to have him.”
he notion of letting students design their own school trip is in the spirit of much that happens at SCH, especially within the Center for Entrepreneurial Leadership. “When students feel strongly about something, we listen,” says Jenn Vermillion, director of Innovative Teaching. “So, when students expressed a desire to play a greater role in planning future school trips, Vermillion and Upper School entrepreneurship teacher Rahilla Zafar decided to give them that opportunity. Last fall they offered Global Innovations, a new course in which students were asked to research and design a proposed class trip. Twenty-eight students enthusiastically signed up for the course and have been working intensively ever since. “In the early part of the class we broke up into teams and did interviews with other students to find out what they ideally wanted in a trip,” explained junior Rachael Carter. “Then we used design thinking to sort out what would meet their interests while fitting with the travel safety and affordability guidelines set up by our teachers.” In addition to designing the trip itself, the students had to come up with a fundraising plan and then execute that plan by the fall of 2013. “It’s a major commitment for the students,” explains Vermillion, “but they’re learning incredibly valuable skills along the way: how to articulate their program mission, manage multiple projects simultaneously, and ultimately how to transform their vision into a reality under a myriad of constraints.” Rachael’s team partner, sophomore Emily Kunkel, says the course has been a real learning opportunity for all of them: “It’s made us appreciate how difficult it is to make something happen. It’s a great experience that not many students get to have. Everyone I’ve told about this trip thinks it’s so cool.”
fter studying the Pantheon and other landmark Roman buildings in their Prima Lingua class, a group of 6th grade boys asked their homeroom teacher, Sarah McDowell, if they could do an independent study on architecture so they could learn to design their own structures. “I knew nothing about architecture, but I thought it would be fun to learn along with the boys,” says McDowell. The small group began meeting once a cycle during activity period. McDowell invited SCH parent and architect Courtney Kapp to come in and give the boys an overview. Over the semester, they researched and discussed interesting examples of architecture; constructed 3-D cardboard models of iconic structures such as the Eiffel Tower, Sydney Opera House, and Burj Al Arab in Dubai; and designed their own dream houses using the 3-D modeling program Google SketchUp. The group also made a field trip to the Barnes Foundation, where they saw how old and new architectural styles can be blended together. After all this study and work, the boys came away with a new appreciation for the buildings all around them. “It made me realize how much goes into designing and building something,” explained Will McHugh. “And how long it takes,” added Nate McDowell. Their teacher also came away with a new appreciation: “This kind of discovery activity makes teachers push themselves and helps students learn what questions to ask,” says McDowell. “The teacher is not delivering content but helping the students find it for themselves; we become a facilitator in the process.”
unior Fraser Reichner didn’t start out liking photography. “My mom was always taking pictures of me and my sister and so I didn’t associate it with anything fun.” But when he entered high school, he started hearing about this great photography course taught by Pete Capano, so he signed up for it. Though he thinks of himself primarily as a “math and science kind of person,” photography has enabled Fraser to express his more artistic side—but still with a scientific bent. In the summer of his sophomore year, his family rented an old house in the Poconos. “It had lots of layers of paint and rust,” describes Fraser. He used the close-up setting on his camera lens to capture the details of this decay. The images were a home run. Capano really liked this new direction. He even put some of Fraser’s photos up in the student gallery, which was a big motivator. “On his own time and independent of a grade, Fraser seeks out abandoned factories, moldy graveyards, dusty basements, and the like in order to produce beautiful, provocative images of various rusted metal devices, fungus-encrusted tombstones, and similarly ubiquitous but neglected objects. One might assume these images would be morbid or unworthy of critical attention, but they are startling in their beauty and emotional resonance,” says Capano. Fraser attributes much of where he is now to Capano’s continued encouragement and support. “He’s always available to talk. He said I was an artist, which was really cool to hear. But he also constantly challenges me to make it better. He’s definitely inspiring.” Fraser will be taking Capano’s portfolio class next year, even though he doesn’t plan to pursue photography professionally. “Photography is a passion and a great hobby; making it a job would take the love out of it.”
t was in Ellen Kruger’s science class in 7th grade that Alexis Berry discovered her lifelong passion. “I had an opportunity to do an independent research project on a topic of my choice and I chose toxic shock syndrome.” That small toe in the research waters hooked her completely. “I love the sciences because basically you can ask any question you want and then do research in that area. There’s always a deeper level that can be understood.” Alexis has worked closely with the science faculty at SCH, including the department chair, Scott Stein. “Alexis is relentless in her pursuit of knowledge. She has a genuine desire to learn the how’s and why’s of the way the world works,” says Stein. “If school was optional, she would be here every day.” Her favorite research project was done in Stein’s class: a study of plant stomata—the part of the plant that takes in carbon dioxide and releases oxygen—and how they can change based on their proximity to roadways. This fall, Alexis will be attending the prestigious Program in Liberal Medical Education at Brown University. Brown is the only Ivy school to offer this eight-year baccalaureate-to-medical degree sequence. Alexis plans to focus on dermatology. “There’s a large child population with eczema and other skin conditions and I’d like to help them.” She applied to Brown’s program, which allows undergrads to pursue study in the humanities as well as sciences, because she likes how Brown thinks that “doctors should focus on subjects other than just math and science.”
THE HEN WHISPERERS
verseeing a brood of four hens gives you unexpected insights into the idiosyncracies of avian behavior, or so a group of Middle School girls will tell you after caring for Mars, Paisley, Bremo, and Robin since the middle of this past winter. At that time, the birds were purchased as part of a student-led initiative in support of their global partnership focus on Finding Solutions to Hunger. The girls sell the hens’ eggs and use the funds to support both local non-profits involved in community-wide hunger programs, as well as underwrite small entrepreneurial efforts in developing countries. So far the students have raised nearly $200 and made donations to Kiva, Why Hunger, Oxfam America, and others. “This is a real labor of commitment and love,” explains Mary Brownell, lead teacher working with the girls on this initiative. “Every day the girls must feed the hens, let them in and out of the hen house, clean the coop, and collect, package, and sell the eggs. In the process, they’ve learned the personalities of the hens, which nesting boxes they prefer, who favors spinach, and who loves to sing. Most importantly, the girls are learning that small gestures of effort can change the lives of people they will never know.”
ophomores Matt Miller and Jay Regam have a knack for language. Both are taking more than one this year, including an independent course in Arabic. “It was a combination of Jay’s interest in learning a critical language and my interest sparked by a recent school trip to Dubai that made us decide to learn Arabic,” explains Matt. A challenging choice. Arabic has 28 consonants and 11 vowels and vowel marks. Letters can be written in four different ways depending on where they’re located in a word. This would be enough to frighten off all but the most committed linguist, but not these young men. With the help and encouragement of SCH president Priscilla Sands, who supported their pursuing this linguistic global experience, an independent study program was set up. Upper School history and CEL teacher Taraneh Naghizadeh volunteered to be their advisor. The boys researched online courses and signed up for a 16-unit course offered through Brigham Young University. They meet every week with Naghizadeh, who answers their questions and makes sure they are staying on track. Occasionally they video chat with the instructor. Other than this, the two 16-year-olds are on their own. What’s been the greatest challenge? “Setting your own schedule,” says Matt. “But it teaches you how to manage your time.” The boys believe that learning Arabic will be good preparation for the world they’ll enter after college. “Knowing more than one critical language will be important for the future in terms of job opportunities and helping with conflicts,” says Jay, who is also fluent in Russian. “It gives you the ability to communicate with so many more people, and to interact with them in a more authentic way.”
Book Report Reading Recommendations from SCH Academy Faculty and Staff Nothing to Envy: Ordinary Lives in North Korea Barbara Demick, Spiegel & Grau, 2010
Review by Taraneh Naghizadeh, History Faculty As both a social studies teacher and passionate world observer, I could not help reaching for Barbara Demick’s award-winning book Nothing to Envy: Ordinary Lives in North Korea. Demick’s riveting volume presents the Western world with an incredibly rare glimpse into a nation shrouded in secrecy. Demick follows the lives of six North Koreans for over a decade, detailing their struggles and triumphs, heartbreaks and successes, and those rare moments of joy. An undercurrent of shock carries you through the book as Demick throws the darkest parts of North Korean society at her readers, drawing them into one of the most depressed, poverty stricken, and enigmatic nations in the world. At the heart of this book’s strength is its unspoken message. Demick not only pushes her readers to compare our freedoms with those the North Korean people lack, but to also realize that in many ways our lives are more similar than we would, perhaps, like to admit. It is not only a clash of democracy and communism, but a clash of what matters most in each society. As North Korea looms ever more threateningly on the global stage, Nothing to Envy is required reading for anyone interested in the way our world works and in the common human story we all share.
Out of Our Minds: Learning to be Creative
Sir Ken Robinson, Capstone Publishing (Revised and Updated Version), 2011 Review by Deborah Gress, Academic Support Teacher for Literacy and Design and Director of the Imagineering Lab “There is a paradox. As children, most of us think we are highly creative; as adults many of us think we are not.” So begins Sir Ken Robinson’s quest for the answer to these all-too-perplexing questions: What changes as we grow up? Does life become so depleted of creativity that we ultimately forget how to be creative? Robinson does a brilliant job of explaining how important it is to promote creativity and nurture innovation in children. The workplace now demands greater flexibility and productivity. No longer is the one-trick-pony professional skill a guarantee of success. While reading the book (and the endnotes and references, too!), you may want to have a notebook by your side, for Robinson has many suggestions as to how we can incorporate creativity into our schools and businesses. He ends with this: “To realize our true creative potential—in our organizations, in our schools and in our communities—we need to think differently about ourselves and to act differently towards each other. We must learn to be creative.” For more great ideas and resources, visit Robinson’s website at sirkenrobinson.com.
Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead Brené Brown, Gotham Books, 2012
Review by Christine Heine, Assistant Head of School and Head of Upper School Brené Brown’s new book, Daring Greatly, is a wonderful addition to the self-help genre of self-empowerment and resiliency. Brown’s work complements Carol Dweck’s recent work, Mindset (2012), as well as Paul Tough’s How Children Succeed (2012). Together, these three works provide a firm foundation for nurturing the inner strengths of children as well as providing the reader with several opportunities for self-reflection. Brown argues that embracing vulnerability is a key concept in the living of an authentic life. Vulnerability doesn’t equate with weakness but with an inner strength that opens creative risk taking. Brown suggests that when one is vulnerable, one is more open to experiences, people, and growth that will empower and nurture one’s soul. It’s important to sever the link between vulnerability and shame/ self-worth. “When our self-worth isn’t on the line, we are far more willing to be courageous and risk sharing our raw talents and gifts.”
News and Highlights from arou
NASDAQ Supports CEL Curriculum | SCH Acad-
Students watch the installation of one of their designs on a Manayunk Big Belly Solar Compactor.
emy’s leadership in entrepreneurial education was recognized by the NASDAQ OMX Educational Foundation, which gave the school a grant this past March in support of the Center for Entrepreneurial Leadership (CEL). The CEL curriculum is centered on seven strands of curricular study designed to give students real-life skills that prepare them for the world beyond secondary education: The Art of Communication, Engineering and New Media, Entrepreneurship, Ethics, Global Immersion, Leadership, and Statistics. The strands are woven through the existing rigorous core curriculum and incorporated through age-appropriate study from Pre-K to grade 12. The mission of the NASDAQ OMX Educational Foundation is to promote learning about capital formation, financial markets, and entrepreneurship through innovative educational programs. “As a corporate citizen, NASDAQ OMX supports young entrepreneurs who will someday become the visionaries that help drive our economy,” said Joan Conley, senior vice president and corporate secretary at the NASDAQ OMX Group. “Springside Chestnut Hill Academy will prepare innovative thinkers through its secondary school Center for Entrepreneurial Leadership. We’re thrilled to partner with these students who will become our business leaders across the globe.” Other academic institutions supported by the NASDAQ OMX Educational Foundation include Columbia University, Stanford Law School, and University of Pennsylvania Wharton School.
Student Open Air Art Gallery |
Walk down Main Street in Philadelphia’s Manayunk district and you will see SCH students’ artwork—not in a gallery or mural, but wrapped around 24 Big Belly Solar Compactors lining the street. Each compactor is decorated with a student-made design featuring an animal indigenous to the Schuylkill River and created in the style of a well-known artist. For example, an Andy Warhol-style frog envelops one, Van Goghinspired fish embellish another, and the magic realism of Henri Rousseau’s goose in flight is captured on another. The project, dubbed “Smart Partners in Art,” and completed in collaboration with the Manayunk Special Services District (MSSD), aims to combine art with a learning experience, not only for the students who created the compactor skins, but for passersby. MSSD chose to work with SCH because of its longstanding commitment to sustainability and eco-friendly practices. “We are ecstatic to see public art being used to promote greener living and our local Schuylkill River environment,” said Jane Lipton, executive director of the Manayunk Development Corporation. “We were delighted to see the work these students produced and ... to see the artwork come to life on Main Street in Manayunk.”
Student teams present their fundraising strategies for underwriting next year’s student-designed school trips as part of the CEL elective class, Global Innovations.
nd the SCH Academy Campus
And the Winner is... | SCH student filmmakers
recently enjoyed a huge thrill when their entry in the Greenfield Youth Film Festival took the top honor in the “narrative” category. Chosen from a field of 107 film entries, “A Good List” was the work of video production students senior Stephen Skeel and junior Harrison Tracy. The duo worked for over three months on the project, which is an adaptation of a poem by Brad Leithauser and features Harrison’s sister, Winslow Tracy ’23, as she considers a list of the things she has never done, hence the title of the film. The film festival award ceremony enjoys an Oscar-like feel, attracting nearly 1,000 film buffs, paparazzi, a presentation ceremony with special statuettes, and a cash prize. “The Greenfield Youth Film Festival ... serves as a reminder of the amazing things that can be accomplished when a vision, belief in students, and a love of the arts is matched with financial support and caring to help make dreams come true,” said Upper Dublin School District Superintendent of Schools Michael Pladus. The Greenfield Youth Film Festival began four years ago out of an effort to give aspiring high school filmmakers an outlet for their work and an opportunity for them to learn from and be inspired by working film professionals, college professors, and other experts in the field. This award is the third in four years for students in the video production classes at SCH.
One of the 4th grade teams presents its design for a new “ natural” playground to a representative of the McLean Contributionship, which is funding its construction.
Design Thinking a New Playscape | Designing a playground for the new Lower School that will be built as part of Phase II of the Campus Master Plan seemed like a perfect opportunity to involve students in a real-world experience and give them practice using the design thinking method, explained 4th grade teacher Peggy Grady. A grant from the McLean Contributionship will provide funds for the construction of the playground, which will have a natural materials theme. In preparation for their design work, the 4th graders did extensive research, including observing how students use the current Lower School playground, testing out a natural play space facility at Briar Bush Nature Center in Abington, and interviewing schoolmates from various grades about what they like to play and do while on the playground. They compiled all of this information and used it to create several prototypes, which they then narrowed down to three based on student feedback. The girls presented their final designs at a Lower School Assembly as well as to a McLean representative and the group of landscapers who will do the final design and construction. “The process was just as important as the outcome,” says Grady. “These 4th graders were so empathetic. They really understood the needs and wants of their users, and they worked collaboratively and had several opportunities to present!”
Stephen Skeel, left, and Harrison Tracy accept their award for best narrative film at the Greenfield Youth Film Festival.
News and Highlights from arou
Students Follow Journalist on Global Trek |
Since November, when Pulitzer Prize-winning journalist and National Geographic Fellow Paul Salopek visited SCH, he has been a regular topic of discussion in the Lower School for Boys 5th grade class. Salopek, who is retracing the 21,000-mile global migration of our ancestors out of Africa, will spend the next seven years traveling the globe on foot. His journey will end in Patagonia. In the meantime, he is reporting about his experiences regularly on his website and in National Geographic. Last fall, just before he left on his trek, Salopek visited SCH and spoke with the Lower and Middle School boys. Since then, the 5th grade has been following his progress online and via Twitter. They have also written to him and posted comments on his National Geographic blog. Earlier this spring, they had an opportunity to speak with him via satellite and speaker phone. Salopek seemed impressed with the boys’ questions, which clearly reflected their thoughtful attention to the details of his journey and their own imaginings about what such an experience must be like. Here are a few of their questions: (1) I have had an experience where I just wanted to stop and turn back. Has the thought, “Should I turn back?” ever come to mind? How do you get through these moments? (2) How many people are walking with you at any given time and are there times when you have walked alone? (3) What exactly was it like with those animals [hyenas] who eat other animals walking around you in the dark? The boys plan to keep in contact with Salopek as he continues his journey, one of the few classes to be doing so.
Students’ invention for sanitizing credit cards receives semifinalist recognition in the national Christopher Columbus Awards program.
Cleaning those Dirty Credit Cards | Tilly
Peck, Lilly Soroko, and Maya Trujillo were one of 30 teams selected as semifinalists for the Christopher Columbus Awards for their project dubbed “Cleanse,” a credit card sanitizer to remove the bacteria that accumulates from handling. The girls were selected from a pool of thousands of applicants. As part of the competition, they had to identify a problem, design a solution, test the solution, and write a summary of their process and results. Entries were judged based on creativity, innovation, scientific accuracy, relevance to the community, feasibility, and clarity of communication. The goal of the competition is to encourage students to use the scientific process to solve real-world problems and change their community. The girls worked for several weeks to design and test a solution to a community problem focusing on disease prevention. The Christopher Columbus Awards is a national, community-based science, technology, engineering, and math (STEM) program for middle school students. “I was so proud of how hard they worked and the level of effort they put in,” says science teacher Ellen Koenig. “I was not at all surprised to find out that their project was nationally recognized!”
5th grade students speak with National Geographic journalist Paul Salopek as they follow his 21,000-mile global trek on his website.
nd the SCH Academy Campus
Hail to the Chairman | It was another solid season
for Team 1218 Vulcan Robotics, which was among only 1% of all robotics teams internationally to make it to the World Championships in St. Louis this past April as a Regional Chairman’s Award winner. Among the challenges that this year’s robot faced—and conquered—were shooting Frisbees through different goals and climbing a 10-foot-tall jungle gym. While the team took no wins at the World Championship, it did manage to collect several prizes at the district and regional level— among them, their second and third Chairman’s Awards, one of the FIRST robotics program’s most coveted honors. It is awarded to the team that, in the judges’ estimation, best represents a model for other teams to emulate and embodies the goals and mission of FIRST. Team 1218’s Chairman’s Team, led by junior Molly Dugan, sophomore Elyas Tecle, and freshman Gib Randall, impressed the judges with their passionate presentation on how FIRST Robotics and Team 1218 have changed the culture of the school by serving as a model of project-based learning and entrepreneurial thinking, both of which have since been incorporated into the curriculum. The team has also helped promote awareness of FIRST robotics within the community through its work with local organizations such as United Cerebral Palsy. This past year, the team demonstrated its robots at the local UCP branch and helped build customized equipment for use by UCP clients.
Girls watch a demonstration video of an exercise, created by other students, before trying it themselves in BA Fish’s PE Class.
Tech Fitness | Betty Ann Fish, chair of the Department of Physical Education for Girls, knows a thing or two about technology as well as exercise. She was one of 50 educators selected nationally to attend the Google Teacher Academy (GTA) in New York City last October and became a Google Certified Teacher. Google accepts only 10% of applicants for its GTA program. Participants are selected, among other things, for their successful use of technology in school settings. Recently she was recognized as Innovator of the Month by T.H.E. Journal, a national education-technology publication. The Innovator feature showcases educators using technology to further their academic missions. Betty Ann was an early adopter of iPads in the classroom. Her PE students have used the tablets to record each other doing a series of exercises, then refer to the demonstration videos as they move through fitness stations during PE class. To support the school’s literacy program, Betty Ann had the Kindergarten girls document objects that started with the letters of the alphabet as they walked around campus. She then made a video of their photos to help them remember the letters. During her heart adventure challenge course, students watch BrainPoP on the iPad to reinforce heart facts. They also use various apps to document what they have learned and to share with others. “Students love to be physically active and what better way to reinforce healthy habits than by incorporating the technology they already use on a daily basis?” says Fish.
Members of Team 1218 Vulcan Robotics accept their third Chairman’s Award at the District Competition held at SCH.
SCH : SCO BOYS VARSITY ATHLETICS Basketball
Under first-year head coach Jamie Chadwin, the team underwent a rebuilding year. Under the leadership of senior HM All-Inter-Ac guard Bobby Keyes and 2nd Team All-Inter-Ac forward Andrew Dowds, the Blue Devils battled to a 4th place finish in the league.
Led by 1st Team All-Independence League skaters Sean Delaney and Tasso Karras, the team had a tough season this year. They had two excellent wins against Germantown Academy, but struggled to find their identity against the rest of the league. With an influx of some new talent next year, the future is promising.
Indoor Track Led by sprinters Nick Roland and Jordan Johnson, distance runner Graham Allen, and the Sprint Medley team of Mac Concannon, Pat Feighery, Jamil Poole, and Graham Allen (which broke the school indoor record with a time of 3:46.21), the team had a very successful indoor season. Our two sprinters and the Sprint Medley team qualified for and competed in the Indoor Nationals in March and were very successful against some of the top track athletes in the country.
The team placed 2nd in the Inter-Ac after falling to Episcopal Academy twice during the regular season in very close matches. They were led by 1st team All-Inter-Ac juniors Philip Kelly, Mason Blake, and Brian Geigerich as well as sophomore 2nd team All-Inter-Ac Matt Geigerich and 2nd team seniors Christian Dorff and Peter Ferraro.
Wrestling Led by seniors Jordan Wang and George Kunkel, junior Ben Rubin, and sophomore Prep All-American Desmond Johnson, the Devils continued to battle the powers of the Inter-Ac despite starting every match down several points due to the lack of numbers in the program. With a strong group of 8th grade wrestlers in the wings, we hope to see our Upper School team numbers bolstered next year.
Swimming Freshman Ryan Torie placed 13th in the 50-yard freestyle, and 16th in the 100-yard freestyle at the Eastern Swim Championships. The prestigious Easterns feature the best prep school swimmers in the country.
RE : BOARD GIRLS VARSITY ATHLETICS Basketball
Under second-year coach Steve Purcell, varsity basketball notched its first-ever victory over powerhouse Germantown Academy. First Team All-Inter-Ac captain Gianna Pownall was selected to play in the All-Star Labor Classic, which featured the best seniors in Southeast Pennsylvania. In addition, Julia Schumacher was named Honorable Mention All-Inter-Ac.
The track team was led by freshman Brooklyn Broadwater, who capped off a stellar season by taking a 5th and 6th place in the 400M and 200M at the Indoor Pennsylvania State Track Championship. Brooklyn then took a 4th place in the 400M and a 5th in the 200M at the Indoor Nike New Balance National Championship in the Emerging Elite classification. Freshman Julia Reeves set new team indoor records in the long and triple jumps. Sophomore Jamie Costarino set a new team record in the indoor 3000.
MS squash had an unbelievable season making it to the finals of the U.S. Squash Middle School National Championship. Francesca Fabiani was named 1st Team All-Inter-Ac. Caroline Canning, Samira Baird, and Courtney Hamilton made Honorable Mention for squash.
Swimming The 200 Medley Relay and 200 Freestyle Relay of Lexi Prochniak, Gwyneth Bjordammen, Megan Karoly, and Kat Saltzman took 6th in the Inter-Ac Swim Championships. The relay team also qualified for the prestigious Eastern Swim Championships.
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Reading & Writing Learning the essentials of reading and writing—how to spell, punctuate, and write clearly and coherently, how to comprehend, infer, visualize, question, and sequence—still forms the core of the school’s literacy program. While these core skills remain essentially unchanged, the way they are being taught is evolving. “Today our teaching is much more individualized,” explains Christine Yaffe, reading specialist for Lower School for Girls. In both Lower School divisions, early learners progress at very different rates so reading and writing is customized to each child’s level. Learning to write to an audience is also an important part of 21st century communications, and students are given regular opportunities to present their work to classmates, parents, and even the public. Acquiring good skills in digital communication is also a part of basic literacy education, from how to interact with others online and do Internet searches to how to upload and manage various digital content. Through blogging with students at other schools, creating videos, and producing multimedia presentations, younger students become comfortable with navigating the digital environment. “Teaching students to read with a critical eye and discern good information from bad is a big part of today’s literacy education,” says Upper School English teacher Michael Ferrier. It used to be that no one questioned the authority of a historical text or a piece of literature. “Today, we have come to appreci-
verywhere we turn these days we’re assailed by competing messages brought to us via a confusing array of media. How are we to make sense of this barrage of information if we don’t speak the languages in which they’re written? Unlike the high school graduates of even 10 years ago, today’s students need to be multilingual, able to source code read, write, and effectively communicate in the many languages of the 21st century. “We’re in the midst of a literacy revolution the likes of which we haven’t seen since Greek civilization,” observed Stanford University professor Andrea Lunsford in a 2009 interview with Wired Magazine. Helping students learn the new as well as the traditional literacies has posed a profound challenge for education. No longer is teaching reading and writing sufficient to prepare students for the world they will enter, says Dr. Priscilla Sands, SCH Academy’s president. “We must help them develop the specific skills they need today and the creative mindset and critical eye that will enable them to master whatever may come tomorrow.” The curriculum at SCH Academy embraces both traditional and new literacies. Through an expanded curriculum that embraces new teaching approaches and new technologies, our students are learning to become effective 21st century communicators, as comfortable with crafting an essay as a video, with interpreting the meaning of a statistical graph as a poem. ate that many texts are written with a bias. How to identify this bias is part of what our students learn along with analyzing plot, character development, symbolism, imagery, etc.” The school’s focus on project-based and student-led learning has also influenced how writing and literature are now taught. Students still need to know how to write thesis statements and transition between paragraphs, but this can be taught in interesting ways, explains Ferrier, such as a game the students are asked to design that awards badges for each proficiency developed. And it doesn’t have to be technological to be 21st century, he adds. This year, in Sally Maxwell’s Upper School class on Macbeth, students worked in teams to write and perform interpretations of Act 3, Scene 3, famous for its discrepancies in text, timeline, and stage direction. The students had to account for these discrepancies in their scripts. They were also tasked with staging the scene, making their own costumes and props, producing the playbill, and marketing their performance to the Upper School community.
New Media SCH Academy’s New Media Department was formed in 2010 to address the need to prepare students in multimedia, communcations, and interactive technologies. “You have to be able to tell your story in a way that engages people. How do you do that without understanding the latest digital technologies?” asks Ellen Fishman-Johnson.
The array of new media being learned by SCH students is mindboggling. From simple stop-motion animation software like iStopMotion to video production software and from Adobe Creative Suite for design and layout to Final Cut Pro for professional film editing, students are gaining critical hands-on experience in the tools they will need as 21st century content producers. Learning the mechanics of these new technologies and how various effects are achieved is essential for developing an educated and critical eye, which is such an important aspect of being literate, explains Fishman-Johnson. “Once you’ve pulled back the curtain on the Wizard of Oz, you’re less likely to take what he says at face value.”
Programming Coding puts ideas into action according to Mitch Resnick of MIT Media Lab, creator of the basic programming software called SCRATCH. Resnick is a strong proponent of teaching children the basics of programming, “When people learn to code, they learn important strategies for solving problems, designing projects, and communicating ideas,” he says. At SCH Academy, every student learns coding, starting in the 4th grade with an introduction to SCRATCH. Robotics, which is offered beginning in 1st grade, also provides a range of programming experiences. Beginning with simple LEGO MINDSTORMS in 3rd grade, interested students can progress through ever more complex coding and engineering challenges, culminating in high school with the popular FIRST Robotics Competition.
Global Literacy “Globalization is happening. We’re raising kids today not just as Americans but as global citizens,” explains Taraneh Naghizadeh, who teaches International Relations and Globalization, Cultural Anthropology, and English electives. While being globally literate does not entail learning a specific set of terms or technologies, it does entail developing a certain mindset and sensitivity. “It goes way beyond emailing someone in China,” says Naghizadeh. “Students need to learn that what happens here in the U.S. can have an impact anywhere. And vice versa. They need to be aware and ask questions about what another culture might want or need.” Developing a global mindset begins in the earliest grades at SCH with opportunities to communicate and work collaboratively with students from other countries. Throughout every division, experiences in design thinking, with its emphasis on empathy and understanding the needs of the end user, help to develop students’ respect for perspectives other than their own.
Statistics While math continues to be the third of the “Three R’s” that make up basic literacy education, an offshoot of math, statistics, is gaining increasing importance in the literacy lexicon. Numbers are being used in ways we could not have conceived 100 years ago, statistics teacher Steven Dafilou explains. “It used to be they were used just for measuring and counting; now they’re being used to persuade, predict, and defend.” Developing an appreciation of how numbers tell stories and convey information begins in the earliest grades. Lower schoolers do research (How many legs in your family? How many seeds in the pumpkin?) and then report the findings in pictures and graphs. As they move up through the divisions, they learn more about probability, prediction, and sampling. Beginning in the fall of 2013, every 10th grader will take a formal course in statistics as part of the Center for Entrepreneurial Leadership curriculum. Understanding how numbers can be manipulated, interpreted, and expressed is an essential skill in today’s society, says Dafilou. “So many of our decisions are based on numbers. They naturally carry a lot of weight and authority, but when they’re used as data—what I call numbers in context—we need to pay special attention to how they were derived. This is why being statistically literate is so important.”
Visual Literacy “Today’s students need to know how to construct meaning in a visual sense as well as a written sense,” says Ellen FishmanJohnson, director of the Arts and chair of the New Media Department. Developing students’ visual literacy has long been a part of the school’s fine arts curriculum, but this has recently expanded to include new media as well, such as video, digital and 3-D art, and emerging interactive technologies. “Being visually literate gives you the ability to take something polished and deconstruct what messages it contains and what you’re being asked to believe,” explains Upper School English teacher Domenica Vilhotti, who teaches the department’s elective course on film, in which students study the various elements of cinematic language, such as expressive lighting and shot composition, and how they coordinate to achieve a unified effect. “Over the past century film has gained respectability as a medium for exploring the great themes of human nature,” says Vilhotti. “Great films are as deserving of analysis and appreciation as great literature, and are now a growing focus of our visual literacy education.”
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AN INTERVIEW WITH GRACIELA VARGAS, UPPER SCHOOL SPANISH TEACHER AND ENTREPRENEUR What is your role here at school? Besides teaching four Spanish classes, I am involved in many other areas of school life. I am faculty advisor to the Fashion Club, which comes together to discuss fashion and ways to incorporate fashion into our community and the community surrounding SCH. We sponsor the annual Rock the Runway show, which raised over $33,000 dollars for charity in the last four years. I also served as one of the lead advisors to the senior class and helped organize many of the senior events this year in addition to individually advising several students, as each of us on the faculty does. I also organized several trips to South America and Spain for language students to immerse themselves in the culture they studied in class.
CE ACTI & PR
How has language instruction changed since you started teaching? When I was a student in high school, my teachers all used chalk and a blackboard along with paper and pencil to teach. There was much rote memorization, and I have to admit at times it was boring and hard to connect the material being taught to the real world. In my training to be a teacher, one of the most impactful classes I took was how to teach with technology and I vowed that I would always teach incorporating real-life elements and not just pure theoretical material. I was fortunate to start my teaching career at SCH where from day one I was able to acquire digital editions of the textbooks to complement the book versions, use a SMART Board to show slides and videos, and incorporate student-led groups and presentations into the curriculum. In recent years I have incorporated more and more authentic material into the program and have been able to also
include Spanish trips for a more complete global immersion in the language.
What brought you into teaching and what are your greatest satisfactions? I started as a part-time assistant teacher while I was studying business and I realized there in the classroom the joys of teaching and the satisfaction of seeing students learn. I decided to pursue Spanish teaching as a career, studied pedagogy, and received my masterâ€™s in Spanish. Now I am so proud every year of my Spanish students who learn so much and are starting to see the benefits of being multilingual in this global economy. I have high expectations of all my students. It gives me great satisfaction when alumni come back and tell me they placed into a higher level or chose to minor in Spanish due to all that they learned in my class.
How do you keep yourself current in your native tongue and with what is happening abroad in Spanishspeaking cultures? I have been teaching during the last few summers at the Middlebury-Monterey Language Academy, which is a complete immersion program in language where, from the day that you set foot on campus, not one of
the students or the teachers speaks a word of English! It is like going to a foreign country right in the U.S. This is where I learned about teaching without any textbooks and using only authentic material in a student-centered learning environment. Also I go to Paraguay every year and spend time there in my native tongue aside from regularly meeting with other Spanish teachers inside and outside of SCH.
Even if your students donâ€™t end up pursuing Spanish in college or as a profession, what benefits do they derive from learning another language? We live in a global multicultural world where most local professionals have exposure to the international arena in some way, whether as part of a global team, working with a foreign supplier, or simply being a consumer. Spanish is becoming more common in the U.S., and with Mexico part of the NAFTA organization, it is quickly becoming a primary trading partner of the U.S. Recently many companies have moved their factories and design operations from China to Mexico as the salary gap has grown smaller, transportation costs have increased, and the true costs of doing business so far away has become more apparent. Additionally, Mexico has trade agreements with 44 countries, many in Latin
America, making it an ideal location for a U.S. company to expand into Latin America. Having a second language will greatly benefit students in their careers because so much of what we do in business these days has some international aspect to it. Additionally, the experience of learning another language and another culture opens studentsâ€™ minds to a wider variety of perspectives and life values, which is enriching in its own right.
munication and presentation skills. The structure of my classes is such that I often have group projects in which students have the opportunity to be leaders and take on the responsibility of managing and organizing their time and being accountable for their results.
How has the Center for Entrepreneurial Leadership curriculum been incorporated into your teaching?
I started a clothing design business working together with women in Paraguay who are mainly housewives with few opportunities for employment. These women have learned, through their parents and grandparents, a very difficult and beautiful traditional art of lacemaking called Nanduti. I have incorporated their handmade lace into my collection and it has been most gratifying being able to work with these women and offer them support while exposing their designs to people in the U.S. who may not be familiar with them. I have had limited time for it as my main focus continues to be teaching at SCH, but each summer I hope to expand where people can find these unique items.
CEL encompasses seven strands, and through our Spanish class we weave in three of those strands: communication, global immersion, and leadership. In my class I use many authentic materials where the students have to read newspapers and articles from Spanish sources. There is a strong component of cultural learning in the textbook we have. Additionally, with the opportunity for Spanish trips to South America and Spain, students get a chance to be personally immersed in the culture. I also ask students to make PowerPoint presentations and videos and stand up in front of the class to talk about different subjects in Spanish as part of their learning. This teaches not just Spanish but also com-
You run a small business outside of school working with women in Paraguay. Please describe this business and what has been most gratifying for you.
Graciela, third from right, with students on their visit to Escorial, a small town outside of Madrid.
Our students are studying entrepreneurship. What qualities of an entrepreneur, based on your own experience, do you feel are most important for our own students to learn? One of the most important aspects of business is relationships. The business world is full of relationships such as working with employees, customers, and vendors. They all involve carefully navigating people issues, such as hiring, resolving disagreements, reaching agreement on contracts, and so forth. Many business schools focus on the technical aspects of running a business; however, communication, leadership, ethics, empathy, and multicultural awareness are key qualities of a successful entrepreneur in this globalized world. In Spanish class, multicultural awareness, communication, and leadership are a key part of the regular curriculum. On
past trips abroad I have organized opportunities for the students to visit schools and villages of lower economic means. In these encounters, our students interact with students from a local school and have a chance to practice their Spanish, teach some English, and learn about the other studentsâ€™ lives and how they learn. Each SCH student is asked to bring something useful for the other students and to personally give it to them. In the giving, our students realize how something small can help someone significantly who is very poor. Additionally, I have been working with some schools in Costa Rica and Paraguay to create a virtual interchange program. This has been in the works awhile and I hope to be able to introduce it next year.
STORIES ofof LEADERSHIP By Clark Groome ‘60
DAVID SIMS ’71 says he was a huge fan of fabled Philadelphia Flyers broadcaster Gene Hart. “In the old senior room we had a ping-pong table. We didn’t play doubles, we played triples. I would broadcast that. We had the old hockey table hockey game and I would broadcast that. I thought it was pretty cool.” He still does. Sims, who became the ninth inductee in the 51-year history of the Chestnut Hill Academy Alumni Roll of Fame, was recognized for his distinguished career as a sports journalist and broadcaster at the CHA Alumni Association’s Annual Meeting on May 10. When Dave arrived at CHA in 1967, he was one of the first African Americans to attend the school. He found the school to be “very accepting.” Being a jock helped, he said. But he was more than that. “I was in the glee club. I should have done some acting because now when I talk to guys who want to be in communications I say either take an acting class or be part of a players group. That self-confidence and discipline is unrivaled. A lot of what I do [on TV] I fell into by trial and error to come to where I am in my career. If I had to do it over again, I’d do at least a semester of acting.” After CHA, Sims went to Bethany College where he majored in mass communications and was the sports editor of both the college newspaper and college radio station. A couple of summers working at the Philadelphia Inquirer were, he says, “life changing. That’s when I knew [what I wanted to do].” Shortly after graduating from Bethany, he landed at the New York Daily News. A confirmed “Philly guy,” Dave feels that his time at CHA was vital to where he is today. “To perform here both academically and athletically you cannot be a wallflower, especially being the only black guy on the baseball team, on the basketball team, on the football team.”
His outstanding athletic career was cited when he was inducted into the CHA Athletic Hall of Fame in 2006. His commitment to the school was reflected when he returned to CHA as the Class of 1978’s Commencement speaker. Several faculty members helped make Sims’ time at CHA special, he says. “Dan Charles was a mensch. He really took a liking to me. We talked sports all the time. [Head baseball coach] Maje McDonnell was spectacular.” Sims also noted that Ted Wright, Bill Reeves, Jim McGlinn, Tom Northrup, and Jim Talbot played a large part in making his time at CHA both successful and enjoyable. The career for which he was honored: seven years as a sports reporter for the New York Daily News; stints hosting several sports talk radio shows in New York; being the national playby-play voice for the Sunday night NFL games on Dial Global Sports (formerly Westwood One) since 1994; and covering college basketball games, including the NCAA tournament first on radio for Dial Global and now for CBS-TV. For the last seven years he has been the TV play-by-play man for the Seattle Mariners. He also co-hosts the weekly SiriusXM Satellite Radio show “Basketball and Beyond with Coach K” with Duke University basketball coach Mike Krzyzewski. His plate is full. He says he loves it all. Dave and his wife, Abby, split their time between New York and Seattle. They’re the parents of two grown sons. Dave says that he was “blown away” about being selected for the Roll of Fame. “I’m proud of coming out of a system like this,” he says. “I really am. “This place gave me an unbelievable opportunity and I ran with it. I get along with pretty much everyone. I think [CHA] helped broaden my scope. It’s been all good.” He encourages SCH’s current students to “make the most of the opportunity. Don’t mess it up. When you hit your stride you’ll look back and say, ‘I had a great bedrock, a great foundation that set me on the right path.’”
ALUMNI PROFILES By Clark Groome ‘60
The year after Smith she did her two-year master’s program at UCLA in one year. She received her doctorate from Rutgers in 1987.
PATRICIA SKINNER HUNTINGTON ’58 has spent her professional life helping grantmaking organizations such as the Ford Foundation and the Rockefeller Foundation to focus their grants strategically in the developing world.
Her work with various foundations was highlighted when she was asked by the Rockefeller Foundation to run a project on landmine policies and practices. That was a four-and-a-halfyear project. “We ended up changing United States policy.
The day before her 55th Springside reunion she was in Washington, D.C., for an event that Prince Harry also attended. She was there because of the work she and her Network 20/20 have been doing to eliminate landmines around the world. Two days later she was given Springside’s highest honor, the Distinguished Alumna Award, for what SCH president Priscilla Sands described as “her ability to see the social and political challenges around her and become an agent of change.”
“The United States [and] every [other] country was totally confused about what a landmine is and what it takes to get rid of the humanitarian problem. “We were the only group in the world that went to minefields all over the world. We were in 11 countries on four continents. We went to work with the people clearing mines.
Her lifelong commitment to international issues began when she was a child living in Chestnut Hill. “The primary influence was my parents,” she said in a recent interview. “We traveled all over the world every summer of my life since I was six years old.
“We were in the minefields at the same time as Princess Diana was but not at the same minefields. Our organization took her to the minefields.”
“They were the ones who instilled in us that the world is large and that different countries are important. You have to understand how people in these countries think, what’s important to them, and that the United States is not the center of the world.”
Network 20/20, of which Huntington is president, is a group of about 220 young leaders from the private sector. “We’re multi-generational and multi-ethnic. We’re the only foreign policy group in the United States that we know of that takes non-American citizens as members [so] we are automatically a multi-national organization.”
After seven years at Miss Zara’s School, she entered Springside in 7th grade and became part of the first class to graduate from the school’s new campus on Cherokee Street.
Her group has been to Iran twice and to Pakistan three times. Her trips have been very helpful, she says, and “the U.S. government depends on us now. The minute we get back from Iran our members are asked to go to Washington to brief the State Department, the Senate Foreign Relations Committee, and the House International Affairs Committee.
She spoke very highly of her Springside teachers, noting particularly Clifford Brown, Florence Kleckner, Emily Jane Low, Nellie Racey, Mary Steinmetz, and Phyllis Vare. “The teachers at Springside,” Huntington, 73, said, “were very personally involved with us. They cared about us. We could talk with them and interact with them.”
“I think we’re making a real contribution to American foreign policy. I hope.”
After Springside she attended Smith College. “When I was a junior I was invited to be part of a delegation that went to Africa with the top professor of South African history, Gwendolyn Carter. It was four months. We went along the west coast of Africa, stopping at 24 countries. We met the heads of state in 19 of them. We didn’t just meet them. We spent time with them.”
Certainly she and her group made an impact on Prince Harry, whom Patricia describes as “a really good kid.” “Harry has agreed to be the patron of the Halo Trust, which is the most efficient, safest, most cost-effective landmine clearance group in the world. That’s a huge thing.”
Patricia’s senior paper, “British Imperialism in Southern Africa,” was awarded a Summa Cum Laude. She graduated Magna Cum Laude in 1962.
Patricia and her husband, Frank, are the parents of two grown sons and four grandchildren.
SCHOOL DEVELOPMENTS NEWS FROM THE SCH DEVELOPMENT OFFICE
Master Plan Update As Phase I of the Campus Master Plan reached completion this spring, we were finally able to appreciate the full effect of the incredible changes that have taken place on campus over the past year. With your support, our students now have playing fields and athletic facilities they can truly be proud of and we all can enjoy the beautiful walkways and grand vista of fields that now unite our campus. We thank you for your support in helping us to complete this remarkable and transformative project. Phase I elements encompassed: • two new all-weather turf fields
The Class of 1978 reunites in the Willow Grove Courtyard during the Friday night All-Alumni Reunions Weekend cocktail event.
CHA + Springside + Facebook + Classmate’s Challenge = 1978 Reunion Success! It all started with the Class of 1978 reunion Facebook page. Once word spread and CHA and Springside classmates reconnected, the 35th reunion initiative was born. Not quite the big bang but enough of an impact to create one of the more successful reunion giving efforts in recent memory. Ready to reach out, reconnect, and reminisce, classmates left no social network unturned. To top it off, a dollar-for-dollar challenge was thrown out to ’78 alumni by classmate Jamie Maguire to raise funds towards a new stadium on Willow Grove Avenue, scheduled to break ground after football season this fall. The challenge was just what the reunion gods ordered to push ’78 into 5th gear. Dates were saved and nothClass of 1978 members Jamie MaGuire, ing was going to stop these men and women, who Bruce Glendinning, James Wistar, would travel from as far away as Europe, Argentina, and Tom Watkins accept a trophy at the CHA Reunions dinner for one of and Colorado and as close as 19118, to enjoy each other’s the largest class gifts ever made, company and their SCHool! While they loved everything raised in partnership with Springside from Friday night cocktails to Saturday night dinners, the classmates. highlight for all was the “late” Saturday night jam session at the Glendinnings’ where they “rocked” the night away. Joy abounded in all events and in their reunion giving. Now the only thing left for this big-bang team to do is decide on which part of the stadium they want to see their names! - Ellen Nalle Hass ’77
• significant stormwater man- agement system beneath the fields • brick-and-bluestone walkways connecting the Willow Grove and Cherokee campuses and the new athletic facilities • seven tennis courts • Middle School baseball field • refurbished Pearson Baseball Field with dugouts • softball field with dugouts • landscaping, including the planting of 100+ native trees • new track • new sports pavilion • refurbishment of Talbot Field • new scoreboards • beautiful iron fencing • reconstructed parking lot Pending construction includes a new stadium structure for Landreth Field post football season. If you haven’t seen Phase I already, we invite you to visit campus and enjoy the extraordinary transformation that has taken place thanks to your support.
futureREADY STUDENT VIEWS
“I couldn’t be more proud of Allison Smith’s literary analysis on Gatsby. It’s an argument I’ve never read before, even after 10 years of teaching. She worked tirelessly on it, writing well over four drafts and countless outlines, and it’s her proudest work.” - Domenica Vilhotti, Upper School English teacher
Excerpt: A Murder of Vitality: The American Dream in The Great Gatsby by Allison Smith ’14 In The Great Gatsby, Gatsby represents an undying optimism for not only the future, but also the ability to transform this future based on one’s personal merit. This undying hope for the future is ironic, since Gatsby himself dies and thus neither achieves his dreams nor he himself a future. Using the motif of vitality, Fitzgerald reveals the unbridled promise of certain ambitious characters, such as Gatsby or Myrtle. Their prevailing optimism allows them to see America as an unexploited land much like the first settlers did. Although they believe themselves to be living in a fresh and felicitous world, both characters meet an untimely demise—caused not by their own inadequacy, but rather by their hopeful conviction. Through the death of characters with such a precious sense of vitality, Fitzgerald emphasizes the full tragedy of their unsuccessful endeavors, and on a deeper level, the tragedy of America itself. He uses both characters as metaphors for America to show that just like Gatsby’s dreams are those of a blind fool, those who have faith in the American Dream are also just blind, romanticized fools. Thus, it is the pulverization of these characters’ vitality, whether at the hands of the over-privileged upper class or the downtrodden poor, which shatters the idyllic illusion of the 1920s, and ultimately shows that the myth of the American Dream is just that—a myth.”
Earlier this year, George Calle won 1st place in the Philadelphia region (District 1) Veterans of Foreign War Voice of Democracy Audio Essay competition. Voice of Democracy is the VFW’s premier scholarship program which awards more than $2.3 million in scholarships and incentives annually. Students compete by writing and recording a broadcast script on an annual patriotic theme. This year’s theme was “Is Our Constitution Still Relevant?”
Voice of Democracy: Is Our Constitution Still Relevant? by George Calle ’14 Standing on the vast open space of Independence Mall, you can see the relevance of the Constitution all around you. You can’t help but be impressed by the work done by our founding fathers to define the framework in which the citizens of our country would live their lives. The Constitution lives on, even in bumper stickers and T-shirts that assert positions on issues that were no doubt debated long ago. Thomas Jefferson would be proud to see the sticker with the word “COEXIST” written in the symbols of countries and religions from around the world, and he would appreciate that citizens are actively discussing issues relating to the Constitution. When you consider that simply wearing a politically charged T-shirt could result in a prison sentence in some parts of the world, you realize that the Constitution is not only relevant today, it is a symbol of what makes our country the greatest in the world.
Top: Junior Allison Smith, 2013 Cum Laude inductee Bottom: Junior George Calle, winner of the VFW’s Philadelphia Region Voice of Democracy contest
“I greatly enjoyed seeing classmates, from both CHA and Springside. I thought having both schools together for Friday cocktails was great!” - David Cantor ‘73
“Our hearts are warm Our bellies are full And we are feeling fine It was a real nice reunion And we all had a real great time” - Susan Ginns ’63
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“The high point of the weekend was meeting with the fourth grade. Here’s hoping we can stay in touch.” - Ellen Goodwin ’63
“Speaking with all of the guys from 2008, I can say with confidence that everyone truly had an enjoyable time. It was as if we had never left.” - Sam Franklin ’08
?? DO YOU KNOW THEM?
BE THE FIRST TO SUBMIT YOUR ANSWER AND WIN A FREE ALUMNA OR ALUMNUS T-SHIRT! Here’s what we need to know: Who’s in it? What are they doing? When did it happen? Send your responses to Deidra Lyngard at email@example.com or call 215-754-1616 and we’ll publish your reminiscences in our next issue.
Previous Mystery Photos Sallie Norris, a “Parent 50s & 60s,” helped us demystify the CHA photo that appeared in the Fall 2012 issue of SCHool. She believes it is from the early 60s. Sallie says: “At that time, Carol Delacato (of the Institutes for the Achievement of Human Potential) was trying to promote crawling as a reading aid.”
1st row, l to r: Madison LaSorda, Liu Volpe, Emily Miller, Mia Gold, Taylor Wrubel, Sydney Kevitch, Jackie Gansky, Shelby Jackson, Briana Broadus, Chelsea Richardson, Jennie Lukoff, Alyssa Isackman, Cristin LaLone, Katie Phillips 2nd row: Alexis Berry, Ashley Beggin, Emily Eisler, Gianna Pownall, Callan Goldman, Rachel Zuckerman, Cassie Dunne, Victoria Byron, Ellie Ix, Lia Salmansohn, Anna Freed, Drew Davis, Maddie Hinchey 3rd row: Krystian Chapman, Genny Ceperley, Marguerite Zabriskie, Jacky Willits, Maud Simms, Emma Griffin, Meredith Spann, Emily Silverman, Hannah Baxter, Molly Clemmer, Liza Frazier 4th row: Mackenzie Ballentyne, Anna Rose Bedrosian, Shaily Savani, Sanna Johnson, Tyler Noel, Jacqueline Weiss, Ayan Aidid, Olivia Corner, Kitty Morrissey, Vanessa Peirce, Carol Ann Benner, Kaleigh Apostolico, Michelle Cybularz
hese days we are often transfixed by the hurly-burly vision of a Google-type learning environment, with ideas being shouted across venues like day traders on the stock exchange. But I guarantee that Van Gogh did not paint by committee and Apple wasnâ€™t invented by crowd sourcing. Best ideas often come when we are listening to others and to ourselves. And yes, there are times when ideas build on one another and become stronger through the voices of those in the room. I have been in meetings when creativity flows and excitement becomes the elixir that drives us forward. But that said, in order to lead, you have to listen, not just wait for the other person to finish speaking. There is no getting around it, listening to the words of others through the writing of others gives support and guidance to our best ideas. - President Dr. Priscilla G. Sands
1st row, l to r: Wyn Rall, Jordan Wang, Jamil Poole, Clinton Sanders, Evan Fireman, Abraham Bilger, Shimpei Ogawa 2nd row: George Kunkel, Kevin Voye, Justin Bender, Stephen Skeel, Jake Banks, Andrew Marcantonio-Fields, Forrest Rall 3rd row: Alec Horter, Julian Martinez, Niamke Nelson, Cole Hoffmann, Josh Gacita, Matt Kozemchak, Zachary Gerard, Peter Ferraro 4th row: William Alden, Robert Keyes, Matthew Rowland, Michael Hayes, John DeAngelis, Matias Norten, John Henry 5th row: Samuel Schardt, Matthew Trejo, Matthew Caldwell, Mac Concannon, Thomas Higgins, Thomas McCune, Patrick Costello 6th row: Amin Shirazi, Miles Johnston, Peter Vlahakis, Christian Dorff, Seth Bakes 7th row: Samuel Shropshire, Timothy Menninger, Timothy Ogle, Ian Caplan, Andrew Dowds, Peter Nicolo, Mark Anspach, Graham Ervin, Dylan Brush
ou have been at ground zero of the seismic shift in the direction of our school, as we moved from two great school partners, to what we have total faith will be the absolute best single school in this area and a national power in understanding what makes for the best education possible for students to change the world for the better. I am so proud of the work that both of our senior classes have doneâ€Śindeed it feels odd to even think of you and your sister class as anything but one great class, and together you have helped the classes coming behind you to see and understand a different future, still guided but not defined by gender, driven more by the capabilities, needs, and interests of our students than by the conventions of the way we have always done things. - Head of School Francis P. Steel Jr â€™77
BOOK AWARDS • Kathryn Saltzman ’14 Brown University • Leah Beight ’14 Bryn Mawr College • Molly Dugan ’14 Drexel University • Morgan Schneer ’14 Harvard University • Alexandra Nagele ’14 Mount Holyoke College • Alison Weiss ’14 University of Pennsylvania • Kathryn Saltzman ’14 Princeton University • Courtney Hamilton ’14 Smith College • Caroline Canning ’14 • Allison Smith ’14 University of Virginia • Karah Barrist ’14 • Elizabeth McClafferty ’14 Wellesley College
SPECIAL CITATIONS Cum Laude Society The Cum Laude Society is a national honor society promoting the intellectual life of the school and recognizing outstanding scholarship. Juniors inducted at an assembly earlier this spring: • Caroline Canning • Alexandra Nagele • Kathryn Saltzman • Morgan Schneer • Allison Smith
Special Citation Award winners included, l to r: Alexis Berry, Briana Broadus, Carol Ann Benner, Cristin LaLone, Emily Silverman, Vanessa Peirce.
Seniors inducted at an assembly earlier this year: • Mackenzie Ballentyne • Ashley Beggin • Katharine Phillips • Meredith Spann • Liu Volpe
National Merit Scholarship Awards
Society of Women Engineers Award
Finalists: • Ashley Beggin ’13 • Rachel Zuckerman ’13
This program recognizes and honors girls who achieved excellence in the study of mathematics and science for at least three years and have demonstrated an aptitude and interest in engineering.
American Mathematics Competition Winners
Seniors inducted as juniors: • Anna Rose Bedrosian • Carol Ann Benner • Mia Gold • Madison LaSorda • Rachel Zuckerman
12th Grade: • Tianrui Zhang 10th Grade: • Yue Fang
American Chemical Society Award For excellence in chemistry. • Emily Zuckerman ’15
National Association of Biology Teachers Award
• Molly Dugan ’14
MIT SEPT Award MIT’s Science and Engineering Program for Teachers (SEPT) Award is given to the student who through the use of science and technology in the classroom shows most promise for future success. • Rachael Carter ’14
For excellence in the life sciences. • Alexandra Nagele ’14
American Association of Physics Teachers Award For excellence in physics. • Maia Taranta ’16 Math and science award winners, l to r: (front row) Emily Zuckerman, Eve Fang, Reina Zhang, Maia Taranta; (back row) Molly Dugan, Rachael Carter, Alexandra Nagele.
9th and 10th Grade Advisors Award winners, l to r: Betsy Sheppard, Gini Peyton.
extend the normal scope of school experiences. • Ayanna McMillan ’14 To study dance at the Uni versity of the Arts • Emily Miller-McGlone ’14 To work in a veterinary service program in Thailand • Alexandra Nagele ’14 To study verterinary science at the University of Pennsyl- vania School of Veterinary Medicine Deeded Award winners, l to r: (front row) Katie Phillips, Madison LaSorda, Sanna Johnson, Liu Volpe, Olivia Corner, Rachel Zuckerman; (back row) Kitty Morrissey, Karah Barrist, Kathryn Saltzman, Elizabeth McClafferty, Leah Beight, Caroline Canning, Marguerite Zabriskie.
SPECIAL RECOGNITION AWARDS
Performing Arts Award
9th Grade: • Elizabeth Sheppard
Recognizes the achievements of a junior who has shown consistent leadership, perseverance, and creativity.
To keep alive the memory of the founder of the school, a woman of noble personality, full of enthusiasm and courage, and to remind the student that in this ever-changing world, there will always remain a need for these virtues.
10th Grade: • Gini Peyton
CASA Award Honoring a student who has demonstrated outstanding responsibility, loyalty, and commitment to the organization and the cultural awareness of the school community. • Briana Broadus ’13
• Karah Barrist ’14
Players On- and Off-Stage Awards Given by the director of Players for a significant contribution, loyalty, and commitment to Players—on stage and off.
On Stage: • Emily Silverman ’13 Off Stage: • Vanessa Peirce ’13
Community Service Award
Rebman Summer Study Award winners, l to r: Alexandra Nagele, Ayanna McMIllan, Emily McGlone-Miller.
Recognizes a student for her extraordinary commitment to her community and meaningful service connections throughout her school career. • Carol Ann Benner ’13
Rebmann Summer Study Awards Summer study stipend in memory of Bill and Susie Rebmann to supplement and
Jane Bell Memorial Award
• Leah Beight ’14
Françoise S. Jones Award Given in honor of Françoise Jones who taught at Springside for 35 years in the Language Department. Presented to a student who has shown a talent for, and a deep and abiding interest in, lanugage studies, either classical or modern. • Katharine Phillips ’13
Barbara Forrest History Award Given to a student who, like Ms. Forrest, relishes the complexity of history and enjoys discovering, through a close scrutiny of facts, new ways to understand what may at first appear to be a simple story. • Olivia Corner ’13 • Kathryn Saltzman ’13
Suzanne Turner Rebmann Award Given in memory of Suzanne Turner Rebmann for excellence in one of the performing arts.
Phyllis Vare Scholarship Award
• Madison LaSorda ’13
Named for the former head of the Physical Education Department and given in memory of Johanna Sigmund ’94, this award is given to a junior who exhibits talent and a keen interest in athletics and sportsmanship and who demonstrates consistent academic achievement.
Recognizes a student who exemplifies the Springside School motto: laurus crescit in arduis—honor comes through hard work.
Laurel Wreath Award
• Cristin LaLone ’13 • Alexis Berry ’13
• Caroline Canning ’14
Florence Bourgeois Mathematics Award Given in memory of Florence Bourgeois, who taught at Springside from 1952 to 1959 and gave unstintingly of her time, her knowledge, and herself. • Rachel Zuckerman ’13
President’s Award winners, Shelby Jackson (left) and Marguerite Zabriskie, with Dr. Sands.
Phyllis Vare Sportsmanship Award Given in honor of Miss Vare, former head of the Physical Education Department, to a senior who, through her leadership and example, has shown to others the highest standards of sportsmanship and play. • Katherine Morrissey ’13
President’s Award This award is given to a senior who has made a contribution to the life of the school and is given by the president at her discretion.
Book Award Winners, l to r: (front row) Elizabeth McClafferty, Karah Barrist, Alison Weiss, Courtney Hamilton, Alexandra Nagele, Allison Smith; (back row) Kathryn Saltzman, Molly Dugan, Leah Beight, Morgan Schneer, Caroline Canning.
Elaine Weinstone Award Given in memory of Elaine Weinstone, who was for many years the heart and soul of the Art Department. The award is given to a junior artist who has produced an outstanding body of work in any medium. • Elizabeth McClafferty ’14
SENIOR AWARDS Sara Wetherell Blake Award Given in memory of Sara Wetherell Blake, Class of 1970, by vote of the senior class for service, simplicity, and sincerity. • Carol Ann Benner ’13
Caroline Susan Jones Pin Given in honor of Springside’s headmistress from 1900 to 1921 by vote of the three upper classes and the faculty to a senior for courage, cheerfulness, fair-mindedness, good sportsmanship, for influence widely felt and courage of her own convictions.
• Shelby Jackson ’13 • Marguerite Zabriskie ’13
Alice Morice ’24 Memorial Award
Senior Project Commendations
Given by vote of the faculty to that senior who has shown loyalty and devotion to the school in all aspects of school life.
• Hannah Baxter • Ashley Beggin • Carol Ann Benner • Alexis Berry • Genny Ceperley • Molly Clemmer • Olivia Corner • Emily Eisler • Madison LaSorda • Jenny Lukoff • Emily Silverman
• Chelsea Richardson ’13
Senior Art Award This award celebrates the work of a senior who has demonstrated the passion, courage, and tenacity to explore and expand upon her artistic ideas. An example of the recipient’s work will become a permanent part of the school’s art collection. • Liu Volpe ’13
Alumnae Association Art Award This award honors a member of the senior class who represents the school’s long tradition of excellence in the visual arts. An example of the recipient’s work will become a permanent part of the school’s art collection.
Senior Award winners included, l to r: Shelby Jackson, Carol Ann Benner, Chelsea Richardson.
• Sanna Johnson ’13 • Marguerite Zabriskie ’13
• Shelby Jackson ’13
COMMENCEMENT AWARDS Alumni Gold and Silver Medals In honor of Chestnut Hill Academy alumni who have lost their lives fighting for their country, this medal is presented to a graduating senior and a student below the senior class who, in the judgment of the Alumni Association, after consultation with faculty and students, best exemplify the characteristics of leadership, academic standing, character, and service to the school. • Gold: Ian Caplan ’13 • Silver: Anastasios Karras ’14
• Timothy Ogle ’13
Comcast Leaders and Achievers Scholarship
American Mathematics Competition
• Ian Caplan ’13
• 12th grade: George Kunkel
National Hispanic Recognition Award
• 10th grade: Mengchen Zhang
• Julian Martinez ’13
American Chemical Society Award
’1Harrison Tracy ’13
Gilbert Haven Fall Memorial Scholarship Award
American Association of Physics Teachers Award
• George Kunkel ’13 • Timothy Menninger ’13
Awarded by the Comcast Foundation to a senior with an interest in pursuing further study in communications and in recognition of his general excellence.
• Brendan K. Flatow ’94
• Joseph Torsella ’15
Named for Gilbert Fall, a long-time faculty member who taught history and Latin and was headmaster from 1930 to 1936.
The Joseph L. Castle ’50 Comcast Scholarship
Awarded to the person in the school community who has made an extraordinary contribution to the school.
National Merit Scholarship Award Finalist: • George Kunkel ’13 Commended: • Ian Caplan ’13 • Peter Vlahakis ’13
• Joshua Meadows ’16 • Thomas Andrews ’14
Rensselaer Polytechnic Institute Medal for Excellence in Math and Science
Cum Laude Society The Cum Laude Society is a national honor society promoting the intellectual life of the school and recognizing outstanding scholarship.
Awarded to a member of the junior class for outstanding academic achievement in the study of mathematics and science.
Juniors inducted at an assembly earlier this spring:
• Harrison Tracy ’14
• Thomas Andrews • Jackson Grasso • Benjamin Reichner • Scott Salisbury • Harrison Tracy
Seniors inducted at an assembly earlier this year:
• On Stage: John Henry ’13
• Mark Anspach • Evan Fireman • Timothy Ogle • Stephen Skeel • Jordan Wang
Seniors inducted as juniors: • Ian Caplan • George Kunkel • Timothy Menninger • Peter Nicolo • Peter Vlahakis
Honors Award winners included, l to r: (front row) Timothy Menninger, Mark Anspach, Stephen Skeel, George Kunkel, Jake Banks, Timothy Ogle; (back row) James Oeth, Elliot Plotkin, Fraser Reichner, Andrea Dragani.
Top to bottom: Alumni Gold Medal winner Ian Caplan 13; Alumni Silver Medal winners Harrison Tracy ’14, Tasso Karras ’14.
Players Cup Dramatics Award • Off Stage: Samuel Schardt ’13
The Student Guide Association Award Given to the guide who best exemplifies the qualities of service, commitment, humility, and pride expected in every guide and is considered first among equals. • Timothy Ogle ’13
Edward Morris McIlvaine Memorial Scholarship Provides an outstanding summer opportunity for an Upper School boy who exhibits leadership potential and seeks a special growth experience. Established in 2005, this scholarship is awarded in memory of Ed McIlvaine ’95 whose involvement with and commitment to Outward Bound and this particular program left a lasting impression on his life. • Peter Randall ’16 Special Recognition Award winners, l to r: Paul Boehringer, James MacEachern, Stephen Skeel, Robert Keyes, George Kunkel, Joshua Meadows, Forrest Rall, Zachary Halfpenny, Jordan Wang, Matthew Miller, Joseph Torsella, Mengchen Zhang, Andrea Dragani. Not pictured: Stephen Salisbury, Thomas Andrews.
The Multicultural Students’ Association Award
Hutchinson K. Fairman Memorial Award
Presented to the student or students who have demonstrated the most outstanding leadership in promoting and encouraging diversity and understanding at the school.
Given to the boy who, aside from the editor(s)-in-chief, has done the most for the school paper.
• Frank Jackson ’14
President of Student Government • George Calle ’14
Student Government President’s Award • Jackson Grasso ’13
The Graham–Franklin Lantern Award Acknowledges the journalistic achievement of the editor(s)in-chief of the academy publications. • George Calle ’14
• Thomas Higgins ’13
SCHOLARSHIP AWARDS The Daniel Webster Charles Memorial Scholarship Given to that member of the Upper School who has demonstrated excellence in historical research and creativity in writing. • Matthew Miller ’15 • Luke Feeney ’14
The Robert A. Kingsley Scholarship Given to that boy below the senior class who has shown the highest degree of academic promise and scholarship, along with the most responsible type of leadership. • Harrison Tracy ’14
COLLEGE BOOK AWARDS The Virginia Club of Philadelphia Award Presented to the outstanding junior based on academic and extracurricular activities in acknowledgment of his commitment to academics, leadership, and community involvement, which Thomas Jefferson held in high regard.
Northwestern Book Award Awarded to the junior who demonstrates high academic achievement and through considerable involvement in extracurricular activities, adds greatly to the life of the school. • Graham Allen ’14
DEPARTMENTAL AND DIVISIONAL HONORS Honors in Two-Dimensional Art • Andrea Dragani ’14 • Fraser Reichner ’14
Honors in Three-Dimensional Art • James Oeth ’15 • Elliot Plotkin ’14
Honors in Science • George Kunkel ’13 • Timothy Menninger ’13
Honors in Mathematics
• Anastasios Karras ’14
• George Kunkel ’13 • Timothy Menninger ’13
The Harvard Book Prize
Honors in French
Awarded to the outstanding junior who displays excellence in scholarship and high character, combined with achievement in other fields.
• George Kunkel
• Harrison Tracy ’14
Rhode Island School of Design Award
Honors in Spanish • Timothy Ogle
Honors in Latin-Classical Language • Stephen Skeel ’13
Given for excellence in the creative arts. • Jordan Wang ’13
Yale Book Award Presented to a member of the junior class who has shown intellectual promise, significant involvement in extracurricular activities, and service to the community. • Thomas Andrews ’14
Thomas Ambler presents the award established in his honor.
Honors in Chinese
Honors for Senior Projects
• Mark Anspach ’13
• Jordan Wang ’13
• Mark Anspach • Patrick Costello • Michael Hayes • Alec Horter • George Kunkel • Matias Norten • Forrest Rall • Stephen Skeel • Jordan Wang
Honors in English
Honors in Vocal Music • Jake Banks ’13
Honors in Instrumental Music
• Stephen Skeel ’13
Honors in History
12th Grade First in Class: • Ian Caplan
• George Kunkel ’13
12th Grade Second in Class: • George Kunkel
Honors in Creative Writing
11th Grade First in Class: • Harrison Tracy
• Daniel Achikeh ’14
Honors in Computer Science and Technology • Timothy Menninger ’13
Honors in Engineering and Robotics • Thomas Andrews ’14
Honors in Community Service • Thomas Higgins ’13
Honors in Service to the School
Athletic Award winners, l to r: Mike Jefferys, E. G. Rall, Jamil Poole, Brian Giegerich, Andrew Mutch, Graham Allen, Michael Bown, Robert Keyes, Norma Wingate, Matthew Giegerich, Hunter Ferry, Thomas Higgins, Christopher Dalglish, Patrick Costello, Jordan Wang. Not pictured: Timothy Ogle.
11th Grade Second in Class: • Scott Salisbury
is given to a member of the freshman class for character and scholarship.
10th Grade First in Class: • Joseph Torsella
• Joshua Meadows ’16
10th Grade Second in Class: • Peter Davis
The Garrett D. Pagon Award Honoring the late Garrett Pagon, father of three CHA students, this award is granted to a member of the sophomore class for moral courage and integrity.
SPECIAL RECOGNITION AWARDS The Franklin D. Sauveur Memorial Award
• Joseph Torsella ’15
The Lawrence R. Mallery Cup
Honoring an alumnus from the Class of 1911, this award
Named for Lawrence Mallery from the Class of 1905. He admired scholar-athletes, and his family established this award to honor the scholarathlete of the senior class.
• Harrison Tracy ’14
• Jordan Wang ’13
J. L. Patterson Cup Named for Dr. James Patterson, headmaster from 1897 to 1923, this cup is awarded to the best all-around athlete in the senior class. • Robert Keyes ’13 • Forrest Rall ’13
Special Recognition Award winners, l to r: (front row) John Henry, Joshua Meadows, Forrest Rall, Shimpei Ogawa, Hunter Ferry, Nicholas Simpkins, Elyas Tecle; (back row) Timothy Ogle, Samuel Shropshire, Peter Vlahakis, Jackson Grasso, Peter Davis, Matthew Miller, George Calle. Not pictured: Thomas Higgins.
The Christopher Fraser Carpenter Memorial Award In memory of Chris Carpenter ’60, this award is granted to that member of the junior class who has shown the greatest improvement during the year. • Andrea Dragani ’14 • James MacEachern ’14
The Class of 1959 Award Awarded to the student(s) who show the greatest intellectual curiosity during each of the high school years.
9th Grade: • Zachary Halfpenny • Joshua Meadows 10th Grade: • Paul Boehringer III • Matthew Miller • Mengchen Zhang 11th Grade: • Thomas Andrews • Scott Salisbury 12th Grade: • George Kunkel • Stephen Skeel
Five Stripes Award
Awarded to a freshman or sophomore student in recognition of consistent behavior exemplifying the values represented by the jersey stripes.
• Kathleen Davidson h’13 • Jeanne Hillinck h’13 • Felice Kruse h’13
9th Grade: • Nicholas Simpkins • Hunter Ferry 10th Grade: • Peter Davis • Matthew Miller • Elyas Tecle
Kevin Kirk Memorial Award
Scholarship Award winners, l to r: Harrison Tracy, Luke Feeney, Matthew Miller, Gib Randall.
Given to the student, new to the Upper School, who has had the biggest positive impact on the community. • George Calle ’14
CHA Special Merit Award Awarded by the Upper School faculty and head of Upper School to a student who has in some way notably enriched the life of the Upper School. • Jackson Grasso ’14 • Timothy Ogle ’13 • Samuel Shropshire ’13
9th Grade Advisory Award • Joshua Meadows ’16 Activity Award winners, l to r: George Calle, Jackson Grasso, Frank Jackson, Samuel Schardt, John Henry, Thomas Higgins, Timothy Ogle.
The Edward Savage Memorial Award
The Martin Henry Dawson Memorial Award
This award is named for Edward Savage, who worked at CHA from 1915 through the ’30s, taking care of athletic equipment as well as maintaining the athletic fields. The award is presented by the alumni and awarded for loyalty and service to the school.
Presented annually in memory of Tinry Dawson ’90 to that senior who has, by vote of the members of the senior class, provided the most positive support and friendship to his classmates during their years together in the Upper School.
• Thomas Higgins ’13
• John Henry ’13 • Shimpei Ogawa ’13 • Forrest Rall ’13 • Samuel Shropshire ’13 • Peter Vlahakis ’13
ALUMNI AWARDS Alumni Special Recognition Award • Henry O’Reilly III
William E. Shuttleworth Honorary Award
FACULTY & STAFF AWARDS Yearbook Dedication Dedicated: • Kevin Kirk ’15 Attributed: • Ronald Colston Sr. h’99 • Priscilla Sands, Ed.D.
Thomas Sayre Ambler Fellowship Awarded to an individual faculty member whose proposed area of study will best develop that zest for life, learning, and teaching characteristic of Thomas S. Ambler. • Dora Xavier
The Edward C. Rorer Faculty of Promise Award In honor of Ted Rorer, teacher, coach, trustee, and friend, this prize recognizes a young faculty member who exemplifies energy, passion, love of learning, care for students, and a commitment to the school. The award includes a stipend to help the recipient pursue personal or professional growth. • Meadow Sakovics • Brian Walter
The Elliston Perot Walker
Given to that teacher, by vote of 10-year alumni, who has had the most beneficial influence on the students.
• Ronald Colston Sr. h’99 Alumnus of the Year • Jonathan Frank ‘69 • Peter Randall ‘69
The graduates celebrate.
ATHLETIC AWARDS CHA Fathers Award Awarded to the senior who, as a varsity team player, has demonstrated the most outstanding combination of enthusiasm, perseverance, and dedication to his team and to the academy. • Thomas Higgins ’13 • Timothy Ogle ’13
Chestnut Hill Fathers Club Award Faculty Award recipients, l to r: Meadow Sakovics, Connie Kilfeather, Edward Aversa, Graciela Vargas, Scott Stein, Dora Xavier, Marty Baumberger. Not pictured: Priscilla Sands, Brian Walter, Sheri Melcher, Henry O’Reilly.
Teaching Excellence Award
The Landreth Award
In honor of CHA faculty member E. Perot Walker and his wife, Susie, for years of dedicated service, excellent teaching, and commitment to the students.
Given to a staff member who, for at least 10 years, has served the school with outstanding devotion.
• Sheri Melcher
• Hunter Ferry ’16 • Andrew Mutch ’15
Chestnut Hill Academy Recognition Award
• Edward Aversa • Constance Kilfeather
Corning Pearson Service Award
The Cyrus H. Nathan ’30 Distinguished Faculty Chair Award
Given in recognition of extraordinary service to the school, long-standing commitment to the school’s educational experience, dedication and loyalty to the school’s values and mission, and passion for its traditions, as personified by Corning Pearson ’30, student, athlete, educator, administrator, benefactor.
Given to promote and celebrate inspiring teachers in the fields of English, history, languages, mathematics, science, music, and the arts who are effective in the classroom, respected by their peers, highly motivated to stay current, and who drive innovation and best educational practices in their fields.
• Martin Baumberger h’02 • Henry O’Reilly III
Awarded to that student of Chestnut Hill Academy below the varsity level who has demonstrated the qualities of constructive school spirit, determination, and courage in athletics throughout the year.
Presented for service, interest, and loyalty to the athletic program. • Mike Jefferys
James F. McGlinn Award Presented to a member of the faculty or staff for his/her dedicated interest and loyal support to athletes and the athletic program. • Norma Jean Wingate
Meredith S. and Langdon W. Harris III Award Given by the Harris family in memory of Langdon and in honor of Meredith to the parent or parents who have been most supportive of SCH athletics and athletes during the school year. • E.G. Rall
Tri-Letter Award 8th Grade: • Christopher Dalglish 10th Grade: • Michael Bown Jr. • Matthew Giegerich 11th Grade: • Graham Allen • Brian Giegerich 12th Grade: • Patrick Costello • Robert Keyes • Jamil Poole • Jordan Wang
Language: • Graciela Vargas Science: • Scott Stein
College Book Award winners, l to r: Thomas Andrews, Harrison Tracy, Jordan Wang, Graham Allen, Anastasio Karras.
Middle School Art Award • Sophia Haegley
Middle School Performing Arts Award • Marlis Woodward
8th Grade Award winners, l to r: (seated) Marlis Woodward, Nicole Woo, Reade von Stade, Stephanie Bandura, Ellie Murphy; (standing) Sophia Haegley, Annabel Grove, Mason Rode, Taylor Ferry, Tessa Haugh, Melanie Graves, Noëlle Goudy.
Middle School Athletic Award • Taylor Ferry • Mason Rode
Margaret Castle Award Advisors’ Awards Recognizing a girl who has made a special contribution to her class:
5th grade: • Kyra van den Muyzenberg 6th grade: • Marina La Verde 7th grade: • Catherine Cooney 8th Grade: • Gabriella Belmonte
Middle School History Award • Reade von Stade • Melanie Graves
Middle School English Award • Annabel Grove
Mathematics Department Recognition • Noëlle Goudy
Middle School Science Award • Tessa Haugh
Language Department Recognitions • Stephanie Bandura, Spanish • Ellie Murphy, French • Nicole Woo, Latin
Given in memory of Margaret Castle McKee, an alumna and former teacher at Springside, to a 5th grader for thoughtfulness and consideration of others.
Laura Maxwell Jones Award Given in memory of Laura Maxwell Jones, a teacher at Springside in the early 1900s, to an 8th grader who has displayed courage, cheerfulness, fairmindedness, and good sportsmanship, whose influence is widely felt, who has the courage of her own convictions, and who is respected by all. • Gabby Dunning
• Katherine Hunter
The Laurel Award
Alumnae Association Award Given to a 6th grader for friendliness, cooperation, scholastic ability, and school spirit.
Given to a member of the 8th grade class who has shown growth in all areas of school life and demonstrated consistent commitment and hard work over time.
• Riley Redpath
• Caitlyn Klauder
Natalie Kristin Calhoun Award
8th Grade Speakers
Recognizing a student in 7th grade who has managed both academic and social issues with independence, persistence, fair-mindedness, and a sense of humor.
• Faith Brown • Taylor Ferry • Mason Rode • Stephanie Bandura
• Lilly Soroko
Lucia Polk Chapman Award Given in memory of Lucia Polk Chapman, co-head and then head of Springside from 1900 to 1930, for scholastic ability and achievement. Deeded Award winners, l to r: (seated) Kate Hunter, Riley Redpath, Lilly Soroko; (standing) Gabby Dunning, Caitlyn Klauder, Alivia Villari.
• Alivia Villari
Advisors’ Award winners, l o r: (seated) Kyra van den Muyzenberg, Marina La Verde; (standing) Gabriella Belmonte, Catherine Cooney.
Two-Dimensional Art • Nelson Crane
Three-Dimensional Art • Dubois Stewart
Outstanding Vocal Achievement • Cameron Brown
Outstanding Orchestral Achievement • Korey Welsch
Honors In Handbell Choir • Justin Telemaque
8th Grade Speakers • Aidan Driscoll • Christopher Dalglish
English Award Given to the 8th grade student who has demonstrated general excellence in writing and literary analysis, improved his peers’ understanding of the class material with quality contributions to the class discussion, and showed enthusiasm and dedication to the study of literature. • David Brenman
Academic Citation and Award winners, l to r: Jan Alex, Joe Conlin, Korey Welsch, Christopher Dalglish, Michael Wrede, David Brenman, Nelson Crane, Griffin Glendinning, Aidan Driscoll.
Foreign Language Award
For an 8th grade student who has demonstrated outstanding achievement and intellectual curiosity in learning a new language throughout his Middle School experience.
Awarded to a member of the Middle School who, in the opinion of the Middle School coaches, has demonstrated the highest standards of sportsmanship and fair play.
• Joseph Conlin
• Lucas Stauffer
Awarded to a Middle School student in recognition of his achievement and scientific curiosity.
Granted to a Middle School student in recognition of his outstanding achievement and general excellence.
• Michael Wrede
• David Brenman • Aidan Driscoll
Daniel Webster Charles Memorial Scholarship
Dil Lees Scholarship Awarded to a rising 9th grader who has demonstrated excellent academic performance, leadership qualities, and the potential to make a significant contribution to the life of the school.
Awarded to that member of the Middle School who has demonstrated an exceptional interest in history. • Michael Wrede
Wales Memorial Scholarship
• Christopher Markos
Awarded to a member of the Middle School who, through industry and effort, has demonstrated the most significant growth in mathematics.
From top: Class speakers Christopher Dalglish and Aidan Driscoll. Special and Deeded Award winners, l to r: Griffin Glendinning, Christopher Markos, Lucas Stauffer, Aidan Driscoll, Michael Wrede, David Brenman. Academic Award winners, l to r: Cameron Brown, Korey Welsch, Nelson Crane, Justin Telemaque, Dubois Stewart.
• Griffin Glendinning
world, get ready Seniors celebrate their last day on campus in casual clothes and college T-shirts.
for the class of 2013 It takes imagination, confidence, and discipline to bring about real change in the world. The Springside Chestnut Hill Academy Class of 2013 has already shown that it has these qualities and more. When the time comes, we know they’ll be ready to tackle whatever challenges the world throws their way. And we know they’ll make a difference. Congratulations, Class of 2013, and good luck! American University Boston College Boston University Bowdoin College Brown University (2) Bryn Mawr College Bucknell University (2) California Institute of Technology Colgate University (2) College of Charleston College of William and Mary Connecticut College Davidson College (2) DePaul University Drexel University Duke University (2) Elon University (3) Emerson College
Fordham University Franklin and Marshall College Georgetown University Gettysburg College (2) Goucher College Hamilton College - NY High Point University Hofstra University Ithaca College (3) James Madison University Johns Hopkins University Lafayette College Lehigh University (2) Marymount University Middlebury College Moravian College (2) New York University Northeastern University (3)
Northwestern University (2) Pennsylvania State Univer sity, University Park (4) Philadelphia University Princeton University (2) Saint Joseph’s University (3) Salem College Sarah Lawrence College Shippensburg University of Pennsylvania Smith College St. Lawrence University Temple University The Catholic University of America The George Washington University The University of Scranton Trinity College (2) 40
Tulane University (3) University of Louisville University of Miami University of Michigan University of Pennsylvania (8) University of Rochester University of Vermont (2) Ursinus College (3) Vanderbilt University Wagner College Washington and Lee University Washington College West Chester University of Pennsylvania Widener University Xavier University
LEAVING THEIR MARK. Prank Day is an annual right of passage for the senior class, marking the anticipated completion of high school and the transition to the next stage of their preparation for the real world. This yearâ€™s class strung a net of yarn across hallways, enjoyed a barbecue in the skating rink parking lot, and hosted a beach party, replete with inflatable pool toys, bubbles, and a leis near the Upper School entrance.
NONPROFIT ORG U.S. POSTAGE PAID LANGHORNE, PA PERMIT NO. 118
NEWS FROM SPRINGSIDE CHESTNUT HILL ACADEMY
500 West Willow Grove Avenue • Philadelphia, PA 19118-4198
Published on Feb 3, 2014