Pallium Fall/Winter 2020-21

IN THIS ISSUE 5 6 11 20

FROM THE HEAD OF SCHOOL WELCOME TO THE STEERS CENTER HILLTOP HAPPENINGS D’AMOUR CENTER FOR FAITH, SERVICE & JUSTICE Diversity, Equity, and Inclusion Social Justice Series Invites Essential Dialogue and Action

36 46 50 53

ACADEMICS 2020-21: Live and In Person The Donovan Center for Learning Has Something for Every Student ATHLETICS ADVANCEMENT SOCIETY OF ALUMNI John Thomas Smith II ’60 A family legacy and career for the history books Our Campus Hero Society of Alumni Recognizes and Honors Outstanding Alumni Society of Alumni Class Notes In Memoriam

PA L LI U M FALL/WINTER 2020-2021

BOARD OF TRUSTEES

CHIEF ADVANCEMENT OFFICER Rick Henderson

2020—2021

DIRECTOR OF MARKETING & COMMUNICATIONS Jennifer Loprinzo ASSISTANT DIRECTOR OF MARKETING & COMMUNICATIONS Brittany Carlson

Mr. Robert H. Steers ’71, P ’11 | President Mr. John A. Donovan ’59 | Vice President Mr. Michael R. Carretta ’71 | Secretary Mrs. Rachel E. Stone P ’23, ’24 | Head of School/Treasurer Mr. Peter J. Cotier ’86, P ’19, ’20 | Assistant Secretary

MARKETING & COMMUNICATIONS STAFF WRITER Kelly Slonaker

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PHOTOGRAPHY Rick Giles

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PALLIUM is produced bi-annually by Canterbury’s Marketing & Communications Office, 101 Aspetuck Avenue, New Milford, CT 06776 NON-DISCRIMINATION Canterbury School does not discriminate on the basis of sex, race, color, religion, age, creed, national origin, age, sexual orientation or disability in admission or employment in its programs and activities. ©Copyright 2021 Canterbury School. All rights reserved. No content from this publication may be reproduced or reprinted in any form without the express written consent of Canterbury School.

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Dear Saints, Extraordinary. I have used this word countless times since the start of the pandemic. From the unprecedented challenges of a global health crisis to the unimaginable moments of social and political unrest, from the strength, optimism, and adaptability of our faculty and staff to the perseverance and spirit of our students, there is perhaps no better word to characterize our shared experiences of this past year. Similarly, I have written to the Canterbury community several times throughout these last 14 months, sharing updates of our challenges and successes during COVID-19. To that end, some of what you will read here will be familiar; however, it most certainly bears repeating, for I could not be more humbled by and proud of what the Saints community has accomplished since March of 2020. Even more so, I am deeply grateful for the ways this extraordinary community of students, families, faculty, staff, alumni, and trustees inspired the triumphs and outcomes we have realized in the last year. First and foremost, our students and families trusted and partnered with us, overwhelmingly deciding to return to campus this fall and again this winter (page 38). I believe this speaks volumes to the work of our faculty as teachers, coaches, advisors, and dorm parents; to the

steady, watchful guidance of Director of Health Services Colleen Cook, R.N. ’02 (page 60) and a dedicated Medical Task Force; to Canterbury’s community culture, ethos, and values, which our students so desperately missed last spring and summer. Second, we upheld our commitment to building a community that values and celebrates differences, encourages dialogue, fosters mutual respect, and highlights our shared purpose and ideals. Through our expanded Social Justice Series (page 27) and Saturday “pods” programming (page 25), we created new avenues for and arenas in which to empower the voices of our students. Serving as a clear reminder that justice and service have always been at the core of Canterbury’s mission and Catholic heritage, the activities of the D’Amour Center for Faith, Service & Justice (page 20) provided meaningful experiences to challenge and teach our students to be agents of change and commit to creating a more just and compassionate world. And the sustained engagement of our Community DEI Committee (page 22) is charting the path forward to ensure that a diverse, inclusive environment and the excellence of our academic and residential life program remain inextricably linked on our hilltop.

The Steers Center—our magnificent, newly constructed, 22,000-square-foot academic facility and student center—opened on time, under budget, and beyond our (high!) expectations (page 6). Truly extraordinary. While we patiently await the celebration of all those who made the project a reality—from the envisioning and planning that began in 2017 and the generosity of Canterbury’s donors all the way through to the finishing touches on the Campus Mall and Square—our students have immediately benefitted from the space, programming, and delight emanating from each and every corner. From the very start, that was our paramount goal. Finally, we never wavered in our belief that the true Canterbury experience begins and ends on our campus. We are a school that thrives on the relationships forged in our classrooms, in athletic arenas and on the stage, in School Meetings and the dorms, in the Dining Hall, and most recently in our new Steers Center Commons. Our community embraced their individual and shared responsibilities and have remained fiercely determined to stay safe and together on this hilltop. To be sure, we had to think differently about all that we once took for granted, and with that, a renewed, deeper gratitude emerged for the myriad moments that make up our days and connect us to this extraordinary community. The articles, interviews, and announcements you will read in this issue of PALLIUM will no doubt illustrate how we have had to adapt to new realities. You will see the scale of change and adjustments we have had to make to ensure a safe, student-centered, in-person learning experience on our hilltop. Thank you for sharing in this collective moment of pride and awe for what has been perhaps our most challenging, rewarding, and extraordinary school year.

Rachel E. Stone P ’23, ’24 Head of School

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W EL C OM E TO T HE

S T EER S CEN T ER

O

n Friday, November 13, and Saturday, November 14, the Steers Center

was celebrated that October. The journey of the Steers Center has become a

officially opened on campus to the elation of the entire Canterbury

symbol of the School’s ethos and its future: one of innovative learning, values,

community. The project has been years in the making, with great anticipation and excitement growing right along with the building itself. The Steers Center

and community. Faculty and staff had the opportunity to take a first look at the completed

was conceptualized in early 2017 by students who asked for a “space to be

building on Friday morning, and their eagerness to offer classes and

together” to enhance their Canterbury experience. That same summer, the

programs in the new, stunning space was palpable. Rob Roffe, Director of

Board of Trustees and School leadership devoted many hours to planning

Academic Technology and Innovation, shared, “I’m truly looking forward

and envisioning a new campus facility. Fundraising commenced in 2018,

to working and teaching in the Steers Center. It will allow me to reimagine

construction began in the summer of 2019, and the official groundbreaking

the way I approach the classes I’ve been teaching for years as well as

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THE MAGAZINE OF CANTERBURY SCHOOL

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// W ELCO ME TO TH E STEERS CENTER

provide significant opportunities for new classes such as Design Thinking and Entrepreneurship & Emerging Enterprises. Most of all, giving students an opportunity to make and create in a facility that encourages out-of-the-box thinking and active learning will make an already outstanding Canterbury experience even more extraordinary.” The juxtaposition of the Steers Center’s most significant programmatic spaces—the Innovation & Design Lab, the Coleman Digital Media Lab, and the D’Amour Center for Faith, Service & Justice—underscores Canterbury’s mission and commitment to helping students develop as both critical thinkers and ethical leaders and to providing the kind of education they will need to lead successful and impactful lives. Tracy Garcia-LaVigne, Director of the D’Amour Center for Faith, Service & Justice, shared her gratitude for the location and prominence of the new space: “Looking out the windows of the D’Amour Center, it draws you into the heart of the beauty of our surroundings, accentuating the peacefulness and grace of the Chapel of Our Lady, the mountains surrounding us, and our incredible sunsets. The centrality of the location, the inspirational views, the flexibility and open space, all will allow us to open up our programming in ways we had previously only dreamed of creating. We are grateful beyond measure to share the D’Amour Center with our students and all that it will offer in adding to the depth and breadth of our faith, service, and justice initiatives—right here in the center of our campus.” Sixth Form student leaders previewed the building on Friday afternoon, and the entire student body was brought through for tours the following day. Head of School Rachel Stone and administrators provided students with an orientation to the building, sharing the details and programming for each space as well as the building’s powerful story of philanthropy. Students learned that contributions from trustees, alumni, parents, grandparents, faculty, staff, and foundations fully funded the $17 million hilltop projects, which includes the new mall with walking paths and terraced lawns between the Chapel of Our Lady and the Steers Center. Even more so, students came to understand how they will help honor and steward the meaningful intent behind every donor’s gift by fully embracing the opportunities that each space in the Steers Center provides. As students took their first steps inside, they were astounded by the Commons—an expansive student center featuring a wall of floor-to-ceiling windows—where the entire community will gather and strengthen the relationships that are formed on the hilltop. From there, they explored the new Innovation & Design and Coleman Digital Media Labs, spaces that will allow them to expand their intellectual curiosities and develop problem-solving, design-thinking, and digital literacy skills. On the floor above, students discovered the D’Amour Center for Faith, Service & Justice, their new hub for community service, social justice advocacy, and campus ministry

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WHAT’S INSIDE COLEMAN DIGITAL MEDIA LAB

STUDENT COMMONS & CAFÉ D’AMOUR CENTER FOR FAITH, SERVICE & JUSTICE

FLEXIBLE CLASSROOMS

SCHOOL STORE

INNOVATION & DESIGN LAB

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STEERS CENTER ACADEMIC PROGRAMING Innovation & Design Lab Courses: Design Thinking

Entrepreneurship and Emerging Enterprises Innovation Lab

Coleman Digital Media Lab Courses: Syracuse University Project Advance: Introduction to Information Security

Introduction to Computer Programming Introduction to Digital Media Media Arts

D’Amour Center for Faith, Service & Justice Courses: Service Learning: Social Justice Spiritual Journey

activities—a place where they will put their faith, values, and leadership into action. As they came upon two new interdisciplinary classrooms, students

community at Canterbury.” In the last week on campus before Thanksgiving break and the shift to

immediately began to imagine themselves learning, discussing, and actively

remote learning, classes began to meet in the new Steers Center spaces. Clubs

engaging in each of the highly flexible spaces. And as they continued to look

and affinity groups will meet in the evenings, along with dorm nights and

around every corner and in every room, students toured Student Life and

Form activities that will let students soak in how their daily experiences will

Technology offices, day student lockers, a café, and a new school store.

soon be transformed at the School.

The reactions of awe and joy filled the 22,000-square-foot building as

As the exhilarating days came to a close, Head of School Rachel Stone

the community took in every aspect of the new space. Sixth Form Council

shared her gratitude for the insight, collaboration, and generosity of all those

member and Boarding Proctor Sean Quaye ’21 described seeing the space for

who brought the Steers Center to fruition—from the architects at the

the first time: “Just the sheer excitement of finally stepping inside the long-

S/L/A/M Collaborative and the team at Burlington Construction to the

awaited Steers Center was an experience in itself. The details and architecture

Board of Trustees, donors, and members of the School community—

of the building are breathtaking. I cannot wait to see what more the Steers

and particularly Trustees Lauren and Bob Steers ’71, P ’11 for their

Center will offer Canterbury and its students and the many fantastic

exceptional commitment to the project and the School. “From the day

experiences that are to come!”

the first construction vehicles pulled up, to now having this magnificent,

Sixth Form Council member and Day Student Proctor Katherine

finished space, it has been inspiring to see this building—and the spirit of

Delamere ’21 enjoys spending time during—and in between—class in the

our community—come together. We are deeply grateful to all involved and

new space: “When I first saw the building, I was overwhelmed with how

especially to Lauren and Bob Steers for their vision and dedication to creating

beautiful it is. I immediately knew that it would be an amazing place for

a space that is truly about and for our students. We cannot wait to bring our

learning, activities, and community-building as a school.” She continued,

whole community together here in the months and years to come.”

“I’m thrilled to be able to spend time here and take advantage of every

The School plans to hold an official ribbon-cutting ceremony in the fall of

opportunity, from academics and service projects to snacks at the café and

2021 when it is able to bring members of the extended Canterbury family

shopping at the new school store! There are so many possibilities, and I

together to celebrate.

just know that this space will be a key center for connections, creativity, and

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THE MAGAZINE OF CANTERBURY SCHOOL

H I L LT O P H A P P E N I N G S Head of School Rachel Stone with San Miguel Academy graduates: Geoffrey Moran ‘24, Na’Sah Dabbs ‘21, and David Salazar ‘22

Transformative Partnership Honored with San Miguel Academy IMPACT Award

O

ver the past 10 years, Canterbury has built an extraordinary partnership with San Miguel Academy of Newburgh, a scholarship- and faith-based, independent middle school for boys in grades 5-8 from underserved families in Newburgh, NY. The partnership began with Canterbury Board of Trustees members Lauren and Bob Steers ’71, P ’11, who have had a longstanding involvement with San Miguel Academy and Fr. Mark Connell, who is both the Executive Director of the Academy and Canterbury’s adjunct priest. On Thursday, October 8, San Miguel Academy virtually hosted their annual benefit gala, “Defying the Odds,” which honors its partnerships with individuals and organizations who advance the school’s mission and raises critical funds to support its programming. Canterbury School was the recipient of the San Miguel Academy IMPACT Award for 2020. During the virtual ceremony, San Miguel Academy Chairman of the Board of Trustees Thomas Crispi said, “Over the years, we’ve been blessed with so many terrific supporters. Each year, we gather to honor one of those supporters who is critical to our mission. This year, we are honoring an organization that has been with us, an organization that has helped our students achieve their God-given potential and continue on their pathways toward success.” Head of School Rachel Stone accepted the award via video and shared her appreciation for the collaboration between the two schools, “Our

partnership with San Miguel is unique. The level of commitment across Canterbury’s family and constituencies is outstanding; there are so many people who care deeply about both schools and the partnership between them. I have never experienced anything like it before, and I am very confident that it will be an enduring partnership for many, many years to come. On behalf of Canterbury School, we are so thankful and proud to be the recipient of this year’s San Miguel Academy IMPACT Award.” Several of the San Miguel graduates who attended or currently attend Canterbury also spoke via video and expressed their gratitude for the experience they had at both schools. Henry Garcia (San Miguel ’11, Canterbury School ’15, Fairfield University ’19) is currently a legal researcher at Thomson Reuters. Henry shared, “Canterbury has definitely defined my character. It taught me a lot about leadership [...] and about being independent. I hope that more San Miguel boys will end up coming to Canterbury and having the most amazing experience of their lives, just the way that I did.” San Miguel students have had an extraordinary impact on our Canterbury community. During her acceptance of the award, Rachel remarked, “This vision and journey began with Lauren and Bob Steers and Fr. Mark Connell, and now we have six extraordinary young men, all graduates of San Miguel, who have made Canterbury School an even better place. It began with Henry ’15 and Brian ’15, and then went on to Tito ’17, and now we have Na’Sah ’21, David ’22, and Geoffrey ’24 all walking the halls of Canterbury. This partnership is extraordinary, and we are deeply grateful.” All of the San Miguel graduates who have attended Canterbury fully embraced their roles in our community and made positive contributions to life on our hilltop. Na’Sah Dabbs ’21 (San Miguel ’17) is a member of the Sixth Form Council, Interfaith Council, and DEI Committee, and is an Admission Lead Ambassador and Boarding Proctor in Carmody House; David Salazar ’22 is a Boarding Proctor in Havemeyer House and a member of the Boys’ Varsity Soccer team and DEI Committee; and Geoffrey Moran ’24 plays on the Boys’ JV Soccer team and is a member of AHANA (for students of African, Hispanic, Asian, and Native American descent). In a self-made video shared during the gala, David ’22 said, “Anyone can find their place here at Canterbury and feel like they belong, and that is hard to find. It’s really special because you never feel left out anywhere on campus. It’s amazing.” San Miguel Academy provides a safe haven for intellectual, emotional,

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and spiritual growth and utilizes small classes, extended school days, and an extended school year with a summer program to fight the cycle of poverty through education. Students who attend the Academy are provided academic, personal, and family support, which positions them for success in their future endeavors. The Academy serves more than 250 families and was integral to ensuring that its families had food for their tables during the pandemic. When the Canterbury community learned that San Miguel families were in need, they sprang into action and spent three months purchasing, transporting, and organizing supplies for Fr. Mark’s temporary food pantry. They also brought water from Lourdes (where Canterbury offers a

Health Series Empowers Today’s Women of Canterbury Women of Canterbury—co-facilitated by Head of School Rachel Stone this year—began hosting a Women's Health Series in the fall. The series is open to all female members of the Canterbury community and includes topics such as women's health and wellness, women's health care, and women entrepreneurs in health. Three guest speakers led in each discussion and are experts in their respective fields (they were also all underclassmen at Yale University, CT, with Rachel!). Kristen Aversa, M.D., FACOG, graduated from Yale with a B.A. in psychology and graduated with the honor of Alpha-Omega-Alpha from the Yale School of Medicine. She completed her Obstetrics and Gynecology residency at Yale-New Haven Hospital, and from 2003 until 2012, she practiced general obstetrics and gynecology in a private practice setting. Dr. Aversa then joined Generations OB/GYN when Asis Medical Associates merged with Obstetrics and Gynecology of North Haven, CT. She has several honors, including the Connecticut Society of American Board of Obstetricians and Gynecologists- Yale Medical Student Excellence in Obstetrics and Gynecology in 1999, Patient’s Choice Award in 2010 and 2011, and Compassionate Doctor Award in 2011. She is a Fellow of the American College of Obstetrics and Gynecology and a member of the American Institute of Ultrasound Medicine. She has been a Clinical Instructor at Yale New-Haven Hospital and was recently elected to the Yale-New Haven Hospital Medical Board. Kimberly J. McIntosh, M.D., a partner of Women’s Health Specialists, is a 1994 Graduate of Yale University with a Bachelor of Science Degree. She received her Medical Degree in 1998 from Columbia University, College of Physicians and Surgeons before pursuing her residency training in Obstetrics and Gynecology at University of Chicago Hospitals. Following residency training, Dr. McIntosh practiced with Sleepy Hollow

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pilgrimage each year), with which Fr. Mark blessed each family that came to San Miguel, as well as those who had lent a helping hand. Director of Theater Sarah Armstrong, who coordinated the Canterbury efforts, said, “It gave us a purpose during a very strange time. We were humbled and privileged to partner with San Miguel Academy in living out Canterbury’s Five Values of Honesty, Respect, Compassion, Spirituality, and Self-reliance. It made us proud to be Saints.” Canterbury is exceptionally grateful for this meaningful partnership and humbled to be recognized with this esteemed award. The School looks forward to a bright future for San Miguel Academy and its students!

Medical Group, P.C., and was affiliated with the Open Door Family Medical Center as the Director of Obstetrics and Gynecology in New York. In 2003, she joined Women’s Health Specialists at Eagles Landing. Dr. McIntosh was Board Certified by the American Board of Obstetrics and Gynecology in 2003 and re-certified in 2015. She is a Fellow of the American College of Obstetricians and Gynecologists and practices medicine in Stockbridge, GA. Lisa Bowers is the Chief Commercial Officer of Day One Pharmaceuticals, whose mission is to creatively and intentionally develop new medicines for people of all ages living with cancer. Prior to her current role, Lisa was the CEO and founder of Rhia Ventures, a social venture investment organization focused on reproductive health. She was also the COO of the Tara Health Foundation and had an extensive career at Genentech/Roche, where she held P&L accountability for Genentech’s $400M+ cystic fibrosis business and was the head of the North American supply chain region, accountable for $20B+ of medicine across the United States and Canada. Before these roles, Lisa led Genentech’s patient access services, serving over 100,000 patients annually, and led the company’s strategic marketing function for managed care organizations. She earned an English degree from Yale University and a Master of Health Services Administration from the University of Michigan School of Public Health. The talks provided helpful information for our female students as they navigate personal health and wellness and begin to consider their options for college and beyond. “Each seminar touched on different topics including basic biology, current issues, and the business and technological aspect of female healthcare. I feel very grateful to have been able to ask questions and to have conversations with such accomplished women; it was an invaluable experience!” shared Giovanna Esposito ’22, who is a member of Women of Canterbury. Katherine Delamere ’21 is a member of the Sixth Form Council and has been a member of Women of Canterbury since her Third Form year, serving on its Leadership Council since Fourth Form. “I loved attending the Women of Canterbury Health Series and learned so much about how socioeconomic and cultural factors play into

THE MAGAZINE OF CANTERBURY SCHOOL

inequities in women's health,” she said. “It was amazing to hear from such brilliant women and learn how they've helped so many other women through their careers. Their dedication and perseverance inspired me and deepened my interest in helping women by showing that gender equality progress is possible in all industries.” We’re so grateful to these incredible women for sharing their knowledge and inspiring our own young women.

T I R S PI E E K W

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Virtual College Fair Connects Students to Nearly 200 Colleges and Universities

A Time-honored Tradition of Scripture and Song Celebrated Virtually

On Wednesday, October 14, Canterbury Fifth and Sixth Form students participated in a Virtual College Fair with 192 colleges and universities in attendance. Director of College Counseling Sarah Ferland coorganized the event with other independent schools, including The Williams School (CT), St. George’s School (RI), The Frederick Gunn School (CT), Hamden Hall Country Day School (CT), and Cheshire Academy (CT). The event used the Education Connect Live platform from Novva Technology, with which colleges and universities could create virtual “booths” as they would at a traditional college fair. The platform allowed students to develop profiles to include their interests and what they are looking for in a higher education institution. Colleges were also able to categorize themselves based on their tuition costs and whether they were in- or out-of-state, or public or private. Students were then able to search for specific colleges or within categories and chat live with representatives, indicate their plan to apply, look through brochures, and watch videos to learn more about the schools. All Sixth Form students who had not yet committed to a college were in attendance, along with many Fifth Formers, all of whom were able to participate from their homes or dorm rooms. Sarah Ferland was pleased with the outcome of the event, as were the colleges who participated. “The Virtual College Fair provided an opportunity for our Fifth and Sixth Formers to connect with college admission representatives,” she said. “Many of the schools to which our students apply were in attendance and, in a year with many changes, this is one of the ways we have helped our students connect with colleges to show their interest in applying and learn more about new schools. I was able to speak with several college representatives in attendance, and they all thanked us for providing this opportunity and were impressed with the virtual platform we selected.” While the pandemic created many obstacles for students in their college search process, Canterbury’s return to in-person learning in the fall allowed its personalized, one-on-one college counseling experience to continue unhindered. Even for students in the remote learning plan, Canterbury’s college counselors maintained individual, virtual appointments to shepherd them through the college search and application processes, and students still participated in college workgroups. All the while, Canterbury’s unique, supportive approach to helping students find the “right fit” for college never missed a beat.

Students, faculty, alumni, parents, and friends gathered virtually for Lessons and Carols on the evening of Thursday, December 17. The event, celebrated annually by the Canterbury community, was streamed live from the Chapel of Our Lady with in-person readings and pre-recorded musical performances. A storm that blanketed the hilltop with more than a foot of snow on the same day prevented presider Fr. Mark Connell and local Sacristans from attending the service, but Head of School Rachel Stone and several faculty members presented readings in their place. The Festival of Lessons and Carols is a Christian tradition that dates to the late 19th century. The service includes seven Scripture lessons that recount the fall of humanity, the promise of the Messiah, and the birth of Jesus, and each reading is followed by a carol that reflects on the lesson’s message. Scripture readers included Rachel Stone; Associate Head of School for Academics Sue Roberts; Dean of Students Jake Dellorco; Director of Health Services Colleen Cook, R.N. ’02; Theology Department Chair Amy Omaña ’86, P ’19, ’20; and Choral and Liturgical Music Director Sarah Armstrong and her husband, Dylan. The evening began with opening remarks from Rachel Stone: “As a community, country, and world, we have spent the past nine months navigating a pandemic, advocating for human rights, and working tirelessly to take care of one another. The joy and light that come with the Christmas season could not arrive at a better time. Tonight, let us together pause and be present for the spirit of Advent.” Varsity Voices, Chorale, and Community Choir led the carols, joined by Sarah Armstrong and instrumental accompanist Christopher Rich, and Sandra Xu ’21 played “How Far is it to Bethlehem” on the violin. Yurou Li ’21 and Katherine Datlow ’24 played songs on the carillon, a musical instrument consisting of at least 23 cast bronze bells that are precisely tuned and arranged in chromatic progression so that music in any key can be played (Canterbury has the unique honor of housing one of Connecticut’s eleven Carillons, located in the Chapel of Our Lady). Chorale performers included Katherine Delamere ’21, Colleen Gallagher ’24, Kayleigh Keefe ’21, Emily Lang ’24, Yurou Li ’21, Andrew Martin ’23, and Fiona Yao ’23. Varsity Voices, who performed beautiful renditions of “Silent Night, Holy Night” and “Deck the Halls,” included Ava Faruol ’24, Colleena Healy ’21, Zhe Ji ’23, Stella McCormack ’21, Sylvia Pinheiro ’24, Sydney Ragland ’21, Cooper Stepankiw ’22, Bryce Stone ’23, ZhiLu Wang ’21 and Qixiu Yao ’22. Notably, several members of both Chorale and Varsity Voices practiced and recorded their songs from across the world during remote learning. The carols also included a solo by Tyler Roberts, son of Associate Head of School for Academics Sue Roberts and Math Department Chair Chris Roberts. The Lessons and Carols service is typically an event that draws members of the community from near and far to join together in the Chapel of Our Lady for an evening of joy and reflection. While it wasn’t possible to fill the chapel with our beloved Saints this year, the beautiful Advent festival nonetheless brought the Canterbury community together in song and spirit.

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PINK OUT + FALL FEST CELEBR ATIONS

T

he annual Pink Out volleyball game to support breast cancer research typically has fans decked out in pink and packed like sardines into Pigott Arena to cheer on the Varsity Volleyball team as they take on another school. The crowd includes current students, faculty, family members, alumni, and friends and is a highlight of the school year. Though this year’s fundraiser looked a bit different, the excitement still radiated throughout campus, where there was an overwhelming display of pink amongst students and faculty. The game took place in the Field House to allow better distancing among a crowd limited to 75 people, all of them students, and the varsity team played Canterbury faculty members in a spirited game. The game was also livestreamed in Steele Lecture Hall so more students could enjoy the event. “Our team was determined to keep the tradition alive and make this event happen in a fun and safe way,” Varsity Volleyball Coach and Assistant Dean of Students EJ Soifersmith said. “This is such an important cause. We are so grateful to have the support of our entire community year after year, and to still be able to get everyone together, even virtually, meant the world to us.” The Varsity team was captained by Lily Greenwood ’21 and Abigail Mitchell ’22, and the Harrington MVP Award was given to Stella McCormack ’21. Between donations and the sale of commemorative items, the event raised more than $2,800 for the Susan G. Komen Foundation. Not all the action took place in the field house. Just outside, the Fall Fest offered plenty of snacks in the way of fresh popcorn and cotton candy to fuel up the players and spectators and featured fire pits, trivia, lawn games, and dodgeball for students to enjoy the unseasonably warm weather. As one of the last weekends on campus before students departed for Thanksgiving and began a period of remote learning before the winter break, it was one for the books. We loved seeing our Saints have so much fun (and also help out a great cause)!

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A Reimagined Performance Offers a Splendid End to a Humbug Year This past year, Canterbury’s theater department (along with theaters all over the country) faced a big question: how do you bring together crowds of people to make, much less watch, theater safely? Directors Sarah Armstrong and Keiko Mathewson knew that they needed to think outside the box to safely bring a cast and crew together, follow social distancing protocols, teach the students valuable skills, and have a production the entire community could enjoy—mostly likely from their own homes. “We knew that our ultimate goal was to produce some form of theater that would create an outlet for our students. Sarah discovered the world of radio plays this summer, and we chose a script!” Keiko shared. The script they chose was an ambitious one—a radio adaptation by Philip Grecian of A Christmas Carol, based on the novel by Charles Dickens—and the cast and crew delivered. The production was

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intricately and expertly executed and transported listeners to a bygone era when radio ruled. Streamed via YouTube Premiere, the event aired at designated times, and listeners tuned in just as they would have for a scheduled radio program decades ago. To produce the show, the Theater Department carefully constructed a recording studio on the stage in Maguire Auditorium using clear plastic shower curtains and wooden frames (adorned with Christmas lights, of course) to allow the group to be together safely. In addition to student and faculty actors who each played several roles (distinguishable by changes in tone, cadence, and accent), students were also Foley artists, creating each of the perfectly timed, live-action sound effects featured in the play, including doors opening and closing, wind blowing, bells ringing, and glasses clinking. “This was an experience for our actors and tech crew unlike any other,” Sarah and Keiko said. “Our

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Opposite page: Ruari Bamrick ’24 voiced multiple parts in the radio play; Stage Manager, Assistant Sound Designer, and Recording Engineer Giselle Bradshaw ’21 created perfectly timed sound effects for the show. This page, clockwise: Directors Keiko Mathewson and Sarah Armstrong review the script as students record their parts in Maguire Auditorium; Sylvia Pinheiro ’24 lent her voice as Ebenezer Scrooge, replete with English accent; Faculty member Bob Potter served as the announcer for the show.

students worked so hard to change their voices and create characters using only sound, which isn’t easy! Physicality can often be a large part of what creates a character—we look to costumes, makeup, gestures, mannerisms, and facial expressions to fill in the story—but this venue doesn’t allow for that. It was all about delivering a story using only their voices and the instruments in front of them. It gave a new perspective to what is important in theater.” This was the first theatrical production at Canterbury for Third Former Sylvia Pinheiro, who played Ebenezer Scrooge, complete with a dour English accent. “Taking part in a radio play, especially one as well-known as A Christmas Carol, has been an incredibly fun process,” she said. “It was challenging to become a character as complex as Ebenezer Scrooge, but ultimately it was fascinating to go on such a unique journey of immense character growth. The accent was the easy part because I have been imitating the characters from Harry Potter since I was seven years old! What was difficult was embodying such a well-known character while also trying to come across as a completely different person than I am in real life. In the end, I am endlessly grateful for this experience and for the friends I made in the process.” This was also the first theater experience for Sixth Former Charlotte Zapletal. Charlotte played multiple roles in the production— including Topper, Martha Cratchit, Charity Woman #1, and Player #2—which required her to change her voice and emotions throughout. “During rehearsals, I tried to picture myself in my various roles so I could convey the appropriate emotions,” Charlotte explained. “Trying a British accent and pronouncing certain consonants was the most difficult part for me because I was so used to mumbling and speaking too fast! Even though it was hard at times, I loved getting to learn what happens behind the scenes of all the shows we have watched in the past, like Clue, and getting to work with such talented actors, directors, and crew.” Several other Sixth Form students participated in the play as one of their final Canterbury School performances, including Ella Olcese, who played Mrs. Cratchit, Storyteller, and Woman #2; Stage Manager, Assistant Sound Designer, and Recording Engineer Giselle Bradshaw; Assistant Stage Manager Celine Yoo; Foley Captain Sydney Ragland; and Foley Artist Lexah Caraluzzi. The student cast was joined by several special guests, including Assistant Head of School for Student Life Peter

LaVigne, Dean of Students Jake Dellorco, Dean of Faculty Wright Danenbarger, Assistant Dean of Students E.J. Soifersmith, English teacher Bob Potter, and science teacher Derek Richardson. The music was provided by Christopher Rich, and the sound design and editing by Ken Mard III ʼ99. “I am so proud of our students and faculty who helped make this a reality,” said Keiko. “Being able to record in our pods (safely distanced, protected with plastic, and unmasked) made the whole process seem almost normal!” We congratulate the entire cast and crew for a marvelous and spirited holiday production! “A Christmas Carol, its message and its making, is a reminder that there is good, beauty, and joy all around us if we take the time to find it,” Sarah shared. “And as Tiny Tim said, “God bless us, everyone!”

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// H ILLTO P H APPENINGS

Winter Games Bring Fun and Friendly Competition Over the Saints Six-Week Stretch Throughout the Saints Six-Week Stretch (between the return from Winter Break and the start of March Break), students engaged in some friendly competition and showed off their skills in a variety of activities during Canterbury’s first ever Winter Games. Students were split into six inter-Form teams to compete in everything from chess to 3-on-3 basketball. Each team was captained by a member of the Sixth Form Council and chose their own name, showcasing students’ creativity and humor. Over the six weeks, the Flying Mongooses, Columbia Cavaliers, Blue Lightning, Fire Breathing Dragons, Team Kobe, and the Golden Eagles faced off on a number of challenges. During the opening weekend, the itinerary included ping pong, cornhole, and Connect-4 tournaments and a highly competitive threepoint contest. The following weekends saw teams competing in dodgeball, kickball, volleyball, and basketball tournaments; Canterbury’s Got Talent; baking contests; and amusing challenges, such as a paper airplane toss, stacking golf balls, and building towers with spaghetti and marshmallows. The competitions continued during the week where students flexed their problem-solving muscles with “Math Mayhem Monday” and “Riddle-Me-This Thursday,” and peppered their teachers with questions during “Guess-ThatFaculty Friday.” Challenges and itineraries were emailed out to all students and shared on the Canterbury Student Life Instagram account, making many of the events accessible to in-person and remote students alike. Assistant Dean of Students Elyse “EJ” Soifersmith and science teacher Kevin Conroy served as “Commissioners” of the events and announced team standings throughout the week and at School Meeting. “The Winter Games were a blast and added excitement and (mostly) friendly competition during this Saints Six-Week Stretch,” said EJ. “The team captains did a great job rallying their teams to participate, and every competition had high energy and was well attended. The students were committed to their teams and played to win!” The students certainly enjoyed the festivities and got into the spirit of the games. Benjamin Secor ’21 was one of the most frequent and enthusiastic participants in the activities and challenges, and greatly enjoyed the competition of the games. He shared, “The true spirit of the Winter Games is participation. From making PAGE 18.

a basketball hoop out of PVC pipe in the new Innovation Lab to baking brownies in the Brodie Room, the Winter Games challenged students to go outside their comfort zones.” Ella Olcese ’21, Team Captain of the Flying Mongooses loved spending time with her teammates: “My team just made me smile with every point earned. While in the beginning communication was a challenge, I loved getting to know more students and knowing that we were all working toward a common goal of gaining more points. As a team captain, I was so happy to see students from all Forms smiling and having fun together.” There was no single frontrunner amongst the teams, and the lead changed from week to week. The final tally for the Winter Games saw a very close win for the Columbia Cavaliers—they beat the Golden Eagles by only 2.5 points! Thomas Cho ’21, Sixth Form Council member and Team Captain of the Columbia Cavaliers, said: “I loved the fact that the whole student body was competitively engaged in all different types of games and competitions. It was a lot of fun to watch and participate in. It felt great to win because my team has been working hard over the six weeks and the race for first place was extremely close.” While the concept of the Winter Games was born out of the pandemic, it’s an event that many hope will carry on and become an annual tradition. To be sure, it was wonderful to see our students enjoy themselves while showing school spirit and embracing challenge after challenge.

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Hitting the Right Note Taylor Swift was not the only one busy in the recording studio in 2020—several of Canterbury’s studentmusicians produced a full-length album of 18 songs in November. The collection includes songs performed by each of Canterbury’s music ensembles and spans several genres, including jazz, pop, soul, folk, rock ‘n’ roll, and country. “COVID-19 prevented us from performing live in front of an audience during the fall, so this recording was an important component of the semester for music students,” said Director of Music Dave Overthrow. “They set this tremendous goal and accomplished it!” The Contemporary Music Band—a small group ensemble that performs music from various time periods—contributed eight songs to the album. The group includes vocalists Fatima Nda-Isaiah ’21 and Alessandra (Ali) King ’22; Nicholas Graham ’21 on drums; Sebastian Tseng ’21 on piano; and Xavier Leone ’23 on bass. The group covered several songs with Ali on lead vocals: “Stand By Me” by Ben E. King; “Love on the Brain” by Rhianna and Joseph Angel; “Ain’t No Mountain High Enough” by Diana Ross; “At Last” by Mack Gordon and Harry Warren; and “Who’s Lovin’ You” by Smokey Robinson. Fatima lent her voice while distance learning from over 5,000 miles away in Nigeria and was the lead vocalist for cover songs “Take Me To Church” by Hozier and “I’m Not the Only One” by Sam Smith, along with an original song that she wrote for the album. Fatima recorded tracks from her home using GarageBand and her phone, and they were later mixed with the musical recordings and mastered by Dave Overthrow. “Students in the Contemporary Music Band learn music in different ways,” said Dave. “Some students learn the music through the reading of standard music

notation, some students use their musical ear to learn parts from recordings, and some create parts from a set of given chord changes. Each of the students in this group exhibits advanced musical skills, and they each learn the music differently, both of which are important components of being a complete musician.” The Jazz-Rock-Pop ensemble and the Contemporary Music Band-Horns include Mark “Maverick” Foster ’22 on tenor saxophone, Xavier Leone ’23 on alto saxophone, Connor Koh ’23 on trumpet, and Andy Xu ’21 on trombone. The quartet covered three instrumental songs for the album—”Pavement” by Victor Lopez, “Sing, Sing, Sing” by Louis Prima (arrangement by Victor Lopez), and “Memories” by Lucky Chops. A talented tenor saxophone player, Maverick also chose to record two of his favorite jazz songs—”Yardbird Suite” by Sonny Rollins and “Blue Bossa” by Kenny Durham—and was accompanied by Nicholas ’21 on the drums. The album was not just an opportunity for seasoned musicians; several students who were newer to their instruments also recorded beautiful renditions. Morgan Lau ’24 has emerged as a talented singer/songwriter. She sang and played guitar on three covers for the album—”Sweet Child of Mine” by Slash and Axl Rose, “Landslide” by Stevie Nicks, and “Jolene” by Dolly Parton—and hopes to record some of her original songs in the near future. Intro to Guitar students Asher Hughes ’24 and Kate McDonough ’24 had some prior experience with guitar and displayed fantastic musical chemistry and harmonies. They teamed up for two songs, each singing and playing the guitar: “I Don’t Want To Do It” by Bob Dylan and “Across the Universe” by John Lennon. The majority of the album was produced in the School’s own recording facility, which allows up to 16 tracks of live audio to be recorded simultaneously. As such, the groups were able to safely record with a limited number of people in the booths. Additional measures included thoroughly sanitizing between performances and outfitting horn instruments with special covers that allow air and sound to escape but prevent germs

from spreading (similar to face masks). Once all of the individual tracks were recorded, Dave mixed and edited them together and then began the process of mastering the final album. The finished product is a sensational, professionalcaliber album that will be played throughout campus for years to come. “Despite the challenges of not being able to perform and play together, we overcame every hurdle and worked together in the harmony of music,” said Sebastian ’21 of the process. “I feel as if I am a member of a second family in this band.” We invite you to listen to this incredible album at cbury.org/music-album.

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D ’A MOU R CEN T ER FOR FA IT H, SERV ICE & J US T ICE Welcome to the D’Amour Center for Faith, Service & Justice, newly renamed to honor the extraordinary philanthropy of Michele and Donald D’Amour P ʼ93, ʼ98, GP ʼ20, ʼ22, ʼ23 and recently relocated in the magnificent Steers Center! I write this message from my new office with views overlooking the Chapel of Our Lady and with a heart brimming with gratitude. Through the programming and space that the D’Amour Center provides, students engage and connect with one another, the faculty, and our surrounding community, as they navigate the intersections of faith, service, and justice in their personal, academic, spiritual, and social lives. Since its official opening in November, the D’Amour Center has hosted the 2021 Social Justice Series, Lenten reflections, Form retreats, and many ongoing and pop-up service opportunities. Our Sacristans and Interfaith Council leaders are active in the inclusive and dynamic life of the Center, which changes daily—sometimes hourly—depending on the programming or the needs of the students within it. In the course of each day, you will find students challenging themselves to step outside their comfort zones, push boundaries, and learn more about themselves. You will also watch them exploring and deepening their faith, serving others, and realizing their potential to ignite change. I feel blessed to be in the position to facilitate and organize the work of our many dedicated and inspiring faculty who bring their passions and expertise to the D’Amour Center program. We are able to come together in this shared space intentionally, building a greater understanding of Canterbury’s mission of moral leadership, which grounds and inspires this community to be more present for and with one another and the world around us. Peace, Tracy Garcia-LaVigne P ʼ14, ʼ16, ʼ17, ʼ20, ʼ23 Director, D’Amour Center for Faith, Service & Justice

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A SPIRIT OF SERVICE

240 39 700 96

books donated to New Haven Reads

donors at annual Red Cross blood drive pounds of food donated to Camella’s Cupboard coats, gloves, and hats donated to Dorothy Day House

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DIVERSITY, EQUITY, AND INCLUSION

Continuing to chart a path that is deeply rooted in our mission and tradition. Ever-guided by our Catholic heritage, the principles of faith, service, and justice have always been at the core of Canterbury’s mission. These constants are woven throughout every aspect of learning and life on our hilltop and are central to the experience of personal growth that truly differentiates a Canterbury education. Yes, we push our students to excel academically; however, just as importantly, we challenge them to seek justice and peace, explore spirituality, cultivate critical and reflective thinking, work with and for others, and be their best authentic selves.

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To be sure, the D’Amour Center for Faith, Service & Justice is yet one more manifestation of Canterbury’s dedication to these foundational values—values that are inseparable from our commitment to diversity, equity, and inclusion on our hilltop and in our extended community. Through the programming and activities of the D’Amour Center, highlighted throughout the pages that follow, we not only animate our School’s mission of moral leadership, but we commit to intentional, purposeful efforts to ensure that our campus is a place where differences are welcomed,

myriad perspectives are respectfully heard, and where every individual experiences a sense of belonging, inclusion, and empowerment to effect change. And above all, our DEI work is both informed and inspired by the voices of our students. As we advance our efforts in this imperative work, their perspectives and aspirations continue to chart our course.

Community DEI Committee

CANTERBURY SCHOOL CLIMATE SURVEY

FROM RACHEL STONE

In February 2020, we asked our students to participate in a Climate Survey, an exercise designed to encourage honest feedback and proactive suggestions regarding the expectations, experience, and cultural norms within our community. Our goal moving forward is to have students engage in these data collection efforts at least twice each year, and in order to ensure that the questions and format are not only interpreted the way we want our Saints to read them but also that we are addressing the topics our students believe to be most relevant and impactful, we asked the nine student members of the Community DEI Committee to take a deep dive with us this winter. After many meetings and countless hours of discussion, debate, and feedback, the updated version of the Climate Survey was administered in late April. We could not have improved the survey without the perspective of these students; thank you!

It was the evening meeting in March— after Canterbury’s Trustees joined a full Community DEI Committee meeting (by Zoom, of course)—when we talked over dinner with the student members of the committee to debrief their conversations with Board members and continue mapping out next steps. Indeed, it was that meeting when we knew that the seeds we have been planting for years (and for the past year to an even greater degree) were growing roots.

work even as we acknowledge that the seeds we plant will take years to fully grow and will demand unrelenting care along the way? That evening, as our nine phenomenal student leaders helped us analyze and improve questions for our community climate survey, they also so comfortably shared feedback, suggestions, and personal experiences, all in the spirit of how we can best foster a sense of belonging, a commitment they identified back in 2018.

The seeds, of course, are the challenging conversations around: what exactly does, and should, a commitment to DEI “look like” at Canterbury; how do we truly and honestly ensure that our campus is a home to all who choose to live and work here; how do we become better at not simply acknowledging and understanding difference but respecting and valuing it; and how do we move steadily, successfully forward in this

What we have learned most of all—and time and time again—in our work with these students is that their voices and experiences will pave the way. Period. If we create a program, launch an initiative, or design a new course without taking their perspective and insight into account, then we have forgotten what has always centered and inspired our work: meeting students where they are.

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SAMPLE CLIMATE SURVEY STATEMENTS • There is at least one adult on campus I would feel comfortable approaching if I had concerns about a friend. • My teachers care about my academic growth. • I understand the disciplinary process at Canterbury. • People of different cultural backgrounds get along well at Canterbury. • I feel like I belong at Canterbury. • At Canterbury, students have the opportunity to help decide school events. • I would recommend Canterbury to a close friend who does not currently go here.

“It is more than just listening to other people’s opinions and sharing your own; I feel myself become truly engaged in each conversation. It has been very enjoyable to connect with people who are also passionate about this work. It is a time commitment and it requires a lot of brainpower, but each person brings so much positive energy to our meetings—it creates a great space for ideas and conversations.” —SEAN QUAYE ’21

COMMUNITY DEI STUDENT LEADERSHIP TEAM

FROM OUR STUDENTS In the creation of the Community DEI Committee last summer, a call was put out to the entire student body for volunteers to join the group. The response was extraordinary—students stepped forward with personal stories and motivations, and nine were invited to join the Committee with trustees, alumni, faculty, and staff. Each student who was selected has demonstrated commitment to and sustained interest in diversity, equity, and inclusion throughout their time at Canterbury, and each underwent an interview process with Head of School Rachel Stone, Dean of Students Jake Dellorco, and theology teacher and faculty advisor to AHANA (African, Hispanic, Asian and Native American student club) Raheem Logan ’12. Committee member Sean ’21 shared: “I wanted to join the DEI Committee because I have always had an interest in being part of a process or team that can bring about change in a positive way. Equally, I have always been passionate about diversity, equity, and inclusion, and the events of this past summer were a turning point that led me to want to become more involved in social and racial justice.” He expanded to describe his experience on the Committee thus far, saying, “It is more than just listening to other people’s opinions and sharing your own; I feel myself become truly engaged in each conversation. It has been very enjoyable to connect with people who are also passionate about this work. It is a time commitment and it requires a lot of brainpower, but each person brings so much positive energy to our meetings—it creates a great space for ideas and conversations.”

Each of the Sixth Form students on the Committee is a “die-hard” four-year student at Canterbury and has seen progress made by the School’s DEI initiatives throughout their time here. “The School has grown over my four years here,” said Thomas ’21. “I know my Form in particular makes a real effort to be inclusive to underform students and to lead with kindness.” Giselle ’21 shared a similar experience: “I have seen a lot of progress since I first started at Canterbury. We have created more spaces for students to talk about important issues—like AHANA, which allows students of color to have conversations where they are in the majority, and [our chapter of] the GenderSexuality Alliance, which allows students to discuss LGBTQ+ issues.”

Giselle Bradshaw ’21 Sacristan Boarding Proctor International Student Ambassador AHANA member Ju Yeon (Thomas) Cho ’21 Sixth Form Council member Boarding Proctor International Student Ambassador AHANA member Na’Sah Dabbs ’21 Sixth Form Council member Boarding Proctor Admission Lead Ambassador Interfaith Council member AHANA member Peyton DeRouen ’21 Day Proctor Admission Lead Ambassador AHANA member

Na’Sah ’21 joined the Committee to “make the campus as welcoming as possible for anyone who comes here.” He shared his hopes for the DEI Committee and its impact moving forward: “One of my biggest goals is for the DEI Committee to become a permanent part of the Canterbury community so that every person on campus knows and understands the work being done and continues to have those important conversations.”

Colleena Healy ’21 Sacristan Boarding Proctor

Thomas ’21 also imparted his aspirations for Canterbury’s continuing DEI work: “I think Canterbury did a great job with the Social Justice Series and the conversations it brought up [about race, identity, and belonging]. I would love to see those conversations happen more consistently and for us to continue to invite guest speakers to bring new perspectives to campus.”

Jerry Liu ’22 Boarding Proctor AHANA member

Sean Quaye ’21 Sixth Form Council member Boarding Proctor Admission Lead Ambassador Interfaith Council member AHANA member

David Salazar ’22 Fifth Form Council member Boarding Proctor AHANA member Joy Okonye ’23 AHANA member Women of Canterbury member GSA member

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NEEDS ASSESSMENT With work commencing in the 2020-21 school year, the Community DEI Committee has centered on four key areas of focus as part of a Community Needs Assessment & Action Plan framework: Academic Curriculum E.g., course selections, enrollment, professional development, etc. Campus Audit E.g., campus artwork and signage, social media presence, website, dining menu, etc. Student Experience E.g., onboarding and orientation, student handbook policies/language, student clubs, residential life, etc. Recruitment and Retention E.g., recruitment of students, faculty, staff, and school leadership, admissions, hiring, retention strategies, etc. Currently, the Committee is engaged in the data gathering and assessment phase of the framework.

FROM OUR SOCIETY OF ALUMNI Along with current faculty and students, several alumni are also members of the Committee and have enjoyed connecting with current students to share their experiences on the hilltop. Community DEI Committee member and Society of Alumni Executive Committee representative Danielle (Enage) Conkling ’97 shared her experience on the Committee thus far: “I am so honored to be a part of the DEI Committee and the ongoing work to emphasize diversity, equity, and inclusion as a key priority and focus for Canterbury. I have really enjoyed having the opportunity to play a role in the Canterbury community as an alumna and to work alongside our dedicated, passionate faculty, staff, fellow alumni, and students. I’ve been especially impressed with the student leaders who have committed to fostering a school campus and culture where everyone is welcome and valued. They have shown leadership, insights, and knowledge that are beyond their years, and I know that they will be leaving behind an important legacy.” Danielle went on to express her aspirations for the future of the Committee and the School’s dedication to DEI work: “This chapter of our DEI journey is just beginning, and it will be an ever-evolving growth and learning opportunity for all of us. I’m proud that we are coming together to solidify the foundation for this work, and I hope that this will give our community the space and encouragement to talk about race and equity, to foster inclusiveness and diversity, and to celebrate the wonderful threads that bind us at Canterbury. This isn’t easy work and it may be messy, but it’s important for all of us that our students, faculty, and staff feel safe, accepted, and loved when they’re on our campus and beyond those doors. Whether it’s programs, metrics, or educational opportunities, these initiatives serve to support all of us.”

“...I’ve been especially impressed with the student leaders who have committed to fostering a school campus and culture where everyone is welcome and valued. They have shown leadership, insights, and knowledge that are beyond their years, and I know that they will be leaving behind an important legacy.” —DANIELLE CONKLING ’97

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Saturday Programming Offers a Different Kind of Education F

rom wearing a mask in class to attending School Meeting virtually, the COVID-19 pandemic has altered many aspects of daily life on the hilltop. One of the most significant changes was the replacement of Saturday morning classes in favor of programs to support students’ social and emotional health. For decades, Canterbury students have attended Saturday morning classes before participating in afternoon athletic practices and games. This fall, however, the School deviated from its typical Saturday routine and instead offered a program of seminars and small-group discussions covering a wide range of important issues. The programming was created to provide opportunities for students to connect across forms and demographic groups while addressing topics integral to the School’s culture of community and belonging. “We wanted to create space for conversations that we do not assume happen organically and facilitate those discussions with intention,” said Head of School Rachel Stone.

Over six Saturdays, students met in their designated “pods” of faculty and peers to delve into conversations spanning inclusion and empowerment, implicit bias, social media and its impact on society, and civil discourse surrounding the 2020 presidential election. The programming encouraged students to be open and honest and uphold the School’s Community Norms & Expectations: to be fully present; speak from the “I” perspective; think before you speak; listen, listen, listen, and process; be comfortable being uncomfortable; challenge ideas, not the expression of ideas; be comfortable with silence; honor confidentiality of individual opinions; and suspend judgment. Students were able to share personal experiences and reflect on how to better listen to and learn from one another’s stories. Some of the sessions unpacked key terminology, such as unconscious bias, covering, code switching, microaggressions, and allyship, and students discussed how to promote equity and inclusion, both on and off the hilltop.

Leading up to the contentious 2020 presidential election, the pods explored civic and civil discourse in order to help establish a baseline of community understanding and expectations regarding how important and difficult conversations take place effectively. The sessions encouraged students to reflect on their personal beliefs and where they stem from and to embrace a “growth mindset” that is receptive to differing ideas and opinions. Students practiced engaging in healthy and productive dialogues about a myriad of subjects. “We have long hoped for dedicated time in our schedule that would allow students to explore their own identities and the way those identities interact with our world and with one another. Our Saturday pods programming allowed for that to happen,” said Rachel. “Our time together on Saturdays was intentional, supportive, and a significant step toward creating a space where students began to better understand their role in what a more just and equitable future looks like for all members of our community.”

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Head of School Reflection — Election 2020 October 6, 2020 This reflection was written and shared with the Canterbury community on October 6, 2020. Rachel Stone composed this piece as thoughts to help Canterbury’s faculty and fellow parents as they prepared to shepherd adolescents through a presidential election like no other in recent memory, and perhaps in our entire U.S. history.

Today marks four weeks until the 2020 presidential election. I began pulling my thoughts together for this reflection with the September 29 presidential debate in the background, listening in search of inspiration, insight, or even clear thinking. Instead, the discourse displayed that evening served as a sharp reminder that our job as educators and parents this October is to help our students and children navigate a loud, divisive, confusing, and disappointing election, on top of what has already been an unsettling, fractured seven months. I appreciate that some adolescents would prefer to distract themselves from the debates, campaign ads, and overall unrest— particularly those teens who cannot vote—but our role in helping them distill the issues, commentary, history, and relevance to their present and future is perhaps more important than during any previous presidential election. As educators, our focus is to inspire our students to seek more information. To dig far deeper than an Instagram post. To understand the historical context of issues like health care, Supreme Court appointments, immigration

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policies, and gun laws, not to mention the economic, environmental, physical, and emotional health of our country. Fair warning . . . I do not have that playbook in hand. But I do think an honest and realistic starting point is acknowledging some fundamental truths that shape each of our opinions and direct our actions. From there, we have a good chance to shepherd our students through the next four weeks (and well beyond). 1. We are all deeply influenced by our families, friends, and experiences as children and young adults. My perspective was shaped by parents who were working on their college senior projects when President John F. Kennedy was shot, who were teenagers in the 1950s, and who were raising a young family in the 1970s. My father, a Protestant minister, helped to found his divinity school’s Association of Black Seminarians and was in Atlanta for Martin Luther King Jr.’s funeral. My mother, a public school teacher, served as a voice of compassion for those less fortunate and lived to see the professional world allow for far greater opportunities for her two daughters than she encountered. I remember learning what an “Independent” was in 1980 (Congressman Anderson) and observing my parents scour the newspaper and listen to morning radio broadcasts for political updates. I will never forget standing in line on Yale’s Old Campus for hours, waiting to vote in my first presidential election as a junior in college in 1992. Clinton vs. Bush. It was exhilarating to be old enough to vote and to feel like I was making an impact. My political perspective was then impacted by the 24-year stretch of Presidents Clinton, Bush, and Obama. Now, as I seek ways to help my own children and students in 2020, I must first recognize what lies at the foundation of my own opinions. I ask the same of my Canterbury colleagues as well as our Canterbury parents. 2. We can only know what another person values, believes, and stands for by listening to their personal narrative, not someone else’s interpretation of their story let alone that of social media, speculation, or politically-motivated headlines.

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When Sherley Arias-Pimentel ʼ19 envisioned and launched our Saints on the Hill program, she reminded me that diversity is both a celebration of what differentiates us and of what binds us: the human experience. Joy, pain, loss, heartache, laughter, love. Why do we so often choose to assume our different pathways lead to separation or disagreement? Why do we hesitate to ask, listen, and learn from the perspective of others when we are so quick to make judgements and assumptions? We can do better, and we can ask Generation Z (and one another) to do better, too. 3. There are moments and issues that demand each and every one of us to say: I need more information before I can truly have an informed opinion on that issue. Perhaps I should have placed this “fundamental truth” first. Basic, rational, logical… yet powerful. I need more information before I can truly have an informed opinion on that issue. 4. Human Rights issues are about people not politics. Every single one of us has been or is connected to someone who has been marginalized, taken for granted, leveraged, or cast aside. Every one of us. Those injustices may reflect racist, sexist, xenophobic, or homophobic thinking. Those acts of inequality may have been redressed over time, or they may have become embedded in our systemic approach to how people experience their lives in our country: how laws are enforced, how real estate is distributed, how schools are funded. And this, of course, is how human rights issues “become” political issues. But can’t we do better than that? Can’t we agree that the only way to tackle COVID-19 is to provide access to health care and rely on sound public health practices? People not politics. Can’t we agree that the Black Lives Matter movement is about justice and equality, and about friends, colleagues, and family members we respect and love? And, can’t we acknowledge that if we do not work in collaboration to heal these divisions, our children’s lives as adults will not be what we hope and pray for them to be? I realize some may think I am being too hopeful, or too superficial, or too unrealistic. Maybe. But what is the alternative? Let’s start

back at the top: Human Rights issues are about people not politics. 5. The Canterbury community matters enough to all of us to make navigating the weeks ahead together a clear priority. Regardless of where we each “stand” politically, which candidate we plan to support, or which issue carries the greatest weight in our minds, we have a responsibility to the shared values of our community. We have each accepted our role as members of the Canterbury family and each acknowledged the privilege we carry to live and learn on this hilltop. The concept of moral leadership affirmed in Canterbury’s mission and so often referenced in our daily lives together demands that we act with mutual respect, engage in civil discourse, and inspire (not insist) that we consider the opinions of others. When I seek examples of this, I am reminded that it was Canterbury’s student leaders (supported by adults) who decided that inclusion and belonging must serve as our foundation each new year, each day, each conversation. This commitment is now deeply rooted in and overwhelmingly present on our campus. And so… what I wish for, and ask of, all of us is that we recognize what this generation of teenagers must confront. Long gone are the days when you took your cues from your parents and eventually debated, molded, and developed opinions of your own. No, our children and students digest rapidly changing headlines and witness disrespectful, insulting, derogatory language. They do not benefit from a media cycle that values rational, balanced, informed thinking. They live in a polarizing world. And they cannot understand why we attempt to explain and model civil discourse when they do not see it on any virtual platform. Indeed, the path “through” the election begins in our classrooms, dormitories, and all the spaces in between. And while the path will not be straight, our students will be glad to have us with them. Gratefully, Rachel E. Stone, P ’23, ’24

Social Justice Series Invites Essential Dialogue and Action This winter, Canterbury launched a six-week Social Justice Series that brought students, faculty, staff, and members of the local community together for seminars and educational events. The series kicked off on Dr. Martin Luther King Jr. Day with the 21-Day Racial Equity Challenge, which was facilitated by the D’Amour Center for Faith, Service & Justice and modeled after a program developed several years ago by diversity educator Dr. Eddie Moore Jr. Students and faculty were able to participate virtually in the challenge, which created dedicated time and space for members of our community to listen, learn, and reflect; to deepen their understanding of racial equity; and to inspire actions that will fulfill Dr. King’s vision for a more just and equitable world. Eleven seminars were offered throughout the six weeks that covered a broad range of social justice topics, each of them inviting open and honest discussion and encouraging continued engagement. Director of the D’Amour Center Tracy Garcia-LaVigne noted, “The Social Justice Series has grown into an increasingly collaborative approach, creating space for the community to come together to engage in dialogue and further education on a wide range of social justice topics. Participation was active and engaged throughout the entire sixweek series, flowing over into classroom discussions and spaces in between.” The series began on Tuesday, January 26, with the seminar “The Impact of Systemic Racism on Public Health and Health Care: How a History of Medical Injustice Has Impacted 2020-21,” hosted by Head of School Rachel Stone. The seminar was “bookended” by a discussion of the 1932-1972 Tuskegee Study and exploration of COVID-19 vaccine hesitancy among Black Americans and included a review of data to illustrate the present-day disproportionate impact of COVID-19 on communities of color. The second seminar of that week, “An Investigation: How Capturing History Requires More Than a Conversation,” was hosted by English Department Chair Lindsay Mulhern P’ 22. Students analyzed some of the imagery that came out of the January 6, 2021, insurrection

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// D’AMOUR CENTER FO R FAITH , SERV ICE & J USTICE

on the Capitol and its significance in a historical context. The following week’s sessions included an interactive seminar where students were invited to create “vision boards” by cutting out words and pictures from magazines to create visual representations of the ways they wish to contribute to a more just and equitable world. Students also attended a seminar hosted by the Canterbury Gender-Sexuality Alliance titled “Part of the Team: How

findings with each other. The second seminar of the week was hosted by the Sustainability Club. “Environmental and Social Justice of Climate Change” examined what “climate change” really means, the science and evidence behind it, how it disproportionately affects developing countries and people of color, and what our individual and collective roles are in climate change and working towards a just solution.

Transgender Athletes Find Their Place in High School, Collegiate, and Elite Sports.” Students were able to learn and discuss issues that members of the LGBTQ+ community face when participating in team sports that are strictly divided by gender and considered how to make sports and teams more welcoming. Week three’s seminars began with an interactive panel discussion hosted by Women of Canterbury; its student members invited women on campus to share threads of their stories, strengths, and aspirations as they navigate the 21st century. The panel included Head of School Rachel Stone, Assistant Dean of Students EJ Soifersmith; Director of Health Services Colleen Cook, RN ’02; science teacher Cammy Roffe; Director of Theater Sarah Armstrong; Director of the D’Amour Center for Faith, Service & Justice Tracy Garcia-LaVigne; Chair of the Visual and Performing Arts Department Kim Tester; science teacher Bryce Wallis; Associate Director of Admission Gillian Ritter; Director

The following week’s seminars included “Student-Led Conversations on Identity and Inclusion” hosted by the Diversity, Equity, & Inclusion Student Leadership team and “B Corporations: Buying with Purpose” hosted by the Business Club. In “Student-Led Conversations on Identity and Inclusion,” student leaders involved in equity and inclusion conversations around campus facilitated DEI-based exercises and activities that they learned at the National Student Diversity Leadership Conference held in December 2020 and other equity forums. “B Corporations: Buying with Purpose” explored the questions, “how can you become a more informed buyer and use your dollar to benefit the world?” and “what kinds of companies give back?” Participants learned more about type B Corporations, which are business models that use the power of the marketplace and their sales to help solve social and environmental problems. The Social Justice Series continued after the March break with another interactive panel, this time hosted by Canterbury’s Interfaith Council:

of Campus Ministry Devon McCormick; and English teacher Dr. Julia Clarke. The second seminar of the week, “Defining the Cultural Self,” was hosted by the International Student Association. Students were asked to contemplate their own cultural identities and identify where they have access to privileges or encounter barriers within their communities. Students also engaged in a critical viewing of “The Danger of a Single Story” by Chimamanda Ngozi Adichie and reflected on how cultural stereotypes are carried and perpetuated as one moves between cultures. In week four of the series, Spanish teacher Julio Omaña, Theology Department Chair Amy Omaña ’86, and their daughter Abby ’20, led a session on “Issues in Immigration at the U.S. Border with Mexico.” During the interactive seminar, participants learned more about the multiple layers of issues at the border through the shared stories of the Omañas’ service engagement with border agencies. The family discussed experiences and takeaways from their personal pilgrimages to the border, followed by an exploration of the mission and work of several organizations engaged in immigration and refugee services. Students were encouraged to ask questions and share their

“Exploring Differences and Similarities: An Interfaith Panel.” Canterbury’s Director of Campus Ministry Devon McCormick was joined by her friends and colleagues, Imam Gazi Aga and Rabbi Marcelo Kormis, who serve as Chaplains at Sacred Heart University and lead their own religious communities. Together, they discussed the similarities and relationships between Christianity, Islam, and Judaism and answered questions from students, faculty, and staff. The series invited new perspectives, opened up powerful discussions, and emphasized the importance of pursuing action and change to promote equity and justice, on and off the hilltop. Though the series has concluded, it kicks off numerous other workshops, presentations, and service opportunities throughout the year that will address social justice topics. “The series programming continued after the Saints Six-Week Stretch and into the future with regularly scheduled offerings,” Tracy Garcia-LaVigne shared. “Holding the space for meaningful dialogue is essential in building greater awareness of the complexity of social issues.”

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THE MAGAZINE OF CANTERBURY SCHOOL

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“1930s” Peyton DeRouen ’21 Peyton DeRouen ’21 and Elizabeth (Betsy) Ondrey ’21, both AP Two-Dimensional Design students, created several beautiful and thought-provoking paintings that were featured in a pop-up exhibit in the Steers Center during the Social Justice Series.

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Peyton’s collection is part of her Concentration for the AP Two-Dimensional Design course, which requires fifteen works of art that show a sustained investigation on a particular theme. Her work shows important moments in history captured in art styles that were popular at those times. Each decade will be represented one or more times in her full collection, from the 1920s through the present day. Peyton is also a Day Student Proctor, Admission Lead Ambassador, and goalie for the Girls’ Varsity Soccer team. She will be attending the College of St. Rose, NY, in the fall.

PEYTON DEROUEN ’21 + ELIZABETH ONDREY ’21 Create Justice-themed Artwork

1980s: “For the 1980s, I chose to represent the Exxon Valdez oil spill by highlighting Dawn liquid detergent’s importance in the environmental cleanup. The symbols, shapes, and colors in the background were popular designs in the ’80s.” 1960s: “The piece showing two girls screaming at each other was to represent the racial divide in the 1960s. They were done in a comic book art style popular at the time.”

1930s: “To depict the 1930s, in the aftermath of the Stock Market Crash of 1929, I used Thomas Hart Benton’s style when choosing the shape of the bank building.”

Trash Frog: “This work was incredibly tedious because of all the cutting, taping, and gathering of colors that coordinate together but overall was an absolute pleasure to create. It was really interesting to take pieces of trash from many different areas and use them all together to create one unified piece.” I am uncomfortable: “I wanted to visually depict discomfort as an attempt to pull empathy from anyone receiving this work. Feeling empathetic was a sort of ironic tool used in this piece; I almost wanted to present many symptoms of discomfort but still state in big block letters, “I am uncomfortable,” as if you couldn’t already tell.”

Pretty Girl: “This portrait was drawn while I listened to “Agape” by Nicholas Britell [from the If Beale Street Could Talk Original Motion Picture Score]. I wanted it to depict a quiet, careful thoughtfulness.”

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Betsy chose to share a sampling of her personal work that was inspired by current events and her own experiences from childhood to young adulthood as well as her upcoming transition from high school to college. She enjoys experimenting with different mediums, including paint, paper cut-outs, found objects, and digital programs to convey her ideas. Betsy is a Day Student Proctor and will attend the Rhode Island School of Design, RI, in the fall.

“1960s” Peyton DeRouen ’21

“Trash Frog” Betsy Ondrey ’21

“1980s” Peyton DeRouen ’21

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// D’AMOUR CENTER FO R FAITH , SERV ICE & J USTICE

Sacristans for 2020-21 Academic Year Installed On Sunday, October 25, nine Sacristans were installed by Fr. Mark Connell, Canterbury’s adjunct chaplain, and Head of School Rachel Stone during Mass in the Chapel of Our Lady. This year’s Sacristans include Giselle Bradshaw, Lexah Caraluzzi, Colleena Healy, Torin Kearney, Abigayle King, Maximilian Oeser, Ella Olcese, Margaret Ondrey, and Sydney Ragland. Sacristan is one of the most respected and highly regarded student leadership positions at Canterbury, available for students to apply as they enter into their Sixth Form year. Personal character, demonstrated faith, and leadership qualities define those Sixth Formers who earn this position, as they help create the student culture at the School. Colleena ’21, a four-year “die-hard” student who has followed in several family members’ footsteps, shared: “Being a Sacristan at Canterbury has always been a goal of mine. Since I was younger, I have seen several of my siblings hold this esteemed position. I have many memories of going to church to hear them read, which at first is all I thought they did. However, being a Sacristan is so much more than just serving at

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Mass; it is about connecting to the community, while also helping others further connect with themselves and their faith.” She continued, “The retreats have been a great experience; my favorite part is when someone opens up to the group. It shows how brave they are, but it also shows how close we all are here at Canterbury. The position of Sacristan is one that I am so grateful to hold and an experience that I know will stay with me forever.” Torin ’21 and Sydney ’21 both remarked on the importance of their role as Sacristans this year, particularly in helping the Canterbury community find faith and strength. “To me, being a Sacristan represents a desire to establish and maintain a culture of spirituality at Canterbury and be a good example to others. In this strange time, we need to maintain a calm and active presence to help foster some sense of normalcy for all Canterbury students,” said Torin. Sydney shared, “It was a privilege to be chosen as a Sacristan because, to me, a Sacristan is an embodiment of what it means to lead with a clear heart. Especially right now, we need our community

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to help us see the blessings we have been given, and I think that can be done through faith and hopeful guidance.” Director of Campus Ministry Devon McCormick said of the newly installed group, “This year’s Sacristans are so special to our community. The group comprises many different personalities, all united in one goal to create a community that is welcoming and inclusive on our campus.” She continued, “Though each Sacristan is a practicing Catholic and helps to strengthen Canterbury’s Catholic heritage, each also contributes their unique faith practices, such as community service, meditation and yoga, activism, or communal prayer. All nine bring a special strength to our community, and together, they have continued to lay a strong foundation of faith and spirituality for their peers.” We are incredibly grateful to have this thoughtful and compassionate group helping to lead the way for our students this year.

A SAINT IN ACTION: Supporting the Frontlines Fifth Form student Laurence Brady, Jr., along with his small businesses providing the meals—including younger brother and a group of friends from home, Ardsley Cucina, The Pizza Shop, Rye Roadhouse, saw a need to support the healthcare workers within and Valhalla Deli, among others—and have been their communities and wasted no time responding to donated to overnight workers at White Plains Hospital, it. A student from Hartsdale, NY, Laurence helped Westchester Medical Center, Burke Rehabilitation start the Friends4Frontlines New York (F4FNY) Hospital, Blythedale Children’s Hospital, and Phelps project after talking to his uncle, Dr. Randy Taylor, an Hospital. Emergency Room doctor at White Plains Hospital. Dr. Not only did the Friends4Frontlines group of teens Taylor works the night shift and told a friend that the conceptualize the project, but they also handle all of food donations at the ER had been amazing, but that the logistics. F4FNY contacts various hospitals to find often the night shift was overlooked. Laurence and his out if they are accepting food donations and whether friends quickly they have any requests or realized they restrictions for food items, for “I have always been someone who has enjoyed could not example, if the items must only supply be individually wrapped or volunteering and serving others whenever they overnight if there are dietary needs. are in need. As a result of the pandemic, my healthcare The group then coordinates opportunities to help others have become very workers with the food drop-off specifics, meals, they including timing and any limited, so being a part of F4FNY still allows could also security measures, before me to do something I enjoy.” support local calling the local delis and businesses restaurants to order the food. —LAURENCE BRADY, JR. ’22 Since most restaurants are that were struggling. Laurence and his friends started a GoFundMe page in April 2020 with the goal of raising $1,000; within 10 days, they had raised more than $6,000 and delivered meals to healthcare workers on the night shifts at several hospitals in lower Westchester County, NY, through mid-May. Throughout the spring, F4FNY raised money to have nearly 2,000 meals delivered to frontline workers and infused local delis and restaurants in Greenburgh, Ardsley, Elmsford, White Plains, and Valhalla, NY, with $11,000 in new sales. “Being a part of Friends4Frontlines is important to me because it is a unique way to give back to my community,” Laurence shared. “I have always been someone who has enjoyed volunteering and serving others whenever they are in need. As a result of the pandemic, my opportunities to help others have become very limited, so being a part of F4FNY still allows me to do something I enjoy.” After a successful spring, the F4FNY members have begun requesting further donations to continue their mission and fuel healthcare workers in Westchester. “In recent weeks, Westchester has seen a resurgence of COVID-19 cases at area emergency rooms. not open at 10:00 PM, F4FNY arranges to pick up F4FNY felt compelled to answer the call to help boost the food and holds it until it can be delivered—usually morale of area emergency room staff,” the group with the help of their parents, since none in the group said. “Friends4Frontlines re-started our fundraising is yet able to drive. They make drop-offs individually effort between Thanksgiving and New Years to let our to maintain social distancing, wear gloves and masks, frontline hospital workers know that we appreciate and include a note of thanks to their “frontline heroes.” their work and the sacrifices they make to serve our On December 24, some members of F4F were community.” All donated funds go directly to the featured on the morning news show, “Good Morning

America,” where they were presented with a $5,000 check from Cottonelle for their cause. F4F has since added more members to their delivery team as well, increasing their efforts across the county to make sure frontline healthcare workers feel supported. “At the end of the day, there are people who work countless hours just to make sure that we are safe,” Laurence said. “It is a personal priority for me to ensure that those individuals know they are appreciated. I hope that one day this idea can turn into something much bigger and will benefit communities all over the nation.” Director of the D’Amour Center for Faith, Service, & Justice and Laurence’s teacher, Tracy Garcia-LaVigne, shared, “This fall I have been fortunate to get to know Laurence as a leader both

in and outside of the classroom. His commitment to serving and supporting our essential caregivers is a model of servant leadership. We are grateful for his contributions both on and off the hilltop. He’s a true Saint!”

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Third Form Retreat Offers Students Time for Reflection in Nature A beautiful fall day set the perfect tone for a morning of peaceful reflection for the annual Third Form Retreat, which took place on Wednesday, October 14, on Canterbury’s campus. The retreat, led by Sacristans, Interfaith Council members, and faculty, offered Third Formers an opportunity to reflect on their first few weeks of school and set goals for the year and the rest of their time at Canterbury. Students and faculty advisors discussed challenges they have met so far and identified the people and resources at Canterbury that students can turn to for guidance. The retreat typically takes place off campus at nearby Lover’s Leap State Park, but to avoid large groups in a public setting, this year’s retreat sought out various spots on campus where students could be outdoors. Locations included the cross country trails, the garden of the Chaplain’s residence, athletic fields, Sheehan lawn, Hickory Hearth lawn, and the pond adjacent to campus. The Sacristans and Interfaith Council members, many of whom had participated in the retreat during their own first year at the School, asked questions and facilitated discussions amongst the Third Form class. Morgan Lau ’24 shared, “The Third Form Retreat was a nice way to reflect on the time we have spent here together so far in the presence of the beauty all around us on campus. We revealed to ourselves how scared some of us were starting the year, but realized how quickly time has gone and how well we are all handling our first five weeks as freshmen. We created goals for the future and discussed how we can achieve them using Canterbury’s resources.” Third Former Kat McDonough also shared her reflections: “During the retreat, I realized that my experience at Canterbury will not simply be that of my high school years, but a path of selfdiscovery and a kickstart to a successful life. I also realized that unlike some larger schools, you are not simply a number at Canterbury. Every single

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student and their aspirations are valued.” All Forms at Canterbury partake in a Form Retreat each year, which serves as a way to bring each class together for reflection, contemplation, and unity. Director of Campus Ministry Devon McCormick helps organize the School’s retreats and works with the Sacristans and Interfaith Council to develop questions and discussion topics. “The Third Form Retreat is a wonderful opportunity for our new class to come together for community building and personal reflection,” she said. “This year was an especially unique moment for these first-year students to get to know the campus, one another, and themselves more deeply in the midst of all of the changes of the past month. We realized that they just needed a chance to take a step back and think about their Canterbury experience thus far, so the day was entirely centered around personal reflection and simply giving students a chance to catch their breath. At the end of the day, we

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all felt so much more rejuvenated and connected to one another and to campus!”

Annual Sixth Form Retreat Reunites and Reconnects Senior Class The annual Sixth Form Retreat has become a tradition and rite of passage for the graduating class. On the first day of each school year, the class unites to reflect on their time at Canterbury, set goals and intentions for the year, and, typically, enjoy a sit-down dinner with faculty that culminates in shaking each

faculty member’s hand. Though some of those more intimate traditions could not occur this year (social distancing protocols precluded having that many people in the Dining Hall at once, and shaking hands has become a gesture of the past), the class rejoiced in just being able to spend time together. The retreat took place over two days and began on the athletic fields with an opening address from Head of School Rachel Stone, who welcomed the class back to campus and reiterated their value and importance as leaders at the School. The class then broke into groups led by Sacristans, Interfaith Council members, and faculty to reconnect before taking a walk through campus. Sacristan and Boarding Proctor Giselle Bradshaw ’21 remarked how great it felt to see her returning classmates and meet new

The second day of the retreat commenced in Maguire Auditorium with a meditation led by Director of Campus Ministry Devon McCormick. “This year, we asked students to meditate and reflect on what the past few months of unknowns have been like for them and what anxieties or worries they might be bringing into the year,” she said. “The main focus was getting them into what we call a “posture of receptivity”—an openness to joy and gratitude amid such a different and difficult year. Our hope is that this retreat allows them to let go of any expectations they have placed on themselves and to start to hone in on what their true intentions and hopes are for the year to come.” The class then broke into groups again, and each was given a clue to find a location on campus where

ones, “The Sixth Form Retreat was a great way to start the new year because we got to reconnect as a class after not seeing each other in person for almost six months. We were also able to get to know and welcome our new classmates.”

they were presented with meditation stones handpainted with inspirational and thought-provoking words. Each student was asked to reflect on their stone’s word and explain what the word meant to them and how it might apply to the coming school

year. The Sixth Formers then wrote letters to themselves about their hopes and goals for the year, to be opened again right before their graduation in May. Over ice cream and popsicles, the groups each came up with their bucket list of 21 things they’d like to do before they graduate, including reconnecting with someone they’ve lost touch with, trying something new, and making friends with someone new to them.

“ It was an empowering and enlightening time as my peers and I were able to grow both spiritually and mentally as we discussed our future goals and deepened our relationships with one another. I have never felt closer or more connected to my class than I did after this retreat.” Devon emphasized the significance of the retreat in starting the students’ final year: “This retreat is so important to our Sixth Formers because it gives them a great opportunity to come together as a Form right at the beginning of the year; they can reconnect, center themselves, and think about the year ahead.” Interfaith Council member, Sixth Form Council member, Lead Ambassador, and Boarding Proctor Sean Quaye ’21 shared what the experience meant to him and how it brought him closer to his classmates: “It was an empowering and enlightening time as my peers and I were able to grow both spiritually and mentally as we discussed our future goals and deepened our relationships with one another. I have never felt closer or more connected to my class than I did after this retreat.”

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Fifth Form Retreat Highlights the Importance of Leading to Serve Others On the evening of February 25, the Fifth Form held their annual retreat centered on the theme of servant leadership—a philosophy and practice in which the primary goal of the leader is to serve others. The retreat began with an opening prayer, and Director of Campus Ministry Devon McCormick introduced the School’s own Dean of Students Jake Dellorco as the guest speaker. “Tonight’s retreat is an invitation to begin to think more intentionally about servant leadership—what it means, where we have witnessed it in our own lives, and how it may inspire us to become everyday servant leaders with and for others. As we were discussing who the speaker for tonight should be, the Sacristans and Interfaith Council were adamant about one person who, to many of us on this campus, embodies servant leadership in so many ways: Mr. Dellorco.” Jake has served Canterbury as the Dean of Students since 2017, following eight years of teaching at independent schools. After receiving his degree in math from Tufts University, MA, he worked at Blair Academy in New Jersey as a math teacher and coach. He then went on to receive a master’s degree from Columbia University, NY, and worked at Choate Rosemary Hall in Connecticut for three years as Director of Choate’s Prefect Program. “We are so incredibly blessed to have Mr. Dellorco with us and caring for us every day in many, many ways,” continued Devon. “And, we are so grateful that he agreed to be our speaker this evening in the midst of his busiest year—a real testament to how much he cares for and loves this community.” Jake addressed the Class of 2022, sharing his own story of servant leadership and imploring the students to keep in mind questions that would help them lead in the best interest of others. “As you think about how you can lead better here, at home, in your local community, and globally, I ask you to consider the following questions: How are you adding value to others on a daily basis? How are you empowering others? How are you de-centering yourself in your relationships and interactions with others?” Jake spoke about his grandmother, who guided and inspired him by always putting others before herself,

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and closed the talk with some galvanizing words: “Each student here leads in some fashion, whether it is in your family, in your friend group, on your team, in your dorm, or simply at the lunch table. We are all on a journey to become better leaders. I ask you to be reflective and thoughtful tonight, but most importantly, I ask you to think about how you can add value to others’ lives.” Ashley Regina ’22, an Admission Lead Ambassador, was particularly moved by Jake’s talk and shared her reflection: “Hearing about Mr. Dellorco’s selfless grandmother, as she put others first and herself second, made me realize my own leadership potential and how I can grow from a good leader to a great one.” She continued, “Servant leadership is doing little things to contribute to the community around you. As I continue to develop as a leader, I will remember what Mr. Dellorco’s grandmother had done: I will put others’ benefits before my own needs, I will be selfless, and I will continue to better myself and others through service and helping the people around me.” Following Jake’s address, Sacristans, Interfaith Council members, and faculty facilitated smaller group discussions with the Fifth Form. As they begin to apply for student leadership positions for their final year, the Fifth Formers were asked to think about the qualities of servant leaders and how they can contribute to building community at our School and beyond. Canterbury has numerous leadership positions open to the student body, especially to (rising) Sixth Formers, including Sacristan, Interfaith Council member/leader, VI Form Council,

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International Student Ambassador, Admissions Lead Ambassador, Student Proctors (Day and Boarding), athletic team captain, elected officer of a club, and community service leader. The retreat provided space for meaningful reflection on the leadership positions students already hold, as well as those they’d like to work towards, and how they hope to fulfill those roles and responsibilities. David Salazar ’22 is a Boarding Student Proctor and shared what servant leadership means to him: “It is about putting others before yourself—focusing on kindness and doing little things to help others can have such a big impact.” Hanyan Cai ’22 noted that his perception of leadership had changed since learning more about servant leadership: “This retreat taught me that everyone has the potential to be a great leader. You do not need to be charismatic or have accomplished great achievements; instead, embodying kindness and adding value to someone else’s life is a form of leadership.” Each of Canterbury’s Form retreats builds upon the School’s Five Values (Honesty, Respect, Compassion, Spirituality, and Self-reliance) and encourages students to look within themselves while also directing their intentions outward to serve others. They aim to help instill and enhance those foundational values through every facet of life, both on the hilltop and beyond.

200 Canterbury Community Members “Walk a Mile for a Meal” During the week of September 28, close to 200 Canterbury community members took part in the annual “Walk a Mile for a Meal” event to benefit the New Milford Food Bank. Typically, the event is held over the course of one day, and Canterbury students fill shopping carts at nearby Big Y Supermarket and walk their purchases one mile to the Congregational Church on the Village Green to donate to the Food Bank. This year, to maintain safe social distance and keep gatherings to a minimum, Canterbury students organized smaller groups to participate throughout the week. Sports teams, dorms, classes, and advisory groups got together at staggered times to collect donations and walk a mile—on campus—to show their support for the event. Students raised $750 to benefit the Food Bank in addition to the food collected, which was enough to stuff a Canterbury bus! Director of the D’Amour Center for Faith, Service & Justice Tracy Garcia-LaVigne helped students organize their groups on campus. “While we missed walking with the New Milford community and seeing our friends from Social Services, we are grateful for the generosity of our students and faculty in supporting our neighbors,” she said. “Seeing our community care for one another on and off the hilltop was a source of hope in these times and affirmation that we are stronger when we are all in this together.” Canterbury has been involved in this community-wide event run by New Milford Social Services for more than 25 years. “Walk a Mile for a Meal” takes place each September, which is National Hunger Awareness Month. The event is one of many service opportunities benefiting the local community that Canterbury students participate in annually.

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// ACADEMICS

2020-21

Live and In Person STUDENTS RETURNED FOR A ROBUST, REWARDING, STUDENT-CENTERED EXPERIENCE ON THE HILLTOP.

FALL SEMESTER Holding classes in person is not something that we ever imagined we would be touting or even taking for granted, but in this instance, Canterbury accomplished something extraordinary: it was able to bring back—and keep—students on the hilltop for the majority of its fall semester in the midst of school closures across the nation, and even in our own backyard. Canterbury began in-person and remote classes on September 7, 2020, following several days of leadership training and orientation activities—and five long months away from the hilltop. Unlike many boarding schools, we opened on time in September, with all teaching faculty holding classes in person and only a small percentage of students accessing the remote learning program. The excitement was palpable as students reconnected with each other and with faculty, albeit virtually or six feet apart, and PAGE 36.

began the new school year. To prepare for opening, the School went to extensive measures to ensure that the entire campus was set up for successful social distancing and remote classes: each learning space is arranged with desks and chairs at least six feet apart; alternative spaces across campus, including the Brodie Room, Steele Hall Lecture Room, and numerous outdoor patios have been used as classrooms to allow for safe spacing and air flow; ventilation was increased for indoor spaces, HVAC units across campus were assessed to ensure they were running optimally, and additional HEPA filters were added to music classrooms; doors and hallways throughout every building have been marked as one-way to streamline foot traffic and prevent close contact; each classroom is equipped with a camera so that classes can continue to be recorded or live streamed for students learning remotely; the

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lunch period has been staggered to have fewer students eating at a time and students may choose to eat in the dining hall at designated tables that have clear plexiglass partitions (so they may remove their masks to eat and enjoy face-to-face conversation), or they may eat on the dining hall patio when weather permits; Dining Hall tables and chairs are thoroughly cleaned and sanitized in between waves of students, as are classrooms before and after each class; and, of course, students and faculty must wear masks whenever they are not in their dorm room/ home. The successful return to campus was deftly managed by Canterbury’s Medical Task Force, a group formed in the spring of 2020 that has continued to meet weekly throughout the year. The grounded, stalwart leadership of Director of Health Services Colleen Cook, R.N. ʼ02 has been critical; moreover, the School had the good

Opposite page: Alexandra Meola ’23 walks to class on a warm fall afternoon. This page: Stephen Kershaw ’22, a new student for the 2020-21 school year, has enjoyed in-person learning on the hilltop; Emily Chickering ‘22 and friends share a meal in the dining hall, which has been outfitted with table dividers to allow for safe eating and socializing.

fortune of working with practicing physicians Dr. Ken Marici ʼ87, P ʼ20 ʼ22 and Trustee Dr. Anna Flik P ʼ21, whose real-time experience with COVID-19 patients has been instrumental to the Task Force. The Task Force’s robust planning, which included weekly communications with peer schools and frequent, proactive tabletop exercises, cemented Canterbury’s preparedness for the school year. One of the most crucial components of the health and safety plan was a rigorous COVID-19 testing schedule. Prior to the return to campus, all faculty and staff were administered two polymerase chain reaction (PCR) tests through the school Health Center, and all students were required to produce negative PCR results before returning to campus and were tested again soon after their return. The School then implemented weekly PCR surveillance testing— as recommended by State of Connecticut

guidelines for residential schools and higher education—that covered a random sample of the student, faculty, and staff populations to help identify potential outbreaks before they started. “Given our community setting, we felt strongly that surveillance testing via PCR would be important to identify any potential cases so we could limit the impact to campus.” Colleen shared. “The PCR test is the best available test for identifying asymptomatic cases, and, medically, we anticipated that most of our students would be asymptomatic or have very mild symptoms. This has given us the ability to identify cases as soon as possible, which is critical to stopping an outbreak on campus.” The Health Center team supplemented PCR testing with rapid-antigen testing for anyone who was symptomatic. “Having the ability to obtain a test result in 15 minutes has been an invaluable tool to help our healthcare staff triage and identify

potential cases,” Colleen said. It also became a requirement for each member of the School community to submit a daily health self-assessment screening to monitor for symptoms along with any non-COVID-19 related illnesses. “The focus of the health survey was to help our community members be mindful of how they were feeling and know the symptoms to look for,” Collen explained. “Additionally, this has given us the capability to screen for potential contact exposure. We chose not to implement daily temperature checks, as it was not recommended by the Centers for Disease Control and Prevention or other health organizations. This is largely because the high percentage of asymptomatic cases coupled with the absence of a fever—two factors that are common amongst the teenage population—do not provide us with accurate information.” Head of School Rachel Stone addressed the

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entire faculty and staff to kick off professional development training and the start of the school year, framing the key themes that would be crucial to its success—Safety, Citizenship, Teamwork, and Gratitude. “I am so glad to be back together; it has been a long time, and it was overdue,” she said. “We have every chance to do this well, and [...] let us remind each other we are on one team together. Each day we do this well brings us successfully to the next day with each other and with our students.” Student leaders, including this year’s Sacristans, Sixth Form Council members, Boarding and Day Student Proctors, Lead Ambassadors, and International Student Ambassadors, were among the first students to arrive back on campus. The group also went through three days of training to prepare them for their leadership roles that included a detailed review of the health and safety protocols, collaboration on how to foster inclusion and belonging on campus, role-play on how to have difficult conversations, and more. The group’s role as leaders on campus has become even more evident this year as they help their peers navigate safe behavior by setting an example. The remaining students arrived in waves over the course of several days. Returning students were able to register online before moving into their dorm or starting classes, and new students were welcomed outside by safely spaced greeters—wielding Canterbury pennants, banners, posters, and pom-poms—before they completed registration in Steele Hall. Students were gleefully reunited with friends in a series of outdoor orientation activities, including Form Adventures and outdoor fun and games, complete with kickball and lawn games, t-shirt tie-dying, mask decorating, hikes off campus, outdoor movies, firepits, and s’mores. A staple of most mornings, School Meeting moved to a hybrid virtual format, with students on campus meeting in their small advisory groups and remote students all joining Zoom to meet with the whole school. Sunday Mass, presided by Fr. Mark Connell was still offered to groups of students at designated times in the Chapel of Our Lady and was even available virtually on several occasions. Being able to provide those moments of community and togetherness resulted in a sense of relief and joy on campus after so many months apart. That joy carried the community through a semester full of uncertainty related to the virus.

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Our students realized that, in order to remain together on the hilltop, abiding by frequently updated safety protocols—such as boarding students staying on campus during the weekends to mitigate exposure and closing campus to all outside visitors for the last few weeks of the semester—though difficult, was crucial. They met every challenge with grace and proved that a safe, successful, in-person school year could be possible. During the Virtual Family Weekend, Rachel Stone noted to parents: “Our students have done an excellent job with the protocols; they get it, and they want to be here. They hold each other accountable.” To help quell homesickness and ensure a

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fun and interactive campus experience, the Office of Student Life has worked in overdrive to provide activities that would bring the community together. In the fall, students enjoyed lip sync battles, movie nights, video game competitions, bake-alongs, a haunted trail, and adapted versions of some of their favorite events and traditions, including the Pink Out for breast cancer awareness. The opening of the Steers Center in November provided another magnificent indoor space for students to spend time safely and made additional classroom spaces available for students to spread out. On the financial front, Canterbury moved forward steadily and securely in the face

“ I am so glad to be back together; it has been a long time, and it was overdue. We have every chance to do this well, and [...] let us remind each other we are on one team together. Each day we do this well brings us successfully to the next day with each other and with our students.”

CANTERBURY’S MEDICAL TASK FORCE Canterbury is incredibly grateful to its Medical Task Force for their insight and input to make this a healthy and successful year for our community. The School is especially thankful for the guidance of School Physician Ken Marici, M.D. ’87, P ’20, ’20; Trustee Anna Flik, M.D. P ’21; and the always-steady leadership of Director of Health Services Colleen Cook, R.N., ’02 (see page 58). Dr. Kenneth F. Marici ’87, P ’20, ’20 has been in private practice in New Milford, CT, for over twenty years. He is a board certified internist with hospital rights at Nuvance Health’s Danbury and New Milford Hospitals. In addition to his practice, Dr. Marici is the Medical Director of Candlewood Valley Health and Rehabilitation Center, a “5-Star, CMS-Rated,” 148-bed, long-term, skilled nursing care facility and a short-term rehabilitation center. He is also the School Physician for Canterbury and a Hospitalist for New Milford Hospital. He graduated from Lewis Katz School of Medicine at Temple University, PA, and completed his residency at Greenwich Hospital, which is part of Yale New Haven Health. Recently, he opened the New Milford COVID-19 Testing Center to serve the community during the pandemic. He lives in Brookfield, CT, with his wife, Melissa, and two sons, Kenneth ’20 and Ryan ’22. Anna Flik, M.D. P ’21 is an Attending Physician and Assistant Professor of Pediatrics at Albany Medical College in Albany, NY. She is also the Associate Program Director of the Pediatric Residency Program at the Bernard and Millie Duke Children’s Hospital at Albany Medical Center. She provides direct patient care to a large pediatric and adolescent population and is responsible for teaching resident physicians and medical students. Before joining Albany Medical College, she was a Clinical Instructor at New York Presbyterian Weill Cornell Center in New York. She completed her residency and chief residency at New York Presbyterian Weill Cornell Campus. Anna holds a BA from Middlebury College and an MD from the University of Vermont College of Medicine. She lives with her husband, Dr. Kyle Flik, and four children, Katarina, Anika ’21, Maximilian and Lukas in Loudonville, NY.

MEDICAL TASK FORCE Head of School Rachel Stone P ʼ23, ʼ24 Director of Health Services Colleen Cook, R.N. ʼ02 School Physician Ken Marici, M.D. ʼ87, P ʼ20, ʼ22 Trustee Anna Flik, M.D. P ʼ21 Associate Head of School for Operations Pete Cotier ʼ86, P ʼ19, ʼ20 Clockwise from opposite page: Olivia Meola ’22 and Head of School Rachel Stone cheer on the Varsity Volleyball team at the annual Pink Out volleyball game to support breast cancer research; Peyton DeRouen ’21 and Lexah Caraluzzi ’21 share a laugh in the Steers Center Commons; Dias Belda ‘22 and Patrick McKiernan ‘22 work on an assignment; Camryn Liuzzi ‘21, Jade Brinker ’21, and Kayleigh Keefe ‘21 perform in the Canterbury’s Got Talent Show; Amanda Regina ’23 works on a writing assignment at a socially distanced desk.

Associate Head of School for Academics Sue Roberts P ʼ24 Assistant Head of School for Student Life Peter LaVigne P ʼ14, ʼ16, ʼ17, ʼ20, ʼ23 Business Manager Stephen Carleton P ʼ16, ʼ20 Dean of Students Jake Dellorco Director of Athletics Jim Stone P ʼ23, ʼ24

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// ACADEMICS of new pressures on the School’s operating THE SAINTS SIX-WEEK STRETCH budget caused by COVID-19 (increased costs After the safe and successful in-person fall in the areas of cleaning, dining, and testing semester on the hilltop, Canterbury committed in particular, along with increased demands to bringing students back to campus in January, on the financial aid budget). The school year and our time on the hilltop was filled to the brim opened at our adjusted enrollment goal of 312, with activity and joy. Those six weeks flew by in a victory for the Admission Team, particularly the blink of an eye! in light of the negative Some students were welcomed impact COVID-19 has back for the first time this had on international school year, thanks to changes “Our students have done application numbers. in travel restrictions. The ability Canterbury was able to an excellent job with the for students to connect with weather the initial storm their friends masked-face-toprotocols; they get it, and they masked-face was crucial for of the pandemic in the spring and maintain their well-being and especially want to be here. They hold the employment of all important for the Sixth Form each other accountable.” faculty and staff. The class. “It has been so wonderful endowment defended to see my friends. To be able to well through a volatile be in the classroom with them spring, summer, and and just be together, rather than fall, landing at an all-time high thanks to the only seeing them on Zoom or communicating by wisdom and stewardship of Canterbury’s text, has been amazing,” said Margaret Ondrey Investment Committee of the Board of Trustees ’21, a Sacristan and Day Student Proctor. “I am and investment advisor. Lastly, the ongoing, loyal so thankful we have been able to experience our support of alumni and parents to the Annual final year here together.” Fund has been critical to helping the School Logan Sanford ’22, an Admission Lead through this time. Ambassador, noted that he was also grateful Following a nearly virus-free 11 weeks together for in-person learning: “I have loved seeing my on campus (only one confirmed positive case friends every day, and being in the classroom contracted within our community), students with my teachers, learning firsthand.” Though departed campus for the Thanksgiving recess the majority of students attended in person, and concluded the first academic semester with classes continued to accommodate students 13 days of remote learning at home. who participated in distance learning. Some

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classes were even able to get off campus, albeit virtually. Syracuse University Project Advance (SUPA) Principals & Contemporary Issues In Sport Management course, taught by Associate Director of Athletics Misi Babington, took a virtual field trip to the Yogi Berra Museum and even had a surprise Zoom meet and greet with Yogi’s granddaughter. Science teacher Derek Richardson took his class to the shores of New England (by way of imagination) with his annual clam and oyster shucking class that is part of his Animal Anatomy course. Students stayed busy outside of class, too. With the introduction of the Canterbury Winter Games, each day of the week included virtual and in-person challenges and activities. The Games included everything from riddles, brainteasers, and board games, to video games and scavenger hunts, to dodgeball tournaments and three-point shooting contests. Students were split into six inter-form teams and accumulated points with each activity, with the winning team announced right before the March Break (congrats, team Columbia Cavaliers!). The activities were a way to bring the whole school together and foster friendly competition and school spirit. Competition extended outside of Canterbury, as well. Amazingly, the Athletic Department was able to safely arrange for our winter teams to play in 58 separate games against several schools over the six weeks—a feat no other schools in our area accomplished. Students

Opposite page: Sacristan Sydney Ragland ’21 leads a reflection during the Third Form Retreat; Andrew Xu ’21, Andreas Sorosiak ’21, Thomas Cho ’21, Benjamin Secor ’21, Ella Olcese ’21, and Sandra Xu ’21 enjoy a beautiful afternoon on campus. This page: Chigozie Dike ’21 shares a story during the Canterbury’s Got Talent Show; Latin teacher and Girls’ JV Soccer coach Michael Niu heads to practice. were elated to be back on the courts and the ice, and the games have proven a powerful tool for college recruitment. Sophia Crowe ’23 shared that her favorite part of being back in person was “being able to skate and play hockey, even with the COVID restrictions.” In addition to interscholastic games, teams enjoyed playing against each other and faculty—the Boys’ and Girls’ Varsity Squash teams and the Girls’ JV Hockey team each competed against their teachers in the name of good fun. Even though students were not able to volunteer in person with many organizations, they still took part in several community service initiatives. Ian Fernandes ’22 organized a book drive for New Haven Reads, an organization that increases the literacy skills of children, and students donated over 250 books to the cause. Students also decorated 500 eggs to be donated to Yes!Solutions, Inc. Valentine Winter Picnic event that is hosted for individuals who are homeless in New York City; helped run our annual Red Cross Blood Drive; donated 1,000 pounds of food to Camella’s Cupboard in New Milford, CT and Dorothy Day House of Danbury, CT; and sent Valentine Grams to benefit healthcare workers. When students were not busy with activities, they spent ample time in the Steers Center Commons, simply basking in each other’s company and partaking in the myriad delicious offerings at the newly opened Commons Cafe. One would be amazed how many bacon, egg, and cheese sandwiches our Saints can go through in six weeks!

Of course, the Saints Six-Week Stretch would not have been possible without the expert guidance and careful planning of our Medical Task Force and the cooperation of our students. Prior to the start of the second semester in January, students were given the option to attend classes either entirely in person or entirely remotely during the Saints Six-Week Stretch. A testament to how much they value being together on our hilltop, only a small number of students opted to enroll in the Remote Learning Program. As was the case in the fall, the remote group was primarily composed of those for whom travel restrictions prevented their ability to return to campus. With a limited number of rooms available, day students were offered the opportunity to board on campus for the duration of the Stretch, and several chose to do so. The School continued to adopt a rigorous approach to mitigating exposure: students were asked to cease participation in outside sports and activities, adhere to all mask and social distancing guidelines, remain on campus for the entire six weeks, or pledge to only interact with people in their household when not in school, and undergo an increased testing protocol. All students, faculty, and staff were required to submit two negative PCR tests before the semester began and again once classes resumed. Once all results were received, weekly surveillance testing of the entire day student population, the entire athletic rosters for teams competing in weekend games, and a random sample of students, faculty, and staff also went into effect.

Our students rose to every occasion, as they always do, and took great care in helping to ensure that their six weeks together were a safe success. While it was certainly a challenge for students to be away from family for that amount of time, many noted that they would miss campus and their friends while at home over the March Break, which began Saturday, March 6. Margaret ’21 shared, “I will miss this community while I’m home during the break. Canterbury is not like any other place in the world; I have been here for four years, and each year is even better than the last. Even when I graduate, I will miss being at Canterbury.” Following the March Break, students learned remotely for three days, and in-person classes resumed on March 29. Echoing back to Rachel’s remarks at the beginning of the year, the combined effort of the entire Canterbury community was paramount to achieving in-person learning. Safety, both physical and psychological; Citizenship, to recognize the importance of each individual member’s role in this community; Teamwork, to bring a thousand moving pieces together in a constantly evolving situation; and Gratitude, for one another and this extraordinary School, were what kept this hilltop together and moving forward. It has been a year for the books, to say the least, and while we have never had a school experience quite like this one, we have never felt such tenacious School spirit, either.

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The Donovan Center for Learning Has Something for Every Student Each and every student passes through the doors of the Donovan Center for Learning (DCL) at some point or another along their high school career at Canterbury. Whether it is to prepare for an upcoming AP exam, work on a college essay in the Writing Lab, practice communication and time management skills, or just stop by for some snacks and quiet study, students are in and out of the DCL throughout the entire school day, six days a week. Through the wide variety of learning

An academic hub centrally situated within the Copley Library, the DCL brings together faculty, advisors, resources, technology, and study spaces that are easily accessible to students throughout the school day. Whether during drop-in hours or by appointment, the DCL serves as a place where students seek help with general homework questions, address academic concerns or challenges, and access academic counseling. Students can benefit from the Writing Lab; Math Lab;

we have been able to hone in on the skill of communication,” she said. “Our students are more empowered to self-advocate and reach out to teachers to get clarification and extra help when they need it. We can confidently say we know our students even better now because we spend so much time communicating with them directly (along with their faculty and advisors) to understand where they are academically at any point in time. We are seizing every moment we have with them,

Math teacher Sean Milano works with Kaly Naughton ‘22 and Alexandra Finck ‘22 to prepare for standardized tests in the Math Lab.

and supplemental resources it provides, it is an integral part of every student’s Canterbury education and has become even more valuable during the pandemic. The DCL, which formally opened in 2016 thanks to the support of Dana and John Donovan ’59, has a goal to empower students to become active and independent learners in pursuit of their greatest academic success. It provides tailored support at all academic levels and affords students the opportunity to develop the strengths, strategies, and skills that they need to become self-reliant and successful learners on our hilltop and beyond.

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SAT, ACT, and AP test preparation; group or peer tutoring; subject-specific tutoring; organizational skills; and executive function skill development, such as study methods, time management, self-advocacy, and test-taking strategies. When students shifted to remote learning in the spring of 2020, the DCL “went on wheels,” as its Director, Alison Bailey, noted, and it sought to enhance connection and communication with students. “We offer the same broad range of opportunities to our student body even in a remote situation, and

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whether it’s a Zoom call or a masked one-onone session.” Perhaps the Donovan Center for Learning’s strongest area of expertise is meeting students where they are academically. “Everything the DCL does is uniquely tailored to each student,” Alison said. “We focus on how they learn and what they are learning, so faculty are able to step into the present of where that student is and help them strengthen their skills in any particular area. Whether the student needs help refining a college essay for their dream school, catching up on some work if

Director of the Donovan Center for Learning Alison Bailey meets with Noam Hoffman ’24 to go over essay topics.

they have been out sick, or mastering a tough mathematical concept, our faculty can assess the student’s needs and help them move forward confidently.” The DCL has also been crucial to meeting students where they are in the world. For students who have been remote learning, the DCL has been a constant touchpoint where they can check in, get one-on-one time with academic counselors, and make sure that they feel confident with their coursework. While many of our remote students have an additional challenge of living in a different time zone, the DCL staff is strategic about setting up individual meetings at the earliest part of their day to help them tackle any concerns and ensure they are set up for success. The DCL has six faculty members, including two Academic Counselors who work with each student to choose and design their course schedule. The Academic Counselors also ensure students are prepared academically and logistically for AP and standardized tests, and with the help of the faculty in the Writing and Math Labs, that they perform to their highest ability.

Erin Sudbey ’20 (Boston College ’24) was a Sacristan, Boarding Proctor, Admission Lead Ambassador, and recipient of several awards, including the esteemed Dr. Nelson Hume Award given to the Sixth Form student whose leadership, character and achievements have been of the highest order, and whose performance embodies the ideals of the School’s founder. She chose on her own to schedule time in the DCL each day during her Sixth Form year to help her manage her challenging course load, which included several AP classes. “My time working in the Donovan Center for Learning offered me the perfect opportunity to recenter and plan my week. Prioritizing 45 minutes during the school day to get my work done in a space dedicated to just that helped me balance my demanding schedule of classes and extracurricular activities. Getting into this weekly routine helped me approach my work with focus and determination instead of with anxiety about getting everything done. I always loved spending time with Ms. Bailey and Dr. Stankus-Saulitis [who leads the Writing Lab], and someone always checked in just to see how I was doing!”

Anna Imrie ’20 (Gettysburg College ’24) also benefited from regular appointments in the DCL and learned organization and selfadvocacy skills that have helped her in college. “I spent hours with Ms. Bailey working on organization and time management. The faculty in the DCL held me accountable for my work and helped me write emails to my teachers if I needed more information. This influenced the way I communicate with my professors now; I reach out to them when I need assistance in class instead of just getting overwhelmed.” Though the DCL provides many academic resources, Alison is quick to note that it is not a resource room: “It is a space for the 21st century learner to advance their strengths and skills even further and to bolster them with the self-reliance needed to succeed in college and all their future endeavors.” The DCL has doubled in size since its opening in 2016 in terms of the number of students it sees on a weekly basis. With all of the changes and uncertainty in the world over the past year, it has been a source of consistency and familiarity for all students, a place where they are known, challenged, and supported.

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Interview with Director of College Counseling Sarah Ferland How has the college selection and recruitment process changed during the pandemic? Do you think any of these changes will be long-term? Last spring was challenging because we immediately jumped to remote learning, which meant holding our College Workgroups and individual meetings with Fifth Form students on Zoom. We were still able to see students “face to face” and accomplish all that we wanted to in the spring, but I missed seeing students in person. College visits also came to a halt at a time when our Fifth Form was starting to explore colleges more closely and our graduating Sixth Form students in the Class of 2020 were making their final decisions about where to enroll. Our students could not visit college campuses, so we helped them connect with colleges by utilizing our alumni network, contacting college representatives for meetings, and advising students how to best take advantage of the virtual offerings colleges provided. College representatives could not visit our campus either, so our College Day in April went virtual! We had a keynote speaker, mock admission committee sessions led by admission professionals, and guidance about interviews and approaching the college process during the pandemic, all available for our Fifth Form students last spring. This fall, we hosted individual college representatives via Zoom so our Sixth Form could meet with them to ask questions, express their interest in applying, and make a more personal connection with the admission representatives at the schools to which they applied. Another significant impact the pandemic has had on college admission revolves around standardized testing. Access to the SAT and ACT was impossible last spring and into the summer, forcing colleges to adopt a test-optional policy for the 2020-2021 admission cycle. Many schools committed to more than one year of this policy, and this is a change I certainly can see many colleges sticking with for the future. Why is finding the “right fit” college or university so important? What is your process for helping students find the schools that best match their interests and needs?

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The “right fit” is so important because we want our students to ultimately enroll at a school that is an academic and personal match, setting them up for the best chance to have a positive four-year experience in college. Individual meetings are an essential part of crafting an appropriate initial list of colleges and adjusting and narrowing that list over time. In College Workgroup—a small-group session formally added to students’ weekly academic schedules beginning in their Fifth Form year—we give our Fifth and Sixth Form students opportunities to write and reflect on what is important to them, prioritize their goals and desires for college, and conduct honest assessments of their abilities and interests. Helping students get to know themselves and give thought to what they want out of their undergraduate experience also prepares them to answer the questions they will be asked on their applications moving forward. How did you adapt that process to fit the needs of our students and the schools they were applying to during this time? Honestly, we were able to keep our process very much the same during this challenging time. Of course, there were adjustments made along the way, and we had to change right along with the college landscape as it relates to standardized testing and campus visits. However, last spring, we kept meeting with students individually and holding College Workgroups on Zoom, and we communicated with parents every step of the way. This fall, it was incredibly beneficial to be on campus and meet in person with our Sixth Form as they prepared to apply to college. Individual meetings stayed the same, and College Workgroups, though smaller and socially distanced, allowed us to connect and communicate weekly with every Sixth Form student for updates on their progress and to help ensure they were ready for their deadlines and feeling good about their college lists. We held virtual parent meetings for both Sixth and Fifth Form families this fall, and I have met with parents and students on Zoom consistently throughout the past year. The ability to meet virtually has made it easier for our parents who live further away to engage in our entire process.

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We will be keeping some of the lessons learned during the pandemic to enhance our College Counseling programming in the years to come. What is the most challenging aspect of your work? The most rewarding? The most rewarding part of my work is my daily interactions with students. Of course, their success in the college process and ultimately finding the best-fit college is extremely fulfilling and supremely important. Still, meeting with students in my office for the first time to start the process, learning about their interests and their families, or comparing and contrasting their acceptances in spring of senior year to make that final decision—these are the moments that are so rewarding. The most challenging aspect of my work is less about the actual work and more about the pace and volume at certain times of the year. As the November 1 deadlines are fast approaching and Sixth Form students are finalizing their applications and putting the finishing touches on their school materials, the final days of October are some of the busiest days of the year. Those days can be a real push, but that is also what makes me love this field so much. Students are excited and a bit nervous, but those moments in between—connecting when a student comes up with the perfect final line of their college essay or prepares to interview with a college representative from a school they love—that’s what makes the busy, hectic, long days worth it. What path led you to this career? I worked in college admissions at Saint Michael’s College in Vermont (my alma mater) for five years before joining the Canterbury community. Early in my fifth year in admissions, I realized that I wanted to work more closely with students every day, and I started to look into “switching sides of the desk” from admission work to college counseling. I am from Connecticut originally and looked specifically at boarding and independent day schools. A fun fact is that I attended Canterbury’s spring college fair as a Saint Michael’s admissions representative the day after I applied for the Assistant Director of College Counseling position. I thought of mentioning

it to the Director of College Counseling at the time (Cathy Pietraszek) when I was here but thought better of it when I saw how busy she was that day! I was Assistant Director for four years before Cathy retired, and I was then offered the Director position. In my time, I have also coached Girls’ Varsity Basketball and Track and was the Dorm Head of Carter House for two years. Coming to Canterbury has been one of the best and most rewarding decisions of my life; I am so grateful I found my way here. How is Canterbury’s college counseling program unique? College Workgroup is a unique program at Canterbury that helps our students engage in and navigate the college process by encouraging them to work with their peers and be part of guided discussions that help them better understand it. At Canterbury, the college process is not something big and scary, looming in the distance. Our younger students know their time, too, will come for College Workgroup to begin and for them to start their college journey. The Workgroups begin in the winter of Fifth Form

year and continue through the fall semester of Sixth Form year. We help Fifth Form students understand the resources available to them, explore their interests, prepare for college visits, and even start their applications and essays. The Workgroup also allows us to check in each week with every Sixth Form students and postgraduate. This is invaluable as students continue to narrow and finalize their lists and prepare to submit their applications. I always want our students to feel fully supported every step of the way, and our College Workgroups allow us to do that for all students. At Canterbury, we know our students well, and that is no different in the College Counseling Office. College Workgroup is undoubtedly unique, but the way we get to know our students individually, and the emphasis we put on that as a school, is paramount. From coaches to teachers to advisors to dorm parents, the college process is truly a team and a school effort. So, it is only natural that the connections made with students across the board help find the best fit for each student and ensure their process is as smooth and student-centered as possible.

Lastly, communication is key! One of my most important roles involves communicating with both parents and students about this process. We communicate both formally and informally with our parent groups, and I find the one-onone conversations or meetings most helpful, so we encourage those early and often! I prioritize open communication, clarity and accessibility above all. What are some tips you could give to any student beginning to consider colleges? Fully engage in the process! In my experience, the students who feel best and most in control of their process are those who actively engage in it. Talk to the adults who are helping you—your parents, your counselor, teachers, and coaches. Admission representatives are also there to help. Reach out to them, ask if they have time to meet over Zoom, ask a question, send an email. They are real people, and they do the work they do because they love working with students! Listen to yourself; be true to what you want in a college. Do your research; no one knows what is best for you like you do!

Left to right: Thomas Cho ’21, Ella Olcese ’21, Sean Quaye ’21, Director of College Counseling Sarah Ferland, and Na’Sah Dabbs ’21 meet in the College Resource Room in Steele Hall to review college applications. PAGE 43.

LILY LAVIGNE ’23

TERRENCE WASHINGTON ’22

CHARLOTTE ZAPLETAL ’21

JACK BARTON ’21

ALEXANDRA MEOLA ’23

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THE MAGAZINE OF CANTERBURY SCHOOL

IAN COOKE ’21

A HEAD START

Canterbury student-athletes benefited from an alternate approach this fall, giving them a leg up in their games.

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his fall, Canterbury accomplished what few other schools did: they safely continued to offer athletic programs, helped student-athletes hone skills, aided in the college recruitment process, and even played in some interscholastic games. “Although we were dealing with the difficulties from COVID-19 this fall, Canterbury was still able to provide a valuable and enjoyable athletic experience for our student-athletes,” Director of Athletics Jim Stone said. The School maintained its standard sports requirement for fall athletics and held ten weeks of practices, intrasquad scrimmages, and, for each varsity team, a few contests against local peer schools who agreed to abide by the same stringent safety and testing measures. The entire school— students, faculty, and staff—went through several rounds of COVID-19 testing prior to and at the start of the school year and continued to conduct surveillance testing of a smaller pool of about 50 community members once per week. The School’s Medical Task Force (including Director of Health Services Colleen Cook, R.N. ’02, School Physician Ken Marici, M.D. ’87, P ’20, ’22; and Canterbury Trustee Anna Flik, M.D. P ’21) stayed current with all local and state public health guidance regarding safety protocols while exercising and helped coaches adhere to best practices for keeping students safe. Throughout the fall season, coaches concentrated on skill development and team building, all while filming sessions to help promote the athletes in college recruiting. Perhaps most remarkably, in addition to traditional fall sports, Canterbury offered an alternative sports option on Wednesdays and Saturdays, allowing varsity-level athletes to work on skills and techniques in their chosen winter or spring sports. That meant students could choose to practice with their off-season teams on those days. “We put this program in place to help our athletes, namely our Fifth and Sixth Form students, make up for time lost last spring [when the School moved to remote learning] and missed recruiting opportunities from camps, showcases, and tournaments that weren’t able to take place last spring and summer. We had an average of 150 students taking advantage of these opportunities two days a week,” Jim said. The opportunity to be involved in two sports within the same season extended to coaches as well. Chris Roberts chairs the Math Department, is the head coach for Boys’ Varsity Lacrosse, and as of this year, is the assistant coach for Girls’ Varsity Soccer. On Wednesdays and Saturdays, Chris could be seen running from the soccer field as the

girls’ practice wrapped up over to boys’ lacrosse just as they began their warmups, with little time to spare in between. “It was a lot of fun working with the Girls’ Varsity Soccer team this fall. Once we were able to embrace the challenges this year presented, we began to really enjoy the time together on the field,” he shared. “Additionally, being able to offer lacrosse this fall gave the coaches and players a chance to work together in preparation for the spring, and time to learn about expectations and team culture.” English teacher and “ We put this program in place to help head coach of Varsity Field Hockey Madelaine our athletes, namely our Fifth and Sixth Lord explained how Form students, make up for time lost being able to hold last spring [when the School moved to in-person practices and remote learning] and missed recruiting games this fall was crucial to the collegeopportunities from camps, showcases, recruitment process for and tournaments that weren’t able to take many team members. place last spring and summer. We had an “Because we had long strings of days without average of 150 students taking advantage games, we could more acutely plan for film days of these opportunities two days a week,” of drills. Depending on those interested in playing at the collegiate level, we could build drills specifically designed to highlight their strengths or skills that college coaches specifically needed to see. In addition, because we had the opportunities to have some games, we have great game footage that many other teams and players were not able to get.” Science teacher and interim head coach of the Girls’ Varsity Soccer team Bryce Wallis echoed this sentiment, saying “We were fortunate to have two games against Cheshire Academy (both wins), multiple scrimmages against the Boys’ Varsity Soccer team, and several intrasquad scrimmages. During these friendly competitions, we worked closely with our technology department and varsity media arts to film and/or livestream these events.” She continued, “The film played an integral role in the college recruitment process for many of our athletes, as one of the best ways to connect with college coaches is to send highlight videos. Luckily, we were able to film many competitions, so our players had access to this media.” One of these players was Ella Olcese ’21, who will continue to pursue her passion for soccer at Bowdoin College, ME next year. Ella shared how Canterbury

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prepared her for this next step: “Canterbury has prepared me for college athletics because of its encouraging coaches, teammates who wanted to see me succeed, and academic rigor off the field. The environment was a catalyst for growth, mental toughness, a positive attitude, and time-management skills.” Ella also spoke about her recruitment process during an atypical year: “My recruitment process was very unconventional, and my college coaches have never seen me play in person—I still haven’t met them in person because of COVID-19, and my recruitment was solely based on film. With this being said, my coaches were always there to push me to be my best self and were able to communicate with my new coaches at Bowdoin to enhance the limited information they had about me.” Baseball head coach Todd Mathewson was thrilled to coach his sport this fall after a disappointing spring of 2020. He noted that the college search and recruitment process has changed across the board, and it added challenges to the already competitive landscape. “This year was one of the most difficult in terms of college recruiting. It is simply a supply and demand problem— there were not as many spots available as there were in prior years due to COVID-19 and student-athletes returning to play another year in college. In addition, many restrictions kept coaches from coming to see players in person.” As the Director of Academic Counseling, Coach Mathewson also worked closely with his student-athletes and the College Counseling Office, helping the players and their families decide which schools would be their best fit. “I am very happy that we were able to have seven players commit thus far in our 2021 class and believe they all are going to a college where they will be very successful.” Ian Cooke ’21 shared how Canterbury prepared him for next year at the University of Connecticut, CT, both on and off the field: “I decided to go to UConn because they rank high academically and their baseball program is always top in the country. Canterbury has prepared me extremely well for my next chapter in athletics—Coach Mathewson was able to reach out to a few of his contacts in collegiate baseball, which helped me quite a bit. Canterbury not only gave me a great education, but it also gave me a sense of belonging in a tight-knit community, which has shaped who I am.” Sixth Form student Charlotte Zapletal will be playing lacrosse at Wesleyan University, CT, next year and was grateful to have the opportunity to practice her sport in the fall. She also cited rigorous academics and athletics as being a draw for her when choosing schools, and credited Canterbury with helping her manage both successfully: “Canterbury prepared me to balance my academic and athletic schedule. I now know how to do homework on the bus after a game and how to communicate with teachers about my schedule. Schools like Wesleyan prioritize academics and athletics equally, so I had to balance both while being at tournaments and games during the school year. And, of course, Coach Mulhern helped me prepare

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ALEXANDER SCHNEIDER ’22

for the faster speed of lacrosse in college.” Lida Coco ’21 will be playing field hockey for Bentley University, MA, next year and also expressed her gratitude for Canterbury. “The past four years at Canterbury have helped me prepare for college in indescribable ways,” she said. “The community always encouraged me to be the best person I could be, and all my coaches have always had my best interest at heart and pushed me to be a great athlete.” Having coaches (and faculty) who were so flexible and committed helped make the fall’s regular and alternative sports programs such a success, and it was clear that students had truly missed their time on the fields and courts. Though many teams didn’t have quite the season of competition they were hoping for—particularly the Girls’ Varsity Soccer team, who were the 2019 NEPSAC League Champions and aiming for another chance at the title—they were able to build on essential skills and support one another. Coach Wallis shared, “I was very proud of this team for how they came together and continuously showed up to play during this extraordinary time. This season was especially challenging for our Sixth Form students, who showed impressive leadership and resiliency.” This season offered an incredible opportunity for many of our students to pursue a path to college athletics, and most importantly, allowed them the chance to do what they love. Summing up the fall season, Jim Stone concluded: “I’m truly pleased with how our students and coaches managed a disappointing situation and turned it into a positive one. Most of all, it sure was great to see everyone playing sports again.”

THE MAGAZINE OF CANTERBURY SCHOOL

IAN FERNANDES ’22

GISELLE BRADSHAW ’21

RHEA KHAZZAKA ’23

Students had the option to participate in their regular fall sports as well as winter and spring alternatives. The opportunity allowed them to continue to enhance their skills, create videos for college recruiters, and enjoy the sports they missed during our remote spring of 2020. FALL SPORTS Cross Country Field Hockey Football Soccer Volleyball

WEDNESDAY & SATURDAY ALTERNATIVE SPORTS OPTIONS Baseball Basketball Hockey Lacrosse Softball Squash Swim & Dive

“ I was very proud of this team for how they came together and continuously showed up to play during this extraordinary time. This season was especially challenging for our Sixth Form students, who showed impressive leadership and resiliency.” —HEAD COACH OF GIRLS’ VARSITY SOCCER BRYCE WALLIS PAGE 47.

// ADVANCEMENT

Alumni of Our Lady’s Pilgrimage Reunite Virtually On Sunday, September 13, Canterbury hosted a virtual reunion for alumni who had participated in the Our Lady’s Pilgrimage to Lourdes, France. In what would have been the trip’s 27th year, close to 30 alumni connected over Zoom to reminisce and reflect on their experience on the pilgrimage over the years. The evening was hosted by Eli Taylor ’19, with Jess Garcia ’19, James Farrell ’02, Kayla Jendras ’20, and Erin Sudbey ’20 facilitating a reflection during the event. Former faculty members Guy and Vivian Simonelli and Marc Vanasse ’73; Spanish Teacher and Director of Travel Julio Omaña; Director of the D’Amour Center for Faith, Service, and Justice Tracy GarciaLaVigne; and Director of Health Services Colleen Cook, R.N. ’02, who have all participated in the pilgrimage, moderated the reunion. Each of the hosts shared their experience on Our Lady’s Pilgrimage and examined the phrase “Lourdes is the world turned upside down” and what it means to them, especially during the COVID-19 pandemic. Guy and Viv noted, “The

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Lourdes Pilgrimage is a service experience shaped by our devotion to Our Lady of Lourdes and Saint Bernadette and by their healing message to pilgrims (visitors) from around the world. Canterbury has sponsored this reunion of student pilgrimages held annually for more than twenty-five years. Lourdes has been called “the world turned upside down” because of its primary focus on the sick (malades), who come seeking to be physically and spiritually healed. Malades are the primary focus of five million visitors annually and always come first in every event they attend. In Lourdes, the absence of “me first” is considered a world turned upside down. It also turns our lives upside down.” Alumni were then asked to reflect on their own experience in Lourdes and how it has impacted their lives today. Eli ’19 shared his personal experience with the pilgrimage and how it has bolstered his sense of community during the pandemic: “Everyone who has ever been to Lourdes knows how unique the energy and experience is, and nobody can truly describe it in words alone. Personally, being in Lourdes offered me a step back

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from the reality of life and gave me the chance to get to know both my friends and complete strangers on an intimate level. Being able to connect and reflect with dozens of Canterbury alumni who know the “feeling” of Lourdes was incredibly powerful during a time of isolation and uncertainty. It is easy to ignore the spirit of Lourdes and the memories we make as a team once we are thrown back into the real world, but spending time with fellow pilgrims, just for an hour, renewed the sense of community and love that it offers to me.” The reunion concluded with Jess ’19 singing “Prayer of St. Francis” for the group. Our Lady’s Pilgrimage was first offered at Canterbury in 1994, and has become a pillar of the School’s immersive, student leadership, travel opportunities. If you would like more opportunities to pray with Canterbury and Our Lady’s Pilgrimage, the group holds “Pilgrim and Prayer” sessions monthly via Zoom and OLP remote service projects. Contact Director of Alumni Relations Kate Heslin ’96 at kheslin@cbury.org for more information.

Celebrating the Life and Legacy of an Extraordinary Man On Sunday, February 14, Canterbury hosted a virtual memorial service to celebrate beloved alumnus, teacher, coach, advisor, colleague, friend, and mentor, Deacon Francis X. Bice ’77. Frank passed away on January 1, 2020, and was an integral part of the Canterbury community. The service, which was originally planned to be held on campus last spring, was attended by current students, faculty, and staff and was recorded and broadcast to the greater community. The service began with a Mass presided by Fr. Mark Connell, followed by a rendition of the School song, “Cantuaria Floreat.” Head of School Rachel Stone spoke of the undeniable impact Frank had on the School: “We all have countless memories of Frank and the ways in which his presence in our lives offered a blend of lessons that we often needed to hear: kindness and accountability, conviction and self-deprecation, affirmation and forgiveness. It is in this way that he influenced the Canterbury community and lived the School’s values. It is why we hear time and again reflections on Frank’s life that celebrate his infectious optimism and resilient spirit.” Rachel also shared her favorite memories of Frank: “There is one image of Frank that I carry most closely. Even on chilly days, if the sun was bright, Frank would find a spot that allowed the sun to shine upon his face—with his dog, Kelly, on his lap—and he would literally soak it in. I can’t say for certain, but the narrative I believe is that for Frank, those moments were about prayer, the simple gift of warmth for body and soul, and a reminder that we all should pause more often to allow God’s gifts to shine upon us.” Rachel then welcomed former Head of School, Thomas J. Sheehy III, to speak. Tom and Frank had

Spanish and theology. “Upon meeting Frank, one was immediately struck by his positive can-do attitude and his ability to connect with people,” Tom said. “His grounding in his faith fueled him even through the most difficult times and situations. His disability served to strengthen his resolve to serve, teach and learn. He would never allow it to be an impediment. He always had a knack for when a student or fellow faculty member needed a pat on the back or a caring listener. To all who knew or met him, he was the consummate role model. His life was based on a set of values that provided all those with whom he dealt a clear path to follow.” The service was also attended by Terrence “Rence” Regan ’77, a classmate of Frank’s who likened his infectious enthusiasm, generosity, and care for others to the pull of gravity. Rence changed schools (twice) to follow the irresistible force that emanated from Frank and considered him one of his closest friends. “When Frank got hurt, I was on the football field with him,” Rence recalled. “And when he was taken to the hospital, they let me see him in the emergency room. He knew that he was paralyzed yet was curiously unconcerned about that. He said that he asked God to let him live, and if he lived, he would spend the rest of his life saying yes to whatever He asked.” Rence ’77 went on to describe the importance of Frank in the life of each person he pulled towards

a longstanding friendship that began when Frank was a high school freshman at Cranwell School, MA, and Tom, a faculty member there, coached him in JV basketball. The two crossed paths again at Canterbury in 1991 when Frank, having just left the seminary, approached Tom as the newly appointed Head of School about a position teaching

him: “He taught with impact, having yearbook after yearbook dedicated to him. He went on to extraordinary greatness as a scholar, a teacher, Deacon, philanthropist, as an orator and an author. But his greatness has spread far beyond him. Ask any Cantuarian that has become trapped in Frank’s gravity. [. . .] It turns out that the closer you are

to Frank, the more Frank-like you become: more generous, more outgoing, more helpful, and much more empathetic to others.” The service concluded with a moving video tribute to Frank, filmed and produced by alumnus Will Dowler ’18. The video featured members of the extended Canterbury community, who shared their fondest memories of Frank and his profound impact, including faculty member Julio Omaña; alumni Alex Pitser ’18, Emily Martino ’17, Sarah (Loomis) Crawford ’94, Tim Sheehan ’94, and Shane Sellar ’15; former classmates Larry Fisher ’77 and Chris O’Brien ’77; and nephew Michael Noonan ’90. Many others joined in— alumni, parents, current and former faculty and staff—by sharing a myriad of words and phrases that summed up how they describe the life and legacy of their adored mentor and friend. With the help and generosity of a few friends of Frank, the Francis X. Bice ’77 Scholarship Fund has been established to keep Frank’s legacy impacting Canterbury for generations to come. The entire Canterbury community misses this great man and will forever cherish his imprint on this School. To make a contribution and to watch the memorial service, please visit cbury.org/frankbice.

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// ADVANCEMENT

Virtual Family Weekend Allows Families to be a “Saint for a Day” Canterbury hosted its first-ever Virtual Family Weekend on October 30 and 31, with more than 200 family members in attendance over the two days. While it was not the same as having our campus filled with parents, siblings, aunts, uncles, and grandparents, it was still wonderful to see so many smiling faces over Zoom and to allow our students and faculty to share all the hard work they put in over the first two months of the school year.

before the students arrived gave us an enormous advantage when they did return. That put us ahead of many other schools, and quite frankly, as a team, it allowed us to be even more efficient and effective in our decision-making.” Rachel walked families through several examples of COVID-related scenarios and how the School planned to respond to each. Rachel also noted that, despite everything going

the Intro to Digital Media class put together a video called “Saint for a Day” to give families a real sense of life on campus. Following the mini-classes, families and friends watched via livestream as several Canterbury teams played home games and scrimmages. The Girls’ Varsity Soccer and Varsity Volleyball teams played their final home game and scrimmage of the season, respectively, and each honored their

The weekend began on Friday afternoon with an address to families from Head of School Rachel Stone. Rachel shared many of the steps taken by the

on in the world, our students are genuinely happy to be here: “Our Saints love being back together. They show up for weekend activities, even our day

senior players with posters, balloons, banners, and celebrations after the matches. Varsity Football and Boys’ Varsity Soccer both took on

School to prepare for and sustain the health of the community as well as its success in having classes, athletics, and activities in person. “One thing that is unique to Canterbury is that most of our faculty, administrative team, and staff were able to work on campus this summer. Once it was safe to be here, we were here.” She continued, “That may sound like a small detail, but being here and getting accustomed to safety protocols and the flow of life on the hilltop

students; they are doing real, difficult academic work, and they are loving being back on our playing fields and our courts.” On Saturday morning, families joined MiniClass Open Houses, where they “Zoomed” into 15-minute classes, chatted with faculty, met their student’s classmates, and got a glimpse of the class curriculum. As parents were unable to spend the day physically following in their children’s footsteps,

Cheshire Academy, and the Varsity Field Hockey team enjoyed some friendly competition with an intrasquad scrimmage. While we certainly missed the typical hustle and bustle of families and friends on campus, it was wonderful to share the day virtually with so many members of the extended Saints community.

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Painted by former staff member Karen Cashman

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John Thomas Smith II ’60

A family legacy and career for the history books J.T.’s father, Gerard C. Smith ’31 (center, with glasses) celebrates the signing of the first Strategic Arms Limitation Talks (SALT) agreement with Henry Kissinger and President Richard Nixon (foreground) at the Moscow Summit Meeting in 1972.

John Thomas “J.T.” Smith II ’60 has led quite a life. Now retired, J.T. served in the CIA, the Department of Health, Education & Welfare, the Department of Defense, the Department of Justice, the Department of Commerce, and the Department of State; was a partner in the law firm of Covington & Burling; and authored a book, Cars, Energy, Nuclear Diplomacy, and the Law: A Reflective Memoir of Three Generations (Roman & Littlefield, 2012)—an impressive resumé by any standard. Though his roles and the particulars of his work varied throughout the years, his affinity for public service and helping others never wavered. J.T was born in New York in 1943 to Bernice Latrobe Maguire and Gerard C. Smith ’31 and was raised between Washington, D.C., New York

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City, and his family’s estate in Maryland, Ratcliffe Manor. J.T. credits his father and grandfathers as his greatest role models and inspirations growing up, and it is easy to see why. Gerard ’31 also attended Canterbury, where J.T. notes he was “strongly influenced by two teachers, Philip Brodie and Ed Mack,” who kindled Gerard’s burgeoning interest in international affairs (Gerard was also a contemporary of Sargent Shriver ’34, who went on to establish the Peace Corps). After graduating from Canterbury in 1931, Gerard studied at Yale College and Yale Law School. He went on to become a lawyer and expert in nuclear arms control, who served as the director of the Arms Control and Disarmament Agency during the Nixon administration and as chief U.S. delegate to the Strategic Arms Limitation Talks (SALT) from 19691973. He was the first North American Chairman of the Trilateral Commission, a nongovernmental, nonpartisan group formed in 1973 by private citizens of Japan, North America, and Western Europe to foster substantive political and economic dialogue. In 1981, Gerard was awarded the

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Presidential Medal of Freedom by President Jimmy Carter. He dedicated four decades to diplomacy and public advocacy, seeking to abate the nuclear arms race and limit the risks of the proliferation of nuclear weapons. J.T.’s paternal grandfather John Thomas Smith— for whom J.T. is named—was vice president, general counsel, and a director of General Motors from 1920 until 1947. He spoke German, Spanish, and French fluently, read Greek and Latin, and argued numerous cases before the Supreme Court. He also donated to Canterbury the funds for construction of the Chapel of Our Lady. J.T.’s maternal grandfather, William G. Maguire, was a natural gas pipeline pioneer, who fought to bring the natural gas resources of Texas and Oklahoma to the midwest. The Maguire Auditorium honors his memory. Stemming from a legacy of men who were passionate about this country and promoting its progress through innovation and public service, it is no wonder that J.T. was inspired to do the same. J.T. recalls that he was “young and shy” when he first arrived at Canterbury as an unfledged

12-year-old and wishes he could tell his high school self to be “more confident and assertive.” Despite that, by the time he graduated, J.T. had become Editor of the School newspaper, The Tabard, a Sacristan, and captain of the swim team. He credits then Canterbury faculty member Jules Viau with

as well as courses in chemistry, physics, and foreign language.” J.T.’s brothers Gerard ’64 and Hugh ’72 also attended Canterbury, and the former served on the Board of Trustees from 1974–1979 and 1984–2009. After graduating from Canterbury, J.T. followed in his father’s and grandfather’s footsteps to Yale College and Yale Law School. Aside from the obvious academic enrichment provided, this period also gave J.T. the opportunity to travel and experience other countries and cultures. Notably, in the summer of 1963, he lived and worked in Ecuador for the Ecuadorian Corporation. While there, he was asked by Sargent Shriver ’34 to gather information about what the Peace Corps representatives were doing in the country and how their efforts were being received. J.T. compiled a report for Sarge, his first endeavor in the realm of public service. In the spring of 1966, J.T. learned that he was to be drafted to the Vietnam War. As a full-time law student, he was entitled to During his Sixth Form year, J.T. was Editor of The Tabard, a Sacristan, member of a deferment, which was the Senior Council, and a Dorm Proctor. granted with the stipulation that he complete military encouraging him to assert himself as a constructive service upon graduation. J.T. was accepted into leader in his class. In his book, J.T. describes his the CIA’s Career Trainee Program, which entailed experience at Canterbury and conjures images initial training as an Air Force officer, followed by of the School that hold true today: “The school, training and employment at the Agency. There, he in Western Connecticut, sits atop a hill above worked as a budget analyst for the CIA’s Research the town of New Milford. It enjoys a view of the and Development programs. J.T. noted that though Berkshire Mountain foothills and of the Housatonic his time in the Agency did not persuade him to River Valley. Autumn mornings are crisp with pursue a career there, it reinforced his desire to glorious foliage. Mist often sits above the river.” work in public service. From the CIA, he took a civil He continues, “My four years at Canterbury were service job in 1971 in the Department of Health, deeply formative and rewarding. [...] The education Education & Welfare where he met then Secretary imparted by Canterbury was excellent, including of the Department, Elliot Richardson, who would four years of rigorous history, English, and math, become J.T.’s mentor and lifelong friend and with

whom he would share some of the most exciting days of his professional career. J.T. became Richardson’s Executive Assistant in 1972 and moved with him through Washington over the next year and a half as Richardson became Secretary of Defense and then Attorney General under the Nixon Administration. There, J.T. found himself at the center of the Watergate scandal. As a condition of Richardson’s confirmation as Attorney General, the Senate tasked him with appointing a Special Prosecutor to pursue an independent investigation of Nixon’s involvement with the Watergate break-in and other allegations of political and financial duplicity. Richardson selected Harvard law professor and former Solicitor General during the Kennedy Administration, Archibald Cox. As part of a “charter” drawn up by Richardson, Cox, and the Senate Judiciary Committee, which articulated the role of the Special Prosecutor and helped to insulate Cox from political interference by the Nixon Administration, Richardson agreed that he could not remove the Special Prosecutor from office except for “extraordinary improprieties.” Within weeks of his confirmation as Attorney General, Richardson came under increasing pressure from President Nixon to restrict Cox’s activities, which, in accordance with the Special Prosecutor charter Richardson had helped create, he could not do. To make matters worse, in June 1973, Richardson learned of evidence that suggested Vice President Spiro Agnew had received bribes during his tenure as Governor of Maryland. This constituted a national crisis: at the same time

“ My four years at Canterbury were deeply formative and rewarding. [...] The education imparted by Canterbury was excellent, including four years of rigorous history, English, and math, as well as courses in chemistry, physics, and foreign language.”

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/ / SOCIETY OF ALUMNI J.T. (second from left) was a member of the Varsity Football and Varsity Track teams, and captained the Varsity Swim Team in his Sixth Form year.

J.T. fondly remembers his time at Canterbury as being “deeply formative and rewarding.”

that President Nixon was under investigation, the Vice President—his assumed successor—was in jeopardy of criminal prosecution for corruption. As Richardson’s Executive Assistant, J.T. was the principal point of liaison between the Attorney General, and both Special Prosecutor Cox and the U.S. Attorney in Baltimore, MD, who was investigating Agnew. In early August, information about the Agnew allegations was leaked to the press (likely from the Vice President’s own office in an attempt to claim “prosecutorial abuse,” J.T. avers). As Richardson’s Executive Assistant, J.T. became a subject of high interest in the resulting media frenzy. J.T. never spoke with the press regarding the Vice President while he worked for the Department of Justice, and contends that no other staff member of the Attorney General did either. Matters came to a head in October 1973 with Agnew’s forced resignation from the Vice Presidency and plea of “no contest” to tax fraud— an ideal outcome for the Attorney General and his team. However, a mere ten days later, Richardson resigned his post, as part of the events that would be known as the Saturday Night Massacre. With Nixon

J.T. and his father Gerard C. Smith ’31 in 1979.

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increasingly focused on removing Cox as Special Prosecutor of the ongoing Watergate investigation, Nixon and his lawyers requested that Richardson fire Cox. As stated by the charter Richardson, Cox, and the Senate Judiciary Committee created for the Special Prosecutor, Cox could not be fired except for “extraordinary improprieties”; as Cox was performing well within his rights, Richardson refused to fire him, and Cox refused to resign. This left Richardson no choice but to resign his own position as Attorney General only five months after he had been confirmed, and naturally, his staff, including J.T., went with him. Immediately after Richardson’s resignation, his successor, Deputy Attorney General William Ruckelshaus, also refused the president’s order and resigned, leaving the third-most-senior official at the Justice Department, Solicitor General Robert Bork, to fire Cox. These events and the backlash they occasioned signalled the beginning of the end for President Nixon, as his actions to impede Cox’s investigation further tarnished his already fragile image among fellow politicians and the public. While his time in the Department of Justice was short-lived, J.T. looks back on those five months as some of the “most exciting and demanding” of his adult professional career. J.T. regards Elliot Richardson with the utmost respect and admiration, and their working relationship would pick up again down the road. Finding himself unemployed after the Department of Justice, J.T. turned to private practice law at the firm of Covington & Burling for two years before joining Richardson in government once again, this time at the Department of Commerce. In 1976, Richardson became Secretary of Commerce, making him one of only two individuals to have held four Cabinet positions within the United States government. As Richardson’s general counsel, J.T. held the thirdmost-senior role in the Department of Commerce. In January of 1977, Richardson was tapped by the incoming Carter Administration to lead the U.S. Delegation in regard to the United Nations Convention on the Law of the Sea (UNCLOS), which defines the rights and responsibilities of nations with respect to their navigation and use of the world’s oceans, establishing guidelines for businesses, the environment, and the management of marine natural resources. J.T. was one of two individuals with the lead responsibility for negotiations regarding the regime for access to deep seabed minerals, which, at the time, was deemed the greatest obstacle to achieving a comprehensive treaty.

After several action-packed years spent within numerous departments of the United States government, J.T. chose a life with a bit more stability for his growing family. “In law school, I had no intention of entering private practice law,” he shares in his book. “Instead, I planned to emulate my father and pursue public service. Nevertheless, conscious of the need to pay tuition for a growing family and the desire to make a career independent of his mentor, Richardson, J.T. rejoined Covington & Burling in 1977. He was swiftly made partner and remained at the firm until his retirement in 2005. There, J.T. honed his already established interest and specialization in environmental law and matters of natural resources. As a partner at Covington & Burling, J.T. represented many large corporations. Due to his work with the Chemical Manufacturers Association, in particular, J.T. emerged as one of the country’s experts on the Resource Conservation and Recovery Act and the management and cleanup of solid and hazardous waste. He also represented Exxon Valdez after the catastrophic oil spill in 1989, negotiating its potential civil and criminal liabilities to the U.S. government under the Clean Water Act. For two years, he lived in Brussels, Belgium, as he established a European office for the firm to focus on emerging European Community environmental health and safety directives. During the final 15 years of his career, J.T. represented petroleum, mining, and chemical companies in disputes with federal and state authorities regarding compliance with environmental regulations and liability for historical contamination. He contributed numerous articles to journals and trade press on diverse topics, including Law of the Sea; national and international regulation of solid and hazardous waste; and standards for measuring and assessing damages to natural resources. In addition, J.T. has served on non-profit boards, including the Council for Excellence in Government; The Elliot L. Richardson Prize Fund; the Talbot Hospice Foundation, and the Academy Art Museum of Easton, Maryland. To enjoy a career as substantial and varied as J.T.’s is an aspiration of many. When asked which of his

professional roles has been the most fulfilling, J.T. responded that his time in public service, with its broad agenda of issues and multiple players, had certainly been the most interesting, but that he found private practice law to be rewarding as well because it required a higher level of individual accountability. Since his retirement, J.T. has enjoyed spending time with his wife Mary, and three sons, John, William, and Benjamin. His voracious appetite for travel has taken him all over the world, and he always has a few good books to discuss and recommend. As he looks back on the generations of men who shaped him, he is inspired by the legacy he leaves in his children and grandchildren. In his book’s epilogue, J.T. notes: “Attributes of prior generations already are apparent in one or more of each of the 11 members of the next generation of my family. They include entrepreneurship, selfdiscipline, adherence to Catholic faith, appreciation of and involvement in education, generosity of spirit, excellence in parenthood, intrinsic kindness, love of sport (including golf and tennis), wide appetite and interest in reading, scholarly accomplishment, and broad interest in the world of which they are part.” J.T.’s interest in the world has taken him far and wide in an enriching career and life devoted to serving others, and we are enormously proud to call him a Saint.

J.T. and his wife Mary love to travel the world, and enjoyed a trip to Alaska in 2019.

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Co-Founder and CEO of Cars.com Alex Vetter ’89, P ’22 Joins Student Business Club as Inaugural Guest Speaker Canterbury’s freshly minted Business Club had its first guest speaker on November 12. Alex Vetter ’89, P ’22 shared his experience as co-founder and CEO of Cars.com, a publicly traded company and leading digital marketplace and solutions provider for the automotive industry that connects car shoppers with sellers. Since becoming CEO in 2014, Alex has taken Cars.com public and transformed the Company’s business model from an online listings and content provider to a full marketplace solutions platform, uniting media, digital solutions, and data to drive efficiencies for the auto industry. He has also grown the company exponentially, spawning four businesses, including Dealer Inspire, Dealer Rater, and FUEL. After graduating from Canterbury, Alex earned a B.A. in History and Psychology from Providence College and then went on to play lacrosse overseas for one year. Prior to Cars.com, he served as Manager of Business Development of Classified Ventures from 1997 to 1998, as Business Development Manager of Tribune Interactive/ Tribune Media Services from 1996 to 1997, and also

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had experience working in a factory and bussing tables in a restaurant. When asked how he got to his current position, Alex said, “I think it’s been a little luck, a lot of hard work, a desire to improve every day, and a general commitment to try to help others along the way.” Alex also emphasized the importance of goal-setting, both on a personal and professional level. Every year since the mid-1990s, he has written down three personal and three professional goals, and he holds himself to them. He told the Business Club that one of the goals he wrote down when he was 22 was to one day return to his alma maters to share what he has learned and achieved. The club was thrilled to hear about his journey and help him cross that goal off his list. The Canterbury Business Club was rekindled in the fall of 2020 by a small group of students who wanted to learn more about finance. Some of them were taking the School’s Syracuse University Project Advance Personal Finance course—a class that is not commonly offered in high school curricula. The club meets weekly and is facilitated by SUPA Personal Finance and French teacher Zach Lord. Topics are proposed by the students and are wide-ranging, including advertising and marketing, stocks and investments, nonprofit and for-purpose organizations, and leadership and management. The club aims to have guest speakers

from various backgrounds and careers to share their experiences and connect with students about diverse opportunities.

“ I think it’s been a little luck, a lot of hard work, a desire to improve every day, and a general commitment to try to help others along the way.”

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Alex’s virtual talk was well-attended and left students with valuable lessons about work ethic and what it means to truly lead a team (his team at Cars.com is now over 1,300 strong). He noted that servant leadership—a practice widely instilled at Canterbury—is crucial to being a good employer: “People always ask me what the difference between leadership and management is, and my response is that leadership is a privilege and management is a responsibility. You have to put other people first; to serve is to rule.” Alex also shared some advice for current Saints: “You don’t realize how many amazing people are around you every day, especially at Canterbury— it’s a special place. Get to know as many people as possible and try something you have never tried before.”

Raheem Logan ’12 Publishes First Book for Children, Black Boy Fly

Raheem Logan ’12 has been busy since he returned to Canterbury and joined the theology department in 2019. In his first year teaching, he completed the New York City Marathon. His second year, he wrote and published his first book—and it looks like there will be more to come! “I purchased 10 ISBNs in the process [of publishing this book],” Raheem said. “I have plans to fill some, if not all of those in.” Black Boy Fly is the story of Rashad—a young boy whose “brown skin and smile would shine the brightest during his weekend afternoons at the beach, watching the seagulls hover and spending quality time with his family.” When his parents split up shortly after his ninth birthday, Rashad wants to know when they will return to the beach and happier times. Feeling like everything he loves is slipping away, Rashad is given the gift of a new sport that his mom heard about: squash. “What inspired me to write a book for children was acknowledging the strength that is within them and not underestimating that,” Raheem said. “It means so much for me to tell this story. The book

includes things I wish I had said to my family growing up and also shares the narratives of some amazing young people with whom I have had the good fortune to cross paths. Giving examples of positive family dialogue and exploring the need for transparent communication in our society was important to me.” The story echoes some of Raheem’s own experiences growing up and his love of squash. Prior to working at Canterbury, Raheem was the Director of Squash for non-profit, CitySquash, for three years. There, he coached, mentored, and managed the squash program for about 50 urban youths and assisted in the overall operations and culture-building for the program. He was born and raised in Harlem, NY, and his passion for squash developed at a young age through an after-school program called StreetSquash. After graduating from Canterbury, Raheem attended Wesleyan University, CT, where he played on the squash team and earned his bachelor’s degree in sociology. In addition to teaching at Canterbury, Raheem is the head coach for Boys’ Varsity Squash and works with the office of Student Life to assist with inclusion initiatives on campus. “I’m so grateful for the team I had who helped me bring this project together—from Delvonte Smith (the illustrator) to all the first readers, and to everyone that has supported it. You don’t have to do something like this alone, and I hope to empower everyone to tell their stories because they are so important,” Raheem shared. “The title and the cover image tell you a lot: I wanted to center the Black voices that sometimes are suppressed or not recognized in society. I think about young men and the stigma around displaying their emotions. I also wrote the book for adults who were once young

people and need to remember that too.” Raheem hopes readers take away from this book the value of communication and asking. “We are constantly moving as adults and forget at times that the young people in our lives are experiencing this life in a different way,” he said. “Showing a genuine interest in them, their passions, and their imagination is so important to their development.” We congratulate Raheem on this amazing achievement and look forward to his future published stories!

“What inspired me to write a book for children was acknowledging the strength that is within them and not underestimating that,”

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Our

Campus Hero As Director of Health Services at Canterbury, Colleen Cook, R.N. ’02 is responsible for overseeing the daily operations of the Health Center and its staff, including preventative care, medication administration, coordination of care with outside physicians, and counseling services. Needless to say, her role has become even more valuable over the past year as it expanded to meet the needs of our community during the pandemic. Colleen, along with the other members of Canterbury’s Medical Task Force, created campus safety protocols, implemented COVID-19 testing procedures and stayed current with the ever-changing medical landscape to shepherd the School through safe, in-person learning. Colleen returned to Canterbury in the fall of 2019 after spending several years working as a nurse in the organ transplant unit at the Hospital of the University of Pennsylvania. There, she served as the Director of Abdominal Transplant and helped facilitate the Hand and Uterus Transplant programs. Colleen notes, “While this may seem like a nontraditional background for the school setting, there are actually many similarities: in transplant programs, it is important to address all of the patient’s health needs, which include education of the patient and family, coordination of care, and communication with all the Care Team members. Also, much like boarding school, the transplant unit is a 24/7 operation.” After graduating from Canterbury, Colleen received a Bachelor of Science in nursing from Villanova University and obtained a Master of Business Administration from Temple University. Outside of the School, Colleen is actively involved with two organizations based in Togo: Wish Them Well and El-Fazien orphanage. She traveled to Togo in 2019 as a volunteer and has also participated in 11 of Canterbury’s annual trips to Lourdes—three as a student

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and eight as the attending nurse for the group. Her affinity for helping others and her solution-oriented approach have positioned her as a crucial guide for Canterbury’s success with in-person learning this year. Despite the innumerable challenges, Colleen and the Medical Task Force remained steadfast in their commitment to providing the best and safest experience for our students. “Our greatest hurdles this year were the number of unknowns and the constantly changing landscape in which we were operating,” Colleen shared. “We had to look at the year as small segments of time—so much in the medical landscape changed rapidly, making it difficult to forecast for long-term planning. Additionally, finding the right balance between mental and physical health when we were developing protocols was a challenge. At times, these two priorities would conflict, so deciding where and when to be flexible was a constant discussion.” The hard work of the teams was realized when, after a remote spring and uncertain summer, Canterbury reopened its doors to in-person learning in the fall of 2020. Beyond that, it offered a rich student life experience, replete with fun activities and opportunities to safely socialize, musical and artistic performances, and interscholastic athletic competitions. “When the students arrived back on campus this fall, it was a really big, affirming moment,” Colleen said. “Then, being in a position where we could play 22 athletic contests in a single weekend this February felt like a huge win!” Having attended Canterbury, Colleen believes in the boarding school model and Canterbury’s unique approach in particular and credits this for much of the success this year. “Boarding schools were uniquely set up for success for in-person learning due to their ability to limit the campus comings and goings of faculty, staff, and students. Having access to testing, both PCR and rapid antigen, was a major asset to our already sound protocols and allowed us to quickly and efficiently test our entire community.” Colleen continued, “Canterbury’s intentionally small size, coupled with a cohesive administrative team and faculty and staff who were willing to adapt to changes and make the best of the situation, positioned us for success and made our team confident in a positive outcome.” In November, Canterbury responded to an open request to schools from The Association of Boarding Schools (TABS) to share a video of our “Campus Hero.” There is no doubt that Colleen is that person for Canterbury every day, and the video recognizing her efforts was shared publicly during the TABS conference. We are so grateful to our Campus Hero, Colleen, and even more proud to call her a Saint.

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Society of Alumni Recognizes and Honors Outstanding Alumni

E

ach year, the Society of Alumni celebrates alumni who have made an impact in their profession, community, or the world at

large and who have shown extreme dedication to Canterbury School. Awards are typically presented at the Society of Alumni Annual Meeting during Alumni Weekend; with last year’s event canceled and the 2021 event modified, we did not want to wait any longer to acknowledge these fine Saints. We look forward to honoring them in person during Alumni Weekend in 2022. Co-president of the Society of Alumni William “Macy” Steers Jr. ’04 shared the importance of honoring Canterbury’s alumni: “Recognizing alumni for their excellence is one of the most surefire ways for Canterbury to both cultivate our community and put a spotlight on those who continue to exude Canterbury’s values after their time at the School.” The Thomas J. Sheehy Distinguished Alumni Award was established in 2014 and named after the fifth headmaster of Canterbury School. This award recognizes an alumnus/a of Canterbury School who, through their professional, community, or public service, has brought distinction to themselves, credit to Canterbury School, and benefit to the communities they serve. The Society of Alumni is pleased to present this award to James P. (Jim) Stearns ’66 and Dr. Matthew Weir ’70.

“ Recognizing alumni for

their excellence is one of the most surefire ways

for Canterbury to both

cultivate our community

and put a spotlight on those who continue to exude

Canterbury’s values after

their time at the School.”

James P. (Jim) Stearns ’66 has spent over twenty years in the field as a humanitarian aid worker, which takes a truly special type of person (the story goes, if you spend two years as a Humanitarian Aid Worker, that is highly commendable). Humanitarian aid workers operate in areas of the world ravaged by war, natural calamities, or man-made disasters. In this role, they work to save people’s lives, ease their pain and suffering, and preserve human dignity. In two decades, as part of the emergency response team for CARE International, Jim has consistently been among the first

on the scene in response to human disaster in some of the world’s most remote areas. He has helped embody the empathetic response to such atrocities as genocide in Rwanda, civil war in Sierra Leone, and the rapid spread of HIV across Africa. The challenges included lack of food and water, lack of medical supplies and facilities, roads that are washed out or closed, language barriers, and the constantly shifting currents of deadly politics. In countless operations, he succeeded in getting the right people and equipment to the right place at the right time and doing so in a manner his colleagues described as masterful, ingenious, and balanced with both great judgment and a healthy sense of humor. Through this long-standing devotion, Jim has saved countless lives, built opportunity, brought hope, and forged a brighter future for many of the world’s neediest people. This type of service to humanity often happens in obscurity. Entering Canterbury in his Fourth Form, Jim played football, hockey, and baseball. He was also a Boarding Proctor, member of the Bridge Club and the Jazz Club, and was Business Manager of the Cantuarian. After Canterbury, Jim went to Williams College for his BA and The School for International Training for his MA. In 1999, Jim received the Williams College Bicentennial Medal for his humanitarian service. Jim and his wife, Janelle, live in St. Petersburg, Florida. Matthew R. Weir, M.D. ’70 is an attending physician and Director of the Division of Nephrology in the Department of Medicine at the University of Maryland Hospital, Baltimore. He is also Professor of Medicine at the University of Maryland School of Medicine. Matt’s primary research interests include the use of antihypertensive therapy for the treatment of diabetic nephropathy, hypertensive renal injury in African Americans, cardiovascular disease in patients with chronic kidney disease, and mineralocorticoid receptor antagonism to treat atherosclerosis. He has written more than 600 manuscripts and book chapters about these topics. He has edited eight books on topics in nephrology, transplantation, and hypertension and has presented at numerous international scientific association meetings, hospitals, and medical schools. Matt currently reviews manuscripts for more than 30 major medical journals, including the American Society of Nephrology and Archives of Internal Medicine. He is on the editorial board of 18 journals and is Section Editor of Current Hypertension Reports and Current Opinion in Hypertension and Nephrology, and Associate Editor of Clinical Nephrology and the American Journal of Nephrology. He has five active NIH-supported grants: three from the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) and two from the National Heart, Lung, and Blood Institute (NHLBI). In addition, he is a member of numerous associations, including the American Society of Nephrology, the National Kidney Foundation, the American Heart Association,

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and the American Society of Transplantation. Matt received his medical degree from the University of Virginia, Charlottesville. He completed his internship and residency programs in medicine at the Waterbury and Yale-New Haven Hospitals in Connecticut and completed his nephrology training at the Brigham and Women’s Hospital, Harvard Medical School, in Boston, Massachusetts. He then moved to the University of Maryland, where he has been a full-time faculty member since 1983. . Established in 2018, the Canterbury School Outstanding Young Alumni Award honors an alumnus/a who graduated within the last twentyfive years, who has made significant contributions to civic organizations and/or a chosen profession, whose life is characterized by creativity, curiosity and community service, and who reflects the highest ideals of Canterbury School. This year, the Society of Alumni honors Meg (Caswell) Holladay ’95 and Libby Foley ’06 with this award. Meg (Caswell) Holladay ’95 began her career in design the moment she decided not to attend law school. After earning a degree in criminology,

she soon enrolled at The Art Institute of Chicago, IL, where she completed her B.F.A. in interior architecture. She began her design career with Ralph Lauren Home but quickly set out on her own, launching her Design Shoppe in a well-known Chicago neighborhood.

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Meg was launched into the national spotlight as a top interior designer in 2011 when she won season six of HGTV’s Design Star. She has gone on to host her own show for HGTV, Meg’s Great Rooms, and has starred in specials including “America’s Best Kept Secrets,” “HGTV Home Makeover,” and “America’s Most Embarrassing Living Room.” Meg is also a regular on local Chicago and national television talk shows, including ABC’s Windy City Live, NBC’s Open House, Fox News, and Good Day L.A., and has been featured in national ad campaigns for both Lowe’s and Big Lots. Meg is currently Executive Producing and Hosting her own show on The Design Network “Welcome Home Angel.” The show follows along as designers transform homes for children that are critically injured, medically fragile, or non-typically developing. The show’s concept was inspired by a nonprofit of which Meg is Vice President. The organization is based in Wilmington, NC, and is currently expanding across the nation. Meg’s love for giving back and helping others started at a young age and was ingrained in her during her time spent at Canterbury School. Libby Foley ’06 grew up in Winnetka, IL, a northern suburb of Chicago, before attending Canterbury and graduating in 2006. Having first developed an interest in American government while at Canterbury, she has lived and worked in Washington, DC, since graduating from college, working at non-profit organizations and on Capitol Hill. Libby currently serves as a senior aide to Congresswoman Betty McCollum (D-Minn.), a member of the powerful House Appropriations Committee, handling a diverse portfolio, including agriculture, energy, international relations, global health and global food security. In this role, she tracks all legislative and regulatory activity within

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her portfolio, meets with advocacy groups and stakeholders, advises on policy matters, prepares and staffs the Congresswoman for all relevant committee work, and helps develop and advance legislative priorities. Through her work on Capitol Hill, Libby has also had the opportunity to work with the Bill and Melinda Gates Foundation and United Nations Foundation. With these organizations, she has traveled to Ghana, Ethiopia, and Uganda to meet with government officials to discuss the global health and global food security policies and programs supported by the United States, and was able to see firsthand how these programs are implemented in the field. Prior to her time in Congress, Libby worked at the Environmental Working Group, a non-profit organization focused on sustainable agriculture and environmental health. As a member of the government relations team, she assisted with lobbying efforts on Capitol Hill, focusing mainly on the Farm Bill and cosmetics safety reform. Before that, she interned with the Alaska Wilderness League and with Sen. Mark Kirk (R-Ill.) and Rep. Louise Slaughter (D-N.Y.). Libby graduated from Hobart and William Smith Colleges in 2010 with a Bachelor of Arts in Environmental Studies and Political Science. She joins a long line of family members who also attended Canterbury, including her father, Kevin Foley ’65; uncle, Fran Foley, Jr.’64 (who worked at Canterbury from 1979-1999, including roles as the Admission Director and a math teacher); and cousins Megan Foley Corrigan ’91, Fran Foley III ’93, Sarah Foley Montagano ’95, and Caroline Foley Rice ’99.

CLASS NOTES

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1949 Donald Street is still sailing and racing. Don is the second oldest Dragon sailor in the world that is still active in racing. In 2020, he raced as a rock tide wind pilot and assistant navigator on kinship Baltic 49 in the Royal Ocean’s Racing Club (RORC) Caribbean 600 with Tom Selldorff, age 92.

1955 Gerald O’Connor is now completely retired. In 1990, he bought the Central American operations of The Pillsbury Company with companies in Guatemala, Nicaragua, and Costa Rica. Running these companies was great fun and a once-in-alifetime experience. In 2013, Gerald had a stroke and another in 2019, which forced him to sell his investments. Gerald and his wife Julie live permanently in Guatemala with, an apartment in Guatemala City and a home in the ancient city of Antigua.

Dick and his wife have been selfquarantined since March 2020. Doctors and picking up a food order are pretty much all they do. “This is a good test of a relationship.”

1958 Tony Vinals celebrated his 80th birthday on November 29, 2020, in the company of his immediate family. He is still wearing the tuxedo that his mother bought for him in 1957 in Havana, Cuba when he was a senior at Canterbury. He is thankful for the blessings of a long and healthy life, his loving wife Consuelo, and the great education and time he spent at Canterbury.

1962 Malcolm McLachlan was inducted into the Connecticut Golf Hall of Fame and is currently a rules official for the United States Golf Association (USGA).

1965 1956 Dick Harris spent 27 years in the United States Air Force and spent 30 years as a ski bum. Did he have his priorities wrong? He thinks not. COPD has forced a move back to Arizona. He lived at 6,400 feet and played between 7,000 and 10,000 feet in Park City, Utah. He had to come down in elevation. He now lives in North Scottsdale, AZ, where he lived twice before, in a twenty-year-old house, and for a year, he has fixed any number of things. The light is at the end of the tunnel, and it is not Phoenix.

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Dan LaChance and his wife Phyllis volunteered together at the 2019 U.S. Open at Pebble Beach. It was Phyllis’s first U.S. Open assignment and Dan’s 11th U.S. Open as a Walking Scorer. In 2020, Dan and Phyllis enjoyed the ultimate social-distancing experience by traveling in their motorhome around the

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Clockwise from left: Tony Vinals ’58, Thomas Brennan ’72, Tom Moore ’77, Erin Lynch ’81, Dan LaChance ’65

glorious West. They spent three weeks in Arizona touring historical sites. A highlight from Dan’s bucket list was “standing on the corner in Winslow, Arizona” and taking a photo of Phyllis standing next to the truck while singing, “It’s a girl, my Lord, in a flatbed Ford, slowin’ down to take a look at me!”

1972 Thomas Brennan is the Director of Orant Charities Africa, where he operates a medical clinic in Kasese, Malawi, providing medical services to 36,000 people, digging water wells, educating young women, and training farmers.

1977 Tom Moore has been very active with The American Legion in Wilton, CT, since retiring from the US Postal Service in 2015. His wife Nancy and he will be celebrating 33 wonderful years of marriage in June.

Selkirk (Tony) Walters is looking forward to participating in his 40-year reunion in 2021!

1982 Holly Eden Morrow authored her first book, The Bridge. Her book helps guide teens and adults to pave their way to success by using their gifts of inner wisdom and creativity combined with daily exercises that include meditation. She also recorded her 24 meditations to make the journey easier.

1983 Joe Staley and his wife Anya now live in Houston, TX. Joe is Vice President for University Advancement at University of Houston - Clear Lake. He would love to connect with other Saints in southeast Texas.

1981 After 32 years working for TJX Companies, Erin Lynch has taken an early retirement to start her own coaching and consulting practice. Erin is excited to be able to focus her energy on helping individuals discover their passions and achieve their goals. In addition to working with senior executives, women in business, and teams, Erin has been volunteering her time helping recent college graduates and young adults early in their careers discover their path for the future. Erin would love to hear from her classmates and fellow Saints!

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Clockwise from top left: Andy Staib ’86, Ally (Dusault) Earnest ’92, Virtual fundraiser with Miriam “Duchess” Harris ’87 and Christopher Molanphy ’89, Eric Tietje ’89, Joe Staley ’83, The Bridge by Holly Eden Morrow ’82

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1986 Andy Staib, fourth-generation Owner of DWS Printing Associates, announced the opening of a new printing and packaging facility in Austin, Texas. DWS Printing & Packaging officially opened for business in October 2020 with a focus on providing labels and pre-sleeved cans for the Texas craft beer and spirits market. Established in 1865, DWS is a five-generation familyowned and operated company based in Long Island, New York. Tragically, DWS suffered a devastating loss when Andy’s brother and business partner, Tom Staib, passed away suddenly in early October while working at the new facility. The Staib family appreciates all the love and support that has been flowing in for the past several months. Andy and Tom’s son, TJ Staib, are proudly carrying the DWS torch onward in Tom’s honor in the new Austin facility with the motto #TOMSTRONG.

1988 Jose Carrion, after four years as Chairman of the Federal Oversight Board for Puerto Rico, has accepted an offer to become President of MCS Healthcare Holdings in San Juan, Puerto Rico. Jose hopes all of his Canterbury friends are well.

1989 Christopher Molanphy and an array of Canterbury alumnae/i from the late ’80s showed up and showed out to cheer on—and quite literally toast—dear friend Miriam “Duchess” Harris ’87 at a fundraiser and virtual wine-tasting she

co-organized just in time for Valentine’s Day. Cantuarians in attendance online that evening included Shelly Hettwer Arrix ’87, Landis Becker Young ’87, Karen B. Casey ’91, Mary Collins Morales ’87, Kevin Lane Dearinger (former faculty), Neal Griffin ’87, Cassie Scharff Hallberg ’86, Kristina Hals ’89, Patrick Hardy ’87, Debbie Hopkins ’87, Tricia Lawlor Jorden ’87, Chris Molanphy ’89, Todd Moscowitz ’87, Alexa Ogno ’87 and Christine Cauchon Summer ’87. In the second photo, you can see Duchess giving her on-camera presentation, discussing the invaluable support The Links provides to Minneapolis students and why, even during the pandemic, the show must go on. “I have friends who have said they wanted to something in response to the [2020] murder of George Floyd, but they don’t know what to do,” Duchess told Minneapolis-based Insight News. “Well, here’s an opportunity. This is the perfect way to support a cause and have fun doing it.” Eric Tietje is living in Washington outside of Seattle with his wife, Siouxsie, and kids, Ollie (12) and Ryan (9).

1992 Remzi Bajrami is finishing work on his first book about an evolution of economics. Common Planet: a New Game of Life will be available in 2021.

1997 Danielle (Enage) Conkling ’97 is a senior manager for the corporate social responsibility team at Silicon Valley Bank (SVB), where she oversees the many ways in which SVB strives to be a catalyst for doing good in the world. To this end, she’s in charge of SVB’s compliance with the Community Reinvestment Act (CRA), which encourages banks to help meet the credit needs of low- and moderate-income individuals and neighborhoods. She champions the bank’s enterprise-wise ESG (environmental, social and governance) efforts, which address the sustainability and ethical impact of the company’s investments and operations. She also works closely with employee philanthropy and volunteer service programs and is a point person for community affairs. Danielle gives back when she’s not working, as well. She is a regional board advisory member of BUILD, which provides entrepreneurial experience to young people in under resourced communities, as well as of Girls Leadership, a nonprofit organization whose workshops and training programs equip young girls to develop the power of their voice. Danielle was a Sacristan and proctor while at Canterbury, and was a member of the soccer and track and field teams. After Canterbury, she went on to receive her Bachelor of Science in Business Administration, Finance, and International

Ally (Dusault) Earnest has lived in Missoula, Montana since 2014 with her husband Dan and their two daughters, Ella (16) & Margaux (14). Ally and Dan started a family leather working business, Whiskey Leatherworks, in 2014. You can now look for their products in retailers like Orvis and Huckberry.

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Carolyn Valentine ‘11.

2011 Alec Woodworth, a senior exchangetraded fund (ETF) sales specialist with MSCI, recently achieved the Chartered Financial Analyst® designation.

2013 Megan Schroeder married Chase Johnson in Dallas, Texas, on September 26, 2020. Sydney Trezza ‘13 was her Maid of Honor. Danielle Conkling ’97 was one of 13 women leaders celebrated on International Women’s Day on the Nasdaq Tower. “As women leaders and pioneers, we must empower and lift up others, especially other women, girls, and underrepresented groups—that’s how we truly break glass ceilings.”

Business from Georgetown University, DC, and her Master of Business Administration from Rice University’s Jones Graduate School of Business, TX. Danielle lives in California with her husband Joel, son Lucas, and daughter Alexa. Danielle serves on both the DEI and Society of Alumni Executive Committees.

2007 Jonathan Zheng has been working in international event marketing and advertising, helping execute campaigns for brands across industries including entertainment, sports, liquor, luxury, auto, and tech. He is currently in a global event marketing role with Facebook and Instagram, with whom he spent several years in Singapore covering the Asia Pacific market and spent 2020 on assignment in London covering the EMEA region (Europe, Middle East, and Africa). Jonathan

PAGE 68.

is back in Singapore for 2021, continuing his Asia-Pacific role while pursuing further international work and lifestyle opportunities.

2008 Jaime Bonner married Joseph Capalbo on September 19, 2020, at St. Catherine of Siena Church in Greenwich, CT.

2011 Ashley Bonner wed her longtime boyfriend firefighter, Steven Kindschi, on January 15, 2021, at St. Mary’s Church in Ridgefield, CT, in a small ceremony due to COVID-19. Alongside her were her Maid of Honor, sister Jaime (Bonner) Capalbo ‘08, and bridesmaid,

THE MAGAZINE OF CANTERBURY SCHOOL

2014 Casey Yardis married Matt Spinosa on October 10, 2020, at Holy Trinity Catholic Church in Gainesville, Virginia. Two of her bridesmaids were her best friends and classmates from Canterbury, Tatiana Pekarovic-Roe ’14 and Rosie Skarzenski ’14. Casey and Matt met while both were attending Marymount University in Arlington, Virginia.

Opposite page: Jaime Bonner ’08, Ashley Bonner ’11, Carolyn Valentine ’11 This page clockwise from top: Jonathan Zheng ’07, Casey Yardis ’14 with Tatiana Pekarovic-Roe ’14 and Rosie Skarzenski ’14, Jaime (Bonner) Capalbo ’08, Megan Schroeder ’13 and Sydney Trezza ’13

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/ / SOCIETY OF ALUMNI

2021

rg/a .o y r u cb

eek w i n m u l

end

Thursday, June 10

Welcome Back, Class of 2020

Friday, June 11

Reunion for Classes of 2000, 2001, 2005, 2006, 2010, 2011, 2015, 2016

Saturday, June 12

Reunion for Classes of 1975, 1976, 1980, 1981, 1985, 1986, 1990, 1991

Sunday, June 13

Alumni Memorial Mass Reunion events for other classes are also being planned throughout 2021. Please reach out to Director of Alumni Relations Kate Heslin ‘96 at (860) 210-3954 with any questions. PAGE 68.

THE MAGAZINE OF CANTERBURY SCHOOL

Canterbury Core Success Story Keith Angell ’75 has been a C-Level executive and board director at 12 venture capital/private equity-backed, high-growth tech companies. As CEO of Pythian Services, Keith directs the leading cloud, data, and analytics global company. Pythian is a premier Google partner with eight specializations in cloud migration, data management, IoT, machine learning, and analytics. Keith is an experienced CEO, board director, and leader who optimizes enterprise value for customers, employees, and stakeholders. He

Keith Angell ’75

earned his B.S. in engineering from Duke University, NC, his M.S. in engineering (operations research/decision analysis) from Northeastern University, MA, and his M.B.A. in finance from Louisiana State University, LA. Keith has been a member of the Canterbury Board of Trustees since 2015. Alex Luo ’19 is currently studying Political Economy and Computer Science at Georgetown University, D.C. After college, he hopes to go into investment banking for a couple of years to gain technical business skills and experience. Afterward, he is interested in pursuing venture capitalism or corporate development at a tech firm or start-up. During his time at Canterbury, Alex was a Head Proctor, member of the Varsity Squash and Cross Country teams, the Honor Society, and performed in theater productions. He was also a recipient of the esteemed Richard L. and Mary Catharine Farrelly Award for his quiet but thorough leadership. Alex reached out to Keith ’75 using Canterbury Core to gain insight into the finance industry and foster a connection within

Alex Luo ’19

the field. The result was an impactful relationship that has been reaffirming for both alumni.

Why did you sign up for Canterbury Core? Keith ’75: I have always believed in “paying it forward” and giving back to the communities that helped me as a young person. I also get such joy in assisting young people in their career growth and staying connected to young alumni. This is the ultimate win-win! Alex ’19: I signed up for Canterbury Core because I recognize the incredible value of creating alumni connections. As Canterbury alumni, we have the unique opportunity to share and bond over our experiences at Canterbury. Although no two experiences on the hilltop are the same, the connection is real. What has your experience been using the platform? Keith: Canterbury’s Advancement team and the platform have made it very easy to register as a mentor and engage with our great young community. Alex: I’m currently seeking summer internships and having this amazing network of Saints is definitely a bonus. Even though the platform is quite new, I

have been impressed with the connections I have made so far and can see myself using this resource throughout my career, no matter the stage. How did you get connected with your mentor/mentee? Keith: Alex reached out through the platform, and we scheduled our first call in the fall of 2020. Super simple and easy! Alex: I reached out to Keith because I saw that he was willing to help and has incredible experience in the finance industry (one of my top industry choices). I shot him a message that quickly introduced myself and asked to chat, and he responded within a day. As someone who has reached out to many people, many of whom never respond, I was surprised by and grateful for Keith’s prompt reply. I guess it just goes to show that Canterbury alumni really are willing to help. What has it been like for you to be a mentor for another Canterbury alumnus?

Staying connected through Canterbury Core is an honor. What has it been like to have a Canterbury alumnus as a mentor in the field you wish to pursue? Alex: Incredibly helpful! Not only do I have access to someone with robust business experience, but I also have a new personal connection. Keith is someone whose advice is incredibly insightful, and I have truly enjoyed looking up to a fellow Saint. What was the outcome of this relationship, and how has this connection helped you? Keith: We are still connected and working together as Alex continues his journey. Alex: It was great just chatting with Keith, and I know that I will always be able to reach out to him. I also look forward to using Canterbury Core to create other meaningful professional relationships.

Keith: I’m so appreciative of the opportunity to serve the Canterbury community in any way I can.

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// IN MEMO RIAM

Edward l. chainski, jr. ’50

timothy m. o’connor ’55

kevin o. keating ’59

george d. largay ’61

1932 - 2020

1935 - 2020

1942 - 2020

1943 - 2019

Thomas Flannery ’63

barry j. young ’64

robert w. stuart ’66

francis c. o’neil, Jr. ’68

1946 - 2020

1948 - 2021

1950 - 2020

c. sean o’Meara ’71

carol (shaw) woodard ’76

catherine m. stone ’93

ryan a. pospisil ’97

1953 - 2014

1958 - 2021

1975 - 2020

1978 - 2021

1945 - 2021

PAGE 72.

THE MAGAZINE OF CANTERBURY SCHOOL

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