the bulletin Spring 2023

the bulletin

GETTING TO KNOW LAURIE LAMBERT

STONELEIGH-BURNHAM SCHOOL ALUMNAE MAGAZINE Spring 2023

LETTER FROM THE HEAD OF SCHOOL

Ilove to hike in the beautiful woods and hills of the Pioneer Valley, and I’m always grateful to the folks who set and maintain the trails, making and keeping the way open for others. Their trailblazing makes it easy for more people to experience the beauty of the natural world. Sometimes when I am hiking, I wonder how the trailblazer knew how to navigate the woods and how best to set the trail. I know that some hikers are able to see things in the woods that others miss, and they envision a way through snags and stumbling blocks on their way to a beautiful destination. Trailblazers must start from a single spot, constantly assess their progress and the way ahead, look to all sides, and take their focus through one hurdle to the next hurdle and beyond. All along the way, they must keep the eventual destination of the trail in mind.

Trailblazing is a special kind of leadership and it starts with a single idea. The trailblazer often works as an individual. The trailblazer inherently believes in the power of the future: that even if the present course is arduous, those who come afterwards will benefit from their efforts.

For our purposes here at StoneleighBurnham, I think of trailblazing as venturing into unknown territory and marking a path for others to follow. Trailblazing in this context definitely describes the passionate and determined work of SBS alumnae and our current students. Here too, trailblazers must start with an idea, a passion to reach an outcome, and then they must set intermediate goals, consider and overcome a wide variety of challenges, and re-center and move forward to the desired destination.

a long tradition of blazing trails among Stoneleigh-Burnham

Active trailblazing is inherent in the culture of SBS. This school of modest size and lengthy history has long been a place where trailblazing has been central to the School’s identity. Our alumnae, from Mary A. Burnham and Stoneleigh-Prospect Hill, as well as those from more than 50 years of our modern StoneleighBurnham School, are trailblazers. When I talk with them, I am continually impressed by how they have made their way and thrived in new and complicated environments. I am grateful for their efforts to make a way for others to follow; their passion, commitment, and generosity of spirit always comes through.

In our work with current SBS students, we are committed to helping them become trailblazers.

We support them as they:

• Develop an understanding of the world and their ability to impact their community.

• Develop their voices to communicate authentically and powerfully about their idea.

Girls’ Schools Leading the

Way 18

• Think critically and stay focused as they strategize, plan, implement, and adjust.

• Connect by building relationships and helping others move forward too.

21 May 4th Day of

Giving

In this bulletin you will read about many SBS trailblazers. In each instance, our alumnae found something they cared about, accessed their voices, thought critically, and connected with others. Whether you’re a trailblazer or one who benefits from their work, I hope you enjoy the journey through the pages.

world’s circus hub.

26 coda 27 in MemoriaM

Cover photo: Matthew Cavanaugh

Stephanie Luebbers Head of School

THE POWER OF PEERS A

HOW GROUP SUPPORT HELPS EACH OWL FIND HER VOICE

strong girls’ school is a place where students discover their authentic selves, develop skills and competencies to communicate and lead, and be prepared to make a difference in the world. To my mind, an appropriate term to encompass these capacities is “voice”, and it is StoneleighBurnham’s fundamental commitment to helping our students find their voices that grounds all that we do. Having said that, one of the key elements that supports a student’s ability to find and use their voice - whether it is a literal voice or an ability to step up and demonstrate skills - is the role of peers. Knowing and trusting that peers will support them when they try something new or take a risk or face a challenge, is essential to the confidence that success in such moments requires.

I always look forward to, and love, the performing arts presentations at SBS, and this winter’s performance before the holiday break was no different. That evening, as I sat in the audience and peeked at the program between performances, I smiled to myself; this was going to be one of those SBS moments: A talented junior was about to take to the risers to sing solo - in public - for the first time. This was sure to be one of those times when I saw a clear representation of the amazing things that happen at SBS because it is a girls’ school that supports students in finding their voices and being

She walked up to the microphone under the lights, looked a wee bit nervous and took a breath, then looked at the audience, who shouted “You’ve got this!”, called her name, and cheered her on - even before she had sung a note. She smiled and nodded to her accompanist and began, her voice clear and sonorous, interpreting the melody and lyrics of the song in her own unique way. This was a beautiful and personal rendition of

the piece. It was magical, but there is a second part to the story, and it happened at the end of the song, as I knew it would. The gym erupted in cheers of support. Throughout the concert there were mirror examples of students reaching deep inside themselves to rise to an opportunity to express themselves and show their talent and skill, and they were strengthened by the support and appreciation of their fellow students.

This magic, passionately supportive classmates transforming the confidence and thus the abilities of their peers also happens on the competitive fields and courts. Whenever I’m at a home volleyball game, a spectator from the other team will invariably remark on the power of our cheering section. It’s always made up of dancers taking a short break from their practice, riders on the way up from the barn, and other athletes who aren’t at their own games and competitions. There may not be many of them but they are impressively loud and unwaveringly positive.

During the equestrian shows in the barn, riders prepare to enter the show arena by getting on their horses in the practice ring and then walking down the connecting passageway between the two venues. At the entrance to the main show arena, the judge often instructs spectators to stand back and give the space to competitors as they pass. I usually stand just behind the barrier of chairs where some of the spectators are seated. Equestrian shows are necessarily quieter than arts performances or sporting events for the sake of the horses. However, I’m always filled with pride when SBS riders finish their ride and walk out of the arena, while the rest of the team flocks to their side to tell them - with specific detail - how well they did.

In each of these places in our community, students are brave enough to put themselves and their skills in front of an audience and open to judgment, whether they are doing so individually or collectively. Their peers play a crucial role in supporting and buoying them through the challenging process of preparing for and engaging in each competition or performance. In this special way the strength of each voice is built through the voices of peers.

Stephanie Luebbers Head of School

EDITOR

OWL ICONS

Charles L. Greene II

Director of Marketing and Communications

EDITORIAL BOARD

Stephanie Luebbers

Head of School

Susan Mattei Director of Advancement

Amanda Mozea

Director of Diversity, Equity, & Inclusion

RETURN ADDRESS

Kathleen Tuck Fontaine ’83

Associate Director of Advancement

Brittany M. Weiss

Marketing and Communications Manager

ADVISORY GROUP

Sam Sattin Torres ’08

Assistant Director of Diversity, Equity, & Inclusion

Cole Whitaker

Assistant to Head of School & Special Projects Manager

CONTRIBUTORS

Natalia ’23

Mara G. Kohls

Director of Enrollment Management

Shawn Durrett P’26, ’28

Assistant Head of School for Community and Program

DESIGN

Peter Chilton

PHOTOGRAPHY

Matthew Cavanaugh

Matthew Cavanaugh Photography

David Silver

Silver Photograpy

Catarina Pedro

Catarina Pedro Photography

AROUND CAMPUS

MUSICAL THEATRE PRODUCTION

On February 17, 2023, StoneleighBurnham performing arts debuted their performance of “Once Upon a Mattress”, a musical comedy with music by Mary Rodgers, lyrics by Marshall Barer, and with a book by Jay Thompson, Dean Fuller, and Marshall Barer. The play, originally written as a comedic version of the Hans Christian Anderson tale “The Princess and the Pea” was eventually adapted to Broadway, where it became a full-length musical production starting in 1959.

Athena the Owl (updated, note there are no talons.)

Simple Return Address Bar Owl Logo Return Address Bar - PMS 302

5 74 Bernardston Road, Greenfield, MA 01301

Stoneleigh-Burnham

Liz Vollinger, one of three faculty advisors/staff directors for the musical, remarked that the performance was a bit of a departure for the School. “This is the first time in a couple of years that our students put on a full-length musical production. They did such a fabulous job.” In addition to the work of the performers, the product also marked the first time that set design, development, and production were incorporated into a trimester-long class. The performance ran for three days to rave reviews from audience members each night. Congratulations on such a fine performance, and we look forward to many more in the future.

ABBY

CLASS: 2026

7TH GRADE

HOME TOWN/CITY & STATE: THE BERKSHIRES, MASSACHUSETTS

How does your day start? When do you get up, and what are the first things you do?

My day starts at 6:30 am every morning (except for sleepin days on Wednesday). After getting myself ready, I go and join my friends in the Dining Hall at 7:15am. After breakfast, I will usually finish up homework that I didn’t get to the night before, then pack up and head to my first class.

What classes are you taking this term? Any favorites? Any other thoughts on your classes/classmates/teachers?

I’m taking world history, world music, biology, english, algebra, and french. I really enjoy both world history and bio. I love the materials that we are learning about as well as the teachers. My closest friends are also in each class, so they really are the best in my mind.

In addition to class time, what else do you do during the day?

Every day at noon my friends and I eat lunch together at the same table every time. As a barn proctor, I’m down at the barn as soon as my classes end which is usually around 3:35pm, unless I’m giving a tour as a Blue Key Society member. I will be working/riding/having lectures until 6:30pm, then I walk up the hill and go to dinner with friends. After dinner two days a week I will have club meeting, Student Alumnae Relations Society (STARS) is one that I go to.

What is your favorite part of the day and why? What is your least favorite part of the day and why?

My favorite part of the day is either lunch with all my friends or being at the barn. They are always my happiest moments. My least favorite part of the day would be both waking up on winter mornings then 7:30pm-9:00pm study hall every academic night.

How do you end your day? A fair amount of homework? time with family and or friends? Volunteering? Working? Relaxing?

I usually end my day with a reasonable amount of homework, I try to do it during the day because I know I won’t want to do it at night. Once study hall is over I will go to the gym with my best friend at 9:00pm then hang out with my friends, most likely sitting on the ground of our hallway until check in at 10:00pm.

GRADE YOU STARTED AT SBS:

LILLY

What classes are you taking this term? Any favorites? Any other thoughts on your classes/classmates/ teachers?

I take IB History HL, IB Art HL, IB Math HL, economics, and IB English HL. My favorite classes are math and English. My classmates are very supportive and we are all encouraged to share our opinions on various topics.

In addition to class time, what else do you do during the day? Lunch, athletics, practicing an instrument, club participation? When do classes end and when do the other activities start?

Classes end around 3pm for me, and I usually have riding half an hour after my academic classes. After that I have Math Club in the library with my friends.

What is your favorite part of the day and why? What is your least favorite part of the day and why?

Lunch is my favorite part of the day because it gives me a break from academics to socialize with my friends and recharge. My least favorite part of the day is walking back from the barn to my dorm room because it’s freezing!

How do you end your day? A fair amount of homework? time with family and or friends? Volunteering? Working? Relaxing?

I end my day by reviewing for the next day’s test because I memorize things best before bed. We usually have a fair amount of homework — but procrastination could build the amount of work up without me noticing.

Who or what is the best part of your day? The worst? My friend, Natalia, is the best part of my day because she always makes me smile so much. I really appreciate the people I meet at Stoneleigh-Burnham. Everyone has super nice personalities and they can teach you so much because we all come from different backgrounds.

Do you have a favorite day of the week, a highlight of each week?

My favorite day of the week is Friday evening when we have weekend activities to end the week with a fun note. I enjoy going out for dinner with my friends.

AROUND CAMPUS AROUND CAMPUS

WINNING AT STONELEIGH-BURNHAM

A FALL SPORTS WRAP-UP CONVERSATION WITH ATHLETIC DIRECTOR SCOTT GRAY

Thisyear's conversation with Athletic Director Scott Gray covered various topics beyond wins and losses. It was still very much about the success of the program.

If you have the opportunity to witness any of our athletic events, one of the first things you notice is the event's energy. As Mr. Gray said, “I think when you look at the culture of StoneleighBurnham athletics, it tends to be high energy, lots of school spirit enthusiasm. Building those relationships between the upper-level students who may have played a sport for a long time, and new students, new players to the sport, is the foundation of what we do at the school.”

What's the foundation? It's based on mentoring and maintaining relationships across our athletes and classes. Our athletic programs are built on the participation of a high percentage of students. StoneleighBurnham fields athletes range from novice middle school students to the most experienced seniors, unlike a large school with hundreds of students, with only the top-performing athletes ever appearing on the field. Our approach has benefits not experienced in many other programs.

Scott described the StoneleighBurnham athletic experience in the following way. “Our volleyball team, we're more competitive, better skilled than anything we've seen in the past few years. The seniors have done a fantastic job setting

a foundation of energy and expectation for the program’s future. We celebrate every small success. In soccer, we graduated many core people and came into the season very green. Our coaches build in effort and energy, working with the juniors and seniors to build culture and expectations.”

Cross country also provided another wonderful success this fall when low numbers required an innovative approach.

“Winning is about celebrating small moments of success and growth."

“We partnered with another school in town. We trained with them a couple of days a week and competed as part of their team. It required a lot of independence, and it is another case of a senior who has kept it going. It is a case of a leadership torch being passed to a ninth grader. I think the story on cross-country was students formulating a plan, and then once they solidified, they were improving times and getting better and building confidence.”

What is Scott looking forward to this spring and in upcoming seasons?

“There are two parts. One is supporting the athletics department with healthy minds and healthy bodies, creating habits and opportunities for students to use their voice and leadership potential. Second, it is learning what it means to be a leader. Students can discover new parts of themselves and their potential.

“Winning is about celebrating small moments of success and growth. It's a middle school student or someone who's never played before, playing a varsity sport. They can't kick a ball or check it at the beginning of the season, and they are dribbling and sending it across at the end of the season. Success is about students learning to use their voices and experience to coach each other. And I think that's one thing we do very well as a school — helping to develop voice and leadership through athletics.”

EQUESTRIAN UPDATE

Continuing in the long line of successful equestrian competitions, our Middle School and High School Teams performed exceptionally well at the IEA Regional Championships at Apple Knoll Farms in Millis, MA, April 25-26, 2023. The Middle School Team of Liza ‘27, Eleanor ‘27, and Mena ‘28, took home the IEA Middle School Regional Championship and are headed to the 2023 National Championships in Tryon, N.C., on April 27-30, 2023.

Liz ’27 was the High Point Rider of the show as well as the Region 1 High Point rider in her division.

The SBS High School Team was the Reserve Regional Champion in a contest described as a “nailbiter” by George Halkett, the Director of the Equestrian Center. Only 4 points separated the champion and the reserve champion spots. Riding for our High School Team were Isabelle ‘24, Ashe ‘25, Amelia ‘26, Maddie ‘25, and Rose ‘23. Placing as the Region 1 High Point riders in their divisions were Amelia, Isabelle, Maddie, and Rose, with Charlotte ‘25 placing as the Reserve High Point rider for the show.

Ashe ’25, Amelia ’26, and Maddie ’25, all Regional Champions for upper school, are also headed to the National Championships riding individually.

Hunt seat rider Claire ’24 took first place at the IEA Hunt seat Zone 1 final in the Open equitation on the flat Saturday, April 1, 2023, at the Big E, and will be headed to the National Championships.

Congratulations to all the riders for a job well done.

FACILITATING CRITICAL CONVERSATIONS:

THE STATE OF DIVERSITY, EQUITY & INCLUSION AT SBS

It is not a stretch to describe the state of diversity, equity, and inclusion (DEI) at Stoneleigh-Burnham – and independent schools in the United States, more broadly – as complex and in flux.

The summer of 2020, with the murder of George Floyd and the resulting wave of the Black Lives Matter movement added a new sense of energy to a host of DEI conversations, but the speed with which change is impacting our school, the United States, and the world, is still in dispute. If anything, the last change that has taken place has been the increase in the number of public conversations about diversity, equity, and inclusion in nearly every aspect of life.

Stoneleigh-Burnham is no exception to this particular form, speed, and nature of change. In fact, if I were to describe the state of diversity, equity, and inclusion at Stoneleigh-Burnham it can be summarized in three words: Facilitating Critical Conversations.

BY AMANDA MOZEA, DIRECTOR OF DIVERSITY, EQUITY, AND INCLUSION

My philosophy as a DEI practitioner is built on the understanding that teaching and organizing how to manage both the quantity and quality of critical conversations – honest, curious, vulnerable conversations – is the best way to model and then instill the values of diversity, equity, and inclusion in our communities.

The 2022-2023 school year represents my second full year leading the Department of Diversity, Equity & Inclusion.

As a result, the task of guiding the organization in learning how to manage critical conversations has presented new kinds of challenges and new kinds of successes. The novelty of the first year has led to an elevated baseline: the goals have expanded and gained nuance while the expectations have also increased. With the experiences of my first year in mind, the DEI Department began this year with the ins and outs of the school year better mapped out, my routine more established. I hit the ground running with a singular intention in mind: to utilize critical conversation to further embed the values of diversity,

equity, and inclusion into our campus community by creating shared norms and better engaging community voices.

Making and Measuring Progress

To measure the progress of the DEI Department and SBS as a school in the realm of DEI, it is important to highlight stories, rather than hard metrics like numbers. What follows are three activities that shed an important light on what critical conversations look like in our community.

Facilitating critical conversations means building foundations for something more:

Starting the Year

As soon as faculty and students returned to SBS, they were actively engaging in conversations with the DEI Department. Between an all-employee orientation, professional development trainings for faculty, and discussions about what role the DEI Department serves with each grade of students, I met with every member of our on-campus community by the end of Opening Days. These discussions, professional development sessions, and orientations continued the process of establishing a shared language and norms that serve as the bedrock of our community. From this shared starting point, deeper conversations occur and connections are allowed to form.

Facilitating critical conversations means allowing space for honesty, curiosity, and vulnerability:

Discovery Seminar

Every Friday, each grade participates in Discovery Seminar, a time dedicated to curricula that are important, but fall outside of the subject matter of the academic day. Students might learn the difference between a checking and savings account or how to sew a button. With the DEI Department, students learn how to manage critical conversations. At the beginning of a grade’s three to five sessions with the DEI Department, I ask them to write down, anonymously, something they

wish they could talk about with their class, but don’t feel comfortable doing. Students have written that they wish to talk about topics such as religion, race and ethnicity, and mental health. Week by week, we help students learn how to introduce difficult topics, particularly those topics where their peers might disagree, or exhibit a perspective that is not universally held. The goal is to instill in our students the ability to engage, share, and continue to learn from people from a variety of viewpoints, backgrounds, and beliefs.

The 10th grade had Discovery Seminar early last fall. In the first class, several students shared that they wished they could talk about religion more: about misconceptions they have, biases they have, and information that they wished to share about their own faiths. For four weeks, I built up skills with students about how to manage critical conversations: how to identify a fact versus an opinion, how to constructively reframe ideas, how to empathize across lived experience, and how to identify resistance. On week five of Discovery Seminar, the students had one of the most profound conversations that I have ever witnessed – honest, curious, vulnerable conversations – about religion.

Facilitating critical conversations means learning new (or, in this case, ancient) perspectives:

Keana Gorman & Questioning Assumptions

In mid-November, SBS hosted Keana Gorman, Diné (Navajo) researcher, historian, and scholar for her talk titled

Seeking Nádleeh Wisdom. As a student at Harvard College, Keana flew to Germany to access sacred and cultural knowledge about the nádleeh – individuals in Diné culture who performed the gender roles of men and women – nearly forgotten due to systematic, cultural erasure. In her talk, Keana shared her discoveries and how her findings empowered her to become the woman she is today.

Keana’s talk – an invitation to have more critical conversations about gender and gender roles – allowed our community members to reflect about ideas, biases, and assumptions they possess around gender. Facilitating critical conversations means laying the foundations for positive change:

Martin Luther King Jr. Day & Student Leadership

In late November and early December, I had the pleasure of chaperoning four students to attend the National Association of Independent Schools’ (NAIS) Student Diversity Leadership Conference (SDLC) in San Antonio, TX. SDLC is a multiracial, multicultural gathering of upper school student leaders from independent schools around the United States and beyond. The theme for this year’s conference was We The People: Leveraging Our Community to Preserve Our Humanity. Attendees focused on reflection, allyship, and the skills required to lead and build community. More importantly, the students returned to the SBS campus energized about finding opportunities to lead the community in

critical conversations, both formal and informal.

The students put their skills of facilitating critical conversations to the test on Martin Luther King Jr. Day. The theme of MLK Day was empathy – empathy for self, empathy for others – and how empathy can empower us to change our world for the better. In that vein, the student-led workshops and the critical conversations they managed encouraged every member of our community to reflect on their identities and how those identities inform their individual and collective experiences. Self and community must first be understood before anyone can be the change that they wish to see in the world, much in the vein of Dr. King.

I mention these four examples to highlight that the DEI Department is working to create positive, honest, systemic change through critical conversations.

I leave us all with the following thought. During my first year as the Director of DEI, I was fortunate enough to attend a training about building community. The presenter offered a slide with a quote from Shrek:

The path to SBS becoming a community that fully embodies the principles of diversity, equity, and inclusion begins with facilitating critical conversations: allowing people to access different perspectives, their own vulnerability, and communal norms to lay the foundation for positive change.

“‘Better out than in,’ I always say.”

Better to have the conversation than to hold it in.

EMILY FACTOR ’98

BY SUSAN MATTEI, DIRECTOR OF ADVANCEMENT

Emily Factor ’98, founder of the equestrian goods company Sixteen Cypress (16C), found the perfect combination of riding and high school at Stoneleigh-Burnham (SBS). Attending SBS for junior and senior year, she was a part of the Hunter Jumper Team and made the Equestrian Finals, riding Indigo, or “Indi.” She talks nostalgically of great SBS horses like Indi, Dan “the Man,” and Dancer, who she remembered as “18 hands and half draft.”

While attending high school in Pebble Beach, CA, and already “all in” on her equestrian pursuits, Emily worked out a waiver so she could go to the barn instead of P.E. class. The guidance counselor surprised her one day and presented her with the idea of attending SBS, explaining that she could focus on riding. She talked with her dad and finalized the details of her venture to the East Coast to attend SBS. “I was definitely scared,” she said. “SBS was so far away and I grew up in Carmel, CA — it was like a bubble.”

“I was so happy there [SBS]. By the time I graduated I had grown in the way I needed to grow.”

After graduation, Emily, great granddaughter of the legendary cosmetics pioneer Max Factor, earned a BA in fashion and textile print from University of Arts London: Central Saint Martins. She returned to Los Angeles after four years of school, working as a designer of luxury womenswear, accessories, and interior goods. While back in California, Emily reconnected with McKenzie Rollins ’01, a close friend while the two were students at SBS. Emily was drawn back to her equestrian roots and began riding again, and that focus eventually led her to create Sixteen Cypress (16C), where she is both founder and principal designer. She said, “That’s the funny thing about the horse world, if you go too far away it starts to pull you back in.”

As the pandemic began in March 2020, she moved to New Mexico to be near family and launched the company with an opening event at a boutique in her childhood hometown, Carmel, CA. “We had to navigate the pandemic and we have been direct-to-the-consumer for the past couple of years. During COVID-19, I felt disconnected,” she said. “I circled back to SBS and McKenzie Rollins, who has been a champion for me from the start of my business. She’s helped me with word of mouth and marketing. She’s part of the 16C brand champion program, helping to promote and educate.”

In an article about Sixteen Cypress in Horse & Style Magazine (Vol 1, 2021)

Emily is quoted as saying, “As a business owner, I am new to the equine industry. However, I come with a lifetime of firsthand knowledge using the products I offer. Bringing my design-industry experience into the horse world has aided me in offering something unique, and I am able to inject the same amount of consideration, creativity, and detail into equine products as I would if designing and tailoring a bespoke jacket.”

utilitarian,” she stated. She uses aesthetic, natural materials, crafted into highperformance goods that complement the horse, the rider, and the tack itself. On the company website, she wrote that 16C has “chosen historic woven patterns and classic suiting fabrics of herringbone, tweed, and plaid and developed authentic and durable products for the equestrian community.”

Emily has set out to combine her background and interest in equestrian sport and fashion in a way different from what she saw on the market. “A lot of the familiar brands offer standard and

Now living in Texas, Emily launched her wholesale business in 2022, and more than 18 retailers in the United States, Canada, and the UK have picked up the 16C line in their tack shops. “This past August, years of development came to fruition with the first reveal of a new, extensive range of product,” she said. The company launched its retail collection at the 2022 American Equestrian Trade Association (AETA) International Trade

Show in Dallas, TX. “I could not have asked for a better welcome and reception to our retail collection — and our booth,” she said. Built by Emily’s partner, the 16C booth impressed not only retailer customers, but also the AETA organizers, who gave it the best booth award.

Emily’s generous spirit and fondness for SBS have recently made it possible for Stoneleigh-Burnham horses to proudly sport custom 16C saddle pads. When Emily isn’t hard at work on Sixteen Cypress, she can be found riding her mare, Willow, across the hill country outside of San Antonio.

Instagram @sixteencypress

Online sixteencypress.com

Mary Ann Jergens Hays ’54 MAB

BY SUSAN MATTEI, DIRECTOR OF ADVANCEMENT

When Mary Ann Jergens Hays ’54 MAB first stepped foot on the School’s Northampton campus, she was a junior arriving for just two years. And, like so many young women who came before her, she was filled with a sense of adventure. Having traveled by herself from her home in Southern California, she had left her father, stepmother, and much-younger sister and brother behind. Her older brother was a year ahead of her and a school friend of her future husband.

Mary Ann’s parents valued education and were involved at her father’s alma mater, Harvard-Westlake School in North Hollywood, CA. “When my parents suggested boarding school, I was all for it,” she said. “I liked the idea of traveling across the country to school on the East Coast; it was exciting.” When the time came for college applications, Mary Ann chose Smith over Wellesley and Mount Holyoke. She joked about making the decision because she could easily carry her suitcase across the street.

Mary Ann married Thomas Chandler Hays and they raised four children. Over and above the many years she devoted to her family as a mother and homemaker, Mary Ann pursued lifelong education and interests in science, medicine, and art. “Although not leading to a degree, this prepared me for many satisfying years in the volunteer workforce,” she said. “I also spent the last 15 years before retirement feeling what it is like to actually get paid for my efforts — with a salaried position in retail administration for a small company in Darien, CT.”

Throughout their years together, Mary Ann and her husband enjoyed extensive travel. She continues to travel frequently between her “home base” in Cincinnati, OH, and Southern California. Cincinnati was also home to the Andrew Jergens Company, founded in 1882 by her grandfather. The brand’s popular Jergens Lotion, known for its cherry-almond fragrance, has remained popular for over 120 years.

Having been sidelined by the pandemic and a recent illness, Mary Ann now has plans for trips to the East Coast and Japan. Stoneleigh-Burnham looks forward to welcoming her to campus soon.

Since losing her husband in 2016, Mary Ann has continued his decades-long philanthropic work. She was a lead donor in Stoneleigh-Burnham School’s Geissler Gallery renovation project completed in 2021. When asked to take part in the Speak Up for Stoneleigh-Burnham Campaign, she enthusiastically agreed to support the effort. The campaign is funding new student-focused programs and will help ensure financial sustainability amid rising educational costs. Mary Ann has generously stepped forward to help her alma mater continue its tradition of girls’ education.

Above Photo: Catarina Pedro Photography

GIVING BACK TO SBS volunteerism

KYO YAMADA ’91 Tokyo, Japan

Kyo Yamada ’91 has joined the Stoneleigh-Burnham Alumnae Board. “StoneleighBurnham gave me such a wonderful education with supportive teachers, an opportunity to continue to ride horses, and most of all, it gave me wonderful ‘sisters for life.’” Kyo, who said she could not speak any English when she started as a 16-year-old at SBS, continued on to earn a BA in environmental policy at St. Andrews University. In her professional life, she has served as a senior executive business partner to CEOs in multinational companies, including Levi Strauss Japan. While at SBS she was a rider and a member of the Riding Club and the International Club. She received the Best Sportsmanship Rider Award in ’89. “I hope to help the School through my skills and want to show my appreciation to SBS by serving on the Alumnae Board. Contacting my classmates and other ‘sisters’ will be my pleasure!”

MONÉE NEAL VANCE ’12 Boston, MA

The Alumnae Board welcomes Monée Neal Vance ’12. Following graduation from Stoneleigh-Burnham, Monée attended Northeastern University, where she received a BS in human services, social sciences, and humanities. She currently is the Assistant Manager of Match Support at Big Sister Association of Greater Boston. Her position includes supporting female identifying mentor/mentee relationships, as well as advocating for justice, equity, diversity, and inclusion for Big Sister staff, families, and volunteers. In her free time she works to preserve and empower the Boston community using her management and technological skills. Before joining her current organization, Monée was an operations manager for Action for Boston Community Development, a council member for SPARK Boston, as well as co-chair for Boston Food Access Council. While at SBS she was in Octet, the Debate & Public Speaking Society, the Student Alumnae Association, and the Community Service & Sustainability Club.

About her SBS experience and volunteer work, Monée said, “I have worked in the nonprofit sector, holding various roles rooted in diversity. I am motivated by youth development, community preservation, and women empowerment. I have a range of feelings when I think back on my time at SBS. I am looking forward to redefining my relationship with the SBS community and teaching those who are willing to learn.”

ENROLLMENT MANAGEMENT

AND COURAGEStrength

BY MARA G. KOHLS

What is something that you have plans to do sometime in the future, but you don’t quite have the courage to do … yet?” This is my final question to all of the prospective students I interview, and the answers, all of them, are wide and wonderful. These include auditioning for a play for the first time, speaking to a large crowd about an issue important to them, reporting on live TV, flying a plane, jumping out of a plane, shaving their head, starting a club focused on their country’s culture, and dancing again after an injury.

Strength and courage are built and developed here at Stoneleigh-Burnham School across every aspect of our students’ experiences. They grow alongside students’ voices and are evidenced by the seventh grader trying out for the play. The only ninth grader auditioning for and making Octet. The tenth grader participating in her first debate competition and winning second place. The student reaching out to the counseling office for the first time. The three students leading a livestream campus tour for hundreds of viewers. The seniors who maintain their academics while stretching and exploring their next steps at college. The students who are learning to ask questions, receive feedback and revise work across all subjects while building stamina and resilience for

their next years at SBS. The students who participate in group skits in their new language class while still learning correct grammar and pronunciation.

Many of these examples came from faculty I spoke to in a quick breeze through the halls.Jayne Benjulian, our debate coach, and Irene McGarrity, our humanities and VOICE 10 teacher, also commented eloquently on the bravery and courage of our students in a Learn About webinar in December.

All of this strength and courage does not happen magically. It is developed with the support and encouragement of the entire SBS community, and I dare say that this can only happen at a girls’ school. Only here can our students feel safe to take risks and be brave with the day-to-day support of their teachers, advisors, coaches, and fellow students. Research by Dr. Richard Holmgren of Allegheny College cited on the International Coalition of Girls’ Schools website shows that within girls’ schools, “95% of students feel supported by their teachers” and “90% report feeling supported by other students.”

Let’s go back to the original question. “What is something that you have plans to do sometime in the future, but you don’t quite have the courage to do … yet?” How would you have answered that question before you

Research by Dr. Richard Holmgren of Allegheny College cited on the International Coalition of Girls’ Schools website shows that within girls’ schools, “95% of students feel supported by their teachers” and “90% report feeling supported by other students.”

attended SBS? How would you answer it now? Take a moment to reflect on how your own SBS experience helped shape the strength and courage that you have today, and on the adults who encouraged and supported you. Living in today’s world takes seemingly endless amounts of strength and courage. We here at StoneleighBurnham see that and are rising to the challenges of today, so our students are built up, empowered, and ready to take on whatever comes their way.

Click here to learn more about admissions at SBS

LAURIE LAMBERT Questions with 10

Head of School-Elect

BY CHARLES L. GREENE II

This past February, I sat down with Lauren (Laurie) Lambert to get to know her a little better before she takes over as the next Head of School for Stoneleigh-Burnham. Unanimously selected by the SBS Board of Trustees following an international search for candidates, Laurie brings a wealth of experience and energy to the role of Head of School after a career in teaching, administration, and leadership. She is currently the Head of School at The Winchendon School in Winchendon, Massachusetts.

Rather than launch into an exhaustive list of the merits of Laurie’s candidacy, I decided to ask some relatable questions that every Owl could appreciate. I started out with a plan for 10 questions, but the conversation was so interesting, we wound up with 17. I hope you find it as engaging as I did.

Chuck: What about you would surprise most people?

Laurie: I'm pretty much an open book but perhaps the fact that I'm an Air Force brat who grew up overseas, including a three-year stint in Moscow when my father was the American Embassy doctor during the Cold War era.

That's really cool. Did you think that you were going to end up spending your life or your career outside the United States?

I love to travel, and I certainly love experiencing new cultures and languages. I will always have a lifelong passion for travel and history. And whenever I go to a place, I read all about it, and I discover whatever I can. That's always going to be a part of me. I also knew from an early age, and maybe this is not something that would surprise people, but I wanted to be in education. I've always been a reader. Oh, I know something: I have run three marathons.

Fantastic. Do you plan to run more marathons?

I would love to run some more half marathons. I ran the marathons probably ten years ago or so, but I've run half marathons since then, and that is something I like doing. Even though I would describe myself as more of an artsy person or bookworm, I really enjoy running.

What books are currently on your nightstand?

I still love real books, but I now have a virtual nightstand because I read on Kindle or listen to audiobooks, right? I enjoy reading Diana Gabaldon, the author of the “Outlander” series of books. I love her books, the history and medicine she describes. One of the other books that I'm currently reading is “The Real World of College” by Wendy Fishman and Howard Gardner. They are taking a hard look at how education is changing.

I've also picked up “How Remarkable Women Lead” by Joanna Barsh, Susie Cranston, and Jeffrey Lewis, which is great. I just recently finished a great fiction book called “Have You Seen Luis Velez?” by Katherine Ryan Hyde. I am somebody who loves nonfiction as well as fiction, so I read a little bit of everything depending on my mood. I also love science fiction, so I enjoy books by many different science fiction authors from the classics to urban sci-fi and apocalyptic fiction, which I really enjoy. One of my favorites is Cormac McCarthy's “The Road.”

What excites you most about coming to Stoneleigh-Burnham?

I am really excited to be a part of such a close-knit community and to be a part of the development of strong and vibrant students, allowing them to find their voices. We have the opportunity to help our students find their passions, to find that thing that creates a spark for them, knowing it's going to be different for every student. It's one of the reasons I love independent schools and education as a whole. I've attended conferences and workshops on women's leadership and on “growing” my own leadership, but this move is a real opportunity to help students

develop those core skills and important habits of mind in a gender-inclusive environment.

The challenge is to figure out how we prepare our young people, our students, for what is in front of them, for the ever changing future. This is not just educationally, but also socially and

What brought you to education as a career?

When you know, you know. I could have gone many different places, but for me, it was pretty clear. I've always loved reading and from my earliest days being a bookworm, I loved English and history, and really loved education as a whole. I struggled a little bit more in some areas than in others, but I genuinely loved school, and the art of learning. From the time I was in high school, I was helping my friends with problems that they had or trying to tutor kids. In college I was an actual tutor and a mentor, and it was very fulfilling for me. My success is created by the success of the people I'm working with, if that makes sense. So, I think I always knew.

emotionally, particularly as students think about college or work, and the inevitable challenges that will be present. We can teach them how to overcome the hurdles. How do we make sure that our students can be resilient and can accept the fact that they're not going to be good at everything?

I don't make light of the challenges but at the same time, I love working with young people, and faculty and staff who also love working with young people. There is something special about serving as an educator in a mission-based school. There's a real joy in that, and as difficult as the pandemic made it sometimes, there's been tremendous joy in rediscovering the reasons that we all do what we do.

I graduated from Denison, and I put my materials out to the placement agencies, and lo and behold, somebody wanted to hire me because I was a double major in English and history, and they needed a maternity replacement. So at 22 I went off and became a “triple threat” faculty member, and I have not looked back. I took a small stint to do some theater work, and I went to Spain with [my husband] Tony when he was getting his MA, but I ended up working at a school then as well. Education has been an ever-present passion in my life, and I'm where I should be.

That's a lovely answer. So why is girls’ education important to you?

I strongly believe that we need to give girls the tools to be successful and to thrive in a very complicated world. I think Stoneleigh-Burnham is here to help our students to be the best person that they can be and to be the best learner they can be. People come to things at different times. You don't know when something is going to click, or when a

Education has been and every present passion in my life, and I'm where I should be.

passion becomes your job, or a lifelong love. Giving girls the tools and the willingness to try something new and to take a risk in a safe environment, those are elements that I think are so important. I am also thinking of Jean Twenge and the iGen types of writings that she's done, talking about the impact of the cell phone on people today. It's not that young men haven't been impacted. They certainly have, but I think if you look at the studies and the impact of social media on young women, there's a dramatic difference and a clear impact on mental health and well-being. I want to send students out into their future with as many of the tools and the safeguards as we can so that their natural talents and their natural charisma and character can shine. And they should always know that they have a safe place to come back to.

Knowing what you know now, what advice would you give to your 18-yearold self?

To trust myself. And I think that's something important for us to talk about in school communities, especially with girls. There's always self-doubt, but if you trust yourself, I don't think that can serve you wrong. I could have done more of that as an 18-year-old young woman growing up. I was born in 1966 and grew up overseas before coming back to the States. I think that I would have used my voice more. As an adult and an administrator, I've learned people are not always going to agree with you. People are not always going to like what you say. People are not always going to like you, and that's okay.

One more thing I would have told myself is to take more time to reflect because life moves so fast. Keep a journal. It doesn't always have to be laboriously writing in your book, although that still works for me. Seriously, though, take time to reflect. I love feedback and self-reflection and those loops. And I think that’s so important in schools and in education and in life.

What's one of your hidden talents?

Oh, my goodness … a hidden talent. I am a really good crossword puzzle person. I love them. I tend to do them online these days, but I did them in pen once upon a time. I don't think this is a hidden talent, but I still enjoy singing. I love singing with my family. I love singing with my school's a cappella group. So that's something that I really enjoy. I think I'm a really good, slow, steady runner. And I'm an amazing pet mom.

How many pets do you have currently? We have two dogs and two cats. The cats are supposedly my daughter's. They were pandemic kitties. The only problem is, they live with us. You are indeed a pet mom. If you weren't a head of school, what would you be doing?

I would be teaching English and history, something along those lines. But in my alternative life, I would be on Broadway. I'd be living the actor life in the city.

What's your favorite musical or play?

From the time that my kids were very little, except during the pandemic of course, one of our family traditions was to go to New York and see a musical.

Above: Laurie and her husband Tony

Above: Laurie with SBS students

As the kids grew, that became a musical or two or a musical and a play. But my favorite musical is probably “Les Mis.” I love “Wicked.” I love “Into the Woods”. I love Sondheim. I’m also a classic play person. I read Chekhov

Who do you turn to for support?

Certainly my husband, Tony, and my kids, who are fabulous. My parents are terrific. My younger sister, who lives in Braintree, MA, and with whom I shared a room for many, many years growing up, and my older sister as well. I also have a great network of friends. I'm one of those people who likes to keep people — if that makes sense. As I moved from different schools, college, grad school, or wherever, I stayed in touch with people. Having that network is very important for sharing ideas and getting together when you can. I have a group of terrific women from my undergrad experience from Denison. We try to get together, we speak on Zoom or on the phone, or just text each other. We Facebook constantly. It’s been a real positive in my life to have this group of wonderfully strong, amazingly supportive women. These talented, bright women have been a part of my life since I was 18 years old.

and Ibsen, and I love dramas. I also enjoy comedies. In my early years as a teacher, I directed many school productions, including Neil Simon comedies, “Grease,” “A Midsummer Night’s Dream,” and “Othello.” I love Shakespeare. I can never get enough of Shakespeare.

If you were living the New York life, what would be your dream role?

I was a first soprano and looked young earlier in my life, so ingenue parts were usually where I ended up. I'm a little beyond those roles now, but I enjoyed the opportunity at the time. My secret wish would be to play a character like Elphaba. I don't want to be Glinda anymore.

Nobody is good at everything, and we are way too tough on ourselves. We can always figure out a way around a challenge. For example, I can get lost in a cornfield, and I've come to terms with it. I can read a map, though, and I love the GPS in my car. Attitude will take you pretty far, you know.

What's something that has surprised you so far about Stoneleigh-Burnham?

I knew that the school possessed a great academic program, but I was totally surprised and impressed by the equestrian program, the number of students involved in it, and the expertise that is offered by the British Horse Society course of study. I was also thrilled to hear about the speech and debate accomplishments of some of the students and the history of going to the World Championships. I think those accomplishments are amazing.

What's the

risk you've taken that failed and what did you learn from it?

This last year has definitely been interesting. Ultimately, I ended up finding a community that matches my approach, experience, and philosophy of education, but I put myself out there not knowing what would happen. I feel so fortunate that I found the right fit with Stoneleigh-Burnham. With all challenges, it’s about figuring out that grit matters and embracing your inner Duckworth. I feel fortunate that when I failed, whether it was something professionally or personally, I could reflect on what occurred and figure out the next steps forward. I know I'm not good at everything, and that’s okay.

I was a little surprised by all of the wonderful day students and how that number has grown. I can't wait to get to know all SBS students. My goal will be to grow our boarding population even more and to maintain those day families. I was so happy to get a sense of this wonderful internal community and to learn about the energy of the alumnae body. The external community is so supportive of the school and loves Stoneleigh-Burnham. It was wonderful to hear about these successful and proud SBS women out there in this world. This has been really great. Thank you so much for your time and I’m really looking forward to working with you starting this July.

I want to send students out into their future with as many of the tools and the safeguards as we can so that their natural talents and their natural charisma and character can shine.

ARTICLE

GIRLS’ SCHOOLS

18 Stoneleigh-Burnham School

Good evening and welcome to the 1869 Society Dinner. Tonight’s theme is Girls’ Schools Leading the Way, and I’m here to talk about what it means for young women to take center stage.

Each year at Convocation when we celebrate the opening of the school year, Academic Dean Lauren Cunniffe gives a speech to the community. Lauren is an avid cyclist and has been known to use biking metaphors in her wonderful speeches. This year, she offered students a life lesson about “taking up space” as a cyclist on the road.

Lauren said that when a car goes past her, “it’s actually more dangerous to try to make [her]self small and move over to the far side of the road.” But, she told students, “if you don’t move way over and you go ahead and take up the space you legally own as a cyclist, cars will […] actually give you more room. By confidently taking up more space, I get more respect.” She then challenged our students to do the same and take “the space [they] need and deserve.”

I often think of girls’ schools as the antidote to the harmful internalized messages many women receive as we grow up. At StoneleighBurnham, we help students center themselves on stage, both literally

and figuratively. I want to talk tonight about what it means for young women to be confident enough to do this.

A few weeks ago, we hosted a public speaking tournament on campus. Nine schools and 34 competitors attended, most of whom were boys from highpower schools such as Deerfield Academy and Hotchkiss. Four SBS students registered to compete. This tournament marked a return to in-person competition for the first time in over two years. Our four students had only competed virtually over Zoom — and some had never competed at all — and suddenly they found themselves face to face with boys in jackets and ties.

One of the mandatory competition categories was Impromptu Speaking, in which each speaker blindly draws three topics from an envelope. The speaker then has two minutes to pick a topic and prepare comments that they must deliver without notes. Judges look for organizational ability, wit or humor, agility of thought, and the ability to communicate with style and originality.

I have placed envelopes on your tables with the Impromptu topics from our tournament; please open an envelope, take a slip, and imagine you have two minutes

to prepare a three- to five-minute speech on one of the prompts. Are you sweating yet? One of our students, a junior named Stella, placed second out of 34 competitors in this category and won top speaker overall at the tournament. Her prompt was “trampoline,” and she talked about friendship and regret.

Debate and Public Speaking is one of the clear examples of how we help students take center stage; these skills — the ability to quickly take a position, formulate an argument, and confidently speak your mind — are skills that help our students thrive in the classroom, in college, in the boardroom, and beyond. But there are also many, many smaller ways SBS helps students build confidence and take up the space they deserve.

I’ll never forget a little seventh grader named Charlotte who performed Adele’s hit song “Rolling in the Deep” at the SBS talent show years ago. It always blows me away when I see middle schoolers perform in front of the whole school, and it happens all the time here. Charlotte sat at her tiny electric keyboard, started the song, and then completely froze. My stomach dropped and I felt Charlotte’s panic and embarrassment as if it were my own, and then suddenly, students started to call out words of encouragement to her — “You got this, Charlotte!” — and so

“...a practice of cultivating a spirit of genuine happiness and excitement when your friends are doing well, and being there for them when they aren’t.”

on. And eventually she centered herself, started over, and performed an incredible rendition of Adele’s powerhouse song.

This was a quintessential SBS moment that we see repeated over and over again: students cheering for and supporting each other as they take risks. So how is it that we create an environment in which students feel comfortable trying, failing, and succeeding in front of their peers?

There’s something called Shine Theory, and it was coined by two women named Aminatou Sow and Ann Friedman, who co-hosted the podcast “Call your Girlfriend” and co-authored the book “Big Friendship.” In Shine Theory they promote the idea that women shine when they see each other as allies rather than competitors, when they support, collaborate, and team up. In short, as Aminatou and Ann say, “I don’t shine if you don’t shine.”

They describe it as “a practice of cultivating a spirit of genuine happiness and excitement when your friends are doing well, and being there for them when they aren’t.” There’s no curriculum for Shine Theory; it’s something that just organically happens in our community, largely because we are a girls’ school. I have no doubt that this helps students build the self-

confidence they need to take center stage in their own lives.

I first heard about this years ago when my colleague, art teacher Hannah Richards, observed that one of our students was a great example of Shine Theory in action. The student was a senior named Nashaylah, who embodied school spirit in a way I have never seen before, or since. Nashaylah cheering at a basketball game or house meeting was something to behold, and even officials and opposing teams remarked on it; her booming voice, school pride, and rhythmic cheers were totally uplifting, infectious, and joyous.

One day in English class

Nashaylah’s friend Mia read a spoken word piece about growing up as a Black woman in America. Mia’s words were moving and powerful, as was her performance. After the applause ended, Nashaylah shook her head in amazement and said to Mia, “You’re a beautiful person, inside and out.” This moment took my breath away. It was so sincere, so meaningful, and so wise. Nashaylah was a student who sometimes lacked confidence in her own writing, and there she was, offering incredibly generous and genuine praise to a peer.

One of the central themes in Shine Theory is to lean on other women for help while offering help in return, showing how women shine more when in a collective of other uplifting, supportive, confident women who foster collaboration, not competition. And so our school naturally fosters this selfperpetuating cycle that takes on a

power of its own. This is the true magic of a girls’ school.

I have two daughters at SBS now, in seventh and ninth grade, and I’m starting to see this magic play out in my family too. Earlier this year while driving our carpool to school, I heard my older daughter in the backseat tell her friend that she wasn’t going to try out for Octet because she was the only ninth grader, and she was sure she wouldn’t get in. During middle school, my daughter had fallen in love with singing and adored her vocal music teacher, Morgan. I had been listening to her dream about auditioning for the select singing group for over a year. Now, self-doubt was creeping in. As a mom, I wanted to jump into the conversation and convince her to audition. But luckily, I didn’t have to. Shine Theory kicked in as her friend cheerfully encouraged her to try out. “You should do it,” Sara said, “You really want this. You could be the only ninth grader in Octet! Besides, what’s the worst that could happen?” And guess what? My daughter auditioned, and she got in.

I want to close by thanking you for your leadership and support of our school. Last I heard, little seventh grader Charlotte is now in a PhD program at Harvard, after earning degrees from MIT and the University of Cambridge. Nashaylah went on to study at Mount Holyoke College, and I hope Mia’s still writing her powerful spoken word poetry. Your support helps students like Charlotte, Stella, Nashaylah, Mia, and Macy find the confidence to take up the space they deserve, at SBS and beyond. And finally, don’t forget to thank a woman who has helped you shine at some point in your own journey.

Click here to learn more about Shine Theory.

$100,000 Trustee Match SBS Day of Giving

TRUEBLUE Challenge

Thursday, May 4, 2023

Now through May 4 your Annual Fund gift will support girls’ education at SBS and will be DOUBLED by generous SBS Trustees.

1956 MAB

Clarita Kushelevitch Kaufman

Clarita shared her treasured photos, along with stories of her years at Mary A. Burnham with Hayley Descavich ’08, Associate Director of Advancement during their visit in NYC.

1965 MAB

Lynda Laun

I would love to hear from my Mary A. Burnham classmates. My snail-mail address is: 916 Huron Avenue, Apt. 508, Sheboygan, WI 53081, and my email address is: sealionq1@outlook.com.

1968 MAB

Vicky Chesterley

1961 SPH

Beverly Bramon Brandon

Looking back on a year of adventure. Summer in Rhode Island, traveling to Niagara Falls, and a family trip to Cannington, Ontario. There we saw the historic Brandon Log Cabin built by my husband’s great great grandfather in the early 1800s — still standing! Here’s to more fun in 2023.

When I was at Burnham from 1965 to 1968, it was a very different world. We were allowed to go to the movies on Friday and Saturday nights, so I saw pretty much all of the movies that came out during the time. We weren’t allowed to wear

pants to classes unless it was below zero outside — or maybe below freezing? Probably below zero since it didn’t happen often. My knees were chapped all winter.

Joyce Cornish Suter

I've really enjoyed keeping in touch with women from all the classes around mine, like Ann Arnold ’67 MAB, Gana Browning ’66 MAB, Karen Schragger Kline ’68 MAB, Kristin Frost ’69 SBS, and Mona Malkin Heck ’67 MAB. They are all friends from long ago.

1972 SBS

Sharon Calkins Hubley

My husband, Peter, and I recently traveled to Egypt. Our trip was fabulous. We even got to ride camels! I always keep the wonderful memories of my time at SBS locked in my heart. SBS changed my life in so many ways.

Bev Bramon Brandon ’61 SPH with husband Chris

Chris and Bev Brandon with their five grandchildren

Clarita Kaufman ’56 MAB displaying one of her photo albums.

Vicky Chesterley’s 1968 class ring from Mary A. Burnham

Sharon Calkins Hubley ’72 and husband Peter in Cairo, Egypt

Sharon Calkins Hubley ’72 and husband Peter celebrate their 40th anniversary

Nan Fischer

Nan shared news of her recent book, A Monthly Guide to Growing a Sensational Garden in Northern New Mexico and the Rocky Mountains With everything one needs to know from planning in the winter, to sowing in the spring, to harvesting food and flowers throughout the growing season, she includes important tasks and information interspersed with a compendium of articles published over the years on growing in that unique area. Her go-to guidebook applies to the semiarid short-season gardens of northern New Mexico and further up the Rocky Mountains.

Nan, who lives in Taos Pueblo, NM, has decades of growing experience in the southern Rockies and has written extensively on the topic for many publications including Mother Earth Gardener, GRIT, and the Taos News. She has graciously donated a copy of her book to the School's library.

Margaret “Gigi” Altmiller McIntosh

Director of Advancement Susan Mattei and Associate Director Hayley Descavich ’08 visited Gigi in Center Valley, PA, to present her with the Distinguished Alumna Award. Gigi was a

nationally ranked equestrian with her sights set on the Olympics when a jumping accident in 1999 resulted in serious injury. After hundreds of physical therapy hours, Gigi got back on a horse. She was one of four women to make the U.S. Paralympic Equestrian Team and compete in the 2016 Rio games.

1983 SBS

Patricia Thorn Heaton

Tricia is the founder of The Island Hopper, an international luxury travel business. Tricia hosts women’s creative retreats in Europe and America. In 2023 Tricia will be bringing three groups of 20 women to a magnificent villa in Lucca, Italy.

The Island Hopper guests will take art and cooking classes and go on Tuscan field trips. Fun highlights of the trips include swimming in the Mediterranean in Cinque Terre and going on a sunset Prosecco tour of the Carrara marble quarry. Tricia is also hosting a fun filled creative retreat in her hometown of Dorset, Vermont in July. The group will tour Edith Wharton’s home and have a private dinner in the gardens of Lincoln family home.

Gigi Altmiller McIntosh ’72 (center), Susan Mattei (left), Hayley Descavich ’08 (right) and dogs Fergie and Daisy. The photos in the background show Gigi meeting with President Barack Obama in the White House, and Gigi at the summit of Machu Picchu.

The cover image for Nan Fischer’s new book

Tricia affectionately refers to her business as “The Magical Sisterhood of the Traveling Women”. Gay Busk Thorn ’74 will be joining one of Tricia’s Tuscan trips. Tricia 100% believes her days at Stoneleigh-Burnham have played a huge role in her business plan.

“I loved my three years at SBS and treasure the friendships I made there. Living and learning amongst my peers as a teenager motivated me as a student. I am a big believer in single gender education. I believe the same principles of success enhance groups of women who travel and learn together. I want every guest to have a wonderful international experience. I also wish every woman to leave our trips with new female friends, more confidence, and the joy of celebrating their creativity.”

www.theislandhopper.com @triciaheaton

1986 SBS

Donna Lynn Jordan

I am still living in central New York and still enjoying real estate. I love seeing my SBS sisters and their families on social media. We are heading to Florida shortly for some warm R&R. Can't wait for summer and more time at our little summer cottage on the river!

1993 SBS

Sonya Lamonakis

Sonya gave Hayley Descavich ’08, Associate Director of Advancement, a tour of the famous Gleason’s Gym in Brooklyn. Sonya is a former International Boxing Organization (IBO) World Heavyweight Champion and is ranked formally No. 1 in the women’s heavyweight division in the World Boxing Council. When she is not boxing, she is an NYC middle school math teacher.

Sonya’s boxing nickname is “the Scholar.” She values education and believes boxing is a hobby whereas teaching is her career. When asked about her Stoneleigh-Burnham education,

Sonya’s response was, “It really helped keep me focused.” Her advice to current students is “Stay focused and be on the right track. Never do something you don’t want to do and don’t love.”

Gleason’s Gym displays a banner honoring Sonya Lamonakis ’93 and her accomplishments.

Sonya Lamonakis ’93 in Gleason’s Gym in Brooklyn

Class of 2001, Sofia Sorvino, Tarah Watson Shepard, Megan O’Neil Chornyak, Jackie Trombley, McKenzie Rollins, and Ella Bernard Frank in October

Donna Lynn Jordan ’86 with fur-friends

Donna Lynn Jordan ’86 and Hayley Descavich ’08 in Syracuse, NY

2001 SBS

Jackie Trombley

Jackie celebrated her wedding October 15, 2022, with her SBS friends and classmates Sofia Sorvino, Tarah Watson Shepard, Megan O’Neil Chornyak, McKenzie Rollins, and Ella Bernard Frank, all Class of ’01. (photo left)

2008 SBS

In NYC, Clare Callaghan ’12 and Joyhdae Albert ’01 joined Hayley Descavich ’08, Camille Mireku Estrella ’07, Ashley Daigle ’10, and Trustee Joyhdae Albert at a young alumnae meet-up.

2010 SBS

Laura Newton

Laura is chef and owner of the Bittersweet Bakery & Cafe in Deerfield, MA. Opened in 2018, her bakery strives to use local ingredients and create an inviting environment for the community. Owning a bakery had been Laura’s dream since high school, and SBS students enjoy getting treats there on the weekends. Stop by and support a Stoneleigh-Burnham alumna when you visit Western MA!

In October, the Leadership Council and Board of Trustees spent a class day on campus. Along with their meetings, guests attended classes and enjoyed lunch in the Dining Hall with student members of STARS (Student Alumnae Relations Society). A recognition dinner was held that evening for the School’s 1869 Society members celebrating their generosity and the completion of several SBS capital projects that were funded with alumnae and parent donations. Pictured here L-R: Leadership Council member Paul Schipper, Trustee June Coolidge Scott ’83, Trustee and Leadership Council member Dr. Denise Bruner ’70, Leadership Council member Charlotte Lewis-Hankus ’72, Drew ’24, Gabby ’24, Trustee Barbara

Mayo Llewellyn ’69, Trustee and Leadership Council member

Darcy McCormick Tarbell ’70, Trustee Dr. Mary Maloney '69, Leadership Council member Hank Tarbell, Kathryn ’24, Sadie ’23, and Doreen ’25.

Laura Newton ’10 outside her bakery in Deerfield, MA

Thank you for making SBS a better place

The following speech was delivered by Natalia during the 1869 Society Dinner in October 2022. It is the perfect Coda to this issue of the bulletin.

My name is Natalia and I am from Honduras. I am a member of the Community Service and Business Clubs, secretary of the Student Alumnae Relations Society, captain of the tennis and volleyball teams, and an Resident Assistant in the junior-senior hallway. As a six-year senior, I have witnessed the overall changes to our campus and how that positively impacts students. I’d like to thank you for making sure that students like me have the benefit of pleasant spaces to learn and live on this campus.

The changes I have seen since I first arrived on campus in 2017 have made my time at SBS better and offered me new opportunities. As I reflect on my eighth-grade year, I recall how busy the gym constantly was. Every Sunday, the same seven people, including me, had to share the only treadmill and elliptical, resulting in long waits. Additionally, due to the limited space, we were forced to exercise very close to one another. However, due to your assistance and donations, it was possible to expand the room, providing extra space and equipment. Now, multiple students can use the gym simultaneously without feeling uncomfortable or having to wait for available equipment. There is adequate space for individuals to lift weights, practice yoga, stretch, or run on the treadmills. We’ve even added fitness as a new sport for the winter!

The Geissler Gallery has become one of my favorite places on campus. I enjoy how peaceful and pleasant the space is to practice my piano, work on my weaving projects, and complete my homework while I study under the skylights. The new renovations have made the space feel even more welcoming and many events have been hosted there, taking advantage of the new “look”. The contrast of the new carpet and repainted walls beautifully display student artwork. And The new sliding glass doors lighten and enhance the interior. I’m looking forward to celebrating 100 Nights in Geissler Gallery with my classmates as it is now a perfect backdrop for SBS traditions.

Your donations have also made it possible for SBS to build the new white paddocks by the barn. In preparing to talk to you tonight, I learned that the new paddocks are safer for the horses AND the barn staff. These paddocks have an automatic and heated watering system, so riders don’t have to bring large containers of water outside and worry about them freezing during the winter. On top of all that, the surface of these paddocks has excellent drainage so when it rains, SBS horses do not have to stand in mud. Also, they now attract students to visit the stables more frequently and inspire them to draw and take pictures with the horses. As one of my classmates said, “The renovated paddocks have made the horses’ and riders’ experience more pleasant. I sincerely appreciate the alumnae’s enthusiasm and support for the riding program.”

I have cherished every opportunity and amazing experience I’ve had at SBS over the course of my six years here — in the dorms, in sports, in my classes, at dinner, and so on. I have grown a lot since I first set foot on our campus and I believe the School has grown with me. I am very grateful for my journey here starting in middle school and all through high school and I am excited to soon become an SBS Alumna. I, along with the rest of the StoneleighBurham community, appreciate your generosity and support through your contributions, making the student experience better. Thank you so much for joining us this evening and I hope you will enjoy the rest of the night.

BY NATALIA '23

Louisa “LuLu” Brailsford Mara Carr Gardner 1989 SBS

Margaret Sawyer Bodeur

Catherine Stewart Gulman

Nancy Anderson Judge

Marguerite Ingraham Holmes

Anne Atwood Ellis

Margaret Vought Attinger

Susan Pruyn King

Beverly Johnson Aungst

1945 MAB

7/11/2022 1954 MAB

12/21/22 1991 SBS 8/14/2022

8/20/2022

Upcoming 2023 Events

Alumnae Regional Event

• April 12, Nantucket

Alumnae Career Program

• April 14

Board of Trustee Meetings

• April 15 - 16

• June 9

• October 20 - 22

Alumnae Board Meetings

• April 15

• June 11

• September 16

Annual Fund Student Phonathons

• April 18

• April 24

• April 25

Alumnae Month

• May 1 - 31

Day of Giving

• May 4

154th Commencement

• June 3

Reunion Weekend

• June 9 - 11

Convocation

• September 4

1869 Society Recognition Event

• October 20

Installation of Laurie Lambert as SBS Head of School

• October 21