THE MAGAZINE OF THE CATHEDRAL SCHOOL OF ST. JOHN THE DIVINE SPRING 2025
1901 Cathedral
A Mosaic of Student Expression
2024-2025
FEATURES 14
50 Years of Gender Inclusivity
In the fall of 1974, Cathedral welcomed girls as students for the first time. This year, the School reflected on its journey towards becoming a gender-inclusive institution and what it means to be a space where students can be their full selves.
20
Strategic Plan 2030
Shining Our Light is a guiding document whose visions, tactics, and goals will shape the next era of Cathedral, unveiled to community members in May 2025. The plan was created with the School’s Mission and Core Values in mind as it looks toward a bright future.
Thank you to all Cathedral School students for developing such visionary self-portraits, showcased in the 2025 Community Art Gallery under the creative guidance of Art Teachers
Brian Delacey and Kristie Valentine.
24
Beyond Cathedral: Community Art Gallery
The arts are a source of self-expression and community at Cathedral. This winter, students, faculty, alumni, and friends contributed to a Community Art Exhibition in the North Transept of the Cathedral of St. John the Divine.
DEPARTMENTS
02 Letter from the Head of School
03 Notes from Amsterdam Avenue
08 On the Close
12 Uniquely Cathedral
32 The Last Word
Letter from the Head
ERICA CORBIN
The Art of Teaching
Dear Friends,
At The Cathedral School, our Mission calls us to develop confident, responsible citizens of the world. As any educator or parent can tell you, confidence doesn’t arrive all at once—it grows, steadily and beautifully, as students learn to use their voices, to take ownership of their learning, and to lead with intention and curiosity. While we have a front row seat to this joyful progress here at Cathedral, we also know that this process is not passive. It is the direct result of the tutelage and care of dedicated faculty and staff members.
One of the most powerful expressions of this confidence is through the arts—rooted in our DNA since our founding in 1901 as the Cathedral Choir School. Through visual and performing arts, students explore who they are, share their vision of the world, and connect with others in deeply meaningful ways. At Cathedral, art is both process and product, individual and collective—a vital strand in the mosaic of student self-expression.
This winter, our Community Art Exhibition in the newly-reopened North Transept of the Cathedral offered a breathtaking glimpse into that mosaic (p. 24). There, visitors found work by our extraordinary veteran art teachers, Kristie Valentine and Brian Delacey, alongside nearly 65 years of Cathedral student, alumni, and alumni parent artwork—all united by the theme of self-expression. In a striking installation inspired by Romare Bearden and our longstanding 8th Grade Self-Portrait tradition, every single Cathedral student—kindergarten through 8th grade—created self-portraits using pencil, crayon, marker, and collage. These portraits were mounted on textured paper to evoke the stone walls of the Cathedral Close, a stunning symbol of the solidity, strength, and spirit of our community.
As students journey through Cathedral, they come to know who they are, where they come from, and what it means to belong. They learn to see through a lens shaped by equity, justice, and inclusion—gradually turning their gaze outward as thoughtful members of a greater whole.
This is self-expression in its truest form: grounded in identity, nurtured by community, and shared with courage.
You can see this spirit shining in every part of school life—from raising and releasing butterflies, to the soaring achievements of our Choristers at Carnegie Hall (p. 5), to the important conversations at our Gender in the Classroom panel, celebrating 50 years as a gender-inclusive community (p. 14). These moments reflect our commitment to creating a welcoming community that evolves with our students’ needs and honors their diverse identities.
This commitment is central to Shining Our Light: Strategic Plan 2030, a vision for the future shaped by four enduring Pillars and guided by three Horizons: Foundational, Celebrational, and Generational (p. 20). Honoring 125 years of history while preparing for the next 125, this plan calls for us to remain focused on our core purpose: to nurture the minds, hearts, and voices of students entrusted to our care.
To teach, as Patrice Samuels so beautifully models, is indeed an art (p. 32). And at Cathedral, teaching and learning together is a shared masterpiece—one we are proud to create together, day by day. s
With gratitude and joy,
Notes from Amsterdam Avenue
Fourth graders enjoy recess on the Kit Wallace Playground. Bright smiles can be seen and laughter can often be heard as students take advantage of time outdoors on the Close whenever the weather allows.
Photo by: Filip Wolak
Young Alumni Speak with 8th Graders
In November, a panel of young alumni currently attending public schools in New York City visited with Cathedral 8th graders as they navigated high school applications and acceptances. Having gone through the process recently themselves, they were able to relate with current students and offer advice on how to find a best-fit school, bringing to life a core tenet of Cathedral: the strength of the K-8 model is that it helps students take ownership of their learning and have a voice in choosing the next step of the academic journey in their final year.
“Our students thrive in a wide range of high school settings—public, private, and boarding—thanks to the strong academic foundation and leadership experiences they gain at Cathedral. We invited recent graduates attending public schools to speak with our 8th graders so they could hear firsthand what those environments are like,” said Director of High School Counseling Jaclyn Berney. “It’s important that students understand the full spectrum of high school options available to them, including the excellent opportunities within the public school system.”
Thank you to Sophia Costello ’24, Anisa Cribb ’24, Roshaun Cribb ’21, Elinor Kuramoto ’24, Luna Martino ’22, Avery Pfleuger ’22, Aahan Shah ’21, and Avery Vilela ’22 for sharing their insight and experience so generously.
2025 Cathedral Award Winners
At the Earth Day Evensong in May, The Cathedral School honored Daphne Rubin-Vega ’99 with the A-to-Z Award and Tartina Italian Restaurant with the Close Neighbor Award. Inspired by the legacy of Steve Zaslofsky, the A-to-Z Award honors a non-employee community member whose commitment and care for the School reflect the highest ideals of service and stewardship.
Daphne Rubin-Vega ’99, a graduate of Columbia University and Howard University School of Law, joined the Cathedral School Board of Trustees in 2017. Now Deputy General Counsel for the NYC Department of Housing Preservation and Development, Daphne has dedicated her career—and her Board service—to ensuring land, buildings, and communities in NYC, and here on the Close, serve people equitably and effectively.
Established in 2024, the Close Neighbor Award is given annually in appreciation of a local business with meaningful ties to the Cathedral community.
This year’s honoree, Tartina Italian Restaurant, exemplifies the warmth and generosity we associate with our own family-style meals. Founded by Sorrento natives Maria Teresa Valestra and Federico Terminiello, Tartina— at 111th and Amsterdam—blends tradition and creativity, serving handmade dishes crafted from fresh, flavorful ingredients.
Tartina not only welcomes Cathedral families and friends for joyful meals but keeps watch over the neighborhood, too—embodying the spirit of partnership, hospitality, and care that define a true close neighbor.
Kindergarten Students Release Butterflies on the Close
During science class this fall, kindergarten students had the opportunity to raise a group of caterpillars through metamorphosis and release them into the Biblical Garden after they transformed into monarch butterflies.
“This was the first year we tried this with caterpillars,” said Lower School Science Teacher Peter Harrison. “It was inspired by how successful the Trout in the Classroom program has been—I’ve learned that when you introduce animals, insects, and other creatures into classrooms, you receive a higher level of engagement from students.”
Kindergartners learned all about the life cycle of caterpillars as they grow from egg to caterpillar and chrysalis and eventually become butterflies. The insects were fed a steady diet of milkweed to prepare them for their metamorphosis, and when the butterflies finally emerged from the cocoons they were ready for release on the Close. It was a moment of magic for Cathedral’s youngest students as they helped these creatures that they had cared for be released into the wild.
Choristers Perform at Carnegie Hall
Since our founding as the Cathedral Choir School in 1901, the Chorister program has been a special opportunity for young musicians to study and perform in a unique, high-caliber ensemble. Now under the leadership of Bryan Zaros, Associate Director of Music and Choirmaster, the program offers students the opportunity to perform regularly in the world’s largest gothic cathedral and travel for performances in the United States and abroad.
This school year, Choristers were able to perform at one of the most prestigious venues right here in New York City—Carnegie Hall. They shared the stage with the Oratorio Society of New York, singing in the featured performance of Carmina Burana by Carl Orff. Students did their best to appreciate how special the opportunity was while performing. “I know it will be a moment I’ll look back on and say ‘Wow, I really did that,’” said Elise D. ’28. “I tried to really focus on each moment, so it would be something I’ll always remember.”
Celebrating Cathedral’s Grandparents and Special Visitors
Each year, at the beginning of May, The Cathedral School welcomes family members and friends for Grandparents and Special Visitors Day, Earth Day Evensong, and Upper School Open House. Throughout the morning, guests have the opportunity to enjoy refreshments, hear remarks from Head of School Erica Corbin, tour the school building, and spend time in classrooms with the student who invited them. Knowing that every guest has had a lasting impact on the child they come to visit, it’s a cherished moment each year and a wonderful reminder of how far the School community extends.
Even in New York City (or, especially in New York City), the phrase “It takes a village” is as true now as it has ever been, and Cathedral truly appreciates the positive impact of its extended community. As such, it felt fitting to share the many smiling faces of Cathedral School students and their guests on a sunny spring morning in May.
PHOTOS BY MARJORIE BECKER
On the Close
Our Smashing Surroundings:
Cathedral Students Open Geodes on the Close
Last fall 1st graders donned their goggles and made their way outside to crack geodes with Peter Harrison during science class. They learned that geodes are part of the earth and are created when there are pockets of air inside of rocks. The empty space, combined with other natural forces, resulted in the beautiful mineral deposits discovered by students. “We were in the mindset of discovering some of the hidden mysteries that are all around us,” explained Mr. Harrison. “It was exciting to watch the sheer surprise from cracking something open and seeing what you might find inside. I think it was a highlight for students because they got to bring a piece home and, in doing so, were able to share that experience and share a story about what they learned in the classroom.”
This project is one of many that students will be able to take part in with help from the School’s impressive 11-acre campus known as the Close. It’s a space unlike any other in
New York City. “Having the ability to see the change of the seasons, go outside during a science class, and explore these grounds is such a privilege,” said Mr. Harrison. “On the warmer days I always plan to take class outside. We study the trees and the blossoming flowers. It’s a sheer gift—there’s always something to see and do on the Close.”
The Cathedral Close:
Where Students Learn, Grow, and Play
The impact of the Close extends beyond even the academic advantages it affords Cathedral students—it is also a place to study, play, socialize, and experience the joy of being with one another.
Each school day, should the weather allow, students in both Lower and Upper School can be found enjoying recess, PE, or after school sports on one of the playgrounds or the Pulpit Green. It’s a small part of a Cathedral student’s day, but the 11 acres of grounds and beautiful gothic Cathedral in the background offer an experience unmatched by any other place in the city. Stepping from the street to the steps of the School often feels like entering a different world and forms a lasting place in the memory of anyone who spends time here.
Walking the Peace Path
Kindergartners Study Conflict Resolution
Teaching students to be active participants in a community begins as early as kindergarten at Cathedral, with the School’s social-emotional curriculum emphasizing important skills like conflict resolution. In October, students took what they learned about conflict resolution and put it into practice by talking through classroom scenarios that might arise. This exercise came after reading A Big Guy Took My Ball! by Mo Willems.
“This lesson was new this year. We used Mo Willems’s book because the students really connect with those stories and the way they show feelings and expression. The book shows a conflict that happens and then the characters figure out what to do about it. We paused throughout reading and talked about what students would do if they were in this situation as the characters try to work out the conflict,” said kindergarten teacher Mimi Roy Thompson. “Then we brought in puppets of the characters and used them to talk about classroom scenarios that happen often. We also introduced the peace path steps. These break down conflict resolution and make it a step-by-step process.”
This work continues throughout the year, and kindergarten teachers take the time to help students learn these skills whenever the opportunity arises. “Teachers will pause and facilitate conversations between students, and we start to introduce those conversations organically,” said Ms. Thompson. “We really believe in building up those skills and explaining why this matters. We need conflict resolution because we are a community and we’re trying to take care of each other.”
Commemorating 50 Years of Gender Inclusivity at The Cathedral School
BY BEN VANDENBERG
In the fall of 1974, The Cathedral School welcomed female students for the first time. To celebrate this milestone and further the conversation around gender inclusivity and education, The Cathedral School hosted a series of events and discussions for students, alumni, families, faculty, and staff throughout the year. Cathedral is committed to being a space for all genders and recognizes the importance of creating a place and space where all feel welcome.
“Nothing can replace love.” This was the simple yet powerful sentiment expressed by Peter J. Kuriloff, a professor from the University of Pennsylvania Graduate School of Education, when he addressed audience members during The Cathedral School’s Gender in the Classroom: Past and Present Perspectives discussion in February, which commemorated 50 years of gender inclusivity at Cathedral. “If you love the kids, things will be good. And if the teachers and the students learn to love each other, it’s going to be a space for everyone. It really matters.”
It’s a short sentiment that carries immense weight, and it’s a sentiment that exemplifies the Cathedral experience. It’s a place where students will learn to love each other, think deeply about their own identities and the identities of others, as well as a place where they’ll learn when and how to present their thoughts and their perspectives.
The School is proud to be a space where students are accepting of all gender identities, and its journey towards inclusivity saw one its most important milestones 50 years ago when girls were admitted as students for the first time
in the fall of 1974. Prior to that, Cathedral had been an institution for only boys, beginning as a boarding school for boys in the Cathedral choir in 1901, and eventually transitioning to a day school for non-singing boys in 1964.
The School’s steady progression over the last 124 years shows a steadfast commitment to improving and growing as a more inclusive space for all. This is work that began many years ago and continues today.
As part of that continued work, Cathedral organized a series of events to commemorate the 50 year anniversary of the admittance of girls and to reaffirm the School’s commitment to being a space inclusive of all gender identities. These included workshops for Upper School students focused on feminism and masculinity, a Lower School Assembly celebrating Women’s History Month, and a panel conversation titled Gender in the Classroom: Past and Present Perspectives to examine the evolving experience of gender in education. Cathedral is dedicated to creating an inclusive space for all, and while it is exciting to celebrate progress made, the School recognizes that the work is never finished.
Creating an environment where students feel safe in expressing their gender identity requires important and continued conversations year over year. Cathedral recognizes the significance of 50 years of gender inclusivity but understands the milestone is not a finish line—rather, a brief reflection period on a continued journey. This past January, students in the Upper School took time to reflect, learn, and continue conversations about gender expression and identity through two separate workshops. Upper Schoolers in 5th through 8th grade were given the choice to participate in either Expanding the Feminist Circle of Concern led by Georgina Emerson, founder of Teach About Women, or Reclaiming Ourselves: Making Space for Authentic Masculinities led by Dr. Angel Rubiel Gonzalez, Head of School at De La Salle Academy.
Expanding the Feminist Circle of Concern
During this workshop, students delved into the expansion of feminist solidarities with a goal of understanding feminism not as a set of principles but as an ever-evolving mindset we must adapt to meet the emerging concerns of a changing world.
“I think it was a really good reflection period,” said Merrill S. ’26. “It’s nice to look around and have a conversation with a group of people our age, especially a very important topic like this. It’s reassuring for the future. It’s also important because you can hear your peers’ perspectives on the same topic. What are their key values? Are they similar to or different from mine?”
In their time together, students examined three case studies about historical moments in the evolution of American feminism. They worked together on these cases and communicated any differences they may have felt. Those who participated discovered that many of their peers held similar feelings to their own.
“I think it showed that no one’s really alone,” said Ella B. ’26. “If you look around, you see other people are fighting for the same thing you are.”
Lower School Assembly: Women’s History Month
Lower School students also celebrated five decades of gender inclusivity. At Lower School Assembly, with help from Director of Equity and Engagement Chiarna Morton, students shared the stories of several Women Changemakers. These were people who were strong advocates for women’s rights, and through their efforts created opportunities for those who followed in their footsteps. They included journalist Connie Chung; civil rights activists Yuri Kochiyama, Coretta Scott King, and Pauli Murray; women’s rights activist Susan B. Anthony; climate activist Greta Thunberg; and athlete and activist Billie Jean King. All played important roles in the ongoing movement for gender equality, and the celebration of Cathedral’s milestone seemed like a fitting time to honor the sacrifices they made to forge a better future for others.
Reclaiming Ourselves: Making Space for Authentic Masculinities
In this workshop, students discussed how others’ ideas about masculinity can shape their lives and how they can take charge to define who they want to be.
“We talked about the different expectations of authentic masculinity,” explained George B. ’26. “Men are supposed to be tough guys who don’t show emotion, don’t cry, and are confident in everything they do. That’s a stereotype that’s been portrayed for many years but isn’t right because if you mask your emotions it just makes the burden heavier.”
They used group discussions to talk about these stereotypes, and through those conversations they worked to build a version of masculinity that felt true to each individual in the room. It was a space to create a stronger and more authentic view of themselves.
“I think it’s important to have these conversations because during adolescence people have thoughts that they’re not good enough, especially at school,” said Buddy F. ’26. “They may not feel they’re getting good enough grades or that they’re liked enough by their peers. These are issues that need to be addressed, and I’m glad we did.”
Gender in the Classroom: Past and Present Perspectives
On a cold evening in February, Cathedral community members were welcomed onto the Close and into the Dining Room for a panel discussion about the evolving experience of gender in education. Speaking on the panel were Professor Charlotte Jacobs and Professor Peter J. Kuriloff from the Graduate School of Education at the University of Pennsylvania and Sarah Hautzinger ’77. Hautzinger was one of Cathedral’s first female students and is now a professor of anthropology at Colorado College. They discussed the historical experience of gender in education, spoke about paths for greater equity and inclusion in schools, and answered questions from the audience.
Director of Equity and Engagement Chiarna Morton spoke about why it’s important to have these conversations. “We wanted to celebrate this moment but also honor where we are in our society. It was important to go beyond just gender at The Cathedral School and talk about how gender is evolving right before our eyes in this country,” she said. “There was no one better to do that than Charlotte, Peter, and Sarah. They sparked great conversations and made really good connections for the audience.”
Jacobs and Kuriloff had the opportunity to discuss some of their research about gender in school environments, and one of their main takeaways was the importance of gender-consciousness and that it is something that has to go beyond the classroom. “We recently worked with a school that issued a survey and found that girls and female faculty were feeling undervalued,” Jacobs said. “What we found during our work is that it’s not enough to just make classrooms more equitable spaces, and it’s not enough to work only with the students. It has to be a holistic approach, and you have to think about the school as an ecosystem where gender lives in many different places.”
Cathedral’s 50th anniversary of gender inclusivity is a milestone to celebrate, but using it as a platform to discuss gender in academic spaces is perhaps more important. The panel discussion answered many questions, highlighted how much has changed in 50 years, and revealed how much there still is to learn. “I’m proud of the work we do in this community, and I’m looking forward to the work we will continue to do in this community,” said Head of School Erica Corbin. “It was tremendous to hear the stories shared during the evening and learn about the research that has been done. It was a special way to honor this milestone and remind us about the work left to do.”
Past and Present: Heads of School and an Alumna Voice
As part of the commemoration of 50 years of gender inclusivity, Cathedral welcomed former Head of School Marsha Nelson to share opening remarks before the start of the panel discussion. Ms. Nelson was Cathedral’s first installed female Head of School, and her tenure spanned 18 years from 2003 to 2021. The School grew tremendously under her leadership and continues to remain at the forefront of change.
“When I first became Head of School, there were those who resisted change, some who weren’t ready to see a woman in leadership. We received a few less than kind letters, and there were refusals to give support, but the School and I never wavered because the Mission of Cathedral was and still is stronger than any resistance to progress,” Ms. Nelson said. “A sentiment that is more resonant and more necessary than ever amidst today’s charged political and cultural landscape. As we celebrate 50 years of gender inclusivity, I want to emphasize that this isn’t just a reflection on the past. It’s a celebration of where we are and our commitment to where we’re going. Inclusivity has never been just a box we check at Cathedral. It’s an ongoing journey we continue together.”
Ms. Nelson holds an important role in Cathedral’s history, and it was a pleasure to have her on the Close for the first time since her retirement to reflect on this milestone and share her voice.
Sarah Hautzinger joined Cathedral’s Gender in the Classroom: Past and Present Perspectives panel conversation this past February as a part of the School’s 50 year celebration of gender inclusivity. She’s currently a professor of anthropology at Colorado College, and one of the focuses of her research is a feminist approach to gender. She also offered a unique perspective as one of the many girls welcomed to Cathedral for the first time in the fall of 1974. She joined five other girls in the 7th grade that year, but she explains that at the time her thoughts weren’t on being one of the first girls at Cathedral but instead on being a student and admiring the Close. “I don’t really remember having much of a take on it at the time. I just sort of thought to myself ‘Oh, okay. They’re adding girls,’” she explained. “I think I noticed that we received a little more attention than we would have otherwise, and the six of us girls became really close.”
While girls were admitted as students, there were still elements of the Cathedral experience they could not yet enjoy. For example, the Choristers still only permitted boys to participate. Despite this, Hautzinger explained she and her friends never felt excluded and would still make their way to the Cathedral to hear the boys sing. “There may have been a small proto-feminist feeling of, ‘Yes, girls need to be allowed in the choir,’’ although I don’t ever remember the experience feeling exclusionary or bitter for us,” she said. “There was a strong sense of belonging even in the places that we were not yet admitted to.”
Hautzinger spent just a short time at Cathedral, but still felt profoundly moved by her experience. “Cathedral really catalyzed the power of being interested in the world and being able to engage with it. I’m now a cultural anthropologist with a political and gender focus, and it does feel like that path has a tie to my early roots at Cathedral.”
It’s a journey that has truly come full-circle as she returned to speak at the 50th anniversary of her arrival. Her expertise was an essential part of the School’s panel conversation about gender in the classroom. It’s a conversation that will continue as Cathedral continues this work to create a space where students can feel empowered and safe in their identities.
Shining Our Light
The Cathedral School Strategic Plan 2030
The Cathedral School is proud to present Shining Our Light: Strategic Plan 2030 — a mission-driven roadmap guiding the next era of The Cathedral School of St. John the Divine. Cathedral is often referred to as a hidden gem, tucked off the street on our beautiful 11-acre campus. We are proud of our academic program, we are proud of our history, and we are proud of the people who make up our community—we also know that we have more to do in shining our light, amplifying our message, and making sure people know who we are. Strategic Plan 2030 calls for us to take new and reinvigorated steps to introduce ourselves to prospective community members and remain present in the lives of current community members through four Pillars, over three Horizons.
Pillar 1
Shine Our Light
Establish a sustained marketing effort that builds awareness of our school throughout the New York City area to attract Mission-aligned students, families, and supporters
n Update our branding and marketing materials for a consistent and cohesive look and feel that accurately reflects our community
n Increase the visibility of our School and our campus, both online and in person
n Engage in renewed outreach to key external leaders
Pillar 2
Connect With Our Community
Engage our people by giving them reasons to believe in our Mission and by providing easy, natural, and rewarding ways to contribute to our legacy
n Cultivate and renew our relationships with all constituencies
n Highlight the stories of our students, alumni, professional community, volunteers, and families
n Implement routine surveys to receive constructive feedback
n Strengthen our post-pandemic reintegration by opening our doors more often for programs and events
Pillar 3
Broaden Our Financial Foundation
Diversify our revenue streams for the next 125 years
n Expand awareness of facility rental opportunities within the school building
n Increase auxiliary programming offered in the school building and on the Close
n Deepen existing and potential philanthropic relationships with supporters and friends
Pillar 4
Optimize Our Work
Increase the effectiveness, efficiency, and resilience of our people, our curriculum, and our facilities
n Increase the ease of accessing, learning, and working in our landmarked school building
n Implement advanced professional training and methods for sharing expertise within our professional community
n Cultivate supportive and inspiring professional relationships between colleagues
Shining Our Light: Strategic Plan 2030 will guide our work over the next five years, as marked by three Horizons:
Horizon I: Foundational 2025 - 2026
Horizon II: Celebrational 2026 - 2027
Horizon III: Generational 2027 - 2030
Address efforts that can be implemented or improved right now
Honor our history by recognizing the values, actions, and people who have navigated our first 125 years
Evaluate results to inform future strategic thinking and the next 125 years
Thank you for your interest in Shining Our Light: Strategic Plan 2030 and your investment in our Cathedral School community. As we enter a new and exciting era of our School’s history, please scan the following QR code for more information or to share your thoughts:
Beyond Cathedral
A Community Art Exhibition
Fostering self-exploration through artistic expression
Under the towering ceilings and breathtaking columns of the Cathedral of St. John the Divine’s North Transept, The Cathedral School hosted its first-ever Community Art Gallery in February 2025. The exhibition included works from current students, alumni, current and former parents, and our very own Brian Delacey and Kristie Valentine, Cathedral School Art Teachers. The wide range of artists, with alumni representation from 1968 to 2015, was a testament to the deep intertwinement of the arts and a Cathedral education.
“The visual arts are a major part of our program here,” said Head of School Erica Corbin. “Using these opportunities to demonstrate how that lives not only within our building but also beyond our building is really special. It speaks to the pride that we take in being a school community that welcomes families from a wide range of backgrounds, experiences, and careers, and recognizing artistic expression as one of those pathways that has value.”
Leading that artistic expression for decades has been Upper School Art Teacher Mr. Delacey and Lower School Art Teacher Ms. Valentine who are in their 33rd and 22nd years at Cathedral, respectively. Their impact on the program and Cathedral students is felt and seen, and those participating in the gallery made that quite clear. “I can confidently say Ms. Valentine is the greatest teacher I have ever had,” said Jasper Markell ’16, who had three pieces featured. “Her passion was infectious, and she inspired us not by lecturing but by providing resources, encouragement, and, most importantly, by being an incredible artist herself.”
The gallery included work from Mr. Delacey and Ms. Valentine as well as a large-scale piece that featured a contribution from every Cathedral School student. “I think for people to see that Ms. Valentine and I are working artists and have a lot to share was a new perspective for students and others who attended,” said Mr. Delacey. “It was also great for the students to see both the variety of art and their own portraits, which they could celebrate, compare, and
enjoy. They could share the experience of looking at a collective piece with one another.” The piece was a collection of self-portraits stitched together to create a mosaic of student expression.
Art at Cathedral is present in nearly every aspect of student life. The 1st Floor Corridor is always adorned with recent student work; Evensongs feature themed pieces that span all grades; and both divisions include a wide-range of cross-curricular projects for students to engage in. “The goal is for students to have confidence in their creative ability even if they don’t continue in the medium when they leave here. We want them to realize that they are creative problem solvers and to gain an understanding of how things are made,” Mr. Delacey explained.
The fruits of that labor were evident in the wide-ranging gallery participation. It was a unique opportunity for the Cathedral community to admire tangible evidence that its program and faculty made a lasting impact. “It’s very rewarding for the community. To invite so many people back, some of whom we hadn’t seen in years, some of whom we had never met, was wonderful. We had alumni that participated from 1968, 1980, and 1985. I’ve been here a long time, but not that long, so to see that was very rewarding,” said Mr. Delacey. In total the gallery featured 12 artists, representatives from 10 class years, 6 alumni, and 39 pieces of art, a number of which are highlighted on the following pages.
Art of Stone
Inspired by the traditional 8th Grade Self-Portrait project, Cathedral School students—from kindergarten to 8th grade—participated in a portraiture project, using pencil, crayon, marker, and collage to render selflikenesses under the guidance of Kristie Valentine, Lower School Art Teacher, and Brian Delacey, Upper School Art Teacher. In the spirit of Romare Bearden, these were mounted on paper, textured to look like the stone buildings of the Cathedral Close—a vibrant community, a bustling city of learners and leaders.
“I think anytime you share your work on a wall, it’s a different experience. Kids are very unconscious about how revealing their work is and how it describes who they are and what they’re experiencing. Creating work is very intimate, and then they put it on a wall and that’s what makes it art in a way. They’re revealing a concept, and that moment of reflection is something that enhances their creative experience,” said Mr. Delacey
Cathedral Teachers and Accomplished Artists
Beyond their work as teachers and stewards of Cathedral’s visual art program, Brian Delacey and Kristie Valentine are also accomplished artists themselves who contributed their own works to February’s exhibition. Mr. Delacey contributed seven oil paintings, including landscapes and work derived from collected e-waste images and objects (below left). Ms. Valentine contributed four printmaking and collage pieces, using fragments of shapes and textures to evoke memory and emotion (below right). It was an honor to have both share their extraordinary work with the community.
The Impact of the Arts
The exhibition was unveiled in the North Transept on February 3, with a reception that welcomed the entire School community. The event celebrated the work of the participating artists and the value of the arts at Cathedral.
The room was full on that evening in February, and the crowds of familiar faces supporting Cathedral artists was a special sight. The moment was not lost on Ms. Valentine, who shared: “It was unique to have that many returning students and community members gathered to support the art program. As a teacher it was a really special experience to see the impact the art program has had, especially on the alumni.”
“Art helps us make sense of things,” Ms. Valentine continued. “It helps us tell stories and have a connection in and to the world. Through the arts, I hope students feel empowered to find their voices, and I hope that they feel some familiarity with expressing themselves on paper. By the time they leave The Cathedral School, students have gained experience in a wide range of mediums, including painting, drawing, printmaking, and sculpture—all of which give them a sense of how things are made and how to approach problem-solving critically and creatively, while also having fun. I didn’t have an elementary school art class when I was growing up, so I value this chance to give back and inspire students in this way.”
Beyond Cathedral
Scott Wilson ’68
PLA 3D Printed Sculpture, Acrylic Paint, Wood Angler Fish
Despair
Scott Wilson is a fervent supporter of the arts and thanks The Cathedral School for its support. Scott believes art is a reflection of life.
February’s gallery featured alumni and alumni parent artists representing a wide range of student and family class years among participants. These artists practice different mediums and may differ in their creative processes, but their one commonality is their time on the Close.
Jasper Markell Huston ’16
Pencil, White Charcoal Fight
Hands and Feet
Jasper Markell Huston credits Ms. Valentine for his pursuit of art after leaving Cathedral. “Her passion was infectious, and she inspired us not by lecturing but by providing resources, encouragement, and, most importantly, by being an incredible artist herself,” he said.
Gregory MacDonald P ’07, P ’15
Watercolor
Three Framed Seascapes
Capri
Ogunquit
St. John
Marksburg Castle Window
Gregory MacDonald’s watercolor work often focuses on natural scenes—blues and greens of water, the interplay of light and shadow in trees, and the luminescence of the sun and moon. “A perfect day in NYC starts with coffee and croissants with my two sons, Walt and Malcolm,” he said. “Then, I would head to The Met, where I always seem to discover a room I’ve never been in before. I would then take a quiet moment to listen to Vincent Van Gogh whispering to me. The day would end with a slice at Sal & Carmine’s with my wife, Adrienne.”
Wendy Joy Darby P ’92, P ’99
Photography
Snowing, Riverside Park
Pastoral
As an anthropologist, Wendy Joy Darby does not approach artistic production as neutral, especially in the case of landscape paintings. She considers whose view is being presented, for whom it is created, and what is left out. These questions lead to an understanding of how landscapes become symbols of national importance, shaping a politics of access to those spaces.
These artists shared the mediums they used, the titles of their pieces, and a small anecdote about their art and their journey. Cathedral is honored to share these pieces and these stories.
Nunn ’14
Photography Windstorm in the Westfjords
Sophia Nunn is a photographer and author with a background in psychology and philosophy. Her work explores the depth of human relationships and our connection to the earth. She is a multidisciplinary photographer, using digital, film, black-and-white, and color photography to evoke raw emotion in her fine art portraiture.
Cara Sherr-Messing ’15
Acrylic on Canvas
Sitting (a painting of a boy and his dog)
Cara Sherr-Messing credits Mr. Delacey and Ms. Valentine as two figures who inspired her to become an art teacher herself. Cathedral shaped how she developed an identity through the arts because it was one of the major institutions in her life that pushed an arts curriculum. Her painting features her partner and his childhood dog, a boxer. “I felt the expressions of both the dog and child to be identical and hilarious, as if someone commanded the dog to sit, and then the child followed,” she said.
Chris Pellettieri ’80
Limestone Sculpture
Gathering JanusNYC
Chris Pellettieri discovered his passion for shaping materials with hand tools during a carpentry class in the School’s after school program. It was that exposure that led him to an apprenticeship at the Cathedral’s stoneyard, for which he is forever grateful.
Devaraj Southworth ’85
Acrylic, enamel, and oil-based aerosol paint, mixed media, on traditional stretched canvas Out of the Embers
Sunshine Beyond the Thunder
Devaraj Southworth’s abstract creations are more than static pieces; they are living expressions of perspective and emotion. His artwork echoes his belief that art should be playful and accessible—not about perfection or imitation but about freedom and self-expression. Devaraj draws his life’s deepest purpose and inspiration from his two daughters, Ahnika and Suriya. They are his guiding light and most meaningful creations, shaping his journey as an artist and person.
Sophia
25 in 2025
Congratulations to all 25 members of the Class of 2025! The Cathedral community is proud of all you have accomplished and wishes you the very best as you move on to high school, college, and beyond. Members of the Class of 2025 are matriculating to the following independent, diocesan, and public high schools:
The Bronx High School of Science
The Calhoun School
The Dalton School
Dominican Academy
Ethical Culture Fieldston School
Fiorello H. LaGuardia High School
Fordham Preparatory School
Friends Seminary
Grace Church School
Hackley School
Iona Preparatory School
The Little Red School House and Elisabeth Irwin High School
Loyola School
Marymount School of New York
The Masters School
St. Ann’s School
Stuyvesant High School
Trevor Day School
Xavier High School
Cathedral was thrilled to welcome the Class of 2021 back to campus for an Ice Cream Social in June 2025. Members of the Class of 2021 are matriculating to the following colleges and universities:
American University
Bard College
Boston College
Bucknell University
Carnegie Mellon University
Columbia University
Davidson College
Duke University
Elon University
Fairfield University
Hampton University
Northwestern University
Samford University
Savannah College of Art and Design
Skidmore College
Syracuse University
Tufts University
U.S. Naval Academy
University of Maryland
Vanderbilt University
Washington University in St. Louis
Leaving Is Never Easy
If it’s meant to be, we always manage to find our way back
BY PATRICE SAMUELS 4TH GRADE TEACHER
The first time I realized how hard it would be to leave The Cathedral School was the first time I left. I remember 14 years ago, stopping in what was then a narrow, twisting south stairwell and looking out the lead-mullioned window at the Bishop’s House—the red bud trees in bloom, the peacocks, and the Cathedral rising in the background. It seemed like the magic of this place started with the physical fairytale environment and spread throughout the community to each child and adult that is part of it. My time as an associate was over and I had a new job, but I needed to find a way to come back here. Thank heavens I did!
I first came as a 1st grade associate, a career changer. After having ushered three of my own children through an array of public and private New York City schools, it did not take me long to realize that Cathedral is not like other schools. Every private school has a stated mission, but only a few actually live that mission so dynamically. Cathedral’s Mission and Core Values emphasize inclusion, tolerance, and responsibility. But beyond those values and goals, there is the spirit of the place, which is imbued with joy.
Anyone who has sat through a Lower School Assembly can feel it viscerally. Children are so eager to perform for their friends, teachers, and families. There are simply not enough slots each week for children to tell jokes, present a trivia quiz, play an instrument, or simply read a book. What could speak more about how safe children feel in their community?
I remember my own first Assembly and how I was initially confused. Was this a meeting, or a talent show? Then a 2nd grader walked on the stage and performed an original remix of the Gloria Gaynor song “I Will Survive.” He matched the notes perfectly but replaced Gaynor’s lyrics with “I love to eat french fries.” The audience, from kindergarten through the faculty, was laughing, clapping, and even singing along.
There was a communal delight, and I allowed myself to become part of it. Now I have that experience every Friday, and next year I look forward to watching recordings of Assembly from Maine, where I will be trying out retirement. This time I am leaving Cathedral by choice, but leaving is still not easy. Lower School Assembly is only the tip of the iceberg of what I will miss about Cathedral. There is Wacky Wednesday, the Christmas Singalong, the Passover Seder, and the 8th Grade Musical. However, what I probably will miss the most is the anticipation I feel every morning at 7:55 A.M. before the students rush through the door with an impossible amount of energy. At that moment, every other worry in my life, whether personal or about the world, vanishes. The complex puzzle of each child and the chemistry between them is all-absorbing, and the challenge of responding in the most positive and constructive way to their questions, comments, and interactions is a moment-to-moment challenge. It is the kind of challenge that forces a teacher to be the best person they can be. The cliché that we learn from the students as much as they learn from us is deeply accurate. We learn how to be constantly reflective and aware of how our actions and words affect others. Not that we always succeed but, at least for the teachers here at Cathedral, we are always trying. I am hoping that some of that way of living sticks with me as I move on to my next chapter. s
THE CATHEDRAL SCHOOL
MISSION STATEMENT
The Cathedral School of St. John the Divine—an independent K-8 school rooted in the Episcopal tradition—educates students to become articulate, confident, and responsible citizens of the world through rigorous academics, innovative approaches to learning, and the nurturing of their aspirations in a diverse community of all faiths.
THE MISSION ENACTED:
THE SCHOOL’S CORE VALUES
The Cathedral School is committed to academic excellence in a curriculum that integrates critical thinking, the arts, athletics, and leadership development. The School believes that the recognition and appreciation of differences in race, socioeconomic status, cultural or religious tradition, age, gender, ability, or sexual orientation enhance the individual’s sense of identity and broaden respect for others. Through curriculum and informal school experiences, students at The Cathedral School come to understand the inherent value of all people and the importance of working towards equity in all that they do.
The School’s mission is brought to life on the idyllic 11-acre campus of the Cathedral of St. John the Divine in Morningside Heights on Manhattan’s Upper West Side through seven Core Values: Cooperation, Courage, Integrity, Kindness, Passion for Learning, Respect, and Responsibility.
2024–2025 BOARD OF TRUSTEES
The Very Reverend Patrick Malloy, Ph.D. Chair and Dean of the Cathedral
David Gray
President
Aziz El-Tahch
Vice President
Martha Escobar
Secretary
Nick Bazos
Treasurer
Erica Corbin
Head of School
Marc Bertrand
Sean Brennan
Christopher Brown ’75
Ann Bryant
Rebecca Culley
Lucy Culver
Thomas Foo ’77
Felicia Grant
Jennifer Helies
James Killinger
Noni Thomas López
Claudie Mabry ’04
Damaris Maclean
Kristy Milkov
Lee Morakis
Rachel Posner
Misako Rothery
Daphne Rubin-Vega ’99
Artiea Smith
Leon Stiel
Lalitha Vasudevan
Ryan Vaz
Patrick Williams
