Waynflete Magazine – Fall/Winter 2019

FALL-WINTER 2019 MAGAZINE AND REPORT ON GIVING

Contents Act II Curtains Rise on Waynflete’s Revitalized Performing Arts Program

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Electricity Between Ideas The Fusion of Form and Content in Word & Image

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Having Fun and Holding the Bar High Engaging Heads and Hearts in Scientific Pursuits

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Harnessing the Power of a Mighty Storm 15 Novel Engineering 18 The Classroom as Canvas 09

Past as Prologue 24 No Certainty/ Near Certainty 26

360 Spring Street, Portland, Maine 04102 | 207.774.5721 | waynflete.org

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Where Waynflete Takes You 26 Class Notes

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Report on Giving 38 Community Highlights 64

Welcome I SAT IN THE BACK of the Franklin Theater recently, watching the cast of Guys and Dolls finish their rehearsal. With two weeks until opening night, there was a nervous energy on stage as the players worked through their lines and blocking. I have known some of these students for over half a decade, and I am amazed at how they have developed such a powerful presence onstage. What I am witnessing is the power of the arts to transform—a power that we believe is an essential part of the Waynflete experience and one that has been a part of our program since the school’s founding.

As we celebrate the tenth anniversary of the opening of Franklin Theater and the newest parts of the Arts Center, it is time to reflect on the important role the arts play in the life of our school. Waynflete offers a comprehensive visual and performing arts education. All students are required to experience the arts at every stage of their journey, beginning with our youngest learners in the Early Childhood program. We believe these programs are an essential component of a well-rounded education. For many of our graduates, Waynflete was the launching pad for careers in the performing and visual arts.

We are blessed with a talented pool of arts instructors, most of whom are practicing artists in their own right. In the studios, stages, and practice spaces, our arts faculty have opened our students’ eyes to the beauty, creativity, and unlimited possibilities that the arts provide. As a result, our students have developed skills of expression in a variety of forms and have entertained and inspired countless audiences.

As you’ll discover in one of the stories that follows, our performing arts programs are in the midst of a renaissance, with a renewed focus on a sound, sequential approach to arts education. We have redesigned and expanded the general music curriculum in our Lower School and are putting a wide variety of string, percussion, and wind instruments into the hands of our younger students to inspire them to take up an instrument in Middle School. We are enhancing our offerings in vocal music, dance, and drama. Students can discover a particular passion in the performing arts and carry that forward throughout their middle and high school career.

While not every student will become a devoted musician, dancer, or actor, all will be forever changed by the experience.

Geoff Wagg Head of School COVER: Middle School Chamber Orchestra in rehearsal

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PHOTO: A glimpse of “A Dancer’s Journey,” 2019 Upper School Winter Dance Concert

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CURTAINS RISE ON WAYNFLETE’S REVITALIZED PERFORMING ARTS PROGRAM

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HEN WAYNFLETE’S EARLY CHILDHOOD curriculum first turns to music, students learn that everyone is born with a heartbeat. The heart is “our first rhythm instrument,” says EC teacher Bob Mills, and its tempo can be controlled through our demeanor and activities such as exercise or mindfulness meditation.

As they get older, however, students spend less time considering the wonder of their physical selves and more time in their minds. The performing arts are one of the few activities in which children can continue to tap into that different part of themselves—to express thoughts, ideas, and feelings that can’t be communicated in any other way. “It’s an open door to the beauty of sight, sound, expression, movement, creativity, and limitless possibilities,” as one teacher puts it. Whether it’s transforming into different characters on stage or viscerally connecting to a piece of music, the performing arts can help students find their voices and build a sense of identity.

And at a time when technology is pulling students deeper into their devices, the arts encourage kids to lift up their heads, face the crowd, allow themselves to be vulnerable, and be celebrated for taking risks. “It just makes you see the world differently,” says one eighth-grade student.

The performing arts provide instant community—real-time, face-to-face settings in which young people must be together in the moment, solve problems, and occasionally bump up against each other in uncomfortable ways (and be obliged to deal with the fallout). “There is not a single performing arts experience that doesn’t end up being a group project,” says a Waynflete educator. “These collaborations allow kids to practice selflessness—to give up some of their individual focus for the greater good. They learn that they are dependent on others and that others are dependent on them.”

The performing arts also provide opportunities for students to use nonlinear thinking skills. Production Technology classes, for example, teach kids to think on their feet. “Anything can happen when you’re doing a show,” says teacher Chris Fitze. “Something breaks, the light didn’t come on, the microphone is feeding back…you have no choice but to problem-solve in the moment.” continued on next page

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By popular demand

Students didn’t just want to participate in drama, music, or dance; they wanted to be part of a larger performing arts community at Waynflete.

ABOVE: Cast members from the Upper School production of Guys and Dolls, November 2019

A 2013 survey revealed that Waynflete parents believe the performing arts are an essential part of their child’s educational experience. Parents also expressed appreciation for being able to gather as a community and enjoy the school’s high-quality musicals, dramatic performances, and dance recitals.

But the survey also called attention to growth opportunities, particularly in the areas of instrumental and choral music. That same year, Waynflete was preparing to introduce a new curricular review process. With the parent survey results in hand, Head of School Geoff Wagg and other school administrators chose performing arts as one of the first programs to be assessed.

The review process began in 2015 with an internal faculty team headed up by educator Bob Mills. It would take two years to complete.

Waynflete’s internal team spent the first year meeting with division directors, alumni, parents, and students, capturing details about the program’s strengths as well as potential areas for improvement. Several themes began to emerge. The highest-priority issue was the sequence of learning across all three divisions. Due in part to the school’s ethos of individuality and exploration, and the faculty’s eagerness to engage students, the performing arts program had over the years offered a wide range of activities that were not always designed to build skills and expertise over the long term. Steel drums, a cappella music, ukulele— whenever a faculty member expressed interest in leading a program, the school always said yes.

The committee also concluded that performing arts classes had effectively been pushed to the periphery of the school day and were not well connected to the overall school experience. The Jazz Combo, for example, would rehearse at the same time athletic teams were practicing, making it impossible for athlete-musicians to participate in both activities. There was a hunger in the community for real performing arts classes, not just clubs, activities, and workshops. Students didn’t just want to participate in drama, music, or dance; they wanted to be part of a larger performing arts community at Waynflete. “The performing arts had to be recognized as a true department in the school, just like history, just like science,” says one teacher. “We recognized that addressing the schedule issues would help kids have more substantive, skill-building, and rewarding experiences. They would see that the performing arts were much more than just something to dabble in.”

The internal committee visited similarly sized schools with strong performing arts programs. Chestnut Hill, Massachusetts-based Brimmer & May School, for example, had an orchestral music program that was clearly succeeding at building expertise in student instrumentalists as they advanced from elementary school to upper grades. While the Waynflete team acknowledged that creating a similar program would be an overly ambitious short-term goal, the committee concluded that more

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attention needed to be paid to establishing a sound sequential approach that would engage students in all three divisions.

One of the committee’s core recommendations was to hire a Director of Performing Arts—an individual who would establish a vision for the program and build the faculty into a cohesive team. “Striking the right balance has always been the challenge at Waynflete,” says theater arts teacher Tiki Fuhro. “The needs of a theater program, a dance program, and a music program are so different. We knew that finding someone who could unify and support the team would be a great benefit.”

In the second phase of the curriculum review, an external team consisting of three music educators visited the school. Their charge: to review the internal committee’s recommendations, provide an objective and grounded perspective, and either validate or challenge the internal committee’s findings. One of the visiting teachers was Mary Jane Pagenstecher, who had just started her twenty-fifth year as Director of Fine and Performing Arts at the Holton-Arms School in Bethesda, Maryland. Having already built a highly successful performing arts program at HoltonArms, Mary Jane was moved by the Waynflete program’s potential and the team of talented educators who were hungry for change—so much so that she later applied for the newly created director position. “It was so clear to me that a school with these kinds of facilities, and these bright kids who are concerned about the world and engaging with every part of it, should have a powerful performing arts program,” she recalls. Mary Jane joined the faculty in September 2018.

Reduced to its simplest form, Mary Jane’s charge was to fulfill the recommendations of the curricular review. But this dry prescription fails to capture the first-year results of her advocacy for Waynflete’s performing arts program. “Mary Jane is tireless and fearless,” says one teacher. “She has brought rigor, organization, energy, and a new perspective. She’s made it easier to see the whole program as one connected thread.”

While the pace of change for the overall program has been described as a marathon, not a sprint, there have already been significant improvements under Mary Jane’s leadership. The entire performing arts teaching team now meets on a regular basis, allowing teachers to support and learn from

BELOW LEFT: Middle School Jazz Band in concert, May 2019 BELOW RIGHT: Middle School student choreography featured in the 2019 Winter Dance Concert

“It was so clear to me that a school with these kinds of facilities, and these bright kids who are concerned about the world and engaging with every part of it, should have a powerful performing arts program.”

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BELOW: Members of the 4-5 Chorus accompany their peers at the Winter Music Concert, December 2018

their colleagues’ work, identify new opportunities for team teaching and collaboration, and model community-building for the students. “It’s exciting to be better connected and to have more opportunities to play off everyone else’s strengths,” says one teacher. “While we’re getting to know each other better on a personal level, it’s the learning about teaching styles that has already been really beneficial to my own approach.”

There has been an increase in cross-discipline and cross-division collaboration. The Chamber Ensemble and Middle School dancers joined forces at last spring’s dance concert, and the Middle and Upper School Chamber Ensembles have performed together several times. This year the Upper School music ensembles will join forces for a concert piece in January.

The year-long process that culminates in the eighth-grade play has been reshaped to connect directly with the integrated history and English curriculum. The performing arts team is exploring additional opportunities to collaborate with visual arts and other departments in all three divisions of the school.

Setting the stage

“I have just been amazed by how much curiosity the kids have about music ... their first handson experiences lead to a lot of questions and great learning moments.”

Over an awe-inspiring 44 years of service, Susan Nelson has created a comprehensive creative movement and dance program in Waynflete’s Lower School. Susan’s classes build in the school’s youngest learners a sense of self-awareness and confidence that serves as a solid foundation for the study of classical, modern, and contemporary dance in the Middle and Upper Schools.

While the dance program was in good shape, the curriculum review committee had identified that the Lower School’s instrumental music program needed attention. “We simply weren’t building a strong farm team of instrumentalists for our Middle and Upper Schools,” says Geoff. “Waynflete needed a sound music literacy program in the Lower School. This needed to include giving kids the ‘petting zoo’ experience where they can pick up and try out different instruments.” Every Middle Schooler was expected to be in an ensemble, whether it was Jazz Band, Chorus, Chamber Orchestra, Dance, Ukulele, or World Drumming. But without early exposure—where a child can pull an instrument out of a velvet-lined case and feel its heft—it was unrealistic to expect a sixth-grader to make an educated decision about which instrument to play.

Change came to the Lower School general music program last year with the arrival of teacher Eddie Holmes. Eddie is reimagining the content and sequence of the program with more emphasis on music literacy, improvisation, composition, and notation, and by incorporating more instruments in the singing-based general music program. “I have just been amazed by how much curiosity the kids have about music,” he says. “Their first hands-on experiences lead to a lot of questions and great learning moments.”

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Eddie and fellow teacher Andy Happel introduced a new strings program for students in grades 4 and 5. A gift from the Margaret Burnham (Waynflete Class of 1921) Charitable Trust allowed the school to purchase quarter- and half-size violins and violas and a half-size cello. “The idea is to get instruments into kids’ hands and spark joy,” says Andy. “We want them to make sounds—just feel that sensation—and not get too worried about details like posture.” This is the first school year that rising sixth graders have already been exposed to strings in the Lower School.

(Andy also launched the Waynflete Invitational Chamber Music Festival last year to give Middle and Upper School students a similar kind of opportunity that orchestral instrumentalists and jazz musicians have at the All-State level. “Kids need opportunities to meet others ‘in the flock,’” he says. “The Waynflete Invitational lets them participate in workshops, play in concert with each other, and just be inspired.”)

Newly arrived instrumental music teacher Gene Gill is working with Eddie on a program to introduce Lower School students to brass and woodwind instruments. Gene is also broadening the instrumental music program in the Middle and Upper Schools, ensuring that wind, brass, and percussion players will have opportunities to explore a broader range of instrumental music genres while continuing the legacy of the school’s well-known jazz program.

Schedule changes in the Middle and Upper Schools are providing students with deeper artistic experiences. Sixth- and seventh-graders now take their performing arts classes (dance, drama, music, or production technology) with members of their advising group. In addition to strengthening relationships between classmates, arts educators can now incorporate themes that students are discussing in their advisory groups.

In previous years, workshops took place over an eight-week period and were only 40 minutes long—barely enough time to get warmed up. These have now been transformed into proper classes that run for an entire semester, providing for deeper experiences and greater skill-building.

In the Upper School, where classes are now similarly scheduled into regular class blocks, Mary Jane and Tiki launched Real World Performing Arts, a hands-on course that draws on the school’s activist culture (the class examines the performing arts through the lens of the artist as an agent for social change). Costume design and construction have been added to the Production Technology curriculum for both Middle and Upper School students. And students may now earn performing arts credits for participating in the school’s Danceflete Collective.

Along with infrastructure improvements that range from new theater curtains to acoustical shells that help maintain sound quality from rehearsal space to performance venue, these changes are helping to make Waynflete’s

BELOW:Upper School Chorus members perform “A Million Dreams” at the 2019 Spring Choral Concert

These changes have one overriding goal: to make Waynflete’s performing arts program one of the school’s most distinguishing features—a place where the young performing artist can thrive.

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performing arts program one of the school’s most distinguishing features—a place where the young performing artist can thrive.

All together now BELOW: A spirited rehearsal with the Middle School Chamber Orchestra, November 2018

Today there is a genuine excitement about the future of Waynflete’s performing arts program.

An accomplished choral director and conductor, Mary Jane is also bringing about a resurgence in the culture of choral singing at Waynflete. To help build a sense of community across the entire school— and model the idea of lifelong learning for students—she created the Waynflete Intergenerational Chorus, a vocal ensemble comprising students from grades 4 through 12 as well as faculty and staff. “It’s powerful for students to observe adults making themselves vulnerable,” she says. “The typical situation in schools has kids responding to leadership from adults. You often see just the opposite in this group.” Mary Jane is also introducing the first Middle and Upper School Coffeehouse: Sharing of Original Works in the current school year. This event will celebrate creativity and risk-taking by giving Waynflete students a venue to share their original work, including poetry, songs and compositions, personal essays, one-act plays, and experimental choreography, even if they’re “not quite ready for prime time.”

Today there is genuine excitement about the future of Waynflete’s performing arts program. “Mary Jane holds kids and adults to a higher standard than they think they’re capable of achieving, and she has the vision and wherewithal to get things done,” says Geoff. “I want children who have an innate but untapped curiosity for the arts to find a pathway at Waynflete where they discover their passion, hone it, and are celebrated for the quality of what they do in rehearsal and onstage. We’re well on our way to getting there.”

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The Classroom as Canvas JUDY NOVEY ALWAYS thought it was family lore.

But some recent research confirmed that her elementary after-school art teacher was Robert Earl Clark—better known by his “nom de brush,” Robert Indiana. Like Indiana, Judy spent her early years in and around New York City, but would later be drawn to a new life in Maine.

It was in high school that Judy first began to appreciate the “other dimension” that art offered—a way to be in the world that wasn’t easy to categorize, but was less word-bound. There were rules here, but different definitions of what rules meant. Growing up in a family with a strong tradition of service (both parents were social workers), Judy had a vague notion she would someday be involved in the helping professions.

While Judy earned a BFA from the University of the Arts, the idea of a career as an artist never appealed.

She wasn’t interested in self-promotion or making art to pay rent. “The very boundless thing I loved about art would be taken away,” Judy recalls. She hadn’t initially been drawn to the field of education, but a few years teaching in suburban Philadelphia public schools showed her that she had a natural way with children.

As a child, Judy spent summers near Sebago Lake and in Washington County (today, she owns a camp on one of the lakes that feed the Machias River). Like others who experienced the state during their formative years, Judy found Maine beckoning to her in adulthood. Judy relocated after earning an MFA from Rutgers, working at North Yarmouth Academy and

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the Maine College of Art before joining the Waynflete faculty as a middle school art teacher in 1987.

Generations of Waynflete students and teachers have come to know Judy’s extraordinarily creative mind and unrelenting vision. She is gifted with a rare intelligence that enables her to transform mere sparks of ideas into learning opportunities. Judy is a maker, but the “making” always begins with an intellectual concept. “She starts with the thought, then works backward,” says a colleague.

Judy finds inspiration everywhere. Objects she discovers while out for a walk might be the genesis of a new pedagogical approach. “There is a higher power in that brain of hers,” says a fellow teacher. “Judy gets kids thinking about visual arts in a way that just doesn’t happen at other schools. What she’s able to do is extraordinary.”

Judy gets to know her students both as individuals and as artists who are developing their own styles and approaches to personal narrative. She is known for giving insightful one-on-one feedback. “It’s always meaningful, because you know it’s coming from someone who understands your process almost as well as you do,” says one senior. “I always have the feeling that, inside and outside of school, she is thinking about her students.” Judy is, as a colleague puts it, a generous expert.

A lifetime of learning

“I could have stayed in art school for the rest of my life,” Judy says. “You’ve got every type of material and equipment available to you, and you’re surrounded by people who are making interesting things.”

But Judy’s love of professional development is just as much about her eagerness to bring new ideas, techniques, and materials back to the classroom as it is about her desire for continued growth as an artist.

She is constantly updating her approach to teaching, with the goal of helping students find new ways to execute ideas. “Art educators are often asked about their personal work,” says colleague Jona Rice. “Judy asks herself, ‘What have I learned as an artist that I can share with my students?’ She is always putting her natural curiosity to work by coming up with new ways to deepen kids’ experiences.”

In her drive to bring fresh energy to the classroom, Judy also serves as a mentor to her colleagues. “To see someone consistently set this high, almost unattainable bar for themselves, to demonstrate such a level of commitment and dedication—it makes you think, ‘I’m not going to just teach the same thing year after year.

I’ve got to switch this up,’” says a fellow teacher.

Aesthetic problem-solving

The arts are central to the human experience, a “living organism in the context of society and social change,” as one teacher puts it. Yet when it comes to the valuing of the arts by society, educators often find themselves fighting well-established myths that the arts are “a non-essential nice extra” or some kind of God-given talent that only a few possess. “The trouble with these myths is that they leave out the majority of people,” Judy says. Driven by the belief that visual arts can deepen learning for everyone, she seeks out connections to the broader school curriculum. “Judy asks students to consider how art expands their way of understanding the world,” says a colleague. “She doesn’t want art to exist in a vacuum.”

When Upper School Director Lowell Libby stops

by Judy’s studio with groups of prospective parents and students, he will often tell them, “The subject matter being discussed in this classroom might have the greatest influence on your children’s future.” He reasons that the visual arts instill in students the capacity to pull together different threads, celebrate multiple perspectives, and get comfortable with abstract challenges for which there are no right or wrong answers—just a variety of different paths to a solution. “It’s essential training for the kind of stuff that life is going to throw at you,” says Lowell. “It’s

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aesthetic problem-solving, and it helps create intelligent citizens.” Working with a finite number of materials and resources, students also learn that they can’t simply restart when they encounter a problem. They must adapt by incorporating their errors into their work. Along the way, they may also learn to reconsider the very definition of an “error.”

The Gallery

When Judy started her teaching career at Waynflete, the Arts Center and the Gallery were still distant dreams. All Middle School art classes were conducted in what is today’s ceramics studio. Art shows were three-day affairs in Sills Gymnasium, with an entire year’s worth of student artwork hung on standing panels. (Using this venue also meant that an essential athletic facility was unavailable for a week.)

Judy jokes that when the new gallery was completed in the mid-2000s, she was handed the keys and told, “Now you’re the director. Go!” But with her careful attention, the gallery has become more than a place to exhibit physical objects. It is a space in which Judy and her colleagues create experiences to help students learn. “People make their entire careers out of being installation artists,” says Jona. “Judy just has this innate skill of bringing disparate ideas together in the gallery. She loves the conceptual challenge.”

Though she’s not a Lower School teacher, Judy is always thinking about ways to involve the school’s

youngest learners. “It might be an idea that Middle and Upper schoolers have explored, but Judy is always wondering ‘How could a kindergartner access this?’” says a colleague.

Judy encourages colleagues in other departments to consider ways in which gallery shows can be connected to curriculum—to look at the gallery “as the center of a wheel, with spokes going out in all directions.”

One of this year’s major shows will focus on the book The Boy Who Harnessed the Wind, which students and teachers in all three divisions read over the summer.

(In addition to the original edition of the book, there are young people’s and picture-book versions.) During the summer, Judy developed and shared ideas for ways in which the book could bring the entire school community together. “She is always looking for opportunities to harness the creative energy of faculty and students around a common genesis—to show that Waynflete can really be an all-ages think tank,” says a fellow teacher.

Judy is herself an extraordinary artist. But you’ll never hear her talking about her artistic life as being separate from her life as an educator. “The idea of looking at teaching and making art as two separate paths has just never made sense to me,” she says. “The teaching informs the art and the art informs the teaching,” she says. “I’m one person with one creative life.”

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The fusion of form and content in Word & Image

Electricity Between Ideas

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IN THE MID-90S, visual arts chair Judy Novey took a book arts class at the University of Southern Maine taught by Rebecca Goodale, one of the state’s foremost bookmakers. Goodale was also co-teaching a course at USM with poet Dennis Gilbert called The Illuminated Autobiography. Judy was intrigued by this team-teaching approach and wondered if it could be put into practice at Waynflete. At a subsequent meeting of the English Department, when Judy asked whether any teachers were interested in working with her to develop a new interdisciplinary course, Lorry Stillman raised her hand. That class, Word & Image, has now been taught for over 25 years and is one of the school’s most popular electives.

Word & Image explores the interrelated worlds of the visual and written arts. Over the course of a semester, students create their own one-of-a-kind or small-edition books while considering the relationship between two aesthetic disciplines. The class explores visual arts disciplines that include drawing, painting, digital imaging, photography, collage, and printmaking. Literary forms include the narrative qualities of creative nonfiction, the development of character in the short story, and the imagery of poetry. Students are asked to bring to the class “a creative spirit and the self-motivation to develop the complex relationship between the visual and written arts.”

Waynflete’s ethos of exploration, inventiveness, and challenge is reflected in the Word & Image curriculum. Lorry and Judy are interested in the degree to which students evaluate different paths to a solution, apply the concepts they learn or discover, avoid rigid thinking, and are open to making adjustments along the way. Though there is much abstract thinking in the class, it also demands a high level of executive functioning; in the end, a sequence of actions is required in order to successfully execute an idea.

“I had struggled more with open-ended assignments in the past,” says one student. “It was sometimes difficult for me to fully understand expectations and how much time to allot. Word & Image taught me to feel more comfortable with not knowing exactly where I was going right at the outset, or how I was going to get there. It also taught me not to feel defeated when something wasn’t working out the way I had initially envisioned it.”

Lorry and Judy have established a loose but coherent structure in the class that helps students work freely with multiple genres of written and visual art forms. The course develops the concept of form and content as reflections of each other, with an emphasis on aesthetic choices in both linguistic and visual

terms. The course typically explores the themes of pattern, home, and growth. Each theme has metaphorical qualities—patterns, for example, can be visual, temporal, or psychological, leaving interpretation open to students. Students learn about different book forms, including accordions, signatures, and “stab binding,” an Asian design format. They are also asked to consider the communicative power of the book form itself (a book on climbing Katahdin, for example, might be designed in vertical format). Finally— does the subject matter deal with feelings of regret?

Joy? Tonal qualities have an impact on vocabulary, materials, and color choice (including, perhaps, the absence of color).

Word & Image is, as one teacher puts it, “a very personal class.” Students immerse themselves in their own memories—they write what they know. “I think it’s one of the hardest courses at Waynflete,” says Lorry. “It forces kids to think about their lives in ways they have never done before.” Students can’t look to their classmates for help with next steps because everyone is on their own unique path. “Your problem is not their problem,” says Judy.

Perhaps no class at Waynflete calls upon “multiple intelligences” as extensively as Word & Image.

Students are continually asked to think across different disciplines. Judy and Lorry recognize that each student has their own strengths and preferred process—some begin projects visually, while others start with writing. The interplay between the two is the lifeblood of the class. “This ambiguity is one of the big challenges of the class,” says Judy. “You’ll never hear us saying, ‘we’re all going to start by writing a poem.’ There are 100 different paths to solve an aesthetic and physical problem.”

Students are profoundly affected by this sense of autonomy. A senior who recently took Word & Image observed that the class changed the way she develops ideas. “Prior to taking the class, I was more likely to think about art and writing as distinct disciplines,” she says. “Word & Image taught me that while there needs to be aesthetic cohesion, it’s more productive to think in an organic rather than formulaic way. It gave me more space to develop ideas nonlinearly instead of with the typical beginning, middle, and end.”

The fact that Word & Image breaks down silos between individual disciplines is not meant to imply that silos are undesirable. Gaining an in-depth understanding of something specific—in isolation of everything else—is always a worthwhile activity. For example, developing proofs in calculus, or teaching the scientific method in advanced biology, trains the continued on next page

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mind to think in a logical way. But true understanding calls for students to gather individual pieces— seemingly unconnected at times—to see how they relate in a holistic way. “If you take a frog and dissect it, you will have an understanding of its parts,” observes Upper School Director Lowell Libby. “But you no longer have a living organism. In a similar way, the disciplines are important. But if you don’t consider them as an organic whole, you are missing out on a significant part of intellectual understanding and inquiry. The knitting together of knowledge is integral to true rigor.”

Cross-discipline classes like Word & Image also push back against a well-established trend: the bifurcation between college-track learning and vocational learning, or the education of the head versus the education of the hand. “It can’t just be all talk,” says one teacher. “Kids need to learn with their hands, their eyes, their ears, and their bodies.”

As a double-length class, Word & Image provides students with plenty of time to get into a rhythm or flow after initial preparations. But it’s a logistical challenge to integrate the one-and-a-half-hour course into the schedule. This is the main reason that the school does not currently offer a range of similar classes. Other Waynflete educators are starting to experiment with the co-development of curriculum that still adheres to the common schedule, however.

In the Middle School, history teacher Hannah DeBlois recently began working to thematically and topically align her eighth-grade Citizenship and Social Justice class with English teacher Alyssa Goodrich’s Justice and Courageous Citizenship.

Their first major interdisciplinary project, which focuses on American poets’ fights against injustice, has students create a synthesis of an English literary

analysis and a history research paper. Students in Hannah’s class research an individual poet’s life and the time period in which they lived, while Alyssa has her class engage in poetry analysis. A subsequent project calls for students to choose an example of injustice, conduct their own research, and present their findings to classmates (this unit delves into more recent history, including climate change, police brutality, and the wage gap). Students receive feedback from both teachers during the writing process.

Hannah and Alyssa also co-develop curriculum on topics related to race and ethnicity, including the Holocaust, the civil rights movement, and the Jim Crow era. They have participated jointly in professional development training offered by Facing History and Ourselves, an organization that seeks both to heighten students’ understanding of racism, religious intolerance, and prejudice, and increase students’ ability to relate history to their own lives.

The Middle School Theater Arts program has also begun collaborating with eighth-grade history and English classes. This school year will culminate with several student-written one-act plays that integrate aspects of identity and social justice. “There is a real desire for more interdisciplinary work,” says theater arts teacher Tiki Fuhro. “We want kids to understand that the arts aren’t peripheral to what they’re learning in their other classes. They can be part of the overall experience.”

While it takes significant effort for a pair of teachers to make a class like this work, the collaboration is an enriching, intellectually invigorating experience. When educators work closely together, they are compelled to consider their own subject matter in a deeper way; they also learn how to better integrate content from other disciplines into their own classes.

“No matter how much camaraderie there is within a school’s faculty, the fact is that you’re usually an island when you’re teaching,” says Judy. “Working with Lorry is invigorating. There is another adult who can help you problem-solve—truly, neither one of us could teach the class on our own. Working together makes both of us better teachers.” isit wf-link.org/eisner to read “10 Lessons V the Arts Teach.”

Learn more about the concept of multiple intelligences at wf-link.org/project-zero

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Harnessing the Power of a Mighty Storm Political Dialogue in Secondary Schools Leading Up to the 2020 Election Upper School Director Lowell Libby and Assistant Head Lydia Maier

WHETHER YOU THINK America is currently on the right track or tragically lost, you would probably agree that the 2020 election looms on the horizon like a mighty storm. The political climate heading into the election has already divided the nation and strained the principles that bind us. Nearly every American institution will be challenged further by the impending political storm and its aftermath, including the nation’s secondary schools.

At their best, America’s schools are places of psychological safety and intellectual rigor—functions that usually complement each other. In the current political climate, however, they are often at odds. For example, immigration, which the Upper School is focused on this fall, is clearly a pressing political issue.

Many argue that, for the good of the nation, we desperately need to enforce the immigration laws already

on the books, if not create more restrictive ones.

Others argue that much of the national discourse about immigration is fundamentally bigoted and that bigotry has infiltrated mainstream American thought.

Teachers expressing any of these points of view might find themselves accused of taking a political stand and silencing students who think differently. If, on the other hand, teachers say nothing, their silence might be taken as either sidestepping what some consider the most pressing matter of our time or, worse, condoning bigotry and leaving many students feeling vulnerable and confused.

Educators face the same kind of dilemma with almost any politically charged societal issue, often leaving them in damage control mode, detracting from the relevance of the school experience and, ironically, making school less rigorous and less safe. With the continued on next page

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impending political storm of the 2020 election likely to heighten the impact of the choices they make, some educators are asking themselves whether there is an opportunity amidst the turmoil. Rather than trying to keep the political storm at bay, is there a way to harness its power to energize the learning in our schools?

That question was on the minds of the school consultants and teams of educators from seven independent schools who gathered for four days at Waynflete this past July. The catalyst for the conversation was The Can We? Project, which Waynflete piloted in spring 2018 during the run-up to the midterm election. An experiment in revitalizing democracy, The Can We? Project took direct aim at bridging society’s deepest divides by asking an essential question around which the project took shape: Can we harness the wisdom and power inherent in the great diversity of the American people to revitalize our democracy, mend the social fabric, and live out the true meaning of the American promise of liberty and justice for all?

To live out a possible answer, we recruited 29 high school students with diverse backgrounds, life experiences, and political viewpoints from six equally diverse public schools and Waynflete to participate in a three-day retreat. Guided by the expert hand of Deborah Bicknell, a school consultant with deep experience facilitating dialogue and engaging youth, we designed a multifaceted program that asked students to identify societal issues that matter to them, reflect on their own beliefs and where those beliefs came from, and get curious about the beliefs of their fellow participants.

The students learned to employ deep listening skills as a way to move beyond fixed views and first impressions. Informed by the diversity of perspec-

?

tives of the group, they sought novel solutions to the societal issues they had chosen. Rather than finding common ground in their disparate viewpoints through compromise, students created new and transcendent common ground informed by them. The Can We? Project culminated with students presenting their ideas to nine candidates running for governor on the eve of the primaries.

Underlying The Can We? Project is a simple but powerful premise: Students can be trusted to lead difficult conversations about the most pressing matters of our time. This premise is counterintuitive for many adults, including educators. We all carry around our own stories and, consequently, our own fears about the risks of conversing freely about authentic lived experiences. For educators, these fears are heightened by polarizing national rhetoric trickling down into the classroom—rhetoric that often leads to contemptuous “othering,” short-circuiting a more nuanced articulation of the issues and accentuating the paralyzing effect of the dilemmas mentioned above. Asking students to put their core beliefs on the line and then simply bracing for the possible fallout feels risky and irresponsible—because it is.

By contrast, asking students what they think and then engaging them in disciplined dialogue flips the script and offers the chance for transformative learning. Rather than being a collection of “I’s,” who each have a platform to speak their truth, authentic dialogue fosters a sense of “we” that values multiple perspectives and distinct realities. Gretchen Brion-Meisel is a lecturer in the Prevention Science and Practice Program at the Harvard Graduate School of Education who was interviewed on a “Thanks for Listening” podcast episode that featured The Can We? Project. She noted that adolescents are developmentally primed to engage in dialogue in ways that adults are not. Adolescence is a time of significant neurological rewiring as teen brains become more efficient and discerning about what has relevance and emotional significance. They are highly attuned to relationships

Can we harness the wisdom and power inherent in the great diversity of the American people to revitalize our democracy, mend the social fabric, and live out the true meaning of the American promise of liberty and justice for all?

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...

The Can We? Project stands as a prime example of the good that can come from an independent school putting its core values out into the world. and naturally curious about the experience of others, and their ways of relating to the world are not fully set—all of which leads to Brion-Meisel’s insight into the “amazing ability [of youth] to see the world with a fresh set of eyes and…[to generate] really important insights into what we might be doing wrong.”

In addition to being primed for meaningful dialogue, youth are nurtured by it. Building self-confidence is a crucial antidote to the traumatic overload of global ills, rising levels of teen anxiety and depression, and negative behaviors that can ensue when young people cannot see a hopeful future for themselves. Connecting young people to what sociologist Arlie Hochschild calls “the deep story” we each hold about ourselves (and helping them see the deep stories of others) cultivates empathy and expands their circles of belonging. A central task of adolescence is to make what Meghan Lynch Forder, of the Center for the Developing Adolescent, calls “contributions of consequence.” In The Can We? Project, students are challenged by the critical and very real task of presenting their vision for the future they want as a “we” to lawmakers and decision makers. This is done by generating novel insights into—and even solutions for—pressing societal issues.

Cultivating confidence through immersion in a direct experience of dialogue conveys to students that their ideas and actions are needed now. Young people are eager to be actively involved in their own future.

Being more flexible and curious as an evolutionary imperative, their brains are effectively hardwired to tackle what arguably may be the biggest challenge we face for our collective social survival: carving out a true “we” at the heart of “We the people,” with an

eye toward revitalizing our shared democracy.

What task could be of greater consequence for them and the society they will inherit? In fact, it is possible that the deep concerns many educators feel about navigating an increasingly polarized election season is exposing the need for significant cultural change, perhaps coming from the students themselves. Trusting students to engage in these conversations empowers them with confidence in their own leadership skills and may well render moot the dilemmas that adults otherwise face.

Adolescents are fundamentally resilient, not fragile. With the right tools in hand and the space to employ them, they can form a profoundly radical new mindset—one that embraces the inevitable but creative tension of diverse viewpoints stemming from dramatically different life experiences, even within the same geographic region. By modeling and teaching the building blocks of respectful dialogue, Can We? facilitators cultivate a powerful tool for social transformation and build faith in young people’s capacity to forge a sophisticated way of thinking beyond fear-based divisiveness and the contempt occurring in today’s political landscape. By embracing diversity of thought, the Can We? experience generates a sense of purpose and hope in both the youth and the adults involved.

The Can We? Project stands as a prime example of the good that can come from an independent school putting its core values out into the world. Doing so serves a public purpose while reinforcing those core values within. In November, Waynflete will sponsor a second edition of The Can We? Project.” In summer 2020, Waynflete will host another gathering of educators from across the country looking to do more than merely survive the impending political storm and its aftermath. With confidence in the efficacy of youth, together we will summon the strength, develop the strategies, and hone the skills needed to harness its mighty power in the service of deep and purposeful learning and a better future for us all. isit wf-link.org/can-we-podcast to hear three V Can We? student participants, along with facilitator Deb Bicknell, speak on the Harvard Negotiation & Mediation Clinical Program podcast “Thanks for Listening.”

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Novel Engineering Students in Waynflete’s 4-5 program engage in design thinking HOW CAN PETER keep his snowball from melting?

What will Nanette do to resist eating the baguette on the way home from the store? How will Mr. McGreely stop rabbits from eating his garden vegetables? Inspired by the characters in Ezra Jack Keats’s The Snowy Day, Mo Willems’s Nanette’s Baguette, and Candace Fleming and G. Brian Karas’s Muncha! Muncha! Muncha!, students in Waynflete’s 4-5 program have become immersed in the “design thinking” methodology.

Design thinking emerged as a concept in the 1950s, when strategists began to formalize a series of repeatable stages that would allow a team to reach the best solution based on group skills and available resources. The process was later adapted for business settings by IDEO founder David M. Kelley. Design thinking begins with empathy: putting yourself in the shoes of people, organizations, or—in the case of 4-5 students—book characters who are experiencing a problem. As Kelley writes in his book, Creative Thinking, empathy is the foundation of innovative design, allowing teams to more accurately define the problem. Ideation follows, with team members calling on their individual skills and passions to brainstorm potential solutions. Finally, teams develop prototypes or models and then make revisions based on feedback they have received from others.

Tufts University’s Novel Engineering program is an adaptation of the design thinking protocol for elemen-

Design thinking accommodates all kinds of learners and personality types.

tary schools. The program reinforces literacy skills by asking students to engage deeply with narratives by empathizing with characters’ problems. Picture books (whose characters are often used to illustrate a story’s “problem/solution” structure) can be exceptional vehicles for introducing the design thinking process to younger students. With help from Lower School librarian Laurel Daly, students in the 4-5 program began to explore illustrations and text, using visual thinking strategies to gain empathy for the books’ characters. After defining the problems that book characters were experiencing, group members brainstormed lists of possible solutions. They chose one approach to develop as a prototype, which was built with reusable materials such as egg cartons, plastic straws, cardboard, and yogurt containers. Students tested their prototypes, shared them with others, and incorporated revisions based on feedback.

“Children today want instantaneous answers,” says Lower School director Anne Hopkins. “But learning is still about revising and revising again, in a collaborative way. We have no idea what kind of problems today’s students will be tackling when they enter the workforce. But we do know that they’ll have to be able to work effectively with communities of people.”

As students move on to Waynflete’s Middle and Upper Schools, they use more complex tools to address abstract problems like testing a geometry proof or evaluating a chemical reaction.

Design thinking accommodates all kinds of learners and personality types. The challenge for a “go-getter” type student, for example, might be to embrace other children’s ideas and contributions, while others may

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Kids love the design thinking protocol.

They relish being given a new kind of freedom to explore and fully exercise their creativity, whether it be in building, in design, or in just coming up with outrageous ideas.

prefer to research facts and compile data. With the Lower School’s emphasis on an emergent curriculum, Waynflete teachers are already well positioned to show children how they can be agents in bringing about change. “Things can go awry during the experimentation phase of the design thinking protocol, but that’s part of the process,” says Anne. “We can set up comfortable boundaries while embracing the remarkable things that kids can come up with on their own.

There is no single path that teachers must show their students.”

Kids love the design thinking protocol. They relish being given a new kind of freedom to explore and fully exercise their creativity, whether it be in building, in design, or in just coming up with outrageous ideas.

“When students are engaged in design thinking, the energy in the room is palpable. We discovered that the groups wanted to keep working on prototypes during their free time at recess,” says Anne. “We said to them, ‘You want to keep going? Go ahead! There’s nothing stopping you!’ I believe that if we give kids the opportunity to find their own solutions to real-life problems—and get out of their way when it’s appropriate—they will be well poised to continue doing so in the world.”

isit wf-link.org/tufts to learn more about V Tufts University’s Novel Engineering program

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HAVING FUN AND HOLDING THE BAR HIGH Engaging both heads and hearts in scientific pursuits

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NUCLEAR ENGINEERING. Wildlife ecology. Physics.

Microbiology. Biotech research. While Waynflete science teachers possess advanced teaching degrees, most earned their original college degrees in science fields. These educational experiences—and in many cases, early working experiences—allow our teachers to model unique approaches to problem-solving in the classroom. “Having a history in the field brings a depth of knowledge that you just can’t get if you were only educated as a science teacher,” says educator Katrina St. John. “I wish I had had teachers who spent lots of time in the lab.”

Science educators in all three Waynflete divisions share a common belief: that the curriculum is primarily a vehicle for helping students develop the critical thinking skills they need to attack problems methodically and analytically. Teachers encourage independent thinking; they coach students to propose their own explanations based on credible sources and what they can infer based on their previous experiences. The process of making observations and puzzling through perplexing issues often leads to deeper questions. While younger students work from a more comfortable foundation of existing protocols, variables, and controls, older students are urged to discover them on their own. “Much of the teaching at Waynflete is focused on the problem-solving process rather than just learning formulas to find specific answers,” says a recent graduate.

By the time they reach Upper School, students have gained enough confidence—and have built a strong enough base of fundamentals—to confidently take on challenges they’ve never encountered before. “They’re no longer crippled by anxiety or that default thought of ‘I don’t know how to do this,’” says teacher Wendy Curtis. “They fall back on what they already know.

The fear disappears and gets replaced by a mindset of ‘I’m going to figure this out. What if I started by trying this?’”

It’s a pleasurable feeling for students when they begin to stretch beyond their comfort zones and find success. “I get a real kick out of kids telling me that chemistry is their favorite class,” says science chair Carol Titterton.

Students who go on to pursue science at the college level are well served by these analytical thinking skills. But Waynflete science teachers develop curriculum with an eye to keeping all kids curious, engaged, and motivated, including those who will eventually follow different paths in college. “If you’re not keeping every student interested and enthusiastic, you’re not

going to have an effective science program,” says Carol.

“Every student has the potential to feel good and have fun when they’re presented with the right level of challenge. Science is for everyone at Waynflete.”

There are no constants to be found in Waynflete’s science curriculum. The discovery of gravitational waves, the redefinition of the kilogram, the emergence of thousands of exoplanets—science is always evolving, and Waynflete teachers are always seeking out new connections that can help broaden learning in the classroom. “New technologies are being developed, new diseases are emerging, and of course, climate change is increasing the rate of change and the frequency of natural disasters,” says Carol. Students are encouraged to bring news of recent discoveries to class to share with teachers and classmates. “Astrophysics was great, but it became even more fun and interesting when we combined the regular curriculum with new information that we were all discovering and sharing,” recalls a recent graduate.

Writing across the curriculum has long been a core component of Waynflete’s ethos. Science is no exception. The ability to clearly communicate the analytical

Science educators in all three Waynflete divisions share a common belief: that the curriculum is primarily a vehicle for helping students develop the critical thinking skills they need to attack problems methodically and analytically.

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“It’s challenging research for high schoolers. But it gives them a feeling of being somewhat of an expert. That confidence gives them a head start in college.” process, supporting evidence, and conclusions is just as important as the research itself. (As Carol puts it, “Science in a vacuum is no good to anyone.”) The scaffolding of science writing skills begins in sixth grade with an introduction to lab reports. The demands on students intensify in Upper School as the depth of inquiry increases. By their junior year, students are typically writing four lengthy reports in each of their science classes. “It’s challenging research for high schoolers,” Wendy says. “But it gives them a feeling of being somewhat of an expert. That confidence gives them a head start in college.” Alums recall their teachers patiently guiding them through the process of learning how to effectively express ideas in written form. “My science teachers were tough graders, but they always gave me great feedback,” says a recent graduate. “Looking back, I can see how much my writing skills had improved by the time I graduated.”

Reflection

Advances in science are often accompanied by related ethical issues. Over the years, Waynflete’s Bioethics elective has evolved from having a primarily humanities focus to more recently including an in-depth examination of the science behind the issues. With a background in research and development at IDEXX, Katrina was drawn to the idea of exposing students to biotechnology and its related ethical issues using the same kind of equipment and materials that researchers use in laboratory settings. With funding provided by a grant from the Toshiba America Foundation,

Katrina recently set up a molecular genetics laboratory that enables students to extract their own DNA and analyze the variants of several genes. Students extract samples from their saliva and examine five genes, including the “love receptor gene” (which may predispose an individual to empathy, optimism, and self-mastery) and the “sprinter gene” (which controls the fast-twitch muscle fibers responsible for the speedy tensing and flexing of muscles involved in sprinting or weightlifting). All test results are randomized to protect personal information. “Kids love this lab work,” says Katrina. “They’re intrinsically more interested because it’s their own DNA.” Katrina’s students learn about some of the ethical issues related to consumer genetic testing services like 23andMe and Ancestry.com. It’s impossible to fully explore the nuances of test results without the help of a geneticist, so opportunities for personalized care or specialized medicine are lost. There are also ethical issues related to the long-term digital storage of health panel test results. If government regulations were to become more lax in the future, for example, health insurance companies could deny coverage to an individual whose results showed a predisposition to colon cancer. The class also discusses cases related to personal consent, which in the U.S. have included the eugenics movement in the 1920s and 1930s and the intentional infection of African Americans with syphilis (and denial of treatment) over a 35-year period.

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Collaboration

One advantage of a pre-K to grade 12 educational institution is that it gives teachers the ability to engage in cross-divisional collaboration. At Waynflete, Upper School science teachers regularly work with students as young as three years old. When children in the Lower School’s Early Childhood program were studying the Northern Lights, for example, teacher Wendy Curtis brought in materials to demonstrate how the colors of the aurora are created (a current is run through discharge tubes containing hydrogen, oxygen, and other gases, resulting in the same kind of glow that occurs when particles in the atmosphere are excited). Educator Neil Rice stopped by to discuss animal adaptations in the desert biome, showing students how jackrabbits use their large ears to hear predators and stay cool. Katrina visited to explain the water cycle and demonstrate the science behind waterfalls. And Middle School seminar teacher and naturalist Kate Ziminsky recently helped K-1 students learn about the differences among insects, arachnids, crustaceans, and diplopods such as millipedes and centipedes. (Students used lobster and fly costumes to help understand body parts, how animals eat, how animals protect themselves, and how animals grow.)

Experimentation

Science teachers are always looking beyond the classroom for additional opportunities to keep their students engaged. To that end, Middle and Upper School students regularly collaborate with research organizations and state agencies. As part of the curriculum’s experiential approach to learning, Waynflete’s sixth-grade science classes have made field trips to the ponds in Portland’s Evergreen Cemetery as

part of their ecology unit. With teacher Lisa Libby’s help, students submitted their research findings to scientists at the Gulf of Maine Research Institute (GMRI). The institute’s “Vital Signs” program lets citizen scientists of all ages contribute data to real environmental research. “GMRI scientists collected our data, analyzed the results, posed questions back to students, and shared their conclusions,” says Lisa.

“This relationship really helps get students thinking like scientists.”

Middle schoolers have also competed in the annual SeaPerch competition, which is hosted by the Navy and the University of New Hampshire. Past events have included the fabrication of a remotely operated vehicle that was capable of completing several tasks underwater. The group had the opportunity to share their experiences with scientists during a formal presentation. In two years of competition against more than 50 other teams, Waynflete placed in the top five both times.

Upper School Astrophysics students put their observational skills to work with the International Asteroid Search Collaboration, a program that provides access to sophisticated software that the class uses to track moving objects in space and make original discoveries.

Students also participated in ExMASS (the Exploration of the Moon and Asteroids by Secondary Students), a yearlong research program offered by NASA and the Houston-based Lunar and Planetary Institute. As one of only nine selected schools in the US, Waynflete teams researched asteroid spectra and investigated resource-rich locations on the surface of the moon that might be suitable for human habitats. “Labs are continued on next page 28

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Past as Prologue Driven by a powerful sense of curiosity, Rebecca Smith ’12 is part of a global team researching prehistoric climate change to help today’s climate modelers better predict the world to come.

FOR MOST OF US, visiting a beautiful setting in Maine means taking in the views, basking in the sun, and perhaps looking out for local wildlife. Becky Smith thinks a bit differently. When she’s out in the natural world, she’s more interested in knowing what that particular spot looked like millions of years ago.

Becky’s interest in science first emerged in Waynflete’s Astrophysics and Marine Biology electives.

Becky credits these two courses—taught by educators David Vaughan and Wendy Curtis—with sparking her fascination with earth science. Alice Brock had also inspired a passion for Russian history, which led Becky to consider pursuing the subject at the college level. Bates College offered her a soccer recruitment, however, and since the school didn’t offer a Russian history program, Becky decided to study geology.

During her time at Bates, Becky conducted fieldwork in the deserts of California, Nevada, Texas, and Mexico, eventually moving into a more intensive form of field mapping in Montana, where she measured the age and spatial distributions of rock formations in specific areas. (The resulting maps reveal how a region has changed over geologic time—millions to billions of years.) While energy companies conduct this type of research when searching for new oil fields, Becky was in it purely for the science. “It was such a new experience, and I just loved it,” she recalls.

Becky’s undergraduate work also focused on coprolites (fossilized feces), particularly those left behind thousands of years ago by now-extinct giant sloths. By examining coprolites, researchers can reconstruct details of the environment in which the sloths once lived.

Becky was intrigued. “This was just the coolest thing,” she says. “I began to realize that I was truly curious about what Earth looked like millions of years ago.”

After earning her geology degree, with supplemental coursework in geochemistry and paleobiology, Becky entered the graduate program at the University of Massachusetts at Amherst. She began to research the fossilized remains of ancient phytoplankton in order to reconstruct changes in ocean currents through time.

Phytoplankton, which are responsible for generating half of the planet’s oxygen, are microscopic organisms that live in the surface ocean. When these tiny marine creatures die, their organic compounds descend to the ocean floor, where they leave behind a lipid (oil) residue. Over millions of years, these organic compounds—known as biomarkers—accumulate in layers of sediments on the ocean floor. Since phytoplankton adjust their chemical compositions to different ocean temperatures, lipids from warm surface waters contain different organic compounds from those produced in

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cold waters. By extracting lipid samples from marine sediments, paleoclimatologists and biogeochemists can learn about the ocean temperatures in which the source organisms once lived. These lipids, which are collected every few centimeters from deep-sea marine sediment cores, allow scientists to reconstruct how sea surface temperatures have changed over millions of years. “It’s intriguing work,” Becky says. “By studying these periods, we will be able to better understand baseline climate behavior on Earth, which improves the climate models capable of predicting where we’re heading in the future.”

Becky recently completed a nine-week research expedition in the Central South Pacific as part of the International Ocean Discovery Program. The JOIDES Resolution, a 470-foot-long research vessel, sailed to the area of the Antarctic Circumpolar Current (ACC), the only ocean current on Earth unimpeded by continents. The ACC moves rapidly around Antarctica, mixing and redistributing currents and heat between the Pacific, Atlantic, and Indian Oceans. “The ACC essentially works as a gigantic mixing bowl, pumping ocean currents around the world,” says Becky. “It has a substantial influence on global climate.”

The ACC had until recently been considered too remote for study by geologists (the region is well known as one of the stormiest places on the planet).

Despite these challenges, core drillers deployed over three miles of piping from the ship’s drilling rig down to the ocean floor, then penetrated a further 300 meters down to extract ancient sediment samples. The crew often had to conduct its precise work in rough seas. “The analogy the drillers use is hitting a dime with a piece of string from the top of the Empire State Building, “ says Becky. “It’s remarkable what they’re able to do.”

While Becky did complete some initial analyses in the ship’s chemistry lab, the real work begins onshore.

In January 2020, Becky and her colleagues will gather for a “sampling party” at Texas A&M University. Each scientist will collect samples from the specific cores that interest them, then bring them back to their home universities for analysis. Though they will use these core samples to independently test their hypotheses, researchers will continue to collaborate, staying in regular contact through videoconferencing.

The scientists’ efforts will eventually result in the production of a complete climate record of the central South Pacific—and the dynamics of the ACC—over the past five to eight million years. These studies will provide crucial information for climate modelers to reconstruct periods in Earth’s history under simi-

lar-to-modern CO2 conditions. In order to understand where climate is heading under the influence of humans, models need to incorporate information on how Earth functions on a long-term scale.

In her work with fellow scientists from around the world, Becky has learned that the United States is one of the few countries where there is any significant skepticism about climate change. “Irrespective of personal opinions, change is already happening,” she says. “And it’s the people living in poor coastal communities—those who have no voice and no financial means to adapt—who are already being displaced due to rising ocean levels.” Many denialists argue that climate change is cyclic—that CO2 varies over long timescales, and that what we see today is nothing out of the ordinary. While climate change does follow cyclic patterns, scientific data has shown a massive deviation from normal cycles since the onset of the Industrial Revolution. In the context of natural cyclicity, the Earth should actually be entering a glacial period.

“Humans are causing global warming at a speed that is unprecedented,” Becky says. “Most species are not able to adapt to this rate of change.” Global warming is not about damaging the Earth, which is actually very resilient. “It’s the destruction of species and ecosystems that should really worry us.”

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No certainty/ near certainty Exploring the world of condensed matter theory with Ali Ghorashi ’15

POWER UP your stereo receiver, game system, or desktop computer. Wait a few minutes, then place your hand on the top panel. Feel the warmth? That’s waste heat, the result of the inefficient conduction of electricity. Multiply that effect by the billions of residential, commercial, and industrial devices and machines in use around the world and you’ll start to get a sense of how much generated power is lost as heat—and the resulting effect of that waste heat on global warming.

But don’t fret. Change is coming, and Ali Ghorashi ’15 is part of the team that’s on the case.

Ali grew up in a household filled with science. As an elementary school student, he remembers spending hours poring over the latest issue of Popular Science magazine. “I couldn’t understand a lot of the material at that age,” he recalls. “But I was definitely intrigued.”

As Ali got older, his interest deepened. He was also starting to learn more about—and appreciate—his father’s working life as a mechanical engineering professor at the University of Southern Maine.

As a new ninth-grader in Waynflete’s Upper School, Ali became immersed in all things jazz (four years later, his senior project would focus on the transcription of jazz pieces). But science quickly became the center of his school experience. He distinguished himself by participating in the Science Bowl as a freshman, a year in which the team won an unexpected second place in the state competition. “This was the start of an exciting time for science at Waynflete,” science teacher Wendy Curtis recalls. “This crew of kids was fired up and ready for more.”

Ali also joined the Science Olympiad team as a freshman. Whether you were interested in hands-on activities like building robot arms or in the more abstract work found in the form of challenging tests, there was something for everyone in these competitions. Ali helped the team secure the state title in his sophomore year. The squad went on to compete at the national level three times during Ali’s years in the Upper School.

Ali teamed up with Sophie Benson ’14 to participate in “MEST Up,” a STEM-focused TV show that ran for several years in Maine. The pair won the competition in Ali’s junior year. “We were starting to see that if we were willing to invest time, there could be significant results,” he recalls. “That was one of my big takeaways from my time at Waynflete.”

Throughout his years in the Upper School, Ali was encouraged by teachers to try things out and take risks.

“We experimented a lot, and that was really because we were interested in just seeing what could happen,” he says. “We were always shooting for the highest possible outcome, even if things didn’t always pan out. We

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wanted to take risks rather than play it safe.” Teacher Wendy Curtis recalls Ali firing rocket motor-propelled cars across labs tables and attempting to light a fluorescent bulb with a Van de Graaff generator. Her recollection of him is captured with a simple description: he was an experimentalist.

As the college application process began, Ali was challenged to choose one of two paths: mathematics or physics. The deciding factor was a series of conversations he had with physics professors at the University of Pennsylvania. “All the physicists I talked to seemed to approach problems in a way that was more natural for me than mathematics,” he says. “I later learned that in his undergraduate years, my advisor had been intrigued by the same kinds of questions that were on my mind at the time.”

Ali quickly immersed himself in research at Penn— work that he hoped would help him determine which field of physics to specialize in. He joined teams that were developing carbon nanotubes to detect cancer and worked on materials synthesis projects. While Ali eventually decided to pursue theoretical physics, he also wanted to ensure that his future research would still be tied to material science and chemistry. “I wanted my work to be experimentally viable,” he says. “I wanted there to be results that I could actually see in a lab.”

In 2018, Ali was one of five Penn students selected to receive the Roy and Diana Vagelos Challenge Award, whose goal is “to reward the very best, motivated, and advanced science students, and to challenge them to get the most from themselves.” In his senior year, he was recognized with the William E. Stephens Award for best graduating undergrad in physics.

Ali also won a National Science Foundation Research Fellowship. He credits Waynflete’s emphasis on writing across the curriculum for his success with this application. “It’s critical to be able to communicate your ideas in written form to the individuals who make funding decisions,” he says. “My writing experience at Waynflete was instrumental in helping me submit a convincing application.”

Feeling the call of academia, Ali began to consider schools where he could begin working toward his PhD. Though Harvard was eager to have him join its program, he selected MIT, drawn by the close working ties between that school and the University of Pennsylvania. “Both institutions were working on just the kinds of problems that I’m interested in,” says Ali. (Ali’s PhD advisor at MIT had, in fact, completed his own PhD work at Penn with Ali’s former advisors.)

Ali’s current research focuses on condensed matter

theory, a field that has expanded significantly in recent years. Condensed matter systems work with huge numbers of particles whose properties are difficult to measure in labs, such as the transition that materials undergo due to temperature changes (transforming from solids to liquids or from a superconducting to a nonsuperconducting state, for example). Conductivity, which is usually easy to measure, is actually difficult to predict theoretically with certain materials. Biological condensed matter studies may include predicting how molecules diffuse in liquid.

These problems have a massive number of “degrees of freedom.” The challenge is to know which degrees of freedom can be disregarded in the quest to solve problems in a reasonable time frame. Historically, these simplifications have helped researchers successfully predict condensed matter phenomena. But Ali has recently been involved with research that reintroduces previously disregarded degrees of freedom to more accurately study condensed matter behavior.

Practical implications

Ali is specifically interested in learning why some materials are superconductors—that is, they conduct electrical current with virtually zero resistance at high temperatures. He is also seeking to learn why some materials strongly react nonlinearly with electric fields.

“While we have observed these behaviors, we don’t Ali Ghorashi (right) with Penn advisor Gene Mele.

continued on next page

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No Certainty/Near Certainty Continued from page 27 have theories that explain them,” he says. “It’s an exciting time right now, with many experiments underway.

Our goal is to move as much theory as we can from the ‘no certainty’ bucket to the ‘near certainty’ bucket.”

Ali’s research has practical implications in the area of energy consumption. Much of the energy consumed by modern electronic devices is lost unnecessarily as heat. If materials can be engineered to conduct electricity more efficiently, less energy is lost. More efficient electronics means a reduced need for energy production, which could have a positive effect on climate change.

Ali is also working on projects related to quantum computing, an area that is rapidly moving from theory to practical design. Quantum computers make calculations using algorithms that would take far too long to run on classical computers. Ali’s team is helping to create an architecture upon which quantum computer researchers can build their devices. “This work will open a whole new spectrum of computing possibilities,” he says.

Ali has recently begun settling into his new com-

munity in Cambridge. Taking a moment to reflect on his time at Waynflete and the decisions that led him to where he is today, he returned to the concept of risk-taking. In his undergraduate years, Ali frequently switched between research groups—in spite of risk that these changes might look bad on his resume or graduate school applications. “Students often worry that they need to figure out that ‘one cohesive goal’ in their undergraduate years, and that without it, they will be penalized. No one will want to hire them, and they won’t be accepted to graduate schools,” he says.

“It’s just not true. Being an undergrad is all about figuring out what you want to do. It’s so much better to try out different things in your teens and twenties than it is to get stuck prematurely in something. Young people shouldn’t feel pressure to know with certainty what they want to do until they’ve done some exploring.” isit wf-link.org/quantum2019 to read V several recent New York Times articles on quantum computing.

Having Fun and Holding the Bar High Continued from page 20 designed for learning, and there is definitely a place for them,” says Wendy. “But these are real-life labs. This is how scientists conduct research. It’s important that students have the chance to try it out.”

Marine biology students collect and analyze data on subject matter ranging from invasive species to the northward movement of organisms prompted by the increase in ocean temperature. Again, students share their findings with scientists at GMRI. “These real-world applications are just the kind of thing that gets kids excited about science,” says David.

Finally, Science Olympiad is one of the school’s most popular extracurricular programs. Middle and Upper School students compete in both the state event and at an annual invitational in Boston, where they are pitted against more than 70 other teams in 23 events. (The Boston events are held at either Harvard and MIT. Waynflete alums who attend those schools help run the tournaments.) The Middle School team took first place in last year’s state competition, while Upper School teams took first and third. After winning the state event in 2018, Waynflete students successfully competed in the nationals in Colorado. “From the time I started in eighth grade, Science Olympiad was one of my most favorite things I did at Waynflete,” recalls Phoebe Hart ’19, who has recently begun her first year in Cornell’s engineering school. “It really informed my interest in pursuing science in college.”

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Class Notes 1947 Patricia Davis Klingenstein writes, “My second great-grandchild Caleb was born on July 3, 2019. Very exciting!”

1955 Caroline “Sukie” Knott writes, “All is well. We have been living in Maine for the last two years and have learned to survive a Maine winter.

We enjoy seeing Mary Senter Hart, Lee Tyler Robbins, and Florence Walker Morrison at Ocean View and also see Maddy Gatchell Corson, Jan Myer Roberson, and Janie Hyde Cheesebro. Had a nice visit with Katrina Rich, our Waynflete sixthgrade teacher, this winter at The Cedars. She was a very special part of our Waynflete experience.”

Lee Tyler Robbins writes, “I am now back in Falmouth, where I grew up living in a nice cottage at Ocean View at Falmouth. I love my space and being back in Maine after living 50 years in Cambridge, Massachusetts.

I have three Waynflete classmates living here too: Flonny Walker Morrison, Mary Senter Hart, and Caroline Campbell Knott. My sister Nancy Tyler Allyn is in Yarmouth and I have a son, John Robbins, who lives in Kittery with his family, so I am not alone. There is much to keep me busy here, and it has been fun to renew old friendships with other Waynflete classmates as well as make new friends within the community.”

1956 Nancy Davidson is still resident curator at the Maine Jewish Museum in Portland. There will be an exhibit honoring Leonard Bernstein’s 100th birthday running November– December 2019. Come join us!

1957 Betsey Wheeler writes, “February 2019, I reconnected with Ginny Windmuller, a ’57 classmate. I celebrated my 80th birthday in April with family from New Hampshire, Maine, and Massachusetts, and many friends, old and new!”

1963 Wendy Dana Hines writes, “I am the secretary of two area seniors bowling teams. I golf Monday to Friday, May to October, then I’m off to the Bath Y three days a week for the rest of the year. I’ve been on the Phippsburg Fair fire auxiliary for 30 years.”

Carol Copeland Pratt resides at Portland House on Munjoy Hill and winters at Saint Simons Island, Georgia, with her husband, Mason, a retired lawyer. Carol is in touch with her three sons, Ben, Steph, and Ted, and her five grandchildren, Caitlin, Carolyn, Amy, Henri, and Sylvie (Carol has four great-grandchildren).

Carol’s life story and her incredible medical battles are detailed in Memoire: Lioness in Winter, written by her husband. If you’d like to read it, contact her husband at mason@ chezpratt.com. She’d love to hear from you at 207.232.3103.

1968 Judith Bennett writes, “Peter and I retired to Cape Elizabeth last summer.

It is great to be back in Maine after four decades. We are having fun reconnecting with people and places.”

1959 Anne Broderick Zill writes, “When you discover you are 88% Celtic, you might as well explore your roots! So my brother and sister and I spent more than two weeks this summer driving from one end of Ireland to the other and everything in between. We were digging up our roots, finding places where ancestors had hailed from the 17th to 19th century. Enamored of W.B. Yeats since childhood, I savored the extraordinary multimedia exhibition at the Dublin National Library and my mother’s ties to Sligo, Dingle, Connemara, Galway, and all the ancestors in Derry and Belfast. In Belfast, we saw the three-tiered fence that is locked every night and Sundays to keep the peace. I thought the peace accord had changed all that. Alas, not quite. This history is even now continuing to unfold.”

1970 Nancy Manter writes, “I am still living and working in my Brooklyn studio in the magnificent Old American Can Factory, which is full of artists, writers, composers, and the art and design light industry. I continue to get fellowships at various residencies, which is a great mode of travel, too!

I bought an old farmhouse in Bass Harbor on Mount Desert Island, where I spend four months each year. It is great to be in my home state on the coast whenever I can.”

1972 Susan B. Soule writes, “I recently retired—a wild adjustment, but so lucky! Having fun! I have reconnected with my classmate Lucia Greene, which has been wonderful.”

Justine Knizeski writes, “After 35 years in Chicago, my husband and I retired to our home on the lake in China, Maine. I had great fun spending some time with Susie Bliss Soule this summer.”

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Lucia Greene writes, “I am very happy to report that Susie Bliss Soule and I have gotten together on several occasions, renewing a strong friendship that began our senior year at Waynflete. I continue to write children’s books, two of which were recently published by Maine’s North Country Press. Our eldest child Nora, who lives in London, will be married on the Devon coast of England next May. Our first grandchild is expected in January.

2020 is looking pretty exciting!”

1975 Zareen Mirza shared news of Tim Hiebert, who is a trademark attorney with Samuels & Hiebert LLC in Boston.

1980 Regina Phillips Talbot writes, “I am married to a great guy and we have three amazing kids, all grown up, and one wonderful grandson who is seven and lives in Portland. I work at a couple of places, so I am pretty busy. I am the grants and community engagement coordinator for the Westbrook School Department, teach a master’s-level class at the University of New England on culture, and own a cultural awareness consulting company with two of my dearest friends. We present information on culture, bias, and equity to businesses and organizations.”

1982

Janice Moore writes, “I am happy to be serving as vice president of the Union of Maine Visual Artists, one of the oldest nonprofit arts organizations in Maine. The UMVA represents visual artists statewide in all fields of endeavor and welcomes those who support contemporary artists in Maine. The organization is dedicated to upholding the dignity of artists while creating positive social change through the arts. New members are always welcome (reach out for details).

1984 Edward Clark writes, “Still around.

Hope you all are well.”

Eric Zieff writes, “I would like to include news of my father Dr. Ralph Zieff’s passing. He died on August 27 at the age of 79 years old. He was a consultant to Waynflete for many years, starting in the early 1980s.”

1987

John Wordock writes, “Earlier this year, I left the Wall Street Journal, where I was executive producer for podcasts and won a Webby Award this year for Best Tech Podcast. I’m now executive editor for podcasting at Westwood One, overseeing content strategy, development, and acquisitions. Still having fun in the audio space after all these years!”

1990

Gillian Schair writes, “In fall 2015, I started a membership organization called the Ladies Adventure Club. It started in my living room with about 25 friends. Four years later, it’s grown to a membership of over 200 women ranging in age from mid-20s to mid70s. We adventure all year round in this great state of ours. This summer, I published a book highlighting some of our favorite adventures. I also included some reflective writing about pushing oneself, comfort zones (getting out of them), and how adventuring can make us feel more alive.”

1993

Darren MacDonald writes, “During my undergrad years, I played guitar in my father’s rock and roll band, the Tidalwaves. I worked in my family business, Portland Welding Supply, for more than 20 years; we sold it in 2008. I began business consulting in the areas of IT, sales, and marketing. Today, my wife and I live in upstate New York with our four-year-old daughter.

After spending a few years mentoring startup company founders, I formed an investment angel fund for startup companies. I’m currently a co-founder working on a startup in stealth mode focused on the corporate training and leadership industry.”

2001 Carey Robertson Evans writes, “I spent much of last year writing a book with Dr. Paul R. Smokwoski called Bullying and Victimization Across the Lifespan: Playground Politics and Power, which was published in July. I am so appreciative of Waynflete for an invaluable foundation in good writing skills and habits!”

2002

Ellie Perkins Jowers writes, “After years of bouncing around the East and West Coasts, my husband John, my two-year-old son Quentin, and I have finally found ‘home’ in Portland, Oregon. My stepson Zion will be moving here from Atlanta this summer for high school, and we are expecting twin girls in midSeptember. Needless to say, we have a busy few years ahead of us! While I love it here, I will always think of Maine as my forever home and try to visit as much as possible—and always get in time with my two best girlfriends Elizabeth (Currie)

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Pourchot and Jane (Russell) Swenson when I do! I remember my Waynflete years with such fondness and am hoping to make it back for our 20th reunion to catch up with others from our class.”

2004

Ceri Nichols Botto and her husband, Graham, welcomed Fox Nichols Botto on June 30, 2019.

2005 Annie Reiner writes, “My husband Jonny Asen and I had a baby last September! Lucy Elizabeth Asen was born September 2, 2018.”

2007

Hannah Finegold writes, “After living in California for many years, I am now back home doing one of the many things I love: helping friends, family, and the local community sell and buy homes all over Maine!”

Hannah Orcutt Mook writes, “Since getting married a year ago, I have been enjoying life with my husband, Will Mook (a Damariscotta native), in our home in Victor, Idaho. My job as the Director of Development for the independent school at Teton Science Schools in Jackson, Wyoming, connects me to families and place-based, student-centered education—much like Waynflete! Will and I continue to enjoy the western landscapes of Idaho and Wyoming, and got a kitten this summer to join our two black labs.”

2008 Halsey Niles married Emily Lodish on July 6 in Pownal. Waynflete friends in attendance were Charlie Thaxton (who had just been married the previous week!), Steve Whitaker, and Wes Engel.

2009

Lauren Bruns writes, “I launched my Maine-based business, Lost & Found Farm, in 2018! We produce organic wild Maine blueberries, fresh-cut flowers, dried flowers, dried flower wreaths, and evergreen wreaths. You can find our goods at farmers’ markets, including the Portland Farmers Market in Monument Square, and festivals. We also provide floral design services for weddings and events. It’s been a wonderful couple of years and so nice to reconnect with familiar faces of the Waynflete community through this business!”

2012 Sarah Neuren writes, “I started my first full-time job in May as a property claims examiner at Wellington Insurance Group in Fort Worth, Texas.”

Lyllie Harvey writes, “I am obtaining my master’s in mental health counseling from the University of Vermont.”

2014 Vanessa Van Deusen started a master’s in ecology at San Diego State University.

2015 Graham Ratner writes, “I am a new graduate RN, BSN working in the intensive care unit of a Magnetrated hospital.”

2018

Dana Hirschhorn was presented with a letter of appreciation by the captain of the USS Comstock during a summer training. The Letter of Appreciation was presented for work ethic rated above and beyond expectations, and for contributing efforts during the Comstock’s first replenishment at sea in over two years.

IN MEMORIAM Ellen Fogg Coppola ’48 Mary Soule Davidson ’58 Vincent Grice ’82 Pamela Drake McCormick ’68 Victoria Simes Poole ’45 Constance Verrill Reich ’43 Jean Philbrick Strout ’43 Pierce Sunenblick ’94 Martha M. Thompson ’96 Suzanne Verrier ’60

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Waynflete can take you...

Zoe Sobol ’09 Khatmandu, Nepal

Dallas Rolnick ’97 Kauns, Austria

My first year of high school was also Brian “Ziggy” Gillespie’s first year coaching crosscountry running. I was hesitant to run, but Ross Burdick suggested I try a few practices.

We didn’t run as many miles as other teams, but within three years we’d won our first state championship. Every week we were given customized training schedules and a member of each squad was recognized as runner-of-the-week for their efforts.

My favorite practices were at Baxter Woods and ended with handicapped 800-meter races in which Ziggy started everyone according to their speed (slower runners first, faster runners last). It was anyone’s guess who would cross the finish line first. His level of attention and care is why I chose to run competitively in college. Good luck to Ziggy and the cross-country team in his final season!

Waynflete has given me some of the best, strongest friendships of my life—the people I grew up with. It instilled in me the expectation that I should approach people with respect and curiosity, as I hope they will approach me. I knew my teachers and my classmates. I knew their families. They knew me and mine. If I’ve come far in life, I’ve done it with Waynflete’s help.

After graduating from Waynflete and taking a gap year, I majored in psychology and competed on the varsity crosscountry, basketball, and track teams at Wellesley College.

While in school—and after graduating—I worked at WBUR, Boston’s NPR station, producing the station’s award-winning coverage of the trial of convicted Boston Marathon bomber Dzhokhar Tsarnaev as well as covering sports for NPR’s nationally syndicated sports show Only A Game. In 2016, I moved to Unalaska, Alaska, to work as a reporter at KUCB. I then moved to Kathmandu as a Luce Scholar. After a summer of intensive Nepali classes, I’ve started work at The Record, an English-language online publication, helping them develop podcasts.

After Waynflete, I studied literature at Colorado College. After graduating, I returned to Portland, where I started to develop an interest in furniture-making and construction. I moved to New Orleans, where I stayed for more than ten years, working in construction and opening a small woodshop.

While there, I went back to school to study civil engineering.

I won two research stipends—the Marshall Plan Scholarship and a Fulbright research award—and eventually moved to Austria, where I began working at a construction company designing wooden buildings. I live in Kauns, a village high on a mountainside overlooking an Alpine valley. It’s a privilege to be part of a community with people who are rooted, hardworking, straightforward, and caring. While I dearly miss the American landscapes and long horizons that I grew up with, I don’t know if or when I will move back to the U.S.

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David Terrien ’86 London, U.K. My head and heart are full of memories from my years at Waynflete—all 11 (and I was the short-timer in my family)—and though I don’t linger over them, I have instant access and can find my way straight back into that world of dedicated and profoundly caring teachers, and all the rest of us so fortunate to have spent time there. These memories define “community” for me and are the basis for what I have sought in my life since then.

After Waynflete I spent 12 years studying and working in New York City. I moved to London in 1997 and have lived there ever since. I am married to a Spaniard, Teresa, and we have two daughters: Clara, who is in her first year of college, and Ines, an eighth-grader. I have worked as an editor for most of my professional life, usually for magazines, currently for ArtReview and ArtReview Asia, which are focused on contemporary art and culture.

Ian Rummier ’09 Copenhagen, Denmark

celebration of individuality.

Waynflete changed the course of my life.

It is a school that not only enables but also encourages students to be themselves and pursue what they truly love doing.

Spirit Week and senior projects display this

After Waynflete I completed a BA in political science and international studies at Denison University, worked on the Obama campaign, and ran what was at the time the most popular urban music blog. I moved to Denmark in 2013 to complete an MSc in comparative public policy. Since then, I’ve represented the Danish national lacrosse team in the European championships in 2016 and the World Games last year. Professionally, I’ve been CMO of Nordic Startup Awards and founded my own creative agency last year called VIDA, which produces music videos and advertising for some of the biggest artists and brands in Denmark. I also run social media for the biggest music festival in Northern Europe (Roskilde) and am a manager at a local concert venue called Rust.

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...anywhere you want to go!

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Laura Siegle ’02 Colombia

Robert Christie ’88 Hong Kong

My experiences as a student at Waynflete were transformative.

Waynflete is where I first fell in love with academics and being a student, and where I discovered the power of my voice as a writer (thank you, Mrs. Whitney!).

I strive to help my own students discover that voice and power, and, hopefully, a little bit of the magic that a nurturing school community like Waynflete, and its incredibly caring and invested teachers, provided for me.

My passion to explore the world started at Waynflete.

Every teacher encouraged me to think beyond the classroom in order to understand the global significance of what we were learning. Art was also a very important theme throughout my time at Waynflete, which I continue to apply in both my professional and personal work. My senior project at Waynflete gave me the first opportunity to exercise both of these passions as I backpacked through Europe and took photographs of the places that I had until then only read about. That sense of wonder and curiosity about the world is just as strong in me today as it was back then. It continues to drive me to explore, learn, and create.

I majored in cultural anthropology at Wesleyan University.

After graduating, I taught ninth grade in rural Hawai’i through Teach For America, then moved to New York and worked at a Latin American art museum for a few years. I volunteered at an education development organization called the DREAM Project in the Dominican Republic, later returning as a teacher, summer camp director, and professional development coach. These experiences helped me rediscover my love for the classroom, and I became newly determined to stay in education. I entered a master’s program at Columbia Teachers College in sociology and education. As I was finishing this program in 2011, I began teaching seventh grade at a public middle school in Manhattan, where I am still teaching today. This spring, I was awarded a scholarship through the Fulbright Distinguished Awards in Teaching Program. This program places American public school teachers in different countries around the world to complete educational research projects of their own design. I will be headed to Colombia to complete my inquiry project next year!

I went on to Bowdoin, then landed in New York City to start a career in publishing. When an opportunity to join a technology company in Asia opened up in 1999, I packed a duffel bag and moved to Hong Kong, where I continue to live today. I now work as a banking consultant and advise on ways to combat money laundering in the global financial system. When I’m not working, I spend much of my free time scuba diving in waters around Asia, taking photographs of life both above and below the water.

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Sheila Morrison ’80 Costa Rica My memories of Waynflete are dominated by singing, theater, dance, sports, outdoor experiences, and Spanish. At 57, these vivid memories can still incite giggling fits.

Spanish teacher Janet “Juanita” Richardson kindled in me a spark that we both shared for “all things south of Texas.” There wasn’t much room for insubordination in her Spanish class of two (the other student happened to be the headmaster’s daughter, Beth). She sportingly got us both through the AP exam with flying colors and left me with a yearning for more.

I earned a BA in Latin American studies from Brown University. After graduating, I headed west to San Francisco, where I eventually landed a spot in Macy’s buyers training program (my goal was to get into the foreign buying department and travel to Latin America). After a few rewarding years, I filled out my business school applications before my Peace Corps applications; to my surprise, I was accepted to Harvard Business School. At the end of my second year, I landed a summer internship with Dole Food Company in Colombia, which led to a full-time job in Costa Rica. I had made it to Latin America!

Twenty years later, I still live in Costa Rica with my Argentine husband and two kids. My passion for Latin America has slowly morphed into a passion for agribusiness. I served as Chiquita’s regional director for Germany, Austria, and Switzerland, then left the banana world for the kiwifruit world with Zespri International, where I am responsible for northern hemisphere supply operations. I’m enjoying the challenge of new cultures, new languages, and a new fruit. But I am not so proud of my oversized carbon footprint, so lately I’ve begun wondering if it might be time to come full circle and return “home” to find my next challenge in Maine.

ALUMNI REGIONAL GATHERING Denver, CO April 1, 2020 ALUMNI REUNION 2020 Reunion for Classes Ending in 0 or 5 May 15–May 16, 2020 ALUMNI LUNCH AND LEARN New alumni Portland networking events featuring an alumni panel.

March 20, 2020 ATHLETICS Find games on waynflete.org/athletics MONDAY BOOKS Join discussions led by Waynflete faculty and staff on books they have chosen.

Learn more at waynflete.org/mb WAYNFLETE GALLERY Harness the Wind January 17–March 20, 2020 Alpha/Numeric Show April 7–May 22, 2020 FRANKLIN THEATER The Laramie Project Upper School Winter Play February 6-8, 2020 at 7:00 p.m.

A Midsummer Night’s Dream Upper School Spring Play May 1–2, 2020 at 7:00 p.m.

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Alumni Events New York, NY 2019

Leeza Kopaeva ’18, Molly McNutt ’18, Jacob Austin ’15, Thomas White ’05, Inae Oh

Boston, MA 2019

Gustavo Quiroga, Phil Getchell, Katie Glaser Getchell ’88, Abby Whiting Van Dam ’03

Roz Gray-Bauer ’12, Matt Sherman, Peter Stein ’12, Jackie Xiao ‘14, Alex Soltoff, Hilary Niles ’12

Portland, ME 2019

Members of the Class of 2003

Cecil Gardner ’10, Megan Campbell ’10, David Gorsky ’10, Nate Niles ’10, Sam Cleaves ’10, Bethany Campbell ’10, Gabe Bornsetin ’10

Ben Bornstein ’07, Owen Gervais ’17, Sarah Daoudi ’17, Julia Harrington ’17

Caroline Schnell ’06, Kai Paine Frolich ’06

Chloe Rowse ’12, Phoebe Colvin Oehmig ’15, Marijke Rowse ’16

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Reunion 2019

1. Angus Beal ’99, Zach Manganello ’99 2. Wendy Curtis with members of the Class of 2014 3. B ack: Polly Parnell ’59, Brenda Russell Prusak ’59, Larry Prusak, Cicely Russell ’57, Anne Chadwick Parker ’61 Front: Anne Broderick Zill ’59, Judy Dana Parker ’59 4. All-Alumni Party on Reunion Weekend 5. Abby Horrisberger ’14, Ellie Marston ’14 6. Boys Varsity Lacrosse with Men’s Alumni Lacrosse 7. Annemieke Schair ’04, Elsie Moshimer ’04, Ceri Nichols Botto ’04, Rebecca White ’04 8. B ack: James Rohman ’89, Jason Mohnkern ’89, Tripp Corson ’89, Alison Parker Corson ’89 Front: Kali Pratt ’89, Kristin Graffam King ’89, Andrea Zglobicki ’89 9. Arik Prawer ’84, Nathan Burrill ’84, William Bennett ’84, Ben Clay ’84 10. Adam Schneit ’94, Ben Willauer ’94, David Jellis ’94, Ray Morrow, Jonathan Kita ’99, Zach Manganello ’99

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Giving Opportunity Dear Waynflete Friends, I AM HONORED to introduce Waynflete’s 2018-2019 Report on Giving, and proud to celebrate the nearly 1,000 donors who made it a record-breaking year in annual giving.

On the following pages you will see the current parents and grandparents, alumni and former parents, faculty and staff, and other friends who made our mission a philanthropic priority. We are a stronger school as a result of their enduring generosity, and for that I am very grateful.

Every year, Waynflete benefits from gifts of all sizes that support ongoing programs and operations (the Waynflete Fund), facilities and endowment (capital giving), and future programs (planned and deferred giving). Each form of support—and every gift level—is essential to the short- and longterm health of our school.

During the 2018-2019 school year, our community benefited from $2,040,696 in philanthropy. Included in this total was a record-breaking $919,599 in annual giving, the majority of which came through the Waynflete Fund—the engine of daily life at Waynflete and our highest annual priority. We were also grateful to have received $129,754 in new endowment gifts and $100,000 in bequests, as well as $891,343 in pledge payments toward prior capital campaign commitments.

The pages that follow celebrate and recognize the people behind last year’s fundraising success. These are the people who made Waynflete a priority in their giving, and in so doing, brought our mission to life. On behalf of the entire Waynflete community, I extend my deepest and sincerest thanks to everyone whose giving has earned them a place in these pages.

With gratitude,

Sarah Plimpton Director of Development

Every effort has been made to ensure the accuracy of this report.

Please call the Development and Alumni Relations Office at 207.774.7863, ext. 1221, with any omissions or corrections and accept our sincere apologies.

Board of Trustees 2018–2019

Christopher Smith President Tim Soley Vice President Dale Lewis Secretary Vin Veroneau Treasurer Kate Jeton Member at Large Warren Valdmanis Member at Large Abukar Adan ’13 Krista Aronson Kate Burnham Catherine Cloudman Ben Devine Nicole DuFauchard Cinda Joyce Betsy Langer Jed Porta ’99 Emily Renschler Deborah Sampson Shinn Sandy Spaulding Jeff Troiano Geoff Wagg, Head of School Cherie Wendelken

Leadership Annual Giving Committee 2018–2019

Emily Bukowski-Thall Kate Burnham Christi Hissong Jim Hornor Patty Howells Zac McBee Kristin Valdmanis Cristin Walsh ’98

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Annual Giving by Level

Report on Giving $50,000+

$10,000 - $24,999

$5,000 - $9,999

$2,500 - $4,999

The John and Patricia Klingenstein Fund

Acworth Foundation

Charlton and Eleanor Ames

Stanley and Stacie Armstrong

Anonymous (2)

Estate of Ellen Libby Lawrence ’35 Lipton Crisp Family Foundation

Zareen Taj Mirza ’75 Warren and Kristin Valdmanis

$25,000 - $49,999 Anonymous (3)

Gregory W. Boulos Jeb Brooks and Cherie Wendelken

Brooks Family Foundation

Bernard and Sheila Devine David ’65 and Kathy Drake and Family The Edward E. Ford Foundation Luke D. Huber ’81

David and Beverly Sherman David Sherman, Jr. and Martha Burchenal The Shinn Family Estate of Widgery Thomas, Jr.

Jeff Troiano and Abby Dubay-Troiano

Anonymous (8)

Nancy Montgomery Beebe ’63 and Michael Beebe Joseph and Deborah Bornstein Gena Canning

Nathan Clark and Kathryn Burnham Thomas ’78 and Patricia Cronin

Paul S. Crowley and Delia B. Pooler

Tim Fahey and Eileen Gillespie Fahey

The Kenneth R. and Vickie A. French Family Fund

The Lawrence N. and Alice L. Friedland Foundation The Hudson Foundation Laura Jackson

Steve and Cinda Joyce Leslie and Bill Lee

Avis and Fred Miller

Will Robinson and Lynn Reed The Family of Richard Rockefeller Mary Runser

John Ryan and Jenny Scheu

Tim Soley and Maria Gallace Margaret W. Soule Charitable Trust

Anonymous (11)

The Anderson Family Foundation

Paula Kazon Bentinck-Smith ’70 and Peter Bentinck-Smith Brian Daikh and Heidi Wierman

Conan Deady and Cynthia Berliner

Jeffrey Diggins and Abigail King Diggins

Nicole and Raymond Dufauchard

Bill and Kathy Frappier

Steve and Theo Hanson

Ken and Hilary Holm ’82 Eddie and Patty Howells Kate and Marc Jeton

Lily King and Tyler Clements Brigitte and Hal Kingsbury Estate of Donald Lawrence

Anonymous (3)

Gretchen Boulos ’01 and Robert Carter

Robert and Elizabeth Carroll Thomas and Katherine Clements

Josephine Hildreth Detmer ’47 John and Angela Foddrill

Katherine Glaser Getchell ’88 Gil Hagan and Anne Wade William Harwood and Ellen Alderman

James and Eileen Hornor

Daniel and Bethany Kleban

Jocelyn Lee and Brian Urquhart for A Beautiful World Foundation

Ellie Linen Low and Dave Low Daniel and Alison McCormack Tara Milliken ’09

Holly and Tom McKenny

Darrell Pardy and Carolyn Hughes

Michael W. Murphy ’80

Jason Schoch and Elisa Tarlow

Moser Family Foundation Jodi Nofsinger

Rosa Scarcelli ’88 and Thomas Rhoads

Jeremy ’84 and Kerry Sclar Deborah Weare Slavin ’62 and John Slavin Joe and Susan Spagnola

Jed ’99 and Landace Porta Benjamin Scoll and Emily Renschler

Mr. and Mrs. John Shannon

Christopher and Anne Smith Sandy and Jill Spaulding Mary Louise Thomas Sprague ’46 and Phineas Sprague* The Stone Family

Toshiba America Foundation David Vickery and Tasha Worster-Vickery Geoff and Alice Wagg

Annual Giving by Level

$1,000 - $2,499

Jean Moon and Vicki Black

Mark Abbott and Rebecca Bloch

Karl Norberg and Pam Gleichman

Anonymous (15)

Gregory and Lauren Adey Alexander Agnew and Lisa Markushewski Joel Antolini and Meeghan McLain

Nicolas and Sarah Arredondo Mrs. Elizabeth Atwood

Mr. and Ms. Norman Barham Cornelia Greaves Bates

William and Pia Neilson

Raymond and Ruth Ann Nowak

Matthew Page ’97

Christian Penney and Renee Lewis David* and Barbara Plimpton Thomas and Laura Robinson

Hope Benton

Edward Rowe and Catherine Bickford

Benjamin Bornstein ’07 and Lauren Fine Bornstein

R. Tobey Scott and Amy Woodhouse

Christian Berle ’99

George Calvert and MaryAustin Dowd Alexander Colhoun and Selina Rossiter

Eric and Angela Dexter

Alec and Andrea DiNapoli Martha Holbrook Douglas Pigeon ’55 Jonathan Drake ’73

Peter and Sheri Feeney Ariana Fischer

Paul Friedland and K. Page Herrlinger Thomas P. Healy

Kurt and Christi Hissong Ms. Cindy Howton

William Sandberg ’87

Barry and Carley Smith

Waynflete Weather Station

Christopher and Erica Thompson

A weather-monitoring station was recently installed on the roof of the Lower School.

The station measures wind direction and velocity, outdoor temperature, barometric pressure, humidity, and rain data. It also provides ultraviolet radiation (UV) and electromagnetic intensity readings that, along with temperature and wind velocity, determine the rate of soil evaporation.

This is helpful information for farmers.

The UV index determines the degree of harmful exposure to human skin, while electromagnetic intensity readings are useful for architects who are trying to maximize building heat in the winter and coolness in the summer. Students will be able to track and analyze weekly, monthly, seasonal, and annual weather trends from any digital device.

Brad and Margaret Smith

Richard Thompson ’94 William A. Torrey and Pamela Phillips Torrey

Louise Gulick Van Winkle ’60 and Davis Van Winkle Vincent and Nancy Veroneau

Cristin Walsh ’98 and John Poulin

Mr. and Mrs. Paul Walsh Hans and Lee Warner

Joe and Carol Wishcamper

Robert Kaplus and Jennifer Slack

Loren Kessel and Alison Gibbs Keith and Elaine Knowlton Betsy and Leonard Langer Tucker Lannon ’99

Benjamin Leahy ’91

Edward Li and Kin Ly

Brian and Sandra Livingston Ted and Abby Lord

Maine Community Foundation Spirit Fund

The first nor’easter of the season hit just a few days after the station was installed. The wind gauge measured a gust of 57 mph!

Zachary and Amy McBee

Check out the new station at bit.ly/waynfleteweather

Diane Lukac and Steve Silin

Carter Manny and Elizabeth Chapman

Randy and Misty Melendi Todd Mellin and Wellens King

Gordon Millspaugh and Laura Lewis

* DECEASED

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42

Annual Giving by Level

$500 - $999

Jeffrey Madore

Arthur Aleshire

Matthew and Sunshine Mechtenberg

Anonymous (7) Margaret Austin

Rand Ardell and Jessica Simmons Alfred Baginski

The Bailey Foundation Lisa Bailey

Diana B. Bean

Linda Bean ’59 Roger Berle

Mr. and Mrs. Lewis Bowe

Dee Dee Dana Bradford ’58 Penelope Pachios Carson ’58 Mr. and Mrs. Thomas Chappell

Night at the Museum Waynflete’s sixth-grade class closed out the school year in May with a museum that showcased student learning about ancient Egypt, Greece, and Rome. Students undertook individual research projects, created threedimensional displays in the new Lower School Innovation Lab, and built a Roman aqueduct and an Egyptian tomb in their classrooms, which they then invited parents to explore. The week concluded with a “Night at the Museum” event—an overnight stay at the school.

Mr. Robert Checkoway

Joshua and Portia Clark Betsy Critchfield ’06

Charles and Marylee Dodge Barbey and Ned Dougherty Traci and Michael Dowd Peter Drake ’66

Jonathan Fanburg and Stephanie Gartner-Fanburg Mr. and Mrs. James Farr Tracy Floyd and Bryson Hopkins

Roger and Charlotte Frerichs James Garland and Carol Andreae

Vanessa Gates-Elston ’96 Jennifer Greaves

Anne and Gunnar Hagstrom Sally Howes Hansen ’54 Sara Holbrook ’62 and Foster Aborn

Mr. and Mrs. William D. Howells Amanda Howland and Christian Kjaer

Mr. and Mrs. John Hughes Anthony Kieffer and Susan Conley Anthony and Cynthia Lamport

Henry and Sarah Laurence Elizabeth and Willy LeBihan

Wade Lippert and Heather McKenny Lippert ’92 Christopher and Elizabeth Lynch

Erin Martin

Shelby Hayden Miller ’71 Chris and Steve Mitchell Ben and Anne Niles Hugh and Penrose O’Donnell

Frances Emerson Prinn ’60 Leah Rachin

Debbie Reed

Lee Tyler Robbins ’55

John and Sonia Robertson Mrs. Jacqueline Robinov Kelsey Robinov

Eliza Sprague Rowe ’87 and Will Rowe Justin Schair ’01

Bobby Schleicher ’11 Mr. Joseph Soley John Spritz and Helen Pelletier

Karen Stray-Gundersen and Jane Begert Jonathan ’94 and Tam Valenti Ms. Anne Walker

Elaine Walsh Carney ’88 James and Patricia Wasserman Mary Wellehan

Anne B. Zill ’59

Annual Giving by Level

$250 - $499

Anonymous (19)

Eben and Susan Adams Ellis C. Adams ’77

Mr. and Mrs. Richard Angle, Jr.

Alison Beebe Arshad ’88

Elizabeth Woodman Begin ’70 Jeff Benson and Michele Polacsek

Mr. and Mrs. Phillip Bibeau

Mr. and Ms. John Bondellio Scott ’90 and Karen Bowe Jessica Wannemacher Breitbeil ’89

Mr. and Mrs. James Broder Polly Blake Burke ’62

Parke Burmeister and Sarah Plimpton Robert Cleaves and Jane Batzell

Tim Cole and Debbie Rowe Will Crosby and Katherine Simmonds Peter Donnelly

James Drummond ’63 and Jean Southern Drummond ’63 Sam Elowitch ’88 and Leah Binder ’80 Mr. Dale Gowen and Ms. Nancy Anderson Peter Hamblin and Carol Titterton

Susan and Philip Hamilton

Meredith Currie Heaney ’98 Merritt Heminway ’90 and Lydia Maier ’90

Kevin and Katherine Hogan Megan Huber ’79

Patrick and Janet Joyce

Alexander Knowles ’67 and Linda Detmer Knowles ’68 Daniel Lamarre

Mrs. Theda Logan John Lord ’73

Mr. John Marsh

Peter and Eve McPheeters Pierre and Liz Meahl

Mr. and Mrs. Sandy Millspaugh

Peter Miner and Joan Kenyon Joshua and Marci Murphy Saniya O’Brien ’91

Jim Ohannes and Elizabeth McGrady Mary Jane and Peter Pagenstecher

$1 - $249

Alexander Bonnin ’07

Patricia Piper Perry Adams ’50

Eric and Aline Borduas

Anonymous (129)

Mr. and Mrs. J. Samuel Parkhill

Travis Adams

Katie Reimann ’03

Mr. and Mrs. Gregory Adey

Mrs. Sidney Richardson

Madeleine Agnew ’12

Cornelia Leighton Robinson ’52

Henok Alemayo ’06

Mr. and Mrs. H. Douglas Pride

Abukar Adan

Mr. and Mrs. Joaquim Ribeiro

Isabel Agnew ’13

Jan Meyer Roberson ’55

Linda Albert and Rocco LaPenta

Howard and Mary Jane Rosenfield

Benjamin Alexander and Carly Cope

Andrew and Catriona Sangster

Nancy Tyler Allyn ’47

Mr. and Mrs. Curtis Scribner

Tessa Anable

Julie Russem

Ms. Margaret Schuler

Shawn and Angela Smith Suzanne Spencer ’60

Jennifer Hall Alfrey ’91 Jonathan Amory ’97

David and Isobel Anable Katherine Armstrong ’04

Rose Magill Splint ’97

Thomas ’76 and Liz Armstrong

Phoebe Suva ’13

Kimberly Ayers ’06

Dorothy Stevens

Joanne Asherman ’60

Bruce Tindal and Nancy Drummond Tindal ’71

Ingrid Baily ’83

Lance and Gina Vardis

Nancy Barba and Cynthia Wheelock

Bonnie Marshall Tompkins ’60 Ms. Carol Wheaton

Ms. Harriet Ballard Alice Barakagwira

David and Breda White

Pauline Barry

Roger Woodman ’72 and Carol DeTine

Lisa Beneman ’09

Timothy Whittemore ’00

Henry Beeuwkes and Margaret Mills Harry and Joan Bennert

Edward and Julie Bennett Elizabeth Berle ’96 Daniel Berman ’87 Thomas Bethea

Matthew and Emily Birchby Ms. Paula Birmingham

Mr. and Mrs. Arnold Bishop Christopher Bixby ’03 Jean Gyger Black ’48 Mr. Ed Blanchard

Joe and Abby Bliss

Mr. R. Howard Bloch Ryan Blotnick ’00

Amanda Pilon Boger ’01

Caroline Clifford Bond ’53 J. Edward and Rebecca Bondellio

Sheila Dietz Bonenberger ’67 Ann Bonebakker Bonney ’91 Leigh Bonney ’76

Reginald and Gloria Bonnin Craig Bramley and Kimberly Simmons

Rachel Levy Brander ’08 John Branson ’65

Lynne and Tim Breen Christopher Bride ’91 Robert and Pamela Brittingham Erin Brown

Rachel Brown

Theodore and Sheila Bukowski Thomas Bull ’90

Ross and Elizabeth Burdick Dona Burke

Paul and Gail Burmeister Paul Burns and Kristin Jhamb

Mr. and Mrs. Richard Burns Mrs. Barbara Burt

Christopher Cabot and Kai Bicknell Ellen Watson Cady ’90

Joseph and Christina Cahoon Sarah Begin Cameron ’01 Patricia Lappin Camp ’49 Bethany Campbell ’10 John Campbell and Jennifer Mogul Katie Campbell ’07

Megan Campbell ’10

Thomas and Lori Campbell Teresa Cannon

Jonathan Cantwell ’86 and Elizabeth Dranitzke

Keisha Johnson Capitola ’90 Robert and Barbara Cariddi John Carroll ’91 Olivia Chap ’11

Hannah Chappell

Lynda and Erik Clapp

Leah Weisberg Clark ’02

Jennifer and Fred Clarke Lindsay Clarke

William and Susan Clifford Gail Chapman Close ’72 B.J. and April Cloutier Nina Coates ’08

Ann Tracy Cole ’01 Lily Collins ’13

43

44

Annual Giving by Level

Michael and Thorne Conley

Caroline Robertson Evans ’01

Mary Gray and Karen Bauer

Andy and Cathie Connors

William Fenderson

Mr. and Mrs. Patrick Gribbon

Helen Jenness Connell ’60 Joseph Connors ’15 Heather Corey ’84 Kerry Courtice

Tom and Lisa Courtice Judy Cox

Anne Armstrong Cram ’71

Courtney Drake Farrell ’03 Leigh Fernandez ’14 Paul Field and Kathryn Ziminsky

David Finkelhor and Christine Linnehan Diane Fisher

Mr. and Ms. Kirby Cummins

Christopher Fitze and Jessica Eller

Michael and Margaret Curtis

Aidan Flaherty ’00

Jason and Wendy Curtis

Mr. and Mrs. John Cusack

Laurie Marshall Cushman ’59 Jack Cutler ’13

Dana Dakers and Barb Belik Laurel and Brian Daly

Jennifer Warde Darrell ’00

Peter ’61 and Ronni Davidson Geraldine Davis

Michael Davis and Collette Cushing

Rosemary and Jack Davis Kevin and Caitlin Dean Patrick and Sarah DeBenedictis Hannah DeBlois

Kiffer Fitzgerald ’91 Isabel Floyd ’16

Paul and Kristina Foley

Mr. Christopher Formant Diane Hay Fortuin ’57 Melissa Fox

Elizabeth Freeman

Mr. and Mrs. Stan Freid Hugh Freund ’06

Jacob Freund ’03

Martha Chaplin Frink ’71 John Frumer and Elizabeth Barrett

Mr. and Mrs. Russell Fry

Tiki Fuhro and Kevin O’Leary

William DeLong

Sarah Fuller-Matsubara and Ken Matsubara

Real Deprez ’96

Elizabeth Gates

Sarah Knowles Dent ’80 Anne Detmer ’70 Mark Devoe ’95

Kathleen Pape DiPasquale ’77 Gary and Stacy DiPerna Bonnie Docherty ’90 Jane Doherty ’58 Ryan Doil ’01

James and Stephanie Dolan

Cathy and Matthew Douglas Mrs. Brenda Downey Virginia Drake ’05 Jeremy Duda and Brooke Miller ’96

Rachel Filler Edwards ’92

Jeanne Gibbons Emmick ’62 Aubrey Emory ’88 Brian Eng and Renee Bourgeois Caleb Eng ’29

Adele Espy ’09

Jay and Lynne Espy

Allison Nowicki Estell ’89

Jeffrey Garland ’99

Lynne Manson Gawtry ’87 and Michael Gawtry

Pamela Malcolm Gemery ’53 P. Wheeler Gemmer ’74

Joseph and Linda Gervais

Mr. and Ms. David Giampetruzzi Mr. and Mrs. Steven Gifford Linda Gilman

David and Maria Glaser

Rabbi Brenner Glickman ’89 and Elaine Glickman Peter and Diane Godsoe

Kimberly Davidson Golden ’94 Angel and Helen Gonzalez

W. Blake and Kristin Gooch Alyssa Goodrich

Robert and Camille Goodwin Miriam Gough ’77

Emily Graham and Karl Gifford

Ms. Marilyn Graham

Deborah Clark Gray ’66

James Gregg

Mr. John Hagan and Ms. Melody Tortosa Mrs. Julie Hagan

Nicholas Hagler ’18

Ronald and Susan Hall Lee Hallagan and Jenny Carwile

Jeannemarie and Benjamin Halleck

Chase Hamilton ’08

Devens Hamlen and Samar Jamali Annie Hancock ’06

Tucker Hancock ’04

William and Lindsay Hancock Luke Hankins ’88

Ella Hannaford ’20

Betsey Staples Harding ’62 Peter Hart and Heather Courtice Hart ’88 Gail Hartglass

John Harvey ’05

Whitney Neville Harvey Julianna Harwood ’15

Katherine Harwood ’13 Fiona Haslett

TJ Hauser and Lindsay Hocking-Hauser Holly Haywood

Phoebe Hazard-Backler ’93 Tim Hebda and Sarah Morrisseau

Robyn Smith Helmer ’54 Alice Heminway ’92

Amy Bokinsky Henderson ’87 Elsa Heros

Christopher Hersey and M.J. Benson Timothy Hiebert ’75

Malcolm and April Hill

Edward Holmes

Jake Hopkins and Anne Scribner Hopkins Maureen Hopkins ’96

Mr. and Mrs. Wally Howerton Christine and Polly Howerton-Lynch Felicity Howlett ’62

John Hutchison and Stacey Sevelowitz

Chelsea Leighton Hyde ’07 Mr. and Mrs. Satoru Ihara Mark Isherwood and Heather Robertson Isherwood ’89 Mrs. Mary Iyer

Mr. and Ms. Ryan Jackson Molly Field James ’98

Paul and Sarah Jessen

Mr. and Mrs. Timothy Jessen Kevin Johannen and Megan Connolly

Christopher Johansen and Tama Whitelaw David Johanson and Jenepher Burton

Margaret Thompson Johnson ’60

David ’96 and Jessica Joyce Lissa Hall Juedemann ’94

Marie-Monique Kabongo ’19 Tyler Karu ’00

Stephen Kautz and Raquel Martin Burgos

Patrick and Jessica Keenan

Mr. and Mrs. Norman Kellogg Sherman Kew ’99

Amy Kimball-Carpenter ’90 Kristen Graffam King ’89 Sean and Barbara Kirby Caroline Kleiman Borg Klein ’79

Justine Knizeski ’72

Ms. Nancy Hill

Ed Knoll and Divya Muralidhara

Jason Hirshon ’97

Gretchen Koch ’06

Wendy Dana Hines ’63 Eric Hoffsten and Claire Houston

David and Sara Holdridge Dudley Holdridge ’23 Ilo Holdridge ’21

John Holdridge and Meg Springer

Paul and Pauline Holloway

Caroline Campbell Knott ’55 Susan Koch

Leeza Kopaeva ’18 Allison Koss ’08

Lewis and Margaret Krainin Erik and Lisa Kramer Ms. Claire Kubasik

Michael and Carolyn Lane

Annual Giving by Level

Brian and Candie Lang

Mary Soule LeMaistre ’66 and P. Andre LeMaistre

Frederick and Carol Lennig Page and Laura Lennig Darene Holbrook Lennon ’58 Jane Letson ’67 Benjamin and Frances Lewis

Sally Baker McAllaster ’45 Suzanne McAllister

Hannah Nagle McCabe ’02 Robert McCarthy ’00 Guy and Tatiana McChesney

Claire McClintock ’03 Deirdre McClure and Christina Chute

Callum Lewis ’16

Pamela Drake McCormick ’68

Anna Libby ’09

Judith McManamy ’58

William Lewis ’16 Lowell and Melissa Libby

Spencer Libby ’06 and Maggie DeFanti Libby ’06 Volkhard Lindner and Lucy Liaw Ms. Susan Livingston

Jeffrey and Beth Longcope Nancy Langmaid Loth ’62 Chris Lutes ’79

Eric Lutz and Rachel Mountain

Ms. Margarethe Lutz Fox Maasch ’15

Arnie Macdonald and Liza Moore Megan MacDonald Sarah and Simon Macdonald Ann Machado

Anna MacLean ’15

Lindsey Macleod ’10 Mr. Peter Magoun Edward and Suzanne Mahar

Jim and Liz Maier

Stephen Majercik and Faith Barnes David Mallon and Rachelle Parise

Mr. and Mrs. Robert Mallon Mrs. Karen Mantai Erika Marks ’88

Elizabeth Marston ’14

Matthew Marston ’97 and Rosie Williams Steve Marston

Eric Martin ’87

Mr. and Ms. Tommy Martin

Emily and Steven Matthews William Matthews ’03 Julia May

Mr. and Mrs. Roger McLean Suzanne McMullan

Whitney McMullan ’01 Anne McPheeters ’99 Janice Mead ’67 Jack Meahl ’17

James and Jill Meek

Hudl Up!

Spencer ’90 and Shea Melnick

The athletics department recently purchased a subscription to “Hudl,” a software platform for uploading and analyzing game videos. Coaches can share games with student athletes and other coaches, break down stats, use videos for instruction, and create recruiting videos for college coaches.

Joseph and Gloria Melnick

Elizabeth Hallett Mendoza ’09

Ms. Rose Mendoza

Sophia Mendoza and W. Christopher Lee

Peter and Ellie Mercer

Marshall and Rheta Mering Katherine Merrill ’02 Tracy Michaud and Darius Iranpour Greer Millard ’09

James and Kristine Millard Mark Miller ’98

Dora Anne Mills

Nathan and Jennifer Mills

Robert and Christine Mills Ben Mini and Braden Buehler Melissa Mizner

Kent and Ann Mohnkern Mariah Monks ’09

Katharine Moody ’76

Frances Kendall Moon ’40 Anne Cobb Moore ’56 Janice L. Moore ’82

Mason and Margaret Morfit John and Roberta Morris

Raymond and Leah Morrow Robin Moyer ’83

Michael Mudge ’83

Rose Mary and Allan Muir

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Annual Giving by Level

Ms. and Mr. Cathleen Murphy

David and Margaret Pinchbeck

Mark Murrell and Heidi Randall

Allen and Kathy Pipkin

Mr. and Mrs. William Murphy

Terekah Najuwan ’03 Cecilia Nardi ’07

Elizabeth Hamblin Naylor ’97 David Neilan

Ralph Nelson

Network for Good

Anne-Marie Newton ’98 Thomas Newton ’07 Ms. Alicia Nichols

Arthur and Juanita Nichols Kirk Niese and Michaela Goldfine ’90 Hilary Niles ’12

The Garage The seventh- and eighth-grade lockers were relocated to the Forum over the summer, freeing up the standalone building between Cook-Hyde/Morrill and Hurd to be reimagined as a new multipurpose space. For everything from class activities to theater arts to yoga to faculty meetings, “The Garage” is already getting plenty of use!

Nathaniel Niles ’10

Kyle and Diane Noble Nicki Noble Bean ’01 Joseph Nowak ’07 Mr. George Noyes

Barak and Mimi Olins

Mr. and Mrs. Donald Olins Chandra Oppenheim Hannah Orcutt ’07

John and Cynthia Orcutt Neil Orenstein and Gretchen Knowlton

Judith Jones Orlandi ’64

Matt and Amanda Orlando Angel and Bridgette Ortiz John Palmer ’54

Stephen Pardy ’09

Jason and Sara Parker Jeannette Carlton Parker ’56 Julie Parker ’88

Stephen ’84 and Jane Parker Jonathon and Jessica Parker-Stafford Nicholas Parson ’04

Deborah Payson ’61 Margo Chapman Pearson ’67

Mr. Russell Peppe

Elizabeth Drake Perkins ’98 Katherine Peterson ’07 Julia Emerson Pew ’57 Mr. Roy Pfeil and Ms. Juliana Post

Dorothea Pinchbeck ’18 Ms. Ann Pipkin

Mr. and Mrs. Marek Plater Jocelyn Lavin Pollard ’46 Shirley Cole Quinn ’42

Alice Hildreth Rand ’48 Mary Reed ’94 Torie Reed ’92

James and Sonali Reese Mary Rehak Diane Reid

Pam Remy and Karen Weiss Parker Repko

Janice Ribeiro

Judith Ribeiro

Jona and Jamie Rice

Ms. Sally Richardson

Lindsay Frye Richman ’96

Genevieve Dubuque Rizzo ’03 Hilary Robbins

Cheryl Seymour Roberts ’67 Mesa Robinov ’13

James Rohman ’89

Daniel and Crystal Rollins Paul and Cameron Rosenblum Susannah Ross ’89 Louisa Routh

Leslie Tuttle Rowson ’64 Charles Ruch ’93

Carter and Anita Ruff Dr. James Ruff

Cicely Russell ’57

Ms. Margery Russem Nina Russem ’09 Alex Saade ’19

Drs. Richard and Christina Salerno

Mr. and Ms. Cotty Saltonstall Brandon Salway

Domenica Santina Jesse Sargent ’87

Art and Mim Saunders Kristine Saunders ’67

Annemieke Schair ’04 Arthur Schnell and Michele Bednarz

Caroline Schnell ’06

Annual Giving by Level

James Schroeder ’88 Jessica Scott ’03

Peter and Amy Sedgwick Eleanor Semmes ’12

Mr. and Mrs. Peter Shames Sebastian Shames ’19

Dan Thomsen and Sara Gimeno

Michael Wilson and Carolyn Graney

J. Wolfe Tone and Elana Toscano

Rob Winson and Heather Smith

Jonathan Tindal ’02

Olivia Troiano ’16

Michael and Suellen Shaw

Aklilu Tsaedu and Rahel Hagos

Miranda Shinn ’13

Samuel and Lindsey Tucker

Joan Ross Shepherd ’56 Anthony and Jennifer Shurman Emilia Sibley ’02 Laura Siegle ’02

Matthew Slocomb and Michelle McFarlin

Mr. and Mrs. Brad Smith

Christopher and Anne Smith Diane Smith

Benjamin Sosnaud ’04 Margaret Sosnaud ’05 Susan Bliss Soule ’72

John Southall and Krista Nordgren Southall John Sowles ’68

Molly Miller Sparling ’93 and Joshua Sparling Joan Thurston Spear ’44 Beth Sperry and Thad Shattuck

Seth and Laura Sprague Susanna Sprague ’08

Mr. and Mrs. John Springer Jason Sproul ’94

Mrs. Dagny St. John

Jordi and Katrina St. John Peter Stein ’12 Sue Stein

Mr. and Ms. William Sterling Mr. Edward Stern and Ms. Ruth White Rebecca Stern

Edwin Stevens ’04

Marjorie Stockford Olivia Stockly ’14

Ellen Fisher Stockmayer Michael and Christine Sullivan

William Talpey and Carla Burkley Michael and Nancy Tarpinian

Brian and Paige Taylor

Christina Poole Thomas ’74

Mrs. Janet Tucker Carrie Turner

Benjamin and Christine Twining

Abigail Whiting Van Dam ’03 Devin Van Dyke ’10 Karen Van Dyke

Deborah Sampson Van Hoewyk ’60 Mr. Lee Van Voorhis Mark and Quincy Van Winkle

David Vaughan and Heather Dunbar

Carol Kaulback Vaughn ’67 Hanétha Vété-Congolo Adam Victor and Brenda Brush

Margo Walsh ’82

Mr. and Ms. Charles Walstrom Suzanne Wordock Ward ’91 Chase Warner ’17

Morgan Warner ’21

Chris and Pat Watson Lucy Weaver ’15

Acadia Weinberg ’16

Genevieve Welch ’18

John and Lucy Werner

Jonathan R. and Rebecca Stetson Werner Rebecca Wheatland ’90 Mr. and Mrs. Richard Wheatley Steven Whipple

Benjamin White ’00

Catherine White ’02

David and Breda White Noel White

Alexandra Collins Wight ’00 Peter Wildes and Stephanie Pandora Leonora Zilkha Williamson ’91

Gladstone Wilson and Bessie Higgins

Virginia Dana Windmuller ’57

Steven and Lauren Withers Dalit Gulak Wolfe ’01

Jonathan Wolinsky ’06 Kingson Woo

Deborah Dodge Wood ’56 Gary and B. Jane Wood Richard Wortley

Steven Wright and Diane Brinley ’69

Tod and Amy Yankee

Erin Peck Yarema ’98 YourCause LLC

Alicia Zambelli ’88

Michael Zambelli ’93 Andrea Zglobicki ’89 Eric Zieff ’84

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Annual Annual GivingGiving

by Nameby

Name

Anonymous (46) Mark Abbott and Rebecca Bloch Acworth Foundation Eben and Susan Adams Ellis C. Adams ’77 Patricia Piper Perry Adams ’50 Travis Adams Abukar Adan ’13 Mr. and Mrs. Gregory Adey Gregory and Lauren Adey Alexander Agnew and Lisa Markushewski Isabel Agnew ’13 Madeleine Agnew ’12 Timothy Aho and Susannah Corwin Linda Albert and Rocco LaPenta Henok Alemayo ’06 Arthur Aleshire Benjamin Alexander and Carly Cope Jennifer Hall Alfrey ’91 Nancy Tyler Allyn ’47 Nather Al Musawi and Walaa Aldabbagh Rachel Ambrose Charlton and Eleanor Ames Dan and Joan Amory Jonathan Amory ’97 David and Isobel Anable Tessa Anable The Anderson Family Foundation Kristy Andrews ’08 Mr. and Mrs. Richard Angle Jr. Joel Antolini and Meeghan McLain Rand Ardell and Jessica Simmons Nicholas Armentrout ’88 and Sarah Chappell Armentrout ’88 C.D. ’73 and Betts Armstrong Katherine Armstrong ’04 Philip Armstrong ’03 Stanley and Stacie Armstrong Thomas ’76 and Liz Armstrong David ’97 and Krista Aronson Nicolas and Sarah Arredondo Alison Beebe Arshad ’88 Joanne Asherman ’60 Elizabeth Atwood Katharine Atwood ’04 Margaret Austin

Kimberly Ayers ’06 Alfred Baginski The Bailey Foundation Lisa Bailey Ingrid Baily ’83 Ms. Harriet Ballard Alice Barakagwira Nancy Barba and Cynthia Wheelock David and Kelly Barham Mr. and Ms. Norman Barham Christian Barner and Jennifer Thayer Barner Pauline Barry Cornelia Greaves Bates Diana B. Bean Linda Bean ’59 Ms. Jeanne Beatty Susanne Beck Nancy Montgomery Beebe ’63 and Michael Beebe Henry Beeuwkes and Margaret Mills Elizabeth Woodman Begin ’70 Lisa Beneman ’09 Harry and Joan Bennert Edward and Julie Bennett Jeff Benson and Michele Polacsek Mr. and Ms. Robert Benson Paula Kazon Bentinck-Smith ’70 and Peter Bentinck-Smith Hope Benton Christian Berle ’99 Elizabeth Berle ’96 Roger Berle Daniel Berman ’87 Rick Bertaska and Gail Spaien Thomas Bethea Mr. and Mrs. Phillip Bibeau Mr. Stuart Bicknell and Ms. Nan Carey Matthew and Emily Birchby Ms. Paula Birmingham Mr. and Mrs. Arnold Bishop Christopher Bixby ’03 Jean Gyger Black ’48 Mr. Ed Blanchard Joe and Abby Bliss Mr. R. Howard Bloch Ryan Blotnick ’00 Amanda Pilon Boger ’01 James Bollinger Caroline Clifford Bond ’53

J. Edward and Rebecca Bondellio Mr. and Ms. John Bondellio Sheila Dietz Bonenberger ’67 Ann Bonebakker Bonney ’91 Leigh Bonney ’76 Alexander Bonnin ’07 Reginald and Gloria Bonnin Eric and Aline Borduas Benjamin Bornstein ’07 and Lauren Fine Bornstein Joseph and Deborah Bornstein Ceri Nichols Botto ’04 Gregory W. Boulos Gretchen Boulos ’01 and Robert Carter Linda Bourne Mr. and Mrs. Lewis Bowe Scott ’90 and Karen Bowe Dee Dee Dana Bradford ’58 Tod and Val Bramble Craig Bramley and Kimberly Simmons Rachel Levy Brander ’08 John Branson ’65 Lynne and Tim Breen Jessica Wannemacher Breitbeil ’89 Christopher Bride ’91 Robert and Pamela Brittingham Mr. and Mrs. James Broder Joshua Broder ’97 and Eliza Ginn ’00 Jeb Brooks and Cherie Wendelken Erin Brown Rachel Brown Theodore and Sheila Bukowski Michael and Emily Bukowski-Thall Thomas Bull ’90 Laura Burden Ross and Elizabeth Burdick Bill and Karen Burke Dona Burke Polly Blake Burke ’62 Parke Burmeister and Sarah Plimpton Paul and Gail Burmeister Paul Burns and Kristin Jhamb Mr. and Mrs. Richard Burns Mrs. Barbara Burt Christopher Cabot and Kai Bicknell

Ellen Watson Cady ’90 Joseph and Christina Cahoon George Calvert and MaryAustin Dowd Daniella Nichols Cameron ’94 Sarah Begin Cameron ’01 Patricia Lappin Camp ’49 Bethany Campbell ’10 Edward and Phyllis Campbell John Campbell and Jennifer Mogul Katie Campbell ’07 Megan Campbell ’10 Thomas and Lori Campbell Gena Canning Keith and Maria Canning Teresa Cannon Jonathan Cantwell ’86 and Elizabeth Dranitzke Keisha Johnson Capitola ’90 Alethea Cariddi ’91 Robert and Barbara Cariddi John Carroll ’91 Robert and Elizabeth Carroll Penelope Pachios Carson ’58 Olivia Chap ’11 Frederica Chapman Osgood ’60 Hannah Chappell Mr. and Mrs. Thomas Chappell Mr. Robert Checkoway Cynthia Drummond Choate ’60 Lynda and Erik Clapp Joshua and Portia Clark Katie Clark and Rob Wiener Leah Weisberg Clark ’02 Nathan Clark and Kathryn Burnham Jennifer and Fred Clarke Lindsay Clarke Robert Cleaves and Jane Batzell Thomas and Katherine Clements Timothy Clifford ’17 William and Susan Clifford Gail Chapman Close ’72 B.J. and April Cloutier Nina Coates ’08 Patrick Cohan Ann Tracy Cole ’01 Tim Cole and Debbie Rowe Alexander Colhoun and Selina Rossiter

Annual Giving by Name Ann Martin Collins ’54 Lily Collins ’13 Michael and Thorne Conley Helen Jenness Connell ’60 Andy and Cathie Connors Joseph Connors ’15 Abigail and Nicholas Coppins Heather Corey ’84 Kerry Courtice Tom and Lisa Courtice Judy Cox Anne Armstrong Cram ’71 Ms. Johanna Crawford Betsy Critchfield ’06 Thomas ’78 and Patricia Cronin Will Crosby and Katherine Simmonds Paul S. Crowley and Delia B. Pooler Mr. and Ms. Kirby Cummins Jason and Wendy Curtis Michael and Margaret Curtis Mr. and Mrs. John Cusack Laurie Marshall Cushman ’59 Jack Cutler ’13 Brian Daikh and Heidi Wierman Dana Dakers and Barb Belik Laurel and Brian Daly Jennifer Warde Darrell ’00 Peter ’61 and Ronni Davidson Geraldine Davis Michael Davis and Collette Cushing Rosemary and Jack Davis Conan Deady and Cynthia Berliner Kevin and Caitlin Dean Patrick and Sarah DeBenedictis Hannah DeBlois Susan DeLong William DeLong Sarah Knowles Dent ’80 Real Deprez ’96 Anne Detmer ’70 Josephine Hildreth Detmer ’47 Bernard and Sheila Devine Mark Devoe ’95 Eric and Angela Dexter Figgy DiBenedetto and Aaron Staples Jeffrey Diggins and Abigail King Diggins Alec and Andrea DiNapoli Kathleen Pape DiPasquale ’77 Gary and Stacy DiPerna Bonnie Docherty ’90 Charles and Marylee Dodge

Jane Doherty ’58 Ryan Doil ’01 James and Stephanie Dolan Peter Donnelly Barbey and Ned Dougherty Cathy and Matthew Douglas Martha Holbrook Douglas Pigeon ’55 Traci and Michael Dowd Mrs. Brenda Downey David ’65 and Kathleen Drake Jonathan Drake ’73 Peter Drake ’66 Virginia Drake ’05 James Drummond ’63 and Jean Southern Drummond ’63 Richard and Susanna DuBois Drew and Susan Dubuque Jeremy Duda and Brooke Miller ’96 Nicole and Raymond DuFauchard Melissa Dupree Jamie Ecker and Jane Nichols-Ecker Rachel Filler Edwards ’92 Sam Elowitch ’88 and Leah Binder ’80 Jeanne Gibbons Emmick ’62 Aubrey Emory ’88 Brian Eng and Renee Bourgeois Caleb Eng ’29 Adele Espy ’09 Jay and Lynne Espy Allison Nowicki Estell ’89 Caroline Robertson Evans ’01 Tim Fahey and Eileen Gillespie Fahey Jonathan Fanburg and Stephanie Gartner-Fanburg Mr. and Mrs. James Farr Courtney Drake Farrell ’03 Waldron and Mary Faulkner Peter and Sheri Feeney William Fenderson Leigh Fernandez ’14 Paul Field and Kathryn Ziminsky Taffy and Eliot Field David Finkelhor and Christine Linnehan Michael Fiori Ariana Fischer Ms. Tatiana Fischer Diane Fisher Christopher Fitze and Jessica Eller Kiffer Fitzgerald ’91 Aidan Flaherty ’00 Greta Flaherty ’04

Isabel Floyd ’16 Tracy Floyd and Bryson Hopkins John and Angela Foddrill Paul and Kristina Foley The Edward E. Ford Foundation Jack and Nancy Ford Mr. Christopher Formant Diane Hay Fortuin ’57 Jonathan Fouser and Marta Filip-Fouser Melissa Fox Bill and Kathy Frappier Elizabeth Freeman Michael and Leah Freeman Mr. and Mrs. Stan Freid Sarah Freilinger ’91 The Kenneth R. and Vickie A. French Family Fund Roger and Charlotte Frerichs Hugh Freund ’06 Jacob Freund ’03 The Lawrence N. and Alice L. Friedland Foundation Paul Friedland and K. Page Herrlinger Martha Chaplin Frink ’71 John Frumer and Elizabeth Barrett Mr. and Mrs. Russell Fry Tiki Fuhro and Kevin O’Leary Wyatt and Rachel Garfield James Garland and Carol Andreae Jeffrey Garland ’99 Elizabeth Gates Vanessa Gates-Elston ’96 Lynne Manson Gawtry ’87 and Michael Gawtry Matheus Geldenhuys and Irene Lim Pamela Malcolm Gemery ’53 P. Wheeler Gemmer ’74 Frank and Susan Gentile Joseph and Linda Gervais Katherine Glaser Getchell ’88 Mr. and Ms. David Giampetruzzi Mr. and Mrs. Steven Gifford Eric and Jennifer Giguere Alexis Gilman ’92 Linda Gilman David and Maria Glaser Rabbi Brenner Glickman ’89 and Elaine Glickman Peter and Diane Godsoe Kimberly Davidson Golden ’94 Angel and Helen Gonzalez Karlina Gonzalez ’15 W. Blake and Kristin Gooch

Ralph Good and Catherine Cloudman Alyssa Goodrich Robert and Camille Goodwin Miriam Gough ’77 Mr. Dale Gowen and Ms. Nancy Anderson Emily Graham and Karl Gifford Ms. Marilyn Graham Katharine Gratwick ’93 Deborah Clark Gray ’66 Mary Gray and Karen Bauer Jennifer Greaves James Gregg Mr. and Mrs. Patrick Gribbon Gil Hagan and Anne Wade Mr. John Hagan and Ms. Melody Tortosa Mrs. Julie Hagan Nicholas Hagler ’18 Anne and Gunnar Hagstrom Ronald and Susan Hall Lee Hallagan and Jenny Carwile Jeannemarie and Benjamin Halleck Peter Hamblin and Carol Titterton Chase Hamilton ’08 Susan and Philip Hamilton Devens Hamlen and Samar Jamali Annie Hancock ’06 Morris Hancock and Linda Peyton Hancock Tucker Hancock ’04 William and Lindsay Hancock Luke Hankins ’88 Ella Hannaford ’20 Sally Howes Hansen ’54 Steve and Theo Hanson Andrew Happel and Margaret Logan Betsey Staples Harding ’62 Peter Hart and Heather Courtice Hart ’88 Gail Hartglass John Harvey ’05 Whitney Neville Harvey Julianna Harwood ’15 Katherine Harwood ’13 William Harwood and Ellen Alderman Fiona Haslett TJ Hauser and Lindsay Hocking-Hauser Hugh and Poppy Hawkins Holly Haywood Phoebe Hazard-Backler ’93 Thomas P. Healy

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Annual Giving by Name Meredith Currie Heaney ’98 Tim Hebda and Sarah Morrisseau Eugene Heitz and Victoria Bove Robyn Smith Helmer ’54 Alice Heminway ’92 Merritt Heminway ’90 and Lydia Maier ’90 Amy Bokinsky Henderson ’87 Elsa Heros Guillermo and Jeraldine Herrera Christopher Hersey and M.J. Benson Timothy Hiebert ’75 Malcolm and April Hill Ms. Nancy Hill Wendy Dana Hines ’63 Jason Hirshon ’97 Mr. George Hissong Jr. and Ms. Jacqueline Elfenbein Kurt and Christi Hissong Eric Hoffsten and Claire Houston Kevin and Katherine Hogan Sara Holbrook ’62 and Foster Aborn David and Sara Holdridge Dudley Holdridge ’23 Ilo Holdridge ’21 John Holdridge and Meg Springer Jessica Holloway ’97 Paul and Pauline Holloway Ken and Hilary Holm ’82 Ryan Holm ’12 Edward Holmes Jake Hopkins and Anne Scribner Hopkins Maureen Hopkins ’96 Sawyer Hopps ’09 James and Eileen Hornor Eddie and Patty Howells Mr. and Mrs. William D. Howells Mr. and Mrs. Wally Howerton Christine and Polly Howerton-Lynch Amanda Howland and Christian Kjaer Mrs. Joanne Howland Felicity Howlett ’62 Ms. Cindy Howton Luke D. Huber ’81 Megan Huber ’79 Hudson Foundation Mr. and Mrs. John Hughes John Hutchison and Stacey Sevelowitz Chelsea Leighton Hyde ’07

Mr. and Mrs. Satoru Ihara Mark Isherwood and Heather Robertson Isherwood ’89 Mrs. Mary Iyer Alex Jackson and Karen Bolduc Anne and Dick Jackson Laura Jackson Mr. and Ms. Ryan Jackson Molly Field James ’98 Herbert and Kathleen Janick Nicolas Jenkins ’18 Paul and Sarah Jessen Mr. and Mrs. Timothy Jessen Kate and Marc Jeton Kevin Johannen and Megan Connolly Christopher Johansen and Tama Whitelaw David Johanson and Jenepher Burton David Johnson and Charrisse Kaplan Margaret Thompson Johnson ’60 David ’96 and Jessica Joyce Patrick and Janet Joyce Steve and Cinda Joyce Lissa Hall Juedemann ’94 Marie-Monique Kabongo ’19 Owen Kahn ’11 Robert Kaplus and Jennifer Slack Tyler Karu ’00 Stephen Kautz and Raquel Martin Burgos Patrick and Jessica Keenan Mr. and Mrs. Norman Kellogg Margaret Christie Keohan ’89 Loren Kessel and Alison Gibbs Sherman Kew ’99 Holly Kidder ’85 Anthony Kieffer and Susan Conley Amy Kimball-Carpenter ’90 Kristen Graffam King ’89 Lily King and Tyler Clements Brigitte and Hal Kingsbury Bob and Caitlin Kirby Sean and Barbara Kirby Daniel and Bethany Kleban Caroline Kleiman Jonathan Kleiman Borg Klein ’79 The John and Patricia Klingenstein Fund Justine Knizeski ’72 Ed Knoll and Divya Muralidhara Caroline Campbell Knott ’55

Alexander Knowles ’67 and Linda Detmer Knowles ’68 Keith and Elaine Knowlton Gretchen Koch ’06 Susan Koch Leeza Kopaeva ’18 Allison Koss ’08 Mr. Charles Kozlosky and Mrs. Marta Finch-Kozlosky Lewis and Margaret Krainin Erik and Lisa Kramer Ms. Claire Kubasik Daniel Lamarre Michael and Rebecca R. Lambert ’98 Anthony and Cynthia Lamport Michael and Carolyn Lane Brian and Candie Lang Betsy and Leonard Langer Tucker Lannon ’99 Catharine Keith LaPuma ’01 Henry and Sarah Laurence Pamela Knowles Lawrason ’65 Estate of Donald Lawrence* Estate of Ellen Libby Lawrence ’35* Benjamin Leahy ’91 Elizabeth and Willy LeBihan Jocelyn Lee and Brian Urquhart for A Beautiful World Foundation Mr. and Ms. John Lee Leslie and Bill Lee Mary Soule LeMaistre ’66 and P. Andre LeMaistre Jessica Stillman Lenci ’93 Frederick and Carol Lennig Page and Laura Lennig Darene Holbrook Lennon ’58 Jane Letson ’67 Robert Levine and Vilean Taggersell Benjamin and Frances Lewis Callum Lewis ’16 Dale and Rich Lewis William Lewis ’16 Edward Li and Kin Ly Anna Libby ’09 Jodi and Scott Libby Lowell and Melissa Libby Spencer Libby ’06 and Maggie DeFanti Libby ’06 Volkhard Lindner and Lucy Liaw Jonathan and Leila Linen Wade Lippert and Heather McKenny Lippert ’92 Lipton Crisp Family Foundation Brian and Sandra Livingston

Ms. Susan Livingston Mrs. Theda Logan Jeffrey and Beth Longcope John Lord ’73 Ted and Abby Lord Nancy Langmaid Loth ’62 Ellie Linen Low and Dave Low Mr. and Mrs. Paul Lualdi Diane Lukac and Steve Silin Chris Lutes ’79 Eric Lutz and Rachel Mountain Ms. Margarethe Lutz Christopher and Elizabeth Lynch Fox Maasch ’15 Arnie Macdonald and Liza Moore Megan MacDonald Mr. and Mrs. Michael MacDonald Sarah and Simon Macdonald Ann Machado Anna MacLean ’15 Christopher and Katharine MacLean Cathel and Jan Macleod Lindsey Macleod ’10 Megan Macleod ’06 and Mark Bellis Jeffrey Madore Mr. Peter Magoun Edward and Suzanne Mahar Jim and Liz Maier Maine Community Foundation Spirit Fund Charlotte Majercik ’16 Stephen Majercik and Faith Barnes Marcella Makinen David Mallon and Rachelle Parise Mr. and Mrs. Robert Mallon Carter Manny and Elizabeth Chapman Mrs. Karen Mantai Erika Marks ’88 Mr. John Marsh Charles Marston Elizabeth Marston ’14 Matthew Marston ’97 and Rosie Williams Steve Marston Eric Martin ’87 Erin Martin Jared and Heather Martin Mr. and Ms. Tommy Martin Sarah Fuller-Matsubara and Ken Matsubara Emily and Steven Matthews * DECEASED

Annual Giving by Name William Matthews ’03 Julia May Sophia Mayone ’17 Sally Baker McAllaster ’45 Suzanne McAllister Zachary and Amy McBee Hannah Nagle McCabe ’02 Robert McCarthy ’00 Guy and Tatiana McChesney Claire McClintock ’03 Deirdre McClure and Christina Chute Daniel and Alison McCormack Pamela Drake McCormick ’68 Heidi McKee ’86 Holly and Tom McKenny Mr. and Mrs. Roger McLean Judith McManamy ’58 Suzanne McMullan Whitney McMullan ’01 Brian McNiff and Heather McCargo Anne McPheeters ’99 Peter and Eve McPheeters Janice Mead ’67 Jack Meahl ’17 Pierre and Liz Meahl Matthew and Sunshine Mechtenberg James and Jill Meek Randy and Misty Melendi Todd Mellin and Wellens King Joseph and Gloria Melnick Spencer ’90 and Shea Melnick Elizabeth Hallett Mendoza ’09 Ms. Rose Mendoza Sophia Mendoza and W. Christopher Lee Peter and Ellie Mercer Marshall and Rheta Mering Katherine Merrill ’02 Tracy Michaud and Darius Iranpour Ella Millard ’14 Greer Millard ’09 James and Kristine Millard Avis and Fred Miller Mark Miller ’98 Shelby Hayden Miller ’71 Peter Milliken and Linzee Weld Tara Milliken ’09 Dora Anne Mills Nathan and Jennifer Mills Robert and Christine Mills Alex Millspaugh and Winky Lewis Mr. and Mrs. Sandy Millspaugh

Peter Miner and Joan Kenyon Ben Mini and Braden Buehler Zareen Taj Mirza ’75 Chris and Steve Mitchell Melissa Mizner Kent and Ann Mohnkern Betsy and Clifford Mohr Kenneth Moller and Tracey Burton Mariah Monks ’09 Katharine Moody ’76 Frances Kendall Moon ’40 Jean Moon and Vicki Black Anne Cobb Moore ’56 Janice L. Moore ’82 Warren Moorhead and Mara Robinov-Moorhead Mason and Margaret Morfit John and Roberta Morris Raymond and Leah Morrow Moser Family Foundation Robin Moyer ’83 Michael Mudge ’83 Rose Mary and Allan Muir Cathleen and JMurphy Joshua and Marci Murphy Michael W. Murphy ’80 Mr. and Mrs. William Murphy Peggy MacVane Murray ’70 Mark Murrell and Heidi Randall Paul Musgrove and Mercedes Davila-Musgrove Terekah Najuwan ’03 Cecilia Nardi ’07 Elizabeth Hamblin Naylor ’97 David Neilan William and Pia Neilson Ralph Nelson Daniel Nere and Hana Alem Network for Good Matt and Brooke Newberg Anne-Marie Newton ’98 Thomas Newton ’07 Tri Nguyen and Maura Ryan Alicia Nichols Arthur and Juanita Nichols Kirk Niese and Michaela Goldfine ’90 Ben and Anne Niles Hilary Niles ’12 Nathaniel Niles ’10 Kyle and Diane Noble Nicki Noble Bean ’01 Jodi Nofsinger

Texas Instruments A group of Upper Schoolers attended an afternoon workshop at Texas Instruments’ South Portland facility. TI designs and manufactures semiconductors—key components in everything from robots and refrigerators to drones and door locks. Students toured “the Fab” and had a Q&A session with veteran engineers and recent graduates. It was a great opportunity for students to put their physics and chemistry knowledge to use.

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52

Annual Giving by Name Karl Norberg and Pam Gleichman John Nowacki and Lisa Eaton Joseph Nowak ’07 Raymond and Ruth Ann Nowak Jessica Lang Nowinski ’88 Mr. George Noyes Saniya O’Brien ’91 Hugh and Penrose O’Donnell Jim Ohannes and Elizabeth McGrady Destry Oldham-Sibley Barak and Mimi Olins Mr. and Mrs. Donald Olins Bob Olney and Catherine Richards Lucas O’Neil ’08 Chandra Oppenheim Hannah Orcutt ’07 John and Cynthia Orcutt Stephanie O’Reilly ’90 Neil Orenstein and Gretchen Knowlton Judith Jones Orlandi ’64 Matt and Amanda Orlando Angel and Bridgette Ortiz Matthew Page ’97 Mary Jane and Peter Pagenstecher Lincoln and Allison Paine John Palmer ’54 Darrell Pardy and Carolyn Hughes Stephen Pardy ’09 Anne Chadwick Parker ’61 Jason and Sara Parker Jeannette Carlton Parker ’56 Julie Parker ’88 Stephen ’84 and Jane Parker Jonathon and Jessica Parker-Stafford Mr. and Mrs. J. Samuel Parkhill Nicholas Parson ’04 Deborah Payson ’61 Daniel Pearl and Robin Henry-Pearl Margo Chapman Pearson ’67 Christian Penney and Renee Lewis Mr. Russell Peppe Elizabeth Drake Perkins ’98 Katherine Peterson ’07 Julia Emerson Pew ’57 Mr. Roy Pfeil and Ms. Juliana Post David and Margaret Pinchbeck

Dorothea Pinchbeck ’18 Rachel Piper and Renée Perreault Allen and Kathy Pipkin Ms. Ann Pipkin Mr. and Mrs. Marek Plater David* and Barbara Plimpton Jocelyn Lavin Pollard ’46 Julia Pope ’10 Jed ’99 and Landace Porta Joseph and Joan Powers Katherine Pratt ’89 Christopher Price and Wendy Poole Mr. and Mrs. H. Douglas Pride Frances Emerson Prinn ’60 Brenda Russell Prusak ’59 Shirley Cole Quinn ’42 Leah Rachin Alice Hildreth Rand ’48 David Ray and Margaret Carver Debbie Reed Mary Reed ’94 Torie Reed ’92 James and Sonali Reese Mary Rehak Diane Reid Katie Reimann ’03 Pam Remy and Karen Weiss Parker Repko Charlotte Rhoads ’18 Janice Ribeiro Mr. and Mrs. Joaquim Ribeiro Judith Ribeiro Jona and Jamie Rice Ms. Sally Richardson Mrs. Sidney Richardson Lindsay Frye Richman ’96 Jonathan Riggleman and Robin Brooks Genevieve Dubuque Rizzo ’03 Hilary Robbins Lee Tyler Robbins ’55 Jan Meyer Roberson ’55 Cheryl Seymour Roberts ’67 John and Sonia Robertson Mrs. Jacqueline Robinov Kelsey Robinov Mesa Robinov ’13 Cornelia Leighton Robinson ’52 Thomas and Laura Robinson Will Robinson and Lynn Reed Clayton Rockefeller ’97 James Rohman ’89 Daniel and Crystal Rollins

Adam Rosenbaum and Rose Greely Paul and Cameron Rosenblum Howard and Mary Jane Rosenfield Susannah Ross ’89 Louisa Routh Edward Rowe and Catherine Bickford Eliza Sprague Rowe ’87 and Will Rowe Leslie Tuttle Rowson ’64 Charles Ruch ’93 Carter and Anita Ruff Dr. James Ruff Mrs. Mary Runser Cicely Russell ’57 Julie Russem Ms. Margery Russem Nina Russem ’09 John Ryan and Jenny Scheu Alex Saade ’19 Drs. Richard and Christina Salerno Mr. and Ms. Cotty Saltonstall Brandon Salway Diane Sandberg William Sandberg ’87 Andrew and Catriona Sangster River Santina Jesse Sargent ’87 Art and Mim Saunders Kristine Saunders ’67 John and Kirsten Scarcelli Rosa Scarcelli ’88 and Thomas Rhoads Annemieke Schair ’04 Gillian Schair ’90 and Seth Rigoletti Justin Schair ’01 Erica Schair-Cardona ’94 and Ivan Cardona Bobby Schleicher ’11 Arthur Schnell and Michele Bednarz Caroline Schnell ’06 Jason Schoch and Elisa Tarlow James Schroeder ’88 Ms. Margaret Schuler Jeremy ’84 and Kerry Sclar Benjamin Scoll and Emily Renschler Jessica Scott ’03 R. Tobey Scott and Amy Woodhouse Troy and Hannah Scott Mr. and Mrs. Curtis Scribner Peter and Amy Sedgwick

Mark Segar and Susan Metters Eleanor Semmes ’12 Mr. and Mrs. Peter Shames Sebastian Shames ’19 Mr. and Mrs. John Shannon Michael and Suellen Shaw Joan Ross Shepherd ’56 David and Beverly Sherman David Sherman, Jr. and Martha Burchenal George and Ann Marie Sherry Deborah Sampson Shinn Miranda Shinn ’13 Peter and Kristin Shumway Anthony and Jennifer Shurman Emilia Sibley ’02 Harper Sibley ’08 Laura Siegle ’02 Mark Simmons and Kristin Fuhrmann-Simmons Roberto Simón and Raquel Matilla Deborah Weare Slavin ’62 and John Slavin Matthew Slocomb and Michelle McFarlin Barry and Carley Smith Mr. and Mrs. Brad Smith Brad and Margaret Smith Christopher and Anne Smith Diane Smith Shawn and Angela Smith Mr. Joseph Soley Tim Soley and Maria Gallace Benjamin Sosnaud ’04 Margaret Sosnaud ’05 Barbara Boyd Soule ’49 Margaret W. Soule Charitable Trust Susan Bliss Soule ’72 Dr. Anthony C. Southall John Southall and Krista Nordgren Southall John Sowles ’68 Joe and Susan Spagnola Molly Miller Sparling ’93 and Joshua Sparling Sandy and Jill Spaulding Joan Thurston Spear ’44 Suzanne Spencer ’60 Beth Sperry and Thad Shattuck Rose Magill Splint ’97 Mary Louise Thomas Sprague ’46 and Phineas Sprague* Seth and Laura Sprague Susanna Sprague ’08 Mr. and Mrs. John Springer * DECEASED

Annual Giving by Name John Spritz and Helen Pelletier Jason Sproul ’94 Mrs. Dagny St. John Jordi and Katrina St. John Peter Stein ’12 Sue Stein John and Lindsay Sterling Mr. and Ms. William Sterling Mr. Edward Stern and Ms. Ruth White Rebecca Stern Dorothy Stevens Edwin Stevens ’04 Mark and Alice Steward Marjorie Stockford Olivia Stockly ’14 Ellen Fisher Stockmayer The Stone Family Benjamin Strauss-Malcolm ’00 Pamelia Deering Strayer ’46 Karen Stray-Gundersen and Jane Begert Michael and Christine Sullivan Frank and Kristine Suszczynski Phoebe Suva ’13 Emily Tabb ’17 William Talpey and Carla Burkley Michael and Nancy Tarpinian Brian and Paige Taylor Sandra Thaxter ’61 Charles and Sarah Thomas Christina Poole Thomas ’74 John ’85 and Stacie Thomas Estate of Widgery Thomas, Jr. Christopher and Erica Thompson Richard Thompson ’94 Dan Thomsen and Sara Gimeno Joan Tilney Bruce Tindal and Nancy Drummond Tindal ’71 Jonathan Tindal ’02 Bonnie Marshall Tompkins ’60 J. Wolfe Tone and Elana Toscano William A. Torrey and Pamela Phillips Torrey Toshiba America Foundation Emily Trafton ’12 Jeff Troiano and Abby Dubay-Troiano Justin Troiano ’06 Olivia Troiano ’16 Aklilu Tsaedu and Rahel Hagos

Carrie Turner Mrs. Janet Tucker Rick and Beatrice Turner Samuel and Lindsey Tucker Benjamin and Christine Twining Warren and Kristin Valdmanis Jonathan ’94 and Tam Valenti Abigail Whiting Van Dam ’03 Devin Van Dyke ’10 Karen Van Dyke Deborah Sampson Van Hoewyk ’60 Mr. Lee Van Voorhis Louise Gulick Van Winkle ’60 and Davis Van Winkle Mark and Quincy Van Winkle Mr. and Mrs. Joseph Vardis Lance and Gina Vardis David Vaughan and Heather Dunbar Carol Kaulback Vaughn ’67 Vincent and Nancy Veroneau Hanétha Vété-Congolo David Vickery and Tasha Worster-Vickery Adam Victor and Brenda Brush Geoff and Alice Wagg Bob and Phyllis Waisman Michael and Marina Waisman Ms. Anne Walker Cristin Walsh ’98 and John Poulin Margo Walsh ’82 Mr. and Mrs. Paul Walsh Elaine Walsh Carney ’88 Mr. and Ms. Charles Walstrom Suzanne Wordock Ward ’91 Chase Warner ’17 Hans and Lee Warner Morgan Warner ’21 James and Patricia Wasserman Chris and Pat Watson George Weaver and Vicky Smith Lucy Weaver ’15 Acadia Weinberg ’16 Genevieve Welch ’18 Mary Wellehan John and Lucy Werner Jonathan R. and Rebecca Stetson Werner Kevin Wertheim and Ann Kibbie Rebecca Wheatland ’90 Mr. and Mrs. Richard Wheatley

Ms. Carol Wheaton Betsey Loveland Wheeler ’57 Steven Whipple Barbara White Benjamin White ’00 Catherine White ’02 David and Breda White Noel White Timothy Whittemore ’00 Alexandra Collins Wight ’00 Peter Wildes and Stephanie Pandora Joseph and Margaret Wilkis Mr. Frank Williamson Leonora Zilkha Williamson ’91 Gladstone Wilson and Bessie Higgins Michael Wilson and Carolyn Graney Virginia Dana Windmuller ’57 Rob Winson and Heather Smith Joe and Carol Wishcamper Steven and Lauren Withers Dalit Gulak Wolfe ’01 Jonathan Wolinsky ’06 Kingson Woo Deborah Dodge Wood ’56 Gary and B. Jane Wood Roger Woodman ’72 and Carol DeTine John Wordock ’87 Richard Wortley Steven Wright and Diane Brinley ’69 Jennifer Wright Gregg Tod and Amy Yankee Erin Peck Yarema ’98 YourCause LLC Alicia Zambelli ’88 Michael Zambelli ’93 Andrea Zglobicki ’89 Eric Zieff ’84 Anne B. Zill ’59

GIFTS IN KIND

Nathan Clark and Kathryn Burnham Gena Canning

Carlson Orchards Brian Daikh and Heidi Wierman

Tim Fahey and Eileen Gillespie Fahey

Figgy’s Takeout and Catering Eric and Jennifer Giguere

Ralph Good and Catherine Cloudman James Gregg

Eugene Heitz and Victoria Bove Home Remedies

Christine and Polly Howerton-Lynch

Maine Mead Works Migis Lodge

Lincoln and Allison Paine Christopher Price and Wendy Poole

Deborah Weare Slavin ’62 and John Slavin J. Wolfe Tone and Elana Toscano

Joseph and Margaret Wilkis

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54

Annual Annual Giving Giving

by Classby

Class

1940

1959

Frances Kendall Moon 1942

Shirley Cole Quinn 1944

Joan Thurston Spear 1945

Sally Baker McAllaster 1946

Jocelyn Lavin Pollard Mary Louise Thomas Sprague Pamelia Deering Strayer 1947

Nancy Tyler Allyn Josephine Hildreth Detmer Patricia Davis Klingenstein 1948

Jean Gyger Black Alice Hildreth Rand 1949

Patricia Lappin Camp Barbara Boyd Soule 1950

Patricia Piper Perry Adams 1952

Cornelia Leighton Robinson 1953

Caroline Clifford Bond Pamela Malcolm Gemery 1954

Ann Martin Collins Sally Howes Hansen Robyn Smith Helmer John Palmer 1955

Martha Holbrook Douglas Pigeon Caroline Campbell Knott Lee Tyler Robbins Jan Meyer Roberson 1956

Anne Cobb Moore Jeannette Carlton Parker Joan Ross Shepherd Deborah Dodge Wood 1957

Diane Hay Fortuin Julia Emerson Pew Cicely Russell Betsey Loveland Wheeler Virginia Dana Windmuller 1958

Dee Dee Dana Bradford Penelope Pachios Carson Jane Doherty Darene Holbrook Lennon Judith McManamy

Linda Bean Laurie Marshall Cushman Brenda Russell Prusak Anne Broderick Zill 1960

Joanne Asherman Frederica Chapman Osgood Cynthia Drummond Choate Helen Jenness Connell Margaret Thompson Johnson Frances Emerson Prinn Suzanne Spencer Bonnie Marshall Tompkins Deborah Sampson Van Hoewyk Louise Gulick Van Winkle 1961

Peter Davidson Anne Chadwick Parker Deborah Payson Sandra Thaxter 1962

1970

Elizabeth Woodman Begin Paula Kazon Bentinck-Smith Anne Detmer Peggy MacVane Murray 1971

Anne Armstrong Cram Martha Chaplin Frink Shelby Hayden Miller Nancy Drummond Tindal

John Branson David Drake Pamela Knowles Lawrason 1966

Peter Drake Deborah Clark Gray Mary Soule LeMaistre 1967

Sheila Dietz Bonenberger Alexander Knowles Jane Letson Janice Mead Margo Chapman Pearson Cheryl Seymour Roberts Kristine Saunders Carol Kaulback Vaughn 1968

Linda Detmer Knowles John Sowles 1969

Diane Brinley

1987

1988

C.D. Armstrong Jonathan Drake John Lord 1974

P. Wheeler Gemmer Christina Poole Thomas

1977

1965

Jonathan Cantwell Heidi McKee

1973

1963

Anonymous Judith Jones Orlandi Leslie Tuttle Rowson

1986

Gail Chapman Close Justine Knizeski Susan Bliss Soule Roger Woodman

1972

1975

1964

Holly Kidder John Thomas

Daniel Berman Lynne Manson Gawtry Amy Bokinsky Henderson Eric Martin Eliza Sprague Rowe William Sandberg Jesse Sargent John Wordock

Polly Blake Burke Jeanne Gibbons Emmick Betsey Staples Harding Sara Holbrook Felicity Howlett Nancy Langmaid Loth Deborah Weare Slavin Nancy Montgomery Beebe James Drummond Jean Southern Drummond Wendy Dana Hines

1985

Timothy Hiebert Zareen Taj Mirza 1976

Thomas Armstrong Leigh Bonney Katharine Moody Ellis C. Adams Kathleen Pape DiPasquale Miriam Gough 1978

Thomas Cronin 1979

Megan Huber Borg Klein Chris Lutes 1980

Leah Binder Sarah Knowles Dent Michael W. Murphy 1981

Luke D. Huber 1982

Hilary Huber Holm Janice L. Moore Margo Walsh 1983

Ingrid Baily Robin Moyer Michael Mudge 1984

Anonymous Heather Corey Stephen Parker Jeremy Sclar Eric Zieff

Nicholas Armentrout Sarah Chappell Armentrout Alison Beebe Arshad Elaine Walsh Carney Heather Courtice Hart Sam Elowitch Aubrey Emory Katherine Glaser Getchell Luke Hankins Erika Marks Jessica Lang Nowinski Julie Parker Rosa Scarcelli James Schroeder Alicia Zambelli 1989

Jessica Wannemacher Breitbeil Allison Nowicki Estell Rabbi Brenner Glickman Heather Robertson Isherwood Margaret Christie Keohan Kristen Graffam King Katherine Pratt James Rohman Susannah Ross Andrea Zglobicki 1990

Scott Bowe Thomas Bull Ellen Watson Cady Keisha Johnson Capitola Bonnie Docherty Michaela Goldfine Merritt Heminway Amy Kimball-Carpenter Lydia Maier Spencer Melnick Stephanie O’Reilly Gillian Schair Rebecca Wheatland

Annual Giving by Class 1991

Jennifer Hall Alfrey Ann Bonebakker Bonney Christopher Bride Alethea Cariddi John Carroll Kiffer Fitzgerald Sarah Freilinger Benjamin Leahy Saniya O’Brien Suzanne Wordock Ward Leonora Zilkha Williamson 1992

Rachel Filler Edwards Alexis Gilman Alice Heminway Heather McKenny Lippert Torie Reed 1993

Katharine Gratwick Phoebe Hazard-Backler Jessica Stillman Lenci Charles Ruch Molly Miller Sparling Michael Zambelli 1994

Daniella Nichols Cameron Kimberly Davidson Golden Lissa Hall Juedemann Mary Reed Erica Schair-Cardona Jason Sproul Richard Thompson Jonathan Valenti 1995

Mark Devoe 1996

Anonymous Elizabeth Berle Real Deprez Vanessa Gates-Elston Maureen Hopkins David Joyce Brooke Miller Lindsay Frye Richman 1997

Jonathan Amory David Aronson Joshua Broder Jason Hirshon Jessica Holloway Matthew Marston Elizabeth Hamblin Naylor Matthew Page Clayton Rockefeller Rose Magill Splint 1998

Meredith Currie Heaney Molly Field James Rebecca R. Lambert Mark Miller Anne-Marie Newton Elizabeth Drake Perkins Cristin Walsh Erin Peck Yarema

1999

Anonymous Christian Berle Jeffrey Garland Sherman Kew Tucker Lannon Anne McPheeters Jed Porta 2000

Ryan Blotnick Jennifer Warde Darrell Aidan Flaherty Eliza Ginn Tyler Karu Robert McCarthy Benjamin Strauss-Malcolm Benjamin White Timothy Whittemore Alexandra Collins Wight 2001

Anonymous Amanda Pilon Boger Gretchen Boulos Sarah Begin Cameron Ann Tracy Cole Ryan Doil Caroline Robertson Evans Catharine Keith LaPuma Whitney McMullan Nicki Noble Bean Justin Schair Dalit Gulak Wolfe 2002

Anonymous Leah Weisberg Clark Hannah Nagle McCabe Katherine Merrill Emilia Sibley Laura Siegle Jonathan Tindal Catherine White 2003

Philip Armstrong Christopher Bixby Courtney Drake Farrell Jacob Freund William Matthews Claire McClintock Terekah Najuwan Katie Reimann Genevieve Dubuque Rizzo Jessica Scott Abigail Whiting Van Dam 2004

Katherine Armstrong Katharine Atwood Ceri Nichols Botto Greta Flaherty Tucker Hancock Nicholas Parson Annemieke Schair Benjamin Sosnaud Edwin Stevens

2005

Anonymous Virginia Drake John Harvey Margaret Sosnaud 2006

Henok Alemayo Kimberly Ayers Betsy Critchfield Hugh Freund Annie Hancock Gretchen Koch Margaret DeFanti Libby Spencer Libby Megan Macleod Caroline Schnell Justin Troiano Jonathan Wolinsky 2007

Anonymous Alexander Bonnin Benjamin Bornstein Katie Campbell Chelsea Leighton Hyde Cecilia Nardi Thomas Newton Joseph Nowak Hannah Orcutt Katherine Peterson 2008

Anonymous (2) Kristy Andrews Rachel Levy Brander Nina Coates Chase Hamilton Allison Koss Lucas O’Neil Harper Sibley Susanna Sprague 2009

Anonymous Lisa Beneman Adele Espy Sawyer Hopps Anna Libby Elizabeth Hallett Mendoza Greer Millard Tara Milliken Mariah Monks Stephen Pardy Nina Russem 2010

Anonymous Bethany Campbell Megan Campbell Lindsey Macleod Nathaniel Niles Julia Pope Devin Van Dyke 2011

Olivia Chap Owen Kahn Bobby Schleicher

2012

Madeleine Agnew Ryan Holm Hilary Niles Eleanor Semmes Peter Stein Emily Trafton 2013

Abukar Adan Isabel Agnew Lily Collins Jack Cutler Katherine Harwood Mesa Robinov Miranda Shinn Phoebe Suva 2014

Anonymous Leigh Fernandez Elizabeth Marston Ella Millard Olivia Stockly 2015

Anonymous Joseph Connors Karlina Gonzalez Julianna Harwood Fox Maasch Anna MacLean Lucy Weaver 2016

Isabel Floyd Callum Lewis William Lewis Charlotte Majercik Olivia Troiano Acadia Weinberg 2017

Timothy Clifford Sophia Mayone Jack Meahl Emily Tabb Chase Warner 2018

Nicholas Hagler Nicolas Jenkins Leeza Kopaeva Dorothea Pinchbeck Charlotte Rhoads Genevieve Welch

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Senior Gift Senior Gift 2019

2019

2019 Senior Gift WE WERE HONORED to chair the Class of 2019 Senior Gift in thanks for all that Waynflete has done for our sons, Max and Jacob.

Waynflete has been a place where our sons have been intimately known. They have been encouraged to take risks and step outside their comfort zones. This could not have happened without the dedicated faculty and the thoughtful, trusting relationships they formed with our kids. As our boys move into the wider world, they do so with the strength and values of their Waynflete education. They will aim high and contribute unique points of view to their communities. This is one of the many gifts that Waynflete has given them.

It is with deep gratitude that we led this effort and made our own gift in honor of the senior class. Thank you sincerely to all who participated.

Congratulations to the Class of 2019!

Anonymous (6) Eben and Susan Adams Timothy Aho and Susannah Corwin Nather Al Musawi and Walaa Aldabbagh Linda Albert and Rocco LaPenta The Anderson Family Foundation Rand Ardell and Jessica Simmons Nicholas Armentrout ’88 and Sarah Chappell Armentrout ’88 Elizabeth Atwood Harriet Ballard J. Edward and Rebecca Bondellio Mr. and Ms. John Bondellio Robert and Pamela Brittingham Laura Burden

Mrs. Barbara Burt Gena Canning

Teresa Cannon

Frederica Chapman Osgood ’60 Mr. and Mrs. Thomas Chappell Thomas and Katherine Clements

Michael and Thorne Conley

Tim Soley and Maria Gallace P ’19, ’15 Class of 2019 Senior Gift Co-Chairs

Kerry Courtice

Tom and Lisa Courtice

Rosemary and Jack Davis William DeLong

Eric and Angela Dexter Brenda Downey Melissa Dupree

Jonathan Fanburg and Stephanie Gartner-Fanburg Peter and Sheri Feeney Ariana Fischer

Ms. Tatiana Fischer Diane Fisher

Jack and Nancy Ford Elizabeth Freeman

Roger and Charlotte Frerichs James Gregg

Peter Hart and Heather Courtice Hart ’88 Amanda Howland and Christian Kjaer

Joanne Howland Mr. and Mrs. John Hughes Mary Iyer

Anthony Kieffer and Susan Conley

Lily King and Tyler Clements Mr. Charles Kozlosky and Mrs. Marta Finch-Kozlosky Volkhard Lindner and Lucy Liaw

Gregg Lipton and Sara Crisp Theda Logan

Paul and Robin Lualdi David Mallon and Rachelle Parise

Robert and Mary Mallon Pierre and Liz Meahl Alex Millspaugh and Winky Lewis

Mr. and Mrs. Sandy Millspaugh Warren Moorhead and Mara Robinov-Moorhead

Paul Musgrove and Mercedes Davila-Musgrove Karl Norberg and Pam Gleichman

Daniel Pearl and Robin Henry-Pearl

Mr. and Mrs. Marek Plater Leah Rachin Hilary Robbins Mrs. Jacqueline Robinov Louisa Routh Julie Russem Margery Russem

Andrew and Catriona Sangster John and Kirsten Scarcelli Rosa Scarcelli ’88 and Thomas Rhoads Gillian Schair ’90 and Seth Rigoletti

Troy and Hannah Scott

Mr. and Mrs. Peter Shames

David and Beverly Sherman David Sherman, Jr. and Martha Burchenal Joseph Soley

Tim Soley and Maria Gallace

John Spritz and Helen Pelletier The Stone Family

Michael and Christine Sullivan David Vaughan and Heather Dunbar

Charles and Bonnie Walstrom

Noel White

Annual Gifts in Honor

IN HONOR OF

Eva Abbott ’20 Mr. R. Howard Bloch Miles ’19, Owen ’21 and Liam ’23 Anderson Roger and Charlotte Frerichs

Wendy Curtis Lucas O’Neil ’08 Emily Tabb ’17 All Dana family members who attended Waynflete Virginia Dana Windmuller ’57

Margaret Austin Jennifer Hall Alfrey ’91

Mari-Elena Davis ’99 & Ana Haywood Davis ’03 Holly Haywood

Nick ’09 and Emily ’11 Bessette Geraldine Davis

Wagner Cushing Davis ’32 Cathleen and Joseph Murphy

Blake ’19 and Dante ’26 Bondellio Mr. and Ms. John Bondellio Mr. Charles Kozlosky and Mrs. Marta Finch-Kozlosky Alexander Bonnin ’07 Reginald and Gloria Bonnin Alice Brock Anna Libby ’09 Lucas O’Neil ’08 Kevin Wertheim and Ann Kibbie Elizabeth Burdick Marcella Makinen Polly Blake Burke ’62 Deborah Weare Slavin ’62 and John Slavin Stella ’32 and Elizabeth ’30 Burmeister Paul and Gail Burmeister Tom Campbell Jennifer Hall Alfrey ’91 Edward and Phyllis Campbell Katie Campbell ’07 Alec and Andrea DiNapoli Laura Jackson Lucas O’Neil ’08 The Cariddi Family Robert and Barbara Cariddi Connie Chaffin Mr. and Ms. Kirby Cummins Ellie Chidsey ’17 Rachel Brown Lindsay Clarke Bob and Phyllis Waisman Josie Cohan ’25 Erin Brown Cathie Connors Lowell and Melissa Libby Ella Millard ’14 Lucas O’Neil ’08

My parents, Dodie Hildreth Detmer ’47 and Humayun Mirza Zareen Taj Mirza ’75

57

Rosa Scarcelli ’88 and Thomas Rhoads Emily Tabb ’17 Chris and Pat Watson

Liam Martin ’31 Mr. and Ms. Tommy Martin Mr. and Mrs. Richard Wheatley

Susana Hancock ’03 Deborah Weare Slavin ’62 and John Slavin

Rachel ’24 and Dylan ’30 Melendi Mr. Christopher Formant Ms. Cindy Howton

Ruby Hill ’24 Ms. Nancy Hill Owen Hoffsten ’18 Eric Hoffsten and Claire Houston Ilo ’21 and Dudley ’23 Holdridge Mr. and Mrs. John Springer

Basil DiBenedetto ’24 Mark and Alice Steward

Jessica Holloway ’97 Paul and Pauline Holloway

Stephanie Dolan Emily Tabb ’17

Abby ’21 and Amelia ’23 Howells Thomas P. Healy

Drew Dubuque Caroline Robertson Evans ’01 Mark Erler’s 49th Birthday Diane Smith Taffy Field Lucas O’Neil ’08 Kingsley ’12 and Isabel ’16 Floyd Tracy Floyd and Bryson Hopkins Sebastian Foddrill ’30 Mr. and Mrs. Phillip Bibeau Tiki Fuhro Lily Collins ’13 Acadia Weinberg ’16 Linda Gilman John Southall and Krista Nordgren Southall Maria and David Glaser Katherine Glaser Getchell ’88 Michaela Goldfine ’90 Rebecca Stern Emily Graham Ms. Marilyn Graham Ronald and Susan Hall Genevieve Dubuque Rizzo ’03 Peter Hamblin Henok Alemayo ’06 Elaine Walsh Carney ’88 Elizabeth Hamblin Naylor ’97 Lucas O’Neil ’08

Paisley Blake Mills ’30 Mr. and Mrs. Arnold Bishop Ben Mini Ella Hannaford ’19 Marie Monique Kabongo ’19 Ciaran Mohan Ms. Johanna Crawford Ray Morrow Deborah Weare Slavin ’62 and John Slavin Hunter Murphy ’30 Mr. and Mrs. William Murphy

Sarah Butler Jessen Mr. and Mrs. Timothy Jessen

David Neilan Lucas O’Neil ’08

The two Joyce children Mr. and Mrs. Patrick Gribbon

The Notorious R.G.B. Anonymous

Jess Keenan Parke Burmeister and Sarah Plimpton

Judy Novey Miranda Shinn ’13

Dan Lamarre Steve Marston Henry ’21 and Charlie ’24 Lennig Frederick and Carol Lennig Lowell Libby Joseph Connors ’15 Lucas O’Neil ’08 James and Patricia Wasserman Porter MacElhiney ’28 Mr. and Mrs. Russell Fry Jan and Cathel Macleod Megan Macleod ’06 and Mark Bellis Lydia Maier ’90 Devens Hamlen and Samar Jamali James and Patricia Wasserman Peg Marston Charles Marston

Eric ’28 and Olivia ’29 Parker Mr. John Hagan and Ms. Melody Tortosa Pi Day Amanda Pilon Boger ’01 Joan Powers Joseph Powers Amara Redon ’28 Anonymous Jona Rice Alec and Andrea DiNapoli Ms. Sally Richardson Debbie Rowe Anonymous Parke Burmeister and Sarah Plimpton John Southall and Krista Nordgren Southall Brandon Salway Lucas O’Neil ’08 Patrick Shaw ’21 Mr. and Mrs. H. Douglas Pride

Ellie ’21 and Ava ’24 Simmons Mark Simmons and Kristin Fuhrmann-Simmons Evie ’29 and Ellie ’27 Smith Mr. and Mrs. Brad Smith Mary Louise Thomas Sprague ’46 Seth and Laura Sprague

One-Act Plays Students in seventh-grade history classes were recently tasked with telling the story of a city in Southwest Asia or North Africa through the eyes of a resident. After learning about their city’s historical, geographical, and cultural background, students wrote one-act plays, collected props and costumes, memorized lines, and then performed for their classmates in the new Lower School amphitheater. Reenactments included stories about a Turkish grandmother from 1,000 years ago, a mother and daughter who made the pilgrimage to Mecca, and a woman in Kabul dressing as a man in order to support her family.

The plays enabled students to delve deeply into the stories of their selected cities while also gaining an appreciation for the wide diversity of the region.

Waynflete Arts Department Lily Collins ’13 Waynflete Class of 1982 Margo Walsh ’82 Waynflete Class of 2001 Gretchen Boulos ’01 Waynflete Class of 2011 Bobby Schleicher ’11

Katrina St. John Mark Murrell and Heidi Randall

Waynflete Class of 2021 Christopher Hersey and M.J. Benson

Sue Stein Abukar Adan ’13 Henok Alemayo ’06 Laurel and Brian Daly Benjamin and Frances Lewis Thomas Newton ’07

The Waynflete faculty and staff, past and present Joe and Abby Bliss Benjamin Bornstein ’07 Nina Coates ’08 Nicolas Jenkins ’18 Anna MacLean ’15 Marshall and Rheta Mering Jonathan Riggleman and Robin Brooks

Elli Sterling ’21 Mr. and Ms. William Sterling Lorry Stillman Jennifer Hall Alfrey ’91 Ellen Watson Cady ’90 John Nowacki and Lisa Eaton Lucas O’Neil ’08 CC Stockly Paul and Cameron Rosenblum Nancy Tabb Suzanne McAllister Ben Mini and Braden Buehler Rebecca Stern Heather Tanguay Arthur Schnell and Michele Bednarz Nancy (Mrs. T) Tetrault Patrick and Sarah DeBenedictis John Thurston Ralph Good and Catherine Cloudman Carol Titterton Ellen Fisher Stockmayer Emily Tabb ’17

Everyone the Waynflete family has lost Harper Sibley ’08 Waynflete History Department Lucy Weaver ’15 Waynflete Middle School teachers and staff Michael and Marina Waisman Waynflete School itself Mr. and Mrs. Patrick Gribbon All Waynflete teachers who taught Miles Lipton through the years Gregg Lipton and Sara Crisp Kathy Wells Lucas O’Neil ’08 Emily Trafton ’12 Breda White Benjamin White ’00 Timothy Whittemore ’00 Karen Whitney Laura Siegle ’02

Phuc Tran Greer Millard ’09 David and Margaret Pinchbeck Dorothea Pinchbeck ’18

Wy ’20 and Jill ’22 Winson Anonymous

David Vaughan Lucas O’Neil ’08 Hannah Orcutt ’07

Brandon M. Woo ’15 River Santina Kingson Woo

Steve Withers Leeza Kopaeva ’18

Annual Gifts in Memory

IN MEMORY OF Lee F. Adams III ’76 Zareen Taj Mirza ’75 Ralph Blood Zareen Taj Mirza ’75 Ellen Fogg Coppola ’48 Mary Louise Thomas Sprague ’46 Sloan Critchfield ’03 Andy and Cathie Connors Betsy Critchfield ’06 Courtney Drake Farrell ’03 Abigail Whiting Van Dam ’03 Debba Curtis Alexander Bonnin ’07 Laura Burden Ellen Watson Cady ’90 Katie Campbell ’07 Thomas and Lori Campbell Leah Weisberg Clark ’02 David Finkelhor and Christine Linnehan Isabel Floyd ’16 John Frumer and Elizabeth Barrett Tiki Fuhro and Kevin O’Leary Nicholas Hagler ’18 Tucker Hancock ’04 Chelsea Leighton Hyde ’07 Allison Koss ’08 Ann Machado Charlotte Majercik ’16 Elizabeth Hallett Mendoza ’09 Peter Miner and Joan Kenyon Lucas O’Neil ’08 Matthew Page ’97 Bobby Schleicher ’11 Sebastian Shames ’19 Peter Stein ’12 Phoebe Suva ’13 Suzanne Wordock Ward ’91 Catherine White ’02 Mary Soule Davidson ’58 Dee Dee Dana Bradford ’58 Ann Hewes Foden ’53 Caroline Clifford Bond ’53 Martha Holt Giles ’47 Zareen Taj Mirza ’75 Peter Goldfine, M.D. Deborah Weare Slavin ’62 and John Slavin Charles A. Harvey, Jr. John Harvey ’05

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Dorothy Hayes ’42 Shirley Cole Quinn ’42 Mary Louise Thomas Sprague ’46

David Plimpton Barbara Plimpton Joe and Carol Wishcamper

Joan Hyde Zareen Taj Mirza ’75

Sam Poole ’76 Zareen Taj Mirza ’75

Diane Iwasaki Michael Davis and Collette Cushing

Victoria Simes Poole ’45 Mary Louise Thomas Sprague ’46 Christina Poole Thomas ’74

Billy Kilmartin ’75 Zareen Taj Mirza ’75 Peter N. Kyros, Jr. Anonymous Jerry Swanson Landt ’62 Polly Blake Burke ’62 Deborah Weare Slavin ’62 and John Slavin Ellen Libby Lawrence ’35 Deborah Weare Slavin ’62 and John Slavin Kit Liller Zareen Taj Mirza ’75 John Logan Theda Logan Kevin Mahoney ’76 Zareen Taj Mirza ’75 Sam Maier ’93 Jeremy Duda and Brooke Miller ’96 Merritt Heminway ’90 and Lydia Maier ’90 Deborah Weare Slavin ’62 and John Slavin Sheila Hoffses Marsh ’59 Mr. John Marsh Pamela Drake McCormick ’68 Virginia Drake ’05 John Sowles ’68 Paulina Odada Rick and Beatrice Turner Raymond Sargent Pandora Peter Wildes and Stephanie Pandora

Joseph Radaker Shawn and Angela Smith Steven L. Register Gena Canning Ethan Remmel ’87 Lynne Manson Gawtry ’87 and Michael Gawtry Hannah Richardson ’74 Zareen Taj Mirza ’75

and John Slavin Alice Stevens ’07 Edwin Stevens ’04 Ann Lib Robinson Strout ’41 Zareen Taj Mirza ’75 Payton Sullivan ’18 James and Kristine Millard Steven and Lauren Withers Pierce Sunenblick ’94 Deborah Weare Slavin ’62 and John Slavin Mary Shaw Thaxter Ingwersen ’49 Barbara Boyd Soule ’49 Charlsie Thomas ’77 Zareen Taj Mirza ’75 Martha Mai Thompson ’96 Vanessa Gates-Elston ’96

John Robinson Zareen Taj Mirza ’75

Philip Thompson, M.D. Deborah Weare Slavin ’62 and John Slavin

Bernard Runser Christopher and Elizabeth Lynch

Virginia “Dinny” Truesdale Mary Louise Thomas Sprague ’46

Noni Clark Sandberg ’47 Anonymous Zareen Taj Mirza ’75

Doris Turner Rick and Beatrice Turner

Ernest Sangster Theda Logan Marjorie Kirkpatrick Sargent ’67 Jane Letson ’67 Janice Mead ’67 Cheryl Seymour Roberts ’67 Carol Kaulback Vaughn ’67 Scott Schuster ’74 Zareen Taj Mirza ’75 Richard “Grampy Dick” Semmes Judith Ribeiro Lucia Pierce Smith ’47 Zareen Taj Mirza ’75

Eileen Payson Sandra Thaxter ’61

Margaret W. Soule ’59 Helen Jenness Connell ’60 Anne B. Zill ’59

Alice Mary Pierce ’42 Shirley Cole Quinn ’42

Mrs. Margaret Sowles ’42 Zareen Taj Mirza ’75

Ruth Pillsbury Zareen Taj Mirza ’75

Phineas Sprague Deborah Weare Slavin ’62

Rosemary Vanamee ’45 Mary Louise Thomas Sprague ’46 Beata Vest ’17 Sophia Mayone ’17 James and Kristine Millard Steven and Lauren Withers Charlie Walstrom Deborah Weare Slavin ’62 and John Slavin Jean Irish Weare Deborah Weare Slavin ’62 and John Slavin Clara Moon Webb Jean Moon and Vicki Black Waneta Gardner Wesner Jean Moon and Vicki Black

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Legacy Giving

Over the years, Waynflete has received a number of planned gifts from alumni, friends, and other members of the community.

In 1986, Ruth Cook Hyde 1910 made one of the first bequests to Waynflete when she left her home to the school. Today, Cook Hyde House serves as one of three buildings accommodating Waynflete’s Middle School. To honor Ms. Hyde’s generosity and lasting gift to Waynflete, the Ruth Cook Hyde 1910 Circle was formed in 2003 to recognize others who make provisions for Waynflete in their own estate plans.

Anonymous (2)

James E. Freilinger and Katie Freilinger

Maureen Anthoine-Orlandini

Lynne Manson Gawtry ’87

Ellen Alderman and William Harwood Betts Armstrong and C.D. Armstrong ’73

Jane Batzell and Robert Cleaves Nancy Montgomery Beebe ’63 John and Anne Belden Christian Berle ’99 Roger K. Berle

Harriet Langmaid Bradford ’54

Deborah Lombard Brett ’42* and George Brett* Alice Brock and Patricia Peard Margaret Burnham ’21*

Michael Cohen and Terry Cohen Annie V. Crader* Deborah Curtis*

Laurie Marshall Cushman ’59 Barbara Davis ’36*

Nancy (Ping) Drake*

David Elliott and Elaine Elliott Helen Emerson ’26*

Joan Sayward Franklin ’46*

John Frumer and Elizabeth Barrett David S. Glaser and Maria Glaser Joseph Gray, Jr. and Marie Gray Nancy Keith Holland ’38* Ruth Cook Hyde 1910*

Anne and Dick Jackson

Anne Davis Johnson ’32*

Ellen Libby Lawrence ’35*

Diane Lukac and Steven Silin Ellen Maltby-Askari ’60* Robert A.G. Monks and Millicent Monks

Robert C. Monks and Bonnie Porta Destry Oldham-Sibley

John and Cynthia Orcutt

Anne Chadwick Parker ’61

Erica Schair-Cardona ’94 and Ivan Cardona Ineke Schair

Deborah Weare Slavin ’62 Margaret Soule ’59*

Kenneth Spirer and Dr. Joan Leitzer Mary Ann Strahan ’44

Karen Stray-Gundersen and Jane Begert

Jeffrey Thaler and Karen Massey Widgery Thomas, Jr.*

William Torrey and Pamela Phillips Torrey Edith R. Tucker*

Patricia Hale Tyson ’43*

Eleanor Van Aken Wolcott ’57 Mary Van Etten ’30*

Clint and Jennifer Willis

Alice Mary Pierce ’42*

Shirley Cole Quinn ’42 Deborah Reed

Constance Verrill Reich ’43* Helen-Mae Reisner ’69 Richard Rockefeller*

* DECEASED

Legacy Giving

Ellen Libby Lawrence ’35 A Lifelong Legacy “I look back so fondly on my days at Waynflete and view them as some of the most impactful years of my life. Following in my mother’s footsteps, who was a member of the Class of 1906, I attended Waynflete for 12 years and received a wonderful education as well as made friendships that have lasted me a lifetime.

I am pleased to be able to give back to Waynflete to help support the great educational institution it continues to be today.” —Ellen Libby Lawrence ’35

IN MARCH 2019, Waynflete received a $100,000 bequest from the estate of Ellen Libby Lawrence ’35.

Ellen passed away on November 4, 2018 at the age of 100, in Fort Myers, Florida. She graduated from Waynflete in 1935 and went on to Wellesley College where she graduated in 1939.

Ellen was a steadfast and generous supporter of Waynflete all the years of her life. She cherished the school and her memories as a student here.

“There’s a saying,” Ellen once noted, “that your preparatory school means more to you than your college. And it does for me. For one, I was there for a long time, since First Grade, and for another, it was there that I made life long friends…”

Ellen made her last visit to Waynflete in August 2017 and loved reconnecting with her beloved school. She was especially excited about the new Lower School, then under construction. She fondly recalled Founders Hall, “where we had our plays, where we danced, and it has seemed so much larger in my memory. With the small classes and excellent teachers, it really is a fine education. It’s a great preparation for life. We learned how to work, how to study, and how to play.”

We are grateful for Ellen’s loyalty, love and generosity towards the students and faculty of today.

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62

Named Endowments

As of June 30, 2019, Waynflete’s endowment totaled $25,438,957.

Over the past several years, Waynflete’s endowment has grown significantly and remains a cornerstone of the school’s financial wellbeing. Annual distributions from the Waynflete endowment supplement tuition revenue and annual giving and contribute significantly to operational expenses including financial aid, faculty support, and other key programs.

Waynflete’s endowment consists of contributions from many generous donors and we remain grateful to those who have recognized the importance of a robust endowment in strengthening our future.

GENERAL ENDOWMENTS

Established 2012

General Operations Endowment for Financial Aid Endowment for Teaching

Class of 2012 Endowment in Support of Upper School Activities The Waynflete Faculty and Staff Endowment

NAMED ENDOWMENTS

Established 2011

Established 2018

The Peter Hamblin Endowment for Financial Aid The Miss Zareen Taj Mirza ’75 Endowment Fund The Tim Soley and Maria Gallace Fund for Professional Development Established 2017

The Cathie Connors Fund for Athletics The Cathie Connors Fund for Financial Aid The Fund for Mental Health and Wellness Education in memory of Payton Sullivan The Victoria Hilliard Donovan Fund for Early Childhood Education The Debba Curtis Fund for Students in Need Established 2016

The Malone Family Foundation Endowment Established 2010 Cinda Bailey Joyce Endowment: A Financial Aid Fund to Enhance Lower School Diversity Established 2009

Class of 2009 Graduation Gift Endowment for Professional Development Margaret W. Soule, Class of 1959 Endowment for the Archives Established 2006

Class of 2006 Graduation Gift Endowment for Financial Aid Established 2005

The Torrey Family Fund

Class of 2005 Endowment for Non-Tuition Related Student Services

Established 2015

Established 2004

The Josephine H. Detmer ’47 Endowment Fund for History The Patricia Davis Klingenstein ’47 Fund for Financial Aid Established 2013

The Mark W. Segar Endowment for Financial Aid The Lydia Maier Endowment for Social and Emotional Wellness

The Patricia Davis Klingenstein ’47 Class of 1947 Endowment for the Waynflete Library Established 2003

Pam Paul Endowment for Professional Development

Established 2002

Class of 2002 Endowment for Health Services The Karen Whitney Fund for Modern U.S. History, Government and Current Affairs Established 1999

Endowment for Academic Support Student Foreign Travel Endowment Established 1998

Endowment for the Arts Endowment for Minority Students and Faculty Exemplary Teaching Award Endowed Fund Financial Aid Challenge Endowment Established 1996

Ruth Bailey Blinn Davis Endowed Fund Zo King Endowed Scholarship Fund for the Arts Established 1993

E.E. Ford Foundation Challenge for Faculty Development Established 1989 Fund for Global Understanding Established 1988

Louise Dodge Stoddard Fund for the Study of Foreign Languages and Culture Payson Trust Endowment Award for Faculty

Annual Operating Budget

Annual Giving by Level

REVENUE Tuition $16,546,708 Endowment Board Transfers

$1,574,388

Auxiliary Programs

$1,241,000

Waynflete Fund

Budgeted Revenue 2018–2019

$700,000

Other Income

$54,500

TOTAL

EXPENSES

$20,116,596

Personnel $10,275,050 Financial Aid

$4,780,673

Auxiliary Programs

$1,480,500

Plant $931,000 Debt Service

Budgeted Expenses 2018–2019

$1,109,949

Instruction $672,524 Administration

Technology

$572,400 $254,500

Professional Development $40,000 TOTAL

$20,116,596

GIVING AT A GLANCE $300,000 $250,000 $200,000 $150,000 $100,000

824 Gifts

107 Gifts

22 Gifts

8 Gifts

$10,000 – $24,999

$25,000+

23 Gifts

$50,000 $0 $1 – $999

$1,000 – $4,999

$5,000 – $9,999

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64

Community HIghlights

Faculty Retirements Linda Gilman (24 years) Grades 4-5 Math “Long before social-emotional learning and mindfulness were educational buzzwords, Linda was weaving these ideas into her classroom.

The culture in her class meant that quiet and thoughtful moments of reflection were the norm—that it was essential to take time to help kids solve problems, and that the power of kind respectful words are paramount to learning, growing, and being human.”

Ray Morrow (33 years) 6-12 Performing Arts- Jazz Band Named honorary alumnus in 2005 “Throughout his thirty-three year run at Waynflete, Ray has inspired countless musicians to appreciate the beauty, rhythms, and feel of jazz music. I am inspired by his patient and firm teaching style.

He was respected by his students and he led them to respect each other—to keep their instruments in top condition, practice endlessly, and appreciate the rewards of being their best and being great at what they do.”

Sue Stein (21 years) EAL Coordinator “Sue Stein has carried out her mission to support EAL students at Waynflete for 21 years with passion, commitment, and an exceptional ability to welcome, cheerlead, advocate for, include, and collaborate with our entire extended community of students, staff, faculty, and families. Her quest to support every aspect of success and access to the wonders of a Waynflete education for every one of her students is a direct function of her huge heart and stunningly unending care.”

Phuc Tran (16 years) 6-12 World Language “As a teacher, Phuc has embodied the balance of rigorous expectation with playful exploration as articulated in the school mission.

His adeptness at this balance makes him respected by students and colleagues alike.”

Community Highlights

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Drake Award William A. Torrey, III The Drake Award 2019 Congratulations to William A. Torrey III, our 2019 Drake Award winner. To read Board of Trustees President Christopher Smith's comments from last June's Commencement, visit wf-link.org/drake-torrey.

New Trustee Maria Garcia Canning The parent of two alumni, Maria Garcia Canning served as a Class Parent, Parent Fund Class Agent, and on the Senior Gift Campaign Committee. She currently serves on the board of the Boothbay Land Trust and recently completed her term on the board of Students Shoulder-to-Shoulder (SSTS).

Maria immigrated to the U.S. from Portugal in the 1970s with her family to pursue economic and educational opportunities, later earning a BA in International Relations with a concentration in Latin American Studies from Boston University. For many years, she worked in Cambridge, MA, for Associates for International Research (AIRINC) as a compensation analyst. After moving to Maine, she joined Diversified Communications in a business development role, helping to explore opportunities in Brazil.

More recently, Maria is pursuing new passions by enrolling at Maine College of Art, painting in her home studio, and using her personal experiences as an immigrant to support Portland refugees as they navigate the process of seeking asylum.

Parents of Alumni: If this magazine is addressed to a family member who no longer maintains a permanent address at your home, please email us (alumni@waynflete.org) with their new mailing address. Thank you.