The Gryphon: Fall/Winter 1920

FALL/WINTER 2019-20

THE

Gryphon The Cambridge School of Weston Magazine

MEET LISE

CSW Welcomes Head of School Lise Charlier

2 • THE GRYPHON Fall/Winter 2019-20

BOARD OF TRUSTEES 2019–20 Allie Altman P’12 Treasurer; Chair, Finance Committee

James Bonsey Christine Chamberlain ’63 Vice Chair of the Board

Lise Charlier Head of School

Howard Cooper P’15, ’20 Phil DeNormandie ’67 William Feng ’20 Boarding Student Representative

THE GRYPHON, FALL/WINTER 2019-20 Lise Charlier, Head of School Emma Fedor, Director of Marketing and Communications Andrea Finnerty, Chief Development Officer Diane Stansbury P’20, Assistant Director of Alumni/ae and Parent Engagement Jeanette Origel, Communications Specialist

John Finnerty P’21 Mike Flanagan P’20, ’22 Ann Gorson P’16 Chair of the Board

Cynthia Harmon Snowden Henry P’16, ’18 Chair, Governance Committee

CONTRIBUTORS Russ Campbell (P’19) Photography Christine Marston Chamberlain ‘63 Jared Charney Photography Liz Linder Photography

Ben Ibbetson Faculty Representative

Eli Keehn Faculty Representative

DESIGN visiondesigngroup.com

Chin Lin P’18 Secretary

Ruby Russell ’20 Day Student Representative

John Thompson P’05, ’07 Chair, Development Committee

Dan Wolf ’65 Alana Zola ’09

The Cambridge School of Weston is an independent, coeducational day school for grades 9 – 12 and post-graduate study.

Inquiries for academic year admission should be directed to the Admissions Office at 781.642.8650.

The Gryphon welcomes class notes and photographs by alumni/ae, parents, and friends. Please email submissions to alum@csw.org; call 781.642.8619; visit www.csw.org; or send to: Alumni/ae Relations The Cambridge School of Weston 45 Georgian Road Weston, MA 02493

CONTACT To contact the editor, email gryphon@csw.org Website: www.csw.org

30%

www.fsc.org FSC® C009908

TEXT GOES HERE • 3

Fall/Winter 2019-20

THE

Gryphon Contents 2 Leading Thoughts 3 On the Quad 10

Featured Course

12

Faculty/Staff Spotlight

14

A Day in the Life

16 Meet Lise Charlier 22

Inspired Teaching

26

Mind-Body Connection

30 Class Notes 34

Alum Spotlight

39

My Five

Grace Ellis ’21 plays Alice in the fall theatre production of Alice in Wonderland.

2 • THE GRYPHON Fall/Winter 2019-20

LEADING THOUGHTS

Dear Community, This year, my first at CSW, I have cherished the many opportunities I have had to hear your stories. Whether it be an anecdote about a transformative course you took at CSW, a family tradition illustrative of your core values, or an everyday happenstance that gave you pause, your stories have already taught me so much about you and this incredible community.

In this issue of The Gryphon, I hope to return the favor by sharing a bit of my own story — who I am, where I come from, and how it is that I came to land here at The Cambridge School of Weston, a place it often feels I was destined to discover. Stories have the power to build connections, promote understanding, and widen perspectives in profound and meaningful ways, and it is my hope that in sharing my story (eloquently told

here by CSW alumna and Board Vice Chair Christine Marston Chamberlain ’63), I can begin to build the mutual sense of trust and confidence that is essential for a head of school and her community.

Of course, this is but the beginning of what I am sure will be a strong and enduring collaboration as we work together to sustain CSW’s progressive mission, placing students at the center of everything we do. Together, we are capable of yet unknown triumphs, and I look forward to creating and disseminating our own collective story.

ON THE QUAD • 3

ON THE QUAD Family Visit Weekend The CSW community was delighted to welcome parents and families to campus for the school’s annual Family Visit Weekend in October. Visitors tagged along with students to classes like “Pinhole Photography,” “South Asian Literature,” and “Analytic Geometry.”

Drop-in time with Head of School Lise Charlier afforded families the opportunity to get to know CSW’s new leader, and an engaging Culture Fest event on Friday evening celebrated the diverse array of cultures represented at The Cambridge School of Weston. A group of families headed out to Honey Pot Hill Orchards for an afternoon of fall festivities on Saturday.

Haiti Project Recognizes 5th Anniversary This year marks the 5th anniversary of the founding of the Haiti Project, an online dance exchange program founded

by Hope Cooper ’15 with students from Kenscoff, Haiti, ranging from the ages of three to twelve. The program is meant support vibrant cultural exchange, immersing Haitian students into the American dance experience. Sadly, political instability has raised serious obstacles for our friends in Haiti, preventing students from engaging in their usual programming. In an effort to help, members of the Haiti Project collected donated clothing, electronics, and school supplies to send over to those in need. The group ended up collecting over 200 pounds of donated clothing.

4 • THE GRYPHON Fall/Winter 2019-20

Alice in Wonderland The fall mainstage production of Alice in Wonderland delighted audiences with its whimsical costumes, wacky characters, and clever storyline!

ON THE QUAD • 5

Nuyorican Poetry In observance of Latinx Heritage Month, members of CSW's Sociedad Latinx affinity group shared the history of the Nuyorican Movement and read poems by Latinx poets who identify as Nuyorican (Puerto Ricans from New York), including Miguel Algarín, Magdalena Gómez, Tato Laviera, Nancy Mercado, and Pedro Pietri.

Join The Club While long-running student organizations like LitMag, A-Board, and Community Service Committee continue to run strong, each year seems to bring a new crop of interesting and unique groups — many of which are telling of the times we live in. Here are just a few of our recent favorites: 90 DAY FIANCE CLUB (FOR FANS OF THE TV SHOW) ASTROLOGY CLUB

TAGS (TRANS AFFINITY GROUP)

INTER-FAITH

DRONE CLUB

SNAP (SCIENCE NERD ADVISORY POSSE)

Author and Transgender Advocate Alex Myers Visits CSW CSW was pleased to welcome author and transgender advocate Alex Myers to campus in the fall. Alex came out as transgender in 1995, right before his senior year in high school. Since then, Alex has worked with schools and colleges to educate students, faculty, and administrators about gender identity. He has assisted dozens of schools as they redesign facilities, practices, and policies to be more gender inclusive.

Alex began his visit by meeting with the full faculty and staff to review terminology, break down the basics of gender identity and expression, and educate the adult community on how the school can develop its rules policies, guidelines, and facilities to further improve the daily experience of all students. When it comes to gender equality, Alex explained that many schools’ struggles can be tied to issues related to the following policies, structures, and program areas: dress code, athletics,

facilities, dormitories, off-campus travel, and documentation. Throughout his presentation, Alex also addressed specific questions from the faculty and staff and shared tips and advice he’s picked up from his years of experience working with schools.

Later, Alex led a presentation for the entire community, in which he shared his personal journey growing up as transgender in a small town in Maine. He talked about what it was like coming out to his family, friends, classmates, and teachers, and the impact of the various cultural trends as they related to gender and gender expression at the time. Alex also provided examples of transgender historical figures, making the point that the concept of transgender identity is not a new concept. At the end of the presentation, students were able to ask questions and solicit advice on coming out to parents, seeking out transgender role models, building awareness of cultural constructs and trends, and understanding the ever-changing landscape and resulting terminologies of gender identity.

Learn more about Alex and his work at https://alexmyerswriting.com

6 • THE GRYPHON Fall/Winter 2019-20

End-of-Mod Shows The End-of-Mod Show always surprises and delights. Here are a few highlights from Mods 1 and 2.

ON THE QUAD • 7

8 • THE GRYPHON Fall/Winter 2019-20

PACE Program Officially Launches CSW was proud to celebrate the official launch of PACE (Promoting Awareness and Community Engagement) in September. The pioneering program, designed completely

by CSW faculty and administrators, is meant to equip students with strategies for addressing real-life challenges, like understanding the disparities between the digital universe of our cell phones and everyday life; what it means to engage in healthy relationships; what purposeful community service looks like; and how and when to care for our bodies and minds.

“It is no secret that today’s youth is more anxious and stressed than ever before. The ever-expanding digital landscape and the enormous presence it holds in young peoples’ lives, in addition to the unprecedented pressures they feel to achieve and perform at the highest level, is taking an immense toll on upcoming generations,” says CSW Head of School Lise Charlier. “Through PACE, CSW strives to create a new generation of young people who are as resilient, self-aware, and kind as they are intelligent and creative. Our world is in desperate need of compassionate,

conscientious, and responsive leaders, and we are excited to be leading the charge towards a new way of educating and mentoring our youth.”

About Vulnerability: The Book of White People

Every other Wednesday, in lieu of their core academic classes, students will engage in meaningful service learning projects via a unique studio-classroom model and explore coursework based on a highly intentional four-year series.

Mornings will be dedicated to “Promoting Awareness,” fostering skills related to physical, mental, behavioral, and relational health (9th Grade); mind-body connection and mindfulness education (10th grade); equity literacy and identity development (11th grade); and self-representation and adult life skills (12th grade). Afternoons will be focused on “Community Engagement,” with students engaging in a unique studio learning sequence designed to educate them on the research, relationship building, and reflection required to enact positive change in their communities and beyond.

Learn more about PACE at www.csw.org/pace.

In The Book of White People, the first exhibit in the Thompson Gallery’s About Vulnerability series, artist Christiane Dolores offered a rumination on whiteness and how it affects people of color. In addition to the exhibition, Dolores created a piece in the school’s IS (Installation Space) gallery, inviting the community to reflect on “Whiteness” and add to “The Book,” which was set atop a pedestal surrounded by eggshells. To participate, contributors had to literally walk on eggshells. Students joined Dolores to research racially charged advertisements and media portrayals and created a mural with their thoughts in drawing or writing.

ON THE QUAD • 9

New Faculty & Staff Match the new faculty member or staffer to the fun facts about them.

One thing's for sure, it's not as easy as it looks! Answers are below.

Lace Campbell Theatre Department

Derek Thomas English Department

Charlie Bigelow Facilities

Toni Singleton Health Office

Sean Reynolds Facilities

Kristen Paratore Bock English Department

Erica Cabag Development Office

Tyrenna Gaines Business Office

Brian Surkan Technology Office

Lise Charlier Head of School

Brandon Fernald Facilities

Jeanne Segal Theatre Department

1.

6.

11.

• I’m the parent of twin boys.

• I’m very good at darts.

•I fished offshore for five years on various boats out of Gloucester, MA, Portland, ME, and Beverly, MA.

• I danced the Argentine Tango under a full moon on the Harvard foot bridge.

• I can’t stand onions or mushrooms.

•I have traveled through or been to 25 states.

• I cycle-toured in multiple continents for over a year.

•I have delivered multiple boats to Nova Scotia.

• I sailed from Key West, FL, to Boston in a replica 18th-century schooner.

7.

• I participated in a student exchange with an all-girls school in Japan.

2.

• I have three chickens.

• I detest mushrooms with all of my heart.

• I love to skateboard.

• I was in the Peace Corps in Ethiopia.

• I do aerial silks and in the air circus arts.

• I have a dog named Symba.

3.

8.

• I used to teach tap and jazz classes.

• I'm a big baseball fan and my favorite team is the Los Angeles Dodgers.

• I have been to Ireland 10+ times.

• Since 2016, my birthday celebration goal is to visit a new (to me) body of water.

• I am a chronic straw chewer.

4.

• I once won a cow milking contest.

• I spent a weekend with my kids at a Masai village.

• I tried out for the over-18 Rugby National Team.

9.

12.

• I was given the name "Laughing Belly" in infancy by my parents.

• As a toddler, I used to dance not only to the theme song of the nightly news but to the words spoken by the newscasters.

• While making "mud stew" quick recipe (rocks, grass, berries, water, and dirt) I added a bean looking vegetable for enhancement. Turned out to be Mimosa tree seeds. Waaaay too close to the house.

Oops! Dad replanted.

• I worked at CATS Academy Boston.

• I earned my bachelor's and master's at the Cleveland Institute of Music.

• I once performed in a 5-minute production of Hamlet.

10.

5.

• I have a 16 inch titanium rod in my leg.

• I was a busboy at the Cheesecake Factory at Coconut Grove in Florida.

• I was one of very few girls/women to windsurf in Haiti when the sport first came out.

• I've slept in over 30 Walmart parking lots.

• I am terrible at assembling IKEA furniture.

Answers: 1. Charlie Bigelow 2. Kristen Bock 3. Erica Cabag 4. Lace Campbell 5. Lise Charlier 6. Brandon Fernald 7. Tyrenna Gaines 8. Sean Reynolds 9. Jeanne Segal 10. Derek Thomas 11. Brian Surkan 12. Toni Singleton

• I have traveled to at least one country in Northern, Southern, Eastern, and Western Africa.

10 • THE GRYPHON Fall/Winter 2019-20

FEATURED COURSE

FEATURED COURSE • 11

Calculus For a lot of students, calculus is like the broccoli of the curricular dinner plate. Some people love it — can’t get enough. And for others, well…it’s not their favorite but they take it anyway because they know it’s good for them. By the time they graduate, well over half of CSW students will have taken calculus — a statistic indicative of the importance of, and interest in, this sometimes overshadowed course.

Winter O'Brien '20 and Maire Claire DuBard '21 complete a matching activity with function and derivative graphs.

The CSW “Calculus AB” program is taught over the course of three consecutive six-week mods. The first series of the sequence covers differential calculus and includes the study of limits, continuity, and derivatives of algebraic, transcendental, and trigonometric functions. The second section, Integration, covers definite integrals and areas, the fundamental theorems of calculus, techniques of integration, computation of volumes, arc length, average of a function, separable differential equations and slope fields and applications to physics, chemistry, and engineering.

After “Calculus AB,” students have the option of pursuing “Calculus C” — a study of sequences, series, power series, Taylor and Maclaurin series, parametric equations, and polar coordinates — or even “Multivariable Calculus,” a rarity at the high-school level.

There’s no denying it — calculus is challenging. But according to CSW Math Department Chair Marvin Gutierrez, that’s kind of the point.

“We’re proud of the rigor and challenge our classes provide,” says Marvin. “When faced with a difficult math problem, too many people want to give up. But at CSW, we don’t let you do that. This teaches students important life skills like persistence, self-discipline, maturity, and character.”

When students feel confused or frustrated, Math Department faculty employ a number of strategies to help navigate them through.

First, it is crucial to convey to students that in the beginning, “not knowing” is okay.

Research, contemplation, and exploration,

whether it be through meetings with the teacher, YouTube videos, or an exercise break, are all natural parts of the process.

Visit math teacher Evelina Galper’s calculus course webpage and you’ll find a friendly reminder that when it comes to calculus, a growth mindset is a must. “Try to substitute ‘I don’t understand this’ with ‘I don’t understand this yet,’” she suggests, and “Try to substitute ‘this is too hard’ with ‘this might take a long time.’”

In addition, faculty make a concerted effort to familiarize students with both the mechanical and conceptual aspects of mathematical work. In order to effectively tackle a mathematical problem, students must first develop a framework for processing the material they are covering and understanding its relationship to what they’ve already learned and known to be true.

Finally, CSW’s Math Department makes a point of acknowledging and celebrating the sheer beauty of mathematics. The work that goes into solving a calculus problem can be messy, but the solution, once achieved, is uniquely elegant, orderly, and precise.

“Math is so interesting because there’s an element of absolute correctness that doesn’t always exist in other disciplines,” shares multivariable calculus student David Yu ’20, “and there is something beautiful about that.”

While most coursework is done with a pencil and paper, budding calculus scholars

Math teacher Julia Cornue Gruenewald goes over homework with Lev Goldman '20 and Mia Canning '20.

at CSW are pushed to type out the answers to their problem sets, allowing them the chance to produce and admire clear, polished, aesthetically pleasing work.

What’s more, each class regularly contributes mathematical artwork to the school’s End-of-Mod Show, a modly celebration of student creativity at CSW. “When people think of CSW, they don’t generally think of math,” Marvin explains, “but I can confidently say that we have one of the strongest math programs in the country, and it’s time people knew that.”

Keep up on all the latest from the CSW Math Department. Follow them on Instagram at @cswmath.

12 • THE GRYPHON Fall/Winter 2019-20

FACULTY/STAFF SPOTLIGHT

Nailah Randall-Bellinger Dance

In her six-year tenure as chair of CSW’s acclaimed Dance Department, Nailah Randall-Bellinger has enriched the lives of countless students with the power of movement. Known for her high-energy, no-nonsense teaching style and extensive knowledge of dance technique, history, and culture, Nailah’s classes have come to serve as a quintessential part of the CSW experience.

You seem to have this magical way of getting kids who would never have dreamed of dancing before to fall in love with the art. How do you do it?

It’s the culture here. One of the things that attracted me to CSW was how integral the arts are to the academic curriculum. Here, a student experiences the arts in the same way they would science or history or math.

More than that, the type of classes we offer are less intimidating and more inviting to exploration and inventiveness and selfaffirmation. A lot of schools only offer the strict technique classes in ballet, modern, jazz, hip hop — which are all good, I’m not refuting that — but it doesn’t leave room for students who don’t see themselves in a codified dance class experience. Now, they’ll get there once they dig their toes in the experience of moving, but you first have to get human beings comfortable with moving through space, and understanding that that movement in itself is a language and a way of communicating. Once they become familiar with that, they will then continue on.

What do you say to people who try to make the case that dance is more of an extracurricular than an academic?

Dance is an epistemology. Dance speaks to what’s happening at any given time.

And if you understand that, you can appreciate dance as an academic subject, examining it through the lenses of philosophy, history, religion, and sociology — all subjects dedicated to understanding the human condition.

If you know what people dance, and why they dance it, you can place it anywhere in the historical timeline.

Take the example of minstrelsy, a dark period of American history when White men would blacken up with coal to portray Black men in a very grotesque way, and mimic the Black dance vernacular. You ask yourself, why? It wasn’t just entertainment, it was propaganda meant to keep Black people in their places. We’re not just studying steps, we’re studying the way that people think about the world.

What are some of the trends you are seeing in the dance world right now?

I think that hip hop in itself is evolving to be more than just street battles. Now it’s becoming part of the concert stage expression, more and more. And so then we get into the question of what contemporary dance is. Contemporary dance is the evolution — or let’s say the merging — of all dances that came before it. In contemporary dance, you’ll find movement that is hip hop in nature

mixed with modern with a waltz line, waltz technique line, or grand contraction, or release technique, or counter technique approach to moving a body. Oppositional pull is everything, and I think that’s what dance is right now in America — and the world.

You make a point of saying that Dance is for all bodies. Why is that such an important distinction to make?

Because first of all, if we’re talking about diversity, you have to be talking about true inclusivity, and to have all body types in a room moving together is the best way to show equitable evolution. More importantly, I can give a phrase to the whole class and the way that someone who is much smaller in stature moves in comparison to someone who is much larger in stature is so interesting to watch. It shows a different look, and I think that it can be shocking at first to kids who come to CSW with preconceived notions of what a dancer should look like. I don’t care who you are and how long you’ve been dancing, you’re going to get a different experience here. Every BODY can dance.

I don’t care what size you are, what skills you come with, what ethnicity you are, what type of training you have or haven’t had. You can dance here at CSW.

FACULTY/STAFF SPOTLIGHT • 13

14 • THE GRYPHON Fall/Winter 2019-20

A DAY IN THE LIFE

Saturday Serenade

A DAY IN THE LIFE OF STUDENT MUSICIAN JAKE TODD ’20 Meet Jake Todd ’20, a boarding student from Jackson, WY, and one of ten current CSW students who study at NEC Prep, a musical preparatory program at the New England Conservatory in Boston. Jake found out about NEC when he came to CSW for a campus tour and was introduced to Michael Weinstein, chair of CSW’s Music Department. For a serious cellist like Jake, the idea that he could attend a school like CSW with its unique, student-focused academic program, and also be in close proximity to one of the best music programs in the world, felt like an ideal situation. He accepted his admission offer from CSW and auditioned to join NEC’s Youth Repertory Orchestra.

Now, every Saturday, Michael drives Jake and at least one other classmate to NEC, where the students spend the day fine-tuning their craft and preparing for upcoming performances.

Participation in NEC’s prestigious ensembles is by audition only and requires a high level of skill and musicianship. By all accounts, it is an intensely challenging program, but for students like Jake, it is equally rewarding.

A DAY IN THE LIFE • 15

A DAY IN THE LIFE OF A CSW/NEC SCHOLAR

1:10 p.m.

Head to orchestra rehearsal.

Unpack and tune cello. Break out into sectionals. Rehearse String Serenade under the direction of conductor Cynthia Woods. Take a break to refill water and have a quick snack. Reconvene as a group and rehearse Carnival.

8:00 a.m.

10:30 a.m.

8:00 a.m.

Pack a violin, cello, numerous backpacks, and 3+ people into Michael Weinstein’s Toyota Corolla and haul it to Boston.

Jake: “Being a successful musician is all about discipline. If I need to practice and don’t want to, I’m still going to practice.”

9:00 a.m.

1:10 p.m.

Private lesson with instructor, Emmanuel Feldman. Work on solo repertoire, including two movements from the Bach Cello Suite no. 4 in E flat Major, the entire Saint-Saëns Cello Concerto in A minor, Popper Etudes, and the first Piatti Caprice.

Jake: “NEC evaluates you on a 1-to-4 scale in categories like performance, music theory, and ear training. A level 4 cert means you are ready for conservatory education. Last year I tested and qualified for level 3 certification in performance.”

10:30 a.m.

Head to a practice room to work on orchestral pieces: Dvořák’s Carnival, Tchaikovsky’s Serenade for Strings, and Mozarts Overture to The Magic Flute. Continue to practice material covered in morning lesson.

3 p.m.

Take a stroll through the NEC library. Hang out, rest, and wait for other CSW students to finish their rehearsals.

11:30 a.m.

6:15 p.m.

Meet up with Michael and other CSW boarders and head back to campus.

11:30 a.m.

Eat lunch — a carryout container of last night’s dinner at the CSW dining hall. Kill time before orchestra rehearsal. Watch Netflix. Stand on the corner of Mass. Ave. and Huntington and watch the city go by.

Jake: “Being from the middle of

nowhere Wyoming, being able to be in a city like Boston is really fun for me.”

6:45 p.m.

Arrive back at CSW. Eat dinner and hang out with friends and unwind in Aleph.

Jake: “After a long day of practice and rehearsals, there is no way I’m getting any homework done.”

10:00 p.m.

Time for bed.

FEATURE

MEET LISE CHARLIER

MEET

Lise Charlier The Cambridge School of Weston welcomes a new head of school.

By CHRISTINE MARSTON CHAMBERLAIN ’63

MEET LISE CHARLIER • 17

On

October 10, 2018, following a thoughtful and inclusive search process led by a dedicated committee of alumni/ae, trustees, faculty, and friends, the board of trustees had the pleasure of announcing Lise Charlier as The Cambridge School of Weston’s next head of school. After months of eager anticipation and close collaboration with a strategic leadership transition team, Lise officially began her new role in July of 2019.

In her time at CSW so far, Lise has already proven herself to be a capable and accomplished educator, who leads with intellect, patience, positivity, and drive.

She is smart, passionate, perceptive, and sensible. Her 25+ years of experience as a teacher and administrator is evident in her ability to build relationships, problem-solve, and innovate with creativity and confidence. She is a natural-born leader, a progressive thinker, and an invaluable asset to The Cambridge School of Weston community.

“I see my life in phases,” Lise shares. “I have learned a lot in all the places I have worked and lived. I loved being a classroom teacher, and I loved overseeing curriculum development. In this position at CSW, I believe there is a place for me to use the many lessons I’ve learned and put them into practice for good use. It’s a natural next step. And you can’t usually do something that leads to growth unless you experience it in a job you love with people you like. I have that here.”

Prior to CSW, Lise served as director of studies and strategic initiatives at Severn School in Severna Park, Maryland. Before Severn, Charlier was upper school assistant principal at Friends School of Baltimore in Baltimore, Maryland. She has served on the board of trustees for Green

Street Academy, the Association of Independent Maryland and D.C. Schools (AIMS), the Cowles Charitable Trust, and the Center for Spiritual and Ethical Education (CSEE). She holds an MS in education from Johns Hopkins University and a BS from Georgetown University.

Walking into Lise's office in the Kluchman Building, there is a sense of order and calm. Large binders on her shelves hold a collection of resource material — letters, articles, scribbled notes — all with insights she considers to be valuable. She moves forward reflectively, gently, and collaboratively.

Looking out the window, Lise rues the fact that she still sees students walking past and doesn’t yet know the things that are important in each of their lives. She eventually will, no doubt.

EARLY LESSONS Lise was born and spent her early years in Haiti. Her father, Gérard Frédérique, was an ophthalmologist who began his career at Haiti’s Albert Schweitzer Hospital, a rural medical facility founded in 1956 by William Larimer “Larry” Mellon, a doctor and an heir to the Mellon banking and industrial fortune. There he also met Lise’s mother, Esther Eshelman, a young

Mennonite nurse from a Pennsylvania farming family who was working as a volunteer at the hospital. The first in her family to go to college, Esther had earned her GED and gone on to the Lincoln School for Nurses in the Bronx, NY. Deeply impressed by Gérard when he worked at the hospital as an intern, Mellon urged him to go to the United States for his residency in the mid-1950s.

Gérard was among the first Black residents at the University of Pittsburgh Hospital. Lise’s father then returned to Haiti as the first U.S. Board Certified ophthalmologist, as he had always intended to do, and married Lise’s mother.

Though much of Lise’s childhood was spent living in the hospital's diverse community, comprising both expatriates and locals, Gérard and Esther were unique in being a mixed-race couple — a Black Haitian doctor and a White woman from the United States.

“My mother’s parents shunned her when she married my father, who was Black and Catholic,” Lise shares. “When I asked him if he was angry about their opposition, he said no. Yes, he was sad, but no, he was not angry. My father always felt that their opposition to the marriage came from a lack of understanding on their part, and a

18 • THE GRYPHON Fall/Winter 2019-20

fear of the unknown for their daughter.

While my mother was upset about her family’s position, my father was always optimistic that they would eventually change their minds, and they did. They even visited Haiti a few times. The lesson here is that my father left the door open so that my mother’s parents weren’t humiliated. They didn’t have to ask for forgiveness when they eventually came around. That was one of the biggest lessons I took from him.”

It is a lesson that Lise has kept with her, especially when she joins a new community, as she did at CSW this fall.

“I try to respect people’s dignity and leave plenty of room for them to grow,” Lise says. “Too often, we come to judge or to dictate, failing to leave people room to change without losing face. We need to give people in all aspects of our lives, including our students, a chance to present iterations of themselves.

Often we are not good at a task the first time we try, and it is particularly important for us as teachers to remain open to potential.”

THE ENDLESS AND VARIED PATHS TO LEARNING Growing up, Lise remembers sitting next to her father on his bed while he regularly listened to audio lessons and read professional journals from the American Society of Ophthalmology, and although she did not fully understand, she did internalize the fact that he was reading and listening and growing in his knowledge. It was her introduction to a life of continuous learning and a deep and perpetual curiosity.

At that time, there was no real museum in Haiti, nor was there a library for young people. Lise’s school — the best school in Haiti at the time — had a library that was only the size of a small classroom, and the shelves were marked as to what grade level qualified to look at particular books. If you were in the 9th grade, you could not take a book from the 11thgrade row.

Lise soon exhausted the books she was allowed to read at school, but one of her mother’s best friends, a teacher from the U.S. who brought books when she came to visit, supplemented her source. Lise remembers well the year she brought Maya Angelou’s amazing work I Know Why the Caged Bird Sings. There were also books such as Where the Red Fern Grows, set in the Ozark Mountains during the Great Depression, in which Billy Coleman works hard and saves his earnings to buy two coonhound pups. They also had the Encyclopedia Britannica, which Lise loved.

“Reading has always been huge in my world. If I have a plan or a thought, I want to learn more about it,” Lise explains. “I hold a deep belief that if you set a goal for yourself and maximize the tools around you, you can do a lot. Everyone can become a better version of themselves, an enlightened version of the person they want to become.”

The Frédérique family moved to Haiti’s capital, Port-au-Prince, when their three children were school age. In the Catholic schools, the language was French, but students also studied English, Spanish, and Latin. Creole was spoken among friends.

As a sophomore in high school, Lise had the chance to travel to Newton, Massachusetts and enroll at Newton South, leading to one of the most illuminating years of her life. She was fascinated by how nice people were to her, but there was cultural shock around the open and frank adult-student relationships, coming as she did from a school where many of her teachers were more formal in their relationships. The discussion-based classes were a complete change from her schooling in Port-au-Prince, where memorization and recitation were the mainstays of learning. Both experiences continue to have an impact on Lise’s own dynamic as a classroom teacher.

“My ideal teaching technique involves teachers who passionately share their knowledge while applying fabulous and creative ways of including students in discussions and discoveries,” she says.

“Questioning a teacher in my early Catholic schooling was considered by most as an insult to their authority. One of the aspects of CSW that impressed me right away was the opportunity students enjoy to ask questions freely and use their voices to impact curriculum and program.”

Lise determined that she would go to college in America to study languages, and in looking for a place that provided an international atmosphere she chose Georgetown University in Washington, D.C. Her parents were supportive, but neither of them had ever gone through

MEET LISE CHARLIER • 19

Paris. After their daughter, Emmanuelle, was born, there was a six- or seven-month period during which the government changed three times. As the situation became increasingly difficult, they decided to leave the country.

“Friends in Haiti thought we were crazy because technically we had everything we needed and wanted there, but we increasingly found that we no longer shared aspirations with many of the people we knew,” Lise says. “We left Haiti with two suitcases each.”

BUILDING A CAREER IN EDUCATION Lise and Garry went first to Pittsburgh, where Lise spent five years teaching at the pre-K to grade 12 Winchester Thurston School, founded in 1887. Garry and Lise had their second child, Cedric, while living there. One of Lise’s fondest memories at Winchester Thurston is of taking six girls on a foreign language trip to Mexico. Lise says this was the first time, as a young adult and mother, that she fully realized the role of trust that exists in such a situation. “I understood what it means for a parent to entrust their child to you as a teacher or head of school.”

the application process, so they could not help much in practical terms. She remembers very well filling out the applications herself. A few days before she left for the U.S., Lise’s mother pulled her aside to warn her that “there was an issue in the U.S. around race.”

“She confessed she didn’t know what it was going to be like for me, and that must have been worrying for her,” Lise explains.

“In the end, the complications of race relations was probably one of the most challenging aspects of my experience at Georgetown.”

While at Georgetown, Lise went on a year’s study abroad program to Spain.

During her time overseas, her mother died suddenly. While Lise was in Haiti for the funeral, the Duvalier regime, a 30-year dictatorship, was overthrown, sending the country into turmoil. Upon graduating from Georgetown, Lise took a teaching position in Haiti at one of her alma maters, and soon thereafter met her husband, Garry Charlier, who had returned to Haiti (where he was born and raised) after earning a master’s in mathematics in Grenoble, France, and an advanced civil engineering degree in

After a few years in Pittsburgh, Lise and her husband realized that it was not an ideal location from which Garry could freelance in international work, so when Lise received an offer to work at the Friends School of Baltimore, she jumped at the opportunity. They made the move to Maryland, and from there, Garry was also able to join the World Bank Group in Washington, D.C. At Friends, a Quaker school founded in 1784, Lise worked first as a full-time foreign language teacher while immersing herself with the Quaker tenets. Eventually she moved into more administrative roles from ninth grade dean to assistant head of upper school, serving also as dean of students and alternatively as dean of faculty. In each of those roles her goal has always been to strengthen student and faculty capacity by finding strategies that are relevant and supportive.

20 • THE GRYPHON Fall/Winter 2019-20

“I invest a lot in people’s dignity and self-esteem.”

Peter Bailey, executive director of the Association of Independent Maryland and D.C. Schools, and a close friend and colleague of Lise’s, believes that her personal experiences provide her with an internalized sense that listening to different voices is profoundly valuable and worthwhile. He also feels that the international, cross-cultural, and cross-linguistic dimensions of her life experience are particularly well-suited to CSW. “In the Quaker environment, you learn to listen deeply,” Lise says. “You don’t ask a question unless you’re interested in the

answer. This takes me to the issue of hierarchy and to the question of who has a voice and when. If everyone has something to contribute everyone should also have a voice, regardless of who they are and regardless of their age or sex.”

Lise was the assistant principal at Friends School of Baltimore when Felicia Wilks began teaching English there in 2004. Felicia is now assistant head of school and upper school director at Lakeside School in Seattle.

“I attended an independent school, but I had a lot to learn about working in one. I was a young working mother and Lise

was a North Star for me in many ways: she led with humility and was a model of strong, calm and thoughtful leadership,” Wilks shares. “She was also a caring and present mother. I had the privilege of teaching both of her children and they are remarkable people. After three years, I became the upper school English Department chair.

In this, my first formal leadership role as a professional, Lise taught me how to listen openly and seek to see things from a variety of perspectives. She also taught me to be aware of and to act responsibly with my new power as a

MEET LISE CHARLIER • 21

department head. I carry these lessons with me in my work today. I count myself as lucky to have had Lise as a mentor for all of these years and to count her as my friend.”

Lise formalized her master’s in education at Johns Hopkins in 2007, and accepted an appointment as academic dean and later as director of studies and strategic initiatives at the Severn School in Maryland. At Severn, she built a team and created a vibrant Summer Academy focused on professional development for faculty. She also enjoyed many opportunities to join conversations and committees thinking about the future of education both in content and pedagogy. She was involved in the creation of an innovation space as well as the implementation of an online network of classes through the Malone School Online Network (MSON) that transformed opportunities for students at Severn and other independent schools across the United States. She was also instrumental in launching the Association of Independent Maryland and DC School’s (AIMS) annual diversity conference, which was held annually at the campus of the Severn School. After nine years she left to join us at CSW.

COMING TO CSW From the beginning of the head of school search process, Lise says she felt a real affinity for CSW, feeling drawn by the school’s mission and core values. As

HELP US WELCOME LISE!

FEBRUARY 18, 2020 Los Angeles Alumni/ae Reception

someone who has dedicated her professional and personal life to promoting student-centered teaching and learning, and to building communities that value diversity, equity, inclusion, and global engagement, she has said it almost feels as though she spent a lifetime preparing for this incredible opportunity to lead our wonderful school.

When Lise looks back on how she got here, she admits that it wouldn’t have happened witout the education she received, both formal and informal. “My education was a rich one and started in the locality where I was born. I was born in a community that, though physically small, was the richest I have ever lived in. Hospital Albert Schweitzer (HAS) was a beacon of peace and hope; the community the Mellons created was, at that time, undoubtedly one of the most diverse and inclusive that existed anywhere. “ Lise attributes those years at HAS, subsequent visits there, and the relationships made and built over the years to be the bedrock of her values. Dr. Mellon saw in her father, Dr. Gérard Frédérique, a brilliant ophthalmologist whom he subsequently sponsored for additional training and opportunities. This, too, is what Lise loves to do in her work in schools: amplify opportunities for all students.

“We have a Mission Statement at CSW,” Lise says, “of which we must never lose sight: ‘To provide a progressive education that

emphasizes deep learning, meaningful relationships, and a dynamic program that inspires students to discover who they are and what their contribution is to their school, their community, and the world.’ It is a major task, but one I know we can continue to realize as we work together. I invest a lot in people’s dignity and self-esteem. But that doesn’t mean that I don’t hold people to high standards.

I am compassionate, but I am also a no-nonsense person. I’ll help you, we’ll make a plan, I’ll get you everything you need. But if you’re a grown-up working in a space where children need you, then I expect you to bring everything you’ve got to the task. That’s the contract.”

Perhaps it is best to end this profile with a comment that echoed through all the conversations I shared with friends and former colleagues. “What do you think of first,” I asked, “when you speak about Lise?”

Without exception, I heard about her inherent grace and her ability to move forward collaboratively. A former colleague describes Lise as a community builder, and she does that by encouraging everyone to communicate and share what they know with others. Mary Carrington, director of library services at Severn, met Lise 14 years ago when she came to the Severn School as the new dean of studies. Mary describes her mentor as one who leads others to a place where they can dream.

High praise, indeed.

Building off successful events in Boston and New York, we have put together a series of gatherings this spring so that each member of our community has the opportunity to meet Lise in person in a small, communal setting. Below is a list by date so that you may mark your calendars. We hope to see you at an event very soon!

FEBRUARY 20, 2020 San Francisco Alumni/ae Reception

APRIL 15, 2020 Washington, DC Alumni/ae Reception

MAY 1–3, 2020 The Cambridge School of Weston Reunion Weekend

MAY 15, 2020 The Cambridge School of Weston Grandparents and Grandfriends Day

22 • THE GRYPHON Fall/Winter 2019-20

Inspired Teaching Todd Bartel Earns the RISD Art and Design Educator Award

ON FRIDAY, OCTOBER 11, VISUAL ARTS TEACHER Todd Bartel was honored by the Rhode Island School of Design (RISD) Alumni/ae Association with a newly established Art and Design Educator Award. Todd is the inaugural recipient of the award, which is given to RISD alumni/ae “who demonstrate exceptional skill as an educator or a clear commitment to the field of art education, and are recognized by their peers and students as having shown those qualities that most encourage students to learn and thrive creatively.”

“I feel so humbled and honored to be the inaugural recipient of the Art and Design Educator Award,” Todd shares. “It is wonderful but also overwhelming. This acknowledgment and celebration of my skills as a teacher means a lot to me personally.”

It was during his sophomore year in high school when Todd knew he wanted to make a career of teaching, a desire he expressed in his application to RISD. He remembers saying he wanted to paint and to teach — plain and simple. He attributes his interest in teaching to the many great educators that guided and inspired him throughout his own journey as an artist.

JANE’S JOURNEY • 23

Todd came to CSW in 2002. He has since taught a variety of courses in drawing, painting, collage, sculpture, installation art, design, and conceptual art. He is also the founder of the IS (Installation Space), CSW’s proposal-based installation gallery, and founder and Gallery Director of the Thompson Gallery, a teaching gallery dedicated to thematic inquiry.

“Each and every day, during each and every conversation, I work to bolster students’ innate strengths appropriately, while holding the high bar of honing weaknesses into skills,” Todd shared in his acceptance speech. “I know of no other greater classroom success than the student who falls in love with the thing they did not have in their suitcase when they first entered my classroom.”

As a collage-based artist, Todd says that his experience with collage, assemblage, and installation taught him “how to listen — to find, to mind, and to bind.

Anything and everything tangible and intangible can be combined if you figure out how to listen.”

“I did not get a degree in teaching.

I learned the art of teaching from a great many excellent teachers I have had over the years.”

— Todd Bartel

Over the years, Todd’s profound patience, sincere encouragement, and sage advice have proven invaluable to countless CSW students.

“Of the many teachers I have had in my academic studies, both at CSW and at RISD, in the undergraduate and graduate level, none have made as large an impact on my life as Todd Bartel,” adds Max Pratt ’15. “In the formative time of one’s life which is high school, Todd pushed me to become a deep thinker and a serious creative. I can certainly credit my success in an arts college, as well as my early development as a designer, maker, and artist to Todd’s unique pedagogy. I am sure I would not be alone in saying that Todd was, and still is, my favorite teacher.”

24 • THE GRYPHON Fall/Winter 2019-20

Being a TA was an amazing advantage of attending CSW, as was Alorie Parkhill’s “Advanced Writing Practicum” class. In it, I wrote my first curriculum, which tackled a topic that I still engage with daily: how to teach organized writing in a way that nurtures the terrified writers while still challenging the confident ones. I still use many of the methods I proposed in that project in my current work. I remember coming out of the Elephant House into the cold air after teaching a writing lesson to the freshman as part of an AWP assignment and thinking, “I never want to do anything but this!”

I TAed at least two classes with Joanie Bernhardt, and I fell in love with, of all things, editing essays. I loved helping students dig for their own truths and shape them into words so strong that the world had to listen. In addition, because I went to CSW, I saw methods of education work that many of my colleagues have never heard of and have trouble imagining. The result is that I can think outside of the many many boxes that the educational field is full of to teaching approaches or solutions to teaching problems Anna Logowitz ’03

that I see others struggling to grasp.

From the Mod System I learned the power of

Great teaching inspires great teachers. We asked alumni/ae educators Anna Logowitz ’03 and Raekwon Walker ’13 to reflect on the impact CSW and its faculty have had on their careers and their decision to dedicate their lives to education. What does good teaching look like? And why does it matter?

time and space as tools in shaping the

Anna Logowitz ’03 Creator, Integralis pedagogy Head Teacher/Director, Falcons Integralis Learning Community

educational experience, and this has become the crux of much of my work as a pedagogue.

Many of my curricula begin by looking at the resources available, including time and space, and then shaping them to support the

It is difficult to pinpoint exactly when I shifted

educational needs at hand. CSW gave us time

from never wanting to see a school again to

and space that we could live in, not just

aspiring to spend the rest of my life in them, but I

perform in, and that is something I aspire to

know that both occurred during my time at CSW.

with all of my program designs.

CSW expanded my idea of what education could be. I learned that education could be art,

Lastly, the ups and downs of project-based

music, discussion, relationships. Above all, I

learning have been invaluable in every aspect

learned that it could be life, rather than in

of my life, both in the classroom and out of it.

competition with life. This is still the core of my

From it I learned tenacity, creative problem

pedagogical work today. Students deserve a life

solving, and the ability to see the beauty in the

well lived during their education, not held out

journey — both when things go as planned,

like a carrot on an infinite string. I design

and, most importantly, when they don’t. I am

classroom communities where the act of living

often asked how on earth I came to start a

requires the same skills that we wish to teach.

one-room schoolhouse, usually quickly

CSW showed me that education, including the

followed by how I manage to teach all ages

awful mix-ups and mistakes, can be a joyous

simultaneously, and the answer lies complete-

adventure, alive with metaphorical dragons and

ly with the creative problem solving inherent in

comrades and triumph over our fears.

a CSW education.

INSPIRED TEACHING • 25

Raekwon Walker’13

Raekwon Walker ’13 Teacher, Baltimore City Public Schools Doctoral Candidate, Johns Hopkins University School of Education

to a quality education regardless of their zip code. I am grounded in understanding that highly effective teaching is dependent on authentic, meaningful relationships and culturally relevant practice.

I knew that I wanted to become an educator after graduating from CSW. I was born to be

My teachers at CSW cared about me beyond

an educator. Working with young scholars is

my academic achievements. They cared about

my passion. Education needs me: I am a proud

my development inside and outside of the

Black man.

classroom and at the same time were able to hold me to high expectations.

I am Newark (NJ) bred. I attended Newark Public Schools through eighth grade and CSW

I failed a math course with Agnes Voligny, who

changed the trajectory of my life. While at CSW,

never gave answers but supported my

I knew that my time there was utopic — there

mathematical thinking by asking me critical

was a disconnect between the life I lived in

questions that supported my understanding of

Weston and the place I called home back in

process over product. I have embedded this

Newark. For this reason, CSW helped to shape

approach to teaching and learning in my

my pedagogy and life’s work. I firmly believe

classroom in an effort to support and develop

that every young person is deserving of access

my scholars’ creative and critical thinking skills.

MindBody CONNECTION Students Use EEG Headbands to Measure Mindfulness

T

hese days, there are few among us who don’t own a smartphone. And with those smartphones comes an endless fountain of distractions. Emails, text messages, social media posts, news alerts, and the resulting pop-up notifications and visual and auditory reminders that come with them. Add to that the lure of on-demand streaming and deliveries at the click of a button, and what do you get? A whole lot of distractions.

It’s no wonder, then, that mindfulness — and the practices and techniques

associated with it — has emerged as a popular trend. But what exactly is mindfulness, what are its benefits, and how do you know when you are doing it right?

Through its year-long 10th grade PACE course known as “Mind-Body Connections,” CSW seeks to educate students on this important life skill. The goal is to promote an understanding of mental, physical, and emotional connections, teaching students how to exercise self-care, and in doing so, build a positive self-identity and practice effective decision-making skills.

In an effort to observe and measure the impacts and effects of mindfulness training, course instructors have taken

the innovative step of partnering with BrainCo, a tech startup incubated in the Harvard Innovation Lab. The Somerville-based company — with offices around the world — has used its technology in a number of spheres, with projects in education, cognitive training, fitness, and wellness. In addition to developing brain-machine interface (BMI) technology for prosthetics, BrainCo researchers have been working to address the issue of student engagement in the classroom.

“How efficient are you with the time and content you have when it comes to studying?” Max Newlon, President of BrainCo, USA, asked students during a campus visit this fall. “You can study longer, but how can you study better?

How do you quantify focus?”

MIND BODY CONNECTION • 27

With their pioneering “Focus 1” EEG headbands, BrainCo has endeavored to do just that: find a way to effectively measure student focus and engagement.

The bands work by detecting electrical signals as they make their way from the wearer’s brain to the skin. Super sensitive sensors pick up on those signals, which can indicate how engaged or focused a student is at any given time.

At CSW, however, the bands will be used not to measure engagement, but relaxation and meditation, allowing students to use real-time neurofeedback to witness how their brain shifts in response to various mindfulness lessons and techniques. CSW is the first school in the United States that will be using the brain bands in this capacity.

“This partnership will illuminate the impact of mindfulness education and support our school’s efforts to measure and improve upon our educational programming,” says Jen Quest-Stern, Director of Community Health and Counseling and Grade 10 PACE Program Coordinator. “Through questionnaires offered before, during, and after student use of the headbands, along with classroom conversations, CSW and BrainCo will be able to measure how mindfulness education affects students.”

Before outfitting students with their bands in October, Max addressed a number of common questions and concerns. He made clear that the Focus 1 headbands cannot read your mind. They also can’t identify anybody — the bands CSW is using, and the info they send, is completely anonymous, and none of the data is retained long-term. And lastly, the bands cannot read or detect emotions.

When it was time to put the headbands into action, five volunteers went to the front of the classroom to try out their new gear. Putting the bands on was easy; it took less than five minutes for all students to be up and running. Each student’s band had an easily visible indicator light on the front that showed

whether or not the band was accurately placed, and, once initiated, the level of focus each student was exhibiting. A red light meant a student was very focused, a blue light meant they were more relaxed and disengaged, and yellow meant they were somewhere in the middle.

While the students were wearing their bands, Max projected the company’s FocusEdu software platform on a large screen so that the audience could observe feedback from the headbands in real time. He then led the class through an interactive game, in which the student volunteers were challenged to bring down their average level of engagement. As the students endeavored to disconnect and relax by closing their eyes and taking deep breaths, a gauge on the screen showed how their average level of focus and stimulation began to decrease. To make things more fun, as the students relaxed, new trees would populate an animated forest scape scene on the screen.

While the students were only able to move the gauge very slightly, the hope is

"This partnership will illuminate the impact of mindfulness education and support our school’s efforts to measure and improve upon our educational programming." that with time, instruction, and practice, they will eventually be able to more substantially settle their brain activity with increased efficiency and speed. In this way, students will be able to directly quantify the impact of their learning through the course of the “Mind-Body Connections” curriculum. The ultimate goal is for students to develop skills in meditation, relaxation, and other stress-reducing techniques they can use for the rest of their lives.

&

Then

&

Now

30 • THE GRYPHON Fall/Winter 2019-20

CLASS NOTES

our little paradise! We so enjoyed seeing everyone at the 50th reunion two years ago - we'd love to see you again.

1950s

Tom Holzman ’68 and his wife

Heli Meltsner ’56 writes: My new

Alison welcomed twin

book, The Arts and Crafts Houses

grandchildren. Here they are

of Massachusetts: A Style

modeling their CSW onesies.

Rediscovered, came out in May 2019. I enjoyed doing the

Cheryl O’Donnell ’68 writes: I

fieldwork, research, and

have been retired from social

photography and also enjoyed

work since 2017, when my position

having finished it. If you're

at a hospital diversion program

interested, it's available on

was eliminated. In the meantime,

Amazon. Now I'm at work on my next book about Cambridge architecture. Stay tuned!

I'm spending time spoiling my Gay Donham Quereau ’58, Mary Doll ’58, William Doll ’91

Lois Knight ’57 is proudest of

teaching a variety of humanities

I should have gone to our 60th

being a Founding Member of The

courses, including “Literature by

last year! Here are photos Will

Elephant Sanctuary in Tennessee,

Women,” “Literature of the South,”

took of the four of us, including

now in its 24th year! She has been

“World Mythology,” and

my husband, Quentin. You can

in animal rescue work all her life,

“Foundations of Story.” It would be

see what fun we had. It was a

but the elephants have brought it

wonderful for me to host

to another level. Her son gave her

prospective students from the

“elephants.com” for her birthday in

Cambridge School.

1995 and it has expanded their

HUGE treat — a great gift!

Susan Jones ’59 writes: After 50 years dabbling in the arts, I

outreach globally! In addition to

Gay Donham Quereau ’58 writes:

rescuing 27 elephants, their

Still ticking. I met up recently with

less full time after my retirement

mission is educating and they

Mary Aswell Doll ’58. We've been

from MIT 13 years ago. This past

teach worldwide.

returned to the activity more or

best friends since first grade in

summer I had my first solo show

Chappaqua, NY, and we both

at the Belmont, MA, Public Library.

Mary Aswell Doll '58 writes: Next

transferred to CSW the beginning

It was up through the end of

year will be my 20th year at SCAD

of our junior year. We had a

August 2019.

fabulous reunion together this

1960s

past week in Lewiston, ME, with Dona Aitken ’68 Columbine Lantern

poodle and cats and looking for other sources of income to keep

her son, William Doll ’95, also a

Dona Aitken ’68 writes: Past

graduate of CSW, and my

faculty Finlay McQuade and his

husband. Mary, knowing I had

wife Lynne Giallombardo visited

lost my CSW yearbook, brought

us in June. We showed them

me a copy, and it was a GREAT

Glacier National Park and the

treat! Wonderful memories. My

lovely environs of Ovando, MT and

husband and I spend 5+ months

had a great time. Although I

of the year in mid-coast Maine.

foolishly cut the ends off of two

We have four grandsons (9, 7, 6,

fingers of my right hand with the

and 4) who live in Chicago and

table saw (note blue wraps in

London. We get to see the

photos) I am happy to say they

London family twice a year and

healed well and I am back at

the Chicago crew more often,

work in the shop making things

there, in Maine, and in Cleveland.

like this Japanese lantern style

We both love retirement but this

lamp for a show in October 2019.

aging thing is sometimes

Maybe these pictures will inspire

frustrating. We're doing fine

classmates to visit us in beautiful

all-in-all. Greetings to classmates.

Montana, too! We like to share

cats, poodle, and husband in the style to which they have become accustomed. My daughter Rosalie, 28, flew the nest in August 2019, moving to Salem, MA, to put her newly minted BS in interior design to work.

Tom Graham ’69 writes: I enjoyed spending time this summer with CSWers Daniel Lewis ’69, Mark Ames ’69, and Oliver Blackman ’70. All are thriving. Looking forward to exhibiting my tin can collages and other tin can stuff at the 16th Annual Fearrington Folk

Tom Holzman ’68

CLASS NOTES • 31

WE WANT TO HEAR FROM YOU! Everyone is invited to submit news to the Alumni/ae Office.

Please email news and photos to alum@csw.org.

2013, Julie and I packed up the

nearby in Arlington and is still

suburban house and moved to

playing music professionally,

Charlestown (Boston), where we

doing woodworking, and helping

have a two-bedroom, third-floor

with the AMC in New Hampshire. I

walkup. We pretty much love the

also stay in touch with David Paul

place as our roof deck has a

’73 who moved to Boulder, CO, a

beautiful view of the city and our

few years back. He and Kathy

neighbors and neighborhood are

seem to do everything right in life.

quiet and friendly. Our dog Izzy has

My brother Ben reports that Matt

finally adjusted to city life. We still

McCabe ’73 continues to tickle

have our house in northern New

the keys professionally in and

Hampshire, which we try to visit as

around the Boston area. I caught

Art Show in Pittsboro, NC,

Along the way (prepare for

often as our busy schedules allow.

up via email with Carol Robey ’73,

February 22 and 23, 2020. Come

excessive bragging), Julie and I

This is the same house in which

who has, I think, retired from her

see me!

raised three phenomenal children

many Cambridge School

pediatric MD practice to focus full

1970s

who were as wonderful as kids as

memories were made, including

time on painting. Carol has an

they are inspiring as adults. John,

the aborted snowshoe adventure

amazing gift. I see Marilee

Gail Dickersin Spilsbury ’71

our eldest, is an evolutionary

up Mt. Adams and the building of

writes: My book – Quartetto

biologist (plant geneticist)

our hillside cabin after graduation

lunch in Cambridge. Sunni and I

Sabino, set in the olive oil-

living outside of Denver with

in 1973. Julie and I just celebrated

had a quick visit with Rob Moir

producing hills near Rome, was

Ashley and raising two

our 41st wedding anniversary.

reissued this fall. I toured it to

fantastic boys. Samantha, our

We make good use of our little

some of the ancient hill towns

middle child, is a new mother

motorboat on Boston Harbor.

toes as an architectural advocate

where the stories take place. It

and in her 7th year teaching

Some fishing, lots of island

and historian.

was a special time!

second grade at the Pierce School

exploration, and often just a cruise

in Brookline. She and Andrew live

to nowhere. I work as a clinical trial

Sian Ballen ’73 After more than a

in Charlestown near us and have

imaging specialist at Takeda

writes: Life is a’changing in all so

decade of writing and editing

their hands full with their son who

Pharmaceuticals in Cambridge. It's

many (but NOT all) ways. My

articles on Architecture and

is an energetic eight-month-old.

a good job and the commute on

husband, Mark, and I are

Interior Design, I published a book

Our youngest lives on Beacon Hill,

foot, bike, or car is 2.5 miles

celebrating 30 years married and

and manageable. Life is good.

are almost empty nesters as our

I heard recently from Larry

up. Our daughter is a senior at the

with Rizzoli, "Making Rooms Your

works hard every day at

Own, Lessons from Interior

Smartsheet as a customer

Designers." It's available on the

success manager, and is one

Rizzoli Website as well as Amazon.

fun person and cool customer. In

“Sunni” Meyer ’72 occasionally for

’72 a year or so ago. Sunni keeps the city of Cambridge on their

Andy Postlethwaite Riedy ’73

two children are all grow(ing) “Stroker” Rogovin ’73 who lives

University of Virginia, studying

Christopher Lovel ’73 writes: I have had an amazing life before, during, and after CSW. In 1970, I followed my brother Ben Lovell ’72 and Jonathan Russell ’71 to The Cambridge School as I was wasting away as a marginal and unmotivated student at Newton High. Upon arrival at CSW, I continued being a marginal student but became highly motivated in almost everything else CSW: theatre, sports, art, and friends. This was the most transformative time of my life.

Thank you CSW. I went on to college and then to work, which I have done non-stop for 42 years.

No regrets, although the prospect of retiring has huge appeal.

WHY I GIVE JOAN CURHAN ’55 CSW deserves to have a substantial endowment because they’re so good at what they do. I also believe strongly in planned giving. Long ago, when I wrote my first will, I put in money for CSW, and each time I revise my will, that directive stays right in there. The key to bringing in money is involvement and relationships. Stewardship is really a sense of direct involvement in the outcome. It is that which leads people to give and it is what The Cambridge School of Weston is about, becoming involved and feeling that you can and have made a difference.

ALANA ZOLA ’09 Ten years since graduation, I recognize that CSW was fundamental to developing my critical thinking, my empathy for others, and the values that are core to who I am. I donate to the Annual Fund because I’m grateful for the way in which CSW shaped my life and I want to make sure others will be able to experience CSW in the future.

32 • THE GRYPHON Fall/Winter 2019-20

Ayla Barreau ’05, Amos Glick ’85, and Andras Jones ’86.

teaching illustration locally.

to share - to commemorate the

1980s

60th Anniversary of the Sister City

Mike Luce ’83 writes: Max

Priscilla Alpaugh Cotter ’78

Biomedical Engineering. Our son,

a BA in history from UBC

Alex, stayed in Denver after

(Vancouver, Canada) and spent six

graduating from University of

months this past year teaching

Colorado Boulder with a BS in

ESL in Prague. He will be entering

architectural engineering and has

law school at Queen's University,

been doing multi-unit

Kingston, Ontario, in September.

construction management for the last two years. I am now fully

Priscilla Alpaugh Cotter ’78

retired and enjoying the flexibility

writes: I'm pleased to report that

where I can choose what I want to

I am now a very busy illustrator

do versus making the time for

of art for children. In July of 2018

what I have to do. Hopefully, I will

I was signed by Christy Ewers at

start to travel and be able to catch

the CAT Agency. I recently

up with you all.

completed art for the picture book, Space Mice, by Lori

Sarah Speare ’74 is the CEO of

Haskins Houran, which will be

Tootie's Tempeh, a social

released by Albert Whitman and

enterprise business dedicated to

Co. in the Spring of 2020. I also

providing organic, plant-based

reached a life goal of creating an

tempeh that is high in protein,

illustration for the Cricket

locally made, and friendly to the

Magazine Group. It was for

earth, human health, and animals.

Ladybug Magazine. I will also be

New recipes coming soon!

among a fabulous group of

Jake Allderdice ’76 writes: I’m

the Umbrella (formerly known as

still living in Toronto, teaching

Emerson Umbrella) in Concord,

architecture and writing. My sister

MA. The illustrators are Brian

Frances ’78 is teaching

Lies, Sarah Brannen, Wayne

elementary school in Concord, NH.

Geehan, Nicole Tadgell, Julia

My son Jasper ’13 graduated with

Miner and Ilse Plume. I'll soon be

illustrators at a show this fall at

relations between Boston and Kyoto, 30 artists from the

Levine ’81 and I are still best

Kogei-Kyoto collective are

friends. We're still the Dungeons

exhibiting their work at the

and Dragons nerds we were

Society of Arts + Crafts. The

when we went to CSW. Recently

exhibition is co-organized with

we decided to share another

the Japan Society of Boston and

love, that of cinema, with the

on view through November 10,

rest of the world by starting our

2020. I have been involved with

own podcast, "Max, Mike;

bringing the artists and their

Movies." We're over 50 episodes

artwork from Kyoto to Boston and

in and having a blast. On the

am happy to be supporting this

side, I write and draw comics

significant exhibition and related

and experiment with portraiture

events. To help fund the show, I

and abstract art. My partner and

am contributing proceeds of

I have been together for 23

artwork purchased from my

years and live in Michigan.

Exhibition on Main Street to go directly to SA+C to support the

Amos Glick ’85 writes: Here’s

Kogei-Kyoto show. My installation,

a photo from a party at my

commissioned by the deCordova

apartment. Andras Jones ’86

Museum, spans 100 feet of

and Ayla Barreau ’05 were

windows and is currently on view

there. Andras is no surprise,

24/7 at 1 Main Street, Kendall

but Ayla ended up there

Square, until December 31, 2020.

because she knows my

Please take a look at the link and

housemate. I met her at a CSW

share this catalogue with anyone

event in LA a few years ago,

who may be interested:

but we also, it turns out, have

NihoKozuru.com/Market.

the same agent! We had a blast talking CSW! Funnily

Jenny Burkin ’87 writes: I am

enough, I also see Valerie Luce

currently living and working on

Kuhns ’80 all the time at

Martha's Vineyard. I am a

Impro Theatre, where we both

practicing artist, and I have done

study improvisation!

a lot of art teaching, library work, and museum work over the years.

Niho Kozuru ’86 writes: I wanted

CLASS NOTES • 33

“Japanese Garden 3” by Jonas Wood ’95

I recently adopted a rescue dog from Texas named Charlie. I will be turning 50 this year and am

2000s

Erica Wessmann ’03: I have

thoroughly freaked out about it. It

accepted a one-year full-time

doesn't seem possible that it was

Lecturer position in the Sculpture

so long ago that I was at CSW!

Department at Yale School of Art.

1990s

I will also be teaching adjunct at

Libby (Sunshine) Prang ’98 and family.

NYU in the fall.

Libby (Sunshine) Prang ’93

writes: My family and I moved to

Ella Brandon ’06 writes: CSW

diaspora. I was inspired to create

Ellery Chalmers ’12: Ellery's film,

Boulder, CO, from NYC in January.

faculty Eli Keehn and I celebrated

this magazine because of the

James R. Thompson, was

We couldn't be more happy to be

our wedding this past May in

Caribbean's single-story and the

featured at the Chicago

here so close to nature!

Gloucester, MA. CSW was well

lack of representation in

Underground Film Festival in June 2019.

represented at our tiny backyard

mainstream media as a

Jonas Wood ’95: In May 2019

wedding. Siena Evans ’06,

Grenadian. Our magazine is

Jonas Wood’s ’95 painting

Cooper (Evans) Evello ’10, Sarah

creating a lane for Caribbean

“Japanese Garden 3” (2019) was

(D’Angelo) Evello ’10, Lydia

culture in media. Visit

sold as part of an initiative to

Carroon ’07, and visual arts

shuganspice.com for more

fund a 600,000-acre reserve

faculty Tom Evans attended.

information. Additionally, I

in the South American

Photography faculty Anne

recently graduated from

rainforest. The Global

Rearick took beautiful photos.

Columbia University with a

Wildlife Conservation and

Master of Science in strategic

IN MEMORIAM Sue Poverman ’47 Brenton Groves ’48

the Rainforest Trust's plan is

Eric Simpson ’10 writes: Getting

communications. My story was

to match the hammer price

married in September of 2020!

profiled on the School of

Kathy Tugendhat ’51

Professional Studies website. I Shari Stiell-Quashie ’12 writes: I

Bob Winslow ’56

the conservation project. This

also pitched and led a panel at

is in conjunction with Christie’s

recently co-founded Shuga N'

SXSW this year on why nuances

Auction House and Art to Acres

Spice magazine. Shuga N' Spice is

are the future of marketing. The

wildlands conservation through

a print publication offering a

panel included Lisa Atia of

Bill Paly ’71

the combined sale of artwork

genuine view of Caribbean

Backstage Capital, Janel

Vali Kahn ’94

and support of matching funds.

culture, entertainment, and

Martinez of Ain't I Latina, and

lifestyle in the region and the

Wadnes Castelly of Mimconnect.

by 400 percent, to go toward

Dick Lehne ’61 Marc Mitchell ’66

34 • THE GRYPHON Fall/Winter 2019-20

ALUM SPOTLIGHT

Peter McMahon ’75 Beginning in the late 1930s, Massachusetts’s Outer Cape, with its beaches, pinewoods, kettle ponds, and salt marshes, attracted a wave of European artists and architects seeking refuge from rising tensions in Europe. These creative minds — including the likes of Bauhaus founder Walter Gropius and Marcel Breuer — built a community for themselves, tucked in the pinewoods of Wellfleet. Today, there remain over 100 midcentury modern houses in the area — several owned by the National Park Service, were left abandoned for decades — standing as relics of this important artistic movement.

In 2007, Peter McMahon ’75, founded the Cape Cod Modern House Trust (CCMHT), an organization founded “to collect, archive, and share documentation of the outer Cape’s exceptional modern architecture, restore a group of important, endangered modern houses, and to relaunch them as platforms for new creative work.” He is the co-author of ​Cape Cod Modern: Midcentury Architecture and Community on the Outer Cape​(Metropolis Books, 2014)

Photo: Antoine Lorgnier

Your work and interest in modern architecture is filled with connections and ties back to CSW. Can you talk more about that?

My mother, ​A lice McMahon​, who taught at CSW for many years, is an art historian so she was a formative influence on me.

In addition, while I was a student at CSW, there were a number of friends and connections whose presence in my life helped guide me towards this path.

Sam Ogden ’75​lived with his family in Marcel Breuer’s house in Lincoln, and then my good friend N ​ icholas Thompson ’75 ​and his brother B ​ enjamin Thompson ’77​ were the sons of architect Ben Thompson, who worked for Walter Gropius and later went on to start Design Research and The Architects Collaborative. Interestingly, a number of my classmates’ parents were also founding members of the Architects Collaborative. (Editor’s note, These include: Norman and Jean Fletcher, parents of J​ on Fletcher ’64​, ​Judith Getman ’63​, ​Jeremy Fletcher ’66​, and ​Jeff Fletcher ’77​, and John and Sarah Harkness, parents of ​Fred Harkness ’74​, ​John Harkness ’74​, ​Timothy Harkness ’69​, and ​Alice Harkness ’71​). So as

a kid, I was spending time in these incredible houses, though I didn’t fully grasp the significance at the time.

I was also fortunate to be able to take two semesters of architectural design as a student at CSW, which was rare for that time. And then a short while after graduating, I spent some time working for D ​ an Schmid ’73​ including being a carpenter on an addition to the Breuer house. More recently, the CCMHT fully restored the modern and abandoned Kohlberg House in Wellfleet, former home of D ​ avid Kohlberg ’76​ and his family. In my private practice, I undertook a twoyear re-building/restoration, with Dorothy Straight ’75 (past CSW board member), of her vintage modern house in Newbury, MA. That’s a lot of CSW connections!

It is! I think some of this stems from the fact that CSW is part of a long history of progressive education, similar to what came out of the Bauhaus, which was all about connecting the arts to other subjects.

ALUM SPOTLIGHT • 35 Photo: Antoine Lorgnier

Photo: Raimund Koch

How did you come to learn about Cape Cod’s modern houses?

After graduating from architecture school at Boston Architectural College (BAC), I went to New York for 13 years and came back to the Cape after 9/11.

I’ve been going to the Cape every summer since I was born, and I started working on a restoration of my family’s house. I wasn’t really meaning to stay, but was asked to help curate an exhibit of modern houses in the area. That exhibit was in 2006, and at this point, I knew a lot about the houses, but I don’t think anybody really knew the full picture. That first show was really the tip of the iceberg. I started tracking down people who were still around to provide oral histories, many of which could be traced back to Gropius, Breuer, and others from the Bauhaus. Back then, Wellfleet was a real cultural nexus with

lots of New York City writers, painters, architects, and scholars.

A large part of the modernist ambition was to integrate human with nature.

How does this ambition manifest itself in the homes you work on?

The houses are very small compared to what people expect these days. There’s no lawn, no garage, and there’s a complete non-interventionist attitude towards nature. They don’t try to alter the pristine landscape. All of the houses are very different from one another — some are concrete block, some are light wood, some are flat on the ground, some are high up off the ground, but as a whole, they mostly have open floor plans, lots of glass, and amazing views. And they usually have big outdoor living spaces because these were summer houses and they were meant for hosting

Top: Hatch house exterior Bottom: Hatch house interior

36 • THE GRYPHON Fall/Winter 2019-20 Photo: Kent Dayton

ALUM SPOTLIGHT • 37 Photo: Raimund Koch

Photo: Raimund Koch

outdoor festivities. The kitchens and bathrooms were small, but the houses were always in spectacular locations.

And because they were built in a national park which froze development, you can still see the same views as the original occupants.

How have the threats of global warming and rising sea levels impacted your work?

The whole Cape is really on the front lines of global warming, and you can see the effects all over. We have one house on a bluff over the ocean, but I think we’ve still got about 20 to 40 years’ worth of land before it falls over. In terms of the building, we do what we can to make them more efficient. All of these structures are on the National Registry of Historic Places, so we can’t alter the materials that you can see, but we try to insulate what you can’t see. We will occasionally try to alter the terrain to

keep the water out in subtle ways, but we pretty much try to stick to the original. I have to say, all of the houses are very cleverly designed in regard to their sites.

How can others get involved?

We rent the houses to modern architecture fans in the summer — anyone can access dates and availability on our website — and then we do an artist/scholar residency in the off-season.

We also do Sunday tours in the summer — usually every other Sunday — and we always have an Open House and other events and lectures. We also have a number of partnerships with architecture schools, and even one area high school.

To learn more about the Cape Cod Modern House Trust, visit ccmht.org.

For info on Peter’s design practice go to pm-design.org

Top: Kugel/Gips house exterior Bottom: Kugel/Gips house interior Opposite: Weidlinger house exterior

BECOME A COMMUNITY PARTNER This fall, as part of our PACE curriculum, we are proud to introduce our new Community Engagement program, an innovative way to challenge our students to develop and show mastery in skill sets that they will carry throughout their lives, while also serving the communities we all live in.

Through the Community Engagement programming, students will have the opportunity to partner with individuals, groups, and organizations to identify challenges, create innovative solutions, and effect meaningful change.

WE ARE ACTIVELY SEEKING ORGANIZATIONS — NON-PROFITS, FOR-PROFITS, AND NGOS — TO SERVE AS PARTNERS FOR THE 2019-20 PACE PROGRAM. If you or someone you know works for an organization that might benefit from such an exchange, we invite you to contact Jordan Clark ’05, Director of Community Programs for Equity and Inclusion, at jclark@csw.org.

Once we have a list of potential organizations, we will reach out with more detailed information on how to get involved.

MY FIVE • 39

My Five EVELINA GALPER

1

2 3 4 5

BEN IBBETSON

BELLA PATEL

FADILA TRAORE

DESCRIBE A MEMORABLE MOMENT FROM YOUR TIME AT CSW:

The one that comes to mind now is a senior prank in 2009. A-board proposed a fake warrant: to require a dress code in CSW. When the discussion opened, seniors very thoughtfully and seriously gave reasons why it was an excellent idea. I remember phrases like “leggings are not pants” and “I have better things to do than looking at your belly button.” It was awesome how younger students tried to stand up to seniors.

In my first year coaching, the Ultimate Frisbee A team defeated Newton North in a very close game at home. That was awesome!

A memorable moment from my time at CSW was Empty Bowls. Being a head last year, I worked long and hard on this event with two co-chairs for one mod while leading a group of students. It was incredibly rewarding to see this event play out after all of our hard work. We had a lot of fun enjoying the evening, and raised a lot of money for Bristol Lodge Soup Kitchen!

At the end of the year during Illuminarium, my friends and I were really bored in the beginning, but then we found a bunch of water guns and basically had a huge water gun fight while slapping each other with whipped cream and it went on for a good hour or two. I’m sure the people around who weren’t participating were really annoyed, but we didn’t really care because we managed to make our own fun and ended up all sticky and gross, but it was worth it.

IF YOU WERE GIVEN A ONE-MINUTE AD SLOT DURING THE SUPER BOWL, WHAT WOULD YOU FILL IT WITH?

My passion is well-being.

Probably would talk about essential oils and how much you can do for your own well-being and well-being of your family and community if you study it.

Watch the video at 4ocean.com/. It's a little over two minutes, so I'd have to pay extra, but I think that saving the planet is well worth it!

I would fill this ad slot with a mini reality TV segment about my family. My mom and I always talk about having a reality show following my family because of how funny our daily interactions are.

I always had this desire to film my own life documentary or create a show or something but I have absolutely no skill in videography or editing, so once I figure that out it would be a promotional ad for that said documentary or show.

Kill time?! I would never kill time! You can be charged for murder! Remember what happened to Mad Hatter in Alice in Wonderland? Speaking of Alice. I love games and puzzles.

During the summer, I spend hours and hours reading outside and I love to go hiking and camping.

If I'm doing something outside during my free time then I'm happy!

My favorite way to kill time is by baking. I am a terrible cook and can never bake anything edible, but something about the process of baking is just a lot of fun.

If I’m feeling lazy, I’ll stay in the dorm and clean my room and watch Netflix. If I'm feeling more adventurous, I’ll go somewhere new with a friend.

WHAT FLAVOR OF ICE CREAM DO YOU WISH EXISTED?

Good question. I don’t like ice cream that much.

Perhaps mojito?

Kind of like Neapolitan ice cream, but instead of vanilla, strawberry, and chocolate the three flavors would be mango, banana, and vanilla.

I definitely wish there was an apple cider donut ice cream flavor!

I’m not a huge ice-cream consumer because I’m low-key lactose intolerant, but it would be cookies and cream fused with caramel and strawberry wafer bits with tiny chunks of marshmallow. I’d name it Meteorite, because of how chunky it would be.

WHAT IS YOUR FAVORITE SCENT?

That would be definitely Wild Orange essential oil

by Doterra. Super fresh and sweet and can uplift your mood and energy level in a second.

Roses and the smell of freshly-mown grass.

My favorite scent is everything fall! I love the smell of cinnamon, chai tea, fresh apple cider donuts, and everything fall-related.

My favorite scents that I wear would be “Snowflakes and Cashmere” from Bath and Body Works. Lavender and vanilla are my favorite essential oils and flower scents. I also like the smell of Japanese cherry blossoms.

WHAT IS YOUR FAVORITE WAY TO KILL TIME?

THANK YOU FOR YOUR SUPPORT! Through the generosity of 939 alumni/ae, parents, students, faculty, staff, and friends, we were able to raise a giving total of over $3,262,000 for the 2018-19 fiscal year! Your gift helps to inspire and promote active learning, challenging coursework, justice-minded thinking, and student-centered teaching.

26%

0.0 0.2 0.4 0.6 0.8 1.0

25%

49%

0.0 0.2 0.4 0.6 0.8 1.0

2018-2019 GIVING TOTALS PARTNERS IN PROGRESS: $838,000 JANE’S FUND: $1,600,000 RESTRICTED AND ENDOWED FUNDS: $824,000

DEEPLY ENGAGED IN

THE ART OF TEACHING Progressive education demands a different sort of student-teacher partnership—one of shared inquiry and mutual respect. It requires that faculty be deeply engaged in the art of teaching, passionate about their subject matter, and fully invested in the work of inspiring bold learners and creative thinkers.

Our faculty are all that...and more. They set high expectations for themselves, their colleagues, and their students, never settling for “good enough.” They create a dynamic environment that encourages determined, curious young people to challenge conventional thinking. They take the time to get to know students as learners and individuals.

We encourage you to take a moment and think about the faculty members you have met since joining the CSW community. And we invite you to join other committed and forward-thinking donors and generous parents in making a gift to Partners in Progress today. Together, we can ensure that CSW has the resources to invest in our faculty, as those extraordinary educators invest in our students and our community.

Thank you for your support.

www.csw.org/partnersinprogress

WE ARE Partners in Progress T H E

C S W

A N N U A L

F U N D

NonProfit Org. U.S. Postage Paid N. Reading, MA Permit #211

45 Georgian Road Weston, Massachusetts 02493

HELP US GO GREEN! In an effort to reduce our eco-footprint, we’ll now be sending only one Gryphon per mailing address. If you would like to receive separate copies, please contact us at alum@csw.org.

Address service requested

“Self-Portrait,” oil pastel on paper, by Alex Sinclair ’21