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The Cambridge SChool of WeSTon magazine



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Jane Moulding Head of School Eun Lee Koh Director of Communications Rachel Stoff Associate Director of Communications Julie Anne McNary Director of Development Hannah Taytslin Director of the Annual Fund/ Interim Director of Alumni Relations Staff Contributor Arlo Furst ’04 Communications Specialist Designer Kristin Reid

T h e

C a m b r i d g e

S C h o o l

o f

W e S T o n

m a g a z i n e

The Cambridge School of Weston is a coeducational college preparatory school for grades 9-12 and post-graduate study. Inquiries for academic year admission should be directed to Trish Saunders, director of admissions, at (781) 642-8650. The Gryphon welcomes class notes and photographs by alumni, parents and friends. Please e-mail submissions to; call (781) 642-8647, visit or send to: Alumni Affairs The Cambridge School of Weston 45 Georgian Road Weston, MA 02493 To contact the editor, e-mail Website: IMAGES: FSC ARTWORK INSERTED BY DS Graphics

This magazine in printed on 100 percent PCW paper produced using wind power.

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Spring 2013

The Head’s Message


News and Notes


Features Health and Wellness


Teacher Profiles


Alumni Profiles


Costa Rica & Panama


Dance Concert


Karl Fisher Tribute


Class Notes/In Memoriam


Louisa McElwain Tribute






Above: Art work by Jordan Carey ’15, in Todd Bartel’s Drawing (Conceptual Strategies) class. The assignment was to make a monotonous drawing and to do the same activity every day for a half hour.

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Jane Moulding: Preserve the Progressive Core In a recent article, Patrick Bassett, the outgoing president of the National Association of Independent Schools, describes effective schools and their practices. Many of the practices he describes sound familiar – and they are – because they build on the tenets of progressive education. He defines the classroom as extending beyond the borders of the school to the local community and to the world. He describes schools committed to diversity, with multi-cultural, multi-faceted points of view, and schools with an evolving vision that continually evaluate and refresh themselves. Progressive education, as we know it at CSW. A lot can happen in 127 years, and I’m proud of the way that The Cambridge School of Weston has held fast to its progressive values since our founding in 1886. A conversation about progressive education, about what it means for CSW to be a leader on that front, is nothing new. On campus, our teachers, board members, and I engage frequently in dialogue about what it means to be a truly progressive school in the 21st century. How do we hold onto the values that have sustained us all these years? How might we better equip our students with not only subject-based knowledge and content-area expertise, but with other skills necessary to thrive in a rapidly evolving, increasingly multi-cultural, technologically connected world? Teachers in progressive schools help guide students’ self-expression, find their own voice, and form their own opinions. Evelina Galper, Ben Ibbetson, and Melodie Knowlton – three teachers featured in this issue of The Gryphon – know a little something about that. Even though they did not all attend or grow up professionally in settings like CSW, they each further our goals and values as a school. Martha Gray, who dances into retirement in June after more than four decades at CSW, is more than a teacher. She is a nurturer, a confidence-builder, and an eye-opener; someone who ignites students’ passion for learning and helps them appreciate movement – even if they never become so-called dancers. The more than 200 people, including former colleagues and long-graduated alumni/ae who showed up at the recent celebration and memorial for Karl Fisher, illustrate his extraordinary legacy as a teacher, as a friend, and colleague – his humor, devotion to the “not normal,” his incredible heart, and unwavering commitment both to process and progress. Good teachers love teaching, their students and their subjects. They “collaborate with and support their colleagues, and demonstrate deep concern for the culture of the school.” (Bassett) We work to keep the core values of our school; we love to innovate and play with the new ideas that make us great.

Jane Moulding, Head of School


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news & notes

CSW Celebrates Diversity Day On January 14, The Cambridge School of Weston held its annual Diversity Day, a daylong event dedicated to celebrating and exploring diversity in our own community and beyond. Each year, CSW’s Diversity Committee, led this year by Ethan Riley ’13, coordinates a unique program where community members engage in awareness exercises through workshops, panels, guest speakers, and all-school discussions. This year, students, faculty, and staff had the chance to participate in a number of student- or faculty/staff-led workshops around issues of diversity and social justice, including discussion-based workshops like Black Identity in Poetry and hands-on workshops, such as Classical Indian Dance. Johára Tucker, CSW’s new Director of Social Justice and Multicultural Programming, worked closely with the Diversity Committee and other students and faculty members to coordinate an assortment of workshops. By incorporating a variety of themes into this year’s Diversity Day, Johára hoped students would have “a chance to explore and share all of the different facets of diversity in our own community, allowing for more awareness and understanding.” CSW English teacher and Diversity Committee member Jane Berkowitz echoed Johára's sentiments. “I hoped that students who might not normally feel like they can express themselves and who they are, would be empowered to share those aspects of themselves on this day,” said Jane. In addition to the various workshops, poet and psychologist Dr. Michael Fowlin was the keynote speaker at the all-school assembly. Performing his one-man show titled “You Don’t Know Me Until You Know Me,” Dr. Fowlin fused his professional acting background with his psychological training to discuss issues of race, discrimination and personal identity, while fostering an atmosphere of worldwide inclusion towards all people. Past Diversity Day programs have focused on a particular theme and have included workshops on class, discussions about gender, and affinity group-based workshops. Last year’s program explored the theme of religion.

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R.A.D. Program Trains CSW Students In Self-Defense and Awareness Twenty CSW students participated in an important safety-training program organized by members of the CSW community, with help from volunteers from the Concord Police Department. The R.A.D. (Rape Aggression Defense) program is an international anti-violence program that provides awareness, risk prevention and avoidance training for women, children, men, and seniors. The training sessions were geared towards women and further reinforce CSW’s strong commitment to increased offerings in health and wellness programs for students. The training sessions taught female participants the basics of hands-on defense maneuvers through drills and simulations. The students also took part in in-depth discussions that provided vital information and guidance about how students could defend themselves when faced with dangerous situations. “Not only was the course fun and interesting, but it was vital information to know. At moments it was emotionally strenuous and physically demanding but I am a stronger woman because of it!” said Summer Ardell ’15, who participated in the training. For the past five years, Janet Lipkin P’11 has worked closely with health and psychology teacher and Community Service Coordinator Joyce Krensky in organizing the R.A.D. training sessions on campus. This year, Director of Health Services Diane Sneider aided in planning the event and raising student awareness.


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Not only did current CSW parents attend the sessions, such as Joann Stemmermann P’14 and Victoria Rizzi P’14, but CSW

students who had already participated in the training offered their expertise as well. R.A.D. graduates Sophie Steck ’11, Isabella Dorfman ’13, and Caroline Friedland ’13 were all on-hand to assist in the training. The feedback for the sessions among the CSW community was so positive that this is the first year that R.A.D. was offered for two full weekend sessions, with another session planned for the spring of 2013.

CSW Welcomes New Director of Development Julie Anne McNary joined The Cambridge School of Weston in

early January as our new director of development. Most recently, Julie Anne was the director of development for Tony Blair’s Africa Governance Initiative and Faith Foundation in fundraising and outreach. In addition to her work with Tony Blair’s foundation, she has held senior development and advancement roles at the Harvard Medical School, Harvard Business School, the Arnold Arboretum, Harvard Graduate School of Education, Wellesley


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College, Hale Reservation and the Emerson Collective. Julie Anne also teaches courses on business writing and rhetoric at the Harvard Extension School. A graduate of Wellesley College in English literature, Julie Anne also holds masters degrees from Harvard University’s Graduate School of Education and the University of Utah. With Julie Anne at the helm of the development office, the department has also been restructured to better serve CSW’s advancement efforts. Hannah Taytslin, formerly the director of alumni relations, is now the director of the annual fund. Thaddeus Thompson, formerly our major gifts officer, is now the director of leadership and parent giving programs. Ben O’Clair, formerly a development associate, has become the coordinator of prospect research and data operations. Julie Pickard will remain in her role as development associate.




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CSW Students Win Boston Globe Scholastic Art & Writing Awards

CSW Welcomes New Dining Service Udon noodles in simmering vegetable broth with wakame and pickled daikon, pasta and stir fry made-to-order, an expanded salad bar and hot soups at every meal. Students returned from winter break to a variety of new food options and a new dining services provider. CulinArt joined The Cambridge School of Weston in January with a pledge to bring healthy food options, quality meals, and sustainable practices to students and faculty. CulinArt is New England’s largest private food services vendor, with close working relationships with many independent schools. Dining service at CSW has gone through several iterations during this past school year. FitzVogt, a Manchester, N.H-based food services provider, took the reins in September, but CSW chose to transition to Culin Art after the winter break. CulinArt’s chef and manager, Scott Rothwell, was most recently a director of dining services at Northeastern University. Scott received his training at Johnson and Wales University. Scott is excited to bring fresh ideas, healthy dining options, and to employ sustainable dining practices at the school.

Annarose Shaver ’13, Gold Key, Mixed Media, ‘02472’ Zoey Perse ’13, Gold Key Winner, Drawing, ‘Still Life; Study’, Portfolio Abby Austin ’14, Silver Key, Fashion, ‘Tea Dress’

Students from The Cambridge School of Weston have been awarded a total of 25 awards for the 2013 Boston Globe Scholastic Art & Writing Awards competition. Five of these students – Rebecca Cumberbatch ’13, Liam Dermady ’13, Zoey Perse ’13, Julia Saldaña ’13, and Annarose Shaver ’13 - were presented with Gold Key Awards for their portfolios in drawing and mixed media. Willa Cosinuke ’15, Sadie Dix ’14, Sean Kilmurray ’15, and Ruby Rose ’14 were each given Gold Key Awards for individual pieces of artwork. A Gold Key Award is the highest level of achievement on the regional level. Approximately seven to 10 percent of all regional submissions are recognized with Gold Key Awards and all are considered for national-level recognition. Abigail Austin ’14 and Madeleine Killough ’15 both received Silver Keys for their artwork. Plus, an additional 14 Honorable Mentions were awarded to students for their work in drawing, photography, sculpture, and jewelry. These winning pieces were selected from more than 6,500 submissions of individual student artwork, as well as over 500 portfolios. The artwork comes from students in grades 7-12 in public, private, and parochial schools in Massachusetts. The artwork in the scholastic competition is judged by a group of jurors who are unaware of the identity of each artist until they have made their final selections and no artwork is disqualified for its content. The jury of professional artists critique the submissions based on originality, skill, and how well the student's personal vision and/or voice is displayed through the artwork. “The talent and creativity of CSW students humbles and amazes me,” said Head of School Jane Moulding. “As a school with a deeply developed arts program, these awards are just one way where we see how our students' work is recognized. To make art is a phenomenal gift; to see it honored in this way is a sweet reward.” Gold and Silver Key recipients were be recognized at an awards ceremony at John Hancock Hall in Boston in March, 2013. The artwork of Gold and Silver Key winners were on display for the public at the State Transportation Building Gallery in Boston in February through April. The Boston Globe awards program is an affiliate of the national Scholastic Art and Writing Awards, which is now in its 90th year and is the longest running recognition program for student artists and writers in the United States.

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Abulic Terrain: Affecting Currents (Salvage Series), currently featured in Some Assembly Required exhibition

One of two photographs purchased, titled Funeral, Langa, South Africa.

Visual Arts Teacher Todd Bartel’s Work

Photography Teacher Anne Rearick’s Work

Featured at Prominent New York Gallery

Purchased By San Francisco Museum of Modern

CSW Visual Arts teacher and Thompson Gallery Director and Curator Todd Bartel has several pieces of work featured at the Some Assembly Required exhibition, currently taking place at the Albany International Airport Gallery in Albany, New York through September 8, 2013. In addition to having five pieces of art included in the exhibition, Todd was featured as a guest lecturer at an associated gallery event in the spring. Todd’s lecture, titled The History of Finding and Binding, traced the lineage of composite imagery from the dawn of humanity to the birth of modernism. The Some Assembly Required exhibition also features several artists who recently had their work displayed in the Thompson Gallery exhibition series, Collage at 100, which was curated by Todd and celebrates the centennial of collage.

Art The San Francisco Museum of Modern Art (SFMOMA) has recently purchased a selection of CSW teacher and professional photographer Anne Rearick’s photographs from her South Africa project for their permanent collection. The museum purchased two photographs from the project, which explores post-apartheid South Africa, primarily in the townships around Cape Town. “Since 2004, I have traveled each year from my home in Gloucester, Massachusetts to South Africa and explored life in predominantly black townships outside of Cape Town,” said Anne. Anne explained that in the 21 years since the end of apartheid, South Africans have held on to the hope that housing, jobs, and a better standard of living will become available to all. Yet, townships remain places where survival defines the daily life of its residents. Anne’s powerful photos from her South Africa project offer rare glimpses into the daily lives of the residents of two South African townships, Langa and Khayelitsha. Anne described the adversities still present in post-apartheid South Africa in the following statement regarding her work. “These images, I hope, capture some of what it means to maintain dignity, hope, and courage in a place of overwhelming violence, poverty, and racism.” The two photos that were purchased by the San Francisco Museum of Modern Art are titled Mzonke, Joe Slovo Informal Settlements, South Africa and Funeral, Langa, South Africa.

achievements 6

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Von Hippel ’48 Wins Major Biophysics Award The Biophysical Society has awarded Peter von Hippel ’48 the 2013 Founders Award. The award is given each year to scientists who have made great achievements in an area of biophysics. The Biophysical Society was founded in 1958 to encourage development and dissemination of knowledge in biophysics. Von Hippel, a professor of biophysical chemistry and molecular biology in the chemistry department and at the Institute of Molecular Biology the University of Oregon, was recognized for his research on

the physical biochemistry of proteins and nucleic acids, as well as the macromolecular machines that drive and regulate gene expression in the cell. In announcing the award, the society’s president Jane Richardson said that von Hippel was selected for “establishing the principles which underlie the quantitative study of all protein-nucleic interactions.” The award, which includes a $1,000 honorarium, was presented at the Annual Meeting of the Biophysical Society in February.

It Takes a Village: Sustainability Committee Since it is believed that issues related to climate change can be impacted by social behavior, The Cambridge School of Weston is committed to taking important steps to help lower carbon its footprint and encourage everyone to be mindful of our waste, electricity usage and other ways we can reduce and conserve. Under Marilyn DelDonno’s guidance as sustainability coordinator, the Sustainability Committee, comprised of staff and faculty members, strive to find ways to advance sustainability practices on campus. CSW has put several measures into place over the years such as the use of organic fertilizer, timed sprinklers, low-flow plumbing fixtures, tracking water use, low wattage lighting motion sensors, compactor dumpster to decrease frequency of hauling, and insulation and window replacements in several buildings. Stay tuned for a web page dedicated to the campus-wide sustainability efforts.

Summer Arts at CSW Kicks Off Third Season Summer Arts at CSW kicks off its third season at CSW in June with a growing enrollment, talented new staff and over a dozen new classes. Break Dancing, Improv & Sketch Comedy, Jewelry Making, Woodworking and Playwriting are some of the exciting new offerings for summer 2013. Students ages 8 to 15 create their own schedules by selecting classes in art, dance, drama, filmmaking, digital photo, writing, textiles, Red Cross swimming and a range of sports. Six and seven year olds are part of Art Squad where they will be taking a variety of art and sports classes throughout the day. Rachel Stoff, associate director of communications and formerly with the internationally recognized Groundlings in Los Angeles, will be teaching an Improv and Sketch Comedy class and Plant Operations Carpenter Jim Cook will be sharing his woodworking skills. Summer Arts 2013 dates are June 24-July 26 and flexible enrollment is possible. Visit the web site for details and online registration:

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music Music Makers Among Us At CSW, we have many students who are musicians in their own right, who exhibit a passion and zeal for creating original music. With raw talent, discipline and focus, these students inspire our community with their original work – in an ensemble performance, during a theatre production, at assemblies, on the quad, and through the numerous opportunities they have to express themselves at CSW. We interviewed a several students about their musical backgrounds and endeavors at CSW. Here are snippets from our conversations; a small sampling of the many student musicians who inspire our community. For our full conversations, please visit the ‘News’ section of Gus Perkins ’13 has taken music theory and musicianship, while also completing several independent studies to further his pianoplaying skills in rhythm and timing and studying a wide variety of music styles and genres. “There is so much music that is present on campus all the time, it has really shown me that I can connect with all types of music and find inspiration in new ways,” said Gus. Maggie Whitlock ’13 began guitar lessons at the age of 12, but became more serious about music and songwriting during her sophomore year. Her changing taste in music has helped her evolution as a musician, and she is most interested in telling people’s stories with her songs. “Music has its own language,” shared Maggie. “You can communicate with people in ways that words can’t.” Larson Miller ‘14 has been singing, performing, and studying

music since he was a young child. Since coming to CSW, he has widely expanded his musical talents and interests, and he is currently composing pieces for full orchestras with up to 30 instrumental parts. With the help of music teacher Michael Weinstein, Larson has completed a handful of pieces for large-scale orchestras.


Gryphon Spring 2013

Paris Parks ’14, Ella Williams ’14, Alisa Amador ’14, Noa Machover ’15, Gus Perkins ’13 and Larson Miller ’14 strike a

musical pose together. Maggie Whitlock ’13, is often

seen with her guitar. Alisa Amador ’14 and twin sister Sonia Amador ’14 were only four-years-old as performers of an internationally traveling band. The two were “back-up singers” to their parents, successful Latin performers. Alisa learned to harmonize beside her parents and picked up a guitar to create songs of her own. “Putting thoughts into a song is a great way to get things off your chest,” shared Alisa. Paris Parks ’14 can’t seem to say no to trying a new instrument. He has only received formal lessons for one of the six instruments he plays. He composes by ear for all the others. Instead of formal training, Paris has focused on playing and exploring in all directions for many types of music. “I love song construction,” said Paris. “There are so many parts of one song, and I can just transfer the stuff in my head right in there,” he said. Ella Williams ’14 grew up among musicians, with frequent family gatherings playing music. She writes songs from people’s own stories, beloved books, things that she wonders about and creates from her observations. “I think that the best way to learn is to just try things. I want to do as many different things as possible with music and song writing,” Ella said. Noa Machover ’15 is inspired by an eclectic range of music. To

broaden her creativity, she listens to everything from Chopin and the Beatles, to Blondie and David Bowie. Sometimes she begins her songwriting process with the lyrics and then adds music, and other times, she will start playing and her pen will follow. “It’s a struggle to find individuality, but I’ve developed a lot of my ideas at CSW,” said Noa. “It is wonderful to be at a high school that allows so much creativity.”

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C O M M U N I T Y S E RV I C E A T C S W CSW Students Carry On Quilt Donation Project

Teens for Jeans There are 1.7 million homeless teens in the U.S. and CSW students took part in an effort to help them. A group of students spearheaded CSW’s “Teens for Jeans” program this winter. This is a great program that gives people the opportunity to donate their unwanted or extra jeans to homeless teenagers.

Donnie Smith, Assistant Director

of Admissions and Dorm Parent helps to deliver donated items to the Karma Truck.

Putting “Karma” into Karma Truck CSW students, faculty, staff, alumni and parents generously contributed a sizable donation of supplies to the Karma Truck, an organization based on a personal network of friends, neighbors and families who come together to help collect muchneeded items for hurricane relief in New York and New Jersey. Two entire vans full of supplies such as paper goods, diapers, canned goods, water, blankets and clothing were generously donated to the Karma Truck. Johára Tucker, director of social justice and multicultural programming, helped spearhead the effort on behalf of the CSW community. Johára coordinated with a local Wellesley family who organized the large U-Haul truck for the transportation and delivery of donations to New Jersey and New York relief organizations. Two trips from were made with the donated items from CSW to Wellesley for the delivery over the weekend of November 10 and 11.

During a Mod 5 all-school assembly, health and psychology teacher and former Community Service Coordinator Joyce Krensky and 11 CSW students from Joyce’s Mod 4 Quilting D-Block class, presented several baby quilts to Waltham Homeless Shelters. Students from The Cambridge School of Weston have been constructing and donating baby quilts to local institutions since 1998. The donation program began as a student project in Joyce’s Ethics Meets Activism class, which sought to educate students on the importance of social justice and community service. Students were required to implement their own service project in the wider community. Hoping to gain inspiration for her service project, then-CSW student Mary Vyn ’99 paid a visit to the waiting room at Boston City Hospital. She came back to the classroom with an idea that has since firmly rooted itself as a CSW community service tradition. Her idea was to make baby quilts for families in need who frequented the Boston City Hospital, now the Boston Medical Center. Weekend quilting days were born, where students would gather on campus and work on sewing and designing quilts that would then be donated. Parents joined in on the weekend community service days as well. One parent in particular, Monica Cooper, parent of alumni Caroline Cooper ’01 and Robert Cooper ’04, took a lead role in organizing the quilting days. Monica contributed countless weekends of volunteer work at CSW through the quilting project, inspiring numerous students with her strong passion for the project. After Monica’s sudden passing, Joyce and the students decided to name the quilting project in her memory and “The Monica Cooper Baby Quilting Project” was born. Since 1998, students and parents at CSW have donated hundreds of baby quilts to families in need in the Greater Boston area. This year’s D-Block quilting class consisted of 13 students and met twice a week during Mod 4, with each student working on their own quilt. Some students learned how to use a sewing machine for the very first time with the aid of experienced students. Sarah Rivard ’14 worked closely with Joyce, helping organize this year’s project.

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Thompson Gallery News

A Closer Look at the Director of Social Justice

The Thompson Gallery has received tremendous press for Collage at 100, a three-part exhibition series that celebrates the centennial of the appearance of collage in painting. Another Fine Mess, the final show of the exhibit, examines celebrated contemporary artist Michael Oatman’s encyclopedic approach to art making. Spanning three decades, the show assembles a selection of more than 50 of the artist’s densely accumulative works, ranging from early pivotal pieces to his monumental collages, site-specific installation and recent work made for the final exhibition in the Collage at 100 series. Visitors will be drawn in by Michael Oatman’s wit, humor and ingenuity as a visual thinker, and will more than likely be impressed by the size and scope of his collages and installations. Michael Oatman Another Fine Mess: April 1, 2013 – June 16, 2013

“Collage at 100” Exhibit at the Thompson Gallery made the cover of Artscope Magazine this past fall.


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and Multicultural Programming by Johára Tucker This is the first year in recent memory that The Cambridge School of Weston devoted a position solely for social justice and diversity programming. Johára Tucker introduces her new position, her vision for social justice work and education in the CSW community. I stepped into this brand new position at CSW because I believed that this could be a great blend of the things that move me: diversity, social justice and education. So far, it can, is, and has been just that. I have spent my first year doing a lot of observing; trying to see exactly how CSW works, to determine the advantages of progressive education and how social justice can successfully fit into a sustainable model here. Looking ahead, I am encouraged that CSW genuinely wants to move in a direction beyond mere discourse, and into social engagement, that every member of this community is moving forward both inside and outside of the classroom. As I grow in this role, I hope to strengthen all of our affinity groups, making them safe and innovative spaces for students to explore their identities. I look forward to continued collaboration and training with my colleagues so that we all may be able to confidently and thoughtfully have the difficult conversations that arise in regards to issues of diversity and equity. I want to challenge our curriculum to continue to strive to be multicultural and multidisciplinary. In the future I would like to provide experiences abroad that will help our students expand their awareness while simultaneously providing the tools for students to analyze issues globally and act and respond to similar issues locally. Most of all I want to ensure our collective efforts are not individual but institutional, ensuring sustainability for the school’s social justice and equity goals. I think CSW is the perfect place for pushing the envelope, to take risks in the classroom, and to lean into the discomfort with the security that contextualization of knowledge is part of education. As the experiences and backgrounds and needs of our students change, our curriculum should evolve as well to reflect this. This shift may make some feel uncomfortable; in fact, I know it does. We must grow past our discomforts, first logically, then socially through action. This is instruction for myself as much as it is for our students. CSW is right and ready for this deeper level of engagement.

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sports Sports Wrap Up Led by nine all-league players and countless hardworking athletes, the fall and winter interscholastic sports teams proved their might while facing tough competition this year. Student athletes on the soccer, cross country, field hockey and basketball teams exhibited sportsmanship, integrity, and spirit both on and off the field and court. Boys’ Varsity Soccer

This fall, the boys’ varsity soccer team finished with a 8-5-3 record and qualified for the playoffs in the Massachusetts Bay Independent League and (MBIL), where they lost a close semifinals match to the Waring School by the score of 2-0. The team had great leadership from co-captains Max McGleughlin ‘13 and Eli ScribnerMoore ‘13. Max and juniors Noah Rossen ‘14 and Caleb Weiss ‘14 were named MBIL all-league players. In a first for CSW, Max was also named to the NEPSSA (New England Prep School Soccer Association) Boy’s Senior All-Star Team, a team made up of standout high school seniors from all over New England.

Field Hockey

The field hockey team finished their season with a 3-7-2 record, with quality wins coming against the Montrose School, Beaver Country Day School, and Newton Country Day School of the Sacred Heart. Alisa Amador ‘14 was selected by her teammates as team MVP. Isabel Lewis ‘15 was voted Most Improved Player. Coach Nicole Turpin awarded Azusa Kawakami ‘14 and Rebecca Cumberbatch ’13 with the Coach’s Award for outstanding work throughout the season. Boys’ Varsity Basketball

The boys’ varsity basketball team made some important strides in their development this year. The team finished in fourth place in the MBIL league standings, a year after not making the tournament and finishing in last place. The Gryphons stayed competitive throughout the season and finished with a record of 5-11. Co-captains Max McGleughlin ‘13 and Sam Horenstein ‘13 were named MBIL all-league players.

Girls’ Varsity Soccer

Girls’ Varsity Basketball

The girls’ varsity soccer team completed the season with a 5-9-1 record and qualified for the playoffs in the Independent Girls Conference (IGC), where they lost in the quarterfinals to a tough Landmark School team by the score of 6-2. The team improved its record from the previous season, added a core group of dedicated underclassmen, and had two all-league player nods in Zoey Perse ’13 and Jackie Holmes ‘14.

The girls’ varsity basketball team had a successful season. Ending their regular season with an overall record of 6-12, the team qualified for the IGC playoffs and lost in the quarterfinals to the Montrose School. The Gryphons started the season off with a bang, winning the Chapel Hill Charger Classic Basketball Tournament in dominant fashion in early December (see inside back cover for more information on the tournament win). Overall, the season was a big improvement from last year, as the team won more games and finished higher in the league standings. Chloe Knopp ’14 was named an IGC all-league player. According to Head coach Juan Ramos, “The girls improved their level of play and made most of our games much more competitive.”

Cross Country

The cross country team posted great results, showed strong team spirit, and continuously improved their results throughout their season. The team competed in several multi-team meets and had some particularly strong individual performances. Joey BootsEbenfield ’15 was named an MBIL all-league player after posting terrific times and finishes at several meets.

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Interview with Andrew

“Drew” Kott ’14

Can you tell us a little bit about the sports you play at CSW?

This is my first year at CSW and so far I’ve done a number of recreational D-block sports including tennis, fencing, indoor rock climbing, and cycling. I’ve been playing tennis informally for a number of years so it’s great to be able to keep doing that here at school. I also bike a lot on campus. I’m a boarding student and I rely on my bike for transportation around school. Cycling will teach me more about long distance biking and biking for exercise. Some of the other sports I’ve done here, such as indoor rock climbing and fencing, are completely new to me. What do you like about fencing?


I really like fencing. I’ve always wanted to do it and it was really cool and fun to try it out this year. The instructors are professional fencers and I’m learning a lot from them during every class about the history of fencing, how each sword works, the scoring system, and a lot more. Overall, I think participating in recreational sports, like fencing, has really helped introduce me to the day students at CSW and form an even stronger bond with the other boarders. Do you have any interest in joining a competitive sports team at CSW?

I do actually. I’m planning on going out for the soccer team next year. I really like the sport. Also, I feel a lot more comfortable with the idea of playing on a competitive team here than I did at my previous school. There is a good balance of competitive spirit and fair sportsmanship here compared to other places. JULIA CABRERA ’15

Do you have a favorite athlete or sports team?

I like the German National Soccer Team. My favorite player is a midfielder on that team named Bastian Schweinsteiger. He’s a really talented player. What are your other hobbies at CSW?

I play guitar and banjo. A few Mods ago I was in the Bluegrass Ensemble and that was great. I’m also signed up for the Rock/Pop Ensemble later this year. Any favorite classes you’ve taken in your first year here?



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The “U.S. Constitution” history class really stood out. We argued out a Supreme Court case in front of a panel of student and faculty judges. That experience and that class really peaked my interest in law.

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Interview with Julia

Cabrera ’15

Interview with Sam

Horenstein ’13

Can you tell us a little bit about the sports you play at CSW?

Can you tell us a little bit about the sports you play at CSW?

I’ve played cross country, basketball, and lacrosse. During the spring of my freshman year, my plan was to do cycling and spring running as recreational sports. However, the lacrosse team needed a few more players so I decided to give lacrosse a shot.

I’ve played competitive soccer, basketball, and ultimate frisbee every year since arriving at CSW as a sophomore. I grew up playing intramural soccer and basketball in my hometown so I have a long history with those sports. I started playing ultimate when I got to CSW and I’ve really enjoyed it every year. Growing up my friends and I would toss around a disc and play informal games but after coming here, I quickly realized I wanted to learn the rules and start playing the sport competitively.

What positions do you play on the basketball and lacrosse teams?

I play shooting guard on the varsity basketball team. Last year during lacrosse I was able to try out playing goalie, as well as a little midfield. Do you have a favorite sport?

I grew up playing soccer but once I started doing cross country running I was hooked and it quickly became my favorite activity. Running is so relaxing and free. It helps me clear my mind. I really enjoy running long distance and when I do, I can really get some thinking done as well as some exercise. Do you prefer team sports or individual sports?

As much as I enjoy running, I really like team sports. I enjoy playing on the basketball team because I’m able to have fun playing on a team with my friends and for me that’s what being on a team is all about. Also, the support and cheer that my teammates show one another, no matter the score, is the best. Are there any specific athletes you look up to?

I like John A. Kelly. He was a Boston Marathon runner who ran in over 60 Boston Marathons. He ran the marathon until he was 84 and his persistence and strength to compete and keep running really impresses me. What are your favorite academic subjects at CSW?

I love history. I’ve taken a few history classes that I’ve really enjoyed, like U.S. Overview and Facing History. All the history teachers here are really supportive. Do you have any advice on how to succeed in the classroom and on the court?

I think trying new things and taking risks is really important. If you don’t raise your hand in class and you don’t ask questions, you’re never going to find out if you’re right or wrong and you’ll never get the opportunity to share your thoughts. It’s the same on the court. If you pass up the big shot in a game, you’re never going to have the chance to win the game for your team.

What positions do you play on the soccer, basketball, and Ultimate frisbee teams?

I play defense on the varsity soccer team. In varsity basketball I’ve played almost every position but I prefer center. On the ultimate A-team I play the “deep” or “cutter” position, which is the player who usually receives passes and runs for the long score. Do you have a favorite CSW sports memory?

The basketball team went undefeated in league play during my sophomore year. We rode an amazing season all the way to the league finals but lost a close championship game. We were a great team and I was really proud of what we accomplished that year. What do you like about being on a team?

You definitely have a different relationship with a person when you’re playing on a team with them. There is an element of support that teammates provide one another and a strong bond forms through competing together for the same common goal. Do you have any favorite athletes or teams?

The Boston Celtics are my favorite team. I really like Kevin Garnett. He is an amazing all-around player and he does whatever it takes to win. For him, it’s less about his personal achievements and more about the team getting a win. What are your favorite academic subjects at CSW?

I like math the best. My favorite class was AP Calculus AB. We had about seven students in the class and everyone was really invested in what we were learning. If you were the coach for a day, what would you do?

I would make the team run the entire practice.

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A Celebration of the Creative Process in

Visual Art, Dance, Theatre and Music Evening of the Arts CSW wowed audiences during the fourth annual Evening of the Arts on December 19, 2012. The popular event united current students, alumni and families, showcasing a wide variety of visual and performing arts at CSW, to celebrate the creative process. The program included a gallery display of visual arts from recent class work, such as paintings, sculpture, drawings, film and photography. Performances included a Wearable Art fashion show, performances in dance and the Rock/Pop Ensemble, a vibrant program featuring standout singers and a full student orchestra accompaniment. This year’s tribute to female artists included songs by Madonna, Christina Aguilera, The Spice Girls, Florence and the Machine, and Adele.


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& Wellness

Play and creativity. Sleep and nutrition. Healthy relationships and community. Identity development and healthy stress relief. How do these things directly affect what goes on in our classrooms? Since 2009, The Cambridge School of Weston has been working towards implementing four major initiatives: Social Justice, Global Engagement, Learning and Teaching, and Health and Wellness. The Gryphon spoke to co-chairs of the Health and Wellness committee Julie Johnstone, assistant head of school, and Erika Christakis P’11 ’13 ’16, a member of the Board of Trustees, about the importance of integrating health, wellness, mindfulness, and fitness into CSW’s overall curriculum and strategic plan.


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Julie Johnstone, Assistant Head of School

Erika Christakis P ’11, ’13, ’16

How did Health and Wellness emerge as a major initiative at CSW? Julie Johnstone: We always knew that one of the things we do really well and that we can do even better is our ability to be well-attuned to the social and emotional development of our students, to help them understand the role of making good choices and the importance of healthy living. In the first year, everyone involved were people involved in health or health education – Diane Sneider, Martha Gray, Jen Quest-Stern, Jenn Kusch, Rich Bird, Joyce Krensky. In our meetings, we asked a lot of questions. Where do we want to go? What kind of programs do we want? What types of facilities will we need to support that? At that time, I’m not sure we were even ready to think about facility, so we focused our work on what we could do programmatically around health, wellness, and fitness at CSW. Erika Christakis: We have always been really good as a school

in recognizing the way that cognitive and non-cognitive skills reinforce each other. We don’t view health and wellness as an add-on, but something that’s integral to how we learn and grow. I think we are good at valuing the broader learning that happens within and outside of classroom walls, beyond just the subjects we teach. We know new things about the way people learn, and brain science backs up what CSW has been doing over the past 127 years. Learning is relational, and our children are facing challenges that we as adults didn’t face when we were their age. I don’t think it’s enough that we provide some abstract sense of wellness – they need some real tools. Who are you in relation to others? What are your needs? How can you help others? For one person, it might mean taking yoga, but for another it might be helping them figure out their identity. How has the Health and Wellness initiative at CSW evolved over the past several years? Where is it headed? Julie: We’ve made progress in how we deliver our health program.

We changed our orientation program to be mindful of students from international communities and our domestic students of color, who may be experiencing CSW and independent school culture for the first time. We recently altered the format of what

used to be a week of health and wellness to something that’s spread out over the course of the year. We know more about the types of stressors that students face, what they might be thinking or worrying about, their health and sleep habits through our annual health check surveys. Where I see us going is health and wellness being further integrated and interconnected with all of our teaching and learning work. Erika: At the same time, I don’t want us to lose sight of having the facilities to support our programming and curriculum. We have several beautiful flagship buildings that show our commitment to the performing arts, to the sciences, to residential life. I think the Garthwaite [Center for Science and Art] is such a great model for a facility. It was part of a vision that the Garthwaite was going to be much more than just a building, but an embodiment the school’s belief in the integration of the arts and science, our commitment to interdisciplinary work. Since it opened, so many amazing things have happened in that building. We can do the same thing for health and wellness. We wouldn’t be building just a gym; we would be building a facility that communicates our values as a school. It’s easy to see the connection in classes like psychology, health education and athletics, but how do you see Health and Wellness integrating into subject areas, where the connection does not seem very apparent? Julie: I think we try to view Health and Wellness in the context

of Learning and Teaching. What are the skills that we want our students to dabble with, be exposed to, explore and master? We’re not talking about having 15 different health and wellness classes added to our schedule, but looking at ways that wellness can be integrated into our curriculum and thinking of the ways it can connect to the work we are already doing. For example, in a class like Harry [an upper level English course], students are exploring gender roles within literature. Understanding the role that masculinity plays within society is important to understanding your identity and the identity of others, and this is a good example of where health and wellness is also happening.

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“Somehow, athletics hasn’t always been viewed as progressive, but I’m not sure that’s a complete picture of what progressive education is about. I truly believe that fitness is essential to living, and the way we do athletics and fitness at CSW is teaching our students how to play creatively. There’s a real value to being outdoors and to expressing ourselves physically, in a way that’s fun and very CSW.”

Erika: A bigger and exciting thing to do is to shift the culture of the school, so that we begin to see our students and faculty’s health and wellness as really central to teaching and learning. Mindfulness, building healthy relationships, learning how to communicate effectively, managing stress in a healthy way, getting more rest – all of these things are very important to adolescent and adult development. That is going to involve professional development and conversation with our teachers, support for our teachers in their own wellness, and understanding all the different ways we can support their teaching.

In the past year, Health and Wellness has emerged as a major focus of the school’s strategic planning initiatives. Why Health and Wellness? Why now? Erika: I think that we were already doing a lot of work around Health and Wellness, but we haven’t said explicitly before that we believe teaching and learning is inextricably tied to wellness and here are the different ways we do it. Over the past year, we’ve been more purposeful about what we’ve been doing. Julie: If we truly believe that academics, the arts, and athletics are

Erika, you are also a current parent and all three of your children have attended or are attending CSW. In what ways is this initiative personally meaningful to you? Erika: All three are really different kids, and as a parent, I get to see things on a micro level. My daughter is into basketball, and I’ve heard some funny stories about what it’s like to watch games in the gym without getting hit by a ball. My older son was very close to his advisor, who taught him a lot about mindfulness. My other son is committed to being a physicist – that’s his life’s goal – so his focus hasn’t been on taking art classes unless it was part of a requirement. Early on, he took a dance class where he was one of two boys. He’ll tell you openly that he was really embarrassed and if given the choice, he probably would not have taken dance – but he ended up loving it. The experience totally opened his eyes. It made him see the value of movement and made him realize he had skills he didn’t know he had. I see all of their experiences as very valuable.

I also work with college students and I see what’s coming next – I see the whole lifespan. I see college students struggle with building healthy relationships, setting goals, motivating themselves instinctively, balancing work and play – and these are students at Harvard, who are supposed to be some of the nation’s greatest. They come to college quite unskilled at things that are essential for success, survival, and healthy living. Given my vantage point, I see what can go wrong if we don’t reinforce these skills early on.


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truly important, then it feels like we’ve traditionally underserved our athletics and health programs. Somehow, athletics hasn’t always been viewed as progressive, but I’m not sure that’s a complete picture of what progressive education is about. I truly believe that fitness is essential to living, and the way we do athletics and fitness at CSW is teaching our students how to play creatively. There’s a real value to being outdoors and to expressing ourselves physically, in a way that’s fun and very CSW. Erika: Great things come out of being part of a team. I think there’s a misunderstanding that being an athlete and an artist or a writer or scientist is somehow mutually exclusive. There’s a lot of room for those things to exist in the same space. In being a

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Health and Wellness at CSW: A Current Snapshot

Each student is paired with an advisor upon arriving at CSW, an adult whose job is to support and guide students through their day-to-day academic lives. Recent health check surveys have found that CSW students are closely connected to at least one adult on campus, whom they trust and with whom they have built close, supportive relationships. Health education has been a required course for 9th and 10th graders at CSW for more than 20 years. Components of the class include meditation, nutrition, and self-care. part of team, you learn collaboration, leadership, the value of hard work, and winning and losing together, which are skills taught in our classrooms. Julie: I can’t accept the notion that by focusing on health and

wellness, we’re going to be a “jock” school because it’s so disrespectful to the students and faculty who enjoy sports, fitness, and competition. We have an exciting athletic program that’s underserved with our current facilities. Our athletes and coaches have worked really hard over the years. We’ve won a number of league championships. Over the years, we’ve made a commitment to interscholastic athletics and recreational sports, but we have a gym where there’s no place for our community to safely sit and cheer and we don’t have adequate space for mindfulness classes, for yoga, health education. Any new building, new technology or program we create has to circle back to the essential components of being a healthy person. There’s a real simplicity, when it comes down to it, to being healthy. It’s sleeping well, eating well, building meaningful personal relationships. We want to find ways for us to model that. It would be space that supports this type of programming, where our students can walk, engage in social and physical activity, and be in a place that’s an extension of our natural world.

This year, CSW introduced the .b curriculum, which teaches students about mindfulness. Jessica Morey and Jordan Cramer, from Inward Bound Mindfulness Education, presented at assembly to parents, to student, and residential life faculty. In addition, David Gehrenbeck-Shim, Ph.D., who counsels students at CSW and teaches at Boston University, presented “Dopamine and the Reward Cycle” and Barak Caine, Ph.D. spoke to students about the “Teenage Brain and Drug Use.” Our Skills program, offered for more than 10 years, is an elective for students to receive content-area support, as well as support for developing time management, prioritization, organization and self-advocacy skills. The skills curriculum aligns with the school’s mission - to place students at the center by taking individual learning styles into account. Our athletics and recreational sports programs are diverse and match various fitness levels. Students can take part in interscholastic sports, yoga, dance, rock climbing, wilderness programs and many others that aid in healthy competition, team building, self-discovery, and fun. Our dining services and nutrition program offers a healthy variety of food options, from expanded salad bars, high quality hot meals, to low fat vegan and vegetarian options. Our new teaching kitchen offers a space for students to learn more about cooking food from a variety of cultures, as well as provide a space for teachers and students to experiment with making meals of their own.

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teacher P R O F I L E S

Evelina Galper Evelina Galper wants to change how you feel about math. “Do you think math is difficult? Yes, of course it is. Do you think math is frustrating? Challenging? Fine. But, I want to also hear that you think it’s enjoyable, creative, and fun.”

Now in her 11th year of teaching at The Cambridge School of Weston and her fourth year as chair of the math department, Evelina is feeling the tide turn. “Attitudes are changing,” she said. “I’m listening to kids tell each other how excited they were to figure out a problem in math. They are shopping math electives – for fun! They can exhaust the math offerings the way they might history or art courses. Our teachers look forward to teaching, because they are teaching the subjects they are passionate about and classes that they have helped create” Evelina said. About five years ago, CSW went through a branding process to better define its mission and purpose as a school. In focus groups, when students were asked about their math classes, they used words like “useful” or “challenging,” but rarely phrases like “innovative” or “eye-opening.” Evelina set out to do a little PR for her beloved subject. “It was not the fault of our school or our teachers, but the


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problem was perception. We saw this as an opportunity to challenge ourselves to think about math in a different way,” she said. “The great thing about CSW is that we have the luxury of playing in our classrooms. I’ve never had to teach to any test and I’m not told I have to use a certain textbook. We get to let our own interests guide us. Math is exciting and fun, and we want students to find out why.” The so-called traditional math track takes students from Geometry to Algebra II to pre-Calculus and eventually Calculus, a track most colleges are familiar with. Although it benefits students who are skilled at Algebraic math, as Evelina likes to point out, math is so much more. For some, all roads may still lead to Calculus, but even so, they can take detours and experiment along the way. In her time as chair of the math department, she worked with her colleagues to create a curriculum that reflects both the academic rigors of college-level Calculus, but also non-Algebraic math that emphasizes creativity, hands-on problem-solving, and project-based learning. As the math faculty expanded, she also sought to hire teachers who could be “cheerleaders for math.” After Algebra II, students now have the opportunity to take classes like Entrepreneurship, taught by Agnes Voligny, which introduces students to the mathematical concepts behind starting a small business, or STEM Integration, taught by Marvin Gutierrez, which examines how science and mathematic principles support and enhancing technology and engineering; and more. Ordering Chaos, which Evelina co-teaches with art teacher Tom Evans, is a required 9th grade course that introduces students to creative problem-solving and asks students to make connections between math and art, two seemingly disparate disciplines. Evelina received her masters degree in mathematics from the Belarusian State Pedagogical University. Prior to teaching at

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CSW, she taught at a community college in New Jersey. When she moved to Boston, she interviewed for a part-time math position at CSW. “When I arrived, the head of the math department reminded me of a Jewish grandmother in Belarus. I arrived dressed all professional and she had her sleeves rolled up and was gardening in the circle,” she said. “We talked about the students. We talked about our love for math. CSW spoke my language. After that interview, I told her, ‘If you like me, I will cancel all my other interviews.’ I knew I had found the right place.”

Evelina wants her students, be it Elementary Functions, Ordering Chaos, or Discrete Math, to run towards a challenge, not away from it, to “embrace confusion.” “When you’re presented with a problem, you can resist it or accept it,” she said. “I want students to accept it and say, ‘Hey, let me see what I can do!’ You have to anticipate confusion, but the better you will feel when you’ve put in thought and time into it. You have to make mistakes and you have to take risks. Find out what your weaknesses are and work on them. Find out what your strengths are and celebrate them.”

Ben Ibbetson Language is a gateway into another world and a window into another culture, and Ben Ibbetson should know. Spanish teacher and college counselor, Ben is a non-native Spanish speaker whose love for languages and appreciation for cultural immersion began as a young child.

Born in England, raised in Wimbledon then in Nigeria, and later in Newton, Mass., Ben was already used to traveling throughout many parts of the world, when he and his mother traveled to the Yucatan peninsula. His mother, at the time, was studying Spanish at Emmanuel College in Boston. “I was in fourth grade, and I remember feeling wowed by the culture and everything around me,” he said. “And, it hit me – to really thrive in another culture, you have to know the language.” If there is one thing that he wants his students to take away from his Spanish classes, it is the ability to speak the language. “I don’t care if your grammar is wrong, if you don’t know all the vocabulary, I want you to be able to speak and be ok with the discomfort of trying to communicate in another language,” he said. “The real test isn’t going to be on your homework assignment or grammar quiz. It’s going to be in Mexico, Chile, or Peru, when you find yourself in a taxi cab at 11 o’clock at night trying to get back to your hotel. How will you tell the cab driver how to get there? That’s where it starts.” Ben has worn many hats at CSW – in addition to Spanish, he has taught Latin and history courses, coached Model UN, ultimate frisbee and tennis, currently serves as capstone advisor and program coordinator and as a college counselor. As a college counselor, he sees applying to colleges, in and of itself, as a process of self-discovery where students are asked to consider the values important to them, what types of experiences

they would like to have and the subjects they would like to study. “I am more interested in getting you into the school that’s best for you, not the best school,” he said. “So far, I think that’s really served our students well.” Ben was born in Wimbledon, England, not far from the famous tennis stadium (which, despite the proximity, he has never seen in person). His parents divorced when he was a young child. When his mother decided to move to the United States, he moved to Nigeria, where his father was working as an architect. “I grew up white in a mostly black country. I was surrounded by Africans, I had friends who did not look like me with backgrounds completely different than the one I knew,” he said. “Growing up, I’ve tried very hard to treat people the right way. That was an invaluable experience for me. I gained a perspective on life that I still hold to this day.” He went to Macalester College in Saint Paul, Minn., where he studied Spanish and Japanese, and later he earned his masters degree in Spanish and Latin American studies from the University of Connecticut. As part of his language studies at Macalester, he lived in Mexico for six months, “the best six months of my life,” where he immersed himself in the life and culture. The return to Minnesota was a reverse culture shock. “It was rainy season in Mexico, we had no mail delivery, and spotty electricity, but it was a lot like what I remembered of life

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“I have a Plan A, Plan B, and Plan C, and depending on the day, depending on the pulse of the class, I try different things,” he said. “I don’t think I’ve taught the same course, the same way twice.”

in Nigeria and it felt like home to me,” he said. “Then the return was like going from some place that was 80 degrees and warm to a place that was 20 degrees and freezing. I knew I had to find a way to hold onto my experience in Mexico – what I learned, how I felt.” Getting his students to that place with a new language hasn’t been always easy, he said. During his first year of teaching at CSW, he kicked an entire class out early for not showing him and the language the respect he thought they deserved. It

surprised his students (and some of his colleagues), but it helped him earn back the students’ respect. Throughout his years of teaching at CSW, he has improvised and experimented. He’s taken cues from some of the great teachers he’s had as a student, and he has also developed a teaching style all his own. “I have a Plan A, Plan B, and Plan C, and depending on the day, depending on the pulse of the class, I try different things,” he said. “I don’t think I’ve taught the same course, the same way twice.”

In Melodie Knowlton’s world, the enzyme plays matchmaker. “The enzymes don’t change two people or who they are,” explains Melodie. “They just lower the energy it takes for them to meet and the two people can connect much faster.”

Melodie Knowlton Melodie, a science teacher who is now in her second year of teaching at The Cambridge School of Weston, is in many ways still a student herself. Growing up, Melodie excelled in traditional learning, at her private K-12 high school, then at Ohio State University, and eventually at Harvard, where she earned her Ph.D. in cell and developmental biology. “This is the first time working in a progressive setting, where I’m not only thinking about how my students are learning but also how I’m learning as a teacher,” she said. During her first year, she learned quickly that even a carefully crafted lesson plan may not be effective with all students. She employed Kahn Academy’s flipped classroom model, where 22

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students learn at their own pace at home and use class time for questions and discussions, and incorporated animation and technology, group works, and video presentations. “It’s the student-centered part of it that I always go back to,” she said. “I try to make room in each class for everyone, and their learning is accounted for. And in a true progressive model, they are not the only ones learning. I am learning all the time. I’m experimenting with what works and doesn’t work. I think to myself, ‘I’m going to try this today, and if it doesn’t work, I’ll try something different.’” She didn’t always start out a path towards teaching. She had always envisioned herself in research working in labs, but the life

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and work wasn’t resonating for her. While working at Novartis, she started to volunteer as a tutor at Cambridge Rindge and Latin High School. Her now husband, Patrick Foley, who joined CSW this year as the chair of the history department, was teaching at a charter school in Boston. She was recruited by then-dean of faculty Tom Evans to teach biology at CSW. “I was already on the trajectory towards teaching when I met Patrick, but I guess you could say he was my enzyme to teaching,” she said. In her classroom, she uses analogies, as well as relatable life experiences, to help students understand concepts and make cell biology more accessible. “We spent a lot of time in class talking about mitosis, and I said to the kids, ‘Mitosis is happening inside of our bodies right now. Yes, right now! Inside of you, inside your body, inside the cells that make up your body!’” she said. “It brought a lot of levity to what we were learning but I want to make this relevant and real to them. Even if you don’t become a doctor, you might have a family member who is diagnosed with cancer. The more you understand how cells work, the better understanding you will have of the body, and the more you can advocate for them. The root I come back to is that we’re all made of cells.” In the fall, she will teach Biology of Cancer, a new course that

she developed and designed. The course draws from her doctoral research and the post-doctoral work she did at Novartis, where she studied the relationship between molecules in inflamed cells and their affect on cancer. Students in the upper-level science course will learn about cell mutations, how cancer cells form and how they are inherited. “I’m excited to teach the course, because I get to delve into some of the tangential questions that come up in Cell Bio, about cancer and cells,” she said. “It’s really exciting to be able to look at it together with students in depth.” This year, she has given a lot of thought to helping not only her students, but to herself becoming better learners, a skill that she sees as essential for the 21st century. “How do you transition from being a teacher that teaches lessons, assigns homework, and gives out grades, to a teacher who is a guide supporting students in their own learning?” she said. “I want my students to learn the subject, that’s a given, but I also want them to embrace confusion, to learn how to parse out what they know and don’t know, to advocate for themselves in their own learning.”

“I want my students to learn the subject, that’s a given, but I also want them to embrace confusion, to learn how to parse out what they know and don’t know, to advocate for themselves in their own learning.”

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alumni P R O F I L E S

Kit Yoon ’93 Kit Yoon finds it eye-opening to reflect upon her life as a CSW student and where she is today. When she began at CSW as a young freshman, she spoke very little English. CSW was her home away from home (on the other side of the world in Thailand). Yet Kit made connections with people easily and in that small CSW community, Kit learned how to nurture connections as she has done throughout her life, most significantly as an acupuncturist. A Healer with a Scientific Point of View

Kit is an acupuncturist working at a community acupuncture clinic in Columbus, Ohio. The clinic runs on a sliding scale so that more people can afford and use the healing method to help them get healthier. The clinic staff sees all kinds of conditions, from headaches to Bells palsy, from back pain to depression. “I love what I do,” Kit said. “Each person is unique, and I get to help each and everyone of them feel better and cared for. I get to work with people, and use my hands. It is creative, and yet healing. It was what I was looking for, and meant to do.” Chinese Medicine is considered a form of healing arts. CSW gave Kit the foundation of the arts, while also inspiring her to appreciate the natural world from the scientific point of view. “CSW taught me to be my own person, and to appreciate others for their uniqueness,” said Kit. “I don't follow trends, or fashion. I usually go against the grain a lot of the time because to me, that's 'normal'. It sure was normal to be different at CSW; everybody was celebrated for being who they were.” Kit shared that the CSW community made her appreciate the world as a whole, and to know that everything is connected, — physically, emotionally and culturally. As a new student, she found it very helpful to take art classes because they didn’t require a great deal of language skills. Today, she also enjoys freelance photography and writing – both areas that she developed an interest in at CSW while working on the yearbook. However, it was in science classes like biology and botany that caught her attention. Her experiences in the marine biology class at Woods Hole inspired her and made her realize that she wanted to delve deeper into science.


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Her experience doing community service at a nursing home made a big impact on her. She greatly enjoyed meeting the residents hearing their stories, and was very moved at their elders’ appreciation of her weekly visits. “I see over 40 patients a week now, “ Kit adds. “Although they are not all geriatric patients, I find that I use the same skills I learned back at CSW to connect with people, and it still fulfills me to know that I am making a difference in each of their lives.” Many patients are new to Kit’s acupuncture clinic. According to Kit, community acupuncture is revolutionary medicine. She finds it very humbling because when patients arrive, it is often a treatment of last resort. She feels like she is providing a very useful opportunity for people to feel better and get healthier. “They completely put their trust in me,” said Kit. “It is true that everyone responds differently, but it can be a little more like a miracle when they leave the clinic feeling better instantly. I am lucky that I can do this.” Kit’s passion for science at CSW ignited her path. Following CSW, Kit attended Wellesley College and graduated with a degree in biological sciences. She spent her junior year abroad with the International Honors Program and traveled to five different countries around the world, learning about Sustainable Development and Ecology. After Wellesley, she worked at a small documentary film company in Portland, Maine, working on shows for NOVA, National Geographic, and the like. She realized that was not her passion and came back to working with people, using her hands, and being creative. She turned to complementary medicines: Naturopathy, Homeopathy, and Chinese Medicine. She settled

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with chinese medicine because it was the most holistic. She also had some positive experiences using it for herself. Kit completed a graduate program in Traditional Chinese Medicine in Santa Cruz, Calif. She married and had twins, and enjoyed the west coast for a decade before moving to central Ohio almost three years ago. Prior to Kit’s move to Ohio, she spent a year on Blue Heron Organic farm outside Boston belonging to her fellow CSW friend Ellery Kimball ‘93. She reconnected with Ellery, helped with everything on the farm, and launched a freelance writing and photography career. She even wrote a piece about the farm for a local magazine. “My reconnection to CSW through Ellery re-ignited my creativity and artistry,” shared Kit. Kit continues to reflect on an art class she took at CSW. On the first day of the Raku ceramics art class with Tom Evans, she was given a slab of clay and told to “make something out of it but don’t think about it.” Kit found this a highly challenging assignment. Until then, she had been pushed to think before she acted. Here, she was given only one minute to “just do it,” and this experience freed her.

“There are times I still think about that moment now,” said Kit. “It really taught me to be mindful in the moment.” Many formative learning skills that Kit acquired as a student at CSW have turned her into the acupuncture practitioner that she is today. “The intuition I have for each patient is, I believe, more of an artist's than a scientist’s. These are skills that one learns through living and experiences. And I got a lot of them just from being at CSW.”

“The intuition I have for each patient is, I believe, more of an artist's than a scientist’s. These are skills that one learns through living and experiences. And I got a lot of them just from being at CSW.”

Ellery Kimball ’93 was always interested in environmental issues and visited farms as a young girl. During her senior year at CSW she took a photography class that required focus on one subject. When she chose to photograph farms she loved as a child, she could not expect that her life’s work would be running a farm of her own.

Ellery Kimball ’93 Firmly Planted Roots

One of Ellery’s favorite classes at CSW was Environmental Sculpture where the students were allowed to work independently on a sculpture in the woods. This was her first experience with gardening, daily tending to a place, mending it when nature blew it apart. As a child, Ellery always thought of farms as being places with livestock, never a place where vegetables came from. She grew up in Lincoln, Mass. surrounded by conservation land. Her mother, an environmentalist, and her father often took her and her brother to the local farms, Drumlin and Codman, to see the animals. As part of her photo class project, she intended to travel to all the farms she had visited as a kid to take pictures of the animals and tractors. Instead, stopped at a single organic vegetable farm in her

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own hometown and shot several rolls of film. She fell in love with farming and volunteered there during the spring of her senior year as well as over five summers. That farm became the one she now manages, renamed after her favorite bird and one that often flies over the field -- Blue Heron Organic Farm. Ellery’s journey and love of farms may have begun as a young child, but it was her CSW experience that influenced and set her passion in motion. Part of a freshmen class of just nine students, Ellery loved learning and working in small groups at CSW. “I loved the hands-on learning, writing and journaling at CSW,” she shared. “I loved the independence of choosing our own projects and the critiques during the presentations where everyone’s ideas are important and valued.” At CSW, Ellery was impressed and moved by the amount of talent at the school. Watching students dance, paint or draw made her want to try harder and to explore parts of herself that might not have seen the light of day at her public high school. “CSW provided exposure to a lot of ideas that changed my way of thinking,” Ellery said. “It made me seek out books independently as well, and I became very interested in poetry and nature and spirituality. I feel that CSW supported and encouraged exploration of these ideas.” “Only two hours into my first visit to CSW, I was completely blown away,” she said. “I didn’t apply anywhere else. It was a relief to be someplace where it was normal to be different, and where the more creative, wild, artistic, radical you were the better.” Ellery fondly recalls how her CSW teachers treated their students as if they were adults, valuing thoughts and ideas and giving students permission to express themselves. She developed a strong journaling practice while at CSW that helped her in college and in starting her business, as she learned to put more emphasis on observation.

Because Ellery loved the small class sizes at CSW she sought out a college that also had a similar structure. She received a degree in Sustainable Agriculture with an emphasis in Ecology and Natural History from Prescott College. Her diligence and independent study skills practiced at CSW planted the seeds for her work to come. College required a lot of journaling, observation and self-direction, and that was only the beginning. After college, Ellery ended up working as a landscaper in Muir Beach California near Green Gulch Farm and Zen Center. But her heart was calling her back home. When Ellery was only 25, she had the opportunity to take over the lease on the beloved Lincoln farm land, and she didn’t hesitate to take it on, even though she had never done greenhouse work, designed a crop plan, run a business, or been a boss. She didn’t own a tractor, a greenhouse or a pitchfork. She had never had the stress of potential debt, or the financial burden of failure. “I could see it, the farm I wanted to create,” said Ellery. She is going into her 13th year managing Blue Heron, selling produce to over a dozen fine restaurants in the Boston area and participating in three farmer’s markets a week and operating a farm stand on the property. Groups of young people come out to the farm every Friday to volunteer and learn about organic agriculture and they sit in a circle while Ellery leads a discussion about where food comes from. She credits CSW for her teaching style with these groups. She has developed long-standing relationships with passionate chefs and has fallen in love with cooking and food preserving, food policy and the organic movement. Now, her roots have grown deep in the town she grew up in. Ellery feels grateful to have found a school like CSW that taught hands on learning. “I read a lot of books about farming, but the only way I really know for sure if something works or not is if I do it. “

Tom Hall ’49 Tom Hall ’49 has traveled the world helping people. His seven “health-related careers” include clinical medicine, public health and developing educational resources in global health education. Global Health Educator. History Lover. Voracious Books-onTape Listener. Lifelong Sailor.

As a student at Reed College, where he attended after CSW, Tom loved th social sciences. It was 1951 and men were returning from the Korean War. He opted to participate in a free testing program set up by the army to provide vocational guidance


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to returning veterans. The counselor recommended clinical psychology or psychiatry, so when he transfered to Harvard in his junior year, he elected to continue majoring in history, his passion, and also take the minimum courses required for medical school. Once enrolled at Harvard Medical School, he realized decided that psychiatry was not for him and instead, he aspired to be an internist. In retrospect, Tom believes that his CSW courses in biology with Hans Bierman were instrumental in piquing his interest in medicine. History classes and related subjects also initiated his love of history. After about seven years in public school and several months at Belmont Hill, he transferred to CSW. “CSW opened up relationships,” said Tom. “Building relationships with other students and faculty was easy, and some of the faculty in particular took me and others under their wings and I highly profited.” Tom’s working years have been concerned with a number of major world health problems including health care delivery in low-income countries, rapid world population growth, health care planning and cost containment, HIV/AIDS prevention research, global health education and health economics. Immediately following his medical internship Tom took a two-year assignment to run a 30-bed hospital in rural, mountainous Puerto Rico. The experience changed his career trajectory completely. After Puerto Rico he earned a Masters of Public Health degree at Harvard, served an additional two years in Puerto Rico, and then earned a doctorate in international health at Johns Hopkins. During his Hopkins years, he directed two national health workforce studies for Peru and Chile. In addition to teaching at Hopkins, he later held faculty positions at the schools of public health at the University of North Carolina and the University of Washington. He and his wife then sailed from Seattle to New Zealand where he served for several years as Chief Medical Officer in the New Zealand Department of Health. Tom subsequently directed a postdoctoral research-training program on HIV prevention at University of California at San Francisco’s Center for AIDS Prevention Studies, and participated in several other HIV-related programs while teaching in the annual global health course. For the past 16 years of post-retirement, he has continued to teach global health, as well as mentor and consult internationally on health workforce planning and policy development. At UCSF and through his role until recently as executive director of the Global Health Education Consortium, Tom has been involved in developing teaching materials and helping faculty and students become qualified to work with low-income populations. The opportunity for hands-on experiential learning largely came in the biology field and from Hans Bierman at CSW. Tom fondly recalls an experiment in one of Hans’ classes that involved the study of mud and a water sampling from the pond near the athletic field in an aquarium. “That aquarium was a magical place, clear water, a zillion small protozoa swimming around, budding vegetation starting to grow up from a piece of waterlogged wood at the bottom of the tank, a veritable zoo of life,” shared Tom. “Sadly, I left the aquarium heater on, the tank became over-

heated, and the following week everything was dead and putrid. A lovely hands-on experience gone bad!” He also welcomed the relatively informal relationships that he developed with faculty members. Of note were Bob Brown in math and sports, Louise Aitken with the madrigals group (which he loved), Whitney Haley in theater (he had a leading role in several productions, including “Ruddigore”), and Hildegarde Washburn (he struggled with her course in French). His math skills subsequently came in handy during work he did for the World Health Organization. Tom developed a fairly sophisticated computer model to project the likely supply of and requirements for healthcare workers 10-30 years in the future in low-income countries. Throughout his academic life he has remained very accessible to his own students. To this day, despite a 60-year age gap, most of his students refer to him by first name. “Our relationships are easy and informal,” Tom adds. “Very likely modeled after the relationships I had at CSW.” About 35 percent of medical students will go overseas on their own initiative during their medical education, Tom notes. His goal is to educate them about the many problems and programs they will encounter, prepare them for culture shock, and keep them, and those to whom they minister, safe. With limited job opportunities overseas the majority of these students will practice in the United States. “However, if students can use their experiences as a stepping stone to better understand the connection between the social, economic and political issues,” added Tom, much will be gained. “Based on their experiences abroad they will likely be more willing to choose practice disciplines and locations that respond to the needs of disadvantaged populations both here and overseas.” When he is not teaching, it is likely that Tom and his wife are on the water. A sailor all his life, he has sailed to Easter Island, Pitcairn, the Marquesas, Svalbard, Cape Horn region, Alaska and from Seattle to New Zealand. More recent trips include kayaking in British Columbia and a five-week containership trip to Asia and back. As a student at CSW, he and his sisters went to the Alamoosook Island Camp in Maine for several summers, then run by Eleanor French, the wife of John French, the former head of school, and their son Nathaniel. The camp was a summer continuum of the CSW experience, small and progressive. “The impact of all these experiences, school, camp, parents and later on work experiences, combined to provide me with a very progressive outlook and ethos in my work,” said Tom.

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A Course in Costa Rica & Panama to

“Learn How to be a Scientist”

Every other year, CSW extends an incredible opportunity to students to explore vastly different areas in Costa Rica and Panama, with the chance to refine Spanish-speaking skills while acting as natural history and science field researchers. The popular trip involves extensive travel to study major ecosystems such as seasonal dry forests, lowland rain forests, a cloud forest at 7,000 feet above sea level, an isolated Emberá village in the Chagres National Park and a remote island biological field station with coral reef and mangroves. Throughout the course, students will communicate in Spanish for a substantial portion of the course, experience individual homestays and receive language instruction.

This year is the 10th time that this full mod course has been offered at CSW. The group of 22 students was divided into two groups for this year’s course. One began in Atenas, Cost Rica with the intensive language and cultural immersion, including individual homestays with local families, while the other group began in Panama to study tropical ecology on rainforest and marine ecosystems. During the midpoint of the course (about two weeks), the students came together to travel to a cloud forest located in the highlands of western Panama to learn about sustainable tropical agriculture and to study the cloud forest ecosystem. 28

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The course is a solid example of interdisciplinary study: students receive both science and language credits. A new component to the curriculum this year was taking a deeper look at agriculture in the cloud forest region. For example, how were pesticides used? Or, how is the erosion controlled on the steep mountain slopes? They worked closely with a local organization whose mission is to help farmers incorporate organic practices into their farming. The group examined food production, conservation issues and economic challenges. They were asked to observe and reflect on the impact of climate change and the health affects of the pesticides and herbicides. In each region, students stayed in accommodations different than any other. Every portion of the course provided a new experience. Homestay visits with families were done in conjunction with intensive language and culture lessons. In the rain forest, students lived in rustic cabins perched on the steep hillsides. On the island in the Southeastern part of Panama, the group camped at an isolated off-the-grid field station and experienced the life of a research scientist. This year, projects ranged from investigating behavior patterns of feather-duster worms and their abundance in different parts of the reef, working with leafcutter ants to determine commonalities in riding and guarding leaves when ants are closer to nests, examining poison dart frogs to see if males and females perch in different places, data collection and prevalence of lionfish in different areas, and studying the density of mangrove tree oysters in areas of different salinity and shelter. Students were trained and expected to observe as field researchers throughout the course. They made hypotheses for their individual and group projects that were presented and evaluated. Regular journal entries were a required part of the course, and students were encouraged to incorporate drawings and photos as well. When Internet was accessible, many students also contributed to a blog on Homestay families

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“One unique part are the relationships that have been developed over time. It is incredible how interconnected everything is even in such a small area.”

were able to accommodate for special dietary needs, but for the most part, local fare was rice, beans and produce. Alexander Brown-Whalen ’14 said it was the best traveling experience of his life. “I immersed myself culturally and stepped out of my comfort zone,” Alexander said. “I learned so much about Panama and about myself,” shared Caroline Hickey ’14, who discovered that she was no longer afraid of spiders or scorpions. One thing that Julia Miller ’14 found surprising during her time in Costa Rica and Panama was her excitement to speak Spanish. “I see that it really is very useful, and I may want to explore Spanish in college because it could be so rewarding.” Leaders for the course included three CSW alums: Amber Espar ’97 and teaching interns Chesapeake “Chessie” First ’07 and Isabella “Izzy” Batts ’08. All three alums participated on the trip as students. Amber was a CSW student during the first Neotropics course in 1994. She credits the course for leading her trajectory to major in international studies with a concentration in sustainable agriculture in college. Amber has set up sustainable agricultural programs and gardens for various urban communities, coordinated “green teams” for high schoolers to use as a national model and taught Spanish and zoology at CSW. She is now a full leader and has been part of every Costa Rica/Panama course since 1999. “One unique part are the relationships that have been developed over time. It is incredible how interconnected everything is even in such a small area.” As a student, Izzy recalls knowing instantly that she would be involved with the course upon hearing about it. Her Spanish language skills blossomed in the program. She later majored in Hispanic studies in college. “A beautiful dynamic emerges with the group,” shared Izzy. “There is a deep sense of family among the team which was

unexpected but so lovely. We each discovered personal strengths, and everyone gets something personal out of the course.” Science teacher Steve Scrimshaw created the program at CSW because he wanted to recreate the rich field course experience he had as a graduate student. Steve was also familiar with Spanish; he was born in Guatemala and lived there until he was nine years old. Over the past 19 years, Steve, in cooperation with the language department, has developed and cultivated the program. The course has grown in length and complexity because CSW has strengthened many local relationships with guides, hotels, bus drivers, schools, families and non-profit organizations that not only keeps costs down, but also grant a finer control over the program. “This course is an experience that often only Ph.D. students or scientists have,” said Steve. “Our students are really learning how to be scientists in this course. The access to the level of facilities is tremendous, and the students are taken seriously by Ph.D. scientists, which is fantastic.” Additional course teachers this year were Language Teacher Awa Diop and History Teacher Nick Reynolds. Awa, along with Amber, ran the language intensive sections in Atenas in Costa Rica, and Pedasí and La Enea in Panama. Nick offered a historical perspective. After taking a course in tropical coral reef ecology in Panama over winter break, Nick, a certified divemaster, managed all the marine excursions and projects.

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Grey Matter CSW’s Annual Dance Concert Features Highly Advanced Student-Choreographed Performances

(and Sadly, Martha Gray’s Last Before Retirement)

Each year, students at CSW perform to standingroom only crowds at the annual Dance Concert, and this year was no exception. Students presented dances of their own choreography in a wide variety of technical styles including ballet, jazz, modern, African dance, and even an interpretative dance to an episode of Boston’s long-running radio program “Car Talk.” The Dance Concert is unique in that it gives equal opportunity to serious dance students and beginners alike to experience the beauty and exhilaration of dance and movement. Martha Gray served as artistic director, along with choreography coaching from dance teachers Carey McKinley and Nailah Randall-Bellinger. 30

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Martha Armstrong Gray’s Final Curtain

This is Martha Gray’s 45th year at The Cambridge School of Weston. Her retirement in June will be bittersweet but her legacy will live on for many years to come. Martha has served as dance department chair for many years, and since her arrival as the single dance teacher in 1968, the dance program has flourished. Dance offerings are diverse, plentiful and always in demand, coupled with creative new genres and use of technology – the CSW dance department has shined year after year. Martha’s choreography has been performed by modern and ballet companies throughout the United States, and in Canada, Belgium, Holland, Germany and Italy. She co-founded Boston Dance Collective, which brought professional dancers together to perform original choreography, and is the co-founder of an outreach program that paired teens with professional dancers to bring dance to over 1,400 children in urban summer camps.

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The dance program at CSW inspires students of all skill levels to experience the intellectual, cultural, and empowering aspects of physical expression.

Her influence has created a truly holistic dance department. Martha has spearheaded and taught interdisciplinary courses such as Dance and Drawing, Spanish and Dance, and Dance During Western Civilization in the 20th Century. She has continued to stimulate and encourage students of all dance levels and talent. Mark Your Calendars for June 15

As part of Reunion on June 15, and as a tribute to Martha Gray, do not miss the performance of From the Horse’s Mouth, which will feature a long list of notable alumni dancers and is certain to be a packed house. The show is a celebratory dance/theater production that will incorporate captivating story-telling and a creative fusion of individual and group dance.

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Tribute to

Karl Fisher:

Beloved Long-time Art Teacher Gave Until the End

“For you, the world.”

“For you, the world,” Karl Ross Fisher used to say to his students and colleagues who adored him. That spirit was true to the end; his very healthy organs have been the gift of life for five lucky people. Karl died unexpectedly on February 20, 2013 after suffering a rare, unexplained and massive stroke. He died with family and loved ones by his side at Brigham and Women’s Hospital. It was his 53rd birthday.

Known affectionately as “Mr. Karl,” he joined the staff of the visual art department of CSW 15 years ago. His energy, humor, and friendliness made him a fast favorite among students and peers. Karl's students were consistent regional and national scholastic art prizewinners for their drawing, painting and digital collage work. Most recently five of his students received Gold Key Awards, the highest honor in the National Scholastic Arts Awards. As a teacher, Karl balanced the priorities of knowing oneself in the world with technical skills and tools. He sought to instill in his students a “disciplined and inspired hand” matched with a “highly developed sensitivity to one’s own history and experiences,” as the basis for great work. Where there were boundaries 32

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between the fields of illustration, graphic design and photography, he created connections, and he embraced the role that technology played as a means, not an end, in this pursuit. With art teacher Tom Evans, Karl designed and launched a computer lab, the YUM Lab (“Youth Understanding Media�), and made it a resource for the entire school, hosting courses in music, dance, journalism, science and computer science. He taught traditional and digital art, such as: painting, drawing, digital collage, animation, video, design and construction, and an integrated course with the science department called Studies in Flight. A 3D Design course was in the works. He worked tirelessly to bring the latest technology to the department, providing students with a variety of tools with which to discover their own expression. He chaired the visual arts department for the last eight years. He produced seven student art shows each year.

Karl was an artist and athlete. His fervor for physical fitness was an inspiration, as his energy was boundless. He donated afternoons to CSW, leading running and cycling groups and recreational frisbee. Karl received a Bachelor of Fine Arts degree from Syracuse University and a Masters of Fine Arts from the Cranbrook Academy of Art in Bloomfield Hills, Mich. Karl is survived by his parents, John and Helen Fisher; his brother, Grant Fisher; a daughter, Claire Slattery; and the love of his life, dance teacher Carey McKinley. To keep his spirit alive, memorial contributions may be made to the Karl Ross Fisher Memorial Fund. Attention: Julie Anne McNary, Director of Development, Cambridge School of Weston, 45 Georgian Road, Weston, MA 02493.

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alumni at their Boston home in honor of their 60th milestone reunion last May 2012. (See image inset.)

class notes

Tom Davis ’53 wrote in to

let us know that he and his wife Terry are still seeing the world. “We cruise a lot. Look for ‘Where is Tom this time?’ pictures with the gryphon hat on!” We hope you’ll send some photos soon, Tom!

We Want to Hear From You! This issue includes notes submitte from August 1, 2012 to March 1, 2013. Everyone is invited to submit news to the alumni office. Please send your news (including photos) via email to

1940s Priscilla Huntington ’40

wrote to let us know that 2012 was “one of the happiest years of my life!” Dave Sanderson ’45 reports

that he is almost retired and still climbing mountains (small ones, now). His grandchildren are starting college. Dr. Larry Nathanson ’46

wrote to tell us he continues to teach (and learn) at the Harvard Institute for Learning in Retirement. He spends

Class of ’52 Alumni Gathering at Nancy Gleason’s home. Left to right: Herbert Gleason, Gerry Swope ’54, Connie White ’54, Julie (Swope) Child ’52, Mary Carlton Swope, Nancy Gleason ’52, Phil Sternstein ’52.

time with his three children and five grandchildren, who are scattered from California to Italy.

1950s Betsy Knapp Packard ’51

reports, “I’m still working part time, teaching mental health nursing. Will do this through the end of spring semester ’13. Then, it is high time to retire as I am pushing 80.” Go Betsy! Nancy Aub Gleason ’52 and her husband Herb were kind enough to host a group of

Ellen Ziskind ’57 reports that she has co-edited a book, Internal Family Systems Therapy: New Dimensions, published by Routledge, which was due out in March 2013. She is still working full-time in her private practice in Brookline.

1960s Perry Williamson ’61 wrote in to tell us that she and her husband, Jed, are “still in Hanover – hiking, skiing, and enjoying being close to Portsmouth.” She has been busy with lots of art shows of her watercolors and four grandchildren. Carol Wills ’61, who has been

living in Bermuda for the past four decades, writes: “All the best to my ’61 classmates and everybody else at CSW. If any of you find yourselves coming to Bermuda, please contact me. I doubt I’d recognize the

CSW campus now, but I am pleased that the school that was considered ‘progressive’ in my day continues along the same path.” She worked for Bermuda’s Department of Tourism for 35 years until 1999, then worked for the 2000 Trans-Atlantic Tall Ships Race and later as the project coordinator for the Corporation of Hamilton (Mayor’s Office). She will be a volunteer coordinator for the NatWest Island Games in Bermuda in July 2013, where more than 2,000 athletes from mostly European islands will compete in 14 different sports. John Bowditch ’63 has

semi-retired this year, but continues “to work part time as the director of exhibits emeritus at the Ann Arbor Hands-On Museum.” Susan Landor Keegin ’63 is proud to report her painting “Man and Superman” will be included in Falkirk’s 2013 Annual Juried Exhibition. If you’re in the San Francisco Bay area, you can see Susan’s work at Falkirk, 1408 Mission Ave. at “E” Street in San Rafael until May 25. The exhibition was juried by Chester Arnold. Congratulations, Susan! Deb Goldman ’65 has been working for a three-person show during March at the Lucky Street Gallery in Key West, Florida and will be performing at a three-person show at the Deering Estate in September. Helen Wilson ’66’s paintings exhibited at the Lori Bookstein Fine Art gallery in New York this past October and November. She also will have a show this summer at Albert Merola Inc., in Provincetown, Mass.


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1970s Phoebe Kathryn Williams ’70 is excited to announce

her first grandchild, a girl, born December 16, 2012. Congratulations, Phoebe! Lisa Brodey ’76 is working as a diplomat for the U.S. State Department. Her current assignment is to the United Nations Human Rights Council in Geneva. Lisa’s daughter, Lucy, was accepted to graduate school where she will have one of two fully paid slots for poetry students. Lisa’s daughter, Mahalia, is a sophomore at Brown University majoring in Chemistry. Cathy Cook ’77 writes: “I own a set of camps in central Maine. I have two sons attending college on Oahu (Hawaii). They chose to shovel sand instead of snow. One is a junior, the other post grad. Happily divorced...twice.” Amy (High) Norris ’77 writes

she is “happily married with an 11-year-old son, living on the Northshore. Late start in marriage and having children, so while everyone else is having grandchildren, mine is just entering middle school!” Sarah Underwood ’77 sent us this update: “Surprise grandson named Bayard Joseph Landry Hard born August 7, 2012 to my eldest son, James. No surprise – my daughter Shannon Hard graduated from UNE with a M.S. in Nurse Anesthesia on November 10, 2012. Awaiting the return of youngest son Amos from his Air Force assignment in Qatar.”

Stephen Mumford ’78 is a

husband, professional artist, and new father in New York City. His son Kaspar was born in 2011. Stephen’s art is represented by Postmasters Gallery in New York. His wife Inka is also a successful painter. In addition to New York, her work is represented by galleries in London and Tokyo. Stephen recently bought a house in Manhattan. Benjamin Brodey ’78, M.D., M.P.H. is the founder and

CEO of TeleSage, Inc., a company that conducts mental health research and develops software tools for use in mental health. Most recently, Benjamin converted the DSM-IV in to a web-based diagnostic software program and released a new screening test for post-partum depression. Benjamin has four children, ages 6 to 14, and lives in Chapel Hill, N.C. His wife, Inger Brodey, is a professor at UNC-Chapel Hill.

1980s Stephen Mumford ’78 writes that his brother “Peter Mumford ’80 recently moved

back to Cambridge from Seattle with his new wife Adriana. Peter makes a living doing web design, after many years of taking photographs professionally. His two sons, Henry and Linus, are in college and Peter and Adriana look forward to a life of adventure and exploration that was so encouraged and exemplified by CSW.” Linda Pompa ’81 writes she

is “still working for a nonprofit in New Orleans doing

redevelopment – and loving the 75-degree days in winter!” Michael Stuttman ’81

writes: “After a 20-plus year career as a marketing strategist working in the ad-agency salt mines, I decided to return to my creative roots that were so excellently nurtured at CSW, and obtained my M.F.A. in Computer Art at the School of Visual Arts in New York. While I was not the oldest member of the Class of 2012, it was close. Right now the future is as exciting as it was when I left CSW in 1981! My thesis film, AmLeftCrap, has been accepted into several film festivals, including the Atlanta Underground Film Festival, the Coney Island Film Festival, The Big Apple Film Festival, Crown Heights Film Festival, PollyGrind Film Festival, Connecticut Film Festival, and Hartford Flick Fest. If any CSW’ers are planning on attending any of these festivals, please look me up.”

and have been running it ever since. Twenty-something years later, I am a Certified Professional Photographer, a Photographic Craftsman and most importantly, a Master Photographer, one of only about 4,000 in the 102 year history of the Professional Photographers of America (PPA). I have also been a national councilman from Maryland to the PPA for the past seven years. I give 100 percent of my artistic credit to the four years I was at CSW.” Sacha McVean ’85 writes: “My husband Mark and I have moved from Shanghai, China where I worked as the elementary principal at Shanghai American School to Vienna, Austria where I now work as the elementary principal at the American International School Vienna.” Ivan Brodey ’85 is working in Oslo, Norway, where he is one of the country’s top architechtural photographers.

James “Adny” Eidelman ’81

recently completed his Ph.D. from the University of Phoenix. His studies focused on management in organizational leadership and information systems management. He plans to write a book about his life and looks forward to continuing his work at Verizon, where he has been for 15 years. Congratulations, James! David Kluchman ’82 finished

in the top 1 percent of the 2012 World Series of Poker in Las Vegas. “Applying math and people reading skills has helped me become a better poker player,” he writes.

Heather Lang-Heaven ’86

is pleased to announce the recent birth of her second daughter, Alexis Sylvia. She writes: “I live in the wonderful San Francisco Bay Area with my husband Kingsley and my other daughter, 5-year-old Sasha Vivienne. I work for a dynamic nonprofit that serves children and families and find it very rewarding and interesting. Our travels are full of visits to the Caribbean and the East Coast; I have not made it to reunion yet, but think very fondly of my years at CSW!”


Anthony “Tony” Marill ’83

Congratulations to Waetie Sanaa Kumahia ’95, a past

writes: “I started my own photography business in 1991

trustee and former assistant director of admissions. She

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and her husband Justice welcomed a baby boy, Nathanael Caleb Selom Kumahia, in July 2012. Guy Yanai ’95 will have a

solo exhibition at La Montagne Gallery, Boston, in May 2013 and welcomes all CSW alumni to attend. Guy writes that he really loves CSW and thinks, now with hindsight, that CSW helped him more than college. Congratulations to Aaron Howland ’97, who produced and edited a short film that played at four film festivals last year: the Fort Lauderdale International Film Festival; the Palm Springs Gay & Lesbian Film Festival; the Columbus International Film & Video Festival (the oldest film festival in the country); and the Boston Asian American Film Festival. The film, titled The Commitment, is the story of a married gay couple’s attempt to adopt a baby. The story was written by Albert M. Chan, who directed and starred in the film, and is based on his actual experience trying to adopt a baby with his husband. To learn more about the film, visit Aaron’s production company, 7 Fluid Oz., and the film can be found online.

The film by Aaron Howland ’97 premiered at the Palm Springs Gay & Lesbian Film Festival, and has been selected for 15 film festivals in three countries (USA, South Africa, and Italy).


Gryphon Spring 2013

The parents of Abigail Allen ’98 write that she is happily married to Anna Richey. They work as foreign service officers in the U.S. State Department, and, at the time of the writing, were expecting their first child around Christmas 2012.


salesperson at a children’s book store, both in Cambridge. She currently lives in Watertown, Mass. You may have recently seen the work of Serene Bacigalupi ’02 featured online at See more of Serene’s whimsical artwork at her site,

Derya Altan ’00 is in Los

Angeles, CA after receiving her MFA from Cranbrook Academy of Arts in 2007. She is working as a freelance artist and is currently an Artist in Residence at “Halka Arts Project” in Istanbul, Turkey.

Jake Carman ’04 and Clara Hendricks ’05 are thrilled

Mike Dove ’01 is living in Zvolen, Slovakia, where he teaches at a local university and does translation work.

Jake Carman ’04’s first book Nine Years of Anarchist Agitation: the History of BAAM (2001-2010) and Other Essays also debuted in December. There are small sections and anecdotes in the book about CSW and the Anarchist Social Club at CSW that other alumni, current students, or teachers may enjoy reading. You can find more information online at

Elizabeth “Betsy” Goldman ’01 reports she is an A.B.D.

Ph.D. candidate in Theatre History at Tufts University focusing on theatre for social change, theatre of the oppressed, and 18th century Venetian theatre. She has been at Tufts for the past three years and prior to that received her masters degree from New York University in Educational Theatre. In between degrees, she has worked as a line cook at a pizza restaurant and as a

to announce the birth of their daughter, Bridget May, on October 20 2012. Congratulations from CSW and welcome to Baby Bridget.

Congratulations to Austin Eddy ’05 who was featured as Artist of the Week at LVL3 Gallery in November, 2012. You can read the interview online on Tumblr.

Emily Jane Sylak-Glassman ’05 married her husband John

this past September, whom she met shortly after her graduation from CSW during orientation at the University of Chicago. Johannah Murphy ’05 led the marriage ceremony and Eliza Murphy ’06 also helped celebrate their wedding. “I am working towards a Ph.D. in Chemistry and John is pursuing a Ph.D. in linguistics. We hyphenated our last names, so we are now Emily and John SylakGlassman. I’m happy that I get to remain in touch with CSW through my sister, Julia Glassman ’09 and my uncle, Jim Cook, who works at CSW as a carpenter and woodworking instructor.” Nia King ’05 graduated from

Mills College in 2011 with a bachelor’s in Ethnic Studies. Since graduating from CSW, Nia has worked as a nonprofit administrator, a film curator, a crisis counselor, and a grassroots fundraiser. She currently interns with She has also spent the last seven years self-publishing, presenting at conferences, and screening her film, The Craigslist Chronicles. You can find her creative writing, research, and film at, or contact her directly at Lizzie Starr ’05 married

Olivier Mbaya in Dakar, Senegal in December, 2011. She is teaching English at the West African College of the Atlantic for her fourth year. The couple lives in Dakar.

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Amanda Hittson ’09 writes: “In December, I earned my M.S. in computer science from University of WisconsinMadison. I’m taking some time off in Seattle until I start work for Google this summer in Mountain View, Calif.” Ella Holman ’09 sent us this

update: “I have enjoyed taking my irreplaceable four years of progressive education to Washington, D.C., where I have furthered my studies. Throughout my time thus far in the nation’s capital, I have had the opportunity to intern with Autism Speaks, the Human Rights Campaign, and the United States Office of Personnel Management. I am now completing my degree at American University.” Mark Alvar Peck ’09 is a senior at Clark University, working on a B.A. with a concentration in Graphic Design and Fine Art Photography. As an undergraduate, he holds the rare distinction of having served as a teaching assistant and curriculum advisor to professors. Mark published his first book, Ninety-Five Grand Street, a photo-narrative about industrial geography and the American phenomenon of urban abandonment and decay. He is now working on another book, The Road North: Motoring Solo Across The Nordic Countries, an account of his three-summer, 40,000kilometer trans-Nordic journey. After graduating, Mark is planning to move to Finland to live, work, and pursue a higher degree in the applied arts at Aalto University in Helsinki.

The parents of Samuel Rodriques ’09 proudly report: “Sam has landed a fellowship to Churchill College, Cambridge, for the 2013-14 school year. He will complete an M.Phil. in computational neurobiology (no, we don’t understand this either), before he begins his Ph.D. in the fall of 2014. He has been accepted to Harvard, and he is waiting to hear from MIT, the Rockefeller Institute, and several other specialized graduate programs.”

2010s The parents of Margaret Draper ’12 write: “After leaving CSW, Margaret was goalie on the state champion Assabet hockey team. She was recruited to play goalie at Williams College, where she will attend in the fall.”

IN MEMORIAM Our deepest condolences to the family and friends of Henry Flint ’35, who died on October 15, 2012 at the age of 95. We were notified that Helen (Sherman) Pratt Ladd ’42 died peacefully on October 19, 2012. Our deepest condolences to her family and friends. Our deepest condolences to Trilby Coolidge, Ph.D. ’69, whose mother Anne Crosby Bunn ’44, died in December 2012. Our thoughts are with her family and friends. Our deepest condolences to Anne “Seesie” Myers Forsyth ’59, who lost her bat-

tle with thyroid cancer on June 15, 2010. Our deepest condolences to Louisa Putnam ’66, whose son recently died.

Our deepest condolences to the family and friends of Niko Marvit-Suyemoto ’12, whose father Peter Marvit died on September 17, 2012. We were notified that Mr. and Mrs. Paul Doty have both died. Our heartfelt condolences go out to their children, Christopher Doty ’77 and Becky (Doty) Taylor ’77, as well as to their family and friends. CSW extends it condolences to Lelia Babson ’78 on the passing of her mother, Jane Frances Babson, who died on January 10, 2013. We were saddened to learn that Emily Salzfass ’94 died peacefully in her sleep on January 21, 2013 in Oakland, Calif. She was a freelance writer and member of the Screenwriters Guild of America. We extend our condolences to Emily’s family and friends.

Betsy Auchicloss Ryles ’71

died on December 6, 2012. Our deep condolences go out to her sisters, Katharine ’65, Sarah ’67, and Priscilla ’70, as well as to their friends and families.

Our condolences to the family and friends of Olivia Fialkow ’10, whose grandmother Jane Fialkow died on January 23, 2013.

We were saddened to learn that Louisa McElwain ’71 passed away in February 2013. CSW offers its sincere condolences to her family and friends. (See tribute on p. 38.) Our deepest condolences to the family and friends of Ross Lydiard ’79, who died in May 2012. Our deepest condolences to the family and friends of Roger Fritz ’90, whose wife died in September 2012.

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‘The Canvas is Never Big Enough’ In Memory of Louisa McElwain ’71 1953-2013

CSW recently lost beloved alumna Louisa McElwain ’71, a vibrant, passionate woman, devoted mother, renowned artist, farmer and builder. Along with her brother Don McElwain ’74 and sister Amy McElwain McCoubrey ’73, she grew up in Litchfield, N.H. on a 100-acre livestock turned vegetable farm during the early 1950’s and 1960’s. As a young girl, Louisa loved to draw horses. She was inspired by her mother Katchen’s detailed decorative paintings, beautiful watercolor illustrations and her amazing ability to create lovely homes wherever they lived. Early in her life, Louisa was shown illustrations of children’s books, sculptures and paintings done by various cousins. A year abroad in the south of France when she was 11 inspired a deep appreciation for her impressionist surroundings. As a CSW student, Louisa painted large murals for set decoration used in plays, and explored sculpture, printing and painting. Her brother Don reflected that CSW teachers Cynthia Tripp and Anne Marie Sykes inspired and encouraged her obvious talent and helped her pursue what she loved. Louisa continued her formal training at the Skowhegan School of Painting and Sculpture and the Nera Simi Drawing Studio in Florence, Italy. She received a Bachelor of Fine Arts from the University of Pennsylvania and continued her studies at the Tyler School of Art and the Santa Fe Institute of Fine Arts. On her ranch outside Santa Fe, she raised horses, cows, dogs and chickens, and maintained orchards, flower and vegetable gardens. For Louisa, painting the southwest landscape was an authentic and powerful expression of her connection to God and nature. Working outdoors on the tailgate of her pick-up truck, she painted landscapes on large canvasses. This is where her distinct style developed. Louisa is known to have said, “The canvas is never big enough.” Her tools of choice were knives and masonry trowels, which allowed her to work quickly. She adhered to a completion time of four hours or less per painting as permitted by weather and light. Her thick colorful strokes reveal awe-inspiring landscapes and looming storms. Other works show grazing horses, street scenes, small churches, flowers, cacti and a series on old farm tractors.

In Louisa’s words: “I paint outdoors in all sorts of conditions, open to the impulse of changing light, wind, heat, cold, insects and all forces of Nature that bring life into my paintings. A painting for me is the sum of innumerable commitments to an idea, made in a dance to the tempo of the evolving day. It is a kind of ‘captured’ choreography, an entire ballet one can behold in a single gaze.” Louisa’s bold and impressive paintings are displayed in many museums, corporate settings, galleries and private collections, and are featured in numerous publications. Louisa is survived by daughters Maizie Houghton and Tasha Houghton, sister Amy McElwain McCoubrey, brother Donald McElwain, former husband Peter Houghton, other family members and friends.



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giving Announcing The Cambridge School of Weston’s Annual Giving Family of Funds

In keeping with the unique and innovative community that we serve, CSW is delighted to announce The Cambridge School of Weston Annual Giving Family of Funds, a new structure for annual fund giving which will allow you – our alumni, parents, and friends – to direct gifts to the areas of our work in which you are most interested. By choosing and supporting an area of interest from the list below, you empower CSW to continue the excellent work we are doing on behalf of our students, families, and faculty members, and you will endorse Progressive Education in a way that we hope will be profoundly personal and meaningful to you on an individual basis. You have the option to direct your gift to any of these areas, or you may choose to allocate percentages of your gift to several thereof, all while supporting the fundamental elements of the school’s mission.

“The recent conversion to a new Family of Funds model will allow CSW donors to both express themselves philanthropically in a more unique and specific manner, and also learn more about the needs of the School they are supporting. CSW donors have more influence on our day-to-day success than they might think, and the new Family of Funds model will allow them to exercise that influence in a manner that is customized, specific and communicative. Plus, it allows CSW to learn more about our donors, as well.”

CSW Annual Giving Family of Funds

• Financial Aid Fund • Faculty Support and Professional Development Fund (you may choose to direct your support in honor of a particular faculty member) • Academic Programs Fund (you may also choose to support one, more, or all of our nine academic departments) • Social Justice and Multicultural Programming • Technology and Innovation Fund • Health, Wellness, and Athletics Fund • Residential Life Fund • Sustainability and Facilities Fund • Area of Greatest Need

Rob Laverdure Director of Finance and Operations

We value your voice, and we hope that this change in our annual fund structure will demonstrate the respect we have for the CSW community at large. In addition, in choosing one of the areas of interest outlined above, you will teach us a great deal about one of our most important assets: you.

Did you know that you can set up a gift for CSW that pays you back? Establishing a Charitable Gift Annuity with The Cambridge School of Weston is easy and provides a gift to CSW while also guaranteeing you fixed income for life. A charitable gift annuity can be established with a gift of $10,000 or more, and the benefits include: • • • •

Payments for life to you and/or a loved one Partially tax-free income An immediate charitable deduction A lasting contribution to CSW

For more information, contact: Julie Anne McNary Director of Development Phone: 781-642-8611 Email:




55 65 75 85

5.0 % 5.5 % 6.4 % 8.1 %

* These rates are for illustrative purposes only. Actual benefits may vary depending on several factors, including the timing of your gift.

If The Cambridge School of Weston is already included in your estate plans, let us know so we can welcome you into The Patience Lauriat Society. Gryphon Spring 2013


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KINDLE RAFFLE: CSW is online! Are you?! Email your name and class year to You will receive our monthly e-newsletter and help us be green. You could win a brand new Kindle Paperwhite, loaded with five


books, selected by a current CSW faculty member of your choice!

The winner will be announced in the Fall 2013 issue of The Gryphon magazine. Congratulations to Amos Glick ’85, winner of our Fall 2012 Kindle Raffle!

Reunion: June 14 & June 15, 2013 The CSW Alumni Office is hard at work planning a weekend of reunion exciting activities for you, beginning with a special reception for the 45th and 65th milestone alumni on Friday, June 14. A full day of events is planned for Saturday, June 15, including a barbeque lunch on the quad, a student v. alumni soccer game, work-shops, discussions, campus tours, and a formal dinner that evening. Saturday’s main event will feature a tribute dance performance honoring veteran dance teacher, Martha Gray, who is retiring after nearly 45 years of inspiring generations of CSW students. We’ve invited several notable dancer alumni from around the country to participate in this unique performance, called From the Horse’s Mouth, which will present Martha’s legacy through movement, imagery, and story-telling. It’s one-time only and not to be missed! Reunion You can view the full schedule of events and register online at or, return your mailed invitation. Register by May 15 to save $15 off your registration fee.

Spring Musical “Once On This Island” Based on the 1985 novel “The Peasant Girl” by Rosa Guy, the story is set in the French Antilles in the Caribbean Sea. The story is about a peasant girl on a tropical island, who uses the power of love to bring together people of different social classes. May 16 – 18, 2013 Robin Wood Theatre, Mugar Center for thePerforming Arts Stay Connected to CSW Get the latest information, photos, interesting conversations, and videos of what's going on at CSW.

@CambridgeSchool @WeAreCSW

Join the Conversation: @WeAreCSW @CSWJane

2012-2013 Board of Trustees

Search for “The Cambridge School of Weston” under Groups.

Chris Gootkind P’12

Jane Moulding, Head of School

Eric von Hippel ’59, P’13

Shelley Hawks P’12

Christian Nolen P’10, Chair of the Board

Raekwon Walker ’13, Boarding Student Representative

Ben Alimansky ’87

Kaiko Hayes ’81

Diana Baruni, Faculty Representative

John Holleran

Margie Perse P’13

Susan Ward P’10, Treasurer

Christine Chamberlain ’63

Jennifer Jones-Clark P’05

Deborah Pressman P’10

Sheila Watson P ’12

Erika Christakis P’11, ’13, Assistant Secretary

Jean Kilbourne P’05

Sarita Shah ’86

Lysander Christakis ’13, Day Student Representative

Tad Lawrence, Faculty Representative

Peter Thorne P’12

John Weltman P’12, ’13, Co-Vice Chair of the Board

Doris Christelis P’14, Parent Representative

Rick McCready P’13

Susan Vogt P’14

Rachael Dorr P’07, Secretary

Bob Metcalf ’53


Gryphon Spring 2013

Eduardo Tugendhat ’72, P’07

Paige Williar P’12, ’14, Parent Representative Anki Wolf ’67, Co-Vice Chair of the Board

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Girls’ Varsity Basketball Team Wins Chapel Hill Charger Classic Tournament The Girls’ Varsity Basketball team competed in and won the Chapel Hill Charger Classic Basketball Tournament, an event hosted by Chapel Hill-Chauncy Hall in Waltham, Mass. on December 7 and 8, 2012. The team was dominant in both of their tournament games. In their first round game on Friday, the Gryphons faced a solid Chapel Hill-Chauncy Hall host team and came away with a big victory. The Gryphons took the game to CHCH from the opening tip-off, playing with an aggressive determination that set the stage for their entire tournament. Olivia Ask ’16 led the team with 17 points. Seven out of the eight girls on CSW’s tournament squad scored in the game. The final score was 40-16, securing a spot for CSW in the championship game.

In the championship game on Saturday afternoon, the Gryphons faced Boston Trinity Academy. The girls didn’t take their feet off the gas, as they played hard during every possession and successfully displayed their fast-paced offense to the delight of Head Coach Juan Ramos. When the final buzzer rang, the Girls’ Varsity team erupted in cheers as they celebrated their 29-17 win and their first place finish.

Congrats to the Girls’ Varsity Basketball team!

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45 Georgian Road Weston, Massachusetts 02493

Address Service Requested

Solar Panels Installed on The Garthwaite Center for Science and Art In an important step towards boosting The Cambridge School of Weston’s sustainability efforts and educational opportunities for students, solar panels were recently installed on the roof of the Garthwaite Center for Science and Art. The 300 Sharp polycrystalline photovoltaic modules, which were installed by IRC Roof Systems in November, will produce at least 50 percent of the Garthwaite’s annual electrical demand. The panels will help the school minimize its carbon footprint and save on annual energy costs. In addition, students and faculty will be able to monitor performance through real-time, web-based monitoring. “It will be a great addition to our work on sustainability as we try to minimize our carbon footprint,” said Marilyn DelDonno, science teacher and chair of the sustainability committee. The data gathered from the solar panels will provide opportunities for students to study how solar panels work

and how seasonal and weather variations affect their performance. Students will also have the ability to create additional projects on sustainability that can be integrated into our science curriculum. “It will give students the opportunity to see the seasonal and weather variations of solar panel performance which is an important complement to our theoretical study of how they work. The panels will also provide important baseline data as we consider solar panels for other buildings and future projects on campus. I look forward to the possibility of this being a capstone project for students as well.” IRC Roof Systems, which is based out of Lewiston, Maine, has deep connections to CSW. The school’s account representative, Kurt Penney, is the husband of Andréa C. deAlmeida-Penney ’78, whose father, Walter deAlmeida was a Spanish teacher and dorm parent in the late 1970’s at CSW.

The Gryphon: The Cambridge School of Weston Magazine, Spring 2013 Issue  
The Gryphon: The Cambridge School of Weston Magazine, Spring 2013 Issue  

'Health and Wellness' - 'Costa Rica and Panama' - 'Karl Fisher Tribute'