Cate School 2022 Fall Bulletin

Report on Philanthropy

MISSION STATEMENT

Through commitment, scholarship, companionship, and service, each member of the Cate community contributes to what our founder called “... the spirit of this place ... all compounded of beauty and virtue, quiet study, vigorous play, and hard work.”

NOTICE OF CORRECTIONS

The Summer issue of the Cate Bulletin published incorrect spellings of Vanessa Janss '99 and Alfred Waterlow Ford '51 in the In Memoriam section. “With Honors” was inadvertently omitted from Tyler Tom '22’s senior citation. The online Bulletin includes all corrections. We sincerely apologize for these errors.

For alumni wishing to update contact information, please email alumni@cate.org.

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The Cate Bulletin is published three times a year by Cate School and is distributed free of charge to alumni, parents, and friends of the School. Send correspondence and address changes to: communications@cate.org

The Cate Bulletin is printed by V3 on Topkote paper.

Cate 9th graders experience their first taste of Outings Week while at Pyles Camp in the Sequoia National Forest.

In this Issue

HEAD OF SCHOOL’S LETTER

Each day on the Mesa is an investment in people. Ben Williams pens a letter to the community about this investment, its breadth and impact, and what lies ahead at Cate.

ON THE MESA

A Spain Sabbatical Summer on the Mesa Sunset Ceremony Outings Week 2022 Round Square Conference Metherell '87 Service Challenge 2021-2022 Athletic Highlights Meet Cate’s Director of DEI

ALUMNI DISPATCHES

Five Cate alumni reflect on their time on the Mesa, their career journeys, and the access and opportunities that made them who they are today.

REPORT ON PHILANTHROPY

A celebration of the 2021-2022 supporters and volunteers of Cate School.

CLASS NOTES

From the West Coast to the East Coast and all over the world, Cate alumni share recent news about their lives.

IN MEMORIAM

We honor alumni who have passed with reflections on their time at Cate and beyond.

FROM THE ARCHIVES

History is all around us. With the Raymond Commons undergoing renovations, read about other structures on the Mesa that have found new purpose.

Students from Math Instructor Tim Smith’s Advanced Calculus class work to solve an equation outdoors.

38 Feature Story

Being a Teacher at Cate: Mentorship and More on the Mesa

An insight into the growth and development of faculty from within the Mesa and the mentorships that have been cultivated throughout the years.

On the Cover: Seniors Eswyn Gray and Nicole Teh celebrate the arrival of the Class of 2026 on 9th grade move-in day in August.

From the Head of School For Cate and Forever

On the banks of the Kern River earlier this year, where my pod elected to camp for the night, a group of us settled into a conversation full of provocative questions. It started with the usuals. Why do we hold Outings Week? Why here on the Kern? What is it we are supposed to learn from all of this?

But it grew from there. Like Robert Frost said, “Way leads on to way.” Our path had taken us into a seemingly endless wilderness, and so our queries took on a commensurate scale. We talked about time – human and geologic – about the earth and the heavens, about the divine and the mortal.

Esau McCaulley, a professor and theologian at Wheaton College in Illinois and a contributing writer to The New York Times, noted in an essay earlier this fall, “Most students who fall in love with learning do so not because of any particular curriculum but because they encounter a teacher who gives them permission to think. Great teachers force us to wrestle with questions that have plagued philosophers, politicians, religious leaders, poets and scribes for millenniums.” The students in my pod clearly were wrestling with such monumental questions because they had been led there by the very sort of instructors McCaulley was alluding to, the very ones who occupy the classrooms and dormitories, fields and stages, lawns and labs of the Mesa.

We went around the circle that night, each answering questions about what we believe, about our place in the universe, about faith, about science, and about the

coexistence of both. There is nothing like time away from the known with curious, compelling, insightful people to provoke dialogue of the most transcendent character. Such discussions are not new. They have been part of my experience with Cate students in the backcountry for 25 years, and I expect they were going on long before I arrived on the Mesa.

But they have certainly changed in character, even in my time. We talk a lot about inquiry at Cate – about the craft of building meaningful questions. Perhaps many schools talk of such things. “It is my job and the work of every teacher to form this group of individuals into a community of inquiry,” McCaulley writes. But there is something distinctive about the way we do it and to the way inquiry begins at Cate.

Maybe it’s the annual inquiry question. Or maybe it’s the fact that our inquiry starts each year under the Sierra skies, surrounded by the kind of vastness and scale that lends any attempt to build or answer a question a certain level of majesty. To confront a query under the stars is to be contemplative and humble – necessary virtues for anyone seeking some form of truth or discovery. In the vastness of the universe spreading out around us on the trail or in our sleeping bags, everything takes on greater significance and meaning.

Any potential conclusions we reach in such settings matter less, ultimately, than the questions themselves or the inclination to ask them. Our students begin to understand that right away,

which is why they can look up and wonder at all they can’t explain. Maybe they understand too, that Cate’s mission is simply to set them on a path toward knowing, like the ones they tread each Outings Week – journeys that never really end.

That is what I love most about schools and Cate in particular: that we trust our students to construct their own learning, much of which accrues long after they call the Mesa home.

Virtually everything we do on this campus, informed as it is by the past, is about the future, about what might be or could be should we see fit to contribute to an outcome and to make it so. Whether one is a student or a faculty member at Cate, a member of the staff, a trustee, an alumna or alumnus, or a parent, we are all agents in constructing an experience that reaches far beyond our Mesa. And because of our mission and in particular our commitment to service, we build with the expectation that the young people who begin their journeys at Cate will complete them elsewhere and will deliver to their homes and towns, their communities and professions, their families and friends the very wisdom and unselfish care they learned and loved at Cate.

So each day on the Mesa is an investment in people: remarkable, generous, insightful, well-intended, artful people, all of whom answer our faith with profound and meaningful work and service. This Bulletin is the story of that very investment, its breadth, its impact, its aspiration.

It is also a call to renew our commitments and to assure the eternal vitality and vigor of our efforts. You’ll note in the pages that follow the details of a philanthropic initiative called For Cate and Forever. It is the embodiment in campaign form of that dialogue I had with my podmates on the bank of the Kern River, an attempt by this community to raise the big questions and to find a way to answer them.

To do so, we must imagine who sits around our campfires in the years ahead, what students and which faculty members compose this thoughtful community, consider the scale of the questions we are willing to grapple with and the manner in which we form our inquiry, assure through our programming, our culture, our mission, and our purpose the marriage of the heart and the mind and the spirit that is the essence of Servons

Frederick Beuchner, an author who was as familiar with aspiration as he was with challenge and difficulty encouraged his readers to, “Listen to your life. See it for the fathomless mystery that it is. In the boredom and the pain of it no less than the excitement and the gladness: touch, taste, smell your way to the holy and hidden heart of it because in the last analysis all moments are key moments, and life itself is grace.”

We are in the business of such meaningful moments. For Cate and Forever. What began over a century ago endures beyond all of us. And we give the community energy to propel Cate ever forward. In so doing, the future –for our students and the School that helps to set them on their way –grows ever brighter.

steadfast light.

Our

“For Cate and Forever. What began over a century ago endures beyond all of us. And we give the community energy to propel Cate ever forward.”

A Spain Sabbatical

The Barry family ventured off the Mesa to Granada, Spain for an enriching year of exploration and learning.

By Ivan Barry, Humanities Department Chair, and Rebekah Barry, History Department Chair

Fall, 1491. Christopher Colombus is staying in the village of Santa Fe, a mere eight miles west of Granada, Spain. He is bored. Since August, he has been here hounding Queen Isabella and King Ferdinand to sponsor his westward trip to the Indies. However, they can’t be bothered with his travel plans. They are too busy waiting, waiting for a breakthrough in their siege of the final Moorish stronghold in Spain, the famed Alhambra palace in Granada. Columbus is about to give up and leave, the war of Granada has already lasted 10 years after all. But then suddenly in early 1492 it happens; Boabdil, the last sultan of the Muslim Emirate of Granada, capitulates and so ends 700 years of Moorish rule in Spain. This twist of timing, this sudden historical shift is the only thing that saves Columbus. The Spanish monarchs turn their attention at last to his proposal and so unfolds history: The reconquest of one culture in Spain in turn leads to the conquest of indigenous societies throughout the Americas. Here in Southern California, we find ourselves on one end of this unfolding. After all, Cate School sits on land once inhabited by the Chumash, while 15 miles north lies the Spanish Mission and in between runs El Camino Real, the Spanish Royal Way.

This past year, our family had the great fortune of spending our sabbatical year in Granada, Spain – the nexus of these two great waves of history. We lived in the Albayzin, the original Moorish neighborhood opposite the Alhambra palace. Every evening from our terrace, we listened as the church bells of the Catedral de Granada pealed off the hour while the sunset inflamed the ancient fortress walls built 700 years ago by Muslim craftsmen. Indeed, taking this pause from our teaching roles at Cate allowed us to become students again

– of history, of anthropology, and of language.

Granada spoke to us everywhere we turned. This was quite literally so with Spanish. Typically spoken with haste and thickened by the local accent, we found ourselves racing to keep up in conversations. Figuratively, Granada revealed to us her endless layers of Andalusian culture: flanking one corner, the ancient Roman Villa of Mondragones. Towering over a downtown square, a 16th century

cathedral sitting opposite an 11th century Arab bath house. Tumbling down the nearby slopes of Sacromonte, the cave homes of the Roma, who brought their northwest Indian culture, including zambra Flamenco, to Spain starting in the 15th century. And crowning nearby mountain foothills, the turrets and trenches built by Franco’s Nationalists in the Spanish Civil War. To step out our door each day was to step into a space of learning.

One of the best parts of the year was that this learning was not ours alone. Our sons, Kiy '26 and Aydin, immersed themselves fully in the experience as well. They attended the local school, rising to the daily challenge of classes all in Spanish, while also joining the neighborhood soccer team for nighttime practices, followed by dinner in true Spanish style at 9:00 or 10:00 p.m. And even as we settled into the rhythms of Granadino life, we also took advantage of long weekends and holidays to explore further afield. From Gaudi’s Sagrada Familia in Barcelona, to the WWII beaches of Normandy, to the Hagia Sophia in Istanbul and the souks of Marrakech, our sabbatical year allowed our family to explore not only destinations of exceptional beauty but also a myriad of cultures and histories. We could not be more grateful to Cate for this gift of time, family, and learning. It was truly a year that we will never forget.

To step out our door each day was to step into a space of learning.

Rebekah, Kiy '26, Aydin, and Ivan Barry hike in the mountains near Granada during the family’s year long adventure in Spain.

Summer on the Mesa

BY THE NUMBERS

Cate Summer Institute

Cate Sports Academy Day and residential sports program offering baseball, softball, tennis and volleyball Grades 3rd – 11th

Cate Summer Outdoors

Residential outdoors program Grades 6th – 10th

Cate Summer Mini Half-day pre-school program Ages 3-5

Welcome Back to the Mesa

Sunset Ceremony

Sunset Ceremony – held annually on the eve of the first day of classes – took on added significance as it marked Head of School Ben Williams’ final time ushering in the start of the new school year. With the community gathered together on Parsonage Lawn, the ceremony served not only as a way to honor the start of school but as a way to formally greet one another.

Mr. Williams read three pieces of literature, particularly chosen for the feelings they evoke and the relevant themes to the upcoming year. He began by reading “Birches” by Robert Frost and addressed this year’s inquiry question, “What is a fortunate life?” in his reading of “Why Do We Not Sing These Things as Miracles” by Brian Doyle.

The final reading was an excerpt from the novel Praisesong for the Widow by Paule Marshall, a story of a woman

finding a connection to her cultural roots in the Caribbean. A connection, Mr. Williams hopes, that we too can experience here on the Mesa.

“Now suddenly, as if she were that girl again, with her entire life yet to live, she felt the threads streaming out from the old people around her. From their seared eyes. From their navels and their cast-iron

hearts. And their brightness as they entered her spoke of possibilities and becoming even in the face of the bare bones and burnt-out ends. She began to dance then.”

“Now we begin our dance,”

Mr. Williams concluded as the community lined up to greet each other and officially kick-off the 2022-2023 school year.

Senior Ellie Tunnell helps welcome new students to the Mesa.

Welcome to Cate!

On the morning of Sunday, August 28, the Class of 2026 made their way up Heartbreak Hill and arrived on the Mesa. An energetic senior class – even at 8:00 in the morning – greeted each student as they reached the top of the hill, swarming cars while singing at the top of their lungs. The enthusiasm carried over into an engaging slate of orientation activities featuring community-building games, trips to the beach, advisory meals, and the traditional line dance on Senior Lawn.

Be the Unstoppable You

One of the orientation highlights was American Ninja Warrior host and guest speaker Alex Weber, who spoke to the community in Hitchock Theatre during the first all-school assembly of the year. Weber, a former Division I lacrosse player, shared his personal struggles and his story of overcoming adversity to become not only a host of American Ninja Warrior but, ultimately, a competitor. He challenged the community to “be the unstoppable you,” to never give up on yourself, and to focus on what you want, not what others may want for you.

What is a Fortunate Life?

By Benjamin D. Williams IV

Our inquiry question each year focuses us as a community on a concept that informs our lives and our world. Over the years, we have posed questions about power, matter, origin, and most recently, the nature and character of time.

In the year ahead, we will take a different tack. Informed by the challenges of recent years, we’ll answer the question, “What is a fortunate life?” The genesis of this query came from a book of the same name written by an Australian named Albert Facey.

Facey’s life, by most metrics commonly used today, would not likely fall in the “fortunate” category. He lost his mother and his father when he was quite young, never had any formal education, began his working life at age 8, fought at Gallipoli during the Second World War, and wrote his iconic story when he was 86 years old, compiling journals that he had kept throughout his life.

Facey is deeply grateful for the life he has lived, posing important questions about how we measure or assess the quality or character of our own existences. Implicit in the title of his book is an affirmation of Ralph Waldo Emerson’s great line from his essay Fate, “The pleasure of life is according to the person who lives it.”

This year we will test that very concept, consider our own agency in our lives, and wonder together what makes a fortunate life.

New Faces on the Mesa

JOSEPH CORDERO

Assistant Director of Admission

No stranger to the Mesa, Joe has served as the assistant coach for the Rams varsity basketball program since 2016 and now joins the Admission office as an Assistant Director of Admission. He earned his bachelor’s degree in sociology from San Diego State University and has a master’s degree in postsecondary educational leadership with a specialization in student affairs. He enjoys reading biographies, watching documentaries, collecting basketball cards, and walking with his wife Laura, two children Mila and Luca, and their two dogs.

GABRIEL DI GENNARO

Director of Vocal Music

Born and raised in South Jersey, Gabriel earned a bachelor’s degree in the honors program at the University of Delaware. Moving west, Gabriel pursued a master’s degree in voice at the Chicago College of Performing Arts at Roosevelt University, where he was the choral graduate assistant. At Cate, he leads Chorale, Camerata, and No Strings Attached; music directs the spring musical; teaches Modern Band, Foundation Arts, and Advanced Performing Arts; and lives on the Mesa with his beloved wife, their two miraculous children, and a cuddly meatball disguised as a dog.

KERN DUCOTE

Outdoors Instructor

Kern was born and raised in Baltimore, Maryland and attended Belmont University, where he studied video production, photography, and played soccer. After college, Kern spent several years traveling and exploring the country, including hiking the entire Appalachian Trail and Pacific Crest Trail, rowing the Grand Canyon and working as a backpacking guide in Wyoming. After joining Cate as an assistant boys soccer coach in 2021, he will now work as an Outdoors Instructor.

MIKAELA DUCOTE Photography Instructor

Mikaela was born in Texas, grew up in Georgia, graduated with a Bachelor of Arts in Communications from James Madison University in 2012, and lived in Nashville for five years after college. She fell in love with photography while in college, where she got a job through the University at the Department of Technology and Design, and joins the Mesa as a Photography Instructor. She is thrilled to share her experience and glean inspiration from Cate students this year.

CARTER FORD

Assistant

Director of Admission

Carter comes to Cate as an Assistant Director of Admission and has extensive knowledge and passion for the prep school world. Having graduated from Blair Academy, a boarding school in New Jersey, she went on to Savannah College of Art and Design and earned a BFA in Advertising & Marketing Design, focusing on social media strategy, photography, and communications. Carter grew up on the Eastern Shore of Maryland, and she resides on campus with her cats, Juniper and Waffles.

AMY GIL

Chair of Human Development

Amy joins the Human Development Department after teaching history and dual-enrollment college/career planning at Carpinteria High School for the last 11 years. She has a bachelor’s degree in history and a teaching credential from Westmont College. She has been connected to the Cate community for some time as her husband, Andy Gil, coaches boys varsity basketball. Together they have two children that attend the Cate Early Learning Center and live in Carpinteria.

ALISON HANSEN,

Director of Mesa Association Giving

Alison joins Cate School as the Director of Mesa Association Giving. She is responsible for engaging with key teams of volunteers to help Cate meet its annual fund goals. She comes to Cate with 12 years of experience in independent schools in the United States and abroad. Before joining Cate, Alison was the Associate Director of Leadership Gifts at Webb in Claremont, Calif. She lives in Santa Barbara and enjoys traveling, hiking, reading, gardening, and all things beach-related.

Ichiko Kido returns to the Mesa as the new Japanese Instructor.

ICHIKO KIDO

Japanese Instructor

Ichiko was born and raised in Fukuoka, Japan, where she received a bachelor’s degree in law and her teaching credentials. Her passion had always been teaching, but she strayed away from it for 17 years and built her career as a public utility rate financial consultant. She obtained her MBA at Martin V. Smith School of Business & Economics at Channel Islands in 2015 and fills the role of Japanese Instructor on the Mesa.

NADINE MAXWELL-HENRY

Counselor

Nadine, known as “Ms. Max” by her students, is originally from Jamaica and joins the counseling department at Cate. She has a Bachelor of Arts in Spanish and social sciences from the University of the West Indies and an M.Ed. in Counseling Psychology from Howard University. Nadine has a passion for guiding adolescents in using grit and emotional regulation to develop resilience from adversity, strengthening their ability to strive towards functioning at an optimal level in their social, emotional and academic lives.

JOSE MOLINA Mathematics Instructor

Cate’s newest Mathematics Instructor was born in El Salvador and migrated with his family to San Francisco when he was 12 years old. Jose taught math for 22 years at Bellarmine College Prep, and spent the past five years teaching at Phillips Exeter Academy in New Hampshire. Jose lives in Long House with his wife Francy, sons Felipe (11), and Santiago (8), and two pets, Rex and Cupcake.

Jesse Morrison (left) will serve as a dorm parent in Long House and is in his second year as the head coach for the boys and girls varsity water polo teams.

Amy Sharp will teach studio art and art history as the department’s new Art Instructor.

JESSE MORRISON

Water Polo Coach

In his second year as the head coach of the Rams boys and girls varsity water polo teams, Jesse joins the Cate community full-time where he will also serve as a dorm parent in Long House. Born and raised in Santa Barbara, Jesse attended UC Santa Barbara, where he was a member of the Gauchos’ Division I water polo team, and was a four-time Academic All-American and USA Water Polo All-American.

AMY SHARP

Art Instructor

A native of Colorado, Amy received her Bachelor of Arts in Art History from Whitman College in Washington and will teach studio art and art history at Cate. A strong believer in the power of the handmade, she is eager to work alongside students as they explore the world of sculpture and to share her passion for wild places. Amy lives with her partner, Elana, and their son, Cosmo, and can often be found in her woodshop or biking around Ventura.

NICOLE SINTETOS

Chair of the English Department

Born and raised in Salinas, California, Nicole is thrilled to return to the west coast after more than a decade living and working in New England, and she arrives on the Mesa as the chair of the English Department. Nicole’s practice as an educator is grounded in the belief that the act of learning should be as rigorous as it is joyful – and cultivated in a classroom lighted by both introspection and bold curiosity.

EMILY SOSRODJOJO '13

Alumni Engagement Manager

Originally from Jakarta, Indonesia, Emily returns to her alma mater as the Alumni Engagement Manager. She attended the Lynch School of Education at Boston College and graduated with a degree in Elementary School Education and Applied Psychology and Human Development. Emily spent five years in the classroom teaching second and fourthgrade students before encountering the opportunity to return to Cate. She looks forward to engaging and connecting Cate alumni with current students.

CHRISTINA WEIR

Director of Academic Services

Christina joins the Cate community as the Director of Academic Services after serving children and teens in grades K-12 in public, private, and international schools as an educator, learning specialist, dorm parent, wellbeing advisor, speaker, and mindfulness teacher. Christina began her teaching career in the Northeast and has a passion for helping teens maximize their potential. Christina lives on the Mesa with her husband, youngest son, and two labs, Jake and Lola.

TIM WEIR

Director of Strategic Initiatives

Tim began his boarding school career in Massachusetts and, over the past 25 years, has worked at boarding schools in Switzerland, as well as on the East and West Coast. He has served in a variety of administrative positions and will fulfill the Director of Strategic Initiatives role at Cate. Tim and his wife Christina have raised three boys together on different campuses, and their youngest son is entering the 10th grade at Cate.

OUTINGS WEEK

9th Grade Trip to PYLES CAMP, SEQUOIA NATIONAL FOREST

By Nicole Sintetos, English Department Chair

The 9th grade trip to Pyles Boys Camp marked a poignant beginning for many of our first year students – and for the faculty and seniors on the trip, an overdue return. The reach of the global pandemic into even the most intimate corners of the Sequoia National Forest inevitably led the camp to close two years ago, breaking the chain to a Cate School annual tradition that reaches back some 30 years. Just as the pace of the pandemic began to lessen last year and preparations began again to return to Pyles, a new threat emerged: a fast-moving wildfire snarled its way right up to the camp’s doorstep, and staff and campers were once again forced to scatter.

This year, though, the bunks were full once more and alive with laughter.

In the words of beloved math teacher, Frank Griffin, who has returned to Pyles with each new 9th grade class for much of the past three decades, the first year experience is a time-tested, carefully curated, “good adventure” free from all electronic devices. Students cycle through a new hike each day: a four-mile meadow walk, a 10-mile hike down a valley to

the crisp waters of the Kern River, and finally, a chance to summit a rocky hillside to “Teacups,” where students have the option to jump off a small cliff into cascading pools of water.

The hikes are not easy, and they are not meant to be. The trek to Teacups, in particular, is fairly technical for anyone new to the outdoors. After a three-mile hike, many students opted to cross a flowing river, scale up a rocky hillside, and pull themselves hand over hand up a rope tow to a ridge, only to then gaze down at Paul Denison '79 – the mastermind behind the adventure –who was sitting on the edge of a pool of water 20 feet below. One by one, he beckoned them forward. I observed many pairs of young legs shaking, perhaps mutually from exhaustion and nerves. And still, despite the palpable fear, each took a deep breath before plunging forward, safely into the deep water below. How quickly, I could not help but think as I watched each student drop into the churning water, can a life change in just a few hours – to face a task that seems so impossible, and to overcome it. We are so much more brave when not alone.

In the late afternoons, students returned to camp, tired but feeling accomplished. Evenings were dedicated to less strenuous bonding activities such as board games, ping-pong tournaments, and the occasional frisbee match. We enjoyed family-style meals every night, courtesy of the incredible Pyles staff. The annual Pyles Talent Show not only returned but also evolved into a vibrant, soulaffirming African drum circle, courtesy of Performing Arts Chair John Knecht.

On the final evening, rain started to descend on the camp, and students crammed into the mess hall for one last rite of passage. Joy Doyle, the Visual Arts Department Chair and architect behind the 9th grade Outings Week experience, led students in what is lovingly called, “the pinecone ceremony.” One by one, students stood in front of their peers and shared their word of gratitude before softly placing a pinecone into the flames of the young fire. Each message was matched by a crackling burst that, just for a moment, had the power to illuminate the room – revealing a sea of faces looking tenderly forward, together.

10th Grade Trip to YOSEMITE

By Sanai Edwards '25

On the second day of our trip, we were woken up by the sound of groggy yawns from the boys’ tent. As we were sitting on our group bear cans full of food and devouring breakfast from our collapsable bowls, we sleepily celebrated Maddie’s birthday. After our short three-mile trek to California falls, smiles grew on the White/Weir pods’ faces as the sound of the running waterfall satisfied our ears. After carefully submerging our bodies into the icy waters, the waves of laughter erupted. Maddie, Marco, and Kylee began creating plots on how to use a decaying log as a canoe that could fit all of us, and Phin and Jacob went to “dangerous” lengths to get the biggest cannonball off the rocks.

After lunch, Dr. White informed us that we would be heading on a solo hike for almost half of the trip back to camp. Shocked and scared, I picked up my water bottle and followed the group. As I began my solo journey the sounds of talkative birds and rustling trees became the background music for my meditative moment. I began talking to myself, about how I ended up here, what I was grateful for in life, and the opportunities I needed to take advantage of. While

taking in more of the growing greenery around me, I caught a glimpse of Kylee and ran after her to say hi. Almost out of breath, I looked over my left shoulder and saw a small black cub looking me in the eyes as it walked through a passage of trees. I began to freak out. Not knowing what to do, I ran after Kylee screaming “BEAR!” Kylee and I ran back to warn the rest of the group when we saw the tiny bear seemingly trudge at Peri. Traumatized yet mesmerized we caught back up with our group leaders and retold the amazing story of the black cub.

At our base camp, Glen Aulin, we all courageously immersed ourselves in the frigid river again. Maddie struggled

ahead through the water, and moments later, we saw her head happily emerge directly under a waterfall. Shocked, scared, and amazed, we now had a challenge upon us; we wanted to join Maddie. After much trial and error, the rest of us joined Maddie under the falls, loud water rushing over our heads. To celebrate our success, we counted off “3…2…1…” and collectively went back under the harsh waters and joyfully swam back to shore. Although this day was not the whole trip, I thought I’d share my favorite moments in Yosemite. Having the opportunity to swim in a waterfall, see a bear, and take in the mesmerizing views of Yosemite all in one is an experience I will never forget.

11th Grade Trip to KERN RIVER VALLEY

By Everest Schipper '24

The Kern River Valley is a picturesque landscape nestled in the southern Sierra Nevada mountains. It feeds off of snowmelt and fosters life of all kinds, shapes, and sizes. The area where the Class of 2024 spent their time was the Golden Trout Wilderness. It reminded me of a Paul Bunyan cartoon that I watched as a child. The steep declines leading to the river seemed as if they were cut by Bunyan’s dragging axe, and the looming pine trees looked like they should have been thrown over his massive shoulders.

After a multitude of preparations and a six-hour bus ride, half of us arrived at Lewis Camp, the base camp for our journey in the Kern River Valley. Within minutes of setting off, the breathtaking scenery broke through the dense pine trees, and we stared in awe at the seemingly endless beauty. We spent five days and four nights out on the trails, and we became more comfortable with the

discomfort. As we progressed, the weight of our packs shifted so that they felt more like a part of our bodies, making every step that much more comfortable. We learned how to use sticks and stones in the most creative ways. We learned to drink from the rivers and streams, and we learned to rehydrate and cook food in the backcountry.

Over the course of the trip, we hiked 40 miles, and we ended almost every day with an icy plunge into the snowmelt river water. The first exposure was always painful, but it quickly relieved the soreness and pain in our joints and muscles. We found comfort in this frigid water as it would flow over our dirt-encrusted bodies, making us feel clean and refreshed.

On our third day, we learned of a hurricane remnant flowing off of the Pacific and passing directly over our intended area of travel. This

forced us to skip our rest day and push back towards Lewis Camp. On the final day, we woke up at sunrise and witnessed the sun compete with the ominous storm clouds before breaking through and illuminating the sky and wilderness with warm golden light.

Through this shared experience in the Kern, we not only grew closer with our fellow pod members and class but with the people who have experienced this trip before us and the ones that will experience it after.

12th Grade COLLEGE TRIP

By Shelby Kernisant '23

As I left junior year, the thought of beginning my senior year with a nonstop road trip across Southern California looking at colleges excited me to no end, and I’m beyond glad to report that I was the furthest thing from disappointed with this trip. From the morning of September 6, when 11 of my peers and I shacked up together in the tour bus, I knew that I’d made the right decision. Ms. Bond, Ms. Boardman, and Mr. McDonald made it so that our week went fantastically, and I couldn’t go on without acknowledging them and their hard work. And none of the schools we saw disappointed. USC brought loads of energy and sunshine, along with a joyful reunion with Gingy Hunter '22, who’s currently engaged in USC’s color guard team. Occidental’s calm ambience brought me nostalgia for my earlier Cate years. The Claremonts brought massive variety as well as get-togethers with many alums, including Charlie Schofield '22, Rachel Ma '22, Ethan Ligon '22, Ari Sterling '21, and Taylor Kane '21, who all currently attend one of the colleges in the consortium. Loyola Marymount’s cheerful atmosphere was made all the more sweet with the appearance of Kelsey Sha '22, followed by a vibrant and boisterous tour of UCLA. For our final day, we headed to the illustrious California Institute of Technology, which was close to our Pasadena hotel, and finally headed to Malibu for a visit to Pepperdine. Over the week, we practically traced all of Southern California, reuniting with alums everywhere we went along the way! When we weren’t on a whirlwind tour of all the coolest schools in our vicinity, we spent our chill time around Pasadena, where there’s a ton of great stuff to spend time (and money) on. Honestly, that week was probably the best school trip I’ve ever taken, and I’d go again a thousand times if given the chance, for the friends, the college visits, and most of all, the memories.

Take Less, Be More

The Round Square International Conference 2022

By Charlotte Wells '24

The Round Square International Conference took place in the UK from September 19 to 25 and brought together more than 1,500 delegates, students, and teachers, from approximately 35 countries. With the theme, “Take Less, Be More,” the aim was to cultivate better practices of environmentalism. The first few days took place in Oxford, a beautiful city, home to the prestigious Oxford colleges where delegates were housed. What started with students from Switzerland, Kenya, Canada, and many more gathered around outside the airport terminal waiting for a bus to Oxford, quickly became a circle of new friends, passing the time with games like “Party Round the Corner” and “Wa.” This

Cate’s Round Square delegation in London included KC Collins, Marley Joseph '23, Carly Weinberger '23, Charlotte Wells '24, Ellie Tunnell '23, Mei Gong '24, Gigi Geyer '23, and Will Holmes.

positive start to the week showed us how easy it would be to throw ourselves into this short but busy opportunity.

We quickly transitioned into life at St. Anne’s College and were put into baraza groups, then heard from Round Square alumni and keynote speakers. One of these speakers was Lesego Serolong who founded Bee Loved Honey, which Cate’s Round Square worked to support and raise money for last year.

While I could go on about what the alumni and speakers talked about, I would prefer to bring you into what my baraza in particular discussed. When prompted to talk about the speakers, we went far off track and began talking about important cultural issues. With people from India, Australia, Denmark, Jordan, Japan, and the United States, I was able to listen and learn about the importance of knowing cultural differences. I learned about the utmost respect that is paid to temples in Japan, and the horror of honor killings in Jordan, where when a man feels a woman has brought shame or disrespect

upon the family name, he is culturally permitted to kill her. It is murder, with “honor.” Furthermore, I learned about the rule against beef in Hindu culture, which in certain cases can lead to being killed on sight if you are spotted with it.

I also learned that having your period in certain parts of India is considered “impure.” With all this newfound knowledge, I couldn’t help but wonder what else I could learn given more time.

I cannot stress enough how eye-opening these conversations were, and if I’ve taken anything back with me from the conference, it would be that we should all really search for new ways to broaden our perspectives.

The second half of the conference, which was to me the most memorable few days, consisted of staying with host families, and doing activities with them and throughout host school Latymer Upper School in London. My host family immediately welcomed me and treated me like one of their own, and even though we only had a short few days, I will always be

grateful for the friendships I made at Latymer. We finished off the trip with a gala dinner where my new friends and I danced to cheesy 2000s songs, and those of us who knew the Cupid Shuffle attempted to teach it, which proved more difficult than we thought. Good-byes were heartfelt, even though we had only known each other for a few days. Everything about the conference embodied what is best about a community coming together to try to create good in the world. I wouldn’t trade the experience for anything – it was a week that I will never forget. Just as the theme of the conference was “Take Less, Be More,” I hope to inspire future students to participate in conferences like this one, and to be more. Be more daring, more courageous, and more willing to throw yourself into something new. I promise, you won’t regret it.

Mark Metherell '87 Memorial Service Challenge

Mark Metherell '87 was an inspirational figure to all those who knew him. A loving husband and father who always had time for others, he often spoke of helping those less fortunate. In 2008, Mark tragically passed away while training Iraqi special forces, and in 2009, his friends, classmates, and family created the Mark Metherell '87 Memorial Service Challenge. He was previously involved in the public service program while at Cate, and the grant in his honor awards service projects for nearly $5,000 each. With volunteerism, the potential to benefit others, vision, and sustainability as the primary criteria for selection, this year’s recipients were Gigi Geyer '23, Jae Lim '23, Jengus Ercil '23, and Sebastian Sutch '24.

Revamping Robotics Program for K-12 School in Monduli

GIGI GEYER '23

This project for me was largely a passion project, as I’ve been working with the organization, Orkeeswa, for three years. Orkeeswa is a K-12 school based in Monduli, a small town outside of Arusha near Mount Kilimanjaro in Tanzania. I wanted to focus my grant around a sustainable system that would continue regardless of continuous funding; the first thing I thought of was revamping the old robotics course.

Firstly, we partnered with the organization Fundi Bots, an institution that operates in Uganda, and they provided all of the kits. Any Orkeeswa student with a sufficient amount of robotics experience can embark on an internship and eventually find a full-time job with Fundi Bots.

Once I arrived at the school this summer, I met with an Orkeeswa alum who was set up to intern with Fundi Bots. We spent the first couple of days counting, sorting, and testing each piece of equipment – 45 pounds in total. We then created a curriculum involving three steps at high school levels: assembling a robot, connecting electronic panels, and coding. Finally, we set up a quick preview for those interested and answered any questions about the upcoming program. So far, the program has been an overall success in all grades, and I can’t wait to see how it expands in the future.

Soccer Sponsorship for Girls in Cambodia

SEBASTIAN SUTCH '24

The grant awarded to me by the Mark Metherell '87 Memorial Service Challenge was put toward a yearlong sponsorship on an under-18s girls soccer team in Phnom Penh, Cambodia. Members of the team (also students at the Indochina Starfish Foundation) belong to the bottom one percent of Cambodian society and grapple with the issues of malnutrition, domestic abuse, disease, and forced labor on a daily basis.

The project amounted to so much more than I expected. In my original grant proposal, I wrote that I wanted to bring “structure, opportunities, skills and experiences that – due to the nature of the economy and culture in which they live – they would otherwise not be able to access.” This statement was, in retrospect, massively under-ambitious. Seeing the impact of soccer on the lives of that group of vivacious-but-impoverished girls made me realize that my project wasn’t only affording them an opportunity for “equal play.” No. My project enabled the group of 15 girls to forget, twice-a-week for 90 minutes, the hardship and stress of their home lives. To play. To smile. To hug one another. To be children.

Benefitting the Butterfly Home in Nepal

JAE LIM '23 & JENGUS ERCIL '23

Over the summer, we used our grant money to the benefit of Butterfly Home in Kathmandu, Nepal. The founder, Pushpa Basnet, has a mission to provide shelter and education to the children of incarcerated parents, as Nepal does not have an adequate foster care system. Our project had two main objectives. The first was to write profiles for the children, interview Pushpa, and make a promotional video for their website. Our second goal was to provide fun, productive activities for the children.

Our days would start at 7:00 a.m. for some Taekwondo with the children. Once we finished up and dropped them off at school, we would begin our independent work. Be it yard work, repainting the outdoor playground equipment, or video editing, we were busy. After school it was time for soccer. We had spent a large portion of our budget on soccer equipment, and the kids were greatly excited to play with it all. Each day was fun-filled and extremely exhausting but worth it.

The relationships we made with the children were the most rewarding and memorable part of our project. It was a tremendous experience and privilege to have been able to carry out this work, and we are immensely grateful.

The

2021–2022

Athletic Awards

FALL Girls Volleyball

Tri–Valley League MVP –Chidera Chukwumerije '22 First Team – Gigi Geyer '23, Eve Kaplan '25 Second Team – Elise Guerrand–Hermès '22, Mel Davidson '24

Honorable Mention – Charlotte Weis '22

Girls Tennis

First Team – Ashi Kamra '22, Alyna Takayashi '24, Colette Chang '25 Second Team – Aminah Hill '22, Emily May '22, Ella Chang '23

Boys Water Polo

First Team – Cyrus Symington '23 Second Team – Lukas Hendriks '22, Emmett Mack '23

Honorable Mention – Brian Payne '23, Remington Minnis '24, Phin Stevenson '25

Girls Cross Country First Team – Anna DiSorbo '22, Kendall Thorne '23, Lylie Bechtel '23, Francesca Sutch '25 Second Team – Emily Allison '23 Boys Cross Country First Team – Nick Patrick '22, Sebastian Sutch '24 Second Team – Justin Musyimi '23

Football CIF–SS DIV. 1 8-man Champions

CIF–SS MVP – Will Bouma '22

CIF–SS Offensive POY –Mason Oetgen '22

First Team – Ethan Ligon '22, Matty Holmes '22 Second Team – Kristian Scurtis '24

Honorable Mention – Jack Whelan '23, Charlie Patel '23

Coach Soto led the Cate football team to its first-ever CIF Championship in 2021.

girls varsity cross country team finished a Cate-record 8th overall in the Division 5 State meet in November 2021.

Ashi Kamra '22 earned Tri-Valley League First Team honors while leading the Rams to a share of the league championship and a CIF playoff appearance.

WINTER

Girls Water Polo

First Team – Alekha Rao '22 Second Team – Liz Sutter '23, Stella Meister '23

Honorable Mention – Angie Zoric '24, Daisy Gemberling '25

Girls Soccer

First Team – Emie Nam '23 Second Team – Rachel Ma '22, Tamsyn Taptich '23 Honorable Mention – Olivia Dorion '22, Charlotte Weis '22

Boys Soccer

Tri–Valley League Defensive POY –Nic Forry '25

First Team – Daniel Boateng '22, Peter Wood '22, Owen Conde Raggett '23, Samuel Anum '25 Second Team – Ricky Valente '22, Jae Lim '23, Ari Seal '24

Honorable Mention –Lukas Hendriks '22, Sebastian Sutch '24, Fernando Baldocchi '24

Girls Basketball Second Team – Imani Oseso '22 Honorable Mention – Sophia Ospina '25

Boys Basketball Frontier League Coach of the Year –Andy Gil Frontier League MVP –Babacar Pouye '23

First Team – Mason Oetgen '22, Jengus Ercil '23 Second Team – Ethan Ligon '22, Jack Ludvikson '22 Honorable Mention – Matty Holmes '22, Tyler Tom '22

SPRING Baseball

First Team – Emmett Mack '23 Second Team – Quinn Pullen '25

Honorable Mention – Matty Holmes '22

Boys Volleyball

First Team – Mack Nieman '25 Second Team – Ben Richmond '24

Girls Track and Field First Team – Kennedy Kirkland '23 (100m, 200m, 4x100m, long jump), Francesca Sutch '25 (400m, 4x100m), Kendall Thorne '23 (3200m), Ava Everett '25 (4x100), Thalia Ruxin '23 (4x100)

Second Team – Ava Everett '25 (400m, 300m ind. hurdles)

Honorable Mention – Francesca Sutch '25 (200m, 800m, Kendall Thorne (1600m), Ava Everett '25 (long jump)

Nic Forry '25 was named Defensive Player of the Year as a freshman for the boys varsity soccer team.

Alekha Rao '22 was a first team all-league recipient for the Rams girls varsity water polo team.

Imani Oseso '22 earned second team all-league accolades for the girls varsity basketball team.

Boys Track and Field

First Team – Justin Musyimi '23 (400m, long jump, triple jump)

Second Team – Gabriel Madan '22 (100m), Sebastian Sutch '24 (1600m, 3200m)

Honorable Mention –Gabriel Madan '22 (200m, 4x100), Tyler Martinez '24 (400m, 4x100m, 4x400m), Carlo Kim '23 (300m ind. hurdles), Samuel Anum '25 (4x100m), Justin Musyimi '23 (4x100m), Christian Gonzalez '24 (4x400m), Sebastian Sutch '24 (4x400m), Fernando Baldocchi '24 (4x400m)

Girls Swim

First Team – Anna DiSorbo '22 (200m freestyle relay), Nicole Teh '23 (200m freestyle relay), Angie Zoric '24 (200m freestyle relay), Stella Rogers '25 (200m freestyle relay)

Second Team – Anna DiSorbo '22 (200m freestyle), Anna DiSorbo '22 (500m freestyle)

Honorable Mention – Nicole Teh '23 (50m freestyle, 100m freestyle, 400m freestyle relay), Angie Zoric '24 (100m backstroke, 400m freestyle relay), Anna DiSorbo '22 (400m freestyle relay), Stella Rogers '23 (400m freestyle relay)

Boys Swim

Tri–Valley Most Valuable Swimmer –Cyrus Symington '23

First Team – Cyrus Symington '23 (100m fly, 200m ind. medley, 200m medley relay, 400 freestyle relay), Zach White '24 (200m freestyle, 200m medley relay, 400m freestyle relay, 500 freestyle), Charlie Schofield '22 (200m medley relay, 400m freestyle medley), Phin Stevenson '25 (200m medley relay), Ben White '25 (400m freestyle relay)

Second Team – Kairei Jones '24 (100m backstroke, 200m ind. medley, 200m freestyle relay), Charlie Schofield '22 (50m freestyle, 100m freestyle), Phin Stevenson '25 (100m fly), Ben White '25 (500m

freestyle, 200m freestyle relay), Brian Payne '23 (200m freestyle relay), Myles Warren '24 (200m freestyle relay)

Honorable Mention – Ben White '25 (200m freestyle), Brian Payne '23 (100m backstroke)

Boys Tennis

Tri–Valley League Doubles MVP –Will Vanica '23, Ethan Bloom '24

First Team – Jengus Ercil '23, Harry Su '25, Nate Newlove '25

Second Team – Jinming Wang '22, Felipe Blanco '24

Honorable Mention – Owen Conde Raggett '23, Alex Tang '23, Nate Keshen '24

Emmett Mack '23 earned First Team Tri-Valley League honors for the Cate baseball team.

Justin Musyimi '22 jumped his way to multiple league honors at the Track & Field Championships last spring.

Anna Disorbo '22 earned multiple league honors for her performance at the Tri-Valley League Championships.

Leading with Collaboration:

Meet Elana Stone, Cate’s Director of Diversity, Equity, and Inclusion

When Director of Diversity, Equity, and Inclusion Elana Stone moved to the Ventura area, they were hoping to find a community where they can have an impact. Coming to Cate gave them just that.

Their background in nonprofit program management with organizations like AIDS Project LA and GLAAD where they worked with LGBTQ+ youth, OutsideIn in Portland, Ore., where they supported young people experiencing homelessness, and most recently, Treehouse in Washington, where they worked to advance equity and racial justice in the foster care and education systems, gave them a unique lens and impressive experiences to grow Cate’s DEI efforts and take them to the next

level. We sat down with Elana, or as students know them, Mx. Stone, to get an inside look at their approach to DEI, their collaborative efforts with faculty and students alike, and what we can expect from the Office of Diversity, Equity, and Inclusion under their leadership.

What brought you to Cate? What was appealing to you about this community? Finding Cate was a bit of a happy accident. Once I got here, I knew I had found somewhere I wanted to call home. I first started at Cate in the Advancement office where I was able to bring my years of experience in working with historically marginalized communities to impact our culture of philanthropy and alumni relations.

I was welcomed and invited at every opportunity to dive more deeply into Cate’s DEI endeavors, and for the past two years I’ve chaired the Community DEI Team and been a member of the CORE DEI team.

One of the things I love most about Cate is that everything that exists in the world beyond Cate comes with us here to campus – including our personal lived experiences, the privileges and hardships we all have endured. Cate is this incredible microcosm of the world beyond the Mesa. While there are issues that may impact each of us in different ways, and sometimes things can get messy, people here are committed to knowing each other, and through that act of knowing, are more invested in

tackling the tough issues that arise when building a more inclusive community.

How do you define Diversity, Equity, and Inclusion?

When I think about diversity, equity, and inclusion, I think about who isn’t at the table. Building a diverse community is about bringing people together from all different backgrounds. But getting people in the door isn’t enough. We’ve seen time and time again that just because someone is here does not mean that they have a positive experience. Once we’re here, we need to honor, celebrate, and educate each other for who we are and for our differences.

Equity is about understanding that there are different experiences that come with our diverse backgrounds, and we don’t all need the same thing to be successful. Our goal is to create a sense of belonging where everyone is able to be their authentic selves, to find community, and to be celebrated for who they are. Understanding

what we’ve always done or who we’ve always been doesn’t necessarily serve us as we become a more diverse and inclusive community, which requires a tremendous amount of work. We have to build capacity, systems, understanding, and ultimately make some difficult changes in order to achieve our goals.

For me, diversity, equity, and inclusion really is everyone’s work. And while it’s important to center the voices of people most directly impacted by the injustices of any given situation, my personal philosophy is that everyone has areas of their identity where they experience privilege and others where they don’t. By building awareness, empathy, and understanding, we begin to find ways to engage everyone in creating a more just and inclusive community.

Beyond being the ‘right thing to do,’ building our skills, empathy, and understanding in DEI is also a necessity in any workplace for anyone pursuing a

path toward leadership roles. We want each student at Cate to graduate with a framework and skill set in diversity, equity, and inclusion.

What inspires you? What guides your philosophy?

When I was in high school, I had the opportunity to go through a dismantling racism workshop that had a profound impact on me. Up until that point, my understanding of the ways that injustices worked was based solely on my own personal experiences. I had never had to confront my own privilege, and for the first time, I began to understand and unpack white privilege and what that meant for my work as an advocate. I remember what it felt like to be the only person coming back from a school break without a story of where we had traveled or what holiday presents I had received; the answer was usually none because we couldn’t afford them. I was also bullied, harassed, and threatened for being openly gay at my own school. Now I had more

Elana Stone with Yutopia Essex, Director of People and Belonging.

information and tools at my disposal to understand my own areas of privilege and turned my energy to helping other white people understand and engage with privilege and antiracism work.

I began facilitating workshops on various elements of identity, like white privilege, and training other young people to be advocates for change as a high school student. As a young person, I was often met with patronizing responses from adults to my suggestions for change. Years later, what were labeled as ‘radical ideas’ at the time have become common practices (like more inclusive curriculum or making singleoccupancy restrooms gender-inclusive).

Now as an adult working with young people, I see one of my primary roles as

family, who was the first in my family to attend college, who uses they/ them pronouns, and how I show up as a white person addressing racism are opportunities to showcase what possibilities exist in our young people’s futures, especially when representation and visibility are limited for so many people from historically marginalized communities.

What does your role as the Director of Diversity, Equity, and Inclusion involve?

On the one hand, my job is to continuously revisit our goals, our strategic plan, and our various DEI initiatives and act as a steward. I might even describe the role as a bit of a project manager making sure that we continue to dig in, to put the resources, time, and energy into advancing

response – when something happens either in the world outside or here at Cate, there’s a need to make sure that we are creating venues for students and adults to connect, to process, and to heal as a community.

How has the role evolved with you?

I’m the first white person in the Director role at Cate. I think it’s important to recognize that it isn’t just the responsibility of people of color to do the work of diversity, equity, and inclusion. Let me be clear that diversity goes far beyond racial diversity – at Cate, we are thinking about gender, sexuality, social class, religion, ethnicity, nationality, ability, and so much more.

someone who can make sure students are central to and have a voice in our DEI work. I also get to bring my professional and lived experiences to work with me every day and have the added benefit of being what we call a ‘possibility model.’ Simply being an adult presence in this community who is queer and nonbinary, who struggled in high school, who has a career and a

each initiative. And yet, building relationships, listening, and engaging with people from across campus is essential to my work. I spend time listening, working to understand what different communities and people need, and ultimately, use my role to advocate for the kind of change needed to ensure a sense of belonging for all. And don’t forget, there’s always an element of crisis

And still, there is an incredible need to have difficult conversations about race and racial injustices. Oftentimes white people are nervous to speak up about race for fear of saying the wrong thing or offending people of color. And I’m going to say the wrong thing, and I’m going to offend people. And I want to invite more white people (and people from other dominant backgrounds) into this important work, to model through my own leadership how we all have an active role to play, regardless of our identity.

Beyond my race, the role is evolving in the sense that we are being intentional about partnerships. DEI is the work of every person at Cate – every student and every adult. Part of our strategy this year is strengthening partnerships and ensuring that DEI is not an island or siloed. We’re building the team because we know that where we put resources has an impact on what work gets done. So this year, in addition to my role as the Director of DEI, we have Yutopia Essex in a new role of Director of People and Belonging overseeing Human Resources and DEI, as well as Kadeine Peterson taking on the role of Multicultural Program Coordinator, helping us lift up and celebrate the various cultures on our campus.

I’m most excited to partner with our Student Inclusion Representatives and work with student club heads

Now as an adult working with young people, I see one of my primary roles as someone who can make sure students are central to and have a voice in our DEI work.

“

Elana with Jenna DeBoisblanc and Oscar Urizar during a CORE team meeting.

in developing their leadership as practitioners of DEI. Other partnerships we’re strengthening include working closely with Student Services to embed DEI into our residential, Human Development, and campus life programs as well as working closely with the Inclusion committee of the Board of Trustees.

How will you utilize the Core, Community, and Teaching teams? What other resources are available to you in your work?

We’re so lucky at Cate to have a strong infrastructure supporting our DEI initiatives. I rely heavily on the Core team as thought partners, collaborators, and strategic partners to help shape our priorities and also to help respond to emerging and emergent issues. I work best in a collaborative environment and particularly rely on divergent perspectives to make sure we’re putting our best effort forward. Core is both a place where a tremendous amount of work gets done and also where I look to balance out my own perspectives and biases.

The Community and Teaching teams both have a lot of work cut out for them this year. Dr. Laura Moore is chairing the Teaching team and will focus on building out our curricular review process through the department chairs with the support of teammate Annalee Salcedo, our new Director of Studies. The Community team will continue to tackle issues outside of the classroom including supporting our inaugural all-gender dorm, building out our cultural calendar and programming, and answering questions like how do we measure a sense of belonging?

What does student involvement look like? What parts of working with students do you find more enriching? It should surprise no one that students are often at the forefront of DEI work. While adults are on board and support our efforts, young people have been living and breathing DEI concepts in a way that makes them second nature. Students are quick to give feedback, to

tell us what should change, and if we’re smart, we listen and act. I love sitting down with students, asking them what they need, and what they’d like to see change. Students are a huge part of creating our cultural celebrations and planning activities that celebrate who we are. Students are active in the clubs building spaces to support and mentor each other and I’m lucky I get to work with so many of them. Of course, our student inclusion representatives are key conduits for change – to listen and advocate on behalf of their peers through the Senate and in my office. There are so many avenues for students to get involved, to build their leadership, and to create real change at Cate – I’m so excited!

What opportunities do you see here at Cate? What challenges do you anticipate?

This is a year of transition. We’re reshaping the way we approach DEI at Cate, which means there are lots of opportunities, but some challenges as well. With a Head of School transition, too, there will be impacts on what and how we do DEI. In some ways, our role this year is to chart a course forward, put

our goals and strategies into motion, and then to prepare for some thoughtful and meaningful changes as we collaborate with new leadership and redefine our values and mission related to DEI.

Some of our top priorities this year include finalizing our DEI Graduate Profile – what skills and competencies do we expect each Cate student to graduate with to make them excellent global citizens able to participate and lead in a truly diverse environment? We’re also looking to roll out a bias incident response protocol so that students have a clear process to access when incidents of bias occur. With the help of Kadeine Peterson, we’re building out the ways in which we celebrate our communities through heritage months and holidays (think Hispanic History, Black History, LGBTQ+ History, and Asian Pacific Islander Desi American History months alongside holidays like Rosh Hashanah, Yom Kippur, Diwali, Lunar New Year and so much more). There’s so much to tackle this year and we’re lucky to have an incredible group of students, faculty, and staff dedicated to advancing each and every one of these initiatives.

Elana’s 2022-2023 advisory

Being a Teacher at Cate Mentorship and More on the Mesa

On the Mesa, last year’s long-planned retirement of an entire cohort of senior faculty wasn’t so much of a blow to the systems of teaching and learning at Cate as one might expect; rising behind those who retired is a group of passionate, well-trained people at the height of their exceptional careers who began teaching at Cate and are now poised to guide the School toward its future. Following in their footsteps are newer educators who chose Cate specifically because of the opportunities for professional development and growth on the Mesa.

We often hear these days about an exodus of teachers. Across this country, during the Covid pandemic, even the most committed of educators found themselves stretched beyond limits. In the face of shutdowns, restrictions, and political pressures, many fled the profession.

Cate faculty fall into three roughly equal cohorts: Longtime educators who have mastered their craft and calling so well they can teach engaging classes and lead departments and elevate the overall profile of the School with their often impressive extracurricular achievements; midcareer teachers who bring their own mastery and zest into the classrooms and dorms even as they advise less experienced faculty in the finer points of instruction and residential life; and enthusiastic, energetic teachers newer to the field who come to the Mesa straight out of the universities where the latest educational research is being conducted and taught. These younger faculty embrace life in the classrooms, dormitories, fields, and courts of the Mesa with wholehearted passion for their newfound calling.

It’s an almost unarticulated “Rule of Three” – one of many triad examples of symmetry and balance on the Mesa (more on that in a moment). Meanwhile, a look into faculty support and mentorship on the Mesa helps us understand why the system at Cate works so well, and why teaching remains, as always, central to the core mission of the School. A few examples follow:

Mentorship Makes a Difference:

THE MATH DEPARTMENT

Setting a standard for mentorship on the Mesa, veteran educator Frank Griffin needs almost no introduction. For the past 43 years, Frank has approached both the calling of teaching and his role in loco parentis to Cate students as both a joy and methodical responsibility.

“I came to Cate when I was 24 years old,” Frank says. “I thought I knew what I was doing; that I was smart enough and capable enough to teach here … but I had so much to learn. I looked up to a group of faculty, including Stan Woodworth and Gaby Edwards. I adored them, and learned so much from their visiting my classes and giving me feedback.”

Frank dove right into the Cate way of being, acting as the then-proverbial “triple threat” of teacher, dorm parent, and athletic coach.

“I have always wanted to return that favor, and I always feel connected to the faculty when I do.”

Frank describes his subsequent years of experience and practice in the classrooms and extracurricular life of the Mesa in truly personal terms.

“Cate has given me incredible opportunities, and some of that is because other people guided me, and then stepped aside and let me lead,” he says. “I see this as an arc of opportunity worth repeating.” A very fitting description for a man interested in so many disciplines from geometry to history.

Frank Griffin’s very intentional arc at Cate involved leadership in residential life (he tells stories of guiding young faculty through the nuances of dormitory parenting and exactly what it means to serve in loco parentis across the Mesa) and pedagogy.

As Director of Studies through 1995 – 2003, Stanley D. Woodworth Teaching Chair, and Director of the Cate Inquiry Collaborative, 2017-2021, Frank thoughtfully guided Cate faculty through their own introductions to life on the Mesa.

“I love teaching students but get equal joy out of working with faculty in positive ways; I get to see people at their best and help them be their best.”

One of those people he mentored was Annalee Salcedo, a chemistry scholar and veteran teacher hired out of the Massachusetts independent and public school systems in 2009. An avid outdoorswoman and proven classroom teacher who would subsequently serve Cate’s Outdoor Program and be given Cate’s first Centennial Award in recognizing excellence and innovation in classroom instruction, Annalee was also awarded the Paul M. Denison '52 Teaching Chair in 2015.

Annalee is, in short, a master teacher in her own right. She also recognizes the influence of educational leaders and administrators like Frank Griffin in her own growth on the Mesa.

In her words: “Frank asked me to consider being chair of the Math Department two years before I agreed to be Chair of the Math Department!”

A parent of two young children and new to residential life, in her first years at Cate, Annalee was not sure she could meet Cate’s standards of leadership. Frank, however, knew his colleague was up to the task. He worked with her very intentionally and even set up an informal co-chairing of the department before turning over the reins entirely in 2015.

As Frank proudly – almost parentally – says, “Cate has given me incredible opportunities, and some of that is because other people have stepped aside and let me lead when I was ready. Annalee has been an amazing chair for six years, and now she is the Director of Studies!”

More on Annalee Salcedo’s transition into administration in a moment: for now, the focus remains on the department she has led through the past several years, including those encompassed by the Covid pandemic.

She speaks candidly of those years:

“In our department we had cultivated a culture of action, accountability, and appreciation,” Annalee says, noting the connection with Frank Griffin’s oft-repeated, above-mentioned “Rule of Three.” When Covid hit, and the department had to adapt, it was uniquely positioned to do so because everyone in the Math Department knew what their responsibilities were – both in and out of the classroom. They also knew they were “100%” backed up by their colleagues and administration.

Cate students not only survived but thrived during the pandemic, thanks in

large part to the focus and collegiality within Cate faculty as evidenced by this singular department.

Annalee Salcedo followed her mentor Frank Griffin into administration. Today, as Director of Studies, she uses her gifts for systems, logistics, and details to support the School’s Department Chairs across disciplines. Into Annalee’s formidable shoes as Math Department Chair steps Taylor Wyatt, another Cate faculty member who came to the Mesa early in her career and who knows what she’s learned from her predecessors has perfectly positioned her to lead Cate’s dynamic math department.

Taylor recalls her very first days on the Mesa:

“Frank Griffin was the Math Department Chair when I interviewed at Cate. Even then, our conversation was about growth, learning, and mentorship. At the time, I was just finishing my second masters degree (this one in education), and I wanted to be in a community where I could continue on this pathway.”

Once on the Mesa, Taylor recalls, she was “ … mentored across the spectrum of life at Cate – being encouraged to be involved!” As a dormitory parent and soccer coach, Taylor always felt she had support amongst her colleagues and friends and on the Mesa.

“Relationships are a big part of why people come here,” Taylor says, emphasizing the trust and collegiality that exist throughout the Cate faculty. “And why we stay. The Math Department is like my home, and that familial relationship is what got us through Covid.”

That, and being okay outside of an established comfort zone.

“Under Frank and Annalee, we were encouraged to dive into the push and pull of different topics,” Taylor reflects. “Colleagues like Tim Smith taught us to take chances within a very safe framework of practice.”

As Math Department Chair, Taylor looks forward to leading and encouraging her colleagues within that same framework… with her own innovations, of course.

“Even now, Frank Griffin models re-evaluation in his own teaching and practice,” she observes. “I intend to keep going to conferences, to pay attention to my colleagues, and always improve.”

“I love teaching students but get equal joy out of working with faculty in positive ways; I get to see people at their best and help them be their best.”

Faculty Advocating for One Another: THE

HISTORY DEPARTMENT

Caties of a certain vintage recall one Old School Cate Master – the late Frank Light, an equally powerful scholar and shouter, completely committed to his students and life on the Mesa –turning over the reins of the History Department at Cate to a man who, though completely different in affect and approach, mirrored his mentor’s passion for history and the teaching of it: David Harbison. When “Mr. Harbison,” or “Harby” as he was known, left for his Pacific Northwest retirement, he in turn recommended teacher-historiansoccer coach (and baseball devotee) Karl Weis to sit in the Chair of the History Department.

When Karl decided it was his time to pass the torch, the best and obvious choice would also be a first for Cate. Lisa Holmes (now Cate’s Dean for Faculty; read on.) was the department’s first female leader. When Lisa was quickly tapped to take her new position in administration, she in turn turned to her colleague, Humanities scholar Lauren Jared. Lauren, who felt much of her own Cate experience had been fostered by English teacher and former Department Chair Gaby Edwards, accepted.

As she now recalls going into what would become a 14-year role as History Chair, “At the time, there weren’t any other female department chairs. I figured Cate needed at least one.”

Lauren is as modest and low-key as she is brilliant; she was awarded Cate’s prestigious, endowed O. Curtis Crawford Chair in 2015, and generations of students and teachers look up to her as an inspiration and guide.

“Our department is unusual in that so many of us who teach history are cross-curricular,” Lauren says. “What I appreciate about my experience as

chair was the administration’s willingness to understand what I needed in order to succeed.

“Over the years, the School proved itself to be adaptable and flexible.”

Lauren points out just how important those qualities proved to be when the pandemic hit, and nothing on the Mesa could be done “... the way it used to be.”

Long before 2020, however, Lauren used her leeway and authority to make a somewhat unusual hire into the department. When a certain new, young history teacher named Ivan Barry came to the Mesa with his family, his wife, Rebekah – a National Security contractor with an impressive and varied resume – made an impression on many people, especially Lauren.

“I had my eye on her,” Lauren laughs, citing Rebekah’s background in everything from international relations to anthropology to classroom instruction and curriculum design. Rebekah joined the history faculty

in 2011. By 2015 – the same year Lauren was named OCC Chair –Rebekah had become an active voice for internationalism and cultural awareness on the Mesa and was chairing Cate’s newly formed Inclusive Teaching Design Team.

As Lauren Jared began to think about her own retirement, Rebekah Barry seemed a logical choice to replace her.

“Rebekah is a fabulous systems person and idea driver. Curriculum development is in her toolbox; I admire her drive,” Lauren says. The two women had also become friends – something else that is important and unique to life as a teacher on the Mesa.

Rebekah explains. “At Cate you find people with whom you can be really real. You know there are people who have your back and will lift you up … who will give you sound feedback and advice.”

Thus it was that the two women had been “... in conversations for a while” about Rebekah’s taking over when Lauren retired. Then came 2020.

Faculty Q&A: Arts “Hold the Community Together” at Cate

An interview with Visual Arts Chair Joy Doyle and Performing Arts Chair John Knecht.

Joy: We valued, and still value, teaching students to be resourceful, to see, feel, interpret, and respond to the world around them through creation.

John: In many ways, the arts helped to hold the Cate community together as we struggled with strict health and safety rules, a lack of athletic contests, and strained academic settings.

Q: With the retirement of longtime Arts Department Chair Patrick Collins, the single department – which has expanded over the years – was divided into two. How did that come to be?

Q: John, you came to Cate in 2012 and Joy, you in 2015. What was your transition to life on the Mesa like?

John Knecht: I came to Cate from Chicago, where I was performing as a professional drummer, running an arts education company, and teaching music in schools throughout the city and suburbs. It was a very different experience to arrive on the Mesa and start building a music program for Cate students coming from around the world. Wade Ransom and Jay Dorion, my faculty mentors, helped me see the forest through the trees and look at broader school commitments. Other Cate faculty like Frank Griffin, Peter and Mary Arrango, and John Swain helped me understand the long term view of what life at Cate could be like as a veteran teacher. There were so many faculty who supported and helped me –too many to mention!

Joy Doyle: Like John, I came to Cate from Chicago. Marnie Woehr waved enthusiastically from Pizza Lawn as my U-Haul crested Heartbreak Hill. All year long and way beyond my first year, Marnie offered consistent, grounded, energizing support. Taylor Wyatt was my first neighbor and partner in dorm parenting. John Swain offered wisdom

and support through words and actions. Jay Dorion was an incredible listener. Patrick Collins showed faith in me and my teaching, providing space for me to invent and evolve as an educator.

Q: How did the members of your teaching teams support each other during the pandemic, when you suddenly upended and redesigned your curricula around long-distance learning and Covid restrictions?

John: In the spring of 2020, when Cate faculty were asked to create a version of their curriculum online over the course of a week, we all just did what we could do to figure out what mattered most to our students as they were to connect to the arts from home (such as easily accessible creation tools).

Joy: I will add this: At the core of our work, beyond any product – painting, drawing, or performance – we always came back to what mattered most, which was providing students with opportunities to connect, express, to think and act creatively, even if those opportunities lived way outside of what we might normally offer.

John: It was experimental, but then that’s what the arts do well!

John: I believe the school saw two growing areas in the visual and performing arts, and decided that Cate could benefit from two departments driving unique goals while working closely together. Joy and the visual arts focus on two-dimensional art, threedimensional art, ceramics, photography and digital art. The performing arts focus on instrumental music (orchestra, jazz, rock and music production), theater performance, theater tech, dance and vocal music.

Joy: The process of how decisions around structure and leadership included a lot of hard work and long discussions.

John: Each department has individual goals and objectives, separate budgets and staffing, and yet we meet together as a unified arts department to discuss collaborative classes.

Joy: Collaborations include Foundation Arts – an ever-evolving course! – Family Weekends, Independent Art (a sports block offering), and Art Relay.

John: During family weekend activities, theater, dance, music and visual arts projects are all on display!

The Barrys, scheduled to take a muchdeserved sabbatical year abroad – one for which Lauren had advocated strongly for both of her departmental colleagues – had to put off the opportunity until it was safe to travel.

Undeterred, Lauren Jared put off her own retirement an extra year.

“She’s the right person,” Lauren says. “So it was the right thing to do.”

Cate with its intent to constantly adapt and improve, especially in such unpredictable times.

As of this year, Lisa Holmes is Cate’s Director for (not “of”) Faculty. It’s an important linguistic decision Lisa explains:

“My role was created to support faculty and find ways to help faculty grow. Part of what we need is an attention to what everyone is going. How do we support

“There was a period when the best we could do was try to keep ‘the shop’ open and hang on,” Lisa recalls of the days when students dispersed across a panicking planet, and classes which had always been taught in person suddenly had to go online and across time zones. Faculty were stretched to the very limit.

“We came through it because we live in a community and see each other as people. We supported each other and helped each other focus on the students, who ultimately came through the pandemic well. Now we have the space and luxury to think about adult growth and mentoring … taking the time we have not had to invest in professional growth.”

Lisa’s new role will do exactly that.

“Building on good work done with the faculty by (Assistant Head of School) Jay Dorion, I’ll be able to develop systems, programs and practices that allow faculty to cultivate their skills and find satisfaction in their work postpandemic.”

Supporting Faculty

On the heels of an exhausting two years for Cate’s teachers, the School has refocused and reimagined ways to support the people who make the magic happen on the Mesa. As part of this effort, a single large responsibility has been divided into two positions. Annalee Salcedo takes over the large task of day-to-day workings of the academic program and curricular development from Lisa Holmes, who moves into a new job created to take a “thirty-thousand foot view” and introduce initiatives to further align

the multiple areas of responsibility and stave off burnout? Faculty at Cate need to be – and will be – seen, inspired, supported and cared for.”

Lisa (like many of her colleagues interviewed for this article) believes that the Covid pandemic, with its myriad, almost indescribable challenges, was in some ways also a boon; a crucible in which longstanding practices had to be reconsidered and redefined … even as adults on the Mesa found reserves of strength and resilience they did not know they had until called upon to serve the school and students they love with unstinting resolve.

In closing … Teaching at Cate School is, as Frank Griffin put it, an “allin proposition.” It is also, as Taylor Wyatt says of her own experience, a place where “ … mentorship exists across the spectrum of life.” Whether in the classroom, leading a dormitory, coaching a team, directing a play or simply living on the Mesa, faculty are … “ always being encouraged to be involved. To try things and have them be less than okay, so we can improve our practice.” Above all, this now-seasoned Math Department Chair asserts: “We are like a family.” And families work together through the hardest of times to emerge stronger than ever.

Alumni Dispatches

Access is a fundamental aspect of the Cate experience. Access, not only to a Cate education, but to resources including faculty advisors, college counselors, the outdoor program, service-learning opportunities, and the community itself are integral to the spirit of this place. We caught up with five alumni to reflect on the access that impacted their Cate experience both on and off the Mesa.

Peter Given ’99

When nostalgia strikes, you can find Peter Given '99 reading his old journal from Paul Denison '79’s American Wildnerness class. As a senior, the 84mile trip down the San Juan River left a lasting impact on him, as did the entire Outdoors Program and the many unique experiences he came away with from his time on the Mesa.

“I have some of the most amazing memories from that trip, and it was just an incredible experience that I will never forget,” Peter said. “My appreciation for the outdoors today, and nature in general, was enriched while I was at Cate, and I’m very thankful to have had the privilege to experience that time in my life.”

The transformative time at Cate helped Peter develop as an individual and bolstered his sense of independence, self-awareness, and resourcefulness. He learned about process and discipline, and while the academics were challenging in their own right, it was the life experiences that were instrumental in shaping who he is today.

“The part that you play in a community – in today’s world where collaboration and relying on each other as a way to grow and excel in all things we endeavor to do – I think that was really instilled in me during my time at Cate,” he said. “It is a small community, and it provided me with a lot of confidence to pursue my goals with the help of others.”

Upon graduating from Cate, Peter went to the University of Southern California, where he majored in political science with a minor in business and sociology. He moved to the Bay Area, where he dove head first into commercial real estate and has since seen all sides of the industry throughout his career. He currently works as a Project Manager at Sares Regis Group, a real estate development company.

Peter is married to his wife, Kelly, and they have three children, Brooks (7), Declan (4), and Emerson (4). While busy with his family and career, Peter has always stayed connected to Cate, serving as a Trustee, Class Agent, and the Alumni Leadership Council President from 2017-2020.

“I consider my time at Cate to be something that I am very proud of, and I’ve always tried to do whatever I can to give back to the School for what it did for me.”

Jermain Gross '08

As a young, thriving middle-schooler growing up in Southern California, Jermain Gross '08 needed a challenge. Looking for a rigorous academic environment, with his sights set on success, Jermain sought out Cate School and ultimately persuaded his parents to let him attend. His time on the Mesa, while he admits had its ups and downs, charted him on a path not only to success but one that led him across the globe.

“I had no idea what to expect, except that I was bound for growth, and Cate taught me a lot about resilience,” he said. “Failure and success go hand in hand. If you are always succeeding, you don’t learn the tougher life lessons, and Cate provided a lot of those for me.”

Along with life lessons, Cate also provided opportunities to give back to others. Some of Jermain’s fondest

memories came from the Los Niños service learning trip and tutoring students in Carpinteria. His time on Los Niños, and around the Harkness table, kindled his passion for Spanish and catapulted him to further his language opportunities.

“I think language is the doorway to modern civilization. You can’t progress without communication, so having those tools opens doors in parts of the world that require more communication and more engagement with one another.”

While studying international business at Pepperdine, Jermain took advantage of summer abroad opportunities in Spain and London. He learned Mandarin and spent a year teaching English and international business in Hangzhou, China. After working as a sales analyst at Google and gaining experience in the finance industry as an underwriter

for Earnest Inc., Jermain made his way back to London to complete his MBA.

“Cate was an enriching experience for many reasons, the most powerful being that it was an environment of multiculturalism,” he said. “Having my next-door neighbor be from Korea, or South Africa, or from London, or Saudia Arabia – all different parts of the globe – and normalizing that as a teenager is something that influenced me to want to live abroad and soak in different cultures. It gives you access to how the world operates from a fundamental perspective, and I think that lock was opened for me.”

Continuing to learn and grow from each new experience, Jermain is currently working as the Revenue Strategy and Operations Manager at Twitter and has hopes to launch his own tech company in the future.

“Cate was an enriching experience for many reasons, the most powerful being that it was an environment of multiculturalism.”

Yansy Salmerón '13

Coming to Cate was “an absolute dream” for Yansy Salmerón '13. “I was very excited about Cate from the beginning and from the moment I stepped foot on campus, I felt so welcomed. Seeing how kind the faculty was to my parents who didn’t speak English was uplifting, and we immediately felt accepted.” Yansy went to a KIPP Charter Middle School in Houston,Texas, and met Kyle Mason, Director of Outreach and Recruitment, who sparked her interest in Cate.

“My curiosity and love of learning was certainly nurtured at Cate. I took Advanced Biology and Genetics and these courses were amazing! I loved everything about them.” Yansy continued her education at Brown University and earned a Bachelor of Science in Neuroscience. She taught

mathematics to 6th grade students at KIPP Houston Public Schools for two years and then worked at Children’s Hospital of Philadelphia with the Violence Intervention Program. Yansy is immersed in her second year of medical school at Drexel University and is interested in otolaryngology, a medical specialty focused on the ears, nose, and throat.

Cate provided Yansy with access to wonderful educational opportunities at great colleges. “Brown University was looking for students who were curious and service oriented, and this is the type of student that Cate nurtures and develops, so this background prepared me to be the type of student that Brown was seeking when I applied. I think there is a level of trust that universities have in knowing the kind of student that comes from Cate.”

Access to nature and the outdoors were among the most memorable and impactful for Yansy. “Being in an environment where you are constantly outdoors and not always sitting and studying at your desk is really eye opening.” She loved Cate Outings Week and her trip to Tahiti, where she stayed with a host family and learned French. “Because of the financial aid my family received, many of the expenses associated with trips were covered, which was incredible. I urge Cate to keep finding ways to make the school more accessible to students like me.”

To students with a similar background, Yansy advises, “Trust where you come from, trust who you are, and all of the lessons that you learn. Don’t be ashamed of them. These are the values that enrich the experience of everybody at Cate.”

“

Trust where you come from, trust who you are, and all of the lessons that you learn.”

Nate Wilson '15

“Why is it so hot here?” Nate Wilson '15 remembers asking his mother when they arrived in Carpinteria from Philadelphia for Cate’s revisit day. It had been snowing in Philadelphia before they left so when they arrived at Cate, they still had their parkas on in 90-degree weather. Fortunately, the warmth mirrored the friendly nature of the Mesa and its people, which instantly drew Nate in.

Cate provided Nate with access to people who championed and challenged him while igniting his intellectual curiosity. “When I got to Cate, I had a pretty strong conviction that I wanted to study astrophysics as I had a huge obsession with rocks and thought they were the coolest

thing on earth,” said Nate. He enjoyed Robert Bonnings’ fun physics class and recalls helping Dr. Jamie Kellogg coordinate the student viewing of the lunar eclipses during his junior and senior years. Nate ran with that interest, earning a Bachelor of Arts in Physics from the University of Pennsylvania and a Master of Science in Physics from DePaul University. He has future plans to pursue a Ph.D.

Nate values the manner in which teachers support student individual interests and he fondly remembers David Wood, “He immediately started class speaking Japanese and was always willing to help me review material when I was struggling. When I went to Penn and took Japanese, I was able to place out of the language requirement because of the support I received from the amazing faculty at Cate.”

In addition to Cate providing Nate with access to exemplary people and meaningful friendships, he is grateful for the guidance and advice he received from Cate’s college counseling office.

“The [College Counseling] office was amazing and guided me towards scholarships, which made college a lot more affordable for my family and me.” Upon reflecting on a stellar education and numerous resources that Cate offers students, including a plethora of activities, clubs, and outdoor adventures, Nate holds a small regret. He wishes he would have taken advantage of the SCUBA certification program. He chuckles and advises students, “Try all new things that interest you at Cate because once you go to college, it’s not free!”

“The [College Counseling] office was amazing and guided me towards scholarships, which made college a lot more affordable for my family and me.”

Kate Bradley '19

Kate misses Cate in many ways, yet she is comforted by the long lasting memories of the Mesa. As she shared in her Servons speech before graduating: “I will always be transported to being surrounded by you, by blue jays and woodpeckers against the Eucalyptus trees, the glossy Harkness tables facing the Pacific blue, my heart filled with Cate Blue.”

“My most beautiful memories are rolled into bits and pieces. I miss the way the sunlight hit the eucalyptus trees at golden hour and it was so beautiful. I miss the comfort of leaving my laptop on the lawn and knowing it’s going to be there when I come back for it. I miss knowing exactly where I am going and at what time. Simply, I miss the ritualistic life of a boarding school.” Kate is currently attending Stanford University and is simultaneously

pursuing two undergraduate degrees in Earth Science and International Relations. With a hefty course load of 20 units this quarter, she joyfully reminisces about Cate and credits her endurance and growth mindset to Cate. “Early on, I applied this mindset to literally everything, and I quickly bought into the ethos and idealism that comes with being an engaged student at Cate.”

The people from Cate have been among the most influential for Kate, as she had access to remarkable faculty including: Head of School Ben Williams, Humanities Department Chair Ivan Barry, and retired Arts Department Chair Patrick Collins. “Mr. Williams is a great orator and every time he delivered a speech, I would take so much meaning and purpose from it, often finding a sense of renewal in what I was doing. Mr. Barry filled me with a huge sense of inquiry and thus, I fell in love with the Humanities and read

a million history books. Mr. Collins was the funniest person on campus and taught his class very well, always rewarding every type of thinking under the sun.” Kate describes her Cate education as an elevated platform and a gift that keeps on giving, affording her the opportunity to try new things and surround herself with people with similar values and ideals. If it weren’t for Cate, she’s not sure that she would be at Stanford.

Access to service learning and leadership development opportunities have been invaluable skills that Kate credits to her time on the Mesa. While at Cate, she received The Mark Metherell '87 Service Challenge grant, and led a project to support the Shan people in Thailand. Kate feels that leadership opportunities are unparalleled at Cate, “whether you want to be an intellectual leader, a social or community leader, or are learning to liaise with faculty and students, leadership is a fantastic life-long skill to build upon.”

“I will always be transported to being surrounded by you, by blue jays and woodpeckers against the Eucalyptus trees, the glossy Harkness tables facing the Pacific blue, my heart filled with Cate Blue.”

2022 DISTINGUISHED ALUMNA

Margaret (Meg) McLaughlin Pellman '87

encouragement. Boarding school was not on her parents’ radar. After a friend invited her to come along on a tour of Cate, it was Meg who was determined to go, and she convinced her parents that Cate would provide her with the academic rigor she sought.

Born in Los Angeles, Calif., Meg was the oldest of five children, with four younger brothers, all of whom would go on to attend Cate. Her late mother, Linda Hodge McLaughlin, was a graduate of Stanford and Boalt Hall School of Law. She was a California Superior Court judge for 10 years. Appointed by President George H. W. Bush in 1992, she served on the United States District Court for the Central District of California until her death in 1999. Her mother taught Meg the value of hard work and to fearlessly follow her passion, even if it led her into traditionally male-dominated fields. Meg’s late father, Hugh McLaughlin, was a graduate of the University of Southern California and a chemical engineer, with a remarkable ability to fix anything. He fostered a love for math and science in Meg and was an unwavering source of support and

Meg arrived on the Mesa as a ninth grader, unsure of what to expect but full of enthusiasm. Whereas other students were faced with doing their own laundry for the first time, Meg was relieved to only be doing laundry for one and not seven. She immersed herself in all Cate had to offer. Early on her teachers recognized that she had “a real talent for analyzing problems and then coming up with a systematic approach to finding a solution,” and that her “combination of intelligence, creativity, and cleverness was unbeatable.” Meg “blended seriousness of purpose with natural good humor.”

Community service was an essential part of her Cate experience. Meg was head of the public service program, head of Holiday Cheer, and head of the math tutor program. She participated in service trips with Los Niños and was a volunteer at the Special Olympics. In her senior year, she served as prefect in the Class of 1925 House. Meg graduated from Cate with Honors and was the recipient of the Mathematics Prize, the Art Prize, and the Public Service Award.

In the fall of 1987, Meg enrolled at the Massachusetts Institute of Technology in Cambridge, Massachusetts. She chose to study biology and founded the Biology Undergraduate Student Association (BUSA). In addition to excelling in

courses, she became an undergraduate research associate in Professor Gerald Fink’s laboratory at the Whitehead Institute. There, she investigated the basic molecular mechanisms of transcription in the yeast S. cerevisiae, resulting in her first scientific publication in Nature. Attending M.I.T. was a transformative experience for her, as she learned to trust her instincts and think outside the box to solve problems.

After graduation, Meg enrolled in the Perelman School of Medicine at the University of Pennsylvania and then transferred to Harvard Medical School as a third-year student. As a medical student in Dr. Thaddeus Dryja’s laboratory at the Massachusetts Eye and Ear Infirmary, she identified genetic mutations that explain one form of hereditary blindness, autosomal recessive retinitis pigmentosa. For this discovery, she received the HMS Henry Christian Asbury Award and the Howard Hughes Medical Institute (HHMI) Continued Support Award for medical school tuition.

After graduating magna cum laude from Harvard Medical School, Meg completed a residency in Anatomic Pathology and a fellowship in Neuropathology at Brigham and Women’s Hospital and Boston Children’s Hospital. Committed to becoming a physician-scientist, she returned to the M.I.T Cancer Center (now the Koch Institute for Integrative Cancer Research) for a post-doctoral fellowship with Professor Tyler Jacks. There, she developed genetically engineered mouse models of the hereditary cancer syndromes, Neurofibromatosis type 1 and type 2. For this postdoctoral work, she received a HHMI Postdoctoral Fellowship

for Physicians and a Burroughs Wellcome Career Award.

Determined to put her clinical and scientific expertise to practical use to improve patient care, Meg joined the Novartis Institutes of Biomedical Research (NIBR) in 2006. She is currently an Executive Director at Novartis and leads the global Oncology Pathology & Biomarkers group. Her team studies the mechanism of action of drugs in patients and identifies those patients most likely to benefit from novel treatments. In partnership with another Cate alumnus, Jim Deeds '85, she pioneered the use of artificial intelligence to extract information from digital pathology images of patient tumor samples. In her time at Novartis, she has contributed to the development of Kisqali, Piqray, Tabrecta, Kymriah, Pluvicto, and many other oncology drugs that are improving the lives of

patients suffering from cancer.

Over the years, Meg has given back to Cate by joining online discussions and hosting events for Cate alumni in the Boston area. In 1992, she married her husband, David Pellman, in the Katharine Thayer Cate Memorial Chapel. They have two children, Jesse and Theo, and live in Cambridge, Massachusetts. On snowy winter days, her mind still drifts to the Mesa and the feeling of warmth from the sun and old friends.

For her distinguished career as a physician-scientist, dedication to Cate School, and reputation as an engaged and thoughtful leader, Cate School is honored to award Meg McLaughlin, Class of 1987, with Cate’s Distinguished Alumni Award for 2022.

DISTINGUISHED ALUMNI AWARD RECIPIENTS

Year of Award Name

Margaret (Meg) McLaughlin Pellman ’87

Athena Jones '94

Eric C. Taylor '80

Hal Burroughs '68

Christian Strachwitz '51

Tim Bliss '70

Terry Sanders '49

Walter Douglas '73

Brad Roberts '72

Greg Kubicek '74

Mona Khalil '84

Burton Smith '58

William E. Steinberg '68

Richard D. Baum '64

Sir John Bond '60

David Pun Chan '68

Eugene Thayer Bigelow, Jr. '59

Dayton O. Hyde '43

Conrad L. Hall '45

John D. Caldwell '59

Peter Frederick King '80

Donald Hastings Harcourt '50

George Barker Barrett III '45

James Sloss Ackerman '37

William Matson Roth '35

John Morse Luce '59

William New, Jr. '59

Paul Moore Denison '52

William Stevens Prince '42

Michael Alan Morphy '50

Francis S. M. Hodsoll '55

Nelson Dorrington Jones '48

G. Ledyard Stebbins Class of 1924 & John Rodman Hooker Class of 1921

Malcolm Wallop '50

Peter McBean '30

Dohrmann K. Pischel Class of 1914

Meg McLaughlin '87 with colleague and Cate alumnus Jim Deeds '85.

Queen Elizabeth II visits the de Young Museum – Fine Arts Museum of San Francisco.

By Ian McKibbin White ‘47

A splendid dinner took place at the de Young Museum in honor of Queen Elizabeth II hosted by President Ronald Reagan at which he announced an exhibit of Leonardo da Vinci horse drawings from the Royal Library at Windsor Castle. It is an honor and timely to share these memories of Queen Elizabeth with you as a tribute to a person whose values so many of us have admired in our lifetime.

The story begins in 1982. I was the director of the de Young Museum at the time and headed across the pond on business, but due to a blizzard in Boston, I had missed my important meeting with the curator of prints at Windsor Castle Library. My wife and I arrived in London on Thursday, too late to attend the meeting on that day. Then followed Good Friday, Easter weekend and Easter Monday, a bank holiday in the UK. How would it be possible to meet

on Tuesday when we were to fly to Paris that afternoon?

Rather than pass up the opportunity, early Tuesday morning with my fingers crossed, I took a train to Windsor. My visit was unannounced, but I managed to bypass security and enter the library elevator with the staff. When I arrived an assistant curator said, “The Queen is in residence, you are not supposed to be here.” But she graciously brought out stacks of matted drawings for me to see; treasures by Leonardo da Vinci, Michelangelo, Rafael and Holbein. Then I was ushered in to meet the director of the library in a grand office. He had a pipe going and looked like a figure out of a Dickens novel. Amid clouds of smoke, he was chuckling, and I sensed he was eager to talk to an American. He had some hot news. The Queen and President Reagan had been riding

in Windsor Park together. During the ride he had invited the Queen to visit him at his ranch in the Santa Ynez Valley near Santa Barbara and the Queen accepted. My meeting with the librarian ended when he reached in a drawer and brought out a contract which I signed then and there.

Instead of announcing the exhibition at the White House, it would be announced in San Francisco at the de Young museum during a banquet hosted by then President Reagan. Months of planning ensued for the royal visit, mostly cloaked in secrecy... one might say, so as not to let the horse(s) out of the barn. What art should we exhibit for the Queen? She would hardly be impressed by European paintings, so we decided on a selection of American paintings hung in three small galleries. I was to escort Prince Phillip and various dignitaries through the rooms. While I pointed out a view of Windsor Castle with a fog bank in the background by Sanford Robinson Gifford, Prince Phillip quipped, ”Aha! Smog from London.’’ Later in front of a painting of horses drawing carts, the Prince stopped to explain the harness in knowledgeable detail.

The guest list was a who’s who list: members of the Cabinet, Governor Deukmejian, Steve Jobs, Ted Koppel, Willie Mays, Joe Montana, Joe DiMaggio, Charles Schulz (creator of Snoopy) and other familiar names from different fields. I remember talking to Alistair Cooke, host of Masterpiece Theater. But the only museum people who were allowed to attend, other than guards, were the chairman of the board and myself, directors of the museums, and our wives.

An exhibition of 50 drawings of horses, mostly on sheets no larger than typewriter paper, had been hard to sell to the museum trustees. Yet, these were the first works by Leonardo da Vinci to be seen in California. Students with their art history professors from UC Berkeley and Stanford, along with thousands of museum visitors flocked to see these rarities.

In the end, our attendance in San Francisco exceeded that of the National Gallery in Washington D.C. and the Fine Arts Museum in Houston. The Queen was delighted by the report from Jane Roberts, her curator of prints, who noted that the only higher attendance was claimed by the Uffizi Gallery in Florence. I heard back that the Queen smiled and said that the Italians tend to exaggerate.

Ian McKibbin White '47 greets Queen Elizabeth II at the de Young Museum in San Francisco as President Ronald Reagan looks on.

White House Collection © 1983

March 3, 1983

In Memoriam

Aubrey Bartlett II '61

August 3, 1943 - February 8, 2022

Published by The San Francisco Chronicle on March 4, 2022

Aubrey Bartlett II, 78, passed away on February 8, 2022, at Mills-Peninsula Hospital, Burlingame, Calif. Born in New Orleans on August 3, 1943, son of C. Julian Bartlett, fourth Dean of Grace Cathedral (1956-1975), and Jeannette “Jay” (Limerick) Bartlett of Baltimore, New Orleans, and San Francisco.

He was educated at Cate School ('61) in Carpinteria, Calif., Columbia University, and after a brief interruption working for his uncle, Walter M. Bartlett, at Bartlett Chemicals in New Orleans, he earned a BS in Psychology at San Francisco State University. Aubrey worked in business management for The Maryland Ballet, San Francisco Ballet, and as Assistant to the Managing Director at San Francisco’s American Conservatory Theatre. Thereafter he pursued a lifelong passion for philately, joining Davitt Felder in establishing Bartlett and Felder, going on to form his San Francisco stamp business, Aubrey Bartlett, Inc.

In 2000 he moved to Millbrae, Calif., where he worked for Guarantee Mortgage, then in 2004 he moved to Ukiah, Calif., to reside closer to friends. While living there he often joined his friends in cards, board games and camping. Returning to the Bay Area, Aubrey worked for Schulyer Rumsey Auctions in San Francisco. His last years were spent in San Bruno.

Aubrey will be remembered for his musical gifts as a pianist, his sense of humor, and his love of British history, the arts, and fine meals shared with friends. A proud, devoted father, Aubrey loved attending Giants games with his son and baseball games that Constantine umpired. Aubrey was mentor, confidant and dear friend to his stepson, Slavik Lozben. Aubrey married Ludmila at Grace Cathedral on August 16, 1985, and they remained close friends until his death. Previously he had been married to Charlotte Waddell from 1968 to 1979.

Aubrey is survived by his son Constantine Julian Bartlett of San Bruno and stepson Slavik Lozben of San Carlos; Aubrey’s former wife, Ludmila Bartlett of Sunnyvale; and sisters Jeanne (Bartlett) Kerr of New Haven Conn., and Olivia Bartlett of Albany, Calif.

Christopher S. Cord '58

July 15, 1940 - July 28, 2022

Chris Cord, July 15, 1940 to July 28, 2022, IMSA World Champion, father of Stephen, Billy (Angela), Michael (Julie) and Cecelia (William), grandfather to eight grandchildren and beloved husband of 64 years to Katrina Cord, crossed life’s finish line and took his final checkered flag on Thursday evening, July 28. Born in 1940, as the grandson to E.L. Cord (Cord, Auburn and Duesenberg), son of Billy James Cord and Onnalee Cord, Chris grew up in Brentwood, California. Chris lost his father at the age of 5, and his mother went on to marry Bill Doheny, who took Chris under his wing and raised him as his own. It was growing up under Bill’s tutelage and guidance that Chris became exposed to motorsports, which sparked a fire that would carry him across the finish lines at tracks such as Le Mans in 1978, where he and his teammates Rick Knoop and Jim Busby won their class in a Porsche 935 and finished 5th overall. He raced tracks all over North America in the IMSA series from the late 70s until achieving the ultimate in motor sports: winning a World Driver’s and a Manufacturers Championship for Dan Gurney’s All American Racing team and Toyota in 1987 in the IMSA GTO class.

Chris was also a driving force, along with good friend and partner Steve Earle, behind the formation of what has become a 50-year tradition of the “Monterey Historics” at Laguna Seca where cars with historical racing provenance are displayed and raced, just as they ran in period. His reputation among his fellow drivers, teammates and competitors have described him as: “A super human being on and off the track.” “A gentleman racer…who became a champion.” “One of the kindest people I’ve ever met and yet could beat you on the track without needing to push you off the track.” “The only teammate I’ve

ever respected.” “An incredible driver and an even better human being – probably the most admired guy in the paddock, certainly the most good looking.” “His competitors not only respected Chris, but usually became life-long friends.”

Chris lived life off the track, just as he did on the track—a champion in everything he did. He loved to take his family on motorcycling expeditions in the desert and ski trips to the mountains of Sun Valley, where he and Katrina decided to look at real estate while the family enjoyed the mountain, and found a family home to settle into on Warm Springs road by the Wood River in 1980. He was an accomplished athlete in tennis, paddle tennis, golf and water skiing. He had a passion and an eye for art that complimented his dream home along the Wood River, where he loved to spend his days sitting on his patio watching the river flow past his home, enjoying the wildlife that surrounded him. After his retirement from investment banking, it was that home with Katrina and the children that opened up a whole new life for him.

It was here, in the Sun Valley area that he began hiking in the Sawtooth Mountains with his dog, Tuffy, and was especially fond of his “campout birthday celebrations” with family and friends. He was a role model to so many people for his wisdom, humor, skill, patience, generosity and only ever offered advice or feedback in a humble, principled, and soft-spoken manner. He always maintained, however, that his greatest joy in life was his marriage to his wife Katrina of 62 years and his love of his family, including grandchildren KC (Jake), Gardner, Nick (Courtney), James, Lexi, Caitlyn, Will and Lauren. His passion for auto racing was contagious. A man’s man. A gentleman driver. A world champion. A dedicated husband, father, grandfather and friend to so many.

Chris was preceded in death by his father, Billy James; mother, Onnalee; stepfather, William Doheny; son-in-law, Hughes Morton; and daughter-in-law, Georgia Cord. In lieu of flowers, Chris and the family would like to encourage those that want to make a difference in others’ lives, to support the Hospice and Palliative Care of the Wood River Valley, P.O. Box 4320 Ketchum, ID 83340, or the charity of your choosing. Here’s to a life well lived and a life lived well. Godspeed, Chris Cord.

Published by the Idaho Mountain Express

John Robert DeLoreto '77

March 30, 1959 - June 17, 2022

Published by the Santa Barbara Independent on July 5, 2022

John R. DeLoreto, born in Santa Barbara, Calif. on March 30, 1959, the son of James and Frances Neilson DeLoreto, passed away peacefully on June 17, 2022 at his home in Ariz., surrounded by loved ones after battling cancer. John is survived by family members: daughter Caroline (Adam Taft); son Robert James (RJ) & granddaughters Liliana & Myloh DeLoreto; ex-wife Camilla La Mer (aka Victoria); brothers Edward S. & James Jr. (Sally), niece Megan (Matt), nephews Chris & Greg DeLoreto; extended family Silvia Biedermann, Monique Franco, Alicia Lopez & Ferman Kelly III; & his God family Hilary Ruston and godchildren Kate and Max Ruston.

As a child John loved cuddling with his parents and adored his older brothers

who played, read to him and taught him a lot. They gave him a lot of attention since he was the baby of the family. He had a photographic memory and was a natural entrepreneur. Neighbors remember buying hot dogs at Johnny’s Treehouse Café or seeing a film at his basement theater. He attended Roosevelt and Laguna Blanca School where he met his lifelong best friends Lanny Ebenstein, Theodore Gekis, Hilary Ruston and Danielle Greene. He attended Cate School and Santa Barbara High School. John’s passions included: government and justice, debating with Lanny starting at age five about presidential elections; standing up for other students, as Hilary remembers; participating in theater and film; writing for school newspapers; and pushing the limits.

He studied Comparative Literature at Berkeley and met and fell deeply in love with his wife Victoria. Each night they would watch Julia Child, cooking her meals and laughing. They moved to Santa Barbara and got married. Caroline was born while John attended Santa Barbara Law School. RJ was born prematurely a year later as John sat his California State Bar Exam. A month of driving to Ventura’s Neonatal Unit inspired John and Victoria to be the first to fundraise for a Cottage Hospital

Neonatal Unit which was built soon after. One of John’s greatest joys was raising his kids and grandkids: Telling his famous magical “Rosie Bomb” stories, golfing with RJ, attending plays with Caroline, and going on many adventures.

One of John’s purposes in life was to give a voice to those in need, to stand up for what was right and speak up against injustice. He had a huge heart. Sometimes his outspokenness could stir the waters but brought needed change. In the '90s he was on the Goleta Water Board during the drought helping bring state water to Santa Barbara, won cases against police injustices including harassment against gay business owners in Santa Barbara, and was on the board of Access Theater.

John had many gifts and talents. He had a unique view of life from his colorful personality and quick mind, sometimes bringing challenges, but also seeing many possibilities where others could not. He was inventive, creative, imaginative, and brilliant as a lawyer. John would bring a smile during difficult times and a good laugh at life. He was a firecracker and a bright ball of energy, taking this life and everyone who met him by storm. John was loved by many and will be greatly missed.

John DeLoreto with the residents of Long House in 1976.

Martin M. Hale '58

January 29, 1941 - August 11, 2022

Published by The Boston Globe

Tall and witty, kind, gentle, and wise except when behind the wheel of a sports car, beloved father, grandfather and husband, Martin Hale is now racing through the open roads of heaven. Born in New York and raised in New Hampshire, Michigan, and California, Martin attended Cate School ('58), Yale University ('62), and Harvard Business School ('67). Known by his children as “Ace of Spies” for his vigilant and discerning mind, Martin served in the Army as a Lieutenant in West Germany (1963-'64). He often mentioned how nicely he lived on a Lieutenant’s salary in postwar Germany and loved his days traveling around Europe in his champagne yellow Porsche 356. After Business School, Martin joined Putnam Investment Management Company where his deep love of the stock market, growth investing, and mentoring others led him to run the Voyager Fund before becoming the youngest president of the firm and later of its parent company, Marsh McLennan Asset Management. When the management role took him away from investing and required too much time away from family, Martin resigned to join Hellman Jordan Management Company where he remained an active investor until suffering a heart attack in June. Active on numerous corporate and non-profit boards over his life including Great Lakes Chemical Company, Innospec, The Museum of Fine Arts, Boston and its school, and the Student Conservation Association, Martin was known for his integrity and for being a generous and kind problem solver for people and institutions. He was also an avid art collector, reader, and traveler. He is survived by his beloved wife Deborah; his sons, Charles and Martin; and his 5 grandchildren. In lieu of flowers, memorial contributions may be made to The Museum of Fine Arts, Boston, and to the Harvard Art Museums, Cambridge.

The Class of 1958 at their 50th Reunion in 2008. From left: Pete Pallette, Martin Hale, David Vhay, Rodman Hooker, Joseph Terbell, JB McIntosh, Thomas Hutchins, Tallant Smith, Geoffrey Spencer, Michael Niven, Andrew Duncan, Geoffrey Coe, Peter Valentine, and Burton Smith.

From the Archives

History Is All Around Us

While the changes in progress to Raymond Commons may feel unsettling to some, this is by no means the first time that buildings have changed, either in purpose or location, on the Mesa. In fact, one structure has even been moved twice. Most recently, the relocation of the Reginald Johnson-designed Nelson Jones '48 Stables to the end of the Thayer Peck '53 Field set the standard for how building relocation and restoration should be done. However, there are three structures whose origins date back to 1914, when the School could be found at the bottom of the Mesa.

In the summer of 1949, two of these original school buildings were loaded onto flatbed trucks and couriered up the hill to their new locations; one is currently the Business Office, tucked between Savage and Raymond Commons. The other, originally the dining room, was first used as a drawing studio and then as faculty home at the now-site of the Class of 1985 House. After 65 years in that location at the crest of Heartbreak Hill, in 2014 it took its second trip on the Mesa. You can find it now as the living room in the home where Lisa and Will Holmes reside.

The third structure to be preserved from the original school was the Long House living room, which was moved up the hill to serve as the living room for the home constructed for Mr. Cate’s successor, Calvin Miller. Sandi and Gary Pierce have made it their home for many years. So while the needs of the School will always evolve, the timeless buildings are often able to adapt to more modern needs.

Search “Curtis Cate” or @guacamolecate.

MATCHING GIFTS

Many companies will match gifts that their employees make to independent schools. Please send your company’s matching gift form along with your gift.

STOCK GIFTS & WIRE TRANSFERS

A gift stock held more than one year entitles the donor to a charitable deduction for its full current market value (in most cases, without paying the capital gains tax on the appreciation, which would be required if the securities were sold for personal gain).

For more information on making a gift of stock or wire transfer, please contact Evan Akers, Advancement Database Manager: (805) 684-4127 ext. 211 or evan_akers@cate.org

Colette Chang '25 creates bouquets of flowers for Carpinteria community members during 9th Grade Public Service Day in 2021.

CATE SCHOOL

1960 Cate Mesa Road Carpinteria, CA 93014-5005

Non-Profit Organization U.S. Postage PAID Santa Barbara, CA Permit #1020

Illustration by Ruby McCullers '18