1794 Magazine, Cheshire Academy, Spring/Summer 2022 by Cheshire Academy

SPRING/SUMMER 2022

1794 t h e m a ga z i n e o f cheshire academy

SETTING THE STAGE FOR SUCCESS

1794 SPRING/SUMMER 2022

ON THE COVER Luke Parkerson ’22 took to the stage as Percy Jackson in CA’s

winter musical, “The Lightning Thief: The Percy Jackson Musical.” See more photos from the musical starting on page 38.

STRATEGIC MARKETING & COMMUNICATIONS

Chris Hunn P’21 Ken Mason Michael Torelli ADVANCEMENT

Board of Trustees 2021-2022 CHAIR Jennifer Freedman P’15

SECRETARY Catherine Bonneau P’04,’16

VICE CHAIR Murali Venkatramen P’18

TREASURER Jared Pinsker ’97

Westport, Connecticut

Chennai, India

Naples, Florida

Amy Brough Nicole Caputo Barbara Davis P’17,’18,’20,’24 Leonardo Hiertz Kathleen Houlihan Barbara Vestergaard P’96,’02 Peter White ’07

Orange, Connecticut

TRUSTEES William Ampofo ’92

Drew Kevorkian ’93

Ronald Bergamo Jr. P’13

Brian Otis ’89

Angelina Casanova ’00

Praveen R. Savalgi ’06

Bart A. DePetrillo ’87

Armando Simosa P’08

Richard A. Katz, Esq. ’64

Edgar B. Vinal ’86, P’16,’19

Flower Mound, Texas

Cheshire, Connecticut Baltimore, Maryland Park City, Utah

Harrison, New York

Miami, Florida

Tolland, Connecticut West Hartford, Connecticut Rome, Italy

Southington, Connecticut

Greg Keith P’11

Charlotte, North Carolina

TRUSTEE EMERITI Michael A. Belfonti ’76

Michael Mauro P’11

Dan Gabel Jr. ’56

Donald Rosenberg ’67

David G. Jepson ’59

Brett Stuart ’68, P’09,’09,’10

Hamden, Connecticut

New York, New York

Glastonbury, Connecticut

Monterey, Massachusetts

Snowmass Village, Colorado

East Hampton, Connecticut

COMMENTS? QUESTIONS? SUGGESTIONS? NEWS? If you have feedback on 1794, contact Ken Mason, Chief Marketing Officer at ken.mason@cheshireacademy.org. If you have alumni news and photos for 1794, send them to alumni@cheshireacademy.org. Photos should be submitted in high resolution (300 dpi) for publication. Admission inquiries may be directed to the Admission Office at admission@cheshireacademy.org or 203-439-7250. © 2022 Cheshire Academy

IN THIS ISSUE

ON CAMPUS 33 In-Person Learning 34 Continuing the Dream 38 Winter Musical 42 Color Run

ALUMNI 48 Sports Updates 50 Peter L.W. Osnos ’60 52 Young Postgraduates 56 Harwood Society 57 Class Notes

4 Building Fields of Dreams

Construction begins on new turf field, tennis courts, and track and field facility.

8 Leveling the Playing Field

Girls with Impact and Invest in Girls programs bridge the gender gap.

12 Majoring in the Arts

Learn about four students with plans to pursue their passion for the arts.

16 Nearly a Century of Service

A grateful farewell to longtime staff and faculty looking ahead to retirement.

22 Why I Teach

Teachers share what motivates their careers in education.

28 Commemorating a Century of Memories The Rolling Stone turns 100. Looking back at our yearbook.

44 Athletics

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Juliana Janezic ’23

Allison Fowler ’25

As part of Cheshire Academy’s Earth Day celebrations, Visual Arts Teacher Antonio Alfaiate P’20,’21 taught students about photography, and guided them as they documented some of CA’s scenic foliage. Students later used a mobile app to edit their photos, tapping into their creative juices to personalize their work. Pictured here are just some of the photos students took.

Jessica Lavoie ’22

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Lidia Generali ’24

STRAIGHT FROM BOWDEN HALL

A MESSAGE FROM HEAD OF SCHOOL JULIE ANDERSON

a beloved dorm parent. I look forward to hearing more of those stories and sharing the experiences of today’s Cheshire Academy students this fall, when I will be visiting alumni across the country and beyond. Time has not stood still for us on campus. My hope is that record numbers of alumni join us for Reunion Weekend to celebrate the many classes who missed their opportunity to come together on campus to share in the joy of their memories of their time at CA. Our campus enhancements are in full swing, with construction of a new multi-sport turf field and new tennis courts, and the resurfacing of Simosa Field and Track. An opening celebration of these facilities is planned for the start of school in September. Shortly thereafter, detailed plans will be available showcasing Phase II of our ambitious campus enhancement initiative. The centerpiece is construction of a new field house, theater, and community life space. This new complex will touch each and every student at Cheshire Academy. The energy surrounding these projects is palpable!

Greetings and happy spring!

Each year as we head into spring, there is a renewed sense of optimism and excitement following what often feels like an endless winter. This year is no exception, and perhaps that feeling of hope is even greater as we plan to fully celebrate Commencement and Reunion in person on campus, bringing together our community. The journey through the last year and a half has proved challenging and demanded increased resilience on the part of our students, faculty and staff, and families. In spite of the limitations imposed upon us by the pandemic, in true Cheshire Academy fashion, we have continued to move forward, marking the successes and milestones as we wrap up the 2021-2022 school year. I could not be more proud nor more grateful to our heroes: the faculty who supported, nurtured, encouraged, challenged, and inspired our students throughout this pandemic. There has been no better time for our faculty to reflect and respond to the prompt “Why I Teach.” In this issue of 1794, you will hear from those who engage day in and day out, from the classroom and the stage to the fields and the dormitories, having been called to this most noble profession with the utmost desire to make an impact on the lives of young people. The musings you will read and the stories I hear today are echoed in the stories alumni share with me as they recount their memories of a favorite teacher, an inspiring coach, or

At our end-of-year celebration, we honor the contributions and exemplary service of loyal, dedicated employees who are leaving. We bid a fond farewell to colleagues retiring, knowing that they will forever be a part of the Cheshire Academy family. We also celebrate the accomplishments of colleagues moving on from CA in pursuit of new opportunities which would not have been possible if not for their growth and experience here at the Academy. It is a true pleasure to be a part of our colleagues’ journeys and to know that they will take their lessons learned from CA and continue to have an impact on the independent school world and beyond. And while goodbyes are bittersweet, we are eager to welcome and introduce our new colleagues who will bring a wealth of talent and a range of experience to our community. I hope that you and yours are happy, healthy, and well, and that we will see one another either here on campus or during my fall travels. Cheshire Academy will always be home. Warmly,

Julie M. Anderson P’19,’23 Head of School

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Building Fields of Dreams In an almost synchronous event, the first day of spring and the sound of bulldozers and other heavy machinery kicked off. Walking on campus during the second half of the second semester, the quiet rumble of machinery in the distance has been ever present. The noise was not disruptive; in fact, it signified forward progress of some of the many much-anticipated facilities improvements taking place on campus. The project, which will be completed in two phases, begins with the replacement of the Simosa Field and Track, construction of a new multipurpose turf field in the back fields, and three new tennis courts adjacent to the six that make up the Markin Tennis Center. And with the proper approvals received from the town of Cheshire, work is now underway in the back fields, with plans to have all of Phase I completed by the start of the 2022-2023 academic year for the varsity sports teams’ preseason. The first change made was the removal of the antiquated tennis courts adjacent to the softball field near the back pond. Having reached the end of their useful life, the tennis courts were ripped up and converted to greenspace.

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The new turf complex, located to the north of the pond, will double as a state-of-the-art softball field and multi-sport turf field for training and competitions for the boys’ and girls’ lacrosse and soccer programs, and football practices. Just a bit farther north from there is the home of the three new tennis courts, adjacent to the existing courts at Markin Tennis Center. Due to the positive relationship between Cheshire Academy and the local community, the boys’ and girls’ tennis teams were able to practice and compete at the Copper Valley Tennis and Social Club just a few miles away from campus, and use some of the municipally owned tennis courts around town. At Simosa, the turf and track are just about 11 years old, meaning the complex has exceeded the end of its expected use. Over the years, the facility has garnered the normal wear and tear expected of such a highdemand space with the number of teams that use the complex on a daily basis. With the new turf and track installed, the center of the new field will have the new Cat’s Eye logo, representative of CA’s athletics and student activities sub-brand. This work is planned to be completed during the summer, beginning after Commencement.

Every student on campus will benefit from the completion of Phase I. Not only will there be new grounds on which to compete, perform, and interact, but the changes will also give the community opportunities for new, more efficient scheduling for CA students when it comes to athletics practices. No longer will students have to share one turf field or practice on uneven grass fields, nor will they have to stay out late into the evening hours to complete their practices. Instead, they will conclude their practices earlier, allowing for a more reasonable period for studying and rest.

Two donors who wish to remain anonymous made substantial gifts toward the construction and upkeep of the new center for athletics, arts, and community life. There will be several opportunities this fall for families and alumni to meet with Head of School Julie Anderson P’19,’23 and members of the Advancement Office about ways they can be involved in the construction of this new and innovative space.

Slated for completion by fall 2024, the existing Arthur Sheriff Field House—constructed in 1964 when CA was an all-boys school—is going to be demolished and reconstructed as a modern space for the entire CA community. The new facility will provide space for a new theater, community gathering (such as guest speakers, all-school meetings, and presentations), the Community Life Office, student center, and an indoor athletics facility to support varsity, sub-varsity, and recreational practices and competitions.

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The new facilities will provide improved playing surfaces and opportunities for the boys’ and girls’ lacrosse, soccer, tennis, softball, and football programs.

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Leveling the Playing Field Significant strides have been made in providing equal opportunity in the workplace for men and women. However, the work is not done yet. Male-dominated fields are still prevalent, and there remains inequality in pay, disparity in promotions, and other major issues.

Cheshire Academy is working to eliminate such gaps at the academic level, specifically by providing girls on campus the opportunity to participate in extracurricular activities that educate them on finance, investing, and marketing. They’re learning new skills and expanding upon existing talents, opening doors to new opportunities, making connections, and considering professions they might otherwise not have entertained. In turn, when they go on to college and the workforce, they’re a step ahead and ready to make a difference.

MAKING AN IMPACT New this year is Girls with Impact, a nonprofit organization that designed a hybrid in-person and remote interactive course that offers high school girls the chance to participate in a master's of business administration class. Their course helps students launch businesses that address market needs, build their networks, impact their college and career success, and equip them with drive, confidence, technical, financial, and social skills. Over the 10-week course, girls developed a business plan, created a prototype, and pitched their project in front of their peers. Feyza Horuz ’24 was one of 15 girls who participated in Girls with Impact. She heard about the program through her friend Eliana Orlinsky ’24, and had already participated in the Invest in Girls program.

Feyza Horuz ’24

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For her prototype, Horuz developed an app that shows how much carbon the user puts into the atmosphere through daily activities. “My problem was climate change, how much carbon people put in to the atmosphere, and how

Students participating in the Girls with Impact course met for online classes in the College Counseling Office in Hurley Hall.

it affects the climate. The app would track how much you put in from your energy usage and transportation, how much gas you use and your fossil fuel consumption, and how much meat you consume because it emits carbon.” But Horuz’s app does more than just identify pollution—it provides a solution. The user can redeem in-app points gained by being energy efficient (turning off lights, unplugging appliances when not in use) to have new trees planted. Other options would be available, but Horuz said the focus would be to plant trees, or to have trees donated. “There would also be opportunities for the user to volunteer to plant those trees in their local area, so they would actually be acting upon what they believe in.”

As part of the course, students learned about budgeting for their business plan, and other specifics about running their own business, such as where and to whom they market their product. For Horuz, her budget had to include the cost of developing her app, an office As part of the course, space, salaries for her employees, and advertising. She also considered creating a website as part of students learned her business plan to provide prospective users with about budgeting their more information about her app.

business plan, and some of the specifics about running their own business, such as where and to whom they market their product.

Students also practiced elevator pitches: 30-second presentations of their products that would garner someone’s interest. “That just gets you used to being able to persuade someone right away about what your idea is, and I think that it really helps you with your communication skills,” Horuz explained.

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IT’S ALL ABOUT INVESTING During the second semester, seven Cheshire Academy girls began meeting in the Blue Room for an informative series on the foundations of finance, led by Invest in Girls. A nonprofit organization, IIG provides several student programs to high school girls that give students the power and confidence necessary to navigate the world of personal finance and investments. This academic year marks the fourth year that IIG has worked with Cheshire Academy. Supported by Head of School Julie Anderson P’19,’23, IIG provided CA students with a crash course on investing, going over topics such as investing versus saving, stocks, bonds, and funds, and building a portfolio. They concluded the course with a trip to Capstone, an international investment management firm. Faculty member and Sustainability Coordinator Jen Dillon serves as the IIG liaison. She said the small group setting—the program is capped at

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10 students—allows for an almost one-to-one mentorship experience that provides for more personal conversations, and for the students to have the comfort and confidence to ask questions, participate, and have a voice.

This year, students focused on how to invest their money properly by studying the stock market. “It really gave a high-level view, but also some specificity in terms of really drilling down into bank accounts,” explained Dillon. “What should This year, students you look for? Why should you choose this bank or account? Why should you have a bank account?” focused on how to

invest their money properly by studying the stock market. ...They learned the basics about the stock market and finance, key terms critical to the field, and taxes.

They learned the basics about the stock market and finance, key terms critical to the field, and taxes. Eliana Orlinsky ’24 signed up for the program to learn more about the world of finance. “I wanted to take advantage of what the school was offering because finance is a very maledominated field,” Orlinsky said. Students also practiced investing funds. Each student started with a virtual account of $100,000.

Above, below and facing page: Invest in Girls participants traveled to New York City to hear from female leaders at Capstone, a global, alternative investment management firm.

Orlinsky invested her funds in a solar company and a space company. She ended up “earning” more than $12,000. Lilia Aguayo ’23, on the other hand, lost $10,000, but walked away wiser from the experience. “It was during the start of the war between Russia and Ukraine,” she reflected. “I learned that even reliable companies can lose money in the short term and that you have to invest long term if you want to secure investments.” The students also found out what type of spenders they are. Orlinsky, for example, tended to keep her money close. “I learned that I was a ‘mattress hoarder,’” she said, laughing. “I like to keep all my money in sight. Other people like to invest theirs or spend theirs, which was interesting to see.” Aguayo was a moderate spender. “I was in between. I wasn’t discouraged to spend money, but I wasn’t a risktaker either.” On March 28, the group traveled to New York City to visit Capstone. In prior years, IIG participants visited Ernst & Young and Morgan Stanley. At Capstone, students met with some female employees and were able to ask them questions specific to their careers. Almost all the employees told the students that, growing up, they did not expect to be in the roles they are today, according to Dillon.

“That really helped our young women see that you don’t need to know today what your career will be,” Dillon said. Taking the trip to the city to meet with Capstone employees— and other companies in prior years—reinforces the importance of providing the IIG program at CA. “When we have these trips, when we have these final sessions of the workshops, and the students start to ask me questions (about how to learn more about a profession or field), I think that is the gratification of it. It shows that this is something we need at CA and in this country.”

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In a quiet room on the southern wing of the arts building, a large self-portrait hangs on the wall. It’s the project of Evelyn Kang ’22, who has been patiently chipping away at the drawing with different shadings of charcoal—a medium for which she was unfamiliar until enrolling in Francois Poisson’s Art Major course.

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Majoring in theArts The Art Major program at Cheshire Academy is an honors-level, yearlong course for the most dedicated art students to pursue their passion for creating and expressing meaning through art. There’s immeasurable room for self-expression and pursuit of one’s passion in the program, with the end goal being to establish a portfolio for students to use in their pursuit of opportunities at the collegiate level and in their future professions. And at CA, the Art Major program has produced impressive results. In the past five years alone, alumni have gone on to attend Rhode Island School of Design, Parson School of Design, New York University, Pratt Institute, Maryland Institute College of Art, University of California, Los Angeles School of the Arts and Architecture, and the Carnegie Mellon School of Architecture. “They dream big, and they go places,” commented Poisson. Students in the program are provided the resources, the instruction, and the constructive criticism they need to succeed, all while being treated with respect as young artists and designers. Whether starting in 11th or 12th grade, the initial sessions of the class start the same, with three primary questions: What is the student hoping to do, accomplish, and build? Poisson and the student review their current portfolio built from their years at CA and their own individual work, decide what kind of program they wish to apply to in college, and determine what is needed to round out their portfolio. The other piece of the consultation is to figure out a work of art that will “blow away” the admissions committee at their colleges and universities of choice. “I try to get each student to do something that really is just so extraordinary and ambitious, that shows all their abilities and potential." These students have already established their artistic base, whether from when they were growing up or by taking other art courses taught at CA. And while many of CA’s alumni who took the Art Major course have gone on to college for design (about 90%, according to Poisson), the course itself allows students to explore any medium they want: videography, photography, architecture, fashion, or anything else. Continue reading about the four students enrolled in the course this year, what they’re working on, and where they plan to go with their talents.

Evelyn Growing up in Korea, Evelyn Kang ’22 was required to determine her major at an early age. Pursuing art was an easy decision for her, as she has always been drawing and painting various subjects. But for some reason, the art styles prominent in her region didn’t speak to her, as most of the artists practiced still-life drawing. Kang came to CA during her 10th-grade year. She heard about the Art Major program, which is available typically to 11th and 12th-grade students, so she had to wait a year before she could enroll. But the program stayed in the back of her mind until she could sign up. “I like that we have the Art Major program because it doesn’t have limitations. Students can do whatever they want. It’s a real chance for you to find out what you’re really like in the art world, and find your creativity.” Now in her senior year, Kang is working on a charcoal self-portrait. It's not only a work of art, but of determination, as she has been tackling the project since the start of the academic year. “I usually like to do oil paintings,” reflected Kang, as she added a few pieces of hair with some charcoal strokes. “Sixteenth-century artwork has really great detail in it. I never really used charcoal before because you can’t really erase perfectly when you use it, so it’s hard because I tend to use an eraser a lot when drawing.” But Kang understands why Poisson is pushing her to use a different medium, and on such a large scale. “It’s just challenging. I understand the work that Mr. Poisson wants me to do because he’s helping me to see beyond my current level and to improve my skills.” Around her self-portrait are horses drawn in honor of the year she was born. Kang also incorporates wispy clouds, tapping the Korean art style of minhwa, bringing elements of her home region to a more western artwork. Kang will be attending Penn State University in the fall.

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Laura When Laura Zhu ’23 starts an oil painting, she begins to relax. The practice gets her away from the stressors of life and allows her to express herself through her artwork. Zhu hopes to apply to art schools and plans to major in psychology. She enrolled in the Art Major program to build her portfolio, with her independent project being a series of oil paintings of human eyes and mouths. “I just wanted to show my feelings through painting,” Zhu reflected. Each oil painting takes approximately one month to complete, Zhu explained. Once she has a vision, she begins to sketch the concept on canvas. Then, she starts painting.

Violet Violet Yan ’22 lights up when talking about fashion design. It’s what she plans to pursue in college, and what she is focusing on as an art major. She likes everything about it. Creating styles for herself and others, designing beautiful clothes, and making her own outfits from scratch. When she was a child, Yan quickly developed a passion for fashion and design. Most times, she could be found sifting through Chinese fashion magazines, like Vogue China. She became enamored with the style of many of the models, and wanted to get into the profession. “Stylists and models teach people how to dress, whether it’s for autumn weather, or how to dress well for school, or in other different situations,” reflected Yan. “I found that really helpful to me, and I thought it would be interesting to pursue that as a career.” This year, Yan worked on three different outfits, and crafted paintings to go along with each. Creating each outfit takes approximately a month, depending on what material she is using. One of her outfits required her to learn how to knit, which concluded with a scarf, top, and skirt ensemble. When she was in 10th grade, she learned how to sew. Recognizing Yan’s passion, her mother enrolled her in a designer class to further her skill set. “I go there from time to time to learn how to use a sewing machine and make clothes.” In the fall, Yan will be attending the School of Visual Arts.

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One of her more recent oil paintings was of ocean waves on a beach. “It’s a little challenging,” Zhu said. “The waves—you really need to pay attention to the details.” Zhu has a habit of drawing landscapes. Simply put, “I just think they’re beautiful.” When it comes to more anatomical paintings, Zhu tended to draw three-dimensionally. So, when she took on the challenge to draw mouths and eyes in a 2D format, it got her out of her shell. “I’m trying some new skills that I didn’t develop in the past,” Zhu said.

Thamina Thamina Hoque ’23 is on track to become the next up-and-coming designer, whether it’s interior design or a different medium. “I’d like to be able to control living spaces, make people comfortable,” reflected Hoque. “They can choose what they want to choose, and I can give them what they want in terms of that. There are always cool and unique ways to use space that look good.” Hoque enrolled in the program after seeing some of her friends go through the class and develop outstanding portfolios for the college admission process. Growing up, she was interested in arts and crafts, which ultimately led her to an interest in design. For her independent project, Hoque is designing a two-story loft, with the vision that it would be her dream apartment upon graduating from college. “It’s two floors, looks nice, and it’s efficient, too.” Hoque envisions living in a city, where closet space in apartments is limiting. As such, she’s designing it with closets constructed inside the walls, rather than sticking out and taking up important floor space. To Hoque, having the independence to pursue something that she is interested in stood out about the program. “Mr. Poisson lets you choose what you want to do and in what direction you want to go. My classmates are doing things that they want to do.” This summer, Hoque will be attending RISD’s Pre-College summer program through a full scholarship. Approximately 500-600 students attend the program each year, and only 27 students received full scholarships for the 2022 program. “I definitely feel lucky,” Hoque said.

Clockwise, from top left: Violet Yan ’22 works on some of her clothing for the Art Major class, Thamina Hoque ’23 measures the area of one of the rooms in her two-story loft, Laura Zhu ’23 works on one of her paintings, with one of her finished products shown above.

As part of the program, Hoque will board at RISD—Poisson’s alma mater—for six weeks. It’s an intensive program with daylong studio classes and independent work. Hoque plans to learn new skills, enhance her portfolio, and improve her time management and other habits. And in the fall, Hoque will continue with the Art Major program at CA.

These four students are just the current group who will go on to expand their talents at the collegiate level and in their careers. “These kids, they get recruited right out of college because they’re well trained and they’re going into creative professions. Hearing back from them, they’re doing well in the professional arena. They got good jobs and they’re successful.” And to Poisson, that means the world. “I feel good about being a bridge to their future. We’ve taken them from a place of youthful interest and passion to one that’s highly focused, meaningful, and forward looking.”

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NEARLY A CENTURY OF SERVICE Ana Abbagnaro Registrar, 27 years When you’ve worked at one place for longer than a quarter of a century, you’re bound to have some special memories. For Ana Abbagnaro P’06,’08, some of those snapshots are hanging on the walls of her office, including photographs of her children Amanda Abbagnaro Gratton ’06 and Steven Abbagnaro ’08 during their time as students at Cheshire Academy, and some of their artwork completed both at school and after they graduated. Those memories will be taken with Abbagnaro, who is retiring at the end of the academic year. She joked that it’s her first summer off, having worked year-round preparing the schedules of all students enrolled at CA. She’s ready to create new memories alongside

The women highlighted on the following pages have cumulatively

dedicated 90 years to Cheshire Academy and, for their efforts, the

school truly is in a better place. Their commitment and support of CA is immeasurable and for that, the school community is eternally grateful. Join us in saying “Thank you!” and “Happy retirement!” to Ana

Abbagnaro P’06,’08, Claudette Hovasse P’06, Karleen Kubat P’08,’10, and Gail Mauthe P’17.

If you would like to share memories of these four great women, email communications@cheshireacademy.org.

her husband, Peter, who is retiring at the same time. They’re ready to travel and enjoy time with their family, especially with their four grandchildren. “I’m going to be relaxing, doing some traveling, and enjoying the grandkids,” Abbagnaro said. “Trying to help out my kids if they need help with their kids, and just relaxing, honestly.” Abbagnaro started at Cheshire Academy as a part-time assistant in the headmaster’s office for former headmaster John Hyslop. It wasn’t long before she moved to the summer school office as a full-time employee and, from there, into the role of registrar. When she started as registrar, she joined Stephen Poirot, who was new in his position of upper school director. They implemented procedures and built a baseline together that, while modified and improved over the years, have been followed throughout Abbagnaro’s tenure. As registrar, Abbagnaro handles class schedules for students, inputting grades, putting together report cards and transcripts, organizing the valedictorian, salutatorian, and honors awards, and other responsibilities. Establishing everyone’s schedules was always challenging, but when CA became an International Baccalaureate (IB) World School in 2011, an additional challenge was introduced: two-year-long courses. It was always a task to ensure small class sizes with year-long and semester-long courses, so adding two-year commitments to the mix brought in an additional obstacle to overcome. Another area of Abbagnaro’s office that stands out is the large dry-erase board with all faculty members’ class schedules. Abbagnaro and others attended a scheduling seminar when Jerry Larson was headmaster; here she learned that having a large board with all schedules would

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serve as a helpful visual when planning student schedules. Abbagnaro still uses it today, although only as a supplement to her own methods that better help her. For Abbagnaro, the sense of family prevalent at CA kept her here for 27 years. To this day, she will receive calls from Hyslop, even if it’s to wish her a happy birthday. “It’s always been like a family here. My kids went through here. I have so many good memories; they even did summer camps before they enrolled here.” And despite changes in faces and office neighbors throughout the years, Abbagnaro has always felt like a member of the Academic Office. “I always felt like I was included, like I was part of the department. They would ask my opinion, and my opinion was valued. We had a lot of fun in this office, too.”

he studied at Marist College and Southern Connecticut State University. Today, he works in the information security field. Amanda, after graduating from the University of North Carolina, pursued a job teaching. Today, she is a fifth-grade teacher in a local school district. “They received so many opportunities here so that when they went to college, it just opened so many more doors for them,” Abbagnaro reflected.

“I always felt like I was included,

like I was part of the department. They would ask my opinion, and

my opinion was valued. We had a

Abbagnaro looks forward to the future of CA, especially with Head of School Julie Anderson P’19,’23 at the helm. Having worked closely with Anderson when she was academic dean/ associate head of school for academic affairs, Abbagnaro has seen firsthand the talent and knowledge Anderson has that can positively impact the school.

lot of fun in this office, too.”

She credits CA with providing her children a greater space for growth, which carried over to college and beyond. Steven, for example, was involved in the development of the innovative software program, “Tooble,” created by Jesse Youngblood ’08 to download, covert, and import YouTube videos to play on Apple devices. That experience propelled Steven into the world of technology, which

“The school is in a very great place with her, and I hope she’s here for a very long time to come. I do miss her here (in the Academic Office) though. I didn’t want her to leave!” Abbagnaro said. “I think there are a lot of changes that are happening that are heading in a good direction, and a lot of new people who are taking over that bring a lot of positive changes. CA is in a good place.”

Claudette Hovasse Library Director, 23 years If you ask a librarian what their plans are upon retirement, you wouldn’t expect them to say “read a book.” For Claudette Hovasse P’06, however, that’s exactly what she’s going to do. “I’m going to read for a year. I am just going to go through my Goodreads list and read all the books that I have always wanted to read, but never had the time. I’m totally looking forward to that—I plan on reading a book a week.” After 23 years of service to Cheshire Academy, Hovasse is retiring to spend more time with family, and simply because the time is right. She’s handing over the reins to Kate Daly ’05, who has been named interim director of library services. “I really do feel like it was the right time to retire because I know that Kate loves this library,” Hovasse said. “I know she

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feels the same way I do about this space, and she’s connected to this school in a way that you can’t get unless you’ve been here for a long time or you went to school here.” Finding the way to CA was an easy one for Hovasse; the school was suggested to her in 1999 by friends and family— even her own mother—so she looked into and applied for the position. “The administration met with me, and former Headmaster Jerry Larson and I instantly had chemistry,” reflected Hovasse. “I thought, ‘Oh, I could work for this guy.’”

Since her start, the library has transitioned from a study area with books to a community space. Looking around the multi-level space, there are certainly books, magazines, and other reading resources, but there are also quiet study areas and rooms, a jigsaw puzzle waiting to be solved by the community, board games, chess, and space for events to be held throughout the day. It’s a transformative location on campus, both socially and academically, full of growth opportunities for all community members.

“The fact that they weren’t

going to the public library said that they wanted to be in our

She was offered the role, and enrolled her two children, AnneMarie Hovasse ’06 and Daniel, in sixth and fourth grades, respectively. That meant a lot for Hovasse, who was looking for a job where she could be more involved in her children’s lives.

library, or that they were using our library. They were getting

books from us, and that was the most exciting thing ever.”

When Hovasse started, the library was located on the first floor of Hurley Hall. Previously a dining hall and now a gathering space and room for the coed fencing team matches, the former library was laid out quite differently than it is now. Books were stored in a back room that is now used as a dance studio and locked up at night, and sometimes students whose dorms were above the space would leave their music on while they were at class, Hovasse quipped.

One of Larson’s focuses as headmaster was to create a more academic environment on campus. During his time at CA, the new humanities building was constructed and, on the lower level in the fall of 2003, the library found its new home. Larson’s vision, according to Hovasse, was to have the library serve as the nexus between humanities and STEM courses in the John J. White ’38 Science & Technology Center.

Karleen Kubat Fine Arts Teacher, 23 years

Validation for Hovasse’s work came one day when the town’s library director called asking if Cheshire Academy had banned its students from using the municipal library, since so few were now going there. Students, however, weren’t banned. Hovasse and the library staff had catalogued all the books, so students were finding the information they needed without going into town.

“It validated everything that I felt like I was doing, even if the kids weren’t happy with me changing the space and making it more of a library,” reflected Hovasse. “The fact that they weren’t going to the public library said that they wanted to be in our library, or that they were using our library. They were getting books from us, and that was the most exciting thing ever.” What about some advice from our departing library director? “If you want to be successful at school, make friends with the librarians,” Hovasse said. “Go in for your first assignment and say, ‘This is my assignment, I just want to make sure I can get to the right resources. Can you show me what you have?’ They will love you and they will help you until the end.”

“I really like teaching art,” Kubat reflected, smiling. “My biggest joy is just getting kids and people excited or interested in the arts, especially people who otherwise wouldn’t even touch it.”

As Karleen Kubat P’08,’10 reflected on the past two decades of teaching at CA, alumna Lilena Storer ’21 stopped by her class to say hello.

After 23 years at Cheshire Academy, Kubat has announced her retirement. It was a difficult decision for Kubat, but she believes, simply, that “it’s time.”

While only a brief drop in, Storer’s visit demonstrated the kind of impact Kubat has on all of her students. Even after graduating, they keep in touch with her, letting her know what they’re up to, and seeing how she’s doing.

“I’m looking forward very much to working on my own art and really focusing on developing my artistic career,” she said. “I’ve been able to work, I’ve been able to show, I sell my work, but not like I really need to be doing to be an artist, so I really want to step that up.”

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Kubat also has plans to volunteer, teaching veterans how to paint as a way to help them cope with post-traumatic stress disorder. Her father, a World War II veteran, suffers from PTSD, so it’s something near to her heart. “It helps them to deal with it or cope with it. I’d love the opportunity to work in that way if I can.” Originally from the Chicago area, Kubat left New York City to come to Connecticut when her husband, James, was hired at Yale University. Previously, Kubat worked at the Parsons School of Design and The Kings College, both in New York City. “When I had children, I stopped that and took some time away from working for just a few years, and later developed a whole art program at a small private Christian school in Bronxville, New York.” When she moved to Connecticut, Kubat considered teaching at independent schools. After meeting with then-Headmaster Jerry Larson, she knew she wanted to work at Cheshire Academy. Upon starting, her office was in a small room off of her current painting classroom in the art building, which was the lower school at the time.

What followed was a meaningful discussion on art with Chapman and some of his classmates. And, recently, Kubat received a message from Chapman on LinkedIn, who said he’s been visiting art museums on his own in Washington D.C. as time permits.

“My biggest joy is just

getting kids and people

Since starting, Kubat has taught countless students, including her own children, Cori KubatHayunga ’08 and Hannah Kubat ’10. She also developed her own curriculum at CA on ceramics, printmaking, drawing, and painting, for students from kindergarten to 12th grade.

excited or interested in

the arts, especially people

Another experience was with Malik Golden ’12 who, after listening to music playing in Kubat’s class, wanted to dance. “I taught him some swing because it was swing music,” Kubat said, laughing. “That kind of atmosphere, that’s what the art rooms have always been like. It’s not stuffy; it’s not formal.”

In the past two years, Kubat has also helped guide students through the stress, exhaustion, and feeling of being trapped presented by the COVID-19 pandemic. Students have been able to express themselves through their artwork, including self-portraits with masks and images of isolation in airports or their bedrooms. Kubat practiced in her classroom what she encourages new teachers to do: to be open-minded and support students.

who otherwise wouldn’t even touch it.”

Deep conversations are a mainstay of Kubat’s classroom, with some related to the day’s topic, and others not. “Being in the art world, it’s full of wonderfully fun and interesting things that can make you really angry or really happy,” reflected Kubat. “It’s just a real interesting world to get people to tap into that. I try to get students excited about it, I like to talk about art history in my classes, past artists, art movements that are going on…I really like that.” One such conversation that will stick with Kubat is one she had with William “Sifiso” Chapman ’15, who questioned if a piece of abstract art could actually be considered “art,” and what made the piece valuable.

“There’s a lot going on with children, and art is really good at letting kids express themselves the way they want to,” Kubat said. “Not worrying about whether or not it’s good art is something I learned particularly from the pandemic.”

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Gail Mauthe Director of Counseling, 17 years Originally, Gail Mauthe P’17 had pursued a degree in architecture at Kansas State University. When she realized that she didn’t have a passion for the profession anymore, she took a hiatus from higher education. It was during that break when Mauthe went to work at the children’s summer camp she had attended when she was a child. Something clicked: helping children sparked a new passion in her. She changed majors, ultimately acquiring a Master of Science degree in counseling from the University of Vermont.

SNAPSHOTS A look at the retirees' experiences at CA.

Mauthe has worked at CA since 2004, coming from Pennsylvania to Connecticut with her family. She originally worked within the Roxbury Academic Support Program, since the counseling “department” was only one person. It only took one year until she was named the school’s director of counseling.

“I stayed here for 17 years because we work so well as a team,” reflected Mauthe. “I firmly believe in the team process because when the student leaves my office, they’re bumping into teachers, dorm parents, and coaches, and we all have to be on the same page to help that student.” “It’s the type of student at CA who really keeps me here, too. They are intelligent kids. They want to grow, they want to have a positive life, so they’re already on that path, and I just nudge them along.” As director of counseling, Mauthe meets with students to discuss their needs and helps guide them to the resources and programs necessary to achieve their goals. Long-term needs may result in Mauthe referring the student to a trusted therapist in town, while other students have their own therapists with whom Mauthe works. “My whole job when I first meet with a student is to understand where they’ve been up until they sit on my couch and where they want to go from here.” “I’m sort of like the school bus driver,” Mauthe quipped. “I help them along that path, and I try to identify resources that will get them there

ANA

CLAUDETTE

What first attracted you to CA, and what kept you coming back during your years of employment?

I loved the people I worked with. I felt like Cheshire Academy was a close family. I was always included and felt like part of the community. What are you most proud of, or what accomplishments stand out? Personally, I am most proud of my children and their accomplishments. I feel Cheshire Academy was a wonderful learning environment for them. They went off to college and had a great foundation to help them through. I loved being here for them during their high school years—it was truly a priceless experience. Workwise, I am most proud of getting a working master schedule each year and getting the students into the classes they wanted. What’s your favorite on-campus event and/or tradition, and why? I loved the annual reunion and auction. It was such a fun event, and I loved seeing alumni and socializing with alumni families. What will you miss most about your role on campus and the school? I will miss everything and everyone! Cheshire Academy has been a part of my life for 27 years. Retirement is a new chapter and one I am truly looking forward to, but it doesn’t mean I won’t be sad. The memories will be with me forever, and I hope I am remembered in a good way. the magazine of cheshire academy

The initial attraction to CA was that my children could be in the same school as me. What kept me coming back for 23 years was the uniqueness of each year. The job never stayed the same and neither did the library! I was never bored. I love a challenge and I always had them from year to year! What are you most proud of, or what accomplishments stand out? I am most proud of having helped design our current library. I have had the privilege of having a free hand in making changes, updating the space for student needs, creating a vibrant activities program, and getting to order whatever we needed, whether it was supplies, furniture, books, or databases. What’s your favorite on-campus event and/or tradition, and why? I love the pageantry of the opening commencements and graduations. Seeing all the faculty in their academic garb and having the bagpipers or music to process by has always been very moving to me. It is also a connection to our history that has not changed in over 200 years! What will you miss most about your role on campus and the school? I think what I will miss most is helping students and faculty. I love the ah-ha moment when someone learns something new. I will continue to find those moments with family and friends too, but I hope to volunteer my tech skills for a nonprofit organization after I spend my first year of retirement reading!

faster. It’s a confidential process, they’re in charge of what happens outside of the office and who they want to have as support.” Mauthe’s son, Alex Wirth, is a member of the Class of 2017. Her daughter, Jessica Mauthe, also attended CA before going to Cheshire High School. As for why Mauthe is retiring, she simply believes it’s time. She’s confident that School Counselor Alexis Wheeler ’07 and the rest of the team will continue the great work for which CA is known. “I’m just excited about the direction in which Cheshire Academy is going. I will certainly stay in touch with my friends here and make sure it stays on a good course.” Once she is officially retired, don’t expect Mauthe to be sitting on her living room couch. She’ll likely be outdoors, enjoying the fresh air and taking on new challenges. “I’m a hiker, a biker, a kayaker,” she said. “I love to travel. My front door is going to be opening and closing a lot.”

“They want to grow, they want to have a

positive life, so they’re already on that path, and I just nudge them along.”

KARLEEN

GAIL

What first attracted you to CA, and what kept you coming back during your years of employment?

I really liked that I could develop the curriculum for the courses I would be teaching. CA did not have an art teacher for the lower and middle school per se, so I was able to fill that role.

The faculty and administration attracted me to CA. It seemed like a great place to raise our family. I have stayed for the same reason. I am most effective in my job when I work with such a professional and positive team of people who have the students’ best interests in mind.

What are you most proud of, or what accomplishments stand out? The work that I have done with the students. Years ago, I had students wrap various objects on the campus, like flower pots and benches, similar to the work of Jeanne-Claude and Christo. Another is the “Paint by Numbers” painting (similar to one Andy Warhol did) the whole student body and faculty worked on during Arts Week. One year, I had the middle school students weave yarn between a group of trees that used to be on the sliding hill next the John J. White ’38 Science and Technology Center as a piece that expressed our interconnectedness. I even really enjoyed creating a rigorous program to teach ceramics online during the pandemic. What’s your favorite on-campus event and/or tradition, and why? I always enjoyed the International Food and Performance Festival. I liked working with a group of students from China, helping them set up and make loads of food. I always enjoyed the festive atmosphere and the delicious food from around the world as we celebrated, in depth, who we are as a school. What will you miss most about your role on campus and the school? I will miss my crazy students. I love them to bits. They make me laugh (and cry sometimes) and it is such a great pleasure to see them delight in what they found they could actually do in art, that they originally thought was beyond them.

What are you most proud of, or what accomplishments stand out? I am most proud of the way I have interacted with and supported the students and faculty through teaching, coaching, and advising. I have enriched the Peer Mentor program and Coleman Group, brought the Anti-Defamation League (ADL) and Freedom from Chemical Dependency (FCD) programs to campus to work with our school and taught the Psychology class for many years. What’s your favorite on-campus event and/or tradition, and why? My favorite on campus events have been the weekends and Discovery Week. They enable me to interact with students I don’t normally see. I also love supporting my advisees and seeing them grow from freshmen to seniors. What will you miss most about your role on campus and the school? I will miss my friends on the faculty and the students. They are extended members of my family, and I have been fortunate to be a part of theirs.

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Ask two teachers why they teach, and you’re likely to get two completely different responses. As you’ll see, many teachers at Cheshire Academy have their own reasons for teaching, but they all share similar goals and aspirations for their students. For some, they pursued a career in teaching as a result of the positive impact their teachers had on them. For others, it’s to witness that “lightbulb moment” during which time a student sees exactly what they’re capable of. Continue reading to understand how and why, in their own words, some of our faculty members chose to teach.

Allison Bass-Riccio DEPARTMENT English YEAR STARTED AT CA 2018 YEARS IN TEACHING 11

WHY I TEACH The subject of English is a vehicle I use to help students understand more about themselves, their community, and the world around them. In turn, I learn more about myself, my community, and the world around me. This is why I teach: the reciprocal relationship between teaching and learning. My students make me a better person; knowing them helps me to be my best self. I can only hope that they grow from knowing me as well.

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Samuel Fowler DEPARTMENT Mathematics and Roxbury YEAR STARTED AT CA 2021 YEARS IN TEACHING Less than one

WHY I TEACH When I was in high school, I went to see slam poet Taylor Mali at a local community college. One of Mali’s goals was to help inspire 1,000 people to become educators. I was one of those people. Mali has a poem which he performed that night called “What Teachers Make.” When I saw him perform, I was incredibly inspired. The poem really got into how important the job as an educator is, and after hearing it, I began peer tutoring at my school. One of my teachers who had a connection to the local private boarding school, Forman School, heard about my peer tutoring, and had heard about an opportunity at Forman for private tutoring there as well. She connected me to the director of academics at the time, and he gave me an opportunity to tutor Forman students in math.

My tutoring ran all the way through high school, and began again toward the end of college. I continued tutoring at Forman until I got a full-time job there, and actually performed the slam poem to the student body at a morning meeting, which is something I’ve considered doing at CA.

Laura Longacre DEPARTMENT Language YEAR STARTED AT CA 1992 YEARS IN TEACHING 35

WHY I TEACH When I describe why I teach at CA, I usually say, “Keep the students and the mission at the forefront of everything that we do.” Times, methods, books, and programs change and evolve, but the needs of our young people remain at the heart of the educational process.

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Matthew A. Goetz DEPARTMENT English YEAR STARTED AT CA 2021 YEARS IN TEACHING 8

WHY I TEACH I do not necessarily feel that I have pearls of wisdom to offer; nevertheless, I am confident that I have an endless amount of sand that others can use to make their pearls. I became a teacher because I wanted to give away sand: I wanted to ask questions and partner with others in pursuit not of answers to my questions, but rather toward the refinement of my questions themselves and toward the development and refinement of the questions of others. I became a teacher because I appreciate companioning with students through worthy struggles of our own co-creation. I became a teacher to experience those moments of getting it: when a student realizes how extraordinarily they achieved something that not that long ago they were unable even to comprehend—paired with my realization that something I had planned yielded an outcome for which I could not have planned.

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I celebrate the confusion of teaching and learning, the messiness of teaching and learning, the unknowingness of teaching and learning, the doubt of teaching and learning—the constant questioning of why else and how else and why not and when and how and to what extent. I celebrate the distinct challenge of taking an entire summer to plan every day of the academic year and then throughout that academic year evaluating the success of the plan, changing it in response to what I recognize as the individual needs of my students—and then doing it all over again. I celebrate the multitasking rush of a 70-minute instructional period when I’m thinking about how each student is experiencing the lesson, thinking about attendance, thinking about documenting individual student performance, thinking about who is where in the classroom space, thinking about the extent to which we are achieving the goals for today, thinking about what comes next in our course of study, thinking about the next dad joke that will fall flat. The dynamism and generative nature of the classroom, the connections formed with students and with content and with skills and with colleagues, the opportunity to learn more about myself and others and the world in which we reside and for which we care, the hope that something that I do or that I say or that I assign will increase the likelihood that my students will be seen and understood in their pursuit of positive social change. That’s a good, brief, generally superficial introduction to why I do what I do.

Kate Daly ’05 DEPARTMENT Library YEAR STARTED AT CA 2021 YEARS IN TEACHING 1

WHY I TEACH While getting my MLIS, I had to do an elevator pitch for my dream job. On the spot, I said library director at Cheshire Academy. Less than a year later, my internship at the Library of Congress was canceled, and I called Claudette Hovasse, director of library services at CA, in a panic. Internship turned into job offer, librarian turned into interim library director upon Claudette's retirement. Stepping foot back on campus was returning home. Getting to work alongside Claudette in her final year, in a space that means everything to both of us, has been nothing short of magic. Having a group of advisees who I have shed actual tears of pride for has been the most rewarding part, and sitting with my advisees at the same table I sat at for morning meeting as a student was the most intense full circle moment I've ever experienced. Add in the fact that I returned with my best friend of 20 years, there are some days I can't imagine how I lasted 16 years before coming back.

Yvonne Hewu DEPARTMENT Language YEAR STARTED AT CA 2013 YEARS IN TEACHING 15

WHY I TEACH There are no two days in the classroom that are ever the same. I enjoy observing a new level of confidence in the students who see evidence of their success or being around students when they have their “lightbulb moment” and see what they are capable of. I teach because I can't think of anything else as challenging or rewarding.

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Chip Boyd P’10 DEPARTMENT English YEAR STARTED AT CA 1988 YEARS IN TEACHING 27

WHY I TEACH When you teach at one school for 34 years (and counting), the depth and complexity of your cumulative memories becomes overwhelming. The sheer number of students in classes and players on teams rises into the thousands. How does one sort through all this? In a sense, it’s impossible. I have enjoyed so many positive and interesting relationships with students and colleagues it is beyond my abilities to do justice to it all in a short article, to explain all that it has meant to me. However, I will try, through a few anecdotes and generalizations, to tell at least part of the essential story of why I teach and what I have experienced at Cheshire Academy. Some moments stand out in memory. They are like snapshots; something vivid and emotionally powerful stands out for reasons we sometimes can describe and sometimes can’t. I hope that the few that I share will illuminate some of the deeper feelings I have about teaching. I was once chatting courtside—at least 15 years ago now—with a local tennis friend about a match being played in front of us. As he listened to me talk about the tennis team and the players on it, he was moved to remark that, as a businessman, all he ever received from anyone was an occasional, perfunctory thank you note, while the relationships I was describing were “incredible.” The strength of his words surprised me a little bit, but I quickly realized that I was taking my relationships with my players for granted. Being close to all the members of my team was simply natural, a source of nourishment, fun and interest every single day that was a source of genuine wonder to someone observing from the outside. I have experienced the highest and lowest places in coaching, all the joys and pains that are part of competition and striving for excellence. Many truly thrilling matches, going back many years, are still vivid in my memory. It’s easy to see why. The nearly unbearable excitement in the critical phases of those matches etched itself into my soul. And, of course, in those moments when victory arrived, it was sheer joy. And there have been bitter defeats, of course, and they, too, brought their own important

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meanings to us as players and coaches. In addition to the thrills of team competition, I have vivid memories of those special moments when any player, at any stage of development, would suddenly find a new level of play within themselves. Such moments occur by surprise after months or even years of committed effort to improve: the player finds a rhythm, sees the ball better, the game slows down a little. The happiness of these moments is intense, and I’ve loved every one of them, regardless of the context in which they occurred. Coaching tennis has been a joy and a challenge demanding the best of me every day, and I am grateful for the opportunity I have had at CA. I once had a student in English class, a one-year senior. Max was a carefree, enthusiastic kid; he would show up to class with his guitar and ask if he could play in class. I would sometimes say yes, for a few minutes. When a two-page draft was due, he would turn in an interesting half-page full of soulful ideas. I don’t remember exactly, but I expect he was a “C” student in English. Many years later, I got an email from Max. “You probably won’t remember me,” it began (but I did), “but I want to tell you a story. I was about to begin a school program in anesthesiology when I received a phone call from a beloved aunt. She had learned that she had a fatal form of cancer and wanted me to take over as the leader of a non-profit she had founded focused on developing literacy skills in disadvantaged communities. She asked me to decide quickly. Within 24 hours, I let her know I would accept her offer. The things we used to talk about in your English class were a big factor in my decision.” To be honest, I was a little blown away by this, but it stands as a good example of how little we know about the potential and futures of the kids we teach. If we are paying adequate attention, teaching leads us to a fundamental

humility that is necessary to our own development as teachers to be sure, but also as human beings seeking knowledge in an uncertain and complex world. I was teaching Max, and he was teaching me, and countless other students have done so as well. In a way somewhat analogous to tennis, there have been many times when a student has risen to a new level of academic excitement and accomplishment. Such moments are thrilling in a quieter way than those on the courts but are also more profound. Happily, I could tell many stories here but will focus on just one. In a ninth-grade humanities class years ago, a very good student came into class with a two-page essay. It was an opinion-editorial piece about genetic engineering of human beings. We had read novels—Frankenstein was one choice—and other sources on the topic for many weeks. When she came into class, she exclaimed, “This was so hard to write, but it was so interesting!” You won’t be surprised to hear that it was excellent. Such moments of intellectual growth—and there can be many different expressions of this—are the main source of the joy of teaching. This is obvious in a sense, but a teacher can decide that nurturing such moments is their main mission as a teacher, and that has many consequences. I have made pursuit of intellectual joy and excitement the central goal of my teaching life, and I

am deeply grateful for the many students who have enhanced my journey through their passion, effort and excellence. Lastly, teaching offers us a chance, every day, to actively love the good and beautiful things of the world and some of the people in it. As readers know, many teachers at CA are close with many of their students. Legendary Head of School Arthur Sheriff encouraged this during his long tenure. On the sidelines of a football game just this year, I encountered one of my very recent students from my Theory of Knowledge course. We exchanged a hug, as I often do with alumni, and then had an extended conversation. She had been an excellent student in my class and, unsurprisingly, was continuing that excellence in college. After about 20 minutes she was set to go, but before she did, she hugged me again. What can one say? It gave me a wonderful, joyful feeling. To have a job where you can—you must?— earn the love and respect of intelligent, discerning young people year after year, day after day, is a precious opportunity, and I have done my best to meet that considerable challenge. Of all the things I’ve shared, this final anecdote is the most revealing of all about “why I teach.”

Caron Quantick DEPARTMENT Science YEAR STARTED AT CA 2015 YEARS IN TEACHING 20

WHY I TEACH I teach because my teachers made such a profound impact on me and I hope to do the same for my students. My students have helped to shape who I am today and who I am evolving to be in the future. They keep me young. They remind me how much good there is in the world. They have taught me so much.

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Commemorating a Century of Memories

“...it is the album of a year of the CA

community. I am glad that I can help collect these memories so that the CA community can recollect them later.” ~ Yiya “Lea” Qi ’22

Editor, The Rolling Stone

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The yearbook. An annual publication of most, if not all, schools— Cheshire Academy included.

Yearbooks serve as a walk down memory lane. You’re able to look back at your friends and classmates, teachers and administrators, athletic events, and artistic performances … the list goes on. Ask anyone to bring out their senior yearbook, and they’re likely to find it. Sure, it may not hold a prominent location on their bookshelf or coffee table. It could be in their attic, in a box in their basement, or in the extra nightstand drawer that holds miscellaneous items. But it’s there, always ready to bring them back to some of the best years of their lives.

100 years As part of the 2022-2023 academic year, Cheshire Academy is commemorating the 100th anniversary of The Rolling Stone, CA’s student-run yearbook. Students involved in curating this year’s Rolling Stone have recognized the significant milestone, and received inspiration by looking back at the school’s history. The theme of the yearbook is “Here Comes the Sun,” reflecting on the positive attitude prevalent on campus from everyone being back together and in person.

The Rolling Stone editor Yiya "Lea" Qi ’22 (right) works on this year's publication with yearbook advisor and English teacher Nicole Beaudwin P’24.

Yiya “Lea” Qi ’22 has been involved with the yearbook since coming to CA halfway through her 10th-grade year. This year, she serves as editor of the publication. “It is honorable,” reflected Qi, of her appointment. “I’m so lucky to be the yearbook editor in my senior year, and I feel a great responsibility. Since it is the 100th edition, I hoped to gain inspiration from previous editions and create a meaningful yearbook that collects the memories of the CA community.” When Qi was a sophomore, she wanted to learn more about photography and typesetting, but quickly learned how instrumental the yearbook is to the CA community. “The yearbook records every event that I’ve been through in the school year,” reflected Qi. “However, a yearbook means much more than what

I’ve been through—it is the album of a year of the CA community. I am glad that I can help collect these memories so that the CA community can recollect them later.” Nicole Beaudwin P’24, English teacher and advisor to the yearbook, recalled Qi’s first year on the yearbook staff. “She was the youngest student on the staff and didn’t know CA at all, and she got right to work. She sat down, went through the different fonts, figured out how to make different designs with them … and she brought her creativity, vision, and focus to her very first spread that she made. I’ve been continually impressed with her.” During the 2020-2021 academic year, when Qi was attending CA remotely from her hometown in China, she continued to work on the year’s Rolling Stone. She held an important role in making sure international students were represented in the yearbook, despite being hundreds if not thousands of miles away.

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“I collected photos from students abroad and put them into the international section in the yearbook. CA is a global community, so I wanted to cover international students, too,” Qi said. One of the challenges she faced, however, was accessing the U.S.-based editing website used to design the yearbook. She said logging in, uploading pictures, and editing took much longer than she had anticipated due to her internet connection. Sometimes saving her work would fail, and she would have to start over. Still, she continues to be proud of the finished product. Beaudwin praised Qi’s commitment to the yearbook that year, adding that Qi created her own templates for the layout, despite premade templates being available. “She signed on every time, and she made the entire remote section of the yearbook. She really gave representation to those students who couldn’t be here with us physically, which was really moving.” As editor, Qi quickly recognized how much work goes on behind the scenes to create the yearbook, including making decisions on font, style, photo selection, or adjustments. She credited her fellow classmates, as well as Kate Daly ’05, interim director of library services,

and Rolling Stone faculty advisor Beaudwin with taking on some of that burden. “This is why I love my team members—they work hard on their pages, they go to games to get photos, they collect artworks and daily life photos from the whole community. Without them, I could never complete the yearbook with this quality.”

An academic lesson For her IB English Language & Literature courses, Beaudwin created an assignment in which students were tasked with capturing a moment in time reflective of the school year and the many voices of Cheshire Academy. After learning that this year marked the 100th anniversary of The Rolling Stone, Beaudwin provided her students the opportunity to focus on that for their project. Cade Beesmer ’22 and Louis "John" Gimbel ’22 took advantage of the project by looking back at the inaugural Rolling Stone from 1922. They received support from Daly, who provided them with access to the school’s archives and historic yearbooks. Inside the 1922 publication, they found similarities between the varsity football program back then and current day. “We wanted to target an idea that interests us,” they said. “As two football players, we figured there is nothing better than Suffield Week. We wanted to

Pages that can be found in the 2022 edition of The Rolling Stone, created by students in Beaudwin’s IB English Language & Literature courses. 30

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compare to 100 years ago when Cheshire Academy was playing football, and we realized that we played Suffield 100 years ago as well.” The two believed that the rest of the CA community would be interested in seeing the similarities and differences 100 years apart. However, they found that they learned a lot when looking back through the archived yearbooks. “This was our first time looking through the old Rolling Stones—it blew us away. The difference in the appearance of the students, buildings, and life in general was remarkable. It is a great privilege to be able to go back through CA’s history so easily.” While sifting through old stories and memories may be easy, sometimes swallowing the pill that is history is a bit more difficult. In 1921 and 2021, CA lost their game against Suffield. Still, the two looked on the positive side of things. “It is astonishing that we still have such a competitive rival to this day. It’s been a privilege to be a part of this powerhouse prep school matchup … and it really struck us that CA has a very close community, always has, and always will. Throughout 100 years, so much has changed at CA, but the original values have stayed true.”

Lea Qi’s foreword in this year’s Rolling Stone “This year marks the 100th edition of The Rolling Stone. With the theme of ’Here Comes the Sun,’ the yearbook staff and I are celebrating a reunion for the CA community. Started as a male-only boarding school in 1794, our community went through the modification of rules, the graduating of students, and the change of teachers and are now a thriving internationally

Other students and their projects included James Guo ’22, who focused on clubs at CA, Emma Riemann ’22, who reflected on Halloween costumes, Jordan Shanok ’22 and Caitlin Rohrbacher ’22, who polled the senior class on what their favorite school event is (Prom!), and Olivia Kuselias ’22, who studied the coffee craze at CA. Their finished products serve as pages in this year’s Rolling Stone.

minded, coed boarding and day school. Along with noticeable achievements in academics through the IB program, we are also equipped with excellent programs of visual arts and music that allow all students to capitalize on their interests. While afternoon activities provide opportunities for students to engage in either competitive or noncompetitive sports, events such as Lights of Hope and community dinners further strengthen the connection among individuals.

As yearbook staff, we have honestly collected and recorded the truest happiness, the most unforgettable memories, and the most talented spirits among the community. No matter if you are an athlete, an artist, or only an ordinary member of CA, we solely hope you could find your own unique place in the CA community and enjoy your years here. This yearbook is made for everyone in the community, and we will always remember you.”

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FROM THE ARCHIVES

A Century of The Rolling Stone To celebrate the 100th anniversary of The Rolling Stone yearbook, we

1927

recently took a deep dive into CA's archives. What we found were 100 years worth of memories made by students who walked the same footpaths that

are on campus today, with some major and some minor updates, of course. Enjoy a walk down memory lane by taking a look at photos from The

Rolling Stone over the years and see if there's anyone you can recognize!

1954

1947

1972

1980

2001

2014

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O N C A M PU S

IN THE CLASSROOM The 2021-2022 academic year marked a return to in-person learning. Faculty and students took full advantage of the Cheshire Academy campus, using every bit of space inside and out to conduct classes and hold deep conversations. Being back on campus brought a return to the everyday normalcy everyone craved, with students interacting with their peers, talking with one another in person over lunch, and sharing laughs walking to and from classes, their dorms, and afternoon activities.

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ON CAMPUS PHOTO BY RAFFAELE NICOLUSSI ON UNSPLASH

Matthew Rivera

CONTINUING THE DREAM The Cheshire Academy community held its 32nd annual Martin Luther King Jr. Day celebration on Jan. 17, with several esteemed guests reflecting on the day and student-led discussions continuing conversations. This year’s theme was “Exploring the Scope and the Meaning of the Civil Rights Movement,” with the goal being to increase awareness of the range of inequities challenged by the American civil rights movement in the 1950s and 1960s and now, and for the community to reflect on the personal significance of those issues. Leading the discussion was keynote speaker Matthew Rivera, executive director of The Dream Support Network. As part of his keynote address, held remotely from the Union Baptist Church of Hartford, Rivera reflected on the history of Martin Luther King Jr., including his upbringing and his growth and impact on the world leading up to and after his famous “I Have a Dream” speech. He told the CA community that MLK Jr. Day is not just about remembrance, but about continuing the work that King and other civil rights activists started.

Shawniel Chamanlal

“On a day like today, although it is important to revisit history, I want us to be motivated to continue this work,” Rivera said. “I want us to feel empowered by the lessons that this movement teaches us, and not just be guilty or sad about what happened, because that’s what Dr. King lived for and not just died for.” Student-led musical performances preceded and closed out Rivera’s address. Afterward, workshops were held by Adrienne Kenton, mother, citizen, producer, and screenwriter; Shawniel Chamanlal, founder of and licensed clinical social worker at Healing Springs Wellness Center; Alexandria Blaurock, licensed professional counselor associate at Healing Springs; and Black Student Union president Temilade Onile ’22 and member Isaiah Riley ’23.

Alexandria Blaurock 34

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GRINDS AND RHYMES Mr. Goetz organized a poetry coffeehouse in the library for students in his IB English Language & Literature courses. Students shared personal poetry pieces, played poetry games, and enjoyed some snacks and freshly ground coffee.

DISMANTLING THE MONOLITH Throughout the month of February, the Cheshire Academy community observed Black History Month, honoring the triumphs and struggles of African Americans throughout U.S. history. This year’s programming was themed “Representation: Dismantling the Monolith,” which aimed to deconstruct monolithic views of Blackness. On Feb. 10, a communitywide day of programming was held, beginning with a keynote address from Kelsei Wharton, a social impact strategist, creative consultant, and facilitator. Wharton is a former member of the Obama Foundation’s education team. Following Wharton’s address, students split into groups and attended three workshops:

Kelsei Wharton

Latin Dance

• A Black Student Unionled discussion on microaggressions and stereotypes against the Black community, with members Temilade Onile ’22, Isaiah Riley ’23, Jaden Underwood ’23, and De’naya Rippey ’24 • “Examining Black Culture: Reflecting on the Past, Looking Towards the Future” Support instructor Alex Conaway

Alumni of Color panel discussion

Black Student Union-led discussion

• “Representation Through the Language of Latin Dance,” led by Alisa Bowens-Mercado and Jose Capo Other events throughout the month included an Alumni of Color panel discussion with Aleesha Grier-Rogers ’90, Angelina Casanova ’00, Tanasia Lea ’09, Jared Davis ’10, and Asia Skyers ’12, a private tour at the African American Collections Museum (Stratford, Connecticut), a “Representation: Narrative Portraiture” student-curated art exhibit (see page 64), and Black Student Union-sponsored weekend movies and activities. the magazine of cheshire academy

ON CAMPUS

Aditya Sinha ’22

MODEL UN Aditya Sinha ’22 earned a Book Award and Honorable Mention at the 2022 North American Invitational Model United Nations (NAIMUN), held on Feb. 18-21 in Washington, D.C. Sinha, president of the Eco-Leaders club at CA, represented Barcelona, Spain, in the C40 Cities Climate Leadership Group. Other students from CA were Layla Bowen ’23, Elijah Beaudwin ’24, Payton Einhorn ’24, Feyza Horuz ’24, Sahana Long ’22, Jack Silano ’24, and Liza Tkachenko ’22.

A LIFE OF SERVICE Members of the CA community gathered for a deployment send-off ceremony for Christine Olmstead P’21,’23, commanding officer of the 947th FRST. Sofia Della Porta ’25 sang the national anthem. Colonel Paul Ingram ’44 and Sofia’s mom, Gina Della Porta ’97, also attended.

AUTHENTIC STUDENT LEADERSHIP Six students in Mr. Goetz’s IB English Language & Literature course served on the Student Assessment Design Committee, tasked with designing the final demonstration of learning for all 45 students in the course. These students, who were nominated by their peers, would meet prior to the start of class to work on their demonstration. What better way to meet students where they are and take them beyond where they imagined possible?

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"Classics of Mountains and Seas"

SCHOLASTI C ART AWARDS Yiran “Evelyn” Mao ’23 earned two silver keys and two honorable mentions for her artwork, titled “Chinese Culture,” which she submitted to the Connecticut Regional Scholastic Art Awards. Mao received inspiration for her work from her favorite movie, “Farewell My Concubine,” the ancient Chinese scripture “Classics of Mountains and Seas,” as well as tattoos and other Chinese elements. Mao’s and the other award recipients’ works were on display at the Hartford Art School’s Silpe Gallery earlier this year.

"Peking Opera"

TOY CLOSET PROGRAM Throughout the month of February, CA students accepted toy donations for the Yale New Haven Hospital's Toy Closet program. On March 7, Angela Tang ’23, Ava Capuano ’23, Aishlinn Parrinello ’23, and Tyler Lin ’23 went to the hospital to drop off the collection of toys to children who must visit the hospital for surgeries, injuries, or illness.

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ON CAMPUS

“THE LIGHTNING THIEF: THE PERCY JACKSON MUSICAL” Approximately one week prior to the winter musical being performed in front of a live audience, the decision was made that performers could forego wearing protective face masks when on stage. It was a major sigh of relief for the approximately 60-member cast and crew, who had been practicing since November 2021, learning the music, staging, choreography, and other critical parts important to the show’s success. Actors worked every day and on weekends perfecting their lines and presence on stage, and their hard work and dedication was apparent during the show’s performances on March 9-11. The leadup did not go without its issues. Prior to winter recess, Cheshire Academy switched to remote learning for the final week before break, reducing the number of practices for the musical. And, when it came time to perform, the actors only had one dress rehearsal without masks. With the guidance of Theater Director Jen Guarino P’18, the students were confident and prepared for the scheduled performances. Hats off to Kamden Denomme ’23, who choreographed suspenseful fight scenes between humans and mythological creatures, and Jack Silano ’24, who used his talents with a 3D printer to create Riptide, a pen that transforms into a sword Jackson uses to fend off a demon. Kai Schwartz ’23 was integral to the lighting for the show, which put the audience at the edge of their seats, and Danae Bell ’24 brilliantly handled the sound. Molly Golden ’24 was the production stage manager and also assisted in the booth. Faculty member Sally Pollard led a group of four students in original costume design and construction—a first this season.

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“The Lightning Thief: The Percy Jackson Musical” marked the first winter musical for CA since 2020. An all-star cast of students from all grade levels gave their hearts on stage as the audience followed teenager Percy Jackson, played by Luke Parkerson ’22, as he attended a summer camp for demigods. In his search for Zeus’ stolen lightning bolt, he finds friendship, camaraderie, and his biological father, Poseidon, played by Nicholas Carpenter ’22. Fellow 12th-grade students included: Hadixha Bella ’22 (Mr. Brunner/Chiron, Echidna, and ensemble)

Sofia O’Brien ’22 (stage crew)

Kuang Chen ’22 (stage crew)

Jasmine Rossi ’22 (stage crew)

Lucy Chen 22 (ensemble) Paige Comunale ’22 (pit band; bass guitar) Hannah DelGrego ‘22 (horse half of Chiron) Caileb Devanney ’22 (Luke Castellan and Ares, god of war)

Liam Ray ‘22 (Cyclops, stage crew) Eesa Sabooh ’22 (pit band; bass guitar) Jack Shi ’22 (originated the role of Ares and ensemble) Carter Yin ’22 (pit band; guitar)

Ben Dragunoff ’22 (Gabe, Percy’s stepdad, Minotaur, and ensemble) Amelia Williams ’22 (Annabeth Chase, daughter of Athena) Jess Lavoie ’22, (Medusa, Janis Joplin, and ensemble) Peiran Li ’22 (Sally Jackson) Jack Hu ’22 (stage crew) Evelyn Kang ’22 (Voice of Kronos and ensemble) Ester Luo ’22 (The Oracle and ensemble) Anjané Nathan ’22 (stage crew)

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ON CAMPUS

BREAKING THE BIAS Six amazing women joined the Cheshire Academy community on International Women's Day (March 8) to talk about the importance of physical health and emotional wellbeing during The Coleman Group's Break the Bias: CA Women in Healthcare panel. Panelists included Dr. Kirsten Bechtel P'16, Debra Bond, director of the Richmond Health Center), Dr. Aleesha Grier-Rogers '90, Amanda Minnocci '04, Dr. Kathleen Ray P'22, and Ashley Vega ’12.

Maya Tenne ’23

AN HONORABLE MENTION Maya Tenne ’23 was selected as a Connecticut Honorable Mention recipient for the NCWIT Aspirations in Computing award. Tenne was recognized for her skill and interest in the STEM fields. She and other award recipients were honored during a virtual celebration held on April 6.

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WINTER BLUES Cold temperatures don’t stop the Cheshire Academy community from getting outside and enjoying some fresh air. As part of the Winter Blues program put on by the Community Life Office, students enjoyed a bonfire, s’mores, and hot chocolate outside of the Harwood Student Center in the dead of a New England winter.

NATIONAL HONOR SOCIETY New inductees of the National Honor Society officially joined the 52-member Cheshire Academy chapter at a ceremony held on May 5 on Sevigny Field. The 25 new members were welcomed by chapter leaders, encouraged to give back to their communities through the NHS, and received their stoles and certificates of membership during the ceremony. “When I look around today, I see students that not only thrive in the classroom out of a genuine interest to learn, but will thrive in life out of a drive and unrivaled passion,” Chapter President Kavin Kathir ’22 said, as part of his address.

POSTGRADUATE SENDOFF Friends, family, faculty, staff, and peers celebrated 14 students’ completion of Cheshire Academy’s Postgraduate Program at a ceremony held on May 12. As part of the program, the postgraduates developed new lifelong friendships, and honed their academic, athletic, and interpersonal skills in preparation for the next chapter of their lives. Speaking before the audience were Abdul-Rashid Gbaja-Biamila ’22, Admission Officer Jeremy Imperati ’17, who attended a postgraduate year at CA, and Head of School Julie Anderson P’19,’23.

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ON CAMPUS

GIVE IT SOME COLOR! In what’s become an annual tradition, the Color Run marks the final Pillar Games celebration of the academic year. Participants run along the back fields and Alumni Field, and through wooded sections of the Cheshire Academy campus, getting splashed with different colors of powder by student volunteers, faculty, and staff, before they return to the finish line at the Simosa Field and Track. It’s a fun experience for the entire CA community, made only better by the warm temperatures and beautiful New England weather.

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ATHLETICS

Right to the Point The Junior Olympics and state championships gave sophomore fencer Elise Lurix ’24 a chance to shine. Elise Lurix ’24 is coming off an accomplished winter season with the Cheshire Academy coed fencing team, having represented the state of Connecticut in the 2022 Junior Olympics Championship and finishing sixth in the Connecticut High School State Fencing Championships. For Lurix, competing in the Junior Olympics was a way to break away from the same competition pool she has been facing since she first picked up the sport when she was 11 years old. In just four years, Lurix has become one of the top foil fencers in the state under the tutelage of CA’s fencing head coach Matthew Socia and Marc Ganych, coach at the MG Fencing Club. “I like the rules,” Lurix said. “You have to think a lot and my favorite part of fencing is the fight, how you have to prepare, like in a chess game. You have to think about what your opponent is going to do and parry that and rely on your skills to make them do what they’re not good at. With foil’s rules, it makes you get into that mindset.”

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Still, she was nervous about going to Salt Lake City, Utah, where the Junior Olympics were held. It’s the farthest west she’s traveled, and the competition was comprised mostly of girls older than she is and from top schools including Yale University and the Los Angeles International Fencing Center. “I was scared, but also kind of excited at the same time because it was different people, different faces, and different fencing styles.” “Competing against these older girls from all over, it’s a challenge that I need,” Lurix continued. “Even if I lose, I learn things from it that I wouldn’t learn from the girls I compete with all the time.” At the Junior Olympics, Lurix competed in the junior (ages 16-19) and cadet (ages 14-16) divisions. There were approximately eight competitors Lurix had to face in each division, and she secured one win from the competition. While she had hoped

she would have placed higher in the rankings, she took it as a learning experience. “It was cool to think what I could be in a few years,” reflected Lurix. “I held my own against them. I could see that, with practice, I could get there.” Lurix did not have much rest after her bouts in the Junior Olympics. On Saturday, March 5, she competed in the state championships, ultimately placing sixth. The competition pool included several girls Lurix has beaten in the past but, due to the makeup of the tournament brackets, she was knocked out early. What’s next for Lurix? She is continuing to train, with plans to attend the 2022 USA Fencing National Championships and secure a win at states. She also enrolled in a summer camp with the Tim Morehouse Fencing Club, providing her with the opportunity to compete against new opponents. Keep an eye out as her name becomes more well known in the fencing realm.

Mehleisen Succeeds Dykeman as Varsity Football Head Coach

Dan Mehleisen, current defensive coordinator for the varsity football team, has been named the new head coach of the program. Mehleisen succeeds David Dykeman, CA's former associate head of school. Dykeman, who joined Cheshire Academy in July 2012, left Cheshire Academy in February 2022 after nearly a decade of service to join the recently reformed XFL football league as director of football special projects. Mehleisen boasts an impressive resume, garnering extensive experience as a high school and college football coach at schools including Avon Old Farms School, Trinity College (twotime NESCAC champions), the United States Merchant Marine Academy, and Susquehanna University. A student-athlete himself, Mehleisen played football and baseball during his four years at Union College, ultimately serving as captain of those teams. Mehleisen is an award recipient for his time as a player in Union’s programs, as well as for his work at Susquehanna.

Mehleisen recognized the work Dykeman put forth during his time at CA. “David Dykeman epitomizes what it means to be a head coach. He has a tremendous amount of respect for everyone on his staff and cultivates an environment of collaborative thinking that has been essential to his success over the last decade. I have learned so much over these last four years and feel that I am fully prepared to run a football program at any level. Much of that can be attributed to my experience as an assistant coach for David Dykeman.”

We made strides last year and

have a strong nucleus of players returning. There is a lot of

excitement around Cheshire

Academy football right now.”

Under Dykeman’s leadership, more than 200 student-athletes went on to play college ball, more than 40 competed in Division I and Ivy League programs, six went on to the NFL, and several have gone on to play professionally in other leagues. Not only has Dykeman produced stellar athletes, but he has been credited by many for their maturity, values, and success both on and off the field.

Beyond his new role on the field, Mehleisen will continue in his position as senior associate director of admission. Since joining CA, Mehleisen has been immersed in campus life, currently as co-head of Markin Hall, and previously as a faculty member teaching economics and history. Upon his appointment, Mehleisen commented, “I am certainly looking forward to working more

with our players and coaches as we continue to build one of the most competitive programs in New England. We made strides last year and have a strong nucleus of players returning. There is a lot of excitement around Cheshire Academy football right now.”

David Dykeman

“Half of my professional career has been here at Cheshire Academy. For me and my family, this has been an unforgettable, transformational experience,” said Dykeman.

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Student-Athlete Advisory Committee Student-athletes at Cheshire Academy have been provided an additional way to voice their opinions, through the newly established Student-Athlete Advisory Committee (SAAC). Organized by Senior Woman Administrator Princess Zabel and Alex Conaway, Roxbury Academic Support instructor and assistant coach for the varsity boys’ basketball team, the SAAC offers a venue for student-athletes to talk about how to improve athletics at Cheshire Academy, ways to give back to the local community, and hot-button issues in professional sports. SAACs are prevalent in colleges and universities, where studentathletes represent their teams at the school, conference, and national levels. The committees are integral to provide communication between athletics departments and student-athletes, disseminate information, and much more. Approximately 16 CA students meet every other Friday to find ways to improve the community in which they learn and compete.

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“We have a really good group,” reflected Zabel. “Coaches chose, depending on the size of their team, one to three of their players to represent their team on the SAAC. We wanted them to be sophomores or juniors so they could grow into the role.” They’ve already worked with Zabel, Conaway, and the Athletics Department staff to improve open hours for the gym. Now, as long as a faculty member is in the Arthur Sheriff Field House, varsity-sport student-athletes can request the gym to be opened so they can practice. “It’s something they wanted, and we made it happen,” Zabel said. While the SAAC is new to CA, Zabel said there has been a lot of excitement behind the program. The committee is already planning a fundraising event to close out the academic year, and Zabel anticipates the group will only improve in the 2022-2023 school year.

Jack Yates ’22 will continue his football career at Duke University this fall.

Cole Wissink ’22 has committed to playing basketball at Ithaca College.

Committed Several student-athletes signed letters of commitment to continue playing their sports of choice at colleges and universities across the country. The matriculation list, in part, includes Bryant University, College of the Holy Cross, Duke University, Ithaca College, Lasell University, Mitchell College, Moravian University, Mount Saint Vincent University, University of Maine, University of New Hampshire, University of Rochester, Wagner College, and Western Michigan University.

Award-Winning Performances Most valuable player. Most improved player. Coaches Award. Trustee Award. All awards honoring student-athletes and performers from each season for putting their all on the line during games, performances, practices, and both on and off the fields, courts, and stage. Varsity boys' basketball award recipients Luke Nieman ’23 (Coaches), Noah Barnett ’23 (MIP), Jaden Slaughter ’22 (MVP) with Head Coach and Athletics Director Jim McCarthy.

Varsity volleyball award recipients Juliana Janezic ’23 (Coaches), Molly Golden ’23 (MIP), Sophia Scampolino ’23 (MVP), Temilade Onile ’22 (Coaches), with Assistant Coach Andy McBreen and Head Coach Caroline Brasa.

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ALUMNI

Love of Sports

Ethan Okwuosa ’21

ALUMN I UP D AT E S

Josh Ajayi ’15 is making a name for himself on French professional basketball team SLUC Nancy Basket. Ajayi previously was a member of Hermine Nantes Atlantique.

Elijah Pemberton ’16, who plays in the NBA G League with the Santa Cruz

Warriors, had 576 minutes of playtime in 2021-2022 season, scoring a total of 283 points.

Rich Kelly ’17 transferred from Boston College to the University of

Massachusetts, where he played on the men’s basketball team as a guard.

Season highs include 25 points—six three-point shots—against Northeastern University, and 37 minutes of playtime against the University of Richmond.

Victoria Fletcher ’18, member of the riding team at Mount Holyoke College, competed in the Intercollegiate Horse Shows Association Zone I Region 3 Championship on March 27. There, she finished third in the Intermediate Over Fences competition.

Alexis Holmes ’18 returned to the track for the first time in nearly a year with a win in the 500m (1:12.59) at the Cardinal Classic. She also won the 400m at the Southeastern Conference Indoor Track & Field Championships. Her time of 50.77 is second all-time in University of Kentucky women’s indoor track history, and the eighth fastest time in NCAA women’s indoor track

history. She also qualified for the NCAA Championships in the 400-meter and 4x400-meter.

Audrey Allen ’20 earned some play time on the Catholic University of

Logothetis Zervos ’20 secured four rebounds and one assist for Washington & Jefferson College men’s basketball game against Bethany West Virginia.

Lucas Alfaiate ’20 placed 13th (9-3) in epee, representing Drew University in the Middle Atlantic Fencing Association Championships, held on March 6.

America’s women’s basketball team.

Roan Iribarren ’20 is a skipper on the Salve Regina University’s sailing team.

Jack Roberge ’20 had a season high of 35 rushing yards, three reception yards,

Thomas Craley ’21 earned some playtime on the Lawrence University men’s

and one tackle as part of Amherst College’s football team.

fencing team, placing 14th in the NCAA Midwest Regional on March 12. Mia Ferry ’21 has secured some playtime on the Keene State

Mia Ferry ’21

College softball team, earning one RBI against the Lycoming Warriors in the NCAA Division III softball tournament on March 18.

Aidan Godfrey ’21 had an exciting freshman season as a forward on Swarthmore College men’s basketball team. Season highs

include 22 points and 27 minutes of playtime against Ursinus, 10 rebounds against Johns Hopkins, and six blocks against Franklin & Marshall.

Ethan Okwuosa ’21 had season highs on the Southern New Haven University men’s basketball team of 15 points, 36

minutes of playtime, five rebounds, and three steals against The College of Saint Rose.

Megan Olmstead ’21 had a successful freshman year as a

guard on the King’s College women’s basketball team, where she secured points in games against Pennsylvania College of Technology and Marywood University.

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SOLD! The recent Blue & White Auction, … An Evening at the Academy, was a tremendous success. Organized by members of the Cheshire Academy Parents and Families Association, countless auction items were up for grabs through both an online silent bidding program and a live, in-person auction held on Friday, April 22 in the Gideon Welles Dining Commons. Members of the CA community joined together for a reception with delicious festive food and beverages for the first fully in-person event since the pandemic began. Vacations, CA gear, a tailgating package, and so much more donated by alumni, parents, and friends of the school, were available for the taking. More than $51,000 was raised, which will be used to benefit the students, faculty, and programs of Cheshire Academy.

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ALUMNI

Finding Out the Whole Story Peter L.W. Osnos ’60 was 14 years old when he first arrived at Cheshire Academy in January 1958. Having skipped eighth grade, he was a year younger than most of his peers living in Horton Hall, but that didn’t stop him from creating countless memories throughout his tenure at the school. The late ’50s and early ’60s were a different time at Cheshire Academy. Arthur Sheriff was still headmaster at the then all-boys school. Ties and jackets were required, and classes were held on Saturday mornings. Osnos doubted he ever saw a newspaper, and he did not have access to a television. Students were prohibited from talking to town girls, and report cards were issued weekly. Osnos, a longtime reporter, editor, and publisher—including founder of the publishing house PublicAffairs and former publisher of the Times Books imprint at Random House—detailed his time at Cheshire Academy, as well as the many experiences he had from birth to present day, in his memoir, “An Especially Good View: Watching History Happen.” Looking back, Osnos said CA took him out of one world and brought him into another. “Growing up in New York, I was part of a very much defined universe in New York City,” reflected Osnos. “...At Cheshire, I was in a world that was much more varied, with people from all over the country, literally all over the world. In retrospect, what I really think was important was the way Cheshire gave me the opportunity to know that not everything is easy and smooth.” Maybe you, the reader, recall Osnos from the section in the library that dons his name. Since 2003, Osnos has donated books published by PublicAffairs—more than 350 to date—for students to enjoy, learn, and grow from.

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PETER L.W. OSNOS

Or maybe the name Osnos rings a bell if you are a member of the Class of 2003. Osnos returned to CA as the guest Commencement speaker that year. It was then when he compared the CA of 2003 to CA of 1958-1960, pointing out what was and what was not available to him on campus. The beginning of his address, in part, reflected, “Well, what has changed in these 40 years is not so much what we have in the world of information or entertainment and ideas, but how much of it … we have. And what this means is that each of you has a whole lot more choices and more responsibility for making them than your parents or grandparents did.” Osnos’ career took him around the world, starting in Rhode Island and Washington D.C., and later to London, to Vietnam to cover the war, to the Soviet Union, back to D.C. during the Carter and Reagan eras, and to Great Britain when Margaret Thatcher was prime minister. At Random House and PublicAffairs, he published books written by four presidents ( Jimmy Carter, Bill Clinton, Barack Obama, and Donald Trump), and works about countless other political figures and well-known athletes, among others. As for the impetus behind his memoir, it all started with a conversation with a family member. “My grandson said to me one day, about three to four years ago, ‘You should tell me about your family in World War II.’ I said, ‘It’s our family.’ And that’s when I realized if I didn’t get out there and find out the whole story, it was gone,” recalled Osnos. “But I decided not to do it just from memory, but to report most of this … The memoir was as much a reporting project as it was anything else.” Osnos also incorporated a digital aspect to his memoir, found at www.anespeciallygoodview.com. There, readers can find images and documents relative to the content in the book, providing them with a deeper understanding of Osnos’ life. Cheshire Academy’s chapter comes early in Osnos’ memoir, right before sections on his college careers at Brandeis University and later The

In the clubs section of The Rolling Stone circa 1960, Osnos is listed as feature editor for The Academy Review.

Graduate School of Journalism at Columbia University. It’s In “An Especially Good View,” Osnos recalls the names of former interesting to see what’s changed at CA, as well as to recognize classmates, including Michael Smith, Robert Goldfine, and Joe Heaslip, that some things which were prominent in the 1960s—small the last of which Osnos considered his best friend while at CA. He class sizes, a diverse student body, and a also looks back upon his extracurriculars student-centered educational model— at CA, which remain similar to what is at ...At Cheshire, I was in a world remain true today. CA today. He was the features editor of the school newspaper, worked on The Rolling that was much more varied, Osnos had a crash course in life in the spring Stone yearbook (which celebrates its 100th of 1960, during his senior year, when he with people from all over the anniversary this year!), and served on the was denied admission to the University of Christian chapel committee, Glee Club, and country, literally all over the Pennsylvania. Osnos “ran away.” He left campus school band. after stuffing his bed with pillows to appear world. In retrospect, what I as if he was there and boarded a bus to New “I think (Cheshire Academy) gave me an really think was important was education in two ways,” Osnos continued. Haven. “I had never been turned down from anything before,” Osnos reflected. “I was 16 or “It gave me an education in the classroom, the way Cheshire gave me the 17 years old, and I had to confront something and it gave me an education in a way that’s opportunity to know that not that I had never had to before. I was rejected, important for high schoolers, which is how to and that really got to me.” deal with the world you find yourself in. All everything is easy and smooth.” of us came from some place. The good thing Being denied admission, and other challenging about a place like Cheshire is people come experiences—both academically and socially— from every place.” helped Osnos to grow as an individual and learner. “I’ve always thought that for a young person to be “An Especially Good View” can be found at local bookstores, Amazon, challenged in those high school years, challenged by something and Barnes & Noble. that they didn’t expect, is actually a big plus.”

Some of the many books donated by Osnos that are available in the library.

Osnos in Vietnam, 1971.

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ALUMNI

Cheshire Academy’s Young Postgraduates

During the first few classes of the postgraduate seminar, the

academically and take intellectual risks. There’s a sense of

students in the course don’t know each other that well, or what

camaraderie, support, and understanding within each class,

to expect over the course of the year. They’re individuals who

with students who may have never crossed paths otherwise.

have come to Cheshire Academy for a postgraduate year for one

Students who were once afraid to speak up become lead

of many reasons.

voices in conversation; students who weren’t sure how to

Over time, however, those students build an undeniable bond, forged by choosing a path not often taken by graduates of a typical high school experience. The postgraduate year is not just a fifth year of high school. It’s a unique opportunity for a student to better prepare for college, whether that’s academically, athletically, or socially. And at Cheshire Academy, the PG program follows a cohort model,

documents; classmates who never quite knew where they fit in have a wonderful and caring friend group. At the end of the program, PGs recognize that they have been challenged, and that they’ve grown mentally, socially, and academically, and are beyond prepared for the rigor of college-level coursework.

allowing students to form bonds and meaningful relationships

Continue reading to hear from just a few of CA's recent

with their peers that will last throughout their lives.

graduates of the postgraduate program, as they reflect on

The PG program at CA is purposely and thoughtfully designed, with a curriculum that allows students to continue to grow

write a research paper present superbly written, college-level

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their experiences and the memories they created during their time at Cheshire Academy.

David Brim ’03

Where are you now? COO & VP of Investor Relations at MMI Development.

Why did you pursue a PG year at CA? I explored many different prep schools, but settled on Cheshire Academy due to the school’s proven track record of academic and athletic excellence. The campus was also beautiful and I was very intrigued by CA’s long tradition dating back to 1794.

What were your thoughts on the PG program before, and after you graduated? Did they change? I didn't quite know what to expect out of the PG program. My grades were very good coming out of high school, but both my parents and I believed that a PG year would give me additional maturity and life skills to be better prepared for college and beyond. It was a great decision and benefited me both athletically and academically. The teachers and coaches were top notch and my experience at Cheshire Academy certainly helped my growth in many ways. I’m thankful for my PG experience at Cheshire Academy.

Reflecting back, how did a PG year at CA impact your growth, and prepare you for college? Attending Cheshire Academy for my postgraduate year was my first time living away from home. This experience provided a great transition that helped me become more independent, mature, and confident that I was indeed prepared for life away at college. The structure Cheshire Academy provided in regard to both academics and athletics also helped me to stay focused and sharpen my skills both on and off the basketball court.

Why should students and families consider a PG year at CA? Cheshire Academy is a top-notch school on a beautiful campus with a rich history of academic and athletic excellence. When you attend a PG year at Cheshire Academy, you will be welcomed as part of the Cheshire Academy family. There is a genuine interest and care for their students and their success. The student body is very diverse with students from all around the world and all walks of life. A PG year at Cheshire Academy will help students evolve, improve, and be better prepared for their college experience and life.

Christian Terrell ’13 Where are you now?

Senior Associate for KPMG in Washington, D.C.

Why did you pursue a PG year at CA? I decided to pursue a PG year at Cheshire Academy because I believed it would be a special opportunity for me to further my education in a meaningful way, gain athletic recruiting exposure, and be part of a top tier alumni network.

What were your thoughts on the PG program before, and after you graduated? Did they change? My primary focus going into my PG year was around obtaining an athletic scholarship for basketball. Quickly after arriving, I realized the community had so much more to offer and it motivated me to live up to my fullest potential on and off the court.

Reflecting back, how did a PG year at CA impact your growth, and prepare you for college? I was able to better myself in virtually every aspect of my life. Overall, CA gave me the chance to expand my horizons and chase after my interests without any judgement. One year might seem like a brief moment, but the lessons learned during my time as a member of the Cheshire community continues to be the primary driver behind my personal and professional growth.

Why should students and families consider a PG year at CA? Through the coursework, athletic facilities, extracurricular activities, and endless faculty support, CA gives you the opportunity to take full control over your future by giving you an edge over your peers. That edge has lasting impacts throughout your career.

What is your favorite CA memory? Some of my favorite memories were dominating in 2K and Call of Duty tournaments in the dorms, playing on the soccer, basketball, and baseball teams, acting in one of the school plays with my teammates, and reminiscing at the D.C. alumni events.

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Andy Phothirath ’18 Where are you now?

Studying finance at San Diego State University.

Why did you pursue a PG year at CA? I pursued a postgraduate year at Cheshire Academy because I was searching for a place that could help me achieve my goal of becoming the first member of my family to graduate from college. After learning more about the academic opportunities that CA has to offer its students, I knew I had found what I was looking for.

What were your thoughts on the PG program before, and after you graduated? Did they change? Initially, I thought that the postgraduate program was primarily put into place for student-athletes who have aspirations to compete at the college level. As someone who didn’t have plans to play a sport after CA, I was pleasantly surprised when I began to see that my PG experience was helping me grow as a student and as a person.

Reflecting back, how did a PG year at CA impact your growth, and prepare you for college? I was exposed to a multicultural environment, which helped me make friends and become more understanding of different cultures. My experience on campus gave me a pathway to learn how to invest in myself, and provided me with the confidence I needed to pursue opportunities that would have once intimidated me, such as moving across the country, away from my family and friends, to attend San Diego State University.

Why should students and families consider a PG year at CA? As soon as any new student (not just the PGs) steps on campus, they are met with immediate support and attention from faculty and staff. This personal access to committed mentors will play a huge role in developing new skill sets, and social habits that will set them up for success well beyond their time at CA.

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What is your favorite CA memory? My favorite memory from my time at CA was having the chance to spend time in the Community Forum with my fellow PGs before class every day. It was in this casual setting that some of my favorite conversations were had, and helped me get to know people that I never would have gotten the chance to meet if it weren’t for CA. It’s because of memories like this that I believe it is important for alumni to stay connected to the school, and with each other. CA was there for me as a student, and continues to be there for me today to assist me with networking opportunities throughout my professional career. In short, despite only attending CA for one year, I can’t imagine a community ever having the same type of impact on my life as CA did.

Sophie Groen ’19 Where are you now?

Studying econometrics and operations research at Maastricht University in the Netherlands.

Why did you pursue a PG year at CA? After graduation in Belgium, I realized that I did not know what I wanted for myself and my future. Thinking about it now, it sounds so ridiculous to have expected that. If we’re being really honest, what 17 year old actually knows exactly what they want for the rest of their life? The PG program felt like the perfect opportunity to develop myself and my interests further away from my very comfortable childhood bubble in which I grew up.

What were your thoughts on the PG program before, and after you graduated? Did they change? I went into the program with a very open mindset, not entirely sure what to expect. I knew about the curriculum and what classes I would have, but I never expected to learn so much. The program allowed me to grow in so many ways and made the “real world” very approachable through its diverse curriculum. It is focused on getting students ready for their next step, whatever it might be.

Reflecting back, how did a PG year at CA impact your growth, and prepare you for college? My PG year has allowed me to develop my interests. It has taught me to look critically at certain situations and to take a hands-on approach. But it also taught me a lot about myself, and being independent in a certain way. I have always been really close to my family and friends back home and this was a good step towards me being independent and making choices about what I want.

Why should students and families consider a PG year at CA? If there is something I have learned over the past few years, it’s that people are constantly evolving, working on themselves, and aiming to be the best versions of themselves. CA makes personal growth come so naturally as it provides an environment in which you’ll be working with so many people that have different backgrounds, different life experiences, and other interests as you do. The PG program has taught me to critically look at myself and to always aim to improve myself, and I think those are really important skills to have.

What is your favorite CA memory? There honestly are so many great memories from my PG year at CA. Thinking back, I would say that constantly being surrounded by friends is such an amazing memory of mine. Waking up in the dorms and being able to instantly knock on your best friends’ doors to hang out and laugh with one another is so precious. I would have never expected to meet the people that I did, let alone grow so close to them. It is so bizarre to think that I have made lifelong friends in such a short period of time. I guess it’s unavoidable when you literally do everything together; you go through so many everyday emotions together and that is something I am incredibly grateful for.

Nicole Matimu ’20 Where are you now?

Studying behavioral neuroscience at Northeastern University, and incoming case team assistant at L.E.K. Consulting.

Why did you pursue a PG year at CA? The main reason I decided to pursue a PG year was to take my time weighing out my options for college in the U.S. as an international student while still exercising my academic muscles. I specifically chose CA because of its commitment to student-centered learning, diligence with regard to college counseling and, most importantly, the warm and welcoming community.

What were your thoughts on the PG program before, and after you graduated? Did they change?

I intended to get out of the program before I moved on to college. While all my expectations were met, my experience was far more fruitful and rewarding than I could have ever imagined. I still rave about how the PG program was one of the best decisions I ever made for my life and for my career!

Reflecting back, how did a PG year at CA impact your growth, and prepare you for college? The PG year at CA, for me, was like a transformative boot camp. By the end of the program, I was well equipped with personal and professional development tools including leadership skills, networking skills, and financial literacy which now inform the way I interact with the world around me. In addition to this, the boarding school experience mimicked what it was like to live in a freshman dorm in college away from home—it was great practice! My transition to college life was extremely smooth thanks to my PG year.

Why should students and families consider a PG year at CA? Going into a PG year can be daunting as it’s quite literally the road less traveled, but the CA community provides a great support system. Your advisors, teachers, and counselors are as committed to your success as you are, and at CA, there’s a friendly face wherever you look. The PG program not only prepares you for college, but also gives you multiple opportunities to explore new and old interests outside of the classroom, which helps build your extracurricular resume for college and beyond.

What is your favorite CA memory? My favorite CA memory has to be our PG field trips with Mr. Joaquin. They were always super fun, filled with so much laughter, and a great way to bond with my fellow PGs. I also have to give an honorable mention to the CA softball trip to Florida with Coach Cieri and Coach Green! I loved managing the team and I’m so glad that this was one of my last memories at CA. I think that my experiences at CA made it easy to want to stay connected and support the school. Staying connected allows you to pay forward to future students all the invaluable experiences that you had at CA, and, by virtue of being an alum, you also get to build their network, just as CA alumni before me built mine.

When I joined CA, I had high expectations and a clear idea of what the magazine of cheshire academy

The Harwood Society for Planned Giving

David Whitten ’73 Moved to Establish a Scholarship in Honor of a Former Headmaster David Whitten ’73 knows the benefits of the global focus and outstanding education provided by Cheshire Academy. This understanding has moved him to ensure that future generations of students enjoy such experiences. “I received an excellent education, and what would be considered a worldly experience,” David says of his years at the Academy. He specifically noted, “forging relationships with classmates from all over the world had a powerful influence on my time at the Academy.” David has included CA in his estate plan by designating the school as the beneficiary of two retirement accounts. These funds have established a memorial scholarship in honor of the former Dean of Students and Headmaster Dr. Earnest J. Beaulac, Jr., one of the Academy’s most influential educators. “I wanted to establish this in his honor because of the wonderful things Dr. Beaulac did for the school,” David says. After graduating from CA, David went on to study construction management at Syracuse University, and he remained close to Dr.

Beaulac until he passed away in 2001. David feels strongly that financially challenged and underrepresented students from economically disadvantaged environments should benefit from the same global-oriented education offered by the Academy, through a scholarship that also honors his lifetime friend. A Meriden, Connecticut native, David now lives in California but remains grateful for the horizon-broadening experience he received by attending CA, and believes the scholarship he has established will assist those in need of an excellent education while carrying on Dr. Beaulac’s iconic legacy.

Anyone at least 70½ years old can follow Whitten’s lead, taking advantage of a simple way to benefit Cheshire Academy and receive tax benefits in return. You can give up to $100,000 annually to charity from an IRA, serving as part or all of a qualified distribution, and avoid income taxes on the money contributed.

Advantages of an IRA Rollover Charitable Gift:

For more information, please contact:

• Your gift will be put to use today.

• The amount transferred directly from your IRA is not included in your total income, so you don’t have to itemize the IRA transfer on your tax return. Thus, even non-itemizers can benefit from this gift arrangement.

Barbara Davis P’17, ’18, ’20, ’24 Senior Director of Leadership and Planned Giving Cheshire Academy 10 Main Street Cheshire, Connecticut 06410

• Best of all, you will see the impact of your philanthropy during your lifetime.

Barbara.davis@cheshireacademy.org 203-439-7228

• An IRA Charitable Rollover Gift can satisfy all or part of your minimum distribution requirement for the year.

the magazine of cheshire academy

class notes

N E W S? U PDAT E S? M A R R I AG E? B I R T H?

Submit your news and photos to: alumni@cheshireacademy.org to Indiana University for a B.A. degree. Then, I attended to the University of Louisville and obtained a J.D. degree. The next year I spent with the Peace Corps, called VISTA, stationed in San Antonio, Texas. When I returned to Louisville, I was hired by the local CBS-TV station as a consumer reporter, doing public interest reporting on the 6 p.m. news.

John Cunningham ’51

1950s

John Cunningham ’51, pictured with his dog, Abby, is living in the Bay Area of California.

Dixon Harris ’55 is enjoying

I loved to ski, and skied Vermont, West Virginia, Utah, Wyoming, California, Nevada, and Colorado. Last year, I completed a bucket list by visiting the last on my 50-state list: Alaska. And two years ago, I revisited Cuba, after not being there since I was 6 years old.

retirement in south Florida. He remains blessed with good health.

Jack Pohn ’59 is currently working as a

You may not believe it, but I am still practicing law in Kentucky and Indiana. I felt that retirement was not for me. I enjoy helping people with their legal problems and seeing if I can win for them.

teacher’s assistant after a 33-year career as a teacher.

1960s

Art Cirkus ’62

So, what did I do during my life besides getting married and having a son who graduated from the University of Arizona and a daughter who graduated from Rhode Island School of Design? I was a lobbyist for many years, in Kentucky and in Washington, D.C. I worked in the campaigns for various political candidates. I wrote three novels and did book signings from Connecticut to Florida and from Chicago and St. Louis to Hollywood. I was nominated for a National Book Award and a Pulitzer Prize. My last novel, “Star Crossed,” was about the first and only interspace wedding, which is a true story about cosmonaut Yuri Malenchenko (a Ukrainian) and Ekaterinna Dmitrieva (an American), and how they defied Vladimir Putin to accomplish their love story. That novel took my wife and I to Moscow to have Tex-Mex dinner with them.

Dixon Harris ’55

The Academy taught me to be a gentleman and also gave me two lifelong friends that have always been there for me, even after all these years. I am very proud to be a Cheshire Academy alumnus.”

reports that life is good in Rancho Santa Fe,

California.

Franklin Yudkin ’62

Bill Oppenheimer ’62 recently concluded an 18-month term as chairman of the Marion Senior Services Board of Directors. MSS includes Meals on Wheels and many other services for seniors, including transportation services in Ocala. His youngest daughter and her husband had a baby girl named Arizona. Oppenheimer is sponsoring a couple of Native American schools on reservations in North Dakota and Montana. After having COVID-19, he is back teaching 3 year olds on Sundays.

Franklin Yudkin ’62 writes, “After graduation, I went to Europe for the summer and while there, I saw a new ‘boy band’ in a bar, in Hamburg, Germany, called The Beatles. The Academy gave me most of the foundation skills that I used for the rest of my life. I went on

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ALUMNI

Michael Hewitt ’65 shared a picture of him with his MSF teammate while stationed in Leer, South Sudan. His role was to manage the outpatient program, which saw 2,500 patients a month, including children and adults, for a variety of health problems ranging from malnutrition to malaria. He believes that Cheshire Academy was an instrumental first step in a very interesting and challenging journey.

Gilbert Garcia Jr. ’69

says life is good, still working as a traveling musician and is currently living and hanging out in Mexico until he can return home to Bali and Goa.

Michael Hewitt ’65 and his MSF teammate, stationed in Leer, South Sudan.

Arthur Piebes ’75

has been married for 34 years and retired for nine years. His family relocated from New York to Pennsylvania three years ago. His two daughters are married and he is a very proud grandfather of eight grandchildren. He’s currently enjoying life in the mountains, and all the wildlife around him.

Duane "Ernie" Sands ’78 Gilbert Garcia Jr. ’69

1970s Following a 30-year career as SVP of national sales with Sony Music Entertainment in New York City, Bob Anderson ’72 is now programming and hosting shows on two nonprofit public radio stations in Connecticut: WPKN.org and WMNR.org.

Chip Namias ’73 shared with us the exciting news that he

worked his 37th Super Bowl this year. “The first Super Bowl Week I ever worked, my team was in the game—that came when I was the P.R. guy for the Miami Dolphins and we played Washington in Super Bowl XVII. And that game was played right here in Southern California, the site of this year's Super Bowl LVI. So, if this ends up being the last Super Bowl Week that I work, I guess things have come full circle. Ironically, it’s also the first Super Bowl ever played in the city in which I reside. Hey, at this point in time, I’m happy to be here, and I am hoping that my hometown of the past 23 years has a great Super Bowl Week and a great game on Sunday!” And they did, since the Los Angeles Rams won!

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visited campus with his son on a sunny October day. He had not been back since graduating in 1978. He was impressed with the campus and enjoyed looking at a yearbook and touring campus. Duane is a heart surgeon in the Bahamas. He and his wife have seven children.

Eric Hummel ’79

returned to campus to serve as the auctioneer for the CA Parents and Families Association’s Blue and White Auction, held on April 22. Duane “Ernie” Sands ’78 visited campus with his son.

1980s

In January, Suzanne Fazzone Robitaille ’84 opened SELF-STOR-IT LLC, a completely indoor, temperature-controlled storage facility located at 1490 Highland Ave. in Cheshire.

Brian Goldmeier ’02 with his wife, Nicole Gomez.

2000s

Brian Goldmeier ’02 and Nicole Gomez were wed on Feb. 1, 2022.

Dr. Candace Griffith ’02

Brian Choi ’93

1990s

Brian Choi ’93

served as an active-duty dental officer for 10 years, including a year-long deployment in Iraq and Kuwait (Operation Iraqi Freedom), and an additional four years in the Maryland Army National Guard. He wrote, “As a dentist and an officer-in-charge (lieutenant colonel, Maryland Army National Guard) of one of eight COVID-19 vaccine field teams, we have administered more than 100,000 vaccines and taken 60,000 PCR tests here in the state of Maryland since January 2021. We have traveled from the Appalachian Mountain communities in western Maryland to the Eastern Shore and finally to the historic Smith Island, and anything in between. The most memorable mission I can think of was executing door-to-door vaccine services to wheelchaired veterans who served during World War II.” Congratulations to Kali and Alvin Barley ’98 on the birth of their daughter, Aubrey Jane, on Dec. 3, 2021.

is studying to be a hospitalist at Ascension Sacred Heart Hospital in Pensacola, Florida, for the next two years. Hospitalists provide general medical care to hospitalized patients. They lead the hospital medical team and coordinate care for inpatients. Many patients who end up in the hospital have complicated cases. They could have multiple health conditions occurring at once, making hospitalists incredibly important. Congratulations to Jonathan Scalise chief petty officer in the U.S. Navy.

’03 for being named a

Congratulations to Sean and Kalea Edwards Flynn ’04 on the birth of their daughter, Charlie Jonelle, on Dec. 3, 2021. She joins a big brother Sully. Zach Kahn and Pamela Singh Kahn boy, Avi Singh Kahn, on Oct. 14, 2021.

’05 welcomed a baby

Matthew Nicholson ’05 won Best Short Script at the Independent Movie Awards for his short horror script, “Pietra Fredda.”

Brandon Shelton ’05

was appointed the new CEO of GearBubble, an eCommerce platform that integrates directly with stores on Amazon, Etsy, and eBay, allowing customers to order personalized products that are then automatically fulfilled. Brandon Shelton ’05

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ALUMNI

Jim Kallinich ’06

and Robert Reed ’06 reconnected through their professional roles with the Boston Celtics and Golden State Warriors. Kallinich is the senior manager of partner development with the Celtics, and Reed is a senior account manager of membership services with the Warriors.

Jai Farswani ’07, CEO of the plant-based superfood snack AshaPops, connected with Director of Alumni Relations Peter White ’07 during White's recent trip to California.

Annette and Shakir Saunders ’07 welcomed a baby boy to their family! Luther Michael Saunders was born on Nov. 1, 2021.

Jai Farswani ’07 with Peter White ’07, director of alumni relations.

Jim Kallinich ’06 and Robert Reed ’06 Gil Schpero ’07 with his wife, Aurora Greenberg, and daughter, Golda Hart Schpero.

Congratulations to Aurora Greenberg and Gil Schpero ’07 on the birth of their daughter, Golda Hart Schpero, on Feb. 21, 2022.

Shakir Saunders ’07 with his family, including his newborn son, Luther Michael Saunders.

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Congratulations to Derrick Veins and Christy Bosley-Veins ’07 on the birth of their daughter, Kai Hayley Veins, on Dec. 19, 2021.

Kai Hayley Veins, daughter of Christy Bosley-Veins ’07.

Samantha Feinstein ’08

and Marissa Bienstock were married on Dec. 4, 2021, in New York City. Michael Feinstein ’08, Jon Bozzuto ’08, Noah Leonowich ’08, Christie Olivieri ’08, Hannah Rosenblatt ’08, and Peter White ’07 attended the wedding. Congratulations to Natalia and Ryan Wirth ’08 on the birth of their second son, Luca Bryce, on Feb. 15, 2022. He joins a big brother Thomas.

Samantha Feinstein ’08 (back row, center), with CA friends and wife Marissa Bienstock (front row, second from right).

Mallorey Blake ‘09 was promoted to senior talent partner at Consigli Construction., Inc. in Boston, Massachusetts.

Josh Greenstone ’12 with his wife, Heather Cohen.

Adam Gabbard ’09 was named head coach for the

Bristol Community College men’s soccer team in Fall River, Massachusetts.

Malik Golden ’11 with Dan Mehleisen, senior associate director of admission and varsity football head coach.

2010s

Mary Grace and Sept. 18, 2021.

was appointed to the USDA Equity Commission as a community-based organization representative on the agriculture subcommittee.

Usamah Simjee and Marriyah Farid Simjee ’12 welcomed a baby daughter, Asiyah Simjee, on Sept. 16, 2021.

Malik Golden ’12 recently opened his new restaurant, Soul

Tom Cavaliere ’15

Michelle Hughes ’11

Bowls, in Hartford.

Congratulations to Heather Cohen and Josh on their marriage on March 11, 2022.

Greenstone ’12

Rob Puszka ’12

were married on

joined AdvanceCT as a business associate, where he works in close cooperation with state, regional, and local partners to drive job creation and new capital investment in Connecticut. He lives in the Westville neighborhood of New Haven.

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ALUMNI

Sidney Velado ’15 started a job with Motional, a self-driving autonomy company, as a robotics solutions engineer.

Jose Martinez ’16 was named the men’s basketball

graduate assistant coach and video coordinator at the University of San Diego.

Hannah Gailey ‘17

is an inside sales representative for the Boston Red Sox, and earned the top performer award in January 2022.

Katie Davis ’18

accepted a position with JPMorgan Chase & Co. as a full-time analyst in their Corporate Analyst Development Program. Following her graduation from Providence College in May, she will begin her career in Plano, Texas.

Jose Martinez ’16

Hannah Gailey ’17 (center).

Jim Hastie ’18

accepted a full-time position with Lyndra Therapeutics as an associate scientist in the Platform Development group, following his graduation from Lafayette College in May. He will begin his career in Watertown, MA.

Tara Lynch ’18,

a multimedia journalist for News Channel 4 WIVB Buffalo, recently was connected with former Trustee Brian Ibsen P’96 by Barbara Vestergaard P’96,’02, CA’s director of donor relations. Ibsen is currently the senior director of corporate and foundation relations at the University of Buffalo. They enjoyed trading Cheshire Academy stories.

Jack Tarca ’18

Andy Phothirath ’18,

an undergraduate student studying business at San Diego University, got together with Director of Alumni Relations Peter White ’07 while White was in California.

Jack Tarca ’18

founded his own company, Find the Good, which is a lifestyle and clothing brand that promotes mental health awareness.

2020s

Taylor Castelot ’20

Andy Phothirath ’18 with Peter White ’07, director of alumni relations.

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is an English and creative writing student studying at Coastal Carolina University. She recently moved from Connecticut to Myrtle Beach to pursue her degree and experience life in a different area of the United States. She was named to the CCU fall 2021 dean’s list, and is starting her own poetry club on campus. She also recently pledged herself to the Chi Omega sorority on campus to help give back to her community and be inspired by all the amazing women around her.

IN MEMORIAM

Alumni 1930s

Robert “Bob” Elsner ’39

died on January 21, 2022, at 101 years old. Bob and his brother James “Jimmy” Elsner ’37 met with Barb Davis, senior director of planned giving, on a regular basis. They would often celebrate their birthdays with her.

1940s

Thomas A. Laydon Jr. ’47

of Wallingford, Connecticut, died peacefully on November 21, 2021. Husband of Lorraine Laydon, Tom was a vice president of People's Bank where he worked with federal, state, and local governments providing financing and development for low to moderate income housing. Upon his retirement, he volunteered for the Archdiocese of Hartford as a consultant in the Office of Urban Affairs, as well as many other area nonprofit organizations.

1950s

Edwin A. Levy ’54

passed away on May 28, 2021, at his home in Boca Raton, Florida. Ed was a magnanimous gentleman, truly loved by all. In 1979, he and Michael Harkins started the money management firm, Levy, Harkins & Co., Inc. When not working or with his family, you could find Ed on the golf course with friends. His spare time was built around this sport, whether watching it or playing it, and he played on all the best courses. Ed’s charitable contributions and philanthropic activities were limitless. Besides his family and career, benevolence was his life’s passion. He served on the Founder’s Council of The Michael J. Fox Foundation for Parkinson’s Research, and recently became deeply involved with Bound for College, a local Florida charity providing college-readiness resources to disadvantaged students.

Robert Francis Muello ’56 passed away on December

31, 2021. He attended a year at Cheshire Academy to prep him for the top-ranked Bates College in Maine, where he majored in psychology and played football. He also proudly served in the U.S. Army during the Vietnam War.

1960s

George Spyreas ’69 passed away in August 2020.

1970s

Christopher Hammer ’71 died on June 4, 2021. Chris was president of an electroplating company in New Jersey, serving industrial customers. He leaves behind his wife, Karen, and three children. His roommate from Cheshire Academy, Joe Church ’71, wrote the eulogy for Chris at the request of his family.

Gerda Silkovich ’76

of Sharon Hill, Pennsylvania, died on November 20, 2021, due to pancreatic cancer. She leaves behind a beloved daughter, son in law, and three grandchildren. She gave tirelessly and generously to her community and treasured her role as a peer-to-peer support specialist. She frequently volunteered to help others. Serving meals to the homeless on the holidays was something that she really enjoyed.

1980s

Walter Schwind ’80

passed away on August 29, 2021.

Christopher Hall ’88

died on December 12, 2021.

Martin Silver ’55

died on December 21, 2021. Martin was the owner of Star Liquors Imports, an American importer and supplier of choice wines and spirits. He was an active member of UJA Federation and was honored by them for his dedication to Long Island and Jewish communities. He leaves behind his wife, Dale, and two children.

the magazine of cheshire academy

last look Representation: Narrative Portraiture As part of Black History Month, members of the Black Student Union, in partnership with Visual Arts Teacher and photographer Antonio Alfaiate P’20,’21, unveiled a portrait exhibition in the Community Forum titled “Representation: Narrative Portraiture.” The portraits of the students involved represented the spectrum of diversity within the Black community at CA. Through the visual representations and personal stories, students sought to dismantle monolithic ideas of Blackness.

the magazine of cheshire academy

10 MAIN STREET, CHESHIRE, CT 06410

The 2022 Color Run arrived with a splash this year! After the run, students celebrated around the Simosa Field and Track with friends and classmates, enjoying snow cones and taking selfies. For more photos from the event, turn to page 42.

NONPROFIT ORG U.S. POSTAGE PAID HARTFORD, CT PERMIT #1382

1794 Magazine, Cheshire Academy, Spring/Summer 2022

Articles inside

Nearly a Century of Service

Cheshire Academy's Young Postgraduates

Finding Out the Whole Story

Commemorating a Century of Memories

Why I Teach

Majoring in the Arts

Leveling the Playing Field

Building Fields of Dreams