Cardigan Chronicle, Spring 2021, Volume 71, Issue 2

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nonprofit us postage

paid manchester, nh permit no. 724

cardigan chronicle the magazine of cardigan mountain school summer 2021

cardigan mountain school 62 alumni drive canaan, new hampshire 03741-7210

cardigan chronicle | volume 71, issue 2

Cardigan Mountain School Summer 2021 Cardigan Chronicle magazine. Flat size is 11.0 inches tall by 18.25 inches wide (includes 0.25 inches for perfect-bound spine); folded size is 11.0 inches tall by 9.0 inches wide. Artwork prints in four-color process and bleeds all four sides. Cover artwork; Cover IV and Cover I.

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the annual fund for cardigan Annual Fund gifts support the people, programs, and traditions that make Cardigan so special. Your gift ensures that no matter the circumstances, current and future generations of Cardigan boys enjoy the same amazing opportunities that have defined the Cardigan experience since 1945.

your annual fund gift provides: r Resources for Cardigan’s immediate and essential needs—allowing us to stay on-mission throughout this unique and challenging year. r Opportunities to increase diversity through financial aid awards given to deserving boys from all backgrounds. r Professional development experiences for our faculty who reinvest their knowledge back into the Cardigan curriculum. r Support for time-honored traditions like the Dawn Climb, Polar Bear, and Eaglebrook Day. Cardigan’s Annual Fund is vital in providing the best educational experience possible for the boys. Each year generous trustees, alumni, parents, grandparents, faculty, staff, and friends join together to raise over a million dollars in support of our mission. By supporting day-to-day experiences on The Point, the Annual Fund helps enrich each student’s experience at Cardigan!

make your gift to cardigan’s annual fund today at www.cardigan.org/giving. questions? contact jeremiah shipman ’00 at 603.523.3601 or jshipman@cardigan.org

Cardigan Mountain School Summer 2021 Cardigan Chronicle magazine. Flat size is 11.0 inches tall by 18.25 inches wide (includes 0.25 inches for perfect-bound spine); folded size is 11.0 inches tall by 9.0 inches wide. Artwork prints in four-color process and bleeds all four sides. Cover artwork; Cover II and Cover III.

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With a lot of preparation and a bit of good timing, the Cardigan Community Celebrated the SChool’S 75th CommenCement on CampuS on may 16. thiS piCture ShoWS poSt-CommenCement CelebrationS, juSt before the thunderStormS Came barreling through CampuS!

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Cardigan Mountain School Summer 2021 Cardigan Chronicle magazine.

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e Chronicle Summer 2021 in every issue

in this issue

1. letter from the editor:

4. commencement 2021:

A glimpse behind the curtain at the makings

Congratulations to the Class of 2021! It’s been a

of every issue.

hard year, and so it was with great pleasure that we celebrated the resilience, perseverance, and

2. letter from the head of school: What’s on the mind of Head of

success of this amazing group of young men!

School Chris Day P’12,’13?

14. cardigan at 75: What is the Cardigan Way? On the School’s 75th Anniversary, we

96. cardigan connections:

explore how the Cardigan Way has evolved and

From your classmates, in their own words.

what it has come to mean to generations of alumni, faculty and staff, families, and friends of Cardigan Mountain School.

board of trustees David M. Gregory P’18, Chair

Dr. Nabil Elkouh P’15,’17,’19,’22

Pornphisud “Paul” Mongkhonvanit P’20

Karl G. Hutter ’92, Vice Chair

Ethan Frechette

Malcolm C. Moran ’64, P’00

George “Jory” C. Macomber P’12,

Paula R. Glover P’22

Dr. Richard D. Morrison ’50, P’76,’82

Christopher “Kip” R.F. Hale ’95

Barbara S. O’Connell P’03

Robert V. Chartener ’73, Secretary

Ping “Selina” Huang P’20

Marc Porcelli ’95

Michael B. Garrison ’67, P’94,’96,

Clayton D. Johnson ’79, P’08

Jeffrey M. Roberts P’21

Dr. Robert F. Kenerson H’04

Kristi Ross P’18

F. Corning “Kim” Kenly III ’68

Christopher M. Taliercio ’95

Christopher J. King ’79

Jonathan N. Wakely ’75

Heather Knapp P’20,’21

Laura F. Waldron Mario Zambrano ’95

Vice Chair

Treasurer Christopher D. Day P’12,’13, Head of School David H. Bradley, Esq. H’13, P’78

P. Edward Krayer ’82

Jeremy T. Crigler ’79

Tyler L. Lewis

Richard J. DellaRusso ’82

Candyce Martin P’14

Stewart S. Dixon, Jr. ’80

Burton E. McGillivray P’07,’09,’09

Diane G. Wallach H’16, P’06, Trustee Emerita

editorial office: Cardigan Mountain School, 62 Alumni Drive, Canaan, NH 03741; 603.523.4321; communications@cardigan.org. editors: Chris Adams, Director of Communications and Marketing; Emily Magnus, Assistant Director of Communications. guest contributors: Eric Escalante P’20,’22, Kevin Franco, and Judith Solberg. photographers: Chris Adams, Cynthia Day P’12,’13, Martin Grant, Lynne Graves, Ken Hamilton, and Emily Magnus. The Cardigan Chronicle is published bi-annually by the Communications Office for alumni, parents, and friends of the School. The magazine is printed by R.C. Brayshaw and Company on sustainably produced, chain-of-custody stock certified to Forest Stewardship Council (fSC) standards.

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WE’RE EXTENDING THE CELEBRATION TO 2022!

ON OCTOBER 22, 2022, WE WILL COME TOGETHER IN PERSON TO CELEBRATE THE PAST, PRESENT, AND FUTURE OF CARDIGAN.

Head of School Chris Day P’12,’13 and the Board of Trustees have moved the date of Cardigan’s 75th Anniversary celebration on The Point. Our goal? To gather the full community—students, families, alumni, and friends—when it’s safe for everyone to be together on campus.

Contact Judith Solberg (jsolberg@cardigan.org) with questions about your RSVP or the anniversary year.

UNTIL THEN Visit Cardigan.Org/75 for more opportunities to connect: r r r r r

RSVP to upcoming events Purchase Cardigan merchandise Browse the archives collections Share your Cardigan reflections Solve History’s Mysteries

Cardigan Mountain School Summer 2021 Cardigan Chronicle magazine.

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Defining Cardigan

Members of the Class of 2021 celebrating the end of a successful year with a traditional jump from the chapel steps

“Today is a big deal because you are graduating,” began guest speaker and Board Chair-Elect David Gregory P’18 at this year’s Commencement ceremony. “And it’s also a big deal because it’s Cardigan’s 75th Anniversary. And that’s a good number. It’s big enough to show longevity, he, durability, permanence.” It was with great pride that we completed the 2020–21 school year, graduating 59 energetic, passionate, smart, and engaging young men. And, we also celebrated 75 years of strength and resilience in middle school education.

But why does Cardigan still exist, even thrive, 75 years later?

What’s the magic sauce? What defines the Cardigan Way? at was the task set before me for this issue of the Chronicle.

Fortunately, I had a lot of help. Cardigan archivist Judith Solberg was generous with both her time and knowledge. Who was Hap

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Hinman? Judith knew about not just his impact on the School but also his personal story, all of which she put into writing. What images could be used to illustrate “brotherhood”? Judith sent me multiple options. Not sure about the details of the School’s move from Canaan Street to e Point? Yep, Judith had all the documentation I needed. With an historian’s passion for understanding the past and how that past informs the future, she was an important partner in shaping and refining this anniversary issue, feeding me littleknown facts and establishing important connections when my own knowledge failed me.

There were others, both past and present, who helped as well. My favorite sources for historical details were founder Hap Hinman, in his letters to the board of trustees, and the students, who wrote the first issues of the Chronicle, back when it was still a student publication. Conversations with people like English teacher Al Gray H’13, P’14,’16 and former English teacher Wim Hart H’08 clarified many of my questions, while others like Director of Gates Eric Escalante P’20,’22 and Director of Music Kevin Franco shared their passions and strategic visions for their programs. I also made sure students had an opportunity to contribute; thank you, Conley Bohan ’21 and Daniel Jung ’21, for reminding me of the impact the cell phone policy has had on your lives! Lastly, the Communications team, which over the years has included Joy Michelson, Erin Drury, Martin Grant, and Chris Adams, has been tireless in their pursuit of documenting both the daily routines as well as the moments of celebration on e Point.

As I close out this issue of the Chronicle, I am grateful to have had the help of so many members of the Cardigan community—with researching, writing, editing, and proofreading. anks to them, this issue of the magazine is rich in detail—and, we hope, accurate! My only regret is that I couldn’t include more stories and events. I’m sure I’ve missed something crucial, and for that I ask for your forgiveness.

If you have a Cardigan story that you would like to share, please write to me. I would love to hear from you, and perhaps in future issues we can explore those things that for you make up the Cardigan Way. In the meantime, please enjoy this celebration of Cardigan’s 75th Anniversary! r

Emily Magnus, Editor emagnus@cardigan.org

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Looking Back and Preparing for What is to Come

Cardigan’s founders were members of the so-called “greatest generation.” Tempered by the Great Depression and World War II, they set out to create a place of learning and growth in the glorious Upper Valley for the men who would follow them. e seed that they planted in the shadow of Mount Cardigan has, 75 years later, grown into a maturing community. Our residential middle school for boys is now as sturdy as our mountain namesake, yet still as fragile as the ecosystem we all inhabit—rich with tradition and potential, and requiring constant care and nurturing.

You will find a great deal of history in this issue, and many glimpses of Cardigan at 75 that illustrate just how closely intertwined our School’s past, present, and future are. Ironically, to look back only underscores Cardigan’s consistent focus on preparing for what is to come: for the School, for our boys, and for the world.

Because of this, families who chose Cardigan for their sons in the 1940s would recognize many of the simple lessons that await boys here today. Certainly they would spot the foundational academic building blocks that still form the core of each student’s experience—one can’t ascend to great heights without mastering a strong, well-earned base.

Yet perhaps the strongest through-lines between eras are those intangibles—active learning, risk-taking, entrepreneurial spirit, service and responsibility, belief in one’s own potential—that manifest differently over the years. ere’s no doubt that our modern programs simply and profoundly differentiate us from other junior boarding schools in the world. ese programs have deep Cardigan roots. Hap Hinman and Cardigan’s other intrepid founders couldn’t have envisioned the GATES Invention & Innovation Competition, but they would have understood exactly how it harnesses middle school boys’ imagination and intellectual energy. ey

couldn’t have foreseen the PEAKS® program, either, but like us they believed that all boys should be recognized as individual learners with unique learning styles and intellectual on-ramps.

Daily campus life would no doubt be familiar to our founders as well. Today’s boys still have a “dirt under the fingernails” bond with what’s real, utilizing the rich bounty of our 500-acre campus, Canaan Street Lake, the surrounding forest and wetlands, and of course, our Farm Program. ey learn when to be boisterous and when to be quiet: how to avoid getting plunked by a snowball in one moment, and in the next, how to don a green blazer, white shirt, tie, and gray flannels for Chapel. All Cardigan boys leave e Point with an authentic sense of their potential and limitations, having calibrated their own moral compass—perhaps without even realizing it. e bookend experiences of the Dawn Climb and Sunset Hike on Mount Cardigan have provided countless Cardigan boys with moments of reflection during critical turning points in their lives. At these milestone moments, we oen note that the end of one chapter marks the beginning of new adventures. So it is for Cardigan. I invite you to join me in a salute to our School on its 75th birthday, and to share in my palpable excitement for the potential and growth of this worthy enterprise in the many, many years to come. r

Christopher D. Day P’12,’13 Head of School

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commencement 2021

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e Graduates Brendan agnew Fort Mill, South Carolina mark raymond anstiss Chelmsford, Massachusetts conley edward Bohan * Concord, New Hampshire Beau Brissette Winchester, Massachusetts matthew tin lap chow Hillsborough, California Jack dec * Montauk, New York John diemar Eagle, Colorado ayden w.c. gardner Warwick, Bermuda John connor hennessey Boston, Massachusetts Jaeyoung hong Seoul, South Korea haohui “Josh” hou Beijing, China Zihan huang * Nanjing, China yixuan Jia Shenzhen, China heesung Jung * Seoul, South Korea matthew Jung Hanover, New Hampshire Jeffrey kang Seoul, South Korea Joshua hawool kim Seoul, South Korea miles kim Woodland Hills, California seongheon kim Seoul, South Korea wilson knapp * Naples, Florida austin knott Franklin, New Hampshire Jason lee Suncheon-si, South Korea

Jaeseong lee * Seoul, South Korea kaixuan li Ningbo, China delin liu Qingdao, China ethan lo Taipei City, Taiwan Bernardo eugenio luJan lalieu Delicias, Mexico alexander ma Beijing, China seBastien madan Etna, New Hampshire evan mann Norwich, Vermont christian James maro * Stamford, Connecticut tanner mcfaul Essex Junction, Vermont Zachary miles Hanover, New Hampshire diego morales gomeZ del campo Celaya, Mexico logan neal Wilmington, North Carolina edward patrick o’keefe * Cohasset, Massachusetts seJun park Seoul, South Korea

paul schilcher New Canaan, Connecticut anders warren silitch * Canaan, New Hampshire edward r. stettinius Jr. Washington, District of Columbia owen tatro Colchester, Vermont daniel valenti Manhasset, New York cayden hyatt van dolah * Meriden, New Hampshire Jiachi wang Suzhou, China shiJia wang * Shanghai, China limin wei Beijing, China charles wilson Nantucket, Massachusetts kam hung wong Shenzhen, China Brian xi * Wellesley, Massachusetts peiQi “randy” xiao Beijing, China youngmin yoon Seoul, South Korea Zi Zhu Shanghai, China

samuel pfefferle * Bremen, Indiana Brendan andrew powers Lynnfield, Massachusetts

* Indicates membership in National Junior Honor Society

kiefer priest Lake Forest, Illinois gaBriel Quinn * Dade City, Florida gaBriel raphael * Halifax, Nova Scotia andrew finnegan reilly Hampton, New Hampshire Jack william roBerts * Glencoe, Illinois

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I’m jealous of the Cardigan Class of 2021, because you have something that I don’t have: this experience. At Cardigan you have known what it feels like to be known and to be loved— known by your brothers in school and the adults here, and loved by them for being exactly who and how you are. And here’s the thing, guys, as you get older you’re going to realize that’s the whole thing. Being known and being loved, it is the greatest gift in life. You’ve earned it, enjoy it, good luck.

– DaviD GreGory P’18, – CommenCement – SPeaker anD BoarD – Chair-eleCt

editor’s note: Mr. Gregory has been a member of Cardigan’s Board of Trustees since 2016 and began serving as the board chair on July 1, 2021. The Chronicle will explore Mr. Gregory’s relationship to the School and his vision for the future in our Winter 2021–22 issue.

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Secondary School Destinations Berkshire School (2)

Landmark School

St. Andrew’s Episcopal School (Texas)

Blair Academy (3)

Lawrence Academy

St. George’s School

Brooks School (4)

The Lawrenceville School

St. John’s Preparatory School

Concord Academy

Middlesex School (3)

St. Mark’s School (Massachusetts)

Cushing Academy (2)

Milton Academy

St. Mark’s School (Texas)

Deerfield Academy

Peddie School (3)

St. Paul’s School (5)

The Governor’s Academy

Phillips Exeter Academy (3)

Suffield Academy (4)

Groton School

Pomfret School (2)

The Taft School (2)

The Hill School

Portsmouth Abbey School (2)

Tilton School

Holderness School (2)

Proctor Academy

Universidad de Celaya

The Hotchkiss School (2)

Salisbury School

Winchester High School (Massachusetts)

Kent School (3)

St. Andrew’s School (Delaware)

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Among the many things that I am proud of about this year, it is the path you’ve shown your younger brothers that makes me truly swell with pride. Through your incredible empathy, sense of duty, and responsibility, you have given the future leaders of this School an exemplar that will serve Cardigan well for years.

– ChriS day p’12,’13, – head of SChool

I was really honored to be able to be on the Sunset Hike the other night…Everything I needed to know about you guys, I learned during that hike. When you had your time to be together, and to speak to each other, and to share some stuff that hurts, to share your pride, and to able to say to someone else, “I love you, and I’ve relied on you,” it’s a big deal.

And it says a lot about who you are and who you are becoming.

– david gregory p’18, – CommenCement Speaker – and board Chair-eleCt

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In Mary Oliver’s poem “The Summer Day,” she asks, “What is it you plan to do with your one wild and precious life?” We are at a crucial juncture in our lives where we have the opportunity to establish our goals, discover our aspirations, and focus on what matters most to us…And while Mary Oliver asks a great question, in my mind the most important question is not what do you want to do but rather who do you want to be? You will all do incredible things, but you will be remembered most for your character.

– Conley Bohan ’21, – StuDent leaDer

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Commencement Awards and Prizes the caldwell priZe

the hinman priZe

integrity, leadership, and general social

John diemar

conley edward Bohan

and spiritual adjustment.

Awarded to the senior who has shown

A prize given annually in memory of

outstanding athletic achievement and

Mr. and Mrs. Harold P. Hinman to the

the skiBiski memorial award

sportsmanship.

senior who, in the opinion of the faculty,

Jaeyoung hong

by industrious application to his studies,

This award is given as a memorial to

the dewar priZe

through his attitude on the playing field,

Michael R. Skibiski to that member of the

cayden hyatt van dolah

and by his behavior and integrity, most

senior class who has shown the greatest

Awarded annually in honor of Dr. and Mrs.

nearly approaches the ideals of manhood

progress during his Cardigan Mountain

Cameron K. Dewar to the member of the

as conceived in the minds of the founders

School years.

senior class with the highest academic

of Cardigan Mountain School.

standing.

the william knapp morrison award

the founders priZe

the norman and Beverly wakely priZe

Jack william roBerts

Jack dec

Awarded to the senior who, in the opinion

Awarded to the senior who has the will to

Awarded by the Class of 1989 to the senior

of the students, best exemplifies the spirit

complete any project, regardless of the

who, in the opinion of his classmates, best

of Willie Morrison ’82 in academics, athlet-

difficulties encountered, without thought

upholds the tradition, spirit, and pride of

ics, and as a campus citizen.

of personal gain, and whose objective is a

Cardigan Mountain School, thus making

job well done in the same approach that

every day “a beautiful day in New

faculty priZes

characterized the life of Harold P. Hinman,

Hampshire.”

heesung Jung

one of the founders of Cardigan Mountain School.

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miles kim

delin liu

the pannaci memorial award

daniel valenti

cayden hyatt van dolah

Awarded to ninth-grade students who

Awarded annually by the Class of 1959 as

who, in the opinion of the faculty, have

a memorial to Karl J. Pannaci ’59, to that

made special contributions to Cardigan

member of the senior class who, in the

Mountain School.

eyes of his fellow students, has achieved the best attained ideals of honesty,

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Congratulations to our remote graduates!

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Gift planning? Hoping to leave a legacy?

Consider becoming a member of Cardigan’s Heritage Society.

The Heritage Society recognizes those who make a bequest or planned gift to Cardigan. Their generosity expands opportunities for future generations of students.

With gifts of all sizes, members of The Heritage Society honor and sustain our mission, inspiring others to support our School. Like the School’s founders, theirs is a legacy with continuing impact. We are honored to represent their philanthropic priorities in perpetuity, and are deeply grateful for the opportunity to assume that trust and responsibility.

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For more information about why our Heritage Society members choose to support Cardigan Mountain School, or how to do so yourself, visit plannedgiving.cardigan.org or contact Sandra Hollingsworth at shollingsworth@cardigan.org or 603.523.3745.

Please note: Cardigan Mountain School does not provide tax advice. For your gift planning, please consult a financial advisor to discuss what will work best for you and your family.

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Cardigan at Seventy-Five Seventy-five years. at’s a lot of early-morning summits of Mount Cardigan, chilly dips in Canaan Street Lake, sledding runs down Clancy Hill, and Commencement jumps from the chapel steps!

On our 75th Anniversary, we celebrate not simply the strength of our School, but also the people who have chosen to be part of this community. e Cardigan family is inclusive, vital, and a whole lot of fun. Every member of the Cardigan family has helped shape the School in his or her own way, adding to our traditions and memories.

While there are countless things that make Cardigan Cardigan, we’ve compiled a list of 75 to get you started. Happy birthday, Cardigan Mountain School! r

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e Cardigan Way What’s the common thread that unites all these experiences, unfurling over eight decades? e Cardigan Way. Grounded in our Core Values, the Cardigan Way challenges us to be the best version of ourselves, and develops in us grit, hard work, and perseverance. It leads us to be independent, resilient, and creative entrepreneurs and at the same time reminds us to connect with each other daily in the name of brotherhood, togetherness, and helping the other fella. r

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Hap Hinman

All of us recognize the name of Cardigan founder Harold P. “Hap” Hinman, whose enormous impact shaped our School. Yet Hap’s personal story is less familiar. e sixth of ten children in North Stratford, NH, Hap’s father was a “farmer, livery man and hotel keeper,” who died in 1908 when Hap was still in college.

Hap’s mother, a former teacher, died a year aer Hap’s 1910 Dartmouth graduation.

Aer college Hap worked in the lumber business briefly with his brother John (another Cardigan benefactor), before marrying Marion Hutchinson in 1913. He then moved into the granite industry where he would stay for the rest of his business career. e Hinmans raised a son and daughter in Barre, VT, but in 1938 returned to the Blodgett House in Marion’s hometown of Canaan.

By the time Hap fully retired from the granite business in 1946, he was a prominent and deeply respected industry leader. Hap was keenly aware of, and grateful for, the privileges he and his family enjoyed. Like his father, he volunteered in a dizzying array of organizations, and this tireless drive and focused energy made him an ideal organizer for the Cardigan experiment.

Indeed, he had been interested in education as early as the 1920s (even, according to friend Robert Hopkins, toying with the idea of becoming a school principal himself).

But there was another, more personal drive behind his idea to establish a school for boys. In 1931, Hap and Marion’s 16-year-old son Harold Purman Hinman, Jr., had died suddenly of infantile paralysis. Purman, an Eagle Scout, had fallen ill while traveling on a Sea Scout cruise; Hap and Marion had to travel to Virginia to retrieve Purman’s body for burial. As Robert Hopkins later wrote in Cardigan’s first formal history, aer losing Purman, Hap “became more interested than ever in observing the development of boys to responsible manhood and the methods which different organizations used to this end.”

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Hap’s vision for Cardigan may have helped turn the pain of loss into something productive; he used his considerable drive and forceful personality to push through (and push others through!) the growing pains that Cardigan faced in those first decades. His investment in its sucess verged on micromanagement, and occasionally toppled directly into it, as he provided the School’s board and its heads of school with detailed and extremely directive guidance. As he once acknowledged, he could be “a tough hombre to get along with.”

Yet he inspired great respect and admiration from those around him, perhaps because underlying everything was a tenderness for Cardigan’s students. Hap delighted in the boys. He took them out on Sundays for soda and ice cream, advised them on college plans and career paths, and sometimes became a life-long friend and advisor. Early alumni were always invited to gather at Hap and Marion’s house on Canaan Street. Hap’s affection was returned; when his final illness kept him from taking part in alumni weekend, the boys sent him a “beautifully decorated cake” with their best wishes for his improved health.

Hap’s 1964 funeral was held in Cardigan’s newly-built chapel on e Point’s growing campus. A Chronicle tribute noted, “To talk with [Hap] was an experience. ere was one subject: Cardigan Mountain School and his plans for its future.” A man who always looked forward, Hap would no doubt warn against dwelling on the past and press us to work toward Cardigan’s future. Yet we pause now to celebrate Hap Hinman, the man, as well as the legacy he created in Cardigan Mountain School. He was himself an example of what he hoped Cardigan boys would become. r

No idea is worth a hoot until you do something about it.

Cardigan Mountain School is no longer a biological embryo; it is a husky, live youngster, and is far from being old vinegar in a new bottle. It was founded on the horse sense of youth education and will thrive on the composite wisdom and help of men whose dreams and educational freshness have not been stagnated—insofar as these men will remain active in its behalf.

– Hap Hinman, 1946

– Judith Solberg, Director of Archives and Special Projects

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3 Mission and Core Values Cardigan’s original mission statement, included in the School’s charter, promised, “To provide nonsectarian instruction for boys in literature, arts, sciences and all manner of learning—to promote the spiritual, mental and physical welfare of its students.” While the School’s mission statement has since been rewritten several times, it remains focused on middle school boys and holistic education—mind, body, and spirit.

Beginning in 2008, under the leadership of then Head of School Dave McCusker ’80, P’09,’10, the Cardigan community examined the School’s already existing framework and defined in more detail the intention of the Cardigan Way. In addition to a new mission, the visionary statement included Core Values—Compassion, Honesty, Respect, Integrity, Scholarship, and Fairness.

In the School’s current Mission and Core Values, adopted on October 24, 2015, the statement has remained essentially the same, with the exception of the Core Values which were consolidated to four. Also added to the School’s guiding principles at that time were the Cardigan Habits of Learning, “concepts that guide not only teaching practices, but also the boys’ own understanding of the tools needed for school success.” e important takeaway from that moment in the School’s history is that Mr. McCusker brought the mission to the forefront for the whole community, and centered everything around it. Strategic planning, program changes, student admissions, faculty hires, new construction—the mission informed every decision the School needed to make. is is a habit that continues to this day. r

mission Cardigan Mountain School offers a close-knit community that prepares middle school boys—in mind, body, and spirit—for responsible and meaningful lives in a global society. core values To achieve our mission, we recognize effort and accomplishment, helping each boy realize his academic, physical, and personal potential through the integration of the following Core Values in all aspects of daily life: r Compassion: Be kind. Seek to understand others and go out of your way to help. r Respect: Be considerate. Care for yourself, others, and Cardigan Mountain School. r Integrity: Be honest. Remain true to yourself and your word. r Courage: Be brave. Persist through hardship. habits of learning Growth mindset, Self-awareness, Coexistence, Critical thinking, Communication, Ownership, Creativity

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4 Cardigan Heads and eir Spouses 1

Without the dedication, inspiration, and daily attention of Cardigan’s ten headmasters, the School would never have reached the 21st century in a position of strength. We honor, too, the women who worked, and continue to work, side-by-side with these leaders; the spouses of these great men have also had a significant impact on Cardigan’s growth and development. r

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this page, 1: William R. Brewster and Leona Wright Brewster (1946–47); 2: Robert M. Kimball and Virginia Akins Kimball (1947–50); 3: Wilfred W. Clark and Gladys Greer Clark (1950–55); 4: Roland W. Burbank and Constance Wilson Burbank (1955–63); 5: Norman C. Wakely H’91 and Beverly Bradford Wakely H’01, P’70,’73,’75 (1963–89);

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facing page, 6: Cameron K. Dewar H’02 and Janet Lucas Dewar P’93 (1989–2004); 7: James H. Funnell H’09 and Dr. Margaret Grimes Funnell P’07,’09 (2004–05); 8: Thomas W. Needham and Wendy Dexter Needham (2005–07); 9: David J. McCusker ’80 and Stephanie Solms McCusker H’16, P’09,’10 (2007–16); 10: Christopher D. Day and Cynthia White Day P’12,’13 (2016–present)

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You have a full schedule ahead of you for some time, yet you know, you’ll get a lot of fun out of the job. Most men do in accepting a challenge.

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– Hap Hinman, letter – to Headmaster burbank, – November 28, 1955

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5 Experiential Learning Learning is doing. is became my mantra over 30 years ago when my brothers and I were middle-school explorers of the Texas wilderness.

Whether we were fishing at the coast, building a watercra to float on our local pond, or being foolish and knocking wasp nests off the eave of the house, we were living and learning in more ways than we had bargained for. Without even realizing it, we were making connections between the mechanics of our physical and emotional worlds and bringing that learning to our next experience. Looking back on it now, these connections were not only invigorating but were also the catalyst to further exploration and reflection, the very foundation of experiential learning.

I was new to the traditional classroom setting when I arrived at Cardigan but quickly realized that many students today, students of the iGen, do not share a lot of these early childhood experiences. ey were born with technology in hand and it’s an integral part of their lives—socially, academically, and even athletically. Relieving them of this digital crutch isn’t easy, but kids crave these experiences and learning opportunities. All middle schoolers benefit from experiential learning but there has never been a generation that has needed it more. ey need to experience the “messy parts” of learning—the parts where they struggle, get their hands dirty, and tinker.

My observations in the classroom have created a fascination for using experiential learning to facilitate core knowledge. I’m particularly fond of using discrepant events, or unexplained problems, to “hook” the learner and elicit critical thinking. Teaching science and STEM lends itself to the use of lab and shop work to promote inquiry, patience, coexistence, and the ability to thoughtfully gather and analyze data and information. We can also use the writing process,

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poster presentations, and oral evaluations to build on students’ ability to communicate findings to the greater community. Providing relevance and opportunity to explore allows the learner to meet the material at their own pace.

At the foundation of experiential learning is a student-focused rather than teacher-focused curriculum. It answers the very questions that students have: “How can photosynthesis help with climate change?” “What happens when the chemical compounds used to make plastic enter our oceans?” “How can we create a device to promote equal access for all humans?” “Can we make something more fun?”

Cross-curricular connections are also critical to true experiential learning. It is in these moments of academic cross-pollination that a student’s world expands. ey are able to view and investigate problems that are bigger than Cardigan. is style of problem solving asks them to connect to other people’s situations and feelings. At the core of great experiential learning, the student exercises their empathy and critical thinking in synchrony.

I am so inspired by my students’ curiosity.

By allowing inquiry to be the template for class, we make content relevant, accessible, and engaging. We are the new explorers and we know that learning is doing. r

Cross-curricular connections are critical to true experiential learning. It is in these moments of academic crosspollination that a student’s world expands.

– Eric Escalante

– Eric Escalante P’20,’22, Director of Gates

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then: 1980

6 Clancy Hill While the methods for taking advantage of Mother Nature’s winter bounty have changed and multiplied, the joys of spending a winter aernoon on Clancy Hill have not; students have been sledding, skiing, riding, and gliding on Clancy Hill since 1956. In fact, the same rope tow still transports boys to the top of the hill. While some choose a more leisurely and winding path through the powder, others take off at impressive speeds—catching air off jumps, leaving clouds of powdery flakes billowing in their wakes. At Clancy Hill there’s no agenda, no lessons, just an imperative to have fun, a call to action to which all Cardigan boys willingly conform. r

now: 2020

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7 Williams Wood Shop

then: 1946

Arthur A. Williams was a founding incorporator of Cardigan Mountain School and remained deeply interested in the School and its students until his death. His wife (through the Arthur Ashley Williams Foundation) provided several resources in Mr. Williams’ name to honor that interest, one of which was the Williams Wood Shop. Established in 1961, the Williams Wood Shop became home to the woodworking program and various other cras that continue to be mainstays of Cardigan’s curriculum, even as their location, workstations, and tools have evolved. Integral to Cardigan’s long tradition of “learning through doing,” the Williams Wood Shop is now located in Wallach, the new center for innovative design, applied engineering, and creative arts that was built in 2020. r

now: 2020

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8 Haircuts How short is too short? e Cardigan haircut, according to students, is always too short and happens too frequently. It is something to be avoided, or at least put off for as long as possible. r

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9 Gates Invention & Innovation Competition Charles C. Gates Invention & Innovation Competition, now in its 14th year, nurtures and encourages creative thinking, risk-taking, entrepreneurial spirit, and fun by challenging students to develop original product designs that solve real problems and sometimes have commercial potential. Mr. Gates believed that these skills would enable students and adults alike to be productive, innovative, and thoughtful members of their communities. He also believed that the joys and trials of the creative process, coupled with an understanding of the marketplace, develop an enthusiasm and respect for the free enterprise system. In an era of instant feedback and gratification, this program is an exception. During this year-long exploration, students are free to pursue their own ideas, and where they start is seldom where they finish. Hard work, tenacity, and perseverance are rewarded. r

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The hurricane of 1938 damaged 35% of New England’s forests, resulting in the harvest of 1.6 billion board feet of trees; 4,500 cottages, farms, and other homes were also destroyed. While the Haffenreffer mansion and barn survived, the forests on The Point sustained significant damage (seen above) and would have just begun their recovery when founders Hap Hinman and Bill Brewster made their first visit to the estate in 1945.

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e Point

Founder Hap Hinman had aspirations of starting a school for boys but knew he couldn’t do it alone; in Bill Brewster, who had led the Day School in Newton, MA, and was the headmaster at Kimball Union Academy in Meriden, NH, he thought he might have an ally. First, though, Mr. Hinman had to convince Mr. Brewster to collaborate with him. Instead of leading with a discussion of the seemingly insurmountable tasks that lay ahead, he brought Mr. Brewster to visit the site of his proposed school. Sure enough,

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it was e Point that provided the inspiration that convinced Mr. Brewster to join forces with Mr. Hinman, and it was e Point that sustained both men through the first years of hardship and financial scrambling. As the School has grown, e Point has remained an inspiration; the open hilltop, the wooded acres, the crystal clear waters, and the sweeping views of the mountains continue to comprise the perfect location for a middle school for boys. r

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11 Student Leaders this page: School Leader Conley Bohan and Assistant School Leader Daniel Jung jumping from the chapel steps this spring; facing page: Cardigan’s senior leaders during a moment of silence at the School’s opening ceremony last September. While usually held in the chapel, this past year it was moved to Marrion Field because of the pandemic.

Elected by the community, Cardigan’s student leaders have a direct impact on the School every year. ere’s the fun stuff, like helping the head of school announce Headmaster’s Days; and there’s the serious stuff, like participating in disciplinary hearings. But perhaps the most important lessons in leadership occur in the students’ daily routines and activities, when both titled and untitled leaders work with their classmates and teachers as part of the Cardigan community. We took the time to talk with Cardigan’s 2020–21 school leader and assistant school leader to get their perspective.

School Leader: Conley Bohan ’21 Conley is in his second year at Cardigan. He originally became interested in Cardigan for its hockey program. Later he saw the benefit of attending Cardigan before transitioning to a high school boarding school.

Assistant School Leader: Heesung “Daniel” Jung ’21 Daniel came to Cardigan in seventh grade, following his brother Heewoo Jung ’20, who was also the assistant school leader when he was a ninth grader. Daniel chose to attend Cardigan to be with his friends, who were already in atten-

dance, and saw it as an opportunity to learn to live more independently.

Q: What led you to seek election as a leader at Cardigan?

Conley: Last year, many of my role models were student leaders. You could feel their presence when they walked into a room—their moral compass, the care they modeled for their classmates, their ability to lead by example rather than force. I wanted to have a similar impact on my classmates and on Cardigan.

Daniel: During my first year, I was completely lost because English is my second language. But all the leaders helped me get through all those difficulties and I really appreciated it. I wanted to give back to all the students.

Q: Did you feel that there were opportunities for you to learn to lead before you became a school leader?

Conley: Athletics is a big thing. Oentimes it doesn’t matter what grade you’re in or if you are the best player on the team; it just comes down to who you are and what impact you have in the locker room. Dorm life also gives you plenty of opportunities to show leadership, especially in prior years when dorms were mixed and not

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just based on grade level; you could be an underclassman and still have an influence.

Daniel: Sitdown meals are a really good opportunity to help others. Subbing for waiters or subbing for certain other jobs are great opportunities. Last year I also helped dorm leaders to get jobs done and make our dorm a better place.

Q: Has your view of leadership changed?

Conley: Definitely. Before this year, I had an ideal picture of what a leader is. I was looking up to all the ninth-grade leaders, and I was hoping I would be in their shoes. But coming into this year and having to adapt to all these new things, leadership has taken on a completely different meaning—some positive, some negative. A good leader has to be able adapt to those changes.

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Daniel: For me, not really. I’ve known how hard the leaders work from watching them the last three years. I’m just trying to be like them.

Q: What has surprised you about being a student leader?

Conley: Coming to Cardigan I didn’t really know what to expect. Like I said, when I got to Cardigan, I had all these role models that I looked up to. Now that I am in their position, I understand how important it is to not be thinking about myself. is year, I am in a sixth-grade dorm and the boys need a lot of help. Sometimes I have to work late because I’ve been helping them throughout the day and I haven’t had time to do my own homework.

Daniel: I’ve had to challenge myself. Conley and I had to make an announcement in front of

the whole school. And for me that was really challenging because I am not a vocal person.

Q: What is the most important skill that a leader needs to have?

Daniel: Listening. To help people and make a better community, I believe you have to listen to all the voices.

Conley: I think it’s crucial to have courage. If you are ever in a situation where the community bond isn’t there, you have to have the courage to step up and do the right thing and put yourself in someone else’s shoes. It comes down to who can bring the student body together and who can make Cardigan a more positive place. r – Emily Magnus, Assistant Director of Communications

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12 Global inking

By Sungsan “John” Park ’23

excerpts from cardigan’s humanities book list Two Roads by Joseph Bruchac Stella by Starlight by Sharon M. Draper An Indigenous Peoples’ History of the United States by Roxanne Dunbar-Ortiz Dark Star Rising: Reconstruction and the Dawn of Jim Crow by Henry Louis Gates Jr. To Kill a Mockingbird by Harper Lee March by John Lewis Monster by Walter Dean Myers Riot by Walter Dean Myers When My Name was Keoko by Linda Sue Park Boy 21 by Matthew Quick X by Ilyasah Shabazz Betty Before X by Ilyasah Shabazz and Renee Watson e Hate U Give by Angie omas

Question your lens. It’s a phrase Art Department Chair Nina Silitch P’19,’21 has been using a lot lately, and not just in photography class. It’s a close relative of another phrase familiar to generations of Cardigan students: “Help the other fella.” We are stronger when our community draws from diverse cultures, backgrounds, and perspectives and when we help each other, acting as one community, no matter who the other fella may be. For this reason, Cardigan has worked, and continues to work, to bring together students, faculty, and staff from around the world; we strive to embrace our differences and celebrate the numerous perspectives that enrich our shared existence.

Global thinking also means taking the time to reflect on those outside our community, learning about their cultures, their celebrations and struggles, their place in the world. In 2002, then-Head of School Chip Dewar H’02, P’93 wrote, “As we move forward in the post-9/11 world, struggling to comprehend what could have motivated such unspeakable acts of violence, it seems we are becoming more aware of how incomplete and superficial our understanding of other cultures truly is. It is therefore more critical than ever that we talk about diversity, but in a way that is meaningful and relevant. As an educational institution, we have a particular responsibility to lead the way toward tolerance and peace.” is thinking continues today and informs Cardigan’s formal and informal curriculum. r

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13 e Cardigan Hymn A source of inspiration and nostalgia for generations of alumni, faculty, friends, and family, the current Cardigan hymn was written by Robert Hopkins, one of the School’s original incorporators, and the author of its first history. In the Cardigan Bulletin from February 12, 1962, founder Hap Hinman shared, “Bob was a highly talented piano player. He never learned to read music but played beautifully by ear; he loved to sit at the piano and improvise. During his years at Worcester Academy he developed an entirely original tune which he never used, always keeping it tucked away in the back of his brain to use some day for something special.” at something special was Cardigan, and with the help of Dartmouth College music professor James A. Sykes, the music was written down and saved for the dedication of Cardigan’s new chapel in 1963. Unfortunately, Robert Hopkins passed away on January 29, 1962, and never got to see the completion of the chapel. His song, however, lives on. While the musical arrangement has changed over the years, the words have remained the same and are sung by the whole congregation every ursday at the close of the School’s weekly service. r

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the cardigan hymn To Cardigan our favored school By nature’s gis benign— We raise in song our thankfulness For beauty which is thine: For winter’s snow, For aerglow When day fades into dreams Of goals toward which we all will strive To keep y faiths alive; To keep y faith in us alive, Together we will strive.

As Cardigan is mirrored in Our crystal lake so clear May we through life reflect y truths And memories as dear; Of summer’s green; Fall’s colors bright; Of glimmering stars at night.

God give us strength to carry on rough storm or weather fair. e peace, vouchsafed by living here, For all the world to share.

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14 Lake Run 4.8 miles. It’s a hilly course. And runners oen encounter dismal weather—rain, snow, wind, or all three. Some participants want to beat the clock and set a personal record. Others are motivated by the rallying cry of Joe Cougar and the fresh donuts and hot chocolate waiting for them at the finish. Others need a little bit more encouragement— from a friend, from a teacher, or even from a four-legged companion. e impressive thing is that everyone does it, enthusiastically accepting the challenge and finishing every step of every mile. We watch with pride as the boys take on this tradition every year with positive attitudes and iron-clad resolve. Many complain of sore legs and tired lungs when they cross the finish line on Marrion Field, but they do so with more than a hint of satisfaction and pride in what they have accomplished.

No matter if you are a varsity or reserve athlete, a sixth grader or a ninth grader, a student or a teacher, the Lake Run is as hard as you want to make it. And it ties you to generations of Cougars who have run before you and who will continue to do so long aer you have le e Point. r

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15 Farm Program

then: 1948

now: 2018

When Cardigan opened its doors in 1946, the founders were intentional about providing boys with “a setting that is removed from the patent slickness and noise of a city.” A Boston Sunday Herald article from 1946 reported, “Here boys will work at the forge, on the farm. ey will make maple sugar. ey will raise vegetables, milk cows, saw wood. ey will know what the soil yields, learn the value of tools, understand beauty, and know that the greatest architect of all is God.” That same year, the Cardigan barn was home to five horses, three cows, three pigs, and a few local mice and cats. The horses, however, quickly proved to be expensive and time consuming. In Cardigan’s first written account of its history, author E.M. Hopkins shared, “We soon learned that riding enthusiasm reached its peak during the fall months and that it diminished in direct proportion to the lowering of the temperature with the coming of the winter…By spring only three or four boys out of an initial group of fieen showed any recurring interest in horses. So, in the interest of a balanced budget, we got rid of the horses.”

Fast forward to today when that same barn is now home to the Farm Program. Managed by Event Coordinator Mary Ledoux, the program educates students about where their food comes from. One week, they might eat pumpkin bread and carve pumpkins, saving the seeds for next year’s planting in the community garden. Another week they might make apple cider or help care for and monitor the growth of Ms. Ledoux’s bunnies. During the winter, students learn how to make butter, and when the snow melts, they help collect sap from maple trees, boil it down, and make syrup. r

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16 School Publications Cardigan’s publications are an archivist’s dream. e student publications are rich in detail and offer a lens through which we can learn about the boys’ daily lives. In their own voices, they share their adventures, from climbing Cardigan to petitioning the administration for changes to the haircut policy to hunting porcupines. e Cardigan Bulletin is equally rich in detail, offering founder Hap Hinman’s perspective on the first days of Cardigan, when money was tight and the School relied heavily on the kindness and generosity of the founders’ close circle of friends.

Many publications have come and gone over the past 75 years, and each one offers a unique window into the adventures, mishaps, and celebrations of a particular moment in Cardigan’s history. Below is a sampling of publications that have captured school life in their own time, preserving it for all the generations that will follow. r r Cardigan Mountain School Bulletin (1945–64, 1967–68): Letters from founder Hap Hinman to Cardigan’s trustees and incorporators r Cardigan Clarion (1947): Cardigan’s first student newspaper r Cardigan Chronicle (1950–74, 1990–present): Started as a student newspaper, it is now a magazine that is distributed to Cardigan’s entire mailing list with over 6,000 addresses r e Blaze (1958–present): Yearbook r e Scribe (1967–88): Literary magazine r Words About Cardigan (1969–79): Community newsletter r Notes From Cardigan (1972–87): Community newsletter r Cardigan Today/Tomorrow (1981–89): Campaign newsletter r Verbatim (2019–present): Student newspaper

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17 Service For a school with the unofficial rallying cry of “Help the other fella,” it’s no surprise that service has always been a part of its ethos. is precedent was established early on and described in one of former Headmaster Bob Kimball’s first letters home to parents in 1947: “Due to illness, the ranger on Cardigan Mountain was unable to pack his normal coal supply. On Saturday aernoon, every Cardigan boy reported for a ‘Tote Trip’—and in quantities between ten and 20 pounds, they carried 500 pounds of coal to the summit of Cardigan.”

In the early years, the student council was in charge of overseeing the Cardigan Chest; they raised money for the fund through student activities and then decided how to spend it. In May 1961, the Chronicle reported, “The largest single item of income is profit from the coke machine. In addition, fund-raising campaigns are staged during the year. One may call for the omission of dessert from a meal, another for a starvation lunch. These add surprisingly to cash on hand. Recently the Chest made a gift to the Crotched Mountain School which will help toward the purchase of equipment for the [disabled].”

More recently, student fundraisers have included athletic challenges and competitions, including 3v3 basketball tournaments and fun runs. A November 2020 article on the Cardigan website explains, “In early September, the Cross Country Team organized a 5km race to raise money for the ‘Get Your Vote On’ campaign, organized by When We All Vote, a non-profit, nonpartisan organization that wants to increase participation in every election and close the race and age voting gap. In conjunction with Positive Tracks, the team motivated over 65 members of the Cardigan community to join the 5km run, raising $350 for the campaign and raising awareness for election voting.” r

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18 Sit-Down Meals ree times every day, while school is in session, members of the Cardigan family sit down together and share a meal.

But sit-down meals aren’t just about sustenance. In a 1947 Bulletin, founder Hap Hinman wrote, “…while we are far from wealthy, we do have sufficient funds to hire good staffs, buy good food, furnish good equipment—and perhaps above all, we possess the ability to reach the individual boy at a vital age in his life.” e conversations that occur during meals strengthen the community and create daily opportunities for the faculty and staff to connect with students. is is why a dining hall extension to Clark-Morgan was the first new construction project on e Point back in 1954, and why today the Cardigan Commons is at the center of the campus life. r

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Winter Holidays

As each winter break approaches at Cardigan, the boys’ awareness of the holidays’ festivities grows slowly at first, building to a crescendo of anticipation and excitement.

Each fresh snowfall contributes to the buzz, and everyday sights are heightened and made special by seasonal decorations. e head of school sends out Cardigan’s official holiday card, sporting a design by a student or faculty member. Some festivities come and go with the customs of each era; Cardigan’s first students went caroling on Canaan Street, while in recent years Assistant Director of Secondary School Counseling Cynthia Day P’12,’13 has festooned campus with candy canes. Other long-standing traditions still shape the season; like generations of students before them, today’s Cardigan boys still take part in gi drives for local families, sing in the candlelight chapel service, and wish each other safe travels aer a holiday dinner with all the trimmings. r

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20 e Founders eir vision was bold. Intentionally distancing the School from traditional institutions and rejecting the notion that students should only be evaluated according to their scholastic aptitude, the founders’ intentions were made clear in a June 1946 Boston Sunday Herald article: “Here, the prejudices acquired by a boy with a city background, his false pride, his snobbishness, will be leveled off…He will learn that pride should apply only to something well done, to something accomplished by the quickness of his mind, the sharpness of his eyes, the skill of his hands.” eir vision has stood the test of time,

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maintaining its relevance as much today as it was in 1945.

“I sometimes wonder why at our ages our group of business and professional men ever undertook the project,” wrote founder Hap Hinman in 1947. “And I always find the answer in the discovery that down deep in the hearts of really successful men there is a desire, frequently dormant and unexpressed, to help the youth of the country—to help them in their formative years become the type of citizens who will work to preserve and develop what is good in American life.” We owe a debt of gratitude to these men who took a chance, pouring their sav-

ings and their souls into establishing Cardigan Mountain School. r

founding members: r William R. Brewster r James C. Campbell r John E. Foster r Sidney C. Hayward r Harold P. Hinman r Robert C. Hopkins r John B. Kenerson

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21 Clubs Initiated by both faculty and students, clubs give everyone in the community the opportunity to step outside of their comfort zones and challenge themselves both physically and intellectually. In the School’s first decade, students worked on school vehicles, built ras and huts on the waterfront, started their own newspapers, and trimmed the forests on campus. Boys generated firewood for campus buildings, felled trees to make ski tow supports, produced lumber for building a waterfront boat house, and even cleared the land for Frieze House. Rifle clubs and model-building clubs were early favorites; clubs for photography, various sciences, chess, and other board games quickly followed. More obscure topics of interest have included Russian studies and magic. A recent favorite for both the two-legged and four-legged members of campus has been the dog-walking club; and several affiliation clubs, including the Gay-Straight Alliance and the Cardigan Boys of Color, have supported the diversity of Cardigan’s growing campus. r

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22 Technology as Tool

then: 1971

now: 2019

When Cardigan students signed onto Dartmouth’s computer network via teletype in 1968, it marked the School’s first connection to the initial threads of what has become the global information superhighway. For four hours a day, reports in the Chronicle say the boys had use of the teletype to figure out the radius of a circle as well as play tic-tac-toe. In one victorious announcement, students wrote, “John Keilhauer [’69] did something many of us thought to be impossible. He beat the wizard at chess.”

Since then, technology has continued to play an ever-increasing role in education, and Cardigan has responded, purchasing the hardware and developing the infrastructure that has connected Cardigan to the world. A huge step forward in Cardigan’s academic program was the introduction of the one-to-one laptop initiative in 2011. With a consistent fleet of computers given to all faculty and students, corresponding repairs, upgrades, and network competency improved exponentially, allowing technology to enhance the educational experience, rather than complicate it.

Technology, of course, has been critical to Cardigan’s operations during the COVID-19 pandemic. It has allowed many staff to work remotely for the past year and a half and was critical to the conversion of the 2020 Summer Session into Summer Semester, offering students a limited selection of online classes. en, during the regular academic year, the Cardigan faculty jumped into remote learning during periods of quarantine and students quickly followed their lead, using an extensive variety of digital tools. Physical classrooms, hands-on learning, and face-to-face discussions can never be replaced, but technology allowed us to carry on and do what we do best—educate middle school boys. r

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23 Jobs “Each boy is given the opportunity to learn through the [jobs] program that there is a dignity in useful work, pride in a job well done, and a sense of personal worth. A sense of responsibility remains another goal, and since everyone works together, a sense of community results. Increased pride in Cardigan is inevitable as each boy realizes that in a small way he is responsible for the smooth functioning of the School” (Today/Tomorrow, Winter ). e jobs program was and remains essential to the daily functioning of the School—particularly in the dining hall— entwining the success of the School with the success of each boy. r

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24 Headmaster’s Day Cardigan’s head of school has always had the discretion of calling a holiday from classes, and students have always been le guessing when that glorious day will come. Former Head of School Robert Kimball first set this precedent with a policy that cancelled classes following the birth of a faculty child. A girl was cause for a half-day celebration, but a boy merited a full day! Students celebrated heartily in 1947 when Ted and Dolly Peach had the first faculty baby…their son, David.

Former Head of School Norm Wakely H’91, P’70,’73,’75 was the first to formalize an annual Headmaster’s Day. He usually scheduled it around his birthday (May 6), and he signalled it was happening by wearing a yellow sweater to breakfast instead of a coat and tie. In more recent years the tradition has involved a yellow tie; one new headmaster caused a frenzy in the dining hall when he unwittingly wore such a tie without realizing its significance.

One thing hasn’t changed: while Headmaster’s Day is always about rest, it also involves a bit of fun. Some of the creative campus activities have included a ski-skate holiday, a movie night, hot air balloon rides, a campus-wide water fight, a vaudeville show, a staged ski/dance performance, and in one particularly memorable year, a full carnival. r

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25

Cardigan’s Athletic Teams

With 42 teams and 16 different sports, there’s a team for every boy. It’s a program that encourages student-athletes to participate in multiple sports and develop their physical skills in pursuit of a wellrounded education in mind, body, and spirit. A strong work ethic, dedication to fair play, a passion for the game, and a commitment to teamwork are the hallmarks of a Cardigan student-athlete. r r r r r r r r r r r r

Hockey: 1946–47 Baseball: 1946–47 Football: 1951–52 Alpine Skiing: 1954–55 Nordic Skiing: 1954–55 Ski Jumping: 1958–59 (no longer offered) Tennis: 1958–59 Sailing: 1959–60 Soccer: 1964–65 Lacrosse: 1964–65 Basketball: 1969–70

r Wrestling: 1976–77 r Road Cycling: 1978–79 (no longer offered) r Cross-Country Running and Track: 1983–84 (Track no longer offered) r Snowboarding: 1990–91 r Mountain Biking: 2010–11 r C.O.R.E. (Cardigan Outdoor Recreation Experiences) and other outdoor education programs: 1972–73 r Rock Climbing: 1986–87

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26 e Haffenreffer Estate When founder Hap Hinman first dreamed of starting a school, the Haffenreffer Estate included a 140-acre parcel with a summer mansion and barn. e Haffenreffers, a Massachusetts brewing family, first built the mansion in the early 1900s for use as a vacation home, but by 1945 it was owned by Dartmouth College and used by the ayer School of Engineering for summer classes.

As Mr. Hinman’s plans for his own school coalesced, he used his Dartmouth connections to arrange for the purchase of the Haffenreffer

Estate for $17,104. It wasn’t until nearly a decade later, however, that the mansion was fully renovated and Cardigan moved from its first home on Canaan Street to e Point.

Renamed Clark-Morgan following Cardigan’s merger with the Clark School, the mansion would at different points accomodate classrooms, a dining hall, and dorm rooms. Still a dormitory today, the building is now also home to Cardigan’s Admissions, Summer Session, and Communications Offices.

e rest of the estate—the barn, the open fields, and the pine forests—provided a blank canvas on which Mr. Hinman could build his school; there was plenty of space for dormitories, a dining hall, academics buildings, a fieldhouse and playing fields, and of course, middle school boys and their teachers. r

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27 Joe Cougar Cardigan athletes weren’t always Cougars. Founder Hap Hinman was known to call the first students “Cardiganeers,” but that didn’t stick. en, for most of the first decade, the boys competed as the Mountaineers, aptly named given all the “training” the boys did climbing and exploring the School’s namesake. e term “Mountaineer,” however, faded during the School’s second decade, and it wasn’t until the early 1960s that Cardigan chose another mascot: the cougar. Since then Joe Cougar has become a fixture on campus—greeting new students on opening day, helping encourage participation in the annual fall auction, attending sporting events, and cheering on students during the annual Lake Run. He embodies the School’s athletic philosophy, which “encourages all participants to enthusiastically support their team, recognizes the outstanding performances of opponents, and always exhibits good sportsmanship in words and actions.” r

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28 Chapel Dress Green Cardigan blazer. Dark gray dress pants. White button-down shirt. Tie. Leather dress shoes. Don’t forget socks.

And where is that belt? r

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29 Mountain Day “When the morning is sunny, the foliage brilliant, and the mountains in sharp focus, we declare our holiday and take the whole school off to climb and enjoy the natural mountain beauty which surrounds us” (Notes From Cardigan, October 1973). Hiking in the hills surrounding campus has always been integral to the Cardigan experience, but in 1957 Mountain Day became an official school holiday. On October 2 of that year, students and faculty summited Mount Cardigan and were rewarded in the parking lot at the end of the hike with a

full meal cooked over an open fire. As the School grew over time, students were divided into smaller groups (sometimes by skill level, other times by class year) to make their ascents on different peaks. e mountains vary from year to year, though Morgan and Percival, Welch and Dickey, Lafayette, and Kearsarge have welcomed Cardigan boys many times. What hasn’t changed? e insatiable appetites of 200+ middle school boys, returning from a day’s hike in the rugged New England mountains. r

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30

Faculty Kids

e youngest members of the Cardigan community hold a special place in our hearts and are constant reminders of the wonders and joys of the simple things in life. For some Cardigan boys, their first act of leadership will be to comfort a small child with a scraped knee, encourage a little one heading to nursery school for the very first time, or babysit the faculty children aer dinner. In a 1963 issue of the Chronicle, Robert Gallagher ’63 reported, “e equipment one needs to be a child tender consists of courage, willpower, speed, brains, shiiness, slyness and an excellent pair of shin guards. Meeting in shis of two days on and one off, for six evenings a week, the boys have to keep the little children somewhat quiet and out of major trouble.

Meanwhile, the parents are two doors away, quietly sipping coffee and enjoying the company of the rest of the faculty.” While students are no longer official babysitters aer dinner, there is no shortage of volunteer opportunities in the dorms where students live alongside faculty members and their families and where a boy might find he has been made an honorary “big brother,” one who leads by example and is looked up to in turn. r Above, Chip Schutt ’58, lends a soft but steady shoulder to Cindy Thompson, daughter of faculty members Don and Ruth Thompson.

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31

e Bell

In the November 26, 1956 issue of the Bulletin, founder Hap Hinman reported, “On October 21 a real, old-fashioned locomotive bell was received by the School—obtained and presented by three un-named ‘Connivering Cardiganeers.’ It is a beauty—refurbished, clean and shiny as a hound’s tooth. Larger than generally believed, its peals should spread far and clear throughout the countryside.” Two months later, Chronicle reporter Robert Cochrane ’59 described first hearing the new bell outside of Hinman Hall: “ere are two bell-ringers, Chip Schutt [’58] and Jack Woods [’58]. One rings during the morning and one in the aernoon. It is hooked up in the front yard, but Mr. Burbank says it is going to have to go on higher ground so more people can hear it.” e bell soon became an important part of school tradition; today it rings from the center of campus outside of Clark-Morgan Hall, where it was given a new base during the building’s renovations in 2016. Boys ring the bell to celebrate important events and athletic victories. r

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32 Clark School Merger In June of 1952, Headmaster Frank M. Morgan of the Clark School—an independent college preparatory school in Hanover, NH—approached Cardigan founder and trustee Ernest M. Hopkins with a radical idea: he proposed merging his school with Cardigan Mountain School. e ensuing year was a flurry of meetings, legal counsel, and logistical planning. When the merger was completed, among Cardigan’s first acquisitions were two new trustees: Frank Morgan and J. Walker Wiggin, a graduate and teacher at the Clark School.

Clark School remained in operation until June of 1953 at which point its land and buildings were sold to Dartmouth College and its other property was moved to Cardigan. e Cardigan Mountain School Bulletin from August 17, 1953 includes a careful inventory of many of the items that were moved: “Carefully packed and stored in the newly-roofed, weather-proofed, tightlylocked Haffenreffer barn are pillows, bedding, library and school books—crockery, silverware, chamber and cooking pots—lamps, table, floor, gooseneck—flags, American inside and outside, Clark’s own colors—tablecloths, boys’ white jackets, towels—office equipment, chemical laboratory—diverse other articles too numerous to mention.” Further notes in the bulletin indicate that the School also acquired a pool table and the medical services of Doris Emerson, who had been Clark School’s nurse. e merger with Clark School came at a fortuitous moment in Cardigan’s development. e sale of Clark’s property in Hanover and Lebanon funded the renovations to the Haffenreffer mansion and the construction of new dormitories—critical prerequisites to moving Cardigan from Canaan Street to e Point. r

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33 Summer Session “A summer school could be started with little difficulty in so far as location, plant, faculty, staff and equipment are concerned as we possess everything in ample quantity,” proposed founder Hap Hinman in November 1950. “Such an operation would make Cardigan more attractive to the teachers who could have year-round employment. It would absorb some fixed overhead, and return a profit; its greatest advantage would probably be as a source of new students.”

With unanimous support from the board, Cardigan’s summer school was established in the summer of 1951; there are reports of girls attending summer school at Cardigan from the beginning, but it wasn’t until 1969 that they were officially welcomed as boarders. e summer school’s extra income quickly became critical in keeping Cardigan open and later allowed construction loans to be paid off ahead of schedule. With a summer school, Cardigan was able to grow unhindered into the school the founders had envisioned.

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Initially, what is now called Summer Session was designed to provide remedial help to boys who needed academic support; most were current students. It wasn’t long, however, before faculty and students alike increasingly took advantage of Cardigan’s location, launching adventures both local and afar. While Canaan Street Lake and Cardigan’s 425-acre campus provided endless adventures, reports from Summer Session also describe trips as far away as the White Mountains and the Atlantic Ocean. A 1969 article in the Chronicle recounts one trip to Hampton Beach on New Hampshire's coast: “We had caught a half ton of fish, an average of thirty to forty fish per person, totaling 3,000 fish!…Aer a dinner of hamburgers, French fries, and a coke, we headed home, observing a 15-minute silence for those many fish who provided us with a great aernoon.” e balance of strong academic instruction and endless summer fun has allowed the program to grow effortlessly, now enrolling over 150 girls and boys in grades 3–9 during each session. r

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34 Opportunities to Lead “ere’s no way that you can get through Cardigan without practicing leadership,” says English teacher Alex Gray H’13, P’14,’16. “Given their socio-economic status, their health, and the educational level that most of them will attain, Cardigan’s boys will be leaders, so it makes sense that they should understand what it means to be a leader.”

From the very beginning in 1946, students have been invited to participate in the running of the School and been given significant responsibilities both in formal and informal capacities. ey have held jobs, taken care of the School’s livestock, fixed vehicles, cleared trails, and built shelters. ey have organized dances and raised

money for community needs. ey have helped faculty oversee the dorms, enforce school rules, and determine fair punishments when students have made mistakes.

What’s important to note about leadership at Cardigan is that it isn’t limited to elected positions. “Cardigan is really good at providing voluntary leadership opportunities,” says Mr. Gray. “Take Polar Bear. e reason so many boys participate isn’t because it’s fun. It’s the older boys inviting the younger students to join them, turning something that’s fairly unpleasant into a joyful opportunity. Students feel safe taking a risk and putting in effort because there are always other students there supporting them.”

Captains councils, peer tutoring, and peer mediation are other ways in which students are given opportunities to influence the culture of the School and to be there for each other.

While in traditional school systems students finish middle school in eighth grade, students

remain at Cardigan through ninth grade, providing them with a unique opportunity to lead at a young age. School founder Hap Hinman recognized the benefits of these circumstances from the very beginning and in 1952 wrote: “Cardigan’s boys advance grade by grade up the ladder until they become known as ‘seniors’ in their last year, earning all of the prerogatives, honors and responsibilities that go with a 12th grade senior class anywhere. e result is that these youngsters, even though they are only of freshman grade age level, have acquired a maturity of mind and conduct and an acceptance of responsibility that are far beyond their years. ey have looked forward eagerly to their senior year at Cardigan, they have accepted the leadership of the School, they set examples of conduct and study and work for the younger boys.”

Boys helping boys; it’s a powerful formula for leadership development. r

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35

Family Volunteers

Faculty and staff take pride in welcoming parents, grandparents, siblings, and friends to campus as guests, but Cardigan families have never been passive observers of school life. ey are a formidable force for good, rolling up their sleeves as volunteers, advisors, and cheerleaders in support of everything Cardigan. e Parents Association of the 1990s launched the always-anticipated Annual Auction; in recent years, parents have channeled a similar energy into the Faculty/Staff Appreciation Week that takes place each spring, showering Cardigan’s adults with kindness and treats. Even in the face of the recent pandemic, parent affinity groups have continued to meet virtually, tackling the big and small questions that face our School. r

36 Founders Day Founders Day, recognizing those who put their hearts and souls into starting Cardigan Mountain School, is usually marked by a trip to the Sandwich Fair. A 1974 Cardigan newsletter explains how the occasional fall outing became an annual school tradition: “Headmaster Wakely is always enthusiastic when it comes to sports, but occasionally his exuberance gets out of hand. Last year at Parents Weekend, we lost two games of three to Eaglebrook, and he was heard to remark to one parent that someday we would beat them roundly on Parents Weekend, and when that day came the whole School would celebrate. Some fathers are enthusiastic and have good memories too, and one of them was here again this year. Having Mr. Wakely’s promise still in mind, he reminded his son to ask what and when the celebration would be—and soon word had run through all three teams and what seemed like hundreds of boys were all asking: ‘When do we get our day off for beating Eaglebrook?’ us it was that we came to go to the Sandwich Fair.” r

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then: 1950

now: 2019

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37 Polar Bear Early records indicate that students and faculty have been taking early morning plunges into Canaan Street Lake late into the fall and early in the spring since the 1950s, engaging in a tradition that is equal parts thrilling, painful, exhilarating, and shocking. While many young Cougars look forward to following in the footsteps of their older peers, some young recruits get caught up in the moment without much knowledge of what they are getting themselves into. Take for instance, the case of young Rob Morrow ’77, as reported in a summer issue of the Chronicle in 1996: “We got down to the lake and there standing wide awake in his swim trunks

was Mr. Wakely. He was going on about starting the day with alacrity. I had no idea what he was talking about because all I could think about was the other new word I had learned from one of my classmates, when I told him where I was headed: hypothermia. Well, my day started with alacrity as did many for those first two months, until I worked up the courage to withdraw from the Polar Bear Club. However, I was on my way to learning about taking on the day head on.

Whether you know it or not, by graduating from this institution, you have been exposed to all the tools you need to ‘Seize the Day.’” r

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38

e Seal

Cardigan’s first by-laws describe the original seal as “two concentric circles with the words ‘Cardigan Mountain School’ between the inner and outer circle…[and] the date ‘1945’ across the center.” In 1995, to coincide with Cardigan’s 50th Anniversary, the seal was updated to include a crest inside the circles, with elements to represent aspects of the School’s history and mission. e chevron represents Mount Cardigan, the tree signifies our historical affiliation with Dartmouth College, and the cougar is of course our school mascot.

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Perhaps the strongest representation of Cardigan’s purpose can be found in the two separate Latin phrases that link the School’s past and present. Inside the book, the words “se in viam dare” translate “to start on one’s way,” while the motto on the banner, “augere virtutem—dirigere mentem” is the Latin translation of a theme from a speech made by founder E.M. Hopkins at the School’s dedication in 1945, describing Cardigan as a place to “build character and mold minds.” r

39 Student Bands Teenage boys have never needed a reason to make noise, but when the 1960s and e Beatles took hold of American pop culture, an increasing number of Cardigan boys were inspired to pick up an electric guitar or a pair of drumsticks and get loud. e Rat-Tail ree (1964). e Satans (1966). Nasal Basal and the Four Noses (1967).

Underground Cross Town Bus (1968). FIX (1979). e Lightning Bolts (2019). Jimmy Wu and the Wingnuts (2019). e Friday Night Players (2021). All of these student bands rocked a talent show or a dance during their time on e Point. Some of them even played at dances in town! r

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40 Alumni Engagement e door is always open; there’s always a seat at the table. Only two years aer Cardigan was founded, the School encouraged its graduates to return to campus, and to write updates and stay in touch when in-person visits weren’t possible. In turn, former Head of School Bob Kimball sent news of the School to alumni, a task that would be taken over by the fledgling Alumni Association in 1951 and continued in various forms in ensuing years. As the School’s alumni base matured, the School increasingly sought their perspectives. In 1969, the board welcomed its first alumni trustee, Dr. Richard Morrison ’50, P’76,’82 who still serves today.

Campus reunions and regional celebrations strengthen the important bonds between alumni, the School, and current students, while more structured events (like chapel talks and the Cardigan Career Network) create opportunities for formal mentorships. No matter the occasion, the visits offer glimpses of the past and oen lead to bits of advice for current students as the last generation eagerly shares its knowledge with the next. r

41 Morning Snack Break Milk and Cardigan cookies, hot chocolate and apple cider donuts, juice and bananas—growing boys need good food! Morning Snack is a long-standing tradition that allows for a break between classes and a moment for the community to come together and connect…and, of course, eat! No reference to morning snack breaks would be complete without acknowledging Donut Day. Longtime teacher Dudley Clark H’05 started the tradition in the 1990s, selling donuts for a quarter and donating the proceeds to class trips and other school events. While the pandemic has temporarily interrupted Donut Days, it’s a tradition that we are sure will make a comeback, honoring a great man and satisfying the sugar cravings of generations of Cardigan boys! r

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Founding faculty gather with students in the living room of the Lodge during the School’s first academic year

42 Cardigan on Canaan Street In 1946, the Haffenreffer Estate wasn’t ready for occupation. While it had great potential as a campus for middle school boys, the mansion and its barn weren’t sufficient for 27 students and their masters. e founders of Cardigan, however, were eager to start their school and found a solution on Canaan Street. e Lodge— originally an overnight stopping place for the coaches running from Concord to Montreal— was almost completely equipped, and offered a perfect set-up for the new school.

In March 1946, the trustees and incorporators purchased the Lodge for $15,500, and by

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the following fall it was functioning as dormitory, classrooms, dining hall, infirmary, and administrative offices for Cardigan Mountain School. During its first ten years of operation, the School would also periodically use a number of other properties on Canaan Street—including the Annex (also known as Cardigan House), Wierum House, Blodgett House, and Brownlee McKee House.

By 1955 enrollment had risen, and the School was outgrowing Canaan Street. When an influx of cash from the sale of the Clark School campus allowed Cardigan to build two dormito-

ries, a dining hall, and classrooms on e Point, it was finally time to move the School to its permanent location. In October 1955, founder Hap Hinman wrote of the Lodge: “Relinquishment on July 30, 1955 brought mixed emotions— those of happiness in seeing Cardigan moving forward in health and vigor and those tinged with sadness at leaving an old friend, one who had stood by most loyally through years of trial and error and progress, through years of test.” r

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43 Family Weekend Auction e first annual Cardigan Auction was held in –, establishing a tradition that has grown in scope, support, and fun ever since. It was the inaugural project of the School’s fledging Parent Association, and still continues to rally the community in support of critical needs and operating expenses at Cardigan. Volunteers donate gis ranging from hand-made textiles to all-expense-paid holidays, and have a hand in all the logistics—from decorating the dining hall to delivering gis to local winners.

Last fall the  Auction highlighted Cardigan’s th Anniversary and was held as a fully virtual celebration that included alumni, family, and friends from around the globe. Just one of many nimble, creative responses to pandemic restrictions, the virtual auction was a record-setting success that pushed us to explore new frontiers of fun. Even better, we discovered that our community will transcend time zones, internet speeds, and even language barriers to support current Cougars on e Point! r

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above: A 1983 production of Oliver for which girls from the local community were called into action; at right: (l–r) Mary Wakely, Linda Aldrich, Sally Goodspeed, and Tayo Sands, who attended Cardigan during the short time that the School enrolled girls in the late 1960s

44 No Girls Allowed?

While it is true that only boys are allowed to enroll for the academic year, girls have been invited to enroll as boarding students during Summer Session since 1969 (one girl previously enrolled as a day student in 1963), and female faculty have been a part of the community since the very beginning. ere are also reports of girls participating in student performances, including in the spring of 1983 when 14 girls from Mascoma Valley Regional High School joined 40 Cardigan boys in a production of Oliver. ere was also a time in the late 1960s when the School did consider accepting girls.

Four girls—Linda Aldrich, Sally Goodspeed,

Tayo Sands, and Mary Wakely—enrolled in 1969; only Mary stayed through the eighth grade. Ultimately, the board of trustees, aer considering the question in committee, determined that if Cardigan were to include girls, a separate campus would need to be constructed.

Trustee minutes from 1970 explain: “[e committee] is particularly influenced by the different rates of development in this age group; the pupil-teacher boy-man seem a better scholastic and teaching arrangement at this stage of their development.” Aer that Cardigan settled into admitting boys during the academic year and inviting girls just for the summer. r

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45 Dedicated Faculty and Staff ey say it takes a village to raise a child. is village on e Point raises over 200 children every year. at takes dedication. And perseverance. And stamina. From the kitchen staff who cook our meals, to the maintenance and housekeeping crews that maintain our beautiful campus, to the faculty who teach and coach and nurture our students, the teamwork that makes this community hum is exceptional.

Every spring Faculty/Staff Appreciation Week puts the gratitude of and for this community on display. e buffets of baked goods and the generous outpouring of gis are a testament to the impact the faculty and staff have had on this community. But even more important are the notes: each year, post-it notes and cards cover the walls of the Commons, messages sent from one member of the community to another, expressing the gratitude that they have for each other. It takes a village to raise a child, and it takes teamwork to sustain that village, allowing it to thrive and grow for over 75 years. r

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46 Barney Writing Contest e rules are simple. Each spring, students who wish to compete gather in Humann eater and have thirty minutes to write a short essay on a given topic. e student in each grade who writes the most interesting and compelling essay wins. e exact year of the first contest is not known, but former English faculty Wim Hart H’08 says the contest was going strong when he was put in charge in 1978: “Beverly Wakely [H’01, P’70,’73,’75]—who knows all things Cardigan—she told me that the wife of Edward A. Barney [Canaan resident and owner of the Reporter Press] loved writing and used to have a wonderful gardening column in the old Canaan Reporter.” When Mrs. Barney, who also happened to be founder Hap Hinman’s sister-in-law, died, Mr. Barney asked if Cardigan would be interested in having a writing contest in her honor. e contest continues to this day. r

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47 Spiritual Life “During a discussion of the Chapel…the question of a fitting name received considerable attention. Finally, Don Lourie suggested the plain, meaningful words, ‘e Chapel,’ two words that lend themselves to denominations, a name for the building that would be broad in interpretation and carry goodwill to all” (Cardigan Mountain School Bulletin, January 16, 1963).

While other buildings on campus have been named for significant members of the Cardigan community, the Cardigan chapel has simply remained the Chapel. Not affiliated with any religion, the Chapel, and the directors of spiritual life who have organized its programs, have been concerned less with a student’s direct relationship with any god and more with a student’s moral compass. Cardigan’s first chaplain, Arthur Broadhurst, reflected in a 2020 interview with Cardigan archivist Judith Solberg, “I saw my role as that of a provocateur through providing an environment in which the natural questions of youth and particularly the questioning of and about religion could get a safe hearing, as a stimulator of thought on ethical and spiritual issues.”

Current Director of Spiritual Life Cheryl Borek P’10,’12,’15 agrees: “I like to think of Chapel as a time and space for our community to take a collective breath in the middle of a busy week and listen to one another’s stories.”

While some services include guests from outside the Cardigan community, for the most part students and faculty, and sometimes alumni, are not only members of the congregation but are also the speakers, readers, and musicians who participate in the services.

“While we use the annual student life themes—‘e Courageous Heart,’ ‘Respect the

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Climb,’ ‘Carry On’—to stimulate ideas that community members can use to frame their stories, it is usually a moment of awakening, a defining moment in a person’s life, that speakers most wish to talk about,” says Ms. Borek. “I see my role as the curator of these moments by exploring their spiritual side. Music Director Kevin Franco, woodworking teacher John Burritt, and many other Cardigan student and faculty musicians also participate in services, playing hymns or modern songs which complement the general tenor of a speaker’s message.”

Ultimately, the questions asked in Chapel are guiding principles that help the boys make connections to their local and global communities. As former Director of Spiritual Life Dr. Elizabeth Peryman reflected in a 2014 Chronicle article, “Just as a healthy tree draws strength from nutrients in the ground, our School needs spiritual strength and nourishment to conduct its myriad operations with energy and integrity.

Firmly rooted in our Core Values, Cardigan’s spiritual life spreads out like branches into the classroom, the dorm room, and onto the playing field.” Boys find peace in the campus’s natural world, they consider their ethical responsibilities in classes, and they practice mindfulness and service to each other daily. r

While other buildings on campus have been named for significant members of the Cardigan community, the Cardigan chapel has simply remained the Chapel.

– Emily Magnus, Assistant Director of Communications

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48 e Alumni Tie Instead of traditional caps and gowns, founder Hap Hinman arranged for early graduates to wear white blazers and silver and green-striped ties. e green is said to symbolize nature and growth, and the silver the granite of Mount Cardigan, as well as the strong foundation on which our Core Values are built. e width of the stripes varied over time, but by the 1980s the School was struggling to find any reliable supplier for the silver and green ties. e Class of 1981 had to wear a hodgepodge of striped green ties, and it was clear that a change was necessary. For the next decade graduates wore a new tie, one with a dark green field and the letters “CMS” embroidered in white.

In 1992, Dave McCusker ’80, P’09,’10 (then Cardigan’s first director of alumni programs) and Richard Clancy ’67 conceived of a new event: a gathering held on the morning of Commencement, during which an alumnus would welcome new graduates into Cardigan’s Alumni Association. It was such a success that Mr. McCusker, Mr. Clancy, and others decided to search for someone who could reproduce the familiar green and silver tie. A new manufacturer was found, and the tradition took hold. Since the spring of 1993, alumni have returned to campus to congratulate new graduates and welcome them into the Alumni Association with the presentation of the alumni tie. r

49 Spelling Bee e first record of a spelling bee at Cardigan dates from 1950, when students competed in a Parents Weekend tournament; their rankings are recorded in a tournament ladder preserved in Cardigan’s archives. It was not until 1972 that a plaque was created to record the winners each year. A school publication from that winter notes, “e good oldfashioned spelling bee generated a great deal of interest this past January. e English Department, in an effort to place more emphasis on spelling, sponsored an ‘all school’ series of spelling bees…” Since then a spelling bee champion has been recorded for both fall and spring each year. r

then: 1972

now: 2018

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50 Energy Efficiency and Solar Power Early conservation initiatives at Cardigan included forestry and land management in the 1950s and 1960s, energy conservation in the 1970s and 1980s, and recycling and waste reduction in the 1990s and 2000s. e physical plant offers further evidence of the School’s ongoing commitment: the solarpowered scoreboard, the wind turbine, the communal garden, and the campus water dispensers that reduce the School’s dependence on single-use plastics.

In 2015, Cardigan redoubled its commitment to conservation. First, the School transitioned to energy-efficient LED fixtures for all outdoor lighting as well as in Turner Arena and Marrion Gymnasium. Recent new construction and renovation projects have also prioritized efficient lighting and heating systems; beyond conserving energy, they provide detailed consumption information, allowing us to better understand and control usage. And, since it opened in December 2016, the 648kW (AC) solar array (located up the hill near the bike trails) has produced 4.4 GWh of energy, or roughly 1 GWh/year, accounting for around two-thirds of our annual electricity needs on our main campus. Students and visitors can view a real-time dashboard of our solar generation in Bronfman Hall. r

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51 Cardigan’s Trails

Cardigan’s trail system reaches every corner of campus, boasting peaceful walking paths along the lake, wide jogging trails under the tall pines, and groomed Nordic trails through the snow. anks to the commitment of faculty members like Don Stowe, Dick Leavitt, Alfred Wilder, and others, early trails were cut and maintained with the help of students who took part in activities like Campcra, Ski Improvement, and Trail Club. During the late 1970s, Stephen Heath enlisted UNH students’ help upgrading the

Nordic trails, while Charles Sachs cleared Alpine trails; decades later, Mike Fitzgerald built an extensive mountain biking trail network during the summers. is tradition is carried on today

by Mountain Biking Program Director Travis Nevins, who has invested countless hours in maintaining and expanding the trail network that now runs over twelve miles—perfect for everyone in the community, from the casual dog walker to the most seasoned mountain biker. r

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moved between these roles over time. In acknowledgment of this reality, Cardigan’s governance was eventually restructured into a single entity, our current Board of Trustees.

One hundred and ninety-nine people have served Cardigan as either incorporators or trustees (or both!). eir diverse backgrounds and careers have strengthened the School, guiding our strategic growth from a small school with an enrollment of 24 students to a wellestablished leader in middle school education, serving around 225 students each year. It is an impressive testament to their service. r Important Dates in Governance r March 10, 1945: Eight men meet at the Dartmouth Club in New York City and set a date for the first formal meeting of “Cardigan School.” r May 16, 1969: Dr. Richard Morrison ’50, P’76,’82 is the first alumnus elected to the Board of Trustees. r October 1983: Edgar Humann P’80,’83 becomes the first international member of the corporation. r Fall 1992: Cynthia (Armour) Landreth P’94 becomes the first woman elected to Cardigan’s board. r Fall 1996: Sergio Autrey P’96,’02 becomes the first international member of the board. r October 2012: e corporation disbands; incorporators either choose to retire or join the (expanded) board as trustees. r July 1, 2013: Chair Diane G. Wallach H’16, P’06 becomes the first woman to lead Cardigan’s board.

Illustration by Joe Stern, Boston Herald, April 4, 1948

52 Incorporators and Board of Trustees

In its original form, Cardigan’s governance included two structures. e Corporation, drawn from nationally-recognized individuals of “outstanding abilities and achievements,” was tasked with electing the School’s Board of Trustees, and with more general support and guidance of the School. e trustees focused on more granular details, “meeting twice a year to consider top policies.” In practice, the responsibilities blurred and crossed, and many members

Other Facts: r Longest serving board member: Richard D. Morrison ’50, P’76,’82 —51 years and counting! (1969–present) r Family with continuous service since the School’s founding: Kenerson—John B. Kenerson (1945–90); Robert F. Kenerson H’04 (1970–present) r Family with most members who have served: Hinman—Edward B. Hinman (1964–78); Crawford Hinman (1955–92); Harold P. Hinman (1945–64); John Holmes Hinman (1946–81); Richard H. Hinman (1981–92)

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53 Baseball Along with hockey and skiing, baseball was one of Cardigan’s original sports. In the spring of the School’s first year, Jeff Withington ’50 and Don Whitney ’48 in the Cardigan Clarion reported on the team’s first season: “About two months ago, Cardigan started its baseball season by making a good field. e town bulldozer started us off, and aer that, all the boys were out in the rain raking it. We worked on it for four days and finally were ready to practice on it, with [assistant headmaster] Dick Sawyer coaching.” In their first season, the Cougars played three games—one with Kimball Union Academy and two with Canaan Center—all of which they lost. e 2020 baseball season was canceled due to COVID, but the 2019 baseball season had three teams with a total of 43 student-athletes, and the varsity team had a 7-1 record, finishing with a memorable 2-1 win against Eaglebrook. r

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54 Mount Cardigan “Oh man, ain’t this beautiful, Hap!” In a 1946 bulletin, founder Hap Hinman attributed this quote to a seventh grader, “looking with feeling from our living room window, across the valleys to the mountain range horizon.” Unchanged, the gut-punch beauty of Mount Cardigan rises above campus and continues to arrest both visitors to and long-time residents of campus in the midst of their human hustle and bustle. Take just a moment to look up from your hurried footsteps, and there’s Cardigan—ringed by the brilliant colors of autumn, crested with a fresh layer of snow, or covered in the pale green hues of spring’s first buds. No matter the season, Mount Cardigan and the surrounding hills continue to be a reminder of Nature’s stunning beauty and the vast wonders of the world in which we live. r

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55 An Individualized Approach to Learning Cardigan draws out the potential in every boy by keeping classes small and making sure each child is known; if any scholar falls behind, there is someone there to help him learn from his mistakes and build better strategies for the next time. Curriculum-based support has been integral to this work since our first language training program launched in 1951, and we have continued to address a variety of academic needs ever since. Over a decade ago, we inaugurated PEAKS®, Personalized Education for the Acquisition of Knowledge and Skills, organizing all of these learning goals under a single department with a progression of courses for each grade. In these unique classes, students identify their individual strengths and challenges and learn to advocate for themselves.

PEAKS® also engages our boys in thinking about their physical and emotional development. While promoting self-awareness, self-advocacy, and self-confidence, the health-based curriculum gives students strategies for navigating the complicated situations they will face throughout adolescence. r

then: 1958

now: 2018

56 Cardigan Swag and the School Store No visit to campus is complete without a visit to the Pfeffer-Beach Family School Store for some Cardigan swag. Although styles have come and gone over the years, our community’s pride in wearing the Cardigan colors has been steadfast. Since at least 1949, boys have been sourcing a steady supply of candy bars and school supplies from the school store. e available goods have also reflected the interests of the day: sweatshirts have usually been sold, but sometimes boys could buy water pistols and chocolate milk too. At one point in the 1950s, you could even visit the store and rent a pair of skates for the winter.

Today’s store has everything from t-shirts, sweatshirts, and jackets to mugs, glasses, and holiday ornaments. ere’s also swag for your pets, clothing to commemorate the School’s 75th Anniversary, and plenty of snacks to satisfy even the heartiest middle school boy appetite! e best part is that you don’t have to be on campus to make a purchase: today’s school store is online at cardigan.org/store. r

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57

A Head’s Up Community

What makes the Cardigan community visibly different? Students and faculty engage in active conversations in the dining hall. Our heads are up as we walk the paths, present to each other and the natural world. Our focus on creativity and activity outweighs any inclination to passively scroll through webpages and social media, choosing art projects and pickup games of lacrosse over video clips and memes.

Cardigan students have ample opportunities to consume social content on their computers and use technology daily to connect with family and friends beyond the Cardigan campus. But, by eliminating the constant distractions caused by cell phones—that temptation that is less than an arm’s length away—we can work towards becoming the face-to-face community that we aspire to be, knowing each other, staying active, and being present to the world around us. r

58 Finnish Friendships Cardigan’s hockey team has been traveling to Finland since 1976 when a group of Cardigan boys traveled to Europe to compete in a tournament. Over the next four decades, Cardigan and many citizens in the town of Hyvinkää have maintained a relationship, building a bond that starts with a love of hockey but has grown to include much more.

Members of the Cardigan hockey team have continued to visit Hyvinkää, and most years a Finnish student attends Cardigan; in fact, the Admission Office is excited to announce that the third son of a Finnish alumnus will be attending Cardigan in the fall of 2021. r

then: 1981

now: 2018

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59 Living Laboratory In  then-science teacher David Auerbach H’, P’ and his colleagues had a vision “to create a program that was student-centered…Along with lessons about life, we want to foster the notion that we should respect living things and grow in our students a life-long appreciation for all creatures large and small” (Chronicle, Fall ). e Living Laboratory is all that and more. Located in Bronfman Hall, the terrariums give students the opportunity to observe first-hand the habits of turtles, snakes, and lizards, and the aquarium is home to Haitian Reef Anemones and Kenya Tree Corals as well as angelfish, Zebra Turbo Snails, clownfish, and an Engineer Goby. While all students have daily access to the Living Lab, it is primarily connected with the seventh-grade curriculum; each fall the seventh graders pick a creature to study, learning detailed background information about it before taking on the responsibility of caring for it. e Living Lab is doing so well that a baby gecko was born this year during quarantine! r

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60 Cardigan on Snow With the School’s annual snowfall averaging over six feet, and with its hilltop location surrounded by miles of trails, skiing—in all of its forms—was destined to play a significant role in the winter lives of Cardigan boys. Indeed, it was one of the School’s original athletic programs, and one of only three sports, along with ice hockey and baseball, in which Cardigan has participated for all of the School’s 75 years.

Cardigan founder Hap Hinman wrote in a 1953 letter that “as we make skiing a must, something which we can do with our present layout, we are going to send forth young boys to other schools who will be very proficient in the art—considerably beyond their years—and consequently, increasingly welcomed by the higher schools who will come to know them as ‘Cardigan trained.’”

In the early days, Cardigan skiers trained on campus with the aid of the rope tow on Clancy Mountain, and by 1955 were competing against other schools, including Holderness School, Kimball Union Academy, and Proctor Academy.

Our friendly rivals at Eaglebrook School first visited Cardigan for a ski meet in 1958 (though Cardigan was victorious in the downhill, Eaglebrook won the slalom and took the overall meet on points, 192–189). e School also provided ski lessons for less experienced skiers and oen hosted visits with expert ski instructors who taught the boys and the faculty the latest techniques. is program evolved into the Recreational Skiing Program, sometimes jokingly referred to as “Wreck Skiing” in the student newspapers of the 1960s.

A 15-meter Nordic ski jump was built in 1958, and in 1964 the School purchased and developed the Pinnacle, a small local ski area on Canaan Street. Cardigan even owned a Sno-Cat

for a time in the 1970s—a welcome addition, as it eliminated the need for the boys to pack the snow on the trails manually! Unfortunately, the Pinnacle closed in the mid-1980s and jumping faded into history a few years later. e vacancy created by the loss of ski jumping, however, was filled with the then-new sport of snowboarding in the early 1990s.

While many of Cardigan’s early ski meets included jumping, cross-country, and alpine races in the same event, today’s on-snow student-athletes choose from competitive programs in alpine racing, Nordic racing, or freestyle snowboarding; students who prefer learning to ski and ride without the pressure of competition can still participate in the popular recreational ski and snowboard programs.

While the rope tow still pulls Cardigan boys to the top of Clancy Hill (as it is now known), the alpine and snowboard teams capitalize on the modern training venues available at nearby ski areas (including Ragged Mountain, Mount Sunapee, and Whaleback). e Nordic skiers, however, continue to train on campus, enjoying over four miles of trails right here on e Point and another five miles on the lake! e Cardigan of today remains an ideal location for snow sports and for making boys “very proficient in the art” of all things snow-related. r – Chris Adams, Director of Communications and Marketing

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61

Brotherhood

Within its depths, the Cardigan brotherhood is inextricably linked to Cardigan’s Core Values, the high standards to which the boys hold each other and aspire to live up to daily. Cardigan brothers stand side-by-side on the playing fields, learn side-by-side in the classrooms, and live side-by-side in the dorms—supporting each other, celebrating with each other, learning to love—and oen forgive—each other. During a chapel talk in the fall of , Adam Philie ’ shared, “When you know you are around people who care about you and accept you for who you are, it’s okay to be vulnerable.

I learned at this School what it means to be a man, and in a world where people are pointing at us young men and telling us how to act—to be tough, to be strong, to be stoic, to have an edge, to be a man—this place actually teaches you to be human. It teaches you to show emotion, to share love, to be vulnerable, and to accept others.” To be a part of the Cardigan brotherhood is to be a part of the Cardigan community for life, and to know that whatever turns your life may take, there’s always a path back to e Point where your brothers will be waiting for you. r

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PEAKS® Department Chair Jarrod Caprow “arresting” Manifest Destiny (based on the 1872 painting American Progress by John Gast). During the December 2019 interdisciplinary mock trial, Manifest Destiny (played by history teacher Rich MacDonald P’18) took the stand in her own defense and students took on the roles of lawyers, judges, and witnesses. While an in-person trial could not take place this year due to the pandemic, the seventh-grade team adapted their lesson plans and met in a virtual courtroom to determine Manifest Destiny’s fate.

62 Faculty Collaboration When students returned to classes aer anksgiving break in 2020, they did so remotely in order to limit travel during the winter holidays and to follow CDC guidelines during the height of the pandemic. Rather than continuing with subject-specific remote classes, the faculty developed an 11-day project period for each grade level that spanned all core disciplines. Sixth graders worked together to

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understand more about the intersection of the mind, body, and spirit; seventh graders placed Manifest Destiny on trial; eighth graders explored the themes of communication in history and building bridges; and ninth graders explored ecological diversity.

To execute these projects, Cardigan faculty built on the existing grade-level team-teaching model which they traditionally use on a weekly

basis to share observations and generate strategies for challenging, supporting, and motivating their students. e collaborative approach also allows faculty to develop a common language and create consistent classroom expectations.

While not all subjects lend themselves to collaboration all the time, Cardigan’s teachers excel at breaking down barriers and working together. r

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63 Green and White Day Cardigan’s Green and White Days started in , when students were divided into two teams to compete in track and field events. e rivalry soon continued throughout the year, with a dining hall banner recognizing the winning team. e culmination of the year-long competition was an official Green and White Day each spring, during which boys not only vied against each other in footraces, archery competitions, and pie-eating contests but also joined forces in team games like capture the flag and soball.

Cardigan Today/Tomorrow describes a unique race in  that was used to determine the first passengers in a hot air balloon: “Any student who could produce the largest number of [overdue library] books would be first to follow the Headmaster’s solo flight. In a race to win, [students] spread out in the search through dormitory rooms and a total of  volumes were stacked up in the Resource Center within  minutes.”

In addition to Green and White Day, other all-school competitions have been introduced, including the Great Race—an around-campus relay race—and the Sneaker Game—an opening day icebreaker in which students’ shoes are scattered all over Marrion Field and dormmates are paired up to retrieve them together. r

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64 Dorm Families Dorm loyalty is second only to school loyalty. A student’s dormmates are his roommates, playmates, study partners, and teammates. From the moment students arrive on campus, their dormmates become their family members— supporting them through countless experiences and challenges. Building that family unit is an intentional pursuit of Cardigan’s overall curriculum, and it starts with Dorm Olympics. With each event, dorms earn points that are accumu-

lated through the year and tallied in the spring; the dorm with the most points wins bragging rights as the best dorm on campus. From the Cardboard Boat Regatta to dodgeball tournaments, from talent shows to pumpkin carvings, students bond with their dormmates, building a network of camaraderie, trust, and care. r

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65 Pets Compassion, one of Cardigan’s four Core Values, comes in many forms—an extended hand, an extra snack, a quiet word of encouragement. But Cardigan’s secret weapon, when it comes to compassion, is oen furry and walks around campus on four legs. Homesickness and poor test grades don’t seem so bad aer a nuzzle from one of Cardigan’s many pets. Perhaps that is why throughout Cardigan’s history, “pets” were snuck onto campus and into the back corners of students’ closets; it was not uncommon in Cardigan’s early years for masters to liberate frogs, turtles, salamanders, and even an occasional snake from students’ dorm rooms. ese days, the School discourages contraband pets by offering lots of free access to furry friends, from the Farm Program bunnies to the faculty dogs and cats. Of course, if a student finds more solace in scales, he can always take a trip to the Living Laboratory! r

66 Student Performances Of course there’s chaos. It’s opening night. Students are still working on delivering their lines, the sets are still getting final adjustments, and the stage managers are still practicing the timing of the lights and sound effects. Yet despite the chaos, there is a flow and sense of purpose. No one is panicking; everyone is just working together to solve every last detail before the house lights fade. eatrical performances at Cardigan have included black box theater pieces and complex sets, Christmas pageants and talent shows, modern one-act plays and familiar musical extravaganzas. e through-line? Cardigan students, channeling their endless energy toward a single goal. ere are always moments of disarray and mayhem, but for 75 years, staging a performance with middle school boys has been its own reward. r

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Cardigan’s Health Care Team works tirelessly and bravely to keep the Cardigan community safe and healthy. During the COVID-19 pandemic, they set campus protocols; tested students, faculty, and staff; and eventually administered the vaccine when it became available. They are our heroes!

67 Wellness Parents take a leap of faith when they deliver their boys to our care; they entrust Cardigan not just with their boy’s education, but also with his physical health and well-being. Headmaster Robert Kimball understood this when he highlighted the School’s health record in the 1940s: “In the entire student body the attendance register shows only two days of absence due to colds.

High altitude, a balanced diet, and the everimportant factor of enough rest have combined to produce an exceptional health record.” And, of course, physical health is a major factor in a boy’s ability to learn; Cardigan’s 1948 catalog noted that the School’s “mountain air builds strong bodies—always the requisite for sound minds and clear thinking.”

In any era day-to-day care is a critically important part of campus life. Cardigan’s current nursing staff and facilities are sophisticated and efficient, but in 2012 Richard Clancy ’67 recalled that when the School was founded “the staff was so lean and mean—with a handful of people trying to do everything—[my father Richard Clancy] was the chef, at times the maintenance guy, the bus driver, and maybe even the school nurse. He did a little bit of everything.”

Within a few years, the School had established its first infirmary within the Blodgett House on Canaan Street. School nurse Marion Noldt shared a vivid recollection in 1965 of serving in that space: “e kitchen contained a large refrigerator which sounded like a truck when it started; water (when the well didn’t go dry) was pumped to the building, and the oil burner

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(when it worked) shook the building when it went on. One night everything stopped and the silence woke me! e fireplaces came in very handy. One day when I had to take some boys to the doctor, I pushed the bed of an ailing student (Greg Moss ’57) over to the fireplace, gave him some wood, and told him to keep warm.”

Fortunately, Cardigan no longer requires ailing students to keep the fire stoked. e Hamilton Family Foundation Health Center is well-equipped and well-staffed, providing everything students need, no matter their ailments.

Managed by Director of Health Services Karen Gray, our seven-person team delivers and monitors medications and vaccinations; offers counseling to support academic, social, and emotional growth; provides transportation for off-campus health care appointments; and of course, cares for students who are feeling ill. e School also has the benefit of access to high quality emergency medical care in local communities and has long-term relationships with doctors working within those systems, ensuring that students are known well before they have need of emergency help. Perhaps the longest such relationship was with Dr. Israel Dinerman, who helped care for Cardigan students from 1954 to 1986. Today, Dr. Ben Gardner of Mascoma Community Health Center fills that role, and has been an indispensable partner to our on-campus nursing staff in navigating the realities of the current pandemic. r

In the entire student body the attendance register shows only two days of absence due to colds. High altitude, a balanced diet, and the ever-important factor of enough rest have combined to produce an exceptional health record.

– robert kimball, 1948

– Judith Solberg, Director of Archives and Special Projects

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68 e Waterfront Canoeing.

Paddleboarding.

Sailing.

Skating.

Skiing.

Fishing.

Swimming.

Diving.

Jumping.

Splashing.

Investigating.

Observing.

Conserving.

Drawing.

Painting.

Listening.

Meditating.

Cardigan’s Waterfront is the site of endless activity throughout the year. We are grateful for the lake and all it provides, not just in the form of entertainment but in the form of education and solace as well. r

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then: 1955

now: 2021

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69 Pond Hockey To play hockey during Cardigan’s inaugural year, students made the trek to Canaan Street Lake, just a short walk from the Lodge. It wasn’t long before the boys started asking for competitive games, organized practices, and a coach who could help them develop their newfound skills.

With all the male members of the faculty otherwise occupied, they looked to 22-year-old teacher Dolly Peach, who in hindsight turned out to be an excellent choice.

In their first game against the faculty, students fared far better than anyone expected. at January, founder Hap Hinman reported to fellow trustees and incorporators: “e seven-boy school team, outweighed almost 2-1 in more than one spot, threw off their wraps, played circles around their elders, and led 7-3 at one time. e faculty could skate faster, had more weight and hockey savvy—but those little devils fought, clung like leeches, body-checked, and dumped their opponents bottom side up more than once, including their personable coach—who had done a better job than anyone knew.”

For the next decade and a half, the students and coaches played on the natural ice of the lake, battling the elements and practicing in whatever conditions Mother Nature provided—from warm, slushy puddles to punishing winter winds, from subzero temperatures to still, blue-sky days. e ice required constant maintenance— between snow removal and regular flooding— but everyone in the community pitched in from November through March, bonding together

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during late-night resurfacing sessions as well as during spirited weekend games.

Although the School has had the convenience of an indoor rink since the 1960s, outdoor rinks continue to be an important part of the Cardigan experience. In fact, this past winter when the pandemic required strict safety precautions, Head Alpine Ski Coach Travis Nevins and the boys in Franklin House, as well as many others, worked together to keep clear five separate hockey rinks on the lake. Pond hockey was, and continues to be, an opportunity for all levels of players to experience all the best that hockey has to offer—the new skills, the camaraderie, the chance to be outdoors, the chance to fall in love with a game regardless of any score that may or may not be kept. “e spirit of the hockey tradition at Cardigan is hard to quantify,” says Associate Director of Admissions John Bayreuther P’09,’15,’17, whose sons all played hockey at Cardigan. “We have over 100 kids each year that are playing hockey either on a team or as part of a club. ey’re not all going to play in the NHL, but that doesn’t matter. I oen joke that we have more hockey players than big-boy schools like Avon and Salisbury.”

For many, hockey becomes a life-long avocation. It’s why the alumni hockey game has been so successful: players want to return and play on the rink where they first fell in love with the sport. e enthusiasm that goes into these gatherings is apparent in this description of the first game in 1988: “Regulation officials had been

engaged for this occasion; the school nurse and a crew of stretcher-bearers were on hand to cope with emergencies, and at 7:00 the starting whistle blew. ose who expected to see a leisurely exercise by the ‘old boys’ were amazed at their speed and endurance. At the end of three full periods, the final score stood about 43-37 although there was some question about the integrity of the scorekeepers.” ere is no doubt that Cardigan has an exceptional hockey program from which students regularly go on to play on varsity high school and Division I college teams. At least 30 alumni have even gone on to play professionally. But the heart and soul of hockey at Cardigan remains rooted in the winter aernoons when the boys meet down on the pond—the sun is shining, the temperature hovers just below freezing, and the score of the game matters far less than the number of newcomers taking their first awkward steps on the ice. r – Emily Magnus, Assistant Director of Communications

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70 Ski Holiday Former Headmaster Roland Burbank, responsible for declaring the first official Mountain Day, also earns our thanks for instituting Cardigan’s traditional Ski Holiday.

In 1958, the first volume of e Blaze yearbook noted, “March 16 dawned. reatening clouds gathered in the distance and dueled with the bright sun. ere must have been some doubt in the minds of Mr. Burbank and the faculty, but it was decided, finally, that this was the moment to announce Cardigan’s first Ski Day.” is was a brilliant (and in hindsight, perhaps an obvious) decision. e School’s location in central New Hampshire is equidistant from a number of ski resorts, and the Cougars have visited them all—from Waterville Valley, Loon Mountain, and Cranmore in the east to Killington and Mt. Sunapee in the west. And while reports of the Ski Holidays oen contain the tallies of broken skis and poles, they also describe the fun had by both students and faculty—hot chocolate included. r

then: 1959

now: 2020

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Music at Cardigan is the strongest it has ever been, and its future only looks brighter.

Together, we have transformed the arts culture into one of teamwork, resilience, and commitment—along with the occasional laugh. More boys than ever are involved in music at Cardigan, so the timing could not be better for opening our comprehensive new music facility.

As we worked with architects, we vetted every detail through the question, “How will it further enhance the experience for our boys?” Four practice rooms will give students space to refine their skills, an editing room will allow students to use technology to make music, and a fully-

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equipped rehearsal room will allow our large ensembles to grow together. Other features include recording capabilities in nearly every room, ample storage space for students’ instruments, and more. What will not change when we move into the new facilities, however, are the skills that we emphasize to relevantly introduce our boys to music—skills that shape them into cultivated men who can think on their feet, solve problems creatively, see the payoff of a long-term project, and present confidently in front of others. r

71 Music

– Kevin Franco, Director of Music

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72 Commencement

Close to 6,000 students have graduated from Cardigan, including the 59 students who just received their diplomas at our 75th Commencement. Seniors process into their commencement ceremony as students, and emerge as alumni. Small details around this moment of transition may shi (the color of the blazer, the location of the ceremony) but the core experience is one shared by generations of graduates. As they stand together, diplomas in

hand, receiving handshakes and embraces from their Cardigan brothers and faculty, their family and friends, they are paused on a precipice— between childhood and adolescence, dependence and independence, novice and apprentice. ere is much learning yet to come, but the foundation on which they stand is strong: they are ready, “prepared for responsible and meaningful lives in a global society.” r

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73 Student Art Exhibits ere’s something about a good art exhibit that satisfies the soul. At Cardigan, student artwork is on full display, formerly in the Needham Gallery in Bronfman Hall and now in the new Tsui Yee Gallery in Wallach. Artwork also graces the walls of the Commons and the academic buildings, offering the Cardigan community inspiration, cheer, and thought-provoking questions. Our student-artists use the creative process to reflect on the beauty they find in nature, to explore personal perspectives on cur-

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rent critical issues, and to share vulnerable moments of self-reflection. Photography, digital design, painting, sculpting—Cardigan studentartists eagerly explore a wide variety of media and have won national recognition for their creations, most recently in the 2021 Scholastic Art & Writing Awards. e importance of student art exhibits should not be underestimated; we are grateful for the part they play in the fabric of our community, filling our hearts and souls with positive energy. r

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74 Dawn Climb and Sunset Hike Climbing over rocks and roots, in the dark, with classmates you are just getting to know.

Young, timid, shy, perhaps even a bit homesick. e first journey to the top of Mount Cardigan can be a difficult one for many. But at the summit, as the sun rises, as day dawns, all around you are the people—your classmates, your teachers, your student leaders—who will support you and li you as you tackle every challenge, every task, every new adventure at Cardigan.

As a ninth grader, the Sunset Hike may be equally difficult. It’s the end of a journey and the start of another—one difficult to leave, the other uncertain in its destiny. ere’s much to look back on and much of which to be proud.

As the sun sets over the horizon of the landscape you have come to call home, you listen to your classmates share their stories. e brothers who were there with you at the start are now your friends, your companions, your strength. And while your time at Cardigan has come to an end, they will remain with you, if not in their physical presence, then in memory and in spirit. r

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75 e More ings Change…

Some glimpses of the past are recognizable to all Cardigan graduates: the view of Mount Cardigan’s peak, say, or the familiar green and silver tie. Yet some traditions have ebbed and flowed as the School has aged, reflecting the culture and interests of a specific era. As new customs emerge and others drop away, what stays constant? e sense of fun; the sense of place; above all, the sense of community. Not every alumnus has first-hand experience with the lapsed traditions noted here, but the spirit of Cardigan shines through clearly for each and every one. r Birthday poems: e birthday cake and poem-at-dinner tradition to celebrate each boy’s birthday lasted for many years.

Composed and presented by faculty, each poem was preceded by the snapping of fingers by the student body and followed by a cake delivered by Dave ’80 and Steff H’16 McCusker P’09,’10. r Ritz-Cardigan: A fundraiser for the senior class gi, Ritz-Cardigan was a lobster dinner—sometimes accompanied by steamed clams, steak, or spaghetti—and oen featuring live music. Seniors acted as cooks, wait staff, and dishwashers.

r Snow Sculptures: Around Winter Family Weekend for many years, snow sculptures inhabited the yards and fields around campus, born from the boys’ imagination and brought to life with teamwork and collaboration. ey offered a playful contrast to the formal school buildings, and recentered one’s perspective to that of a middle school boy. r Boxing: Faculty member Jack Heagy established a boxing ring in the little gym behind the Lodge, and under his supervision it was sometimes used to formally settle disputes between students. r School Dances: Dances were a regular event in the early years at Cardigan. Girls were invited from other local schools, and Cardigan student bands provided the music. r Canoe Trips: Just before Commencement in the 1950s, the whole school would fill a bus with tents and food and fishing poles and head to a nearby body of water for an annual Canoe Trip. Lake Winnipesaukee, Newfound Lake, and the Connecticut River were among their favorite destinations. r – Judith Solberg, Director of Archives and Special Projects

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Parting Shot

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cardigan connections 1949

1

2 1: Sky Schrode ’67 has spent his life behind the drum kit after first falling in love with live music at Cardigan. Here he is in the 1970s; 2: Sky Schrode ’67 in the 2000s; 3: Steve August ’69 on Mt. Monadnock in New Hampshire

3

Henry “Hank” Haskell is working on his tenth book. He writes, “Pat and I decided to stay in Maine this COVID-winter, and I’m writing about our neighbors who live on Shipyard Road in South Bristol—a fascinating group.”

Roger Bullard writes, “I was one of the first 25 boys to attend Cardigan and lived with classmate Fred Lippert on the second floor of Canaan Street Lodge. So many memories. Up in the morning and walk to the barn to muck out the horses.

Swing on the long rope in the hayloft and fall into the hay, until the pickup arrived to claim us for breakfast. Snowshoe treks and ski trips on the weekends.

Pickup hockey on the lake. Two of us holding a sheet as a sail, blowing the entire length of the lake, and pumping back on skates. Tapping sugar maples at night, boiling up syrup in the kitchen. My introduction to a lifetime ahead in the outdoors.

Witnessing the first chicken assassination by Richard Clancy’s axe. Witnessing Ted Peach the disciplinarian dressing down a miscreant. Publishing the Cardigan Clarion. A warm welcome and a meal when I was sent to my room without dinner. My final year of innocence. Snow, and lots of it that year.”

1950 Albert Gilpatrick writes, “I went from Cardigan to Fryeburg Academy, then later joined the Navy and spent four years on a submarine. I am now living with

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my wife Ann in Conway, SC and am still working part time.”

1958 Peter Albee contributed to the Alumni Hockey Reunion by recording a story in which he and his classmates fell trees on a frozen Canaan Street Lake. The trees were later milled into planks and became the boards for Cardigan’s first home hockey rink.

1960 John Stowe writes, “I am pleased to report that I am still in manufacturing, serving customers worldwide. Travel has been curtailed but time at home has given me the chance to pass the presidency of the three companies to my oldest son Donald. I have taken on the role of chairman, even though work has not changed. I have three grandchildren: one in college, one finishing her senior year at Proctor, and one in kindergarten. I feel privileged to have good health and look forward to getting back to traveling postCOVID. Cardigan is a special place with great people who help launch young people into meaningful lives.”

1962 Jim Barker writes, “I’m in my ninth year of retirement. My wife and I are living on our tree farm, Back Achers, in Cornish, NH. I serve on the Town’s Conservation Commission and volunteer at Friends of Veterans, a nonprofit helping veterans with is-

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sues around homelessness. We have a small travel trailer and do spring and fall trips in the US or Canada (pre-COVID). In the summer we garden and each winter get season ski passes to ‘ski the east.’”

1964

at Cardigan: “It’s a long, complex tale, but among my fond memories of Cardigan was seeing the band The Satans. This was the first time I had ever seen an actual live band, and it was the beginning of my lifelong passion for drumming. I promptly befriended David “Tex” Ritchie ’68, who cordially allowed me access to his drums, which were set up in a downstairs room under the Chapel; I would often sneak down there and bang away. Eventually, as a college freshman, I joined my first band and had my first live gig (I was petrified!), and the rest...well, you know...endless bands and gigs from New York to Florida. I’ve now stepped down from the stage, but the urge never stops, so I dabble on one of the 15 (yes, 15!) kits that I have accumulated along the way.

Thank you, Tex Ritchie!”

Ed Rossmoore writes, “I retired from education administration six years ago, but I have been most fortunate to be engaged with the launching of a new school in Richmond, VA, that serves high school students living at the poverty level. What is unique about this Cristo Rey School is that students spend four days a week in class and one day in corporate white-collar settings as interns. There are 37 Cristo Rey Schools around the country, and 100% of all graduates are accepted to college. I serve as chair of the Academic Committee of the Cristo Rey Richmond High School.”

1969

1967

Steve August made his way to the mountains to get away from COVID.

Paul “Martin” Smith writes, “In my last year at Cardigan, Bob Fahrner was my savior as I found theater—and ended up in a life of cinemas as a film editor…For three years, even though my grades were low, Norm Wakely H’91, P’70,’73,’75 kept me on because he believed in me…I learned to ski and skied the Pinnacle, canoed the lake, searched the swamp for salamanders, sailed, was pulled across the frozen winter lake holding onto bed sheets gorged with the wind, caught garter snakes, worked for Richard Clancy in the kitchen, raised the School flag, played softball, shot a .22 rifle, shot bows and arrows, loved my art class, etc. It is who I am today!”

Sky Schrode shared that his lifelong passion for music began

1

2

1971 Sheldon Caplan shared a memory: “Happy Birthday, Cardigan, 75 years young. I have so many great memories of The Point, but what stands out in my mind are the 25 years during which I was the Alumni Hockey Reunion chairman. It was a labour of love, building this hockey game to the highest attended winter sports event on campus. I’m glad I was able to bring guest nHL referees to work the games with me, such as my dear friends Paul Stewart and Dave Jackson. Having Headmaster Norm Wakely H’91, P’70,’73,’75 and Jim Marrion H’03, P’88, GP’03,’05,’14 as coaches was a real treat, and the alumni that played the game left

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3 1: Nick BhiromBhakdi ’73, receiving the Sports Personality of the Year 2020 Award from General Prayut Chan-o-cha, the Prime Minister of Thailand; 2: Paul “Martin” Smith ’67, who made a life editing films after discovering theatre at Cardigan; 3: Brooks Wallace ’76, standing next to a branch railing that he built for a custom home

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2

1

3

4

1: The Cardigan varsity jacket is making a comeback! After a recent restoration, John Christopher McKelvy’s ’78 daughter has borrowed his; 2: Carlos Moreno ’80; 3: Flashback to 2003: Cardigan alumni and faculty members Dave McCusker ’80, Sheldon Caplan ’71, Chip Dewar, Jim Marrion, and Scott Powers ’75 face off at the TD Garden in Boston during an alumni hockey game; 4: Allen “Doc” McMurrey ’83, now a sixth-grade social studies teacher in Providence, RI with a warm feeling of coming home. I’m also very proud that we honored the father of alumnus Todd Bailey ’94 and Boston Bruins star Ace Bailey P’94, who died in the 9/11 tragedy. To all my alumni friends, past headmasters, teachers, and staff, I thank you all from the bottom of my heart for giving me the foundation that made me the man I am today. ‘It’s a beautiful day in New Hampshire.’”

Eric Anderson writes, “In the spring of 1967 my application for enrollment was turned down, but I was invited to Summer Session. By the end of summer school, I was asked if I would like

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to return in September for the first of four years at CMs. It was a game changer for me. In the end, I was honored to be elected chairman of the school council my senior year. I will always remember and be grateful for my Cardigan experience. My wife and I are now retired and looking forward to what is next in life. A trip to The Point to see everything new would be nice. Best to all the CMs family.”

1973 Chutinant “Nick” BhiromBhakdi reports, “On Thailand Sports Day (December 16), I re-

ceived an award for ‘Sports Personality of the Year 2020’ for my contributions to the many competitive sports in the country, and in particular to the Paralympic National Committee of Thailand, of which I have been president for nearly a decade.”

becoming a bionic man, with both hips and now one knee. I’m gradually working my way towards retirement from the logcrafting and woodworking business, but still loving it. COVID free and hoping to visit Cardigan in the near future. God Bless!”

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Edward “Brooks” Wallace writes, “Greetings, Cardigan family. I just had a total knee replacement on my right knee (December 28, 2020) and it’s coming along great. Dr. Raymond Kim of the Steadman Clinic in Vail did it. I’m officially

John Christopher McKelvy asks, “Does anyone still have his football jacket from 1977’s undefeated season? I recently had mine restored and my 18year-old has been wearing it everywhere.”

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1979 Bob Allen recalls, “The discipline I learned from Joe Collins H’92, P’74, Norman Wakely H’91, P’70,’73,’75 and Jim Marrion H’03, P’88, GP’03,’05,’14 all those years ago still guides me to this day. All three of them hold a special place in my heart. Cardigan is a wonderful place for young boys to set the stage for the rest of their lives. I am thrilled to see the School is still thriving!”

Chris Kennedy wrote in to say hello to his fellow alumni: “Hoping to make it to The Point for the 75th! Hi to all the Cougars!”

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1980 Following the Alumni Hockey Reunion in March, Dave McCusker ’80, P’09,’10 shared a photo of an alumni game played at the Boston Garden in 2003.

1982 Teammates Rick DellaRusso, Ed Krayer, and Kevin Powers connected virtually to share stories about hockey on The Point and the School’s first hockey trip to Russia.

1983 Allen “Doc” McMurrey writes, “I am currently working with Providence (RI) Public Schools as a sixth-grade social studies teacher for English Language Learners. This is my second year with PPsD.”

1986 Gregg Long says, “It’s been an interesting year working on an information governance project at the CDC in Atlanta. The upside of COVID-19 is that I’m now permanently working remotely from my home in Chattanooga, TN.”

2 1: Ed Krayer ’82, Rick DellaRusso ’82, and Kevin Powers ’82 share stories of hockey with Director of Annual Giving and Alumni Relations Jer Shipman ’00 before the Alumni Hockey Reunion in March; 2: Flashback to 1988! On February 6, 1988, Cardigan alumni gathered for the first alumni hockey game; it has been played annually ever since.

1987 David Glossberg made a film titled Mustang Saviors that was released on February 16, 2021.

The documentary looks at the tragically high rate of suicide among American veterans and a remarkable treatment—pairing vulnerable veterans with wild mustangs, displaced through

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loss of habitat. The result is often miraculous, turning despair into enduring hope.

1992 Gustavo Struck writes, “I have been able to be in close contact with Cardigan. My son Gus Jr. ’22 is attending Cardigan, and we

visited Cardigan at the beginning of the year; it was very special for me to be setting up my son just feet away from my dorm 30 years ago. I also enjoyed seeing the sons of some of my teachers as faculty. This year I also participated in a couple of Zoom conferences with Cardigan friends who I have not seen in three

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In Memoriam Cardigan Mountain School has been notified of the passing of the following alumni, former board members, former faculty, and former staff: r Mr. Francis Lee Bailey, Jr. ’47: June 10, 1933–June 3, 2021

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r Mr. James G. Duguid ’66: May 31, 1951–November 10, 2020 r Mr. Nicholas P. Humphrey ’14: November 26, 1998–June 23, 2021 r Mr. Stuart R. Kaplan ’47: April 1, 1932–February 9, 2021 r Mr. Thomas R. Lovett ’55: September 18, 1938–May 16, 2020 r Mr. John H. Mustard ’57: 1940–November 1, 2020 r Mr. Arseny Lepiavka Ostos ’96: April 30, 1980–December 9, 2020

3 1: Gustavo Struck ’92 with his son Gus ’22, who will be a ninth grader in the fall of 2021; 2: The Cardigan varsity jacket is making a comeback!

Doug Kooluris ’89 still wears his; 3: Mike Creed ’93 and classmate Arthur Bernstein ’93 at a Dolphins game in Miami

r Mr. Charles “Chip” Porter Schutt, Jr. ’58: August 30, 1942–May 23, 2021 r Mr. Dodd C. Shay ’62: February 26, 1946–October 18, 2020 r Mr. Jon E. Trayner ’75: February 1, 1959–August 29, 2020

decades. Cardigan truly is still an incredible and magic place in the heart of New England.”

1993 Gregory Spencer writes, “Congratulations on your 75th Anniversary! Numerous outdoor adventures, activities, and educators contributed to my wonderful memories of Cardigan.”

Mike Creed writes, “I moved to Ft. Myers Beach, FL three years ago. I also ran into Arthur Bernstein at a Miami Dolphins game.”

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Ari Väisänen writes, “I’m still living in Hyvinkää, Finland and working as a business consultant. Nowadays most of my freetime goes to coaching youth girls ringette (Google it…). I’m happy to have the whole family still living at home, including Casper Väisänen ’17, and am impatiently waiting for the next alumni ice hockey game either in Hyvinkää (Finland) or at CMs. The long-lasting tradition of varsity hockey team trips by turns are the ones that every player waits for every year! Keep it going and stay safe!”

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1: Gregory Spencer ’93 and his son Phoenix; 2: Brad Pitassi ’94, who is the assistant chief for the City of Maricopa, AZ Fire/Medical Department

1994 Brad Pitassi writes, “Hi everyone! Just checking into The Point. It’s been awhile. It has been busy out here in Phoenix.

This year I served my tenth season in the command staff on the Southwest Area Type 1 Incident Management Team (one of only 16 federal Type 1 teams in the nation), responding to the nation’s highest priority incidents like wildfires, hurricanes, floods, and anything else that overwhelms a state’s ability to respond. My team was busy last summer responding to wildfires and civil unrest across the West. We developed COVID-19 protocols that were adopted by incident management teams across the country and world to keep resources safe in this crazy pandemic. At times, it felt like we were building a plane in mid-air; however, we were successful in

protecting our people and the communities we were serving.

Resiliency and adaptability were the cornerstones of success.

“This year I was appointed as an assistant chief of the City of Maricopa Fire/Medical Department. My role is administrative services chief, and I oversee logistics, fire prevention/arson investigation, homeland security division, community services, grants and budget, and whatever other crazy ideas my fire chief comes up with. I miss being in the field, doing the fun stuff with my crews, as well as life in the fire house, but this new role is allowing me to change culture and put my fingerprint on the organization in a meaningful way.

“I hope all is well and safe at Cardigan and I look forward to returning to campus one day to show my family the School.”

Henri Tahvanainen writes, “1994 was an unforgettable year!

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I was privileged to study and graduate from Cardigan and to continue the unique CMs and Vehkoja School exchange program that has been going on for more than 40 years. Great academic and athletic experiences, fun campus life, and long lasting friendships are at the top of my memories (and Dudley Clark’s H’05 donut sales, of course!).

We continue to keep alive our CMs memories here in Finland annually with all the Finnish alumni members—as Ryan Frost would say—in traditional ‘old boys’ sauna evenings. We are looking forward to hosting the Cougar hockey team here in Finland in the future. With best regards to faculty, staff, and classmates of 1994!”

1996 Luke Shipman lives on Plum Island in Massachusetts with his

wife Kat and his daughter Claire.

He continues to work in clinical trials, and on weekends he serves as a mate on a charter fishing boat out of Newburyport Harbor.

Chris Payne has continued to be an avid sailor and is looking forward to bringing his hydrofoil to Canaan Street Lake this fall.

2002 Leighton Smith writes, “On the dress code/dining hall: these days, when I leave the house, if I’m not wearing a belt, then I don’t feel right. This feeling stems, I am certain, from the hundreds (thousands?) of times I was checked at the door before entering the dining hall.”

2005 Herbie Kent and his wife Francesca welcomed their first

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1: Henri Tahvanainen ’94, as a senior on the Cardigan hockey team; 2: Ari Väisänen ’93, who coaches youth girls ringette in Finland; 3: On May 3, 2021 the Cardigan community welcomed Shea Levine Nowak, daughter of Director of Student Life Nick Nowak and school nurse Julie Nowak; 4: Luke Shipman ’96, fishing out of Newburyport Harbor, MA; 5: History teacher Doug Clark and PEAKS® teacher Annie Clark with their daughter Tess Katherine Clark who was born on May 5, 2021. Welcome to the world Tess!; 6: Herbie ’05 and Francesca Kent’s daughter, Charlotte Rey, born March 8, 2021; 7: Ben Seiler ’19, a junior and member of the varsity basketball team at Mascoma High School, celebrating his 1000th career point this winter

child in March—a baby girl named Charlotte Rey.

2006 Tyler Swertfager and Emma Meyer tied the knot on August 15, 2020! While most of their friends and family were dearly missed, they celebrated with immediate family on Third Lake in Old Forge, NY. They’re

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planning to host a larger gathering at some point in 2021, but they loved every minute of their special day in the Adirondacks!

2010 Johnathan Rhyne writes, “The last year has been a whirlwind of excitement. I got married and promoted and then moved from North Carolina to Minnesota. I

am currently selling steel for Nucor Steel and am involved in everything from military ships and tanks, to bridges and construction machinery. There is no doubt that the Core Values I learned at Cardigan have helped me in my personal and professional life.”

2011 Alex Brennan graduated from Northeastern University in May of 2020 and completed a Master of Science in Finance in May of 2021.

2012 Cole Brennan graduated from Marquette University in December of 2020. He is pursuing ca-

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1: Jonathan Rhyne ’10 with his wife Jordan; 2: Tyler Swertfager ’06 and Emma Meyer on their wedding day, August 15, 2020; 3: Roberto Morales ’17 working on a TikTok post for RobeGrill; 4: Classmates Bennett Freidberg ’15 and Colton Bullard ’15, connecting in Los Angeles in the spring reer opportunities in marketing and advertising.

Billy Philpott is a graduate student at the University of Massachusetts. He is a midfielder on the lacrosse team, and this year he was named team captain.

2013 Brothers Jackson ’13 and Bennett ’15 Freidberg are both in the US Air Force. Bennett is a loadmaster based in Seattle, and is flying all over the world, and

Jackson is an air traffic controller based in Turkey.

2014 Garrett “Walker” Huff is a senior at Wesleyan University majoring in economics.

2015 Woo Jae “Andrew” Kim is a junior at Swarthmore College majoring in economics.

Dong Hyuk “Brian” Shin is studying finance at the McDo-

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nough School of Business at Georgetown University in Washington, DC.

2016 Alvaro Altamirano Visoso is in college in Mexico. In the fall of 2021, he hopes to transfer to a school in the US and continue his studies in chemical engineering.

2017 Casper Väisänen writes that all is well. He is home, living and studying at Hyvinkää, Finland.

Roberto Morales Gomez del Campo has amassed almost 4.3 million followers on his TikTok (Robegrill), where he demonstrates his cooking skills and ends each video with his catchphrase “Que Chille.”

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1: Nearly 50 alumni from the classes of 1959 to 2020 joined a virtual Alumni Hockey Reunion on March 9, 2021; 2: Jose Moreno ’19 returning to The Point as an alumnus to see his former football coach Hal Gartner; 3: Team Cardigan in Shanghai says “Hello” to all of you and sends their gratitude and encouragement to keep fighting the good fight on The Point (March 19, 2021). Front (l–r): Mrs. Xueying Han P’22, Mrs. Ying Chen P’22, Mrs. Linda He P’19, ’22, Mrs. Jiacong Jiang P’21, Mrs. Zhenya Xue P’19, Mrs. Dandan Qi P’22, Mrs. Vicky Chen P’22; BAcK (l–r): Mr. Haijun Wang P’21, Tiger Yang ’22, Mac Wang ’21, Sean Qin ’22, Mr. Rong Zou P’19, Victor Wang ’22, Nelson Sun ’22, Mr. Feng Yang P’22, Mr. Vincent Wang P’22; 4: Aidan White ’18 with his certificate of appointment to the United States Military Academy at West Point

2018 After graduating from Brooks School, Aidan White will be headed to West Point next fall.

2019 In February, Ben Seiler, a junior, scored his 1,000th career point, playing on the Mascoma Royals Basketball Team.

Jose Moreno Cortina shared a few memories , illustrating what makes Cardigan special:

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“It’s always been the little things that matter; for me it was going back to Brewster 1 and petting Aria and Jill after a very tiring day. Thanks for everything, Brewster 1.”

Colin O’Brien, now at Tabor Academy, shares, “With all of the free time that 2020 gave me, I found myself often thinking about my future and how I could best prepare myself for it. I eventually came up with the idea to start a podcast that would allow prep school students to hear the

stories of successful alumni from their school, all in an effort to inspire and motivate them for their future. On the podcast, I hold 25-minute interviews which focus on the successes of prep school alumni, and how their schools impacted their growth and current professional lives.

In January, I invited Tyler Wilmot ’09 to the program.

“I would greatly appreciate it if you would take the time to listen to my podcast which can be found on my website, anchor.fm/

chartingyourcourse. I believe you will get a lot out of it, as all of my guests so far have had extremely valuable advice that can be applied for all ages. Also, if you or anyone you know would want to come onto the podcast for a short interview, please contact me at colinobrien2003 @gmail.com. Thank you!” r

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Cardigan Mountain School Summer 2021 Cardigan Chronicle magazine. Finished size is 11.0 inches tall by 9.0 inches wide.

the annual fund for cardigan Annual Fund gifts support the people, programs, and traditions that make Cardigan so special. Your gift ensures that no matter the circumstances, current and future generations of Cardigan boys enjoy the same amazing opportunities that have defined the Cardigan experience since 1945.

your annual fund gift provides: r Resources for Cardigan’s immediate and essential needs—allowing us to stay on-mission throughout this unique and challenging year. r Opportunities to increase diversity through financial aid awards given to deserving boys from all backgrounds. r Professional development experiences for our faculty who reinvest their knowledge back into the Cardigan curriculum. r Support for time-honored traditions like the Dawn Climb, Polar Bear, and Eaglebrook Day. Cardigan’s Annual Fund is vital in providing the best educational experience possible for the boys. Each year generous trustees, alumni, parents, grandparents, faculty, staff, and friends join together to raise over a million dollars in support of our mission. By supporting day-to-day experiences on The Point, the Annual Fund helps enrich each student’s experience at Cardigan!

make your gift to cardigan’s annual fund today at www.cardigan.org/giving. questions? contact jeremiah shipman ’00 at 603.523.3601 or jshipman@cardigan.org

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nonprofit us postage

paid manchester, nh permit no. 724

c r ig n chronicl

cardigan mountain school 62 alumni drive canaan, new hampshire 03741-7210

th m g zin of c r ig n mount in school summ r 2021

ia n icle | volu e 71, is e 2

Cardigan Mountain School Summer 2021 Cardigan Chronicle magazine. Flat size is 11.0 inches tall by 18.25 inches wide (includes 0.25 inches for perfect-bound spine); folded size is 11.0 inches tall by 9.0 inches wide. Artwork prints in four-color process and bleeds all four sides. Cover artwork; Cover IV and Cover I.