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on the point

e Charles C. Gates Invention & Innovation Competition: Learning to Follow Creative Instincts

It’s just before 9:00 a.m. on the Friday of Spring Family Weekend. Outside Wallach, sixth and seventh graders mill about in white lab coats and khaki pants. Official name tags are pinned to the pockets of their coats and green Cardigan ties hang from their necks with crisp knots pulled tightly up to the collars of their white button-down shirts. Director of Gates Eric Escalante P’19,’22 and Gates coach Annie Clark herd them together, lining them up and directing them to face the camera. For just a moment the boys turn and smile together, marking an important moment for all of them— the completion of their inventions for the 2022 Charles C. Gates Invention & Innovation Competition.

But lest you think it’s all polish and perfection, it’s important to note that just after this moment, one of the boys leans a little too far forward. His sunglasses—mirrored, the very definition of coolness—slide off the end of his nose, directly into the storm drain at his feet. All eyes break from the camera and turn to stare into the storm drain.

As the boys make their way back into Wallach, some speculate about the ways they might be able to retrieve the glasses, but for the most part, they have already moved on, thinking instead about the hours ahead during which they will share their inventions with the community.

The boys have been working toward this moment for five months—researching their ideas, developing prototypes, and refining their marketing plans. As the first members of the community enter Wallach, the boys take their places next to their posters and recite their elevator pitches to themselves one last time. For Mr. Escalante and Ms. Clark, it’s a proud moment; they’ve encouraged and problem-solved and coached and led these boys forward since January, and now it’s time for them to step back and let the boys take center stage.

Wallach comes alive with voices. In the Gates i.D.e.A.Shop, judge Dan

DeMarsP’11,’18 listens to two eager inventors, James Frost’25 and Brady Drury ’25, explain their Dry Cam, an attachment for a camera tripod that holds an umbrella for rainy-day photoshoots. In the e.p.i.C. Center, inventor Romeo N’kumbu ’24 discusses his Cookie Launcher with a group of parents, explaining that it not only works for humans but for pets as well. And upstairs in the Tsui Yee Gallery, Finn Donelan ’24 demonstrates The Turtle Getaway, a floating platform developed for the turtles in Cardigan’s Living Lab.

It’s a delight to overhear short bits of conversation. Take Wilson Yu ’25, for example. He’s presenting the MagShirt, a product meant for people with arm or shoulder injuries; magnets replace one of the shirt’s side seams, making dressing and undressing easier. For one parent who works with orthopedic patients, the invention offers a solution to her patients’ troubles; her enthusiasm for Wilson’s shirt is infectious. Then there’s the conversation between Noah Humphrey ’24 and Director of Communications Chris Adams, who used to work in marketing in the ski industry. Noah’s invention is a ski goggle strap that uses snaps instead of buckles for easier adjustment on the fly. Mr. Adams quickly takes out his phone and snaps a picture of the prototype to share with his former colleagues. From a folding yardstick to a device for preventing slamming doors, from a skateboard with interchangeable wheels to a defogging device for face masks, the boys followed a variety of problems to their logical conclusions, developing practical and most often very simple solutions.

at top: Director of Gates Eric Escalante with Watts Ooten ’24 and Marcelo Galen ’24, discussing their design of the Tenni Mark, a device used to brand tennis balls so they can be distinguished from those belonging to others on a multi-court enclosure; above: Seventh graders Annabi Diallo and Channing Rice working on a prototype of their folding yardstick

r third place: Easy Strap by Noah Humphrey ’24 r Second place: Shoelace Lock by Leo Krawitt ’25 r FirSt place: Helmeteer by Emilio Rojas ’24 and Guillermo Zaragoza ’24 r BeSt SaleSmen: Helmeteer by Emilio Rojas ’24 and Guillermo Zaragoza ’24 r BeSt preSentation: Dry Cam by James Frost ’25 and Brady Drury ’25 r community choice award: In ‘n’ Out Cleats by Leo Kim ’24 and

Julian Santini ’24 r JudgeS’ whimSical award: The Cookie Launcher by Romeo N’kumbu ’24 r patent nod: Key Point by Terry Langetieg ’24 and

Jeongung “Edgar” Choi ’24 r patent nod: The Shampoo Locker by Junyan “Joey” Huang ’24 and

Zhengyuan “Charlie” Liu ’24

above: Head of School Chris Day listening to a sales pitch from sixth graders Cole Brown and Tigger Tanglertsumphun, who developed the Snow Bro, a braking system that attaches to a standard snow scooter

For two hours the boys shared their inventions with the community—faculty, parents, students, and friends. But the most important guests were the judges— Alyssa Boehm, Mr. DeMars, Timothy Frazier ’00, and Peter Goehrig. With a total of 36 inventions and 54 inventors, the judges had a lot to learn, and by the end of the morning, they had chosen seven teams with whom they wanted to have further discussions.

Late that afternoon, the teams presented their inventions to a live audience in Humann Theatre and answered the judges’ questions. The boys not only brought their posters and prototypes but also their bravery and confidence; they stood at the front of the theater selling their ideas with solid market research and fully developed prototypes.

Then came the waiting. The inventors, the community, the world had to wait until the next morning for the results of the competition. When the awards were announced, there was plenty to celebrate. Helmeteer inventors Emilio Rojas ’24 and Guillermo Zaragoza ’24 came out on top, and two inventions—Key Point by Terry Langetieg ’24 and Jeongung “Edgar” Choi’24 and The Shampoo Locker by Junyan “Joey” Huang ’24 and Zhengyuan “Charlie” Liu ’24—received patent nods, a special designation that provides financial support for pursuing a U.S. patent.

And last but not least, Romeo N’kumbu, who developed the Cookie Launcher, didn’t make the finals, but he left an impression on the judges. They decided to award him with an unofficial prize, the Judges’ Whimsical Award, due to his commitment to following his passion and love for Oreos.

All the boys, regardless of the awards, spent five months growing their inventions, from vague ideas and half-formed questions into viable solutions and tested prototypes. They learned to follow their creative instincts, persevere through dead ends, practice and polish their presentation skills, and speak with confidence about their original ideas. It’s what being in sixth and seventh grade at Cardigan is all about. And who knows, perhaps these same skills might just help them figure out how to get those sunglasses back. r

clockwise from the top: Gates judge Dan DeMars learning about the Dry Cam, an invention developed by sixth graders Brady Drury and James Frost; Federico Laresgoiti ’25 developing a stake to secure his invention, On Mark, an attachment for soccer goals that helps athletes to practice shooting goals into the corners and away from the goalie. Rio Burnett ’25 was also on this team; Gates judges Peter Geohrig, Timothy Frazier ’00, Dan DeMars, and Alyssa Boehm with Joe Cougar in front of Wallach prior to the 14th Annual Gates Competition

Cardigan Boys of Color Define eir Own Path

Members of the Cardigan Boys of Color with Dr. Keith Hinderlie, owner of Hinderlie and Associates, LLC. Dr. Hinderlie has presented workshops across the country on diversity, inclusion, multicultural competence, and the social/emotional experiences of children and was on campus to help Cardigan with a diversity, equity, and inclusion climate assessment, part of phase 1 of Cardigan Mountain School’s Strategic Plan for 2032 (photograph courtesy of Keith Hinderlie).

Don’t follow the path. Go where there is no path and begin the trail. When you start the new trail, equipped with courage, strength and conviction, the only thing that can stop you is you. — Ruby Bridges, American Civil Rights Activist

As an opening to Black History Month in February, the Cardigan Boys of Color (CBoC) spoke in Chapel, sharing their knowledge and genuine desire to educate the community. With no defined path before them, these boys are leading, as Ruby Bridges suggests, with courage, strength, and conviction.

Blake Hodges ’22 and Grady Allison ’22 began the chapel service by debunking myths about Martin Luther King, Jr. based on an episode from First Name Basis, a podcast by Jasmine Bradshaw. Take for example the myth that MLK would have been against riots. Blake and Grady explained that Dr. King believed riots were the language of the unheard. While many at the time claimed that riots proved that black people hated white people, Dr. King saw it differently:

“This bloodlust interpretation ignores one of the most striking features of the city riots. Violent they certainly were. But the violence, to a startling degree, was focused against property rather than against people. There were very few cases of injury to persons, and the vast majority of the rioters were not involved at all in attacking people…Why were they so violent with property then? Because property represents the white power structure, which they were attacking and trying to destroy.”

“We wanted to present information that hasn’t been widely shared before,” says Carter Davis ’22, who along with Dom Taylor ’22, shared the story of Ruby Bridges during the chapel service. “There’s more than just MLK’s ‘I Have a Dream’ speech.”

“We wanted to show how much the world has changed, but also how long it’s taken,” added Student Leader Preston Merrick ’22, who chose to talk about Nicholas Johnson, Princeton University’s first Black valedictorian in 2020. “I also chose Johnson because I wanted to speak

noyes academy Canaan, NH has seen its share of educational institutions come and go. After Cardigan’s move to The Point, the Lodge (Cardigan’s original academic and residential facility) provided a home for the College of Advanced Science, and later for Canaan College. Well before Cardigan’s founding, however, the School’s Ovilla House was a stop on the Underground Railroad and also provided housing to students at Noyes Academy. That school had opened its doors in March 1835, with 28 white students, 14 black students, and a mission to assure that education was accessible to students of all races. Unfortunately, the school did not last long; in a dark moment in New Hampshire history, an angry anti-abolitionist mob destroyed Noyes Academy the following summer. Students were given only hours to leave town, with several traveling directly to the Oneida Institute, near Utica, NY. As a historical marker near today’s Cardigan campus points out, the terrible event had a silver lining: it spurred many to focus their life’s work on social justice. Next to the historical marker stands a replica of Noyes Academy, rebuilt in 1839 to house Canaan Union Academy, a whites-only school that operated until 1892. In 1903 the Town of Canaan converted the old school building into a library, and later, when the library was moved to a larger community building, the Canaan Historical Society and Museum took over responsibility for the building. r

about someone who shot for the stars and succeeded,” continued Preston.

For these boys, seeking understanding about race and racism and sharing what they have learned with their peers wasn’t limited to one chapel service. As members of CBoC, a group founded in 2021 by Gabe Quinn ’21, the boys met regularly this past year to engage in conversations and seek the support of their peers. Prior to each meeting, Dom Taylor, who was the CBoC student leader, chose a topic and sent out readings and links for the boys to explore. While the winter schedule made it more difficult for them to meet, during the fall and spring, the group gathered weekly after dinner to discuss current and historical events—from the impact of the Confederate flag to slavery and the justice system. In 2021, they even had the opportunity to speak with Ruby Bridges during a virtual meeting.

“Before that meeting, I didn’t really even know who she was,” reflects Dom. “Ever since, I think about her and remember she is the reason why I’m here. At the time, she didn’t know the impact she would have; she must have had so much determination to go to school without any friends. Her independence is really powerful and inspiring.”

It is worth noting that the boys in CBoC have chosen to make their group all-inclusive, inviting anyone in the community to join in their conversation. “It’s been great to share what I think and hear what my peers think,” says Preston. “I’m proud to be part of the discussions and feel like they have the power to change perspectives.”

Treva Murphy ’22, who is white and also a member of CBoC, agrees. “Some of the topics we talk about are really hard but we can’t ignore them,” he says. “CBoChas allowed me to connect with students of color, hear what they’ve gone through, and build friendships with them.”

What’s next for the group? Unanimously, the boys hope to grow. They want everyone on campus to be involved in CBoC; they are excited to share their knowledge and listen to the perspectives of their peers. Their optimism is contagious, and if they can hold onto it as they prepare for their journeys beyond Cardigan, they are just the sorts of leaders this divided world needs. r

Cardigan Partners with Dartmouth College on Fellowship for Aspiring Educators

For Associate Head of School and Dean of Faculty Josh LeRoy P’23,’26, spring at Cardigan is hiring season. Looking to fill vacant positions, he has a lot to consider, including what each candidate will contribute to a community that is increasingly seeking diverse perspectives. A pilot partnership with Dartmouth is helping with his recruitment efforts.

“Our faculty need to reflect what our kids see beyond our campus,” says Mr. LeRoy. “I can convey trust to our students, but in order for our students to have the best experience here, to have the best opportunity to grow and learn, they need to be able to have conversations with adults who have similar backgrounds and outlooks as they do. For our students and for our community, we have to be ready as a school to recruit and retain any type of faculty, no matter their religion, race, gender, sexual orientation, culture, or citizenship.”

Mr. LeRoy is not alone in his thinking. In fact, as Cardigan developed action areas for The Strategic Plan for Cardigan 2032, diversity, equity, and inclusion took center stage: “In all areas of school life, Cardigan will seek to understand our strengths and weaknesses around issues of diversity, equity, and inclusion. Using this as a platform, the School will construct and implement intentional programming and curricula that provides for self and community reflection, and an introduction to and celebration of others and otherness, transforming awareness into hope, empowerment, and action.”

The strategic plan also calls for “seeking new opportunities for attracting diverse faculty, staff, and board members, and reviewing, constructing, and implementing policies that support their success at Cardigan.” This means changing the School’s hiring processes and expanding recruitment tools to include additional agencies and a wider range of referrals.

Cardigan has also committed to a partnership with Dartmouth College. The goal of the project, called the Dartmouth Fellowship for Aspiring Educators, is to recruit promising candidates from underrepresented populations and help them prepare for successful high school teaching careers.

Accepted fellows will commit to enrolling in Dartmouth’s 10week master’s program for three consecutive summers and to working at Cardigan for two years, either teaching or working in advancement, admission, college counseling, or DEIdevelopment. Cardigan will pay a base salary with benefits, provide room and board, and cover half the fellow’s tuition. Dartmouth will cover the other half of tuition and provide access to the Dartmouth Center for the Advancement of Learning, which helps faculty members develop teaching tools and strategies.

Cardigan is not the only independent school involved in this project. The Lakes Region Consortium—including Dublin School, Holderness School, Kents Hill School, Kimball Union Academy, New Hampton School, Proctor Academy, and Vermont Academy—have all committed to the partnership as well. “As the head of school at Cardigan I’m so pleased, and as a graduate of the MALS program I’m so proud that Cardigan is able to partner with Dartmouth and other Lakes Region boarding schools in this incredible opportunity," says Head of School Christopher Day P’12,’13.

Dublin School Head Brad Bates, who helped spearhead the Dartmouth partnership, says the Lakes Region fellowships will help diversify faculty in a way that strengthens the entire school community: “It will be transformative, with talented people coming to our schools and bringing their own perspectives from a variety of backgrounds. It’s getting all of us to think differently about the student experience, especially for an underrepresented population that is, happily for us, growing.”

While Cardigan does not currently have any faculty involved in the program, Mr. LeRoy is working closely with Dartmouth to enroll a candidate by next summer. “There are a lot of good candidates out there,” he says. “If we’re going to make change, we have to start now.” r

Becoming an Insider: Writing Cardigan’s History

By JuDith SoLBerg

As part of Cardigan’s 75th Anniversary celebrations, the School entrusted Director of Archives and Special Projects Judith Solberg first with cataloging and organizing Cardigan’s extensive historical documents, and then with collating them into a comprehensive story of how the School community has developed since its founding. The Cardigan Archives now provides a permanent home for the School’s institutional history, and a third edition of the Cardigan Mountain School history went to press this summer. The image-rich coffee table book will be available following Cardigan’s 75th Anniversary celebration in October. This excerpt from the book’s preface offers a behind-thescenes glimpse at Ms. Solberg’s process from the past several years.

There is value in having an outsider’s perspective, and also in being swept into Cardigan’s story: the two viewpoints simply lead to different observations.

The history of Cardigan Mountain School has already been documented by two very capable and knowledgeable authors. Bob Hopkins, who wrote the 1960 edition, was a founder, incorporator, and trustee of the School, serving from 1945 until his death in 1962. Dick Rearick, the author of the 1995 edition, was Cardigan’s business manager in the late 1970s and returned a few decades later as the School’s director of development. Both of these men brought an insider’s perspective to their writing; they knew the leaders of the School well, and their own work had influenced the course of the School’s history.

When Head of School Christopher Day P’12,’13 and Cardigan’s Board of Trustees asked me to write the third edition, I was most definitely not an expert on Cardigan. While I had worked in independent schools for decades, and I had written other school histories, I had never set foot on The Point. I was a tabula rasa. Being an outsider is both intimidating and freeing: all interviews bring new perspectives, all archival finds catch the attention, and you can ask any question—the most basic of questions—without losing credibility. You can structure your book with the cold rationality of a project manager. You have the discipline to spend so-much-timeand-no-more researching one topic before moving on to the next.

For better or worse, however, that neutrality disappears quickly. My first step toward writing this new edition of Cardigan’s history was to establish the Cardigan Archives, and as I processed materials into the collection, I began to feel affection for certain class years and longgone faculty members, and to become nostalgic about the demise of this or that activity or tradition. I have to admit: I began to form opinions. I must also acknowledge that, once I spent an academic year on the campus close to students and the rhythm of school life, working with exceptional new colleagues (and with a husband working in the School’s administration), I was carried along into the School’s history myself.

There is value in having an outsider’s perspective, and also in being swept into Cardigan’s story: the two viewpoints simply lead to different observations. For this edition of the history, I used research methods that I hoped would preserve the best of both perspectives. First, I avoided using interviews to build my initial understanding (although at different points I did interview Cardigan’s past heads of school,

Cardigan Mountain School at Seventy-Five

above: Cardigan Mountain School’s history has been well-documented in two books—once in 1960 and again in 1995. Now celebrating its 75th year on The Point, the School has once again reflected on its past and how that past has influenced the School’s present and future. Judith Solberg is the author of the most recent edition.

and they were universally generous and helpful with their insights). Instead, I relied almost exclusively on contemporary primary source material. Setting aside the Summer Session history, which merits its own research project, I slowly assembled archival material—trustee and corporation minutes, school publications, correspondence, films, photographs, and more—into a mosaic of the past, which became more detailed and nuanced with each added item. I then wrestled the mosaic into narrative form, hoping to provide readers with an insider’s perspective and give voice to those who had lived through the events.

I also structured the book in two halves, developing both an historical viewbook and a chronological narrative. The viewbook portion introduces the reader to life at Cardigan in the present day, offering historical context for current programs and traditions. In essence, it is a visual representation of the Cardigan Way, and a crash course in what it means to be a part of this vital, vibrant school community. Familiar themes rub shoulders with lesserknown historical facts, making this an accessible and fun introduction to all things Cardigan.

The narrative portion of the book builds on the work of both Hopkins and Rearick, but extends to include the years from 1995 to the present day. This section risked becoming “insider baseball,” in that it delves into the details of institutional challenges, strategies, and decisions that have shaped the course of the School for more than 75 years. Over this narrative, however, I have layered a montage of photographs and documents sourced from the Cardigan Archives. These images represent a campus-centered perspective that runs in parallel with the strategic work of the administration. Interested readers can learn how the sausage is made, while glimpsing the daily life of students and faculty during each era.

I suspect it would be difficult for anyone to remain an outsider for long at Cardigan Mountain School; it has always been a warm, welcoming community. Cardigan’s Board of Trustees and Chris Day took a leap of faith in entrusting me with this project, and they welcomed me with open arms. It has been my privilege to dive deep into the School’s history, spending several years getting to know the people and programs (past and present). While sharing Cardigan’s story is a serious responsibility, I hope that this book communicates some of the joy that is always present on The Point. r