CA Magazine Fall 2014 by Concord Academy

fall 2014

Editor

Editorial Board

Jennifer McFarland Flint Associate Director of Communications

Ben Carmichael ’01 Director of Marketing and Communications

Design

Karen Culbert P’15, ’17 Leadership Gift and Stewardship Officer

Concord Academy magazine 166 Main St. Concord, MA 01742 (978) 402-2200 magazine@concordacademy.org

John Drew P’15 Assistant Head and Academic Dean

Letters to the Editor

Irene Chu ’76 Cover and Centennial Plan: Arielle Walrath and Morgan DiPietro, Might & Main

Hilary Wirtz Director of Development Billie Julier Wyeth ’76 Director of Engagement

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We’d like to hear what you think about this issue. Please send us your thoughts.

Committed to being a school enriched by a diversity of backgrounds and perspectives, Concord Academy does not discriminate on the basis of sex, race, color, creed, sexual orientation, or national or ethnic origin in its hiring, admissions, educational, and financial policies, or other school-administered programs. The school’s facilities are wheelchair-accessible.

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fall 2014

Contents

2 Message from the Head of School 3 Campus News 8 Arts 14 Athletics 18 Faculty 20 Creative Types 22 Alumnae/i Profiles ► Luke Douglas ‘05 ► Rahn Dorsey ‘89 ► Betsy Holden Thompson ‘87 ► Libby Haight O’Connell ‘72

27 In anticipation of the school’s 100th anniversary, we are excited to announce this plan to ensure that CA’s next century is as strong as the first. Forged by the school’s faculty and administrative leadership, this vision preserves and strengthens the values and history that are central to a CA education and the community itself.

44 Commencement 46 Reunion 51 Alumnae/i Association ON THE COVER:

What’s in the DNA of a CA education? In preparation for our next hundred years, faculty and staff have been working to identify how we can do more of what we do best. Read more on page 27. Photos by Knack Factory

52 Report of Giving 56 In Memoriam

me s s ag e f ro m t he h e a d o f s c h o o l

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ecently, on one of my forays around campus, I found students clustered around complex circuitry, building an “incufridge” for the science department during their club block. Projected on the whiteboard wall behind them, students’ notes mingled with their teacher’s schematic design. The students were talking and laughing, they were engaged, and they were leading, as their teacher stepped back, allowing them to take the reins. This notion of students leading is one of the most important paradigm shifts in education over the last 25 years, and it’s a shift we welcome at CA. When I began teaching, some 34 years ago, the role of the teacher in most classes was to serve as the holder of knowledge, the “sage on the stage,” and the students were to be receivers of that knowledge. Those roles are very different these days, and I could see that difference in this group of students and their incufridge. They were listening, adapting, collaborating, taking ownership of their own learning, and showing us the future. With CA’s future in mind, I’m very pleased to share with you this special issue of the magazine. In these pages, we are formally announcing the launch of our Centennial Plan, one that is rooted in this school’s rich and distinctive history. Over the decade since the school’s last strategic plan, we have achieved some great things: We expanded and renovated the chapel; we planned and built a new athletic center; we have established a more sound financial footing; and we continue to attract extraordinary students, teachers, and staff. We have been able to achieve these things because of our mission—to foster a community animated by a love of learning, enriched by a diversity of backgrounds and perspectives, and guided by a covenant of common trust—which 2

has never been more relevant than it is today. Our world needs leaders and citizens who are committed and compassionate in their thinking and who possess the creativity and courage to develop ambitious new ideas and to solve the most challenging problems. This Centennial Plan will help us to carry on this mission. Under the leadership of the senior administrative team and the Board of Trustees, many of CA’s faculty and staff from each of our departments and programs joined in the process of producing this plan. As you will see on page 27, as well as the website concord100.org, our plan builds on the school’s core values and aims to unlock potential. Together, we are privileged to participate in this wonderful community and to have the opportunity to build for this school a bold future that will make a difference here and in the world beyond. With your involvement, we are determined to do just that. Sincerely,

Rick Hardy Head of School Dresden Endowed Chair

Kristie Gillooly

Convocation 2014 Spirits were as sunny as the morning on September 2, when the CA community launched the 2014â&#x20AC;&#x201C;15 school year in the Chapel.

campus news Rehearsal Notes: Convocation Edition Kristie Gillooly

he 2014 convocation speaker, Amy Spencer, head of the Performing Arts Department, offered students the following eight rehearsal notes for consideration along the journey ahead:

• Define for yourself what you want to be. Nurture your unique voice. And cultivate the confidence to stay true to it. • Make time to reflect and find a space for yourself where you are comfortable creating things.

• Mistakes are often paths to unexpected solutions. • Don’t be afraid to go into your discomfort zone. • You’re not doing it alone. Look for your people, your wingmen. • Success needs to be, at the deepest level, personally defined. • Laugh as much as possible. Don’t take yourself too seriously.

• When you are doing what you love, it doesn’t feel like work.

Ladies and Gentlemen, the Tubulum!

PROFILE PICTURE

Kristie Gillooly

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In September, CA welcomed 377 students to campus. Of the 106 new faces, 59 are day students, and 47 live on campus. Six are dual citizens, 12 percent are international, and 28 percent are Americans of color. At least one intends to become a researcher stationed on Mars.

he DEMONs group has been at it again. They recently unveiled (to great whoops in morning announcements) a project that has been in the works for two years, a project most if not all of its 10 to 12 members have pitched in on at some point: a tubulum. If that term isn’t ringing any bells for you, we should explain that the tubulum is a 32-note instrument, tuned chromatically, just like a piano, and made entirely from scratch with PVC pipes. Unlike a piano, the instrument is played by vigorously thwopping the top of each tube with a custom-made paddle, a crafty composite of a golf-club handle, Styrofoam, and purple duct tape.

In Voice and Verse A poetry teacher publishes her second collection

For more about Thomas’s writing, including dates of upcoming readings, please visit CammyThomas.com.

On the Island of Staffa I couldn’t imagine why you, so alive then, were gasping, almost crying as we climbed the hill. Looking over the rocky island, sliding gulls, whitecaps, basalt caves booming like timpani, you pulled a plastic box from your pocket, trembling, wrenched it open, and threw your husband’s ashes into the wind.

ometimes a math lesson is only skin deep: Matt Donahue ’16 created this self-portrait as an exercise in geometry, shading regions of the face with positive curvature red, negative curvature blue, and areas with zero curvature purple. “Students were exploring alternatives to the parallel postulate used in Euclidean geometry,” says mathematics teacher Shawn Bartok, who assigned the math-in-the-mirror lesson.

Kristie Gillooly

Yes, yes, it’s dust, yes it is. It could be anyone, and could there be anyone who wouldn’t want this kind of love?

Surface Measurements

n October, CA welcomed back a new old friend. Alums of certain eras will remember an earlier incarnation of the chameleon mascot, who seems to have taken an extended sabbatical. No matter. It’s back, it’s looking good as new and full of spunk, and it can be seen cheering along the sidelines at the Moriarty Athletic Campus. Or in the gym. It’s very adaptable.

Learn more about the mascot’s return here: www.concordacademy.org/chameleon-mascot

Out of the Blue

n April 26, 1959, when this LP was recorded at Boston’s Jordan Hall, chorus was mandatory. The 222 singers credited in this performance worked under the direction of Nancy Loring, who is remembered as a formidable and inspiring teacher. Her legacy is as enduring as the pieces performed here, some of which remain in CA’s choral library today. Go to www.concordacademy.org/ jordan-hall to listen to the recording.

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riting and teaching poetry can be competing occupations, says Cammy Thomas, who has been teaching English at CA for a dozen years. Teaching is an outwardly directed activity; writing, of course, requires an inward shift of that creative energy. Her second volume of poetry, Inscriptions, was published in October by Four Way Books. Thomas looks upon her second book with deep gratitude to “my sympathetic department chairs, who give me the space and time to write,” she says.

campus news Engineering students received a box of office supplies and were asked to work in teams to build bugs — and make them dance. To learn more, go to page 37.

5 REASONS To Wish You Could Do High School Again

A’s course catalog has long read like that of a liberal arts college, and with a dozen new additions this year, the similarity is even stronger. The number of new courses is somewhat higher than in a typical year, in part because of a refinement of the history requirements. Even so, “This wave of creativity across the curriculum isn’t surprising,” says John Drew, assistant head of school and academic dean. The Faculty Leadership Fund is devoting academic resources to allow faculty to innovate and implement new courses, which will have you wishing you could do high school all over again. Among the new offerings are the following:

Oral History in Theory and Practice How and why are memories constructed, forgotten, and constructed again? Students will research a historically significant issue from the late-20th-century American narrative, which will be used to contextualize interviews with a Concord-area resident.

Applied Physics: Engineering Teams of students will work together to research, design, build, and test solutions to realworld problems, pushing them to think critically and creatively.

Text Me: Technology, Community, and the Self What does it mean to see the world through Instagram or Facebook? Are we expanding our sense of the world and ourselves or underrepresenting it? Students will examine contemporary fiction, nonfiction, and film and write about them in a variety of formats, generally longer than 140 characters.

Concord Academy Singers This select vocal group represents the finest ensemble singing at CA. Repertoire is highly varied, from advanced choral music in foreign languages to a cappella arrangements of popular songs, along with the possibility of creating original, even improvised pieces.

Experimental Statistics and Psychology: A Study of Rationality This course introduces students to topics in inferential statistics through the study of how people make decisions and whether the decisions are rational. Students will design and implement experiments and draw conclusions from the data.

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The inspiration for the new class Text Me: Technology, Community, and the Self (above) came to Nick Hiebert as he read from a passage of Alone Together: Why We Expect More From Technology and Less From Each Other, by MIT’s Sherry Turkle. “We live in a technological universe in which we are always communicating, and yet we have sacrificed conversation for mere connection,” she writes. Hiebert, chair of the English Department and in his second year at CA, got to thinking about how technology might affect the way we think about community and relationships. “I thought we’d come up with a class to sort this out ourselves,” he says. To watch Hiebert talk more about the genesis of the class, please visit www.concordacademy.org/text-me.

‘ The silence and space between us, our unarticulated rules, our very distance bind us together. Quiet people become part of the library, like the display books and posters whose titles we can recite.’

The Morning Library by Hadleigh Nunes ’15

n warm days, the windows of the J. Josephine Tucker Library are propped open with thick round dowels sized specifically for this purpose. Martha Kennedy, the librarian, makes her rounds these mornings, bearing window fans and dowels. She leaps spryly onto the bookshelf that runs the length of the library to unlock and prop open a window with a speed and economy of motion that speak to years of adjusting library temperatures. She leaps down just as easily and straightens the display books on top of the bookshelf before moving on. The library is almost empty at 7:30 a.m., when Martha arrives, but not quite. Most students go straight to the Stu-Fac to eat breakfast and hang out with friends when they get to school, but there are those who take their white paper bowls of breakfast to the library. It’s the same people morning after morning. They trickle in, sitting alone, spreading their textbooks and papers out on one of the desks. The morning is the only time when the library is actually quiet.

I arrive around 7:20, and I immediately head up the empty stairway and haul my bag to my spot in the library while the rest of the school sleeps. I have been a part of the early morning community since my freshman year, because my parents have a long commute and drop me off early. At first I didn’t know what to do. Then I found my sanctuary.

The library in the morning is governed by rules different from those that usually guide the school. It is understood that as the sun streams through the eastern windows, morning is a time for solitude. Students try not to look at one another or get in each other’s way. The people who come to the library at this hour need to be in the building and get used to the space before the addition of other people. The silence and space between us, our unarticulated rules, our very distance bind

us together. Quiet people become part of the library, like the display books and posters whose titles we can recite. By 8:00 a.m., the train students start arriving, the silence is broken, talking quickly grows louder, and the energy in the high-ceilinged room gathers, a storm only released by the bell. Then the animated crowd flows to the Chapel or the PAC. The library is never really quiet again until the next morning. I don’t have to come in to school early anymore. I have my license. I could sleep in. But even when I have no work to do, I come in. I draw or fold origami. Everything is quiet and reassuringly familiar.

Hadleigh Nunes ’15 lives in Sudbury, Mass. She wrote this essay for her creative nonfiction class. She loves visual arts of all kinds, especially drawing, painting, and paper folding. She hopes to become a mechanical engineer.

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arts

lena Nahrmann ’15 knew, even before setting a toe on campus, that she would squeeze every opportunity from the theatre program once she arrived. And in three years, she has. It came as a surprise, though, that she would also wind up maxing out the dance program, an interest she discovered as a freshman, when she signed up on a whim for a dance class to fulfill her

physical-education requirement. A member of Dance Company this year and Theatre Company last year, Nahrmann is one of a small handful of students to complete both. “Both courses are extremely rigorous and require substantial preparation, prerequisites, and application,” says David R. Gammons, who directs Theatre Company. Both are also more experimental than traditional, as companies go, focusing

Stage

the

Kristie Gillooly

Made for

on movement-based work. Last year, for example, Nahrmann says Gammons would present the class with a bit of inspiration— text by Jorge Luis Borges, for example, or a piece of art—then let the group explore it and create a composition based on their response to the work, always emphasizing the process, not product. This approach lit a spark for Nahrmann, who spent last summer at an NYU Tisch workshop on experimental theatre, where each day included two or three movement or dance classes. “Movementbased work has become so much a part of what I love to do,” she says, “because it’s about a physical expression of ideas, not just doing a scene and getting into your character.” The work at Tisch was both different and new, “but also the basis of things I’d learned here,” she says. Back on campus in her senior fall, Nahrmann has been busy with the college process, visiting both liberal-arts schools and conservatory programs, trying to get a feel for the right fit. “All the schools I’ve really loved have been more offbeat, using new methods of training instead of the traditional Stanislavsky method,” she says. That creative environment “feels better,” she says, no doubt because it reflects the one where the very spark was lit.

I N H ER S PAR E TI ME Elena Nahrmann ’15 is one of those students whose list of extracurriculars is humbling. Among them: • A harpist since age 6, performing with the Wellesley Wind Ensemble and CA’s orchestra

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• Performed in four mainstage productions, plus another student’s departmental study, in three years • Participating in the inaugural year of CA Singers, a new high-level vocal ensemble • Speaks fluent German • Practices aerial arts • Used to ride horses competitively, now only on Saturdays

CA and the ICA teamed up with Reggie Wilson for a dance residency last summer by Sarah New ’11

N JULY, Concord Academy collaborated with the Institute of Contemporary Art/Boston on a one-week residency for Boston-area dancers. Reggie Wilson, artistic director of Brooklyn’s Fist and Heel Performance Group, joined as the guest choreographer of honor. He arrived at the ICA one hot July day with three of his company members in tow, fresh from their most recent performance of Moses(es), at Jacob’s Pillow Dance Festival. Waiting to meet him in the air-conditioned theater were 21 eager dancers from the Boston area, including recent CA graduate Marina Fong ’14. In the span of one week, Wilson introduced the dancers to a wide range of influences and material, not knowing exactly how these pieces would come together in the final show at the end of the week. By the last day, the group had molded out of the week’s investigation a dance singularly created for these dancers and for the breathtaking ICA theater space. In the spirit of Moses(es) and offering the ICA audience a taste of this larger work, this piece communicated the playfulness of leading and following, as well as the joyful expression of self within a group. It was the perfect culmination of a week full of failures and success, self-exploration, and creative discussion. Wilson will return to the ICA in March with his company to perform Moses(es).

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Melissa Kennelly

IN STEP

arts

A Subtle Eternity Stories and photographs by Wei “Teresa” Dai ’14

Photography teacher Cynthia Katz keeps a quote from Robert Capa in CA’s photo lab: “If your photographs are not good enough, you are not close enough.” The phrase struck me, particularly when I picked up my interest in street photography. Dawdling in the world around us are perfect strangers: How close can we get, with the instinctive distance we try to keep as strangers? It has been a privilege to show up at the right place at the right time and to own, between my palms, the choice of a subtle eternity.

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It was one of those times when the sun decided to skip a day. Sick air, lousy clouds: just a difficult circumstance to cheer up for. It seemed to be raining, too. No one knew when it started, so it must have never stopped. Before anyone could notice, the ground turned into a crystal mirror. All of a sudden, with what sounded like thunder, an 8-year-old skater dropped heavily, like a rolling stone hitting an egg. He slid across the surface, drawing a perfect line behind him. The skateboard turned upside down, the four wheels still spinning with the blowing wind. “Never mind,” he said, “I am more fit for Heelys after all.” With that, he patted the dirty spots on his pants. Off he went with the skateboard, trading it for a pair of shoes with wheels in the heels from a gentle-looking man. “Nothing has ever stopped kids from playing,” the man laughed. His eyes were fixed on his son, who sat on the ground to put on the Heelys. His pants were ruined anyway. The boy had scars on his knees, elbows, arms, and legs. He’s fallen more times than could be counted. The father glowed with a look of pride. “I used to be one of them,” he uttered. And a good one, at that: He was a local champion on the skateboard. His name was so big that he started receiving challengers. And he beat them, with little exception. But his parents had said it would earn him nothing but intangible fame. What would be tangible, though, was a job behind a desk. “I don’t play anymore,” he said, when asked to show a few tricks. “I’m past the age.” He watched his son circle around and around the unbreakable glass, never stopping the boy from what he wanted. He was still a kid. Maybe he could be the lucky one. Maybe he would remain one. For more of Dai’s photographs and stories, please visit www.concordacademy.org/teresa-dai.

athletics

THE BOOMERANG EFFECT Two alums return to teach and coach their high school teams

Laura Twichell ’01 (top) has returned to teach English and coach girls’ soccer; Peter Boskey ’08 (above) is leading the fiber arts program and working with the volleyball team.

aura Twichell ’01 and Lauren Kett ’01, soccer teammates in high school and again at Swarthmore, used to talk on the college pitch about someday going back to coach girls’ soccer at CA. “That was our little dream,” Twichell says, “and now here I am.” She returned to Concord in September to join the English faculty; in the afternoons, she can be found lacing up her cleats on the field again, realizing that fantasy as assistant coach for the girls’ varsity soccer team. Twichell and Peter Boskey ’08 should compare dreamrealizing notes: After studying fashion design and creative writing, then working in corporate design, he landed his ideal job as CA’s new fiber arts teacher — and is also rebounding to the volleyball court, as assistant coach for the team he managed as a student. CA had no coed volleyball option when Boskey was here, so he agreed to manage the girls’ team as a way to stay involved in the sport. The head coach both then and now, Darren Emery, “was patient and kind enough to instruct me while he was instructing everyone else, and I got to participate,” he says. “Having worked with Darren and the team before, I’m excited to get involved again.” Boskey is also excited to be back in the fold of the larger CA community. “It’s always been a goal of mine to work here,” he says. He looks forward to bringing his design perspective to the fiber-arts program, sharing with students what he has learned about practical career options in fashion or textiles, and the differences between art and design. “Plus, there’s an energy here that I haven’t been able to find anywhere else,” he says. “It’s a creative energy that permeates all aspects of academics, and I’m excited to get back into it.” Twichell shares that excitement about returning — and she should know, because this is her third return trip since graduating. This time around, she brings a fresh perspective gained from a master’s in instructional leadership and studies in group learning, which have natural applications for the soccer field and English instruction. “Coming back from grad school, I’m excited to have the flexibility of a CA classroom to experiment in and bring my ideas to,” she says. Is it at all strange to make the switch to the front of the classroom and leading a team? Both Twichell and Boskey say, well, yes, maybe a little. But just at first. “The first time I came back, I was nervous about being a student in people’s eyes,” Twichell says. “But the faculty has really welcomed me.” Boskey agrees. “I’m excited to get started,” he says.

F I N N P O U N D S ’15

N I N A C A L L A H A N ’16

G R AC E C A M P B E L L ’16

ON THE COLLEGE TRACK

avigating college admissions can be a challenge for any student, but for those hoping to add sports to the mix, the process can be even more complex. Here, we catch up with a few students to see how they keep pace with the athletic recruiting and college admissions processes, while also leading the pace on the field. When Finn Pounds ’15 came to CA as a new sophomore, he was a middle-ofthe-pack cross-country runner. After a year with coach Jon Waldron and a summer of significant progress, he returned as a junior with a top-100 national ranking in the mile. “That’s when people started talking about college,” he says. Runners approach college admissions with their own set of numbers: “There’s your GPA, SATs, maybe ACTs—and usually a mile time, which coaches base their recruiting on,” Pounds says. With his indoor-mile time of 4:21:07, Pounds makes an attractive candidate to the Division III and NESCAC coaches. Pounds figures he could find his way to a big state school with a strong running

program, but he’s more interested in finding the right academic fit first. That message has been reinforced by Peter Jennings of the College Counseling Office, who reminds students of the broken-leg principle: Would you still want to attend this school if you broke your leg on the first day of practice? Finding the right team, culture, and coach is “not insignificant,” Jennings says. That coach may be the adult with whom you spend the most time on campus, but what if that person leaves? “The challenge for this generation,” he says, “is they can be so focused on the one thing that defines them, and CA does a great job of helping them define themselves more broadly. Which is important not just for college but for life.” Nina Callahan ’16 and Grace Campbell ’16, lacrosse teammates and friends nearly since infancy, have taken this message to heart. They’re both members of the new vocal ensemble, CA Singers; both say they chose the school for academics; and both participate on club teams outside of school, in addition to CA’s

varsity lacrosse team. Callahan has also performed in two theatrical productions and is a head tour guide for admissions this year; Campbell is a three-season student-athlete. Their high school experiences are most certainly broad. College is still two years away for this pair, but they’re already clear on certain directions: They would both love to play college lacrosse—and through their club team they’re already hearing interest from coaches—but they would forgo athletics in favor of a more rigorous academic opportunity. It’s easy to get swept up into the excitement of college recruitment, particularly as Campbell and Callahan watch their club teammates weigh offers from coaches, but this is exactly where CA’s emphasis on critical thinking is paying off. “After being here for two years, I can evaluate situations better and see them as they are,” Callahan says. As a midfield center and a junior thinking ahead to college, that’s a good thing.

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Photos by Kristie Gillooly

Student-athletes take on the admissions process

The fall teams, including the girlsâ&#x20AC;&#x2122; varsity soccer team seen here, got off to a strong start this season. Please visit our website, www.concordacademy.org, to catch up on individual team records and browse more photos.

athletics

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17 Cole + Kiera Photography

Kristie Gillooly

faculty

‘The thing that’s really important to me is that students are able to tackle hard problems. I mean, math class is great, but life goes beyond it.’ — Kem Morehead

Kem Morehead teaches mathematics and life lessons and is a house faculty member in Hobson.

Beyond the Books A mathematics teacher covers the curriculum — and then some by Julia Shea ’16

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s a middle-schooler in Brookline, Mass., Kem Morehead had a reputation as a troublemaker. That is, until her eighth-grade teacher saw a spark in her. “I used to write a lot, and she liked my writing,” Morehead says. “I wanted to please her.” Now a mathematics teacher, Morehead is still inspired by that example and aims to build “well-rounded and authentic relationships with students.” Her teaching—in class, on hiking trails, or as a house parent—extends well beyond algebra or trigonometry. And her wife’s signature lemon squares, distributed after math tests, certainly help sweeten the lessons. In the classroom, Morehead emphasizes habits of mind as much as the curriculum. “The thing that’s really important to me is that students are able to tackle hard problems,” she says. “I mean, math class is great, but life goes beyond it.” A significant portion of class time is devoted to students working together, grappling with 18

challenging problems. Passersby can hear a collaborative chatter spilling into the hallway. In encouraging group work, “My goal is for students to stop believing the stories they tell themselves,” that they are incapable of solving certain problems, for example. “The stakes are pretty low in math class, so let’s practice taking risks.” Morehead hopes students leave her classes with “curiosity, a willingness to take risks and make mistakes, and the ability to embrace failure and to work collaboratively,” qualities that will serve them throughout their lives. Morehead knows firsthand the value of taking risks, having quit her first profession as a software engineer. She loves technology and loved her work but felt that she wasn’t making a difference. Compensating for her corporate life, she pursued other passions outside of work, namely rallying for gay rights. In one instance, Morehead found

herself behind bars for acts of civil disobedience during a gay-rights rally. At the time, she thought, “I know I’ll get out. This is merely a symbolic gesture. There are people outside supporting me and a lot of resources open to me.” But Morehead realized that this wasn’t the reality for many inmates. “This is why education is so important,” she says. “And the next year, I quit my job as a software engineer, earned a degree in education, and became a teacher.” Her first year at CA, Morehead had a student who was struggling with substance abuse. “Yes, she got herself into a lot of trouble,” Morehead acknowledges, “but I saw that she was smart. She ended up being my advisee, and we had a great relationship.” Much like her eighth-grade role model, Morehead worked through the advisee’s difficulties, never losing sight of all that the student had to offer. Morehead is making a difference. The work is gratifying. She has found her niche.

Kristie Gillooly

Globe Trotting A summer sabbatical for teachers teaching Shakespeare

lummet into the Elizabethan era of Shakespeare’s performances, fall through the heavens of Shakespeare’s Globe Theatre, and land on the stage. Hell lies below you, next to you are the engaged and brawling townspeople, and in front of you sit the wealthy, hiding from the sun under the Globe’s small roof. This past summer, English teacher Abby Laber used her summer sabbatical to experience the Globe Theatre’s many wonders,

English teacher Abby Laber ascends from the Globe Theatre’s trap door, affectionately known as “Hell.”

and rediscover how to absorb and teach Shakespeare. Laber joined 24 other American teachers attending a three-week class at the Globe called Teaching Shakespeare Through Performance. The group met with three main classroom teachers: two focused on acting, and one focused on how to bring the lessons back to the teachers’ classrooms. Rather than sitting in a chair to read the text, Laber and her fellow teachers learned

to feel the meter, movement, and conflict within it. “That turned out to be a really powerful way to understand the very kinds of things that English teachers like me have often tried to teach,” Laber says. As a part of the program, the group learned and performed scenes from Julius Caesar on the Globe stage. To prepare for the performance, they had lessons with the professionals who train actors in dance, voice, and speech at the Globe. One movement instructor, for example, taught the group “how to feel iambic pentameter,” Laber says. “It would be an overstatement to say that I learned how to [act], but I learned about how to do it,” she laughs. Laber hopes to bring back to CA a new way of reading, performing, and understanding the characters, themes, emotions, and rhythms in Shakespeare and other texts. One technique she might use involves playing games to get access to the emotional aspects of a scene, and then using these discoveries to get inside the poetry. For example, she might address an argument between Beatrice and Benedict in Shakespeare’s Much Ado About Nothing like this: Instead of just giving them the script, she might ask them to work in pairs. “One person in the pair is going to want to make eye contact, and the other person in the pair is going to refuse to make eye contact. Go. Okay, you’re going to argue now. One of you is going to say yes, one of you is going to say no. Go. And that’s when you might give [the students a reduced version of] the text where the fight is very vivid,” she says. Overall, Laber had a fantastic experience that stemmed from both the wonderful teachers and her open attitude. From the beginning, she decided that she would just “embrace the fact that I don’t know anything, and do it!” 19

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by Claire Phillips ’15

BOOKS

FILMS

CDS

M U LT I M E D I A

Oscar-nominated film Restrepo, they made plans for a follow-up film. After Hetherington was killed in Misrata, Libya, in 2011, Junger decided to return to the footage the pair had shot in eastern Afghanistan’s Korengal Valley in 2007– 08 and make the film they had originally imagined. Korengal begins where Restrepo concluded.

Victoria Fish ’80 A Brief Moment of Weightlessness Mayapple Press, 2014 A troubled veteran, a youngest child, an elderly woman, a confused friend: all examples of the characters who take turns narrating life as witnessed through his/her own lens. This debut collection of short fiction captures the heartache of estrangement, the earnestness of youth, the dignity of aging, and the often dark conflicts within. In tales covering a range of taxing family issues, from childhood illness and depression to death and imprisonment, Fish adeptly presents the human spirit battered, bruised, but never completely broken.

Sebastian Junger ’80 Korengal Released by Saboteur Media, 2014 As Sebastian Junger and photojournalist Tim Hetherington were completing their 2010

Huntley Funsten Fitzpatrick ’81, P’16 What I Thought Was True Dial Books, 2014 In this young-adult work of fiction, Gwen is desperate to put a humiliating junior year behind her. She secures a job caring for an elderly islander in a quiet

Jessica Lander ’06 Driving Backwards TidePool Press, 2014

kidnaps in hopes she’ll be the bargaining chip that will secure the children’s safe return. While on the run in the woods of northern New Hampshire, Tsara realizes her uncle is behind the twisted scheme, but whatever possessed him to do it, and to whom can she turn for help?

Summers spent in a small New Hampshire town became opportunities to learn of its past from an elderly resident who befriends his three young neighbors. The captivating stories

Matt Taibbi ’87 The Divide: American Injustice in the Age of the Wealth Gap Spiegel & Grau, 2014

cottage far away from the popular hangouts and rich summer kids who torment her. All is well until the new yard boy arrives: Cassidy Somers, the very person behind her social train wreck. Gwen is determined to keep a safe distance, but when Cass succeeds in teaching her fearful little brother to swim, she begins to see him in a different light.

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Tilia Klebenov Jacobs ’83 Wrong Place, Wrong Time Linden Tree Press, 2013 A reluctant alliance is formed between Mike Westbrook, a frantic father whose only son is one of six abducted children, and Tsara, the woman he

exposé of the grossly unbalanced state of today’s scales of justice.

Precisely how did our legal system become a two-tiered experience depending upon one’s socioeconomic status? Taibbi delves into the evolution of the great divide, in which the most vulnerable are arrested, fined, incarcerated, or deported at exponentially rising rates. Meanwhile, those whose fraudulent ways run multibilliondollar financial institutions into the ground, wreaking havoc on the entire global economy, walk free. Readers accustomed to Taibbi’s usual satirical style will find nothing humorous in this

lay the foundation for this biographical memoir of a place and time in small-town American life. Though many may know of Gilmanton as the home of serial killer H. H. Holmes or where Grace Metalious wrote and set the best-seller Peyton Place, few know the intimacies of its beginnings and present-day residents quite like Lander. The author’s pen and ink sketches bring an additional dimension to the stories.

Lori Day ’P10 with Charlotte Kugler ’10 Her Next Chapter: How MotherDaughter Book Clubs Can Help Girls Navigate Malicious Media, Risky Relationships, Girl Gossip, and So Much More Chicago Review Press, 2014 Her Next Chapter presents a refreshing alternative to the Disney princess monoculture that saturates the experiences of young girls. Guided discussions accompany suggested books and films exploring the

Have you published a book or released a film or CD in the last year? Please contact martha_kennedy@concordacademy.org and consider donating a copy to the J. Josephine Tucker Library’s collection of alumnae/i authors.

creativetypes by Library Director Martha Kennedy

FI LM

Esy Casey

many facets of girls, both fictional and real, allowing young readers to see themselves in characters who explore, assert, and live full lives. Along with this rich and rewarding road to female empowerment, the social gatherings of book clubs allow members to safely discuss and examine topics such as gender roles, body image, and bullying while finding their valued place in the world.

Catherine Saalfield Gund ’83 Born To Fly: Elizabeth Streb vs. Gravity Released by Aubin Pictures, 2014 A documentary about choreographer Elizabeth Streb and her STREB Extreme Action Company, where dancers throw themselves from land and sky, all in the pursuit of defying gravity. Here, STREB performs “Sky Walk,” as part of the London 2012 Cultural Olympiad.

Luke Douglas Class of 2005

ALUM NAE I PRO FILES

Into the Arctic Wilderness Trekking into the Alaskan Arctic to capture it on camera

by Nancy Shohet West ’84

T H I S

I S S U E

► Luke Douglas Class of 2005 ► Rahn Dorsey Class of 1989 ► Betsy Holden Thompson Class of 1987 ► Libby Haight O’Connell Class of 1972

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hen Luke Douglas ’05 looks back at his summer 2013 expedition through the Alaskan Arctic, a journey that was mapped out to cover 300 miles and take Douglas and four friends from the heart of the Brooks Range to the edge of the Arctic Ocean, two images come to his mind. One is what you might expect, or at least hope, to hear from an adventurer hiking in far northern Alaska. “Our first night in, we were all sitting around trying to dry our boots out and cook food,” Douglas says. They had set up their camp 22

in one spot and were cooking about 100 meters away, a precautionary measure against bears. When a grizzly came over the rise, they had to make a quick decision. “If the grizzly came to our cooking site and ate all our food, that would mean the end of the expedition. But if a grizzly came to our campsite and ate us, that would be the end of our lives,” he says. They scrambled to retrieve flares and bear spray, but the bear came closer. “So we waved our jackets and yelled. The grizzly stood up on his back legs. He was massive, like a car on end. He took one last look at us, ambled off, and

‘If the grizzly came to our cooking site and ate all our food, that would mean the end of the expedition. But if a grizzly came to our campsite and ate us, that would be the end of our lives.’ — Luke Douglas ’05

we never saw him again,” Douglas says. “It was quite a first night in the Arctic.” The purpose of the expedition was to film a part of the world that has been barely documented on camera thus far, and to make that photography available and free for public use. The team included a hydrologist, a geologist, a biologist, a media producer, and Douglas, who had spent six arduous months fund-raising for the journey. So it was with a heavy heart, 10 days before the trip’s end, that Douglas boarded a bush plane on an airstrip in a tiny Alaskan village. His premature trip

home was necessitated by a badly damaged Achilles tendon that was slowing down the whole expedition; it also provided the second iconic image of his trip. The plane had just delivered a new member to the expedition. “Other than the pilot, I was the only person aboard,” Douglas says. “I was looking down as we took off and could see my friends jumping up and down, excited and happy to see the new guy. I knew that my decision to leave was the right one. It was the best thing I could do to help the team and make the expedition a success. But watching my friends go

on without me as the plane rose into the air was a moment of keen disappointment.” He didn’t get to see the polar bear that the group encountered, and he didn’t get to dip a toe in the Arctic Ocean. But Douglas is philosophical about the loss. “I’ll go back someday,” he says. “The most important thing, for all of us who went, is to share the story of this area any way we can, to raise people’s awareness of this unique landscape and to remember that it exists.” Read more about the expedition and explore their photos at www.expeditionarguk.com. 23

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A storm rolls in over the Anaktuvuk River on Alaska’s North Slope. Photo by Paxson Woelber

Rahn Dorsey Class of 1989

Closing the Opportunity Gap Expanding opportunities for Boston’s African American and Latino youth

Projected population and distribution of black and Latino youth in the city of Boston in 2018. Map courtesy of the Black and Latino Collaborative

Photo courtesy of the City of Boston

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tatistics and data often pale in comparison to the power of a personal story when it comes to getting readers’ attention. But sometimes, says Rahn Dorsey ’89, the right statistics, presented in the right way, can light a fire. That’s what happened recently when a report commissioned by the Black and Latino Collaborative illuminated the fact that almost two-thirds of Boston’s boys and male teens are black or Latino. Many of those same young people were born outside the United States, and about half have been raised by their grandparents. 24

Somewhat to Dorsey’s surprise, the local media grabbed on to the data, generating articles and editorials exploring the questions the report raised. At the time the report was released, Dorsey was an evaluation director and education program officer at the Barr Foundation, which is a member organization of the Black and Latino Collaborative. The group looks for strategies to address inequality and expand opportunities in the city of Boston. “We can help black and Latino men within the community talk to each other and build collective self-esteem,” Dorsey says. “They have to refuse to buy into the ways in which they are demonized. The other part of the conversation needs to be across communities about inclusion. If blacks and Latinos represent two-thirds of Boston’s young men, they are the city’s future leaders, future dads, future pillars of our communities, and future decision makers. To make certain that they assume their rightful place as full citizens in Boston, we need to have a substantial conversation about equity and the added investments we need to make in their education, ensuring their safety and supporting their leadership.” The goal is full enfranchisement, Dorsey says. “That means not being isolated—not living as a second-class citizen relegated to

some neighborhoods, but not others; some careers, but not others; some schools, but not others—but feeling like all of Boston is yours. Feeling like you can live, attend school, go to cultural events, eat at restaurants, anywhere throughout the city.” To get there, we have to “open some closed minds,” he says. As of this fall, Dorsey is uniquely positioned to put his professional expertise behind his vision for the city of Boston: In early September, Mayor Martin Walsh named him Boston’s first chief of education. In this newly created role, Dorsey will be a cabinet-level official cultivating relationships with Boston’s public, charter, parochial, and private schools, as well as the city’s colleges, universities, and communitybased learning organizations. Dorsey will continue to work toward his dream that in five or 10 years, young people growing up in the neighborhoods of Dorchester, Roxbury, and Mattapan will thrive in Boston’s schools and universities, in its museums and theaters, creating the expressions that define the city’s identity, from its innovation workplaces and corporate boardrooms. “We shouldn’t be having conversations about inclusion and equity 25 years from now,” he says. “By then, Boston should be a standard-bearer for racial, class, and gender equity.”

Drawing Inspiration A New Year’s resolution gives rise to a career as a children’s book illustrator

n New Year’s Day of 2010, Betsy Book Award and was recently chosen to Holden Thompson ’87 made be a Raising Readers book by the state of a resolution: Within the next six Maine, meaning that every 3-year-old in the months, she would sign with an agent and state will receive a copy at his or her annual procure her first contract to illustrate a pediatric check-up. children’s book. At the time, she had only Since then, she has illustrated several a few years of experience as a fine artist and other well-received books, among them was entirely self-taught as an illustrator. “I Mmm . . . Let’s Eat! and Momotaro (The decided that every day, I would complete Peach Boy): A Japanese Folk Tale. That book, one task toward meeting my goal,” Thompa retelling of a classic Japanese folk tale, son says. By the time summer had arrived takes place in ancient Japan. “I researched outside her home studio in Portland, traditional dress and symbology, and I used Maine, she had her first contract for a chilorigami paper, rich textures, and Japanese dren’s book to be published in Korea called fabrics as I created the designs for the illusPam and Sam. trations.” She was also mindful, she says, of her role as a Caucasian illustrating Asian Her agent next showed her the manuchildren. (Thompson’s own daughters, ages script for Eggs 1, 2, 3: Who Will the Babies 11 and 14, are both of Asian descent.) Be? “I was immediately excited,” she says. The book supplied all the elements Thomp- Cultural sensitivity was less of an issue son enjoys most in an illustration project: for Pam and Sam, which was written as an Each page contained an element early reader for English language learners of surprise, with plenty of room in Korea, because the main characters are for humor, creativity, and design a turtle and a rabbit who garden together. sophistication on the artist’s part, “The art director claimed that the leaves on and it required her to do some the carrots I illustrated were not realistic research. For that book, she enough,” she says. “It’s always interesting learned about animal habitats and often funny to see what kind of feedand “quite a lot about the back you get.” platypus,” she says. Now Thompson has a new goal: to Eggs 1, 2, 3 received write as well as illustrate future projects. numerous accolades: It won Young readers from Maine to Korea—and the 2012 Lupine Picture those who read to them—stand to benefit if Book Honor Award and this New Year’s resolution becomes reality the Oppenheim Gold Seal as quickly as the first.

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Betsy Holden Thompson Class of 1987

Libby Haight O’Connell Class of 1972 Courtsey of Ivan Day

An Appetite for History A food historian traces the heritage of our favorite recipes

AKED ALASKA, according to food historian Libby Haight O’Connell ’72, is a perfect example of how a recipe can embody a particular moment in the cultural zeitgeist. A dessert made of ice cream wrapped within a cake layer, covered with meringue and baked quickly, so the meringue forms a crust before the ice cream can melt, the dish was invented at the height of the Gilded Age. The United States was buying Alaska from the Russians, and many Americans considered it nothing more than a frozen landmass. “Back then, it took a lot of manpower to produce a dessert as elaborate as baked Alaska,” O’Connell says. “You would need big blocks of ice from an icehouse. You’d need people to make the ice cream. You’d have to bake the cake in a coal oven, in which the temperature was very difficult to adjust. You’d have to whip meringue without even a rotary beater, let alone an electric one. And then if you serve it flambé, which was very popular in the Gilded Age,

Library of Congress, Geography and Map Division

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it meant you were including alcohol, which was even more luxurious. So the dessert itself symbolizes . . . the themes of aspiration, luxury, flamboyance.” O’Connell, the author of The American Plate: A Culinary History in 100 Bites, to be published later this year, has devoted much of her career and her scholarly work to tracing the heritage of particular dishes and recipes. In college, she spent a semester working as a costumed interpreter at Plymouth Plantation. There, she learned about 17th-century cooking and gardening, an interest that grew into a Ph.D. in history at the University of Virginia. Today she is a chief historian and senior vice president for corporate social responsibility for History/ A+E Network. Among her many board affiliations is a seat on the board of trustees at Monticello. O’Connell is intrigued by Thomas Jefferson’s culinary habits, which were influenced by his stay in France. “He was fascinated by the elegance of French cooking and the variety of ingredients that were used,” she says. “He exchanged seeds with people all over the Western world. At Monticello, he grew vegetables that a lot of Americans weren’t yet familiar with: eggplants, tomatoes, the sweet green peas that were very popular in France at that time.” Food isn’t just what people eat, she points out. Each recipe and every dish has its own story, and those stories reflect everything from immigration to technology. Each ethnic group helps to shape the American palate, both in the past and today. “We see it today reflected in the increased popularity of salsa, quesadillas, Asian dishes, Thai food,” O’Connell says. “You can look at how food was used in funeral ceremonies by the ancient Egyptians or at how today’s foods provide a window into our current obsession with diet trends and so-called superfoods. All of this adds to our understanding of everything from cultural anthropology to folklore to how people spent their daily lives.”

Photo by Tom Kates

– FACULTY MEMBER CHRIS ROWE

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‘ The school’s upcoming centennial made us stop and think: What is most valuable about this school? What’s in its DNA? The school’s history and education are quite remarkable, with many of our values dating back to the 1920s. We decided that we wanted to build programs, spaces, structures, and facilities that encourage and amplify those values. It’s taking what is great about CA today and making it better.’

1922 – 2022

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The instruments of discovery have evolved over the decades, but the spirit of a CA education remains true to the school’s founding values and mission.

‘ We owe it to our students now and our students into the future to be the very best school that we can be. That’s where this plan comes from.’ – H EAD OF SCHOOL RICK HARDY

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Ninety years ago, the founders of Concord Academy

That future will likely look very different than the world today. Education is shifting away from discrete disciplines to multidisciplinary collaboration, from students as receivers to students as creators and makers, and from technology as distraction to technology as an enhancement to learning environments. Thankfully, the skills that are essential for this approach — creativity, collaboration, and uncommon levels of trust — have long been the hallmarks of a CA education. With this plan, the primary motivation is to ensure that the school, in the decades to come, can continue to prepare students to take active roles and to make a difference in the world. The future for Concord Academy is guided by these values; this plan is not a transformation, but a revitalizing of CA’s core and an unlocking of potential. The administration, board, faculty, and staff approach this work with great excitement, knowing that it will enable the school and its students to thrive well into the future.

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Photo by Tom Kates

built a school in a very different world. At that time, the sole academic building was a converted horse barn. In the years since, CA has prospered. Our campus has expanded, our alumnae/i base is thriving, and we look confidently ahead to celebrating our centennial in 2022. In planning for that occasion, we have crafted a plan — Concord Academy’s Centennial Plan — that honors the school’s enduring values while building boldly for the future.

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Photo by Tom Kates

Guiding Principles The Centennial Plan is driven by four commitments:

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CREATIVITY

COMMUNITY Strengthening our unique learning environment defined by strong partnerships and respect for others

Continuing to foster inspiring, innovative teaching and learning

DIFFERENCE MAKERS

OUTREACH

Launching graduates who change the world for the better

Connecting who we are and what we do with the broader world

REVITALIZING THE CORE · · · ·

Commitment to Financial Aid Advancing Faculty Leadership CA | Labs: Science Center Renovation R esidential Life Enhancements: Main Street Revitalization · Boundless Campus: Connecting CA and the World

ADDITIONAL PRIORITIES · · · ·

Campus Center and Library Renovation R esidential Life Enhancements and Curriculum CA Studio for Performing Arts West Green

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THE CENTENNIAL PLAN will encompass a series of coordinated initiatives that will deepen and extend CA’s model of engaged teaching and learning. In May, the Board of Trustees approved five initiatives, intended to revitalize the core, as the lead priorities.

Photo courtesy of Beatrice Montesi

REVITALIZING THE CORE

Commitment to Financial Aid //////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Written into CA’s mission statement is a community engaged in a love of learning, a diversity of backgrounds, and a covenant of common trust. Financial aid directly supports the core mission by making CA accessible to the best possible students from a full range of backgrounds, experiences, cultures, languages, and geographic locations. It allows us to provide an enriching education that prepares students to thrive in the world. other words. CA will increase the percentage of students receiving financial aid to 26 percent by 2019, and to 28 percent by 2022. Offering more aid to qualified students strengthens the student body and is fundamental to maintaining the school’s excellence into the future.

As increases in tuition costs continue to outpace the rate of inflation, it is critical that we continue to increase access to financial aid. Every year, we turn away highly qualified students because we lack the aid to support them. These individuals are leaders in their communities, independent thinkers, motivated and driven students who thrive on learning — people who would fit right in here, in

N U M B E R O F S T U D E N T S O N F I N A N C I A L A I D AT C A 105 98 89 74 62

59 1998

2004

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2019

2022

AV E R A G E P E R C E N T A G E O F S T U D E N T S O N F I N A N C I A L A I D AT P E E R S C H O O L S 53% 47% 45% C O N C O R D AC A D EM Y M AG A Z I N E FA L L 2014

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35%

34%

33%

32%

31%

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28% 25%

1 St.

24%

23%

21%

Andrew’s 53% 2 Andover 47% 3 Exeter 45% 4 Groton 38% 5 Taft 37% 6 St. Paul’s 36% 7 Hotchkiss 35% 8 Loomis Chaffee 34% 9 Deerfield 33% 10 Choate Rosemary Hall 33% 11 Tabor 32% 12 NMH 31% 13 Commonwealth 30% 14 Milton 30% 15 Rivers 29% 16 Lawrence Academy 28% 17 Middlesex 28% 18 St. Mark’s 28% 19 Winsor 25% 20 Beaver 24% 21 Concord Academy 24% 22 Nobles 24% 23 BB&N 23% 24 Dana Hall 21% 25 Brooks 21%

21%

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‘The fact that I’m living in Geneva and working in global health is a result of thinking bigger, imagining that I can do something bigger, being exposed to different ideas.’ – A DIL BAHALIM ’02

A C C E S S , O P P O R T U N I T Y, A N D I M PA C T:

Adil Bahalim ’02 didn’t know what boarding school was when his friend, Peter Li ’02, first told him about Concord Academy. Bahalim was living with his family under the poverty line in the suburbs of Houston, though his grades put him comfortably in the top 1 or 2 percent of his class. He liked what he heard about CA. Hoping it might give him a shot at better colleges, Bahalim applied, without ever having seen or set foot on CA’s campus. “It wasn’t until I got my acceptance letter with the financial aid package that I seriously considered going,” he says. Once he arrived, Bahalim experienced cultural and academic shock, but the financial aspect was quite simple. One way that CA’s aid program distinguishes itself is by providing students everything they need, beyond room and board, to ensure students’ access to the same opportunities as their peers. For Bahalim this meant that everything — from basketball shoes for the CA team to lessons on the school’s Steinway, from formals to Saturdaynight movies — was covered. He went on to study physics at Davidson College and mechanical engineering at Cornell, achieving his objective

to get a first-rate education. He also credits CA with his service-oriented view of the world, which inspired him to leave a private-sector management-consulting job “to find ways I could improve the world,” he says. Bahalim landed at the World Health Organization in Geneva, where he applied his quantitative background to disease modeling. He eventually joined the Global Fund to Fight AIDS, Tuberculosis, and Malaria, where he helps strategize how to distribute $14 billion on programs fighting those diseases in settings where resources are limited. The impact of Bahalim’s work is rippling around the globe, and he says CA is among the factors that expanded his realm of possibility. “The fact that I’m living in Geneva and working in global health is a result of thinking bigger, imagining that I can do something bigger, being exposed to different ideas,” he says. “It’s allowed me to express my potential as fully as possible.”

>R EAD MORE financial aid stories online: concord100.org/financialaid 31

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THE COMPOUND REWARDS OF FINANCIAL AID

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Advancing Faculty Leadership ////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Photo by Kristie Gillooly

‘As we move forward, it’s important that we continue to offer students the faculty and facilities that will allow them to go into the world for that next level of their life experience.’ – K IM WILLIAMS P’08, ’14 PRESIDENT, BOARD OF TRUSTEES

CA’s classroom lessons extend far beyond the usual textbook curriculum, as the teachers — also historians, poets, engineers, and accomplished artists in their own right — imbue daily discussions with insights from their fields of expertise. By providing the faculty with the tools they need to realize their potential, we will improve the quality of the educational experience, as well as the school’s ability to hire and retain the best teachers.

Photo by Knack Factory

This program will support the faculty and our curriculum in a variety of ways, with both resources and technology. The plan proposes to give faculty the opportunity, as well as the space, to brainstorm, design, and document new curricular ideas, unleashing creativity and collaboration across academic departments, similar to the spirit of Google’s so-called 20 percent time. It would also give teachers the chance to conduct deep curricular reviews, to consider how we can improve on what we already do well or where we could reimagine offerings, and to fortify the course catalog to the greatest degree possible. All of these efforts will help us fulfill our ambition for more multidisciplinary collaboration, unleashing the greater talents of our community.

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One of CA’s distinguishing strengths is the wide-as-you-can-dream array of courses available to students. We owe this range to CA’s faculty, who bring the force of their intellectual curiosity to the curriculum. Above left, Gretchen Roorbach guides a student onto the Sudbury River for her class, Applied Environmental Science: Water Conflicts at Home and Abroad. At left, student-teacher relationships remain a hallmark of the CA experience.

FA C U LT Y L E A D E R S H I P I N A C T I O N :

DREAMING EVEN BIGGER

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Sarah Yeh, of the History Department, envisions an archaeology course that would give students the chance to dig into the very soils of history, right in our own backyard. Along the northern banks of the Assabet River, about two miles from campus, sits the former home and land of Colonel James Barrett, who famously led the Massachusetts militia into the first days of the Revolutionary War. The town of Concord has purchased this archaeologically significant land, and Brandeis is setting up a field school and beginning excavations next year. The faculty leadership initiative will be “incredibly useful,” Yeh says, in helping develop a course on Concord history and archaeology. “There are incredibly exciting opportunities ahead there for our students,” she says. Those who enroll in the class would explore both history and science, using cuttingedge diagnostic equipment and working alongside representatives from Brandeis, the Concord Museum, the Concord Historical Commission, and the Fiske Center for Archaeological Research at UMass Boston. This would be a quintessential CA offering, truly one of a kind, offering students a firstperson opportunity to bring history to life.

REVITALIZE THE CAMPUS Teaching and learning are no longer limited to the traditional classroom or laboratory settings that predominated when the school’s physical foundations were constructed. Over the decades, CA has embraced this direction and evolved its own brand of teaching and learning rooted in common trust, strong student-teacher relationships, and the certainty that experiential learning helps inspire a lifelong attitude toward curiosity and study. As the school nears its 100th anniversary, it is time to enhance and repurpose its physical spaces to create an environment that facilitates multidisciplinary collaboration and sparks connections between ideas and individuals.

2,094

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1,310 1,022

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1,587

1,654

1,030 CA CENTENNIAL PLAN

CA CURRENT SQ

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726

Currently, CA’s campus-wide square footage per student is modest in comparison with peer schools. Strategic reconfiguration, repurposing, and renovation of key buildings will yield a total square footage that is more in keeping with CA’s peers, while remaining true to its aesthetic and human scale.

Imagine a green architecture course that would expand upon Chris Rowe’s architecture and Gretchen Roorbach’s environmental-science classes. Offered for credit in both science and visual arts, a green architecture class might begin with an investigation in the field, with visits to the Genzyme headquarters in Cambridge, for example, or Concord’s neighborhood of net-zero-energy homes. Back on campus, a multi-use classroom would offer the option to meet either with the full class to interact with guest architects, or to gather in smaller subgroups, where students could hammer out solutions to realworld problems. Participants would learn to navigate CAD software in a multimedia lab, then assemble prototypes of their final projects in a lab furnished with expansive tables, construction tools, a 3D printer, and of course an ample supply of cardboard and hot-glue guns. Imagine further if CA’s buildings could offer learning opportunities in their own right, with sustainable features like a green roof or passive solar systems available for close-up student exploration. Our teachers are already thinking about the ways in which their courses could expand in spaces that are as adaptable as our thinking. With these ideas and ambitions already in place, physical upgrades will serve as the spark for the fire of creativity.

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BUILDINGS AS A LEARNING TOOL

Photo by Cole + Kiera Photography

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Photos by Knack Factory

CA Labs: Science Center //////////////////////////////////////////////////////////////////////////////////

Science is a dynamic, changing field. CA’s educators have long been developing methods of teaching that put the tools of learning into students’ hands. As faculty members build on this strength, the pedagogy calls for a science center that reflects this spirit of discovery, a building that serves as a beacon for science and as a teaching tool itself. The science wing will be renovated in a manner that will support the rigor of the curriculum, allowing CA’s educators to deepen and grow this aptitude, which has been a focus for much of the school’s history.

DRIVING GOALS C O N C O R D AC A D EM Y M AG A Z I N E FA L L 2014

· A dd flexible, multidisciplinary classroom spaces · Increase the visibility of the sciences · Create a building that is itself a learning tool

· Establish a dedicated fabrication lab · Facilitate connections with the MAC and the main building · Renovate to environmental sustainability standards

DEMONs ADVOCATE Students in the DEMONs group (which stands for dreamers, engineers, mechanics, and overt nerds) have elevated their extracurricular contributions to considerably engineered heights: Among many other projects, they have built a hovercraft, a robot, and a system that delivers riverdepth measurements from the banks on campus and transmits them to the web. These individuals are the next generation of innovators, entrepreneurs, and change agents. Lacking a space of their own, they extemporize, in the best spirit of improvisation, with scattered storage areas throughout the science wing. Imagine where their curiosity might take them with the support of a fully tooled workshop supplied with a laser cutter, a 3D printer — all the tools of the innovator’s trade. This is the spirit and potential that will be unlocked with updates to the science facilities through a proposed fabrication lab, where students can create and build in partnership with our talented faculty.

THIS IS WHAT SCIENCE LOOKS LIKE TODAY

Within the first weeks of CA’s inaugural engineering course, the Science Department’s Amy Kumpel distributed shoe boxes to her class containing the following items: scissors, pliers, wire cutters, jumper leads, a threevolt motor, AA batteries, binder clips, paper clips, old CDs, a glue gun, and electrical tape. She challenged students to: 1) work in groups, and 2) build a dancing bug. The students set themselves up in the fabrication lab, a renovated space in the basement of the main building outfitted with work tables and white boards. The lab also

serves as a beta classroom for the kind of pedagogy CA could offer, such as engineering, with more flexible teaching spaces. It wasn’t long before office-supply insects, with CD wings and paper-clip legs, were bouncing and buzzing across the lab tables. This is what science looks like today: It’s collaborative, it requires equal parts critical and creative thinking. And it can take up a lot of table space. The fabrication lab represents one step toward where our curriculum could go in a more adaptable environment. 37

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BETA TESTING

C A 10 0 + : C E N T E N N I A L P L A N

Photos by Knack Factory

Residential Life Enhancements ////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Our student houses are as valuable as learning tools as they are living spaces, and they feature prominently in our plan to expand the opportunities for learning outside the classroom.

C O N C O R D AC A D EM Y M AG A Z I N E FA L L 2014

Over time, the houses will be renovated to improve the balance of boarding students across campus, increase the number of faculty apartments, and expand the common rooms, which will benefit the entire population. By improving these areas and making them available throughout the day, we will create spaces for the sort of small-scale but significant community-building that happens among small gatherings: Imagine affinity groups, study sessions, or simply friends and house faculty gathering to talk about their days in

a space that accommodates everyone. These spaces will serve as an extension of our teaching and learning, strengthening the community in meaningful ways. Changes to the residential houses will improve their accessibility for individuals with disabilities and preserve both the buildingsâ&#x20AC;&#x2122; historic character and their human scale. Maintaining that scale, which was such a key element in the chapel renovation in 2004â&#x20AC;&#x201C;05, is central to the aims of all of these campus projects.

‘We use the term houses very intentionally. They don’t function like dormitories. We’re creating a human-scale family atmosphere and trying to preserve and strengthen that.’ – H EAD OF SCHOOL RICK HARDY

GOALS OF THE PROJECT · B alance the number of students across houses · Expand the size of common rooms · Open the common rooms for the residential-life curriculum and access during the day · I mprove handicap accessibility · I ncrease the number of faculty apartments · P reserve the historic nature and human scale

The corridor of nine historic houses along Main Street represents CA’s front door to our neighbors in Concord and all who pass by. In preparation for our centennial, we are undertaking enhancements to the landscape, lighting, pedestrian access, and the supporting architecture of this Main Street frontage. The landscaping will bring back the character of the gardens maintained by the original families of each home, adding a vernacular to our green spaces that is both cohesive across the campus and specific to each house. These improvements will create a more unified campus and a more distinguishable identity, while honoring the historic character of the residences. A more clearly identifiable campus entrance will also create a more hospitable welcome for our visitors and neighbors. Similarly, by working in partnership with the town of Concord, improvements in sidewalk lighting and pedestrian walkways will enhance both a more clearly identifiable and welcoming campus entrance, while improving CA’s integration into the surrounding town of Concord. The overall impression will be of a revitalized campus facade that is historic, human in scale, and true to both Concord and to CA.

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MAIN STREET REVITALIZATION

Photo by Tom Kates

CONNECTING CA AND THE WORLD

Boundless Campus //////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

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CA can better prepare students to make a difference in the world by blurring the boundaries of the classroom, bringing more of the world to Concord and also getting students out in the world, thereby working toward a “boundless campus.” To get there, the school will support collaborations with the local 40

community and enhance students’ global competencies in ways that will inform their experiences here and beyond. Support for and transportation to local and regional day trips will be improved so that students can better take advantage of Boston and Cambridge’s world-class cultural programs.

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‘I’m proud of our desire to preserve value and history, and not simply to make it completely new.’

Photo courtesy of ICA/Boston

Photo by Tom Kates

– H EAD OF SCHOOL RICK HARDY

COMMUNITY AND EQUITY SPEAKER SERIES

For seven years, the InSPIRE program (Interested Students Pursuing Internship and Research Experiences) has been sending CA students out into the world for summer experiences in science-related fields. Participants have shadowed neurosurgeons in hospitals, worked in research labs, and witnessed what it’s like to work in industry, for example. “Students get to see, ‘So this is what it’s like to be a mechanical engineering researcher,’” the Science Department’s Amy Kumpel says. And by the same token, the world gets a chance to see the quality of CA students. Now that these relationships are forged, Kumpel says the department is looking into the next step: how to bring some of what the students have learned back to CA. A student who conducted research in a lab might demonstrate the methods she learned over the summer to the advanced biology class, for example.

Bringing people to campus whose life experiences are different from the majority of our population “is going to matter,” says Ayres Stiles-Hall, an English teacher and member of the Community and Equity group. “It’s going to challenge the assumptions that underpin some of their lives. Students here have both the opportunity and the responsibility to push back against those assumptions, and we can help make that happen by broadening their exposure to people of different backgrounds and ideas.” Above, Randall Kennedy, a professor at Harvard Law School, was the 2014 MLK Day speaker at CA, where he discussed the social and legal legacies of the Civil Rights Movement.

PERFORMANCE PA R T N E R S H I P S

Over the summer, the Institute of Contemporary Art/Boston partnered with Concord Academy and Reggie Wilson, artistic director of Brooklyn’s Fist and Heel Performance Group, for a weeklong program that culminated in a production for 400 visitors (for more, see page 9). Last winter, Rashaun Mitchell ’96 partnered with CA and the ICA for a performance, pictured above. These events, and the many others organized by Amy Spencer and Richard Colton of the Performing Arts Department and others, give students “the opportunity to imagine the different paths they could take as they move through the world,” Spencer says.

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SUMMER INTERNSHIPS

EXPANDING POSSIBILITY

Photo by Knack Factory

Additional Priorities //////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Several projects will follow in subsequent stages of the Centennial Plan, among them a renovation of the ASL (the lobby of the Student-Faculty Center) to create a Campus Center, an expanded library, additional residential life improvements, CA Studio, and a West Green. CAMPUS CENTER & LIBRARY

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This phase of the project will focus on repurposing and renovating the ASL to create a campus center, an expanded library, and shared resources, along with increased accessibility to CA Labs and improved pedestrian flow throughout.

RESIDENTIAL LIFE CURRICULUM

Updating the student houses will allow us to develop a curriculum specific to our residential community, covering adolescent-life issues that families might discuss around the dinner table, for example. “We want to foster the comfort level that’s felt in a home,” says Annie Bailey, the director of residential life.

CA STUDIO

With the success of the tennis facilities at the Moriarty Athletic Campus, the West Gate tennis courts offer the opportunity to create a new facility for multidisciplinary learning and the performing arts. CA Studio will replace the original courts and support a state-of-the-art theatre, music, film, and collaborative projects. It will also create gallery space in which to display the extraordinary range of creative work produced by our students.

WANT TO LEARN MORE ABOUT THE CENTENNIAL PLAN?

Photo by Tom Kates

STAY INFORMED, STAY INVOLVED Thank you for reading about our plans to ensure Concord Academy’s next 100 years are as vibrant as its first. This work is critical, and we need you to spread the news, to share your ideas, and to get involved. This is your community, and this is CA’s future. It’s a vision we are very, very excited about. What we have included in these pages is only an overview. We invite you to learn more on the website, concord100.org, where you will find a video about the plan and more. Over the coming months and years, we will be sharing updates with you here, in the magazine, as well as online. We encourage you to learn more about this plan and to stay involved in its progress. Thank you for your interest, and for sharing in our excitement.

WEST GREEN

The west side of campus will be improved by the addition of new green areas that will provide more open space for campus residents, a balancing of the east and west sides of campus, and a showcase for CA Studios. The planned facilities will knit together the campus community.

Please visit the website concord100.org for much more.

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Every improvement to the school’s physical spaces, whether buildings or landscape, will strengthen CA’s mission and its ability to meet the next century with the same vigor and excellence for which it has been known since 1922.

Photographs by Tim Morse

Commencement 2014

hilippe Petit, the high-wire artist who famously walked between the Twin Towers in 1974—a feat that was documented in the 2009 Academy Award-winning film Man on Wire—spoke to the class of 2014 about leaving solid footing to take that first step into the air. Wire walking makes a tidy metaphor for graduation, it turns out.

“Commencement: I love that word,” he said, “because for me, as a wire walker, it means that first step, the very beginning, when I detach myself from the tangible and become aerial.” Petit counseled the seniors to go forth into the world, as he does into the air, with focus and strength, with confidence in their intuition, and with poetry and passion.

Photographs by Kristie Gillooly

Reunion Weekend About 350 alumnae/i, friends, family, and faculty convened on campus from June 6 – 8, 2014. The weekend was filled with activities, including an array of panels and presentations, a memorial service, and many opportunities

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to learn about the work of alumnae/i out in the world. But most importantly, the weekend was a chance for people to come together on campus, to rekindle lifelong friendships and spark new ones.

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Tim Morse

CO N CO R D AC A D EM Y M AG A ZI N E FA LL 2014

Robin Alden ’69 was the 2014 recipient of the Joan Shaw Herman Distinguished Service Award. Learn more about her work at right.

LARGE SCALE AND LOCAL A model for fisheries management points a new way forward, marrying old-fashioned community organizing and the latest science O N D E C E M B E R 1 , after years of depleted stocks, Maine’s near-shore sea scallop fishery will launch its third comeback season — a success attributed to a system piloted by the Penobscot East Resource Center, an organization Robin Alden ’69 co-founded in 2003. She received the 2014 Joan Shaw Herman Distinguished Service Award at reunion, where she spoke about co-management and its potential as a model, so that in the future other nearshore fisheries might experience the same success as the scallops. To understand the long arc of the scallop story, it helps to know about the creatures themselves. They can propel themselves through the water by pumping their shells together, but mainly they cluster in dense beds in the darkness of the ocean floor. That habit makes them an easy catch, particularly for lobstermen looking to fill their boats from December to March. Sure enough, after years of heavy fishing, those slow-moving bivalves nearly disappeared from Maine’s near-shore waters. In 2009, the state decided to attempt to revive the fishery and closed large areas

for a period of three years. Penobscot East started working with local fishermen using a process called Community Fisheries Action Roundtable, or C-FAR, to assist in the complex process of determining how to best re-open and manage rebuilt areas after three years. The organization convened almost 100 workshops with fishermen, whose participation was needed to manage the area and who would bear the brunt of the decisions. Later, Penobscot East integrated its work with the state scallop managers’ outreach meetings. The conversations focused on values and, very gradually, began to build trust. “This is community organizing at the most basic level,” Alden says. Through deliberately facilitated meetings, where everyone had a chance to have their say, a path through the complexity — what’s best for the scallops, the fishermen, and the community, and what does science have to add — started to appear. In the areas where Penobscot East employed these co-management techniques, the negotiations proceeded more smoothly and the scallops ultimately fared

better. Now, those fishermen participate in a real-time feedback loop with the state agency, using cell phones to text their observations about their catches. At the same time, marine patrols and state scientists can provide an official and scientific perspective on changes in the fishery. Using that real-time data, “The state agency is able to make reactive decisions,” Alden says. “And as a result, the catch has been regulated.” In a dynamic, iterative system like this, “You never get it right, you just do the best you can,” Alden says. But by working on a highly local level and using multilayered decision-making, they are successfully tackling complex systems. The state of Maine took notice, and the National Oceanic and Atmospheric Administration has asked Penobscot East Resource Center to explore what an expanded co-managed system might look like on a much larger scale, for the eastern gulf of Maine. Over time, Alden hopes, the program might reach even more distant shores.

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Jon Snyder

2014 JOAN SHAW HERMAN DISTINGUISHED SERVICE AWARD

New Trustees

UPCOMING

EVENTS November 19 CA Talk by 2014 Davidson Lecturer Sarah Bartlett ’73 Dean of the CUNY Graduate School of Journalism The Liberty Hotel Boston, 6:30 p.m. November 26 Young Alumnae/i Winter Party Meadhall Cambridge, Mass., 8 p.m.

December 18 CAYAC Welcome Back Breakfast Concord Academy, 10 a.m. January 25 C&E Alumnae/i and Student Bowling Jillian’s & Lucky Strike Boston, 3 p.m. January 28 Hall Fellow Lecture by Dr. Howard E. Gardner P’94, ’90, ’87 John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education Concord Academy, 7:30 p.m. March 8 NYC Student Engagement Trip and Alumnae/i Dinner April 8 CA Talk (speaker TBD) The Hamilton 600 14th St. NW, Washington, D.C., 6:30 p.m. CO N CO R D AC A D EM Y M AG A ZI N E FA LL 2014

May 28 – 29 Baccalaureate and Commencement June 5 – 7 Reunion Weekend

Mary Wadsworth Darby ’68 is the founder and managing director of Peridot Asia Advisors, a firm focusing on cross-border transactions and strategic advisory services for firms doing business in greater China. She is also a senior research scholar of the Chazen Institute at Columbia Business School. Darby began her career as a management consultant in the first group of businesses to travel to China after the historic Nixon-Kissinger opening. She joined Chase Manhattan Bank’s Pacific Advisory Group, was a member of the first Chase Bank delegation to Beijing with David Rockefeller, and served as executive director of the America-China Society. She headed the Asia Desk at Morgan Stanley in New York and was acting head of Morgan Stanley Investment Management in Hong Kong. She serves on a number of educational and foundation boards and is a member of the Council on Foreign Relations. She speaks Mandarin. Darby received a B.A. from Princeton and M.B.A. and M.I.A. degrees from Columbia. Mary and husband Lawrence live in Tuxedo Park, N.Y.; their twin children are Abigail and Lawrence.

Peggy Walker ’63 was founder and for 17 years a sole practitioner at MarBeth Consulting. She also worked in large corporations and at a small new product/marketing consulting business. Her career focused on finance, marketing and brand management, advertising, and market-driven strategy development and strategic planning. She has degrees from Vassar and Harvard Business School. Walker serves on the board of directors of Healthy Schools Campaign in Chicago, where she lives. She was a CA trustee from 1980 – 82, served on the Annual Giving Committee of the Alumnae/i Council from 2006 – 08, and volunteered for 1963’s 50th reunion. Her father, Winthrop Walker, was a CA trustee in the 1960s; her niece, Sara Walker ’97, and sister, Sidney Walker ’65, are also alumnae. Her son, Eli Vitulli, is pursuing a Ph.D. in gender studies. In retirement, she travels extensively and accompanies herself with an amplified acoustic guitar, playing rock and roll in Chicago bars.

Joan Konuk P’12, ’16 President of CA Parents A tireless volunteer for CA since 2008, Konuk has co-chaired the CA Parents spring community event, served as vice president of CA Parents Community Support, chaired the Parent-to-Parent program, and guided admissions tours, to name just a few of her contributions. Beyond Concord, Konuk is studying education at Lesley University and volunteers as an interviewer

for Brown. She volunteers for Lawrence Academy’s annual fund and was a board member and gradelevel advisor for the National Charity League, Inc. Previously, she was director of market research and analysis at MarketPlace Development, a Boston retail development and management company that partners with airports and airlines. After graduating from Brown and Harvard’s Kennedy School of Government, she worked on transportation and realestate development projects for the Massachusetts Port Authority and the Port Authority of New York and New Jersey. The mother of Aidan ’12, Olivia (Lawrence Academy ’14), and Julia ’16, Konuk and husband Enis live in Carlisle, Mass.

Jamie Klickstein ’86, P’15 President of the Alumnae/i Association Klickstein is the director of marketing operations at Oliver Wyman, a global management consulting firm with more than 3,000 professionals. He is responsible for managing global marketing logistics and supervising the activation of global brand building efforts through advertising, sponsorships, and customer relationship management. He looks forward to helping CA identify areas to build, communicate, and socialize its brand. He has volunteered in a multitude of roles at CA, including vice president of the Alumnae/i Association and chair of outreach, vice chair of Alumnae/i Annual Giving, chair of the CA Alumnae/i Admissions Committee, admissions interviewer, and as an Annual Fund volunteer. Klickstein enjoys a range of outdoor endurance activities, such as backcountry skiing, running, and climbing. He lives in Carlisle, Mass., with wife Kathryn, daughter Lindsay ’15, and son Ethan.

John J. Moriarty P’02, ’05, ’07 Life Trustee John J. Moriarty served as president of the Board of Trustees from 2009–13 and has been on the board since 1999. He has served as an officer on the board of the Nashoba Brooks School; president of the board of Belmont Day School; a member of the facilities committee at the Fenn School; and a member of the board of directors of the Winchester Co-operative Bank. He graduated from Phillips Academy in Andover and Johns Hopkins University. Since 1985, he has been president of John Moriarty & Associates, a commercial building contractor with offices in Massachusetts, Connecticut, Virginia, Florida, and North Carolina. Moriarty founded the firm after 12 years with Turner Construction, Inc. He lives in Winchester, Mass., with his wife, Carol. His children are Kate ’02, Claire ’05, and John ’07.

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Leadership Donors W I T H T R E M E N D O U S gratitude,

Concord Academy thanks the following donors who made leadership gifts or pledges to CA’s programs and funds during the 2013–14 fiscal year (July 1, 2013, through June 30, 2014).

Report of Giving

Founders’ Circle ($50,000 +)

HA NK YOU to the 2,263 alumnae/i, faculty, parents,

staff, students, and friends who pledged and gave a record $9,374,838 to Concord Academy in 2013–14. The Annual Fund exceeded $2.9 million for the second year, and the Parent Annual Fund also reached a record $1,097,982. Your generosity and the impact you have on this community are inspiring. We are grateful for your commitment to Concord Academy and the resources you provided that have allowed Concord Academy students to discover their talents and create their own stories. As we look to CA’s future, we eagerly anticipate many more successes and discoveries, thanks to your continued partnership and support for all that happens at this school. Thank you again for supporting our mission and making a difference for Concord Academy.

Rick Hardy Head of School Dresden Endowed Chair

Kim Williams P’08, ’14 President, Board of Trustees

Anonymous (5) Elizabeth Smith Bagby ’40 Elizabeth Ballantine ’66 and Paul Leavitt Bruce Beal ’88 Lisa and Thomas Blumenthal p’11, ’15 Elizabeth Mallinckrodt Bryden ’64 Ann and George Colony p’13 Matthew Deitch ’05 Ursula and Jason Gregg p’04, ’08, ’15 Vicky Huber ’75 and Tony Brooke, Trustee, p’07, ’09, ’13 Jennifer Johnson ’59 gp’04, ’08, ’15 Richard Lumpkin Amelia Lloyd McCarthy ’89, Trustee, p’17 Lucy-Ann McFadden ’70 Kim Williams, Trustee, and Trevor Miller p’08, ’14 Carol Moriarty and John Moriarty, Life Trustee, p’02, ’05, ’07 Karen and Jeffrey Packman p’14, ’17 Estate of Cynthia Phelps ’64 Amy and Jonathan Poorvu p’14 Anna Winter Rasmussen and Neil Rasmussen, Trustee, p’10, ’15 Cynthia and John Reed Katharine Rea Schmitt ’62, Trustee, and Thomas Schmitt p’88 Ann and Douglas Sharpe p’14 Estate of Anne Michie Sherman ’39 Fay Lampert Shutzer ’65, Trustee James Sprague p’14 Carolyn and Eric Stein p’11, ’14, ’17 Thanawat Trivisvavet ’97 Lisa McGovern and Jonathan Wallace p’08

Chapel Circle ($25,000 – $49,999) CO N CO R D AC A D EM Y M AG A ZI N E FA LL 2014

Anonymous (2) Robert Biggar ’87 Joanne Casper, Trustee, and Wendell Colson p’11 Keith Gelb ’88 Joanna Fung and Matthew Ginsburg p’16 Rosemarie Johnson, Trustee, and Steve Johnson p’14 Estate of Helen Whiting Livingston ’41, p’78 Mary Ann Mattoon and Peter Mattoon, Trustee, p’13 Stephen and Kristin Mugford p’16

Faculty Recognition Circle ($10,000 – $24,999)

Anonymous (4) The Aloian Family p’03 Kathleen Fisk Ames ’65, Life Trustee, and Charles Ames p’95 Steven Bercu p’10, ’11, ’15 Frances Brown p’04, ’14 Linda Mason and Roger Brown p’07, ’14 Jennifer Burleigh ’85 Suzie and Carl Byers p’17 Amy Cammann Cholnoky ’73, Trustee Arthur Demoulas p’15 Molly Eberle and Jeffrey Eberle, Trustee, p’99, ’04 Athena and George Edmonds p’11 Marian Ferguson ’63 Isabel Fonseca ’79 Lucy Eddy Fox ’69 Pam Nelson and Peter Fritschel p’14 Denise and Eric Haartz p’14 Caroline Herrick ’64 Andrea and Frederick Hoff p’17 Kerry and Paul Hoffman p’14 Gale Hurd ’61 Ann and John Jacobs p’12 Lucinda Jewell ’76 Althea and J. David Kaemmer p’09, ’12 Lisa and Stephen Knight p’17 Joan and Enis Konuk p’12, ’16 Daniel Kramarsky ’79 Marian Lindberg ’72, p’14 Bin Zhao and Donghai Liu p’15 Nancy Traversy and Martin Lueck p’11, ’13, ’15 Mary Adler Malhotra ’78 and Vikram Malhotra p’10 Jill Conway Mehl ’85, Trustee Judith Bourne Newbold ’55, p’78 Susan Packard Orr ’64 Lisa Botticelli and Raymond Pohl p’08, ’14 Ann Benson Reece ’59 Haeyoung Kim and Dong-Joon Shin p’14, ’17 Amy and Adam Simon p’15 Andrea Sussman and Andrew Troop p’09, ’13 Mary and Thomas Urban p’78, ’80, gp’11, ’17 Mary Wadleigh ’64, p’97

Susan and Richard Walters p’11, ’16 Debra and Armand Zildjian p’15

Main Gate Circle ($5,000 – $9,999)

Anonymous (3) Debra Dellanina-Alvarez, Trustee, and Juan Alvarez p’10, ’14 Diana Chigas and George Antoniadis p’15 Mary Shaw Beard ’50 Jean and Henry Becton, Jr. p’96, ’02 Elizabeth Brown ’70 and Nick Bothfeld p’08 Sandra Dejong and Stuart Brown p’17 Amanda Dean and Jonathan Bush p’16 Jie Hua Ruan and Yun Cao p’15 Kathleen and Charles Carey p’04 Patricia O’Hagan and Alex Chatfield p’14 Irene Chu ’76 Jamie Wade Comstock ’82 and Richard Comstock p’17 Joan DiGiovanni-D’Arcy and Thomas D’Arcy p’08, ’16 Carolyn Smith Davies ’55 Alexander Dichter ’85 Eliza Howe Earle ’67 eeg-cowles Foundation Lucy Rand Everts ’41, p’71* Mary Wixted and David Farnsworth p’15 Katherine and Charles Feininger ’84, p’16 Tracy and Joseph Finnegan p’15 Marion Freeman ’69, Life Trustee, and Corson Ellis Winnie and Al Gallup gp’89, ’99 Rebecca and Marc Gamble p’17 Julie Faber and John Goldberg p’11, ’14 Kathleen and John Green, Jr. p’91 Adele Gagne and Richard G. Hardy Jacqueline Bernat and Adam Hetnarski p’17 Mary Leigh Morse Houston ’47, p’74 Elizabeth Hubbard ’82 Sarah Faulkner Hugenberger ’94 Pon and Daniel Hunter p’14 Youngha Nam and Wonhee Hwang p’17 Natalie Rice Ireland ’64 Jennifer Fenton-Jones and Christopher Jones p’15 Qunying Gu and Wei Ju p’14 Jennifer Keller ’86 Kum Suk Kuk and Hui Bong Kim p’17 Sun Young Woo and Myeong Chul Kim p’15 Stephen Kramarsky ’85 Jini Kim and Jong Won Lee p’16 Myung Su Yoo and Heung Sig Lim p’13 Lan Shao and Wenxiong Lu p’16 Kim Syman and JB Lyon p’16 Sumita and Vijay Manwani p’16 Matthew McCahill ’95 Stephanie Starr McCormick-Goodhart ’80 and Leander McCormick-Goodhart p’08, ’12 Susan and Thomas Miller p’08, ’12 Lisa Fitzgibbons and Christopher Mines p’14, ’17 Alison and Bob Murchison p’12

31 alumnae/i participated in a leadership giving challenge for the classes of the 1980s and 1990s, yielding more than $80,000 in new leadership dollars and earning $35,000 from the two alumnae/i challengers.

96% of CA’s faculty and staff supported the Annual Fund.

75% of CA parents gave to the Annual Fund.

97% of parents of the class of 2014 raised an impressive $991,394 for the Senior Parent Gifts Program, supporting the Faculty Leadership Fund.

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Jennifer Pline, Trustee, and Hans Oettgen p’13, ’15 Linda Hammett Ory and Andrew Ory p’16 Linda Hammett Ory and Andrew Ory Charitable Trust Derrick Pang ’93, Trustee Jane and Neil Pappalardo gp’12, ’17 Leila Parke and Kevin Parke, Trustee, p’12, ’15 Sharon and J. Hoyle Rymer p’14 Martha Taft ’65 Christine and Donald Thompson p’16 Nina Urban ’80, p’11, ’17 Mr. and Mrs. Wandi Wanandi p’13, ’15 Catherine and Chris Welles p’14 Jane and James Wilson p’11 Jody and Royce Yudkoff p’14

Deborah Golodetz New ’84 and Jonathan New p’11, ’14 Lauren Norton ’77 David Parker Erin and Brian Pastuszenski p’10 Wendy Powers ’74 Katrina Pugh ’83 Lori Van Hout and James Rioux p’17 Etta and Mark Rosen p’97, ’06 Susan and Beau Ryan p’15, ’17 Olivia Howard Sabine ’97, Trustee Susan Cunio Salem and James Salem p’14 Denise Rueppel Santomero ’77 Benjamin Sloss ’87 Diana Dennison Smith ’64 Jill Soffer ’77 Anne Gaud Tinker ’63 Leslie and Walter Tsui p’15, ’16 Stuart Warner ’77 Anne Brewster and Frederick Weyerhaeuser p’15, ’17 Linden Havemeyer Wise ’70, Life Trustee HeYing and Zheng Chang Yong p’14

1922 Circle ($1,922 – $4,999)

CO N CO R D AC A D EM Y M AG A ZI N E FA LL 2014

Anonymous (7) Debby Setiawan and Sunredi Admadjaja ’90, p’15 Diane Woo-Ahn and Nelson Ahn p’16 William Baker p’13 Holladay Rust Bank ’72 Tess Munro Bauta ’94 Samuel Becker ’91 Wendy Bennett ’72 Elisabeth Bentley ’81 Sarah Lamb and Edward Black p’14 Peter Blacklow ’87 Betsy Blume ’82 Louisa Bradford ’69 Charlene and Jeffrey Briggs ’80, p’12, ’13 Jennifer Caskey ’67 Susan and Dino Cattaneo p’17 George Chang ’88 Sarah and Evans Cheeseman, Jr. p’97 Natalie Churchill ’60 Charles Collier ’85 Elizabeth Awalt and John Conley p’10, ’16 Fan Zhang and Xingjiang Dai p’14 Mary Wadsworth Darby ’68 Rebecca Derby ’84 William Dewey ’84 Sallie and Nathaniel Dodge p’14 Ruth and Douglas Dunbar p’74, ’77 Lisa Eckstein ’93 Gay Ellis ’66 and Robert Brown p’87 Karen Davidson and Edward Evantash p’16 Drew Gilpin Faust ’64 Andrea Campbell and Allen Feinstein p’15 Michael Firestone ’01, Trustee Peter Fisher ’74 Lisa Frusztajer ’80, Trustee, and Larry Tye p’10 Nina Frusztajer ’82

Alexandra Klickstein Glazier ’89 David Goldberg ’88 Margaret Morgan Grasselli ’68 Elizabeth Green ’91 Abigail Faulkner and Hobart Guion p’15 Ann and Graham Gund p’08 Susan Hall Mygatt p’99, ’01 Wendy Hamilton p’00 Andrew Heimert ’89 Corey Hoffstein ’05 Kimberly Holden ’84 Andrew Hoppin ’89 Wisam Omran and Muhammad Itani p’16 Sandra Willett Jackson ’61 J. Brown Johnson ’70 Jean Jones ’73 Jacqueline Kane ’83 Dona and Michael Kemp p’94, ’97 Cynthia and Richard Kennelly p’16 Jared Keyes ’79 Seon Hwa Woo and Chang Geun Kim p’14 Yunmi and Heesuk Kim p’16 Holly Moon and Steve Kim p’11 William Klebenov ’87 Julia and Nai Ko p’89, ’91, ’96 Wellington Koo ’89 Michele Houdek and Doug Koplow p’16 Deborah Baskin and Robert Larsen p’17 Joan Corbin Lawson ’49, p’80 Sarah and Ken Lazarus p’15, ’17 Yunhee and Byeong Cheol Lee p’12 Sandra and Carl Lehner p’08, ’11 Rebecca Kadish and Robert Levine p’15 Theresa and John Levinson p’12 Jonathan Lewin ’93 Jean Yang and Howard Liang p’16 Peier Lu and Jian Lin p’17 Han-Ting and Ju-Wen Lin p’12 Anne Maffei ’85 Kim and Stephen Maire p’06 Massachusetts Cultural Council Caren Ponty and Ira Moskowitz p’11, ’14 Wanfang and Russ Murray p’06, ’13 Edward Nicolson ’83 Marion Odence-Ford ’82 Madavi and Gaugarin Oliver p’15, ’17 Sally Dabney Parker ’55 Danielle Urban Pedreira ’89 Wenfang Xu and Wenge Peng p’16 Evgenia Peretz ’87 Mary Poole ’59 Ann Wilson Porteus ’59 Leigh Gilmore and Thomas Pounds p’15 Julia Preston ’69 Margaret Ramsey and John McCluskey p’09 Robin and Howard Reisman p’05 Carmin Reiss and Eric Green p’07, ’11 Victoria Robinson and Magdaline Caradimitropoulo p’16 Jie and Emmanuel Roche p’14 Alexander Rosen ’04 Margaret and David Rost p’13, ’15 Deborah and Channing Russell p’90, ’94, ’04 Charlotte and Karim Sahyoun p’12, ’15

Susan Pickman Sargent ’64 Harriet Sayre McCord ’74 Susanne and Walther Schoeller p’15 Lee Shane ’85 Nancy Megowen Shane ’51, p’85* Katherine Shea p’16 Qi Zhou and Jian Shen p’07, ’17 Theresa Huang and Jacky Shum p’14 Margaret Moran and Charles Silva p’15 Bonnie Simon Rebecca Buxbaum Simons ’87 Catherine Smith ’71 Nancy Bentick-Smith Soulette ’63 J. Cullen Stanley ’80 Sarah Cosgrove Stoker ’89 Judi Seldin and Ron Stoloff p’15 Christy and Charlie Stolper p’07 Lynne and Douglas Stotz p’15 Kelsey Stratton ’99 Mei-Li Wang and Liang-Chih Su p’14 Yun Sook and Jung-Ho Suh p’05 Ann Fritts Syring ’64 Marta and Geoffrey Taylor p’13, ’17 Polly Hoppin and Robert Thomas p’14 Ethan Thurow ’94 Carol Kazmer and Barry Trimmer p’13, ’15 Jennifer Urban ’86 Girija and Sanjeev Verma p’13, ’17 Sidney Walker p’63, ’65, gp’97 Kathleen Harris and Terrence Warzecha p’15 Gail Weinmann ’67 E. Whitney Ransome and Thomas Wilcox p’01 Caroline and Robert Winneg p’16 Rebecca Schotland Wolsk ’89 Chang Hee Kim and Whan Sik Won p’14 Ruth Einstein and Rick Yeiser p’06 Myung Jun Seol and Yong Dong Yeo p’17 Sandra Yusen ’86

Senior Steps Circle Established to distinguish emerging leadership donors to the school, the Senior Steps Circle recognizes young alumnae/i in the classes of 1999 to 2013.

Anonymous (2) DeWitt Clemens ’09 Russell Cohen ’09 Janet Comenos ’04 Cameron Crary ’03 Krongkamol de Leon ’08 Alexis Deane ’03 Nicholas Deane ’01 Matthew Deitch ’05 Michael Firestone ’01, Trustee Adam Fried ’05 Corey Hoffstein ’05 Jennifer Imrich ’04 Rebecca Imrich ’10 William Jacobs ’12 E. Christopher Kern ’01 Xiaoran Li ’02 Anne Mancini ’01

of alumnae/i have given to the Annual Fund over the last five years.

Noah McCormack ’00 Zoe McGee ’12 Alexander Milona ’11 Claire Moriarty ’05 Francesca Normile ’09 Nora Normile ’11 Ross Palley ’07 Jeremiah Parker ’99 William Perkins ’13 Joshua Reed-Diawuoh ’09 Alexander Rosen ’04 Alexander Russell ’04 Stephen Sarno ’11 Samantha Siegal ’04 Tyler Stone ’05 Kelsey Stratton ’99 Jay Tucker ’05 Alexander Walters ’11 Yun Mei Weng ’12

Chameleon Circle Concord Academy expresses its deep gratitude to the Chameleon Circle members for supporting future generations of students. The Chameleon Circle honors those alumnae/i, parents, current and former members of the faculty and staff, and friends who have remembered Concord Academy in their estate plans and/or have entered into life income gift arrangements to benefit the school.

Anonymous (1) Kathleen Fisk Ames ’65, Life Trustee, and Charles Ames p’95 Wendy Arnold ’65 John Arsenault ’06 Elizabeth Smith Bagby ’40 Benjamin Bailey ’91 William Bailey p’87, ’88, ’91 Caroline Ballard ’72 Holladay Rust Bank ’72 Myrtle and John Barber p’80 Anne Bartlett ’75 Susan Bastress ’70 Alice Beal ’68 Nancy and Norman Beecher p’70, ’72, ’76

25%

of CA’s most recent graduates (classes of 1999 to 2013) gave to the Annual Fund.

Patricia Wolcott Berger ’47 Sally Farnsworth Blackett ’58 Elizabeth Fenollosa Boege ’61 and Sheldon Boege Rachel Countryman and John Bracker Kathryn and David Burmon p’01 Jennifer Caskey ’67 Natalie Churchill ’60 Nancy Parker Clark ’38, p’60, ’66, gp’93 Phyllis and Lewis Cohen p’91 Jamie Wade Comstock ’82 and Richard Comstock p’17 Nancy Colt Couch ’50* and Nathan Couch p’75 Lucy Faulkner Davison ’52 Anna and Peter Davol p’88, ’93 Ann Bemis Day ’48 Muriel Desloovere ’67 Marian Ferguson ’63 Abigail Fisher ’82 Dexter Foss ’41 Sarah Foss ’41 Marion Freeman ’69, Life Trustee, and Corson Ellis Sally Newhall Freestone ’62 Keith Gelb ’88 Cynthia Gorey ’82 Deborah Gray Elizabeth Green ’91 Kathleen Green p’91 Rhonda and Alexander Gunn p’84, ’87 Beverly Vassar Haas p’93, ’95, ’00 Susan Hall Mygatt p’99, ’01 David Hamilton p’00 Andrew Herwitz ’79 Erik Hestnes ’79 Sarah Hewitt ’75 Mary Leigh Morse Houston ’47, p’74 Elizabeth Hubbard ’82 Gale Hurd ’61 Sandra Willett Jackson ’61 Lucinda Jewell ’76 Jennifer Johnson ’59, gp’04, ’08, ’15 Jennifer Keller ’86 Alison Smith Lauriat ’64, p’94, ’96 Marian Lindberg ’72, p’14 Lucia Woods Lindley ’55 Pauline Lord ’68, p’04 Mark Lu ’91

Gifts of $1 to $1,000 came from

85% of Annual Fund donors.

Philip McFarland p’80, ’84 Sylvia Mendenhall Elissa Meyers Middleton ’86 Eleanor Bingham Miller ’64 Phebe Miller ’67 Melissa Moye ’76 Sylvia Fitts Napier ’57 Pamela and Paul Ness Elizabeth Haight O’Connell ’72 Mary Poole ’59 Anne Hart Pope ’66, p’89 Edith Rea ’69 Rosamond Smith Rea ’71 Elizabeth Hall Richardson ’55 Cary Ridder ’68 Denise Rueppel Santomero ’77 Cynthia Perrin Schneider ’71 Elizabeth Simpson ’72 Sally Sanford and Lowell Smith p’05, ’08 Jorge Solares-Parkhurst ’94 Diane and Michael Spence p’04 Nathaniel Stevens ’84 Sandy and Lucille Stott Elizabeth Hauge Sword ’75 Ann Fritts Syring ’64 Martha Taft ’65 Stephen Teichgraeber Karen Braucher Tobin ’71 Edith Daniels Tucker ’48 Nancy and Peter Van Roekens gp’13 Mary Wadleigh ’64, p’97 Peter Wallis ’76 Stuart Warner ’77 Victoria Wesson ’61 Wendy White ’64 E. Whitney Ransome and Thomas Wilcox p’01 Penelope Brown Willing ’61 Linden Havemeyer Wise ’70, Life Trustee Edith Clarke Wolff ’47 Marcia Johnston Wood ’75 Elizabeth Lund Zahniser ’71 *Deceased between July 1, 2013, and June 30, 2014

W W W . C O N C O R D A C A D E M Y. O R G FA L L 2 014

56%

A RECORD

IN MEMORIAM

b Lynn Bartlett father of Anne Bartlett ’75

John Magee father of Catherine Magee Milligan ’69

Katherine Flather Breen ’48 cousin of the late Alice Newell ’30

Joan Pifer Michaels ’31 sister of the late Betsy Pifer Rush ’37

Eileen Kennedy Burgermeister ’79

Samuel Newbury brother of Nancy Newbury-Andresen ’57, uncle of N. Elizabeth Newbury ’98, son of the late Anne Chamberlin Newbury ’29, nephew of the late Francis Newbury Roddy ’33 and the late Sophie Chamberlin Alway ’33

Isabella Choate ’70 Harry Chou father of Thomas Chou ’74 Joseph Coreth husband of Margaret Graham Coreth ’57 and brother-in-law of Katherine Graham ’64

Everett Parker husband of Sally Dabney Parker ’55

Joan Etnier Doane ’54

Sally Dabney Parker ’55

Mary Thorpe Ellison ’40

Virginia Vialle Pratt ’34

Holly Nesmith Fordyce ’57 sister of Pauline Nesmith Lockett ’61

Richard Rockefeller brother of Neva Rockefeller Goodwin ’62, uncle of Miranda Kaiser ’89, and cousin of Alida Rockefeller Messinger ’67

Suzanna Seymour Gaeddert ’81 Helen Hardcastle Gates ’57 Joan Gill mother of Elizabeth Gill Morris ’66 Nan Harbison former faculty Helen Hauge mother of Elizabeth Hauge Sword ’75, mother-in-law of Margaret Richey Hauge ’75 Charles Keevil husband of Hannah Snider Keevil ’46 Julian Koenig father of Antonia Koenig ’84 and Sarah Koenig ’86 CO N CO R D AC A D EM Y M AG A ZI N E FA LL 2014

Jenny Lassen mother of Mary Lassen ’71 and Jane Lassen Bobruff ’78, grandmother of Sara Liebowitz ’99 and David Liebowitz ’02 Ruth Lord mother of Pauline Lord ’68 and grandmother of Megan Harlow ’04

Lawrence Rosenfeld father of Jan Rosenfeld ’73 and Amy Rosenfeld ’84 Betsy Pifer Rush ’37 sister of the late Joan Pifer Michaels ’31 Rebecca Ruquist former faculty Nancy Megowen Shane ’51 mother of Lee Shane ’85, aunt of Gretchen Megowen ’72 and William Megowen ’74, and aunt-in-law of Alicia Barbour Megowen ’75 Samuel Shepherd ’84 Barbara Mechem Smith ’38 cousin of the late Julie Turner McNulty ’41 John Stafford grandfather of Lena Stein ’11, Audrey Stein ’14, and Natalie Stein ’17 Janet Ward Stephens ’53 Frank Topper husband of Elizabeth Ritchie Topper ’52

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