CA Magazine Fall 2013 by Concord Academy

fall 2013

CONCORD ACADEMY MAGA ZINE

â&#x20AC;&#x2030;DIFFERENCE

MAKERS

From city streets to rural farms, CA alumnae/i are shaping the fabric of the law.

page Davidson Lecturer Rachel Morrison ’96

page Reunion Weekend

Editors Anne-Marie Dorning Associate Director of Communications

Editorial Board Ben Carmichael ’01 Director of Marketing and Communications

Phil Gutis Contributing Editor

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

Design Irene Chu ’76

Inside front cover by Ryan Hoff Additional photography by Bryan Gallagher ’14, David R. Gammons, Ian Hannan, Tom Kates, Tim Morse, Kate Joyce Murphy Photography, Kellie Smith

Contact us: Concord Academy Magazine 166 Main Street Concord, Massachusetts 01742 (978) 402-2200 magazine@concordacademy.org

John Drew p’15 Assistant Head & Academic Dean

Hilary Wirtz Director of Development

Concord Academy magazine is printed on recycled paper with soy-based ink.

Billie Julier Wyeth ’76 Director of Engagement

page Report of Giving

page Focus: Difference Makers

D E P A R T M E N T S 2 Message from the Head of School

12 Campus News

6 Arts

27 Alumnae/i Association Update

9 Athletics

30 Alumnae/i Profiles

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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 schoolâ&#x20AC;&#x2122;s facilities are wheelchair-accessible.

message from t h e h ead o f s c h o o l

CON CORD AC A DEM Y M AG A ZINE FALL 2013

AST JUNE I heard John Chubb, the new president of the National Association of Independent Schools, talk about research that he and others had done on the factors most critical to school success. The central determinant, he said, was not wealth, zip code, or the number of teachers with advanced degrees. Simply put, the key to success was a school’s ability to articulate a mission and to develop practices that reflect that mission. After his presentation, I found myself reflecting about CA’s mission— a community animated by love of learning, enriched by a diversity of backgrounds and perspectives, and guided by a covenant of common trust— and our collective commitment to bringing it to life. I thought about what we are able to do here at CA—to speak with and listen to one another, to collaborate, to solve problems, and to support and be responsible for one another. I believe that those values, which have served us so well over these first ninety years of our history, are particularly vital now. As proud as we are of today’s CA experience, we must always look ahead to ensure that CA is strong well into the future. To that end, the Board of Trustees and members of the senior staff have been focused on crafting a longterm vision for the school and developing a plan to help us realize that vision. Our overarching goal in this work has been to ensure that our students are equipped to take active roles in the world beyond Concord. For the past eighteen months, we have worked to identify strengths and areas for improvement, to involve faculty and staff in the planning process and to refine a set of strategic initiatives that will enhance the student experience and advance Concord Academy’s value 2

and recognition as a leading school. Similarly, knowing that new and renovated main campus facilities will be a crucial part of the strategic plan, we hired a local planning and design firm, Dewing Schmid Kearns, whose principal, Tom Kearns, assisted with the renovation of the chapel. The firm’s intensive planning work has yielded great insight into not only who we are, but also who we want to be in the decades to come. I look forward to sharing the firm’s work with you. Developing a strategic plan requires us to understand CA as a singular school with a distinctive history and identity as well as to understand CA in the context of the broader educational landscape. During the first fifty years of CA’s history, strong female leaders helped to define the values of the all girls school— learning for learning’s sake, an emphasis on shared responsibility and common trust, and the elemental connection of human beings to one another. Unlike many girls schools during the transition to coeducation, CA preserved its unique culture rather than diluting it. The atmosphere of today’s CA owes a lot to this history. Understanding and honoring the CA culture is particularly important as education undergoes significant change— from knowing to doing; from teachercentered to student-centered learning; from a focus on the individual to a greater focus on team-based learning; from consumption of information to construction of meaning, and from schools to networks. We believe that our strategic plan will allow us to confront these challenges thoughtfully and effectively, embracing innovation and change while building on our strong educational foundation. Our approach to these broad challenges and opportunities

facing our school, faculty, and students is to grow and deepen CA’s longtime commitment to engaged teaching and learning—the “essence” of CA. This is certainly a key moment for CA, both in its history—last year marking ninety years and looking ten years ahead to the school’s centennial anniversary—but also in its opportunity to build on our strong foundation and to stand as a model for thoughtful education in the midst of significant external challenges. Concord Academy currently offers its students a broad and challenging curriculum but we must ensure that we create conditions that allow all departments to embrace new approaches in both pedagogy and subject matter, to support curricular review and to ensure ongoing innovation by providing time and resources for faculty reflection, collaboration, and experimentation, by expanding and renovating our facilities to allow for collaboration and innovation, and by ensuring access for generations of CA students to come. The long-term vision and our plans for reaching it will be shared widely with the CA community soon. In the meantime, I invite you to join me in reflecting on our strong history and imagining what our bright future might look like. We are excited about the work ahead, and look forward to sharing more of our ideas over the course of the year.

Rick Hardy Head of School Dresden Endowed Chair

Commencement 2013

everend Kim K. Crawford Harvie delivered advice and inspiration along with the keynote address at the school’s ninetieth annual Commencement, urging the ninety-three members of Concord Academy’s Class of 2013 to “befriend regret” and remember that “now is a gift.” “I am going to tell you everything I know,” Crawford Harvie said Friday morning on the lawn outside the Elizabeth B. Hall Chapel. “Don’t worry it’s a short speech.”

continued

— COMMENCEMENT 2013 —

She counseled the graduates to “never let a serious crisis go to waste.” When you make a mistake, she also told the senior class, “remember to say nine simple words ‘I’m sorry. I made a mistake. Please forgive me.’ ” Crawford Harvie illustrated her message about living in the present with a story about driving a very ill companion from Provincetown, to a hospital in Boston in the middle of the night. Despite his illness, Crawford Harvie’s friend looked up at the brilliant night sky peppered with stars and said, “It doesn’t get any better than this.” She congratulated the young men and women in the Class of 2013 on their accomplishments at CA, and told them “you are loved beyond measure.” Crawford Harvie stood before CA’s Commencement as the senior

minister at Arlington Street Church in Boston. In 2004, Crawford Harvie performed the first same-sex wedding in a church in the United States. Crawford Harvie is also the recipient of numerous awards including the Harvard Divinity School’s First Decade Award. She is married to math teacher Kem Morehead and they are CA house parents. In his address, Head of School Rick Hardy told the assembled crowd of students, families, faculty, staff, and trustees that the Class of 2013 was “known for its connectedness and independent thinking.” President of the Board of Trustees John Moriarty shared with the seniors what he valued most about CA. “It’s the soul of the school that I love,” said Moriarty. “CA is a community where the continuous love of learning from

the heart and soul of the faculty gets you into the habit of doing the best you can—not the least you can.” Moriarty smiled as he reminded the seniors that they would soon embrace a new role at CA, as alumnae/i. “You are never really done with CA,” he said. “My youngest child graduated six years ago—and I am still not done!” Diplomas, as always, were handed out in no particular order, with suspense building toward the end. Each year, graduates stuff a sock with one-dollar bills, and the last one called for his or her diploma takes the sock home. This year, the lucky student was Charles Halsey Hutchinson of Lincoln, Massachusetts.

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Reverend Kim Crawford Harvie to the Class of 2013: â&#x20AC;&#x153;Never let a serious crisis go to wasteâ&#x20AC;?

CON CORD AC A DEM Y M AG A ZINE FALL 2013

Photos by David R. Gammons

A RT S

Opposite page: Alissa Merz ‘13 and Dramaturg Jared Green in “Swerve,” an original work by the CA Dance Company. Directed by Richard Colton in collaboration with visual artist Joshue Ott from Interval Studios. Inset is the full CA Dance Company. Swerve was set to a remix of Phillip Glass’ “Music in Similar Motion” by Amos Damroth ‘13 and Elias Jarzombek ‘13.

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Incident at Vichy (left) was a spring Directors Seminar production. Play by Arthur Miller, directed by David Lander ‘13. 4 am (below) was the Theatre 3 Company Show last spring. Created and Performed by the Theatre 3 Company, conceived and directed by David R. Gammons.

A RT S

Student art: (1) Noa Ryan ‘15 (2) Sophie Drew ‘15 (3) Max Lu ‘14 (4) Scott Thompson ‘16 (5) Sam Boswell ‘13

5 CON CORD AC A DEM Y M AG A ZINE FALL 2013

AT H LE T I C S Lacrosse players Becca Miller ’14 and Winslow Ferris ’16 represented CA at the New England East/West All-Star game. Nine students earned EIL AllLeague honors including Jack Anderson ’13 (baseball), Creighton Foulkes ’13 (tennis), Carter Jones ’15 (tennis), Will Perkins ’13 (tennis), Jake PhilbinCross ’14 (baseball), Izzy Mattoon ’13 (tennis), Aram Soukiasian ’13 (lacrosse), Josh Troop ’13 (tennis), and Charlotte Weiner ’13 (tennis). Josh Calka ’14 (baseball) and Percy Stogdon ’13 (baseball) both earned honorable mentions.

Tom Kates

TE AM RE SULT S The boys varsity tennis team capped an outstanding undefeated season with a EIL All-League title for 2013. The girls tennis team also

performed well, remaining undefeated for much of the season. The team finished second in the league and qualified for NEPSAC as one of the top eight teams in its class in New England. This was the first time the CA girls tennis team represented CA at NEPSAC. The girls lacrosse team held steady throughout the spring. Of particular note was a hard-fought win over the Bancroft School, 13–6 on May 3. Two freshmen led the team in scoring: Winslow Ferris ‘16 and Grace Campbell ‘16 combined for seven goals, two assists, and seven draw controls to help put CA in the lead early on. Senior goal keep Diane Wald had nineteen saves on the day. The baseball team played well throughout the season including a great turnaround victory over Lexington Christian Academy, avenging an earlier season loss. Henry Feinstein ’15 pitched an outstanding game for CA, Jack Anderson ’13 in center field and Percy

Stogdon ’13 in left field contributed great field work and the team brought home a 12–4 win on senior day. The boys lacrosse team returned to playing a full varsity schedule this season for the first time in a number of years. They played strong and improved each day and are poised to make huge strides in the next few years. The track team had an outstanding season with plenty of personal bests and CA individual and team records. At the final NEPSAC Champsionship of the season, the CA boys 4 x 400 relay team took fifth place and the girls 4 x 400 also set a new school record, finishing seventh in 4:42.79. Overall the CA girls team came in ninth place and the CA boys team turned in an eleventh place performance to round out an impressive year.

— with additional reporting by Jenny Brennan

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IN DI V I DUAL A C C O L A D E S

AT H L E T I C S WR A P

CON CORD AC A DEM Y M AG A ZINE FALL 2013

C A MPU S N E WS

Service Trips Bring Students to Nicaragua, New Orleans and South Dakota Nicaragua by George Larivee

CA students with children from the village of La Laguna in Nicaragua.

CON CORD AC A DEM Y M AG A ZINE FALL 2013

ally Zimmerli and I led a group of seven CA students to Nicaragua for a twoweek experience building libraries and teaching. Following a pattern that has worked well over the years, we began by setting up a library at the primary school in the remote mountain village of El Bramadero, bringing up to ten the number of libraries that have gone up in Nicaragua as a result of this project. We then spent one week in the village of La Laguna. Life in a mountain village is

not easy. There is no running water, the bathroom is a latrine, the food is largely beans and tortillas, but the smiles and giggles of the village children easily make up for the lack of amenities. Most days began with an hour trek to another village to teach science. We carried kits containing basic science equipment, such as microscopes, telescopes, lenses, magnets, compasses, tuning forks, basic circuitry, and the like. Altogether we taught nine lessons at six different schools. Students included Nicholas Alvarez ’14, Mishla Baz ’14, Louisa Dodge ’14,

Sophie Drew ’15, Amanda Mendez ’14, Hunter Moskowitz ’14, and Austen Sharpe ’14, New Orleans

he temperature soared past the 100-degree mark more often than not during the CA service trip to New Orleans but the humid weather didn’t seem to dampen anyone’s spirits. The twenty-one volunteers and their chaperones spent a week working on various projects under the direction of the St Paul’s Homecoming Center. The first two days were

New Orleans ladder crew

spent at a small church in New Orleans belonging to the Reverend Cronin. Cronin had labored for years on his own trying to repair the building with small donations and his own hands. In just two days the CA students managed to tile the entryway, hang drywall, paint several walls, and even landscape some of the grounds. The CA group included Emily Marcoux ’14, Jake Philbin-Cross ’14, Eve Harris ’15, Sophie Demoulas ’15, Becca Miller ’14, Eleni Papadopoulos ’13, Scott Thompson ’16, Phil Thompson ’16, Ellie New ’14, Valentina Gregg ’15, Matt Goldberg ’14, Jordan Lueck ’13, Ishbel McCann ’14, Liz Gootkind ’13, and Josh Shapiro ’14. Chaperones included Ben Eberle ’99, Jenny Brennan, Martha Kennedy, and Ayres Stiles-Hall. Athletic Director Jenny Brennan said the week was full of powerful moments. “Each night Ayres gathered us in the Chapel of the Mission for a reflection. These moments were remarkable, full of laughter, tears, and insight.”

South Dakota

group of CA students and faculty traveled to South Dakota in June to help rebuild and repair homes on the Cheyenne River Indian Reservation in Eagle Butte. Concord Academy partnered with the housing organization Okiciyapi Tipi Housing Partnerships. Students and

South Dakota

chaperones worked together to put down new flooring, remove an existing roof from a home gutted by fire, and paint several other houses to get them ready for a new family. According to the organizers, over the last nineteen years, volunteers have helped build fifty-four new homes for those in need

and made repairs to hundreds of others. During the week, the group also had the chance to immerse itself in the Lakota-Sioux culture by participating in a purification “sweat lodge” ceremony. In all, twenty-one people from CA traveled to South Dakota including Kaitlin Barkley ’16, Noam Benkler ’15, Verda Bursal ’16,

Jonathan Chernoch ’16, Jack Colton ’13, Winslow Ferris ’16, Mary Hollinger ’14, Lauren Jaeger ’14, Lina Janah ’14, Alek Lyman ’16, Ben Miller ’14, April Peng ’16, Corey Rost ’15, Kai Salem ’14, Caroline Tsui ’16, Isaac Watts ’14, Rebecca Wrigley, John Pickle, Susan Flink, Aida Campos-Nava, and David Rost.

New Look for CA Classrooms

his fall, when students returned to campus, they found their classrooms had gone through a summer makeover. New desks, chairs, and light fixtures appeared in virtually every classroom on campus, the culmination of a project that began in October 2012 when Head of School Rick Hardy and Leadership Gift Officer Ben Bailey ’91 engaged with an anonymous benefactor who wanted to have a direct impact on the CA student experience. “The donor identified classroom renovation as a project that would have the immediate impact,” recalled Kathleen Kelly, Director of Advancement and Engagement. With that charge, Director of Operations Don Kingman (pictured at right) hired an interior designer and met with the academic department heads, Dean of Faculty

Jenny Chandler, and Assistant Head of School and Academic Dean John Drew, asking each to “reimagine how classrooms could be used.” The feedback was clear. Because the needs of an English teacher might be different than a math teacher, it was essential that the new desks and chairs be light and flexible so that classrooms could easily be reconfigured. With that input, Kingman experimented with six different chairs and four desks in the Ransome Room so teachers and students could give the furniture a test run. The “winning” chair and desk combination? A maple desk and chair set that is light, modern, and ergonomically sensitive. In April, Kingman ordered 1,000 new pieces of furniture. And over the summer, the operations staff worked long hours to replace

doors, install new lighting fixtures and the new classroom furniture. “Through this donor’s generosity,” Kelly said, “CA’s student body now has a new and greatly improved learning environment.”

C A MP U S N E WS

At work in the Surgical and Navigation Lab at Brigham and Women’s Hospital in Boston

My Summer of Science by Connor McCann ’14

CON CORD AC A DEM Y M AG A ZINE FALL 2013

or the past two summers, I have been fortunate enough to participate in CA’s InSPIRE program. While no day at the beach, these amazing opportunities have allowed me to experience, firsthand, what “real world” engineering is like — strengthening my passion for mechanical and biomedical engineering, and reinforcing my interest in conducting research at the college level and beyond. Since 2008, more than thirty Concord Academy students have found summer internships in science or engineering through the program, which is coordinated by science teacher Amy Kumpel. In 2012, I worked in the Biomedical Engineering Department at Tufts University, and then last summer with Harvard Medical School Professor Nobuhiko Hata in his Surgical Navigation and Robotics Lab at Brigham and Women’s Hospital in Boston. Professor Hata’s lab focuses on image-guided robotic surgery techniques, using MRI and CT scanners to guide advanced custom robots to the locations of tumors and other targets. Working collaboratively with another high school intern,

I was tasked with developing a proof-of-concept device to integrate with the existing surgical robot. This new device is designed to optically measure the depth of a biopsy needle in an operating room setting. Over the course of my full-time seven-week internship, we took the project from Professor Hata’s early concept all the way to a prototype, and then performed an initial validation trial in the hospital’s state-ofthe-art Advanced Multimodality Image Guided Operating Room (AMIGO). My role for the project, based on my

Did You Know?

background and interests, focused on the mechanical design for the device. Using Solidworks, an advanced Computer-Aided Design program, I designed a custom enclosure for our small optical sensor, taking into account the design of the surgical robot Professor Hata and his team had already designed and built for prostate cancer biopsies. After working on my designs for many weeks, we then had the components 3D-printed and assembled a complete prototype. Finally, we tested the feasibility of the device in the MRI operat

ing room using a gel phantom — a stand-in for human tissue. Although my summer internship has now formally ended, Professor Hata and his team will continue with further development and testing of our device, and I will remain involved. Our work is also currently being submitted to a conference for publication. Overall, my InSPIRE internships allowed me to immerse myself in an academic research environment — interacting with other researchers and handling the challenges and responsibilities of an independent engineering-focused project of my own. I was also able to learn a great deal about conducting formal scientific research studies and addressing the numerous design considerations necessary when creating a biomedical device. My summer of science has truly allowed me to take all that I have learned in the classroom and apply it to real life situations.

ore than 750 boys and girls attend CA Summer Camp. This year, nine current CA students and alumnae/i came back to campus over the summer to help make the camp a success. This year the CA contingent included Max Bogaert ’05 (assistant director), Brendan Buckland ’10, Louisa Dodge ‘14, Katie Krupp ‘12, Charles Manzella ‘14, Melissa Pappas ‘13, Connie Blumenthal ‘13, Alex Waters ‘11, and Marissa Palley ‘04 (pictured at left).

Class Breakdown

Concord Academy was thrilled to welcome 113 new students to campus this fall. The Admissions Committee considered more than 800 applications and eventually chose an impressive group of students from seven different foreign countries: Germany, China, Kazakhstan, South Korea, Russia, Thailand, and Canada.

of color

percent have a parent, grandparent, or sibling who attended CA Residents of states

9 different

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FRESH FACES

55 females 58 males 27 percent of students

Convocation

CON CORD AC A DEM Y M AG A ZINE FALL 2013

< Scenes from a photo shoot: In order to get photos of most of the babies for our Baby Boom page we held a campus photo shoot. As you can imagine, it wasn’t easy to get infants all looking into the camera at the same time!

BABYBOOM Duncan and Miles Hannan

Theodore Ellis Frederick Webb

born on July 1 to Technical Director Ian Hannan and his wife, Sara

born on May 23 to History Department Head and house parent Kim Frederick and her husband, Vincent Webb

Oswyn “Ozzy” Copper Bull

Erick Kuai Liu

Frances Charlotte Wirtz

born June 3 to Visual Arts Department Head and house parent Justin Bull and his wife, Tracy

born May 2 to Mandarin teacher Wenjun Kuai and her husband, Stephen Liu

born May 22 to Director of Development Hilary Wirtz and her husband Michael Wirtz, former Science Department Head and former CA house parent 17

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This past summer saw a BABY BOOM on the CA campus. Six babies were born to members of CA’s faculty and staff between May and July. Meet the future CA class of 2030!

Tom Kates

FA C U LT Y PROF IL E

Meaningful Connecions Adam Bailey Modern and Classical Languages Department Head

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DAM BAILEY lives by a straightforward philosophy, one articulated by Nelson Mandela: “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” Making meaningful connections through a shared language has been Bailey’s life work. Ironically, though, his love of languages first developed through happenstance. “Spanish was not my first choice, but because of a random scheduling issue I took the class,” Bailey said. The random encounter with Spanish quickly became useful as Bailey found his rudimentary Spanish helped provide a vital connection between the kitchen workers and the owner of the restaurant where he was working. “I realized that I was learning something I could use,” Bailey said. “I learned about their lives and families. It made me feel good about myself.” Bailey set his sights on a career in government but soon shelved those plans in favor of a master’s degree in education. His first teaching opportunity popped up while he was still getting his degree. “I was very green. It was all I could do to get through the day,” Bailey recalled. “I know I learned a whole lot more than any of my kids that year.” More than anything, Bailey learned he had made the right career choice. Eventually he took a teaching position at Plymouth Whitemarsh High School in Plymouth Meeting, a suburb of Philadelphia. Students are not required to take a language class in Pennsylvania, which Bailey found an ongoing challenge. “So often we were the extra course, an elective,” he said. “I was always fighting the battle to keep languages relevant.” Still, he loved being in the classroom and communicating his love of learning to a new crop of students. More than that, without knowing Spanish, Bailey 18

“It was all I could do to get through the day. I know I learned a whole lot more than my students that year.” Adam Bailey

would not have been able to make the meaningful personal connections so important to him. He tells the story of one of his dearest friends, the best man at his wedding, a native Spaniard who speaks very little English. “He still doesn’t really speak English but I am always able to speak Spanish,” Bailey said. “We have been friends for eleven years. This deep relationship would never have been able to happen without knowing another language.” But just as language can foster relationships, a lack of a common language can act as a barrier to understanding. This simple fact was reinforced for Bailey just days before his wedding, which took place in Spain. Bailey took part in the historic Camino de Santiago, the Christian pilgrimage route to the tomb of St. James in northwest Spain. He described walking several days with a man from Japan who spoke very little English and no Spanish. “And since I didn’t know Japanese, we just took

CA, he eagerly took the position of Spanish teacher and head of the school’s Modern and Classical Languages department. “It’s not just a matter of having a language on a transcript,” Bailey said. “CA genuinely wants students to achieve proficiency in the languages they study.” CA offers five languages—French, Mandarin, German, Latin, and Spanish— and all students are required to take at least three years of a language. This year, CA will continue the tradition of giving students the chance to test their language skills in the real world by offering programs to Spain, France, Rome and China. Bailey arranged a school-to-school exchange with Madrid, where he will lead a group of thirteen students during the March 2014 break. The students will stay with host families and then CA will host the Spaniards when they visit in the fall. With a shared language as a springboard, he predicted that new and meaningful connections will be made for yet another generation. 19

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turns nodding politely while the other one spoke,” he said. “I wished then that I knew another language so I could have understood him better.” In today’s global society with commerce increasingly crossing geographic borders interacting with people who do not speak your language is almost a job requirement in many businesses. “How can you miss the relevance that if you want to compete globally,” Bailey said, “you have to communicate in different languages.” Interestingly, Bailey has found that the languages that people want to learn change from year to year. In the 1980s, learning Russian was in vogue primarily because of the Cold War tensions. Now students express increased interest in Mandarin and Arabic, largely also because of global political and economic developments. In August 2012, Bailey, his wife, Julie, and children, CJ, 7, and Anna, 4, moved to West Concord to be closer to family and, seeing how deeply valued language study is at

Rachel Morrison ’96 has achieved internaRachel Morrison ’96 ork r cinematography w tional acclaim for he movie Fruitvale on the award-winning e o recently received th Station. Morrison als sat k Vision Award. She Women in Film Koda e ine shortly before sh down with CA Magaz munity as this year’s spoke to the CA com Davidson Lecturer.

How did you decide on film as your career? For a time I was trying to pursue both film and photography. I was taking my photo portfolio around trying to get photojournalism work and taking my cinematography reel around and trying to get film work. At some point, I was alerted to the fact that these are two totally different careers and I had to make a very tough decision. I chose film largely because I loved the collaborative nature of it.

CON CORD AC A DEM Y M AG A ZINE FALL 2013

Film is a notoriously difficult profession to break into. How did you start working in the industry? I lensed a few documentaries and films that weren’t exactly my sensibility, but always with the goal of shooting dramatic features. Ultimately I was given that chance. You have to be persistent with it. As long as you enjoy the process, you will arrive at your destination without realizing it. The journey should be as satisfying as the end result. That has certainly been true in my case.

Tell me how you came to be the cinematographer on Fruitvale Station? Director Ryan Coogler probably met with fifty different people. We talked and just connected on a really human level and he hired me to make the film. We thought it was a timely issue and an important issue; and we wanted to do justice to a man whose life had been lost and to a community that was thrown in to turmoil as a result. It’s not easy to get an independent film before an audience so we thought, well, the best-case scenario will be if we get into Sundance. Then we won the Grand Jury and Audience awards at Sundance, got picked up for distribution by the Weinstein Company, and we also won an award at Cannes. The movie was released across the United States on 1,100 screens. That is an enormous coup in this day and age and we feel exceptionally fortunate. The movie is about Oscar Grant III, a young, AfricanAmerican male who was

killed by a transit police officer in Oakland. The story has drawn comparisons to the Trayvon Martin shooting in Florida. Are those comparisons are valid? I think the timeliness is fair. It’s a little bit ironic for those of us who worked on the film. The whole point for us was to give Oscar Grant a specific voice. In 2009, when Oscar was shot, the media portrayal was very black and white. Past infractions were raised and Oscar became almost like a symbol, rather than the complex man he was. We set out to give Oscar his humanity back, but all of the comparisons to Trayvon Martin in some ways reduced them both to symbols again. At the same time, the very fact that the issue is still relevant speaks to a much larger problem — one that is tragically far from being solved.

You shot this movie on a very tight budget. Tell me about that process. You are up against the perfect vision of what you want to execute, and what you’re able to execute. You have to compromise, but the danger is those compromises can turn that great script you read into a movie you don’t want to see. For us it was always a race against time. We had three nights to shoot on the subway platform, which is a pivotal scene in the movie. We were able to be on that platform from 1:15 a.m. until 5:15 a.m. That is just twelve shooting hours to get everything you see on the platform: the extras, stunts, firearms, and special effects. Ryan has a football background, so we ran plays. We taped out the platform in a

Photos by Tim Morse

THE DAVIDSON LECTURE was established in 1966 through a gift to the school from Mrs. and Mrs. Davidson to honor their two daughters, Ann Davidson Kidder, class of 1962 and Jane E. Davidson, class of 1964, to bring distinguished speakers to campus to speak to about a wide range of subjects; recent speeches have covered human rights, politics, music, art, and journalism.

charge of the grip, lighting, and the camera departments, all of which are historically male dominated. In any case, we clearly have a long way to go. Are there certain themes you like to explore in your work? I am drawn to stories about loss, life, and generally higher dramatic stakes. I would choose emotion as a currency over explosions. What’s next for you? I spent ten months out of the last year on the road, so I would like to try to stay in Los Angeles for a bit. I have been reading a lot of scripts. Fruitvale Station set the bar high for

me so I am being picky right now. Do you remember why you wanted to come to CA? I chose CA because it had very extensive photo and film departments, which at a high school level is pretty exceptional. There was a diverse range of classes and amazing teachers. I’m happy to see very little has changed. What is it like to be back on campus after a few years? The strangest thing is that on the one hand, I feel like it was just yesterday that I was here and on the other hand it feels like a lifetime ago. So I am just processing it right now.

You can read more about Rachel Morrison ’96 and see photos of her Davidson Lecture at concordacademy.org.

You chose to shoot on film in the digital age; why? Ryan and I felt very strongly we wanted to shoot on Super 16. We wanted the film to look like film. We felt it would really lend an authenticity that would help the audience connect with Oscar and experience the world through his eyes. It’s more expensive and riskier because there are so few labs that process films. We had to ship the film to Los Angeles for processing, and we didn’t see what we were shooting until four days after we shot it. People are used to looking

at monitors and they expect instant gratification. They want to know exactly what it’s going to look like; whereas when you shoot on film, you only see an approximation of what you’re going to get which requires a lot of trust by all involved. I’m still a big fan of film, but these days every time I shoot on film I hear it’s going to be my last. There are still so few women behind the camera. Why do you think that is? Less than 4 percent of working cinematographers are women. I am always struck by that statistic because cinematography is about visualizing human emotion and creating empathy for your characters and I think women tend to be inherently very empathetic. Perhaps the gender disparity has something to do with the fact that the cinematographer is in

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church parking lot and we blocked out the action so that our movements would be choreographed and we could make the most of our limited shooting time. In some ways I think the frenetic energy adds to what you see on the screen.

Photos by Tim Morse

Reunion Weekend Witte ’73. Science teacher Max Hall led an enlightening discussion about energy usage. Those who came to campus Friday evening were treated to a wine-and-cheese tasting led by faculty sommeliers Parkman Howe, Stephen Teichgraeber, Nicole Fandel, and Keith Daniel. Lively conversation accompanied the libations, and CA’s Jazz Ensemble director and bassist Ross Adams entertained the guests along with vocalist Julia Hanlon ’10 and pianist Jonathan Fagan ’11. The ever-popular ice-cream buffet, featuring Christina’s ice-cream supplied by Marion OdenceFord ’82 and Ray Ford, capped a special night. Throughout the day Saturday, the new fields at the Moriarty Athletic Campus were in constant use as plenty of “weekend warriors” participated in friendly games of soccer and Ultimate Frisbee. Later on, the field house was the location for a strategic planning

discussion with Kim Williams p’08, ’14, CA’s new board president, and three alumnae/i trustees, Amy Cholnoky ’73, Derrick Pang ’93, and José Ivan Román ’98, who outlined the vision for the school’s future and initiatives around instruction, facilities, investments in faculty and staff, market repositioning, and financial structures. The graduates and their families who attended the session expressed great pride. On Saturday evening, guests headed to the celebration of teaching, honoring the careers of retiring German teacher Susan Adams and music teacher Keith Daniels. The celebration was followed by a reception and the class dinner parties, traditionally the highlight of the annual reunion. As the weekend wrapped up on Sunday with a yoga class and a jazz brunch, many CA alumnae/i lingered on campus, clearly reluctant to leave this special place.

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eunion Weekend 2013 offered close to four hundred CA alumnae/i and their families the chance to renew old friendships, engage in intellectual discussion, and have some fun in a familiar setting. Many brought children and enrolled them in CA’s Kids’ Camp so the adults could spend some time with much-missed classmates they hadn’t seen in years. As is tradition, faculty and alumnae/i hosted thought-provoking panel discussions, this year focusing on architecture, writing, energy use, and strategic planning. The ever-popular “On Writing” panel was moderated by CA English teacher Parkman Howe and featured writers Sarah Bartlett ’73, Sam Thayer Wilde ’93, Henritte Lazaridis Power ’78, and Tilia Klebenov Jacobs ’83 discussing their craft. CA Architecture teacher Chris Rowe hosted a panel titled “Solving Problems with Architecture” that included speakers Daphne Petri ’68, and Sarah

Celebration of Teaching Reunion Weekend 2013

n Saturday afternoon the CA community gathered in the Elizabeth B. Hall Chapel to celebrate the accomplishments of retiring faculty members Susan Adams and Keith Daniel. Their combined tenure at CA spanned more than seventy years and together they taught close to 4,000 students. Head of School Rick Hardy thanked Susan and Keith for their commitment to CA. “The words ‘love of learning’ are vague and meaningless until skilled teachers help put it into focus—either at home, at school, or at work,” Hardy said. “We are extremely proud of the faculty here at CA: the talented ones who are just beginning their careers, the more experienced ones who continue to develop their already impressive skills, and those who have been part of our daily life for many years and serve as inspirations to all of us on campus.” Tony Patt ’83 spoke on behalf of Susan. Patt is currently a professor at ETH-Zurich and noted that the ease with which he lives comfortably in Austria and teaches his classes in German is a direct result of Susan’s enthusiasm and expertise. Katie Pakenham ’88 studied under Keith for four years before becoming his colleague. Keith’s passion for music, she said, infused everything he did. “It was simple,” she said. “He loved music and he loved that we had come to it. He took such care and joy in our exploration and discovery, our insights, our realizations.” From the school, Susan and Keith each received a personalized Concord Academy chair. They also received a decorative wooden box filled with memories and testimonials from CA alumnae/i and parents. “While we are marking the retirements of two teachers,” said Dean of Faculty Jenny Chandler, “let’s all agree that we are actually recognizing them for making a difference.”

Joan Shaw Herman Distinguished Service Award Tom Lincoln ’78 This year’s recipient of the Joan Shaw Herman Award has dedicated his life to providing community health care to inmates, in particular providing medical care to prisoners living with HIV. Tom Lincoln ’78 initiated a model that has been replicated in many other communities — and it all started with a simple observation.

hen he first started practicing medicine in a small neighborhood clinic in Springfield, Massachusetts, Lincoln and his colleagues noticed that their patients — often poor and dealing with drug addiction — would take medication for a time but then seemingly disappear for months. It turned out the missing men and women were in jail and therefore not receiving regular treatment for HIV-AIDS and other ailments. Lincoln and his colleagues quickly decided to bring much-needed medicine and care to their patients behind jail walls. Fairly soon,

neighboring community health centers were also involved, allowing more caregivers to provide services for their temporarily displaced patients. Now when inmates enter jail in Western Massachusetts they do not leave their doctor behind. Each prisoner is assigned by zip code to a health center team corresponding to their neighborhood. Their medical records, HIV treatment protocols, and, in some cases, their own doctors are all available to continue offering life-saving treatment. In his remarks after receiving the

Joan Shaw Herman Award, Lincoln credited CA with providing a solid educational foundation that prepared him for a career of multidisciplinary work. And he fondly recalled the “atmosphere and community support to try new things, from Gnome Day to community service projects, to that slew of ideas from such a collection of creative, supportive people.” That support could be felt in the Chapel as Lincoln wrapped up his speech to loud applause from his former classmates who had come to honor him.

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For full-size photos from the 2013 reunion please visit: http://bit.ly/careunion2013

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ALUMNAE/I ASSOCIATION 2013–2014

IFFERENCE MAKERS are the lifeblood of a remarkable community, performing good deeds with great humility and diligence. They are inspired by their appreciation for and faith in a community that values a tradition of diversity and ingenuity. In fact, it was the appreciation for a diversity of narratives at CA that inspired me to become a difference maker. I give back in many ways because I believe that this school equips its students and graduates with tools that will serve them for a lifetime. Every leader serving on the Alumnae/i Association Steering Committee is a difference maker in his or her own special way. On this page, we introduce you to two of our leaders.

I CAME to CA from a local public school, where homogeneity was regarded as an ideal. To me, CA felt like waking up in color after living in black and white. Here, independent thought was encouraged, creativity was nourished, and diverse perspectives formed a strong community and learning environment. My CA experiences certainly influenced my choice of work designing non-profit educational trips worldwide that challenge travelers’ preconceived notions. I stay involved with CA because I believe in its teachers, students, and its principles — and I enjoy it! Lauren Bruck Simon ’85 Secretary Alumnae/i Association

Who Leads the Alumnae/i Association Alumnae/i Association Steering Committee Leadership group of the Alumnae/i Association President Alumnae/i Association José Ivan Román ’98

Vice President, Alum. Assoc. Chair, Alumnae/i Giving Kate Rea Schmitt ’62, P’88

Vice President, Alum. Assoc. Chair, Nominating Sarah Green ’00

Vice Chairs Alumnae/i Giving Sarah Faulkner Hugenberger ’94 Marian Lindberg ’72, P’14

Chair Joan Shaw Herman Award Anne Lawson ’80

Vice President, Alum. Assoc. Chair, Outreach Jamie Klickstein ’86, P’15

Secretary Alumnae/i Association Lauren Bruck Simon ’85

Sarah Green ’00 Vice-President, Alumnae/i Association Chair, Nominating

Senior Class Representatives Natalie Ferris ’14 John-Hoyle Rymer ’14

Chair Alumnae/i Admissions Network Jamie Klickstein ’86. P’15

FOR ME, volunteering for CA is actually a very selfish activity. I love the feeling I get from being on campus, seeing the new students, working with other alums, and knowing that while the people or the buildings might change, the spirit of the community is a constant. It’s a community that’s only gotten more important to me as I’ve gotten older and have had a chance to realize just how enduring these friendships are, and how much I learned here. I’m now an editor at Harvard Business Review, where I get to feed my CA-instilled “love of learning” on a daily basis. After my parents, this school has been the single most important factor in shaping who I am and how I see the world. It’s made an enormous difference to me; and I hope I can make a difference for the school.

Chairs Alumnae/i Community & Equity Karen McAlmon ‘75 Alex O’Campo ’10

Chairs Young Alumnae/i (CAYAC) Claire Moriarty ’05 Tyler Stone ’05

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José Ivan Román ’98 President Alumnae/i Association

Recent Events e London The Only Running Footman

e Boston Fenway Park e Washington, DC Elizabeth’s on L

Upcoming Regional Events 2013–14 Wednesday, December 11

Sunday, March 9

Refinery 29 + Concord Academy Refinery 29, New York City

Dinner with CA Students Washington, DC Details To Come

Wednesday, December 18

Young Alumnae/i Welcome Back Breakfast Ransome Room, Math and Arts Center

Thursday, April 10

Tuesday, February 4

An Evening with CA in New York Cheim and Read New York City

An Evening with CA in San Francisco Details To Come

Monday, May 12, 2014

Tuesday, February 4 CON CORD AC A DEM Y M AG A ZINE FALL 2013

An Evening with CA in Los Angeles Details To Come

Senior Class BBQ with Alumnae/i Ransome Room and MAC Terrace 5:30 p.m. Dinner; 7:00 p.m. Annual Meeting

Thursday, February 20

Reception with Head of School Rick Hardy Boca Grande, FL

For more details and to register for events, please call Billie Julier Wyeth ’76 at (978) 402-2232 or see concordacademy.org/alumnaei/events

Upcoming Special School Events Feb 27

Museum Day May 29

Baccalaureate May 30

Commencement Chapel Lawn, 10:00 a.m.

REUNION WEEKEND Friday, June 6, 2014 to Sunday, June 8, 2014

New Trustees Jane brings her business acumen to Concord Academy’s Board of Trustees. She is the former executive director of Hangzhou Wahaha Group, China’s largest beverage company. She currently serves on the Board of Wahaha and is also the president of the Shanghai 3Js Investment Group Co., Ltd., a firm dedicated to providing venture capital and management consulting services to assist the creative and rapid development of enterprises. Jane has two children attending Concord Academy. She lives in Hangzhou, China, with her family. Michael Firestone ’01

Mike recently served as field director on Elizabeth Warren’s U.S. Senate campaign. Prior to enrolling in law school, Mike worked on several political campaigns and as a legislative aide to U.S. Senator Jeanne Shaheen (D-NH). In 2005, Mike graduated from Harvard College with a degree in history. Together with Kelsey Stratton ’99, Mike founded the Concord Academy Young Alumnae/i Committee (CAYAC)—a group designed to connect young alumnae/i with each other and the broader CA community. He has also been an active volunteer for his reunions and the annual fund

leadership program. Mike is currently attending Harvard Law School. He lives in Cambridge, Massachusetts. Rosemarie Torres Johnson P’14

Rosemarie is a versatile volunteer at CA. She has been a tour guide for several years, hosted the class social, and chaired the homestay program for CA Parents. Board affiliations include Beacon Academy and the Cambridge Kids’ Council, an advocacy board dedicated to improving the quality of life for the city’s youth and their families. Rosemarie has also served as a member of the Board of Directors at the Shady Hill School in Cambridge, Massachusetts, and on the Board of Overseers for WGBH-TV and the Cambridge Community Foundation. Rosemarie graduated from the University of Southern California. While in California, Rosemarie worked as a public relations executive and a kindergarten teacher. Rosemarie lives in Cambridge, Massachusetts. Her daughter, Tessa Johnson ’14, attends CA. Jennifer A. Pline P’13, ’15

Jennifer is a managing director and chief trusts and gifts officer at Harvard Management Company. In that role, she oversees all planned giving assets for Harvard University. She is a member of HMC’s Operating Committee. In addition to her other

responsibilities, Jennifer oversees the Harvard Master Trust portfolio, the pension plan for Harvard University. Prior to joining HMC, Jennifer worked for eighteen years at Standish Mellon Asset Management (formerly Standish, Ayer & Wood, Inc.). Jennifer is a graduate of Boston College, where she also received her MBA. In addition to serving as a CA board member, Jennifer’s board affiliations include Beth Israel Deaconess Hospital-Needham and the Board of Trustees of North Hill, a continuing care retirement community in Needham. Jennifer and her husband, Hans Oettgen, reside in Wellesley, Massachusetts. They have two daughters, Hannah Oettgen ’13 (Wellesley College Class of ’17) and Karly Oettgen ’15. Olivia Howard Sabine ’97

Olivia began her career at the Williamstown Theatre Festival. After college, she decided to join McKinsey & Company where she consulted in the healthcare, media & entertainment, and consumer products industries. From McKinsey, Olivia joined Bain Capital, where she is currently the senior vice president of North American Private Equity. Olivia’s board affiliations include the Williamstown Theatre Festival and Ernest Alexander, a

menswear e-commerce business. Olivia is an advisory board member of Refinery29 (a style website founded by CA graduates Philippe von Borries ’97 and Justin Stefano ’98). Olivia attended Columbia University for her undergraduate work. She lives in New York City, with her husband, Ernest, and their two children, Charlotte and Wyatt. Nashan Vassall ’98

Nashan is an investment advisor, most recently with Credit Suisse and with Goldman Sachs, focusing on investments and wealth planning solutions for entrepreneurs and business owners. Passionate about economics and finance, he has devoted his career to understanding the complexities of financial markets to identify sources of value. He began his career as an accountant at PricewaterhouseCoopers in New York City, and then as a financial consultant at Huron Consulting Group. Nashan is active with the Alumnae/i Community and Equity (C&E) Committee at CA. He has an MBA in Finance from the University of Pennsylvania’s Wharton School, an MPA from the Harvard University Kennedy School of Government, and is a graduate of the University of Massachusetts Amherst. He lives in Boston. 29

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Jane Du P’15, ’16

ALUM NAE I PRO FILES

Julian Joslin, Mark Berger, Brendan Alper Classes of 2005 and 2006

A New Take on the Discipline Committee

BYNANCYSHOHETWEST’84

T I S S U E

• Julian Joslin / Mark Berger / Brendan Alper Classes of 2005 and 2006

• Ati Gropius Johansen Class of 1944

• Elissa Spelman Class of 1996

• Mary Wadleigh Class of 1964

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Jessie Komitor

T H I S

hey call their film collaborative the Discipline Committee, a reference that CA insiders will immediately recognize as the name of the group of students and faculty charged with determining punishments for students involved in rule violations. For the three former CA classmates — Julian Joslin ’05, Mark Berger ’06, and Brendan Alper ’05 — it’s a name chosen both as an insider’s allusion to their shared alma mater and, perhaps a bit more caustically, after the same institution with which Alper says he had “a couple of run-ins.” “We write, act in, and produce short comedy sketches similar to what you might see on Saturday Night Live,” Alper explained. “In addition to making them funny, we try to make them socially conscious-ish and topical.” For example, “C-Block” is about male birth control; “No Hetero” involves two friends trying to railroad a third into confessing that despite his insistence to the contrary, he is secretly heterosexual. (“I have a very good straightdar,” says one of the accusers in the sketch.) In their CA days, Berger was known as an actor and Joslin a filmmaker, while Alper concentrated more on studio arts (and appearances in front of the real Discipline Committee). Today, all three live in New York and have regular day jobs. Alper is a risk manager in the finance industry; Berger, who graduated from the Tisch School of Performing Arts at NYU, picks up various acting jobs (his first role after college was in the national tour of “The Laramie Project”) and is an associate producer on the upcoming Broadway show Hedwig and the Angry Inch, and Joslin is a paralegal for a public defender. But each one has arranged to work a part-time schedule that enables them to spend one or two days a week writing, filming, and producing web videos. “It’s a really exciting time to be making films,” Joslin said. “With the Internet, film distribution is practically free. So you can have your material seen by a huge number of people for very little cost. Unlike in decades past, these days the quality of your content dictates how many people will see it, rather than the connections you have to a studio or network. That’s the exciting and wonderful thing about web-based media.”

garnered thousands of views. The popularity of their work is gratifying, but they also see this as a gateway opportunity. “We all have different aspirations,” Alper said. “Mark is really focused on acting and producing, while Julian and I are interested in writing. Julian has done some directing, and I aspire to eventually do some directing as well. But we are all looking for a way to pursue this as a full-time gig.” Their most popular film clip to date, with nearly 250,000 views, is a sly parody called The Ira Glass Sex Tape, which satirizes the artsy, intellectual host of the highly acclaimed National Public Radio show “This American Life.” In a real-life scene that sounds almost as funny as the film itself, Joslin actually ran into the radio host who inspired the skit on the sidewalk outside of a screening of Sleepwalk with Me, Glass’ first feature film, and introduced himself as the producer behind the sex tape parody.

“He said he’d heard that people liked it, but that he had watched only a few minutes of it himself,” Joslin recalled. (Regrettably, Joslin did not think to break the ice by flashing his chameleon ring; one of Glass’ senior producers is Sarah Koenig ’86.) But Glass’ lukewarm response didn’t particularly bother the three friends. Their work has been written up on the Out Magazine website, the New York Magazine website, and the front pages of BuzzFeed and Funny or Die; they’ve also garnered recent mentions in the Village Voice, the Onion, the Huffington Post and Glamour.com. With hundreds of thousands of eyes on the small number of films they’ve posted, they’re forging ahead — occasionally profane, but always hilarious. To see their films, go to www.thedisciplinecommittee.com

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Though less than a year into their formal partnership, the three collaborators follow a well-established creative process. Alper and Joslin write the sketches together and then seek feedback from Berger; Joslin describes it as “tossing ideas and revisions back and forth for hours and hours until by the end of the day we hate each other and are screaming at each other about whether or not to include one more joke.” Once they’ve agreed on their script, a network of actor friends, many of whom attended Tisch with Berger, do a reading for them so that they can see what does and doesn’t work in the sketch. Finally, it’s time to film. Occasionally, CA friends serve as extras, and another professionally trained actor, Theo Stockman ’03, appeared in one of their films. So far the collaboration seems to be working. The videos, posted on YouTube and the humor site Funny or Die, have

Ati Gropius Johansen Class of 1944

Preserving the Bauhaus Legacy Gropius House, Lincoln, Massachusetts Courtesy: Historic New England

s the daughter of the founder of the Bauhaus school and a pioneer in the Modern movement in architecture, Ati Gropius Johansen likes to say that she finds the term “Modernism” to be almost anathema to the artistic principles of her father, the German-born architect Walter Gropius. “What hurts me about the word Modernism is that putting the ‘ism’ on it makes it sound like a style, and therefore something you can copy,” Johansen explained. “My father believed that the movement’s meaning lay in problem solving, advanced technology, and experimentation. He prided himself on the fact that his students’ work reflected unique solutions to design problems, and that was at the core of Modern design. No one’s work should resemble anyone else’s.” Johansen grew up entrenched in her father’s values and vision. When she was young, her family fled Nazi Germany, settling first in London and then in Lincoln, Massachusetts where a benefactor gave Walter and his wife, Ise, land on which to

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build a home. In 1938 her father built the landmark structure that would serve as the family’s home for the next forty years before being deeded to Historic New England for use as a museum. As a teenager, Johansen became accustomed to visitors touring their home: friends and acquaintances from Europe; architects and students from all over the world as well as her father’s new architectural colleagues and his students at Harvard Graduate School of Design, where he restarted the career he’d left behind in Germany. “Our house in Lincoln was a very comfortable house to live in,” Johansen recalled. “It reflected my father’s idea that design was not about how things looked but how they were made. The goal was to use materials to their utmost capacity, which extended to a philosophy of finding the full potential of a material or a person and figuring out what could be done that hadn’t been done yet. It was a very exploratory and creative way of looking at life, a whole way of thinking and acting.” An art major, Johansen studied at Black Mountain College under Josef Albers, one of the college’s many faculty members there who had been educated at the Bauhaus in Germany. The combination of her CA years and her college years provided a solid foundation for her intellectual future. “At Concord Academy, I learned to work hard and to Courtesy: Historic New England study, and that

stood me in good stead. Black Mountain College was a place that gave you a sense of becoming your own person and thinking things out for yourself. Together, they formed a learning legacy for a lifetime.” After college, she embarked upon a long career as an artist, illustrator, and graphic designer while also raising two daughters. In her sixties, Johansen began offering classes based on the Bauhaus educational principles and those of her college mentor, Albers, primarily through adult education and museum programs, including at the De Cordova Museum in her childhood hometown of Lincoln. Walter Gropius died in 1969, leaving full control of his estate and intellectual property to his wife. Ise Gropius arranged to live in the Lincoln home for the rest of her natural lifetime, with the understanding that the structure would then be donated to Historic New England, a nonprofit dedicated to architectural preservation in New England. Following Ise’s death, the house reopened as a museum in 1981. Now nearly 90 years old, Johansen still travels every year to Germany, which she considers home — and is still frequently called upon to help understand her father’s work. “My father’s philosophy was to start with questions and approach them without pre-formed ideas of what the end result would be. He espoused a total openness to more and more questions and a way of letting intuition or imagination help you solve the problem,” Johansen said. Thanks to her parents’ vision and her own ongoing efforts, visitors to the Gropius House will continue to appreciate that philosophy for generations to come.

Closing The Achievement Gap

s a child attending Cambridge Friends School, Elissa Spelman ’96 remembers being keenly aware of two realities: that she was unusually privileged to be receiving such a high-quality education, and that it would be her life’s calling to make the same opportunities available to as many young people as she could reach. Put simply, at the age of ten, she started on a course to try to help resolve the achievement gap. “At Cambridge Friends School there was big focus on social justice, and at Concord Academy our discussions often centered around race and class and educational equity,” Spelman said. “It was something that was discussed informally among peers and more formally in classes.” And while there are many ways to pursue social justice, education was always the lever that beckoned to Spelman. She

majored in education at Boston College and then earned her master’s degree at the Harvard Graduate School of Education. Initially she assumed her future lay in teaching at inner city schools such as the charter school in Dorchester where she worked for a time after college. But after completing her graduate degree, Spelman ran the corporate foundation for Wellington Management Company LLP, a global asset management firm. “Their charitable foundation is focused on educational programs for low income students,” Spelman said. “My job was to help determine the programs to which we would allot funding. I saw this role as a chance to impact the field more broadly, to learn about the best programs available, to connect with educational leaders throughout Boston and across the country.” Her strategy paid off; it was through her role at Wellington that she learned

about Breakthrough Cambridge (now called Breakthrough Greater Boston, or BTGB). In 2009 she was hired as its executive director, and in that role she oversaw the opening of the second campus this past summer in Dorchester. At the new campus, Spelman said that each member of the first class is a student of color who comes from a lowincome family and would be the first in their family to graduate from college. “One thing that makes Breakthrough an amazing place to work is its dual mission, both working to get traditionally underrepresented kids to college and also paving the way for people interested in teaching careers to find their way to urban classrooms,” Spelman said. On the student side, BTGB provides six years of intensive, tuition-free programming that participants attend after school and during the summer. The goal is to make these students academically and personally prepared to succeed at a four-year college. On the educator side, BTGB provides college students contemplating a career in education with research-based training, coaching from master teachers, and their very own classroom in which to teach for a semester. Students enter her program at age 11. “We are working with students who will be the first in their family to attend college, and there are a lot of factors that can impede their progress even if they are high-achieving,” Spelman said. “Six years gives us time to help them develop not only their academic skills but also their selfadvocacy and leadership skills. It gives us the chance to build a relationship with their families. Because this isn’t only about getting them into college; it’s about improving their chances of succeeding once they are there.” Among her program’s successes, Spelman is proud that 97 percent of her students have matriculated to four-year college over the past six years. She also counts among her triumphs its impact on the teaching profession. “Some teacher training programs fall short when it comes to offering preparation and support. They operate on a model that says ‘You’re passionate about Shakespeare? Great, go teach it!’ We take a more science-based approach to teaching. We have instructional coaches on staff whose entire job is just to observe, critique, and mentor the teachers. We employ principles of neuroscience to figure out what works in teaching.” Spelman expects the number of students and teachers her program is serving to double over the next six years.

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Elissa Spelman Class of 1996

Mary Wadleigh Class of 1964

Lifelong Learner

Leise Jones Photography

n a twist on the traditional academic path, Mary Wadleigh followed her daughter to college. Wadleigh graduated from Smith College with a BA in Environmental Science and Public Policy in 2007, six years after her daughter, Alice Wadleigh Jayne ’97, graduated from Smith and more than forty years after Mary’s 1964 graduation from Concord Academy. Why the long break from school? After Concord, Wadleigh did enroll at Radcliffe College but it was a time of political turmoil. “This was the era when the campus was shut down by protesters, and political activism of all stripes was rife on and off campus,” she said. “I was distracted by all that and knew I wasn’t performing to the academic standards I and others expected of me.” Ultimately, Wadleigh left Radcliffe but a lifelong interest in both politics and environmental science had started. Vowing to complete a degree someday, she taught Earth

Comstock Scholars Program for older students. Her first Smith class in Colonial Environmental History met at 9:30 a.m. on September 11, 2001. Although her thoughts were back in Washington with her husband and neighbors directly affected by the crisis, she said that being on the Smith campus during those troubled days was still “an amazing experience.” “A Smith alumna who had been active in a senior role in the Clinton Administration was on campus that week,” Wadleigh said. “She shared her insight, perspective and expertise with students at an all-college assembly held that same evening.” Wadleigh took a total of six years to finish her degree. Her mother’s illness required her to often be away from the Smith campus but her engagement with college life never lessened. Active in stuScience at a Connecticut private school, dent government, she held a seat on a prothen worked on the 1970 Census and sevfessorial search committee and served as eral Massachusetts political campaigns a tour guide. “Participation in these ways including the reelection campaign of U.S. held meaning for me as an older student,” Senator Edward Brooke in 1972. Brooke, she remembered. the first African-American to be elected by It is perhaps not surprising that Wadlepopular vote, won re-election and Wadleigh igh has remained dedicated to academic began work as a Senate staffer and moved pursuits even later in life. After all, she to Washington. grew up just steps from CA in Concord At that point, life intervened and Wadlecenter. As a child, she considered the camigh married, raised her children, and volunpus an extension of her own back yard. teered her time on projects that held deep Her grandmother, Julia Kidder, supported meaning for her. Historic preservation and the efforts of the school’s founders in the zoning issues in her Capitol Hill neighborhood, environmental projects and support for 1920s. Her mother, Joy Kidder Shane ’40, local public schools attended by her two chil- attended the school when CA could service all 12 grades of a girl’s pre-college educadren vied with several part-time jobs for her tion. Wadleigh’s daughter Alice Jayne is a time and attention. She ran an after-school proud third generation CA alumna. Science enrichment program and held sev Following Smith College graduation eral offices for the multi-school “cluster” in 2007, Wadleigh began a job as CapiParent Teacher Association. tal Chapter Administrator for the National Maintaining the twin interests in poliAssociation of Corporate Directors. The tics and environmental interests, Wadleigh nonprofit provides instruction and trainknew she would return and finish a college ing to members of corporate and nonprofit degree eventually. boards. In 2008, she joined the Board of “Course offerings the Alliance for Chesapeake Bay. Serving at the time I was as Secretary, Wadleigh assists with efforts at Radcliffe did not to renew the environmental activism that include a degree brought the organization into being in the program combin1970s. Still an active volunteer in her Capiing environmental tol Hill neighborhood in Washington, she science and public policy,” she recalled. also spends about 10 weeks each year at a second home in Brooksville, Maine, attendA generation later, ing to environmental issues that affect college offerings Penobscot Bay. Her small acreage hosts had changed and native plants that encourage threatened Wadleigh saw her pollinators and enrich the soil. opportunity. There is much still to learn. Even with At age 54, a degree in hand, Wadleigh, now age 67, Wadleigh entered says she might not be done with school Smith College, just yet. enrolling in the school’s Ada

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Mary Wadleigh with her daughter, Alice

FAST MINDS: Forgetful, Achieving below potential, Stuck in a rut, Time challenged, Motivationally challenged, Impulsive, Novelty seeking, Distractible, Scattered. This acronym of traits associated with ADHD serves as a starting point for those seeking answers to attention issues. While most are familiar with attention deficit disorder in children, far fewer studies focus on adult sufferers. Drs. Surman and Bilkey combined years of research and work with thousands of patients to develop FAST MINDS, a method designed to help diagnose adults with ADHD or ADHD-type traits and provide them with workable strategies. Readers are presented with factual information gleaned from case studies and useful exercises designed to slow down fast minds and allow them to lead more meaningful and productive lives.

Laura Davies Foley ’75 The Glass Tree Harbor Mountain Press, 2012

Ruth Ozeki ’74 A Tale for the Time Being Viking, 2013

Foley explores extreme loss and the intensity of ongoing grief in this collection guided by her husband’s slow death to cancer. Through reflections of cherished time together, from early romance, to building a home and raising their young children on a New England farm, Foley’s poems examine the ordinary events that grow to encompass an extraordinary life. Work as a volunteer chaplain further probes the depths of compassion and empathy facing caregivers for the terminally ill and find expression in the latter section of poems.

A diary, some faded letters, an old wrist watch — is it possible that the contents of the carefully wrapped Hello Kitty lunch box found upon the shore of a remote Canadian island belonged to a victim of the Tõhoku tsunami? So begins a novelist’s journey through four generations of a Japanese family as told by Nao, the diary’s sixteen-year-old author. Though separated by years and distance, the stories of each object and their owners are revealed from one writer to another, intertwining the past and present of two beings in time.

Excerpt from On the River

Caroline Kennedy ’75 Paintings by Jon J. Muth Poems to Learn by Heart Disney-Hyperion, 2013 Long an advocate of reading, literacy, and education, Kennedy shared her love of poetry with young poets at Dream Yard Prep in the Bronx. In addition to working with Kennedy to select the poems, students wrote their own compositions, embraced both traditional and contemporary poetry, and mastered the art of spoken word performance. Structured around ten themes and captivatingly illustrated by Muth’s vivid watercolors, the entries ranging from Ovid and Emily Dickinson to Gwendolyn Brooks and Billy Collins, ensure Poems to Learn by Heart a treasured place on any child’s bookshelf.

I remember our bright window, stained glass tree we made together, spilling sunset blue, amber, red across old oak flooring, heavy living room window hoisted with pulleys up the house he built, home

CA Bookshelf

by Library Director Martha Kennedy 35

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Craig Surman ’90 Tim Bilkey FAST MINDS: How to Thrive If You Have ADHD (Or Think You Might) Berkley Books, 2013

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Ingrid Hillinger ’64

“T

wo things stand out about Professor Hillinger. First, even though she has been teaching law for more than 30 years, no one in legal education puts more work into preparing for class, and her students can tell and appreciate her hard work enormously. Second, I heard from a partner in a bankruptcy law firm that the firm has a preference in hiring— the partners prefer to hire new lawyers who have been trained by Professor Hillinger.”

— William H. Bowen, Dean and Professor of Law for the William H. Bowen School of Law at the University of Arkansas at Little Rock and co-author of What the Best Law Teachers Do

Kate Joyce Murphy Photography

The Accidental Lawyer

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in a case in the U.S. Court of Appeals for the Second Circuit. She thinks her alarm for 2:00 a.m. She is on the road shortly the practice of “pay day” loans should thereafter, to begin the hour-long commute from her be banned or significantly restrained. “The people who need the most conhome in Gloucester, Massachusetts, to her office at Boston sumer protection just don’t have access College Law School in Newton, MA. She uses those early to it and they can’t afford a lawyer,” said Hillinger. morning hours to prepare for her law classes. It’s a grueling That passion is on display in her schedule for anyone, much less for anyone only three years classroom every day. It’s one of the shy of her 70th birthday. But Hillinger embraces the challenge, reasons she was named among the country’s best law professors in the and, in turn, her students embrace her. She has recently been book What the Best Law Teachers Do. named one of the best law teachers in America and in 2002 To research the book, the authors traveled across the country visiting law she won the Boston College Distinguished Teaching Award. schools, talking to students and faculty. In describing Hillinger, one dean said, “I had the great opportunity to study Ingrid’s teaching, and I continue to use, who was the professor Hillinger was almost every day I teach, something I Hillinger is a professor of law hired to replace? None other than learned from watching her . . . there is specializing in business law, bankElizabeth Warren, now a United States really no one I saw who is more comruptcy, contract, and commercial law. mitted to serving her students than Her teaching career has spanned thirty- Senator, who was visiting at the UniIngrid is.” six years, a remarkable feat considering, versity of Michigan for the semester. to hear Hillinger tell it, it’s little more Bankruptcy law, Hillinger said, is Hillinger is a New England native. than an accident that she became a appealing because it intersects many She attended the Commonwealth lawyer in the first place. other areas of the law. “There are just School in Boston, and then CA. She a million different reasons why somesaid her years at Concord Academy “I am very fond of saying the only one might be in financial distress.The were “formative for me in terms of the thing I have ever planned is one of my same is true for a company,” she said. kind of person I wanted to be in life.” three children,” said Hillinger. So, it “That’s what makes this so fascinating. was no surprise, then, that soon after During her time at Concord, HillAddressing all of the issues allows you moving to Virginia with her husband, inger learned about community, being to give an individual a fresh start or Hillinger’s plans to teach low-income responsible, and caring for others. She help a company solve its problems so pre-school children were derailed. She was also fooled by the “tripe dinner.” it can operate and keep its employees decided to go to law school instead. All freshmen were told that they employed. Bankruptcy has everything.” would have to eat a dinner of hairy, Soon after graduation, she began teaching at William & Mary College boiled, intestinal lining before leaving She has passed on her passion and garnered her first teaching award, on Thanksgiving vacation. “We were for bankruptcy law to many of her this one for Outstanding Teacher all terrified.” The dinner turned out to students. Four are now bankruptcy from the Virginia Council on Higher be a feast featuring turkey—no tripe in judges. “One of my students didn’t Education. sight—a huge relief to Hillinger and take bankruptcy until his last semesclassmates. ter in law school. He promptly called Even her specialty in bankruptcy up the law firm he signed on with and was the result of good timing, not Today, thanks to Hillinger’s massaid that’s what he wanted to do,” Hill- tery of her subject, her own students long-term planning. “I got a phone inger said with obvious pleasure. call out of the blue from the Univercan be confident in getting exactly sity of Texas. I told them I didn’t have what they expect—a skilled and thor Hillinger has been writing about any experience teaching bankruptcy ough grounding in a very dense area of commercial law topics for decades and but it didn’t seem to matter to them,” the law. “The challenge of taking somehas no shortage of opinions on the said Hillinger. “It was a white-knuckle thing very complex and building a picsubject. “I think consumer protection semester. This was 1985, chapter 11 ture for my students is very exciting,” in the form of disclosure requirements bankruptcy was booming in Texas said Hillinger, who may have started is not very effective,” said Hillinger. with the implosion of the “oil patch,” Most people don’t read the disclosures, out in the classroom accidentally, but and I was about one nano-second who ended up exactly where she was she said, because they want to get the ahead of my students, that’s it.” Hillmeant to be. loan. With the help of her students she inger’s University of Texas stint also wrote and filed an amicus brief seekincluded a brief brush with fame. Just ing to limit the reach of car lenders

HREE DAYS a week Ingrid Hillinger ‘64 sets

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Lael Chester ’82

Justice Seeker

IT TING IN juvenile court in the early ’90s, Lael

Chester ’82 couldn’t get the image out of her mind: An 11-year-old boy, feet dangling from the wooden

courtroom bench, listening to a judge order him to a secure

facility (jail for kids) to be held pre-trial on detention until the next court date a month later. “For a long time in the juvenile justice world a sentence of a week or a month was seen as relatively benign,” Chester said. “But now we know just how harmful that kind of thing is. The trauma is enormous.”

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Juvenile court is closed to the public, which is often seen as a way to protect the privacy of the defendant, but which, according to Chester, often results in a lack of oversight and accountability. Chester was able to sit in the sessions as a Victim Witness Advocate, shortly thereafter she was asked to help with a research project commissioned by then-Massachusetts District Attorney Scott Harshbarger. She listened as overworked and underpaid public defenders, who knew the bare minimum about their clients, struggled to advocate for them. Parents and caregivers were often absent from the process. Chester reflected on her own upbringing. “I thought about how much research my parents put in to something simple like summer 38

camp—and these kids had something monumental happen in their lives without any input,” said Chester. The early ’90s was an interesting time to be immersed in the issue of kids and crime. At the time it was generally accepted that juveniles and adults should be treated in similar ways in the court system. “It was a draconian system,” she said. “We would simply exchange the word adult for juvenile and treat them the same way.” But, Chester pointed out, if you’re 35-years-old, picked up for a petty crime, and thrown in jail for the weekend, “you have your whole life to put that into context,” later she said. Not so, if you’re just 12-years-old. After CA, Chester graduated from Harvard Law School, then obtained a fellowship before signing

on as an Assistant Massachusetts Attorney General litigating civil rights cases. She also began to do pro bono work for Citizens for Juvenile Justice (CfJJ), a statewide nonprofit that advocates for a fair and effective juvenile justice system. CfJJ identifies the laws and policies in the current system that contribute to the negative treatment of children in court and seeks to change them. Chester served as executive director of CfJJ from 2001 until stepping down in June 2013. Her signature achievement came on September 18 of this year when Governor Deval Patrick signed the Raise the Age Bill into law. The law raised the age at which juveniles are considered adults for legal purposes from 17 to 18 years old. “There are only twelve other states that consider 17 year olds adults in the court system,” said Chester. “It’s a historic relic. I can tell you that anyone who has kids thinks the age should be something like 24-years-old.” In a recent editorial in the Boston Globe, Chester wrote, “the juvenile system is designed to be more forgiving of those who make youthful mistakes. It doesn’t leave the indelible tracks of a criminal background check.” Chester and CfJJ got the law passed in part because the “tough on crime” ethos of the late 90s and early 00s has given way to a different

mindset in the legal community. “I think the pendulum is swinging back,” said Chester. “What the research shows is that many of the toughon-crime policies have come back to haunt us.” In addition, she pointed out that juvenile crime has been on the decrease for years. “It’s always easier to think about good public policy when you are not in crisis mode,” she said. There is still plenty of work to do. Kids who are arrested at night or on the weekends are sometimes held until a court session on a weekday morning because they are in foster care and the Department of Children and Families will not post bail “That would never happen to an adult,” said Chester. She adds that there is still a sense that it’s only for a short time and so “how bad can it be?” The reforms and progress, however, will have to continue without Chester. She has recently moved to Switzerland with her family. They will live in Geneva for a year, and while she hopes to take some time off she will also research international juvenile justice issues.

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“It was a draconian system. We would simply exchange the word adult for juvenile and treat them the same way.”

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Dan Epps ’00

Philosophy Leads to the Law

OOD THINGS come to those who are ready.

Is it as simple as that? Not entirely, but Dan Epps ’00, emphasizes the importance of being

prepared for moments of huge responsibility — moments he has experienced.

As a clerk for Supreme Court Justice Anthony Kennedy,

Epps was thrust into an environment where he helped to draft opinions that would shape the law of the country. He was young — 26 years old at the time — and fresh from a clerkship on an appellate court with only a year of experience under his belt. And he wasn’t alone: many of his fellow clerks were in exactly the same position.

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“You have to be ready for opportunities like this,” Epps said. “Many students think you need to wait until much later in your career for exciting opportunities. But you don’t. Sometimes they come much earlier, but they’re only available to people who are ready. You have to be ready.” From day one in Justice Kennedy’s chambers, Epps said, law clerks needed to know what they were doing as they began preparing memos to the justices about pending and argued cases. “I had not yet taken the Bar, I 40

had not yet practiced law,” Epps said. “I was two years into my law career and making recommendations that I did not feel yet ready to make. It was a huge amount of responsibility.” Being prepared for life’s opportunities is the message that Epps will bring to CA as an Assembly Speaker on January 16th. Epps began preparing, by some measures, during his time at Concord Academy. Friends remember him as being an avid, voracious reader. He took a keen interest in literature,

taking classes from notable CA teachers like Teacher Emeritus Stephen Teichgraeber. After CA, Epps went on to Duke, where he studied philosophy and received his A.B. summa cum laude. In his mind, this was his first academic step toward the law. “Philosophy lead to me to law, as the law poses a number of interesting philosophical questions – questions whose answers are more practical,” Epps said. After Duke, Epps chartered a successful path in law. He received his J.D. magna cum laude from Harvard Law School, where he was the Articles Co-Chair of the Harvard Law Review and won the John M. Olin Law & Economics prize. After law school, he clerked for Judge J. Harvie Wilkinson III of the U.S. Court of Appeals for the Fourth Circuit as well as Justice Kennedy. He then practiced in Washington, where he specialized in appellate litigation and served as a lecturer at the University of Virginia School of Law, where he co-taught a course about the Supreme Court. This year, Epps returned to Harvard as a Lecturer on Law and Climenko Fellow, a program available to promising legal scholars with high academic achievements and a strong interest in pursuing a career in teaching

Court review reflects many of his interests in applying moral philosophy to the law: Who deserves punishments? What remedies are available for unconstitutional searches? He was exposed to these complicated questions of law and morality by his father Garrett Epps, an author and widely recognized scholar of constitutional law. Before practicing law,

Garrett Epps was a novelist and journalist, serving as a staff writer for the Washington Post. Daniel Epps expects that his scholarship will, like his father’s, take a lifetime to develop. “Everyone recognizes that the current justice system is really messed up,” he said. “But no one knows how to fix it.”

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the law. As a Fellow, Epps teaches in the law school’s first-year legal and writing program, introducing students to the way lawyers analyze and frame legal positions in litigation, conduct legal research and present their work in writing and in oral argument. Each year, students are required to participate in the First-Year Ames Moot Court Program, in which they brief and argue a moot appellate case. Each year, students are required to participate in the First-Year Ames Moot Court Program and to brief and argue a moot appellate case. The Climenko program is allowing Epps to combine his interest in litigation and teaching while continuing his legal scholarship. In September, he published a paper titled “Bailey v. United States: Another Win for that ‘Doggone Fourth Amendment” in the 2012–2013 Cato Supreme Court Review. His paper examined the current state of search-and-seizure doctrine; Epps argued that “the Court has in recent years become more careful in its analysis of Fourth Amendment issues, requiring a tighter fit between exceptions to rules like the probable-cause requirement and their justifications.” The Court “now takes the Fourth Amendment more seriously as a source of determinate legal rules, rather than as an open-ended invitation to declare what is reasonable under all the circumstances of each case,” Epps wrote. “Those who believe that the Fourth Amendment should impose meaningful constraints on police action should see that as a good development. It guards against the risk that judges will effectively render Fourth Amendment protections meaningless by discarding them whenever they become inconvenient for police.” Epps’ work at Harvard teaching criminal law and criminal procedure as well as the article in the Cato Supreme

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Philip Anderson ’84

The Decider

FEW YEARS AGO, a middle-aged woman

stopped Philip Anderson ’84 on the street. Mildly cautious, as prosecutors are likely to be

if approached by a stranger on the street, Anderson nevertheless stopped. The woman told Anderson that he had prosecuted her son four years earlier. Now, even more apprehensive, Anderson braced for the stream of invective that was sure to follow.

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It didn’t. Instead, the woman thanked him for offering her son treatment instead of jail. “He’s so much better now, thank you,” she said quietly. As it happened, Anderson was on his way to court to offer the same kind of deal to another group of kids. He describes the greeting as a “feel good” moment, one that does not come around too often in a job that involves investigating and prosecuting large-scale narcotic and gun-trafficking crimes. Although he is the supervisor of narcotics investigations for the Queens County (New York) District Attorney’s office, Anderson’s focus right now is on guns. “We have had a never-ending war on drugs,” Anderson said. “People deal drugs in a park, okay, it’s a big issue—but why do you have to bring a gun too, so when 42

there is a gun battle some kid dies?” He believes guns can be much more disruptive to a community than drug dealing, so his focus has been trying to prevent the flow of guns across the border into New York State from neighboring East Coast states. Within the past year, Anderson prosecuted four men who were buying guns legally in Virginia and then “driving them straight up Interstate 95 to New York City.” The economics are simple—and lucrative. “You can buy a $200 gun in Virginia and then sell it for $1,000 in NYC,” Anderson said. These particular felons sold thirty guns in a six-month period until Anderson and local law enforcement officials brought charges. The backbone of Anderson’s work involves video surveillance and wire-tapping. He spends a great deal

of time counseling law enforcement as a legal advisor to make sure “when they stop somebody they haven’t done it in a way that would violate anyone’s rights.” Long before surveillance cases make it to court, most criminals are willing to plead guilty because there is an overwhelming amount of audio and visual evidence against them. In his current position, Anderson determines the actual charges that are filed, giving him the ability to drive a young person accused of stealing prescription pill into rehab instead of a jail cell. “Yes, they are charged with a felony, but based on what I know they aren’t Pablo Escobar,” Anderson said. “They’re just stupid kids who made a bad decision.” In making these decisions, Anderson admits that he often contrasts his personal life experience with those who become part of New York City’s criminal justice system. Anderson was one of four male boarders at CA in the early ’80s. The school was recommended to his mother, a New York Times journalist, by the well-respected writer and journalist Anthony Lewis. Anderson was living in Paris at the time. “I loved CA . . . the bonds I developed there were stronger and deeper than the ones I developed at college,” said Anderson, who remains in contact with many of his fellow alumnae/i. After graduating from CA,

Anderson attended Sarah Lawrence, and then traveled to China to teach English for a year. Upon his return, Anderson joined a law firm as a paralegal and then, while working on a case in Miami, had a formative conversation with one of the partners, Robert Fiske (who would later be named first Whitewater counsel). He advised Anderson to consider becoming a prosecutor instead of joining a big law firm. With that encouragement, Anderson joined the Queens County District Attorney’s office shortly after graduating from law school. Fifteen years later, a quick Internet search of Anderson’s name reveals the following headlines: “51 Charged in Major Drug Sweep”; “12 Charged in ‘Operation Dinner Out’ Drug Sweep”; “105 Long Island Residents among ‘Commuter’ Customers Charged in 14-Month Undercover Probe.” While “putting bad guys behind bars” is always satisfying, Anderson said it is the memory of the mother who stopped him on the street all those years ago that stays with him the most.

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“Yes, they are charged with a felony, but based on what I know they aren’t Pablo Escobar. They’re just stupid kids who made a bad decision.”

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Spring Miller ’96

House Calls

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sparking her interest in public service: “My parents built in this idea where them. a meaningful life was one where you were serving others.” Miller and her fellow lawyers from the Southern It was a lesson that Miller took Migrant Legal Services visit farms and fields across Kentucky, to heart. Louisiana, Mississippi, Arkansas, Tennessee, and Alabama. After graduating from CA, Miller went to William and Mary, They hand out pamphlets and “know-your-rights” booklets then transferred to Brown University. to guest workers and agricultural workers who harvest crops At Brown, Miller worked for several human rights organizations and knew and perform other jobs on farms across the South. almost immediately that she would dedicate her life to working with the underserved. “I got interested rate and it doesn’t work up to the min- at some point in Latin America and “They almost never come in imum wage it is a violation of the law.” immigrant communities in the U.S., our door,” Miller said. “Almost all of and found that to be my home in the our initial interactions with workers Most of Miller’s constituency world,” Miller said. are done over the phone and meeting comes to the U.S. on a H2A agriculwith people in laundromats and labor tural visa. According to Miller, many She entered Harvard Law School camps in rural areas.” take out debt in their home countries so that she could contribute to her chosen community, as she puts it, “in The funding for Miller’s legal aid to travel to the U.S. If those promises don’t pan out, the workers are unable a concrete way.” group comes from a combination of to pay off their debts. And wages are federal and other sources. “We seek to And she has, spending countjust one of the issues facing this most vindicate employment rights through less hours sifting through calls from vulnerable of populations. “We are legal challenges, discrimination cases, men and women in the field who have increasingly seeing trafficking situaminimum wage cases,” Miller said. nowhere else to turn. “There are few tions where control over the workers “These folks have a lot of legal issues resources in terms of community supis exercised by threats,” Miller said. and we see their vulnerability at work port, legal services,” said Miller. “It’s as being the central vulnerability of just a fact that there aren’t many places By her own admission, Miller their lives.” for a worker to go who just came was a restless 13-year-old living in from Mexico a month ago and whose Nashville, Tennessee when she began Miller’s work isn’t uncompliemployer isn’t paying him right.” to explore the idea of attending a cated. Because funds come from the boarding school. Her parents, both federal government, Miller is prohib Challenged by a lack of both professors of geology at Vanderbilt ited from providing legal services to time and resources, Miller’s office University, agreed to let Miller head undocumented workers, although gets many more calls for help than it to Concord. “It had a huge impact there are exceptions. could ever hope to address. The first on my life,” said Miller. She credits step, then, is to assess if there is a “We see a range of problems,” her parents and her time at CA with legal remedy to the problem. In many said Miller. “If they get paid on piece 44

LIENTS DON’T find Spring Miller ’96. She finds

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cases, the client is referred to the U.S. Department of Labor. If Miller decides to take a case, she will file an action in federal court; 98 percent of the time, the case is settled before going to trial. Miller hastens to point out that most employers are trying to do the right thing, and may be simply unaware that they are violating some of the rules and regulations required of them. As someone who deals with an immigrant population every day, Miller, not surprisingly, has some strong opinions about the current stalemate in Congress over the immigration bill. She sympathizes with U.S. workers in low wage industries who have lost jobs to immigrants. She says that for both sides it is a very human story: “Everyone wants to have a dignified life for themselves and their kids.” In the end, however, she is clear on one thing. “We now have 10 million people raising kids here who have fewer rights than the rest of us, and that population is generally racially identifiable,” Miller said. “I don’t want to live in a country where that is permitted to fester forever.” On a recent morning, Miller sat in a small Alabama motel room preparing to visit another round of clients for another round of depositions. “I knew a long time ago that focusing on the needs and sufferings in those communities was what I was going to do in the world,” she said. Despite missing her daughters when she travels, Miller concluded: “I can’t imagine any other life for myself.”

Const i tut ional Law Stephanie Manzella will teach constitutional law at Concord Academy in Spring 2014. Manzella has been part of the faculty at CA for ten years.

will once again offer a constitutional law class. We asked two educators

for their insight into how they prepare to teach this intriguing and rigorous course.

In a wide-ranging telephone interview, the teachers discussed history, justice, and the benefits of experiential learning.

What makes this course so compelling?

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SM I think it has all the ingredients of a great history class. Constitutional law, like any history class, is a body of good stories, and through the stories of these cases you learn about great issues that are hotly contested and lead to great discussions. BB This is a class with an emphasis on logic and reasoning. In the law you have to learn to be accurate, to be precise, and to be clear. This course is a good vehicle to encourage that in your students.

How do you approach teaching this course and what cases are critical to include?

SM I will teach the Dred Scott case, which is a great vehicle to look at race and the Constitution. I am also interested in the legal debate over samesex marriage. The Commerce Clause and the Affordable Care Act decision are also extremely important. I have also taught Roe v Wade but the circumstances have changed somewhat since I last taught this in the nineties, so I’m not entirely sure what I will do with it. BB I divide my class into units. The first is to introduce kids to trial procedure and the difference between federal and state court systems. It’s not necessarily a part of constitutional law, but it does help explain our federal system and how it works. Then we go into

Tom Kates

N SPRING 2014 , Concord Academy

the rights of criminal suspects and delve into capital punishment including a debate on the controversy surrounding it. We then examine the First Amendment, reading cases related to our civil liberties. The last section is on civil rights, looking at race, gender, and sexual orientation. I have just a trimester to teach this course at my current job at the Little Red Schoolhouse in New York City so it’s always a challenge.

I struck gold. Harvard Law School had a course in litigation for second year law students and they conducted a mock trial. They asked our kids to be the jury, giving them the chance to sit and listen to all of these arguments. Finally we went to the state prison. We toured the whole facility and met with inmates to talk about their incarceration. I don’t think you could do that sort of thing today.

SM You went to the medium security prison? That’s very inspiring.

How does experiential learning fit into this class?

BB This is a course that lends itself to getting out of the classroom. At CA, we would literally walk down the street to Concord District Court on Walden Street and sit in on a session. I took them to Boston for a day and we visited a state trial court and then went to the federal court. Then

How do you incorporate the present with the past?

SM I hope reading about the historic cases will capture their interest in current cases. I look at both the Dred Scott case and the Affordable Care Act as parallel decisions, in that the

In The Classroom Teacher Emeritus Bill Bailey taught constitutional law at Concord Academy for many years. Bailey was on the faculty at CA from 1968 to 2002. He is currently teaching a constitutional law class at the Little Red Schoolhouse in New York City.

Bill Bailey in the classroom in the 1990s

BB This week, for instance, I think we will focus, at least briefly, on the recent New York stop-and-frisk law that has been ruled unconstitutional by a federal judge. It’s a real New York City issue. Some of my students have been subject to that very policy. That kind of current issue appeals to kids. I also stress interpretation of the Constitution, which can be a challenge. We are about to do the Miranda warnings. We learn that it matters a lot as to who is on the court. Some of these decisions are only a fiveto-four majority — so one person can make a big difference in the way we live our lives.

What in your background prepared you to teach this course?

BB The first year I taught the course I had no background whatsoever. I didn’t think I was qualified to teach it at all but I had some very good friends who are lawyers — one is now on the Supreme Court of Massachusetts — and they helped me a great deal. In fact, here is a funny story: that very first year it was parents day and parents would always come to sit in on classes. That year, the class included three students whose parents were professors at leading law schools — three out of maybe ten students. I couldn’t believe it. I was nervous, but they were very kind. SM I came to teaching having considered law school. I opted not to go to law school but I still liked legal issues. I don’t

see myself as the expert on a body of constitutional law. I see myself as a history teacher who is going to bring the stories of these cases to life. I think I know enough about the issues to challenge them.

When the course ends, what do you wants your students to know? What is the takeaway?

SM High school is a good time to introduce kids to the concept that very ordinary people make extraordinary history. Our students often have the idea that people are destined to go to the Supreme Court, but that’s just not true. These stories show how regular people in their day-to-day lives have changed the course of history. High school is a great time to introduce them to these ideas. You don’t want to wait until they’re old and jaded.

BB It has a lot to do with the meaning of justice. Using these examples of people who have been essential in the fight for justice even those who, as Stephanie describes them, are ordinary people. I try as a teacher to be optimistic about the country we live in, but sometimes it’s a real challenge. I think that has influenced me in my thinking about the course. I do emphasize that word justice — it has been a motivation for me. I find kids are receptive because they see that standing for something you believe in is worth doing. SM I think it has all the ingredients of an engaging history class. Constitutional law, like any history class, is a body of good stories, and through the stories of these cases you learn about important issues that are hotly contested and lead to great discussions.

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country was waiting for the outcome with baited breath. There was this sense in the 1850s and in 2012 that the country couldn’t wait to hear the decision, all eyes were on the U.S. Supreme Court. That’s fascinating to me.

From the President of the Board and the Head of School

Leadership Report of Giving

hroughout 2012–13, as we celebrated the history of Concord Academy in its 90th year, donors to the school expressed overwhelming support through their generosity. Thank you to the 2,229 alumnae/i, faculty, parents, staff, students, and friends who pledged and gave a total of $8,092,160 to CA, including a record $2,945,238 directed toward the annual giving program. Donors are vital to our community: they provide access to the educational experience, expand academic programs and collaborative learning, and ensure that the living and classroom spaces facilitate the work of our teachers and students. Supporting CA at a leadership level shows a special degree of commitment. The following Leadership Report of Giving is a tribute to the donors whose thoughtful contributions provide essential resources toward all of the academic and co-curricular programs that CA has to offer. We are grateful for the inspiration they provide and for their faith in CA’s teachers, students, and community. Together with all of our donors, we move forward with a bright future, engaging generations of students in a supportive environment with a passion for learning, and looking ahead to CA’s next milestone: our centennial celebration.

Rick Hardy Head of School Dresden Endowed Chair

John Moriarty President, Board of Trustees (2009–2013) p’02, ’05, ’07

THE G I F T OF T IME

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isitors to Concord Academy classrooms will find a high level of energy as actively engaged students and teachers share insights, listen earnestly to each other, and connect in unique ways. What won’t be obvious are the thoughtful activities that faculty engage in outside of the classroom that directly impact student experiences. “Giving any good group of teachers time for thinking and reflecting is an incredibly powerful thing to do,” notes English teacher Abby Laber. “Ironically, it’s hard to carve out time for reflection at a school as busy as CA.” The Faculty Leadership Fund, established last year by donors, including the class of 2013 senior parents, supports time for faculty to expand their knowledge and refine their teaching methods. The impact of the fund was clear right

Leadership Donors With tremendous gratitude, Concord Academy thanks the following donors who have made leadership gifts or pledges to CA’s programs and funds during the 2012–13 fiscal year (July 1, 2012 through June 30, 2013). Founders’ Circle ($50,000 +) Anonymous (3) Elizabeth Smith Bagby ’40 Elizabeth Ballantine ’66, Trustee, & Paul Leavitt Bruce Beal ’88 Lisa & Thomas Blumenthal p’11, ’15 Amy Cammann Cholnoky ’73, Trustee Ann & George Colony p’13 Matthew Deitch ’05 Lori Colella Deninger & Paul Deninger p’13 Vicky Huber ’75 & Tony Brooke, Trustee, p’07, ’09, ’13 Jennifer Johnson ’59, gp’04, ’08, ’15 Althea & J. David Kaemmer p’09, ’12 The Lander Family Nancy Traversy & Martin Lueck p’11, ’13, ’15 Amelia Lloyd McCarthy ’89, Trustee Lucy-Ann McFadden ’70, Trustee Kim Williams, Trustee, & Trevor Miller p’08, ’14 Carol Moriarty & John Moriarty, Trustee, p’02, ’05, ’07 Judith Bourne Newbold ’55 Anna Winter Rasmussen & Neil Rasmussen, Trustee, p’10, ’15 Cynthia & John Reed Peggy & Hank Sharpe gp’14 Adam Sheffer Thanawat Trivisvavet ’97 Andrea Sussman & Andrew Troop p’09, ’13 Lisa McGovern & Jonathan Wallace p’08 Mr. & Mrs. Wandi Wanandi p’13, ’15

Chapel Circle from the start of this school year as Dean of Faculty Jenny Chandler and Laber presented a newly refined system for new teachers that expanded the time available to share ideas, advance understanding, and establish productive relationships to support and guide each other. “One of our goals is to have new faculty share their own ideas about teaching with each other, bringing fresh perspectives to CA,” Chandler said. “We want new teachers to become part of the supportive culture of CA, and we want this to happen not just by chance, but by design.” Thanks to all of the generous donors who have joined forces to establish the Faculty Leadership Fund at Concord Academy. For information about giving to the fund, please contact Brendan Shepard at (978) 402-2258.

($25,000–49,999) Marcie & Forrest Berkley p’12 Keith Gelb ’88 Rosemarie & Steve Johnson p’14 Susan Kidder ’66 Myung Su Yoo & Heung Sig Lim p’13 Mary Ann & Peter Mattoon, Trustee, p’13 Lisa Fitzgibbons & Christopher Mines p’14 Stephen & Kristin Mugford p’16 Nancy Newbury-Andresen ’57 Jennifer Pline & Hans Oettgen p’13, ’15 Linda Hammett Ory & Andrew Ory p’16 Derrick Pang ’93, Trustee Jane & Neil Pappalardo gp’12 Jill & Thomas Pappas p’10, ’13 Leila Parke & Kevin Parke, Trustee, p’12, ’15 Katharine Rea Schmitt ’62, Trustee, & Thomas Schmitt p’88 Thomas Shapiro p’04, ’07, ’13 Ann & Douglas Sharpe p’14

Faculty Recognition Circle ($10,000 –24,999) Anonymous (4) Kathleen Fisk Ames ’65, Life Trustee, & Charles Ames p’95 Steven Bercu p’10, ’11, ’15 Robert Biggar ’87 Charlene & Jeffrey Briggs ’80, p’12, ’13 Frances Brown, Trustee, p’04, ’14 Elizabeth Mallinckrodt Bryden ’64 Jennifer Burleigh ’85 Joanne Casper, Trustee, & Wendell Colson p’11 Theresa & Charles Delaney p’13 Arthur Demoulas p’15 Eliza Howe Earle ’67 Molly & Jeffrey Eberle, Trustee, p’99, ’04 Athena & George Edmonds p’11 Marian Ferguson ’63 Graceann & Fred Foulkes p’13 Joanna Fung & Matthew Ginsburg p’16 Timothy Gollin ’77 Barbara Cockrill & Christopher Gootkind p’13 Carmin Reiss & Eric Green p’07, ’11 Gale Hurd ’61 Anne & James Hutchinson p’13 Ann & John Jacobs p’12 Lucinda Jewell ’76 Teresa Myers & Mark Jrolf p’15 Sun Young Woo & Myeong Chul Kim p’15 Holly Moon & Steve Kim p’11 Joan & Enis Konuk p’12, ’16 Supawan Lamsam ’73, p’05 Sabrina Tin & Winston Lau p’15 Lorna Borenstein & David Lawee p’13 Jong Won Lee p’16 Bin Zhao & Donghai Liu p’15 Jill Conway Mehl ’85, Trustee Karen & Jeffrey Packman p’14 Amy & Jonathan Poorvu p’14 Benjamin Sloss ’87 Christine & Donald Thompson p’16 Anne Gaud Tinker ’63 Robin Gosnell Travers ’73 Nina Urban ’80, p’11 Girija & Sanjeev Verma p’13 Margaret Walker ’63 Catherine & Chris Welles p’14 Jody & Royce Yudkoff p’14

Main Gate Circle ($5,000 – 9,999) Anonymous (4) The Aloian Family Rosemary Grande & Alphonse Antonitis p’13 Mary Shaw Beard ’50 Jean & Henry Becton, Jr. p’96, ’02 Linda Mason & Roger Brown p’07, ’14

Alex Dichter ’85

“I

n many ways CA saved me. I was fairly disorganized and not terribly motivated and in most schools I would have fallen through the cracks. At CA, instead of being frustrated with my obvious shortcomings as a student, teachers focused on my potential and refused to let me give up. I found subjects (film, acting, economics) that excited me and awoke my desire to learn. As a consultant, my work relies on every skill I learned at CA. My job is to solve problems and to compel others to act. Logical reasoning, clear, persuasive communications, and yes, acting, are all critical components of our ‘art.’ I’m not sure what it takes to convince the great and inspiring teachers of tomorrow to choose a career in teaching as opposed to the many other things they might be able to do but I am sure money enters the equation at some point. So if I give to the Annual Fund for one reason . . . it’s that. I’m also a strong believer in the idea that the administration and trustees are in the best position to allocate funds and giving to the Annual Fund ensures that important needs are met. Given the impact CA has had on many of us, we all have reasons to give.”

Elizabeth Brown ’70 & Nick Bothfeld p’08 Amanda Dean & Jonathan Bush p’16 Emma & Gary Campbell p’13 Teresa Yeung & Willie Chung p’14 Carolyn Smith Davies ’55 Alexander Dichter ’85 Laura & Carl Eberth p’13 Alexandra Steinert-Evoy & Scott Evoy p’10, ’13 Mary Wixted & David Farnsworth p’15 Tracy & Joseph Finnegan p’15 Dean Forbes ’83 Catherine & Mark Haigney p’13 Adele Gagne & Richard G. Hardy Kerry & Paul Hoffman p’14 Mary Leigh Morse Houston ’47, p’74 Elizabeth Hubbard ’82 Qunying Gu & Wei Ju p’14 Heesuk & Yunmi Kim p’16 Daniel Kramarsky ’79 Kim Syman & JB Lyon p’16 Sumita & Vijay Manwani p’16 Stephanie Starr McCormick-Goodhart ’80 & Leander McCormick-Goodhart p’08, ’12 Susan & Thomas Miller p’08, ’12 Alison & Bob Murchison p’12 Wanfang & Russ Murray p’06, ’13 Lauren Norton ’77 Erin & Brian Pastuszenski p’10 Wendy Powers ’74 Etta & Mark Rosen p’97, ’06 Sharon & J. Hoyle Rymer p’14 Denise Rueppel Santomero ’77 Catherine Smith ’71 Jorge Solares-Parkhurst ’94, Trustee Elsie Hull & James Sprague p’14

Monica Wulff Steinert ’57 & Alan Steinert gp’10, ’13 Marie & Dan Strelow p’13 Nancy & Charles Styron p’13 Marta & Geoffrey Taylor p’13 Nancy Parssinen Vespoli ’73 Stuart Warner ’77 Kathleen Harris & Terrence Warzecha p’15 Janet & John Winkelman p’11, ’13 Linden Havemeyer Wise ’70, Life Trustee YingYing Fan & Timothy Yan p’15 Debra & Armand Zildjian p’15

1922 Circle ($1,922-4,999) Anonymous (6) Debby Setiawan & Sunredi Admadjaja ’90, p’15 Diane Woo-Ahn & Nelson Ahn p’16 Diana Chigas & George Antoniadis p’15 Dana Zadorozny & James Baldwin p’12 Holladay Rust Bank ’72 Samuel Becker ’91 Patricia Wolcott Berger ’47 Sarah & Edward Black p’14 Peter Blacklow ’87 Betsy Blume ’82 Robert Blume ’85 Victoria Blewer & Chris Bohjalian p’11 Katherine Wilson & David Breault p’16 Pamela & Peter Callahan p’16 Jie Hua Ruan & Yun Cao p’15 Jennifer Caskey ’67 Patricia O’Hagan & Alex Chatfield p’14 Sarah & Evans Cheeseman, Jr. p’97

C O N C O R D A C A D E M Y. O R G FA L L 2 013

Fay Lampert Shutzer ’65, Trustee Carolyn & Eric Stein p’11, ’14 Martha Taft ’65 Susan & Richard Walters p’11 Jane & James Wilson p’11

Ok Ju Jung & Won Chul Cho p’14 Irene Chu ’76 Natalie Churchill ’60 Elizabeth Awalt & John Conley p’10, ’16 Joan DiGiovanni-D’Arcy & Thomas D’Arcy p’08, ’16 Fan Zhang & Xingjiang Dai p’14 Sean & Julie Dalton p’16 Hebe Smythe Doneski ’85 Lisa Eckstein ’93 Stephen Erhart ’79 Karen Davidson & Edward Evantash p’16 Christine Fairchild ’75 Katherine & Charles Feininger ’84, p’16 Kristan First & Thomas First ’85 Peter Fisher ’74 Isabel Fonseca ’79 Marion Freeman ’69, Life Trustee, & Corson Ellis Pam Nelson & Peter Fritschel p’14 Lisa Frusztajer ’80, Trustee, & Larry Tye p’10 Nina Frusztajer ’82 Alison Gilligan ’79 David Goldberg ’88 Julie Faber & John Goldberg p’11, ’14 Neva Rockefeller Goodwin ’62, p’89 Elizabeth Green ’91 Kathleen & John Green, Jr. p’91

Denise & Eric Haartz p’14 Susan Hall Mygatt p’99, ’01 Joy Peterson Heyrman ’77 Lexi & Benjamin Hoffman p’14 Corey Hoffstein ’05 Sarah Faulkner Hugenberger ’94 Pon & Daniel Hunter p’14 Wisam Omran & Muhammad Itani p’16 Sandra Willett Jackson ’61 Marion Myers Johannsen ’63 J. Brown Johnson ’70 Jennifer Fenton-Jones & Christopher Jones p’15 Kathleen & Vidar Jorgensen p’97, ’99, ’02 Jacqueline Kane ’83 Rebecca Kellogg ’71 & Kevin Dennis p’03, ’08 Dona & Michael Kemp p’94, ’97 Seon Hwa Woo & Chang Geun Kim p’14 Wellington Koo ’89 Susan & Robert Kostro p’16 Ellen Condliffe Lagemann ’63 Joan Corbin Lawson ’49, p’80 Sarah & Ken Lazarus p’15 Sandra & Carl Lehner p’08, ’11 Rebecca Kadish & Robert Levine p’15 Theresa & John Levinson p’12 Xiaoran Li ’02 Jean Yang & Howard Liang p’16

Don and Christine Thompson, parents of Philip and Scott (class of 2016)

“W

CON CORD AC A DEM Y M AG A ZINE FALL 2013

e often joke with our twins saying that they are two halves of a whole, only complete when together. Our boys’ natures have always differed and each was drawn to Concord Academy’s emphasis on individuality. After CA emerged at the top of both of our sons’ high school preference lists, the offer of admission for both boys was an emotional and logistical blessing to our family. Through volunteering as a host family, helping with and contributing to events, and providing refreshments to sports teams, we feel increasingly connected to the CA community. It is that community, a stimulating group of students, families, faculty, and administrators that we value most about CA. We contribute to the Annual Fund knowing that doing so will enrich the experiences of our sons, supporting programs that help develop the various interests of CA’s talented students. We like that the fund provides flexibility, directing financial resources toward the school’s immediate needs.”

Han-Ting & Ju-Wen Lin p’12 Marian Lindberg ’72, p’14 Xiao Yan & Yongxiang Liu p’15 Helen Whiting Livingston ’41, p’78 * Pauline Lord ’68 & David Harlow p’04 Lan Shao & Wenxiong Lu p’16 Kim & Stephen Maire p’06 Matthew McCahill ’95 Sandra & Robert McKean p’15 Caren Ponty & Ira Moskowitz p’11, ’14 Deborah Golodetz New ’84 & Jonathan New p’11, ’14 Marion Odence-Ford ’82 Susan Packard Orr ’64 Eun Kyung Kim & Hyeong Cheon Park p’15 Sally Dabney Parker ’55 Lisa Botticelli & Raymond Pohl p’08, ’14 Mary Poole ’59 Ann Wilson Porteus ’59 Leigh Gilmore & Thomas Pounds p’15 Katrina Pugh ’83 Margaret Ramsey & John McCluskey p’09 Robin & Howard Reisman p’05 Victoria Robinson & Magdaline Caradimitropoulo p’16 Jie & Emmanuel Roche p’14 Margaret & David Rost p’13, ’15 Susan & Beau Ryan p’15 Olivia Howard Sabine ’97 Charlotte & Karim Sahyoun p’12, ’15 Susan Cunio Salem & James Salem p’14 Susan Pickman Sargent ’64 Philip Schwartz ’80 Judi Seldin & Ron Stoloff p’15 Lee Shane ’85 Nancy Megowen Shane ’51, p’85 Theresa Huang & Jacky Shum p’14 Margaret Moran & Charles Silva p’15 Amy & Adam Simon p’15 Lauren Bruck Simon ’85 Rebecca Buxbaum Simons ’87 Melanie Simpson ’85 Linda & Sarkis Soukiasian p’13 Nancy Soulette ’63 J. Cullen Stanley ’80 Lynne & Douglas Stotz p’15 Mei-Li Wang & Liang-Chih Su p’14 Mary Rowland Swedlund ’63 Ann Syring ’64 Ethan Thurow ’94 Carol Kazmer & Barry Trimmer p’13, ’15 Linda Tsai p’16 Ming Tsai p’16 Leslie & Walter Tsui p’15, ’16 Mary Lynne Hedley & Robert Urban p’16 Andrea & Glen Urban p’86, ’89 Nancy & Peter Van Roekens gp’13 Mary Wadleigh ’64, p’97 Sara Walker ’97 Sidney Walker ’65 Priscilla Cohen & Anthony Weiner p’11, ’13 Anne Brewster & Frederick Weyerhaeuser p’15 Susan Lapides & Peter Wilson p’12, ’15

Senior Steps Circle

Adam Sheffer

For young alumnae/i (1998 – 2012), the Senior Steps Circle was established to distinguish emerging leadership donors to the school.

Sarah Bertozzi Kessler ’02 Xiaoran Li ’02 Anne Mancini ’01 Susan Martin ’03 Zoe McGee ’12 Tiffany Mok ’04 Alexander Rosen ’04 Benjamin Shapiro-Kline ’07 Charles Smith ’03 Charles Stolper ’07 Tyler Stone ’05 Jay Tucker ’05 Nashan Vassall ’98

Thank you, Chameleon Circle Members. The Chameleon Circle recognizes, honors, and thanks the alumnae/i, parents, and friends who have remembered Concord Academy in their estate plans and/or have entered into life income gift arrangements to benefit the school. Concord Academy expresses its deep gratitude to the Chameleon Circle members listed here for supporting future generations of students. Anonymous (2) Kathleen Fisk Ames ’65, Life Trustee Wendy Arnold ’65 Benjamin Bailey ’91 William Bailey p’87, ’88, ’91 Caroline Ballard ’72 Holladay Rust Bank ’72 Mr. & Mrs. John H. Barber p’80 Anne Bartlett ’75 Susan Bastress ’70 Alice Beal ’68 Nancy & Norman Beecher p’70, ’72, ’76 Patricia Wolcott Berger ’47 Sally Farnsworth Blackett ’58 Elizabeth Fenollosa Boege ’61 Rachel Countryman & John Bracker David & Kathryn Burmon p’01 Jennifer Caskey ’67 Natalie Churchill ’60 Nancy Parker Clark ’38, p’60, ’66, gp’93 Phyllis & Lewis Cohen p’91 Jamie Wade Comstock ’82 Nancy Colt Couch ’50, p’75 Lucy Faulkner Davison ’52 Anna & Peter Davol p’88, ’93 Ann Bemis Day ’48 Marian Ferguson ’63, p’01 Abigail Fisher ’82 Dexter Foss ’41 Sarah Foss ’41 Lucy Eddy Fox ’69

Marion Freeman ’69, Life Trustee Keith Gelb ’88 Cynthia Gorey ’82 Deborah Gray Elizabeth Green ’91 Kathleen Green p’91 Rhonda & Alexander Gunn p’84, ’87 Beverly Vassar Haas p’93, ’95, ’00 David Hamilton p’00 Sarah Hewitt ’75 Mary Leigh Morse Houston ’47, p’74 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 Helen Whiting Livingston ’41, p’78 * Pauline Lord ’68 Sylvia Mendenhall Elissa Meyers Middleton ’86 Eleanor Bingham Miller ’64 Phebe Miller ’67 Melissa Moye ’76 Sylvia Fitts Napier ’57 Pamela & Paul Ness Elizabeth Haight O’Connell ’72 Cynthia Phelps ’64 * Mary Poole ’59

Anne Hart Pope ’66, p’89 Rosamond Smith Rea ’71 Edith Rea ’69 Elizabeth Hall Richardson ’55 Cary Ridder ’68 Denise Rueppel Santomero ’77 Cynthia Perrin Schneider ’71 Anne Michie Sherman ’39 * Elizabeth Simpson ’72 Sally Sanford & Lowell Smith p’05, ’08 Jorge Solares-Parkhurst ’94, Trustee Diane & Michael Spence p’04 Nathaniel Stevens ’84 Elizabeth Hauge Sword ’75 Ann Fritts Syring ’64 Karen Braucher Tobin ’71 Edith Tucker ’48 Mary Wadleigh ’64, p’97 Peter Wallis ’76 Victoria Wesson ’61 Wendy White ’64 E. Whitney Ransome & 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 1st 2012 and June 30th 2013

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Anonymous (2) Christopher Alvarez ’10 Julian Bercu ’10 Dexter Blumenthal ’11 Adam Brown ’09 Cameron Crary ’03 Nicholas Deane ’01 Alexis Deane ’03 Matthew Deitch ’05 Michael Edwards ’98 Michael Firestone ’01 Matthew Goldenberg ’08 Hailey Herring-Newbound ’12 Corey Hoffstein ’05

hen Adam Sheffer established the Chameleon Fund earlier this year, he chose the name of the endowed scholarship based on what the chameleon represents: “I was moved by the keen appreciation for individuality and respect for differences that is a prevailing attitude among members of the CA community.” Adaptability, he observes, is one of the most important skills of students and among the many essential values that the CA community celebrates. As a partner at New York Citybased gallery of contemporary and modern art Cheim & Read, Sheffer has an eye for the unique and distinct. He is passionate about art and committed to his work and interests; after studying painting and art history as a student at Vassar, he now travels the world promoting the work and careers of a select group of artists. He is also passionate about access to a CA education, and directed his fund to support a student of “open mind, kind heart and a sense of humor.” Sheffer wants to send a message of encouragement to students who possess these positive characteristics, which are “every bit as valuable as any other personal strength.”

IN MEMORIAM

Elizabeth McLane Bradley ’38 Robert Buckland grandfather of Brendan Buckland ’10 Richard Chapin father of Aldus Chapin’80 and Marya Chapin Lundgren ’86 Robert Cobb Jr. brother of Emily Cobb ’40 and the late Lydia Cobb Perkins ’38, and cousin of Susan Lawrence Hazard ’32

Isabel Farley Livermore mother of Rosemary Farley Whitney ’66 and Louise Farley Rogen ’67, and aunt of Wendy White ’64 and Cornelia White ’70 Patricia McFarland mother of Philip McFarland ’80 and Joseph McFarland ’84 Elizabeth Day Moulton ’42 aunt of the late Jennifer Moulton ’67 and sister-in-law of the late Barbara Walker Day ’37

Patricia Ceresole Dunnell ’51

Jane Row former faculty

Mary Cochran Emerson ’38 sister of the late Margaret Cochran Emerson ’43, cousin of the late Sally Locke Ffolliott ’26, the late Helen Locke Driscoll ’28, the late Susan Locke Smith ’30, and the late Anna Davis Janes ’38

Elisabeth Sears ’39 sister of the late Leila Sears ’37, aunt of Leslie Sears Karpp ’59, cousin of Nancy Ela Caisse ’58, Helen Dickson Chaplin ’59, the late Elizabeth Marion Hedblom ’35, and the late Ruth Dickson Orcutt ’38

Lucy Rand Everts ’41 mother of Susan Everts Allen ’71, sister of Emily Rand Herman ’37, and cousin of Polly Edgarton Lanman ’48

Anne Michie Sherman ’39

Elizabeth Brooks Ford ’33 Marjorie Dorsen Harvey former faculty

CON CORD AC A DEM Y M AG A ZINE FALL 2013

Patricia Farley Hawkins ’34 mother of Wendy White ’64 and Cornelia White ’70 Beth Eaton Hill grandmother of Henry Butman ’08, sister-in-law of Sara Hill Friedlander ’46, and cousin of Cynthia Hill Williams ’46

Enid Starr mother of Julie Starr-Duker ’78 and Enid Starr ’81, grandmother of Sierra Starr ’08 and Emma Starr ’12 Louise Brooks Strandberg ’50 sister of Rosamond Brooks McDowell ’42 and cousin of the late Victoria White Fuller ’57 Jacob Weiskopf ’14

CONCORD ACADEMY’S 2013–14 ANNUAL FUND

“Your support ensures that our students are framing their work in possibilities, not obstructions. We’re privileged to be working

Thank you for helping Concord Academy students discover new ways to tell their stories. #mycastory

with some of the best filmmaking tools available.”

ONLINE at concordacademy.org/give

Justin Bull, film teacher and

SEND A CHECK to Concord Academy,

chair of CA’s Visual Arts Department

166 Main Street, Concord, MA 01742

CALL 978.402.2240

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