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and they speak different languages at home; 34 are boarding students, and 73 are day students.
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LEARN MORE For more news about CA athletics, visit www.concordacademy.org/athletics.
Out of the Classroom and Into the Woods
Students in Gretchen Roorbach’s Advanced Environmental Science: Climate and Energy class classify forest plots in the woods behind Concord Academy. They take measurements that allow them to estimate the amount of carbon dioxide stored within the trees in their plots.
STORY BY HEIDI KOELZ
PHOTOS BY ED CUNICELLI
Henry Fairfax will usher in Concord Academy’s second century as CA’s 11th head of school
ON LEADERSHIP AND TRANSFORMATION
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Basketball was Henry Fairfax’s way in to independent school education. Playing and coaching, he says, helped him hone the leadership skills of “focus, teamwork, dedication, and goal setting for a purpose greater than oneself.”
hen Henry Fairfax read what Concord Academy was looking for in its next head of school, his eyes went directly to CA’s mission. “I thought, those lyrics sound just like my educational philosophy,” he says. “They’re talking about trust, love of learning, equity—let me take a closer look.” Although Fairfax deliberately built his career near his home city of Philadelphia, he says, “The more I learned, the more I realized that my journey uniquely positioned me to get into meaningful discussions with Concord Academy. There was so much alignment.”
Fairfax’s introduction to independent schools came when he was 15. He was shooting hoops at Narberth Playground in a bucolic Philly-area borough, where greats such as Kobe Bryant and Wilt Chamberlain once played, when he caught the eye of Brian McBride. The basketball coach and math teacher at the nearby Haverford School recognized his talent and asked if he’d consider switching schools. “I didn’t know schools like Haverford existed,” Fairfax says, “but when I visited, it was a remarkable place.”
Fairfax was already accustomed to moving between the city and the suburbs. From his home in West Philadelphia, he had been catching two trains and two buses each way to attend St. John Neumann, a Catholic school for boys in South Philly, not far from the Passyunk projects where his mother had grown up. “My mom was paranoid that I had to make that trek every day,” Fairfax says. But he loved basketball and wanted to contribute to Neumann’s startup program.
His freshman season was cut short, though, when he learned he needed open-heart surgery for a congenital heart defect. “I wonder if I had played my first year at Neumann if I would have even considered the Haverford School,” Fairfax says.
Fairfax transferred in November of his sophomore year, reclassifying as a freshman because McBride promised the academic program would be more rigorous. “He was right,” Fairfax says. “At Haverford, I really had to catch up and keep up. I had a lot of horsepower, like one of those old Mustangs, but my tires were flat. Moe than anything, Haverford inflated my ties and got the car going.”
Basketball was his catalyst, cultivating the skills of “focus, teamwork,
dedication, and goal setting for a purpose greater than oneself,” he says. “I was really fortunate to be seen that day at Narberth. That day changed my life.” He became the first African American to be inducted into the Haverford School Hall of Fame. And his high school experience set him up for success at Drexel University, which he attended with a basketball scholarship. These transformational educational experiences set Fairfax’s compass as he charted a direct course into independent school leadership and swiftly became an influential and ceative voice for access and growth.
Leading with Partnership and Purpose
In 2003, Fairfax began his career in independent school education at the McDonogh School in Owings Mills, Md., a campus he describes as “a little like The Truman Show,” with lawns so manicured they felt unreal. There he coached JV basketball and middle school track, taught English, and served as an adjunct dorm parent. “I was connected in so many meaningful ways to the community,” he says, “and I fell in love with independent school education.” He was also deeply invested in directing McDonogh’s Foundations Program supporting first-generatio independent school students.
In 2005, he began concurrently leading the Middle Grades Partnership (MGP) in Baltimore, a program that connects middle school students from public and private schools and provides academic programming, enrichment, and opportunities for leadership and civic engagement. He soon connected MGP with the Foundations Program to give more first-generation indepen dent school students tools for success.
Fairfax returned to the Haverford School in 2008, joining the admissions office. By the time he was 30 in 2011, he had become Haverford’s director of admissions as well as head basketball coach. He was also completing the School Leadership master’s in education program at the University of Pennsylvania (for which he is now a university mentor) and co-chairing the National Association of Independent Schools People of Color Conference. That same year, he married his wife, Ivy. “That period of my career taught me to delegate, to trust, and to empower other members of the team,” he says.
One day, an assistant coach from Haverford asked him to attend the Philly All-City Classic, an all-star game that features the best players in the area. It was being held at Girard College in Philadelphia, and Fairfax was to be honored as a former All-City Classic MVP.
Girard is a tuition-free boarding school for underserved youth from grades 1 to 12 who live in single-parent homes. Its founder had spared no expense in appointing the secluded 43-acre campus, and when Fairfax arrived, he was mesmerized. “I fell for the mission,” he says, “for this incredible place in the middle of my city and the opportunity to provide access without worrying if a family could afford it.”
Offered a position as Girard’s vice president of enrollment management and institutional advancement in 2015, Fairfax accepted, eager to build back declining enrollment. He began developing strategic partnerships, including with the A Better Chance access organization, which moved onto Girard’s campus. “It set a precedent for us to think of our school as a community partner,” he says. “The more people saw our campus and heard our story, the more accessible we became and the more we began to grow.”
Fairfax was also instrumental in engaging the Revolution Project, a think tank aimed at modernizing education, in conversation about moving onto Girard’s campus. Those conversations led to Fairfax being recruited as Revolution’s founding head of school in 2018. Fairfax and his team built Revolution School— which is focused on experiential learning, community partnerships,
and empowering students to co-create their academic journeys—handling everything from hiring and developing curriculum to determining strategies to give all students access. “How many chances do you get to start a school in the city you grew up in while being part of a larger conversation about what education can and should look like now and in the future?” he asks.
Revolution opened in September 2019, only a few months before the pandemic began, but its model of using the city as a classroom served it well during a transition to virtual learning. Under Fairfax’s leadership, Revolution earned its initial accreditation in record time and moved to a new, permanent home in Center City Philadelphia.
Imagining Unlimited Possibilities— at Concord Academy
Fairfax has made a practice of studying transformational leadership, learning from, among others, Joe Cox, Haverford’s former head of school, who substantially grew and diversified the student body. “Our work in education is to be transformational, not transactional, and some of the best leaders have left legacies that have transformed the lives of students,” Fairfax says.
He says the first thing he learned at an independent school was “to pay close attention to the mission and make sure the mission is matched by the actions of the institution.” Concord Academy’s commitment to striving for equity compelled him. “That word ‘striving’ demonstrates an understanding of the sensitivities needed for this work,” he says. “I’m excited for what that orientation can mean for diversity, equity, inclusion, justice, belonging,
and access. CA could be an inspiration for so many schools that are trying to figure this out.”
While Fairfax took to the hardwood to express his own creativity, he values CA’s approach to the arts as inseparable from the academic curriculum. “That exposure is so important,” he says, “not only for students who will go on to be artists but for all students to have as inspiration.” Tracing his love of theater and music, Fairfax recalls how, as a child of 5 or 6, he would curl up behind an old Baldwin piano in his family’s home, listening to his older brother Ivan play what he later learned was Beethoven’s Moonlight Sonata. “He was prodigious with all things musical. I’ll never forget lying behind that piano and listening to Ivan do his thing and falling in love,” says Fairfax, who is proudly encouraging his oldest son, Bryce, 18, a passionate musician, to go into music production. “I will cherish any version of my role as head that will give me an excuse to stay close to these passions.”
Since his first campus visit in October, Fairfax has been reflecting on the many conversations he had at CA about collaboration. “I think my being a Division I athlete is a hint that I’m a fairly competitive guy,” he says, “but collaboration is at the root of the ability to compete at a high level.” He hopes to model the merits of both at CA.
And he is looking to the Centennial Celebration and the Centennial Campaign for Concord Academy as, he says, “chances to honor everyone in the room, to reflect on whe e we’ve been, take stock of where we are now, and imagine unlimited possibilities.” CA’s aspirations to grow its endowment to set the school on a path to need-blind admissions, as well as to invest in its campus and strength in the arts with a new performing arts center need not be mutually exclusive, Fairfax says. “How do we tell that story effectively?” he asks. “I’m constantly looking for ways to execute mission-specific objectives that are important to growth.”
Fairfax will become CA’s first African American head of school, an appointment he calls “deeply emotional and deeply humbling.” He’s no stranger to breaking ground: He was the first African American director of admissions at the Haverford School and the first African American basketball coach within the 300-year-old Inter-Academic League. Aware of the weight of history behind such distinctions, Fairfax understands being a “first” as geater than individual achievement. “I want to celebrate Concord Academy,” he says, “for making a historic appointment at a moment when it matters to so many.”
A process-oriented, mission-driven leader, Fairfax has been reflecting o how his career has prepared him to lead Concord Academy in its 100th year. “My journey informs so much of the work that is set up for us at CA,” he says. When Fairfax assumes the role of head, he will keep in mind the difference teachers and leaders have made in his own life and lead with a focus on access. He will also build on lessons learned during the COVID-19 pandemic. “There’s not a person who hasn’t been deeply affected,” he says. “Our ability to listen with understanding and empathy is going to be essential to the success we have in meeting all of CA’s mission, and I’m really excited for that.”
Henry Fairfax will become Concord Academy’s 11th head of school and Dresden Endowed Chair on July 1, 2022.
MEET HENRY
Henry Fairfax’s own experience of a transformational education set him on his path in independent school education. Throughout his career, he has been active in supporting first-generation independent school students and fostering innovative partnerships. His approach to leadership is based in relationships, shaped by flexible thinking, and guided by mission.
We look forward to giving Henry Fairfax, his wife, Ivy, and their children—Apollo, 4; Prime, 5; Cassius, 8; Bryce, 18; and Brooklyn, 19—our warmest CA welcome.
Love FOR THE Water of
CA alumnae/i are fighting to protect an indispensable natural resource and are appreciating it in new ways
BY JACQUELINE MITCHELL • ILLUSTRATION BY MIKE AUSTIN
When Alex Pugh ’85 dipped his canoe paddle into Maine’s Sheepscot River after a recent heavy rain, he noticed something he’d never seen in more than 20 years of monitoring water quality. “After this 4 1/2-inch rainstorm, as soon as the paddle entered the water, it disappeared,” he says. “It was so clouded up. All of that sediment is carrying all sorts of different pollutants … washing off the river banks up above.”
Pugh is the senior environmental hydrogeologist in the Subsurface Wastewater Unit for the Maine Centers for Disease Control and Prevention, a position he’s held since August 2021. For 27 years prior, he served in Maine’s Department of Environmental Protection. The increased turbidity he observed is the result of more frequent and more intense rain storms, one well-established symptom of climate change. While turbidity doesn’t occur often in the Sheepscot, Pugh has spent his career keeping an eye on a parade of contaminants that threaten the river, its inhabitants, and the humans who live near it.
Most Americans take clean water for granted. We wash our hands, take showers, do laundry, and boil spaghetti without a second thought. But in recent years, high-profile failues of municipal water systems like that of Flint, Mich., have underscored the fragility of this most important public resource. As many as one in three Americans may live in regions where contaminants in tap water exceed federal EPA-recommended limits.
Over the course of his career, Pugh has contributed to efforts to mitigate acid rain, reduce gas and oil spills, and contain a gas additive intended to cut carbon emissions. Today, his biggest concern is a class of emerging contaminants called PFAS—per- and polyfluooalkyl substances, also known as “forever chemicals.” Pugh has sampled wells near a landfill to understand PFAS distribution and near a dairy after high levels were detected in its milk.
Manufactured since the 1950s, these synthetic chemicals are used in household and commercial products ranging from shampoo and dental floss to stain-epellent carpets and fie-extinguishing foam. They have been linked to decreased fertility, developmental delays in children, increased risk of obesity, and some cancers. Once in the environment, they never break down. Rather, PFAS bioaccumulate, working their way up the food chain as larger predators consume contaminated prey. The national Centers for Disease Control and Prevention has found measurable levels of four specific PFAS in nearly all people tested since 1999.
Though PFAS have been on the Environmental Protection Agency’s radar since the early 2000s, they remain unregulated. The Biden administration has signaled an intention to set enforceable limits on PFAS in drinking water in 2023, but the plan requires coordination across eight federal agencies. Even if that’s successful, it’s not clear how to reverse the damage PFAS have done during their 70-year head start.
“Allowing companies to just ‘clean up’—you’re never going to fully restore the resource that was damaged back to where it was before it was contaminated,” says Kate Hudson ’66.
She speaks from deep experience. During her nearly 40-year career in environmental law, she served as assistant attorney general in New York State’s Attorney General’s Environmental Protection Bureau in Albany, where she worked on the state’s case against General Electric (GE) for polluting the Hudson River. Hudson argued that the state should take advantage of laws that allowed state and federal agencies to pursue compensation from polluters for irreparable damage to natural resources.
For 30 years after World War II, GE dumped more than a million pounds of PCBs into the Hudson River. The chemicals are still found in sediment, and in fish throughout the river’s ecosystem, “all the way down to Manhattan,” says Hudson. Collaborating with a team of lawyers and scientists, Hudson says she worked to “arm-wrestle with this big and powerful corporation” for eight years. The case culminated in 2009 when the company began its EPA-ordered, $1.7 billion removal of contaminated sediment. But the battle continues. In 2019, New York sued the Trump-era EPA for excusing GE from further dredging while PCB levels remain unsafe.
“There are many subsistence anglers up and down the Hudson River,” Hudson says. “And because of the PCB contamination, there are fis consumption advisories still in place for women of childbearing age and children. It’s really important for me to make sure that people impacted by this are going to be compensated in some way.”
Hudson says the experience honed her focus on water. In 2011, she followed a colleague from the New York State’s Department of Environmental Conservation to Riverkeeper, a New York State water advocacy group, where she worked closely with a coalition of stakeholders to safeguard New Yorkers’ drinking water from an emerging threat: fracking. In 2014, New York became the firs of few states to ban the practice.
In 2017, Hudson moved to Colorado, where she is now the western U.S. advocacy coordinator for Waterkeeper Alliance, the umbrella organization of Waterkeeper clean-water rights groups worldwide. Out west, she’s putting her hard-won expertise to use on another problem.
“We in the western United States are facing existential water shortages, actual water poverty” she says. “I’m sitting here near the headwaters of the Colorado River, which supplies 40 million people in seven states and two countries with water. And it is literally just disappearing. Why? Because of climate change driven by fossil fuels.”
Because of that, the issue that most concerned Hudson was the Trump administration’s leasing of public lands for oil, gas, and coal extraction, she says, as part of a reversal of federal climate and wetlands protections. In all, the administration rolled back 112 environmental laws between 2017 and 2020, according to the New York Times.
As she’d done with New York State’s fracking fight “I needed to fin partners, join coalitions and develop relationships that would expand the Waterkeepers’ ability to make a difference,” Hudson says. And so, together with regional and national environmental organizations, “we commented, fought, and protested every oil and gas lease sale on public lands held by the Trump administration four times a year in six Western states,” she says. During Trump’s four years in office his administration offered leases on 108 million acres of U.S. public lands. Just over 10 million acres’ worth of leases were sold.
Hudson says, “We have to consider holding the line as a win.”
But she knows the stakes are monumental. “To protect our rivers, we must protect our planet from climate change,” she says. “It is the very survival of rivers, which is inexorably tied to our ability to survive on this planet, that is at stake. We have 10 to 15 years to save our planet. I am committed to working on that for as long as it is possible for me to make a contribution to that absolutely critical fight.
KATE HUDSON ’66
For the last seven years, Berg has taught environmental science at the American University of Paris. Trained in animal behavior and biological anthropology, Berg places emphasis on the science. That’s why one day when her class seemed unenthusiastic about a planned lab activity, she improvised something of a clinical trial—blinded and non-blinded taste tests of bottled and tap waters. Could students tell the difference among various high-end mineral waters? Could they detect the tap water hidden among them?
Spoiler alert: They could not. But that result—which Berg and an economist colleague published in the Journal of Wine Economics—raised a host of questions in Berg’s mind.
“At the time I was very critical of bottled water—as an environmentally conscious person, bottled water is easy to hate,” she says. “But the more I learned, the more interesting and complex the questions became.”
Why would someone spend money on mineral water if they had access to safe, clean, palatable tap water? Why do people have favorite brands of bottled water, when few of us can discern the differences among them without their labels? What are some of the psychological differences between the European and American bottled water consumer?
Berg thought the best way to understand the bottled water industry was to become a water sommelier— a several-decades-old discipline that borrows some of the principles of wine tasting to gain a better appreciation for diversity among naturally occurring waters. Tasters focus on water’s natural minerality—is it light and neutral like snowmelt or flinty like well water? and carbonation. During the pandemic, Berg found an online program and dove in.
She quickly learned that experienced water sommeliers as well as small producers of mineral water are the perfect spokespeople for the protection of our waterways and universal access to clean water. She thinks of a Slovenian water producer and tasting judge she encountered in a recent international water competition she attended virtually: Passionate about the water from his region, he’s invested in protecting the area’s environment and is keenly aware of sustainability.
“To people like him, water is something to be enjoyed, treasured, and uplifted so that it becomes more central in our consciousness,” says Berg. “Vilifying that makes no sense, though it’s easy to hate bottled water. We need to love water if we are going to protect our access to it.”
Berg says her students are right to decry the practices that make major corporations’ bottled water products unsustainable—plastic bottles, use of municipal waters, making a mint off what should be a free public resource. But she hopes to impart a lesson about ambiguity.
“Actually solving environmental problems is never as easy as saying, ‘Ban all bottled water,’” she says. “I hope I can help my students grapple with that.”
She sees a glimmer of hope. She recalls a finance student, foced to take
Love WE NEED TO“ Water
IF WE ARE GOING TO PROTECT OUR ACCESS TO IT.”
ELENA BERG ’91
her class for the science credit, who barely passed. But in a conversation later, he told her about his latest business venture—a solar powered device intended to solve problems in developing nations with inconsistent power grids. “I don’t think I would have thought of it if I hadn’t taken your class,” he said.
“The reality is there’s no reason why we can’t solve any of our water and climate problems,” Berg says. “They are complicated; accept it. When I shift the narrative in the classroom and I start talking about what we can do about it, that’s when I see the spark, that’s when students get motivated. I just help them imagine what they’re going to do about it.”
Beginning in April 2022 and throughout Concord Academy’s 2022–23 academic year, we will illuminate our history, honor our mission, and celebrate the values and traditions that have animated our school for a century. Through events and many other experiences, CA’s Centennial will be unique to our culture and will joyfully look ahead to CA’s second century.
COME CELEBRATE WITH US
We can’t wait to gather with students, alumnae/i, parents, faculty, staff, and friends from every era during these Centennial festivities.
April 22 and 23, 2022 Centennial Days of Service and Sustainability
For CA’s 100th birthday, we hope everyone in our school community will engage in an act of service. We will dedicate April 22 to service and sustainability on our campus. On April 23, we invite alumnae/i, parents, and friends to participate in a global day of service, individually or in regional groups.
October 15–16, 2022 Chapel Relay
Concord Academy is planning a special event to celebrate the story of the Elizabeth B. Hall Chapel and our beloved tradition of senior chapel talks.
Winter 2023 Alumnae/i of Color Reunion
Our firs reunion for alumnae/i of color will be a time for reflection connection, and community-building; a chance to explore how Concord Academy has grown and changed in striving for diversity, equity, inclusion, and justice; and an opportunity to shape CA’s future.
June 9–11, 2023 CA’s Centennial Celebration
Please join us on campus for our culminating Centennial festivities, which will coincide with Reunion Weekend 2023. Let’s gather in honor of CA’s firs century and toast to its next.
THANK YOU
CENTENNIAL PLANNING AND ADVISORY TEAM
Many individuals are giving generously of their time and talents, helping to envision and prepare programming that will welcome all to CA’s Centennial celebrations. Our Centennial festivities wouldn’t be possible without their valued contributions. Visit our Centennial webpage for a current and growing list.
SHARE YOUR CA EXPERIENCE
What were your best CA moments? Send your thoughts, stories, and suggestions to communications@ concordacademy.org.
50 Years of Coeducation
As Concord Academy nears its 100th birthday, now proudly inclusive of all genders, the school also marks half a century as a coed institution
On May 19, 1970, the Centipede reported on its front page, “Trustees Vote to Admit Boys.” One might expect such vital news to merit a banner headline across all four columns. In fact, the low-key, one-column story shared this prime real estate with three others. One covered a vespers talk by Rabbi Haskell Bernat on the escalation of the Vietnam War; another outlined student requests for eliminating boarding restrictions; and a third announced a presentation of student films. ogether, these four pieces of reportage offer a revealing entrée into a pivotal decade remembered for its political turmoil, changing mores, student unrest—and a remarkable explosion of creative exuberance.
After debating the options for more than a year, the Concord Academy Board of Trustees made its bold decision to enroll boys, beginning in the fall of 1971. Though a handful of girls’ day schools would choose to go coed and a few boarding schools would do so much later, Concord stands out as the only girls’ boarding school to make such a risky decision at that time.
The absence of a blaring headline might be explained by the recent success of an exchange with St. Paul’s and the nascent coordination with Middlesex, which had begun to accustom girls to the presence of boys in their classrooms. It also appears that the girls, some of whom had been included in discussions leading up to the decision, were undaunted by the news because they felt unthreatened. Not only did they welcome the boys to their campus, they did so with kindness, humor, and the irrepressible spirit that had become their trademark. CA girls were willing to share their power, but they were not about to relinquish it. Despite the fears of some of the women who had graduated before them, Concord girls would continue to assert their intelligence, display their creative talents, sustain the school’s caring environment—and conjure lively ways to make mischief.
In CA’s first year of coeducation, out of
65
male-identified applicants,
37
were accepted to CA and
26
enrolled for the 1971–72 school year, forming a little under
10%
of the student body;
10
were boarding students in Bradford House. Excerpted from a forthcoming book commemorating CA’s Centennial by former faculty member and dean Lucille Stott.
Members of the class of 1975, photographed in fall 1973.
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LEARN MORE Check www.concordacademy.org/ centennial throughout our celebrations for more stories about CA’s history.
One junior, Thaddeus “Tad” Danforth ’73 from Groton, Mass., was accepted in 1971 as a day student and would be the first and only—boy to graduate from CA in 1973, along with the 70 female graduates. He rented a white top hat and tails for the occasion.
“Most of us were a little quirky,” he recalls of the firs boys. “Many of us came from schools where we were unhappy or didn’t fi in too well. At Concord, there was so much opportunity to do what you wanted to do. For me, that was media and photography. The school didn’t have a darkroom, so they let me build one. The big thing at CA was to think for yourself and learn how to learn. Those values have stayed with me all my life.”— Centennial book excerpt
MY CLASS RING ELUDED ME
Never the twain could meet for long, my senior ring and I; no matter what I tried, I couldn’t keep that small band of stainless steel with me. When I firs wore it on my finge, the short path from hand to mouth left it chewed and bent. I tried it on a chain around my neck; the chain snapped. Then somehow, during my grocery store shift, I flun it into the dairy case; when it turned up three weeks later, I was overjoyed. But how on earth could I hang on to this little metal token, this sweet, small connection to home?
As I walked along a Cape Cod jetty on Senior Beach Day, the ring made its fina departure—into the sea. I swore then that I needed a more permanent reminder of the place that made me who I am.
A little over a year later, a tattoo artist inked a small green chameleon onto my bony ankle. Most days, I forget it’s there, just as I don’t always think of the place off of Main Street where I learned how to be me. But when I need to, I run my finge along it and think of the opening words of the song “Concord, Concord”: “These when we leave will be with us forever.” To my scandalized grandmother’s great chagrin, this couldn’t be more true.
Harry Breault ’16 graduated from Haverford College in 2020 with a bachelor’s degree in history. He works at the Suffolk County District Attorney’s Offic in Boston, where he says he is “growing and making a difference all at once.”
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GET IN TOUCH Do you have a class ring story to share for CA’s Centennial? Email communications@ concordacademy.org.
After making a habit of losing his CA class ring, Harry Breault (pictured above) replaced it with a chameleon tattoo. >>
A LEGACY OF LOVE FOR CA
CA is grateful to the many generous individuals and families who are committed to supporting the Concord Academy Centennial Campaign, growing the school’s endowment, and giving to the Concord Academy Annual Fund. These donors explain why they contribute to Concord Academy.
BY ABIGAIL JENNEY
THE NUNES FAMILY TESSA STEINERT-EVOY ’10
In 1988, CA English teacher Clare Nunes GP’15 ’18 became the first faculty member selected by the senior class to speak at it Commencement. “Teachers believe that life is good,” she said on that occasion. “We want to infect you with similar enthusiasm.” Nunes did that and so much more in her 15 years at Concord Academy. After Nunes passed away in January 2019, her children, Geoff Nunes Jr., Jake Nunes P’15 ’18 , and Maggie Nunes Rogers, made a lasting gift to CA from their mother’s estate. Honoring their mother, this bequest to the endowment will advance faculty leadership and support the creative and collaborative teaching Nunes took pride in at CA—now and in all the years to come.
Nunes grew up in Dedham, Mass., and graduated from Bryn Mawr College in 1956, after which she began working at Oxford University Press in New York, where she met and married her husband, Geoff. They raised their children in New York City and Princeton, N.J., before they eventually settled in Lincoln, Mass. In 1973 Nunes began her graduate studies at Princeton University, and six years later she received her Ph.D. in English literature. Full of enthusiasm, she took a position teaching freshman composition at UMass Boston. However, she quickly became frustrated by the limits for advancement offered to middle-aged female faculty, and when a position opened at Concord Academy in 1981, she embraced the opportunity. It was at CA that she discovered her true calling.
As a teacher, Nunes was irreverent, inspired, and kind. “Her students gravitated toward her,” Maggie says. “She was always willing to help and listen, she gave generously, and she was present at all times.” Led by their mother’s example, all three of Nunes’ children became teachers themselves. Jake says, “When I have met my mother’s students, every one of them loved having her as a teacher. She was engaged with them and dedicated to their learning, and they really respected her for that.”
Now Nunes’ children have chosen to celebrate their mother’s life with a gift from her estate, specifically for Concor Academy’s endowment in support of faculty. In recognition of this gift and her lasting influence on CA, the classroom in th J. Josephine Tucker Library will bear her name and those words she spoke when ushering the class of 1988 into lives of hope and purpose. “In a sense, being a teacher completed her,” Geoff Jr. says, “and we wanted to honor that passion and also the school that let her practice it.”
Tessa Steinert-Evoy ’10 makes a recurring monthly gift to the Concord Academy Annual Fund for several reasons, most importantly to honor her grandmother, Monica Wulff Steinet ’57. “For me, a big part of celebrating her memory is giving back to the school and community that meant so much to both of us,” SteinertEvoy says. In 2016, after Steinert’s passing, her family established the Monica Wulff Steinert ’57 Scholarship Fund at Concord Academy in her memory. “My grandmother didn’t graduate from college,” Steinert-Evoy says, “and her time at Concord Academy was a meaningful academic experience for her.” Steinert had grown up in Cambridge, Mass., and affording tuition at CA was not easy for her family. As an adult, she spent time helping local students gain access to the education that she treasured. When Steinert-Evoy was a prospective student, her grandmother brought her to her admissions interviews and her campus tour. “CA felt like the Claire Nunes GP’15 ’18, right place for me,” she says. She credits Concord while she was a teacher at Academy with instilling in her a desire to be “intellecConcord Academy. tually engaged and to want to grow,” as both a learner and a person. After graduating, Steinert-Evoy earned a bachelor’s degree in history from Boston University and, in 2020, a master’s degree in theological studies from Harvard Divinity School. She teaches social studies to seventh and eigth graders at the Charles River School in Dover, Mass., and says her CA teachers shaped her approach with students. “At CA I felt very cared for and very known,” she says, “and I want my students to feel the same way with me.” Today Steinert-Evoy sits on the CAYAC (Concord Academy Young Alumnae/i Community) Committee Sophia Steinert-Evoy ’13 (left) and conducts alumnae/i interviews for CA’s and Tessa Steinert-Evoy ’10. Admissions Office. She also served on her CA classs 10th reunion committee. “As a teacher myself, I see how important it is for alumnae/i to engage in asking questions, and for the faculty, staff, and students to see that alumnae/i are present, curious, and involved,” she says. Active engagement was a model that Steinert-Evoy’s grandmother demonstrated for her and her sister, Sophia Steinert-Evoy ’13—one they follow with enthusiasm. “CA meant a lot to my grandmother, and giving back and being involved allows me to stay connected to her and to the best parts of my CA experience,” she says. “It is a way for me to connect with CA today and to perpetuate all of the good.”
alumnae/i
A SpaceX Engineer Explores New Frontiers
His sights are set on Mars, and also on meeting today’s biggest challenges
Though he designs future missions to Mars as a mechanical engineer at SpaceX, “I was never a space nerd as a kid,” confesses Matthieu Labaudinière ’11 . In fact, the dance program is what first dew him to Concord Academy, and he spent far more time pursuing theater than any STEM subjects during his four years at CA. But he enjoyed math and was good at physics, two interests that led to a senior project converting a car to electric. “I realized I like problem- solving, and to me, engineering is a way of looking at the world such that you take complex problems, break them down into simpler pieces, and come up with a path forward based on logic and experience,” he says. “And engineering seemed like a more stable job path than theater.”
Labaudinière majored in mechanical engineering at McGill University in Montreal and then earned a master’s degree in advanced motorsport engineering at Cranfield Universit in England. There, he built on the skills he developed as an under- graduate on the McGill Racing Team, a student-run group in which teams compete to design, build, and race formula-style race car prototypes. “That was probably the most formative experience I’ve had from both an engineering and work ethic standpoint,” he says. “It’s very likely the reason I’m at SpaceX now.”
As a development engineer at Elon Musk’s flagship aeospace company, Labaudinière is working on the Dragon program, designing spacecraft that take crews to the International Space Station and function as a steppingstone to creation of a Mars-bound craft. His team designed the capsule in which four civilian astronauts made a historic three-day orbit around the Earth last September.
“At SpaceX, I work on very challenging problems in collaboration with a bunch of brilliant engineers,” he says. “When a solution emerges, SpaceX’s approach is ‘Build it; test it; fly it.’ Within my first six months of employ ment, I had hardware in space.”
Watching the launch of a space capsule he has designed, as he did last May with the Demo 2, is both thrilling and nerve-wracking, Labaudinière says: “You’ve gone through each of the parts you’re responsible for, each of the parts you’ve been involved in making, and you have a general understanding of the mission; you’ve done extensive qualification testing of systems and compo nents, even conducted demo flights. But as you watch the rocket ascending, what’s always going through your mind is, ‘Oh man, I really hope this works.’”
Labaudinière says that going on a three-day orbit aboard the Dragon himself would be “sweet, though not necessarily in the cards”; traveling into space is not a high personal priority for him. In the future, he envisions turning his focus from space toward the earth—specifically geen engineering. “The biggest challenge we have in front of us as a society is climate change and everything that goes along with finding solutions in that realm,” he says. “From an engineering perspective, that’s a challenge I’d very much like to tackle next. What I value so much about the culture and engineering approach at SpaceX is that it fosters problem-solving driven by fundamentals. You can see this with engineers who have left to start other ventures, such as green construction materials made from hemp, AI train scheduling, and small nuclear reactors. I think this will help us address the pressing problems of our generation in novel ways.” — Nancy Shohet West ’84
ALUMNAE/I ASSOCIATION
Start Connecting
As we continue to adapt in this uncertain time, I have been grateful for opportunities to work with fellow alumnae/i, over Zoom and now back in person. It’s brought me closer to Concord Academy. I’ve seen more of the people who truly love CA, and more in them—not always in the polished way we like to present ourselves, but sometimes in our human messiness.
Serving on the search committee to select our next head of school was humbling and invigorating for me. The discussions we had were broad, deep, and informed by many perspectives. That level of care, for one another and for what CA stands for and wishes to become, is what makes me hopeful and excited for our future. I know that CA’s values—love of learning, common trust, and striving for equity—are true. And that when we say we want to always do better by those values, we mean it.
In this year, 2022, Concord Academy turns 100. We’ve eyed the milestone from a long way off; now, before we know it, we will all be part of this unique time in CA’s history. Whether you are on campus regularly or haven’t set foot in Concord in 40 years, I encourage every alum to choose at least one way to participate in CA’s Centennial celebrations (see page 32) over the next year. We will have something for everyone, both in person and virtual. A special word for those of you who don’t feel connected to the school today: This is a time for all of our community, and that includes you.
Our aspiration for the Alumnae/i Association is simple: to support CA’s students and also each other. We will soon have an excellent opportunity before us to do both.
Karen McAlmon ’75
Alumnae/i Association President
CONCORD ACADEMY ALUMNAE/I ASSOCIATION
All Concord Academy alumnae/i are automatically members of the Alumnae/i Association.
MISSION
The Alumnae/i Association fosters lifelong connections between Concord Academy and its alumnae/i community. The association facilitates meaningful opportunities to preserve and promote a love of learning, service to others, and a commitment to diverse perspectives and backgrounds. Through involvement in the life of the school, within the community, and through service to the greater world, the association strives to renew and affirm the core values instilled while at CA
ALUMNAE/I EVENTS SAVE THE DATES
Saturday, January 29 11:00 a.m.–12:30 p.m.
Alumnae/i C&E Book Discussion
Tuesday, March 1
Back to School Night: STEAM Classes
Saturday, April 23
Global Centennial Day of Service and Sustainability (see page 33)
Wednesday, May 4
Back to School Night: Conversation with CA Students
Friday, June 10
Alumnae/i Assembly All alumnae/i are invited
Friday, June 10–Sunday, June 12
Reunion 2022 www.concordacademy.org/reunion
VIRTUAL
REUNION 2021
When Concord Academy decided to hold reunion virtually in 2021 because of the pandemic, the school saw an opportunity to connect not only the classes celebrating their reunions (those ending in 1 and 6) but also all interested alumnae/i from around the world. CA offered a range of events and experiences to facilitate connections among various members of the community.
Alumnae/i were invited to experience virtual classes with CA faculty, listen to current student leaders, and participate in the educational framework of “Courageous Conversations,” which the Community and Equity Office introduced last year as part of CA’s mission-driven work of striving for equity. Alumnae/i heard from the recipients of the Joan Shaw Herman Award for Distinguished Service (see page 42) and attended the virtual Alumnae/i Association Assembly. Read more about the monthlong series of events at www.concordacademy.org/ reunion-2021.
CELEBRATING THE
Class of 2021!
Welcome to the newest members of the Alumnae/i Association
“Ain’t No Mountain High Enough” was the song members of the class of 2021 performed on the Senior Steps at Commencement in June. Concluding a year of challenge and hope, 86 graduates celebrated their perseverance and connection in the Academy Garden, and 11 joined via livestream. In a school year altered in so many ways by the pandemic, the ceremony was joyously familiar. Sarah Yeh P’24, interim head of school, praised the graduates as “leaders in every way imaginable.” And for their resourcefulness in adapting while preserving the essence of CA and its traditions, Board President Fay Lampert Shutzer ’65 called them “chameleons to the core.” Zahaan Khalid ’21, student head of school, thanked faculty and staff members who were embarking on new adventures, and Diego Hernandez ’21, senior class president, introduced “a luminous thinker working at the intersections between race, law, culture, and literature,” speaker Imani Perry ’90.
Perry’s advice to the class of 2021 ranged from the practical—keep eating your vegetables—to the enduring—remain open to discovery. But her main aim in her address was to hold up a mirror to a younger generation. “You have lived in a global crisis for a significant fraction of your lives, and it’s not only hurt that you’ve experienced,” she said. “You’ve developed wisdom.” This class, she said, had “learned the necessity of the bonds of mutuality, of mutual care, respect, and regard.”
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LEARN MORE Read commencement remarks and watch Imani Perry’s speech at www.concordacademy.org/2021-commencement.
The Joan Shaw Herman Award for Distinguished Service is the sole award bestowed at Concord Academy— not to a student, but to a member of the alumnae/i community. Established in 1976, the award honors Joan Shaw Herman ’46, who was paralyzed after contracting polio the summer after her graduation. Although confined to an iron lung, she worked constantly to improve the lives of people with disabilities. Each year, a CA graduate is honored with this award for service to others.
We look forward to welcoming Ingrid Walker-Descartes to connect with students on campus later this school year. On April 22, 2022, Concord Academy will present the Centennial Joan Shaw Herman Award for Distinguished Service to a member of the alumnae/i community as we celebrate CA’s 100th birthday. JOAN SHAW HERMAN AWARD FOR DISTINGUISHED SERVICE
Champions of Children’s Health
These doctors connect systems to care for families and communities
In June, CA honored physicians Leslie Davidson ’66 and Ingrid Walker-Descartes ’91 with the 2021 Joan Shaw Herman Award for Distinguished Service for their contributions to child protection, health, and advocacy. It was the first time two alumna /i received the award in the same year. Each gave a virtual presentation about working across sectors to help disadvantaged and vulnerable children. “Their work addressing pediatric trauma and children’s mental health, disability, and welfare is difficult emotional, and often inconspicuous,” said Kate Rea Schmitt ’62, P’88, chair of the Joan Shaw Herman Award Selection Committee. “Leslie and Ingrid are children’s champions.”
Following are highlights from their talks. Davidson returned to CA in November to speak with students, and Walker-Descartes plans to do the same later this year.
More than a Medical Perspective
When Leslie Davidson ’66 was a medical student, her first pediatric admission changed the course of her career. A mother brought in her 5-year-old who had a severe sore throat, but no treatment improved her condition. Because the girl’s chart had no vaccination record, Davidson’s mentor suspected something unusual: diphtheria. The disease, largely eradicated in the United States, eventually claimed the lives of the girl and a sibling—the two in the family who hadn’t been vaccinated—and the mother lost a pregnancy as well. “The family was destroyed because the system failed to get them a vaccine,” Davidson said in her presentation. She knew then that she had to approach health from more than a medical perspective.
Planting one foot in the academy and another in the community, after finishin her medical degree Davidson earned a master’s in epidemiology and completed a postdoc in child psychiatry. Since then, she has devoted herself to researching disabilities in children and to the prevention of accidents and intimate partner violence. While leading the Central Harlem School Health Program, she and colleagues there launched the Harlem Hospital Injury Prevention Program, which reduced the impact of street violence on children by creating safe play spaces. Davidson went on to screen children for disabilities in several developing countries before direct- ing the National Perinatal Epidemiology Unit in Oxford, England. After a decade abroad, Davidson returned to New York. In 2002, she became chair of the Heilbrunn Department of Population and Family Health at Columbia’s Mailman School. From 2005 to 2020, she enjoyed leading the doctoral programs in epidemiology, assisting young researchers in gaining the skills needed to be public health professionals grounded in social justice.
Since 2003, Davidson has studied child disability in South Africa, which has one of the highest rates of HIV in the world. As a principal investigator, Davidson has followed a population of children including those infected with and affected by HIV into adolescence, investigating risk and resilience as they transition into adulthood.
“I learned that working in teams is essential to bringing any change,” Davidson said, “that to protect children, the work has to be multisectoral, has to interlink with the communities. We have to work with health and education and social services, and also housing and transportation. And that that’s possible—that those alliances, those collaborations, can be built and can be effective.”
From the Clinic to the Courtroom
A pediatrician with a specialty in child abuse and neglect, Ingrid Walker-Descartes ’91 presented an unexpected case study to the CA community: her own. As a child, Walker-Descartes, an immigrant to the United States and the result of a teen pregnancy, had significantly higher odds o dropping out of high school and of giving birth herself before the age of 18 than peers with older parents. But she experienced “interventions that ensured that, despite the negative statistical loading of a child with her background,” she said, “the adversities faced by this child, or adolescent, were not her destiny.” Those included A Better Chance, a recruiting and development program for young leaders of color, and through it, Concord Academy. “What separates me from many of the children that I serve are merely circumstances,” Walker-Descartes said. “I am a true believer that adversity is not destiny. I am an example.”
After completing medical school and her residency, Walker-Descartes realized she would need more than her skill as a physician and researcher to serve vulnerable children and families. To help shape policy and the delivery of medical care, she earned a master’s in public health from the Mount Sinai School of Medicine and an MBA in health care administration from St. Joseph’s College in Brooklyn.
As vice chair of education at Maimonides Medical Center in New York, WalkerDescartes directs a pediatric residency program and a fellowship program in child abuse pediatrics. Her clinical work focuses on adverse childhood experiences (ACEs). The effects of trauma before the age of 18 are profound, reducing life expectancy by decades for individuals who experience multiple ACEs and greatly increasing the likelihood of, among other adverse outcomes, drug and alcohol abuse, mental health disorders, contracting HIV, and becoming a victim of assault. Walker-Descartes makes interventions with children to make those outcomes less likely. “Nothing is necessary about trauma,” she said.
In her most emotionally wrenching cases, she has testified on behalf of infants wh have not survived their abuse. “Advocacy, for me, goes from the clinic to the courtroom,” she said. “In speaking for children who are unable to do so, my team pieces together what happened to them, so that the parties responsible can be held accountable.” But what she most hopes for, she said, is “to be that intervention to derail the negative trajectory of ACEs” for her patients. As she said, “This is how I pay it forward.”
Ingrid Walker-Descartes ’91 (top) and Leslie Davidson ’66 present their life’s work to fellow CA alumnae/i virtually in June 2021.
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LEARN MORE
Watch the 2021 Joan Shaw Herman Award presentations at www.concordacademy.org/ jsh-2021.
Read about Leslie Davidson’s November CA visit at www. concordacademy.org/ jsh-davidson.
Creative Types
BOOKS
Tremors
Cammy Thomas
former faculty Four Way Books, 2021
The notion of a tremor, an involuntary agitation of the body resulting from fear or other strong emotion, gives readers an idea of how the poems within this slim volume may strike them. Thomas depicts life stages, beginning with the aftershocks of an emotionally and physically scarring childhood. Contrasting with the horrifi are the later joys and tribulations of rearing one’s own offspring and guiding them safely toward independent adult lives. The latter poems reflec on the lingering imprints of the past while navigating the current pandemic and the faultiness of memory retrieval. The Book of Form and Emptiness
Ruth Ozeki ’74 Viking, 2021
Following a freak accident that kills his father, 13-yearold Benny Oh is visited by his ghost in Ozeki’s latest novel. Then he begins to hear other voices, but these emanate from random ordinary objects. The growing cacophony makes life unbearable, and Benny find refuge only within a quiet public library. Inside its cavernous stacks, he becomes smitten with an enigmatic performance artist, meets a wheelchair-bound philosopher, and discovers his own talking book. Together, they help Benny as he begins to attune his ears and discover his unique voice amid the din. Freedom
Sebastian Junger ’80 Simon & Schuster, 2021
At walking speed, a 400-mile trek along a rail line offers an uncommon opportunity to dip in and out of the modern world. Railroads, long a symbol of expansion and progress, accelerated the growth of the United States westward. For Junger, on foot, they allow him to slow down and step back in time. His mental meanderings contrast starkly with the directness of the steel track with which he keeps pace. Interspersed within his narrative are stories ranging from encounters between Indigenous peoples and settlers to runaway slaves, labor movements, and the hardships of war. Fierce Aria
Maxima Kahn ’84
Finishing Line Press, 2020
The woods are dark, here is the gate— and my own amazement cries me to sleep.
Kahn’s poetry emits a keen sense of musicality, varying both in tempo and interpretation. Observances of the natural world—birds, rocks, clouds—merge with and counter her inner experiences of love, joy, and grief. Throughout this firs collection, Kahn pays tribute to those who’ve inspired and informed her own work, including Mary Oliver, Mark Doty, Jane Kenyon, and Rumi.
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CALLING ALL CREATIVE TYPES Have you published a book or released a film or an album within the past year? Please contact martha_kennedy@ concordacademy.org, and consider donating a copy to the J. Josephine Tucker
Library’s alumnae/i collection.
The Lives and Deaths of Shelter Animals
Katja M. Guenther ’93
Stanford University Press, 2020
Volunteer service in a Los Angeles shelter guides Guenther’s exploration of the realities faced by animals who find their way thee. Whether abandoned or relinquished, these creatures are more likely to be euthanized when deemed a dangerous breed or too sickly or difficult for adop tion. The community served by this particular facility, low income and people of color, are more often forced to give up pets to overzealous animal control officers and are judged harshly by shelter staff. With greater compassion, owners and pets could remain together, raising their quality of life, and reducing unwarranted deaths. A Parallel Road
Amani Willett ’93 Overlapse, 2020
For nearly a century, American families have traversed the nation’s highways by automobile, experiencing a love of country and the open road. For African American families, a parallel journey, guided by The Negro Motorist Green Books, meant praying for safe passage by avoiding vigilantes and sundown towns. Willet addresses the ongoing history of driving while Black using graphic overlays containing contemporary and historical photographs, vintage road maps, travel advertisements, and pages from Victor Green’s lifesaving guides. Possessed: A Cultural History of Hoarding
Rebecca Falkoff 95
Cornell University Press, 2021
A transformation occurs when the owners of objects become possessed by them. Modern-day collectors can be vilified in shows such as Hoarders, but there’s a far more fascinating story behind the gathering of innumerable items of little or no value. Falkoff traces the origins of obsessive collecting, starting with the early 1800s phenomenon of bibliomania, when books became something other than things to read. By century’s end, the flea markets of Paris, Florence, and Milan bring the collection of random and somewhat useless stuff to an art form, as documented by photographer Eugène Atget.
FILMS
No Longer Suitable for Use
Julian Joslin ’05, writer, director, producer Mark Berger ’06, producer
Faced with deportation, a Syrian-Egyptian immigrant and FBI informant becomes ensnared in a surveillance setup and must weigh the fate of his family with that of another man’s to secure a coveted green card. This short drama premiered at the 2021 Tribeca Film Festival.
Milkwater
Morgan Ingari ’09, writer, director
In this independent dramedy, an aimless young woman befriends the owner of a neighborhood drag bar and impulsively agrees to serve as the surrogate for the child he’s always wanted. Ingari’s debut won best first featue film at the Frameline San Francisco International LGBTQ Film Festival.
Runt
Nicole Elizabeth Berger ’22, actress 1091 Pictures
This teen thriller examines the devastating consequences of unchecked bullying where the victims turn increasingly retaliatory as the violence directed towards them heats up and adults in authority fail to intervene. Nicole co-stars alongside Cameron Boyce in his final fil
Then&
DOGS OF CA
THEN: During the 1960s, dogs were part of the CA community, including Headmistress Elizabeth B. Hall’s two dogs, Hobo and Gypsy. Nearly every teacher had a dog, and they all came to school.
&Now
NOW: CA students pet Daly, who belongs to Dean of Academic Program and Equity Rob Munro. Dogs are still very much a part of campus life and greeting them gives students a welcome break during the academic day.
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01. Turtle magnet: A good reminder for us all:
Slow down.
02. Red cardboard polka-dot
phone: This was a prop from the 2013 production of Hairspray I directed. I joked for a while that it was my only working phone.
03. Samuel Beckett quote: “Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.” Beckett reminds us that failure is not something to be afraid of. Take risks. 04. Tea: I always keep tea on hand for students in shows. Vocal health is important!
05. Postcard: Theater company Sleeping Weasel’s The Audacity: Women Speak won the 2019 Elliot Norton Award for Outstanding Production. I contributed to this play as a writer. It featured many voices and narratives about gender bias, misogyny, and sexism.
06. Donkey poster: Cozette
Weng ’23 designed this beautiful poster for CA’s 2019 A Midsummer Night’s Dream.
07. Wooden masks: These are traditional Balinese masks, minus the usual 40 layers of paint! They were created when I worked with an amazing mask master, Per
Brahe. I’ve noticed when students work with them or I use them in productions, they produce a powerful energy.
08. Styrofoam bird: This bird appeared in our 2015 production of Into the Woods.
09. Poem: This poem by Terry Tempest Williams is from a MASS MoCA exhibition of “artist chains” that inspired the 2019 Theater Company production, Liminal. As in a game of telephone tag, a musician would compose a piece based on a painting, then a choreographer would create a dance based on that music, and so on. Our students created from this artist chain and each other’s work.
10. Crocus drawing: Another important reminder: Listen.
CONCORD ACADEMY ANNUAL FUND
The Concord Academy experience is a transformative one. CA has the capacity to bring positive change in the world—one student at a time. Through the Concord Academy Annual Fund, each one of us has the opportunity to invest in CA’s students and champion their life-changing education.
Everyone at CA benefitsfrom the generosity of the entire CA community. Your gift—of any amount— is a powerful and immediate way to affirmyour confidencein the school’s mission and be part of CA’s strength and success. Your annual support makes a big difference at CA.
Please support the 2021–22 Annual Fund. www.concordacademy.org/give
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Address Service Requested Non-Profit Or U.S. Postage PAID N. Reading, MA Permit #211
GATHERING THE CLASS OF 2020: In August, Concord Academy welcomed many members of the class of 2020 back to campus. For these recent graduates, who had ended their CA careers with a livestreamed virtual commencement ceremony, it was an opportunity to reunite and celebrate their unique place in CA history. Family and several faculty and staff members joined in the festivities and applauded the accomplishments and spirit of the class of 2020 in the Academy Garden, where these young alumnae/i had a chance to take their place on the Senior Steps. With a food truck, cupcakes, and lawn games, the summer evening event allowed classmates to reconnect with one another and with CA.
