Chapin Today by Ruth Currie

ChapinTODAY

Volume XXXVII, No. 1

Winter 2012

INSIDE ChapinTODAY message from the headmaster Richard D. Johnson

CURRICULUM OVERVIEW: Character Development

CHAPIN CHAPTERS Faculty profile of Maura Coughlin

LEARNING SPECIALISTS Defining strengths, building confidence

FOCUS ON FACULTY

Alumnus remembered Robert Frohlich’69

Eighth grade play Shakespeare in Pieces

Spotlight on aLUMNI David Michaels ’85

CLASS NOTES News, Notices and Alumni Reunions

Our Mission Chapin School is dedicated to the belief that lifelong habits of the mind and heart are formed in the elementary and middle school years. Chapin provides a richly textured education that inspires academic achievement and builds strength of character. Within a diverse, caring and supportive community, we prepare our students to meet the future with skill, confidence, determination and generosity of spirit.

Our Philosophy

If these Walls could talk 19 Descendents of the Schenk Family make donation IN Memoriam

CAMPUS NOTES AND NEWS MAKERS

At Chapin, we believe that students learn best in a supportive, encouraging and diverse community. Chapin shares a commitment to each child’s academic, emotional, ethical, creative, physical, and social development. In small classes that promote active learning, dedicated faculty create environments where critical thinking, effective communication, creativity, and curiosity flourish. Encountering challenges that lead to success, students develop a positive sense of self. A strong commitment to Chapin’s five virtues (Respect, Responsibility, Honesty, Kindness, and Perseverance) fosters an environment for character development that complements our academic programs.

ChapinTODAY Published twice annually for the Chapin School community. Coeditors: Ruth Currie, Sharon Gomberg Contributing Writers: Robert Cotter, Carol Kinney, Katy Capozzoli Design and Production: Ruth Currie Photography: Ryan Gingo, Steve Gingo, Aisha Khan, April McCarthy Printing: Paradigm Grafix

Chapin School, 4101 Princeton Pike, Princeton, NJ 08540 609-924-2449 www.ChapinSchool.org

Winter 2012

ChapintoDAY

Richard D. Johnson

Message from the Headmaster

ecent economic indicators give us a glimmer of hope that the economy is beginning to emerge from the recession. Yet we all know that the impact of the recession still lingers in many ways. the recession hit many independent schools hard, resulting in cutbacks in people and programs. Some schools have been forced to close their doors and many are still struggling with enrollment and financial problems. I am both pleased and grateful to be able to report that Chapin has weathered the financial storm in fine fashion: • enrollment has remained remarkably steady. opening day enrollment has ranged from 303 to 310 in the last three years. Current enrollment stands at 311. • Student attrition for this year was at the lowest level ever, 7%. • Chapin’s finances remain strong. thanks to the extraordinary generosity of the school family and tight fiscal controls, we have continued to balance our budget. • We have not in any way diminished the Chapin educational experience and have, in fact, continued to improve our program. this year, for example, we hired a technology Support teacher to assist our faculty in using technology in their classrooms. • As a result of on-going curriculum reviews, we have also continued to upgrade our curriculum. New spelling and writing programs were introduced in the Lower School this year. best of all, during these challenging economic times, the school has also taken substantial steps forward to ensure Chapin’s future success: • our board of trustees recently approved a new, fiveyear Strategic Plan. this plan focuses on four broad areas: financial stability, facilities enhancement, diversity and sustainability. An overview of the new Strategic Plan will be forthcoming. • the board has made a serious commitment to faculty salaries in an effort to ensure that our salaries are competitive and that we continue to be successful in attracting and retaining first-rate teachers. • Chapin has initiated an ambitious Capital Campaign

to address three needs: endowment for faculty salaries and professional development, endowment for financial aid and funds to transform Chapin’s facilities. We are currently in the “quiet phase” of the Campaign “...the quality with initial solicitations and depth of our underway. the school academic program family will be hearing has outgrown our a great deal about the Capital Campaign in the facilities.” future. In conjunction with the Capital Campaign and Strategic Plan initiatives, we have begun to work with our architects on the design of new facilities. the revised Master Plan for new facilities includes: • new classrooms for grades 1-4, attached to the Wilby Primary building; uilding; • a Lower School library, technology center, science room and gathering space; • two new music rooms with practice rooms; • a large, 500-seat auditorium/multi-purpose space; • new Upper School classrooms, library and technology center; • renovation of the current Upper School to be more sustainable, with new heating and air conditioning, windows and exterior insulation. the he goal of these substantial building plans is to enhance the Chapin educational experience. In simple terms, the quality and depth of our academic program has outgrown our facilities. We have too little space and some of our spaces do not allow us to expand and enrich our program. these plans will not change the size of the school. however, the need to provide our students with the skills necessary to be successsuccess ful in the 21st century requires a forward thinking plan to dramatically transform our educational facilities. In its 81st year, Chapin is firmly rooted in its mission with a clear vision of a bright future for generations of students to come. I find it most gratifying and exciting that Chapin is ready to move forward boldly into the future.n

ChapintoDAY

Winter 2012

Character Development

he Character Development program at Chapin School has formally been in existence since the 2001-2002 school year, after much research, studies and meetings with faculty, students, parents and trustees. It was at that time that we, as an institution, made a conscious effort to develop good character in our students based on five core virtues, ReSPeCt, ReSPoNSIbILItY, hoNeStY, KINDNeSS and PeRSeVeRANCe. Chapin’s Character Development Program is grounded in the belief that to have a good life, one must lead a good life. to lead a good life, one must know the good, love the good and do the good. one must develop the habits of the mind, of the heart and of actions in order to behave in morally good ways. We have sought to develop good character through a variety of means including, using common language to discuss virtues, having monthly assemblies highlighting our virtues, instituting an honor Code in Upper School, having regular discussions about our virtues in Upper School Advisory, periodic activities in Lower School focusing on targeted virtues, a required 8th grade trimester course on community service, and a required 7th grade trimester course on leadership. throughout the years we have sought ways to improve the program by developing yearly themes to consolidate our focus, making the Character Development Program more visible, sending faculty to conferences on character development, instituting a Student Character Committee made up of students in grades 5-8, creating a Student honor Council made up of students in grades 6-8 and finding ways to recognize students who exemplify good character. As you drive on campus you will notice in our parking lot a banner for each of our five virtues displayed on a lamp pole and as you pass through our halls you will notice hanging banners that display our virtues, a wall of quilts, one for each virtue, made by buddy groups, magnets on Upper School lockers with a statement about our virtues, and quotations related to our virtues. As a school we feel we have come a long way in developing good character in our students, yet we know we

10 years later

are never finished. We are constantly striving to not only improve what we already do but to take it to the next level. the question we asked ourselves as a committee this year was this, “how do we take our Character Development Program deeper?” We realized this wouldn’t happen overnight but thought after 10 years, we could try a few new things. this year each student has been given a Character Journal that will follow them as they move through Chapin. the goal is to get students to take some time to think, reflect and write about topics and ideas related to character. over the course of their time here students will have a record or their thoughts and ideas and can look back and see how those thoughts and ideas have developed and changed. the most significant change we made was moving from buddy Activities to family Groups. the idea was to try to bridge the gap between Lower School and Upper School and help students, faculty and staff get to know each other better. We also wanted to give our older students greater responsibility and ownership of their job as role models for our younger students. family Groups meet at least once a month throughout the year and participate in various activities, such as older students reading to younger students, playing a game, working on a project together or celebrating a holiday or special event. It is our hope that members of these family groups will form tighter bonds with one another and feel the sense of community in a more meaningful way. finally, we are in the process of developing an assessment tool to give to students, faculty, staff and parents so we can take a look at what kind of impact our Character Development Program has had within our school community and where we need to focus our time and energy to make improvements. Developing character is a never-ending process that takes time, dedication, perseverance and the support of a whole community, especially with young children who are changing and growing, and especially at a time when our society is growing and changing. Chapin is dedicated to developing strong character in the lives of its students. n

Winter 2012

ChapinTODAY

chapin chapters: Maura Coughlin

Faculty Profile

o, who is that blond woman moving swiftly through lined in Chapin’s Parent Handbook, a school counselor is to the hallways, looking as if she could still strap on her provide individual counseling, facilitate small group discusshin guards and play D-1 field hockey? sions with students and provide crisis intervention. Even knee surgery last year didn’t slow her down “It could be a whole classroom or specific students,” appreciably—on crutches she still moved through the halls said Maura. “My role is to ask, ‘What can I do? How can with purpose. Helming the Character Development ComI help?’ It could be a student not making friends, having mittee, organizing Chapin Family Groups, co-founding the trouble with school work or a sudden behavior change. I Wellness Committee, all while serving as School Counselor. might get a referral from a parent or teacher. I may talk with That would be Maura Coughlin. Maura excels at the parents and never even meet with students.” traditional duties of school counselor (see the sidebar on page “Occasionally a parent is concerned about what it might 6), but goes far beyond that job description. mean to work with her,” said Carol Kinney, “She has made a significant difference Head of Lower School. “But Maura works “She has made in the life of the school,” said Headmaster with children in the most discreet ways. It a significant Richard Johnson, lauding her energy, personalcould be as simple as going into the gym and difference in the ity and engagement in so many areas. “I have shooting baskets with them. She is completely never known of a counselor who has had such a life of the school,” confidential.” big impact on a school.” “Things are always different depending said Headmaster “Some people don’t even know who I am upon the mix of kids,” said Maura. “It is comRichard Johnson mon as children move from Lower School to or what my position is,” said Maura. As outContinued on page 4

faculty profile: maura coughlin

ChapinTODAY Continued from page 3

Winter 2012

“I feel like we always need to do more to help children be nicer to each other,” said Maura. “Sometimes we assume kids know all these things—but they are kids and it is a process. You don’t just teach it once.”

Upper School that I see shifts in relationships. Perhaps two children were best friends in Lower School, but everyone begins to change—sometimes they aren’t prepared for it when Susie isn’t the same as she was in second grade.” “Sometimes parents seek her out. Maybe there’s been a death in the family and they’d like her to keep an eye out, to see if this is a normal grieving process or more,” said Carol Kinney. “I am always saying, this is a wonderful resource that I am so pleased Chapin can offer you.” But Maura’s role is not just about problems; she works tirelessly to keep Chapin a wonderfully supportive and nurturing community. For instance, at the beginning of each year Maura has lunches with all new students. “I’ll meet once a week for about a month with all new students,” said Maura. “For me it is a way to find out “Occasionally a who they are, keep an eye on parent is concerned their adjustment, ask how the about what it might transition is going and to see mean to work with if they are making friends. “I’ll meet a combined her,” said Carol group of first and second Kinney, Head of graders, as well as third and Lower School. “But fourth. I’ll usually combine all of Upper School, because Maura works with there aren’t as many of children in the most them. I do find everyone is discreet ways.” eventually happy.”

At the other end of the continuum, Maura spends a lot of time with eighth graders. As Maura describes it, “There are transitions—leaving here, moving to high school. So we started a transition program to bring in former students as speakers and we moved it into the Life Studies class. Not only are they transitioning from middle school to high school, but there is a shift in the relationship with parents and they need to be prepared for that. We spend time talking about responsibilities, privileges and consequences.” For many eighth graders in January and February “there is turmoil. As they get ready to leave school it becomes easier to leave if they are angry. They complain about friends, teachers, school—these are pretty common themes.” Maura teaches the Life Studies in fifth and eighth grades. Fifth grade has a six-week class talking about nutrition, relationships, peer pressure, smoking, prescription medications and puberty. Hi Tops Group in Princeton talks to parents at an evening session and presents the next day to students. “One family was so mad—‘My son is too young.’ Reluctantly, they did let him take part,” recalled Maura. “At the beginning of the next school year, the mom came to me and said, ‘Thank god! It all happened to him this summer.’” In eighth grade the course covers infectious diseases, stress, relationships and transitions among other topics. “I meet with counselors from the other local independent schools about once a month,” said Maura. “We share resources and get ideas about how other schools are doing. It is a great resource for networking and support. I appreci-

Winter 2012

ate the support of the administration. They get it and are really responsive. When I talk to other counselors, some Headmasters and administrators don’t get it, don’t appreciate what the school counselor does. Here, there is respect for the confidentiality that I need to do the job really well. And the faculty also seems to really understand and see value in it.” Maura grew up in Enfield, Connecticut, a town north of Hartford and near Springfield, Massachusetts. She is the second youngest of six children of an insurance agent father and a homemaker mom. Maura graduated from Enfield High School. She had a number of fine teachers, but was particularly influenced by two high school coaches. “One was my field hockey and basketball coach and the other was my softball coach,” said Maura. “They were both very different, one playful and funny, the other very serious, but both found ways to bring out the best in me. Their coaching styles brought kids together, to learn, get better but also to enjoy the game and have fun. They taught me that you can be good and do well but have fun doing it.” Her field hockey prowess enabled her to earn a scholarship to the University About Chapin...“I of Rhode Island, but she transferred to the University like the small size, of Massachusetts after one the involvement of year. After sitting out a year as a redshirt, she played faculty with students, two years with the Division the support I receive I program. She earned a for my position, bachelor of science degree the opportunities in education from UMass. and encouragement After college Maura worked for a year as a we are given counselor in youth serfor professional vices in Enfield. “It was my development, the first experience going into schools,” she said. “I defocus on Character cided I wanted to do more.” Development, Maura earned a master’s the support and in social work from Smith involvement of College. “I wanted an MSW because it is so versatile and parents in their I specifically sought to go children’s education to Smith because it was so and well-being, and practical and intensive. I did two full-time internships the continual quest with lots of supervision.” to find ways to make One of her internships it a better place.” was in New Jersey, which

ChapinTODAY brought her to Cranbury. After finishing her degree, she started working at Family Guidance Center, in Princeton, a nonprofit outpatient mental health center. “I worked with children, adults and families and also worked at the Therapeutic School they ran called Children’s Day School in Trenton. In time, I started a private practice and continued working for Family Guidance Center. Eventually I moved to the Children’s Day School full-time and worked with children who had learning, emotional and behavioral difficulties.” Maura worked at Family Guidance Center for 12 years. A colleague asked if she knew anyone looking for a parttime position at a private school and Maura decided to look into it for herself. “I’ll never forget my first phone conversation with Dick. He was so enthusiastic and full of energy that when I hung up the phone I just kept smiling. He was the same way when

I went for my interview; his energy and enthusiasm were contagious. All of a sudden I became really excited about the prospect of changing jobs. I liked what I saw and heard about the school.” Maura started at Chapin in January 2002. “There was a consulting psychologist before that. The school had been talking about a full-time counselor and 9/11 solidified that.” Working in a school setting is ideal to Maura. “In an agency, to work well with children you had to talk to parents and teachers to find out what’s going on. At school it is all right here—I can observe recess or sit in on a class. In this setting we can find ways to help early.

Continued on page 6

ChapinTODAY

“There is no routine to my days—I could get called to the Nurse’s Office, a parent could call, students are plugged in for appointments.” This variety is one of the things that appeals to Maura about her work, along with collaborative work with faculty, being proactive in building community and “being able to intervene on the spot when something has happened.” If you ask Maura what she likes about Chapin, be prepared for a long answer. “I like the small size, the involvement of faculty with students, the support I receive for my position, the opportunities and encouragement we are given for professional development, the focus on Character Development, the support and involvement of parents in their children’s education and well-being, and the continual quest to find ways to make it a better place.” Outside of Chapin, Maura and her husband, Mark Kelly, have a son, Ben, who is a freshman in high school. Maura keeps an active schedule of exercise such as running, biking, tennis, and cross country skiing, (“I love the snow!”) and hiking. Her passion for fitness led her to be one of the

What Do School Counselors Do?

According to the American School Counselor Association (ASCA), School Counselors work with teachers, administrators, parents and students to identify academic, social and personal needs helping in “removing barriers to learning and in promoting academic achievement.” The ASCA points out that the best counselors help students in many ways such as decision-making; individual and small-group counseling; conflict resolution, peer relationships and effective social skills. They work with teachers to plan and support individual and group activities, with parents to provide information and serve the entire school by helping build and nurture a sense of community. While the position of school counselor has been around since the 1800s, the role has shifted over time. In the 1950s and 1960s, the number of school counselors expanded greatly, and the profession evolved particularly in the early 1990s to become more program-based and developmental, with collaborative approaches among teachers, counselors and parents. It is with this background that the ASCA identifies themes of counselors serving in leadership, advocacy and collaborative roles, serving as student advocates, leaders in helping creating environments that best serve students and using collaboration and teamwork to implement programs that help students succeed.

Winter 2012 founders and driving forces behind Chapin’s Wellness Committee for the faculty and staff. “She is the most even-keeled person I know,” said Carol Kinney. “She can find humor in anything and share it with you. She is great at keeping her finger on the pulse of the place. And high, high energy!” In addition to everything else, Maura takes a leadership role in Character Development. She is faculty advisor for the Character Committee, made up of students in grades five through eight who fill out an application to earn an invitation to join. “We meet periodically to “...There is talk about character topics,” respect for the said Maura. “I try to give confidentiality that them real responsibility. StuI need to do the job dents on the committee go to Lower School classrooms. really well. And the They might read a book faculty also seems and talk about it. Teachers to really understand might ask them to talk about a ‘kid issue’ such as negotiatand see value in it.” ing playground rules or how friendships develop. I could go and talk, but it is more meaningful for kids to hear it from other kids.” Maura also chairs the faculty Character Committee. They meet during the school year and have a set of meetings during the summer to plan for the next year, always looking to enhance the program. This year the committee introduced “Chapin Families.” “We wanted to build a greater sense of community, having more kids of different ages and more faculty together,” said Maura. “So we went forward with the idea of family groups.” These cross-grade groups of students with four members of the faculty and staff replaced the “buddies” students had before. “With buddies, kids only got to meet one or two older students. By building groups from Pre-K to eighth, more kids get to know each other, as well as introducing more adults into the mix. Groups will stay together and as eighth graders graduate, you’ll always get new members.” It is all part of Maura’s work to build community. “I feel like we always need to do more to help children be nicer to each other,” said Maura. “Sometimes we assume kids know all these things—but they are kids and it is a process. You don’t just teach it once. We all need reminders about kindness and respect—society in general isn’t supporting character enough. There’s so much more to the human experience. School is much more than only the academic experience.” n

Winter 2012

ChapinTODAY

Defining Strengths, Building Confidence

ike every other school, Chapin has teachers who work with individuals and groups of students to assess their learning styles and provide help to keep them on grade level. Chapin has three Learning Specialists whose goal is to assist and teach strategies so that each child attending Chapin has a positive and successful learning experience. Mary Jane Martin works solely with Lower School students, kindergarten through fourth grade with a concentration in kindergarten to second grade. “I assess the student,” states Ms. Martin, “to identify the underlying issue, determine a plan of remediation with the goal to close the gap between the student and their other classmates.” Ms. Martin explains further that as she works with a student she measures their progress and growth to themselves not to their peers. This demonstrates to her that the student is moving in the right direction. Ms. Martin focuses on all areas of reading such as reading comprehension, fluency,

with her students. “I like to do some role-playing,” she describes “where the student is the teacher and is explaining how to correct a run-on sentence, for example, that way I can determine if the student has mastered that concept.” Mrs. Kinney has observed that Mrs. Carter-Mjumbe has a great rapport with children. “She can have fun with them” describes Mrs. Kinney, “and pull them right back to task in a nanosecond. I’ve seen children finish a lesson without fully realizing they were working on a lesson.” Mrs. CarterMjumbe also has four push-in classes. “I have four different class periods,” she explains “where I go into a regular class, walk around and assist any student that seems to be struggling at that moment with the material.” Mrs. CarterMjumbe’s goal “is to set up an environment where each student is

confident and can succeed.”

Nancy Crosta sees students from fifth through eighth grade. She believes each student is like a Venn diagram of three overlapping circles: emotional, social and academic. “I try to look at the entire student as each circle impacts the other.” Mrs. Crosta believes that “each student has their own

pathway to learning. Some have challenges and it is my job to help them find their capabilities. Some students just need support and confidence that their path to learning will work for them.” Con-

Kayren Carter-Mjumbe, Nancy Crosta, and Mary Jane Martin

writing skills and math skills if needed. Ms. Martin uses a variety of scientifically based strategies to help her students. Carol Kinney, Head of Lower School, notes that Mary Jane Martin is tenacious when it comes to children’s success with reading. “She will not accept failure,” comments Mrs. Kinney, “and will seek new and innovative answers at every turn. She has helped many children ‘crack the code’ of reading and introduced them to the excitement that books can bring.” Ms. Martin believes that “early intervention is huge

to remediate and close the skill gaps. And most importantly, I want the student to feel good about themselves, have success, to know that they have strengths, and to come to school happy!” Kayren Carter-Mjumbe works with grades three through eighth with the majority of her students being in Upper School. Her focus is on grammar, sentence structure, developing paragraphs and short essays. Mrs. Carter-Mjumbe likes to mix up her teaching approaches

fidence building is of vital importance to Mrs. Crosta. She believes each of her students has amazing strengths that they haven’t yet found and it is her job to facilitate a path of self-discovery. “It is my job to give my students learning strategies that are tools so they can study and complete their assignments effectively. My approach is very individualized as I try to help each student meet success with tools and strategies that will work for their specific learning need. This approach will give each student genuine confidence in themselves and a solid foundation as they move forward.” Mrs. Moore has observed that what makes Mrs. Crosta and Mrs. Carter-Mjumbe so superb in dealing with Middle School students is the mutual respect they have for the students as well as the respect that they have engendered in return. “Unlike a tutor,” explains Mrs. Moore, “all three of Chapin’s learning specialists seek to assist students in strengthening their academic skills through teaching alternate techniques to approach learning, capitalizing on each student’s individual learning style. They are truly the students’ academic allies advocating for them when needed and supporting them not only academically but personally as well.” The Chapin community is so fortunate to have three talented, caring women working with our students. n

ChapinTODAY ChapinTODAY

Winter Winter 2012 2012

Focus on Faculty

Desiree Melegrito and husband Jonathan Halcomb welcomed Delilah Leigh to the world on October 4, weighing in at 7 lbs., 11 oz. 19 inches, and a full head of hair. Big sister Maya looks on with fond approval! First song that made her smile – Old MacDonald. Current favorite song: It Don’t Mean a Thing (if It Ain’t Got that Swing). Past English teacher, Jane Wilson and the entire Wilson/Brunner clan stop by the school occasionally, especially when mom is

lending a “writing” hand for some of Chapin’s marketing materials. Aisha Khan will be running 26.2 miles in her first full NJ Marathon on May 6th. Go Aisha! Mike DelAversano became a grandpa for the third time on September 13, 2011 to Brantley Michael 4 lb, 10 ounces, 18 1/4 inches (gotta love that middle name!!!) Carole Moore has been appointed by Judge Feinberg to serve as the public representative to the NJ Commission on Professionalism in the Law. This is a unique cooperative venture formed in response to increasing displeasure within the bar about the future direction of the profession, and public criticism of lawyers and the legal system. They hope to contribute to a strengthening of the traditional values, and sense of responsibility and public purpose, that have made the practice of law a distinguished profession. Katy Capozzoli attended a workshop put on by The Public Theater of New York City (best known for Shakespeare in the Park) on teaching Shakespeare. She has also been selected to participate in an effort to compile test questions for

the Secondary School Admission Test (SSAT) this summer. Lori Pantaleo is learning about digital storytelling by attending workshops titled “Telling Our Stories in the Digital Age.” She is learning to use audio and visual programs such as Vocaroo, Voicethreads, GoAnimate, and Storybird to get kids talking and writing via the web. The workshop is sponsored by FLENJ (Foreign Language Educators of NJ). Congratulations to fifth grade teacher, Bridget Greene

who became Mrs. Bridget Wilson on July 23 when she married Brent Wilson in Cape May, NJ. Notice how beautiful and cool she looks in the 107 degree heat!

In addition to beginning the first affinity group at Chapin, learning specialist Kayren Carter-Mjumbe, created an extensive museum dedicated to the contributions African Americans have made throughout history. With help from parents and students from the newly formed Pioneer Club, Karen worked for months researching and collecting artifacts in preparation for this exhibition. It was a fitting tribute for National African American History month. To add even more to the enriching experience, Karen dressed up as famous African-Americans, from Lena Horne to Michelle Obama.

Solid foundation. Strong c 8

Winter 2012

ChapinTODAY

Alumnus, Adventurer and Writer Robert Frohlich’69 Remembered Robert “Fro” Frohlich (1955-2010), Class of 1969, passed away on October 26, 2010. While Fro attended Chapin for only a few years, his mother, Billie Blakley was a member of the Board of Trustees during that time. Living out west and skiing in the western mountains were his passions. He made Tahoe City, CA, his home where he was a well-known freelance writer and author. “Skiing has laundered my imagination and inspired my enthusiasm until today it remains a lifestyle,” wrote Frohlich. “I wanted to live in the mountains and be on the slopes.”

Chapin in Six Words or Less...

For an institution as unique as Chapin to settle on just a few words to describe itself was a task that was daunting to some and seemed downright impossible to others. After all, Chapin is many different things to many people. It is a close knit community that looks more like a family. It has transformed lives through the commitment of dedicated faculty. It has given many students the foundation to succeed in education and in life. After years of contemplating the need for a tagline, the school’s Marketing Committee hired an outside agency with branding experience to guide the school through the process of creating one. To include input from everyone, surveys were sent to new parents, current parents, alumni, faculty and Upper School students. This feedback added to the firm’s analysis of our current status and a review of our competition enabled the firm to lead the committee through a harvesting session of ideas. In the end, a new tagline emerged. Have you seen it yet?

His words were published in numerous skiing and outdoor magazines, winning him several first-place newspaper writing recognitions. His sister, Margaret Pearcy (who is an alumna and has fond memories of the friends she made and the excellent education she received at Chapin) claims, “I learned so much from Robert, who was my junior by almost two years, about determination, keeping a positive attitude and trying to have fun every day.” Robert was the author of two books, Mountain Dreamers: Visionaries of Sierra Nevada Skiing published in 1997 and Skiing with Style Sugar Bowl: 60 Years published in 1999. This past summer, Lee Neuwirth (past Chapin parent ’70, ’72 and trustee 1967-1972) and his wife Sydney (pictured below) came to Chapin to speak with Mr. Johnson about Robert. The Neuwirth’s son Peter and Robert were friends. The Neuwirths donated a copy of each of the books Robert wrote to be added to the archive section in the This photo of Robert was taken by renowned outdoor photographer Keoki Flagg during a ski expedition to Antarctica, in the fall of 2009, when Robert was battling cancer through chemo treatments. He was the official blogger for the expedition and somehow managed to hike up glaciers carrying a 30-pound pack and then ski down.

Margaret Young Library. Several of Fro’s articles that were published in newspapers and magazines are also included in this collection in the library. n

character. Limitless futures. 9

ChapinTODAY

Winter 2012

Eighth Grade Play:

Shakespeare in Pieces

Entire cast assembles in library for one last group meeting.

For this year’s play, the Class of 2012 presented a series of scenes from four famous Shakespearean tragedies; Romeo and Juliet, Macbeth, Hamlet, and Othello. This play was unlike any other that had been done at Chapin because it was completely student run!

Macbeth

tor’s notebooks and had the opportunity to correspond with student directors from other schools. Actors were additionally placed in crews resembling those of the professional world of theatre, including costuming, set and prop, and tech, among others. These students worked with the directors to determine what was needed for each “play” and how these items would be secured. Every aspect of the play was created by the students themselves, including the title, program and publicity poster, which were designed by a marketing committee. English and drama teacher, Ms. Capozzoli, played the role of producer, guiding the project in a hands-off way whenever possible, making this year’s play a uniquely organic experiment that has created tremendous opportunities for student learning!

Othello

Romeo and Juliet

Early in the trimester, students selected a role as either actor or director and made play selections. From there, student directors ran auditions, cast their “plays” and ran rehearsals independently. Actors worked to memorize challenging Shakespearean text and staging, while directors held weekly meetings to discuss their successes and devise solutions to problems. They also maintained detailed direc-

Winter 2012

Macbeth And the audience cheered the performance. Parents wrote in: “Mike and I wanted to thank you for helping the kids put on a terrific play. We are Shakespeare lovers and are so pleased that you were able to help the kids understand “Thank you for why these plays are still iminspiring Drew to dig portant. After we got home on Shakespeare! The Wednesday night, Mike and play was amazing” Amelia were discussing the various plays and why certain scenes were chosen and what the other options might have been. I was amazed at the breadth of her knowledge and the depth of her understanding. That, she could only have devel“I was so oped with the help of a talented impressed teacher.” -Kristin McLaughlin by each and “I felt the need to write you every student’s an e-mail after seeing the 8th involvement, grade play last night. I was blown professionalism away! I was so impressed by each and every student’s involvement, and acting professionalism and acting abilities. What did you do to Andrew? abilities.” You must have a ‘magic-touch.’ I didn’t see it coming. I know he is my son, but you brought something out of him that I had no idea he was capable of doing. Congratulations to you and all the 8th graders. The play was impressive!” -Jeff Coe. n

Hamlet

ChapinTODAY

“I have always been inspired by Shakespeare, and had the desire to have middle schoolers performing the plays with the actual text.” After the faculty required reading of “Global Achievement Gap,” by Tony Wagner, Ms. Capozzoli knew that the time was right for the school. “The idea of having the students direct came out when I was reading and thinking about ways to give the students more ownership, and make it more process rather than product-based. I also felt that some students were getting cheated out of a true learning experience just because they weren’t naturally ‘actors.’ I wanted students who were perhaps more visually artistic, or technologically prone, to have a voice. I wanted it to be their’s, not a playwright’s, or even mine.” Promotional poster by student Ali Zimmer

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Winter 2012

Spotlight on Alumni David K. Michaels, Vice President of Engineering for Mint Software Inc, credits Steve Gingo with introducing him to computer science, “which I’ve made into my career.” David, class of 1985, is a 14-year veteran of Silicon Valley startups and an expert in designing And then there was and building secure, distributed systems Steve Gingo for capable of Internet scale. computers – my David recalls several of favorite class! I his teachers from his years learned about at Chapin. “I had MaryAnn Fedorko for reading and she computers from gave a recurring assignment Steve Gingo. I which was to write in a jouractually bought my nal daily. She actually read home computer (an every entry and wrote back Atari, which will date at length, every week for the entire term. She had an me!) matching the incredibly sharp wit and was one his lab used at motivating. Marcia Crane was my English teacher. She Chapin.” was very passionate about

David stopped to visit with Steve Gingo and Dick Johnson, as he was in town recruiting for Mint Software.

david michaels ’85

teaching, but I generally goofed off there. For example, I would distort the mandate for my English assignments so that I met the rules, but created some disturbing sentences. And then there was Steve Gingo for computers – my favorite class! I learned about computers from Steve Gingo. I actually bought my home computer (an Atari, which will date me!) matching the one his lab used at Chapin.” “David was a student of mine many years ago,” recalls Steve Gingo “and he loved computers. He was a geek. We did a lot of programming then, in LOGO, as well as BASIC. As a present, he gave me little pewter turtle, which represented the LOGO turtle that Seymour Papert used to help teach M.I.T. students and kids around the world the power of computers.“ David attended the New “Treasure your Jersey Institute of Technoltime at Chapin. ogy and then headed out to It’s a world-class California to attend Stanford education, in a University where he holds an M.S. in computer Science nurturing and with honors. His first job in comfortably small California was at Lawrence environment.” Livermore National Laboratory. David has been one of the first employees at seven venture-backed startups since 1996, including GeoCities, NetDynamics (the first Javabased application server, later acquired by Sun) and PGP Corporation. He was the first VP at Mint.com and designed Mint’s security and scalability architecture. Mint has become the web’s largest free personal finance application and was acquired by Intuit in November 2009. To close, David would like to offer these words to students currently attending Chapin. “Treasure your time at Chapin. It has the most personal, nurturing feel. Although my high school was more prestigious on the national level, I got more value from my time at Chapin. It’s a world-class education, in a nurturing and comfortably small environment.” n

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C L A S S N OTE S You’re Gone but Not Forgotten

We invite all Chapin alums to visit the NEW ALUMNI portal on the NEW school web site where you can also link to the official Chapin Facebook page. Use the Update Form to let your former teachers and classmates know how you are doing. Your message will appear in the next issue of Chapin Today. Also, check the Alumni Events for key times to visit the school.

1978

Joe Mariani attended the 2011 AlumNight on The Town in Princeton.

1979 1959

After receiving the invitation to attend AlumNight on The Town, Brock Putnam (above, peeking from behind the column as the crow in a French play at Mercer Street, circa 1950’s) wrote “it has been a while since I’ve been in Princeton. I left Chapin after third grade. Princeton has certainly mushroomed since I left in 1960 to go to Milton Academy (and later, Amherst.) My parents, Peter and Durinda Putnam were very much part of rescuing Chapin from oblivion back in the mid-50s. There is an account of them in the history of the school from its earliest beginning on Mercer Street to its move to Snowden Lane and then out to Princeton Pike. Good luck with your function. Perhaps I will venture back to Princeton again someday and take a look at what I still think of being the “new”(!) school.”

Jeff Freedman has moved to North Carolina with his family. He is still involved with Camp Winaukee in NH.

1980

Elizabeth “Scottie” Hall

attended the AlumNight on The Town in November. She has two sons, one is a Chapin student.

1983

Rhonda Di Mascio

visited Chapin this summer.

She has very fond memories of Chapin and feels that “Chapin made me who I am.” She participated in the very first Marathon and has been into running ever since. Rhonda is the Director of Development at the Grounds for Sculpture.

1985

Marc Antonuccio and

his son Roan stopped by to visit and have a tour of Chapin. Marc lives in Moab, Utah. As Marc walked around the campus, many vivid memories of his time here came back to him. He recalled that Mr. Fuller was the “new” gym teacher; that he ran cross country with Mr. Gingo and participated in the all night Marathon with glow sticks lighting the way for the runners. He remembers scavenger hunts with clues leading the students to Mr. Thompson’s (headmaster) office and Mrs. Klockner’s classroom. He loved art in the “basement”

which is now the Lower School faculty lounge, with the very creative Mrs. Becker.

1986

Anne Woodward writes that she is currently working as an LPN in a memory care facility while going to school to get her RN.

1990

Tim Field attended the 2011 AlumNight On the Town in Princeton.

1991

Cyrus Bijan Farzad

and wife, Jen, welcomed their daughter, Sophia Tess Farzad in August. They have an older daughter, Sydney.

1993

Jacqueline (Gottfied) Grau writes that she and her

husband just moved to Nebraska for her husband’s job with Google. Jackie is currently practicing law at a virtual firm in South Carolina, and is looking to be admitted to the bar in Nebraska.

1995

Francis Di Manno and his wife Louise welcomed a new baby Continued on page 14

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Winter 2012

C L A S S N OTE S Andrew Martin all came out

to their family. Congratulations! Brendan Gurry came to Princeton in November to attend the AlumNight on The Town.

the Wednesday night before Thanksgiving to the Yankee Doodle Tap Room in Princeton to attend the annual AlumNight On The Town.

1995

2002

Allegra Ceci works

for COACH in NYC as the COACH Materials Coordinator.

Chelsea Sillars, Anthony Risoldi and Rishi Sachdeo also came out to

1997 1998

Douglas Whittlesey

James Schiro came by to chat with Steve Gingo and Suzanne Soriero brought her baby to the school one day.

(above center) married Lauren Freedman at The Old Tavern in Grafton, Vermont on Saturday, September 17, 2011. Jonathan Zinsser acted as a groomsman. Doug and Jon have been friends since they met at Chapin’s kindergarten orientation and both are alumni of The Pennington School. Doug and Lauren now make their home in Vermont.

1999

the Yankee Doodle Tavern for Chapin’s annual AlumNight On Mara Courtney was marThe Town. ried in June in Austin, Texas. Lauren Budd wrote in Chapin graduate Marcelline that she is now living in BrookBaumann attended the wedding. lyn, NY.

2000

Michael Esposito is working and living in Miami, Florida. He is a marketing director for a medical company.

Ryan Gingo, Nick Tenev, James Wilby, Grayson Connors, Caleb Sillars, Mike Polhemus and

2003

Joey Bayer is starting a Ph.D. program in Social Psychology and new media/ technology at the University of Michigan at Ann Arbor. Ryan Ball currently works for the Sidwell Friends School in Washington, DC.

Britt Romanski was driving by Chapin and saw “a large number of runners” and hoping that they were Chapin students, stopped by with her baby. Britt was a sterling runner at Chapin a few years ago.

Avery Lauren Pontell-Schaefer has an MBA and is currently employed by Johnson and Johnson, in their marketing department. She minored in Italian in college and did a semester abroad in Italy. She decided she wanted to be certified to teach K-8 so she has a second career choice. She is doing her teacher certification work through Rutgers. She came to Chapin to observe language classes.

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C L A S S N OTE S Claire Halliday stopped by on the Wednesday before Thanksgiving to attend AlumNight On The Town.

2004

Paul Burd, Dan Dittmar, Christopher Littauer and Jeff Rogers got together for a few days of relaxation at the Littauer Farm. (see below)

2006

Adrienne Esposito is a sophomore attending Texas Christian University majoring in dance. Chelsea Finn is attending George Washington University in D.C. Christopher McNulty, Evan Halliday and Creighton Sillars all stopped by to say “hi” at Chapin’s annual AlumNight On The Town. Lana Miller is attending James Madison University. Carly Minor (right) stopped by to visit teachers and say hello. She is loving the life

and goalie for the school hockey team. His awards included: School Award Senior Excellence in German. School Award Senior Excellence in Journalism, and Head of the School’s Award for The following Hun graduthe Best All-Around Student ates received recognition at During the summer, he was Hun’s graduation in May 2011: doing cancer research at the Kaleigh Choi received Children’s Hospital of Philadelthe Ghostlight Drama Prize; phia. He is attending Williams Noreen Mohsin Cum Laude Society; Emma O’Connor was College in Massachusetts. And he has a very proud presented the John L. Kuschke Memorial Award; and Macken- grandmother! in Santa Cruz, California and is attending community college there.

2007

mont region. Patrick attends Christchurch School where he is a captain for the 2012 lacrosse team, a Dean’s List student, Prefect and tri-captain of the school’s football team. Congratulations! Zaid Smart and Noreen Mohsin stopped by the school recently.

zie Pyne received the John R. Scott Memorial Award. Cody Cotner, who attended Chapin from grades 1 to 5, just graduated from Pennington. He was class valedictorian, the editor of the school paper

2008

Mackenzie Pyne writes that she graduated from The Hun School in June and is now attending the University of Delaware to study elementary education with a concentration in middle school math. Mackenzie and Matthew McCormick stopped by the school recently. Allie Reilly is a freshman at Brown University and is playing soccer there. She was named Ivy League co-rookie of the week in September. Jasmine Smarr was selected to receive the Faculty Award at Stuart Country Day School as she displayed generosity of spirit in all areas of school life. Pat Young of Princeton, NJ has been named a 2011 AllAmerican for the Virginia-Pied-

Brad Jokubaitis stopped by to visit with Mr. Gingo and Mr. Fuller.

Jake McNichol’s goal last summer was to turn 10 skateboarding rookies into adept riders who could perform a variety of tricks. The 17-year-old, a senior at George School, ran a training camp for 10 youngsters at HomeFront’s program who are suffering from severe poverty or homelessness. Jake hopes to give kids living

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Winter 2012

C L A S S N OTE S See How They Run... Coach Steve Gingo loves to keep “track” of his runners and often attends meets in the area and follows their scores.

in urban areas like Trenton an alternative to drug abuse and gang violence. The camp is ran for two weeks. Jake was able to solicit the donation of a skateboard, helmet and set of pads for each camper which they got to keep after camp ended and take home with them. Jake hopes to make the camp larger next year, and eventually hopes it will become a national program.

Jake Kaplan, Alex McNulty, Alec Mitchell took time out of their busy Senior year to attend Chapin’s High School alumni reunion in November. Thanks guys!

Harrison Whelan ’07 and Thomas Hyduk ’08, run for Hun School

2009

Savannah Dasgupta’08 is running for Pennington.

Both Cal and Kyler Fullerton’11 are running for Lawrenceville.

Jonathan Hu ’10, Colin Mulligan ’11, Danny Smotrich ’11, and Alec Mitchell ’08 run for Peddie.

Heston Charres spent a day in the sound booth at The Ambassador Theater on Broadway, working on the production of The Visit, a one-night only benefit concert. The Hun School junior was invited to assist a Hun School part-time faculty member and professional technician mix sound for the benefit performance. Heston is the stage manager for the winter musical Bat Boy, at The Hun School. Helen Chen spent her summer as a volunteer at animal shelters in the U.S. and China. She spent two weeks at the Best Friends Animal Society Sanctuary (Kanab, Utah) where she helped care for many creatures. The no-kill Sanctuary is home to nearly 2,000 animals –cats, dogs, horses, burros, birds, rabbits, goats, farm animals - from shelters

nationwide. In August, she flew to Ya’an-Bifengxia Panda Protection and Research Center in China’s Sichuan Province. Helen had the rare opportunity to help feed and care for the Center’s panda bears. Ron Gerber, after attending two years of high school, is enrolled at Simons Rock, which is part of Bard College. The program is specifically designed to provide a liberal arts college education to students who have completed a year or two of high school and are prepared to start their college education early.

Harrison Whelan stopped by to visit Chapin in November.

Paul Batterman, Shubham Chattopadhyay, Helen Chen, Bradley Davison, Madeleine Derveloy, Victor Fu, Benjamin Granzow, Olivia Hayden, Caroline Heap, Jonathan Ku, Jelani McMath, Seth Rosenau, Will Sharples, and Margaux Walson came to Chapin the Sunday before Thanksgiving for the annual High School alumni reunion.

2010

Charlie Fuller, Steve Gingo and Austin Sumners at a regional Babe Ruth game held this summer. Austin’s team did very well.

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C L A S S N OTE S Connor Bitterman, Taylor Haberle, Katie Martinides, Nyle Neumann, Julie Panter, Phyllicia Panton, Austin Sumners, Helena Tenev, Billy Warner, and Aimee Vienneau all attended Chapin’s annual high school reunion in November. Kennedy Roese is doing great at Stuart. She was very academically prepared for freshman year thanks to all the wonderful teachers at Chapin.

2011

Mia Caglieris is playing

varsity soccer at Peddie School.

The Class of 2011 turned out in large numbers for the annual High School alumni event at Chapin. Hailey Andrew, Amanda Barbour, Annie Batterman, Mia Caglieris, Ethan Carlson, Maria Freitas, Cal Fullerton, Kyler Fullerton, Chris Hwang, Vandan Kolli, Sahil Kumar, Christine Lederer, Samantha McNulty, Colin Mulligan, Rhys O’Connor, Max Rodewald, Sara Rosenau, Michael Salerno, Elizabeth Shevelev, Danny Smotrich, Kyle Taylor, and Carson Vey all arrived at 2 p.m. and stayed until the very end!!

Carson Vey catches the winning touchdown against Blair.

“The Mikado” 1964

Trying to Get Back in Touch! With the busy lives people lead, sometimes they forget to let Chapin know when they move, causing the school to lose track of some alumni. You can help locate out-of-touch alumni, so they can continue to receive all of the great news about Chapin. The alumni in the following list have significant reunion years coming up. If you know an address of one of these Chapin alumni, please contact (or have the alumnus or alumna contact) the Alumni Office by e-mail (EBlasco@ChapinSchool.org) or phone 609-924-9251.

1962

Edwyn L. Froehlich Patricia A. Jacob

1967

Virginia Fisher Robert E. Moore Robert Ribelin Christopher Roberts

More ways to stay connected! Visit us at www.ChapinSchool.org Like us at Facebook, Follow us on Twitter or View us at Vimeo.

1972

Robert Olson Michael E. Rose Lincoln Rounds Edmund J. Wells

And don’t forget you can do an “old school” thing...e-mail us, call us or make a face to face visit. We’d love to see you! 17

1977

George Allen Hugh Cline Heller Fein Marc D. Fleishman Richard S. Hawkes Felicia Von der Schulenberg

1982

Christopher Davies Ty Henschel S. Benjamin White

1987

Tammy J. Kornfeld

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Winter 2012

C L A S S N OTE S Class of 2011

Class of 2010

High School Reunion

Class of 2009 November 20, 2011

Class of 2008

Winter 2012

ALUMNight on the Town

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November 23, 2011

Home for the holidays? The annual AlumNight on the Town brings friends and faculty together on the night before Thanksgiving.

If These Walls Could Talk From the Class of 2000, James Wilby, Nicholas Tenev, Andrew Martin and Ryan Gingo (with a friend.)

Former teacher Jane Wilson with Christopher McNulty ’06 and Evan Halliday ’06

Anthony Risoldi ’02 and Mary Jo Thompson

Charlie Fuller and Rishi Sachdeo ’02

April McCarthy and former teacher George Scherer.

Brendan Gurry ’95, Steve Gingo, Branden Romanski ’99 and friend, and Joe Mariani ’78.

Since 1958, the centerpiece of the Chapin campus has been an estate farm house that dates back to the early 1700’s and houses the main office. For years it has been known as the Phillips-Schenk House. The family that sold the property to Chapin School in 1958 was the Smiths who had purchased it from the Millers in 1947 who purchased it from Elizabeth Warne Phillips and William Smith Schenck in 1928. Their daughter Elizabeth Phillips Schenck was extremely fond of the house in which she was raised and was married to Rev. Robert Logan in 1920 in what is now Ms. Nestor’s room. So fond that she returned for several visits over the years, as did her children who had spent summer vacations at the house. Recently Robert Logan, Jr., one of Elizabeth’s children, discovered a lovely pastel drawing of the farm house that his mother had commissioned from a photo and has graciously donated it to the school. It reveals the fact that while she lived in this house, it had been painted yellow with green shutters and had a covered Victorian front porch! That painting now hangs at the foot of the stairs (stop by to see it in color!) and Elizabeth Phillips Schenck Logan’s wedding portrait, donated by Elizabeth Stith, her granddaughter, now hangs in the Headmaster’s Office reception area. Chapin remains a home well loved. n

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Winter 2012

I N MeMoRIAM

The school extends sympathy to the family and friends of the following members of the Chapin community: John Charles Alexander

Gladys Speakman Northrup

father of Ann M. Alexander ’93

grandmother of Christopher Speakman ’87

René batterman

Louis P. Pantaleo

grandmother of Paul Batterman ’09, Anna Batterman ’11, Tommy Batterman ’14

father of Lori Pantaleo ’F, grandfather Daniel Martin ’03

Catherine boczkowski

grandfather of Matthew Paragamian ’14

George Paragamian

mother of Tony Boczkowski ’85

filomena C. “Nini” Pirone

Gertrude Covin

great-grandmother of Larry Scannella ’00, Larisa Scannella ’05, Steven Scannella ’08

great grandmother of Reid ’13, Sara ’16, Jack ’19

Diane Dittmar

bernadette Patricia Reilly

mother of Daniel Dittmar ’04 and wife of George, Board President

grandmother of Megan Reilly ’05, Allison Reilly ’07

Carmen esposito

Sabatino A. Risoldi Sr.

grandfather of Michael Esposito ’00 and Adrienne Esposito ’06

grandfather of Anthony Risoldi ’02

helen J. evatt

Sidney Rosenthal

mother of Andrew Evatt ’69

father of Andrew Rosenthal ’63, grandfather of Scott Hirsch ’85

Alice Donahoe

Leonard J. Salamandra

father of Quinn Salamandra ’89

mother-in-law of Charles Fuller ’F

Dr. barbara ellen brunet hamdan

Alberto taffa

Mother of Nabil Hamdan ’62 and Ziad Hamdan

father of Diana Russo ’F (past faculty), husband of former Food Service Manager, Anna Taffa

thomas J. hope

Judith C. Walsh

grandfather of Jeremy Hope ’91

mother of Tom Walsh ’92

Mildred elaine Michaud

Anne Guthrie Yokana

mother of William “B.J.” Michaud ’86

mother of Alice Guthrie Barfield ’73

Alberto taffa, t father of long time art teacher Diana Russo, will be remembered fondly for having painted the tree mural for the target 2000 Capital Campaign.

Katrina P. “Kay” Williamson mother of Michael Williamson ’91

Muriel Jean Zielske mother of Ruth Currie ’F

D. James Zielske

father of Ruth Currie ’F

If you would like to share news of community members, please contact Sharon Gomberg at 609-924-7206

campus notes

Dates to Remember:

news makers Fourth grader Christian Fusco purchased his first piece of art from Chapin’s gallery artist, Charles David Viera. Christian’s mother was an art student of Mr. Viera’s and they both attended the gallery reception in January. Christian was drawn to the painting with the blue birds and really liked the way “the blue of the birds was against the white of the snow.” Christian purchased the piece with money he received from Christmas. He plans to hang it in his room at home as it “feels relaxing to him and he likes the nice feel of winter.” We applaud his art appreciation! Axé Owens ’08, a senior at The Pennington School, has been recognized as one of the 2011 New Jersey Rising Scholars. This Student Recognition Program was established by the NJ Department of Education, in collaboration with the NJ Amistad Commission and the Malcolm Bernard HBCU College Fair of New Jersey, to honor the academic achievement of high school seniors from diverse backgrounds who are leaders in their school and community and are interested in attending a Historically Black College or University (HBCU). Gianna Mannix ’09 was selected to go on a service trip with a small group of George School students and faculty to Cape Town, South Africa. She will help in an elementary school and a children’s hospital and will also research and record South African dance styles as part of her IB Dance Project.

Arts Night

April 6

Spend an evening admiring the talent of Chapin. Musicians perform in the gallery, artwork is displayed en masse, and select students will read from the newly published literary magazine, Fledgling.

Show Choir Performance

April 20

“Ohhhhhklahoma!, where the wind comes sweepin’ down the plain...!” A cast of over 60 Upper School students will present the Rodgers and Hammerstein classic musical. Curtain opens at 7:30 p.m.

Runathon

April 21

Join us for the 36th Annual Runathon as we raise money for the local chapter of The Leukemia & Lymphoma Society. Rain or shine, we run!

Sports Day

May 25

Another classic battle between the Red Team and the White Team where the outcome is always the same... sportsmanship wins the day!

Graduation

June 7

Bidding a fond farewell to the Class of 2012. Ceremony starts at 4 p.m. under the big white tent on Peters Field.

What’s better than making good friends at Chapin? Going to summer camp with them! Cole Valente, Cole and Owen Felsher, Jackson Welsh and Andrew Coe (not pictured Nicholas Gordon and Trey Ladyman) have strengthened their bonds of friendship at “Camp Pemi” in New Hampshire.

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