Eagle Hill School - Compendium 2018-2019

I before E

Except after C . . . WEIRD

4

Contents F EAT UR ES 4

Innovative Approaches to Teaching Reading Enhancing the Student Learning Process

9

Award-Winning Author Ibi Zoboi Holds Writer’s Workshop

11

A Year of Climate Change at Eagle Hill A Global Warming Primer

14

Q&A with Ian Kelly Athletics Coach and Resident Counselor

18

Q&A with Will Gelinas Theatrical Director and Performing Arts Teacher

24

Journey to the South Pacific Eagle Hill Travels to Australia and Fiji

32

Commencement 2019 Our Journey Together and What We’ve Learned

36

Baccalaureate Address—Laying a Foundation for Life A Very Personal Journey

18

14

DEPART MENTS

24

32

2 3 7 23 31 35 39

Message from the Head of School Meet Our New Board of Trustee Members Staff Picks AGF by the Numbers HILLFEST Revisited The Class of 2019

Student Commencement Awards Faculty and Staff Recognition Awards

40

An Honor Roll of Donors

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 1

Message from the Head of School PJ McDonald, Ed.D. Over the course of the summer, I was asked by a fellow head of school why I think that Eagle Hill School is enjoying such tremendous success in the face of the headwinds being experienced by so many schools. My mind immediately went to my folio of EHS truisms—superior faculty, students of character, niche educational opportunity, strong sense of community, exceptional facilities, committed trustees—but for whatever reason, I contemplated the question just a bit more than I might otherwise have. That reflection yielded an insight into Eagle Hill School’s core successes that I hadn’t recognized in the same way before.

Eagle Hill School has, as a core part of our organizational DNA, a strong desire and ability to compete. I know that competition has fallen out of favor in recent years, and in some cases for good reasons, but what I recognized and explained to my fellow head of school was that Eagle Hill has always been driven to be “in the arena” as Teddy Roosevelt suggested. We are, by our nature, engaged, aspirational, and driven. We are Pioneers.

On a macro level, the results of that yearning to compete are fairly obvious and tangible. The completion of four phases of our strategic plan over the last twenty years has resulted in a campus and a curriculum that are unparalleled. And, of course, the recent opening of the new STEM Center—along with the completion of the other phase IV initiatives: increases in the endowment and financial aid, IB World School certification, additional faculty housing, expanding the Pioneer Network, and renovations to the existing academic buildings—has strengthened this great school beyond measure.

On a micro level, though, the stakes and the rewards of competing are infinitely more nuanced and critical. As one small example, consider that from the moment a student arrives in Hardwick we are competing to undo previous limitations assigned by others and, regrettably, we are often also competing with a student’s own sense of her- or himself as both a learner and a young adult. This, above all else, is a must-win for us and is the foundation upon which all other growth, learning, and development rests.

I hope you read this edition of the Compendium through the lens of healthy competition at both the macro and micro levels.

It is not by accident that we identify and recruit such accomplished trustees, that two of our faculty members published books this year, that Ian Kelly has coached the boys’ soccer team to three straight league titles, or that Will Gelinas and the one-act play ensemble made it to the state finals in Boston, competing against public and private schools ten times our size. We compete! Nor is it by chance that Nancy Martin and the reading department continue to find new and innovative approaches to teaching reading, that Hannah Katz found the courage to apply for and win the honor of giving the 2019 commencement address (and nailed it!), or that English teacher Cody Bliss ’12 was chosen by the senior class to deliver the baccalaureate address only seven years after walking across that very same stage himself.

While I will grant that our goal of building the “perfect school” is ultimately unattainable, our unrelenting pursuit of that ideal is what defines and sustains us as a faculty, as a community, and as a school. We have made tremendous strides over the last fifty years, but the truth of the matter is that we are only getting started. Not only are we in Roosevelt’s arena, but we are “in the arena, daring bravely.”

EAGLE HILL HILL SCHOOL SCHOOL || COMPENDIUM COMPENDIUM 2018 2018––2019 2019 22 EAGLE

Meet Our New Board of Trustee Members Sydney Fisher Bernier

Tom Archipley

Sydney is co-owner in her family’s construction company, Fisher Development, in her native San Francisco. Prior to joining the family business eighteen years ago, Sydney spent many years working in public relations including time as VP at Edelman Public Relations Worldwide, where she specialized in public affairs and crisis communications, and at the PBN Company in Moscow, Russia, in the early 1990s. When she returned from Moscow, she was director of communications for fresh juice maker, Odwalla, Inc. After Odwalla, Sydney received her master’s studies in journalism from Columbia University, and spent a few years at a Bay Area newspaper covering local news and politics. She holds a bachelor’s degree in Russian Studies from the University of Vermont.

Tom is the chairman and founder of Blink Device Company, a medical device start-up that creates and sells high tech electronic devices for surgical procedures.

Prior to Blink, Tom was the owner and CEO of Centurion Medical Products Corporation. Centurion’s 1,100 employees developed, manufactured, sterilized, and sold custom procedure trays and other specialty medical products to the health care industry. During Tom’s fifteen years of leadership, revenues doubled and quadrupled. The company was sold in 2017.

She recently completed her board service at Charles Armstrong School, an elementary and middle school for children with dyslexia, in Belmont, California. Over the years, she had the privilege of being vice chair, chair of Governance and HOS Evaluation, and served on various committees, including Building & Grounds and HOS Search.

Sydney and her husband, Alan, are proud parents of Rowan, EHS class of ’22, and his brother, Cyrus, a freshman at University of Colorado at Boulder.

Tom is an avid outdoorsman who especially enjoys fly fishing. He received his bachelor’s degree in economics from Denison University, and his MBA with honors from the McCombs School of Business at the University of Texas at Austin.

Tom and his wife Dina are the proud parents of Paige and Zachary (EHS ’19). They reside in Okemos, Michigan, but spend summers on Glen Lake in northern Michigan and winters skiing in Telluride, Colorado. They are actively involved in supporting various charitable organizations, including Nyaka AIDS Orphans Project in Uganda, the Navy SEAL Family Foundation, CRISMA (Center of Rehabilitation of San Miguel de Allende), the Patriot Post, Love and Respect Ministries, That Day Ministries, the National Medal of Honor Heritage Center, and Safari Club International, among others.

...And with Gratitude It is with tremendous gratitude that Eagle Hill bids farewell to departing trustee John Gates, father of Tommy ’17. His leadership, vision, and generosity have quite literally helped shape the campus. John was a driving force behind our new STEM Center, a tireless contributor and advisor on the investment committee, and together with his wife, Weezie, a leading ambassador for Eagle Hill in the Chicago market. His legacy of service to the school will positively impact generations of Eagle Hill students and families in the future.

John will be returning to the board of Trinity College, his alma mater, where they will be fortunate to enjoy his dedication and energy. We wish him all the best in his future endeavors and thank him for his friendship.

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 3

Innovative Approaches to Teaching Reading

ENHANCING THE STUDENT LEARNING PROCESS

By Mr. Dana Harbert, Director of Admission (Former Reading Chair) Mrs. Nancy Martin, Reading Department Chair

Visitors to Eagle Hill often ask about the Eagle

Hill method or about whether we adhere exclusively to a particular method of teaching reading that they might be familiar with. The expectation is that they will hear about very specific practices for teaching reading as well as other traditional school subjects. And, of course, teachers at Eagle Hill have available in their repertoire many, many of the “methods” to which this question refers. None of these, however, hints at the real genius of Eagle Hill School, which is about a simple but fundamental and profound insight about the inevitability of human diversity.

The remarkable success of students at Eagle Hill School follows from a deep commitment to the idea that difference is the 4 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

norm—that each student is better understood as unique. As educators, our work is to understand each student’s constellation of talents, challenges, interests, hopes, and fears—and then together design school experiences that develop and showcase those talents, confront challenges, pursue and expand interests, allay fears, and realize those hopes and dreams. Thus, the hallmark of the approach to teaching reading at Eagle Hill is our ability to understand each student’s learning profile and to completely customize each student’s program. Students entering Eagle Hill decode and comprehend with varying degrees of proficiency, and our Reading Department helps to build a student’s schedule with a full understanding of these skills.

For example, a student working on decoding skills will be placed in an intensive reading tutorial class, whereas a student whose primary need is to strengthen comprehension will be placed in classes that teach comprehension for fiction and for reading academic text as well. While all courses in the Reading Department include reading comprehension and vocabulary development, some focus on specific reading skills such as academic reading, word attack skills, spelling, and fluency. The beauty of our nine-term schedule is that it allows students to take multiple reading and literature classes concurrently.

At Eagle Hill, we also know that the teacher-student relationship is fundamental to a student’s success. Being placed not only in the proper class but also with the correct teacher is another key consideration. Our reading teachers are professionally trained, this year alone completing over six hundred hours of professional development, as well as independent reading and technology training. This commitment allows us to offer an array of multi-structured approaches, which include the following:

Orton-Gillingham (Wilson, Spire, and Barton)

Lindamood Bell (LiPS, Visualization and Verbalization, Seeing Stars)

Structured Word Inquiry Notice and Note Project Read When we design a student’s schedule at Eagle Hill, we consider the student’s profile, the reading approach, and the cohort we are creating in the classroom. It is important for a student to be learning with classmates who share similar goals, and there are three pillars that form the underlying supports in all of our reading classes: a multi-structured reading approach, assistive technology, and independent reading.

THE FIRST PILLAR The first of these pillars is a multisensory, systematic, and cumulative approach to teaching reading, writing, and spelling that provides the student with direct instruction highlighting the structure of the language as well as rules and generalizations. Students work from smaller to larger units and from simple to complex words or word parts, and they are taught using materials that occur most frequently to least frequently. Approaches of this type are

used mainly for students who have difficulty with word attack skills, decoding, letter-word identification, or need to improve their reading fluency. A student working on decoding skills has available reading tutorials based on the Orton-Gillingham principles, the Lindamood LiPS program, or Structured Word Inquiry, and depending on the student being taught, the teacher may decide to use one particular approach over another.

True to the innovative nature of Eagle Hill School, we continue to explore new and better ways to teach our students to read and write. For example, this year in our reading classes we added

THERE ARE FOUR GUIDING PRINCIPLES TO STRUCTURED WORD INQUIRY (SWI) The primary function of English spelling is to represent meaning.

The conventions by which English spelling represents meaning are so well-ordered and reliable that spelling can be investigated and understood through scientific inquiry.

Scientific inquiry is the only means by which we can safely accept or reject hypotheses about how spelling works.

Understanding spelling directly benefits reading.

THERE ARE FOUR FOUNDATIONAL CONCEPTS OF SWI Studying a word family is exponentially more powerful than studying isolated words.

Starting with a word’s spelling rather than its pronunciation is the only way to make sense of the pronunciation of every English word.

Studying morphology (the system by which morphemes—bases and affixes—are combined to represent the meaning of words) and etymology (the study of the origin of words) from day one unlocks the meaning of unfamiliar words.

Structured word inquiry through scientific investigation reveals the English spelling system and enables lifelong learning.

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 5

another method to teaching reading. Along with the Orton-Gillingham approach and other programs, we introduced our students to Structured Word Inquiry (SWI) as a way of understanding how the written language works. SWI is a linguistically based approach where words are studied in context versus isolation.

Using scientific inquiry to study spelling instruction, SWI always starts with a word’s meaning, and is taught using explicit multisensory instruction.

lesson. It helps to strengthen word attack skills while at the same time helping to teach students Greek and Latin roots; it is an ideal approach to use for students who are at the advanced levels of reading instruction.

SWI dovetails well with our educational philosophy at EHS in that it teaches and reinforces critical thinking and can be individualized and organic because learning is based upon student interest. SWI can easily be taught within the structure of an Orton-Gillingham

THE SECOND PILLAR

The remarkable success of students at Eagle Hill School follows from a deep commitment to the idea that difference is the norm—that each student is better understood as unique.

For a student whose primary need is to strengthen reading comprehension, the teacher may determine that it is best to use a comprehension program such as Lindamood Bell’s Visualization and Verbalization, Project Read, or other literature-based approaches.

The second pillar that plays an important role in supporting students in learning to read is assistive technology that helps

Structured Word Inquiry (SWI) teaches and reinforces critical thinking.

6 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

students better understand what they are reading and helps them express themselves in writing. At Eagle Hill School, we are firm believers in the use of assistive technology, and we often are told by students and sometimes their parents that assistive technology helped them to read so much more in print than they previously had been able to do and to write much more readily than previously. Assistive technology is computer software, applications, or extensions that allow students assistance in accessing the written word. Some are speech-totext, meaning spoken words appear as printed text and some are text-to-speech, meaning printed text is read aloud. These assistive technology tools as well as many others help teachers more effectively engage and empower diverse learners. It provides independence to students who are able to access more challenging content and express ideas without the assistance of an adult. Using assistive technology can liberate readers, help close a writing gap, and keep students more engaged.

THE THIRD PILLAR The third pillar is independent reading, a common and very necessary part of the reading curriculum. Students are provided the time,

COMPONENTS FOR STUDENTS TO LEARN TO READ AND ENJOY INDEPENDENT READING: 1. Students must be matched with high interest and appropriate reading level versus grade level books.

2. Students need to be given time to read independently.

3. Students need access to books either in a classroom library, a school library, or a public library.

space, and framework for independent reading in all of our reading courses. Depending upon the student’s level of independence, the amount of time allotted to independent reading varies among courses. As humans, we tend to enjoy activities that come naturally or easily. So how do we encourage students with dyslexia to read? One of the best ways to improve reading along with direct instruction is simply to provide students with the time to read.

For a student to be successful here, he or she need not complete worksheets, write book reports and/or summaries, or even answer

Finding the right book is the best way to get started and enjoy reading.

comprehension questions. The best way to get started is simply to spend time immersed in a book one is enjoying to the point she can’t put it down. As counterintuitive as it may sound, the best way to encourage reluctant readers is to let them read independently.

However, as parents and educators, we must model, guide, and encourage this to happen. Sometimes students will say that they don’t like to read and have never voluntarily read a book for pleasure.

Nancy Martin, chair of the Reading Department at EHS, would then respond, “We haven’t found the right book for you yet.”

There are several necessary components for students to learn to read and enjoy independent reading. First, students must be matched with high interest and appropriate reading level versus grade level books. Second, they need to be given time to read independently, and third, they need access to books either in a classroom library, a school library, or a public library.

It is also important to note that not all students need to take a reading class at Eagle Hill School. Beyond instruction at this level, Eagle Hill offers a full range of courses for literary study, including traditional survey courses and special topics, such as biography, Jewish and Arab literatures, literature and the law, and literature and psychology. Each student also engages in the study of written composition, and the English Department administers a program of courses that targets academic writing and also allows for exploration in creative and expressive writing.

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 7

NANCY’S READING PICKS If you haven’t found the right book yet, Nancy Martin will help you find the perfect one! She matches high interest genres and appropriate reading levels so that students develop a lifelong passion for independent reading.

Nancy reads over sixty young adult books each summer and has a keen eye for what even the most reluctant reader may enjoy.

Here are just a few of Nancy Martin’s young adult reading recommendations.

Sports: The Crossover by Kwame Alexander Graphic Novel: Frazzled (three-book series) by Booki Vivat Historical Fiction: Refugee by Alan Gratz Dystopian: Scythe (three-book series) by Neal Shusterman Memoir: Born a Crime by Trevor Noah Realistic Fiction: Eleanor and Park by Rainbow Rowell

RECENTLY PUBLISHED BOOKS BY EAGLE HILL FACULTY Dr. Tony McCaffrey’s latest book, Infinite Learning Diversity: Uncovering the Hidden Talents of Our Students, explores the extraordinary spatial and puzzle-solving skills of our Eagle Hill students.

In a newly published book, Prizefighters, Mediums, and Slave Auctioneers, American history is presented through a collection of twenty-five World Expert papers written by Eagle Hill students.

With endless possibilities, McCaffrey uses research, observation, and his unique approach of teaching math to discover these hidden talents. The case studies featured in the book highlight the amazing abilities his students with diverse learning profiles have, who often not only “think outside the box” but “live outside the box.”

The 185-page compendium of unusual and fascinating historical topics was compiled and edited by alumnus William Duncan ’18, and EHS educator Dr. Nym Cooke, and grew out of an original idea for a high school history course—World Expert.

8 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Award-winning Author,

Ibi Zoboi

Holds Writer’s Workshop Teachers often tell students it is critical to write for

a specific audience. Even when students are completing writing assignments, it is important to have an imaginary audience in mind to guide one’s vocabulary, syntax, voice, and tone. English and reading teachers emphasize to students that when reading, readers bring meaning to the text. Although the communication occurs asynchronously, readers must be thinking and questioning almost as if they are having a conversation with the author. This is why different people have differing opinions about books.

Some may love it, others may find it neutral, and others may loathe it. Students may understand this concept best when they have previously read a short story or novel at a younger age. If they read it again during high school, they may have a completely different opinion about it because they are not the same person who read it at a younger age. The expression “You can never enter the same river twice” leaps to mind.

By Mrs. Nancy Martin, Reading Department Chair

collection, Black Enough: Stories of Being Young & Black in America, visit campus for a day and a half. Her visit began with a dinner at the Waller House. A small group of students and faculty met informally with Zoboi, and she graciously autographed copies of her books and shared about herself, her writing process, and her stories.

The next day Zoboi conducted a writing workshop with eleven students. Zoboi described her writing process, modeled a writing activity about place that the students then completed, and gave them feedback on their words. Zoboi said her stories always begin with the setting because place determines her characters. She explained that an important skill for a writer is to be able to envision, which comes from people and places we already know. The students practiced their own writing skills by describing the places they are from using the five senses. She modeled the activity, then had several students read aloud their descriptions and provided feedback reinforcing that readers need to “show” versus “tell.”

Hearing a published author comment on students’ work validates them as writers.

When students are given the opportunity to spend time with a published author in a class, a writing workshop, or an assembly, they are given a glimpse “behind the curtain” of how authentic reading and writing occurs. Last February, as part of celebrating Black History Month, Eagle Hill School had the pleasure of having Ibi Zoboi, author of the young adult novels American Street and Pride, and editor and contributor to the short story

Hearing a published author comment on students’ work validates them as writers. Many students find writing difficult and believe that if they write something once, it is finished. Hearing from an author how much revising occurs before publication is motivating to students. Teachers can tell students this over and over, COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 9

but hearing from an expert has more of an impact on students.

Hearing from an author that writing is difficult even for someone who has published a book is also comforting to students.

This past year we asked Ibi Zoboi to speak as part of Black History Month. Five years ago, I started hosting an African American Read-In, an event held around the country in which I had previously participated at my former school. Started by the National Council of Teachers of English (NCTE), the purpose is to honor the words of African American writers. For the previous four years during one academic day during the month of February, students and faculty continuously read the words of an African American—either their own or that of an author.

The final event with Zoboi was a school-wide assembly where she read from her young adult novel American Street. Many students had read the book in literature and reading classes, but hearing the actual author read her own words made the story come alive.

Zoboi’s engaging presentation was interactive and relatable to the students. She read a story about immigration where Selected works included song a teen girl and her mother lyrics, poetry, essays, recipes, are emigrating from Haiti and excerpts from novels and to Detroit when the mother short stories. While some is detained by immigration readings were monologues authorities in New Jersey and or choral readings, other the daughter must travel to students sang and interpreDetroit on her own to start tively danced while poem a new life with her aunt and lyrics were being read. When three cousins. The author told Leslie-Ann Murray joined her personal story (Zoboi our faculty in 2017, I asked if herself is a Haitian immishe would be willing to help grant; she moved to New me organize the Read-In. As During Black History Month, Eagle Hill students participated in the African American Read-In by reading Ibi Zoboi’s novel American Street.

York with her mother when we set up the display of books she was four), and explained written by African American necessary components for being a successful writer. Zoboi authors in the library, she pointed to several, stating that she emphasized that writers need to be able to envision, have stories knew the authors. A writer herself, Murray is from Brooklyn and in their heads, be observers of the world around them, and most is active in the writing community. She attended Hunter College importantly, be able to empathize with others. Zoboi confided for her undergraduate degree with Ibi Zoboi, so contacted her in us that she has never been to Detroit, and yet, her novel is about speaking to our school. set there and accurately describes the landscape and economic Our society seems to value famous people, particularly professituation of this city. sional athletes, singers, actors, and other performers. Bringing Several students chose to read American Street on their own after authors to campus is a way to bring a bit of fame, perhaps on a hearing Zoboi’s presentation. Students don’t always share books smaller scale, to our community while underscoring to students they’ve read with their peers, but having the author at our school the value of reading and writing. Having authors with varying created a buzz around her books, more than is usually heard. backgrounds and life experiences visit brings diversity to campus and demonstrates that we all have a voice and stories to tell.

In recent history at EHS, we have had at least one author visit each year. Viet Nguyen was here in 2018, the year the schoolwide read was his collection of short stories The Refugees. In the Ibi Zoboi is a Haitian-American author of young 2018–19 school year, the school-wide course was on climate adult fiction. She is known for her young adult change and Jeffrey Bennett, the author of A Global Warming novels, including American Street, which was a Primer: Answering Your Questions about the Science, the Consefinalist for the National Book Award for Young quences, and the Solutions also conducted a writing workshop and Adult's Literature in 2017. presented at an all-school assembly.

10 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

CLIMATE CHANGE A Year of

By Mrs. Colleen Groner, Science Department Chair

at Eagle Hill

In a lot of ways, climate change was an improbable topic for the commu-

nity reading course at EHS. Sure, it’s a worldwide concern and everyone, regardless of their opinion, has heard of it. Still, there’s a lot of reluctance in schools across the US to tackle the subject; for example, in an NPR article published in April 2019, the authors noted that 86 percent of teachers surveyed believed that climate change ought to be taught in schools, yet more than half of that same group (55 percent) did not actually teach about, or even mention, climate change themselves.1 The article goes on to cite some of the common barriers to addressing climate change—a lack of time and materials, fears of parental or community backlash, and most commonly, a feeling that it wasn’t their subject area. Not my job, not my problem.

and collectively, to address this real and pressing problem. That text was A Global Warming Primer: Answering Your Questions about the Science, the Consequences, and the Solutions by Dr. Jeffrey Bennett. For those who might

Thankfully, this is not the prevailing attitude at EHS. Though we have distinct academic departments, we also see learning as a fundamentally interdisciplinary activity. One of our most outward signs of that is our community reading course. This course, which lasts one term, is an annual course that nearly every student enrolls in, and teachers across all disciplines teach. The course focuses on a particular theme or author, and serves as a unifying topic for our student body to examine, grapple with, and hopefully connect with in some meaningful way. I was delighted to learn that for the 2018–19 school year, climate change was the selected topic.

PICKING A TEXT Once the topic had been chosen, the next step was picking a text for the course. Seems easy, right? A quick Google search will yield hundreds of books on climate change.

Besides, it was early in the year, and I’d have months to figure this out. In retrospect, I believe the term for that thought is “rookie mistake.” That Friday, I got an email from Michael Riendeau, the assistant head of school—could we meet on Monday to discuss my book selection? My answer was yes, of course, and thus began my weekend of climate change binge reading.

In my reading, I quickly found the list of possible texts narrowing. Some texts were too long for a one-term course. Some were too dry; if a book gave me visions of snoring students in first period, it was off the list. Some were too overtly political in nature, and others led with a tone of hopelessness and futility rivaled perhaps only by the novel The Road. Finally, I hit upon a text that I felt was just right: precise, concise, and maybe most importantly, emphasized the agency that all of us have, individually

be interested in reading this book themselves, it is available in full on Dr. Bennett’s website,2 though we chose to purchase the paperback version for student use.

Once that was decided, the next step was to try to connect with the author. I approached this with some trepidation.

Hardwick is a lovely town but not exactly a hot spot on a typical book tour.

I shouldn’t have worried—he immediately agreed and we quickly worked out the rough details of a visit in the spring, COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 11

when he would be in Massachusetts visiting some colleges. From there, planning was underway and before I knew it, it was time to begin the course.

Over the course of the 2018–19 school year thirty-two members of the faculty, thirty of whom were not science teachers, took on the many sections of the climate change course with the majority of the student body enrolled in a section. You might think that there would have been some hesitation in teaching a course outside of their usual area of expertise, but aside from the occasional pep talk / lab setup demo from me, the overwhelming reaction was to enthusiastically tackle the subject at hand and to work with the students to make the class their own. In addition to reading A Global Warming Primer and some of the supplemental materials I had compiled, students and faculty found seemingly endless ways to interact with the concept of climate change. Bulletin boards were created, art projects made, documentaries viewed and discussed. Copies of new and interesting articles on climate change kept appearing on my desk and in my email, to be passed along to others teaching the course. One class even invited me to a taste test they devised of various meat alternatives (such as the Beyond Burger and the Impossible Burger) as part of their discussion of how to reduce the carbon footprint in their

Artwork by Emily Baker ’21

TEACHING CLIMATE CHANGE

diets.3 And yes, there were lab activities as well, the most popular lab being a greenhouse gas simulation in soda bottles. With one memorable exception, where thermometers were unexpectedly launched into the ceiling, students were able to demonstrate in small scale the temperature changes seen worldwide.4 As for that thermometer-launching class?

Well, they learned the importance of careful attention to procedure, so still a good day for science education in my book.

All this activity would be to no purpose unless it led to a greater understanding of what climate change is, and how we can act to affect climate change. So what did we get from this experience? In the words of a few of our faculty and students: Jed Geary, Director of College Counseling—“When I first told some colleagues that I was teaching the class, they were skeptical that climate change actually existed. I told them that the book did a great job of explaining the science behind it and questioned them to consider why this would become a political issue. After the author did his presentation, I was pleased when one of them said that he was now convinced that there was clearly a human impact on the increase in our atmosphere’s temperature.”

Carmela Lucich Villarreal, Spanish teacher—“I enjoyed teaching the course. This is something I am passionate about but I think some of the students don’t feel

Kamenetz, Anya. “Most Teachers Don’t Teach Climate Change; 4 in 5 Parents Wish They Did.” NPR, 22 Apr. 2019, www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did.

1

2

Bennett, Jeffrey. Global Warming Primer, www.globalwarmingprimer.com/primer/.

The Beyond Burger and the Impossible Burger are two of the newer meat alternatives to hit the market. For more information, see their respective websites at https://www.beyondmeat.com/products/the-beyond-burger/ and https://impossiblefoods.com/.

3

You can try this yourself, using regular thermometers instead of the suggested probeware, using this procedure at https://teachchemistry.org/ classroom-resources/greenhouse-gas-simulation. Be careful with the number of Alka-Seltzer tabs you use or you too may launch thermometers into your ceiling.

4

12 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

the impact this is having in their lives because maybe they do not see it at all! So I was teaching them about poor countries or less developed cities so they could see that the damage we do here in the US actually impacts others....I believe most of them are aware of this problem and they know the concepts.

It is repetitive information and it is good that we keep talking about it so it stays in their minds. I really like the school because they do not only talk about it but they actually do take steps to improve our footprint, like using recycled paper plates and cups, etc.”

Xander Stein ’21—“The climate change class was a very educational experience. I learned a lot and it really was an eye-opener on how to save the world.”

Reily Granahan ’22—“Climate change is a thing that can be only slowed down.”

Will Gelinas, Theater teacher—“I enjoyed teaching this class because of the conversations it sparked. I was surprised to see that not ONE of my students felt that climate change was a hoax and the class only strengthened their belief in that fact. There was some actual concern in their questions about what we can do, which was great to see.

The class also made me more aware about what I can do as an individual to help fight climate change.”

Emily Baker ’21—“We cannot solve our problems with the same thinking we used when we created them.

Climate change is not an issue, it’s a wake-up call.”

Alex Purdue ’20—“I thought the speaker was very well spoken and presented in a very good way.”

DR. BENNETT VISITS CAMPUS Speaking of the author, the school year flew by (as it always does, it seems) and the day of Dr. Bennett’s visit to campus soon arrived. His morning was filled with classroom visits, where he engaged in lively discussion with students, ranging from questions about the science of climate change to exploring the many possible options for reducing carbon footprints. Encouragingly, though I’m sure Dr. Bennett frequently deals with climate change skeptics, not a single student seriously challenged him on climate science; I believe this was a reflection of the understanding that our students had developed of climate change over the course of the school year. Math was a different story—one group of students did at one point grill him rather intensely on the necessity of algebra to daily living. Thankfully, Dr. Bennett seemed unfazed by this unexpected turn of events and all of the math teachers reading this will breathe a sigh of relief to learn that he did an excellent job of promoting the study of mathematics, as well as climate science.

In addition to discussing climate change and defending algebra, we were incredibly fortunate that Dr. Bennett agreed to host a writer’s workshop session for an interested group of students. We have had previous authors lead these sessions as well, but this was the first time that EHS had a nonfiction writer (and a science writer, specifically) come to visit, so it was a new and unique opportunity for our aspiring writers. In the session, Dr. Bennett showed the students samples of his work, described his writing process, and answered student questions about the unique opportunities and challenges of being a nonfiction writer. The daylong visit concluded for the students with an all-school assembly in the afternoon, where Dr. Bennett presented the topics of his book in greater depth, as well as spoke with additional students and faculty who had not had the opportunity to meet with him earlier in the day. In all, it was a positive experience extending the discussion (or starting it, for those who had the course late in the year) on climate change.

The community reading course, at its core, is about encouraging deeper thought and engagement with the greater world around us. In exploring climate change, we at EHS worked, and continue to work, to do exactly that. I am proud of the work our community has done on this often contentious topic, and look forward to where the conversation may go in the future.

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 13

QA &

with Ian Kelly, Athletics Coach and Resident Counselor

Ian Kelly grew up in Hardwick, a couple of turns and less than a mile away

from Eagle Hill School. After attending the University of Massachusetts, where he studied political science and played varsity soccer, Kelly was on the verge of moving to Colorado when his car broke down.

During his time at Eagle Hill, Kelly has held the position of resident counselor and residential roaming supervisor. He has been the boys’ varsity soccer and wrestling coach for seventeen seasons and has received training and certification as a lead facilitator for Eagle Hill’s outdoor adventure program. In addition, Kelly has a certification in academic life coaching.

Kelly’s experience as an athlete at the collegiate level provided the knowledge and motivation for him to step immediately into a coaching position during the start of his employment at Eagle Hill. While Kelly’s background in sports gave him the foundational knowledge to coach, he found his training as an outdoor adventure facilitator and as a life coach to be equally beneficial. The ability to help students and team members realize their own potential can be very beneficial for any team and for the Eagle Hill community.

14 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

As one of Eagle Hill’s resident counselors, you’re also a certified academic life coach. How has this training helped in your role as an athletics coach?

One of the key components to being a successful life coach is the ability to listen and then use what you hear to help an individual work through problems, achieve goals, and understand their own responsibility in doing those things. When those same concepts are applied to individuals on a team you can help those them

Photo by Shane Francoeur

Pursuing manifest destiny and suddenly needing a job more locally, Kelly’s sister, who taught at Eagle Hill during that time, mentioned an opening in the Residential Department.

Kelly quickly applied and now Eagle Hill has become both his workplace and home for the last seventeen years.

Three-peat RVAL champions celebrate their winning soccer season.

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 15

understand and fulfill their responsibilities within the framework of the team.

You’ve seen some dramatic transformations over the course of a season— students who have grown both personally, academically, and athletically.

How do you think organized sports, health, and fitness activities contribute to a student’s overall success?

I like to consider sports, health, and fitness activities to be catalysts in assisting students to realize potential and to understand the importance of personal growth as it relates to environment.

Whether you are on a team, in a classroom, part of a community, or a member of society in general, your own growth and potential can be used to positively affect that environment.

This year, the boys’ varsity soccer achieved an incredible three-peat by clinching the third straight RVAL* championship. Winning these championships is a testament to the hard work the athletes, support staff, and coaches do each year to prepare. What are some things you do, as the head coach, to motivate, empower, and inspire your teams to compete competitively?

It has been amazing to be part of the success the boys’ soccer program has had over the last handful of years. Playing in championship games for five years straight and winning a championship each of the last three years has been a pleasure to share with the young men who have matriculated through our program.

16 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

I’ve found that one of the most important elements to having a successful season is to provide a consistent and stable environment for players to grow. From the first day of tryouts it is made clear to the team that our most important goal is to grow and develop as individuals and as a team over the course of

THE SCORE WITH COACH KELLY

the season. Keeping consistent with that message and with the physical aspects of training and preparing for games helps players remain focused through the ups and downs of a busy season.

DAILY WORKOUT ROUTINE: If I could, it would probably have to be soccer, soccer, soccer, soccer, soccer, soccer, soccer seven days a week. In reality, though, soccer two days a week and frequent sets of push-ups.

You’re also the head coach of Eagle Hill’s wrestling program and an important mentor to the team. What are some of the skills and lifelong values competitive wrestling can teach our athletes?

Wrestling is an amazing sport that challenges the individual on many levels. It is one of the most physically and mentally difficult sports to participate in. The level of fitness and mental toughness you need to demonstrate over the course of the season is life altering. The drive and motivation that wrestling requires are extremely beneficial life skills that an individual learns. In challenging yourself against an opponent in such a physical activity you also develop a level of respect that is different than in other sports. The discipline you gain by challenging yourself in so many ways at every practice and meet also carries over into the rest of your life.

MOTIVATION: I am pretty easily motivated by a desire to eat chips. Any chips. I would have to cut back on midnight chip breaks if I didn’t stay fit. (Also, my daughter and wife motivate me.)

CAN’T LIVE WITHOUT: I need to have comfortable cleats.

Kangaroo leather only.

Win or lose, your legacy as a coach will be remembered by the impact you made on the lives of our young athletes. How would you like to be remembered?

MOST INSPIRING ATHLETE: In order—Bobby Orr, Larry Bird, Tom Brady.

They are amazing talents and some of the best or arguably the best ever in their sports. They all did it through effort and commitment.

I hope that my students and athletes remember me for the values I teach them and try to demonstrate for and with them. If at points in their lives they make positive choices, treat others with respect, support their peers, believe in themselves, and demonstrate integrity . . . If they think of me in the course of doing those things, I think that is a good way to be remembered.

Photo by Clare McCartin ‘20

MOST MEMORABLE TEAM: 2011 Boston Bruins—I watched or listened to all but three games over the course of that season. They won the Stanley Cup and it was the year I got married. Great year!

(Shout–out to Kristyl Kelly.)

* River Valley Athletics League—a competitive league for twelve small high schools in western Massachusetts.

PRE-GAME RITUAL: It has been an EHS boys’ varsity soccer mantra for the past eight or nine years and said before every game huddle—Me: “On three, pride, strength, commitment, 1, 2, 3!” Team yelling: “Pride, strength, commitment!!!”

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 17

A Q &

with Will Gelinas, Theatrical Director an

Will Gelinas caught the acting bug after performing as the farmer in The Ugly

Duckling. It wasn’t until high school, however, that his guidance counselor suggested he could actually make a career out of acting. From that moment on, Gelinas’s goal was to be a working actor.

After earning a bachelor of arts (with a concentration in theater) from the Massachusetts College of Liberal Arts, Gelinas auditioned with the Institute for Outdoor Drama and was hired by Theatre West Virginia. For four summers at Theatre West Virginia, he was a professional actor, performing in plays such as Hatfields and McCoys, Honey in the Rock, Grease, Beauty and the Beast, and The Wizard of Oz. Gelinas joined the Eagle Hill faculty in 2010, first working alongside theater program founder Harold Burnett (retired 2018), and later taking over the school’s theater group, continuing to develop it into an award-winning, world-class performing arts program. In addition to teaching dramatic acting, improv, stage combat, and outdoor adventure, Gelinas is also the school’s theatrical director. Each year, the school puts on two student productions (including one musical) and participates in the Massachusetts Educational Theater Guild (METG)* DramaFest one-act-play competition. Throughout the year there are also improvisational, musical, and open mic performances featuring students and staff.

Ten years later, Eagle Hill’s performing arts program has a lot to be proud of. Honored with multiple awards, the theater department continues to inspire and challenge students to excel beyond their expectations. When not directing or teaching, you may find Gelinas rock climbing or pursuing other daring outdoor adventures.

18 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

It’s been a very exciting year for performing arts—two successful school productions and an extraordinary award-winning one-act play. How do you decide which plays to perform each year and what is the inspiration behind these performances?

Before the school year ends, I consider who’s coming back and how many new students may be interested in joining the theater group. The roles are not precast in any way but I need to understand what talent is available and the number of gender roles to cast for both serious and fun productions.

Theater is a way to tell a story—not in a confrontational way but to communicate social issues that can be used as teachable moments. Plays such as Of Mice and Men, To Kill a Mockingbird, and The Laramie Project are discussed before to understand the use of language, the time period, and the meaning behind the story. Performing comedies and musicals are also fun ways to interact with the audience.

There are a lot of moving pieces, research, student preparation, and coordination in a full-fledged theater production. As the theater director, how do you juggle all the logistics and keep things on track?

It takes a team to be successful. One of my goals is to make sure there is enough student involvement and to keep them motivated. We have wonderful technical theater and art management internships where students manage and run the theatrical lighting, sound, and rigging systems, as well as help

nd

Performing Arts Teacher

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 19

All-star acting award winners Zach Archipley ’19 and Ian Ruggiero ’19 performing in A Picture’s Worth.

with box office operations. Along with our dedicated team of performers, we have a lot of help from faculty and staff, and the tech crews. We also tap into outside resources and local theater group volunteers who help out during peak productions.

It’s really important to find a balance, too, by helping students manage their time with academics, athletics, student activities, and theater. We do that with a lot of open communication with faculty and the students.

In what ways does the performing arts program help students with their education and prepare them for life after Eagle Hill?

Students spend a lot of time with their scripts—reading closely and deeply to understand the characters and plot. They read and reread scripts for fluency and voice, dissecting portions for comprehension and discussion. Eventually, their understanding of the story and characters will help them create their performances.

The beauty of theater is it covers so many learning opportunities, from English comprehension to electrical and sound sciences, to the mathematics of set design and building materials, to empathetic listening and reaction. Acting in a stage production also 20 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

helps you learn to overcome your fears . . . and that you are able to do the difficult. Some of our tech interns have even gone on to work in television production and as theater technicians.

This year’s one-act play, A Picture’s Worth, advanced to the METG DramaFest state finals. This is an incredibly emotional and moving play with a complex narrative. Describe how A Picture’s Worth evolved and the journey to the state finals.

A Picture’s Worth was written by Eagle Hill’s resident star artist, Jeremy Geragotelis, and it’s a one-act play performed entirely in a girl’s high school bathroom. The play touches on emotional themes often experienced by high school students—identity issues, mental health, and suicide.

We knew we had something special. The emotional content of A Picture’s Worth was driven by the students. Each photograph in the play’s promo poster had a personal connection with our theater group. Sadly, suicide happens too often and mental health issues are not always taken seriously. Eagle Hill students believed strongly in the message of never to be forgotten.

The DramaFest competition began on March 2, 2019, with 112 high school one-act plays performed on three levels—prelimi-

Of Mice and Men, Eagle Hill’s dramatic theatrical production, was also a study of the plot, characters, themes, literary style, and historical context.

SPOTLIGHT ON MR. G FAVORITE THEATER PRODUCTION: I like a balance of comedy and drama. You can’t have one without the other.

TIPS FOR OVERCOMING STAGE FRIGHT: Use that nervous energy and put it into the character. Don’t make eye contact with the audience; rather, look over them. Make eye contact instead with the actors on stage.

MOST MEMORABLE PERFORMANCE: In 2004, I acted in The Laramie Project.

That was when I first learned performing wasn’t about me but rather it was about telling a story.

MOST INSPIRING / FAVORITE ACTOR: Robin Williams in his serious roles, such as Good Will Hunting. You know he can be funny but to see him get real with his emotions is powerful.

PRE-PERFORMANCE RITUAL: Listening to Queen’s “The Show Must Go On.” It’s our mantra. Even if something goes wrong, the show must go on!

TIME THE LIGHTS GO OUT: After a performance it’s usually 2:00 a.m.

FAVORITE PLAY: I saw The Phantom of the Opera when I was seven. Seeing that performance convinced me that I wanted to do theater.

CAN’T LIVE WITHOUT: My gauntlets; they’re my stage combat gloves COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 21

This year’s spring musical production of Bye Bye Birdie involved students in a variety of roles, including acting, techincal, ensemble, and the orchestra pit..

nary, semi-final, and state. Forty-two schools competed in the semi-finals and only fourteen high schools advanced to the final round (including Eagle Hill).

A Picture’s Worth was also honored with two all-star individual acting awards and an all-star award for excellence in technical theater for sound design. How do you help prepare students for their production roles and performances?

I prefer not to tell students what to do; rather I ask questions and let them interpret what needs to be accomplished. I share the vision with our students and invite them to come on the journey. With acting, I encourage them to get out of their comfort zones—reminding them I wouldn’t ask them to do something I didn’t think they could do. The tech crew is just as important and they work very closely with the stage crew on timing and sharing of ideas. It’s all very collaborative.

Zach Archipley ’19 and Ian Ruggiero ’19 each received individual all-star acting awards for their extraordinary onstage performances in A Picture’s Worth. I think their performances may have been so powerful because they were actually speaking to friends they lost. Jake Green ’19 received the all-star award 22 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

for excellence in technical theater for sound design. His sound timing brought on goose bumps, it was so emotional.

Ultimately, I can only bring them so far. Acting and theater arts is a personal journey. One has to have the passion and love for what you’re doing in order to be successful.

Eagle Hill School has a reputation of producing world-class performances.

What do you envision for the future?

My goal is for the visual and performing arts to continue to work closely together to create lasting memories. I hope our students will love the journey performing arts can bring and look back at all they’ve accomplished.

As Shakespeare’s phrase goes, “All the world’s a stage.” I envision our students taking what they’ve learned and being inspired by that knowledge and using it to deal with whatever challenges they may have in life . . . and hopefully, that college interview won’t be so nerve-racking!

* METG recognizes the very best in secondary education drama performances from high school theater organizations across Massachusetts.

Over the last decade the Annual Giving Fund has grown tremendously. The 2018-19 campaign was again a resounding success. The level of commitment from the entire Eagle Hill community is exemplary.

Leave your mark by paying it forward to the Annual Giving Fund!

WHAT IS THE ANNUAL GIVING FUND?

77% Current Parent Participation (Truly outstanding!)

The Annual Giving Fund is a yearly fundraising drive. It is dedicated to retaining, attracting, and supporting the wonderful faculty of Eagle Hill School. As such, it has enjoyed a long history of support from current and alumni families, friends, alumni, and foundations.

HOW DOES THE ANNUAL FUND WORK?

100% Parent Advisory Board Participation (True dedication!)

All gifts to the Annual Giving Fund exclusively support the faculty compensation initiative. Adopted in 2004, this initiative was developed after two years of research and design. The compensation plan is comprehensive, competitive, and transparent—allowing Eagle Hill School to fairly reward the faculty members for their efforts and allowing them plan for long-term employment in Hardwick.

HOW DOES IT IMPACT MY CHILD?

100% Faculty Participation (For the 11th year in a row! Unheard of in the independent school world!)

A successful Annual Giving Fund provides continuity of faculty.

Our incredible retention is the envy of the prep-school world and allows for a wealth of institutional knowledge and talent in our field. The faculty members of Eagle Hill are world-class professionals with leading expertise. This translates to a lifechanging experience for our students.

HOW TO GIVE BACK

100% Board of Trustees Participation (True leadership!)

1 More Participant can make a difference. Thank you!

We appreciate your support!

Give online: www.eaglehill.school/support-ehs Give through the mail: Eagle Hill School Office of Development 242 Old Petersham Road Hardwick, MA 01037 Questions?

Contact Rick MacDonald rmacdonald@eaglehill.school (413) 477-1211 COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 23

Journey to the South Pacific

By Mr. Andrew Ward, Science Teacher

24 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

itself in London, Paris, or Rome. While we have traveled to all of those destinations, we more often venture to places that are more unusual and in many cases require an investment in time to get to.

Photo by Andrew Ward

The typical high school overseas tour finds

You feel a bit cheated when you cross the International Date Line traveling west on your way across the Pacific Ocean. A whole day seemingly vanishes from existence and after sitting on a series of mind-numbing flights for better than twenty-four hours, you’re lucky to know what day it is at all when you arrive. Night becomes day, spring becomes fall, and Friday didn’t even happen somehow. What better way to clear one’s head of all that confusion then to go right from the plane to a jet boat in Sydney harbor wearing a poncho that does little to keep anyone dry as the boat does all kinds of twists and spins through the harbor just before sunset. While not everyone in the group used a salty splash of Sydney harbor on their face to shake off the jet lag, the amazing sites around the Opera House were more than enough to make one quickly forget about the tortuous series of flights that got them there.

Sydney is so much more than a harbor bridge and an opera house. A short walk from our hotel through Hyde Park to the Sydney Tower Eye, the highest structure in the city, afforded the group 360-degree views of this beautiful southern metropolis. Sydney is a city that blends both its old and modern structures with the blue ocean harbor and green parks rather seamlessly.

26 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Photo by Andrew Ward

I had a more specific goal in mind this year and for next year’s trip to Belize, which happened to coincide nicely with this past year’s school-wide curriculum on climate change. There were many lessons in many classes this past year about the impact of a warming planet on habitats near and far. I wanted to show the students some unique aquatic habitats in the South Pacific while they were still intact. We traveled to the southeast coast of Australia and then on to Fiji to bear witness to these changes firsthand.

A view of the Sydney Opera House and Harbour Bridge from the boat.

A visit to the museum of Sydney provided the group with lessons on Australia’s history, highlighting the consequences to the aboriginal population during European settlement.

Some in the group found fancy gifts for loved ones at the Opal Exchange, where some of the finest opals in the world were on display. One of the more popular excursions turned out to be the Sydney Aquarium. Upon entering the narrow passage of the aquarium, I was hardly impressed, but as I continued farther into its shimmering labyrinth the displays grew ever more elaborate and the marine organisms inside them grew larger and more exotic. By the end, I was completely blown away and even more excited for the upcoming excursion to Fiji to see some of these critters in the wild. Our best opportunity to see the terrestrial wildlife of Australia was at Featherdale Wildlife Park, where we hand-fed kangaroos, took our pictures with koala bears, and appreciated the glass barrier between our faces and a host of the world’s most venomous snakes. On our last day in Sydney, we spent most of our time at Bondi Beach. Several of us donned wetsuits and, with the help of some local surf instructors, did our best to look cool riding the incoming sets on our longboards. While Sydney had plenty more to offer us, it was time to move on to a wilder part of Australia.

To further push our theme of traveling to “out of the way” places, we traveled north past Brisbane to a camp in the Noosa Everglades. The camp sat next to a huge shallow lake that was only chest-deep a mile out. At dawn and dusk, the campsite was visited by dozens of kangaroos, many of which were hosting little joeys in their pouches. The property hosted a nine-hole “golf course” where the kangaroos seemed to enjoy gather-

On our last full day in Australia, we got up early to board what looked like military transport vehicles. These all-terrain mammoths were necessary to navigate the rugged paths on Fraser Island, the world’s largest sand island. After traveling by barge on our super-buses, we arrived at the island during high tide. This forced us to travel through the forest to our first stop at a rain forest. Upon entering this jungle that somehow grew out of an ancient sand dune, we came upon a shallow river with crystal-clear water. What was odd was that despite the swift current in the river, the water made no sound at all. The Aboriginal people named this the Wanggoolba, roughly translated as “silent creek.” Because the water has noth-

Photo by Jeff Myra

ing. I can’t say I’ve ever needed to factor in kangaroo avoidance in my shot selection in the past. Our campsite served as a launching point for our trip into the Everglades, first by motorboat, then by canoe.

Cruising through the narrow channels of glassy black water under the warm Aussie sun made for a relaxing day, minus a great deal of paddling. The tranquil mood of the river was intermittently disrupted by a number of upended canoes with students bobbing in the water in life jackets waiting to be rescued. Our guide discussed how climate change could bring an end to the canoe excursions as the water feeding the Everglades grew warmer each year, providing an opportunity for large crocodiles from the north to migrate into these river systems, which are, for now, too temperate for the crocodiles. Other large reptiles, such as the goanna, which is basically a large monitor lizard, would come out of the forest and swagger amongst the group, getting close enough to some as to nonchalantly tag the tip of their toes with an investigative forked tongue.

At our visit to Featherdale Wildlife Park, we hand-fed kangaroos, and took our pictures with koala bears.

ing to travel over except sand, it makes no noise. The only thing that could be heard in the jungle was the intermittent sounds of foreign species of birds calling from the lush canopy above. On our journey out of the forests, our vehicle came to a sudden stop as a twelve-foot carpet python lay casually in the sandy path ahead of us. In what was likely the most authentic Australian moment of the trip, our guide hopped out of the vehicle, walked up to the snake, and picked it up as casually as one would retrieve a newspaper lying at the end of their driveway. Everyone was delighted to have him bring this large, angry snake into the vehicle for closer inspection. Well, almost everyone. After the snake was set safely on its way back into the forest we headed for Lake McKenzie, one of Fraser Island’s perched lakes fed entirely by rainwater. The pristine white silica sand coupled with a bluebell sky and water as clear as glass made for some amazing scenery. On our way out to the beach for our drive back to the barge, we spotted a member of one of Australia’s COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 27

28 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019 Photo courtesy Natalie Mays

Photo courtesy Mike Myra

Photo courtesy Mike Myra

Photo courtesy Mike Myra

Photo by Karen Nastasi

Photo courtesy Mike Myra

last remaining purebred populations of dingoes. Fraser Island boasts one of the longest stretches of continuous sandy beach in the world. Traveling at about 60 mph for nearly half an hour, I didn’t see a single person on the beach on our way back to the barge. Fraser Island was about as out of the way as one could possibly go, and it was a real treat to be able to see such a beautiful place unspoiled by the masses.

Photo by Natalie Mays

Taking us a bit closer to home, we flew from Brisbane across the Coral Sea to Viti Levu, Fiji’s largest island.

Here we got a few more lessons about the effects of a warming ocean on the atmosphere. Warm oceans produced immense rain bombs that greeted us as soon as we arrived at the Naviti Resort Eagle Hill students made new fast friends with the local children. on the coral coast. Many of the students put on their bathing suits anyway and enjoyed the pool in the on hammocks and beanbags set around a number of tiki huts pouring rain. The next morning we were finally greeted with that dotted the beach. We were treated to an amazing lunch of sunshine and enjoyed breakfast right on the ocean. We traveled fresh snapper that had recently been caught around the waters to a Hare Krishna temple near the town we were staying in that we were just swimming in. To give an impression of the size of housed a number of children in need in the local community. the island, after lunch, I took a walk on the beach and despite The highlight of the trip came next as we were welcomed to the walking in one direction, I seemed to end up where I started Sigatoka village. As is tradition, we brought kava root as a gift five minutes later. Like most of the students, I took an opportuto be presented to the village elders. The root was prepared to a nity to get a good look at the reef and found much of what I had beverage ceremoniously and shared between all who wanted to expected to see. In the fall season, the waters around Fiji reach participate. After the kava ceremony, the children of the village their highest temperatures, and this was immediately noticesang songs for our group and we were treated to an amazing variable upon entering the water. Before I put my masked face in ety of local foods. Sitting back and watching our students laugh, the water I knew that many of the corals were going to be in play, and dance with all of the children in the village is something bad shape. Some of the hard corals were radiant purple, which, I’ll never forget. At the very end, the local children gathered and while pleasing to the eye, was a sign that those corals were about sang the most beautiful farewell song. It was hard to say goodto bleach and die in the bathwater surrounding them. Many bye as neither the children of the village nor the EHS students of the other corals were already badly bleached out. As the day wanted to part. grew warmer, massive clouds spoiled our sunny morning and the warm ocean fed the sky with more water than it could hold.

On our last day in the South Pacific, we boarded a large sailWe started our journey back to the mainland only to be swaling vessel and headed offshore to a small private island called lowed in a monsoon that reduced the visibility to zero, bringing Tivua off the southeastern coast of Viti Levu. The island was our sailing vessel to a crawl. The ship was poorly covered and the surrounded by a coral reef that hosted a number of species ponchos that were hastily handed out did little to rescue anyone of fish. Here the students snorkeled around the reef, cruised from being completely drenched. We may have been drier had around the island on kayaks and paddleboards, or just lazed out COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 29

Photo by Andrew Ward

Eagle Hill was warmly welcomed by the local community at the Sigatoka village.

we swam back to port. The resilient EHS student body made the best of a bad situation and while I was rolled up in a ball trying my best to stay dry, the rest of the group seemed to be relishing the moment.

Two months before our departure, I was watching a documentary with my nine-year-old son about the impact of climate change on coral reefs around the world. At the end, he had tears in his eyes and I tried to console him, telling him that when he turned fifteen, I would teach him how to dive and I would take him to a reef so he could see and appreciate what I had been so fortunate to witness for so many years. What he said next broke my heart. He cried out with some desperation and a hint of anger that it would be too late by then. Having seen the degradation of reefs firsthand over the past fifteen years, I didn’t feel 30 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

confident enough to tell him that he was wrong. I feel a sense of desperation that so many amazing habitats around the world that were, for a time, permanent fixtures to the landscape have now become something temporary. I also have a sense of optimism in the generations we are raising now. That they will do better than us to preserve what we didn’t notice and appreciate.

Out of sight is too often out of mind and I think it is crucial that our students bear witness to the beauty of these places, especially the “out of the way” places, the ones that are hard to get to, and hard to see. There are so many benefits to the education of our youth through student travel. Becoming more environmentally conscious and responsible citizens, I would argue, is one of the most important.

On June 7-9, 2019, Eagle Hill alumni returned to the place where it all began!

Over ninety alums—from classes 1998–2018—spent a fun-filled weekend reunion Chillin’ on the Hill at HILLFEST 2019. Former classmates and their favorite faculty enjoyed a clambake, bonfire, live entertainment, cocktails, contests, and of course, fun at the pool!

Enjoy more photos at: bit.ly/EHS-Hillfest

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 31

COMMENCEMENT 2019 Our Journey Together and What We’ve Learned A Transcription of the Student Graduation Speech

By Ms. Hannah Katz

Good morning, and welcome to the class of 2019, and all who are here to

celebrate with us today. I feel so incredibly honored, lucky, and proud that I am able to be here today, chosen as this year’s class student speaker, speaking to all of you at OUR high school graduation.

Before I begin, I would like to thank everyone that is here today.

I want to thank our head of school, Dr. McDonald, the trustees and members of the Parent Advisory Board, the faculty and staff members, our parents, siblings, extended family members, and friends. You have all, in some way, guided and assisted us in getting to where we are today.

straight away, but those of you who know me and my journey would know that that is not true. Eagle Hill has been where I needed to be, but my being able to realize, acknowledge, and speak to you about that today is a result of years of hard work and perseverance. Today I would like to share my story with you, and in doing so, share how important this place has been to me.

I could tell you that arriving at Eagle Hill was the best day of my life, that I immediately felt like I belonged, that I suddenly realized that there were other kids just like me, and that I fit in

This day, graduation day, is a day that I was doubtful would ever come! I began my journey to Eagle Hill with an education consultant in the suburbs of Chicago. When I came here in

32 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

January of 2016, I was a shy and quiet fourteen-year-old freshman. The last thing anyone expected from me was to be the graduation speaker. When I started here I don’t think anyone knew that I spoke at all.

I’ve always been more comfortable as an observer, too shy and self-conscious to be the first one to speak. I still don’t like to be the first one to speak, preferring that others test the waters first; however, I now understand the impact that my voice can have when there is something important to be said. This I have learned from some strong, inspiring women like Mrs. Kelly.

Before attending Eagle Hill, I had just started at a public high school in Chicago.

This was a very big adjustment for me from the small nursery–eighth-grade private, Jewish day school that I had been attending for ten years prior. I had been having a hard time throughout middle school and the beginning of high school and had become a school refuser, which, like it sounds, means that I wouldn’t go to school on a regular basis for many reasons, including what I now am able to identify as anxiety, fear, and stress. I felt like I was drowning. Living in Chicago, I had to take the bus to the train every morning, and be ready for class by 8 a.m., and that just wasn’t happening. I received many detentions for being late to school and I was a regular in the nurse’s office for stomachaches.

Since enrolling at and moving to Eagle Hill only days after my interview and visit with my parents and Mr. Harbert, this place has been like home. Well, that’s not exactly true; it has NOT always been smooth sailing. I will be honest and say that there were many times I wanted to leave, go home, and just quit. There were many hours of screaming, crying, lying on the floor, locking myself in the

Hannah Katz ’19 delivered the student commencement address.

bathroom, and refusing to get up in the morning. I didn’t want to come back to EHS after breaks. But it was all worth it because this school, and the people within it, have helped me to become a better, stronger, more confident person, student, and athlete than I ever thought possible.

No one EVER expected me to be on the volleyball team, at least voluntarily, for three consecutive seasons in addition to playing basketball and tennis! I was not an athletic person; I just didn’t do sports before Eagle Hill. To my volleyball coaches Bonica and Leyva, thank you for being such encouraging coaches—you care so much about the game, but you care even more about the team. You taught me that you can be competitive, but still have fun.

I spent most of the remaining half of my freshman year getting used to being away from home, which was very new to me and would not have been possible without such supportive dorm counselors (and their dogs; thanks, Bandit). But I was going to classes and I was no longer a daily school refuser. I was being supported

by inspiring people who believed in me.

This school was a better fit for me because the concepts were delivered at a more manageable pace, the teachers were willing to wait until everyone understood what was being taught before moving on, there was a choice and variety of classes and schedules, and there were discussions and sharing going on in the classrooms, which allowed me to develop my ideas before I had to start writing. As a sophomore, I had mastered my public persona, but was not yet confident with my personal and inner self. I participated in classes, joined in activities on campus, like Spanish Club with Mrs. Flower, but I wasn’t very social and was still pretty shy. I was scared to reach out to others, which often left me feeling lonely in my room, instead of having fun and socializing.

At the beginning of my junior year, I didn’t believe that I would be able to happily complete the school year while attending EHS. I was swimming against the current of my emotions, anxiety, and depression.

My mom was kind enough to agree to COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 33

stay out here in Hardwick for a bit until I got myself together— thanks, Mom! It was at this time I felt like a weight was lifted—I realized all of the support that I had from my teachers and friends here at Eagle Hill. I realized how strong I really was, and that I was already succeeding without my parents nearby, which had previously been the only way that I thought I could succeed.

I realized that I could be independent and self-confident. This past school year though, has been the best year yet. I was elected as a member of our Student Council Executive Board, was selected as an orientation leader and a prefect, and managed our student-run snack bar located in the Student Union. I am not the shy, self-conscious person who moved into Dana Hall three and a half years ago.

and the confidence to know that I can do whatever I set my mind to. Eagle Hill has given me and all of us so many opportunities to try different things. Previously, when I was asked what I like to do, I always answered with “nothing.” Now, I am able to list off sports, clubs, and a myriad of other extracurricular activities that I participate in. This place is not just about creating confident students, it is about helping us develop as confident, wellrounded individuals; individuals who are intellectual, athletic, politically aware, community-minded, and ready to step forward into our future.

Through this journey, we’ve learned from our experiences and it has made us better, stronger people.

What about you? I ask all of you to think about how you have changed as both learners and individuals in general.

We all have faced challenges, setbacks, failures, and “disability.”

That is why we came to Eagle Hill. Through this journey, we’ve learned from our experiences and it has made us better, stronger people. For me, my improvement and growth all happened here, at Eagle Hill. This has not been an easy path and it could not have happened without the support I received from my Eagle Hill community. I can now plunge into the future (admittedly, I will probably put my foot in to test the water first) with purpose 34 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

To my fellow classmates, we are about to be set free into the “real world,” away from our familiar Eagle Hill bubble, which for me, at least, is scary, but I truly believe that we all can make it. It will take some work, effort, and support from each other, but we can definitely do it. We will have to be motivated, continue to be strong, and never give up.

We will have to remember the lessons we have learned here, like how to advocate for what we need, how to be confident in knowing that although it might take us a little longer at times to do something, or to “get” something, we are more resilient than most.

Remember—we have gotten this far, whether we thought we could or not. So we did it, and as Dory says, “Just keep swimming!”

The Class of 2019 Alexander Lewis Allaire American University

Jack Conner Ferrara Curry College

Alexander James Andresen Norwich University

Max David Goldberg Mitchell College

Zachary Thomas Archipley High Point University

Jake Spencer Green Emerson College

Oscar Flynn Atwill Elon University

Daniel Benjamin Greenwald Wentworth Institute of Technology

Amelia Renée Austen Wellesley College

Ian Charles Kanev Gap Year

Ross Mitchell Botwinick Stetson University

Ari Hillel Katz Lafayette College

Samuel Donald Burrough Full Sail University

Hannah Leah Katz Muhlenberg College

Anna Lynn Cheeseman Savannah College of Art and Design

Jacob Eli Katz Suffolk University

Jacob Elias Cohen Norwich University

Robert James Kennedy Kennard High Point University

Arlington Cooke IV Sacred Heart University

Katherine Mary Xinxi Lodge Lasell College

Martin Nam Hoon Cummings Columbia College Chicago

Deirdre Kathleenmary Meagher Quinsigamond Community College

Andrew Jake Dawson Connecticut College

John Francis Montague Pennsylvania College of Technology

Steven John DeLaney Iona College

Ian Mendez Moreland Fitchburg State University

Bianca Gabriella McGowan DiVincenzo Merrimack College

Colin Patrick Murphy Curry College

Ryan Patrick Driscoll High Point University Ingrid Lucia Escobar Simmons University Tierney Maura Esler Ursinus College

David Owen Murphy Wentworth Institute of Technology Michael James Perlin Dean College Kobe Isaiah Petters Sacred Heart University

Curt Walter Pfannenstiehl Massachusetts College of Pharmacy & Health Sciences Jaclyn Mackenzie Pike Johnson & Wales University–Providence Jacob Jeffrey Plate Plymouth State University Eric Robert Plumb The Landing School Ian Frederick Politi Tilton School Maksymilian James Robidoux Worcester Polytechnic Institute Ian Healy Ruggiero Middlesex Community College Nicolas Rafael Santa Ana Columbia College Chicago Zack Olson Smith Marist College Keely Elizabeth Stanczak Gap Year Baird William Sweeney Santa Rosa Junior College Alexandra Rose Tashjy Roger Williams University Morgan Culoie Thompson Wentworth Institute of Technology Isabella Rose Ward Pace University–New York City Nicholas John Wollrath Assumption College Piper Elizabeth Zakarian Santa Clara University

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 35

Laying a Foundation for Life A Very Personal Journey

Transcript of the 2019 Faculty Baccalaureate Address

by Mr. Cody Bliss ’12, English Teacher

Dear Seniors,

I am going to try not to make this a long speech where I rattle off advice on how to be successful. I would like to think I have already done plenty of that in our time together. Instead, here is the story of my life.

Many of you have spent countless hours asking, “Were you a cool kid in high school, Bliss? I bet you were a nerd.” Well, here will be your answer. This story is full of both the highest of highs and the lowest of lows. I know, hope actually, that many of you here today will identify with the words I am about to share. In this way it is a very personal journey, yet a shared one. If you take nothing else from my speech today, at least remember this: there are people who will go to the ends of the earth to help you succeed. The best thing you can do in life is to find those people, surround yourself with them, and never let them leave.

Eight years ago I dropped out of high school. I was done. I both gave up and, in giving up, took a stand for what I believed in. I did things and said things to my family and the people I loved that I am not proud of, looking back. Yet, I know they forgive me. I was hurt, myself. I was tired. I was ground down until I had nothing left. I could not stand being told one more time that I simply “needed to do better. Just sit down; do the work. You like reading; just read. You like math; just do the math.” So I quit.

36 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

I made it very clear: I would not be going back to my school or any other school for that matter.

But I get ahead of myself. To understand how we—my family and I—got to that point, I need to back up a ways.

Learning, not just school, did not come naturally to me. I struggled learning to talk, then struggled more learning to read, then struggled more learning to write, learning to count. This dragged on through my early formal education. I spent hours trying and failing to learn my multiplication tables in second grade. I vividly remember the shame of not remembering my sixes and finishing last in the class every time. I could not do it.

Simply couldn’t. I wanted to. Trust me, I did. I had a crush on Paige Lawbaucher and wanted nothing more than to impress her, yet impress I did not. This continued through third and fourth grade. I struggled to learn to read, getting pulled out of class for “extra help” and having to walk to the front of the class to turn in my “special folder” to start each day showing that I had

done my homework. As I got older, I started to wonder why no one else had to do these things. Then I started to realize I was “special.” And by special, as you know, I mean stupid. Not good enough to do what everyone else had done. Not trusted to get my work done. Simply not. The connotation surrounding me was a negative one: negative from myself, as well as my teachers.

For me, this was not as heartbreaking as it sounds. It was simply just how it worked. I knew nothing else. My guess is that this is a familiar story to many of you as well.

What came out of this was a feeling that I needed to compensate.

My mother, with whom I am very close, and who would do absolutely anything in the world for me, started making an hour-long trip each way twice a week to take me to a Sylvan Learning Center. I remember those trips. And I hated each one. The overwhelming feeling that I was failing, even while adding four hour-long trips onto my week, well, led to many battles—and maybe, though I won’t ever admit it, even a few holes in walls. I was frustrated but did not have the ability or vocabulary to express that frustration.

What I took away from the Sylvan experiment was a hatred not only for learning, but also for Delilah, the radio host who, on the return trip that I spent lying in the back seat, would give advice on how to be happy. Her advice never “resonated” with me. Nothing she said helped me.

I hated her. This self-loathing carried me through elementary school and into middle school.

What I did have was a stubborn streak and a love for reading. I was failing most of my classes, when I bothered showing up in the first place. Eventually, I came to question why I dragged myself to something that brought me misery for eight hours a day. In my English class, I was once yelled at and then sent to the principal’s office for not being able to answer a question on the Maltese Falcon—something about the symbolism of the blah, blah, blah.

When asked why I couldn’t or wouldn’t answer, I replied, “Because I am busy reading a better book,” as I pulled Robert Jordan’s Fires of Heaven from under the table. While this made me chuckle, and was true, it did not go over well.

This pushed me over the edge. I began seriously to ask myself why I was putting myself through something that made no sense to me only to fail anyways. So, I stopped. I refused. I dropped out.

This broke my mom—my mom, a lifelong educator, who saw how loving I could be. How giving I could be. How bright I was. My mom, who saw what a fantastic reader I had become—as long as it wasn’t a book I had been assigned.

Eight years ago I dropped out of high school.

I was done.

I continued to fall behind. And, as I fell behind in class, I became more isolated, spending more time failing at studying. I found myself with fewer friends by the day. This combination ate away at me—ate away at my confidence, ate away at who I was. My self-doubt first led me to try harder: to try harder to be cool, to act out for attention, to say things just to be noticed. However, this did not lead to what I’d hoped. I started to recognize that the harder I tried to force friends to like me, the less they actually did. So I began to isolate myself. I knew one simple fact: I was not good enough. I recognized that I did not deserve friends. I did not deserve recognition. This was my lowest point. I had no hope. I went through the motions, attempting the tasks that were put in front of me, showing up to tutoring as told, going to classes as told. Quite simply, I went through the motions as I was told. I had no ownership, no dreams, no hope.

My mom asked me if I would be okay being “evaluated.” While at first I hated the idea, she eventually convinced me.

The hope was that this doctor would work to understand me. To help me. To make my life easier. And, of course, as moms do, she bribed me. . .

But, the idea of someone listening to me, understanding me; that is what I had been searching for.

Everything began to change. I enjoyed the tests, putting my wits against puzzles and games I had always loved, and I pushed myself as hard as I could. This was the first experience of my life where I was included in the conversations about why I struggled, what was hard for me and why. And the results? Diagnoses of ADHD inattentive type, dysgraphia, and significant working memory struggles. When those results were presented to us, they were the best thing that ever happened to me. I know it is weird to say that being diagnosed with what everyone around me kept calling a “disability” would be fantastic, but it was. It showed, in writing!, exactly what I had been saying my whole life. More importantly, it gave my mom and me a common language. It gave her context. I remember us both crying in the parking lot as we were finally able to fully begin to understand each other. We were finally on the same team. We needed to make a new plan COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 37

together, which was to find a school that would help me become the best person I could be.

I look back at that moment with a new perspective as a teacher at Eagle Hill School, as a teacher who has gotten to know so many of you so well. That diagnosis brought me instant relief and hope, and in that way, a diagnosis does not only limit someone. It provides a common language and a chance for understanding. Because of that diagnosis, like you all, I was able to find more people who understood me. Who knew how to help me. People who would appreciate me for who I was and who I am. I found Eagle Hill.

Leyva: Mr. Agent Cody Banks. Change is your history teacher letting you work through your political beliefs, challenging you to look at what you believe morally and ethically and then allowing you to create or develop a complex, informed opinion. Thank you, Mrs. Riendeau. It is being left to fail completely in a design challenge class when you know your ballista should launch a tennis ball at least a mile . . . yet actually pushes it backward. Thank you, Mr. Gaskill. And of course, who could forget reading Hamlet in American Literature, Dr. Riendeau?

Now, I am lucky to have these same stories, but, from a new

There are people who will go to the ends of the earth to help you succeed and the best thing you can do in life is to find those people, surround yourself with them, and never let them leave.

While my diagnosis was where the conversation with my mom— and with myself—changed, Eagle Hill is where my life changed.

Slowly, over the course of two years, I began to open up. To let people close. To put myself out there and take on responsibilities.

I was asked my opinion and forced to look at myself. I was challenged on my beliefs instead of asked to memorize someone else’s. Ironically, the diagnosis of my “dysfunction” had somehow landed me in a place where I was, for the first time, not considered disordered, defective, or broken. In short, I was finally fully human. And that’s where teaching has taught me something more about our so-called learning disabilities. For me—and probably for you—a diagnosis was the only way to find what I needed.

Looking back, though, I wish that a description of my learning could have been enough. In my view, a “diagnosis” is nothing but a description with a negative connotation, a built-in drawback.

We’ll keep working on that here, even after you’ve moved out of Harmsworth and crossed that stage tomorrow.

Remember when I told you to remember one thing from this speech? Here it is again, in case my story was boring you: There are people who will go to the ends of the earth to help you succeed and the best thing you can do in life is to find those people, surround yourself with them, and never let them leave.

My change came through people. It is people who change lives.

It is dorm counselors who create inside jokes about stupid things that drive you crazy and aren’t funny . . . yes, I’m talking about you, 38 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

perspective. I have stories from my time living with most of you senior boys: of great hot tub spills, of capes, and of nicknames that you are not sure you’re happy to have. Of times in class where maps of great travels were made; of love and breakups; of strawberry-rhubarb tarts; of letters of both rejection and acceptance; of putting yourself out there at tryouts, and working through the results good or bad; of finding who you are, what motivates you, what makes you happy. These moments leave me proud, proud of the young adults you have all become.

I could go on and on about the experiences I have had in class and on the dorm floor, from both perspectives. These moments taught me a profound lesson: there is no curriculum, no state standard, no mandated best practice that is more important than truly seeing and reaching out to understand another human being. And while I did not appreciate all of them as a student, these experiences were laying a foundation, a foundation I would take into the next stage of my life—to college. I left Eagle Hill not knowing precisely what every challenge would be, but confident that I was a person who had the tools to best any challenge ahead.

I am often asked why I did not submit a speech for my own graduation. And the honest answer is because I was terrified of writing and had a diagnosis to prove it. I was scared. I was scared of showing the world that I was dumb or that my ideas were not worth sharing. I was wrong. They are, and it took a community

of people who worked tirelessly day after day to show me that my ideas, my emotions, my worries matter.

So, in closing, I say a sincere thank you to the senior class. Thank you for allowing me to step back and fix a wrong. Because I was wrong. I was wrong in allowing myself to be labeled, to be cowed by a fear of sharing my ideas and dreams with the people who cared about me—and who had discarded that label while I clung to it for one last moment. Thank you for allowing me to share my story with you all. And thank you to the people who have gone and will always go to the ends of the earth to help me succeed.

Remember to find them for yourselves. I bet some of them will be here as you go off on your journey. If I am lucky and you let me, I will be one of them.

STUDENT COMMENCEMENT AWARDS Ronald M. Baglio Student Life Leadership Awards: Hannah Katz ‘19 and Eric Plumb ’19

Headmaster’s Cup Award: Lucia Escobar ’19 Egenberg Character Award: Arlington Cooke ’19 Be Like Brit Award: Harrison Stern ’20 Thomas A. Schneider Entrepreneurial Award: Oscar Atwill ’19

FACULTY AND STAFF RECOGNITION AWARDS NBS Outstanding Faculty Award: Mr. Eric Stone The Norma B. Shields Award is named for one of the founding members of the Eagle Hill School community and is given each year to the faculty member who best exemplifies Mrs. Shields’ unyielding, heartfelt dedication to the students of Eagle Hill School.

Kneeland Distinguished Service Award: Mr. Joel Slupnicki The Thomas A. Kneeland Distinguished Service Award is awarded annually to a member of the faculty or staff who consistently goes above and beyond the call of duty and who continually strengthens the EHS community in a quiet, dignified, and unassuming way.

FACULTY MILESTONES OF SERVICE 5 Years

20 Years

Melanie Doherty Robert Hoisington Robert Jones Nancy LaGrant Jacqulyn Miarecki Jennifer Morin Timothy Shaughnessey

Lisa Gaskill Andrew Ward

25 Years Ellen (Jane) Cronin Jeffrey Myra

30 Years

10 Years Scott Metcalf Carmen Moreland Katherine Thompson

Cynthia Coughlin Mary Ann Riendeau Michael Riendeau

35 Years

15 Years Patricia Bock Kimberlee Bonica Nym Cooke Chiu Hwang Scott Kelley Kristyl Kelly Rebecca Miller

Steven Dykstra Dana Harbert Michael Richard

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 39

The

Annual Giving Fund Thank you for your 2018-19 contribution.

Eagle Hill School Loyalty Club Membership in the Loyalty Club recognizes the contributions of our most dedicated donors. Membership is granted to donors who make gifts of any amount to support the annual giving campaigns in five or more consecutive years, including the current year.

Mr. and Mrs. William F. Aldrich Mr. and Mrs. Peter A. Allen Ms. Candace Alsop Ms. Elizabeth W. Alsop ‘00 Mr. Alan Altman Mrs. Jane Alwis Mr. John P. Amershadian and Ms. Denise Hanlon Mr. John Atwill and Ms. Maree Graham Mr. Bruce W. Baber Dottie Bachtold Mr. James Barkus Mr. Michael Begin Mr. and Mrs. Robert Begin Ms. Carol M. Belliveau Mr. Alden J. Bianchi and Ms. Mary Kett Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Mr. Tyler Blais Ms. Pat Bock Mrs. Kimberlee Bonica Mr. and Mrs. Howard A. Brecher Mr. and Mrs. Peter A. Callahan Mrs. Sara Callahan ‘02 Ms. Susan A. Casey Mr. Nym Cooke Mr. and Mrs. Shawn Coughlin Mr. Roy R. Crevier 40 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Dr. E. J. Cronin Mrs. Jeanne M. Cutrona Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Mr. and Mrs. Frank Diliddo Mr. and Mrs. Thomas C. Dube Mr. and Mrs. Walter J. Dubzinski Jr. Mr. Steven J. Dykstra Mr. and Mrs. David Feinblatt Mr. and Mrs. George M. Fenton Mr. Richard P. Flaster and Mrs. Alice P. Mead Mr. Erik Fleming and Ms. Torrance Watkins Mrs. Sandra A. Flower Mr. Michael Foley and Ms. Marcella Comerford Mr. Shane R. Francoeur Mr. and Mrs. Thomas W. Gaskill Jr. Mr. Jed Geary and Mrs. Jessica Geary Mr. and Mrs. John S. Gee Mr. William Gelinas Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Michael W. Golden Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Mr. and Mrs. Robert C. Groman Mrs. Colleen E. Groner Dr. and Mrs. Lonnie Hanauer Mr. Christopher J. Hancock Mr. Dana Harbert Mr. and Mrs. Michael P. Haseltine Ms. Rosemond M. Haseltine Mr. and Mrs. Jason Holden Mr. and Mrs. Alan Hope The Howard Bayne Fund Mr. and Mrs. David A. Hoyt Mrs. Jenna Hubacz Mr. Chiu Hwang Mr. Robert Isabella Mr. and Mrs. Paul R. Jackson Jr. Mr. and Mrs. Richard M. Jacobsmeyer Mr. R. Michael Jones Mr. and Mrs. Peter S. Joseph Mr. and Mrs. Alan Joubert Mr. and Mrs. J. S. Judge Mr. and Mrs. Wade W. Judge Mrs. Casey Kane Mr. and Mrs. Joshua Kanozek Mr. David Kaplan and Ms. Christine Brown Mr. Scott T. Kelley Mr. Edward Kelly

Mr. and Mrs. Ian M. Kelly Dr. Matthew A. Kim ’97 Mr. Richard V. Kmiec Mr. and Mrs. Douglas R. Koczur Mrs. Diann Kosla Mr. Christopher R. Larson Ms. Anne B. Lawson Mr. and Mrs. Francis F. Leaf III Mr. and Mrs. Andrew D. Leighton Mr. Kenneth Leyva Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. and Mrs. Richard B. Lorion Dr. and Mrs. Samuel Louie Mr. Raymond S. Lovejoy Mrs. Diana T. Mackiewicz Ms. Robin Majcher Ms. Tatyana Malyk Mr. William McCartney and Ms. Patricia Bachmann Dr. and Mrs. PJ McDonald Todd C. and Julie L. McDonald Ms. Wendy L. McFaul Mr. and Mrs. Robert McGrory Mr. and Mrs. David Merjan Mr. and Mrs. Peter R. Merriam Mr. Scott Metcalf Mr. John Miller and Dr. Rebecca Foley Miller Mr. and Mrs. Andrew C. Moreland Mr. and Mrs. George P. Munsey IV Mr. Jeffrey Myra Mr. Michael D. Myra Ms. Laurel Nahorniak Mr. and Mrs. Vincent Nastasi Dr. and Mrs. John P. Nicholson Jr. Ms. Elaine Parmenter Dr. and Mrs. Daniel J. Parrish Mr. Simon M. Polakoff ‘10 Ms. Katherine M. Poulson Mr. Jason Przypek R. J. McDonald, Inc. Dr. and Mrs. Richard Raymond Mr. Michael J. Richard Mr. James B. Richardson Mr. Jason L. Richardson ‘83 Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Mr. and Mrs. James A. Robidoux Mr. Marshall Robinson ‘03 Rich Rosen and Millie Zweir

Mr. Mark Rust and Ms. Kimberly Clark-Rust Mr. and Mrs. David Sabini Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. Robert Seymour Mr. and Mrs. Richard Shanks Mr. and Mrs. Timothy Shaughnessey The Shields Family Mr. and Mrs. Abbye M. Silver Ms. Nancy J. Skamarycz Mr. Joel Slupnicki Mrs. Cheryl A. Southwick Mr. and Mrs. David Spath Mr. Alan D. Sporn Mr. Gary R. Sporn ‘96 Mr. and Mrs. Richard St. Jean Jr. Ms. Kathleen St. John-Richard Mr. and Mrs. Anthony Staiti Mr. and Mrs. Travis Stolgitis Mr. and Mrs. Eric Stone Mr. Mark Tally and Ms. Teresa Andre Ms. Katherine Thompson Mr. and Mrs. Domenic P. Triola Mr. Dirk van Luling Dr. Douglas C. Waite and Dr. Martha B. Waite Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Nan Waller Mr. and Mrs. Joseph Walsh III Mr. and Mrs. Andrew D. Ward Mr. and Mrs. Barrett Weiss Mr. and Mrs. Jochen Welsch Ms. Stephanie Whitaker Mr. E. J. White and Rev. Kathryn White Mr. Andrew Wingate and Dr. Tanya Bilchik Mr. and Mrs. Robert Witt The Wynne Baglio Family Mr. and Mrs. Martin G. Wynne Mr. and Mrs. Neil Zelekowitz Mr. Benjamin E. Zorfas ’12 Mr. and Mrs. Jason M. Zorfas

COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 41

Headmaster’s Circle - Gold Leader $25,000 and up Mr. and Mrs. Matt Andresen Mr. and Mrs. Thomas A. Archipley II Mr. Eric Blumencranz and Ms. Jessica Berner Mr. and Mrs. John S. Gates Jr. Mr. Chris Hadley and Dr. Constance N. Hadley Mr. and Mrs. Peter R. Merriam Mrs. Abigail F. Steller

Headmaster’s Circle - Silver Leader $15,000 - $24,999 Mr. and Mrs. David A. Hoyt

Headmaster’s Circle - Bronze Leader $10,000 - $14,999 Anonymous Mr. David S. Baran and Mrs. Serika I. Sato-Baran Mr. and Mrs. Alan Bernier Dr. and Mrs. Thomas A. Blocher Sarah L. Boles Mr. and Mrs. Edward A. Carroll Mr. and Mrs. Kevin B. Fish Highland Street Foundation Mr. William Kennard and Ms. Deborah Kennedy Mr. and Mrs. Alessandro Lanaro Mr. Christopher R. Larson Mr. and Mrs. Mark Morein Mr. and Mrs. Ira Resnick Mr. and Mrs. Michael Roffler Mr. and Mrs. Hamburg Tang Jr. Mr. and Mrs. Alex Zisson

Oak Society $7,500 - $9,999 Mr. and Mrs. David Merjan

Founder’s Circle $5,000 - $7,499 Mr. and Mrs. Jeffrey Brown Mr. and Mrs. Peter Campbell Mr. Stephen Cheeseman Mr. Brett F. Cohen and Dr. Gwen Lopez-Cohen Rich and Erin Cummings Doe Family Foundation Mr. and Mrs. Jason W. Dreisbach 42 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. Thomas M. Fortin Mr. and Mrs. Jeffrey Gerson Mr. Laurence Green and Ms. Karen Hershey Mr. and Mrs. Christopher L. Herlihy Mr. and Mrs. Dennis H. Hoffman The Howard Bayne Fund Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. and Mrs. Andrew Lehman Mr. and Mrs. Joseph LoDato Mr. and Mrs. Gerald M. Lodge Mr. M. Sherif Lotfi and Mrs. Wassila J. Guiga-Lotfi Mr. and Mrs. Joseph M. Malley Mr. and Mrs. James W. Moody Mr. James Richardson Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Mr. and Mrs. Richard St. Jean Jr. Mr. and Mrs. Basil Synodinos Mr. and Mrs. Craig Unterberg Ms. Marilyn A. Waller and Mr. Doron Weinberg Mr. and Mrs. Joseph Walsh III Mr. and Mrs. William Wharton III

Benefactor’s Society $2,500 - $4,999 Mr. Alan Altman Mr. John Atwill and Ms. Maree Graham Mr. and Mrs. Joseph J. Bafaro Jr. Mr. and Mrs. Howard A. Brecher Mr. and Mrs. Paul Carbonneau Mr. and Mrs. John M. Cobb Mr. and Mrs. Mark Coscia Dr. Craig M. Curd and Dr. Deborah J. Gennero Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Mr. and Mrs. Thomas Duncan Mr. and Mrs. Timothy Esler Estate of Stanton L. Triester Mr. and Mrs. Dennis Granahan Mr. William Hoover and Dr. Ingrid Thranov Dr. and Mrs. Daniel Katz Mr. Michael Katz and Mrs. Shari Klein-Katz Mr. and Mrs. Howard Krotman Mr. and Mrs. Andy LeStage Mr. Robert Mallick and Ms. Camila Boyce Dr. and Mrs. PJ McDonald Mr. and Mrs. Dwight W. McGuirk

Mr. and Mrs. Brad Morris Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Rollstone Charitable Foundation, Inc. Mr. and Mrs. Daniel Schrauth Mr. and Mrs. James Sperzel Mr. and Mrs. Thomas M. Tribuna Mr. and Mrs. Steven Trumbower Ms. Christine Ward and Mr. Matthew Ziminsky Dr. Eugene Zappi and Dr. Laura Buccheri Zappi Ms. Anna Zeiler

Hardwick Society $1,000 - $2,499 Ms. Candace Alsop Anonymous Mr. Bruce W. Baber Mr. and Mrs. Andrew D. Baker Dr. Pierluigi Balduzzi and Dr. Margaret McMillan Dr. David Kauffman and Mr. Mark Benninghoff Mr. and Mrs. Michael S. Bernstein Mr. Alden J. Bianchi and Ms. Mary Kett Mr. and Mrs. Gary Botwinick Mr. and Mrs. Robert E. Brant Brown Electric Co. Ms. Katie A. Clarke Mr. Christopher P. Corcoran and Ms. Stella M. Corcoran Mr. and Mrs. Dennis DeLaney Ms. Kimberly Dreier Mr. and Mrs. Sean P. Driscoll Mr. and Mrs. David Feinblatt Mr. Richard P. Flaster and Mrs. Alice P. Mead Mrs. Stephanie Frost Mr. and Mrs. John S. Gee Ms. Marjorie Golden Mr. and Mrs. Michael W. Golden Mr. David M. Greenwald Mr. Christopher J. Hancock Mr. and Mrs. W. Guy Harley Mr. and Mrs. Terence A. Hutchinson Mr. and Mrs. Mark K. Jones Mr. and Mrs. Wade W. Judge Mr. and Mrs. Damon Katz Mrs. Maria Kedros Ms. Stacey A. Kinnamon Mr. and Mrs. Scott I. Kolsky Mr. and Mrs. Francis F. Leaf III Ms. Donna J. LoConte and Dr. Lisa M. Hassler

Mr. and Mrs. Christopher M. Lodge Rick and Jessica Macdonald Mr. Claude Maechling and Ms. Carrie McNally The Mahoney Family Charitable Trust Mr. and Mrs. Robert Martin Mrs. Judith A. Mayron Mr. and Mrs. Mark McCartin Mr. William McCartney and Ms. Patricia Bachmann Mr. and Mrs. Michael R. Meagher Ms. Sarah Miller Abby S. Mintz Dr. and Mrs. John P. Nicholson Jr. Mr. David O’Brien and Ms. Karin Triester O’Brien Mrs. Debora Odom Stern Mr. Michael J. Orend and Ms. Toni Michelle Peluso Ms. Kimberly Paige Mr. and Mrs. David Palay Mr. and Mrs. Mark Parent Mr. John T. Passios Mr. Curt F. Pfannenstiehl Mr. and Mrs. J. Hudson Plumb Mr. Andrew Purdue Mr. Mark Rust and Ms. Kimberly Clark-Rust Mr. and Mrs. Charles Sanford Mr. and Mrs. B. Francis Saul II Mr. and Mrs. Thomas Spang Mr. and Mrs. David Spath Dr. David Stern and Dr. Alexandra Stern Mr. and Mrs. Alfredo Suárez Mr. Mark Tally and Ms. Teresa Andre Mr. and Mrs. Roberto Trapaga Mr. and Mrs. Domenic P. Triola Dr. Douglas C. Waite and Dr. Martha B. Waite Mr. Robert Woolf and Ms. Robyn Lavery The Wynne Baglio Family Mr. and Mrs. Neil Zelekowitz Mr. and Mrs. Jason M. Zorfas

Green and White Club $500 - $999 Mr. John P. Amershadian and Ms. Denise Hanlon Jay and Marlene Austen Mr. Timothy Barner and Ms. Laura Solano Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Mr. and Mrs. Steven Burrough Dr. E. J. Cronin Dr. J. Samuel Davis and Dr. Joni Davis COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 43

Mr. Steven J. Dykstra Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar Mr. and Mrs. George M. Fenton Mr. and Mrs. John M. Ferrara Ms. Janet L. Frink Mr. Jed Geary and Mrs. Jessica Geary Mr. and Mrs. Stephen George Mr. and Mrs. Kenneth E. Gesund Dr. Michael J. Golioto and Dr. Annmarie Golioto Ms. Karen Goudey and Mr. Kurt Staven Dr. and Mrs. Lonnie Hanauer Mr. Dana Harbert Mr. and Mrs. Andrew Hosking Insurance Marketing Agencies, Inc. Mr. Charles A. Jenness ’10 Lamoureux Ford, Inc. Ms. Anne B. Lawson Mr. and Mrs. Charles LeMaitre Mr. and Mrs. Richard B. Lorion Mr. Matt Lothamer and Dr. Anne McLaughlin Dr. and Mrs. Samuel Louie Mr. and Mrs. Daniel F. Mahoney III Mr. and Mrs. James A. Marvin Ms. Natalie H. Mays Dr. and Mrs. Anthony McCaffrey Todd C. and Julie L. McDonald Mr. Bryant McInnis and Ms. Rochelle Jordan-McInnis Mr. Paul Narducci and Ms. Catherine Krenicky Mr. and Mrs. Vincent Nastasi Dr. and Mrs. Daniel J. Parrish Mr. and Mrs. Bruce Plate Mr. and Mrs. Chris Pongratz R. J. McDonald, Inc. Mr. and Mrs. Alan S. Roseberry Rich Rosen and Millie Zweir Mr. and Mrs. Michael J. Schumacher Mrs. Lisa Seaman Mr. and Mrs. Abbye M. Silver Mr. and Mrs. Hakan Soderlund Ms. Kathleen St. John-Richard Mr. and Mrs. James Stanczak Mr. and Mrs. Gideon J. Stein Mr. and Mrs. Eric Stone Mr. and Mrs. David R. Tridle Zacharie and Louis Vinios Dr. and Mrs. Eric S. von Hoven Mr. Andrew Wingate and Dr. Tanya Bilchik 44 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Mr. and Mrs. Robert Witt Ms. Sheri A. Young Mr. Robert Zakarian and Ms. Melissa Brooks

Friendship Club $1 - 499 Mr. Alessandro H. Abys ’12 Mr. and Mrs. William F. Aldrich Dr. Christopher Allen and Dr. Stephney Gordon Mr. and Mrs. Peter A. Allen Ms. Elizabeth W. Alsop ’00 Mrs. Jane Alwis Mr. and Mrs. Donald Amidon Mr. and Mrs. John Auerbach Dottie Bachtold Dr. Juan A. Bacigalupi Mr. and Mrs. Stephen J. Ballard, Jr. Mr. and Mrs. Mark R. Barba Mr. James Barkus Mr. Michael Begin Mr. and Mrs. Robert Begin Ms. Marcy A. Beitle and Ms. Nancy Skinner Ms. Carol M. Belliveau Blackbaud Inc. Mr. Tyler Blais Ms. Karen Blakelock Mr. Cody J. Bliss ’12 Ms. Marcia Bobka Ms. Pat Bock Mrs. Kimberlee Bonica Mrs. Kaye Boothman Mrs. Tammy Bourgeois Mr. and Mrs. Andrew Boyd Mr. and Mrs. Mark T. Brophy Mr. and Mrs. John E. Brown IV Dr. JP Brown and Mrs. Doniel Kofel Ms. Marcy Brown Mrs. Jamie L. Caban Mr. and Mrs. Peter A. Callahan Mrs. Sara Callahan ’02 Ms. Heidi Carens Mrs. Sally K. Carrona Ms. April Rose Carter Ms. Susan A. Casey Ms. Velvet N. Chestnut ’14 Mr. and Mrs. David S. Christie Ms. Mallory Colby

Mr. and Mrs. Peter Condakes Mr. and Mrs. Martin F. Connors Jr. Mr. Nym Cooke Mr. and Mrs. Shawn Coughlin Mr. and Mrs. David Cranford Mr. Roy R. Crevier Mrs. Jeanne M. Cutrona Ms. Michelle K. Czuber ’17 Dr. Samantha L. Dawson Mr. Jose Antonio De Haro and Mrs. Olivia Menendez Mrs. Audrey E. DeCosmo ’07 Mr. Peter W. Deininger ’75 Mr. and Mrs. Richard R. Del Valle Mr. and Mrs. Joseph G. Dietz Mr. and Mrs. Frank Diliddo Mr. and Mrs. Brad Doherty Ms. Regina Donahue Mr. and Mrs. Thomas C. Dube Mr. and Mrs. Walter J. Dubzinski Jr. Mr. John I. Eckert ’15 Ms. Pamela Farmer Mr. Daniel J. Feinblatt ’14 Mr. and Mrs. Granville L. Fleming Mrs. Sandra A. Flower Mr. and Mrs. Matthew Foley Mr. Michael Foley and Ms. Marcella Comerford Mr. Shane R. Francoeur Mr. Neal Garelik and Dr. Brigid Garelik Mr. and Mrs. Thomas W. Gaskill, Jr. Mr. William Gelinas Ms. Cherylann Gengel Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Jeffrey Goldberg Mr. and Mrs. Kenneth Goldberg Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Ms. Ashley Green Mr. and Mrs. Dennis R. Grimes Mr. and Mrs. Robert C. Groman Mrs. Colleen E. Groner Ms. Nyia Hamilton Mr. and Mrs. Michael P. Haseltine Ms. Rosemond M. Haseltine Mr. Allen Healy and Ms. Caitlin Jones Mr. Michael C. Heard and Dr. Marcia E. Heard Mr. and Mrs. Robert Hoisington Mr. and Mrs. Charles G. Holden Mr. and Mrs. Jason Holden

Mr. and Mrs. Alan Hope Mr. and Mrs. Thomas Hopper Mrs. Jenna Hubacz Mrs. Amy D. Hurst Mr. Chiu Hwang Mr. Robert Isabella Mr. and Mrs. Paul R. Jackson Jr. Mr. and Mrs. Richard M. Jacobsmeyer Mr. and Mrs. John Jankowski Mr. and Mrs. Roderick W. Jensen Ms. Ann M. Johnson Mr. Carl R. Johnson and Dr. Melissa A. Johnson Ms. Erin Johnson Mr. and Mrs. Josh W. Jones Mr. R. Michael Jones Mr. Matthew H. Joseph ’13 Mr. and Mrs. Alan Joubert Mr. and Mrs. Greg Judge Ms. Devon Jurczyk Mrs. Casey Kane Mr. and Mrs. Joshua Kanozek Mr. David Kaplan and Ms. Christine Brown Mr. Scott T. Kelley Mr. Edward Kelly Mr. and Mrs. Ian M. Kelly Dr. Matthew A. Kim ’97 Mr. and Mrs. Timothy Kirby Mrs. Linda Kistner Mr. Richard V. Kmiec Mr. and Mrs. Douglas R. Koczur Ms. Christine Komenda Mrs. Diann Kosla Mr. and Mrs. Gary C. LaCoste Mr. and Mrs. Marc R. Lagrant Mr. and Mrs. Robert Larson Jr. Dr. and Mrs. Richard Lavoie Mr. and Mrs. Andrew D. Leighton Mr. and Mrs. Van D. Lessig Mr. and Mrs. Michael Levy Mr. Kenneth Leyva Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. Jeffrey Y. J. Louie Mr. Raymond S. Lovejoy Ms. Susan L. Lubelczyk Ms. Carmela Lucich Villarreal Mrs. Diana T. Mackiewicz Mr. Daniel H. Mackinson ’08 COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 45

Mr. and Mrs. Richard A. Mahony Mrs. Crystal Mailhot Ms. Robin Majcher Mr. Blake Mallet Ms. Tatyana Malyk Mr. James F. Marrs Ms. Taylor McFaul Ms. Wendy L. McFaul Mr. Brian S. McGill ’94 Mr. Mark DiVincenzo and Mr. Terence McGowan Mr. and Mrs. Robert McGrory Mr. Matt McKinnon Mr. Carl Mercier Mr. Scott Metcalf Mrs. Jacqulyn Miarecki Mr. Christopher Miller and Dr. Alison Miller Mr. John Miller and Dr. Rebecca Foley Miller Mr. and Mrs. Christopher E. Montgomery Mr. and Mrs. Andrew C. Moreland Ms. Carolyn Mshooshian Mr. and Mrs. George P. Munsey IV Ms. Antonietta Murphy Mr. Gregory Murphy Ms. Leslie-Ann Murray Mr. Jeffrey Myra Mr. Michael D. Myra Ms. Laurel Nahorniak Mr. and Mrs. Brett Nardini Mr. and Mrs. Robert Nash Mr. Anthony M. O’Connor, Jr. Ms. Elaine Parmenter Mr. Douglas Passineau Ms. Lee C. Passios Mrs. Juliana Perge (Anika Eisenstat ’11) Mr. and Mrs. James R. Phaneuf Ms. Esran P. Phillips ’16 Mr. Simon M. Polakoff ’10 Ms. Katherine M. Poulson Mr. Jason Przypek Ms. Alicia J. Quigley and Mr. Ryan Merrill Mr. and Mrs. Kevin B. Rabbitt Mrs. Clare G. Rashkoff Dr. and Mrs. Richard Raymond Ms. Jennifer Ricchiazzi Ms. Caryl Rice Mr. Michael J. Richard Mr. Jason L. Richardson ’83 Mr. and Mrs. James A. Robidoux 46 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Mr. Marshall Robinson ’03 Mr. and Mrs. Michael Rosenthal Ms. Johanna M. Ruggiero Ms. Elizabeth W. Ryan Mr. Peter Ryzewski Mr. and Mrs. David Sabini Mrs. Robin L. Samuelson Ms. Karen Sanchez Mr. and Mrs. Nicholas M. Sarnelli Mr. and Mrs. Thomas A. Schneider Mr. Richard Schreuer and Ms. Nancy Doyle Mr. and Mrs. Robert Seymour Mr. and Mrs. Richard Shanks Mr. Robert Sharkey Mr. and Mrs. Timothy Shaughnessey The Shields Family Ms. Kim R. Simmons Ms. Nancy J. Skamarycz Mr. Joel Slupnicki Mr. Scott A. Smith Mr. and Mrs. Steve Snider Mrs. Cheryl A. Southwick Mr. Alan D. Sporn Mr. Gary R. Sporn ’96 Mr. and Mrs. Anthony Staiti Mr. and Mrs. Steven Stanley Mr. Carl W. Stockwell ’00 Mr. and Mrs. Travis Stolgitis Mr. and Mrs. David Sylvestro Teddy Bear Pools & Spas Mr. Colin G. Thompson Ms. Katherine Thompson Mr. Dirk van Luling Ms. D. Jean Veta and Dr. Mary Ann Dutton Mr. and Mrs. James H. Wagner Ms. Nan Waller ( Josh Waller-Weinberg ’07 and Gabe Waller-Weinberg ’10) Mr. and Mrs. Andrew D. Ward Mr. and Mrs. Barrett Weiss Mr. and Mrs. Jochen Welsch Ms. Stephanie Whitaker Mr. E. J. White and Rev. Kathryn White Mr. and Mrs. Martin G. Wynne Mrs. Gale Young Mr. William M. Zisson ’21 Ms. Jill Zolkos Mr. Benjamin E. Zorfas ’12

Current Families Mr. and Mrs. Matt Andresen Mr. and Mrs. Thomas A. Archipley II Mr. John Atwill and Ms. Maree Graham Mr. and Mrs. John Auerbach Jay and Marlene Austen Mr. and Mrs. Andrew D. Baker Dr. Pierluigi Balduzzi and Dr. Margaret McMillan Mr. David S. Baran and Mrs. Serika I. Sato-Baran Mr. and Mrs. Mark R. Barba Mr. Timothy Barner and Ms. Laura Solano Ms. Marcy A. Beitle and Ms. Nancy Skinner Dr. David Kauffman and Mr. Mark Benninghoff Mr. and Mrs. Alan Bernier Mr. and Mrs. Michael S. Bernstein Dr. and Mrs. Thomas A. Blocher Mr. Eric Blumencranz and Ms. Jessica Berner Mr. and Mrs. Gary Botwinick Mr. and Mrs. Andrew Boyd Mr. and Mrs. Jeffrey Brown Mr. and Mrs. John E. Brown IV Dr. JP Brown and Mrs. Doniel Kofel Ms. Marcy Brown Mr. and Mrs. Steven Burrough Mr. and Mrs. Peter Campbell Mr. and Mrs. Paul Carbonneau Ms. Heidi Carens Mrs. Sally K. Carrona Mr. Stephen Cheeseman Ms. Katie A. Clarke Mr. Brett F. Cohen and Dr. Gwen Lopez-Cohen Mr. Christopher P. Corcoran and Ms. Stella M. Corcoran Mr. and Mrs. David Cranford Rich and Erin Cummings Dr. Craig M. Curd and Dr. Deborah J. Gennero Dr. Samantha L. Dawson Mr. Jose Antonio De Haro and Mrs. Olivia Menendez Mr. and Mrs. Richard R. Del Valle Mr. and Mrs. Dennis DeLaney Mr. and Mrs. Joseph G. Dietz Ms. Kimberly Dreier Mr. and Mrs. Jason W. Dreisbach Mr. and Mrs. Sean P. Driscoll Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar Mr. and Mrs. Timothy Esler Ms. Pamela Farmer Mr. and Mrs. John M. Ferrara

Mr. and Mrs. Kevin B. Fish Mr. and Mrs. Granville L. Fleming Mr. and Mrs. Matthew Foley Mrs. Stephanie Frost Mr. Neal Garelik and Dr. Brigid Garelik Mr. and Mrs. Stephen George Mr. and Mrs. Jeffrey Gerson Mr. and Mrs. Kenneth E. Gesund Mr. and Mrs. Jeffrey Goldberg Mr. and Mrs. Kenneth Goldberg Ms. Marjorie Golden Dr. Michael J. Golioto and Dr. Annmarie Golioto Mr. and Mrs. Dennis Granahan Mr. Laurence Green and Ms. Karen Hershey Mr. David M. Greenwald Mr. Chris Hadley and Dr. Constance N. Hadley Mr. and Mrs. W. Guy Harley Mr. Allen Healy and Ms. Caitlin Jones Mr. Michael C. Heard and Dr. Marcia E. Heard Mr. and Mrs. Christopher L. Herlihy Mr. and Mrs. Dennis H. Hoffman Mr. and Mrs. Jason Holden Mr. and Mrs. Andrew Hosking Mr. and Mrs. Terence A. Hutchinson Mr. and Mrs. John Jankowski Mr. and Mrs. Roderick W. Jensen Ms. Ann M. Johnson Mr. Carl R. Johnson and Dr. Melissa A. Johnson Mr. and Mrs. Josh W. Jones Mr. and Mrs. Greg Judge Mr. and Mrs. Damon Katz Dr. and Mrs. Daniel Katz Mr. Michael Katz and Mrs. Shari Klein-Katz Mrs. Maria Kedros Mr. William Kennard and Ms. Deborah Kennedy Mr. and Mrs. Timothy Kirby Mr. and Mrs. Scott I. Kolsky Mr. and Mrs. Howard Krotman Mr. and Mrs. Alessandro Lanaro Mr. and Mrs. Robert Larson Jr. Mr. and Mrs. Andrew Lehman Mr. and Mrs. Andy LeStage Ms. Donna J. LoConte and Dr. Lisa M. Hassler Mr. and Mrs. Joseph LoDato Mr. and Mrs. Christopher M. Lodge Mr. and Mrs. Gerald M. Lodge Mr. M. Sherif Lotfi and Mrs. Wassila J. Guiga-Lotfi Mr. Matt Lothamer and Dr. Anne McLaughlin COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 47

Mr. Claude Maechling and Ms. Carrie McNally Mr. and Mrs. Daniel F. Mahoney III Mr. and Mrs. Joseph M. Malley Mr. Robert Mallick and Ms. Camila Boyce Mr. and Mrs. James A. Marvin Mrs. Judith A. Mayron Mr. and Mrs. Mark McCartin Mr. Mark DiVincenzo and Mr. Terence McGowan Mr. and Mrs. Dwight W. McGuirk Mr. Bryant McInnis and Ms. Rochelle Jordan-McInnis Mr. and Mrs. Michael R. Meagher Mr. and Mrs. Christopher E. Montgomery Mr. and Mrs. James W. Moody Mr. and Mrs. Mark Morein Mr. and Mrs. Andrew C. Moreland Ms. Antonietta Murphy Mr. Gregory Murphy Mr. Paul Narducci and Ms. Catherine Krenicky Mr. David O’Brien and Ms. Karin Triester O’Brien Mrs. Debora Odom Stern Mr. Michael J. Orend and Ms. Toni Michelle Peluso Ms. Kimberly Paige Mr. and Mrs. Mark Parent Mr. John T. Passios Ms. Lee C. Passios Mr. Curt F. Pfannenstiehl Mr. and Mrs. Bruce Plate Mr. and Mrs. J. Hudson Plumb Mr. and Mrs. Chris Pongratz Mr. Andrew Purdue Mr. and Mrs. Kevin B. Rabbitt Mr. and Mrs. Ira Resnick Mr. and Mrs. James A. Robidoux Mr. and Mrs. Michael Roffler Mr. and Mrs. Michael Rosenthal Ms. Johanna M. Ruggiero Ms. Elizabeth W. Ryan Ms. Karen Sanchez Mr. and Mrs. Charles Sanford Mr. and Mrs. Nicholas M. Sarnelli Mr. and Mrs. Daniel Schrauth Mr. Richard Schreuer and Ms. Nancy Doyle Mr. and Mrs. Michael J. Schumacher Mrs. Lisa Seaman Mr. Scott A. Smith Mr. and Mrs. Steve Snider Mr. and Mrs. Hakan Soderlund Mr. and Mrs. Thomas Spang 48 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Mr. and Mrs. James Sperzel Mr. and Mrs. James Stanczak Mr. and Mrs. Gideon J. Stein Dr. David Stern and Dr. Alexandra Stern Mr. and Mrs. Alfredo Suárez Mr. and Mrs. Basil Synodinos Mr. and Mrs. Hamburg Tang Jr. Mr. and Mrs. Roberto Trapaga Mr. and Mrs. Thomas M. Tribuna Mr. and Mrs. Craig Unterberg Ms. D. Jean Veta and Dr. Mary Ann Dutton Dr. and Mrs. Eric S. von Hoven Ms. Christine Ward and Mr. Matthew Ziminsky Mr. and Mrs. William Wharton III Mr. Robert Woolf and Ms. Robyn Lavery Ms. Sheri A. Young Mr. Robert Zakarian and Ms. Melissa Brooks Dr. Eugene Zappi and Dr. Laura Buccheri Zappi Ms. Anna Zeiler Mr. and Mrs. Alex Zisson Mr. William M. Zisson ’21 Ms. Jill Zolkos

Alumni Families Mr. Alessandro H. Abys ’12 Mr. and Mrs. William F. Aldrich Dr. Christopher Allen and Dr. Stephney Gordon Mr. and Mrs. Peter A. Allen Ms. Candace Alsop Ms. Elizabeth W. Alsop ’00 Mr. Alan Altman Mr. John P. Amershadian and Ms. Denise Hanlon Mr. Bruce W. Baber Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Mr. Cody J. Bliss ’12 Sarah L. Boles Mr. and Mrs. Robert E. Brant Mr. and Mrs. Howard A. Brecher Mr. and Mrs. Peter A. Callahan Mrs. Sara Callahan ’02 Mr. and Mrs. Edward A. Carroll Ms. Susan A. Casey Ms. Velvet N. Chestnut ’14 Mr. and Mrs. David S. Christie Mr. and Mrs. John M. Cobb Mr. and Mrs. Peter Condakes Mr. and Mrs. Mark Coscia

Mrs. Jeanne M. Cutrona Ms. Michelle K. Czuber ’17 Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Dr. J. Samuel Davis and Dr. Joni Davis Mrs. Audrey E. DeCosmo ’07 Mr. Peter W. Deininger ’75 Mr. and Mrs. Thomas Duncan Mr. John I. Eckert ’15 Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar Mr. Daniel J. Feinblatt ’14 Mr. and Mrs. David Feinblatt Mr. and Mrs. George M. Fenton Mr. Richard P. Flaster and Mrs. Alice P. Mead Mr. and Mrs. Thomas M. Fortin Ms. Janet L. Frink Mr. and Mrs. John S. Gates Jr. Mr. and Mrs. John S. Gee Ms. Cherylann Gengel Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Michael W. Golden Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Mr. and Mrs. Dennis R. Grimes Mr. and Mrs. Robert C. Groman Dr. and Mrs. Lonnie Hanauer Mr. and Mrs. W. Guy Harley Mr. and Mrs. Michael P. Haseltine Ms. Rosemond M. Haseltine Mr. William Hoover and Dr. Ingrid Thranov Mr. and Mrs. Alan Hope Mr. and Mrs. David A. Hoyt Mrs. Amy D. Hurst Mr. and Mrs. Richard M. Jacobsmeyer Mr. Charles A. Jenness ’10 Mr. and Mrs. Mark K. Jones Mr. Matthew H. Joseph ’13 Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. and Mrs. Wade W. Judge Mr. David Kaplan and Ms. Christine Brown Dr. Matthew A. Kim ’97 Ms. Stacey A. Kinnamon Mr. and Mrs. Douglas R. Koczur Mr. Christopher R. Larson Mr. and Mrs. Robert Larson Jr. Ms. Anne B. Lawson Mr. and Mrs. Francis F. Leaf III Mr. and Mrs. Andrew D. Leighton

Mr. and Mrs. Van D. Lessig Mr. and Mrs. Michael Levy Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln Mr. Jeffrey Y. J. Louie Dr. and Mrs. Samuel Louie Mr. Daniel H. Mackinson ’08 Mr. and Mrs. Richard A. Mahony Mr. James F. Marrs Mr. William McCartney and Ms. Patricia Bachmann Dr. and Mrs. PJ McDonald Mr. Brian S. McGill ’94 Mr. and Mrs. Robert McGrory Mr. and Mrs. David Merjan Mr. and Mrs. Peter R. Merriam Mr. Christopher Miller and Dr. Alison Miller Ms. Sarah Miller Abby S. Mintz Mr. and Mrs. Brad Morris Mr. and Mrs. George P. Munsey IV Mr. and Mrs. Robert Nash Dr. and Mrs. John P. Nicholson Jr. Mr. Anthony M. O’Connor, Jr. Mr. and Mrs. David Palay Dr. and Mrs. Daniel J. Parrish Mrs. Juliana Perge (Anika Eisenstat ’11) Ms. Esran P. Phillips ’16 Mr. Simon M. Polakoff ’10 Mr. Jason Przypek Mrs. Clare G. Rashkoff Mr. Jason L. Richardson ’83 Mr. Marshall Robinson ’03 Mr. and Mrs. Alan S. Roseberry Rich Rosen and Millie Zweir Mr. Mark Rust and Ms. Kimberly Clark-Rust Mr. and Mrs. David Sabini Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. Abbye M. Silver Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Ms. Kim R. Simmons Mr. and Mrs. David Spath Mr. Alan D. Sporn Mr. Gary R. Sporn ’96 Mr. and Mrs. Richard St. Jean Jr. Mrs. Abigail F. Steller Mr. Carl W. Stockwell ’00 Mr. Mark Tally and Ms. Teresa Andre Mr. Colin G. Thompson Mr. and Mrs. David R. Tridle COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 49

Mr. and Mrs. Steven Trumbower Mr. Dirk van Luling Zacharie and Louis Vinios Mr. and Mrs. James H. Wagner Dr. Douglas C. Waite and Dr. Martha B. Waite Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Nan Waller ( Josh Waller-Weinberg ’07 and Gabe Waller-Weinberg ’10) Mr. and Mrs. Joseph Walsh III Mr. and Mrs. Barrett Weiss Mr. Andrew Wingate and Dr. Tanya Bilchik Mr. and Mrs. Neil Zelekowitz Mr. Benjamin E. Zorfas ’12 Mr. and Mrs. Jason M. Zorfas

Current Faculty & Staff Mr. and Mrs. William F. Aldrich Mrs. Jane Alwis Mr. and Mrs. Donald Amidon Dr. Juan A. Bacigalupi Mr. and Mrs. Stephen J. Ballard, Jr. Mr. James Barkus Mr. Michael Begin Mr. and Mrs. Robert Begin Ms. Carol M. Belliveau Mr. Tyler Blais Ms. Karen Blakelock Mr. Cody J. Bliss ’12 Ms. Marcia Bobka Ms. Pat Bock Mrs. Kimberlee Bonica Mr. and Mrs. Mark T. Brophy Mrs. Jamie L. Caban Ms. April Rose Carter Ms. Velvet N. Chestnut ’14 Ms. Mallory Colby Mr. Nym Cooke Mr. and Mrs. Shawn Coughlin Mr. Roy R. Crevier Dr. E. J. Cronin Mr. and Mrs. Brad Doherty Ms. Regina Donahue Mr. Steven J. Dykstra Mrs. Sandra A. Flower Mr. Michael Foley and Ms. Marcella Comerford Mr. Shane R. Francoeur Mr. and Mrs. Thomas W. Gaskill, Jr. 50 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Mr. Jed Geary and Mrs. Jessica Geary Mr. William Gelinas Ms. Karen Goudey and Mr. Kurt Staven Ms. Ashley Green Mrs. Colleen E. Groner Ms. Nyia Hamilton Mr. Christopher J. Hancock Mr. Dana Harbert Mr. and Mrs. Robert Hoisington Mr. and Mrs. Jason Holden Mr. and Mrs. Thomas Hopper Mrs. Jenna Hubacz Mr. Chiu Hwang Mr. and Mrs. Paul R. Jackson Jr. Ms. Erin Johnson Mr. R. Michael Jones Ms. Devon Jurczyk Mrs. Casey Kane Mr. and Mrs. Joshua Kanozek Mr. Scott T. Kelley Mr. Edward Kelly Mr. and Mrs. Ian M. Kelly Dr. Matthew A. Kim ’97 Mrs. Linda Kistner Mr. Richard V. Kmiec Mr. and Mrs. Douglas R. Koczur Ms. Chris Komenda Mrs. Diann Kosla Mr. and Mrs. Marc R. Lagrant Mr. Kenneth Leyva Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. and Mrs. Richard B. Lorion Mr. Raymond S. Lovejoy Ms. Susan L. Lubelczyk Ms. Carmela Lucich Villarreal Rick and Jessica Macdonald Mrs. Diana T. Mackiewicz Mrs. Crystal Mailhot Ms. Robin Majcher Mr. Blake Mallet Ms. Tatyana Malyk Mr. and Mrs. Robert Martin Ms. Natalie H. Mays Dr. and Mrs. Anthony McCaffrey Dr. and Mrs. PJ McDonald Ms. Taylor McFaul Ms. Wendy L. McFaul Mr. Matt McKinnon

Mr. Carl Mercier Mr. Scott Metcalf Mrs. Jacqulyn Miarecki Mr. John Miller and Dr. Rebecca Foley Miller Mr. and Mrs. Andrew C. Moreland Ms. Carolyn Mshooshian Ms. Leslie-Ann Murray Mr. Jeffrey Myra Mr. Michael D. Myra Ms. Laurel Nahorniak Mr. and Mrs. Vincent Nastasi Ms. Elaine Parmenter Mr. Douglas Passineau Ms. Katherine M. Poulson Mr. Jason Przypek Ms. Alicia J. Quigley and Mr. Ryan Merrill Dr. and Mrs. Richard Raymond Ms. Jennifer Ricchiazzi Ms. Caryl Rice Mr. Michael J. Richard Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Mr. Marshall Robinson ’03 Mr. Peter Ryzewski Mrs. Robin L. Samuelson Mr. and Mrs. Robert Seymour Mr. and Mrs. Richard Shanks Mr. Robert Sharkey Mr. and Mrs. Timothy Shaughnessey Mr. Joel Slupnicki Ms. Kathleen St. John-Richard Mr. and Mrs. Steven Stanley Mr. and Mrs. Travis Stolgitis Mr. and Mrs. Eric Stone Ms. Katherine Thompson Mr. and Mrs. Andrew D. Ward Mr. and Mrs. Jochen Welsch Ms. Stephanie Whitaker The Wynne Baglio Family Mrs. Gale Young

Friends of Eagle Hill School Dottie Bachtold Mr. and Mrs. Joseph J. Bafaro Jr. Mrs. Kaye Boothman Mrs. Tammy Bourgeois Mr. and Mrs. Martin F. Connors Jr. Mr. and Mrs. Frank Diliddo

Mr. and Mrs. Thomas C. Dube Mr. and Mrs. Walter J. Dubzinski Jr. Estate of Stanton L. Triester Mr. and Mrs. Charles G. Holden Mr. Robert Isabella Mr. and Mrs. Alan Joubert Mr. and Mrs. Gary C. LaCoste Dr. and Mrs. Richard Lavoie Mr. and Mrs. Charles LeMaitre Todd C. and Julie L. McDonald Mr. and Mrs. Brett Nardini Mr. and Mrs. James R. Phaneuf Mr. and Mrs. B. Francis Saul II The Shields Family Ms. Nancy J. Skamarycz Mrs. Cheryl A. Southwick Mr. and Mrs. Anthony Staiti Mr. and Mrs. David Sylvestro Mr. and Mrs. Domenic P. Triola Mr. E. J. White and Rev. Kathryn White Mr. and Mrs. Robert Witt Mr. and Mrs. Martin G. Wynne

Corporations and Matching Gift Organizations Anonymous Bank of America Charitable Foundation Matching Gifts Program Blackbaud Inc. Brown Electric Co. Chevron Humankind Program Doe Family Foundation Highland Street Foundation The Howard Bayne Fund Insurance Marketing Agencies, Inc. Lamoureux Ford, Inc. The Mahoney Family Charitable Trust R. J. McDonald, Inc. Rollstone Charitable Foundation, Inc. ServiceNow SMBC Global Foundation, Inc. Starr Companies Matching Gifts Program Teddy Bear Pools & Spas United Health Group YourCause

Current Trustees Ms. Candace Alsop Mr. Alden J. Bianchi and Ms. Mary Kett COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 51

Mrs. Sara Callahan ’02 Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. John S. Gates Jr. Mr. and Mrs. John S. Gee Mr. and Mrs. David A. Hoyt Mr. and Mrs. Peter S. Joseph

Mr. William Kennard and Ms. Deborah Kennedy Mr. and Mrs. Peter R. Merriam Mr. and Mrs. Mark Morein Mr. James Richardson Ms. Marilyn A. Waller and Mr. Doron Weinberg

The PJM STEM Center is Now Open!

The

Dare to Dream Campaign Thank you to those who dared to dream!

Dare to Dream, the most ambitious comprehensive campaign in Eagle Hill’s history, continues on to record heights. With unprecedented support from current families, alumni/ae families, alumni/ae, the board of trustees, and friends, the total raised has eclipsed $53 million.

This campaign is a multifaceted effort to simultaneously bolster Eagle Hill’s financial aid, preserve the school’s unique and life-changing model, and create a new STEM Center to be a signature academic space on campus.

Donors Who Dared to Dream A. T. Leonard and Associates Mr. Jeremy D. Allaire Mr. and Mrs. Peter A. Allen Mr. and Mrs. Heston Allocco Ms. Candace Alsop Ms. Elizabeth W. Alsop ’00 Mr. and Mrs. Matt Andresen Anonymous Mr. and Mrs. Tom A. Archipley II Mr. and Mrs. Anthony J. Aronica Mr. John Atwill and Ms. Maree Graham Avidia Bank Mr. and Mrs. Douglas G. Ballinger Mr. and Mrs. William Bamford Bank of America Charitable Foundation Matching Gifts Program Mr. and Mrs. Michael S. Bernstein Mr. Nathan Bernstein and Mrs. Katharina Otto-Bernstein Mr. Alden J. Bianchi and Ms. Mary Kett Mr. Eric Blumencranz and Ms. Jessica Berner Ms. Sarah L. Boles and Mr. David Norris Mr. and Mrs. Robert Bottomley Mr. and Mrs. Gary Botwinick Mr. John S. Bowen Mr. and Mrs. Howard A. Brecher Mr. and Mrs. Steven Burrough Mr. and Mrs. James Bustamante Mr. and Mrs. Edgar J. Buttenheim II Mrs. Sara Callahan ’02 Ms. Olivia Canter Mrs. Amy L. Carbone and Mr. Paul J. Carbone Mr. Robert R. Carey and Ms. Claire Cowart Mr. and Mrs. Edward A. Carroll Ms. Susan A. Casey Suzanne and Stephen Chapman Ms. Lenore Cheeseman Mr. Darren Chen and Ms. Sandra L. Lee The Chubb Corporation Mr. and Mrs. John M. Cobb Mr. and Mrs. Frank P. Cochrane Mr. Brett F. Cohen and Dr. Gwen Lopez-Cohen Mr. and Mrs. Mark Coscia Country Bank Mr. and Mrs. Richard Cummings Mr. and Mrs. Richard M. Cummins Mrs. Jeanne M. Cutrona Ms. Frances E. Dalmolen

Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Davidowitz Foundation Bruce C. and Lynn Bay Dayton Mr. and Mrs. Richard R. Del Valle Mr. and Mrs. Dennis Delaney Mr. and Mrs. Bruce Dick Ms. Kimberly Dreier Mr. and Mrs. Sean P. Driscoll Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek Mr. and Mrs. Thomas Duncan Mr. and Mrs. Oleh B. Dutkewych Ms. Linda C. Eason The Eleanor Kagi Foundation Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar Mr. and Mrs. Timothy Esler Mr. and Mrs. David Feinblatt Mr. James Finkelstein and Ms. Pamela Gross Mr. and Mrs. Kevin B. Fish Ms. Maura FitzGerald and Mr. Allen Carney Mr. and Mrs. Dennis J. Fitzsimons Mr. Richard P. Flaster and Ms. Alice P. Mead Mr. Erik Fleming and Ms. Torrance Watkins Fletcher Tilton PC Mr. and Mrs. Thomas M. Fortin Four Winds Foundation Mr. and Mrs. Tully M. Friedman The Further Forward Foundation John & Weezie Gates Charitable Trust Mr. and Mrs. John S. Gee Mr. and Mrs. William Gelinas Ms. Cherylann Gengel Mr. and Mrs. Stephen George Mr. and Mrs. Jeffrey Gerson Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Michael W. Golden Mr. and Mrs. Robert L. Goldman Mr. Scott C. Gordon and Ms. Lynn N. Wright Dr. and Mrs. Brent R. Grafe Mr. Laurence Green and Ms. Karen Hershey Mr. Wayne J. Griffin Mr. Chris Hadley and Dr. Constance N. Hadley Mr. Richard Hall and Ms. Sally Rand Mr. and Mrs. John H. Harris Jr. Mr. and Mrs. Michael P. Haseltine Mr. and Mrs. Michael E. Haskett Ms. Jane A. Hawksley Mr. and Mrs. Samuel B. Hollis COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 53

Mr. Ethan M. Holmes ’09 and Mrs. Elizabeth Holmes The David and Janyce Hoyt Family Foundation ITW Foundation Matching Program Mr. and Mrs. Richard M. Jacobsmeyer Mr. and Mrs. Michael Jaillet Mr. and Mrs. Mark K. Jones Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. and Mrs. Wade W. Judge Mr. and Mrs. Richard F. Kane Dr. and Mrs. Daniel Katz Dr. David Kauffman and Mr. Mark Benninghoff Mr. Steven E. Keenan and Ms. Jacqueline A. Venner Ms. Elizabeth B. Keepper Mr. William Kennard and Ms. Deborah Kennedy Dr. Matthew A. Kim ’97 Mr. and Mrs. Dave A. Kinser The Kniznik-Schneider Family Ms. Carolyn Kott Washburne Mr. Neil Krauter Mr. and Mrs. J. Richard Kraycir Mr. and Mrs. Alessandro Lanaro Mr. Arthur N. Langhaus and Mrs. Kathy Marlin-Langhaus Dr. Nikolajs Lapins and Mrs. Denise Lapins Mr. Christopher R. Larson Mr. and Mrs. Andrew Lehman Mr. and Mrs. Van D. Lessig Mr. Robert Levin and Ms. Hildy Wynn Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln Mr. and Mrs. Joseph Lodato Mr. and Mrs. Christopher M. Lodge Mr. and Mrs. Gerald M. Lodge The Jonathan Logan Family Foundation Ms. Joan P. Lynyak Mr. Joseph Lynyak Mr. Robert M. Lynyak Mr. Theodore D. Mack ’16 Dr. and Mrs. Carl F. Mallery Jr. Mr. James F. Marrs ’80 Mr. and Mrs. Mark McCartin Mr. and Mrs. William M. McClements Mr. Mark McCoy and Ms. Beatriz Laviada Dr. and Mrs. PJ McDonald Todd C. and Julie L. McDonald Ms. Ann McIntire Mr. Patrick T. McQuown ’89 Ms. Catharine S. Mehl 54 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

Mr. and Mrs. William F. Mellin Mr. Jeffrey Mendelsohn ’03 and Mrs. Nicole Mendelsohn Mr. and Mrs. David Merjan Mr. and Mrs. Peter R. Merriam Abby and Arthur Mintz Mintz Levin Mr. and Mrs. Norino A. Mirra Mr. and Mrs. Mark Morein The Moriah Fund Mr. and Mrs. Brad Morris Mr. Christopher Muro Mr. and Mrs. David Nardone Mr. and Mrs. Robert Nash Ms. Elizabeth S. Naughton Ms. Stephanie Needham Dr. and Mrs. John P. Nicholson Jr. Mr. and Mrs. Dennis M. O’Leary One Four Three Four Foundation Ms. Mary E. O’Sullivan Mr. and Mrs. David Palay Ms. Laura Peabody-Park Mr. and Mrs. J. Hudson Plumb Mr. and Mrs. Timothy Rassias Mr. and Mrs. Barrett H. Reasoner Mr. and Mrs. Rodney Reynolds Mr. and Mrs. George A. Reilly Ira M. Resnick Foundation, Inc. Mr. James B. Richardson Mr. Jason L. Richardson ‘83 Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Mr. and Mrs. Henry J. Ristuccia Mr. and Mrs. Michael Roffler Rollstone Bank and Trust Ms. Johanna M. Ruggiero Ms. Elizabeth W. Ryan Mr. Richard Salvino Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. Daniel Schrauth Mr. and Mrs. Michael J. Schumacher Mr. and Mrs. Keith Schuman Ms. Linda J. Schwabe Mr. Paul F. Scully Mr. and Mrs. Shep Sepaniak Mr. and Mrs. Christopher L. Shoemaker Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Ms. Sarah B. Simpson Mr. and Mrs. Thomas Spang

Mr. and Mrs. David Spath Mr. and Mrs. James Sperzel Mr. and Mrs. Richard St. Jean Jr. Stanmar, Inc. Mr. and Mrs. Gideon Stein The Estate of Thomas G. Stemberg Mr. and Mrs. Michael Sweeney The Sweeney Family Mr. and Mrs. David Sylvestro Mr. and Mrs. Hamburg Tang Jr. Mr. and Mrs. John N. Tannebring Mr. Leonard Tavormina Mr. and Mrs. Richard M. Tocci Total Wall Systems, Inc. Mr. and Mrs. Roberto Trapaga Mr. and Mrs. Domenic P. Triola Mr. Michael H. Tunkelrott and Ms. Beth B. Falk Mr. and Mrs. Ryan Van Pelt Ms. D. Jean Veta and Dr. Mary Ann Dutton Dr. Douglas C. Waite and Dr. Martha B. Waite Ms. Marilyn A. Waller and Mr. Doron Weinberg Mr. and Mrs. Joseph Walsh III Mr. and Mrs. Barrett Weiss Mr. and Mrs. William Wharton III Ms. Janie C. Whitney and Mr. A. B. Whitfield Mr. James C. Wiley and Ms. Erica R. Stumvoll-Wiley

Mr. and Mrs. Bruce Wood Mr. Jannick Zechner Mr. and Mrs. Alex Zisson Mr. and Mrs. Jason M. Zorfas

Community, In-Kind, and Special Contributions Support for Eagle Hill comes in many forms. Whether it is hosting a reception for EHS families at their home, welcoming EHS staff and friends to their country club, volunteering on campus, or any number of things in between, the Eagle Hill family is generous beyond measure. For the year 2018-2019, a special thanks to: Matt and Teri Andresen Tim Bishop Gary Botwinick Brown Electric Co. Marty and Kit Connors Country Bank Eric and Lori Dannheim Frank Diliddo Donna Dubinsky and Leonard Shustek E&R Laundry Kevin and Sandra Fish Mindy and Tom Fortin Jessica Geary COMPENDIUM 2018–2019 | EAGLE HILL SCHOOL 55

Chris and Connie Hadley Thomas Hopper Peter and Kathy Joseph Alan and Cheryl Joubert Damon Katz Bill Kennard Karen Jo Koonan Donna LoConte and Lisa Hassler Gerry Lodge John Miller Paul Scully James and Joanna Marvin Sean and David McGrath Diana Merriam Marian and Bill Mogulescu James B. Richardson Hamburg and Kelly Tang Sonia C. Triester Ryan and Megan Van Pelt Marilyn Waller and Doron Weinberg

An Extraordinary Dedication Thank you to all the generous donations made during the Rowing team’s marathon 24-hour ERG–A–THON on March 1, 2019.

All proceeds raised allowed the rowing team to purchase two new 2x/+ double sculls. The rowing team dedicated one of the sculls in honor of Dr. Jane Cronin, who recently retired after twenty-five years of service at Eagle Hill.

56 EAGLE HILL SCHOOL | COMPENDIUM 2018–2019

The 1967 Society The 1967 Society harkens back to the year of Eagle Hill School’s founding and recognizes those generous and farsighted friends who have made the school’s future a part of their personal legacy.

Whether made by will, annuity, trust or another fashion, planned gifts are often a school’s most significant means of support and can have a profound impact.

Ms. Candace Alsop Mr. and Mrs. Thomas A. Archipley Mr. Alden J. Bianchi and Ms. Mary Kett Mr. and Mrs. James Bustamante Ms. Suzanne Chapman Mr. and Mrs. John M. Cobb Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar Mr. and Mrs. Kevin B. Fish Ms. Maura FitzGerald and Mr. Allen Carney Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. Thomas M. Fortin Mr. and Mrs. John S. Gee The David and Janyce Hoyt Family Foundation Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. Arthur N. Langhaus and Mrs. Kathy Marlin-Langhaus Dr. and Mrs. PJ McDonald Mr. and Mrs. David Merjan Mr. and Mrs. Mark Morein Mr. and Mrs. Rodney Reynolds Mr. James B. Richardson Mr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Mr. and Mrs. Robert B. Rogers Mr. and Mrs. Robert L. Smith The Estate of Thomas G. Stemberg Mr. and Mrs. Ryan Van Pelt Ms. Marilyn A. Waller and Mr. Doron Weinberg Mr. James C. Wiley and Ms. Erica Stumvoll-Wiley