Foote Prints Fall 2020

Foote Prints Fall 2020

The Foote School On the cover Aléwa Cooper, most recently the Head of Lower School at Greens Farms Academy, became Foote’s ninth Head of School in July.

On this page Teacher Kim Yap devised a fun and creative way for her second graders to enjoy outdoor reading time in a physically distanced way by repurposing plastic tubs as “book boats.”

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Q&A with the Head of School Meet Aléwa Cooper Learning Together, at a Distance A virtual Horizons enriches summer for more than 100 students.

Lessons from the Stage Foote’s K–9 drama program teaches about character —in theater and in life.

Hope and Healing As a deadly pandemic ravages the country, Foote alumni and parents are stepping up to help those in need.

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The Birth of Tech Long before Zoom, Foote was a pioneer in the use of technology in classrooms.

News at Foote Connecting the Dots Graduation 2020 8th Grade Celebration Faculty Farewells New Board Members Report of Giving

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Alumni Weekend Class Notes Why I Teach

Foote Prints Fall 2020 22

Fall 2020 | Vol. 47 No. 2

The Foote School

50 Loomis Place, New Haven, CT 06511 (203) 777-3464 • www.footeschool.org Foote Prints is published twice a year for alumni, parents, grandparents, faculty and friends.

Editor Andy Bromage Class Notes Editor Amy Stephens Sudmyer ’89 Design AHdesign, Angie Hurlbut Thea A. Moritz Photography Stephanie Anestis, Joe Charles, Judy Sirota Rosenthal Copy Editor Anne Sommer Contributors Jody Abzug, Amy Caplan ’88, Joe Charles, Jack Dickey ’06, Elizabeth Daley Draghi ’77, Jen Lavin ’81, Cindy Leffell, Kelonda Maull, Cathy Pamelard, Todd Rogers, Julian Schlusberg, Amy Stephens Sudmyer ’89 Board of Directors J. Richard Lee, President George Atwood Kavitha Bindra Elon Boms Emily Brenner Wick Chambers ’62 Constance ‘Cecie’ Clement ’62, Vice President Danielle Ginnetti Mona Gohara Rebecca Good, Vice President Francie Irvine George Joseph, Vice President Nadine Koobatian, Secretary Michael Krauss Melissa Matthes Anna McGaw-Mobarak Jennifer Milikowsky ’02 Bonnie Moskowitz Stephen Murphy, Co-Treasurer Jason Price Andy Rapkin Geert Rouwenhorst, Co-Treasurer Alexandra Shor Ex Officio Aléwa Cooper, Head of School The Foote School does not discriminate in the administration of its admissions or educational policies or other school-administered programs, and considers applicants for all positions without regard to race, color, national or ethnic origin, religion, gender, sexual orientation, age, or non-job-related physical disability.

arrived for the first day of school with two masks: one of her own, and a small handmade one for her stuffed Falco. To help welcome new students to Foote, the school provided each one with a stuffed Falco, Foote’s falcon mascot.

A K IND E R G AR TNE R

02 | Foote Prints

A Q&A with Aléwa Cooper in a new city in the middle of a global pandemic. Now imagine that new job is head of The Foote School and that your task is to figure out how to reopen campus safely for 600 students and staff. That’s the challenge Aléwa Cooper assumed when she became Foote’s ninth head of school on July 1.

IMAGINE S TAR TING A NE W J O B

Meet the Head of School

After months of planning, Foote reopened for in-person learning on August 31, with a host of new safety precautions in place. Aléwa has taken on the challenge with energy and enthusiasm—getting to know families and teachers; overseeing education, health, safety and logistics; and even serving as a temperature taker at morning drop-off.

We sat down with Aléwa for a wide-ranging conversation about her journey as an educator, her educational philosophy, her impressions of New Haven and her ideas about where education is headed in the next decade. Edited excerpts are below. You can hear the entire conversation by subscribing to our podcast. Search for “Foote School” on Apple Podcasts or Amazon Music and subscribe.

Aléwa, welcome to Foote School! You arrived at a really unusual time in history. How has your transition been?

It has been fast and furious. The quietest time I’ve had thus far was when I moved to New Haven in June. It’s good that I really enjoy moving about, learning new things, moving quickly, because that’s what it’s been like. And it’s been joyful.

When you visited Foote as a candidate you said that Foote “had you at hello,” which is of course a line from the movie Jerry Maguire. What made you fall for Foote?

Just the feel of the campus, the fact that it is an oasis in the middle of a city, was astonishing to me. And then it was the people—the students were the ones I fell in love with first. And it wasn’t because I was able to sit down and have conversations with them right away, but rather because they saw me and said hello and made me feel welcome.

Those students are learning in a completely new way this year: outdoor teaching tents, hand sanitizer stations, face masks, plexiglass barriers. How are teachers keeping the joy alive amid the new restrictions?

I think what’s important about being on campus is that we are together. It’s about the teachers finding ways for the students to feel connected to this community and to their classmates. The teachers bring the joy with them, with their passions and talent. So when they’re introducing their area of knowledge, they are drawing the students in—even while wearing a mask. That’s where the learning and the magic happen.

“ W hat’s important about being on campus is that we are together.

Teachers are finding ways for the students to connect.”

Tell me about your journey as an educator and what first drew you to education.

My mother always knew that I would be an educator. I did not. I thought that I was a creative individual and that I would live in a high-rise building and work in advertising.

And yet somehow I always came back to working with students in some capacity. I never took a single class that would prepare me to go into advertising. When I saw that first light bulb moment in a student, that was when I knew I needed to be an educator. I needed to have that connection with students to see them learn and grow.

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Where was your first teaching job?

My first teaching job was at the Town School in New York City. I was a 4th-grade associate teacher.

What did you learn in that first job that has stayed with you until this moment, when you are now leading a school?

I learned to listen. Before I started teaching, I thought I had to have all of the answers. I learned that I needed to be a better listener to fully understand what it was the students were trying to communicate to me.

What teacher of yours made an important difference in your life and how did they influence your career.

The teacher I had in my life for the longest was actually my dance teacher. She knew me from the age of 6 until I was 16.

I danced with her every Saturday and Sunday for hours. She really took the time to get to know me, but not just as a dancer.

One of the most important lessons I learned from her was about responsibility. In 2nd grade, I wasn’t taking school seriously, I just wasn’t doing my work. I will never forget it because she called my household, which was a big deal at that time. Second graders did not receive phone calls. My mother said, “your dance teacher, Frances, would like to speak with you.” I took the phone and she explained to me that she had learned that I wasn’t doing my work. So she un-invited me to dance. I wouldn’t be able to return until she received a report that I was taking my learning as seriously as I was taking dancing.

I was stunned. At first I was like, “You can’t do that. Dance has nothing to do with school.” Quickly I came to realize that, yes, in fact, she had done it. My parents and Frances were in partnership, so dance class was not in my future for a few weeks until I was able to turn things around. She cared about me as an individual.

In a recent faculty meeting, you shared a clip from the 1980s movie Fame. Can you talk about dance—how far you took it in your life and how it has made a difference for you?

Dance has always been the thing that helps me maintain balance. I learned at a very young age that there was something that happened to me physically when music turned on and I had the ability to just move my body. For me, there is no other feeling like it. My dance teacher, Frances, said to me, “When you’re dancing, allow the music to enter your soul and then just let it guide you. And all the problems that you have, leave them in a paper bag outside the door. Trust me, they will be there when you finish.”

My mother says I could dance before I could walk, but it was never the thing I thought I would do as my career because I didn’t want it to feel like it was my job. I am still incredibly moved when I watch others dance. It is something that I love to do on my own and for myself.

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Head of School Aléwa Cooper checks the temperature of a 2nd grader at morning drop-off.

What are you discovering in New Haven so far? Do you have any favorite restaurants, neighborhoods or parks?

Have you found a dance studio?

Sadly, I’ve not found a dance studio yet, but I do have some leads. I just haven’t had the time. However, I have found the time to eat my way through New Haven. I have enjoyed many, many places. And of course, I’ve started doing a tour of the pizza and ice cream shops. I should probably move into more substantial types of food, but when you live with two boys—my partner Markell and my stepson, Malcolm— you find yourself eating lots of pizza and ice cream.

What are you reading right now? What books are on your nightstand?

So the first book that’s there is my journal. I have committed to taking a few minutes each night before I go to sleep to jot down my thoughts on the day. Another book that has made its way there is the National Association of Independent Schools Trendbook. It’s a book I need to read to know what’s going on across the nation in independent schools. The book I read before that was our summer reading book, Born a Crime by Trevor Noah.

You are also a big fan of Hamilton, the musical. What do you love about it?

What’s not to love about Hamilton? There’s the lyrics, the story, the fact that the actors play two different roles. I learned something about myself from Hamilton: I found I enjoy history more than I thought I did. As a student, I didn’t always want to read the books that were assigned to me, like Johnny Tremain. It was a book I came back to after having watched Hamilton and I was surprised how much I actually loved it as an adult.

You are taking the helm at Foote not only during a pandemic but at a time when education is changing at a fairly rapid pace. How do you think education will look different in five years?

As an educator, you don’t go to graduate school to study how children learn and think that you’re going to be utilizing technology this much, that there would be so much distance between you and your students. And yet that’s exactly what our situation is right now. I think in five years’ time, we will have figured out more about the way children learn best. We know that there are some children who learn through a kinesthetic approach and others who learn by reading things themselves or who need to say it out loud or have you say it out loud in order for them to retain it. Now we’re learning other ways of working with students and I think we’ll find that there’s a lot more flexibility in the way that we’re teaching down the line. I’m speaking specifically of “hyflex,” the ability to have a lesson that can be either in-person or virtual. That’s something you might find on a college level and we’re figuring out ways of making that possible for younger and younger students.

We talk a lot about diversity, equity and inclusion as a school. What are the most important things we can do to promote those values?

The first is that everyone in any community needs to be known, seen and heard. If you don’t have that, you won’t feel like you can be an insider in that community or even included. I spent the first few weeks of school meeting oneon-one with every member of the faculty and staff. That’s another key component: hearing about people’s experiences.

Being able to put yourself in someone else’s shoes to try and understand their perspective. It does not mean that you are going to always agree with them, but it does mean that you are trying to understand how they are interpreting what’s happening around them and why that might be the case.

The other thing is we can’t be afraid to have conversations, and sometimes those conversations are going to be uncomfortable. Sometimes they will be so soul-stirring that you’re not quite sure what to do next. Understanding that someone else’s perspective is just as important as your own is key in this.

The last thing is being open to learning. We want to make sure we are a diverse community, that we have lots of different ways of thinking about things. We want to make sure we have people with different abilities and who present their talents in different ways.

You are doing so much for the Foote community, probably a lot more than you bargained for when you applied for this job. How can the Foote community best support you?

I had about a week to celebrate my appointment before the reality of COVID-19 sunk in and we all began to shift our focus. So for me I would love to be able to connect with as many people as possible, but it’s challenging right now because of the way that our school is functioning. So what I ask for is patience. I also ask for your support. This is a crazy time, but as a community we are currently thriving.

We are doing really well. There’s a buzz, and the students are excited.

Aléwa Cooper FO OTE ’ S NINTH HE A D O F S CH O O L

Born and Raised: New York City Education: B.A., Wesleyan University; M.S.Ed., Bank Street College of Education Previous job: Head of Lower School at Greens Farms Academy, Westport, Conn. (5 years) Prior to that: Teacher and leader at two New York City independent schools: Class II teacher and Lower School Diversity Coordinator at NightingaleBamford School (12 years); Lower School Assistant Director at Trevor Day School (3 years) Professional Accomplishments: Faculty Member at Interschool Leadership Institute; Klingenstein Summer Institute for Early Career Teachers; NYSAIS Emerging Leaders Institute; currently pursuing a Certificate in School Management and Leadership from Harvard Business School and Harvard Graduate School of Education.

Family: Aléwa lives with her partner, Markell, and stepson, Malcolm.

Fall 2020 | 05

News at Foote Learning Through the Pandemic Connecticut reported its first confirmed case of COVID-19, a patient from Wilton who was believed to have contracted the virus during a trip to California. Just four days later, on March 12, schools across the country—including Foote—had to suddenly shut their doors and hastily switch to “remote learning.”

O N S UNDAY, MAR CH 8 ,

Fortunately for Foote, March 13 marked the start of our two-week spring vacation, giving teachers and staff extra time to plan for how to translate the Foote School experience into something students could do at home.

How does a school like Foote—one built on teachers and students working closely, on classroom collaboration, on simply being together—reimagine itself as a virtual experience in the face of a once-in-a-century pandemic? The way Foote has faced all obstacles: with equal parts creativity, hard work and a commitment to doing whatever it takes to keep the spark of learning alive.

No sooner had Foote begun to adjust to remote learning than attention shifted to how to safely reopen campus in the fall—a monumental task with complicated logistics and a seemingly endless stream of questions.

Under the guidance of teachers and parents, Foote students last spring explored the outdoors, created models from recyclables, formed closer bonds with siblings, participated in a virtual Field Day, collected food for neighbors in need, wrote messages of hope in sidewalk chalk, took on new responsibilities and gained independence.

March 2020 When campus shut down in March, project-based learning continued at home.

Above, a 2nd grader creates a model park as part of a unit on public spaces.

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To be sure, the spring was challenging and, at times, isolating. But when students and teachers finally returned to campus in August, the feeling was pure joy. Even with masks on their faces, you could tell the students were overjoyed to be back—you could see the smiles in their eyes.

April

April

Students connected with classmates and teachers daily via Google Classroom. Above, a 4th grader interacts with classmates.

School projects aimed to support students’ creativity and emotional wellbeing. Above, a 1st grader and her father show off their “positivity stones.”

April

May

Learning at home brought siblings closer together. Above, a Kindergartner and her younger brother use coins sent home as part of a math kit.

Field Day was virtual and families participated in relay races, tugs-o-war and spirit activities at home. Above, two sisters (Grade 3 & 5) show off their giant Falco drawing.

May

May

With the annual Faculty Appreciation Breakfast called off, parent volunteers delivered flowers and care packages with pancake mix, jam and other goodies to the homes of Foote faculty and staff. Above, from left, Duffy Mudry, Laurie Sweet and Mary Rinaldi load a car on Loomis Place.

The pandemic prevented older and younger “buddies” from getting together in person, so they held virtual lunch dates instead.

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News at Foote

June Art teachers sent home supplies for students to complete capstone projects such as the 7th-grade self-portraits. Above, a 7th grader shows her portrait in progress to teacher Karla Matheny.

June A schoolwide drive collected more than 1,000 food items for the Connecticut Food Bank, which saw unprecedented demand during the spring. Above, a 4th grader and his 7th grade brother with Lower School teacher Margy Lamere.

September Each class remained in a fixed location on campus and teachers rotated through the classrooms in order to minimize exposure. Ninth graders were based in the library, which created interesting acoustics for steel pan rehearsals.

August

September

Students returned to campus on August 31 with a host of new safety measures. Above, Learning Support Program director Cathy Pamelard checks a 6th grader’s temperature at morning drop-off.

Though masked and physically distant, students connected in familiar ways, including during free play in the Sacred Woods.

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September Learning tents—one per grade—were set up around campus to create outdoor learning spaces that would be less prone to spreading germs.

October

October

Since holding a Halloween Parade and Fair was not possible, Foote held a “Dress-Up Challenge” where each grade was assigned a theme for their costumes. Seventh graders’ theme was Pixar, leading one class to coordinate a group costume of Toy Story characters.

Teachers innovated new methods of instruction to meet the moment, including Middle School science teacher Elliot Dickson’s mobile “chemistry cart.”

November

November

In order to limit exposure, every specialist teacher was assigned to one grade for live instruction and taught other grades remotely over Zoom.

Above, music teacher Deadra Hart (on the screen) instructs a 7th-grade class, teaching them proper mallet technique when playing on xylophones and glockenspiels.

Classes took advantage of an extended run of warm weather this fall to learn outside. Above, Grade 5 teacher Adam Solomon works with students in the Sacred Woods on cataloging organisms as part of an ecology unit.

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Connecting the Dots

Signs of the Times to use their voices for change and encouragement—all thanks to some creative teaching and piles of recycled materials.

grade

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F O OT E S TUD EN TS ARE LEARNING

Over the first few weeks of school this fall, signs cropped up all over campus that were bursting with color, love, support and messages about social causes.

These grade-level projects beautified campus (especially our new outdoor learning tents!) and led to engaging conversations about how students can use their voices to make positive change in their communities.

C O MMU NITY S IG NS O F S U P P O R T

On a five-day bicycle trip through coastal Maine this summer, Grade 4 teacher Toby Welch started photographing the signs of support he saw along the route with messages like “Joy, Health, Gratitude” and “Thank you essential workers!” He quickly realized it would be a perfect project for 4th graders.

Students considered what elements made the signs effective (was it the words used, the color scheme or something else?) and then made their own signs to place around campus.

“I think this project empowered 4th graders to feel that they are taking action and making a difference in a situation that feels very much out of their control,” says Grade 4 teacher Ashley Schnabel. “They were thrilled to come up with words of encouragement to add positivity and happiness to our community during this particularly challenging time.”

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grade

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TENT F L A G S

grade

8

P R OTEST PI L E

Grade 8 humanities teacher Alison Moncrief Bromage found inspiration for a Grade 8 sign project in an art installation by her neighbor, the Branford-based artist Cindy Tower. Titled, Protest Pile, the installation features messages and faces painted on logs from trees that were blown down by last summer’s tornado.

Eighth graders were tasked with doing a close reading of the Protest Pile and writing about what they observed. They were asked: Where are your eyes drawn? How many different messages can you find? Are there certain colors that capture your eye? With an artist’s eye, students then made their own signs for causes they care about, such as Black Lives Matter, reproductive rights, the environment and voting rights.

Across campus, three dozen cloth banners adorn the 3rd-grade learning tent. Loosely inspired by Tibetan prayer flags, the project was devised by Grade 3 teacher Susie Grimes ’75 as a way to beautify the tent and support 3rd graders’ emotional development. Students illuminated strips of old bed sheets with words like “Inspire,” “Peace,” and “Love” in beautiful lettering.

“Some students brought pieces of their identity into their design,” says Grade 3 teacher Cara Hames. The project connected neatly to the RULER program which supports the development of students’ emotional intelligence and well-being.

“There is science behind our thoughts and how they impact our mood,” says Cara, “so having the children think about a positive message they want to send out to the community helps us, in turn, to be more positive.”

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Horizons at Foote

Learning Together, at a Distance

A virtual Horizons enriches summer for more than 100 students.

Clockwise from top left: Horizons staff with school supply packages; 2nd graders doing ‘Animal Fitness’; a 3rd grader shows off her painting; fourth graders building rubber-band cars; a student building a Lego car; a 6th grader’s landscape painting, inspired by Jacob Lawrence.

BY K E LO NDA MAU LL , E XE CU TIVE D IR E C TO R THI S S UMME R , Horizons at Foote opened its doors virtually

to over 100 students, preserving much of our physical programming and innovating new ways to connect with our students.

Because of COVID-19, we were forced to rethink our program and our goals for the summer. Our 2020 goals were to create a safe and joyful virtual learning experience; to build connections with our students, families and schools; to provide hands-on learning through project kit deliveries and synchronous and asynchronous instruction; and to 12 | Foote Prints

prevent summer learning loss, known as “summer slide” (or this year, “COVID slide”), through fun, experimental and challenging academic enrichment.

Foote’s Technology Department provided G Suite access for all of our students and staff to sign onto the classroom every day during our six-week program. Virtual learning presented some challenges, from Wi-Fi issues and device shortages to adapting curriculum and finding ways to connect via Zoom and Google Meet. However, our Horizons team was more than up to the challenge. We provided 15 devices to families

in need to access the virtual classroom. Each of our seven classrooms met from 9 a.m. to 12 p.m., Monday through Friday. Each class had literacy and math blocks, as well as music, art and project-based enrichment.

Our academic program has a strong focus on projectbased learning. This summer, project-based learning was adapted for virtual learning with the help of kits from the Eli Whitney Museum. Our students used the kits to learn about balance, build rubber band cars and much more.

Our home deliveries this summer also included art supplies: markers, oil pastels, tempera paint and watercolors.

Each Friday, our teachers created breakout rooms where students could choose from a range of enrichment activities, from Simple Machine Building, Girl Talk, Scavenger Hunts, and Spanish 101 to Karaoke and creating Galaxy Slime.

Horizons at Foote emphasizes social-emotional learning and character development. This summer, we implemented RULER, the evidence-based social-emotional learning model created by Yale University, to support students’ emotional literacy and resilience. We emphasize the importance of being Horizons STRONG (Self-confident, Trustworthy, Respectful, Optimistic, Noble and Generous) in our classroom and our community, especially as we grapple with the effects of COVID-19 and systemic racism.

Horizons at Foote once again provided top-quality teaching to our students. Each grade level was led by professional head and assistant teachers recruited from New Haven Public Schools and nearby independent schools. Each classroom also had the guidance of an intern, our social worker, our academic director and our literacy specialist, creating an impressive virtual student-to-educator ratio of just over 3:1.

Our teaching team was able to mitigate the many difficulties of online learning through individual check-ins, small group activities and personalized interventions. We had 80 percent attendance this summer and a total of 37,800 minutes of connection/instruction.

We are so grateful for our dedicated school community, teachers, staff and Horizons students and families. It truly takes a village, and we couldn’t have done it without all of the unwavering support from our community.

Horizons at Foote is an academic and enrichment program dedicated to creating opportunities for New Haven Public School students from low-income families. It provides a joyful, safe, inspiring learning environment and empowers students to thrive in school and engage in an ever-changing world. Next summer, we will host 144 students, adding a new Kindergarten and first-grade class as our oldest group of 8th graders prepares for high school.

A Horizons at Foote group photo taken in summer 2019

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Around Campus

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Getting all students back on campus this fall required using every available space for smaller-than-usual classes. With the art studios being used as homerooms, art classes were held outside under tents, where early fall light lent to creative expression through sculpture, painting and sketching.

Here, an 8th grader creates a plaster animal sculpture.

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Feature

Lessons from the Stage

BY JULIAN S CHLUSB ERG , DR AMA CHAIR 16 | Foote Prints

W

hen I joined Foote’s faculty in 2000, I was impressed by the school’s long tradition of plays, one that stretched back to its earliest days and inspired countless numbers of students. But theater had not been taught as a formal component of the Kindergarten through Grade 9 curriculum, so that’s where I decided to focus my energy.

For 30 years I taught in neighboring Hamden, where I developed a drama program that was highlighted as a model by the Connecticut State Commission on Education and also recognized by the Rockefeller Foundation for its depth and comprehensive approach to theater arts. Indeed, Hamden High School had 11 courses in theater, including several levels of acting, directing, children’s theater, theater literature, Black theater, technical theater and even two drama courses for students with special needs. I was anxious and excited to begin this new journey at Foote and to create a program that could span 10 years of instructional skills.

Foote’s K–9 drama program teaches about character— in theater and in life.

The 2018 Summer Theater Program production of Brigadoon

To me, the most important aspect of teaching drama is respecting and honoring the individual student. That begins with listening—really listening—with the ears, eyes, heart and soul. I believe that every student wants our attention, wants to be “discovered,” and that each will communicate that need in a variety of ways, many of which are not as apparent as teachers might like. This takes a great deal of observation, praise, trust and genuine interest on our part.

Children of all ages—especially those in elementary and middle school—need reinforcement, guidance and adults who believe in them as they begin to create an identity and figure out how they fit into the world.

In the Classroom Foote’s drama program puts a strong emphasis on the development of decision-making and problem-solving skills.

When we study character development, we examine why characters make certain decisions in plays, the ramifications of those decisions for other people and events and how a character may react in a particular situation. I often think of Atticus Finch’s line in To Kill a Mockingbird: “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.” To do this requires tolerance and patience, imagination and empathy.

One lesson in Kindergarten drama, titled “Lance the Giraffe,” illustrates our approach to problem-solving. Lance Fall 2020 | 17

is a giraffe who wants to “swim like a fish” but gets stuck in the thick mud at the bottom of a lake. Students are asked to think of ways to free Lance from his predicament and to act it out. Kindergartners come up with very creative solutions: using the long, mighty trunk of a friendly elephant to extract poor Lance; tying vines from nearby trees around Lance’s neck and giving it a good tug; or getting a school of community-minded fish to swim to the bottom of the lake and pry Lance’s hooves from the mud. The seriousness of purpose demonstrated by those children in extricating our friend, Lance, is absolutely entrancing. Every grade in the Lower School, from Kindergarten through 5th, spends a great amount of time on these problem-solving and decision-making skills.

These skills are also a major part of design. When building a set or finding props and costumes, students must make a host of decisions to accomplish a task and meet a deadline.

“Seeing our own precious son playing Dr. Gibbs in Our Town brought tears to my eyes. The entire performance was profoundly moving, on stage and off, sitting among our contemporaries and seeing our children act out Thornton Wilder’s timeless drama. The show owed its power to the love and trust its director had not only for the text but, most importantly, for his company of actors. There was no pandering, no facile choices, just well-observed and faithfully rendered moments reflective of that elusive thing known as real life.”

R E FLE C TI ON S O N FO OTE THE ATE R

—Donald Margulies P ’08, past parent and Pulitzer Prize-winning playwright

The Diary of Anne Frank, the 9th-grade class play in 2018

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More-experienced students play an active role in guiding younger ones to make decisions in both the performance and technical areas. In so doing, they model effective patterns of responsible behavior and bolster their self-confidence.

Drama also emphasizes listening. In plays we want the characters to be believable and realistic, and to achieve this, the actors/characters need to hear each other and respond accordingly. To listen requires the student to honor the humanity of another, to become aware of the other.

It is always my hope that students will transfer that basic premise of drama to their relationships offstage as well.

Foote’s drama program uses all different learning styles.

Every unit includes lecture and large-group instruction, cooperative learning and small-group work, as well as opportunities for students to work independently.

Performance assignments illustrate classroom theory and reinforce basic skills. Assignments are purposely designed to offer students the ability to succeed through choosing among various avenues of study. For example, scene presentations in 8th grade include analytical work and research as well as the more creative aspect of building a character, designing a set, choosing costumes and props and blocking (charting the movement). Students focus on the intellectual aspect of the work through discussion, research and interpretation and pursue the kinesthetic aspect through movement.

Constructive feedback is another critical component. All performance assignments are followed by oral and often

Drama chair Julian Schlusberg gets a group hug from Kindergartners from the Class of 2026.

First and 2nd graders in drama class in the Sandine Theater

written critiques. The critique is teacher-guided, but student-evaluated through a carefully implemented system that is devised to make the students feel valued and good about their work. It also allows students to accept criticism in a mature and open manner.

On the Stage

Drama is an ideal vehicle for interdisciplinary learning.

History helps us understand the time period of the play as it relates to social and ethical mores, newsworthy events, props and costumes. Math skills aid in the creation of sets and theater management. Psychology is used in the creation of characters, their objectives and their interactions with each other. Art is prevalent in the design of sets and costumes. The varying rhythms of music are studied to better understand the rhythms of playwriting and scene presentation. Technology is growing by leaps and bounds in theater work and is found in lighting, sound, visual effects and construction. Science and chemistry are basic to lighting, make-up and any number of other elements.

While Foote is known for its top-notch productions, our program emphasizes process rather than product. Although we all hope for in-class presentations and major theater productions of the highest quality, a student or a group of students gaining new insights, overcoming personal obstacles or attaining and using new knowledge is more valuable and is, in my opinion, essential to any educational theater program.

There is often a sense of excitement, adventure and intrigue in drama class, as the subject matter introduces students to a host of situations requiring imagination and creativity.

This large educational umbrella provides a place for every student, even those who approach it with trepidation. A theater program must provide fertile ground and a safe haven for the student to experiment, take risks and surprise herself or himself and the instructor with a wealth of discoveries.

Plays enlarge ideas, emotions and moments. A play should cause us to truly think and, if necessary, modify our interactions, reinforce or question our principles, be more sensitive to others and to ourselves—in short, to become better people and, in so doing, make our world a better place.

I am frequently asked how I go about selecting plays to present at Foote. The truth is it’s a very challenging process. I need to consider the students who will form the company, both performing and working on the technical component, and what skills they are ready to learn and what challenges they are ready to accept. I need to also consider the audience—both the student body and the larger Foote community. The job of any theater teacher/director is to enlighten the audience as much as it is to educate the students who bring the play to life on the stage. I feel that our plays should challenge the community to learn something completely new or perhaps modify our existing perspectives about a specific topic or belief.

I choose plays with love so that students can learn to be better people and lead richer lives by investigating the themes and understanding why the characters behave the way they do.

I try to understand every single student and to praise them and genuinely trust them. I try to guide them to overcome obstacles, solve problems and discover their importance in the world—all through this large, wonderful, protective, daring, challenging, thrilling thing called theater.

What do plays teach us? We learn about courage and resiliency from The Diary of Anne Frank and the importance of freedom of thought in Inherit the Wind, which deals with the infamous Scopes Monkey Trial. We examine the teenager’s search for identity and independence in The Fall 2020 | 19

“ The most important aspect of teaching drama is respecting and honoring the individual student.” —Julian Schlusberg

Julian Schlusberg working with Abby McCabe ’14 and Robinson Armour ’14 during the 2014 production of The 39 Steps

Outsiders. We are called upon to re-examine our values in George Washington Slept Here and Harvey. Comedies can be just as effective in teaching important values. Moliere’s wonderful The Miser teaches us the perils of greed, and Carlo Goldoni’s The Servant of Two Masters imparts lessons about loyalty.

Many plays appeal especially to our younger students— I’m thinking of Peter Pan, The Princess and the Goblin, Treasure Island, Anne of Green Gables, The Ugly Duckling, and A Christmas Carol. But I never underestimate children’s

“Under Julian Schlusberg’s direction, Foote Theater is one of the finest drama programs for young people in the country and produces work that rivals that of professional theater companies. I don’t know if Julian is a saint or a poet, or both, but that is his gift: to realize life, to really look and teach us how to look at one another. That is what he did for me and, I know, for countless others. He saw me. He gave me a home and a life in theater—a gift that extends, of course, far beyond the theater’s walls. If, as some say, the theater rehearses us for life, how lucky are we to gladly learn from someone who has so gladly taught us to act, to look, to live.”

R E FLE C TI ON S O N FO OTE THE ATE R

—Evan Horwitz ’08, Actor/Playwright

20 | Foote Prints

understanding of the often complex themes that lay under the surface of these plays. Nor do I feel that their age limits their appreciation of plays that might seem more sophisticated in content. Such is the palpable enthusiasm for plays and for storytelling at our school.

It has been a humbling pleasure to serve as the Artistic Director of the Foote Summer Theater Program for the past 40 years. Its reputation has grown far and wide, and students from numerous schools (even from other countries) have participated. The long history of this program has included the production of all kinds of plays and formats. For several summers we did repertory theater, i.e., two different full-length major productions rehearsing simultaneously and performing alternately— Neil Simon’s Brighton Beach Memoirs and Jane Austen’s Pride and Prejudice. Musicals have been extremely popular: Guys and Dolls, The Secret Garden, Pippin, Annie, Brigadoon, Chess and Anything Goes, among a host of others. Perhaps the richness of this program is best summed up by Evan DeCarlo, a former student and employee of the program, who once wrote, “Foote Summer Theater was never merely a way of learning to do—it was a way of learning to be.”

And how often can we say this of anything but something really worth treasuring?

Students in the 2005 production of Anne of Green Gables

Cast and crew share a laugh during a dress rehearsal for George Washington Slept Here, the 7th/8th grade play in 2018.

of Foote’s drama program?

It is a complex program, designed with essential questions in mind and the intentional mapping of sequential and cumulative skills. The classroom curriculum complements carefully chosen major productions, and vice versa. And yet all of this must have a flexibility to it; it must have a simplicity and fluidity so that all of the thousands of details that make it work, just like any finely tuned theater production, are invisible to a casual observer.

of hand puppets to express their feelings; 1st, 2nd and 3rd graders using their bodies to become inanimate objects— a refrigerator, a clock, a flag waving in the breeze; groups of 4th graders sitting under a tree and writing a play; 5th graders using brightly colored bandanas to create animals or concepts like “day becoming night;” excited 6th graders gathering props and costumes and designing lights and sound effects as they present their original ethical dramas and comedies; 7th and 8th graders engaged in dramatic scenes of conflict and expressing their views freely afterwards; and 9th graders preparing for their culminating theater experience at Foote, the always popular 9th-grade play.

W HAT I S THE U LTIMATE GOAL

It is not the intent of the program to create great actors, technicians, playwrights and scholars, although I hope those students who have a zeal for the theater and a desire to make it their life’s work will be able to capitalize on the skills taught. Rather, this program is meant to provide the tools needed for children to grow and learn about themselves; to grow into their skin, so to speak; to pass through early childhood and into adolescence using the theater classes as a way of building a strong self-concept, self-discipline, respect for others, listening skills, collaborative and cooperative skills and an appreciation for the similarities and differences that people share.

The theater has a tremendous emotional power. It has the ability to stir and inspire an audience as it illuminates the human condition. And all of that begins in the drama classroom. It begins in the Lower School as children make discoveries about themselves and others, and it continues through middle school where the work, while still emphasizing self-growth, becomes more presentational.

The program aims to provide opportunities to be creative, to improvise on the stage and off, to gain cultural literacy and to laugh.

It has always been a joy working, learning and sharing with students and witnessing their growth during their Foote years. It’s thrilling to see Kindergartners using an array

And all the while, I watch and observe with a quiet smile of deep gratitude. It is indeed a great gift to witness children growing, laughing, sharing, empathizing—even disagreeing.

I started one of my books, Lessons for the Stage, with the sentence, “Teaching theater is one of the greatest joys in the world!” For me, it has been that way for 50 years.

Currently in his 51st year of teaching, Julian Schlusberg has received the John C. Barner National Theater Teacher of the Year Award, The Long Wharf Theatre’s Mary Hunter Wolf Award for Excellence in the Art and Teaching of Theater, the Greater New Haven Arts Council Award, Hamden’s Teacher of the Year Award and awards from the Hamden Legislative Council and the Friends of the Hamden Library. He was twice honored by the Governor of Connecticut for his leadership in educational theater. He has received numerous Distinguished Service Awards and a Lifetime Achievement Award and is the critically acclaimed author of Lessons for the Stage and Letters from the Prophets: A Theater Teacher’s Memoir. At Hamden High School he directed 20 plays that were selected as the Outstanding High School Production in Connecticut.

Fall 2020 | 21

Feature

Hope and Healing As a deadly pandemic ravages the country, Foote alumni and parents are stepping up to help those in need.

22 | Foote Prints

BY JACK D I CKE Y ’0 6

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ILLUS TR ATIONS BY TOD D RO GER S

I

t is something of a challenge to whoosh oneself back to early March, when COVID-19’s toll was only theoretical, when an “experimental cocktail” was procured not at Walter Reed Medical Center but in the deepest reaches of Brooklyn—when life was normal, or whatever counted for normal back then.

One phrase, though, recalls the early pandemic mindset without fail: “out of an abundance of caution.” It was the phrase used by employers when announcing prophylactic two-week office closures and by sports teams when imposing restrictions on crowd sizes. And it was a phrase used by Josh Geballe ’90, the chief operating officer of the State of Connecticut, in a press conference on March 10, as he and Gov. Ned Lamont announced imminent school and daycare closures in response to only the second identified case of COVID-19 in the state.

After nearly 20 years in the tech industry, Geballe had joined Lamont’s administration in early 2019 to modernize the business functions of state government. He assumed his new role as COO a week before Connecticut detected its first positive case. Now he was leading the state’s response to COVID-19. Flanked by the governor, cabinet members and legislative leaders at that March 10 press conference, Geballe warned, “People should understand that we’re going to see more of this. As this virus spreads, we’ll see similar cases, and we’ll see similar actions.”

Two days earlier, Ben Rosenbluth ’09 had received a call along similar lines from his boss, the Guilford-based geneticist Jonathan Rothberg. Rosenbluth had trained in mechanical engineering at Yale before developing an unanticipated zest for biology. He had first worked with Rothberg, a serial life science and medical device entrepreneur, on the development of a portable MRI machine and a DNA sequencing platform.

Their latest project was the bioengineering venture Homodeus, which was focused on the development of gene therapies for rare diseases. “Then all of a sudden COVID-19 hit,” Rosenbluth recalls, “and rare diseases didn’t seem quite as important anymore.”

Meanwhile, at Brigham and Women’s Hospital in Boston, it had become clear to Sam Gelfand ’00 that it was too late to contain the epidemic. “It happened like a slow-motion horror scene,” says Gelfand, a nephrologist who at that time was in the last months of her post-residency training in palliative care. By early March, she says, the hospital seemed to be handling only COVID-19 patients; Gelfand’s specialty of palliative care, grimly, would soon be in high demand.

The story of the COVID-19 pandemic is first and foremost one of staggering loss—a loss borne disproportionately by the less fortunate. As this issue went to press, more than 5,000 Connecticut residents had died, among 274,000 nationwide and more than 1.4 million the world over.

And those figures, stark as they are, leave out the arduous recoveries of millions of COVID-19 survivors, not to mention the depression, isolation, and layoffs that have befallen many of those lucky enough to avoid COVID-19.

But it is also a story of adaptability, grace and resolve. Faced with the greatest global cataclysm of their lifetimes, many members of the Foote community answered the challenge, doing everything they could to bring hope and healing to those in need.

“ I had not envisioned that, as a doctor, I would be an iPad holder in an ICU. But it was one of the most therapeutic things we could do.” —Sam Gelfand ’00 Fall 2020 | 23

Leslie Stone, Foote Parent

Sam Gelfand ’00

arrived in the U.S., it had upended the professional life of Leslie Stone P’15, ’18, ’22. As the vice president and director of programs at Yale-China, the New Haven-based nonprofit devoted to furthering cooperation and understanding between the U.S. and China, she and her staff had started to worry about the safety of their colleagues in Asia after reports of a mysterious pneumonia cluster in Wuhan. Four Yale-China fellows were based in Changsha, New Haven’s sister city, which is only two hours from Wuhan by high-speed rail. And that was to say nothing of the staff and students at Xiangya School of Medicine and Yali High School (Foote’s sister school), also in Changsha, which have longstanding partnerships with Yale-China.

A S A S P E CIALT Y,

W E LL B E FO R E COVID -19

By mid-January, as the virus spread throughout China, the organization made the call to evacuate all of its fellows.

Yale-China did its best to procure personal protective equipment for its partners at Xiangya School of Medicine, hundreds of whom were traveling to assist beleaguered hospitals in Wuhan, but U.S. restrictions prevented the shipping of protective gear.

In the early hours of January 23, the central government of China announced that within hours it would be sealing Wuhan, a city of more than 11 million, along with other major cities in Hubei province. “People flew out of the city in droves,” remembers Stone, the mother of Dylan ’15, Mia ’18 and Wyatt, an 8th grader at Foote. (The city’s mayor later estimated that 5 million people left the city before the lockdown was put in place.) “It was really then that those of us at Yale-China knew the Pandora’s box was open.”

24 | Foote Prints

palliative care aims to reduce stress and suffering related to serious illness for patients and their families. This often involves trying to reduce pain, clarify priorities and help people cope with uncertainty. Questions about the meaning of life or how a family will endure after a loss, these are Sam Gelfand’s questions, uncomfortable though they may be. “I find it harder not to address those big-picture worries than I do to dive into them,” she says.

And spring was a time for big-picture worries. The virus presented an unusual progression. Once a patient fell critically ill, their condition could persist for weeks with few indications about what might change it. Physicians knew from the experiences of China and Italy that critically ill patients who did improve did so after two or three weeks, but they didn’t know much more than that. The disease called for unusual patience and “prognostic humility,” Gelfand says.

By mid-April, Massachusetts was seeing around 2,000 new cases a day. Gelfand and the rest of the palliative care team (chaplains and social workers) set up permanent camp alongside the other doctors and nurses delivering care to COVID-19 patients in the intensive care units. Ordinarily, attending physicians summon palliative care when a situation calls for it; during the spring surge, just about every situation seemed to call for it.

With safety protocols keeping families from joining sick loved ones at their bedsides, Gelfand often found herself responsible for facilitating communication that would otherwise have happened in person. She spent several hours each day bringing an iPad to patients’ bedsides so that families could see their loved ones, talk to them, sing to them.

“ It’s super-motivating to work on something that will help people that you love. That gets you through the hard parts.” —Ben Rosenbluth ’09 “We viewed ourselves as communication specialists: How do we communicate in ways that are clear but empathic? How do we create connections with families who are devastated not to be in the hospital?” she says. “I had not envisioned that, as a doctor, I would be an iPad holder in an ICU. But it was one of the most therapeutic things we could do.”

When Gelfand spoke with patients’ families, she’d begin by acknowledging how dispiriting and frightening everything was. They often felt guilty: Had they infected the patient? What if they had never put their loved one in an assisted-living facility, or what if they had brought her home sooner? They were also scared: What if they came down with COVID-19? And amidst all this, families were frequently in the terrible position of having to speak for their loved ones, who couldn’t speak for themselves. She had to tell them, If your family member survives after several weeks on life support in the ICU, the road to recovery will likely be long. If they were already frail before COVID-19, they may never return to their prior strength or independence.

If they could speak for themselves, what would they say?

What leads a physician to choose such a taxing specialty?

Gelfand says, “I do find it sad. I do find it hard. But the majority of serious illness is not curable—it’s not just 1. make the diagnosis, 2. apply the therapy, 3. life goes back to normal.

The majority of illness is a journey, and it’s very fulfilling to bear witness and support someone through that journey.”

illness? With scant publications available on the topic from China, Campbell and her colleagues shared their expertise and collaborated with their maternal fetal medicine colleagues from around the world.

Yale also consolidated its two obstetrical units into one.

“It happened in two weeks,” says Campbell, the mother of Foote seventh graders Marlena and Vivienne. “Under normal conditions it would have taken two years.”

Campbell’s team also created a distinct ward for mothers diagnosed with COVID-19 and tested every woman who presented for delivery.

For COVID-19-positive mothers, the CDC’s early recommendations were extreme. With little known about the risk of postpartum transmission, they were urged not to share hospital rooms with their newborns. Campbell and her staff emphasized shared decision-making, and some families took the precaution, while other mothers simply distanced from their newborns in the same room.

Even as COVID-19 rates have spiked in Connecticut again, Yale has not seen a single infected newborn since the crisis began. “I am really proud of all our patients,” Campbell says. “They have been brave and accepting of all the changes on our labor floor. They have said, I’m going to do what I need to do—just help me stay safe.”

Katherine Campbell, Foote Parent of the spring surge, hospitals saw major declines in non-COVID-19 patient activity. Anything that could wait waited. But Katherine Campbell P’23, the medical director of Yale-New Haven Hospital’s Labor & Birth and Maternal Special Care units, deals with a patient population that cannot be made to wait.

D U R IN G THE WO R S T

As the pandemic raged, Yale moved maternal care as much as it could to telehealth. Birthing classes went online, as did tours of the labor floor, and mothers were soon informed that when it came time to give birth, they could bring along only one companion to support their delivery.

In those early days, the medical staff was struggling to figure out what effect, if any, COVID-19 might have on women and newborns. Could a mother transmit the virus to a fetus in utero? What about through breast milk? Were expectant mothers at higher risk for developing serious Fall 2020 | 25

As of early November, the team had entered clinical trials and was pursuing an Emergency Use Authorization from the FDA to sell to the point-of-care market (doctor’s offices, school nurses, and pharmacies). But for at-home diagnostic tests, the FDA requires that at least 95 percent of test subjects be able to use the product without experiencing a failure, a benchmark that has proven elusive to COVID-19 test manufacturers so far.

Rosenbluth remains sanguine. “It’s ultimately supermotivating to work on something that will help people that you love. That gets you through the hard parts.”

Ted Cohen, Foote Parent a professor of epidemiology at the Yale School of Public Health, enthusiasm has been harder to come by. (His primary research area is tuberculosis, a respiratory disease that progresses more slowly than COVID-19 but is responsible for 1.5 million annual deaths worldwide.) Cohen and his colleagues recognized by midJanuary that COVID-19 might well wreak havoc in the United States.

FO R TE D CO HE N P ’ 2 2 ’ 2 5 ,

Ben Rosenbluth ’09 were dealing with a crushing first wave, Ben Rosenbluth and his colleagues at Homodeus were beginning to think about how new COVID-19 diagnostics would help society open up. Tests were scarce and results could take days, making it impossible to secure a quick all-clear before visiting grandparents or returning from out of town.

A S THE H O S P ITAL S

Homodeus was pursuing an inexpensive, speedy and sensitive test for home use. The most reliable tests use a process called polymerase chain reaction (PCR) to multiply the genetic material of the coronavirus from the nasal swab to a detectable level; they’re incredibly sensitive, but they require the use of sophisticated and in-demand thermal machinery found only in laboratory settings and they need highly trained technicians to execute. The technology for a reliable home-based test did exist: a process called isothermal amplification can amplify genetic material for testing purposes in one tube with a simple heater, and lateral flow assays (similar to what are used in pregnancy tests) and it provides a low-cost way to detect the presence of the amplified material. But other obstacles presented themselves. The test kits had to be built from scratch and be simple enough for anyone to use in their own home.

The tests also needed to overcome the technical challenge of extracting the genetic material of the virus without requiring complex and time-intensive laboratory processes.

On top of that, Homodeus needed, as Rosenbluth puts it, “a sight line to producing 10 million kits per month.”

By early fall, Homodeus had developed a low-cost test kit about the size of a sandwich bag that contained a custom nasal swab designed to collect enough sample from the nostril, a small tube of reaction fluid, sophisticated biological reaction components and a read-out device resembling a pregnancy test.

26 | Foote Prints

“We have a very independent set of states and a populace that doesn’t like being told what to do,” says Cohen, the father of Foote students Jack (Grade 8) and Poppy (Grade 5). “These were potential vulnerabilities in the face of a pathogen for which collective action was really needed.”

In March and April, Cohen and colleagues teamed up with investigative reporters at The Washington Post to analyze federal death data. They found that the U.S. had recorded nearly twice as many excess deaths during the first weeks of the epidemic as had been previously reported, demonstrating COVID-19’s substantial toll.

From there, Cohen’s next project was a publicly accessible website, covidestim.org, which feeds disparate, spotty and outdated data into a statistical model that is able to “nowcast” the estimated current disease conditions for every county in the U.S., as well as report retrospectively on how the virus has spread. For instance, on March 12, when the state of Connecticut had observed only five positive tests, the Covidestim model said there were 1,210 new infections in the state.

Cohen says he hopes his predictive models, and the vast proliferation of publicly available academic research, can help to inform policymakers. With more complete information, they’ll be better able to study which interventions have worked and to plot a prudent course for reopening. Still, he says, he’s disappointed by how poorly public health debates have been handled by elected officials.

“There were always going to be really hard choices about how to value certain things—the health of kids, the health of families, economic harms—all in the context of not knowing how long [the pandemic] would last,” he says.

“But it’s been made much worse by not knowing if people were being transparent with you.”

Josh Geballe ’90 Josh Geballe is grateful that Connecticut largely avoided the rancorous debates about reopening that paralyzed other states. “The governor was clear from the early days that we needed to listen to the public health experts and follow their lead,” he says. “And overall, the people of Connecticut have done an amazing job following their guidance.”

B ACK IN HAR TFO R D,

Geballe, the father of Will ’19 and Kaylee, a Foote 8th grader, is hopeful for better days. The post-COVID-19 exodus from Manhattan has supercharged the Connecticut real-estate market, and he’s in frequent contact with companies that are contemplating relocation. He says he’s been honored to take on the challenging responsibilities that the past year has thrust upon him and to serve his state.

“ There were always going to be really hard choices about how to value certain things—the health of kids, the health of families, economic harms.”

—Ted Cohen, Foote Parent

in all these conversations was the clarity of purpose COVID-19 had bestowed on those in every field. In April, as China emerged from the worst of the illness and Connecticut had yet to flatten the curve, Leslie Stone received a shipment of 100 surgical masks from “Kirk,” a senior at Yali High School.

IND E E D, A LE ITM OTIF

“One hundred is not a large quantity,” Kirk wrote, “but this is a chance for me to express my mind. People all over the world are supposed to unite to defeat the pandemic, and I’m convinced that we will finally win this battle together.

All the best for America, and all the best for the world.”

The pandemic has made everything 10 times harder for Yale-China, Stone says, but their work has never been more urgent.

And in the Brigham and Women’s COVID-19 intensive care unit and on the Yale-New Haven labor floor, health care workers grasp just how much their patients need them, even when all they can do is provide comfort during a scary and uncertain time. As we stare down a winter that may prove every bit as bleak as the past spring, these dedicated professionals serve to remind us that, even amidst horror, there is reason for hope.

Jack Dickey ’06 is a journalist based in Manhattan. A former staff writer for TIME and Sports Illustrated, he is now on staff at the NewsGuild of New York.

Fall 2020 | 27

Around Campus

28 | Foote Prints

Four square has long been a favorite game of Foote students. This fall, with the gym off-limits due to COVID-19, it became an official part of the physical education curriculum, with the Highland Street parking lot transformed into an epic four-square court.

Fall 2020 | 29

Graduation 2020

The Class of 2020

AF TE R A S P R IN G that cancelled

or reshaped so many anticipated experiences—from the China trip to the poetry cabaret—9th graders finished their Foote experience with a drive-in graduation.

And while graduates wore masks and mostly stayed in their cars, they were ecstatic to be together.

Cars formed two semicircles on the Middle School recess field, facing a stage, and the limited number of faculty members in attendance sat a safe distance apart.

Graduates exited their cars one at a time

30 | Foote Prints

to collect their diplomas to celebratory honking from the assembled families.

John Cunningham shared a moving reflection to cap off his 35 years at Foote.

Many modern traditions of Foote graduations endured. Departing Head of School Carol Maoz read individualized tributes to each of the 15 graduates. Ninth grader Justin Zlabys performed beautifully on the violin. Foote alumna Sia Sanneh ’94 delivered a prerecorded graduation address, speaking about her work for the Equal Justice Initiative and urging graduates to choose hope over cynicism (read speech on page 32). And departing science teacher

When all graduates had collected their diplomas, confetti shot out of car windows to create a heartfelt and colorful coda to the students’ time at Foote School.

> Find more photos on our website at www.footeschool.org/graduation2020.

Accolades & Gifts Foote School Prize Lucy Fritzinger Elias Theodore Outstanding Academic Achievement Award Lucy Fritzinger Elias Theodore Jean B. Shepler Fine Arts Prize Kwasi Adae Athletic Achievement Award Lucy Fritzinger Zainab Khokha Elias Theodore Class Correspondents Zainab Khokha Tristan Ward

Graduates Will Attend Cheshire Academy Choate Rosemary Hall Cooperative Arts & Humanities High School Daniel Hand High School Guilford High School Hopkins School Milton Academy New Haven Academy The Putney School Walnut Hill School for the Arts Wilbur Cross High School Wooster School

Clockwise from top: The drive-in graduation was held on the Middle School recess field; Justin Zlabys ’20 performs on violin; Zainab Khokha ’20 introduces graduation speaker Sia Sanneh ’94; a shower of confetti capped off the ceremony; Kwasi Adae ’20 celebrates receiving his diploma; 9th grade president Elias Theodore ’20 addresses the crowd; Head of School Carol Maoz greets families. Right: Grade 9 advisors Deb Riding and Megan Williams greet Geffen Waterman ’20 at a safe distance.

Fall 2020 | 31

Graduation 2020

‘ Now, more than ever, it is time to choose hope’ The following is an excerpt from the virtual graduation address by Sia Sanneh ’94, Senior Attorney with the Equal Justice Initiative

parents, grandparents, educators, families and friends. It’s such an honor to be part of your special day.

HE LLO GR A D UATE S ,

I am especially excited to be with you today because Foote is so special to me. I arrived here as a new student in 5th grade.

From Boston. With an Afro and a jean jacket. I didn’t know anyone and was bracing for a very tough year. Instead Mr. Cox, my 5th-grade teacher, made me feel so welcome right away. And my classmates swept me in and acted as though I had always been there. These are still some of my closest friends. We have stayed in touch as we have moved around the world: from Japan to Ghana, South Africa to Brazil, Philadelphia to Montgomery, Alabama. We’ve been at each other’s weddings. Even now during these strange times when none of us can gather as we normally would, the seven of us Foote kids stay in close touch. We even have a weekly Zoom call scheduled every Saturday at 8 p.m.

32 | Foote Prints

In addition to these lasting friendships, Foote gave me an education, during my formative years, that has helped shape my life and my life’s work. There are so many memories but in the interest of time I’ll talk about only one today.

I remember reading To Kill A Mockingbird in my 7th-grade English class. I was deeply inspired by Harper Lee’s storytelling and characters: Atticus Finch, a courageous white attorney in Alabama; Tom Robinson, an AfricanAmerican man wrongly accused of rape; Jem and Scout, and Dill, kids trying to understand a complex and unjust world and find their place in it.

We were reading that book in the early 1990s, against the backdrop of civil unrest in Los Angeles following the brutal beating by police officers of Rodney King. The justice system failed to hold these perpetrators to account despite the fact that the entire bloody scene was captured on video.

It was heartbreaking. Maddening. At Foote I found a

“ Your generation represents our great hope. Take that hope, energy and spirit to the places that need it most.”

—Sia Sanneh ’94, graduation address

thoughtful environment where I was encouraged to think through these issues.

Looking back, it’s no wonder I continued along this path and ended up at law school hoping to become the kind of lawyer who would confront injustice. When I graduated from law school, I moved to Montgomery, Alabama, to work with Bryan Stevenson at the Equal Justice Initiative, a decision that has profoundly shaped my life.

I’ve been thinking a lot about my Foote years, and the eerie echoes of that time, as civil unrest has gripped our streets once again. I don’t have to tell you that it is a challenging time. Almost 20 years after my Foote School class graduated, it may feel discouraging that we are still fighting these same battles. It may be tempting to give in to hopelessness. To say it’s too hard. But if you work with the poor, the incarcerated, the condemned, as I do, you will know that now, more than ever, is the time to choose hope.

One of the most critical insights I have learned from Bryan over the years is that when we see grave injustices we must always ask: what is the story people tell themselves and each other in order to live alongside injustice, and to accept it? In the criminal justice system, and in so many other systems, it is the story of racial difference. The false narrative of white supremacy and Black inferiority, and the presumption of guilt and dangerousness that is assigned to Black people.

The narrative that African-American life is less valuable.

That violence against Black people is to be expected, and tolerated, and lived with. And that narrative has its deep, deep roots in our history. It’s been there from the beginning.

We have all grown up with it all around us.

So the challenge before us is to write a different story. It is to confront not just the unjust policies and practices we see, but the narratives that sustain them. That can feel like a daunting challenge. It does today.

Fortunately we have great reasons for hope.

For me, these past few weeks, it has been learning about all of the incredible work you have done. You have engaged in social issues. You have volunteered in your community, supporting Columbus House, prison literacy and our organization, the EJI. You have engaged with Amnesty International, joined the Student Diversity Leadership

Conference and visited the new Smithsonian National Museum for African American History and Culture. You have sought out ways to learn more about criminal justice reform, climate change, the injustices in our immigration system and so many other critical issues. You have invited speakers. You have read and organized and mobilized.

You and your generation represent our great hope.

I humbly encourage you to take that hope, energy, spirit and commitment to the places that need it most. Go to the margins of society, to the spaces where there is despair and great need. This is where you can learn what the human spirit is truly capable of, and it is inspiring.

I draw so much inspiration from my clients and their stories. Because they are also the stories of American activism over the generations.

And I draw so much inspiration from the leaders who have come before us, like the amazing women who led the bus boycotts in Montgomery, Alabama, where EJI is headquartered. Women who were raised in an era of lynching and racial terrorism, where ordinary citizens dragged Black people through the streets with complete impunity. They grew up in an era when there was no safe place to be a person of color, especially in the South. And yet they believed. They hoped. They organized one of the most successful people’s movements in history. They walked to work, sometimes six, seven, eight miles each way. For more than a year. A year! We erected a sculpture to honor these women at EJI’s National Memorial to Peace and Justice, a memorial in Montgomery dedicated to victims of racial terror lynching. I like to stand there, next to that sculpture, and remember that these are the shoulders we are standing on. And thinking about what they did for their generation gives me perspective on our challenges today and inspires me to do more.

But it is your generation that will lead the way. After getting to know you all from afar, I am so grateful for that. I am hopeful. I hope you will be hopeful too. And I hope that, like me, you will draw on your incredible Foote education and the lifelong friendships you have made here, to guide and sustain you along the way.

My warmest, most heartfelt congratulations on your graduation. I can’t wait to see all of the amazing things you will do.

Fall 2020 | 33

8th Grade Celebration

The Class of 2021 in their 8th-Grade class photo

THI S YE AR ’ S 8 TH GR A D E Celebration

was one for the history books. The size of the class made an in-person celebration impossible, so students, teachers and families gathered virtually on Zoom to honor a class whose 8th-grade year was turned upside down by a once-in-a-century pandemic.

The virtual celebration had many of the hallmarks of the usual in-person ceremony.

Departing 8th graders were celebrated individually (their certificates were mailed home) and returning students were introduced as the 9th-grade Class of 2021.

Students watched a slideshow of photos from their years at Foote, and Head of Middle School John Turner addressed the class. In welcoming the students, departing Head of School Carol Maoz acknowledged how 8th graders showed grit and resilience during a year filled with disappointments.

“Of course we all wish that we could see one another in person; sit in the gym together, even if it were a hot and humid day; listen to

34 | Foote Prints

the music made by our talented students; smile as the leaders of the clubs pass the torch to the next group of student leaders; and cheer for you as you’re called up one at a time to receive your certificates,” Carol said.

“But that is just not our reality today,” she continued. “We can feel disappointed and even frustrated. We can feel that we had something taken away from us, something we were looking forward to. And yet you have all showed your resilience. Your teachers have talked about how reliable you have been, how hardworking, how dependable.”

In ending the celebration, Middle School teacher and administrator Liam Considine urged the students to use their gifts as a means to help others. “You are kind, you are passionate, you are industrious, you are resourceful. You are champions, you are activists. And now more than ever, the world will need you.”

Departing 8th Graders Will Attend Amity Regional High School Branford High School Choate Rosemary Hall Daniel Hand High School Guilford High School Hamden High School The Hill School Hopkins School Loomis Chaffee School New Haven Academy North Haven High School The Sound School Wilbur Cross High School

Leadership Roles for the 2020–2021 School Year 9th-Grade President Kiran Makam Community Council (formerly Student Council) Annie Cady Ada Goren Amnesty International Rania Das, Ameya Patel, Levi York, Olivia Zlabys Chorus Juliet Koff Holly Pisani Club of Applied Science Hank Ferguson Neela Iydroose Environmental Action Group Ryan Diffley Kiran Makam F-STAND Ryan Diffley Simeon Levesque Kiran Makam Footenotes (literary magazine) Bayan Altalib Wes Birge-Liberman Alice McGill Foote Steps (yearbook) Sophie Gangloff Finn Knight Grace Laliberte Jazz Rock Ensemble Isak Hopfner Grace Laliberte MathCounts Helena Chaine Charles Ellis Ray Ellis Model Congress Hank Ferguson, Grace Laliberte, Lisa Liu, Silas Streeter SPI (student newspaper) Nora Brock Asher Joseph Falco (Foote mascot) Azaad Mamoon

Due to the size of the class, 8th Grade Celebration was held over Zoom.

Accolades & Gifts Outstanding Academic Achievement Award Florence Polak The Barbara Riley History Writing Prize Sophia Pandya Laya Raj Teddy Witt Athletic Award Lucy Dreier Julien Gangloff Shunji Lewandowski Aisling Putnam Gabrielle White National Latin Exam Students across the U.S. and in many foreign countries, from elementary school to the college level, took the National Latin Exam. The exam contained 40 questions on a variety of topics such as grammar and syntax; Latin sayings and mottos; and Roman history, religion and culture.

Awards were given to students who scored above the national average. Thirty-seven of our Latin students received awards.

Congratulations to them all!

New England Mathematics League Each year, students in grades 6 through 8 compete with peers from around New England in the Math League contest, answering multiple-choice questions covering advanced arithmetic, algebra and geometry. The mission of Math League is to build student interest and confidence in math through solving problems.

Grade 8: Team placed 4th in the Connecticut region and 16th out of 58 schools overall.

Grade 7: Team placed 2nd in the region and 9th out of 58 schools overall. Helena Chaine finished 13th in New England and Charles and Ray Ellis tied for 21st in New England.

Grade 6: Team placed 1st in the region and 10th out of 59 schools overall. Julian Theodore finished 3rd in the region.

American Mathematics Competition The AMC is a national math competition held in November. Schoolwide the top three finishers were: Gold: Helena Chaine (Grade 7), who finished in the top 5 percent nationally Silver: Florence Polak (Grade 8), who finished in the top 5 percent nationally Bronze: Shunji Lewandowski (Grade 8)

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Faculty Farewells to four longtime members of the faculty and staff, who dedicated a combined 97 years to the school’s children and families.

FO OTE S AID GO O D BYE

MaryBeth Calderoni

John Cunningham

B O O K K E E P E R MaryBeth

Calderoni has been an invaluable member of the Foote staff for 22 years!

She has touched the lives of every person in this community: colleagues, children and parents. In addition to the incredible number of responsibilities that she fulfilled with wisdom, efficiency, grace, kindness and good cheer, she was always thinking of others and of our community in ways that went far beyond her job description. It was a joy to hear MaryBeth chat comfortably with students of all ages in the hallway in the morning, and we all benefited from her keen eye for natural beauty as she provided and arranged flowers for the reception area. She was a wonderful chaperone for the 9th-grade trip to China. She has been one of the talented and caring quilters at our school, a testament to her commitment to and love for the Foote family.

Ângela Giannella

year to its longest-serving faculty member, science teacher John Cunningham.

John leaves an incredible legacy from his 35 years at Foote. He taught science to grades 3–9 and developed schoolwide curricula, was a longtime 9th-grade advisor, served as Middle School head for three years, founded and co-advised the Environmental Action Group and established the long-term study of New Haven water quality that remains a treasured 9th-grade experience. John also coached baseball and basketball, knows every tree on campus and shared his passion and knowledge of the natural world on countless bird walks and outdoor adventures. He will be deeply missed!

John Turner HE A D O F Middle School

IT ’ S HAR D to imagine

Foote School without Ângela Giannella. In her 30 years on Loomis Place, Ângela has touched the lives of so many students and families.

She has taught French and Spanish with a deep passion for language and culture. She taught a generation of Footies the art of basket weaving— both during the school day and in her popular afterschool minicourse. We’ll miss the scent of Ângela’s baguettes and her amazing chocolate truffles. But most of all, we’ll miss her joie de vivre and her enthusiasm for teaching young children.

36 | Foote Prints

FO OTE S A ID farewell this

John Turner played an important leadership role over his 10 years at Foote. He was instrumental in the Mission Skills Program to develop students’ non-cognitive skills; introduced the Restorative Circles and Restorative Justice approaches to dealing with student conflict; and spearheaded the new 8th-grade trip to Washington, D.C. He is a passionate teacher of U.S. History and English who brought important new perspectives and literature about social justice into the Humanities curriculum.

New Faculty & Staff ALON G W ITH A NE W HE A D O F S CH O O L , Foote welcomed eight new faculty

and staff members this year who together bring decades of teaching experience in independent schools across the U.S. and the U.K.

Digital Foote Prints is available on Apple Podcasts and Amazon Music and has been documenting life on Loomis Place during the pandemic with faculty interviews and audio diaries.

Here’s a sampling of our feed. Please check it out and subscribe!

THE FO OTE S CH O O L P O D C A S T

Aléwa Cooper, Head of School

Nancy Augur, Bookkeeper

Kayleigh Axon, Lower School Associate

MU S I C , R E IMAGINE D

How do you teach music when it’s unsafe to sing? Foote’s music teachers share how they reimagined their curricula in light of COVID-19 restrictions.

Q & A W ITH ALÉ WA CO O PE R

Foote’s new Head of School discusses her educational and professional journeys and starting a big new job in the midst of a global pandemic.

HE ALTH E XP E R T S O N R E O P E NING FO OTE ’ S C AMP U S Riley Brennan, Art Associate

Elliot Dickson, Middle School Science

Frank Alberino, Middle School Humanities

Three health professionals who guided Foote’s reopening answer parents’ questions.

MA K ING MU S I C FO R COVID -19 PATIE NT S AND HE ALTH WO R K E R S

Eighth graders discuss making music videos for health workers and COVID-19 patients.

E M OTI O NAL W E LL - B E IN G IN UN CE R TA IN TIME S

Katie Larsen, Middle School Science

Skye Lee, Middle School Humanities

Miguel Paulino, Lower School Spanish

School counselor Kossouth Bradford and Dr. Michael Kaplan offer practical advice for parenting through the pandemic.

Fall 2020 | 37

From the Board President

“ Our children’s safety and emotional well-being are our paramount concern.”

Putting Children First there is no more difficult question than “How do I protect my child while fostering their development and social-emotional well-being?” It’s the question with which so many of us are grappling, especially at this time of heightened anxiety.

FO R PAR E NT S ,

Among the joys of being on the Foote School Board of Directors are getting to see the inner workings of the school and working together with the committed faculty, staff and administration. Now more than ever that partnership is critical to creating a learning environment that is not only physically and emotionally safe but also nurturing.

Decision-making at Foote School remains squarely focused on what’s in the best interests of our students. Last spring and summer, Foote School faced its biggest decision in my 17 years as a parent here: whether and how to reopen campus for in-person learning. The school’s leadership understands that our children’s safety is our paramount concern and has been able to provide students with weeks of happy, in-person learning. Amidst the masks, physical distancing and other health precautions, our children’s joy and the benefits of classroom learning and social interaction are evident.

38 | Foote Prints

The task of making sure we balance our children’s needs has now fallen squarely on the shoulders of our new Head of School, Aléwa Cooper. A transition to a new head is always challenging but has been even more so during the pandemic.

I am very happy to report that Aléwa has risen to this challenge. Many on the Board refer to her as “Super Cooper” because of her tireless energy. Aléwa and I speak weekly and I always end our call feeling exceedingly proud and fortunate that she has joined us. Aléwa gets our DNA. Over the next few months she will be reaching out to many of our constituents to better understand their feelings for our extraordinary school.

Over the past few months I have found myself more proud than ever to be a member of this community. Difficult times expose strengths and weaknesses in all organizations. As your Board President, I want to assure you that the team at Foote School has done an extraordinary job. Of course we make mistakes and encounter pitfalls along the way, but we continue to learn and implement best practices. It’s why you send your child to Foote. We take this responsibility very seriously and strive to meet your expectations every day. And every day we live our motto: “Gladly will I learn and gladly teach.”

J. Richard Lee, President, The Foote School Association

Board of Directors Meet Foote’s New Board Members Emily Brenner P’25, ’30 E MILY E AR NE D her B.A. in American studies and art history from Wellesley College and

her M.A. in American history from Yale. Her career in independent secondary education began at Deerfield Academy; developed at her alma mater, Kingswood Oxford; and deepened with 15 years on the faculty at Choate Rosemary Hall, where she taught history, mentored new colleagues, advised in dormitories and coached a variety of sports. She also served as director of Choate’s Prefect Program and chair of the Faculty Governance Committee. Emily is now a part-time educational consultant and full-time parent. She and her husband, Dean, are active in the Wallingford community, especially the local YMCA, the Spanish Community of Wallingford and the Wallingford Public Library. Emily’s son, Zachary, is a 5th grader at Foote, and her daughter, Kate, is a Kindergartner at Foote.

Danielle Ginnetti P’25 DANIE LLE , A NE W YO R K E R by birth but from Connecticut at heart, received her B.A.

in management with honors from Salve Regina University and began her career as the manager of the Dorset Theater in Vermont. She later worked as house manager at Long Wharf Theatre in New Haven. In the late 1990s, she became general manager of BAR in New Haven, where she was in charge of all aspects of the business and launched the Brü Room Pizzeria and Brewery. One of the founders of the acclaimed New Haven Theater Company, in 2007, she opened the craft cocktail bar 116 Crown and a sister restaurant, Meat & Co. Danielle established the Salve Regina Equestrian Team in college and continues to ride. She served on the board of Creative Arts Workshop and Bethesda Nursery School and was PTC co-president at Foote from 2017 to 2019. She lives in North Haven with her son, Jack, a 5th grader at Foote.

Anna McGaw-Mobarak P’20 ’23 ANNA I S A NATIVE of the Cayman Islands. She came to the United States after studying

at the United World College of the Atlantic in Wales, U.K. She has a bachelor’s degree in biology from Macalester College in Minnesota and a Master of Science in physical therapy from Marymount University in Virginia. She worked as a physical therapist for several years in hospital acute-care settings and geriatric rehabilitation facilities in Washington, D.C., Maryland and Colorado. She has been at home since the births of Coyan (now in 7th grade at Foote) and Anya ’20. She currently helps manage Tennis Central in Woodbridge and is a board member of New HYTES, which runs after-school tutoring, mentoring and tennis lessons for children from economically disadvantaged backgrounds in the New Haven area. Anna has supported Foote’s admissions outreach work and participated in Unite Through Understanding Day at Foote.

Andy Rapkin P’25, ’26 ANDY I S A PA S S I O NATE mentor/entrepreneur and angel investor with portfolio holdings

in biotech, software, e-learning, advanced manufacturing, artificial intelligence and real estate tech. He founded Component Sourcing International LLC, which manufactures customengineered metal components in a variety of product categories and was acquired by Argosy Private Equity in 2014. He was previously a partner in Osage Investments. In 2018, Andy, his wife, Jenn, and children Lucy (a 5th grader at Foote) and Nate (a 4th grader at Foote), moved to Barcelona, Spain, where Andy was active in his children’s education, in local environmental groups and as an entrepreneur-in-residence at IESE business school. Andy is fluent in Spanish and holds a B.S. in biology from Tufts University and an M.B.A. in finance and entrepreneurial management from the Wharton School, University of Pennsylvania.

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Board of Directors Departing from the Board Richard Bershtein P’16, ’18, ’21, ’24, ’25, immediate past president, has been synonymous with the Board for the past decade. Rich first came to Foote as a parent in 2008 and joined the Board of Directors in 2010, serving two consecutive terms as president (2012–2018). He served wisely and judiciously on the Executive Committee and several other committees: Audit, Buildings & Grounds, Development, Education, Finance, Governance & Nominations, and Investment. In 2016, Rich was asked to co-chair the Centennial Campaign.

Under his leadership the campaign was a resounding success, more than doubling Foote’s endowment. Rich was chair of the record-setting annual Foote Fund campaigns from 2009 to 2012. Rich and his wife, Chay, have been tremendously supportive of Foote’s faculty and staff and have sent five children to The Foote School: Richard ’16, Hunter ’18, Dylan (Grade 9), Cody (Grade 6) and Shayann (Grade 5). We will miss Rich’s expertise and presence on the Board but are grateful for his continued commitment to the Foote community.

40 | Foote Prints

Carol Maoz P’11 As head of The Foote School since 2009, Carol served ex officio on the Board of Directors. Due to the pandemic, we were saddened not to have an in-person community farewell for Carol. Instead, faculty and staff paid tribute with a top 10 list and signs and posters during an end-of-year virtual faculty meeting, and with current families organized a surprise farewell car parade on Loomis Place. We hope you enjoyed the feature article about Carol’s wonderful 11-year tenure in our spring 2020 issue of Foote Prints.

Kiran Zaman P’19, ’20, ’23 served two terms on the Board, initially joining in 2012. Kiran was Board liaison and co-chair of the volunteer Foote group MOSAIC (Multicultural, Open-Minded, Supportive, Accepting, Inclusive Community), and during her tenure Kiran helped plan several fascinating talks and performances for the Foote community that helped break down stereotypes and increase understanding about other cultures. Programs included “An Imam, a Rabbi and Priest Walk into a School…” in the fall of 2019, a panel discussion featuring Imam Omer Bajwa, Rabbi Stacy Offner and Rev. Ranjit Mathews; “Welcome to the New World” in April 2019, a presentation with Jake Halpern and Michael Sloan to discuss their Pulitzer Prize-winning New York Times series about the lives of a Syrian refugee family after their arrival in the United States; and wonderful musical performances by South Africa-born singer Thabisa Rich, Brazil-born singer Isabella Mendes and The Bluegrass Characters. Kiran co-chaired Foote’s 2019 Unite Through Understanding Day, where students in every grade participated in a range of self-chosen, hands-on workshops and discussions to learn about different cultures, experiences and ideas. Kiran and her husband, Sabooh S. Mubbashar, live in Woodbridge with their three children: Eesa ’19, Ehsaan ’20, and Yasmeena (Grade 7). We thank Kiran for her wonderful efforts to bring diversity of thought and activity to the school.

Parent Teacher Council PTC, Year in Review ALL FO OTE PAR E NT S are members of the PTC; together we

build and strengthen our community through organizing and participating in events. We thank the many of you who engaged with us from September 2019 through May 2020!

In fall 2019 we created memories with our signature events and lent support to the Development and Alumni Programs Office by helping out with activities that included Grandparents’ Day (a school favorite), School Photo Day and vision and hearing screenings.

The PTC’s year in numbers: • 314 different desserts served during Parents’ Night.

A very special shout-out to L’Orcio for providing dinner!

• 2,718 burgers flipped on Family Fun Day. A huge thank you to 116 Crown for providing the food!

• 299,792,458 kilometers skated during Foote on Ice • 1,235,813 pages read as a result of the fall Book Fest Additionally, the Book Swap in early February invigorated our home libraries and helped share the love of reading with book donations to Horizons at Foote and New Haven Reads. When the pandemic prevented us from holding our annual Faculty Appreciation Breakfast, parents responded by organizing the delivery of beautiful baskets filled with goodies and flowers to every faculty and staff member. We are especially grateful to the parent volunteers!

The PTC contributes its proceeds to the Foote Fund to underwrite emergency financial aid, field trips, summer reading books and educational enrichment for every grade and department.

The PTC has been holding our meetings virtually, and we hope you will attend when you are able. The PTC is flexible by design —to meet the needs, availability and interests of Foote parents— so there are ways for everyone to get involved.

If the past 10 months have taught us anything it’s that restrictions foster innovation, so this year we’re looking forward to developing exciting new events and reimagining historically successful ones.

Please reach out to us at ptc@footeschool.org with your ideas and thoughts on gathering and fundraising. We look forward to connecting with you this school year!

Bruce Seymour, Treasurer

Fall 2020 | 41

Report of Giving

“ I am exceedingly grateful for the Foote family’s generosity.”

Pulling Together in Hard Times GR ATIT U D E I S defined as the quality of

being thankful and a readiness to show appreciation for, and to return, kindness.

In this pandemic, filled with economic and financial uncertainty, I am grateful for the spirited and unflappable Foote School community.

I am grateful to former Head of School Carol Maoz, the Board of Directors and the administration for making the thoughtful and bold decision to move to distance learning immediately following spring vacation.

I am grateful to the teachers and staff for being able to make the huge transition to teaching online. I am grateful to the students for being their best selves and adapting to being taught and learning remotely. I am grateful to our current parents for continuing to partner with the faculty to enable their children to accept and receive the outstanding education their teachers provide.

I am grateful for being able to keep some of the most special Foote traditions—from a virtual Field Day and Alumni Weekend, to a drive-in 9th-grade graduation—and to hold newer events, such as our MOSAIC talk and Warburg Visiting Artist performance.

I am grateful to the parents and my colleagues who created a volunteer group called Lift@Foote School to aid and assist families during the pandemic and was blown away by the number of parents who signed up to help within the first several hours.

42 | Foote Prints

I am grateful to the teachers and parents who volunteered for our food drive and the dozens of families who donated food to the Connecticut Food Bank.

I am grateful to Aléwa Cooper, our new Head of School, who has immersed herself in providing a safe reopening of Foote’s campus for the academic year.

And as Foote’s Director of Development, I am exceedingly grateful to and tremendously proud of the entire Foote family for its incredible generosity to three of our fundraising efforts: our 2020 Giving Day (you can read highlights on the next page); our Centennial Campaign—enabling its tremendously successful completion a year ahead of schedule; and our Special COVID-19 Fund, established with an extraordinarily generous $250,000 match by current parent and board member Alexandra Shor, created to assist Foote families in need of additional resources and to assist the school with post-pandemic recovery.

And I am grateful to all of the current families who donated back to Foote their credits from the After School Program and bus fees.

Most of all I am grateful to be a part of Foote’s incomparable, compassionate, loving and generous community.

Thank you,

Jody Abzug, Director of Development and Alumni Programs

Foote’s Second Annual Giving Day FO R THE S E CO ND year, Foote parents, grandparents, alumni,

parents of alumni, faculty and staff (past and present) put their “best Foote forward” and actively participated in Giving Day. The money raised benefits all Foote students by providing support for technology; teacher professional development; diversity, equity and inclusion initiatives; classroom supplies; and outdoor space improvements.

A huge thank you to every donor for your belief in, and generosity to, The Foote School! Stay tuned for information about our third annual Giving Day on February 18, 2021!

24

350

72

Hours

Donations

Gifts from Alumni

250

400

Grey and Maroon Foote-shaped cookies consumed by our students—and parents!

Students, faculty, staff and parents wearing maroon and grey

108

$15,000

Gifts from current parents

Challenge grant from Foote Board of Directors

$58,000 Raised for the Foote Fund

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Donors The individuals listed have made a contribution to the annual Foote Fund, an endowed fund, the capital campaign or Centennial Campaign between July 1, 2019, and June 30, 2020. We have made every effort to ensure the accuracy of this list. Please contact the Development Office if you notice errors or omissions. The symbol C indicates individuals who have informed the school that they have made a planned gift.

foote fund donors Anonymous (40) 116 Crown Mike Lombard & Anne Aasgaard Carmela A. Abbenante Jody Abzug & Jim Irzyk Rikki Abzug Sheila Abzug The Adae Family Edna Travis & Barney Adams Annie & Jim Adams Justus Addiss ’73 Anne & Nicholas Afragola Sarah Afragola ’01 Melinda Agsten Ola Kadhim & Ali Al Tameemi Heba Abbas & Amaar Al-Hayder Suzanne & Jason Alderman Sandy Allison & Jim Horwitz Sophia Elissa Altin & Ryan Fahey Lucy Ambach Lara C. Anderson Marjo Anderson & Mark Dollhopf The Anderson Gewirtz Family Kyeen & Richard Andersson The Anestis Family Betsy Angeletti Kate Angoff & Jeremy Angoff ’92 Licella & Juan Arboleda Anne & Gordon Armour Katharine Arnstein ’63 Caroline Atherton James Atherton ’88 George Atwood C Almudena Villanueva & David Bach Michelle Baez Joanne & Paul Bailey Cristina Baiocco & Giuseppe Moscarini Amanda Calkins Baker ’98 Pat & Bill Bakke Mary Lui & Vincent Balbarin Tizzy Freedman Bannister ’74 The Banta-Garcia Family Emily M. Barclay ’61 Christine Wilmer Barkus ’69 Emily & Walden Bass Donna & Bill Batsford 44 | Foote Prints

Nancy & Joel Becker Raina Sotsky & Morris Bell Ximena Benavides & Patrick Dean Mr. & Mrs. Robert C. Berenbroick Seth Greenstein & Annie Berman-Greenstein ’96 Chay & Richard Bershtein Margaret J. Berthold Paola Bertucci & Ivano Dal Prete Jay Cha & Jim Bigwood ’68 Peter Bigwood ’73 Stephen Binder ’78 Kavitha Nair Bindra

Kimberly & Phil Birge-Liberman Izabela Blackwood Morley Bland Kim Bohen & Doug James Gail & Abe Boms Stephanie & Elon Boms Marcia Tucker Boogaard ’50 Andrew Boone & Sarah Netter Boone ’89 Kaitlyn & Tristan Botelho Betsy Bradburn-Assoian ’69 Jennifer Jackson Breitling ’91** Emily & Dean Brenner Frances & Jonathan Brent Grace & Jay Bright Carole & Arthur Broadus Alison Moncrief Bromage & Andy Bromage Ginny Bromage Kate Brown & Larry Greenberg Mary Jo Brownell Anne Brownstein ’78 Jamie & Benjamin Bruce Lori Bruce & Noah Messing Lucille Burgo-Black

WHILE LE AR NING R E M OTE LY at home last spring, 2nd graders learned about

environmental artist Andy Goldsworthy and created their own masterpieces using natural materials. “Andy Goldsworthy doesn’t worry about how many people will see his creations,” says Grade 2 teacher Margy Lamere. “He creates at sites where he feels inspired. He is in it purely for creative joy and sense of satisfaction.” Like the artist himself, Margy says 2nd graders showed great creativity in their use of found objects and a wide range of artistic forms. “His style went well with our themes of reusing materials,” says Margy, “and it was a way to get all 2nd graders outside and active!”

*Deceased

**Matching Gift Program Participant

C Centennial Society

Elizabeth Gill & Jacob Burt Lucas Butler ’03 Nahid Siamdoust & Andrew Butters Rachelle & Derek Byron Alison & Adam Cady John Cady ’19 Anne Tyler Calabresi ’48 & Guido Calabresi ’46 Ann Waters Calkins Shannon Callaway & Phil Haile Joseph Camilleri ’10 Jill Campbell Penn Cancro ’17 Susan Canny ’96 Lena & Carmine Capasso Amy Caplan ’88 Francine & Robert Caplan Lauren & Michael Caplan Susan Carney & Lincoln Caplan Marc Caputo Drs. Jessica Cardin & Michael Higley Meg Bluhm Carey ’59 Matthew Carpenter ’03 Linda Hamilton Carr ’42 Rives Fowlkes Carroll ’57 Linsley Craig Carruth ’85** Maria Casasnovas & Lorenzo Caliendo Caroline Casey ’16 Mary Ann Bickford Casey ’52 Larysa & Matthew Cassella Carolyn & Richard Cavallaro Mary Cavanaugh Carol Ann Bradburn Celella ’72 Dorothy Clark Chadwick ’73 Xiaoling Yuan & William Chaine Patricia S. Chamberlain Wick R. Chambers ’62 Stephanie Chan & David Huang Annette & Kerwin Charles Jaimie & Joe Charles Beverly & Richard Chevalier Judith Chevalier & Steven Podos Tammy & Rupert Chinatamani Christine Won & Hyung Chun Ann Pingoud & Marc Chung Mary Beth & Andrew Claflin Annie Clark Annie Clark ’76 Mrs. Paula Clark Rob Clark ’68 Sandra & Rodney Clark Sarah Clark & Gus Spohn Fran & Ed Clayton Nancy Clayton & Brad Collins Constance Clement ’62 Barbara & Samuel P. Clement ’65 Patrick Clendenen ’81

Understanding the Terms The annual Foote Fund supplements tuition income. Foote Fund dollars support academic and extracurricular programs, faculty salaries, financial aid—virtually every part of the school’s operating budget. Without the Foote Fund, Foote’s budget wouldn’t balance, and we would have to reduce offerings to our students, increase enrollment or raise tuition to make up the difference. The Foote Fund is an annual effort, beginning in September and ending on June 30 each year. Parent volunteers reach out to encourage all parents to contribute. Foundation and corporate grant applications are strengthened when we can report high participation figures from our parent body.

A capital campaign is a fundraising effort over several years to raise money to improve campus facilities or strengthen endowment. Contributions are often multiyear pledges.

A capital campaign enables the school to undertake significant improvements that could not be funded by the operating budget or the Foote Fund.

Endowment is critical to a healthy school. Endowed funds are invested with the goal of providing a stable, sustainable source of annual income. Interest from endowed funds supports critical goals in perpetuity. Foote’s current endowment of $20 million provided more than $421,000 last year to support financial aid, faculty professional development and other priorities. The National Association of Independent Schools recommends that an independent school maintain an endowment equal to its operating budget, which in 2019–2020 was $11.6 million.

Elise Cobb ’14 Leslie Virostek & John Cobb Alyson & Gary Cohen Elizabeth Cohen ’01 Martha Daniels Cohen Merrill Barden Collins ’85 Alison & Liam Considine Sarah & Hugh Corley D. Brooks Corzine Elaine & Vin Costanzo Dody & Jay Cox Cristina Brunet & Joe Craft Mr. & Mrs. Douglas J. Crowley ’56 Tina & John Cunningham JoAnn Hong-Curtis & Jeptha Curtis Nancy Curtis ’50 Samuel Curtis ’16 Sarah Cussler & Jeffrey Brock Judy & Hugh Cuthbertson Catherine Smith Cuthell ’68 Susan & Fred Danforth Alison Gilchrest & Joshua Davis Tessa Stanwood Davis ’57 Amanda & Stewart DeCew John Deming ’66 Engin & Zeynep Deniz** Margaret DeVane Deborah & Paul Di Capua Olivia Caroline Dickey ’08

Amanda & Ray Diffley Stephanie Dillon Miriam & Daniel DiMaio Kate & Sam Doak Susan & Ken Dobuler Zoe Dobuler ’10 Elizabeth Daley Draghi ’77** Sandra Draper ’79 Laura Ferry & Justin Driver Evan M. Drutman ’79 Lee Dunham ’55 Anne & Stewart Dunn McKinne Dunn & Todd Schlachter Ann S. Earley Tracy & Brian Earnshaw Rachel Ebling & Edward Moran Eder Family Foundation Eileen & Andy Eder Julia Simon-Kerr & Florian Ederer Elizabeth DeVane Edminster ’47 Cathy Edwards & Mike Wishnie Brinley Ford Ehlers ’83 Linnea & Bill Ehri Elizabeth Jonas & Tom Eisen James D. English ’46 Lane English Laura & James Erlacher Mary Bush C. Estabrook Eleanor & Paul Evins Fall 2020 | 45

Kristen Fairey Eleanor Warren Faller ’62 Dylan Farrell ’11 Mr. & Mrs. Daniel Farricielli Emily & Chris Fasano The Fejos Family Catharine Barclay Fender ’64 Elizabeth & Niall Ferguson Maria & Jerry Ferraro Polly & Andy Fiddler Nadia & Andrew Fisher Ashley Fitton ’91 Edie & Steve Flagg Kathy & Mike Flanagan Daniel K. Fleschner ’94 Barbara & Jeffrey Fletcher Thomas Fontana ’82 Foote School Parent Teacher Council Foote School Summer Theater Program Christine & Alan Forman Pamela & Sharon Fortin The Freeman Family Patricia Freeman Jennifer & Alan Friedman Jacqueline & Stephen Fritzinger Sondra Lender & Ben Fussiner Jesse Gabbard ’00 Lynn & Richard Gabbard Tim Gabbard ’05 Beverly Gage Lee Gaillard ’52 Tristram Gaillard ’57 Maria Lara-Tejero & Jorge Galan Nicole Musayeva & Khanlar Gasimov Silvia & Rich Gee Sheikh Mahfuzul Hoq & Adiba Geeti Angela & Fernando Giannella Barbara Gibson

46 | Foote Prints

Danielle Ginnetti Tristen Giovanelli The Giraldez Greco Family Cara Given Susan Baserga & Peter Glazer Dr. Amira Gohara Mona Gohara & Kiran Makam Jenny Chan & Jonathan Goldstein Rebecca Good & Manuel Rivera Judy & Simon Gore-Grimes The Goubourn Family Maria & Charles Granquist Jenifer Grant Avery Grauer ’87 Janie Merkel & Jonathan Grauer ’85 Betsy & Len Grauer C Ann & Don Green Margaret Clement Green ’61 Laura Greendyke Alyssa Greenwald & Edward Wittenstein Jennifer Griffiths Tim Grimes & Susie Campbell Grimes ’75 Terrell Grimes Kerin Adelson & David Grodberg Anne Brooks Gwaltney ’72 Kimiko Ishiguro & Bret Halpern Cara & Robert Hames Tina Hansen & Adam Hopfner Dorothea & Robert Harper-Mangels Mrs. Ramey W. Harper* Debbie Weil & Sam Harrington Myra & Andrew Harris Bonnie & Randy Harrison Ryan Harrity ’98 Deadra Hart Kristin Hawkins & Tony Markese Debra & James Healy Kent Healy

*Deceased

Sarah Heath Asefeh Heiat & Masoud Azodi The Hellerman Family William Henning ’60 Elise & David Hergan Phyllis Higley John T.R. Holder ’76 C Hayden & Jeremy Holt Stephen Holt ’82 Jayne & David Homer Shyoko Honiden & Aryeh Abeles Sally Hopfner Carla & Robert Horwitz Art Howe III ’68 Samuel Howe ’62 Sue & Ben Huang Caitlin Simon & Gregory Huber Angie Hurlbut & Andrew Nyhart Alison & Christopher Illick Francie Irvine & Andrew McLaren C Jeremy Irzyk ’14 Jordana Irzyk ’14 Herrick Jackson ’54 Sara Jamison & Pedro Soto Mary Barnett & David Jenkins Robin Jenkins ’82 Ann & Mike Johnson Carolyn & Jonathan Johnson Dr. & Mrs. Dirk Johnson Edward R. Johnson ’54 Holly Johnson ’81 Kathy Johnson Lynda S. Johnson Nina Scherago & George Jones Preethi Varghese-Joseph & George Joseph Susana Smetana & Peter Kagan ’83 Gerald Kahn Nancy Ely Kales ’55 Michael Kane Julianne & Titus Kaphar Penny & Allan Katz Carolyn & Tolga Kaya Susan Keegan Suzanne Kelley Hayley & Bryan Kelly Virginia Kerr Linda Keul Henley Christine Khachane & Anil Khachane ’93 The Khokha Family Christine Kim & Douglas Kysar Amy Justice & Joseph King Lynn Leong & Yiming King Alexandra Daum & Alexander Kleiner ’00 Diana E.E. & Fred S. Kleiner Thomas Kligerman ’72 Elisabeth Sacco Klock ’98 Meghan & George Knight Camille & Jon Koff **Matching Gift Program Participant

C Centennial Society

Patricia Kohlbeck Rachael Konigsberg ’01 Nadine & Greg Koobatian Sandra Dias & Frank Kowalonek** Lissa Sugeng & Michael Krauss Nate Krauss ’17 Allison & Charles Kreitler Bonnie & Bob Kreitler Catharine Krog & Jose Ramos Gail & Joseph Labadia Deborah & David Laliberte Margy & Rich Lamere Rachel Lampert & Rick Goodwin** Marta Rivas & George Langdon ’74 Harrison Lapides ’12 Natalie Lapides ’08** Kathryn & Thomas Larsen Sheila Lavey Peggy LaVin Hannah & James Leckman Deborah Freedman & Ben Ledbetter Emma Ledbetter ’03 Lucie F. Ledbetter ’08 Amy & Rich Lee Cindy & David Leffell Dahlia Leffell ’11 Shirley & Bill Lehman Katie & George Levesque Elena Levin ’14 Alexandra Hokin & Glenn Levin** Amy & Jonathan Levin ’87** Serena Levin ’17 Hong Li & Chunlin Cai Naomi Libby David M. Lima, M.D. Anna Lindemann

Cynthia Lingel & Robert O’ Brien Margah & Tom Lips Bonnie & Kevin Liston Samantha & Timothy Liston Karen & Bill Longa** Austin Mixsell & Katharine Lorimer ’97 Stephen Randazzo & Laura Lovejoy ’84 Kathleen Lufler Lisa & David Maass Portia E. & Roderick W. MacDougall Deborah & Patrick Madden Katherine Campbell & Matthew Maleska** Jon Malkiel ’87 Nancy & Hugh Manke Carol & Michael Maoz Maria Markham & Andrew Putnam Susan & Andrew Marlatt Walker C. Marlatt ’10 Anne Martin & John Pescatore Samuel Mason ’18 Karla Matheny Michelle & Charles Matouk Melissa Matthes & Daniel Theriault Kelonda Maull Donna Rehm-McCabe Jamie McCarthy Janet McClure ’65 Rita A. McDougald-Campbell Anna McGaw-Mobarak & Ahmed Mobarak Becky & Brad McGuire The McPartland Family Jean-ellen McSharry & Chris Woerner Nawrie Meigs-Brown ’55 Beth Mello Emily Melnick & Matt McDermott Alexandra & Carlos Mena

Jody Menard Joseph Messick ’94 Susan & Andrew Metrick Heidi & Matthew Meyers Microsoft Jennifer Milano & Michael Sessine Michael Milazzo ’08 Michael Milburn Jennifer Milikowsky ’02 Nicole Eldredge & Matthew Milikowsky ’95 Jessica Millar & Richard Kenyon Deborah E. Miller Isaiah Miller ’16 Leah Miller ’17 Lila Miller ’19 Sandra J. Frawley & Perry L. Miller ’58 Lisa & Philip Miller Meredith Mira & William Rankin Kate Monahan ’06 Karen Orzack-Moore & Daniel C. Moore Deborah & David Moore Julie & Bill Moore Erin & John Morley Kim Morris Bonnie & Toby Moskowitz Duffy & Eric Mudry Melanie Crowley Mullan ’84 Colleen & Michael Murphy Grayson Murphy ’95 Victoria & Stephen Murphy C Eliza & Minor Myers Esra & Ziad Naamani The Nadzam Family Casey Nadzam ’18 Lathika & Sree Nair The Nast Family Joan & Michael Nast The Navaratnam-Tomayko Family Zhiqi Qiu & Andrew Neitzke Walker Holmes & Justin Neuman Marv Neuman Pete Neuman ’80 Elena & Nicholas Niejelow Joanna Baumer Noble & Lawrence Noble Barbara & Bill Nordhaus Sally Nunnally Caleb Nyhart ’18 Noah Nyhart ’14 Jared O’Hare ’15 Judy & Kevin O’Hare Patricia Fiorito Oakes ’60 Landon Osborn ’04 Donna Ouchida Cassie Pagnam ’01 Diane Palmeri & Albert Rossini Catherine & Christophe Pamelard Deborah Johnson & Joseph Paolillo Julia Paolillo ’07 Fall 2020 | 47

Julie Paquette & Derek Steinbacher Elizabeth Reigeluth Parker ’60 Julia Parker Ms. Monique Heller & Dr. John Parnoff The Patwa Family The Pavlis Family Libby & Trevor Peard Maggie Peard ’10 Hilary Pearson Andrea & Michael Peed Emily Peel Ann Baker Pepe & Greg Pepe Laura & Frank Perrine Sonah & Edward Perry John W. Persse ’73 Cathy Petraiuolo ’83 Dr. E. Anthony Petrelli ’53 Elizabeth Petrelli ’96** Richard L. Petrelli ’57 Kathy & Paul Philp Joan & Erik Pingoud Laurel & Keith Pisani

48 | Foote Prints

Pitney Bowes Liz & Greg Platts Stefanie Markovits & Benjamin Polak Carol & Wesley H. Poling The Possick Family Carroll & Stanley Possick Elizabeth M. Possidente Christina & Jason Price Wendy & Dan Price Josie & Richard Queen Teddy Rabel Tyra & Jeffrey Rabel Ayesha Ramachandran & Giuseppe Gazzola Anli G. Raymond ’15 Cindy Raymond Marie & Richard Raymond Lisa & Joseph Rebeschi Elizabeth Smith Reed ’73 Ann Regan Uri & Taly Reich Dorleen & James Reidy Tricia Reilly & Peter Sachner

*Deceased

Bruce L. Reynolds ’57 Deborah A. Rhoads Thabisa & Charles Rich Debra Riding Naomi Senzer & Brad Ridky Sandy & Jim Righter Barbara Riley The Rinaldi Family Marcus Rivera Mark Robbins The Roberts Family Cristina Rodriguez & Aaron Dhir The Romero Family Chelsea Ross ’06 Donald O. Ross ’62 Nicholas Rostow ’64 Bernadette Huang & Geert Rouwenhorst Katherine & Will Rutland Eesa Sabooh ’19 Mariah Sage Seymour & Bruce Seymour The Sager-Pandya Family Krystn Wagner & José Salvana Robert Sandine Dr. & Mrs. Clarence T. Sasaki John Sasaki ’87 Sasco Foundation Veronica Saurett & Pablo Perez Ashley Schnabel The Schneider Family Lily Schneider ’11 Abha Gupta & Stephen Scholand David Garlick & Elissa Schpero Garlick ’92 Madeline Schreiber ’84 Sarah & Jamison Scott The Seedlings Foundation Charlotte-Louise & Kameron Shahid Hilary Shank-Kuhl ’68 Chloe & Matthew Shaw Susan C. Shaw Amy & Colin Sheehan Mary Sanders & Mark Shifman Seunghee Ko & Jiwoong Shin The Shipley Family Alexandra Shor Claire Shubik-Richards ’88 Will Silva ’66 C Diane & David Sklar Clifford Slayman Betsy & William Sledge Kelly Small Meg McDowell Smith ’69 Roger K. Smith ’75 Stacey & Cutter Smith Dr. Deanna & Mitchell Smooke Sandra & Henry Snow Adam Solomon Andrea & Sam Solomon Linda & Charles Sommerfield

**Matching Gift Program Participant

C Centennial Society

Clarky & Jeff Sonnenfeld Laura Davis & David Soper Andrea & Brian Sorrells Lucy & Wayne Spaar Joyce G. & James A. Spencer Musa Speranza & Joseph Shin Erin & Jeremy Springhorn Shipra & Vinod Srihari Karen & Dennis Stephens Alinor Sterling & Steve Mentz Marcus Stern ’75 Katherine & Kenneth Stone John Stratton ’54 Susan Stratton ’63 Kelly Streeter Rebekah Sturges & Jack Harris Sturges Tom Sturgess ’62 Jeffrey Sudmyer & Amy Stephens Sudmyer ’89 Lily Sutton & Ryan Hagen Edee & Paul Sutton Erin A. Sweeney ’02 Andrew Sweet Kiran Tahir & Martin Nguyen Kai Takahashi ’09 Anjali Tandon ’18 Ania Drejer Teel & Randy Teel Denise & Don Terry Molleen Theodore & Andrew Leonard Kaki Tinsley & Bo Burris David Totman & Lisa Farrel Totman ’56 Rusty Tunnard ’63 Elisa & John Turner Tina Tyson & Paul Kumpf Faiz Vahidy ’97 Camille & Vainutis Vaitkevicius Lynne & Ralph Valentine Shilarna Stokes & Kevin van Bladel Hester van de Rhoer & Pieter van Dokkum Mrs. Josiah G. Venter Alexander W. (Sandy) Vietor ’64 Erika Villa Lee Vorderer & Bob Bass Dolores Vojvoda & Zoran Zimolo Eve & Heinrich von Staden Katharine Adams Walker ’63 Dawn & Scott Walsh Ellen Sherk Walsh ’73 Annie Walton-Teter ’84 Emily Wang & Daniel Colón-Ramos Kerri Kelshall-Ward & John Ward Annie Wareck ’85 John Wareck ’84 André Warner ’98** Sheila & Lawrence Wartel Ning Wei Denie & Frank Weil Carol Wittner & Howard Weiner Marjorie Weinstein-Kowal

special covid -19 fund donors This special fund was established in May 2020 through a generous donation from Board member and current parent Alexandra Shor.

Erica & Gordon Weiss Royanne & Eugene Weiss Gary Peck & Bonnie Welch ’79 Toby Welch ’73 Thomas Mason & Talbot Welles ’81 Caleb Wertenbaker ’88 Rebekah & Alexander Westphal Christine Ko & Peter Whang Susan & Jeffrey White Elizabeth & James Whitney Susan & George Wildridge** Marie Wilkinson ’79 Elizabeth & Steven Wilkinson Virginia & John Wilkinson Megan Williams Lois & Ted Willis Amy Mulligan Wilson ’85 Juliana Wilson & Thomas Ruggieri Anita & Robert Withers The Wittner Family** Emily Mendillo Wood ’51 Yolanda Ezekiel Woods ’70 Drs. Iris & Barry Wu Lu Wu & Lingzhong Meng Mai Wu ’84 Loli Wu ’82** Brian Wysolmerski ’07 Caroline Hendel & John Wysolmerski Michael Wysolmerski ’05** Zhirong Jiang & Zhiqun Xi Yanbin Liu & Yang Yang Kim Yap & Andrew Lewandowski Iain York Jennifer & Mark Youngblood Kiran Zaman & Sabooh Mubbashar Anika Zetterberg ’13 Emily H. Zetterberg ’15 Peihua Gu & Jiangbing Zhou Li Lin & Jidong Zhou Xiaoli Wang & Ting Zhou Shellie & Sam Zimmerman Shamila Zubairi & Asad Zoberi Amanda & Richard Zubek

Anonymous (2) Anne & Nicholas Afragola Lucy Ambach Emily & Dean Brenner Ginny Bromage Donald Burt Anne & Terry Byron Lena & Carmine Capasso Francine & Robert Caplan Drs. Jessica Cardin & Michael Higley Laura Ferry & Justin Driver Julia Simon-Kerr & Florian Ederer Lynn & Richard Gabbard Judy & Simon Gore-Grimes Hanna Holborn Gray ’43 Margaret Clement Green ’61 Harald Hille ’52 Jayne & David Homer Shyoko Honiden & Aryeh Abeles Michael Kane Todd Kelley ’81 Christine Kim & Douglas Kysar Diana E.E. & Fred S. Kleiner Hannah & James Leckman Michelle & Charles Matouk Melissa Matthes & Daniel Theriault Gail Mirza Duffy & Eric Mudry JoAnne & Jim Rankin Cristina Rodriguez & Aaron Dhir Catherine & Anthony Santopolo Alexandra Shor Joyce G. & James A. Spencer Karen & Dennis Stephens David Totman & Lisa Farrel Totman ’56 Jessamine Westphal ’28 Rebekah & Alexander Westphal

Fall 2020 | 49

giving day donors Anonymous (23) Anne Aasgaard & Mike Lombard Jody Abzug & Jim Irzyk Rikki Abzug Sheila Abzug The Adae Family Annie & Jim Adams Justus Addiss ’73 Heba Abbas & Amaar Al-Hayder The Anestis Family Betsy Angeletti Licella & Juan Arboleda Anne & Gordon Armour Herbert James Atherton ’88 George Atwood C Michelle Baez Joanne & Paul Bailey Cristina Baiocco & Giuseppe Moscarini The Banta-Garcia Family Christine Wilmer Barkus ’69 Emily & Walden Bass Nancy & Joel Becker

50 | Foote Prints

Seth Greenstein & Annie Berman-Greenstein ’96 Chay & Richard Bershtein Peter Bigwood ’73 Kavitha Nair Bindra Kim Bohen & Doug James Stephanie & Elon Boms Kaitlyn & Tristan Botelho Betsy Bradburn-Assoian ’69 Jennifer Jackson Breitling ’91** Emily & Dean Brenner Alison Moncrief Bromage & Andy Bromage Ginny Bromage Jamie & Benjamin Bruce Lori Bruce & Noah Messing Nahid Siamdoust & Andrew Butters Rachelle & Derek Byron Alison & Adam Cady John Cady ’19 Joseph Camilleri ’10 Penn Cancro ’17 Lena & Carmine Capasso Amy Caplan ’88 Francine & Robert Caplan

*Deceased

Lauren & Michael Caplan Marc Caputo Drs. Jessica Cardin & Michael Higley Meg Bluhm Carey ’59 Matthew Carpenter ’03 Larysa & Matthew Cassella Mary Cavanaugh Dorothy Clark Chadwick ’73 Xiaoling Yuan & William Chaine Wick R. Chambers ’62 Jaimie & Joe Charles Beverly & Richard Chevalier Tammy & Rupert Chinatamani Annie Clark ’76 Sarah Clark & Gus Spohn Terry Clark Constance Clement ’62 Elise Cobb ’14 Elizabeth Cohen ’01 Merrill Barden Collins ’85 Sarah & Hugh Corley Dody & Jay Cox Mr. & Mrs. Douglas J. Crowley ’56 JoAnn Hong-Curtis & Jeptha Curtis

**Matching Gift Program Participant

C Centennial Society

Sarah Cussler & Jeffrey Brock Alison Gilchrest & Joshua Davis Tessa Stanwood Davis ’57 John Deming ’66 Olivia Caroline Dickey ’08 Amanda & Ray Diffley Sheree & David DiMario Susan & Ken Dobuler Zoe Dobuler ’10 Elizabeth Daley Draghi ’77** Sandra Draper ’79 Jessica Drury Bieler ’75 McKinne Dunn & Todd Schlachter Rachel Ebling & Edward Moran Brinley Ford Ehlers ’83 Linnea & Bill Ehri Portia E. & Roderick W. MacDougall Lane English Eleanor & Paul Evins Emily & Chris Fasano Nadia & Andrew Fisher Ashley Fitton ’91 Kathy & Mike Flanagan Barbara & Jeffrey Fletcher Pamela & Sharon Fortin Jacqueline & Stephen Fritzinger Jesse Gabbard ’00 Lynn & Richard Gabbard Tim Gabbard ’05 Chelsea Ross Gagnier ’06 Tristram Gaillard ’57 Nicole Musayeva & Khanlar Gasimov Silvia & Rich Gee Adiba Geeti & Sheikh Mahfuzul Hoq Angela & Fernando Giannella Danielle Ginnetti Dr. Amira Gohara Mona Gohara & Kiran Makam Rebecca Good & Manuel Rivera The Goubourn Family Avery Grauer ’87 Margaret Clement Green ’61 Laura Greendyke Anne Brooks Gwaltney ’72 Cara & Robert Hames Dorothea & Robert Harper-Mangels Debbie Weil & Sam Harrington Myra & Andrew Harris Ryan Harrity ’98 Deadra Hart Kristin Hawkins & Tony Markese William Henning ’60 Elise & David Hergan Phyllis Higley Stephen Holt ’82 Jayne & David Homer Shyoko Honiden & Aryeh Abeles Samuel Howe ’62

Angie Hurlbut & Andrew Nyhart Francie Irvine & Andrew McLaren C Jeremy Irzyk ’14 Jordana Irzyk ’14 Mary Barnett & David Jenkins Robin Jenkins ’82 Carolyn & Jonathan Johnson Preethi Varghese-Joseph & George Joseph Julianne & Titus Kaphar Hayley & Bryan Kelly Virginia Kerr Linda Keul Henley Christine Khachane & Anil Khachane ’93 Lynn Leong & Yiming King Alexandra Daum & Alexander Kleiner ’00 Diana E.E. & Fred S. Kleiner Thomas Kligerman ’72 Camille & Jon Koff Patricia Kohlbeck Rachael Konigsberg ’01 Nadine & Greg Koobatian Lissa Sugeng & Michael Krauss Nate Krauss ’17 Catharine Krog & Jose Ramos Gail & Joseph Labadia Deborah & David Laliberte Margy & Rich Lamere Marta Rivas & George Langdon ’74

Kathryn & Thomas Larsen Sheila Lavey Hannah & James Leckman Amy & Rich Lee Dahlia Leffell ’11 Alexandra Hokin & Glenn Levin** Hong Li & Chunlin Cai Naomi Libby Anna Lindemann Stephen Randazzo & Laura Lovejoy ’84 Kathleen Lufler Katherine Campbell & Matthew Maleska** Carol & Michael Maoz Maria Markham & Andrew Putnam Walker C. Marlatt ’10 Samuel Mason ’18 Karla Matheny Michelle & Charles Matouk Melissa Matthes & Daniel Theriault Kelonda Maull Donna Rehm-McCabe & Michael McCabe Jamie McCarthy Becky & Brad McGuire The McPartland Family Nawrie Meigs-Brown ’55 Alexandra & Carlos Mena Heidi & Matthew Meyers Michael Milazzo ’08 Jennifer Milikowsky ’02 Nicole Eldredge & Matthew Milikowsky ’95 Deborah E. Miller Sandra J. Frawley & Perry L. Miller ’58 Meredith Mira & William Rankin Kate Monahan ’06 Erin & John Morley Bonnie & Toby Moskowitz Duffy & Eric Mudry Colleen & Michael Murphy Victoria & Stephen Murphy C Eliza & Minor Myers The Nadzam Family Fall 2020 | 51

Casey Nadzam ’18 Lathika & Sree Nair The Nast Family The Navaratnam-Tomayko Family Zhiqi Qiu & Andrew Neitzke Caleb Nyhart ’18 Noah Nyhart ’14 Landon Osborn ’04 Donna Ouchida Cassie Pagnam ’01 The Patwa Family Libby & Trevor Peard Maggie Peard ’10 Andrea & Michael Peed Veronica Saurett & Pablo Perez Dr. E. Anthony Petrelli ’53 Laurel & Keith Pisani Christina & Jason Price Wendy & Dan Price Josie & Richard Queen Tyra & Jeffrey Rabel Ayesha Ramachandran & Giuseppe Gazzola Anli G. Raymond ’15 Cindy Raymond Lisa & Joseph Rebeschi 52 | Foote Prints

Ann Regan Deborah A. Rhoads Thabisa & Charles Rich Debra Riding The Rinaldi Family Mark Robbins The Roberts Family Cristina Rodriguez & Aaron Dhir Donald O. Ross ’62 Bernadette Huang & Geert Rouwenhorst Eesa Sabooh ’19 Krystn Wagner & José Salvana Robert Sandine The Schneider Family Lily Schneider ’11 Madeline Schreiber ’84 Mariah Sage Seymour & Bruce Seymour Chloe & Matthew Shaw Amy & Colin Sheehan Seunghee Ko & Jiwoong Shin The Shipley Family Alexandra Shor Diane & David Sklar Kelly Small Meg McDowell Smith ’69

*Deceased

Roger K. Smith ’75 Stacey & Cutter Smith Adam Solomon Andrea* & Sam Solomon Linda & Charles Sommerfield Clarky & Jeff Sonnenfeld Lucy & Wayne Spaar Susan Stratton ’63 Kelly Streeter Rebekah Sturges & Jack Harris Jeffrey Sudmyer & Amy Stephens Sudmyer ’89 Lily Sutton & Ryan Hagen Edee & Paul Sutton Andrew Sweet Kiran Tahir & Martin Nguyen Kai Takahashi ’09 Suman & Manish Tandon Ania Drejer Teel & Randy Teel Tina Tyson & Paul Kumpf Faiz Vahidy ’97 Camille & Vainutis Vaitkevicius Shilarna Stokes & Kevin van Bladel Alexander W. (Sandy) Vietor ’64 Erika Villa Lee Vorderer & Bob Bass Dawn & Scott Walsh Annie Walton-Teter ’84 Emily Wang & Daniel Colón-Ramos Annie Wareck ’85 Ning Wei Carol Wittner & Howard Weiner Erica & Gordon Weiss Royanne & Eugene Weiss Bonnie Welch ’79 Christine Ko & Peter Whang Susan & Jeffrey White Marie Wilkinson ’79 Virginia & John Wilkinson Megan Williams Anita & Robert Withers Yolanda Ezekiel Woods ’70 Drs. Iris & Barry Wu Lu Wu & Lingzhong Meng Mai Wu ’84 Zhirong Jiang & Zhiqun Xi Iain York Kiran Zaman & Sabooh Mubbashar Anika Zetterberg ’13 Emily H. Zetterberg ’15 Li Lin & Jidong Zhou Xiaoli Wang & Ting Zhou Shellie & Sam Zimmerman Shamila Zubairi & Asad Zoberi Amanda & Richard Zubek

**Matching Gift Program Participant

C Centennial Society

honor ary gif ts In Honor of Jody Abzug Kim Bohen & Doug James In Honor of Herbert Atherton & In Memory of Terry Atherton Jamie Atherton ’88 In Honor of Kossouth Bradford ’87 Wick R. Chambers ’62 In Honor of Timothy Blauvelt Andrea & Brian Sorrells In Honor of Amy Caplan ’88 & Colin Caplan ’94 Francine & Robert Caplan In Honor of Amy Caplan ’88 & Amy Stephens Sudmyer ’89 Jody Abzug & Jim Irzyk In Honor of Joe Charles Patricia Kohlbeck

In Honor of Margy Lamere Anne Aasgaard & Mike Lombard In Honor of Carol Maoz Hanna Holborn Gray ’43 Melissa Matthes

In Honor of Jim Adams, Adam Solomom & John Turner Lisa & Philip Miller In Honor of Tim Blauvelt, Deb Riding, Adam Solomon & Laura Stanley Shannon Callaway & Phil Haile

In Honor of Ann Myra & In Memory of Anatole & Eleanor Gurewtsch Annie Walton-Teter ’84

In Honor of Rusty Tunnard ’63 Constance Clement ’62

In Honor of Ann Baker Pepe Celia Pinzi & Mark A. Healey

In Honor of Dawn Walsh David Totman & Lisa Farrel Totman ’56

In Honor of Frank Perrine Marta Rivas & George Langdon ’74

In Honor of Betty Whitney & Judy Cutherbertson Sarah Clark & Gus Spohn

In Honor of Kelly Small & Rachelle Byron Kelonda Maull In Honor of Adam Solomon Andrea* & Sam Solomon

In Honor of Deb Riding & Megan Williams Kiran Zaman & Sabooh Mubbashar In Honor of Louise Wu Drs. Iris & Barry Wu

In Honor of the Class of 1975 Roger K. Smith ’75 In Honor of the Class of 2020 Thomas Kligerman ’72 In Honor of the Classes of 2020 & 2022 The Freeman Family In Honor of John Cunningham Alison Moncrief Bromage & Andy Bromage David Totman & Lisa Farrel Totman ’56 Lynne & Ralph Valentine In Honor of the Earnshaws Lucy & Wayne Spaar In Honor of Lois & Alan Frane Ann Baker Pepe & Greg Pepe In Honor of Andrew Gee ’16 Silvia & Rich Gee In Honor of Jeremy Irzyk ’14 & Jordana Irzyk ’14 Rikki Abzug In Honor of Lynda Johnson Deborah Freedman & Ben Ledbetter

Fall 2020 | 53

memorial gif ts In Memory of Michael Abzug Sheila Abzug In Memory of Jill & Guy Bigwood Peter Bigwood ’73 In Memory of Jay Bovilsky Adam Bovilsky ’90 In Memory of Martha Brochin Joseph Camilleri ’10 Jamie McCarthy In Memory of Madame Margaret Brooks Stephen Holt ’82 In Memory of Shirlee Ching-McGrath Jody Menard Cindy Raymond In Memory of Anna Deming ’35 Nicholas Rostow ’64 In Memory of Hunt Deming John Deming ’66 In Memory of Carol Freedman Tizzy Freedman Bannister ’74

centennial societ y

In Memory of Richard Grave Merrill Barden Collins ’85

The Centennial Society recognizes the generosity of those who have chosen to remember The Foote School in their wills or through a charitable trust, gift annuity or life insurance plan.

In Memory of Kevin Hagen Lily Sutton & Ryan Hagen In Memory of Anna Jane Krebs Jennifer & Andrew Rapkin In Memory of Hannah Lee ’08 Lily Schneider ’11 In Memory of Jonathan Milikowsky ’98 Nicole Eldredge & Matthew Milikowsky ’95 In Memory of Lola Salowitz Elizabeth Smith Reed ’73 In Memory of Jean Shepler Patrick Clendenen ’81 In Memory of Capt. Ben Sklaver ’92 Will Silva ’66 C In Memory of Winifred Sturley Lee Gaillard ’52 In Memory of Jill Thwaites Josie & Richard Queen

Anonymous (2) Vernon Armour George Atwood Carole & Arthur Broadus Caren & Tom Carpenter Suzanne Jackson Cartier ’52 Mary Beth & Robert Congdon Carol Gordon ’53 Betsy & Len Grauer Mrs. Ramey W. Harper John T.R. Holder ‘76 Francie Irvine & Andrew McLaren Sharon Lynn Kagan Curly & Sandy Lieber Melissa Matthes & Daniel Theriault Victoria & Stephen Murphy The Roche Family Robert Sandine Will Silva ’66 Robert F. Wing ’53

gif ts to endowed funds Ann Baker Pepe Endowed Fund for Financial Aid Jay Angeletti Celia Pinzi & Mark A. Healey Rachael Sanders

In Memory of Betsy Welch Gary Peck & Bonnie Welch ’79

Benevento Family Scholarship Fund John E. Benevento Bershtein Family Endowed Fund Chay & Richard Bershtein Betsy Welch Scholarship Fund Kristen & Barclay Welch ’74 Carol Maoz Endowed Fund Anonymous (1) Apple Pickers Foundation Jody Abzug & Jim Irzyk Melinda Agsten Jay Angeletti Chay & Richard Bershtein Stephanie & Elon Boms Emily & Dean Brenner Cristina Brunet & Joe Craft Constance Clement ’62 Emily & Chris Fasano Silvia & Rich Gee 54 | Foote Prints

*Deceased

**Matching Gift Program Participant

C Centennial Society

Class of 1975 Scholarship Fund Anonymous (1) Jessica Drury Bieler ’75 Endowed Fund for Theater John Deming ’66 Fair-Oster Family Scholarship Fund Stephen Fair ’97 Falco School Spirit Fund Catherine & Robert Sbriglio Max Sbriglio ’12 Frank M. Perrine Scholarship Fund Ginger Stevens May ’96 Hannah Lee ’11 Memorial Fund Cecle & Josef Adler Jennifer & Alan Friedman Amy & Rich Lee Amy Sherman & John McCarthy Margie & Alan Starensier

Melanie Ginter Joanne & David Goldblum Avlin & Suguru Imaeda Francie Irvine & Andrew McLaren C Michelle & Todd Kennedy Meghan & George Knight Amy & Rich Lee Cindy & David Leffell Deborah & David Moore Bonnie & Toby Moskowitz Victoria & Stephen Murphy C Libby & Trevor Peard Jennifer & Andrew Rapkin Jane Shipp Jeff Sudmyer & Amy Stephens Sudmyer ’89 Centennial Endowment Anonymous (3) Suzanne & Jason Alderman Nick Appleby & Bethany Schowalter Appleby ’82 Vernon Armour* Donna & Bill Batsford Joanne & Paul Bailey Karena Bullock Bailey & Peter Bailey ’91 Ted Bailey ’96 Kavitha Nair Bindra Stephanie & Elon Boms Andrew Boone & Sarah Netter Boone ’89 Anne Marie Boustani & Marcus Conti Wick R. Chambers ’62 Janice & Alex Dreier Eileen & Andy Eder

Elizabeth & Niall Ferguson Jennifer & Alan Friedman Anna & Bryan Garsten Mrs. Ramey W. Harper* Avlin & Suguru Imaeda Sarah Infantino Todd Kelley ’81 Meghan & George Knight Lissa Sugeng & Michael Krauss Cindy & David Leffell Lillian Garcia & Bruce Mandell Roslyn & Jerome Meyer Nicole Eldredge & Matthew Milikowsky ’95 Erin & John Morley Bonnie & Toby Moskowitz Victoria & Stephen Murphy C Jennie Bailey Nally ’88 Emily & Ryan Oakes The Patwa Family Libby & Trevor Peard Karen Pritzker Jennifer & Andrew Rapkin Bernadette Huang & Geert Rouwenhorst Anne Sa’adah ’69 Mary Sanders & Mark Shifman The Seedlings Foundation Alexandra Shor Stacey & Cutter Smith Jeff Sudmyer & Amy Stephens Sudmyer ’89 Thomas Mason & Talbot Welles ’81 Elizabeth & Steven Wilkinson Kiran Zaman & Sabooh Mubbashar Rosamund Zander & Hansjoerg Wyss

Jay Cox Endowment for Financial Aid Anne & Gordon Armour Adam Bovilsky ’90 Libby & Trevor Peard Catherine & Robert Sbriglio Max Sbriglio ’12 Jean Shepler Miller Endowed Fund Tom Brand ’88 Margaret J. Smith ’77 Jonathan Milikowsky ’98 Scholarship Fund Janet Madigan, MD Jennifer Milikowsky ’02 David Newton André Warner ’98** Levin Endowed Fund for Library Materials Rebecca Levin ’00 Grayson Murphy Mary P. Murphy ’92 Margaret Brooks Endowed Fund Dr. Elizabeth Holt ’79 Marian Spiro Fund for Science Enrichment Dr. Elizabeth Holt ’79 Marshall Bartlett & Margaret Wilmer Bartlett ’58 Family Foundation Endowed Technology Fund Marshall Bartlett* & Margaret Wilmer Bartlett ’58

Fall 2020 | 55

Martha Brochin Endowed Fund Susan Canny ’96 Penny Snow Milos Saccio ’83 Fund Mary & David Lesser Penny Snow Orten L. Pengue Jr. Scholarship Fund Nat DiMario ’13 Sheree & David DiMario Foote Summer Theater 2020 Fred Rossomando Catherine & Robert Sbriglio Max Sbriglio ’12 Julian Schlusberg Phyllis Brown Sandine Memorial Scholarship Fund Anne Sa’adah ’69 Polly Fiddler Art Fund Elizabeth Bohlen ’58 Catherine & Robert Sbriglio Max Sbriglio ’12 Roche Family Scholarship Fund The Roche Family

horizons 2020 Anonymous (12) Jody Abzug & Jim Irzyk Morel & Jeffrey Alexander Mary Alsop Laura & Victor Altshul Marie & Warren Andiman Diane & Walter Ariker Joanne & Paul Bailey Ann Baker Pepe & Greg Pepe Donna & Bill Batsford Alice & Richard Baxter The Reverend & Mrs. Richard E. Beattie Megan & Warren Belt

56 | Foote Prints

Margaret J. Berthold Blue State Coffee Halcyone Bohen & Gerald Slater* Kim Bohen & Doug James Bolt Financial Inc. Michelle & Kossouth Bradford ’87 Judith Brennan Emily & Dean Brenner Brenner, Saltzman & Wallman LLP Grace & Jay Bright Ann Brillante Carole & Arthur Broadus Alison Moncrief Bromage & Andy Bromage Titsa Bronstein Elizabeth Cox Burke ’00 Jeannette Q. Byers ’65 Rachelle & Derek Byron Carmen Canales Maria Canales Amy Caplan ’88 John Carpenter & Deborah Fong Carpenter ’82 Mary & Tony Carroll Marilyn & David Cataldo Patricia S. Chamberlain Wick R. Chambers ’62 Judith Chevalier & Steven Podos Annie Clark Jean & David Clark Constance Clement ’62 Roxanne & Kevin Coady Maria Mojica & Edgar Colon The Community Foundation for Greater New Haven Debra Cook Victoria Covington Dody & Jay Cox Lucy & Peter Cox Mr. & Mrs. Douglas J. Crowley Jan Cunningham Judy & Hugh Cuthbertson Jennifer Davies Lisa DeLima & Bobby Alter Jane & Bill Dennett Amanda & Ray Diffley Patricia Doukas Audrey Downey Julia Simon-Kerr & Florian Ederer Elizabeth Jonas & Tom Eisen Ethel Walker School Deborah & Julian Ferholt Fidelity Charitable Edie & Steve Flagg Terry Flagg Susan Forster & Bill Riley Ellen Cohen & Steven Fraade Raffaella Zanuttini & Bob Frank Deborah & William Friedman *Deceased

Casye Gabbard ’95 Cori Gabbard Lynn & Richard Gabbard Jenette & Noah Ganter Anna & Bryan Garsten Shelley & Gordon Geballe Mona Gohara & Kiran Makam Cindy & Joe Goldberg Pam Goodman & Michael Shwartz Sara Gottesman Chetan Gowda Maria & Charles Granquist William Graustein Joyce & James Greenfield Tim & Susie Campbell Grimes ’75 Joann Guay Kristin Harder Penelope Harger Jennifer Heath & Peter Lamothe Howard C. Hebel Saylor Heidmann Harald Hille ’52 Beverly Hodgson & John Leventhal Alexandra Hokin & Glenn Levin Lauren Hokin Horizons National Student Enrichment Program Inc. Briane & Stephen Horner Rosie House Roger Ibbotson Francie Irvine & Andrew McLaren Tonya Jackson Robin Jenkins ’82 Jewish Communal Fund Susan & Jonathan Katz Jeanne Kerr Barbara Kinder & Joseph Adams Lilian King Stephen Klinck The Knight Family Deborah & David Laliberte Jean & Nick Lamont Patricia Langdon The Ethel & Abe Lapides Foundation Harrison Lapides ’12 Hannah & James Leckman Deborah Freedman & Ben Ledbetter Amy & Rich Lee The Leonard-Theodore Family Molly LeVan Kirsten & Jim Levinsohn Liberty Bank Foundation Yollanda London Joseph Lubenstein Laura Pappano & Thomas Lynch Lillian Garcia & Bruce Mandell Nancy & Hugh Manke Cynthia Mann **Matching Gift Program Participant

C Centennial Society

Margaret & Marc Mann Janet Mansfield Carol & Michael Maoz Wendy Marans Lynn Street & Donald Margulies Carol Marino Anne Martin & John Pescatore Kelonda Maull Donna Rehm-McCabe & Michael McCabe The McCurdy Family Sally Schwartz McDermott & Bruce McDermott Kate McKenzie & Craig Crews Susan & Andrew Metrick Roslyn & Jerome Meyer Heidi & Matthew Meyers Sharon & Daniel Milikowsky Susan & David Millen Gail Mirza Sally & Henry Mixsell Julie & Bill Moore Marcia & James Morley Victoria & Stephen Murphy The Nadzam Family Karen Nangle Manu G. Nathan ’97 New Alliance Foundation New Haven Road Race Liz & Dave Nowak Karen & Jack O’Donnell Inge & Bob Osborne Sharon Oster & Ray Fair Frances G. Padilla The Patwa Family Jaime Perri Laura & Frank Perrine Carol & Wesley H. Poling Leah Pepe Rasmussen ’04 Joan & Barry Richter Bernadette Huang & Geert Rouwenhorst Robert Sandine Lewis Schaeneman Jr. Debra & Ted Schaffer Schleifer Family Foundation Gary Schlesinger The Seedlings Foundation Barbara & Jimmy Segaloff Megan Shea D. Ellen Shuman & Douglas Rae Diane & David Sklar Cornelia Mendenhall Small ’58 Smart Family Foundation Inc. Stephanie Smith Joan Sokotch Adam Solomon Caroline Soper ’13 Margie & Alan Starensier Barbara & Leonard Stern

Amber Swensen & Timothy Swensen ’09 Deborah F. Teason Barbara & Gordon Thomson Jennifer Torres David Totman & Lisa Farrel Totman ’56 United Way of Greater New Haven Inc. Michael Van Leesten Paul A. Virostek & Family Charles & Dinny Wakerley Dawn & Scott Walsh Kerri Kelshall-Ward & John Ward Carol R. Warner & Edward S. Cooke Jr. Robert Watt Harry Welch ’42 Sandy & Dick Whelan S.O. White Elizabeth & James Whitney Virginia & John Wilkinson Stephen Wizner Caroline Hendel & John Wysolmerski Youth Foundation Inc. Kiran Zaman & Sabooh Mubbashar Jan & Marc Zuckerman

Matching Companies Lockheed Martin In Honor of Laura Altshul Jody Abzug Bob Sandine In Honor of Dody Cox Elizabeth Cox Burke ’00 In Honor of Sophie Gangloff ’21 Deborah & David Laliberte In Honor of Francie Irvine Robin Jenkins ’82 In Honor of Kelonda Maull Jody Abzug Laura Altshul In Memory of Edward Torrence ’08 Caroline Hendel & John Wysolmerski

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Endowed Funds

endowment for curriculum enrichment

endowment for facult y professional development

In the early 1980s, the Board’s Finance Committee recommended the purchase of zero coupon bonds as a strategy to create the school’s endowment. It was an important decision for the school: When the last of the zero coupon bonds matured in 2003, the initial investment of $310,000 had returned $1.6 million. Over the years Foote’s endowment has continued to grow, and it now stands at $20 million.

A distribution is made annually from interest earned on invested funds.

Friends of Foote Theater Endowment— established in 2002 by David and Deborah Moore to fund costs associated with the outstanding drama program.

Joya Marks Endowment for Professional Development—created in 2001, and in 2007 named in honor of Joya Marks, Lower School Head (1993–2007), to provide support for professional development opportunities to enrich the lives and work of Foote School teachers.

New funds are listed in shaded boxes.

unrestric ted endowment Bershtein Family Endowed Fund— established in 2016, and named in 2020, as part of Secure Foote’s Future, the Centennial Campaign, by Foote parents Chay and Richard Bershtein in honor of their five children.

Bob and Mary Beth Congdon Centennial Endowment Fund—established in 2017 in honor of Foote’s Centennial. Proceeds are used at the discretion of the school’s Board of Directors.

Class of 1968 50th Reunion Endowed Fund— established in 2018 by the Class of 1968 in honor of their 50th reunion. Proceeds are used at the discretion of the school’s Board of Directors to support the school’s mission.

S. Prescott Bush Clement Endowed Fund— established in 2007 in honor of S. Prescott Bush Clement ’35. Proceeds are used at the discretion of the school’s Board of Directors.

endowment for c ampus & facilities Jay Cox Endowment for PPRRSM— established in 2017 to recognize Jay Cox’s dedication to maintaining and developing The Foote School campus and facilities during his three decades as Business Manager.

Jean Shepler Miller Music Fund— established in 2009 by alumni who studied music with Mrs. Shepler during her long career at Foote (1953–1991), to provide support for the school’s Music Department.

Jonathan Milikowsky Memorial Technology Fund—created by classmates, family and friends in memory of Jonathan Milikowsky ’98 to provide annual support to the Technology Department, particularly for new technology and innovative uses of technology.

Kindergarten and Mixed Age Group Programs Fund—established by the parents of Foote students Aya and Hadi Abu-Alfa in 2010 to support and enrich the Kindergarten and Mixed Age Group programs.

Levin Fund—established by Mr. and Mrs. Richard Levin to fund the purchase of books and materials to enrich and extend the collection of the Frank M. Perrine Library.

Library Endowment—gifts to endowment for support of the Frank M. Perrine Library.

Margaret Brooks Endowed Fund—established in 2010 in memory of Madame Brooks, French teacher at Foote and parent of Preston ’79, Kate ’82 and Nat ’87, to support the school’s Modern Language Department.

Marian W. Spiro Fund for Science Enrichment —established in honor of Marian Spiro, science teacher at Foote (1970–1989), to enrich and enhance the school’s science programs.

Marshall Bartlett and Margaret Wilmer Bartlett ’58 Family Foundation Endowed Technology Fund—established in 2017 with gifts to provide ongoing annual support for technology needs.

Martha Brochin Endowed Fund for Library Books—established in 2004 in memory of Martha Brochin, a Foote School parent and much-loved pediatrician.

Polly Fiddler Art Fund—established by parents and former students in recognition of Polly Fiddler’s outstanding work as an art teacher at Foote for more than three decades (1978–2009), to support the school’s studio art program.

58 | Foote Prints

Violet Talbot Endowed Fund—established by parents and faculty in honor of Kindergarten teacher Violet Talbot at the time of her retirement in 2001 to provide support for teacher training and for financial aid for children of color.

endowment for financial aid Anne Schroeder Vroman Scholarship Fund —created in 2006 by Barent Vroman in memory of his wife, a member of the class of 1946.

Benevento Family Scholarship—established in 1987 by the Benevento Family.

Stephen Binder ’78 Scholarship Fund— established in 2017 with a specific focus on support for students from the city of New Haven.

Bohen-James Endowed Fund for Financial Aid—established by Foote parents Kim Bohen and Doug James, who served on the Foote Board for a decade.

Carol Maoz Endowed Fund for Financial Aid—established in 2020 in honor of Carol’s Maoz’s long commitment to increasing financial aid and diversity at Foote School over her 11-year tenure as Head of School.

Carolyn Foundation Endowment— established by generous gifts from The Carolyn Foundation in 1989 and 1998, this fund has grown to over a quarter-million dollars, providing significant annual funding for financial aid for children of color from New Haven.

Celentano Scholarship Fund—created to recognize the many contributions of Freddie Celentano, who worked at Foote as a member of the maintenance staff (1963–1977).

Class of 1972 Scholarship Fund— established in 2015 in memory of John Hare ’72 (1958–2015).

Class of 1975 Scholarship Fund— established in 2016 by members of the Class of 1975 to mark Foote’s centennial year.

Fair-Oster Family Scholarship Fund— established in 2018 by Foote parents Ray Fair and Sharon Oster and their three children— Stephen Fair ’97, Emily Oster ’95 and John Oster ’00—in gratitude for their rewarding and meaningful experiences at the school.

Frank M. Perrine Scholarship Fund— established in 1991 in recognition of Frank Perrine’s many contributions to Foote as Headmaster (1967–1992).

Frederick L. Holborn Scholarship Fund— established in 2018 by Hanna Holborn Gray ’43 in memory of her brother, Frederick L. Holborn ’41, a professor of American foreign policy.

Gene J. Takahashi Scholarship Fund— created in 2010 by Dean Takahashi and Wendy Sharp, Kerry Takahashi ’07 and Kai Takahashi ’09 in honor of Dean’s father.

Hannah Lee Memorial Endowed Fund— established in memory of Hannah Lee ’08 (1993–2004), this fund provides annual support for the school’s financial aid program.

Janis Cooley-Jacobs Scholarship Fund— established in 1999 after the death of Foote parent and pediatrician Janis Cooley-Jacobs.

Jay Cox Endowment for Financial Aid— established in 2017 in recognition of Jay Cox’s 35-year service to The Foote School as Business Manager and teacher and his dedication and leadership in building a strong financial aid program.

Jean and Edward Kirby Endowed Fund— established in 2013 by their son, John T. Kirby ’69, in recognition of their love of the school and the central role it played for three generations of the Kirby family.

Jean G. Lamont Endowed Scholarship Fund —established in 2004 in recognition of Jean Lamont’s commitment to diversity and a strong financial aid program during her tenure as Head of School (1992–2004).

Jonathan Milikowsky Scholarship Fund— established in 2007 in memory of Jonathan Milikowsky ’98 by his parents, Sharon and Daniel Milikowsky, brother Matthew ’95 and sister Jennifer ’02, the fund provides financial aid for a student in grades 6–9 who demonstrates intellectual curiosity, cheerful engagement with classmates and teachers, kindness, optimism and appreciation and respect for others.

LaViola Family Scholarship Fund— established by Philomena and John LaViola in honor of their grandchildren, Alexandra LaViola ’06 and John LaViola ’09.

Mandell Family Summer Sabbatical Program—established in 2017 in honor of Madison ’15 and Isabella ’18 to support summer sabbaticals for Foote’s outstanding teachers.

Margaret Hitchcock Fund—established in memory of Margaret Ballou Hitchcock, Foote English teacher and head of the Upper School (1931–1957).

Martha Babcock Foote Fund—established in memory of the founder and first Headmistress (1916–1935).

Orten L. Pengue Jr. Scholarship Fund— created in 2008 by parents and students in honor of Ort Pengue’s many contributions to Foote’s theater program.

Pasi-Sachdev Family Fund—created in 2005 by the Pasi-Sachdev family to reflect their deep appreciation of the Foote School community.

Ann Baker Pepe Endowed Fund for Financial Aid—established in 2018 to honor Ann Baker Pepe’s dedication to the Foote School community over 20 years as Director of Development and Alumni Programs and her steadfast commitment to increasing diversity and strengthening the school’s financial aid program.

Phyllis Brown Sandine Memorial Scholarship Fund—established in 2002 by ISIS (InnerCity Scholarships for Independent Schools) in honor of Mrs. Sandine, a Foote parent and longtime friend of the school and an advocate for early childhood education. The fund provides financial aid specifically for New Haven children enrolled at Foote.

Simone Brown Fund—established in memory of Simone Brown, Class of 1981, following her death in 1983.

The Betsy Welch Endowed Scholarship Fund—established in 2015 to honor Betsy Welch’s commitment as Director of Admissions (1976–1993) to enrolling students from a broad range of racial and socioeconomic backgrounds.

Timothy and Mary P. Doukas Fund— established in 1997 by Mr. and Mrs. John Zandy in memory of Mrs. Zandy’s parents.

endowment for learning support Milos Saccio Fund—established in memory of Milos Saccio ’83 (1967–1979), who was a 6th grader at Foote at the time of his death, to provide annual learning support with the intention of helping children reach their full potential.

restric ted funds The school also appreciates and relies upon the support provided by Restricted Funds. These funds are not endowed—the principal is spent as needed over the years.

Classical Book Fund—established in 1996 to honor Latin teacher Carol Ross and used annually to provide library and classroom resources to enrich the study of classical Greece and Rome.

Falco School Spirit Fund—established in 2009 to fund campus activities and build a sense of community.

Friends of Foote Theater Fund—established in 2002, to provide support for expanded opportunities in educational theater made possible by the construction of the Robert D. Sandine black box theater.

Fund for Community Outreach— established in 2012 to provide funding for meaningful community outreach programs offered at Foote in support of the greater New Haven community.

Vlock Family Endowed Fund—established in 2018 by alum Ted Vlock ’13 in honor of his family.

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Around Campus

60 | Foote Prints

To maximize use of the outdoors, learning tents were set up for every grade around campus. To improve the experience for students who were learning at home, teachers also used new technology such as the Swivl, a robotic stand that holds an iPad and moves automatically to follow the teacher. Here, Kindergarten teacher Susan Keegan reads a book to her class.

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Alumni

Zooming the Reunion

Alumni Weekend 2020

BY JE N L AVIN ’ 81, ALUMNI CO UN CIL CO - CHAIR

we were delighted to hold our first virtual Alumni Weekend—and it was a big success! In attendance were members from the Classes of 1955 through to 2019, with a few of the almost 2020 graduates joining us as well.

IN MAY,

On Friday evening, May 8, we convened for a virtual happy hour and then split into smaller groups by decade to enable more intimate conversations. Reminiscences and smiles were bountiful and heartfelt and, as always, there were a lot of laughs. It was particularly interesting to hear how the pandemic was affecting people around the country at that time.

On Saturday morning, we gathered to hear Head of School Carol Maoz give her final state-of-the-school address, followed by the annual Alumni Achievement Award ceremony. While Carol touched on the challenges of distance learning and her sadness at missing so many cherished Foote School spring traditions, she also spoke of the resilience of the students, parents and faculty who rose to meet the challenge and succeeded in achieving the most important 62 | Foote Prints

goals: preserving Foote’s community and culture; attending to the emotional well-being of the students; and delivering a quality educational program. Carol also announced the incredible success of the Centennial Campaign for endowment—completed a year early. Far surpassing the ambitious goal of $10 million, the campaign raised nearly $14 million, $2 million of which came from alumni!

Dr. John Goodenough ’35, the 2019 Nobel Laureate in chemistry, received this year’s Alumni Achievement Award, which was presented by Ron Coleman ’04. Although Dr. Goodenough was unable to attend, his acceptance letter was read by longtime Foote science teacher Leslie Long. In one of the morning’s more emotional moments, Sam Cunningham ’04 presented a Foote School Community Award to his father— science teacher and former administrator John Cunningham— who retired in June after 35 years at Foote. John’s acceptance speech was equally moving, including a shout-out to former Head of School Jean Lamont, who originally hired John’s now-wife Tina as a teacher. The final Community Award of the morning was presented to Carol Maoz by Kossouth

“ We are exploring ways to make campus events more accessible to alumni.”

Bradford ’87, Foote’s school counselor, who is also a current parent. He delivered a touching speech that included the many ways that he has connected with Carol over the past 11 years—as an alum, Board member, faculty member and parent. Carol’s lovely acceptance speech was followed by a brief video retrospective of her 11 years leading Foote. All of these presentations and the video are available on the Alumni page of the Foote website at www.footeschool.org/ alumni/reunions.

After the ceremony, we held an open Alumni Council meeting led by co-chairs Jen LaVin ’81 and Elizabeth Daley Draghi ’77.

While we hope this will be the first and last completely virtual Alumni Weekend, we were encouraged at the level of participation and are now exploring ways to use virtual technology to make campus events more accessible to all alumni!

Alumni Council, Year in Review

BY E LIZ A B E TH DALE Y D R AGHI ’ 7 7, ALUMNI CO UN CIL CO - CHA IR D E S P ITE THE MANY unexpected twists of the past several months, the Foote School Alumni

Council had an eventful year. Our new semiannual e-newsletter, Life on Loomis, was launched last fall and has been a great success! Each installment features information about student activities and celebrations currently taking place at Foote; a feature article about one of Foote’s amazing former faculty members; and information about upcoming school events and gatherings, which are open to alumni and others. It is our hope that Life on Loomis will provide alumni, parents of alumni and former faculty with a window into what it is like to be a student at Foote today.

In addition, we finalized our Alumni Council Mission Statement and planned for Alumni Weekend this past May. While the pandemic may have altered our original planning, it did not defeat us. On May 8 and 9, we gathered virtually for a truly enjoyable happy hour and our usual reunion day, which included Carol Maoz’s state-of-the-school report, the presentation of the Alumni Achievement Award to Nobel Laureate Dr. John B. Goodenough ’35 and the Foote School Community Awards to Head of School Carol Maoz and 35-year faculty member John Cunningham.

This was followed by our spring Alumni Council meeting, which featured presentations by two graduating Foote 9th graders, Elias Theodore ’20 and Anya Mobarak ’20, who shared their thoughts about their time at Foote, memories of their most significant experiences and details about the transition form in-person to virtual learning. It was a very enlightening and informative discussion. We also considered ways to expand our outreach to alumni, new ideas for increased communication and interaction, and ways to grow membership on the Alumni Council.

We urge you to please consider joining the Alumni Council. As outlined in our mission statement, we hope the council will provide ways for alumni, former faculty and parents of alumni to maintain a lifelong connection to each other and to Foote and will encourage involvement, support and guidance to advance Foote’s mission and philosophy as a unique learning environment for future generations. All are welcome, so please let us know if you have an interest in serving as a member of the council by emailing alum@footeschool.org.

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Class Notes 1935

“ For the last five years, one of my closest friends has been another Footie, Maz Bradberry ’96. We met by pure luck when he recognized my old Foote summer program shirt, and we have been close friends ever since.”

—Eli August ’05

We are sad to report that Hannah Eugenia “Janie” Whitney Hotchkiss passed away on August 9, 2020.

1937 We are sad to report that John “Jack” Soper passed away on February 13, 2020.

1939 We are sad to report that Anne Campbell Clement passed away on May 9, 2020.

1940 The Class of 1940 needs a class correspondent. If you are willing to collect news from your classmates, please contact Amy Stephens Sudmyer ’89 in the Alumni Programs Office at asudmyer@footeschool.org.

We are sad to report that Boynton Schmitt passed away on June 21, 2020.

We’d love to hear from you!

Please contact your class correspondent or Amy Stephens Sudmyer ’89 at asudmyer@footeschool.org to share news about you and your classmates, or visit www.footeschool.org/alumni.

1942 Class Correspondent: David Hitchcock Jr. hitchdl@aol.com We are sad to report that Garrison N. “Garry” Valentine passed away on September 5, 2020.

1945 Class Correspondent: John Gardner jhgardner@earthlink.net

1946 Class Correspondent: Kent Healy kenthealymv@gmail.com Karen Wylie Pryor writes, “I am now 88 years old, healthy and very active. I am very happy in my big apartment in Charlestown, Massachusetts, with my daughter three blocks away.” Karen talks to her two sons on the phone very frequently. Kent Healy was re-elected to the Select Board of West Tisbury, Massachusetts for three more years.

64 | Foote Prints

Gay Spykman Harter ’48 with her husband, Dick, and grandchildren, Ellie and Charlie.

1947 The Class of 1947 needs a class correspondent. If you are willing to collect news from your classmates, please contact Amy Stephens Sudmyer ’89 in the Alumni Programs Office at asudmyer@footeschool.org.

We are sad to report that Gladys Bozyan Lavine passed away on June 7, 2020.

1948 The Class of 1948 needs a class correspondent. If you are willing to collect news from your classmates, please contact Amy Stephens Sudmyer ’89 in the Alumni Programs Office at asudmyer@footeschool.org.

Gay Spykman Harter writes, “Our retirement community, Evergreen Woods in North Branford, was shut down in mid-March and my husband and I have been living much of our lives online. We are now beginning to open up cautiously.

Fortunately the virus has been kept at bay so far. All the best to Foote as it transitions to a new Head.” Gay and her husband, Dick, are very involved in the governance of their retirement community; both serve on committees and councils. They continue to be involved in many social justice causes and to express grave concern over the current leadership of our country.

1949 The Class of 1949 needs a class correspondent. If you are willing to collect news from your classmates, please contact Amy Stephens Sudmyer ’89 in the Alumni Programs Office at asudmyer@footeschool.org.

We extend our sympathy to Margaret Bozyan Jefferys, whose sister, Gladys Bozyan Lavine ’47, passed away on June 7, 2020.

1950 Class Correspondent: Mary Pigott Johnsen jlmpjohnsen@west-point.org We are sad to report that Sally Osterweis Kopman passed away on April 24, 2020.

1951 Class Correspondent: Emily Mendillo Wood birdofmilford@gmail.com We extend our sympathy to Alexandra Kubler Merrill, whose brother, Edward Kubler ’56, passed away on July 23, 2020.

1952 Class Correspondent: Harald Hille harald.hille@gmail.com We extend our sympathy to Nancy Osterweis Alderman, whose sister, Sally Osterweis Kopman ’50, passed away on April 24, 2020. Lee Gaillard writes from Eugene, Oregon: “Hi from wildfire-beset Oregon. Out here, we’re basically okay. So far, so good. Today’s local paper listed the air quality in Eugene as 475; 300 is already hazardous. We stay inside as much as possible with everything closed up. The fires are the worst in Oregon’s history. One particular major fire has marched down the Willamette River toward Eugene but is not that near us. We receive notices on our cell phones and at the bottom of TV screens with regard to emergency evacuation levels, but none have yet applied in our neighborhood. At the moment, we wear masks when we go out to get the mail or when I set up the soaker hose. Flakes of ash have been floating in the air. Our noses are running all the time with slight smarting

of the eyes, even while we are indoors. The good news is they expect the winds to turn and start blowing the smoke away rather than towards us. I have had some joint replacements and a bit of cancer. Anne has been leading her church via Zoom because of COVID-19. We had to cancel a trip to Central Europe. So much for our intended celebration of Ann’s 60th birthday and our 35th wedding anniversary!”

1953 Class Correspondent: Robert Wing wing.1@osu.edu

1954 The Class of 1954 needs a class correspondent. If you are willing to collect news from your classmates, please contact Amy Stephens Sudmyer ’89 in the Alumni Programs Office at asudmyer@footeschool.org We extend our sympathy to Cornelia Kubler Kavanagh, whose brother, Edward Kubler ’56, passed away on July 23, 2020.

1955 Class Correspondents: Lee Dunham wlhdunham@gmail.com Nawrie Meigs-Brown nawrie@comcast.net We extend our sympathy to Michael Stanwood, whose sister, Elizabeth Stanwood Davis ‘57, passed away on April 27, 2020. Class correspondent Lee Dunham writes, “Our remote reunion cocktail call was surprisingly successful.

We had nine participants: Babs Currier Bell from Maine; Nawrie Meigs-Brown and me from Massachusetts; Douglas Crowley, Sherwood Willard and Nancy Farnham from Connecticut; Penny Reynolds Roosevelt from Princeton, New Jersey; Bob Dickie from Washington, D.C.; and Betsy Stroman from Sausalito, California. Although geography was irrelevant, most of us are east coasters and reunion regulars. We missed seeing each other in person and attending the school festivities and, most importantly, enjoying Roseline and Douglas’ gracious dinner. We were able to catch up with each other and bond again over

our similar experiences dealing with the pandemic. And most importantly, Douglas gave us a rain check provided the virus is under control in 2021. Michael Stanwood writes, “I have not been good at keeping up with either Foote or Westminster alumni.

But I have lived a blessed life for which I am so grateful and was still working until the COVID-19 shutdown. I have info on my life at my website: www.michaelstanwood. com. Sadly, my dear sister, Tessa, passed this spring after a long and courageous fight with pancreatic cancer. Her memorial on Zoom had more than 250 people, a testimony to how much she was loved by so many. She was so good at staying in touch with all of her friends from Foote and she was probably the reason why my other sister, Carol, and I ended up in Colorado.

I’ve had a habit of asking friends what are the three most important events that shaped who they are now. Though I had a crazy life in Hollywood in the late 1960s and early 1970s, my three are: being introduced to Siddha Yoga meditation through my musical friend, Corky Siegel, in the 1970s; in the 1980s, I toured musically around the world for the State Department and was introduced to many cultures and music; in the 1990s, I got introduced to cosmology through Brian Swimme’s Canticle to the Cosmos, which has continued to remind me of ‘the greater picture.’ My musical life has de-evolved to performing sound therapy at Denver Health; playing meditations at Boulder public libraries; and teaching didgeridoo, autoharp and guitar at a wonderful music school. I also have done a lot of photography. I am still very connected to New England and the fortunate life I had growing up there at Choate, where my dad was a teacher, and in New Hampshire, where he directed a boys’ camp.”

1956 Class Correspondent: Will Amatruda willtam88@hotmail.com We are sad to report that Edward Kubler passed away on July 23, 2020. We extend our sympathy to Ruth Osterweis Selig, whose sister, Sally Osterweis Kopman ’50, passed away on April 24, 2020.

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1957 Class Correspondent: Kevin Geenty kevin@geentygroup.com We are sad to report that Elizabeth Stanwood Davis passed away on April 27, 2020. We are sad to report that Constance “Timmie” Miller passed away on April 28, 2020. Eligio Anthony Petrelli writes, “For a retiree, life under lockdown is not so bad: reading great adventures, walking a lot in East Rock Park, watching movies on TV, following the media on COVID-19, but my heart goes out to COVID-19 victims and the unemployed. We shall recover!”

1958 Class Correspondent: Barry Stratton barrystratton@yahoo.com

1960 Class Correspondent: Happy Clement Spongberg happyspongberg@earthlink.net We extend our sympathy to Elena Kubler, whose brother, Edward Kubler ’56, passed away on July 23, 2020. Elizabeth Parker writes, “I was looking forward to our 60th reunion and hope that we can rally the class when it is safe to get together again. All is well in Raleigh!”

1961 Class Correspondent: Muffie Clement Green m_c_green@sbcglobal.net

1962 Class Correspondent: Donald O. Ross doross48@gmail.com Deborah Stilson Abbott has two grandchildren: Eamonn Carter Abbott Miner and Lyra Joy Gold-Abbott. Ellen Faller writes, “Now that we qualify as elderly and thus can’t get out and do much, there is not much to report. Although retired, I am volunteering from home for the Peabody Museum; making masks to give to those who need them; and gardening, walking and emptying boxes in the attic: major excitement.” Susie Swords Stevens writes, 66 | Foote Prints

Cecie Clement ’62, Sherwood Willard ’55 and Muffie Clement Green ’61 in Shelburne, Vermont, in September 2020.

“I am making masks, weeding through the attic and walking up East Rock Road from Whitney Avenue to Prospect Street to get a strong cardio and aerobic workout. Cecie Clement and I pass each other on our walks.

I got a chance to see Buffy Kelly, at a social distance, when she spent a few days in Guilford. COVID-19 is not going to stop all the fun. My boarding school class was asked to submit three adjectives describing how we feel. Mine were: scared, brave, creative.

Best to everyone.” Wick “Red” Chambers writes, “I finally moved from our family home on Edgehill Road to a small co-op apartment in University Towers in downtown New Haven, where I spend a good deal of time because of the virus. I’ve taken one Coursera course on the written Constitution and signed up for another on the unwritten Constitution, both taught by a Yale Law professor. I also signed up for a course on speaking Chinese but I think I’m tone deaf. I also signed up for MasterClass, a fascinating collection of short lessons from Doris Kearns Goodwin on topics from presidential leadership to Steph Curry, which I highly recommend for all of us who used to be athletes or still are regardless of sport. It’s great fun and not expensive. I’m still trying to learn how to play tennis and play as often as I can. As a member of Foote’s Board of Directors, I can report what everyone who has thought about it already knows: Foote, like all schools, faces enormous challenges. The virus, of course, is one. Another is changing demographics.

If I could wave a magic wand, I would

increase Foote’s financial aid budget so that it could have need-blind admissions. I hope everyone will contribute to Foote at whatever level they can manage. In the world of giving, grade schools are often forgotten or are at the end of the list behind colleges and secondary schools. The entire Foote community needs to pitch in and help Foote confront the unprecedented challenges it faces. I hope we can get together before too long.” Cecie Clement shares, “Susie and I run into each other often on our neighborhood walks. In fact, I saw her twice today with her two adorable granddaughters who live on Edgehill Road, across from Edgerton Park. What Susie didn’t tell you is that she walks up East Rock Road backwards! Clearly, she’s in tiptop shape. I wouldn’t even attempt it. My news is that I decided to retire from the Yale Center for British Art at the end of July. I’ve had a great run and enjoyed every minute of it. I’ve been given wonderful opportunities over more than four decades, worked with five different directors and served in a wide range of roles. Since 2002, I’ve been privileged to help with the conservation of the Center’s landmark building by Louis Kahn. The Yale University Art Gallery was Kahn’s first building and the Center was his last. While I have been contemplating the idea of retirement for some time, the pandemic solidified my thinking. Somehow the idea of a phased return to the workplace, at a time still to be determined, and social distancing with my colleagues doesn’t have much appeal. It’s time to take

my leave, and I’m excited about starting the next chapter. Finally, as another Foote School Association board member, I’d like to echo what Red said so eloquently in his message and urge everyone who can to consider supporting our special school at this very challenging time.” Natalie Wilmer writes from London, “Other than going on long walks, I’ve spent most of lockdown grappling with technology. It was a treat to hear from Jessie Rostow at the beginning of this crisis. We exchanged updated photos of our grandchildren, and I instantly felt revived. Nothing like an old Foote friend!

Keep well and all the best to everyone.”

Sam Howe writes, “I have suddenly and with relief become father to a 22-year-old son, Carter, who was my daughter Carter until a month ago. Carter fought off her body dysphoria until now and is entering a new, frightening and long-sought world of maleness. He would have loved remaining female but is bowing to the realities. Anyone out there have any experience with this phenomenon? I need guidance. Of less import, Jules and I left our Andover, Massachusetts, home of 15 years in early March and moved permanently to our summer home in Holderness, New Hampshire.” Amos Galpin writes, “I was in Andover, Massachusetts, last fall for a wedding and stayed at The Andover Inn, and very sadly I missed an opportunity to see Sam Howe that would have made my trip! I hadn’t been to Andover since 1966.

I was not my best self during the four years I spent at school there and, as a result, never felt comfortable returning. Does anyone else look back on those years that way? But memories change, and it was really fun to walk about that gorgeous campus and visit various buildings that I remembered so well. Elise and I sold our house in Seattle in a crazy rush, so now we are living in Idaho again. Here in Idaho, we have space, gorgeous mountains to hike in and other outdoor activities still available that we love. My son is here with his family, and we have managed some dinners outside. My wife’s sister and mother live here as well, so we see them frequently for dinners on the deck. I am taking a painting class on Zoom, so I’m still waving my brush around. Best regards to you all; stay in good health.” Doug Curtis writes, “I am prompted

by Don’s occasional emails to sit down and write about myself and share it with you all.

I am encouraged by the belief that while

these memories are a little harder to find these days, they are still in there somewhere. I spent most of my adult life in the Hartford area, where I continue to run the Sonitrol Alarm New England business I started 47 years ago, a couple of years out of Williams. My three kids, Sierra, Alexandra and James, are in the business and there are even hopes for the next generation joining. We are a local version of ADT with a footprint across Connecticut, Massachusetts and Rhode Island. I am still working full-time while trying to stay out of the kids’ way. It’s fair to say building this company has defined a big part of my adult life. For a good part of my first marriage of 20 years, I lived in Avon and Farmington, Connecticut. It was during my second marriage of 10 years that I bumped into Sam Howe. I was living in the Miss Porter’s House in Farmington about the time Sam was teaching at the school. In my third marriage, I found the love of my life, Charlene Morrett-Curtiss. Char is the women’s field hockey coach at Penn State University in central Pennsylvania. Char is a two-time All-American in field hockey and lacrosse and a two-time Olympian who won a bronze medal in 1984. She has a long record in Division 1 athletics with more than 500 career wins and championships. She has been an advocate for women’s athletics for 33 years. Char and I divide our time between State College, Pennsylvania; Johnson’s Point, Branford, Connecticut; and South Dartmouth, Massachusetts. I have learned so much watching Char and the coaches at Penn State. So with six years of this commuter marriage, COVID-19 has just been terrific for Char and me. We have been together continuously for almost four months now.” Class correspondent Don Ross shares, “Susan and I are still in Newport, Rhode Island, where I have been working remotely since March. I have not been to my Boston office since. One benefit is that I have been hitting a tennis ball four times a week. I did venture down to our cattle business in southwestern Virginia.

As of now, all four grandchildren are with us in Newport and have taken over the house and it is a bit noisy. To the rest of our classmates that we have not heard from, please send in updates that I can pass on to Foote Prints. Debbie Stilson, please correct our poor grammar and spelling as you see fit. Thank you to all of you! And stay safe.”

Sam Clement ’65 shows his Foote pride!

1963 Class Correspondent: Susan Stratton susanstratton4@gmail.com

1964 Class Correspondent: Verdi DiSesa verdi.disesa@gmail.com

1965 Class Correspondent: Eric Triffin eric_triffin@aya.yale.edu

1966 Class Correspondent: John N. Deming Jr. jndjr@yahoo.com

1968 Class Correspondents: Rob Clark rclark@perrigo-inc.com Leland Torrence lelandtorrence@optonline.net We extend our sympathy to Cathy Smith Cuthell, whose father, Howard Smith, passed away on August 17, 2020.

Fall 2020 | 67

1969 Class Correspondent: Meg McDowell Smith megsmithvt@gmavt.net

1972 Class Correspondents: Amy Estabrook heyamo@snet.net Cathy Hosley Vouwie chv79@hotmail.com After more decades than is fair to ask of anyone, Cathy Vouwie and Amy Estabrook stepped down as class correspondents and handed duties off to Rob Gurwitt and Greta Nettleton. These have been strange times to pick up the mantle, reminding us of the unsettled years (late 1960s and early 1970s) when we were at Foote and, of course, putting us in the midst of a health and economic crisis unlike anything we’ve experienced. Here’s how people are doing: Emily Freedman Stollar writes from Northern Virginia that she and her husband, Larry, “are both starting to get back to work in earnest, after more than three months at home. Honestly, beyond the worry for our country and the world as well, missing being with our kids and grandchildren has been the toughest part for both of us. I had been thinking about what retirement might look like in the near future and have now put that aside. Finding beautiful and safe homes for clients seems more important than ever.

Selling clients’ homes so they can go to where work and happiness are waiting for them is more necessary than ever.” Susie DiSesa Sheeline is on Long Island, where “COVID-19 has brought my three children, ages 24 and twins who are 22, home, so while it’s been great to spend time together we’re all looking forward to getting back to jobs and college and real life. We’ve lived in Oyster Bay for 22 years; I seem to need to stay close to the Sound, on one side or the other. Prior to that I lived in Manhattan and worked for 20 years in book publishing, ending my career running the Modern Library. Time now is filled with working for a nonprofit that serves the Oyster Bay community; freelance editing and writing; and the same extracurricular stuff that most likely fills much of our time: some sports, some culture, some loafing around.” Nick Coe’s been in Los Angeles but with mixed 68 | Foote Prints

feelings these days. “Los Angeles has been sliding into the Kurt Russell movie abyss for some time,” he writes, “so we’ll probably be spending more time up in Oregon. In the meantime I’ve taken up motor racing, so this season finally restarted in June with visits to beautiful Laguna Seca (in the hills above Monterey) and ugly Buttonwillow (in the scorching hot Central Valley near Bakersfield). It’s very difficult to convey what it’s really like—even videos can’t really capture the intensity of it, not just visual but sonic and physical (the g-forces, the vibration, the feel of the car). I came to it late in life, purely by accident, but so glad I found it!” Cathy Hosley Vouwie, meantime, wrote as she was recovering from hip replacement surgery. “The procedure, originally scheduled for early March, was pushed back twice but it’s been smooth sailing since. Such a very strange time we are living through but life goes on. My oldest daughter, Kirsten, recently had a baby girl so we are thrilled that her big brother has a sibling and can’t wait to start babysitting again. Such a relief to have some good news. We were fortunate to take a trip to South Carolina to see our youngest daughter in early January and then to England in early February, where we were treated to our first ‘bomb cyclone’ in London, which we took much more seriously after trying to venture out.”

Louise Preston writes that she is “delighted to announce the birth of her grandson, Tomas Alexandras Noreika, of Melbourne, Australia, born December 23, 2019, to daughter Pembrooke and son-in-law Phillip.” Australia has become like a second home to Louise and her growing family.

Gardy Morse checks in to say, “Our son Josh is in grad school researching how people and coyotes do and don’t get along.

Daughter Lucy just graduated from med school and has started her internship in Boston. This makes us proud and yet with COVID-19, also makes us anxious. Jennie and I continue to work full-time in health care and editing while enjoying distinctly different recreations.” Tom Kligerman, unlike most of us, has been out and about, as he explains. “I’m sitting on the dock on Martha’s Vineyard waiting for the ferry to Woods Hole. I am coming from having visited a new shingle-style house we are designing on a large property overlooking Vineyard Sound. This is one of about 25 houses either on the boards or under

construction. It has been busy; life during COVID-19 has made the world of high-end architecture even busier, for some of us anyway. I am well aware of the pain the virus caused elsewhere. My daughter, Magdalen, is going to the American University of Paris, where she just finished her sophomore year.

She spent her second semester under a lockdown way more strict than anything we see in this country. My middle daughter, Katherine, just graduated from the University of Texas with a major in architecture and is thinking about where to go to graduate school. Rebecca, my oldest, is working and living in Brooklyn. She is nearby but, given the circumstances, we barely saw her last spring. We are spending the summer in Weekapaug, Rhode Island.

I think this is probably my 30th summer there. It never really changes in spite of the new houses and more crowded roads.

My wife, Kristin, and I bought a small piece of land and are designing a house for ourselves. We hope to start next spring after we finish renovating our New York apartment. I am really looking forward to seeing the movies we did in sixth grade. Just incredible how these have resurfaced. I love the photograph that Henny sent. What a flashback. I had forgotten about the spectacles I was wearing and that ridiculous hat. I can’t wait to see you all as soon as we are safely able to get together.” Amy Estabrook has been making the best of the disruption and recovering from 2019. “I tore my meniscus while playing paddle tennis in March, had surgery for it in September, followed by trigger thumb surgery on both hands in December. Living without operational thumbs for a few weeks gave me renewed appreciation for what my dog, Cooper (my constant companion), contends with daily. The teaching job I’d lined up for this spring and summer was cancelled due to COVID-19. On the bright side, just prior to the pandemic I traveled to Portugal for a fabulous family wedding and am now enjoying building a life in my new home of Mystic, Connecticut. I live across the street from the river so try to swim at least once a day, twice if the tides comply, from May to November.” Meanwhile, Greta Nettleton and her husband, Rex Lalire, live in Rockland County, New York, which, as she points out, “was associated with one of the worst and earliest hot spots of COVID-19 in late March. Our 80-pound hound dog, Chester, keeps us laughing and walking in

Nick Coe ’72’s blue race car is on the far left. Nick recently started motor racing in southern California. the woods and has helped to pull us through it all. Our sons, Alexander and Luc, live nearby in an apartment in Jersey City and we decided to quarantine all together.

They came to visit on weekends, which was an unexpected treat during difficult times.

The experience has been sobering yet we count ourselves very lucky. Everyone still has a job and we are taking life one day at a time. Alexander is an architect and works in his father’s firm, Lalire March Architects.

Luc is a chemistry account manager for the Waters Corporation, which makes gas and liquid chromatography equipment for the pharmaceutical industry. For the last three years, I’ve been running an adaptive rowing program for the Rockland Rowing Association, but unfortunately the pandemic has forced us to go on indefinite hiatus. I expect to go back to coaching novices in our youth program this fall.

Everyone in the sport has switched to rowing singles, for social distancing, and small sculling clubs like ours that cannot afford fancy boathouses are suddenly in the best position to keep operating. Who could have guessed? No great loss without some small gain.” Bob Meyer writes from Miami, “I married a high school classmate of Rob Gurwitt, and we celebrated our 40th

anniversary this June by ordering in. We had a few kids and have lived in Florida for four decades. We are grandparents now. My wife has involuntarily retired and will be traveling to Massachusetts soon to become daycare for our grandson while our daughter is compelled to return to work. Our son is in Japan with his wife and maybe he will provide additional grandchildren once COVID-19 retires. I was about to retire but the economy forced me to keep my hat in the ring. I practice bankruptcy law.” Rob Gurwitt lives in Vermont, just across the Connecticut River from Hanover, New Hampshire. “My kids have had pretty much opposite experiences with the crisis. Sonya, a circus aerialist, is now home and trying to figure out a life in which her chosen profession is mostly impossible and looking for a barn with strong enough beams to rig from when it comes time to move training indoors for the winter. Sam is a reporter for the New Haven Independent covering COVID-19, racial justice marches and Hamden’s imploding town finances. None of these are stories that appear likely to disappear anytime soon. My wife, Karen, is a foundation consultant, which thankfully she can do from home. Meanwhile, I launched a daily email newsletter focused

on this region, known as the Upper Valley, back in 2019. It started as a sideline but has basically become a full-time gig. It recently brought on a new poetry editor: Michael Lipson.”

1973 Class Correspondents: Peter Hicks phicks@websterbank.com John Persse johnpersse@bhhsne.com We extend our sympathy to Elizabeth Smith Reed, whose father, Howard Smith, passed away on August 17, 2020. Ellen Sherk Walsh writes, “I am at home in Freeport enjoying the Maine summer by hiking, gardening, dog walking and riding my horse almost daly while my husband is attempting to transit the Northwest Passage as crew on a 60-foot schooner.”

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1975

1976

1979

Class Correspondent: Jessica Drury sjsaz@optonline.net

Class Correspondent: John Holder johnholder@comporium.net

Class Correspondent: Bonnie Welch bonniewelch@taftschool.org

We extend our sympathy to Roger Smith, whose father, Howard Smith, passed away on August 17, 2020. David Carr writes, “Since I left Foote, I graduated from the Hammonasset School in Madison in 1978 and Evergreen State College in 1984. After working in VisionQuest for adjudicated juvenile offenders I realized an MA/MFT would be necessary to continue my dreams in counseling. I met my life love, Lorraine, in Philadelphia in 1987 and was seduced by gourmet food. I graduated from Antioch New England in 1994 with an MA/MFT and worked a few years in Department of Children and Families contractual counseling while family therapists were not yet licensed in Connecticut. I ended up becoming self-employed in real estate, which allowed me the ability to schedule my life with my twin boys, who were born in 2002. For the next 18 years I continued writing and became an Inland Wetlands commissioner in 1999 and earned a patent—all while raising our family with Lorraine. Our sons are now heading off to the University of Connecticut and the University of New Haven. I hope this finds everybody doing well by doing good.”

We extend our sympathy to Sara Hare, whose mother, former Foote faculty member Betsy Hare, passed away on November 18, 2019. (See remembrance on page 77.)

John Tyler recently moved to a new position within the Bonneville Power Administration in the Portland, Oregon, area. He is now the chief forester. In addition, John has been involved in pandemic response as a deputy and incident commander of the Incident Management Team.

1977 Class Correspondent: Elizabeth Daley Draghi gdraghi@sbcglobal.net We extend our sympathy to Margaret Smith, whose father, Howard Smith, passed away on August 17, 2020. Class correspondent and Foote Alumni Council co-president Elizabeth Daley Draghi writes, “Hello to the Class of 1977! I hope this finds all of you well during this very unsettling and challenging summer. Like many of you, my family has been home for the past few months. Our daughter, Carolina, graduated from high school in a ‘drive-in’ graduation in early July, and while it was not what any of us had hoped for, it did allow all of the students to see each other graduate in one ceremony.

My son, Thomas, is getting married later this summer. It will be a much smaller event than originally planned, but a very happy one, nonetheless! Another very memorable bright spot for me over the past few months was getting to ‘see’ and spend some Zoom time with Ellie Freedman Deardorff, Lizzie Roth LaFarge, Ginny Kingsley Kapner and Marisol Planchart at Foote’s virtual happy hour during Alumni Weekend. It was great to catch up and worked well, as most of us have not seen one another for many years. We are hoping to do this again and would love to have more of you join! Best to everyone. Keep safe and well.”

1978 David Carr is a member of the Class of 1975.

Class Correspondent: Stephen Fontana stevef1701@aol.com We extend our sympathy to Andrew Hare, whose mother, former Foote faculty member Betsy Hare, passed away on November 18, 2019. (See remembrance on page 77.)

70 | Foote Prints

1980 Class Correspondent: Liz Geller Brennan gelbren@aol.com

1981 Class Correspondents: Nicolas Crowley nyjcrowley@hotmail.com Jennifer LaVin jen2766@gmail.com We extend our sympathy to Matthew Osborne, whose father, John Osborne, passed away on April 19, 2020.

1982 Class Correspondent: Bethany Schowalter Appleby bethany.appleby@gmail.com We extend our sympathy to Mark Osborne, whose father, John Osborne, passed away on April 19, 2020.

1983 Class Correspondent: Brinley Ford Ehlers brinleysf@aol.com Gina Tinney-Moye has been happily married to her high school sweetheart, Ronald, for 28 years. Gina and Ronald have two sons: Corbyn is 28 and Camryn is 23. Corbyn works in the film industry in Atlanta and is married with a beautiful 3-year-old daughter, Charlie.

Camryn attends junior college in Atlanta.

Gina is a manager in supply-chain planning inventory for Home Depot stores. Now that the kids are grown up, Gina and Ronald downsized to a ranch home with no stairs.

Gina looks forward to the next Foote reunion.

1984 Class Correspondent: Ann Pschirrer Brandt annie.brandt@rocketmail.com We extend our sympathy to Courtney Broadus, whose sister, Elizabeth Broadus ’88, passed away on May 20, 2020. Dara Kovel is the CEO of Boston-based Beacon Communities, which also does work in New Haven. Beacon Communities was responsible for the redevelopment of Monterey Place, a mixed-income development on Webster Street in New Haven. Dara’s company was recently featured in an article on New Haven’s news blog, Daily Nutmeg, profiling affordable housing.

1985 Class Correspondent: Carter LaPrade Serxner lapserx@gmail.com We extend our sympathy to Seth Osborne, whose father, John Osborne, passed away on April 19, 2020.

1986 Class Correspondent: Jody Esselstyn jesselstyn@gmail.com Gregory Sawyer stays in touch with many Foote alums via Facebook. He looks forward to getting in touch with more classmates as the class gets ready for their 35th reunion this spring!

1987 Class Correspondent: Jonathan Levin jdlevin@stanford.edu We extend our sympathy to Emily Rome, whose father, Richard Rome, passed away on April 25, 2020. Njeri Farnham writes, “God and some truly kind individuals have helped me to stay focused on the fact that I am fortunate to have my good health mentally and physically.” Emily Rome has been expanding her living space by making use of her yard. Her Norwich Terrier, Pickles, has made living through these times much more pleasant. Emily writes that since her father passed away, her family and her dog have brought her great comfort.

Ali Fox ’88 and Blake Esselstyn ’88 reunited in Folly Beach, South Carolina.

1988 Class Correspondent: Sara Mulligan Farina sara13mulligan@hotmail.com We are sad to report that Elizabeth Broadus passed away on May 20, 2020.

Greg Lawler moved to a new house during lockdown and is now living in Lake Oswego, Oregon. His son will be a junior in high school and his daughter will be in sixth grade. Justin Chernow shares, “Not much new to report, really. Though at the same time, everything kind of feels new and different these days. I mean, I’m in the same place, doing the same job, yet it is certainly different than it was a few months ago. I am a clinical psychologist working with mentally ill inmate-patients at a state prison in beautiful San Luis Obispo, California.

Unlike many prisons across the U.S., so far we’ve kept the number of COVID-19 infections within the facility very low. But this comes at a cost: no outside visitors for the inmates, substantial reductions in the number of therapeutic groups and rehabilitative programs offered, plus limited inmate work and education opportunities.

Though the inmates are doing well physically, from a mental health perspective there is a lot of work to be done. There is less family support, increased stress and anxiety and more time spent in cells. And of course there’s no playbook for any of this, so we try

to be as creative as we can while adjusting to constant daily changes as they occur, in a high-security environment designed to restrict anything beyond the usual routine.

Outside of work, I’m blessed to be part of my own little family that includes Elizabeth, my wife of 10 years, who also works as a psychologist at the same prison, and our 7-month old puppy, Merlin. Puppies are wonderful antidotes for the pandemic blues.”

Ali Fox and Blake Esselstyn caught up at Folly Beach, South Carolina, where Blake was on vacation with his family this August.

1989 Class Correspondent: Toya Hill Clark trose7@hotmail.com “Journey to the Edge,” an ABC Nightline piece featuring Ari Friedlaender and his research in Antarctica, was nominated for an Emmy award for Outstanding Science, Medical or Environmental Report.

1990 Class Correspondent: Amy Cohn Crawford amycohncrawford@mac.com We extend our sympathy to David Holley, whose mother, Sandra Holley, passed away on March 8, 2020.

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1996 Class Correspondents: Katy Zandy Atlas katy91@gmail.com Brett Nowak nowak.brett@gmail.com Annie Berman Greenstein and her husband, Seth, welcomed Haley Brooke Greenstein, on August 14, 2020, at Yale-New Haven Hospital. Haley joins older siblings and current Foote students Olivia ’27 and Nolan ’29.

1997 Sarah Blanton’93 with daughter Cleo Roche ’26 in vintage Foote Race T-shirts.

1991 Class Correspondent: Bo Bradstreet ebradstr@gmail.com

1992 Class Correspondent: Katie Madden Kavanagh katieblee@hotmail.com

Annie Berman Greenstein ’96 and her husband, Seth, welcomed Haley Brooke Greenstein, on August 14, 2020. Haley joins older siblings Olivia Greenstein ’27 and Nolan Greenstein ’29.

1995 Class Correspondent: Jack Hill seaburyhill@aol.com

Class Correspondent: Eliza Sayward elizasayward@yahoo.com We extend our sympathy to Katherine Kubler Anderson, whose father, Edward Kubler ’56, passed away on July 23, 2020. Kate works as an internist practicing family medicine at a clinic in Maine.

Jenny Sullivan Cellar shares, “I am having a great time with our new puppy, Ginger, who is a Golden Retriever. She loves playing with our son, Cole, who is 13 years old, and our daughter Casey, who is 11.”

1993 Class Correspondent: Jenny Keul jennykeul@gmail.com

1994 Class Correspondent: Arna Berke-Schlessel Zohlman arna.zohlman@gmail.com Betsy Madden along with her husband, Carlos, and two sons, Téo, 5, and Ale, 3, moved back to San Francisco this past summer. They spent the last two years living in Brazil and before that lived for two years in Munich, Germany. Betsy will be teaching physics at an independent high school in San Francisco. Sia Sanneh delivered a wonderful graduation address to The Foote School Class of 2020 virtually this June (see page 32).

72 | Foote Prints

Members of the Class of 1994 and spouses get together. Back row, from left, Aurora Farewell (wife of Santiago Mejia), Betsy Madden and husband Carlos Pantoja, Ben Cohen-Leadholm (husband of Jamie Arterton), Rachel Brodhead (Dan), John Prendergast (husband of Sia), Dan Brodhead, Jake Sauerteig. Front row, from left, Mat Marolla (husband of Kaitlin Bonenberger), Jamie Arterton, Kaitlin Bonenberger, Sia Sanneh, Claudia Sauerteig (Jake), Santiago Mejia.

2001 Class Correspondent: Cassie Pagnam cassie.pagnam@gmail.com Samanatha Gelfand was recently profiled in the Choate alumni bulletin for the work she is doing on the frontlines as a palliative care doctor in Boston. Samantha works as part of the team that inserted palliative care into the intensive care unit at her hospital in Boston during the surge of COVID-19 patients. (See feature story on page 22.)

2002 Class Correspondent: Hope Fleming hope.fleming@gmail.com Eli August ’95 and Maz Bradberry ’96 on a trip to Portland, Oregon in 2018.

Eli and Maz met by pure luck when Maz recognized Eli’s Foote summer program shirt at a social gathering in Madison, Wisconsin. The two have become great friends.

1998 Class Correspondents: Andrew Lebov aklebov@gmail.com Elisabeth Sacco Klock saccopotatoes@gmail.com

Alfred Yuen Yuek Lo Pepe, born on June 29 to Sam Pepe ’00 and his wife, Melissa.

Pepe, on June 29, 2020. Alfred weighed 7 pounds, 6 ounces and is named after Sam’s grandfathers, Al and Fred. Shannon Sweeney and her husband, Tyson Seely, welcomed their second daughter, Nellie Kate Seely, on July 27, 2020, at Emerson Hospital in Concord, Massachusetts, where they live. Nellie joins big sister Etta, who is thrilled to be a big sister! Despite the pandemic, Cait Babiarz Kobelski and her girls, Lulu and Georgia, were able to come and meet Nell, and fun was had by all.

2003 Class Correspondent: Adam Shapiro adamshapiro1488@gmail.com

2004 Class Correspondents: Dillon Long know33@gmail.com Dana Schwartz danaschwartz5@gmail.com

Lake Serrins works as a clinical social worker/psychotherapist. Lake is keeping busy with her two kids: Oscar, age 7, and Leif, age 4. She writes, “We’re adjusting to work-from-home, learn-from-home life and thankful for health and family.”

1999 Class Correspondent: Jeremy Zuidema jmzuidema@gmail.com

2000 Class Correspondents: Alex Kleiner alex.m.kleiner@gmail.com Shannon Sweeney smsweeney07@gmail.com Sam Pepe and his wife, Melissa, welcomed their first baby, Alfred Yuen Yuek Lo

From left, Cait Kobelski ’00, holding Nellie Seely; Shannon Sweeney ’00, holding Georgia Kobelski; Lulu Kobelski; Etta Seely

Fall 2020 | 73

2005 Class Correspondent: Gabriella Rhodeen gabriella.rhodeen@gmail.com Eli August writes, “I want to share how important and strong the Foote School bond can be, even way out in the Midwest. For the last five years, one of my closest friends has been another Footie, Maz Bradberry ’96. We met by pure luck when he recognized my old Foote summer program shirt at a social gathering in Madison, Wisconsin, where we live. We have been close friends ever since, and often reflect fondly on our New Haven days and our time at Foote.”

2006 Class Correspondents: Adam Gabbard adamdgabbard@yahoo.com Audrey Logan logan.audrey@gmail.com Christina Ching-McGrath and Ethan Schoenherr, Foote’s current technology teacher and remote learning coordinator, were married on May 22, 2020.

2007 Class Correspondents: Kenny Kregling kregke01@comcast.net

Lauren Low ’14 and current faculty member Sue Shaw recently bumped into each other at Nica’s Market on Orange Street.

2010 Class Correspondents: Brandi Fullwood brandi.n.fullwood@gmail.com Clay Pepe cppepe@rollins.edu

2011 Class Correspondents: Nate Barton natebarton95@gmail.com Britney Dumas bdumas13@gmail.com

Symphony Spell symphony.spell@gmail.com

2012

2008

Class Correspondents: Harrison Lapides yalehockey20@comcast.net

Class Correspondents: Michael Milazzo michael.milazzo12@gmail.com Kate Reilly Yurkovsky kate.yurkovsky@gmail.com

2009 Class Correspondents: Chris Blackwood christopher.blackwood@tufts.edu Eva Kerman edk2123@barnard.edu Tim Swensen and his wife, Amber, welcomed a baby girl, Eliana Grace Swensen, on February 23, 2020.

74 | Foote Prints

Cassidy McCarns cmccarns@bates.edu

Caleb Nyhart ’18 and Kieran Haug ’18 beginning a weeklong camping and biking trip in August 2020.

Bachelor of Science in animal science and will attend Washington State University College of Veterinary Science in fall 2020.

Ella will also be working on the Longhorn Project to prepare COVID-19 test kits and launching a veterinary science podcast titled “The VET Talks.” Her podcast will be available on Anchor and Spotify.

2014 Class Correspondents: Robinson Armour rarmour22@amherst.edu Sophia Matthes Theriault sophiamtheriault@gmail.com Lauren Low is a senior at Smith College. She is remote learning and living in New Haven.

Lauren and current faculty member Sue Shaw recently bumped into each at Nica’s Market on Orange Street in New Haven.

2015

Sam Glazer is working from home in a new position at Royalty Pharmaceuticals in New York City.

Class Correspondents: Anli Raymond anliraymond15@gmail.com

2013

Will Wildridge william@wildridge.org

Class Correspondents: Lawson Buhl lbuhl@umich.edu Anika Zetterberg azetterb@skidmore.edu Ella Cowan de Wolf graduated cum laude from Washington State University with a

Anli Raymond completed a summer internship with Elm City Internationals.

2016

2020

Class Correspondents: Omid Azodi omid.azodi@gmail.com

Class Correspondents: Zainab Khokha Zmkhokha786@gmail.com

Evelyn Pearson evie.pearson11@gmail.com

Tristan Ward tristan103417@gmail.com

Andrew Gee made the Dean’s List at Central Connecticut State University and had a summer job at ACE Hardware.

Elias Theodore had a very active summer.

He taught at Horizons at Foote, played tennis and baseball and enjoyed swimming.

Kwasi Adae spent the summer meditating, selling art, rapping, writing music and skating. Hayden Earnshaw had a summer of knitting, drawing, spending time with neighbors, playing guitar and spending time on their dad’s boat. Tristan Ward also taught at Horizons at Foote over the summer. Tristan is active in the New Haven Climate Movement and Sunrise and was a summer intern at Students for Educational Justice. Tristan took AP U.S. history and voting rights struggle courses over the summer in addition to enjoying bike riding.

Tristan started a When We All Vote voting squad, which is a volunteer team that works to register eligible voters, especially high school students. Yohan Lake studied physics this summer to prepare for the next school year at Choate. Anya Mobarek was involved with a group of students for a Summer of Liberation program that focused on social justice, especially in the BIPoC communities.

She also vacationed on Long Island as well as spent time with friends. Anya attended protests for Black Lives Matter and The New Haven Climate Movement. Zainab Khokha was a summer intern at Horizons at Foote.

Zainab also spent time with family attending Black Lives Matter protests and was active in the New Haven Climate Movement this summer. Zainab also enjoyed biking, playing basketball and taking a summer physics course to prepare for the fall at Choate.

2017 Class Correspondents: Graley Turner graleyturner@gmail.com Hilal Zoberi hzoberi20@choate.edu We extend our sympathy to Casey Eskridge, whose mother, Elizabeth Broadus ’88, passed away on May 20, 2020. Lilah Garcia shares, “I graduated from The Sound School and had a virtual graduation this spring. I will be attending Johnson & Wales University in Providence, Rhode Island. I plan to major in Equine Science and become a veterinarian”

2018 Class Correspondents: Alexandra Collins alexandrabcollins03@gmail.com Pablo Rollán pabloo.rollan@gmail.com Kieran Haug and Caleb Nyhart completed a weeklong camping and biking trip through Connecticut, Massachusetts and New Hampshire in August 2020.

2019 Class Correspondents: Josie Cancro josie.cancro@gmail.com Malachai York malachai@yorkfamily.net Lila Miller reports that she keeps in contact with Foote friends and maintaining that connection is “great!” Mac Cady shares that he has been playing baseball and practicing for the winter hockey season.

Faculty News Middle School science teacher Chris Zachau and his wife, Kristina, welcomed a son, Nathan Catanese Zachau, on August 25, 2020. Current technology teacher and remote learning coordinator Ethan Schoenherr and alumna Christina Ching-McGrath ’06 were married on May 22, 2020. Administrative Assistant/ Receptionist Stephanie Dillion married Geremy Grate on September 19, 2020.

Administrative assistant/receptionist Stephanie Dillon was married on September 19, 2020.

Middle School science teacher Chris Zachau and his son, Nathan, who was born on August 25, 2020.

Former Faculty News The Diocese of Portland, Maine, named Georgette Dionne (former French teacher, 1979–1986) as the new coordinator of children and adult ministries, a part of the diocese’s Office of Lifelong Faith Formation.

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In Memoriam

Remembered

Hannah Eugenia “Janie” Whitney Hotchkiss ’35 August 9, 2020 John “Jack” Soper ’37 February 13, 2020 Anne Campbell Clement ’39 May 9, 2020 Boynton Schmitt ’40 June 21, 2020

Edward Kubler ’56, second from right, with students from the Class of 2002 at the 9/11 cenotaph

Garrison N. “Garry” Valentine ’42 September 5, 2020

Edward Kubler | Class of 1956 1942–2020

Gladys Bozyan Lavine ’47 June 7, 2020 Sally Osterweis Kopman ’50 April 24, 2020 Edward Kubler ’56 July 23, 2020 Elizabeth Stanwood Davis ’57 April 27, 2020 Constance “Timmie” Miller ’57 April 28, 2020 Elizabeth Broadus ’88 May 20, 2020 Henry Farley, Former Crossing Guard May 10, 2020 Betsy Hare, Former Faculty November 18, 2019

76 | Foote Prints

Edward was an architect, teacher, scholar and collector who enjoyed discussing history, art and the way all things are made. A graduate of the University of Pennsylvania, Edward earned his B.A. and a graduate degree in architecture.

He then taught at Penn and at The Rhode Island School of Design. He maintained an interest in helping young, underserved members of his community develop skills in art and woodworking. As a hands-on architect who could build as well as design, he once developed a contract for clients who wished to help build their own houses.

In 2002 Edward designed and planned the cenotaph installed on Foote’s campus to commemorate the victims of the September 11 attacks. The sculpture is a thought provoking and beautiful addition to the center of campus and a gift from the Class of 2002. The cenotaph is constructed of moveable granite tiles with lines of poetry written in 9th grade by members of the Class of 2002, engraved on each rectangular face. Each 9th grader’s work is depicted as a part of the whole and serves as a tactile representation of the unifying historical event.

Edward’s wife, Allie Kubler, taught 4th grade at Foote from 1973–1978. Allie also taught 8th grade English and served as an advisor from 1989–2005. Edward and Allie’s daughter, Dr. Katharine Kubler Anderson ’97, attended Foote from 1987 to 1997.

Edward’s family and friends remember his sense of humor, generosity, artistry, rugged individualism, social consciousness and loyalty.

Remembered

Remembered

Ellen and Henry Farley

Henry Farley | Crossing Guard 1920–2020

Betsy Hare | Former Faculty 1935–2019

BY S AR A HAR E ’ 7 6

Henry Farley was hired as Foote’s crossing guard in 1989 when increased traffic made it clear the school needed one.

Henry came to Foote through an agency connecting retired job seekers to part-time employment. Foote benefitted from Henry’s post-retirement employment for more than 20 years.

Henry worked at Foote until 2011, when he finally “retired” a few months shy of his 91st birthday! Former business manager Jay Cox remembers attending Henry’s 90th birthday celebration and being asked to deliver one of the toasts. Henry was admired by Jay, the entire maintenance department and all Foote students and parents. Dahlia Leffell ’11 remembers seeing Mr. Farley every morning as she walked to school.

“He was there rain or shine and always had a smile. He was definitely a constant during my time at Foote!”

Several years after Henry began at Foote it was clear that a second crossing guard was needed. Henry’s wife, Ellen, was hired and the couple became a fixture at both school drop-off and pick-up. One of them stayed at Foote daily until the last student was picked up at 6 p.m. while the other went home to cook dinner. Ellen passed away in 2005 and was greatly missed by the whole Foote community. For her funeral services, Foote hired a bus to take faculty and middle school students to pay their respects. The 2004–2005 school yearbook, Foote Steps, was dedicated to Mr. Farley noting that he was a person “who has touched our lives every day.” Former co-worker and current facilities staff member Wally Siracuse recalls, “There was no one who didn’t like Henry.” A native of Rome Georgia and World War II veteran, Henry passed away on May 10, 2020 at the ripe old age of 99!

While at Foote my mom worked closely on drama productions with the inimitable Bob Sandine. Betsy also crooned for hours with the ever-cheery Mrs. Shepler on many a school musical, performed, in those days, on a makeshift stage in the lunchroom. As a drama teacher and English teacher from 1976 to 1981, my mom believed that Foote School was the best education this side of Dartmouth, her other great educational love (and the subject at many a Dartmouth-Yale game as her husband cheered for blue and she for Big Green). She also thought that Foote was the best thing that had ever happened to our family and, without reservation, I can say it was certainly one of them. Those were wonderful years for me at Foote, as for my brother, Andrew Hare ’78.

After I graduated in 1976 my mom started teaching students to “enunciate so they can hear you in the back row” and “don’t worry if you spit just a little bit on those in the first.” A serious musical theater performer and director of summer stock and community theater, my mom really found a home at Foote, where teaching drama to the Giamatti brothers was only one of her many claims to fame. “Thank you, Foote!” she’d shout!

The final curtain has closed for this vivacious woman who was a collector of fabulous things, antiques of all persuasions, memories and rabbits (with the name Hare, that was so embarrassing!). She was 84. Services were held on Saturday of Labor Day weekend 2020 at The Proctor Academy Stone Chapel in Andover, New Hampshire. Betsy Hare’s family asks that contributions made in her memory go to The Foote School.

Fall 2020 | 77

Looking Back

The Birth of Tech Long before Zoom, Foote was a pioneer in the use of technology in classrooms.

BY CINDY LE FFE LL

(above) Virginia Corbiere teaching in the old computer lab

the transition to remote learning required tremendous effort from the entire Foote community—faculty, staff, parents and, of course, our students. We’re fortunate to be in an era where the technology exists to make this all possible!

But long before “Zoom” became a proper noun, Foote was a trailblazer in the use of computers in the classroom.

“Spi” Spiro, longtime Foote science teacher, happened to spend the 1982–1983 school year in California, joining her husband on a sabbatical year. During her time there, Frank Perrine, Foote’s then Head of School, directed her to explore how schools near the vanguard of technology development were using computers. She returned to Foote energized and insistent that Foote purchase its first computers and join the technology revolution.

Foote got an early launch into computers, primarily because of a fortuitous combination of circumstances. Marian

The school purchased a single Apple II with a dot matrix printer.

It sat on a cart so it could be wheeled from room to room.

W HE N THE PAND E MI C HIT,

78 | Foote Prints

“You will learn about computers alongside your kids.”

At first, weekly computer lab time was offered only to older children, grades 4 and up. The lab was created out of a former storage room in the hallway near the 4thand 5th-grade classrooms. Simple shelves lined three of the walls to hold the desktop computers. Students learned introductory computer skills by using Logo, an early educational programming software, and playing rudimentary games like Oh Deer, Oregon Trail and, later, Zoombinis. Marian Spiro led an after-school computer club for children eager to do a deeper dive into programming.

Faculty in the 1980s were divided in their acceptance of technology into their lives. At the time, computers were confined to the school lab and were not ubiquitous in the library or classrooms. It was a number of years before technology was integrated into the curriculum, even as faculty and staff used computers for administrative work, report writing and other communications.

By 1986, Foote was offering summer computer workshops to older teenagers and adults too! Parents were eager to experience what their young children were now growing up with—word processing, spreadsheets, databases, and basic programming language.

With remote learning now in place, Foote faculty are once again learning new technology alongside their students.

It has its stresses and frustrations, to be sure, but hopefully someday all will look back on this time as one of innovation and adaptation typical of Foote School.

Former Foote parent Cindy Leffell volunteers as the school’s head archivist, co-chaired the Centennial Campaign and served on the Board of Directors from 2009 to 2018. Her two children, Alex ’09 and Dahlia ’11, are Foote graduates.

Then, one day, Marian Spiro threw down the gauntlet.

According to Jay Cox, former teacher and business manager, “Spi” came to a Lower School faculty meeting and said “I’m not teaching computer class anymore. You’re going to teach about computers. That’s how you will learn. You will learn alongside your kids.”

Of course as the years went on and new, younger faculty came to Foote, there were fewer digital immigrants and more digital natives who were more comfortable incorporating technology into their lessons.

By the summer of 1983, Foote was already offering summer workshops introducing students to the Apple II computer. Younger students could learn Logo, while older students could learn Logo or BASIC and even work on individualized projects.

During the summer of 1985, computer use was already being integrated into the summer program curriculum.

A monthlong program, Whales and Computers, gave students the experience of incorporating technology into a study of whales and the environment. The course was based on Bank Street College of Education’s innovative Voyage of the MIMI curriculum. The participants learned mapping, navigation, ecological balance, problem-solving and writing with a word processor in the computer lab.

A student using an Apple computer during the Foote Summer Program in the 1980s Fall 2020 | 79

Why I Teach My own challenges with hearing loss are another reason I teach children with learning differences.

BY C ATHY PAME L AR D

Learning Support Program, I teach children with academic challenges. Many of these students have a learning disability such as dyslexia. In the younger grades, my daily work consists of teaching reading decoding, the comprehension of text, encoding and writing to students for whom these processes are often incredibly challenging.

A S PAR T O F FO OTE ’ S

These lessons tend to be very intensive and sequential and embed multisensory learning in the targeted tasks of the day. Each discrete gain a child makes represents hours of practice and engagement on his or her part. With this practice and the right instruction, students do make gains— one small success after another—week in and week out.

There is nothing more exciting and rewarding for teacher and student alike than when a child who has had these challenges turns a corner and becomes a reader.

For older students, I teach writing, reading comprehension skills, research and some math, as well as organization and planning skills. I try to help students understand and build the components of successful student-hood, and develop the ability to track their own progress with their studies. “Okay, so there’s an essay due and a Latin test on Thursday, you’re missing one homework assignment and you have soccer until 8 on Tuesday night. What’s your plan?”

I count myself infinitely lucky to be able to work with children in this way. Along with the joy of being in the presence of young people, I like to believe that the work I do—like all teaching—has course-changing potential baked into it. I think of students from past years who have struggled immensely and gone on to become skilled readers, writers, thinkers and scholars. What could be more meaningful than witnessing these transformations?

As many readers may know, I lost my hearing over a period of 15 to 20 years beginning in my teens. For a long time, I missed sizable chunks of the soundscape around me, including human speech. I compensated by lip-reading and constantly tracking nonaural information. Until I got my 80 | Foote Prints

first cochlear implant, I wasn’t completely aware of how much I was missing. After surgery, as I acclimated to new sensory information, I remember understanding the speech of my 2-year-old son from the backseat of the car for the first time. I remember hearing birdsong again.

The restoration of my hearing was something I never expected; it had been unimaginable to me just a few years prior. The challenges that I experienced with this loss are another reason I teach children with learning differences.

My own difficulties have provided an understanding of what it’s like not to be able to do something others find relatively effortless and of the frustration and self-reproach this can engender when the proper intervention or recourse is not in place.

As I write this, we are deep in the murk of the COVID-19 pandemic. For most, this has meant recurrent losses of one kind or another: loss of life; illness; a long-awaited wedding cancelled; a sports season shut down; graduations, trips and once-in-a-lifetime events gone. While I count myself fortunate compared to many, my own family has experienced some of these losses and I have found myself shaken by events that are unsettling my family and community.

In the midst of this instability and seemingly unrelenting bad news, teaching represents the opposite of giving up.

Although there is much we have sacrificed during COVID, much remains in the way of positive opportunities and actions to affect what’s to come. Teaching is one such action.

It’s been great to return to in-person teaching this fall and to working with students again, knowing that it contributes in some small way to something brighter and better than the current situation, something on the other side of this, something hoped for and yet, perhaps, surprising.

Cathy Pamelard is Director of the Learning Support Program and has taught at Foote since 2000. Her son, Marc ’19, is a Foote graduate and her daughter, Audrey ’21, is a 9th grader.

Giving Day 02.18.2021 Put your best Foote forward

Mark your calendars!

24 hours to support Foote’s mission and show our school spirit. For more information and to donate early, visit www.footeschool.org/giving-day

Save the Date!

Foote Alumni Weekend May 7 & 8, 2021 All alumni are welcome.

Special reunions for classes ending in 1 or 6.

For more information and to register, visit

www.footeschool.org/alumni/reunions

The Foote School 50 Loomis Place New Haven, CT 06511 www.footeschool.org (203) 777-3464

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ADDRESS SERVICE REQUESTED Notice: Postal regulations require the school to pay 75 cents for every copy not deliverable as addressed. Please help us contain costs by notifying us of any change of address, giving both the old and new addresses.

Mark Your Calendars

Feb

Giving Day

May

Alumni Weekend

Thursday, February 18, 2021 Join us for Foote’s third annual Giving Day. Your collective contributions further our mission to provide child-centered learning within a diverse and inclusive community. Show your support and spirit by wearing grey and maroon. Find more information and donate early at www.footeschool.org/giving-day.

Friday, May 7, & Saturday, May 8, 2021 All alumni are invited to join us for Alumni Weekend.

Classes ending in 1 or 6 will have special reunions.

Watch for details in the mail and register at www.footeschool.org/alumni/reunions.

Foote Prints Vol 47.2