T H E M A G A Z I N E O F I N LY S C H O O L
FALL 2019
In Pursuit of World Peace MULTICULTURAL EDUCATION AT INLY
T H E M A G A Z I N E O F I N LY S C H O O L
FALL 2019
HEAD OF SCHOOL Donna Milani Luther DESIGN & PRODUCTION Joyce Whitman, Director of Communications PHOTOGRAPHY Keith Conforti, Heidi Harting, Matt West CONTRIBUTORS Leah Dering-Ridley, Shelley Sommer PRINTER Webster Printing Inly School 46 Watch Hill Drive Scituate, MA 02066 781-545-5544 Inly is a partnership of children, teachers and families, dedicated to the joyful discovery of each child’s innate capabilities and potential. Our community of learners inspires and nurtures children to become global citizens by embracing the philosophy and methods of Dr. Maria Montessori, in harmony with other compatible and innovative practices. BOARD OF TRUSTEES 2019–20 President Davenport Crocker, Jr. P’19, ’20, ’24 Vice President Sandy Kronitis-Sipols P’08 Treasurer Paul Antico P’11, ’14, ’16, ’21, ’24 Clerk Lisa Tyrrell P’19, ’22 Stacey Best P’22 Charles Cella P’18, ’19 Conor Cooper P’27, ’27, ’29 Justin English P’25, ’27, ’29, ’31 Polina Haseotes P’22, ’24 Sherri Hinchey P’22, ’25, ’27 Amy Martell P’19, ’22 Lory Newmyer P’99, ’02, ’04 Carlos Perez P’13, ’15, ’18 Adam Russo P’27, ’28, ’29, ’29 Katy Sullivan P’22, ’22, ’28
www.inlyschool.org
contents
FALL 2019
DEPARTMENTS 02 A MESSAGE FROM DONNA 04 EVENTS 24 FACULTY 37 STUDENTS 44 ALUMNI 50 ADVANCING INLY 64 A MONTESSORI MOMENT
FEATURES
24 Championing Diversity, Equity & Inclusion
28 Multiculturalism: In Pursuit of World Peace
44 Alumni Profile: Elisa Sipols
50 Inly’s Plan for the Future
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A MESSAGE FROM DONNA
The Search for Peace
“Establishing lasting peace is the work of education; all politics can do is keep us out of war.” MARIA MONTESSORI
s educators at Inly School, we take Maria Montessori’s directive about lasting peace to heart. In the pages that follow, you will see concrete examples of our developmental approach which helps children understand the depth and breadth of their daily interactions. Those interactions lead to collaboration and communication strategies that will serve them well in their lives. And we know that their lives will cover a much greater span than ours. Using multiculturalism and peace education as the core of our work will enable Inly students to become the empowered leaders of tomorrow. What a gift! We hope you enjoy this look at Inly’s past year and our dreams for the future! All the best,
Donna Milani Luther Head of School 02
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Events FALL FESTIVAL
2018–2019
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Family fun was had by all at the annual Fall Festival! Pumpkin decorating, dancing, drumming, and painting made it all the more festive. Inly-grown produce and student crafts were available for purchase and families also enjoyed the debut of the newest story along the Discovery Trail.
HALLOWEEN PARADE Dragons, peacocks, wizards, and Starbucks coffee cups were spotted on the upper field for the much-loved Halloween Parade. Other highlights were the performance of “Skeleton Bones” and the reveal of Donna’s costume, announcing “The Wiz” as this year’s Inly Players Production.
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STUDENT ASSEMBLIES 06
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Inly students enjoyed many assemblies, including: bestselling author-illustrator, Grace Lin who talked about her new picture book, A Big Mooncake for Little Star; beloved author-illustrator, Caldecott medalist Sophie Blackall presented her new book, Hello Lighthouse; the MythMasters presented Tales From Greek Mythology with a theatrical mix of comedy and drama; Voci Angelica Trio played world folk and classical music; Emmy award-winning meteorologist, Mike Wankum, shared his vast knowledge on the weather; The Bamidele Dancers & Drummers entertained with African-rooted dance, music and song.
events
KAREN K & THE JITTERBUGS There was toe-tapping and finger-snapping when Karen K & The Jitterbugs performed for Toddler and Children’s House students and families. This popular band brought color, magic, and whimsy to Inly’s Artsbarn.
ATHLETICS
ATHLETICS Inly students competed in soccer, flag football, basketball, and cross-country. In addition, a variety of sports are offered through after school programming, including field hockey, yoga, and dance.
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MS PLAY The Inly community was invited to “Be Our Guest” as our Middle School students put on a fantastic performance of Disney’s Beauty and the Beast. Belle, Gaston, the Beast and the amazing cast brought laughter and tears to everyone.
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MIC CONFERENCE On Friday, November 9, Inly was pleased to host the Montessori Inclusion Conference (MIC, pronounced “Mike�). MIC is a day-long conference for Montessori and other progressive middle school community members, featuring a full day of diversity, equity, and inclusion themed programming.
events
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GRANDFRIENDS’ DAY Inly welcomed a record number of family and friends of students during Grandfriends’ Day, one of our most popular events of the year. Guests of students in Toddler House through Middle School toured the School, contributed to a book sale in the library, took photos in our photobooth, and bought student grown produce at our plant sale. Following musical performances in the Artsbarn, Grandfriends visited their students’ classroom, where they were introduced to their work and materials.
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events
WINTER FUN
Good times were had by all at Inly’s annual holiday cookie decorating party. This year’s theme was “Do You Want to Build a Snowman?” A few weeks later, the Winter Concert entertained a packed Artsbarn with special performances by the Inly Dance Company and the Inly Chorus, as well as musical selections by Kindergarten, Lower Elementary, Upper Elementary, and Middle School students. The entire School came together for Beauty of the Light, an Inly tradition for more than 25 years. A few Inly alumni who were in the audience, joined the singers on stage.
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80s DANCE PARTY Inly wore their brightest colors and their biggest hair and turned back time to the 80s! It was a totally awesome night of 80s music, icons, and videos.
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SERVICE MONTH
“Spark Change” was a school-wide community service initiative during the entire month of February. “Fill the Truck Fridays” benefited The Fuller Craft Museum, More than Words, Pajama Program, and The Boys and Girls Club of Brockton. The Inly community also contributed by collecting loose change for Interfaith Social Services. Inly won a $500 grant from the Parents’ Independent School Network (PIN) for their efforts.
JUMP, HOOT & HOLLER Inly families and guests enjoyed a fun-filled Saturday afternoon with Vanessa Trien and the Jumping Monkeys in the Artsbarn for the little ones, and an owl presentation in the library for older students.
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THE WIZ 14
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The Inly Players “eased on down the road” with their production of The Wiz! Inly’s thirteenth annual show starring community members ranging from third to eighth grade students, parents, faculty members, alumni, alumni parents, and community theater professionals was a vibrant, colorful crowd-pleaser.
LEARNING FAIR Inly K–8th grade students hosted an Innovation & Entrepreneurship Learning Fair, which focused on creative thinking, invention, and the development of solutions to address complex challenges. K and LE students showcased the science of simple machines, UE students paired with community organizations to propose solutions to a variety of organizational challenges, and MS students showcased work from their Social Venture Project initiative.
FRIENDS OF INLY EXPO On March 8, in conjunction with the Learning Fair, businesses who support Inly through sponsorships and in-kind contributions, had the opportunity to connect with our community face to face, in addition to meeting and inspiring our students.
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EARTH DAY CELEBRATION Our annual Earth Day celebration began with the planting of two apple trees near the TH playground. Then students rotated between stations where they planted seeds, explored the Discovery Trail, decorated tree necklaces, and planted crops on Sunflower Hill. The Nature’s Workshop Committee sold reuseable grocery bags, laser cut earrings, flower rocks, and starter plants.
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COFFEE HOUSE
Middle School students, parents, and faculty entertained their audience with skits and songs at the winter and spring coffee house events. Alumni and old friends returned for the shows!
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K PLAY LE PLAY
The “Magic Tree House” came to life in the Lower Elementary production of The Knight at Dawn, when Jack and Annie were whisked back in time to the Middle Ages for a wild adventure.
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events
Kindergarten students brought us the story of three hungry nanny goats who see a meadow full of delicious grass across a bridge, but one thing stands in their way… the trolls!
UE PLAY
Pirates! Aliens! Space Travel! Upper Elementary students brought comedy and adventure to the Artsbarn with the play, Space Pirates!
PETER REYNOLDS Inly was delighted to welcome back awardwinning author, Peter Reynolds on May 14th. Peter talked to the students about his new book Say Something, a magnificent book about the power of using your voice to make a difference.
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FIELD DAY
FLYING UP
The kids dressed in their wackiest outfits for field day on “Wacky Wednesday,” and enjoyed games and activities all around campus. The highlights were an inflatable slide and obstacle course.
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The traditional “Flying Up” ceremony occurred on the last day of school to celebrate students soaring to new levels at Inly. Toddlers who will be moving to Children’s House donned their wings and paraded around the Artsbarn, and students transitioning to new levels “flew” across the floor with their soon-to-be new classmates.
GRADUATION 17 Kindergarten students and 14 Middle School students moved onward and upward this year. As always, the ceremonies were joyful, and the 8th grade speeches brought laughter and tears to the eyes of many. The annual All-School Picnic was a fun-filled way to end the school year.
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SPEAKER SERIES
Author Tommy Orange Speaks at Inly
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here There, longlisted for the National Book Award and a finalist for the Carnegie Medal is the debut novel by Tommy Orange, a member of the Cheyenne tribe. The novel took him six years to write, but it has made the author a new literary star. “Yes, Tommy Orange’s New Novel Is Really That Good” reads the title of the New York Times review of There There. Another New York Times article about Orange’s describes There There as a “new kind of American epic.” Maureen Corrigan, reviewing the novel for Fresh Air, said:
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“There There is distinguished not only by Orange’s crackling style, but by its unusual subject. This is a novel about urban Indians, about native peoples who know, as he says, ‘the sound of the freeway better than [they] do rivers … the smell of gas and freshly wet concrete and burned rubber better than [they] do the smell of cedar or sage…’” The Inly program was a conversation between Tommy and Nina McLaughlin, a columnist for the Boston Globe who wrote the Globe’s review of There There.
The conversation was rich and meaningful, mostly because Tommy and Nina were natural and genuine. It truly felt like a conversation. Nina began by asking Tommy about the explosive end to his novel. “I knew the end before I knew the beginning,” he told her. “I knew the characters’ lives would converge at a powwow.” Talking about his polyphonic novel, Tommy described his writing process as “auditioning voices to see who felt convincing.” Over the six years it took him to write There There, Tommy estimates that he “tried 40 or 50 characters.”
as having “sadness with levity.” Their writing, he said, “transcended their own sadness.” Discussing his love of polyphonic novels, he mentioned, among others, Let the Great World Spin by Colum McCann. Nina also asked Tommy to talk about the many mirrors and reflections in There There. “Growing up,” he responded, “Native people don’t see themselves very often. We aren’t in sports or movies or television. The mirror lets you see how you’re native.” I’ve been fortunate to have enjoyed many happy days at Inly, but this was one of the best. Tommy Orange radiates
The Omran-Nelson Speaker Series was established in memory of our friends and former teachers, Sue Omran and Brien Nelson. With financial support from this fund, Inly brings outstanding thought leaders to the South Shore, who—in the tradition of Maria Montessori—challenge, inspire, and guide us to become the best educators and parents we can be.
Especially lovely was the way Tommy talked about novels, which he said “can do anything.” He was moved by A Confederacy of Dunces by John Kennedy Toole and the work of Sylvia Plath. He described their work
kindness and thoughtfulness from the second you meet him. If you haven’t read There There yet, add it to your “to read” pile.
NEXT SPEAKER:
Written by Inly Librarian Shelley Sommer
THIS FALL
David Brebner David is a leading thinker in user interaction, software design, 3D machine vision, AR, IoT, AI and solutions architecture.
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FACULT Y
Championing Diversity, Equity & Inclusion A Profile on Jimmy Juste
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s a young boy, Jimmy Juste, Inly’s Director of the Office of Inclusion, heard voices. Puerto Rican voices, Italian voices, French voices, Irish, Indian, and Jamaican voices. He heard the voices of his four siblings and the voice of his Haitian grandmother. And, attached to those voices: people. He saw people of every color, every culture; old people telling stories, young people rushing to school; people coming home to the more culturally homogenized neighborhoods of Brooklyn, or hanging out in the intermixed public spaces of New York City. The great human diversity that Jimmy’s hometown offers formed a cornerstone of his life from birth. With such a beginning, it seems only natural that language, sound, and communication have always mattered to Jimmy. The influences of his father (a drummer) and his mother (a DJ for a
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local radio station) also propelled him into a career focused on music and singing. Not only did his time at Fiorello H. Laguardia High School (of Music & Art and Performing Arts) – ‘Yes, the Fame high school,’ confirms Jimmy – give him the space to pursue his performing arts passion, but also it began to shape his worldview. “It was a very formative experience for me,” Jimmy says. “There was no majority culture; the entire student body was made up of artists from all over NYC. Families would even move to the city so their children could attend. I was exposed to lots of different cultures.” During his time at Laguardia (affectionately known as “La!”), Jimmy also became involved with the MCC Theater Group (‘MCC’). Founded in 1986, MCC used peer-based ‘classes’ to create
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an environment in which young actors, writers and directors could pursue their independent growth and development. In addition, MCC supported students, who had no access to other theater programs, in writing and producing plays on issues of substance and significance. Issues like identity and race. As Jimmy explains, “We were uncensored and we could tackle all of the things that really mattered to us. It became a kind of advocacy group over all and, importantly, a support group for each other.” Following his high school experience, Jimmy enrolled at the American Academy of Dramatic Arts in NYC where he earned a degree in theater and communication. From there he went on to tour the East Coast with a soul band, sang background for a number of artists including Amos Lee, Josh Groban, Patti LaBelle, and Pete Seeger, and acted in
various shows and commercials. He then attended the New York Institute of Technology – where he studied communication in pursuit of a career more focused on production – and finally, ended his studies at UMASS Amherst earning his degree in Interdisciplinary Studies. Before joining Inly in 2010 as a longterm Middle School substitute teacher, Jimmy also taught middle and high school students in the NYC public school system, poetry at the Waverly School of Arts in Brooklyn, NY, and performing arts at CenterStage, NY, Usher New Look Foundation, and Hospital Audiences, Inc (a non-profit focused on resolving conflict through plays). Jimmy’s ‘long-term substitute teacher’ role at Inly ended up being very long-term indeed, lasting four years. In his first year as a full-time Inly employee, Jimmy became one of the founding members of the group we know today as the Council for Diversity & Equity. After his Middle School tenure, he moved on to teach Upper Elementary for three years, finally landing in his current role as the School’s Director for the Office of Inclusion. When talking about the creation of his Director role, Jimmy explains that Donna (Inly’s Head of School) and the Board set a directive: the need to better understand how to ensure inclusion at Inly, how to best teach our students about equity and diversity and how to meet the needs of all learners. “It really was a case of the School having a need, and me having a passion. I have a lot of sensibility around the subjects of Diversity, Equity, and Inclusion. I rely on this sensibility and my experience as I do this work. It’s my own interest and passion that really drive me.” So what does Jimmy see as the over-arching mission for the Office of Inclusion? “The thing I want to see change the most is our resistance to having hard conversations. I want us to be a community that’s not afraid to have
“We are working to teach multiculturalism in its truest form. To do that, we have to tackle identity. It’s really about making sure our kids hear as many different voices as possible so they can see themselves in others and others in themselves. The more diverse a learning environment kids have, the better they learn.” JIMMY JUSTE
hard conversations and to have the skills to come back to the table when these conversations do occur.” To date, the Office of Inclusion has accomplished much. Some of the work Jimmy does is more subtle, like overseeing curriculum book choices to ensure they reflect and uphold the values of diversity, equity and inclusion, and if not, creating space for those discussions in the classrooms. In addition, Jimmy says, “We are working to teach multiculturalism in its truest form. To do that, we have to tackle identity. It’s really about making sure our kids hear as many different voices as possible so they can see themselves in others and others in themselves. The more diverse a learning environment kids have, the better they learn.” Other activities are more obvious, like ensuring all-staff anti-bias training in August 2018, securing further diversity, equity and inclusion training for staff and Board members through AISNE (Association of Independent Schools in New England), and hosting the annual Montessori Inclusion Conference (MIC), a day-long event in which Montessori Middle School students, their teachers, and parents explore, in-depth, various aspects of identity, equity and inclusion.
“All of this work begins with a strong sense of self. It’s about asking the tough questions like, do I like who I am and where I come from?” Jimmy shares. “I feel so proud to be able to contribute to raising kids who are good people and have a capacity to question themselves and others and not take their identities for granted. Ultimately, I want them to think for themselves. Don’t rely on the status quo for anything.” Reflecting on his beginnings in Brooklyn and following his trajectory through diverse theater and performing arts experiences, it seems right that Jimmy Juste should end up as the Director of an Office of Inclusion at some time, some school, somewhere. We’re just lucky he chose Inly.
Jimmy’s Favorites BOOK:
The Autobiography of Malcolm X by Malcolm X and Alex Haley
PLAY:
Topdog/Underdog by Suzan-Lori Parks
FOOD:
Mom’s Mac & Cheese “‘cause there’s love in it.”
COLOR:
Pink
CITY:
Minneapolis, Minnesota “It’s so diverse. It’s so super, super diverse. They live all of life intermingled. It’s fantastic.”
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meet new faculty
Alexandria Preston Children’s House Two Alexandria’s Early Childhood Education degree from University of Massachusetts Boston (with a concentration on Early Intervention), is combined with years of her professional experience with Children. She worked for two summers in the Braintree Public Schools as a paraprofessional for children ages 6–12 with moderate to severe disabilities, nannied for many years, and interned at the Mosaic School in Boston and Step One Early Intervention in Quincy. Art and other sensory activities are some of Alexandria’s favorite ways to let children express themselves. In her free time, she takes care of her two dogs and a bunny, takes nature walks, and explores new coffee shops. She loves Sunday family dinners, and to travel. Summer is her favorite season because she loves to swim at the beach. Cape Cod and New Hampshire are two of her favorite places to be with her family. (In addition to Disney World!)
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Thomas Mbungo Athletics Director Born in Zambia and raised in Zimbabwe, Thomas attended independent schools with a British education model. He began as an all-star rugby player, cricketer and track & field stand-out. He went on to play semi-professional rugby for London Wasps in England for a few years before beginning his B.S. degree in Kinesiology (with a focus on Physical Education and Health) from the University of New Hampshire. While in England, Thomas coached rugby and track at Eton College. Locally, Thomas taught Physical Education and was the athletics coordinator at Andover Montessori and Bay Farm Montessori Academy. For the past few years he served as the Physical Education Teacher, Athletics coach, and Boarding House parent at High Mowing Waldorf School in New Hampshire. In his free time, Thomas competes as a member of USA Track & Field in Masters track meets around the country where he has earned a combined 14 gold medals in hurdling, long jump, triple jump, and high jump events. In 2017, Thomas earned All-American Honors in the Masters category, ranking in the top 25 at triple and long jump in the United States. His passion for track & field has helped him coach a number of high school track athletes to New Hampshire State Champions in past years. Thomas cherishes moments when students start to realize their full potential and begin to express greater confidence in their individual ability.
Kimone Simpson Passport to Adventure Director
Lauren Dennis Middle School Lauren is an athlete at heart, as the former captain of her rugby team; soccer, basketball, and track and field coach; and now onto her latest endeavor of taking up cross-country skiing. She graduated from Wellesley College with a degree in American Studies and English, and has spent the last year at The Park School in Brookline teaching sixth, seventh, and eighth grade humanities. It was there that she served as the sixth and eighth grade advisor, and one of the faculty leaders of the Gender and Sexuality Alliance (GSA). Lauren’s favorite moments in the classroom center around students creatively engaging with their studies: producing podcasts, writing poetry, and making art. In the summers she is the Assistant Director at Friends Camp, a Quaker sleep away camp in South China, Maine. She loves to be silly with kids, play games, and create out-of-the-box activities.
According to Kimone, Inly “had me at ‘hello’.” Kimone grew up in Jamaica and is a first-generation college graduate from Denison University. While earning her Economics degree, she volunteered with the Big Brothers Big Sisters Program where her passion for working with young children was ignited. Kimone was formerly Assistant to the Head of Lower School at The Hewitt School and most recently the Associate Director of Admissions and Resident Faculty at Miss Hall’s School. Her personal interests include spending time in nature, hiking/ running, and reading books related to anti-racism work and spirituality/mindfulness. Kimone believes that positive relationships between adults and students is vital to the success and the health of institutions. Kimone was drawn to Inly because of its focus on creativity and its inherently mindful practices and values. She looks forward to helping to build vibrant programming that builds on the School’s mission and values as the Director of the Passport to Adventure Program.
Pamela Nii-Aryee Upper Elementary One Born and raised in Austin, Texas, Pamela attended the University of Texas at Austin receiving a BA in English and Deaf Education. She’s not shy to local schools either, having done post graduate work at Harvard University and Lesley University. Between traveling, laughing, running, cooking, drinking tea, and raising 4 children, Pamela found time to teach ninth and tenth grade English, and then for 7 years taught fifth grade in an inquiry-based learning environment at an international school. Her love for hands on learning, taking things apart, asking questions, and making sense of learning through experience, is what keeps her excited to teach. South Africa and Ghana have been her home for the past 9 years.
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FEATURE
In Pursuit of World Peace Multicultural education at inly
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ou can’t be a parent or caretaker of an Inly child for long without encountering the phrase “Maria Montessori believed…” Perhaps you’ve heard it in parent/teacher conferences, during opportunities like Check Out the Next Level, at presentations, or in parent group meetings. In fact, even if all of that has passed you by, you have likely read at least one famous Montessori quotation pasted onto a wall somewhere in the School. And, rightly so. After all, we’re interested in all of the benefits a Montessori education bestows or we wouldn’t be sending our children to Inly, right? Who doesn’t want a selfaware, critical thinking, observant, kind, respectful global citizen who
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“If the whole of mankind is to be united into one brotherhood, all obstacles must be removed so that men, all over the surface of the globe, should be as children playing in a garden.” MARIA MONTESSORI
is able to engage in peaceful conflict resolution and conscientiously interrogate their surroundings and their role in the world? While Maria Montessori made many valuable statements, among others those pertaining to establishing routine, independence and selfmotivation, and creative thinking, here’s one that you may not have heard:
Maria Montessori believed wholeheartedly that education was the key to world peace. Yes, that’s right, world peace. In the 1930s, she said, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” In 1943, Montessori presented a lecture entitled “Peace and Education,” which was subsequently republished
five times, the last being in 1971. In it, we find an extensive look at her idea of the science of peace, or positive peace. This idea was then tidily summed up in her 1946 publication “Education for a New World,” in which Montessori writes “[I]f one has grown up with a veneration for humanity, one will not consent to become an unconscious, destructive force to destroy humanity.” It’s important to note that her work in the area of peace and education did not go unnoticed. In fact, Maria Montessori was nominated three times for the Nobel Peace Prize – in 1949, 1950 and 1951. So, with that perspective in mind, perhaps it’s not a stretch to say that creating global citizens, ensuring a strong focus on multiculturalism in the curriculum, and inclusion are core tenets of a Montessori education. As Donna Milani Luther, Head of Inly School, explains, “Multiculturalism is integrated into significant aspects of our curriculum at Inly. It’s fundamental to what we do, what we teach. It’s not just a layer sitting on top.”
TEACHING MULTICULTURALISM At it’s most basic, teaching multiculturalism (aka the foundation for world peace) in a Montessori classroom starts with the idea that all humans have basic needs that must be met – food, shelter, clothing – and that people go about meeting these needs in ways specific to their own circumstances and environments. In a very broad sense, multicultural education seeks to help the child develop an understanding of the people who live and work in diverse circumstances and environments, and an appreciation for the culture these people create through art, religion and other forms of self-expression. As we expand, and perhaps, to a degree, modernize, the definition of multiculturalism we adhere to ideas of appreciating and respecting
“It’s all about how we treat each other and respond to each other.” JIMMY JUSTE
diversity in all of its forms. To name just a few: family of origin/family make up, geographic/regional background, learning style, gender and beliefs (political, social, and religious). While this might sound complicated and overwhelming, Jimmy Juste, Head of the Office of Inclusion at Inly, simplifies, “It all starts with how we see, understand and love our own identities and how we, as individuals, relate to the world. Once you can appreciate yourself and understand and love where you came from, you can appreciate and love other people and other cultures. It’s all about how we treat each other and respond to each other.”
different stories, and different lenses all help to stoke the flame of the natural curiosity children possess and to which a Montessori education pays homage. Former Chinese language teacher, Shannon Hsu P’24, ’26 suggests that, “Inly’s intentional exposure to international holidays and celebrations, to world languages, to authors from other cultures, for example, it just makes children more willing to learn.” While Inly Board Member, Amy Martell P’19, ’22 adds, “Children thrive when they are part of a diverse environment. In fact, everyone benefits from being in an environment where differences are celebrated.” So, better and more self-assured learners who are prepared to live and work in a diverse world will be coveted by businesses AND the key to world peace? Exceptional. How do we go about sowing the seeds for world peace through education? As with other tenants of the Montessori philosophy, it all starts at the youngest age, in Toddler House.
WHY TEACH MULTICULTURALISM? As if world peace isn’t a worthy-enough reason, a more grounded perspective comes from Donna. “Why diversity? Well, ultimately, to prepare the child for working and living in the world. The more exposure, the better.” Inly Board Member, Conor Cooper P’27, ’27, ’30 puts it this way, “In the wider world, companies are interested in hiring people who have diverse points of view and the skills to navigate increasingly diverse colleague and customer relationships. Exposure at a young age to diversity of all kinds also helps our children to develop a strong sense of self and gives them the selfconfidence to pursue whatever it is that drives them.” More fundamentally, research has shown that the more diverse a learning environment is, the better a learner the child will be. Different perspectives,
INLY’S STATEMENT ON DIVERSITY Inly School fosters global citizenship by being a community that represents, explores, and honors a diverse mix of experience and expression. Multicultural education and practice is the responsibility and privilege of every member of the Inly community. Inly actively seeks faculty, families, and leadership who embrace and practice skills that reflect our Montessori core values of grace, courtesy, respect, compassion, and empathy.
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Toddler House
EXPOSURE, EXPOSURE, EXPOSURE
“At this age, the things children do and see form their entire universe. If you leave things out, they simply do not exist. Let them see different places, hear different languages, meet different people,” advises Jimmy. Simple activities like show and tell demonstrations give TH children the chance to, at a very basic level, talk about themselves, their families, and their experiences, and hear their classmates’ stories to learn about who they are and where they’ve come from. TH children are just beginning to recognize and acknowledge differences in their environments and are just learning how to talk about these differences. Undertaking works and art projects that explore nursery rhymes from other cultures and celebrating world holidays are easy and non-threatening ways to embed conversations about multiculturalism into the TH curriculum. These projects encourage curiosity, the expression of diverse points of view, and give the children the space to just observe differences and norms. Exposure to a different language, to people of different color or gender in their classroom, and reading classroom books like “The Colors of Us” by Karen Karr and “It’s OK to be Different” by Todd Parr (carefully and intentionally selected in partnership with Inly Librarian Shelley Sommer—see sidebar on page 35) also provide TH students with the opportunity to observe and to think in a safe and supportive environment. Marisol Martinez, Spanish Instructor for Toddler House, Children’s House, and Lower Elementary students,
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Toddler teachers use song and movement to expose children to a different language.
suggests that, “Inly students are so lucky to be exposed from such a young age. It’s so valuable to be taught early on that things that don’t match on the outside can be equally beautiful on the inside. And to be so little and be able to just have fun with the sounds of a foreign language.” She goes on to say, “Because I look and sound different I do my best to share with my Toddler House students that we are different and that that’s ok. I say ‘table’ in my way, which sounds different than the way they say it, and that’s ok.”
Children’s House
SAME, BUT DIFFERENT Two eggs. One brown. One white. Are they the same, or are they different? Crack them. Are they the same, or are they different? It’s works and questions like these to which Children’s House students are exposed in order to further this important conversation. “Kids at this age are very observant. They like to point out differences and say what’s on their mind. They might say ‘that’s weird’ if someone looks different or expresses a different religious belief, but that’s an opportunity for us to respond in the moment. It’s a chance to talk about how things are different, but also the same,” explains Katie Oetinger, Children’s House Assistant Teacher. Materials like the Creation Ribbon (a very, very long black ribbon with a red line on it towards the end signifying the appearance of humankind), works that explore maps and the globe, exposure to the creation stories of indigenous peoples and other activities found on the classroom’s cultural shelves serve to further the children’s sense of perspective and appreciation for the idea of same, but different. Projects like ‘It’s a good day for a hat’ (for which CH children chose images of themselves in various hats and discussed them with their peers) help to hone the children’s sense of themselves and to compare and contrast their lives with those of their classmates. “Ultimately,” suggests CH Teacher Nancy St. John, “history is the history of self. Each person has their own story and we work to honor those stories. We work to have these stories inspire wonder, to be opportunities to learn from peers, to gain a different perspective.”
Marisol Martinez presents a CH Spanish lesson.
Children’s House students use different colored paper to explore “the skin they live in.”
Spanish teacher Marisol adds, “I am passionate about being someone who has given my students that lasting lifetime impression about the beauty of difference – different culture, different language. They will keep that for the rest of their lives. I feel I am planting the seeds that will have an impact later in life.” And Katie and Nancy agree that it’s not just prescribed works through which the topics of difference are addressed, but in an every day, organic way as well. “The other day, a boy and a girl were working together at the art table,” Nancy shares. “One said to the
other ‘those are boy colors and those are girl colors.’ We hear language like that and we’re quick to suggest ‘we can enjoy all colors, can’t we?’ We leave the door open for these conversations.” Nancy continues, “On a more macro level, we look at our books and our materials through a lens sensitive to diversity, gender, culture, different kinds of families, etc. We work hard to ensure that the books we read represent our students, reflect our classrooms, and foster connection between our children.” When it comes to teaching multiculturalism, it seems that CH teachers are both planning and catching moments, but are never making value judgments. They are conscious in their language and work to anticipate questions and to find ways to organically develop their students’ sensibilities on these topics and to further their appreciation for difference. “It’s true,” says Nancy, “Moments just present themselves. I often reflect on how lucky we are to be teaching in an environment that can lead to these conversations and then gives us the time and space to have them.”
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Lower Elementary
TESTING & QUESTIONING
Research has shown that by nine or ten years old, children have formed a strong view of what the world looks like, but are still questioning their sense of self and working to shape their value and moral systems.
they are beginning to understand their different identities as it relates to ‘member of my family’, ‘member of my classroom’, ‘global citizen’, etc. “They are learning to hold that dissonance,” says Jimmy. Katie Knox, former LE teacher, articulates, “We are working to empower our children to notice and identify, rather than label and judge. They are beginning to look at and Our work at this age is about helping question societal norms and what those children to understand their identity norms articulate about value. “It’s a back and themselves more deeply. To see and forth conversation,” explains Jimmy. themselves as much more than ‘what “Do these norms match with my values you have’. Are you creative, kind, and do my values match with these athletic? A sister, a friend, a soccer norms?” Children at this age are also player? It’s about acknowledging that in the process of navigating their sense we all have something to offer.” of justice and developing their sense of And, of course, the themes empathy. “For example, ‘A value says X, of multiculturalism, broadening but a behavior says something different. perspectives and understanding self I think that’s wrong’.” are intricately woven throughout the LE In addition, students are beginning curriculum. Works focusing on creation, to recognize that the wider world is timeline of life, history of writing, different than their classroom and history of math, etc. serve to help students develop their sense of self in the context of a wider world: who am I, how do I fit into the world, what things are important to me? Materials like multicultural paper in shades of various skin tones; works like journal writing (which asks children to reflect upon themselves, on their learning style, on the classroom, etc.), Teach Me discussions and Read Alouds; as well as bigger projects like the fences students built after reading “The Lower Elementary students are beginning to understand how they fit into a larger group. Other Side” by Jacqueline
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Woodson, provide opportunities for further conversations and interrogation of these ideas and stimulate an appreciation of ‘self’ and ‘other’. LE Teacher Emily Denault explains, “We read ‘The Other Side’ and then we asked our students to make their own fences: their Inly fence, their family fence, a Massachusetts fence, a USA fence, etc. It was all about perspectives. It gave them an opportunity to look at themselves and reflect. To look at what makes them who they are. To look at others.” She continues, “They are critical and independent thinkers at this age and they do enjoy reflecting on their own identities and exploring. They really buy into this work. It’s such a part of their world at this age. So organic and natural.” Marisol adds, “My LE students are definitely more inquisitive. They want to know more about where I’m from, why I look different, why I speak Spanish. It’s very interesting for them. This exposure is the essence of multiculturalism – when I read, sing, and talk about my life. Oh, and even I am doing this work. I am making cross-cultural connections in my classrooms: Hanukkah songs in Spanish, for example. And in my LE and CH classrooms, we greet each other in a number of different languages – German, Italian, Portuguese, French, Greek, Japanese!” “Overall,” says Michelle Van Niel, LE Teacher, “We are meeting kids where they are. It’s a very positive activity. Our students have a wonderful sense of right and wrong and we are helping them to build a strong moral code. We’re also letting them know that not all of these big questions have answers, and that’s ok.”
Upper Elementary INTERROGATION
A STUDENT’S PERSPECTIVE Several Inly Upper Elementary students share their thoughts on multiculturalism, diversity, equity and inclusion. What does equity mean to you? Theo Martell ’22: Schools that have different cultures and are non-discriminating. Arlo Maxwell ’21: I really like that Inly puts 4th, 5th, and 6th graders together in one classroom. The younger kids are taken care of and the older kids get to be leaders. I think this teaches diversity of experience. William Kaplan ’22: The winter is all about holidays – Hanukkah, Kwanza. Inly is very broad about that and acknowledges a whole range of holidays that matter to people. It’s very inclusive. Charlotte Chisholm ’22: It’s exciting to learn about different cultures. I want to know about more than just my family, my culture. I like seeing how other people live their lives.
“By this age children have learned what success looks like in their micro-society,” explains Jimmy. “They know what it takes to be a successful member of their family, of the classroom, but they are now doing the work to ‘unlearn’ anything that isn’t going to serve them.” Students are learning about value systems that are universally important; about equity in terms of their bodies (biology, gender norms); they are participating in world peace game simulations, which bring the world right into the classroom and are working through other elements of the curriculum that support the ideas of multiculturalism, equity, inclusion and diversity – migration of humans, ancient civilizations, cross-cultural journeys of identity, etc. As Doug Dziedzic, UE Teacher, explains, “All of this work ties perfectly into the Life Skills aspect of the 4th grade curriculum. We are looking at relationships, friendships, gratitude and setting expectations for and building community in the classroom. For example, values like ‘you will be kind’. “By 5th grade children can articulate their worldview, Doug continues. “‘I have this lens. These are my beliefs, where do they come from? Are they serving me in a helpful/unhelpful way?’ We find different perspectives and interrogate those. We teach the children, ‘you have the capacity to change, but it takes work’. By 6th grade our students are ready for explicit Teaching Tolerance work.” Teaching Tolerance is a broad, web-
Upper Elementary students notice different perspectives and work at building community in the classroom.
based curriculum that examines issues of identity, diversity, and justice and constitutes an element of a student’s social/emotional work. It requires, on the part of the student, a level of willingness to take risks and be challenged on her/his internal world. But, as always within the Montessori framework, the teacher meets the students where they are. Lessons are tailored to meet student needs and teachers provide support teams to facilitate open communication. UE teachers also work to explicitly build in lessons around identity and being different. For example, students read Maya Angelou’s 1978 poem ‘Still I Rise’ and closely interrogated the poem’s meaning and Ms. Angelou’s wider societal commentary. “Kids see all the possibilities at this age. They are making connections. They’re putting it together. We are planned and considered in every single thing we do because we know we are planting the seeds of social growth,” says Doug.
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Middle School
WALKING THROUGH THE WIDER WORLD
All the seeds to yield world peace that have been planted throughout the Montessori student’s trajectory – seeds of appreciating diversity, seeds of honoring difference, seeds to build the capacity for self-interrogation – all come to fruition in the middle school (MS) years. Students understand that they now have new and unique perspectives and are asking themselves, ‘what do I do with this perspective?’
“With middle schoolers, we are teaching them how to build their character and resist input from people who may not be valuable to them,” says Jimmy. “We are teaching them to find their people and find their boundaries. We are teaching them how to have hard conversations and talk about ‘weird stuff’. We’re telling them ‘take all the skills you’ve learned and use them in places that don’t look like this. Oh, yeah, and don’t wear your slippers to your high school interview.’” The curriculum embraces explicit opportunities to connect abstract thought to real life, through current events, for example. Discussions are undertaken, with teachers ensuring the incorporation of a multitude of voices
and perspectives, and provide the opportunity to ask questions, to make connections, to dig deeper. Jennifer McGonagle Dziedzic, Middle School Program Director and Math Teacher explains, “In middle school, no one thing in the curriculum is ever just one thing. It all transfers and applies. Take cooking, for example. We ask the kids to think about how reading a recipe, paying attention to the act of cooking itself, can transfer into a manner of thinking that can be applied to something else. Interrogation is key. There’s an opportunity at every turn to make a connection, to see things from a different perspective.” A recent activity exemplifies this idea. As part of a group work, MS
8th grade students participated in a Boston Neighborhood Study in the spring — an experience which allowed them to investigate the economic, ecological, social, and political aspects of various Boston neighborhoods.
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students watched an eclectic collection of videos entitled “Reflections.” After each video students were asked ‘what do you see? What do you not see? And why?’ “Conversations like these, which start from a particular video, can lead to observations and conversations and critical thinking along so many paths, about gender in the sciences, for example, about race, about systems of power, etc.” Jennifer explains. “We want our students to appreciate that whatever it is they’re looking at or thinking about, there are multiple perspectives to consider. The goal is not to come to a specific conclusion. The idea is constant interrogation.” In terms of creating global citizens prepared to be positive change makers in the world, the MS curriculum is ripe with opportunity. Peace tables as a space for peaceful resolution of conflict, lessons on respecting each other and the environment, Montessori Model United Nations, Diversity conferences… the list goes on. One clear example of this type of work is explained by UE and Middle School Spanish Teacher, Greg Pehrson: “There are opportunities to do this work everywhere; to look more deeply. Take ‘Día de Muertos’ (Day of the Dead) in early November, for example. The Disney movie Coco has raised considerable awareness around this Mexican holiday, so with my Middle School students we watched the Disney movie and then we watched footage of a real Dia de Muertos celebration in Oaxaca, Mexico. We compared and contrasted. We talked about reality versus fantasy. We asked questions like, ‘what if you’d only ever seen the Disney movie’? We read interviews with the Latino cartoonists who worked on Disney’s Coco and talked about identity and the representation of that identity; authentic, inauthentic? We discussed the protests that
Inly Library’s Multicultural Mission
T
he central importance of exposure to diverse perspectives is a tenet that clearly runs through the curriculum at all levels at Inly. One way to access these diverse perspectives is through stories. And the best place to find good stories? The library, of course! “Stories are central to people’s lives,” says Shelley Sommer, Inly’s Head Librarian. “We all grow up reading stories and they help you make sense of yourself and the world. I believe the library is the ultimate maker’s space.” “As I see it,” Shelley continues, “My job is to put good words into people’s heads. I’m looking for authentic, sincere, and thoughtful voices. We don’t buy off of a checklist. We pay attention to what people are talking about. We are lucky, as an independent school, that we can be flexible and integrate new things where appropriate. I seek out the best quality books. That’s my number one concern.” Shelley’s other top priority is ensuring the whole of the Inly community is represented on the library’s shelves. “I never wanted a shelf of ‘multicultural books’. Instead I look at the collection as a whole. I want to make sure every student who walks into the library can find him/herself on the shelf.” And find other, different voices, to learn about and appreciate too. “Stories can be mirrors or stories can be windows,” Shelley explains. “We need both to grow. Mirrors allow us to reflect on our own experiences and look at things we know and are familiar with and windows give us insight into people, places, and experiences that are different than what we know. This is a major aspect of how we build ourselves, who we are, who we want to be, what we want to know more about. And it’s something of which I am totally conscious. If I notice someone is reading too many mirrors, I will tell them, ‘go grab a window’.” In addition to purposeful stocking of Inly’s library shelves, Shelley and Mary McKelvey, Inly’s Assistant Librarian, also work closely with Inly teachers at all levels to choose literature that supports the curriculum and discussion groups. “We look for diverse authors, diverse stories, diverse perspectives to help our students make bigger connections and have those bigger conversations,” explains Shelley. With LE, for example, students went an entire school year without reading a book by an American author. UE students were instructed to read a ‘window’ and present upon it. MS students have their own library, housed in the middle school building, stocked full of literature to support their learning. “The library is here to support what this School is about – to support the teachers and students and to reflect the values, beliefs and mission of the School,” concludes Shelley. “I take my responsibility very seriously. It’s a privilege.”
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happened inside and outside of Disney around the naming of the movie. Middle School is a time when our children are solidifying their own identities. If they can find ways to connect with or empathize with others, to say ‘I feel that’, we’re making community and we are teaching about multiculturalism, equity, inclusion and diversity.” Finally, language learning itself continues to open different pathways for MS students and helps them make new neural connections. “Take the word ‘table’ for example,” explains Greg. “In English you can say ‘let’s table this conversation’ or use ‘table’ to mean a graph or chart. In Spanish the word for ‘table’, ‘mesa’ also means ‘desert’. That’s a brand new international connection. It helps the students see a relationship where there wasn’t one before. That’s powerful and may spark an interest in something totally new.” “As always, we follow the child when exploring these topics,” Jennifer concludes. “We take the train and ride it as long as it has energy. Our small student to teacher ratio gives independence on work choice and we are always interrogating the curriculum. Complex questions come up at funny moments, but we’re rigorously prepared to take advantage of spontaneous, authentic inquiry.” And you don’t just have to take the teacher’s word for it. As Amy Martell explains, “Lilja ’19 has an understanding of the world far beyond her years. Her level of recognition and acknowledgment of all of these issues is so sophisticated and she speaks with such compassion and passion about difference and diversity and equity. The language and communication skills she’s learned combined with her strength of character will be invaluable to her, and I know she will thrive in whatever she chooses to do with her life.” Amy also believes that it’s not just the curriculum that supports inclusion
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The Montessori Inclusion Conference (MIC) gives Middle School students the opportunity to discuss topics of diversity and equity with other local Montessori students.
and diversity, but that it’s a frame of mind that permeates and shapes Inly’s wider community. “It was critical for us to find a school for our children that didn’t just give lip service to diversity, but actually lived its commitment. The world is hard enough; we didn’t want our kids to face a daily struggle over having gay parents. I believe it is a fundamental quality of Inly life that identity and individualism are supported.”
CONSTANT EVOLUTION So, while it seems safe to conclude that, at every level, Inly is doing its part to realize world peace through education, teaching multiculturalism and an appreciation for diversity of all kinds is not a static activity. It’s constant work,
“I believe it is a fundamental quality of Inly life that identity and individualism are supported.” AMY MARTELL P’19, ’22 as Counselor and former Assistant Head of School Julie Kelly-Detwiler, concludes, “It’s a process. While we are proud of all we are doing, we are constantly working to examine and improve our curriculum in terms of multiculturalism, diversity, equity and inclusion. We are looking at ourselves from the inside out, from different angles, all the time. It’s not always easy, but it’s always good work.”
student work Children’s House students created their own “Wild Things,” based on Maurice Sendak’s classic book.
LE students made cat sarcophagi to complement their studies of Egypt and to remind visitors that cats were protected animals and worshiped like Gods.
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STUDENT WORK
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LE students take inspiration from Peter Reynolds’ book and Say Something!
UE Orchard Project Upper Elementary students all read the book Because of Winn-Dixie, by Kate DiCamillo, and as a group, examined the many definitions of family, as well as themes common to all of us, such as: • “Everyone has a story” • “Friendship can occur across differences” • “Be open to unexpected relationships” • “Everyone has challenges” • “Sweetness can be found in unexpected places”
Bain C. “Creativity”
• “Past events affect a person, but they should not be judged by them” • The need for personal connections Within the story, Because of Winn-Dixie, there is a tree that represents Gloria Dump’s past stories and how she is more than that past. Keeping with this symbol, each student designed a tree to represent one or more themes about families, and added it to a larger classroom “orchard. ”
Charlotte R. “Resilience”
The i4 Process
Emelia D. “Sadness”
Under the guidance of Matt Hollenback and Kelley Huxtable in the da Vinci Studio, students used the i4 process — imagine, inquire, invent, and implement — to design and create their trees. Imagine: Students look at different ways to represent the themes and consider many different materials (cardboard, wood, paper, etc.). Inquire: Students met with teachers and each other to discuss their ideas, inventions, prototypes, and other stages of the process. Invent: Students considered all parts of the design, including measurements and how materials fit together. Implement: Prototypes were built, and then the final project.
Viv R. “Friendship”
Axel P., Charlie L., Annabelle W. “Family” FA LL 2019
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STUDENT WORK
LE Moose Project The Problem: Moose would like to brush his teeth independently, but has no way of holding the traditional tool designed for that task. A group of 15 first grade students worked with Kelley Huxtable in the da Vinci Studio to each design and implement a machine that would help Moose brush his teeth. The students creatively imagined their inventions and executed their designs using chip board and tape. They even wrote letters to Moose explaining their unique machine.
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I have never been out of the country but I’ve been to Narnia, I participated in the Hunger Games, and tried to catch one white whale. … I believe that a book can change you and the world. My point is that a book can change you—maybe a little, maybe a lot—but it can change you. To this day I can still find myself telling my mom, “I’ll be at the library,” and I lose myself to the mystical world of books.
I believe even your hardest struggles lead to the greatest strength.
Conor Flaherty
Ava Knight
I believe…
excerpts from Middle School Essays
I believe in the importance of making mistakes. One time, when I was making chocolate cupcakes, I made the batter and the frosting, but they looked so similar that I accidentally swapped them before putting them into the oven.
Everyone you walk by has a world as vivid, as good, and as bad as your own. Everyone you walk by has different worries than you, different talents than you, and a life of their own. You never know what kind of a day someone is having. Every encounter you have with another human being is a chance to make their day a little better, and if you’re not careful, a little worse. If your smile helps a lot, or a little, you did something. I believe in encouragement in all of it’s forms.
Frances Brisbane
Everyone makes mistakes, sometimes they’re good, like the cupcakes. Mistakes are made all the time, some fixable some not. Some that will stick with you forever and some that you can forget in a day. Some mistakes end up becoming a solution. This I believe.
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Catherine Brisbane Cohasset High School
Frances Brisbane Cohasset High School
Chloe Cella Miss Porter’s School
The Class of 2019
Harrison Coyne Milton Academy
Addison Crocker Tabor Academy
Tess DiGregorio Thayer Academy
Jackson Frost Scituate High School
Life is full of challenges, and you will have to find a way to overcome them by having the right mindset. —DREW SULLIVAN I want to help people in the future. I push myself to win so that it is possible for me to take on harder things. I want to become a pediatrician and doctor so I can help children, and families. I want to work with Doctors Without Borders so that I can use my drive to assist, and help in different countries, and I want to learn Spanish so that I can communicate with people from around the world. —CATHERINE BRISBANE
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When I learned to focus, and to think for myself, I also learned about the friends I wanted to surround myself with. Hard working people who are also really fun to be around. I found that this kind of person allows me to grow. I find that I work best with them, wherever I am. —CHASE TYRRELL
Kai Hawes Boston College High School
Ava Knight Hingham High School
Lilja Martell Cambridge School of Weston
Phoebe Simpson Kents Hill
Otto Slade Rising Tide Charter School
Andrew Sullivan Thayer Academy
Chase Tyrrell The Newman School
12 years. 4,380 days after first arriving on campus, I am standing up here, now 14 years of age, giving a speech about my journey at Inly School, wanting to explain in some way how it has shaped me into the person I am today...As I finish up my 12 years at Inly, I’ve realized that success is only accomplished after failure. I’ve seen myself find success with things that I thought I could not do. I’ve seen myself take on challenges head first. I have removed the T in can’t. That has helped me accomplish things that I never thought I could and of all my Inly lessons, this is the one I will take with me into the future. —HARRISON COYNE
My experience with public speaking has led me to have a new perspective of confidence in myself. I now know that anything can change with hard work. I learned that success takes time, patience, and trial and error. —FRANCES BRISBANE
I had to understand that my journey is different than that of my friends. Although we are very close and at times it feels as if we are on the same path, we all have our own process and our own finish line. —LILJA MARTELL
I felt a sense of accomplishment and pride in myself: I had persevered through a difficult school year and had not only impressed my parents but impressed myself. Since then I have reminded myself to think about what outcomes I would be pleased with and I have learned to work hard to reach those goals. —PHOEBE SIMPSON
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ALUMNI
elisa sipols ’ 0 8 From the South Shore To South America Q: Where did you go after graduating from Inly? After graduating from Inly in 2008, I continued my education at Thayer Academy, and later graduated from Boston College with a bachelor’s degree in elementary education and applied psychology.
Q: What influenced your studies? I grew up in a Latvian family where the language of a small nation and its cultural traditions became a defining part of my identity. This love for my own heritage instilled a desire to not only learn about but to truly immerse myself in other cultures.
Q: What did you do after graduating from BC? I participated in a year-long service assignment with the Jesuit Volunteer Corps. I worked as an immigration paralegal serving the immigrant and refugee community of Milwaukee, WI. Prior to this commitment, I had no experience with law, and I had not actively practiced Spanish in years. The learning curve was steep, to say the least. Most of my clients came from Mexico, Colombia, and other Central/ South American countries. I worked on a variety of cases—from young adults applying for DACA (Deferred Action for Childhood Arrivals) to asylum, TPS, citizenship, and green card applications. For many reasons, the majority of my clients could never return to their home countries.
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The work was challenging, tedious, and often heartbreaking. By the end of the year, however, I had learned more than I ever thought possible, and I was proud to stand by the immigrant and refugee community. As my time in Milwaukee came to an end, I vowed to never take for granted the power and privilege of my American passport.
Q: So, you finished up a year-long assignment, what next? My desire to travel to Central or South America had evolved years before, but after my time as a paralegal, I felt a stronger pull to learn first-hand where my clients came from. This, combined with my established passion for learning about other cultures, my love for teaching, and my improved Spanish language skills, inspired me to volunteer in Peru.
Q: What made you decide to go to Peru? People often ask why I chose Peru. I never have a great response for this, other than that I had missed other opportunities to travel and volunteer there. I had also heard nothing but wonderful things about the people, food and culture (all of which are true!).
Q: What was your role there? I taught in Peru through the small NGO Otra Cosa Network (OCN). They operated in the tiny fishing town of Huanchaco in northern Peru. The
largest component of OCN consisted of teaching English in the local schools, but they also ran environment projects, women’s support groups, literature clubs, and a skate ramp for kids. I taught English to over 200 children grades 1–3 in Huanchaco’s public school. Throughout the day, I travelled from classroom to classroom teaching English in 45-minute intervals. Most of my students did not know any English, so my teaching began at a basic level. Forty-five minute lessons twice a week did not allow enough time for students to sufficiently practice their developing language skills, but I and fellow volunteers did the best we could.
Q: How did you go about teaching children a different language? With the first and second graders, the curriculum focused on phonics instruction and teaching the English sounds for certain letters and letter combinations. We learned new vocabulary that reinforced these skills, practiced words and greetings using active games, and sang fun, interactive songs. Technology was not present at the school, so sometimes I would download little videos on my laptop and show them (as best I could with a small screen) to strengthen students’ developing knowledge. I also incorporated many bilingual children’s books to bring literacy into the classroom and provide more exposure to the English language in both a written and spoken format.
With my third graders, we focused on a topic and associated phrases or vocabulary every week. I always tried to choose topics and activities in which students had expressed interest. We worked a lot on simple phrases and questions, such as “Good morning, how are you?” and how to respond to this. Other topics included emotions, numbers, family members, weather, and much more. I integrated games such as bingo, jeopardy, and relays to keep the lessons active and engaging.
Q: What were some of the challenges you faced while teaching? Although my official position at school was “Profesora de inglés” or “English teacher,” my role when I entered the classrooms quickly became much more. Most of my students came from poor families who did not have access to running water or electricity. Many of them came to school quite dirty, hungry, exhausted and by no means ready to learn. They often exhibited challenging, violent behaviors and struggled to pay attention. For the first few months, I focused on demonstrating kindness and respect, implementing new behavior management systems, finding out students’ interests
and, most importantly, developing personal relationships with each child. I learned all 200+ names as quickly as I could and strived to bring a positive and consistent presence to their classrooms. It was only after I addressed and prioritized the behavioral, social-emotional struggles
“My Inly education gave me the necessary tools to seek different adventures and tackle challenges with positivity and open-mindedness.” ELISA SIPOLS
that I was truly able to jump deeper into teaching English.
Q: What did you do on your time off? Outside of school, I spent most of my time in Huanchaco enjoying the laid back lifestyle, getting to know other volunteers and locals, eating at the town’s restaurants, playing with the friendly street dogs, and sitting by the beach. Situated in an arid region next to the Pacific Ocean, Huanchaco has a unique environment, one that includes desert and sea. I loved walking around the tiny streets in the afternoon and stopping by the familyowned bodegas to pick up unique fruits and vegetables. I frequently saw my students walking or playing outside, and they always excitedly greeted me with hugs. Given that I had travelled to Peru to teach and immerse myself in Huanchaco’s community, I did not take much time off to travel. With some holidays and long weekends, however, I had the opportunity to see breathtaking places and experience amazing adventures. I completed a trek to Machu Picchu, played with monkeys in the rainforest, hiked in the Peruvian Andes and through Colca Canyon, stood on top of Rainbow Mountain at 17,000 ft., swam and took a mud bath in the Amazon River, and felt captivated by the most beautiful starry nights. It’s safe to say I fell in love with Peru and all it has to offer.
Q: How did your time at Inly influence the path you took? Reflecting on my time in Peru, I see many ways in which Inly shaped my desire to travel to South America and jump into unknown experiences with an open heart. When locals asked how
or why I learned Spanish, I explained that I had been lucky enough to attend an elementary school that incorporated Spanish into the curriculum. Growing up in a bilingual household, I learned from a young age the value of speaking other languages, and Inly always reinforced this belief. My Inly education also gave me the necessary tools to seek different adventures and tackle challenges with positivity and open-mindedness. From working at the Heifer International Farm and camping at Ferry Beach to rowing in Boston Harbor and traveling to Sweden, Inly consistently pushed me to try new things and journey to unknown places. This courage and adventurous spirit has followed me throughout all of these years, and for that I am so grateful.
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ALUMNI
class notes Stay Connected! We’d love to hear from you. Send a note (and a photo) to alumni@inlyschool.org. FACEBOOK facebook.com/InlySchool INSTAGRAM @InlySchool TWITTER @InlySchool YOU TUBE @InlySchool EMAIL alumni@inlyschool.org MAIL Alumni News Inly School 46 Watch Hill Drive Scituate, MA 02066 UPDATE YOUR INFO Be sure we have your current address and email—let us know by emailing us at alumni@inlyschool.org.
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Sarah Humphrey Rowe ’97
1997
Sarah Humphrey Rowe attended Thayer Academy after Inly and then graduated from Rhode Island School of Design. She is the founder and CEO of Lion + Wolf and produces handmade modern and colorful pet accessories for dogs, cats, and their stylish owners.
Tucker Antico ’11
2003
Emily Humphrey graduated from Thayer Academy and Cornell University and is now the Director of Revenue Management at The Revolution Hotel in Boston. Emily Humphrey ’03
2011
Tucker Antico graduated from Penn State University in May with a bachelor’s degree in meteorology and immediately headed out to the Midwest to WEAU 13 in Eau Claire, Wisconsin. You can watch his first on-air weather broadcast on Inly’s Facebook page and follow him @ tuckerweather on Twitter, Facebook, and Instagram!
2013
Bella Cammarata is a global marketing and communications major at Marist College in New York. This past year, Bella was able to study abroad in Florence, Italy with the college’s partner school, The Lorenzo de’Medici School.
Bella Cammarata ’13
He has decided to take a gap year before heading to the University of St Andrews in Scotland. During that time, he will be teaching English in Moscow for 3 months, then hopes to travel around Europe, Tokyo, and Israel. Fritz loves to travel and is planning to major in international relations and economics while at St Andrews. Fritz Stammen ’15 Kade Wanta ’16
In addition to her studies, Bella worked for a boutique clothing store in Florence doing marketing, public relations, photography, and videography. She also helped with social media marketing for the newspaper, “Florence is You,” and is gtting into blogging and website design. Bella continues to study abroad and most recently completed a summer internship in London before heading to Australia for her fall semester. She plans to graduate from Marist College a year early in the spring of 2020.
2014
Ashley Antico just completed her freshman year at Boston College. She worked at BC over the summer conducting research in a chemistry lab with one of her professors and is excited for her next year at BC.
2015
Fritz Stammen graduated from Milton Academy this year and promptly left for a cross country camping road trip with his friends. His favorite places were the mountains of West Virginia, Houston, Joshua Tree, the wilds of Washington state, and the Grand Tetons in Wyoming.
there, just in unexpected places. You just have to go deeper to find it,” Kade explains. “The spirit of Descending is to avoid the noise and pettiness and to stay positive, connected, and creative. Keep it deep.” You can check out Kade’s clothing line at descending.shop.
2017
2016
Kade Wanta, a senior at Cohasset HIgh School, recently launched “Descending,” a new clothing line inspired by his passion for urban streetwear brands. He came up with the idea while attending MMUN in New York as an Inly middle school student. They took the subway around a lot to explore the city, and Kade noticed the people and the music underground. He realized there was a great feeling of art and culture down below. The name “Descending” came to him when he thought about his experience in the subway station, coupled with the tone and temperament of today’s world. “There’s a lot of negativity in our country right now, both in politics and between every day Americans. It’s easy to get caught up in that. But when I thought of the subway station, I realized there’s still hope and inspiration out
Celia Hidell is going into her junior year at Notre Dame Academy. She recently played the role of Wilbur in the school’s production of “Charlotte’s Web.” Celia Hidell ’17
2018
Abby DiGregorio really enjoyed her first year at Thayer Academy. She kicked off her high school career with a season of a brand new sport, JV Volleyball, which earned her the award of “Rookie of the Year.” Her new passion allowed her to
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class notes
ALUMNI
continued
meet new people and provided many adventures by coach bus to other ISL campuses throughout Massachusetts. Abby brought her Inly theater talents to Thayer, and shined as a Wolf, a Fancy Napkin, and a Village Girl in “The Beauty and the Beast.” She also joined the Thayer Varsity Diving Team, a way to put her gymnastics skills to work on the high board. Victoria Hunt ’10
Abby DiGregorio ’18
Victoria Hunt ’10 Victoria Hunt recently completed her fifth year of study at Northeastern University, graduating with both a Bachelor’s degree in Mechanical Engineering, and a Master’s degree in Mechanical Engineering with a concentration in mechanics and design. At Inly’s spring auction, Victoria spoke about the influence her Inly education had on her senior capstone project; below is an excerpt of her speech. Capstone is a six month venture in which a team of 6 individuals is given a project in early July and required to complete it by December. My team was tasked to develop a Classroom Based Pipe Flow Demonstration Tool — a tool that could be used in the Fluid Mechanics class that all ME students must take before graduation. This professor had noticed that with no lab running in conjunction with the class, students were having a harder time mastering
lesson allowed me to physically, actively participate in the learning. I took these thoughts and experiences with me while working on this capstone project. After six months of very hard work, my team and I created a mobile tool that will be taken from classroom to classroom so that students can see the results of fluid flow in real time by reading volumetric and mass flow rates, as well as pressure drops. We successfully completed the task
I couldn’t help but think back on how my Montessori education set me up to succeed at the collegiate level. the material. He saw a need to supplement theoretical learning, with real world, hands-on, experiential learning. When I heard that, I could not help but think of Inly and how everything I learned there was due to the help of some hands-on aid. From the grammar boxes to the bead chains that reinforced multiplication, every
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we set out to do and were one of three teams awarded the “Extra Mile” award, for going above and beyond. I wanted to share this story with you, because I couldn’t help but think back on how my Montessori education set me up to succeed at the collegiate level, especially in a project that will bring experiential learning to higher education.
Nora Kent completed her sophomore year at New Hampton School in New Hampshire with perfect attendance and high honors both semesters. Throughout the year, she managed the varsity football team, participated in the School’s contemporary performance lab, played goalie for junior varsity women’s hockey team, and played on the women’s varsity softball team. Both teams finished incredibly well, and Nora and her teammates truly became a family. She looks forward to her junior year at NHS taking multiple IB (International Baccalaureate) and honors classes. Nora Kent ’18
Congratulations, Graduates! Best wishes to the Inly Class of 2015 students who completed their high school education and are headed off to these colleges this fall:
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ADVANCING INLY
Growth is not merely a harmonious increase in size, but a transformation. MARIA MONTESSORI
The Plan for Growth A N UPDATE FROM THE BOA RD OF TRUS TEE S
A
s many of you know, the Inly Board has undertaken a strategic planning process, looking ahead to Inly’s 50th anniversary and beyond. The process involved wide outreach to the entire Inly community and contemplated dozens of ideas about how our community should collectively prepare itself, and our students, for the long-term future in a time of unprecedented change. Many of those ideas are now incorporated into the four pillars of an exciting strategic plan. Moreover, the strategic planning process brought us closer together as a Board and community. It even caused us to revisit our mission and to reframe how we go about strategic planning, turning to a more agile model that reflects Inly’s innovative and entrepreneurial roots. The plan itself focuses on preserving Inly’s core strengths, in particular the nurturing of each child’s talents and individuality in a community of deep mutual respect and caring, while aspiring to cultivate and share more widely, how a school can provide young people with a foundation of skills that will be required for success in an ever-changing world. I hope you enjoy this brief summary of the four pillars of our plan, but more importantly, I hope you will engage with us in the many initiatives that we will be undertaking to make it a reality. Respectfully, Davenport Crocker, Jr. P’19, ’20, ’24 President, Inly Board of Trustees
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GOAL: To strengthen and expand Inly, and our Montessori+ vision, into the world.
THROUGH: Inclusion, Equity & Engagement Inly Center for Innovative Education Entrepreneurship Program Developing Schools of the Future
Inclusion, Equity & Engagement Inly’s core mission will be preserved and strengthened with a comprehensive focus on Inclusion, Equity & Engagement, recognizing that a truly great school community seeks and is shaped by all types of families.
Entrepreneurship Program To launch the Inly Center, an Entrepreneurship Program will engage new kinds of thinkers and doers in the Inly community who will help lead, innovate, and share experiential learning programs that nurture each child’s passion for self-discovery and impact on the world.
Inly Center for Innovation The Inly Center for Innovative Education will position Inly as a global leader in the development of programs that harmonize Montessori principles with innovative tools and practices designed to meet the needs of students and families in a rapidly changing world.
Developing Schools of the Future These efforts to strengthen and extend Inly’s impact will set the stage for Developing Schools of the Future, and designing a model of progressive secondary education that is grounded in Montessori principles and stretches the boundaries of traditional learning to ensure students’ intellectual and emotional preparation for their futures.
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YOU YOU
YOU MADE GREAT THINGS HAPPEN! YOU MADE GREAT THINGS HAPPEN!
5490
2 018 –19 G R AT I T U D E R E P O R T
ITEMS DONATED TO LOCAL CHARITIBLE ORGANIZATIONS DURING SPARK CHANGE MONTH
To each of you who enthusiastically donated your valuable time, your immense creativity and talents, and your heartfelt donations, we are so tremendously grateful for all of your contributions to our community during the 2018–2019 school year! Thank you! Polina Haseotes P’22, ‘24 | Development Committee Chair, Board of Trustees
283
DONORS TO THE INLY FUND CONTRIBUTING OVER
$221,000
6 BOARD OF TRUSTEES
100%
FACULTY & STAFF
100%
PARENTS
90%
The Inly Fund “Rise Up” campaign received 100% participation from the board, faculty, and staff, and an ALL-TIME RECORD of 90% parent participation.
VISITING PERFORMERS AND ARTISTS CLASS OF 2019 LEGACY GIFT
1 MULTI PURPOSE BUS
3 LOW CHALLENGE COURSE ELEMENTS
which will broaden experiential and service learning opportunities for our students.
22 FACULTY & STAFF PROFESSIONAL DEVELOPMENT WORKSHOPS
800
NEW BOOKS FOR THE LIBRARY
Countless hours of volunteer time and dedication
EXPERIENTIAL LEARNING TRIPS INLY SCHOOL
donated to provide resources for the classrooms and beyond
277
donations to our Inly Goes Pop! spring auction raising over
20
52
46 Teacher Wish List Items
112 2 APPLE TREES
BUSINESSES CONTRIBUTED
$222,000
OVER $20,000
toward Financial Assistance
265 SCHOOL DAYS OF JOYFUL LEARNING AND EXPLORATION!
INLY
Thanks to the extraordinar y generos ity of our donors, Inly’s annual auction, Inly Goes Pop! was a tremendous success — grossing over $222,000, including “Paddle Up” donations of $50,000 for a new Inly school bus. Wishes granted from the Wishing Wall will benefit all Inly stud ents and faculty in the upcoming school year. We are tremendously grateful to the auction committee who gave so much of their talent and time . A special thanks to our auction co-chairs, Colleen Boylan Cooper and Kelly Russo, for their amazing creativity and lead ership!
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2 018 –19 G R AT I T U D E R E P O R T
LIST OF DONORS
INDIVIDUAL DONORS Anonymous (9) James and Sarah Adamson Graham and Stephanie Allison Adam and Aja Amontea
Key to Symbols
Donna Amrhein
Inly Fund Donations to the Inly Fund, the annual giving program, support the operations of the School and ensures our continued excellence in education.
Friends of Inly Businesses and community organizations who have made an in-kind donation or purchased a sponsorship in the Friends of Inly Guide.
Inly Fund Leadership Giving Circle Leadership Circle Donors make an annual donation of $1,000 or above to the Inly Fund.
Special Gifts Donors who have generously supported a specific need of the School.
Endowment Fund The Endowment Fund acts as a savings account for the School. Gifts to the Endowment exist in perpetuity with a percentage of the principal, which may be drawn on each year for programs and needs of the School. Visionary Donors who contribute over $5,000 to all funds annually. Omran • Nelson Speaker Series Fund The Speaker Series fund helps to continue to bring thought leaders in education to the South Shore.
Annual Auction Inly’s annual community fundraising and social event, which supports the School’s academic, arts, sports, and experiential programs, as well as special funds. 8th Grade Parent Legacy Gift A tradition of generosity, parents of 8th graders make a gift in honor of the graduating class.
Ryan and Ashley Anderson Ashley Antico ‘14 Keegan Antico ‘16 Paul and Muffy Antico Peter and Linda Antico Tucker Antico ‘11 Norma Atkinson Julia Austin Wendy Badia Deborah Beal Jim and Alice Beal Eric and Melissa Bednarski Stacey Best Michael Bison and Shannon Harper Bison Christopher and Lori Black Sean and Hannah Bornstein Christine Bosworth
Donations listed are for gifts and pledges received between July 1, 2018 and June 30, 2019. Every effort has been made to ensure the accuracy of this report. Please report any errors or omissions to the Development Office.
Alan Boyer Jeanne-Marie Boylan Victoria Boylan Liane Bromberg and Deborah Issokson John and Mariclaire Buckley Derek and Stephanie Burke
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INLY SCHOOL
INLY NEXT
Andrew and Holly Burns
Dawn DeCosta and Stephanie Nichols
Christopher and Kristen Cabral
Mark and Nicole DeFeo
Michael Cairns and Siobhan Flanagan
Rob and Kristine DeMarco
Tara Calianos
Christopher and Jeannie deMurias
Charles and Kara Cella
Emily Denault
Christopher and Denise Chisholm
E. Stephen and Carolyn Derby
Charles and Maranda Cigna
Todd and Laura Desisto
Adrian and Patricia Clapp
Annemarie DeSmet
Jim and Holly Clifford
Conor Detwiler ‘03
Keith and Lynne Clyde
Jeff and Ryan Detwiler
Keith Conforti and Joyce Whitman
Liam Detwiler ‘07
Jeff Connor
Mark and Michele Dickinson
Bruce and Kendra Cooper
Jennifer DiGregorio
Conor Cooper and Colleen Boylan Cooper
John and Janet Dolan
Claudine Cooper Pollard
Andrew and Sarah Dolan
Stephen Cooper and Lory Newmyer
Elizabeth Dougherty
Dan and Becky Coyne
Jenny Driscoll
Addison Crocker ‘19
Mike and Kerry Drummond
Davenport Crocker Jr. and Kendra Crocker
Jenny DuClos
Davenport Crocker III
Michael Dunphy
Monica Curley
Jeff and Tracy Durso
Aaron and Katie Cutler
David Dwyer and Heather Hawes
Kurtus and Erica Dafford
Douglas Dziedzic and Jennifer McGonagle Dziedzic
Claudia Daggett
Peter and Reyna Eastwood
The D’Allessandro Family
Ellyn Einhorn
Bill and Caroline Dana
Bill and Kim Emerick
Lauren Dana ‘08
Justin and Caitlin English
Stephen and Susan Davis
Efren Escobar
Inly Fund
Leadership Giving Circle
Endowment Fund
Visionary
Friends of Inly
Special Gifts
Annual Auction
8th Grade Parent Legacy
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INDIVIDUAL DONORS Janice Evans
Wayne and Christina Harrington
Adam and Jessica Fairbanks
Brenton Harris and Samantha Fisher
Ross and Sarah Fairbanks
Steve Hartlaub and Joanne Kaplan
Tony Feeherry
George and Polina Haseotes
Matthew Ferguson and Amy Cowan
Deborah Haug
Sara Fiotto
Victoria Haug ‘05
Barry and Alicia Fiscus
James Hawes and Ellen Hanson
David Fish and Elizabeth Feeherry
Daniel and Razia Hayden
William and Carolyn Fish
Thomas Hays and Karen Sherwood
Kyle and Regan Flaherty
Michael Heffernan and Michele Austin
Benjamin and Danielle Flam
Thomas Hense and Shari Stade
Timothy and Jessica Forbes
Christopher and Tricia Hidell
Nancy Fraser
Jonathan and Mary Hildebrandt
Adam and Jennifer Friedman
Ted and Sara Kate Hill
Joanne Fromm
James and Sherri Hinchey
Bruce Frost and Maura O’Brien
Matt and Amanda Hollenback
James and Mary Gambell
Matthew and Kim Horan
Sandra Gilabert
Daniel Hu
Georgie Gladdys
Julie Hudson
Scott and Amy Goebel
Gabrielle Hunt ‘08
Juliane Goicoechea
Jim and Kristin Hunt
Andrew and Diana Gossard
Victoria Hunt ‘10
Richard Goulding and Caitlin Simmons
David and Kelley Huxtable
Amber Gregory
Stuart Ivimey and Christine Woodward
Christopher and Erin Griffith
Sherry Johnson
Mark Grindle and Elizabeth Medaglia
Patrick Jones and Jill McCoy
Saraubh and Jennifer Gupta
Matthew and Elizabeth Joyce
Sarah Halkiotis
Sean Joyce and Maggie Jerde Joyce
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INLY SCHOOL
INLY NEXT
2 018 –19 G R AT I T U D E R E P O R T
Jimmy Juste
Terence and Nathalie Lonsdale
Jana Kahn
John and Sarah Lucey
Linda Johnson Kaplan
Chick Luther and Donna Milani Luther
Jeffrey and Heather Keay
Gustavo Lutterbach and Kendra Keenan
Fran Keegan
Suzanne MacKay
David Kellem
Kyle MacKay and Rennie Gilman
Parker Kelley
Meri-Lee Mafera
Peter and Julie Kelly-Detwiler
Ian Marcellana ‘06
Vicki King
Tom and Cassie Marsh
Mike and Joanne Kinsman
Amy and Jennifer Martell
Robert and Janice Kjellman
Lilja Martell ‘19
Ursula Knight
Eo and Ozlem Martin
Lucy Knox ‘12
Marisol Martinez
Katie Knox
Andrew and Beanie Marvel
Christopher and Katrin Kusek
Christopher Massey and Amy Bowman Massey
Gary and Annie Land
John and Jody Maxwell
Sarah Lane
Paul and Bethany McCann
Jeff and Rachel Langlois
Scott and Lauren McConaghy
Alice Langton
Paul and Holly McElroy
Bridget Larsen
Paul and Sue McHugh
Joshua and Lori Lebson
Nathaniel McKeithan and Jennifer Harding
James Lee and Shannon Hsu
Lorna McKeithan-Pausig
Jeffrey Lee and Debra Squires-Lee
Mary McKelvey
Dianne Legro
Sarah McMahon
Michael and Kathleen Levin
Leo and Sara Meehan
Rob and Caitlin Levin
Jamie Megnia
Damian and Jenn Liddiard
Michele Meister
David and Susan Lodemore
William Mekrut and Meghan Farrar
Inly Fund
Leadership Giving Circle
Endowment Fund
Visionary
Friends of Inly
Special Gifts
Annual Auction
8th Grade Parent Legacy
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INDIVIDUAL DONORS Tom and Carolyn Merigan
Daniel and Cathy Phillips
Adele Milani
Kim Polillio
Chris and Maria Monaco
Vicki Poppe
Bob and Lauren Monahan
Jill Powell
Jake Monahan ‘17
Sean Power and Johanna Messina Power
Giora and Jacqueline Morein
Colleen Quinn
Ciaran and Margie Morgan
Jason and Tracy Rahal
Julia (Sanchez) Morlino ‘01
James Reichert
Jeff and Tina Morris
Renee Reilly Gambell
Robert and Rhonda Munn
Daniel and Kristin Reynolds
David and Kathryn Murdock
William Ribaudo and Svetlana Peikates-Ribaudo
Michael and Shawna Nagle
John and Rachel Rich
Iris Nelson
Mark Ridley and Leah Dering-Ridley
Khuong Nguyen and Michelle Truong
Daniel Rivera and Tracy Mullare
Michael Nguyen and Kimberly Ingalls
The Rizkalla Family
The Nicholas Family
Jeff and Jennifer Robinson
Bryndis Oddliefson ‘18
Ron and Andrea Rodericks
Eric and Liz Oddleifson
Betsy Ross
Kevin and Karin O’Dowd
Adam and Kelly Russo
Katie Oetinger
William Rutledge and Kathleen Sullivan
John O’Keefe and Michelle McCudden
Andre and Anna Sadowski
Adam and Katherine Oliver
Jabari Scutchins
Mohamad and Dima Omran
Matthew and Ciara Selinger
Ian and Kerri Pandolfi
John and Daniele Serafini
Gregory Pehrson and Amy Heffernan
Mike and Maureen Sheehan
Margaret Pelletier
Peter and Piper Sheer
Ryan and Britt Peña
Brian and Karyn Shuell
Melissa Peralta
Tivon and Catherine Sidorsky
Carlos Perez and Shawn Perez-Albuerne
Peter Siekmeier
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2 018 –19 G R AT I T U D E R E P O R T
Becky Silver
Chase Tyrrell ‘19
Rick Silver
Paul and Lisa Tyrrell
Robert and Christine Silvers
Damian and Alison Tysdal
Tim and Kate Simpson
Michelle Van Niel
Phoebe Simpson‘19
Tim and Marie Van Patten
Elisa Sipols ‘08
Jaap Van Riel and Marieke Berndsen
Uldis Sipols and Sandy Kronitis-Sipols
David and Hilary Vance
Tschol and Jessie Slade
Paul and Netta Vercollone
Dee Slavin
Lauren Vitali
Beck and Lainey Sloman
Phillip and Valerie Vitali
Nichole and Hallie Smith
John and Natalie Waggener
Samuel Solomon and Kristy Errera-Solomon
Corinne Wagner
Bob Sommer ‘09
Helen Wagner ‘08
Tom and Shelley Sommer
Paul Wahlberg
Nancy St. John
James and Mirzah Walsh
Herbert and Joan Stade
Jane Walsh
Robert and Natalia Sternberger
Daniel and Christina Ward
Derek Stolp
Henry and Suzanne Ward
David and Nicole Storer
Gillian Wasner
Tyson and Suzanne Streeter
Suzy Waters
Andrew and Jaime Sullivan
Tina Watson
Mark and Cristina Sullivan
Matthew and Stacy West
Kathleen Tan
Eileen West
Ling Tang
Todd and Annemarie Whilton
Pat Thompson
Daniel and Lauren White
Josh and DeeDee Tobias
Eric Williams
Daniel Tripp and Melissa Brennan
Scott and Verna Yi
Thuy Truong
Andy and Debra Zildjian
Inly Fund
Leadership Giving Circle
Endowment Fund
Visionary
Friends of Inly
Special Gifts
Annual Auction
8th Grade Parent Legacy
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BUSINESS & FOUNDATION DONORS A&A Metro Transportation
Catering by Michael Aprea
Adage Capital Management, L.P.
Challenge Rocks
Alice Langton Costume Design
Chef Abby Gray, Cooking with Abby
AllergyEats
Chef Erika Maynard
Alma Nove
Christina Ward Photography
AmazonSmile Foundation
Citizens Bank
Amber Gregory Yoga
Clean Water MA
Angels of Light Healing and Intuitive Center
Clifford’s Flowers
Ann Balducci, RN Cosmetic Nurse Specialist
Coastal Art Glass
Apple Inc.
Cohasset Jewelers
Bain Capital
Cove Hair Salon
Bamboo Gardens Acupuncture
Cranberry Acres Equestrian
Bank of America Corp
Cross Street Flower Farm
Bank of America Matching Gifts
D’Allessandro Corp.
Baystate Fiduciary Advisors
Dave and Busters
Belgard
DGVE Law
Bellew Tile and Marble Co., Inc
Diersch Flowers
Benevity Community Impact Fund
DiGregorio Law
Bethany’s Center for Dance
DKD Market and Bakery
BNY Mellon Community Partnership
Eat Local/The Parrot Restaurant
Boston Five Star Limo
Erickson Design Associates
Boston Sand and Gravel
Etoile Dance and Yoga
Break a Leg Theater Works
Exploration Photography
Briteway Car Wash
Far Niente Winery
Buttonwood Books and Toys
Fearless Flyers Academy
C.E. Floyd Company
Fidelity Charitable Gift Fund
Camp Wingate Kirkland
Fidelity Foundation Matching Gifts to Education Program
Cape Cod Oyster
FLEXcon
60
INLY SCHOOL
2 018 –19 G R AT I T U D E R E P O R T
Flock
Lenny’s Hideaway
Flowers and Festivities
Main Street Art Studio
Frame Center
Mallory Portraits
Full Spectrum Benefits, Inc.
Massachusetts Coastal Pet Care Inc.
Get in Shape for Women
Mastercard
Goldfish Swim School
Matt West Photography
Hatherly Country Club
Meg and Roe Photography
Healthtrax of Hanover
Middlehouse Events
Heidi Harting Photography
Monster Tree Service
Heirloom Cafe
Morgan Stanley
Home, Life and Style
MRM-Horizon Advisors LLC
Honsha
My Gym
Hornstra Farm
New England Aquarium
InDesign Interiors
New York Life Foundation
Inn at Manchester
Nona’s
Institute of Contemporary Art
Oh DEER South Shore & Cape Cod
Jessica Lynch Photography
Oofos
Julia Morlino, Mental Health Foood
Patricia Walsh Photography
Jule Hudson, Health Coach
Patti Anne Photography
Juniko
Paul Douglas Floral Designs
Kappy’s Fine Wine and Spirits
Peel Pizza
Karen Rich-Cacciapuoti, Interior Design
Pelle Sana Aesthetics
Kidzone
Peterman Architects, Inc.
King Jewelers
Pour
Kennedy’s Country Gardens
Protectowire
kloTH
Ralph’s Hingham Wine Merchant
Lavishly Dunn Catering and Event Planning
Restaurant Oro
Lena Milani Reiki
Revolution Hotel
Inly Fund
Leadership Giving Circle
Endowment Fund
Visionary
Friends of Inly
Special Gifts
Annual Auction
8th Grade Parent Legacy
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BUSINESS & FOUNDATION DONORS Rodan + Fields, Jacqueline Morein
St. Supery Estate and Winery
Rosano Davis Sanitary Pumping, Inc.
Strong Force IP Strategies
Running Solutions
Studio143
Sadie Mae’s Cupcake Cafe
Suddenly Simple Events
Salon Marc Harris
SHD Marketing
Saturday Studio
Taylor Forest Products
Scituate Animal Shelter
The Corner Stop Eatery
Scituate Nail & Spa
The Makery
Scituate Orthodontics
The Phia Group
Shen Garden Healing Arts
The Roosevelt Hotel
Seoane Landscape Design, Inc.
The Travel Center
Sh*t That I Knit
Thinking Cup
Snug Harbor Wine
Tina Watson Art
Snyder Jewelers
Trace Apparel
Sorelle
Trading Stories with the Leaves
South Shore Art Center
Tru-Scapes
South Shore Athletic Club
Twist Creative Group
South Shore Auto Wash
United Way of Massachusetts Bay and Merrimack Valley
South Shore Baseball Club
UPPAbaby
South Shore Children’s Dentistry
U.S. Trust
South Shore Conservatory
Vista Print
South Shore Hydration Services
Vitamin Sea Brewing
South Shore Music Circus
Wahlburgers
South Shore Primary and Urgent Care
WB Mason
Spartan Race, Inc.
Whole Family Law
SSYMCA - South Shore Natural Science Center Branch
Wishbone Beauty Lounge
Station Eight
XV Beacon
Stellwagon Beer Company
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2 018 –19 G R AT I T U D E R E P O R T
THANK YOU FOR YOUR SUPPORT!
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A Montessori Moment
“To stimulate life, leaving it free, however, to unfold itself – that is the first duty of the educator.” MARIA MONTESSORI
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INLY SCHOOL
Support a Passion for Learning.
NLY FUND EI
D THE IN N U
FUND TH Y L
We are a small community and every contribution has a significant impact on our students and teachers. Your gift to the Inly Fund makes a tangible difference in the educational enrichment, development, and life of our students. At Inly, you can see your gift at work.
THE INLY F
Thank you!
YOU CAN MAKE YOUR GIFT BY: CHECK Use the self-addressed envelope attached here
CREDIT CARD At www.inlyschool.org/ support
CALL The Development Office at 781-545-5544 ext. 119
46 WATCH HILL DRIVE, SCITUATE, MA 02066
INLY ALUMNI & FRIENDS: COME BACK TO VISIT US! ■ ■ ■ ■
Grandfriends’ Day | Wednesday, November 27 Inly Players Auditions | Sunday, December 15 Winter Concert | Friday, December 20 Coffee House | Friday, January 31 & May 15