Inly Magazine | Fall 2022

HEAD OF SCHOOL Donna Milani Luther DESIGN & PRODUCTION Joyce Whitman, Director of Marketing & Communications

PHOTOGRAPHY Heidi Harting and so many parents, faculty and staff

Inly School

46 Watch Hill Drive Scituate, MA 02066 781-545-5544

MISSION

At Inly, our dynamic Montessori+™ practices inspire our inclusive community of learners to explore and shape ourselves and the world with joyful persistence, curiosity, and compassion.

BOARD OF TRUSTEES 2022–23

President Stacey Best P’22

Vice President Elizabeth Feeherry (Fish) P’26, ’29

Treasurer Lisa Tyrrell P’19, ’22

Clerk Sandy Kronitis-Sipols P’08

Paul Antico P’11, ’14, ’16, ’21, ’24

Conor Cooper P’27, ’27, ’29

Davenport Crocker, Jr. P’19, ’20, ’24

Alvin Delgado P’28, ’30

Charles Haley P’23, ’27, ’30

Moira Kelly Ryan Peña P’23

Adam Russo P’27, ’28, ’29, ’29

Dr. Ingrid Tucker

a message from donna

Looking Back, Looking Ahead

“The most beautiful things are not associated with money; they are memories and moments. If you don’t celebrate those, they can pass you by.”

ALEK WEK

WHAT A YEAR FOR CELEBRATING! As we moved successfully through Covid, we kept Inly’s mission and core commitments central to our programming. The result was an engaging, interesting year, with lots of learning and activities. In these pages, you’ll see we’ve captured many wonderful moments that have created lasting memories for our students and their families.

Now, we’re entering our 50th year! We have lots of new and exciting activities planned, and a number of existing programs that will have a 50th twist; all of which will celebrate our wonderful community spirit.

Join us for another year of moments and memories!

Warmly, Donna Milani Luther Head of School

04 INLY SCHOOL around campus BACK TO SCHOOL

Then & ThenNow Now

Whether they are making new friends or learning new skills, students eagerly begin the school year with a smile on their face and a spring in their step!

Then & ThenNow Now

Costumes may have changed over the years, but Halloween has always been celebrated big at Inly. Inly students gather on the upper field for the parade and performance of “Skeleton Bones,” and Donna still dresses in costume to reveal the much-anticipated Inly Players Production.

around campus

ARTIST IN RESIDENCE

Sarah Dunn brought out the expressive side in all of us this winter as Inly’s first Artist in Residence. A graduate of Rhode Island School of Design, Sarah shared her experience with printmaking and textiles as she worked with students, staff, and parents. The culmination of her time at Inly is the colorful community quilt, which made its debut at the spring Learning Fair.

SPORTS

Then & ThenNow Now

The TMCS athletics program started small, but has grown to compete in soccer, flag football, basketball, and crosscountry/track. Inly hosted its first-ever cross-country meet on campus in 2022, and looks forward to enhancing the program with additional competitions and through our after-school programming.

FALL 2022 07 around campus

08 INLY SCHOOL around campus WINTER CONCERT

Then & ThenNow Now

Before Inly built the Meehan Family Artsbarn, winter concerts were held at the Cushing Center in Norwell. This year, as a Covid safety measure, the performances were held outdoors. The location may have changed, but one constant through the years has been the performance of Beauty of the Light.

COMMUNITY OUTREACH

February is Inly’s annual “Fill The Truck” month, and each Friday the Inly community graciously contributed by donating bags of items to four different charities. Family and Community Resources, Birthday Wishes, School on Wheels, and the Norwell and Scituate Food Pantries were this year’s recipients of the community’s generosity.

around campus

LANTERN WALK

Over 900 lights and paper lanterns dotted the Discovery Trail for Inly’s second annual Lantern Walk. Families enjoyed the magical experience of walking the trail at night.

around campus EARTH DAY CELEBRATION

Then & ThenNow Now

Festivals and celebrations are a big part of our school’s history and culture. From the Storytelling Festival pictured above to the annual Earth Day Celebration, these events support Inly’s mission and bring the community together.

Then & ThenNow Now

A longstanding tradition, Grandfriends’ Day invites extended family and friends of our students to take a peek into the life of our school. Following musical performances in the Artsbarn, Grandfriends visited their student’s classroom, where they were introduced to Montessori work and materials.

campus PERFORMANCES

Then & ThenNow Now

Students step out of their comfort zones and develop valuable personal skills while performing in their level’s annual musical. This year, K students took the stage with “Stone Soup,” LE students shined with “Star Search” and UE students rocked it in “Dear Edwina.” MS students added a twist to an old favorite with “In Wonderland”—a journey play that took place on our Discovery Trail. And, the Inly Players delighted audiences with the production of “Shrek, The Musical.”

around campus

around campus END-OF-YEAR TRADITIONS

Then & ThenNow & Now

Students take center stage at the end of the school year, whether they are “flying up” to a new level or receiving their diplomas.

The campus takes on a new vibrancy on Field Day when everyone dresses in wacky, colorful outfits and participates in fun games and activities around the school.

around campus

campus

Learning to GivE back

The Upper Elementary Service Learning Program

BY LEAH DERING-RIDLEY

fter a two-year forced hiatus, the Upper Elementary Service Learning Program (SLP) will return, better than ever, for the 2022-2023 school year.

Designed to link back to the cornerstone Montessori philosophy of Cosmic Education – which highlights the interconnectedness of all things – as well as to broader cultural studies undertaken throughout the year, the SLP gives Inly students the opportunity to grow in their understanding of how their actions have an impact on their classroom community, the Inly community, the South Shore community and the wider world.

For this coming school year, the SLP will be broken into three parts. During the fall term, students will focus on projects that benefit the Inly community directly. Examples include composting, recycling, sustainability. “This is our opportunity to get buy-in from our students,” explains Upper Elementary Teacher Doug Dziedzic. “It gives our students the opportunity to be excited about using their agency, making a contribution and giving back to their immediate community.”

During the winter term, students will broaden their perspective by working

with local, community organizations to learn about the wider impact of their choices and actions.

While partnerships for this coming year are still being finalized, historically, Inly students have worked with organizations like the North and South Rivers Watershed Association (NSRWA), Life Care Center of the South Shore, National Oceanic and Atmospheric Administration (NOAA) and Scituate Community Christmas.

“NSRWA made it so clear. When you drop something on the ground, it ends up in your water,” Doug says. “And the students grew so much from working with Life Care. They interviewed our elderly friends, cooked them lunch and brought them to the UE play. It was a wonderful chance for them to appreciate that our elderly have value and life experience and we’d do well to listen and learn.”

Inly’s Outdoor Classroom will take center stage for the spring term of the UE SLP with students focused on farming, planting and beautifying the campus.

As schedules are finalized and plans solidified, Doug says he is excited and optimistic for the coming year. “It’s great to be getting back up to full speed.”

campus

Summer Fun!

What was your favorite thing about Summer Camp?

Science with Marty, water slides and water play

MAX MCSHANE, AGE 5

Science experiments and the playground

ELISE WALSH, AGE 7

Learning “Cows in the Kitchen” in Theater Camp with Colleen, making our costumes— especially being able to put ribbon in my hair

ROBBIE HAUSER, AGE 7

The water slide

MAEVE RUSSO, AGE 8

The play, “Cows in the Kitchen”, science experiments with Marty, and making new friends

CLARK FAIRBANKS, AGE 5

student art gallery around campus

Middle School students created “Cornell” boxes, following the directive: Can you re-purpose a box to speak of life in general, or your life specifically?

Colorful art by Children’s House students.

Seen around campus!

around campus

LE Innovation classes used recyclable materials to build a robot they designed to carry out a specific function.

In Upper Elementary Art class, students created cat sarcophagi to complement their studies of ancient Egypt.

learning by doing

field studies UPPERSCHOO L EXPERIENTIAL

B Y L E AH DERING-RIDLEY

A GNINR

s Jennifer McGonagle, Inly’s Director of Upper School, explains, “Our experiential learning program is really about our students being hands on in the world.”

For students in grade 3 through 8, the Upper School experiential learning program incorporates both day trips and Field Studies; the latter, a collection of offcampus, overnight experiences in unique and integrated environments designed to build confidence and competence, focused on both doing and reflecting, and providing an opportunity for students to hone transferrable skills like interacting with a wide range of adults, adapting to new environments and learning what it takes to be a good teammate.

“These Field Studies really do incorporate all the very best bits of education,” Jen says. “There’s an engaging hook. There’s the opportunity to bring your whole self to the adventure. They are vibrant, living, authentic experiences that have practical application and you’re not only invited to reflection, but also guided in critical thinking.”

With both an academic and social/ emotional focus, these Field Studies offer Inly students the chance to engage with questions that don’t have definitive answers (the what, why, how questions) and to practice their cooperation and collaboration skills. The chance to reflect upon their own values and how these impact their decision making while learning to appreciate that no one is a single story, but instead multidimensional, multi-faceted, multi-gifted.

These experiences also link back to foundational teachings like practical life lessons (cleaning up, composting, recycling) and seeing the fundamental human needs chart (which students begin to work with in first and second grades) come to life.

“Overall, these ‘right-time’, ‘rightsized’ challenges help our students to build confidence. When it’s all said and done they find themselves appreciating their own and others’ uniqueness and feeling accomplished, which feeds forward into believing they can do new things: ‘I did that. I can surely do this.’”

3

CAMP BURGESS SANDWICH, MA

This relatively local, one-night field study at the YMCA’s Camp Burgess is focused on independence. Be it carrying their own bag, folding their own laundry or clearing up after meals, Inly third-graders are developing the confidence that comes from real competence. “They feel like they’ve gone far, but not too far,” Jen explains. “It’s the going and coming that matters; the how almost doesn’t matter, the lesson is in the risk-taking and the doing.”

THE ECOLOGY SCHOOL SACO, MAINE

grades 4-5

Inly fourth and fifth graders spend three days and two nights at The Ecology School in Saco, Maine exploring coastal and forest habitats. The focus of this Field Study is sustainability and learning about the interconnectedness of environments and their inhabitants. “Here we are bringing more reflection to the experience. We are doing, talking, journaling; we are doing, making meaning and thinking about how we apply our experience to the future,” says Jen.

grade 6

CHEWONKI OUTDOOR CLASSROOM WISCASSET, MAINE

Based north of Portland, Maine this two-day, threenight Environmental Education Encampment sees Inly students camping. Students carry their supplies (including a 50lb drum of provisions) to a remote campsite (no vehicle access) and carry them out again. While at the campsite, they sleep in tents, have access to a composting toilet and learn to cook over campfire. “For our sixth-grade Field Study we are emphasizing responsibility and autonomy,” Jen explains. “We are teaching our students how to take higher risks and to see those risks as a learning experience. Of course, we are also continuing with the ‘confidence from competence’ theme.”

“Overall, these ‘right-time’, ‘rightsized’ challenges help our students to build confidence.”

JEN Mc GONAGLE, DIRECTOR OF UPPER SCHOOL

grades 7–8

WORLD OCEAN SCHOOL AND RED GATE FARM, ASHFIELD, MA

On alternate years, The Middle School Field Study is either Ocean School or Red Gate Farm.

Ocean School is a two-night, three-day sailing trip on the 137-foot, wooden, gaff-rigged schooner, Roseway. Surrounded by experiential educators who range in age from recent college graduates to life-long fishermen, Inly students not only experience a program of education (marine biology, knots, navigation, astronomy, etc.), but also contribute to the working of the boat, hone their collaboration and cooperation skills and reflect upon their responsibilities to each other and themselves.

Students are divided into three watches and work on rotations. They sleep on traditional bunks belowdecks and are woken up in the middle of the night to execute tasks important to the running of the ship, like checking the bilges. “Some don’t like it, but we rarely have someone who doesn’t appreciate it,” admits Jen.

The two days and three nights spent at Red Gate Farm in Ashfield, MA give students the opportunity to learn, hands-on, about animal husbandry (feeding, grooming, mucking), farming (planting, watering, harvesting, tilling), sustainable food systems and, more broadly, global citizenship as they see their actions have a real impact on the living, working farm and its surrounds.

In conclusion, Jen says, “Experiential learning provides us with the opportunity to present an interconnected world in a very ‘real’ way to our students. When we do that we enable systems thinking. The problems and opportunities of the next 20 years will absolutely require systems thinking so through experiential learning, and our wider curriculum, we are working to prepare and future-proof our children.”

50 Years of Intentionally Inly

Inspiring Students and Creating Community Since 1973

(top left) Steve Callender, co-founder of The Montessori Community School, with a student in 1970s. (top right) Current Children’s House Two teacher, Nancy St. John, with one of her students.

In 1973, a gallon of gas cost $0.39 (pre-oil crisis high of $0.53, of course). A gallon of milk would set you back $0.62 and the average US home cost $32,500. Also in 1973, a group of five, Montessoritrained educators decided to take the plunge and start their own school in a small house on Watch Hill Drive in Scituate, Mass.

“Our founders were visionaries,” says Donna Milani Luther, current Head of Inly School. “They realized that education could be different. It could be more foundational and transformational and address the needs of the whole human. They shared a deep belief that the factory model of school just wasn’t working.”

The Beginning

Originally named The Montessori

down the way to explore something different. So, on a whim, he did.

“That visit turned everything upside down for me,” he explains. “I couldn’t believe how focused, calm, quiet, kind the children were. I come from an Italian family with everyone yelling at each other. I had to go back and observe three or four times because I was convinced it wasn’t authentic, that there was something in the water, or the kids were being bribed with candy.”

Charles then learned about a Montessori school across the river in Philadelphia and organized a call with the head of that school Mother Isobel, who was trained by Maria Montessori herself. “I went to a Catholic School in Brooklyn, so I wasn’t a huge fan of nuns. I soon realized that she wasn’t that kind of nun,” Charles admits. “I learned more in the two to three hours with Mother Isobel than I had in all of my undergraduate studies.”

is the first cousin of Bette Midler [I never met her]) ceaselessly about the quality of instruction, about how we didn’t get to study the philosophy of law, about why we had to study so much contract and income tax law…” Eventually, Reuben suggested Charles stop in at the Montessori school

After his time with the Montessori protégé, Charles dropped out of law school and began his life-long career as a Montessori educator. During his Montessori training, he met his first wife Jane, and, once they both had graduated, they began looking for a school that would take a married couple. Eventually, they found

parent-run Old Colony Montessori School in Hingham.

“We met some amazing teachers there and formed some incredible bonds. We had all completed the same training, so we were mostly harmonious in our thinking,” he says.

“One winter evening (shortly after the school had proclaimed that – in order to save fuel during the gas crisis - they were closing for a week, but the teachers still had to work in an unheated building) we were gathered in the home of a friend and someone (swinging from a swing in the living room) said, ‘Well, why don’t we start our own school?’ So, we did.”

The group of five spent a furious seven months searching for a space – group member Steve Callender ended up buying the small home and abutting property that we know today as Founders House –and sorting out the paperwork. The town decided it wasn’t safe for the school to operate out of the house, so the team pooled resources – did more paperwork – and put up a modular building in record time.

Doors opened in 1973 with 35 students, mostly children from families that followed the team from Old Colony.

“People were very wary of Montessori

Celebrate With Us!

We can’t wait to gather with students, alumni, parents, faculty, staff, and friends from the last 50 years during this year of celebration!

Saturday, September 17

50th Festival

Join us for a BBQ on the Upper Field as we kick off our 50th year with this annual Inly Family Series event!

Participate in games, and an art project, and mingle with alumni, current and former families, and faculty and staff.

Thursday, October 6

Parent Gathering

We’re taking current parents of all levels back to the 1970s for this 70s themed parent gathering.

Thank you!

Many individuals are generously giving their time and talents to welcome all to Inly’s 50th celebrations. Our festivities would not be possible without their valued contributions.

Saturday, May 13

50th Anniversary Gala

Let’s gather on campus in honor of Inly’s first 50 years and toast to its next 50!

Monday, December 19

Alumni Coffee House

All alumni are invited to come back for this special Coffee House event. Whether you get on stage, or cheer from the floor, don’t miss this opportunity to connect with old friends and teachers.

50 Fun!

Watch for special nods to the 50th throughout the year— throwback social media posts, a walking timeline, top 50 lists, and much more!

Share Your Story

What does TMCS/Inly mean to you? You’ll have the opportunity to share your memories and photos throughout the year.

www.inlyschool.org/50

back then. It was a foreign approach to education,” Charles explains. “There were whispers that we were communists, or a cult, or plain weirdos, or ‘hippies on the hill’. To be fair, we didn’t do much to contradict the rumors,” he admits. They drove around town in an old postal van they’d painted red and grew and shared food from their community gardens.

Over the next few years, through community and consensus, the school grew, launching the first Montessori Toddler House program in 1975. By the fourth year, however, only Charles and his first wife remained from the original group. “I had to deliver telephone books to make enough money to eat,” Charles remembers. “But I didn’t feel like I had permission from the universe to leave the experiment half finished. I worked really hard to bring it about.”

And bring it about he did. By leveraging resources the community offered and harnessing a can-do attitude, in less than 10 years, TMCS had grown to over 100 students and the campus had doubled in size. In 1986, the Upper Elementary program began and in 1990 the land for the Upper Field and parking lot was added. Grades 7 and 8 were opened in 1993 and

in 1995 TMCS honored its first graduating class – of two.

As Debbie Haug, recently retired 34-year veteran of Inly’s front desk, remembers, “My daughter Victoria was part of the first eighth-grade graduating class, one of two. We held the graduation in Cushing Hall.

In addition to a multitude of campus expansions and “enduring the septic pumping uphill,” Charles had taken steps to secure the future of the school. He joined AISNE (Association of Independent Schools in New England) and established a fullyfunctioning Board that included not only parents, but also members of the wider community. “I knew we needed a formal governing body so that we could protect and continue to follow the ethos that started the school,” Charles says.

When the end of 1995 rolled around, Charles realized it was time for him to pass along the baton. “I knew that if I stayed, I’d run out of ideas. The school needed new eyes and new perspective.”

A Rite of Passage

So, after an extensive search for a successor, the Board hired Donna.

“The place just felt so right to me, like it fit,” remembers Donna. “I couldn’t articulate

it at the time, but after my interview I said to Chick [Donna’s husband], ‘I need to get this job.’”

1973

The Montessori Community School (TMCS) was founded.

The school opened with 30 children ages 2–10.

1976

Infant program added.

And, it has proven to be a good fit. Since her first day at TMCS over 26 years ago, Donna has overseen substantial growth at the school not only in terms of student population (from 140 in 1996 to 335 today), but also in terms of culture and campus size.

“When I arrived, TMCS was primarily a preschool. I knew that if we wanted this school to endure, we had to build out our older grades. And, we had to supplement

1982 In less than 10 years TMCS more than doubled in size with 100 students.

1986

Upper Elementary program added.

The early years of The Montessori Community School, including founder Charles Terranova pictured above.

1990

Land for field and parking lot acquired.

the more traditional Montessori learning with more modern elements, focusing on innovation, for example,” Donna explains.

In addition to managing the day-to-day running of the school, Donna has overseen many substantial projects which define the school’s growth, beginning with the creation of the Meehan Family Artsbarn in 2002 through the most recent acquisition and conversion of the new Toddler House and Administrative offices building in 2021.

“When I think about my time at Inly, I just think growth,” says Inly Librarian Shelley Sommer. “It’s the theme that runs through everything.” Before Shelley took up her position, Inly had a part-time, retired librarian from Marshfield overseeing a small collection of donated books for three hours a day in one classroom.

“I remember, on Friday mornings, the library had to move out of the way to make space for karate. Today, we have two full-time staff and check out hundreds of books each week.”

And the library’s growth is a perfect analogy for the growth and change the wider school has experienced.

“What I love about how our library has grown is that it really reflects our school,” Shelley explains. “It reflects our mission, our curriculum – peace education, creativity, the 3-year cycle. It has grown over time to really reflect us as a community. We’re not going to have books about video game characters or pop culture biographies just because they’re popular. We’re focused on putting good words into kids’ heads while they’re here. We’re staying true to our mission, even while we grow.”

As you’d expect, Inly’s growth over the past 50 years into the unique community and school we know today is filled with stories and memories…

1993 Middle School program added.

1995

First graduating class of the Inly Middle School—2 students.

1996

Donna Milani Luther appointed as the new Head of School.

House and land for Founder’s House acquired.

THE STORIES OF TMCS/INLY

How Inly Got Its Name

In 2000, seventh-grade TMCS student Colton was on holiday with his parents in the Caribbean over March break. He and his family got to chatting with a nice older gentleman, who asked Colton where he went to school. Out of the blue he replied, “Springfield Academy.” His parents were surprised, and after the man left they asked Colton why he’d lied. “Because Montessori is for babies,” he said.

“I wanted to make sure alums and other members of our community could be proud to say what school they attended,” says Donna, “so, in 2001 we added a goal to the Strategic Plan – that by the school’s 40th year we’d have a new name that reflected who we’d become.”

The naming committee of six met in the art room weekly for a year to discuss and deliberate. They also organized brainstorming sessions with parents and students. The first decision? It had to be ‘school’, because ‘academy’ was too stuffy.

“We had parameters,” Donna explains. “The new name needed to be short. We needed to be able to build a brand around it. And, we wanted it to be inspiring and unknown.”

After a considerable time, the team admitted they were stuck. “We knew we liked using ‘in’ words – innovative, investigation, inspire, but had no answer,” Donna remembers. “So, one morning I took the committee to Strawberry Fair Restaurant (in Norwell) for breakfast. Cathy Phillips – the Head of the Board at the time – brought along a Webster’s Dictionary. She was flipping through the pages and suddenly stopped. ‘What about Inly?’ she asked. It was perfect – an active word - an adverb, popular during Dickens’ time, but today, no one knew what it meant. It was intriguing and unique. We took it to the board and it was approved.”

In homage to its Montessori roots, Inly kept the tagline ‘Innovative Montessori School’ and the new name was born in 2004.

inly adverb

1: INWARDLY

2: in a manner suggesting great depth of knowledge or understanding : THOROUGHLY

“We had a grand launch,” says Donna. Among other celebratory events, the school had a float in the Hingham parade, had student drummers on the float, which centered around our name and logo, and handed out Inly frisbees.

“Not everyone was happy with the name change,” Donna admits. “TMCS was a very special place and the name meant a lot to the teachers and students. It took around three years for us all to realize that it was a new name, but the same amazing place.”

Marie Flaherty (owner of Native in Scituate Harbor) designed the Inly logo (Monty Montessori), but Joyce Whitman, Inly’s Director of Marketing & Communications, brightened the colors when she joined the school in 2015.

2002

November “barn raising” ceremony for the Meehan Family Artsbarn.

The Legend of Tree-a-saurus

2004

Name changed to Inly School to better reflect the depth of school programs.

2005 Property that is now the Middle School acquired.

As the Inly campus has expanded and classrooms have moved and changed, decisions have had to be made about what to keep and what to scrap.

Standing in the way of the Founders Hall expansion was a large oak tree. “Donna investigated building around the tree,” remembers Inly Middle School teacher Tschol Slade who came to the school in 2006, “but it was prohibitively expensive. So, instead, [in true Inly style] we cut it down and made it into a jungle gym.”

Aptly named Tree-a-saurus provided many Inly students with hours of fun until it became unsafe and was left to rot back into the earth.

2006

Modular added to Middle School.

2012 Outdoor Classroom (Sunflower Hill) property acquired.

How Inly Got Its Cows

Unsurprisingly, another student sparked change at TMCS/Inly after the raising of the Meehan Family ArtsBarn in 2002, by asking Donna, “If we have a barn, where are all the animals?”

So, when the Hilltop Steakhouse in Braintree closed in 2013 and announced the plan to auction off the fiberglass cows that graced its property, Chick Luther (dressed as a cowboy) jumped into his truck and made his way up Route 3. He purchased five of the cows, but three days later when a team went to collect them, they realized some of the cows were fixed to the concrete with rebar and wouldn’t budge. “So, we had to call a parent who had a bulldozer to come and dig them out of the ground,” Donna recalls. “It made the local paper.”

At the auction event that spring, Donna sold the painting and naming rights for each cow for five years. Most recently, the cow closest to the parking lot has been painted by students to represent Belonging.

The Day the Climbing Club Began

In yet another example of a studentled initiative, one afternoon found two Inly Middle School students “troublingly, breathtakingly high” in an oak tree that used to stand in front of the Middle School. “So, after that, we had to start a climbing club and would drive a group of students to New Bedford [the closest climbing school] once a month,” remembers Tschol.

And student-led initiatives continue to be a hallmark of the school—The Middle School Pizza Business, The Middle School Tea Business, A.S.K. (Arctic Saving Kids), the twice-yearly Middle School Coffee House event, to name a few.

“The clubs of before are both similar and different to the clubs of today,” says Shelley. “It’s another example of how we’re holding true to our spirit and our values, but we’re continuing to evolve.”

The Halloween of the Two Donnas

Inly’s Halloween tradition is long-standing. The parade, the performance of Skeleton Bones and the Inly Players’ play reveal are family favorites, but, for Margie Morgan, a Lower Elementary teacher who joined Inly in 2001, one particular Halloween stands out.

“One year, Bill Filbach (former TMCS Business Manager and school math teacher) dressed up as Donna,” Margie remembers. “He went to Donna’s hairdresser and had his hair cut and dyed the same as her, dressed in her clothes, put on make-up and her jewelry—he looked just like her.”

She continues, “Donna had no idea, so you can imagine her surprise when she saw him at the top of the arrival line waving at everyone during the morning drop off. Everyone thought it was her. It was hilarious!”

2016 Added Grealish Family Pavillion with da Vinci Studio and new library,

in addition to six new classrooms, think tank, and meeting room.

2017 Created the Discovery Trail with a nature path and story trail through woods.

2021

New Toddler House opens.

2023

Inly’s 50th Anniversary

How Carlos Got Its Name

“In 2006, we ran a scavenger hunt as a first-day-of-schoolactivity,” recounts Tschol. “One of the items on the list was to submit a name for the modular building recently attached to the Middle School. Lindsay Silver put down ‘Carlos’ as her entry. I don’t know if she was just being funny, but it stuck.”

The mmy Story

And to cap off the TMCS/Inly lore, we have what Charles lovingly refers to as, ‘The Timmy Story’:

Timmy was a local preschooler who was struggling with vocabulary, and literacy more generally. The TMCS Director of Admissions at the time knew him and thought TMCS could really help him. So, she put him in Charles’ CH classroom. Throughout the day Timmy would bring Charles different objects and would ask Charles for their name. Timmy would then repeat the name.

“What’s this?” Timmy would ask.

“A glass Timmy,” Charles would reply.

“A glass, right?” Timmy would ask.

“Right Timmy, a glass.” Charles would confirm.

Things continued in this way for months. And, it worked. Timmy’s vocabulary grew by leaps and bounds.

One day, an esteemed and elderly Montessorian came to observe Charles’ classroom. She watched Timmy get right to work. He rolled out his mat. He took each red rod and placed it carefully on his mat. He did his work. Once finished, he put each red rod carefully back and rolled up his mat.

“She was cooing like a pigeon as she watched this child working carefully, diligently, independently,” Charles recalls.

Then, finished with his red rod work, Timmy went in search of something else to do. He settled on a Practical Life work with a pitcher of water and three crystal glasses on a tray. “Crystal glasses,” says Charles, “what was I thinking?”

As Timmy was looking for a space upon which to set his tray and glasses down, a loud noise came from the hallway outside of the classroom. Timmy turned toward the noise and, as he did so, the tray in his hands became unstable and tipped – the entire contents falling to the ground. Water and broken glass everywhere.

Timmy looked up at Charles.

“Oh sh*t, right?” asked Timmy.

“Right Timmy. Oh sh*t.” Charles confirmed.

What Will The Future Bring?

Now retired, Charles says, “It’s funny, when I graduated from high school, I was presented with the Future Teachers of America award. As it was given to me my Principal said, ‘We know you’re going to be a great teacher.’ I said, ‘I don’t want to be a teacher’ and tried to give it back. I think I still have it around here somewhere.

As Georgie Gladdys, Inly Children’s House Teacher who joined the school in 2007 says, “There is no other place on earth, on this planet, like Inly. We have had growing pains, stagnant pains, poor pains and loving pains, but we persevere knowing that Inly will be, as long as there are people who want a nurturing and loving education for their child and family.”

And finally, Donna says, “Through it all, we have kept true to our clarity of purpose; we remain student centered. We are intentional in the creation of our environments and focus on teaching to the whole child. We follow the child, we teach them how to learn, how to discover who they are. We want them to be their best selves and we give them the tools to make it happen. And, we continue to build the scaffolding for the future – adding innovation courses, building capacity, always looking at the next thing, but being grounded in our spirit and purpose.”

community

Meet Inly’s New Director of Inclusion and Instruction

kate thomas

BY LEAH DERING-RIDLEY

’ve always attended independent schools,” explains Kate Thomas, Inly’s newly appointed Director of Inclusion and Instruction. “We moved around a lot when I was a kid, all around Massachusetts, to DC, to California (both of my parents are engineers in the air force) and, in particular, my time at Meadowbrook School [in Weston, Mass.] definitely shaped my path.”

Kate, a former college cheerleader, yoga instructor, horsewoman, animal lover (and current owner of one cat (Duke aka Kitty) two dogs (Daisy and Tucker) and an avid watcher of “RuPaul’s Drag Race,” remembers a particular “a-ha” moment that came as she reflected on her middle school experience at Meadowbrook.

“I loved my relationships with my teachers there. I felt seen, I felt known, and I felt like they were invested in getting to know me,” she explains.

In fact, it was so impactful that, “as a college kid I hand wrote two letters – one to my former head of school and one to a classroom teacher – thanking them for the experience. I mean, what college kid writes a letter and goes out looking for a stamp? It was then that I realized I wanted to give that feeling of being really seen to other kids, so I pursued a career in education.”

After graduating with honors from Salem State University in

Salem, Mass. with a BA in Elementary Education and Teaching, Kate received her Masters in Education, with a focus on 21st Century Learning, from Lesley University in Cambridge, Mass. And from college she dove straight into teaching.

Kate’s first job out of college was at the Fessenden School, an independent boys’ boarding and day school for PreKindergarten through 9th grade located in West Newton, Mass. “I was teaching preschool during the day and for two and a half nights a week and every other weekend, was dorm parent to 16 middle school boys. I learned a lot, but mostly about how important it is to build relationships with the whole child.”

Kate explains how she was one of the few BIPOC faces on campus at Fessenden and how students of color would gravitate to her dorm to hang out. “It was my hardest and most favorite responsibility,” Kate admits, “to provide a safe space and be a 210% advocate for those students.”

Next, Kate moved to Maine to teach second grade and establish the boarding program at Berwick School as well as create and implement a culturally competent social studies curriculum, which included character education and social/ emotional learning.

During this time, and while attending the 2018 People of Color Conference in Nashville, Tenn. hosted by the National

Association of Independent Schools (NAIS), she, and several other young teachers of color, identified the need to create a network and a safe and supportive space for other young black educators, and so founded Black Royalty – an organization whose mission is to “revolutioniz[e] education by supporting, recruiting, and retaining educators of color in the pursuit of educational excellence” through mentorship programs, social events and professional development opportunities.

Finally, prior to coming to Inly, Kate found herself back at her alma mater, Meadowbrook, teaching third grade.

“I had three, distinctly different years at Meadowbrook. Each of them giving me an opportunity to take stock and evaluate what was really important to me.” She says the pandemic gave her the chance for perspective and she realized that her true

our community

passion lies in human connections, mental health and the work of inclusion and belonging. “I am an educator who is deeply committed to centering diversity, equity and inclusion at the heart of students’ educational experiences.”

Kate has presented and hosted workshops on the topics of Diversity, Equity, Inclusion and Justice (DEIJ) at several AISNE conferences (the Association of Independent Schools in New England) as well as conferences run by the National Association of Independent Schools (NAIS). She has facilitated a variety of DEIJ-focused and race-based affinity groups for students and adults and, for several schools, has developed culturally competent language arts and social studies curricula that incorporate current anti-racist and inclusive best practices.

When asked what drew her to Inly, Kate replied, “This is a very special independent school. I felt it driving onto the campus and seeing the color everywhere, and the cows. There’s joy here. I had fun connecting with everyone through the interview process and feeling passionately united in the idea that we are responsible for teaching the whole child.”

“Kate is coming to Inly at a good and important time,” says Dr. Keith Hinderlie, Inly consultant and licensed psychologist and educator with over 20 years of experience in the areas of psychology, personal development, education, leadership, cultural diversity, inclusion, and multicultural competence. >>

Kate leads a DEIJ workshop with high school students at Berwick Academy.

This is a very special independent school. I felt it driving onto the campus and seeing the color everywhere, and the cows. There’s joy here.

KATE THOMAS

our community

I recognize that this work is personal and it’s sensitive and that everyone is at a different point along their journey.

KATE THOMAS

“I have been working with Inly for about a year now and recently was able to visit the campus and see the school in action,” he explains. “It’s clear that school leadership wants to work to be inclusive and to provide a sense of belonging as well as to increase the diversity of both the student population and the staff. I am impressed with the progress and commitment to the work they have shown. That commitment is a good indicator that change can and will happen. The potential is real.”

Head of Inly School, Donna Milani Luther says she’s excited to welcome Kate to Inly.

“Since 2015, we have intentionally taken a very thoughtful and systematic approach to furthering our commitment to DEIJ work. Our hiring of Kate as our new Director of Inclusion and Instruction is one more step along this path.”

Kate will be a member of Inly’s Senior Leadership Team and a member of the school’s Equity Advisory Council and, as Donna explains, “will be working in classrooms and with teams of teachers and staff to find even more ways to embed equity, inclusion, anti-racism and anti-bias practices into our Montessori+ curriculum.” Kate will also focus on sustaining and strengthening current Inly initiatives and developing mindful and innovative school-wide practices and programs in the areas of equity and inclusion and belonging.

Multicultural and anti-bias activities are intentionally included at each level of an Inly education to create a culture of inclusion.

Toddler House Reading books like The Color of Us by Karen Karr provide Toddlers with the opportunity to observe and think in a safe, supportive environment.

Children’s House Following a reading of The Skin You Live In by Michael Tyler, Preschool and Kindergarten students explore their own skin to make predictions.

Lower Elementary Teachers read the book Say Something by Peter Reynolds which models different ways students can tell their family, community and the world who they are and who they want to be known as. Students then write follow-up work using sentence starters such as “I am”, “I believe”, “Together we can” and “I wish” to use their own voice.

Upper Elementary Students read the book Dumpling Days by Grace Lin which describes different experiences the main character has on her journey to self-discovery and acceptance. Students design and create a project that represents their individual identities.

When it comes to forming bonds with her students, Kate is all in! Here, she participates in a field day at Berwick Academy.

Kate is looking forward to building true partnerships with the Inly community. “I don’t have all the answers, but I do have resources and experience and I want to work with everyone to move forward in this work.” She continues, “I recognize that this work is personal and it’s sensitive and that everyone is at a different point along their journey.” In conclusion, Kate says, “I think a marker of success will be when people feel comfortable coming to me with anything. I want to hear from people. Send me an email. Pick up the phone. Stop by for a chat. My door is always open.”

Middle School Students read and discuss the book The Outsiders by S.E. Hinton which explores the idea that people who don’t know us might see us differently from how we see ourselves. For a culminating project, students represent this conflict of identity by making masks. The outside of the mask represents the way others see them, and the inside represents how they see themselves.

our community

new faculty & staff

Kim Menzel

Toddler House One

Kim comes to Inly with over 15 years of teaching experience and will join TH1 as an assistant teacher. Most recently, Kim has been the music, art, and enrichment teacher at Over the Moon Parenting in Norwell for children aged birth to 4 years old. In her spare time, you can find Kim volunteering at the Scituate Animal Shelter as she is an avid animal lover.

Kate Bray

Toddler House Three

Kate is joining the Inly family as the new TH3 assistant teacher. While she has over 15 years of professional experience in project management and business development, she most recently spent the past two years as a Toddler House Assistant Teacher at Bay Farm Montessori Academy in Duxbury. With her family’s recent move to Norwell, Kate is thrilled to be part of the Inly community as both faculty and parent—her two children, Lily and Hank will be starting in Children’s House!

Erin Glynn

Children’s House Two Assistant

Erin will be the new CH2 Assistant Teacher and is a skilled and dedicated nature and art teacher with over seven years of experience teaching pre-k to elementary-age students. A resident of Rhode Island, she has previously worked at Montessori Children’s House in Providence, Elements Nature Program in Bristol, and Little Peeps Montessori-Naturskola in Little Compton. She is looking forward to taking her students outdoors around the Inly campus.

Shannon Donahue Children’s House Full Day

We are thrilled to welcome Shannon to Inly as the full-time Children’s House full day teacher for 3 yearolds. You may recognize her as she previously worked at PM Club and as a summer camp counselor. Shannon holds a Massachusetts licensure in Early Children Education PreK-2 and previously worked at Squantum Elementary in Quincy.

Jane King Flynn

Lower Elementary One

We are excited to welcome Jane into the LE1 classroom. She has been teaching at Hatherly Elementary School for the past 5 years after obtaining her M.Ed. from Fitchburg State University.

Sarah Peterson

Development Associate

Sarah will be joining the Advancement team as the Development Associate to help meet the strategic development goals of Inly. Sarah has extensive experience working in development through events, donor relations, retention, etc. Most recently, Sarah worked at Notre Dame Academy as the Associate Director of Admission. She is excited to join the Inly community.

CLASS OF 2022

The time here at last has gone by so fast and looking back I took so much of it for granted. know I will miss the constant evolution of nicknames, laughing until my stomach hurts, the mindless rants, the cardinal that seemed to follow us everywhere, the unsettling smell of a new house, and the amazing feeling of making new friends. I know that this isn’t goodbye forever, but I know there is going to be no more loud independent times, or long world classes and most of all there will be no more first days at Inly School.

CHARLOTTE CHISHOLM

Looking back on the years I’ve been at Inly, I now see what’s so special about volunteering for a job or vacuuming. Learning to be helpful can come in all shapes and sizes. A gradual increase in skill is not problematic. It’s normal you must crawl before you walk and walk before you run. You don’t need a momentous feat for help to be appreciated.

BEN BEST

But something in common between all of my relationships is that they keep me grounded and each reminds me of how I’ve grown. My Inly family, and my parents remind me of my childhood. In children’s house I remember loving to sleep. Anytime I could, I would fall asleep on the rug and oh! I was in heaven. I’ve grown a lot since them, but this actually hasn’t changed much. My family in Africa reminds me of where I came from, a struggling mother trying to give her children a new life in America, a second chance. I remember a couple of years ago I wrote a letter to my biological mom giving her an update on how I’ve been and what I like to do. Six months later I got a letter back from her and one thing that stuck out in that letter was how proud she was to see that I was doing well in school.

ASTER COLLINS

Charlotte Chisholm

Aster Collins Ruth Collins William Detwiler Jack Durso Matina Haseotes William Kaplan

Cyrus Aguiar Ben Best

I have been at Inly for most of my life, and it has shaped me into the person who I am today. I know that sounds cliche, but it is true. When I was writing this speech I was told not to make it a love letter to Inly, but I think that will be pretty hard because Inly is awesome. At Inly I learned to step out of my comfort zone and to try new things. That lesson is incredibly important to learn. Being able to step out of your comfort zone allows you to build character, be more brave, and to be able to handle challenges easier. After all It was Master Shifu from Kung Fu Panda that said “If you only do what you can do, you will never be more than you are now”

THEO MARTELL

I could have never imagined that I would make such amazing friends, and I know that no one will ever compare to my friends. I fear that I took them for granted and didn’t realize how little time I had left with them. I know that I will always love them and that love came from the hard times and the good times.

CAITIN TYRRELL

Another thing that I love about Inly is the community and the people. I love the fact that everyone knows each other and that you are able to talk to different age groups … I love a community where we are all connected and are all friends with each other. We all get along and I have learned to talk to different people at Inly.

JACOB VAN RIEL

Class of 2022 Tiles: It’s an Inly tradition for each graduating student to create a ceramic tile to hang in the Middle School as their own personal legacy.

Charles Lodemore

Theo Martell Louisa Orth Vivian Rizkalla Caitin Tyrrell Jacob van Riel

Camden Witkos

Alec Whitmore

our community board of trustees

Atevery monthly meeting, the Board of Trustees hears stories that exemplify how an Inly education allows our students to grow with the “joyful curiosity, courage, and compassion” inherent in our school mission. Inly students are starting a “Save the Earth” club, coding robots in the DaVinci Studio, educating the community at Morning Share on LGBTQIA identity issues, bravely singing their hearts out onstage in their class plays, and developing independence and confidence on overnight field study trips.

Inly Trustees serve as stewards of the school, making sure the school mission is always top of mind, while overseeing the strategic planning process and ensuring the School’s financial stability. At this year’s “State of the School” presentation to faculty and staff, the Board highlighted the many accomplishments of the past year, including:

• Completion of the dual accreditation process by AISNE and AMS, with high marks and commendations for Inly’s faculty, staff, and Board leadership;

• Opening of the new Inly Toddler House building which provides a much-needed option for highquality, Montessori-based childcare in our community;

• Trustee participation on the Equity Advisory Council and the hiring of a Director of Inclusion and Instruction;

• Completion of a feasibility study to explore future opportunities for Inly’s campus and programming;

• Increased compensation and benefits for Inly’s faculty and staff;

• Education and engagement across the community to deepen our collective understanding of diversity, equity, and inclusion issues at Inly;

• Strategic planning conversations with the Board and the Senior Leadership team to identify strategic priorities and partnership opportunities.

The 2022-2023 school year will be Inly’s 50th Year, an important and celebratory milestone for Inly! The Board of Trustees continues to set the foundation for smart growth and continued success for the next fifty years. Under the innovative leadership of our Head of School, Donna Milani Luther, Inly is delivering on its mission to challenge and support our students to become curious and courageous learners. There is joy on campus and the future is bright!

Paul has been a parent to 5 children at Inly, has served on the Board of Directors in various roles for roughly 18 years, and has participated in all of the Inly Players shows. He appreciates the acceptance and support shown by the entire Inly community, which fosters a comfortable environment for every child to pursue their passions.

In addition to serving as a trustee on the board, Conor has three children at Inly, a son in LE and twin daughters in UE. Conor is continuously amazed by the seamless intentionality that flows behind the scenes at Inly to elevate the students as leaders, learners, and stewards of our future.

PRESIDENT

Stacey is a parent to a 2022 Inly graduate and newlyelected president of the board. She has thoroughly enjoyed her family’s journey at Inly and praises how wonderful it has been for her son to learn and grow.

Davenport is an Inly parent of three (2 alumni and 1 current middle schooler) and believes the trust of the community, the talents and attributes of the faculty, and the creativity and progressive ideas are the best things about Inly.

RETIRING PRESIDENT

We are so grateful to Davenport for his dedication to the Inly community as Board President for the past 9 years. He has always been quick to offer a smile, words of encouragement, and sound advice.

DAVENPORT CROCKER

STACEY BEST

PAUL ANTICO

CONOR COOPER

TREASURER

New to the Board this year, Alvin lives in Scituate with his wife, Megan and Aiden and Maddie, Lower Elementary students.

Charles and his wife Kim live in Hingham with their three children, Quinn (LE), Nora (UE), and Austin (MS). Charles is new to the Board this year.

Moira served on the board of the Association of Independent Schools in New England where she met Donna and was introduced to Inly.

Ryan joined the Board this year. He lives in Hingham with his wife, Britt and son, Axel who will graduate from Inly in 2023.

our community

ELIZABETH FEEHERRY VICE PRESIDENT

Elizabeth and her family (husband David Fish, William, LE and Caroline, UE) found Inly in 2014 when they were looking for a Montessori school that would not only provide an exceptional academic foundation, but support socialemotional growth. Her favorite thing about Inly is the school’s mission of "joyful curiosity."

SANDY KRONITIS-SIPOLS

Sandy discovered Inly when her family moved to the area in 2003. She loved watching the pure joy of her daughter going to school and being so excited and engaged in learning.

Adam is a parent of four Inly students, Soli, 9, Maeve, 8, and twins, Sam and Shae, 6. He was skeptical about sending their first child to Inly until he saw the incredible, family environment.

Ingrid is the former head of Cambridge Montessori School and was part of the AISNE team that visited Inly during our accreditation process. She joined the Board this year.

Lisa has been an Inly part for 14 years and has developed a strong connection to our school. The Montessori-based curriculum has given her children (Chase ’19 and Caitin ’22) an amazing education that helped shape them as lifelong learners and global citizens.

RETIRING TRUSTEES

Sincere thanks to Elle Hanson P’19, ’23, Polina Haseotes P’22, ’24 and Justin English for serving on Inly’s Board of Trustees and volunteering their time, energy, and insight.

ALVIN DELGADO

ADAM RUSSO

LISA TYRRELL

RYAN PEÑA

MOIRA KELLY

CHARLES HALEY

CLERK

DR. INGRID TUCKER TREASURER

hooked on science

ALUMNA PROFILE

Julea Vlassakis, Ph.D.

By the time Julea Vlassakis was a junior in high school, she was “hooked on science.”

Having attended Inly (or the school formerly known as The Montessori Community School (TMCS)) from Children’s House through Middle School, Julia credits the experience with setting her up to pursue the career she has now: Assistant Professor of Bioengineering and Director of the Microtechnologies Laboratory for Pediatric Oncology at Rice University in Houston, Texas.

To be fair, Julea really only attended one year of “Inly” and, in true Montessori fashion, wore her TMCS t-shirt to the 2004 name-change celebration in protest.

“I think my education at TMCS/Inly really shaped my world view.

40 INLY SCHOOL Julea, second from left, with her team from the Vlassakis Microtechnologies Laboratory for Pediatric Oncology at Rice University.

JULEA VLASSAKIS, PH.D., INLY CLASS OF 2004

Not only did I learn how to be a part of, and play a role in shaping, a respectful and caring community, but also the independence and ability to set my own agenda in the classroom and the focus on collaboration and cooperation and learning how to use everyone’s various skills to solve problems is directly applicable to the work I’m doing today. We know we can’t cure cancer on our own; it’s a team endeavor.”

Her 8th grade, weeklong internship at the Howard A. Smith Center for Astrophysics at Harvard University (during which she mostly did data entry), primed her for internship the following year, also at Harvard, as a research assistant in the Prentiss Lab, where she began her exploration of the mechanical properties of DNA and DNA repair.

“My first week in a biophysics lab was eye-opening. It was a trial by fire and took me instantly from space to biology,” explains Julea. “We were asked to find answers to some pretty complicated questions, but my education at Inly taught me that there must be some sort of process and if you follow that process good things happen. It also helped me to feel confident in a new, and pretty daunting, environment.”

The Prentiss Lab internship blossomed into an every-summer research position until Julea graduated

from Smith College with a double major in Chemistry and Physics in three and a half years.

“It really was in undergrad that I discovered my love of research,” Julea says. “Since I finished my degree with a free semester, I decided I wanted to spend some uninterrupted months diving into a research project. I had been reading about bio diagnostic sensors and ways to measure bio events and about designing tools to help us answer questions we can’t even ask yet, but I didn’t have the training, so I decided to head west.”

One semester and four years later, Julea graduated with a Ph.D. in bioengineering from the University of California, Berkley/San Francisco.

Both as a graduate student fellow and as a postdoctoral scholar under the advisement of Dr. Amy Herr, Julea explored advances in design technology that allow researchers to measure protein changes at a single-cell level.

Changes in proteins give cells their structure and help them move around the body. “In pediatric cancers, in particular, there’s generally a single mutation – when a protein is capable of binding to cell DNA and changing the way a cell acts in the body,” explains Julea. “We care about measuring and analyzing these changes because they

can lead to a spreading of that mutated cell and, if we can measure and analyze it, perhaps we can find a way to interrupt it at the cellular level.”

And that’s where Julea has chosen to focus. She is now leading a lab in the Department of Bioengineering at Rice University that aims to “advance targeted and precision therapies for pediatric cancers to increase survival rates and minimize life-long impacts of treatment.” More specifically, her lab focuses on designing and applying “tools to study changes in molecular interactions at the micro and nano scales of proteins and cells” in order to “uncover new therapeutic targets.”

It’s early days for Julea’s lab, with renovations completed in January of this year. She is currently mentoring three Ph.D. students and a research scientist, but hopes to build the lab to a total of 10 to 12 people.

“It’s funny,” remembers Julea, “in a college interview, I was asked what I would do if I ran a lab. Among other things, I said I’d get a popcorn machine. We have a coffee machine at Rice, but no popcorn machine, yet. We did discuss a beanbag chair though. I think I need ask my students to think more broadly about their wish list.”

In addition to a popcorn machine, her future plans include bringing on

I think my education at TMCS/Inly really shaped my world view… the focus on collaboration and cooperation and learning how to use everyone’s various skills to solve problems is directly applicable to the work I’m doing today. We know we can’t cure cancer on our own; it’s a team endeavor.

some undergraduates and perhaps even organizing some outreach visits from middle and high school students.

“I feel so privileged to be mentoring Ph.D. students and other members of the lab, to help them find that path in bioengineering – whether it’s lab research or moving into pharmaceuticals, or being a patent clerk, or an advocate, or lobbyist. I would also love to be able to show younger students that this is a real job. This is what it really means to be a scientist.”

And with two patents, 11 peerreviewed and published journal articles and over having raised over $2.5 million in research funding under her belt, what advice does Julea have for today’s Inly students?

“Follow whatever piques your curiosity. Find ways to meet people who can give you more information. Find ways to practice if you can do it yourself. Follow that curiosity wherever it takes you because it can bring you to some really amazing places.”

Inly’s 2004–05 Middle School class, pictured with teachers Caren Baker, Rob Bishop, Bill Filbach and Julie Kelly-Detwiler: Thomas Anderson, Aaron Berard, Robbie Canning, Anna Cooper, Emma Goldhammer, Francesca Gratta, Lawrence Hanley, Sally Meehan, Slaine Pepi, Teddy Poppe, Tim Ryder, Peter Sanchez, and Julea Vlassakis.

The Vlassakis Microtechnologies Laboratory for Pediatric Oncology at Rice University

Follow that curiosity wherever it takes you because it can bring you to some really amazing places.

JULEA VLASSAKIS, PH.D., INLY CLASS OF 2004

Lucy Knox, class of 2012, returned to Inly this past spring to speak at our annual auction. Lucy reflected on Montessori, the impact her mother had on her, and the gratitude she has for her time at Inly.

Good evening Inly community,

My name is Lucy Knox and I graduated from Inly in 2012 after spending eleven years as a student here. I’m delighted to be back here tonight to share a little bit of my gratitude for this institution that has shaped my life in really meaningful ways.

I’d like to begin with the individual that shaped my experience of Inly most profoundly. That was my mother, Liz Knox. Many of you may have known her from her devoted work at the school — she was the Director of Communications for over a decade and later had a role in admissions as well before passing away from cancer in 2015. She loved many things about Inly, and as we all know there are many things that make Inly unique, but what was most important to her and, in turn, to me, is the Montessori teaching that’s the bedrock of everything that happens at Inly.

I remember being very tuned in to the Montessori pedagogy when I was a student here. I remember working through each material — the sandpaper letters, bead chains, pin maps, fundamental needs, grammar symbols— with a working understanding of its purpose. Surely some of that — especially the early stuff — came retrospectively.

Indeed, I learned a lot more about Montessori education during my hero box project in Upper Elementary. I’m not sure if you all still do that project but I chose Maria Montessori as my subject and made a nesting replica of the pink tower out of balsa wood that fit within the wooden cigar box we were each given as a canvas. In research for the project, beyond all that my mother had already taught me about Montessori, I began to explore her concepts further and develop a real appreciation for what my teachers were doing in the classroom every day. They always challenged me in really intentional ways, I was always met with a new question or a new way to think when I needed it in the classroom.

All this stimulated plenty of intellectual curiosity as I continued to move through the school. It also nourished what I think is one of the most important skills to be gained from a Montessori education — the skill of self-reflection. The entire Montessori philosophy is predicated on children’s innate love for learning. It is undoubtedly effective at recognizing and nurturing that. But being clued into that conversation was, for me, a huge part of it as well. Some of that is embedded in the classroom itself, but I also remember countless conversations with my mother about my schoolwork to which she would bring the perspective of her Montessori training. That made it all feel like I had a real stake in my own education and made me want to always push my mind further.

After graduating from Inly, I went on to attend Phillips Exeter Academy, where the independence and inquisitiveness that I honed at Inly served me very well in terms of academic preparedness. After that, I studied history and writing at Cornell University, from which I graduated in 2020. I now work for a professor at HBS in bringing the case method to high school teachers across the country to enrich their history and civics curricula and pedagogy. In each of these situations where I closely consider what constitutes “best teaching practices,” what I find that it most often boils down to is a responsive approach to student needs — one that honors their developmental needs and the unique qualities of their minds — something that Montessori education has been doing for over a century.

This perspective allows me to look back on my life at Inly with immense gratitude that this is the school I grew up in. I feel blessed that I can look back on what I did in middle school and be proud of it and understand how it has served me since. I think that’s one of the most important things to be gained from an Inly education, it’s a lesson that I hope each of your children will carry throughout their lives beyond Inly, and what we’re all here tonight to support. Thank you.

2008

After graduating from Inly in 2008 Gabrielle Hunt received her B.S. in science and chemical engineering at Northeastern University. She graduated from the University of Pennsylvania with a MEd in secondary education and has been a chemistry and physics teacher at Milton Academy. Gabrielle recently got married and is expecting her first child whom she is looking forward to teaching all about science!

Then & ThenNow Now

2012

Lucy Knox attended high school at Phillips Exeter Academy and graduated from Cornell University in 2020. She works for a professor at Harvard Business School to bring the case method to high school teachers across the country and enrich their history and civics curricula and pedagogy. Lucy came back to Inly this spring to speak at “Spark! Ignite the Night for Inly,” our annual fundraising event.

2014

Ashley Antico graduated from Boston College this past spring. After traveling to Paris over the summer, Ashley is ready to take everything she learned at Inly and BC into her new job at Gupta Media in Boston.

Since graduating from Inly School and attending Champlain College in Vermont, Quentin Hill has embarked on a new venture. With his partner Lauren, Quentin

has opened The Black Cat, a new scratchkitchen featuring homemade breakfast sandwiches and baked goods in Cohasset. Quentin makes all of the homemade breads and the establishment focuses on using fresh ingredients. Be sure to stop in!

2019

Ava Knight is going into her senior year at Hingham High School. She plays volleyball and works as a hostess at a local restaurant. She has been an Inly camp counselor for the past 2 years.

2015Marty Morris is currently a junior at Skidmore College and studying for his B.A. in business with a minor in education and gender studies. Marty is also embarking on a new journey with his family, as they are moving to Victoria, Canada. He has been a camp counselor at Inly for 5 years.

2018

2016

Louise Benning will be entering her junior year at American University in Washington DC this fall. She is majoring in public health and is in the process of completing her training as an EMT.

Sam Benning just graduated from Scituate High School and will be starting his collegiate career at the University of Maryland to study business in the fall. Sam was a standout athlete at Scituate, playing basketball, golf, and as a member of the track and field team. Sam achieved a number of accomplishments during his four years at SHS, he was one of four Division 2 basketball players in the state named to the All-Academic team, vice president of students government, and named to the National Honor Society.

Wesley Fennell just graduated from Boston College High School and credits Inly for giving him the confidence to communicate more effectively and easily make friends. He plans on traveling Europe this coming year.

After Inly, Josie Nicholas attended Stoneleigh Burnham School where she enjoyed horseback riding and participating in the The British Horse Society (BHS) Program. Josie plans to attend Mount Holyoke College in the fall.

Phoebe Simpson is entering her senior year at Kents Hill School where she is a student ambassador, on the National Honor Society, and a student-athlete, playing softball, basketball, and soccer. Phoebe is an avid artist and has been painting the Inly parking spots for the last 5 years. She was thrilled to join the Inly Summer Camp family as a counselor this year.

advancing inly

A MESSAGE OF GRATITUDE TO THE INLY COMMUNITY

s we celebrate another extraordinary year at Inly School, on behalf of the Board of Trustees, I want to express my deep appreciation to the Inly community for making a difference with your gifts to the Inly Fund and the Spring Auction. In a year of continued uncertainties, your support helped us surpass our highest fundraising goal in the school’s history and provide our students and teachers with incredible opportunities to learn and grow together. Every single gift matters, and we are so thankful for your generosity.

This year’s Inly Fund theme was “The Power of Community” and we embraced the return of many beloved Inly traditions, including the Fall Festival, field trips, team sports, the return of the Inly Players musical, and overnight experiential learning trips that allowed our students to gain independence and confidence away from the Inly campus. Your gifts also funded the inaugural Artist-In-Residence program, Parents Group speakers, tuition assistance, DaVinci Studio programming, and much more. We celebrated the creation of the new Diversity, Equity, Inclusion, and Justice Impact Fund at Inly School, raising $25,000 to directly support affinity groups, professional development, classroom materials, and outside speakers.

Thank you to our 2021-22 Inly Fund Co-Chairs, Danielle Flam, Liz Graham and Amy Massey, and all our Inly Fund volunteers, for helping Inly raise over $256,000 in gifts to the Inly Fund! As is true of most independent schools, tuition alone covers only about 89% of the

cost of an Inly School education. Gifts to the Inly Fund help us bridge that gap and provide vital operating support for our academic, arts, sports and experiential programs.

Our fantastic Inly Auction Chairs, Sarah Fairbanks, Maria Monaco, and Kelly Russo, ignited a spectacular return to in-person fun and celebration with Spark!, Inly’s Spring Auction. This event was made possible through generous donor support and grossed over $205,000, which will “spark” many new opportunities for our students in the coming school year!

We extend our tremendous thanks to our dedicated faculty and staff who are the heart of our community. The faculty and staff, led by Inly Fund committee chairs Ellyn Einhorn, Georgie Gladdys, Caroline deLima Rubb, and Sarah Dolan, continued their robust support of the Inly Fund.

We also thank our Inly Grandfriends who support Inly with an annual gift as part of the Grandparent Giving Circle, as well as all of our dedicated alumni for their ongoing participation in the life of Inly School.

Thank you to all our volunteers, donors, and partners for powering so many opportunities for our community!

Sincerely, Elizabeth Feeherry P’26, ’29 Trustee, Development Committee

thank you!

Giving is not just about making a donation. It’s about making a difference.

– Kathy Calvin, Former President and CEO of the United Nations Foundation

FUND

CLASS OF 2022 LEGACY GIFT

DA VINCI MAKER

MIDDLE

DONORS TO THE INLY FUND CONTRIBUTING OVER

Countless

NEW

GRANDPARENT GIVING CIRCLE

SPEAKERS

LEARNING SERVICES TEACHING FELLOW AND OCCUPATIONAL THERAPIST

78 Teacher Wishes Granted

supporting materials to enhance learning in the 2022-23 school year including: Playhouse for TH Playground Land, Air, Water Mats for CH Classroom Library Books for LE Visiting Ecology Educator for UE Microscopes for MS Garden Box Kits for Outdoor Classroom Lego Classic Kits for da Vinci Studio Team Building Games for Athletics Wireless Lapel Microphones for Performing Arts and much more!

the Diversity, Equity, Inclusion and Justice Impact Fund

DEIJ WORKSHOPS AND SPEAKERS: Liza Talusan, PhD Keith Hinderlie, PhD Jamele Adams, Scituate Public Schools DEI Director

Passport

GRATITUDE REPORT

LIST OF DONORS

Key to Symbols

Inly Fund

Donations to the Inly Fund, the annual giving program, support the operations of the School and ensures our continued excellence in education.

Inly Fund Leadership

Giving Circle

Leadership Circle donors make an annual donation of $1,000 or above to the Inly Fund.

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.

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.

Special Gifts

Donors who have generously supported a specific need of the School.

8th Grade Parent Legacy Gift

A tradition of generosity, parents of 8th graders make a gift in honor of the graduating class.

INDIVIDUAL DONORS

Donations listed are for gifts and pledges received between July 1, 2021 and June 30, 2022. Every effort has been made to ensure the accuracy of this report. Please report any errors or omissions to the Development Office.

Anonymous (12) Jessie Abdow

Kerry Adams

James and Sarah Adamson Vanessa Aguiar

Stephanie Allison

Scott and Deborah Anglehart Peter and Linda Antico Paul and Muffy Antico Julia Austin

Samantha Baglioni James and Maureen Baker Mary Balestracci Deborah Beal

Jim and Alice Beal Stacey Best Frank and Alice Bevvino Patrick and Megan Bigelow Michael Bison and Shannon Harper-Bison Billy and Christie Bitter Christopher and Lori Black David and Meg Bor

Benjamin Bornstein and Zarla Ludin Matthew and Andrea Borowiecki

Larry and Nancy Borowiecki

Debbie and Arthur Bowman Jeanne-Marie Boylan David and Karen Bradley

Joan Brancale

James and Jenny Bright Scott and Joanne Brine

Liane Bromberg and Deborah Issokson Adam and Melissa Brown Dan and Devin Brown

James and Nancy Buckman

Andrew and Holly Burns

James and Kathleen Burns

John and Cindy Burrows

John and Lisa Burrows

Kate and Dana Burwell

James Cahill and Gillian Grossman Catherine Callahan

Kris Carroll

Chrisropher and Denise Chisholm

Evan Chochrek and Andrea Chirasello

Charles and Maranda Cigna Finnbar Cleary

Maureen Collins

Bruce and Kendra Cooper

Conor Cooper and Colleen Boylan Cooper

Steven Cooper and Lory Newmyer Pamela Copeman

Greg Corbett and Elizabeth Moulds

Brian and Andrea Creedon

Joseph and Kathryn Crespo

Davenport Crocker Jr. and Kendra Crocker

Jameson and Katelyn Crowley Monica Curley

Erica Dafford

Scott and Tess Darci

Michael and Tiffany Darmetko

Neil Davis and Kathryn Malinick

Stephanie Nichols and Dawn DeCosta

Mark and Nicole Defeo

Alvin and Megan Ann Delgado

Eric and Caroline Delima Rubb

Anthony Dell and Michelle Rozendaal

Rob and Kristine DeMarco

Audrey deMurias ’15

Christopher and Jeannie deMurias

Matt and Lisa Denapoli

E. Stephen and Carolyn Derby Betsey Detwiler

Jeff and Ryan Detwiler

Kelly and Molly Kate Devin

Mark and Michele Dickinson

Christopher and Leslie DiOrio

Alexandra Doherty

Conor and Emily Doherty

Robert and Mairead Doherty

Andrew and Sarah Dolan

John and Janet Dolan

Digger and Susan Donahue

Conrad Duncker and Lindsey Ebinger

Brad Dunn and Michaela Sewall

Michael Dunphy

Link and Ngoc Dupont

Jeff and Tracy Durso

Robert and Maria Dwyer

Douglas Dziedzic and Jennifer McGonagle

Peter and Reyna Eastwood Ellyn Einhorn

Jesse and Meredith Elkins

Efren Escobar

Justin Evans

Taylor and Jordan Evans

Adam and Jessica Fairbanks

Peter and Roberta Fairbanks

Ross and Sarah Fairbanks

Eileen Fazio

Anthony Feeherry

Matthew Ferguson and Amy Cowan

INDIVIDUAL DONORS

Chris and Kate Finnerty

David Fish and Elizabeth Feeherry

William and Carolyn Fish

Kyle and Regan Flaherty

Benjamin and Danielle Flam

Jay and Kelly Fleming

Sheelah and Derek Flodin

Dan Fogerty and Alicia Rule

Gavin and Alexandra Frank

Adam and Jennifer Friedman

Joanne Fromm

Harel and Lauren Gadot

James and Mary Gambell

Mark Gardner and Deirdre Creane

Emma and Amit Gardner

Todd and Suzanne Garland

Emily Gaskin

Sasha Geddes

Russell and Diane Geldmacher

Russell and Gemma Geldmacher

Brian and Kristelle Gill

Lianne Gillespie

Ed and Andrea Gillis

Paal and Jill Gisholt

Georgie Gladdys

Juliane Goicoechea

Monika Gomes

Richard Goulding and Caitlin Simmons

Trevor and Liz Graham

Lorraine Gregory

Anthony and Lara Griffiths

Mark Grindle and Elizabeth Medaglia

Rebecca Gubitosa and Michelle Willson

Chris Gudas and Susan Swords

Valerie Gudas

Ruth Haderski Charles and Kim Haley Sarah Halkiotis Kat Hanafin

Brenton Harris and Samantha Fisher

Paul and Kathleen Harris

George and Polina Haseotes Deborah Haug

Victoria Haug ‘95

James Hawes and Ellen Hanson

Shannon Hendrickson

Thomas Hense and Shari Stade

Alexander and Katherine Hernan Denni Enyer Herrera Ari Hest and Chrissi Poland

Martha Hicks

Jonathan and Mary Hildebrandt Matthew and Lindsay Holden

Matt and Amanda Hollenback

Ricky Housley ’08 Gabrielle Hunt ’08

Tate Isgrig and Sarah Gillis John and Lynda Jackson

Jill Jardine

Matthew and Alexa Johannesen Sherry Johnson

Matthew and Elizabeth Joyce Jimmy Juste Kathy Kacergis

Linda Johnson Kaplan

Andrew Kaplan

Jeffrey and Heather Keay Moira Kelly

Owen and Julia Kenney

Mike and Joanne Kinsman

Janice Kjellman

Jim Klocek and Brittany Evans Klocek

Ursula Knight

James and Margot Koehler

Mary Alice Koon

Kathleen Kruse

Douglas and Kristin Lane

Sarah Lane

Alice Langton

Christopher and Laura Lawrence

Michael and Kathleen Levin

Bradford and Rebecca Lewis

David and Susan Lodemore

Elisha and Carolyn Long

James and Chelsea Long

Terence and Nathalile Lonsdale

Kevin Lucchetti and Christie Jurena-Lucchetti

John and Sarah Lucey

Lindsay Lussier

Chick Luther and Donna Milani Luther

Gustavo Lutterbach and Kendra Keenan

Daniel and Jessica Lynch

Jeffrey and Gerry Lynch

Ryan and Rebecca Lynch

Cynthia Mackay

Kyle and Rennie Mackay

Scott MacKay

Suzanne MacKay

John and Courtney MacKenzie

Holly Madden

Meri-Lee Mafera

Kevin and Kathryn Malloy

Joseph and Joan Maraia

Jonathan and Abigail Mariano

Amy Martell

Eo and Ozlem Martin

Christopher Massey and Amy Bowman Massey

Thomas Mbungo

Scott and Lauren McConaghy Catherine McConnell

Frederik and Margaret McDonald

Irene McDonald

James and Jessica McDonald

Paul and Holly McElroy

Fish McGill and Sheryl Pace

Kate McKelvey

Mary McKelvey

William and Jessica McKim

Matthew and Stephanie McLaughlin

Scott and Heather McLellan

Leo and Gigi Meehan

Michele Meister

William Mekrut and Meghan Farrar Mark and Liz Melevsky

Justinus and Kimberly Menzel Christine Merigan

Tom and Carolyn Merigan

Brian Middendorf and Jackie McKim Adele Milani

Justin and Kaitlin Miller

Daniel and Megan Mitz Andrew and Janice Molchon

Robert Molchon and Emily Reardon

Chris and Maria Monaco

Robert and Lauren Monahan Ciaran and Margie Morgan

INDIVIDUAL DONORS

Doug and Debbie Morgan

Jeff and Tina Morris

Robert and Rhonda Munn

David and Kathryn Murdock

Michael and Shawna Nagle

Imogen Nelson

Michael Nguyen and Kimberly Ingalls

Anna Weymouth Nicholas Nestor and Anne Nicholas

Paul and Pamela Nii-Aryee

Amity Noble

David and Sarah Noble Kent and Kim Noble

Mark Nuttall and Lily Cortese-Nuttall

Michael and Kerry O’Connor

Karin and Kevin O’Dowd

Adam and Katherine Oliver

Brijal and LaTia Padia

John Parisi

Gregory Pehrson and Amy Heffernan

Jenelle Pierce

Meghan Pelton

Ryan and Britt Peña

Dave and Linda Pender

David and Laura Peters

John and Connacht Peterson

Daniel and Cathy Phillips

Robert and Michelle Pietsch

George Pillsbury and Mary Tiseo

Silvio and Mia Antonia Porciatti

Johanna Power

Colleen Quinn

Dan and Andrea Ramsey Renee Reilly Gambell

Daniel and Kristin Reynolds

Mark Ridley and Leah Dering-Ridley Erin Rizkalla Karim Rizkalla

David and Anne Robinson

Jeff and Jennifer Robinson

Erik and Stephanie Roine

Chris Roth and Danielle Roncari

Tom and Courtney Russillo

Adam and Kelly Russo

Andre and Anna Sadowski

Matthew and Ciara Selinger

John and Daniele Serafini

Mike and Maureen Sheehan

Peter and Piper Sheer

Tivon and Catherine Sidorsky

Ben Sigsby and Kristin Agatone

Becky Silver

Rick Silver

Robert and Christine Silvers

Tim and Kate Simpson

Nick and Rebecca Sims Elisa Sipols ‘08

Uldis Sipols and Sandy Kronitis-Sipols Tschol and Jessie Slade Dee Slavin

Jason Smith and Gemma Murnin

Hallie and Nichole Smith

Samuel Solomon and Kristy Errera-Solomon

Tom and Shelley Sommer

Nancy St. John

Herbert and Joan Stade

Raymond and Melissa Stenson

John and Sasha Stickford

Derek Stolp

David and Nicole Storer

Bryan and Ashley Streich

Jose Suarez and and Alejandra Lombardo

Kathleen Sullivan

John and Georgette Sullivan

Andrew and Jaime Sullivan

Jonathan and Jenny Sullivan

Mark and Cristina Sullivan

Nicholas and Emily Sullivan

Christina Sutter

Katie Swanton

Marcie Swartz

Ling Tang

Lauren Tardy

Collin and Elizabeth Thigpen

Daniel Tripp and Melissa Brennan Mary Troupe

Kwok Tse and Beibei Guan

Basil and Jeannie Tsefrekas

Hsien Chyang and Bernarda Tsien

Paul and Lisa Tyrrell

Damian and Alison Tysdal

Tim and Marie Van Patten

Jaap Van Riel and Marieke Berndsen

Paul and Netta Vercollone

Phillip and Valerie Vitali

Dee and Kate Vizen

Julea Vlassakis ’04

David and Ana Maria Von Iderstein

The Walsh Family

Daniel and Christina Ward

Henry and Suzanne Ward

Gillian Wasner

Suzy Waters

David and Sophia Watson

Andrew and Jacqueline Wehrli

Tracey Welsh

Michael and Margaret Weymouth Deborah and Scott Whalen Annemarie Whilton

Joyce Whitman and Keith Conforti

Alex Whitmore and Kathleen Fulton

George and Erin Whitmore Mark and Kelsey Wilchynski

Rich Wilson

Andy and Debra Zildjian

Grandparent Giving Circle

We are so grateful to these special members of the Inly community, for their involvement and generosity.

Peter and Linda Antico Jim Beal

Frank and Alice Bevvino

Larry and Nancy Borowiecki Arthur and Debbie Bowman David and Karen Bradley Joanne Brine

James and Nancy Buckman John and Cindy Burrows Finnbar Cleary Maureen Collins

Bruce and Kendra Cooper Brian and Andrea Creedon

E. Stephen and Carolyn Derby Betsey Detwiler

Robert and Mairead Doherty

Digger and Susan Donahue

Robert and Maria Dwyer

Peter and Roberta Fairbanks Eileen Fazio

Anthony Feeherry

William and Carolyn Fish Joanne Fromm

James and Mary Gambell Russell and Diane Geldmacher Lorraine Gregory

Valerie Gudas

Sherry Johnson

Jeffrey and Gerry Lynch

Cynthia Mackay

Irene McDonald

Christine Merigan

Andrew and Janice Molchon Dave and Linda Pender

George Pillsbury and Mary Tiseo Herbert and Joan Stade

John and Georgette Sullivan

Hsien Chyang and Bernarda Tsien Henry and Suzanne Ward

Michael and Margaret Weymouth

Special

BUSINESS & FOUNDATION

5 South Main

ABC Reading Adventure

Adage Capital Management

AmazonSmile Foundation

Balance Studio

Bank of America Charitable Gift Fund

Bank of America Matching Gifts

Be PowerFULL

Best Diet for Health

Big Day Fitness

Bitter Lacrosse

BowMassey Labs

Boston Bruins

Boston Sand and Gravel

Break A Leg Theater Works

Briteway Car Wash Brook and Main

C.E. Floyd Company, Inc

Caitlin Beth Skin Studio

California Underground Carnet

Catering by Michael Aprea

Challenge Rocks

Chef Abby Gray, Cooking with Abby Chef Ericka Maynard

Child*ish

Citizens Bank

Clandestine Kitchen

Coastal Art Glass

Country Ski and Sport

Cross Street Flower Farm

Dogs Go Hiking

Driftway Designs

Fidelity Charitable Gift Fund

DONORS

Fish McGill Studios

GE Foundation

General Catalyst

Get in Shape for Women

Gordon Law Group

Green Koala Naturals, LLC

Heidi Harting Photography

Hingham Furniture and Design

Holly Hill Farm

Hornstra Farm

Institute of Contemporary Art

Jesse Stiglich Music School

Jessica Lynch Photography Kappy’s Fine Wine and Spirits Kennedy’s Country Gardens kloTH

KonMari Company

Michael Weymouth Art

Milk Barn Baking Co

Minot Candle Co.

Mood Food Wellness Co.

Neatly Done

New England Patriots Foundation

Nikki Storer Art

Niwaki Inc.

No Bull Sports Apparel

NOBULL

Nona’s Homemade Ice Cream

Northeast Surfing

Patricia Van Buskirk Landscaping

Paul Douglas Floral Design

Peterman Architects

Polkadog Bakery

Protectowire Fire Systems

Revolution Hotel

Sam Adams Brewery

Scout & Cellar

Sheryl Pace Photography

Solo Golf

South Shore Art Center

South Shore BMW

South Shore Children’s Dentistry

South Shore Conservatory

South Shore Select

Spotlight Music and Theater Academy

Sport Specific Fitness

Stellwagen Beer Company

Stop & Shop

Suddenly Simple Events

The Merry Café

The Toy Box

The Bar Method

The Cheever Tavern

The Frame Center

The Makery

The Nautical Collection

The Phia Group

The Spark Joy Lifestyle

The Townshend

The Workout Club

Thinking Cup

Trellis Home

Troupe Waste and Recycling

United Way of Massachusetts Bay and Merrimack Valley

VERC Briteway Carwash

WB Mason

Whitman Cookie Mama

XV Beacon

Special GiftsVisionary

Annual Auction

Grade Parent Legacy

a montessori moment

“There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness.”

MARIA MONTESSORI

At Inly, we acknowledge that we are located on the traditional land of the Wampanoag people, past and present, and are committed to deepening our learning of, and connection with, the other nations and people who share a history with this land.