Organic Roots - Winter 2023

A Publication of North Country School and Camp Treetops

Joseph, a 9th grader, works with teacher Larry Robjent on a welding project in the WallyPAC shop.

BY TODD ORMISTON EXECUTIVE DIRECTOR

LOOKING OUT, LOOKING IN

A cornerstone of the North Country School and Camp Treetops experience is our commitment to ensuring our campers and students connect with the natural world. They experience time connected to the rising and the setting of the sun, the changes of seasons, and the life cycles of the plants and animals in our care. We believe this helps children tap into the rhythm of what’s happening around them and to be able to be in the present moment as a regular part of their day–a rarity in today’s world.

Day to day, I find myself immersed in the work of running Camp and School. But I also have the distinct responsibility (and pleasure) of lifting my head and looking up and out to our community, the educational community, and the world. This gives me the opportunity to pair who we are with the challenges and opportunities our students and campers will face after Camp and School.

From my seat, having been here for Camp’s Centennial, COVID’s pause on life, NCS reunions at Friends' Weekend, and the loss of Camp and School stalwarts like Don Rand, Betty Eldridge and Roger Loud, the great chapters of our history stand out strikingly. The eras may change, but the impact is universal and enduring.

But how can we respectfully honor our past while charting our future? It’s a delicate balance— and one we’ve honored for years. To me, the remarkable thing about Camp and School is that our values and educational philosophy have remained consistent, even while we adapt our approaches and implementation to meet the needs of the moment. As important as our tradition is, I believe those who came before us intended for Camp and School to remain agile. After all, the progressive education model promotes lifelong experience with an eye on the demands of the future.

As you may know, we are in the final stages of building our new strategic plan. For many organizations, the strategic planning process happens every five or so years. Having launched our last strategic plan in May 2017 and coming out of the pandemic, this is the right time to consider Camp and School’s life cycles to plan for our own growth.

Part of the current strategic planning process calls for us to review the values we consider essential to the Camp and School experience.

Through our work and feedback from our community, we have identified inclusivity and connection; empathy and compassion; ruggedness and perseverance; resourcefulness and creativity; and environmental stewardship and responsibility as essential to everything we do.

When we consider each of these values, it’s evident that our people are indispensable to all our goals. Recruiting values-aligned teachers, counselors, and educators helps our campers and students navigate and thrive in an environment that celebrates the pursuit of the journey. Enrolling students and campers who are active contributors to our community allows them to receive the greatest benefit from the experience. Our broader community creates countless opportunities for cross-pollination and healthy engagement; it is from a position of openness that we learn the most.

A closer look at the way we teach and learn at Camp and School reveals one distinct key to our style of experiential education. In a recent conversation I had with Treetops friends and experiential education experts Ted and Julie Kalmus, we talked about the difference between active and passive consumption in the learning process. A passive learner can only regurgitate what they’ve observed. But “learning by doing” is active. Once children take that step, they can practice, perfect, and explain that material to others.

And being able to express what you have learned and experienced leads to some of the most important life lessons we can give our children: the confidence to embrace difficult challenges, empathy for others, and resilience. And it is no surprise that these and others are built into our values. It’s not magic, it’s intentional.

An early look at the strategic plan reveals outreach through partnerships, new programs that promote our way of working with children, and enhancements to our living, teaching and working spaces. We will also proudly seek to share our style of experiential education with others.

In my experience, the most impactful and sustainable organizational evolution should be centered around the institution's most cherished pursuits and the ways in which they can become more powerful experiences for children and community. Grounded by our past, guided by our values, and led by our people, Camp and School are exactly what children need today. And just as we encourage our children to explore boundaries, learn actively, and chase big ideas, we are doing the same for our beloved Camp and School.

stratplan@ncstreetops.org

Your input is valuable. Please reach out with your ideas, thoughts, and feedback anytime at

WHAT WE DO

—AND WHY: The Curriculum Project

BY MATTHEW P. SMITH DIRECTOR OF SCHOOL

I JOINED NORTH COUNTRY SCHOOL IN JUNE 2020, THREE MONTHS INTO THE COVID-19 PANDEMIC. Even in a year when we masked and distanced ourselves, it didn’t take long to tell that NCS was a really special place—and how deeply middle schoolers respond to our program. Our students are lively, engaged, and curious. They walk around campus with their heads buried in books, not cell phones. As a newcomer, I wanted to understand NCS’ “secret sauce”: What, exactly, do we do that supports this culture of engagement and growth?

Which is how the Curriculum Project started.

Curriculum is more than a list of courses. It encompasses the entirety of the academic program at any school. Certain elements of our curriculum don’t happen in the classroom at all; at a boarding school, where students live, residential life and co-curricular programming deliver lessons as important as in any class. At NCS, we see this in countless ways. Through barn chores, for example, we ask students to wake up early, dress appropriately for the weather, arrive at the barn on time, care for the animals, work in teams, master new roles, change into school clothes, and arrive at breakfast to start the day.

Most of us can express how those chores, or dining room duties, impart our values and teach certain skills. But it’s just as important that we can do the same with the remainder of our curriculum. That’s why we asked each teacher to explain the material they cover, the methods they employ, the skills they emphasize, and the assessments they use. We mapped each subject between grades and across grade levels to understand the arc of instruction.

As a result of the self study, we learned that we already have strong alignment across grade levels and between subjects. Our core courses build upon each other from one grade to the next and are supplemented by arts and electives that uphold the progressive tradition of child-centered, hands-on, real choice for meaningful work and experiential creation. But the process also inspired change:

✦ This fall, we've restructured the sequence of our science courses, and enhanced our Earth and Environmental Science programs by hiring a science teacher who will also serve as a campus Sustainability Coordinator. This new position, identified in the Curriculum Project process, will increase the saturation of science into everyday life.

✦ Yunga Webb joined us this fall as our inaugural director of diversity, equity, and inclusion. The Curriculum Project proved the need for a dedicated administrator in this position. Yunga's guidance will ensure that our implicit and explict curricula are more accessible and inclusive to more students, and we're thrilled to welcome her.

✦ Finally, we are using our curriculum map to develop a faculty induction, mentoring, and evaluation program. Now that we can articulate and illustrate the arc of instruction at NCS, we can teach our teachers about our shared norms, beliefs, and values about what and how we teach. To do this, we’ve enhanced our teacher support system, relying on faculty leaders from the Lower and Upper School. This distributed leadership structure reflects the democratic values and collaborative spirit we wish to model for students. Using our Curriculum Project as a guide, we’ll debut our comprehensive mentoring program for teaching interns this fall. When we began the Curriculum Project two years ago, we hoped to build a document that would dovetail with our strategic planning process. We ended up with that—as well as a guidebook for new faculty, a rudder for seasoned teachers, a lookbook for prospective families, and a vision for the future. The process helped us identify new teacher leaders, critical support roles, and leadership structures. And it also helped me, a new community leader, sequence the school’s DNA.

I am excited to begin my third year at NCS with an excellent team of teachers, interns, administrators, and staff, armed with deep knowledge of NCS’ curriculum, history, and traditions.

THIS WEEK AT NCS

Staff writer and photographer Becca Miller shares insights into our students’ day-to-day lives in the “This Week At NCS” blog, which is distributed by email and posted online every Friday during the academic year. These excerpts share just a few highlights of the fall semester. To learn more about the innovative hands-on lessons our students and teachers participate in, visit northcountryschool.org/ thisweekatncs.

Orientation 2022 I Sept. 23

We kicked off the new school year with several orientation outings. The younger grades headed to mountains just a few miles from campus, while 4th and 5th grade classes hiked nearby Cobble Hill and 6th graders hiked to the summit of Mount Jo. Our 7th graders built forts together during a fun wilderness challenge, while our 8th grade class spent the day exploring our 220-acre campus. They played team building games, harvested vegetables from our gardens, and cooked a farm-fresh lunch in the Teaching and Learning Kitchen. Our 9th grade class traveled a bit farther from home to visit MetroRock Climbing Gym in Vermont, where they were able to practice their rock climbing techniques.

Be Kind to Bees I Sept. 30

Our beehive is one of many spots on campus where students can participate in the seasonal cycles of our farm. The beehive, which sits between our greenhouses and raspberry patch, was the site of an afternoon out-time led by 4th and 5th grade teacher and resident bee enthusiast Elyssa. Students learned about the ways the bees interact with our gardens by pollinating our many fruits, vegetables, and flowers, in addition to providing us with beeswax and honey. The group then discussed the different ways we can prepare our bees for winter before everyone donned bee gear and opened up the hive.

English Class in the Children’s Garden I Oct. 7

Our 6th grade English class took advantage of our region’s beautiful fall weather to have class in one of our

favorite outdoor learning spaces, the Children’s Garden. The lush setting provided the perfect backdrop for the group to act out a scene from J.R.R. Tolkien’s “The Hobbit.” By acting out the book’s roast-mutton scene, the group was better able to understand the dynamics between the characters, as well as the scene’s clever and sometimes subtle humor.

Art Every Day I Oct. 7

Our 5th grade 2D art class is learning about reduction-cut printmaking, which involves carving designs into plates of soft, cut rubber, then using those plates

to make prints. The decorative and nature-themed designs will be coated in colorful ink and pressed onto sheets of paper that will be folded into thank-you cards and other stationery.

Engaging with Nature while Engaging with Neighbors I Oct. 14

Our 4th grade scientists have been studying how the different seasons affect the coniferous and deciduous trees in our region, while also learning how Leave No Trace principles of outdoor ethics can guide how people interact responsibly with nature. To accompany this unit, the class participated in a program offered to 4th grade classes through the Adirondack Mountain Club (ADK), a local conservation and education organization that seeks to connect students to their local surroundings through science, observation, and thoughtful recreation. Through the program, the group visited the ADK headquarters for a guided hike up Mount Jo, where they learned about the history of the land, the science of photosynthesis, and fall foliage, and how they can responsibly enjoy and care for the wild spaces all around us and for our shared global environment.

PassingtheTorch

A TRIBUTE TO BELOVED CAMP DIRECTOR AND TREETOPS STALWART KAREN CULPEPPER

BY EMILIE ALLEN

One particularly glorious evening this past summer, after a sunset square dance at the waterfront, Camp Director Karen Culpepper was startled at the sight of her Senior Camp counselors jumping en masse into the lake—fully dressed. “At first, I thought: What are they doing?!” she asked, laughing. “Then, without skipping a beat, I ran down the dock after them and just jumped right into the water.”

Karen is known for early morning polar bear swims with campers, who were always delighted by the thrill of plunging into the icy waters of Round Lake with their beloved camp director. Perhaps one of her greatest contributions to Treetops has been her true love of children, as well as her sense of joy and playfulness. She has always relished joining the fun: Karen has built gnome houses and taken mudwalks in the rain, helped plan a mission to rescue the Junior Camp napkin horse from the top of Hurricane Mountain, and joined a group of junior campers on a walk to Chapter Lean-to with a llama. She even surprised junior campers with a Noonmark Diner blueberry pie on the summit of Noonmark Mountain.

Now, she’s passing that legacy on. At the end of August, Karen handed the reins to new Camp Director Hannah Edwards (CTT staff 04–08, 16–19, NCS staff 07–08), with whom she has worked for many years. "Karen has been such a huge inspiration to so many people: campers, counselors, campers who then became counselors, parents, the list goes on,” Hannah says. “I have never met someone so supportive and loving of her staff. From my first days as a 19-yearold tentline and riding counselor, I felt supported and encouraged. Karen helped me to see and believe in my skills as a leader. Her boundless energy and infectious smile have been a pillar of Treetops for decades; she simply exudes warmth. I hope to channel even a fraction of her warmth and energy as I head into my first summer as Treetops director. Karen leaves big shoes to fill, but I know she will still be in the wings cheering me on!"

Karen began leaving her mark on Camp Treetops and North Country School over 32 years ago, when she, her husband, John, and their three children arrived on campus. John had been hired as the year-round garden manager, and Karen was drawn to the ethos

and the extraordinary natural beauty of the place; they wanted to raise their children, Kelli, Katie, and Tucker, in an environment where children could be children, emboldened to explore the world, to follow their curiosity, and discover the wonders of nature.

This shared vision for their young family had formed years earlier. The couple first met teaching 5th graders at an environmental education center affiliated with the Houston, Texas, public school district. During the summers that followed, Karen and John worked at the Bar 717 Ranch in northern California, a camp with a philosophy and values similar to Treetops. Eventually, the couple married and had children of their own. In 1985, the Culpeppers settled in Knoxville, Tenn., where Karen worked at a nature center and the family enjoyed frequent camping trips to the Great Smoky Mountains. One day in 1990, John noticed a flyer pinned to a University of Tennessee bulletin board advertising a garden manager position at North Country School and Camp Treetops. They arrived soon after.

From the beginning, Camp felt like home. Karen spent much of her first summer at Treetops exploring the

woods with campers led by Camp stalwart and nature counselor Mildred Brooks (CTT staff 65–02). Karen was in awe of Mildred’s ability to captivate children with her knowledge of wild edibles and the natural world. Mildred reminded Karen that if you want to learn something new, to see the world afresh, go out into nature with a child.

As the years passed, Karen’s roles and responsibilities at Treetops evolved from a volunteer position to overseeing the waterfront and planning wilderness trips as a Junior Camp counselor, becoming interim camp director in 1994. Eventually, John left his role to begin a doctorate in plant science at Cornell, while Karen pursued careers in special education and physical therapy. Summers at Treetops, though, were a constant. In 2003, when Karen was named incoming camp director and John became farm manager, the Culpeppers returned to Lake Placid as full-time residents.

Karen’s remarkable tenure has been deeply rooted in the progressive vision set forth by the Slesingers, Haskells, and Clarks, whose work building Camp and School endures. Over the years, Karen’s reverence for

the Treetops philosophy has informed her approach to Camp’s stewardship on both a global and granular level. Since the beginning, Karen’s deep love of children, as well as her unwavering support of colleagues, have endeared her to families, campers, and counselors of all ages and backgrounds.

Karen’s legacy speaks to her ability to balance tradition with forward-thinking values—a true reflection of Treetops’ progressive ethos. Her dedication to anti-racism, diversity, and inclusion within the community has had tremendous impact. Karen and her leadership team have worked with intention to build staff awareness and understanding of issues related to diversity and inclusion. Most recently, the Transgender Training Institute conducted a staff training, and Camp hired a new cultural and ethnicity coordinator to ensure these issues remain at the forefront.

The Treetops farm program is yet another area where Karen's influence will continue to be felt. She actively supported integrating the farm into Camp activities beyond barn chores, as well as the creation of the Children’s Garden and Forest Garden. Farm-to-table education became a bigger part of the program with the use of the Camper Kitchen, the Uphill Grill, and the pizza oven throughout the day, and, eventually, the Teaching and Learning Kitchen as well.

Karen’s journey as camp director has been ripe with unexpected moments, both challenging and inspiring. Over the years, she often took to swimming alone in Round Lake; early mornings were the rare times she had to herself during the 24/7 camp season. There, in the cool waters, she might contemplate daunting decisions or simply reflect on the summer. But swimming in Round Lake also gave Karen one of the most valuable Treetops gifts of all—time to simply be.

Once, on a hiking trip, a camper turned to her and said, “I wish it would rain today.” When Karen asked why, the child said that trips are more exciting and memorable when it rains. Of course, Camp Treetops has always been more about the journey than the destination—the challenges, as well as the joys. “Sharing this journey has been one of the most meaningful experiences of my life,” Karen says. “Like so many campers and counselors, my family and I have found a deep sense of belonging here. To be part of a community dedicated to the nurturing of childhood is our greatest joy as a family. Thank you to this community for all you have given us.”

NEW DIRECTOR TAKES THE REINS

HANNAH EDWARDS, the new director of Camp Treetops, has already been with us for years, having spent nine summers at Treetops as a counselor and director of the riding program and, more recently, two years as the Junior Camp program director.

She knew from the start: This was a place to call home.

“From my first days at Camp, it was clear that the place, the community, the ethos was for me,” she says. “I had a place and purpose there. Treetops has continued to be a huge part of my life ever since; it has provided a trajectory for my career, starting me on the path of becoming an educator, as well as bestowing me with a far-reaching and long-enduring family of Camp friends, and so much more. Camp is a gift. I'm so grateful to be a member of this community. I'm thrilled and honored to take on this role as camp director.”

In addition to Hannah’s time at Treetops, she was also a farm and garden intern at North Country School and looks forward to working closely with NCS students and faculty during the school year. She has worked in the Portland, Maine, and Brooklyn, N.Y., public school systems as well. A native Vermonter, Hannah is a graduate of St. Michael’s College and received her masters degree in education from Long Island University. She will live in Meadow House with her partner, Bert; dog, Penny; and cat, Molly.

WELCOMING NEW TRUSTEES

The North Country School and Camp Treetops Board of Trustees is pleased to welcome five new members. Each brings a diversity of experiences, voices, perspectives, and backgrounds, and all are deeply committed to the values and philosophies of Camp and School.

Outstanding Woman Lawyer in Public Service award from the National Bar Association’s Women’s Law Division. She is the proud mother of her son, Massawa, and dedicated daughter of her inspirational father, Ronald Dunlap.

DORSEY BARNETT HOROWITZ (CTT

82–84, CTT parent 14–16, 21, NCS parent 18–19) has a long history with Camp and School. Dorsey’s mother, Sarah Blunt Barnett, and aunt, Penny Blunt, attended Camp Treetops in the 1950s, alongside their cousins Joan and Bill Blunt. Sarah was also a trustee in the ‘90s. Dorsey’s brothers Charles and John Henry Barnett also attended Treetops and NCS in the ‘80s.

VERONICA N. DUNLAP

(CTT parent 13–16, NCS parent 15–17) is deputy executive director of the ACLU of Maryland. Previously, she served as director of New York Justice Initiatives at Pro Bono Net, where she spearheaded LawHelpNY, TenantHelpNY, Crime Victims Legal Help Network, Pro Bono Net/ ny, LiveHelp, and related initiatives that empowered New Yorkers in need to resolve their legal problems and strengthened the work of advocates serving them. In addition, she volunteers with a project aimed at restoring the civil rights of people with criminal convictions. Prior to pursuing a career in law, Veronica performed on stages around the world as a classically trained dancer. She is a proud graduate of both George Washington University, where she received a B.A. in international affairs, cum laude, and Fordham University School of Law, where she received her J.D. & MBA in finance. Veronica has received the New York County Lawyer’s Association Pro Bono Honors Award for her outstanding work in public service, as well as the

Dorsey is currently a managing director at MSCI, a global investment firm. Dorsey is a founding member of MSCI’s Black Leadership Network and is an active member of MSCI’s Women’s Leadership Forum. She is also the committee chair of membership for Women In ETFs (WE). Prior to MSCI, Dorsey worked at Russell Investments in New York and Brown Brothers Harriman & Co. (BBH) in Boston and New York. Dorsey lives in New Canaan, Conn., with her husband, Andrew Redrup, her daughters Olivia (CTT 14–16, NCS 18–19) and Lucy (CTT 21), and stepchildren, Isabel, Alana, and Finn.

TORI HUNT was a camper at Treetops from 1976–79 after which she returned as a counselor twice: 1984–1985 and 2009–2012. Her second tour as a counselor was while her children, Gabriella and Benjamin Wan, were campers. Her husband, Tony Wan, served as an “honorary counselor” during the last summers. Away from Camp, Tori is the founding principal of Dos Puentes Elementary, a public school in Washington Heights in upper Manhattan. Tori has been a bilingual teacher and public school administrator for more than 30 years. She received her doctorate from Teachers College, Columbia University, where she also served as an instructor.

Allyson Shames.

ALLYSON SHAMES spent four years as a camper (82–85), four years as Camp riding staff (90–93), ten cumulative years as a camp parent, and many more years as “Erv’s daughter” during her father’s tenure on the NCS/CTT board. Allyson is a graduate of Carleton College, Northwestern University, and Macalester College’s teacher’s program. She is a former middle school and high school special education teacher with a specialty in learning differences; she is particularly interested in how diverse learners’ challenges can be reframed as strengths through intentional choices in environment and community. She lives in Charlottesville, Va., with her husband, Curt Argo; their three children, David (CTT 13–16), Aaron, and Kate (CTT 16–22); plus a bevy of dogs, cats, and horses. She currently serves on the board of Book Baskets, a local nonprofit literacy organization, and was the co-found-

er and past-chair of the parent organization of her children’s K-8 school. In her spare time, she enjoys swimming, knitting, gardening, and horseback riding.

BILL WADDINGTON

was an NCS student in 1978 and 1979. NCS had a major impact on him. His two children, Cat and Nick, both attended camp and have been counselors. His son also attended NCS for three years and was a farm intern for one year. Bill went to high school in the Washington, D.C., area and attended Carnegie Mellon University for a B.S. in computer engineering. After working for a couple of years in Boston, Bill and his wife, Patty, moved to San Francisco, where Bill received an M.S. in computer science from Stanford. Bill worked at Oracle for 23 years and Snowflake for seven years. Bill and Patty live in Lake Tahoe.

FRIENDS’ WEEKEND 2022

This year’s Friends’ Weekend was a memorable one. More than 300 people joined us to relax, renew friendships, and celebrate special milestones. Guests enjoyed activities such as hiking, crafting, and horseback riding–and in the spirit of Camp and School, they also helped with barn chores and volunteered for work jobs. We celebrated with the NCS classes of 1968–1972 for their 50-ish reunion, and we opened time capsules with the NCS class of 2012, which had an excellent turnout for their 10th reunion (see pages 16 and 17). Friends and family gathered in the Rickey Circle to remember and celebrate the life of Roger Loud (Trustee 94–22, CTT 42–48, parent 71–95, staff 54–63, 70–80, NCS parent 70–96, faculty 70–92). And we toasted outgoing Camp Director Karen Culpepper and shared stories and memories of her time at Treetops. It was an unforgettable weekend–thank you to all who attended. We hope to see you in August 2023.

5 6

TENTH REUNION

The North Country School classes of 2010, 2011, and 2012 returned to campus during Friends’ Weekend (August 17-21) to celebrate their 10(ish) year reunions. During their time on campus they went on hikes, swam in Round Lake, reconnected with classmates, and worked with NCS teacher Larry Robjent on a project to remove the outdated bog bridge by the ski hill.

A highlight was opening the time capsules made by each class before they graduated. As alumni gathered in the Heart Space of the WallyPAC and sorted through the objects found inside, they told stories and shared memories.

FIFTY-ISH REUNION

During Friends’ Weekend in August, more than two dozen classmates from the classes of 1968, 1969, 1970, 1971, and 1972 (and some from adjacent years) joined us to reconnect and share memories of their time at North Country School. The group engaged in activities including a work job clearing brush at Raspberry Knoll and a complete campus tour with Executive Director Todd Ormiston. Many attended a breadmaking session in the Teaching and Learning Kitchen facilitated by Katie (Eldridge) Weaver (NCS 71–78, NCS staff 83–84, 15–present, NCS parent 05–08, CTT staff 82–03, 10–15, CTT parent 03–08). The bread was enjoyed on-the-spot with plenty of butter.

The group held a brief memorial in the dining room to honor the classmates they had lost over the past 50 years.

Thank you to Susie Read (NCS 66-70), Meimei Ma (NCS 68-70, NCS parent 13–16), and Dan Slutsky (NCS 65–70) for planning this incredible event!

Interested in helping to gather your friends and classmates for your 10th, 20th, or 50th (or any!) reunion? Contact alumni@ncstreetops.org.

50ish participants pose outside the NCS Dining Room. From front, L to R: Cami Buster with Bailey (NCS 67–68, NCS parent 05–07), Meimei Ma (NCS 68–70, NCS parent 13–16), Alice and Jon (NCS 63–66) Abbott, Jamie Abbott (NCS 68–72, CTT 68) and his wife Joy Stafford. 2nd row, L to R: Susie Read (NCS 66–70, CTT parent 04–05), Ellen Fair (NCS 64–67), Kathy Flebotte (NCS 67–70), Dale Console (NCS 63–66, CTT 62, CTT staff 70–75, 77–82, CTT parent 98–04), Cassie Dippo (NCS 66–70, CTT staff 80–82, NCS staff 80), Dan Slutsky (NCS 65–70), Anni Webb (NCS 69–71), Betsy Bouché (NCS 64–67), Kitty Fair (NCS 66–69). 3rd row, L to R: Terren Baker (NCS 64–68, CTT 62–63, CTT parent 99–05), Bill Savage (NCS 64–67), John Solomon (NCS 65–69, CTT 67) Marcus Dippo (Cassie's husband), Peter Donahue (NCS 69–72, NCS staff 84–85) and his son Liam, Nancy Corwin (Tony’s wife, NCS parent 91-02, NCS grandparent 08–14, 20–present). Last row, L to R: David Lackey (Terren’s husband, CTT parent 99–05), Richard Bond (NCS 69–70), Charles Biddle (NCS 68–71), Nick Hewitt (Trustee, NCS 65–70, CTT 64), Tony Corwin (NCS 63-68, CTT 64, NCS parent 91–02, NCS staff 92–96, NCS grandparent 08–14, 20-present), Kevin Williams (NCS 68–73).

Signature Programs prepare students for the future

Tomorrow's leaders will need a deep toolbox to navigate the challenges that await them: They'll need the scientific acumen to address ecological challenges and the social skills to bridge a deepening divide in society.

Our graduates will be ready.

In developing a curriculum that combines exploration, community building, and artistic and academic expression, the founders of North Country School helped students develop the self-sufficiency and leadership they would need for life. That curriculum has evolved into our four Signature Programs: farm and garden, outdoor experience, arts, and community life. By fusing back-to-the-land ideals with modern innovations, they prepare students for whatever the future brings.

FARM & GARDEN

“If I went back 100 years, there were two things the founders of North Country School knew to be true,” says Executive Director Todd Ormiston. “One is that we’d like to know where our food comes from, how it’s grown and when it’s grown and harvested, and that it is an important part of your life. The other is, doing any type of work together builds community. You do need to get dirty, literally or figuratively, and you need to depend on each other.”

North Country School is a founding member of Alice Waters’ Edible Schoolyard Project, which gives students a deeper understanding of the connections between life cycles, food, health, and the environment. Waters, a world-renowned chef, dubbed North Country School’s approach as “farm to table, 50 years before farm to table." Students grow, harvest, and prepare mealtime foods in the Teaching and Learning Kitchen as part of the curriculum. Animal care, barn chores, gardening, harvesting, and composting are all part of the everyday experience at North Country School. “Our students understand that life cycles are an important part of how we live,” Ormiston says. “For kids this age, they see that hard work literally leads to the fruits of labor.”

OUTDOOR EXPERIENCE PROGRAM

Our Adirondack setting is a living laboratory. Science classes teach children about the wonders of the natural world while inspiring them to protect it. In other classes, students hike, ski, climb, and paddle, building skills applicable not just in the wilderness but closer to home. “I think too often in education, there’s this sense of trying to get to the outcome, trying to get to the end line,” says Larry Robjent, a teacher who plans and leads many Outdoor Experience lessons. “At North Country School and Camp Treetops, we are better at saying: you can take these physical risks, social risks, intellectual risks.”

That often leads students to confront problems bigger than themselves. In June 2021, for example, one NCS student worked with her teacher and peers to create and introduce Access Wild Places, an event that invited students from urban areas to share the wonders of the mountains with the NCS community.

ARTS PROGRAM

The crown jewel in the North Country School arts program is WallyPAC, a state-of-the-art theater. The building integrates nature into its design, providing windows in every room, and a round lobby offers nooks where children can gather to play, hide, and dream. Theater programs are designed to involve the children in every aspect of production, while advanced lighting and sound systems allow for hands-on learning. Whether on stage or behind the scenes, all students can experience the

connection, empowerment, and self-sufficiency of producing a performance. Beyond WallyPAC, art happens every day at North Country School: painting, ceramics, and wood shop creations in art rooms; wool tapestries in the fiber arts studio; sketching and photography in the outdoors. By cultivating creativity in every setting, the curriculum gives students the freedom to push the boundaries of artistic expression—and discover more about themselves.

COMMUNITY LIFE

Ormiston says North Country School’s community itself is elemental to preparing students for the future. “We’re smaller,” he says. “We have houses, not dorms, and house parents who have the look and feel of the children’s parents.” Both boarding and day students are assigned houses and are part of the community beyond the classroom, joining in special activities with their housemates throughout the year. These connections between peers and teachers create a safe place to learn.

“I think this school really facilitates a community of belonging,” Robjent says. “I think everyone really kind of feels they belong to something. It’s the community, it’s their friends, it’s the land, it’s the animals. I think it's the best thing we do.”

Farmy Frittata

RECIPE BY BECCA MILLER

Winter at North Country School is a time when our gardens have been put to bed for the season. But we can still enjoy plenty of farm fare in our Edible Schoolyard classes, homenight dinners, and dining room meals. Our root cellars are packed with the many storage crops we harvested together in the warmer months, and our laying hens provide us with delicious eggs year-round.

Those eggs are a student favorite. This adaptable ingredient can be transformed into a wide variety of dishes from around the world, from sweet cakes and meringues to savory mayonnaise and egg drop soup. This simple and crowd-pleasing farmy frittata recipe takes advantage of this egg-cellent resource, along with the potatoes, onions, and garlic harvested in the fall; the dried and frozen herbs that fill the Teaching and Learning Kitchen shelves and freezer; and the delicious dairy that is available all winter from our wonderful local farms.

Enjoy this filling dish at breakfast before heading off for a winter hike with friends, or as a warming dinner at the end of a day of cold-weather adventures.

RECIPE

Adapt this flexible frittata recipe by mix-and-matching with your favorite vegetables, herbs, and

CHILDREN’S GARDEN

cheeses in the same approximate amounts as listed below. (You can make a half-batch of the recipe in a smaller skillet, but begin checking for doneness after 15 minutes in the oven.)

*Recipe makes 4 generous servings.

Ingredients: 12 eggs

¼ cup heavy cream (or half-and-half)

¾ cup shredded cheddar cheese or another meltable cheese 4 tablespoons butter

1 large potato (or 2 small potatoes), chopped in ¼-inch pieces

1 medium sized onion, chopped in ¼-inch pieces

Salt and pepper

Optional: 2 cloves of garlic, minced ½ cup mushrooms, chopped A few teaspoons of dried, fresh, or frozen herbs including basil, chives, and parsley (chopped if fresh)

Instructions

1. Preheat the oven to 375° F, making sure there is plenty of space above the middle rack.

2. Melt the butter over medium-high heat in a large, oven-safe skillet (cast iron works best). Add chopped potatoes, onions, garlic, and mushrooms. Sprinkle with a bit of salt and stir to coat the vegetables in the melted butter. Continue to stir periodically until the potatoes begin to soften and the onions become translucent, about 10 minutes. Scrape the bottom of the skillet with a spatula

every few minutes to make sure the potatoes don’t stick to the bottom.

3. Crack all the eggs into a large mixing bowl or pitcher. Add a bit of salt and pepper as well as the herbs, cream, and cheese and whisk until completely combined.

4. Lower the stove to medium-low and add the egg mixture. Scraping the bottom of the pan with the spatula as you go, gently mix everything together for a few minutes until the vegetables are evenly distributed.

5. Remove the skillet from the stove and carefully transfer it to the middle rack of the oven. Bake for 30–40 minutes, and begin checking after 30 minutes, inserting a toothpick or small knife in the center. The frittata is done when the eggs have set in the center but are still a bit wobbly and moist. If it is still very wet in the center, continue to check every 3 minutes until a knife or toothpick inserted in the very center of the frittata comes out clean.

6. Let the frittata sit for a few minutes before serving. Serve topped with a bit more fresh chopped parsley or chives and hot sauce on the side.

Community Impact Report 2021 2022

Dear Friends,

At North Country School and Camp Treetops, we envision a world where all people work together to care for each other, their communities, and the earth. We do this through year-round, place-based, compassionate education. And we couldn’t do it without you, our generous alumni, families, and friends from near and far.

As you read this, we will be nearing the end of our yearlong strategic planning process. This effort has asked us to examine who we are as an institution. We have heard from hundreds of members of this community with thoughts, ideas, and opinions. Your input has been invaluable. If you haven’t had a chance to make your voice heard, please do. You can always reach us at stratplan@ncstreetops.org.

Even as we move forward, our goal is constant: to be a place where children become themselves. See how your generosity helped us achieve that in this Community Impact Report, which chronicles our fiscal year that ended August 31. Your contribution is an investment in a program that changes lives.

As a values-driven organization, we are committed to providing learning experiences for children that encourage independence, challenge assumptions, cultivate connection to the natural world, and build community. On behalf of the Board of Trustees, we thank you—families, alumni, faculty, staff, and friends—who have committed time, energy, or financial resources to help us serve our mission.

I am honored to be part of the North Country School and Camp Treetops team. We couldn’t have had these successes without you. Please keep in touch and continue to share your stories and memories of this exceptional place.

With appreciation, Barkley Stuart Chair, Board of Trustees

CTT 69–72, parent 03–07, NCS parent 09–11

FUNDRAISING HIGHLIGHTS

273 donors made gifts during Community Giving Week in May, helping Camp and School leverage a $50,000 challenge gift.

More than 1,000 people—alumni, families, faculty, staff, and friends—made a gift to the Annual Fund this year. They gave over $1.5 million to support needbased tuition assistance, professional development for staff, and all program areas, including the farm and garden, the outdoors, and the arts.

NCS and Treetops provided more than $990,000 in need-based financial aid in 2021–22.

In November 2021, our community stepped up for another Giving Tuesday. For every donor who made a gift, we donated a dozen eggs from our farm to a local food pantry. For the 111 donors who gave gifts, we gave 111 dozen eggs.

Treetops and NCS received more than $75,000 in realized bequests in 2021–22 from generous community members who had made provisions in their estate planning.

Alumni and other members of our community made in-kind donations that included art and weaving supplies, outdoor gear, books for the library, and contributions of time and knowledge.

ENDOWMENT BY YEAR $ IN MILLIONS

Institutional

BOARD OF TRUSTEES AS

OF AUGUST 31, 2022

Barkley J. Stuart, Chair

Pamela B. Rosenthal, Vice-Chair

Matthew Tuck, Treasurer

Mara Frankel Wallace, Secretary

Lisa R. Beck

Ed Biddle

Ami Brabson

Barry Breeman

Peter R. Brest

Veronica Dunlap

Nicholas P. Hewitt

Dorsey Barnett Horowitz

Victoria Hunt

Carla von Trapp Hunter

Greg Marchildon

Davlyn Mosley

Stefan Nowicki

Robert Parker

Skye Raiser

Matt R. Salinger

Allyson Shames

David Stewart

Bill Waddington

Emanuel A. Weintraub

HONORARY TRUSTEES

Joan K. Davidson

Colin C. Tait

Richard E. Wilde

TRUSTEES EMERITI

J. Matthew Davidson

David Kenney

Rose Kean Lansbury

Sandy Gray Nowicki

Sumner Parker

ADMINISTRATION

Todd Ormiston

Executive Director

Christine Borden (NCS 92)

Director of Advancement

Elizabeth Davis

Interim Director of Communications

Hannah Edwards

Camp Treetops Director

Chris Moore

Director of Facilities

Bill Newman

Director of Admission

Fritz Sabbow

Chief Financial Officer

Matthew P. Smith

Director of School

In 2021–22, donors and community members like you gave generously to support our work of educating and inspiring children. Thank you for investing in our students and campers.

Building Global Citizens

Carly Terreberry (NCS/CTT staff 16–present)

I'M PROUD AND HAPPY TO SAY THAT I'VE contributed to the annual fund every year I've been employed at North Country School and Camp Treetops. At first, I wanted to help achieve 100% employee participation. As the time of my employment here has lengthened, however, my reasons for giving have become more personal and heartfelt.

I love this place. Like so many other people, I have gained what I am sure will be lifelong friendships, and I have settled into a sense of belonging. I donate because I hope NCS and Treetops will also become a foundation of community and nurturing for my children. The second reason I donate is for the land. It may be argued that the spirit of this institution is not tied to anything material, but I believe it's significant that some of these 220 acres have been cultivated by countless people

who were gifted with learning that the most rewarding yield of hard work is a sweet, crunchy carrot pulled from the ground and served at a community meal. Or that this is the place where kids got their first ski turns, and met their first friends. This is a place where I have seen kids learn that failing is not failure.

Finally, I donate because I want the North Country School and Camp Treetops legacy to continue. The world will be a better place as long as this institution can exist, grow, and pivot to meet contemporary challenges head-on. In addition to helping children become rugged, resourceful, and resilient, I have also witnessed them become justice activists, environmentalists, artists, and cultural reformers—valuable and valued global citizens. All this and more is what I hope my donations will sustain long after me.

Carly lives in Saranac Lake with her wife, Elle, and twins Althea and Isaiah.

Elle, left, and Carly, right, with their twins Althea and Isaiah.

40 Consecutive Years of Giving

Shelah Scott (CTT 42–44, staff 50, parent 72–73, grandparent 21–present)

AT 10 YEARS OLD, SHELAH SCOTT (NÉE KANE) remembers boarding the train at Grand Central Station in her blue and white checked travel dress and heading toward Camp Treetops. When she finally arrived, her dress was covered in coal dust. As she unpacked and changed into clean clothes, she placed her dress on the shelf in her tent. It wasn’t until the end of the summer as she was preparing to travel home that she picked up the dress and put it back on.

Shelah, the oldest of four girls, attended Brearley School in New York City; her parents chose Treetops so that she could spend time away from the city among children who were different from her. Some of her fondest memories include overnight canoe and horseback riding trips. She knew those were trips she had to earn the right to go on. Being chosen to participate built both her confidence and her independence.

The first time she heard the word “organic,” Shelah says, was at Treetops. She never had a garden before, but learned a lot at Camp about growing her own food. At the time, water from the shower houses was used to irrigate the vegetable gardens—a solution she found ingenious.

Shelah still has a hand puppet she made at Treetops, a girl with pigtails. In the retirement community where she now lives, she brings that puppet to the memory care unit and uses it to interact

with her friends and neighbors. She says she thinks about Treetops every time she picks up the puppet.

In the 1970s, Shelah was glad that her son Jay wanted to attend Treetops. It’s a legacy that continues: His daughter Elisabeth will be a Super in 2023. Three generations of the family have benefited from the opportunities and experiences Treetops provides.

After her Treetops days, Shelah went to Smith and Barnard and eventually got a master's degree in education focused on reading from the University of Virginia. “Supporting education has been a priority my whole life–and Treetops fits into that,” says Shelah, who has been making a gift to Treetops for 40 consecutive years. “If you keep doing a little bit for 40 years, it adds up. Do what you can do. It’s important to be attentive to something that made a difference to you.”

Shelah lives in Charlottesville, Va.

Shelah with granddaughter Elisabeth (CTT 21–present)

The North Country School and Camp Treetops endowment is one of the institution’s greatest strengths. It provides financial resiliency and a solid foundation for the future.

We are grateful to the individuals and families who have made the extraordinary commitment of establishing named endowments. Thank you, as well, to those who have made contributions to those endowments. These funds honor a friend or family member’s legacy in meaningful fashion while benefiting North Country School and Camp Treetops in perpetuity.

If you have questions about a current fund or would like to discuss establishing a new fund, please contact Christie Borden, director of advancement, at 518-837-5402 or cborden@ncstreetops.org.

General Endowment Fund

Bob and Margaret Parker Drs. Pamela Rosenthal & Sam Wertheimer

Memorial Endowment Fund

Memorial gifts support the general endowment fund

Milton and Liesa Allen Fund

For faculty salaries

Neal W. Andrews Fund

For CTT scholarships for children for whom English is a second language

David and Peggy Bailey Fund In honor of the founders of Woodstock Country School

Beck Seider Family Fund

For CTT scholarships Lisa Beck and Mitch Seider

Beyond the Mountains Fund

For faculty development Barry Mallis

Bob Bliss Fund

Eric Feldsberg Memorial Scholarship Fund For CTT scholarships

Garden Fund

For program enhancement

Reginald Gilliam Mountaineering Leadership and Scholarship Fund

For mountaineering program support and CTT scholarships

David Carter Arleen Gilliam

James R. Pugh Liza Ketchum and John H. Straus The Wynder Family

Govan Family Fund

For CTT scholarships

Tsu Hansen Fund For NCS & CTT Philip Kneisl ‘75

Harlan Family Fund For NCS & CTT

Elizabeth Harlan

Doug Haskell Fund For CTT scholarships

Helen Haskell Fund For NCS & CTT

David Hochschartner and Selden West Fund

For NCS & CTT scholarships and professional development Adirondack Foundation

–Meredith M. Prime Fund 2 Meimei Ma ‘70

Larry Robjent and Jess Wegrzyn Selden West and David Hochschartner

Kaye Clark Hoins Fund

For NCS & CTT Mr. John A. Foley ‘70

Lindsay Johnson Fund For NCS scholarships

The J.M. Kaplan Family Maintenance Fund

In honor of Matt Davidson For facilities and maintenance Matthew and Amy Davidson The J. M. Kaplan Fund, Inc.

Adlin and Sherman Loud Scholarship Fund

For NCS scholarships Edward and Libby Faron Mell

Anne Martindell Gardening Fund Restricted endowment

The Master Teacher Fund For faculty salaries

Peter W. Merle-Smith Fund For CTT scholarships

Kate C. Moore Fund For CTT scholarships

Christopher Nicholson Memorial Fund For NCS scholarships

Diana E. Oehrli Fund For CTT scholarships

Okin Fund

For maintenance on capital improvements Ken Okin Laura Okin

Olmstead Fund For NCS & CTT

Arthur W. Parker Fund For NCS & CTT Fullwood Foundation, Inc. The G&S Foundation Bob and Margaret Parker Francie Parker ‘82

Mr. and Mrs. Sumner Parker ‘41 Barkley Stuart and Ann Glazer

Susan Powell NCS 51 Fund For NCS & CTT Sally Powell Culverwell

Prince / de Ramel Charitable Trusts Fund

For faculty salaries

The de Ramel Foundation Guillaume de Ramel ‘89

Joyce Pearson Prock Fund For NCS & CTT

Richard Rockefeller Fresh Start Scholarship Fund

For NCS & CTT scholarships

The G&S Foundation The Estate of Richard Rockefeller Dr. Richard Rockefeller ‘63 Barkley Stuart and Ann Glazer

Cheryl “Rusty” Rolland Fund For the performing arts

Smith Family Foundation Fund For NCS scholarships

Sylvia Pool Sperling Animal Husbandry and Barn Fund Restricted endowment

Spiegelberg Fund For scholarships

David A. Stein NCS 52 and Allison Stein Robbins NCS 74 Fund

For riding program, farm, and NCS scholarships

Elizabeth Claire Stein Scholarship Fund For CTT scholarships Helen Stein Robin Stein

Strong Roots, High Peaks Faculty Support Fund

Strong Roots, High Peaks Greening and Renewal Fund

Strong Roots, High Peaks Scholarship Fund For NCS & CTT scholarships

Margaret and Randolph Thrower Fund For greening and renewal

Frank H. Wallace Fund For faculty enrichment

Jerome P. Webster III Fund For NCS & CTT

Herbert and Maria West Fund

For NCS intern salaries Selden West and David Hochschartner

Whit Whitcomb Teacher Opportunity Fund For faculty development

Winter’s Children Fund For NCS scholarships

John O. Zimmerman Fund For NCS & CTT

Catherine Bemis and Rory Lustberg with their children Wyatt (grade 8), Eleanor (grade 5), Knox (grade 2) and Rory (pre-K 3).

Embracing Individuality

Catherine Bemis and Rory Lustberg (NCS parents 18–present)

BOTH RORY AND I HAVE A BACKGROUND IN fine arts. We graduated from the Rhode Island School of Design with degrees in painting and sculpture, respectively. While we have gone on to pursue the art of education and the art of cooking in our careers, our school experience was life-changing for both of us and we find that there are similarities and elements of that experience to be found at NCS.

For our children Wyatt and Eleanor, NCS goes beyond the opportunity to experience visual and performing arts every day. North Country School offers my children an opportunity to embrace their individuality while developing responsibility for themselves and their community. The school has a deeply ingrained social fabric that touches every moment of every day.

Students are constantly asked to think for themselves, think outside the box, and think about how their actions impact others—reducing the crushing peer pressure that is present throughout so many school environments. I think my son put it best when I casually made a comment about how something was weird, and he turned and said, “Weird is good, Mom! That’s what they tell us at school.”

Each day my children come home excited about the unique experiences they are able to participate in with teachers guiding them who are as enthusiastic as they are. Most importantly, though, selecting NCS has given our children a positive and enjoyable middle school experience—a rare and fleeting occurrence, based on our own memories and those of my peers!

Catherine and Rory live in Keene, N.Y.

A Home Away From Home

home, we always felt reassured because we knew the caring teachers, staff, and counselors were with him.

WHILE LOOKING FOR A BOARDING SCHOOL for our son Koga, we watched an NCS graduation video. We were so impressed that the teachers gave a heartwarming speech for each student. Our family visited, and we were all fascinated by the beautiful campus covered with snow, but we were not sure if Koga would be OK given his limited English skills. We sent Koga to Camp Treetops in the summer of 2018 as a trial. Even though he did not understand all the words, we know that he enjoyed hiking, swimming in the lake, and hanging out with his friends and counselors. Koga felt safe, welcomed, and supported throughout the seven weeks. He returned home with a happy face and said, “I had so much fun!” Koga’s fantastic experi ence at Treetops led him to apply to NCS, and he kept coming back to Camp every summer to meet new friends, reconnect with old ones, and explore more of the Adirondack mountains.

Studying at NCS was different from summer camp but had something in common—children felt safe, wel comed, and supported. It is like one big family. Koga very much enjoyed living with friends and teachers in a house. We were impressed to see how his motiva tion improved through NCS’s hands-on classes. The beautiful Adirondacks also provide terrific opportunities for outdoor activities all year round. Koga came to love skiing and snowboarding in addition to hiking in summer. Although he had thought he was not a big fan of art, he came to love woodworking and photography.

There were ups and downs during his life at NCS and CTT, but Koga appreciated that he could rely on his friends, and the beautiful sunsets gave him inner peace. As parents who sent our son far away from

Throughout Koga’s three years and two months at NCS and four summers at CTT, NCS and CTT have become his home away from home. He did not just learn English; he grew as a whole person and became more resilient and confident in who he is. We are grateful to his NCS/Treetops friends, teachers, staff, and counselors for helping and encouraging him academically and socially for years, and know that Koga would not have been able to enjoy his life at NCS and CTT without their kind support. We want to express our sincere appreciation to the community by donating, and hope they continue to provide a safe and encouraging envi

Yukari and Shinji Takizawa (CTT parent 18–22, NCS parent 19–22)

Balanced

Left to right: Todd Ormiston, Albert Boulanger, Meimei Ma, Selden West, Aimée Reveno, David “Hock” Hochschartner, Patty Caplan, Karen Culpepper, Manny Weintraub, Suzanne Maxx.

ABOUT BALANCED ROCKS CIRCLE

Visionary donors who support North Country School and/or Camp Treetops in their estate plans become part of our Balanced Rocks Circle. Through these planned gifts, you can make an impact on the institutions you care about most now and beyond your lifetime.

Planned gifts typically involve the use of non-cash vehicles. A planned gift can include the following:

• Leaving a gift to NCS and/or Treetops in your will.

• Giving appreciated stock or real estate.

• Devising an annuity or remainder trust to provide you or your heirs’ income and make a gift to this institution.

• Making this institution a full or partial beneficiary of your retirement plan or a life insurance policy.

Planned gifts are strategic ways to provide for organizations that reflect your values. These gifts can expand your capacity to give and can significantly reduce your tax obligations. Check with your financial advisor on how you may benefit from planned giving.

If you have any questions or want more information about making a planned gift, please contact Christie Borden, director of advancement, at 518-837-5402 or cborden@ncstreetops.org.

We are grateful to the community members who have told us (as of Aug. 31) their intentions to make a planned gift to North Country School and Camp Treetops, thereby becoming members of the Balanced Rocks Circle.

Planned giving provides an avenue for forward-thinking donors to make a meaningful legacy gift that extends philanthropic influence beyond donors’ lifetimes. In this way, our community helps ensure the long-term financial health of Camp and School.

If NCS and Treetops are included in your estate plans and your name is not listed here, or if you would like more information about legacy giving, please contact Christie Borden at 518-837-5402 or cborden@ncstreetops.org.

Anonymous (9)

Dennis Aftergut

Jenny Ewing Allen Neal W. Andrews* Judith Bardacke* Barry and Pam Breeman

Peter Brest

Cali Brooks and Galen Crane Alice Gresham Bullock Margaret and Mitchel Brown Walter E. Clark*

Dr. Georgia Close and Dr. Benjamin Spencer John Byrne Cooke*

Sally Powell Culverwell, NCS 51 Dudley H. Cunningham

Samuel and Laurie Cushman Amy and Matthew Davidson

Sally M. Dennett, NCS 39*

Claire Douglas Elizabeth Eldridge*

Brian Eng and Renee Bourgeois Ann and Lee Farnham

Katharine Knight Flebotte Don Gallo, NCS 73

George M. Galpin

Henry Gardiner*

Suzanne Glickman

Reggie Govan

Gay Booth Greenleaf

Lisa Gulotta

Elizabeth Harlan Laura Thrower Harris

Bob Heays

Nick and Ruth Hewitt Catherine (Cathy Fetz) High David Hochschartner and Selden West Matthew P. Hoffman Amy and John Isaacs Elsbeth S. Johnson Jan Johnson Ralph Jones Liza Ketchum Philip Kneisl, NCS 75 Meredith Kovach and Sam Eaton Monika and Steven Lang, NCS 53 Rose K. Lansbury Lorna Livingston, NCS 50

Susan Localio Bill and Jan Localio Roger* and Pat Loud Elizabeth Macken, CTT 75–79

Anne Martindell*

Dwight N. Mason Lauren McCarty

Mike McCrary '50*

Mimi B. Muray-Levitt, NCS 57 S. Celeste Nossiter

Stefan Nowicki

Sandy Gray Nowicki, NCS 57

JoAnne Olmsted*

Brian Orter

Elizabeth Packard Meredith M. Prime Don Rand*

Mr. & Mrs. James Rea Jr.*

Susan Read, NCS 70, CTT parent 04–05 Jane Crowell Rieffel* Cheryl "Rusty" Schick Rolland * Maggie Rosenbloom Matt Salinger James D. ("Jim") Seymour Kate Shepherd Marcia Siegal* Mike Smith

David and Linda Stein Helen Stein Barkley Stuart and Ann Glazer Hugh Thacher Jessica Tuck Matthew and Courtney Tuck Mary Loeb Umlauf* Ms. Laura Walker Frank Wallace Mara Frankel Wallace and Rick Wallace Louise Walsh and Charles Rupp Janet L. Wentworth (Dunn), NCS 68 Jill Werfel

Christopher Werler '84 Francis Whitcomb* Martha C. Howell and Edward B. Whitney Hilary and Scott Wilkinson Susan Welch Williams, NCS 54 John O. Zimmerman* * = Deceased

Coming Out of Her Shell

Grace Duffy (NCS 21)

WHEN I STEPPED ON CAMPUS IN NOVEMBER 2019 and climbed up the ladder of the small animal barn into the hay loft, I knew North Country School was where I needed to be. I came from an environment where I had never been away from home in a school setting. I broke out of my shell, though: I became stage crew boss, one of the biggest responsibilities I could have earned, was captain of the ultimate frisbee team, and won the work award with my best friend. All that was possible because of the opportunity, support, and guidance I was given by the NCS community.

NCS made me the best version of myself and there is no way to thank NCS and the faculty and staff enough. I graduated from NCS in 2021; this fall I started my second year as a junior at Vermont Academy. A few weeks ago, a faculty member asked where I went to school before. I told them that I went to NCS for a year and a half, and they asked how I liked it. The only response I could think of was “I would not be the person I am today without NCS.” I would not be the strong-minded person that I am today.

I give back to NCS because of how much it gave me. Yes, I am young, but I have every intention to keep coming back to this place for years to come. Last spring’s Community Giving Week was the first of many gifts that I will be giving to this community because of the unmeasurable number of things NCS has given to me. I stay connected to North Country School because of its impact on me, and for all the friendships and bonds I will carry with me.

Grace is from Lake Clear, N.Y.

Grace

as an NCS 9th grader, spending time with the sheep in the barn.

AWP

In June, 15 students and two teachers from Hempstead, N.Y., spent five days at Rock-E House as part of the program, now in its second year. Created by alumna Inyene Bell (NCS 18-21), Access Wild Places traces its roots to NCS’ Outdoor Leadership Class, where students engaged in conversations about equity and inclusion in the outdoors.

The program brings groups of students to North Country School and Camp Treetops, where they can explore the forests, lakes, mountains, and other wild places of the Adirondacks. By working with mentors from similar backgrounds, students learn they, too, can have a place in the outdoors.

Students at the camp enjoyed the same things that have drawn visitors to the Adirondacks for generations, such as hiking, stargazing, and kayaking. They also enjoyed the bounty of the NCS and Treetops farm and engaged in mentorship programs led by several NCS/Treetops alums and friends, including ultra-marathoner and author Mirna “The Mirnavator” Valerio; Lisa Muñoz (NCS 91, staff 03–06, 14–19), director of equity, justice, and belonging at The Dublin School; and Marcos Fernandez (NCS 08-12, staff 20–21, CTT 05–08, staff 15, 17).

As part of our efforts to bring even more people into the conversation about diversity and equity in the outdoors, we invited representatives from local schools and nonprofits to a discussion and community gathering. Representatives from 15 organizations joined us to talk about ways these issues affect the Adirondacks, and how programs like Access Wild Places can promote diversity in the North Country and the outdoors.

Our outreach is already bearing fruit. This winter, we'll work with the Adirondack Mountain Club to welcome a new group of students to the Adirondacks. While the programming will be based out of ADK's new headquarters just two miles from campus, the students will stay at Rock-E and gain from the mentorship, outdoor experiences and reflection the summer program offers.

Access Wild Places is supported by individuals and private foundations along with in-kind donations of gear from: Tecnica, Patagonia, Adirondack Mountain Club, LL Bean, The Mountaineer, Darn Tough Socks, and Optic Nerve.

Outdoor experiences are for everybody— and our Access Wild Places program is helping expand access to students who don’t typically get there.

Camp Treetops

North Country School

4382 Cascade Road Lake Placid, NY 12946

“The WallyPAC design and scene shop has been a place where many of my ideas have been realized. There are just so many opportunities in that space. Being able to build things here like a tow rope for beginner skiers is really meaningful to me because I can leave my impact here and it’s something that generations of students can use.”

—Joseph, NCS 9th grade student